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Manuscript 2
Mike the gourami was swimming around in his freshwater aquatic environment
with his TI-83 Plus Waterproof Edition. He was on his way to his 2:00 pm calculus class.
However, on the way he was accosted by a band of ghost shrimp. Ghost shrimp are
normally a quite peaceful species, but two things get them aggravated: warm water and
“You there, gourami! I demand you assist us with our calculus homework,” said
the largest of the group, a two inch shrimp by the name of Fred. “Or else we’ll steal your
calculator!” Apparently the shrimp were unaware that the University of Fishtanks
employed students to act as tutors. It was unnecessary for them to use violence to get
their homework done, but sometimes calculus has mind altering effects on people.
Mike, deathly afraid for his calculator, was immediately cooperative. “What sort
“It’s problem 16, in chapter 11, section 4 of Sturgeon Anglerfish’s A First Course
After recovering from the shock that was brought upon him by the shrimp’s use of
the pictorial representation of a mathematical operator in his speech, Mike began to think
about how to best get out of the situation. The TI-83 Plus Waterproof Edition was
unfortunately, not blessed with the ability to calculate integrals. It seemed as if the only
way to keep his calculator was to do the problem out by hand.
“Okay,” he said. “We can view this as the integral of f(x)/g(x). You see, f(x) and
g(x) are of the same degree. We want use long division to reduce this so that g(x) is of a
greater degree than f(x). After we’ve done this, we can use the power of partial fractions
to get at a point where the function is fairly simple to integrate.” So they set to it.
then set aside the 1, and started working on how to get (5x + 10)/(x4 + 16) into something
a little more integration friendly. They saw that 5x + 10 could be simplified into 5(x + 2),
and x4 + 16 could be simplified out into (x + 2)(x – 2)(x2 + 4). The x + 2 cancelled out,
“This,” Mike said, “is where we start using partial fractions. We want to get this
so that we have two fractions out of this: something over x – 2 and something over x4 + 4.
its numerator. So we want three constants so that (c1 + c2x)(x – 2) + c3(x2 + 4) = 5.”
Multiplying out this they got c1x – 2c1 + c2x2 – 2c2x + c3x2 +c34. Then they grouped these
“This is all equal to 5,” said Mike. “Therefore, we want constants such that (c2 +
c3)x2 = 0, (c1 – 2c2)x = 0, and –2c1 + 4c3 = 5. We can get this by substituting the constants
out for each other.” By some algebraic manipulations they discovered that c2 was equal to
–c3 and vice versa, and c1 was equal to -2c3, and c3 was equal to 5/8. Plugging this back
into everything else, they found that c2 was equal to -5/8, and c1 was equal to -5/4. So
their two fractions were (-5x/8 – 5/4)/(x2 + 4) and (5/8)/(x – 2). They knew that that they
could evaluate these, along with 1, separately, as the sum of the derivatives is equal to the
derivative of a sum. ∫1 was the easiest to evaluate; it was simply x. Pulling the constant
out of (5/8)/(x – 2) gave them 5/8∫(x – 2)-1, which integrated into 5/8log(x – 2). Then they
took -5/8 out of (-5x/8 – 5/4)/(x2 + 4), giving them -5/8∫(x + 2)/(x2 + 4). Integrating this
out was a long and arduous process, but they finally prevailed and got 5/16tan-1(1 – x) +
“By golly, Mister Gourami, you’re awfully good at calculus,” said the ghost
“Uh… sure, so long as you don’t threaten to steal my TI-83 Plus Underwater
So they went their separate ways, the ghost shrimp with their homework
completed, and Mike to his calculus class. He had spent so much time on the problem
that he was half an hour late, but as it turned out, his calculus teacher had been delayed
by a warm current, so class had been cancelled. So it all turned out well for Mike in the
end.