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AP Unit 1 Solutions

Worked solutions to all thirty Unit 1 problems. Each solution gives the mathematical steps and the reason for using them. Compare your setup and justification as well as the final answer.

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Problem 1

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.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Compute s(2)=10 and s(2+h)=10+7h+h². Reason: substitution and expansion keep the same position model.
  2. Divide the change by h: [s(2+h)−s(2)]/h=7+h for h≠0. Reason: average rate is change per elapsed time.
  3. Take h→0 to obtain 7 m/s. Reason: the instantaneous rate is the limiting average rate, not a zero-length quotient.

Answer: Average rate 7+h m/s; instantaneous rate 7 m/s.

Final answer

Average rate 7+h m/s; instantaneous rate 7 m/s.

Return to problem 1 →

Review the teaching: Topic 1.1

Problem 2

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 says about C(5).

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Use t→5⁻ to indicate approach from smaller time inputs. Reason: the superscript minus specifies the side.
  2. Write lim(t→5⁻)C(t)=8 mg/L. Reason: a limit records the approached output and its units.
  3. No value for C(5) is determined. Reason: one-sided nearby behavior does not specify the actual target value.

Answer: lim(t→5⁻)C(t)=8 mg/L; C(5) remains unspecified.

Final answer

lim(t→5⁻)C(t)=8 mg/L; C(5) remains unspecified.

Return to problem 2 →

Review the teaching: Topic 1.2

Problem 3

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).

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Compare the two one-sided limits: both are 2. Reason: equality is required for a finite two-sided limit.
  2. Conclude lim(x→4)f(x)=2. Reason: both sides approach the same output.
  3. The value −1 occurs only at x=4. Reason: the definition of the limit excludes that one input.

Answer: The limit is 2 although f(4)=−1.

Final answer

The limit is 2 although f(4)=−1.

Return to problem 3 →

Review the teaching: Topic 1.2

Problem 4

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 value at 2.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Trace toward the open point from each side: both nearby heights approach 3. Reason: the graph follows y=x+1 away from 2.
  2. The two-sided limit is 3. Reason: the one-sided limits agree.
  3. Read the filled point to get f(2)=5. Reason: a filled point represents the included function value.

Answer: Left limit 3; right limit 3; two-sided limit 3; f(2)=5.

Final answer

Left limit 3; right limit 3; two-sided limit 3; f(2)=5.

Return to problem 4 →

Review the teaching: Topic 1.3

Problem 5

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 question.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Choose xₙ=1/(π/2+2πn) and yₙ=1/(3π/2+2πn). Both approach 0 from the right. Reason: the denominators grow without bound.
  2. The corresponding outputs are 1 and −1 for every n. Reason: these angles are sine maxima and minima.
  3. The limit does not exist; the plot undersamples the oscillations. Reason: arbitrarily nearby inputs retain different output values.

Answer: No limit exists; graph scale and sampling can hide persistent oscillation.

Final answer

No limit exists; graph scale and sampling can hide persistent oscillation.

Return to problem 5 →

Review the teaching: Topic 1.3

Problem 6

Measured nearby values
x0.90.991.011.1
F(x)2.712.97013.03013.31

Estimate lim(x→1)F(x). State whether this finite table alone proves the limit.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Read the left entries as x moves toward 1: 2.71 then 2.9701 approach 3. Reason: the inputs approach from below.
  2. Read the right entries toward 1: 3.31 then 3.0301 also approach 3. Reason: a two-sided estimate needs both sides.
  3. Estimate 3, but do not claim proof from only these samples. Reason: no finite table controls every sufficiently nearby input.

Answer: Estimated limit 3; the table alone does not prove it.

Final answer

Estimated limit 3; the table alone does not prove it.

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Review the teaching: Topic 1.4

Problem 7

Evaluate lim(x→−1)(2x²+3)/(x²+4), stating the condition needed for the quotient limit rule.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Numerator approaches 5 and denominator approaches 5. Reason: polynomials are continuous.
  2. The denominator limit is nonzero. Reason: this is the hypothesis for the quotient limit rule.
  3. Divide 5 by 5 to obtain 1. Reason: the quotient rule for limits now applies.

Answer: 1; the limiting denominator is 5≠0.

Final answer

1; the limiting denominator is 5≠0.

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Review the teaching: Topic 1.5

Problem 8

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.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Use x² on the left: lim(x→1⁻)f(x)=1. Reason: the left-hand inputs use the first branch.
  2. Use 2x+1 on the right: lim(x→1⁺)f(x)=3. Reason: the right-hand inputs use the second branch.
  3. The two-sided limit does not exist. Reason: 1≠3.

Answer: Left 1; right 3; two-sided limit does not exist.

Final answer

Left 1; right 3; two-sided limit does not exist.

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Review the teaching: Topic 1.5

Problem 9

Evaluate lim(x→−2)(x²+x−2)/(x+2).

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Factor x²+x−2=(x+2)(x−1). Reason: factoring reveals the zero-producing factor.
  2. For x≠−2, cancel x+2 to obtain x−1. Reason: nearby expressions may be replaced by equal expressions.
  3. Take x→−2 to get −3. Reason: the simplified linear function is continuous.

Answer: −3.

Final answer

−3.

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Review the teaching: Topic 1.6

Problem 10

Evaluate lim(x→0)(√(9+x)−3)/x.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Multiply by the conjugate √(9+x)+3 in numerator and denominator. Reason: a difference of squares removes the radical difference.
  2. For x≠0 the result is 1/(√(9+x)+3). Reason: the numerator simplifies to x and cancels.
  3. Substitute x=0 in the continuous simplified expression to get 1/6. Reason: its denominator approaches 6≠0.

Answer: 1/6.

Final answer

1/6.

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Review the teaching: Topic 1.6

Problem 11

In radians, evaluate lim(x→0)sin(4x)/(3x).

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Rewrite as (4/3)[sin(4x)/(4x)]. Reason: the standard sine limit needs the same argument in numerator and denominator.
  2. As x→0, 4x→0 and sin(4x)/(4x)→1. Reason: the standard radian sine limit applies.
  3. Multiply by 4/3. Reason: constant multiples pass through finite limits.

Answer: 4/3.

Final answer

4/3.

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Review the teaching: Topic 1.6

Problem 12

For each limit, name a suitable first method and then evaluate: (a) lim(x→2)(x²−4)/(x−2); (b) lim(x→0)(√(1+x)−1)/x; (c) lim(x→0⁺)1/x.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. (a) Choose factoring, then cancel x−2 to get x+2→4. Reason: a difference of squares resolves 0/0.
  2. (b) Choose a conjugate, producing 1/(√(1+x)+1)→1/2. Reason: the radical difference becomes a factor x.
  3. (c) Choose sign and magnitude analysis to get +∞. Reason: a positive denominator shrinking to 0 makes the quotient unbounded.

Answer: (a) Factoring: 4. (b) Conjugate: 1/2. (c) One-sided sign analysis: +∞.

Final answer

(a) Factoring: 4. (b) Conjugate: 1/2. (c) One-sided sign analysis: +∞.

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Review the teaching: Topic 1.7 Topic 1.6 Topic 1.14

Problem 13

Prove lim(x→0)x²cos(1/x)=0 using the squeeze theorem.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Use −1≤cos(1/x)≤1 for x≠0. Reason: cosine is bounded.
  2. Multiply by nonnegative x²: −x²≤x²cos(1/x)≤x². Reason: multiplication by a nonnegative number preserves inequality order.
  3. Both bounding limits are 0, so the middle limit is 0. Reason: the squeeze theorem applies near 0.

Answer: 0, justified by bounds −x² and x².

Final answer

0, justified by bounds −x² and x².

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Review the teaching: Topic 1.8

Problem 14

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.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. The lower bound approaches 5 as x→1. Reason: |x−1|→0.
  2. The upper bound also approaches 5; conclude the middle limit is 5. Reason: the stated punctured neighborhood satisfies the squeeze hypotheses.
  3. No value of g(1) is forced. Reason: the inequality deliberately excludes the target input.

Answer: The limit is 5; g(1) need not be 5.

Final answer

The limit is 5; g(1) need not be 5.

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Review the teaching: Topic 1.8

Problem 15

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 notation, and the verbal meaning.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Factor and cancel to get H(x)=x+3 for x≠3. Reason: this expression gives the same nearby outputs.
  2. Compute H(2.99)=5.99 and H(3.01)=6.01; the graph is y=x+3 with a hole at (3,6). Reason: the missing input does not alter the rest of the line.
  3. Write lim(x→3)H(x)=6: the output approaches 6 as the input approaches 3. Reason: both sides approach the same height.

Answer: Table 5.99 and 6.01; hole at (3,6); limit 6; H(3) remains undefined.

Final answer

Table 5.99 and 6.01; hole at (3,6); limit 6; H(3) remains undefined.

Return to problem 15 →

Review the teaching: Topic 1.9

Problem 16

Classify the discontinuity at the indicated input: (a) (x²−4)/(x−2) at 2; (b) f(x)=−1 for x<0 and 1 for x≥0 at 0; (c) 1/(x+1)² at −1. Say whether one finite replacement value can repair each.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. (a) The nearby quotient equals x+2 and tends to 4. Reason: the common factor cancels, so this is removable and f(2)=4 repairs it.
  2. (b) The side limits are −1 and 1. Reason: they disagree, so this is a jump and one value cannot repair it.
  3. (c) Both sides are unbounded positive. Reason: a positive square denominator shrinks to 0, so this is infinite and cannot be repaired with a finite value.

Answer: (a) Removable, repair with 4. (b) Jump, no repair. (c) Infinite, no finite repair.

Final answer

(a) Removable, repair with 4. (b) Jump, no repair. (c) Infinite, no finite repair.

Return to problem 16 →

Review the teaching: Topic 1.10

Problem 17

Let f(x)=2x+1 for x≠2 and f(2)=4. Test all three continuity conditions at 2.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. f(2)=4 exists. Reason: the target rule defines it.
  2. The two-sided limit is 5. Reason: nearby values follow the continuous line 2x+1.
  3. Since 5≠4, continuity fails. Reason: the third condition requires equality of value and limit.

Answer: Not continuous; the value-limit equality fails.

Final answer

Not continuous; the value-limit equality fails.

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Review the teaching: Topic 1.11

Problem 18

Let g(x)=x² when x≤1 and g(x)=2x−1 when x>1. Is g continuous at 1? Give a complete reason.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Read g(1)=1 from x². Reason: that branch includes the target.
  2. The left limit is 1²=1 and the right limit is 2(1)−1=1. Reason: each branch is continuous on its side.
  3. Thus the finite limit exists and equals g(1)=1. Reason: all three continuity conditions hold.

Answer: Yes, g is continuous at 1.

Final answer

Yes, g is continuous at 1.

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Review the teaching: Topic 1.11

Problem 19

Find the maximal intervals of continuity of R(x)=(x+2)/(x²−4). Does cancelling a factor add x=−2 to the original domain?

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Factor x²−4=(x−2)(x+2); the original denominator excludes x=−2 and x=2. Reason: the original expression must be defined.
  2. A rational function is continuous wherever its denominator is nonzero. Reason: the quotient of continuous functions is continuous on that domain.
  3. State (−∞,−2), (−2,2), (2,∞). Cancellation does not add −2. Reason: an equivalent nearby rule does not redefine the original function.

Answer: (−∞,−2), (−2,2), (2,∞); cancellation does not change the original domain.

Final answer

(−∞,−2), (−2,2), (2,∞); cancellation does not change the original domain.

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Review the teaching: Topic 1.12

Problem 20

On which maximal interval is L(x)=ln(x−2) continuous? Explain the endpoint restriction.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Require x−2>0, so x>2. Reason: the real logarithm needs a positive argument.
  2. ln is continuous for positive arguments and x−2 is continuous. Reason: a valid composition of continuous functions is continuous.
  3. The interval is (2,∞), excluding 2. Reason: ln 0 is undefined.

Answer: (2,∞).

Final answer

(2,∞).

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Review the teaching: Topic 1.12

Problem 21

Define f(x)=(x³−8)/(x−2) for x≠2. Choose f(2) to make f continuous at 2.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Factor x³−8=(x−2)(x²+2x+4). Reason: a difference of cubes reveals the common factor.
  2. The nearby function becomes x²+2x+4 and its limit at 2 is 12. Reason: cancellation is valid for x≠2 and the remaining polynomial is continuous.
  3. Set f(2)=12. Reason: continuity requires the actual value to equal that finite limit.

Answer: f(2)=12.

Final answer

f(2)=12.

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Review the teaching: Topic 1.13

Problem 22

Find a so f(x)=ax+2 for x<1 and f(x)=x²+4 for x≥1 is continuous at 1.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. The target value and right limit equal 5. Reason: the second branch includes x=1 and is continuous.
  2. The left limit is a+2. Set a+2=5. Reason: both sides and the value must agree.
  3. Solve a=3, then check both branches give limiting value 5. Reason: substitution verifies the parameter repair.

Answer: a=3.

Final answer

a=3.

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Review the teaching: Topic 1.13

Problem 23

For V(x)=−2/(x−3), find both one-sided limits at 3 and state the vertical asymptote.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. On the left, x−3 is negative and near 0, so −2/(x−3) is unbounded positive. Reason: dividing two negative quantities gives a positive quotient.
  2. On the right, x−3 is positive and near 0, so the quotient is unbounded negative. Reason: the fixed numerator is negative.
  3. State left limit +∞, right limit −∞ and asymptote x=3. Reason: unbounded one-sided behavior defines a vertical asymptote.

Answer: Left +∞; right −∞; vertical asymptote x=3.

Final answer

Left +∞; right −∞; vertical asymptote x=3.

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Review the teaching: Topic 1.14

Problem 24

For W(x)=(x+1)/(x−2)², determine the two-sided infinite-limit behavior at 2. Is +∞ a finite real limit?

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Near 2 the numerator is positive and approaches 3. Reason: the linear numerator is continuous.
  2. The squared denominator is positive on both sides and approaches 0. Reason: a nonzero square is positive.
  3. The quotient grows without bound on both sides, so lim(x→2)W(x)=+∞ in infinite-limit notation. Reason: the signs agree; this describes unbounded growth, not a finite real limit.

Answer: Unbounded positive on both sides; +∞ is not a finite real limit.

Final answer

Unbounded positive on both sides; +∞ is not a finite real limit.

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Review the teaching: Topic 1.14

Problem 25

Find both limits at infinity and any horizontal asymptote of F(x)=(4x²−3x+1)/(2x²+7).

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Divide top and bottom by x² for x≠0. Reason: highest powers control end behavior.
  2. The quotient becomes (4−3/x+1/x²)/(2+7/x²). Reason: division preserves the expression.
  3. At either end the inverse powers vanish, giving 4/2=2. Reason: the limiting denominator is nonzero.

Answer: Both limits are 2; horizontal asymptote y=2.

Final answer

Both limits are 2; horizontal asymptote y=2.

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Review the teaching: Topic 1.15

Problem 26

Find lim(x→∞)√(4x²+1)/x and lim(x→−∞)√(4x²+1)/x.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Write the quotient as (|x|/x)√(4+1/x²). Reason: √(x²)=|x|.
  2. For positive x, |x|/x=1 and the radical tends to 2. Reason: 1/x²→0.
  3. For negative x, |x|/x=−1, so the limit is −2. Reason: the sign factor differs at the two ends.

Answer: Positive end: 2; negative end: −2.

Final answer

Positive end: 2; negative end: −2.

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Review the teaching: Topic 1.15

Problem 27

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 explain why the four rows alone do not prove it.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Compute approximate ratios 0.541341, 0.168449, 0.004540 and 0.000000824. Reason: division compares the sizes in a common scale.
  2. The stated limit 0 means x² becomes negligible compared with eˣ. Reason: a vanishing ratio describes relative growth.
  3. The finite table supports the trend but does not prove all far-out behavior. Reason: four inputs cannot establish a statement about every sufficiently large input.

Answer: eˣ dominates x² in the ratio sense; four samples are evidence, not a proof.

Final answer

eˣ dominates x² in the ratio sense; four samples are evidence, not a proof.

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Review the teaching: Topic 1.15

Problem 28

Prove x³−2x−2=0 has at least one solution in (1,2), without finding the solution.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. Let f(x)=x³−2x−2; it is continuous on [1,2]. Reason: it is a polynomial.
  2. f(1)=−3 and f(2)=2, so 0 lies strictly between them. Reason: the desired output is bracketed.
  3. IVT guarantees a c in (1,2) with f(c)=0. Reason: continuity and the intermediate output condition hold.

Answer: At least one root lies in (1,2), by IVT.

Final answer

At least one root lies in (1,2), by IVT.

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Review the teaching: Topic 1.16

Problem 29

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?

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. 19 lies strictly between 14 and 22. Reason: the endpoint temperatures bracket the target.
  2. Continuity on [0,8] lets IVT guarantee at least one t in (0,8) with T(t)=19. Reason: a continuous function cannot skip that output.
  3. Uniqueness is not guaranteed. Reason: temperature could rise and fall and cross 19 more than once.

Answer: Yes, at least once; exactly once is not guaranteed.

Final answer

Yes, at least once; exactly once is not guaranteed.

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Review the teaching: Topic 1.16

Problem 30

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, and decide whether any zero actually exists.

Shared AB/BC problem; the same mathematical solution applies in both courses.

  1. The left limit at 0 is −1 and the right limit is 1. Reason: each side is a constant horizontal graph.
  2. The function is not continuous on [−2,2], so IVT does not apply. Reason: continuity on the complete interval is a required hypothesis.
  3. Its only output values are −1 and 1, so no zero exists. Reason: the explicit rule never outputs 0.

Answer: IVT fails because of the jump; the function has no zero.

Final answer

IVT fails because of the jump; the function has no zero.

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Review the teaching: Topic 1.16

Explain and apply: worked solutions

Compare the setup and the reasoning, as well as the final answer. Use the rubric to find your next step; equivalent correct reasoning earns the same credit.

Compare a model and its supplied rate separately

For x > 0, f(x) = 10x² and g(x) = eˣ. Their rate functions are supplied as r(x) = 20x and s(x) = eˣ; do not derive them. You may use the established limit lim(x → +∞) x²/eˣ = 0 and ordinary limit laws. No L’Hôpital rule, series expansion or later derivative method is needed.

For 4 ≤ x ≤ 12, the ratios 10x²/eˣ and 20x/eˣ decrease toward zero. At x = 5 the first ratio is about 1.684 while the second is about 0.674.
A finite view can show different comparisons for function values and supplied rates. The stated limits, rather than this finite window, justify the eventual conclusions.
Inspect diagram labels

The diagram keeps its full size here. Focus the view and use the arrow keys, or scroll across it, to inspect every label.

For 4 ≤ x ≤ 12, the ratios 10x²/eˣ and 20x/eˣ decrease toward zero. At x = 5 the first ratio is about 1.684 while the second is about 0.674.

View diagram in a separate tab ↗

Part a

Use the established limit to calculate lim(x → +∞) f(x)/g(x). Interpret the result as a comparison of the function magnitudes and explain why it does not mean f(x) tends to zero.

f/g = 10(x²/eˣ) → 10·0 = 0. Thus 10x² is eventually negligible relative to eˣ. The numerator itself tends to +∞, so a vanishing ratio does not mean the numerator vanishes. The result compares relative size for sufficiently large positive inputs.

  1. Factor out the constant 10 from the supplied function-ratio limit.
  2. Interpret a zero ratio for positive functions as relative, not absolute, size.
  3. Check f(x) = 10x² itself as x → +∞.
Scoring criteria
  • Computes the function-ratio limit 0 using the permitted established limit.
  • States eventual exponential dominance in the ratio sense.
  • Explicitly distinguishes f → +∞ from f/g → 0.

Part b

Rewrite r(x)/s(x) as a product involving x²/eˣ, then use limit laws to calculate its limit as x → +∞. Interpret it as a comparison of the supplied rate magnitudes, preserving the distinction between the rate functions and the original functions.

For x > 0, r/s = 20x/eˣ = (20/x)(x²/eˣ). Both factors tend to zero, so the rate-ratio limit is zero. The exponential’s supplied rate eˣ eventually dominates the supplied quadratic rate 20x. The function ratio in part a has numerator 10x²; the rate ratio has numerator 20x. Both conclusions require the indicated comparison, not a rule that any function-ratio limit automatically transfers to rates.

  1. Factor 20x/eˣ into (20/x)(x²/eˣ).
  2. Use 20/x → 0 and the stated x²/eˣ → 0 with the product limit law.
  3. Interpret the rate ratio using the explicitly supplied rates rather than differentiating before those rules are taught.
Scoring criteria
  • Gives the correct factorization for x > 0.
  • Derives the rate-ratio limit 0 without later differentiation or L’Hôpital.
  • Explains exponential-rate dominance and distinguishes value and rate numerators.

Part c

Use both limit results to summarize the eventual relative magnitudes of the two functions and the two supplied rates. At x = 5, calculate both ratios and state which function and which rate are larger there. Explain why a finite table or the supplied finite graph cannot by itself prove either eventual limit.

Both ratios tend to zero, so g eventually dominates f in value and s eventually dominates r in rate. At x = 5, f/g = 250/e⁵ ≈ 1.68449, so f is larger, but r/s = 100/e⁵ ≈ 0.673795, so s is larger. These distinct comparisons are consistent with eventual dominance; the limit does not impose a single crossover threshold or a claim for every positive input. Finite samples and this finite graph cannot control all sufficiently large inputs. The supplied established limit plus the permitted limit-law arguments justify the eventual conclusions.

  1. Report both asymptotic comparisons in terms of their actual ratios.
  2. Evaluate each ratio at the same input 5 and compare it with 1.
  3. Separate finite-window evidence from the argument based on a limit and limit laws.
Scoring criteria
  • Summarizes both limit-based function and rate comparisons.
  • Obtains approximately 1.68449 and 0.673795 and identifies f and s as the larger quantities at x = 5.
  • Explains why the finite display is not a proof and names the established-limit argument.

What does a vanishing ratio say?

For positive x, F(x) = 10x² and G(x) = eˣ have supplied rates R(x) = 20x and S(x) = eˣ. It is established that F/G → 0 and R/S → 0 as x → +∞.

Part a

Choose the conclusion justified by both established limits. Distinguish an eventual relative comparison from a statement about each numerator’s own limit or about every positive input.

G eventually dominates F in value and S eventually dominates R in rate, in the ratio sense; F and R may still grow without bound. Here F = 10x² and R = 20x both tend to +∞.

  1. Read each ratio as a relative-magnitude statement for sufficiently large positive inputs.
  2. Check that F and R themselves both increase without bound.
  3. Do not turn eventual behavior into a claim for every positive input or equate two different ratios.
Scoring criteria
  • Selects the choice interpreting both ratios as eventual relative dominance.
  • Keeps numerator growth separate from the zero ratios.
  • Rejects the all-input and equal-ratio claims.

Estimate nearby behavior from two displays

The supplied graph is a finite-resolution observation of F near x = 2. A separate table gives F(1.90) = 2.672, F(1.99) = 2.78702, F(2.01) = 2.81302 and F(2.10) = 2.932. The filled point records F(2) = 4. No analytic rule or guarantee about unsampled behavior is supplied.

A rising curved trace approaches an open point near (2, 2.8) from both sides. A filled point at (2, 4) gives the value at the target. The labeled axes distinguish the nearby trace from that isolated value.
Use the trace for a limit estimate and the filled point for the function value. This finite display is an observation, not a guarantee about all unsampled nearby inputs.
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A rising curved trace approaches an open point near (2, 2.8) from both sides. A filled point at (2, 4) gives the value at the target. The labeled axes distinguish the nearby trace from that isolated value.

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Part a

Use the graph to estimate the left-hand and right-hand limits at 2, then give a two-sided limit estimate. Read F(2) separately and explain why the filled point does not control the nearby limit estimate.

The trace approaches a height near 2.8 from either side, so the left, right and two-sided limit estimates are approximately 2.8. F(2) = 4 is the separately plotted filled-point value. Limits follow nearby inputs distinct from the target; the filled point need not agree with their approached height. The picture supports an estimate, not an exact analytic proof.

  1. Trace the curve from each side toward the open point.
  2. Read the approximate height from the labeled vertical scale and compare the two sides.
  3. Read the separate filled dot only for the function value.
Scoring criteria
  • Gives both one-sided estimates and the two-sided estimate near 2.8.
  • Separately states F(2) = 4.
  • Explains why nearby trace behavior differs from the isolated value and uses approximate language.

Part b

Use the table to estimate the limit, explicitly reading both sides in approach order. Compare the numerical estimate with the graph’s estimate; do not infer a guaranteed sign, monotonicity or rule between the sampled inputs.

From the left, outputs 2.672 then 2.78702 appear to approach 2.8. From the right, read 2.10 then 2.01, with outputs 2.932 then 2.81302, also approaching 2.8. The table estimate near 2.8 agrees with the graph reading. These observations do not determine every between-sample value or prove monotonicity there.

  1. Order the left inputs upward toward 2 and the right inputs downward toward 2.
  2. Compare each observed output sequence with a shared nearby candidate height.
  3. Keep agreement between displays separate from an unsupported interpolation rule.
Scoring criteria
  • Reads both sides in the correct approach order.
  • Estimates a common value near 2.8 and compares it with the graph.
  • Does not claim between-sample behavior from finite data.

Part c

State your combined limit estimate from the graph and table, and evaluate the claim “the two displays prove that the limit exists.” Explain one scale or sampling issue that could hide important nearby behavior and distinguish an estimate from a proof.

The combined estimate is lim(x → 2)F(x) ≈ 2.8, if the observed trends represent the nearby behavior. The claim of proof is too strong: a narrow spike or increasingly rapid oscillation can be missed by the finite graph scale or fall between sampled inputs. The displays support a useful estimate but do not constrain every sufficiently nearby input. More precise neighborhood information or an analytic rule would be needed for that stronger conclusion.

  1. Report a numerical estimate supported by both actual displays.
  2. Identify a concrete unsampled or unresolved behavior rather than merely saying “there may be error.”
  3. Explain the distinction between observed trends and control of every sufficiently nearby input.
Scoring criteria
  • Reports the combined estimate near 2.8 with appropriate uncertainty language.
  • Rejects proof from the finite displays.
  • Explains a concrete scale/sampling failure and the stronger information a proof requires.
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