Calculus BC course outline
Current course outline · Fall 2020; edition 2026-27
Find a topic or learning goal, choose a lesson, then open a student prompt and its worked answer. The goal statements and codes below retain the official wording for this edition.
“Lesson provided” and “Practice provided” describe the available resources. Use students’ explanations and work to judge understanding. A resource marked as supporting part of a goal keeps that narrower scope.
Browse AP Calculus BC by teaching topic · Teaching guidance
Unit 1: Limits and Continuity
1.1 · Introducing Calculus: Can Change Occur at an Instant?
CHA-1.A · Interpret the rate of change at an instant in terms of average rates of change over intervals containing that instant.
Lesson provided · Practice provided
Course and exam description p. 33
- Teach: Introducing Calculus: Can Change Occur at an Instant?
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For position s(t), the average rate from t=a to t=a+h is [s(a+h)−s(a)]/h. Its units are position units per time unit. h can be negative: that…
- Teaching passage: Suppose s(t)=t² meters for t seconds. Near t=2, the average rate is [(2+h)²−4]/h=4+h for h≠0. Those rates approach 4 meters per second from both…
- Check understanding: A cart has position s(t)=t²+3t meters. At t=2 seconds, find the average rate from 2 to 2+h (h≠0), then the instantaneous rate suggested by its limit. · Worked answer for A cart has position s(t)=t²+3t meters. At t=2 seconds, find the average rate from 2 to 2+h (h≠0), then the instantaneous rate suggested by its limit.
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Supports part of this goal.
Check understanding: Represent the interval rate and its limiting tangent · part a: Calculate the average rate on [3,6] from endpoint values. Write both [s(3+h) −… · Worked answer for Represent the interval rate and its limiting tangent · part a: Calculate the average rate on [3,6] from endpoint values. Write both [s(3+h) −… (part a)Shared AB resource in the BC reading view.
Required knowledge for CHA-1.A
CHA-1.A.1 · Calculus uses limits to understand and model dynamic change.
CHA-1.A.2 · Because an average rate of change divides the change in one variable by the change in another, the average rate of change is undefined at a point where the change in the independent variable would be zero.
CHA-1.A.3 · The limit concept allows us to define instantaneous rate of change in terms of average rates of change.
1.2 · Defining Limits and Using Limit Notation
LIM-1.A · Represent limits analytically using correct notation.
Lesson provided · Practice provided
Course and exam description p. 34
- Teach: Defining Limits and Using Limit Notation
Shared AB resource in the BC reading view.
- Check understanding: Write “the concentration C(t), in milligrams per liter, approaches 8 as t approaches 5 minutes from the left” in limit notation. Explain what this… · Worked answer for Write “the concentration C(t), in milligrams per liter, approaches 8 as t approaches 5 minutes from the left” in limit notation. Explain what this…
- Check understanding: Suppose lim(x→4⁻)f(x)=2, lim(x→4⁺)f(x)=2 and f(4)=−1. State lim(x→4)f(x), and explain why it differs from f(4). · Worked answer for Suppose lim(x→4⁻)f(x)=2, lim(x→4⁺)f(x)=2 and f(4)=−1. State lim(x→4)f(x), and explain why it differs from f(4).
Required knowledge for LIM-1.A
LIM-1.A.1 · Given a function f, the limit of f(x) as x approaches c is a real number R if f(x) can be made arbitrarily close to R by taking x sufficiently close to c (but not equal to c). If the limit exists and is a real number, then the common notation is lim(x→c) f(x)=R.
LIM-1.B · Interpret limits expressed in analytic notation.
Lesson provided · Practice provided
Course and exam description p. 34
- Teach: Defining Limits and Using Limit Notation
Shared AB resource in the BC reading view.
- Check understanding: For x≠3, H(x)=(x²−9)/(x−3); H(3) is undefined. Describe its nearby table values at 2.99 and 3.01, the corresponding graph feature, its limit… · Worked answer for For x≠3, H(x)=(x²−9)/(x−3); H(3) is undefined. Describe its nearby table values at 2.99 and 3.01, the corresponding graph feature, its limit…
Required knowledge for LIM-1.B
LIM-1.B.1 · A limit can be expressed in multiple ways, including graphically, numerically, and analytically.
1.3 · Estimating Limit Values from Graphs
LIM-1.C · Estimate limits of functions.
Lesson provided · Practice provided
Course and exam description p. 35, 36
- Teach: Estimating Limit Values from Graphs
Shared AB resource in the BC reading view.
- Teach: Estimating Limit Values from Tables
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The data suggest lim(x→2)f(x)=4. If the rule is f(x)=(x²−4)/(x−2) for x≠2, algebra confirms f(x)=x+2 nearby. A calculator can supply the table,…
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Supports part of this goal.
Teaching passage: A graph supplies nearby heights: follow the curve toward the target from each side before reading any isolated filled point. A filled point gives… -
Supports part of this goal.
Teaching passage: Estimated left, right and two-sided limits are near 2; H(0) = 5. These observations support the estimate but do not prove a limit exists.
- Check understanding: Use the hole graph in Topic 1.3 (text equivalent: f(x)=x+1 for x≠2 and f(2)=5). State the left limit, right limit, two-sided limit and actual… · Worked answer for Use the hole graph in Topic 1.3 (text equivalent: f(x)=x+1 for x≠2 and f(2)=5). State the left limit, right limit, two-sided limit and actual…
- Check understanding: A calculator seems to draw sin(1/x) as a dark band near x=0. Decide whether its limit exists. Explain why the plotting window cannot settle the… · Worked answer for A calculator seems to draw sin(1/x) as a dark band near x=0. Decide whether its limit exists. Explain why the plotting window cannot settle the…
More checks for this goal
- Check understanding: Measured nearby valuesx0.90.991.011.1F(x)2.712.97013.03013.31Estimate lim(x→1)F(x). State whether this finite table alone proves the limit. · Worked answer for Measured nearby valuesx0.90.991.011.1F(x)2.712.97013.03013.31Estimate lim(x→1)F(x). State whether this finite table alone proves the limit.
- Check understanding: Estimate nearby behavior from two displays · part c: State your combined limit estimate from the graph and table, and evaluate the… · Worked answer for Estimate nearby behavior from two displays · part c: State your combined limit estimate from the graph and table, and evaluate the… (part c)
Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Estimate nearby behavior from two displays · part a: Use the graph to estimate the left-hand and right-hand limits at 2, then give a… · Worked answer for Estimate nearby behavior from two displays · part a: Use the graph to estimate the left-hand and right-hand limits at 2, then give a… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Estimate nearby behavior from two displays · part b: Use the table to estimate the limit, explicitly reading both sides in approach… · Worked answer for Estimate nearby behavior from two displays · part b: Use the table to estimate the limit, explicitly reading both sides in approach… (part b)Shared AB resource in the BC reading view.
Required knowledge for LIM-1.C
LIM-1.C.1 · The concept of a limit includes one sided limits.
LIM-1.C.2 · Graphical information about a function can be used to estimate limits.
LIM-1.C.3 · Because of issues of scale, graphical representations of functions may miss important function behavior.
LIM-1.C.4 · A limit might not exist for some functions at particular values of x. Some ways that the limit might not exist are if the function is unbounded, if the function is oscillating near this value, or if the limit from the left does not equal the limit from the right.
LIM-1.C.5 · Numerical information can be used to estimate limits.
1.4 · Estimating Limit Values from Tables
LIM-1.C · Estimate limits of functions.
Lesson provided · Practice provided
Course and exam description p. 35, 36
- Teach: Estimating Limit Values from Graphs
Shared AB resource in the BC reading view.
- Teach: Estimating Limit Values from Tables
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The data suggest lim(x→2)f(x)=4. If the rule is f(x)=(x²−4)/(x−2) for x≠2, algebra confirms f(x)=x+2 nearby. A calculator can supply the table,…
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Supports part of this goal.
Teaching passage: A graph supplies nearby heights: follow the curve toward the target from each side before reading any isolated filled point. A filled point gives… -
Supports part of this goal.
Teaching passage: Estimated left, right and two-sided limits are near 2; H(0) = 5. These observations support the estimate but do not prove a limit exists.
- Check understanding: Use the hole graph in Topic 1.3 (text equivalent: f(x)=x+1 for x≠2 and f(2)=5). State the left limit, right limit, two-sided limit and actual… · Worked answer for Use the hole graph in Topic 1.3 (text equivalent: f(x)=x+1 for x≠2 and f(2)=5). State the left limit, right limit, two-sided limit and actual…
- Check understanding: A calculator seems to draw sin(1/x) as a dark band near x=0. Decide whether its limit exists. Explain why the plotting window cannot settle the… · Worked answer for A calculator seems to draw sin(1/x) as a dark band near x=0. Decide whether its limit exists. Explain why the plotting window cannot settle the…
More checks for this goal
- Check understanding: Measured nearby valuesx0.90.991.011.1F(x)2.712.97013.03013.31Estimate lim(x→1)F(x). State whether this finite table alone proves the limit. · Worked answer for Measured nearby valuesx0.90.991.011.1F(x)2.712.97013.03013.31Estimate lim(x→1)F(x). State whether this finite table alone proves the limit.
- Check understanding: Estimate nearby behavior from two displays · part c: State your combined limit estimate from the graph and table, and evaluate the… · Worked answer for Estimate nearby behavior from two displays · part c: State your combined limit estimate from the graph and table, and evaluate the… (part c)
Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Estimate nearby behavior from two displays · part a: Use the graph to estimate the left-hand and right-hand limits at 2, then give a… · Worked answer for Estimate nearby behavior from two displays · part a: Use the graph to estimate the left-hand and right-hand limits at 2, then give a… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Estimate nearby behavior from two displays · part b: Use the table to estimate the limit, explicitly reading both sides in approach… · Worked answer for Estimate nearby behavior from two displays · part b: Use the table to estimate the limit, explicitly reading both sides in approach… (part b)Shared AB resource in the BC reading view.
Required knowledge for LIM-1.C
LIM-1.C.1 · The concept of a limit includes one sided limits.
LIM-1.C.2 · Graphical information about a function can be used to estimate limits.
LIM-1.C.3 · Because of issues of scale, graphical representations of functions may miss important function behavior.
LIM-1.C.4 · A limit might not exist for some functions at particular values of x. Some ways that the limit might not exist are if the function is unbounded, if the function is oscillating near this value, or if the limit from the left does not equal the limit from the right.
LIM-1.C.5 · Numerical information can be used to estimate limits.
1.5 · Determining Limits Using Algebraic Properties of Limits
LIM-1.D · Determine the limits of functions using limit theorems.
Lesson provided · Practice provided
Course and exam description p. 37
- Teach: Determining Limits Using Algebraic Properties of Limits
Shared AB resource in the BC reading view.
- Check understanding: Let f(x)=x² for x<1 and f(x)=2x+1 for x≥1. Find both one-sided limits and decide whether lim(x→1)f(x) exists. · Worked answer for Let f(x)=x² for x<1 and f(x)=2x+1 for x≥1. Find both one-sided limits and decide whether lim(x→1)f(x) exists.
- Check understanding: Evaluate lim(x→−1)(2x²+3)/(x²+4), stating the condition needed for the quotient limit rule. · Worked answer for Evaluate lim(x→−1)(2x²+3)/(x²+4), stating the condition needed for the quotient limit rule.
Required knowledge for LIM-1.D
LIM-1.D.1 · One-sided limits can be determined analytically or graphically.
LIM-1.D.2 · Limits of sums, differences, products, quotients, and composite functions can be found using limit theorems.
1.6 · Determining Limits Using Algebraic Manipulation
LIM-1.E · Determine the limits of functions using equivalent expressions for the function or the squeeze theorem.
Lesson provided · Practice provided
Course and exam description p. 38, 40
- Teach: Determining Limits Using Algebraic Manipulation
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For (x²−9)/(x−3), factoring gives (x−3)(x+3)/(x−3)=x+3 for x≠3. That restriction is exactly right for a limit at 3. For (√(x+1)−1)/x, multiply…
- Teaching passage: For trig limits use radians. The standard limit sin u/u→1 as u→0 lets us rewrite sin(5x)/x=5·sin(5x)/(5x), which approaches 5. Cancellation is…
- Teach: Determining Limits Using the Squeeze Theorem
Shared AB resource in the BC reading view.
- Check understanding: Evaluate lim(x→−2)(x²+x−2)/(x+2). · Worked answer for Evaluate lim(x→−2)(x²+x−2)/(x+2).
- Check understanding: Evaluate lim(x→0)(√(9+x)−3)/x. · Worked answer for Evaluate lim(x→0)(√(9+x)−3)/x.
More checks for this goal
- Check understanding: In radians, evaluate lim(x→0)sin(4x)/(3x). · Worked answer for In radians, evaluate lim(x→0)sin(4x)/(3x).
- Check understanding: Prove lim(x→0)x²cos(1/x)=0 using the squeeze theorem. · Worked answer for Prove lim(x→0)x²cos(1/x)=0 using the squeeze theorem.
- Check understanding: A function satisfies 5−2|x−1|≤g(x)≤5+3|x−1| for 0<|x−1|<0.2. Find lim(x→1)g(x), and explain whether g(1) must be 5. · Worked answer for A function satisfies 5−2|x−1|≤g(x)≤5+3|x−1| for 0<|x−1|<0.2. Find lim(x→1)g(x), and explain whether g(1) must be 5.
Required knowledge for LIM-1.E
LIM-1.E.1 · It may be necessary or helpful to rearrange expressions into equivalent forms before evaluating limits.
LIM-1.E.2 · The limit of a function may be found by using the squeeze theorem.
1.7 · Selecting Procedures for Determining Limits
This topic brings together earlier goals. Teach: Selecting Procedures for Determining Limits · LIM-1.A: Represent limits analytically using correct notation. · LIM-1.B: Interpret limits expressed in analytic notation. · LIM-1.C: Estimate limits of functions. · LIM-1.C: Estimate limits of functions. · LIM-1.D: Determine the limits of functions using limit theorems. · LIM-1.E: Determine the limits of functions using equivalent expressions for the function or the squeeze theorem.
1.8 · Determining Limits Using the Squeeze Theorem
LIM-1.E · Determine the limits of functions using equivalent expressions for the function or the squeeze theorem.
Lesson provided · Practice provided
Course and exam description p. 38, 40
- Teach: Determining Limits Using Algebraic Manipulation
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For (x²−9)/(x−3), factoring gives (x−3)(x+3)/(x−3)=x+3 for x≠3. That restriction is exactly right for a limit at 3. For (√(x+1)−1)/x, multiply…
- Teaching passage: For trig limits use radians. The standard limit sin u/u→1 as u→0 lets us rewrite sin(5x)/x=5·sin(5x)/(5x), which approaches 5. Cancellation is…
- Teach: Determining Limits Using the Squeeze Theorem
Shared AB resource in the BC reading view.
- Check understanding: Evaluate lim(x→−2)(x²+x−2)/(x+2). · Worked answer for Evaluate lim(x→−2)(x²+x−2)/(x+2).
- Check understanding: Evaluate lim(x→0)(√(9+x)−3)/x. · Worked answer for Evaluate lim(x→0)(√(9+x)−3)/x.
More checks for this goal
- Check understanding: In radians, evaluate lim(x→0)sin(4x)/(3x). · Worked answer for In radians, evaluate lim(x→0)sin(4x)/(3x).
- Check understanding: Prove lim(x→0)x²cos(1/x)=0 using the squeeze theorem. · Worked answer for Prove lim(x→0)x²cos(1/x)=0 using the squeeze theorem.
- Check understanding: A function satisfies 5−2|x−1|≤g(x)≤5+3|x−1| for 0<|x−1|<0.2. Find lim(x→1)g(x), and explain whether g(1) must be 5. · Worked answer for A function satisfies 5−2|x−1|≤g(x)≤5+3|x−1| for 0<|x−1|<0.2. Find lim(x→1)g(x), and explain whether g(1) must be 5.
Required knowledge for LIM-1.E
LIM-1.E.1 · It may be necessary or helpful to rearrange expressions into equivalent forms before evaluating limits.
LIM-1.E.2 · The limit of a function may be found by using the squeeze theorem.
1.9 · Connecting Multiple Representations of Limits
This topic brings together earlier goals. Teach: Connecting Multiple Representations of Limits · LIM-1.A: Represent limits analytically using correct notation. · LIM-1.B: Interpret limits expressed in analytic notation. · LIM-1.C: Estimate limits of functions. · LIM-1.C: Estimate limits of functions. · LIM-1.D: Determine the limits of functions using limit theorems. · LIM-1.E: Determine the limits of functions using equivalent expressions for the function or the squeeze theorem. · LIM-1.E: Determine the limits of functions using equivalent expressions for the function or the squeeze theorem.
1.10 · Exploring Types of Discontinuities
LIM-2.A · Justify conclusions about continuity at a point using the definition.
Lesson provided · Practice provided
Course and exam description p. 42, 43
- Teach: Exploring Types of Discontinuities
Shared AB resource in the BC reading view.
- Teach: Defining Continuity at a Point
Shared AB resource in the BC reading view.
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- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
- Check understanding: Let f(x)=2x+1 for x≠2 and f(2)=4. Test all three continuity conditions at 2. · Worked answer for Let f(x)=2x+1 for x≠2 and f(2)=4. Test all three continuity conditions at 2.
More checks for this goal
Required knowledge for LIM-2.A
LIM-2.A.1 · Types of discontinuities include removable discontinuities, jump discontinuities, and discontinuities due to vertical asymptotes.
LIM-2.A.2 · A function f is continuous at x=c provided that f(c) exists, lim(x→c) f(x) exists, and lim(x→c) f(x)=f(c).
1.11 · Defining Continuity at a Point
LIM-2.A · Justify conclusions about continuity at a point using the definition.
Lesson provided · Practice provided
Course and exam description p. 42, 43
- Teach: Exploring Types of Discontinuities
Shared AB resource in the BC reading view.
- Teach: Defining Continuity at a Point
Shared AB resource in the BC reading view.
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- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
- Check understanding: Let f(x)=2x+1 for x≠2 and f(2)=4. Test all three continuity conditions at 2. · Worked answer for Let f(x)=2x+1 for x≠2 and f(2)=4. Test all three continuity conditions at 2.
More checks for this goal
Required knowledge for LIM-2.A
LIM-2.A.1 · Types of discontinuities include removable discontinuities, jump discontinuities, and discontinuities due to vertical asymptotes.
LIM-2.A.2 · A function f is continuous at x=c provided that f(c) exists, lim(x→c) f(x) exists, and lim(x→c) f(x)=f(c).
1.12 · Confirming Continuity over an Interval
LIM-2.B · Determine intervals over which a function is continuous.
Lesson provided · Practice provided
Course and exam description p. 44
- Teach: Confirming Continuity over an Interval
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For h(x)=ln(x−1)/(x−4), the domain requires x>1 and x≠4. Continuity holds on (1,4) and (4,∞). A graph may help locate the breaks, but the domain…
- Teaching passage: Polynomials are continuous for every real x. Rational functions are continuous wherever their denominators are nonzero. Familiar power,…
- Check understanding: Find the maximal intervals of continuity of R(x)=(x+2)/(x²−4). Does cancelling a factor add x=−2 to the original domain? · Worked answer for Find the maximal intervals of continuity of R(x)=(x+2)/(x²−4). Does cancelling a factor add x=−2 to the original domain?
- Check understanding: On which maximal interval is L(x)=ln(x−2) continuous? Explain the endpoint restriction. · Worked answer for On which maximal interval is L(x)=ln(x−2) continuous? Explain the endpoint restriction.
Required knowledge for LIM-2.B
LIM-2.B.1 · A function is continuous on an interval if the function is continuous at each point in the interval.
LIM-2.B.2 · Polynomial, rational, power, exponential, logarithmic, and trigonometric functions are continuous on all points in their domains.
1.13 · Removing Discontinuities
LIM-2.C · Determine values of x or solve for parameters that make discontinuous functions continuous, if possible.
Lesson provided · Practice provided
Course and exam description p. 45
- Teach: Removing Discontinuities
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For f(x)=(x²−4)/(x−2) when x≠2, nearby values equal x+2, so define f(2)=4. For a piecewise boundary, set the left limiting expression equal to the…
- Teaching passage: For f(x)=ax+1 when x<2 and f(x)=x²−1 when x≥2, the boundary value is 3. The left limit is 2a+1, so continuity requires 2a+1=3 and a=1. Both pieces…
- Check understanding: Define f(x)=(x³−8)/(x−2) for x≠2. Choose f(2) to make f continuous at 2. · Worked answer for Define f(x)=(x³−8)/(x−2) for x≠2. Choose f(2) to make f continuous at 2.
- Check understanding: Find a so f(x)=ax+2 for x<1 and f(x)=x²+4 for x≥1 is continuous at 1. · Worked answer for Find a so f(x)=ax+2 for x<1 and f(x)=x²+4 for x≥1 is continuous at 1.
Required knowledge for LIM-2.C
LIM-2.C.1 · If the limit of a function exists at a discontinuity in its graph, then it is possible to remove the discontinuity by defining or redefining the value of the function at that point, so it equals the value of the limit of the function as x approaches that point.
LIM-2.C.2 · In order for a piecewise-defined function to be continuous at a boundary to the partition of its domain, the value of the expression defining the function on one side of the boundary must equal the value of the expression defining the other side of the boundary, as well as the value of the function at the boundary.
1.14 · Connecting Infinite Limits and Vertical Asymptotes
LIM-2.D · Interpret the behavior of functions using limits involving infinity.
Lesson provided · Practice provided
Course and exam description p. 46, 47
- Teach: Connecting Infinite Limits and Vertical Asymptotes
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: A vertical asymptote x=c occurs when at least one one-sided limit is +∞ or −∞. Determine the sign on each side. For 1/(x−2), the denominator is…
- Teaching passage: A zero denominator alone does not prove a vertical asymptote: a common factor might cancel and leave a hole. Separate the two-sided finite-limit…
- Teach: Connecting Limits at Infinity and Horizontal Asymptotes
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For rational functions compare highest powers. Divide numerator and denominator by the highest denominator power:…
- Teaching passage: Keep signs when roots appear: √(x²+1)/x=√(1+1/x²) for positive x, but equals −√(1+1/x²) for negative x because √(x²)=|x|. Growth comparisons use…
- Teaching passage: The same comparison works when rate functions are supplied: if a quadratic model has rate 2x and an exponential model has rate eˣ, the established…
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Supports part of this goal.
Teaching passage: To compare positive function magnitudes as x grows, divide one by the other. If f(x)/g(x) → 0 as x → +∞, f becomes negligible relative to g. This… -
Supports part of this goal.
Teaching passage: Both x²/eˣ and 2x/eˣ tend to zero. The exponential model eventually dominates this quadratic in value and in supplied rate, while the quadratic…
- Check understanding: For V(x)=−2/(x−3), find both one-sided limits at 3 and state the vertical asymptote. · Worked answer for For V(x)=−2/(x−3), find both one-sided limits at 3 and state the vertical asymptote.
- Check understanding: For W(x)=(x+1)/(x−2)², determine the two-sided infinite-limit behavior at 2. Is +∞ a finite real limit? · Worked answer for For W(x)=(x+1)/(x−2)², determine the two-sided infinite-limit behavior at 2. Is +∞ a finite real limit?
More checks for this goal
- Check understanding: Find both limits at infinity and any horizontal asymptote of F(x)=(4x²−3x+1)/(2x²+7). · Worked answer for Find both limits at infinity and any horizontal asymptote of F(x)=(4x²−3x+1)/(2x²+7).
- Check understanding: Find lim(x→∞)√(4x²+1)/x and lim(x→−∞)√(4x²+1)/x. · Worked answer for Find lim(x→∞)√(4x²+1)/x and lim(x→−∞)√(4x²+1)/x.
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Supports part of this goal.
Check understanding: Use a calculator table at x=2,5,10,20 to inspect x²/eˣ. The established limit as x→∞ is 0. Interpret that limit as a growth comparison, and… · Worked answer for Use a calculator table at x=2,5,10,20 to inspect x²/eˣ. The established limit as x→∞ is 0. Interpret that limit as a growth comparison, and… -
Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part a: Use the established limit to calculate lim(x → +∞) f(x)/g(x). Interpret the… · Worked answer for Compare a model and its supplied rate separately · part a: Use the established limit to calculate lim(x → +∞) f(x)/g(x). Interpret the… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part b: Rewrite r(x)/s(x) as a product involving x²/eˣ, then use limit laws to calculate… · Worked answer for Compare a model and its supplied rate separately · part b: Rewrite r(x)/s(x) as a product involving x²/eˣ, then use limit laws to calculate… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part c: Use both limit results to summarize the eventual relative magnitudes of the two… · Worked answer for Compare a model and its supplied rate separately · part c: Use both limit results to summarize the eventual relative magnitudes of the two… (part c)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: What does a vanishing ratio say? · part a: Choose the conclusion justified by both established limits. Distinguish an… · Worked answer for What does a vanishing ratio say? · part a: Choose the conclusion justified by both established limits. Distinguish an… (part a)Shared AB resource in the BC reading view.
Required knowledge for LIM-2.D
LIM-2.D.1 · The concept of a limit can be extended to include infinite limits.
LIM-2.D.2 · Asymptotic and unbounded behavior of functions can be described and explained using limits.
LIM-2.D.3 · The concept of a limit can be extended to include limits at infinity.
LIM-2.D.4 · Limits at infinity describe end behavior.
LIM-2.D.5 · Relative magnitudes of functions and their rates of change can be compared using limits.
1.15 · Connecting Limits at Infinity and Horizontal Asymptotes
LIM-2.D · Interpret the behavior of functions using limits involving infinity.
Lesson provided · Practice provided
Course and exam description p. 46, 47
- Teach: Connecting Infinite Limits and Vertical Asymptotes
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: A vertical asymptote x=c occurs when at least one one-sided limit is +∞ or −∞. Determine the sign on each side. For 1/(x−2), the denominator is…
- Teaching passage: A zero denominator alone does not prove a vertical asymptote: a common factor might cancel and leave a hole. Separate the two-sided finite-limit…
- Teach: Connecting Limits at Infinity and Horizontal Asymptotes
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For rational functions compare highest powers. Divide numerator and denominator by the highest denominator power:…
- Teaching passage: Keep signs when roots appear: √(x²+1)/x=√(1+1/x²) for positive x, but equals −√(1+1/x²) for negative x because √(x²)=|x|. Growth comparisons use…
- Teaching passage: The same comparison works when rate functions are supplied: if a quadratic model has rate 2x and an exponential model has rate eˣ, the established…
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Supports part of this goal.
Teaching passage: To compare positive function magnitudes as x grows, divide one by the other. If f(x)/g(x) → 0 as x → +∞, f becomes negligible relative to g. This… -
Supports part of this goal.
Teaching passage: Both x²/eˣ and 2x/eˣ tend to zero. The exponential model eventually dominates this quadratic in value and in supplied rate, while the quadratic…
- Check understanding: For V(x)=−2/(x−3), find both one-sided limits at 3 and state the vertical asymptote. · Worked answer for For V(x)=−2/(x−3), find both one-sided limits at 3 and state the vertical asymptote.
- Check understanding: For W(x)=(x+1)/(x−2)², determine the two-sided infinite-limit behavior at 2. Is +∞ a finite real limit? · Worked answer for For W(x)=(x+1)/(x−2)², determine the two-sided infinite-limit behavior at 2. Is +∞ a finite real limit?
More checks for this goal
- Check understanding: Find both limits at infinity and any horizontal asymptote of F(x)=(4x²−3x+1)/(2x²+7). · Worked answer for Find both limits at infinity and any horizontal asymptote of F(x)=(4x²−3x+1)/(2x²+7).
- Check understanding: Find lim(x→∞)√(4x²+1)/x and lim(x→−∞)√(4x²+1)/x. · Worked answer for Find lim(x→∞)√(4x²+1)/x and lim(x→−∞)√(4x²+1)/x.
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Supports part of this goal.
Check understanding: Use a calculator table at x=2,5,10,20 to inspect x²/eˣ. The established limit as x→∞ is 0. Interpret that limit as a growth comparison, and… · Worked answer for Use a calculator table at x=2,5,10,20 to inspect x²/eˣ. The established limit as x→∞ is 0. Interpret that limit as a growth comparison, and… -
Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part a: Use the established limit to calculate lim(x → +∞) f(x)/g(x). Interpret the… · Worked answer for Compare a model and its supplied rate separately · part a: Use the established limit to calculate lim(x → +∞) f(x)/g(x). Interpret the… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part b: Rewrite r(x)/s(x) as a product involving x²/eˣ, then use limit laws to calculate… · Worked answer for Compare a model and its supplied rate separately · part b: Rewrite r(x)/s(x) as a product involving x²/eˣ, then use limit laws to calculate… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part c: Use both limit results to summarize the eventual relative magnitudes of the two… · Worked answer for Compare a model and its supplied rate separately · part c: Use both limit results to summarize the eventual relative magnitudes of the two… (part c)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: What does a vanishing ratio say? · part a: Choose the conclusion justified by both established limits. Distinguish an… · Worked answer for What does a vanishing ratio say? · part a: Choose the conclusion justified by both established limits. Distinguish an… (part a)Shared AB resource in the BC reading view.
Required knowledge for LIM-2.D
LIM-2.D.1 · The concept of a limit can be extended to include infinite limits.
LIM-2.D.2 · Asymptotic and unbounded behavior of functions can be described and explained using limits.
LIM-2.D.3 · The concept of a limit can be extended to include limits at infinity.
LIM-2.D.4 · Limits at infinity describe end behavior.
LIM-2.D.5 · Relative magnitudes of functions and their rates of change can be compared using limits.
1.16 · Working with the Intermediate Value Theorem (IVT)
FUN-1.A · Explain the behavior of a function on an interval using the Intermediate Value Theorem.
Lesson provided · Practice provided
Course and exam description p. 48
- Teach: Working with the Intermediate Value Theorem (IVT)
Shared AB resource in the BC reading view.
- Check understanding: Prove x³−2x−2=0 has at least one solution in (1,2), without finding the solution. · Worked answer for Prove x³−2x−2=0 has at least one solution in (1,2), without finding the solution.
- Check understanding: A continuous tank-temperature function T(t) has T(0)=14°C and T(8)=22°C. Must it reach 19°C during (0,8)? Must it do so exactly once? · Worked answer for A continuous tank-temperature function T(t) has T(0)=14°C and T(8)=22°C. Must it reach 19°C during (0,8)? Must it do so exactly once?
More checks for this goal
- Check understanding: A graph consists of y=−1 for x<0 and y=1 for x≥0. Its endpoint values at −2 and 2 have opposite signs. Explain why IVT cannot establish a zero,… · Worked answer for A graph consists of y=−1 for x<0 and y=1 for x≥0. Its endpoint values at −2 and 2 have opposite signs. Explain why IVT cannot establish a zero,…
Required knowledge for FUN-1.A
FUN-1.A.1 · If f is a continuous function on the closed interval [a, b] and d is a number between f (a) and f (b), then the Intermediate Value Theorem guarantees that there is at least one number c between a and b, such that f(c) = d.
Unit 2: Differentiation: Definition and Fundamental Properties
2.1 · Defining Average and Instantaneous Rates of Change at a Point
CHA-2.A · Determine average rates of change using difference quotients.
Lesson provided · Practice provided
Course and exam description p. 55
- Teach: Defining Average and Instantaneous Rates of Change at a Point
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The derivative at a can be written in two equivalent ways: f′(a)=lim(h→0)[f(a+h)−f(a)]/h or f′(a)=lim(x→a)[f(x)−f(a)]/(x−a). Setting x=a+h…
- Teaching passage: Compute s(2) = 9 m and s(4) = 33 m. The average rate is (33 − 9)/(4 − 2) = 12 m/s.
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Supports part of this goal.
Teaching passage: The expressions [f(a+h) − f(a)]/h for h ≠ 0 and [f(x) − f(a)]/(x − a) for x ≠ a describe the same secant slopes when x = a+h. They are average… -
Supports part of this goal.
Teaching passage: For h ≠ 0, [s(2+h) − s(2)]/h = [9 + 8h + 2h² − 9]/h = 8 + 2h m/s. -
Supports part of this goal.
Teaching passage: In the alternate form, [s(t) − s(2)]/(t − 2) = 2(t² − 4)/(t − 2) = 2(t+2) m/s for t ≠ 2.
- Check understanding: For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient. · Worked answer for For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient.
- Check understanding: Represent the interval rate and its limiting tangent · part a: Calculate the average rate on [3,6] from endpoint values. Write both [s(3+h) −… · Worked answer for Represent the interval rate and its limiting tangent · part a: Calculate the average rate on [3,6] from endpoint values. Write both [s(3+h) −… (part a)
Shared AB resource in the BC reading view.
More checks for this goal
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Supports part of this goal.
- Objective/clause-specific scope: The prompt requests the instantaneous derivative B′(3). An average-rate quotient is an intermediate stage in the solution, but no average rate over a nonzero interval is requested.
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Supports part of this goal.
Check understanding: Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… · Worked answer for Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… (part c)Shared AB resource in the BC reading view.
Required knowledge for CHA-2.A
CHA-2.A.1 · The difference quotients [f(a+h)−f(a)]/h and [f(x)−f(a)]/(x−a) express the average rate of change of a function over an interval.
CHA-2.B · Represent the derivative of a function as the limit of a difference quotient.
Lesson provided · Practice provided
Course and exam description p. 55, 56
- Teach: Defining Average and Instantaneous Rates of Change at a Point
Shared AB resource in the BC reading view.
More teaching passages in this lesson
-
Supports part of this goal.
Teaching passage: The expressions [f(a+h) − f(a)]/h for h ≠ 0 and [f(x) − f(a)]/(x − a) for x ≠ a describe the same secant slopes when x = a+h. They are average… -
Supports part of this goal.
Teaching passage: Taking either h → 0 or t → 2 gives s′(2) = 8 m/s. The original zero-length quotient has not been evaluated; its nearby slopes have a finite limit.
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- Teach: Defining the Derivative of a Function and Using Derivative Notation
Shared AB resource in the BC reading view.
- Check understanding: For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient. · Worked answer for For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient.
- Check understanding: Find the derivative of f(x)=x²+1 at x=−2 using lim(x→−2)[f(x)−f(−2)]/(x+2). · Worked answer for Find the derivative of f(x)=x²+1 at x=−2 using lim(x→−2)[f(x)−f(−2)]/(x+2).
More checks for this goal
- Check understanding: Use the derivative definition to find f′(x) for f(x)=x²−3x. · Worked answer for Use the derivative definition to find f′(x) for f(x)=x²−3x.
- Check understanding: Represent the interval rate and its limiting tangent · part b: Represent s′(3) in both limiting difference-quotient forms and evaluate the… · Worked answer for Represent the interval rate and its limiting tangent · part b: Represent s′(3) in both limiting difference-quotient forms and evaluate the… (part b)
Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… · Worked answer for Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… (part c)Shared AB resource in the BC reading view.
Required knowledge for CHA-2.B
CHA-2.B.1 · The instantaneous rate of change of a function at x=a can be expressed by lim(h→0) [f(a+h)−f(a)]/h or lim(x→a) [f(x)−f(a)]/(x−a), provided the limit exists. These are equivalent forms of the definition of the derivative and are denoted f′(a).
CHA-2.B.2 · The derivative of f is the function whose value at x is lim(h→0) [f(x+h)−f(x)]/h, provided this limit exists.
CHA-2.B.3 · For y=f(x), notations for the derivative include dy/dx, f′(x), and y′.
CHA-2.B.4 · The derivative can be represented graphically, numerically, analytically, and verbally.
2.2 · Defining the Derivative of a Function and Using Derivative Notation
CHA-2.B · Represent the derivative of a function as the limit of a difference quotient.
Lesson provided · Practice provided
Course and exam description p. 55, 56
- Teach: Defining Average and Instantaneous Rates of Change at a Point
Shared AB resource in the BC reading view.
More teaching passages in this lesson
-
Supports part of this goal.
Teaching passage: The expressions [f(a+h) − f(a)]/h for h ≠ 0 and [f(x) − f(a)]/(x − a) for x ≠ a describe the same secant slopes when x = a+h. They are average… -
Supports part of this goal.
Teaching passage: Taking either h → 0 or t → 2 gives s′(2) = 8 m/s. The original zero-length quotient has not been evaluated; its nearby slopes have a finite limit.
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- Teach: Defining the Derivative of a Function and Using Derivative Notation
Shared AB resource in the BC reading view.
- Check understanding: For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient. · Worked answer for For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient.
- Check understanding: Find the derivative of f(x)=x²+1 at x=−2 using lim(x→−2)[f(x)−f(−2)]/(x+2). · Worked answer for Find the derivative of f(x)=x²+1 at x=−2 using lim(x→−2)[f(x)−f(−2)]/(x+2).
More checks for this goal
- Check understanding: Use the derivative definition to find f′(x) for f(x)=x²−3x. · Worked answer for Use the derivative definition to find f′(x) for f(x)=x²−3x.
- Check understanding: Represent the interval rate and its limiting tangent · part b: Represent s′(3) in both limiting difference-quotient forms and evaluate the… · Worked answer for Represent the interval rate and its limiting tangent · part b: Represent s′(3) in both limiting difference-quotient forms and evaluate the… (part b)
Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… · Worked answer for Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… (part c)Shared AB resource in the BC reading view.
Required knowledge for CHA-2.B
CHA-2.B.1 · The instantaneous rate of change of a function at x=a can be expressed by lim(h→0) [f(a+h)−f(a)]/h or lim(x→a) [f(x)−f(a)]/(x−a), provided the limit exists. These are equivalent forms of the definition of the derivative and are denoted f′(a).
CHA-2.B.2 · The derivative of f is the function whose value at x is lim(h→0) [f(x+h)−f(x)]/h, provided this limit exists.
CHA-2.B.3 · For y=f(x), notations for the derivative include dy/dx, f′(x), and y′.
CHA-2.B.4 · The derivative can be represented graphically, numerically, analytically, and verbally.
CHA-2.C · Determine the equation of a line tangent to a curve at a given point.
Lesson provided · Practice provided
Course and exam description p. 56
- Teach: Defining the Derivative of a Function and Using Derivative Notation
Shared AB resource in the BC reading view.
- Check understanding: For f(x)=x²+2, find the equation of the tangent line at x=−1. · Worked answer for For f(x)=x²+2, find the equation of the tangent line at x=−1.
- Check understanding: A graph of F passes through (2,5), and its tangent there passes through (4,1). Determine F′(2) and the tangent equation. State whether F(4) must… · Worked answer for A graph of F passes through (2,5), and its tangent there passes through (4,1). Determine F′(2) and the tangent equation. State whether F(4) must…
More checks for this goal
- Check understanding: A water-depth function D(t) has D(6)=1.8 meters and D′(6)=−0.12 meters per minute. Explain the meaning of each value and write an equation for the… · Worked answer for A water-depth function D(t) has D(6)=1.8 meters and D′(6)=−0.12 meters per minute. Explain the meaning of each value and write an equation for the…
Required knowledge for CHA-2.C
CHA-2.C.1 · The derivative of a function at a point is the slope of the line tangent to a graph of the function at that point.
2.3 · Estimating Derivatives of a Function at a Point
CHA-2.D · Estimate derivatives.
Lesson provided · Practice provided
Course and exam description p. 57
- Teach: Estimating Derivatives of a Function at a Point
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The centered slope at 2 is (19.41−18.61)/0.2=4°C/min. The one-sided slopes are 3.9 and 4.1°C/min; agreement suggests a derivative near 4. The…
- Teaching passage: On a graph, estimate the slope of the tangent line using two well-spaced points on that tangent, rather than two far-apart points on the curve.…
- Check understanding: Position measurementst (s)1.82.02.2s(t) (m)5.246.006.84Estimate s′(2) with a centered difference, and explain the units. · Worked answer for Position measurementst (s)1.82.02.2s(t) (m)5.246.006.84Estimate s′(2) with a centered difference, and explain the units.
- Check understanding: A graph of a smooth function has a tangent at x=3 drawn through (1,−2) and (5,6). Estimate f′(3). Explain why choosing distant points on the curve… · Worked answer for A graph of a smooth function has a tangent at x=3 drawn through (1,−2) and (5,6). Estimate f′(3). Explain why choosing distant points on the curve…
More checks for this goal
- Check understanding: Use a calculator in radians to estimate f′(1) for f(x)=e^(−x²), using centered differences with h=0.01 and h=0.001. Round the final estimate to… · Worked answer for Use a calculator in radians to estimate f′(1) for f(x)=e^(−x²), using centered differences with h=0.01 and h=0.001. Round the final estimate to…
Required knowledge for CHA-2.D
CHA-2.D.1 · The derivative at a point can be estimated from information given in tables or graphs.
CHA-2.D.2 · Technology can be used to calculate or estimate the value of a derivative of a function at a point.
2.4 · Connecting Differentiability and Continuity: Determining When Derivatives Do and Do Not Exist
FUN-2.A · Explain the relationship between differentiability and continuity.
Lesson provided · Practice provided
Course and exam description p. 58
- Teach: Connecting Differentiability and Continuity: Determining When Derivatives Do and Do Not Exist
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To decide differentiability at a piecewise boundary, check continuity first, then compare the one-sided limits of the difference quotient based at…
- Teaching passage: Continuity does not imply differentiability. For |x| at 0, left secant slopes are −1 and right secant slopes are 1, giving a corner. For x^(1/3)…
- Check understanding: A graph follows y=x² for x≠1 but has a filled dot at (1,7). Is the represented function differentiable at 1? Explain without calculating a… · Worked answer for A graph follows y=x² for x≠1 but has a filled dot at (1,7). Is the represented function differentiable at 1? Explain without calculating a…
- Check understanding: Decide whether f(x)=|x−2| is continuous and differentiable at 2. Justify both conclusions. · Worked answer for Decide whether f(x)=|x−2| is continuous and differentiable at 2. Justify both conclusions.
More checks for this goal
Required knowledge for FUN-2.A
FUN-2.A.1 · If a function is differentiable at a point, then it is continuous at that point. In particular, if a point is not in the domain of f, then it is not in the domain of f′.
FUN-2.A.2 · A continuous function may fail to be differentiable at a point in its domain.
2.5 · Applying the Power Rule
FUN-3.A · Calculate derivatives of familiar functions.
Lesson provided · Practice provided
Course and exam description p. 59, 60, 61
- Teach: Applying the Power Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x² the quotient becomes 2x+h and tends to 2x. For x³ expansion gives 3x²+3xh+h² and tends to 3x². The general rule also handles negative and…
- Teaching passage: Domain and endpoint behavior matter. √x is defined and right-continuous at 0 but has no finite derivative there; x^(1/3) is defined for negative…
- Teach: Derivative Rules: Constant, Sum, Difference, and Constant Multiple
Shared AB resource in the BC reading view.
- Teach: Derivatives of cos x, sin x, e^x, and ln x
Shared AB resource in the BC reading view.
- Check understanding: Differentiate f(x)=x⁷ and evaluate f′(−1). · Worked answer for Differentiate f(x)=x⁷ and evaluate f′(−1).
- Check understanding: Differentiate f(x)=1/x⁴ and state its domain. · Worked answer for Differentiate f(x)=1/x⁴ and state its domain.
More checks for this goal
- Check understanding: Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint… · Worked answer for Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint…
- Check understanding: Differentiate P(x)=5x⁴−3x²+2x−11. · Worked answer for Differentiate P(x)=5x⁴−3x²+2x−11.
- Check understanding: Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1. · Worked answer for Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1.
- Check understanding: Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula. · Worked answer for Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula.
Required knowledge for FUN-3.A
FUN-3.A.1 · Direct application of the definition of the derivative and specific rules can be used to calculate the derivative for functions of the form f(x)=x^r.
FUN-3.A.2 · Sums, differences, and constant multiples of functions can be differentiated using derivative rules.
FUN-3.A.3 · The power rule combined with sum, difference, and constant multiple properties can be used to find the derivatives for polynomial functions.
FUN-3.A.4 · Specific rules can be used to find the derivatives for sine, cosine, exponential, and logarithmic functions.
2.6 · Derivative Rules: Constant, Sum, Difference, and Constant Multiple
FUN-3.A · Calculate derivatives of familiar functions.
Lesson provided · Practice provided
Course and exam description p. 59, 60, 61
- Teach: Applying the Power Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x² the quotient becomes 2x+h and tends to 2x. For x³ expansion gives 3x²+3xh+h² and tends to 3x². The general rule also handles negative and…
- Teaching passage: Domain and endpoint behavior matter. √x is defined and right-continuous at 0 but has no finite derivative there; x^(1/3) is defined for negative…
- Teach: Derivative Rules: Constant, Sum, Difference, and Constant Multiple
Shared AB resource in the BC reading view.
- Teach: Derivatives of cos x, sin x, e^x, and ln x
Shared AB resource in the BC reading view.
- Check understanding: Differentiate f(x)=x⁷ and evaluate f′(−1). · Worked answer for Differentiate f(x)=x⁷ and evaluate f′(−1).
- Check understanding: Differentiate f(x)=1/x⁴ and state its domain. · Worked answer for Differentiate f(x)=1/x⁴ and state its domain.
More checks for this goal
- Check understanding: Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint… · Worked answer for Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint…
- Check understanding: Differentiate P(x)=5x⁴−3x²+2x−11. · Worked answer for Differentiate P(x)=5x⁴−3x²+2x−11.
- Check understanding: Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1. · Worked answer for Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1.
- Check understanding: Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula. · Worked answer for Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula.
Required knowledge for FUN-3.A
FUN-3.A.1 · Direct application of the definition of the derivative and specific rules can be used to calculate the derivative for functions of the form f(x)=x^r.
FUN-3.A.2 · Sums, differences, and constant multiples of functions can be differentiated using derivative rules.
FUN-3.A.3 · The power rule combined with sum, difference, and constant multiple properties can be used to find the derivatives for polynomial functions.
FUN-3.A.4 · Specific rules can be used to find the derivatives for sine, cosine, exponential, and logarithmic functions.
2.7 · Derivatives of cos x, sin x, e^x, and ln x
FUN-3.A · Calculate derivatives of familiar functions.
Lesson provided · Practice provided
Course and exam description p. 59, 60, 61
- Teach: Applying the Power Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x² the quotient becomes 2x+h and tends to 2x. For x³ expansion gives 3x²+3xh+h² and tends to 3x². The general rule also handles negative and…
- Teaching passage: Domain and endpoint behavior matter. √x is defined and right-continuous at 0 but has no finite derivative there; x^(1/3) is defined for negative…
- Teach: Derivative Rules: Constant, Sum, Difference, and Constant Multiple
Shared AB resource in the BC reading view.
- Teach: Derivatives of cos x, sin x, e^x, and ln x
Shared AB resource in the BC reading view.
- Check understanding: Differentiate f(x)=x⁷ and evaluate f′(−1). · Worked answer for Differentiate f(x)=x⁷ and evaluate f′(−1).
- Check understanding: Differentiate f(x)=1/x⁴ and state its domain. · Worked answer for Differentiate f(x)=1/x⁴ and state its domain.
More checks for this goal
- Check understanding: Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint… · Worked answer for Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint…
- Check understanding: Differentiate P(x)=5x⁴−3x²+2x−11. · Worked answer for Differentiate P(x)=5x⁴−3x²+2x−11.
- Check understanding: Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1. · Worked answer for Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1.
- Check understanding: Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula. · Worked answer for Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula.
Required knowledge for FUN-3.A
FUN-3.A.1 · Direct application of the definition of the derivative and specific rules can be used to calculate the derivative for functions of the form f(x)=x^r.
FUN-3.A.2 · Sums, differences, and constant multiples of functions can be differentiated using derivative rules.
FUN-3.A.3 · The power rule combined with sum, difference, and constant multiple properties can be used to find the derivatives for polynomial functions.
FUN-3.A.4 · Specific rules can be used to find the derivatives for sine, cosine, exponential, and logarithmic functions.
LIM-3.A · Interpret a limit as a definition of a derivative.
Lesson provided · Practice provided
Course and exam description p. 61
- Teach: Derivatives of cos x, sin x, e^x, and ln x
Shared AB resource in the BC reading view.
- Check understanding: Evaluate lim(h→0)[sin(π/6+h)−sin(π/6)]/h without a calculator. · Worked answer for Evaluate lim(h→0)[sin(π/6+h)−sin(π/6)]/h without a calculator.
- Check understanding: Evaluate lim(x→2)[ln x−ln 2]/(x−2), and identify the function and base input. · Worked answer for Evaluate lim(x→2)[ln x−ln 2]/(x−2), and identify the function and base input.
Required knowledge for LIM-3.A
LIM-3.A.1 · In some cases, recognizing an expression for the definition of the derivative of a function whose derivative is known offers a strategy for determining a limit.
2.8 · The Product Rule
FUN-3.B · Calculate derivatives of products and quotients of differentiable functions.
Lesson provided · Practice provided
Course and exam description p. 62, 63, 64
- Teach: The Product Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x²sin x, the derivative is 2x sin x+x²cos x. Multiplying 2x by cos x misses the two contributions. A quick check with x·x makes the error…
- Teaching passage: The same rule works with data. If f(2)=3, f′(2)=−1, g(2)=4 and g′(2)=5, then (fg)′(2)=−1·4+3·5=11. Make sure the four values all use the same input.
- Teach: The Quotient Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For (x²+1)/(x−1), the derivative is [2x(x−1)−(x²+1)]/(x−1)²=(x²−2x−1)/(x−1)², with x≠1. Keep the denominator squared and retain the original…
- Teaching passage: Sometimes rewriting is cleaner: (x²+1)/x=x+1/x for x≠0, so its derivative is 1−1/x². Choose a form that makes the reasoning easy, and check that…
- Teach: Finding the Derivatives of Tangent, Cotangent, Secant, and/or Cosecant Functions
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Write sec x=1/cos x and csc x=1/sin x. The quotient rule gives (sec x)′=sec x tan x and (csc x)′=−csc x cot x. The signs pair up: tangent and…
-
Supports part of this goal.
Teaching passage: Assume x is measured in radians and use the known rules (sin x)′ = cos x, (cos x)′ = −sin x, and (1)′ = 0. Rewrite tan x = sin x/cos x, cot x =… -
Supports part of this goal.
Teaching passage: For tan x = sin x/cos x, the quotient rule gives [cos x·cos x − sin x·(−sin x)]/cos²x = (cos²x + sin²x)/cos²x = sec²x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For cot x = cos x/sin x, it gives [(−sin x)·sin x − cos x·cos x]/sin²x = −(sin²x + cos²x)/sin²x = −csc²x, where sin x ≠ 0. -
Supports part of this goal.
Teaching passage: For sec x = 1/cos x, it gives [0·cos x − 1·(−sin x)]/cos²x = sin x/cos²x = sec x tan x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For csc x = 1/sin x, it gives [0·sin x − 1·cos x]/sin²x = −cos x/sin²x = −csc x cot x, where sin x ≠ 0.
- Check understanding: Differentiate f(x)=x²cos x. · Worked answer for Differentiate f(x)=x²cos x.
- Check understanding: Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2). · Worked answer for Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2).
More checks for this goal
- Check understanding: A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate. · Worked answer for A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate.
- Check understanding: Differentiate f(x)=(x²+2)/(x+1), stating the domain. · Worked answer for Differentiate f(x)=(x²+2)/(x+1), stating the domain.
- Check understanding: Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1). · Worked answer for Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1).
- Check understanding: Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule. · Worked answer for Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule.
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Supports part of this goal.
Check understanding: Differentiate f(x)=tan x−cot x and evaluate f′(π/4). · Worked answer for Differentiate f(x)=tan x−cot x and evaluate f′(π/4). -
Supports part of this goal.
Check understanding: Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. · Worked answer for Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… · Worked answer for Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… · Worked answer for Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… (part b)Shared AB resource in the BC reading view.
-
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… · Worked answer for Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… (part c)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… · Worked answer for Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… (part a)Shared AB resource in the BC reading view.
Required knowledge for FUN-3.B
FUN-3.B.1 · Derivatives of products of differentiable functions can be found using the product rule.
FUN-3.B.2 · Derivatives of quotients of differentiable functions can be found using the quotient rule.
FUN-3.B.3 · Rearranging tangent, cotangent, secant, and cosecant functions using identities allows differentiation using derivative rules.
2.9 · The Quotient Rule
FUN-3.B · Calculate derivatives of products and quotients of differentiable functions.
Lesson provided · Practice provided
Course and exam description p. 62, 63, 64
- Teach: The Product Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x²sin x, the derivative is 2x sin x+x²cos x. Multiplying 2x by cos x misses the two contributions. A quick check with x·x makes the error…
- Teaching passage: The same rule works with data. If f(2)=3, f′(2)=−1, g(2)=4 and g′(2)=5, then (fg)′(2)=−1·4+3·5=11. Make sure the four values all use the same input.
- Teach: The Quotient Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For (x²+1)/(x−1), the derivative is [2x(x−1)−(x²+1)]/(x−1)²=(x²−2x−1)/(x−1)², with x≠1. Keep the denominator squared and retain the original…
- Teaching passage: Sometimes rewriting is cleaner: (x²+1)/x=x+1/x for x≠0, so its derivative is 1−1/x². Choose a form that makes the reasoning easy, and check that…
- Teach: Finding the Derivatives of Tangent, Cotangent, Secant, and/or Cosecant Functions
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Write sec x=1/cos x and csc x=1/sin x. The quotient rule gives (sec x)′=sec x tan x and (csc x)′=−csc x cot x. The signs pair up: tangent and…
-
Supports part of this goal.
Teaching passage: Assume x is measured in radians and use the known rules (sin x)′ = cos x, (cos x)′ = −sin x, and (1)′ = 0. Rewrite tan x = sin x/cos x, cot x =… -
Supports part of this goal.
Teaching passage: For tan x = sin x/cos x, the quotient rule gives [cos x·cos x − sin x·(−sin x)]/cos²x = (cos²x + sin²x)/cos²x = sec²x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For cot x = cos x/sin x, it gives [(−sin x)·sin x − cos x·cos x]/sin²x = −(sin²x + cos²x)/sin²x = −csc²x, where sin x ≠ 0. -
Supports part of this goal.
Teaching passage: For sec x = 1/cos x, it gives [0·cos x − 1·(−sin x)]/cos²x = sin x/cos²x = sec x tan x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For csc x = 1/sin x, it gives [0·sin x − 1·cos x]/sin²x = −cos x/sin²x = −csc x cot x, where sin x ≠ 0.
- Check understanding: Differentiate f(x)=x²cos x. · Worked answer for Differentiate f(x)=x²cos x.
- Check understanding: Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2). · Worked answer for Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2).
More checks for this goal
- Check understanding: A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate. · Worked answer for A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate.
- Check understanding: Differentiate f(x)=(x²+2)/(x+1), stating the domain. · Worked answer for Differentiate f(x)=(x²+2)/(x+1), stating the domain.
- Check understanding: Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1). · Worked answer for Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1).
- Check understanding: Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule. · Worked answer for Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule.
-
Supports part of this goal.
Check understanding: Differentiate f(x)=tan x−cot x and evaluate f′(π/4). · Worked answer for Differentiate f(x)=tan x−cot x and evaluate f′(π/4). -
Supports part of this goal.
Check understanding: Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. · Worked answer for Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… · Worked answer for Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… · Worked answer for Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… · Worked answer for Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… (part c)Shared AB resource in the BC reading view.
-
Supports part of this goal.
Check understanding: Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… · Worked answer for Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… (part a)Shared AB resource in the BC reading view.
Required knowledge for FUN-3.B
FUN-3.B.1 · Derivatives of products of differentiable functions can be found using the product rule.
FUN-3.B.2 · Derivatives of quotients of differentiable functions can be found using the quotient rule.
FUN-3.B.3 · Rearranging tangent, cotangent, secant, and cosecant functions using identities allows differentiation using derivative rules.
2.10 · Finding the Derivatives of Tangent, Cotangent, Secant, and/or Cosecant Functions
FUN-3.B · Calculate derivatives of products and quotients of differentiable functions.
Lesson provided · Practice provided
Course and exam description p. 62, 63, 64
- Teach: The Product Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x²sin x, the derivative is 2x sin x+x²cos x. Multiplying 2x by cos x misses the two contributions. A quick check with x·x makes the error…
- Teaching passage: The same rule works with data. If f(2)=3, f′(2)=−1, g(2)=4 and g′(2)=5, then (fg)′(2)=−1·4+3·5=11. Make sure the four values all use the same input.
- Teach: The Quotient Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For (x²+1)/(x−1), the derivative is [2x(x−1)−(x²+1)]/(x−1)²=(x²−2x−1)/(x−1)², with x≠1. Keep the denominator squared and retain the original…
- Teaching passage: Sometimes rewriting is cleaner: (x²+1)/x=x+1/x for x≠0, so its derivative is 1−1/x². Choose a form that makes the reasoning easy, and check that…
- Teach: Finding the Derivatives of Tangent, Cotangent, Secant, and/or Cosecant Functions
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Write sec x=1/cos x and csc x=1/sin x. The quotient rule gives (sec x)′=sec x tan x and (csc x)′=−csc x cot x. The signs pair up: tangent and…
-
Supports part of this goal.
Teaching passage: Assume x is measured in radians and use the known rules (sin x)′ = cos x, (cos x)′ = −sin x, and (1)′ = 0. Rewrite tan x = sin x/cos x, cot x =… -
Supports part of this goal.
Teaching passage: For tan x = sin x/cos x, the quotient rule gives [cos x·cos x − sin x·(−sin x)]/cos²x = (cos²x + sin²x)/cos²x = sec²x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For cot x = cos x/sin x, it gives [(−sin x)·sin x − cos x·cos x]/sin²x = −(sin²x + cos²x)/sin²x = −csc²x, where sin x ≠ 0. -
Supports part of this goal.
Teaching passage: For sec x = 1/cos x, it gives [0·cos x − 1·(−sin x)]/cos²x = sin x/cos²x = sec x tan x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For csc x = 1/sin x, it gives [0·sin x − 1·cos x]/sin²x = −cos x/sin²x = −csc x cot x, where sin x ≠ 0.
- Check understanding: Differentiate f(x)=x²cos x. · Worked answer for Differentiate f(x)=x²cos x.
- Check understanding: Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2). · Worked answer for Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2).
More checks for this goal
- Check understanding: A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate. · Worked answer for A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate.
- Check understanding: Differentiate f(x)=(x²+2)/(x+1), stating the domain. · Worked answer for Differentiate f(x)=(x²+2)/(x+1), stating the domain.
- Check understanding: Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1). · Worked answer for Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1).
- Check understanding: Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule. · Worked answer for Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule.
-
Supports part of this goal.
Check understanding: Differentiate f(x)=tan x−cot x and evaluate f′(π/4). · Worked answer for Differentiate f(x)=tan x−cot x and evaluate f′(π/4). -
Supports part of this goal.
Check understanding: Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. · Worked answer for Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… · Worked answer for Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… · Worked answer for Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… · Worked answer for Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… (part c)Shared AB resource in the BC reading view.
-
Supports part of this goal.
Check understanding: Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… · Worked answer for Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… (part a)Shared AB resource in the BC reading view.
Required knowledge for FUN-3.B
FUN-3.B.1 · Derivatives of products of differentiable functions can be found using the product rule.
FUN-3.B.2 · Derivatives of quotients of differentiable functions can be found using the quotient rule.
FUN-3.B.3 · Rearranging tangent, cotangent, secant, and cosecant functions using identities allows differentiation using derivative rules.
Unit 3: Differentiation: Composite, Implicit, and Inverse Functions
3.1 · The Chain Rule
FUN-3.C · Calculate derivatives of compositions of differentiable functions.
Lesson provided · Practice provided
Course and exam description p. 70
- Teach: The Chain Rule
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For y=(3x²+1)⁴, the outside rule gives 4(3x²+1)³ and the inside rate is 6x, so y′=24x(3x²+1)³. For y=sin(x²), y′=cos(x²)·2x. For y=e^(−x),…
- Teaching passage: More layers mean more factors. For y=ln(1+e^(2x)), the layers are log, addition, exponential and 2x. The derivative is [1/(1+e^(2x))]·e^(2x)·2.…
- Check understanding: Differentiate f(x)=(2x³−1)⁵. · Worked answer for Differentiate f(x)=(2x³−1)⁵.
- Check understanding: Differentiate y=cos(4x²+1). · Worked answer for Differentiate y=cos(4x²+1).
More checks for this goal
- Check understanding: Differentiate f(x)=ln(x²+3). State its real domain. · Worked answer for Differentiate f(x)=ln(x²+3). State its real domain.
- Check understanding: Differentiate f(x)=e^(sin(3x)). · Worked answer for Differentiate f(x)=e^(sin(3x)).
- Check understanding: Values needed for a compositionQuantityValueg(2)4g′(2)−3f′(2)7f′(4)5The functions are differentiable at the relevant inputs. Find (f∘g)′(2) and… · Worked answer for Values needed for a compositionQuantityValueg(2)4g′(2)−3f′(2)7f′(4)5The functions are differentiable at the relevant inputs. Find (f∘g)′(2) and…
- Check understanding: A sensor converts volume V liters into height H(V) meters. At t=5 minutes, V=8 L and V′=−0.6 L/min. The graph of H has tangent slope 0.25 m/L at… · Worked answer for A sensor converts volume V liters into height H(V) meters. At t=5 minutes, V=8 L and V′=−0.6 L/min. The graph of H has tangent slope 0.25 m/L at…
- Check understanding: For f(x)=ln(1+eˣ), find f′(x) analytically, then use a calculator to evaluate f′(1) to six decimals. Confirm it with a centered numerical… · Worked answer for For f(x)=ln(1+eˣ), find f′(x) analytically, then use a calculator to evaluate f′(1) to six decimals. Confirm it with a centered numerical…
Required knowledge for FUN-3.C
FUN-3.C.1 · The chain rule provides a way to differentiate composite functions.
3.2 · Implicit Differentiation
FUN-3.D · Calculate derivatives of implicitly defined functions.
Lesson provided · Practice provided
Course and exam description p. 71
- Teach: Implicit Differentiation
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x²+y²=25, differentiation gives 2x+2y y′=0, so y′=−x/y when y≠0. At (3,4) the slope is −3/4. The equation describes two branches, so a…
- Teaching passage: Products involving x and y need both the product and chain rules: d(xy)/dx=y+x y′. Check that the requested point actually lies on the curve…
- Check understanding: For x²+y²=25, find dy/dx and the tangent line at (3,4). · Worked answer for For x²+y²=25, find dy/dx and the tangent line at (3,4).
- Check understanding: For x²+xy+y²=7, find dy/dx at (1,2). · Worked answer for For x²+xy+y²=7, find dy/dx at (1,2).
More checks for this goal
Required knowledge for FUN-3.D
FUN-3.D.1 · The chain rule is the basis for implicit differentiation.
3.3 · Differentiating Inverse Functions
FUN-3.E · Calculate derivatives of inverse and inverse trigonometric functions.
Lesson provided · Practice provided
Course and exam description p. 72, 73
- Teach: Differentiating Inverse Functions
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: In familiar smooth one-to-one models, a nonzero local slope gives the inverse a reciprocal slope. State the inverse or one-to-one interval,…
- Teaching passage: If f(2)=7 and f′(2)=4, then (f⁻¹)′(7)=1/4. It is not 1/f′(7). A zero original slope prevents use of a finite reciprocal derivative. For x³, the…
- Teach: Differentiating Inverse Trigonometric Functions
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Derive the sine-inverse rule rather than memorizing blindly. If y=arcsin x with −π/2≤y≤π/2, then sin y=x. Differentiating gives cos y·y′=1. On…
- Teaching passage: Compositions still need the chain rule. For y=arcsin(2x), y′=2/√(1−4x²) on −1/2
- Teaching passage: Other inverse-trig conventions should be stated explicitly. On arccot x∈(0,π), the derivative is −1/(1+x²). On arcsec x∈[0,π] excluding π/2, the…
- Check understanding: Values of a one-to-one smooth function with differentiable inversexf(x)f′(x)18−225−430−6Use the table to find f⁻¹(5) and (f⁻¹)′(5). · Worked answer for Values of a one-to-one smooth function with differentiable inversexf(x)f′(x)18−225−430−6Use the table to find f⁻¹(5) and (f⁻¹)′(5).
- Check understanding: For f(x)=3x+2, find its inverse g and verify the inverse derivative formula at input 8. · Worked answer for For f(x)=3x+2, find its inverse g and verify the inverse derivative formula at input 8.
More checks for this goal
- Check understanding: On x≥0, f(x)=x²+1 has inverse g(x)=√(x−1). Find g′(10) by the inverse derivative rule and confirm with the explicit formula. · Worked answer for On x≥0, f(x)=x²+1 has inverse g(x)=√(x−1). Find g′(10) by the inverse derivative rule and confirm with the explicit formula.
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- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
- Check understanding: For f(x)=x³ with inverse g(x)=x^(1/3), decide whether g′(0) exists as a finite number. Why is 1/f′(0) not a valid numeric answer? · Worked answer for For f(x)=x³ with inverse g(x)=x^(1/3), decide whether g′(0) exists as a finite number. Why is 1/f′(0) not a valid numeric answer?
- Check understanding: Differentiate y=arcsin(2x). State its real function domain and the domain of its finite derivative. · Worked answer for Differentiate y=arcsin(2x). State its real function domain and the domain of its finite derivative.
- Check understanding: Differentiate y=arccos(x²). Evaluate y′(1/2) exactly and state where the formula is finite. · Worked answer for Differentiate y=arccos(x²). Evaluate y′(1/2) exactly and state where the formula is finite.
- Check understanding: Differentiate y=arctan(√x) for x>0. Does this formula give a finite right derivative at x=0? · Worked answer for Differentiate y=arctan(√x) for x>0. Does this formula give a finite right derivative at x=0?
- Check understanding: Use implicit differentiation to derive the derivative of y=arctan x on its principal branch −π/2<y<π/2. · Worked answer for Use implicit differentiation to derive the derivative of y=arctan x on its principal branch −π/2<y<π/2.
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- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
Required knowledge for FUN-3.E
FUN-3.E.1 · The chain rule and definition of an inverse function can be used to find the derivative of an inverse function, provided the derivative exists.
FUN-3.E.2 · The chain rule applied with the definition of an inverse function, or the formula for the derivative of an inverse function, can be used to find the derivatives of inverse trigonometric functions.
3.4 · Differentiating Inverse Trigonometric Functions
FUN-3.E · Calculate derivatives of inverse and inverse trigonometric functions.
Lesson provided · Practice provided
Course and exam description p. 72, 73
- Teach: Differentiating Inverse Functions
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: In familiar smooth one-to-one models, a nonzero local slope gives the inverse a reciprocal slope. State the inverse or one-to-one interval,…
- Teaching passage: If f(2)=7 and f′(2)=4, then (f⁻¹)′(7)=1/4. It is not 1/f′(7). A zero original slope prevents use of a finite reciprocal derivative. For x³, the…
- Teach: Differentiating Inverse Trigonometric Functions
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Derive the sine-inverse rule rather than memorizing blindly. If y=arcsin x with −π/2≤y≤π/2, then sin y=x. Differentiating gives cos y·y′=1. On…
- Teaching passage: Compositions still need the chain rule. For y=arcsin(2x), y′=2/√(1−4x²) on −1/2
- Teaching passage: Other inverse-trig conventions should be stated explicitly. On arccot x∈(0,π), the derivative is −1/(1+x²). On arcsec x∈[0,π] excluding π/2, the…
- Check understanding: Values of a one-to-one smooth function with differentiable inversexf(x)f′(x)18−225−430−6Use the table to find f⁻¹(5) and (f⁻¹)′(5). · Worked answer for Values of a one-to-one smooth function with differentiable inversexf(x)f′(x)18−225−430−6Use the table to find f⁻¹(5) and (f⁻¹)′(5).
- Check understanding: For f(x)=3x+2, find its inverse g and verify the inverse derivative formula at input 8. · Worked answer for For f(x)=3x+2, find its inverse g and verify the inverse derivative formula at input 8.
More checks for this goal
- Check understanding: On x≥0, f(x)=x²+1 has inverse g(x)=√(x−1). Find g′(10) by the inverse derivative rule and confirm with the explicit formula. · Worked answer for On x≥0, f(x)=x²+1 has inverse g(x)=√(x−1). Find g′(10) by the inverse derivative rule and confirm with the explicit formula.
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- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
- Check understanding: For f(x)=x³ with inverse g(x)=x^(1/3), decide whether g′(0) exists as a finite number. Why is 1/f′(0) not a valid numeric answer? · Worked answer for For f(x)=x³ with inverse g(x)=x^(1/3), decide whether g′(0) exists as a finite number. Why is 1/f′(0) not a valid numeric answer?
- Check understanding: Differentiate y=arcsin(2x). State its real function domain and the domain of its finite derivative. · Worked answer for Differentiate y=arcsin(2x). State its real function domain and the domain of its finite derivative.
- Check understanding: Differentiate y=arccos(x²). Evaluate y′(1/2) exactly and state where the formula is finite. · Worked answer for Differentiate y=arccos(x²). Evaluate y′(1/2) exactly and state where the formula is finite.
- Check understanding: Differentiate y=arctan(√x) for x>0. Does this formula give a finite right derivative at x=0? · Worked answer for Differentiate y=arctan(√x) for x>0. Does this formula give a finite right derivative at x=0?
- Check understanding: Use implicit differentiation to derive the derivative of y=arctan x on its principal branch −π/2<y<π/2. · Worked answer for Use implicit differentiation to derive the derivative of y=arctan x on its principal branch −π/2<y<π/2.
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- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
Required knowledge for FUN-3.E
FUN-3.E.1 · The chain rule and definition of an inverse function can be used to find the derivative of an inverse function, provided the derivative exists.
FUN-3.E.2 · The chain rule applied with the definition of an inverse function, or the formula for the derivative of an inverse function, can be used to find the derivatives of inverse trigonometric functions.
3.5 · Selecting Procedures for Calculating Derivatives
This topic brings together earlier goals. Teach: Selecting Procedures for Calculating Derivatives · CHA-2.A: Determine average rates of change using difference quotients. · CHA-2.B: Represent the derivative of a function as the limit of a difference quotient. · CHA-2.B: Represent the derivative of a function as the limit of a difference quotient. · CHA-2.C: Determine the equation of a line tangent to a curve at a given point. · CHA-2.D: Estimate derivatives. · FUN-2.A: Explain the relationship between differentiability and continuity. · FUN-3.A: Calculate derivatives of familiar functions. · FUN-3.A: Calculate derivatives of familiar functions. · FUN-3.A: Calculate derivatives of familiar functions. · LIM-3.A: Interpret a limit as a definition of a derivative. · FUN-3.B: Calculate derivatives of products and quotients of differentiable functions. · FUN-3.B: Calculate derivatives of products and quotients of differentiable functions. · FUN-3.B: Calculate derivatives of products and quotients of differentiable functions. · FUN-3.C: Calculate derivatives of compositions of differentiable functions. · FUN-3.D: Calculate derivatives of implicitly defined functions. · FUN-3.E: Calculate derivatives of inverse and inverse trigonometric functions. · FUN-3.E: Calculate derivatives of inverse and inverse trigonometric functions.
3.6 · Calculating Higher-Order Derivatives
FUN-3.F · Determine higher order derivatives of a function.
Lesson provided · Practice provided
Course and exam description p. 75
- Teach: Calculating Higher-Order Derivatives
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For f(x)=x⁴, f′=4x³, f″=12x², f‴=24x and f⁽⁴⁾=24. For sine, derivatives cycle: sin x, cos x, −sin x, −cos x, sin x. Each stage needs the same rule…
- Teaching passage: In a position model s(t), s′ is velocity and s″ is acceleration; units change from meters to meters/second to meters/second². When y is defined…
- Check understanding: For f(x)=x⁵−2x³+7, find f′, f″ and f‴. Evaluate f‴(1). · Worked answer for For f(x)=x⁵−2x³+7, find f′, f″ and f‴. Evaluate f‴(1).
- Check understanding: A particle has position s(t)=sin(2t) meters, with t in seconds. Find velocity and acceleration and evaluate acceleration at t=π/4 seconds. · Worked answer for A particle has position s(t)=sin(2t) meters, with t in seconds. Find velocity and acceleration and evaluate acceleration at t=π/4 seconds.
More checks for this goal
- Check understanding: For f(x)=eˣsin x, find f″ and f‴. · Worked answer for For f(x)=eˣsin x, find f″ and f‴.
- Check understanding: For the upper local branch of x²+y²=25, find y″ at (3,4). Use the differentiated equation rather than treating y as a constant. · Worked answer for For the upper local branch of x²+y²=25, find y″ at (3,4). Use the differentiated equation rather than treating y as a constant.
Required knowledge for FUN-3.F
FUN-3.F.1 · Differentiating f ′ produces the second derivative f ″, provided the derivative of f ′ exists; repeating this process produces higher-order derivatives of f .
FUN-3.F.2 · Higher-order derivatives are represented with a variety of notations. For y=f(x), notations for the second derivative include d²y/dx², f″(x), and y″. Higher-order derivatives can be denoted dⁿy/dxⁿ or f⁽ⁿ⁾(x).
Unit 4: Contextual Applications of Differentiation
4.1 · Interpreting the Meaning of the Derivative in Context
CHA-3.A · Interpret the meaning of a derivative in context.
Lesson provided · Practice provided
Course and exam description p. 82
- Teach: Interpreting the Meaning of the Derivative in Context
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Build an interpretation with four pieces: the quantity, the instant or input value, the signed rate, and the units. If W is measured in liters and…
- Teaching passage: On a graph, the derivative is the tangent slope. From a table, a nearby secant slope estimates that tangent slope. A small interval does not make…
- Check understanding: W(t) is water in liters, t is minutes, and W′(6) = −2.5. Interpret this derivative. Can you determine W(6)? · Worked answer for W(t) is water in liters, t is minutes, and W′(6) = −2.5. Interpret this derivative. Can you determine W(6)?
- Check understanding: Use the table to estimate T′(3) with a centered secant. Interpret the result. T is °C and t is minutes.Temperature… · Worked answer for Use the table to estimate T′(3) with a centered secant. Interpret the result. T is °C and t is minutes.Temperature…
More checks for this goal
- Check understanding: B(T) is a battery’s operating time in hours at temperature T in °C. B′(20) = −0.08. Explain its units and estimate the change when temperature… · Worked answer for B(T) is a battery’s operating time in hours at temperature T in °C. B′(20) = −0.08. Explain its units and estimate the change when temperature…
- Check understanding: The graph of a differentiable quantity P has a horizontal tangent at t = 4 and lies above the horizontal axis there. What do P(4) > 0 and P′(4) =… · Worked answer for The graph of a differentiable quantity P has a horizontal tangent at t = 4 and lies above the horizontal axis there. What do P(4) > 0 and P′(4) =…
Required knowledge for CHA-3.A
CHA-3.A.1 · The derivative of a function can be interpreted as the instantaneous rate of change with respect to its independent variable.
CHA-3.A.2 · The derivative can be used to express information about rates of change in applied contexts.
CHA-3.A.3 · The unit for f'(x) is the unit for f divided by the unit for x.
4.2 · Straight-Line Motion: Connecting Position, Velocity, and Acceleration
CHA-3.B · Calculate rates of change in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 83
- Teach: Straight-Line Motion: Connecting Position, Velocity, and Acceleration
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Speed is |v(t)|, so it never carries a direction. Where v ≠ 0, speed increases when v and a have the same sign, and decreases when they have…
- Teaching passage: A particle changes direction when velocity changes sign. A zero of v is only a candidate: v(t) = (t − 2)² touches zero but stays positive. On a…
- Check understanding: For s(t) = t³ − 6t² + 9t meters, find velocity, acceleration, direction, and speed at t = 2 seconds. · Worked answer for For s(t) = t³ − 6t² + 9t meters, find velocity, acceleration, direction, and speed at t = 2 seconds.
- Check understanding: A velocity graph is the straight line through (0,−4), (2,0), and (4,4), with seconds and m/s. Determine acceleration and describe motion on (0,2)… · Worked answer for A velocity graph is the straight line through (0,−4), (2,0), and (4,4), with seconds and m/s. Determine acceleration and describe motion on (0,2)…
More checks for this goal
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Supports part of this goal.
- Objective/clause-specific scope: Determining slowing requires acceleration-sign reasoning, but the prompt requests a rest time/direction/trend, not a calculated rate value or expression.
Required knowledge for CHA-3.B
CHA-3.B.1 · The derivative can be used to solve rectilinear motion problems involving position, speed, velocity, and acceleration.
4.3 · Rates of Change in Applied Contexts Other Than Motion
CHA-3.C · Interpret rates of change in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 84
- Teach: Rates of Change in Applied Contexts Other Than Motion
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Suppose C(q) = 200 + 5q + 0.01q² dollars. Then C′(q) = 5 + 0.02q dollars per item. At q = 100, the model predicts about $7 more for an extra item.…
- Teaching passage: Rates may depend on an input other than time. If B(T) is a battery’s operating time in hours as a function of temperature T in °C, B′(20) has…
- Check understanding: A cost model is C(q) = 100 + 8q + 0.02q² dollars. Find marginal cost at q = 50 and the exact model cost of increasing from 50 to 51 items. Compare… · Worked answer for A cost model is C(q) = 100 + 8q + 0.02q² dollars. Find marginal cost at q = 50 and the exact model cost of increasing from 50 to 51 items. Compare…
- Check understanding: A concentration model is A(t) = 5e^(−0.3t) + 0.2t mg/L, t in hours. Use a numerical derivative or the derivative formula to find and interpret… · Worked answer for A concentration model is A(t) = 5e^(−0.3t) + 0.2t mg/L, t in hours. Use a numerical derivative or the derivative formula to find and interpret…
More checks for this goal
- Check understanding: A population N is measured in people and t in years. At t = 2, N′(2) = 40 and N″(2) = −3. Interpret both values and explain how the population can… · Worked answer for A population N is measured in people and t in years. At t = 2, N′(2) = 40 and N″(2) = −3. Interpret both values and explain how the population can…
Required knowledge for CHA-3.C
CHA-3.C.1 · The derivative can be used to solve problems involving rates of change in applied contexts.
4.4 · Introduction to Related Rates
CHA-3.D · Calculate related rates in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 85
- Teach: Introduction to Related Rates
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Separate permanent constraints from snapshots. A ladder of fixed length L satisfies x² + y² = L² at every instant. “The foot is 3 meters from the…
- Teaching passage: For a circle, A = πr² gives dA/dt = 2πr·dr/dt. For a rectangle, A = xy gives dA/dt = x·dy/dt + y·dx/dt by the product rule. For a ratio R = x/y,…
- Check understanding: A rectangle has x = 8 cm, y = 5 cm, x′ = −0.5 cm/s, y′ = 0.8 cm/s. Find and interpret the area rate. · Worked answer for A rectangle has x = 8 cm, y = 5 cm, x′ = −0.5 cm/s, y′ = 0.8 cm/s. Find and interpret the area rate.
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Supports part of this goal.
- Objective/clause-specific scope: The prompt elicits a symbolic rate equation or correction of premature substitution; it omits an applied context and does not request a rate of a contextual quantity. The differentiation EK evidence is direct.
More checks for this goal
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Supports part of this goal.
- Objective/clause-specific scope: The prompt elicits a symbolic rate equation or correction of premature substitution; it omits an applied context and does not request a rate of a contextual quantity. The differentiation EK evidence is direct.
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Supports part of this goal.
- Objective/clause-specific scope: The task calculates a rate of the ratio of abstract time-dependent variables, with no applied meanings or units for those variables. It covers the calculation stage but not the applied-context clause.
Required knowledge for CHA-3.D
CHA-3.D.1 · The chain rule is the basis for differentiating variables in a related rates problem with respect to the same independent variable.
CHA-3.D.2 · Other differentiation rules, such as the product rule and the quotient rule, may also be necessary to differentiate all variables with respect to the same independent variable.
4.5 · Solving Related Rates Problems
CHA-3.E · Interpret related rates in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 86
- Teach: Solving Related Rates Problems
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For a 5-meter ladder, x is the foot’s horizontal distance from the wall and y is its top’s height. The equation is x² + y² = 25. When x = 3, y =…
- Teaching passage: Sometimes geometry supplies a missing relation. In a conical tank, similar triangles can express radius in terms of water depth. Those are the…
- Check understanding: A 10-ft ladder leans against a vertical wall. Its foot moves away at 2 ft/s. When its foot is 6 ft from the wall, how fast is the top moving? · Worked answer for A 10-ft ladder leans against a vertical wall. Its foot moves away at 2 ft/s. When its foot is 6 ft from the wall, how fast is the top moving?
- Check understanding: Air expands a spherical balloon at dV/dt = 24π cm³/s. Find dr/dt when r = 2 cm, using V = (4/3)πr³. · Worked answer for Air expands a spherical balloon at dV/dt = 24π cm³/s. Find dr/dt when r = 2 cm, using V = (4/3)πr³.
More checks for this goal
- Check understanding: A conical tank is 12 ft high with top radius 4 ft. Water enters at 2π ft³/min. Find the rate of depth increase when h = 3 ft. · Worked answer for A conical tank is 12 ft high with top radius 4 ft. Water enters at 2π ft³/min. Find the rate of depth increase when h = 3 ft.
- Check understanding: A 6-ft person walks away from a 15-ft lamp at 4 ft/s. Let x be the lamp-to-person distance and s the shadow length. Find s′ and the speed of the… · Worked answer for A 6-ft person walks away from a 15-ft lamp at 4 ft/s. Let x be the lamp-to-person distance and s the shadow length. Find s′ and the speed of the…
- Check understanding: At an instant, one car is 3 miles east of an intersection and travels east at 40 mph. Another is 4 miles north and travels north at 30 mph. How… · Worked answer for At an instant, one car is 3 miles east of an intersection and travels east at 40 mph. Another is 4 miles north and travels north at 30 mph. How…
Required knowledge for CHA-3.E
CHA-3.E.1 · The derivative can be used to solve related rates problems; that is, finding a rate at which one quantity is changing by relating it to other quantities whose rates of change are known.
4.6 · Approximating Values of a Function Using Local Linearity and Linearization
CHA-3.F · Approximate a value on a curve using the equation of a tangent line.
Lesson provided · Practice provided
Course and exam description p. 87
- Teach: Approximating Values of a Function Using Local Linearity and Linearization
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For f(x) = √x near a = 9, f(9) = 3 and f′(9) = 1/6. Thus √9.12 ≈ 3 + 0.12/6 = 3.02. The true curve is concave down for positive x because f″(x) =…
- Teaching passage: Concave up gives a tangent underestimate; concave down gives an overestimate, provided the concavity holds between the anchor and target. If all…
- Check understanding: Use linearization at a = 16 to estimate √16.32 and justify overestimate or underestimate. · Worked answer for Use linearization at a = 16 to estimate √16.32 and justify overestimate or underestimate.
- Check understanding: A differentiable function has f(2) = 5 and f′(2) = −3. It is concave up throughout [2,2.1]. Approximate f(2.1) and state the error direction. · Worked answer for A differentiable function has f(2) = 5 and f′(2) = −3. It is concave up throughout [2,2.1]. Approximate f(2.1) and state the error direction.
More checks for this goal
- Check understanding: A circle has measured radius 10 cm with a small increase of 0.02 cm. Use a differential to estimate the area increase, then find the exact increase. · Worked answer for A circle has measured radius 10 cm with a small increase of 0.02 cm. Use a differential to estimate the area increase, then find the exact increase.
- Check understanding: Use the tangent to f(x) = eˣ at 0 to estimate e^0.08. Use a calculator to find the actual value and absolute error to six decimals. Explain the… · Worked answer for Use the tangent to f(x) = eˣ at 0 to estimate e^0.08. Use a calculator to find the actual value and absolute error to six decimals. Explain the…
Required knowledge for CHA-3.F
CHA-3.F.1 · The tangent line is the graph of a locally linear approximation of the function near the point of tangency.
CHA-3.F.2 · For a tangent line approximation, the function’s behavior near the point of tangency may determine whether a tangent line value is an underestimate or an overestimate of the corresponding function value.
4.7 · Using L’Hospital’s Rule for Determining Limits of Indeterminate Forms
LIM-4.A · Determine limits of functions that result in indeterminate forms.
Lesson provided · Practice provided
Course and exam description p. 88
- Teach: Using L’Hospital’s Rule for Determining Limits of Indeterminate Forms
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Never apply the rule to 1/0 merely because the denominator vanishes. For (x + 1)/x as x → 0⁺, the original quotient tends to +∞, whereas its…
- Teaching passage: L’Hospital’s Rule compares the rates at which the numerator and denominator change. For a quotient f(x)/g(x), first verify a required…
- Teaching passage: For lim as x → 0 of (eˣ − 1)/x, substitution gives 0/0 and the derivative quotient eˣ/1 tends to 1. For lim as x → ∞ of ln x/x, the…
- Check understanding: Find lim as x → 0 of (e^(2x) − 1)/x and justify the method. · Worked answer for Find lim as x → 0 of (e^(2x) − 1)/x and justify the method.
- Check understanding: Find lim as x → ∞ of ln x/x², stating its initial form. · Worked answer for Find lim as x → ∞ of ln x/x², stating its initial form.
More checks for this goal
- Check understanding: Find lim as x → 0 of (1 − cos(3x))/x² using justified applications of L’Hospital’s Rule. · Worked answer for Find lim as x → 0 of (1 − cos(3x))/x² using justified applications of L’Hospital’s Rule.
- Check understanding: Evaluate lim as x → 1 of (x² − 1)/(x − 1) two ways. Explain why L’Hospital is valid but unnecessary. · Worked answer for Evaluate lim as x → 1 of (x² − 1)/(x − 1) two ways. Explain why L’Hospital is valid but unnecessary.
Required knowledge for LIM-4.A
LIM-4.A.1 · When the ratio of two functions tends to 0/0 or ∞/∞ in the limit, such forms are said to be indeterminate.
LIM-4.A.2 · Limits of the indeterminate forms 0/0 or ∞/∞ may be evaluated using L’Hospital’s Rule.
Unit 5: Analytical Applications of Differentiation
5.1 · Using the Mean Value Theorem
FUN-1.B · Justify conclusions about functions by applying the Mean Value Theorem over an interval.
Lesson provided · Practice provided
Course and exam description p. 94
- Teach: Using the Mean Value Theorem
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Continuity includes the endpoints; differentiability is required only inside the interval. A smooth polynomial qualifies on every closed finite…
- Teaching passage: For f(x) = x² on [1,3], the average rate is (9 − 1)/2 = 4. Solve 2c = 4 to find c = 2. That computation illustrates the guarantee, but many…
- Teaching passage: A graph makes the comparison visible: the secant through the endpoints is parallel to a tangent at c. A table with only endpoints supplies the…
- Check understanding: Verify MVT for f(x) = x² on [1,3], and find every c in the open interval satisfying its conclusion. · Worked answer for Verify MVT for f(x) = x² on [1,3], and find every c in the open interval satisfying its conclusion.
- Check understanding: Can MVT be applied to f(x) = |x| on [−1,1]? Does any interior derivative equal the endpoint secant slope? · Worked answer for Can MVT be applied to f(x) = |x| on [−1,1]? Does any interior derivative equal the endpoint secant slope?
More checks for this goal
- Check understanding: A temperature function is continuous on [2,6] and differentiable on (2,6). T(2) = 30°C and T(6) = 20°C, with t in minutes. What instantaneous rate… · Worked answer for A temperature function is continuous on [2,6] and differentiable on (2,6). T(2) = 30°C and T(6) = 20°C, with t in minutes. What instantaneous rate…
Required knowledge for FUN-1.B
FUN-1.B.1 · If a function f is continuous over the interval [a, b] and differentiable over the interval (a, b), then the Mean Value Theorem guarantees a point within that open interval where the instantaneous rate of change equals the average rate of change over the interval.
5.2 · Extreme Value Theorem, Global Versus Local Extrema, and Critical Points
FUN-1.C · Justify conclusions about functions by applying the Extreme Value Theorem.
Lesson provided · Practice provided
Course and exam description p. 95
- Teach: Extreme Value Theorem, Global Versus Local Extrema, and Critical Points
Shared AB resource in the BC reading view.
- Check understanding: Compare f(x) = x on [0,1] and on (0,1). Give their absolute extrema, and explain why the domain changes the answer. · Worked answer for Compare f(x) = x on [0,1] and on (0,1). Give their absolute extrema, and explain why the domain changes the answer.
Required knowledge for FUN-1.C
FUN-1.C.1 · If a function f is continuous over the interval [a, b], then the Extreme Value Theorem guarantees that f has at least one minimum value and at least one maximum value on [a, b].
FUN-1.C.2 · A point on a function where the first derivative equals zero or fails to exist is a critical point of the function.
FUN-1.C.3 · All local (relative) extrema occur at critical points of a function, though not all critical points are local extrema.
5.3 · Determining Intervals on Which a Function Is Increasing or Decreasing
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.4 · Using the First Derivative Test to Determine Relative (Local) Extrema
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.5 · Using the Candidates Test to Determine Absolute (Global) Extrema
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.6 · Determining Concavity of Functions over Their Domains
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.7 · Using the Second Derivative Test to Determine Extrema
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.8 · Sketching Graphs of Functions and Their Derivatives
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.9 · Connecting a Function, Its First Derivative, and Its Second Derivative
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.10 · Introduction to Optimization Problems
FUN-4.B · Calculate minimum and maximum values in applied contexts or analysis of functions.
Lesson provided · Practice provided
Course and exam description p. 103
- Teach: Introduction to Optimization Problems
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For a rectangular pen with 60 meters of fencing on all four sides, 2x + 2y = 60 gives y = 30 − x. Its area is A(x) = x(30 − x), with 0 < x < 30…
- Teaching passage: Other contexts share the same structure: cost under a production constraint, volume under material restrictions, or distance to a curve. If the…
- Check understanding: A rectangular garden borders a wall, so only three sides need fencing. With 96 m of fencing, let x be a perpendicular side. Build the area model,… · Worked answer for A rectangular garden borders a wall, so only three sides need fencing. With 96 m of fencing, let x be a perpendicular side. Build the area model,…
- Check understanding: A closed cylinder must hold 54π cm³. Minimize its surface area S = 2πr² + 2πrh, with positive dimensions. Give radius, height, area, and a global… · Worked answer for A closed cylinder must hold 54π cm³. Minimize its surface area S = 2πr² + 2πrh, with positive dimensions. Give radius, height, area, and a global…
More checks for this goal
- Check understanding: A rectangle must have area 100 m². Find positive side lengths that minimize its perimeter, with a global justification. · Worked answer for A rectangle must have area 100 m². Find positive side lengths that minimize its perimeter, with a global justification.
- Check understanding: For the box model V(h) = h(20 − 2h)(12 − 2h), 0 < h < 6, find the maximizing h numerically to three decimals and the volume to three decimals.… · Worked answer for For the box model V(h) = h(20 − 2h)(12 − 2h), 0 < h < 6, find the maximizing h numerically to three decimals and the volume to three decimals.…
- Check understanding: Find all points on y = x² closest to (0,3). Minimize squared distance and give the actual minimum distance, with a global justification. · Worked answer for Find all points on y = x² closest to (0,3). Minimize squared distance and give the actual minimum distance, with a global justification.
Required knowledge for FUN-4.B
FUN-4.B.1 · The derivative can be used to solve optimization problems; that is, finding a minimum or maximum value of a function on a given interval.
5.11 · Solving Optimization Problems
FUN-4.C · Interpret minimum and maximum values calculated in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 104
- Teach: Solving Optimization Problems
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For a continuous objective on a closed interval, compare all critical-point and endpoint values. For an open or unbounded interval, the EVT does…
- Teaching passage: Consider a closed cylinder with fixed volume 16π cm³. Volume gives h = 16/r² for r > 0. Surface area becomes S(r) = 2πr² + 32π/r. Then S′ = 4πr −…
- Check understanding: A closed cylinder must hold 54π cm³. Minimize its surface area S = 2πr² + 2πrh, with positive dimensions. Give radius, height, area, and a global… · Worked answer for A closed cylinder must hold 54π cm³. Minimize its surface area S = 2πr² + 2πrh, with positive dimensions. Give radius, height, area, and a global…
- Check understanding: A rectangle must have area 100 m². Find positive side lengths that minimize its perimeter, with a global justification. · Worked answer for A rectangle must have area 100 m². Find positive side lengths that minimize its perimeter, with a global justification.
More checks for this goal
- Check understanding: For the box model V(h) = h(20 − 2h)(12 − 2h), 0 < h < 6, find the maximizing h numerically to three decimals and the volume to three decimals.… · Worked answer for For the box model V(h) = h(20 − 2h)(12 − 2h), 0 < h < 6, find the maximizing h numerically to three decimals and the volume to three decimals.…
- Check understanding: Find all points on y = x² closest to (0,3). Minimize squared distance and give the actual minimum distance, with a global justification. · Worked answer for Find all points on y = x² closest to (0,3). Minimize squared distance and give the actual minimum distance, with a global justification.
Required knowledge for FUN-4.C
FUN-4.C.1 · Minimum and maximum values of a function take on specific meanings in applied contexts.
5.12 · Exploring Behaviors of Implicit Relations
FUN-4.D · Determine critical points of implicit relations.
Lesson provided · Practice provided
Course and exam description p. 105
- Teach: Exploring Behaviors of Implicit Relations
Shared AB resource in the BC reading view.
- Check understanding: On the upper branch of x² + y² = 25, with −5 < x < 5, find the interior critical point and classify it using implicit derivative evidence. · Worked answer for On the upper branch of x² + y² = 25, with −5 < x < 5, find the interior critical point and classify it using implicit derivative evidence.
- Check understanding: Near (0,1), the relation y² = x³ + 1 uses its positive branch. Show that the point is critical, explain why the second derivative test is… · Worked answer for Near (0,1), the relation y² = x³ + 1 uses its positive branch. Show that the point is critical, explain why the second derivative test is…
Required knowledge for FUN-4.D
FUN-4.D.1 · A point on an implicit relation where the first derivative equals zero or does not exist is a critical point of the function.
FUN-4.E · Justify conclusions about the behavior of an implicitly defined function based on evidence from its derivatives.
Lesson provided · Practice provided
Course and exam description p. 105
- Teach: Exploring Behaviors of Implicit Relations
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x² + y² = 25, implicit differentiation gives y′ = −x/y when y ≠ 0. On the upper branch, the point (0,5) has y′ = 0. At (±5,0), the slope…
- Teaching passage: Differentiate again carefully: 2 + 2(y′)² + 2yy″ = 0, giving y″ = −[1 + (y′)²]/y. Second derivatives of implicit relations can contain x, y, and…
- Check understanding: On the upper branch of x² + y² = 25, with −5 < x < 5, find the interior critical point and classify it using implicit derivative evidence. · Worked answer for On the upper branch of x² + y² = 25, with −5 < x < 5, find the interior critical point and classify it using implicit derivative evidence.
- Check understanding: The implicit relation y² + xy = 6 passes through (1,2). Find y′ and y″ there and describe the local direction and concavity. · Worked answer for The implicit relation y² + xy = 6 passes through (1,2). Find y′ and y″ there and describe the local direction and concavity.
More checks for this goal
- Check understanding: Near (0,1), the relation y² = x³ + 1 uses its positive branch. Show that the point is critical, explain why the second derivative test is… · Worked answer for Near (0,1), the relation y² = x³ + 1 uses its positive branch. Show that the point is critical, explain why the second derivative test is…
Required knowledge for FUN-4.E
FUN-4.E.1 · Applications of derivatives can be extended to implicitly defined functions.
FUN-4.E.2 · Second derivatives involving implicit differentiation may be relations of x, y, and dy/dx.
Unit 6: Integration and Accumulation of Change
6.1 · Exploring Accumulations of Change
CHA-4.A · Interpret the meaning of areas associated with the graph of a rate of change in context.
Lesson provided · Practice provided
Course and exam description p. 113
- Teach: Exploring Accumulations of Change
Shared AB resource in the BC reading view.
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- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for CHA-4.A
CHA-4.A.1 · The area of the region between the graph of a rate of change function and the x axis gives the accumulation of change.
CHA-4.A.2 · In some cases, accumulation of change can be evaluated by using geometry.
CHA-4.A.3 · If a rate of change is positive (negative) over an interval, then the accumulated change is positive (negative).
CHA-4.A.4 · The unit for the area of a region defined by rate of change is the unit for the rate of change multiplied by the unit for the independent variable.
6.2 · Approximating Areas with Riemann Sums
LIM-5.A · Approximate a definite integral using geometric and numerical methods.
Lesson provided · Practice provided
Course and exam description p. 114
- Teach: Approximating Areas with Riemann Sums
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Here left = 2(1)+4(2)=10, right = 4(1)+8(2)=20, and trapezoidal = ½(2+4)(1)+½(4+8)(2)=15 liters. For an increasing function, left underestimates…
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Supports part of this goal.
Teaching passage: For a continuous function supplied only as a curved graph, a definite integral usually cannot be replaced by an exact triangle or circle area.… -
Supports part of this goal.
Teaching passage: Two errors can enter a graph estimate. Quadrature error comes from replacing the curve by rectangles or chords. Reading error comes from… -
Supports part of this goal.
Teaching passage: The partition 0,1,2,3,4 has four widths of 1. The left heights give L₄ = 1(1.0 + 2.0 + 2.4 + 2.7) = 8.1. The right heights give R₄ = 1(2.0 + 2.4 +… -
Supports part of this goal.
Teaching passage: With exact heights, increasing behavior gives L₄ < ∫₀⁴ f < R₄, while concave-down behavior gives T₄ < ∫₀⁴ f < M₄. The rounded sums are not those… -
Supports part of this goal.
Teaching passage: For the formula, two midpoint rectangles have width 1 and heights r(0.5) = 1.25 and r(1.5) = 3.25, giving M₂ = 4.5 liters. Since r is concave up,… -
Supports part of this goal.
Teaching passage: For the verbally described rate, the exact endpoint values give T₂ = 1(1 + 2)/2 + 1(2 + 4)/2 = 4.5 liters. The stated whole-interval strict…
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- The fixed line and sine models do not require students to calculate a non-exact integral approximation from a supplied graph. This visual teaching evidence does not close the assessed representation gap.
- Source-only review; rendered plot acceptance remains parent-owned.
Shared AB resource in the BC reading view.
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- Objective/clause-specific scope: The task explicitly calculates a definite-integral approximation using rectangular/trapezoidal numerical geometry. Missing representation breadth under EK LIM-5.A.1 does not prevent direct support of this narrower objective.
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- Objective/clause-specific scope: The task explicitly calculates a definite-integral approximation using rectangular/trapezoidal numerical geometry. Missing representation breadth under EK LIM-5.A.1 does not prevent direct support of this narrower objective.
More checks for this goal
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- Objective/clause-specific scope: The task explicitly calculates a definite-integral approximation using rectangular/trapezoidal numerical geometry. Missing representation breadth under EK LIM-5.A.1 does not prevent direct support of this narrower objective.
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Use a calculator’s numerical-integration feature to approximate ∫₀¹ e^(−x²)dx to three decimal places. Write the expression entered. · Worked answer for Use a calculator’s numerical-integration feature to approximate ∫₀¹ e^(−x²)dx to three decimal places. Write the expression entered.
- Check understanding: Estimate a supplied curved graph and qualify the result · part c: As an analytic transfer, let r(t) = 1 + t² liters per minute for 0 ≤ t ≤ 2. Use… · Worked answer for Estimate a supplied curved graph and qualify the result · part c: As an analytic transfer, let r(t) = 1 + t² liters per minute for 0 ≤ t ≤ 2. Use… (part c)
Shared AB resource in the BC reading view.
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Supports part of this goal.
- Objective/clause-specific scope: The task compares already-defined Riemann sums with the integral. It elicits an over/under bound, but not calculation of an approximation. Preserve direct LIM-5.A.4 support.
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
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Supports part of this goal.
Check understanding: Estimate a supplied curved graph and qualify the result · part a: Using the supplied curved graph readings, write the partition and width for four… · Worked answer for Estimate a supplied curved graph and qualify the result · part a: Using the supplied curved graph readings, write the partition and width for four… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Estimate a supplied curved graph and qualify the result · part b: Compute the two-subinterval trapezoidal estimate using x = 0,2,4 and compare it… · Worked answer for Estimate a supplied curved graph and qualify the result · part b: Compute the two-subinterval trapezoidal estimate using x = 0,2,4 and compare it… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Diagnose an estimate from a verbal rate description · part a: Which choice gives the two-trapezoid estimate of the accumulated volume and a… · Worked answer for Diagnose an estimate from a verbal rate description · part a: Which choice gives the two-trapezoid estimate of the accumulated volume and a… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… · Worked answer for Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… (part a)Shared AB resource in the BC reading view.
Required knowledge for LIM-5.A
LIM-5.A.1 · Definite integrals can be approximated for functions that are represented graphically, numerically, analytically, and verbally.
LIM-5.A.2 · Definite integrals can be approximated using a left Riemann sum, a right Riemann sum, a midpoint Riemann sum, or a trapezoidal sum; approximations can be computed using either uniform or nonuniform partitions.
LIM-5.A.3 · Definite integrals can be approximated using numerical methods, with or without technology.
LIM-5.A.4 · Depending on the behavior of a function, it may be possible to determine whether an approximation for a definite integral is an underestimate or overestimate for the value of the definite integral.
6.3 · Riemann Sums, Summation Notation, and Definite Integral Notation
LIM-5.B · Interpret the limiting case of the Riemann sum as a definite integral.
Lesson provided · Practice provided
Course and exam description p. 115
- Teach: Riemann Sums, Summation Notation, and Definite Integral Notation
Shared AB resource in the BC reading view.
- Check understanding: Write ∫₂⁵ cos x dx as a limit of right Riemann sums with n equal subintervals. · Worked answer for Write ∫₂⁵ cos x dx as a limit of right Riemann sums with n equal subintervals.
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for LIM-5.B
LIM-5.B.1 · The limit of an approximating Riemann sum can be interpreted as a definite integral.
LIM-5.B.2 · A Riemann sum, which requires a partition of an interval I, is the sum of products, each of which is the value of the function at a point in a subinterval multiplied by the length of that subinterval of the partition.
LIM-5.C · Represent the limiting case of the Riemann sum as a definite integral.
Lesson provided · Practice provided
Course and exam description p. 115
- Teach: Riemann Sums, Summation Notation, and Definite Integral Notation
Shared AB resource in the BC reading view.
- Check understanding: Write ∫₂⁵ cos x dx as a limit of right Riemann sums with n equal subintervals. · Worked answer for Write ∫₂⁵ cos x dx as a limit of right Riemann sums with n equal subintervals.
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for LIM-5.C
LIM-5.C.1 · The definite integral of a continuous function f over the interval [a,b], denoted by ∫ₐᵇ f(x) dx, is the limit of Riemann sums as the widths of the subintervals approach 0. That is, ∫ₐᵇ f(x) dx = lim(max Δxᵢ→0) Σᵢ₌₁ⁿ f(xᵢ*)Δxᵢ, where n is the number of subintervals, Δxᵢ is the width of the ith subinterval, and xᵢ* is a value in the ith subinterval.
LIM-5.C.2 · A definite integral can be translated into the limit of a related Riemann sum, and the limit of a Riemann sum can be written as a definite integral.
6.4 · The Fundamental Theorem of Calculus and Accumulation Functions
FUN-5.A · Represent accumulation functions using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 116, 117
- Teach: The Fundamental Theorem of Calculus and Accumulation Functions
Shared AB resource in the BC reading view.
- Teach: Interpreting the Behavior of Accumulation Functions Involving Area
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To find G at a point, add signed areas from the starting point; do not read the height of f as the height of G. For absolute extrema on a closed…
- Teaching passage: If a continuous function f represents a signed rate, its net accumulation from a fixed reference a to a variable endpoint x is G(x) = ∫ₐˣ f(t) dt.…
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Supports part of this goal.
Teaching passage: For a supplied integrand graph, signed area determines the height G(x); the integrand’s height determines the slope G′(x); and the integrand’s… -
Supports part of this goal.
Teaching passage: The same definition G(x) = ∫ₐˣ f(t) dt works when f is given by a graph, a numerical table with a stated model, a formula, or a verbal… -
Supports part of this goal.
Teaching passage: Because G′ = f, G increases on (0,1.5) and (4.5,5), and decreases on (1.5,4.5). Its absolute maximum is 2.25 at 1.5; its absolute minimum is −2.25… -
Supports part of this goal.
Teaching passage: The first segment crosses zero at t = 1, so G(1) = −(1/2)(1)(1) = −0.5 liters. The model is negative on (0,1) and positive on (1,5). Therefore G… -
Supports part of this goal.
Teaching passage: FTC gives H′(x) = h(x) = x(x − 2). Thus H decreases on (0,2) and increases on (2,3). Since h decreases on (0,1) and increases on (1,3), H is…
- Check understanding: Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it. · Worked answer for Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it.
- Check understanding: Build an accumulation function from an integrand graph · part a: Before computing areas or inferring behavior, construct defining… · Worked answer for Build an accumulation function from an integrand graph · part a: Before computing areas or inferring behavior, construct defining… (part a)
Shared AB resource in the BC reading view.
More checks for this goal
- Check understanding: Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… · Worked answer for Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… (part a)
Shared AB resource in the BC reading view.
- Check understanding: Transfer accumulation reasoning to a formula and words · part a: First construct H(x) as a definite integral of the supplied formula from the… · Worked answer for Transfer accumulation reasoning to a formula and words · part a: First construct H(x) as a definite integral of the supplied formula from the… (part a)
Shared AB resource in the BC reading view.
- Check understanding: Transfer accumulation reasoning to a formula and words · part c: For the verbally described rate r, construct S(x), its net accumulation from time… · Worked answer for Transfer accumulation reasoning to a formula and words · part c: For the verbally described rate r, construct S(x), its net accumulation from time… (part c)
Shared AB resource in the BC reading view.
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Supports part of this goal.
- Objective/clause-specific scope: The integral representation is supplied; the task derives an explicit formula and derivative rather than representing an accumulation by a definite integral. It supports manipulating an existing representation, with a limited match to the objective.
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Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part b: Use signed areas from the supplied integrand graph to compute G(0), G(1), G(2),… · Worked answer for Build an accumulation function from an integrand graph · part b: Use signed areas from the supplied integrand graph to compute G(0), G(1), G(2),… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part c: Using the graph of f and the Fundamental Theorem of Calculus, determine where G… · Worked answer for Build an accumulation function from an integrand graph · part c: Using the graph of f and the Fundamental Theorem of Calculus, determine where G… (part c)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part d: Sketch G on [0,6]. Label the five points found in part b, the horizontal tangents… · Worked answer for Build an accumulation function from an integrand graph · part d: Sketch G on [0,6]. Label the five points found in part b, the horizontal tangents… (part d)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part b: Using only the supplied table and the stated linear-interpolation model, locate… · Worked answer for Accumulate a nonuniform rate table under a stated model · part b: Using only the supplied table and the stated linear-interpolation model, locate… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part c: Now remove the interpolation assumption and retain only continuity and the four… · Worked answer for Accumulate a nonuniform rate table under a stated model · part c: Now remove the interpolation assumption and retain only continuity and the four… (part c)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Transfer accumulation reasoning to a formula and words · part b: From the analytic integrand h, determine where H increases and decreases, its… · Worked answer for Transfer accumulation reasoning to a formula and words · part b: From the analytic integrand h, determine where H increases and decreases, its… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Transfer accumulation reasoning to a formula and words · part d: Use the whole-interval verbal hypotheses to determine the sign of S(x) for x > 2,… · Worked answer for Transfer accumulation reasoning to a formula and words · part d: Use the whole-interval verbal hypotheses to determine the sign of S(x) for x > 2,… (part d)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Diagnose what raw rate samples establish · part a: Which conclusion is justified by these hypotheses? Explain your choice using the… · Worked answer for Diagnose what raw rate samples establish · part a: Which conclusion is justified by these hypotheses? Explain your choice using the… (part a)Shared AB resource in the BC reading view.
Required knowledge for FUN-5.A
FUN-5.A.1 · The definite integral can be used to define new functions.
FUN-5.A.2 · If f is a continuous function on an interval containing a, then d/dx {∫ₐˣ f(t) dt}=f(x), where x is in the interval.
FUN-5.A.3 · Graphical, numerical, analytical, and verbal representations of a function f provide information about the function g defined as g(x)=∫ₐˣ f(t) dt.
6.5 · Interpreting the Behavior of Accumulation Functions Involving Area
FUN-5.A · Represent accumulation functions using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 116, 117
- Teach: The Fundamental Theorem of Calculus and Accumulation Functions
Shared AB resource in the BC reading view.
- Teach: Interpreting the Behavior of Accumulation Functions Involving Area
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: To find G at a point, add signed areas from the starting point; do not read the height of f as the height of G. For absolute extrema on a closed…
- Teaching passage: If a continuous function f represents a signed rate, its net accumulation from a fixed reference a to a variable endpoint x is G(x) = ∫ₐˣ f(t) dt.…
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Supports part of this goal.
Teaching passage: For a supplied integrand graph, signed area determines the height G(x); the integrand’s height determines the slope G′(x); and the integrand’s… -
Supports part of this goal.
Teaching passage: The same definition G(x) = ∫ₐˣ f(t) dt works when f is given by a graph, a numerical table with a stated model, a formula, or a verbal… -
Supports part of this goal.
Teaching passage: Because G′ = f, G increases on (0,1.5) and (4.5,5), and decreases on (1.5,4.5). Its absolute maximum is 2.25 at 1.5; its absolute minimum is −2.25… -
Supports part of this goal.
Teaching passage: The first segment crosses zero at t = 1, so G(1) = −(1/2)(1)(1) = −0.5 liters. The model is negative on (0,1) and positive on (1,5). Therefore G… -
Supports part of this goal.
Teaching passage: FTC gives H′(x) = h(x) = x(x − 2). Thus H decreases on (0,2) and increases on (2,3). Since h decreases on (0,1) and increases on (1,3), H is…
- Check understanding: Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it. · Worked answer for Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it.
- Check understanding: Build an accumulation function from an integrand graph · part a: Before computing areas or inferring behavior, construct defining… · Worked answer for Build an accumulation function from an integrand graph · part a: Before computing areas or inferring behavior, construct defining… (part a)
Shared AB resource in the BC reading view.
More checks for this goal
- Check understanding: Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… · Worked answer for Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… (part a)
Shared AB resource in the BC reading view.
- Check understanding: Transfer accumulation reasoning to a formula and words · part a: First construct H(x) as a definite integral of the supplied formula from the… · Worked answer for Transfer accumulation reasoning to a formula and words · part a: First construct H(x) as a definite integral of the supplied formula from the… (part a)
Shared AB resource in the BC reading view.
- Check understanding: Transfer accumulation reasoning to a formula and words · part c: For the verbally described rate r, construct S(x), its net accumulation from time… · Worked answer for Transfer accumulation reasoning to a formula and words · part c: For the verbally described rate r, construct S(x), its net accumulation from time… (part c)
Shared AB resource in the BC reading view.
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Supports part of this goal.
- Objective/clause-specific scope: The integral representation is supplied; the task derives an explicit formula and derivative rather than representing an accumulation by a definite integral. It supports manipulating an existing representation, with a limited match to the objective.
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Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part b: Use signed areas from the supplied integrand graph to compute G(0), G(1), G(2),… · Worked answer for Build an accumulation function from an integrand graph · part b: Use signed areas from the supplied integrand graph to compute G(0), G(1), G(2),… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part c: Using the graph of f and the Fundamental Theorem of Calculus, determine where G… · Worked answer for Build an accumulation function from an integrand graph · part c: Using the graph of f and the Fundamental Theorem of Calculus, determine where G… (part c)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part d: Sketch G on [0,6]. Label the five points found in part b, the horizontal tangents… · Worked answer for Build an accumulation function from an integrand graph · part d: Sketch G on [0,6]. Label the five points found in part b, the horizontal tangents… (part d)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part b: Using only the supplied table and the stated linear-interpolation model, locate… · Worked answer for Accumulate a nonuniform rate table under a stated model · part b: Using only the supplied table and the stated linear-interpolation model, locate… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part c: Now remove the interpolation assumption and retain only continuity and the four… · Worked answer for Accumulate a nonuniform rate table under a stated model · part c: Now remove the interpolation assumption and retain only continuity and the four… (part c)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Transfer accumulation reasoning to a formula and words · part b: From the analytic integrand h, determine where H increases and decreases, its… · Worked answer for Transfer accumulation reasoning to a formula and words · part b: From the analytic integrand h, determine where H increases and decreases, its… (part b)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Transfer accumulation reasoning to a formula and words · part d: Use the whole-interval verbal hypotheses to determine the sign of S(x) for x > 2,… · Worked answer for Transfer accumulation reasoning to a formula and words · part d: Use the whole-interval verbal hypotheses to determine the sign of S(x) for x > 2,… (part d)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Diagnose what raw rate samples establish · part a: Which conclusion is justified by these hypotheses? Explain your choice using the… · Worked answer for Diagnose what raw rate samples establish · part a: Which conclusion is justified by these hypotheses? Explain your choice using the… (part a)Shared AB resource in the BC reading view.
Required knowledge for FUN-5.A
FUN-5.A.1 · The definite integral can be used to define new functions.
FUN-5.A.2 · If f is a continuous function on an interval containing a, then d/dx {∫ₐˣ f(t) dt}=f(x), where x is in the interval.
FUN-5.A.3 · Graphical, numerical, analytical, and verbal representations of a function f provide information about the function g defined as g(x)=∫ₐˣ f(t) dt.
6.6 · Applying Properties of Definite Integrals
FUN-6.A · Calculate a definite integral using areas and properties of definite integrals.
Lesson provided · Practice provided
Course and exam description p. 118
- Teach: Applying Properties of Definite Integrals
Shared AB resource in the BC reading view.
- Check understanding: Evaluate ∫₋₂² √(4−x²)dx using geometry. · Worked answer for Evaluate ∫₋₂² √(4−x²)dx using geometry.
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- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
More checks for this goal
- Check understanding: Given ∫₀² f=3 and ∫₂⁵ f=−1, evaluate ∫₅⁰ [2f(x)+1]dx. · Worked answer for Given ∫₀² f=3 and ∫₂⁵ f=−1, evaluate ∫₅⁰ [2f(x)+1]dx.
- Check understanding: Define f(x)=1 for 0≤x<1, f(1)=100, and f(x)=3 for 1<x≤2. Find ∫₀² f(x)dx. · Worked answer for Define f(x)=1 for 0≤x<1, f(1)=100, and f(x)=3 for 1<x≤2. Find ∫₀² f(x)dx.
Required knowledge for FUN-6.A
FUN-6.A.1 · In some cases, a definite integral can be evaluated by using geometry and the connection between the definite integral and area.
FUN-6.A.2 · Properties of definite integrals include the integral of a constant times a function, the integral of the sum of two functions, reversal of limits of integration, and the integral of a function over adjacent intervals.
FUN-6.A.3 · The definition of the definite integral may be extended to functions with removable or jump discontinuities.
6.7 · The Fundamental Theorem of Calculus and Definite Integrals
FUN-6.B · Evaluate definite integrals analytically using the Fundamental Theorem of Calculus.
Lesson provided · Practice provided
Course and exam description p. 119
- Teach: The Fundamental Theorem of Calculus and Definite Integrals
Shared AB resource in the BC reading view.
- Check understanding: Let F(x)=∫₁ˣ (t²+2t)dt. Find F′(x), F(1), and an explicit formula for F(x). · Worked answer for Let F(x)=∫₁ˣ (t²+2t)dt. Find F′(x), F(1), and an explicit formula for F(x).
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- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
More checks for this goal
-
- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for FUN-6.B
FUN-6.B.1 · An antiderivative of a function f is a function g whose derivative is f.
FUN-6.B.2 · If a function f is continuous on an interval containing a, the function defined by F(x)=∫ₐˣ f(t) dt is an antiderivative of f for x in the interval.
FUN-6.B.3 · If f is continuous on the interval [a,b] and F is an antiderivative of f, then ∫ₐᵇ f(x) dx=F(b)−F(a).
6.8 · Finding Antiderivatives and Indefinite Integrals: Basic Rules and Notation
FUN-6.C · Determine antiderivatives of functions and indefinite integrals, using knowledge of derivatives.
Lesson provided · Practice provided
Course and exam description p. 120
- Teach: Finding Antiderivatives and Indefinite Integrals: Basic Rules and Notation
Shared AB resource in the BC reading view.
- Check understanding: Find the antiderivative F on x>0 satisfying F′(x)=3/x+cos x and F(1)=2. · Worked answer for Find the antiderivative F on x>0 satisfying F′(x)=3/x+cos x and F(1)=2.
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- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
More checks for this goal
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
Supports part of this goal.
- Objective/clause-specific scope: The absence of an elementary antiderivative is supplied as a premise. The task asks existence of a definite integral and an approximation method, not determination of an antiderivative using derivatives. Preserve direct closed-form-absence EK context.
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
Required knowledge for FUN-6.C
FUN-6.C.1 · ∫ f(x) dx is an indefinite integral of the function f and can be expressed as ∫ f(x) dx=F(x)+C, where F′(x)=f(x) and C is any constant.
FUN-6.C.2 · Differentiation rules provide the foundation for finding antiderivatives.
FUN-6.C.3 · Many functions do not have closed-form antiderivatives.
6.9 · Integrating Using Substitution
FUN-6.D · For integrands requiring substitution or rearrangements into equivalent forms: (a) Determine indefinite integrals. (b) Evaluate definite integrals.
Lesson provided · Practice provided
Course and exam description p. 121, 122
- Teach: Integrating Using Substitution
Shared AB resource in the BC reading view.
- Teach: Integrating Functions Using Long Division and Completing the Square
Shared AB resource in the BC reading view.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
More checks for this goal
- Check understanding: Evaluate ∫₀² (x²+1)/(x+2)dx. Check that the interval is permitted before integrating. · Worked answer for Evaluate ∫₀² (x²+1)/(x+2)dx. Check that the interval is permitted before integrating.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
-
- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
-
- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for FUN-6.D
FUN-6.D.1 · Substitution of variables is a technique for finding antiderivatives.
FUN-6.D.2 · For a definite integral, substitution of variables requires corresponding changes to the limits of integration.
FUN-6.D.3 · Techniques for finding antiderivatives include rearrangements into equivalent forms, such as long division and completing the square.
6.10 · Integrating Functions Using Long Division and Completing the Square
FUN-6.D · For integrands requiring substitution or rearrangements into equivalent forms: (a) Determine indefinite integrals. (b) Evaluate definite integrals.
Lesson provided · Practice provided
Course and exam description p. 121, 122
- Teach: Integrating Using Substitution
Shared AB resource in the BC reading view.
- Teach: Integrating Functions Using Long Division and Completing the Square
Shared AB resource in the BC reading view.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
More checks for this goal
- Check understanding: Evaluate ∫₀² (x²+1)/(x+2)dx. Check that the interval is permitted before integrating. · Worked answer for Evaluate ∫₀² (x²+1)/(x+2)dx. Check that the interval is permitted before integrating.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
-
- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
-
- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for FUN-6.D
FUN-6.D.1 · Substitution of variables is a technique for finding antiderivatives.
FUN-6.D.2 · For a definite integral, substitution of variables requires corresponding changes to the limits of integration.
FUN-6.D.3 · Techniques for finding antiderivatives include rearrangements into equivalent forms, such as long division and completing the square.
6.11 · Integrating Using Integration by Parts · BC only
FUN-6.E · For integrands requiring integration by parts: (a) Determine indefinite integrals. (b) Evaluate definite integrals.
Lesson provided · Practice provided
Course and exam description p. 123
- Teach: Integrating Using Integration by Parts
More teaching passages in this lesson
- Teaching passage: For a definite integral, use [uv]ₐᵇ−∫ₐᵇ v du with compatible variables and bounds. You may need the method more than once. Differentiate an…
- Worked example: For ∫x eˣdx, choose u=x, dv=eˣdx, giving du=dx and v=eˣ. Reason: Differentiating x simplifies it, and eˣ is easy to integrate.Apply parts: x…
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Supports part of this goal.
Teach: Selecting Techniques for Antidifferentiation - Check understanding: Find ∫x eˣdx. · Worked answer for Find ∫x eˣdx.
- Check understanding: Evaluate ∫₀¹ x eˣdx. · Worked answer for Evaluate ∫₀¹ x eˣdx.
More checks for this goal
- Check understanding: Find ∫ln x dx for x>0. · Worked answer for Find ∫ln x dx for x>0.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for FUN-6.E
FUN-6.E.1 · Integration by parts is a technique for finding antiderivatives.
6.12 · Integrating Using Linear Partial Fractions · BC only
FUN-6.F · For integrands requiring integration by linear partial fractions: (a) Determine indefinite integrals. (b) Evaluate definite integrals.
Lesson provided · Practice provided
Course and exam description p. 124
- Teach: Integrating Using Linear Partial Fractions
More teaching passages in this lesson
- Teaching passage: Integrate the resulting logarithms: 2ln|x+1|+ln|x+2|+C. If the rational function is improper, first use the shared AB long-division lesson. This…
- Worked example: Decompose 1/[x(x+1)] as A/x+B/(x+1). Reason: The denominator consists of distinct linear factors.Solve 1=A(x+1)+Bx: A=1, B=−1. Reason: Multiplying…
- Teach: Selecting Techniques for Antidifferentiation
More teaching passages in this lesson
- Check understanding: Find ∫(3x+5)/[(x+1)(x+2)]dx. · Worked answer for Find ∫(3x+5)/[(x+1)(x+2)]dx.
- Check understanding: Evaluate ∫₁² 1/[x(x+1)]dx. · Worked answer for Evaluate ∫₁² 1/[x(x+1)]dx.
More checks for this goal
- Check understanding: Select a method and evaluate ∫₁^∞ 1/[x(x+1)]dx. · Worked answer for Select a method and evaluate ∫₁^∞ 1/[x(x+1)]dx.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for FUN-6.F
FUN-6.F.1 · Some rational functions can be decomposed into sums of ratios of linear, nonrepeating factors to which basic integration techniques can be applied.
6.13 · Evaluating Improper Integrals · BC only
LIM-6.A · Evaluate an improper integral or determine that the integral diverges.
Lesson provided · Practice provided
Course and exam description p. 125
- Teach: Evaluating Improper Integrals
More teaching passages in this lesson
- Teaching passage: For ∫₁^∞ x^(−p)dx, the limit converges exactly when p>1. For ∫₀¹ x^(−p)dx, the singular endpoint converges when p<1. An interior singularity must…
- Worked example: Write ∫₁^∞ x⁻²dx as limᵦ→∞ ∫₁ᵇ x⁻²dx. Reason: Infinity is handled with a limit of finite intervals.Evaluate ∫₁ᵇ x⁻²dx=1−1/b. Reason: The…
- Teach: Selecting Techniques for Antidifferentiation
More teaching passages in this lesson
- Check understanding: Determine convergence and value of ∫₁^∞ 1/x² dx. · Worked answer for Determine convergence and value of ∫₁^∞ 1/x² dx.
- Check understanding: Determine whether ∫₁^∞ 1/x dx converges. · Worked answer for Determine whether ∫₁^∞ 1/x dx converges.
More checks for this goal
- Check understanding: Evaluate ∫₀¹ 1/√x dx as an improper integral. · Worked answer for Evaluate ∫₀¹ 1/√x dx as an improper integral.
- Check understanding: A student says ∫₋₁¹ 1/x dx=0 because ln|1|−ln|−1|=0. Is this ordinary improper integral convergent? · Worked answer for A student says ∫₋₁¹ 1/x dx=0 because ln|1|−ln|−1|=0. Is this ordinary improper integral convergent?
- Check understanding: Select a method and evaluate ∫₁^∞ 1/[x(x+1)]dx. · Worked answer for Select a method and evaluate ∫₁^∞ 1/[x(x+1)]dx.
- Check understanding: Does ∫₁^∞ 1/x dx converge? · Worked answer for Does ∫₁^∞ 1/x dx converge?
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-6.A
LIM-6.A.1 · An improper integral is an integral that has one or both limits infinite or has an integrand that is unbounded in the interval of integration.
LIM-6.A.2 · Improper integrals can be determined using limits of definite integrals.
6.14 · Selecting Techniques for Antidifferentiation
This topic brings together earlier goals. Teach: Selecting Techniques for Antidifferentiation · FUN-6.C: Determine antiderivatives of functions and indefinite integrals, using knowledge of derivatives. · FUN-6.D: For integrands requiring substitution or rearrangements into equivalent forms: (a) Determine indefinite integrals. (b) Evaluate definite integrals. · FUN-6.D: For integrands requiring substitution or rearrangements into equivalent forms: (a) Determine indefinite integrals. (b) Evaluate definite integrals. · FUN-6.E: For integrands requiring integration by parts: (a) Determine indefinite integrals. (b) Evaluate definite integrals. · FUN-6.F: For integrands requiring integration by linear partial fractions: (a) Determine indefinite integrals. (b) Evaluate definite integrals. · LIM-6.A: Evaluate an improper integral or determine that the integral diverges.
Unit 7: Differential Equations
7.1 · Modeling Situations with Differential Equations
FUN-7.A · Interpret verbal statements of problems as differential equations involving a derivative expression.
Lesson provided · Practice provided
Course and exam description p. 132
- Teach: Modeling Situations with Differential Equations
Shared AB resource in the BC reading view.
- Check understanding: A tank’s inflow is 5 L/min. Outflow is proportional to its current volume V with coefficient 0.1 min⁻¹. Write a differential equation and find the… · Worked answer for A tank’s inflow is 5 L/min. Outflow is proportional to its current volume V with coefficient 0.1 min⁻¹. Write a differential equation and find the…
- Check understanding: A body’s temperature T moves toward a room temperature of 20°C at a rate proportional to the temperature difference, with positive coefficient k.… · Worked answer for A body’s temperature T moves toward a room temperature of 20°C at a rate proportional to the temperature difference, with positive coefficient k.…
More checks for this goal
- Check understanding: A particle’s acceleration is 2t m/s² at time t seconds, and its initial velocity is 3 m/s. Write an initial-value problem for velocity. · Worked answer for A particle’s acceleration is 2t m/s² at time t seconds, and its initial velocity is 3 m/s. Write an initial-value problem for velocity.
Required knowledge for FUN-7.A
FUN-7.A.1 · Differential equations relate a function of an independent variable and the function’s derivatives.
7.2 · Verifying Solutions for Differential Equations
FUN-7.B · Verify solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 133
- Teach: Verifying Solutions for Differential Equations
Shared AB resource in the BC reading view.
- Check understanding: Verify that y=3e^(2x) solves y′=2y and y(0)=3. · Worked answer for Verify that y=3e^(2x) solves y′=2y and y(0)=3.
- Check understanding: Does y=x²+1 solve y′=2x and y(0)=0? · Worked answer for Does y=x²+1 solve y′=2x and y(0)=0?
More checks for this goal
- Check understanding: Verify that y=Ceˣ is a family of solutions to y′=y. Which member satisfies y(0)=−2? · Worked answer for Verify that y=Ceˣ is a family of solutions to y′=y. Which member satisfies y(0)=−2?
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- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
Required knowledge for FUN-7.B
FUN-7.B.1 · Derivatives can be used to verify that a function is a solution to a given differential equation.
FUN-7.B.2 · There may be infinitely many solutions to a differential equation.
7.3 · Sketching Slope Fields
FUN-7.C · Estimate solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 134, 135, 136
- Teach: Sketching Slope Fields
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: A slope field gives local tangent directions at a finite set of points. For y′ = 2 − y, every plotted point at the same height has the same slope:…
- Teaching passage: The completed key shows a rising concave-down curve from 0.5 and a falling concave-up curve from 3.5. Both approach 2 as x increases. For checking…
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Supports part of this goal.
- Objective/clause-specific scope: This paragraph teaches local field-segment calculation/construction and explicitly says a segment is not an entire solution. It supplies local direction data but stops before estimating a solution curve from an initial point.
- Teach: Reasoning Using Slope Fields
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: A slope field represents a family of possible functions, not one answer. To infer concavity, differentiate the differential equation using the…
- Teaching passage: In y′ = x − y, zero-slope segments lie on the diagonal y = x. That diagonal is a collection of locations where a solution would have a horizontal…
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Supports part of this goal.
Teaching passage: Both members satisfy the differential equation: y = x − 1 + 2e^(−x) passes through (0,1), and y = x − 1 + 3e^(−x) passes through (0,2). Their…
- Teach: Approximating Solutions Using Euler’s Method
More teaching passages in this lesson
- Worked example: For y′=y, y(0)=1, h=0.5, the first slope is 1 and y₁=1+0.5(1)=1.5. Reason: Use the current point’s slope.At x=0.5, the estimated slope is 1.5, so…
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Supports part of this goal.
- This paragraph qualifies tangent-step accuracy and numerical error claims; the actual recurrence is taught in paragraph1.
- Check understanding: Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus… · Worked answer for Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus…
- Check understanding: For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0. · Worked answer for For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0.
More checks for this goal
- Check understanding: For y′=2−y, describe a solution starting at y(0)=3 for x≥0. · Worked answer for For y′=2−y, describe a solution starting at y(0)=3 for x≥0.
- Check understanding: Use Euler’s method for y′=y, y(0)=1, with two steps of size 0.5 to estimate y(1). · Worked answer for Use Euler’s method for y′=y, y(0)=1, with two steps of size 0.5 to estimate y(1).
- Check understanding: For y′=x+y, y(1)=2, use one Euler step of size −0.2 to estimate y(0.8). · Worked answer for For y′=x+y, y(1)=2, use one Euler step of size −0.2 to estimate y(0.8).
- Check understanding: For y′=2x, y(0)=0, use two Euler steps of size 0.5 to estimate y(1). Compare with the exact solution. · Worked answer for For y′=2x, y(0)=0, use two Euler steps of size 0.5 to estimate y(1). Compare with the exact solution.
- Check understanding: Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… · Worked answer for Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… (part b)
Shared AB resource in the BC reading view.
- Check understanding: Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… · Worked answer for Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… (part c)
Shared AB resource in the BC reading view.
- Check understanding: Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… · Worked answer for Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… (part b)
Shared AB resource in the BC reading view.
-
Supports part of this goal.
- Objective/clause-specific scope: Computing and orienting slopes at isolated points supplies local field data, but the task does not estimate a solution function/curve from an initial value. Preserve direct descriptive slope-field EK support.
-
Supports part of this goal.
Check understanding: Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… · Worked answer for Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… · Worked answer for Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… · Worked answer for Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… (part c)Shared AB resource in the BC reading view.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for FUN-7.C
FUN-7.C.1 · A slope field is a graphical representation of a differential equation on a finite set of points in the plane.
FUN-7.C.2 · Slope fields provide information about the behavior of solutions to first-order differential equations.
FUN-7.C.3 · Solutions to differential equations are functions or families of functions.
FUN-7.C.4 · Euler’s method provides a procedure for approximating a solution to a differential equation or a point on a solution curve.
7.4 · Reasoning Using Slope Fields
FUN-7.C · Estimate solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 134, 135, 136
- Teach: Sketching Slope Fields
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: A slope field gives local tangent directions at a finite set of points. For y′ = 2 − y, every plotted point at the same height has the same slope:…
- Teaching passage: The completed key shows a rising concave-down curve from 0.5 and a falling concave-up curve from 3.5. Both approach 2 as x increases. For checking…
-
Supports part of this goal.
- Objective/clause-specific scope: This paragraph teaches local field-segment calculation/construction and explicitly says a segment is not an entire solution. It supplies local direction data but stops before estimating a solution curve from an initial point.
- Teach: Reasoning Using Slope Fields
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: A slope field represents a family of possible functions, not one answer. To infer concavity, differentiate the differential equation using the…
- Teaching passage: In y′ = x − y, zero-slope segments lie on the diagonal y = x. That diagonal is a collection of locations where a solution would have a horizontal…
-
Supports part of this goal.
Teaching passage: Both members satisfy the differential equation: y = x − 1 + 2e^(−x) passes through (0,1), and y = x − 1 + 3e^(−x) passes through (0,2). Their…
- Teach: Approximating Solutions Using Euler’s Method
More teaching passages in this lesson
- Worked example: For y′=y, y(0)=1, h=0.5, the first slope is 1 and y₁=1+0.5(1)=1.5. Reason: Use the current point’s slope.At x=0.5, the estimated slope is 1.5, so…
-
Supports part of this goal.
- This paragraph qualifies tangent-step accuracy and numerical error claims; the actual recurrence is taught in paragraph1.
- Check understanding: Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus… · Worked answer for Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus…
- Check understanding: For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0. · Worked answer for For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0.
More checks for this goal
- Check understanding: For y′=2−y, describe a solution starting at y(0)=3 for x≥0. · Worked answer for For y′=2−y, describe a solution starting at y(0)=3 for x≥0.
- Check understanding: Use Euler’s method for y′=y, y(0)=1, with two steps of size 0.5 to estimate y(1). · Worked answer for Use Euler’s method for y′=y, y(0)=1, with two steps of size 0.5 to estimate y(1).
- Check understanding: For y′=x+y, y(1)=2, use one Euler step of size −0.2 to estimate y(0.8). · Worked answer for For y′=x+y, y(1)=2, use one Euler step of size −0.2 to estimate y(0.8).
- Check understanding: For y′=2x, y(0)=0, use two Euler steps of size 0.5 to estimate y(1). Compare with the exact solution. · Worked answer for For y′=2x, y(0)=0, use two Euler steps of size 0.5 to estimate y(1). Compare with the exact solution.
- Check understanding: Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… · Worked answer for Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… (part b)
Shared AB resource in the BC reading view.
- Check understanding: Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… · Worked answer for Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… (part c)
Shared AB resource in the BC reading view.
- Check understanding: Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… · Worked answer for Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… (part b)
Shared AB resource in the BC reading view.
-
Supports part of this goal.
- Objective/clause-specific scope: Computing and orienting slopes at isolated points supplies local field data, but the task does not estimate a solution function/curve from an initial value. Preserve direct descriptive slope-field EK support.
-
Supports part of this goal.
Check understanding: Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… · Worked answer for Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… · Worked answer for Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… · Worked answer for Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… (part c)Shared AB resource in the BC reading view.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for FUN-7.C
FUN-7.C.1 · A slope field is a graphical representation of a differential equation on a finite set of points in the plane.
FUN-7.C.2 · Slope fields provide information about the behavior of solutions to first-order differential equations.
FUN-7.C.3 · Solutions to differential equations are functions or families of functions.
FUN-7.C.4 · Euler’s method provides a procedure for approximating a solution to a differential equation or a point on a solution curve.
7.5 · Approximating Solutions Using Euler’s Method · BC only
FUN-7.C · Estimate solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 134, 135, 136
- Teach: Sketching Slope Fields
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: A slope field gives local tangent directions at a finite set of points. For y′ = 2 − y, every plotted point at the same height has the same slope:…
- Teaching passage: The completed key shows a rising concave-down curve from 0.5 and a falling concave-up curve from 3.5. Both approach 2 as x increases. For checking…
-
Supports part of this goal.
- Objective/clause-specific scope: This paragraph teaches local field-segment calculation/construction and explicitly says a segment is not an entire solution. It supplies local direction data but stops before estimating a solution curve from an initial point.
- Teach: Reasoning Using Slope Fields
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: A slope field represents a family of possible functions, not one answer. To infer concavity, differentiate the differential equation using the…
- Teaching passage: In y′ = x − y, zero-slope segments lie on the diagonal y = x. That diagonal is a collection of locations where a solution would have a horizontal…
-
Supports part of this goal.
Teaching passage: Both members satisfy the differential equation: y = x − 1 + 2e^(−x) passes through (0,1), and y = x − 1 + 3e^(−x) passes through (0,2). Their…
- Teach: Approximating Solutions Using Euler’s Method
More teaching passages in this lesson
- Worked example: For y′=y, y(0)=1, h=0.5, the first slope is 1 and y₁=1+0.5(1)=1.5. Reason: Use the current point’s slope.At x=0.5, the estimated slope is 1.5, so…
-
Supports part of this goal.
- This paragraph qualifies tangent-step accuracy and numerical error claims; the actual recurrence is taught in paragraph1.
- Check understanding: Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus… · Worked answer for Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus…
- Check understanding: For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0. · Worked answer for For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0.
More checks for this goal
- Check understanding: For y′=2−y, describe a solution starting at y(0)=3 for x≥0. · Worked answer for For y′=2−y, describe a solution starting at y(0)=3 for x≥0.
- Check understanding: Use Euler’s method for y′=y, y(0)=1, with two steps of size 0.5 to estimate y(1). · Worked answer for Use Euler’s method for y′=y, y(0)=1, with two steps of size 0.5 to estimate y(1).
- Check understanding: For y′=x+y, y(1)=2, use one Euler step of size −0.2 to estimate y(0.8). · Worked answer for For y′=x+y, y(1)=2, use one Euler step of size −0.2 to estimate y(0.8).
- Check understanding: For y′=2x, y(0)=0, use two Euler steps of size 0.5 to estimate y(1). Compare with the exact solution. · Worked answer for For y′=2x, y(0)=0, use two Euler steps of size 0.5 to estimate y(1). Compare with the exact solution.
- Check understanding: Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… · Worked answer for Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… (part b)
Shared AB resource in the BC reading view.
- Check understanding: Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… · Worked answer for Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… (part c)
Shared AB resource in the BC reading view.
- Check understanding: Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… · Worked answer for Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… (part b)
Shared AB resource in the BC reading view.
-
Supports part of this goal.
- Objective/clause-specific scope: Computing and orienting slopes at isolated points supplies local field data, but the task does not estimate a solution function/curve from an initial value. Preserve direct descriptive slope-field EK support.
-
Supports part of this goal.
Check understanding: Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… · Worked answer for Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… · Worked answer for Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… (part a)Shared AB resource in the BC reading view.
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Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… · Worked answer for Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… (part c)Shared AB resource in the BC reading view.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for FUN-7.C
FUN-7.C.1 · A slope field is a graphical representation of a differential equation on a finite set of points in the plane.
FUN-7.C.2 · Slope fields provide information about the behavior of solutions to first-order differential equations.
FUN-7.C.3 · Solutions to differential equations are functions or families of functions.
FUN-7.C.4 · Euler’s method provides a procedure for approximating a solution to a differential equation or a point on a solution curve.
7.6 · Finding General Solutions Using Separation of Variables
FUN-7.D · Determine general solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 137
- Teach: Finding General Solutions Using Separation of Variables
Shared AB resource in the BC reading view.
- Check understanding: Find the general solution of y′=2xy, including any equilibrium lost by division. · Worked answer for Find the general solution of y′=2xy, including any equilibrium lost by division.
- Check understanding: Find the general solution of y′=x(1+y²). · Worked answer for Find the general solution of y′=x(1+y²).
More checks for this goal
Required knowledge for FUN-7.D
FUN-7.D.1 · Some differential equations can be solved by separation of variables.
FUN-7.D.2 · Antidifferentiation can be used to find general solutions to differential equations.
7.7 · Finding Particular Solutions Using Initial Conditions and Separation of Variables
FUN-7.E · Determine particular solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 138
- Teach: Finding Particular Solutions Using Initial Conditions and Separation of Variables
Shared AB resource in the BC reading view.
- Check understanding: Solve y′=xy with y(0)=2. · Worked answer for Solve y′=xy with y(0)=2.
- Check understanding: Solve y′=y² with y(0)=1 and give the largest interval containing 0 on which the solution is defined. · Worked answer for Solve y′=y² with y(0)=1 and give the largest interval containing 0 on which the solution is defined.
More checks for this goal
- Check understanding: Solve y′=y/x with y(1)=3 and give a connected domain containing the initial point. · Worked answer for Solve y′=y/x with y(1)=3 and give a connected domain containing the initial point.
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- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Solve y′=−x/y with y(0)=2 and give the interval of this branch. · Worked answer for Solve y′=−x/y with y(0)=2 and give the interval of this branch.
- Check understanding: Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it. · Worked answer for Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it.
Required knowledge for FUN-7.E
FUN-7.E.1 · A general solution may describe infinitely many solutions to a differential equation. There is only one particular solution passing through a given point.
FUN-7.E.2 · The function F defined by F(x)=y₀+∫ₐˣ f(t) dt is a particular solution to the differential equation dy/dx=f(x), satisfying F(a)=y₀.
FUN-7.E.3 · Solutions to differential equations may be subject to domain restrictions.
7.8 · Exponential Models with Differential Equations
FUN-7.F · Interpret the meaning of a differential equation and its variables in context.
Lesson provided · Practice provided
Course and exam description p. 139
- Teach: Exponential Models with Differential Equations
Shared AB resource in the BC reading view.
- Check understanding: A substance has half-life 4 days and starts at 80 g. Give its differential equation and its amount after 12 days. · Worked answer for A substance has half-life 4 days and starts at 80 g. Give its differential equation and its amount after 12 days.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
More checks for this goal
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: A population follows P′=kP, P(0)=100, P(3)=200, with t in hours. Find k and P(6). · Worked answer for A population follows P′=kP, P(0)=100, P(3)=200, with t in hours. Find k and P(6).
- Check understanding: For y′=0.05y with y(0)=100, use a calculator to find y(10) and the doubling time, to three decimals. · Worked answer for For y′=0.05y with y(0)=100, use a calculator to find y(10) and the doubling time, to three decimals.
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- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
Required knowledge for FUN-7.F
FUN-7.F.1 · Specific applications of finding general and particular solutions to differential equations include motion along a line and exponential growth and decay.
FUN-7.F.2 · The model for exponential growth and decay that arises from the statement “The rate of change of a quantity is proportional to the size of the quantity” is dy/dt=ky.
FUN-7.G · Determine general and particular solutions for problems involving differential equations in context.
Lesson provided · Practice provided
Course and exam description p. 139
- Teach: Exponential Models with Differential Equations
Shared AB resource in the BC reading view.
- Check understanding: A population follows P′=kP, P(0)=100, P(3)=200, with t in hours. Find k and P(6). · Worked answer for A population follows P′=kP, P(0)=100, P(3)=200, with t in hours. Find k and P(6).
- Check understanding: A substance has half-life 4 days and starts at 80 g. Give its differential equation and its amount after 12 days. · Worked answer for A substance has half-life 4 days and starts at 80 g. Give its differential equation and its amount after 12 days.
More checks for this goal
- Check understanding: For y′=0.05y with y(0)=100, use a calculator to find y(10) and the doubling time, to three decimals. · Worked answer for For y′=0.05y with y(0)=100, use a calculator to find y(10) and the doubling time, to three decimals.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
Required knowledge for FUN-7.G
FUN-7.G.1 · The exponential growth and decay model, dy/dt=ky, with initial condition y=y₀ when t=0, has solutions of the form y=y₀e^(kt).
7.9 · Logistic Models with Differential Equations · BC only
FUN-7.H · Interpret the meaning of the logistic growth model in context.
Lesson provided · Practice provided
Course and exam description p. 140
- Teach: Logistic Models with Differential Equations
More teaching passages in this lesson
- Teaching passage: Read the model without solving it. Equilibria are P=0 and P=K. If 0K, it decreases toward K. For a positive initial population, the forward…
- Worked example: For P′=0.01P(100−P), equilibria are 0 and 100. Reason: Set the derivative equal to zero.For P(0)=20, P′(0)=0.01·20·80=16 population units/time;…
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Supports part of this goal.
Teaching passage: Suppose P(t) is a population and K is its fixed carrying capacity. The statement “the net rate of change is jointly proportional to the population… -
Supports part of this goal.
Teaching passage: If P and K are measured in individuals and t in days, dP/dt has units individuals/day while P(K − P) has units individuals². Therefore k has units… -
Supports part of this goal.
Teaching passage: After constructing the equation, view R(P) = kP(K − P) as a graph of net rate against population. It is a downward-opening parabola with zeros 0… -
Supports part of this goal.
Teaching passage: The population factor is P and the remaining-capacity factor is 1000 − P. The verbal statement therefore gives dP/dt = kP(1000 − P), with k > 0,… -
Supports part of this goal.
Teaching passage: The rate graph has zeros 0 and 1000 and vertex at P = 500 with rate 50 organisms/hour. A trajectory starting at 200 passes through 500; one… -
Supports part of this goal.
Teaching passage: Construct dP/dt = kP(12000 − P). From 270 = k(3000)(9000), k = 0.0000100 1/(fish·day). The normalized coefficient is r = kK = 0.120/day.
- Check understanding: A logistic population satisfies P′=0.01P(100−P), P(0)=20. Find the carrying capacity, initial rate, forward limit, and population at fastest growth. · Worked answer for A logistic population satisfies P′=0.01P(100−P), P(0)=20. Find the carrying capacity, initial rate, forward limit, and population at fastest growth.
- Check understanding: A population follows P′=0.2P(1−P/500), P(0)=600. Find the carrying capacity, initial rate and limiting population. · Worked answer for A population follows P′=0.2P(1−P/500), P(0)=600. Find the carrying capacity, initial rate and limiting population.
More checks for this goal
- Check understanding: For P′=kP(K−P), with k,K>0, compare future growth-rate behavior when P(0)=K/4, P(0)=3K/4, and P(0)=0. · Worked answer for For P′=kP(K−P), with k,K>0, compare future growth-rate behavior when P(0)=K/4, P(0)=3K/4, and P(0)=0.
- Check understanding: For P′=0.2P(1−P/500), what is the carrying capacity? · Worked answer for For P′=0.2P(1−P/500), what is the carrying capacity?
- Check understanding: If P(0)=120 in a model with K=100, what direction does P move? · Worked answer for If P(0)=120 in a model with K=100, what direction does P move?
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Supports part of this goal.
Check understanding: From a verbal culture law to a rate graph · part a: Construct the differential equation from the verbal statement using an unknown… · Worked answer for From a verbal culture law to a rate graph · part a: Construct the differential equation from the verbal statement using an unknown… (part a) -
Supports part of this goal.
Check understanding: From a verbal culture law to a rate graph · part b: Use the measured state to determine k. Rewrite your model as rP(1 − P/800),… · Worked answer for From a verbal culture law to a rate graph · part b: Use the measured state to determine k. Rewrite your model as rP(1 − P/800),… (part b) -
Supports part of this goal.
Check understanding: From a verbal culture law to a rate graph · part c: Construct a quantitative graph of net rate R(P) versus P for 0 ≤ P ≤ 1000 using… · Worked answer for From a verbal culture law to a rate graph · part c: Construct a quantitative graph of net rate R(P) versus P for 0 ≤ P ≤ 1000 using… (part c) -
Supports part of this goal.
Check understanding: From a verbal culture law to a rate graph · part d: Without solving the differential equation, determine the direction of motion and… · Worked answer for From a verbal culture law to a rate graph · part d: Without solving the differential equation, determine the direction of motion and… (part d) -
Supports part of this goal.
Check understanding: Transfer a joint rate law across units and capacity · part a: Starting from the verbal jointly proportional description, construct the… · Worked answer for Transfer a joint rate law across units and capacity · part a: Starting from the verbal jointly proportional description, construct the… (part a) -
Supports part of this goal.
Check understanding: Transfer a joint rate law across units and capacity · part b: Let Q(t) measure the same population in thousands of fish. Construct the… · Worked answer for Transfer a joint rate law across units and capacity · part b: Let Q(t) measure the same population in thousands of fish. Construct the… (part b) -
Supports part of this goal.
Check understanding: Transfer a joint rate law across units and capacity · part c: For the separate 20000-fish-capacity trial, first retain the same joint… · Worked answer for Transfer a joint rate law across units and capacity · part c: For the separate 20000-fish-capacity trial, first retain the same joint… (part c) -
Supports part of this goal.
Check understanding: One rate measurement does not identify the verbal model · part a: Select the rate equation consistent with the verbal jointly proportional law, the… · Worked answer for One rate measurement does not identify the verbal model · part a: Select the rate equation consistent with the verbal jointly proportional law, the… (part a)
Required knowledge for FUN-7.H
FUN-7.H.1 · The model for logistic growth that arises from the statement “The rate of change of a quantity is jointly proportional to the size of the quantity and the difference between the quantity and the carrying capacity” is dy/dt=ky(a−y).
FUN-7.H.2 · The logistic differential equation and initial conditions can be interpreted without solving the differential equation.
FUN-7.H.3 · The limiting value (carrying capacity) of a logistic differential equation as the independent variable approaches infinity can be determined using the logistic growth model and initial conditions.
FUN-7.H.4 · The value of the dependent variable in a logistic differential equation at the point when it is changing fastest can be determined using the logistic growth model and initial conditions.
Unit 8: Applications of Integration
8.1 · Finding the Average Value of a Function on an Interval
CHA-4.B · Determine the average value of a function using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 147
- Teach: Finding the Average Value of a Function on an Interval
Shared AB resource in the BC reading view.
- Check understanding: Find the average value of f(x)=x² on [0,3] and a point where f takes that value. · Worked answer for Find the average value of f(x)=x² on [0,3] and a point where f takes that value.
- Check understanding: Temperature samplest (min)025T(t) (°C)101420Use trapezoidal approximation to estimate the average temperature on [0,5]. · Worked answer for Temperature samplest (min)025T(t) (°C)101420Use trapezoidal approximation to estimate the average temperature on [0,5].
Required knowledge for CHA-4.B
CHA-4.B.1 · The average value of a continuous function f over an interval [a,b] is [1/(b−a)]∫ₐᵇ f(x) dx.
8.2 · Connecting Position, Velocity, and Acceleration of Functions Using Integrals
CHA-4.C · Determine values for positions and rates of change using definite integrals in problems involving rectilinear motion.
Lesson provided · Practice provided
Course and exam description p. 148
- Teach: Connecting Position, Velocity, and Acceleration of Functions Using Integrals
Shared AB resource in the BC reading view.
- Check understanding: A particle has v(t)=2t−2 m/s on [0,3] and s(0)=5 m. Find its final position and total distance. · Worked answer for A particle has v(t)=2t−2 m/s on [0,3] and s(0)=5 m. Find its final position and total distance.
- Check understanding: Acceleration is a(t)=6t m/s² and v(0)=−2 m/s. Find v(2) and the first nonnegative time the particle changes direction. · Worked answer for Acceleration is a(t)=6t m/s² and v(0)=−2 m/s. Find v(2) and the first nonnegative time the particle changes direction.
More checks for this goal
- Check understanding: A velocity graph consists of a triangle above the axis on [0,2] with height 4 m/s and a triangle below on [2,5] with depth 2 m/s. Find… · Worked answer for A velocity graph consists of a triangle above the axis on [0,2] with height 4 m/s and a triangle below on [2,5] with depth 2 m/s. Find…
Required knowledge for CHA-4.C
CHA-4.C.1 · For a particle in rectilinear motion over an interval of time, the definite integral of velocity represents the particle’s displacement over the interval of time, and the definite integral of speed represents the particle’s total distance traveled over the interval of time.
8.3 · Using Accumulation Functions and Definite Integrals in Applied Contexts
CHA-4.D · Interpret the meaning of a definite integral in accumulation problems.
Lesson provided · Practice provided
Course and exam description p. 149
- Teach: Using Accumulation Functions and Definite Integrals in Applied Contexts
Shared AB resource in the BC reading view.
- Check understanding: A rate r(t) is measured in dollars/day. Explain the meaning and units of ∫₂⁷ r(t)dt, and how to use it if the account balance at day 2 is $100. · Worked answer for A rate r(t) is measured in dollars/day. Explain the meaning and units of ∫₂⁷ r(t)dt, and how to use it if the account balance at day 2 is $100.
- Check understanding: A tank starts with 10 L and has net rate 6−2t L/min for 0≤t≤4. Find its maximum volume and the time it occurs. · Worked answer for A tank starts with 10 L and has net rate 6−2t L/min for 0≤t≤4. Find its maximum volume and the time it occurs.
More checks for this goal
Required knowledge for CHA-4.D
CHA-4.D.1 · A function defined as an integral represents an accumulation of a rate of change.
CHA-4.D.2 · The definite integral of the rate of change of a quantity over an interval gives the net change of that quantity over that interval.
CHA-4.E · Determine net change using definite integrals in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 149
- Teach: Using Accumulation Functions and Definite Integrals in Applied Contexts
Shared AB resource in the BC reading view.
- Check understanding: A tank starts with 10 L and has net rate 6−2t L/min for 0≤t≤4. Find its maximum volume and the time it occurs. · Worked answer for A tank starts with 10 L and has net rate 6−2t L/min for 0≤t≤4. Find its maximum volume and the time it occurs.
- Check understanding: Inventory starts at 50 items. Inflow is 5t items/hour and outflow is 2 items/hour on [0,3]. Find the inventory at hour 3. · Worked answer for Inventory starts at 50 items. Inflow is 5t items/hour and outflow is 2 items/hour on [0,3]. Find the inventory at hour 3.
Required knowledge for CHA-4.E
CHA-4.E.1 · The definite integral can be used to express information about accumulation and net change in many applied contexts.
8.4 · Finding the Area Between Curves Expressed as Functions of x
CHA-5.A · Calculate areas in the plane using the definite integral.
Lesson provided · Practice provided
Course and exam description p. 150, 151, 152
- Teach: Finding the Area Between Curves Expressed as Functions of x
Shared AB resource in the BC reading view.
- Teach: Finding the Area Between Curves Expressed as Functions of y
Shared AB resource in the BC reading view.
- Teach: Finding the Area Between Curves That Intersect at More Than Two Points
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Check understanding: Find the area enclosed by y=x and y=x². · Worked answer for Find the area enclosed by y=x and y=x².
- Check understanding: Find the area enclosed by y=4 and y=x². · Worked answer for Find the area enclosed by y=4 and y=x².
More checks for this goal
- Check understanding: Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup. · Worked answer for Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup.
- Check understanding: Find the area between x=y and x=y² using horizontal strips. · Worked answer for Find the area between x=y and x=y² using horizontal strips.
- Check understanding: Find the area of the region 0≤y≤2, 0≤x≤y². · Worked answer for Find the area of the region 0≤y≤2, 0≤x≤y².
- Check understanding: Find the total area between y=x and y=x³ on [−1,1]. · Worked answer for Find the total area between y=x and y=x³ on [−1,1].
- Check understanding: Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral. · Worked answer for Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral.
Required knowledge for CHA-5.A
CHA-5.A.1 · Areas of regions in the plane can be calculated with definite integrals.
CHA-5.A.2 · Areas of regions in the plane can be calculated using functions of either x or y.
CHA-5.A.3 · Areas of certain regions in the plane may be calculated using a sum of two or more definite integrals or by evaluating a definite integral of the absolute value of the difference of two functions.
8.5 · Finding the Area Between Curves Expressed as Functions of y
CHA-5.A · Calculate areas in the plane using the definite integral.
Lesson provided · Practice provided
Course and exam description p. 150, 151, 152
- Teach: Finding the Area Between Curves Expressed as Functions of x
Shared AB resource in the BC reading view.
- Teach: Finding the Area Between Curves Expressed as Functions of y
Shared AB resource in the BC reading view.
- Teach: Finding the Area Between Curves That Intersect at More Than Two Points
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Check understanding: Find the area enclosed by y=x and y=x². · Worked answer for Find the area enclosed by y=x and y=x².
- Check understanding: Find the area enclosed by y=4 and y=x². · Worked answer for Find the area enclosed by y=4 and y=x².
More checks for this goal
- Check understanding: Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup. · Worked answer for Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup.
- Check understanding: Find the area between x=y and x=y² using horizontal strips. · Worked answer for Find the area between x=y and x=y² using horizontal strips.
- Check understanding: Find the area of the region 0≤y≤2, 0≤x≤y². · Worked answer for Find the area of the region 0≤y≤2, 0≤x≤y².
- Check understanding: Find the total area between y=x and y=x³ on [−1,1]. · Worked answer for Find the total area between y=x and y=x³ on [−1,1].
- Check understanding: Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral. · Worked answer for Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral.
Required knowledge for CHA-5.A
CHA-5.A.1 · Areas of regions in the plane can be calculated with definite integrals.
CHA-5.A.2 · Areas of regions in the plane can be calculated using functions of either x or y.
CHA-5.A.3 · Areas of certain regions in the plane may be calculated using a sum of two or more definite integrals or by evaluating a definite integral of the absolute value of the difference of two functions.
8.6 · Finding the Area Between Curves That Intersect at More Than Two Points
CHA-5.A · Calculate areas in the plane using the definite integral.
Lesson provided · Practice provided
Course and exam description p. 150, 151, 152
- Teach: Finding the Area Between Curves Expressed as Functions of x
Shared AB resource in the BC reading view.
- Teach: Finding the Area Between Curves Expressed as Functions of y
Shared AB resource in the BC reading view.
- Teach: Finding the Area Between Curves That Intersect at More Than Two Points
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Check understanding: Find the area enclosed by y=x and y=x². · Worked answer for Find the area enclosed by y=x and y=x².
- Check understanding: Find the area enclosed by y=4 and y=x². · Worked answer for Find the area enclosed by y=4 and y=x².
More checks for this goal
- Check understanding: Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup. · Worked answer for Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup.
- Check understanding: Find the area between x=y and x=y² using horizontal strips. · Worked answer for Find the area between x=y and x=y² using horizontal strips.
- Check understanding: Find the area of the region 0≤y≤2, 0≤x≤y². · Worked answer for Find the area of the region 0≤y≤2, 0≤x≤y².
- Check understanding: Find the total area between y=x and y=x³ on [−1,1]. · Worked answer for Find the total area between y=x and y=x³ on [−1,1].
- Check understanding: Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral. · Worked answer for Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral.
Required knowledge for CHA-5.A
CHA-5.A.1 · Areas of regions in the plane can be calculated with definite integrals.
CHA-5.A.2 · Areas of regions in the plane can be calculated using functions of either x or y.
CHA-5.A.3 · Areas of certain regions in the plane may be calculated using a sum of two or more definite integrals or by evaluating a definite integral of the absolute value of the difference of two functions.
8.7 · Volumes with Cross Sections: Squares and Rectangles
CHA-5.B · Calculate volumes of solids with known cross sections using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 153, 154
- Teach: Volumes with Cross Sections: Squares and Rectangles
Shared AB resource in the BC reading view.
- Teach: Volumes with Cross Sections: Triangles and Semicircles
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Other specified shapes work the same way: a circle of radius r has A=πr², or the problem may supply A(x) directly. A funnel with circular sections…
- Teaching passage: A base region gives a slice length, not a slice area. For a vertical base segment between y = f(x) and y = g(x), where f ≥ g on [a,b], set s(x) =…
- Teaching passage: The triangular solid has volume 9/4 cm³; the semicircular solid has volume 9π/8 cm³. The same base and bounds do not imply equal volume because…
- Check understanding: The base lies between y=x and y=x² on [0,1]. Cross sections perpendicular to the x-axis are squares. Find the volume. · Worked answer for The base lies between y=x and y=x² on [0,1]. Cross sections perpendicular to the x-axis are squares. Find the volume.
- Check understanding: On 0≤x≤2, each rectangular cross section has base 2−x and height three times its base. Find the volume. · Worked answer for On 0≤x≤2, each rectangular cross section has base 2−x and height three times its base. Find the volume.
More checks for this goal
- Check understanding: The base lies between y=x and y=x² on [0,1]. Perpendicular-to-x slices are equilateral triangles with this vertical segment as a side. Find the… · Worked answer for The base lies between y=x and y=x² on [0,1]. Perpendicular-to-x slices are equilateral triangles with this vertical segment as a side. Find the…
- Check understanding: The base lies between y=0 and y=2−x on [0,2]. Perpendicular-to-x sections are semicircles with diameter 2−x. Find the volume. · Worked answer for The base lies between y=0 and y=2−x on [0,2]. Perpendicular-to-x sections are semicircles with diameter 2−x. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Build a triangular solid from a curved base · part b: Construct the full definite integral for the solid’s volume with its actual… · Worked answer for Build a triangular solid from a curved base · part b: Construct the full definite integral for the solid’s volume with its actual… (part b)
Shared AB resource in the BC reading view.
- Check understanding: Build a triangular solid from a curved base · part c: A second solid uses the same base and slice direction but triangle height equal… · Worked answer for Build a triangular solid from a curved base · part c: A second solid uses the same base and slice direction but triangle height equal… (part c)
Shared AB resource in the BC reading view.
- Check understanding: A diameter makes a semicircular volume · part b: Construct and evaluate the full definite integral for the semicircular solid’s… · Worked answer for A diameter makes a semicircular volume · part b: Construct and evaluate the full definite integral for the semicircular solid’s… (part b)
Shared AB resource in the BC reading view.
- Check understanding: A diameter makes a semicircular volume · part c: For a different solid on the same base and interval, suppose each cross section… · Worked answer for A diameter makes a semicircular volume · part c: For a different solid on the same base and interval, suppose each cross section… (part c)
Shared AB resource in the BC reading view.
-
Supports part of this goal.
- Objective/clause-specific scope: The task constructs cross-sectional area formulas only. No integral, bounds, thickness, volume setup or volume calculation is requested.
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
Supports part of this goal.
Check understanding: Build a triangular solid from a curved base · part a: Sketch and label a representative triangular cross section at x = 1, including… · Worked answer for Build a triangular solid from a curved base · part a: Sketch and label a representative triangular cross section at x = 1, including… (part a)Shared AB resource in the BC reading view.
-
Supports part of this goal.
Check understanding: A diameter makes a semicircular volume · part a: Use the supplied base figure to determine the diameter s(x), radius r(x) and… · Worked answer for A diameter makes a semicircular volume · part a: Use the supplied base figure to determine the diameter s(x), radius r(x) and… (part a)Shared AB resource in the BC reading view.
Required knowledge for CHA-5.B
CHA-5.B.1 · Volumes of solids with square and rectangular cross sections can be found using definite integrals and the area formulas for these shapes.
CHA-5.B.2 · Volumes of solids with triangular cross sections can be found using definite integrals and the area formulas for these shapes.
CHA-5.B.3 · Volumes of solids with semicircular and other geometrically defined cross sections can be found using definite integrals and the area formulas for these shapes.
8.8 · Volumes with Cross Sections: Triangles and Semicircles
CHA-5.B · Calculate volumes of solids with known cross sections using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 153, 154
- Teach: Volumes with Cross Sections: Squares and Rectangles
Shared AB resource in the BC reading view.
- Teach: Volumes with Cross Sections: Triangles and Semicircles
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: Other specified shapes work the same way: a circle of radius r has A=πr², or the problem may supply A(x) directly. A funnel with circular sections…
- Teaching passage: A base region gives a slice length, not a slice area. For a vertical base segment between y = f(x) and y = g(x), where f ≥ g on [a,b], set s(x) =…
- Teaching passage: The triangular solid has volume 9/4 cm³; the semicircular solid has volume 9π/8 cm³. The same base and bounds do not imply equal volume because…
- Check understanding: The base lies between y=x and y=x² on [0,1]. Cross sections perpendicular to the x-axis are squares. Find the volume. · Worked answer for The base lies between y=x and y=x² on [0,1]. Cross sections perpendicular to the x-axis are squares. Find the volume.
- Check understanding: On 0≤x≤2, each rectangular cross section has base 2−x and height three times its base. Find the volume. · Worked answer for On 0≤x≤2, each rectangular cross section has base 2−x and height three times its base. Find the volume.
More checks for this goal
- Check understanding: The base lies between y=x and y=x² on [0,1]. Perpendicular-to-x slices are equilateral triangles with this vertical segment as a side. Find the… · Worked answer for The base lies between y=x and y=x² on [0,1]. Perpendicular-to-x slices are equilateral triangles with this vertical segment as a side. Find the…
- Check understanding: The base lies between y=0 and y=2−x on [0,2]. Perpendicular-to-x sections are semicircles with diameter 2−x. Find the volume. · Worked answer for The base lies between y=0 and y=2−x on [0,2]. Perpendicular-to-x sections are semicircles with diameter 2−x. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Build a triangular solid from a curved base · part b: Construct the full definite integral for the solid’s volume with its actual… · Worked answer for Build a triangular solid from a curved base · part b: Construct the full definite integral for the solid’s volume with its actual… (part b)
Shared AB resource in the BC reading view.
- Check understanding: Build a triangular solid from a curved base · part c: A second solid uses the same base and slice direction but triangle height equal… · Worked answer for Build a triangular solid from a curved base · part c: A second solid uses the same base and slice direction but triangle height equal… (part c)
Shared AB resource in the BC reading view.
- Check understanding: A diameter makes a semicircular volume · part b: Construct and evaluate the full definite integral for the semicircular solid’s… · Worked answer for A diameter makes a semicircular volume · part b: Construct and evaluate the full definite integral for the semicircular solid’s… (part b)
Shared AB resource in the BC reading view.
- Check understanding: A diameter makes a semicircular volume · part c: For a different solid on the same base and interval, suppose each cross section… · Worked answer for A diameter makes a semicircular volume · part c: For a different solid on the same base and interval, suppose each cross section… (part c)
Shared AB resource in the BC reading view.
-
Supports part of this goal.
- Objective/clause-specific scope: The task constructs cross-sectional area formulas only. No integral, bounds, thickness, volume setup or volume calculation is requested.
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
Supports part of this goal.
Check understanding: Build a triangular solid from a curved base · part a: Sketch and label a representative triangular cross section at x = 1, including… · Worked answer for Build a triangular solid from a curved base · part a: Sketch and label a representative triangular cross section at x = 1, including… (part a)Shared AB resource in the BC reading view.
-
Supports part of this goal.
Check understanding: A diameter makes a semicircular volume · part a: Use the supplied base figure to determine the diameter s(x), radius r(x) and… · Worked answer for A diameter makes a semicircular volume · part a: Use the supplied base figure to determine the diameter s(x), radius r(x) and… (part a)Shared AB resource in the BC reading view.
Required knowledge for CHA-5.B
CHA-5.B.1 · Volumes of solids with square and rectangular cross sections can be found using definite integrals and the area formulas for these shapes.
CHA-5.B.2 · Volumes of solids with triangular cross sections can be found using definite integrals and the area formulas for these shapes.
CHA-5.B.3 · Volumes of solids with semicircular and other geometrically defined cross sections can be found using definite integrals and the area formulas for these shapes.
8.9 · Volume with Disc Method: Revolving Around the x- or y-Axis
CHA-5.C · Calculate volumes of solids of revolution using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 155, 156, 157, 158
- Teach: Volume with Disc Method: Revolving Around the x- or y-Axis
Shared AB resource in the BC reading view.
- Teach: Volume with Disc Method: Revolving Around Other Axes
Shared AB resource in the BC reading view.
- Teach: Volume with Washer Method: Revolving Around the x- or y-Axis
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x≤y≤2 on 0≤x≤2 rotated about the x-axis, outer radius R=2 and inner radius r=x. The volume is π∫₀²(4−x²)dx=16π/3. If the identity of the…
- Teaching passage: A perpendicular segment rotated around an axis forms a washer only if it leaves a gap from that axis. Measure the farther boundary distance R and…
- Teaching passage: V = 4π/3 cm³. Squaring the thickness 1 − x would instead describe a filled disc of a different radius, not this ring.
- Teach: Volume with Washer Method: Revolving Around Other Axes
Shared AB resource in the BC reading view.
- Check understanding: Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume. · Worked answer for Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume.
- Check understanding: Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume. · Worked answer for Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume.
More checks for this goal
- Check understanding: Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume. · Worked answer for Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… · Worked answer for Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… (part b)
Shared AB resource in the BC reading view.
- Check understanding: Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… · Worked answer for Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… (part c)
Shared AB resource in the BC reading view.
- Check understanding: Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… · Worked answer for Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… (part a)
Shared AB resource in the BC reading view.
-
Supports part of this goal.
- Objective/clause-specific scope: The task corrects one washer’s area in square units. It provides an ingredient for volume but requests no integral or volume.
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
Supports part of this goal.
Check understanding: Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… · Worked answer for Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… (part a)Shared AB resource in the BC reading view.
Required knowledge for CHA-5.C
CHA-5.C.1 · Volumes of solids of revolution around the x-or y-axis may be found by using definite integrals with the disc method.
CHA-5.C.2 · Volumes of solids of revolution around any horizontal or vertical line in the plane may be found by using definite integrals with the disc method.
CHA-5.C.3 · Volumes of solids of revolution around the x-or y-axis whose cross sections are ring shaped may be found using definite integrals with the washer method.
CHA-5.C.4 · Volumes of solids of revolution around any horizontal or vertical line whose cross sections are ring shaped may be found using definite integrals with the washer method.
8.10 · Volume with Disc Method: Revolving Around Other Axes
CHA-5.C · Calculate volumes of solids of revolution using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 155, 156, 157, 158
- Teach: Volume with Disc Method: Revolving Around the x- or y-Axis
Shared AB resource in the BC reading view.
- Teach: Volume with Disc Method: Revolving Around Other Axes
Shared AB resource in the BC reading view.
- Teach: Volume with Washer Method: Revolving Around the x- or y-Axis
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x≤y≤2 on 0≤x≤2 rotated about the x-axis, outer radius R=2 and inner radius r=x. The volume is π∫₀²(4−x²)dx=16π/3. If the identity of the…
- Teaching passage: A perpendicular segment rotated around an axis forms a washer only if it leaves a gap from that axis. Measure the farther boundary distance R and…
- Teaching passage: V = 4π/3 cm³. Squaring the thickness 1 − x would instead describe a filled disc of a different radius, not this ring.
- Teach: Volume with Washer Method: Revolving Around Other Axes
Shared AB resource in the BC reading view.
- Check understanding: Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume. · Worked answer for Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume.
- Check understanding: Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume. · Worked answer for Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume.
More checks for this goal
- Check understanding: Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume. · Worked answer for Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… · Worked answer for Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… (part b)
Shared AB resource in the BC reading view.
- Check understanding: Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… · Worked answer for Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… (part c)
Shared AB resource in the BC reading view.
- Check understanding: Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… · Worked answer for Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… (part a)
Shared AB resource in the BC reading view.
-
Supports part of this goal.
- Objective/clause-specific scope: The task corrects one washer’s area in square units. It provides an ingredient for volume but requests no integral or volume.
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
Supports part of this goal.
Check understanding: Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… · Worked answer for Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… (part a)Shared AB resource in the BC reading view.
Required knowledge for CHA-5.C
CHA-5.C.1 · Volumes of solids of revolution around the x-or y-axis may be found by using definite integrals with the disc method.
CHA-5.C.2 · Volumes of solids of revolution around any horizontal or vertical line in the plane may be found by using definite integrals with the disc method.
CHA-5.C.3 · Volumes of solids of revolution around the x-or y-axis whose cross sections are ring shaped may be found using definite integrals with the washer method.
CHA-5.C.4 · Volumes of solids of revolution around any horizontal or vertical line whose cross sections are ring shaped may be found using definite integrals with the washer method.
8.11 · Volume with Washer Method: Revolving Around the x- or y-Axis
CHA-5.C · Calculate volumes of solids of revolution using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 155, 156, 157, 158
- Teach: Volume with Disc Method: Revolving Around the x- or y-Axis
Shared AB resource in the BC reading view.
- Teach: Volume with Disc Method: Revolving Around Other Axes
Shared AB resource in the BC reading view.
- Teach: Volume with Washer Method: Revolving Around the x- or y-Axis
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x≤y≤2 on 0≤x≤2 rotated about the x-axis, outer radius R=2 and inner radius r=x. The volume is π∫₀²(4−x²)dx=16π/3. If the identity of the…
- Teaching passage: A perpendicular segment rotated around an axis forms a washer only if it leaves a gap from that axis. Measure the farther boundary distance R and…
- Teaching passage: V = 4π/3 cm³. Squaring the thickness 1 − x would instead describe a filled disc of a different radius, not this ring.
- Teach: Volume with Washer Method: Revolving Around Other Axes
Shared AB resource in the BC reading view.
- Check understanding: Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume. · Worked answer for Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume.
- Check understanding: Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume. · Worked answer for Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume.
More checks for this goal
- Check understanding: Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume. · Worked answer for Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… · Worked answer for Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… (part b)
Shared AB resource in the BC reading view.
- Check understanding: Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… · Worked answer for Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… (part c)
Shared AB resource in the BC reading view.
- Check understanding: Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… · Worked answer for Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… (part a)
Shared AB resource in the BC reading view.
-
Supports part of this goal.
- Objective/clause-specific scope: The task corrects one washer’s area in square units. It provides an ingredient for volume but requests no integral or volume.
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
Supports part of this goal.
Check understanding: Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… · Worked answer for Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… (part a)Shared AB resource in the BC reading view.
Required knowledge for CHA-5.C
CHA-5.C.1 · Volumes of solids of revolution around the x-or y-axis may be found by using definite integrals with the disc method.
CHA-5.C.2 · Volumes of solids of revolution around any horizontal or vertical line in the plane may be found by using definite integrals with the disc method.
CHA-5.C.3 · Volumes of solids of revolution around the x-or y-axis whose cross sections are ring shaped may be found using definite integrals with the washer method.
CHA-5.C.4 · Volumes of solids of revolution around any horizontal or vertical line whose cross sections are ring shaped may be found using definite integrals with the washer method.
8.12 · Volume with Washer Method: Revolving Around Other Axes
CHA-5.C · Calculate volumes of solids of revolution using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 155, 156, 157, 158
- Teach: Volume with Disc Method: Revolving Around the x- or y-Axis
Shared AB resource in the BC reading view.
- Teach: Volume with Disc Method: Revolving Around Other Axes
Shared AB resource in the BC reading view.
- Teach: Volume with Washer Method: Revolving Around the x- or y-Axis
Shared AB resource in the BC reading view.
More teaching passages in this lesson
- Teaching passage: For x≤y≤2 on 0≤x≤2 rotated about the x-axis, outer radius R=2 and inner radius r=x. The volume is π∫₀²(4−x²)dx=16π/3. If the identity of the…
- Teaching passage: A perpendicular segment rotated around an axis forms a washer only if it leaves a gap from that axis. Measure the farther boundary distance R and…
- Teaching passage: V = 4π/3 cm³. Squaring the thickness 1 − x would instead describe a filled disc of a different radius, not this ring.
- Teach: Volume with Washer Method: Revolving Around Other Axes
Shared AB resource in the BC reading view.
- Check understanding: Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume. · Worked answer for Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume.
- Check understanding: Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume. · Worked answer for Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume.
More checks for this goal
- Check understanding: Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume. · Worked answer for Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume.
-
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
- Check understanding: Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… · Worked answer for Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… (part b)
Shared AB resource in the BC reading view.
- Check understanding: Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… · Worked answer for Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… (part c)
Shared AB resource in the BC reading view.
- Check understanding: Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… · Worked answer for Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… (part a)
Shared AB resource in the BC reading view.
-
Supports part of this goal.
- Objective/clause-specific scope: The task corrects one washer’s area in square units. It provides an ingredient for volume but requests no integral or volume.
- Canonical AB source access. This item is not counted as a native BC practice slot.
Additional AB practice support; opens in AB.
-
Supports part of this goal.
Check understanding: Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… · Worked answer for Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… (part a)Shared AB resource in the BC reading view.
Required knowledge for CHA-5.C
CHA-5.C.1 · Volumes of solids of revolution around the x-or y-axis may be found by using definite integrals with the disc method.
CHA-5.C.2 · Volumes of solids of revolution around any horizontal or vertical line in the plane may be found by using definite integrals with the disc method.
CHA-5.C.3 · Volumes of solids of revolution around the x-or y-axis whose cross sections are ring shaped may be found using definite integrals with the washer method.
CHA-5.C.4 · Volumes of solids of revolution around any horizontal or vertical line whose cross sections are ring shaped may be found using definite integrals with the washer method.
8.13 · The Arc Length of a Smooth, Planar Curve and Distance Traveled · BC only
CHA-6.A · Determine the length of a curve in the plane defined by a function, using a definite integral.
Lesson provided · Practice provided
Course and exam description p. 159
- Teach: The Arc Length of a Smooth, Planar Curve and Distance Traveled
More teaching passages in this lesson
- Teaching passage: For x=g(y), use L=∫꜀ᵈ√(1+[g′(y)]²)dy with y-bounds. Check smoothness before invoking the formula on a whole interval; split at corners and add the…
- Worked example: For y=(2/3)x^(3/2) on [0,3], f′=√x. Reason: Differentiate the smooth function before forming the length integrand.L=∫₀³√(1+x)dx. Reason: Square f′…
- Check understanding: Find the length of y=3x+1 on [0,2]. Verify it using endpoint distance. · Worked answer for Find the length of y=3x+1 on [0,2]. Verify it using endpoint distance.
- Check understanding: Find the arc length of y=(2/3)x^(3/2) on [0,3]. · Worked answer for Find the arc length of y=(2/3)x^(3/2) on [0,3].
More checks for this goal
- Check understanding: Use a calculator to find the length of y=x²/2 on [0,2], to three decimals. · Worked answer for Use a calculator to find the length of y=x²/2 on [0,2], to three decimals.
- Check understanding: A curve is given by x=y²/2 for 0≤y≤2. Write a length integral and approximate it to three decimals with a calculator. · Worked answer for A curve is given by x=y²/2 for 0≤y≤2. Write a length integral and approximate it to three decimals with a calculator.
- Check understanding: For y=x on [0,1], compare horizontal distance, area under the graph, and arc length. Give units for each. · Worked answer for For y=x on [0,1], compare horizontal distance, area under the graph, and arc length. Give units for each.
- Check understanding: The graph y=|x| on [−1,1] has a corner at 0. Find its length and explain why you split the interval. · Worked answer for The graph y=|x| on [−1,1] has a corner at 0. Find its length and explain why you split the interval.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for CHA-6.A
CHA-6.A.1 · The length of a planar curve defined by a function can be calculated using a definite integral.
Unit 9: Parametric Equations, Polar Coordinates, and Vector-Valued Functions
9.1 · Defining and Differentiating Parametric Equations · BC only
CHA-3.G · Calculate derivatives of parametric functions.
Lesson provided · Practice provided
Course and exam description p. 166, 167
- Teach: Defining and Differentiating Parametric Equations
More teaching passages in this lesson
- Teaching passage: A horizontal tangent needs dy/dt=0 and dx/dt≠0. A vertical tangent occurs when dx/dt=0 and dy/dt≠0. If both vanish, the quotient rule for slope…
- Teaching passage: For x=2cost, y=3sint, the point at t=π/2 is (0,3). Its rates are (-2,0), so it has a horizontal tangent and is moving left. The same ellipse is…
- Worked example: For x=t2+1, y=t3-3t, at t=2 find (x,y)=(5,2). Why: Use the same parameter value in both coordinates.Differentiate: x′=2t, y′=3t2-3. Why: The…
- Teach: Second Derivatives of Parametric Equations
More teaching passages in this lesson
- Teaching passage: Use this formula on intervals where x′ is nonzero and the needed derivatives exist. A positive second derivative means the graph, locally viewed…
- Teaching passage: For x=t2, y=t3, with t≠0, the slope is 3t/2 and the second derivative is 3/(4t). The branch with negative t is concave down, while the positive…
- Worked example: With x=t2, y=t3, compute dy/dx=3t/2 for t≠0. Why: Divide y′=3t² by x′=2t only where the denominator is nonzero.Differentiate the slope to get…
- Check understanding: For x=t2+1, y=t3-3t, find the tangent line at t=2. · Worked answer for For x=t2+1, y=t3-3t, find the tangent line at t=2.
- Check understanding: For x=t2, y=t, classify the tangent at t=0 and explain its equation. · Worked answer for For x=t2, y=t, classify the tangent at t=0 and explain its equation.
More checks for this goal
- Check understanding: The graph is the ellipse x=2cost, y=3sint, traced counterclockwise from (2,0). At t=π/2, find the point, tangent and instantaneous direction of… · Worked answer for The graph is the ellipse x=2cost, y=3sint, traced counterclockwise from (2,0). At t=π/2, find the point, tangent and instantaneous direction of…
- Check understanding: For x=t2, y=t3, find d2y/dx2 at t=2. · Worked answer for For x=t2, y=t3, find d2y/dx2 at t=2.
- Check understanding: For x=t3-3t, y=t2, determine concavity at t=0. · Worked answer for For x=t3-3t, y=t2, determine concavity at t=0.
- Check understanding: A curve has x=t2, y=t3 on t<0. Is its y-versus-x graph concave up or down? State the domain restriction behind your calculation. · Worked answer for A curve has x=t2, y=t3 on t<0. Is its y-versus-x graph concave up or down? State the domain restriction behind your calculation.
- Check understanding: For x=t, y=t2, what is the slope at t=3? · Worked answer for For x=t, y=t2, what is the slope at t=3?
- Check understanding: If x′=0 and y′=4 at a point, describe its tangent. · Worked answer for If x′=0 and y′=4 at a point, describe its tangent.
- Check understanding: If ds/dt=6 and x′=3, what is d2y/dx2? · Worked answer for If ds/dt=6 and x′=3, what is d2y/dx2?
- Check understanding: For the example above, what is the concavity on t<0? · Worked answer for For the example above, what is the concavity on t<0?
Required knowledge for CHA-3.G
CHA-3.G.1 · Methods for calculating derivatives of real-valued functions can be extended to parametric functions.
CHA-3.G.2 · For a curve defined parametrically, the value of dy/dx at a point on the curve is the slope of the line tangent to the curve at that point. dy/dx, the slope of the line tangent to a curve defined using parametric equations, can be determined by dividing dy/dt by dx/dt, provided dx/dt does not equal zero.
CHA-3.G.3 · d²y/dx² can be calculated by dividing d/dt {dy/dx} by dx/dt.
9.2 · Second Derivatives of Parametric Equations · BC only
CHA-3.G · Calculate derivatives of parametric functions.
Lesson provided · Practice provided
Course and exam description p. 166, 167
- Teach: Defining and Differentiating Parametric Equations
More teaching passages in this lesson
- Teaching passage: A horizontal tangent needs dy/dt=0 and dx/dt≠0. A vertical tangent occurs when dx/dt=0 and dy/dt≠0. If both vanish, the quotient rule for slope…
- Teaching passage: For x=2cost, y=3sint, the point at t=π/2 is (0,3). Its rates are (-2,0), so it has a horizontal tangent and is moving left. The same ellipse is…
- Worked example: For x=t2+1, y=t3-3t, at t=2 find (x,y)=(5,2). Why: Use the same parameter value in both coordinates.Differentiate: x′=2t, y′=3t2-3. Why: The…
- Teach: Second Derivatives of Parametric Equations
More teaching passages in this lesson
- Teaching passage: Use this formula on intervals where x′ is nonzero and the needed derivatives exist. A positive second derivative means the graph, locally viewed…
- Teaching passage: For x=t2, y=t3, with t≠0, the slope is 3t/2 and the second derivative is 3/(4t). The branch with negative t is concave down, while the positive…
- Worked example: With x=t2, y=t3, compute dy/dx=3t/2 for t≠0. Why: Divide y′=3t² by x′=2t only where the denominator is nonzero.Differentiate the slope to get…
- Check understanding: For x=t2+1, y=t3-3t, find the tangent line at t=2. · Worked answer for For x=t2+1, y=t3-3t, find the tangent line at t=2.
- Check understanding: For x=t2, y=t, classify the tangent at t=0 and explain its equation. · Worked answer for For x=t2, y=t, classify the tangent at t=0 and explain its equation.
More checks for this goal
- Check understanding: The graph is the ellipse x=2cost, y=3sint, traced counterclockwise from (2,0). At t=π/2, find the point, tangent and instantaneous direction of… · Worked answer for The graph is the ellipse x=2cost, y=3sint, traced counterclockwise from (2,0). At t=π/2, find the point, tangent and instantaneous direction of…
- Check understanding: For x=t2, y=t3, find d2y/dx2 at t=2. · Worked answer for For x=t2, y=t3, find d2y/dx2 at t=2.
- Check understanding: For x=t3-3t, y=t2, determine concavity at t=0. · Worked answer for For x=t3-3t, y=t2, determine concavity at t=0.
- Check understanding: A curve has x=t2, y=t3 on t<0. Is its y-versus-x graph concave up or down? State the domain restriction behind your calculation. · Worked answer for A curve has x=t2, y=t3 on t<0. Is its y-versus-x graph concave up or down? State the domain restriction behind your calculation.
- Check understanding: For x=t, y=t2, what is the slope at t=3? · Worked answer for For x=t, y=t2, what is the slope at t=3?
- Check understanding: If x′=0 and y′=4 at a point, describe its tangent. · Worked answer for If x′=0 and y′=4 at a point, describe its tangent.
- Check understanding: If ds/dt=6 and x′=3, what is d2y/dx2? · Worked answer for If ds/dt=6 and x′=3, what is d2y/dx2?
- Check understanding: For the example above, what is the concavity on t<0? · Worked answer for For the example above, what is the concavity on t<0?
Required knowledge for CHA-3.G
CHA-3.G.1 · Methods for calculating derivatives of real-valued functions can be extended to parametric functions.
CHA-3.G.2 · For a curve defined parametrically, the value of dy/dx at a point on the curve is the slope of the line tangent to the curve at that point. dy/dx, the slope of the line tangent to a curve defined using parametric equations, can be determined by dividing dy/dt by dx/dt, provided dx/dt does not equal zero.
CHA-3.G.3 · d²y/dx² can be calculated by dividing d/dt {dy/dx} by dx/dt.
9.3 · Finding Arc Lengths of Curves Given by Parametric Equations · BC only
CHA-6.B · Determine the length of a curve in the plane defined by parametric functions, using a definite integral.
Lesson provided · Practice provided
Course and exam description p. 168
- Teach: Finding Arc Lengths of Curves Given by Parametric Equations
More teaching passages in this lesson
- Teaching passage: The integrand is speed along the parameterized path, so it is nonnegative. If the parameter covers the curve once, this is its geometric arc…
- Teaching passage: A calculator is useful when the speed has no convenient antiderivative. Enter the speed, not the slope, and report the defining integral as well…
- Worked example: For x=3t, y=4t, 0≤t≤2, find x′=3, y′=4. Why: Arc length uses coordinate rates.Speed is 32+42=5. Why: The magnitude of the displacement rate is the…
- Check understanding: Find the length of x=3t, y=4t for 0≤t≤2. · Worked answer for Find the length of x=3t, y=4t for 0≤t≤2.
- Check understanding: Find the arc length of x=cost, y=sint on 0≤t≤π. Describe which part of the curve is traced. · Worked answer for Find the arc length of x=cost, y=sint on 0≤t≤π. Describe which part of the curve is traced.
More checks for this goal
- Check understanding: The unit circle 〈cost,sint〉 is traced on 0≤t≤4π. Find distance traveled and the length of the distinct geometric curve. Explain the difference. · Worked answer for The unit circle 〈cost,sint〉 is traced on 0≤t≤4π. Find distance traveled and the length of the distinct geometric curve. Explain the difference.
- Check understanding: That circle is traced on 0≤t≤4π. Is the integral its distinct circumference? · Worked answer for That circle is traced on 0≤t≤4π. Is the integral its distinct circumference?
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for CHA-6.B
CHA-6.B.1 · The length of a parametrically defined curve can be calculated using a definite integral.
9.4 · Defining and Differentiating Vector-Valued Functions · BC only
CHA-3.H · Calculate derivatives of vector-valued functions.
Lesson provided · Practice provided
Course and exam description p. 169
- Teach: Defining and Differentiating Vector-Valued Functions
More teaching passages in this lesson
- Teaching passage: Differentiate a vector again component by component to get acceleration r″(t)=〈x″(t),y″(t)〉. A vector derivative is a vector, not a scalar.…
- Worked example: For r(t)=〈t2,et〉, obtain r′(t)=〈2t,et〉. Why: Differentiate each component separately.At t=0, velocity is 〈0,1〉 and speed is 1. Why: Evaluate…
- Check understanding: Given r(t)=〈t2,et〉, find velocity, acceleration and speed at t=0. · Worked answer for Given r(t)=〈t2,et〉, find velocity, acceleration and speed at t=0.
- Check understanding: For r(t)=〈sin(2t),cos(2t)〉, determine speed and acceleration magnitude at any t. · Worked answer for For r(t)=〈sin(2t),cos(2t)〉, determine speed and acceleration magnitude at any t.
More checks for this goal
- Check understanding: A derivative table gives instantaneous rates at time 2.Exact coordinate derivative values at t=2tx′(t)y′(t)23−4Find the velocity, speed and… · Worked answer for A derivative table gives instantaneous rates at time 2.Exact coordinate derivative values at t=2tx′(t)y′(t)23−4Find the velocity, speed and…
- Check understanding: For r(t)=〈sin(2t),cos(2t)〉, give r′. · Worked answer for For r(t)=〈sin(2t),cos(2t)〉, give r′.
Required knowledge for CHA-3.H
CHA-3.H.1 · Methods for calculating derivatives of real-valued functions can be extended to vector-valued functions.
9.5 · Integrating Vector-Valued Functions · BC only
FUN-8.A · Determine a particular solution given a rate vector and initial conditions.
Lesson provided · Practice provided
Course and exam description p. 170
- Teach: Integrating Vector-Valued Functions
More teaching passages in this lesson
- Teaching passage: If acceleration is given, integrate once to obtain velocity and use the initial velocity. Integrate again to obtain position and use the initial…
- Teaching passage: A definite vector integral is displacement, not a final position until you add the starting position. Numerical component integration is allowed…
- Worked example: Given v(t)=〈2t,3〉 and r(1)=〈4,5〉, integrate to r(t)=〈t2+Cx,3t+Cy〉. Why: Each component is an independent antiderivative.Use t=1: Cx=3, Cy=2. Why:…
- Check understanding: Given v(t)=〈2t,3〉 and r(1)=〈4,5〉, find r(t) and r(3). · Worked answer for Given v(t)=〈2t,3〉 and r(1)=〈4,5〉, find r(t) and r(3).
- Check understanding: A particle has a(t)=〈6t,-2〉, v(0)=〈1,4〉, and r(0)=〈2,-1〉. Find its position. · Worked answer for A particle has a(t)=〈6t,-2〉, v(0)=〈1,4〉, and r(0)=〈2,-1〉. Find its position.
More checks for this goal
- Check understanding: A particle starts at 〈1,4〉 at t=0. Use the trapezoidal rule on each component to estimate its position at t=2.Velocity samples; meters per secondt… · Worked answer for A particle starts at 〈1,4〉 at t=0. Use the trapezoidal rule on each component to estimate its position at t=2.Velocity samples; meters per secondt…
- Check understanding: If v(t)=〈1,t〉 and r(0)=〈2,3〉, find r(t). · Worked answer for If v(t)=〈1,t〉 and r(0)=〈2,3〉, find r(t).
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for FUN-8.A
FUN-8.A.1 · Methods for calculating integrals of real-valued functions can be extended to parametric or vector-valued functions.
9.6 · Solving Motion Problems Using Parametric and Vector-Valued Functions · BC only
FUN-8.B · Determine values for positions and rates of change in problems involving planar motion.
Lesson provided · Practice provided
Course and exam description p. 171
- Teach: Solving Motion Problems Using Parametric and Vector-Valued Functions
More teaching passages in this lesson
- Teaching passage: Average velocity is displacement divided by elapsed time. Average speed is distance divided by elapsed time. A particle can finish where it…
- Teaching passage: When speed is nonzero, differentiate its square to see whether the particle speeds up: ddt|v|=v·a|v|. A positive dot product means increasing…
- Teaching passage: A derivative table can give exact speed at listed times. A position or velocity table supports numerical estimates of distance or displacement…
- Worked example: For r(t)=〈cost,sint〉 on [0,2π], compute v=〈-sint,cost〉. Why: Differentiate the position components.The speed is 1, so distance is ∫02π1dt=2π. Why:…
- Check understanding: The unit circle 〈cost,sint〉 is traced on 0≤t≤4π. Find distance traveled and the length of the distinct geometric curve. Explain the difference. · Worked answer for The unit circle 〈cost,sint〉 is traced on 0≤t≤4π. Find distance traveled and the length of the distinct geometric curve. Explain the difference.
- Check understanding: A particle starts at 〈1,4〉 at t=0. Use the trapezoidal rule on each component to estimate its position at t=2.Velocity samples; meters per secondt… · Worked answer for A particle starts at 〈1,4〉 at t=0. Use the trapezoidal rule on each component to estimate its position at t=2.Velocity samples; meters per secondt…
More checks for this goal
- Check understanding: For r(t)=〈t2,t3〉, find speed at t=1 and decide whether the particle is speeding up there. · Worked answer for For r(t)=〈t2,t3〉, find speed at t=1 and decide whether the particle is speeding up there.
- Check understanding: A particle follows r(t)=〈cost,sint〉 from t=0 to t=2π. Find displacement and total distance, then explain why they differ. · Worked answer for A particle follows r(t)=〈cost,sint〉 from t=0 to t=2π. Find displacement and total distance, then explain why they differ.
- Check understanding: A particle moves with constant velocity 〈3,4〉 m/s for 2 seconds. Find displacement, distance and average velocity. · Worked answer for A particle moves with constant velocity 〈3,4〉 m/s for 2 seconds. Find displacement, distance and average velocity.
- Check understanding: A velocity is 〈-3,4〉. What is speed? · Worked answer for A velocity is 〈-3,4〉. What is speed?
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for FUN-8.B
FUN-8.B.1 · Derivatives can be used to determine velocity, speed, and acceleration for a particle moving along a curve in the plane defined using parametric or vector-valued functions.
FUN-8.B.2 · For a particle in planar motion over an interval of time, the definite integral of the velocity vector represents the particle’s displacement (net change in position) over the interval of time, from which we might determine its position. The definite integral of speed represents the particle’s total distance traveled over the interval of time.
9.7 · Defining Polar Coordinates and Differentiating in Polar Form · BC only
FUN-3.G · Calculate derivatives of functions written in polar coordinates.
Lesson provided · Practice provided
Course and exam description p. 172
- Teach: Defining Polar Coordinates and Differentiating in Polar Form
More teaching passages in this lesson
- Teaching passage: For the second derivative, reuse the parametric formula: let s(θ)=y′/x′, then d2y/dx2=s′(θ)/x′(θ). Equivalently it is y″x′-y′x″(x′)3. Here…
- Worked example: For r=1+cosθ at θ=π/2, obtain r=1, r′=-1, r″=0. Why: Differentiate the radial function with respect to its angle.Compute x′=-1, y′=-1, so dy/dx=1.…
- Check understanding: On r=2, find the Cartesian point and tangent slope at θ=π/3. Explain why dr/dθ=0 does not give the slope. · Worked answer for On r=2, find the Cartesian point and tangent slope at θ=π/3. Explain why dr/dθ=0 does not give the slope.
- Check understanding: For r=1+cosθ, compute dy/dx and d2y/dx2 at θ=π/2. · Worked answer for For r=1+cosθ, compute dy/dx and d2y/dx2 at θ=π/2.
More checks for this goal
- Check understanding: On r=2sinθ, classify the tangent at θ=π/4 and give its line. · Worked answer for On r=2sinθ, classify the tangent at θ=π/4 and give its line.
- Check understanding: A polar graph marks radius −2 at angle 0 on the curve r=-2. Locate the point in Cartesian coordinates, give an equivalent polar pair with positive… · Worked answer for A polar graph marks radius −2 at angle 0 on the curve r=-2. Locate the point in Cartesian coordinates, give an equivalent polar pair with positive…
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for FUN-3.G
FUN-3.G.1 · Methods for calculating derivatives of real-valued functions can be extended to functions in polar coordinates.
FUN-3.G.2 · For a curve given by a polar equation r = f(θ), derivatives of r, x, and y with respect to θ, and first and second derivatives of y with respect to x can provide information about the curve.
9.8 · Find the Area of a Polar Region or the Area Bounded by a Single Polar Curve · BC only
CHA-5.D · Calculate areas of regions defined by polar curves using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 173, 174
- Teach: Find the Area of a Polar Region or the Area Bounded by a Single Polar Curve
More teaching passages in this lesson
- Teaching passage: Choose angles that sweep the intended region exactly once. Zeros of r often mark petals or loops; symmetry can reduce the work, but explain what…
- Teaching passage: Negative radius does not make negative area, but it sends points to the opposite ray. Make a trace table or sketch to justify bounds. A circle…
- Teaching passage: For an area swept over a specified sector with nonnegative r, the formula works directly. For a closed curve with loops, break the region into…
- Worked example: For one petal of r=2sin(3θ), choose 0≤θ≤π/3. Why: Consecutive radius zeros bound one nonnegative petal.Set A=12∫0π/34sin2(3θ)dθ. Why: Each thin…
- Teach: Finding the Area of the Region Bounded by Two Polar Curves
More teaching passages in this lesson
- Teaching passage: Find candidate boundary intersections by equating radii at the same angle, then inspect the actual points and the pole. Polar curves can meet…
- Teaching passage: For overlap (inside both), the radial upper bound is the smaller nonnegative boundary on each ray. For inside one and outside another, the larger…
- Teaching passage: A calculator can approximate an intersection and integral. Record a defining equation and interval, verify which boundary is outside using a test…
- Worked example: Find the overlap of r=1 and r=2cosθ. The second disk has nonnegative radius for -π/2≤θ≤π/2. Why: Those angles cover the right-hand disk once.Solve…
- Check understanding: Find the area of the full disk bounded by r=3. · Worked answer for Find the area of the full disk bounded by r=3.
- Check understanding: The curve r=2cosθ is a unit circle centered at (1,0). Set bounds that trace it once and calculate its enclosed area. · Worked answer for The curve r=2cosθ is a unit circle centered at (1,0). Set bounds that trace it once and calculate its enclosed area.
More checks for this goal
- Check understanding: Find the area of one petal of r=2sin(3θ) swept from θ=0 to θ=π/3. Explain why these bounds select one petal. · Worked answer for Find the area of one petal of r=2sin(3θ) swept from θ=0 to θ=π/3. Explain why these bounds select one petal.
- Check understanding: Find the total enclosed area of the cardioid r=1+cosθ, traced once on 0≤θ≤2π. · Worked answer for Find the total enclosed area of the cardioid r=1+cosθ, traced once on 0≤θ≤2π.
- Check understanding: Find the area inside r=2 and outside r=1+cosθ. State why one difference integral works on the full turn. · Worked answer for Find the area inside r=2 and outside r=1+cosθ. State why one difference integral works on the full turn.
- Check understanding: Find the area inside r=2sinθ but outside r=1 in the upper half-plane. · Worked answer for Find the area inside r=2sinθ but outside r=1 in the upper half-plane.
- Check understanding: Find the overlap area inside both r=1 and r=2cosθ. Your solution must explain a change of boundary. · Worked answer for Find the overlap area inside both r=1 and r=2cosθ. Your solution must explain a change of boundary.
- Check understanding: Use numerical integration to find, to three decimals, the area in 0≤θ≤π inside r=2+sinθ and outside r=1. Give the defining integral and justify… · Worked answer for Use numerical integration to find, to three decimals, the area in 0≤θ≤π inside r=2+sinθ and outside r=1. Give the defining integral and justify…
- Check understanding: What integral gives the full disk inside r=3? · Worked answer for What integral gives the full disk inside r=3?
- Check understanding: Between radii 5 and 3 on the same ray, which sector factor belongs in the integrand? · Worked answer for Between radii 5 and 3 on the same ray, which sector factor belongs in the integrand?
- Check understanding: For a region inside both nonnegative curves, do you use the larger or smaller radial upper bound? · Worked answer for For a region inside both nonnegative curves, do you use the larger or smaller radial upper bound?
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for CHA-5.D
CHA-5.D.1 · The concept of calculating areas in rectangular coordinates can be extended to polar coordinates.
CHA-5.D.2 · Areas of regions bounded by polar curves can be calculated with definite integrals.
9.9 · Finding the Area of the Region Bounded by Two Polar Curves · BC only
CHA-5.D · Calculate areas of regions defined by polar curves using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 173, 174
- Teach: Find the Area of a Polar Region or the Area Bounded by a Single Polar Curve
More teaching passages in this lesson
- Teaching passage: Choose angles that sweep the intended region exactly once. Zeros of r often mark petals or loops; symmetry can reduce the work, but explain what…
- Teaching passage: Negative radius does not make negative area, but it sends points to the opposite ray. Make a trace table or sketch to justify bounds. A circle…
- Teaching passage: For an area swept over a specified sector with nonnegative r, the formula works directly. For a closed curve with loops, break the region into…
- Worked example: For one petal of r=2sin(3θ), choose 0≤θ≤π/3. Why: Consecutive radius zeros bound one nonnegative petal.Set A=12∫0π/34sin2(3θ)dθ. Why: Each thin…
- Teach: Finding the Area of the Region Bounded by Two Polar Curves
More teaching passages in this lesson
- Teaching passage: Find candidate boundary intersections by equating radii at the same angle, then inspect the actual points and the pole. Polar curves can meet…
- Teaching passage: For overlap (inside both), the radial upper bound is the smaller nonnegative boundary on each ray. For inside one and outside another, the larger…
- Teaching passage: A calculator can approximate an intersection and integral. Record a defining equation and interval, verify which boundary is outside using a test…
- Worked example: Find the overlap of r=1 and r=2cosθ. The second disk has nonnegative radius for -π/2≤θ≤π/2. Why: Those angles cover the right-hand disk once.Solve…
- Check understanding: Find the area of the full disk bounded by r=3. · Worked answer for Find the area of the full disk bounded by r=3.
- Check understanding: The curve r=2cosθ is a unit circle centered at (1,0). Set bounds that trace it once and calculate its enclosed area. · Worked answer for The curve r=2cosθ is a unit circle centered at (1,0). Set bounds that trace it once and calculate its enclosed area.
More checks for this goal
- Check understanding: Find the area of one petal of r=2sin(3θ) swept from θ=0 to θ=π/3. Explain why these bounds select one petal. · Worked answer for Find the area of one petal of r=2sin(3θ) swept from θ=0 to θ=π/3. Explain why these bounds select one petal.
- Check understanding: Find the total enclosed area of the cardioid r=1+cosθ, traced once on 0≤θ≤2π. · Worked answer for Find the total enclosed area of the cardioid r=1+cosθ, traced once on 0≤θ≤2π.
- Check understanding: Find the area inside r=2 and outside r=1+cosθ. State why one difference integral works on the full turn. · Worked answer for Find the area inside r=2 and outside r=1+cosθ. State why one difference integral works on the full turn.
- Check understanding: Find the area inside r=2sinθ but outside r=1 in the upper half-plane. · Worked answer for Find the area inside r=2sinθ but outside r=1 in the upper half-plane.
- Check understanding: Find the overlap area inside both r=1 and r=2cosθ. Your solution must explain a change of boundary. · Worked answer for Find the overlap area inside both r=1 and r=2cosθ. Your solution must explain a change of boundary.
- Check understanding: Use numerical integration to find, to three decimals, the area in 0≤θ≤π inside r=2+sinθ and outside r=1. Give the defining integral and justify… · Worked answer for Use numerical integration to find, to three decimals, the area in 0≤θ≤π inside r=2+sinθ and outside r=1. Give the defining integral and justify…
- Check understanding: What integral gives the full disk inside r=3? · Worked answer for What integral gives the full disk inside r=3?
- Check understanding: Between radii 5 and 3 on the same ray, which sector factor belongs in the integrand? · Worked answer for Between radii 5 and 3 on the same ray, which sector factor belongs in the integrand?
- Check understanding: For a region inside both nonnegative curves, do you use the larger or smaller radial upper bound? · Worked answer for For a region inside both nonnegative curves, do you use the larger or smaller radial upper bound?
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for CHA-5.D
CHA-5.D.1 · The concept of calculating areas in rectangular coordinates can be extended to polar coordinates.
CHA-5.D.2 · Areas of regions bounded by polar curves can be calculated with definite integrals.
Unit 10: Infinite Sequences and Series
10.1 · Defining Convergent and Divergent Infinite Series · BC only
LIM-7.A · Determine whether a series converges or diverges.
Lesson provided · Practice provided
Course and exam description p. 181, 182, 183, 184, 185, 186, 187, 188, 189
- Teach: Defining Convergent and Divergent Infinite Series
More teaching passages in this lesson
- Teaching passage: Keep two limits separate: the limit of the terms aₙ and the limit of the running totals Sₙ. Terms becoming tiny is necessary for a convergent…
- Teaching passage: For an=1/(n(n+1)), split the term as 1/n-1/(n+1). In the finite partial sum, the middle terms cancel, leaving Sn=1-1/(n+1). The limit of these…
- Worked example: Write Sn=∑k=1n(1/k-1/(k+1)). Why: A partial sum contains finitely many terms.Cancel to get Sn=1-1/(n+1). Why: Every interior reciprocal appears…
- Teach: Working with Geometric Series
More teaching passages in this lesson
- Teaching passage: When |r|<1, rᴺ tends to zero, so ∑n=0∞arn=a/(1-r). For a nonzero first term, ratios with |r|≥1 do not give a convergent infinite series: the terms…
- Teaching passage: The first term is the first included term, not always the coefficient printed before the power. In ∑n=3∞5(1/5)n, the first term is 1/25, and the…
- Worked example: For 3-3/2+3/4-…, identify a=3, r=-1/2. Why: Each successive term is −1/2 times the previous one.Verify |r|=1/2<1. Why: The infinite geometric-sum…
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Supports part of this goal.
- This paragraph describes a geometric context and term accounting without deciding convergence or using the infinite sum criterion.
- Describes counting one-way and round-trip contributions in geometric modeling; ratio/convergence conditions and finite sum are supplied in other paragraphs.
- Teach: The nth Term Test for Divergence
More teaching passages in this lesson
- Teaching passage: The converse is false. A zero term limit tells you only that this particular divergence test has not ruled the series out. For example, 1/n tends…
- Teaching passage: Use this quick test before doing long algebra. For an=n/(n+1), the term limit is 1, so the series diverges immediately. A numeric display that…
- Worked example: For ∑n=1∞n/(n+1), examine an=n/(n+1). Why: The nth-term test inspects the summand, not the running total.Divide by n to obtain an=1/(1+1/n)→1.…
- Teach: Integral Test for Convergence
More teaching passages in this lesson
- Teaching passage: Check the conditions before integrating. Positivity matters because the geometric comparison is between positive areas and positive terms.…
- Teaching passage: The test compares convergence, not exact values. In general the sum does not equal the improper integral. The left and right rectangle pictures…
- Teaching passage: For 1/(n(lnn)2) beginning at n=2, choose f(x)=1/(x(lnx)2). It is positive and continuous for x≥2 and decreasing there. With u=ln x, the improper…
- Worked example: Check f(x)=1/(x(ln x)²) on x≥2: it is positive, continuous, and f′(x)=-(lnx+2)/(x2(lnx)3)<0. Why: The integral test needs a positive decreasing…
- Teach: Harmonic Series and p-Series
More teaching passages in this lesson
- Teaching passage: The harmonic series has p=1 and diverges, slowly but without a finite total. Its small terms do not rescue it. Grouping positive terms into blocks…
- Teaching passage: Multiplying a series by a fixed nonzero constant does not change its convergence. Changing finitely many terms or the starting index also does not…
- Worked example: Classify ∑1/n3/2. Why: Identify p=3/2.Since 3/2>1, the series converges. Why: The p-series threshold is strictly greater than 1.By contrast, ∑1/n…
- Teach: Comparison Tests for Convergence
More teaching passages in this lesson
- Teaching passage: Limit comparison can avoid awkward inequalities. For positive terms aₙ and bₙ, if limn→∞an/bn=L with 0
- Teaching passage: Use dominant powers to choose a benchmark, then justify it. For an=(3n+2)/(n2+5), choose bₙ=1/n. The ratio tends to 3, which is finite and…
- Worked example: For an=1/(n2+3), use 01.The given series converges by direct comparison. Why: It is no larger than a convergent positi
- Teach: Alternating Series Test for Convergence
More teaching passages in this lesson
- Teaching passage: The reason is a squeeze. Even and odd partial sums approach from opposite sides; their gap is the next term magnitude, which tends to zero. This…
- Teaching passage: For bn=1/n, the magnitudes decrease to zero. Thus ∑(-1)n+1/n converges. Its absolute-value series is a p-series with p=1/2 and diverges, so the…
- Teaching passage: When a proposed alternating sequence has irregular magnitudes, do not silently claim monotonicity. Check an inequality or derivative, and…
- Worked example: For ∑(-1)n+1/n, set bn=1/n>0. Why: Separate signs from magnitudes.The magnitudes decrease and tend to zero. Why: n↦n⁻¹ᐟ² is decreasing and has…
- Teach: Ratio Test for Convergence
More teaching passages in this lesson
- Teaching passage: The absolute value is part of the test. For L<1, the tail is eventually dominated by a convergent geometric series. For L>1, the term magnitudes…
- Teaching passage: For an=3n/n!, the ratio is 3/(n+1)→0, so the series converges. For 1/n and 1/n², both successive-term ratios tend to 1, even though the first sum…
- Worked example: For an=3n/n!, form |an+1/an|=3/(n+1). Why: Expand (n+1)!=(n+1)n! and cancel matching factors.The ratio tends to 0<1. Why: The denominator grows…
- Teach: Determining Absolute or Conditional Convergence
More teaching passages in this lesson
- Teaching passage: For ∑(-1)n+1/n, the alternating-series test proves convergence, while the harmonic absolute-value series diverges. It is conditional. For…
- Worked example: For ∑(-1)n/n2, consider ∑1/n2. Why: Absolute convergence tests the magnitudes.The magnitude sum converges by p=2>1. Why: Use the p-series…
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Supports part of this goal.
Teaching passage: Let S_N = a₁ + ··· + a_N. The series Σ a_n has sum S only when the complete sequence S_N approaches S. To regroup, choose integer endpoints 0 = m₀… -
Supports part of this goal.
Teaching passage: For 1 − 1 + 1 − 1 + ···, the partial sums are 1, 0, 1, 0, ···. The odd subsequence stays at 1 and the even subsequence stays at 0. Since the… -
Supports part of this goal.
Teaching passage: After K groups, m_K = 1+2+···+K = K(K+1)/2 original terms have been used. The grouped partial sum is S_(m_K) = (1/3)[1−(−1/2)^(m_K)], which tends… -
Supports part of this goal.
Teaching passage: The pair-swapped order uses each original term once. Absolute convergence guarantees its sum is also 1/3. More concretely, after 2K rearranged… -
Supports part of this goal.
Teaching passage: Consecutive grouping is justified by a subsequence of a convergent sequence. Arbitrary rearrangement is justified here by the stronger… -
Supports part of this goal.
Teaching passage: Both operations preserve the sum 1/3; consecutive group sizes need not be equal or bounded. -
Supports part of this goal.
Teaching passage: A consecutive pair is b_k = 1/(2k−1)−1/(2k). The sum of the first K pairs is exactly S_(2K), not a new limit calculation with reordered terms. -
Supports part of this goal.
Teaching passage: Since the complete original partial-sum sequence converges to ln 2, its even subsequence also converges to ln 2. The first two paired partial sums… -
Supports part of this goal.
Teaching passage: No conclusion about all rearrangements follows from conditional convergence. Changing the order removes the direct subsequence identity, and the… -
Supports part of this goal.
Teaching passage: For 1−1+1−1+…, S_(2K)=0 and S_(2K−1)=1. A selected grouped subsequence has a limit, but the original sequence does not. Pairing cannot create an… -
Supports part of this goal.
Teaching passage: Consecutive pairs of the alternating harmonic series retain ln 2. Arbitrary rearrangements are not guaranteed to retain it; the oscillating…
- Check understanding: For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit. · Worked answer for For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit.
- Check understanding: A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the… · Worked answer for A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the…
More checks for this goal
- Check understanding: Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula. · Worked answer for Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula.
- Check understanding: A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal… · Worked answer for A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal…
- Check understanding: Classify ∑n=1∞n/(n+1) using the nth-term test. · Worked answer for Classify ∑n=1∞n/(n+1) using the nth-term test.
- Check understanding: A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification. · Worked answer for A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification.
- Check understanding: Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum. · Worked answer for Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum.
- Check understanding: Use the integral test to classify ∑n=2∞1/(nlnn). · Worked answer for Use the integral test to classify ∑n=2∞1/(nlnn).
- Check understanding: Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1. · Worked answer for Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1.
- Check understanding: Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7. · Worked answer for Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7.
- Check understanding: Prove convergence of ∑n=1∞1/(n2+3) by direct comparison. · Worked answer for Prove convergence of ∑n=1∞1/(n2+3) by direct comparison.
- Check understanding: Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5). · Worked answer for Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5).
- Check understanding: Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n. · Worked answer for Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n.
- Check understanding: A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid… · Worked answer for A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid…
- Check understanding: Use the ratio test on ∑n=1∞3n/n!. · Worked answer for Use the ratio test on ∑n=1∞3n/n!.
- Check understanding: Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test. · Worked answer for Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test.
- Check understanding: Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks. · Worked answer for Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks.
- Check understanding: Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once? · Worked answer for Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once?
- Check understanding: If Sn=5-1/n, what is the infinite sum? · Worked answer for If Sn=5-1/n, what is the infinite sum?
- Check understanding: Does ∑n=0∞2(-1)n converge? · Worked answer for Does ∑n=0∞2(-1)n converge?
- Check understanding: A summand tends to 4. What follows? · Worked answer for A summand tends to 4. What follows?
- Check understanding: A summand tends to zero. What follows from this test? · Worked answer for A summand tends to zero. What follows from this test?
- Check understanding: Does ∑1/n converge? · Worked answer for Does ∑1/n converge?
- Check understanding: Does dropping the first 100 harmonic terms make the rest converge? · Worked answer for Does dropping the first 100 harmonic terms make the rest converge?
- Check understanding: Does 0<an≤1/n prove convergence? · Worked answer for Does 0<an≤1/n prove convergence?
- Check understanding: Is 1-1+1-1+… convergent by the alternating-series test? · Worked answer for Is 1-1+1-1+… convergent by the alternating-series test?
- Check understanding: If magnitudes decrease only after n=20, can the test still establish convergence? · Worked answer for If magnitudes decrease only after n=20, can the test still establish convergence?
- Check understanding: If L=1, does the ratio test prove divergence? · Worked answer for If L=1, does the ratio test prove divergence?
- Check understanding: If a series converges but its absolute-value series diverges, what is its classification? · Worked answer for If a series converges but its absolute-value series diverges, what is its classification?
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Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… · Worked answer for Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… (part a) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… · Worked answer for Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… (part b) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… · Worked answer for Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… (part c) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… (part a) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… (part b) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
-
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.A
LIM-7.A.1 · The nth partial sum is defined as the sum of the first n terms of a series.
LIM-7.A.2 · An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S.
LIM-7.A.3 · A geometric series is a series with a constant ratio between successive terms.
LIM-7.A.4 · If a is a real number and r is a real number such that |r|<1, then the geometric series Σₙ₌₀^∞ arⁿ=a/(1−r).
LIM-7.A.5 · The nth term test is a test for divergence of a series.
LIM-7.A.6 · The integral test is a method to determine whether a series converges or diverges.
LIM-7.A.7 · In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.
LIM-7.A.8 · The comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.9 · The limit comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.10 · The alternating series test is a method to determine whether an alternating series converges.
LIM-7.A.11 · The ratio test is a method to determine whether a series of numbers converges or diverges. X X
LIM-7.A.12 · A series may be absolutely convergent, conditionally convergent, or divergent.
LIM-7.A.13 · If a series converges absolutely, then it converges.
LIM-7.A.14 · If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.
10.2 · Working with Geometric Series · BC only
LIM-7.A · Determine whether a series converges or diverges.
Lesson provided · Practice provided
Course and exam description p. 181, 182, 183, 184, 185, 186, 187, 188, 189
- Teach: Defining Convergent and Divergent Infinite Series
More teaching passages in this lesson
- Teaching passage: Keep two limits separate: the limit of the terms aₙ and the limit of the running totals Sₙ. Terms becoming tiny is necessary for a convergent…
- Teaching passage: For an=1/(n(n+1)), split the term as 1/n-1/(n+1). In the finite partial sum, the middle terms cancel, leaving Sn=1-1/(n+1). The limit of these…
- Worked example: Write Sn=∑k=1n(1/k-1/(k+1)). Why: A partial sum contains finitely many terms.Cancel to get Sn=1-1/(n+1). Why: Every interior reciprocal appears…
- Teach: Working with Geometric Series
More teaching passages in this lesson
- Teaching passage: When |r|<1, rᴺ tends to zero, so ∑n=0∞arn=a/(1-r). For a nonzero first term, ratios with |r|≥1 do not give a convergent infinite series: the terms…
- Teaching passage: The first term is the first included term, not always the coefficient printed before the power. In ∑n=3∞5(1/5)n, the first term is 1/25, and the…
- Worked example: For 3-3/2+3/4-…, identify a=3, r=-1/2. Why: Each successive term is −1/2 times the previous one.Verify |r|=1/2<1. Why: The infinite geometric-sum…
-
Supports part of this goal.
- This paragraph describes a geometric context and term accounting without deciding convergence or using the infinite sum criterion.
- Describes counting one-way and round-trip contributions in geometric modeling; ratio/convergence conditions and finite sum are supplied in other paragraphs.
- Teach: The nth Term Test for Divergence
More teaching passages in this lesson
- Teaching passage: The converse is false. A zero term limit tells you only that this particular divergence test has not ruled the series out. For example, 1/n tends…
- Teaching passage: Use this quick test before doing long algebra. For an=n/(n+1), the term limit is 1, so the series diverges immediately. A numeric display that…
- Worked example: For ∑n=1∞n/(n+1), examine an=n/(n+1). Why: The nth-term test inspects the summand, not the running total.Divide by n to obtain an=1/(1+1/n)→1.…
- Teach: Integral Test for Convergence
More teaching passages in this lesson
- Teaching passage: Check the conditions before integrating. Positivity matters because the geometric comparison is between positive areas and positive terms.…
- Teaching passage: The test compares convergence, not exact values. In general the sum does not equal the improper integral. The left and right rectangle pictures…
- Teaching passage: For 1/(n(lnn)2) beginning at n=2, choose f(x)=1/(x(lnx)2). It is positive and continuous for x≥2 and decreasing there. With u=ln x, the improper…
- Worked example: Check f(x)=1/(x(ln x)²) on x≥2: it is positive, continuous, and f′(x)=-(lnx+2)/(x2(lnx)3)<0. Why: The integral test needs a positive decreasing…
- Teach: Harmonic Series and p-Series
More teaching passages in this lesson
- Teaching passage: The harmonic series has p=1 and diverges, slowly but without a finite total. Its small terms do not rescue it. Grouping positive terms into blocks…
- Teaching passage: Multiplying a series by a fixed nonzero constant does not change its convergence. Changing finitely many terms or the starting index also does not…
- Worked example: Classify ∑1/n3/2. Why: Identify p=3/2.Since 3/2>1, the series converges. Why: The p-series threshold is strictly greater than 1.By contrast, ∑1/n…
- Teach: Comparison Tests for Convergence
More teaching passages in this lesson
- Teaching passage: Limit comparison can avoid awkward inequalities. For positive terms aₙ and bₙ, if limn→∞an/bn=L with 0
- Teaching passage: Use dominant powers to choose a benchmark, then justify it. For an=(3n+2)/(n2+5), choose bₙ=1/n. The ratio tends to 3, which is finite and…
- Worked example: For an=1/(n2+3), use 01.The given series converges by direct comparison. Why: It is no larger than a convergent positi
- Teach: Alternating Series Test for Convergence
More teaching passages in this lesson
- Teaching passage: The reason is a squeeze. Even and odd partial sums approach from opposite sides; their gap is the next term magnitude, which tends to zero. This…
- Teaching passage: For bn=1/n, the magnitudes decrease to zero. Thus ∑(-1)n+1/n converges. Its absolute-value series is a p-series with p=1/2 and diverges, so the…
- Teaching passage: When a proposed alternating sequence has irregular magnitudes, do not silently claim monotonicity. Check an inequality or derivative, and…
- Worked example: For ∑(-1)n+1/n, set bn=1/n>0. Why: Separate signs from magnitudes.The magnitudes decrease and tend to zero. Why: n↦n⁻¹ᐟ² is decreasing and has…
- Teach: Ratio Test for Convergence
More teaching passages in this lesson
- Teaching passage: The absolute value is part of the test. For L<1, the tail is eventually dominated by a convergent geometric series. For L>1, the term magnitudes…
- Teaching passage: For an=3n/n!, the ratio is 3/(n+1)→0, so the series converges. For 1/n and 1/n², both successive-term ratios tend to 1, even though the first sum…
- Worked example: For an=3n/n!, form |an+1/an|=3/(n+1). Why: Expand (n+1)!=(n+1)n! and cancel matching factors.The ratio tends to 0<1. Why: The denominator grows…
- Teach: Determining Absolute or Conditional Convergence
More teaching passages in this lesson
- Teaching passage: For ∑(-1)n+1/n, the alternating-series test proves convergence, while the harmonic absolute-value series diverges. It is conditional. For…
- Worked example: For ∑(-1)n/n2, consider ∑1/n2. Why: Absolute convergence tests the magnitudes.The magnitude sum converges by p=2>1. Why: Use the p-series…
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Supports part of this goal.
Teaching passage: Let S_N = a₁ + ··· + a_N. The series Σ a_n has sum S only when the complete sequence S_N approaches S. To regroup, choose integer endpoints 0 = m₀… -
Supports part of this goal.
Teaching passage: For 1 − 1 + 1 − 1 + ···, the partial sums are 1, 0, 1, 0, ···. The odd subsequence stays at 1 and the even subsequence stays at 0. Since the… -
Supports part of this goal.
Teaching passage: After K groups, m_K = 1+2+···+K = K(K+1)/2 original terms have been used. The grouped partial sum is S_(m_K) = (1/3)[1−(−1/2)^(m_K)], which tends… -
Supports part of this goal.
Teaching passage: The pair-swapped order uses each original term once. Absolute convergence guarantees its sum is also 1/3. More concretely, after 2K rearranged… -
Supports part of this goal.
Teaching passage: Consecutive grouping is justified by a subsequence of a convergent sequence. Arbitrary rearrangement is justified here by the stronger… -
Supports part of this goal.
Teaching passage: Both operations preserve the sum 1/3; consecutive group sizes need not be equal or bounded. -
Supports part of this goal.
Teaching passage: A consecutive pair is b_k = 1/(2k−1)−1/(2k). The sum of the first K pairs is exactly S_(2K), not a new limit calculation with reordered terms. -
Supports part of this goal.
Teaching passage: Since the complete original partial-sum sequence converges to ln 2, its even subsequence also converges to ln 2. The first two paired partial sums… -
Supports part of this goal.
Teaching passage: No conclusion about all rearrangements follows from conditional convergence. Changing the order removes the direct subsequence identity, and the… -
Supports part of this goal.
Teaching passage: For 1−1+1−1+…, S_(2K)=0 and S_(2K−1)=1. A selected grouped subsequence has a limit, but the original sequence does not. Pairing cannot create an… -
Supports part of this goal.
Teaching passage: Consecutive pairs of the alternating harmonic series retain ln 2. Arbitrary rearrangements are not guaranteed to retain it; the oscillating…
- Check understanding: For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit. · Worked answer for For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit.
- Check understanding: A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the… · Worked answer for A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the…
More checks for this goal
- Check understanding: Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula. · Worked answer for Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula.
- Check understanding: A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal… · Worked answer for A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal…
- Check understanding: Classify ∑n=1∞n/(n+1) using the nth-term test. · Worked answer for Classify ∑n=1∞n/(n+1) using the nth-term test.
- Check understanding: A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification. · Worked answer for A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification.
- Check understanding: Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum. · Worked answer for Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum.
- Check understanding: Use the integral test to classify ∑n=2∞1/(nlnn). · Worked answer for Use the integral test to classify ∑n=2∞1/(nlnn).
- Check understanding: Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1. · Worked answer for Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1.
- Check understanding: Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7. · Worked answer for Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7.
- Check understanding: Prove convergence of ∑n=1∞1/(n2+3) by direct comparison. · Worked answer for Prove convergence of ∑n=1∞1/(n2+3) by direct comparison.
- Check understanding: Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5). · Worked answer for Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5).
- Check understanding: Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n. · Worked answer for Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n.
- Check understanding: A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid… · Worked answer for A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid…
- Check understanding: Use the ratio test on ∑n=1∞3n/n!. · Worked answer for Use the ratio test on ∑n=1∞3n/n!.
- Check understanding: Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test. · Worked answer for Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test.
- Check understanding: Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks. · Worked answer for Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks.
- Check understanding: Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once? · Worked answer for Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once?
- Check understanding: If Sn=5-1/n, what is the infinite sum? · Worked answer for If Sn=5-1/n, what is the infinite sum?
- Check understanding: Does ∑n=0∞2(-1)n converge? · Worked answer for Does ∑n=0∞2(-1)n converge?
- Check understanding: A summand tends to 4. What follows? · Worked answer for A summand tends to 4. What follows?
- Check understanding: A summand tends to zero. What follows from this test? · Worked answer for A summand tends to zero. What follows from this test?
- Check understanding: Does ∑1/n converge? · Worked answer for Does ∑1/n converge?
- Check understanding: Does dropping the first 100 harmonic terms make the rest converge? · Worked answer for Does dropping the first 100 harmonic terms make the rest converge?
- Check understanding: Does 0<an≤1/n prove convergence? · Worked answer for Does 0<an≤1/n prove convergence?
- Check understanding: Is 1-1+1-1+… convergent by the alternating-series test? · Worked answer for Is 1-1+1-1+… convergent by the alternating-series test?
- Check understanding: If magnitudes decrease only after n=20, can the test still establish convergence? · Worked answer for If magnitudes decrease only after n=20, can the test still establish convergence?
- Check understanding: If L=1, does the ratio test prove divergence? · Worked answer for If L=1, does the ratio test prove divergence?
- Check understanding: If a series converges but its absolute-value series diverges, what is its classification? · Worked answer for If a series converges but its absolute-value series diverges, what is its classification?
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Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… · Worked answer for Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… (part a) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… · Worked answer for Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… (part b) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… · Worked answer for Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… (part c) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… (part a) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… (part b) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.A
LIM-7.A.1 · The nth partial sum is defined as the sum of the first n terms of a series.
LIM-7.A.2 · An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S.
LIM-7.A.3 · A geometric series is a series with a constant ratio between successive terms.
LIM-7.A.4 · If a is a real number and r is a real number such that |r|<1, then the geometric series Σₙ₌₀^∞ arⁿ=a/(1−r).
LIM-7.A.5 · The nth term test is a test for divergence of a series.
LIM-7.A.6 · The integral test is a method to determine whether a series converges or diverges.
LIM-7.A.7 · In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.
LIM-7.A.8 · The comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.9 · The limit comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.10 · The alternating series test is a method to determine whether an alternating series converges.
LIM-7.A.11 · The ratio test is a method to determine whether a series of numbers converges or diverges. X X
LIM-7.A.12 · A series may be absolutely convergent, conditionally convergent, or divergent.
LIM-7.A.13 · If a series converges absolutely, then it converges.
LIM-7.A.14 · If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.
10.3 · The nth Term Test for Divergence · BC only
LIM-7.A · Determine whether a series converges or diverges.
Lesson provided · Practice provided
Course and exam description p. 181, 182, 183, 184, 185, 186, 187, 188, 189
- Teach: Defining Convergent and Divergent Infinite Series
More teaching passages in this lesson
- Teaching passage: Keep two limits separate: the limit of the terms aₙ and the limit of the running totals Sₙ. Terms becoming tiny is necessary for a convergent…
- Teaching passage: For an=1/(n(n+1)), split the term as 1/n-1/(n+1). In the finite partial sum, the middle terms cancel, leaving Sn=1-1/(n+1). The limit of these…
- Worked example: Write Sn=∑k=1n(1/k-1/(k+1)). Why: A partial sum contains finitely many terms.Cancel to get Sn=1-1/(n+1). Why: Every interior reciprocal appears…
- Teach: Working with Geometric Series
More teaching passages in this lesson
- Teaching passage: When |r|<1, rᴺ tends to zero, so ∑n=0∞arn=a/(1-r). For a nonzero first term, ratios with |r|≥1 do not give a convergent infinite series: the terms…
- Teaching passage: The first term is the first included term, not always the coefficient printed before the power. In ∑n=3∞5(1/5)n, the first term is 1/25, and the…
- Worked example: For 3-3/2+3/4-…, identify a=3, r=-1/2. Why: Each successive term is −1/2 times the previous one.Verify |r|=1/2<1. Why: The infinite geometric-sum…
-
Supports part of this goal.
- This paragraph describes a geometric context and term accounting without deciding convergence or using the infinite sum criterion.
- Describes counting one-way and round-trip contributions in geometric modeling; ratio/convergence conditions and finite sum are supplied in other paragraphs.
- Teach: The nth Term Test for Divergence
More teaching passages in this lesson
- Teaching passage: The converse is false. A zero term limit tells you only that this particular divergence test has not ruled the series out. For example, 1/n tends…
- Teaching passage: Use this quick test before doing long algebra. For an=n/(n+1), the term limit is 1, so the series diverges immediately. A numeric display that…
- Worked example: For ∑n=1∞n/(n+1), examine an=n/(n+1). Why: The nth-term test inspects the summand, not the running total.Divide by n to obtain an=1/(1+1/n)→1.…
- Teach: Integral Test for Convergence
More teaching passages in this lesson
- Teaching passage: Check the conditions before integrating. Positivity matters because the geometric comparison is between positive areas and positive terms.…
- Teaching passage: The test compares convergence, not exact values. In general the sum does not equal the improper integral. The left and right rectangle pictures…
- Teaching passage: For 1/(n(lnn)2) beginning at n=2, choose f(x)=1/(x(lnx)2). It is positive and continuous for x≥2 and decreasing there. With u=ln x, the improper…
- Worked example: Check f(x)=1/(x(ln x)²) on x≥2: it is positive, continuous, and f′(x)=-(lnx+2)/(x2(lnx)3)<0. Why: The integral test needs a positive decreasing…
- Teach: Harmonic Series and p-Series
More teaching passages in this lesson
- Teaching passage: The harmonic series has p=1 and diverges, slowly but without a finite total. Its small terms do not rescue it. Grouping positive terms into blocks…
- Teaching passage: Multiplying a series by a fixed nonzero constant does not change its convergence. Changing finitely many terms or the starting index also does not…
- Worked example: Classify ∑1/n3/2. Why: Identify p=3/2.Since 3/2>1, the series converges. Why: The p-series threshold is strictly greater than 1.By contrast, ∑1/n…
- Teach: Comparison Tests for Convergence
More teaching passages in this lesson
- Teaching passage: Limit comparison can avoid awkward inequalities. For positive terms aₙ and bₙ, if limn→∞an/bn=L with 0
- Teaching passage: Use dominant powers to choose a benchmark, then justify it. For an=(3n+2)/(n2+5), choose bₙ=1/n. The ratio tends to 3, which is finite and…
- Worked example: For an=1/(n2+3), use 01.The given series converges by direct comparison. Why: It is no larger than a convergent positi
- Teach: Alternating Series Test for Convergence
More teaching passages in this lesson
- Teaching passage: The reason is a squeeze. Even and odd partial sums approach from opposite sides; their gap is the next term magnitude, which tends to zero. This…
- Teaching passage: For bn=1/n, the magnitudes decrease to zero. Thus ∑(-1)n+1/n converges. Its absolute-value series is a p-series with p=1/2 and diverges, so the…
- Teaching passage: When a proposed alternating sequence has irregular magnitudes, do not silently claim monotonicity. Check an inequality or derivative, and…
- Worked example: For ∑(-1)n+1/n, set bn=1/n>0. Why: Separate signs from magnitudes.The magnitudes decrease and tend to zero. Why: n↦n⁻¹ᐟ² is decreasing and has…
- Teach: Ratio Test for Convergence
More teaching passages in this lesson
- Teaching passage: The absolute value is part of the test. For L<1, the tail is eventually dominated by a convergent geometric series. For L>1, the term magnitudes…
- Teaching passage: For an=3n/n!, the ratio is 3/(n+1)→0, so the series converges. For 1/n and 1/n², both successive-term ratios tend to 1, even though the first sum…
- Worked example: For an=3n/n!, form |an+1/an|=3/(n+1). Why: Expand (n+1)!=(n+1)n! and cancel matching factors.The ratio tends to 0<1. Why: The denominator grows…
- Teach: Determining Absolute or Conditional Convergence
More teaching passages in this lesson
- Teaching passage: For ∑(-1)n+1/n, the alternating-series test proves convergence, while the harmonic absolute-value series diverges. It is conditional. For…
- Worked example: For ∑(-1)n/n2, consider ∑1/n2. Why: Absolute convergence tests the magnitudes.The magnitude sum converges by p=2>1. Why: Use the p-series…
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Supports part of this goal.
Teaching passage: Let S_N = a₁ + ··· + a_N. The series Σ a_n has sum S only when the complete sequence S_N approaches S. To regroup, choose integer endpoints 0 = m₀… -
Supports part of this goal.
Teaching passage: For 1 − 1 + 1 − 1 + ···, the partial sums are 1, 0, 1, 0, ···. The odd subsequence stays at 1 and the even subsequence stays at 0. Since the… -
Supports part of this goal.
Teaching passage: After K groups, m_K = 1+2+···+K = K(K+1)/2 original terms have been used. The grouped partial sum is S_(m_K) = (1/3)[1−(−1/2)^(m_K)], which tends… -
Supports part of this goal.
Teaching passage: The pair-swapped order uses each original term once. Absolute convergence guarantees its sum is also 1/3. More concretely, after 2K rearranged… -
Supports part of this goal.
Teaching passage: Consecutive grouping is justified by a subsequence of a convergent sequence. Arbitrary rearrangement is justified here by the stronger… -
Supports part of this goal.
Teaching passage: Both operations preserve the sum 1/3; consecutive group sizes need not be equal or bounded. -
Supports part of this goal.
Teaching passage: A consecutive pair is b_k = 1/(2k−1)−1/(2k). The sum of the first K pairs is exactly S_(2K), not a new limit calculation with reordered terms. -
Supports part of this goal.
Teaching passage: Since the complete original partial-sum sequence converges to ln 2, its even subsequence also converges to ln 2. The first two paired partial sums… -
Supports part of this goal.
Teaching passage: No conclusion about all rearrangements follows from conditional convergence. Changing the order removes the direct subsequence identity, and the… -
Supports part of this goal.
Teaching passage: For 1−1+1−1+…, S_(2K)=0 and S_(2K−1)=1. A selected grouped subsequence has a limit, but the original sequence does not. Pairing cannot create an… -
Supports part of this goal.
Teaching passage: Consecutive pairs of the alternating harmonic series retain ln 2. Arbitrary rearrangements are not guaranteed to retain it; the oscillating…
- Check understanding: For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit. · Worked answer for For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit.
- Check understanding: A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the… · Worked answer for A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the…
More checks for this goal
- Check understanding: Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula. · Worked answer for Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula.
- Check understanding: A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal… · Worked answer for A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal…
- Check understanding: Classify ∑n=1∞n/(n+1) using the nth-term test. · Worked answer for Classify ∑n=1∞n/(n+1) using the nth-term test.
- Check understanding: A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification. · Worked answer for A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification.
- Check understanding: Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum. · Worked answer for Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum.
- Check understanding: Use the integral test to classify ∑n=2∞1/(nlnn). · Worked answer for Use the integral test to classify ∑n=2∞1/(nlnn).
- Check understanding: Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1. · Worked answer for Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1.
- Check understanding: Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7. · Worked answer for Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7.
- Check understanding: Prove convergence of ∑n=1∞1/(n2+3) by direct comparison. · Worked answer for Prove convergence of ∑n=1∞1/(n2+3) by direct comparison.
- Check understanding: Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5). · Worked answer for Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5).
- Check understanding: Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n. · Worked answer for Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n.
- Check understanding: A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid… · Worked answer for A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid…
- Check understanding: Use the ratio test on ∑n=1∞3n/n!. · Worked answer for Use the ratio test on ∑n=1∞3n/n!.
- Check understanding: Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test. · Worked answer for Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test.
- Check understanding: Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks. · Worked answer for Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks.
- Check understanding: Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once? · Worked answer for Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once?
- Check understanding: If Sn=5-1/n, what is the infinite sum? · Worked answer for If Sn=5-1/n, what is the infinite sum?
- Check understanding: Does ∑n=0∞2(-1)n converge? · Worked answer for Does ∑n=0∞2(-1)n converge?
- Check understanding: A summand tends to 4. What follows? · Worked answer for A summand tends to 4. What follows?
- Check understanding: A summand tends to zero. What follows from this test? · Worked answer for A summand tends to zero. What follows from this test?
- Check understanding: Does ∑1/n converge? · Worked answer for Does ∑1/n converge?
- Check understanding: Does dropping the first 100 harmonic terms make the rest converge? · Worked answer for Does dropping the first 100 harmonic terms make the rest converge?
- Check understanding: Does 0<an≤1/n prove convergence? · Worked answer for Does 0<an≤1/n prove convergence?
- Check understanding: Is 1-1+1-1+… convergent by the alternating-series test? · Worked answer for Is 1-1+1-1+… convergent by the alternating-series test?
- Check understanding: If magnitudes decrease only after n=20, can the test still establish convergence? · Worked answer for If magnitudes decrease only after n=20, can the test still establish convergence?
- Check understanding: If L=1, does the ratio test prove divergence? · Worked answer for If L=1, does the ratio test prove divergence?
- Check understanding: If a series converges but its absolute-value series diverges, what is its classification? · Worked answer for If a series converges but its absolute-value series diverges, what is its classification?
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Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… · Worked answer for Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… (part a) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… · Worked answer for Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… (part b) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… · Worked answer for Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… (part c) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… (part a) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… (part b) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.A
LIM-7.A.1 · The nth partial sum is defined as the sum of the first n terms of a series.
LIM-7.A.2 · An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S.
LIM-7.A.3 · A geometric series is a series with a constant ratio between successive terms.
LIM-7.A.4 · If a is a real number and r is a real number such that |r|<1, then the geometric series Σₙ₌₀^∞ arⁿ=a/(1−r).
LIM-7.A.5 · The nth term test is a test for divergence of a series.
LIM-7.A.6 · The integral test is a method to determine whether a series converges or diverges.
LIM-7.A.7 · In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.
LIM-7.A.8 · The comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.9 · The limit comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.10 · The alternating series test is a method to determine whether an alternating series converges.
LIM-7.A.11 · The ratio test is a method to determine whether a series of numbers converges or diverges. X X
LIM-7.A.12 · A series may be absolutely convergent, conditionally convergent, or divergent.
LIM-7.A.13 · If a series converges absolutely, then it converges.
LIM-7.A.14 · If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.
10.4 · Integral Test for Convergence · BC only
LIM-7.A · Determine whether a series converges or diverges.
Lesson provided · Practice provided
Course and exam description p. 181, 182, 183, 184, 185, 186, 187, 188, 189
- Teach: Defining Convergent and Divergent Infinite Series
More teaching passages in this lesson
- Teaching passage: Keep two limits separate: the limit of the terms aₙ and the limit of the running totals Sₙ. Terms becoming tiny is necessary for a convergent…
- Teaching passage: For an=1/(n(n+1)), split the term as 1/n-1/(n+1). In the finite partial sum, the middle terms cancel, leaving Sn=1-1/(n+1). The limit of these…
- Worked example: Write Sn=∑k=1n(1/k-1/(k+1)). Why: A partial sum contains finitely many terms.Cancel to get Sn=1-1/(n+1). Why: Every interior reciprocal appears…
- Teach: Working with Geometric Series
More teaching passages in this lesson
- Teaching passage: When |r|<1, rᴺ tends to zero, so ∑n=0∞arn=a/(1-r). For a nonzero first term, ratios with |r|≥1 do not give a convergent infinite series: the terms…
- Teaching passage: The first term is the first included term, not always the coefficient printed before the power. In ∑n=3∞5(1/5)n, the first term is 1/25, and the…
- Worked example: For 3-3/2+3/4-…, identify a=3, r=-1/2. Why: Each successive term is −1/2 times the previous one.Verify |r|=1/2<1. Why: The infinite geometric-sum…
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Supports part of this goal.
- This paragraph describes a geometric context and term accounting without deciding convergence or using the infinite sum criterion.
- Describes counting one-way and round-trip contributions in geometric modeling; ratio/convergence conditions and finite sum are supplied in other paragraphs.
- Teach: The nth Term Test for Divergence
More teaching passages in this lesson
- Teaching passage: The converse is false. A zero term limit tells you only that this particular divergence test has not ruled the series out. For example, 1/n tends…
- Teaching passage: Use this quick test before doing long algebra. For an=n/(n+1), the term limit is 1, so the series diverges immediately. A numeric display that…
- Worked example: For ∑n=1∞n/(n+1), examine an=n/(n+1). Why: The nth-term test inspects the summand, not the running total.Divide by n to obtain an=1/(1+1/n)→1.…
- Teach: Integral Test for Convergence
More teaching passages in this lesson
- Teaching passage: Check the conditions before integrating. Positivity matters because the geometric comparison is between positive areas and positive terms.…
- Teaching passage: The test compares convergence, not exact values. In general the sum does not equal the improper integral. The left and right rectangle pictures…
- Teaching passage: For 1/(n(lnn)2) beginning at n=2, choose f(x)=1/(x(lnx)2). It is positive and continuous for x≥2 and decreasing there. With u=ln x, the improper…
- Worked example: Check f(x)=1/(x(ln x)²) on x≥2: it is positive, continuous, and f′(x)=-(lnx+2)/(x2(lnx)3)<0. Why: The integral test needs a positive decreasing…
- Teach: Harmonic Series and p-Series
More teaching passages in this lesson
- Teaching passage: The harmonic series has p=1 and diverges, slowly but without a finite total. Its small terms do not rescue it. Grouping positive terms into blocks…
- Teaching passage: Multiplying a series by a fixed nonzero constant does not change its convergence. Changing finitely many terms or the starting index also does not…
- Worked example: Classify ∑1/n3/2. Why: Identify p=3/2.Since 3/2>1, the series converges. Why: The p-series threshold is strictly greater than 1.By contrast, ∑1/n…
- Teach: Comparison Tests for Convergence
More teaching passages in this lesson
- Teaching passage: Limit comparison can avoid awkward inequalities. For positive terms aₙ and bₙ, if limn→∞an/bn=L with 0
- Teaching passage: Use dominant powers to choose a benchmark, then justify it. For an=(3n+2)/(n2+5), choose bₙ=1/n. The ratio tends to 3, which is finite and…
- Worked example: For an=1/(n2+3), use 01.The given series converges by direct comparison. Why: It is no larger than a convergent positi
- Teach: Alternating Series Test for Convergence
More teaching passages in this lesson
- Teaching passage: The reason is a squeeze. Even and odd partial sums approach from opposite sides; their gap is the next term magnitude, which tends to zero. This…
- Teaching passage: For bn=1/n, the magnitudes decrease to zero. Thus ∑(-1)n+1/n converges. Its absolute-value series is a p-series with p=1/2 and diverges, so the…
- Teaching passage: When a proposed alternating sequence has irregular magnitudes, do not silently claim monotonicity. Check an inequality or derivative, and…
- Worked example: For ∑(-1)n+1/n, set bn=1/n>0. Why: Separate signs from magnitudes.The magnitudes decrease and tend to zero. Why: n↦n⁻¹ᐟ² is decreasing and has…
- Teach: Ratio Test for Convergence
More teaching passages in this lesson
- Teaching passage: The absolute value is part of the test. For L<1, the tail is eventually dominated by a convergent geometric series. For L>1, the term magnitudes…
- Teaching passage: For an=3n/n!, the ratio is 3/(n+1)→0, so the series converges. For 1/n and 1/n², both successive-term ratios tend to 1, even though the first sum…
- Worked example: For an=3n/n!, form |an+1/an|=3/(n+1). Why: Expand (n+1)!=(n+1)n! and cancel matching factors.The ratio tends to 0<1. Why: The denominator grows…
- Teach: Determining Absolute or Conditional Convergence
More teaching passages in this lesson
- Teaching passage: For ∑(-1)n+1/n, the alternating-series test proves convergence, while the harmonic absolute-value series diverges. It is conditional. For…
- Worked example: For ∑(-1)n/n2, consider ∑1/n2. Why: Absolute convergence tests the magnitudes.The magnitude sum converges by p=2>1. Why: Use the p-series…
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Supports part of this goal.
Teaching passage: Let S_N = a₁ + ··· + a_N. The series Σ a_n has sum S only when the complete sequence S_N approaches S. To regroup, choose integer endpoints 0 = m₀… -
Supports part of this goal.
Teaching passage: For 1 − 1 + 1 − 1 + ···, the partial sums are 1, 0, 1, 0, ···. The odd subsequence stays at 1 and the even subsequence stays at 0. Since the… -
Supports part of this goal.
Teaching passage: After K groups, m_K = 1+2+···+K = K(K+1)/2 original terms have been used. The grouped partial sum is S_(m_K) = (1/3)[1−(−1/2)^(m_K)], which tends… -
Supports part of this goal.
Teaching passage: The pair-swapped order uses each original term once. Absolute convergence guarantees its sum is also 1/3. More concretely, after 2K rearranged… -
Supports part of this goal.
Teaching passage: Consecutive grouping is justified by a subsequence of a convergent sequence. Arbitrary rearrangement is justified here by the stronger… -
Supports part of this goal.
Teaching passage: Both operations preserve the sum 1/3; consecutive group sizes need not be equal or bounded. -
Supports part of this goal.
Teaching passage: A consecutive pair is b_k = 1/(2k−1)−1/(2k). The sum of the first K pairs is exactly S_(2K), not a new limit calculation with reordered terms. -
Supports part of this goal.
Teaching passage: Since the complete original partial-sum sequence converges to ln 2, its even subsequence also converges to ln 2. The first two paired partial sums… -
Supports part of this goal.
Teaching passage: No conclusion about all rearrangements follows from conditional convergence. Changing the order removes the direct subsequence identity, and the… -
Supports part of this goal.
Teaching passage: For 1−1+1−1+…, S_(2K)=0 and S_(2K−1)=1. A selected grouped subsequence has a limit, but the original sequence does not. Pairing cannot create an… -
Supports part of this goal.
Teaching passage: Consecutive pairs of the alternating harmonic series retain ln 2. Arbitrary rearrangements are not guaranteed to retain it; the oscillating…
- Check understanding: For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit. · Worked answer for For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit.
- Check understanding: A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the… · Worked answer for A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the…
More checks for this goal
- Check understanding: Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula. · Worked answer for Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula.
- Check understanding: A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal… · Worked answer for A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal…
- Check understanding: Classify ∑n=1∞n/(n+1) using the nth-term test. · Worked answer for Classify ∑n=1∞n/(n+1) using the nth-term test.
- Check understanding: A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification. · Worked answer for A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification.
- Check understanding: Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum. · Worked answer for Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum.
- Check understanding: Use the integral test to classify ∑n=2∞1/(nlnn). · Worked answer for Use the integral test to classify ∑n=2∞1/(nlnn).
- Check understanding: Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1. · Worked answer for Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1.
- Check understanding: Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7. · Worked answer for Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7.
- Check understanding: Prove convergence of ∑n=1∞1/(n2+3) by direct comparison. · Worked answer for Prove convergence of ∑n=1∞1/(n2+3) by direct comparison.
- Check understanding: Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5). · Worked answer for Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5).
- Check understanding: Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n. · Worked answer for Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n.
- Check understanding: A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid… · Worked answer for A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid…
- Check understanding: Use the ratio test on ∑n=1∞3n/n!. · Worked answer for Use the ratio test on ∑n=1∞3n/n!.
- Check understanding: Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test. · Worked answer for Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test.
- Check understanding: Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks. · Worked answer for Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks.
- Check understanding: Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once? · Worked answer for Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once?
- Check understanding: If Sn=5-1/n, what is the infinite sum? · Worked answer for If Sn=5-1/n, what is the infinite sum?
- Check understanding: Does ∑n=0∞2(-1)n converge? · Worked answer for Does ∑n=0∞2(-1)n converge?
- Check understanding: A summand tends to 4. What follows? · Worked answer for A summand tends to 4. What follows?
- Check understanding: A summand tends to zero. What follows from this test? · Worked answer for A summand tends to zero. What follows from this test?
- Check understanding: Does ∑1/n converge? · Worked answer for Does ∑1/n converge?
- Check understanding: Does dropping the first 100 harmonic terms make the rest converge? · Worked answer for Does dropping the first 100 harmonic terms make the rest converge?
- Check understanding: Does 0<an≤1/n prove convergence? · Worked answer for Does 0<an≤1/n prove convergence?
- Check understanding: Is 1-1+1-1+… convergent by the alternating-series test? · Worked answer for Is 1-1+1-1+… convergent by the alternating-series test?
- Check understanding: If magnitudes decrease only after n=20, can the test still establish convergence? · Worked answer for If magnitudes decrease only after n=20, can the test still establish convergence?
- Check understanding: If L=1, does the ratio test prove divergence? · Worked answer for If L=1, does the ratio test prove divergence?
- Check understanding: If a series converges but its absolute-value series diverges, what is its classification? · Worked answer for If a series converges but its absolute-value series diverges, what is its classification?
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Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… · Worked answer for Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… (part a) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… · Worked answer for Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… (part b) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… · Worked answer for Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… (part c) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… (part a) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… (part b) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.A
LIM-7.A.1 · The nth partial sum is defined as the sum of the first n terms of a series.
LIM-7.A.2 · An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S.
LIM-7.A.3 · A geometric series is a series with a constant ratio between successive terms.
LIM-7.A.4 · If a is a real number and r is a real number such that |r|<1, then the geometric series Σₙ₌₀^∞ arⁿ=a/(1−r).
LIM-7.A.5 · The nth term test is a test for divergence of a series.
LIM-7.A.6 · The integral test is a method to determine whether a series converges or diverges.
LIM-7.A.7 · In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.
LIM-7.A.8 · The comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.9 · The limit comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.10 · The alternating series test is a method to determine whether an alternating series converges.
LIM-7.A.11 · The ratio test is a method to determine whether a series of numbers converges or diverges. X X
LIM-7.A.12 · A series may be absolutely convergent, conditionally convergent, or divergent.
LIM-7.A.13 · If a series converges absolutely, then it converges.
LIM-7.A.14 · If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.
10.5 · Harmonic Series and p-Series · BC only
LIM-7.A · Determine whether a series converges or diverges.
Lesson provided · Practice provided
Course and exam description p. 181, 182, 183, 184, 185, 186, 187, 188, 189
- Teach: Defining Convergent and Divergent Infinite Series
More teaching passages in this lesson
- Teaching passage: Keep two limits separate: the limit of the terms aₙ and the limit of the running totals Sₙ. Terms becoming tiny is necessary for a convergent…
- Teaching passage: For an=1/(n(n+1)), split the term as 1/n-1/(n+1). In the finite partial sum, the middle terms cancel, leaving Sn=1-1/(n+1). The limit of these…
- Worked example: Write Sn=∑k=1n(1/k-1/(k+1)). Why: A partial sum contains finitely many terms.Cancel to get Sn=1-1/(n+1). Why: Every interior reciprocal appears…
- Teach: Working with Geometric Series
More teaching passages in this lesson
- Teaching passage: When |r|<1, rᴺ tends to zero, so ∑n=0∞arn=a/(1-r). For a nonzero first term, ratios with |r|≥1 do not give a convergent infinite series: the terms…
- Teaching passage: The first term is the first included term, not always the coefficient printed before the power. In ∑n=3∞5(1/5)n, the first term is 1/25, and the…
- Worked example: For 3-3/2+3/4-…, identify a=3, r=-1/2. Why: Each successive term is −1/2 times the previous one.Verify |r|=1/2<1. Why: The infinite geometric-sum…
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Supports part of this goal.
- This paragraph describes a geometric context and term accounting without deciding convergence or using the infinite sum criterion.
- Describes counting one-way and round-trip contributions in geometric modeling; ratio/convergence conditions and finite sum are supplied in other paragraphs.
- Teach: The nth Term Test for Divergence
More teaching passages in this lesson
- Teaching passage: The converse is false. A zero term limit tells you only that this particular divergence test has not ruled the series out. For example, 1/n tends…
- Teaching passage: Use this quick test before doing long algebra. For an=n/(n+1), the term limit is 1, so the series diverges immediately. A numeric display that…
- Worked example: For ∑n=1∞n/(n+1), examine an=n/(n+1). Why: The nth-term test inspects the summand, not the running total.Divide by n to obtain an=1/(1+1/n)→1.…
- Teach: Integral Test for Convergence
More teaching passages in this lesson
- Teaching passage: Check the conditions before integrating. Positivity matters because the geometric comparison is between positive areas and positive terms.…
- Teaching passage: The test compares convergence, not exact values. In general the sum does not equal the improper integral. The left and right rectangle pictures…
- Teaching passage: For 1/(n(lnn)2) beginning at n=2, choose f(x)=1/(x(lnx)2). It is positive and continuous for x≥2 and decreasing there. With u=ln x, the improper…
- Worked example: Check f(x)=1/(x(ln x)²) on x≥2: it is positive, continuous, and f′(x)=-(lnx+2)/(x2(lnx)3)<0. Why: The integral test needs a positive decreasing…
- Teach: Harmonic Series and p-Series
More teaching passages in this lesson
- Teaching passage: The harmonic series has p=1 and diverges, slowly but without a finite total. Its small terms do not rescue it. Grouping positive terms into blocks…
- Teaching passage: Multiplying a series by a fixed nonzero constant does not change its convergence. Changing finitely many terms or the starting index also does not…
- Worked example: Classify ∑1/n3/2. Why: Identify p=3/2.Since 3/2>1, the series converges. Why: The p-series threshold is strictly greater than 1.By contrast, ∑1/n…
- Teach: Comparison Tests for Convergence
More teaching passages in this lesson
- Teaching passage: Limit comparison can avoid awkward inequalities. For positive terms aₙ and bₙ, if limn→∞an/bn=L with 0
- Teaching passage: Use dominant powers to choose a benchmark, then justify it. For an=(3n+2)/(n2+5), choose bₙ=1/n. The ratio tends to 3, which is finite and…
- Worked example: For an=1/(n2+3), use 01.The given series converges by direct comparison. Why: It is no larger than a convergent positi
- Teach: Alternating Series Test for Convergence
More teaching passages in this lesson
- Teaching passage: The reason is a squeeze. Even and odd partial sums approach from opposite sides; their gap is the next term magnitude, which tends to zero. This…
- Teaching passage: For bn=1/n, the magnitudes decrease to zero. Thus ∑(-1)n+1/n converges. Its absolute-value series is a p-series with p=1/2 and diverges, so the…
- Teaching passage: When a proposed alternating sequence has irregular magnitudes, do not silently claim monotonicity. Check an inequality or derivative, and…
- Worked example: For ∑(-1)n+1/n, set bn=1/n>0. Why: Separate signs from magnitudes.The magnitudes decrease and tend to zero. Why: n↦n⁻¹ᐟ² is decreasing and has…
- Teach: Ratio Test for Convergence
More teaching passages in this lesson
- Teaching passage: The absolute value is part of the test. For L<1, the tail is eventually dominated by a convergent geometric series. For L>1, the term magnitudes…
- Teaching passage: For an=3n/n!, the ratio is 3/(n+1)→0, so the series converges. For 1/n and 1/n², both successive-term ratios tend to 1, even though the first sum…
- Worked example: For an=3n/n!, form |an+1/an|=3/(n+1). Why: Expand (n+1)!=(n+1)n! and cancel matching factors.The ratio tends to 0<1. Why: The denominator grows…
- Teach: Determining Absolute or Conditional Convergence
More teaching passages in this lesson
- Teaching passage: For ∑(-1)n+1/n, the alternating-series test proves convergence, while the harmonic absolute-value series diverges. It is conditional. For…
- Worked example: For ∑(-1)n/n2, consider ∑1/n2. Why: Absolute convergence tests the magnitudes.The magnitude sum converges by p=2>1. Why: Use the p-series…
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Supports part of this goal.
Teaching passage: Let S_N = a₁ + ··· + a_N. The series Σ a_n has sum S only when the complete sequence S_N approaches S. To regroup, choose integer endpoints 0 = m₀… -
Supports part of this goal.
Teaching passage: For 1 − 1 + 1 − 1 + ···, the partial sums are 1, 0, 1, 0, ···. The odd subsequence stays at 1 and the even subsequence stays at 0. Since the… -
Supports part of this goal.
Teaching passage: After K groups, m_K = 1+2+···+K = K(K+1)/2 original terms have been used. The grouped partial sum is S_(m_K) = (1/3)[1−(−1/2)^(m_K)], which tends… -
Supports part of this goal.
Teaching passage: The pair-swapped order uses each original term once. Absolute convergence guarantees its sum is also 1/3. More concretely, after 2K rearranged… -
Supports part of this goal.
Teaching passage: Consecutive grouping is justified by a subsequence of a convergent sequence. Arbitrary rearrangement is justified here by the stronger… -
Supports part of this goal.
Teaching passage: Both operations preserve the sum 1/3; consecutive group sizes need not be equal or bounded. -
Supports part of this goal.
Teaching passage: A consecutive pair is b_k = 1/(2k−1)−1/(2k). The sum of the first K pairs is exactly S_(2K), not a new limit calculation with reordered terms. -
Supports part of this goal.
Teaching passage: Since the complete original partial-sum sequence converges to ln 2, its even subsequence also converges to ln 2. The first two paired partial sums… -
Supports part of this goal.
Teaching passage: No conclusion about all rearrangements follows from conditional convergence. Changing the order removes the direct subsequence identity, and the… -
Supports part of this goal.
Teaching passage: For 1−1+1−1+…, S_(2K)=0 and S_(2K−1)=1. A selected grouped subsequence has a limit, but the original sequence does not. Pairing cannot create an… -
Supports part of this goal.
Teaching passage: Consecutive pairs of the alternating harmonic series retain ln 2. Arbitrary rearrangements are not guaranteed to retain it; the oscillating…
- Check understanding: For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit. · Worked answer for For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit.
- Check understanding: A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the… · Worked answer for A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the…
More checks for this goal
- Check understanding: Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula. · Worked answer for Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula.
- Check understanding: A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal… · Worked answer for A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal…
- Check understanding: Classify ∑n=1∞n/(n+1) using the nth-term test. · Worked answer for Classify ∑n=1∞n/(n+1) using the nth-term test.
- Check understanding: A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification. · Worked answer for A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification.
- Check understanding: Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum. · Worked answer for Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum.
- Check understanding: Use the integral test to classify ∑n=2∞1/(nlnn). · Worked answer for Use the integral test to classify ∑n=2∞1/(nlnn).
- Check understanding: Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1. · Worked answer for Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1.
- Check understanding: Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7. · Worked answer for Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7.
- Check understanding: Prove convergence of ∑n=1∞1/(n2+3) by direct comparison. · Worked answer for Prove convergence of ∑n=1∞1/(n2+3) by direct comparison.
- Check understanding: Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5). · Worked answer for Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5).
- Check understanding: Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n. · Worked answer for Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n.
- Check understanding: A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid… · Worked answer for A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid…
- Check understanding: Use the ratio test on ∑n=1∞3n/n!. · Worked answer for Use the ratio test on ∑n=1∞3n/n!.
- Check understanding: Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test. · Worked answer for Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test.
- Check understanding: Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks. · Worked answer for Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks.
- Check understanding: Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once? · Worked answer for Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once?
- Check understanding: If Sn=5-1/n, what is the infinite sum? · Worked answer for If Sn=5-1/n, what is the infinite sum?
- Check understanding: Does ∑n=0∞2(-1)n converge? · Worked answer for Does ∑n=0∞2(-1)n converge?
- Check understanding: A summand tends to 4. What follows? · Worked answer for A summand tends to 4. What follows?
- Check understanding: A summand tends to zero. What follows from this test? · Worked answer for A summand tends to zero. What follows from this test?
- Check understanding: Does ∑1/n converge? · Worked answer for Does ∑1/n converge?
- Check understanding: Does dropping the first 100 harmonic terms make the rest converge? · Worked answer for Does dropping the first 100 harmonic terms make the rest converge?
- Check understanding: Does 0<an≤1/n prove convergence? · Worked answer for Does 0<an≤1/n prove convergence?
- Check understanding: Is 1-1+1-1+… convergent by the alternating-series test? · Worked answer for Is 1-1+1-1+… convergent by the alternating-series test?
- Check understanding: If magnitudes decrease only after n=20, can the test still establish convergence? · Worked answer for If magnitudes decrease only after n=20, can the test still establish convergence?
- Check understanding: If L=1, does the ratio test prove divergence? · Worked answer for If L=1, does the ratio test prove divergence?
- Check understanding: If a series converges but its absolute-value series diverges, what is its classification? · Worked answer for If a series converges but its absolute-value series diverges, what is its classification?
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Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… · Worked answer for Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… (part a) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… · Worked answer for Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… (part b) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… · Worked answer for Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… (part c) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… (part a) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… (part b) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.A
LIM-7.A.1 · The nth partial sum is defined as the sum of the first n terms of a series.
LIM-7.A.2 · An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S.
LIM-7.A.3 · A geometric series is a series with a constant ratio between successive terms.
LIM-7.A.4 · If a is a real number and r is a real number such that |r|<1, then the geometric series Σₙ₌₀^∞ arⁿ=a/(1−r).
LIM-7.A.5 · The nth term test is a test for divergence of a series.
LIM-7.A.6 · The integral test is a method to determine whether a series converges or diverges.
LIM-7.A.7 · In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.
LIM-7.A.8 · The comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.9 · The limit comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.10 · The alternating series test is a method to determine whether an alternating series converges.
LIM-7.A.11 · The ratio test is a method to determine whether a series of numbers converges or diverges. X X
LIM-7.A.12 · A series may be absolutely convergent, conditionally convergent, or divergent.
LIM-7.A.13 · If a series converges absolutely, then it converges.
LIM-7.A.14 · If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.
10.6 · Comparison Tests for Convergence · BC only
LIM-7.A · Determine whether a series converges or diverges.
Lesson provided · Practice provided
Course and exam description p. 181, 182, 183, 184, 185, 186, 187, 188, 189
- Teach: Defining Convergent and Divergent Infinite Series
More teaching passages in this lesson
- Teaching passage: Keep two limits separate: the limit of the terms aₙ and the limit of the running totals Sₙ. Terms becoming tiny is necessary for a convergent…
- Teaching passage: For an=1/(n(n+1)), split the term as 1/n-1/(n+1). In the finite partial sum, the middle terms cancel, leaving Sn=1-1/(n+1). The limit of these…
- Worked example: Write Sn=∑k=1n(1/k-1/(k+1)). Why: A partial sum contains finitely many terms.Cancel to get Sn=1-1/(n+1). Why: Every interior reciprocal appears…
- Teach: Working with Geometric Series
More teaching passages in this lesson
- Teaching passage: When |r|<1, rᴺ tends to zero, so ∑n=0∞arn=a/(1-r). For a nonzero first term, ratios with |r|≥1 do not give a convergent infinite series: the terms…
- Teaching passage: The first term is the first included term, not always the coefficient printed before the power. In ∑n=3∞5(1/5)n, the first term is 1/25, and the…
- Worked example: For 3-3/2+3/4-…, identify a=3, r=-1/2. Why: Each successive term is −1/2 times the previous one.Verify |r|=1/2<1. Why: The infinite geometric-sum…
-
Supports part of this goal.
- This paragraph describes a geometric context and term accounting without deciding convergence or using the infinite sum criterion.
- Describes counting one-way and round-trip contributions in geometric modeling; ratio/convergence conditions and finite sum are supplied in other paragraphs.
- Teach: The nth Term Test for Divergence
More teaching passages in this lesson
- Teaching passage: The converse is false. A zero term limit tells you only that this particular divergence test has not ruled the series out. For example, 1/n tends…
- Teaching passage: Use this quick test before doing long algebra. For an=n/(n+1), the term limit is 1, so the series diverges immediately. A numeric display that…
- Worked example: For ∑n=1∞n/(n+1), examine an=n/(n+1). Why: The nth-term test inspects the summand, not the running total.Divide by n to obtain an=1/(1+1/n)→1.…
- Teach: Integral Test for Convergence
More teaching passages in this lesson
- Teaching passage: Check the conditions before integrating. Positivity matters because the geometric comparison is between positive areas and positive terms.…
- Teaching passage: The test compares convergence, not exact values. In general the sum does not equal the improper integral. The left and right rectangle pictures…
- Teaching passage: For 1/(n(lnn)2) beginning at n=2, choose f(x)=1/(x(lnx)2). It is positive and continuous for x≥2 and decreasing there. With u=ln x, the improper…
- Worked example: Check f(x)=1/(x(ln x)²) on x≥2: it is positive, continuous, and f′(x)=-(lnx+2)/(x2(lnx)3)<0. Why: The integral test needs a positive decreasing…
- Teach: Harmonic Series and p-Series
More teaching passages in this lesson
- Teaching passage: The harmonic series has p=1 and diverges, slowly but without a finite total. Its small terms do not rescue it. Grouping positive terms into blocks…
- Teaching passage: Multiplying a series by a fixed nonzero constant does not change its convergence. Changing finitely many terms or the starting index also does not…
- Worked example: Classify ∑1/n3/2. Why: Identify p=3/2.Since 3/2>1, the series converges. Why: The p-series threshold is strictly greater than 1.By contrast, ∑1/n…
- Teach: Comparison Tests for Convergence
More teaching passages in this lesson
- Teaching passage: Limit comparison can avoid awkward inequalities. For positive terms aₙ and bₙ, if limn→∞an/bn=L with 0
- Teaching passage: Use dominant powers to choose a benchmark, then justify it. For an=(3n+2)/(n2+5), choose bₙ=1/n. The ratio tends to 3, which is finite and…
- Worked example: For an=1/(n2+3), use 01.The given series converges by direct comparison. Why: It is no larger than a convergent positi
- Teach: Alternating Series Test for Convergence
More teaching passages in this lesson
- Teaching passage: The reason is a squeeze. Even and odd partial sums approach from opposite sides; their gap is the next term magnitude, which tends to zero. This…
- Teaching passage: For bn=1/n, the magnitudes decrease to zero. Thus ∑(-1)n+1/n converges. Its absolute-value series is a p-series with p=1/2 and diverges, so the…
- Teaching passage: When a proposed alternating sequence has irregular magnitudes, do not silently claim monotonicity. Check an inequality or derivative, and…
- Worked example: For ∑(-1)n+1/n, set bn=1/n>0. Why: Separate signs from magnitudes.The magnitudes decrease and tend to zero. Why: n↦n⁻¹ᐟ² is decreasing and has…
- Teach: Ratio Test for Convergence
More teaching passages in this lesson
- Teaching passage: The absolute value is part of the test. For L<1, the tail is eventually dominated by a convergent geometric series. For L>1, the term magnitudes…
- Teaching passage: For an=3n/n!, the ratio is 3/(n+1)→0, so the series converges. For 1/n and 1/n², both successive-term ratios tend to 1, even though the first sum…
- Worked example: For an=3n/n!, form |an+1/an|=3/(n+1). Why: Expand (n+1)!=(n+1)n! and cancel matching factors.The ratio tends to 0<1. Why: The denominator grows…
- Teach: Determining Absolute or Conditional Convergence
More teaching passages in this lesson
- Teaching passage: For ∑(-1)n+1/n, the alternating-series test proves convergence, while the harmonic absolute-value series diverges. It is conditional. For…
- Worked example: For ∑(-1)n/n2, consider ∑1/n2. Why: Absolute convergence tests the magnitudes.The magnitude sum converges by p=2>1. Why: Use the p-series…
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Supports part of this goal.
Teaching passage: Let S_N = a₁ + ··· + a_N. The series Σ a_n has sum S only when the complete sequence S_N approaches S. To regroup, choose integer endpoints 0 = m₀… -
Supports part of this goal.
Teaching passage: For 1 − 1 + 1 − 1 + ···, the partial sums are 1, 0, 1, 0, ···. The odd subsequence stays at 1 and the even subsequence stays at 0. Since the… -
Supports part of this goal.
Teaching passage: After K groups, m_K = 1+2+···+K = K(K+1)/2 original terms have been used. The grouped partial sum is S_(m_K) = (1/3)[1−(−1/2)^(m_K)], which tends… -
Supports part of this goal.
Teaching passage: The pair-swapped order uses each original term once. Absolute convergence guarantees its sum is also 1/3. More concretely, after 2K rearranged… -
Supports part of this goal.
Teaching passage: Consecutive grouping is justified by a subsequence of a convergent sequence. Arbitrary rearrangement is justified here by the stronger… -
Supports part of this goal.
Teaching passage: Both operations preserve the sum 1/3; consecutive group sizes need not be equal or bounded. -
Supports part of this goal.
Teaching passage: A consecutive pair is b_k = 1/(2k−1)−1/(2k). The sum of the first K pairs is exactly S_(2K), not a new limit calculation with reordered terms. -
Supports part of this goal.
Teaching passage: Since the complete original partial-sum sequence converges to ln 2, its even subsequence also converges to ln 2. The first two paired partial sums… -
Supports part of this goal.
Teaching passage: No conclusion about all rearrangements follows from conditional convergence. Changing the order removes the direct subsequence identity, and the… -
Supports part of this goal.
Teaching passage: For 1−1+1−1+…, S_(2K)=0 and S_(2K−1)=1. A selected grouped subsequence has a limit, but the original sequence does not. Pairing cannot create an… -
Supports part of this goal.
Teaching passage: Consecutive pairs of the alternating harmonic series retain ln 2. Arbitrary rearrangements are not guaranteed to retain it; the oscillating…
- Check understanding: For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit. · Worked answer for For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit.
- Check understanding: A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the… · Worked answer for A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the…
More checks for this goal
- Check understanding: Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula. · Worked answer for Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula.
- Check understanding: A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal… · Worked answer for A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal…
- Check understanding: Classify ∑n=1∞n/(n+1) using the nth-term test. · Worked answer for Classify ∑n=1∞n/(n+1) using the nth-term test.
- Check understanding: A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification. · Worked answer for A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification.
- Check understanding: Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum. · Worked answer for Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum.
- Check understanding: Use the integral test to classify ∑n=2∞1/(nlnn). · Worked answer for Use the integral test to classify ∑n=2∞1/(nlnn).
- Check understanding: Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1. · Worked answer for Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1.
- Check understanding: Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7. · Worked answer for Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7.
- Check understanding: Prove convergence of ∑n=1∞1/(n2+3) by direct comparison. · Worked answer for Prove convergence of ∑n=1∞1/(n2+3) by direct comparison.
- Check understanding: Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5). · Worked answer for Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5).
- Check understanding: Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n. · Worked answer for Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n.
- Check understanding: A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid… · Worked answer for A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid…
- Check understanding: Use the ratio test on ∑n=1∞3n/n!. · Worked answer for Use the ratio test on ∑n=1∞3n/n!.
- Check understanding: Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test. · Worked answer for Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test.
- Check understanding: Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks. · Worked answer for Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks.
- Check understanding: Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once? · Worked answer for Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once?
- Check understanding: If Sn=5-1/n, what is the infinite sum? · Worked answer for If Sn=5-1/n, what is the infinite sum?
- Check understanding: Does ∑n=0∞2(-1)n converge? · Worked answer for Does ∑n=0∞2(-1)n converge?
- Check understanding: A summand tends to 4. What follows? · Worked answer for A summand tends to 4. What follows?
- Check understanding: A summand tends to zero. What follows from this test? · Worked answer for A summand tends to zero. What follows from this test?
- Check understanding: Does ∑1/n converge? · Worked answer for Does ∑1/n converge?
- Check understanding: Does dropping the first 100 harmonic terms make the rest converge? · Worked answer for Does dropping the first 100 harmonic terms make the rest converge?
- Check understanding: Does 0<an≤1/n prove convergence? · Worked answer for Does 0<an≤1/n prove convergence?
- Check understanding: Is 1-1+1-1+… convergent by the alternating-series test? · Worked answer for Is 1-1+1-1+… convergent by the alternating-series test?
- Check understanding: If magnitudes decrease only after n=20, can the test still establish convergence? · Worked answer for If magnitudes decrease only after n=20, can the test still establish convergence?
- Check understanding: If L=1, does the ratio test prove divergence? · Worked answer for If L=1, does the ratio test prove divergence?
- Check understanding: If a series converges but its absolute-value series diverges, what is its classification? · Worked answer for If a series converges but its absolute-value series diverges, what is its classification?
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Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… · Worked answer for Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… (part a) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… · Worked answer for Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… (part b) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… · Worked answer for Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… (part c) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… (part a) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… (part b) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.A
LIM-7.A.1 · The nth partial sum is defined as the sum of the first n terms of a series.
LIM-7.A.2 · An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S.
LIM-7.A.3 · A geometric series is a series with a constant ratio between successive terms.
LIM-7.A.4 · If a is a real number and r is a real number such that |r|<1, then the geometric series Σₙ₌₀^∞ arⁿ=a/(1−r).
LIM-7.A.5 · The nth term test is a test for divergence of a series.
LIM-7.A.6 · The integral test is a method to determine whether a series converges or diverges.
LIM-7.A.7 · In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.
LIM-7.A.8 · The comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.9 · The limit comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.10 · The alternating series test is a method to determine whether an alternating series converges.
LIM-7.A.11 · The ratio test is a method to determine whether a series of numbers converges or diverges. X X
LIM-7.A.12 · A series may be absolutely convergent, conditionally convergent, or divergent.
LIM-7.A.13 · If a series converges absolutely, then it converges.
LIM-7.A.14 · If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.
10.7 · Alternating Series Test for Convergence · BC only
LIM-7.A · Determine whether a series converges or diverges.
Lesson provided · Practice provided
Course and exam description p. 181, 182, 183, 184, 185, 186, 187, 188, 189
- Teach: Defining Convergent and Divergent Infinite Series
More teaching passages in this lesson
- Teaching passage: Keep two limits separate: the limit of the terms aₙ and the limit of the running totals Sₙ. Terms becoming tiny is necessary for a convergent…
- Teaching passage: For an=1/(n(n+1)), split the term as 1/n-1/(n+1). In the finite partial sum, the middle terms cancel, leaving Sn=1-1/(n+1). The limit of these…
- Worked example: Write Sn=∑k=1n(1/k-1/(k+1)). Why: A partial sum contains finitely many terms.Cancel to get Sn=1-1/(n+1). Why: Every interior reciprocal appears…
- Teach: Working with Geometric Series
More teaching passages in this lesson
- Teaching passage: When |r|<1, rᴺ tends to zero, so ∑n=0∞arn=a/(1-r). For a nonzero first term, ratios with |r|≥1 do not give a convergent infinite series: the terms…
- Teaching passage: The first term is the first included term, not always the coefficient printed before the power. In ∑n=3∞5(1/5)n, the first term is 1/25, and the…
- Worked example: For 3-3/2+3/4-…, identify a=3, r=-1/2. Why: Each successive term is −1/2 times the previous one.Verify |r|=1/2<1. Why: The infinite geometric-sum…
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Supports part of this goal.
- This paragraph describes a geometric context and term accounting without deciding convergence or using the infinite sum criterion.
- Describes counting one-way and round-trip contributions in geometric modeling; ratio/convergence conditions and finite sum are supplied in other paragraphs.
- Teach: The nth Term Test for Divergence
More teaching passages in this lesson
- Teaching passage: The converse is false. A zero term limit tells you only that this particular divergence test has not ruled the series out. For example, 1/n tends…
- Teaching passage: Use this quick test before doing long algebra. For an=n/(n+1), the term limit is 1, so the series diverges immediately. A numeric display that…
- Worked example: For ∑n=1∞n/(n+1), examine an=n/(n+1). Why: The nth-term test inspects the summand, not the running total.Divide by n to obtain an=1/(1+1/n)→1.…
- Teach: Integral Test for Convergence
More teaching passages in this lesson
- Teaching passage: Check the conditions before integrating. Positivity matters because the geometric comparison is between positive areas and positive terms.…
- Teaching passage: The test compares convergence, not exact values. In general the sum does not equal the improper integral. The left and right rectangle pictures…
- Teaching passage: For 1/(n(lnn)2) beginning at n=2, choose f(x)=1/(x(lnx)2). It is positive and continuous for x≥2 and decreasing there. With u=ln x, the improper…
- Worked example: Check f(x)=1/(x(ln x)²) on x≥2: it is positive, continuous, and f′(x)=-(lnx+2)/(x2(lnx)3)<0. Why: The integral test needs a positive decreasing…
- Teach: Harmonic Series and p-Series
More teaching passages in this lesson
- Teaching passage: The harmonic series has p=1 and diverges, slowly but without a finite total. Its small terms do not rescue it. Grouping positive terms into blocks…
- Teaching passage: Multiplying a series by a fixed nonzero constant does not change its convergence. Changing finitely many terms or the starting index also does not…
- Worked example: Classify ∑1/n3/2. Why: Identify p=3/2.Since 3/2>1, the series converges. Why: The p-series threshold is strictly greater than 1.By contrast, ∑1/n…
- Teach: Comparison Tests for Convergence
More teaching passages in this lesson
- Teaching passage: Limit comparison can avoid awkward inequalities. For positive terms aₙ and bₙ, if limn→∞an/bn=L with 0
- Teaching passage: Use dominant powers to choose a benchmark, then justify it. For an=(3n+2)/(n2+5), choose bₙ=1/n. The ratio tends to 3, which is finite and…
- Worked example: For an=1/(n2+3), use 01.The given series converges by direct comparison. Why: It is no larger than a convergent positi
- Teach: Alternating Series Test for Convergence
More teaching passages in this lesson
- Teaching passage: The reason is a squeeze. Even and odd partial sums approach from opposite sides; their gap is the next term magnitude, which tends to zero. This…
- Teaching passage: For bn=1/n, the magnitudes decrease to zero. Thus ∑(-1)n+1/n converges. Its absolute-value series is a p-series with p=1/2 and diverges, so the…
- Teaching passage: When a proposed alternating sequence has irregular magnitudes, do not silently claim monotonicity. Check an inequality or derivative, and…
- Worked example: For ∑(-1)n+1/n, set bn=1/n>0. Why: Separate signs from magnitudes.The magnitudes decrease and tend to zero. Why: n↦n⁻¹ᐟ² is decreasing and has…
- Teach: Ratio Test for Convergence
More teaching passages in this lesson
- Teaching passage: The absolute value is part of the test. For L<1, the tail is eventually dominated by a convergent geometric series. For L>1, the term magnitudes…
- Teaching passage: For an=3n/n!, the ratio is 3/(n+1)→0, so the series converges. For 1/n and 1/n², both successive-term ratios tend to 1, even though the first sum…
- Worked example: For an=3n/n!, form |an+1/an|=3/(n+1). Why: Expand (n+1)!=(n+1)n! and cancel matching factors.The ratio tends to 0<1. Why: The denominator grows…
- Teach: Determining Absolute or Conditional Convergence
More teaching passages in this lesson
- Teaching passage: For ∑(-1)n+1/n, the alternating-series test proves convergence, while the harmonic absolute-value series diverges. It is conditional. For…
- Worked example: For ∑(-1)n/n2, consider ∑1/n2. Why: Absolute convergence tests the magnitudes.The magnitude sum converges by p=2>1. Why: Use the p-series…
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Supports part of this goal.
Teaching passage: Let S_N = a₁ + ··· + a_N. The series Σ a_n has sum S only when the complete sequence S_N approaches S. To regroup, choose integer endpoints 0 = m₀… -
Supports part of this goal.
Teaching passage: For 1 − 1 + 1 − 1 + ···, the partial sums are 1, 0, 1, 0, ···. The odd subsequence stays at 1 and the even subsequence stays at 0. Since the… -
Supports part of this goal.
Teaching passage: After K groups, m_K = 1+2+···+K = K(K+1)/2 original terms have been used. The grouped partial sum is S_(m_K) = (1/3)[1−(−1/2)^(m_K)], which tends… -
Supports part of this goal.
Teaching passage: The pair-swapped order uses each original term once. Absolute convergence guarantees its sum is also 1/3. More concretely, after 2K rearranged… -
Supports part of this goal.
Teaching passage: Consecutive grouping is justified by a subsequence of a convergent sequence. Arbitrary rearrangement is justified here by the stronger… -
Supports part of this goal.
Teaching passage: Both operations preserve the sum 1/3; consecutive group sizes need not be equal or bounded. -
Supports part of this goal.
Teaching passage: A consecutive pair is b_k = 1/(2k−1)−1/(2k). The sum of the first K pairs is exactly S_(2K), not a new limit calculation with reordered terms. -
Supports part of this goal.
Teaching passage: Since the complete original partial-sum sequence converges to ln 2, its even subsequence also converges to ln 2. The first two paired partial sums… -
Supports part of this goal.
Teaching passage: No conclusion about all rearrangements follows from conditional convergence. Changing the order removes the direct subsequence identity, and the… -
Supports part of this goal.
Teaching passage: For 1−1+1−1+…, S_(2K)=0 and S_(2K−1)=1. A selected grouped subsequence has a limit, but the original sequence does not. Pairing cannot create an… -
Supports part of this goal.
Teaching passage: Consecutive pairs of the alternating harmonic series retain ln 2. Arbitrary rearrangements are not guaranteed to retain it; the oscillating…
- Check understanding: For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit. · Worked answer for For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit.
- Check understanding: A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the… · Worked answer for A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the…
More checks for this goal
- Check understanding: Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula. · Worked answer for Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula.
- Check understanding: A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal… · Worked answer for A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal…
- Check understanding: Classify ∑n=1∞n/(n+1) using the nth-term test. · Worked answer for Classify ∑n=1∞n/(n+1) using the nth-term test.
- Check understanding: A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification. · Worked answer for A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification.
- Check understanding: Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum. · Worked answer for Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum.
- Check understanding: Use the integral test to classify ∑n=2∞1/(nlnn). · Worked answer for Use the integral test to classify ∑n=2∞1/(nlnn).
- Check understanding: Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1. · Worked answer for Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1.
- Check understanding: Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7. · Worked answer for Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7.
- Check understanding: Prove convergence of ∑n=1∞1/(n2+3) by direct comparison. · Worked answer for Prove convergence of ∑n=1∞1/(n2+3) by direct comparison.
- Check understanding: Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5). · Worked answer for Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5).
- Check understanding: Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n. · Worked answer for Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n.
- Check understanding: A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid… · Worked answer for A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid…
- Check understanding: Use the ratio test on ∑n=1∞3n/n!. · Worked answer for Use the ratio test on ∑n=1∞3n/n!.
- Check understanding: Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test. · Worked answer for Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test.
- Check understanding: Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks. · Worked answer for Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks.
- Check understanding: Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once? · Worked answer for Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once?
- Check understanding: If Sn=5-1/n, what is the infinite sum? · Worked answer for If Sn=5-1/n, what is the infinite sum?
- Check understanding: Does ∑n=0∞2(-1)n converge? · Worked answer for Does ∑n=0∞2(-1)n converge?
- Check understanding: A summand tends to 4. What follows? · Worked answer for A summand tends to 4. What follows?
- Check understanding: A summand tends to zero. What follows from this test? · Worked answer for A summand tends to zero. What follows from this test?
- Check understanding: Does ∑1/n converge? · Worked answer for Does ∑1/n converge?
- Check understanding: Does dropping the first 100 harmonic terms make the rest converge? · Worked answer for Does dropping the first 100 harmonic terms make the rest converge?
- Check understanding: Does 0<an≤1/n prove convergence? · Worked answer for Does 0<an≤1/n prove convergence?
- Check understanding: Is 1-1+1-1+… convergent by the alternating-series test? · Worked answer for Is 1-1+1-1+… convergent by the alternating-series test?
- Check understanding: If magnitudes decrease only after n=20, can the test still establish convergence? · Worked answer for If magnitudes decrease only after n=20, can the test still establish convergence?
- Check understanding: If L=1, does the ratio test prove divergence? · Worked answer for If L=1, does the ratio test prove divergence?
- Check understanding: If a series converges but its absolute-value series diverges, what is its classification? · Worked answer for If a series converges but its absolute-value series diverges, what is its classification?
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Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… · Worked answer for Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… (part a) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… · Worked answer for Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… (part b) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… · Worked answer for Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… (part c) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… (part a) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… (part b) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.A
LIM-7.A.1 · The nth partial sum is defined as the sum of the first n terms of a series.
LIM-7.A.2 · An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S.
LIM-7.A.3 · A geometric series is a series with a constant ratio between successive terms.
LIM-7.A.4 · If a is a real number and r is a real number such that |r|<1, then the geometric series Σₙ₌₀^∞ arⁿ=a/(1−r).
LIM-7.A.5 · The nth term test is a test for divergence of a series.
LIM-7.A.6 · The integral test is a method to determine whether a series converges or diverges.
LIM-7.A.7 · In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.
LIM-7.A.8 · The comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.9 · The limit comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.10 · The alternating series test is a method to determine whether an alternating series converges.
LIM-7.A.11 · The ratio test is a method to determine whether a series of numbers converges or diverges. X X
LIM-7.A.12 · A series may be absolutely convergent, conditionally convergent, or divergent.
LIM-7.A.13 · If a series converges absolutely, then it converges.
LIM-7.A.14 · If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.
10.8 · Ratio Test for Convergence · BC only
LIM-7.A · Determine whether a series converges or diverges.
Lesson provided · Practice provided
Course and exam description p. 181, 182, 183, 184, 185, 186, 187, 188, 189
- Teach: Defining Convergent and Divergent Infinite Series
More teaching passages in this lesson
- Teaching passage: Keep two limits separate: the limit of the terms aₙ and the limit of the running totals Sₙ. Terms becoming tiny is necessary for a convergent…
- Teaching passage: For an=1/(n(n+1)), split the term as 1/n-1/(n+1). In the finite partial sum, the middle terms cancel, leaving Sn=1-1/(n+1). The limit of these…
- Worked example: Write Sn=∑k=1n(1/k-1/(k+1)). Why: A partial sum contains finitely many terms.Cancel to get Sn=1-1/(n+1). Why: Every interior reciprocal appears…
- Teach: Working with Geometric Series
More teaching passages in this lesson
- Teaching passage: When |r|<1, rᴺ tends to zero, so ∑n=0∞arn=a/(1-r). For a nonzero first term, ratios with |r|≥1 do not give a convergent infinite series: the terms…
- Teaching passage: The first term is the first included term, not always the coefficient printed before the power. In ∑n=3∞5(1/5)n, the first term is 1/25, and the…
- Worked example: For 3-3/2+3/4-…, identify a=3, r=-1/2. Why: Each successive term is −1/2 times the previous one.Verify |r|=1/2<1. Why: The infinite geometric-sum…
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Supports part of this goal.
- This paragraph describes a geometric context and term accounting without deciding convergence or using the infinite sum criterion.
- Describes counting one-way and round-trip contributions in geometric modeling; ratio/convergence conditions and finite sum are supplied in other paragraphs.
- Teach: The nth Term Test for Divergence
More teaching passages in this lesson
- Teaching passage: The converse is false. A zero term limit tells you only that this particular divergence test has not ruled the series out. For example, 1/n tends…
- Teaching passage: Use this quick test before doing long algebra. For an=n/(n+1), the term limit is 1, so the series diverges immediately. A numeric display that…
- Worked example: For ∑n=1∞n/(n+1), examine an=n/(n+1). Why: The nth-term test inspects the summand, not the running total.Divide by n to obtain an=1/(1+1/n)→1.…
- Teach: Integral Test for Convergence
More teaching passages in this lesson
- Teaching passage: Check the conditions before integrating. Positivity matters because the geometric comparison is between positive areas and positive terms.…
- Teaching passage: The test compares convergence, not exact values. In general the sum does not equal the improper integral. The left and right rectangle pictures…
- Teaching passage: For 1/(n(lnn)2) beginning at n=2, choose f(x)=1/(x(lnx)2). It is positive and continuous for x≥2 and decreasing there. With u=ln x, the improper…
- Worked example: Check f(x)=1/(x(ln x)²) on x≥2: it is positive, continuous, and f′(x)=-(lnx+2)/(x2(lnx)3)<0. Why: The integral test needs a positive decreasing…
- Teach: Harmonic Series and p-Series
More teaching passages in this lesson
- Teaching passage: The harmonic series has p=1 and diverges, slowly but without a finite total. Its small terms do not rescue it. Grouping positive terms into blocks…
- Teaching passage: Multiplying a series by a fixed nonzero constant does not change its convergence. Changing finitely many terms or the starting index also does not…
- Worked example: Classify ∑1/n3/2. Why: Identify p=3/2.Since 3/2>1, the series converges. Why: The p-series threshold is strictly greater than 1.By contrast, ∑1/n…
- Teach: Comparison Tests for Convergence
More teaching passages in this lesson
- Teaching passage: Limit comparison can avoid awkward inequalities. For positive terms aₙ and bₙ, if limn→∞an/bn=L with 0
- Teaching passage: Use dominant powers to choose a benchmark, then justify it. For an=(3n+2)/(n2+5), choose bₙ=1/n. The ratio tends to 3, which is finite and…
- Worked example: For an=1/(n2+3), use 01.The given series converges by direct comparison. Why: It is no larger than a convergent positi
- Teach: Alternating Series Test for Convergence
More teaching passages in this lesson
- Teaching passage: The reason is a squeeze. Even and odd partial sums approach from opposite sides; their gap is the next term magnitude, which tends to zero. This…
- Teaching passage: For bn=1/n, the magnitudes decrease to zero. Thus ∑(-1)n+1/n converges. Its absolute-value series is a p-series with p=1/2 and diverges, so the…
- Teaching passage: When a proposed alternating sequence has irregular magnitudes, do not silently claim monotonicity. Check an inequality or derivative, and…
- Worked example: For ∑(-1)n+1/n, set bn=1/n>0. Why: Separate signs from magnitudes.The magnitudes decrease and tend to zero. Why: n↦n⁻¹ᐟ² is decreasing and has…
- Teach: Ratio Test for Convergence
More teaching passages in this lesson
- Teaching passage: The absolute value is part of the test. For L<1, the tail is eventually dominated by a convergent geometric series. For L>1, the term magnitudes…
- Teaching passage: For an=3n/n!, the ratio is 3/(n+1)→0, so the series converges. For 1/n and 1/n², both successive-term ratios tend to 1, even though the first sum…
- Worked example: For an=3n/n!, form |an+1/an|=3/(n+1). Why: Expand (n+1)!=(n+1)n! and cancel matching factors.The ratio tends to 0<1. Why: The denominator grows…
- Teach: Determining Absolute or Conditional Convergence
More teaching passages in this lesson
- Teaching passage: For ∑(-1)n+1/n, the alternating-series test proves convergence, while the harmonic absolute-value series diverges. It is conditional. For…
- Worked example: For ∑(-1)n/n2, consider ∑1/n2. Why: Absolute convergence tests the magnitudes.The magnitude sum converges by p=2>1. Why: Use the p-series…
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Supports part of this goal.
Teaching passage: Let S_N = a₁ + ··· + a_N. The series Σ a_n has sum S only when the complete sequence S_N approaches S. To regroup, choose integer endpoints 0 = m₀… -
Supports part of this goal.
Teaching passage: For 1 − 1 + 1 − 1 + ···, the partial sums are 1, 0, 1, 0, ···. The odd subsequence stays at 1 and the even subsequence stays at 0. Since the… -
Supports part of this goal.
Teaching passage: After K groups, m_K = 1+2+···+K = K(K+1)/2 original terms have been used. The grouped partial sum is S_(m_K) = (1/3)[1−(−1/2)^(m_K)], which tends… -
Supports part of this goal.
Teaching passage: The pair-swapped order uses each original term once. Absolute convergence guarantees its sum is also 1/3. More concretely, after 2K rearranged… -
Supports part of this goal.
Teaching passage: Consecutive grouping is justified by a subsequence of a convergent sequence. Arbitrary rearrangement is justified here by the stronger… -
Supports part of this goal.
Teaching passage: Both operations preserve the sum 1/3; consecutive group sizes need not be equal or bounded. -
Supports part of this goal.
Teaching passage: A consecutive pair is b_k = 1/(2k−1)−1/(2k). The sum of the first K pairs is exactly S_(2K), not a new limit calculation with reordered terms. -
Supports part of this goal.
Teaching passage: Since the complete original partial-sum sequence converges to ln 2, its even subsequence also converges to ln 2. The first two paired partial sums… -
Supports part of this goal.
Teaching passage: No conclusion about all rearrangements follows from conditional convergence. Changing the order removes the direct subsequence identity, and the… -
Supports part of this goal.
Teaching passage: For 1−1+1−1+…, S_(2K)=0 and S_(2K−1)=1. A selected grouped subsequence has a limit, but the original sequence does not. Pairing cannot create an… -
Supports part of this goal.
Teaching passage: Consecutive pairs of the alternating harmonic series retain ln 2. Arbitrary rearrangements are not guaranteed to retain it; the oscillating…
- Check understanding: For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit. · Worked answer for For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit.
- Check understanding: A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the… · Worked answer for A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the…
More checks for this goal
- Check understanding: Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula. · Worked answer for Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula.
- Check understanding: A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal… · Worked answer for A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal…
- Check understanding: Classify ∑n=1∞n/(n+1) using the nth-term test. · Worked answer for Classify ∑n=1∞n/(n+1) using the nth-term test.
- Check understanding: A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification. · Worked answer for A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification.
- Check understanding: Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum. · Worked answer for Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum.
- Check understanding: Use the integral test to classify ∑n=2∞1/(nlnn). · Worked answer for Use the integral test to classify ∑n=2∞1/(nlnn).
- Check understanding: Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1. · Worked answer for Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1.
- Check understanding: Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7. · Worked answer for Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7.
- Check understanding: Prove convergence of ∑n=1∞1/(n2+3) by direct comparison. · Worked answer for Prove convergence of ∑n=1∞1/(n2+3) by direct comparison.
- Check understanding: Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5). · Worked answer for Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5).
- Check understanding: Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n. · Worked answer for Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n.
- Check understanding: A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid… · Worked answer for A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid…
- Check understanding: Use the ratio test on ∑n=1∞3n/n!. · Worked answer for Use the ratio test on ∑n=1∞3n/n!.
- Check understanding: Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test. · Worked answer for Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test.
- Check understanding: Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks. · Worked answer for Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks.
- Check understanding: Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once? · Worked answer for Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once?
- Check understanding: If Sn=5-1/n, what is the infinite sum? · Worked answer for If Sn=5-1/n, what is the infinite sum?
- Check understanding: Does ∑n=0∞2(-1)n converge? · Worked answer for Does ∑n=0∞2(-1)n converge?
- Check understanding: A summand tends to 4. What follows? · Worked answer for A summand tends to 4. What follows?
- Check understanding: A summand tends to zero. What follows from this test? · Worked answer for A summand tends to zero. What follows from this test?
- Check understanding: Does ∑1/n converge? · Worked answer for Does ∑1/n converge?
- Check understanding: Does dropping the first 100 harmonic terms make the rest converge? · Worked answer for Does dropping the first 100 harmonic terms make the rest converge?
- Check understanding: Does 0<an≤1/n prove convergence? · Worked answer for Does 0<an≤1/n prove convergence?
- Check understanding: Is 1-1+1-1+… convergent by the alternating-series test? · Worked answer for Is 1-1+1-1+… convergent by the alternating-series test?
- Check understanding: If magnitudes decrease only after n=20, can the test still establish convergence? · Worked answer for If magnitudes decrease only after n=20, can the test still establish convergence?
- Check understanding: If L=1, does the ratio test prove divergence? · Worked answer for If L=1, does the ratio test prove divergence?
- Check understanding: If a series converges but its absolute-value series diverges, what is its classification? · Worked answer for If a series converges but its absolute-value series diverges, what is its classification?
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Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… · Worked answer for Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… (part a) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… · Worked answer for Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… (part b) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… · Worked answer for Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… (part c) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… (part a) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… (part b) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.A
LIM-7.A.1 · The nth partial sum is defined as the sum of the first n terms of a series.
LIM-7.A.2 · An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S.
LIM-7.A.3 · A geometric series is a series with a constant ratio between successive terms.
LIM-7.A.4 · If a is a real number and r is a real number such that |r|<1, then the geometric series Σₙ₌₀^∞ arⁿ=a/(1−r).
LIM-7.A.5 · The nth term test is a test for divergence of a series.
LIM-7.A.6 · The integral test is a method to determine whether a series converges or diverges.
LIM-7.A.7 · In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.
LIM-7.A.8 · The comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.9 · The limit comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.10 · The alternating series test is a method to determine whether an alternating series converges.
LIM-7.A.11 · The ratio test is a method to determine whether a series of numbers converges or diverges. X X
LIM-7.A.12 · A series may be absolutely convergent, conditionally convergent, or divergent.
LIM-7.A.13 · If a series converges absolutely, then it converges.
LIM-7.A.14 · If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.
10.9 · Determining Absolute or Conditional Convergence · BC only
LIM-7.A · Determine whether a series converges or diverges.
Lesson provided · Practice provided
Course and exam description p. 181, 182, 183, 184, 185, 186, 187, 188, 189
- Teach: Defining Convergent and Divergent Infinite Series
More teaching passages in this lesson
- Teaching passage: Keep two limits separate: the limit of the terms aₙ and the limit of the running totals Sₙ. Terms becoming tiny is necessary for a convergent…
- Teaching passage: For an=1/(n(n+1)), split the term as 1/n-1/(n+1). In the finite partial sum, the middle terms cancel, leaving Sn=1-1/(n+1). The limit of these…
- Worked example: Write Sn=∑k=1n(1/k-1/(k+1)). Why: A partial sum contains finitely many terms.Cancel to get Sn=1-1/(n+1). Why: Every interior reciprocal appears…
- Teach: Working with Geometric Series
More teaching passages in this lesson
- Teaching passage: When |r|<1, rᴺ tends to zero, so ∑n=0∞arn=a/(1-r). For a nonzero first term, ratios with |r|≥1 do not give a convergent infinite series: the terms…
- Teaching passage: The first term is the first included term, not always the coefficient printed before the power. In ∑n=3∞5(1/5)n, the first term is 1/25, and the…
- Worked example: For 3-3/2+3/4-…, identify a=3, r=-1/2. Why: Each successive term is −1/2 times the previous one.Verify |r|=1/2<1. Why: The infinite geometric-sum…
-
Supports part of this goal.
- This paragraph describes a geometric context and term accounting without deciding convergence or using the infinite sum criterion.
- Describes counting one-way and round-trip contributions in geometric modeling; ratio/convergence conditions and finite sum are supplied in other paragraphs.
- Teach: The nth Term Test for Divergence
More teaching passages in this lesson
- Teaching passage: The converse is false. A zero term limit tells you only that this particular divergence test has not ruled the series out. For example, 1/n tends…
- Teaching passage: Use this quick test before doing long algebra. For an=n/(n+1), the term limit is 1, so the series diverges immediately. A numeric display that…
- Worked example: For ∑n=1∞n/(n+1), examine an=n/(n+1). Why: The nth-term test inspects the summand, not the running total.Divide by n to obtain an=1/(1+1/n)→1.…
- Teach: Integral Test for Convergence
More teaching passages in this lesson
- Teaching passage: Check the conditions before integrating. Positivity matters because the geometric comparison is between positive areas and positive terms.…
- Teaching passage: The test compares convergence, not exact values. In general the sum does not equal the improper integral. The left and right rectangle pictures…
- Teaching passage: For 1/(n(lnn)2) beginning at n=2, choose f(x)=1/(x(lnx)2). It is positive and continuous for x≥2 and decreasing there. With u=ln x, the improper…
- Worked example: Check f(x)=1/(x(ln x)²) on x≥2: it is positive, continuous, and f′(x)=-(lnx+2)/(x2(lnx)3)<0. Why: The integral test needs a positive decreasing…
- Teach: Harmonic Series and p-Series
More teaching passages in this lesson
- Teaching passage: The harmonic series has p=1 and diverges, slowly but without a finite total. Its small terms do not rescue it. Grouping positive terms into blocks…
- Teaching passage: Multiplying a series by a fixed nonzero constant does not change its convergence. Changing finitely many terms or the starting index also does not…
- Worked example: Classify ∑1/n3/2. Why: Identify p=3/2.Since 3/2>1, the series converges. Why: The p-series threshold is strictly greater than 1.By contrast, ∑1/n…
- Teach: Comparison Tests for Convergence
More teaching passages in this lesson
- Teaching passage: Limit comparison can avoid awkward inequalities. For positive terms aₙ and bₙ, if limn→∞an/bn=L with 0
- Teaching passage: Use dominant powers to choose a benchmark, then justify it. For an=(3n+2)/(n2+5), choose bₙ=1/n. The ratio tends to 3, which is finite and…
- Worked example: For an=1/(n2+3), use 01.The given series converges by direct comparison. Why: It is no larger than a convergent positi
- Teach: Alternating Series Test for Convergence
More teaching passages in this lesson
- Teaching passage: The reason is a squeeze. Even and odd partial sums approach from opposite sides; their gap is the next term magnitude, which tends to zero. This…
- Teaching passage: For bn=1/n, the magnitudes decrease to zero. Thus ∑(-1)n+1/n converges. Its absolute-value series is a p-series with p=1/2 and diverges, so the…
- Teaching passage: When a proposed alternating sequence has irregular magnitudes, do not silently claim monotonicity. Check an inequality or derivative, and…
- Worked example: For ∑(-1)n+1/n, set bn=1/n>0. Why: Separate signs from magnitudes.The magnitudes decrease and tend to zero. Why: n↦n⁻¹ᐟ² is decreasing and has…
- Teach: Ratio Test for Convergence
More teaching passages in this lesson
- Teaching passage: The absolute value is part of the test. For L<1, the tail is eventually dominated by a convergent geometric series. For L>1, the term magnitudes…
- Teaching passage: For an=3n/n!, the ratio is 3/(n+1)→0, so the series converges. For 1/n and 1/n², both successive-term ratios tend to 1, even though the first sum…
- Worked example: For an=3n/n!, form |an+1/an|=3/(n+1). Why: Expand (n+1)!=(n+1)n! and cancel matching factors.The ratio tends to 0<1. Why: The denominator grows…
- Teach: Determining Absolute or Conditional Convergence
More teaching passages in this lesson
- Teaching passage: For ∑(-1)n+1/n, the alternating-series test proves convergence, while the harmonic absolute-value series diverges. It is conditional. For…
- Worked example: For ∑(-1)n/n2, consider ∑1/n2. Why: Absolute convergence tests the magnitudes.The magnitude sum converges by p=2>1. Why: Use the p-series…
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Supports part of this goal.
Teaching passage: Let S_N = a₁ + ··· + a_N. The series Σ a_n has sum S only when the complete sequence S_N approaches S. To regroup, choose integer endpoints 0 = m₀… -
Supports part of this goal.
Teaching passage: For 1 − 1 + 1 − 1 + ···, the partial sums are 1, 0, 1, 0, ···. The odd subsequence stays at 1 and the even subsequence stays at 0. Since the… -
Supports part of this goal.
Teaching passage: After K groups, m_K = 1+2+···+K = K(K+1)/2 original terms have been used. The grouped partial sum is S_(m_K) = (1/3)[1−(−1/2)^(m_K)], which tends… -
Supports part of this goal.
Teaching passage: The pair-swapped order uses each original term once. Absolute convergence guarantees its sum is also 1/3. More concretely, after 2K rearranged… -
Supports part of this goal.
Teaching passage: Consecutive grouping is justified by a subsequence of a convergent sequence. Arbitrary rearrangement is justified here by the stronger… -
Supports part of this goal.
Teaching passage: Both operations preserve the sum 1/3; consecutive group sizes need not be equal or bounded. -
Supports part of this goal.
Teaching passage: A consecutive pair is b_k = 1/(2k−1)−1/(2k). The sum of the first K pairs is exactly S_(2K), not a new limit calculation with reordered terms. -
Supports part of this goal.
Teaching passage: Since the complete original partial-sum sequence converges to ln 2, its even subsequence also converges to ln 2. The first two paired partial sums… -
Supports part of this goal.
Teaching passage: No conclusion about all rearrangements follows from conditional convergence. Changing the order removes the direct subsequence identity, and the… -
Supports part of this goal.
Teaching passage: For 1−1+1−1+…, S_(2K)=0 and S_(2K−1)=1. A selected grouped subsequence has a limit, but the original sequence does not. Pairing cannot create an… -
Supports part of this goal.
Teaching passage: Consecutive pairs of the alternating harmonic series retain ln 2. Arbitrary rearrangements are not guaranteed to retain it; the oscillating…
- Check understanding: For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit. · Worked answer for For ∑n=1∞1/(n(n+1)), derive the nth partial sum and the series sum. Distinguish a term limit from a partial-sum limit.
- Check understanding: A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the… · Worked answer for A series has partial sums Sn=2+(-1)n for every positive integer n. The graph shows the first six; the formula continues indefinitely. Does the…
More checks for this goal
- Check understanding: Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula. · Worked answer for Find the sum of ∑n=0∞3(-1/2)n and its first four-term partial sum. Justify use of the geometric formula.
- Check understanding: A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal… · Worked answer for A ball is dropped 2 meters. After each impact it rises to 60% of the previous height, then falls the same distance. Under this ideal…
- Check understanding: Classify ∑n=1∞n/(n+1) using the nth-term test. · Worked answer for Classify ∑n=1∞n/(n+1) using the nth-term test.
- Check understanding: A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification. · Worked answer for A student says: “Because 1/n→0, ∑1/n converges by the nth-term test.” Repair the argument and give a correct classification.
- Check understanding: Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum. · Worked answer for Use the integral test to classify ∑n=2∞1/(n(lnn)2). State its hypotheses and do not identify the integral value with the series sum.
- Check understanding: Use the integral test to classify ∑n=2∞1/(nlnn). · Worked answer for Use the integral test to classify ∑n=2∞1/(nlnn).
- Check understanding: Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1. · Worked answer for Classify each series and state the relevant p: (a) ∑1/n3/2, (b) ∑1/n, (c) ∑1/n0.9. Each starts at n=1.
- Check understanding: Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7. · Worked answer for Does ∑n=10∞1/(7n)1.1 converge? Explain the roles of the starting index and factor 7.
- Check understanding: Prove convergence of ∑n=1∞1/(n2+3) by direct comparison. · Worked answer for Prove convergence of ∑n=1∞1/(n2+3) by direct comparison.
- Check understanding: Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5). · Worked answer for Use limit comparison to classify ∑n=1∞(3n+2)/(n2+5).
- Check understanding: Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n. · Worked answer for Use the alternating-series test to justify convergence of ∑n=1∞(-1)n+1/n.
- Check understanding: A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid… · Worked answer for A student applies the alternating-series test to ∑n=1∞(-1)n(2+(-1)n)/n. Show why the test is not applicable, then classify the series by a valid…
- Check understanding: Use the ratio test on ∑n=1∞3n/n!. · Worked answer for Use the ratio test on ∑n=1∞3n/n!.
- Check understanding: Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test. · Worked answer for Compute ratio-test limits for ∑1/n and ∑1/n2, then classify both with a valid test.
- Check understanding: Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks. · Worked answer for Classify ∑n=1∞(-1)n+1/n as absolute, conditional or divergent. Give both required checks.
- Check understanding: Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once? · Worked answer for Classify ∑n=1∞(-1)n/n2. Is its sum preserved if its terms are rearranged into a different order, using every term once?
- Check understanding: If Sn=5-1/n, what is the infinite sum? · Worked answer for If Sn=5-1/n, what is the infinite sum?
- Check understanding: Does ∑n=0∞2(-1)n converge? · Worked answer for Does ∑n=0∞2(-1)n converge?
- Check understanding: A summand tends to 4. What follows? · Worked answer for A summand tends to 4. What follows?
- Check understanding: A summand tends to zero. What follows from this test? · Worked answer for A summand tends to zero. What follows from this test?
- Check understanding: Does ∑1/n converge? · Worked answer for Does ∑1/n converge?
- Check understanding: Does dropping the first 100 harmonic terms make the rest converge? · Worked answer for Does dropping the first 100 harmonic terms make the rest converge?
- Check understanding: Does 0<an≤1/n prove convergence? · Worked answer for Does 0<an≤1/n prove convergence?
- Check understanding: Is 1-1+1-1+… convergent by the alternating-series test? · Worked answer for Is 1-1+1-1+… convergent by the alternating-series test?
- Check understanding: If magnitudes decrease only after n=20, can the test still establish convergence? · Worked answer for If magnitudes decrease only after n=20, can the test still establish convergence?
- Check understanding: If L=1, does the ratio test prove divergence? · Worked answer for If L=1, does the ratio test prove divergence?
- Check understanding: If a series converges but its absolute-value series diverges, what is its classification? · Worked answer for If a series converges but its absolute-value series diverges, what is its classification?
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Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… · Worked answer for Regroup and rearrange an absolutely convergent series · part a: For a_n=(−1)^(n+1)/2^n, establish absolute convergence by evaluating the… (part a) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… · Worked answer for Regroup and rearrange an absolutely convergent series · part b: Regroup a_n=(−1)^(n+1)/2^n into consecutive finite blocks of lengths 1,2,3,…,… (part b) -
Supports part of this goal.
Check understanding: Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… · Worked answer for Regroup and rearrange an absolutely convergent series · part c: For the absolutely convergent series with a_n=(−1)^(n+1)/2^n, decide whether the… (part c) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part a: For the conditionally convergent alternating harmonic series A, form consecutive… (part a) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part b: For D=1−1+1−1+…, compute S_N for N=1,…,8 and sketch these points on partial-sum… (part b) -
Supports part of this goal.
Check understanding: Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… · Worked answer for Convergence hypotheses cannot be replaced by a grouped limit · part c: An analyst argues that because the alternating harmonic series converges, both… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.A
LIM-7.A.1 · The nth partial sum is defined as the sum of the first n terms of a series.
LIM-7.A.2 · An infinite series of numbers converges to a real number S (or has sum S), if and only if the limit of its sequence of partial sums exists and equals S.
LIM-7.A.3 · A geometric series is a series with a constant ratio between successive terms.
LIM-7.A.4 · If a is a real number and r is a real number such that |r|<1, then the geometric series Σₙ₌₀^∞ arⁿ=a/(1−r).
LIM-7.A.5 · The nth term test is a test for divergence of a series.
LIM-7.A.6 · The integral test is a method to determine whether a series converges or diverges.
LIM-7.A.7 · In addition to geometric series, common series of numbers include the harmonic series, the alternating harmonic series, and p-series.
LIM-7.A.8 · The comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.9 · The limit comparison test is a method to determine whether a series converges or diverges.
LIM-7.A.10 · The alternating series test is a method to determine whether an alternating series converges.
LIM-7.A.11 · The ratio test is a method to determine whether a series of numbers converges or diverges. X X
LIM-7.A.12 · A series may be absolutely convergent, conditionally convergent, or divergent.
LIM-7.A.13 · If a series converges absolutely, then it converges.
LIM-7.A.14 · If a series converges absolutely, then any series obtained from it by regrouping or rearranging the terms has the same value.
10.10 · Alternating Series Error Bound · BC only
LIM-7.B · Approximate the sum of a series.
Lesson provided · Practice provided
Course and exam description p. 190
- Teach: Alternating Series Error Bound
More teaching passages in this lesson
- Teaching passage: The sum lies between consecutive partial sums SN and SN+1. The next term also tells which side of Sₙ contains the true sum: a positive next term…
- Teaching passage: To guarantee a requested tolerance, solve an inequality for the next omitted term. If a strict error less than ε is requested, choose a bound…
- Teaching passage: For the alternating harmonic series, S4=7/12 and the next term is 1/5. Thus the sum lies between 7/12 and 47/60, with absolute error at most 1/5.…
- Worked example: Sum four alternating harmonic terms: S4=1-1/2+1/3-1/4=7/12. Why: Use the actual first four terms in order.The fifth term has magnitude 1/5. Why:…
- Check understanding: Approximate the alternating harmonic series with its first four terms. Give an absolute error bound and an interval trapping its sum. · Worked answer for Approximate the alternating harmonic series with its first four terms. Give an absolute error bound and an interval trapping its sum.
- Check understanding: For ∑n=1∞(-1)n+1/n3, what is the smallest number N of retained terms for which the alternating error-bound inequality is strictly less than 0.001? · Worked answer for For ∑n=1∞(-1)n+1/n3, what is the smallest number N of retained terms for which the alternating error-bound inequality is strictly less than 0.001?
More checks for this goal
- Check understanding: Derive a power series for arctan x by integrating a geometric series. At x=0.5, use its first four nonzero terms, give an alternating error bound,… · Worked answer for Derive a power series for arctan x by integrating a geometric series. At x=0.5, use its first four nonzero terms, give an alternating error bound,…
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-7.B
LIM-7.B.1 · If an alternating series converges by the alternating series test, then the alternating series error bound can be used to bound how far a partial sum is from the value of the infinite series.
10.11 · Finding Taylor Polynomial Approximations of Functions · BC only
LIM-8.A · Represent a function at a point as a Taylor polynomial.
Lesson provided · Practice provided
Course and exam description p. 191
- Teach: Finding Taylor Polynomial Approximations of Functions
More teaching passages in this lesson
- Teaching passage: The factorial belongs in every coefficient. A derivative value is not usually the coefficient itself: a second derivative of 4 gives coefficient…
- Teaching passage: A derivative table can supply all the needed data without a formula for f. For a=2, values f(2)=3, f′(2)=-1, f″(2)=4, f‴(2)=6 give…
- Worked example: For sin x at a=0, derivative values through degree 3 are 0,1,0,-1. Why: Differentiate sin repeatedly and evaluate at the center.T3(x)=x-x3/6. Why:…
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Supports part of this goal.
Teaching passage: A Taylor polynomial about a real center a is T_n(x) = Σ_(k=0)^n f⁽ᵏ⁾(a)(x−a)^k/k!. Finite derivative matching is local information. To establish… -
Supports part of this goal.
Teaching passage: An upper bound B_n describes a guaranteed ceiling for |f(x)−T_n(x)|. If B_n → 0 uniformly on an interval, the actual errors tend to zero there.… -
Supports part of this goal.
Teaching passage: Every derivative is e^t, and for t between 0 and any x in [−1,1], e^t ≤ e < 3. Since |x| ≤ 1, |e^x−T_n(x)| ≤ 3/(n+1)! throughout the interval. -
Supports part of this goal.
Teaching passage: B_(n+1)/B_n=1/(n+2) ≤ 1/2 for n≥0. Hence B_n ≤ 3(1/2)^n → 0, and the polynomials converge to e^x on [−1,1] with a bound valid at all points… -
Supports part of this goal.
Teaching passage: At x=1, T₃=8/3≈2.666667 and T₅=163/60≈2.716667; e≈2.718282. At x=−1, T₃=1/3 and T₅=11/30≈0.366667; e^(−1)≈0.367879. These checks illustrate the… -
Supports part of this goal.
Teaching passage: Degree 6 certifies error at most 0.001 throughout [−1,1]. All increasing degrees converge there because the common remainder bound tends to zero. -
Supports part of this goal.
Teaching passage: For every n≥2, all additional Taylor coefficients are zero. T_n equals f exactly, so R_n(x)=0 throughout [−1,1] for all n≥2. This is a vanishing… -
Supports part of this goal.
Teaching passage: The degree-1 actual error is three times the degree-0 error at this point, although the Taylor sequence subsequently becomes exact. Convergence… -
Supports part of this goal.
Teaching passage: T_n=f for n≥2. At x=3/4, errors are 3/16, 9/16, 0, 0, … .
- Check understanding: Use the derivative table to write T₃ about x=2 and approximate f(2.1).Derivative data at the Taylor centerValueNumberf(2)3f′(2)−1f″(2)4f‴(2)6 · Worked answer for Use the derivative table to write T₃ about x=2 and approximate f(2.1).Derivative data at the Taylor centerValueNumberf(2)3f′(2)−1f″(2)4f‴(2)6
- Check understanding: Construct the degree-3 Maclaurin polynomial for sin x from derivative values, then approximate sin(0.2). An independent value is… · Worked answer for Construct the degree-3 Maclaurin polynomial for sin x from derivative values, then approximate sin(0.2). An independent value is…
More checks for this goal
- Check understanding: If f″(a)=10, what multiplies (x−a)²? · Worked answer for If f″(a)=10, what multiplies (x−a)²?
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Supports part of this goal.
Check understanding: Prove increasing-degree convergence on an entire interval · part a: For e^x centered at 0, derive the coefficient of x^k from the kth derivative at… · Worked answer for Prove increasing-degree convergence on an entire interval · part a: For e^x centered at 0, derive the coefficient of x^k from the kth derivative at… (part a) -
Supports part of this goal.
Check understanding: Prove increasing-degree convergence on an entire interval · part b: Using the supplied remainder estimate, prove that T_n approaches e^x for every x… · Worked answer for Prove increasing-degree convergence on an entire interval · part b: Using the supplied remainder estimate, prove that T_n approaches e^x for every x… (part b) -
Supports part of this goal.
Check understanding: Prove increasing-degree convergence on an entire interval · part c: Sketch e^x and T₁,T₃,T₅ on the common interval [−1,1], with labeled axes and a… · Worked answer for Prove increasing-degree convergence on an entire interval · part c: Sketch e^x and T₁,T₃,T₅ on the common interval [−1,1], with labeled axes and a… (part c) -
Supports part of this goal.
Check understanding: Prove increasing-degree convergence on an entire interval · part d: Find the smallest degree certified by B_n=3/(n+1)! to give absolute error at most… · Worked answer for Prove increasing-degree convergence on an entire interval · part d: Find the smallest degree certified by B_n=3/(n+1)! to give absolute error at most… (part d) -
Supports part of this goal.
Check understanding: Construct a counterexample to monotone actual errors · part a: Compute the derivative values at 0 and construct T₀,T₁,T₂. Evaluate f and those… · Worked answer for Construct a counterexample to monotone actual errors · part a: Compute the derivative values at 0 and construct T₀,T₁,T₂. Evaluate f and those… (part a) -
Supports part of this goal.
Check understanding: Construct a counterexample to monotone actual errors · part b: For f(x)=1+x−x², determine T_n for every n≥2. Prove increasing-degree convergence… · Worked answer for Construct a counterexample to monotone actual errors · part b: For f(x)=1+x−x², determine T_n for every n≥2. Prove increasing-degree convergence… (part b) -
Supports part of this goal.
Check understanding: Construct a counterexample to monotone actual errors · part c: Draw the actual absolute error versus degree at x=3/4 for degrees 0,1,2, using a… · Worked answer for Construct a counterexample to monotone actual errors · part c: Draw the actual absolute error versus degree at x=3/4 for degrees 0,1,2, using a… (part c) -
Supports part of this goal.
Check understanding: What does a decreasing bound actually establish? · part a: Given the bound |e^x−T_n(x)|≤3/(n+1)! throughout [−1,1], which conclusion… · Worked answer for What does a decreasing bound actually establish? · part a: Given the bound |e^x−T_n(x)|≤3/(n+1)! throughout [−1,1], which conclusion… (part a)
Required knowledge for LIM-8.A
LIM-8.A.1 · The coefficient of the nth degree term in a Taylor polynomial for a function f centered at x=a is f⁽ⁿ⁾(a)/n!.
LIM-8.A.2 · In many cases, as the degree of a Taylor polynomial increases, the nth degree polynomial will approach the original function over some interval.
LIM-8.B · Approximate function values using a Taylor polynomial.
Lesson provided · Practice provided
Course and exam description p. 191
- Teach: Finding Taylor Polynomial Approximations of Functions
More teaching passages in this lesson
- Worked example: For sin x at a=0, derivative values through degree 3 are 0,1,0,-1. Why: Differentiate sin repeatedly and evaluate at the center.T3(x)=x-x3/6. Why:…
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Supports part of this goal.
- This paragraph constructs the Taylor polynomial and explains tangent/local matching. Actual function-value approximation by evaluation is in paragraph3.
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Supports part of this goal.
- This paragraph explains coefficients and local accuracy limitations. It does not perform function-value approximation by polynomial evaluation.
- Check understanding: Use the derivative table to write T₃ about x=2 and approximate f(2.1).Derivative data at the Taylor centerValueNumberf(2)3f′(2)−1f″(2)4f‴(2)6 · Worked answer for Use the derivative table to write T₃ about x=2 and approximate f(2.1).Derivative data at the Taylor centerValueNumberf(2)3f′(2)−1f″(2)4f‴(2)6
- Check understanding: Construct the degree-3 Maclaurin polynomial for sin x from derivative values, then approximate sin(0.2). An independent value is… · Worked answer for Construct the degree-3 Maclaurin polynomial for sin x from derivative values, then approximate sin(0.2). An independent value is…
More checks for this goal
Required knowledge for LIM-8.B
LIM-8.B.1 · Taylor polynomials for a function f centered at x = a can be used to approximate function values of f near x = a.
10.12 · Lagrange Error Bound · BC only
LIM-8.C · Determine the error bound associated with a Taylor polynomial approximation.
Lesson provided · Practice provided
Course and exam description p. 192
- Teach: Lagrange Error Bound
More teaching passages in this lesson
- Teaching passage: The result is an error interval: the true function value lies within the stated bound of your polynomial approximation. M need not be the smallest…
- Teaching passage: When the function’s series is alternating with decreasing term magnitudes at the chosen x, the alternating-series bound may be sharper or easier.…
- Worked example: For eˣ at x=0.2 with T₂=1+x+x²/2, obtain T2(0.2)=1.22. Why: The degree-2 Maclaurin coefficients are 1,1,1/2.On [0,0.2], the third derivative is…
- Check understanding: Approximate e0.2 using T₂ at 0. Using the valid bound et≤2 for 0≤t≤0.2, give a Lagrange error bound. · Worked answer for Approximate e0.2 using T₂ at 0. Using the valid bound et≤2 for 0≤t≤0.2, give a Lagrange error bound.
- Check understanding: Approximate cos(0.3) using T4(x)=1-x2/2+x4/24. Compare a degree-4 Lagrange bound using M=1 with the alternating-series bound. · Worked answer for Approximate cos(0.3) using T4(x)=1-x2/2+x4/24. Compare a degree-4 Lagrange bound using M=1 with the alternating-series bound.
More checks for this goal
- Check understanding: When cos x is approximated by its degree-4 Maclaurin polynomial, which nonzero term controls a valid alternating bound? · Worked answer for When cos x is approximated by its degree-4 Maclaurin polynomial, which nonzero term controls a valid alternating bound?
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-8.C
LIM-8.C.1 · The Lagrange error bound can be used to determine a maximum interval for the error of a Taylor polynomial approximation to a function.
LIM-8.C.2 · In some situations, the alternating series error bound can be used to bound the error of a Taylor polynomial approximation to the value of a function.
10.13 · Radius and Interval of Convergence of Power Series · BC only
LIM-8.D · Determine the radius of convergence and interval of convergence for a power series.
Lesson provided · Practice provided
Course and exam description p. 193
- Teach: Radius and Interval of Convergence of Power Series
More teaching passages in this lesson
- Teaching passage: Term-by-term differentiation or integration preserves the radius R. Endpoint convergence can change, so test endpoints again after the operation.…
- Worked example: For ∑n=1∞(x-2)n/(n3n), the ratio limit is |x-2|/3. Why: The factor n/(n+1) tends to 1.Thus |x-2|<3, or -1
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Supports part of this goal.
- This paragraph defines the centered power series and radius cases. Actual ratio and endpoint determination appears in paragraph2.
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Supports part of this goal.
Teaching passage: A power series centered at a real number c has the form Σ_(n=0)^∞ a_n(x−c)^n, where n is a nonnegative integer and (a_n) is a sequence of real… -
Supports part of this goal.
Teaching passage: For real coefficients, the center is always a convergence point because the series there reduces to the finite constant a₀. The convergence set… -
Supports part of this goal.
Teaching passage: The common base is x+1=x−(−1), so c=−1. The constant term gives a₀=5, and the quadratic term gives a₂=−2. -
Supports part of this goal.
Teaching passage: For k≥3, exponent n=2k has coefficient a_(2k)=3^(−k). Thus a₆=1/27, a₈=1/81 and a₁₀=1/243. All odd-index coefficients are zero; a₄ is also zero… -
Supports part of this goal.
Teaching passage: The coefficients a₀ through a₈ are 5, 0, −2, 0, 0, 0, 1/27, 0, 1/81. These are fixed real numbers, and every exponent n is a nonnegative integer. -
Supports part of this goal.
Teaching passage: At x=−1, all positive powers vanish. The sum is a₀=5. A zero coefficient is still part of the coefficient sequence; the polynomial constant is… -
Supports part of this goal.
Teaching passage: c=−1; a₀=5, a₂=−2, a_(2k)=3^(−k) for k≥3, and all other coefficients are zero. The center value is 5. -
Supports part of this goal.
Teaching passage: For F at x=2, every tail term is zero and the sum is 7. For x≠2 the term-magnitude ratio is (n+1)|x−2|→∞, so F diverges there. Its radius is 0 and… -
Supports part of this goal.
Teaching passage: For G away from the center, the ratio is |x−2|/2. A geometric series converges when this is less than 1, giving 0 -
Supports part of this goal.
Teaching passage: At x=0 the G terms are (−1)^n; at x=4 they are 1. Neither tends to zero. Both endpoints diverge, so the complete interval is (0,4). -
Supports part of this goal.
Teaching passage: H is a power series with a₀=4, a₂=−1 and all other coefficients zero. It is a finite polynomial at every real input, giving radius ∞ and… -
Supports part of this goal.
Teaching passage: The graphical key uses one included point for F, hollow endpoints for the open G interval, and arrows extending the H line in both directions.… -
Supports part of this goal.
Teaching passage: F: R=0, set {2}, F(2)=7. G: R=2, interval (0,4), G(2)=−3. H: R=∞, set ℝ, H(2)=4. -
Supports part of this goal.
Teaching passage: A power series can be integrated term by term inside its positive radius of convergence. If F(x)=Σₙ₌₀^∞ aₙ(x−c)ⁿ has radius R, then the series for… -
Supports part of this goal.
Teaching passage: Termwise integration gives G(x)=Σₙ₌₁^∞ (x−1)^(n+1)/(n(n+1)2ⁿ). Its ratio is |x−1|n/[2(n+2)], whose limit is again |x−1|/2. Therefore RG=RF=2. -
Supports part of this goal.
Teaching passage: At x=−1, the new terms are 2(−1)^(n+1)/(n(n+1)); at x=3 they are 2/(n(n+1)). Both endpoint series converge absolutely by comparison with 2/n². G’s…
- Check understanding: Find the radius and interval of convergence of ∑n=1∞(x-2)n/(n3n). Show each endpoint test. · Worked answer for Find the radius and interval of convergence of ∑n=1∞(x-2)n/(n3n). Show each endpoint test.
- Check understanding: Let F(x)=∑n=1∞(x-2)n/(n3n). Differentiate term by term, identify F′ as a function on its open convergence interval, and determine the new radius… · Worked answer for Let F(x)=∑n=1∞(x-2)n/(n3n). Differentiate term by term, identify F′ as a function on its open convergence interval, and determine the new radius…
More checks for this goal
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Supports part of this goal.
Check understanding: Define a power series and account for every zero coefficient · part a: State the general definition of a real-coefficient power series centered at an… · Worked answer for Define a power series and account for every zero coefficient · part a: State the general definition of a real-coefficient power series centered at an… (part a) -
Supports part of this goal.
Check understanding: Define a power series and account for every zero coefficient · part b: Rewrite P(x)=2−√2(x+1)²+Σ_(k=3)^∞ [((−1)^k)/(k+1)](x+1)^(2k) as Σ_(n=0)^∞… · Worked answer for Define a power series and account for every zero coefficient · part b: Rewrite P(x)=2−√2(x+1)²+Σ_(k=3)^∞ [((−1)^k)/(k+1)](x+1)^(2k) as Σ_(n=0)^∞… (part b) -
Supports part of this goal.
Check understanding: Define a power series and account for every zero coefficient · part c: Classify B(x)=Σ_(n=0)^∞ (x+1)^(n+1/2)/2^n, C(x)=Σ_(n=1)^∞ 3^(−n)(x+1)^(−n), and… · Worked answer for Define a power series and account for every zero coefficient · part c: Classify B(x)=Σ_(n=0)^∞ (x+1)^(n+1/2)/2^n, C(x)=Σ_(n=1)^∞ 3^(−n)(x+1)^(−n), and… (part c) -
Supports part of this goal.
Check understanding: Define a power series and account for every zero coefficient · part d: Evaluate P at its center c=−1 by separating its constant term. Explain why the… · Worked answer for Define a power series and account for every zero coefficient · part d: Evaluate P at its center c=−1 by separating its constant term. Explain why the… (part d) -
Supports part of this goal.
Check understanding: Decide center-only convergence and compare complete convergence sets · part a: For F(x)=7+Σ_(n=1)^∞ n!(x−2)^n, first evaluate the series at x=2. Then, for any… · Worked answer for Decide center-only convergence and compare complete convergence sets · part a: For F(x)=7+Σ_(n=1)^∞ n!(x−2)^n, first evaluate the series at x=2. Then, for any… (part a) -
Supports part of this goal.
Check understanding: Decide center-only convergence and compare complete convergence sets · part b: For G(x)=−3+Σ_(n=1)^∞ ((x−2)/2)^n, determine the radius and open convergence… · Worked answer for Decide center-only convergence and compare complete convergence sets · part b: For G(x)=−3+Σ_(n=1)^∞ ((x−2)/2)^n, determine the radius and open convergence… (part b) -
Supports part of this goal.
Check understanding: Decide center-only convergence and compare complete convergence sets · part c: For the same centered expressions F,G,H, write H as an infinite power series by… · Worked answer for Decide center-only convergence and compare complete convergence sets · part c: For the same centered expressions F,G,H, write H as an infinite power series by… (part c) -
Supports part of this goal.
Check understanding: A radius-zero series still includes its constant term · part a: For F(x)=7+Σ_(n=1)^∞ n!(x−2)^n, which radius, convergence set and center value… · Worked answer for A radius-zero series still includes its constant term · part a: For F(x)=7+Σ_(n=1)^∞ n!(x−2)^n, which radius, convergence set and center value… (part a) -
Supports part of this goal.
Check understanding: Integration changes endpoints without changing radius · part a: Determine the center, radius, and interval of convergence of F. Show the ratio… · Worked answer for Integration changes endpoints without changing radius · part a: Determine the center, radius, and interval of convergence of F. Show the ratio… (part a) -
Supports part of this goal.
Check understanding: Integration changes endpoints without changing radius · part b: Integrate term by term from −1 to x to construct the complete infinite series for… · Worked answer for Integration changes endpoints without changing radius · part b: Integrate term by term from −1 to x to construct the complete infinite series for… (part b) -
Supports part of this goal.
Check understanding: Integration changes endpoints without changing radius · part c: Test both endpoints of G’s series and give its full interval. On a common number… · Worked answer for Integration changes endpoints without changing radius · part c: Test both endpoints of G’s series and give its full interval. On a common number… (part c) -
Supports part of this goal.
Check understanding: Integration changes endpoints without changing radius · part d: Differentiate F term by term to find its derivative series, then test its… · Worked answer for Integration changes endpoints without changing radius · part d: Differentiate F term by term to find its derivative series, then test its… (part d) -
Supports part of this goal.
Check understanding: An included endpoint does not enlarge the radius · part a: Choose the correct radius and endpoint conclusion for H, and explain the relevant… · Worked answer for An included endpoint does not enlarge the radius · part a: Choose the correct radius and endpoint conclusion for H, and explain the relevant… (part a) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-8.D
LIM-8.D.1 · A power series is a series of the form Σₙ₌₀^∞ aₙ(x−r)ⁿ, where n is a non-negative integer, {aₙ} is a sequence of real numbers, and r is a real number.
LIM-8.D.2 · If a power series converges, it either converges at a single point or has an interval of convergence.
LIM-8.D.3 · The ratio test can be used to determine the radius of convergence of a power series.
LIM-8.D.4 · The radius of convergence of a power series can be used to identify an open interval on which the series converges, but it is necessary to test both endpoints of the interval to determine the interval of convergence.
LIM-8.D.5 · If a power series has a positive radius of convergence, then the power series is the Taylor series of the function to which it converges over the open interval.
LIM-8.D.6 · The radius of convergence of a power series obtained by term-by-term differentiation or term-by-term integration is the same as the radius of convergence of the original power series.
10.14 · Finding Taylor or Maclaurin Series for a Function · BC only
LIM-8.E · Represent a function as a Taylor series or a Maclaurin series.
Lesson provided · Practice provided
Course and exam description p. 194
- Teach: Finding Taylor or Maclaurin Series for a Function
More teaching passages in this lesson
- Teaching passage: Four Maclaurin foundations do most of the work: 1/(1-x)=∑n=0∞xn for |x|<1; ex=∑n=0∞xn/n! for all real x; sinx=∑n=0∞(-1)nx2n+1/(2n+1)! for all real…
- Teaching passage: For eˣ, sin x and cos x on any fixed bounded interval, a suitable derivative bound divided by the factorial makes the Taylor remainder approach…
- Teaching passage: A Taylor series can have a different center. For ln x about a=1, use the powers (x−1)ⁿ and coefficients (−1)ⁿ⁺¹/n for n≥1. The series represents…
- Worked example: For cos(2x), start with the known cosine series. Why: A foundation series avoids recalculating all derivatives.Substitute 2x to get…
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Supports part of this goal.
Teaching passage: The sine foundation is sin u=Σₙ₌₀^∞ (−1)ⁿu^(2n+1)/(2n+1)! for every real u, with angles measured in radians. Substitute the whole expression 2x…
- Check understanding: Write the Maclaurin series for cos(2x), the degree-4 Taylor polynomial it supplies, and the interval on which the series represents the function. · Worked answer for Write the Maclaurin series for cos(2x), the degree-4 Taylor polynomial it supplies, and the interval on which the series represents the function.
- Check understanding: Derive a Taylor series for ln x centered at x=1 from the geometric series for 1/(1+u). Give its interval of convergence and justify representation… · Worked answer for Derive a Taylor series for ln x centered at x=1 from the geometric series for 1/(1+u). Give its interval of convergence and justify representation…
More checks for this goal
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Supports part of this goal.
Check understanding: Write the geometric foundation before substitution · part c: At x=1/2, use the first three nonzero terms to approximate f. Give a guaranteed… · Worked answer for Write the geometric foundation before substitution · part c: At x=1/2, use the first three nonzero terms to approximate f. Give a guaranteed… (part c) -
Supports part of this goal.
Check understanding: Construct a new series from sine · part b: Use the first three nonzero terms to estimate S(1/6). Verify the alternating… · Worked answer for Construct a new series from sine · part b: Use the first three nonzero terms to estimate S(1/6). Verify the alternating… (part b) -
Supports part of this goal.
Check understanding: Construct an integral series from the exponential foundation · part b: Estimate W(1/2) using the first three nonzero terms. Justify an alternating error… · Worked answer for Construct an integral series from the exponential foundation · part b: Estimate W(1/2) using the first three nonzero terms. Justify an alternating error… (part b)
Required knowledge for LIM-8.E
LIM-8.E.1 · A Taylor polynomial for f (x) is a partial sum of the Taylor series for f (x).
LIM-8.F · Interpret Taylor series and Maclaurin series.
Lesson provided · Practice provided
Course and exam description p. 194
- Teach: Finding Taylor or Maclaurin Series for a Function
More teaching passages in this lesson
- Teaching passage: Four Maclaurin foundations do most of the work: 1/(1-x)=∑n=0∞xn for |x|<1; ex=∑n=0∞xn/n! for all real x; sinx=∑n=0∞(-1)nx2n+1/(2n+1)! for all real…
- Teaching passage: For eˣ, sin x and cos x on any fixed bounded interval, a suitable derivative bound divided by the factorial makes the Taylor remainder approach…
- Teaching passage: A Taylor series can have a different center. For ln x about a=1, use the powers (x−1)ⁿ and coefficients (−1)ⁿ⁺¹/n for n≥1. The series represents…
- Worked example: For cos(2x), start with the known cosine series. Why: A foundation series avoids recalculating all derivatives.Substitute 2x to get…
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Supports part of this goal.
Teaching passage: The Maclaurin series for 1/(1−x) is the geometric series 1+x+x²+x³+⋯=Σₙ₌₀^∞ xⁿ, with first term 1, common ratio x, and center 0. The equality… -
Supports part of this goal.
Teaching passage: The sine foundation is sin u=Σₙ₌₀^∞ (−1)ⁿu^(2n+1)/(2n+1)! for every real u, with angles measured in radians. Substitute the whole expression 2x… -
Supports part of this goal.
Teaching passage: The exponential foundation is eᵘ=Σₙ₌₀^∞ uⁿ/n! for every real u. Substituting u=−t² gives e^(−t²)=Σₙ₌₀^∞ (−1)ⁿt^(2n)/n!=1−t²+t⁴/2−t⁶/6+⋯. The minus… -
Supports part of this goal.
Teaching passage: Start explicitly with 1/(1−u)=Σₙ₌₀^∞ uⁿ for |u|<1. Substitute u=−x²/2 and multiply by 1/2: f(x)=Σₙ₌₀^∞ (−1)ⁿx^(2n)/2^(n+1). -
Supports part of this goal.
Teaching passage: Substitute 2x into sin u=Σₙ₌₀^∞ (−1)ⁿu^(2n+1)/(2n+1)!, then divide each term by x for x≠0. The result is Σₙ₌₀^∞ (−1)ⁿ2^(2n+1)x^(2n)/(2n+1)!. -
Supports part of this goal.
Teaching passage: Start from eᵘ=Σₙ₌₀^∞ uⁿ/n! for all real u and substitute u=−t². Integrate each (−1)ⁿt^(2n)/n! from 0 to x.
- Check understanding: Write the Maclaurin series for cos(2x), the degree-4 Taylor polynomial it supplies, and the interval on which the series represents the function. · Worked answer for Write the Maclaurin series for cos(2x), the degree-4 Taylor polynomial it supplies, and the interval on which the series represents the function.
- Check understanding: Derive a Taylor series for ln x centered at x=1 from the geometric series for 1/(1+u). Give its interval of convergence and justify representation… · Worked answer for Derive a Taylor series for ln x centered at x=1 from the geometric series for 1/(1+u). Give its interval of convergence and justify representation…
More checks for this goal
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Supports part of this goal.
Check understanding: Write the geometric foundation before substitution · part a: Write explicitly the Maclaurin identity for 1/(1−u), identify its first term and… · Worked answer for Write the geometric foundation before substitution · part a: Write explicitly the Maclaurin identity for 1/(1−u), identify its first term and… (part a) -
Supports part of this goal.
Check understanding: Write the geometric foundation before substitution · part b: Use that identity to construct the complete infinite series for f, state its… · Worked answer for Write the geometric foundation before substitution · part b: Use that identity to construct the complete infinite series for f, state its… (part b) -
Supports part of this goal.
Check understanding: Write the geometric foundation before substitution · part c: At x=1/2, use the first three nonzero terms to approximate f. Give a guaranteed… · Worked answer for Write the geometric foundation before substitution · part c: At x=1/2, use the first three nonzero terms to approximate f. Give a guaranteed… (part c) -
Supports part of this goal.
Check understanding: Construct a new series from sine · part a: Write the sine foundation explicitly and use it to construct a complete indexed… · Worked answer for Construct a new series from sine · part a: Write the sine foundation explicitly and use it to construct a complete indexed… (part a) -
Supports part of this goal.
Check understanding: Construct a new series from sine · part b: Use the first three nonzero terms to estimate S(1/6). Verify the alternating… · Worked answer for Construct a new series from sine · part b: Use the first three nonzero terms to estimate S(1/6). Verify the alternating… (part b) -
Supports part of this goal.
Check understanding: Construct a new series from sine · part c: Explain why multiplying the original sine-series coefficients by only 3 gives the… · Worked answer for Construct a new series from sine · part c: Explain why multiplying the original sine-series coefficients by only 3 gives the… (part c) -
Supports part of this goal.
Check understanding: Construct an integral series from the exponential foundation · part a: Write the exponential foundation explicitly, substitute −2t², and integrate term… · Worked answer for Construct an integral series from the exponential foundation · part a: Write the exponential foundation explicitly, substitute −2t², and integrate term… (part a) -
Supports part of this goal.
Check understanding: Construct an integral series from the exponential foundation · part b: Estimate W(1/2) using the first three nonzero terms. Justify an alternating error… · Worked answer for Construct an integral series from the exponential foundation · part b: Estimate W(1/2) using the first three nonzero terms. Justify an alternating error… (part b) -
Supports part of this goal.
Check understanding: Construct an integral series from the exponential foundation · part c: Differentiate your infinite series to check that it recovers e^(−2x²), and… · Worked answer for Construct an integral series from the exponential foundation · part c: Differentiate your infinite series to check that it recovers e^(−2x²), and… (part c) -
Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-8.F
LIM-8.F.1 · The Maclaurin series for 1/(1−x) is a geometric series.
LIM-8.F.2 · The Maclaurin series for sin x, cos x, and ex provides the foundation for constructing the Maclaurin series for other functions.
10.15 · Representing Functions as Power Series · BC only
LIM-8.G · Represent a given function as a power series.
Lesson provided · Practice provided
Course and exam description p. 195
- Teach: Representing Functions as Power Series
More teaching passages in this lesson
- Teaching passage: Substitution into the geometric series gives 1/(1+x2)=∑n=0∞(-1)nx2n for |x|<1. Integrating from 0 to x yields arctanx=∑n=0∞(-1)nx2n+1/(2n+1). The…
- Teaching passage: Differentiating 1/(1-x)=∑n=0∞xn gives 1/(1-x)2=∑n=1∞nxn-1=∑n=0∞(n+1)xn on |x|<1. Reindexing changes the displayed index, not the terms. At ±1 the…
- Teaching passage: For the arctangent identity, a finite geometric remainder makes the endpoint justification concrete: integrating the difference after N terms…
- Worked example: Start from 1/(1+x2)=∑(-1)nx2n for |x|<1. Why: Substitute −x² into the geometric identity.Integrate from 0 to x: arctanx=∑(-1)nx2n+1/(2n+1). Why:…
- Check understanding: Let F(x)=∑n=1∞(x-2)n/(n3n). Differentiate term by term, identify F′ as a function on its open convergence interval, and determine the new radius… · Worked answer for Let F(x)=∑n=1∞(x-2)n/(n3n). Differentiate term by term, identify F′ as a function on its open convergence interval, and determine the new radius…
- Check understanding: Derive a Taylor series for ln x centered at x=1 from the geometric series for 1/(1+u). Give its interval of convergence and justify representation… · Worked answer for Derive a Taylor series for ln x centered at x=1 from the geometric series for 1/(1+u). Give its interval of convergence and justify representation…
More checks for this goal
- Check understanding: Use the geometric series to represent 1/(1-x)2 as a power series centered at zero. Give radius and interval. · Worked answer for Use the geometric series to represent 1/(1-x)2 as a power series centered at zero. Give radius and interval.
- Check understanding: Derive a power series for arctan x by integrating a geometric series. At x=0.5, use its first four nonzero terms, give an alternating error bound,… · Worked answer for Derive a power series for arctan x by integrating a geometric series. At x=0.5, use its first four nonzero terms, give an alternating error bound,…
- Check understanding: What series follows by differentiating ∑n=0∞xn inside |x|<1? · Worked answer for What series follows by differentiating ∑n=0∞xn inside |x|<1?
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Supports part of this goal.
- This retrieval asks a limited rule, prerequisite step, or interpretation; the actual prompt does not assess the entire requirement scope.
Required knowledge for LIM-8.G
LIM-8.G.1 · Using a known series, a power series for a given function can be derived using operations such as term-by-term differentiation or term-by-term integration, and by various methods (e.g., algebraic processes, substitutions, or using properties of geometric series).
About this outline
AP Calculus BC · Fall 2020; pinned ap-calculus-2026-27. Official source: Course and exam description (College Board). The current outline uses the accepted teaching and practice mappings for this edition. Individual resources retain their own scope.
Shared AB lessons open in the native BC view. BC additions remain distinct. Additional AB practice, where offered, is labelled separately.
Activities and teaching plans support classroom preparation. They do not establish students’ mastery or actual classroom laboratory time.
Detailed mappings and prior review records remain available at their existing edition-specific addresses.