Problem Sets

Suggestions to the Student

The problems we choose from the book are a bit different from the usual calculus textbook problems.  They are not intended to be harder although some may well be.  They are intended, instead, to help you better understand the concepts of calculus and how to apply them.  None of these problems asks simply for a computation, and some ask for no computation at all.  Instead, they may ask you to do one of the following:  Apply a concept or technique you have just learned in a mildly novel context; combine concepts or techniques that you have seen only in isolation before; give a graphical interpretation of the behaviour of a function; make an inference, from a graph or a table of data, about a function or a physical relationship.

When you begin working on these problems,  you may feel that you do not know how to get started on a problem or where you should end up.  That's only natural.  In fact, some of the problems can be approached in a variety of ways and have no single answer.  Since the purpose of all the problems in this volume is to help you develop a better understanding of calculus, a good way to get started is to see if you understand the question.  Talk it over with a classmate and see if the two of you have the same interpretation.  If you don't check in the textbook to see if you have the right meanings for the crucial words in the problem.  Draw a picture, if possible, to illustrate the problem.  If you encounter a function that is hard to graph, use a computer or a graphing calculator to draw the graph.  In fact, all uses of computers and calculators are legitimate in working on these problems. If you are still stuck, talk it over some more with a classmate or ask for a discussion in class, but be prepared to offer the thoughts you have developed about the problem.

The keys to getting the most out of these problems are thinking, discussing and writing.  When you recognize a concept or technique that is likely to be involved in a problem, ask yourself what you know about it and how it might be applied, and be prepared to reread your textbook or lecture notes to refresh your understanding  Then test your ideas by discussing them with a classmate or in class. Finally, write up your conclusions in complete English sentences that convey your understanding as clearly as you know how.  With practice, you will discover that discussing and writing promote clear thinking and thus help you develop a better understanding of the material that you are studying.  

Problem Sets

Problem Set 1A
12.1  46, 47
12.2  25
12.3  56
12.4  22
12.5  26, 28
12.6  18
12.7  40, 50

Problem Set 1B
12.1  45, 48
12.2  28
12.3  60
12.4  (20 and 21 scored as one question)
12.5  22, 32
12.6  16
12.7  48, 56


We are now underway.  Here are solutions to problem set 1.

Problem Set 2A
15.1  14
15.2  2
15.3  6, 7
12.8  37, 44
12.9  28, 38 (do *not* use components), 45
   
Problem Set 2B
15.1  10
15.2  6
15.3  5, 7
12.8  40, 42 
12.9  27, 40, 46

No matter what you do, here are solutions to problem set 2.


Problem Set 3A
13.1  26, (32 and 36 scored as one)
13.2  36, 49
13.3  30
13.4  36, 44
13.5  33
13.6  18, 24
13.7  35
13.8  17
15.4  5, 12
  
Problem Set 3B
13.1  28, (30 and 34 scored as one)
13.2  35, 50
13.3  32
13.4  35. 46
13.5  34
13.6  17, 28
13.7  36
13.8  16
15.4  6, 10

The long awaited, and just plain long, solutions to problem set three.  

Problem Set 4A
14.1  36
14.2  24, 28
14.3  26, 40
14.4  30, 40
14.5  14
14.6  28
14.7  18
  
Problem Set 4B
14.1  38
14.2  22, 27
14.3  28, 38
14.4  24, 42
14.5  13
14.6  30
14.7  16  

We're getting closer to the end.  Here are solutions to problem set 4.  

Problem Set 5A
15.5  6
16.1 24, 30
16.2 34, 36, 45

Problem Set 5B
15.5  8
16.1 26, 28
16.2 32, 38, 46


In the end, it's short and sweet.  The ending solutions to problem set 5.