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calc for brainlets series ' (Purpose of Series (Fight against the…

- - - - Why Calculus?
        
        Calculus is the study of continuous change, and has endless practical applications in literally everything a person can inspire to do, but we will take a less "how can we cogs contribute to the socio-economic wheel" and a more meta physical approach to the fundamental spirituality of calculus and mathematics in general.
        
        It is a fundamentally accepted maxim that most people are afraid of change, which might be the reason so many are afraid to study calculus, but the real reason is the unnecessary pre-requisites students are forced to suffer through. I have had many people tell me when asking about my study that time would be better spent studying geometry of all things. These people, of no fault of their own, are simply taking the path ordained by their authority figures, namely their teachers. I do contend that teachers are contributing to the stifling of youth, but they simply do so out of obedience to the common core curriculum.
        
        In Chinese philosophy, there are two diametrically opposed principles called Yin and Yang:
        It is important to note that without Yin, there would be no yang and vice versa. Chinese philosophy contends that the optimal way of living is to keep your yin energy (light, beauty, thinking, being, planning, happiness, feminine) in balance with your yang energy (darkness, anger/rage, actualization, doing and completing, masculine)
        In Calculus, there are two main concepts/operations that are inverses of each other:
        -Derivatives: Yin energy
        -Integrals Yang energy
        
        Yin <-------> Yang
        Derivative <-------> Integral
        Instantaneous change <-------> Cumulative change
        Being mode of consciousness <-------> Doing mode of consciousness
        Single omnipresent moment <-------> Time line comprised of infinitesimally small moments
        Analogical <-------> Logical
        
        I'd like to note that the course itself will not be focused on the meta-physical/philosophical aspects of calculus itself. Look at the left side of the coggle if you are interested in what the course content entails.
        
        I watched "Stand and Deliver", great movie about a self-actualized teacher teaching inner city hispanic students calculus, and I decided that I wanted to take the AB test
        
        Never ended up taking the test lmao
    - - Many math teachers are bland and unexciting, this, in turn does a disservice to the pupil as they associate mathematics with mind-numbing computational work, rather than the only "true" method we have for observing the universe and natural world.
        
        Math and language arts should then be taught together, in my opinion. (Both forms of poetry) I believe that these are the only things a student truly needs to be successful. Of course people are going to need more knowledge for various fields but this system allows for the student to self-actualize themselves in their free time. If a person wants to learn something then they should not sit around idly for the government to teach them to them.
        
        Government monopolization of the youth from ages 8-18 is oppressive and antithetical to natural human expression and rights.
  - - - Don't let the government dictate the pace at which you learn at.
  - - - For more on this topic: see this link
        https://docs.google.com/document/d/11qn3wWKgUx1dHBY382I0Gnl50YqrRTacrh53a0AShl0/edit?usp=sharing
      - A really good book on this topic of becoming good (a master) at anything is:
        Mastery- by Robert Greene
        Takes anecdotal evidence from the lives of masters: Leonardo Da Vinci, Micheal Faraday, Benjamin Franklin and others and gives a path to achieving mastery.
        Free audio book here:
        https://www.youtube.com/watch?v=2l9uR_zKFg0&t=24255s
- - - - All derivative rules (Chain, product, quotient: pg.5) with a plethora of practice examples #
        
        Introduction to related rates/optimization problems (With a pool, idea is to make a segment where we go measure an actual pool and make up a related rates volume problem) with a focus on implicit differentiation.(Obviously) Intention is to split these up into two parts #
        
        Applications of derivative (Applied minima and maxima) #
        
        Derivatives of inverse functions #
        
        Introduction to integration why explanation as to why it is an pseudo inverse to the derivative #
        
        U-substitution with a BUNCH of examples. #
        
        1 more item...
        
        Might do a little video on a first semester physics kinematics problem without using kinematic equations (Used basic integration and differentiation) #
        
        One might ask why we are skipping the mean value theorem and sketching curves ? well, mainly because they are complete mind-numbing computational garbage that we have computers to do for us, if you would like to sit down and take 3-5 minutes taking nth inflection points of x^5+4x^4+6x^3+46985832x instead of just putting into any graphing calculator software available then be my guest. We will take the time to learn the mean value theorem in application for the arc length derivation. #
      - At this stage people are either going to feel really good about themselves and will have increased confidence about being able to take derivatives of basically any elementary function, or will have stopped watching the course. #