Professional Documents
Culture Documents
FACULTY OF SCIENCE
DEPARTMENT OF
MATHEMATICS AND STATISTICS
1 General Information
Distribution Date: Wednesday, September 4th, 2002
(all information is subject to change)
Pages 1 - 10 of these notes may be considered the Course Outline for this course.
• MATH 139 Calculus (4 credits). This course (whose prerequisite is a course in functions)
is intended for students who have never had a course in calculus. Students may apply
at the Department of Mathematics and Statistics for authorization to register in this
1
Note that the course numbering system at McGill is changing this semester; the previous number
for this course was 189-140, and the version given in the fall was labelled 189-140A; an even earlier
number for a similar course was 189-122.
course; they must bring their complete transcripts before the end of the Course Change
Period. This course covers approximately the same material as MATH 140.2
• MATH 150 Calculus A (4 credits). This course, together with its sequel, MATH 151 Cal-
culus B (also 4 credits), covers approximately the material of courses MATH 140/MATH
139, MATH 141 Calculus II, and MATH 222 Calculus III, in only two semesters. A
course in Vector Geometry (e.g. MATH 133) is pre- or corequisite.
http://www.math.mcgill.ca/brown/incoming.htm
2. The quizzes will be based on topics in the syllabus of the course, most3 of which
topics will have been discussed in the lectures. For convenience, and in order to
standardize the quizzes, some or all problems may be chosen from current WeB-
WorK assignments, possibly supplemented by problems from the text-book. But,
unlike the WeBWorK assignments, where the emphasis is on the answers alone,
students may be expected to provide full solutions to some or all problems on
3
but possibly not all
quizzes. It could happen that the WeBWorK assignment in question has not
yet been due before the quiz4 , so you could prepare yourself by using the Student
Solution Manual [3] to the textbook; the solutions in the Student Solutions Manual
can be used as a guide to what should be included in a “full” solution.
3. You should write the quiz in the tutorial section in which you are registered. Should
the classroom become filled while some registered students still cannot be seated,
the tutor may insist that any students who are not registered in that tutorial to
leave the room.5
4. Your tutor will normally bring graded quizzes to the tutorial to be returned to
you. University regulations do not permit us to leave unclaimed materials bearing
names and student numbers in unsupervised locations; you may be able to recover
an unclaimed quiz from the tutor who graded it, during her/his regular office hours.
5. The grade you obtain on the first quiz, given during the week of Septem-
ber 23rd, 2002, DOES NOT COUNT IN YOUR TERM MARK.
1.4.7 Plagiarism
While students are not discouraged from discussing WeBWorK assignment problems
with their colleagues, the work that you submit — whether through WeBWorK or on
tutorial quizzes or the final examination should be your own. The Handbook on Student
Rights and Responsibilities states in ¶15(a)6 that
“No student shall, with intent to deceive, represent the work of another person
as his or her own in any academic writing, essay, thesis, research report,
project or assignment submitted in a course or program of study or represent
as his or her own an entire essay or work of another, whether the material so
represented constitutes a part or the entirety of the work submitted.”
http://www.mcgill.ca/integrity/studentguide/
with either version of the text book, as ISBN 0-534-75888-6 [4] or ISBN 0-534-75744-8
[5].
The publishers of the textbook and Solutions Manual also produce a “Study Guide”,
designed to provide additional help for students who believe they require it: R. St. Andre,
STUDY GUIDE FOR STEWART’S SINGLE VARIABLE CALCULUS: Early
Transcendentals, Fourth Edition, Brooks/Cole (1999), ISBN 0-534-36820-4, [6].
(The “Study Guide” resembles the Student Solution Manual in appearance: be sure you
know what you are buying.)
1.5.3 Website
These notes, and other materials distributed to students in this course, will be accessible
at the following URL:
http://www.math.mcgill.ca/brown/math140a.html
The notes will be in “pdf” (.pdf) form, and can be read using the Adobe Acrobat reader,
which many users have on their computers. This free software may be downloaded from
the following URL:
7
http://www.adobe.com/prodindex/acrobat/readstep.html
The questions on some old examinations will also be available as an appendix to these
notes on the Web. It is expected that most computers in campus labs should have the
necessary software to read the posted materials.
Where revisions are made to distributed printed materials — for example these in-
formation sheets — we expect that the last version will be posted on the Web.
The notes and WeBWorK will also be available via a link from the WebCT URL:
http://webct3.mcgill.ca
1.6 Syllabus
In the following list section numbers refer to the text-book [1]. The syllabus will include
all of Chapters 1, 2, 3, 4, with the omissions listed below:
Chapter 0: A Preview of Calculus. This is motivational material, and may not all
be discussed in the lectures. Read it.
7
At the time of this writing the current version is 5.0.
8
cf. Appendix F to these notes , p. 4001
Chapter 1: Functions and Models. §1.2 may not be discussed in the lectures, but
you should read it — in particular the definitions of various kinds of functions —
as this terminology may be used from time to time. Omit §1.4. Appendix pages
A31–A34 (inverse trigonometric functions) will be studied in connection with both
§1.6 and §3.6.
Chapter 2: Limits and Derivatives. §2.4 will be discussed in the lectures, but will
not be examination material; read it! The subsection of §2.6 called “Precise Defi-
nitions” should also be read, but will not be examination material.
Chapter 3: Differentiation Rules. Omit §3.3; read the parts of §3.3 that pertain to
your own fields of interest. (See note about Appendix pages A31–A34 in connection
with Chapter 1.)
The following appendices in the textbook contain some prerequisite material for this
course:
With the omissions noted for Appendices C and D, you should be comfortable with all
of the material in these appendixes to the textbook.
Please do not ask the tutors to provide information as to which sections should be
emphasized. Unless you are informed otherwise by the instructors in the lecture sections
or published notes — printed, or mounted on the Web — you should assume that all
materials listed are included in the syllabus. You are not expected to be able to reproduce
proofs of the theorems in the textbook.
1.7.2 Calculators
The use of calculators is not permitted in either quizzes or the examination in this course.
Students whose previous mathematics courses have been calculator-oriented would be
advised to make particular efforts to avoid the use of a calculator in solving problems
in this course, in order to develop a minimal facility in manual calculation. This means
that you are urged to do all arithmetic by hand.
1.7.3 Self-Supervision
This is not a high-school course, and McGill is not a high school. The monitoring of
your progress before the final examination is largely your own responsibility. While the
tutors and instructors are available to help you, they cannot do so unless and until you
identify the need for help. WeBWorK and quizzes are designed to assist you in doing
this.
Time Demands of your Other Courses. Be sure to budget enough time to attend
lectures and tutorials, for private study, and for the solution of many problems. Don’t be
tempted to divert calculus study time to courses which offer instant gratification. While
the significance of the tutorial quizzes in the computation of your grade is minimal, these
are important learning experiences, and can assist you in gauging your progress in the
course. This is not a course that can be crammed for: you must work steadily through
the term if you wish to develop the facilities needed for a strong performance on the final
examination.
Working Problems on Your Own. You are urged to work large numbers of prob-
lems from your textbook. Mathematicians know from experience that this is the only
effective way to master the calculus. Your textbook was selected partly because of the
availability of an excellent Student Solution Manual [3]; this manual has brief but com-
plete solutions to most of the odd-numbered exercises in the textbook. The skills you
acquire in solving textbook problems will have much more influence on your final grade
than either WeBWorK or the quizzes.
In the lecture of Friday, September 27th, 2002, we considered the following problem from
the textbook:
[1, part of #40, p. 145] Find the horizontal and vertical asymptotes of F (x) =
√ x−9 .
4x2 +3x+2
The solution given in class was correct, but — as some students observed when punching
the function into their graphing calculators — the sketch given was not. In this note I
will show how to sketch the portions of the graph far from the y-axis, without using a
calculator.
First observe, as we did in class, that 4x2 + 3x + 2 is always positive, never zero. In
fact, completing the square, we obtain
µ ¶2
2 3 23
4x + 3x + 2 = 2x + + > 0,
4 16
since both summands are non-negative, and the second is strictly positive. Thus the
denominator of F (x) is always defined, always continuous, and always non-zero. The
numerator is also continuous on all of R, so the ratio is also continuous throughout R,
and there are no points where a one-sided limit is infinite: thus there are no vertical
asymptotes.
We saw in class that
x−9
F (x) = √
4x2 + 3x + 2
¡ ¢
x 1 − x9
= q ¡ ¢
x2 4 + x3 + x22
¡ ¢
x 1 − x9
= √ q
x2 4 + x3 + x22
¡ ¢
x 1 − x9
= q
|x| 4 + x3 + x22
¡ ¢
x 1 − x9
= ·q
|x| 4+ 3 + 2
x x2
Information for Students in Section 1 of MATH 140 2002 09 1004
In the last product, the second factor approaches √14 = 12 as x → ∞ or x → −∞. The
first factor is equal to +1 for x > 0 and to −1 for x < 0. The fact that it is not defined
at x = 0 is of no interest, since we are concerned only with its behavior for x “sufficiently
large”. Since the function is constant for large positive x, its limit is that constant, i.e.
1; and similarly for negative x, the limit is the constant value there, i.e. −1. Hence
1 1
lim F (x) = and lim F (x) = − .
x→∞ 2 x→−∞ 2
From the first equation we see that the graph of F is asymptotic to y = 1 as x → ∞;
and, for the second, it is asymptotic to y = −1 as x → −∞.
While the identification of these two asymptotes answers the problem adequately, we
don’t yet have sufficient information for sketching the curves for large |x|, since we don’t
know how the curve relates to the asymptotes, other than being close to them: does it
cross the asymptotes ? Is it above an asymptote, or below it? To answer such questions
we need to look at the signs of 12 − F (x) and − 12 − F (x) for large x in the appropriate
range. Since it is unpleasant to work with square roots, let’s study
µ ¶µ ¶
1 1
G(x) = − F (x) − − F (x)
2 2
1 1 x2 − 18x + 81
= − + F (x)2 = − +
4 4 4x2 + 3x + 2
−75x + 324
=
4(4x2 + 3x + 2)
What about the non-asymptotic behavior of the graph? We have yet to study meth-
ods that can be used to investigate this behavior. When we do so, it will be possible to
sketch the graph fully. For example, we will be able to show that the lowest point on
Information for Students in Section 1 of MATH 140 2002 09 1005
x
–100 –80 –60 –40 –20 20 40 60 80 100
0
–2
–4
–6
Information for Students in Section 1 of MATH 140 2002 09 1006
[1, Problems Plus #2.2, p. 179] Find numbers a and b such that
√
ax + b − 2
lim = 1.
x→0 x
√
Implicit in the hypothesis is the assumption that ax + b is defined in an interval sur-
rounding x = 0 (except possibly at x = 0); we will need this fact, as our solution will
involve another limit stated in terms of the same surd.
√
ax + b − 2
1 = lim by hypothesis
x→0
√ x
ax + b − 2
= lim ·1
x→0
√ x √
ax + b − 2 ax + b + 2
= lim · lim √
x→0 x x→0 ax + b + 2
µ√ limit
√ of a constant
¶ function
ax + b − 2 ax + b + 2
= lim ·√ Product Law
x→0 x ax + b + 2
√
( ax + b)2 − 22
= lim √
x→0 x( ax + b + 2)
ax + b − 4
= lim √ (1)
x→0 x( ax + b + 2)
It follows that
µ ¶
ax + (b − 4) √
lim (ax + (b − 4)) = lim √ · (x( ax + b + 2))
x→0 x→0 x( ax + b + 2)
ax + (b − 4) √
= lim √ · lim x · lim ( ax + b + 2)
x→0 x( ax + b + 2) x→0 x→0
by the Product Law; all limits on the right exist — the first by our proof above, and the
second and third by continuity of polynomials and square roots. But lim x = 0, so the
x→0
product on the right is 1 × 0× a real number, and must be zero. But the function on the
left is a polynomial, and its limit also is known by continuity to be the function value,
i.e. a · 0 + (b − 4) = b − 4: we have proved that b − 4 = 0, so b = 4.
Information for Students in Section 1 of MATH 140 2002 09 1007
By (1),
ax
1 = lim √
x→0 x( ax + 4 + 2)
a
= lim √ (2)
x→0 ax + 4 + 2
so
µ ¶
1 − x2
= lim + (a − b)
x→0 x4
µ ¶
2 1
= lim (1 − x ) · 4 + (a − b)
x→0 x
Example A.3 We can even arrange that the difference of the two ½ functions have no
1
x2
+a x≥0
limit at all. Let a be any real number different from 0, and let f (x) = 1 ,
½ 1 x2
x<0
x2
x 6= 0
g(x) = . Then lim f (x) = ∞, lim g(x) = ∞, but
0 x=0 x→0 x→0
for
x ≥ 0. (4)
4. [added November 15th, 2002] Is there is an error in [4, Exercise 4.2.32, p. 294]?
π π
Does it make sense that tan−1 (−1) + cot−1 (−1) = ? Shouldn’t this be − ?
2 2
Solution:
1. We define
f (x) = 2 arcsin x − arccos(1 − 2x2 )
and shall try to prove f (x) = 0 for all x in the designated interval. Differentiating
with respect to x yields
1 −1
f 0 (x) = 2 · √ −p · (−2x)
1 − x2 1 − (1 − 2x2 )2
2 2x
= √ −p
1 − x2 (2x)2 (1 − x2 )
2 2x
= √ − √
1−x 2 |2x| 1 − x2
2 2x
= √ − √ (5)
1−x 2 2x 1 − x2
2 2
= √ −√ =0
1−x 2 1 − x2
Information for Students in Section 1 of MATH 140 2002 09 1011
provided that x 6= 0 and, moreover, that inequality (4) is satisfied, which permits
us to evaluate |2x| as 2x. In this case, since the derivative is 0, the function f
must be constant on the interval (0, 1).9 We now select any convenient point in
the interval 0 < x < 1:
1
• If we take x = √ , we have
2
µ ¶ µ ¶
1 1 1
f √ = 2 arcsin √ − arccos 1 − 2 ·
2 2 2
1
= 2 arcsin √ − arccos 0
2
π π
= 2· − =0
4 2
1
• or, alternatively, taking x = , we have
2
µ ¶ µ ¶
1 1 1
f = 2 arcsin − arccos 1 − 2 ·
2 2 4
1 1
= 2 arcsin − arccos
2 2
π π
= 2· − =0
6 3
We thus find that f (x) = 0 for all x in the interval 0 < x < 1. Our proof does not
immediately give information for x = 0 or for x = 1. We can verify the truth of
the claim independently at those two points:
2. Do we need condition (4)? Suppose that x < 0. Then (5) would become
2 2x
f 0 (x) = √ − √
1−x 2 −2x 1 − x2
2 2 4
= √ +√ =√
1−x 2 1−x 2 1 − x2
Since the derivative is not 0, we can draw no conclusions about the value of f . In
1
fact, the claim would be false for x < 0: for example, taking x = − √ , we have
2
µ ¶ µ ¶
−1 −1 1
f √ = 2 arcsin √ − arccos 1 − 2 ·
2 2 2
−1
= 2 arcsin √ − arccos 0
2
³ π´ π
= 2· − − = −π
4 2
so the claim is not generally true for x < 0.
3. Here is a purely trigonometric proof when x ≥ 0. Define θ = arcsin x. The arcsine
function maps positive numbers between 0 and 1 to numbers between 0 and π2 , so
0 ≤ θ ≤ π2 . That implies that 0 ≤ 2θ ≤ π. sin θ = sin (arcsin x) = x (a result
that holds for all x, not only for x > 0). cos 2θ = 1 − 2 sin2 θ = 1 − 2x2 . But our
definition of the arccosine function was that it maps any real number between −1
and +1 on to the unique number between 0 and π having the given number as the
cosine. Thus arccos(1 − 2x2 ) = 2θ = 2 arcsin x, as claimed.
4. [added November 15th, 2002] The author proves that the derivative of tan−1 x +
cot−1 x is zero, and his proof is valid over the entire interval −∞ < x < +∞. The
function satisfies the conditions of the Mean Value Theorem, so it must be constant
over the entire interval. And, the proof that the constant is π2 is quite correct. But,
don’t we know that the arctangent and arccotangent functions are negative for
− π2 < x < 0? Unfortunately, not. The definition of the arccotangent function
given in the textbook [4, Statement 19, p. A34] selects the interval (0, x, π) as the
codomain. While this may appear natural for the subdomain 0 ≤ x < ∞, it means
that the cotangent of negative numbers is in the interval π2 < x < π. In view of
this definition, the equation is completely correct!
Had the author chosen to base the inverse of the cotangent function on the behavior
of the cotangent from − π2 to π2 , he would have had to delete 0 from this interval, and
included one or other of the end-points, for example, using the union of the intervals
¡ π ¢ ¡
− 2 , 0 and 0, π2 ].
Information for Students in Section 1 of MATH 140 2002 09 1013
While it is natural to apply the calculus to phenomena in the physical sciences, where
variables appear to be continuous, one can sometimes obtain useful information by mod-
elling discrete situations through an assumption of continuity. An example is the follow-
ing problem, which appeared as problem 11 on the final WeBWorK assignment (which
does not count for a student’s grade).
“The manager of a large apartment complex knows from experience that x
units will be occupied if the rent is y dollars per month. A market survey
suggests that, on the average, one additional unit will remain vacant for each
u dollar increase in rent. Similarly, one additional unit will be occupied for
each u dollar decrease in rent. What rent should the manager charge to
maximize revenue?”
This problem involves assumptions different from those typically seen in this course, and
students should not infer that they are expected to be able to supply such assumptions
and solve this type of problem on examinations in this course.
Solution: In order to apply the calculus here we have to assume that the datum given —
that an increase of the rent by u dollars entails a decrease of occupancy by 1 apartment is
valid for fractions of a dollar; and we have to give a meaning to occupancy of a fraction
of an apartment. Once we understand the implications of these assumptions, we can
consider the gross revenue — as a function of the rent charged per unit apartment. The
market survey suggests that
d OCCUPANCY 1
=− ;
d RENT u
the most general antiderivative of the function OCCUPANCY(RENT) will then be
1
OCCUPANCY(RENT) = − · RENT + C ,
u
where C is the constant of antidifferentiation that must be determined from the given
datum. When we impose the condition that OCCUPANCY(y)=x, we find that
y
x = OCCUPANCY(y) = − + C
u
y
so C =x+ , and
u
1 ³ y´
OCCUPANCY(RENT) = − · RENT + x + .
u u
Information for Students in Section 1 of MATH 140 2002 09 1014
MONDAY WEDNESDAY
SEPTEMBER
2 LABOUR DAY 4
Tutorials begin the week of September 9th
Use Textbook Appendices A, B, C, D to review prerequisites!
9 11
Course changes must be completed by midnight, September 15
16 18
Deadline for withdrawal with fee refund = September 22
Q Q
23 1 25 1
P
30 1
OCTOBER
P
2 1
P Q P Q
7 2 2 9 2 2
The next page will not be distributed until the syllabus has been revised.
Notes Distributed to Students in Section 2 of MATH 140 2002 09) 2002
MONDAY WEDNESDAY
NOVEMBER
Q Q
4 4 6 4
P
11 4 13
Q Q
18 5 20 5
25 27
DECEMBER
Only Tutorial Sections 003–008, 015, 016 meet week of December 2
2 Tutorial Sections 003- 4
008 meet at their regu-
lar times.
P
Notation: n = assignment #n due at midnight on Monday this week
°
Q = Read Only
R
• Do not use a calculator when solving these problems, even for simple arithmetic.
(You may, however, wish to use a calculator afterwards to verify whether your
answers are ‘reasonable’.)
1. (a) Give a right-angled triangle in which one angle is α = π3 , and use the triangle
to determine the values of sin α, cos α, tan α.
(b) Give a right-angled triangle in which one angle is β = π4 , and use the triangle
to determine the values of sin β, cos β, cot β, sec β.
It is not sufficient to state the values: you should explain how you determine them
in terms of the lengths of the sides of your triangle.
Solution:
(a) We take the right half of an equilateral triangle, each of whose sides has length
2. In ∆DBC ∠C = π3 = α. DB bisects ∠ADC and meets AC in its midpoint,
B. Then
√
|BD| 3
sin α = =
|CD| 2
|BC| 1
cos α = =
|CD| 2
√
|BD| 3 √
tan α = = = 3
|BC| 1
|EG| 1
sin β = =√
|F G| 2
Information for Students in MATH 140A 2002 09 3003
D
·T
· T
· T
· T
· T
· T
· √ T
F @
2 · 3 T 2
· T @
· T @
· T @ √
· T 1 @
2
· T @
· T @
· T @
· 1 90◦ 1 60◦T 90◦ 45@
◦
· T 1 @
A B C E G
|EF | 1
cos β = =√
|F G| 2
|EF |
cot β = =1
|EG|
√
|F G| 2 √
sec β = = = 2
|EF | 1
(Note: Some students may have been taught never to leave a surd in the
denominator, as in the fraction √12 above. This convention derives from the
√
difficulties, in the days before calculators, of working with numbers like 2.
While it still is useful, for hand calculations, to confine surds to the numerator,
you may work with fractions like √12 if you are happy with them.)
(a) a formula which expresses sin(x + y) in terms of the sines and cosines of x
and y.
(b) a relationship between sin x and sin(−x), and another between cos x and
cos(−x).
(c) By applying the results of parts 2b, 2a above, determine a formula that ex-
presses sin(x − y) in terms of the sines and cosines of x and y.
Information for Students in MATH 140A 2002 09 3004
The formulæ you state should be valid for all values of x and y.
Solution:
(a)
sin(x + y) = sin x cos y + cos x sin y (6)
[7, A-15 (6)]
(b) sin(−x) = − sin x; cos(−x) = − cos x [7, A-15 (4)]
(c) Replacing y by −y throughout (6), one obtains
π π
3. (a) By substituting x = α = 3
and y = β = 4
in the formula in 2c, determine
the value of sin 15◦ .
π
(b) Using the result of 3a, determine the value of cos 12 .
Solution:
(a)
µ ¶
π π
sin = sin − i4
12 3 p
π π π π
= sin cos − cos sin
à √3 ! µ 4 3
¶ µ ¶ µ
4
¶
3 1 1 1
= · √ − · √
2 2 2 2
√ √ √
3−1 6− 2
= √ = .
2 2 4
√ √ √
( 3−1)2
(b) π
cos2 12=1− 8
= 2+4 3 ; hence cos 12
π
is one of the square roots of 2+4 3 .
Since theq
angle is in the first quadrant, the sign is positive. It follows that
√
π 2+ 3
cos 12 = 4
. This can be seen — you were not expected to see this —
√
3+1
that the square root is √
2 2
.
4. State, without proof, formulæ which express cos(x + y) and cos(x − y) in terms of
the sines and cosines of x and y.
Information for Students in MATH 140A 2002 09 3005
Solution:
5. (a) Specialize the formula in Problem 4 (by making a suitable choice for y in
terms of x) to express cos 2x in terms of sin x and cos x.
(b) Use the identity sin2 x + cos2 x = 1 to express cos 2x in terms of cos x alone;
and in terms of sin x alone.
(c) Apply your formulæ in 5b to determine the values of cos π6 and cos π2 from the
π
sines of 12 and π4 .
Solution:
(b)
(c)
π ³π´ ³π´
2
cos = cos 2 = 1 − 2 sin
6 12√ 12 √ √
( 3 − 1)2 1+3−2 3 3
= 1−2· =1−2· =
8 8 2
µ ¶2
π π 1
cos = 1 − 2 sin2 = 1 − 2 √ =0
2 4 2
(a) The line through the points (−1, 4) and (−2, 1).
(b) The line through the point (4, −1) which is perpendicular to the line
2x + y = −7 . (13)
1−4
(a) The slope of the line will be (−2)−(−1)
= 3, so an equation is y−4 = 3(x−(−1))
or y = 3x + 7.
(b) The slope of the line we seek will be the negative reciprocal of the line y =
−2x − 7, which has slope −2; thus the line will have slope 21 . One equation
will be y − (−1) = 21 (x − 4), or x − 2y = 6.
7. (a) It is claimed that the equation (2x + y + 7)2 = 0 represents the same points
as the equation 2x + y + 7 = 0. Determine whether the claim is correct.
(b) Determine what is represented by the equation (2x + y)2 = (−7)2 , i.e. by the
equation obtained by squaring both sides of equation (13).
Solution:
(a) The equation of a line is a constraint satisfied by the coordinates of its points,
and satisfied by the coordinates of no other points. As (2x + y + 7)2 may
be zero if and only if 2x + y + 7 = 0, this is another equation for the same
line. (Some authors would, however, say that this is “the equation of two
coincident lines”.)
(b) (The symbol ⇔ means that the statements which it connects are logically
equivalent.)
(2x + y)2 = (−7)2 ⇔ (2x + y)2 − (−7)2 = 0
⇔ (2x + y − 7)(2x − y + 7) = 0
⇔ 2x + y − 7 = 0 or 2x + y + 7 = 0
Thus the given equation is satisfied by the coordinates of the points on either
of the parallel lines 2x + y − 7 = 0 and 2x + y + 7 = 0; the equation represents
the union of the sets of points on the two lines.
8. Determine the centre and radius of the circle x2 + y 2 + 4x − 6y + 3 = 0.
Solution: (This problem is from the 1998 Final examination in 189-112A.) We
complete the squares separately.
x2 + y 2 + 4x − 6y + 3 = 0
⇔ (x2 + 4x) + (y 2 − 6y) + 3 = 0
à µ ¶2 ! µ ¶2 à µ ¶2 ! µ ¶2
4 4 −6 −6
⇔ x2 + 4x + − + y 2 − 6y + − +3=0
2 2 2 2
⇔ (x + 2)2 + (y − 3)2 = 4 + 9 − 3 = 10
√
⇔ (x − (−2))2 + (y − 3)2 = 4 + 9 − 3 = ( 10)2
√
Hence the centre of the circle is (−2, 3), and its radius is 10.
Information for Students in MATH 140A 2002 09 3007
(a) The denominator is defined for all x. The numerator is defined for all non-
negative x. The ratio function is defined only for non-zero denominators,
so we must ensure that 2 − sin x is not zero; but this can never happen, as
| sin x| ≤ 1. Thus the largest possible domain for this function is the set of all
non-negative real numbers.
(b) Logarithms are defined only for positive numbers, so we must require that x +
1 > 0, i.e. that x > −1. But the logarithm here appears in the denominator,
which can assume any value except 0. log3 (x+1) = 0 precisely when x+1 = 1,
i.e. x = 0. Thus the largest possible domain for this function is the union of
the set −1 < x < 0 with the set x > 0 of positive real numbers.
Solution: (This problem is from the 1998 Final examination in 189-112A.) Students
were expected to observe that the first summand is a perfect square.
3x − 7y = 1
4x + 3y = 5
Solution: (This problem is from the 1998 Final examination in 189-112A.) Students
will study the systematic solution of systems of linear equations in courses on
linear algebra and matrices. This problem is simply to detect whether you are
able to solve a routine small system, even if your methods are not systematic.
Subtracting 3 times the second equation from 4 times the first equation yields
11
−37y = −11, implying that, if there is a solution, y = 37 ; this, substituted into
the first equation, yields x = 38 37
. (This solution can be verified by substituting
in the second equation. While that is hardly necessary in the present problem,
substitution should be undertaken in large linear systems, unless care has been
taken to avoid the possibility that some constraint has been lost. This is beyond
the present course, but will be studied in courses in linear algebra. What is at
issue is the possibility that a system of equations may have no solutions at all, or
may have infinitely many solutions.)
Information for Students in MATH 140A 2002 09 3009
Solution:
(a)
1
⇔ cos x = or cos x = 2
2
1
⇒ cos x = as | cos x| ≤ 1
µ 2 ¶
1
⇔ x = 2n ± π
3
x2 + x + 1 ≤ 3(x2 − x + 1)
x2 − x + 1 ≤ 3(x2 + x + 1)
The first of these is equivalent to 2(x − 1)2 ≥ 0, which is true because the left side
is a square, hence non-negative; the second is equivalent to 2(x + 1)2 ≥ 0, which is
non-negative for the same reason. In order to pass from these two inequalities to
(16) we need to divide by x2 + x + 1. This is a quadratic polynomial, having no
real roots; its sign is that of the leading coefficient x2 , i.e. it is positive; this can
be shown by observing that x2 + x + 1 = (x + 12 )2 + 34 ≥ 0 + 34 > 0. So dividing
the members of an inequality by this positive quantity preserves the inequalities,
thereby yielding the desired pair of inequalities.
2
A more elegant solution can be found if we define z = xx2 +x+1
−x+1
, and transform this
equation to yield a quadratic equation for x in terms of z:
x2 − x + 1 − z(x2 + x + 1) = 0
⇔ (1 − z)x2 − (1 + z)x + (1 − z) = 0
For this equation to admit a solution for every x, the discriminant must be non-
negative, i.e.
(1 + z)2 − 4(1 − z)2 ≥ 0
This is equivalent to
¡ ¢ ¡ ¢
which is equivalent to − z − 13 (z − 3) ≥ 0. For the product z − 31 (z − 3) to
be non-positive, z must lie between the roots, i.e. z must be such as to make one
of the factors negative and the other positive. This can be achieved only with
1
3
≤ z ≤ 3, as required.
1
x+
4. Evaluate lim x2
x→0 2
− 3x2
x2
12
5. Find a value for a so that
µ ¶
x2 + 1
lim 3x + 1 − a
x→∞ x+1
exists as a finite limit, and evaluate that limit.
11
Added 21.09.99: This problem should be omitted. It is based upon [7, §§4.5,4.7], which material
may not have been discussed in the lectures before the due date of the assignment.
12
See footnote 11.
Information for Students in MATH 140A 2002 09 3012
2 when x ≤ −2
6. Sketch the graph of f (x) = x + 4 when −2 < x < 4 .
20 − x2 when 4≤x
Find the values of x for which f (x) is not continuous.
7. Find values of a and b which will make the following function continuous:
2
x + 2a when 0 < x < 1
f (x) = bx + a when 1 ≤ x < 2 .
2b − 3 when
2≤x
x
x2 − 2x − 3
8. Let f (x) = . Determine where f (x) is not continuous, and where
4 − x2
x2 − 2x − 3
f (x) = 0. Then solve the inequality ≥ 0. [Hint: One method to solve
4 − x2
this problem uses the Intermediate Value Theorem.]
3 1 − 4x
9. Solve the inequality ≤ . [Hint: Bring everything to one side of the
x+1 x−1
equation and simplify first.]
7 1
= lim ·q q
h→0 3 7(x+h)−1 7x−1
3
+ 3
7 1
= lim q q
3 h→0 7(x+h)−1 7x−1
3
+ 3
7 1
= q
6 7x−1
3
2. You will find below the definitions for a number of functions. If the domain of
definition is not stated, then you are to assume the domain to be as large as
possible.
√
(d) f4 (x) = − 10x − x2 ; tangent at (1, −3).
Solution: The domain of f4 consists of all real numbers x such that 10x−x2 ≥
0, i.e. where the product x(x−10) is non-positive: that is, all x in the interval
0 ≤ x ≤ 10. The derivative will be defined at every point in the domain except
at the end-points of the interval, at one of which the tangent approaches the
1
vertical; f40 (x) = − 12 (10x − x2 )− 2 (10 − 2x) = √10x−x
x−5
2 . At the point x = 1,
(b) Determine the value of the functions f1 ◦ f4 and f4 ◦ f1 at all points in their
domains. Find the derivatives of these functions in two ways:
i. by differentiation of the formulæ you have determined
ii. by applying the chain rule
and show that the results are the same.
Solution:
√
− 10x − x2
(f1 ◦ f4 )(x) = √
5 − 8(− 10x − x2 )
1
= − 1
8 + 5(10x − x2 )− 2
s µ ¶ µ ¶2
x x
(f4 ◦ f1 )(x) = − 10 −
5 − 8x 5 − 8x
s
x(50 − 81x)
= −
(5 − 8x)2
Both methods of differentiation should lead to the same results:
5(x − 5)
(f1 ◦ f4 )0 (x) = √
5 + 8 10x − x2
205x − 125
(f4 ◦ f1 )0 (x) = p
(5 − 8x)2 x(50 − 81x)
Don’t panic! These computations are much to difficult for an examination!
The purpose was to test your perseverence, under conditions where two meth-
ods had to lead to the same answer, so you could verify your work.
1+s 1 √ dy
(c) Suppose that y = , s = t − , t = x. Determine the value of at
1−s t dx
x = 2.
Solution:
dy dy ds dt
= · ·
dx ds dt dx µ ¶
2 1 1
= 2
· 1− 2 · √
(1 − s) t 2 x
√
When x = 2, t = 2, s = √1 .
Hence
2
µ ¶ √
dy 2 1 1 3 2+4
=³ ´2 · 1 − · √ = .
dx 1 2 2 2 2
1 − √2
Information for Students in MATH 140A 2002 09 3017
4. For each of the following functions, and for the given closed interval,
• find all critical points;
• find all local maxima and local minima;13
• find all global maxima and global minima, or explain why none of either exists.
All claims should be supported by careful reasoning; show all your work.
(a) g1 (x) = (x − 3)5 ; interval [2, 4]
Solution: g10 (x) = 5(x − 3)4 for 2 < x < 4. The derivative is thus defined
at all points in the interior of the interval; we cannot speak of a derivative
at the end points, since the behavior of the function must be known on both
sides of a point where a derivative is to be determined; (we could speak of
1-sided derivatives, but have not done so in this course). The critical points
will be those points where the derivative is zero, i.e. only the point x = 3. To
determine local and global extrema we must consider the value of the function
at the critical point and also at the end-points of the interval. Since g1 (3) = 0,
g1 (2) = −1, and g1 (4) = 1, we see that the global maximum, of value 1, occurs
at x = 4, and that the global minimum, of value −1, occurs at x = 2. The
point x = 3 is neither a local minimum nor a local maximum: for x < 3 the
function value is less than g1 (3), while, for x > 3, the function value is greater
than g1 (3).
· ¸
2 3 5
(b) g2 (x) = 6 − 36x + 15x − 2x ; interval ,5
2
Solution: The function g2 , being a polynomial,
£5 ¤ is defined at all points. As the
definition of g2 has been specified
¡ ¢ as 2 , 5 , the function will have a derivative
at all points in the interval 25 , 5 ; we have no information about g2 for x < 52 ,
nor for x > 5, so we do not have a derivative at either of those end-points.
Where it is defined, g20 (x) = −36 + 30x − 6x2 = −6(x − 2)(x − 3), which
vanishes at x = 2 and x = 3. But x = 2 is not in the domain of definition
of the function, so this point is irrelevant. We thus have just one critical
point, x = 3; there g2 (3) = 6 − 108 + 135 − 54 = −21. At the end-points,
g2 ( 52 ) = − 33
2
, g2 (5) = −49. As g2 ( 52 ) > g2 (3) > g2 (5), the global maximum is
5
at 2 , and the global minimum at 5.
−1
when −1 ≤ x < 0
(c) Solution: g30 (x) = x2 . For h 6= 0, the value of
1
− when 0 < x ≤ 1
x2
13
THIS PROBLEM WAS NOT TO BE GRADED: It was announced in the lectures that this topic
would not be discussed until [7, Chapter 4]; accordingly this part of the question was to be omitted.
Information for Students in MATH 140A 2002 09 3018
5. [11, Examples XLVI.17] (Cambridge Math. Tripos 1930) The graph of the function
ax + b
h(x) = has (2, −1) as a critical point. Determine a and b, and show
(x − 1)(x − 4)
that the critical point is a local maximum. (Note: It is intended that this problem
be solved without using concepts from Chapter 4 of your textbook (involving higher
derivatives.))
2
Solution: For x different from 1 and 4, h0 (x) = a(x −5x+4)−(ax+b)(2x−5)
(x−1)2 (x−4)2
. As the
derivative exists at x = 2, it can be a critical point only because the derivative is
Information for Students in MATH 140A 2002 09 3019
6. Determine values of the constants a, b, c which will cause the curve y = ax3 + bx2 +
cx + d to pass through the points (2, 6) and (−1, 6) and to be tangent to the line
y = 3x + 1 at the point (1, 4).
Solution: We are given four kinds of information: three points through which the
curve passes, and the equation of the tangent at one of these points. Imposing the
condition that the curve pass through the points (2, 6), (−1, 6), and (1, 4) yields
three linear equations:
8a + 4b + 2c + d = 6
−a + b − c + d = 6
a+b+c+d = 4
Finally, as the tangent at x = 1 has slope 3, we know that 3ax2 + 2bx + c|x=1 = 3,
i.e. 3a+2b+c = 3. Solving the 4 linear equations simultaneously yields (a, b, c, d) =
(−1, 3, 0, 2).
7. Find all lines with slope −3 which are normal to the curve 64y = x3 .
1 3 3 2
Solution: At the point (x, 64 x ) on the curve the slope of the tangent is 64 x , so
64
the slope of the normal is − 3x2 . Imposing ¡ the condition
¢ that this equal −3, we
obtain that x = ± 83 . Through
¡ ¢ the point ± 8
3
, ± 8
27
the equation of the line with
8 8 8·28
slope 3 is y ∓ 27 = −3 x ∓ 3 , i.e. 3x + y = ± 27 .
8. Find the volume of the uncovered box of greatest volume that can be made by
cutting equal squares out of the corners of a piece of sheet metal which is 21 cm.
× 5 cm., and turning up the sides.
Solution: If the side of the square cut from each corner is of lengh x, where 0 ≤ x ≤
5
2
, then the volume obtained after the sides are folded up is x · (21 − 2x)(5 − 2x) =
4x3 − 52x2 + 105x. Setting the derivative, 12x2 − 104x + 105 (i.e. (2x − 15)(6x − 7))
equal to zero, we find that x = 15 2
or x = 67 . The second of these is the only critical
point; the first is not in the interval of definition of the function. To determine the
maximum we compare the value of the volume at x = 76 with the volume at the
end-points, both of which give volume 0. At x = 67 the volume is 76 · 56 3
· 83 = 1568
27
3
cm. , which exceeds the value of 0 at the end-points. This is the largest volume.
Information for Students in MATH 140A 2002 09 3020
9. Show that, among all right-angled triangles whose hypotenuse is 10 units long, the
triangle whose area is maximum is isosceles.
Solution: Denote the lengths of the non-hypotenuse sides by a and b. As √ these are
2 2 2 2
constrained by the equation
√ x + b = 10 = 100, we know that b = 100 − a .
1
The area is therefore 2 a 100 − a2 . We may take the domain to be 0 ≤ a ≤ 10.
2
The derivative of the area function is, after reduction, √50−a 2 , which is zero when
√ 100−a
a = ±5 2. Of these two values, only the positive one is in the domain of definition
of the function. At the end-points of the domain the function is zero; while, at
the critical point we have found, the function value is positive; this, then, is the
maximum point. For this value of a, b = a, which was to be proved.
2. Find an equation for the tangent line at x=0 to the graph of y = ex − e−x .
1
3. Find the greatest value of f (x) = ln x .
x2
4. If f (x) = e−x sin x , find the values of x where
(a) f 0 (x) = 0 ;
(b) f 00 (x) = 0 .
dy sin−1 2x
5. (a) Find if y= .
dx sin−1 x
µ ¶
−1 x+1 dz
(b) Show that if z = tan + tan−1 x , then =0.
x−1 dx
6. A picture a metres high is placed on a wall with its base b metres above
an observer’s eye. If the observer stands x metres away from the wall, find
(a) the angle α subtended by the picture at the observer’s eye; and
(b) the distance x which will give the maximum value for α.
Information for Students in MATH 140A 2002 09 3021
(a) ln(0.94) ;
(b) cos−1 (0.47) .
determine all of the information requested below, and sketch a graph of the func-
tion. Show all your work.
(i) Is the graph symmetric under rotation about the origin? (The graph of F is
symmetric under rotation about the origin if the equation remains unchanged
under the transformation (x, y) → (−x, −y); i.e. if F (−x) = −F (x). Such a
function is said to be odd .)
(j) Determine all horizontal and all vertical asymptotes to the graph.
2. (a) Show that at least one of the hypotheses of the Mean Value Theorem fails to
hold for the following functions; show also that the conclusion of the theorem
fails to hold for each function, where the interval is [a, b] = [−1, 1].
½ 1
when x 6= 0
i. f1 (x) = x .
0 when x = 0
2
ii. f2 (x) = x 3 .
(b) [7, Problem 4.3.48] [9, Problem 4.3.48] Show that the function f2 (x) defined in
Problem 2(a)ii above does satisfy the conclusion of the Mean Value Theorem
on the interval [−1, 27].
(c) Using the Mean Value Theorem, show carefully that the equation x7 + x − 12
has exactly one real solution. Then show — without using a calculator —
that this solution lies between x = 1 and x = 2.
3. Consider the function f3 (x) = x cos x.
(a) Determine the intercepts of the graph of f3 on the coordinate axes.
(b) Show that the critical points of f3 occur at points of intersection of y = tan x
1
with the curve y = .
x
1
(c) Show that, wherever it is defined, the function tan x − is increasing. Use
x
this
µ fact to show that there
¶ is exactly one critical point of f3 in each interval
(2n − 1)π (2n + 1)π
, , where n is any integer. [Hint: Use a Corollary to
2 2
the Mean Value Theorem.]
(d) Sketch the graph of f3 .
1
4. Use the Second Derivative Test in finding all points on the curve y = 2 which
2x
are closest to the origin.
14
5. In each of the following cases, evaluate the limit, or show that it does not exist.
14
This problem and the next were originally included in Assignment 2, but were subsequently omitted,
because they are based upon [7, §§4.5,4.7], which material had not been discussed in the lectures before
the due date of Assignment 2.
Information for Students in MATH 140A 2002 09 3023
√
3x + 2 x
(a) lim
x→∞ 1−x
|2x − 3|
(b) lim
x→−∞ x + 2
• The basic principle you should follow in any mathematics course is that every statement
should be justified. While it may be that in some cases you are not able to provide a
flawless logical argument, that should always be your goal. Getting the right answer is
always desirable, but will usually not be enough.
• Notwithstanding the preceding comment, you should not spend disproportionately long
amounts of time on any one question. Solutions will be posted on the Web.
• While the textbook in [1, 1.1] describes four different ways in which to represent a func-
tion, we usually regard the representation by an explicit formula as the most desirable.
In particular, graphical representation should be used only to assist you in visualizing a
solution, not as the final solution; it will normally not be acceptable to explain a step in
a proof by reference to a graph — but it is a good policy to make a quick sketch of the
graph of any function you have to work with.
• Do not approximate numbers unless you are asked to do so. Thus, π should not be
replaced by 3.1415926...; of course, you should know the values of the standard trigono-
metric functions at familiar multiples and submultiples of π, and use this information√to
simplify your answers, where applicable. For example, you should replace sin π3 by 23 ,
but not by 0.8660....
It is usually preferable to leave fractions in the form m
n , rather than rewriting as decimal
fractions. This preference applies even when the decimal expansion is finite, as in, for
Information for Students in MATH 140A 2002 09 3024
example, 34 = 0.75. One reason for this preference is that decimal fractions are often
interpreted as approximations, rather than as the exact value; so by writing 0.75 instead
of 34 you could be obscuring the fact that your datum is exact.
• You may assume that, over an interval [c, d], the maximum and minimum values of a
linear function — that is a function of the form f (x) = ax+b, where a and b are constants
— are attained at the end points of the interval.
(a) Find algebraic formulæ which give the value of f (x) without using the absolute
value function. For this purpose it will be necessary to break the domain up
into several parts, as the formula will be different in different subintervals.
(b) Showing all your work, determine the domain and the range15 of f .
(c) Determine whether or not f has an inverse function. If it does, determine a
formula for f −1 (x).
Solution:
(a)
½
−2x when x<0
Since |2x| =
2x when x≥0
½
−2x − 3 when 2x + 3 < 0
and |2x + 3| =
2x + 3 when 2x + 3 ≥ 0
(
−2x − 3 when x < − 23
or, equivalently |2x + 3| = ,
2x + 3 when x ≥ − 23
(b) While the description of the function changes as one moves from one interval
to the next, the function is defined for all x — i.e. the domain is the whole
real line.
For the interval −∞ < x ≤ − 32 , the function value ranges between +∞ and
3; it remains at 3 through the middle interval; and, for − 32 < x < ∞, again
takes on all values which are ≥ 3. Thus the range is [3, ∞).
[How could one prove, rigorously, that the stated intervals do indeed constitute the
range of the function? For example, when x < − 23 , we reverse the inequality when
we multiply by −4, to obtain −4x > 6; adding −3 to both sides of the inequality
yields −4x − 3 > 3, showing that the portion of the range of the function for this
part of the domain is contained in the interval (3, ∞). And, if y is any real number
such that 3 < y, then 6 < y + 3; so, multiplying both sides of the inequality by − 14 ,
y+3 3
and
³ thereby
´ reversing
³ ´the inequality, we obtain − 4 < − 2 . But this tells us that
f − y+34 = −4 y+3 4 − 3 = y. We have thus shown that every number y in the
interval (3, ∞) is in the range: thus the range of the function corresponding to this
portion of the domain is precisely the interval (3, ∞).]
(c) This function is not invertible, since there are values which are attained at
more than one point in the domain. For example, the function takes on the
same value for all x such that − 23 ≤ x ≤ 0.
2. Let a function g be defined by
√
g(x) = 2x − 5 . (17)
Showing your work, answer each of the following questions for g.
(a) Determine the domain.
(b) Determine the range.
(c) Determine whether the function has an inverse function. If it does, find a
formula for g −1 (x), and determine the domain and range.
Solution:
(a) g is the composition of two functions. In the first phase x is mapped on
to 2x − 5. The second function applied is the square root. The mapping
x 7→ 2x − 5 is defined for all x; that is, its domain is the whole real line.
However, the mapping to the square root is not defined for negative numbers.
Thus we cannot proceed unless 2x − 5 ≥ 0, i.e. unless
5
x≥ . (18)
2
Inequality (18) gives the domain of g.
Information for Students in MATH 140A 2002 09 3026
• F is odd.
• F is even.
• the graph of F is symmetric about the x-axis.
• the graph of F is symmetric about the y-axis.
1
(f) F (x) = x3 −
x
2
(g) F (x) = G(x ), where G is any function.
Solution:
Before beginning our solution, we make the following observations:
(a) | sin(−x)| = |−sin x| = | sin x|, so this function is even; (hence, it not being the
0 function, it is not odd). By the preceding comments, its graph is symmetric
about the y-axis, but not about the x-axis.
(b) cos(−x)
¡ π ¢= cos x for all x, so this function is even. It is not odd; for example,
cos − 4 = 2 6= − √12 = − cos π4 .
√1
¡ ¢
(c) By a well-known property of the cosine function, cos x − π2 = cos ¡ x cos ¢π2 +
sin x sin π2 = (cos x) · 0 + (sin
¡ x) π· ¢1 = sin x for all x. Hence cos −x − 2 =
π
(g) G((−x)2 ) = G(x2 ), so this function is even, and its graph is symmetric about
the y-axis. The function is not odd, and the graph is not symmetric about
the x-axis.
4. Let
x2 − 4
f (x) =
x−1
1
g(x) =
f (x − 1)
³ π´
h(x) = sin x −
4
1
k(x) = ³ π´
h x−
4
(a) Determine an explicit formula for (f ◦ g)(x).
(b) Describe the domains of the functions f , g, f ◦ g, h and k.
(c) [BONUS QUESTION] Describe the domain of g ◦ f .
(b) f . Since f is defined as a ratio of polynomials, its domain is the set if all real
numbers where the denominator is not zero; as the denominator is x − 1,
the domain of f is all real numbers except 1.
g.
1 1 1 x−2
g(x) = = 2 = 2 = 2
f (x − 1) (x − 1) − 4 x − 2x − 3 x − 2x − 3
(x − 1) − 1 x−2
The preceding statement is valid wherever g is defined. That will be the
intersection of the set of x such that f (x − 1) is defined, and the set
where the fraction 1f (x − 1) is defined; i.e., it will be the set of x where
f (x − 1) is defined, from which we must remove all points x such that
f (x − 1) = 0. Since f (x) is defined for x 6= 1, f (x − 1) is defined for all
x such that x − 1 6= 1, i.e. such that x 6= 2. And f (x − 1) = 0 precisely
when (x − 1)2 − 4 = 0, equivalently when x − 1 = ±2, i.e. when x = −1
or x = 3. Therefore the domain of g is the set R − {−1, 2, 3}.
f ◦ g. The first function to be applied is g. Its domain consists of R −
{−1, 2, 3}. But the application of f requires, further, that we exclude
Information for Students in MATH 140A 2002 09 3029
f (x) − 2
(g ◦ f )(x) =
f (x)2
− 2f (x) − 3
x2 − 4
−2
= µ 2 x − 1
¶2
x −4 x2 − 4
−2 −3
x−1 x−1
((x2 − 4) − 2(x − 1)) (x − 1)
=
(x2 − 4)2 − 2(x2 − 4)(x − 1) − 3(x − 1)2
(x2 − 2x − 2)(x − 1)
= 4
x − 2x3 − 9x2 + 14x + 5
Information for Students in MATH 140A 2002 09 3030
This ratio is not defined at points where the denominator is zero. However,
that denominator is a quartic function of x, and its roots are not obvious.18
Instead, let us attack this problem the same way we dealt with f ◦ g above.
First we have to exclude the points where f is not defined, i.e., the point x = 1.
Next we have to exclude points x such that f (x) is not in the domain of g:
x2 − 4 x2 − 4
these are the solutions to each of the equations = 3, = 2, and
x−1 x−1
x2 − 4
= −1, i.e., the roots of the three quadratic polynomials, x2 − 3x − 1,
x−1
x2 − 2x − 2, and x2 + x − 5. It follows that the domain of g ◦ f is
( √ √ √ √ )
3 + 13 3 − 13 −1 + 21 −1 − 21 √ √
R − 1, , , , , 1 + 3, 1 − 3
2 2 2 2
5. (a) Showing all your work, and without using tables, computers, slide rules, or a
calculator , determine the value of log16 2.
(b) Showing all your work, determine all values of x for which
µ ¶x
x 1
2 = . (19)
2
(c) Showing all your work, determine all values of x for which log2 (ln x) = 1.
(d) Showing all your work, simplify cos(x + y) cos(x − y) − cos2 x − cos2 y, where
x and y are any real numbers.
Solution:
(a) By [1, p. 70]
ln 2 1 1 1 1
log16 2 = = = = =
ln 16 ln 16 log2 16 log2 24 4
ln 2
(b) By the Laws of Exponents [1, p. 58]
µ ¶x µ ¶x
x 1 x 1
1=1 = 2· =2 · ,
2 2
hence µ ¶x
1 1 20
= x = x = 2−x .
2 2 2
18
Although, in fact, this quartic polynomial does factorize into the product of two quadratic polyno-
mials, x2 − 3x − 1 and x2 + x − 5, whose roots can be found in the usual way.
Information for Students in MATH 140A 2002 09 3031
Thus (19)⇔ 2x = 2−x . Applying the inverse function log2 to both sides of this
equation yields the equivalent statement x = −x, which is, in turn, equivalent
to x = 0.
(c) Applying the exponential function (to base 2) to both sides of the hypothesis
log2 (ln x) = 1 yields ln x = 21 = 2. Now apply the exponential function, this
time to base e, to obtain the equivalent statement x = e2 .
6. (a) [1, Exercise 14, p. A34] A circle has radius 10 cm. Showing all your work,
determine the length of the arc subtended by a central angle of 72◦ .
(b) [1, Exercise 34, p. A35] Showing all your work, find the remaining 5 trigono-
4 3π
metric ratios for the angle θ, if it is known that csc θ = − , and < θ < 2π.
3 2
(c) (Adapted from [1, Exercise 70, p. A35]) Find all values of x that satisfy the
equation cos x + sin 2x = 0.
(d) Determine the value of cos(x + y) cos(x − y) − cos2 x − cos2 y, as x and y range
over the real numbers.
Solution:
72
(a) The entire circle has circumference 2π · 10 cm. The angle of 72◦ is 360 = 15
of the central angle subtending the entire circle. Hence the arc has length
1
5
× 20π = 4π cm.
1 3
(b) First observe that sin θ = =− .
csc θ 4
Now, since θ is in the 4th quadrant, the cosine is positive. This resolves the
2 2
sign choice when
r we solve for
√ cos θ in the equation sin θ + cos θ = 1, so we
9 7
have cos θ = + 1 − = . The remaining ratios can now be computed
16 4
without ambiguity:
−3
sin θ 4 3
tan θ = = √ = −√
cos θ 7 7
4
√ √
7 −4 7
cot θ = cos θ · csc θ = · =−
4 3 3
1 4
sec θ = =√
cos θ 7
(c) (There are many ways of approaching problems of this type, so the following
is only one possibility. Of course, all methods lead to the same answers.)
cos x + sin 2x = 0 ⇔ cos x + 2 sin x cos x = 0 (double-angle formula)
Information for Students in MATH 140A 2002 09 3032
(d) (There are several possible approaches to this problem. The following may
not be the simplest.)
cos(x + y) cos(x − y) − cos2 x − cos2 y
= (cos x cos y − sin x sin y)(cos x cos y + sin x sin y) − cos2 x − cos2 y
= cos2 x cos2 y − sin2 x sin2 y − cos2 x − cos2 y
= cos2 x cos2 y − (1 − cos2 x)(1 − cos2 y) − cos2 x − cos2 y
= cos2 x cos2 y − (1 − cos2 x − cos2 y + cos2 x cos2 y) − cos2 x − cos2 y = −1
for all x and for all y.
7. (a) [1, Exercise 8, p. A-23] Show that the following equation represents a circle,
and determine its centre and radius:
16x2 + 16y 2 + 8x + 32y + 1 = 0
¡1 ¢
(b) [1, Exercise 36, p. A-15] Find an equation of the line through the point 2
, − 32
which is perpendicular to the line 4x − 8y = 1.
Solution:
Information for Students in MATH 140A 2002 09 3033
(a) We first group the terms in x and y separately, as quadratic functions. Then
we scale to arrange for the coefficients of x2 and of y 2 to be 1, and complete
the square in each of these:
which simplifies to 2x + y = 31 .
8. (a) [1, Exercise 84(a), p. A36] Showing all your work, determine the exact value
of arctan(−1).
(b) [1, Exercise 86(b), p. A36] Showing all your work, determine the exact value
of arcsin 1.
(c) [1, ¡Exercise 92, p. A36]
¢ Showing all your work, determine the exact value of
sin arcsin 13 + sin−1 32 .
(d) (Adapted from [1, Exercise 96, p. A36]) Simplify sin (−2 cos−1 x).
Solution:
Now sin−1 23 is in the first quadrant, so its cosine is positive, and equal to
q √
+ 1 − 49 = 35 ; arcsin 13 is also in the first quadrant, so its cosine is also
√
2 2
positive, and is equal to 3
. Substituting these values gives
µ ¶ µ ¶ √ √
1 −1 2 1 2 5+4 2
· cos sin + cos arcsin · = .
3 3 3 3 9
(d)
¡ ¢ ¡ ¢
sin −2 cos−1 x = − sin 2 cos−1 x
¡ ¢ ¡ ¢
= −2 sin cos−1 x · cos cos−1 x
We know that, for all x, cos cos−1£x =¤x. Also, since the inverse cosine function
takes its values in the interval 0, π2 , and the sine function is non-negative
√
throughout that interval, we also know that sin cos−1 x = + 1 − x2 . It follows
that ¡ ¢ √
sin −2 cos−1 x = −2x 1 − x2 .
1. For the curve y = 2x3 , find the slope MP Q of the secant line through the points
P = (1, 2) and Q = (2, 16), i.e. the points with x = 1 and x = 2.
2·23 −2·13
Solution: The slope of the line joining P and Q is 2−1
= 14.
Information for Students in MATH 140A 2002 09 3035
2. Given
x3 + 2 if x ≤ −1
2
f (x) = x + x + 1 if −1 < x < 1
x4 + 2 if x≥1
find the following limits, if they exist; or explain why the limit does not exist.
Justify your answers.
Solution:
(a) For x to the right of −1 (but to the left of +1) f (x) = x2 + x + 1; hence
lim + f (x) = (−1)2 + (−1) + 1 = 1.
x→−1
(b) For x to the left of −1, f (x) = x3 + 2; hence lim − f (x) = −13 + 2 = 1
x→−1
(c) Since the one-sided limits from both left and right exist at −1 and have the
same value, lim f (x) exists, and its value is the common value of the one-
x→−1
sided limits, i.e. 1.
(d) For x to the right of 1, f (x) = x4 + 2; hence lim+ f (x) = 14 + 2 = 3.
x→1
(e) For x to the left of 1 (but to the right of −1) f (x) = x2 + x + 1; hence
lim− f (x) = 12 + 1 + 1 = 3.
x→1
(f) Since the one-sided limits from both left and right exist at 1 and have the
same value, lim f (x) exists, and its value is the common value of the one-
x→1
sided limits, i.e. 3.
3. Given that lim f (x) = 5, lim g(x) = 0, and lim h(x) = −8, find the following
x→3 x→3 x→3
limits, if they exist. If a limit does not exist, explain why.
f (x)
(f) lim
x→3 g(x)
2h(x)
(g) lim f (x)−h(x)
x→3
p
(h) lim 3
h(x)
x→3
Solution:
(a) lim (f (x) + h(x)) = lim f (x) + lim h(x) = 5 + (−8) = −3. (We have used the
x→3 x→3 x→3
Sum Law.)
(b) Since we know that the limit of x as x → 3 is 3, we can use the Product Law:
³ ´2
2
lim (x f (x)) = lim x · lim f (x) = 32 · 5 = 45.
x→3 x→3 x→3
(c) Again by the Product Law, the limit of a square is the square of the limit:
³ ´2
lim (f (x)) = lim f (x) = 52 = 25.
2
x→3 x→3
(d) First we use the Constant Multiple Law to determine the limit of the de-
nominator. Then we use the Quotient Law, since the limit of the denom-
inator exists, and is not zero, and the limit of the numerator also exists:
f (x) 5 5
lim = =− .
x→3 2h(x) 2(−8) 16
g(x) 0
(e) Again by the Quotient Law, lim = = 0.
x→3 f (x) 5
(f) But, in this case, the limit of the denominator is 0. Since the limit of the
numerator exists and is non-zero, the limit of the quotient does not exist.
(g) The Difference Law is used for the denominator; then the Constant Multiple
2h(x) 2(−8) 16
Law and the Quotient Law: lim f (x)−h(x) = 5−(−8) = − 13 .
x→3
p √
(h) By the Root Law, lim 3 h(x) = 3 −8 = −2.
x→3
Information for Students in MATH 140A 2002 09 3037
4. Use the Intermediate Value Theorem to show that there is a solution to the equation
x3 + 2x2 − 42 = 0 in the interval (0, 3).
Solution: Let f (x) = x3 + 2x2 − 42. This function is continuous everywhere on
R. Since f (0) = −42, and f (3) = 33 + 2(9) − 42 = 3, and since −42 < 0 < +3,
the function must assume the intermediate value 0 at a point in the open interval
0 < x < 3.
5. Given
2x3 + 16 if x ≤ −2
2
f (x) = x + bx + c if −2 < x < 2
3x4 − 48 if x≥2
determine values for b and c so that f is continuous everywhere. Justify your
answer.
Solution: In each of the intervals (−∞, −2], (−2, 2), [2, ∞) the function is a poly-
nomial, and is therefore continuous at all points. The only possibly problematic
points are x = −2 and x = +2. We will determine limits from the left and right at
each of these two points; then we equate the two one-sided values, and obtain con-
ditions on b and c which we attempt to satisfy. lim − 2x3 + 16 = 2(−2)3 + 16 = 0,
x→−2
lim + x2 + bx + c = (−2)2 + b(−2) + c = 4 − 2b + c; lim− x2 + bx + c = 22 + b(2) + c =
x→−2 x→2
4 4
4 + 2b + c, lim+ 3x − 48 = 3(2) − 48 = 0. We solve the equations 0 = 4 − 2b + c
x→2
and 4 + 2b + c = 0, to obtain b = 0, c = −4. With this pair of values — and only
these values — f is continuous everywhere.
x3 + 8 lim (x3 + 8) 23 + 8
x→2
Solution: lim = = = 16. (Problem: Find the limit
x→2 x + 2 lim (x + 2) 2+2
x→2
3
of the given quotient as x → −2. Solution: lim x +8 = lim x2 − 2x + 4 =
x→−2 x+2 x→−2
22 + 2 · 2 + 4 = 12.)
¡ 1 ¢
10. Find the value of lim x+2 + x24−4 .
x→−2
¡ 1 ¢
Solution: lim x+2 + x24−4 = lim (x+2)(x−2)
x+2
= lim 1
= 1
= − 14 .
x→−2 x→−2 x→−2 x−2 −2−2
(x+1)2
13. At what value of x does the function x2 −1
have a removable discontinuity?
(x+1)2
Solution: x2 −1 = x+1
x−1
for all x except x = −1, where the ratio is not defined
because both numerator and denominator of the fraction become 0 there. Every-
where except at x = 1 this is a ratio of continuous functions, and the denominator
Information for Students in MATH 140A 2002 09 3039
provided x is distinct from 1, −1, and −2. As x → 1, and also as x → −3, this
ratio becomes infinite; so the limits as we approach these two points are infinite;
in fact the function approaches +∞ from one side of each of these points, and −∞
from the other side. So 1 and −3 are infinite discontinuities. But, as x → −2, the
ratio does not become infinite: the limit is 13 from either side. Nor, as x → −1,
does the ratio become infinite: the limit is 14 from either side; but the function is
not defined at either x = 2 or x = −1. We can “remove” these discontinuities by
defining a new function which takes on the values 13 at x = −2, 14 at x = −1, and,
elsewhere, behaves like f (x).
½
−3x if x ≤ 1
18. Find the real number(s) c for which the function f (x) =
(x − c)(x + c) if x > 1
is continuous on (−∞, +∞).
Solution: For x < 1 the function is defined by the upper line of the array; as
x → 1− , f (x) approaches the value (−3) · 1 = −3. For x > 1 it is the second
line of the array which defines the function. Here, as x → 1+ , (x − c)(x + c) →
(1 − c)(1 + c). To make the function continuous at x = 1 it is necessary and
sufficient that −3 = (1 − c)(1 + c), i.e. that c = 2 or c = −2.
r
8x + 3x2
19. Evaluate lim .
x→∞ 13x2 − 9
Solution:
r s
2 1
8x + 3x x2 8x + 3x2
lim = lim 1 ·
x→∞ 13x2 − 9 x→∞
x2
13x2 − 9
s
1
x2
(8x + 3x2 )
= lim 1
x→∞
x2
(13x2 − 9)
s
8
x
+3
= lim
x→∞ 13 − x92
Information for Students in MATH 140A 2002 09 3041
q
8
x
+3
= lim q
x→∞
13 − x92
q
lim x8 + 3
x→∞
= q (Quotient Law)
lim 13 − x92
x→∞
q ¡ ¢
lim x8 + 3
x→∞
= q ¡ ¢ (Root Law)
lim 13 − x92
x→∞
√
0+3
= √ (Sum Law)
13 − 0
√ r
3 3
= √ =
13 13
20. Determine whether there exists a real number x which is exactly 10 more than its
5th power.
Solution: (cf. [3, Solution to Exercise 2.6.59]). The problem may be paraphrased
as asking whether there exists a solution x to the equation x5 + 10 = x; or, equiv-
alently, whether the function f (x) = x5 − x + 10 is ever zero. Now f is continuous
everywhere; f (0) = 10 > 0, and f (−2) = −32 + 2 + 10 < 0. By the Intermediate
Value Theorem there will exist a point in the interval (−2, 0) at which f (x) = 0.
¯
d ¯
(b) (f (t) + g(t))¯¯
dt t=2
µ ¶¯
d 1 ¯
(c) ¯
dx g(x) ¯x=3
µ ¶
d 0
(d) (f (x) + g (x)) (2)
dx
µ x ¶¯
d e ¯
(e) ¯ (Do not attempt to approximate e.)
dx f (x) ¯x=1
µ ¶¯
d f (x) ¯¯
(f)
dx f (x) ¯ x=2
Solution:
d
(f (x) + g(x)) (2) = f 0 (2) + g 0 (2) = 0 + 2 = 2 .
dx
1
(c) Since g(3) = 0, the function is not defined at x = 3. The derivative of
g(x)
g at x = 3 is defined in terms of g(3); so, if g is not defined there, it cannot
have a derivative there either.
(d) We do not know whether the function g 0 has a derivative at x = 2 — equiv-
alently, whether the function g has a second derivative at x = 2. Without
this information, and the actual value of that derivative if it exists, we cannot
evaluate the derivative of the sum.
(e) By the Quotient Rule,
µ ¶¯ d x¯
¯
d ex ¯¯ dx
e x=1· f (1) − e1 · f 0 (1)
=
dx f (x) ¯x=1 f (1)2
e1 (f (1) − f 0 (1))
= = e(1 − 4) = −3e
f (1)2
Information for Students in MATH 140A 2002 09 3043
(f) This case can also be attacked using the Quotient Rule, and we find that
µ ¶
d f (x) f 0 (2) · f (2) − f (2) · f 0 (2) 4·1−1·4
(2) = 2
= = 0.
dx f (x) f (2) 12
f (x)
Alternatively, one can observe that the function is defined wherever
f (x)
f (x) 6= 0; in particular, it is defined at x = 2; wherever it is defined, its value
is 1. Thus this is a constant function! The derivative of any constant function
is zero.
2. Suppose that a particle moves in a straight line with its position at time t given
by the formula f (t) = et (sin t + cos t).
(a) Find the velocity, the speed, and the acceleration of the particle at time t.
(b) Determine the average velocity during the time interval from t = 0 to t = 2π.
(c) Determine the smallest positive value of t — if any — when the particle
returns to the origin.
(d) Determine the smallest positive value of t — if any — when the particle is
stationary — i.e. the velocity is 0.
(e) Determine whether there is a maximum distance that the particle attains
away from the origin. If there is a maximum distance, determine what it is.
[The velocity is given by the derivative of f (t) (which is called the displacement;
the speed is the magnitude of the velocity. The acceleration is the derivative of the
velocity with respect to time.]
Hints: You may wish to use the identities:
³ π´ 1
sin x + = √ (sin x + cos x)
4 2
³ π´ 1
cos x + = √ (− sin x + cos x)
4 2
which are consequences of the addition formulæ and the known values for the sine
and cosine of π4 . Do not attempt to simplify complicated formulæ involving π.
Solution:
(a) The velocity at time t is f 0 (t) = et (cos t − sin t) + et (sin t + cos t) = 2et cos t.
The speed is the magnitude of the velocity, i.e., 2et | cos t|. (We may remove
the exponential factor outside the absolute signs since exponentials are always
Information for Students in MATH 140A 2002 09 3044
d 0
positive.) The acceleration is the derivative of the velocity, i.e. f (t) =
¡ t ¢ dt
2 e (− sin t) + et cos t = 2et (− sin t + cos t).
√ ¡ ¢
(b) Using one of the given identities, we see that f (t) = 2 · et · sin x + π4 . The
average velocity from t = 0 to t = 2π is
f (2π) − f (0)
2π − 0
1 ³√ 2π ³ π´ √ ³ π ´´
= 2e · sin 2π + − 2 · e0 · sin
2π 4 4
1 √ ¡ 2π ¢ π e2π − 1
= 2 e − 1 sin =
2π 4 2π
√ ¡ ¢
(c) We seek the smallest positive value t when f (t) = 0, i.e. when
¡ et 2¢sin t + π4 =
0. Since et is never zero, this equation is equivalent to sin t + π4 = 0, whose
solutions are t + π4 = nπ, where n is any integer. The smallest positive value
will then be 34 π.
(d) 2et cos t will be zero precisely when the cosine is zero, i.e. when t is an odd
integer multiple of π2 .
t
(e) We have
√ seen above that f (t) ¡ is πa¢product of e (which is never 0), the con-
stant 2, and the factor sin t + 4 , which oscillates in value between +1 and
−1. Because of the exponential factor et the amplitude of the oscillations is
increasing as t becomes large. The limit lim f (t) does not exist. We can see
t→∞
this by exhibiting values of t where the function is arbitrarily large positively,
and others where it is arbitrarily large negatively. For example, if we take
π
t = 2nπ + , we find the values oscillating between et and −et , and we know
4
that the exponential function approaches infinity.
3. Determine the derivative of each of the following functions. You may not use the
Chain Rule, but you may use any of the Rules and Theorems in [1, §§3.1–3.4],
including the General Power Rule.
µ ¶
1 1
(a) 2 ex + x
e
1
(b) 2
(ex − e−x )
x4 + 2x2 − x − 5
(c) √
x
(d) xe − ex
Information for Students in MATH 140A 2002 09 3045
Solution:
(a)
µ µ ¶¶ µµ ¶¶
d 1 x 1 1 d x 1
e + x = e + x Constant Multiple Rule
dx 2 e 2 dx e
µ ¶
1 dex 0 · ex − 1 · ex
= + Quotient Rule
2 dx e2x
ex − e−x
=
2
ex + e−x
(b) Analogously to the preceding, .
2
(c)
x4 + 2x2 − x − 5 7 3 1 1
√ = x 2 + 2x 2 − x 2 − 5x− 2
x
µ 4 ¶
2
d x + 2x − x − 5 d ³ 7 3 1 1
´
⇒ √ = x 2 + 2x 2 − x 2 − 5x− 2
dx x dx
µ ¶
7 5 3 1 1 −1 1 3
= x 2 + · 2x 2 − x 2 − − 5x− 2
2 2 2 2
7 5 1 1 1 5 3
= x 2 + 3x 2 − x− 2 + x− 2
2 2 2
d e
(d) (x − ex ) = e · xe−1 − ex , by the Generalized Power Rule and properties of
dx
the exponential.
4. Showing all your work, determine the derivative of each of the following functions
from first principles: that is, you are to evaluate a limit in each case, and are not
to use any of the “Rules” for evaluating derivatives.
(a) f (x) = 4x − 6
√
(b) g(x) = 2x + 3
1
(c) h(x) = 3 . [Hint: Remember the factorization a3 − b3 = (a − b)(a2 + ab + b2 ).]
x
Solution:
(a) For all x,
(4(x + h) − 6) − (4x − 6) 4h
f 0 (x) = lim = lim =4
h→0 h h→0 h
Information for Students in MATH 140A 2002 09 3046
Solution: The function is a polynomial in each of the intervals (−∞, −1], (−1, 0),
(0, 2), and (2, ∞). As polynomials are differentiable [1, §3.1], the only places where
differentiability can fail is at the points x = −1, 0, 2. We check each of them
separately.
Information for Students in MATH 140A 2002 09 3047
f (x) − f (−1)
x = −1: We have to determine whether the limit lim exists. By [1,
x→−1 x − (−1)
Theorem 2.3.1, p. 107], the two one-sided limits must exist and be equal. But
As the one-sided limits are not equal, the function is not differentiable at this
point.
2
x = 0: Here we have to consider the existence of lim f (x)−fx
(0)
, that is lim −xx−1 .
x→0 x→0
But this limit cannot exist, since the ratio becomes infinitely large close to
0, as the numerator approaches −1, but is divided by an arbitrarily small
denominator. Thus the limit does not exist, and the function fails to be
differentiable at x = 0.
We could have argued this alternatively by appealing to [1, Theorem 2.9.4,
p. 169], since the function is discontinuous at x = 0, so it cannot possibly be
differentiable there.
f (x)−f (2)
x = 2: This time we have to consider the existence of lim x−2
. We observe
x→2
from the definition that f (2) is defined to be −22 = −4. Then
As the limits from the left and right are equal, the function is, indeed, differ-
entiable at the point x = 2.
6. The curve y = 3x5 − 20x3 − 675x + 12 has some points with horizontal tangents.
Showing all your work, find all such points.
Information for Students in MATH 140A 2002 09 3048
d ¡ 5 ¢
Solution: Setting 3x − 20x3 − 675x + 12 equal to zero, we find that 15x4 −
dx
60x2 − 675 = 0, or, equivalently, (x2 )2 − 4x2 − 45 = 0. This is a quadratic equation
(in x2 ), and its solutions are x2 = −5 and x2 = 9. There are no real solutions to
x2 = −5, so we may confine ourselves to the second equation, whose solutions are
x = ±3. Thus there are exactly 2 points with horizontal tangents: (3, −1824) and
(−3, 1848).
7. Determine the value of each of the following limits, or explain why they do not
exist. Do not use l’Hôpital’s Rule.
tan3 πx
(a) lim
x→0 x3
(b) lim(cot 5θ)2 · (sin 3θ) · tan(−2θ)
θ→0
Solution:
(a)
õ ¶3 ³ !
tan3 πx sin πx π ´3
lim = lim ·
x→0 x3 x→0 πx cos πx
µ ¶3 ³
sin πx π ´3
= lim lim (Product Rule)
x→0 πx x→0 cos πx
µ ¶3 µ ¶3
sin πx limx→0 π
= lim (Quotient Rule)
x→0 πx limx→0 cos πx
µ ¶3 µ ¶3
sin y limx→0 π
= lim (where y = πx)
y→0 y limx→0 cos πx
³ π ´3
3
= 1 · = π3
1
(b)
¡ ¢
lim (cot 5θ)2 · (sin 3θ) · tan(−2θ)
θ→0
à µ ¶2 µ ¶ µ ¶ !
1 5θ sin 3θ tan(−2θ)
= lim cos2 5θ · · · · 3θ · · 2θ
θ→0 25θ2 sin 5θ 3θ −2θ
õ ¶2 µ ¶ µ ¶!
6 5θ sin 3θ sin(−2θ) 1
= − lim cos2 5θ · lim · · · lim
25 θ→0 θ→0 sin 5θ 3θ −2θ θ→0 cos(−2θ)
6 6
= − · 1 · 12 · 1 · 1 · 1 = −
25 25
Information for Students in MATH 140A 2002 09 3049
8. Determine all points (x, cos2 x) on the graph of the function cos2 x (i.e. cos x · cos x)
at which
(a) the tangent to the curve is parallel to the line y = x + 1.
(b) the tangent to the curve is horizontal
(c) the tangent to the curve is vertical
(d) the tangent to the curve is parallel to the line y = 2x − 3
(e) the normal to the curve passes through the origin, and |x| > 1.
[Hints: The first and last parts of the problem are more difficult than the others.
Remember the identities involving sin 2x and cos 2x. The normal to the curve at
a point is the line through the point which is perpendicular to the tangent.]
Solution:
(a) The derivative of (cos x)2 is cos x·(− sin x)+(− sin x)·cos x = −2 sin x·cos x.19
We impose the condition that this be equal to the slope of the line y = x + 1,
i.e., that
−2 sin x · cos x = 1 (20)
The points we seek will be the solutions to equation (20). A simple attack is
to observe that this equation is equivalent to
sin 2x = −1 . (21)
¡3 ¢
The general solution¡ to the
¢ last equation is 2x = 2 + 2n π, where n is any
integer; hence x = 43 + n π, where n is any integer. Thus there are infinitely
many points where the tangent¡ has¢ slope11: the x-coordinates are as indicated;
the y-coordinates are cos 4 + n π = 2 . But note that the line y = 21 cuts
2 3
the curve also in infinitely many points where the tangent has slope −1.
(b) We have to solve the equation −2 sin x·cos x = 0, or, equivalently, −2 sin 2x =
0. The solutions to this equation are 2x = nπ, i.e. x = nπ 2
, where n is any
integer.
(c) The function is differentiable everywhere; that means that the derivative has
a (finite) value at every point, and so the tangent cannot be vertical. There
are no such points on the curve.
(d) The value of the derivative is −2 sin x · cos x, or − sin 2x. As a sine cannot
have magnitude exceeding 1, the slopes of tangents to this curve can never
equal 2. There are no points of this type!
19
We are avoiding using the Chain Rule, as the assignment was due before the Rule had been fully
discussed in the lectures.
Information for Students in MATH 140A 2002 09 3050
1
(e) The slope of the normal at the point (t, cos2 t) is − . The equation of
− sin 2t
the normal is
1
y − cos2 t = (x − t)
sin 2t
The normal will pass through the origin if the coordinates of the origin satisfy
the equation, that is if t = cos2 t sin 2t. But this implies that t is the product
of two factors, neither of which can exceed 1 in magnitude, so there are no
points with this property outside the interval −1 ≤ t ≤ 1.
(a) In [3, Exercise 3.5.3, p. 82] the derivative is shown to have value − sin tan x ·
sec2 x. ³π ´ √ 2
(b) The slope of the tangent at , cos 1 is − sin 1 · 2 . Hence an equation of
4
the tangent is ³ π´
y − cos 1 = −2 sin 1 · x − .
4
µ ¶
5π √
(c) The slope of the tangent at , cos(1) is − sin(1) · (− 2)2 = −2 sin 1;
4
1
hence the slope of the normal is . An equation of the tangent is
2 sin 1
µ ¶
1 5π
y − cos 1 = · x− .
2 sin 1 4
5π
or x − 2 sin 1 · y = − sin 2 + .
4
Information for Students in MATH 140A 2002 09 3051
Solution:
Solution:
Solution:
(a) Two different approaches are given in [3, Exercise 3.6.11, p. 86].
Information for Students in MATH 140A 2002 09 3052
7. (a) [1, Exercise 3.6.35] Find all points on the curve 2(x2 + y 2 )2 = 25(x2 − y 2 )
where the tangent is horizontal. (You may assume that the origin is not one
of these points.)
dx
(b) For the same curve, determine all points where = 0, i.e. where the tangent
dy
is vertical. (You may assume that the origin is not one of these points.)
Solution:
(a) [3, Exercise 3.6.35, p. 88] (It is shown that the four points with horizontal
tangents lie on a certain circle centred at the origin. To determine the points
one must solve the equation of this circle with the equation of the given curve.)
(b) One finds by implicit differentiation that
dx 25y + 4y(x2 + y 2 )
=
dy 25x − 4x(x2 + y 2 )
8. (cf. [1, Exercise 3.7.53, p. 239]) Find constants ci (i = 0, 1, 2) such that the function
f ( t) = c2 t2 + c1 t1 + c0 has the properties that f (−1) = 0, f 0 (−1) = 7, f 00 (−1) = 10.
Solution: Imposing the given conditions yields the three equations
c2 − c1 + c0 = 0
−2c2 + c1 = 7
2c2 = 10
9. [1, Exercise 3.8.27, p. 246] Find the domain of the function f , and determine its
derivative, where f (x) = x2 ln(1 − x2 ).
Solution: [3, Exercise 3.8.27, p. 94]
Information for Students in MATH 140A 2002 09 3054
10. Determine the first and second derivatives of the function f (x) = | ln(sec x+tan x)|.
Solution:
d 1 d
ln(sec x + tan x) = · (sec x + tan x)
dx sec x + tan x dx
1
= · (sec x · tan x + sec2 x) = sec x
sec x + tan x
d2 d
2
ln(sec x + tan x) = sec x = sec x · tan x
dx dx
The problem referred to the derivatives of f (x) = | ln(sec x + tan x)|; the logarithm
will be negative precisely when sec x+tan x < 1; this last inequality may be shown,
using trigonometric identities, to be equivalent to
³x π ´ ³x´
cos + · sin < 0.
2 4 2
For the range 0 < x < 4π, we find, examining the signs of the two factors as
0 < x2 < π4 , ... 7π
4
< x2 < 2π, that the product is negative except when ¡0 < x2 < π
¢ 4
x 5π 1
or π < 2 < 4 . Thus, if we define s(x) to be +1 when 2nπ < x < 2n + 2 π,
where n is any integer, and −1 everywhere else, f 0 (x) = s(x) · sec x, and f 00 (x) =
s(x) · sec x tan x; neither function is defined at odd integer multiples of π2 .
11. Using “logarithmic differentiation”, or otherwise, determine the derivative of
sin2 x · tan4 x
(a) [1, Exercise 3.8.37, p. 246] y = .
(x2 + 1)2
(b) y = xln x
Solution:
(a) [3, Exercise 3.8.37, p. 95]
1 1
(b) Since ln y = (ln x)2 , · y 0 = 2 ln x · . Hence y 0 = 2x(ln x)−1 ln x.
y x
12. (a) [1, Exercise 3.7.19, p. 238] Find the first, second, and third derivatives of
g(t) = t3 e5t .
(b) [1, Exercise 3.7.13, p. 238] Find the second, third, and fourth derivatives of
x
.
1−x
(c) [1, Exercise 3.7.29, p. 238] Find y 00 where y is defined implicitly by the equation
x3 + y 3 = 1. Simplify your answer as much as possible.
Solution:
Information for Students in MATH 140A 2002 09 3055
(b) [3, Exercise 3.7.13, p. 90] This problem can be attacked naı̈vely, with re-
peated applications of the Quotient Rule. Another approach is to observe
x 1
that = −1 + . Hence
1−x 1−x
d x d ¡ ¢
= 0+ (1 − x)−1
dx 1 − x dx
d
= (−1) · (1 − x)−2 · (1 − x) = (1 − x)−2
dx
d2
x d ¡ ¢
2
= (1 − x)−2 = (−2) · (1 − x)−3 · (−1) = 2 · (1 − x)−3
dx 1 − x dx
d3 x d ¡ −3
¢
= 2 (1 − x) = 2(−3) · (1 − x)−4 · (−1) = 3 · 2 · (1 − x)−4
dx3 1 − x dx
d4 x d ¡ ¢
4
= 3·2 (1 − x)−4 = 3 · 2 · (−4) · (1 − x)−5 · (−1)
dx 1 − x dx
= 4 · 3 · 2 · (1 − x)−5
õµ ¶m ¶2 !
1
= lim 1+
m→∞ m
µ µ ¶m ¶2
1
= lim 1 + Product Law
m→∞ m
= e2
m
(b) Define m = −3n, so n = − . Then
3
µ ¶n r³
1 x ´m
lim 1− = lim 3 1 −
n→∞ 3n m→−∞ m
r ³ x ´m
= 3
lim 1 − Root Law
m→−∞ m
r ³
3 x ´−t
= lim 1 + (t = −m)
t→∞ t
s
1
= 3 lim
¡ ¢
t→∞ 1 + x t
t
1 1 x
= r ³ ´ = √3 x
= e− 3
3 x t e
lim 1 +
t→∞ t
Solution:
4
2. [1, Exercise 3.9.21, p. 251] If tanh x = , find the values of the other 5 hyperbolic
5
functions at x.
Solution: [3, Exercise 3.9.21, p. 96]. (The problem could also be solved by using
the given information to show that e2x = 9, hence ex = +3, and thence determining
the values of the other functions.)
3. Use the definitions of the hyperbolic functions to find the following limits:
(a) [1, Exercise 3.9.23(b), p. 252] lim tanh x
x→−∞
(b) The man extends his arms horizontally so that the distance between his fin-
gertips is 6 feet. What is the rate of increase of the shadow of his extended
arms on the ground when his feet are 40 feet from the base of the pole? You
may assume that his shoulders are 5 feet above the ground.
Solution:
(a) [3, Exercise 3.10.7, p. 99]
(b) We can consider two sets of similar triangles similar to the triangles considered
in part (a). Let A denote the top of the lamppost, and B its foot; let C be
a point on the man, at shoulder-height, and let D be a point on the man’s
feet; let G be the point where the line through A and C meets the ground.
15 |AB| |AG| |BG|
Then triangles ABG and CDG are similar, so = = = ,
5 |CD| |CG| |DG|
so |BG| = 3|DG|, |AG| = 3|CG|, and |BD| = 2|DG|.
Now let E be the end of the man’s horizontally-extended left arm, and let F
be the end of the shadow cast by that arm on the ground. Here triangles AGF
|AG| |GF | |GF | 3
and ACE are similar, so = , so, since |AG| = 3|CG|, = ;
|AC| |CE| |CE| 2
9
since |CE| = 3, |GF | = . The shadow of the extended arms is 2 × 29 = 9
2
feet long. As this shadow is of constant length, its rate of change is 0.
6. [1, Exercise 3.10.25, p. 258] Boyle’s Law states that, when a sample of gas is
compressed at a constant temperature, the pressure P , and volume V satisfy the
equation P V = C, where C is a constant depending on the sample. Suppose that,
at a certain instant, the volume is 600 cm3 , the pressure is 150kPa, and the pressure
is increasing at a rate of 20 kPa/minute. At what rate is the volume decreasing at
this instant?
Solution: [3, Exercise 3.10.25, p. 100]
7. Use differentials (or, equivalently, a linear approximation) to estimate the following
numbers:
(a) [1, Exercise 3.11.34, p. 265]
(b) [1, Exercise 3.11.35, p. 265]
(c) [1, Exericse 3.11.36, p. 265]
Solution:
(a) Let y = f (x) = x6 , so dy = 6x5 dx. (1.97)6 = (2 − 0.03)6 = f (2 − 0.03) ≈
f (2) + f 0 (2) · (−0.03) = 26 + 6 · 25 · (−0.03) = 58.24.
Information for Students in MATH 140A 2002 09 3059
0; note that we have used the hypothesis that x > 0. Hence, by [1, Theorem 4.2.5,
p. 291], f (x) =constant. We can determine the value of the constant by select-
π
ing a “convenient” value; for example, take x = 1: then, since arcsin 1 = , and
2
arccos(−1) = π, we find that the constant is equal to 0.
Note that this argument does not hold for x = 0. There, however, we can simply
observe that f (0) = 2 arcsin 0 − arccos 1 = 2 · 0 − 0 = 0.
9. [1, Exercise 4.2.6] Let f (x) = (x − 1)−2 . Show that f (0) = f (2), but there is no
number c such that 0 < c < 2 and f 0 (c) = 0. Why does this not contradict Rolle’s
Theorem?
Solution: f (0) = (−1)−2 = 1; f (2) = 1−2 = 1. Since f 0 (x) = −2(x − 1)−3 ,
wherever it is defined, the value of the derivative ranges, as 0 ≤ x < 1, from 2 to
∞; similarly, as 1 < x ≤ 2, the derivative ranges between −∞ and −2. Thus the
derivative never takes values between −2 and 2.
This is not a counterexample to Rolle’s Theorem, since that theorem requires
that the function be differentiable throughout the open interval, and the present
function fails to be differentiable at one point in the interval — namely the point
x = 1. That failure to be differentiable, even though it is only at a single point,
renders Rolle’s Theorem inapplicable.
10. [1, Exercise 4.2.17, p. 293] Show that the polynomial x5 + 10x + 3 has exactly one
real root.
Solution: f (0) = 3 > 0, but f (−1) = −12 < 0; by the Intermediate Value Theorem
this function — which, being a polynomial, is continuous everywhere, in particular
Information for Students in MATH 140A 2002 09 3060
in the interval −1 < x < 0 — must take on the value 0 at least once between −1
and 0. However, the Intermediate Value Theorem does not exclude the possibility
that there is more than one place where f = 0. If, however, f were to vanish at
distinct points x1 and x2 , then, by Rolle’s theorem, f 0 would be zero somewhere
between x1 and x2 . But f 0 (x) = 5x4 + 10; being the sum of a square and a positive
number, this cannot be zero.
Solution:
µ ¶ µ ¶
3 3
(a) (cf. [3, Exercise 4.3.39, p. 132]) Since f1 (x) = x 1 + , and since 1 + →
x x
1 as either x → ∞ or x → −∞, lim f1 (x) = ±∞, so there are no horizontal
x→±∞
asymptotes. All limits of f1 (x) as x approaches any (finite) point are finite,
so there are no vertical asymptotes either. (However, the graph of f1 does
have a vertical tangent at x = −3.)
(b) [3, Exercise 4.3.43, p. 133]. The derivative is defined everywhere in the domain
of the function, and vanishes when x = 0, so x = 0 is the unique “critical
number”.
Information for Students in MATH 140A 2002 09 3061
(c) [3, Exercise 4.3.45, p. 134]. The derivative is defined everywhere, and never
vanishes, so there are no “critical numbers”.
(d) [3, Exercise 4.3.47, p. 134]. The derivative is defined everywhere in the domain
of the function, and never vanishes, so there are no “critical numbers”.
(e) [3, Exercise 4.3.49, p. 134]. The derivative is defined everywhere in the domain
of the function, and never vanishes, so there are no “critical numbers”.
Solution: We shall follow the notation of the Student Solution Manual [3], and
H
write = when we are applying l’Hôpital’s Rule.
lim ex e0
x→0
= = =1
lim cos x cos 0
x→0
ex − 1 ex − 1 x
lim = lim ·
x→0 sin x x→0 x sin x
ex − e0 x
= lim · lim (Product Law)
x→0 x x→0 sin x
¯
d x ¯¯
= e ·1
dx ¯x=0
= e0 = 1
2−1 1
= =
2+1 3
It is possible to avoid the Rule, but the result looks very much like what we
have proved above:
arcsin x − arcsin 0
2x − arcsin x 2−
lim = lim x−0
x→0 2x + arctan x x→0 arctan x − arctan 0
2+
x−0
arcsin x − arcsin 0
2 − lim
=
x→0 x−0
arctan x − arctan 0
2 + lim
x→0 x−0
¯
d ¯
2− arcsin x¯¯
dx
= ¯ x=0
d ¯
2+ arctan¯¯
dx x=0
1
2− √
1 − 02 1
= =
1 3
2+
1 + 12
2. Discuss each of these functions under the following headings, using the guidelines
of the same names in [1, pp. 315–316]
A. Domain
B. Intercepts
C. Symmetry
D. Horizontal or Vertical Asymptotes. (Do not attempt to investigate slant
asymptotes.)
E. Intervals of Increase or Decrease
F. Local Maximum and Minimum Values
G. Concavity and Points of Inflection
Information for Students in MATH 140A 2002 09 3064
Solution:
3. Before attempting these problems, try [1, Exercise 4.7.7, p. 335]; then compare
your solution with that in [3, Exercise 4.7.7, p. 162].
(a) [1, Exercise 4.7.11, p. 335] If 1200 cm2 of material is available to make a box
with a square base and an open top, find the largest possible volume of the
box.
(b) [1, Exercise 4.7.15, p. 335] Showing all your work, use the calculus to find the
point on the line y = 4x + 7 that is closest to the origin. (Use the calculus,
even though you may know methods for solving this problem that require no
calculus.)
(c) [3, Exercises 4.7.25 and 4.7.27, p. 162] A right circular cylinder is inscribed in
a sphere of radius r. Showing all your work, find the largest possible volume
and the largest possible surface area of such a cylinder. (You may assume
that the cylinder has been inscribed so that its axis passes through the centre
of the sphere.)
Solution:
(c) The solutions in [3, Exercises 4.7.25 and 4.7.27, p. 164] use, as the variable,
either the half-height or the radius of the base of the inscribed cylinder. You
might wish to try to solve the problem another way, using, as your variable,
the angle subtended at the centre of the sphere by the radius of the base.
4. Showing all your work, find the most general antiderivative of the following func-
tions. Check your answer by differentiation.
Solution:
5. Showing all your work, find the functions that have the listed properties. Check
your answers by differentiation and substitution in the differential equation.
(a) A rectangle inscribed in the semicircle must have its upper side parallel to the
x-axis, so the coordinates of the upper vertices
√ may be taken to be (±x, y);
as x2 + y 2 = 4, and y √
is non-negative, y = 4 − x2 . Thus the vertices of the
rectangle will be (±x, 4 − x2 ) and (±x, 0). The area, which we may denote
by A(x) is then given by
√
A(x) = |(2x) · 4 − x2 | .
(The absolute signs are needed since the intention of the problem is that
the area should be non-negative.) We can now approach the problem in two
equivalent ways.
i. We may√ take the domain of A(x) to be −2 ≤ x ≤ 2, since the circle has
radius 4 = 2. Differentiating yields
√ 1 1
A0 (x) = 2 4 − x2 + 2x · √ · (−2x)
2 4 − x2
4 − 2x2
= √
4 − x2
However, this is valid only for x > 0, because of the absolute signs; for
x<0
2x2 − 4
A0 (x) = √ .
4 − x2
Note that there is no derivative at x = 0.
Thus the critical points are
sin(x2 − 1)
lim .
x→1 (x − 1)
dy 2
2. Find if y = 3x .
dx
1
3. 21
Find an equation for the tangent line to the graph of exy = x − +e at the
¡ 1¢ y
point e, e .
21
corrected, 7 November 2000
Information for Students in MATH 140A 2002 09 3069
T04, T06
Distribution Date: Monday, October 23rd, 2000 — 15:30 to 16:30 h.
dy 2
2. Find if y = sec(5x ) .
dx
3. If the line y = 3x − 1 is tangent to the graph of y = f (x) at the point
with x = 1 , find the equation of the tangent line to the graph of y = [f (x)]2
at the point with x = 1 .
T07
Distribution Date: Wednesday, October 25th, 2000 — 13:30 to 14:30 h.
dy 1
2. Find if y = 2 2x .
dx
3. If g(x) = 2x · f (x2 − 2x + 2) and f (1) = 3 , find g 0 (1) .
Information for Students in MATH 140A 2002 09 3070
T16
Distribution Date: Wednesday, October 25th, 2000 — 16:30 to 17:30 h.
1. Use the limit definition of the derivative to find f 0 (0) for f (x) = sec x .
µ ¶
dy −1 2x
2. Find if y = tan .
dx 1 − x2
3. Find equations(s) of the line(s) through the origin, tangent to the graph of
y = x2 + 9 .
T13
Distribution Date: Thursday, October 26th, 2000 — 16:00 to 17:00 h.
1. Use the limit definition of the derivative to find f 0 (0) for f (x) = ex sin x .
µ x ¶
dy −1 e − e−x
2. Find if y = tan .
dx 2
3. Find the equations(s) of the line(s) through the origin, tangent to the graph of
2
y = ex .
Information for Students in MATH 140A 2002 09 3071
T14
y = e2x .
dy x
1. Find dx if y = x x−1 .
2. Water is pouring into a leaky tank at the rate of 10m3 /h. The tank
is a cone with the vertex down, 9m deep and 6m in diameter at the
top. The surface of the water is rising at a rate of 0.2m/h when the
depth is 6m. How fast is the water leaking out at that time?
T04, T06
Distribution Date: Monday, November 13th, 2000 — 15:30 to 16:30 h.
dy √
1. Find dx if y = ( x + 1)x .
2. A ferris wheel you are riding has diameter 20m and is rotating at 1
revolution per minute. How fast are you rising or falling when you
are 6m horizontally away from the vertical line through the centre of
the wheel?
T07
Distribution Date: Wednesday, November 13th, 2000 — 13:30 to 14:30 h.
dy
1. Find dx if y = (x2 + 1)1/x .
2. A policeman stationed at a fixed distance from a highway aims a
radar gun at a car. When the gun is pointing at an angle of 45◦ to
the highway, the radar gun records the rate at which the distance of
the car from the gun is increasing at 100km/h. How fast is the car
travelling?
T16
1
dy
1. Find dx if y = x 2x .
2. A spherical balloon is being inflated so that its volume is increasing
at the rate of 5m3 /min. At what rate is the surface area increasing
when the radius is 6m?
(Volume = 43 πr3 , Area = 4πr2 , where r is the radius.)
T13
dy
1. Find dx if y = (x2x + 1)1/3 .
2. A 10m long ladder has one end on the ground, and is supported part
way along its length by a fence 3m high, so that part of the ladder
projects past the fence. If the end on the ground is 4m from the base
of the fence and is being dragged away at 0.2m/sec, how fast is the
vertical height of the other end of the ladder changing?
T14
dy
¡ 1 ¢x
1. Find dx if y = 2x .
2. A light shines from a pole 50ft high. A ball is dropped from the same
height from a point 30ft away from the light. In t secs the ball falls
16t2 ft. How fast is the shadow of the ball moving along the ground
after 0.5 secs?
Information for Students in MATH 140A 2002 09 3074
2. [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes of the
graph of f .
3. [5 MARKS] Determine the intervals where f increases, and the intervals where it
decreases.
5. [5 MARKS] Determine the intervals where the graph is concave upwards, and the
intervals where it is concave downwards.
2. [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes of the
graph of f .
3. [5 MARKS] Determine the intervals where f increases, and the intervals where it
decreases.
5. [5 MARKS] Determine the intervals where the graph is concave upwards, and the
intervals where it is concave downwards.
Information for Students in MATH 140A 2002 09 3075
T04, T06
2. [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes of the
graph of f .
3. [5 MARKS] Determine the intervals where f increases, and the intervals where it
decreases.
5. [5 MARKS] Determine the intervals where the graph is concave upwards, and the
intervals where it is concave downwards.
T07
2. [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes of the
graph of f .
3. [5 MARKS] Determine the intervals where f increases, and the intervals where it
decreases.
Information for Students in MATH 140A 2002 09 3076
5. [5 MARKS] Determine the intervals where the graph is concave upwards, and the
intervals where it is concave downwards.
2. [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes of the
graph of f .
3. [5 MARKS] Determine the intervals where f increases, and the intervals where it
decreases.
5. [5 MARKS] Determine the intervals where the graph is concave upwards, and the
intervals where it is concave downwards.
2. [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes of the
graph of f .
Information for Students in MATH 140A 2002 09 3077
3. [5 MARKS] Determine the intervals where f increases, and the intervals where it
decreases.
5. [5 MARKS] Determine the intervals where the graph is concave upwards, and the
intervals where it is concave downwards.
T16
2. [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes of the
graph of f .
3. [5 MARKS] Determine the intervals where f increases, and the intervals where it
decreases.
5. [5 MARKS] Determine the intervals where the graph is concave upwards, and the
intervals where it is concave downwards.
T13
2. [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes of the
graph of f .
3. [5 MARKS] Determine the intervals where f increases, and the intervals where it
decreases.
5. [5 MARKS] Determine the intervals where the graph is concave upwards, and the
intervals where it is concave downwards.
T14
Let f (x) = ln |x + 2| − 4 ln |x − 1| .
2. [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes of the
graph of f .
3. [5 MARKS] Determine the intervals where f increases, and the intervals where it
decreases.
5. [5 MARKS] Determine the intervals where the graph is concave upwards, and the
intervals where it is concave downwards.
4. [5 MARKS] Find an equation for the straight line which is normal to the graph of
f (x) = x2 at x = −3 .
6. [8 MARKS] Show that the equation 6x4 − 7x + 1 = 0 does not have more than
two distinct real roots.
7. [10 MARKS] A right circular cylinder is inscribed in a right circular cone of height
H and radius R. Determine the dimensions of the cylinder with the largest possible
volume. What is that largest volume?
1
8. [8 MARKS] Show that the function f (x) = 2 + (1 − x3 ) 5 has an inverse. Deter-
mine f −1 (x) .
10. [8 MARKS] Use the mean value theorem to show that, when
x>1,
x−1
< ln x < x − 1 .
x
µ ¶
x4
11. Let f (x) = ln .
x−1
Information for Students in MATH 140A 2002 09 3080
13. [7 MARKS] Given the curve x3 + y 3 = 1 + 3xy 2 , verify that the point (x, y)
dy d2 y
= (0, 1) is on the curve. Find and 2 at (x, y) = (0, 1) .
dx dx
A B C D E
2
=0 = =1 does not exist (or = is a real number r dif-
3 2
∞, or = −∞). ferent from 0, , 1.
3
Information for Students in MATH 140A 2002 09 3081
5. [8 MARKS] Determine an equation for the straight line that passes through the
point (1, 5) and is tangent to the curve y = x3 .
x − 4 tan x
lim
x→0 sin x
A B C D E
2
=0 = =1 does not exist (or = is a real number r dif-
3 2
∞, or = −∞). ferent from 0, , 1.
3
7. [8 MARKS] Showing all your work, determine the maximum area of a rectangle
with a base that lies on the x-axis, and with two upper vertices that lie on the
graph of the equation y = 4 − x2 .
8. [8 MARKS] A tank is in the shape of an inverted right circular cone of height 800
cm., whose top is a disk of radius 160 cm. Water is running out of a small hole
at the vertex (apex) of the cone, which is at the bottom. Showing all your work,
determine the rate of change of volume V with respect to height h, at a time when
the height is 600 cm. (Hint: You may assume that the volume of a right circular
cone of height h, whose base has radius r, is 31 πr2 h.)
A B C D E
2 2
0 1 −1 different from 0, , 1, −1.
3 3
Information for Students in MATH 140A 2002 09 3082
10. [8 MARKS] A covered rectangular box is to be constructed with volume 576 cubic
centimetres, with its bottom twice as long as it is wide. Determine the dimensions
of the box that will minimize its total surface area (including the cover).
11. [5 MARKS] Showing all your work, determine the maximum and minimum values
of f (x) = 3 − |x − 2| on the interval [1, 4] .
12. [5 MARKS] Multiple Choice: Circle the correct answer (A, B, C, D, or E.)
¡ ¢
The function f (x) = 2x2 − 3x e−x has a global maximum on the half-line x ≥ 0 .
The maximum value is
A B C D E
√ 1 9 9 −3
− e −√ e 4 none of the preceding
e e2 8
4 values.
13. [8 MARKS] Showing all your work, sketch the graph of the function
e2x
f (x) = ,
e2x + 3
identifying asymptotes, critical points, and inflection points. Show clearly where
the graph is concave upward and where it is concave downward.
14. [8 MARKS]
15. [2 MARKS] Multiple Choice: Circle the correct answer (A, B, C, D, or E.)
dy
If x5 − y 5 = 2x2 y 2 , the value of when (x, y) = (1, −1) is
dx
A B C D E
5 5 5 5
−1 1 − none of −1, 1, − , .
3 3 3 3
Information for Students in MATH 140A 2002 09 3083
16. [10 MARKS] Showing all your work, sketch the graph of the function
x2 − x − 2
f (x) = − 1,
(1 − x)2
identifying asymptotes, critical points, and inflection points. Show clearly where
the graph is concave upward and where it is concave downward.
|f (x) − 2| ≤ (x − 1)2 ,
4. [8 MARKS]
√ Find equations for all straight lines which are both normal to the curve
y = x − 3 and parallel to the straight line y = −2x + 11.
(x + y)2 − (x − y)2 = x4 + y 4
at all point(s), other than the origin, where the curve meets the line x = y.
Information for Students in MATH 140A 2002 09 3084
m(x) = xx .
2. Find the derivative of each of the following functions. (You need not simplify your
answers.)
sin(2x2 − 1)
(a) F (x) =
(x2 + 1)3
µ ¶
−1 1
(b) G(x) = tan √
x3 + 1
2 −2x
(c) H(x) = x e ln x
5. Find the area of the largest rectangle which can be inscribed in a semicircle of
radius 1, where one side of the rectangle lies on the diameter of the semicircle, and
the other two vertices lie on the semicircle.
6. Consider the function h(x) = 4x3 − 15x2 + 12x + 7, with domain −∞ < x < ∞.
Information for Students in MATH 140A 2002 09 3086
(a) Find all points at which h has a local maximum, a local minimum, or a point
of inflection. Justify all of your answers.
(b) Find the global (absolute) maximum and the global (absolute) minimum of h
on the interval [0, 3].
2x2
7. Sketch the curve y = , indicating any horizontal or vertical asymptotes.
x2 − 1
8. Let the function u be defined by u(x) = ln(2x + 1).
(a) [3 MARKS] Determine the intervals where the function u is increasing, and
those where it is decreasing.
(b) [3 MARKS] Find all critical points. In each case determine whether the point
is a maximum or minimum point, or neither.
(c) [3 MARKS] Determine the intervals where the graph of u is concave upwards,
and those where it is concave downwards.
(d) [3 MARKS] Determine all inflection points of the graph.
(e) [2 MARKS] Determine all horizontal or vertical asymptotes of the graph.
(f) [4 MARKS] Sketch the graph.
(x − 1)(x + 1) 2x(x2 − 3)
You may assume that u0 (x) = − , and that u 00
(x) = .
(x2 + 1)2 (x2 + 1)3
(For each of parts (a) through (e) you are expected to show all your work and your
results, clearly marked by the question number, e.g., 5(c); it is not sufficient to
provide information only on your graph.)
6. [8 MARKS] Use the Intermediate Value Theorem and/or the Mean Value Theorem
1
and/or properties of G0 (x) to show that the function G(x) = x2 − e 1+x assumes
the value 0 for exactly one real number x such that 0 < x < 2. Show all your work.
1
[Hint: You may assume that e 3 < 2.]
7. [8 MARKS] Triangle OBC, in the first quadrant, has vertex O at the origin, vertex
B on the x-axis, and vertex C on the y-axis. If the vertices are constrained so that
the line joining B and C passes through the point (2, 3), determine the minimum
area for triangle OBC. Show all your work.
8. Showing all your work, evaluate the following limits, if they exist:
√ √
(a) [8 MARKS] lim ( x2 + x − x2 − x).
x→∞
tan x − sin x
(b) [8 MARKS] lim .
x→0 x3
9. [8 MARKS] Showing all your work, determine all lines with slope 3 which are
normal to the curve 64y + x3 = 0, (i.e. which are perpendicular to the tangent at
each point where they meet the curve).
10. [9 MARKS] Showing all your work, determine the (global) maxima and minima
of the function R(x) = 3x4 + 4x3 − 6x2 − 12x on the closed interval −2 ≤ x ≤ 2.
[Hint: x3 + x2 − x − 1 = (x2 − 1)(x + 1).]
Information for Students in MATH 140A 2002 09 3088
5. [10 MARKS] The volume of a sphere is increasing at a rate of 10 cubic metres per
hour. At what rate is the surface area increasing, when the radius is 2 metres?
(Note: The volume of a sphere of radius r is 34 πr3 ; the surface area is 4πr2 .)
6. [10 MARKS] Show that the equation 3x4 − 28x + 8 = 0 does not have more than
two distinct real roots.
dy d2 y
7. [10 MARKS] Determine the value of and 2 at the point (x, y) = (1, −1) when
dx dx
x and y are related by the equation x3 + xy + y 4 = 1.
8. [10 MARKS] A box with a square base and an open top is to have volume 62.5
cubic centimetres. Neglect the thickness of the material used to make the box, and
find the dimensions that will minimize the amount of material used.
µ ¶
x3
9. Let f (x) = ln .
x2 − 1
(a) [4 MARKS] Specify the domain of f , and any points of discontinuity.
(b) [5 MARKS] Determine all horizontal asymptotes and all vertical asymptotes.
(c) [5 MARKS] Determine the interval(s) where f increases, the interval(s) where
f decreases, and all local extrema.
(d) [3 MARKS] Determine the concavity of the graph of f , and find all points of
inflection.
(e) [3 MARKS] Sketch the graph, using the information determined above.
µ ¶
−1 8π
10. [5 MARKS] Showing all your work, determine sin sin .
3
Information for Students in MATH 140A 2002 09 3089
x2 + y sin x + tan2 y = 1
4. [10 MARKS] Showing all your work, determine the domain of the following func-
tion, and all vertical or horizontal asymptotes to its graph.
2x + 5
f (x) = √ .
x2 − 36
5. [10 MARKS] Let f (x) = |2x + 5|. Show that there is no value of c such that
Explain why this does not contradict the Mean Value Theorem.
6. [10 MARKS] A farmer wants to fence an area of 20,000 square metres in a rectan-
gular field, and then divide it into three parts by fences parallel to one of the sides
of the rectangle. What shape of field will minimize the cost of the fencing? Show
all your work.
8. (a) [5 MARKS] Find the function f that satisfies all of the following conditions:
(b) [5 MARKS] Determine all values of the constant c that will make the
following function continuous everywhere:
½
cx + 1 if x < 5
f (x) =
cx2 − 1 if x ≥ 5
sin(x2 − 1)
(b) [5 MARKS] Showing all your work, evaluate lim .
x→−1 x+1
x2 + 1
2. (a) [5 MARKS] Find the derivative of .
x2 − 2
µ ¶
1
(b) [5 MARKS] Find the derivative of cos √ .
x+1
(c) [5 MARKS] Find the derivative of x sin−1 x .
3. [10 MARKS] Showing all your work, determine the greatest and least values at-
sin x
tained by the function f (x) = .
(7 − 2 cos x)2
3 3 dy d2 y
4. [10 MARKS] If x − xy + y = 1 , determine and when x = 1
dx dx2
and y = 0.
(a) [5 MARKS] Determine the intervals where f is increasing, and those where it
is decreasing.
(b) [5 MARKS] Determine all local maxima, and all local minima.
(c) [5 MARKS] Determine intervals of concavity, and all inflection points.
(d) [5 MARKS] Sketch a graph of the function.
1
8. (a) [5 MARKS] If f 0 (x) = x − 1 and f (1) = , find f (x).
5
1
(b) [5 MARKS] If f 0 (x) = and f (0) = 0, use the Mean Value Theorem
1 + x3
to show that
2
f (2) − f (0) =
1 + c3
2
for some c such that 0 < c < 2, and deduce that < f (2) < 2. (Use the
9
Mean Value Theorem — do not determine an exact formula for f (x).)
1. In each of the following cases evaluate the limit, or explain why the limit does not
exist. Show all your work. Do not use l’Hôpital’s Rule.
x−2
(a) [5 MARKS] lim−
x→2 |x − 2|
sin x − sin(3x)
(b) [5 MARKS] lim
x→0 x2 + 6x
x+4
(c) [5 MARKS] lim
x→−4 x2 + 5x + 4
2. In each of the following cases evaluate the limit, or explain why the limit does not
exist. Show all your work. If you wish, you may use l’Hôpital’s Rule.
2
ex − 1
(a) [10 MARKS] lim .
x→0 sec x − 1
sinh(x + 1)
(b) [5 MARKS] lim . (Hint: Express the functions in terms of
x→∞ cosh(x)
exponentials.)
Information for Students in MATH 140A 2002 09 3092
3. Showing your work, find the derivative of each of the following functions at the
points indicated, or explain why the function fails to be differentiable there. In
all cases you are expected to simplify your answers as much as possible, but the
examiners are aware that you do not have a calculator.
π
(a) [5 MARKS] a(x) = ex sin x at x = − .
2
√
x+5
(b) [5 MARKS] b(x) = √ at x = 4 .
x−5
eln(2x)
(c) [5 MARKS] c(x) = at x = 4.
ln(e3x )
4. A function K(x) is defined as follows, where α and β are constants to be evaluated:
½
α + x − x2 if x < 2
K(x) =
x2 − β(x − 2) − 4 if x ≥ 2
(a) [8 MARKS] Showing all your work, determine all values of α and β — if any
— that will make K continuous at x = 2.
(b) [7 MARKS] Showing all your work, determine all values of α and β — if any
— that will make K differentiable at x = 2.
5. Suppose that y = 1 − xy 4 .
dy
(a) [10 MARKS] Showing all your work, determine the values of and
dx
d2 y
when x = 0 .
dx2
(b) [5 MARKS] Find an equation for the tangent to the curve y = 1 − xy 4
at the point where x = 0 .
1 1
6. Let f (x) = − − 1.
x x−1
(a) [3 MARKS] Determine the domain of f .
(b) [5 MARKS] Determine the intervals where f is increasing, and the intervals
where it is decreasing.
(c) [5 MARKS] Determine the intervals where the graph of f is concave upwards,
and the intervals where it is concave downwards.
(d) [5 MARKS] Determine the local extrema of f , or prove that there are no
local extrema.
Information for Students in MATH 140A 2002 09 3093
(e) [5 MARKS] Determine the inflection points of the graph of f , or prove that
there are no inflection points.
(f) [4 MARKS] Determine the horizontal asymptotes (if any) and the vertical
asymptotes (if any) to the graph of f .
(g) [3 MARKS] Sketch the graph of f .
7. A line ` with positive slope m is drawn through the point (−4, 9) in the plane.
f (x) − 3
lim =4
x→1 x2 − 1
(a) [6 MARKS] Find lim f (x).
x→1
3. The equation
y 5 + xy 2 + x3 = 4x + 3
defines y implicitly as a function of x near the point (2, 1).
6. A rectangle is inscribed with its base on the x-axis, its upper left vertex on the
y-axis and its upper right vertex on the graph of the function y = e−2x .
(a) [6 MARKS] Find the dimensions of the rectangle that maximize its area. Fully
justify your answer!
(b) [6 MARKS] Find the dimensions of the rectangle that minimize its circum-
ference. Fully justify your answer!
8. In each of the following problems, find the function that satisfies all the stated
conditions:
F WeBWorK
F.1 Frequently Asked Questions (FAQ)
F.1.1 Where is WeBWorK?
WeBWorK is located on Web servers of the Department of Mathematics and Statistics,
and is accessible at the following URL’s:
http://msr01.math.mcgill.ca/webwork/m140f02
or
http://msr02.math.mcgill.ca/webwork/m140f02
If your student number ends with 1, 3, 5, 7, or 9, you should use the URL
http://msr01.math.mcgill.ca/webwork/m140f02;
http://msr02.math.mcgill.ca/webwork/m140f02.
If you access WeBWorK through WebCT, the link on your page had been programmed
to take you to the correct WeBWorK server automatically.
[ADDED SEPTEMBER 6th, 2002:] It was found that the code mounted on
WebCT was being corrupted because of a software problem. Accordingly,
the links have been changed: You will have to click on the appropriate link,
depending on the last digit of your student number.
Your user code. Your user code will be your 9-digit student number.
Your password. Your initial password will be your 9-digit student ID number. You
will be able to change this password after you sign on to WeBWorK.
Your e-mail address. The WeBWorK system requires each user to have an e-mail
address. After signing on to WeBWorK, you should verify that the e-mail address
shown is the one that you prefer. You should endeavour to keep your e-mail address up
to date, since the instructors may send messages to the entire class through this route.
F.1.6 May I assume that the distribution of topics on quizzes and final
examinations will parallel the distribution of topics in the WeBWorK
assignments?
No! If you perceive that some types of problems are appearing with high frequency on
the assignments, you should not infer that such types of problems are more important
than others. Problems on quizzes and the examination may be based on any topic in
the syllabus. WeBWorK may not cover all types of problems, so you should still read
your textbook, attempt its problems, and use the Student Solution Manual [3] to help
check your work.
Information for Students in MATH 140 2002 09 4003
http://www.cs.wisc.edu/∼ghost/gsview/index.html
Your WebCT E-Mail Address If you do not plan to check for mail at the mail.mcgill.ca
address provided by the University, you should forward the mail to the address that you
plan to maintain. To do this go to
22
http://webct3.mcgill.ca
Information for Students in MATH 140 2002 09 4004
https://search.mcgill.ca/nrb/
http://ww2.mcgill.ca/icc/webct/browserCheck/browser.html#recommend
tutor, but the fastest way of resolving your difficulty is the FEEDBACK . Please give as
much information as you can. (All of the instructors and tutors are able to view from
within WeBWorK the answers that you have submitted to questions.)
If your problem is mathematical, and you need help in solving a problem, you should
consult one of the tutors at their office hours; you may go to any tutor’s office hours, not
only to the hours of the tutor of the section in which you are registered.
F.1.15 Will all WeBWorK assignments have the same length? ...same value?
The numbers of problems on the various assignments may not be the same, and the
individual problems may vary in difficulty. But the assignments will count equally in the
15% of the final grade allocated to WeBWorK.
24
But slowness in the system just before the due time will not normally be considered a systems
failure.
G References
[1] J. Stewart, Single Variable Calculus (Early Transcendentals), Fourth Edition.
Brooks/Cole (1999). ISBN 0-534-35563-3.
[6] R. St. Andre, Study Guide for Stewart’s Single Variable Calculus (Early Transcen-
dentals), Fourth Edition. Brooks/Cole (1999). ISBN 0-534-36820-4.
[7] C. H. Edwards, Jr., and D. E. Penney, Calculus with Analytic Geometry, Early
Transcendentals Version, Fifth Edition. Prentice Hall, Englewood Cliffs, NJ (1997).
ISBN 0-13-793076-3.
[8] C. H. Edwards, Jr., and D. E. Penney, Student Solutions Manual for Calculus with
Analytic Geometry, Early Transcendentals Version, Fifth Edition. Prentice Hall,
Englewood Cliffs, NJ (1997). ISBN 0-13-079875-4.
[9] C. H. Edwards, Jr., and D. E. Penney, Single Variable Calculus with Analytic
Geometry, Early Transcendentals Version, Fifth Edition. Prentice Hall, Englewood
Cliffs, NJ (1997). ISBN 0-13-793092-5.
[10] C. H. Edwards, Jr., and D. E. Penney, Student Solutions Manual for Single Variable
Calculus with Analytic Geometry, Early Transcendentals Version, Fifth Edition.
Prentice Hall, Englewood Cliffs, NJ (1997). ISBN 0-13-095247-1.