Mathematics 265 Introduction to Calculus I
Study Guide :: Unit 4
Differentiation
Applications of the Derivative
Prerequisites
To complete this section, you must be able to convert degrees to radians and vice versa. See page 358 of the textbook. Do Exercises 1-12 on page 366.
In this unit, we apply the derivative to estimate values of quantities and errors in measurement. Then, we see how the derivative is used in solving problems in the natural and social sciences.
The capital Greek letter delta, , together with a variable, is used to denote a small quantity of the indicated variable. So, indicates a small quantity of the variable (positive or negative); similarly, is a small quantity of the variable .
When we write , we indicate the number plus a small quantity of the variable , and this quantity is on the -axis. The quantity is on the -axis. The quantity is close to , since is small. It is close to from the right if , and from the left if is negative.
We have pointed out that the tangent line is the line closest to the curve, and that we use it to approximate values of the function at a point close to . We will go over this concept again, using the delta notation.
First, observe that since is a quantity, we can evaluate a function at this number; hence, we find by replacing by in the function .
For instance, if , then
Remember that is a number.
Figure 4.18. close to from the right
In Figure 4.18, above, we have close to from the right; that is, .
We see that is a small quantity on the -axis; hence, we write
The equation of the tangent line at the point is
as we indicated in Proposition 4.6.
Then , and
and
Hence,
From Figure 4.18, we see that these two approximations are indeed true. There are three important consequences of Equations (4.4) and (4.5).
From (4.4), we obtain the linear approximation of ; that is
We used this approximation in Examples 4.20 and 4.21. The equation of the tangent line is called the linearization of $f$ at
We also find that
From (4.5), we have Then
The next examples show the applications of A, B and C, respectively.
When we know the exact value of , but not of , we estimate the latter value using linear approximation.
but we cannot find an exact value for
So we use linear approximation to estimate .
Since
we can say that
From consequence A, above, we have
Finding the derivative gives us
Hence,
This example is shown graphically in Figure 4.19, below.
Figure 4.19. Graph showing the tangent line at compared with °
Since is above the graph of , we can see that our approximation is an overestimate of the actual value of . That is
Example 4.53. To estimate the value of we first recognize that we are looking for which is equal to So the function is
Next, we look for a value close to such that is known. We see that and we know that So we let and Then from conclusion A, above, we recognize that
Since we find that
Hence,
Exercises
- Read Examples 2 and 3 on pages 162-163 of the textbook
- Do Exercises 5, 7 and 8 on page 166.
- Do Exercises 31, 33, 35 and 36 on page 167.
The application of conclusion B, above, is used in estimating errors in measurements. When an error in measurement occurs, it affects further calculations, a process called error propagation.
Definition 4.7. If is the exact value of the quantity being measured and $f$ is differentiable at then
- The measurement error of is and .
- The difference is the propagated error of
- The quotient is the relative error in measurement.
- The percentage value of the relative error is the percentage error of measurement; that is,
From conclusion B, we know that the propagated error is approximately equal to . This expression has a special name.
Definition 4.8. For a function $f$ differentiable at , the product is called the differential of $f$ at , and we write
Hence, by conclusion B,
The relative error can be estimated using differentials:
It is always easier to calculate the differential than the difference .
Example 4.54. A metal rod cm long and cm in diameter is to be covered (except for the ends) with insulation that is cm thick. We want to estimate the amount of insulation needed. The exact amount of insulation is equal to the difference of the volume of the rod plus the insulation (radius cm) and the volume of the rod without the insulation (radius cm).
Let be the volume of the rod, and let be its radius. So, and the amount of insulation is
We could evaluate this amount, or use differentials to estimate its value, as follows:
We determine that , then
You can check that and
Note the advantage that it was easier to calculate than .
The relative error in this case is approximately equal to
and the percentage error is estimated at .
Example 4.55. The electrical resistance of a wire is given by
where is a constant and is the radius of the wire. If the percentage error of the radius must be what is the percentage error of ?
The relative error of is approximately equal to Hence,
Since the relative error must be between and we have
Multiplying by yields
We find that the relative error of is approximately %.
Exercises
- Read Example 5 on page 165 of the textbook.
- Do Exercises 21-26, 27, 29, 39 and 41 on page 167.
Going back to the interpretation of the derivative as the instantaneous rate of change, we know, by conclusion C, that
Observe that the quotient
is the average rate of change. So, the instantaneous rate of change (derivative) is its limit:
We look into the average rate of change first, and then we find the instantaneous rate of change. Note that in applications in the natural and social sciences—physics, chemistry, biology and economics—the concepts of velocity, linear density, rate of reaction, compressibility, rate of growth, marginal cost and marginal revenue are all instantaneous rates of change.
Example 4.56. The linear density of a nonhomogeneous rod is the limit of the average density of the rod. If the mass measured from its left end point is , then the mass is and the average density is defined as mass over the length. Hence, the average density is
and the linear density is
If the mass is kg, then the linear density is kg/m. The linear density at m is kg/m; at m, it is kg/m; and at m, it is kg/m. Thus, the linear density increases, and it will be at its highest at the end of the rod. See Exercise 17 on page 178 of the textbook.
Example 4.57. See Exercise 28 on page 180 of the textbook.
Let $f$ be the frequency of vibrations of a vibrating violin string
where is the length of the string, is the tension, and is the linear density.
- The rate of change of the frequency with respect to
- the length ( and are constant) is
- the tension ( and are constant) is
- the linear density ( and are constant) is
- What happens to the pitch of the note when
- the effective length of the string is decreased by placing a finger on the string so that a shorter portion of the string vibrates?
The frequency is of the form for a constant (sketch a possible graph of this function). Since the derivative is negative, the frequency decreases for any increase in , giving us a lower note. Conversely, when decreases, the frequency increases, so we have a higher note.
- the tension is increased by turning a tuning peg?
The frequency is of the form for a constant (sketch a possible graph of this function). The derivative is positive, so the frequency increases and when increases, giving us a higher note.
- the linear density is increased by switching to another string?
The frequency is of the form for a constant (sketch a possible graph of this function). The derivative is negative, so the frequency decreases and when increases, giving a lower note.
- the effective length of the string is decreased by placing a finger on the string so that a shorter portion of the string vibrates?
Exercises
- Study Examples 1, 2 and 3 on pages 170-172 of the textbook.
- Do Exercises 1, 3, 5, 6, 7, 9 and 19 on page 178.
- Study Example 4 on page 172.
- Do Exercise 25 on page 179.
- Study Examples 6 and 8 on pages 174 and 176 of the textbook.
- Do Exercises 13, 26, 29 and 30 on pages 178-180.