UBC MATH 101 – Final Exam Information, April 2024

Times and Places

1. All students write on Monday 22 April 2024, starting at 15:30.

2. Please verify this time and find your assigned location on UBC’s Official Exam Schedule.
3. For students writing in the Osborne Gym and the Student Recreation Centre, a particular seat has
been assigned. Details will be provided through Canvas. In all other locations, sit in any place where
there is a blank exam booklet.
4. Plan to arrive a little early.

5. You will have 150 minutes to write. You must stop writing immediately when time is called.

Exam Rules

1. The first two pages of an actual final exam are copied below. On the first page are the official UBC
rules that apply to all formal examinations. Please be familiar with these.
2. On the second page are the special rules that apply to the final examination for MATH 101. Please be
familiar with these, too.

Supplies

1. You will write the test on papers that we provide, using writing tools that you provide. Please do not
bring any papers of your own, even for scratch calculation. Do bring a pencil and eraser, or a pen and
correction tape, and a ruler if you want one.
2. Bring your UBC ID card.

3. There is an official formula sheet, which will be printed on the last page of the exam booklet. A copy
is attached here.
4. You may not use your own formula sheet, notes, formulas, documents, or any similar assets.
5. Calculators, smart watches, phones, and similar assets are all strictly forbidden.

Paper Handling

1. The test is printed two-sided. Questions appear on both the front and the back of every sheet. Please
use both the fronts and backs of the pages when writing your answers.
2. Every side of every sheet has a different QR code in the corners. We use these codes to match your
solutions with your name on the test cover. To make sure you get your credit, please keep all these
QR codes clean and visible.
3. We grade scanned digital images of your work, not the original papers. Please write with black ink or
a dark pencil so your work scans accurately.
4. The markers for each question only see the pages reserved for that same question in the test booklet.
So make sure your entire solution for Question 1 fits on the page(s) provided for Question 1, etc.
5. Do not write any part of your solution for Question 1 on pages reserved for Question 2! The pages for
Question 2 will go to a different marker. If the marker for Question 1 can’t see your entire solution,
they can’t reward you for doing it!
 6. If you need more space to solve Question 1, ask an invigilator for a specially-formatted Extra Sheet.
Fill in the header information to associate that sheet with (a) yourself (write your UBC ID), (b) your
primary test booklet (find the Test Number at the top of any page), and (c) the Question you’re
solving. Every side of every sheet of paper intended for marking must be identified in this way. (Our
scanners produce a stand-alone image from every side of every sheet.)

7. You may detach the formula sheet from the booklet. Please leave the booklet intact otherwise: do not
remove pages, staples, etc.
8. You may request scrap paper. An invigilator will bring it to you. Please write “scrap” on any side of
any page you do not intend to have graded. (Or leave it completely blank.)

9. You may not take any paper away from the exam room. You must hand in everything, including scrap
paper not intended for grading.

Special Features

1. Flavours A, B, and C will write papers that are similar but not identical. (The overlap exceeds 85%.)

2. Graders typically do not see the names of students while marking.

3. Graders assign marks based only on the writing visible on the test paper.
4. Marked final exams are not returned. You may view your marked exam with an instructor, by ap-
pointment. To arrange this, complete and submit the Math Department’s form for Viewing of a Final
Examination. Please note that a viewing is for instructional purposes only; you also have a right to
initiate a Review of Assigned Standing through Enrolment Services.

Structure

1. There will be two parts, each worth 45 marks, for a total of 90 points.

2. Part I will have 15 questions, worth 3 marks each, on core material. They are well described by
the description of one- or two-star problems provided on Canvas. Instructors expect a well-prepared
student to recognize immediately what method to apply, and to be able to complete the required
calculations efficiently. Most students will complete these 15 questions in 60 minutes or less.
Part I is the section described in this excerpt from the Canvas main page: “You must demonstrate
mastery of core material on the final exam in order to pass the course. One section of the final exam
will consist of benchmark questions designed to assess core competencies. A score of 40% or higher on
these benchmark questions is required to pass the course. Students who score lower will earn at most
45% total in the course.”
3. Part II will have 5 questions, worth 9 marks each, that exercise students’ problem-solving skills. Four
of these are rated two or three stars; the last question has four.

Presentation

1. To earn full credit, an answer must be correct and clearly supported with relevant English text and/or
calculations.
Z π/2 Z π/2
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2. Notation matters. The numbers denoted by sin (x) cos(x) dx and u3 du are different, and
0 0
writing u = sin(x) somewhere on the same page does not change this fact. Writing an equals sign
between things that are not actually equal is never acceptable, and will attract a penalty. Such errors
remain serious even in cases where the correct answer appears at the end.

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 3. Simplify your answers, unless instructed otherwise. At this level, the preferred form of an expression
depends on what it is to be used for. You want your answers to be used for earning marks, so present
them in a style that is easy to recognize as correct. This includes . . .
• replace trigonometric functions of standard angles with their well-known values;
• use log(1) = 0 and e0 = 1;
1 5
• always avoid mixed fractions (like 2 )—use improper ones, like , instead;
2 2
a/b ad
• clean up fractions in the numerator or denominator of a fraction: use = .
c/d bc
4. Graders should not have to struggle to read your answer. Faced with an answer in which a + or −
sign is unreadable, for example, the grader will make their best guess.
5. Any work you erase or cross out will have no effect on your score. (If you cross out a perfect solution,
it will earn no marks.)
6. Multiple solutions where one answer is wrong will be counted as wrong even if one of the other answers
is correct.

Background Knowledge

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

• The volume of a rectangular box: V = xyz, where x, y, and z are the dimensions of the box.
4
• The volume of a sphere: V = πr3 , where r is the radius of the sphere.
3
• The surface area of a sphere: S = 4πr2 , where r is the radius of the sphere.
• The area of a circle: A = πr2 , where r is the radius of the circle.
• The circumference of a circle: C = 2πr, where r is the radius of the circle.
• The Pythagorean Theorem: a2 + b2 = c2 , where a and b are the sides of a right triangle, and c is
the hypotenuse.
• The quadratic formula: The roots of ax2 + bx + c = 0 are given by
√
−b ± b2 − 4ac
x= .
2a
sin θ cos θ 1 1
• Trig definitions: tan θ = , cot θ = , sec θ = , and csc θ = .
cos θ sin θ cos θ sin θ
 nπ   nπ   nπ   nπ 
• Exact values for sin , cos , sin , cos , for all integers n.
4 4 6 6
2. Remember the core topics of Differential Calculus: derivatives of standard functions; differentiation
rules; tests for increasing and decreasing behaviour; critical points and local extrema; tests for concav-
ity; interpretations of derivatives as rates of change; etc.

Examinable Topics
The test will cover everything on the whole the course. Details of the relevant Learning Outcomes have
been posted on the main Canvas page each week. Here is a convenient aggregation of the resources that also
appear there:
Z b
1. Interpret the definite integral f (x) dx as a signed area when a < b.
a

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 Z x
2. Understand what area functions of the form A(x) = f (t) dt mean, and compute them for simple
a
functions using geometry.
3. Understand that the areas of curved shapes can be approximated by cutting up those shapes into many
small rectangles and/or triangles.
4. Evaluate certain definite integrals using geometry and the interpretation of definite integral as “area
under the curve.”
5. Given a function, sketch the area function A(x).
6. Explain using a picture how to approximate a given area using left or right Riemann sums concretely
for a small number of rectangles.
7. Explain the Trapezoidal rule for approximating areas.
8. Use the Trapezoidal rule to approximate the area of a given region.
9. Understand why the definite integral sometimes has a negative value, even though areas cannot be
negative.
Z x
10. Produce a compelling argument that A(x) = f (t) dt should satisfy A′ (x) = f (x) if f is continuous
a
at x; illustrate what can go wrong if f has a simple jump discontinuity at x.
11. State the fundamental theorem of calculus part 1 (FTC1).
12. Use FTC1 to differentiate a function defined as a definite integral (area function).
13. Understand how to interpret sigma notation. (This is review from high school.)
14. Express sums using sigma notation.
15. Manipulate sums using arithmetic properties: sums of constants, factoring, and addition.
16. Explain using pictures, words, equations, and inequalities, the arithmetic of integrals as well as prop-
erties involving the endpoints a and b.
17. Define the indefinite integral and explain how it differs from the definite integral.
18. Use the first part of the fundamental theorem of calculus to prove the second part of the fundamental
theorem of calculus.
19. Use the fundamental theorem of calculus part 2 to compute definite integrals.
20. Explain why anti-derivatives are non unique.
21. Find anti-derivatives of basic functions by inspection, in particular, those important integrals listed in
CLP-2 Theorem 1.3.16.
22. Find anti-derivatives of composite functions like sin(2x − 1), whose general form is f ◦ ℓ with f (x)
selected from the table in CLP-2 Theorem 1.3.16 and ℓ(x) = mx + c.
23. Solve applied problems expressed in prose by selecting and carrying out steps involving integration-
related ideas and skills, such as approximation by rectangles or trapezoids, antiderivatives, the funda-
mental theorem of calculus, etc.
24. Combine the fundamental theorem of calculus part 1 with the Chain Rule and properties of integrals
Z b(x)
d
to derive and/or apply Leibniz’s Rule, namely, f (t) dt = f (b(x))b′ (x) − f (a(x))a′ (x).
dx a(x)

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25. Explain how the chain rule for derivatives corresponds to the substitution method for antiderivatives.
26. Use a given substitution to evaluate an indefinite integral.
27. Show how a given substitution affects the bounds of integration when used with a definite integral.
28. Recognize when a substitution will simplify a given integral (definite or indefinite), and determine the
form of an effective substitution.
29. Compute integrals where the integrand requires manipulation to reveal an effective substitution.
Z
30. Compute integrals using a sequence of substitutions. E.g., sin2 (x2 ) cos(x2 )[2x] dx.
Z
31. Compute indefinite integrals of the form sinm x cosn dx when one of the exponents m or n is odd.
Z
32. Compute indefinite integrals of the form sinm x cosn dx when both exponents m and n are even.
(Allow m = 0 or n = 0.)
33. Use standard identities, including the definitions of different trigonometric functions, to simplify
trigonometric integrals. Here the “standard identities” (to be memorized) are

• sin2 x + cos2 x = 1,
1
• sin2 x = (1 − cos (2x)),
2
1
2
• cos x = (1 + cos (2x)),
2
• sin (2x) = 2 sin x cos x,
• tan(x) = sin(x)/ cos(x), sec(x) = 1/ cos(x),
• cot(x) = 1/ tan(x), csc(x) = 1/ sin(x).
34. Describe the similarities and differences between direct substitution (let u = ϕ(x)) and inverse substi-
tution (let x = ψ(u)).
35. Recognize when a trigonometric substitution can simplify a given integral.
36. Remember the Pythagorean identity 3 ways: sin2 θ + cos2 θ = 1, tan2 θ + 1 = sec2 θ, sec2 θ − 1 = tan2 θ.
37. Remember the derivative formulas d(sin θ) = cos θ dθ, d(tan θ) = sec2 θ dθ, d(sec θ) = sec θ tan θ dθ.

38. Select and implement an appropriate trigonometric substitution.

39. Reduce compositions like sin(cos−1 (x)) to algebraic functions of x in which no trigonometric functions
appear. Extend this skill to simplify any composition of the form f (g(x)), where f (θ) is one of sin θ,
cos θ, etc., and g(x) is one of tan−1 x, sec−1 x, or sin−1 x.
π π
40. Memorize exact values of sin θ and cos θ for all θ that are integer multiples of or , and use them
4 6
to simplify definite integrals.

41. Use a definite integral to represent the volume of a solid object. Present a sketch or diagram to explain
the limits of integration and the function to be integrated.
42. Find the volume of a solid object by integrating over cross sectional areas.
43. Find the volume of a solid of revolution. Treat an axis of rotation of either form x = c or y = c, where
c is a constant.

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44. [Flavours A and B only] Integrate rational functions using the method of partial fractions. Specifically,
p(x) a
• Express a rational function of the form f (x) = as a sum of terms with the form ,
q(x) x−c
assuming that q has n distinct real roots (where n = deg(q)) and that deg(q) ≥ deg(p).
• Extend the above to allow the n distinct roots of q to include up to 2 complex numbers. That is,
when factored, q becomes a product of linear terms together with one quadratic term that has no
real roots.
45. [Flavour C only] Explain the model of supply, demand, and equilibrium; understand the definitions of
consumer/producer/total surplus.
46. Explain how the product rule for derivatives corresponds to integration by parts for integrals.
47. Use integration by parts to compute definite and indefinite integrals.
48. Identify when integration by parts is an appropriate method to use.
Z Z
49. While applying the integration by parts formula u dv = uv − v du, identify which portion of the
original integral should be “u” and which part should be “dv.” This includes the case where dx = dv.
50. Given an integral, identify which technique(s) from this course can be used to compute the integral.
51. Use the integration techniques from this course flexibly and compute integrals that require more than
one technique.
52. Sketch an area bounded by given curves in the xy-plane, and express its area in terms of definite
integrals with respect to either x or y, with the axis specified in the question formulation.
53. Calculate an area bounded by given curves in the xy-plane, by setting up and evaluating a suitable
definite integral. (Make a strategic choice about whether to integrate with respect to x or y.)
54. Explain why we need numerical methods for integration, citing examples of functions whose antideriva-
tives have no simple algebraic formula.
55. Approximate integrals using right-Riemann sums.
56. Approximate integrals using the trapezoidal method.
57. Explain how to derive the formula for trapezoidal method.
58. Explain why we expect the trapezoidal method to, in general, produce a more accurate result than the
right-Riemann sum (for the same set of subintervals).
59. Use the concavity of the integrand to determine whether the trapezoidal rule will produce an approx-
imation that is larger or smaller than the exact value.
60. Use Simpson’s rule to approximate integrals. You are not required to reproduce the derivation of the
formula, but you should be able to explain why the number of subintervals must be even.
61. Explain why we expect Simpson’s method to, in general, produce a more accurate result than either
of the previous methods (for the same set of subintervals).
62. Given the exact value of an integral, compute the error and relative error produced by a numerical
calculation.
63. Given a definite integral to compute numerically with either the trapezoidal method or Simpson’s
rule, and a number of subintervals n, derive an inequality that overestimates the absolute error in the
resulting approximation.

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64. Given a definite integral to compute numerically with either the trapezoidal method or Simpson’s rule,
and an absolute error tolerance ε, determine a sufficient number of intervals, n, that guarantees that
the calculated approximation differs from the exact value by at most ε.
65. Implement the calculation of right-Riemann, Trapezoidal, and Simpson’s approximations to a given
definite integral using both an online calculator and a spreadsheet.
66. Compute numerical approximations to definite integrals where the integrand is not given as an explicit
formula, but its values are known at certain points.
67. Check whether a given function satisfies a given differential equation.
68. Recognize when a given differential equation is separable.
69. Given a separable differential equation, find all solutions.
70. Given a separable differential equation, find the unique solution whose graph includes a given point.
(That is, solve an “initial value problem”.)
71. Find the largest open interval on which the solution to a given initial value problem exists.
72. Identify and solve first-order linear differential equations with constant coefficients. (These have the
general form y ′ = ay + b for constants a and b.)
73. Set up and solve a differential equation that describes a geometric relationship, or a real-world process
appropriate to your discipline, such as radioactive decay, mixing of solutions, population growth, or
compound interest. Use the solution to make statements about the original application.
74. Identify important parameter values that change the qualitative behaviour of solutions to a given
differential equation.
75. State the different ways an integral can be improper.
76. Define what it means for an improper integral to converge or diverge.
77. Define what it means to evaluate an improper integral. In particular, produce a sketch or diagram and
use it to interpret a given integral in terms of areas, and to indicate what limit is being taken.
Z
1
78. Demonstrate the convergence/divergence of dx for general p > 0, with domains (0, 1] and [1, ∞).
xp
79. Evaluate an improper integral (or prove it diverges) by explicitly writing and computing the appropriate
limit.
80. Determine convergence/divergence of a given improper integral without evaluating it exactly, using the
comparison test.
81. Determine convergence/divergence of a given improper integral without evaluating it exactly, using the
limit comparison test.
82. Define and explain the terms: probability, event, value.
Z b
83. Define Probability Density Function (PDF) as the function f (t) such that Pr(a ≤ X ≤ b) = f (t) dt.
a
In particular, explain why this is needed when it’s not reasonable to use a discrete variable, but it is
reasonable to ask whether a variable takes a value inside a particular range.
84. Use a PDF to compute probabilities either directly or by observing the graph of the PDF.
Z ∞
85. Use the definition to conclude properties of PDFs: f (t) ≥ 0 and f (t)dt = 1.
−∞

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 86. Use the properties of PDFs to find unknown parameters in its definition.
87. Compute probabilities using a given PDF.
88. Interpret the PDF in terms of relative likelihoods of different regions.
89. Explain what is meant by a “long-term average” and contrast this with the outcome of finitely many
experiments.
90. Define the expected value of a continuous random variable.
91. Compute the expected value for a continuous random variable, given the PDF.
92. For an increasing or decreasing PDF, use an intuitive argument to check whether the expected value
is more or less than the midpoint of the sample space.
93. Define variance and standard deviation for continuous random variables.
94. Explain in words what expectation, variance, and standard deviation represent, with reference to their
definitions.
 
2
95. Compute the variance of a random variable X using using either the definition, E (X − E[X]) , or
2
the alternative form, E(X 2 ) − (E(X)) .
96. Define sequences and series and, in particular, explain the difference between the two.
97. Find the limit of a sequence, considering the possible results as a number, ±∞, or DNE.
98. Explain what it means for a sequence to converge. (Note that this word is restricted to cases where
the result of a limit calculation is a real number.)
99. Explain what it means for a series to converge. (Note that this word is restricted to cases where the
result of a limit calculation is a real number.)
100. Explain what it means for a series to diverge, and how to choose a value from −∞, +∞, or DNE in
this case.
101. Apply the divergence test to determine the divergence of applicable series.
102. Explain in words why the divergence test works.
103. Give an example of a series that diverges, but the divergence test does not detect this.
104. State the conditions required to apply the integral test.
105. Use the integral test to to determine convergence or divergence of applicable series. In particular, use
the integral test to derive the p-test.
106. Explain in words and with a picture why the integral test works.
107. Use the ideas of the integral test to bracket the tail of a series between two positive numbers; use this
chain of inequalities to approximate the sum of a given series.
108. Determine whether a given series (or finite sum) is geometric.
109. Given a geometric series, determine whether it converges or diverges.
110. Find the exact value for a finite geometric sum or a convergent geometric series.
111. State the comparison test for series with positive terms, and explain why it works.
112. Given a series, decide if the comparison test is an effective test for convergence or divergence.

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113. Apply the comparison test to determine the convergence or divergence of series.
114. State the limit comparison test and explain how it follows from the comparison test.
115. Use the limit comparison test to determine whether a series converges or diverges. Supply good
candidate series for comparison.

116. State the ratio test and explain its connection with geometric series.
117. Apply the ratio test to series when appropriate. In particular, to series involving factorials and/or
exponentials.
118. State when the ratio test is inconclusive and explain what that means.
X
119. Give an example of a divergent series an for which the ratio test is inconclusive.
X
120. Give an example of a convergent series bn for which the ratio test is inconclusive.

121. Given a series, determine which test to use to determine convergence or divergence.
122. Use the alternating series test to determine convergence of series.
123. Give a heuristic explanation to justify the alternating series test.

124. Given an alternating series that converges, use partial sums to find an interval containing the value of
the series.
125. Define both absolute convergence and conditional convergence.

126. Use absolute convergence to determine the convergence of some series. Explain, with reference to a
suitable example, why the statement, “absolute convergence implies conditional convergence,” is not
reversible.
127. Define power series for a function centred at a point.
128. Explain what is meant by “radius of convergence.”

129. Compute the radius of convergence for a given power series.

130. Use the radius of convergence and centre of a given power series to determine the interior of its interval
of convergence.
131. Perform operations on power series as per CLP2 Theorem 3.5.13, keeping in mind the radius of con-
vergence.
132. Manipulate known series (for example, the geometric series) to derive power series for difficult-to-
evaluate functions (for example, arctan(x) and log(1 + x)), possibly using variable substitution.
133. Define Taylor series and recognize Taylor series of standard transcendental functions.

134. Find Taylor series of common functions either by manipulating known series or directly from the
definition.
135. Use Taylor’s formula to evaluate derivatives of a function represented by a power series at its centre
of convergence.

136. Estimate the error in approximating a function by finitely many terms in its Taylor series.
137. Combine and manipulate Taylor series of classic functions to represent composite functions via a power
series.

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138. Find the exact value of a series of constants by recognizing it as the value of a power series at a point
where it converges.
 Z x 
139. Explain the utility of representing complicated functions eg. arctan x or sin t2 dt as an infinite
0
sum of polynomials.
140. Use Taylor series to efficiently compute limits that have an indeterminate form.

The first two pages of the final exam and the last page (formula sheet) are attached.

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 Test 5000 ID p. 1

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MATH 101C — Final Examination — 150 minutes

22 April 2024
• The test has 30 pages, with 20 questions worth a total of 90 marks.
• A formula sheet is provided on the last page.
• This is a closed-book examination. None of the following are allowed: documents,
formula sheets, electronic devices of any kind (including calculators, cell phones, . . .).

• No work on this page will be marked.

Look at both sides of every sheet.

Some questions start on the back.

Turn off and put away all cell phones, pagers, alarms, etc., before the exam begins.
Any such device that disrupts the exam will be confiscated.

Rules Governing Formal Examinations 5. Examination candidates suspected of any of the fol-
lowing, or any other similar practices, may be imme-
1. Each examination candidate must be prepared to diately dismissed from the examination by the exam-
produce, upon the request of the invigilator or exam- iner/invigilator, and may be subject to disciplinary ac-
iner, their UBCcard for identification. tion:
2. Examination candidates are not permitted to ask i. speaking or communicating with other examina-
questions of the examiners or invigilators, except in cases tion candidates, unless otherwise authorized;
of supposed errors or ambiguities in examination ques- ii. purposely exposing written papers to the view of
tions, illegible or missing material, or the like. other examination candidates or imaging devices;
3. No examination candidate shall be permitted to en- iii. purposely viewing the written papers of other ex-
ter the examination room after the expiration of one- amination candidates;
half hour from the scheduled starting time, or to leave iv. using or having visible at the place of writing any
during the first half hour of the examination. Should books, papers or other memory aid devices other
the examination run forty-five (45) minutes or less, no than those authorized by the examiner(s); and,
examination candidate shall be permitted to enter the v. using or operating electronic devices including but
examination room once the examination has begun. not limited to telephones, calculators, computers,
or similar devices other than those authorized by
4. Examination candidates must conduct themselves
the examiner(s)—(electronic devices other than
honestly and in accordance with established rules for
those authorized by the examiner(s) must be com-
a given examination, which will be articulated by the
pletely powered down if present at the place of
examiner or invigilator prior to the examination com-
writing).
mencing. Should dishonest behaviour be observed by the
examiner(s) or invigilator(s), pleas of accident or forget- 6. Examination candidates must not destroy or dam-
fulness shall not be received. age any examination material, must hand in all exami-
nation papers, and must not take any examination ma-
terial from the examination room without permission of
the examiner or invigilator.
7. Examination candidates must follow any additional
examination rules or directions communicated by the ex-
aminer(s) or invigilator(s).

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 Test 5000 DNM p. 2

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Additional rules governing this examination:
1. For every question, write your answers in the space provided for that question.

2. Use both sides of every page.

3. If you need more work space, request an official Extra Sheet from an invigilator.
On any Extra Sheet, write your identification on every side you want marked.
(You may use different sides for different questions.)

4. Work on this page will not be marked.

5. This is a closed-book exam.

(a) Calculators and other calculating devices may not be used.

(b) Notes may not be used.
(c) Watches must be removed and taken off the table.
(d) Phones must be turned off and stored in an inaccessible location (like inside a
backpack).

6. If an answer box is provided, you must write your answer in the box. (The justifica-
tion may appear outside the box.)
7. You must justify your answers unless an explicit exception is made.
8. You may quote, and then use without proof, any result proven in class or on assign-
ments.

9. Grading will account for well known presentation standards, including but not limited
to the following.
(a) Correct mathematical notation is required throughout.
(b) Answers must be simplified unless an explicit exception is made.
 √  √ √
• For example, write log e 2 = 2, but do not write 2 ≈ 1.414.
• Any answer of the form “trig (arctrig)” (for example, sin(2 arctan x)) is
considered inadequately simplified and will not receive full marks.
• If a question expressly allows you to write a final answer in “calculator-ready
form,” you should write something that could easily be evaluated using a
basic scientific calculator. Obvious simplifications that demonstrate basic
understanding, such as “sin π = 0” or “70 = 1,” must still be performed for
full marks.
(c) The bounds on definite integrals must correspond to the variable in the differ-
ential. (A differential must be present in all integrals.)
(d) Improper integrals must be recognized as such, and evaluated with explicit
reference to limits.

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Exam Booklet Back Page:

Formulas

Trigonometric Identities:
1 + cos(2x)
cos2 (x) = , cos(2x) = cos2 (x) − sin2 (x), sin2 (x) + cos2 (x) = 1,
2
1 − cos(2x)
sin2 (x) = , sin(2x) = 2 sin(x) cos(x), tan2 (x) + 1 = sec2 (x).
2
Two Standard Integrals:
Z Z
tan(x) dx = log | sec(x)| + C , sec(x) dx = log |sec(x) + tan(x)| + C.

Taylor polynomial error bound: If |f (n+1) (c)| ≤ M for all c between a and x, then
M
|Tn (x) − f (x)| ≤ |x − a|n+1 .
(n + 1)!

Trapezoidal rule error bound: If |f ′′ (x)| ≤ M for all a ≤ x ≤ b, then

Z b
M (b − a)3
Tn − f (x) dx ≤ .
a 12 n2

Simpson’s rule error bound: If |f (4) (x)| ≤ L for all a ≤ x ≤ b, then

Z b
L (b − a)5
Sn − f (x) dx ≤ .
a 180 n4

Taylor series:
X∞
xn
ex = , −∞ < x < ∞
n=0
n!
X∞
(−1)n 2n+1
sin(x) = x , −∞ < x < ∞
n=0
(2n + 1)!
X∞
(−1)n 2n
cos(x) = x , −∞ < x < ∞
n=0
(2n)!
∞
X
1
= xn , −1 < x < 1
1 − x n=0
X∞
(−1)n n+1
log(1 + x) = x , −1 < x ≤ 1
n=0
n+1
X∞
(−1)n 2n+1
arctan(x) = x , −1 ≤ x ≤ 1
n=0
2n + 1

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