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Measurement, Precision, and Spatial Geometry
Learn how to represent quantities precisely and understand the geometric principles that describe two- and three-dimensional space. This chapter introduces exact and approximate numbers, angle relationships, and geometric solids.
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Coordinate Geometry and Vector-Based Models
Explore how space can be divided and represented mathematically using coordinates, vectors, and diagrams. The focus is on modeling spatial relationships and lines in 2D and 3D.
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Linear Models and Constant Rate of Change
Learn to model relationships with constant rates of change through linear functions, inverse functions, and arithmetic sequences. Regression techniques are introduced for analyzing real data.
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Foundations of Probability and Uncertainty
An introduction to the mathematics of chance. Students learn how to calculate, represent, and interpret probabilities using diagrams, formulas, and systematic reasoning.
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Polynomial and Power Function Models
Explore how quadratic, cubic, and power functions model different real-world patterns. Emphasis is placed on interpreting graphs, solving equations, and understanding functional relationships.
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Exponential, Logarithmic, and Growth Models
Discover how exponential growth, decay, and logarithmic relationships describe processes such as population growth, finance, and natural phenomena.
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Trigonometric Models and Complex Numbers
This chapter unites trigonometric and complex number concepts to model periodic behavior and extend the number system beyond the real line.
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Matrices for Data, Transformations, and Systems
Learn how matrices can represent and solve systems of equations, model transformations, and analyze steady-state systems in data and applied contexts.
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Differential Calculus and Instantaneous Change
Understand how derivatives measure change and describe motion, growth, and optimization. Students master differentiation rules and explore real-world applications.
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Integration, Areas, and Introductory Differential Equations
Study the reverse process of differentiation — integration — and its uses in calculating areas, solving differential equations, and modeling change in dynamic systems.
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Motion in Two and Three Dimensions
Model motion and change using vectors and calculus. Topics include velocity, acceleration, and systems of coupled differential equations.
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Random Variables and Probability Distributions
Examine how random variables model uncertainty. This chapter covers binomial, Poisson, and continuous distributions, along with mean and variance analysis.
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Statistical Tests and Validity Measures
Learn how to evaluate hypotheses and test data reliability using Spearman’s correlation, chi-squared tests, and hypothesis testing for various distributions.
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Graph Theory and Network Optimization
Discover how graphs represent real-world networks. Students analyze routes, connections, and efficiencies using graph algorithms and optimization methods.
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Section Overview

This section bridges the gap between average rates of change and instantaneous gradients using the concept of limits. You will master the Power Law of differentiation to find equations for tangents and normals, identify stationary points, and solve complex Paper 2 optimization problems involving real-world constraints.

Why This Matters for AIHL Exams

  • The “Marginal” Connection: In AI HL, “Marginal Cost” or “Marginal Profit” are code words for the derivative ($$C'(x)$$). Expect these in business modeling contexts.
  • Optimization Multi-Tool: Finding the maximum volume or minimum surface area using constraints is a high-yield 10–15 mark question pattern in Paper 2.
  • Tangents & Normals: You will frequently be asked to find the intersection of normals or the equations of tangents as part of larger geometry-calculus crossover questions.

High-Score Focus (Level 6–7 Insight)

  • Negative/Fractional Index Trap: Most errors occur before differentiation. Always rewrite expressions like $$\displaystyle\frac{4}{\sqrt{x}}$$ as $$4x^{-1/2}$$ before applying the power law to avoid basic algebraic slips.
  • Normal vs. Tangent Gradient: Remember that the normal is perpendicular. A common Level 5 error is using the tangent gradient $$m$$ for the normal equation instead of $$-1/m$$.
  • Constraint Substitution: In optimization, you cannot differentiate a function with two variables (e.g., $$r$$ and $$h$$). You must use the constraint equation to eliminate one variable first.

By the End of This Section, You Should Be Able To:

Apply the power law to differentiate functions with negative and fractional indices.
Identify stationary points by solving $$f'(x) = 0$$ and determine their nature.
Interpret the derivative as a marginal rate of change in economic models.
Model physical constraints to optimize volume, area, or cost.
Analyze curves to find the exact equations of tangents and normals at specific coordinates.

Suggested Study Path

  1. Understand the limit definition conceptually—it’s the “why” behind the rules.
  2. Practice the Power Law until you can handle radicals ($$\sqrt{x}$$) fluently.
  3. Study the Tangent & Normal examples; pay attention to the point-slope formula.
  4. Work through the Dog Food Can optimization—it is the classic blueprint for exam-style modeling.
  5. Reflect on the TOK note regarding notation (Leibniz vs. Newton).

Study Metrics

Core: 45–60 mins

Practice: 90–120 mins

Exam Priority: ★★★★★

 


 

Limit Concepts and Derivative Definitions

 

We know that the rate at which a quantity changes is represented by the gradient (slope) of its graph. For a linear function, this gradient is constant. However, for curves, the steepness changes from point to point.
In this lesson, we will determine how to calculate the gradient of a curve at any specific point by considering the gradients of chords that get closer and closer to a tangent line. This leads to the fundamental concept of the derivative.

 

Gradients of Curves and Tangents

 

The gradient of a curve at a specific point is defined as the gradient of the tangent line that touches the curve at that point.

 

 

Key Idea: The Limit of a Chord

 

To find the exact gradient of a tangent at point \( P(x, y) \), we consider a second point \( Q \) on the curve a small distance \( h \) away. The line connecting \( P \) and \( Q \) is called a chord.

 

As the distance \( h \) approaches zero (\( h \to 0 \)), point \( Q \) moves closer to \( P \), and the gradient of the chord approaches the gradient of the tangent at \( P \).

 

 

For the function \( y = x^2 \), the gradient of the chord between \( (x, x^2) \) and \( (x+h, (x+h)^2) \) is:

 

$$ \text{Gradient} = \frac{(x+h)^2 – x^2}{h} = \frac{x^2 + 2xh + h^2 – x^2}{h} = \frac{2xh + h^2}{h} = 2x + h $$

 

As \( h \to 0 \), the term \( h \) vanishes, leaving the gradient of the tangent as \( 2x \).

 

Definition: The Derivative

 

The function that gives the gradient of the graph \( y = f(x) \) at the point \( x \) is written as \( f'(x) \) and is defined by the limit:

 

$$ f'(x) = \lim_{h \to 0} \left( \frac{f(x+h) – f(x)}{h} \right) $$

 

This gradient function, \( f'(x) \), is referred to as the derivative of \( x \).

 

 

Exam Tip

The notation \( \lim_{h \to 0} \) is read as “the limit as \( h \) tends to zero”.You will not be asked questions requiring deep use of this notation, but understanding that derivatives come from limits is essential for the course.

 


 

Rules for Differentiation

 

Using the limit definition on various power functions allows us to discover a general pattern known as the Power Law.

 

This allows us to find the derivative without calculating limits from first principles every time.

 

Formula: The Power Law

 

For any real number \( n \):

 

  • If \( f(x) = ax^n \), then \( f'(x) = anx^{n-1} \)
  • If \( f(x) = c \) (a constant), then \( f'(x) = 0 \)
  • If \( f(x) = mx \), then \( f'(x) = m \)

 

Additionally, if \( h(x) = f(x) + g(x) \), then \( h'(x) = f'(x) + g'(x) \).

 


 

Worked Example

 

Use the power law to find the derivative of each of the following functions:

 

a. \( f(x) = 3x^2 + 2x + 7 \)

b. \( f(x) = \frac{3}{x^2} \)

c. \( f(x) = 4\sqrt{x} + \frac{1}{\sqrt{x}} \)

 

Solution

 

a. Applying the rules term by term

 

Differentiate \( 3x^2 \): multiply by the power 2 and subtract 1 from the power. \( 3(2)x^{2-1} = 6x \).

 

Differentiate \( 2x \): the gradient of a linear term \( mx \) is just \( m \), so \( 2 \).

 

Differentiate \( 7 \): the derivative of a constant is \( 0 \).

 

$$ f'(x) = 6x + 2 $$

 

b. Using negative indices

 

First, rewrite the function using a negative exponent.

 

$$ f(x) = 3x^{-2} $$

 

Apply the power law: Multiply by -2 and subtract 1 from the exponent.

 

$$ f'(x) = 3(-2)x^{-2-1} = -6x^{-3} $$

$$ = -\frac{6}{x^3} $$

 

c. Using fractional indices

 

Rewrite the function using powers.

 

$$ f(x) = 4x^{\frac{1}{2}} + x^{-\frac{1}{2}} $$

 

Apply the power law to each term:

 

$$ f'(x) = 4\left(\frac{1}{2}\right)x^{\frac{1}{2}-1} + \left(-\frac{1}{2}\right)x^{-\frac{1}{2}-1} $$

$$ = 2x^{-\frac{1}{2}} – \frac{1}{2}x^{-\frac{3}{2}} $$

$$ = \frac{2}{\sqrt{x}} – \frac{1}{2\sqrt{x^3}} $$

 


 

Gradients at Specific Points

 

Once we have the derivative function \( f'(x) \), we can substitute specific values of \( x \) to find the gradient of the tangent at that point.

 


 

Worked Example

 

For each of the functions below:

 

i. Find \( f'(x) \)

ii. Find the gradient of the curve at the point where \( x = 2 \)

iii. Write down the set of values of \( x \) for which the function is increasing.

 

a. \( f(x) = 2x^2 + 3x – 5 \)

b. \( f(x) = \displaystyle\frac{2}{x} + x, \quad x \neq 0 \)

 

Solution

 

Part a

 

i. Differentiating term by term:

 

$$ f'(x) = 4x + 3 $$

 

ii. Substitute \( x = 2 \) into the derivative:

 

$$ f'(2) = 4(2) + 3 = 11 $$

 

iii. The function is increasing when its gradient is positive, i.e., \( f'(x) > 0 \).

 

$$ 4x + 3 > 0 \Rightarrow 4x > -3 \Rightarrow x > -0.75 $$

 

 

Part b

 

i. Rewrite as \( f(x) = 2x^{-1} + x \). Differentiate:

 

$$ f'(x) = -2x^{-2} + 1 = -\frac{2}{x^2} + 1 $$

 

ii. Substitute \( x = 2 \):

 

$$ f'(2) = -\frac{2}{2^2} + 1 = -0.5 + 1 = 0.5 $$

 

iii. Increasing when \( f'(x) > 0 \):

 

$$ -\frac{2}{x^2} + 1 > 0 \Rightarrow 1 > \frac{2}{x^2} \Rightarrow x^2 > 2 $$

 

This inequality holds when \( x > \sqrt{2} \) or \( x < -\sqrt{2} \).

 

Values:

 

\( x > 1.41 \) and \( x < -1.41 \).

 

 

Reflect

What is the relationship between the gradient of a curve and the sign of its derivative?If \( f'(x) \) is positive, the curve goes up (increases).If \( f'(x) \) is negative, the curve goes down (decreases).

 


 

Applications: Marginal Cost

 

In economics, the “marginal” rate often refers to the derivative. Specifically, marginal cost is the rate at which cost changes as production increases. It approximates the cost of producing one more unit.

 


 

Worked Example

 

A company produces motorbike helmets and the daily cost function can be modelled as:

 

$$ C(x) = 600 + 7x – 0.0001x^3 \quad \text{for } 0 \le x \le 150 $$

 

where \( x \) is the number of helmets produced and \( C \) is the cost in US dollars.

 

a. Write down the daily cost to the company if no helmets are produced.

b. Find an expression for the marginal cost, \( C'(x) \).

c. Find the marginal cost if (i) 20 helmets are produced, (ii) 80 helmets are produced.

d. State the units of the marginal cost.

 

Solution

 

a. Cost at zero production

 

Substitute \( x = 0 \) into \( C(x) \):

 

$$ C(0) = 600 + 0 – 0 = \$600 $$

 

This represents the fixed costs.

 

b. Marginal Cost Expression

 

Differentiate \( C(x) \) using the power law:

 

$$ C'(x) = 7 – 3(0.0001)x^2 $$

$$ C'(x) = 7 – 0.0003x^2 $$

 

c. Calculating values

 

i. Substitute \( x = 20 \):

 

$$ C'(20) = 7 – 0.0003(20)^2 = 7 – 0.0003(400) = 7 – 0.12 = 6.88 $$

 

ii. Substitute \( x = 80 \):

 

$$ C'(80) = 7 – 0.0003(80)^2 = 7 – 0.0003(6400) = 7 – 1.92 = 5.08 $$

 

d. Units

 

Since the derivative represents the change in Cost divided by the change in quantity (helmets), the unit is:

 

$ per helmet

 

(This is the extra cost for each new helmet made).

 


 

TOK

 

The notation \( \lim_{h \to 0} \) is read as “the limit of… as \( h \) tends to zero”.

 

Historically, the concept of a quantity becoming infinitely small without actually being zero caused great philosophical debate (e.g., Bishop Berkeley’s “ghosts of departed quantities”).

 

How do we justify mathematical rigour when dealing with concepts that lie on the edge of the physical world’s logic?

 


Alternative Notation

 

While the function notation \( f'(x) \) is commonly used, there is an alternative notation for the derivative that explicitly shows the variables involved. If we have a relationship \( y = f(x) \), the derivative is often written as:

 

$$ \frac{dy}{dx} $$

 

This notation, introduced by Leibniz, reminds us that the gradient is derived from the “difference in \( y \)” divided by the “difference in \( x \)” (\( \Delta y / \Delta x \)) as the differences become infinitely small.

 

TOK: Notation and Discovery

 

Calculus was independently discovered by Isaac Newton (who used dot notation, \( \dot{y} \)) and Gottfried Wilhelm Leibniz (who used \( dy/dx \)).

 

Leibniz’s notation is widely considered more intuitive for algebraic manipulation. Does the symbol we use to represent a concept influence our ability to understand it?

 

Exam Tip

There is no strict rule on which notation to use, but \( \frac{dy}{dx} \) is often preferred when dealing with equations relating two variables (e.g., \( y = \dots \)), while \( f'(x) \) is used for functions.

 

 


 

Worked Example

 

The tangent to the curve \( y = 2x^2 + 3x – 4 \) at the point \( A \) has a gradient of 11. Find the coordinates of \( A \).

 

Solution

 

First, we find the derivative function to determine the gradient formula.

 

$$ \frac{dy}{dx} = 4x + 3 $$

 

We are told that the gradient at point \( A \) is 11. Therefore, we equate the derivative to 11.

 

$$ 4x + 3 = 11 $$

$$ 4x = 8 \rightarrow x = 2 $$

 

Now, substitute \( x = 2 \) into the original equation to find the corresponding \( y \)-coordinate.

 

$$ y = 2(2)^2 + 3(2) – 4 $$

$$ y = 8 + 6 – 4 = 10 $$

 

So, the coordinates of \( A \) are \( (2, 10) \).

 


 

Equations of Tangents and Normals

 

A tangent is a straight line that touches the curve at a point and has the same gradient as the curve at that point.

 

A normal is a straight line that passes through the point of contact and is perpendicular to the tangent.

 

Formula: Perpendicular Lines

 

If two lines are perpendicular, the product of their gradients is \( -1 \).

 

If the gradient of the tangent is \( m \), then the gradient of the normal is \( -\displaystyle\frac{1}{m} \).

 

 


 

Worked Example

 

Find the equation of the tangent to the curve \( y = 2x^2 + 4\sqrt{x} \) at the point where \( x = 4 \).

 

Solution

 

Step 1: Find the derivative.

 

Rewrite the term \( 4\sqrt{x} \) as \( 4x^{\frac{1}{2}} \) to apply the power rule.

 

$$ y = 2x^2 + 4x^{\frac{1}{2}} $$

 

$$ \frac{dy}{dx} = 4x + 4(\frac{1}{2})x^{-\frac{1}{2}} = 4x + \frac{2}{\sqrt{x}} $$

 

Step 2: Calculate the gradient at \( x = 4 \).

 

$$ \text{Gradient } m = 4(4) + \frac{2}{\sqrt{4}} = 16 + \frac{2}{2} = 17 $$

 

Step 3: Find the \( y \)-coordinate at \( x = 4 \).

 

$$ y = 2(4)^2 + 4\sqrt{4} = 2(16) + 4(2) = 32 + 8 = 40 $$

 

The point is \( (4, 40) \).

 

Step 4: Write the equation of the line.

 

Using the point-slope form \( y – y_1 = m(x – x_1) \):

 

$$ y – 40 = 17(x – 4) $$

$$ y = 17x – 68 + 40 $$

$$ y = 17x – 28 $$

 


 

Worked Example

 

Find the equation of the normal to the curve defined by \( f(x) = 2x^3 + 3x – 2 \) at the point where \( x = 1 \).

 

Solution

 

Step 1: Find the point of contact.

 

$$ f(1) = 2(1)^3 + 3(1) – 2 = 2 + 3 – 2 = 3 $$

 

So the point is \( (1, 3) \).

 

Step 2: Find the gradient of the tangent.

 

Differentiate the function:

 

$$ f'(x) = 6x^2 + 3 $$

 

Substitute \( x = 1 \):

 

$$ f'(1) = 6(1)^2 + 3 = 9 $$

 

The gradient of the tangent is 9.

 

Step 3: Find the gradient of the normal.

 

Since the normal is perpendicular to the tangent:

 

$$ m_{\text{normal}} = -\frac{1}{m_{\text{tangent}}} = -\frac{1}{9} $$

 

Step 4: Write the equation.

 

$$ y – 3 = -\frac{1}{9}(x – 1) $$

 

Multiplying by 9:

 

$$ 9y – 27 = -(x – 1) $$

$$ 9y – 27 = -x + 1 $$

$$ x + 9y – 28 = 0 $$

 


 

Worked Example

 

The gradient of the normal to the graph of the function defined by \( f(x) = kx^3 – 2x + 1 \) at the point \( (1, b) \) is \( -\frac{1}{4} \).

 

Find the values of \( k \) and \( b \).

 

Solution

 

Step 1: Use the normal gradient to find the tangent gradient.

 

If the normal gradient is \( -\frac{1}{4} \), the tangent gradient must be the negative reciprocal:

 

$$ m_{\text{tangent}} = 4 $$

 

Step 2: Find \( k \) using the derivative.

 

$$ f'(x) = 3kx^2 – 2 $$

 

At \( x = 1 \), the derivative equals the tangent gradient:

 

$$ f'(1) = 3k(1)^2 – 2 = 4 $$

$$ 3k – 2 = 4 $$

$$ 3k = 6 \rightarrow k = 2 $$

 

Step 3: Find \( b \) using the original function.

 

Substitute \( k = 2 \) and \( x = 1 \) into \( f(x) \):

 

$$ f(1) = 2(1)^3 – 2(1) + 1 $$

$$ b = 2 – 2 + 1 $$

$$ b = 1 $$

 


 

Local Maximum and Minimum Points

 

The derivative allows us to identify turning points on a curve. At a smooth peak (maximum) or a smooth valley (minimum), the tangent is horizontal.

 

Key Idea: Stationary Points

 

A local maximum or minimum point occurs where the gradient of the curve is zero.

 

$$ f'(x) = 0 $$

 

  • Local Maximum: The gradient changes from positive (increasing) to negative (decreasing).
  • Local Minimum: The gradient changes from negative (decreasing) to positive (increasing).

 


 

Worked Example

 

Consider the derivative function \( \frac{dy}{dx} = 1 – \frac{1}{x^2} \) for \( x \neq 0 \).

 

a. Find the values of \( x \) at which \( \frac{dy}{dx} = 0 \).

b. State whether these points represent a local maximum or minimum on the curve for \( y \).

 

Solution

 

a. Finding stationary points

 

Set the derivative to zero:

 

$$ 1 – \frac{1}{x^2} = 0 $$

$$ 1 = \frac{1}{x^2} $$

$$ x^2 = 1 \rightarrow x = \pm 1 $$

 

So, the stationary points are at \( x = 1 \) and \( x = -1 \).

 

b. Determining the nature of the points

 

We examine the sign of the gradient around the points.

 

For \( x = 1 \):

Test \( x = 0.5 \): \( \frac{dy}{dx} = 1 – \frac{1}{0.25} = 1 – 4 = -3 \) (Negative)

Test \( x = 2 \): \( \frac{dy}{dx} = 1 – \frac{1}{4} = 0.75 \) (Positive)

 

Since the gradient goes Negative \(\to\) Zero \(\to\) Positive, \( x = 1 \) corresponds to a Local Minimum.

 

For \( x = -1 \):

Test \( x = -2 \): \( \frac{dy}{dx} = 1 – \frac{1}{4} = 0.75 \) (Positive)

Test \( x = -0.5 \): \( \frac{dy}{dx} = 1 – 4 = -3 \) (Negative)

 

Since the gradient goes Positive \(\to\) Zero \(\to\) Negative, \( x = -1 \) corresponds to a Local Maximum.

 

 


 

Conceptual Prompt

We found that \( f'(x) = 0 \) at maximum and minimum points. Are there points where \( f'(x) = 0 \) but the point is neither a maximum nor a minimum? (Think about the graph of \( y = x^3 \) at \( x=0 \)).

 


 

In many practical situations, such as manufacturing or economics, we wish to find the “best” possible solution—whether that is maximizing profit, minimizing cost, or minimizing waste material.

 

In calculus, this process is known as optimization.

 


 

Solving Problems with Constraints

 

Key Idea: The Method of Constraints

 

If a function to be optimized has more than one variable (e.g., \( r \) and \( h \)), you cannot differentiate it immediately.

 

You must be given a fixed condition, called a constraint (e.g., Volume = 500).

 

1. Write the constraint as an equation.

2. Rearrange the constraint to make one variable the subject (e.g., \( h = \dots \)).

3. Substitute this expression into the function you want to optimize.

4. The function now has only one variable and can be differentiated.

 

TOK: Notation and History

 

The French mathematician Joseph Lagrange invented the prime notation \( f'(x) \) to denote a derivative.

 

This alternative to Leibniz’s \( \frac{dy}{dx} \) is compact and highlights the functional relationship.

 

How does the choice of notation in mathematics shape our thinking about the concepts they represent?

 


 

Worked Example

 

A can of dog food contains \( 500 \text{ cm}^3 \) of food. The manufacturer, wanting to make sure that the company received maximum profits, would like to make sure that the surface area of the can was as small as possible.

 

Let the radius of the can be \( r \) cm and the height, \( h \) cm.

 

a. Find an expression for the surface area \( S \) in terms of \( r \).

b. Find \( \frac{dS}{dr} \).

c. Hence, find the dimensions of the can that will have the minimum surface area.

 

Solution

 

a. Finding the expression for Surface Area

 

The surface area of a cylinder is given by the sum of the curved surface area and the two circular ends:

 

$$ S = 2\pi rh + 2\pi r^2 $$

 

However, this equation has two variables, \( r \) and \( h \). We need to eliminate \( h \) using the volume constraint.

 

We know the volume is \( 500 \text{ cm}^3 \):

 

$$ V = \pi r^2 h = 500 $$

 

Rearranging to solve for \( h \):

 

$$ h = \frac{500}{\pi r^2} $$

 

Now, substitute this expression for \( h \) into the surface area equation:

 

$$ S = 2\pi r \left( \frac{500}{\pi r^2} \right) + 2\pi r^2 $$

$$ S = \frac{1000}{r} + 2\pi r^2 $$

 

b. Finding the derivative

 

First, rewrite the term \( \frac{1000}{r} \) using a negative exponent so we can apply the power rule:

 

$$ S = 1000r^{-1} + 2\pi r^2 $$

 

Now, differentiate with respect to \( r \):

 

$$ \frac{dS}{dr} = -1000r^{-2} + 4\pi r $$

 

c. Finding the minimum dimensions

 

A local maximum or minimum occurs when the gradient is zero.

 

$$ \frac{dS}{dr} = 0 $$

$$ -1000r^{-2} + 4\pi r = 0 $$

$$ \frac{-1000}{r^2} + 4\pi r = 0 $$

 

Multiply by \( r^2 \) (assuming \( r \neq 0 \)) or rearrange:

 

$$ 4\pi r = \frac{1000}{r^2} $$

$$ 4\pi r^3 = 1000 $$

$$ r^3 = \frac{1000}{4\pi} = \frac{250}{\pi} $$

$$ r = \sqrt[3]{\frac{250}{\pi}} \approx 4.30 \text{ cm} $$

 

Now we find the corresponding height \( h \) using the equation from part a:

 

$$ h = \frac{500}{\pi (4.30)^2} \approx 8.60 \text{ cm} $$

 

So, the best dimensions for the can are \( r \approx 4.3 \text{ cm} \) and \( h \approx 8.6 \text{ cm} \).

 


 

Exam Tip

 

The question asks “Hence”, which implies you must use your previous result.To justify that this solution is indeed a minimum, you could show that the gradient changes from negative to positive across the point \( r = 4.3 \), or use the second derivative test (if relevant to your syllabus level).

 

Conceptual Prompt

 

Notice in the solution above that the optimal height \( h \approx 8.6 \) is exactly double the optimal radius \( r \approx 4.3 \). In other words, \( h = 2r \), or height equals diameter.Why might this “square profile” (when viewed from the side) be the most efficient shape for minimizing surface area for a cylinder?

 

🎯 Examiner’s Radar: Calculus & Optimization Logic

📋 Paper Mapping

  • Paper 2 (Optimization): This is a “Big Points” topic. Examiners check for the substitution of the constraint into the objective function. Missing this setup step usually results in losing the entire 10-mark block.
  • Paper 3 (Modeling): You may be asked to interpret $$f'(x)$$ in context. If $$f(x)$$ is volume, $$f'(x)$$ is the rate of change of volume. Use specific units like $$\text{cm}^3/\text{s}$$ to secure the interpretation mark.

💡 Scoring Secrets

  • “Show That” traps: If a question says “Show that $$S = \displaystyle\frac{1000}{r} + 2\pi r^2$$”, do not differentiate yet. You must show the algebraic substitution of $$h$$ from the volume constraint.
  • The Perpendicular Rule: When finding the Normal, always state $$m_1 m_2 = -1$$ or $$m_{\text{norm}} = -1/m_{\text{tan}}$$. Explicitly writing this formula often grants a “Method Mark” even if your calculation slips.
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