Need Help Understanding an Equality

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In summary: Method of Multiple Integrals?The partial derivative of ##v(z,t)## with respect to ##t## would be:\frac{\partial}{\partial t}v(z,t)=\lim_{\Delta t\rightarrow 0}\frac{v(z,t+\Delta t)-v(z,t)}{\Delta t}
  • #1
Meadman23
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I'm mostly trying to understand how the expression in brackets becomes a partial derivative.

I know I end up with 0/0 if I replace all deltaz with 0, so that leads me to believe L'hopitals rule is used here. I just don't see how I could take L hopitals when I have two variables..
 

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  • #2
Take the limit as Δz→0 and the LHS becomes the definition for the partial derivative.
 
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  • #3
? But wouldn't that give me 0/0 if I take the limit directly?
 
  • #4
How? Where?

I have to go ... so, notice:
##\Delta z## only appears on the LHS, so the limit dos not affect the RHS at all.
It appears inside the function ##v(z,t)## in the numerator.
How is this different from a regular derivative with only one variable?
 
  • #5
delta z is in the numerator and in the denominator on the LHS. I'm not sure what you're trying to say.
 
  • #6
Ahhh... I think I get where you are coming from.

The fact that delta-z appears inside a function in the numerator makes all the difference.
remember, the limit is what happens as delta-z gets very close to zero ... not what happens when delta-z actually is equal to zero. delta-z never reaches zero.

I'm guessing you've not used this sort of expression before:
$$\frac{d}{dx}f(x)=\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h}$$

You could imagine that in the limit, f(x+h)=f(x), which makes the expression evaluate to 0/0.
But that does not work for all possible f(x) - I only need one counter-example to show it's not always true, watch:

example: f(x)=x
$$\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h}= \lim_{h\rightarrow 0}\left [ \frac{(x+h)-x}{h}\right]=\lim_{h\rightarrow 0}\left[ \frac{h}{h}\right]=\lim_{h\rightarrow 0}[1]=1$$ ... see? Since all the h's cancel out, the limit evaluates into something sensible.

The trick is to do the algebra with the aim of getting the h out of the denominator. Otherwise that could be a problem.

example f(x)=x^2 ... try it.

Now back to your example - put v(z,t)=z/t in the LHS, and take the limit delta-z approaches zero.
 
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  • #7
Surely, if you are looking at problems like this, you have taken Calculus? The definition of the "derivative of f(x) at x= a" is
[tex]\lim_{h\to 0}\frac{f(a+ h)- f(a)}{h}[/tex]

Obviously, if you simple "set h equal to 0" you will get the meaningless "0/0". That's the whole point of using the "limit". Taking the limit "as h goes to 0" is NOT the same as setting h= 0. You should have learned that in introductory Calculus.
 
  • #8
Simon Bridge said:
Ahhh... I think I get where you are coming from.

The fact that delta-z appears inside a function in the numerator makes all the difference.
remember, the limit is what happens as delta-z gets very close to zero ... not what happens when delta-z actually is equal to zero. delta-z never reaches zero.

I'm guessing you've not used this sort of expression before:
$$\frac{d}{dx}f(x)=\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h}$$

You could imagine that in the limit, f(x+h)=f(x), which makes the expression evaluate to 0/0.
But that does not work for all possible f(x) - I only need one counter-example to show it's not always true, watch:

example: f(x)=x
$$\lim_{h\rightarrow 0}\frac{f(x+h)-f(x)}{h}= \lim_{h\rightarrow 0}\left [ \frac{(x+h)-x}{h}\right]=\lim_{h\rightarrow 0}\left[ \frac{h}{h}\right]=\lim_{h\rightarrow 0}[1]=1$$ ... see? Since all the h's cancel out, the limit evaluates into something sensible.

The trick is to do the algebra with the aim of getting the h out of the denominator. Otherwise that could be a problem.

example f(x)=x^2 ... try it.

Now back to your example - put v(z,t)=z/t in the LHS, and take the limit delta-z approaches zero.

I end up with

{ [ (z/t) + Δz] - (z/t) } / Δz

then

Δz / Δz

then

1then taking the limit I get

1Or am I supposed to do

{[(z + Δz)/t] - (z/t)} / Δz[(z/t) + (Δz/t) -(z/t)] / Δz(Δz/t) / Δz1/t
How does this get me to the partial derivative with respect to z and how would I know that doing all this wouldn't give me a partial with respect to t instead?Also, was (z/t) arbitrary? Or would something like (zt) have worked?
 
  • #9
You use the normal rules for substitution:

If ##v(z,t)=z/t##, then ##v(z+Δz,t) = (z+Δz)/t##

i.e every time you see a z, you replace it with z+Δz

So you have the LHS limit = 1/t - compare that with the partial derivative.
(Do you know how to take a partial derivative?)

How does this get me to the partial derivative of with respect to z and how would I know that doing all this wouldn't give me a partial with respect to t instead?
The partial derivative of ##v(z,t)## with respect to ##t## would be:
$$\frac{\partial}{\partial t}v(z,t)=\lim_{\Delta t\rightarrow 0}\frac{v(z,t+\Delta t)-v(z,t)}{\Delta t}$$

In general,
If you have a function ##f(\vec{x})## of ##N## variables ##\vec{x}=(x_1,x_2,\cdots ,x_N)##
Then the partial derivative wrt the nth variable, where ##1\leq n \leq N##, is:
$$\frac{\partial}{\partial x_n}f(\vec{x})=\lim_{\Delta x_n\rightarrow 0}\frac{f(\cdots, x_n+\Delta x_n,\cdots)-f(\cdots,x_n,\cdots)}{\Delta x_n}$$
... note: if you don't understand that notation you have a serious problem!

Also, was (z/t) arbitrary? Or would something like (zt) have worked?
Do it and see :)

The definition works for any differentiable function. It would have worked for ##v(z,t)=z## or ##v(z,t)=t## ... whatever.

Do you know how to differentiate functions by rule instead of using the definition?
i.e. can you do: $$\frac{d}{dx}(ax^2+bx+e^{cx})$$
 

FAQ: Need Help Understanding an Equality

What is an equality?

An equality is a mathematical concept that describes the relationship between two quantities that are equal in value. It is represented by the equal sign (=) and states that the quantities on both sides of the sign have the same value.

How is an equality different from an equation?

An equality is a statement of equality between two quantities, while an equation is a mathematical expression that uses one or more variables to represent a relationship between quantities. An equality can be used to create an equation, but not all equations are equalities.

What is the purpose of understanding equality in mathematics?

Understanding equality is essential in mathematics because it allows us to compare and manipulate quantities in a meaningful way. It forms the basis of many mathematical operations and helps us solve complex problems.

What are some common examples of equalities?

Some common examples of equalities include 2+3=5, x=y, and 1 pound = 16 ounces. These statements show that two quantities are equal in value and can be used to solve for unknown variables or convert between units of measurement.

How can I check if two expressions are equal?

To check if two expressions are equal, you can substitute values for the variables and see if the resulting quantities are equal. You can also use algebraic properties and manipulations to transform one expression into the other and show that they are equivalent.

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