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8/14/2019 Paradoxes and Sophisms in Calculus
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From Mahobe Resources (NZ) Ltd
We hope you enjoy these sample pages of the book Paradoxes and Sophisms in Calculus. We
have provided the first 42 pages of the book. The actual book can be purchased from our
website www.mahobe.co.nz
This book is a supplementary resource intended to enhance the teaching and learning of a
first-year university Calculus course. It can also be used in upper secondary school. It consists
of selected paradoxes and sophisms that can be used as a pedagogical strategy by creating
surprise and interest in the subject.
In this book the following major topics from a typical single-variable Calculus course are
explored: Functions, Limits, Derivatives and Integrals. As with the authors previous book
Counter-Examples in Calculus (Maths Press, Auckland, New Zealand, 2004, ISBN
0-476-01215-5, 116 p.) the intention of this book is to encourage teachers and students to use
it in the teaching and learning of Calculus, with these purposes: for deeper conceptualunderstanding to reduce or eliminate common misconceptions to advance ones
mathematical thinking, that is neither algorithmic nor procedural to enhance generic critical
thinking skills analysing, justifying, verifying, checking, proving which can benefit students
in other areas of life to expand the example set - a number of examples of interesting
functions for better communication of ideas in mathematics and in practical applications to
make learning more emotional, active and creative The book can be useful for: upper
secondary school teachers and university lecturers as a teaching resource upper secondary
school and first-year university students as a learning resource.
If you enjoy the book then why not purchase it! Go to the Mahobe Resources (NZ) Ltdwebsite www.mahobe.co.nz
Go ahead and enjoy the first pages of this very informative and thought provoking book.
http://www.mahobe.co.nz/http://www.mahobe.co.nz/http://www.mahobe.co.nz/http://www.mahobe.co.nz/8/14/2019 Paradoxes and Sophisms in Calculus
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Copyright 2007 Sergiy Klymchuk
This e-book is copyright. All rights reserved. Apart from any fair dealingfor the purpose of study, teaching, review, or otherwise permitted underthe Copyright Act, no part of this publication may be reproduced by anyprocess without written permission from the author.
ISBN 978-0-473-12798-5
The printed version first published
December 2005 ISBN 0-473-10550-0Maths PressPO Box 109-760
NewmarketAuckland 1031New Zealand
Klymchuk, Sergiy.Paradoxes and Sophisms in Calculus
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Contents
Preface.7
Paradoxes
1. Functions and Limits.11
2. Derivatives and Integrals........15
Sophisms
1. Functions and Limits.16
2. Derivatives and Integrals........28
Solutions to Paradoxes
1. Functions and Limits.34
2. Derivatives and Integrals........43
Solutions to Sophisms
1. Functions and Limits.45
2. Derivatives and Integrals........53
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7
Preface
Dear God,
If I have just one hour remaining to live,
Please put me in a Calculus class
So that it will seem to last forever.
A bored students prayer
There are many interesting non-routine problems, puzzles, paradoxes
and sophisms. Some of them can change the life of students forever.
They can enthuse, enlighten and inspire. They can open the mind and
drive a person into the labyrinths of knowledge. They can encourage
passion for invention and discovery.
The teaching/learning process loses its effectiveness without emotional
involvement. What we tend to remember most are the events,
situations, news and facts that bring with them strong feelings and
emotions. The purpose of this book is to create and use such feelings
and emotions as a pedagogical strategy in a Calculus course.
The book is a supplementary resource intended to enhance the teaching
and learning of a first-year university Calculus course. It can also be
used in upper secondary school. The following major topics from a
typical single-variable Calculus course are explored in the book:
Functions, Limits, Derivatives and Integrals.
The book consists of two parts: paradoxes and sophisms. The word
paradox comes from the Greek word paradoxon which meansunexpected. There are several usages of this word, including those that
deal with contradiction. In this book, the word means a surprising,
unexpected, counter-intuitive statement that looksinvalid but in fact is
true. The word sophism comes from the Greek word sophos which
means wisdom. In modern usage it denotes intentionally invalid
reasoning that looks formally correct, but in fact contains a subtle
mistake or flaw. In other words, it is a false proof of an incorrect
statement. Each such proof contains some sort of error in reasoning.
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8
Most students are exposed to sophisms at school. Often finding and
analyzing the mistake in a sophism can give a student deeper
understanding than a recipe-based approach in solving standard
problems. The former works on a psychological level whereas the latter
on a procedural level. Some basic examples of the sophism include
division by zero, taking only a non-negative square root and so on.
These tricks are used to prove statements like 1 = 2. In this book the
tricks from Calculusare used to prove such statements.
Some of the paradoxes presented in the book (such as Cat on a Ladder
and Encircling the Earth) are at a lower level than Calculus, but they
can still be used in Calculus classes to demonstrate that sometimes our
intuition fails, even when we are dealing with very familiar shapes (likecircles for example). Much of the books content can be used as
edutainment both education and entertainment.
As with my previous book, Counter-Examples in Calculus (Maths
Press, Auckland, New Zealand, 2004, ISBN 0-476-01215-5) the
intention of this book is to encourage teachers and students to use it in
the teaching/learning of Calculus with these purposes:
For deeper conceptual understanding
To reduce or eliminate common misconceptions
To advance ones mathematical thinking, that is neither
algorithmic nor procedural
To enhance generic critical thinking skills analysing, justifying,
verifying, checking, proving which can benefit students in other
areas of life
To expand the example set - a number of examples of interesting
functions for better communication of ideas in mathematics and
in practical applications
To make learning more emotional, active and creative
The book can be useful for:
Upper secondary school teachers and university lecturers as a
teaching resource
Upper secondary school and first-year university students as a
learning resource
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9
Acknowledgement
My thanks to Dr Farida Kachapova and Brody Radford from the
Auckland University of Technology for proofreading and formatting the
text and putting the material on AUT Online, the Universitys web-based
learning system.
Contact Details for Feedback
Please send your questions and comments about the book to the postal
address:
Dr Sergiy Klymchuk
Associate Professor
School of Mathematical Sciences
Faculty of Design and Creative Technologies
Auckland University of Technology
Private Bag 92006
Auckland 1020
New Zealand
or e-mail to:
Sergiy Klymchuk
June 2006
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11
Paradoxes
I see it but I don't believe it!
Georg Cantor (1845 1918), in a letter to R. Dedekind (1877)
1. Paradoxes: Functions and Limits
1. Laying bricks
Imagine you have an unlimited amount of the same ideal
homogeneous bricks. You are constructing an arc by putting the
bricks one on top of another without using any cementing solution
between them. Each successive brick is further to the right than
the previous (see the diagram below).
How far past the bottom brick can the top brick extend?
2. Spiral curves
Construct two similar-looking spiral curves that both rotate
infinitely many times around a point, with one curve being of a
finite length and the other of an infinite length.
3. A tricky curve
Construct a curve that is closed, not self-crossing, has an infinite
length and is located between two other closed, not self-crossing
curves of a finite length.
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4. A tricky area
A square with sides of 1 unit (and therefore area of 1 square unit)
is divided into 9 equal squares, each with sides 1/3 unit and areas
of 1/9 square unit, then the central square is removed. Each of the
remaining 8 squares is divided into 9 equal squares and the central
squares are then removed. The process is continued infinitely many
times. The diagram below shows the first 4 steps. At every step 1/9
of the current area is removed and 8/9 is left, that is at every step
the remaining area is 8 times bigger than the area removed. After
infinitely many steps what would the remaining area be?
5. A tricky next term
What is the next term in the sequence 2, 4, 8, 16?
6. A tricky shape
It looked like the cross-section of an object of circular shape. To
determine whether it was a circle, a student suggested measuring
its several diameters (the length of line segments passing through
the centre of symmetry of the figure and connecting its two
opposite boundary points). The student reasoned that if they all
appeared the same, the object had a circular shape. Was the
students reasoning correct?
7. Rolling a barrel
A person holds one end of a wooden board 3 m long and the otherend lies on a cylindrical barrel. The person walks towards the
barrel, which is rolled by the board sitting on it. The barrel rolls
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without sliding. This is shown in the following diagram:
What distance will the person cover before reaching the barrel?
8. A cat on a ladder
Imagine a cat sitting half way up a ladder that is placed almost
flush with a wall. If the base of the ladder is pushed fully up
against the wall, the ladder and cat are most likely going to fall
away from the wall (i.e. the top of the ladder falls away from the
wall).
Part 1: If the cat stays on the ladder (not likely perhaps?) what will
the trajectory of the cat be? A, B or C?
A B C
Part 2: Which of the above options represents the cats trajectory if
instead of the top of the ladder falling outwards, the base is pulled
away? A, B or C?
9. Sailing
A yacht returns from a trip around the world. Different parts of the
yacht have covered different distances. Which part of the yacht has
covered the longest distance?
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10. Encircling the Earth
Imagine a rope lying around the Earths equator without any bends
(ignore mountains and deep-sea trenches). The rope is lengthened
by 20 metres and the circle is formed again. Estimate how high
approximately the rope will be above the Earth:
A) 3 mm B) 3 cm C) 3 m?
11. A tricky equation
To check the number of solutions to the equationx
x
16
1log16
1 one can sketch the graphs of two inverse functions
xy16
1log and
x
y
16
1
.
420-2
3
2
1
0
-1
-2
420-2
3
2
1
0
-1
-2
From the graphs we can see that there is one intersection point and
therefore one solution to the equation
x
x
16
1log16
1 . But it is easy
to check by substitution that both2
1x and
4
1x satisfy the
equation. So how many solutions does the equation have?
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2. Paradoxes: Derivatives and Integrals
1. An alternative product rule
The derivative of the product of two differentiable functions is the
product of their derivatives: vuuv )( . In which cases is this rule
true?
2. A strange integral
Evaluate the following integral .dxdx
3. Missing information?
At first glance it appears there is not enough information to solvethe following problem: A circular hole 16 cm long is drilled through
the centre of a metal sphere. Find the volume of the remaining part
of the sphere.
4. A paint shortage
To paint the area bounded by the curvex
y 1
, the
x-axis and the line x= 1 is impossible. There is not enough paint in
the world, because the area is infinite: .)1ln(lnlim1
1
bdxx bHowever, one can rotate the area around the x-axis and the
resulting solid of revolution would have a finite volume:
.)1
11(lim
1
1
2
bdx
x bThis solid of revolution contains the area
which is a cross-section of the solid. One can fill the solid with
cubic units of paint and thus cover the area with paint. Can you
explain this paradox?
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Sophisms
1 + 1 = 3 for large values of 1.
A student joke
1. Sophisms: Functions and Limits
1. 1 = 0
Let us find the limit
n
kn kn1
2
1lim using two different methods.
a)
00...001lim...2
1lim1
1lim1lim222
1 2
nnnnkn nnn
n
kn
b) The lower and upper boundaries for the sum
n
k kn1 21
are:
n
k nn1 2
1
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3. 1 = 0
Let us find the limit )(lim0
x
xx
using two different methods.
a) First find the limit of the base and then the other limit:
00lim)lim()(lim000
x
x
x
x
x
x
xx .
b) First find the limit of the power and then the other limit:
.1lim)(lim 0
0
)lim(
0
0
xxxx
xx
x
x
Comparing the results in a) and b) we conclude that 1 = 0.
4. 1 =
Let us find the limit nn
nlim using two different methods.
a) First find the limit of the expression under the radical and then
the other limit:
n
nn
n
n
nnn limlimlim .
b) First find the limit of the nthroot and then the other limit:
11limlimlimlim 0
1lim
1
nn
nn
n
n
nnnnn n .
Comparing the results in a) and b) we conclude that 1 = .
5. xkkx sinsin
It is known that 1
sin
lim0 x
x
x .
Using this fact we can find the following two limits:
a) ku
uk
kx
kxk
x
kx
uxx
sinlim
sinlim
sinlim
000.
b) kx
xk
x
xk
xx
sinlim
sinlim
00.
Sincex
xk
x
kx
xx
sinlim
sinlim
00 then
x
xk
x
kx sinsin and xkkx sinsin .
6. 1 = 0
We know that the limit of the sum of two sequences equals the sum
of their limits, provided both limits exist. We also know that this is
true for any number kof sequences in the sum.
Let us take n equal sequencesn
1 and find the limit of their sum
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when n:
00...001lim...
1lim1lim)
1...11
(lim nnnnnn nnnn
.
On the other hand, the sum
n
nnn
1...11
is equal to 11
n
n .
So we receive 1 = 0.
7. 1 = -1
Let us find two limits of the same function:
a) 1)1(lim
1
1
limlimlimlim
xyxyx
y
x
y
x
yx
yx.
b) 11lim
1
1
limlimlimlim
yxyxy
x
yx
y
yx
yx.
Sinceyx
yx
yx
yx
xyyx
limlimlimlim , the results from a) and b) must
be equal. Therefore we conclude that 1 = -1.
8. a= 1/a
Let abe any non-zero number.
Let us find two limits of the same function:
a)aa
ay
x
y
ax
ayx
yax
xyxyx
11lim
1
limlimlimlim
.
b) aa
x
ayx
y
a
ayx
yax
yxyxy
lim
1
limlimlimlim .
Sinceayx
yax
ayx
yax
xyyx
limlimlimlim , the results from a) and b) must
be equal. Therefore we conclude that a= 1/a.
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9. 1 = 2
a) Take two line segments of length 1 unit and 2 units and
establish a one-to-one correspondence between their points as
shown on the diagram below:
The number of points on the line segment of length 1 unit is the
same as the number of points on the line segment of length 2 units,meaning 1 = 2.
b) Take two circles of radius 1 unit and 2 units and establish a
one-to-one correspondence between their points as shown on the
diagram below:
The number of points on the circumference of the inner circle is the
same as the number of points on the circumference of the outer
circle, so we can conclude that 1 = 2.
10. R= r
Two wheels of differentradius are attached to each other and put
on the same axis. Both wheels are on a rail (see the diagrams on
the next page). After one rotation the large wheel with radius R
covers the distance AB which is equal to the length of its
circumference 2R. The small wheel with radius r covers the
distance CD which is equal to the length of its circumference 2r. It
is clear that AB = CD, therefore 2R= 2r and R= r.
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Wheel
Rail
Cross-section showing the wheel and the rail.
11. 2 > 3
We start from the true inequality:
8
1
4
1 or
32
2
1
2
1
Taking natural logs of both sides:32
2
1ln
2
1ln
Applying the power rule of logs:
2
1ln3
2
1ln2
Dividing both sides by
2
1ln :
2 > 3.
C D
A B
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12. 2 > 3
We start from the true inequality:
8
1
4
1
or
32
2
1
2
1
Taking logs with the base2
1of both sides:
3
2
1
2
2
12
1log
2
1log
Applying the power rule of logs:
2
1log3
2
1log2
2
1
2
1
Since 12
1log2
1
we obtain: 2 > 3.
13.2
1
4
1
We start from the true equality:
2
1
2
1
Taking natural logs of both sides:
2
1ln2
1ln
Doubling the left hand side we obtain the inequality:
2
1ln2
1ln2
Applying the power rule of logs:
2
1ln
2
1ln
2
Since y= ln x is an increasing function2
1
2
1 2
or2
1
4
1 .
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14. 2 = 1
Let us take an equilateral triangle with sides of 1 unit. Divide the
upper sides by 2 and transform them into a zig-zagging, segmented
line as shown on the diagram below:
a) The length of this segment line is 2 units because it is
constructed from two sides of 1 unit each. We continue halving the
triangle sides infinitely many times. At any step the length of the
segment line equals 2 units.
b) On the other hand from the diagram we can see that with more
steps, the segment line gets closer and closer to the base of the
triangle which has length 1 unit. That is 1lim nn S , where nS is the
length of the segment line at step n.
Comparing a) and b) we conclude that 2 = 1.
15. = 2
Let us take a semicircle with diameter d. We divide its diameter into
nequal parts and on each part construct semicircles of diametern
d
as shown on the following diagram:
1
11
1 1 1
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a) The arc length of each small semicircle isn
d
2
. The total length Ln
of n semicircles is22dn
ndLn
. Therefore the limit of Lnwhen
nis:22
limlim dd
Ln
nn
.
b) From the diagram we can see that when n increases, the curve
consisting of nsmall semicircles gets closer to the diameter, which
has length d. That is dLnn
lim .
Comparing a) and b) we see that dd 2
and conclude that = 2.
16. = 0
Let us find the lateral surface area of a cylinder with height 1 unit
and radius 1 unit using the following approach. Divide the cylinder
into n horizontal strips. Divide the circumference of each
cross-section by points into mequal parts. Rotate all odd-numbered
circumferences in such a way that the points on them are exactly
midway between the points on the even-numbered circumferences.
Form 2mn equal isosceles triangles by joining any two adjacent
points on each circumference with a point midway between them
on the circumferences above and below.
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Using simple geometry of a right-angled triangle it can be shown
that the area of the resulting polyhedral surface is:
mn
mmSmn
2sin41sin2
42 .
When both m and n tend to infinity this area tends to the lateral
surface area of the cylinder. The limit of Smnis found using the well
known formula 1sinlim0
x
x
x. Let us consider 3 cases.
a) n = m
.
2
2sin
41
sin
2lim2sin41sin2limlim
4
2446
m
mm
m
m
mmmmS mmm m
b) n = m2
4
4
44
2
2sin
41
sin
2lim2
sin41sin2limlim
m
m
m
m
mm
mmS
mmm
m
412
4 .
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c) n = m3
.
2
2sin
41
sin
2lim2
sin41sin2limlim
4
2446
m
mm
m
m
mm
mmS
mmmm
In all three cases a), b) and c) when m the polyhedral surface
tends to the lateral surface of the cylinder. So the limit mm
Slim in all
three cases a), b) and c) must be the same.
This is only possible if = 0.
17. Achilles and the Tortoise
This is one of the sophisms created by the Greek philosopher Zenoin the 5thcentury B.C. Sometimes they are called Zenos paradoxes,
but in the sense of paradox and sophism accepted in this book
they are considered sophisms.
In a race between Achilles, the fastest of Greek warriors, and a
tortoise that had a head start, Achilles will never pass the tortoise.
Suppose the initial distance between them is 1 unit and Achilles is
moving 100 times faster than the tortoise. When Achilles covers the
distance of 1 unit the tortoise will have moved 100
1th
of a unit
further from its starting point. When Achilles has covered the
distance of100
1 th of a unit the tortoise will move2100
1 of a unit
further, and so on. The tortoise is always ahead of Achilles byn100
1
of a unit no matter how long the race is. This means that Achilles
will never reach the tortoise.
18. A snail
Imagine a snail moving at a speed of 1 cm/min along a rubber rope
1 m long. The snail starts its journey from one end of the rope. After
each minute the rope is uniformly expanded by 1 m. Below is a
proof that at some stage the snail will eventually reach the other
end of the rope.
In the first minute the snail will cover the first100
1thof the rope.
In the second minute the snail will cover2001 thof the rope.
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26
In the third minute the snail will cover300
1thof the rope, and so on.
The distance covered by the snail after nminutes will be
n
1...
3
1
2
11
100
1. The sum in the brackets represents the first n
terms of the harmonic series, which is divergent. The sum in the
brackets (and therefore the distance) can be made bigger than any
number. So no matter how big the length of the rope is, the
distance covered by the snail at some stage will be bigger than the
length of the rope. This means that the snail will reach the other
end of the rope.
19. 1,000,000
2,000,000If we add 1 to a big number the result would be approximately
equal to the original number. Let us take 1,000,000 and add 1 to it.
That is 1,000,000 1,000,001.
Similarly 1,000,001 1,000,002.
And 1,000,002 1,000,003.
And so on
1,999,999 2,000,000.
Multiplying the left-hand sides and the right-hand sides of the
above equalities we receive:
.000,000,2...002,000,1001,000,1999,999,1...001,000,1000,000,1
Dividing both sides by 999,999,1...001,000,1 we conclude that.000,000,2000,000,1
20. 1 = -1
Since baba , it follows that
.111)1()1(11 2 iii
21. 2 = -2Two students were discussing square-roots with their teacher.
The first student said: A square root of 4 is -2.
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27
The second student was sceptical, and wrote down 24 .
Their teacher commented: You are both right.
The teacher was correct, so 2 = -2.
22. 2 = 1
Let us find the equation of a slant (or oblique) asymptote of the
function1
42
x
xxy using two different methods.
a) By performing long division:1
62
1
42
xx
x
xx. The last term,
1
6
x tends to zero as x . Therefore as the function
approaches the straight line 2 xy , which is its slant asymptote.
b) Dividing both numerator and denominator by x we receive:
x
xx
x
xx
11
41
1
42
. Bothx
4and
x
1tend to zero as x . Therefore
as x the function approaches the straight line 1 xy which is
its slant asymptote.
The function1
42
x
xxy has only one slant asymptote. Therefore
from a) and b) it follows that 12 xx .
Cancelling xwe receive 2 = 1.
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2. Sophisms: Derivatives and Integrals
1. 1 = C, where C is anyreal number
Let us apply the substitution method to find the indefinite integral
xdxxcossin using two different methods:
a) 1
2
1
2
2
sin
2cos
sincossin C
xC
uudu
xdxdu
xuxdxx
b)
2
2
2
2
2
cos
2sin
coscossin C
xC
uudu
xdxdu
xuxdxx ,
where C1and C2are arbitrary constants. Equating the right hand
sides in a) and b) we obtain
1
2
2sin Cx = 2
2
2cos Cx .
Multiplying the above equation by 2 and simplifying we receive
12
2222cossin CCxx or Cxx 22 cossin since the difference of
two arbitraryconstants is an arbitrary constant. On the other hand
we know the trigonometric identity 1cossin 22 xx . Therefore 1 = C.
2. 1 = 0
Let us find the indefinite integral dxx1
using the formula for
integration by parts :vduuvudv
dx
xdx
xxx
xxvdxdv
xdu
xu
dxx
11
1111
12
2 .
That is, dxx
dxx
11
1.
Subtracting the same expression dxx1
from both sides we receive
0 = 1.
3. Division by zero
Let us find the indefinite integral 12x
dx by the formula
Cxfxf
dxxf)(ln
)(
)(using two different methods:
a)
121ln
21
2
12112
Cx
x
dxxdx .
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b)
212ln
2
1
12
2
2
1
12Cx
x
dx
x
dx.
Equating the right hand sides in a) and b) we obtain
21
12ln2
1
2
1ln2
1CxCx
Since C1and C2are arbitrary constants that can take any values,
let C1= C2= 0. Then 12ln2
1
2
1ln2
1 xx .
Solving for xwe receive 122
1 xx ,
2
1x .
Substituting this value of x into the original integral gives zero in
the denominator, so division by zero is possible!
4. 1sin2 x for anyvalue of x
Let us differentiate the function y= tan xtwice:
x
xy
xy
32cos
sin2,
cos
1 .
The second derivative can be rewritten as
)(2cos
1tan2
coscos
sin2
cos
sin2 2223
yyyx
xxx
x
x
xy .
Integrating both sides of the equation )( 2 yy we receive
2yy or x
x
2
2 tan
cos
1 , or
x
x
x 2
2
2cos
sin
cos
1 .
From here 1sin 2 x .
5.
,2
0
Let us estimate the integral
0
2cos1 x
dx.
a) Since 1cos1
1
2
12
x
on ],0[ then
002
0 cos12
1dx
x
dxdx or
0
2cos12 x
dx.
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b) On the other hand
0
02
202
2
02
020
cos
00tan
1tan1
cos
cos1 t
dt
txx
dxdt
txxt
x
x
dx
x
dx
.
Comparing a) and b) we conclude that
,2
0 .
6. 2ln is not defined
Let us find the area enclosed by the graph of the functionx
y 1
,
the x-axis and the straight lines x = -2 and x = -1 using two
different methods (see the diagram on the next page).
a) On one hand, the derivative of the function y = ln xisx
y 1 and
therefore an antiderivative ofx
xf 1)( is xxF ln)( . We can apply
the Newton-Leibnitz formula to the integral
1
2
1dx
x (the limits are
finite and the function is continuous on [-2,-1]) to find the required
area: ))2ln()1(ln(11
2
dx
x
A . The area is undefined since the
logarithm of a negative number does not exist.
b) On the other hand, this area is the same as the area enclosed by
the graph of the functionx
y 1 , the x-axis, and the straight lines
x= 1 and x= 2 due to the symmetry of the graph about the origin.
Therefore the area equals: .2ln1ln2ln12
1
dxx
A
Comparing a) and b) we conclude that 2ln is not defined.
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20-2-4
1.5
1
0.5
0
-0.5
-1
-1.5
-2
20-2-4
1.5
1
0.5
0
-0.5
-1
-1.5
-2
20-2-4
1.5
1
0.5
0
-0.5
-1
-1.5
-2
20-2-4
1.5
1
0.5
0
-0.5
-1
-1.5
-2
7. is not defined
Let us find the limitxx
xx
x sin
sinlim
using two different methods.
a)
x
xx
x
xx
xx
xx sin1
sin
limsin
sinlim .
b) Since both numerator and denominator are differentiable we can
use the well known rule)(
)(lim
)(
)(lim
xg
xf
xg
xf
xx
which gives us:
x
x
xx
xx
xx cos1
coslim
sin
sinlim
, which is undefined.
Comparing the results in a) and b) we conclude that is not
defined.
8. 0 = C, where C is anyreal number
We know the property of an indefinite integral:
dxxfkdxxkf )()( where kis a constant.
Let us apply this property for k= 0.
a) The left hand side of the above equality is Cdxdxxf 0)(0 ,
where C is an arbitrary constant.
a) The right hand side is 0)(0 dxxf .
Comparing a) and b) we conclude that 0 = C, where C is anyreal
number.
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9. 1 = 2
Let us find the volume of the solid of revolution produced by
rotating the hyperbola 122 xy about the x-axis on the interval
[-2, 2] using two different methods.
a) 3
4)
3()1(
2
2
32
2
22
2
2
xx
dxxdxyV (cubic units).
b) Since the hyperbola is symmetrical about the y-axis we can find
the volume of a half of the solid of revolution, say on the right from
the y-axis and then multiply it by 2. Obviously the point (1,0) is a
vertex to the right of the origin and the right branch of the
hyperbola is to the right of the vertex (1,0). Therefore the volume of
the right half is 3
4)
3()1(
2
2
32
1
2
2
1
2
1
x
xdxxdxyV (cubic
units) and the total volume 3
82 1 VV (cubic units).
Comparing a) and b) we obtain 3
8
3
4 or 1 = 2.
10. An infinitely fast fall
Imagine a cat sitting on the top of a ladder leaning against a wall.
The bottom of the ladder is pulled away from the wall horizontallyat a uniform rate. The cat speeds up, until its falling infinitely fast.
The proof is below.
x
y l
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By the Pythagoras Theorem22
xly , where )(txx , )(tyy
are the horizontal and vertical distances from the ends of the
ladder to the corner at time t. Differentiation of both sides with
respect to t gives us 22 xl
xx
y
. Since the ladder is pulled
uniformly x is a constant. Let us find the limit of y when x
approaches l:
22limlim
xl
xxy
lxlx. When the bottom of the
ladder is pulled away by the distance lfrom the wall, the cat falls
infinitely fast.
11. A positive number equals a negative number
a) The functionx
xf2cos1
sin)(
is continuous and non-negative on
the interval
4
3,0
. Therefore by the definition of the definite
integral the area enclosed by the functionf(x) and the x-axis on the
interval
4
3,0
is a positive number.
b) On the other hand, since the function )(sectan)( 1 xxF is an
antiderivative of the function f(x) (this is easy to check by
differentiation) calculating the area as the integral off(x) on
4
3,0
we receive a negative number: .4
2tancos1
sin 14
3
02
dxx
x
Hence a positive number equals a negative number.
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Solutions to Paradoxes
1. Solutions to Paradoxes: Functions andLimits
1. Laying bricks
The top brick can be infinitely far from the bottom brick! The
x-coordinate of the position of the centre of mass of a system of n
objects with masses m1, m2,, mnis defined by the formula:
n
nn
mmmxmxmxmx
......
21
22110 .
Let us consider two bricks. For the upper brick not to fall from the
lower brick the perpendicular distance from the centre of mass of
the upper brick should not be beyond the right edge of the lower
brick. That is, the maximum value of the xcoordinate of the centre
of mass of the upper brick is l: lx 0 . So the maximum shift is:
21
lx .
lx
yy
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Let us consider three bricks.
For the top brick we have the maximum possible shift:2
1
lx . Let
us find the maximum possible shift for the middle brick. Again, the
perpendicular distance from the centre of mass of the system of the
middle and top bricks should not extend past the right edge of the
lower brick. In other words, the maximum value of the xcoordinate
of the centre of mass of the system of the middle and the top bricksis l: lx 0 . Expressing x0 for the system of the middle and the top
bricks from (1) we obtain:
lm
llxm
lxm
2
)22
()2
( 22.
From here4
2
lx .
In a similar way we can obtain:nlxlxlx n2
,...,8
,6 43 .
Adding all shifts we receive: )1...2
11(2
...21n
lxxx n .
When n the sum in the brackets tends to infinity. This means
that the maximum possible shift of the top brick with respect to
the bottom brick can be made as large as we want.
Comment: In practice it is of course impossible. Starting from a
certain value of nwe will not be able to make shifts of the length
n
l
2as they will be too small to perform.
lx
y
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2. Spiral curves
a) Let us construct a spiral curve of a finite length.
Draw a line segment of length d. Draw a semicircle with diameter d
on one side of the line segment. Then on the other side of the line
segment draw a semicircle of diameter d/2. Then on the other side
draw a semicircle of diameter d/4, and so on.
The length of the curve is:
ddddd
...)8
1
4
1
2
1(...
842.
b) Let us construct a spiral curve of infinite length. Draw a line
segment AB of length d with midpoint P. Draw a circle with the
centre C on the line segment at distance afrom P. On one side of
the line segment draw a semicircle of the diameter d.On the other
side of the line segment draw a semicircle of the diameter AE,
where point E is the midpoint of PB. Then on the other side of the
line segment draw a semicircle of the diameter EF, where point F isthe midpoint of AD and so on (see the following diagram).
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The curve has infinitely many rotations around point C and each
rotation has a length bigger than the circumference 2a, so the
length of the curve is infinite.
3. A tricky curve
One example of such a curve is the famous Koch snowflake. We
start with an equilateral triangle and build the line segments on
each side according to a simple rule. At every step each line
segment is divided into 3 equal parts, then the process is repeated
infinitely many times. The resulting curve is called the Koch curve
or Koch snowflake and is an example of a fractal. The first four
iterations are shown below:
The initial triangle and all consecutive stars and snowflakes are
located between the circumferences inscribed into the triangle andcircumscribed around it. Both circumferences have finite lengths.
If the perimeter of the initial triangle is 1 unit, then the perimeter
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of the star in the first iteration is3
4
9
112 units. The perimeter of
the snowflake in the second iteration is
2
3
4
9
16
27
148
units.
The perimeter of the snowflake in the nthiteration is
n
3
4units.
As nthe perimeter of the snowflake tends to infinity. The Koch
curve has an infinite length but bounds a finite area, which is
between the area of the circle inscribed into the initial triangle and
the area of the circle circumscribed around it.
4. A tricky area
Although at every step the remaining area is 8 times bigger than
the area removed, after infinitely many steps the remaining area
will be zero and the area removed will be 1 square unit. Let us
show this. After the first step the remaining area equals .9
8
9
11
After the second step the remaining area is
2
9
8
81
64
81
189
8
.
Similarly, after the nth step the remaining area is
n
9
8 and if n
tends to infinity this area tends to zero. This figure is called the
Sierpinski carpet and is another example of a fractal.
5. A tricky next term
a) The expected answer is 32, but there are infinitely many other
correctanswers. Actually the next term in the sequence 2, 4, 8, 16
can be anynumber.
Let the nthterm be xnnnna n
n )4)(3)(2)(1(2 .The first 4 terms are 2, 4, 8, 16. One can make 5a equal to any
number by determining xfrom the formula for 5a . This can be done
to obtain the formula for the nthterm. For example, let the 5thterm
be 4. From the equation x 123424 5 we obtain x = -1.5
and the formula for the nthterm is
)5.1)(4)(3)(2)(1(2 nnnna nn .
b) Another interesting example has a geometrical flavour. Draw acircle, and put two dots on the circumference and connect them
with a line segment. The circle is divided into 2 regions. Put a third
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dot and connect all dots. The circle is now divided into 4 regions.
Put a fourth dot and connect all dots. The circle is now divided into
8 regions. Put a fifth dot and connect all dots. The circle is now
divided into 16 regions. It looks like we have a clear pattern. But
when you put the sixth dot and connect all dots the circle is divided
into 30 regions!
6. A tricky shape
No, the student was not right. A figure can be of constant diameter
yet not be a circle. As an example, consider the following curve. In
an equilateral triangle draw circular arcs with the radius equal to
the side of the triangle from each vertex. The resulting figure is a
curved triangle, which is called the Reuleaux triangle (see thediagram below). One of its properties is that it has a constant
diameter. When it rolls on a horizontal surface its center moves
along a sine curve with ups and downs (unlike a circle whose
center does not move up and down only along a straight
horizontal line). For this reason it is not practical to use it as a
wheel, but it does have practical applications. It is used in the
Wankel rotary engine, and in some countries manhole covers are
shaped like the Reuleaux triangle.
7. Rolling a barrel
The barrel rolls as long as the person continues walking. The
velocity of the point on the top of the barrel equals the velocity of
the walking person and is twice the velocity of the axis of the barrel,
so the person will cover 6 m by the time he reaches the barrel.
8. A cat on a ladder
Part 1. Most people are confident that C is the answer to Part 1.
Without much difficulty, one can imagine the ladder rotating about
a central point, i.e. where the base of the ladder touches the wall.
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An arc is the result and in this case represents a quarter of the
circumference of a circle.
Part 2. However, Part 2 isnt so easy! Many people conclude that A
is the correct answer. It sounds reasonable that as the ladder
slides outwards away from the wall that it would appear to drop
quickly, then level out as it approaches the horizontal.
Surprisingly, the answer to this problem is also C. Try it out bymaking a model (see the sequential sketches below). With a paper
ladder, with a point marking half way, slowly slide the ladder down
and away from the wall. After each small amount of movement, put
a dot on the page at the place where the centre of the ladder lies.
Note that as the ladder approaches the horizontal, further lateral
movement is minimal.
Here is a simple proof:
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Let AB be the ladder. Point C (where the cat sits) is always at the
same distance (half the length of the ladder) from the point O
regardless of the position of the ladder. This comes from the fact
that diagonals in a rectangle are the same and are divided in half
by the point of their intersection.
You may well be very surprised to see that the trajectory is the
same in both cases. Do not be alarmed however in this case theintuition of many people fails. My colleague tried this test out with
a class of 100 4thyear engineering students in Australia, Germany,
New Zealand and Norway. These young men and women, aged
about 21, are expected to be able to quickly conceptualise shapes,
dimensions, movements and forces. The students were given 40
seconds to find the answer. They were told that it was a mental
exercise, with no calculations or drawings permitted. The results
were startling, for although 74% of the students gave C, the correct
answer to Part 1, 86% were wrong in Part 2. 14% and 34% gave B
as the answer in Parts 1 and 2 respectively.
9. Sailing
The top of the yacht has covered the longest distance. The shape of
the Earth is approximately spherical, so the top of the yacht has
the longest radius compared to lower parts and therefore has the
longest circumference.
O A
BC
D
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10. Encircling the Earth
Approximately 3 m high. This is a surprising answer for many
people. Let rbe the radius of the Earth and R be the radius of the
circle after adding 20 metres to the rope. The difference between
the two circumferences is 20 m: 2022 rR or .20)(2 rR
From here the difference between the two radii is .3mrR The
answer does not depend on the original length of the rope.
11. A tricky equation
The rough sketch of the graphs is too rough. Both functions are
decreasing for all xin their domains but they are very close to both
axes, and in fact have 3 intersection points. It can be shown that
the equation has 3 solutions.
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