Why is the positive root?
A student asks:
I know the method for finding the hyperbolic arcosine 1 - but I get two roots out of my quadratic formula. Why is it just the positive one?
A quick refresher, in case you don’t know the method
Hyperbolic functions are the BEST FUNCTIONS IN THE WHOLE WIDE WORLD 2 and I’ve loved them since the moment I realised you didn’t really have to faff around with minus signs like you do with the trig functions. In fact, via Osborn’s rule, they opened up a whole load of analogies with sine and cosine that made my life as an A-level student so much easier. (And that was for someone who already had a fairly easy life as an A-level student.)
In case you’re a bit rusty on your Further Pure, though, let’s quickly define the hyperbolic functions:
Easy enough, right? It’s the work of a few moments to see that
There’s also
Inverting hyperbolic functions
If you remember your C3, you’ll know that to invert a function, you find
It looks like we’re stuck, but let’s define
We can solve it, either by the quadratic formula, or by completing the square (I quite like CTS here):
And getting back into
TWO solutions?
In fact, that gives two valid solutions: as long as
The trouble is the shape of the graph
By convention, we define the
Waving a hand at it
Three heuristic reasons that you need the positive root:
-
Obviously the bigger root is the positive one, so - given that
is symmetrical about the -axis, we need the positive root. -
The roots
and of the quadratic equation (*) have a product of 1 - so and using the log rules. The root with the positive sign is bound to give us the positive value of . -
If
is a large positive number, the solutions for are approximately and just barely above zero - clearly having a negative logarithm, meaning the positive root is the one we want.
A bit of rigour so that Michael Gove doesn’t explode
Actually, no. No rigour in this section.
A bit of rigour so that it looks like I know how to cook
That’s more like a good reason. What I really want to show is that
Method 1: directly
This is quite neat. We could reformulate what we want to show as
Clearly,
Method 2: sort-of-inductively
Alternatively, you can say that
Phew!
So there you go: several different methods to show why the
Do you know of any others?
Footnotes:
1. OK, I confess: the student said “
2. That joke never gets old.
3. they’re all hidden away
4. That’s not true of
5. they’re equal when