IB Diploma Program Mathematics Course Companion Higher Level Option: Calculus [1 ed.] 0198304846, 9780198304845

Written by experienced IB workshop leaders and curriculum developers, this book covers all the course content and essent

145 35 10MB

English Pages [192] Year 2014

Report DMCA / Copyright

DOWNLOAD PDF FILE

Recommend Papers

IB Diploma Program Mathematics Course Companion Higher Level Option: Calculus [1 ed.]
 0198304846, 9780198304845

  • Commentary
  • From IBDocs.org
  • 0 0 0
  • Like this paper and download? You can publish your own PDF file online for free in a few minutes! Sign Up
File loading please wait...
Citation preview

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

dierences,

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

signicance.

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

specic

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

Prole

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

prole

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

reect

are

students

Programme

They

Programme

way

Companions

suppor t

what

They

IB

by

a

deni tion

Course

to

subject.

Diploma

content

of

approach

of

their

a

designed

understanding

presenting

and

Programme

materials

throughout

of

Companion

dierence

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

condently

and

creatively

in

one

language

and

in

a

variety

of

modes

They

work

eectively

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

Reective

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

dened

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

denitions

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,

dened

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

dierent

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

aects

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

dierent

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

condence

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

diculty ,

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

prociency

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

inni 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

dierentiability

inter val

Theorems

2.3

Dierentiable

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

Dierential

3.3

Separable

variables,

equations

and

3.4

Modeling

of

3.5

First

3.6

Homogeneous

3.7

Euler

and

dierential

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

Classications

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

dierential

graphs

growth

of

and

their

solutions

order

integrating

equations

and

factors

and

dierential

69

exact

Method

63

decay

phenomena

vi

to

96

104

4.3

42

graphs

phenomena

equations

inni 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

dierential

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

innity

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

innitely

the

formalizes

reciprocal

of

the

reciprocal

large.

algebra

of

results

something

This

is

innity .

of

that

when

example,

have

large

something

impor tant

For

you

innitely

is

been

innitely

it

comes

using

using

something

small

to

is

intuitively:

innitely

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

simplication

simplied

language,

summarized

by

the

the

of

mathematical

algebra

following

of

limits

language.

involving

Using

this

innity

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

dene

ones

to

mathematicians

leading

denitions.

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

innity ,

impor tant

to

mathematicians,

precisely ,

inter preted

As

of

(

x

using

)

=

b

terms

as

a

x →a

relation

between

innitely

Over

the

small,

course

functions

in

order

Among

were

to

denition,

the

of

the

with

there

which

is

when

dierence

the

is

∆y

following

proposed

deal

them,

variables:

a

by

the

=

50

various

pitfalls

of

denition

based

f

on

the

dierence

(x)



b

years,

Δx

also

other

=

Cauchy’s

limit

study

of

of

a

becomes

innitely

denitions

These

denition

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

Denition:

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

denition

ver y

2

b

n →∞

This

of

a

denition

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

dened

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

innity

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

sufcient

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

dierent

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

Denition

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

denition

of

left

Denition

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

denitions

)

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

dene

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

dened

by

(

f

x

)

=

⎨ x

⎪ ⎩

−2