Now to close out what Comic Strip Master Command sent my way through last Saturday. And I’m glad I’ve shifted to a regular schedule for these. They ordered a mass of comics with mathematical themes for Sunday and Monday this current week.

Karen Montague-Reyes’s **Clear Blue Water** rerun for the 17th describes trick-or-treating as “logarithmic”. The intention is to say that the difficulty in wrangling kids from house to house grows incredibly fast as the number of kids increases. Fair enough, but should it be “logarithmic” or “exponential”? Because the logarithm grows slowly as the number you take the logarithm of grows. It grows all the slower the bigger the number gets. The exponential of a number, though, that grows faster and faster still as the number underlying it grows. So is this mistaken?

I say no. It depends what the logarithm is, and is of. If the number of kids is the logarithm of the difficulty of hauling them around, then the intent and the mathematics are in perfect alignment. Five kids are (let’s say) ten times harder to deal with than four kids. Sensible and, from what I can tell of packs of kids, correct.

Rick Detorie’s **One Big Happy** for the 17th is a resisting-the-word-problem joke. There’s probably some warning that could be drawn about this in how to write story problems. It’s hard to foresee all the reasonable confounding factors that might get a student to the wrong answer, or to see a problem that isn’t meant to be there.

Bill Holbrook’s **On The Fastrack** for the 19th continues Fi’s story of considering leaving Fastrack Inc, and finding a non-competition clause that’s of appropriate comical absurdity. As an auditor there’s not even a chance Fi could do without numbers. Were she a pure mathematician … yeah, no. There’s fields of mathematics in which numbers aren’t all that important. But we never do without them entirely. Even if we exclude cases where a number is just used as an index, for which Roman numerals would be almost as good as regular numerals. If nothing else numbers would keep sneaking in by way of polynomials.

Dave Whamond’s **Reality Check** for the 19th breaks our long dry spell without pie chart jokes.

Mort Walker and Dik Browne’s Vintage **Hi and Lois** for the 27th of July, 1959 uses calculus as stand-in for what college is all about. Lois’s particular example is about a second derivative. Suppose we have a function named ‘y’ and that depends on a variable named ‘x’. Probably it’s a function with domain and range both real numbers. If complex numbers were involved then the variable would more likely be called ‘z’. The first derivative of a function is about how fast its values change with small changes in the variable. The second derivative is about how fast the values of the first derivative change with small changes in the variable.

The ‘d’ in this equation is more of an instruction than it is a number, which is why it’s a mistake to just divide those out. Instead of writing it as it’s permitted, and common, to write it as . This means the same thing. I like that because, to me at least, it more clearly suggests “do this thing (take the second derivative) to the function we call ‘y’.” That’s a matter of style and what the author thinks needs emphasis.

There are infinitely many possible functions y that would make the equation true. They all belong to one family, though. They all look like , where ‘C’ and ‘D’ are some fixed numbers. There’s no way to know, from what Lois has given, what those numbers should be. It might be that the context of the problem gives information to use to say what those numbers should be. It might be that the problem doesn’t care what those numbers should be. Impossible to say without the context.

Why is the function in the Hi & Lois discussion stated as y(x) = (1/6)6x^3 – (1/2)2x^2 + Cx +D? Why not just y(x) = x^3 – x^2 + Cx + D?

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Good question! I actually put a fair bit of thought into this. If I were doing the problem myself I’d have cut right to x^3 – x^2 + Cx + D. But I thought there’s a number of people reading this for whom calculus is a perfect mystery and I thought that if I put an intermediate step it might help spot the pattern at work, that the coefficients in front of the x^3 and x^2 terms don’t vanish without cause.

That said, I probably screwed up by writing them as 1/6 and 1/2. That looks too much like I’m just dividing by what the coefficients are. If I had taken more time to think out the post I should have written 1/(2

3) and 1/(12). This might’ve given a slightly better chance at connecting the powers of x and the fractions in the denominator. I’m not sure howmuchhelp that would give, since I didn’t describe how to take antiderivatives here. But I think it’d be a better presentation and I should remember that in future situations like that.LikeLike