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 ACQUISITIONS EDITOR Shannon Corliss
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10 9 8 7 6 5 4 3 2 1
 PREFACE

Calculus is one of the greatest achievements of the human intellect. Inspired by problems in astronomy,
Newton and Leibniz developed the ideas of calculus 300 years ago. Since then, each century has demonstrated
the power of calculus to illuminate questions in mathematics, the physical sciences, engineering, and the social
and biological sciences.
Calculus has been so successful both because its central theme—change—is pivotal to an analysis of the
natural world and because of its extraordinary power to reduce complicated problems to simple procedures.
Therein lies the danger in teaching calculus: it is possible to teach the subject as nothing but procedures—
thereby losing sight of both the mathematics and of its practical value. This edition of Calculus continues our
effort to promote courses in which understanding and computation reinforce each other. It reflects the input
of users at research universities, four-year colleges, community colleges, and secondary schools, as well as
of professionals in partner disciplines such as engineering and the natural and social sciences.

Mathematical Thinking Supported by Theory and Modeling

The first stage in the development of mathematical thinking is the acquisition of a clear intuitive picture of the
central ideas. In the next stage, the student learns to reason with the intuitive ideas in plain English. After this
foundation has been laid, there is a choice of direction. All students benefit from both theory and modeling,
but the balance may differ for different groups. Some students, such as mathematics majors, may prefer more
theory, while others may prefer more modeling. For instructors wishing to emphasize the connection between
calculus and other fields, the text includes:
• A variety of problems from the physical sciences and engineering.
• Examples from the biological sciences and economics.
• Models from the health sciences and of population growth.
• Problems on sustainability.
• Case studies on medicine by David E. Sloane, MD.

Active Learning: Good Problems

As instructors ourselves, we know that interactive classrooms and well-crafted problems promote student
learning. Since its inception, the hallmark of our text has been its innovative and engaging problems. These
problems probe student understanding in ways often taken for granted. Praised for their creativity and variety,
these problems have had influence far beyond the users of our textbook.
The Seventh Edition continues this tradition. Under our approach, which we call the “Rule of Four,” ideas
are presented graphically, numerically, symbolically, and verbally, thereby encouraging students to deepen
their understanding. Graphs and tables in this text are assumed to show all necessary information about the
functions they represent, including direction of change, local extrema, and discontinuities.
Problems in this text include:
• Strengthen Your Understanding problems at the end of every section. These problems ask students
to reflect on what they have learned by deciding “What is wrong?” with a statement and to “Give an
example” of an idea.
• ConcepTests promote active learning in the classroom. These can be used with or without personal re-
sponse systems (e.g., clickers), and have been shown to dramatically improve student learning. Available
in a book or on the web at www.wiley.com/college/hughes-hallett.
• Class Worksheets allow instructors to engage students in individual or group class-work. Samples are
available in the Instructor’s Manual, and all are on the web at www.wiley.com/college/hughes-hallett.
• Data and Models Many examples and problems throughout the text involve data-driven models. For
example, Section 11.7 has a series of problems studying the spread of the chikungunya virus that arrived

v
vi Preface

in the US in 2013. Projects at the end of each chapter of the E-Text (at www.wiley.com/college/hughes-
hallett) provide opportunities for sustained investigation of real-world situations that can be modeled
using calculus.
• Drill Exercises build student skill and confidence.

Enhancing Learning Online

This Seventh Edition provides opportunities for students to experience the concepts of calculus in ways that
would not be possible in a traditional textbook. The E-Text of Calculus, powered by VitalSource, provides in-
teractive demonstrations of concepts, embedded videos that illustrate problem-solving techniques, and built-in
assessments that allow students to check their understanding as they read. The E-Text also contains additional
content not found in the print edition:
• Worked example videos by Donna Krawczyk at the University of Arizona, which provide students the
opportunity to see and hear hundreds of the book’s examples being explained and worked out in detail
• Embedded Interactive Explorations, applets that present and explore key ideas graphically and dynamically—
especially useful for display of three-dimensional graphs
• Material that reviews and extends the major ideas of each chapter: Chapter Summary, Review Exercises
and Problems, CAS Challenge Problems, and Projects
• Challenging problems that involve further exploration and application of the mathematics in many sec-
tions
• Section on the 𝜖, 𝛿 definition of limit (1.10)
• Appendices that include preliminary ideas useful in this course

Problems Available in WileyPLUS

Students and instructors can access a wide variety of problems through WileyPLUS with ORION, Wiley’s
digital learning environment. ORION Learning provides an adaptive, personalized learning experience that
delivers easy-to-use analytics so instructors and students can see exactly where they’re excelling and where
they need help. WileyPLUS with ORION features the following resources:
• Online version of the text, featuring hyperlinks to referenced content, applets, videos, and supplements.
• Homework management tools, which enable the instructor to assign questions easily and grade them
automatically, using a rich set of options and controls.
• QuickStart pre-designed reading and homework assignments. Use them as-is or customize them to fit the
needs of your classroom.
• Intelligent Tutoring questions, in which students are prompted for responses as they step through a prob-
lem solution and receive targeted feedback based on those responses.
• Algebra & Trigonometry Refresher material, delivered through ORION, Wiley’s personalized, adaptive
learning environment that assesses students’ readiness and provides students with an opportunity to brush
up on material necessary to master Calculus, as well as to determine areas that require further review.

Flexibility and Adaptability: Varied Approaches

The Seventh Edition of Calculus is designed to provide flexibility for instructors who have a range of prefer-
ences regarding inclusion of topics and applications and the use of computational technology. For those who
prefer the lean topic list of earlier editions, we have kept clear the main conceptual paths. For example,
• The Key Concept chapters on the derivative and the definite integral (Chapters 2 and 5) can be covered
at the outset of the course, right after Chapter 1.
 Preface vii

• Limits and continuity (Sections 1.7, 1.8, and 1.9) can be covered in depth before the introduction of the
derivative (Sections 2.1 and 2.2), or after.
• Approximating Functions Using Series (Chapter 10) can be covered before, or without, Chapter 9.
• In Chapter 4 (Using the Derivative), instructors can select freely from Sections 4.3–4.8.
• Chapter 8 (Using the Definite Integral) contains a wide range of applications. Instructors can select one
or two to do in detail.
To use calculus effectively, students need skill in both symbolic manipulation and the use of technology. The
balance between the two may vary, depending on the needs of the students and the wishes of the instructor.
The book is adaptable to many different combinations.
The book does not require any specific software or technology. It has been used with graphing calculators,
graphing software, and computer algebra systems. Any technology with the ability to graph functions and
perform numerical integration will suffice. Students are expected to use their own judgment to determine
where technology is useful.

Content
This content represents our vision of how calculus can be taught. It is flexible enough to accommodate indi-
vidual course needs and requirements. Topics can easily be added or deleted, or the order changed.
Changes to the text in the Seventh Edition are in italics. In all chapters, problems were added and others
were updated. In total, there are more than 1300 new problems.

Chapter 1: A Library of Functions

This chapter introduces all the elementary functions to be used in the book. Although the functions are prob-
ably familiar, the graphical, numerical, verbal, and modeling approach to them may be new. We introduce
exponential functions at the earliest possible stage, since they are fundamental to the understanding of real-
world processes.
The content on limits and continuity in this chapter has been revised and expanded to emphasize the limit
as a central idea of calculus. Section 1.7 gives an intuitive introduction to the ideas of limit and continuity.
Section 1.8 introduces one-sided limits and limits at infinity and presents properties of limits of combinations
of functions, such as sums and products. The new Section 1.9 gives a variety of algebraic techniques for
computing limits, together with many new exercises and problems applying those techniques, and introduces
the Squeeze Theorem. The new online Section 1.10 contains the 𝜖, 𝛿 definition of limit, previously in Section
1.8.

Chapter 2: Key Concept: The Derivative

The purpose of this chapter is to give the student a practical understanding of the definition of the deriva-
tive and its interpretation as an instantaneous rate of change. The power rule is introduced; other rules are
introduced in Chapter 3.

Chapter 3: Short-Cuts to Differentiation

The derivatives of all the functions in Chapter 1 are introduced, as well as the rules for differentiating products;
quotients; and composite, inverse, hyperbolic, and implicitly defined functions.

Chapter 4: Using the Derivative

The aim of this chapter is to enable the student to use the derivative in solving problems, including opti-
mization, graphing, rates, parametric equations, and indeterminate forms. It is not necessary to cover all the
sections in this chapter.
viii Preface

Chapter 5: Key Concept: The Definite Integral

The purpose of this chapter is to give the student a practical understanding of the definite integral as a limit
of Riemann sums and to bring out the connection between the derivative and the definite integral in the
Fundamental Theorem of Calculus.
The difference between total distance traveled during a time interval is contrasted with the change in
position.

Chapter 6: Constructing Antiderivatives

This chapter focuses on going backward from a derivative to the original function, first graphically and nu-
merically, then analytically. It introduces the Second Fundamental Theorem of Calculus and the concept of a
differential equation.

Chapter 7: Integration
This chapter includes several techniques of integration, including substitution, parts, partial fractions, and
trigonometric substitutions; others are included in the table of integrals. There are discussions of numerical
methods and of improper integrals.

Chapter 8: Using the Definite Integral

This chapter emphasizes the idea of subdividing a quantity to produce Riemann sums which, in the limit,
yield a definite integral. It shows how the integral is used in geometry, physics, economics, and probability;
polar coordinates are introduced. It is not necessary to cover all the sections in this chapter.
Distance traveled along a parametrically defined curve during a time interval is contrasted with arc
length.

Chapter 9: Sequences and Series

This chapter focuses on sequences, series of constants, and convergence. It includes the integral, ratio, com-
parison, limit comparison, and alternating series tests. It also introduces geometric series and general power
series, including their intervals of convergence.
Rearrangement of the terms of a conditionally convergent series is discussed.

Chapter 10: Approximating Functions

This chapter introduces Taylor Series and Fourier Series using the idea of approximating functions by simpler
functions.
The term Maclaurin series is introduced for a Taylor series centered at 0. Term-by-term differentiation of
a Taylor series within its interval of convergence is introduced without proof. This term-by-term differentiation
allows us to show that a power series is its own Taylor series.

Chapter 11: Differential Equations

This chapter introduces differential equations. The emphasis is on qualitative solutions, modeling, and inter-
pretation.

Chapter 12: Functions of Several Variables

This chapter introduces functions of many variables from several points of view, using surface graphs, contour
diagrams, and tables. We assume throughout that functions of two or more variables are defined on regions
with piecewise smooth boundaries. We conclude with a section on continuity.

Chapter 13: A Fundamental Tool: Vectors

This chapter introduces vectors geometrically and algebraically and discusses the dot and cross product.
An application of the cross product to angular velocity is given.
 Preface ix

Chapter 14: Differentiating Functions of Several Variables

Partial derivatives, directional derivatives, gradients, and local linearity are introduced. The chapter also dis-
cusses higher order partial derivatives, quadratic Taylor approximations, and differentiability.

Chapter 15: Optimization

The ideas of the previous chapter are applied to optimization problems, both constrained and unconstrained.

Chapter 16: Integrating Functions of Several Variables

This chapter discusses double and triple integrals in Cartesian, polar, cylindrical, and spherical coordinates.

Chapter 17: Parameterization and Vector Fields

This chapter discusses parameterized curves and motion, vector fields and flowlines.
Additional problems are provided on parameterizing curves in 3-space that are not contained in a coor-
dinate plane.

Chapter 18: Line Integrals

This chapter introduces line integrals and shows how to calculate them using parameterizations. Conservative
fields, gradient fields, the Fundamental Theorem of Calculus for Line Integrals, and Green’s Theorem are
discussed.

Chapter 19: Flux Integrals and Divergence

This chapter introduces flux integrals and shows how to calculate them over surface graphs, portions of cylin-
ders, and portions of spheres. The divergence is introduced and its relationship to flux integrals discussed in
the Divergence Theorem.
We calculate the surface area of the graph of a function using flux.

Chapter 20: The Curl and Stokes’ Theorem

The purpose of this chapter is to give students a practical understanding of the curl and of Stokes’ Theorem
and to lay out the relationship between the theorems of vector calculus.

Chapter 21: Parameters, Coordinates, and Integrals

This chapter covers parameterized surfaces, the change of variable formula in a double or triple integral, and
flux though a parameterized surface.

Appendices
There are online appendices on roots, accuracy, and bounds; complex numbers; Newton’s method; and vectors
in the plane. The appendix on vectors can be covered at any time, but may be particularly useful in the
conjunction with Section 4.8 on parametric equations.

Supplementary Materials and Additional Resources

Supplements for the instructor can be obtained online at the book companion site or by contacting your Wiley
representative. The following supplementary materials are available for this edition:
• Instructor’s Manual containing teaching tips, calculator programs, overhead transparency masters, sam-
ple worksheets, and sample syllabi.
• Computerized Test Bank, comprised of nearly 7,000 questions, mostly algorithmically-generated,which
allows for multiple versions of a single test or quiz.
x Preface

• Instructor’s Solution Manual with complete solutions to all problems.

• Student Solution Manual with complete solutions to half the odd-numbered problems.
• Graphing Calculator Manual, to help students get the most out of their graphing calculators, and to
show how they can apply the numerical and graphing functions of their calculators to their study of
calculus.
• Additional Material, elaborating specially marked points in the text and password-protected electronic
versions of the instructor ancillaries, can be found on the web at www.wiley.com/college/hughes-hallett.

ConcepTests
ConcepTests, modeled on the pioneering work of Harvard physicist Eric Mazur, are questions designed to
promote active learning during class, particularly (but not exclusively) in large lectures. Our evaluation data
show students taught with ConcepTests outperformed students taught by traditional lecture methods 73%
versus 17% on conceptual questions, and 63% versus 54% on computational problems.

Advanced Placement (AP) Teacher’s Guide

The AP Guide, written by a team of experienced AP teachers, provides tips, multiple-choice questions, and
free-response questions that align to each chapter of the text. It also features a collection of labs designed to
complement the teaching of key AP Calculus concepts.
New material has been added to reflect recent changes in the learning objectives for AB and BC Calculus,
including extended coverage of limits, continuity, sequences, and series. Also new to this edition are grids that
align multiple choice and free-response questions to the College Board’s Enduring Understandings, Learning
Objectives, and Essential Knowledge.

Acknowledgements
First and foremost, we want to express our appreciation to the National Science Foundation for their faith
in our ability to produce a revitalized calculus curriculum and, in particular, to our program officers, Louise
Raphael, John Kenelly, John Bradley, and James Lightbourne. We also want to thank the members of our
Advisory Board, Benita Albert, Lida Barrett, Simon Bernau, Robert Davis, M. Lavinia DeConge-Watson,
John Dossey, Ron Douglas, Eli Fromm, William Haver, Seymour Parter, John Prados, and Stephen Rodi.
In addition, a host of other people around the country and abroad deserve our thanks for their contribu-
tions to shaping this edition. They include: Huriye Arikan, Pau Atela, Ruth Baruth, Paul Blanchard, Lewis
Blake, David Bressoud, Stephen Boyd, Lucille Buonocore, Matthew Michael Campbell, Jo Cannon, Ray
Cannon, Phil Cheifetz, Scott Clark, Jailing Dai, Ann Davidian, Tom Dick, Srdjan Divac, Tevian Dray, Steven
Dunbar, Penny Dunham, David Durlach, John Eggers, Wade Ellis, Johann Engelbrecht, Brad Ernst, Sunny
Fawcett, Paul Feehan, Sol Friedberg, Melanie Fulton, Tom Gearhart, David Glickenstein, Chris Goff, Shel-
don P. Gordon, Salim Haïdar, Elizabeth Hentges, Rob Indik, Adrian Iovita, David Jackson, Sue Jensen, Alex
Kasman, Matthias Kawski, Christopher Kennedy, Mike Klucznik, Donna Krawczyk, Stephane Lafortune,
Andrew Lawrence, Carl Leinert, Daniel Look, Andrew Looms, Bin Lu, Alex Mallozzi, Corinne Manogue,
Jay Martin, Eric Mazur, Abby McCallum, Dan McGee, Ansie Meiring, Lang Moore, Jerry Morris, Hideo Na-
gahashi, Kartikeya Nagendra, Alan Newell, Steve Olson, John Orr, Arnie Ostebee, Andrew Pasquale, Scott
Pilzer, Wayne Raskind, Maria Robinson, Laurie Rosatone, Ayse Sahin, Nataliya Sandler, Ken Santor, Anne
Scanlan-Rohrer, Ellen Schmierer, Michael Sherman, Pat Shure, David Smith, Ernie Solheid, Misha Stepanov,
Steve Strogatz, Carl Swenson, Peter Taylor, Dinesh Thakur, Sally Thomas, Joe Thrash, Alan Tucker, Doug
Ulmer, Ignatios Vakalis, Bill Vélez, Joe Vignolini, Stan Wagon, Hannah Winkler, Debra Wood, Deane Yang,
Bruce Yoshiwara, Kathy Yoshiwara, and Paul Zorn.
Reports from the following reviewers were most helpful for the sixth edition:
Barbara Armenta, James Baglama, Jon Clauss, Ann Darke, Marcel Finan, Dana Fine, Michael Huber,
Greg Marks, Wes Ostertag, Ben Smith, Mark Turner, Aaron Weinberg, and Jianying Zhang.
Reports from the following reviewers were most helpful for the seventh edition:
Scott Adamson, Janet Beery, Tim Biehler, Lewis Blake, Mark Booth, Tambi Boyle, David Brown, Jeremy
Case, Phil Clark, Patrice Conrath, Pam Crawford, Roman J. Dial, Rebecca Dibbs, Marcel B. Finan, Vauhn
 Preface xi

Foster-Grahler, Jill Guerra, Salim M. Haidar, Ryan A. Hass, Firas Hindeleh, Todd King, Mary Koshar, Dick
Lane, Glenn Ledder, Oscar Levin, Tom Linton, Erich McAlister, Osvaldo Mendez, Cindy Moss, Victor
Padron, Michael Prophet, Ahmad Rajabzadeh, Catherine A. Roberts, Kari Rothi, Edward J. Soares, Diana
Staats, Robert Talbert, James Vicich, Wendy Weber, Mina Yavari, and Xinyun Zhu.
Finally, we extend our particular thanks to Jon Christensen for his creativity with our three-dimensional
figures.

Deborah Hughes-Hallett David O. Lomen Douglas Quinney

Andrew M. Gleason David Lovelock Karen Rhea
William G. McCallum Guadalupe I. Lozano Ayşe Şahin
Eric Connally Jerry Morris Adam Spiegler
Daniel E. Flath David O. Mumford Jeff Tecosky-Feldman
Selin Kalaycıoğlu Brad G. Osgood Thomas W. Tucker
Brigitte Lahme Cody L. Patterson Aaron D. Wootton
Patti Frazer Lock

To Students: How to Learn from this Book

• This book may be different from other math textbooks that you have used, so it may be helpful to know
about some of the differences in advance. This book emphasizes at every stage the meaning (in practical,
graphical or numerical terms) of the symbols you are using. There is much less emphasis on “plug-and-
chug” and using formulas, and much more emphasis on the interpretation of these formulas than you may
expect. You will often be asked to explain your ideas in words or to explain an answer using graphs.
• The book contains the main ideas of calculus in plain English. Your success in using this book will depend
on your reading, questioning, and thinking hard about the ideas presented. Although you may not have
done this with other books, you should plan on reading the text in detail, not just the worked examples.
• There are very few examples in the text that are exactly like the homework problems. This means that you
can’t just look at a homework problem and search for a similar–looking “worked out” example. Success
with the homework will come by grappling with the ideas of calculus.
• Many of the problems that we have included in the book are open-ended. This means that there may be
more than one approach and more than one solution, depending on your analysis. Many times, solving a
problem relies on common sense ideas that are not stated in the problem but which you will know from
everyday life.
• Some problems in this book assume that you have access to a graphing calculator or computer. There
are many situations where you may not be able to find an exact solution to a problem, but you can use a
calculator or computer to get a reasonable approximation.
• This book attempts to give equal weight to four methods for describing functions: graphical (a picture),
numerical (a table of values) algebraic (a formula), and verbal. Sometimes you may find it easier to
translate a problem given in one form into another. The best idea is to be flexible about your approach: if
one way of looking at a problem doesn’t work, try another.
• Students using this book have found discussing these problems in small groups very helpful. There are a
great many problems which are not cut-and-dried; it can help to attack them with the other perspectives
your colleagues can provide. If group work is not feasible, see if your instructor can organize a discussion
session in which additional problems can be worked on.
• You are probably wondering what you’ll get from the book. The answer is, if you put in a solid effort,
you will get a real understanding of one of the most important accomplishments of the millennium—
calculus—as well as a real sense of the power of mathematics in the age of technology.
xii Preface

CONTENTS

1 FOUNDATION FOR CALCULUS: FUNCTIONS AND LIMITS 1

1.1 FUNCTIONS AND CHANGE 2

1.2 EXPONENTIAL FUNCTIONS 13
1.3 NEW FUNCTIONS FROM OLD 23
1.4 LOGARITHMIC FUNCTIONS 32
1.5 TRIGONOMETRIC FUNCTIONS 39
1.6 POWERS, POLYNOMIALS, AND RATIONAL FUNCTIONS 49
1.7 INTRODUCTION TO LIMITS AND CONTINUITY 58
1.8 EXTENDING THE IDEA OF A LIMIT 67
1.9 FURTHER LIMIT CALCULATIONS USING ALGEBRA 75
1.10 OPTIONAL PREVIEW OF THE FORMAL DEFINITION OF A LIMIT ONLINE
REVIEW PROBLEMS ONLINE
PROJECTS ONLINE

2 KEY CONCEPT: THE DERIVATIVE 83

2.1 HOW DO WE MEASURE SPEED? 84

2.2 THE DERIVATIVE AT A POINT 91
2.3 THE DERIVATIVE FUNCTION 99
2.4 INTERPRETATIONS OF THE DERIVATIVE 108
2.5 THE SECOND DERIVATIVE 115
2.6 DIFFERENTIABILITY 123
REVIEW PROBLEMS ONLINE
PROJECTS ONLINE

3 SHORT-CUTS TO DIFFERENTIATION 129

3.1 POWERS AND POLYNOMIALS 130

3.2 THE EXPONENTIAL FUNCTION 140
3.3 THE PRODUCT AND QUOTIENT RULES 144

For online material, see www.wiley.com/college/hughes-hallett.

Visit https://testbankfan.com
now to explore a rich
collection of testbank or
solution manual and enjoy
exciting offers!
 Preface xiii

3.4 THE CHAIN RULE 151

3.5 THE TRIGONOMETRIC FUNCTIONS 158
3.6 THE CHAIN RULE AND INVERSE FUNCTIONS 164
3.7 IMPLICIT FUNCTIONS 171
3.8 HYPERBOLIC FUNCTIONS 174
3.9 LINEAR APPROXIMATION AND THE DERIVATIVE 178
3.10 THEOREMS ABOUT DIFFERENTIABLE FUNCTIONS 186
REVIEW PROBLEMS ONLINE
PROJECTS ONLINE

4 USING THE DERIVATIVE 191

4.1 USING FIRST AND SECOND DERIVATIVES 192

4.2 OPTIMIZATION 203
4.3 OPTIMIZATION AND MODELING 212
4.4 FAMILIES OF FUNCTIONS AND MODELING 224
4.5 APPLICATIONS TO MARGINALITY 233
4.6 RATES AND RELATED RATES 243
4.7 L’HOPITAL’S RULE, GROWTH, AND DOMINANCE 252
4.8 PARAMETRIC EQUATIONS 259
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5 KEY CONCEPT: THE DEFINITE INTEGRAL 271

5.1 HOW DO WE MEASURE DISTANCE TRAVELED? 272

5.2 THE DEFINITE INTEGRAL 283
5.3 THE FUNDAMENTAL THEOREM AND INTERPRETATIONS 292
5.4 THEOREMS ABOUT DEFINITE INTEGRALS 302
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6 CONSTRUCTING ANTIDERIVATIVES 315

6.1 ANTIDERIVATIVES GRAPHICALLY AND NUMERICALLY 316

6.2 CONSTRUCTING ANTIDERIVATIVES ANALYTICALLY 322
xiv Preface

6.3 DIFFERENTIAL EQUATIONS AND MOTION 329

6.4 SECOND FUNDAMENTAL THEOREM OF CALCULUS 335
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7 INTEGRATION 341

7.1 INTEGRATION BY SUBSTITUTION 342

7.2 INTEGRATION BY PARTS 353
7.3 TABLES OF INTEGRALS 360
7.4 ALGEBRAIC IDENTITIES AND TRIGONOMETRIC SUBSTITUTIONS 366
7.5 NUMERICAL METHODS FOR DEFINITE INTEGRALS 376
7.6 IMPROPER INTEGRALS 385
7.7 COMPARISON OF IMPROPER INTEGRALS 394
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8 USING THE DEFINITE INTEGRAL 401

8.1 AREAS AND VOLUMES 402

8.2 APPLICATIONS TO GEOMETRY 410
8.3 AREA AND ARC LENGTH IN POLAR COORDINATES 420
8.4 DENSITY AND CENTER OF MASS 429
8.5 APPLICATIONS TO PHYSICS 439
8.6 APPLICATIONS TO ECONOMICS 450
8.7 DISTRIBUTION FUNCTIONS 457
8.8 PROBABILITY, MEAN, AND MEDIAN 464
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9 SEQUENCES AND SERIES 473

9.1 SEQUENCES 474

9.2 GEOMETRIC SERIES 480
9.3 CONVERGENCE OF SERIES 488
9.4 TESTS FOR CONVERGENCE 494
9.5 POWER SERIES AND INTERVAL OF CONVERGENCE 504
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 Preface xv

10 APPROXIMATING FUNCTIONS USING SERIES 513

10.1 TAYLOR POLYNOMIALS 514

10.2 TAYLOR SERIES 523
10.3 FINDING AND USING TAYLOR SERIES 530
10.4 THE ERROR IN TAYLOR POLYNOMIAL APPROXIMATIONS 539
10.5 FOURIER SERIES 546
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11 DIFFERENTIAL EQUATIONS 561

11.1 WHAT IS A DIFFERENTIAL EQUATION? 562

11.2 SLOPE FIELDS 567
11.3 EULER’S METHOD 575
11.4 SEPARATION OF VARIABLES 580
11.5 GROWTH AND DECAY 586
11.6 APPLICATIONS AND MODELING 597
11.7 THE LOGISTIC MODEL 606
11.8 SYSTEMS OF DIFFERENTIAL EQUATIONS 616
11.9 ANALYZING THE PHASE PLANE 626
11.10 SECOND-ORDER DIFFERENTIAL EQUATIONS: OSCILLATIONS 632
11.11 LINEAR SECOND-ORDER DIFFERENTIAL EQUATIONS 640
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12 FUNCTIONS OF SEVERAL VARIABLES 651

12.1 FUNCTIONS OF TWO VARIABLES 652

12.2 GRAPHS AND SURFACES 660
12.3 CONTOUR DIAGRAMS 668
12.4 LINEAR FUNCTIONS 682
12.5 FUNCTIONS OF THREE VARIABLES 689
12.6 LIMITS AND CONTINUITY 695
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xvi Preface

13 A FUNDAMENTAL TOOL: VECTORS 701

13.1 DISPLACEMENT VECTORS 702

13.2 VECTORS IN GENERAL 710
13.3 THE DOT PRODUCT 718
13.4 THE CROSS PRODUCT 728
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14 DIFFERENTIATING FUNCTIONS OF SEVERAL VARIABLES 739

14.1 THE PARTIAL DERIVATIVE 740

14.2 COMPUTING PARTIAL DERIVATIVES ALGEBRAICALLY 748
14.3 LOCAL LINEARITY AND THE DIFFERENTIAL 753
14.4 GRADIENTS AND DIRECTIONAL DERIVATIVES IN THE PLANE 762
14.5 GRADIENTS AND DIRECTIONAL DERIVATIVES IN SPACE 772
14.6 THE CHAIN RULE 780
14.7 SECOND-ORDER PARTIAL DERIVATIVES 790
14.8 DIFFERENTIABILITY 799
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15 OPTIMIZATION: LOCAL AND GLOBAL EXTREMA 805

15.1 CRITICAL POINTS: LOCAL EXTREMA AND SADDLE POINTS 806

15.2 OPTIMIZATION 815
15.3 CONSTRAINED OPTIMIZATION: LAGRANGE MULTIPLIERS 825
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16 INTEGRATING FUNCTIONS OF SEVERAL VARIABLES 839

16.1 THE DEFINITE INTEGRAL OF A FUNCTION OF TWO VARIABLES 840

16.2 ITERATED INTEGRALS 847
16.3 TRIPLE INTEGRALS 857
16.4 DOUBLE INTEGRALS IN POLAR COORDINATES 864
 Preface xvii

16.5 INTEGRALS IN CYLINDRICAL AND SPHERICAL COORDINATES 869

16.6 APPLICATIONS OF INTEGRATION TO PROBABILITY 878
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17 PARAMETERIZATION AND VECTOR FIELDS 885

17.1 PARAMETERIZED CURVES 886

17.2 MOTION, VELOCITY, AND ACCELERATION 896
17.3 VECTOR FIELDS 905
17.4 THE FLOW OF A VECTOR FIELD 913
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18 LINE INTEGRALS 921

18.1 THE IDEA OF A LINE INTEGRAL 922

18.2 COMPUTING LINE INTEGRALS OVER PARAMETERIZED CURVES 931
18.3 GRADIENT FIELDS AND PATH-INDEPENDENT FIELDS 939
18.4 PATH-DEPENDENT VECTOR FIELDS AND GREEN’S THEOREM 949
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19 FLUX INTEGRALS AND DIVERGENCE 961

19.1 THE IDEA OF A FLUX INTEGRAL 962

19.2 FLUX INTEGRALS FOR GRAPHS, CYLINDERS, AND SPHERES 973
19.3 THE DIVERGENCE OF A VECTOR FIELD 982
19.4 THE DIVERGENCE THEOREM 991
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20 THE CURL AND STOKES’ THEOREM 999

20.1 THE CURL OF A VECTOR FIELD 1000

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