Derivatives and rates of change

6 visual steps · 3 worked examples · 5 exercises with solutions

First, let’s see the idea.

What slope appears as the second point approaches the first?

Move forward one step at a time. Change the values and observe what happens.

From secant to tangentxf(x)-2-0,512,54-241016P: a = 1
Drawing description

The parabola is f(x)=x². P=(1; 1) is marked.

Step 1 of 6

Fix the starting point

Change a and follow P, the yellow point, along the green curve.

The curve collects points whose height is input squared. Choosing a places P at input a and height a².

Point P
(1; 1)

What if you change this?

-12
0,021,5

Before moving on

At a=2 and h=0,1, compare the two slopes.

Compare with the explanation

Secant slope is 4,1; tangent slope 4. The excess is 0,1.

You decide when to mark this lesson as studied.

From secant to tangent

Slide the drawing to see the details.

Explore the full explanationThe foundations, principles, worked examples and all the exercises, at your own pace.

What you will understand

  • Build the derivative from the average rate.
  • Calculate and interpret derivatives and tangent lines.
  • Recognise points where the derivative does not exist.

Before you start

You do not need to know everything by heart. The explanation revisits the necessary ideas and shows how they connect. If a foundation is still unclear, you can return to these lessons:

Review slopes, increments and units

For two points on a graph, slope is vertical change divided by horizontal change. If the input changes from a to a+h, the input increment is h and the output increment is f(a+h)−f(a). Use parentheses: subtracting f(a) means subtracting the entire expression. The average rate is [f(a+h)−f(a)]/h and is defined only for h≠0, with both inputs in the domain.

If the input is time in seconds and the output is position in metres, the rate has unit m/s. If the input is the number of products and the output is cost in monetary units, the rate is cost per product. Thus, a derivative is not just a number associated with a graph: it expresses one quantity's sensitivity to another. Changing the horizontal unit changes that rate's numerical value.

From secant to tangent

A secant passes through two distinct points of the curve. Keep one point fixed, at a, and bring the other closer by letting h tend to zero. If the slopes converge to the same finite number from the permitted sides, that number is f′(a), the derivative at a. The usual definition at an interior point requires a two-sided limit.

f′(a) = limh→0 [f(a+h)−f(a)]/h

We do not substitute h=0 into the quotient: that would generally give 0/0. We simplify for h≠0 and only then take the limit. The tangent is the line y=f(a)+f′(a)(x−a), preserving the point and local slope. It may cross the curve or meet it again elsewhere. The idea of touching only once, useful for some circles, is not the general definition of a tangent.

Deduce a rule before using it

For f(x)=x², calculate f(a+h)=(a+h)²=a²+2ah+h². Subtracting a² and dividing by h, for h≠0, gives 2a+h. The limit is 2a. Since a can be any real number, the derivative function is f′(x)=2x. For a constant, the numerator is zero and the derivative is zero. For f(x)=mx+b, the numerator is mh and the derivative is m.

The power rule generalises the result: the derivative of xⁿ is nxⁿ⁻¹, at points where the function and real differentiation make sense. For positive integer exponents, expanding (x+h)ⁿ leaves, after division by h, a term nxⁿ⁻¹ and terms with factors h that vanish in the limit. The rule also works for many noninteger exponents, but the domain must be analysed: √x has derivative 1/(2√x) only for x>0.

Combine rates: sum, product and composition

The derivative of a sum is the sum of the derivatives; a constant multiplier stays with the derivative. In a product uv, the change includes the change in u with v nearly fixed and the change in v with u nearly fixed. This leads to (uv)′=u′v+uv′. It is not u′v′. For a quotient, (u/v)′=(u′v−uv′)/v², where v≠0 and the functions are differentiable.

A composition describes one transformation inside another. If y=g(u) and u=f(x), a small change in x produces approximately f′(x) times that change in u; then g′(u) multiplies it. Thus, [g(f(x))]′=g′(f(x))f′(x). For (3x+1)², the outer factor is 2(3x+1) and the inner factor is 3. The result 6(3x+1) can be confirmed by expanding the polynomial. These two approaches provide a useful check.

When the derivative fails

The function |x| is continuous at zero, but the one-sided slopes are −1 and 1. There is no unique derivative at that point. Continuity does not guarantee differentiability. The converse implication is valid: if a finite derivative exists at a, then f is continuous at a. Indeed, the change f(a+h)−f(a) is the difference quotient multiplied by h; the first factor tends to a finite number and the second to zero.

A discontinuity prevents differentiability at the point. A vertical tangent also does not correspond to a finite real derivative, although an unbounded slope can be studied. At a domain endpoint there may be a one-sided derivative; it must be identified as such. When differentiating 1/x, the formula −1/x² does not allow x=0: the original function does not even exist at that input. The derivative's domain and the function's domain may differ.

Read rates in context and data

If s(t) represents position, s′(t) is velocity, with its sign depending on the axis; speed is |s′(t)|. Acceleration is the derivative of velocity, not velocity itself. A negative derivative means the output is decreasing, not necessarily that the output is negative. A tank can contain a lot of liquid while its volume decreases.

With measured data, an instantaneous rate is estimated from rates over small intervals. Reducing the interval too much can amplify measurement errors: dividing a small noisy difference by a tiny interval makes the estimate unstable. For a smooth function, the central difference [f(a+h)−f(a−h)]/(2h) can be useful, but remains an approximation. Finally, a zero derivative at one instant does not mean the function is constant: t² has derivative zero at zero and varies in every neighbourhood. It is the behaviour over an interval that allows us to conclude constancy.

Worked examples, without skipping steps

Follow the reasoning first. Then cover the solution and try to reconstruct it in your own words.

Example 1

Velocity constructed through a limit

A position is s(t)=2t²+3t, in metres, with t in seconds. Obtain the velocity at t=2 from the definition.

  1. Calculate s(2)=14 and s(2+h)=14+11h+2h², keeping t≥0.
  2. The average rate is (11h+2h²)/h=11+2h for h≠0.
  3. The limit as h→0 is 11; both sides are permitted near t=2.
Result

v(2)=11 m/s in the positive direction of the axis.

Check the result

The general derivative is 4t+3; at 2 it gives 11. Over an interval of 0,1 s after t=2, the average rate is 11,2 m/s, close but different.

Example 2

A tangent with exact data

Determine the tangent to f(x)=x³−2x at x=2.

  1. The point belongs to the graph because f(2)=8−4=4.
  2. The derivative is f′(x)=3x²−2, so f′(2)=10.
  3. Use y−4=10(x−2), without confusing the input 2 with the slope 10.
Result

y=10x−16.

Check the result

At x=2 the line gives 4. The line's rate is 10, equal to the curve's derivative at that point, but not at every input.

Example 3

Composition and units

A cube's volume is V(t)=(2+0,1t)³ cm³. Calculate the rate at t=10 s.

  1. The side is ℓ(t)=2+0,1t cm, with rate 0,1 cm/s.
  2. By the chain rule, V′(t)=3(2+0,1t)²·0,1.
  3. At 10 s, ℓ=3 cm and V′=0,3·9=2,7 cm³/s.
Result

The volume increases at an instantaneous rate of 2,7 cm³/s.

Check the result

The units of 3ℓ²ℓ′ are cm²·cm/s. The volume at that instant is 27 cm³, which is a different quantity.

Now try it yourself

There is no timer. Write what you know, choose a relationship and justify each step. Hints and solutions are available whenever you need them.

Exercise 1

Differentiate 4x³−5x+8.
A hint
Apply the power, sum and constant rules.
See the worked solution
The derivative of 4x³ is 12x², that of −5x is −5 and that of 8 is zero. Thus f′(x)=12x²−5, valid for all real numbers.

Exercise 2

Differentiate (x²+1)(x−2).
A hint
Use the product rule or expand to confirm.
See the worked solution
By the product rule: 2x(x−2)+(x²+1)·1=3x²−4x+1. Expanding first gives x³−2x²+x−2 and leads to the same result.

Exercise 3

Differentiate 1/(2x+3) and state the domain.
A hint
Write the function as a power −1 and use the chain rule.
See the worked solution
The derivative is −(2x+3)⁻²·2=−2/(2x+3)². Both the function and derivative require x≠−3/2; the denominator can never be zero.

Exercise 4

Is the function |x−2| differentiable at 2?
A hint
Write the expression piecewise.
See the worked solution
On the left it equals 2−x, with slope −1; on the right it equals x−2, with slope 1. The one-sided limits of the quotient disagree. It is continuous at 2, but not differentiable there.

Exercise 5

Does a position s(t)=10−t² have equal velocity and speed at t=2?
A hint
Distinguish the signed vector component from its magnitude.
See the worked solution
The velocity is s′(2)=−2·2=−4 m/s. The speed is 4 m/s. The negative sign indicates a direction opposite to the positive axis; it does not indicate negative speed or negative position, since s(2)=6 m.

Mistakes worth avoiding

The derivative of a product is the product of the derivatives.
Each factor contributes to the change; use u′v+uv′.
A zero derivative implies a maximum or minimum.
It is only a candidate; x³ has derivative zero at 0 and remains increasing.
A continuous function always has a derivative.
A corner such as |x| at zero prevents a unique slope from existing.

The essentials to take with you

  • A derivative is a limit of average rates.
  • Its unit is the output unit divided by the input unit.
  • Apply rules while preserving domains and the inner derivative.
  • A tangent preserves the point and local rate.

If you still cannot explain one of these ideas, return to the corresponding section and work through an example again. Recognising the difficulty is part of studying.

References for further study

Text and examples prepared for this learning path. These sources help check the principles and continue studying:

The organisation by school year is a study proposal. Pedagogical review by teachers remains a stage of the project.