La Consolacion College Bacolod

Galo corner Gatuslao Streets, Bacolod City, 6100 Philippines

Tel. Nos. +63(34) 4349661 to 64 | Fax +63(34)4335190
Website: www.lcc.edu.ph | Email: principal.shs@lccbonline.edu.ph

Instructional Module for STEM Track 3: Basic Calculus

UNIT 2: Basic Concepts of Derivatives

(Week 9) Lesson 9 – Implicit Differentiation

OVERVIEW

We have already studied how to find equations of tangent lines to functions

and the rate of change of a function at a specific point. In all these cases we had the
explicit equation for the function and differentiated these functions explicitly.
Suppose instead that we want to determine the equation of a tangent line to an
arbitrary curve or the rate of change of an arbitrary curve at a point. In this section,
we solve these problems by finding the derivatives of functions that define y implicitly
in terms of x.

LEARNING OBJECTIVES

Upon completion of this lesson, you will be able to:

a. Cognitive: Distinguish between functions written in implicit form and explicit
form.
b. Affective: Use implicit differentiation to determine the equation of a tangent
line.
c. Psychomotor: Solve and find the derivative of a complicated function by
using implicit differentiation.

“Prayer before class”

Direct, we beg You, O Lord. Our actions by Your Holy inspirations,

And carry them on by Your gracious assistance,
That by every prayer and work of ours may begin always with You,
And through You be happily ended.
Amen.
 LEARNING EXPERIENCES

Warm-Up Activity

Complete the table to find the derivative of the function

function Differentiate
1. 𝑦 = 3𝑥 2 + 7𝑥 − 9

2𝑥 2 −4
2. 𝑦 = 2𝑥 3 +5
3. 𝑦 = cos3 2𝑥

Guide Questions

As you proceed with your learning materials, take note of the following guide
questions that will help you better understand your lesson:
 What is difference between an implicit form and explicit form of
differentiation?
 What are the problem involves used in solving implicit differentiation?
 What problem strategy are used in solving implicit form?

Your Learning Materials

Implicit and Explicit Functions

Up to this point in the text, most functions have been expressed in explicit form.
For example, in the equation 𝑦 = 3𝑥 2 − 5, the variable is explicitly written as a function
of 𝑥. Some functions, however, are only implied by an equation. For instance, the
1
Function 𝑦 = 𝑥 is defined implicitly by the equation 𝑥𝑦 = 1.

𝑑𝑦
To find for this equation, you can write explicitly as a function of and then
𝑑𝑥
differentiate.

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This strategy works whenever you can solve for the function explicitly. You cannot,
however, use this procedure when you are unable to solve for 𝑦 as a function of 𝑥.
𝑑𝑦
For instance, how would you find 𝑑𝑥 for the equation 𝑥 2 − 2𝑦 3 + 4𝑦 = 2?
For this equation, it is difficult to express as a function of explicitly. To find you can
use implicit differentiation.
𝑑𝑦
To understand how to find 𝑑𝑥 implicitly, you must realize that the differentiation is
taking place with respect to 𝑥. This means that when you differentiate terms involving
𝑥 alone, you can differentiate as usual. However, when you differentiate terms
involving 𝑦, you must apply the Chain Rule, because you are assuming that is defined
implicitly as a differentiable function of 𝑥.

Example 1: Differentiating with Respect to x

𝑑𝑦
In Example 2, note that implicit differentiation can produce an expression for 𝑑𝑥
that contains both x and y.
Example 2: Implicit Differentiation
𝑑𝑦
Find 𝑑𝑥 given that 𝑦 3 + 𝑦 2 − 5𝑦 − 𝑥 2 = −4.

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Solution
1. Differentiate both sides of the equation with respect to x.
𝑑 3 𝑑
[𝑦 + 𝑦 2 − 5𝑦 − 𝑥 2 ] = [−4]
𝑑𝑥 𝑑𝑥
𝑑 3 𝑑 2 𝑑 𝑑 2 𝑑
[𝑦 ] + [𝑦 ] − [5𝑦] − [𝑥 ] = [−4]
𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑𝑦 𝑑𝑦 𝑑𝑦
3𝑦 2 + 2𝑦 −5 − 2𝑥 = 0
𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑𝑦
2. Collect the terms on the left side of the equation and move all other
𝑑𝑥
terms to the right side of the equation.
𝑑𝑦 𝑑𝑦 𝑑𝑦
3𝑦 2 + 2𝑦 −5 = 2𝑥
𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑𝑦
3. Factor out of the left side of the equation.
𝑑𝑥
𝑑𝑦
(3𝑦 2 + 2𝑦 − 5) = 2𝑥
𝑑𝑥
𝑑𝑦
4. Solve for 𝑑𝑥 by dividing by (3𝑦 2 + 2𝑦 − 5).
𝑑𝑦 2𝑥
= 2
𝑑𝑥 3𝑦 + 2𝑦 − 5
To see how you can use an implicit derivative, consider the graph shown in Figure
1. From the graph, you can see that is not a function of Even so, the derivative
found in Example 2 gives a formula for the slope of the tangent line at a point on
this graph. The slopes at several points on the graph are shown below the graph.

𝑑𝑦
It is meaningless to solve for in an equation that has no solution points. (For
𝑑𝑥
Example 𝑥 + 𝑦 = 4 , has no solution points.) If, however, a segment of a graph can
2 2
𝑑𝑦
be represented by a differentiable function, then 𝑑𝑥 will have meaning as the slope
at each point on the segment. Recall that a function is not differentiable at (a) points
with vertical tangents and (b) points at which the function is not continuous.

Example 3: Graphs and Differentiable Functions

If possible, represent as a differentiable function of x.
a. 𝑥 2 + 𝑦 2 = 0
b. 𝑥 2 + 𝑦 2 = 1

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 c. 𝑥 + 𝑦 2 = 1
a. The graph of this equation is a single point. So, it does not define as a differentiable function of
See Figure.

b. The graph of this equation is the unit circle centered at (0,0). The upper semicircle is given by the
differentiable function

𝑦 = √1 − 𝑥 2 , −1 < 𝑥 < 1.
and the lower semicircle is given by the differentiable function

𝑦 = −√1 − 𝑥 2 , −1 < 𝑥 < 1.

At the points (−1,0) and (1,0) the slope of the graph is undefined. See Figure.

c. The upper half of this parabola is given by the differentiable function

𝑦 = √1 − 𝑥, 𝑥 < 1.
and the lower half of this parabola is given by the differentiable function

𝑦 = −√1 − 𝑥, 𝑥 < 1.

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At the point the(1,0) slope of the graph is undefined. See Figure.

Example 4. Finding the Slope of a Graph Implicitly.

Determine the slope of the tangent line to the graph of 𝑥 2 + 4𝑦 2 = 4 at the point
1
(√2, − ) See the Figure.
√2

Solution

Example 5. Finding the Slope of a Graph Implicitly0

Determine the slope of the graph of 3(𝑥 2 + 𝑦 2 )2 = 100𝑥𝑦 at point (3.1).

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Solution

as shown in the Figure. This graph is called a lemniscate.

Example 6. Determining a Differentiable Function

𝑑𝑦
Find 𝑑𝑥 implicitly for the equation sin 𝑦 = 𝑥. Then find the largest interval of the
form −𝑎 < 𝑦 < 𝑎 on which is a differentiable function of (see the Figure).

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Solution
𝑑 𝑑
[sin 𝑦] = [𝑥]
𝑑𝑥 𝑑𝑥
𝑑𝑦
cos 𝑦 =1
𝑑𝑥
𝑑𝑦 1
=
𝑑𝑥 cos 𝑦
The largest interval about the origin for which y is a differentiable function of x is
𝜋 𝜋
− 2 < 𝑦 < 2 . To see this, note that cos 𝑦 is positive for all in this interval and is
𝜋 𝜋
0 at the endpoints. When you restrict to the interval − 2 < 𝑦 < 2
, you should
𝑑𝑦
be able to write 𝑑𝑥
explicitly as a function of x. To do this, you can use
cos 𝑦 = √1 − sin2 𝑦
𝜋 𝜋
= √1 − 𝑥 2 , − < 𝑦 <
2 2
And conclude that
𝑑𝑦 1
=
𝑑𝑥 √1 − 𝑥 2

Example 7: Finding the Second Derivative Implicitly.

𝑑2 𝑦
Given 𝑥 2 + 𝑦 2 = 25, 𝑓𝑖𝑛𝑑 𝑑𝑥 2
.

Solution
Differentiating each term with respect to produces

𝑑𝑦
2𝑥 + 2𝑦 =0
𝑑𝑥
𝑑𝑦
2𝑦
= −2𝑥
𝑑𝑥
𝑑𝑦 2𝑥
=−
𝑑𝑥 2𝑦
𝑥
=−
𝑦
Differentiating a second time with respect to yields

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 “Prayer after class”

Lord, thank you for giving us the opportunity to learn and the capacity to understand.
Let our knowledge be of service not only for the attainment of our goals but also for the benefit of
others. - Amen.

GLOSSARY
Implicit differentiation
𝑑𝑦
is a technique for computing for a function defined by an equation, accomplished
𝑑𝑥
by differentiating both sides of the equation (remembering to treat the variable y as
𝑑𝑦
a function) and solving for 𝑑𝑥

REFERENCES
Gilbert Strang, Edwin “Jed” Herman. (Mar 30, 2016). Title of document. Retrieved from
https://openstax.org/books/calculus-volume-1/pages/4-7-applied-optimization-
problems
Larson, R. (2014). College Algebra Ninth Edition. (G. Whalen, S. Green, C. Ashton, S. Lugtu, &
L. Pham, Eds.) (Ninth Edit). Liz Covello Acquisitions. Retrieved from
www.cengagebrain.com.
Stewart, J. (2014). Calculus Early TranscEndEnTals. (K. Townes, Ed.) (EighTh Edi). 20 Channel
Center Street Boston, MA 02210 USA Cengage: Cengage Learning. Retrieved from
www.cengage.com/highered
Stewart, J., RedLin, L., & Watson, S. (2016). Precalculus (Seventh Ed). 20 Channel Center
Street Boston, MA 02210 USA: Cengage Learning. Retrieved from
www.cengage.com/highered
University, M. S., & SullivanIII, M. (2013). ALGEBRA & TRIGONOMETRY. (A. Kelly, D. Murrin,
& J. Colella, Eds.) (Sixth Edit). Chicago State University: Pearson Education, Inc.
Retrieved from www.pearsonhighered.com/irc

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Task 1 – Estimating Limit numerically by constructing a table and
graphically by drawing a graph.
Name: Track 3
Section: Basic Calculus
Date of Submission: Lesson 9

𝒅𝒚
A. For the following exercises, find 𝒅𝒙 for each function.

1. 𝑦 = (3𝑥 2 + 3𝑥 − 1)4 6. 𝑦 = (𝑡𝑎𝑛𝑥 + 𝑠𝑖𝑛𝑥)−3

2. 𝑦 = (5 − 2𝑥)−2 7. 𝑦 = 𝑥 2 𝑐𝑜𝑠4𝑥

3. 𝑦 = cos 3(𝜋𝑥) 8. 𝑦 = 𝑠𝑖𝑛(𝑐𝑜𝑠7𝑥)

4. 𝑦 = (2𝑥 3 − 𝑥 2 + 6𝑥 + 1)3 9. 𝑦 = √6 + 𝑠𝑒𝑐𝜋𝑥 2

1
5. 𝑦 = sin2 𝑥 10. 𝑦 = cot 3(4𝑥 + 1)

𝒅𝒚
B. Finding and Evaluating a Derivative in the following, find by implicit differentiation and
𝒅𝒙
evaluate the derivative at the given point.

1. 𝑥𝑦 = 6, (−6, −1)

𝑥 2 −49
2. 𝑦 2 = 𝑥 2 +49 , (7,0)

3. (𝑥 + 𝑦)3 = 𝑥 3 + 𝑦 3 (−1,1)

4. 𝑡𝑎𝑛(𝑥 + 𝑦) = 𝑥 (0,0)

𝜋
5. 𝑥 𝑐𝑜𝑠𝑦 = 1, (2, 3 )

C. Famous Curves, find an equation of the tangent line to the graph at the given point.

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 D. Writing About Concepts
1. Explicit and Implicit Functions Describe the difference between the explicit form of a function
and an implicit equation. Give an example of each.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________.

2. Implicit Differentiation In your own words, state the guidelines for implicit differentiation.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________.

REMINDERS
 Task1 are to be submitted on ________________.
 Next week’s lesson: Related Rates
Prepared by John Mark H. LIbo-on
Subject Teacher, Basic Calculus
Checked by GEFF B. SAGALA, MDC
Subject Area Chair, Research Department

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La Consolacion College Bacolod
Galo corner Gatuslao Streets, Bacolod City, 6100 Philippines
Tel. Nos. +63(34) 4349661 to 64 | Fax +63(34)4335190
Website: www.lcc.edu.ph | Email: principal.shs@lccbonline.edu.ph

Instructional Module for STEM-Track 3: Basic Calculus

UNIT 2: Basic Concepts of Derivatives

(Week 10) Lesson 10 –Related Rates

OVERVIEW

In most of our applications of the derivative so far, we have worked in settings

where one quantity (often called y ) depends explicitly on another (say x ), and in
some way we have been interested in the instantaneous rate at which y changes
𝑑𝑦
with respect to x, leading us to compute 𝑑𝑥 . These settings emphasize how the
derivative enables us to quantify how the quantity y is changing as x changes at a
given x -value. We are next going to consider situations where multiple quantities
are related to one another and changing, but where each quantity can be considered
an implicit function of the variable t , which represents time. Through knowing how
the quantities are related, we will be interested in determining how their respective
rates of change with respect to time are related. For example, suppose that air is
being pumped into a spherical balloon in such a way that its volume increases at a
constant rate of 20 cubic inches per second. It makes sense that since the balloon’s
volume and radius are related, by knowing how fast the volume is changing, we ought
to be able to relate this rate to how fast the radius is changing. More specifically, can
we find how fast the radius of the balloon is increasing at the moment the balloon’s
diameter is 12 inches? The following preview activity leads you through the steps to
answer this question.

LEARNING OBJECTIVES

Upon completion of this lesson, you will be able to:

a. Cognitive: express changing quantities in terms of derivatives..
b. Affective: recognize the use of differentiation to solve real-life problems.
c. Psychomotor: use related rates to solve real-life problems.

“Prayer before class”

Direct, we beg You, O Lord. Our actions by Your Holy inspirations,

And carry them on by Your gracious assistance,
That by every prayer and work of ours may begin always with You,
And through You be happily ended.
Amen.
 LEARNING EXPERIENCES

Warm-Up Activity

Complete the table to find the derivative of the function

Original function Differentiate
1. 𝑦 = (4𝑥 3 + 2𝑥 + 1)2

3
2. 𝑦 = 2𝑥 4

6
3. 𝑦 = (5𝑥)3

Guide Questions

As you proceed with your learning materials, take note of the following guide
questions that will help you better understand your lesson:
 What are the following problems involves in solving related rates?
 What are steps use in related rates to solve real-life problems?

Your Learning Materials

Finding Related Rates

𝑑𝑦
You have seen how the Chain Rule can be used to find 𝑑𝑥 implicitly. Another
important use of the Chain Rule is to find the rates of change of two or more related
variables that are changing with respect to time.
For example, when water is drained out of a conical tank (see the Figure), the volume
V the radius r and the height h of the water level are all functions of time
Knowing that these variables are related by the equation
𝜋
𝑉 = 𝑟2ℎ 𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛
3

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you can differentiate implicitly with respect to to obtain the related-rate equation

𝑑 𝑑 𝜋
[𝑉] = [ 𝑟 2 ℎ]
𝑑𝑡 𝑑𝑡 3
𝑑𝑉 𝜋 2 𝑑ℎ 𝑑𝑟
= [𝑟 + ℎ (2𝑟 )]
𝑑𝑡 3 𝑑𝑡 𝑑𝑡
𝜋 2 𝑑ℎ 𝑑𝑟
= (𝑟 + 2𝑟ℎ ).
3 𝑑𝑡 𝑑𝑡
From this equation, you can see that the rate of change of is related to the rates of
change of both h and r.

Exploration
Finding a Related Rate In the conical tank shown in the Figure, the height of the
water level is changing at a rate of -0.2 foot per minute and the radius is changing at
a rate of -0.1 foot per minute. What is the rate of change in the volume when the
radius is 𝑟 = 1𝑓𝑜𝑜𝑡 and the height is ℎ = 2 feet? Does the rate of change in the volume
depend on the values of r and h? Explain.
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________.

Example 1: Two Rates That Are Related

The variables 𝑥 and 𝑦 are both differentiable functions of 𝑡 and are related by the
𝑑𝑦 𝑑𝑥
equation 𝑦 = 𝑥 2 + 3. Find when 𝑥 = 1, given that = 2 when 𝑥 = 1.
𝑑𝑡 𝑑𝑡
`
Solution Using the Chain Rule, you can differentiate both sides of the equation with
𝑟𝑒𝑠𝑝𝑒𝑐𝑡 𝑡𝑜 𝑡.

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Problem Solving with Related Rates
In Example 1, you were given an equation that related the variables and and were asked to
find the rate of change of when 𝑥 = 1.

In each of the remaining examples in this section, you must create a mathematical
model from a verbal description.

Example 2: Ripples in a Pond

A pebble is dropped into a calm pond, causing ripples in the form of concentric circles,
as shown in the Figure. The radius 𝑟 of the outer ripple is increasing at a constant
rate of 1 foot per second. When the radius is 4 feet, at what rate is the total area 𝐴 of
the disturbed water changing?

Solution
The variables 𝑟 and 𝐴 are related by 𝐴 = 𝜋𝑟 2 . The rate of change of the
𝑑𝑟
radius 𝑟 is 𝑑𝑡 = 1.

𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛: 𝐴 = 𝜋𝑟 2
𝑑𝑟
𝑅𝑎𝑡𝑒: =1
𝑑𝑡

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 dA
𝐹𝑖𝑛𝑑: 𝑤ℎ𝑒𝑛 𝑟 = 4
dt
With this information, you can proceed as in Example 1.
𝑑 𝑑
[𝐴] = [𝜋𝑟 2 ] 𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡𝑖𝑎𝑡𝑒 𝑤𝑖𝑡ℎ 𝑟𝑒𝑠𝑝𝑒𝑐𝑡 𝑡𝑜 𝑡.
𝑑𝑡 𝑑𝑡
𝑑𝐴 𝑑𝑟
= 2𝜋𝑟 𝐶ℎ𝑎𝑖𝑛 𝑅𝑢𝑙𝑒
𝑑𝑡 𝑑𝑡
𝑑𝑟
= 2𝜋(4)(1) 𝑆𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 4 𝑓𝑜𝑟 𝑟 𝑎𝑛𝑑 1 𝑓𝑜𝑟
𝑑𝑡
= 8𝜋 𝑠𝑞𝑢𝑎𝑟𝑒 𝑓𝑒𝑒𝑡 𝑝𝑒𝑟 𝑠𝑒𝑐𝑜𝑛𝑑 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦
When the radius is 4 feet, the area is changing at a rate of 8𝜋 square feet per second.

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Example 3: An Inflating Balloon
Air is being pumped into a spherical balloon (see the Figure) at a rate of 4.5 cubic
feet per minute. Find the rate of change of the radius when the radius is 2 feet.

Solution
Solution Let 𝑉 be the volume of the balloon, and let be its radius. Because the volume
is increasing at a rate of 4.5 cubic feet per minute, you know that at time the rate of
𝑑𝑉 9
change of the volume is = . So, the problem can be stated as shown.
𝑑𝑡 2

𝑑𝑉 9
𝐺𝑖𝑣𝑒𝑛 𝑟𝑎𝑡𝑒: = (𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑟𝑎𝑡𝑒)
𝑑𝑡 2
𝑑𝑟
𝐹𝑖𝑛𝑑: 𝑤ℎ𝑒𝑛 𝑟 = 2
𝑑𝑡
To find the rate of change of the radius, you must find an equation that relates the
radius 𝑟 to the volume 𝑉.
4
𝐸𝑞𝑢𝑎𝑡𝑖𝑜𝑛: 𝑉 = 𝜋𝑟 3 𝑉𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑎 𝑠𝑝ℎ𝑒𝑟𝑒
3
Differentiating both sides of the equation with respect to produces
𝑑𝑉 𝑑𝑟
= 4𝜋𝑟 2 𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡𝑖𝑎𝑡𝑖𝑎𝑡𝑒 𝑤𝑖𝑡ℎ 𝑟𝑒𝑠𝑝𝑒𝑐𝑡 𝑡𝑜 𝑡.
𝑑𝑡 𝑑𝑡
𝑑𝑟 1 𝑑𝑉 𝑑𝑟
= 2
( ) 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 .
𝑑𝑡 4𝜋𝑟 𝑑𝑡 𝑑𝑡
Example 4. Car A is traveling west at 50 mi/h and car B is traveling north at
60 mi/h. Both are headed for the intersection of the two roads. At what rate are
the cars approaching each other when car A is 0.3 mi and car B is 0.4 mi from the
intersection?

Solution
We draw Figure 4, where C is the intersection of the roads. At a given time
t, let x be the distance from car A to C, let y be the distance from car B to C, and let
z be the distance between the cars, where x, y, and z are measured in miles.
𝑑𝑥 𝑚𝑖 𝑑𝑦 𝑚𝑖
We are given that 𝑑𝑡 = − 50 ℎ and 𝑑𝑡 = − 60 ℎ . (The derivatives are negative because
𝑑𝑧
x and y are decreasing.) We are asked to find 𝑑𝑡 . The equation that relates x, y, and z
is given by the Pythagorean Theorem:
𝑧2 = 𝑥2 + 𝑦2
Differentiating each side with respect to t, we have

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 𝑑𝑧 𝑑𝑥 𝑑𝑦
2𝑧 = 2𝑥 + 2𝑦
𝑑𝑡 𝑑𝑡 𝑑𝑡
𝑑𝑧 1 𝑑𝑥 𝑑𝑦
= (𝑥 +𝑦 )
𝑑𝑡 𝑧 𝑑𝑡 𝑑𝑡

When 𝑥 = − 0.3 mi and 𝑦 = − 0.4 mi, the Pythagorean Theorem gives 𝑧 = − 0.5 mi, so
𝑑𝑧 1
= [0.3(−50) + 0.4(−60)]
𝑑𝑡 0.5
= −78 𝑚𝑖/ℎ
The cars are approaching each other at a rate of 78 𝑚𝑖/ℎ .

Example 5. A man walks along a straight path at a speed of 4 ftys. A searchlight is

located on the ground 20 ft from the path and is kept focused on the man. At what
rate is the searchlight rotating when the man is 15 ft from the point on the path
closest to the searchlight?
Solution
We draw a Figure and let x be the distance from the man to the point on the path
closest to the searchlight. We let 𝜃be the angle between the beam of the searchlight
𝑑𝑥 𝑓𝑡
and the perpendicular to the path. We are given that − 4 and are asked to find
𝑑𝑡 𝑠
d-ydt when x − 15. The equation that relates x and 𝜃 can be written from Figure:

𝑥
= tan 𝜃 𝑥 = 20 tan 𝜃
20

Differentiating each side with respect to t, we get

𝑑𝑥 𝑑𝜃
= 20 sec 2 𝜃
𝑑𝑡 𝑑𝑡

𝑑𝜃 1 𝑑𝑥
= cos 2 𝜃
𝑑𝑡 20 𝑑𝑡
1 1
= cos2 𝜃 (4) = cos2 𝜃
20 5
4
When 𝑥 = 15, the length of the beam is 25, so c𝑜𝑠𝜃 = 5 and
𝑑𝜃 1 4 2 16
= ( ) = = 0.128
𝑑𝑡 5 5 125

The searchlight is rotating at a rate of 0.128 rad/s.

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 “Prayer after class”

Lord, thank you for giving us the opportunity to learn and the capacity to understand.
Let our knowledge be of service not only for the attainment of our goals but also for the benefit of
others. - Amen.
GLOSSARY
Related Rates
are rates of change associated with two or more related quantities that are changing over
time.
REFERENCES
Gilbert Strang, Edwin “Jed” Herman. (Mar 30, 2016). Title of document. Retrieved from
https://openstax.org/books/calculus-volume-1/pages/4-7-applied-optimization-
problems
Larson, R. (2014). College Algebra Ninth Edition. (G. Whalen, S. Green, C. Ashton, S. Lugtu, & L.
Pham, Eds.) (Ninth Edit). Liz Covello Acquisitions. Retrieved from
www.cengagebrain.com.
Stewart, J. (2014). Calculus Early TranscEndEnTals. (K. Townes, Ed.) (EighTh Edi). 20 Channel
Center Street Boston, MA 02210 USA Cengage: Cengage Learning. Retrieved from
www.cengage.com/highered
Stewart, J., RedLin, L., & Watson, S. (2016). Precalculus (Seventh Ed). 20 Channel Center Street
Boston, MA 02210 USA: Cengage Learning. Retrieved from www.cengage.com/highered
University, M. S., & SullivanIII, M. (2013). ALGEBRA & TRIGONOMETRY. (A. Kelly, D. Murrin, & J.
Colella, Eds.) (Sixth Edit). Chicago State University: Pearson Education, Inc. Retrieved
from www.pearsonhighered.com/irc
Differentiation Rules. (2019, April 28). Retrieved March 19, 2021, from
https://chem.libretexts.org/@go/page/822

HELPLINES
You may contact these persons in case you need assistance, we’d be happy to assist you,
always! 
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edtech@lccbonline.edu.ph (034) 434 9661 local 332
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wilmagraceamar@lccbonline.edu.ph (034) 434 9661 local 112
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maryjoyservicio@lccboline.edu.ph (034) 434 9661 local 211

REMINDERS
 Task1 are to be submitted on ________________.
 Next week’s lesson: End of Module.
Prepared by John Mark H. LIbo-on
Subject Teacher, Basic Calculus
Checked by GEFF B. SAGALA, MDC
Subject Area Chair, Research Department

This instructional material is exclusively for LCCB only | Page 8

Task 1 – Estimating Limit numerically by constructing a table and
graphically by drawing a graph.
Name: Track 3
Section: Basic Calculus
Date of Submission: Lesson 10

A. Solve for the following related rates problems (Work on Separate Paper).

𝑑𝑉
1. If V is the volume of a cube with edge length x and the cube expands as time passes, find 𝑑𝑡 in
𝑑𝑥
terms of 𝑑𝑡 .
𝑑𝐴
2. (a) If A is the area of a circle with radius r and the circle expands as time passes, find in
𝑑𝑡
𝑑𝑟
terms of 𝑑𝑡 .
(b) Suppose oil spills from a ruptured tanker and spreads in a circular pattern. If the radius of the
oil spill increases at a constant rate of 1 𝑚/𝑠, how fast is the area of the spill increasing when the
radius is 30 m?
3. Each side of a square is increasing at a rate of 6 cm/s. At what rate is the area of the square
increasing when the area of the square is 16 𝑐𝑚2 ?

4. The length of a rectangle is increasing at a rate of 8 cm/s and its width is increasing at a rate of
3 cm/s. When the length is 20 cm and the width is 10 cm, how fast is the area of the rectangle
increasing?
5. A cylindrical tank with radius 5 m is being filled with water at a rate of 3 𝑚3 /𝑚𝑖𝑛. How fast is
the height of the water increasing?
6. The radius of a sphere is increasing at a rate of 4 mm/s. How fast is the volume increasing
when the diameter is 80 mm?
7. The radius of a spherical ball is increasing at a rate of 2 cm/min. At what rate is the surface
area of the ball increasing when the radius is 8 cm?

Do the following steps in problem 8-10.

(a) What quantities are given in the problem?
(b) What is the unknown?
(c) Draw a picture of the situation for any time t.
(d) Write an equation that relates the quantities.
(e) Finish solving the problem.

8. A plane flying horizontally at an altitude of 1 mi and a speed of 500 mi/h passes directly over a
radar station. Find the rate at which the distance from the plane to the station is increasing when it is
2 mi away from the station.

9. If a snowball melts so that its surface area decreases at a rate of 1 𝑐𝑚2 /𝑚𝑖𝑛, find the rate at
which the diameter decreases when the diameter is 10 cm.

10. A street light is mounted at the top of a 15-ft-tall pole. A man 6 ft tall walks away from the pole
with a speed of 5 𝑓𝑡/𝑠 along a straight path. How fast is the tip of his shadow moving when he is 40
ft from the pole?

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