Chapter 2.06

#1
#2
WEP #3
#4
#5
#6
WEP #7
WEP #8
WEP #9
WEP #10
#11
#12
WEP #13
#14
#15
#16

#22

WEP #27
#28
#29

#34

#37

WEP #39
WEP #40
WEP #41
WEP #42
WEP #43
WEP #44
WEP #45
WEP #46
#47
#48

#57
#58
#59
#60
#61
#62--also, can you think of a more interesting application for the same math?
#63
#64
#65
#66 MTH/MTHT
#67 MTH/MTHT
#68 MTH/MTHT
#69 part (a) for everyone, part (b) for MTH/MTHT
#70 part (a) for everyone, part (b) for MTH/MTHT

#75 MTH/MTHT

QA: like #15-38: 
i) limit as x goes to +inf of 1/(1+exp(-x)); 
ii) limit as x goes to -inf of 1/(1+exp(-x)); 
iii) repeat (i) and (ii) for 1/(1+exp(a*(x-c))) when a>0

QB: Suppose a state had 20% of their K-12 students scoring at
 or above grade level on a standardized test in the long-ago past,
 and is now doing better and seems to be headed for 95% in the
 next few decades.  Find a formula that models this behavior.

 It turns out there are a few reasonable ways to do it. For extra credit,
 try to find more than one.

QC: Do the following limits from memory, or by sketching a graph from memory.
Each one is the limit as x goes to +infinity:
* exp(x)
* exp(-x)
* x^a where a>1
* x^a where 0<a<1
* x^a where a<0
* ln(x)
* sin(x)

QD: Repeat QC, but with x approaching 0 from the right.