I don't have a degree, but I am a math major in college. Still, you really just need proficiency in high school math to get those jokes (and, I guess, a proudly nerdish humour).

I can believe it having taught math and physics (HS) some 30 years ago. I was once asked by a student if I would let him leave class because "my brain is on fire and I need to find an extinguisher!"

good job ggghomie! oh, and by the way, most with undergraduate engineering degrees (and many with graduate) aren't that bright. So, don't pat yourself on the back too much.

The difference between "less" and "small" is very difficult (especially to explain to a 4-year-old. I think of them in terms of a number line. The number line is a line that starts at zero and goes to negative infinity on the left and to positive infinity on the right. Something like this:

If you're comparing two numbers, you can say that the one farther to the left on the number line is "less" and the one farther to the right is "greater." "Less" and "greater" are concerned with *position*: where the number lies on the line.

"Small" and "big" on the other hand are concerned not with position, but with *size*. Zero is defined as the smallest number. The closer something is to zero, the smaller it is. Size is a way to talk about "absolute value." The absolute value of a positive number is just that number, and the absolute value of a negative number is just the inverse of it (so the absolute value of -4 is 4).

For question number 2, the limit is not infinity, the limit DOES NOT EXIST because x is approaching 8 from one side at y=-7.8 (although it gets infinitely closer to the asymptote) and also from y=3.35 (again, getting infinitely closer to the asymptote). Because none of these values can allow you to deduce the value at x=8, the limit does not exist, and most surely does not equal infinity.

the result of this limit is infinity. what you do in this exercise is the closest possible to divide 1 by zero (which is impossible), so if you divide 1 by 0.000000000001 you'll get a big number... now let's put hundreds of thousands of zeros before that little 1 and you'll get a HUGE number.. as you know you could put as much zeros you want before that one. so the answer will TEND to infinity, and as this is limits, then the limit becomes infinity.

Jeez! Where does all the engineering/physics hostility come from? Is there some kind of inferiority complex here? Look...the original comment about being an engineer was not exactly relevant, but neither was it mean-spirited. The follow-up comment from a physicist was OBVIOUSLY tongue-in-cheek. I don't understand these negative postings. I don't understand them at all.

Might as well have a little math-go-round while we're on the subject, hehe.

It's correct to say that the limit in #2 does not exist. However, there are a couple different ways that a limit cannot exist, so limit = infinity is a good shorthand to say that it's unbounded. Most of the time it doesn't matter whether it is negatively or positively unbounded, so limit = infinity usually means positive or negative infinity. If it matters, generally you'll say limit = +(infinity) or limit = -(infinity).

Also, you can actually add infinity as a point that connects the real number line together in a circle. It's called the one-point compactification of the real numbers if you'd like to look it up. Then saying that limit = infinity is true and completely rigorous.

Actually, if you consider that mathematicians tend to be superb at solving spatial problems and that this must by necessity reflect a common cerebral structural linkage, then, from an spatial standpoint, #4 is almost correct. For, if you rotate the left outside diagonal line of the radical sign 135 degress counterclockwise and rotate the horizontal division line 90 degrees either way to be vertical, then you have the shape of a square. This tells us in no uncertain terms that the square root of any number divided by that number reduces to the "root" of a square.

You guys just need more imagination. This is why students are failing their math classes today. Today, math is all about solving So-and-So's conjecture and So-and-So's hypothesis. Our grandparents didn't have time to make conjectures and hypothesize. Nobody cared if an ant could traverse a Klein bottle or a Mobius Strip. Our grandparents passed their math classes because they had to solve real math problems, like how many buckets of water to carry up a hill with a 45-degree incline so that they would have enough to wash their family's clothes for a week and beat the family next door by looking pristine at church. They had to know when they could sleep together without worrying about having their thirteenth kid. That's math!

Hey, UK - it was my grandfather who showed me what a mobius strip was in the first place!

On the infinty problem, I think the 5 should have been the other way up in the answer. ;-)

I'm not an engineer, though I work with 30 of them, but I am a junior high math competition coordinator, and the answers on the competition exams are sometimes this funny.At least the kids try!

quite funny, indeed; these have been around for a while, also in our math/stat's coffee room. A female colleague wondered - rightly so - why on earth this came through depicting women inferiorly.. ??

now!!!this is called something innovative!...why not this is rational when edison sat on a egg to see if it hatches!!awesome maths!Nash will also have to think twice before he comes to conclusion after seein ur stuff [:P]

haha awesome rocks my world! now.. why didn't mathematicians come up with this rather than all that stupid complicated ways. i say your Math major is paying off! :)

geez people. Heza and her boyfriend being engineers is relevant because they deal with math every day, not because they think all you poor smucks can't understand it. Get the fuck over yourselves.

I can believe the first four are possibly real, but question 5 is not a real question - what could the answer be? I see nothing to do there, there's no actual question. So I have to believe it's contrived (but still funny).

just to put a stop to those "1/0 != inf" posts, i'll do a little "explanation" of my own...

i don't wanna step too deep into math, so i'll keep it simple...

6/2 = 3 because 2+2+2 = 6... that means there are three 2s (3 twos) in a 6...

10/5 = 2 because 5+5 = 10, two 5s...

1/0 = inf because 0+0+0+...+0+0 will probably never be 1 (unless you are working in a cyclic group in which you DO have 0 dividers/factors)

maybe i didn't write it right, but you'll pretty much get the picture of "how many 0s does 1 contain"

and it doesn't really matter if the #2 is right or wrong, i think the point is not whether X approaches 8 (or 5) from the left side or the right side... but that's just my oppinion :))

on another note, here's a little something for the future readers:

a = a a*a = a*a a^2 - a^2 = a^2 - a^2 a(a - a) = (a-a)*(a+a) a = a+a //divide by (a-a) a = 2a 1 = 2 ... i think this is a nice little thing to think about, is it ? and it pretty much relates to our ZERO problem *hint hint* :)

shark for ur little funny thing :), at the 5th line you made a division by 0 (a-a) and this is WRONG.

for your inf. matter, just look at the inf. the teach didnt put +/-inf, s/he just put inf. cause s/he didnt precise if the x approach the 8 from the left/right, and from this we say that the limit does not exist, cause from the two sides we get two different values +/-inf. , try to draw the graph and you'll see,

## 97 comments:

priceless

[http://www.positronict.com/photoblog/Recommended/]

my boyfriend and I are both engineers. Thanks for the laugh!

yeah, you sure have to have an engineering degree to get these ones *cough*.

Yeah, good thing I'm a physicist...otherwise, these wouldn't have been funny at all.

(wink wink)

rofl

yeah pretty funny. but im not an engineer nor am i a physicist. but i did stay at a holiday in last night :)

This is very funny. People think that you have to have a degree to get the joke.

:)

aaron reimann

Wow. Made my day.

i'm glad i'm a rocket scientist ... so could get the joke ;)

But very funny, nonetheless.

Love the Limit! I hate 'em :(

In #5: "Solving equation by one Blondie"? WTF does that mean?

Pretty funny, but shame on you for posting about students answers.

Even though im just a passing high school student, found these funny:)

I love it!

Totally laughed my ass off :D

I don't have a degree, but I am a math major in college. Still, you really just need proficiency in high school math to get those jokes (and, I guess, a proudly nerdish humour).

roflmao.

No, Really! :)

Wouldn't 1six = 16?

:-)

no, 1(six)=6

I can believe it having taught math and physics (HS) some 30 years ago. I was once asked by a student if I would let him leave class because "my brain is on fire and I need to find an extinguisher!"

Ken Osborn

I don't have a physics degree--but I

ama pompous, egotistical, self-important windbag. Thanks for reminding me of my intellectual superiority.uhh... would not the lim x->8 be +/- inf unless approach defined? if x approaches from less then 8 it would be neg inf...

Nice one... :)

Its been a long time since Math classes but shouldn't the answer to question 2 be negative infinity?

good job ggghomie!

oh, and by the way, most with undergraduate engineering degrees (and many with graduate) aren't that bright. So, don't pat yourself on the back too much.

They were all hilarious. The most funny one is the first, expansion of (a+x)^n.

the number line is a circle of radius infinity,0 n infinity r ends of d diameter.so basically,-infinity =infinity

The difference between "less" and "small" is very difficult

(especially to explain to a 4-year-old. I think of them in terms of a

number line. The number line is a line that starts at zero and goes to

negative infinity on the left and to positive infinity on the right.

Something like this:

(to neg inf)<--------------------|-------------------->(to pos inf)

...-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 ...

If you're comparing two numbers, you can say that the one farther to

the left on the number line is "less" and the one farther to the right

is "greater." "Less" and "greater" are concerned with *position*:

where the number lies on the line.

"Small" and "big" on the other hand are concerned not with position,

but with *size*. Zero is defined as the smallest number. The closer

something is to zero, the smaller it is. Size is a way to talk about

"absolute value." The absolute value of a positive number is just

that number, and the absolute value of a negative number is just the

inverse of it (so the absolute value of -4 is 4).

Yeh, Extremely funny - I think I have an infinite laugh.. I will show them to my team of engineers next Monday....

everyone is so rofl here.

i get this impression from the knowitalls: "my math is bigger than your math"

roflx2 <-- there's some math for you ;D

For question number 2, the limit is not infinity, the limit DOES NOT EXIST because x is approaching 8 from one side at y=-7.8 (although it gets infinitely closer to the asymptote) and also from y=3.35 (again, getting infinitely closer to the asymptote). Because none of these values can allow you to deduce the value at x=8, the limit does not exist, and most surely does not equal infinity.

AHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHAHA!!!!!!!!!!!

i love it.

bc

vageli ..

the result of this limit is infinity.

what you do in this exercise is the closest possible to divide 1 by zero (which is impossible), so if you divide 1 by 0.000000000001 you'll get a big number... now let's put hundreds of thousands of zeros before that little 1 and you'll get a HUGE number.. as you know you could put as much zeros you want before that one. so the answer will TEND to infinity, and as this is limits, then the limit becomes infinity.

Jeez! Where does all the engineering/physics hostility come from? Is there some kind of inferiority complex here?

Look...the original comment about being an engineer was not exactly relevant, but neither was it mean-spirited. The follow-up comment from a physicist was OBVIOUSLY tongue-in-cheek.

I don't understand these negative postings. I don't understand them at all.

Very funny. Especially some posters here. Guess what, I don´t think you need that much intelligence to get the joke. You´re all just LOL!!!

I don't get it?

i used to do this kind of stuff on math tests.

What a dissaster!

I were laughing for 5 minutes

The best: "find the X" XDDD

Well,

lac, that's because you're not an engineerMight as well have a little math-go-round while we're on the subject, hehe.

It's correct to say that the limit in #2 does not exist. However, there are a couple different ways that a limit cannot exist, so limit = infinity is a good shorthand to say that it's unbounded. Most of the time it doesn't matter whether it is negatively or positively unbounded, so limit = infinity usually means positive or negative infinity. If it matters, generally you'll say limit = +(infinity) or limit = -(infinity).

Also, you can actually add infinity as a point that connects the real number line together in a circle. It's called the one-point compactification of the real numbers if you'd like to look it up. Then saying that limit = infinity is true and completely rigorous.

ha ha

Good one

ha ha

Good one

hilarious, thanks

My God!

It's really a disaster!!

the expand one is EXCLLENT!!!!

I'll try on my testXDDDD

HA!!

It's really a disaster!!!

The expand one is EXELLENT!!!

Maybe I can try on my testXDDDD

Actually, if you consider that mathematicians tend to be superb at solving spatial problems and that this must by necessity reflect a common cerebral structural linkage, then, from an spatial standpoint, #4 is almost correct. For, if you rotate the left outside diagonal line of the radical sign 135 degress counterclockwise and rotate the horizontal division line 90 degrees either way to be vertical, then you have the shape of a square. This tells us in no uncertain terms that the square root of any number divided by that number reduces to the "root" of a square.

You guys just need more imagination. This is why students are failing their math classes today. Today, math is all about solving So-and-So's conjecture and So-and-So's hypothesis. Our grandparents didn't have time to make conjectures and hypothesize. Nobody cared if an ant could traverse a Klein bottle or a Mobius Strip. Our grandparents passed their math classes because they had to solve real math problems, like how many buckets of water to carry up a hill with a 45-degree incline so that they would have enough to wash their family's clothes for a week and beat the family next door by looking pristine at church. They had to know when they could sleep together without worrying about having their thirteenth kid. That's math!

UK

You know, it doesn't really matter if the limit in #2 is right or not. The point is the response answer and a good laugh!

Let it be and stop over-analyzing.

Thanks for that!

too, too funny! The comments are almost as funny as the original post :)

have you got problems with math?

call us, we can help:

0 -- 3*2 -- 3^2*10 -- (sin[ß]/cos(180-ß))*8 -- (đ*sin[ß]^-2)*2.5 -- [(10x)(ln(13e))]-[sin(xy)/2.362x] -- (sin(arc.ctg.(2cos[ß]/2sin[ß])))*4

Hey, UK - it was my grandfather who showed me what a mobius strip was in the first place!

On the infinty problem, I think the 5 should have been the other way up in the answer. ;-)

I'm not an engineer, though I work with 30 of them, but I am a junior high math competition coordinator, and the answers on the competition exams are sometimes this funny.At least the kids try!

ha, very niiiicce, twas quite funny, i must say

quite funny, indeed; these have been around for a while, also in our math/stat's coffee room. A female colleague wondered - rightly so - why on earth this came through depicting women inferiorly.. ??

Pozdrowienia dla wszystkich wspolpracownikow z Cerekwii :)

I'm not an engineer - i have a degree in psychology and I still understood - #3 and #5 were hilarious!!

the second one is superb!

i don't get it. they all seem correct to me

I can't understand English.But Ican lauth this math!

I'm glad that I graduated from a Chinese high school so could get the joke

I'm glad that I graduated from a Chinese high school so could get the joke

now!!!this is called something innovative!...why not this is rational when edison sat on a egg to see if it hatches!!awesome maths!Nash will also have to think twice before he comes to conclusion after seein ur stuff [:P]

It's hard to believe that no one has pointed this out yet, but the limit in the second graphic is wrong.

I mean, you all know that 1/0 != inf, right?!?!?

for up floor, that graphic is not incorrent, it's almost 5, not correct 5.

hahahahhahahahahahahahahhahahahahah

Very impressive!....Such a genius!...using them AHEm common sense...^_^...must be asian?...xP

haha awesome rocks my world! now.. why didn't mathematicians come up with this rather than all that stupid complicated ways. i say your Math major is paying off! :)

Theresa!

That was good. Since I have been working with middle schoolers in math, I can totally see where these were going...

You forgot my favorite from Quantum mechanics.

The equation hamiltonian*Psi=E*Psi,

divides both sides by Psi, then Hamiltonian =E, and then E=h(nu).

geez people. Heza and her boyfriend being engineers is relevant because they deal with math every day, not because they think all you poor smucks can't understand it. Get the fuck over yourselves.

I'm no engineer, I wasn't even good at Math, but I got this as well. Very Funny.

I got the joke, but not the math...

Oh, Jeeze, does that mean I have to vote Republican?

I got the joke, but not the math...

Oh, Jeeze, does that mean I have to vote Republican?

I used to teach math at the U of Arizona. This brought back memories - I'd be lying if I said pleasant memories.

where did you get MY math tests?

Alan

I can believe the first four are possibly real, but question 5 is not a real question - what could the answer be? I see nothing to do there, there's no actual question. So I have to believe it's contrived (but still funny).

Ya plakal'...

Afftar, peshi escho!

Abassaka!

Abassaka!

Pizdets! Tupi pendosy ne znayut matematyky! Ya v shoci!

Pendosy vy taki zh tupi yak i moskali!

Fuck them all!

Dauny vy taki tupi sho ya z vas prosto ohuivayu! Na vas treba atomnu bombu kynity. I na moskaliv takozh!

Stupid americans! All...

Hahaha!!! I'm a philologist (study languages and Literature) from Russia but I really enjoyed it!!!!!

Natalia Kharinova

Santa Clause - I'm afraid that it DOES mean you have to vote Republican. I'm so sorry to be the one to tell you. Cute comment.

lmao, made my day!

nice one;)

I just love this =)

You don't need to be an engineer o a physicist to understand these jokes!

Thanks a lot dude a have a great time with this!

Engineer. Female. Got it. Sent to my nuclear engineering son. He even got it.

these are just priceless... great work really :)

just to put a stop to those "1/0 != inf" posts, i'll do a little "explanation" of my own...

i don't wanna step too deep into math, so i'll keep it simple...

6/2 = 3 because 2+2+2 = 6... that means there are three 2s (3 twos) in a 6...

10/5 = 2 because 5+5 = 10, two 5s...

1/0 = inf because 0+0+0+...+0+0 will probably never be 1 (unless you are working in a cyclic group in which you DO have 0 dividers/factors)

maybe i didn't write it right, but you'll pretty much get the picture of "how many 0s does 1 contain"

and it doesn't really matter if the #2 is right or wrong, i think the point is not whether X approaches 8 (or 5) from the left side or the right side... but that's just my oppinion :))

on another note, here's a little something for the future readers:

a = a

a*a = a*a

a^2 - a^2 = a^2 - a^2

a(a - a) = (a-a)*(a+a)

a = a+a //divide by (a-a)

a = 2a

1 = 2

... i think this is a nice little thing to think about, is it ? and it pretty much relates to our ZERO problem *hint hint* :)

I wonder if lawyers would get this, I know engineers got it :p

Yeah! Truly priceless...

stupid american retards. riffle roffle.

shark for ur little funny thing :), at the 5th line you made a division by 0 (a-a) and this is WRONG.

for your inf. matter, just look at the inf. the teach didnt put +/-inf, s/he just put inf. cause s/he didnt precise if the x approach the 8 from the left/right, and from this we say that the limit does not exist, cause from the two sides we get two different values +/-inf. , try to draw the graph and you'll see,

ps:no need to be graduated to get that :)

Damn guys. I'm a law student. I totally didn't get it. I wish I had gotten into Engineering to have this laugh.

Haha lets prance around like were smarter than the rest

Keep posting such good and meaningful articles. Good Job.

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