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Evaluate the following limits. $$\lim _{(x, y, z) \rightarrow(1,1,1)} \frac{y z-x y-x z-x^{2}}{y z+x y+x z-y^{2}}$$

Short Answer

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Question: Find the limit of the given function as (x, y, z) approaches (1, 1, 1): $$f(x, y, z) = \frac{y z-x y-x z-x^{2}}{y z+x y+x z-y²}$$ Answer: The limit of the given function as (x, y, z) approaches (1, 1, 1) is 1.

Step by step solution

01

Simplify the Expression

Let's first rewrite the given expression as follows: $$f(x, y, z) = \frac{y z-x y-x z-x^{2}}{y z+x y+x z-y²}$$ Now, let's factor out the common factors from both numerator and denominator to simplify the expression. $$f(x, y, z) = \frac{x(y - 1) - x(z - 1) - x^{2}}{y (z - 1) + x(y - 1) + x(z - 1) - y^{2}}$$ Now rewrite the simplified expression as $$f(x, y, z) = \frac{x(1 - y) - x(1 - z) - x^{2}}{y (1 - z) + x(1 - y) + x(1 - z) - y^{2}}$$
02

Evaluate the Limit

Now, let's substitute (x, y, z) by (1, 1, 1) in the simplified expression and find the limit: $$\lim _{(x, y, z) \rightarrow(1,1,1)} f(x, y, z) = \frac{1(1 - 1) - 1(1 - 1) - 1^{2}}{1 (1 - 1) + 1(1 - 1) + 1(1 - 1) - 1^{2}}$$ On substituting the values, most of the terms become zero. $$\lim _{(x, y, z) \rightarrow(1,1,1)} f(x, y, z) = \frac{0 - 0 - 1}{0 + 0 + 0 - 1}$$ This simplifies to: $$\lim _{(x, y, z) \rightarrow(1,1,1)} f(x, y, z) = \boxed{1}$$

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Limit Evaluation
Grasping the concept of limit evaluation is like learning to predict where a thrown ball will land without actually seeing its flight path to the end. In mathematics, particularly in calculus, limit evaluation involves finding the value that a function approaches as its input (in this case, the variables x, y, and z) approaches some specified point. It's a fundamental tool for understanding the behavior of functions, especially when dealing with situations that are not straightforward to plug in, like points of discontinuity or infinity.

For multivariable functions, evaluating limits can be slightly more complex than in the single variable case. As variables tend to their respective points, we must consider each path leading to that point and ensure that the limit is consistent for all such paths. When dealing with exercises such as evaluating \( \lim _{(x, y, z) \rightarrow(1,1,1)} f(x, y, z) \), one must pay close attention to how each variable interacts with the others and how they collectively approach the point of interest.
Simplifying Expressions
Simplifying expressions is like untangling a knot – you work on loosening the tangle until you're left with something much more manageable. In algebra and calculus, simplifying expressions is essential for making complex problems solvable. By breaking down expressions into their simplest form, you can often reveal properties and paths to solutions that were not immediately apparent. This becomes even more important with multivariable functions, where the interactions between variables can create elaborate mathematical 'knots'.

In our exercise, to evaluate the limit of a complex expression, we first simplify to make it easier to identify how the function's value will change as the variables approach 1. The simplification step often involves combining like terms, factoring, canceling out terms, and applying algebraic properties to pare the expression down to its essence. Simplification turns the complex into the straightforward, paving the way for successful analysis and computation of the limit.
Substitution Method
Substitution method in evaluating limits is akin to filling in a blank in a sentence with the perfect word that fits the context. In mathematics, substitution is used when the evaluation of a limit appears direct and free of indeterminate forms. When variables within an expression can be simply replaced with their limiting values, and the function remains well-behaved, we use the substitution method.

In the given problem, after simplifying, we attempt to substitute (x, y, z) with (1, 1, 1) to directly evaluate the limit. However, we have to be cautious; this straightforward substitution is only valid when it doesn't produce indeterminate forms like 0/0 or \(\infty/\infty\). Thankfully, in our working example, the substitution method works like a charm after simplification, leading to an easily computed limit.
Factorization
Factorization is the mathematical equivalent of breaking down a recipe into its individual ingredients so that one can fully understand what goes into making a dish. In algebra, to factorize is to decompose an expression into a product of its factors. These factors are usually simpler expressions that, when multiplied together, give back the original expression.

When approaching complex rational expressions, particularly those involving variables approaching a particular point, factorization can help reduce them into a more manageable form. This is beneficial because it might reveal common factors between the numerator and denominator that can be canceled out. In evaluating limits, this simplification via factorization can often mean the difference between an inscrutable expression and one that yields to the substitution method. As illustrated in the step-by-step solution to the exercise, careful factorization allowed for significant simplification and paved the way for an effortless limit evaluation.

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Most popular questions from this chapter

Prove that the level curves of the plane \(a x+b y+c z=d\) are parallel lines in the \(x y\) -plane, provided \(a^{2}+b^{2} \neq 0\) and \(c \neq 0\).

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A snapshot (frozen in time) of a set of water waves is described by the function \(z=1+\sin (x-y),\) where \(z\) gives the height of the waves and \((x, y)\) are coordinates in the horizontal plane \(z=0\) a. Use a graphing utility to graph \(z=1+\sin (x-y)\) b. The crests and the troughs of the waves are aligned in the direction in which the height function has zero change. Find the direction in which the crests and troughs are aligned. c. If you were surfing on one of these waves and wanted the steepest descent from the crest to the trough, in which direction would you point your surfboard (given in terms of a unit vector in the \(x y\) -plane)? d. Check that your answers to parts (b) and (c) are consistent with the graph of part (a).

Suppose you make a one-time deposit of \(P\) dollars into a savings account that earns interest at an annual rate of \(p \%\) compounded continuously. The balance in the account after \(t\) years is \(B(P, r, t)=P e^{r^{n}},\) where \(r=p / 100\) (for example, if the annual interest rate is \(4 \%,\) then \(r=0.04\) ). Let the interest rate be fixed at \(r=0.04\) a. With a target balance of \(\$ 2000\), find the set of all points \((P, t)\) that satisfy \(B=2000 .\) This curve gives all deposits \(P\) and times \(t\) that result in a balance of \(\$ 2000\). b. Repeat part (a) with \(B=\$ 500, \$ 1000, \$ 1500,\) and \(\$ 2500,\) and draw the resulting level curves of the balance function. c. In general, on one level curve, if \(t\) increases, does \(P\) increase or decrease?

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