CEE-101-Differential-Calculus-SIM - ULO1 - Week 1-3

UNIVERSITY OF MINDANAO
College of Engineering Education

Computer Engineering Program
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

CEE 101- Differential Calculus for Engineering
Engr. Kimberly M. Nepa
Authors:
ENGR. JOHN A. BACUS
ENGR. MARIANNE WATA
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE. THIS IS
INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT. EXPECT REVISIONS OF THE
MANUAL.
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TABLE OF CONTENTS
PAGE
Cover Page ………………………………………………………………………………………………. 1
Table of Contents………………………………………………………………………………………. 2
Course Outline…………………………………………………………………………………………... 7
Course Outline Policy………………………………………………………………………………… 7
Course Information…………………………………………………………………………………… 10
Topic/ Activity
Unit Learning Outcomes- Unit 1 (Weeks 1-3)……………………………………………… 11
Big Picture in Focus: ULO-1a…………………………………………………………………..….. 11
Metalanguage…………………………………………………………………………………... 11
Essential Knowledge………………………………………………………………………… 12
Self-Help………………………………………………………………………………………….. 17
In a Nutshell…………………………………………………………………………………….. 20
Q & A List ……………………………………………………………………………………...… 20
Big Picture in Focus: ULO-1b…………………………………………………………………..….. 21
Metalanguage………………………………………………………………………………….. 21
Self-Help………………………………………………………………………………………….. 24
In a Nutshell…………………………………………………………………………………….. 25
Q & A List ………………………………………………………………………………………... 26
Big Picture in Focus: ULO-1c…………………………………………………………………..….. 26
Metalanguage…………………………………………………………………………………... 26
Self-Help………………………………………………………………………………………….. 32
In a Nutshell…………………………………………………………………………………….. 32
Q & A List ……………………………………………………………………………………...… 33
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PAGE
Unit Learning Outcomes- Unit 2 (Weeks 4-5) …………………………………………………. 34
Metalanguage…………………………………………………………………………………... 34
Self-Help………………………………………………………………………………………….. 37
In a Nutshell…………………………………………………………………………………….. 39
Q & A List ………………………………………………………………………………………... 39
Metalanguage…………………………………………………………………………………... 40
Self-Help………………………………………………………………………………………….. 44
In a Nutshell…………………………………………………………………………………….. 46
Q & A List ………………………………………………………………………………………... 46
Unit Learning Outcomes- Unit 3 (Weeks 6-7) ……………………………………………. 47

Metalanguage…………………………………………………………………………………... 47
Self-Help………………………………………………………………………………………….. 54
In a Nutshell…………………………………………………………………………………….. 56
Q & A List ……………………………………………………………………………………...… 56
Metalanguage………………………………………………………………………………….. 57
Self-Help………………………………………………………………………………………….. 60
In a Nutshell…………………………………………………………………………………….. 61
Q & A List ………………………………………………………………………………………... 61
Unit Learning Outcomes- Unit 4 (Weeks 8-9) …………………………………………………… 62

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Metalanguage…………………………………………………………………………………... 62
Self-Help………………………………………………………………………………………….. 65
In a Nutshell…………………………………………………………………………………….. 67
Q & A List ……………………………………………………………………………………...… 67
Metalanguage…………………………………………………………………………………... 68
Self-Help………………………………………………………………………………………….. 73
In a Nutshell…………………………………………………………………………………….. 74
Q & A List ………………………………………………………………………………………... 75
Unit Learning Outcomes- Unit 5 (Weeks 10-11) ………………………………………………. 76

Metalanguage…………………………………………………………………………………... 76
Self-Help………………………………………………………………………………………….. 83
In a Nutshell…………………………………………………………………………………….. 85
Q & A List ……………………………………………………………………………………...… 85
Metalanguage………………………………………………………………………………….. 86
Self-Help………………………………………………………………………………………….. 90
In a Nutshell…………………………………………………………………………………….. 91
Q & A List ………………………………………………………………………………………... 91
Unit Learning Outcomes- Unit 6 (Weeks 11-12) ………………………………………………. 92

Metalanguage…………………………………………………………………………………... 92
Self-Help………………………………………………………………………………………….. 99
In a Nutshell…………………………………………………………………………………….. 101
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Q & A List ……………………………………………………………………………………...… 101
Metalanguage…………………………………………………………………………………... 102
Self-Help………………………………………………………………………………………….. 105
In a Nutshell…………………………………………………………………………………….. 106
Q & A List ………………………………………………………………………………………... 106
Unit Learning Outcomes- Unit 7 (Weeks 13-14) …………………………………………… 107

Metalanguage…………………………………………………………………………………... 107
Self-Help………………………………………………………………………………………….. 112
In a Nutshell…………………………………………………………………………………….. 113
Q & A List ……………………………………………………………………………………...… 113
Metalanguage………………………………………………………………………………….. 114
Self-Help………………………………………………………………………………………….. 120
In a Nutshell…………………………………………………………………………………….. 121
Q & A List ………………………………………………………………………………………... 121
Unit Learning Outcomes- Unit 8 (Weeks 15-16) ………………………………………… 122

Metalanguage…………………………………………………………………………………... 122
Self-Help………………………………………………………………………………………….. 126
In a Nutshell…………………………………………………………………………………….. 128
Q & A List ……………………………………………………………………………………...… 128
Metalanguage…………………………………………………………………………………... 129
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Self-Help………………………………………………………………………………………….. 133
In a Nutshell…………………………………………………………………………………….. 134
Q & A List ………………………………………………………………………………………... 134
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Course Outline: CEE 101 – Differential Calculus for Engineering
Course Coordinator: Engr. Kimberly M. Nepa

Email: kimberly.nepa@umindanao.edu.ph
Student Consultation: Online (LMS) or e-mail
Mobile:
Phone:
Effectivity Date: May 2020
Mode of Delivery: Online Blended Delivery
Time Frame: 108 hours
Student Workload: Expected Self-Directed Learning
Pre-requisite: CEE 100
Credit: 5.0 units
Attendance Requirements: For online (virtual/face-to-face) sessions: a minimum
of 95% attendance; for 1-day on-campus/onsite
review: 100% attendance; for 1-day on-
campus/onsite final exam: 100% attendance
Course Outline Policy
Areas of Concern Details

Contact and Non-Contact Hours This 5-unit course self-instructional manual is intended for
blended learning mode of instructional delivery with
scheduled face-to-face or virtual sessions. The expected
number of hours will be 108, including the face-to-face or
virtual sessions which will be arranged by the course
coordinator. The face-to-face sessions shall include the
summative assessment tasks or examinations since this
course is vital in the licensure examination for engineers.
Assessment Task Submission The first assessment task (examination) shall be given on
the 3rd week subsequent to the first day of class. The
remaining assessment tasks shall be handed every after
two (2) weeks of each examination schedule. The
assessment paper shall be attached with a cover page
indicating the name of the course coordinator, date of
submission, and name of the student. The document should
be submitted on the same day through e-mail or Blackboard
LMS. It is also expected that you have already paid your
tuition and other fees before the submission of the
assessment task.
Since this course is included in the licensure examination
for engineers, you will be required to take the Multiple-
Choice Question exam inside the University as your final
exam. This should be scheduled ahead of time by your
course coordinator. This is non-negotiable for all licensure-
based programs.
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Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or
part day that the assessment item is late.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission with a mark and feedback. This will be
returned by email or via Blackboard portal.
For group assessment tasks, the course coordinator will
require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to ensure
that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course

coordinator your intention to resubmit an assessment task.
The resubmission is premised on the student’s failure to
comply reasonable circumstances e.g. illness, accidents
financial constraints.
Re-marking of Assessment Papers You should request in writing addressed to the program
coordinator your intention to appeal or contest the score
and Appeal
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the students
on the approval and disapproval of the request.
If disapproved by the course coordinator, you can elevate
your case to the program head or the dean with the original
letter of request. The final decision will come from the dean
of the college.
Grading System All culled from BlackBoard sessions and traditional

contact:
Exams 1-7 – 30%
Final Exam – 30%
Class Participation:
Quizzes – 15%
Assignment/Plates – 15%
Seatwork/Boardwork/Oral Recitation – 10%
Submission of the final grades shall follow the usual
University system and procedures.
Student Communication You are required to have your own umindanao email
account which is a requirement to access the
BlackBoard portal. Then, the course coordinator shall
enroll the students to have access to the materials and
resources of the course. All communication formats: chat,
submission of assessment tasks, requests etc. shall be
through the portal and other university recognized
platforms.
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You can also meet the course coordinator virtually
through the scheduled face-to-face sessions to raise
your issues and concerns.
For students who have not created their student email,
please contact the course coordinator or program head.
Contact Details of the Dean Dr. Charlito L. Cañesares, PME

Email: clcanesares@umindanao.edu.ph
Phone: (082) 296-1084 local 133
Contact Details of the Program Head Engr. Randy E. Angelia, MEP-ECE, MSCpE
Email: randy_angelia@umindanao.edu.ph
Phone: (082) 296-1084 local 133
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his/her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program head may
provide alternative assessment tasks or extension of the
deadline of submission of assessment tasks. However, the
alternative assessment tasks should still be in the service
of achieving the desired course learning outcomes.
Help Desk Contact CEE Blackboard Administrator:

Engr. Jetron A. Adtoon, MSCpE
Email: jadtoon@umindanao.edu.ph
Phone: +63 9055 267834
CEE:
Frida Santa O. Dagatan
Email: cee@umindanao.edu.ph
Phone: +63 9055 267834
GSTC:
Ronadora E. Deala, RPsy, RPm, RGC, LPT
Email: ronadora_deala@umindanao.edu.ph
Phone: +63 921 2122846
Silvino P. Josol
Email: gstcmain@umindanao.edu.ph
Phone: +63 906 0757721
Library Contact Brigida E. Bacani

Email: library@umindanao.edu.ph
Phone: +63 951 3766681
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Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Hello forthcoming engineers! Welcome to the course CEE 101: Differential
Calculus for Engineering. You are now entering the world of Engineering
Calculus where you need to explore and understand a certain thing by looking
at its small pieces. By this time, I am positive that you really wanted to pursue
your career in the field of engineering and that you have envisioned yourself
inventing, designing, analyzing, building, and testing machines, complex
systems, structures, gadgets and materials for the benefit of humankind.
CO Before going to the next stage of Engineering Calculus, which is the Integral
Calculus or Anti-Differentiation, you have to engage yourself first with
differentiating algebraic and transcendental functions, analyzing and
tracing transcendental curves, and applying the concepts of
differentiation in solving word problems. These are the significant course
outcomes (CO) that you need to demonstrate at the end of this course. Thus,
you are now anticipated to justify the knowledge you have acquired from your
basic mathematics courses in dealing with complex word problems and to read
in advance the concepts of differentiation.
Let us begin!
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Big Picture
Week 1-3: Unit Learning Outcomes 1 (ULO1): At the end of the unit, you are expected
to:
a. Evaluate the limits of a function using different techniques;
b. Determine the value/s of domain where the function discontinues and sketch
its graph; and
c. Perform the long method derivation of a function;
Big Picture in Focus:

ULO-1a. Evaluate the limits of a function using different techniques
.
Metalanguage
This section will serve as your word bank where the most essential terms
relevant to the introduction of calculus and ULO-a will be operationally defined to
establish a common frame of reference. You will encounter these terms as we delve
deeper to the study of Differential Calculus. Please refer to these definitions in case you
will find it difficult to understand mathematical concepts in relation with calculus.
1. Domain. The domain of a function is the set of all values that can be plugged into
a function and have the function exist and have a real number for a value.
1.1 It is the set of all possible x-values which will make the function “work”.
1.2 It can be determined by looking for the values of the independent variable
(usually x-values) which can be used in a function.
1.3 When finding for the value/s of domain, it is important to remember that the
denominator of the function cannot be zero and avoid negative values
under the square root sign.
2. Range. The range of a function is simply the set of all possible values that a
function can take.
2.1 It is the resulting y-values we get from substituting all the possible x-values.
2.2 It is the complete set of all possible resulting values of the dependent variable
(usually y-values).
2.3 It is the spread of all possible y-values (minimum y-value to maximum y-value).
3. Variable. It is a quantity which, during any set of mathematical operations, does
not retain the same value but is capable of assuming different values.
3.1 A variable that represents the “input numbers” for a function is called
independent variables. A variable that represents the “output numbers” is
called dependent variable because its value depends on the value of
independent variable.
4. Constant. It is a quantity which, during any set of mathematical operations,
retains the same value.
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2 −2
5. Polynomial. It can have constants, variables, and exponents, but never division by a variable (e.g. 5 − 2 + 4 = 0, not polynomials: 5 and 3 ⁄ + 2)
6. Conjugate. It is formed by changing the sign between two terms.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of this course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library (refer to
the Library Contact on page 3).
1. Functions. A function is a rule that assigns to every number in a collection D, a number ( ). The set D is called the domain of the function. And ( ) is called
the value of a function at , or commonly known as range. The set of ordered pair ( , ( )) is called the graph of .
Example 1.1: Determine if each of the following are functions.
2
(a) ( )= +2 This equation is a function. Since no matter what value of you
put into the equation; it yields exactly one possible value of ( ).
Let x= 1; Let x=2;

2 2
( )= +2 ( )= +2
(1) = 12 + 2 (2) = 22 + 2
( )= ( )=
2
(b) [ ( )] = + 2
This equation is not a function. At a specific value
of , there are two (2) possible values of ( ).
Let x= 1; Let x=2;

2 [ ( )]2 = +2
[ ( )] = +2
2
2 [ (2)] = 2+2
[ (1)] = 1+2
2
2 [ (2)] =4
[ (1)] =3
( )= √4
( )= √3
( )= ±
( )= ± .
Note:
• “ ( )” can simply be written as “ ” or any other function notation like “ ( )”, “ℎ( )”, “ ( )”, etc.
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2. Limits. The limit of a function ( ) as approaches is , can be written as
lim ( ) =
→
In other words, the value of the function ( ) gets closer and closer to as gets closer and closer to , without being exactly equal to .
To understand this concept, let’s have a simple example first.
Example 2.1: Given the function ( ) = 2 + 5 as approaches 1, find its limit.
To denote this problem, we will write this as:

lim 2 + 5 = ?
Let us now look at the function at a point that gets closer and closer to
→1
= 1.
0.89 0.99 ₀ 1.1 1.2

( ) 6.78 6.98 ₀ 7.2 7.4
The table above shows the values of which are very close to 1 but never equal to 1. And if we plug in these values
to the given function, ( ) moves closer and closer to 7. Thus, when we evaluate the limit of the given function
above, we get 7. It can now be written as:
lim 2 + 5 = 7
→1
Please note that the above definition of “Limits” is in its informal form. Let’s stick
with this definition for the meantime since it is easier to understand, and it helps
us to have an idea of just what limits are and its relationship with functions. As we
go further in this course, you will encounter its formal and precise definition.
Why do we have to study limits?

- Because, essentially, that’s what calculus is: the study of limits. Limits are
used to examine function behavior around a specific point, and without it, it
would be very difficult to talk about rate of change. Therefore, calculus is
impossible to do without knowing what to do with limits.
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Before going to evaluate the limits of functions, it would be better if you know
beforehand the “Properties of Limits”. The proof of some these properties can be found
in a separate material (refer to Self-Help).
PROPERTIES OF LIMITS
When taking the limit of a constant, the limit is just
lim = ; where a and c are real numbers
→ that same constant.
lim = ; where a and c are real numbers The limit of the function ( ) = as approaches
→ a given point is .
Let a and c be real numbers, let ( ) and ( ) be defined for all ’s that lie in some
interval around a.
lim ( ) = lim ( ) =
→ →
exist with F and G which are real numbers. Thus, holding the following limits: `
The limit of the sum of the functions is the sum of

lim( ( ) + ( )) = +
→ the limits.
The limit of the difference of the functions is the

lim( ( ) − ( )) = −
→ difference of the limits.
The limit of the product of a constant and a function

lim ( )=
→ is the product of their limits.
The limit of the product of the functions is the

lim( ( ) ∙ ( )) = ∙
→ product of the limits.
( )
lim ( )= ; where ≠ 0
The limit of the quotient of the functions is the
→ ( ) quotient of the limits.
lim( ( )) = (lim ( )) = ;
→ The limit of a power is the power of the limit.

where is a positive integer
lim( ( )) 1⁄
= (lim ( ))
1⁄
=
1⁄
;
→ →
The limit of a power is the power of the limit.

where is an even number and > 0, or is
an odd number and is any real number
Familiarization of the following properties will be of great help in dealing with limits in the
succeeding examples and activities.
At this point, we are now equipped with enough knowledge to start evaluating limits.
Limits of functions are computed using various techniques such as simple arithmetic,
substitution, or using algebraic simplification. These techniques are illustrated in the
following examples:
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Example 2.2: Evaluate lim 4 −1 →2
lim 4 2 − 1 = (lim 4 2) − lim 1 difference of limits

→2
→2
→2
2
= (lim 4 ∙ lim ) − lim 1 product of limits
→2 →2
→2
2
= 4∙ (lim ) ∙ 1 limit of constant
→2
= 4 ∙ (lim ) ∙ (lim ) − 1 product of limits

→2 →2
=4∙2∙2−1=15 limit of x
2
−9
Example 2.3: Evaluate lim
→−3 +3
2
−9 (−3)2 − 9 0
lim = =
→−3
+3 (−3) +3 0
0
Substituting −3 for yields 0, which is undefined. Let’s find another way to solve this one. Try algebraic factorization and simplification.
2
−9 ( +3)( −3)
lim = lim
factorization
→−3 +3 →−3 +3
= lim ( − 3) simplification
→−3
=(−3−3) limit of x
= −6
−1
+3 4
→1 −1
0
Substituting 1 for yields 0, which is undefined. Let us try simplifying the compound fraction.
1 1
+3
−
4 +3
−
4 find the LCD of the fraction on the numerator
lim = lim ∙
=
→1 −1
4 −( +3) 4( −1)( +3)

→1 −1
multiply LCD to numerator and denominator
lim →1
3 −3
= lim
→1 4( −1)( +3)
= lim 3( −1) →1 4( −1)( +3)

lim
= 4( +3) →1
3
3
combine similar terms
= 16 factor out the GCF of the numerator (3)
cancel out common factor (x-1)
limit of x
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Example 2.5: Evaluate lim →0 √1+ −1
Plugging 0 in the numerator and denominator, it yields a value of 00, which is indeterminate. Since the given function is not a polynomial, we must try another way.
There is a lot of ways to simplify the denominator but there’s a particular method that can eliminate its square root, and it is to multiply it by its conjugate.
∙ √1+ +1 conjugate
multiply by conjugate = 1
=
√1+ −1 √1+ −1 √1+ +1
(√1+ +1)
2 2
note: ( + )( − ) = −
= (√1+ −1)(√1+ +1)
(√1+ +1)
= 2
(√1+ ) −1∙1
= (√1+ +1)
1+ −1
= (√1+ +1)
= √1+ +1
cancel the
Now, we have lim = lim √1 + + 1
√1+ −1 →0
→0
= √1+0+1=2
There are times that we need to deal with limits at infinity. Examples are illustrated:
= =
→∞ →−∞
where r is a positive rational number and a is any real number and is defined for <
where r is a positive rational number and a is any real
number
2
2 +3
→+∞ 2−5 −1
If we plug in +∞ for the value of , we get ∞∞ which is indeterminate. To solve this,
we need to factor the largest power of in the numerator from each term, same goes with
the denominator. This function will become:
3
2 2+3 2
(2+ )
2
lim = lim
5
1
2 2
→+∞ −5 −1 →+∞ (1− −
2
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(2+ 32)
= lim 5 1
2
→+∞ (1− − 2)
= lim
2+ 32 5
− 1
2 →+∞1−
2+
2
= Note: = 0; where a is any real number

5 1
1− − 2 ±∞
∞ ∞
2+0
= 1−0−0
= 2
Example 2.7: Evaluate lim 8
→+∞ +5
2
This problem has the same concept as the example above. Extract first the
largest power of in the numerator as well as in the denominator.
2 2
8 (8)
lim = lim
→−∞ +5 →−∞ (1+ )
= lim ( )(
5
→−∞ 1+
8
= (−∞)( 5 )
1+−∞
= −∞ (1−80) = −∞
Self-Help: You can also refer to the sources below to help you further
understand the lesson.
Feldman, J., & Rechnitzer, A. (2015). Differential Calculus Notes for Mathematics 100.
Lax, P. D., & Terell, M. S. (2014). Calculus with Applications. New York City: Springer.
Terano, H. J. (2015). Calculus 1: A simplified Text in Differential Calculus.
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Let’s Check
Activity 1. Since you are now armed with basic knowledge of evaluating limits, it is now your turn to
prove what you have learned. Evaluate the limits of the given functions and show your solution:
1. ( − +)
→
+
2.
3. − + − →
4. − −
→ − −
5. √ + −
→− +
6. +
→ −
7. − + − →
+
8. →− + +
+
9. + →− +
−
10.
→ √ + −√ −
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Let’s Analyze
Activity 1. Getting acquainted with the evaluation of limits is not enough. This time, you are
going to evaluate limits of functions again and explain its step-by-step procedure like the
examples from Example 2.2 to Example 2.5.
2
1. lim ( − 4)( + 8)
→5
2. →10
lim 2( −10)2
5 + −4
3. lim
→∞ √1 + 2 + 2 4
1 1
3 3 2 −1
4. lim 2 −1
3
5. lim √5 +4
→1
−5
6. lim →−2
( ) +4
2
7. lim √ +8 −3
→−1 +1
+1
8. lim 2
→∞ √
9. lim 5+ −4
2
→∞ √1+ +2 2 4
7 5
3 + −15
10. lim
→−∞
4 +32
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In a Nutshell
We are now done with the fundamentals of calculus, which are identifying
functions and computing its limits. Before proceeding to the next unit learning outcomes,
be reminded of some important points when dealing with functions and its limits.
• An equation is said to be a function if it yields only one value of when it is

computed at a specific value of .
• The limit is only concerned with what is going on with around a certain point.
• Direct substitution, when evaluating the limits of a function, is a go-to method.
Use other methods or techniques, like factorization and conjugation, only when this one
fails, otherwise you are probably doing more work than you need to be.
• One cannot do Differential Calculus if he/she doesn’t have any prior knowledge
about the evaluation of limits.
Q&A List
If you have any questions regarding functions and limits, kindly write down on the
table provided.
QUESTIONS ANSWERS
1.
2.
3.
4.
5.
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ULO-1b. Determine the value/s of domain where the function
discontinues and sketch its graph
Metalanguage
You can refer to this section, and the previous one, anytime if you run across
words which you are not familiar with. This will be a common reference in terms of the
definition of mathematical concepts that we are going to discuss.
1. Graph. It is a diagram that shows the relation between variable quantities, naturally
two variables, each measured along one of a pair of axes at right angles.
2. Rational Function. It is a function that is a ratio of two polynomials. It is called
“rational” because one polynomial is divided by the other like a “ratio”.
3. Quadratic Equation. It is second-order polynomial equation in a single variable x with a standard form: 2 + + = 0 where ≠ 0.
3.1 It always has two solutions based on the fundamental theorem of algebra.
These solutions may be both real or both complex numbers.
4. Quadratic Formula. It is a method to solve for the roots of the quadratic equation.
This method is usually used when the given quadratic equation cannot be factored out.
4.1 To solve for the roots using this method, it is essential to determine the values of , , and from the quadratic
equation. The quadratic formula is given by the form: 2
− ±√ −4
=
2
Essential Knowledge
In ULO-b, you will be introduced to the concept of continuity and how it is related
to limits. At the end of this ULO, you are expected to identify if the given functions are
continuous or not and at what point/s it discontinues. There will be graphs included to
deeply understand the concept of continuity.
1. Continuous Function. A function is said to be continuous at a if:

()= ( )
→
With that, we can say that a function, f(x), is continuous at a point a if the limit
exists at a and is equal to f(a). You can also tell that the function is continuous if
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you can draw its graph from start to finish without ever once picking up your
pencil/pen, like the graph presented below. The curve is drawn continuously.
But what we are concerned here is to find the value/s of x where the function
discontinues. A function is said to be discontinuous at a if it does not continue at a.
When graphing discontinuous function, you will have to pick up your pencil/pen at least
once to complete the sketch. To have a better understanding with this concept, here are
some graphs to look at:
There are three (3) graphs above representing different sorts of discontinuity. (1)
The first graph with the function, f(x), has a “jump discontinuity” because the function
jumps from a finite value on the left to another value on the right. (2) The graph of g(x) is
what we call the “infinite discontinuity” since the function’s limit is infinity. Lastly, (3) the
function, h(x), has a “removable discontinuity” because we can remove its discontinuity if it
will be redefined at a certain point to make it continuous at that same point.
In our case, we will mostly encounter the function with removable discontinuity and
redefine it to make it continuous. We have already done redefining functions on the
previous ULO, where we need to evaluate the limits of a function that results to numbers
with zero (0) as its denominator or 00. Now, let’s try identifying point/s of discontinuity in a function.
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2
−2
Example 1.1: Find the value of the domain where the function, ( ) = 2−4 , discontinues.
To solve this, let us graph the function first. Graphing this function requires values for the domain,
x, to be plugged in the given function and to compute the values of its range, f(x). Study the table shown
below.
X -1 0 1 2 3 4 5
f(x) -1 0 1⁄ 0⁄ 3⁄ 2⁄ 5⁄
3 0 5 3 7
Based on the table, here is its corresponding graph for reference. This way, it would be easier to
visualize the function’s behavior.
As you can see, there is a hole at = . Take note that when = , the value of ( ) = which is indeterminate. This means that at this point the
function discontinues. So to answer the problem, the value of the domain where function discontinues is 2.
Let us have another example where we will focus on the function without
sketching a graph.
Example 1.2: Find the value of the domain where the function, ( ) = 24 +10
−2 −15, discontinues.
To easily determine the value/s of x where the function discontinues, all we need to do is to
identify where the denominator is zero since rational functions are continuous everywhere except when it
is divided by zero. To do this, set the denominator
2
equal to zero as what is shown below:
−2 −15=0
( + 3)( − 5) = 0
Thus, the function will not be continuous at = −3 and = 5.
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2
−9
Example 1.3: Find the value of the domain where the function, ( )=
,
3 2+2 −8
discontinues.
Again, all we need do is to isolate first the denominator, equate it to zero, and factor it out. With
this, we will be able to find the values of x where the function is discontinuous.
3 2+2 −8=0
(3 − 4)( + 2) = 0
Therefore, the function will be discontinuous at = 3⁄4 and = −2.

8
Example 1.4: Find the value of the domain where the function, ( ) = 2−9 −1, discontinues.
As seen, we have a quadratic equation in the denominator of a rational function. And this
quadratic equation cannot be factored out so to find the value/s of domain where the function
discontinues, we need to use the quadratic formula.
2
−(−9)±√(−9) −4(1)(−1) 9±√85
2
−9 −1 = = = −0.10977, 9.10977
2(1) 2
Thus, the function will be discontinuous at the points = 9±√85.

2
Self-Help: Refer to the sources below to help you further understand the
lesson.
Feldman, J., & Rechnitzer, A. (2015). Differential Calculus Notes for Mathematics 100.
Let’s Check
Activity 1. The discussion of the concept of continuity is already done. It is now time for you to
start practicing what you have learned. Determine where the given function is discontinuous.
1. ( )= 11−2
2. ( )= 2
2 2−13 −7
−1
3. ( )=
3
+6 2+
2
−1
+7 −4
4. ( )= 2 2+3 −4
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Let’s Analyze
Activity 1. Let’s try another one with a little bit of twist. Determine where the given function is
discontinuous and graph it.
5 +1
1. ( )= 2+4
3
2. ℎ( ) = −5
1
3. ( ) = 2 −8
+ −15
4. ( )=2 −8
2 2−7
5. ( )= 2
+2 −5
In a Nutshell
We have already dealt with the concept of continuity by sketching its graph and
identifying the value/s of domain that make/s the function discontinues. Here are some
points you should remember:
• A function is said to be continuous at a if ( ) = ( ).
→
• Every polynomial is continuous everywhere. In the same way, every rational

function is continuous except when its denominator is zero.
• Listed below are functions that are continuous everywhere in their domain:
o Polynomials, Rational Functions o Roots and Powers
o Trigonometric Functions and their inverses
o Exponential and the Logarithm functions
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Q&A List
If you have any questions regarding continuity, kindly write down on the table
provided.
QUESTIONS ANSWERS
1.
2.
3.
4.
5.

ULO-1c. Perform the long method derivation of a function
Metalanguage
If you run across terms you are unfamiliar with, refer to this section. This will
serve as our common reference in dealing with concepts of differential calculus.
1. Rate of Change. It is the rate at which one quantity changes in relation to another
quantity. One best example for this one is the slope of a line where there is a change in
y over the change in x.
2. Rationalization. It is a process to eliminate all the radicals that are either on the
numerator or the denominator since, sometimes, one encounters radical expressions
which are not perfect roots called irrational numbers or expressions.
2.1 To do this method, you need to multiply both the numerator and the denominator
by a radical that will get rid of the radical in either the numerator or the denominator.
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Essential Knowledge
In ULO-c, we are going to define and discuss the concept of rate of change, in
which mathematically speaking, is the derivative. At the end of this section, you need to
demonstrate how to do derivation using the long method.
1. The Derivative. A function, , is called differentiable at if the difference

quotient ( +∆ )− ( )
∆
approaches to a limit as ∆ approaches 0. This limit is called the derivative of at and is denoted by ′( ):
( +∆ )− ( )
′( ) = lim
∆ →0 ∆
The concept of derivative can, actually, be demonstrated by the slope.

Study the illustrations given below.
=
Change in Y
Change in X
This formula computes the average

A
slope between the two points, A and B.
14
B average slope=2714
27
But how can we calculate for the slope

at a certain point? There’s nothing to That is where derivatives show up. In
measure.
0
slope= 0= ????
derivatives, we use a small difference,
and then have it contract towards zero
to calculate its rate of change.
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We can now conclude that:
= =
Take note that “∆” is a symbol for “delta” which means “change” or a “change in” and from the given illustration, we can see that:
( )
transforms from to ∆
( +∆ )
transforms from ( ) to ( + ∆ )
That is how the derivative and slope are related. To know the rate of change in a certain point of a curve or a line, we need do
derivation since ′( ) or ′ represents the rate of change of ( ).
This time let us practice doing the long-method derivation of a function to further
understand this concept. First, study the steps of long-method derivation presented
below and look at the examples following it.
Steps in doing long-method derivation:

1. Fill in the slope-formula given by: Δ = ( +∆ )− ( )
Δ ∆
2. Simplify it.
3. Let ∆ approach zero (0).
2
Example 1.1: Find the derivative of ( ) = 2
.
Let us start with transforming ( ) =
2 2
to 2( + ∆ ) = ( + ∆ )2.
Expand ( + ∆ ()+∆: )−(( ) + ∆ ) = + 2 ∆ + (∆ )
Use the slope formula:
∆
Plug in the equivalent values of ( + ∆ ) and ( ): [ 2+2 ∆ +(∆ )2]− 2
∆
2 ∆ +(∆ )2
Simplify by combining similar terms:
∆
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Simplify further by dividing the numerator by ∆ : 2 + ∆
Lastly, as ∆ approaches 0, we get: 2
Thus, the derivative of 2

is 2 .
We can use some notations to simplify the symbols needed in derivation. Let us
use " " instead of “∆ approaches 0” and “the derivative of” can be
2
written as " ". So now we can write:
( )=2
Note: oftentimes, ′( ) is used also for “the derivative of”.
Let’s try more examples using

2
the notations discussed.
Example 1.2: Solve for ′( ) the function, ( ) = 2 − 16 + 35.
( +∆ )− ( )
′
( )= lim
∆ →0 ∆
2( + ∆ )2 − 16( + ∆ ) + 35 − (2 2
− 16 + 35)
′
( )= lim
∆ →0
∆
2[ 2 + 2 ∆ + (∆ )2] − 16 − 16∆ + 35 − 2 2
+ 16 − 35
′
( )= lim
∆ →0
∆
2 2 + 4 ∆ + 2(∆ )2 − 16 − 16∆ + 35 − 2 2
+ 16 − 35
′
( )= lim
∆ →0
∆
4 ∆ + 2(∆ )2 − 16∆
′
( )= lim
∆ →0
∆
∆ (4 + 2∆ − 16)
′
( )= lim
∆ →0
∆
′
( )= lim 4 + 2∆ − 16
∆ →0
′
( ) = 4 + 2(0) − 16
′
( )= 4 − 16
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Example 1.3: Solve for ′( ) the function, ( ) = .

+1
( +∆ )− ( )
′
( )= lim
∆ →0 ∆
1 +∆
′
( )= lim ( )( − )
∆ →0 ∆ [ +∆ ]+1 +1
1 [ + ∆ ][ + 1] − [ + ∆ + 1]
′
( )= lim ( )( )
∆ →0 ∆ [ + ∆ + 1][ + 1]
2
1 [ + + ∆ +∆ ]−[2+ ∆ + ]
′
( )= lim ( )( )
∆ →0 ∆ [ + ∆ + 1][ + 1]
′
( )= lim
∆ →0
( + ∆ + 1)( + 1)
1
′( )=
( + 0 + 1)( + 1)
1
′( )=
( + 1)( + 1)
1
′( ) =
( + 1)2
Example 1.4: Solve′ for ′( ) the function, ( ) = √5 − 8.

( ) = lim ( +∆ )− ( )
∆ →0
∆
′
( ) = lim √5( + ∆ ) − 8 − √5 − 8
∆ →0
∆
It looks like we are stuck here. Let us now recall the concept of rationalization (refer to the
Metalanguage) since this is what we are going to do with this problem. Probably in your previous
mathematics subject you have just tried rationalizing the denominator but in our example, we will
rationalize the numerator.
√5( + ∆ ) − 8 − √5 − 8 √5( + ∆ ) − 8 +√5 −8
′
( ) = lim ∙
∆ √5( + ∆ ) − 8 +√5 −8
∆ →0
′
( ) = lim
5( + ∆ ) − 8 − (5 − 8)
∆ →0
∆ (√5( + ∆ ) − 8 + √5 − 8)
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′
( ) = lim
5 +5∆ −8−5 +8
∆ →0
∆ (√5( + ∆ ) − 8 + √5 − 8)
′
5∆
( ) = lim
∆ →0
∆ (√5( + ∆ ) − 8 + √5 − 8)
′
5
( ) = lim
∆ →0
(√5( + ∆ ) − 8 + √5 − 8)
′
5
( )=
(√5( + 0) − 8 + √5 − 8)
′
( )=
5
(√5 − 8 + √5 − 8)
′
5
( )=
2√5 − 8
In dealing with the long-method derivation, you still need to recall some of the
algebraic concepts you have encountered just like performing rationalization. The
success in doing the long-method derivation is still up to you and the process you are
going to do.
Let’s Check
Activity 1. At this point, I am positive that you will be ready to perform long-method derivation.
To prove this, find the derivative of the following functions using the long method.
1. ( ) = 14
2. ( ) = 2 − 27
3. ℎ( )=5 3−1
4. ( )=4
5. ( )= 3− 2+2 −6
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Let’s Analyze
Activity 1. You are improving. Now, let us try doing the long-method derivation again but this
time, you need to explain the process you did.
+3
1. ( )= +7
2. ( )=5 2− +9
3. ( ) = √3z − 2
4 −15
4. ( )= 3
5. ℎ( ) = √ 2 − 5
Self-Help: You can also refer to the sources below to help you further
understand the lesson.
In a Nutshell
The discussion of the introduction for derivatives is done. Here are some points
to consider in performing long-method derivation.
• The process of calculating the derivative of a function is called “differentiation”.

• To get a derivative, you need to do differentiation.
• The formula used in performing the long-method differentiation comes from the slope formula. That is why when doing it,
you just need to fill in the formula with appropriate values, simplify it as best as you can, and let ∆ approach zero.
32
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Q&A List
If you have any questions regarding continuity, kindly write down on the table
provided.
QUESTIONS ANSWERS
1.
2.
3.
4.
5.
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UNIVERSITY OF MINDANAO

College of Engineering Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Unit Learning Outcomes- Unit 3 (Weeks 6-7) ……………………………………………. 47

Unit Learning Outcomes- Unit 4 (Weeks 8-9) …………………………………………………… 62

Unit Learning Outcomes- Unit 5 (Weeks 10-11) ………………………………………………. 76

Unit Learning Outcomes- Unit 6 (Weeks 11-12) ………………………………………………. 92

Unit Learning Outcomes- Unit 7 (Weeks 13-14) …………………………………………… 107

Unit Learning Outcomes- Unit 8 (Weeks 15-16) ………………………………………… 122

Course Outline: CEE 101 – Differential Calculus for Engineering

Course Coordinator: Engr. Kimberly M. Nepa

Course Outline Policy

Areas of Concern Details

Assignment Resubmission You should request in writing addressed to the course

Grading System All culled from BlackBoard sessions and traditional

Contact Details of the Dean Dr. Charlito L. Cañesares, PME

Help Desk Contact CEE Blackboard Administrator:

Library Contact Brigida E. Bacani

Course Information – see/download course syllabus in the Black Board LMS

Big Picture in Focus:

Example 1.1: Determine if each of the following are functions.

Let x= 1; Let x=2;

Let x= 1; Let x=2;

To denote this problem, we will write this as:

0.89 0.99 ₀ 1.1 1.2

Why do we have to study limits?

→ that same constant.

The limit of the sum of the functions is the sum of

The limit of the difference of the functions is the

→ difference of the limits.

The limit of the product of a constant and a function

→ is the product of their limits.

The limit of the product of the functions is the

→ product of the limits.

→ The limit of a power is the power of the limit.

The limit of a power is the power of the limit.

lim 4 2 − 1 = (lim 4 2) − lim 1 difference of limits

= 4 ∙ (lim ) ∙ (lim ) − 1 product of limits

Example 2.3: Evaluate lim

4 −( +3) 4( −1)( +3)

= lim 3( −1) →1 4( −1)( +3)

Now, we have lim = lim √1 + + 1

If we plug in +∞ for the value of , we get ∞∞ which is indeterminate. To solve this,

= Note: = 0; where a is any real number

→−∞ +5 →−∞ (1+ )

• An equation is said to be a function if it yields only one value of when it is

Big Picture in Focus:

1. Continuous Function. A function is said to be continuous at a if:

Thus, the function will not be continuous at = −3 and = 5.

Therefore, the function will be discontinuous at = 3⁄4 and = −2.

Thus, the function will be discontinuous at the points = 9±√85.

• Every polynomial is continuous everywhere. In the same way, every rational

Big Picture in Focus:

1. The Derivative. A function, , is called differentiable at if the difference

The concept of derivative can, actually, be demonstrated by the slope.

This formula computes the average