Solution Manual For Multivariable Calculus 8th Edition
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Book Title: Multivariable Calculus
Edition: 8th Edition
Author: James Stewart
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Preface
I once facilitated a mandatory workshop on the teaching of calculus that was attended by a diverse mixture
of professors and teaching assistants. Before the seminar began, I asked for written answers to the following
question: “Ideally, what would you like to get out of the next two days’ activities?”
Their responses formed a collection of contradictory expectations. Some were cautionary: “You can tell
me what to teach, but don’t tell me how.” Some wanted help with group work and cooperative learning,
while others just wanted a general idea of what it meant to teach calculus “with modern pedagogy.” And
many wanted specifics: “How can you teach the Chain Rule ‘reform-style’?” “How much homework should
I assign?”
This Instructor’s Guide tries to address the issues brought out by the above comments. The overall goal was
not to write a reference book for a shelf, but to provide a user-friendly source of suggestions and activities for
any teacher of calculus within a typical calculus curriculum. Instructors that have used previous editions of
this book have said that it saved them a great deal of time, and helped them to teach a more student-oriented
course. They have also reported that their classes have become more “fun,” but agreed that this unfortunate
by-product of an engaged student population can’t always be avoided.
This guide should be used together with Calculus, Eighth Edition as a source of both supplementary and com-
plementary material. Depending on individual preference, instructors can choose from occasionally glancing
through the Guide for content ideas and alternate approaches, or using the material from the Instructor’s Guide
as a major component in planning their day-to-day classes as well as to set homework assignments and read-
ing quizzes. There are student activities and worksheets, sample exam questions, and examples for every
section.
Some of the continuing debates about changes in calculus content and pedagogy are rendered moot by adopt-
ing the principle that the instruction of any topic in calculus can be enhanced by using a wider range of
approaches. This guide includes some conceptual and geometric problems in topics as mundane as rules for
differentiation, and as traditional as ε-δ limits. Whether a class consists of a straight lecture or an hour of
group work, the materials provided are meant to help.
I value reactions from all my colleagues who are teaching calculus from this guide, both to correct any errors
and to suggest additional material for future editions. I am especially interested in which particular parts of
INSTRUCTOR USE ONLY
the guide are the most and the least useful. Please email any feedback to [email protected].
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NOT FOR SALE PREFACE
This guide could not have been completed without the help of many people. I especially want to thank Jim
Stewart for his continuing belief in this project and trust in me. My editor, Sam Lugtu, has been wonderful.
Previous versions of this guide have benefitted from the input of Virge Cornelius, Tom Hull, Joe Mercer,
Melissa Pfohl, Michael Prophet, Suzanne Riehl, and John Samons. Over the years, I’ve had students read
through the guide and offer suggestions from their perspective. Thanks go to Kate Degner, Ken Doss, Job
Evers, Slade Hovick, Patricia Kloeckner, Jordan Meyer, Ben Nicholson, Paul Schou, Laura Waechter, and
Cody Wilson. Further thanks go to James Stewart, John Hall, Robert Hesse, Harvey Keynes, Michael Lawler,
and Dan O’Loughlin for their contributions to earlier incarnations of this guide. The book’s typesetter and
proofreader, Andy Bulman-Fleming, again went above and beyond the call of duty, both in his work on the
book, and in keeping me humble by regularly trouncing me at online Scrabble as we produced it. The talents
of these people and others at Cengage have truly helped to make writing this guide a learning experience.
This guide is dedicated to Russ Campbell.
Doug Shaw
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Contents
HOW TO USE THE INSTRUCTOR’S GUIDE xiii
HOW TO IMPLEMENT THE PROJECTS xv
HOW TO USE THE REVIEW SECTIONS xvii
HOW TO USE THE PROBLEM-SOLVING SECTIONS xviii
TIPS ON IN-CLASS GROUP WORK xix
1 Functions and Limits 1
1.1 Four Ways to Represent a Function 1
1.2 Mathematical Models: A Catalog of Essential Functions 7
1.3 New Functions from Old Functions 14
1.4 The Tangent and Velocity Problems 20
1.5 The Limit of a Function 26
1.6 Calculating Limits Using the Limit Laws 36
1.7 The Precise Definition of a Limit 42
1.8 Continuity 53
Chapter 1 Sample Exam 63
Chapter 1 Sample Exam Solutions 69
2 Derivatives 73
2.1 Derivatives and Rates of Change 73
Writing Project ¦ Early Methods for Finding Tangents 81
2.2 The Derivative as a Function 82
2.3 Differentiation Formulas 106
Applied Project ¦ Building a Better Roller Coaster 116
2.4 Derivatives of Trigonometric Functions 117
2.5 The Chain Rule 123
Special Section ¦ Derivative Hangman 130
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Applied Project ¦ Where Should a Pilot Start Descent? 130
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2.6 Implicit Differentiation 131
Laboratory Project ¦ Families of Implicit Curves 139
2.7 Rates of Change in the Natural and Social Sciences 140
2.8 Related Rates 143
2.9 Linear Approximations and Differentials 149
Laboratory Project ¦ Taylor Polynomials 154
Chapter 2 Sample Exam 155
Chapter 2 Sample Exam Solutions 159
3 Applications of Differentiation 161
3.1 Maximum and Minimum Values 161
Applied Project ¦ The Calculus of Rainbows 167
3.2 The Mean Value Theorem 168
3.3 How Derivatives Affect the Shape of a Graph 174
3.4 Limits at Infinity; Horizontal Asymptotes 186
3.5 Summary of Curve Sketching 194
3.6 Graphing with Calculus and Calculators 207
3.7 Optimization Problems 212
Applied Project ¦ The Shape of a Can 219
Applied Project ¦ Planes and Birds: Minimizing Energy 219
3.8 Newton’s Method 220
3.9 Antiderivatives 226
Chapter 3 Sample Exam 232
Chapter 3 Sample Exam Solutions 238
4 Integrals 241
4.1 Areas and Distances 241
4.2 The Definite Integral 252
INSTRUCTOR USE ONLY
Discovery Project ¦ Area Functions 262
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4.3 The Fundamental Theorem of Calculus 263
4.4 Indefinite Integrals and the Net Change Theorem 272
Writing Project ¦ Newton, Leibniz, and the Invention of Calculus 279
4.5 The Substitution Rule 280
Chapter 4 Sample Exam 287
Chapter 4 Sample Exam Solutions 293
5 Applications of Integration 297
5.1 Areas between Curves 297
Applied Project ¦ The Gini Index 302
5.2 Volume 303
5.3 Volumes by Cylindrical Shells 314
5.4 Work 319
5.5 Average Value of a Function 325
Applied Project ¦ Calculus and Baseball 331
Chapter 5 Sample Exam 332
Chapter 5 Sample Exam Solutions 335
6 Inverse Functions: Exponential, Logarithmic, and Inverse Trigonometric Functions 339
6.1 Inverse Functions 339
6.2 Exponential Functions and 6.2* The Natural Logarithmic
Their Derivatives 347 Function 370
6.3 Logarithmic 6.3* The Natural Exponential
Functions 354 Function 380
6.4 Derivatives of 6.4* General Logarithmic and
Logarithmic Functions 361 Exponential Functions 383
6.5 Exponential Growth and Decay 390
Applied Project ¦ Controlling Red Blood Cell Loss During Surgery 405
6.6 Inverse Trigonometric Functions 398
INSTRUCTOR USE ONLY
Applied Project ¦ Where to Sit at the Movies ??
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6.7 Hyperbolic Functions 406
6.8 Indeterminate Forms and l’Hospital’s Rule 410
Writing Project ¦ The Origins of l’Hospital’s Rule 415
Chapter 6 Sample Exam 416
Chapter 6 Sample Exam Solutions 420
7 Techniques of Integration 423
7.1 Integration by Parts 423
7.2 Trigonometric Integrals 429
7.3 Trigonometric Substitution 434
7.4 Integration of Rational Functions by Partial Fractions 439
7.5 Strategy for Integration 446
7.6 Integration Using Tables and Computer Algebra Systems 456
Discovery Project ¦ Patterns in Integrals 459
7.7 Approximate Integration 460
7.8 Improper Integrals 464
Chapter 7 Sample Exam 474
Chapter 7 Sample Exam Solutions 479
8 Further Applications of Integration 483
8.1 Arc Length 483
Discovery Project ¦ Arc Length Contest 495
8.2 Area of a Surface of Revolution 496
Discovery Project ¦ Rotating on a Slant 501
8.3 Applications to Physics and Engineering 502
Discovery Project ¦ Complementary Coffee Cups 507
8.4 Applications to Economics and Biology 508
8.5 Probability 511
Chapter 8 Sample Exam 518
INSTRUCTOR USE ONLY
Chapter 8 Sample Exam Solutions 520
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9 Differential Equations 523
9.1 Modeling with Differential Equations 523
9.2 Direction Fields and Euler’s Method 532
9.3 Separable Equations 554
Applied Project ¦ How Fast Does a Tank Drain? 565
Applied Project ¦ Which is Faster, Going Up or Coming Down? 565
9.4 Models for Population Growth 566
9.5 Linear Equations 571
9.6 Predator-Prey Systems 576
Chapter 9 Sample Exam 582
Chapter 9 Sample Exam Solutions 587
10 Parametric Equations and Polar Coordinates 591
10.1 Curves Defined by Parametric Equations 591
Laboratory Project ¦ Families of Hypocycloids 603
10.2 Calculus with Parametric Curves 604
Laboratory Project ¦ Be zier Curves 610
10.3 Polar Coordinates 611
Laboratory Project ¦ Families of Polar Curves 617
10.4 Areas and Lengths in Polar Coordinates 618
10.5 Conic Sections 624
10.6 Conic Sections in Polar Coordinates 628
Chapter 10 Sample Exam 631
Chapter 10 Sample Exam Solutions 634
11 Infinite Sequences and Series 637
11.1 Sequences 637
Laboratory Project ¦ Logistic Sequences 646
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11.2 Series 647
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11.3 The Integral Test and Estimates of Sums 658
11.4 The Comparison Tests 664
11.5 Alternating Series 671
11.6 Absolute Convergence and the Ratio and Root Tests 676
11.7 Strategy for Testing Series 681
11.8 Power Series 683
11.9 Representation of Functions as Power Series 689
11.10 Taylor and Maclaurin Series 695
Laboratory Project ¦ An Elusive Limit 704
Writing Project ¦ How Newton Discovered the Binomial Series 704
11.11 Applications of Taylor Polynomials 705
Applied Project ¦ Radiation from the Stars 709
Chapter 11 Sample Exam 710
Chapter 11 Sample Exam Solutions 713
12 Vectors and the Geometry of Space 719
12.1 Three-Dimensional Coordinate Systems 719
12.2 Vectors 728
12.3 The Dot Product 737
12.4 The Cross Product 746
Discovery Project ¦ The Geometry of a Tetrahedron 752
12.5 Equations of Lines and Planes 753
12.6 Cylinders and Quadric Surfaces 763
Chapter 12 Sample Exam 767
Chapter 12 Sample Exam Solutions 769
13 Vector Functions 771
13.1 Vector Functions and Space Curves 771
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13.2 Derivatives and Integrals of Vector Functions 777
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13.3 Arc Length and Curvature 785
13.4 Motion in Space: Velocity and Acceleration 794
Applied Project ¦ Kepler’s Laws 800
Chapter 13 Sample Exam 801
Chapter 13 Sample Exam Solutions 805
14 Partial Derivatives 809
14.1 Functions of Several Variables 809
14.2 Limits and Continuity 820
14.3 Partial Derivatives 826
14.4 Tangent Planes and Linear Approximations 833
Applied Project ¦ The Speedo LZR Race Suit 837
14.5 The Chain Rule 838
14.6 Directional Derivatives and the Gradient Vector 844
14.7 Maximum and Minimum Values 851
Applied Project ¦ Designing a Dumpster 857
Discovery Project ¦ Quadratic Approximations and Critical Points 857
14.8 Lagrange Multipliers 858
Applied Project ¦ Rocket Science 864
Applied Project ¦ Hydro-Turbine Optimization 864
Chapter 14 Sample Exam 865
Chapter 14 Sample Exam Solutions 868
15 Multiple Integrals 873
15.1 Double Integrals over Rectangles 873
15.2 Double Integrals over General Regions 885
15.3 Double Integrals in Polar Coordinates 891
15.4 Applications of Double Integrals 898
15.5 Surface Area 903
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15.6 Triple Integrals 908
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Discovery Project ¦ Volumes of Hyperspheres 915
15.7 Triple Integrals in Cylindrical Coordinates 916
Discovery Project ¦ The Intersection of Three Cylinders 920
15.8 Triple Integrals in Spherical Coordinates 921
Applied Project ¦ Roller Derby 930
15.9 Change of Variables in Multiple Integrals 931
Chapter 15 Sample Exam 937
Chapter 15 Sample Exam Solutions 941
16 Vector Calculus 945
16.1 Vector Fields 945
16.2 Line Integrals 954
16.3 The Fundamental Theorem for Line Integrals 962
16.4 Green’s Theorem 972
16.5 Curl and Divergence 978
16.6 Parametric Surfaces and Their Areas 985
16.7 Surface Integrals 997
16.8 Stokes’ Theorem 1003
Writing Project ¦ Three Men and Two Theorems 1009
16.9 The Divergence Theorem 1010
Chapter 16 Sample Exam 1017
Chapter 16 Sample Exam Solutions 1022
17 Second-Order Differential Equations 1025
17.1 Second-Order Linear Equations 1025
17.2 Nonhomogeneous Linear Equations 1030
17.3 Applications of Second-Order Differential Equations 1034
17.4 Series Solutions 1037
Chapter 17 Sample Exam 1041
INSTRUCTOR USE ONLY
Chapter 17 Sample Exam Solutions 1042
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How to Use the Instructor’s Guide
For each section of Calculus, Eighth Edition, this Instructor’s Guide provides information on the items listed
below.
1. Suggested Time and Emphasis Here are suggestions for the amount of time to spend in a class of “average”
students, and whether or not the material is essential to the rest of the course. If a section is labeled
optional, the time range given is the amount of time for the material in the event that it is covered.
2. Points to Stress This is a short summary of the main topics to be covered. The stress is on the big ideas,
rather than specific details.
3. Quiz Questions Some instructors have reported that they like to open or close class by handing out a single
question, either as a quiz or to start a discussion. Two types are included:
Text Question This question is designed for students who have done the reading, but haven’t yet seen the
material in class. These questions can be used to help ensure that the students are reading the textbook
carefully.
Drill Question These questions are designed to be straightforward “right down the middle” questions for
students who have tried, but not necessarily mastered, the material.
4. Materials for Lecture These suggestions are meant to work along with the text to create a classroom
atmosphere of experimentation and inquiry. They have a theoretical bent to help the students understand
the material at a deep conceptual level. In a course with a “lecture and discussion” format, these ideas can
be used during the lectures.
5. Workshop/Discussion These suggestions are interesting examples and applications aimed at motivating the
material and helping the students master it. In a course with a “lecture and discussion” format, these ideas
can be used during the discussions.
6. Group Work One of the main difficulties instructors have in presenting group work to their classes is that
of choosing an appropriate group task. Suggestions for implementation and answers to the group activities
are provided first, followed by photocopy-ready handouts on separate pages. The guide’s main philosophy
of group work is that there should be a solid introduction to each exercise (“What are we supposed to do?”)
and good closure before class is dismissed (“Why did we just do that?”)
7. TEC Tools for Enriching Calculus is a companion to the text, intended to enrich and complement its
contents. Marginal notes in the main text direct students to TEC modules where appropriate. When a TEC
module relates to an Instructor’s Guide item, it is referenced there as well.
8. Homework Problems For each section, a set of essential Core Exercises (a bare minimum set of homework
problems) is provided. Using this core set as a base, a Sample Assignment is suggested, and each exercise in
that assignment is classified as Descriptive, Algebraic, Numeric, and/or Graphic.
Descriptive: The student is required to translate mathematical concepts into everyday terms, or vice-
versa.
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Algebraic: The student is required to use algebraic and/or symbolic manipulation and computation.
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Numeric: The student is required to work with numerical data, or provide a numerical approximation.
Graphic: The student is required to provide or receive information presented in the form of a graph.Also
available is a Student Solutions Manual which presents complete solutions to all of the odd-numbered
exercises in the text.
9. Sample Exam Questions I recommend that tests in a calculus course have a mix of routine and non-routine
questions. The sample exam questions provided are meant to inspire the “non-routine” portion of a
calculus test. We do not recommend that calculus tests be composed entirely of questions from this
section. One strategy is to announce to the students that one-third of the text questions will be based on
homework, one-third will be based on in-class group work, and one-third will not be immediately familiar.
10. Web Resources Useful resources can be found on the website for Calculus, Eighth Edition
(http://www.stewartcalculus.com).
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How to Implement the Projects
One exciting yet intimidating aspect of teaching a calculus course is projects. An extended assignment gives
students the chance to take a focused problem or project and explore it in-depth — making conjectures,
discussing them, eventually drawing conclusions and writing them up in a clear, precise format. Calculus,
Eighth Edition has many possible projects throughout its chapters. Here are some tips on ensuring that your
students have a successful experience.
Time Students should have two to three weeks to work on any extended out-of-class assignment. This is
not because they will need all this time to complete them! But a fifteen-to-twenty-day deadline allows the
students to be flexible in structuring their time wisely, and allows the instructors to apply fairly strict standards
in grading the work.
Groups Students usually work in teams and are expected to have team meetings. The main problem students
have in setting up these meetings is scheduling. Four randomly selected undergraduates will probably find
it very hard to get together for more than a few hours, which may not be sufficient. One way to help your
students is to clearly specify a minimum number of meetings, and have one or all group members turn in
summaries of what was accomplished at each meeting.On a commuter campus, a good first grouping might
be by location.
Studies have shown that the optimal group size is three people, followed by four, then two. I advocate groups
of four whenever possible. That way, if someone doesn’t show up to a team meeting, there are still three
people there to discuss the problems.
Before the first project, students should discuss the different roles that are assumed in a team. Who will be
responsible for keeping people informed of where and when they meet? Who will be responsible for making
sure that the final copy of the report is all together when it is supposed to be? These types of jobs can be
assigned within the team, or by the teacher at the outset.
Tell the students that you will be grading on both content and presentation. They should gear their work
toward an audience that is bright, but not necessarily up-to-speed on this problem. For example, they can
think of themselves as professional mathematicians writing for a manager, or as research assistants writing
for a professor who is not necessarily a mathematician.
If the students are expected to put some effort into the project, it is important to let them know that some effort
was put into the grading. Both form and content should be commented on, and recognition of good aspects of
their work should be included along with criticism.
One way to help ensure cooperation is to let the students know that there will be an exam question based on
the project. If every member of the group does well on that particular question, then they can all get a bonus,
INSTRUCTOR USE ONLY
either on the exam or on the project grade.
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Providing assistance Make sure that the students know when you are available to help them, and what kind of
help you are willing to provide. Students may be required to hand in a rough draft ten days before the due
date, to give them a little more structure and to make sure they have a solid week to write up the assignment.
Individual Accountability It is important that the students are individually accountable for the output of their
group. Giving each student a different grade is a dangerous solution, because it does not necessarily encourage
the students to discuss the material, and may actually discourage their working together. A better alternative
might be to create a feedback form. If the students are given a copy of the feedback form ahead of time, and
they know that their future group placement will be based on what they do in their present group, then they
are given an incentive to work hard. One surprising result is that when a group consists of students who were
previously slackers, that group often does quite well. The exam question idea discussed earlier also gives
individuals an incentive to keep up with their colleagues.
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How to Use the Review Sections
Review sections for chapters of a calculus book are often assigned to students the weekend before a test, but
never graded. Students realize that they won’t be evaluated on this work and often skip the exercises, instead
reworking previously done homework problems or quizzes, if they study at all. A more useful activity for
students is to use the review sections in Calculus, Eighth Edition to discover their precise areas of difficulty.
Implemented carefully, these are a useful resource for the students, particularly for helping them to retain the
skills and concepts they’ve learned. To encourage more student usage, try the following alternatives:
1. Instead of giving a review session where you reiterate previous lectures, make notes of the types of
problems students had difficulty with during the quarter and assign students to work on these exercises in
the review sections and go over them at the end of class.
2. Use the review section problems to create a game. For instance, break students into groups and have a
contest where the group that correctly answers the most randomly picked review questions “wins”. One
fun technique is to create a math “bingo” game. Give each group a 5 5 grid with answers to review
problems. If you laminate the cards and give the students dry-erase markers, then you can use them year
after year. Randomly pick review problems, and write the questions on the board. Make sure that for
a group to win, they must not only have the correct answers to the problems, but be able to give sound
explanations as to how they got the answers.
3. A simple way to give students an incentive to look at a review section is to use one of the problems,
verbatim, for an exam question, and make no secret of your intention to do so. It is important that students
have an opportunity to get answers to any questions they have on the review problems before the exam is
given; otherwise, this technique loses a great deal of its value.
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How to Use the Problem-Solving Sections
Principles of Problem Solving (after Chapter 1) and Problems Plus (after subsequent chapters) are designed
to help students build their critical thinking skills on calculus problems with significant depth. Some of these
problems are more open-ended than the typical problems calculus students usually solve, while others are
more challenging computationally. Many can be used as small-scale projects, suitable for an individual or a
group to chew over at home or in an extended classroom session. If you are looking for problems to create
your own projects, or to assign to students who would benefit from a challenge, then these sections provide
excellent choices.
Because of the depth of these questions, students who come up with interesting partial solutions, or approaches
leading to a possible solution, should be rewarded.
Before the students start one of these problems, or if they reach an impasse, it may be helpful for them to look
at the Principles of Problem Solving section for ideas.
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Tips on In-Class Group Work
This Instructor’s Guide gives classroom-tested group work activities for every section of Calculus, Eighth
Edition. One reason for the popularity of in-class group work is that it is effective. When students are engaged
in doing mathematics, and talking about mathematics with others, they tend to learn better and retain the
material longer. Think back to your own career: didn’t you learn a lot of mathematics when you began
teaching it to other people? Many skeptics experiment by trying group work for one semester, and then they
get hooked. Pick a group activity from the guide that you like, make some photocopies, and dive in!
1. Mechanics Books and seminars on in-class group work abound. I have conducted many such seminars
myself. What follows are some tips to give you a good start:
(a) Do it on the first day.
The sources all agree on this one. If you want your students to believe that group work is an important
part of the course, you have to start them on the first day. My rule of thumb is “at least three times
the first week, and then at least once a week thereafter.” I mention this first because it is the most
important.
(b) Make them move.
Ideally, students should be eye-to-eye and knee-to-knee. If this isn’t possible, do the best you can.
But it is important to have them move. If your groups are randomly selected, then they will have
to get up and sit in a different chair. If your groups are organized by where they are seated in the
classroom, make them move their chairs so they face each other. There needs to be a “break” between
sitting-and-writing mode and talking-to-colleagues mode.
(c) Use the ideal group size.
Research has shown that the ideal group size is three students, with four-student groups next. I like
to use groups of four: if one of them is absent (physically or otherwise), the group still has three
participating members.
(d) Fixed versus random groups.
There is a lot of disagreement here. Fixed groups allow each student to find her or his niche, and
allow you to be thoughtful when you assign groups or reassign them after exams. Random groups
allow students to have the experience of working with a variety of people. I believe the best thing to
do is to try both methods, and see which works best for you and your students.
(e) Should students hand in their work?
The advantage of handing in group works is accountability. My philosophy is that I want the group
work to have obvious, intrinsic benefit. I try to make the experience such that it is obvious to the
student that they get a lot out of participating, so I don’t need the threat of “I’m grading this” to get
INSTRUCTOR USE ONLY
them to focus. I sometimes have the students hand in the group work, but only as a last resort.
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2. Closure As stated above, I want my students to understand the value of working together actively in their
groups. Once you win this battle, you will find that a lot of motivation and discipline problems simply go
away. I’ve found the best way to ensure that the students understand why they’ve done an activity is to
tell them. The students should leave the room having seen the solutions and knowing why they did that
particular activity. You can have the students present answers or present them yourself, whatever suits
your teaching style. I’ve had success with having groups write their results on transparencies and present
them to the class (after I’ve checked their accuracy).
Here is another way to think about closure: Once in a while, give a future homework problem out as
a group work. When the students realize that participating fully in the group work helps them in the
homework, they get a solid feeling about the whole process.
3. Introduction The most important part of a group activity, in my opinion, is closure. The second most
important is the introduction. A big killer of group work is that awful time between you telling your
students they can start, and the first move of pencil on paper—the “what on earth do we do now?” moment.
A good introduction should be focused on getting them past that moment. You don’t want to give too much
away, but you also don’t want to throw them into the deep end of the swimming pool. In some classes,
you will have to say very little, and in some you may have to do the first problem with them. Experiment
with your introductions, but never neglect them.
4. Help when you are needed Some group work methods involve giving absolutely no help when the students
are working. Again, you will have to find what is best for you. If you give help too freely, the students
have no incentive to talk to each other. If you are too stingy, the students can wind up frustrated. When
a student asks me for help, I first ask the group what they think, and if it is clear they are all stuck at the
same point, I give a hint.
5. Make understanding a goal in itself Convey to the students (again, directness is a virtue here) that their goal
is not just to get the answer written down, but to ensure that every student in their group understands the
answer. Their work is not done until they are sure that every one of their colleagues can leave the room
knowing how to do the problem. You don’t have to sell every single student on this idea for it to work.
6. Bring it back when you can Many of the group works in this guide foreshadow future material. When you are
lecturing, try to make reference to past group works when it is appropriate. You will find that your students
more easily recall a particular problem they discussed with their friends than a particular statement that
you made during a lecture.
The above is just the tip of the iceberg. There are plenty of resources available, both online and in print. Don’t
be intimidated by the literature—start it on the first day of the next semester, and once you are into it, you
may naturally want to read what other people have to say!
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1 Functions and Limits
1.1 Four Ways to Represent a Function
SUGGESTED TIME AND EMPHASIS
1 class Essential material
POINTS TO STRESS
1. Definition of function, including piecewise functions.
2. Understanding the interplay between the four ways of representing a function (verbally, numerically,
visually, algebraically) perhaps using the concepts of increasing and decreasing functions as an example.
3. Finding the domain and range of a function, regardless of representation.
4. Investigating even and odd functions.
QUIZ QUESTIONS
TEXT QUESTIONS
Why does the author assert that “the x key on your calculator is not quite the same as the exact
mathematical function f defined by f x x”?
ANSWER The calculator gives an approximation to the square root.
___ if x 0
Fill in the blanks: x
___ if x 0
ANSWER x, x
DRILL QUESTION What is the domain of the function f x 1 x?
ANSWER 0 x 1
MATERIALS FOR LECTURE
Draw a graph of electrical power consumption in the classroom versus time on a typical weekday, pointing
out important features throughout, and using the vocabulary of this section as much as possible.
In 1984, United States President Ronald Reagan proposed a plan to change the United States personal
income tax system. According to his plan, the income tax would be 15% on the first $19,300 earned, 25%
on the next $18,800, and 35% on all income above and beyond that. Describe this situation to the class, and
have them graph (marginal) tax rate and tax owed versus income for incomes ranging from $0 to $80,000.
Then have them try to come up with equations describing this situation.
In the year 2000, Presidential candidate Steve Forbes proposed a “flat tax” model: 0% on the first $36,000
and 17% on the rest. Have the students do the same analysis, and compare the two models. As an extension,
perhaps have the students look at a current tax table and draw similar graphs.
Let f x be the leftmost nonzero digit of x. So f 3866 3 and f 0000451 4. Have the students
try to find the domain and range of f .
ANSWER The domain seems to be all real numbers except zero, and the range seems to be the set of integers
from 1 through 9. Although the graph of this “function” cannot be drawn, ask the students to verify that it
passes the Vertical Line Test. It turns out that it does not (and in fact is not even a function), for a subtle
reason. For example, let x 15 . If we write x as 02, then f x 2, but if we write x as 019, then
INSTRUCTOR USE ONLY
f x 1. Therefore, f is not a function.
1
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NOT FOR SALE CHAPTER 1 FUNCTIONS AND LIMITS
WORKSHOP/DISCUSSION
Present graphs of even and odd functions, such as sin x, cos x x 2 , and cos sin x, and check with the
standard algebraic tests.
Start with a table of values for the function f x 14 x 2 x:
x 0 1 2 3 4
f x 0 125 3 525 8
First, have the class describe the behavior of the function in words, trying to elicit the information that the
function is increasing, and that its rate of increase is also increasing. Then, have them try to extrapolate
the function in both directions, debating whether or not the function is always positive and increasing. Plot
the points and connect the dots, then have them try to concoct a formula (not necessarily expecting them
to succeed).
Draw a graph of fuel efficiency versus time on a trip, such as the one below. Lead a discussion of what
could have happened on the trip.
Fuel Efficiency
(miles/gallon)
30
20
10
0 1 2 3 Time (Hours)
x
if x is rational
Discuss the domain and range of a function such as f x
0 if x is irrational
Also talk about why f is neither increasing nor decreasing for x 0. Stress that when dealing with new
sorts of functions, it becomes important to know the precise mathematical definitions of such terms.
Define “difference quotient” as done in the text. Define f x x 3 , and show that
f a h f a
3a 2 3ah h 2 . This example both reviews algebra skills and foreshadows future
h
calculations.
GROUP WORK 1: EVERY PICTURE TELLS A STORY
Put the students in groups of four, and have them work on the exercise. If there are questions, encourage them
to ask each other before asking you. After going through the correct matching with them, have each group
tell their story to the class and see if it fits the remaining graph.
ANSWERS
1. (b) 2. (a) 3. (c) 4. The roast beef was cooked in the morning and put in the refrigerator in the
afternoon.
GROUP WORK 2: A CHAIN OF FUNCTIONS
It is recommended that students not be allowed to use graphing technology to do this activity. The intention is
to give them an opportunity to practice working with absolute values and order of operations, and to reinforce
INSTRUCTOR USE ONLY
the idea of looking for mathematical patterns.
2
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NOT FOR SALE SECTION 1.1 FOUR WAYS TO REPRESENT A FUNCTION
ANSWERS
1. y y y
3 3 3
3 3 3
2 2 2
1 1 1
_4 _3 _2 _1 0 1 2 3 4 x _4 _3 _2 _1 0 1 2 3 4 x _4 _3 _2 _1 0 1 2 3 4 x
x 1 x 1 1 x
2. (a) 1 (b) y
3
3
2
1
_9 _8 _7 _6 _5 _4 _3 _2 _1 0 1 2 3 4 5 6 7 8 9x
1 1 1 1 1 1 1 x
GROUP WORK 3: FINDING A FORMULA
Make sure that the students know the equation of a circle with radius r, and that they remember the notation
for piecewise-defined functions. Split the students into groups of four. In each group, have half of the students
work on each problem first, and then have them check each other’s work. If the students find these problems
difficult, have them work together on each problem.
ANSWERS
x 4 if x 2
x 2 if x 2 2 if 2 x 0
1. f x x 2 if 2 x 0 2. gx
2
4x 2 if 0 x 2
if x 0
x 2 if x 2
HOMEWORK PROBLEMS
CORE EXERCISES 3, 10, 13, 21, 32, 43, 56, 72, 79
SAMPLE ASSIGNMENT 3, 8, 10, 13, 21, 23, 25, 32, 34, 43, 56, 64, 72, 75, 79
EXERCISE D A N G EXERCISE D A N G
3 34
8 43
10 56
13 64
21 72
23 75
25 79
32
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GROUP WORK 1, SECTION 1.1
Every Picture Tells a Story
One of the skills you will be learning in this course is the ability to take a description of a real-world occur-
rence, and translate it into mathematics. Conversely, given a mathematical description of a phenomenon, you
will learn how to describe what is happening in plain language. Here follow four graphs of temperature ver-
sus time and three stories. Match the stories with the graphs. When finished, write a similar story that would
correspond to the final graph.
T T
t t
Graph 1 Graph 2
T T
t t
Graph 3 Graph 4
(a) I took my roast beef out of the freezer at noon, and left it on the counter to thaw. Then I cooked it in the
oven when I got home.
(b) I took my roast beef out of the freezer this morning, and left it on the counter to thaw. Then I cooked it in
the oven when I got home.
(c) I took my roast beef out of the freezer this morning, and left it on the counter to thaw. I forgot about it,
and went out for Chinese food on my way home from work. I put it in the refrigerator when I finally got
home.
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NOT FOR SALE
GROUP WORK 2, SECTION 1.1
A Chain of Functions
1. Sketch graphs of the following three functions.
y y y
3 3 3
3 3 3
2 2 2
1 1 1
_4 _3 _2 _1 0 1 2 3 4 x _4 _3 _2 _1 0 1 2 3 4 x _4 _3 _2 _1 0 1 2 3 4 x
f 1 x x f 2 x 1 x f 3 x 1 1 x
2. Continuing with the pattern, we get f 8 x 1 1 1 1 1 1 1 x.
(a) Compute f 0.
(b) Using your graphs from Part 1 as a guide, sketch the graph of f 8 x.
y
3
3
2
1
_9 _8 _7 _6 _5 _4 _3 _2 _1 0 1 2 3 4 5 6 7 8 9x
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GROUP WORK 3, SECTION 1.1
Finding a Formula
Find formulas for the following functions:
1.
y
0 1 x
2.
y
r=2
0 1 x
INSTRUCTOR USE ONLY 6
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NOT FOR SALE
1.2 Mathematical Models: A Catalog of Essential Functions
SUGGESTED TIME AND EMPHASIS
1 class Recommended material
POINTS TO STRESS
1. The modeling process: developing, analyzing, and interpreting a mathematical model.
2. Classes of functions: linear, power, rational, algebraic, and trigonometric functions. Include the special
characteristics of each class of functions.
QUIZ QUESTIONS
TEXT QUESTION What is the difference between a power function x n with n 3 and a cubic function?
ANSWER A cubic function can have lower order terms, whereas a power function has just one term.
DRILL QUESTION Classify each function graphed below as a power function, root function, polynomial,
rational function, algebraic function, or trigonometric function. Explain your reasoning.
y y
y 10
4 4
5
2 2
0 _5 _4 _3 _2 _1 0 1 2 3 4 5 x
_2 _1 1 2 x _2 _1 1 2 x
_2 _2 _5
_4 _4 _10
ANSWER Polynomial, trigonometric, trigonometric
MATERIALS FOR LECTURE
Show that linear functions have constant differences in y-values for equally spaced x-values. This example
illustrates the point:
Linear function (difference=1.2)
x f x
2 20
0 08
2 04
4 16
Discuss the shape, symmetries, and general “flatness” near 0 of the power functions x n for various values
of n. Similarly discuss n x for n even and n odd. A blackline master is provided at the end of this section,
before the group work handouts.
If Exercises 23–28 are to be assigned, Exercise 23 can be done in class, discussing part (c) in the context
INSTRUCTOR USE ONLY
of the technology available to the students.
7
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NOT FOR SALE CHAPTER 1 FUNCTIONS AND LIMITS
WORKSHOP/DISCUSSION
Have the students use technology to graph 2x , sin x, sin 2x , and 2sin x . Discuss why the latter two look the
way that they do. Notice that for this discussion, students don’t need to know anything about exponential
functions; the emphasis is on how functions combine.
Figure 17 shows examples of a noncontinuous function and a nondifferentiable function, both expressible
as simple formulas. Discuss these curves with the students, trying to get them to describe the ideas of a
break in a graph and a cusp.
GROUP WORK 1: THE SMALL SHALL GROW LARGE
If a group finishes early, ask them to similarly compare x 3 and x 4 .
ANSWERS 1. x 6 x 8 for 1 x 1 2. x 3 x 5 for x 1 0 x 1 3. x 3 x 105 for
x 1 0 x 1. If the exponents are both even, the answer is the same as for Problem 1, if the
exponents are both odd, the answer is the same as for Problem 2.
GROUP WORK 2: FUN WITH FOURIER
This activity will get students looking at combinations of sine curves, while at the same time foreshadowing
the concepts of infinite series and Fourier series.
ANSWERS
1. No
2. 4 sin x 13 sin 3x
4 1 1 1 1
3. sin x 3 sin 3x 5 sin 5x 7 sin 7x 9 sin 9x
4 sin 3x sin 5x sin 7x sin 9x sin 11x sin 13x sin 15x sin 17x sin 19x
4. sin x
π 3 5 7 9 11 13 15 17 19
y
1
_2¹ _¹ ¹ 2¹ x
_1
5. y
¹/2
_2¹ _¹ 0 ¹ 2¹ x
_¹/2
INSTRUCTOR USE ONLY 8
© Cengage Learning. All Rights Reserved.
NOT FOR SALE SECTION 1.2 MATHEMATICAL MODELS: A CATALOG OF ESSENTIAL FUNCTIONS
HOMEWORK PROBLEMS
CORE EXERCISES 2, 4, 5, 15, 21, 27, 30
SAMPLE ASSIGNMENT 2, 4, 5, 8, 11, 15, 20, 21, 27, 30, 31
EXERCISE D A N G
2
4
5
8
11
15
20
21
27
30
31
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© Cengage Learning. All Rights Reserved.
NOT FOR SALE CHAPTER 1 FUNCTIONS AND LIMITS
y y y
1 1 1
0 1 x 0 1 x 0 1 x
x x2 x3
y y y
1 1 1
0 1 x 0 1 x 0 1 x
x4 x5 x6
y y y
1 1 1
0 1 x 0 1 x 0 1 x
3
x x x
y y y
1 1 1
0 1 x 0 1 x 0 1 x
4
5
6
x x x
INSTRUCTOR USE ONLY 10
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GROUP WORK 1, SECTION 1.2
The Small Shall Grow Large
1. For what values of x is x 6 x 8 ? For what values is x 6 x 8 ?
2. For what values of x is x 3 x 5 ?
3. For what values of x is x 3 x 105 ? Can you generalize your results?
INSTRUCTOR USE ONLY 11
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GROUP WORK 2, SECTION 1.2
Fun with Fourier
The following function S x is called a “square wave”.
y
_2¹ _¹ 0 ¹ 2¹ x
_1
1. Can you find a function on your calculator which has the given graph?
2. Select the function from among the following which gives the best approximation to the square wave:
4 4 4 1
sin x, sin x sin 3x, and sin x 3 sin 3x .
3. Select the function from among the following which gives the best approximation to the square wave:
4 1 4 1 1 4 1 1 1
sin x 3 sin 3x , sin x 3 sin 3x 5 sin 5x , sin x 3 sin 3x 5 sin 5x 7 sin 7x , and
4 1 1 1 1
sin x 3 sin 3x 5 sin 5x 7 sin 7x 9 sin 9x .
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© Cengage Learning. All Rights Reserved.
NOT FOR SALE Fun with Fourier
4. A Fourier approximation of a function is an approximation of the form
F x a0 a1 cos x b1 sin x a2 cos 2x b2 sin 2x an cos nx bn sin nx
You have just discovered the Fourier approximation to S x with five terms. Find the Fourier
approximation to S x with ten terms, and sketch its graph.
5. The following expressions are Fourier approximations to a different function, T x:
T x sin x
T x sin x 12 sin 2x
T x sin x 12 sin 2x 13 sin 3x
T x sin x 12 sin 2x 13 sin 3x 14 sin 4x
T x sin x 12 sin 2x 13 sin 3x 14 sin 4x 15 sin 5x
Sketch T x.
INSTRUCTOR USE ONLY 13
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NOT FOR SALE
1.3 New Functions from Old Functions
SUGGESTED TIME AND EMPHASIS
1 class Essential material
POINTS TO STRESS
1. The mechanics and geometry of transforming functions.
2. The mechanics and geometry of adding, subtracting, multiplying, and dividing functions.
3. The mechanics and geometry of composing functions.
QUIZ QUESTIONS
1 1
TEXT QUESTION Label the following graphs: f x, 2 f x f 2x .
y y y
1 1 1
0 2 x 0 2 x 0 2 x
1 1
ANSWER 2 f x, f 2x , f x
DRILL QUESTION How can we construct the graph of y f x from the graph of y f x? Explain in
words, and demonstrate with the graph of y x 2 4.
ANSWER We leave the positive values of f x alone, and reflect the negative values about the x-axis.
y y
2 2
0 1 x 0 1 x
INSTRUCTOR USE ONLY
y x2 4 y x 2 4
14
© Cengage Learning. All Rights Reserved.
NOT FOR SALE SECTION 1.3 NEW FUNCTIONS FROM OLD FUNCTIONS
MATERIALS FOR LECTURE
Using f x x sin x, explore graphs of f x 2, f x 2, f x, f x, f x. Note why
f x f x.
ANSWER
y y y
2 2 2
1 x 1 x 1 x
y f x y f x 2 y f x 2
y y y
2 2 2
1 x 1 x 1 x
y f x y f x y f x
f x f x because f is even.
Graph f x sin x and g x sin x. Draw the relevant “arrow diagrams” and then write them in
the forms l k and k l. Then discuss reasons for the differences in their graphs.
ANSWER See the text for sample arrow diagrams. f is a sine function whose argument grows larger more
and more slowly as we move away from the origin. g is a root function whose argument oscillates, causing
g to oscillate as well.
WORKSHOP/DISCUSSION
Using f x 1x 2 and g x cos x, compute the domains of f g, f g, g f , f g, and g f , and
the range of g f . Pay particular attention to the domain of g f , as many students will think it is R.
ANSWER f g has domain x x 0, f g has domain x x 0 x 2 k π , g f has domain
x x 0, f g has domain x x 0 x 2 k π , g f has domain x x 0, and g f has
range [1 1].
Do the following problem with the students:
y
y=f(x)
1
0 1 x
INSTRUCTOR USE ONLY 15
© Cengage Learning. All Rights Reserved.
NOT FOR SALE CHAPTER 1 FUNCTIONS AND LIMITS
From the graph of y f x x 2 2 shown above, compute f f at x 1, 0, and 1. First do it
graphically (as in Exercises 53 and 54), then algebraically.
After doing a few basic examples of composition, it is possible to foreshadow the idea of inverses, which
is covered in Chapter 6. Let f x 2x 3 3 and g x x 2 x. Compute f g and g f for your
students. Then ask them to come up with a function h x with the property that f h x x. They
may not be used to the idea of finding examples by themselves; important hints they might need are “Don’t
give up,” “When in doubt, just try something and see what happens,” and “I’m not expecting you to get it
in fifteen seconds.” If the class is really stuck, have them try f x 2x 3 to get a feel for how the game
x 3
is played. Once they have determined that h x 3 , have them first compute h f x, then
2
conjecture whether f g x x implies g f x x in general.
GROUP WORK 1: WHICH IS THE ORIGINAL?
ANSWERS 1. 2 f x 2, 2 f x, f 2x, f x 2, f x 2. 2 f x, f x, f x 2, f 2x, 2 f x 2
GROUP WORK 2: LABEL LABEL LABEL, I MADE IT OUT OF CLAY
Some of these transformations were not covered directly in the book. If the students are urged not to give
up, and to use the process of elimination and testing individual points, they should be able to complete this
activity.
ANSWERS 1. (d) 2. (a) 3. (f) 4. (e) 5. (i) 6. (j) 7. (b) 8. (c) 9. (g) 10. (h)
GROUP WORK 3: IT’S MORE FUN TO COMPUTE
Each group gets one copy of the graph. During each round, one representative from each group stands,
and one of the questions below is asked. The representatives write their answer down, and all display their
answers at the same time. Each representative has the choice of consulting with their group or not. A correct
solo answer is worth two points, and a correct answer after a consult is worth one point.
ANSWERS 1. 0 2. 0 3. 1 4. 5 5. 1 6. 1 7. 1 8. 0 9. 2 10. 1 11. 1 12. 1
HOMEWORK PROBLEMS
CORE EXERCISES 2, 3, 4, 15, 26, 31, 52, 62
SAMPLE ASSIGNMENT 2, 3, 4, 7, 15, 26, 29, 31, 41, 52, 56, 62, 66
EXERCISE D A N G EXERCISE D A N G
2 31
3 41
4 52
7 56
15 62
26 66
29
INSTRUCTOR USE ONLY 16
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GROUP WORK 1, SECTION 1.3
Which is the Original?
Below are five graphs. One is the graph of a function f x and the others include the graphs of 2 f x,
f 2x, f x 2, and 2 f x 2. Determine which is the graph of f x and match the other functions with
their graphs.
1.
y y y
1 1 1
0 1 x 0 1 x 0 1 x
Graph 1 Graph 2 Graph 3
y y
1 1
0 1 x 0 1 x
Graph 4 Graph 5
2.
y y y
1 1 1
0 1 x 0 1 x 0 1 x
Graph 1 Graph 2 Graph 3
y y
1 1
0 1 x 0 1 x
Graph 4 Graph 5
INSTRUCTOR USE ONLY 17
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NOT FOR SALE
GROUP WORK 2, SECTION 1.3
Label Label Label, I Made it Out of Clay
This is a graph of the function f x:
y
0 2 x
Give each graph below the correct label from the following:
(a) f x 3 (b) f x 3 (c) f 2x (d) 2 f x (e) f x
(f) f x (g) 2 f x 1 (h) f 2x 2 (i) f x x (j) 1 f x
y y y y
5 5 5 5
0 2 x 0 2 x 0 2 x 0 2 x
Graph 1 Graph 2 Graph 3 Graph 4
y y y y
5 5 5 5
0 2 x 0 2 x 0 2 x 0 2 x
Graph 5 Graph 6 Graph 7 Graph 8
y y
5 5
0 2 x 0 2 x
Graph 9 Graph 10
INSTRUCTOR USE ONLY 18
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GROUP WORK 3, SECTION 1.3
It’s More Fun to Compute
Using the graph below, find the following quantities.
1. f g 5 5. g g 5 9. g f 1
2. g f 5 6. g g 3 10. f f g 4
3. f g 0 7. g g 1 11. g f f 4
4. f f 5 8. f g 1 12. f g f 4
y
5
f
3
g
1
0 x
_5 _4 _3 _2 _1 1 2 3 4 5
_1
_2
_3
_4
_5
INSTRUCTOR USE ONLY 19
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NOT FOR SALE
1.4 The Tangent and Velocity Problems
SUGGESTED TIME AND EMPHASIS
1
2 –1 class Essential material
POINTS TO STRESS
1. The tangent line viewed as the limit of secant lines.
2. The concepts of average versus instantaneous velocity, described numerically, visually, and in physical
terms.
3. The tangent line as the line obtained by “zooming in” on a smooth function; local linearity.
4. Approximating the slope of the tangent line using slopes of secant lines.
QUIZ QUESTIONS
TEXT QUESTION Geometrically, what is “the line tangent to a curve” at a particular point?
ANSWER There are different correct ones. Examples include the best linear approximation to a curve at a
point, or the result of repeated “zooming in” on a curve.
DRILL QUESTION Draw the line tangent to the following curve at each of the indicated points:
y
y=f(x)
ANSWER
y
y=f(x)
MATERIALS FOR LECTURE
Point out that if a car is driving along a curve, the headlights will point along the direction of the tangent
line.
Discuss the phrase “instantaneous velocity.” Ask the class for a definition, such as, “It is the limit of
average velocities.” Use this discussion to shape a more precise definition of a limit.
Illustrate that many functions such as x 2 and x 2 sin x look locally linear, and discuss the relationship
of this property to the concept of the tangent line. Then pose the question, “What does a secant line to a
INSTRUCTOR USE ONLY
linear function look like?”
20
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NOT FOR SALE SECTION 1.4 THE TANGENT AND VELOCITY PROBLEMS
Show that the slopes of the tangent lines to f x 3 x and g x x are not defined at x 0. Note
that f has a tangent line (which is vertical), but g does not (it has a cusp). The absolute value function can
be explored graphically.
WORKSHOP/DISCUSSION
Estimate slopes from discrete data, as in Exercises 2 and 7.
3
3
Estimate the slope of y at the point 1 2 using the graph, and then numerically. Draw the
1 x2
tangent line to this curve at the indicated point. Do the same for the points 0 3 and 2 35 .
ANSWER 15, 0, 048
1 1 1
Draw tangent lines to the curve y sin at x and x . Notice the difference in the
x 2π π 2
quality of the tangent line approximations.
GROUP WORK 1: WHAT’S THE PATTERN?
The students will not be able to do Problem 3 from the graph alone, although some will try. After a majority
of them are working on Problem 3, announce that they can do this numerically.
If they are unable to get Problem 6, have them repeat Problem 4 for x 15, and again for x 0.
ANSWERS
1, 2. y 3. 2 3 0268, 5 2 0236,
3
42 38
45 35 0250, 0250
04
2
4. 14 is a good estimate.
1
5. is a good estimate.
6
1
1
6.
2 a1
INSTRUCTOR USE ONLY
_1 0 1 2 3 4 5 6 7 8 x
21
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NOT FOR SALE CHAPTER 1 FUNCTIONS AND LIMITS
GROUP WORK 2: SLOPE PATTERNS
When introducing this activity, it may be best to fill out the first line of the table with your students, or to
estimate the slope at x 1. If a group finishes early, have them try to justify the observations made in the
last part of Problem 2.
ANSWERS
1. (a) 0, 02, 04, 06 (b) 115
2. (a) Estimating from the graph gives that the function is increasing for x 32, decreasing for
32 x 32, and increasing for x 32.
(b) The slope of the tangent line is positive when the function is increasing, and the slope of the tangent
line is negative when the function is decreasing.
(c) The slope of the tangent line is zero somewhere between x 32 and 31, and somewhere between
x 31 and 32. The graph has a local maximum at the first point and a local minimum at the second.
(d) The tangent line approximates the curve worst at the maximum and the minimum. It approximates
best at x 0, where the curve is “straightest,” that is, at the point of inflection.
HOMEWORK PROBLEMS
CORE EXERCISES 1, 5, 7
SAMPLE ASSIGNMENT 1, 2, 5, 7
EXERCISE D A N G
1
2
5
7
