<p>
</p>
<p>Actually, I showed the standard calculus class too. Good job reading.</p>
<p>its basic calculus with variables, whats so bad about that?</p>
<p>This problem is about the function cos(x) and its quadratic approximation at zero Q(x) =
1 − x2/2.
a) Sketch on the same axes the graphs of cos and of Q in the range − x .
b) Is it true that cos(x) Q(x) for all x?</p>
<p>3a) Calculate the area under the graph of x = ey from y = 0 to y = ln(a).
b) Using the idea from problem 2c and the answer to (a), calculate the area under the graph of
y = ln(x) from x = 1 to x = a. (You’re not supposed to know yet how to find an antiderivative
of ln(x).)
c) Using the answer to (b), write down an antiderivative of ln(x).</p>
<p>the wording is different thats all, essentially the same as doing regular problems,</p>
<p>Hahaha, you are an idiot. I won’t even try to convince you why you’re wrong because clearly, you are delusional and you’ve found some ridiculous, irrational argument for every point someone has made.</p>
<p>It’s no wonder you go to community college…</p>
<p>If you’re the “smartest” guy at Boise St. (or wherever you go), you’re probably going to become arrogant and think you stack up to anyone in the world, unless you have a very mature perspective. It’s all about reference groups.</p>
<p>Maybe you’ve just never met a large group of people with higher intelligence than you and you just don’t realize that you don’t stack up to MIT students. Or maybe you really are as smart as you boast. </p>
<p>No one here knows–including you, Marc. You’d really need to leave your third-tier college and transfer to an elite one. Let us know what happens if you do. </p>
<p>Everyone else is just talking out their… well. you know.</p>
<p>I think I understand what you’re getting at Marc- you’re right, an introductory calculus course at a top tier university probably won’t dwarf the course at a “lesser” institution in terms of difficulty. And chances are that simply taking math courses at MIT isn’t likely to transform your mathematical abilities. That makes sense. On the other hand, I think that to compare one universities course difficulty to that of another on the basis of course work alone is a bit short-sighted. I know several people have already mentioned this, but you simply can’t gauge a course by looking at it in a vacuum- there are so many different factors at play, whether its the quality of ones peers, the teaching style of the professors, the projects, and not to mention the high level of extracurricular involvement amongst students at top universities that require them to adeptly strike a balance between a number of activities. Is this to say that students at prestigious schools are in any way better than those at local state schools? Of course not, but it does speak to the difficulty of making statements based off empirical facts alone when the college experience and education, as we all know, is far from perfectly objective.</p>