 
 
provided the limit exists. [What could possibly go wrong? Well, the function might not be defined at a - i.e., f(a) is undefined; or the function might not be continuous, so that the numerator doesn't tend to 0 (whereas the denominator always does).]
The second definition is obtained from the first via a change of variables: if we replace the independent variable x by the independent variable h, linking them by a shift - x=h+a - then we get the second form of the definition.
  
 
(the slope of the tangent line to the graph of the position function at P(a,s(a))). We can think of this as our first (and one of our most important) examples of the use of this limit.
 (usually
considered to be a small quantity - that is, the two points
  (usually
considered to be a small quantity - that is, the two points   and
  and   are
considered to be close together).
  are
considered to be close together).
average rate of change -   - the slope of the
secant line connecting two points on the graph,
  - the slope of the
secant line connecting two points on the graph,   and
  and
  ). This is often used as an approximation to the
instantaneous rate of change.
 ). This is often used as an approximation to the
instantaneous rate of change.
instantaneous rate of change -   .
 .
I didn't find any theorems in this section.
Here we catch a glimpse of the importance of limits: they are used to define instantaneous velecity and other important rates of change, which prove important in the sciences, engineering, and the social sciences (e.g. power in physics, rates of reaction in chemistry, and marginal costs in business). Furthermore, we should note that the definition of these slopes involves a limit of a quotient whose denominator has a limit of 0: hence, a trick (e.g. simplifying the numerator, or rationalizing) will be necessary in order to evaluate the limit.
Things observed in the course of working problems.
 ) to find a solution to this equation.
 ) to find a solution to this equation.  
 
  
 
  
 
The coefficients of each term come from Pascal's triangle:
  
 
 ) to expand out this cubic term.
 ) to expand out this cubic term. ) to factor an expression.
 ) to factor an expression.
Problems:
Assignment: #3, 4, 6, 8, 13, 16, 22, 24, 25; on the board, #5, 8, and 16.