Exercise 1: Around the y-axis: one strip, one shell
Let be the region between the curve and the -axis, for . It is turned about the -axis. The figure shows , one vertical strip of width at position , its mirror image across the axis, and the dashed circle that the top of the strip describes: rotating the strip sweeps a thin cylindrical shell.
The method of shells rests on one picture, and every factor of the formula is read off it. That is the gesture of the whole chapter.
- a) Give the radius, the height and the thickness of the shell swept by the strip at . Unroll the shell and explain why its volume is about .
- b) Write the volume of the solid as an integral and evaluate it exactly.
- c) A classmate would rather use washers. Explain what a horizontal slice at height , with , would require, and why that method is not practical here.
- d) Two students hand in and . Evaluate both, and say for each what went wrong, using units for the first.
- e) Check your answer to b) against a cylinder that contains the solid.
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Answers
- a) Radius , height , thickness ; unrolled: .
- b)
- c) Each line meets the curve twice: the radii are two roots of .
- d) has units of area (radius missing); uses instead of the circumference .
- e) , the cylinder of radius and height .
a) The strip at is PARALLEL to the axis of rotation, the -axis, so turning it sweeps a thin cylindrical shell. Its radius is the distance from the strip to the axis: the axis is the line and the strip stands at , so the radius is . Its height is the length of the strip, from the -axis up to the curve, . Its thickness is . Cut the shell along a vertical line and unroll it: it becomes a thin slab whose length is the circumference , whose height is and whose thickness is , so its volume is about . Adding the shells and letting gives . The three factors were READ on the figure; memorizing as a string of letters is exactly what fails as soon as the axis moves.
b) . Expand first: . Then , and differentiating the bracket gives back . At : , and the bracket is at . So . Expanding the polynomial before integrating is faster than any substitution here, and it keeps the arithmetic in fractions a marker can follow.
c) A washer comes from a HORIZONTAL slice, perpendicular to the axis, and its radii are the -values where the line crosses the boundary. Now : rises from to on , then falls back to on . So every line with meets the curve TWICE inside the region, at an inner radius and an outer radius, which are two roots of the cubic . Writing those roots as formulas in means solving a general cubic, which nobody does on a MATH 141 paper. Shells never ask for as a function of : that is exactly why the method exists.
d) First: . It cannot be a volume: with and in centimetres, is in square centimetres, and so is . The dropped factor is the RADIUS, a length. A shell integrand is always a product of three lengths, radius times height times thickness, and counting them takes five seconds. Second: , exactly half the true value. The units are right, but the unrolled length of a shell is the circumference , not : the of the area of a disk has leaked into the wrong formula. Each slip costs most of the marks, because the set-up is where they are.
e) The region fits in the rectangle , so the solid fits in the cylinder of radius and height , of volume . And : consistent, and a ratio near one half is plausible for a ring-shaped ridge that peaks at radius and slopes down to the rim. A value above , a negative value, or a value without would prove the set-up wrong before any recomputation.