Math 222-06: Calculus 2

Annotated Problem Instructions

What are Annotated Problems
Everyone in the class will be assigned one of 3 or 4 problems to do. The basic idea is that you
solve the question like you normally would, showing all work. In addition to the normal written
work, you will also make notes in the margins about why you solved the problem the way you did
(examples and directions will follow). In short, the annotations should convey the thought process
behind the solution, and the big picture math concepts involved. Then after they are graded, (at
least) one example of each of the 4 problems will be posted on blackboard.
When making the annotations you want to think about making comments that convince me
that you know the math behind that question, and that you understand the big picture of that
type of question. You also want to think about making the annotations helpful comments that
will help you review that type of question for the nal, as well as comments that would help your
classmates learn how to answer those types of questions.
Its my hope that completing these annotated problems will help you think more clearly as
you solve dicult math problems of all types. Additionally, having a set of these problems on
blackboard will help everyone in the course learn the material, study for exams, and review for the
nal.
Directions
Your assigned problem is due at the beginning of class on the due date. Late problems will
not be accepted.
Your annotated problem must be neat and legible (no writing crammed into tiny spaces), and
must be written with something that photocopies/scans well (no bright orange pens).
Your problem must include Your Name, Problem Set Number, and Your Problem Number
(Usually the section and number of the problem from our book) as well as the entire problem
rewritten (including directions).
Your problem must be clearly separated into the problem and the annotations.
You may consult your book, class notes, classmates, friends/family, internet resources, Jackie,
the Calc Help Room, other math books, etc to help you with these questions. However the
work you turn in must be your own (no copying).
Helpful Tips
It is almost impossible to do an annotated problem well if you havent already done lots of
examples of this type of problems. Ditto if youre behind in the class.
You should plan on doing more than one draft of your annotated problem.
Helpful Questions To Get Yourself Thinking
What about the question/dirrections helped you identify the type of problem?
What were you thinking as you solved this question?
Is there a general approach to this type of problem?
Is there a way to break solving this type of problem down into steps/simpler parts?
Are there theorems/formulas important to this problem?
Why did you do what you did?
How did you know to do what you did (at each step)?
How did you know what your next step should be?
What is you ultimate goal as you solve this problem? (For example, what format were you
working towards as you simplied an expression?)
What would you have done dierently with a dierent problem of this type? (For example,
is there something you often do with other questions of this type, but didnt have to do with
this particular question?)
Can you compare/contrast this question with other questions?
How would you explain your solution to a classmate?
What questions where you asking yourself as you solved this problem?
What questions/comments did Jackie make about this?
What questions (or hints) would an instructor in the Calc Help Room ask you as you solved
this problem?
(If the question involves some guess and check) Why did you make the guesses you did?
Are there any relevant vocabulary words you should be using?
If you used a theorem, did you explain how all the hypothesis were met?
These questions are only provided as guidelines to get you thinking (and may not apply to every
problem). My hope is that as the semester goes on and you are more used to writing the annotated
problems, you will have an easier time with the thought process behind the math problems, and
you wont need to rely on these questions as much.
Rubric
Please note that every problem will be dierent, and not all of the criteria will apply to every problem, so the Rubric will be slightly
dierent for each question. Additionally, your solution may not fall exactly into one of these categories, so this Rubric is only meant
as a general guide.
0 Annotated problem didnt follow one of the directions, isnt complete, or isnt mathematically correct.
1 Problem is mathematically correct and all work is shown.
Annotation are missing important information, are trivial, or are incorrect.
2 Problem is mathematically correct, but not enough of the work is shown.
Annotations are adequate (meet the criteria for a 3).
Problem is mathematically correct and all work is shown.
Annotations ignore or inadequately explain one important step in the problem.
3 Annotations are otherwise clear, correct, and well written, and demonstrate understanding of relevant mathematical concepts
Annotations make at least some big picture connections, connections to other problems of that type
or connections to other calculus concepts.
Problem is mathematically correct and all work is shown.
4 Annotations explain all important steps in the problem, including set up.
Annotations meet all other criteria for a 5 except one.
Problem is mathematically correct and all work is shown.
Annotations explain all important steps in the problem, including set up.
5 Annotations are clear, correct, and well written.
Annotations are insightful and demonstrate a real understanding of the mathematical concepts behind the solution.
Annotations make appropriate big picture connections to other problems of that type and to other calculus concepts.
Its more of an art than a science to determine how much of the calculations/simplifying you need to include annotations for.
One guideline that might help you is if you can describe several lines of the calculations as a process you learned in Calc 1 (or earlier
this semester), feel free to just reference that. Even better is to indicate that the calculations are an already learned process, followed
by an additional comment as relevant.
You dont need to indicate each algebra step in simplications (unless there is some very clever trick in the process). You may just
state something along the lines of Algebra Simplications.
Sample Annotated Problem Problem Set 0 Question 1
1. Find the derivative of the following functions
a. f(x) = (17x
2
13)(x 1)
b. y = (3x cos x)
5
When taking a derivative, the best case scenario is if we can use the derivative formulas
from section 3.3 and take the derivative by inspection. (Constant Multiple Rule,
Sum/Dierence Rule, Power Rule, Derivative of a Constant Function.) If this is
impossible we can simplify the function using algebra, or use another derivative rule,
such as the Product, Quotient, or Chain Rule to begin to take the derivative, hopefully
getting down to something simpler where we can use the simpler rules.
Part a)
f(x) = (17x
2
13)(x 1)
f(x) = 17x
3
13x 17x
2
+ 13
f

(x) = 3 17x
2
13 2 17x + 0
The right side isnt simple enough to take the
derivative by inspection. We can either simplify
(multiply the polynomials) or use the product
rule. Either would work here, since we need to
choose one, we will simplify.
Now we have a polynomial, so we can take
the derivative by inspection
Whats going on behind the derivative short cut:
(Take the derivative of both sides)
d
dx
f(x) =
d
dx
(17x
3
13x 17x
2
+ 13)
(Use the Sum Rule, since polynomials are dierentiable,
then use the fact that f

(x) is just notation for

d
dx
f(x) )
f

(x) =
d
dx
17x
3

d
dx
13x
d
dx
17x
2
+
d
dx
13
(Use Constant Multiple Rule, since polynomials are di.)
f

(x) = 17
d
dx
x
3
13
d
dx
x 17
d
dx
x
2
+
d
dx
13
(Use Power Rule [
d
dx
(x
n
) = nx
n1
for n a real number],
and Deriv. of Constant Function)
f

(x) = 17(3x
2
) 13(1x
0
) 17(2x
1
) + 0
(Simplify with algebra)
f

(x) = 3 17x
2
13 2 17x + 0
Part b)
Looking at this function we see immediately that this isnt something we can easily simplify
into a polynomial so we can evaluate it by inspection, like in part a). Our next course of
action is to look at the structure, and determine if any of the Product, Quotient or Chain
rules might help us. In this case we see that this function has the format of 2 functions
that are composed with each other. (Its a big mess of stu, all raised to the 5
th
power).
Thats our clue that we should start with the Chain Rule.
y = (3x cos x)
5
dy
dx
= 5(3x cos x)
4

d
dx
(3x cos x)
dy
dx
= 5(3x cos x)
4
(3 + sin x)
Using the shortcut, the trick is to identify
what the outermost thing going on is. We see
that the outermost thing here is the 5
th
power.
Once weve done this were ready to write our
rst step of work with the shortcut method.
However, to show that math behind this short
cut, we decompose y, and write it as y = u
5
where u = 3x cos x). Then, the chain rule for-
mula says
dy
dx
=
dy
du
du
dx
. For this to be useful, we
calculate the derivative of y with respect to u
(thinking of u as the variable). Since y = u
5
,
dy
du
= 5u
4
. Now we nd the derivative of u
with respect to x, since u = 3x cos x, we see
du
dx
= 3 sin x.
Now we begin to substitute into the chain rule
formula in an order that will help it match the
scratch work that were accustomed to showing.
dy
dx
=
dy
du
du
dx
= (5u
4
)
du
dx
= 5(3x cos x)
4
du
dx
= 5(3x cos x)
4
d
dx
u
= 5(3x cos x)
4
d
dx
(3x cos x)
(now we nish substituting and simplifying)
= 5(3x cos x)
4
(3 sinx)
= 5(3x cos x)
4
(3 + sin x)
We also notice that we could have used function notation, instead of the Leibniz notation
we used. And nally that the full solution in the annotations could have been shorter if
we werent trying to match the scratch work were accustomed to showing.
Sample Annotated Problem Problem Set 0 Question 2
Find the absolute maximum and absolute minimum values of f on the given interval.
f(x) =
4
3
x
3
2x
2
+ 3, [2, 3]
Since [2, 3] is a closed interval (indicated by the square brackets),
and since we were asked to nd an absolute max/min, we want to use the
Closed Interval Method for this problem.
We can only use the Closed Interval Method if the function is continuous on
the interval. Since f(x) = x
4
2x
2
+ 3 is a polynomial it is continuous
everywhere, and in particular, it is continuous on [2, 3],
so we can use the Closed Interval Method.
1. Find the values of f at the critical numbers of f in (2, 3)
a) Find critical numbers of f(x),
rst nd f

(x), then set f

(x) = 0 and solve for x.
b) nd the f values
plug the critical numbers into f(x) (unless they are outside (2, 3)).
Crit Numbers
f(x) =
4
3
x
3
2x
2
+ 3
f

(x) = 4x
2
4x nd f

(x), see Chapter 3
0 = 4x
2
4x set f

(x) = 0
0 = 4x(x 1) solve for x, by factoring
x = 0 or x = 1 are the critical numbers, candidates for local max/min
since both 0 and 1 are in the interval (2, 3),
nd the f values of both the critical numbers
f(0) =
4
3
0
3
2 0
2
+ 3 = 3 this may be a local max/min
f(1) =
4
3
1
3
2 1
2
+ 3 =
7
3
this may be a local max/min
2. Find the values of f on the endpoints of the interval [2, 3]
End Points
f(2) =
4
3
(2)
3
2 (2)
2
+ 3 =
32
3
8 + 3 =
47
3
just plug in -2 for x, and simplify
f(3) =
4
3
(3)
3
2 (3)
2
+ 3 = 36 18 + 3 = 21 just plug in 3 for x, and simplify
3. The largest value from 1.&2. is the absolute maximum value,
The smallest value from 1.&2. is the absolute minimum value
Make sure to add the f(x) values to the list, not the x values.
Since the question asked for the abs. max. and abs. mini. values of f,
the answers should also be the f(x) values (as opposed to the locations).
The absolute Max is 21 (at x = 3) pick the largest number from 3,
7
3
,
47
3
, 21
The absolute Min is
47
3
(at x = 2) pick the smallest number from 3,
7
3
,
47
3
, 21
(Absolute Max/Min arent always at the endpoints)
V =

a
b
(Outer Rad.)
2
(Inner Rad.)
2
dy
V =

2
2
(Outer Rad.)
2
(Inner Rad.)
2
dy
V =

2
2
(y
2
+ 5)
2
(1)
2
dy
V =

2
2
(y
4
10y
2
+ 25) (1)dy
=

2
2
(y
4
10y
2
+ 25) (1)dy
=

2
2
y
4
10y
2
+ 24dy
=
y
5
5

10y
3
3
+ 24y

2
2
=

(2)
5
5

10(2)
3
3
+ 24(2)

(2)
5
5

10(2)
3
3
+ 24(2)

=
2
5
5

102
3
3
+ 48

2
5
5
+
102
3
3
48

= 2
2
5
5
2
102
3
3
+ 2(48)
The volume of the solid created by revolving the
region bounded by the curves x = y
2
+ 5 and
x = 1 around the y-axis is 2
2
5
5
2
102
3
3
+ 2(48).
Since I drew the typical rectangle perpendicular
to the axis of revolution, I have to use the Washer
Method.
This is the formula for the Washer method, it
is dy because the rectangle is horizontal. Now I
need to determine the limits of integration, and
the functions for the Inner and Outer Radii.
The limits of integration are the smallest and
largest y values of the region. (Im looking at
y values, because the integral is dy.) Looking at
the picture, these clearly occur at the intersec-
tion points.
Since the region is is being rotated around an
axis, the inner and outer radius are just the func-
tion that bound the region at both ends of my
typical rectangle. (Since my integral is dy I
want to make sure the function are all in the
form x = an expression where the only variable
is y, they already were for this question.)
Once Ive found a, b, Inner Radius and Outer Ra-
dius, I need to evaluate the denite integral. This
means simplifying (y
2
+5)
2
(1)
2
until I can
integrate it using the rules of Chapter 5 (speci-
cally 5.4).