Worked solution
Rewrite before choosing ascending powers
Expand the following in ascending powers of x. Find the range of values of x for which the series expansion is valid.
(i) , up to and including the term in .
(ii) , up to and including the term in .
CJC · Lecture · Example 3
(i) Factor out the constant before expanding
Both copies print the complete working. Write . The source callout rewrites as when the bracket does not start with 1. Here the positive factor 8 and real cube root cause no branch issue. Independently, the rewriting requires ; arbitrary real fractional powers also need an appropriate real domain.
(i) Simplify and transform the printed validity condition
The full printed simplification is
The source gives . Its second callout says to replace the standard argument by and hence use . This is the printed sufficient interval; it is not a claim that endpoint convergence has been analysed. A finite quadratic approximation needs a separate accuracy assessment.
(ii) Explain why direct substitution gives the wrong powers
The source first tries replacing the standard argument by :
These are descending powers of x, whereas the question asks for ascending powers. Independently, this geometric series is valid for ; it is a different representation on a different region, not an algebraically meaningless series.
(ii) Rewrite and expand in ascending powers
The source instead uses
Its binomial substitution is
Hence the required terms are . Keep the bracket through because multiplication by supplies the fourth power.
(ii) Keep the original exclusion at zero
The source gives , followed by , . Its callout explains that is undefined at zero. Retain that exclusion even though has a value there. Independently, the simplified function is an analytic extension at zero; the series represents the original expression only on the punctured interval .
Common mistakes
Direct substitution can produce descending powers; simplifying a formula does not restore an excluded point in its original domain.
Solution notes
Both copies already print all working and both callouts; they are not Teacher-only additions. No marks or attribution printed.
Part (i) repeats the expansion task in Discussion question 6(i); that existing identity and its additional approximation asks remain unchanged. Example 3 is a distinct combined source occurrence because its part (ii) is different.