146 35 10MB
English Pages [192] Year 2014
O X
F O
R
D
I B
D
I P L O
M
A
M AT H E M AT I C S
P
R
O
G R
A
M
M
E
HI GH E R
LE V E L
C A LC U LU S
Josip Harcet
Lorraine Heinrichs
Palmira Mariz Seiler
Marlene Torres-Skoumal
:
3
Great
Clarendon
Oxford
It
furthers
and
the
Oxford
New
Auckland
New
©
the
is
Oxford
The
Database
First
All
rights
in
without
or
in
as
right
the
must
and
you
British
Data
of
Oxford.
research,
scholarship,
in
Hong
Kong
City
Karachi
Nairobi
No
Turkey
of
Oxford
France
Greece
Poland
Ukraine
University
Portugal
Vietnam
Press
2014
have
University
part
of
been
Press
this
or
permission
permitted
asserted
(maker)
of
by
the
Press,
in
writing
law,
impose
above
at
or
Cataloguing
book
in
under
be
address
same
of
in
may
in
any
Oxford
terms
Enquiries
should
the
this
this
publication
transmitted,
organization.
circulate
Library
Korea
countries
author
system,
rights
scope
not
mark
other
Republic
South
2014
prior
must
Czech
be
reproduced,
form
or
agreed
to
the
any
means,
Press,
with
concerning
sent
by
University
the
appropriate
reproduction
Rights
Department,
above
any
other
condition
Publication
on
binding
any
or
cover
acquirer
Data
978-0-19-830484-5
9
8
Printed
Paper
The
in
available
ISBN
10
University
Toronto
Thailand
Press
Oxford
University
You
the
Mexico
Japan
trade
the
retrieval
expressly
Oxford
of
reserved.
reprographics
outside
of
excellence
Salaam
Chile
Italy
certain
rights
the
es
Brazil
University
a
of
worldwide
Taipei
registered
published
stored
objective
in
and
moral
6DP
Melbourne
Switzerland
a
UK
OX2
department
Dar
Hungary
Singapore
Oxford
Town
Madrid
Austria
Guatemala
a
publishing
Shanghai
oflces
is
York
Lumpur
Argentina
in
by
Cape
Delhi
With
Oxford
Press
University’s
education
Kuala
Street,
University
7
in
6
5
4
Great
used
in
3
2
1
Britain
the
production
manufacturing
process
of
this
book
conforms
to
is
the
a
natural,
recyclable
environmental
product
regulations
made
of
the
from
wood
country
of
grown
in
sustainable
forests.
origin.
Acknowledgements
The
p2:
publisher
would
like
to
jupeart/Shutterstock;
p21:
Science
Photo
thank
p2:
Library;
the
following
for
permission
mary416/Shutterstock;
p39:
Scott
p3:
to
reproduce
photographs:
freesoulproduction/Shutterstock;
Camazine/PRI/Getty.
p17:
Science
Photo
Library;
Course
The
IB
Diploma
resource
study
gain
an
study
in
of
an
aims
each
and
two-year
par ticular
IB
the
of
of
IB.
the
subject
providing
in
Diploma
and
is
that
the
deep
for
to
critical
the
Each
and
and
books
mirror
curriculum
use
of
a
in
wide
mindedness,
IB
the
IB
Inter national
inquiring,
help
to
this
end
a
The
lear ner
of
all
and
and
of
book
can
and
works
viewing
the
with
to
to
encouraged
resources.
lear ners
create
strive
In
addition,
They
the
to
the
the
and
a
better
the
on
throughout
have
they
course
provide
assessment
honesty
protocol.
without
being
programmes
develop
for
how
advice
and
They
requirements
are
distinctive
prescriptive.
people
world
who
of
They
local
acquire
inter national
education
and
rigorous
assessment.
through These
programmes
world
to
to
lear ners
gover nments
develop
challenging
become
who
dierences,
is
to
who,
They
develop
recognizing
encourage
active,
students
across
compassionate,
understand
can
guardianship
of
take
also
be
the
that
other
and
people,
lifelong
with
their
right.
responsibility
consequences
their
that
and
more
for
their
accompany
own
actions
and
the
them.
the
peaceful
They
understand
and
appreciate
their
world. cultures
and
their
natural
curiosity .
perspectives,
to
conduct
inquir y
personal
histories,
and
are
open
and
this
in
lear ning.
love
of
their
and
traditions
of
to
other
They and
and
communities.
evaluating
a
They
range
of
are
accustomed
points
of
view ,
to
and
They
lear ning
will
willing
to
grow
from
the
experience.
be
They
show
empathy ,
compassion,
and
respect
lives.
explore
and
values,
and
concepts,
ideas,
the
global
signicance.
in-depth
knowledge
and
needs
and
feelings
of
others.
They
have
a
and
In
commitment
to
ser vice,
and
act
to
make
a
so
positive doing,
of
fur ther
suggestions
Companions
specic
academic
personal that
Course
the
authoritative
towards
issues
variety
respect.
independence
lear ning
Knowledgable
and
required
a
provided.
on
Caring
sustained
and
other
are
from
additional
book
with
IB
be:
necessar y
show
enjoy
for
and
are
actively
the
conclusions
each
are
of
and
seeking
research
conjunction
Prole
shared
develop
skills
in
students
draw
in
research
individuals
acquire
to
given
extend
the
Inquirers
used
Suggestions
are
to
own IB
of
action,
IB
young
schools,
people
and
aims
peaceful
and
prog rammes
minded
humanity
help
be
indeed,
Open-minded
planet,
theor y
creativity ,
issues
approach;
and
caring
more
organizations
IB
and
inter national
prole
Baccalaureate
IB
requirements,
essay ,
statement
learner
inter nationally
common
resources,
core
extended
thinking.
whole-course
understanding
the
IB
aim
philosophy
a
of
better
inter national
The
IB
of
knowledgable
create
intercultural
and
range
mission
The
To
the
terms
the
(CAS).
reading
understanding
wider
ser vice
guidance
The
Programme
materials
pur pose
philosophy
a
course
students
while
the
Diploma
knowledge,
from
subject
connections
opportunities
help
expected
encourage
making
will
illustrates
reect
are
students
Programme
They
Programme
way
Companions
suppor t
what
They
IB
by
a
deni tion
Course
to
subject.
Diploma
content
of
approach
of
their
a
designed
understanding
presenting
and
Programme
materials
throughout
of
Companion
dierence
to
the
lives
of
others
and
to
the
develop
environment. understanding
across
a
broad
and
balanced
range
of
disciplines.
Thinkers
skills
Risk-takers
They
critically
approach
ethical
exercise
and
complex
initiative
creatively
to
problems,
in
applying
recognize
and
make
thinking
uncer tainty
the
and
strategies.
defending
decisions.
Communicators
They
understand
and
express
information
condently
and
creatively
in
one
language
and
in
a
variety
of
modes
They
work
eectively
and
with
They
willingly
sense
of
of
the
brave
and
new
and
have
roles,
ar ticulate
ideas,
in
understand
physical,
and
the
impor tance
emotional
of
balance
to
achieve
well-being
for
themselves
and
others.
They
give
thoughtful
consideration
to
their
others.
act
with
integrity
and
honesty ,
with
fair ness,
justice,
and
respect
for
individual,
groups,
and
lear ning
and
experience.
They
are
able
to
assess
a understand
their
strengths
and
limitations
in
order
the to
dignity
forethought,
explore
in
and strong
are
to
and
of
own Principled
and
spirit
situations
belief s.
They
Reective
collaboration
of
unfamiliar
more
personal
communication.
courage
They
their
intellectual,
than
approach
ideas Balanced
and
with
independence
and
reasoned,
They
communities.
suppor t
their
lear ning
and
personal
development.
iii
A
It
note
is
of
vital
on
academic
impor tance
appropriately
credit
to
the
acknowledge
owners
of
honesty
and
What
constitutes
is
Malpractice
when
that
information
is
used
in
your
work.
owners
of
ideas
(intellectual
proper ty)
rights.
To
have
an
authentic
in,
you
piece
it
must
be
based
on
your
individual
in
ideas
with
the
work
of
others
Therefore,
all
assignments,
oral,
completed
for
assessment
may
or
any
student
gaining
an
unfair
one
or
more
assessment
component.
includes
plagiarism
and
collusion.
is
dened
as
the
representation
of
the
must
or
work
of
another
person
as
your
own.
written
The or
or
fully
ideas acknowledged.
in,
and
Plagiarism
original
results
of Malpractice
work,
that
have advantage
proper ty
behaviour
After result
all,
malpractice?
information
use
following
are
some
of
the
ways
to
avoid
your
plagiarism: own
language
used
or
and
referred
quotation
or
expression.
to,
whether
paraphrase,
appropriately
Where
in
the
such
sources
form
sources
of
are
direct
must
●
be
do
I
and
suppor t
acknowledged.
ideas
one’s
of
another
arguments
person
must
used
to
be
acknowledged.
●
How
Words
acknowledge
the
work
Passages
that
enclosed
within
are
quoted
verbatim
quotation
marks
must
be
and
acknowledged.
of
others?
●
The
way
that
you
acknowledge
that
you
CD-ROMs,
Inter net, used
the
ideas
of
other
people
is
through
the
footnotes
and
and
messages,
any
other
web
sites
electronic
on
media
the
must
use
be of
email
have
treated
in
the
same
way
as
books
and
bibliographies.
jour nals.
(placed
Footnotes
at
the
bottom
of
a
page)
or ●
endnotes
(placed
at
the
end
of
a
document)
are
The
sources
of
illustrations, be
provided
when
you
quote
or
paraphrase
document,
or
closely
summarize
computer
provided
do
to
in
another
document.
need
provide
a
footnote
for
is
par t
of
a
denitions
do
are
the
par t
of
‘body
not
of
need
knowledge’.
to
assumed
be
Words
of
That
should
footnoted
as
and
resources
‘Formal’
several
means
accepted
usually
use
that
involves
into
that
include
you
a
in
formal
your
should
of
CDs
the
categories
and
information
as
use
one
list
your
work
can
how
nd
bibliography
is
ar t,
whether
ar ts,
or
visual
ar ts,
of
a
of
par t
be
(e.g.
of
a
the
your
own
work.
lm,
dance,
and
where
the
a
work
takes
place,
dened
as
suppor ting
malpractice
by
student.
This
includes:
of
the
●
that
allowing
for
you
books,
●
your
work
assessment
duplicating
by
work
components
to
be
copied
another
for
and/or
or
submitted
student
dierent
diploma
assessment
requirements.
Inter net-based
ar t)
and
reader
same
compulsor y
is
or
forms
of
malpractice
include
any
action
providing gives
you
an
unfair
advantage
or
aects
the
viewer of
another
student.
Examples
include,
information.
in
the
unauthorized
material
into
an
examination
extended room,
misconduct
during
essay . falsifying
iv
not
music,
acknowledged.
taking
A
are
must
results
of
be
of
This
resources
ar ticles,
works
to
they
use
that
full
if
creative
Other
resources,
must
work.
presentation.
separating
newspaper
material
knowledge.
used
forms
dierent
magazines,
you
similar
they
another the
graphs,
is,
Collusion Bi bliographies
data,
information
theatre that
programs,
Y ou
●
not
maps,
the acknowledged
information
photographs,
from audio-visual,
another
all
to
a
CAS
record.
an
examination,
and
About
The
new
Option:
book.
the
syllabus
for
Calculus
Each
sections
is
the
Mathematics
thoroughly
chapter
with
book
is
divided
following
Higher
covered
into
Level
in
this
Questions
strengthen
lesson-size
through
given
you
analytical
appropriate
in
the
style
Note: Companion
emphasis
is
improved
concepts
the
will
guide
you
past
16
has
During
years
been
this
moderator
workshop
member
Palmira
time
for
of
the
Mariz
community
as
workshop
HL
Bonn
graphics
to
examples
display
are
calculator.
is
a
growing,
contextual,
enables
ever
technology
students
to
become
US
spelling
over
2001
review
has
been
used,
with
IB
style
for
terms.
The
and
as
well
as
denotes
for
examination
may
be
used.
IB
mathematics
a
been
she
been
teacher
since
Currently
Colombiano
chief
she
in
Josip
the
IB
Vienna
has
also
moderator
groups
deputy
the
and
as
in
a
examiner
teaches
Bogota,
a
for
enjoyed
over
various
deputy
chief
moderator
for um
member
30
of
for
has
taught
years.
roles
During
with
examiner
Inter nal
moderator,
several
IB
the
for
this
time,
IB,
HL,
Assessment,
workshop
curriculum
leader,
review
teams.
joined
then
Assessment
working
at
has
including
and
a
team.
She
she
calculator
and
also
Torres-Skoumal
mathematics
senior
teaching
years.
and
2002.
senior
was
review
for
School.
since
Assessment
IB;
25
Marlene
Inter national
also
has
as
and
lear ners.
critical
coordinator
has
the
School
Anglo
solutions
all
teaching
and
Inter nal
of
mathematics.
Colegio
DP
she
and
GDC
been
at
Seiler
leader
condence
authors
has
IB
application
a
years
Inter nal
curriculum
build
mathematical
suitable
curriculum
for
in
Inter national
life
be
of
development
solving
30
HL
leader
mathematics
worked
the
coverage
Companion
the
for
and
diculty ,
through
assessment.
of
where
Heinrichs
mathematics
She
would
those
About
the
real
Course
that
and
Lorraine
the
problem
The
questions
practice
on
their
in
full
inter nal
placed
and
thinking.
new
with
understanding
prociency
a
The
lifelong
mathematical curriculum
and
of
approach
adaptable,
topics
the
education
entity .
integrated
latest
skills
in
Advice
Extension
the
increase
History
know?
changing
Course
to
understanding.
Mathematics
The
designed
features: Where
Did
are
the
Harcet
IB
has
curriculum
review
examiner
for
examiner
and
HL
as
been
programme
well
senior
a
1992.
member,
Further
as
involved
since
with
He
deputy
Mathematics,
examiner
workshop
for
leader
and
has
teaching
ser ved
as
a
chief
assistant
IA
Mathematics
since
1998.
for
at
Colombia.
v
Contents
Chapter
1.1
1
Patterns
From
limits
of
to
inni ty
sequences
to
2
limits
of
functions
1.2
Squeeze
limits
1.3
From
of
of
and
convergent
evaluation
limits
of
algebra
indeterminate
of
limits
sequences
to
10
limits
2
Smoothness
Continuity
on
13
an
and
in
mathematics
22
dierentiability
inter val
Theorems
2.3
Dierentiable
2.4
Limits
2.5
What
2.6
Limits
Theorem
and
at
Introduction
and
of
continuous
functions:
Mean
point,
L’Hopital’s
are
functions
3
Value
Theorem
indeterminate
functions
of
and
functions?
limits
49
Improper
Integral
4.5
The
4.6
Comparison
98
convergence
tests
Integrals
test
p-series
for
test
114
for
Limit
comparison
Ratio
test
for
4.9
Absolute
Conditional
112
test
4.7
4.10
110
convergence
4.8
convergence
test
for
convergence
convergence
convergence
of
convergence
Representing
5.2
Representing
5.3
Representing
5.4
Taylor
Power
115
118
119
series
of
series
3.2
Dierential
3.3
Separable
variables,
equations
and
3.4
Modeling
of
3.5
First
3.6
Homogeneous
3.7
Euler
and
dierential
their
solutions
Equations
with
polynomic
Series
Functions
120
122
130
by
1
132
Power
Series
as
Functions
135
Series
Functions
by
2
138
Polynomials
5.5
Taylor
5.6
Using
5.7
Useful
54
of
Everything
Power
dynamic
Classications
5
5.1
of
50
3.1
and
143
Maclaurin
Taylor
Series
to
Series
146
approximate
functions
applications
156
of
power
series
161
56
separated
variables
Answers
168
Index
185
61
dierential
graphs
growth
of
and
their
solutions
order
integrating
equations
and
factors
and
dierential
69
exact
Method
63
decay
phenomena
vi
to
96
104
4.3
42
graphs
phenomena
equations
inni te
series
4.4
33
forms,
r ule
smooth
Modeling
equations
the
28
Rolle’s
sequences
Chapter
in
convergence
24
about
a
and
ni te
4.2
Chapter
2.2
The
Series
for
7
4
4.1
of
sequences
sequences:
and
the
functions
Chapter
2.1
theorem
Divergent
forms
1.4
3
Chapter
73
dierential
substitution
for
rst
equations
methods
80
order
85
Patterns
1
CHAPTER
sequences
Informal
Before
1
Simplify
2
1
x
3
n
−
n
3
log
(L
+
5),
3
for
p
=
int
(log
(L
+
5))
+
,
it
is
tr ue
that
n
≥
p
⇒
u
3
L
⇒
2
>
L
⇒
n
>
log
(L),
for
2
p
=
int
(log
(L))
+
,
it
is
tr ue
that
n
≥
p
⇒
|u
2
Therefore
|
>
L.
n
lim
u
=
+∞
n n → ∞
The
following
have
limit
Theorem
impor tant
innity
3:
Let
with
}
{u
and
useful
convergent
be
a
theorem
sequences
relates
that
sequences
have
limit
that
zero.
sequence.
n
1 i
lim
u
=
+∞
⇒
lim
=
0
n n → ∞
n → ∞
u n
1 ii
lim u
=
0
⇒
lim
=
+∞
n n → ∞
n → ∞
u n
This
the
theorem
small,
and
innitely
the
formalizes
reciprocal
of
the
reciprocal
large.
algebra
of
results
something
This
is
innity .
of
that
when
example,
have
large
something
impor tant
For
you
innitely
is
been
innitely
it
comes
using
using
something
small
to
is
intuitively:
innitely
something
setting
Theorem
3,
⎛ u
it
r ules
is
⎞
easy
for
to
a
n
prove
that
if
lim u
=
a
and
0
= 0,
lim v
then
lim
⎜
n
n
n → ∞
x → ∞
x → ∞
⎟
=
v ⎝
=
+∞.
0 n
⎠
a
The
notation
needs
to
be
inter preted
in
the
context
of
limits
and
0
seen
as
a
simplication
simplied
language,
summarized
by
the
the
of
mathematical
algebra
following
of
limits
language.
involving
Using
this
innity
can
be
table:
Chapter
1
11
(±∞)
+
(±∞)
=
±∞
(±∞)
×
(±∞)
(±∞)
×
(
=
± (± ∞)
−
(± ∞)
=
indeterminate
+∞
a
+
(
± ∞ )
=
± ∞ ,
a
−
(
± ∞)
=
∓ ∞, a ∈ R
± ∞)
=
∞
± a
×
(± ∞)
=
±∞,
a
>
0
a
a
×
(±∞)
=
n
∞,
a
0
the
following
n
e
e
=
n !
n
limits:
3
3
n
+
n
5n
3
+ 6n
− 1
n
6n
n
+
2n
+
3
1
n
⎛
n
(
+
5
−
n
+
2
)
lim
f
n →∞
n →∞
n
+
⎜ +
+
n →∞
3)
( h
+
)
n
n →∞
5 ⋅ 3
n
+
7
lim
n
4
2
n
n +1
2
n
⎟ n
(n
n →∞
lim
g
⎟
lim
n
3
5
⎜
1 d
n →∞
+
−
lim
c
n →∞
+
3
lim
2
2n
2
2
n b
lim
= n
1C
5n
e
d
d
n
lim n →∞
> 1
b
Evaluate
a
b
n
n
n
,
n
2
Exercise
+
where
=
1
4
n
+
e
⎝
n
n
k
3
3
n
⎛
n
∑
3
n
n
+
( 2k
1)
∑(
lim
lim
j
n
EXTENSION
lim
k
⎜ n + 1
⎝
)
lim
l
n
2
n →∞
n →∞
1
k =0
k =0
i
2
1
n →∞
n
2n
n →∞
1
+
3
QUESTION
n
2
Given
lim
that
n
1,
n →∞
ln
ln n
Show
a
lim
that
n →∞
0.
Hence
nd
the
value
of
(n
+
k
) ,
lim n → +∞
n
where
k
>
0.
n
n
5
⎛
Find
b
the
value
of
n
lim
⎞
n ⎜
⎟
n →∞
n
⎝
1.4
From
During
in
an
of
he
ver y
to
make
intuition
clear
was
sequences
several
this
forced
often
to
rst
the
to
area
limits
of
mathematics
mathematicians
to
Cauchy
dene
ones
to
mathematicians
leading
denitions.
the
similar
of
centur y ,
functions
with
develop
and
9th
attempt
limits
and
the
limits
⎠
we
the
use
to
incorrect
was
limit
today .
a
He
functions
worked
more
deal
this
it
the
was
group
function
on
concepts
rigorous.
with
results,
among
of
of
ver y
of
lim
f
the
concept
of
calculus
study
of
innity ,
impor tant
to
mathematicians,
precisely ,
inter preted
As
of
(
x
using
)
=
b
terms
as
a
x →a
relation
between
innitely
Over
the
small,
course
functions
in
order
Among
were
to
denition,
the
of
the
with
there
which
is
when
dierence
the
is
∆y
following
proposed
deal
them,
variables:
a
by
the
=
50
various
pitfalls
of
denition
based
f
on
the
dierence
(x)
−
b
years,
Δx
also
other
=
Cauchy’s
limit
study
of
of
a
becomes
innitely
denitions
These
denition
function
limits
−
becomes
mathematicians.
of
x
of
of
limits
were
which
known
numerical
small.
explored
were
as
of
exposed.
Heine’s
sequences:
Chapter
1
13
Denition:
Let
I
be
an
open
inter val
of
real
numbers.
Let
f
: I
→
R This
a I ,
and
lim
then
f
x
(
)
exists
and
lim
x →a
f
(
x
)
=
b
if
and
only
if
for
be
sequence
{a
}
such
a
that
∈ I
for
all
studying
and
n ∈ Z
lim a
n
n
f
(
(a
=
))
n
will
for
results
in
a,
=
n
Chapter
n →∞
lim
useful
x →a
+
any
denition
ver y
2
b
n →∞
This
of
a
denition
function
need
to
nd
is
at
ver y
a
two
useful
point
x
=
when
a
sequences
does
{u
}
we
not
and
want
to
exist.
{v
n
}
In
such
show
this
that
case,
lim
that
the
you
u
lim
f
(
(u
≠
))
n
lim
f
(
(v
just
=
lim
v
n
n
=
a
but
n
n → +∞
n → +∞
limit
n → +∞
))
n
n → +∞
Example
⎧3 x Show
that
the
function
f
dened
by
f
(
x
)
=
⎩
u
=
2
v
and
−
=
2
x
2
–6
–8
Example
the
could
this
illustrates
reach
method
proof
14
9
intuitive
way
the
of
(shown
Patterns
the
relation
learned
same
example
innity
to
between
nd
conclusion
substitution
in
to
you
9)
does
limits
by
proof
give
a
although
demonstrating
functions
substituting x
not
does,
a
of
=
rigorous
it
is
2
as
in
par t
both
result
sufcient
of
limit
core
branches
about
for
that
the
the
of
limit
examination
of
a
function
course.
the
of
a
In
does
practical
piecewise
function
purposes.
in
not
function.
the
exist,
terms,
way
and
you
However ,
that
the
Example
x
=
2
is
When
just
9
shows
dierent
we
one
want
side
a
from
to
of
the
of
Let
inter val
be
an
lim
Then:
(
f
)
x
limit
over
exists
whose
behavior
the
point
right
x
its
study
Denition
I
function
and
2
a
the
we
the
of
use
to
right
the
the
of
x
left
=
function
lateral
of
2.
on
limits:
point:
real
lim
f
numbers.
(
x
)
=
b
Let
if
and
f
: I
→
only
if
R
and
a I .
for
+
+
x →a
x →a
any
to
behavior
=
at
behavior
sequence
{a
}
such
that
n
+
a
●
I
for
all
n ∈ Z
n
+
a
●
>
a
for
all
n ∈ Z
n
lim
●
a
=
a
n n →∞
we
have
lim
f
(
(a
n
))
=
b
n →∞
The
lim
(
f
)
x
is
called
right
limit
of
f
at
x
=
a.
+
x →a
The
denition
of
left
Denition
of
Let
inter val
I
be
an
left
limit
limit
of
at
is
a
real
similar:
point:
numbers.
Let
f
: I
→
R
and
a I Note
lim
(
f
x
in
denitions
)
exists
and
x →a
lim
f
(
x
)
=
b
if
and
only
if
for
any
these
of
right
and
sequence
x →a
left
{a
that
}
such
that
limits,
type
of
I
can
inter val:
be
any
open,
n
closed,
semi-open,…,
+
●
a
I
for
n ∈ Z
all
n
etc.
+
●
a
>
a
for
all
n ∈ Z
n
lim
●
a
=
a
n n →∞
we
have
lim
f
(
(a
n
))
=
b
n →∞
When
the
of
a
is
an
function
I,
the
lim
endpoint
at
f
that
(
x
)
of
point
exists
the
as
a
inter val
lateral
exactly
I,
we
limit.
when
dene
If
both
a
is
the
not
lateral
limit
an
limits
of
endpoint
exist
x →a
and
lim −
x →a
f
(
x
)
=
lim
f
(
x
)
+
x →a
Chapter
1
15
Example
0
1
⎧
,
⎪
Consider
the
function
f
dened
by
(
f
x
)
=
⎨ x
⎪ ⎩
−2