What is wrong with my reasoning here?

  • Thread starter mpatryluk
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In summary: But, as HallsOfIvy explained, the squaring function is not one-to-one, and so not reversible. In summary, when you square root a number, it can either be negative or positive because a negative times a negative is a positive, as well as a positive times a positive. However, when you are solving an equation with a square root, you must include both the positive and negative solutions because the squaring operation is not one-to-one and the negative solution might not have a physical meaning in certain situations.
  • #1
mpatryluk
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I've just noticed that i have a fundamental lack of understanding in a specific aspect of math, and I can't find where my reasoning is flawed.

[tex]x = -5[/tex]
[tex]x^2 = (-5)^2[/tex]
[tex]x^2 = 25[/tex]
[tex]x = 5[/tex]

So in squaring the negative I remove it, and then when I root the number back to original magnitude, the negative has disappeared. What am I missing?
 
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  • #2
when you square root a number, it can either be negative or positive because a negative times a negative is a positive, as well as a positive times a positive
(-1)(-1)=1=(1)(1)
 
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  • #3
mpatryluk said:
I've just noticed that i have a fundamental lack of understanding in a specific aspect of math, and I can't find where my reasoning is flawed.

[tex]x = -5[/tex]
[tex]x^2 = (-5)^2[/tex]
[tex]x^2 = 25[/tex]
[tex]x = 5[/tex]

So in squaring the negative I remove it, and then when I root the number back to original magnitude, the negative has disappeared. What am I missing?

If you are presented with ## x^2 = 25 ## and asked to take the square root, your answer would be ## x = \pm 5 ##.

If you are in some situation where you know the answer has to be positive or negative you would have to offer some clarification in writing (or explanation if you are demonstrating to someone). Sometimes, for example, in physical problems, you know you have a positive magnitude, so the negative answer might not have any physical meaning.

-Dave K
 
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  • #4
dkotschessaa said:
If you are presented with ## x^2 = 25 ## and asked to take the square root, your answer would be ## x = \pm 5 ##.
Strictly speaking, no. If you were asked to solve the equation [itex]x^2= 25[/itex] then the answer would be [itex]x= \pm 5[/itex]. But if you are asked to take the square root of 25, the answer is 5. The square root is a function and, by definition of "function", every function, f, has to have a unique value, f(x), for any given x.

The real difficulty is that the "squaring function", [itex]f(x)= x^2[/itex], is NOT "one-to-one" and so does not have a true "inverse". In particular, while it is always true that [itex](\sqrt{x})^2= x[/itex], it is NOT always true that [itex]\sqrt{x^2}= x[/itex]. What is true is that [itex]\sqrt{x^2}= |x|[/itex].

If you are in some situation where you know the answer has to be positive or negative you would have to offer some clarification in writing (or explanation if you are demonstrating to someone). Sometimes, for example, in physical problems, you know you have a positive magnitude, so the negative answer might not have any physical meaning.

-Dave K
 
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  • #5
What HallsOfIvy said is absolutely correct. In symbols, the three equations are the following:

$$ x = 5$$
$$ \Rightarrow x^2 = 5^2 = 25$$
$$\Leftrightarrow x = \pm 5$$

The squaring operation in the second equation is not one-to-one, and so not reversible, which is the reason for the "implies" one-way arrow. Another way to think of this is that the solution set of the first equation {5} is different from the solution set of the second equation, which is {5, -5}. The solution sets of the second and third equations are exactly the same, which is indication by the double-ended arrow.

The operations that are one-to-one, and hence reversible, are the arithmetic operations (add, subtract, multiply, divide - restricted to nonzero divisors), exponentiating (taking e to some power), taking the log, and so on.
 

FAQ: What is wrong with my reasoning here?

What is the scientific method and how does it apply to reasoning?

The scientific method is a systematic approach to answering questions and testing hypotheses that is used in the field of science. It involves making observations, formulating a hypothesis, conducting experiments to test the hypothesis, and analyzing the results to draw conclusions. This method applies to reasoning by providing a structured and objective way to evaluate the validity of arguments and determine if they are supported by evidence.

Why is it important to use evidence to support reasoning?

Using evidence to support reasoning is crucial because it adds credibility and reliability to the argument. Without evidence, reasoning can be based on personal beliefs or opinions, which may not be accurate or supported by facts. Evidence also allows for others to evaluate the reasoning and come to their own conclusions.

How do biases and assumptions impact reasoning?

Biases and assumptions can greatly influence reasoning by clouding judgment and leading to faulty conclusions. Biases are preconceived notions or preferences that can cause someone to disregard evidence or ignore alternative viewpoints. Assumptions are beliefs that are taken for granted without being questioned, which can also lead to inaccurate reasoning.

What are some common logical fallacies to watch out for in reasoning?

Some common logical fallacies include circular reasoning, where the conclusion is simply restated as evidence, and ad hominem attacks, where the person making the argument is attacked rather than the argument itself. Other fallacies include false dichotomy, where only two extreme options are presented as the only choices, and hasty generalization, where a conclusion is drawn from insufficient or biased evidence.

How can I improve my reasoning skills?

Improving reasoning skills takes practice and effort. It involves being open-minded, questioning assumptions and biases, and seeking out reliable evidence to support arguments. It is also important to consider alternative viewpoints and to be willing to change one's mind if presented with new evidence. Additionally, learning about logical fallacies and how to avoid them can help improve reasoning skills.

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