Calculus: Nonroutine Problems

and their Nonroutine Solutions

AMATYC 2011
Austin, TX
Keith Nabb
Moraine Valley Community College
nabb@morainevalley.edu

What makes a problem nonroutine?

Standard tools may apply but in novel and
interesting ways
There are opportunities to learn new content
Tasks are open-ended (they may not have a
single, obvious solution)
There is opportunity to explore (tasks may not
evoke a conventional method of approach)
A reasonable degree of accessibility

Hmmmm
tan x x tan x
2
Prove lim
sec x
x 0
x
by making use of the trig identity
tan A tan B
tan A B
.
1 tan A tan B

Nonroutine is more about . . .

Strategy formulation
A statement/assertion that is hard to believe
and/or nonintuitive
Inviting a diversity of approaches/solutions
Venturing into the unknown
High cognitive demand

Table of Contents

Nonroutine tasks
Some student-generated solutions (subset)
What is the net gain?
Guidelines for task-development

THE TASKS

Stewart (1995)

Evaluate by any means:

x

x sin t
lim
dt

x 3 x 3
t
3

Knop (1985); Larson & Edwards (2011)

Consider a table of length L.
First, remove 1/4 of the table centered at the
midpoint. The two remaining pieces each have
a length smaller than

1
2

L.

Remove 1/8 of the table by taking sections of

length

1
16

L from the centers of the two remaining

pieces. Now we have removed

1
4

18 of the table.

Each remaining piece has a length less than

1
4

L.

continued
Remove 1/16 of the table by taking sections of
length

1
64

L from the centers of the four remaining

pieces. Now we have removed

1
4

18 + 161 of the table.

Each remaining piece has a length less than

1
8

L.

Continue this process as it is described above. Verify

that only half of the table has been removed yet
the table has disappeared! Explain, mathematically or
otherwise, this phenomenon.

Nabb (2010)
Recall the AST: Let an 0. The alternating series

1
n 1

an converges if the following two conditions

are met:

(a) lim an 0
n

(b) an 1 an for n N

For you to ponder: Is it possible for the series to

converge without the condition an 1 an? If you
believe the answer is yes, then produce an example.
If you believe the answer is no, explain why.

Cubic Functions and Tangent Lines

Consider any cubic function whose graph has
three distinct x-intercepts. For example, the
function f x 3 x 3 11x 2 x 15 is below.

continued
If we average two of the roots
(say 5 / 3 and 3) and draw the
tangent line to the curve at this
location, the line will pass through
the other zero of the function.
This phenomenon is not unique to this function but
readily observable with any cubic polynomial (as long
as the x-intercepts are distinct). Why does this occur?

Dunkels & Persson (1980)

When, if ever, does

f g

f g?

1. Are f and g unique?

2. What conditions must f and g satisfy?
3. Does this statement pose any problems
with the standard product rule?

Stewart (1995)

Let f be differentiable at x 0
f x
and assume lim
4. Find
x 0
x
(a) f 0
and
(b) f 0 .

The mysteries of a tie

Morgan and Aisha decide to run a 5K
race; the loser must pay the winners
tuition for a full semester. Amazingly,
when they run the race, they finish in
a dead heat. Prove that their speeds
were identical at some instant of the
race.

A bizarre equation

Consider the equation

x

x
x
x

2.

Is it possible to "solve for x"

in the ordinary sense? If yes,
find x; if not, explain.

A bizarre inequality

Verify that e . Recall that

e

e 2.72 and 3.14; both

numbers play significant roles
in mathematics. Note: For a hint,
examine the function y ln x / x.

Stewart (1995)
The setting for this task is the
basic function f x x 3 . Let P
be a point on the graph of f
and sketch the tangent to the
curve at P (see graph).
A glance at the graph suggests that the slope at Q is
steeper than the slope at P. Your task: Prove that the
slope at point Q is four times the slope at point P.

Tan (2011)
Consider the following limit: lim

2x 1 2x 1

x 0

(a) Explain why its evaluation is not

straightforward.
(b) Evaluate the limit by analytical means.

Equivalence of Differentiation Rules

We have a nice way to find the derivative
f x
of functions of the form
. Consider the
g x
equivalent form f x g x . Differentiate this
1

form as is and compare it with the Quotient

Rule. Discuss.

Brannen & Ford (2004)

(a) Find the derivative of y f x

g x

by using the

standard logarithmic/implicit differentiation.

(b) Treating g x as a constant, what is y ?
(c) Treating f x as a constant, what is y ?
(d) How do parts (a)-(c) connect? Discuss.
Note : This problem can be "toned down" somewhat
by using something like x in place of f x
x

g x

New Coordinate Systems

Create your own three-dimensional coordinate system.
Define new variables and be explicit in describing their
meanings. Explain some of the advantages and
disadvantages of this system.
Some notes to jumpstart your thinking: Think of the
coordinate systems you already know (rectangular,
polar, spherical). What characteristics give them
lasting power? Think about integrating in the new
system. What is the Jacobian?

STUDENT-GENERATED
SOLUTIONS

Nabb (2010)
Recall the AST: Let an 0. The alternating series

1
n 1

an converges if the following two conditions

are met:

(a) lim an 0
n

(b) an 1 an for n N

For you to ponder: Is it possible for the series to

converge without the condition an 1 an? If you
believe the answer is yes, then produce an example.
If you believe the answer is no, explain why.

Solution 1
sin n 2
1

2
4n
n 1

A plot of y an for large n :

A list of a1 through a20 :

0.7103677462 , 0.1818310892 , 0.05947555578 , 0.01942496101 , 0.01041075725 ,
0.01194850349 , 0.01355605407 , 0.01167718065 , 0.007444810139 ,
0.003639947223 , 0.002066135937 , 0.002540672017 , 0.003580128753 ,
0.003814550198 , 0.002944764267 , 0.001671969417 , 0.0008984450760 ,
0.0009637444088 , 0.001488834632 , 0.001820590782

Solution 2
1 1 1 1 1 1

2 3 4 9 8 27
n 1 / 2

, n 1,3,5, 7,
1/ 2
an
n/2
n 2, 4, 6,8,

1/ 3 ,

Solution 3
1
2
1 11 3
a3
4 24 8
a1

1 11 3
a5
8 2 8 16
1 1 1 3
a7
16 2 16 32
a9

1 1 1 3

32 2 32 64

1
4
1
a4
8
1
a6
16
1
a8
32
1
a10
64
a2

continued

1
n 1

n 1

1 1 3 1 3 1 3 1 3 1
an
2 4 8 8 16 16 32 32 64 64
1 1 1 1 1

4 4 8 16 32
geometric

1 1 n
2
4 n2

Stewart (1995)

Evaluate by any means:

x

x sin t
lim
dt

x 3 x 3
t
3

Solution 1
x

x sin t
lim
dt lim x lim

x 3 x 3
x 3
x 3
t

(sin t / t )dt
3

x 3

sin x / x
lim x lim
(L'Hopital's Rule)
x 3
x 3
1
sin 3
3
3
sin 3

Solution 2
x

x sin t
lim
dt lim x lim

x 3 x 3
x 3
x 3
t

(sin t / t )dt 0
3

x 3

lim x lim

(sin t / t )dt sin t / t dt

x 3
x
f x f 3
lim x lim
, with f x (sin t / t ) dt
x 3
x 3
x 3
3
x 3

3 f 3
sin 3

x 3

Solution 3
x

2 n 1

sin t dt 1 1n t
dt

t
t n 0
2n 1 !

3
3
x

t
n
1
dt
2n 1!
n 0

2n

2 n 1

t
1
2n 1! 2n 1 3
n 0
n

continued

2 n 1

t
1

2n 1! 2n 1 3
n 0
n

2 n 1

2 n 1

x
3
n
1
1
2n 1! 2n 1 n0
2n 1! 2n 1
n 0
n

f x f 3

2 n 1

x
where f x 1
.
2n 1! 2n 1
n 0
n

continued

2 n 1

x
From f x 1
,
2n 1! 2n 1
n 0
n

sin x
one can find (or observe) f x
.
x
Then the solution is quite similar to
Solution 2.

Nabb (to appear)

Consider any cubic function
whose graph has three distinct
x-intercepts. If we average
two of the roots and draw the
tangent line to the curve at
this location, the line will pass
through the other zero of the
graph of the function. Why
does this occur?

Solution 1 (algebraic/symbolic)
Enter d x a x b x c into CAS.
ab
Equation of tangent line at x
:
2
1 2
1
1 2
1 2 1
1 2
y da x dabx db x da c dabc db c
4
2
4
4
2
4
d
2
Equivalent to equation (1): y a b x c
4

(1)

Solution 2 (geometric/application)
Apply Newton's method to f x d x a x b x c with
ab
initial guess x0
:
2
d xn a xn b xn c
xn 1 xn
d xn b xn c d xn a xn c d xn a xn b
Newton's method returns x1 c and the iterative scheme terminates.

Solution 3 (qualitative approach)

continued
Generalize.....
p x x 1 x a x a x x a x a
3

Some vital ingredients: p 0 a , p 0 a

2

Equation of TL at x 0 : y a 2 a 2 x 0

Solution 4
Setting: y ax bx cx d
3

The idea: Let a 0 in an effort to work

in a more comfortable setting, that is,
y bx 2 cx d .

f a x ax 3 5 x 2 4 x 3
a 0.1, 0.01, 0.001, ...

continued
Graphs of f1 , f 0.1 , and f 0.01 :

A tangent drawn from the infinite intercept is parallel to the x-axis and
passes through the graph at the extremum. This extremums x-coordinate
is always halfway between the graph of the quadratics intercepts. Nice
connection for students even if it doesnt solve the problem.

Solution 5
Idea: Three distinct zeros is the "important"
feature here . . . what happens when two
roots coincide?
Consider f x d x a x b x b
and let 0.

continued
Consider the polynomial p x x 2 x 3 x 3 .
Find the average of 3 and 3 ; this gives xavg

.
2

2
The equation of the TL at xavg is y x 2 . The graphs
4
of y p x and the TL for 2, 1, 0.5, and 0.25:

STUDENT
BENEFITS?

Net gain
Opportunity to connect different representations
[symbolic, numeric, graphical]
CAS is a natural part of mathematics inquiry
A taste of a mathematicians work (nature of
mathematics)
A more authentic experience
More than just solving textbook problems

Dispelling common myths

Problems have a single solution
Being good at math = following stringent guidelines

Whole classroom discussion of diversity of method

Net gain
Overcoming that Im stumped feeling
Solutions carry with them a sense of
ownership: The Stevenian Series
Surprise! They are fun to grade!
Increased student motivation . . . They enjoy
cliffhanger problems
Students learn by experience: The pathway to
polished mathematical results is almost
always nonlinear.

Net gain
Nonroutine problems. . .
Invite creativity
Foster authentic mathematical thinking
Not Which formula am I going to use? but rather
How do I go about doing this?

Suggest no clear way to attack

Promote classroom discussion
Offer opportunities to learn new mathematical
content while supporting the fundamentals

GUIDELINES FOR
PROBLEM
DEVELOPMENT

Starting Points
A statement that is peculiar but accessible (cubic task)
Altering the contents of a theorem/assertion
Ex: Drop one condition and ask what if .? (alternating
series task)
A result with the potential to generalize or connect
mathematics from different chapters
Something that is slightly beyond their grasp but uses critical
features in the curriculum (disappearing table task)
A common misconception/fallacy (product rule task,
differentiation of x^x)
Pretty much anything that involves the absolute value
function
Breaking new ground (coordinate system task)

Resources/Inspiration for Problem

Development
Textbooks with sections consisting of capstone or
challenge exercises
Problems Plus, Problem Solving, Additional
Exercises
Challenging Mathematics In and Beyond the
Classroom: The 16th ICMI Study
College Mathematics Journal (Problems & Solutions
section)
William Lowell Putnam Mathematics Competition
Directory, published by MAA:
http://amc.maa.org/a-activities/a7-problems/putnamindex.shtml

References
Barbeau, E., & Taylor, P.J. (Eds.).(2008). Challenging Mathematics In and
Beyond the Classroom: The 16th ICMI Study (New ICMI Study Series). New York: Springer.
Brannen, N.S., & Ford, B. (2004). Logarithmic differentiation: Two wrongs make a right.
The College Mathematics Journal, 35 (5), 388-390
Dunkels, A., & Persson, L.-E. (1980). Creative teaching by mistakes. The Two-Year College
Mathematics Journal, 11, 296-300.
Knop, L.E. (1985). Cantors disappearing table. College Mathematics Journal, 16 (5),
398-399.
Larson, R., & Edwards, B. (2011). Calculus: Early Transcendental Functions (4th Ed.).
Boston: Houghton Mifflin Company.
Nabb, K.A. (2010). A close encounter with infinity: Inventing new mathematics.
Mathematics Teacher, 104 (5), 373-378.
Nabb, K.A. (to appear). Students exploratory thinking on a nonroutine calculus task.
Mathematics Teacher.
Stewart, J. (1995). Calculus: Early Transcendentals (3rd Ed.). Pacific Grove:
Brooks/Cole.
Tan, S. (2011). Calculus: Early Transcendental Functions. Boston: Cengage.