I am cross-posting from MSE.
The students in my calc classes tend to be primarily bio/chem majors, and not very much math / physics / engineering.
I feel like there are pretty good ways to talk about and explaining the epsilon-delta definition of limits for physics, engineering students.
But I'm not exactly sure what could be a good one for chem / bio majors in a first year calculus class. A few examples were given in the comments in the MSE post, but I was hoping this could be expanded further.
One idea I had was something along the following lines:
Let $f$ represent the function that represents the blood sugar level as a function $x$ the amount of sugar (g) consumed per day. One wishes to maintain a certain a sugar level $L$, which can be achieved by consuming $a$ grams of sugar. But since it is difficult to maintain such a strict diet, one would like to allow for a bit of wiggle room without jeopardizing the sugar level too much...
Since I know very little about biology (or chemistry), I feel like this example may be too contrived or needlessly convoluted.
Any feedback or suggestion would be greatly appreciated.
Note: One big problem I have with many of the motivating examples from out side of mathematics is that they limit and continuity seem to be mixed up. Distinguishing the idea of limit and continuity already confuses a lot of first year calculus students even without the epsilon and delta thrown in there.