Calculus I

Grade 11

Course Overview

Calculus is the study of limits and of the continuous. At Great Hearts, we believe
every student must experience the truth and beauty of the Calculus. It provides the
culminating experience of a student’s mathematical education. In the first year of
Calculus, students will begin with an in-depth formal study of the limit – the single
most important definition of the course. Students then use this limit definition to
rigorously define continuity, the derivative, the definite integral, as well as develop
and prove the main theorems of the Calculus. By the end of the first year, students
will have developed skills enabling them to differentiate any polynomial,
trigonometric, rational, or radical function, in addition to many others. They will
also have been introduced to basic integration methods, will have experience in
solving simple differential equations, and will have explored several mathematical,
business, and science related applications of differential calculus. So that students
leave the course with a firm rigorous understanding of the foundations of this
subject, by the end of this first year, students will have proven the main theorem
results of the Calculus for themselves, including the Intermediate Value Theorem
and the Mean Value Theorems for Derivatives and Definite Integrals. Their proof
writing skills will finally culminate with a rigorous proof of the Fundamental
Theorem of Calculus by year’s end. A deeper appreciation for this subject is
achieved among all students in the class by regularly weaving the historical
development of the Calculus into the course throughout the year with the aid of
outside readings. The primary text for the course serves as an excellent student
resource while at home, and as a source for most of their home assignments. A
supplemental workbook is also used daily throughout the year for in-class
experience.

Homework Assignments

Homework is assigned to help students practice basic skills, discover patterns,

develop questions for class, and challenge their thinking. Approximately 2–3
homework assignments will be given each week with each assignment taking
approximately 30 minutes per night. Each assignment will be due two days after it
is assigned, which gives students that chance to use the second day to ask questions
in class before it is due.

1
 Calculus I
Grade 11

Texts and Resources

Primary Textbook
Finney, Ross L., et al. Calculus. Addison-Wesley Pub. Co., 1994.
[ISBN: 9780201549775]

Additional Text
Cauchy, Augustin Louis, and Dennis M. Cates. Cauchys Calcul infinitésimal: a
complete English translation. Fairview Academic Press, 2012.
[ISBN: 9780983883753]

Supplemental Material
Honors Calculus I Workbook

2
 Calculus I
Grade 11

Course Outline
Fall Semester

Limits: Students will learn the formal delta-epsilon definition of a limit and the
various properties of limits including limits involving infinity. Students will learn
about right-hand and left-hand limits. Students will use the Sandwich Theorem to
prove certain values of limits. Students will study Cauchy’s lecture on limits and the
infinitesimal.

Continuity: Students will learn from the formal definition of a continuous function
and the various types of discontinuities (removable and non-removable). Students
will learn the Intermediate Value Theorem and study Cauchy’s lecture on
continuous functions and the IVT.

Derivatives: Students will learn to formal ( “to form” or “the formal”) definition of
the derivative and differentiation techniques involving sums, difference, products,
quotients, and function composition. Students will also use derivatives to solve
kinematic applications. Students will also study Cauchy’s lecture on the derivative
and the Chain Rule.

Transcendental Functions: Students will learn and prove the derivatives of

polynomials and trigonometric functions.

Applications of Differentials: Students will use linearization to estimate functional

values and use Newton’s method for finding roots. Students will also read Cauchy’s
lectures on the differential and averages.

3
 Calculus I
Grade 11

Spring Semester

Graphing Functions: Students will graph functions by using derivatives to find

minima, maxima, asymptotes, intervals of increase and decrease, concavity, and end
behavior.

Applications of Derivatives: Students will use derivatives to solve related rates

and optimization problems.

The Mean Value Theorem: Students will learn the Mean Value Theorem and its
important corollaries and study Cauchy’s lecture on the theorem.

Anti-derivatives: Students will use anti-derivatives to solve initial value problems.

Integrals and Riemann Sums: Students will learn the formal definition of the
definite integral using Riemann sums. Student will learn the basic properties of the
integral and use them to find more complicated integrals. Students will also study
Cauchy’s lecture on the definite integral. Students will also study numerical
methods for evaluating integrals. Students will use the integral to find the area
under a curve, the area between curves, and the average value of a function.

The Mean Value Theorem for Integrals: Students will read Cauchy’s lecture on
the Mean Value Theorem for Integrals.

The Fundamental Theorem of Calculus: After studying the two basic problems of
Calculus (slope of a tangent line and area under a curve), students will discover that
they are related in the Fundamental Theorem of Calculus. Students will read
Cauchy’s lecture on the Fundamental Theorem.

Integration Techniques: Students will learn about the indefinite integral and
various techniques for evaluating integrals with a focus on substitution.

4
 Calculus I
Grade 11

Pacing Guide

The pacing guide for Calculus I is broken up roughly into weeks. However, there are
a number of days listed by each section that may be more helpful than the weekly
alignment. Space has been made in each week to accommodate room for quizzes,
tests, and days off of school. Each quarter carries roughly 37 days.

A Note on the Attachments

This guide carries two attachments with it. The first is the student workbook.
These are not homework problems. Rather, after the teacher delivers 10–15
minutes of instruction, students work on these problems in class and in groups
while the teacher walks around dialoging with the students on their progress.
There is a set for each day.

This guide also contains a rough sketch of homework assignments for the various
sections in the textbook. This is a starting point for teachers, but depending on
when the section falls during the week and the adjustments to the pacing, these
assignments may need to be altered.

NB. The following guide is subject to slight revisions based on the year. It is intended
to give a rough sketch of what is covered in each quarter. All teachers understand that
these things are malleable to a certain extent. Major assignments and assessments are
included.

Alignment to the Texas state-mandated curriculum standards, the Texas Essential

Knowledge and Skills or TEKS, is noted in this document. This course is coded as
Independent Study in Mathematics for the first year (with Calculus II being
Independent Study in Mathematics for the second year—TAC Part II: TEA §111.45.c,
abbreviated as IS). As such, the only TEKS are the mathematical process (IS.1.A,
IS.1.B, IS.1.C, IS.1.D, IS.1.E, IS.1.F, IS.1.G). As with all GreatHearts mathematics
courses, these process standards are held in high esteem and woven throughout the
lessons rather than taught as isolated skills.

5
 Calculus I
Grade 11

First Quarter

Week 1
Introduction to Class – Two Fundamental Problems of The Calculus 2 days

Week 2
Introduction to Limits (§ 2.1) 5 days

Week 3
Properties of Limits Involving Infinity (§ 2.2) 4 days

Week 4
Isaac Newton’s Binomial Theorem 2 days
Sandwich Theorem (§ 2.3) 4 days

Week 5
Sandwich Theorem (Continued)
Cauchy’s Lecture One (Limit & Infinitesimal) 3 days

Week 6
Continuity & Intermediate Value Theorem (§ 2.4) 4 days

Week 7
Cauchy’s Lecture Two (Continuous Functions) 1 day
Formal Definition of the Limit & δ – ε Proofs (§ 2.5) 6 days

6
 Calculus I
Grade 11

Week 8
Formal Definition of the Limit & δ – ε Proofs (Continued)
Cauchy’s Note III (Intermediate Value Theorem) 2 days

Week 9
Formal Definition of the Derivative (§ 3.1) 4 days

7
 Calculus I
Grade 11

Second Quarter

Week 1
Differentiation Rules (§ 3.2) 6 days

Week 2
Differentiation Rules (Continued)
Kinematic Applications of the Derivative (§ 3.3) 2 days

Week 3
Derivatives of Trigonometric Functions (§ 3.4) 4 days

Week 4
Chain Rule (§ 3.5) 4 days

Week 5
Cauchy’s Lecture 3 (Derivative & Chain Rule) 3 days

Week 6
Implicit Differentiation (§ 3.6) 4 days

Week 7
Linearization & Applications of Differentials (§ 3.7) 4 days

Week 8
Cauchy’s Lecture 4 (Differential) 1 day
Newton’s Method for Root Finding (§ 3.8) 3 days

8
 Calculus I
Grade 11

Week 9
Cauchy’s Note II (Averages Preliminaries) 2 days
End of Semester Review 4 days

9
 Calculus I
Grade 11

Third Quarter

Week 1
Minima, Maxima, Increasing, and Decreasing Properties of Functions
from the First Derivative & Extreme Value Theorem (§ 4.2) 5 days

Week 2
Graphing Functions from First and Second Derivatives (§ 4.3) 5 days

Week 3
Related Rates Application of the Derivative (§ 4.1) 5 days

Week 4
Optimization Application of the Derivative (§ 4.5) 5 days

Week 5
Mean Value Theorem for Derivatives & Important Corollaries (§ 4.6) 5 days

Week 6
Catch up on § 4.2 – § 4.6
(Each had five days, and quizzes will likely push this to another week.)

Week 7
Cauchy’s Lecture 7 (Mean Value Theorem for Derivatives) 3 days

Week 8
Anti-Derivatives, Differential Equations, & Initial Value Problems (§ 4.7) 4 days

Week 9
Sigma Summation Notation & Finite Sum Review (§ 5.1) 2 days
Definition of the Riemann Definite Integral (§ 5.2) 3 days

10
 Calculus I
Grade 11

Fourth Quarter

Week 1
Definition of the Riemann Definite Integral Revisited (§ 5.2) 2 days
Cauchy’s Lecture 21 (Definite Integral) 2 days

Week 2
Properties of the Riemann Definite Integral & Mean Value Theorem for Definite
Integrals (§ 5.3) 5 days

Week 3
Properties of the Riemann Definite Integral & Mean Value Theorem for Definite
Integrals (Continued)
Cauchy’s Lecture 22 (Mean Value Theorem for Definite Integrals) 2 days

Week 4
Fundamental Theorem of Calculus (§ 5.4) 5 days

Week 5
Indefinite Integrals (§ 5.5) 5 days

Week 6
Integration by Substitution Method (§ 5.6) 5 days

Week 7
Numerical Integration Methods (§ 5.7) 4 days

Week 8
Cauchy’s Lecture 26 (Fundamental Theorem of Calculus) 3 days

Week 9
End of Semester Review 4 days

11
 2015 - 2016
Honors Calculus I
Workbook

e
 7

Calculus I Homework Assignments – Set I

Chandler Preparatory Academy
Dr. Cates

HW Assignment #0
Send me an email with your full name in the SUBJECT line.
Include the statement: “I read the class syllabus carefully!” within the email.

HW Assignment #1
Read and complete “Right Triangle Trigonometry & the Pythagorean Theorem” in workbook.
Read “The Function” in workbook.
Problems 1, 3, 4, 5, 6, 8, 9, 10, 11, 12 from “Initial Review Worksheet I” in workbook.
(Turn in on a separate sheet of paper and do not remove worksheet from workbook.)

HW Assignment #2
Problems 2, 3, 6, 8, 9, 10, 11, 12 from “Initial Review Worksheet II” in workbook.
(Turn in on a separate sheet of paper and do not remove worksheet from workbook.)

HW Assignment #3
Problems 1, 5, 6, 7, 8, 9, 10, 12, 14, 18, 20, 21, 23 from “Initial Review Worksheet III.”
(Turn in on a separate sheet of paper and do not remove worksheet from workbook.)

HW Assignment #4
2.1: 5, 6, 13, 14, 15, 17, 18, 20, 21, 22, 26, 33, 38, 42.
Read “The Limit” in workbook.

HW Assignment #5
2.1: 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 68, 69, 73.

HW Assignment #6
2.2: 1, 6, 9, 14, 17, 18, 21, 22, 25, 26, 29, 34, 38, 41.
Read “Algebra of Limits Theorem” in workbook.

HW Assignment #7
2.2: 46, 53, 56, 57, 59, 62, 65, 66, 72.

HW Assignment #8
Complete “Newton’s Binomial Theorem” Worksheet (do not remove worksheet from workbook).
Turn in Problems 1(a)(b)(c), 2(a)(b), 3(a)(b), 5 on a separate sheet of paper.

HW Assignment #9
Read and complete “Sandwich Theorem” in workbook (do not remove worksheet from workbook).

HW Assignment #10
2.3: 1, 6, 9, 10, 13, 14, 17, 21, 22, 23.
2.3.A. Formally prove limA!0 sin A = 0.
2.3.B. Formally prove limA!0 cos A = 1.

HW Assignment #11
2.3: 25, 28, 31, 33, 35, 37, 38, 39, 42, 43, 46.
2.3.C. Formally prove limA!0 sinAA = 1.
sin A
2.3.D. Formally prove limA!1 A = 0.
8

Calculus I Homework Assignments – Set I (page 2)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #12
Read “Cauchy Biography” in workbook.

HW Assignment #13
Problems 1, 2, 3, 4, 6, 14 from “Cauchy Lecture One” Worksheet.
(Turn in on a separate sheet of paper and do not remove worksheet from workbook.)

HW Assignment #14
2.4: 6, 7, 13, 14, 16, 18, 19, 22, 23, 26, 31, 32.
2.4.A. In your own words, what does it mean for a function to be continuous at a point?
2.4.B. State the Extreme Value Theorem.
2.4.C. State the Intermediate Value Theorem.

HW Assignment #15
2.4: 34, 38, 39, 42, 50, 57.
2.4.D. What is the di↵erence between the intermediate value property and the
Intermediate Value Theorem?
2.4.E. Is it possible for a function to have the intermediate value property without being continuous?
Explain.
2.4.F. What is the name of the theorem being used to answer Problem 2.4.42?
2.4.G. Consider Problem 2.4.49. The author asks to explain why the equation f (x) = 0 has at least
one solution between x = 0 and x = 1. Explain why the author is wrong and show with a simple
diagram how it is possible for f (x) = 0 to NOT have a solution.
Read and complete “Continuity” in workbook.

HW Assignment #16
2.4: 35, 43, 47, 52, 55, 56.
2.4.H. Is it possible for a function that is continuous on an interval to not have the intermediate
value property? Explain.
2.4.I. Explain the di↵erences between the three distinct mathematical terms: (1) continuous at a point,
(2) continuous on an interval, and (3) a continuous function.
Read “Algebra of Continuous Functions Theorem” in workbook.
Read “Preservation of Limits Theorem” in workbook.

HW Assignment #17
Problems 1, 2, 7, 8, 11 from “Cauchy Lecture Two” Worksheet.
(Turn in on a separate sheet of paper and do not remove worksheet from workbook.)

HW Assignment #18
Read and complete “Extreme Value Theorem” in workbook.
Read and complete “Intermediate Value Theorem” in workbook.
Read and complete “Limit Definition” in workbook.
2.5.A. State the formal definition of the limit.
 9

Calculus I Homework Assignments – Set I (page 3)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #19
2.5.B. Suppose f (x) = 2x 4 and c = 3. Answer the following questions:
(a) What is L = limx!c f (x) in this case?
(b) If the stranger challenges us with a tolerance of " = 0.1, what is the maximum we must choose
to ensure f (x) L < " for any x which satisfies the condition 0 < |x c| < ?
(c) Repeat (b) if the stranger challenges us with a tolerance of " = 0.01 instead.
2.5.C. Suppose g(x) = x2 + 1 and c = 4. Answer the following questions:
(a) What is L = limx!c f (x) in this case?
(b) If the stranger challenges us with a tolerance of " = 0.2, what is the maximum we must choose
to ensure f (x) L < " for any x which satisfies the condition 0 < |x c| < ?
p
2.5.D. Suppose h(x) = x and c = 1. Answer the following questions:
(a) What is L = limx!c f (x) in this case?
(b) If the stranger challenges us with a tolerance of " = 0.5, what is the maximum we must choose
to ensure f (x) L < " for any x which satisfies the condition 0 < |x c| < ?
2.5.E. Suppose j(x) = 1/x and c = 3. Answer the following questions:
(a) What is L = limx!c f (x) in this case?
(b) If the stranger challenges us with a tolerance of " = 0.1, what is the maximum we must choose
to ensure f (x) L < " for any x which satisfies the condition 0 < |x c| < ?

If you truly want to understand calculus, go back and carefully reread “The Limit” in workbook.

HW Assignment #20
2.5.F. Formally prove limx!a f + g (x) = limx!a f (x) + limx!a g(x).
2.5.G. Rigorously show (this means that you need to use a " proof ) that
lim (3x + 5) = 11.
x!2

2.5.H. Rigorously show that

lim (3x2 5) = 2.
x!1
2.5.I. Using the formal concept of the limit, define continuity at a point in terms of a limit.
Note: Your answer will have ’s and "’s in it.

HW Assignment #21
2.5.J. Rigorously show that ✓ ◆
1 1
lim = .
x!3 x 3

2.5.K. Formally prove the Sandwich Theorem.

HW Assignment #22
Read “Cauchy Note III” pages 190-192 (ignore all Scholiums and Corollary I ).

HW Assignment #23
Complete “Cauchy Note III” Worksheet (do not remove worksheet from workbook).
Turn in Problems 1, 3, 6, 7, 9, 10, 17, 18, 19 on a separate sheet of paper.
10

Calculus I Homework Assignments – Set I (page 4)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #24
3.1: 3, 5, 6, 10, 13, 17, 20, 21, 24, 28, 34.
3.1.A. State the formal definition of the derivative.
Read “Derivative” in workbook.

HW Assignment #25
3.1: 35, 38, 39, 40, 41, 42, 43, 46, 49, 50, 51.
3.1.B. Prove that if a function is di↵erentiable at a point, x = c, then it must be continuous there.
Read “Algebra of Di↵erentiable Functions Theorem” in workbook.

HW Assignment #26 (Chapter 2 Review)

2.Practice: 14, 19, 21, 25, 31, 34, 35, 39, 47 (answer YES or NO), 51, 55, 57, 60, 61, 63, 65, 67 (answer
in book is incorrect), 69.
2.Review.A. State the definitions of the limit, continuity at a point, continuity over an interval,
and a continuous function to yourself.
2.Review.B. Explain what the intermediate value property is to your Mom.
2.Review.C. State the Extreme Value Theorem, the Sandwich Theorem, the Algebra of Limits Theorem,
the Preservation of Limits Theorem, the Intermediate Value Theorem.
2.Review.D. Be able to rigorously prove a limit exists.

Extra Credit Opportunity

Provide a rigorous proof of the Triangle Inequality: |a + b|  |a| + |b|, 8 a, b 2 R.

Extra Credit Opportunity

Provide a clear and complete explanation for how Cauchy derives e in his first lecture.
Complete “Cauchy Lecture One” Worksheet (do not remove worksheet from workbook).
Turn in Problems 5, 7, 8, 9, 10, 11, 12, 13 on a separate sheet of paper.

Fall Break
 11

Calculus I Homework Assignments – Set II

Chandler Preparatory Academy
Dr. Cates

HW Assignment #30
3.2: 2, 3, 6, 7, 10, 11, 14, 15, 18, 19, 22, 24, 28, 29, 32.
0
3.2.A. Using the definition of the derivative, prove f g (x) = f 0 (x) g 0 (x).

HW Assignment #31
3.2: 33, 38, 42, 43, 46, 47, 51 (Hint: Don’t use the Product or Quotient Rule!), 54, 55, 59, 60.
3.2.B. Using the definition of the derivative, provide a formal proof for
d d
k · f (x) = k · f (x).
dx dx

HW Assignment #32
Complete Worksheet 3.2 III. Do not remove pages from workbook.
Turn in your solutions for Problems 1, 3, 5, 7, 10 on a separate sheet of paper.

HW Assignment #33
3.2: 61, 66, 67, 68, 69, 70, 71.

HW Assignment #34
3.3: 12, 14, 16, 19, 21, 23, 24, 29, 30, 31, 32.

HW Assignment #35
3.4: 2, 3, 6, 7, 10, 11, 14, 15, 18, 19, 22, 23, 26, 27, 30.
3.4.A. Using the definition of the derivative, derive the expression for the derivative of sin x.

HW Assignment #36
3.4: 38, 39, 41, 44, 45, 46, 49, 56, 57, 58.

HW Assignment #37
3.5: 4, 5, 8, 9, 12, 13, 16, 17, 20, 21.
3.5.A. Formally state the Chain Rule.

HW Assignment #38
3.5: 24, 25, 28, 29, 32, 33, 36, 37, 40, 41, 44, 45, 48, 49.

HW Assignment #39
3.5: 52, 53, 56, 57, 60, 61, 64, 65, 68, 75, 83, 84.

HW Assignment #40
Complete “Cauchy Lecture Three” Worksheet – selected problems (do not remove from workbook).
Turn in Problems 1, 4, 5, 6, 8(b), 9(a) on a separate sheet of paper.

HW Assignment #41
3.6: 2, 3, 6, 7, 10, 11, 14, 15, 18, 19, 22, 23, 26, 27, 30, 31, 34.

HW Assignment #42
3.6: 35, 38, 39, 42, 43, 46, 47, 50, 51, 54, 55, 58.
12

Calculus I Homework Assignments – Set II (page 2)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #43
3.7: 2, 3, 6, 14, 18, 19, 22, 26, 27, 31, 32, 35.
3.7.A. What is the general definition for the di↵erential of y?
3.7.B. How is the di↵erential di↵erent from the derivative?

HW Assignment #44
Read “Cauchy Lecture Four” to “When we suppose . . . ” (starts with beta).

HW Assignment #45
Complete “Cauchy Lecture Four” Worksheet (do not remove worksheet from workbook).
Turn in Problems 1, 2, 3, 5(d), 5(e) on a separate sheet of paper.

HW Assignment #46
3.7: 36, 38, 39, 43, 49, 50, 51, 53, 54, 60, 61, 62, 64.
3.7.C. Derive the expression, L(x), for the linearization of the function f about the point x = a.
Read and complete “Linearization” in workbook.
Read and complete “Di↵erential” in workbook.

HW Assignment #47
Complete “Newton’s Method” Worksheet (do not remove worksheet from workbook).
Turn in Problems 9, 10 on a separate sheet of paper.

HW Assignment #48
Read “Cauchy Note II.”

HW Assignment #49
Complete “Cauchy Note II” Worksheet (do not remove worksheet from workbook).
Turn in Problems 1, 2, 3, 4, 5, 6, 7 on a separate sheet of paper.

HW Assignment #50
Complete “Limits & Continuity Review” Worksheets (do not remove worksheet from workbook).
Turn in Problems T.B.D. on a separate sheet of paper.
Complete “Di↵erentiation Review” Worksheets (do not remove worksheet from workbook).
Turn in Problems T.B.D. on a separate sheet of paper.

Extra Credit Opportunity

Provide a clear and complete explanation for how Cauchy derives each of his derivative examples in
Lecture 3. Of most interest are his derivatives of the more complicated functions in the latter half
of the lecture.

Extra Credit Opportunity

Complete and turn in (on a separate sheet of paper) “Viète’s Formula” worksheet.

Extra Credit Opportunity

Read, understand, and complete the “Bouncing Ball Challenge” described in the workbook. This would
be a particularly fun project to pursue during your break with family. What could be more fun than
discussing infinity with your parents and grandparents?

Winter Break
 13

Calculus I Homework Assignments – Set III

Chandler Preparatory Academy
Dr. Cates

HW Assignment #51
4.2: 3, 6, 7, 10, 14, 18, 24, 27, 28, 34, 35.
4.2.A. (a) What are critical points? (b) Where do they occur?
4.2.B. Are end points critical points?
4.2.C. What do we (and most of the mathematical community) call the author’s Theorem 1?

HW Assignment #52
4.2: 38, 42, 47, 51, 55, 59, 63, 67(a), 75, 77, 79.
4.2.D. State the First Derivative Theorem for Local Extreme Values.

HW Assignment #53
4.3: 2, 6, 10, 13, 15, 19, 25, 29.
4.3.A. State the Second Derivative Test for Local Extreme Vales.
4.3.B. What is the di↵erence between a critical point and an inflection point?

HW Assignment #54
4.3: 31, 45, 47, 59, 67, 75, 77.

HW Assignment #55
4.3.C. Prove that if f 0 (x) > 0 for all values of x on an interval, then f is increasing on the interval.
Read “Important Derivative Theorems” in workbook.

HW Assignment #56 – Extra Credit Opportunity

4.4: 2, 3, 7, 9, 33, 39, 40.

HW Assignment #57
4.1: 2, 3, 7, 10.

HW Assignment #58
4.1: 11, 14, 15, 18, 19.

HW Assignment #59
4.1: 22, 23, 27, 30, 31.

HW Assignment #60
4.5: 1, 2, 4, 7, 10, 13, 16, 22, 23.

HW Assignment #61
4.5: 25, 28(a), 31(a), 34, 35, 42.
(Hint for #28: Picture a long log of diameter 12 inches with a rectangle of “width,”w,
and “depth,”D, in the circular cross-section of the log.)

HW Assignment #62
4.1: 12(a)(b), 13, 17, 20, and Complete Worksheet 4.1 II (do not remove worksheet from workbook).
4.5: 19(a), 47, 48, and Complete Worksheet 4.5 II (do not remove worksheet from workbook).
4.Practice: 9, 17, 56, 62.
14

Calculus I Homework Assignments – Set III (page 2)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #63
4.6: 1, 2, 4, 5, 6, 8, 9, 11, 13, 16, 17.
4.6.A. Prove Rolle’s Theorem.
Read and complete “Mean Value Theorem” in workbook.

HW Assignment #64
4.6: 24, 25, 26, 27, 28, 31, 32.
4.6.B. Prove the Mean Value Theorem for Derivatives.

HW Assignment #65
4.6: 33, 34.
4.6.C. Using the Mean Value Theorem, prove that if f 0 (x) < 0 for all x on an interval,
then f is decreasing on the interval.
Read “Mean Value Theorem Corollaries” in workbook.

HW Assignment #66
Read “Cauchy Lecture Seven” (Start with paragraph on page 23 that begins “We now make known . . . .”
Read to equation (6) on page 24).

HW Assignment #67
Start “Cauchy Lecture Seven” Worksheet (do not remove worksheet from workbook).
Turn in Problems 1, 2, 3, 4, 5 on a separate sheet of paper.

HW Assignment #68
Complete “Cauchy Lecture Seven” Worksheet (do not remove worksheet from workbook).
Turn in Problems 6, 7, 8, 10, 12, 13, 14 on a separate sheet of paper.

HW Assignment #69
4.7: 2, 5, 8, 11, 14, 17, 20, 21, 24, 27, 30, 33.

HW Assignment #70
4.7: 36, 37, 40, 43, 48, 51, 59, 60, 64.

HW Assignment #71
Read “Sigma Notation Review” in workbook.

HW Assignment #72
5.1.A. Given f (x) = x3 on [0, 2], partition the interval into 4 equal subintervals and evaluate f
at the mid-point of each subinterval to estimate the area under the curve.
5.1.B. Given g(x) = 1/x on [1, 9], partition the interval into 4 equal subintervals and evaluate g
at the mid-point of each subinterval to estimate the area under the curve.
p
5.1.C. Given h(t) = 1 1 t2 on [ 1, 1], partition the interval into 4 equal subintervals and evaluate
h at the mid-point of each subinterval to estimate the area under the curve.
 15

Calculus I Homework Assignments – Set III (page 3)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #73
5.2: 1, 4, 7, 10, 16.
5.2.A. What is
n
X
k?
k=1
5.2.B. What is
n
X
k2 ?
k=1
5.2.C. What is
n
X
k3 ?
k=1
5.2.D. What is
12
X
(3k 2 + 2k + 5)?
k=1

Extra Credit Opportunity

Complete “Newton’s Method of Least Squares” Worksheet (do not remove worksheet from workbook).
Turn in your derivation of the Least Squares formula and your worksheet results on a separate
sheet of paper with a reasonably accurate plot.

Spring Break
16

Calculus I Homework Assignments – Set IV

Chandler Preparatory Academy
Dr. Cates

HW Assignment #80
5.2: 32, 35, 38, 41, 52, 59, 60, 70.

HW Assignment #81
5.2.E. Partition the interval [0, 5] into ten equal sub-intervals.
(a) What is P ?
(b) What is the norm of P ?
(c) If the marking is chosen to be the left-hand point of each sub-interval, what is c5 ?
(d) What is the seventh sub-interval?
5.2.F. Using the Riemann definite integral definition, find
Z 5
(2x + 4) dx.
0

Read “Riemann Definite Integral Introduction” and “Riemann Definite Integral Definition” in workbook.
Read and complete “Building Block Integrals” in workbook.

HW Assignment #82
5.2: 62, 63, 66, 67, 69, 72. Hint: In Problem 63, find the area between the two curves y = 1 and y = x2 .

HW Assignment #83
Read “Cauchy Lecture Twenty-One.”
Be aware that the Corollary of Theorem III from the Preliminaries of Analysis Course
which Cauchy references on page 81 is the very same result we proved earlier as the
Corollary III of Theorem XII from Note II of Analysis Course!

HW Assignment #84
Complete “Cauchy Lecture Twenty-One” Worksheet (do not remove worksheet from workbook).
Turn in Problems 1 through 15 on a separate sheet of paper.

HW Assignment #85
5.3: 1, 4, 7, 10, 13, 16, 17, 18, 19, 28, 31, 34.
Read “Algebra of Integrable Functions and Definite Integral Properties” in workbook.

HW Assignment #86
5.3: 35, 38, 39, 40 (at the same value of x), 41, 43, 46.
5.3.A. Prove the Mean Value Theorem for Definite Integrals.
Read and complete “Mean Value Theorem for Definite Integrals” in workbook.

HW Assignment #87
5.2.G. Is the Riemann definite integral defined to be the sum of the areas of small rectangles? Explain.
5.2.H. Using the Riemann definition, find
Z 3
3x2 dx.
0

5.2.I. Using the Riemann definition, find

Z b
x3 dx.
0
 17

Calculus I Homework Assignments – Set IV (page 2)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #88
5.4: 1, 4, 7, 10, 13, 16, 19, 22, 23, 31, 37.
5.4.A. Prove the Fundamental Theorem of Calculus, Part I.
Read and complete “Integrals are Continuous Theorem” in workbook.

HW Assignment #89
5.4: 40, 43, 46, 49, 52, 53, 54(a)(b)(c), 58, 67 (author’s equation is incorrect).
5.4.B. Prove the Fundamental Theorem of Calculus, Part II.
5.4.C. Many mathematicians such as Fermat, Cavalieri, Wallis, and Barrow had demonstrated
that problems such as finding volumes, areas, and arc lengths were all solved with a single
operation called integration. Likewise, problems such as finding the tangents to curves, and
locating minimums & maximums were all solved with another single operation called
di↵erentiation. These mathematicians all lived and showed their results well before Newton
and Leibniz. Explain then, why Newton and Leibniz are credited with inventing the calculus
and not these other talented mathematicians?

HW Assignment #90
Complete “Cauchy Lecture Twenty-Two” Worksheet (do not remove worksheet from workbook).
Turn in Problems 2, 3, 5, 7, 8, 9, 11 on a separate sheet of paper.

HW Assignment #91
5.4: 72, 74.
5.5: 1, 6, 11, 14, 16, 17, 22, 24, 26, 29.
Read and complete “Fundamental Theorem of Calculus” in workbook.

HW Assignment #92
5.5: 30, 31, 36, 41, 46, 48, 51, 61.

HW Assignment #93
5.6: 1, 3, 6, 11, 16, 17, 20, 21, 26, 31, 36, 41.

HW Assignment #94
5.6: 46, 48, 51, 56, 58, 64, 65, 68, 69, 73.

HW Assignment #95
Read “Cauchy Lecture Twenty-Six.”

HW Assignment #95 Alternate

Read “Bouncing Ball Challenge.”

HW Assignment #95 Alternate

Review “Least Squares” Worksheet.

HW Assignment #95 Alternate

Reread “Cauchy Lecture One,” paying particular attention to his second difficult limit example.
18

Calculus I Homework Assignments – Set IV (page 3)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #96
Complete “Cauchy Lecture Twenty-Six” Worksheet (do not remove worksheet from workbook).
Turn in Problems 1, 2, 3, 4, 5, 6, 7, 8, 9, 15 on a separate sheet of paper.

HW Assignment #96 Alternate

Complete “Bouncing Ball Challege.”
Turn in work on a separate sheet of paper.

HW Assignment #96 Alternate

Complete “Least Squares” Worksheet (do not remove worksheet from workbook).
Turn in Problems 1, 2, 3, 4 on a separate sheet of paper.

HW Assignment #96 Alternate

Complete “Cauchy Lecture One” Worksheet (do not remove worksheet from workbook).
Turn in Problems 5, 7, 8, 9, 10, 11, 12, 13 on a separate sheet of paper.

HW Assignment #97
5.7: 5, 8, 11 (In these three problems, estimate the integral using the Trapezoidal Rule
& Simpson’s Rule for n = 8. Find the exact value. Compare. You may want to create
a quick Excel worksheet to simplify these solutions).

HW Assignment #98
Complete “Numerical Integration” Worksheet (5.7 I) (do not remove from workbook).
Turn in Problems 5, 6, 7 on a separate sheet of paper.

HW Assignment #99
Complete “Main Theorems Review” Worksheets (do not remove from workbook).
Turn in Problems T.B.D. on a separate sheet of paper.

HW Assignment #100
Complete “Limits and Continuity Review” Worksheets (do not remove from workbook).
Turn in Problems T.B.D. on a separate sheet of paper.

HW Assignment #101
Complete “Di↵erentiation Review” Worksheets (do not remove from workbook).
Turn in Problems T.B.D. on a separate sheet of paper.

HW Assignment #102
Complete “Derivative Application Review” Worksheets (do not remove from workbook).
Turn in Problems T.B.D. on a separate sheet of paper.

HW Assignment #103
Complete “Integration Review” Worksheets (do not remove from workbook).
Turn in Problems T.B.D. on a separate sheet of paper.

Summer Break
 11

Calculus I Homework Assignments – Set II

Chandler Preparatory Academy
Dr. Cates

HW Assignment #30
3.2: 2, 3, 6, 7, 10, 11, 14, 15, 18, 19, 22, 24, 28, 29, 32.
0
3.2.A. Using the definition of the derivative, prove f g (x) = f 0 (x) g 0 (x).

HW Assignment #31
3.2: 33, 38, 42, 43, 46, 47, 51 (Hint: Don’t use the Product or Quotient Rule!), 54, 55, 59, 60.
3.2.B. Using the definition of the derivative, provide a formal proof for
d d
k · f (x) = k · f (x).
dx dx

HW Assignment #32
Complete Worksheet 3.2 III. Do not remove pages from workbook.
Turn in your solutions for Problems 1, 3, 5, 7, 10 on a separate sheet of paper.

HW Assignment #33
3.2: 61, 66, 67, 68, 69, 70, 71.

HW Assignment #34
3.3: 12, 14, 16, 19, 21, 23, 24, 29, 30, 31, 32.

HW Assignment #35
3.4: 2, 3, 6, 7, 10, 11, 14, 15, 18, 19, 22, 23, 26, 27, 30.
3.4.A. Using the definition of the derivative, derive the expression for the derivative of sin x.

HW Assignment #36
3.4: 38, 39, 41, 44, 45, 46, 49, 56, 57, 58.

HW Assignment #37
3.5: 4, 5, 8, 9, 12, 13, 16, 17, 20, 21.
3.5.A. Formally state the Chain Rule.

HW Assignment #38
3.5: 24, 25, 28, 29, 32, 33, 36, 37, 40, 41, 44, 45, 48, 49.

HW Assignment #39
3.5: 52, 53, 56, 57, 60, 61, 64, 65, 68, 75, 83, 84.

HW Assignment #40
Complete “Cauchy Lecture Three” Worksheet – selected problems (do not remove from workbook).
Turn in Problems 1, 4, 5, 6, 8(b), 9(a) on a separate sheet of paper.

HW Assignment #41
3.6: 2, 3, 6, 7, 10, 11, 14, 15, 18, 19, 22, 23, 26, 27, 30, 31, 34.

HW Assignment #42
3.6: 35, 38, 39, 42, 43, 46, 47, 50, 51, 54, 55, 58.
16

Calculus I Worksheet – The Function

Dr. Cates 2015 – 2016

There are really a very small number of concepts that are central to an understanding and use of the
calculus. One of these concepts is that of the function. The function concept was not fully developed until
well into the 18th century. Leonhard Euler can be credited with much of its modern day usage. Interestingly,
the foundational work of René Descartes, Pierre de Fermat, Isaac Newton, Gottfried Leibniz, and others was
accomplished before this concept was in place. Today, a function is simply a relation between two variables,
normally identified as x and y. If every value of x is associated with exactly one value of y, then y is said
to be a function of x. We generally use x to denote the independent variable and y the dependent variable.
We often refer to the function with the notation f (x). Hence, y = f (x). Both representations, y and f (x),
are referring to the same thing.

Suppose we have a function of this type, y = f (x). The values of x which can be used in f (x) are called
the domain of the function. The resultant y values are called the range. As an example, the domain of
y = x2 + 2 is all the real values (we will write this as x 2 R) and the range is all the real values greater
than or equal to 2 (written as y 2). Many times the domain of a function is not explicitly stated. In
these cases, the domain of the function shall be understood to be the set of x values for which the function
is defined and for which the function makes sense.

p
An explicit function is one in which y can be written directly in terms of x. As an example, y = x3 + sin x
is an explicit function. An implicit function is one in which y is not written directly in terms of x. An
p
example of an implicit function is x2 · y + y 3 x · y = 4x + 2xy . In both cases a curve is described for the
x and y values which satisfy the relations.

Functions can depend on more than one variable (e.g. the volume of a cylinder is a function of its height and
of its radius). In addition, a function can also depend upon variables which are complex (i.e. variables with
a real and an imaginary component). However, for the next two years in our study of the calculus, we will
usually restrict ourselves to functions of a single, real variable. This results in the study of what is referred
to as single variable, real analysis.

Although the concept of the function can be thought of more generally, we will restrict our interpreta-
tion of a function to be a relation between x and y generally describing a continuous or piecewise change
through some sort of mathematical equation.
 17

Calculus I Worksheet – Initial Review I

Dr. Cates 2015 – 2016

1) Find the equation of the line through the points (4, 3) and (2, 1). Write the equation in
standard slope y-intercept form.

2) Solve the following equation for x: 2x = 3x 1

.

p
3) Find all real solutions of the following equation: x+5=x 1.

p
4) Determine the domain and range of the following real function: f (t) = 4 t2 .

5) Determine f · f (x) and f f (x) for the following function: f (x) = (x 1)2 .

6) Determine the inverse of the following function: k(x) = x + 1.

7) Analyze the function below. List its vertical asymptotes, horizontal asymptotes, and holes (if any
of these exist). Then sketch an approximate graph of the function showing important points.
3x
h(x) =
x 1

8) Show that f and g are inverses of each other:

x
f (x) = 2x 6 and g(x) = +3
2
18

Calculus I Worksheet – Initial Review I (page 2)

Dr. Cates 2015 – 2016

9) Solve the following equation for x: ln (2x + 1) ln (x 2) = 1.

10) Suppose f (1) = 3, f (2) = 5, f (3) = 1, f (4) = 2, and f (5) = 3. Find:

(a) f f (1)
Hint: f f (1) = f f (1)

(b) f f (2)

(c) f f (3)

(d) f f (4)

(e) f f (5)

11) Determine whether the functions below are even, odd, or neither. Recall that a function is even
i↵ f ( t) = f (t) and that a function is odd i↵ f ( t) = f (t) for any t.

(a) f (t) = t sin t

(b) f (t) = t + tan t

12) The terminal side of an angle of t radians is in the 4th quadrant and defined by the line y = 3x.
Given this situation, find:

(a) sin t

(b) cos t

(c) tan t
14

Calculus I Homework Assignments – Set III (page 2)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #63
4.6: 1, 2, 4, 5, 6, 8, 9, 11, 13, 16, 17.
4.6.A. Prove Rolle’s Theorem.
Read and complete “Mean Value Theorem” in workbook.

HW Assignment #64
4.6: 24, 25, 26, 27, 28, 31, 32.
4.6.B. Prove the Mean Value Theorem for Derivatives.

HW Assignment #65
4.6: 33, 34.
4.6.C. Using the Mean Value Theorem, prove that if f 0 (x) < 0 for all x on an interval,
then f is decreasing on the interval.
Read “Mean Value Theorem Corollaries” in workbook.

HW Assignment #66
Read “Cauchy Lecture Seven” (Start with paragraph on page 23 that begins “We now make known . . . .”
Read to equation (6) on page 24).

HW Assignment #67
Start “Cauchy Lecture Seven” Worksheet (do not remove worksheet from workbook).
Turn in Problems 1, 2, 3, 4, 5 on a separate sheet of paper.

HW Assignment #68
Complete “Cauchy Lecture Seven” Worksheet (do not remove worksheet from workbook).
Turn in Problems 6, 7, 8, 10, 12, 13, 14 on a separate sheet of paper.

HW Assignment #69
4.7: 2, 5, 8, 11, 14, 17, 20, 21, 24, 27, 30, 33.

HW Assignment #70
4.7: 36, 37, 40, 43, 48, 51, 59, 60, 64.

HW Assignment #71
Read “Sigma Notation Review” in workbook.

HW Assignment #72
5.1.A. Given f (x) = x3 on [0, 2], partition the interval into 4 equal subintervals and evaluate f
at the mid-point of each subinterval to estimate the area under the curve.
5.1.B. Given g(x) = 1/x on [1, 9], partition the interval into 4 equal subintervals and evaluate g
at the mid-point of each subinterval to estimate the area under the curve.
p
5.1.C. Given h(t) = 1 1 t2 on [ 1, 1], partition the interval into 4 equal subintervals and evaluate
h at the mid-point of each subinterval to estimate the area under the curve.
20

Calculus I Worksheet – Initial Review II

Dr. Cates 2015 – 2016

1) Let sin t = 35 . Use identities (state them) to find the following values.

(a) sin (2⇡ t)

(b) cos t

(c) sin (t + 10⇡)

⇣ ⌘
⇡
2) Express sin 2 + sin 0 + cos 0 as a single real number.

⇡ 5
3) If 2 < t < ⇡ and sin t = 13 , then what is cos t?

2
4) Sketch one cycle of f (t) = 3 sin 2t. Include important points and labels.

tan (t+⇡)
5) Simplify sin (t+2⇡) .

6) Perform the following angle conversions:

⇡
(a) Convert 10 radians into degrees.

(b) Convert 6 into radians.

7) Solve the following equation for t:

tan (t + ⇡) + 2 tan (t ⇡) 3 2 tan (t + 3⇡) 7 tan (⇡ t) = 0.
 21

Calculus I Worksheet – Initial Review II (page 2)

Dr. Cates 2015 – 2016

8) Find the following values:

1
(a) tan ( 1)

⇣ ⌘
1 ⇡
(b) cos sin 6

⇣ ⌘
1 2⇡
(c) sin sin 3

9) Simplify the following expression. Hint: common denominator.

cos 2x
sin x
cos x sin x

10) Write the following expression as an algebraic expression in v. Your answer should NOT contain
any trigonometric functions.
cos sin 1 v

11) Find all of the solutions for the following equation in the interval [0, 2⇡) : 3 sin2 x + 2 sin x = 5.
Hint: let ⇣ = sin x and solve for ⇣ first.

12) Find all of the solutions for the following equation in the interval [0, 2⇡) : tan x cos x = cos x.

13) Verify the following identity: tan2 x sin2 x = sin2 x tan2 x.

14) Verify the following identity: csc x cos x cot x = sin x.

22

Calculus I Worksheet – Initial Review III

Dr. Cates 2015 – 2016
p p
1) Find the distance between the points (2 3, 4) and ( 3, 1).

2) Find all of the solutions within the interval [0, 2⇡) to the following equation: 5 cos2 x + 6 cos x = 8.

3) Convert the following angle measurements from degrees to radians within the range of [0, 2⇡]:

(a) 90 (b) 405 (c) 150

4) Sketch a graph for y = sin x over the interval [ 2⇡, 2⇡]. Label important points.

1
5) Write an equation for the line that has a slope of 2 and a y-intercept of 3.

6) Consider the function:

1
f (x) = q .
1
x 1
(a) What is the domain of f ?

(b) What is the range of f ?

p
3
7) Find the exact solutions to sin x = 2 .

8) For what value of k is the line 2x + ky = 3 perpendicular to the line 2x + y = 1?

p
3
9) Find all of the real solutions for 5 11x = 3.

10) Given f (x) = x2 and g(x) = x + 3. (a) Find g f (x) (b) Find f g (x)

11) Find the inverse of f (x) = 3x3 5.

 17

Calculus I Homework Assignments – Set IV (page 2)

Chandler Preparatory Academy
Dr. Cates

HW Assignment #88
5.4: 1, 4, 7, 10, 13, 16, 19, 22, 23, 31, 37.
5.4.A. Prove the Fundamental Theorem of Calculus, Part I.
Read and complete “Integrals are Continuous Theorem” in workbook.

HW Assignment #89
5.4: 40, 43, 46, 49, 52, 53, 54(a)(b)(c), 58, 67 (author’s equation is incorrect).
5.4.B. Prove the Fundamental Theorem of Calculus, Part II.
5.4.C. Many mathematicians such as Fermat, Cavalieri, Wallis, and Barrow had demonstrated
that problems such as finding volumes, areas, and arc lengths were all solved with a single
operation called integration. Likewise, problems such as finding the tangents to curves, and
locating minimums & maximums were all solved with another single operation called
di↵erentiation. These mathematicians all lived and showed their results well before Newton
and Leibniz. Explain then, why Newton and Leibniz are credited with inventing the calculus
and not these other talented mathematicians?

HW Assignment #90
Complete “Cauchy Lecture Twenty-Two” Worksheet (do not remove worksheet from workbook).
Turn in Problems 2, 3, 5, 7, 8, 9, 11 on a separate sheet of paper.

HW Assignment #91
5.4: 72, 74.
5.5: 1, 6, 11, 14, 16, 17, 22, 24, 26, 29.
Read and complete “Fundamental Theorem of Calculus” in workbook.

HW Assignment #92
5.5: 30, 31, 36, 41, 46, 48, 51, 61.

HW Assignment #93
5.6: 1, 3, 6, 11, 16, 17, 20, 21, 26, 31, 36, 41.

HW Assignment #94
5.6: 46, 48, 51, 56, 58, 64, 65, 68, 69, 73.

HW Assignment #95
Read “Cauchy Lecture Twenty-Six.”

HW Assignment #95 Alternate

Read “Bouncing Ball Challenge.”

HW Assignment #95 Alternate

Review “Least Squares” Worksheet.

HW Assignment #95 Alternate

Reread “Cauchy Lecture One,” paying particular attention to his second difficult limit example.
24

Calculus I Worksheet – Initial Review III (page 3)

Dr. Cates 2015 – 2016
1 1
24) Solve the following equation for x: 0 = 32 x 2 + 12 x 2

1 1
25) Solve the following equation for x: 0 = 32 x 2 1
2x
2

1 3
26) Solve the following equation for x: 0 = 34 x 2
1
4x
2

27) Evaluate the following expressions:

(a) sin ⇡6

⇡
(b) cos 3

4⇡
(c) tan 3

28) Solve the following equations for x:

(a) cos x = 1

(b) cos (2x) = 1

1
(c) tan (4x) = 2

29) Evaluate the following expressions:

2
(a) 8 3

3
1
(b) 4
2

6
(c) 1 5

5
(d) 1 3

6
(e) 1 5

5
30) If x 6= 0 what can you say about x0 ? What can you say about the expression ( 2) 2 ?
 25

Calculus I Worksheet – The Limit

Dr. Cates 2015 – 2016

There simply is no more important a concept in the study of the calculus than that of the limit. The
modern definition of the limit is due to Augustin Cauchy in the early 19th century. The modern symbolism
was established a few decades later by Karl Weierstrass. However, many mathematicians in the 17th and
18th centuries helped build the concept. Jean-Baptiste le Rond d’Alembert is an important figure in this
time period.

To get a sense of the limit idea, it is worthwhile to think about the details surrounding an infinite pro-
cess. We consider one of the most famous of Zeno’s paradoxes dealing with a foot race between Achilles and
the tortoise. In this paradox Achilles grants the tortoise a 10 meter head start. The argument goes that
once the race begins, it takes Achilles some finite amount of time to reach the starting point of the tortoise.
But by this time the tortoise has moved forward to a new position. Now it will take Achilles another finite
amount of time to reach this new point, during which time the tortoise will move forward to a third position.
This process continues forever. Whenever Achilles reaches a spot the tortoise has been, he still has further
to go. Clearly, the argument goes, since there are an infinite number of such positions Achilles must reach
where the tortoise has already been, Achilles can never catch nor pass the tortoise as he is perpetually in
a catch-up mode. So we ask, does Achilles ever catch the tortoise? Interestingly, the answer depends upon
the details of the race.

If we assume Achilles and the tortoise pause for one second (or any finite momentary pause) every time
one of the distance milestones described above is reached, then the answer to this question is no. In this
situation Achilles will never catch the tortoise and will never pass him. In addition, it is important to note
that neither of them will get very far. If we assume a running speed for Achilles approximately that of a fast
human, they will both run (or crawl) less than a total distance of 20 meters in their finite lifetimes. Achilles
will certainly get closer and closer to the tortoise, but will in fact, never catch up. This is what Zeno implies
when he sets up his argument, and with this assumption Zeno’s conclusion is accurate.

However, the momentary pause is not in fact how Achilles or the tortoise would actually run the race.
Achilles would not stop and pause at every distance milestone, but would move in a continuous manner (it
is this concept of continuous motion versus discrete steps which makes the di↵erence and is precisely the
strength of the calculus). He would move forward at a constant and steady pace. As an example, suppose
Achilles runs at a pace of 10 meters per second, and the tortoise runs at a pace of 5 meters per second
(granted this speed for the tortoise is a bit optimistic, but will make the numbers a little easier). Achilles
would cover the first 10 meters in 1 second. During this 1 second the tortoise would move forward 5 meters.
Achilles would then cover the next 5 meters in 12 second, during which time the tortoise would advance 2.5
meters. Achilles would in turn cover this next 2.5 meters in 14 second, etc.

Clearly, the time intervals for each successive distance are decreasing. In exactly 2 seconds Achilles has
caught the tortoise and moves right by him to take the lead in the foot race.1 Note carefully that even though
there were an infinite number of distance segments described by Zeno that Achilles needed to traverse, each
one took a shorter and shorter time to complete. These individual time intervals eventually approached zero.

In Zeno’s first argument, this shorter and shorter distance also required a shorter and shorter time, but
because of the momentary pauses at each milestone, the individual time interval did not eventually become
zero. This is the di↵erence that reconciles the apparent paradox suggested by Zeno.

1Why 2 seconds?
10 m/s · t = 10 m + 5 m/s · t,
or,
10t = 10 + 5t, 5t = 10, ) t = 2 seconds.
26

Calculus I Worksheet – The Limit (page 2)

Dr. Cates 2015 – 2016

The following description is designed to yield the reader an intuitive grasp of the limit concept. Con-
sider a square with side of length 1. The area of this square is clearly 1 ⇥ 1 = 1. Begin by taking half of the
area of the square, 211 , add to it half of the area of the remainder, 212 , then half of this remainder, 213 , etc.,
until you have accounted for all of the area of the square. At this point we will not think too deeply about
what this infinite process really entails. Since the total area of the square is 1, we have upon summing all of
the individual areas,
1 1 1 1
+ + + + · · · = 1.
2 4 8 16
We will write this with standard summation notation as the infinite series
X1
1
= 1.
2k
k=1

This simple example will allow us to fully understand the concept of the limit and to explain many of the
apparent paradoxes (such as Zeno’s Paradoxes) which arise from sums of this type.

We may ask what it means to add up an infinite number of fractions in this manner. The infinite pro-
cess should not be at all clear to the reader. What the limit concept does for us is to replace the question,
“What does the infinite series 12 + 14 + 18 + 16
1
+ · · · equal?” with the question, “What does the finite series
1 1 1 1 1
2 + 4 + 8 + 16 + · · · + 2 n approach as you add more and more terms?” Posing the question in these two
forms seems like a minor variation, but it is a modification that makes all the di↵erence in the world toward
being able to rigorously describe the process and not rely on magic.

To investigate the latter question, if one keeps three terms in this series,
3
X 1 1 1 1 7
k
= + + = .
2 2 4 8 8
k=1

If one keeps four terms,

4
X 1 1 1 1 1 15
k
= + + + = .
2 2 4 8 16 16
k=1

If one keeps five terms,

5
X 1 1 1 1 1 1 31
k
= + + + + = .
2 2 4 8 16 32 32
k=1

It is important to note that when we only keep a certain number of terms (i.e. a finite number of terms) the
sum is well defined and we can always arrive at an answer using the arithmetic we learned in grade school.
You may also note that as we keep more and more terms the sum becomes closer and closer to the value 1.
With three terms the di↵erence is: 1 78 = 18 = 213 . With four terms the di↵erence is: 1 15 1 1
16 = 16 = 24 .
n
With five terms the di↵erence is: 1 31 1 1
32 = 32 = 25 . With n terms the di↵erence is: 1
2 1 1
2 n = 2n .

“Clearly,” as we keep more and more terms, the result of the sum gets closer and closer to 1. We say
the sum, 12 + 14 + 18 + 16
1 1
+ 32 + · · · has the limit of 1. We write this as
N
X 1
lim = 1.
N !1 2k
k=1
 27

Calculus I Worksheet – The Limit (page 3)

Dr. Cates 2015 – 2016

But, what is the mathematical justification for this statement? The following analysis will show how we
know the sum must equal 1. Suppose a stranger desires us to keep enough terms in our finite sum so that
1
the final result of the addition will be within 10 of the value 1. To achieve this, we need to keep enough
9 11
terms so that our sum is between 10 and 10 . We would need to keep at least four terms:
1 1 1 1 15
+ + + = ,
2 4 8 16 16
1 1
because the di↵erence between our result and the value 1 (this di↵erence is 16 ) is less than the stranger’s 10 .
We could have kept more than four, but three terms would not have been enough. Notice we were able to
respond successfully to the stranger’s challenge. Next, the stranger desires us to keep enough terms so that
1
the final result of the addition will be within 100 of the value 1. To achieve this, we need to keep enough
99 101
terms so that our sum is between 100 and 100 . We would need to keep at least seven terms:
1 1 1 1 1 1 1 127
+ + + + + + =
2 4 8 16 32 64 128 128
1
so that the di↵erence between our result and the value 1 (this di↵erence is 128 ) is within the stranger’s
1
tolerance of 100 .

1
If the stranger challenges us with a tolerance of 1,000,000 , we respond by keeping fifteen terms:
1 1 1 1 1 1 1 1 1 1, 048, 575
+ + + + + + + ··· + + =
2 4 8 16 32 64 128 524, 288 1, 048, 576 1, 048, 576
1
so that our sum is within 1,000,000 of the value 1.

It should be clear that whatever tolerance the stranger challenges us with, that we will be able to suc-
cessfully respond with a finite number of terms so that our sum will be within his required tolerance of the
value 1. Because we are able to do this, the value of 1 must be the number this sum is approaching as we
keep more and more terms. If the sum were approaching a di↵erent value, then we would not be able to get
arbitrarily close to 1. Why? Suppose the sum were actually approaching another number, say 1.1. If the
stranger desired us to keep enough terms so that our finite sum was within 0.05 of the value 1.1, we would
not be able to do this. No matter how many terms we were to keep, our sum would never get larger than
1 and could not get within the stranger’s tolerance of 0.05 of this other value, 1.1. This argument would
remain valid for any value other than 1. This is how we know the sum approaches 1 and not any other value.
Hence, 1 is the limit of this sum.

If you fully understand the interplay between ourselves and the stranger; if you see we win the stranger’s chal-
lenge regardless of the desired tolerance, then you do understand the concept of the limit. You understand
the main mathematical structure underlying all of the calculus.
28

Calculus I Worksheet – 2.1 I

Dr. Cates 2015 – 2016

1) What happens to the values of the function f (x) as x approaches the value of 2?
⇢
x, x 6= 2
f (x) =
3, x = 2

2) Consider the following function:

⇢
3 3x, x < 1
f (x) =
2x 3, x 1
(a) Find limx!1+ f (x).

(b) Find limx!1 f (x).

(c) Find limx!1 f (x), if it exists.

3) Consider the following function:

8
< 3 x, x < 2
f (x) = 2, x=2
: x
2 , x >2
(a) Graph f (x).

(b) Find limx!2+ f (x).

(c) Find limx!2 f (x).

(d) Find f (2).

(e) Find limx!2 f (x), if it exists.

(f) Find limx! 1+ f (x).

(g) Find limx! 1 f (x).

(h) Find f ( 1).

(i) Find limx! 1 f (x), if it exists.

4) Consider the following function:

⇢ 3
x , x 6= 1
f (x) =
0, x=1
(a) Graph f (x).

(b) Find limx!1+ f (x). (c) Find limx!1 f (x).

(d) Find f (1). (e) Find limx!1 f (x), if it exists.

16

Calculus I Worksheet – The Function

Dr. Cates 2015 – 2016

There are really a very small number of concepts that are central to an understanding and use of the
calculus. One of these concepts is that of the function. The function concept was not fully developed until
well into the 18th century. Leonhard Euler can be credited with much of its modern day usage. Interestingly,
the foundational work of René Descartes, Pierre de Fermat, Isaac Newton, Gottfried Leibniz, and others was
accomplished before this concept was in place. Today, a function is simply a relation between two variables,
normally identified as x and y. If every value of x is associated with exactly one value of y, then y is said
to be a function of x. We generally use x to denote the independent variable and y the dependent variable.
We often refer to the function with the notation f (x). Hence, y = f (x). Both representations, y and f (x),
are referring to the same thing.

Suppose we have a function of this type, y = f (x). The values of x which can be used in f (x) are called
the domain of the function. The resultant y values are called the range. As an example, the domain of
y = x2 + 2 is all the real values (we will write this as x 2 R) and the range is all the real values greater
than or equal to 2 (written as y 2). Many times the domain of a function is not explicitly stated. In
these cases, the domain of the function shall be understood to be the set of x values for which the function
is defined and for which the function makes sense.

p
An explicit function is one in which y can be written directly in terms of x. As an example, y = x3 + sin x
is an explicit function. An implicit function is one in which y is not written directly in terms of x. An
p
example of an implicit function is x2 · y + y 3 x · y = 4x + 2xy . In both cases a curve is described for the
x and y values which satisfy the relations.

Functions can depend on more than one variable (e.g. the volume of a cylinder is a function of its height and
of its radius). In addition, a function can also depend upon variables which are complex (i.e. variables with
a real and an imaginary component). However, for the next two years in our study of the calculus, we will
usually restrict ourselves to functions of a single, real variable. This results in the study of what is referred
to as single variable, real analysis.

Although the concept of the function can be thought of more generally, we will restrict our interpreta-
tion of a function to be a relation between x and y generally describing a continuous or piecewise change
through some sort of mathematical equation.
30

Calculus I Worksheet – 2.2 I

Dr. Cates 2015 – 2016

1) Find the following limit: ✓ ◆

2
lim 7+
x!1 x
2) Find the following limit:
5
lim
x!1 x2
3) Find the following limit:
7
lim
x! 1 x3
4) Find the following limit:
1
lim+ 1
x!0 x3
5) Find the following limit:
1
lim 1
x!0 x3
6) Find the following limits:
1 1
lim 2 and lim 2
x!0+ x 3 x!0 x3
7) Find the following limits:
2 2
lim x and lim x
x!0+ x!0

8) Find the following limits:

3 3
lim x and lim x
x!0+ x!0

9) Find the following limit:

12x
lim
x! 1 5x 7
10) Find the following limit:
x3 8x + 1
lim
x!1 2x3 + 3
11) Find the following limit:
3x2 4x + 5
lim
x! 1 6x3 + 7x 1
12) Find the following limit:
4x2 + 2x + 3
lim
x!1 5x 2
13) Find the following limit:
2x2 3
lim
x! 1 7x + 4
14) Find the following limit:
2x3 + 7
lim
x!1 x3 x2 + x + 7
15) Find the following limit:
2x3 + 7
lim
x! 1 x3 x2 + x + 7
 31

Calculus I Worksheet – 2.2 II

Dr. Cates 2015 – 2016

1) Find the following limit:

1
lim
x!1 x3 4x + 1

2) Find the following limit:

1
lim
x! 1 x3 4x + 1

3) Find the following limit:

10x5 + x4 + 31
lim
x!1 x6

4) Find the following limit:

10x5 + x4 + 31
lim
x! 1 x6

5) Find the following limit:

3x2 6x
lim
x!1 4x 8

6) Find the following limits:

x x
lim+ and lim
x!2 x 2 x!2 x 2

x
7) Consider the function f (x) = x2 1 .

(a) Find the following limits:

lim f (x) and lim f (x).
x!1+ x!1
(b) Find the following limits:
lim f (x) and lim f (x).
x! 1+ x! 1

⇣ ⌘
x2 1
8) Consider the function f (x) = 2 x .

(a) Find the following limits:

lim f (x) and lim f (x).
x!0+ x!0
(b) Find the following limits:
lim
p f (x) and lim f (x).
x! 2 x! 1

(c) Find the following limits:

lim f (x) and lim f (x).
x!1 x! 1
32

Calculus I Worksheet – Algebra of Limits Theorem

Dr. Cates 2015 – 2016

This is the first in a series of “Algebra of . . . ” theorems which state basic arithmetic properties of vari-
ous mathematical structures, in this case of the limit.

Algebra of Limits Theorem

Let f (x) and g(x) be two functions which have limits of L and M as x approaches c, respectively. In
other words,
lim f (x) = L and lim g(x) = M.
x!c x!c

Then, we have:
lim f (x) ± g(x) = lim f (x) ± lim g(x) = L ± M,
x!c x!c x!c

lim f (x) · g(x) = lim f (x) · lim g(x) = L · M,

x!c x!c x!c

✓ ◆
f (x) limx!c f (x) L
lim = = , if M 6= 0,
x!c g(x) limx!c g(x) M

lim k · f (x) = k · lim f (x) = k · L, 8 k 2 R,

x!c x!c

as long as each of these individual limits exist separately.

Note that in all cases,

x!c
can be replaced with

x ! ±1.

Each of these properties can (and will) be rigorously proven once we establish the formal definition of
the limit in a few days.
 19

Calculus I Worksheet – Initial Review I (page 3)

Dr. Cates 2015 – 2016

13) Simplifypthe following

p expressions:
(a) y = x + 3 x p1x

p p
(b) y = x· x+1

3 2
(c) y = x 2 · x 3

3 3
(d) y = x 2 · x 2

3 3
(e) y = x 2 · x 2

1 p
(f) y = (x + 1) 2 · x+1

14) Rewrite p
the following expressions in an equivalent form by multiplying out, distributing, etc.:
(a) y = x x + 1

p p
(b) y = 3
x+ 5
x 2x + 1

1 5
(c) y = x 2 + 3x 2 9x + 2

1 1 1 1
(d) y = 2x 2 + 3x 5 x2 + x5

2
(e) y = 2x + 3x2 +1

(4x)3 2
(f) y = 3(5x)2 + 16 + (3x)2

p 1
(g) y = 5
x x5
34

Calculus I Worksheet – 2.3 I

Dr. Cates 2015 – 2016

1) Find the following limit:

sin (3x)
lim
x!0 3x

2) Find the following limit:

sin (5x)
lim
x!0 7x

3) Find the following limit:

tan x
lim
x!0 x

4) Find the following limit:

tan (2x)
lim
x!0 3x

5) Find the following limit:

cos x
lim
x!0 x

6) Find the following limits:

sin x sin x
lim and lim
x!1 x x! 1 x

7) Find the following limit:

cos x
lim
x!1 x

8) Find the following limit:

x
lim
x!0 sin (3x)

9) Find the following limit: ✓ ◆

1
lim sin
x!1 x

10) Find the following limit: ✓ ◆

1
lim cos
x!1 x

11) Find the following limit: ✓ ◆

1
lim tan
x! 1 x
 35

Calculus I Worksheet – 2.3 II

Dr. Cates 2015 – 2016

1) Find the following limit: ✓ ◆

2
lim sin
x!1 x

2) Find the following limit: ⇣ ⌘

⇡
sin x 2
lim ⇡
x! ⇡
2 x 2

3) Find the following limit:

3x sin x
lim
x!0+ x cos x

4) Find the following limit:

3x tan (2x)
lim
x!0 2x

5) Find the following limit:

sin x
lim
x!0 2x2 x

6) Find the following limit:

sin x
lim
x!0 sin (3x)

7) Find the following limit:

tan (7x)
lim
x!0 tan (2x)

8) Suppose that the inequalities:

1 x2 1 cos x 1
< 2
<
2 24 x 2
hold for values of x close to zero. What can then be said about
1 cos x
lim
x!0 x2
and why?

sin x sin (2x) sin (4x)

9) Graph x , x , and x over the interval [ 2, 2].
sin (5x)
(a) Can you predict what the graph of x would look like?
sin ( 3x)
(b) Can you predict what the graph of x would look like?

(c) Where does each graph intersect the y-axis?

36

Calculus I Worksheet – 2.3 III

Dr. Cates 2015 – 2016

1) Without looking in your notes, state the Sandwich Theorem for Limits.

2) What is the hypothesis of the Sandwich Theorem?

3) What is the conclusion of the Sandwich Theorem?

4) Using the Sandwich Theorem, carefully prove lim↵!0 cos ↵ = 1.

5) Using the Sandwich Theorem, carefully prove lim↵!0 sin ↵ = 0.

sin ↵
6) Using the Sandwich Theorem, carefully prove lim↵!0 ↵ = 1.

sin ↵
7) Using the Sandwich Theorem, carefully prove lim↵!1 ↵ = 0.

8) With the results obtained above, show:

(a) lim↵!0 tan ↵ = 0.

↵
(b) lim↵!0 sin ↵ = 1.

tan ↵
(c) lim↵!0 ↵ = 1.

↵
(d) lim↵!0 tan ↵ = 1.

cos ↵
(e) lim↵!1 ↵ = 0.
22

Calculus I Worksheet – Initial Review III

Dr. Cates 2015 – 2016
p p
1) Find the distance between the points (2 3, 4) and ( 3, 1).

2) Find all of the solutions within the interval [0, 2⇡) to the following equation: 5 cos2 x + 6 cos x = 8.

3) Convert the following angle measurements from degrees to radians within the range of [0, 2⇡]:

(a) 90 (b) 405 (c) 150

4) Sketch a graph for y = sin x over the interval [ 2⇡, 2⇡]. Label important points.

1
5) Write an equation for the line that has a slope of 2 and a y-intercept of 3.

6) Consider the function:

1
f (x) = q .
1
x 1
(a) What is the domain of f ?

(b) What is the range of f ?

p
3
7) Find the exact solutions to sin x = 2 .

8) For what value of k is the line 2x + ky = 3 perpendicular to the line 2x + y = 1?

p
3
9) Find all of the real solutions for 5 11x = 3.

10) Given f (x) = x2 and g(x) = x + 3. (a) Find g f (x) (b) Find f g (x)

11) Find the inverse of f (x) = 3x3 5.

38

A Brief Cauchy Biography (page 2)

Dr. Cates 2015 – 2016

In 1823, Cauchy wrote Résumé des leçons données à l’École Royale Polytechnique sur le calcul in-
finitésimal, (“Summary of Lectures given at the Royal Polytechnique School on the Infinitesimal Calculus”).
This book, Cauchy’s first major calculus text, was published on August 11, 1823 by Bure Publications. In
this work, Cauchy lays out a rigorous calculus in much the same way we do today. He once again wrote
this text for his Polytechnique students. This second text, Calcul infinitésimal, covers all of the main topics
normally taught in a modern two year high school or first year college calculus sequence, and more. Topics
range from the definition of the limit through infinite series, while covering nearly all of di↵erential and
integral calculus in between. The text is relatively short and is composed of forty brief lectures with many
examples. Basic integration and di↵erentiation techniques are covered along with the important analysis
rigor. A full development of Taylor’s Theorem and all of the foundational calculus results are found in
Cauchy’s Calcul infinitésimal. It is this text from which we pull most of our lectures and is the core subject
for this book.
In 1826, Cauchy wrote Leçons sur les applications du calcul infinitésimal à la géométrie, (“Lectures on
the Applications of the Infinitesimal Calculus to Geometry”), a three volume text with applications of the
calculus to geometry. Cauchy’s Calculus of Residues is developed within this work. It is another general
calculus text aimed toward applications in geometry. Volume One was published in 1826, Volume Two was
published in 1828, but the third volume of this work was never finished.
In 1829, Cauchy wrote Leçons sur le calcul di↵érentiel, (“Lectures on the Di↵erential Calculus”). This
text was written to replace the first part of his 1823 text on di↵erential calculus. Cauchy introduces his theory
of the order of an infinitesimal from which he derives Taylor’s formula with Lagrange and Cauchy remainders,
without the need for integral calculus (which he uses in his main 1823 text development). It launched the
complex function of a complex variable work he had been developing for well over a decade. Cauchy planned
a second text in this series, Leçons sur le calcul intégral, (“Lectures on the Integral Calculus”), to replace
the second portion of his pivotal 1823 work; however, he never completed this final project. His 1829 Leçons
sur le calcul di↵érentiel would turn out to be Cauchy’s last major text book on the calculus.
In addition to these fundamental analysis and calculus text books, Cauchy published a series of analysis
exercises, Exercices de mathématique, (“Exercises of Mathematics”). In total, Cauchy produced an incredible
amount of work over his lifetime. His published collection has finally been finished (it was collected from
1882 to 1975) and is called his Œuvres Complètes, (“Complete Works”). This massive collection includes 27
volumes which contain several textbooks and nearly 800 research articles and treatises. This mathematical
output is second in history only to Euler.
In his 1823 calculus text book, Cauchy foundationally bases everything in his rigorous calculus on the
concept of the limit, something many of his predecessors had unsuccessfully attempted. Cauchy’s e↵ort was
successful partly due to the fact that he defined the limit in a way which allowed the algebra of inequalities
to be used to prove his claims rigorously, similar to what we do today. His verbal presentation does not
initially appear as rigorous as one may expect, but his definitions of concepts such as limits, continuity,
convergence, the derivative, and the definite integral are easily translated into the language of inequalities.
There are several instances in these lectures where Cauchy struggles, where he makes errors, and has
misunderstandings. These episodes help us gauge the magnitude of the calculus achievement. As an ex-
ample, the fact that Cauchy has so much difficulty proving the Mean Value Theorem for Derivatives in his
Lecture Seven, or finally understanding the need for the concept of uniform continuity, give us clues that
the ideas underlying this work are not easy to grasp. While working through these lectures and learning
the historical development, we observe that the calculus was not a trivial field to advance. Even the likes of
Fermat, Newton, Leibniz, Euler, and Lagrange made mistakes or had misconceptions. It is motivating and
enlightening for us to see that Cauchy did not get it right the first time. Many of the sources for these errors
and misconceptions are advanced analysis topics to be sure, but the main point is that even the Masters had
trouble developing this difficult subject.
c Fairview Academic Press
 39

A Brief Cauchy Biography (page 3)

Dr. Cates 2015 – 2016

Cauchy had an unusual personality. As discussed above, he lived in a politically turbulent time. His
family was poor through much of his childhood, with young Cauchy often going to bed hungry, not knowing
where the next day’s meal would come from. Perhaps due to this extreme environment and upbringing, or
possibly his intellect, Cauchy grew to be a very unique, charitable individual. To get a sense of this, an
excerpt of a letter written by Niels Abel, one of the talented mathematicians mentioned earlier, is included
below. This letter may serve as a glimpse into the type of person Cauchy may have been, or at least appeared
to be to his contemporaries. Abel was a young student, 24 years old, and fairly recently in Paris. At this
point, Cauchy was still only 37 years old. The letter was written to Abel’s former teacher, Bernt Holmboe,
in Norway during the summer of 1826:

“. . . I know almost no one; that’s because in the summer months everyone is in the country,
and no one can be found. Up until now, I have only met Mr. Legendre, Cauchy, and
Hachette, and several less famous but very capable mathematicians: Mr. Saigey, the
editor of the Bulletin of the Sciences, and Mr. Lejeune Dirichlet, a Prussian who came to
see me the other day believing I was a compatriot. He’s a mathematician of penetrating
ability. With Mr. Legendre he has proven the impossibility of a solution in integers to
the equation x5 + y 5 = z 5 , and some other very beautiful things. Legendre is extremely
kind, but unfortunately very old. Cauchy is crazy, and there is no way of getting along
with him, even though right now he is the only one who knows how mathematics should
be done. What he is doing is excellent, but very confusing. At first I understood almost
nothing; now I see a little more clearly. He is publishing a series of memoirs under the title
Exercises of Mathematics. I’m buying them and reading them assiduously. Nine issues
have appeared since the beginning of this year. Cauchy is, at the moment, the only one
concerned with pure mathematics. Poisson, Fourier, Ampère, etc. are working exclusively
on magnetism and other physical subjects. . . . ” —Niels Abel

The passage above is very illuminating on the life of a young mathematician, how things are not always
simple to any of us, how it is normal to be confused when working with a difficult subject, and how formidable
it was for the Masters to develop and comprehend the foundational aspects of analysis and calculus. It was
not an easy task for them, as it is not simple today for a modern student. Abel’s note also sheds some
light on how others in the mathematical community viewed Cauchy. In general, they tended to respect his
intellect and his work, but found his personality peculiar. Abel was one of many mathematicians in the
1820s that thoroughly appreciated Cauchy’s work, if not his personality. In an 1826 paper, Abel would write
about Cauchy’s Cours d’analyse text: “It should be read by any analyst who loves rigor in mathematical
investigations.”
While teaching at the École Polytechnique, Cauchy was under constant pressure from the school’s au-
thorities to revise his courses in ways with which he was not completely comfortable. He had a sincere
conviction and belief that by spending extra time having his students understand the foundational aspects
of analysis, more advanced classes later in their academic program would flow more quickly, as the students
would have a stronger background. The authorities, on the other hand, wanted more of an application based
approach at the expense of the underlying rigor. Cauchy was required to resort to stalling techniques and
political wrangling to proceed as he felt he should, but even then, was required to make concessions. The
school’s authorities, including de Prony, an early mentor for Cauchy, pushed him to develop and deliver an
analysis course for the school’s engineering students without the full rigor Cauchy felt it needed.
c Fairview Academic Press
40

A Brief Cauchy Biography (page 4)

Dr. Cates 2015 – 2016

In the summer of 1830, Cauchy left the Polytechnique, then only about 40 years old. He had apparently
had enough of the school’s authorities and the political turmoil surrounding the French government in
that time period. He left the school in a self-imposed exile instead of swearing a loyalty oath to any of the
regimes that governed France. He was a fundamentally principled man throughout his life, sometimes at huge
personal expense. He would continue to produce mathematics after leaving the Polytechnique, advancing
the fields of di↵erential equations, mathematical physics, and especially complex analysis, where he made
huge contributions over his lifetime. In fact, “imaginary” work was always one of Cauchy’s favorite research
topics throughout his entire career. Cauchy never completed the planned third volume of his Leçons sur les
applications du calcul infinitésimal à la Géométrie nor the Leçons sur le calcul intégral texts he had earlier
planned. However, his footprint on real analysis, and the calculus, had been firmly planted in history.
Cauchy died on May 23, 1857 at the age of 67. Popularly reported, his last words were, “Men die, but
their works endure.” Whether this was, in fact, his final message is in doubt; but, in any event, Mr. Cauchy’s
works have certainly endured.
c Fairview Academic Press
 25

Calculus I Worksheet – The Limit

Dr. Cates 2015 – 2016

There simply is no more important a concept in the study of the calculus than that of the limit. The
modern definition of the limit is due to Augustin Cauchy in the early 19th century. The modern symbolism
was established a few decades later by Karl Weierstrass. However, many mathematicians in the 17th and
18th centuries helped build the concept. Jean-Baptiste le Rond d’Alembert is an important figure in this
time period.

To get a sense of the limit idea, it is worthwhile to think about the details surrounding an infinite pro-
cess. We consider one of the most famous of Zeno’s paradoxes dealing with a foot race between Achilles and
the tortoise. In this paradox Achilles grants the tortoise a 10 meter head start. The argument goes that
once the race begins, it takes Achilles some finite amount of time to reach the starting point of the tortoise.
But by this time the tortoise has moved forward to a new position. Now it will take Achilles another finite
amount of time to reach this new point, during which time the tortoise will move forward to a third position.
This process continues forever. Whenever Achilles reaches a spot the tortoise has been, he still has further
to go. Clearly, the argument goes, since there are an infinite number of such positions Achilles must reach
where the tortoise has already been, Achilles can never catch nor pass the tortoise as he is perpetually in
a catch-up mode. So we ask, does Achilles ever catch the tortoise? Interestingly, the answer depends upon
the details of the race.

If we assume Achilles and the tortoise pause for one second (or any finite momentary pause) every time
one of the distance milestones described above is reached, then the answer to this question is no. In this
situation Achilles will never catch the tortoise and will never pass him. In addition, it is important to note
that neither of them will get very far. If we assume a running speed for Achilles approximately that of a fast
human, they will both run (or crawl) less than a total distance of 20 meters in their finite lifetimes. Achilles
will certainly get closer and closer to the tortoise, but will in fact, never catch up. This is what Zeno implies
when he sets up his argument, and with this assumption Zeno’s conclusion is accurate.

However, the momentary pause is not in fact how Achilles or the tortoise would actually run the race.
Achilles would not stop and pause at every distance milestone, but would move in a continuous manner (it
is this concept of continuous motion versus discrete steps which makes the di↵erence and is precisely the
strength of the calculus). He would move forward at a constant and steady pace. As an example, suppose
Achilles runs at a pace of 10 meters per second, and the tortoise runs at a pace of 5 meters per second
(granted this speed for the tortoise is a bit optimistic, but will make the numbers a little easier). Achilles
would cover the first 10 meters in 1 second. During this 1 second the tortoise would move forward 5 meters.
Achilles would then cover the next 5 meters in 12 second, during which time the tortoise would advance 2.5
meters. Achilles would in turn cover this next 2.5 meters in 14 second, etc.

Clearly, the time intervals for each successive distance are decreasing. In exactly 2 seconds Achilles has
caught the tortoise and moves right by him to take the lead in the foot race.1 Note carefully that even though
there were an infinite number of distance segments described by Zeno that Achilles needed to traverse, each
one took a shorter and shorter time to complete. These individual time intervals eventually approached zero.

In Zeno’s first argument, this shorter and shorter distance also required a shorter and shorter time, but
because of the momentary pauses at each milestone, the individual time interval did not eventually become
zero. This is the di↵erence that reconciles the apparent paradox suggested by Zeno.

1Why 2 seconds?
10 m/s · t = 10 m + 5 m/s · t,
or,
10t = 10 + 5t, 5t = 10, ) t = 2 seconds.
42

Calculus I Worksheet – Continuity

Dr. Cates 2015 – 2016

Along with the fundamental concepts of variable, function, and the limit, the concept of continuity is
absolutely central to the study of the calculus. To develop an intuitive sense of continuity, consider a func-
tion, f (x), on an interval [a, b]. Let c be any point in this interval. If we choose a value of x very close to the
value c, then f (x) will be very close to the value of f (c) IF f (x) is continuous at the point c. Essentially,
when a function is known to be continuous at a point c, the closer x gets to c, the closer f (x) gets to f (c).
In more formal language, f (x) is continuous at the point x = c i↵
lim f (x) = f (c).
x!c

A function is continuous i↵ it is continuous at every point in its domain.

A function is continuous over an interval i↵ it is continuous at every point on the interval.

(1) State the definition of continuity at a point in formal epsilon, delta, limit language and modern no-
tation and symbolism.

(2) If a function is continuous, is it always continuous on any interval within its domain? Explain.

(3) If a function is continuous on an interval, is it always continuous? Explain.

 43

Calculus I Worksheet – 2.4 I

Dr. Cates 2015 – 2016

1) Consider the following function:

8
>
> 2x4 2, 1  x < 0,
>
>
< 3x, 0 < x < 1,
f (x) = 1, x = 1,
>
>
>
> 2x + 5, 1 < x < 2,
:
0, 2 < x < 3.
(a) Graph f (x).

(b) Does f ( 1) exist?

(c) Does limx! 1+ f (x) exist?

(d) Does limx! 1+ f (x) = f ( 1)?

(e) Is f continuous at x = 1?

(f) Does f (1) exist?

(g) Does limx!1 f (x) exist?

(h) Does limx!1 f (x) = f (1)?

(i) Is f continuous at x = 1?

(j) Is f defined at x = 2?

(k) Is f continuous at x = 2?

(l) At what values of x is f continuous?

(m) What is the value of limx!2 f (x)?

(n) What value should be assigned to f (2) to make the extended function continuous at x = 2?

(o) To what new value should f (1) be changed to make the extended function continuous at x = 1?

(p) Is it possible to extend f to be continuous at x = 0? If so, which value? If not, why not?

(q) Is it possible to extend f to be continuous at x = 3? If so, which value? If not, why not?

2) Consider the following function:

⇢ 2
(x 1)/(x 1), x 6= 1,
f (x) =
a, x = 1.
(a) Graph f (x).

(b) Find a value for a that makes the function continuous.

44

Calculus I Worksheet – 2.4 II

Dr. Cates 2015 – 2016

1) Without looking in your notes, state the Intermediate Value Theorem for Continuous Functions.

2) (a) What is the hypothesis of the Intermediate Value Theorem?

(b) What is the conclusion of the Intermediate Value Theorem?

3) Without looking in your notes, state the Extreme Value Theorem.

4) (a) What is the hypothesis of the Extreme Value Theorem?

(b) What is the conclusion of the Extreme Value Theorem?

5) Is it possible for a function to have the intermediate value property and not be continuous? Explain
or provide a good example.

6) Consider the following function:

8 2
< (t 16)/(t2 3t 4), t 6= 1, 4,
f (t) = a, t = 1,
:
b, t = 4.

(a) Graph f (t).

(b) Find values for a and b that make the function continuous.
 45

Calculus I Worksheet – 2.4 II (page 2)

Dr. Cates 2015 – 2016

7) If f (x) = x3 8x + 10, show that there is a value c for which f (c) equals ⇡.

8) (a) Find the points of discontinuity (if any) for the following function:
1 x2
y=
|x| + 1 2

(b) Is the function continuous, discontinuous, or neither? Explain.

9) Is the function below continuous at x = 0? Explain.

( 2
sin (3x)+x3
f (x) = x2 , x 6= 0,
9, x = 0.

10) Is the function below continuous at x = 2? Explain.

⇢ 2
(x 4)/(x 2), x 6= 2,
f (x) =
2, x = 2.

11) Find a value for a that makes the following function continuous:
⇢ 2
(x 1)/(x 1), x 6= 1,
f (x) =
a, x = 1.

12) Consider the following function:

8
< 0, x < 0,
f (x) = 1, 0  x < 1,
:
0, 1 < x.

(a) Is f (x) continuous? Explain.

(b) Does f (x) have any points of discontinuity? If so, where?

46

Calculus I Worksheet – Algebra of Continuous Functions Theorem

Dr. Cates 2015 – 2016

This is the second in a series of “Algebra of . . . ” theorems which state basic arithmetic properties of various
mathematical structures, in this case of continuous functions.

Algebra of Continuous Functions Theorem

Let f (x) and g(x) be two functions which are each continuous at the point x = c. In other words,
lim f (x) = f (c) and lim g(x) = g(c).
x!c x!c

Then, we have that the new functions

f (x) ± g(x),
f (x) · g(x),
f (x)
provided g(c) 6= 0 ,
g(x)
k · f (x) 8 k 2 R,
are also continuous at the point x = c.

In addition, if g(x) is continuous at x = c and f (x) is continuous at x = g(c), then the composite function
f g (x) = f g(x) is also continuous at x = c.

In other words,
lim f (x) ± g(x) = lim f (x) ± lim g(x) = f (c) ± g(c),
x!c x!c x!c

lim f (x) · g(x) = lim f (x) · lim g(x) = f (c) · g(c),

x!c x!c x!c

✓ ◆
f (x) limx!c f (x) f (c)
lim = = , if g(c) 6= 0,
x!c g(x) limx!c g(x) g(c)

lim k · f (x) = k · lim f (x) = k · f (c), 8 k 2 R,

x!c x!c

⇣ ⌘
lim f g(x) = f lim g(x) = f g(c) .
x!c x!c

Each of these properties can be simply and rigorously demonstrated once we establish the formal defini-
tion of the limit.
28

Calculus I Worksheet – 2.1 I

Dr. Cates 2015 – 2016

1) What happens to the values of the function f (x) as x approaches the value of 2?
⇢
x, x 6= 2
f (x) =
3, x = 2

2) Consider the following function:

⇢
3 3x, x < 1
f (x) =
2x 3, x 1
(a) Find limx!1+ f (x).

(b) Find limx!1 f (x).

(c) Find limx!1 f (x), if it exists.

3) Consider the following function:

8
< 3 x, x < 2
f (x) = 2, x=2
: x
2 , x >2
(a) Graph f (x).

(b) Find limx!2+ f (x).

(c) Find limx!2 f (x).

(d) Find f (2).

(e) Find limx!2 f (x), if it exists.

(f) Find limx! 1+ f (x).

(g) Find limx! 1 f (x).

(h) Find f ( 1).

(i) Find limx! 1 f (x), if it exists.

4) Consider the following function:

⇢ 3
x , x 6= 1
f (x) =
0, x=1
(a) Graph f (x).

(b) Find limx!1+ f (x). (c) Find limx!1 f (x).

(d) Find f (1). (e) Find limx!1 f (x), if it exists.

48

Calculus I Worksheet – Extreme Value Theorem

Dr. Cates 2015 – 2016

The Extreme Value Theorem is certainly one of the most important results and theorems in calculus. Its
conclusion is seemingly obvious and its proof digs to the foundations of what it means to be a real number.

Extreme Value Theorem

If f (x) is continuous on the closed interval [a, b], then it attains its absolute minimum value and its absolute
maximum value somewhere on this interval.

Note that requiring f (x) to be continuous is not strong enough. To see this clearly, consider the func-
tion f (x) = x 1 2 . This function is continuous, yet never attains its absolute minimum or maximum. In fact,
this function does not even have an absolute minimum nor an absolute maximum. The function gets larger
and larger as x approaches the value of 2 from the right, and gets more and more negative as x approaches
the value of 2 from the left.

(1) Make a simple sketch using an appropriate arbitrary function that clearly demonstrates the substance of
this theorem.

(2) Make a simple sketch that clearly demonstrates the situation for the example f (x) = x 1 3 . Do you
see why there is not an absolute minimum nor an absolute maximum? Why doesn’t the Extreme Value
Theorem apply in this case?
 49

Calculus I Worksheet – Intermediate Value Theorem

Dr. Cates 2015 – 2016

Another of the most important theorems in the calculus is the Intermediate Value Theorem because it
is used in proofs of many other important results.

The theorem states that if you are given a function that is continuous on an interval, and you choose a
value somewhere between the function values at the end points of the interval, then you are guaranteed the
function will attain this value somewhere within the interval.

(1) State the Intermediate Value Theorem using modern notation and symbolism.

(2) Make a simple sketch that clearly illustrates the substance of this theorem.

(3) The Intermediate Value Theorem guarantees a function that is continuous on an interval has what
property?

A common use of this theorem is to be given a function that is continuous from a to b and that f (a)
is negative while f (b) is positive. The Intermediate Theorem Theorem guarantees this function will pass
through zero somewhere between a and b.
 50

Calculus I Worksheet – Cauchy Lecture Two

Dr. Cates 2015 – 2016

(1) How does Cauchy define a function?

(2) How does Cauchy separate the definitions of an explicit function and an implicit function? What are
the first examples of each that Cauchy uses?

(3) What does the notation Lx refer to?

(4) Verify Cauchy’s equation (5).

(5) In Cauchy’s example function, Ax , what is A?

(6) Cauchy states that the factor Ai 1, “indefinitely converges with i toward the limit zero.” Rewrite this
expression using modern mathematical notation.

i i
(7) Show that sin (x + i) sin x = 2 sin 2 cos x + 2 .

(8) Clearly show that the functions Ax and sin x change by an infinitely small amount if x does.

(9) How does Cauchy define continuity and a continuous function?

(10) Prove the Triangle Inequality: |a + b|  |a| + |b|, for any a, b 2 R.

(11) How does Cauchy define discontinuity?

(12) Notice that Cauchy has an assignment for his students at the end of his lecture. Remember, these were
his lecture notes and would have been available to his students. Try your hand at “constructing the
curves” for each of the five examples he assigns. By “construct,” Cauchy means for his students to verify
their continuity properties.
c Fairview Academic Press
 31

Calculus I Worksheet – 2.2 II

Dr. Cates 2015 – 2016

1) Find the following limit:

1
lim
x!1 x3 4x + 1

2) Find the following limit:

1
lim
x! 1 x3 4x + 1

3) Find the following limit:

10x5 + x4 + 31
lim
x!1 x6

4) Find the following limit:

10x5 + x4 + 31
lim
x! 1 x6

5) Find the following limit:

3x2 6x
lim
x!1 4x 8

6) Find the following limits:

x x
lim+ and lim
x!2 x 2 x!2 x 2

x
7) Consider the function f (x) = x2 1 .

(a) Find the following limits:

lim f (x) and lim f (x).
x!1+ x!1
(b) Find the following limits:
lim f (x) and lim f (x).
x! 1+ x! 1

⇣ ⌘
x2 1
8) Consider the function f (x) = 2 x .

(a) Find the following limits:

lim f (x) and lim f (x).
x!0+ x!0
(b) Find the following limits:
lim
p f (x) and lim f (x).
x! 2 x! 1

(c) Find the following limits:

lim f (x) and lim f (x).
x!1 x! 1
52

Calculus I Worksheet – 2.5 I

Dr. Cates 2015 – 2016

1) Suppose f (x) = 4x 2 and c = 3. Answer the following questions:

(a) What is L = limx!c f (x) in this case?

(b) If the stranger challenges us with a tolerance of " = 0.1, what is the maximum we must choose to
ensure f (x) L < " for any x which satisfies the condition 0 < |x c| < ?

(c) Repeat (b) if the stranger challenges us with a tolerance of " = 0.01 instead.

2) Suppose g(x) = 5x2 3 and c = 2. Answer the following questions:

(a) What is L = limx!c f (x) in this case?

(b) If the stranger challenges us with a tolerance of " = 0.2, what is the maximum we must choose to
ensure f (x) L < " for any x which satisfies the condition 0 < |x c| < ?

3) Using a formal " proof, show that the limit of f (x) = 2x + 3, as x approaches 2, is the value 7.
 53

Calculus I Worksheet – 2.5 I (page 2)

Dr. Cates 2015 – 2016

4) Using a formal " proof, show that the limit of f (x) = x2 5, as x approaches 3, is the value 4.

5) Draw a simple diagram of f (x) versus x with a smooth function passing through the point (c, L).
Given an " > 0, clearly show on the diagram how a is chosen so that whenever 0 < |x c| < , you’ll have
|f (x) L| < ".

6) Using a formal " proof, show that the limit of f (x) = x1 , as x approaches 3, is the value 13 .
54

Calculus I Worksheet – 2.5 II

Dr. Cates 2015 – 2016

1) Without looking in your notes, state the formal definition of the limit.

2) Use the definition of the limit to provide a formal definition for continuity at a point.

3) Give an example of a function whose limit does not exist at the specific value x = 2.

4) Give an example of a function that is not continuous at x = 3 yet its limit exists there.

5) Give an example of a function that is not continuous at x = 3 and its limit does not exists at x = 3.

6) Provide a formal proof of: limx!a f (x) g(x) = limx!a f (x) limx!a g(x), provided each of these
limits exist.

7) (a) Is it true that if both of a function’s one-sided limits exist at a point, then the limit exists at
this point?

(b) Is it true that if the limit of a function exists at a point, then both of its one-sided limits exists at
this point?
34

Calculus I Worksheet – 2.3 I

Dr. Cates 2015 – 2016

1) Find the following limit:

sin (3x)
lim
x!0 3x

2) Find the following limit:

sin (5x)
lim
x!0 7x

3) Find the following limit:

tan x
lim
x!0 x

4) Find the following limit:

tan (2x)
lim
x!0 3x

5) Find the following limit:

cos x
lim
x!0 x

6) Find the following limits:

sin x sin x
lim and lim
x!1 x x! 1 x

7) Find the following limit:

cos x
lim
x!1 x

8) Find the following limit:

x
lim
x!0 sin (3x)

9) Find the following limit: ✓ ◆

1
lim sin
x!1 x

10) Find the following limit: ✓ ◆

1
lim cos
x!1 x

11) Find the following limit: ✓ ◆

1
lim tan
x! 1 x
56

Calculus I Worksheet – Formal Proof for Algebra of Limits Theorem

Dr. Cates 2015 – 2016

Consider one of the several results from the Algebra of Limits Theorem we presented earlier. Given two
functions such that
lim f (x) = L and lim g(x) = M,
x!c x!c
we have that
lim f (x) + g(x) = L + M.
x!c

We will now supply a rigorous proof of this statement to serve as an example of how to prove the re-
mainder of the theorem’s results.

Proof:
Let " > 0 be given.

Since limx!c f (x) = L, we know by definition of the limit that there must exist a 1 > 0, such that
whenever 0 < |x c| < 1 , we have f (x) L < 2" .

Similarly, Since limx!c g(x) = M, we know by definition of the limit that there must exist a 2 > 0,
such that whenever 0 < |x c| < 2 , we have g(x) M < 2" .

Now, let be the smaller of 1 and 2.

So, whenever 0 < |x c| < we are guaranteed that both 0 < |x c| < 1 and 0 < |x c| < 2, so
that both f (x) L < 2" and g(x) M < 2" .

Hence,
f (x) + g(x) L+M = f (x) L + g(x) M
 f (x) L + g(x) M (⇤)
" "
< +
2 2
= ".
Or,
f (x) + g(x) L+M < ",
and so, by definition of the limit,
lim f (x) + g(x) = L + M. ⌅
x!c

(1)(*) What is the justification for this step in the proof? State this relationship in general.
 57

Calculus I Worksheet – Formal Proof of Sandwich Theorem

Dr. Cates 2015 – 2016

Sandwich Theorem

If f (x), g(x), and h(x) are three functions having the properties that
f (x)  g(x)  h(x), 8 x near c,

and

lim f (x) = lim h(x) = L,

x!c x!c

then

lim g(x) = L.
x!c

(1) Complete the following proof of this theorem.

Proof:
Let . . .

Since limx!c f (x) = L, we know there exists a 1 > 0 such that . . .

Similarly, since limx!c h(x) = L, we know . . .

Now, choose to be . . .

So, whenever . . .

..
.
58

Calculus I Worksheet – Derivative

Dr. Cates 2015 – 2016

The derivative is the first of the two main mathematical objects in the calculus (the second being the
integral). The derivative joins the very short list of important concepts and structures within the calculus
including the variable, the function, the concept of continuity, and the limit.

The derivative represents the rate at which a function is changing at a point, x = c, and is given the
notation f 0 (c). In modern mathematical language the derivative of the function f (x) at the point x = c is
defined as
f (x) f (c)
f 0 (c) = lim
x!c x c
when this limit exists. An equivalent second definition can alternatively be used for the derivative at any
point x:
f (x + h) f (x)
f 0 (x) = lim .
h!0 h

f (x) f (c)
The ratio, x c , is commonly referred to as the di↵erence quotient.

If this limit exists at the point x = c the function is said to be di↵erentiable at the point x = c.

If a function is di↵erentiable at every point within its domain, it is a di↵erentiable function.

If f (x) is not di↵erentiable at even one point, then the function is not di↵erentiable. This will usually
manifest itself as an undefined point or a location where the curve exhibits a kink of some type. A di↵eren-
tiable curve is smooth.

Example: Find g 0 (x) using the definition of the derivative for the function g(x) = 2x3 + 4.

Solution:
g(x + h) g(x)
g 0 (x) = lim
h!0 h
2(x + h)3 + 4 2x3 + 4
= lim
h!0 h
2x + 6x h + 6xh2 + 2h3 + 4
3 2
2x3 + 4
= lim
h!0 h
6x2 h + 6xh2 + 2h3
= lim
h!0 h
= lim 6x2 + 6xh + 2h2
h!0
= 6x2 .
 37

A Brief Cauchy Biography

Dr. Cates 2015 – 2016

The following is an excerpt from “A Guide to Cauchy’s Calculus.”

Augustin-Louis Cauchy was born in Paris on August 21, 1789, a short time after the storming of the
Bastille and the launching of the French Revolution. Much of his early childhood was spent in poverty during
a turbulent political period in France. Cauchy’s father was associated with the monarchy of France, and
due to the political instability was forced into exile for a time. In 1800, after some normalcy had returned
to France and while Cauchy was still a young boy of eleven, his father became Secretary General of the
Senate under Napoleon Bonaparte. At the time, Laplace and Lagrange were both high ranking political
members and were each already prominent and important mathematicians and physicists that clearly held a
great deal of clout. Cauchy’s father made sure his son knew both of these men, who in turn recognized the
young Cauchy’s mathematical talent. Lagrange ended up recommending Cauchy to attend École Centrale
du Panthéon in 1802 to study classical languages. After this study, Cauchy was admitted to the École
Polytechnique, the most prestigious technical school in Europe, in 1805 for a two year program. While at
the Polytechnique, Cauchy studied analysis, geometry, and mechanics with his analysis tutor, André-Marie
Ampère. Once graduated, Cauchy worked as an engineer while continuing to pursue his intense interest in
mathematics.
Cauchy attempted to land an academic position for several years, much of it during a tremendous political
upheaval in France. After the French revolution, the leading mathematicians and scientists were called upon
to teach a large class of engineers and technicians which would then aid in the military and economic
commitments of the country. This move toward teaching turned out to be one of several motivating factors
for the subsequent rigorization of the calculus. This was due in part to the need for mathematicians such
as Cauchy to place the calculus on a solid, defendable foundation in order to teach the subject. Cauchy
eventually gained an academic appointment in 1815 as Assistant Professor of Analysis at École Polytechnique,
at the young age of 26, where he began to teach the calculus. He married the daughter of his future publisher
in 1818 and eventually became the father of two daughters.
Cauchy met with limited success as a teacher. It appears he had a sincere passion for developing rigor
in his classroom. This passion manifested itself in long lectures for his students and a tendency on Cauchy’s
part to stress the fundamentals of the subject at the expense of time spent on applications, which his courses
were expected to balance. This put him at odds with the school’s authorities and did not help him to gain
favor with his students. While teaching, Cauchy wrote several textbooks on the subject of analysis for his
students’ use, which helped to rigorize the calculus. The catalysts for these texts were clearly his teaching
and his passion to present his students with a logical development of analysis. It is his overall system of
presenting the calculus that places Cauchy as a founder of the rigorous version of the calculus we know
today. In his texts, Cauchy defines terms specifically, such as the limit, the derivative, the definite integral,
etc. and then applies these very definitions in his proofs later in the text. There is a clear continuity to his
style and logic that certainly acts to bring together the entire topic. His work does away with the piecemeal
work of many of his predecessors. The cohesiveness of his presentation is what sets Cauchy apart from any
before him.
In 1821, Cauchy wrote Cours d’analyse de l’École Royale Polytechnique; pre-mière partie, analyse
algébrique, (“Analysis Course for the Royal Polytechnique School, Part One, Algebraic Analysis”). This
landmark text develops the background theorems and ideas required for his rigorous calculus. It is a precal-
culus book covering most of the necessary background material for Cauchy’s calculus texts to follow. Today,
this text would be recognized as a hybrid between a calculus preparatory text, developing the required ba-
sic foundational topics, and an introductory analysis text. Cauchy’s Cours d’analyse was written with the
intention of using the book in his École Royale Polytechnique course, but in fact, he never did have the
opportunity to adopt it due to conflicts with the administration of the school as to the content and depth of
the course he wished to teach. Cauchy wanted to deliver a far more rigorous course on analysis than that
desired by the administrative authorities.
c Fairview Academic Press
60

Calculus I Worksheet – 3.1 II

Dr. Cates 2015 – 2016

A right-hand derivative of f (x) is defined as

0 f (x + h) f (x) 0 f (x) f (c)
f+ (x) = lim+ , or equivalently, as f+ (c) = lim+ .
h!0 h x!c x c
Similarly, a left-hand derivative is defined as
f (x + h) f (x) f (x) f (c)
f 0 (x) = lim , or equivalently, as f 0 (c) = lim .
h!0 h x!c x c

These one-sided derivatives must be equal for the derivative to exist at an interior point.

1) Consider the following function:

⇢
2, x  1,
f (x) =
2x, x > 1.
Use right-hand and left-hand derivatives to determine whether the function above is di↵erentiable.

2) Consider the following function:

⇢ p
x, 0  x  1,
f (x) =
2x 1, x > 1.
Use right-hand and left-hand derivatives to determine whether the function is di↵erentiable.

3) Use the definition of the derivative to find f 0 (x) for the function f (x) = 2x2 13x + 5.

3
4) Use the definition of the derivative to find f 0 (x) for the function f (x) = x+1 .

5) State the definition of the limit and of the derivative.

6) State the Extreme Value Theorem and the Intermediate Value Theorem.
 61

Calculus I Worksheet – Algebra of Di↵erentiable Functions Theorem

Dr. Cates 2015 – 2016

This is the third in a series of “Algebra of . . . ” theorems which state basic arithmetic properties of var-
ious mathematical structures, in this case of di↵erentiable functions.

Algebra of Di↵erentiable Functions Theorem

Let f (x) and g(x) be two functions which are di↵erentiable at the point x = c. In other words,
f (x) f (c) g(x) g(c)
lim = f 0 (c) and lim = g 0 (c).
x!c x c x!c x c

Then, we have that the new functions

f (x) ± g(x),
f (x) · g(x),
f (x)
provided g(c) 6= 0 ,
g(x)
k · f (x) 8 k 2 R,
f g(x) provided f (x) is di↵erentiable at g(c)),
are also di↵erentiable at the point x = c.

In addition, these derivatives are found using the following derivative rules:
⇣ ⌘0
f (x) ± g(x) = f 0 (x) ± g 0 (x),
⇣ ⌘0
f (x) · g(x) = f (x) · g 0 (x) + g(x) · f 0 (x),
✓ ◆0
f (x) g(x) · f 0 (x) f (x) · g 0 (x)
= ⇥ ⇤2 ,
g(x) g(x)
⇣ ⌘0
k · f (x) = k · f 0 (x),
⇣ ⌘0
f g(x) = f 0 g(x) · g 0 (x).

Note carefully that determining the derivative of a product or of a quotient is NOT simply the product
or quotient of the derivatives!
 62

Calculus I Worksheet – Cauchy Note III

Dr. Cates 2015 – 2016

(1) Restate Theorem I in modern mathematical notation.

(2) Cauchy begins his proof by setting the quantity h equal to which expression?

(3) Cauchy subdivides the interval [x0 , X] into how many subintervals? List some of these values of x.

(4) Cauchy considers the corresponding sequence of functional values next. List these values.

(5) In your own words, state the argument Cauchy uses to claim that two consecutive functional values from
your list above must have opposite signs. Can they be zero?

(6) What do Cauchy’s x1 and X 0 values represent?

(7) What is the di↵erence, X 0 x1 , in terms of X, x0 , and m?

(8) With x1 and X 0 in hand, what does Cauchy do next?

(9) What do Cauchy’s x2 and X 00 values represent?

(10) What is the di↵erence, X 00 x2 , in terms of X, x0 , and m?

(11) How is Cauchy assured that the subintervals he creates are getting smaller?

(12) Is it true that x0 < x1 < x2 < X 00 < X 0 < X? What is Cauchy missing?

(13) Cauchy claims to have found a nondecreasing sequence of x values such that all of their functional values
are less than or equal to zero. Show where he makes this claim. What is this sequence?

(14) Cauchy states he finds a nonincreasing sequence of x values such that all of their functional values are
greater than or equal to zero. Show where he makes this claim. What is this sequence?

(15) Cauchy writes, “We must conclude that the general terms of series (2) and (3) will converge toward a
common limit.” In your own words, state Cauchy’s argument. Why MUST we conclude this? What
does he call this limit?

(16) Cauchy finds a nondecreasing sequence of x values and a nonincreasing sequence of x values which both
converge to a common limit. He next concerns himself with the functional values at these sequence
values. Explain how he argues that he has found the root. Use modern mathematical notation as
necessary.

(17) Prove Corollary II. Use Cauchy’s hint by letting g(x) = f (x) b, where b 2 [f (x0 ), f (X)].

(18) How do the modern version and Cauchy’s version of the Intermediate Value Theorem compare?

(19) (a) If a function, f (x), is continuous on an interval [x0 , X], does it necessarily have the intermediate
value property? Explain how you know.
(b) If a function has the intermediate value property on an interval [x0 , X], is it necessarily continuous
on this interval? Explain how you know.
c Fairview Academic Press
40

A Brief Cauchy Biography (page 4)

Dr. Cates 2015 – 2016

In the summer of 1830, Cauchy left the Polytechnique, then only about 40 years old. He had apparently
had enough of the school’s authorities and the political turmoil surrounding the French government in
that time period. He left the school in a self-imposed exile instead of swearing a loyalty oath to any of the
regimes that governed France. He was a fundamentally principled man throughout his life, sometimes at huge
personal expense. He would continue to produce mathematics after leaving the Polytechnique, advancing
the fields of di↵erential equations, mathematical physics, and especially complex analysis, where he made
huge contributions over his lifetime. In fact, “imaginary” work was always one of Cauchy’s favorite research
topics throughout his entire career. Cauchy never completed the planned third volume of his Leçons sur les
applications du calcul infinitésimal à la Géométrie nor the Leçons sur le calcul intégral texts he had earlier
planned. However, his footprint on real analysis, and the calculus, had been firmly planted in history.
Cauchy died on May 23, 1857 at the age of 67. Popularly reported, his last words were, “Men die, but
their works endure.” Whether this was, in fact, his final message is in doubt; but, in any event, Mr. Cauchy’s
works have certainly endured.
c Fairview Academic Press
64

Calculus I Worksheet – 3.2 II

Dr. Cates 2015 – 2016
dy
1) Find dx , if y = x4 + 3x2 7x + 2.

dy 2x2
2) Find dx , if y = 7 + 5x 3.

3) Does the curve y = x4 2x2 + 2 have any horizontal tangents? If so, where? If not, how do you
know?

4) Find the derivative of y = (x3 + 2x)(x2 + 6x 3).

x3 +2x
5) Find the derivative of y = x2 +6x 3 .

4x
6) Find the derivative of y = x2 3 .

7) Find the derivative of y = x1 .

6
8) Find the derivative of y = x3 .

2 3
9) Find the derivative of y = x2 + x5 .

2
10) Find an equation for the tangent to the curve y = 3x + x at the point (1, 5).

11) Find all of the derivatives for y = x4 + 3x2 5x + 1.

dr
12) Find d✓ :
✓2 1
r=
✓2 + ✓ 2
 65

Calculus I Worksheet – 3.2 III

Dr. Cates 2015 – 2016

dw d2 w
1) Find dz and dz 2 : ⇣ 1 + 3z ⌘
w= (3 z)
3z

dp d2 p
2) Find dq and dq 2 :
q2 + 3
p=
(q 1)3 + (q + 1)3

3) Suppose u and v are functions that are di↵erentiable at x = 0. In addition, suppose u(0) = 5, u0 (0) = 3,
v(0) = 1, v 0 (0) = 2.
d
(a) Find dx (uv) .
x=0
⇣ ⌘
d u
(b) Find dx v .
x=0
⇣ ⌘
d v
(c) Find dx u .
x=0
d
(d) Find dx (7v 2u) .
x=0

4) Find the equations for the horizontal tangents to the curve y = x3 3x 2.

5) Find the equations for the lines that are perpendicular to the horizontal tangents to the curve:
y = x3 3x 2.

8
6) Find the tangents to the curve y = x2 +4 at the points (2, 1) and (0, 2).

dy
7) Find dx :
4
y=
x2

dy
8) Find dx :
2x + 1
y=
x2 1

d2 s
9) Find dt2 :
s(t) = 4t2 8t + 1

10) Find the points on the curve y = 2x3 3x2 12x + 20 where the tangent is parallel to the x-axis.
66

Calculus I Worksheet – 3.2 IV

Dr. Cates 2015 – 2016

1) State the definition of the derivative.

2) Prove Dx c = 0, where c 2 R.

0
3) Prove f + g (x) = f 0 (x) + g 0 (x).

0
4) Prove f g (x) = f 0 (x) g 0 (x).
 43

Calculus I Worksheet – 2.4 I

Dr. Cates 2015 – 2016

1) Consider the following function:

8
>
> 2x4 2, 1  x < 0,
>
>
< 3x, 0 < x < 1,
f (x) = 1, x = 1,
>
>
>
> 2x + 5, 1 < x < 2,
:
0, 2 < x < 3.
(a) Graph f (x).

(b) Does f ( 1) exist?

(c) Does limx! 1+ f (x) exist?

(d) Does limx! 1+ f (x) = f ( 1)?

(e) Is f continuous at x = 1?

(f) Does f (1) exist?

(g) Does limx!1 f (x) exist?

(h) Does limx!1 f (x) = f (1)?

(i) Is f continuous at x = 1?

(j) Is f defined at x = 2?

(k) Is f continuous at x = 2?

(l) At what values of x is f continuous?

(m) What is the value of limx!2 f (x)?

(n) What value should be assigned to f (2) to make the extended function continuous at x = 2?

(o) To what new value should f (1) be changed to make the extended function continuous at x = 1?

(p) Is it possible to extend f to be continuous at x = 0? If so, which value? If not, why not?

(q) Is it possible to extend f to be continuous at x = 3? If so, which value? If not, why not?

2) Consider the following function:

⇢ 2
(x 1)/(x 1), x 6= 1,
f (x) =
a, x = 1.
(a) Graph f (x).

(b) Find a value for a that makes the function continuous.

68

Calculus I Worksheet – 3.3 I

Dr. Cates 2015 – 2016

1) The position of a body at time t seconds is s = 2t3 7t2 + t m.

(a) Find the body’s acceleration each time the velocity is zero.

(b) Find the body’s speed each time the acceleration is zero.

2) The velocity of a particle is v = 2t2 9t + 5 m/sec at time t.

(a) Find the particle’s speed each time the acceleration is zero.

(b) Find the particle’s velocity each time the acceleration is zero.

3) Suppose that the dollar cost of producing x washing machines is C(x) = 2000 + 100x 0.1x2 .

(a) Find the average cost per machine of producing the first 100 washing machines.

(b) Find the marginal cost when 100 washing machines are produced.

(c) Show that the marginal cost when 100 machines are produced is approximately the cost of produc-
ing one more machine after the first 100 have been made, by calculating the latter cost directly.

4) Consider an extension of the Intermediate Value Theorem for a continuous function, f (x), on an in-
terval, [a, b].

(a) Can we suppose f (x) attains its absolute minimum and maximum values somewhere on this inter-
val? Why or why not?

(b) If is any value between the absolute minimum and maximum of f (x) on the interval, can we claim
there must exist a value c 2 [a, b] such that f (c) = ? Explain.

This corollary of the main theorem is used frequently by Cauchy throughout his text. We shall refer to
this generalization as the Extended Intermediate Value Theorem.
 69

Calculus I Worksheet – Viète’s Formula

Dr. Cates 2015 – 2016

François Viète was a French mathematician in the middle 16th century. Viète contributed much to the
introduction of symbols with his work In artem analyticen isagoge, ”Introduction to the Analytic Art,”
published in 1591, in which he stressed the advantage of using symbols to indicate known and unknown
quantities. He also connected algebra and geometry by determining the equations corresponding to several
geometric constructions. Important key players in the development of the calculus, such as Pierre de Fermat,
were influenced by his early work. The following worksheet will guide through a derivation to arrive at an
interesting representation for ⇡ known as Viète’s Formula. Have fun!

⇡
1) If ✓ = 2, what is sin ✓? Write this as an equation and call it equation number 1.

✓ ✓ ⇡
2) Recall the identity sin ✓ = 2 sin 2 cos 2 . Let ✓ = 2. Expand sin ⇡2 using this identity.

3) Write the resultant equation. Hint: You now have two expressions for sin ✓, so set them equal to each
other. Call this equation number 2.

4) Your equation has a sin ⇡4 within it. Expand this using the same trigonometric identity above. Sub-
stitute this expression in for sin ⇡4 to generate a new equation. This new equation should have a sin ⇡8 term
and two cos terms (with di↵erent fractions of ✓. Call this equation number 3.

5) Your new equation has a sin ⇡8 within it. Expand this using the same trigonometric identity above.
Substitute this expression in for sin ⇡8 to generate a new equation. Call this equation number 4. Note the
power of 2 in the expression.

⇡
6) Your new equation has a sin 16 within it. Expand this using the same trigonometric identity above.
⇡
Substitute this expression in for sin 16 to generate a new equation. Call this equation number 5. Again note
the power of 2.

7) You probably can now see a pattern forming and will be able to predict the nth equation. Do this
now. Observe that there are a total of (n 1) cosine terms in the nth equation for n 2. Call this equation
number n.

⇡
8) What is cos 2 ?

✓ 1
p ⇡
9) Recall
⇣⇡⌘ the trigonometric identity cos 2 = 2 2 + 2 cos ✓. Use this identity to evaluate cos 4 =
cos 22 = · · · . Hint: Your answer will not have a cos and you should end up with an actual value.

⇡ ⇡ ⇡
10) With this value of cos 4 in hand, use⇣the⌘ same trigonometric identity to evaluate cos 8 , cos 16 ,
⇡
cos 32 , . . . , until you see a pattern for cos 2⇡n .

11) Carefully note how many “2”’s are inside the radical for each of the cosine expressions.

12) Substitute these cosine expressions into equation number n above.

13) Divide both sides of the equation by the sine term and then multiply both sides of the equation by
whatever is necessary to make use of your Sandwich Theorem result involving the limit of the ratio sin↵ ↵ or
↵
sin ↵ as ↵ ! 0.

14) Use the Sandwich Theorem to evaluate both sides of this equation as n ! 1.

15) Solve for ⇡. This final expression is known as Viète’s Formula. Cool?
70

Calculus I Worksheet – 3.4 I

Dr. Cates 2015 – 2016

1) Find the derivative of y = x3 + sin x.

2) Find the derivative of y = x3 cos x.

x sin x
3) Find the derivative of y = x2 .

4) Find the derivative of y = cos2 x + sin2 x.

5) Find the derivative of y = cos x sin x.

6) Find the second derivative of y = csc x.

7) Find Dx 3x2 + tan x .

⇣ ⌘
2 sin x
8) Find Dx x2 +1 .

⇣ ⌘
2x sin x
9) Find Dx x2 +cot x .
46

Calculus I Worksheet – Algebra of Continuous Functions Theorem

Dr. Cates 2015 – 2016

This is the second in a series of “Algebra of . . . ” theorems which state basic arithmetic properties of various
mathematical structures, in this case of continuous functions.

Algebra of Continuous Functions Theorem

Let f (x) and g(x) be two functions which are each continuous at the point x = c. In other words,
lim f (x) = f (c) and lim g(x) = g(c).
x!c x!c

Then, we have that the new functions

f (x) ± g(x),
f (x) · g(x),
f (x)
provided g(c) 6= 0 ,
g(x)
k · f (x) 8 k 2 R,
are also continuous at the point x = c.

In addition, if g(x) is continuous at x = c and f (x) is continuous at x = g(c), then the composite function
f g (x) = f g(x) is also continuous at x = c.

In other words,
lim f (x) ± g(x) = lim f (x) ± lim g(x) = f (c) ± g(c),
x!c x!c x!c

lim f (x) · g(x) = lim f (x) · lim g(x) = f (c) · g(c),

x!c x!c x!c

✓ ◆
f (x) limx!c f (x) f (c)
lim = = , if g(c) 6= 0,
x!c g(x) limx!c g(x) g(c)

lim k · f (x) = k · lim f (x) = k · f (c), 8 k 2 R,

x!c x!c

⇣ ⌘
lim f g(x) = f lim g(x) = f g(c) .
x!c x!c

Each of these properties can be simply and rigorously demonstrated once we establish the formal defini-
tion of the limit.
 72

Calculus I Worksheet – Cauchy Lecture Three

Dr. Cates 2015 – 2016

(1) What general type of function is Cauchy going to deal with in this lecture?

(2) In the first paragraph of this lecture, Cauchy summarizes the result of the previous lecture. Can you
find it? What does he say?

(3) Cauchy uses the term x to be a general purpose term for a change when it is associated with a
simultaneous change of a related variable. Sometimes it means a small finite change, and sometimes it
means an infinitesimal change. Here, Cauchy desires for x to be which one? How do you know?

(4) Notice how Cauchy carefully explains that the ratio f (x+i)i f (x) is able to converge toward some limit,
even though the numerator and denominator are each approaching zero “indefinitely and simultaneously.”
Clearly, i is approaching zero, but explain why the numerator is approaching zero.

(5) Notice also that Cauchy is pointing out that the limit of the ratio discussed in the previous exercise is
a function of x. How does he word this?

(6) Cauchy defines the derivative early, following the nomenclature started by Lagrange. Clearly state
Cauchy’s definition.

(7) In your own words, briefly explain Cauchy’s idea of the derivative.

(8) Verify the following simple Cauchy function derivatives:

a
(a) y = a + x, (b) y = ax, (c) y= ,
x
(d) y = sin x, (e) y = cos x.

(9) Using Cauchy’s hints, verify the derivatives of a few more simple functions:
(a) y = Ax , (b) y = Lx, (c) y = xa .

(10) Compare the modern proof of the Chain Rule with Cauchy’s. How are they similar? How are they
di↵erent? Which do you prefer?

(11) Cauchy makes an error in the expression between his equations (2) and (3). Can you find it?
c Fairview Academic Press
 73

Calculus I Worksheet – 3.5 I

Dr. Cates 2015 – 2016

1) The function y = 6x 10 = 2(3x 5) is the composite of the functions y = 2u and u = 3x 5.

How are the derivatives of these three functions related?

2) Suppose two functions, f and g, are di↵erentiable and that g(2) = 3, g 0 (2) = 4, and f 0 (3)=-5. Find
the value of the derivative of f g(x) at x = 2.

dy
3) Find dx , if y = sin (3x4 ).

⇣ ⌘
dy
4) Find dx , if y = cos x2 + ⇡3 + x2 sin2 x.

dy
5) Find dx , if y = cos4 x.

dy
6) Find dx , if y = cos4 (x2 + 2x + 1).

dy 1
7) Find dx , if y = 5x 2 .

dy 2
8) Find dx , if y = (3x + 5) .

dy
9) Find dx , if y = (2x3 + 5x)4 .

10) The function y = 9x2 + 6x + 1 = (3x + 1)2 is the composite of the functions y = u2 and u = 3x + 1.
How are the derivatives of these three functions related?
74

Calculus I Worksheet – 3.5 II

Dr. Cates 2015 – 2016
⇣ ⌘
dy
1) Find dx , if y = cot x2 .

dy
2) Find dx , if y = cos (x3 x).

3) Find f 0 (x), if f (x) = cos2 (4x3 ).

4) Find f 0 (x), if f (x) = tan 5x 6 + sin (2x) + ⇡ .

⇣ ⌘3
x 1
5) Find f 0 (x), if f (x) = 1+x2 .

⇣ ⌘4
x2 1
6) Find f 0 (x), if f (x) = 8 +x x .

⇣ ⌘3
x
7) Find f 0 (x), if f (x) = 1 + tan4 12 .

dy
8) Find dx :
1
y= csc (1 2x)
2

dy
9) Find dx : ✓ ◆ 1
1 1
y= (3x 2)7 + 4
21 2x2

ds
10) Find dt : ✓ ◆ ✓ ◆
3⇡ 7⇡
s = sin t + cos t
2 4

11) Find y 00 : ⇣x⌘

y = 9 tan
3
 49

Calculus I Worksheet – Intermediate Value Theorem

Dr. Cates 2015 – 2016

Another of the most important theorems in the calculus is the Intermediate Value Theorem because it
is used in proofs of many other important results.

The theorem states that if you are given a function that is continuous on an interval, and you choose a
value somewhere between the function values at the end points of the interval, then you are guaranteed the
function will attain this value somewhere within the interval.

(1) State the Intermediate Value Theorem using modern notation and symbolism.

(2) Make a simple sketch that clearly illustrates the substance of this theorem.

(3) The Intermediate Value Theorem guarantees a function that is continuous on an interval has what
property?

A common use of this theorem is to be given a function that is continuous from a to b and that f (a)
is negative while f (b) is positive. The Intermediate Theorem Theorem guarantees this function will pass
through zero somewhere between a and b.
76

Calculus I Worksheet – 3.6 I

Dr. Cates 2015 – 2016
dy
1) Find dx , if y 3 = x by first solving the equation for y.

dy
2) Find dx , if y 3 = x by di↵erentiating implicitly.

p
3) Show that the results from the two previous problems are equivalent, once you write y = 3
x.

4) Find the slope of a tangent line to the unit circle at an arbitrary point on the circle, P (a, b). Your
answer will be in terms of the point’s coordinate (a, b).

dy
5) Find dx , if 2y = x2 + sin y.

p
6) Find the tangent and normal to the curve: x2 2xy + y 2 = 5, at the point (1, 1 + 5).

7) Find the tangent and normal to the curve: x sin (2y) = y cos (2x), at the point ( ⇡4 , ⇡
2 ).
 77

Calculus I Worksheet – 3.6 II

Dr. Cates 2015 – 2016
d2 y
1) Find dx2 , if 2x3 3y 2 = 7.

d2 y 4
2) Find dx2 , if y = x 3 .

dy 2
3) Find dx , if y = x 3 .

dy
4) Find dx , if 3x + tan (3xy) = 0.

dy p p
5) Find dx , if x+ y = 1.

dr 1 1
6) Find d✓ , if r 2 + ✓ 2 = 1.

p p
3 3
7) Find the slopes of the figure-eight shaped curve of y 4 = y 2 x2 , at the two points 4 , 2 , and
p
3 1
4 , 2 .

8) In the 17th century, Descartes challenged Fermat to find the tangent to the curve x3 + y 3 = 3axy.
Descartes had not been able to solve the problem and attempted to embarrass Fermat. Show that you have
better calculus skills than Descartes and find the equation of the tangent line to the curve at the point
3a/2, 3a/2 . Note: Fermat was also able to solve it.
78

Calculus I Worksheet – Linearization

Dr. Cates 2015 – 2016

The linearization of a function, f (x), about the point x = c is simply the equation of the tangent
line to the curve at this point. In other words,
L(x) = f 0 (c) x c + f (c).

(1) Consider the curve f (x) = 2x2 8. Sketch f (x) and L(x) about x = 1.

(2) Derive the expression above for the linearization of a curve, y = f (x), about the point x = c.
52

Calculus I Worksheet – 2.5 I

Dr. Cates 2015 – 2016

1) Suppose f (x) = 4x 2 and c = 3. Answer the following questions:

(a) What is L = limx!c f (x) in this case?

(b) If the stranger challenges us with a tolerance of " = 0.1, what is the maximum we must choose to
ensure f (x) L < " for any x which satisfies the condition 0 < |x c| < ?

(c) Repeat (b) if the stranger challenges us with a tolerance of " = 0.01 instead.

2) Suppose g(x) = 5x2 3 and c = 2. Answer the following questions:

(a) What is L = limx!c f (x) in this case?

(b) If the stranger challenges us with a tolerance of " = 0.2, what is the maximum we must choose to
ensure f (x) L < " for any x which satisfies the condition 0 < |x c| < ?

3) Using a formal " proof, show that the limit of f (x) = 2x + 3, as x approaches 2, is the value 7.
80

Calculus I Worksheet – 3.7 I

Dr. Cates 2015 – 2016

1) Given y = x3 + 2, find the di↵erential, dy.

2) Find the linearization of f (x) = x3 + 2x at x = 1.

p
3
3) Find the linearization of f (x) = 1 + x at x = 0.

4) Given y = sec2 x + 2x, find the di↵erential, dy.

5) Write the general expression for the di↵erential, dy.

6) In words, explain the di↵erence between a di↵erential and a derivative.

p
7) Find the linearization of f (x) = 1 + x2 at x = 3.

⇡
8) Find the linearization of f (x) = tan x at (a) x = 0, and (b) x = 4.

9) (a) Find the linearization of f (x) = sin2 x + cos2 x, at x = ⇡

3.

(b) Find the linearization of f (x) = sin2 x cos2 x, at x = ⇡

3.

⇡
10) Find the linearization of f (x) = sec x at x = 6.
 81

Calculus I Worksheet – 3.7 II

Dr. Cates 2015 – 2016

1) Write a di↵erential formula that estimates the change in the volume of a sphere when its radius changes
from r0 to (r0 + dr).

2) Write a di↵erential formula that estimates the change in the volume of a right circular cone when its
radius changes from r0 to (r0 + dr) while its height remains constant with a value of h0 .

p
3) Find the di↵erential dy, if y = x3 3 5 x + 6.

2y
4) Find the di↵erential dz, if z = 1+y 2 .

p
5) Find the di↵erential d⇣, if ⇣ = 3 csc (✓ ✓ ⇡).

6) Suppose the radius of a right circular cylinder changes from 10 to 10.1 while its height also changes
from 5 to 5.05.
(a) Write a di↵erential formula which will estimate the change in the volume of the cylinder.

(b) Using your calculator, estimate the volume change using this formula.

(c) What is the actual change in the volume?

7) Suppose the radius of a right circular cone changes from 10 to 10.1 while its height also changes from 5
to 5.05.
(a) Write a di↵erential formula which will estimate the change in the volume of the cone.

(b) Using your calculator, estimate the volume change using this formula.

(c) What is the actual change in the volume?

8) If you want to determine the volume of a sphere to within 0.25 percent, how precisely should you measure
its diameter?

9) If you want to determine the volume of a sphere to within 0.25 percent, how precisely should you measure
its circumference?

10) If you would like to determine the height of a building to within 1 percent by measuring the time
it takes for an object to fall (neglecting air resistance), how precisely should you measure the time of the
drop?
82

Calculus I Worksheet – 3.7 III

Dr. Cates 2015 – 2016

1) Generate an accurate diagram that clearly demonstrates the relationship between the actual change
in a function’s value, y, and the di↵erential, dy.

d
2) (a) Write the Sum Rule for the derivative of u + v in dx format.

(b) Write di↵erential form of the Sum Rule.

d
3) (a) Write the Product Rule for the derivative of u · v in dx format.

(b) Write di↵erential form of the Product Rule.

 55

Calculus I Worksheet – Worked Examples from 2.5

Dr. Cates 2015 – 2016

Example I. Show:
lim (5x 1) = 34.
x!7

Proof:
Let " > 0 be given.
Choose = "/5.
Now, whenever 0 < |x 7| < , we certainly have that |x 7| < "/5.
And so, |5x 35| < ", or |(5x 1) 34| < ".
Hence, using the definition of the limit,
lim (5x 1) = 34. ⌅
x!7

Example II. Show: p p

lim x+1= 3.
x!2

Proof:
Let " > 0 be given. n p o
2 p 2
Choose to be the smaller of 3+" 3, 3 3 " .
p 2 p 2
Now, whenever 0 < |x 2| < , we certainly have that |x 2| < 3+" 3 AND |x 2| < 3 3 " .
So, h p i
2 p 2
3+" 3 <x 2< 3+" 3 (1)
and h p i p
2 2
3 3 " <x 2<3 3 " . (2)
Using the right inequality from (1) and the left inequality from (2) we have
h p i p
2 2
3 3 " <x 2< 3+" 3
p 2 p 2
3 " 3<x 2< 3+" 3
p 2 p 2
3 " <x+1< 3+"
p p p
3 "< x+1< 3+"
p p
"< x+1 3 < ".
Therefore,
p p
x+1 3 < ".
Hence, using the definition of the limit,
p p
lim x+1= 3. ⌅
x!2

Example III. Show:

lim 3x2 + 1 = 13.
x!2

Proof:
84

Calculus I Worksheet – 3.8 I – Newton’s Method

Dr. Cates 2015 – 2016

1) Carefully derive the formulas used in the Newton’s Method algorithm.

2) What is Newton’s Method used for?

3) Draw a careful diagram that graphically explains the method.

4) What is the formula for the 1st estimate of the root of the equation f (x) = 0?

5) What is the formula for the 2nd estimate of the root of the equation f (x) = 0?

6) What is the formula for the 3rd estimate of the root of the equation f (x) = 0?

7) What is the formula for the nth estimate of the root of the equation f (x) = 0?

8) Given the equation x2 = 2, use Newton’s Method to find the positive root. Create a table with
your guesses.

9) Given the equation x4 + x = 3, use Newton’s Method to find the two real roots. Hint: Start with
x0 = +1 and then x0 = 1 to find the two di↵erent roots. Create two tables clearly showing your guesses.

10) Given the equation cos x = 2x, use Newton’s Method to find the roots. Create a neat table clearly
showing your guesses.
 85

Calculus I Worksheet – 6.1 I

Dr. Cates 2015 – 2016

1) Find the following:

d
(a) dx (ex )

d x
(b) dx (7e )

d 3x
(c) dx (2e )

d x2
(d) dx (e )

d tan x
(e) dx (4e )

d x
(f) dx (xe )

d (x3 +2x2 +1)

(g) dx (xe )

d
(h) dx sin (ex )

2
d
(i) dx cos2 (ex )

x
d
(j) dx ee

x
d
(k) dx ex · ee

x
d
(l) dx x · ex · ee
86

Calculus I Worksheet – 6.1 I (page 2)

Dr. Cates 2015 – 2016

2) Find the following:

⇣ x ⌘
(a) Dx exe 1

⇣ 2 ⌘
4ex
(b) Dx e x +1

⇣ ⌘
(c) Dx sin (ex ) · ex 1

(d) Dx x(ex x)

3) Find the following:

(a) Dx ln x

(b) Dx ln (x2 + x)

⇣ ⌘3
(c) Dx ln x

(d) Dx ln cos x

(e) Dx ln1x

(f) Dx eln x
58

Calculus I Worksheet – Derivative

Dr. Cates 2015 – 2016

The derivative is the first of the two main mathematical objects in the calculus (the second being the
integral). The derivative joins the very short list of important concepts and structures within the calculus
including the variable, the function, the concept of continuity, and the limit.

The derivative represents the rate at which a function is changing at a point, x = c, and is given the
notation f 0 (c). In modern mathematical language the derivative of the function f (x) at the point x = c is
defined as
f (x) f (c)
f 0 (c) = lim
x!c x c
when this limit exists. An equivalent second definition can alternatively be used for the derivative at any
point x:
f (x + h) f (x)
f 0 (x) = lim .
h!0 h

f (x) f (c)
The ratio, x c , is commonly referred to as the di↵erence quotient.

If this limit exists at the point x = c the function is said to be di↵erentiable at the point x = c.

If a function is di↵erentiable at every point within its domain, it is a di↵erentiable function.

If f (x) is not di↵erentiable at even one point, then the function is not di↵erentiable. This will usually
manifest itself as an undefined point or a location where the curve exhibits a kink of some type. A di↵eren-
tiable curve is smooth.

Example: Find g 0 (x) using the definition of the derivative for the function g(x) = 2x3 + 4.

Solution:
g(x + h) g(x)
g 0 (x) = lim
h!0 h
2(x + h)3 + 4 2x3 + 4
= lim
h!0 h
2x + 6x h + 6xh2 + 2h3 + 4
3 2
2x3 + 4
= lim
h!0 h
6x2 h + 6xh2 + 2h3
= lim
h!0 h
= lim 6x2 + 6xh + 2h2
h!0
= 6x2 .
88

Calculus I Worksheet – 6.3 I (page 2)

Dr. Cates 2015 – 2016

d
5) Find dx 2 ln (x3 + 6x) .

d
6) Find dx 5x ln (sin x) .

⇣ ⌘
d
7) Find dx ln ln(x) .

2
d
8) Find dx ex · ex .

d
9) Find dx tan x · etan x .

d x2
10) Find dx e .

h i3
d
11) Find dx ln cos x .

d
12) Find dx xx .

d
13) Find dx ex·ln x .
 89

Isaac Newton’s Binomial Theorem

Dr. Cates 2015 – 2016

The following is an excerpt from D. T. Whiteside’s “The Mathematical Papers of Isaac Newton,” Analysis
per quantitates fluentes – De Quadratura Curvarum.

Proposition XII.

To resolve a power of a binomial into a series unlimited in the number of its terms.

Solution.

m
Let the binomial be P + P Q and the index of its power n, and there will be
m m m 1 (m n) 1 (m 2n) 1 (m 3n)
(P + P Q) n = P n +
AQ + BQ + CQ + DQ + · · · ,
n 2 n 3 n 4 n
where P and Q can be any quantities you please, simple or composite, and A, B, C, D, . . . denote the terms
m 1 (m n)
of the series, namely, A the first term P n , B the second term m
n AQ, C the third term 2 n BQ, and so
on indefinitely.

Explanation through examples.

p
Example 1. There is c2 + x2 , that is,
1 1 x2 1 x4 1 x6 5 x8 7 x10
c 2 + x2 2
=c+ + + ··· .
2 c 8 c3 16 c5 128 c7 256 c9
2
For in this case there is P = c2 , Q = xc2 , m = 1, n = 2, and so,
⇣ ⌘ ✓ ✓ ◆ ◆
m 1 m 1 x2
A = P n = c2 2 = c, B = AQ = ,
n 2 c
✓ ✓ ◆ ◆
1 (m n) 1 x4
C = BQ = ,
2 n 8 c3
and so on.
p
5
Example 2. There is c5 + c4 x x5 , that is,
1 1 (c4 x x5 ) 2 (c8 x2 2c4 x6 + x10 )
c5 + c4 x x5 5
=c+ + ··· ,
5 c4 25 c9
(c4 x x5 )
as will be evident on substituting in the rule adduced 1 in place of m, 5 for n, c5 for P, and c5 for
5 (c4 x+c5 )
Q. You can also substitute x in place of P and for Q, and then there will turn out
x5
p 4
1 (c x + c ) 2 8 2 5
c x + 2c9 x + c10 + · · · .
5
c 5 + c 4 x x5 = x + +
5 x4 25
The first mode needs to be chosen if x be extremely small, the latter one if it be extremely large, in order
that the series shall converge.
1
N
Example 3. There is p
3
, that is, N y 3 a2 y 3 , equal to
(y 3 a2 y)
✓ ◆
1 1 a2 2 a4 14 a6
N + + + + ··· .
y 3 y3 9 y5 81 y 7
⇣ ⌘ ⇣
a2 m 1 1 m
For P = y 3 , Q = y2 , m = 1, n = 3, and so, A = P n = y 3⇥ 3 = y 1
, that is, y, B = n AQ =
⌘
1 1 a2 1a 2

3 ⇥ y ⇥ y 2 = 3 y3 , and so on. But N denotes any quantity whatsoever, simple or composite.

90

Isaac Newton’s Binomial Theorem (page 2)

Dr. Cates 2015 – 2016
4
Example 4. The cube root of the ‘square-square’ (fourth power) of d + e, that is, (d + e) 3 , is
4 4 1 2 e2 4 e3
d 3 + ed 3 + + ··· .
3 9 d 23 81 d 53
m 4
For P = d, Q = de , m = 4, n = 3, A = P n = d 3 , and so on.

Example 5. In the same way simple powers, too, are elicited. If, for instance, the ‘square-cube’ (fifth
5
power) of d + e, that is, (d + e)5 or (d + e) 1 , were desired: there will, in accordance with the rule, be
e m
P = d, Q = d , m = 5, and n = 1; and hence, A = P n = d5 , B = m 4
n AQ = 5d e, and in this way
C = 10d3 e2 , D = 10d2 e3 , E = 5de4 , F = e5 , and G = 16 m n5n F Q = 0; that is,
(d + e)5 = d5 + 5d4 e + 10d3 e2 + 10d2 e3 + 5de4 + e5 .
Example 6. And to be sure, division, be it simple or repeated, is achieved by the same rule. If, for
1 1
instance, (d+e) , that is, (d + e) 1 or (d + e) 1 , has to be resolved into a series of simple terms: there will,
m 1
according to the rule, be P = d, Q = de , m = 1, n = 1; and so, A = P n = d 1 = d 1
, that is, 1
d,
2 3
B = m n AQ = 1 ⇥ d1 ⇥ de = de2 , and likewise, C = de3 , D = de4 , and so on; that is,
1 1 e e2 e3
= 2
+ 3 + ··· .
(d + e) d d d d4
3
Example 7. So too (d + e) , that is, unity thrice divided by d + e, or once by its cube, turns out to be
1 e e2 e3
3 + 6 10 + ··· .
d3 d4 d5 d6
1
Example 8. And N (d + e) 3 , that is, an arbitrary quantity N divided by the cube root of d + e, proves to
be ✓ ◆
1 1 e 2 e2 14 e3
N 1 + + · · · .
d3 3 d 43 9 d 73 81 d 10
3
3
Example 9. And N (d + e) 5 , that is, N divided by the ‘square-cube’ (fifth) root of the cube of d + e, or
N
p ,
5
(d + 3d e + 3de2 + e3 )
3 2

comes to be ✓ ◆
1 3 e 12 e2 52 e3
N 3 8 + + ··· .
d5 5 d5 25 d 13
5 125 d 18
5

Demonstration.

The propounded rule correctly displays the ‘dignities’ or powers of the binomial when the indices m
n of the
powers are integers, as will at once be evident to one who makes the computation. And a rule which holds
correctly at innumerable equal intervals will hold correctly in the intermediate places.

Scholium.

If the second member in a binomial be the moment of the first member, and a power of the binomial be, in
accordance with the rule adduced, resolved into a series, the terms of the series will be as the moments of
the power; specifically, the second term B as the first moment, the third one C as the second moment, the
fourth one D as the third moment, and so on. In fact, 1 ⇥ B will be the first moment of the power, 1 ⇥ 2C
the second moment, 1 ⇥ 2 ⇥ 3D the third moment, 1 ⇥ 2 ⇥ 3 ⇥ 4E the fourth moment, and so forth infinitely.
 61

Calculus I Worksheet – Algebra of Di↵erentiable Functions Theorem

Dr. Cates 2015 – 2016

This is the third in a series of “Algebra of . . . ” theorems which state basic arithmetic properties of var-
ious mathematical structures, in this case of di↵erentiable functions.

Algebra of Di↵erentiable Functions Theorem

Let f (x) and g(x) be two functions which are di↵erentiable at the point x = c. In other words,
f (x) f (c) g(x) g(c)
lim = f 0 (c) and lim = g 0 (c).
x!c x c x!c x c

Then, we have that the new functions

f (x) ± g(x),
f (x) · g(x),
f (x)
provided g(c) 6= 0 ,
g(x)
k · f (x) 8 k 2 R,
f g(x) provided f (x) is di↵erentiable at g(c)),
are also di↵erentiable at the point x = c.

In addition, these derivatives are found using the following derivative rules:
⇣ ⌘0
f (x) ± g(x) = f 0 (x) ± g 0 (x),
⇣ ⌘0
f (x) · g(x) = f (x) · g 0 (x) + g(x) · f 0 (x),
✓ ◆0
f (x) g(x) · f 0 (x) f (x) · g 0 (x)
= ⇥ ⇤2 ,
g(x) g(x)
⇣ ⌘0
k · f (x) = k · f 0 (x),
⇣ ⌘0
f g(x) = f 0 g(x) · g 0 (x).

Note carefully that determining the derivative of a product or of a quotient is NOT simply the product
or quotient of the derivatives!
92

Calculus I Worksheet – Theorem & Definition Review I

Dr. Cates 2015 – 2016

1) State the formal definition of the limit.

2) State the Extreme Value Theorem.

3) State the Intermediate Value Theorem.

4) State the formal definition for continuity at a point.

5) State the Sandwich Theorem.

6) State the definition of a continuous function.

7) State the Preservation of Limits Theorem.

8) State the Algebra of Limits Theorem.

9) State the Algebra of Continuous Functions Theorem.

 93

Calculus I Worksheet – 4.2 I

Dr. Cates 2015 – 2016

1) Find the absolute minimum and maximum values for f (x) = x2 1 on the interval [ 1, 2].

p p
2) Find the absolute minimum and maximum values for f (x) = 5 x2 on the interval [ 5, 0].

3) The first derivative of a function y = f (x) is known to be f 0 (x) = (x 1)(x + 2). Use the deriva-
tive to determine:

(a) What are the critical points of f ?

(b) On what intervals is f increasing and decreasing?

(c) At what points, if any, does f assume local minimum and maximum values?

4) Use calculus to find the absolute maximum and minimum values of the function f (x) = 4 x2 be-
tween the values of [ 3, 1].

5) Consider the function f (x) = 6x x3 . Use the function’s first derivative to find the intervals on
which the function is increasing and decreasing. Then, identify the function’s local extreme values – where
they are assumed and what their values are.
94

Calculus I Worksheet – 4.2 II

Dr. Cates 2015 – 2016
4
1) Find the absolute minimum and maximum values for f (x) = x 3 on the interval [ 1, 8] and deter-
mine where they are assumed.

2) Consider the function g(t) = 3t2 + 9t + 5. Use the function’s first derivative to find the intervals
on which the function is increasing and decreasing. Then identify the function’s local extreme values, if
there are any, stating where they are assumed and what their values are.

3) Consider the function f (x) = (x + 1)2 , for 1 < x  2. Identify the function’s local extreme val-
ues in the given domain and determine where they are assumed.

4) Consider the function y = x3 + 6x2 , for 1  x  5. Identify the function’s local extreme values
in the given domain and determine where they are assumed.
64

Calculus I Worksheet – 3.2 II

Dr. Cates 2015 – 2016
dy
1) Find dx , if y = x4 + 3x2 7x + 2.

dy 2x2
2) Find dx , if y = 7 + 5x 3.

3) Does the curve y = x4 2x2 + 2 have any horizontal tangents? If so, where? If not, how do you
know?

4) Find the derivative of y = (x3 + 2x)(x2 + 6x 3).

x3 +2x
5) Find the derivative of y = x2 +6x 3 .

4x
6) Find the derivative of y = x2 3 .

7) Find the derivative of y = x1 .

6
8) Find the derivative of y = x3 .

2 3
9) Find the derivative of y = x2 + x5 .

2
10) Find an equation for the tangent to the curve y = 3x + x at the point (1, 5).

11) Find all of the derivatives for y = x4 + 3x2 5x + 1.

dr
12) Find d✓ :
✓2 1
r=
✓2 + ✓ 2
96

Calculus I Worksheet – 4.3 II

Dr. Cates 2015 – 2016

1) (a) Consider the function y = x3 . Determine y 00 and explain what this means.

1
(b) Consider the function y = x 3 . Determine y 00 and explain what this means.

(c) Consider the function y = x4 + 3. Determine y 00 and explain what this means.

2) Use calculus methods to graph y = x3 3x + 3 as completely as you can.

3) The first derivative of a function is y 0 = x2 x 6. Use this derivative and the second derivative
of the function to graph y as completely as you can.
 97

Calculus I Worksheet – Important Derivative Theorems

Dr. Cates 2015 – 2016

Several important results emerge while studying the relationships between a function’s extrema, shape,
and its derivatives. Among these results we have:

(I) If a local extremum occurs at an interior point, x = c, and f 0 (c) exists, then f 0 (c) = 0.

(II) If f 0 (x) 0 for every x 2 (a, b), then f (x) is increasing on the interval [a, b].

(III) If f 0 (x)  0 for every x 2 (a, b), then f (x) is decreasing on the interval [a, b].

(IV) If f 0 (x) changes sign on either side of the point x = c, then a local extremum occurs at x = c.

(V) If f 00 (c) > 0, then f (x) is concave up at x = c.

(VI) If f 00 (c) < 0, then f (x) is concave down at x = c.

(VII) If f 0 (c) = 0 and f 00 (c) > 0, then f (x) has a local minimum at x = c.

(VIII) If f 0 (c) = 0 and f 00 (c) < 0, then f (x) has a local maximum at x = c.
98

Calculus I Worksheet – 4.4 I

Dr. Cates 2015 – 2016

x+4
1) Find the asymptotes of the curve y = x 2.

2x+4
2) Find the asymptotes of the curve y = x2 9 .

x2 3
3) Find the asymptotes of the curve y = 2x 5 .

2x
4) Using the calculus methods developed in class, graph y = x+1 .

x2 +4
5) Using the calculus methods developed in class, graph y = 2x .
 67

Calculus I Worksheet – 3.2 IV (page 2)

Dr. Cates 2015 – 2016

5) Prove Dx (kx) = k, where k 2 R.

0
6) Prove f ⇤ g (x) = f (x) ⇤ g 0 (x) + g(x) ⇤ f 0 (x).

7) Is the derivative of the sum of two functions the same as the sum of the derivatives of the two func-
tions? Explain.

8) Is the derivative of the di↵erence of two functions the same as the di↵erence of the derivatives of the
two functions? Explain.

9) Is the derivative of the product of two functions the same as the product of the derivatives of the two
functions? Explain.

10) Is the derivative of the ratio of two functions the same as the ratio of the derivatives of the two functions?
Explain.
100

Calculus I Worksheet – 4.1 I (page 2)

Dr. Cates 2015 – 2016

4) A 10 foot ladder is leaning against a house when its base starts to slide away. By the time the base
is 8 feet from the house, the base is moving at the rate of 5 feet/second.

(a) How fast is the top of the ladder sliding down the wall at this time?

(b) How fast is the area of the triangle formed by the ladder, wall, and ground changing?

3
ft
5) Water runs into a tank in the shape of an ice cream cone at the rate of 3 min . The tank stands
vertically (point down) and has a height of 20 feet with a base radius of 6 feet. How fast is the water level
rising

(a) when the water is 15 feet deep?

(b) when the water is 2 feet deep?

6) When a circular plate of metal is heated in an oven, its radius increases at the rate of 0.01 cm/min
due to thermal expansion. At what rate is the plate’s area increasing when the radius is 50 cm?
 101

Calculus I Worksheet – 4.1 II

Dr. Cates 2015 – 2016
f t3
1) A spherical balloon is inflated with helium at the rate of 100⇡ min .

(a) How fast is the balloon’s radius increasing at the instant the radius is 5 feet?

(b) How fast is the balloon’s surface area increasing at this moment?

2) A dinghy is pulled toward a dock by a rope from the bow through a ring on the dock 6 feet above
the bow. If the rope is hauled in at the rate of 2 feet per second, how fast is the boat approaching the dock
when 10 feet of rope are out?

3) Walkers A and B are walking on straight streets that meet at right angles. A approaches the inter-
section at 2 meters per second. B moves away from the intersection at 1 meter per second. The angle ✓ is
measured from the path of walker B to the line between the two walkers (draw a sketch). At what rate is
this angle changing when A is 10 meters and B is 20 meters from the intersection?

4) Suppose that the radius r and the area A = ⇡r2 of a circle are di↵erentiable functions of t. Write
an equation that relates dA/dt to dr/dt.
102

Calculus I Worksheet – 4.1 II (page 2)

Dr. Cates 2015 – 2016

5) If x, y, p and z are lengths of the edges of a rectangular box, the common length of the box’s diago-
nals is s = x2 + y 2 + z 2 . (a) Assuming that x, y, and z are di↵erentiable functions of t, how is ds
dt related
dy
to dx
dt , dt , and dz
dt ? (b) Repeat if x is constant. (c) Repeat if s is constant.

6) Suppose that the edge lengths x, y, and z of a closed rectangular box are changing at the rates of
dx m dy
dt = 1 s , dt = 2 m dz m
s , and dt = 2 s . Find the rate at which the box’s (a) volume, (b) surface area, and
(c) diagonal length are changing at the instant that x = 4, y = 3, and z = 2.

7) Two airplanes at 40,000 feet are flying at 520 mph along straight line courses that cross at right an-
gles. Plane A is flying west and plane B is flying south. How fast is the distance between the two planes
closing when plane A is 5 miles from the intersection point and plane B is 12 miles from the intersection
point?

8) Sand falls from a conveyor belt at the rate of 10 cubic meters per minute onto the top of a conical
pile. The height of the pile is always three-eighths of the base diameter. How fast are the (a) height and (b)
radius changing when the pile is 4 meters high?

9) A girl flies a kite at a height of 300 feet, the wind carrying the kite horizontally away from her at a
rate of 25 feet per second. How fast must she let out the string when the kite is 500 feet away from her?
70

Calculus I Worksheet – 3.4 I

Dr. Cates 2015 – 2016

1) Find the derivative of y = x3 + sin x.

2) Find the derivative of y = x3 cos x.

x sin x
3) Find the derivative of y = x2 .

4) Find the derivative of y = cos2 x + sin2 x.

5) Find the derivative of y = cos x sin x.

6) Find the second derivative of y = csc x.

7) Find Dx 3x2 + tan x .

⇣ ⌘
2 sin x
8) Find Dx x2 +1 .

⇣ ⌘
2x sin x
9) Find Dx x2 +cot x .
104

Calculus I Worksheet – 4.5 II

Dr. Cates 2015 – 2016

1) What value of a makes f (x) = x2 + (a/x) have a local minimum at x = 2?

2) What value of a makes f (x) = x2 + (a/x) have a point of inflection at x = 1?

3) Show that f (x) = x2 + (a/x) cannot have a local maximum for any value of a. What does this im-
ply?

⇡
4) Find the absolute minimum value for the function y = tan x + 2 cot x, on the interval 0, 2 .

5) Is the function y = x2 x + 1 ever negative? Explain.

6) Consider a light ray moving from a material with index of refraction n1 into another material of higher
index of refraction n2 . Using Fermat’s principle of least time, (light will travel along a path between two
points which minimizes the time it takes), derive Snell’s Law.
 105

Calculus I Worksheet – Cauchy Note II

Dr. Cates 2015 – 2016

(1) In your own words, state Cauchy’s definition of an average quantity.

(2) Given the finite set of values, {1, 4, 3, 9, 2} :

(a) Is 1 an average? (b) Is 5 an average? (c) Is 10 an average?

(3) To indicate a point within the interval [a, b], today we say 9 c 2 [a, b]. Cauchy uses a di↵erent
method. What variable does he introduce instead? State his idea and demonstrate the two methods are
equivalent.

(4) Consider the case where we are given a continuous function, f (x), on an interval, [x0 , X], which is
subdivided into n subintervals, so that x0 < x1 < x2 < x3 < · · · < xn 1 < X. Suppose we know

f (x1 ) f (x0 ) f (x2 ) f (x1 )

A< < B, A< < B,
x1 x0 x2 x1

f (x3 ) f (x2 ) f (X) f (xn 1)

A< < B, ··· , A< < B.
x3 x2 X xn 1

Use the results of Note II to prove that in this case:

f (X) f (x0 )
A< < B.
X x0

(5) Consider the following sample set of values: a = 16, a0 = 3, a00 = 5, a000 = 1, a0000 = 7 and
b = 2, b0 = 1, b00 = 6, b000 = 3, b0000 = 5. Verify Cauchy’s Theorem XII from Note II works with this
sample. In other words, show
✓ ◆
a + a0 + a00 + · · · a a0 a00
= M , , , . . . .
b + b0 + b00 + · · · b b0 b00

(6) Using the same sample as in the problem above, along with ↵ = 3, ↵0 = 4, ↵00 = 1, ↵000 = 2, ↵0000 = 9,
verify Cauchy’s Corollary III from Note II holds true.

(7) Consider the following sample set of values: a = 9, a0 = 6, a00 = 3, and b = 3, b0 = 2, b00 = 2.
Show Cauchy’s Theorem XII from Note II does NOT work with this sample. In other words, show
✓ ◆
a + a0 + a00 + · · · a a0 a00
6= M , , , ... .
b + b0 + b00 + · · · b b0 b00
What went wrong?
c Fairview Academic Press
106

Calculus I Worksheet – Mean Value Theorem

Dr. Cates 2015 – 2016

The Mean Value Theorem for Derivatives is used throughout the foundation of the calculus to prove
many important results. It claims that given a function, f (x), that is continuous on the closed interval [a, b]
and di↵erentiable on the open interval (a, b), there must exist a point within the open interval (a, b) where
the slope of the tangent line to the curve at this point is equal to the slope of the line connecting the two
end points, a, f (a) and b, f (b) .

(1) State this important theorem in modern language, notation, and symbolism.

(2) Sketch a diagram clearly showing the substance of this theorem.

 73

Calculus I Worksheet – 3.5 I

Dr. Cates 2015 – 2016

1) The function y = 6x 10 = 2(3x 5) is the composite of the functions y = 2u and u = 3x 5.

How are the derivatives of these three functions related?

2) Suppose two functions, f and g, are di↵erentiable and that g(2) = 3, g 0 (2) = 4, and f 0 (3)=-5. Find
the value of the derivative of f g(x) at x = 2.

dy
3) Find dx , if y = sin (3x4 ).

⇣ ⌘
dy
4) Find dx , if y = cos x2 + ⇡3 + x2 sin2 x.

dy
5) Find dx , if y = cos4 x.

dy
6) Find dx , if y = cos4 (x2 + 2x + 1).

dy 1
7) Find dx , if y = 5x 2 .

dy 2
8) Find dx , if y = (3x + 5) .

dy
9) Find dx , if y = (2x3 + 5x)4 .

10) The function y = 9x2 + 6x + 1 = (3x + 1)2 is the composite of the functions y = u2 and u = 3x + 1.
How are the derivatives of these three functions related?
108

Calculus I Worksheet – 4.6 I

Dr. Cates 2015 – 2016

1) Show that the equation x3 3x + 1 = 0 has exactly one solution on the interval [0, 1].

1
p 31
2) Show that the equation 1 x + 1+x 10 = 0 has exactly one solution on the interval [ 1, 1).

3) Suppose that f (0) = 5 and that f 0 (x) = 2 8 x. MUST f (x) = 2x + 5 8 x? Explain completely.

4) What is the most f can increase on [0, 6] if f 0 (x)  2 8 x?

5) Show that
d ⇣ x ⌘ d ⇣ 1 ⌘
=
dx x + 1 dx x+1
even though
⇣ x ⌘ ⇣ 1 ⌘
6= .
x+1 x+1
Doesn’t this contradict Corollary 2 of the Mean Value Theorem? Explain.

⇡
6) Show that the equation tan ✓ cot ✓ ✓ = 0 has exactly one solution on the interval 0, 2 .
 109

Calculus I Worksheet – 4.6 II

Dr. Cates 2015 – 2016

1) Without looking in your notes, state Rolle’s Theorem and the Mean Value Theorem.

2) Suppose that f is di↵erentiable on [0, 1] and that its derivative is never zero. Prove that f (0) 6= f (1).

3) Clearly state what condition is necessary to ensure a function, f , is increasing at every point in a closed
interval a, b].

4) Suppose the function f is continuous on the closed interval [a, b] and is di↵erentiable on the open interval
(a, b). Suppose further that f 0 (x) > 0 8 x 2 (a, b). Prove that f increases throughout the interval [a, b].
110

Calculus I Worksheet – 4.6 II (page 2)

Dr. Cates 2015 – 2016

5) Prove that if f 0 = g 0 for every x in the interval (a, b), then f (x) and g(x) di↵er only by a constant.

6) Suppose that f ( 1) = 3 and that f 0 (x) = 0 for all x. MUST f (x) = 3 for all x? Clearly explain.

7) Using Rolle’s Theorem, prove the Mean Value Theorem.

8) Prove Rolle’s Theorem.

76

Calculus I Worksheet – 3.6 I

Dr. Cates 2015 – 2016
dy
1) Find dx , if y 3 = x by first solving the equation for y.

dy
2) Find dx , if y 3 = x by di↵erentiating implicitly.

p
3) Show that the results from the two previous problems are equivalent, once you write y = 3
x.

4) Find the slope of a tangent line to the unit circle at an arbitrary point on the circle, P (a, b). Your
answer will be in terms of the point’s coordinate (a, b).

dy
5) Find dx , if 2y = x2 + sin y.

p
6) Find the tangent and normal to the curve: x2 2xy + y 2 = 5, at the point (1, 1 + 5).

7) Find the tangent and normal to the curve: x sin (2y) = y cos (2x), at the point ( ⇡4 , ⇡
2 ).
112

Calculus I Worksheet – 4.7 II

Dr. Cates 2015 – 2016

1 1
1) Find the general antiderivative for 2x
2 .

2) Find the general antiderivative for x3 + 2x2 5x + 4.

dy p
3) Solve the following initial value problem: dx = 3 3 x, y = 4 when x = 8.

4) Find the general antiderivative for 3 sec x tan x.

dy
5) Solve the following initial value problem: dx = 1 + cos x, y = 4 when x = 0.

dy
6) Solve the following initial value problem: dx = ⇡ sin (⇡x), y = 0 when x = 0.

dy ⇡
7) Solve the following initial value problem: dx = 8x + csc2 x, y = 7 when x = 4.

4
8) Find the general antiderivative for x .
 113

Calculus I Worksheet – Cauchy Lecture Seven

Dr. Cates 2015 – 2016

(1) Lecture Seven deals with Cauchy’s proof of which important theorem in di↵erential calculus?

(2) Cauchy proves his proposition by choosing two small numbers, " and . Rewrite Cauchy’s condition
using modern mathematical notation.

(3) Cauchy subdivides the interval [x0 , X]. Explain clearly what he does and which conditions he imposes
on the subintervals. Specifically, how large are each of the subdivisions?

(4) Recall that A is the smallest value that f 0 takes on in the interval [x0 , X] and that B is the largest value
that f 0 takes on in the interval [x0 , X]. Further, recall that " and are chosen so that
f (x + i) f (x)
f 0 (x) "< < f 0 (x) + "
i
at any x within the interval, as long as i < . Use these facts to verify Cauchy’s equation (5) and his
statements below equation (5). Hint: Let i = x1 x0 .

(5) Cauchy notices that all of the denominators in these expressions have the same sign. Do you agree?
Why? Which sign is it (positive or negative)?

(6) Apply Cauchy’s average lemma results to the expressions in Cauchy’s equation (5) and the paragraph
following it, to generate the inequality
f (X) f (x0 )
A "< < B + ",
X x0
that Cauchy refers to in the paragraph preceding his Corollary.

(7) Starting with the result in the previous problem, explain Cauchy’s argument where he shows
f (X) f (x0 )
A  B.
X x0
(8) Cauchy completes the proof of the Mean Value Theorem for Derivatives with the result of the secondary
proposition in his Corollary. Which condition is he placing on f (x) and the derivative function, f 0 (x)?

(9) Recall how A and B have been previously defined, and then rewrite this corollary in modern theorem
type notation.

(10) Use the preliminary results of A  f (X) f (x0 )

X x0  B, and A  f 0 (x)  B, 8 x 2 [x0 , X], to prove the
Mean Value Theorem for Derivatives. Notice Cauchy’s theorem statement does not even warrant an
equation number in his paper!

(11) What is the geometrical significance of the Mean Value Theorem for Derivatives?

(12) State the modern version of the Mean Value Theorem for Derivatives in today’s mathematical language
and notation.

(13) There are two significant di↵erences that exist between the hypotheses and conclusions of Cauchy’s
version and a modern version of the Mean Value Theorem for Derivatives. What are these di↵erences?

(14) Why does Cauchy include the restriction that the derivative function be continuous?
c Fairview Academic Press
114

Calculus I Worksheet – Sigma Notation Review

Dr. Cates 2015 – 2016

The sum of the five real numbers a1 , a2 , a3 , a4 , a5 , in other words,

a1 + a2 + a3 + a4 + a5 ,
can be written succinctly as,
5
X
ak .
k=1

This notation is called sigma notation as the summation symbol, ⌃, is the Greek letter “sigma.” The
sum of the N real numbers a1 , a2 , a3 , . . . , aN 1 , aN , can be written with this same notation as,
N
X
ak = a1 + a2 + a3 + · · · + aN 1 + aN ,
k=1
PN
even without knowing the value of N. Used in this way, the expression k=1 ak is commonly called a finite
sum. The “k”used in these examples is known as the index of the summation. ak is the k th term of the
sum. Any letter (except N ) can be used here instead of k. To be clear,
N
X N
X N
X N
X
ak = ai = an = a .
k=1 i=1 n=1 =1

Important Examples:
N
X
1 = 1 + 1 + 1 + · · · + 1 + 1 = N · (1) = N.
k=1

N
X N (N + 1)
k = 1 + 2 + 3 + · · · + (N 1) + N = .
2
k=1

N
X N (N + 1)(2N + 1)
k 2 = 12 + 22 + 32 + · · · + (N 1)2 + N 2 = .
6
k=1

N
X ✓ ◆2
3 3 3 3 3 3 N (N + 1)
k = 1 + 2 + 3 + · · · + (N 1) + N = .
2
k=1

These important examples are some of the results known as Euler sums, named after the important 18th
century mathematician, and will be used extensively in our upcoming integral calculus work.
 79

Calculus I Worksheet – Di↵erential

Dr. Cates 2015 – 2016

The di↵erential is simply the change in the linearization of a function, f (x), about a point when x changes
by an amount dx. In other words,
dy
dy = · dx. (1)
dx
Equivalently,
dy = f 0 (x) · dx,

dy
where dx and dy are di↵erentials while dx and f 0 (x) are derivatives.

Note carefully that the dy in the left-hand side of equation (1) is not the same as the dy in the right-
hand side of equation (1).

(1) Explain the di↵erence between dy and y.

(2) Sketch a diagram that clearly represents dx, dy, and y.

116

Calculus I Worksheet – 5.1 I

Dr. Cates 2015 – 2016

1) Evaluate the following sums:

(a)
n
X
3
k=1

(b)
n
X
4k
k=1

(c)
20
X
6k
k=1

(d)
n
X
(3k 2 5)
k=1

(e)
10
X
(2k + 6)
k=1

(f)
20
X
(3k 2 + 2k 3)
k=1

(g)
⇣X
100 ⌘ ⇣X
10 ⌘
(k 2 + k + 1) ⇤ (k 3 k 1)
k=1 k=1

(h)
6
X
(4k 3 + 5k + 2)
k=1

2) Evaluate the following finite sum in terms of N :

N
X
1 + k + k2
k=1
 117

Calculus I Worksheet – Riemann Definite Integral Introduction

Dr. Cates 2015 – 2016

There are two underlying historic problems of the calculus. The first is to find the equation of the line
tangent to a curve at a particular point. We have been working with this first problem for months. It is
solved with di↵erential calculus. The slope of the desired tangent line is the derivative of the curve at the
point of interest.

The second problem of the calculus is to determine the area enclosed by a curve. In its simplest case,
this results in finding the area between a curve and the x axis between the two vertical lines of x = a and
x = b. This second problem is resolved with integral calculus. As we will soon see, the desired area will be
determined by calculating the integral of a function from x = a to x = b.

It turns out that there is more than one way to accomplish the goal of determining the area under a
curve, but we will focus our attention on the most common method, that of finding the Riemann Definite
Integral.

A little background is useful here. Gottfried Wilhelm Leibniz, one of the founders of the calculus, estimated
the “area under the curve” by subdividing the interval [a, b] into N small subintervals and then estimat-
ing the area by replacing each subinterval region with a simple rectangle (whose area is easy to determine –
height ⇥ width). He would then add the areas of all these rectangles together to estimate the area under the
curve. Of course, this is not the exact area under the curve, but the estimate does become better and better
as the number of rectangles increases AND their corresponding widths become smaller and smaller. Leibniz
argued that once the width of these subinterval rectangles was essentially zero that the resultant sum of the
infinite number of areas would exactly produce the area under the curve. His technique was wildly successful
at determining the correct result to various problems, but the reasoning behind the method was questionable.

Today, we go about finding the area a bit more carefully than Leibniz, but use a method that is not a
great deal dissimilar to the method initially laid out by him. We estimate the area under the curve by sum-
ming the areas of a large (but always finite) number of rectangles and determine what this sum approaches
(if anything) as we make the rectangles thinner and thinner (but never making their widths zero). In essence,
we find the limit of the sum of the areas of the rectangles as the widths of the rectangles approach zero.
This limit is the definite integral.
118

Calculus I Worksheet – Riemann Definite Integral Definition

Dr. Cates 2015 – 2016

Some basic terminology is useful here before we go further. We partition the interval [a, b] into n subintervals
by choosing values of x such that
a < x1 < x2 < x3 < · · · < xn 1 < b.
By letting x0 = a and xn = b we define the partition, P, of the interval [a, b] as:
P = x 0 , x 1 , x 2 , x 3 , . . . , xn 1, xn .

[x0 , x1 ] is the first subinterval. [x1 , x2 ] is the second subinterval. [xk 1, xk ] is the kth subinterval.

x1 = x1 x0 is the width of the first subinterval. x2 = x2 x1 is the width of the second subin-
terval. xk = xk xk 1 is the width of the k th subinterval. The largest of these widths is called the norm
of the partition and is written ||P ||.

To summarize, if the partition, P, of the interval [a, b] is

P = x 0 , x 1 , x 2 , x 3 , . . . , xn 1, xn ,
where x0 = a and xn = b, we say the interval has been partitioned into n subintervals.

We define a point, ck , to be the marking of the k th subinterval if ck 2 [xk 1, xk ]. The marking can
be any point whatsoever within the subinterval, including either endpoint.

The product f (ck ) · xk yields the area of the rectangle that approximates the area under the curve y = f (x)
within the k th subinterval. The sum,
X n
f (ck ) · xk
k=1

is the sum of all n such rectangles and is called the Riemann sum. The Riemann sum is generally labeled
as SP .

By forcing the widths of these n rectangles to become smaller and smaller (we do this by requiring the
norm of the partition approach zero), we determine whether the area under the curve is approaching a
particular value. If it is, we call this value the definite integral (specifically, the Riemann definite integral)
Rb
and write it as a f (x) dx. So,
Z b n
X
f (x) dx = lim f (ck ) · xk ,
a ||P ||!0
k=1
when this limit exists.

This is the Riemann Definite Integral definition.

82

Calculus I Worksheet – 3.7 III

Dr. Cates 2015 – 2016

1) Generate an accurate diagram that clearly demonstrates the relationship between the actual change
in a function’s value, y, and the di↵erential, dy.

d
2) (a) Write the Sum Rule for the derivative of u + v in dx format.

(b) Write di↵erential form of the Sum Rule.

d
3) (a) Write the Product Rule for the derivative of u · v in dx format.

(b) Write di↵erential form of the Product Rule.

120

Calculus I Worksheet – 5.2 I

Dr. Cates 2015 – 2016

1) Write the Riemann sum for the following:

(a) f (x) = x2 2x + 1, on [0, 2]

(b) g(x) = x3 2x + sin x, on [ 1, 3]

2) Write the following limit as a definite integral:

n
X 3
lim xk ,
||P ||!0 4 + c2k
k=1
between the bounds of x = 3 and x = 8.

3) Write the following limit as a definite integral:

X n
lim sin2 ck + 5ck 7 xk ,
||P ||!0
k=1
between the bounds of x = ⇡ and x = 2⇡.

4) Using the definition of the Riemann definite integral, calculate the following:
R5
(a) 0
6 dx

R3
(b) 0
(3x + 2) dx
 121

Calculus I Worksheet – 5.2 I (page 2)

Dr. Cates 2015 – 2016

5) State the main elements of the definition of the Riemann Definite Integral.

R6
6) Given the definite integral 2
(x4 1) dx, suppose you partition the interval into n equal width sub-
intervals.

(a) What is the partition of the interval?

(b) What is the norm of the partition?

(c) If the marking is chosen as the right-hand point of each sub-interval, what is c4 ?

R6
7) Given the definite integral 2
(x4 1) dx, suppose you partition the interval into 16 equal width sub-
intervals.

(a) What is the partition of the interval?

(b) What is the norm of the partition?

(c) If the marking is chosen as the left-hand point of each sub-interval, what is c4 ?
122

Calculus I Worksheet – 5.2 II

Dr. Cates 2015 – 2016

Using the definition of the definite integral, calculate the following:

R4
1) 0
5x2 dx

R8
2) 5
2 dx

R3
3) 2
2x dx
 85

Calculus I Worksheet – 6.1 I

Dr. Cates 2015 – 2016

1) Find the following:

d
(a) dx (ex )

d x
(b) dx (7e )

d 3x
(c) dx (2e )

d x2
(d) dx (e )

d tan x
(e) dx (4e )

d x
(f) dx (xe )

d (x3 +2x2 +1)

(g) dx (xe )

d
(h) dx sin (ex )

2
d
(i) dx cos2 (ex )

x
d
(j) dx ee

x
d
(k) dx ex · ee

x
d
(l) dx x · ex · ee
124

Calculus I Worksheet – Algebra of Integrable Functions and Definite Integral Properties (page 2)
Dr. Cates 2015 – 2016

Combining these results with the building blocks previously generated from the definition of the definite
integral, we are now in a position to determine a great number of integral results.

Example:
Z 5 Z 5 Z 5 Z 5
3x2 5x + 7 dx = 3 x2 dx 5 x dx + 7 dx
2
✓2 3 ◆ 2
✓ 2 2
◆
5 23 5 22
=3 5 +7 5 2
3 2
105
= 117 + 21
2
171
= .
2
 125

Calculus I Worksheet – 5.3 I

Dr. Cates 2015 – 2016

1) Using theorems and integration properties developed in class, evaluate the following:
R2
(a) 0
(x 3) dx

R0
(b) 2
(x 3) dx

R0
(c) 2
(x 3) dx

R4
(d) 1
(2x2 3x + 5) dx

R2
(e) 1
(x 3x2 + 5) dx

2) Find the area between the following curves and the x-axis:

(b) y = 3x + 5, for 1  x  4.

(c) y = x2 + 3, for 2  x  1.

3) Find the average value of f (x) = 2 x + x2 , on [0, 4].

4) Find the average value of f (x) = 4 3x + 2x2 , on [ 3, 0].

5) Find the average value of f (x) = 3x2 6, on [ 3, 3].

6) Find the average value of f (x) = 2x2 + 7x 3, on [ 1, 5].

7) Without looking in your notes or your text, state the Mean Value Theorem for Derivatives.

8) Without looking in your notes or your text, state the Mean Value Theorem for Definite Integrals.

R3p
9) Show that the value of 1
1 + sin x dx cannot possibly be 5.
126

Calculus I Worksheet – 5.3 II

Dr. Cates 2015 – 2016
R2
1) Evaluate 0
7 dx.

R4
2) Evaluate 1
(6x + 4) dx.

R 1
3) Evaluate 3
(3x2 8) dx.

R 2 x2
4) Evaluate 1 2 + 3x 1 dx.

Ra
5) Explain why: a
f (x) dx = 0.

6) Using the definition of the Riemann definite integral, prove:

Z b Z b
k · f (x) dx = k · f (x) dx, k2R
a a

7) Prove the Mean Value Theorem for Definite Integrals.

88

Calculus I Worksheet – 6.3 I (page 2)

Dr. Cates 2015 – 2016

d
5) Find dx 2 ln (x3 + 6x) .

d
6) Find dx 5x ln (sin x) .

⇣ ⌘
d
7) Find dx ln ln(x) .

2
d
8) Find dx ex · ex .

d
9) Find dx tan x · etan x .

d x2
10) Find dx e .

h i3
d
11) Find dx ln cos x .

d
12) Find dx xx .

d
13) Find dx ex·ln x .
128

Calculus I Worksheet – Integrals are Continuous Theorem

Dr. Cates 2015 – 2016

Integrals are functions. To see this, consider the integral,

Z x
I(x) = f (u) du.
a

Clearly, as we change the value of x, the upper limit of the integral, the value of I will change. Hence,
I is a function of the variable x. It turns out that the function I(x) is always a continuous function of x,
regardless of the function f (x). Even if f (x) is discontinuous, I(x) will still be continuous.

(1) Prove this cool result. It will be used in our proof of the Fundamental Theorem of Calculus.
 129

Calculus I Worksheet – 5.4 I

Dr. Cates 2015 – 2016
dy
Rx
1) Find dx , if y = 0
u2 du.

dy
Rx
2) Find dx , if y = 1
(u3 + u + 1) du.

dy
R x2
3) Find dx , if y = 1
t dt.

dy
Rx
4) Find dx , if y = 0
(cos u + sin u) du.

dy
R tan x
5) Find dx , if y = 0
(3u3 + 2u) du.

R⇡
6) Evaluate the following integral: 0
sin x dx.

R ⇡
7) Evaluate the following integral: ⇡
3
csc x cot x dx.
4

R1
8) Evaluate the following integral: 0
(x5 x3 + 1) dx.

R 1
9) Evaluate the following integral: 3
(x4 2x3 + 5x2 x + 3) dx.
130

Calculus I Worksheet – 5.4 II

Dr. Cates 2015 – 2016

1) Carefully prove the Fundamental Theorem of Calculus, Part I.

2) Carefully prove the Fundamental Theorem of Calculus, Part II.

3) Express the solution of the following initial value problem in terms of an integral:
dy
Di↵erential Equation: dx = tan x,

Initial Condition: y = 4 when x = 2.

4) Find the following derivative: Z x

d
cos u du.
dx 0

5) Find the following derivative: p

Z x
d
cos u du.
dx 0
 91

Calculus I Worksheet – Isaac Newton’s Binomial Theorem

Dr. Cates 2015 – 2016

The following questions refer to D. T. Whiteside’s version of Newton’s work in his “The Mathematical
Papers of Isaac Newton” – Analysis per quantitates fluentes – De Quadratura Curvarum.

1) (a) State the modern version of the binomial expansion of (1 + x)n .

(b) Which cases (if any) produce an expansion which terminates after a finite number of terms?

(c) Did you realize the binomial expansion works for any value of n? This means n can be an integer
(positive or negative), n can be a rational fraction (i.e. of the form m
n , where m, n are integers) as
in Newton’s Binomial Theorem, and incredibly, n can even be any irrational number as well!

2) Using the modern version of the binomial expansion, expand the following expressions:

(a) (1 + x)3

3
(b) (1 + x)

1
(c) (1 + x) 2

3) Using Isaac Newton’s version of the binomial expansion:

m
(P + P Q) n = A + B + C + D + E + · · ·
m m 1 (m n) 1 (m 2n) 1 (m 3n)
=P n + AQ + BQ + CQ + DQ + · · · ,
n 2 n 3 n 4 n
(a) Expand (1 + x)3 into a series. Clearly show P, Q, m, n, A, B, C, D, . . . .

3
(b) Expand (1 + x) into a series. Clearly show P, Q, m, n, A, B, C, D, . . . .

1
4) Find the expansion for 1+x using the binomial expansion and then compare to the infinite series generated
through polynomial division. Note how this series does not terminate, even though it has an integer power.

p
5) Verify Example 1 in Newton’s paper (i.e. find the expansion for c2 + x2 using Newton’s technique)
by clearly identifying P, Q, m, n, A, B, C, D, . . . . Find the first five terms of his expansion. Can you
imagine how Isaac may have found these expansions relaxing and fun way back in the 1600s?
 132

Calculus I Worksheet – Cauchy Lecture Twenty-One

Dr. Cates 2015 – 2016

(1) Lecture Twenty-One deals with Cauchy’s proof of which important concept in calculus?

(2) What term do we have today for what Cauchy uses the variable S to denote?

(3) Draw a simple diagram to serve as a method for comparison that clearly illustrates what Cauchy is
describing in his equations (2) and (3).

(4) Carefully explain what Cauchy means by the terms

(a) average,
(b) mode of division,
(c) element,
(d) origin.

(5) What is the di↵erence between the numerical values of the two S’s in equations (2) and (5)?

(6) What is the di↵erence between the numerical values of the two S’s in equations (5) and (6)?

(7) What is the di↵erence between the numerical values of the two S’s in equations (6) and (7)?

(8) How does Cauchy apply his “average” lemma (from Note II) to S? Specifically:
(a) What are a, a0 , a00 , . . . , ↵, ↵0 , ↵00 , . . . , b, b0 , b00 , . . . ?
(b) What average is generated?

(9) Explain why Cauchy can claim the "’s will eventually vanish (become zero).

(10) How does Cauchy end up defining the definite integral?

(11) Give examples, from other lectures, in which Cauchy has defined a quantity as the limit of something.

(12) (a) What notation does Cauchy prefer to denote the definite integral?
(b) Does Cauchy credit anyone for the preferred notation?

(13) Does Cauchy agree with Leibniz and claim that the definite integral is a sum, like S? Explain completely.

(14) Cauchy’s definition of an integral is not perfect. Can you give a reason that illustrates a weakness?

(15) (a) How many times does Cauchy refer to the derivative or the antiderivative in this lecture?
(b) Is it fair to say that Cauchy is trying to prove that a definite integral is simply the antiderivative of
a function? Explain.
c Fairview Academic Press
 133

Calculus I Worksheet – Fundamental Theorem of Calculus

Dr. Cates 2015 – 2016

One of the most important theorems in all of mathematics is the Fundamental Theorem of Calcu-
lus. This theorem has two parts.

Part I demonstrates that the derivative and integration operations are inverses of each other. It states
that when f (x) is continuous on the interval [a, b], for any point within this interval
Z x
d
f (u) du = f (x).
dx a

Part II demonstrates how to evaluate a definite integral in the case where an anti-derivative is known.
It continues by stating that if F (x) is an anti-derivative of f (x), then
Z b
f (x) dx = F (b) F (a).
a

(1) If you are still fuzzy as to how to prove these incredible results, practice your proof here.
134

Calculus I Worksheet – 5.5 I

Dr. Cates 2015 – 2016

1) Verify whether or not the following integral results are correct:

R
(a) x cos x dx = x sin x + C

R
(b) u cos u du = u sin u + cos u + C

R
(c) x tan x dx = x sin x + cos x + sec x + C

R t t
(d) cos 2 dt = 2 sin 2 +C

R y y
(e) 3 cos 5 dy = 5 sin 2 +C

2) Evaluate the following integrals:

R 1
(a) x 3 dx

R p
(b) 5
y 2 dy

R
(c) 3 sec x tan x dx

R
(d) 7 sec (2x) tan (2x) dx

R
(e) 2 sin2 t dt

R
(f) (sin2 x + cos2 x) dx

R
(g) (sin2 x + 2 cos2 x) dx

R
(h) csc2 u du

R
(i) 3 sin2 ↵ + cos (2↵) d↵
94

Calculus I Worksheet – 4.2 II

Dr. Cates 2015 – 2016
4
1) Find the absolute minimum and maximum values for f (x) = x 3 on the interval [ 1, 8] and deter-
mine where they are assumed.

2) Consider the function g(t) = 3t2 + 9t + 5. Use the function’s first derivative to find the intervals
on which the function is increasing and decreasing. Then identify the function’s local extreme values, if
there are any, stating where they are assumed and what their values are.

3) Consider the function f (x) = (x + 1)2 , for 1 < x  2. Identify the function’s local extreme val-
ues in the given domain and determine where they are assumed.

4) Consider the function y = x3 + 6x2 , for 1  x  5. Identify the function’s local extreme values
in the given domain and determine where they are assumed.
136

Calculus I Worksheet – 5.6 I

Dr. Cates 2015 – 2016

Evaluate the following integrals using substitution (clearly state which substitution you are using).

1) Z
(x + 3)3 dx

2)
Z
x(5x2 + 3)2 dx

3)
Z
3x2 (7x3 + 3)2 dx

4)
Z
5x2 sin (x3 ) dx

5)
Z
csc2 (3✓) d✓

6)
Z p
x 5x2 + 3 dx

7)
Z
t dt
p
3
t2 1

8)
Z ✓ ◆
1 1
cos 1 dt
t2 t

9)
Z p
7
1
x(x2 + 1) 3 dx
0

10)
Z ⇡
6
1 cos (3x) sin (3x) dx
0
 137

Calculus I Worksheet – 5.6 II

Dr. Cates 2015 – 2016

Evaluate the following integrals.

1) Z p
3✓ 2 ✓2 d✓

2)
Z 3
tan ⇣ 2
· sec2 ⇣ d⇣

3)
Z
2x · sin 1 x2 dx

4)
Z ⇡
2
15 sin4 (3✓) cos (3✓) d✓
⇡
2

5)
Z ⇡
2 2 sin z cos z
p dz
0 1 + 3 sin2 z

6)
Z ⇡
2 ⇣ ⌘
3 sin2 (3x) + cos2 (3x) dx
0

7)
Z
(t + 1)2 1
dt
t4

8)
Z
2⇠ + 1
d⇠
⇠2 +⇠+1
138

Calculus I Worksheet – Least Squares

Dr. Cates 2015 – 2016

1) Given the line of best fit to be y = mx + b and a data point (xi , yi ), what is the residual for that
point?

2) Why is the square of the residual minimized instead of the residual itself?

3) Carefully derive the expressions for the slope and y intercept of the line of best fit by minimizing the
sum of the squares of the residuals.

Table 2. Experimental Data

X Y
1.10 2.63
2.05 2.08
3.12 2.39
4.00 2.01
4.55 1.96
5.10 2.03
6.23 1.83
7.34 1.77
9.94 1.44
11.01 1.56
12.20 0.98
13.50 1.03
15.20 0.82
15.78 0.90
16.10 0.70
18.45 0.67
 97

Calculus I Worksheet – Important Derivative Theorems

Dr. Cates 2015 – 2016

Several important results emerge while studying the relationships between a function’s extrema, shape,
and its derivatives. Among these results we have:

(I) If a local extremum occurs at an interior point, x = c, and f 0 (c) exists, then f 0 (c) = 0.

(II) If f 0 (x) 0 for every x 2 (a, b), then f (x) is increasing on the interval [a, b].

(III) If f 0 (x)  0 for every x 2 (a, b), then f (x) is decreasing on the interval [a, b].

(IV) If f 0 (x) changes sign on either side of the point x = c, then a local extremum occurs at x = c.

(V) If f 00 (c) > 0, then f (x) is concave up at x = c.

(VI) If f 00 (c) < 0, then f (x) is concave down at x = c.

(VII) If f 0 (c) = 0 and f 00 (c) > 0, then f (x) has a local minimum at x = c.

(VIII) If f 0 (c) = 0 and f 00 (c) < 0, then f (x) has a local maximum at x = c.
 140

Calculus I Worksheet – Cauchy Lecture Twenty-Six

Dr. Cates 2015 – 2016

(1) Vingt-sixiéme leçon (“Twenty-Sixth Lecture”) deals with Cauchy’s proof of the Fundamental Theorem
of Calculus. What is the modern statement of the Fundamental Theorem of Calculus?

(2) Cauchy begins his proof of the Fundamental Theorem of Calculus by defining a new function, F(x).
Clearly state how this function is defined.

(3) In Cauchy’s equation (2), he recalls a relationship from Lecture Twenty-Two. What is the name of this
relationship? Verify its use here.

(4) Verify both expressions in Cauchy’s equation (2).

(5) Verify Cauchy’s equation

Z x+↵ Z x Z x+↵
f (x) dx f (x) dx = f (x) dx = ↵f (x + ✓↵).
x0 x0 x

(6) Show that Cauchy’s equation (3) follows from the equation above.

(7) Cauchy argues that since an infinitely small increase in x causes an infinitely small increase in F, that
F is also continuous (this is his test for continuity). Verify his claim of continuity.

(8) Cauchy divides both sides of his equation (3) by ↵, and takes a limit as ↵ approaches zero. Using
modern mathematical notation, clearly show what he is doing. Then, evaluate these limits to verify his
equation (4).

(9) Cauchy stresses the importance of this previous result in his equation (5). Verify both statements in this
equation. Cauchy’s equation (5) is a statement of which important mathematics result?

(10) Cauchy begins by solving a “Problem.” State the problem in lemma form (this means in the form of an
“If-Then” type statement) using your own words.

(11) To complete the second portion of the proof of the Fundamental Theorem of Calculus, Cauchy assumes
that f (x) is continuous and that a second function, F (x), has the property that F 0 (x) = f (x) for all
values of x. He then proves that F(x) and F (x) di↵er only by a constant. Verify this proof.

(12) Show that the constant referenced in the problem above is F (x0 ).

(13) Verify that Z x

f (x) dx = F (x) F (x0 ).
x0
Rx
(14) Change the upper limit of the definite integral x0 f (x) dx from x to X, to arrive at the final statement
for the Fundamental Theorem of Calculus, Part II, Cauchy’s equation (18).

(15) To summarize Cauchy’s work, IF you are able to locate an antiderivative F (x), THEN you can com-
pletely shortcut the entire integration process. However, the integral exists whether an antiderivative
can be found or not. How do we know this?

c Fairview Academic Press

 141

Calculus I Worksheet – Bouncing Ball Challenge

Dr. Cates 2015 – 2016

To serve as another cool example of the limit, consider the physics problem of a rubber ball dropped to
the ground from a height of h0 . The ball will hit the ground and bounce back up to a height of h1 where
h1 = ↵h0 , with ↵ denoting a positive number less than 1. Subsequent bounces result in shorter and shorter
rebound heights. As an example, suppose h0 = 2 meters and ↵ = 45 . We have in this case,
h0 = 2 meters,
4 8
h1 = ↵ · h0 = ·2= meters,
5 5
4 8 32
h2 = ↵ · h1 = · = meters,
5 5 25
4 32 128
h3 = ↵ · h2 = · = meters,
5 25 125
4 128 512
h4 = ↵ · h3 = · = meters,
5 125 625
..
..

We calculate the total distance the ball travels from the time it is dropped until the time it stops bouncing.
This total distance is:
H = h0 + 2 · h1 + 2 · h2 + 2 · h3 + 2 · h4 + · · · ,
the distances h1 , h2 , h3 , . . . are each multiplied by two because the ball travels up and down this distance
during that particular bounce. The ball will theoretically bounce an infinite number of times, but these
infinite number of bounces will only require a finite amount of time as each successive bounce requires a
shorter and shorter time, the time of each bounce eventually approaching zero.2 The total distance traveled
by the ball will also be finite and can be easily calculated in our example as follows:

H = h0 + 2 · h1 + 2 · h2 + 2 · h3 + 2 · h4 + · · ·
✓ ◆ ✓ ◆ ✓ ◆ ✓ ◆
8 32 128 512
=2+2 +2 +2 +2 + ··· .
5 25 125 6255
So,

16 64 256 1024
H =2+ + + + + ··· . (1)
5 25 125 6255
5
Now, multiply both sides of this equation by 4 to find:
5 5 16 64 256
H = +4+ + + + ···
4 2 5 25 125
9 16 64 256
= +2+ + + + · · ·,
2 | 5 25{z 125 }
where the underbraced infinite sum is what we earlier called H in equation (1). Therefore,

5 9
H = + H.
4 2

2Note: It turns out that this condition is not quite enough to guarantee a finite time. As an example, even though the
terms 11 , 12 , 13 , 14 , 15 , are getting smaller and smaller and eventually approach zero, when these terms are all added together,
the resultant sum grows larger and larger without bound.
142

Calculus I Worksheet – Bouncing Ball Challenge (page 2)

Dr. Cates 2015 – 2016

Hence,
1 9
H= ,
4 2
or

H = 18 meters.

The total distance traveled by the ball after an infinite number of bounces will be 18 meters!

In regards to the time it takes for the rubber ball to finish bouncing, if we let t0 be the time it takes
to hit the ground from the initial drop height of h0 , it is easy to show using kinematics:
s r
2h0 2·2 2
t0 = = =p
g g g
in our example, where g is the acceleration due to gravity near the Earth’s surface. If we now let t1 , t2 , t3 , . . . ,
represent the time it takes to hit the ground from the subsequent heights of h1 , h2 , h3 , . . . , then we can also
easily show
s s
2h1 2 · 85 4
t1 = = =p p ,
g g 5 g
s s
2h2 2 · 32
25 8
t2 = = = p ,
g g 5 g
s s
2h3 2 · 128
125 16
t3 = = = p p ,
g g 5 5 g
s s
2h4 2 · 512
625 32
t4 = = = p ,
g g 25 g

and so on. The total time of bouncing is found by simply adding all these times together to find:

T = t0 + 2t1 + 2t2 + 2t3 + 2t4 + · · ·

2 8 16 32 64
= p + p p + p + p p + p + ··· .
g 5 g 5 g 5 5 g 25 g
p
Multiplying both sides of the equation above by g and rewriting each denominator yields:
p 8 16 32 64
g·T =2+ p + p 2 + p 3 + p 4 + ··· . (2)
5 5 5 5
 143

Calculus I Worksheet – Bouncing Ball Challenge (page 3)

Dr. Cates 2015 – 2016
p
5
Now, multiplying both sides by the fraction 2 gives us:
p p p p p p
p 5 5 8 5 16 5 32 5 64 5
g·T · =2· +p · + p 2· + p 3· + p 4· + ···
2 2 5 2 5 2 5 2 5 2
p 8 16 32
= 5 + 4 + p + p 2 + p 3 + ···
5 5 5
p 8 16 32
= 5 + 2 + 2 + p + p 2 + p 3 + ··· ,
5 5 5
| {z }
p
where the underbraced expression is simply equal to g · T from equation (2). Therefore,
p
5 p p p
· g · T = 5 + 2 + g · T,
2
or
✓p ◆
5 p p
1 · g · T = 5 + 2.
2
This leads to p
p 5+2
g·T = p ,
5
2 1
or finally,
p !
2 5+2
T =p p ,
g 5 2

as the total time the rubber ball bounces. Incredibly, even though the ball theoretically experiences an
infinite number of bounces, the total time elapsed for these bounces is finite (approximately 11.5 seconds in
this example). You may wish to redo the analysis above in general so that the calculated time can be found
as a function of the initial height, h0 , and ↵. This way, an experiment can be conducted to measure h0 and
↵ and then actually test the theory – a great extra credit project.
 101

Calculus I Worksheet – 4.1 II

Dr. Cates 2015 – 2016
f t3
1) A spherical balloon is inflated with helium at the rate of 100⇡ min .

(a) How fast is the balloon’s radius increasing at the instant the radius is 5 feet?

(b) How fast is the balloon’s surface area increasing at this moment?

2) A dinghy is pulled toward a dock by a rope from the bow through a ring on the dock 6 feet above
the bow. If the rope is hauled in at the rate of 2 feet per second, how fast is the boat approaching the dock
when 10 feet of rope are out?

3) Walkers A and B are walking on straight streets that meet at right angles. A approaches the inter-
section at 2 meters per second. B moves away from the intersection at 1 meter per second. The angle ✓ is
measured from the path of walker B to the line between the two walkers (draw a sketch). At what rate is
this angle changing when A is 10 meters and B is 20 meters from the intersection?

4) Suppose that the radius r and the area A = ⇡r2 of a circle are di↵erentiable functions of t. Write
an equation that relates dA/dt to dr/dt.
 145

Calculus I Worksheet – 5.7 I – Numerical Integration (page 2)

Dr. Cates 2015 – 2016
R2
5) (a) Use the left-hand rectangular method with N = 4 to estimate 1
x3 dx.

R2
(b) Use the Trapezoidal Rule with N = 4 to estimate 1
x3 dx.

R2
(c) Use Simpson’s Rule with N = 4 to estimate 1
x3 dx.

(d) Which method produced the best estimate?

R1
6) Use the Trapezoidal Rule with N = 8 to estimate 0
(sin x + 1) dx.

R1
7) Use Simpson’s Rule with N = 8 to estimate 0
(sin x + 1) dx.

R1
8) Evaluate 0
(sin x + 1) dx exactly and compare to the two previous results.
146

Calculus I Worksheet – 5.7 II – Numerical Integration

Dr. Cates 2015 – 2016

1) Derive the formula used in the Trapezoidal Rule.

2) Derive the formula used in Simpson’s Rule.

3) The Trapezoidal Rule is a first order method, Simpson’s Rule is a second order method. Are higher
order methods possible? Try to develop one and call it the Titan Rule.
 147

Calculus I Worksheet – Final Review – Main Theorems

Dr. Cates 2015 – 2016

1) Once again, state the formal definition for the most important mathematical structure of the calcu-
lus, that of the limit.

2) State the Sandwich Theorem for Limits.

3) State the formal definition of continuity at a point.

4) State the formal definition of a continuous function.

5) State the Preservation of Limits Theorem.

6) State the Intermediate Value Theorem.

7) State the formal definition of an absolute minimum and an absolute maximum.

8) What is the di↵erence between a closed interval and an open interval? Be specific.

9) Extend the Intermediate Value Theorem to include its absolute minimum and absolute maximum in-
stead of its end point functional values.
104

Calculus I Worksheet – 4.5 II

Dr. Cates 2015 – 2016

1) What value of a makes f (x) = x2 + (a/x) have a local minimum at x = 2?

2) What value of a makes f (x) = x2 + (a/x) have a point of inflection at x = 1?

3) Show that f (x) = x2 + (a/x) cannot have a local maximum for any value of a. What does this im-
ply?

⇡
4) Find the absolute minimum value for the function y = tan x + 2 cot x, on the interval 0, 2 .

5) Is the function y = x2 x + 1 ever negative? Explain.

6) Consider a light ray moving from a material with index of refraction n1 into another material of higher
index of refraction n2 . Using Fermat’s principle of least time, (light will travel along a path between two
points which minimizes the time it takes), derive Snell’s Law.
 149

Calculus I Worksheet – Final Review – Main Theorems (page 3)

Dr. Cates 2015 – 2016

19) Prove that if a function has an extremum at an interior point, then its derivative is zero there.

20) State the main rules that are established to aid in obtaining the derivatives of nearly any function:
(a) Product Rule, (b) Power Rule, (c) Quotient Rule, (d) Chain Rule.

21) State the formal definition of the Riemann Definite Integral of the function f on the interval [a, b].

22) State the Mean Value Theorem for Definite Integrals.

23) Prove that all integrals are continuous.

24) State the Fundamental Theorem of Calculus.

25) What are the definitions for a critical point and an inflection point?
150

Calculus I Worksheet – Final Review – Limits & Continuity I

Dr. Cates 2015 – 2016

1) Find the limit:

4x
lim
x!5 3x 7
2) Find the limit:
x+2
lim
x! 2 x2 + 3x + 2
3) Find the limit:
x3 8
lim
x!2 x4 16
4) Find the limit: p p
2x + 7 7
lim
x!0 x
5) Find the limit:
x
lim
x!2 x 2
6) Find the limit:
9r3 7r
lim
r!1 r 3 + 1
7) Find the limit: ✓ ◆
x2 1
lim
x! 1 2 x
8) Find the limit: ✓ ◆
2
lim 1
x!0 x5
For the 3 problems below, consider the following function:
8
>
> 0, 3 < x < 1,
>
> 2
>
> x 1, 1  x < 0,
<
2x, 0 < x < 1,
f (x) =
>
> 1, x = 1,
>
>
>
> 2x + 4, 1 < x < 2,
:
0, 2 < x < 3.

9) (a) Does f ( 1) exist?

(b) Does limx! 1+ f (x) exist?
(c) Does limx! 1+ f (x) = f ( 1)?
(d) Is f continuous at x = 1?
(e) Does f (1) exist?
(f) Does limx!1 f (x) exist?
(g) Does limx!1 f (x) = f (1)?
(h) Is f continuous at x = 1?

10) (a) Is f defined at x = 2? Is f continuous at x = 2?

(b) What is the value of limx!2 f (x)?
(c) What value should be assigned to f (2) to make the extended function continuous at x = 2?

11) (a) To what new value should f (1) be changed to make the extended function continuous at x = 1?
(b) Is it possible to extend f to be continuous at x = 0? If so, how?
 151

Calculus I Worksheet – Final Review – Limits & Continuity II

Dr. Cates 2015 – 2016

1) Evaluate the following limit: ✓ ◆

sin x
lim tan 1
x!0 x

In the 12 problems that follow, find the stated limits. If the limit does not exist, write DNE.

x2 9
2) lim
x!3 x3

7x2 + 3x 2
3) lim
x!1 5x2 4

2x2 + 7x
4) lim
x! 1 x 1

x+3
5) lim
x! 3 x2 9

1
6) lim
x!5+ x 5

x 2 sin x
7) lim
x!0 x

5y 3 + 8y 2
8) lim
y!0 3y 4 16y 2

✓ ◆
1
9) lim sin
x!1 x

tan 5x
10) lim
x!0 tan 3x

p p
5h2 + 11h + 6 6
11) lim
h!0 h

3x + sin x
12) lim
x!1 x

 ✓ ◆
2
13) lim x · tan
x!1 x
 107

Calculus I Worksheet – Mean Value Theorem Corollaries

Dr. Cates 2015 – 2016

Several important and useful corollaries are easily proven from the Mean Value Theorem for Deriva-
tives. Some of these results include:

(I) If f 0 (x) = 0 for every x, then f (x) is a constant.

(II) If f 0 (x) = g 0 (x) for every x, then f (x) and g(x) must only di↵er by a constant.

(III) If f 0 (x) > 0 for every x, then f (x) is an increasing function (in fact, f (x) is strictly increasing in
this case).

(IV) If f 0 (x) < 0 for every x, then f (x) is an decreasing function (in fact, f (x) is strictly decreasing in
this case).

(V) If f 0 (x) 6= 0 for every x on the interval [0, 1], then f (0) 6= f (1).

(VI) If f (a) = g(a) and f (b) = g(b), where f (x) and g(x) are di↵erentiable functions on the interval
[a, b], then there exists at least one point, x = c, between a and b where f 0 (c) = g 0 (c).
 153

Calculus I Worksheet – Final Review – Di↵erentiation I

Dr. Cates 2015 – 2016

1) Define the derivative of a function, f (x).

2) Use the definition of the derivative to find f 0 (x) for f (x) = 2x2 13x + 5.

3
3) Use the definition of the derivative to find f 0 (x) for f (x) = x+1 .

dy
4) Find dx :
4
y=
x2
dy
5) Find dx :
2x + 1
y=
x2 1
d2 s
6) Find dt2 :
s = 4t2 8t + 1

7) Find the points on the curve y = 2x3 3x2 12x + 20 where the tangent is parallel to the x-axis.
dy
8) Find dx :
y = x sin x + cos x
dy
9) Find dx :
y = x2 sin x + 2x cos x 2 sin x

10) Does a graph of the following function have any horizontal tangents in the closed interval [0, 2⇡]? If so,
where? If not, why not?
y = 2x + sin x
dy
11) Find dx :
1
y = csc (1 2x)
2
dy
12) Find dx :
✓ ◆ 1
1 1
y= (3x 2)7 + 4
21 2x2
13) Find ds
dt : ✓ ◆ ✓ ◆
3⇡ 7⇡
s = sin t + cos t
2 4
14) Find y 00 : ⇣x⌘
y = 9 tan
3
dy
15) Find dx :
1
y = x(x2 + 1) 2

dr
16) Find d✓ :
cos r + cos ✓ = r✓

dy
17) Find dx using implicit di↵erentiation:
x2 + y 2 = 1
154

Calculus I Worksheet – Final Review – Di↵erentiation II

Dr. Cates 2015 – 2016

1) Find the linearization, L(x), of the function f (x) = x3 x at x = 1.

2) Consider the following function:

⇢ 2
x , x < 0,
f (x) =
x4 , x 0.
(a) Is this function continuous? Explain how you know.
(b) Is this function di↵erentiable? Explain how you know.
(c) Is this function twice di↵erentiable? Explain how you know.
dy
3) Use the definition of a derivative to find dx for the function y = 2x2 5.
dy 3
4) Find dx for: y = 4 2x x .

5) The number of gallons of water in a tank t minutes after the tank has started to drain is given by:
Q(t) = 200(30 t)2
(a) How fast is the water running out at the end of 10 minutes?
(b) What is the average rate at which water flows out during the first 10 minutes?

d du dv
6) Prove that if u and v are di↵erentiable functions of x, then dx (u + v) = dx + dx .

dy
7) Find dx for:
1 7
y= 2
+
6x 12x3
dy
8) Find dx for:
3
y = x3 x 2
+ x5 x 2 + x 2

dy
9) Find dx for: ✓ ◆✓ ◆
1 1
y= x+ x
x x
dy
10) Find for:
dx p
x 1
y=p
x+1
dy
11) Find dx for:
y = ⇡3

dy
12) Find dx for:
x2 1
y=
x2 + x 2
d2 y
13) Find dx2 for:
x5
y=
120
14) Find the equation of the line that is tangent to the curve y = x3 x at the point (2, 6).
 155

Calculus I Worksheet – Final Review – Di↵erentiation III

Dr. Cates 2015 – 2016

1) State the Sandwich Theorem for Limits.

2) Find the points (what are the coordinates) at which the tangents to Newton’s Serpentine are parallel
to the x-axis.
4x
f (x) = 2
x +1

dy
3) Find dx for the following function:
5
y = sin x cos3 x

dy
4) Find dx for the following function:
6x + 3
y= p
3 x 8
dy
5) Find dx for the following:
x3 + y 3 = 18xy

d2 y
6) Find dx2 for the following function:
y = 9 tan (x/3) + 2x 9

dy
7) Find dx for the following function:
y = x2 sin2 x + 2x cos x

dy
8) Find dx for the following:
x + sin y = xy

dy
9) Find dt for the following function:
1⇣ ⌘3
y= 1 + cos2 (7t)
6
10) Using your knowledge of the derivatives for sin x and cos x, derive an expression for Dx cot x.

dr
11) Find d✓ for the following:
1 1
✓2 + r2 = 1

dy
12) Use the definition of a derivative to find dx for the function below:
y = 2 + cos x
Hint: You may find one or more of the following trigonometric identities handy:
cos (x + y) = cos x cos y sin x sin y
sin (x + y) = sin x cos y + cos x sin y
sin2 x + cos2 x = 1
110

Calculus I Worksheet – 4.6 II (page 2)

Dr. Cates 2015 – 2016

5) Prove that if f 0 = g 0 for every x in the interval (a, b), then f (x) and g(x) di↵er only by a constant.

6) Suppose that f ( 1) = 3 and that f 0 (x) = 0 for all x. MUST f (x) = 3 for all x? Clearly explain.

7) Using Rolle’s Theorem, prove the Mean Value Theorem.

8) Prove Rolle’s Theorem.

 157

Calculus I Worksheet – Final Review – Derivative Applications I

Dr. Cates 2015 – 2016

1) Use calculus to find the absolute maximum and minimum values of the function f (x) = 4 x2 be-
tween the values of [ 3, 1].

2) Consider the function f (x) = 6x x3 . Use the function’s first derivative to find the intervals on
which the function is increasing and decreasing. Then, identify the function’s local extreme values - where
they are assumed and what their values are.

3) Use calculus methods to graph y = x3 3x + 3 as completely as you can.

4) The first derivative of a function is y 0 = x2 x 6. Use this derivative and the second derivative
of the function to graph y as completely as you can.

5) A rectangle has its base on the x axis and its upper two vertices on the parabola y = 15 x2 .
What is the largest area the rectangle can have? Show your work.

6) Find the volume of the largest right circular cone that can be inscribed in a sphere of radius 3.

7) Find the general antiderivative for x7 6x + 8.

158

Calculus I Worksheet – Final Review – Derivative Applications I (page 2)

Dr. Cates 2015 – 2016
dy p
8) Solve the initial value problem dx = 3 x, with y = 4 when x = 9.

d2 y dy
9) Solve the initial value problem dx2 = 2, with dx = 2 and y = 2 when x = 0.

10) Use calculus methods to find the smallest perimeter possible for a rectangle whose area is 36.

p
11) A right triangle whose hypotenuse is 3 is revolved about one of its legs to generate a right circu-
lar cone. Find the radius and height of the cone of greatest volume that can be made this way. Recall that
the volume of a right circular cone is found with the formula V = 13 ⇡r2 h.

12) Suppose that f is di↵erentiable on [0, 1] and that its derivative is never zero. Show that f (0) 6= f (1).

13) Use the Mean Value Theorem and/or Corollary 1 of the Mean Value Theorem to prove that if f 0 (x) =
g 0 (x) at each point of an interval [a, b], then f (x) = g(x)+K for all values of x 2 [a, b], where K is a constant.

14) Suppose that f and g are di↵erentiable on [a, b] and that f (a) = g(a) and f (b) = g(b). Show that
there is at least one point between a and b where the tangents to the graphs of f and g are parallel.

15) State and prove Rolle’s Theorem.

 159

Calculus I Worksheet – Final Review – Integration I

Dr. Cates 2015 – 2016

1) (a) Are all continuous functions integrable? (Yes or No)

(b) Does
Z b Z b
f (x) dx = f (u) du
a a
always (Yes or No)?

(c) Does
Z b Z a
f (x) dx = f (u) du
a b
always (Yes or No)?

2) State the definition of the average value of an integrable function, f , over the interval [a, b].

3) Which of the following formulas is not equivalent to the other two? (Circle the formula that is not
equivalent.)
X4 X 2 X1
( 1)(k 1) ( 1)k ( 1)k
k 1 k+1 k+2
k=2 k=0 k= 1

4) (a) Express 1 + 2 + 4 + 8 + 16 + 32 in sigma notation.

(b) Evaluate the sum:

100
X
k(6k + 2)
k=1

5) (a) Evaluate
Z 3b
x2 dx
0
(b) Evaluate
Z 3
5 dx
2

6) Evaluate
Z 0
(2x 4) dx
3

7) Suppose that f and g are continuous functions and that

Z 2 Z 5 Z 5
f (x) dx = 4, f (x) dx = 6, g(x) dx = 8.
1 1 1
R2
(a) Evaluate 2
f (x) dx.
R1
(b) Evaluate 5
g(x) dx.
R2
(c) Evaluate 1
5 · f (x) dx.
R5
(d) Evaluate 1
[f (x) 2 · g(x)] dx.
 113

Calculus I Worksheet – Cauchy Lecture Seven

Dr. Cates 2015 – 2016

(1) Lecture Seven deals with Cauchy’s proof of which important theorem in di↵erential calculus?

(2) Cauchy proves his proposition by choosing two small numbers, " and . Rewrite Cauchy’s condition
using modern mathematical notation.

(3) Cauchy subdivides the interval [x0 , X]. Explain clearly what he does and which conditions he imposes
on the subintervals. Specifically, how large are each of the subdivisions?

(4) Recall that A is the smallest value that f 0 takes on in the interval [x0 , X] and that B is the largest value
that f 0 takes on in the interval [x0 , X]. Further, recall that " and are chosen so that
f (x + i) f (x)
f 0 (x) "< < f 0 (x) + "
i
at any x within the interval, as long as i < . Use these facts to verify Cauchy’s equation (5) and his
statements below equation (5). Hint: Let i = x1 x0 .

(5) Cauchy notices that all of the denominators in these expressions have the same sign. Do you agree?
Why? Which sign is it (positive or negative)?

(6) Apply Cauchy’s average lemma results to the expressions in Cauchy’s equation (5) and the paragraph
following it, to generate the inequality
f (X) f (x0 )
A "< < B + ",
X x0
that Cauchy refers to in the paragraph preceding his Corollary.

(7) Starting with the result in the previous problem, explain Cauchy’s argument where he shows
f (X) f (x0 )
A  B.
X x0
(8) Cauchy completes the proof of the Mean Value Theorem for Derivatives with the result of the secondary
proposition in his Corollary. Which condition is he placing on f (x) and the derivative function, f 0 (x)?

(9) Recall how A and B have been previously defined, and then rewrite this corollary in modern theorem
type notation.

(10) Use the preliminary results of A  f (X) f (x0 )

X x0  B, and A  f 0 (x)  B, 8 x 2 [x0 , X], to prove the
Mean Value Theorem for Derivatives. Notice Cauchy’s theorem statement does not even warrant an
equation number in his paper!

(11) What is the geometrical significance of the Mean Value Theorem for Derivatives?

(12) State the modern version of the Mean Value Theorem for Derivatives in today’s mathematical language
and notation.

(13) There are two significant di↵erences that exist between the hypotheses and conclusions of Cauchy’s
version and a modern version of the Mean Value Theorem for Derivatives. What are these di↵erences?

(14) Why does Cauchy include the restriction that the derivative function be continuous?
c Fairview Academic Press
 161

Calculus I Worksheet – Final Review – Integration III

Dr. Cates 2015 – 2016

1) Evaluate the integral: p

Z 7
1
t(t2 + 1) 3 dt
0

2) Evaluate the integral: Z

2 + tan2 ✓ d✓

dy
3) Solve for y: Di↵erential Equation: dt = ⇡ sin (⇡t) Initial Condition: y = 0 when t = 0.

R 5 R
4) Evaluate the following integrals: (a) x 4 dx, (b) 2 sin (3x) dx.

5) Evaluate the following integral:

Z 1
(t + 1)(t2 + 4) dt
1

6) Evaluate the following integral: Z

9r2
p dr
1 + r3

7) Evaluate the following integral:

Z ⇡
4
(2 + tan2 ✓) d✓
0

8) Evaluate the following integral:

Z 4
1
p p dy
1 2 y(1 + y)2
162

Calculus I Worksheet – Final Review – Integration III (page 2)

Dr. Cates 2015 – 2016
d2 y 2 dy
9) Solve the following initial value problem: dx2 = x3 with dx = 1 at x = 2 and y = 3 at x = 2.

10) Suppose that f has a positive derivative for all values of x and that f (1) = 0. Which of the following
statements MUST be true of the function
Z x
g(x) = f (u) du ?
0
(a) g is a di↵erentiable function of x.

(b) g is a continuous function of x.

(c) The graph of g has a horizontal tangent at x = 1.

(d) The graph of f has a horizontal tangent at x = 1.

(e) f has a local maximum at x = 1.

(f) f has a local minimum at x = 1.

(g) The graph of g has an inflection point at x = 1.

dg
(h) The graph of dx crosses the x-axis at x = 1.

(i) g is a twice di↵erentiable function of x.

dg
(j) dx is a continuous function of x.

(k) g(0) = 0.

11) Evaluate the following integral (simplify the expression):

Z ⇡3
sec2 ✓ d✓
⇡
6

12) Evaluate the following integral:

Z 0  ✓ ◆ ✓ ◆
t t
2 + tan sec2 dt
⇡
2
2 2
 163

Zeno’s Paradox
Dr. Cates 2015 – 2016

The following are excerpts of Aristotle’s work Physics, from “The Pre-Socratics Reader” regarding Zeno of
Elea (490-430 BC).

Zeno’s arguments about motion which present difficulties for those who try to solve them are four. First
is the argument which says that there is no motion because that which is moving must reach the midpoint
before the end.
The second is the one called “Achilles.” This is to the e↵ect that the slowest as it runs will never be
caught by the quickest. For the pursuer must first reach the point from which the pursued departed, so
that the slower must always be some distance in front. This is the same argument as The Dichotomy, but it
di↵ers in not dividing the given magnitude in half.
For this reason Zeno’s argument falsely assumes that it is impossible to traverse or come into contact
with an infinite number of things individually in a finite time. For both length and time and generally
everything that is continuous are called infinite in two ways: infinite in division and infinite with respect to
their extremities. Now it is impossible to come into contact with things infinite in quantity in a finite time,
but it is possible to do so with things that are infinite in division. For time itself too is infinite in this way.
And so, it follows that it traverses the infinite in an infinite and not a finite time, and comes into contact
with infinite things in infinite, not finite times.
This solution is sufficient to use against the person who raised the question (for he asked whether it is
possible to traverse or count infinite things in a finite time), but insufficient for the facts of the matter and
the truth.
The third argument is the one just stated, that the arrow is stopped while it is moving. This follows
from assuming that time is composed of “nows.” If this is not conceded, the deduction will not go through.
Zeno makes a mistake in reasoning. For if, he says, everything is always at rest when it occupies a space
equal to itself, and what is moving is always “in the now,” the moving arrow is motionless.
The fourth argument is about the equal bodies moving in a stadium past equal bodies in the opposite
direction, the one group moving from the end of the stadium, the other from the middle at equal speed. He
claims in this argument that it follows that half the time is equal to the double. The mistake is in thinking
that an equal magnitude moving with equal speed takes an equal time in passing something moving as it
does in passing something at rest. But this is false. Let A’s represent the equal stationary bodies, B’s
represent the bodies beginning from the middle of the A’s, equal in number and size to the A’s, and C’s
represent the bodies beginning from the end equal in number and size to these and having the same speed
as the B’s. It follows that the first B is at the end at the same time as the first C, as they [the B’s and
C’s] move past each other, and the ¡first¿ C has passed by all the B’s but the B’s have passed half the A’s.
And so the time is half. For each of them is next to each thing for an equal time. It follows simultaneously
that the B’s have passed by all the C’s, for the first C and the first B will be at the ends at the same time,
because both have been next to the A’s for an equal time.

Timeline of important ancient mathematicians:

Thales (624-546 BC)

Pythagoras (582-496 BC)
Zeno of Elea (490-430 BC)
Socrates (469-399 BC)
Plato (428-347 BC)
Aristotle (384-322 BC)
Euclid (⇠ 300 BC)
Archimedes (287-212 BC)
Apollonius (270-245 BC)
116

Calculus I Worksheet – 5.1 I

Dr. Cates 2015 – 2016

1) Evaluate the following sums:

(a)
n
X
3
k=1

(b)
n
X
4k
k=1

(c)
20
X
6k
k=1

(d)
n
X
(3k 2 5)
k=1

(e)
10
X
(2k + 6)
k=1

(f)
20
X
(3k 2 + 2k 3)
k=1

(g)
⇣X
100 ⌘ ⇣X
10 ⌘
(k 2 + k + 1) ⇤ (k 3 k 1)
k=1 k=1

(h)
6
X
(4k 3 + 5k + 2)
k=1

2) Evaluate the following finite sum in terms of N :

N
X
1 + k + k2
k=1
 165

Calculus I – Important Mathematicians in the Development of The Calculus (page 2)

Dr. Cates 2015 – 2016

Guillaume François Antoine, Marquis de l’Hôpital (1661–1704) France

L’Hôpital is credited with publishing the first major textbook on di↵erential calculus, Analyse des
infiniment petits pour l’intelligence des lignes courbes, “Analysis of the Infinitely Small to Under-
stand Curved Lines,” in 1696, based upon the work and notes of Johann Bernoulli. In the text exists
the rule that bears his name, but Bernoulli is now mostly credited with its development.

Johann Bernoulli (1667–1748) Switzerland

Along with his brother, Johann was one of the leading representatives of the Leibnizian calculus
in continental Europe. With his brother, Johann helped develop the calculus of variations (the
calculus based on extrema) initiated by publicly posing the brachistochrone curve problem in 1696.
He tutored Euler and l’Hôpital in calculus. Johann made significant contributions to advance the
calculus of Leibniz throughout his life.

Brook Taylor (1685–1731) England

Best known for his Taylor series and the important Taylor’s Theorem. He first published his series
in Methodus incrementorum directa et inversa of 1715.

Colin Maclaurin (1698–1746) Scotland

Newton’s most successful follower. The Maclaurin series, a special case of the Taylor series, is named
after him.

Leonhard Euler (1707–1783) Switzerland

The most prolific mathematics author in history and arguably the most influential mathematician
of the 18th century. Did extensive work on infinite series. Centered the calculus on the function
concept and along with Lagrange pioneered the calculus of variations. One of the important texts
he authored was Introductio in analysin infinitorum, “Introduction to the Analysis of the Infinite,”
in 1748, which laid out the foundational aspects of analysis.

Jean-Baptiste le Rond d’Alembert (1717–1783) France

Attempted to implement a limit based calculus.

Joseph-Louis Lagrange (1736–1813) France

Worked to set calculus on an algebra based foundation and away from limits or infinitesimals. One
of Lagrange’s ideas was to define the derivative as the coefficient of the linear term of the Taylor
series expansion. Cauchy would later prove through a simple example that this could not work.
However, Lagrange’s spearheading e↵orts and desires to set calculus on a solid rigorous foundation
were extremely important. Lagrange was a mentor to Cauchy early in his career.

Pierre-Simon de Laplace (1749–1827) France

Completed pioneering work in the mathematical physics area. He was an important figure in the
early development of Cauchy’s career.

Adrien-Marie Legendre (1752–1833) France

Contributed to the applications of the calculus to physics. Among many achievements, he provided
a simple proof that ⇡ is irrational as well as the first proof that ⇡ 2 is irrational.
166

Calculus I – Important Mathematicians in the Development of The Calculus (page 3)

Dr. Cates 2015 – 2016

Sylvestre François Lacroix (1765–1843) France

Contributed to the rigorous development of the calculus through his École Polytechnique lecture
notes.

Jean Baptiste Joseph Fourier (1768–1830) France

Best known for the series named after him, but it was his paper on heat flow, Théorie analytique de
la chaleur, “The Analytical Theory of Heat,” submitted in 1807 and published in 1822, that caused
the world to take notice and realize the foundational aspects of the calculus were in trouble. His
paper helped energize the mathematics community to finally get it right.

André-Marie Ampère (1775–1836) France

Focusing mainly on his scientific interests, Ampère also collaborated with Cauchy on the analysis
courses taught at the École Polytechnique in the 1820s. He was an early mentor of Cauchy as well.

Siméon Denis Poisson (1781–1840) France

Poisson completed important works on definite integrals and on Fourier series. Stemming from his
own interest in complex integration, Poisson began work on the topic of the existence of the integral.
His work was the foundation of later work in this area by the German mathematicians Dirichlet and
Riemann. Poisson was an important mentor to Cauchy early in Cauchy’s career.

Johann Carl Friedrich Gauss (1777–1855) Germany

Certainly one of the greatest mathematicians in history. Gauss arrived at his own versions for the
foundations of analysis at about the same time as Cauchy. Among many accomplishments in math-
ematics and physics, he produced rigorous convergence proofs of infinite series. He did not publish a
great deal, but was probably the most advanced mathematician of his day. Gauss wrote, “If others
would but reflect on mathematical truths as deeply and continuously as I have, they would make
my discoveries.”

Bernard Bolzano (1781–1848) Bohemia

Along with Cauchy, developed a rigorous foundation for the calculus at about the same time.
Bolzano’s work was not widely read.

Augustin-Louis Cauchy (1789–1857) France

Pioneered the limit based rigorization of calculus as we know it today. While positioned at the École
Polytechnique, Cauchy examined several later to be important young mathematicians, among them
Poncelet, Abel, Sturm, Galois, and Liouville.

Niels Henrik Abel (1802–1829) Norway

Helped develop the rigorous calculus. One of the many achievements in his tragically short life was
his proof of the Binomial Theorem.

Jacques Charles François Sturm (1803–1855) France

Continued development of Cauchy’s general qualitative development of classes of functions that sat-
isfy specific di↵erential equations. Along with Liouville, he is responsible for the Sturm-Liouville
theory.
 167

Calculus I – Important Mathematicians in the Development of The Calculus (page 4)

Dr. Cates 2015 – 2016

Johann Peter Gustav Lejeune Dirichlet (1805–1859) Germany

Best known for his work on number theory and analysis, including the modern function concept.
Provided the convergence criterion of the Fourier series. Close friend of Gauss.

Joseph Liouville (1809–1882) France

Established that transcendental numbers exist in 1851. Partially responsible for the Sturm-Liouville
theory. Liouville was one of several mathematicians to explore the boundaries of modern analysis
with his essential counterexamples.

Karl Weierstrass (1815–1897) Germany

Although Weierstrass did not do much writing (his work being developed later mainly by his stu-
dents), he was the mathematician mostly responsible for the production of the rigorous –" definition
of a limit that we use today as the fundamental building block for calculus and real analysis. He
also supplied important pathological functions to study and test the emerging new analysis.

Heinrich Eduard Heine (1821–1881) Germany

Completed important work on the construction of the reals and uniform continuity. The Heine-Borel
Theorem is named for him.

Georg Friedrich Bernhard Riemann (1826–1866) Germany

Formalized the standard definition of the definite integral that is in use today. Cauchy’s integral
theory applied to continuous functions or piecewise continuous functions only, but among other mod-
ifications, Riemann extended this analysis more generally to include any functions where the process
defined by Cauchy would converge. Riemann unfortunately died at the early age of thirty-nine.

Richard Dedekind (1831–1916) Germany

Completed pioneering work on the real number system. His construction was published in the year
1872 under the title Stetigkeit und irrationale zahlen. Dedekind’s and Cantor’s constructions are
essentially the ones used today.

Georg Cantor (1845–1918) Russia, Germany

Completed the real number line using Cauchy sequences of rationals. His construction, published
in the year 1872 along with Dedekind’s, are essentially the ones used today. Cantor also created a
classic diagonalization proof arguing there are uncountably many real numbers. He showed there
are countably many algebraic numbers (those real numbers which are roots of polynomials with
integer coefficients), and so, since the real numbers are uncountable, there are uncountably many
transcendental numbers (those real numbers which are not algebraic).

René-Louis Baire (1874–1932) France

Pioneering work on set theory and the real number system. Responsible for what is known today
as the Baire category theorem.

Henri Leon Lebesgue (1875–1941) France

Generalized the idea of the integral so that nearly any function has an integral.
 119

Calculus I Worksheet – Building Block Integrals

Dr. Cates 2015 – 2016

We can easily use the definition of the Riemann definite integral along with our earlier Euler sum results to
determine the area under the curve for three simple curves,
y = c, y = x, and y = x2 .

Example I. Consider the curve, y = c, where c 2 R. Use the definition of the definite integral to
Rb
evaluate 0 c dx.

Rb
Example II. Consider the curve, y = x. Use the definition of the definite integral to evaluate 0
x dx.

Rb
Example III. Consider the curve, y = x2 . Use the definition of the definite integral to evaluate 0
x2 dx.

Extend each of the above results by replacing the lower limit of zero with a real number a.
Z b
c dx = ?
a
Z b
x dx = ?
a
Z b
x2 dx = ?
a
 169

Calculus I Worksheet – Challenge Problems I (page 2)

Dr. Cates 2015 – 2016

x
7) Find f g( 2) , given f (x) = 2x + 1, and g(x) = x2 +1 .

p
8) Find the slope of the tangent line to the graph of f at x = 4, given that f (x) = x2 + 4 x.

9) Determine
2x3 + 4x
lim .
x!1 3x5 4x2 2

⇣ ⌘
d 3x4 3x
10) Find dx 3x4 +3x .

p
11) Find the instantaneous rate of change of f (t) = (2t3 4t + 4) t2 + 2t + 4.
170

Calculus I Worksheet – Challenge Problems II

Dr. Cates 2015 – 2016

1) The function given by: ⇢

n + e2x , x 0,
f (x) =
4 + mx, x < 0,
is di↵erentiable at x = 0. What is the value of f (n m)?

e4 eh e4
2) Find limh!0 h .

1
3) If f (x) = 2x3 sin x + x tan x + x sec x + 2, find f 0 (x).

4) A curve C is defined by the equation x4 + y 2 = 9. Determine the y coordinates of the points on the
curve C whose tangent lines have slope equal to 1.

p
5) Give the equation of the normal line to the graph of y = 3x x2 + 6 + 4 when x = 1.

6) The slope of the tangent line to the graph of 3x2 + cx + 3ey = 3 at x = 0 is 4. Determine c.

tan ( 14 ⇡+t) tan ( 41 ⇡ )

7) Evaluate limt!0 t .
 171

Calculus I Worksheet – Challenge Problems III

Dr. Cates 2015 – 2016

x3 +2x2 3x
1) Where (if ever) will the curve y = x2 +2x 3 have vertical asymptotes?

1 1 1
2) The function g is defined for x > 0 with g(1) = 2, g 0 (x) = sin x + x , and g 00 (x) = 1 x2 cos x + x .
(Calculator is allowed.)

(a) Find all values of x in the interval 0.12  x  1 at which the graph of g has a horizontal tangent
line.

(b) On what subintervals of (0.12, 1), if any, is the graph of g concave down?

(c) Write an equation for the line tangent to the graph of g at x = 0.3.

(d) Does the line tangent to the graph of g at x = 0.3 lie above or below the graph of g for 0.3 < x < 1?

3) Two particles move along the x axis. For 0  t  6, the position of particle P at time t is given
by p(t) = 2 cos ⇡4 t , while the position of particle R at time t is given by r(t) = t3 6t2 + 9t + 3. (Calcu-
lator is not allowed.)

(a) For 0  t  6, find all times t during which particle R is moving to the right.

(b) For 0  t  6, find all times t during which the two particles travel in opposite directions.

(c) Find the acceleration of particle P at time t = 3.

(d) Is particle P speeding up, slowing down, or doing neither at time t = 3?

(e) Write, but do not evaluate, an expression for the average distance between the two particles on the
interval 1  t  3.
122

Calculus I Worksheet – 5.2 II

Dr. Cates 2015 – 2016

Using the definition of the definite integral, calculate the following:

R4
1) 0
5x2 dx

R8
2) 5
2 dx

R3
3) 2
2x dx
 173

Calculus I Worksheet – Challenge Problems III (page 3)

Dr. Cates 2015 – 2016
dy 3x2 +4x
p
8) Given y > 0 and dx = y , if the point (1, 10) is on the graph relating x and y, then what
is y when x = 0?

9) A particle’s acceleration for t 0 is given by a(t) = 12t + 4. The particle’s initial position is 2 and
its velocity at t = 1 is 5. What is the position of the particle at t = 2?

3
10) Determine the derivative of f (x) = cos (2x + 4) .
174

Calculus I Worksheet – Challenge Problems IV

Dr. Cates 2015 – 2016
R
1) Find cos4 x sin x dx.

d
R 2x
2) Find dx 3
sin (t2 + 1) dt.

R 10
3) Find 0
|4 x| + |2 2x| dx.

4) Find the average rate of change of the function f (x) = sin x + x on the closed interval 0, ⇡].

5) Let g be the piecewise linear function defined on [ 2⇡, 4⇡] given below. In addition, let f (x) =
g(x) cos x2 . Calculator is not allowed.
R 4⇡
(a) Find 2⇡ f (x) dx.

(b) Find all x values in the open interval ( 2⇡, 4⇡) for which f has a critical point.

R 3x ⇡
(c) Let h(x) = 0
g(t) dt. Find h0 3 .
 175

Calculus I Worksheet – Challenge Problems IV (page 2)

Dr. Cates 2015 – 2016

6) Let f be a function defined by ⇢

1 2 sin x, x  0,
f (x) = 4x
e , x 0.

(a) Show that f is continuous at x = 0.

(b) For x 6= 0, express f 0 (x) as a piecewise-defined function. Find the value of x for which f 0 (x) = 3.

(c) Find the average value of f on the interval [ 1, 1].

7) There are 700 people in line for a popular amusement park ride when the ride begins operation in
the morning. Once it begins operation, the ride accepts passengers until the park closes 8 hours later. While
there is a line, people move onto the ride at a rate of 800 people per hour. The graph described below shows
the rate, r(t), at which people arrive at the ride throughout the day. Time t is measured in hours from the
time the ride begins operation. Calculator is allowed.
8
>
> 1000 + 100t, 0  t  2,
<
2000 400t, 2 < t  4,
r(t) =
>
> 400, 4 < t  6,
:
1600 200t, 6 < t  8.
(a) How many people arrive at the ride between t = 0 and t = 3?

(b) Is the number of people waiting in line to get on the ride increasing or decreasing between t = 2
and t = 3?

(c) At what time t is the line for the ride the longest? How many people are in line at that time?

(d) Write, but do not solve, an equation involving an integral expression of r whose solution gives the
earliest time t at which there is no longer a line for the ride.
 125

Calculus I Worksheet – 5.3 I

Dr. Cates 2015 – 2016

1) Using theorems and integration properties developed in class, evaluate the following:
R2
(a) 0
(x 3) dx

R0
(b) 2
(x 3) dx

R0
(c) 2
(x 3) dx

R4
(d) 1
(2x2 3x + 5) dx

R2
(e) 1
(x 3x2 + 5) dx

2) Find the area between the following curves and the x-axis:

(b) y = 3x + 5, for 1  x  4.

(c) y = x2 + 3, for 2  x  1.

3) Find the average value of f (x) = 2 x + x2 , on [0, 4].

4) Find the average value of f (x) = 4 3x + 2x2 , on [ 3, 0].

5) Find the average value of f (x) = 3x2 6, on [ 3, 3].

6) Find the average value of f (x) = 2x2 + 7x 3, on [ 1, 5].

7) Without looking in your notes or your text, state the Mean Value Theorem for Derivatives.

8) Without looking in your notes or your text, state the Mean Value Theorem for Definite Integrals.

R3p
9) Show that the value of 1
1 + sin x dx cannot possibly be 5.
 177

Honors Calculus I
Dr. Cates 2015 – 2016

Trigonometric Identities

1
sin ↵ = sin2 ↵ + cos2 ↵ = 1 sin (↵ ± 2⇡) = sin ↵
csc ↵
1
cos ↵ = 1 + tan2 ↵ = sec2 ↵ cos (↵ ± 2⇡) = cos ↵
sec ↵
1
tan ↵ = 1 + cot2 ↵ = csc2 ↵ tan (↵ ± ⇡) = tan ↵
cot ↵
sin ↵
tan ↵ = sin ( ↵) = sin ↵ sin (⇡ ↵) = sin ↵
cos ↵
cos ( ↵) = cos ↵ tan ( ↵) = tan ↵

sin2 ↵ = 1
2 1 cos 2↵ sin 2↵ = 2 sin ↵ cos ↵
2
cos ↵ = 1
2 1 + cos 2↵ cos 2↵ = cos2 ↵ sin2 ↵
sin (↵ ± ) = sin ↵ cos ± cos ↵ sin cos 2↵ = 2 cos2 ↵ 1
2
cos (↵ ± ) = cos ↵ cos ⌥ sin ↵ sin y cos 2↵ = 1 2 sin ↵
✓ ◆ ✓ ◆ ✓ ◆
↵+ ↵ 1
sin ↵ + sin = 2 sin cos arcsec ↵ = arccos
2 2 ↵
✓ ◆ ✓ ◆ ✓ ◆
↵+ ↵ 1
cos ↵ + cos = 2 cos cos arccsc ↵ = arcsin
2 2 ↵
✓ ◆ ✓ ◆ ✓ ◆
↵+ ↵ 1
sin ↵ sin = 2 cos sin arccot ↵ = arctan
2 2 ↵
✓ ◆ ✓ ◆
↵+ ↵
cos ↵ cos = 2 sin sin
2 2
✓ ◆ r ⇤
1 1 ↵ 1 cos ↵
sin ↵ sin = 2 cos (↵ ) 2 cos (↵ + ) sin =±
2 2
✓ ◆ r ⇤
1 1 ↵ 1 + cos ↵
cos ↵ cos = 2 cos (↵ )+ 2 cos (↵ + ) cos =±
2 2
✓ ◆ r ⇤
1 1 ↵ 1 cos ↵
sin ↵ cos y = 2 sin (↵ + ) + 2 sin (↵ ) tan =±
2 1 + cos ↵
↵
⇤ Sign depends upon the quadrant in which 2
is found
 127

Calculus I Worksheet – Mean Value Theorem for Definite Integrals

Dr. Cates 2015 – 2016

The Mean Value Theorem for Definite Integrals is a central theorem in integral calculus because
its result is employed in many other proofs. The theorem simply states that given a continuous function on
an interval [a, b], the function will always attain its average value somewhere within the interval. Used in
this way, the average function value is the value such that the area under the curve from a to b is equal to
this average function value multiplied by the interval’s width.

(1) Sketch a diagram that clearly demonstrates the substance of this theorem.

(2) State the Mean Value Theorem for Definite Integrals using modern language, notation, and
symbolism.

(3) Is it absolutely necessary for the function to be continuous on the interval for this result to be valid?
Explain.