2019 CED Unit 4: Contextual Applications of the Derivative

Unit 4 covers rates of change in motion problems and other contexts, related rate problems, linear approximation and L’Hospital’s Rule. (CED – 2019 p. 82 – 90). These topics account for about 10 – 15% of questions on the AB exam and 6 – 9% of the BC questions.

Topics 4.1 – 4.6

Topic 4.1 Interpreting the Meaning of the Derivative in Context Students learn the meaning of the derivative in situations involving rates of change.

Topic 4.2 Linear Motion The connections between position, velocity, speed, and acceleration. This topic may work  better after the graphing problems in Unit 5, since many of the ideas are the same. See Motion Problems: Same Thing, Different Context

Topic 4.3 Rates of Change in Contexts Other Than Motion Other applications

Topic 4.4 Introduction to Related Rates Using the Chain Rule

Topic 4.5 Solving Related Rate Problems

Topic 4.6 Approximating Values of a Function Using Local Linearity and Linearization The tangent line approximation

Topic 4.7 Using L’Hospital’s Rule for Determining Limits of Indeterminate Forms. Indeterminate Forms of the type \displaystyle \tfrac{0}{0} and \displaystyle \tfrac{\infty }{\infty }. (Other forms may be included, but only these two are tested on the AP exams.)

Topic 4.1 and 4.3 are included in the other topics, topic 4.2 may take a few days, Topics 4.4 – 4.5 are challenging for many students and may take 4 – 5 classes, 4.6 and 4.7 two classes each. The suggested time is 10 -11 classes for AB and 6 -7 for BC. of 40 – 50-minute class periods, this includes time for testing etc.


Posts on these topics include:

Motion Problems 

Motion Problems: Same Thing, Different Context

Speed

A Note on Speed

Related Rates

Related Rate Problems I

Related Rate Problems II

Good Question 9 – Related rates

Linear Approximation

Local Linearity 1

Local Linearity 2 

L’Hospital’s Rule

Locally Linear L’Hôpital  

L’Hôpital Rules the Graph  

Determining the Indeterminate

Determining the Indeterminate 2


Here are links to the full list of posts discussing the ten units in the 2019 Course and Exam Description.

2019 CED – Unit 1: Limits and Continuity

2019 CED – Unit 2: Differentiation: Definition and Fundamental Properties.

2019 CED – Unit 3: Differentiation: Composite , Implicit, and Inverse Functions

2019 CED – Unit 4 Contextual Applications of the Derivative  Consider teaching Unit 5 before Unit 4

2019 – CED Unit 5 Analytical Applications of Differentiation  Consider teaching Unit 5 before Unit 4

2019 – CED Unit 6 Integration and Accumulation of Change

2019 – CED Unit 7 Differential Equations  Consider teaching after Unit 8

2019 – CED Unit 8 Applications of Integration   Consider teaching after Unit 6, before Unit 7

2019 – CED Unit 9 Parametric Equations, Polar Coordinates, and Vector-Values Functions 

2019 CED Unit 10 Infinite Sequences and Series


 

 

 

 

 


 

L’Hospital’s Rule

Another application of the derivative

L’Hospital’s Rule 

Locally Linear L’Hospital’s Demonstration of the proof

L’Hospital Rules the Graph

Good Question An AP Exam question that can be used to delve deeper into L’Hospital’s Rule (2008 AB 6)

Guillaume de l’Hospital
1661 – 1704


Revised from a post of November 7, 2017


There will be two extra posts this week! Check tomorrow for some suggestions on “Teaching Concavity” and on Friday for “Foreshadowing the MVT.”

I made a major update to last Friday’s post On Scaling. It includes a suggestion from a reader of  this blog with a Desmos graph that will calculate the Kennedy scale scores for you.


 

 

 

 


Other Derivative Applications

Some final applications of derivatives

L’Hospital’s Rule 

Locally Linear L’Hospital’s Demonstration of the proof

L’Hospital Rules the Graph

Good Question An AP Exam question that can be used to delve deeper into L’Hospital’s Rule (2008 AB 6)

Related Rate problems

Related Rates Problems 1 

 Related Rate Problems II

Good Question 9  Baseball and Related Rates

Painting a Point  Mostly integration, but with a Related Rate tie-in.


 

 

 

 


 

Good Question 1: 2008 AB 6

When I started this blog several years ago I was hoping my readers would ask questions that we could discuss or submit ideas for additional topics to write about. This has not really happened, but I’m still very open to the idea. (That was a HINT.) Since that first year when I had the entire curriculum ahead of me, I have written less not because I dislike writing, but because I am low on ideas.

The other day, I answered a question posted on the AP Calculus Community bulletin board about AB calculus exam question. It occurred to me that this somewhat innocuous looking question was quite good. So I decided to start an occasional series on good questions, from AP exams or elsewhere, that can be used to teaching beyond the actual things asked in the question.  (My last post might be in this category, but that was written several months ago.)

In discussing these questions, I will make numerous comments about the question and how to take it further in your class. My idea is not just to show how to write a good answer, but rather to use the question to look deeper into the concepts involved.

Good Question #1: 2008 AB Calculus exam question 6.

The stem gave students the function \displaystyle f\left( x \right)=\frac{\ln \left( x \right)}{x},\quad x>0. Students were also told that \displaystyle {f}'\left( x \right)=\frac{1-\ln \left( x \right)}{{{x}^{2}}}.

  1. The first thought that occurs is why they gave the derivative. The reason is, as we will see, that the first derivative is necessary to answer the first three parts of the question. Therefore, a student who calculates an incorrect derivative is going to be in big trouble (and the readers may have a great deal of work to do reading with the student’s incorrect work). The derivative is calculated using the quotient rule, and students will have to demonstrate their knowledge of the quotient rule later in this question; there is no reason to ask them to do the same thing twice.
  2. If you are using this with a class, you can, and probably should, ask your students to calculate the first derivative. Then you can see how many giving the derivative would have helped.
  3. When discussing the stem, you should also discuss the domain, x > 0, and the x-intercept (1, 0). Other features of the graph, such as end behavior, are developed later in the question, so they may be put on hold briefly.

Part a asked students to write an equation of the tangent line at x = e2. To do this students need to do two calculations: \displaystyle f\left( {{e}^{2}} \right)=\frac{2}{{{e}^{2}}} and \displaystyle {f}'\left( {{e}^{2}} \right)=-\frac{1}{{{e}^{4}}}. An equation of the tangent line is \displaystyle y=\frac{2}{{{e}^{2}}}-\frac{1}{{{e}^{4}}}\left( x-{{e}^{2}} \right).

  1. Writing the equation of a tangent line is a very important skill and should be straightforward. The point-slope form is the way to go. Avoid slope-intercept.
  2. The tangent line is used to approximate the value of the function near the point of tangency; you can throw in an approximation computation here.
  3. After doing part c, you should return here and discuss whether the approximation is an overestimate or an underestimate and how you can tell. (Answer: underestimate, since the graph is concave up here.)
  4. After doing part c, you can also ask them to write the tangent line at the point of inflection and whether approximations near the point of inflection are overestimates or an underestimates, and why. (Answer: Since the concavity change here, it depends on which side of the point of inflection the approximation is made. To the left is an overestimate; to the right is an underestimate.)

Part b asked students to find the x-coordinate of the critical point, determine whether it is a maximum, a minimum, or neither, and to “justify your answer.” To earn credit students had to write the equation \displaystyle {f}'\left( x \right)=0 and solve it getting x = e. They had to state that this is a maximum because  “{f}'\left( x \right)changes from positive to negative at x = e.”

This is a very standard AP exam question. To expand it in your class:

  1. Discuss how you know the derivative changes sign here. This will get you into the properties of the natural logarithm function.
  2. Discuss why the change in sign tells you this is a maximum. (A positive derivative indicates an increasing function, etc.)
  3. After doing part c, you can return here and try the second derivative test.
  4. The question asks for “the” critical point, hinting that there is only one. Students should learn to pick up on hints like this and be careful if their computation produces more or less than one.
  5. At this point we have also determined that the function is increasing on the interval \left( -\infty ,e \right] and decreasing everywhere else. The question does not ever ask this, but in class this is worth discussing as important features of the graph. On why these are half-open intervals look here.

Part c told students there was exactly one point of inflection and asked them to find its x-coordinate.  To do this they had to use the quotient rule to find that \displaystyle {{f}'}'\left( x \right)=\frac{-3+2\ln \left( x \right)}{{{x}^{3}}}, set this equal to zero and find the x-coordinate to be x = e3/2.

  1. The question did not require any justification for this answer. In class you should discuss what a justification would look like. The reason is that the second derivative changes sign here. So now you need to discuss how you know this.
  2. Also, you can now determine that the function is concave down on the interval \left( -\infty ,{{e}^{3/2}} \right) and concave up on the interval \left({{e}^{3/2}},\infty \right). Ask your class to justify this.

Part d asked student to find \displaystyle \underset{x\to 0+}{\mathop{\lim }}\,\frac{\ln \left( x \right)}{x}. The answer is -\infty . While this seems almost like a throwaway tacked on the end because they needed another point, it is the reason I like this question.

  1. The question is easily solved: \displaystyle \underset{x\to 0+}{\mathop{\lim }}\,\frac{\ln \left( x \right)}{x}=\underset{x\to 0+}{\mathop{\lim }}\,\frac{1}{x}\cdot \underset{x\to 0+}{\mathop{\lim }}\,\ln \left( x \right)=\left( \infty \right)\left( -\infty \right)=-\infty .
  2. While tempting, the limit cannot be found by L’Hôpital’s Rule, because on substitution you get \frac{-\infty }{0},which is not one of the forms that L’Hôpital’s Rule can handle.
  3. The reason I like this part so much is that we have already developed enough information in the course of doing the problem to find this limit! The function is increasing and concave down on the interval \left( -\infty ,e \right). Moving from the maximum to the left, the function crosses the x-axis at (1, 0), keeps heading south, and gets steeper. So the limit as you approach the y-axis from the right is negative infinity.This is the left-side end behavior.
  4. What about the right-side end behavior? (You ask your class.) Well, the function is positive and decreasing to the right of the maximum and becomes concave up after x = e3/2. Thus, it must flatten out and approach the x-axis as an asymptote.
  5. That \displaystyle \underset{x\to \infty }{\mathop{\lim }}\,\frac{\ln \left( x \right)}{x}=0 is clear from the note immediately above. This limit can be found by L’Hôpital’s Rule since it is an indeterminate of the type \infty /\infty . So, \displaystyle \underset{x\to \infty }{\mathop{\lim }}\,\frac{\ln \left( x \right)}{x}=\underset{x\to \infty }{\mathop{\lim }}\,\frac{\tfrac{1}{x}}{1}=0.
  6. Notice also that the first derivative approaches zero as x approaches infinity. This indicates that the function’s graph approaches the horizontal as you travel farther to the right. The second derivative also approaches zero as x approaches infinity indicating that the function’s graph is becoming flatter (less concave).

This question and the discussion is largely done analytically (working with equations). We did find a few important numbers in the course of the work. Hopefully, you students discussed this with many good words. To complete the Rule of Four, here is the graph.

2008 AB 6 - 1

And here is a close up showing the important features of the graph and the corresponding points on the derivatives.

The function is shown in blue, the derivative and maximum in red, and the second derivative and the point of inflection in green.

The function is shown in blue, the derivative and maximum in red, and the second derivative and the point of inflection in green.

Finally, this function and the limit at infinity is similar to the more pathological example discussed in the post of October 31, 2012 entitled Far Out!

L’Hôpital Rules the Graph

In my last post on May 31, 2012 I showed a way of demonstrating why L’Hôpital’s Rule works. We looked at an example,

\displaystyle \underset{x\to \pi }{\mathop{\lim }}\,\frac{\tan \left( x \right)}{\sin \left( x \right)},

which met the requirement of the theorem called L’Hôpital’s Rule, namely the functions are differentiable and, since  tan(\pi ) = sin(\pi ) = 0 they intersect on the x-axis at \left( \pi ,0 \right). We looked at the graph and then zoomed-in at \left( \pi ,0 \right).

L’Hôpital’s Rule tells us that with these conditions the limit is the same as the limit of the ratio of their slopes (or their derivatives, if you prefer). Can you see what that ratio is from Figure 2? Even though this is not a “square window” the ratio is obviously –1.

Here are four other limits. See if you can find them by the method suggested here. Namely zoom-in on the point where the functions intersect and see if you can find the limits without doing any computations. (Yes, I know you already know the first 3, but try this idea anyway. )

1. \displaystyle \underset{x\to 0}{\mathop{\lim }}\,\frac{\sin \left( x \right)}{x}

2. \displaystyle \underset{x\to 0}{\mathop{\lim }}\,\frac{1-\cos \left( x \right)}{x}

3. \displaystyle \underset{x\to 0}{\mathop{\lim }}\,\frac{\cos \left( \tfrac{\pi }{2}+x \right)}{x} also known as \displaystyle \underset{x\to 0}{\mathop{\lim }}\,\frac{\cos \left( \tfrac{\pi }{2}+x \right)-\cos \left( \tfrac{\pi }{2} \right)}{x}

4. \displaystyle \underset{x\to 1}{\mathop{\lim }}\,\frac{\pi \ln \left( x \right)}{\sin \left( \pi x \right)}


 

 

 

 

 


Answers in order:  1, 0, -1, -1

Locally Linear L’Hôpital

I’ll begin with a lemma. (I like to do a lemma now and then if for no other reason than having an excuse to explain what a lemma is – a simple theorem that is used in proving the main theorem.)

Lemma: If two lines intersect on the x-axis, then for any x the ratio of their y-coordinates is equal to the ratio of their slopes.

Proof: Two lines with slopes of m1 and m2 that intersect at (a, 0) on the x-axis have equations y1 = m1(xa) and y2 = m2(xa). Then

\displaystyle \frac{{{y}_{1}}}{{{y}_{2}}}=\frac{{{m}_{1}}\left( x-a \right)}{{{m}_{2}}\left( x-a \right)}=\frac{{{m}_{1}}}{{{m}_{2}}}

L’Hôpital’s Rule (Theorem): If f and g are differentiable near x = a and f(a) = g(a) = 0, then

\displaystyle \underset{x\to a}{\mathop{\lim }}\,\frac{f\left( x \right)}{g\left( x \right)}=\underset{x\to a}{\mathop{\lim }}\,\frac{{f}'\left( x \right)}{{g}'\left( x \right)}

if the limit exists.

The fact that f(a) = g(a) = 0 means that the two functions intersect on the x-axis at (a, 0). For example, the functions f(x) = tan(x) and g(x) = sin(x) have this property at \left( \pi ,0 \right).

Figure 1. y = tan(x) in red and y = sin(x) in blue

Figure 1. y = tan(x) in red and y = sin(x) in blue

Now zoom-in several times centered at \left( \pi ,0 \right).

Figure 2. The previous graph zoomed in.

Figure 2. The previous graph zoomed in.

Whoa!

That looks like lines!!

It’s the local linearity property of differentiable functions – if you zoom-in enough any differentiable function eventually looks linear. So maybe near \left( \pi ,0 \right) the lemma applies. The only difference is that the slopes of the “lines” are the derivatives so

\displaystyle \underset{x\to a}{\mathop{\lim }}\,\frac{f\left( x \right)}{g\left( x \right)}=\underset{x\to a}{\mathop{\lim }}\,\frac{{f}'\left( x \right)}{{g}'\left( x \right)}

 Now that does not quite prove L’Hôpital’s Rule, but it should give you and your students a good idea of why L’Hôpital’s Rule is true.

Then in our example:

\displaystyle \underset{x\to \pi }{\mathop{\lim }}\,\frac{\tan \left( x \right)}{\sin \left( x \right)}=\underset{x\to \pi }{\mathop{\lim }}\,\frac{\frac{1}{{{\left( \cos \left( x \right) \right)}^{2}}}}{\cos \left( x \right)}=\underset{x\to \pi }{\mathop{\lim }}\,\frac{1}{{{\left( \cos \left( x \right) \right)}^{3}}}=\frac{1}{{{\left( \cos \left( \pi \right) \right)}^{3}}}=-1

But isn’t that obvious from Figure 2?

Think about it.

More on this next time.