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| == Examples with Quadratic Functions == | | == Examples with Quadratic Functions == |
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− | '''Problem 3.''' Using the definition of a limit, show that <math style="vertical-align: 0px">{\displaystyle \lim_{x\rightarrow1}x^{2}=1}</math>. | + | '''Problem 3.''' Using the definition of a limit, show that <math style="vertical-align: -13px">{\displaystyle \lim_{x\rightarrow1}x^{2}=1}</math>. |
| | | |
− | ''Solution.'' Here, we have <math style="vertical-align: 0px">f(x)=x^{2},\ L=1</math> and <math style="vertical-align: 0px">c=1</math>. We again | + | ''Solution.'' Here, we have <math style="vertical-align: -5px">f(x)=x^{2},\ L=1</math>  and <math style="vertical-align: 0px">c=1</math>. We again |
− | begin with scratchwork. Suppose <math style="vertical-align: 0px">|f(x)-L|<\epsilon</math>. We then solve | + | begin with scratchwork. Suppose <math style="vertical-align: -5px">|f(x)-L|<\epsilon</math>. We then solve |
− | for <math style="vertical-align: 0px">|x-c|=|x-1|</math> to find | + | for <math style="vertical-align: -5px">|x-c|=|x-1|</math> to find |
| + | |
| + | <br> |
| | | |
| ::<math>\begin{array}{ccccrcl} | | ::<math>\begin{array}{ccccrcl} |
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| \Rightarrow & & & & |x-1| & < & {\displaystyle \frac{\epsilon}{|x+1|}.} | | \Rightarrow & & & & |x-1| & < & {\displaystyle \frac{\epsilon}{|x+1|}.} |
| \end{array}</math> | | \end{array}</math> |
| + | <br> |
| | | |
− | This certainly describes <math style="vertical-align: 0px">|x-1|</math> in terms of <math style="vertical-align: 0px">\epsilon</math>, but there's | + | This certainly describes <math style="vertical-align: -5px">|x-1|</math> in terms of <math style="vertical-align: 0px">\epsilon</math>, but there's |
− | also an <math style="vertical-align: 0px">x</math> on the right hand side! This requires us to pick an ``initial'' | + | also an <math style="vertical-align: 0px">x</math> on the right hand side! This requires us to pick an "initial" |
− | </math>\delta</math>. Let's choose <math style="vertical-align: 0px">\delta=1</math>. Then, whenever <math style="vertical-align: 0px">|x-c|=|x-1|<\delta=1</math>, | + | <math style="vertical-align: 0px">\delta</math>. Let's choose <math style="vertical-align: -2px">\delta=1</math>. Then, whenever <math style="vertical-align: -5px">|x-c|=|x-1|<\delta=1</math>, |
| we have | | we have |
| | | |
| ::<math>-\delta\,=\,-1\,<\, x-1\,<\,1\,=\,\delta,</math> | | ::<math>-\delta\,=\,-1\,<\, x-1\,<\,1\,=\,\delta,</math> |
| | | |
− | in the manner explained in '''An Explanation'. More importantly, by | + | in the manner explained in '''An Explanation'''. More importantly, by |
| adding two to the inequality we have | | adding two to the inequality we have |
| | | |
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| ::<math>\frac{\epsilon}{3}\,<\,\frac{\epsilon}{x+1}\,=\,\frac{\epsilon}{|x+1|}\,<\,\frac{\epsilon}{1}\,=\,\epsilon.</math> | | ::<math>\frac{\epsilon}{3}\,<\,\frac{\epsilon}{x+1}\,=\,\frac{\epsilon}{|x+1|}\,<\,\frac{\epsilon}{1}\,=\,\epsilon.</math> |
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− | This means that for any <math style="vertical-align: 0px">x</math> satisfying <math style="vertical-align: 0px">|x-1|<1</math>, we know that <math style="vertical-align: 0px">\epsilon/3<\epsilon/|x+1|</math>. | + | This means that for any <math style="vertical-align: 0px">x</math> satisfying <math style="vertical-align: -5px">|x-1|<1</math>, we know that <math style="vertical-align: -5px">\epsilon/3<\epsilon/|x+1|</math>. |
| Thus, we can choose a <math style="vertical-align: 0px">\delta<\epsilon/3</math>, and the proof should work. | | Thus, we can choose a <math style="vertical-align: 0px">\delta<\epsilon/3</math>, and the proof should work. |
| There's a small problem, though - we already chose a <math style="vertical-align: 0px">\delta=1</math>. | | There's a small problem, though - we already chose a <math style="vertical-align: 0px">\delta=1</math>. |
− | The way around this is to use the minimum function. | + | The way around this is to use the '''minimum function''': |
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− | ::When we write <math style="vertical-align: 0px">\min\{a,b\}</math>, it means to take whichever is the
| + | <blockquote>When we write <math style="vertical-align: -5px">\min\{a,b\}</math>, it means to take whichever is the |
− | least of both <math style="vertical-align: 0px">a</math> and <math style="vertical-align: 0px">b</math>. | + | least of both <math style="vertical-align: 0px">a</math> and <math style="vertical-align: 0px">b</math>. </blockquote> |
| | | |
| Now, our proof can be written. | | Now, our proof can be written. |
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− | '''Proof.''' Let <math style="vertical-align: 0px">\epsilon>0</math> be given. Choose <math style="vertical-align: 0px">\delta=\min\{1,\epsilon/3\}</math>. | + | '''Proof.''' Let <math style="vertical-align: 0px">\epsilon>0</math>  be given. Choose <math style="vertical-align: -5px">\delta=\min\{1,\epsilon/3\}</math>. |
− | Then, whenever <math style="vertical-align: 0px">|x-c|=|x-1|<\delta</math>, | + | Then, whenever <math style="vertical-align: -5px">|x-c|=|x-1|<\delta</math>, |
| + | |
| + | <br> |
| | | |
| ::<math>\begin{array}{ccrcrclccccc} | | ::<math>\begin{array}{ccrcrclccccc} |
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| </math>\square</math> | | </math>\square</math> |
| | | |
− | '''Problem 4.''' Using the definition of a limit, show that <math style="vertical-align: 0px">{\displaystyle \lim_{x\rightarrow2}3x^{2}=12}</math>. | + | '''Problem 4.''' Using the definition of a limit, show that <math style="vertical-align: -12px">{\displaystyle \lim_{x\rightarrow2}3x^{2}=12}</math>. |
| | | |
| ''Solution.'' This time, <math style="vertical-align: 0px">f(x)=3x^{2},\ L=12</math> and <math style="vertical-align: 0px">c=2</math>. We follow | | ''Solution.'' This time, <math style="vertical-align: 0px">f(x)=3x^{2},\ L=12</math> and <math style="vertical-align: 0px">c=2</math>. We follow |
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| </math>\square</math> | | </math>\square</math> |
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− | '''Problem 5.'''Using the definition of a limit, show that <math style="vertical-align: 0px">{\displaystyle \lim_{x\rightarrow2}x^{2}+3x+1=11}</math>. | + | '''Problem 5.'''Using the definition of a limit, show that <math style="vertical-align: -12px">{\displaystyle \lim_{x\rightarrow2}x^{2}+3x+1=11}</math>. |
| | | |
| ''Solution.'' Here, we have <math style="vertical-align: 0px">f(x)=x^{2}+3x+1,\ L=11</math> and <math style="vertical-align: 0px">c=2</math>. | | ''Solution.'' Here, we have <math style="vertical-align: 0px">f(x)=x^{2}+3x+1,\ L=11</math> and <math style="vertical-align: 0px">c=2</math>. |
Formal Definition
We say
is the limit of
at
if, for any
,
there exists a
such that whenever
,

An Explanation
When most students initially confront the definition above, they are
really confused. It helps to ``unravel the absolute values a bit.
For example,
is really the same thing as

If we then add
to each term, we arrive at

In other words, we are trying to restrict
to the
-neighborhood centered at
, which is the interval
.
Similarly, we can rewrite
to become

On its own, this would mean
lies in the
-neighborhood
centered at
, which is the interval
. But
what about the other requirement, that
? This means we ignore
what happens at
.
This neighborhood - the interval
,
minus the point
- is known as a punctured neighborhood.
This definition can possibly be better understood through a short
video.
< Video coming soon! >
Proof Approach
The goal in these proofs is always the same: we need to find a
,
which will usually be expressed in terms of an arbitrary
.
For example, we might have to choose a
, or a
,
or even a
. But in each case, we usually
build our proof backwards in what we can refer to as scratchwork.
Scratchwork begins by assuming our desired result, that

From here, we do whatever it takes (usually factoring) to change
into
. Once we have a statement of the form

this allows us to pick a
that will work. We then just reverse
the chain of equalities in our scratchwork to construct the proof.
It's easier to see in a few examples.
Examples with Linear Functions
Problem 1. Using the definition of a limit, show that
.
Solution. Looking at the statement we need to prove, we have
and
. Since for any
, we have
, we know that for
any
,

as
must be strictly positive. This means any
will work. To write it out, you would proceed as follows:
Proof. Let
be given. Choose
. Then,
whenever
, we have


A few quick notes about these types of proofs:
- Every one will begin with "let
be given." That's because most of the time, our
will be tied to the
.
- We conclude the proof with a box/square, indicating we're done.
Problem 2. Using the definition of a limit, show that
.
Solution. In this case, we have
and
.
We again begin with scratchwork, and assume our goal. If we knew
that
, then we would work to get an expression
that has
. It goes like this:

This gives us our
. We will choose a
.
But that was all scratchwork, and the formal writeup looks like a
bit different:
Proof. Let
be given. Choose
.
Then, whenever
, we have

as required.

It should be mentioned that in cases where
, and
,
we will get that
every time.
Examples with Quadratic Functions
Problem 3. Using the definition of a limit, show that
.
Solution. Here, we have
and
. We again
begin with scratchwork. Suppose
. We then solve
for
to find

This certainly describes
in terms of
, but there's
also an
on the right hand side! This requires us to pick an "initial"
. Let's choose
. Then, whenever
,
we have

in the manner explained in An Explanation. More importantly, by
adding two to the inequality we have

Dividing
by this inequality (which reverses its direction),
we have

This means that for any
satisfying
, we know that
.
Thus, we can choose a
, and the proof should work.
There's a small problem, though - we already chose a
.
The way around this is to use the minimum function:
When we write
, it means to take whichever is the
least of both
and
.
Now, our proof can be written.
Proof. Let
be given. Choose
.
Then, whenever
,

as required.
</math>\square</math>
Problem 4. Using the definition of a limit, show that
.
Solution. This time,
and
. We follow
the same pattern, doing the scratchwork first. Assume
.
Then

Based on the previous problem, let's choose an initial
.
Then we have

Now adding 4 to the inequality, we have

Dividing
by this inequality, we have

So we can choose
Then the proof works.
Proof. Let
be given. Choose
.
Then, whenever
,

as required.
</math>\square</math>
Problem 5.Using the definition of a limit, show that
.
Solution. Here, we have
and
.
We again begin with scratchwork, assuming
. Then

Now, we again assume
, so

and adding 7 to the inequality,

Again, dividing
by we have

for all
satisfying
We can now write the proof.
Proof. Let
be given. Choose
.
Then, whenever

as required.
</math>\square</math>
Other Examples
Problem 6. Using the definition of a limit, show that
.
Solution. We have
and
. We start
our scratchwork as usual, assuming
. Then we have

Similar to the quadratic examples, we can set an initial
Then

and adding one to each term we find

This, in turn, means that

Multiplying the inequality by
, we have

for all
satisfying
. This gives us our
,
and we can write the proof.
Proof. Let
be given. Choose
.
Then, whenever
,

as required. Notice that we used both of the inequalities involving
and
to complete the proof.

There are many more difficult examples, but these are meant as an introduction.