This document is a class supplement for Calculus I at New York University that covers optimization techniques. It provides objectives, outlines the topics to be covered which include recalling previous concepts and working through examples. Examples covered include finding two positive numbers with a product constraint that minimize their sum, finding the closest point on a parabola to a given point, and using derivatives to solve optimization problems with constraints. The document reviews methods like the closed interval method, first derivative test, and second derivative test to find maxima and minima.
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few more good examples.
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few more good examples.
Permutations and Combinations IIT JEE+Olympiad Lecture 4Parth Nandedkar
Continues from PnC lecture 3. The series Follows the JEE Advanced syllabus, but this lecture goes beyond into Mathematical Olympiad territory. Covers the following more advanced topics:
Simple idea of Inclusion Exclusion principle,
Explanation through Venn Diagrams,
Application of I-E Principle,
Counting Derangements using I-E Principle,
Partitioning Indistinguishable Objects(+Comparison with Distinguishable Objects) ,
Problem Session
FellowBuddy.com is a platform which has been setup with a simple vision, keeping in mind the dynamic requirements of students.
Our Vision & Mission - Simplifying Students Life
Our Belief - “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom-446240585585480
Professor Gonzalo R. Arce gave a lecture on "Compressed sensing in spectral imaging" in the Distinguished Lecturer Series - Leon The Mathematician.
More Information available at:
http://goo.gl/satkf
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.
Permutations and Combinations IIT JEE+Olympiad Lecture 4Parth Nandedkar
Continues from PnC lecture 3. The series Follows the JEE Advanced syllabus, but this lecture goes beyond into Mathematical Olympiad territory. Covers the following more advanced topics:
Simple idea of Inclusion Exclusion principle,
Explanation through Venn Diagrams,
Application of I-E Principle,
Counting Derangements using I-E Principle,
Partitioning Indistinguishable Objects(+Comparison with Distinguishable Objects) ,
Problem Session
FellowBuddy.com is a platform which has been setup with a simple vision, keeping in mind the dynamic requirements of students.
Our Vision & Mission - Simplifying Students Life
Our Belief - “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom-446240585585480
Professor Gonzalo R. Arce gave a lecture on "Compressed sensing in spectral imaging" in the Distinguished Lecturer Series - Leon The Mathematician.
More Information available at:
http://goo.gl/satkf
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.
Recovering Lost Sensor Data through Compressed SensingZainul Charbiwala
Data loss in wireless sensing applications is inevitable, both due to communication impairments as well as faulty sensors. We introduce an idea using Compressed Sensing (CS) that exploits knowledge of signal model for recovering lost sensor data. In particular, we show that if the signal to be acquired is compressible, it is possible to use CS not only to reduce the acquisition rate but to also improve robustness to losses.This becomes possible because CS employs randomness within the sampling process and to the receiver, lost data is virtually indistinguishable from randomly sampled data.To ensure performance, all that is required is that the sensor over-sample the phenomena, by a rate proportional to the expected loss. In this talk, we will cover a brief introduction to Compressed Sensing and then illustrate the recovery mechanism we call CS Erasure Coding (CSEC). We show that CSEC is efficient for handling missing data in erasure (lossy) channels, that it parallels the performance of competitive coding schemes and that it is also computationally cheaper. We support our proposal through extensive performance studies on real world wireless channels.
ITIL Practical Guide - Service OperationAxios Systems
To view this complimentary webcast in full, visit: http://forms.axiossystems.com/LP=251
This video provides a run through of the lifecycle stage, which manages the day-to-day operation of IT services for the identification and reporting of interruptions in the delivery of services and handling of service requests at agreed levels.
Lesson 22: Optimization II (Section 041 handout)Matthew Leingang
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few more good examples.
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.
Lesson 19: The Mean Value Theorem (Section 021 slides)Matthew Leingang
The Mean Value Theorem is the most important theorem in calculus. It is the first theorem which allows us to infer information about a function from information about its derivative. From the MVT we can derive tests for the monotonicity (increase or decrease) and concavity of a function.
Lesson 19: The Mean Value Theorem (Section 021 handout)Matthew Leingang
The Mean Value Theorem is the most important theorem in calculus. It is the first theorem which allows us to infer information about a function from information about its derivative. From the MVT we can derive tests for the monotonicity (increase or decrease) and concavity of a function.
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.
Lesson 19: The Mean Value Theorem (Section 041 handout)Matthew Leingang
The Mean Value Theorem is the most important theorem in calculus. It is the first theorem which allows us to infer information about a function from information about its derivative. From the MVT we can derive tests for the monotonicity (increase or decrease) and concavity of a function.
Lesson 18: Maximum and Minimum Values (Section 021 handout)Matthew Leingang
There are various reasons why we would want to find the extreme (maximum and minimum values) of a function. Fermat's Theorem tells us we can find local extreme points by looking at critical points. This process is known as the Closed Interval Method.
At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.
At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.
Lesson 18: Maximum and Minimum Values (Section 021 slides)Matthew Leingang
There are various reasons why we would want to find the extreme (maximum and minimum values) of a function. Fermat's Theorem tells us we can find local extreme points by looking at critical points. This process is known as the Closed Interval Method.
Department of MathematicsMTL107 Numerical Methods and Com.docxsalmonpybus
Department of Mathematics
MTL107: Numerical Methods and Computations
Exercise Set 8: Approximation-Linear Least Squares Polynomial approximation, Chebyshev
Polynomial approximation.
1. Compute the linear least square polynomial for the data:
i xi yi
1 0 1.0000
2 0.25 1.2840
3 0.50 1.6487
4 0.75 2.1170
5 1.00 2.7183
2. Find the least square polynomials of degrees 1,2 and 3 for the data in the following talbe.
Compute the error E in each case. Graph the data and the polynomials.
:
xi 1.0 1.1 1.3 1.5 1.9 2.1
yi 1.84 1.96 2.21 2.45 2.94 3.18
3. Given the data:
xi 4.0 4.2 4.5 4.7 5.1 5.5 5.9 6.3 6.8 7.1
yi 113.18 113.18 130.11 142.05 167.53 195.14 224.87 256.73 299.50 326.72
a. Construct the least squared polynomial of degree 1, and compute the error.
b. Construct the least squared polynomial of degree 2, and compute the error.
c. Construct the least squared polynomial of degree 3, and compute the error.
d. Construct the least squares approximation of the form beax, and compute the error.
e. Construct the least squares approximation of the form bxa, and compute the error.
4. The following table lists the college grade-point averages of 20 mathematics and computer
science majors, together with the scores that these students received on the mathematics
portion of the ACT (Americal College Testing Program) test while in high school. Plot
these data, and find the equation of the least squares line for this data:
:
ACT Grade-point ACT Grade-point
score average score average
28 3.84 29 3.75
25 3.21 28 3.65
28 3.23 27 3.87
27 3.63 29 3.75
28 3.75 21 1.66
33 3.20 28 3.12
28 3.41 28 2.96
29 3.38 26 2.92
23 3.53 30 3.10
27 2.03 24 2.81
5. Find the linear least squares polynomial approximation to f(x) on the indicated interval
if
a. f(x) = x2 + 3x+ 2, [0, 1]; b. f(x) = x3, [0, 2];
c. f(x) = 1
x
, [1, 3]; d. f(x) = ex, [0, 2];
e. f(x) = 1
2
cosx+ 1
3
sin 2x, [0, 1]; f. f(x) = x lnx, [1, 3];
6. Find the least square polynomial approximation of degrees 2 to the functions and intervals
in Exercise 5.
7. Compute the error E for the approximations in Exercise 6.
8. Use the Gram-Schmidt process to construct φ0(x), φ1(x), φ2(x) and φ3(x) for the following
intervals.
a. [0,1] b. [0,2] c. [1,3]
9. Obtain the least square approximation polynomial of degree 3 for the functions in Exercise
5 using the results of Exercise 8.
10. Use the Gram-Schmidt procedure to calculate L1, L2, L3 where {L0(x), L1(x), L2(x), L3(x)}
is an orthogonal set of polynomials on (0,∞) with respect to the weight functions w(x) =
e−x and L0(x) = 1. The polynomials obtained from this procedure are called the La-
guerre polynomials.
11. Use the zeros of T̃3, to construct an interpolating polynomial of degree 2 for the following
functions on the interval [-1,1]:
a. f(x) = ex, b. f(x) = sinx, c. f(x) = ln(x+ 2), d. f(x) = x4.
12. Find a bound for the maximum error of the approximation in Exercise 1 on the interval
[-1,1].
13. Use the zer.
Similar to Lesson 22: Optimization II (Section 021 slides) (20)
Streamlining assessment, feedback, and archival with auto-multiple-choiceMatthew Leingang
Auto-multiple-choice (AMC) is an open-source optical mark recognition software package built with Perl, LaTeX, XML, and sqlite. I use it for all my in-class quizzes and exams. Unique papers are created for each student, fixed-response items are scored automatically, and free-response problems, after manual scoring, have marks recorded in the same process. In the first part of the talk I will discuss AMC’s many features and why I feel it’s ideal for a mathematics course. My contributions to the AMC workflow include some scripts designed to automate the process of returning scored papers
back to students electronically. AMC provides an email gateway, but I have written programs to return graded papers via the DAV protocol to student’s dropboxes on our (Sakai) learning management systems. I will also show how graded papers can be archived, with appropriate metadata tags, into an Evernote notebook.
Integration by substitution is the chain rule in reverse.
NOTE: the final location is section specific. Section 1 (morning) is in SILV 703, Section 11 (afternoon) is in CANT 200
Lesson 24: Areas and Distances, The Definite Integral (handout)Matthew Leingang
We can define the area of a curved region by a process similar to that by which we determined the slope of a curve: approximation by what we know and a limit.
Lesson 24: Areas and Distances, The Definite Integral (slides)Matthew Leingang
We can define the area of a curved region by a process similar to that by which we determined the slope of a curve: approximation by what we know and a limit.
At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.
At times it is useful to consider a function whose derivative is a given function. We look at the general idea of reversing the differentiation process and its applications to rectilinear motion.
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.
Uncountably many problems in life and nature can be expressed in terms of an optimization principle. We look at the process and find a few good examples.
Lesson 20: Derivatives and the Shapes of Curves (handout)
Lesson 22: Optimization II (Section 021 slides)
1. Section 4.5
Optimization II
V63.0121.021, Calculus I
New York University
class supplement
Announcements
Quiz 5 on §§4.1–4.4 next week in recitation
Happy Thanksgiving!
. . . . . .
2. . . . . . .
Announcements
Quiz 5 on §§4.1–4.4 next
week in recitation
Happy Thanksgiving!
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 2 / 25
3. . . . . . .
Objectives
Given a problem requiring
optimization, identify the
objective functions,
variables, and constraints.
Solve optimization
problems with calculus.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 3 / 25
4. . . . . . .
Outline
Recall
More examples
Addition
Distance
Triangles
Economics
The Statue of Liberty
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 4 / 25
5. . . . . . .
Checklist for optimization problems
1. Understand the Problem What is known? What is unknown?
What are the conditions?
2. Draw a diagram
3. Introduce Notation
4. Express the “objective function” Q in terms of the other symbols
5. If Q is a function of more than one “decision variable”, use the
given information to eliminate all but one of them.
6. Find the absolute maximum (or minimum, depending on the
problem) of the function on its domain.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 5 / 25
6. . . . . . .
Recall: The Closed Interval Method
See Section 4.1
The Closed Interval Method
To find the extreme values of a function f on [a, b], we need to:
Evaluate f at the endpoints a and b
Evaluate f at the critical points x where either f′
(x) = 0 or f is not
differentiable at x.
The points with the largest function value are the global maximum
points
The points with the smallest/most negative function value are the
global minimum points.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 6 / 25
7. . . . . . .
Recall: The First Derivative Test
See Section 4.3
Theorem (The First Derivative Test)
Let f be continuous on (a, b) and c a critical point of f in (a, b).
If f′
changes from negative to positive at c, then c is a local
minimum.
If f′
changes from positive to negative at c, then c is a local
maximum.
If f′
does not change sign at c, then c is not a local extremum.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 7 / 25
8. . . . . . .
Recall: The First Derivative Test
See Section 4.3
Theorem (The First Derivative Test)
Let f be continuous on (a, b) and c a critical point of f in (a, b).
If f′
changes from negative to positive at c, then c is a local
minimum.
If f′
changes from positive to negative at c, then c is a local
maximum.
If f′
does not change sign at c, then c is not a local extremum.
Corollary
If f′
< 0 for all x < c and f′
(x) > 0 for all x > c, then c is the global
minimum of f on (a, b).
If f′
< 0 for all x > c and f′
(x) > 0 for all x < c, then c is the global
maximum of f on (a, b).
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 7 / 25
9. . . . . . .
Recall: The Second Derivative Test
See Section 4.3
Theorem (The Second Derivative Test)
Let f, f′
, and f′′
be continuous on [a, b]. Let c be in (a, b) with f′
(c) = 0.
If f′′
(c) < 0, then f(c) is a local maximum.
If f′′
(c) > 0, then f(c) is a local minimum.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 8 / 25
10. . . . . . .
Recall: The Second Derivative Test
See Section 4.3
Theorem (The Second Derivative Test)
Let f, f′
, and f′′
be continuous on [a, b]. Let c be in (a, b) with f′
(c) = 0.
If f′′
(c) < 0, then f(c) is a local maximum.
If f′′
(c) > 0, then f(c) is a local minimum.
Warning
If f′′
(c) = 0, the second derivative test is inconclusive (this does not
mean c is neither; we just don’t know yet).
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 8 / 25
11. . . . . . .
Recall: The Second Derivative Test
See Section 4.3
Theorem (The Second Derivative Test)
Let f, f′
, and f′′
be continuous on [a, b]. Let c be in (a, b) with f′
(c) = 0.
If f′′
(c) < 0, then f(c) is a local maximum.
If f′′
(c) > 0, then f(c) is a local minimum.
Warning
If f′′
(c) = 0, the second derivative test is inconclusive (this does not
mean c is neither; we just don’t know yet).
Corollary
If f′
(c) = 0 and f′′
(x) > 0 for all x, then c is the global minimum of f
If f′
(c) = 0 and f′′
(x) < 0 for all x, then c is the global maximum of f
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 8 / 25
12. . . . . . .
Which to use when?
CIM 1DT 2DT
Pro – no need for
inequalities
– gets global
extrema
automatically
– works on
non-closed,
non-bounded
intervals
– only one derivative
– works on
non-closed,
non-bounded
intervals
– no need for
inequalities
Con – only for closed
bounded intervals
– Uses inequalities
– More work at
boundary than CIM
– More derivatives
– less conclusive
than 1DT
– more work at
boundary than CIM
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 9 / 25
13. . . . . . .
Which to use when?
CIM 1DT 2DT
Pro – no need for
inequalities
– gets global
extrema
automatically
– works on
non-closed,
non-bounded
intervals
– only one derivative
– works on
non-closed,
non-bounded
intervals
– no need for
inequalities
Con – only for closed
bounded intervals
– Uses inequalities
– More work at
boundary than CIM
– More derivatives
– less conclusive
than 1DT
– more work at
boundary than CIM
Use CIM if it applies: the domain is a closed, bounded interval
If domain is not closed or not bounded, use 2DT if you like to take
derivatives, or 1DT if you like to compare signs.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 9 / 25
14. . . . . . .
Outline
Recall
More examples
Addition
Distance
Triangles
Economics
The Statue of Liberty
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 10 / 25
15. . . . . . .
Addition with a constraint
Example
Find two positive numbers x and y with xy = 16 and x + y as small as
possible.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 11 / 25
16. . . . . . .
Addition with a constraint
Example
Find two positive numbers x and y with xy = 16 and x + y as small as
possible.
Solution
Objective: minimize S = x + y subject to the constraint that
xy = 16
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 11 / 25
17. . . . . . .
Addition with a constraint
Example
Find two positive numbers x and y with xy = 16 and x + y as small as
possible.
Solution
Objective: minimize S = x + y subject to the constraint that
xy = 16
Eliminate y: y = 16/x so S = x + 16/x. The domain of
consideration is (0, ∞).
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 11 / 25
18. . . . . . .
Addition with a constraint
Example
Find two positive numbers x and y with xy = 16 and x + y as small as
possible.
Solution
Objective: minimize S = x + y subject to the constraint that
xy = 16
Eliminate y: y = 16/x so S = x + 16/x. The domain of
consideration is (0, ∞).
Find the critical points: S′
(x) = 1 − 16/x2
, which is 0 when x = 4.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 11 / 25
19. . . . . . .
Addition with a constraint
Example
Find two positive numbers x and y with xy = 16 and x + y as small as
possible.
Solution
Objective: minimize S = x + y subject to the constraint that
xy = 16
Eliminate y: y = 16/x so S = x + 16/x. The domain of
consideration is (0, ∞).
Find the critical points: S′
(x) = 1 − 16/x2
, which is 0 when x = 4.
Classify the critical points: S′′
(x) = 32/x3
, which is always
positive. So the graph is always concave up, 4 is a local min, and
therefore the global min.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 11 / 25
20. . . . . . .
Addition with a constraint
Example
Find two positive numbers x and y with xy = 16 and x + y as small as
possible.
Solution
Objective: minimize S = x + y subject to the constraint that
xy = 16
Eliminate y: y = 16/x so S = x + 16/x. The domain of
consideration is (0, ∞).
Find the critical points: S′
(x) = 1 − 16/x2
, which is 0 when x = 4.
Classify the critical points: S′′
(x) = 32/x3
, which is always
positive. So the graph is always concave up, 4 is a local min, and
therefore the global min.
So the numbers are x = y = 4, Smin = 8.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 11 / 25
21. . . . . . .
Distance
Example
Find the point P on the parabola y = x2
closest to the point (3, 0).
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 12 / 25
22. . . . . . .
Distance
Example
Find the point P on the parabola y = x2
closest to the point (3, 0).
Solution
.. x.
y
..
(x, x2
)
..
3
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 12 / 25
23. . . . . . .
Distance
Example
Find the point P on the parabola y = x2
closest to the point (3, 0).
Solution
The distance between (x, x2
)
and (3, 0) is given by
f(x) =
√
(x − 3)2 + (x2 − 0)2
.. x.
y
..
(x, x2
)
..
3
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 12 / 25
24. . . . . . .
Distance
Example
Find the point P on the parabola y = x2
closest to the point (3, 0).
Solution
The distance between (x, x2
)
and (3, 0) is given by
f(x) =
√
(x − 3)2 + (x2 − 0)2
We may instead minimize the
square of f:
g(x) = f(x)2
= (x − 3)2
+ x4
.. x.
y
..
(x, x2
)
..
3
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 12 / 25
25. . . . . . .
Distance
Example
Find the point P on the parabola y = x2
closest to the point (3, 0).
Solution
The distance between (x, x2
)
and (3, 0) is given by
f(x) =
√
(x − 3)2 + (x2 − 0)2
We may instead minimize the
square of f:
g(x) = f(x)2
= (x − 3)2
+ x4
The domain is (−∞, ∞).
.. x.
y
..
(x, x2
)
..
3
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 12 / 25
26. . . . . . .
Distance problem
minimization step
We want to find the global minimum of g(x) = (x − 3)2
+ x4
.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 13 / 25
27. . . . . . .
Distance problem
minimization step
We want to find the global minimum of g(x) = (x − 3)2
+ x4
.
g′
(x) = 2(x − 3) + 4x3
= 4x3
+ 2x − 6 = 2(2x3
+ x − 3)
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 13 / 25
28. . . . . . .
Distance problem
minimization step
We want to find the global minimum of g(x) = (x − 3)2
+ x4
.
g′
(x) = 2(x − 3) + 4x3
= 4x3
+ 2x − 6 = 2(2x3
+ x − 3)
If a polynomial has integer roots, they are factors of the constant
term (Euler)
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 13 / 25
29. . . . . . .
Distance problem
minimization step
We want to find the global minimum of g(x) = (x − 3)2
+ x4
.
g′
(x) = 2(x − 3) + 4x3
= 4x3
+ 2x − 6 = 2(2x3
+ x − 3)
If a polynomial has integer roots, they are factors of the constant
term (Euler)
1 is a root, so 2x3
+ x − 3 is divisible by x − 1:
f′
(x) = 2(2x3
+ x − 3) = 2(x − 1)(2x2
+ 2x + 3)
The quadratic has no real roots (the discriminant b2
− 4ac < 0)
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 13 / 25
30. . . . . . .
Distance problem
minimization step
We want to find the global minimum of g(x) = (x − 3)2
+ x4
.
g′
(x) = 2(x − 3) + 4x3
= 4x3
+ 2x − 6 = 2(2x3
+ x − 3)
If a polynomial has integer roots, they are factors of the constant
term (Euler)
1 is a root, so 2x3
+ x − 3 is divisible by x − 1:
f′
(x) = 2(2x3
+ x − 3) = 2(x − 1)(2x2
+ 2x + 3)
The quadratic has no real roots (the discriminant b2
− 4ac < 0)
We see f′
(1) = 0, f′
(x) < 0 if x < 1, and f′
(x) > 0 if x > 1. So 1 is
the global minimum.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 13 / 25
31. . . . . . .
Distance problem
minimization step
We want to find the global minimum of g(x) = (x − 3)2
+ x4
.
g′
(x) = 2(x − 3) + 4x3
= 4x3
+ 2x − 6 = 2(2x3
+ x − 3)
If a polynomial has integer roots, they are factors of the constant
term (Euler)
1 is a root, so 2x3
+ x − 3 is divisible by x − 1:
f′
(x) = 2(2x3
+ x − 3) = 2(x − 1)(2x2
+ 2x + 3)
The quadratic has no real roots (the discriminant b2
− 4ac < 0)
We see f′
(1) = 0, f′
(x) < 0 if x < 1, and f′
(x) > 0 if x > 1. So 1 is
the global minimum.
The point on the parabola closest to (3, 0) is (1, 1). The minimum
distance is
√
5.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 13 / 25
32. . . . . . .
Remark
We’ve used each of the methods (CIM, 1DT, 2DT) so far.
Notice how we argued that the critical points were absolute
extremes even though 1DT and 2DT only tell you relative/local
extremes.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 14 / 25
33. . . . . . .
A problem with a triangle
..
Example
Find the rectangle of maximal area inscribed in a 3-4-5 right triangle with two
sides on legs of the triangle and one vertex on the hypotenuse.
Solution
..
3
.
4
.
5
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 15 / 25
34. . . . . . .
A problem with a triangle
..
Example
Find the rectangle of maximal area inscribed in a 3-4-5 right triangle with two
sides on legs of the triangle and one vertex on the hypotenuse.
Solution
Let the dimensions of the
rectangle be x and y.
..
3
.
4
.
5
.
y
.
x
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 15 / 25
35. . . . . . .
A problem with a triangle
..
Example
Find the rectangle of maximal area inscribed in a 3-4-5 right triangle with two
sides on legs of the triangle and one vertex on the hypotenuse.
Solution
Let the dimensions of the
rectangle be x and y.
Similar triangles give
y
3 − x
=
4
3
=⇒ 3y = 4(3 − x)
..
3
.
4
.
5
.
y
.
x
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 15 / 25
36. . . . . . .
A problem with a triangle
..
Example
Find the rectangle of maximal area inscribed in a 3-4-5 right triangle with two
sides on legs of the triangle and one vertex on the hypotenuse.
Solution
Let the dimensions of the
rectangle be x and y.
Similar triangles give
y
3 − x
=
4
3
=⇒ 3y = 4(3 − x)
So y = 4 −
4
3
x and
A(x) = x
(
4 −
4
3
x
)
= 4x−
4
3
x2 ..
3
.
4
.
5
.
y
.
x
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 15 / 25
37. . . . . . .
Triangle Problem
maximization step
We want to find the absolute maximum of A(x) = 4x −
4
3
x2
on the
interval [0, 3].
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 16 / 25
38. . . . . . .
Triangle Problem
maximization step
We want to find the absolute maximum of A(x) = 4x −
4
3
x2
on the
interval [0, 3].
A(0) = A(3) = 0
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 16 / 25
39. . . . . . .
Triangle Problem
maximization step
We want to find the absolute maximum of A(x) = 4x −
4
3
x2
on the
interval [0, 3].
A(0) = A(3) = 0
A′
(x) = 4 −
8
3
x, which is zero when x =
12
8
= 1.5.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 16 / 25
40. . . . . . .
Triangle Problem
maximization step
We want to find the absolute maximum of A(x) = 4x −
4
3
x2
on the
interval [0, 3].
A(0) = A(3) = 0
A′
(x) = 4 −
8
3
x, which is zero when x =
12
8
= 1.5.
Since A(1.5) = 3, this is the absolute maximum.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 16 / 25
41. . . . . . .
Triangle Problem
maximization step
We want to find the absolute maximum of A(x) = 4x −
4
3
x2
on the
interval [0, 3].
A(0) = A(3) = 0
A′
(x) = 4 −
8
3
x, which is zero when x =
12
8
= 1.5.
Since A(1.5) = 3, this is the absolute maximum.
So the dimensions of the rectangle of maximal area are 1.5 × 2.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 16 / 25
42. . . . . . .
An Economics problem
Example
Let r be the monthly rent per unit in an apartment building with 100
units. A survey reveals that all units can be rented when r = 900 and
that one unit becomes vacant with each 10 increase in rent. Suppose
the average monthly maintenance costs per occupied unit is
$100/month. What rent should be charged to maximize profit?
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 17 / 25
43. . . . . . .
An Economics problem
Example
Let r be the monthly rent per unit in an apartment building with 100
units. A survey reveals that all units can be rented when r = 900 and
that one unit becomes vacant with each 10 increase in rent. Suppose
the average monthly maintenance costs per occupied unit is
$100/month. What rent should be charged to maximize profit?
Solution
Let n be the number of units rented, depending on price (the
demand function).
We have n(900) = 100 and
∆n
∆r
= −
1
10
. So
n − 100 = −
1
10
(r − 900) =⇒ n(r) = −
1
10
r + 190
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 17 / 25
44. . . . . . .
Economics Problem
Finishing the model and maximizing
The profit per unit rented is r − 100, so
P(r) = (r − 100)n(r) = (r − 100)
(
−
1
10
r + 190
)
= −
1
10
r2
+ 200r − 19000
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 18 / 25
45. . . . . . .
Economics Problem
Finishing the model and maximizing
The profit per unit rented is r − 100, so
P(r) = (r − 100)n(r) = (r − 100)
(
−
1
10
r + 190
)
= −
1
10
r2
+ 200r − 19000
We want to maximize P on the interval 900 ≤ r ≤ 1900. (Why?)
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 18 / 25
46. . . . . . .
Economics Problem
Finishing the model and maximizing
The profit per unit rented is r − 100, so
P(r) = (r − 100)n(r) = (r − 100)
(
−
1
10
r + 190
)
= −
1
10
r2
+ 200r − 19000
We want to maximize P on the interval 900 ≤ r ≤ 1900. (Why?)
A(900) = $800 × 100 = $80, 000, A(1900) = 0
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 18 / 25
47. . . . . . .
Economics Problem
Finishing the model and maximizing
The profit per unit rented is r − 100, so
P(r) = (r − 100)n(r) = (r − 100)
(
−
1
10
r + 190
)
= −
1
10
r2
+ 200r − 19000
We want to maximize P on the interval 900 ≤ r ≤ 1900. (Why?)
A(900) = $800 × 100 = $80, 000, A(1900) = 0
A′
(x) = −
1
5
r + 200, which is zero when r = 1000.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 18 / 25
48. . . . . . .
Economics Problem
Finishing the model and maximizing
The profit per unit rented is r − 100, so
P(r) = (r − 100)n(r) = (r − 100)
(
−
1
10
r + 190
)
= −
1
10
r2
+ 200r − 19000
We want to maximize P on the interval 900 ≤ r ≤ 1900. (Why?)
A(900) = $800 × 100 = $80, 000, A(1900) = 0
A′
(x) = −
1
5
r + 200, which is zero when r = 1000.
n(1000) = 90, so P(r) = $900 × 90 = $81, 000. This is the
maximum intake.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 18 / 25
49. . . . . . .
The Statue of Liberty
Example
The Statue of Liberty stands on top of a pedestal which is on top of on
old fort. The top of the pedestal is 47 m above ground level. The statue
itself measures 46 m from the top of the pedestal to the tip of the torch.
What distance should one stand away from the statue in order to
maximize the view of the statue? That is, what distance will maximize
the portion of the viewer’s vision taken up by the statue?
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 19 / 25
50. . . . . . .
The Statue of Liberty
Seting up the model
Solution
The angle subtended by the
statue in the viewer’s eye can
be expressed as
θ = arctan
(
a + b
x
)
−arctan
(
b
x
)
.
a
b
θ
x
The domain of θ is all positive real numbers x.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 20 / 25
51. . . . . . .
The Statue of Liberty
Finding the derivative
θ = arctan
(
a + b
x
)
− arctan
(
b
x
)
So
dθ
dx
=
1
1 +
(
a+b
x
)2
·
−(a + b)
x2
−
1
1 +
(
b
x
)2
·
−b
x2
=
b
x2 + b2
−
a + b
x2 + (a + b)2
=
[
x2 + (a + b)2
]
b − (a + b)
[
x2 + b2
]
(x2 + b2
)
[
x2 + (a + b)2
]
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 21 / 25
52. . . . . . .
The Statue of Liberty
Finding the critical points
dθ
dx
=
[
x2 + (a + b)2
]
b − (a + b)
[
x2 + b2
]
(x2 + b2
)
[
x2 + (a + b)2
]
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 22 / 25
53. . . . . . .
The Statue of Liberty
Finding the critical points
dθ
dx
=
[
x2 + (a + b)2
]
b − (a + b)
[
x2 + b2
]
(x2 + b2
)
[
x2 + (a + b)2
]
This derivative is zero if and only if the numerator is zero, so we
seek x such that
0 =
[
x2
+ (a + b)2
]
b − (a + b)
[
x2
+ b2
]
= a(ab + b2
− x2
)
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 22 / 25
54. . . . . . .
The Statue of Liberty
Finding the critical points
dθ
dx
=
[
x2 + (a + b)2
]
b − (a + b)
[
x2 + b2
]
(x2 + b2
)
[
x2 + (a + b)2
]
This derivative is zero if and only if the numerator is zero, so we
seek x such that
0 =
[
x2
+ (a + b)2
]
b − (a + b)
[
x2
+ b2
]
= a(ab + b2
− x2
)
The only positive solution is x =
√
b(a + b).
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 22 / 25
55. . . . . . .
The Statue of Liberty
Finding the critical points
dθ
dx
=
[
x2 + (a + b)2
]
b − (a + b)
[
x2 + b2
]
(x2 + b2
)
[
x2 + (a + b)2
]
This derivative is zero if and only if the numerator is zero, so we
seek x such that
0 =
[
x2
+ (a + b)2
]
b − (a + b)
[
x2
+ b2
]
= a(ab + b2
− x2
)
The only positive solution is x =
√
b(a + b).
Using the first derivative test, we see that dθ/dx > 0 if
0 < x <
√
b(a + b) and dθ/dx < 0 if x >
√
b(a + b).
So this is definitely the absolute maximum on (0, ∞).
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 22 / 25
56. . . . . . .
The Statue of Liberty
Final answer
If we substitute in the numerical dimensions given, we have
x =
√
(46)(93) ≈ 66.1 meters
This distance would put you pretty close to the front of the old fort
which lies at the base of the island.
Unfortunately, you’re not allowed to walk on this part of the lawn.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 23 / 25
57. . . . . . .
The Statue of Liberty
Discussion
The length
√
b(a + b) is the geometric mean of the two distances
measured from the ground—to the top of the pedestal (a) and the
top of the statue (a + b).
The geometric mean is of two numbers is always between them
and greater than or equal to their average.
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 24 / 25
58. . . . . . .
Summary
Remember the checklist
Ask yourself: what is the
objective?
Remember your geometry:
similar triangles
right triangles
trigonometric functions
Name [_
Problem Solving Strategy
Draw a Picture
Kathy had a box of 8 crayons.
She gave some crayons away.
She has 5 left.
How many crayons did Kathy give away?
UNDERSTAND
•
What do you want to find out?
Draw a line under the question.
You can draw a picture
to solve the problem.
crayons
What number do I
add to 5 to get 8?
8 - = 5
5 + 3 = 8
CHECK
Does your answer make sense?
Explain.
Draw a picture to solve the problem.
Write how many were given away.
I. I had10 pencils.
I gave some away.
I have 3left. How many
pencils did I give away?
~7
What number
do I add to 3
to make 10?
13
i
ft
ill
:i
i ?
11
ft
I
'•'
«
I
I
ft A
H 11
M i l
U U U U> U U
I I
V63.0121.021, Calculus I (NYU) Section 4.5 Optimization II class supplement 25 / 25