6:56 is the moment that makes you such a good teacher that you didn't say it's already there but you turned it into a great example of showing it works with any numbers. I love this kind of mentality that there's essentially no wrong answer in your classes.
I enjoy this, because there are so many techniques in his way of explaining. For instance, the guitar is a perfect hook into the subject. Starting with recap. Writing down as the students fill in the gaps. Hinting. Pausing someone to stop the talking. It all seems really easy and natural, but all of this could take any lesson to a whole new level and empowers interactivity. Cheers for making this.
Probably "Not as cool as you" would sound better than "worse than you". The latter sounds like this teacher is not good at all, and there are even worse teachers than him. But that's just my opinion and I'm not a native english speaker
I love how fun you make lessons! This video has perfect timing actually, I was just reviewing logarithms! Your students are so lucky to have such a brilliant teacher
I was hoping that he's mention that musicap notes are on a logarithmic scale of frequency. But I guess that isn't really an important piece of information when disseminating knowledge about log laws
My math teacher: - copies theorems from the book - tries to prove them (he can't too, cause he keeps looking at the book) - does excercises in a shitty and confusionary way withouw explaining some passes... And if someone doesn't pass the exam he says: "the truth is that you don't study shit" And he is even paid for this.
Take a look at the fret pattern on a guitar, and notice how it is non-linear. This is because the mapping of the frequency of sound on our music notes, is a logarithmic scale. So an incremental change in the note you play, is actually a multiplicative change in the frequency, and hence a multiplicative change in where you place your finger on the fretboard to make that sound. My guess is that he used the guitar to demonstrate this as an application of logarithms.
Educated guess: He used it to demonstrate an application of logarithms. Take a look at the fretboard, and notice the non-linear distribution of frets. This is because our musical note layout is a logarithmic scale of frequency. Incremental movements on the musical scale, correspond to multiplicative changes in frequency.
Teacher can you make a video about studying the Sequences And studying the Study the cues and PGCD AND PPCM Here in algeria we nearly finished the program and I would like you're help thanks we fellow you from all the world 🇩🇿👋🇦🇺
Do u all, bisect the perpendicular mitochondria of the cell that’s parallel to the logarithm of the daughter cell because it’s intersecting the biological acrimonious photosynthesis?
There were reference books with logarithm tables. The tables were made with numeric integration of 1/x. I had to do a similar thing on a biology exam where calculators weren't allowed. It was multiple choice, and I had an exponential growth problem to reverse. All that mattered was getting the answer to 1 significant digit, so manually doing a numeric integration of 1/x worked for me.
Wait so log a^m - log a^n = log a (m/n) but log c^a = log x a/log x c doesn’t that make it = (log x a/log x m) - (log x a/log x n)??? If not why because it is the same exact thing but it isn’t an equation
Be careful with your notation. I use the underscore, to indicate the base of the logarithm (or subscript if I have that luxury), and the parenthesis to indicate the argument. If not otherwise specified, in my notation, log means log base ten, and ln means log base e. log(c^a) is not log_x (a) / log_x (c) Instead, log(c^a) = a*log(c). Here's how it works for the rest of what you wrote: log_a (m/n) is log_a(m) - log_a(n) log_x (a) / log_x (m) = log_m (a) log_x (a) / log_x (n) = log_n (a)
@@ryanjagpal9457 Given: log_b (c^a) We'll let the b equal the base of "log", so that this can apply no matter whether log refers to log base ten, or natural log. Let b=10 if you want it to be log base ten, and let b=e, if you want it to be natural log. Use the change of base rule, to rewrite it in base c, so we can unpack the exponential inside the argument. log_b (c^a) = log_c (c^a) / log_c (b) By definition of logarithm base c, it tells us the exponent of what c is raised to inside the logarithm. Thus: log_c (c^a) = a Reconstruct: log_b (c^a) = a/log_c (b) Use the change of base rule, to restore our remaining logarithm back to log base b: log_c (b) = log_b (b) / log_b (c) log_b (b) will give us 1, since b^1 = b, and it returns us the exponent of b. Thus: log_c (b) = 1 / log_b (c) Reconstruct with our previous equation: log_b (c^a) = a/log_c (b) = a/(1/log_b (c)) Simplify the nested reciprocal, since 1/(1/x) = x: a/(1/log_b (c)) = a * log_b (c) Thus we can conclude that: log_b (c^a) = a * log_b (c)
@@ryanjagpal9457 Yeah, it is difficult. In my experience, exponent properties were intuitive for me, but the only log rule that I internalized right away, was the change-of-base rule. After all, that is the only way to input log base 2 on most calculators. The log rules are all mathematical "mirror images" of corresponding exponent rules. Knowing the exponent rules, you can derive the log rules as well.
Sir your book " Woo's wonderful world of Maths " is not available in India at least not in a paperback or hardcover format but is available in kindle edition but how to get it in a paperback/hardcover format.
The guitar fretboard is an application of logarithms. Take a look at the frets along the neck of the guitar. They aren't laid out uniformly, but instead they are far apart near the tuners, and close together near the sound hole. This is because music notes are defined logarithmically, where 12 semitones comprise 1 octave, which is a doubling in frequency. One twelfth of a doubling is how the semitone is defined, which is a ratio of the twelfth root of 2. Given any frequency in Hertz, you can calculate the corresponding music note through logarithms. 440 Hz defines Middle A, or A4. Divide the frequency in Hz, by the reference frequency of 16.352 Hz, the frequency of the note C0. Then take the log base 2, and round down. That tells you the octave number. For historical reasons, the A-note is defined as a rational number of Hertz, while the C-note defines the start of the new octave. If you want to know where within the octave it is, divide frequency by [16.352*2^(whole number from previous part)], and then take the log base 12th root of 2. This tells you how many semitones it is, from C as the reference note. Example: given 100 Hz, what note is it? log_2 (100 / 16.352) = 2.61246, indicating that it is in Octave 2 Now take the log base twelfth root of 2, of the remainder: log_twelfthrootof2 (x) = ln(x)/ln(2^(1/12)) = 12*ln(x)/ln(2) 12*ln(100/[16.352*2^2])/ln(2) = 7.35 The note G is 7 semitones above C, hence the note of 100 Hz is G2.
He said he had a second reason. I can't find the next lecture, but I'm guessing he also brought it to demonstrate the guitar as an application of logarithms. Take a look at the fret pattern, and notice how non-linear it is. That is because incremental movements on the musical scale, correspond to multiplicative changes in frequency (and therefore, division in wavelength). This is why the frets are not linearly distributed, but rather logarithmically distributed along the guitar's neck.
Dislikes are from hack useless teachers who by-heart stuff without understanding any shit and vomiting it to ruin a poor student who became their scapegoat.
Teacher starts talking with mind numbing voice 40 mins later I start talking to my mate because I am bored Me : man she’s so boring Mate : I know she’s been talking about the same thing with boring voice for 40 minutes now Teacher suck up : miss these two are taking about u Teacher : 😡😡😡👺👹 My point is the reason I lost attention is she was so boring but if I had a teacher like this I would be paying attention
1:46 "when was the last time you really did logarithms?"
Girl answer: "this morning"
Teacher: " No"
Loll
Jongsky Jongsky 😂😂😂😂
IKR 😂
Lmao
This man is single handily making Australia great 🇦🇺
Right on 👍👏
But he ain’t upside down
Wait I just realised he could’ve flipped the footage around
@@insertcringehere5833 ye, the camera is upside down too >
Owh Aussie , i think canada haha
6:56 is the moment that makes you such a good teacher that you didn't say it's already there but you turned it into a great example of showing it works with any numbers. I love this kind of mentality that there's essentially no wrong answer in your classes.
Was literally just thinking this as I watched it. I love this man and the attitude he brings to the subject!
does he teach at Cambridge? That is a ridiculously low level of student intelligence I must say.
@@bitoffbalance4021 bro he teaches at a local nsw school
People like you are the reason students hate a particular subject. @@bitoffbalance4021
I enjoy this, because there are so many techniques in his way of explaining. For instance, the guitar is a perfect hook into the subject. Starting with recap. Writing down as the students fill in the gaps. Hinting. Pausing someone to stop the talking.
It all seems really easy and natural, but all of this could take any lesson to a whole new level and empowers interactivity.
Cheers for making this.
The dislikes are from teachers who are worse than you
worse XD
That's an insult. He should have 14 likes and 1K dislikes then.
CST1992 I kinda didn’t look at it that way 🤣😂
@@Qatari2007 just delete your comment the joke got deconstructed
Probably "Not as cool as you" would sound better than "worse than you".
The latter sounds like this teacher is not good at all, and there are even worse teachers than him.
But that's just my opinion and I'm not a native english speaker
The Thumbnail: Math teacher with a guitar in hand - curiosity wins!
"Stay." I would have laughed if we had heard a crash off screen!
I love how fun you make lessons! This video has perfect timing actually, I was just reviewing logarithms! Your students are so lucky to have such a brilliant teacher
I’m literally about to get my bachelors degree in physics and I’m watching this lol. Sometimes it’s just fun to see someone teach maths 🤷🏽♂️
yeah totally....
it feels like a primary level stuffs...i know all of it
bt its still fun to watch what he will teach the students
I was hoping that he's mention that musicap notes are on a logarithmic scale of frequency. But I guess that isn't really an important piece of information when disseminating knowledge about log laws
maths video, 0 dislikes.
this guy is a true hero
As soon as you say it, it will be disliked because why not. But it can make people smile when seeing 0 dislikes
I came from that video that explained why O! =1,and I started to watch his videos. I have never found math so interesting.
wish you were my teacher!!!
Ikrr
My math teacher:
- copies theorems from the book
- tries to prove them (he can't too, cause he keeps looking at the book)
- does excercises in a shitty and confusionary way withouw explaining some passes...
And if someone doesn't pass the exam he says: "the truth is that you don't study shit"
And he is even paid for this.
I really played a lot with Logarithms back in my School days and Enjoyed it.
Good to be part of this again today through your Channel
OMG this man literally makes teaching a form of art
Who tried to wipe that black dot of the screen?
I always notice that he draws lines and circles really smooth
Was the second reason for the guitar the 12-TET logarithmic tuning?
I love your videos, this is the second video i seen of your channel. I'm hoping to see more in the future.
What else did you do with the guitar? Don''t leave us curious like this!!! xD
Take a look at the fret pattern on a guitar, and notice how it is non-linear. This is because the mapping of the frequency of sound on our music notes, is a logarithmic scale. So an incremental change in the note you play, is actually a multiplicative change in the frequency, and hence a multiplicative change in where you place your finger on the fretboard to make that sound.
My guess is that he used the guitar to demonstrate this as an application of logarithms.
Educated guess:
He used it to demonstrate an application of logarithms. Take a look at the fretboard, and notice the non-linear distribution of frets. This is because our musical note layout is a logarithmic scale of frequency. Incremental movements on the musical scale, correspond to multiplicative changes in frequency.
ugh I really wish I was in this class. God damn, I love math!
I understood everything.It was such a nice class .THANK YOU, SIR
I love this guitar so much because it help me to understand you better much love you
How many of you are in a class in Australia?
Teacher can you make a video about studying the Sequences
And studying the Study the cues and PGCD AND PPCM
Here in algeria we nearly finished the program and I would like you're help thanks we fellow you from all the world 🇩🇿👋🇦🇺
Do u all,
bisect the perpendicular mitochondria of the cell that’s parallel to the logarithm of the daughter cell because it’s intersecting the biological acrimonious photosynthesis?
anyone else finish year 12 this year (2019) but saw the guitar and clicked on the video?? 😂
Me haha
GREAT. Thank you for the revision, but, please, make a song of that, and play and sing it on the guitar... :-)
Why am I watching math videos even though I graduated earlier this year? 😂
This guy knows a bit of music theory as well? yooooo
Microphone is fixed! This is amazing, thanks Mr Woo nice to learn about this.
I thought he was Poh-Shen Loh...
Is Log 1 base 1 equal to Zero or 1?
How did they calculated all log values when there were to scientific calculators at tht time?
Napiers bones, writing it all out
Newton-Raphson method and then use those results to build logarithm sliding rulers so you would never have to repeat the calculations ever again.
They would create tables of logarithms, which you could then look up the values. They also used slide rules
There were reference books with logarithm tables. The tables were made with numeric integration of 1/x. I had to do a similar thing on a biology exam where calculators weren't allowed. It was multiple choice, and I had an exponential growth problem to reverse. All that mattered was getting the answer to 1 significant digit, so manually doing a numeric integration of 1/x worked for me.
Kids listen up, here's 'Wonderwall'
That would've been hilarious
You weren't a member of Regurgitator at some point?
All the waiting is so frustrating, I'd be yelling out answers :(
thanks for making math interesting
He is *_THE BEST_* Math teacher ever!
It's all coming back to me.
Wait so log a^m - log a^n
= log a (m/n)
but log c^a
= log x a/log x c
doesn’t that make it
= (log x a/log x m) -
(log x a/log x n)???
If not why because it is the same exact thing but it isn’t an equation
Be careful with your notation. I use the underscore, to indicate the base of the logarithm (or subscript if I have that luxury), and the parenthesis to indicate the argument. If not otherwise specified, in my notation, log means log base ten, and ln means log base e.
log(c^a) is not log_x (a) / log_x (c)
Instead, log(c^a) = a*log(c).
Here's how it works for the rest of what you wrote:
log_a (m/n) is log_a(m) - log_a(n)
log_x (a) / log_x (m) = log_m (a)
log_x (a) / log_x (n) = log_n (a)
@@carultchAh ok I understand that it swaps, but I’m curious why log(c^a) = a*log(c)
@@ryanjagpal9457
Given:
log_b (c^a)
We'll let the b equal the base of "log", so that this can apply no matter whether log refers to log base ten, or natural log. Let b=10 if you want it to be log base ten, and let b=e, if you want it to be natural log.
Use the change of base rule, to rewrite it in base c, so we can unpack the exponential inside the argument.
log_b (c^a) = log_c (c^a) / log_c (b)
By definition of logarithm base c, it tells us the exponent of what c is raised to inside the logarithm. Thus:
log_c (c^a) = a
Reconstruct:
log_b (c^a) = a/log_c (b)
Use the change of base rule, to restore our remaining logarithm back to log base b:
log_c (b) = log_b (b) / log_b (c)
log_b (b) will give us 1, since b^1 = b, and it returns us the exponent of b. Thus:
log_c (b) = 1 / log_b (c)
Reconstruct with our previous equation:
log_b (c^a) = a/log_c (b) = a/(1/log_b (c))
Simplify the nested reciprocal, since 1/(1/x) = x:
a/(1/log_b (c)) = a * log_b (c)
Thus we can conclude that:
log_b (c^a) = a * log_b (c)
@@carultch Thanks for explaining, although it was difficult I could see some differences and patterns that make me understand it a bit more 😁
@@ryanjagpal9457 Yeah, it is difficult. In my experience, exponent properties were intuitive for me, but the only log rule that I internalized right away, was the change-of-base rule. After all, that is the only way to input log base 2 on most calculators.
The log rules are all mathematical "mirror images" of corresponding exponent rules. Knowing the exponent rules, you can derive the log rules as well.
I’d take a look in your syllabus
Sir your book " Woo's wonderful world of Maths " is not available in India at least not in a paperback or hardcover format but is available in kindle edition but how to get it in a paperback/hardcover format.
Merry Christmas ur doing amazing
That's the groover from Australia, not Vancouver, know which one I'm a bigger fan of
this man is single handily making the World great
I am in university . And we learned that in high school
I really am an idiot. But wtf was the guitar for?
The guitar fretboard is an application of logarithms. Take a look at the frets along the neck of the guitar. They aren't laid out uniformly, but instead they are far apart near the tuners, and close together near the sound hole.
This is because music notes are defined logarithmically, where 12 semitones comprise 1 octave, which is a doubling in frequency. One twelfth of a doubling is how the semitone is defined, which is a ratio of the twelfth root of 2.
Given any frequency in Hertz, you can calculate the corresponding music note through logarithms. 440 Hz defines Middle A, or A4. Divide the frequency in Hz, by the reference frequency of 16.352 Hz, the frequency of the note C0. Then take the log base 2, and round down. That tells you the octave number. For historical reasons, the A-note is defined as a rational number of Hertz, while the C-note defines the start of the new octave.
If you want to know where within the octave it is, divide frequency by [16.352*2^(whole number from previous part)], and then take the log base 12th root of 2. This tells you how many semitones it is, from C as the reference note.
Example: given 100 Hz, what note is it?
log_2 (100 / 16.352) = 2.61246, indicating that it is in Octave 2
Now take the log base twelfth root of 2, of the remainder:
log_twelfthrootof2 (x) = ln(x)/ln(2^(1/12)) = 12*ln(x)/ln(2)
12*ln(100/[16.352*2^2])/ln(2) = 7.35
The note G is 7 semitones above C, hence the note of 100 Hz is G2.
The third one is not a law, it comes from the other laws.
b = a^(log_a(b))
ln(b) = ln(a^(log_a(b)))
ln(b) = log_a(b)*ln(a)
log_a(b) = ln(b)/ln(a)
Great lesson!
The letterer I ever seen. You help me much
What year is this. Is it bacaloriate or what
It's high school.
That kid who was chewing gum, HOW IS THAT ALLOWED IN SCHOOL?! .My school is really strict they don't approve anyone chewing gum in the class.
why this student chewing gum in the class ?
"show me your fingers"
You carried a guitar to school just for that?
He said he had a second reason. I can't find the next lecture, but I'm guessing he also brought it to demonstrate the guitar as an application of logarithms. Take a look at the fret pattern, and notice how non-linear it is. That is because incremental movements on the musical scale, correspond to multiplicative changes in frequency (and therefore, division in wavelength). This is why the frets are not linearly distributed, but rather logarithmically distributed along the guitar's neck.
Dislikes are from hack useless teachers who by-heart stuff without understanding any shit and vomiting it to ruin a poor student who became their scapegoat.
If all math teachers were Eddie Woo, then math would be considered fun by most students. Logic.
Yes
Beautiful accent
bruh you forgot the most important one i swear. a^log b (c) = c^log b (a)
all math noobs watching this: mind blowing
this is primary level stuff....
i feel like i could be a straight A++ student if i went to australia
Who tf learnt logs in primary school?
I'm in 6th standard. I know the basics of log. I can solve them.
My first word was "logarithm"
I am a medical student, why am i here?
I dont know what he is talking about but the Video stopped as it was damn interesting :D
_the media disliked your DP_
I saw guitar and clicked
This thing is easy as fuck
Hi WooTube!
But i like the teacher tho
Nice good
Oh I hate logarithms
lots of guessing :(
just here to make it 100 comments lmao
Bruh
OMG.png
omg.png
:V
Teacher starts talking with mind numbing voice 40 mins later I start talking to my mate because I am bored
Me : man she’s so boring
Mate : I know she’s been talking about the same thing with boring voice for 40 minutes now
Teacher suck up : miss these two are taking about u
Teacher : 😡😡😡👺👹
My point is the reason I lost attention is she was so boring but if I had a teacher like this I would be paying attention
this.eddie
This.eddie