Today I taught them the Higher Derivatives, using displacement, velocity and acceleration as real-life examples. I chose not to introduce the 2nd derivative as a means to test whether a turning point is a maximum or minimum, as I preferred to do that when teaching the application of differentiation in tangents and normals at a point in a curve.

Points to note:

(1) students must not write the 2nd derivative as dy^2/dx^2;

(2) d^2y/dx^2 is not the same as (dy/dx)^2;

(3) d^2y/dx^2 is the same as f”(x) or f^2(x);

(4) there may be product rule, quotient rule or chain rule involved when finding the higher derivatives.

Rgds,

Ilyasa, M.Ed, PGDE, ex-MOE Math and Physics teacher (hp: 97860411)

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