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Mathematics

What is implicit differentiation?

Differentiation can be broadly divided into two categories: explicit differentiation and implicit differentiation. All the differentiation in the AI SL, AI HL and AA SL courses is explicit - we have a function entirely defined in terms of a single variable, and we can differentiate the function explicitly with respect to that variable. For example, the function $y=x^2 + 2x + 1$, or $f(x) = x^2 + 2x +1$, is a function of $x$, and can be differentiated explicitly with respect to $x$. $$ \begin{align*} \frac{\mathrm{d}y}{\mathrm{d}x} = 2x +2 \,\text{ or }\, f'(x) = 2x + 2 \end{align*} $$ In kinematics, the velocity function $v(t) = \sin (2t)$ is a function of $t$, and can be differentiated explicitly with respect to $t$. $$ \begin{align*} v'(t) &= 2\cos(2t) \end{align*} $$ In the AA HL course, you will encounter implicit differentiation. **This arises when we have an equation, or a relationship between two variables, that cannot be expressed as a function of a single variable**. For example, suppose we have the elliptical equation $x^2+y^2-xy=8$. This is not a function, it is a relation, and if we want to find the derivative with respect to $x$, we cannot do so explicitly, because the terms $y^2$ and $-xy$ are not functions of $x$. But we can treat them as functions of $x$ and differentiate them implicitly, using the chain rule (and the product rule). First consider the term $y^2$. We want to differentiate this with respect to $x$. That is, we want to find $\dfrac{\mathrm{d}}{\mathrm{d}x}\left(y^2\right)$. If we let $y = f(x)$, so that $\dfrac{\mathrm{d}y}{\mathrm{d}x} = f'(x)$, then what we are trying to find is $\dfrac{\mathrm{d}}{\mathrm{d}x}\left(f(x)\right)^2$. According to the chain rule, this would be $2f(x)f'(x)$. Substituting $y$ in place of $f(x)$ and $\dfrac{\mathrm{d}y}{\mathrm{d}x}$ in place of $f'(x)$ we have $$ \begin{align*} \dfrac{\mathrm{d}}{\mathrm{d}x}\left(y^2\right) &= 2f(x)f'(x)\\[8pt] &= 2y\dfrac{\mathrm{d}y}{\mathrm{d}x} \end{align*} $$ We have differentiated $y^2$ with respect to $x$ implicitly. Now consider the term $-xy$. Again let $y = f(x)$. We want to find $\dfrac{\mathrm{d}}{\mathrm{d}x}\left(-xy\right)$, which we can write as $\dfrac{\mathrm{d}}{\mathrm{d}x}\left(-xf(x)\right)$. Using the product rule, we have $\dfrac{\mathrm{d}}{\mathrm{d}x}\left(-xf(x)\right) = -f(x) -xf'(x)$. Substituting $y$ for $f(x)$ and $\dfrac{\mathrm{d}y}{\mathrm{d}x}$ for $f'(x)$ we have found our derivative implicitly. $$ \begin{align*} \frac{\mathrm{d}}{\mathrm{d}x}\left(-xy\right) &= -f(x) -xf'(x) \\[8pt] &= -y-x\frac{\mathrm{d}y}{\mathrm{d}x} \end{align*} $$ The other two terms, $x^2$ and $8$, can be differentiated explicitly. $$ \begin{align*} \frac{\mathrm{d}}{\mathrm{d}x}\left(x^2\right) &= 2x \\[8pt] \frac{\mathrm{d}}{\mathrm{d}x} (8) &= 0 \end{align*} $$ So once every term is differentiated we have $$ \begin{align*} 2x + 2y\frac{\mathrm{d}y}{\mathrm{d}x} -y-x\frac{\mathrm{d}y}{\mathrm{d}x} &= 0 \end{align*} $$ Finally, we can make $\dfrac{\mathrm{d}y}{\mathrm{d}x}$ the subject of the equation. $$ \begin{align*} \frac{\mathrm{d}y}{\mathrm{d}x} &= \frac{2x-y}{y-2x} \end{align*} $$ In general, if we have a function of $y$, but want to differentiate with respect to $x$, we can differentiate it with respect to $y$ then multiply by $\dfrac{\mathrm{d}y}{\mathrm{d}x}$, and that is a reasonable way to understand the implicit differentiation process in the AA HL course. $$ \begin{align*} \dfrac{\mathrm{d}}{\mathrm{d}x}f(y) &= f'(y)\,\dfrac{\mathrm{d}y}{\mathrm{d}x} \end{align*} $$

Biology

What is the role of acetylcholine in a skeletal muscle contraction?

Acetylcholine triggers skeletal muscle contraction by transmitting a nerve impulse across the neuromuscular junction, leading to muscle fiber depolarization. Understanding the role of acetylcholine (ACh) in skeletal muscle contraction is essential for grasping how nerve signals initiate and control movement. Acetylcholine is a neurotransmitter, a chemical messenger released by motor neurons at the neuromuscular junction—the synapse between a motor neuron and a skeletal muscle fiber. Its main function is to transmit the electrical signal from the neuron to the muscle, converting the neural signal into a muscle action. When an action potential (electrical impulse) reaches the end of a motor neuron, it causes voltage-gated calcium channels to open in the neuron’s membrane. Calcium ions enter the neuron, triggering synaptic vesicles filled with acetylcholine to fuse with the presynaptic membrane and release their contents into the synaptic cleft by exocytosis. This release is highly regulated and ensures that acetylcholine is only released in response to a signal. Once in the synaptic cleft, acetylcholine diffuses across the gap and binds to receptors on the sarcolemma (muscle cell membrane). These receptors are ligand-gated ion channels. Binding of acetylcholine opens the channels, allowing sodium ions (Naâș) to enter the muscle fiber and potassium ions (Kâș) to exit. This creates a local depolarization of the sarcolemma. If this depolarization reaches threshold, it triggers an action potential that spreads along the muscle fiber and into the T-tubules, initiating the process of muscle contraction. The muscle action potential ultimately leads to the release of calcium ions from the sarcoplasmic reticulum inside the muscle fiber. These calcium ions bind to troponin, shifting the tropomyosin and exposing the actin binding sites needed for cross-bridge formation with myosin—thus allowing the contraction cycle to proceed. Finally, acetylcholine must be quickly removed from the synaptic cleft to prevent continuous stimulation of the muscle. This is achieved by the enzyme acetylcholinesterase, which breaks down acetylcholine into acetate and choline. Choline is taken back up into the neuron to be recycled. This rapid breakdown ensures that each nerve signal leads to a single, controlled muscle contraction rather than prolonged or involuntary activity.

Mathematics

What are double angle identities?

Double angle identities appear in both the AA SL and AA HL courses, but do not appear in either the AI SL or AI HL courses. There are double angle identities for sine and cosine, which appear in both the AA SL and AA HL courses, and a double angle identity for tangent, which appears only in the AA HL course. There is one double angle identity for the sine ratio - $\sin 2\theta = 2 \sin \theta \cos \theta$ There are three double angle identities for the cosine ratio - $\cos 2\theta = \cos ^2 \theta - \sin ^2 \theta$ - $\cos 2\theta = 2 \cos ^2 \theta - 1$ - $\cos 2\theta = 1 - 2 \sin ^2 \theta$ There is one double angle identity for the tangent ratio - $\tan 2\theta = \dfrac{2 \tan \theta}{1 - \tan ^2 \theta}$ **The double angle identities give us a way of expressing a trigonometric ratio in another form that may make it easier to solve an equation, or help us to find the exact value of a new angle, particularly in paper 1 where we cannot use a G.D.C. to help us.** For example, suppose we are asked to solve the equation $\sin \theta = \dfrac{1}{4 \cos \theta}$ for $0 \leq \theta \leq 2\pi$. We could rearrange this by multiplying both sides by $2 \cos \theta$, giving us $$ \begin{align*} \sin \theta \times 2 \cos \theta &= \dfrac{1}{4 \cos \theta} \times 2 \cos \theta \\[8pt] 2 \sin \theta \cos \theta &= \dfrac{1}{2} \end{align*} $$ Now on the left hand side we can apply the double angle identity for sine so that we have $$ \begin{align*} \sin 2\theta &= \dfrac{1}{2} \end{align*} $$ From here we can proceed as though solving a “normal” trigonometric equation, finding that the two solutions are $\theta = \dfrac{\pi}{12}$ and $\theta = \dfrac{5\pi}{12}$. As a second example, suppose we are asked to find the exact value of $\tan \left(\dfrac{\pi}{12}\right)$. From ratio triangles, we know that $\tan \left(\dfrac{\pi}{6}\right)=\dfrac{1}{\sqrt 3}$ and $\dfrac{\pi}{6}$ is double the angle $\dfrac{\pi}{12}$ so we could use the double angle identity for tangent to help us. We can set up our equation as follows: $$ \begin{align*} \tan 2\theta &= \frac{2 \tan \theta}{1 - \tan ^2 \theta} \\[12pt] \tan \left(\frac{\pi}{6}\right) &= \frac{2 \tan \frac{\pi}{12}}{1 - \tan ^2 \frac{\pi}{12}} \\[12pt] \frac{1}{\sqrt 3} &= \frac{2 \tan \frac{\pi}{12}}{1 - \tan ^2 \frac{\pi}{12}} \end{align*} $$ Now we could rearrange this to make a quadratic equation. $$ \begin{align*} \tan ^2 \left(\frac{\pi}{12}\right) + 2\sqrt{3} \tan \left(\frac{\pi}{12}\right) - 1 = 0 \end{align*} $$ We could then complete the square, or use the quadratic formula to find that $\tan\left(\dfrac{\pi}{12}\right) = \pm 2 - \sqrt {3}$. Then we can reason that $\dfrac{\pi}{12}$ is in quadrant 1 where the tangent function is positive, hence $\tan\left(\dfrac{\pi}{12}\right)$ must equal $2 - \sqrt{3}$. If faced with a trigonometric equation or expression in an exam that doesn’t appear to be solvable or easy to simplify in its current form,, it is useful to investigate whether a substitution using a double angle identity makes the equation more easily solvable, or the expression more easy to simplify.

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