Unless the student develops into an scientist or engineer of certain specialties; under that condition, the quadratic equation maintains (or more likely increases) its’ relevance.

Yes sir, I’d like to buy a quadratic equation, or here is your quadratic equation change sir. As my next door neighbor’s young son said, what good is a quadratic equation if i can’t buy candy with it. Or where has the quadratic equation really gotten us. Yip yip yip yip yip

As a techie, quadratic equations were an occasional part of my life for half a century. In fact, they were about the only part of even semi-advanced math (excluding basic trig) I ever dealt with. Once I had to dig the quadratic formula for calculating roots of a quadratic expression out of the depths of my memory. Mostly, though, advanced math was really just a hobby and a way to get required credits in high school.

Academia is a swamp that looks like a garden. Off and on I have wondered about a question on our physics final that involved a pile being driven into soil. We were given the masses of the pile and the driver, the height the driver was raised to, and that the collision was inelastic (standard stuff). Nothing was mentioned about the soil, and for more than 50 years I believed the problem had no solution. Then, a couple months ago, I was telling somebody about it and it dawned on me it did tell us about the soil: the collision was inelastic, which meant that both energy and momentum were conserved in the collision. (Without that bit of info energy would be lost to rebound, making calculation impossible.) I’m too dull now to work out the math, but it would have been a hoot back then.

The whole point of glory days is to give us interesting memories.

“In relation to quadratic equations, imaginary numbers (and complex roots) occur when the value under the radical portion of the quadratic formula is negative. When this occurs, the equation has no roots (or zeros) in the set of real numbers.”

After 10th grade Its ’all in his imagination anyway…

## Imagine 4 months ago

Nailed it.

## jasonsnakelover 4 months ago

And even then I couldn’t get it.

## Enter.Name.Here 4 months ago

“…whose relevance peaks somewhere around 10th grade………… except to 10th graders.”

## Qiset 4 months ago

Advanced? Hmmm.

## Doug K 4 months ago

So if x represents the grade of peak relevance, then it could have been determined by solving the following equation:

x² – 9x – 10 = 0## efkasper 4 months ago

Unless the student develops into an scientist or engineer of certain specialties; under that condition, the quadratic equation maintains (or more likely increases) its’ relevance.

## John M 4 months ago

well unless you go onto do something maths heavy like electronics

## sandpiper 4 months ago

I thought the quadratic was a body of water off the Metatarsal and the Heel of Italy.

## littlejohn Premium Member 4 months ago

These people don’t need math. They are still figuring out rocks. They haven’t even gotten to minerals yet.

## jagedlo 4 months ago

if then…

## yip yip yip 4 months ago

Yes sir, I’d like to buy a quadratic equation, or here is your quadratic equation change sir. As my next door neighbor’s young son said, what good is a quadratic equation if i can’t buy candy with it. Or where has the quadratic equation really gotten us. Yip yip yip yip yip

## johnjoyce 4 months ago

And then Satan said, “Let’s put the alphabet in math.”

## deojaideep aka Courage 4 months ago

and never used again

## More Coffee Please! 4 months ago

You sure nailed that one!

## flagmichael 4 months ago

As a techie, quadratic equations were an occasional part of my life for half a century. In fact, they were about the only part of even semi-advanced math (excluding basic trig) I ever dealt with. Once I had to dig the quadratic formula for calculating roots of a quadratic expression out of the depths of my memory. Mostly, though, advanced math was really just a hobby and a way to get required credits in high school.

Academia is a swamp that looks like a garden. Off and on I have wondered about a question on our physics final that involved a pile being driven into soil. We were given the masses of the pile and the driver, the height the driver was raised to, and that the collision was inelastic (standard stuff). Nothing was mentioned about the soil, and for more than 50 years I believed the problem had no solution. Then, a couple months ago, I was telling somebody about it and it dawned on me it

didtell us about the soil: the collision was inelastic, which meant that both energy and momentum were conserved in the collision. (Without that bit of info energy would be lost to rebound, making calculation impossible.) I’m too dull now to work out the math, but it would have been a hoot back then.The whole point of glory days is to give us interesting memories.

## goboboyd 4 months ago

Study and learn skills that will be useful. ‘Ya want fries with that?’ ‘Paper or plastic?’ ‘Swipe your card Dude, er, please.’

## Chithing Premium Member 4 months ago

The whole point of studying mathematics in K-12 is to learn how to think, and how to break real world problems into manageable chunks.

## EnlilEnkiEa 4 months ago

Mastered in 10th grade, forgotten entirely by 11th. Seen three years later on the back of a milk carton.

## assrdood 4 months ago

As an old retired guy, I can say that differential equations and multiple regression analysis came in very handy in my career. But maybe not!

## perins 4 months ago

Not if you become an engineer.

## KEA 4 months ago

I hate to say this, but quadratic equations are closer to basic math than they are to “advanced” math

## rugeirn 4 months ago

For everybody who thinks they don’t need quantitative skills: could I be your mortgage loan officer? Please?

## halvincobbes Premium Member 4 months ago

I still remember it. My algebra teacher (9th grade) taught it to us by singing it to the tune of “Rule Brittania.”

## pgf Premium Member 4 months ago

THAT IS ANOTHER FABLE LIKE LITTLE GIRLS NEED LITTLE BOYFRIENDS THAT KEEPS THE LUMPEN PROLETARIATE LUMPEN.

## zeexenon 4 months ago

ax²+bx+c and, of course E=√m2c4+p2c2

## T... 4 months ago

“In relation to quadratic equations, imaginary numbers (and complex roots) occur when the value under the radical portion of the quadratic formula is negative. When this occurs, the equation has no roots (or zeros) in the set of real numbers.”

After 10th grade Its ’all in his imagination anyway…

## mindjob 4 months ago

I’d add Mineralogy to the list of forgotten subjects soon after they are taught

## hagarthehorrible 4 months ago

Down here in India this concept springs up in the eight grade.

## Laurie Stoker Premium Member 4 months ago

Or not at all.

## Will_Scarlet 4 months ago

The quadratic equation is x = (-b plus or minus the square root of b squared minus 4ac) / 2a.

The only reason I remember that is my teacher taught it us to the tune of Pop Goes the Weasel.

## Sailor46 USN 65-95 4 months ago

And interest peaks even earlier that that.