4.1.1 · D4Calculus I — Limits & Derivatives

Exercises — Intuitive concept of a limit — table of values, graphical

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Before we start, one reminder of the only rule that matters here:


Level 1 — Recognition

Exercise 1.1

From this table, forecast .

Recall Solution

WHAT: Read the left column (as rises to ) and the right column (as falls to ). WHY: The definition says both sides must aim at the same number. Left outputs: — climbing toward . Right outputs: ... wait, read them toward : is moving away; toward they are i.e. shrinking toward . Both sides squeeze on .

Exercise 1.2

Given and , but . What is ?

Recall Solution

WHAT: Compare the two one-sided limits, ignore . WHY: The limit watches the approach, never the point itself. Both one-sided values equal , so they agree. The stray value is a lone dot that the trend never touches.

Exercise 1.3

Which of these must be true for to exist? (Choose all.) (a) is defined. (b) Left-hand limit exists. (c) Right-hand limit exists. (d) Left = Right.

Recall Solution

WHAT: Recall the existence condition. WHY: is irrelevant (holes and stray dots have limits). The two one-sided limits must each exist and be equal. Correct: (b), (c), (d). Not (a).


Level 2 — Application

Exercise 2.1

Estimate by building a short table, then confirm algebraically.

Recall Solution

WHAT: Plug in values near (never itself).

Both sides aim at . WHY confirm algebraically: a table only suggests. Factor to be sure — legal because means , so : As , .

Exercise 2.2

Compute .

Recall Solution

WHAT: Try plugging in: — a trap, so substitution fails. WHY factor: the numerator is a difference of squares ; the cancels (valid since ): As : .

Exercise 2.3

Compute (build a tiny table first, then confirm).

Recall Solution

WHAT: Substitution gives . Table:

Both sides squeeze toward . WHY the algebra: multiply by the conjugate to clear the root: As : .


Level 3 — Analysis

Exercise 3.1

For the piecewise function find , , , and .

Figure — Intuitive concept of a limit — table of values, graphical
Recall Solution

WHAT / WHAT IT LOOKS LIKE: In the figure, the left piece (lavender) is the line ; as its height climbs to . The right piece (coral) is ; as its height falls to . The lone butter dot at is .

  • WHY the two-sided limit exists: both sides agree at , so But — the stray dot. The limit () and the value () differ. This is exactly a removable-discontinuity picture; see Continuity at a point.

Exercise 3.2

For , find , , and decide whether exists.

Figure — Intuitive concept of a limit — table of values, graphical
Recall Solution

WHAT: For , so . For , so . WHAT IT LOOKS LIKE: two flat rays — the mint ray at height on the right, the coral ray at height on the left, with a jump across .

  • WHY no limit: left right . The two paths aim at different heights, so

Exercise 3.3

Consider . Investigate and . Does exist (as a finite number)?

Recall Solution

WHAT: Feed values close to . From the right (): is a tiny positive number, so is huge and positive — it blows up to . From the left (): is a tiny negative number, so is huge and negative — it dives to . WHY no finite limit: the outputs don't settle on any number; they run off to infinity, and to opposite infinities on the two sides. This "blow-up" behaviour is the topic of One-sided limits and limits at infinity.


Level 4 — Synthesis

Exercise 4.1

Find the value of so that has existing, and state that limit. Does the value of change the limit?

Recall Solution

WHAT: Compute both one-sided limits. Left: . Right: . WHY the limit exists regardless of : both sides already agree at , and the limit ignores entirely. So: Choosing additionally makes continuous; but the limit is no matter what is. (Contrast: continuity would demand ; the limit does not — see Continuity at a point.)

Exercise 4.2

Use a table to estimate (with in radians), then explain why direct substitution and naive cancelling both fail.

Recall Solution

WHAT: Substitution gives — indeterminate. There is no algebraic factor to cancel ( is not a polynomial with an -factor you can lift out cleanly), so we table it:

(rad)

WHY both sides matter: left and right both climb toward as . WHY substitution/cancelling fail: substitution hits ; and can't be factored like , so we cannot cancel our way out. This is precisely the case the Squeeze (Sandwich) Theorem was built to nail rigorously, and it is the seed of The derivative as a limit of difference quotients.


Level 5 — Mastery

Exercise 5.1

This is the launch-pad for calculus. For , the difference quotient measures the average steepness of the curve between and . Build a table as (from both sides), forecast the limit, then confirm algebraically. What does this number mean?

Figure — Intuitive concept of a limit — table of values, graphical
Recall Solution

WHAT / WHAT IT LOOKS LIKE: In the figure, the coral line is a secant — it cuts the parabola at and . As shrinks, the second point slides toward the first and the secant pivots toward the lavender tangent. The difference quotient is the secant's slope. Substitution gives , so table it:

quotient

Both sides aim at . WHY / algebra to confirm: expand (valid because in the limit, so we may cancel ): As : . MEANING: is the exact steepness (slope) of at the single point — the slope of the lavender tangent line. This is the derivative; see The derivative as a limit of difference quotients.

Exercise 5.2

A student claims: " because of anything is at most and near it should be near its max." Investigate with a table and rule on the claim.

Recall Solution

WHAT: As , the inside races off to , so swings through its entire range over and over — faster and faster.

WHY the claim fails: the outputs never settle — they alternate between and no matter how close gets to . There is no single approached value. (Contrast: , because the factor crushes the wobble — a job for the Squeeze (Sandwich) Theorem.)


Active Recall

Recall What are the three ways a two-sided limit can fail to exist?

(1) Jump — left and right one-sided limits differ (Ex 3.2). (2) Blow-up — outputs run to (Ex 3.3). (3) Oscillation — outputs never settle on one value (Ex 5.2).

Recall In Ex 5.1, why is the answer

a slope and not just a number? Because the difference quotient is the slope of the secant line through two points on ; as the secant becomes the tangent at , whose slope is .

Recall Why did

NOT mean "no limit" in Ex 2.1–2.3 but a blow-up DID mean no finite limit in Ex 3.3? is indeterminate — a shared vanishing factor can cancel to reveal a finite value. In Ex 3.3 the denominator alone went to (numerator was ), so the output genuinely exploded.


Connections