Excellent. This concept could not have been explained any simpler. This teacher should teach the teachers how to teach calculus.......

This guy makes life so easy.he removed me from misery

why isnt this not taught in scools,removes the ambiguity,step by step,language has a lot to answer for,we can all be smart with teaching of this magnitude.thank you.there are not many like you.

There are not bad students only bad teachers. These Teachers are excellent. All teachers in schools, colleges should undergo these teaching techniques, and they will take out the “terror “out from Calculus.

Wow, the best teacher on KZfaq. Am not an engineer, just wonder why most of the teachers can't explain calculous is a manner that kids or an average Jane like me can understand. Big thank you!!

I finally totally understand this after 58 years !!! I did need to look up the definition of velocity and acceleration to completely understand this. When I was learning this, no internet, no KZfaq, no computers, just a single textbook and a library that more books that just drone on sayin the same thing that the teacher said. So if you didn't understand there was no new perspective or teaching methods. Thank God for Men and women like you with better teaching methods and a free medium to learn.

Best calculus teacher I ever had... Online

It's all about the teacher. We all have been students, and we all know the difference between a good and bad teacher.

I'm in 8th grade, and I decided to look up this course for fun. I actually got really into this and it makes so much sense. It would be so useful in HS! Thanks!

connects the graphic representation to the definitions of velocity, acceleration... very simply and well. It's like math graphs meet physics.

This is a man who has mastered the art of teaching.

It might help if you had used the units for position, velocity and acceleration in your graphs. Most people do not understand the difference between these three because of the improper general use of the word ‘speed’. Restating the definition of the slope, as just a reminder, might help as well. Also, would it not be better understood if the process was called something different than differentiation, which does not even hint as to what the process does, other than to say - ‘derived’ from. If the act of differentiation always finds the slope, then call it ‘sloperation’ or ‘slopearate’ or ‘sloperization’ or ‘acquisition of slope’ or ‘slope derivation’.

Good explanations! @Lloyd Welhelm, t is time, putting it in parentheses means a value is derived from the time value. IOW, if the time value is, say, 4, the function will produce a bigger value than if the time value is 2. That is to say, if you know the time, you can calculate the position.

You are best teacher I had ever known! Amazing explanations! I am your student from now on...👍👍👍

So grateful that you are sharing your insights and understanding of calculus. The way teach calculus is life changing. With respect. Thanks

Best teacher I have ever listened to

I love the way teach .good advice thanks a lot.

A great gift to the learners.

I'd pay money to meet or even talk briefly with this man. He is the G.O.A.T of giving classes.

Mate - you are an excellent teacher!

Reminding me so much Sir, you touching all my favourite subject. differentiation wow I cant believe I’m feeling sitting in your class.

Woooow, atleast ive gained something,this is dope,best calculus teacher online

As a teacher. "Worth his weight in gold". Had I have had him as my tutor growing up, I could have been clever!. Thank you so much for abolishing the Misery and Mystery of Math, (3M) in all your sessions. Kindest Regard Francis Edge (UK).

So beautifully explained. Probably the best one I have seen so far. Thank you so much. Will probably will go through all your videos. Liked and subscribed. ❤

Thanks be to God....I passed my problems

Clear as light. Congrats ! ❤ 👏

Great tutorial! BTW - acceleration and velocity ARE Rocket Science. Keep up the good work.

You explain it so clearly, I think I can understand Einstein; Soon anyway.

You are a great instructor. Thanks

First time understood. Many thanks.

I lived in Galena Park years ago! Suburb of Houston. One thing about Houston...don't get in the wrong lane when you want to take an exit! You can put your blinker on but that will just make them tighten the gap! I would have to drive an extra 15-20 miles a few times since I got in the wrong lane! This was before GPS! Texas is a great state though!

Any logarithmic relationship between integrated and differential form of function ??? So we get rid of lengthy calculation

Excellent lesson in basic differential calculus

“Calculus just sound mean” 😂😂, awesome teacher 🔥💪

Brilliant explaination, thank you!

You are really really genius sir….

Very good approach to maths.

Any percentage relationship between differential and integrated forms of function So we don't required any lengthy calculation Any coefficients of correlation between differential and integrated forms of same function ?? So we get rid of lengthy calculation

Is the curve and t^2 in the curve expressing an approximation rather than a fact of acceleration? Sorry just trying to understand the relationships a bit better.

Superb teaching!

That was beautiful! Thank you!

I never took calculus or wanted to major in engineering just because I constantly heard about the high failure rate. Now I regret it. If I had Jason tutor me, I might have just take calculus without fear of failing.

Simply superb

Where can I find the second part of this tutor??

I have noticed something peculiar right at 3:56 min. The position with respect to time (distance in respect to time) starts at 0 for position and time. But the line with a slope represents the constant change of position (let's say 1 unit=100 ft/s) and of course time. But how ( let's say I am in a car) and with the begining of time and position at 0 suddenly I have traveled from 0 to the distance of 100 ft after 1 second without acceleration. If the second derivative shows me the accleration which is contsant of 2 m/s^2 than the first graph should show the start of the car with the constant speed at some point other than zero. The line should start at (let's say) at point 2 on the vertical axis which would represent 200 ft and after accelerating to the distance of 200 ft the car will not accelerate anymore and the second derivative would be correct. But in order to come up to constant speed you first must acclerate after a certain distance traveled. So, you can't start with 0 on the first graph and instantaneously travel with no acceleration without covering some distance. So, the the begining of the line p(t) should be drawn at least a part of unit (of distance that you accelerated) of position axis of more than zero if you start with zero seconds, too. At point zero you can't define neiither position nor time without acceleration first.

Every teacher should be as good as you.

You are the best

Great presentation

Sir, I would like to do the lessons in order. Do you have a book that is published?

Brilliant lecturer

Thank you. Subscribed.

I knew NOBODY could teach me this except YOU...

@Jitu Brahmbhatt. Do not always put the blame to teachers. I don't agree with what you have said that there are not bad students only bad teachers. I want to remind you of the concept of "multiple intelligence". I do believe that there are people who are really good in Math but not that good in other fields. Also, there are some people who are really bad in Math but expert in other fields. Just saying... Thank you.

Impresive...Now I am learning thanks and go on....

THANK YOU

Calculus is all about finding the individual components called dYs of a given whole called Y and summing (integrating) the given individual components = dYs to obtain the whole =Y. The derivative = differential = dY = individual component of Y or WHOLE. Each component or dY is set dX apart where dX = 1/N (N being an indefinitely large number). The hypotenuse of the right triangle formed by sides dY and dX called dS, is the tangent and is an INDIVIDUAL straight line segment of the curve Y. It is NOT a point. All tangents are VECTORS (which a point cannot be) As alluded above Integration is the continuous sum of the dYs (components) and obtaining Y (Whole).

THANK YOU... SIR...!!!

The best tutor ever 👍🏻👍🏻

He 's the best.

Thank you

what a man!!! 'like 3rd grade maths'

Mr Jason, why is it p(x)=t^2? Can't we change the exponent like p(x)=t^3?

This is beautiful

how did you know in the example ;p(t)=t2 that the derivative is a straight light , i mean how can we know without using the law

What book do you recommend for Calculus 1?

A glimmer of the light at the end of the tunnel.

According to my math - based on the trajectory of the mortar I just fired - I'm on the wrong planet!

wow thank you

What is the definition of "a function" ??

very soft sounds

It is not teacher'fault,nor text book writer.The clear conception of difference and fluxion are of utmost importance.I will make it clear soon,and thereby simplify thecalculus .

Mixing a WHOLE lot of very very very very simple algebra concepts into this topic.... No one that hasn’t mastered those topics should be watching this video. Had to literally FFWD the video to the end to get 2 mins of useable info

I've had you speaking Kiswahili my native language!. "Mambo jambo".

how to prepare for my calculus exam? i feel fear already

ty

But for an increasing speed; the acceleration could also be increasing instead of being constant? A vehicle can go from an acceleration of 2km.s-2 to 5km.s-2; for example

Beautifully explained. But I had one problem. - Distance is a quadratic function of time, when velocity is changing uniformly, in other words Acceleration is constant. Therefore function of Distance with respect to Time will be "t square" (t 2). Understood. - Velocity is changing linearly with time if acceleration is constant. That's why its a straight sloping line - a linear function. The slope of this line is the acceleration. It is a constant value. There Function of Velocity with respect to Time is a linear function. A "t" with it's coefficient as the "slope" which is actually the Acceleration. This slope can be any value .. depending on the acceleration. Am I right? Why did you use the numeral 2 as the example of its slope? It creates a confusion, because Derivative of t 2 is indeed 2t (I have studied calculus in college) .. however if we go by looking at the slope as Acceleration is could be a 3 or a 4 (which we know is not the derivative of t square).. It's not clear .. (head scratching student) .. this slope theory is not holding for student / viewer. - However if we continue with the graph analogy we see that since Acceleration is constant .. a graph of Acceleration vs Time t being constant is a flat line parallel to t - axis with value of the 'slope' we found in the previous graph of Velocity Vs Time. In the example it was taken as 2 .. which is fine .. but it could be 3 or 4 or whatever numeral Just pointing out a confusion that may occur for newbies encountering Derivatives for the first time. Maybe I missed something! (It's been 30 years since I did any calculus at all .. I was here to look for Videos that would help my child with calculus) THANKS.

"It's gonna be like 3rd Grade math.." *When you find 3rd Grade math hard*

Oh, my! I didn’t do well in third grade math.

You are very young here, see how mathematic makes you age quickly 🤔 it’s like the second derivative of acceleration X the velocity of time

Sir where is the part 2 of this video ?

Is that your first board?

How long ago is this video? This is a younger Jason.

you should have taught us how calculus formula has been proved or origin of calculus formula using simple example

At earliest stages

Thank you I know you and I stutter

Bruh... Elon should feature your channel through his starlink, just saying... The world gotta know!

Very nice

I'm 27 and this is the closest I have come to grasping derivatives.

Good morning eme

the slope of the slope of the slope

See this video before YT remove it.

why don't calculus teachers plug in some numbers to all those graphs and curves. if we knew the numerical values of x and y and could see the variable differences in a curve it would be a lot easier to understand adding subtracting dividing and multiplying actual numbers instead of plugging in all those letters. just sayin

24:04 agree lol

first!!!!!

9:36 strange noise 😂

e looks younger here )

"It's really not rocket science." Yet...

In school teachers are paid per hour that is why we can't get this kind of lectures ...hmm

A more apt idiom might be..." it's not brain surgery"