My problem is as follows:
Given the second order homogeneous linear differential equation with constant coefficients $$a\frac{d^2y}{dx^2}+b\frac{dy}{dx}+c\,y(x)=0,$$ is there a good heuristic that explains why the solution set is of the form $\{Ae^{\alpha x}+Be^{\beta x}\}$ or $\{Ae^{\alpha x}+Bxe^{\alpha x}\}$.
The background is that I am teaching engineers the method of solving these equations but like everything else I like to give them a reason why the method works.
I can explain why we might look for solutions of the form $e^{rx}$, why something like $Ae^{rx}$ will be a solution and why if $y_1$ and $y_2$ are solutions then so is $y_1+y_2$. I can explain the non-homogeneous case and why occasionally we have to look at test solutions of the form $xy_H$ --- where $y_H$ is a solution of the homogeneous equation.
The problem occurs when I try and explain to them why the solutions have to be two dimensional and that we don't need three linearly independent solutions (in the homogeneous case).
My best hand-waving argument thus far is that in a solution we will have to integrate twice somewhere and so we will end up with two constants of integration say $C_1$ and $C_2$ so our solution will be $$y_H=y(x,C_1,C_2)$$ but I have had to wave very hard indeed to turn this into $y_H=Ay_1+By_2$.
These are not maths students but I still tried to make various bad arguments along the lines of the 'kernel' of the operator $\displaystyle D^2=\frac{d^2y}{dx^2}$ being two dimensional and that the addition of $bD$ and $cI$ distorts the 'kernel' but not the dimension of it (I wonder can this argument be made rigorous).
Have any of ye any better ideas? I understand that we can show from the Uniqueness and Existence Equation that the solutions must have this form... the irony is that I am happy to sketch an argument of plausibility of that fact --- which is left without proof in most ODE classes --- but the journey from there to the conclusion, which is done in these classes, is beyond the scope and interest of this class.
I fully expect a comment along the lines of they're engineers, who cares?
I do!
I don't mean to put anyone down, but everything above will invariably prove too "mathematicky" for some of the engineers. (No wonder, as it refuses to leave its math nest even for a second.) Explaining that $y=C_1 y_1 + C_2 y_2$ can be done simpler & (thankfully) less rigorously by means of the following two arguments:
First, your engineers will recognize this as Newton's law, which they're familiar with exactly b/c they're engineers. It's not all that hard to convince them that you need to give your general solution "space" to accommodate... what do we need to accommodate (ask)? What does Newton require to give us the full trajectory of a body - e.g., of a body attached to a spring & a damper (as in your example)? Pat verbally on the back the first person to say 'position & velocity.' That's two constants - great. But how are these constants combined in the general solution?
Well, let's take a look at that ODE again. How would I solve it if I didn't know that I have to look for exponentials & all? What I'd do is, I'd take my ODE & initial position/velocity (write these down) & solve the ODE for $y''$ (solve it). I get $y'' = (-b/a)y' - (c/a)y$, which is a linear combination. I can do the same trick w/ the 3rd derivative by differentiating (both sides of) the eq. (do it explicitly) & replacing the 2nd derivative in it by the lin. comb. of the first two - voila (show how it's done), another linear combination. & so on - they should now be happy to believe you. Why is that useful? But, of course, because I have Taylor expansions in my mind. Write down Taylor up to $t^3-$terms & plug in for the coefficients. Rearrange into something of the form $C_1 y_1(t) + C_2 y_2(t)$ (really, really do that). There you go.
Btw, anyone who uses engineering products should care exactly b/c they are engineers, & that would be... wait, just about everybody, incl. people who ride cars & trains & planes moving at potentially crushing - for them - speeds, people living close to nuclear/chemical factories or bombs (who doesn't?), & so on. But it's not as if math zealots will disappear overnight...