UBC MATH 101 – Information for Test 2, March 2024

Times and Places

1. You will write Test 2 will in your first scheduled Small Class session after Large Class 9.
• Flavour A: Large Class 9 is on Tuesday 12 Mar; tests run in Small Classes 13–18 Mar;
• Flavour B: Large Class 9 is on Wednesday 13 Mar; tests run in Small Classes 14–19 Mar;
• Flavour C: Large Class 9 is on Thursday 14 Mar; tests run in Small Classes 15–20 Mar.

2. Plan to arrive a little early.

3. You will have 45 minutes to write. You must stop writing immediately when time is called.

Supplies

1. You will write the test on papers that we provide, using writing tools that you provide. Please do not
bring any papers of your own, even for scratch calculation. Do bring a pencil and eraser, or a pen and
correction tape, and a ruler if you want one.
2. Bring your UBC ID card. (If you have lost your UBC ID card, start the process to get a new one right
away, and bring some other photo ID to the test.)

3. There is no official formula sheet.

4. You may not use your own formula sheet, notes, formulas, documents, or any similar assets.
5. Calculators, smart watches, phones, and similar assets are all strictly forbidden.

Paper Handling

1. The test is printed two-sided. Questions appear on both the front and the back of every sheet. Please
use both the fronts and backs of the pages when writing your answers.
2. Every side of every sheet has a different QR code in the corners. We use these codes to match your
solutions with your name on the test cover. To make sure you get your credit, please keep all these
QR codes clean and visible.
3. We grade scanned digital images of your work, not the original papers. Please write with black ink or
a dark pencil so your work scans accurately.
4. The markers for each question only see the pages reserved for that same question in the test booklet.
So make sure your entire solution for Question 1 fits on the pages provided for Question 1, etc.

5. Do not write any part of your solution for Question 1 on pages reserved for Question 2! The pages for
Question 2 will go to a different marker. If the marker for Question 1 can’t see your entire solution,
they can’t reward you for doing it!
6. If you need more space to solve Question 1, ask an invigilator for a specially-formatted Extra Sheet.
Fill in the header information to associate that sheet with (a) yourself (write your UBC ID), (b) your
primary test booklet (find the Test Number at the top of any page), and (c) the Question you’re
solving. Every side of every sheet of paper intended for marking must be identified in this way. (Our
scanners produce a stand-alone image from every side of every sheet.)
7. Do not remove pages, staples, or otherwise disassemble your test.

8. You may request scrap paper. An invigilator will bring it to you. Please write “scrap” on any side of
any page you do not intend to have graded. (Or leave it completely blank.)
 9. You may not take any paper away from the exam room. You must hand in everything, including scrap
paper not intended for grading.

Fairness

1. Test questions will be drawn at random from a large collection of questions dealing with similar topics
at comparable levels. Students sitting side by side may be solving different questions; students in
different small class sections will almost certainly see different questions.
2. The same large reservoir of questions will serve all three flavours (A, B, and C) for shared topics.
Smaller pools will supply questions for flavour-specific topics. (See items 4–5 in the detailed list
below.)
3. In spite of the randomization just mentioned, please do not discuss the test with anyone, including
students in your own Small Class. The testing period ends on 20 Mar 2024 at the end of the day.
Piazza posts about the test will be deleted swiftly until 21 Mar 2024. (It’s possible to lock Piazza
completely, but we prefer to leave it available for discussions of topics other than the test.)
4. Graders typically do not see the names of students while marking.
5. After all the tests have been graded, we will run statistical tests to make sure that papers intended to
be similar in difficulty have indeed produced comparable scores. This process will detect outliers, if
any, and we will make reasonable adjustments if necessary. All this will happen in April, after all the
data needed to assign everyone’s course grade are available.
6. Students who feel that their work has been graded unreasonably have the right to appeal. Details on
the appeals process will be provided after the graded tests are returned. (You will get a PDF of your
graded test through Canvas.)
7. Graders assign marks based only on the writing visible on the test paper. Appeals based on a mismatch
between what was intended and what actually appears on the page will not succeed.

Structure

1. There will be 3 questions of equal value.

2. Each test will contain at least one two-star question and at least one three-star question.

Presentation

1. To earn full credit, an answer must be correct and clearly supported with relevant English text and/or
calculations.
Z π/2 Z π/2
2. Notation matters. The numbers denoted by sin3 (x) cos(x) dx and u3 du are different, and
0 0
writing u = sin(x) somewhere on the same page does not change this fact. Writing an equals sign
between things that are not actually equal is never acceptable, and will attract a penalty. Similarly,
notation that suggests evaluating a function at a point outside its domain is unacceptable. Explicit
use of correct limit notation, as illustrated below, is required:
!
Z ∞ b
e−x dx = lim −e−x = 0 − (−1) = 1.
0 b→+∞ 0

Errors in notation remain serious even in cases where the correct answer appears at the end.
3. Simplify your answers, unless instructed otherwise. At this level, the preferred form of an expression
depends on what it is to be used for. You want your answers to be used for earning marks, so present
them in a style that is easy to recognize as correct. This includes . . .

Page 2
 • replace trigonometric functions of standard angles with their well-known values;
• use log(1) = 0 and e0 = 1;
1 5
• always avoid mixed fractions (like 2 )—use improper ones, like , instead;
2 2
a/b ad
• clean up fractions in the numerator or denominator of a fraction: use = .
c/d bc
4. Graders should not have to struggle to read your answer. Faced with an answer in which a + or −
sign is unreadable, for example, the grader will make their best guess.
5. Any work you erase or cross out will have no effect on your score. (If you cross out a perfect solution,
it will earn no marks.)

6. Multiple solutions where one answer is wrong will be counted as wrong even if one of the other answers
is correct.

Background Knowledge

1. The following pre-calculus facts and formulas may be needed. Memorize them.

• The volume of a rectangular box: V = xyz, where x, y, and z are the box’s length, width, and
height.
4
• The volume of a sphere: V = πr3 , where r is the radius of the sphere.
3
• The surface area of a sphere: S = 4πr2 , where r is the radius of the sphere.
• The area of a circle: A = πr2 , where r is the radius of the circle.
• The circumference of a circle: C = 2πr, where r is the radius of the circle.
• The Pythagorean Theorem: a2 + b2 = c2 , where a and b are the sides of a right triangle, and c is
the hypotenuse.
• The quadratic formula: The roots of ax2 + bx + c = 0 are given by
√
−b ± b2 − 4ac
x= .
2a
sin θ cos θ 1 1
• Trig definitions: tan θ = , cot θ = , sec θ = , and csc θ = .
cos θ sin θ cos θ sin θ
 nπ   nπ   nπ   nπ 
• Exact values for sin , cos , sin , cos , for all integers n.
4 4 6 6
2. Remember the core topics of Differential Calculus: derivatives of standard functions; differentiation
rules; tests for increasing and decreasing behaviour; tests for concavity; interpretations of derivatives
as rates of change; etc.
3. Remember the basic skills locked in by Test 1: the Fundamental Theorem of Calculus; definite integrals
by geometric methods; the method of substitution; etc.

Examinable Topics
The test will cover everything from the beginning of the course to the end of Large Class 8 (improper
integrals). Topics examined on Test 1 will be treated as background knowledge; this test will focus on the
ideas and methods presented in one of Large Class 5–8; Small Class 4–7; WeBWorK assignments WW05–
WW08; and Written Assignment 2. Details of the relevant Learning Outcomes are posted on the main
Canvas page each week. Here is a convenient aggregation of the resources that also appear there:

Page 3
 1. Use a definite integral to represent the volume of a solid object. Present a sketch or diagram to explain
the limits of integration and the function to be integrated.
2. Find the volume of a solid object by integrating over cross sectional areas.
3. Find the volume of a solid of revolution. Treat an axis of rotation of either form x = c or y = c, where
c is a constant.
4. [Flavours A and B only] Integrate rational functions using the method of partial fractions. Specifically,
p(x) a
• Express a rational function of the form f (x) = as a sum of terms with the form ,
q(x) x−c
assuming that q has n distinct real roots (where n = deg(q)) and that deg(q) ≥ deg(p).
• Extend the above to allow the n distinct roots of q to include up to 2 complex numbers. That is,
when factored, q becomes a product of linear terms together with one quadratic term that has no
real roots.
5. [Flavour C only] Explain the model of supply, demand, and equilibrium; understand definitions of
consumer/producer/total surplus.
6. Explain how the product rule for derivatives corresponds to integration by parts for integrals.
7. Use integration by parts to compute definite and indefinite integrals.
8. Identify when integration by parts is an appropriate method to use.
Z Z
9. While applying the integration by parts formula u dv = uv − v du, identify which portion of the
original integral should be “u” and which part should be “dv.” This includes the case where dx = dv.
10. Given an integral, identify which technique(s) from this course can be used to compute the integral.
11. Use the integration techniques from this course flexibly and compute integrals that require more than
one technique.
12. Sketch a region bounded by given curves in the xy-plane, and express its area in terms of definite
integrals with respect to either x or y, using whichever axis is specified in the question formulation.
13. Calculate an area bounded by given curves in the xy-plane, by setting up and evaluating a suitable
definite integral. (Make a strategic choice about whether to integrate with respect to x or y.)
14. Explain the need for numerical methods for integration, citing examples of functions whose antideriva-
tives have no simple algebraic formula.
15. Approximate integrals using right-Riemann sums.
16. Approximate integrals using the trapezoidal method.
17. Explain how to derive the formula for trapezoidal method.
18. Explain why, in general, the trapezoidal method produces a more accurate result than the right-
Riemann sum (for the same set of subintervals).
19. Use the concavity of the integrand to determine whether the trapezoidal rule will produce an approx-
imation that is larger or smaller than the exact value.
20. Use Simpson’s rule to approximate integrals. You are not required to reproduce the derivation of the
formula, but you should be able to explain why the number of subintervals must be even.
21. Explain why, in general, Simpson’s method produces a more accurate result than either of the previous
methods (for the same set of subintervals).

Page 4
22. Given the exact value of an integral, compute the error and relative error produced by a numerical
calculation.
23. Given a definite integral to compute numerically with either the trapezoidal method or Simpson’s
rule, and a number of subintervals n, derive an inequality that overestimates the absolute error in the
resulting approximation.
24. Given a definite integral to compute numerically with either the trapezoidal method or Simpson’s rule,
and an absolute error tolerance ε, determine a sufficient number of intervals, n, that guarantees that
the calculated approximation differs from the exact value by no more than ε.

25. Implement the calculation of right-Riemann, Trapezoidal, and Simpson’s approximations to a given
definite integral using both an online calculator and a spreadsheet.
26. Compute numerical approximations to definite integrals where the integrand is not given as an explicit
formula, but its values are known at certain points.
27. Check whether a given function satisfies a given differential equation.

28. Recognize when a given differential equation is separable.

29. Given a separable differential equation, find all solutions.
30. Given a separable differential equation, find the unique solution whose graph includes a given point.
(That is, solve an “initial value problem”.)

31. Find the largest open interval on which the solution to a given initial value problem exists.
32. Identify and solve first-order linear differential equations with constant coefficients. (These have the
general form y ′ = ay + b for constants a and b.)
33. Set up and solve a differential equation that describes a geometric relationship, or a real-world process
appropriate to your discipline, such as radioactive decay, mixing of solutions, population growth, or
compound interest. Use the solution to make statements about the original application.
34. Identify important parameter values that change the qualitative behaviour of solutions to a given
differential equation.

35. State the different ways an integral can be improper.

36. Define what it means for an improper integral to converge or diverge.
37. Define what it means to evaluate an improper integral. In particular, produce a sketch or diagram and
use it to interpret a given integral in terms of areas, and to indicate what limit is being taken.
Z
1
38. Demonstrate the convergence/divergence of dx for general p > 0, with domains (0, 1] and [1, ∞).
xp
39. Evaluate an improper integral (or prove it diverges) by explicitly writing and computing the appropriate
limit. Correct use of limit notation is required.
40. Determine convergence/divergence of a given improper integral without evaluating it exactly, using the
comparison test.
41. Determine convergence/divergence of a given improper integral without evaluating it exactly, using the
limit comparison test.

Page 5