Department of Mathematics and Applied Mathematics

MAM1000W
Tutorial 1 February 2011 The general idea in the tutorials is that you should rst think about the problems, and try to solve them as a group. If you are still stuck, formulate a question for a tutor, but resist the temptation to just stick up your hand before you have thought about the problem. There is nothing that has to be handed in at the end of the tutorials. You should however keep your solutions to all the tutorials in a le or folder where you can easily nd it. They will be important when you come to revise for class tests and examinations. Of course you may have had only one lecture so far in the course; the problems which we ask you to do now are thus not based on the lectures. We are trying to bring to your attention some very general but important ideas. We are also trying to clear up some common misconceptions. 1. A statement is something that is either true or false. Below are three statements, and below each statement an argument which appears to show that it is true. In each case: (a) say whether the statement is true or false; (b) say whether you think the argument is acceptable. Here you have to be careful: a statement may be true, but the argument given for it being true may be wrong. Be prepared to defend your decision to the others in your group! Statement 1: If you square any odd number and divide the answer by 4, the remainder is 1. Argument: We look at 3: 32 = 9 and if you divide 9 by 4 you get the remainder 1. Statement 2: All dogs are black. Argument: I have a black dog, so I deduce that all dogs are black. (If you think this is a ridiculous argument, that is a step in the right direction. How does the argument given for Statement 1 dier from this one? ) Statement 3 : If (x 1)(y 1) = 1 then x = 2 and y = 2. Argument: If you put x = 2, then x 1 = 1; similarly, if you put y = 2, then y 1 = 1, so (x 1)(y 1) = 1. 2. Look at each of the three statements in the previous question and (a) if you said the statement is true and the argument is acceptable, do nothing; (b) if you said the statement is true, but the argument not acceptable, give an acceptable argument; (c) if you said the statement is false, give an argument to show that it is false. 1

3. Suppose you are given a statement that contains one of the words any, every or all (such as Statements 1 and 2 in Question 1). (a) If you think the statement is false, what would you have to do to convince an opponent (somebody who does not want to believe you)? (b) If you think the statement is true, what will you have to do to convince an opponent? Statement 3 does not contain any of the words any, every or all . Do you think it makes a similar general claim? 4. Which of the following statements are true, and which are false? (a) 9 = 3 and 3. (b) 9 = 3. (c) 9 = 3. (d) 9 = 3 or 3. (e) 9 = 3. (f) If x2 = 9 then x = 3 or x = 3. (g) x2 = x for all x. (h) x2 = x for some x. Once you have decided, check your answer with a tutor ! 5. After a hard day at university, Dr X decides to relax in a hot bath. He opens the hot water tap to ll the bath. After ve minutes the bath is half full, but the water is too hot. He closes the hot water tap and turns on the cold water tap. After three minutes the temperature is just right, and he gets in. After a very relaxing fteen minutes the water starts getting cold and he opens the hot water tap for two minutes. After this he stays in the bath until the water almost reaches room temperature, and then gets out. Draw a rough graph of the temperature of the water in the bath as a function of time. To help you, here is some more information: The water in the hot water cylinder is at a temperature of 60 , and the cylinder is about 10 metres from the bath. Room temperature is 20 . The water in the cold water tap is at room temeperature. There are many possible answers to this question, but be prepared to defend the graph you have drawn. Do you think the graph should be made up of staight lines only? 6. A list of car registration numbers and registered owners is drawn up. Do you think this list represents a function? Motivate your answer; there may in fact be more than one correct answer.

7. At school you often had to draw graphs of functions given in the form y = f (x) where f (x) was some expression in x. For each value of x, you could calculate y by substituting x in the expression f (x). In many situations (when things are moving, for example) it is quite dicult to give a formula that relates the x coordinates and the y coordinates of the moving object by a simple equation. It may turn out to be much easier to say what is happening to the x coordinate and the y coordinate in terms of the time that has elapsed (lets call the time t). Even so, you can still sketch the graph of y against x and, if you are lucky, perhaps get a simple equation relating y to x. Here is an example of this type of situation. Suppose that a moving object has x and y coordinates given in terms of time, t, as follows: x(t) = 2 + sin 90 t, y(t) = 1 + cos 90 t, where 0 t 4.

(a) Calculate and plot the points (x(t), y(t)) for t = 0, 1, 2 and 3. (b) Do this for a few more values of t. (c) Guess what curve will be produced if you plot all such points. (d) Conrm your guess by getting an equation that involves the variables x and y but not t. (You need to remember some trigonometric identities for this.) (e) Does this conrm your guess in (c)? (f) Is the curve given the graph of a function? Why or why not? (g) What could you do to the values of t to make sure it is a function? The function whose curve you have just sketched is said to have been given in parametric form: t is often called a parameter on which both x and y depend. 8. Do the last question again, but replace the equations for x and y by: x(t) = 2 + 2 sin t, y(t) = 1 + 3 cos t. In the last two questions, we have introduced an idea that has not been covered in lectures. This will happen from time to time in this course. You will now be expected to have some idea of how a function or perhaps just a relation may be given in parametric form. If you do not understand, ask for help. You can also read more about this in Section 1.7 in the textbook.
1 9. The volume of a circular cone with height h and radius r is given by V = 3 r2 h. The top part of a circular cone with height H and radius R is cut o, to form a truncated cone. The height of the part that is cut o is h. Show that the volume of R2 3 (H h3 ). the truncated cone is given by V = 3H 2 (If you think that this is a shape that could only be of interest to a mathematician, look at yoghurt containers.)