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calculus
Early Transcendentals
eighth edition
James Stewart M c Master University and University of Toronto
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Calculus: Early Transcendentals, Eighth Edition James Stewart
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Contents Preface xi To the Student xxiii Calculators, Computers, and other graphing devices xxiv Diagnostic tests xxvi
A Preview of Calculus 1
1
1.1 1.2 1.3 1.4 1.5
Four Ways to Represent a Function 10 Mathematical Models: A Catalog of Essential Functions 23 New Functions from Old Functions 36 Exponential Functions 45 Inverse Functions and Logarithms 55 Review 68
Principles of Problem Solving 71
2
2.1 The Tangent and Velocity Problems 78 2.2 The Limit of a Function 83 2.3 Calculating Limits Using the Limit Laws 95 2.4 The Precise Definition of a Limit 104 2.5 Continuity 114 2.6 Limits at Infinity; Horizontal Asymptotes 126 2.7 Derivatives and Rates of Change 140 Writing Project • Early Methods for Finding Tangents 152 2.8 The Derivative as a Function 152
Review 165
Problems Plus 169
iii Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Contents
3
3.1
Derivatives of Polynomials and Exponential Functions 172 Applied Project • Building a Better Roller Coaster 182 3.2 The Product and Quotient Rules 183 3.3 Derivatives of Trigonometric Functions 190 3.4 The Chain Rule 197 Applied Project • Where Should a Pilot Start Descent? 208 3.5 Implicit Differentiation 208 Laboratory Project • Families of Implicit Curves 217 3.6 Derivatives of Logarithmic Functions 218 3.7 Rates of Change in the Natural and Social Sciences 224 3.8 Exponential Growth and Decay 237 Applied Project • Controlling Red Blood Cell Loss During Surgery 244 3.9 Related Rates 245 3.10 Linear Approximations and Differentials 251 Laboratory Project • Taylor Polynomials 258 3.11 Hyperbolic Functions 259
Review 266
Problems Plus 270
4
4.1
Maximum and Minimum Values 276 Applied Project • The Calculus of Rainbows 285 4.2 The Mean Value Theorem 287 4.3 How Derivatives Affect the Shape of a Graph 293 4.4 Indeterminate Forms and l’Hospital’s Rule 304 Writing Project • The Origins of l’Hospital’s Rule 314 4.5 Summary of Curve Sketching 315 4.6 Graphing with Calculus and Calculators 323 4.7 Optimization Problems 330 Applied Project • The Shape of a Can 343 Applied Project • Planes and Birds: Minimizing Energy 344 4.8 Newton’s Method 345 4.9 Antiderivatives 350
Review 358
Problems Plus 363
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Contents v
5
5.1 5.2
Areas and Distances 366 The Definite Integral 378 Discovery Project • Area Functions 391 5.3 The Fundamental Theorem of Calculus 392 5.4 Indefinite Integrals and the Net Change Theorem 402 Writing Project • Newton, Leibniz, and the Invention of Calculus 411 5.5 The Substitution Rule 412
Review 421
Problems Plus 425
6
6.1
Areas Between Curves 428 Applied Project • The Gini Index 436 6.2 Volumes 438 6.3 Volumes by Cylindrical Shells 449 6.4 Work 455 6.5 Average Value of a Function 461 Applied Project • Calculus and Baseball 464 Applied Project • Where to Sit at the Movies 465
Review 466
Problems Plus 468
7
7.1 7.2 7.3 7.4 7.5 7.6
Integration by Parts 472 Trigonometric Integrals 479 Trigonometric Substitution 486 Integration of Rational Functions by Partial Fractions 493 Strategy for Integration 503 Integration Using Tables and Computer Algebra Systems 508 Discovery Project • Patterns in Integrals 513 7.7 Approximate Integration 514 7.8 Improper Integrals 527
Review 537
Problems Plus 540
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Contents
8
8.1
Arc Length 544 Discovery Project • Arc Length Contest 550 8.2 Area of a Surface of Revolution 551 Discovery Project • Rotating on a Slant 557 8.3 Applications to Physics and Engineering 558 Discovery Project • Complementary Coffee Cups 568 8.4 Applications to Economics and Biology 569 8.5 Probability 573
Review 581
Problems Plus 583
9
9.1 9.2 9.3
Modeling with Differential Equations 586 Direction Fields and Euler’s Method 591 Separable Equations 599 Applied Project • How Fast Does a Tank Drain? 608 Applied Project • Which Is Faster, Going Up or Coming Down? 609 9.4 Models for Population Growth 610 9.5 Linear Equations 620 9.6 Predator-Prey Systems 627
Review 634
Problems Plus 637
10
10.1 Curves Defined by Parametric Equations 640 Laboratory Project • Running Circles Around Circles 648 10.2 Calculus with Parametric Curves 649 Laboratory Project • Bézier Curves 657 10.3 Polar Coordinates 658 Laboratory Project • Families of Polar Curves 668 10.4 Areas and Lengths in Polar Coordinates 669
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Contents vii
10.5 Conic Sections 674 10.6 Conic Sections in Polar Coordinates 682
Review 689
Problems Plus 692
11
11.1 Sequences 694 Laboratory Project • Logistic Sequences 707 11.2 Series 707 11.3 The Integral Test and Estimates of Sums 719 11.4 The Comparison Tests 727 11.5 Alternating Series 732 11.6 Absolute Convergence and the Ratio and Root Tests 737 11.7 Strategy for Testing Series 744 11.8 Power Series 746 11.9 Representations of Functions as Power Series 752 11.10 Taylor and Maclaurin Series 759 Laboratory Project • An Elusive Limit 773 Writing Project • How Newton Discovered the Binomial Series 773 11.11 Applications of Taylor Polynomials 774 Applied Project • Radiation from the Stars 783
Review 784
Problems Plus 787
12
12.1 Three-Dimensional Coordinate Systems 792 12.2 Vectors 798 12.3 The Dot Product 807 12.4 The Cross Product 814 Discovery Project • The Geometry of a Tetrahedron 823 12.5 Equations of Lines and Planes 823 Laboratory Project • Putting 3D in Perspective 833 12.6 Cylinders and Quadric Surfaces 834
7et1206un03 04/21/10 MasterID: 01462
Review 841
Problems Plus 844
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Contents
13
13.1 Vector Functions and Space Curves 848 13.2 Derivatives and Integrals of Vector Functions 855 13.3 Arc Length and Curvature 861 13.4 Motion in Space: Velocity and Acceleration 870 Applied Project • Kepler’s Laws 880
Review 881
Problems Plus 884
14
14.1 Functions of Several Variables 888 14.2 Limits and Continuity 903 14.3 Partial Derivatives 911 14.4 Tangent Planes and Linear Approximations 927 Applied Project • The Speedo LZR Racer 936 14.5 The Chain Rule 937 14.6 Directional Derivatives and the Gradient Vector 946 14.7 Maximum and Minimum Values 959 Applied Project • Designing a Dumpster 970 Discovery Project • Quadratic Approximations and Critical Points 970 14.8 Lagrange Multipliers 971 Applied Project • Rocket Science 979 Applied Project • Hydro-Turbine Optimization 980
Review 981
Problems Plus 985
15
15.1 15.2 15.3 15.4 15.5
Double Integrals over Rectangles 988 Double Integrals over General Regions 1001 Double Integrals in Polar Coordinates 1010 Applications of Double Integrals 1016 Surface Area 1026
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Contents ix
15.6 Triple Integrals 1029 Discovery Project • Volumes of Hyperspheres 1040 15.7 Triple Integrals in Cylindrical Coordinates 1040 Discovery Project • The Intersection of Three Cylinders 1044 15.8 Triple Integrals in Spherical Coordinates 1045 Applied Project • Roller Derby 1052 15.9 Change of Variables in Multiple Integrals 1052
Review 1061
Problems Plus 1065
16
16.1 Vector Fields 1068 16.2 Line Integrals 1075 16.3 The Fundamental Theorem for Line Integrals 1087 16.4 Green’s Theorem 1096 16.5 Curl and Divergence 1103 16.6 Parametric Surfaces and Their Areas 1111 16.7 Surface Integrals 1122 16.8 Stokes’ Theorem 1134 Writing Project • Three Men and Two Theorems 1140 16.9 The Divergence Theorem 1141 16.10 Summary 1147
Review 1148
Problems Plus 1151
17
17.1 17.2 17.3 17.4
Second-Order Linear Equations 1154 Nonhomogeneous Linear Equations 1160 Applications of Second-Order Differential Equations 1168 Series Solutions 1176 Review 1181
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Contents
A B C D E F G H I
Numbers, Inequalities, and Absolute Values A2 Coordinate Geometry and Lines A10 Graphs of Second-Degree Equations A16 Trigonometry A24 Sigma Notation A34 Proofs of Theorems A39 The Logarithm Defined as an Integral A50 Complex Numbers A57 Answers to Odd-Numbered Exercises A65
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Preface A great discovery solves a great problem but there is a grain of discovery in the solution of any problem. Your problem may be modest; but if it challenges your curiosity and brings into play your inventive faculties, and if you solve it by your own means, you may experience the tension and enjoy the triumph of discovery. g e o r g e p o lya
The art of teaching, Mark Van Doren said, is the art of assisting discovery. I have tried to write a book that assists students in discovering calculus—both for its practical power and its surprising beauty. In this edition, as in the first seven editions, I aim to convey to the student a sense of the utility of calculus and develop technical competence, but I also strive to give some appreciation for the intrinsic beauty of the subject. Newton undoubtedly experienced a sense of triumph when he made his great discoveries. I want students to share some of that excitement. The emphasis is on understanding concepts. I think that nearly everybody agrees that this should be the primary goal of calculus instruction. In fact, the impetus for the current calculus reform movement came from the Tulane Conference in 1986, which formulated as their first recommendation: Focus on conceptual understanding. I have tried to implement this goal through the Rule of Three: “Topics should be presented geometrically, numerically, and algebraically.” Visualization, numerical and graphical experimentation, and other approaches have changed how we teach conceptual reasoning in fundamental ways. More recently, the Rule of Three has been expanded to become the Rule of Four by emphasizing the verbal, or descriptive, point of view as well. In writing the eighth edition my premise has been that it is possible to achieve conceptual understanding and still retain the best traditions of traditional calculus. The book contains elements of reform, but within the context of a traditional curriculum.
I have written several other calculus textbooks that might be preferable for some instructors. Most of them also come in single variable and multivariable versions. Calculus, Eighth Edition, is similar to the present textbook except that the exponential, logarithmic, and inverse trigonometric functions are covered in the second semester. ● Essential Calculus, Second Edition, is a much briefer book (840 pages), though it contains almost all of the topics in Calculus, Eighth Edition. The relative brevity is achieved through briefer exposition of some topics and putting some features on the website. ● Essential Calculus: Early Transcendentals, Second Edition, resembles Essential Calculus, but the exponential, logarithmic, and inverse trigonometric functions are covered in Chapter 3. xi ●
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Preface
Calculus: Concepts and Contexts, Fourth Edition, emphasizes conceptual understanding even more strongly than this book. The coverage of topics is not encyclopedic and the material on transcendental functions and on parametric equations is woven throughout the book instead of being treated in separate chapters. ● Calculus: Early Vectors introduces vectors and vector functions in the first semester and integrates them throughout the book. It is suitable for students taking engineering and physics courses concurrently with calculus. ● Brief Applied Calculus is intended for students in business, the social sciences, and the life sciences. ● Biocalculus: Calculus for the Life Sciences is intended to show students in the life sciences how calculus relates to biology. ● Biocalculus: Calculus, Probability, and Statistics for the Life Sciences contains all the content of Biocalculus: Calculus for the Life Sciences as well as three additional chapters covering probability and statistics. ●
The changes have resulted from talking with my colleagues and students at the University of Toronto and from reading journals, as well as suggestions from users and reviewers. Here are some of the many improvements that I’ve incorporated into this edition: The data in examples and exercises have been updated to be more timely. ● New examples have been added (see Examples 6.1.5, 11.2.5, and 14.3.3, for instance). And the solutions to some of the existing examples have been amplified. ● Three new projects have been added: The project Controlling Red Blood Cell Loss During Surgery (page 244) describes the ANH procedure, in which blood is extracted from the patient before an operation and is replaced by saline solution. This dilutes the patient’s blood so that fewer red blood cells are lost during bleeding and the extracted blood is returned to the patient after surgery. The project Planes and Birds: Minimizing Energy (page 344) asks how birds can minimize power and energy by flapping their wings versus gliding. In the project The Speedo LZR Racer (page 936) it is explained that this suit reduces drag in the water and, as a result, many swimming records were broken. Students are asked why a small decrease in drag can have a big effect on performance. ●
I have streamlined Chapter 15 (Multiple Integrals) by combining the first two sections so that iterated integrals are treated earlier. ● More than 20% of the exercises in each chapter are new. Here are some of my favorites: 2.7.61, 2.8.36–38, 3.1.79–80, 3.11.54, 4.1.69, 4.3.34, 4.3.66, 4.4.80, 4.7.39, 4.7.67, 5.1.19–20, 5.2.67–68, 5.4.70, 6.1.51, 8.1.39, 12.5.81, 12.6.29–30, 14.6.65–66. In addition, there are some good new Problems Plus. (See Problems 12–14 on page 272, Problem 13 on page 363, Problems 16–17 on page 426, and Problem 8 on page 986.) ●
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Preface xiii
Conceptual Exercises The most important way to foster conceptual understanding is through the problems that we assign. To that end I have devised various types of problems. Some exercise sets begin with requests to explain the meanings of the basic concepts of the section. (See, for instance, the first few exercises in Sections 2.2, 2.5, 11.2, 14.2, and 14.3.) Similarly, all the review sections begin with a Concept Check and a True-False Quiz. Other exercises test conceptual understanding through graphs or tables (see Exercises 2.7.17, 2.8.35–38, 2.8.47–52, 9.1.11–13, 10.1.24–27, 11.10.2, 13.2.1–2, 13.3.33–39, 14.1.1–2, 14.1.32–38, 14.1.41–44, 14.3.3–10, 14.6.1–2, 14.7.3–4, 15.1.6–8, 16.1.11–18, 16.2.17–18, and 16.3.1–2). Another type of exercise uses verbal description to test conceptual understanding (see Exercises 2.5.10, 2.8.66, 4.3.69–70, and 7.8.67). I particularly value problems that combine and compare graphical, numerical, and algebraic approaches (see Exercises 2.6.45–46, 3.7.27, and 9.4.4).
Graded Exercise Sets Each exercise set is carefully graded, progressing from basic conceptual exercises and skill-development problems to more challenging problems involving applications and proofs.
Real-World Data My assistants and I spent a great deal of time looking in libraries, contacting companies and government agencies, and searching the Internet for interesting real-world data to introduce, motivate, and illustrate the concepts of calculus. As a result, many of the examples and exercises deal with functions defined by such numerical data or graphs. See, for instance, Figure 1 in Section 1.1 (seismograms from the Northridge earthquake), Exercise 2.8.35 (unemployment rates), Exercise 5.1.16 (velocity of the space shuttle Endeavour), and Figure 4 in Section 5.4 (San Francisco power consumption). Functions of two variables are illustrated by a table of values of the wind-chill index as a function of air temperature and wind speed (Example 14.1.2). Partial derivatives are introduced in Section 14.3 by examining a column in a table of values of the heat index (perceived air temperature) as a function of the actual temperature and the relative humidity. This example is pursued further in connection with linear approximations (Example 14.4.3). Directional derivatives are introduced in Section 14.6 by using a temperature contour map to estimate the rate of change of temperature at Reno in the direction of Las Vegas. Double integrals are used to estimate the average snowfall in Colorado on December 20–21, 2006 (Example 15.1.9). Vector fields are introduced in Section 16.1 by depictions of actual velocity vector fields showing San Francisco Bay wind patterns.
Projects One way of involving students and making them active learners is to have them work (perhaps in groups) on extended projects that give a feeling of substantial accomplishment when completed. I have included four kinds of projects: Applied Projects involve applications that are designed to appeal to the imagination of students. The project after Section 9.3 asks whether a ball thrown upward takes longer to reach its maximum height or to fall back to its original height. (The answer might surprise you.) The project after Section 14.8 uses Lagrange multipliers to determine the masses of the three stages of a rocket so as to minimize the total mass while enabling the rocket to reach a desired Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Preface
velocity. Laboratory Projects involve technology; the one following Section 10.2 shows how to use Bézier curves to design shapes that represent letters for a laser printer. Writing Projects ask students to compare present-day methods with those of the founders of calculus—Fermat’s method for finding tangents, for instance. Suggested references are supplied. Discovery Projects anticipate results to be discussed later or encourage discovery through pattern recognition (see the one following Section 7.6). Others explore aspects of geometry: tetrahedra (after Section 12.4), hyperspheres (after Section 15.6), and intersections of three cylinders (after Section 15.7). Additional projects can be found in the Instructor’s Guide (see, for instance, Group Exercise 5.1: Position from Samples).
Problem Solving Students usually have difficulties with problems for which there is no single well-defined procedure for obtaining the answer. I think nobody has improved very much on George Polya’s four-stage problem-solving strategy and, accordingly, I have included a version of his problem-solving principles following Chapter 1. They are applied, both explicitly and implicitly, throughout the book. After the other chapters I have placed sections called Problems Plus, which feature examples of how to tackle challenging calculus problems. In selecting the varied problems for these sections I kept in mind the following advice from David Hilbert: “A mathematical problem should be difficult in order to entice us, yet not inaccessible lest it mock our efforts.” When I put these challenging problems on assignments and tests I grade them in a different way. Here I reward a student significantly for ideas toward a solution and for recognizing which problem-solving principles are relevant.
Technology The availability of technology makes it not less important but more important to clearly understand the concepts that underlie the images on the screen. But, when properly used, graphing calculators and computers are powerful tools for discovering and understanding those concepts. This textbook can be used either with or without technology and I use two special symbols to indicate clearly when a particular type of machine is required. The icon ; indicates an exercise that definitely requires the use of such technology, but that is not to say that it can’t be used on the other exercises as well. The symbol CAS is reserved for problems in which the full resources of a computer algebra system (like Maple, Mathematica, or the TI-89) are required. But technology doesn’t make pencil and paper obsolete. Hand calculation and sketches are often preferable to technology for illustrating and reinforcing some concepts. Both instructors and students need to develop the ability to decide where the hand or the machine is appropriate.
Tools for Enriching Calculus TEC is a companion to the text and is intended to enrich and complement its contents. (It is now accessible in the eBook via CourseMate and Enhanced WebAssign. Selected Visuals and Modules are available at www.stewartcalculus.com.) Developed by Harvey Keynes, Dan Clegg, Hubert Hohn, and myself, TEC uses a discovery and exploratory approach. In sections of the book where technology is particularly appropriate, marginal icons direct students to TEC Modules that provide a laboratory environment in which they can explore the topic in different ways and at different levels. Visuals are animations of figures in text; Modules are more elaborate activities and include exercises. Instructors can choose to become involved at several different levels, ranging from simply encouraging students to use the Visuals and Modules for independent exploration, to assigning specific exercises from those included with each Module, or to creating additional exercises, labs, and projects that make use of the Visuals and Modules. Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface xv
TEC also includes Homework Hints for representative exercises (usually odd-numbered) in every section of the text, indicated by printing the exercise number in red. These hints are usually presented in the form of questions and try to imitate an effective teaching assistant by functioning as a silent tutor. They are constructed so as not to reveal any more of the actual solution than is minimally necessary to make further progress.
Enhanced WebAssign Technology is having an impact on the way homework is assigned to students, particularly in large classes. The use of online homework is growing and its appeal depends on ease of use, grading precision, and reliability. With the Eighth Edition we have been working with the calculus community and WebAssign to develop an online homework system. Up to 70% of the exercises in each section are assignable as online homework, including free response, multiple choice, and multi-part formats. The system also includes Active Examples, in which students are guided in step-bystep tutorials through text examples, with links to the textbook and to video solutions.
Website Visit CengageBrain.com or stewartcalculus.com for these additional materials: ●
Homework Hints
●
Algebra Review
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Lies My Calculator and Computer Told Me
●
History of Mathematics, with links to the better historical websites
●
●
Additional Topics (complete with exercise sets): Fourier Series, Formulas for the Remainder Term in Taylor Series, Rotation of Axes Archived Problems (Drill exercises that appeared in previous editions, together with their solutions)
●
Challenge Problems (some from the Problems Plus sections from prior editions)
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Links, for particular topics, to outside Web resources
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Selected Visuals and Modules from Tools for Enriching Calculus (TEC)
Diagnostic Tests
The book begins with four diagnostic tests, in Basic Algebra, Analytic Geometry, Functions, and Trigonometry.
A Preview of Calculus
This is an overview of the subject and includes a list of questions to motivate the study of calculus.
1 Functions and Models
From the beginning, multiple representations of functions are stressed: verbal, numerical, visual, and algebraic. A discussion of mathematical models leads to a review of the standard functions, including exponential and logarithmic functions, from these four points of view.
2 Limits and Derivatives
The material on limits is motivated by a prior discussion of the tangent and velocity problems. Limits are treated from descriptive, graphical, numerical, and algebraic points of view. Section 2.4, on the precise definition of a limit, is an optional section. Sections
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Preface
2.7 and 2.8 deal with derivatives (especially with functions defined graphically and numerically) before the differentiation rules are covered in Chapter 3. Here the examples and exercises explore the meanings of derivatives in various contexts. Higher derivatives are introduced in Section 2.8. 3 Differentiation Rules
All the basic functions, including exponential, logarithmic, and inverse trigonometric functions, are differentiated here. When derivatives are computed in applied situations, students are asked to explain their meanings. Exponential growth and decay are now covered in this chapter.
4 Applications of Differentiation
The basic facts concerning extreme values and shapes of curves are deduced from the Mean Value Theorem. Graphing with technology emphasizes the interaction between calculus and calculators and the analysis of families of curves. Some substantial optimization problems are provided, including an explanation of why you need to raise your head 42° to see the top of a rainbow.
5 Integrals
The area problem and the distance problem serve to motivate the definite integral, with sigma notation introduced as needed. (Full coverage of sigma notation is provided in Appendix E.) Emphasis is placed on explaining the meanings of integrals in various contexts and on estimating their values from graphs and tables.
6 Applications of Integration
Here I present the applications of integration—area, volume, work, average value—that can reasonably be done without specialized techniques of integration. General methods are emphasized. The goal is for students to be able to divide a quantity into small pieces, estimate with Riemann sums, and recognize the limit as an integral.
7 Techniques of Integration
All the standard methods are covered but, of course, the real challenge is to be able to recognize which technique is best used in a given situation. Accordingly, in Section 7.5, I present a strategy for integration. The use of computer algebra systems is discussed in Section 7.6.
8 Further Applications of Integration
Here are the applications of integration—arc length and surface area—for which it is useful to have available all the techniques of integration, as well as applications to biology, economics, and physics (hydrostatic force and centers of mass). I have also included a section on probability. There are more applications here than can realistically be covered in a given course. Instructors should select applications suitable for their students and for which they themselves have enthusiasm.
9 Differential Equations
Modeling is the theme that unifies this introductory treatment of differential equations. Direction fields and Euler’s method are studied before separable and linear equations are solved explicitly, so that qualitative, numerical, and analytic approaches are given equal consideration. These methods are applied to the exponential, logistic, and other models for population growth. The first four or five sections of this chapter serve as a good introduction to first-order differential equations. An optional final section uses predatorprey models to illustrate systems of differential equations.
10 Parametric Equations and Polar Coordinates
This chapter introduces parametric and polar curves and applies the methods of calculus to them. Parametric curves are well suited to laboratory projects; the two presented here involve families of curves and Bézier curves. A brief treatment of conic sections in polar coordinates prepares the way for Kepler’s Laws in Chapter 13.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface xvii
11 Infinite Sequences and Series
The convergence tests have intuitive justifications (see page 719) as well as formal proofs. Numerical estimates of sums of series are based on which test was used to prove convergence. The emphasis is on Taylor series and polynomials and their applications to physics. Error estimates include those from graphing devices.
12 Vectors and the Geometry of Space
The material on three-dimensional analytic geometry and vectors is divided into two chapters. Chapter 12 deals with vectors, the dot and cross products, lines, planes, and surfaces.
13 Vector Functions
This chapter covers vector-valued functions, their derivatives and integrals, the length and curvature of space curves, and velocity and acceleration along space curves, culminating in Kepler’s laws.
14 Partial Derivatives
Functions of two or more variables are studied from verbal, numerical, visual, and algebraic points of view. In particular, I introduce partial derivatives by looking at a specific column in a table of values of the heat index (perceived air temperature) as a function of the actual temperature and the relative humidity.
15 Multiple Integrals
Contour maps and the Midpoint Rule are used to estimate the average snowfall and average temperature in given regions. Double and triple integrals are used to compute probabilities, surface areas, and (in projects) volumes of hyperspheres and volumes of intersections of three cylinders. Cylindrical and spherical coordinates are introduced in the context of evaluating triple integrals.
16 Vector Calculus
Vector fields are introduced through pictures of velocity fields showing San Francisco Bay wind patterns. The similarities among the Fundamental Theorem for line integrals, Green’s Theorem, Stokes’ Theorem, and the Divergence Theorem are emphasized.
17 Second-Order Differential Equations
Since first-order differential equations are covered in Chapter 9, this final chapter deals with second-order linear differential equations, their application to vibrating springs and electric circuits, and series solutions.
Calculus, Early Transcendentals, Eighth Edition, is supported by a complete set of ancillaries developed under my direction. Each piece has been designed to enhance student understanding and to facilitate creative instruction. The tables on pages xxi–xxii describe each of these ancillaries.
The preparation of this and previous editions has involved much time spent reading the reasoned (but sometimes contradictory) advice from a large number of astute reviewers. I greatly appreciate the time they spent to understand my motivation for the approach taken. I have learned something from each of them.
Eighth Edition Reviewers Jay Abramson, 0003Arizona State University Adam Bowers, 0003University of California San Diego Neena Chopra, 0003The Pennsylvania State University Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xviii
Preface
Edward Dobson, 0003Mississippi State University Isaac Goldbring, 0003University of Illinois at Chicago Lea Jenkins, 0003Clemson University Rebecca Wahl, 0003Butler University
Technology Reviewers Maria Andersen, 0003Muskegon Community College Eric Aurand, 0003Eastfield College Joy Becker, 0003University of Wisconsin–Stout Przemyslaw Bogacki, 0003Old Dominion University Amy Elizabeth Bowman, 0003University of Alabama in Huntsville Monica Brown, 0003University of Missouri–St. Louis Roxanne Byrne, 0003University of Colorado at Denver and Health Sciences Center Teri Christiansen, 0003University of Missouri–Columbia Bobby Dale Daniel, 0003Lamar University Jennifer Daniel, 0003Lamar University Andras Domokos, 0003California State University, Sacramento Timothy Flaherty, 0003Carnegie Mellon University Lee Gibson, 0003University of Louisville Jane Golden, 0003Hillsborough Community College Semion Gutman, 0003University of Oklahoma Diane Hoffoss, 0003University of San Diego Lorraine Hughes, 0003Mississippi State University Jay Jahangiri, 0003Kent State University John Jernigan, 0003Community College of Philadelphia
Brian Karasek, 0003South Mountain Community College Jason Kozinski, 0003University of Florida Carole Krueger, 0003The University of Texas at Arlington Ken Kubota, 0003University of Kentucky John Mitchell, 0003Clark College Donald Paul, 0003Tulsa Community College Chad Pierson, 0003University of Minnesota, Duluth Lanita Presson, 0003University of Alabama in Huntsville Karin Reinhold, 0003State University of New York at Albany Thomas Riedel, 0003University of Louisville Christopher Schroeder, 0003Morehead State University Angela Sharp, 0003University of Minnesota, Duluth Patricia Shaw, 0003Mississippi State University Carl Spitznagel, 0003John Carroll University Mohammad Tabanjeh, 0003Virginia State University Capt. Koichi Takagi, 0003United States Naval Academy Lorna TenEyck, 0003Chemeketa Community College Roger Werbylo, 0003Pima Community College David Williams, 0003Clayton State University Zhuan Ye, 0003Northern Illinois University
Previous Edition Reviewers B. D. Aggarwala, 0003University of Calgary John Alberghini, 0003Manchester Community College Michael Albert, 0003Carnegie-Mellon University Daniel Anderson, 0003University of Iowa Amy Austin, 0003Texas A&M University Donna J. Bailey, 0003Northeast Missouri State University Wayne Barber, 0003Chemeketa Community College Marilyn Belkin, 0003Villanova University Neil Berger, 0003University of Illinois, Chicago David Berman, 0003University of New Orleans Anthony J. Bevelacqua, 0003University of North Dakota Richard Biggs, 0003University of Western Ontario Robert Blumenthal, 0003Oglethorpe University Martina Bode, 0003Northwestern University Barbara Bohannon, 0003Hofstra University Jay Bourland, 0003Colorado State University Philip L. Bowers, 0003Florida State University Amy Elizabeth Bowman, 0003University of Alabama in Huntsville Stephen W. Brady, 0003Wichita State University Michael Breen, 0003Tennessee Technological University Robert N. Bryan, 0003University of Western Ontario
David Buchthal, 0003University of Akron Jenna Carpenter, 0003Louisiana Tech University Jorge Cassio, 0003Miami-Dade Community College Jack Ceder, 0003University of California, Santa Barbara Scott Chapman, 0003Trinity University Zhen-Qing Chen, 0003University of Washington—Seattle James Choike, 0003Oklahoma State University Barbara Cortzen, 0003DePaul University Carl Cowen, 0003Purdue University Philip S. Crooke, 0003Vanderbilt University Charles N. Curtis, 0003Missouri Southern State College Daniel Cyphert, 0003Armstrong State College Robert Dahlin M. Hilary Davies, 0003University of Alaska Anchorage Gregory J. Davis, 0003University of Wisconsin–Green Bay Elias Deeba, 0003University of Houston–Downtown Daniel DiMaria, 0003Suffolk Community College Seymour Ditor, 0003University of Western Ontario Greg Dresden, 0003Washington and Lee University Daniel Drucker, 0003Wayne State University Kenn Dunn, 0003Dalhousie University
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Preface xix
Dennis Dunninger, 0003Michigan State University Bruce Edwards, 0003University of Florida David Ellis, 0003San Francisco State University John Ellison, 0003Grove City College Martin Erickson, 0003Truman State University Garret Etgen, 0003University of Houston Theodore G. Faticoni, 0003Fordham University Laurene V. Fausett, 0003Georgia Southern University Norman Feldman, 0003Sonoma State University Le Baron O. Ferguson, 0003University of California—Riverside Newman Fisher, 0003San Francisco State University José D. Flores, 0003The University of South Dakota William Francis, 0003Michigan Technological University James T. Franklin, 0003Valencia Community College, East Stanley Friedlander, 0003Bronx Community College Patrick Gallagher, 0003Columbia University–New York Paul Garrett, 0003University of Minnesota–Minneapolis Frederick Gass, 0003Miami University of Ohio Bruce Gilligan, 0003University of Regina Matthias K. Gobbert, 0003University of Maryland, Baltimore County Gerald Goff, 0003Oklahoma State University Stuart Goldenberg, 0003California Polytechnic State University John A. Graham, 0003Buckingham Browne & Nichols School Richard Grassl, 0003University of New Mexico Michael Gregory, 0003University of North Dakota Charles Groetsch, 0003University of Cincinnati Paul Triantafilos Hadavas, 0003Armstrong Atlantic State University Salim M. Haïdar, 0003Grand Valley State University D. W. Hall, 0003Michigan State University Robert L. Hall, 0003University of Wisconsin–Milwaukee Howard B. Hamilton, 0003California State University, Sacramento Darel Hardy, 0003Colorado State University Shari Harris, 0003John Wood Community College Gary W. Harrison, 0003College of Charleston Melvin Hausner, 0003New York University/Courant Institute Curtis Herink, 0003Mercer University Russell Herman, 0003University of North Carolina at Wilmington Allen Hesse, 0003Rochester Community College Randall R. Holmes, 0003Auburn University James F. Hurley, 0003University of Connecticut Amer Iqbal, 0003University of Washington—Seattle Matthew A. Isom, 0003Arizona State University Gerald Janusz, 0003University of Illinois at Urbana-Champaign John H. Jenkins, 0003Embry-Riddle Aeronautical University, Prescott Campus Clement Jeske, 0003University of Wisconsin, Platteville Carl Jockusch, 0003University of Illinois at Urbana-Champaign Jan E. H. Johansson, 0003University of Vermont Jerry Johnson, 0003Oklahoma State University Zsuzsanna M. Kadas, 0003St. Michael’s College Nets Katz, 0003Indiana University Bloomington Matt Kaufman Matthias Kawski, 0003Arizona State University Frederick W. Keene, 0003Pasadena City College Robert L. Kelley, 0003University of Miami Akhtar Khan, 0003Rochester Institute of Technology
Marianne Korten, 0003Kansas State University Virgil Kowalik, 0003Texas A&I University Kevin Kreider, 0003University of Akron Leonard Krop, 0003DePaul University Mark Krusemeyer, 0003Carleton College John C. Lawlor, 0003University of Vermont Christopher C. Leary, 0003State University of New York at Geneseo David Leeming, 0003University of Victoria Sam Lesseig, 0003Northeast Missouri State University Phil Locke, 0003University of Maine Joyce Longman, 0003Villanova University Joan McCarter, 0003Arizona State University Phil McCartney, 0003Northern Kentucky University Igor Malyshev, 0003San Jose State University Larry Mansfield, 0003Queens College Mary Martin, 0003Colgate University Nathaniel F. G. Martin, 0003University of Virginia Gerald Y. Matsumoto, 0003American River College James McKinney, 0003California State Polytechnic University, Pomona Tom Metzger, 0003University of Pittsburgh Richard Millspaugh, 0003University of North Dakota Lon H. Mitchell, 0003Virginia Commonwealth University Michael Montaño, 0003Riverside Community College Teri Jo Murphy, 0003University of Oklahoma Martin Nakashima, 0003California State Polytechnic University, Pomona Ho Kuen Ng, 0003San Jose State University Richard Nowakowski, 0003Dalhousie University Hussain S. Nur, 0003California State University, Fresno Norma Ortiz-Robinson, 0003Virginia Commonwealth University Wayne N. Palmer, 0003Utica College Vincent Panico, 0003University of the Pacific F. J. Papp, 0003University of Michigan–Dearborn Mike Penna, 0003Indiana University–Purdue University Indianapolis Mark Pinsky, 0003Northwestern University Lothar Redlin, 0003The Pennsylvania State University Joel W. Robbin, 0003University of Wisconsin–Madison Lila Roberts, 0003Georgia College and State University E. Arthur Robinson, Jr., 0003The George Washington University Richard Rockwell, 0003Pacific Union College Rob Root, 0003Lafayette College Richard Ruedemann, 0003Arizona State University David Ryeburn, 0003Simon Fraser University Richard St. Andre, 0003Central Michigan University Ricardo Salinas, 0003San Antonio College Robert Schmidt, 0003South Dakota State University Eric Schreiner, 0003Western Michigan University Mihr J. Shah, 0003Kent State University–Trumbull Qin Sheng, 0003Baylor University Theodore Shifrin, 0003University of Georgia Wayne Skrapek, 0003University of Saskatchewan Larry Small, 0003Los Angeles Pierce College Teresa Morgan Smith, 0003Blinn College William Smith, 0003University of North Carolina Donald W. Solomon, 0003University of Wisconsin–Milwaukee Edward Spitznagel, 0003Washington University
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xx
Preface
Joseph Stampfli, 0003Indiana University Kristin Stoley, 0003Blinn College M. B. Tavakoli, 0003Chaffey College Magdalena Toda, 0003Texas Tech University Ruth Trygstad, 0003Salt Lake Community College Paul Xavier Uhlig, 0003St. Mary’s University, San Antonio Stan Ver Nooy, 0003University of Oregon Andrei Verona, 0003California State University–Los Angeles Klaus Volpert, 0003Villanova University Russell C. Walker, 0003Carnegie Mellon University William L. Walton, 0003McCallie School
Peiyong Wang, 0003Wayne State University Jack Weiner, 0003University of Guelph Alan Weinstein, 0003University of California, Berkeley Theodore W. Wilcox, 0003Rochester Institute of Technology Steven Willard, 0003University of Alberta Robert Wilson, 0003University of Wisconsin–Madison Jerome Wolbert, 0003University of Michigan–Ann Arbor Dennis H. Wortman, 0003University of Massachusetts, Boston Mary Wright, 0003Southern Illinois University–Carbondale Paul M. Wright, 0003Austin Community College Xian Wu, 0003University of South Carolina
In addition, I would like to thank R. B. Burckel, Bruce Colletti, David Behrman, John Dersch, Gove Effinger, Bill Emerson, Dan Kalman, Quyan Khan, Alfonso Gracia-Saz, Allan MacIsaac, Tami Martin, Monica Nitsche, Lamia Raffo, Norton Starr, and Jim Trefzger for their suggestions; Al Shenk and Dennis Zill for permission to use exercises from their calculus texts; COMAP for permission to use project material; George Bergman, David Bleecker, Dan Clegg, Victor Kaftal, Anthony Lam, Jamie Lawson, Ira Rosenholtz, Paul Sally, Lowell Smylie, and Larry Wallen for ideas for exercises; Dan Drucker for the roller derby project; Thomas Banchoff, Tom Farmer, Fred Gass, John Ramsay, Larry Riddle, Philip Straffin, and Klaus Volpert for ideas for projects; Dan Anderson, Dan Clegg, Jeff Cole, Dan Drucker, and Barbara Frank for solving the new exercises and suggesting ways to improve them; Marv Riedesel and Mary Johnson for accuracy in proofreading; Andy Bulman-Fleming, Lothar Redlin, Gina Sanders, and Saleem Watson for additional proofreading; and Jeff Cole and Dan Clegg for their careful preparation and proofreading of the answer manuscript. In addition, I thank those who have contributed to past editions: Ed Barbeau, George Bergman, Fred Brauer, Andy Bulman-Fleming, Bob Burton, David Cusick, Tom DiCiccio, Garret Etgen, Chris Fisher, Leon Gerber, Stuart Goldenberg, Arnold Good, Gene Hecht, Harvey Keynes, E. L. Koh, Zdislav Kovarik, Kevin Kreider, Emile LeBlanc, David Leep, Gerald Leibowitz, Larry Peterson, Mary Pugh, Lothar Redlin, Carl Riehm, John Ringland, Peter Rosenthal, Dusty Sabo, Doug Shaw, Dan Silver, Simon Smith, Saleem Watson, Alan Weinstein, and Gail Wolkowicz. I also thank Kathi Townes, Stephanie Kuhns, Kristina Elliott, and Kira Abdallah of TECHarts for their production services and the following Cengage Learning staff: Cheryll Linthicum, content project manager; Stacy Green, senior content developer; Samantha Lugtu, associate content developer; Stephanie Kreuz, product assistant; Lynh Pham, media developer; Ryan Ahern, marketing manager; and Vernon Boes, art director. They have all done an outstanding job. I have been very fortunate to have worked with some of the best mathematics editors in the business over the past three decades: Ron Munro, Harry Campbell, Craig Barth, Jeremy Hayhurst, Gary Ostedt, Bob Pirtle, Richard Stratton, Liz Covello, and now Neha Taleja. All of them have contributed greatly to the success of this book. james stewart
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Instructor’s Guide by Douglas Shaw ISBN 978-1-305-39371-4 Each section of the text is discussed from several viewpoints. The Instructor’s Guide contains suggested time to allot, points to stress, text discussion topics, core materials for lecture, workshop/discussion suggestions, group work exercises in a form suitable for handout, and suggested homework assignments. Complete Solutions Manual Single Variable Early Transcendentals By Daniel Anderson, Jeffery A. Cole, and Daniel Drucker ISBN 978-1-305-27239-2 Multivariable By Dan Clegg and Barbara Frank ISBN 978-1-305-27611-6 Includes worked-out solutions to all exercises in the text. Printed Test Bank By William Steven Harmon ISBN 978-1-305-38722-5 Contains text-specific multiple-choice and free response test items. Cengage Learning Testing Powered by Cognero (login.cengage.com) This flexible online system allows you to author, edit, and manage test bank content from multiple Cengage Learning solutions; create multiple test versions in an instant; and deliver tests from your LMS, your classroom, or wherever you want.
TEC TOOLS FOR ENRICHING™ CALCULUS By James Stewart, Harvey Keynes, Dan Clegg, and developer Hubert Hohn Tools for Enriching Calculus (TEC) functions as both a powerful tool for instructors and as a tutorial environment in which students can explore and review selected topics. The Flash simulation modules in TEC include instructions, written and audio explanations of the concepts, and exercises. TEC is accessible in the eBook via CourseMate and Enhanced WebAssign. Selected Visuals and Modules are available at www.stewartcalculus.com. Enhanced WebAssign® www.webassign.net Printed Access Code: ISBN 978-1-285-85826-5 Instant Access Code ISBN: 978-1-285-85825-8 Exclusively from Cengage Learning, Enhanced WebAssign offers an extensive online program for Stewart’s Calculus to encourage the practice that is so critical for concept mastery. The meticulously crafted pedagogy and exercises in our proven texts become even more effective in Enhanced WebAssign, supplemented by multimedia tutorial support and immediate feedback as students complete their assignments. Key features include: n T 0007 housands of homework problems that match your textbook’s end-of-section exercises 0007Opportunities for students to review prerequisite skills and content both at the start of the course and at the beginning of each section
n
 0007Read It eBook pages, Watch It videos, Master It tutorials, and Chat About It links
n
 0007A customizable Cengage YouBook with highlighting, notetaking, and search features, as well as links to multimedia resources
n
 0007Personal Study Plans (based on diagnostic quizzing) that identify chapter topics that students will need to master
n
 0007A WebAssign Answer Evaluator that recognizes and accepts equivalent mathematical responses in the same way an instructor grades
n
Stewart Website www.stewartcalculus.com Contents: Homework Hints n Algebra Review n Additional Topics n Drill exercises n Challenge Problems n Web Links n History of Mathematics n Tools for Enriching Calculus (TEC)
■ Electronic items ■ Printed items
 0007A Show My Work feature that gives instructors the option of seeing students’ detailed solutions
n
 0007Visualizing Calculus Animations, Lecture Videos, and more
n
(Table continues on page xxii)
xxi Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Cengage Customizable YouBook YouBook is an eBook that is both interactive and customizable. Containing all the content from Stewart’s Calculus, YouBook features a text edit tool that allows instructors to modify the textbook narrative as needed. With YouBook, instructors can quickly reorder entire sections and chapters or hide any content they don’t teach to create an eBook that perfectly matches their syllabus. Instructors can further customize the text by adding instructor-created or YouTube video links. Additional media assets include animated figures, video clips, highlighting and note-taking features, and more. YouBook is available within Enhanced WebAssign. CourseMate CourseMate is a perfect self-study tool for students, and requires no set up from instructors. CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. CourseMate for Stewart’s Calculus includes an interactive eBook, Tools for Enriching Calculus, videos, quizzes, flashcards, and more. For instructors, CourseMate includes Engagement Tracker, a first-of-its-kind tool that monitors student engagement. CengageBrain.com To access additional course materials, please visit www.cengagebrain.com. At the CengageBrain.com home page, search for the ISBN of your title (from the back cover of your book) using the search box at the top of the page. This will take you to the product page where these resources can be found.
Student Solutions Manual Single Variable Early Transcendentals By Daniel Anderson, Jeffery A. Cole, and Daniel Drucker ISBN 978-1-305-27242-2 Multivariable By Dan Clegg and Barbara Frank ISBN 978-1-305-27182-1 Provides completely worked-out solutions to all oddnumbered exercises in the text, giving students a chance to
check their answer and ensure they took the correct steps to arrive at the answer. The Student Solutions Manual can be ordered or accessed online as an eBook at www.cengagebrain.com by searching the ISBN. Study Guide Single Variable Early Transcendentals By Richard St. Andre ISBN 978-1-305-27914-8 Multivariable By Richard St. Andre ISBN 978-1-305-27184-5 For each section of the text, the Study Guide provides students with a brief introduction, a short list of concepts to master, and summary and focus questions with explained answers. The Study Guide also contains “Technology Plus” questions and multiple-choice “On Your Own” exam-style questions. The Study Guide can be ordered or accessed online as an eBook at www.cengagebrain.com by searching the ISBN. A Companion to Calculus By Dennis Ebersole, Doris Schattschneider, Alicia Sevilla, and Kay Somers ISBN 978-0-495-01124-8 Written to improve algebra and problem-solving skills of students taking a calculus course, every chapter in this companion is keyed to a calculus topic, providing conceptual background and specific algebra techniques needed to understand and solve calculus problems related to that topic. It is designed for calculus courses that integrate the review of precalculus concepts or for individual use. Order a copy of the text or access the eBook online at www.cengagebrain.com by searching the ISBN. Linear Algebra for Calculus by Konrad J. Heuvers, William P. Francis, John H. Kuisti, Deborah F. Lockhart, Daniel S. Moak, and Gene M. Ortner ISBN 978-0-534-25248-9 This comprehensive book, designed to supplement the calculus course, provides an introduction to and review of the basic ideas of linear algebra. Order a copy of the text or access the eBook online at www.cengagebrain.com by searching the ISBN.
■ Electronic items ■ Printed items
xxii Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
To the Student Reading a calculus textbook is different from reading a newspaper or a novel, or even a physics book. Don’t be discouraged if you have to read a passage more than once in order to understand it. You should have pencil and paper and calculator at hand to sketch a diagram or make a calculation. Some students start by trying their homework problems and read the text only if they get stuck on an exercise. I suggest that a far better plan is to read and understand a section of the text before attempting the exercises. In particular, you should look at the definitions to see the exact meanings of the terms. And before you read each example, I suggest that you cover up the solution and try solving the problem yourself. You’ll get a lot more from looking at the solution if you do so. Part of the aim of this course is to train you to think logically. Learn to write the solutions of the exercises in a connected, step-by-step fashion with explanatory sentences— not just a string of disconnected equations or formulas. The answers to the odd-numbered exercises appear at the back of the book, in Appendix I. Some exercises ask for a verbal explanation or interpretation or description. In such cases there is no single correct way of expressing the answer, so don’t worry that you haven’t found the definitive answer. In addition, there are often several different forms in which to express a numerical or algebraic answer, so if your answer differs from mine, don’t immediately assume you’re wrong. For example, if the answer given in the back of the book is s2 2 1 and you obtain 1y (1 1 s2 ), then you’re right and rationalizing the denominator will show that the answers are equivalent. The icon ; indicates an exercise that definitely requires the use of either a graphing calculator or a computer with graphing software. But that doesn’t mean that graphing devices can’t be used to check your work on the other exercises as well. The symbol CAS is reserved for problems in
which the full resources of a computer algebra system (like Maple, Mathematica, or the TI-89) are required. You will also encounter the symbol |, which warns you against committing an error. I have placed this symbol in the margin in situations where I have observed that a large proportion of my students tend to make the same mistake. Tools for Enriching Calculus, which is a companion to this text, is referred to by means of the symbol TEC and can be accessed in the eBook via Enhanced WebAssign and CourseMate (selected Visuals and Modules are available at www.stewartcalculus.com). It directs you to modules in which you can explore aspects of calculus for which the computer is particularly useful. You will notice that some exercise numbers are printed in red: 5. This indicates that Homework Hints are available for the exercise. These hints can be found on stewartcalculus.com as well as Enhanced WebAssign and CourseMate. The homework hints ask you questions that allow you to make progress toward a solution without actually giving you the answer. You need to pursue each hint in an active manner with pencil and paper to work out the details. If a particular hint doesn’t enable you to solve the problem, you can click to reveal the next hint. I recommend that you keep this book for reference purposes after you finish the course. Because you will likely forget some of the specific details of calculus, the book will serve as a useful reminder when you need to use calculus in subsequent courses. And, because this book contains more material than can be covered in any one course, it can also serve as a valuable resource for a working scientist or engineer. Calculus is an exciting subject, justly considered to be one of the greatest achievements of the human intellect. I hope you will discover that it is not only useful but also intrinsically beautiful. james stewart
xxiii Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Calculators, Computers, and Other Graphing Devices
xxiv
© Dan Clegg
You can also use computer software such as Graphing Calculator by Pacific Tech (www.pacifict.com) to perform many of these functions, as well as apps for phones and tablets, like Quick Graph (Colombiamug) or Math-Studio (Pomegranate Apps). Similar functionality is available using a web interface at WolframAlpha.com.
© Dan Clegg
© Dan Clegg
Advances in technology continue to bring a wider variety of tools for doing mathematics. Handheld calculators are becoming more powerful, as are software programs and Internet resources. In addition, many mathematical applications have been released for smartphones and tablets such as the iPad. Some exercises in this text are marked with a graphing icon ; , which indicates that the use of some technology is required. Often this means that we intend for a graphing device to be used in drawing the graph of a function or equation. You might also need technology to find the zeros of a graph or the points of intersection of two graphs. In some cases we will use a calculating device to solve an equation or evaluate a definite integral numerically. Many scientific and graphing calculators have these features built in, such as the Texas Instruments TI-84 or TI-Nspire CX. Similar calculators are made by Hewlett Packard, Casio, and Sharp.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
The CAS icon is reserved for problems in which the full resources of a computer algebra system (CAS) are required. A CAS is capable of doing mathematics (like solving equations, computing derivatives or integrals) symbolically rather than just numerically. Examples of well-established computer algebra systems are the computer software packages Maple and Mathematica. The WolframAlpha website uses the Mathematica engine to provide CAS functionality via the Web. Many handheld graphing calculators have CAS capabilities, such as the TI-89 and TI-Nspire CX CAS from Texas Instruments. Some tablet and smartphone apps also provide these capabilities, such as the previously mentioned MathStudio.
© Dan Clegg
© Dan Clegg
© Dan Clegg
In general, when we use the term “calculator” in this book, we mean the use of any of the resources we have mentioned.
xxv Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Diagnostic Tests Success in calculus depends to a large extent on knowledge of the mathematics that precedes calculus: algebra, analytic geometry, functions, and trigonometry. The following tests are intended to diagnose weaknesses that you might have in these areas. After taking each test you can check your answers against the given answers and, if necessary, refresh your skills by referring to the review materials that are provided.
A 1. 0003Evaluate each expression without using a calculator. (a) s23d4 (b) 234 (c) 324
SD
22
5 23 2 (d) (e) (f) 16 23y4 5 21 3 2. 00070003 Simplify each expression. Write your answer without negative exponents.
(a) s200 2 s32
s3a 3b 3 ds4ab 2 d 2 (b)
S
D
22
3x 3y2 y 3 (c) x 2 y21y2 3. 0003Expand and simplify. sx 1 3ds4x 2 5d (a) 3sx 1 6d 1 4s2x 2 5d (b) (c) ssa 1 sb dssa 2 sb d (d) s2x 1 3d2 (e) sx 1 2d3 4. 0003Factor each expression. (a) 4x 2 2 25 (b) 2x 2 1 5x 2 12 3 2 (c) x 2 3x 2 4x 1 12 (d) x 4 1 27x 3y2 1y2 21y2 (e) 3x 2 9x 1 6x (f) x 3 y 2 4xy 5. 0003Simplify the rational expression. x 2 1 3x 1 2 2x 2 2 x 2 1 x13 (b) ? 2 x 2x22 x2 2 9 2x 1 1 y x 2 x2 x11 x y (c) 2 2 (d) x 24 x12 1 1 2 y x
(a)
xxvi Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Diagnostic Tests
xxvii
6. 0003Rationalize the expression and simplify. s10 s4 1 h 2 2 (a) (b) h s5 2 2 7. 0003Rewrite by completing the square. (a) x 2 1 x 1 1 (b) 2x 2 2 12x 1 11 8. 0003Solve the equation. (Find only the real solutions.) 2x 2x 2 1 (a) x 1 5 − 14 2 12 x (b) − x11 x (c) x 2 2 x 2 12 − 0 (d) 2x 2 1 4x 1 1 − 0
|
|
(e) x 4 2 3x 2 1 2 − 0 (f) 3 x 2 4 − 10 (g) 2xs4 2 xd21y2 2 3 s4 2 x − 0
9. 00070003 Solve each inequality. Write your answer using interval notation. (a) 24 , 5 2 3x < 17 (b) x 2 , 2x 1 8 (c) xsx 2 1dsx 1 2d . 0 (d) x24 ,3 2x 2 3 (e) <1 x11
|
|
10. 0003 State whether each equation is true or false. (a) s p 1 qd2 − p 2 1 q 2 (b) sab − sa sb 1 1 TC (c) −11T sa 2 1 b 2 − a 1 b (d) C 1 1 1 1yx 1 − 2 (f) − (e) x2y x y ayx 2 byx a2b
answers to diagnostic test a: algebra 1. 0003(a) 81
1 (b) 281 (c) 81
0003 (d) 25
1 (e) 94 (f) 8
1 6. 0003(a) 5s2 1 2s10 (b) s4 1 h 1 2
x 2. 0003(a) 6s2 (b) 48a 5b7 (c) 9y7
7. 0003(a) s x 1 12 d 1 34
3. 0003(a) 11x 2 2 (b) 4x 2 1 7x 2 15 0003(c) a 2 b (d) 4x 2 1 12x 1 9 3 2 0003(e) x 1 6x 1 12x 1 8
8. 0003(a) 6
4. 0003(a) s2x 2 5ds2x 1 5d (b) s2x 2 3dsx 1 4d (c) sx 2 3dsx 2 2dsx 1 2d (d) xsx 1 3dsx 2 2 3x 1 9d 21y2 (e) 3x sx 2 1dsx 2 2d (f) xysx 2 2dsx 1 2d x12 x21 (b) x22 x23 1 (c) (d) 2sx 1 yd x22 5. 0003(a)
2
(d) 21 6 (g) 12 5
(b) ­ 2sx 2 3d2 2 7 (b) 1 (c) 23, 4
1 2 22 61, 6s2 (f) 2 s2 (e) 3, 3
9. 0003(a) f24, 3d (b) s22, 4d (c) s22, 0d ø s1, `d (d) s1, 7d (e) s21, 4g 10. 0003(a) False (d) False
(b) True (e) False
(c) False (f) True
If you had difficulty with these problems, you may wish to consult the Review of Algebra on the website www.stewartcalculus.com.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
xxviii
Diagnostic Tests
B 1. 0003Find an equation for the line that passes through the point s2, 25d and (a) has slope 23 (b) is parallel to the x-axis (c) is parallel to the y-axis (d) is parallel to the line 2x 2 4y − 3 2. 0007Find an equation for the circle that has center s21, 4d and passes through the point s3, 22d. 3. 0007Find the center and radius of the circle with equation x 2 1 y 2 2 6x 1 10y 1 9 − 0. 4. 0007Let As27, 4d and Bs5, 212d be points in the plane. (a) 0007Find the slope of the line that contains A and B. (b) 0007Find an equation of the line that passes through A and B. What are the intercepts? (c) Find the midpoint of the segment AB. (d) Find the length of the segment AB. (e) Find an equation of the perpendicular bisector of AB. (f) Find an equation of the circle for which AB is a diameter. 5. 0007Sketch the region in the xy-plane defined by the equation or inequalities.
| |
| |
21 < y < 3 (b) x , 4 and y , 2 (a) (c) y , 1 2 12 x (d) y > x2 2 1 (e) x 2 1 y 2 , 4 (f) 9x 2 1 16y 2 − 144
answers to diagnostic test b: analytic geometry 1. 0003(a) y − 23x 1 1 (b) y − 25 (c) x −
2 (d) y − 12 x 2 6
5. (a)
y
(b)
3
2. sx 1 1d2 1 s y 2 4d2 − 52
x
_1
4. 0003(a) 234 (b) 4x 1 3y 1 16 − 0; x-intercept 24, y-intercept 2 16 3 (c) s21, 24d (d) 20 (e) 3x 2 4y − 13 (f) sx 1 1d2 1 s y 1 4d2 − 100
(d)
_4
1
1 4x
0
(e)
y 2
0
y
0
y=1- 2 x 2
x
_2
y
_1
(c)
2
0
3. 0003Center s3, 25d, radius 5
y
1
x
(f ) ≈+¥=4
0
y=≈-1
2
x
y 3
0
4 x
If you had difficulty with these problems, you may wish to consult 6et-dtba05a-f 5.20.06 the review of analytic geometry in Appendixes B and C.
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Diagnostic Tests
xxix
C y 1. 0003 The graph of a function f is given at the left. (a) State the value of f s21d. (b) Estimate the value of f s2d. (c) For what values of x is f sxd − 2? 1 (d) Estimate the values of x such that f sxd − 0. 0 x 1 (e) State the domain and range of f.
2. If f sxd − x 3, evaluate the difference quotient
f s2 1 hd 2 f s2d and simplify your answer. h
3. Find the domain of the function. Figure For Problem 00031
3 2x 1 1 x s (a) f sxd − 2 (b) tsxd − 2 (c) hsxd − s4 2 x 1 sx 2 2 1 x 1x22 x 11
4. How are graphs of the functions obtained from the graph of f ? (a) y − 2f sxd (b) y − 2 f sxd 2 1 (c) y − f sx 2 3d 1 2 5. Without using a calculator, make a rough sketch of the graph. (a) y − x 3 (b) y − sx 1 1d3 (c) y − sx 2 2d3 1 3 (d) y − 4 2 x 2 (e) y − sx (f) y − 2 sx (g) y − 22 x (h) y − 1 1 x21
H
1 2 x 2 if x < 0 6. Let f sxd − 2x 1 1 if x . 0
(a) Evaluate f s22d and f s1d.
(b) Sketch the graph of f.
7. 0007If f sxd − x 2 1 2x 2 1 and tsxd − 2x 2 3, find each of the following functions. (a) f 8 t (b) t 8 f (c) t8t8t
answers to diagnostic test C: functions 1. 0003(a) 22 (b) 2.8 0003 (c) 23, 1 (d) 22.5, 0.3 (e) f23, 3g, f22, 3g
5. (a)
0
4. 0003(a) Reflect about the x-axis (b) 0007Stretch vertically by a factor of 2, then shift 1 unit downward (c) Shift 3 units to the right and 2 units upward
(d)
(g)
1
x
_1
(e)
2
x
(2, 3) x
0
1
x
1
x
x
0
(f)
y
0
(h)
y
y
0
1
y 1
0 _1
y
1
y 4
0
(c)
y
1
2. 12 1 6h 1 h 2 3. 0003(a) s2`, 22d ø s22, 1d ø s1, `d (b) s2`, `d (c) s2`, 21g ø f1, 4g
(b)
y
1
x
0
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
x
xxx
Diagnostic Tests
6. 0003 (a) 23, 3 (b)
7. (a) s f 8 tdsxd − 4x 2 2 8x 1 2
y
(b) s t 8 f dsxd − 2x 2 1 4x 2 5
1 _1
0
x
(c) s t 8 t 8 tdsxd − 8x 2 21
If you had difficulty with these problems, you should look at sections 1.1–1.3 of this book. 4c3DTCax06b 10/30/08
D 1. 0003Convert from degrees to radians. (a) 3008 (b) 2188 2. Convert from radians to degrees. (a) 5001fy6 (b) 2 3. 0007Find the length of an arc of a circle with radius 12 cm if the arc subtends a central angle of 308. 4. Find the exact values. (a) tans001fy3d (b) sins7001fy6d (c) secs5001fy3d
5. 0007Express the lengths a and b in the figure in terms of 001e. 24 a 6. 0007If sin x − 13 and sec y − 54, where x and y lie between 0 and 001fy2, evaluate sinsx 1 yd. ¨ 7. Prove the identities. b 2 tan x (a) tan 001e sin 001e 1 cos 001e − sec 001e (b) 2 − sin 2x 1 1 tan x Figure For Problem 00035
8. 0007Find all values of x such that sin 2x − sin x and 0 < x < 2001f. 9. 0007Sketch the graph of the function y − 1 1 sin 2x without using a calculator.
answers to diagnostic test D: trigonometry 1. 0003(a) 5001fy3 (b) 2001fy10 2. 0003(a) 1508 (b) 3608y001f < 114.68 3. 2001f cm 4. 0003(a)
1 6. 15 s4 1 6 s2 d
8. 0, 001fy3, 001f, 5001fy3, 2001f y 2
9.
221 (c) 2 s3 (b)
5. 0003(a) 24 sin 001e (b) 24 cos 001e
_π
0
π
x
4c3DTDax09
If you had difficulty with these problems, you should look at Appendix D of this book. 10/30/08
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.