Saturday 1 March 2014

CONTINUITY AND DIFFERENTIABILITY: A SIMPLE INTERPRETATION

Functions are a very important concept in mathematics. Many theories have been developed on functions and they help us to solve a whole lot of problems in science and engineering.

Continuity and differentiability are two very important  attributes associated with functions. Certain functions are continuous from a certain point to a certain point, but not differentiable throughout. Fine. But what do we mean by continuity and differentiability?

Let us first talk about the graph of a function.

Graph of a function? What is that?

Graph of a function is nothing but a drawing to represent it. We can always draw the graph of a function. It can be in the shape of a curve that can be drawn by hand on a piece of paper or in the form of a straight line or broken lines or a combination of curves and straight line segments or even a scattering of isolated points.

If we can draw the graph of a function from point A to point B without lifting the pencil off the paper, we say that the function is continuous from A to B. That means, the drawing that represents a continuous function has no gaps in it. If there is a gap then the function is not continuous!

Well, that is fair enough. Now, what is the meaning of differentiability?

If the drawing (graph) of a function is continuous from point A to point B and has no sharp bend or sharp turning on it, we say that the function is differentiable throughout between A and B.

But if the graph has gaps or sharp bends or sharp turnings, the function is said to be not differentiable there. In other words a function is not differentiable at the gaps or sharp bends or sharp turnings of the graph.

To summarize, a function is said to be
  • continuous throughout if there is no gap in the drawing (graph) of the function
  • differentiable throughout if there is no gap, no sharp bends or no sharp turnings in the drawing. 
---------------------------------------------------------------------------------------------------
 If you need online assistance in mathematics (CBSE, IGCSE, PLUS 1 & 2 ETC.) please contact me on raghavanckk@gmail.com    Skype ID: raghavanckk   Mobile: +27(0)737455575

I charge US$5-10 per hour depending on the topic/class.

I have more than 30 years of experience in teaching mathematics at O and A levels in different countries.  At the moment I am also involved with a Mathematics Development Project under  Rhodes University to improve the mathematics efficiency of High School students in South Africa.

I am conversant with the mathematics curricula of many countries.




 

DIVISIBILITY BY 11

Well, if you see a number how do you know if it is divisible by 11?
This is the trick.

  • Find the sums of alternate digits
  • Find the difference between the two sums
  • If that difference can be divided by 11without a remainder, the original number is also divisible by 11
Example 1: Is 53812 divisible by 11?

Here let us find the sums of alternate digits.
  • 5+8+2=15
  • 3+1=4
  • Difference=15-4=11
  • 11 is divisible by 11. So 53812 is also divisible by 11.
Example 2:   Is 5480816 divisible by 11?

Let us find the sums of alternate digits
  • 5+8+8+6=27
  • 4+0+1=5
  • Difference=27-5=22
  • 22 is divisible by 11; so is 5480816  
Example 3:   Is  349875 divisible by 11?

Let us find the sums of alternate digits
  • 3+9+7=19
  • 4+8+5=17
  • Difference=19-7=2
  • 2 is not divisible by 11. So 349875 can not be divided by 11 without leaving a remainder.

---------------------------------------------------------------------------------------------------
 If you need online assistance in mathematics (CBSE, IGCSE, PLUS 1 & 2 ETC.) please contact me on raghavanckk@gmail.com    Skype ID: raghavanckk   Mobile: +27(0)737455575

I charge US$5-10 per hour depending on the topic/class.

I have more than 30 years of experience in teaching mathematics at O and A levels in different countries.  At the moment I am also involved with a Mathematics Development Project under  Rhodes University to improve the mathematics efficiency of High School students in South Africa.

I am conversant with the mathematics curricula of many countries.