Download the full version of the ebook now at ebooksecure.

com

(eBook PDF) Calculus Early Transcendentals

7th Edition

https://ebooksecure.com/product/ebook-pdf-
calculus-early-transcendentals-7th-edition/

Explore and download more ebook at https://ebooksecure.com

 Recommended digital products (PDF, EPUB, MOBI) that
you can download immediately if you are interested.

(eBook PDF) Calculus: Early Transcendentals 9th Edition

http://ebooksecure.com/product/ebook-pdf-calculus-early-
transcendentals-9th-edition/

ebooksecure.com

(eBook PDF) Calculus Early Transcendentals 3rd Edition

http://ebooksecure.com/product/ebook-pdf-calculus-early-
transcendentals-3rd-edition/

ebooksecure.com

(Original PDF) Calculus Early Transcendentals (3rd

Edition)

http://ebooksecure.com/product/original-pdf-calculus-early-
transcendentals-3rd-edition/

ebooksecure.com

(eBook PDF) University Calculus Early Transcendentals 3rd

http://ebooksecure.com/product/ebook-pdf-university-calculus-early-
transcendentals-3rd/

ebooksecure.com
University Calculus: Early Transcendentals 4th Edition
(eBook PDF)

http://ebooksecure.com/product/university-calculus-early-
transcendentals-4th-edition-ebook-pdf/

ebooksecure.com

Thomas' Calculus: Early Transcendentals 14th Edition

(eBook PDF)

http://ebooksecure.com/product/thomas-calculus-early-
transcendentals-14th-edition-ebook-pdf/

ebooksecure.com

(eBook PDF) Calculus Early Transcendentals, 2nd Global

Edition

http://ebooksecure.com/product/ebook-pdf-calculus-early-
transcendentals-2nd-global-edition/

ebooksecure.com

Essential Calculus: Early Transcendentals 2nd Edition

(eBook PDF)

http://ebooksecure.com/product/essential-calculus-early-
transcendentals-2nd-edition-ebook-pdf/

ebooksecure.com

(eBook PDF) Thomas' Calculus Early Transcendentals 13th

Edition

http://ebooksecure.com/product/ebook-pdf-thomas-calculus-early-
transcendentals-13th-edition/

ebooksecure.com
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page iv

iv CONTENTS

3 Differentiation Rules 173

3.1 Derivatives of Polynomials and Exponential Functions 174

Applied Project N
Building a Better Roller Coaster 184

3.2 The Product and Quotient Rules 184

3.3 Derivatives of Trigonometric Functions 191
3.4 The Chain Rule 198
Applied Project N
Where Should a Pilot Start Descent? 208

3.5 Implicit Differentiation 209

Laboratory Project N
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
3.9 Related Rates 244
3.10 Linear Approximations and Differentials 250
Laboratory Project N
Taylor Polynomials 256

3.11 Hyperbolic Functions 257

Review 264

Problems Plus 268

4 Applications of Differentiation 273

4.1 Maximum and Minimum Values 274

Applied Project N
The Calculus of Rainbows 282

4.2 The Mean Value Theorem 284

4.3 How Derivatives Affect the Shape of a Graph 290
4.4 Indeterminate Forms and l’Hospital’s Rule 301
Writing Project N
The Origins of l’Hospital’s Rule 310

4.5 Summary of Curve Sketching 310

4.6 Graphing with Calculus and Calculators 318
4.7 Optimization Problems 325
Applied Project N
The Shape of a Can 337

4.8 Newton’s Method 338

4.9 Antiderivatives 344
Review 351

Problems Plus 355

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page v

CONTENTS v

5 Integrals 359

5.1 Areas and Distances 360

5.2 The Definite Integral 371
Discovery Project N
Area Functions 385

5.3 The Fundamental Theorem of Calculus 386

5.4 Indefinite Integrals and the Net Change Theorem 397
Writing Project N
Newton, Leibniz, and the Invention of Calculus 406

5.5 The Substitution Rule 407

Review 415

Problems Plus 419

6 Applications of Integration 421

6.1 Areas Between Curves 422

Applied Project N
The Gini Index 429

6.2 Volumes 430

6.3 Volumes by Cylindrical Shells 441
6.4 Work 446
6.5 Average Value of a Function 451
Applied Project N
Calculus and Baseball 455

Applied Project N
Where to Sit at the Movies 456

Review 457

Problems Plus 459

7 Techniques of Integration 463

7.1 Integration by Parts 464

7.2 Trigonometric Integrals 471
7.3 Trigonometric Substitution 478
7.4 Integration of Rational Functions by Partial Fractions 484
7.5 Strategy for Integration 494
7.6 Integration Using Tables and Computer Algebra Systems 500
Discovery Project N
Patterns in Integrals 505

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page vi

vi CONTENTS

7.7 Approximate Integration 506

7.8 Improper Integrals 519
Review 529

Problems Plus 533

8 Further Applications of Integration 537

8.1 Arc Length 538

Discovery Project N
Arc Length Contest 545

8.2 Area of a Surface of Revolution 545

Discovery Project N
Rotating on a Slant 551

8.3 Applications to Physics and Engineering 552

Discovery Project N
Complementary Coffee Cups 562

8.4 Applications to Economics and Biology 563

8.5 Probability 568
Review 575

Problems Plus 577

9 Differential Equations 579

9.1 Modeling with Differential Equations 580

9.2 Direction Fields and Euler’s Method 585
9.3 Separable Equations 594
Applied Project N
How Fast Does a Tank Drain? 603

Applied Project N
Which Is Faster, Going Up or Coming Down? 604

9.4 Models for Population Growth 605

9.5 Linear Equations 616
9.6 Predator-Prey Systems 622
Review 629

Problems Plus 633

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page vii

CONTENTS vii

10 Parametric Equations and Polar Coordinates 635

10.1 Curves Defined by Parametric Equations 636

Laboratory Project N
Running Circles around Circles 644

10.2 Calculus with Parametric Curves 645

Laboratory Project N
Bézier Curves 653

10.3 Polar Coordinates 654

Laboratory Project N
Families of Polar Curves 664

10.4 Areas and Lengths in Polar Coordinates 665

10.5 Conic Sections 670
10.6 Conic Sections in Polar Coordinates 678
Review 685

Problems Plus 688

11 Infinite Sequences and Series 689

11.1 Sequences 690

Laboratory Project N
Logistic Sequences 703

11.2 Series 703

11.3 The Integral Test and Estimates of Sums 714
11.4 The Comparison Tests 722
11.5 Alternating Series 727
11.6 Absolute Convergence and the Ratio and Root Tests 732
11.7 Strategy for Testing Series 739
11.8 Power Series 741
11.9 Representations of Functions as Power Series 746
11.10 Taylor and Maclaurin Series 753
Laboratory Project N
An Elusive Limit 767

Writing Project N
How Newton Discovered the Binomial Series 767

11.11 Applications of Taylor Polynomials 768

Applied Project N
Radiation from the Stars 777

Review 778

Problems Plus 781

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page viii

viii CONTENTS

12 Vectors and the Geometry of Space 785

12.1 Three-Dimensional Coordinate Systems 786

12.2 Vectors 791
12.3 The Dot Product 800
12.4 The Cross Product 808
Discovery Project N
The Geometry of a Tetrahedron 816

12.5 Equations of Lines and Planes 816

Laboratory Project N
Putting 3D in Perspective 826

12.6 Cylinders and Quadric Surfaces 827

Review 834

Problems Plus 837

13 Vector Functions 839

13.1 Vector Functions and Space Curves 840

13.2 Derivatives and Integrals of Vector Functions 847
13.3 Arc Length and Curvature 853
13.4 Motion in Space: Velocity and Acceleration 862
Applied Project N
Kepler’s Laws 872

Review 873

Problems Plus 876

14 Partial Derivatives 877

14.1 Functions of Several Variables 878

14.2 Limits and Continuity 892
14.3 Partial Derivatives 900
14.4 Tangent Planes and Linear Approximations 915
14.5 The Chain Rule 924
14.6 Directional Derivatives and the Gradient Vector 933
14.7 Maximum and Minimum Values 946
Applied Project N
Designing a Dumpster 956

Discovery Project N
Quadratic Approximations and Critical Points 956

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page ix

CONTENTS ix

14.8 Lagrange Multipliers 957

Applied Project N
Rocket Science 964

Applied Project N
Hydro-Turbine Optimization 966

Review 967

Problems Plus 971

15 Multiple Integrals 973

15.1 Double Integrals over Rectangles 974

15.2 Iterated Integrals 982
15.3 Double Integrals over General Regions 988
15.4 Double Integrals in Polar Coordinates 997
15.5 Applications of Double Integrals 1003
15.6 Surface Area 1013
15.7 Triple Integrals 1017
Discovery Project N
Volumes of Hyperspheres 1027

15.8 Triple Integrals in Cylindrical Coordinates 1027

Discovery Project N
The Intersection of Three Cylinders 1032

15.9 Triple Integrals in Spherical Coordinates 1033

Applied Project N
Roller Derby 1039

15.10 Change of Variables in Multiple Integrals 1040

Review 1049

Problems Plus 1053

16 Vector Calculus 1055

16.1 Vector Fields 1056

16.2 Line Integrals 1063
16.3 The Fundamental Theorem for Line Integrals 1075
16.4 Green’s Theorem 1084
16.5 Curl and Divergence 1091
16.6 Parametric Surfaces and Their Areas 1099
16.7 Surface Integrals 1110
16.8 Stokes’ Theorem 1122
Writing Project N
Three Men and Two Theorems 1128

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 11:02 AM Page x

x CONTENTS

16.9 The Divergence Theorem 1128

16.10 Summary 1135
Review 1136

Problems Plus 1139

17 Second-Order Differential Equations 1141

17.1 Second-Order Linear Equations 1142

17.2 Nonhomogeneous Linear Equations 1148
17.3 Applications of Second-Order Differential Equations 1156
17.4 Series Solutions 1164
Review 1169

Appendixes A1

A Numbers, Inequalities, and Absolute Values A2

B Coordinate Geometry and Lines A10
C Graphs of Second-Degree Equations A16
D Trigonometry A24
E Sigma Notation A34
F Proofs of Theorems A39
G The Logarithm Defined as an Integral A50
H Complex Numbers A57
I Answers to Odd-Numbered Exercises A65

Index A135

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xi

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.
GEORGE POLYA

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 six editions, I aim to convey to the stu-
dent 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 exper-
imentation, and other approaches have changed how we teach conceptual reasoning in fun-
damental ways. 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 seventh edition my premise has been that it is possible to achieve con-
ceptual understanding and still retain the best traditions of traditional calculus. The book
contains elements of reform, but within the context of a traditional curriculum.

Alternative Versions

I have written several other calculus textbooks that might be preferable for some instruc-
tors. Most of them also come in single variable and multivariable versions.
■ Calculus: Early Transcendentals, Seventh Edition, Hybrid Version, is similar to the
present textbook in content and coverage except that all end-of-section exercises are
available only in Enhanced WebAssign. The printed text includes all end-of-chapter
review material.
■ Calculus, Seventh Edition, is similar to the present textbook except that the exponen-
tial, logarithmic, and inverse trigonometric functions are covered in the second
semester.
xi

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xii

xii PREFACE

■ Calculus, Seventh Edition, Hybrid Version, is similar to Calculus, Seventh Edition, in

content and coverage except that all end-of-section exercises are available only in
Enhanced WebAssign. The printed text includes all end-of-chapter review material.
■ Essential Calculus is a much briefer book (800 pages), though it contains almost all
of the topics in Calculus, Seventh Edition. The relative brevity is achieved through
briefer exposition of some topics and putting some features on the website.
■ Essential Calculus: Early Transcendentals resembles Essential Calculus, but the
exponential, logarithmic, and inverse trigonometric functions are covered in Chapter 3.
■ Calculus: Concepts and Contexts, Fourth Edition, emphasizes conceptual understand-
ing 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.

What’s New in the Seventh Edition?

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:
■ Some material has been rewritten for greater clarity or for better motivation. See, for
instance, the introduction to maximum and minimum values on page 274, the intro-
duction to series on page 703, and the motivation for the cross product on page 808.
■ New examples have been added (see Example 4 on page 1021 for instance). And the
solutions to some of the existing examples have been amplified. A case in point: I
added details to the solution of Example 2.3.11 because when I taught Section 2.3
from the sixth edition I realized that students need more guidance when setting up
inequalities for the Squeeze Theorem.
■ The art program has been revamped: New figures have been incorporated and a sub-
stantial percentage of the existing figures have been redrawn.
■ The data in examples and exercises have been updated to be more timely.
■ Three new projects have been added: The Gini Index (page 429) explores how to
measure income distribution among inhabitants of a given country and is a nice appli-
cation of areas between curves. (I thank Klaus Volpert for suggesting this project.)
Families of Implicit Curves (page 217) investigates the changing shapes of implicitly
defined curves as parameters in a family are varied. Families of Polar Curves (page
664) exhibits the fascinating shapes of polar curves and how they evolve within a
family.
■ The section on the surface area of the graph of a function of two variables has been
restored as Section 15.6 for the convenience of instructors who like to teach it after
double integrals, though the full treatment of surface area remains in Chapter 16.

Copyright 2010 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.
Visit https://ebooksecure.com
now to explore a rich
collection of ebook and enjoy
exciting offers!
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xiii

PREFACE xiii

■ I continue to seek out examples of how calculus applies to so many aspects of the
real world. On page 909 you will see beautiful images of the earth’s magnetic field
strength and its second vertical derivative as calculated from Laplace’s equation. I
thank Roger Watson for bringing to my attention how this is used in geophysics and
mineral exploration.
■ More than 25% of the exercises in each chapter are new. Here are some of my
favorites: 1.6.58, 2.6.51, 2.8.13–14, 3.3.56, 3.4.67, 3.5.69–72, 3.7.22, 4.3.86,
5.2.51–53, 6.4.30, 11.2.49–50, 11.10.71–72, 12.1.44, 12.4.43–44, and Problems 4,
5, and 8 on pages 837–38.

Technology Enhancements

■ The media and technology to support the text have been enhanced to give professors
greater control over their course, to provide extra help to deal with the varying levels
of student preparedness for the calculus course, and to improve support for conceptual
understanding. New Enhanced WebAssign features including a customizable Cengage
YouBook, Just in Time review, Show Your Work, Answer Evaluator, Personalized
Study Plan, Master Its, solution videos, lecture video clips (with associated questions),
and Visualizing Calculus (TEC animations with associated questions) have been
developed to facilitate improved student learning and flexible classroom teaching.
■ Tools for Enriching Calculus (TEC) has been completely redesigned and is accessible
in Enhanced WebAssign, CourseMate, and PowerLecture. Selected Visuals and
Modules are available at www.stewartcalculus.com.

Features

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, 2.8.35–40,
2.8.43–46, 9.1.11–13, 10.1.24–27, 11.10.2, 13.2.1–2, 13.3.33–39, 14.1.1–2, 14.1.32–42,
14.3.3–10, 14.6.1–2, 14.7.3–4, 15.1.5–10, 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, 2.8.58, 4.3.63–64, and 7.8.67). I particularly value problems that com-
bine and compare graphical, numerical, and algebraic approaches (see Exercises 2.6.39–
40, 3.7.27, and 9.4.2).
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 intro-
duce, 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
2.8.36 (percentage of the population under age 18), Exercise 5.1.16 (velocity of the space

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xiv

xiv PREFACE

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 2 in Section 14.1). 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 humid-
ity. This example is pursued further in connection with linear approximations (Example 3
in Section 14.4). Directional derivatives are introduced in Section 14.6 by using a temper-
ature 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 4 in Section 15.1). Vector fields are introduced in Sec-
tion 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 (per-
haps in groups) on extended projects that give a feeling of substantial accomplishment
when completed. I have included four kinds of projects: Applied Projects involve applica-
tions 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 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 stu-
dents 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: tetra-
hedra (after Section 12.4), hyperspheres (after Section 15.7), and intersections of three
cylinders (after Section 15.8). 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 assign-
ments 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 Derive, Maple,
Mathematica, or the TI-89/92) are required. But technology doesn’t make pencil and paper

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xv

PREFACE xv

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 TEC is a companion to the text and is intended to enrich and complement its contents. (It
ENRICHING™ CALCULUS is now accessible in Enhanced WebAssign, CourseMate, and PowerLecture. 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. Instruc-
tors 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 addi-
tional exercises, labs, and projects that make use of the Visuals and Modules.

HOMEWORK HINTS Homework Hints presented in the form of questions try to imitate an effective teaching
assistant by functioning as a silent tutor. Hints for representative exercises (usually odd-
numbered) are included in every section of the text, indicated by printing the exercise
number in red. They are constructed so as not to reveal any more of the actual solution than
is minimally necessary to make further progress, and are available to students at
stewartcalculus.com and in CourseMate and Enhanced WebAssign.

ENHANCED W E B A S S I G N 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 seventh edition we have been working with
the calculus community and WebAssign to develop a more robust online homework sys-
tem. Up to 70% of the exercises in each section are assignable as online homework, includ-
ing free response, multiple choice, and multi-part formats.
The system also includes Active Examples, in which students are guided in step-by-step
tutorials through text examples, with links to the textbook and to video solutions. New
enhancements to the system include a customizable eBook, a Show Your Work feature,
Just in Time review of precalculus prerequisites, an improved Assignment Editor, and an
Answer Evaluator that accepts more mathematically equivalent answers and allows for
homework grading in much the same way that an instructor grades.

www.stewartcalculus.com This site includes the following.

■ Homework Hints
■ Algebra Review
■ 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)
■ Links, for particular topics, to outside web resources
■ Selected Tools for Enriching Calculus (TEC) Modules and Visuals

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xvi

xvi PREFACE

Content

Diagnostic Tests The book begins with four diagnostic tests, in Basic Algebra, Analytic Geometry, Func-
tions, 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 stan-
dard 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 prob-
lems. 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
2.7 and 2.8 deal with derivatives (especially with functions defined graphically and numer-
ically) 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 func-
tions, are differentiated here. When derivatives are computed in applied situations, students
are asked to explain their meanings. Exponential growth and decay are 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 cal-
culus 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 con-
texts 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, esti-
mate 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 Here are the applications of integration—arc length and surface area—for which it is use-
of Integration ful 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 sec-
tion 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.

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xvii

PREFACE xvii

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 introduc-
tion to first-order differential equations. An optional final section uses predator-prey mod-
els to illustrate systems of differential equations.

10 Parametric Equations This chapter introduces parametric and polar curves and applies the methods of calculus
and Polar Coordinates to them. Parametric curves are well suited to laboratory projects; the three 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.

11 Infinite Sequences and Series The convergence tests have intuitive justifications (see page 714) as well as formal proofs.
Numerical estimates of sums of series are based on which test was used to prove conver-
gence. The emphasis is on Taylor series and polynomials and their applications to physics.
Error estimates include those from graphing devices.

12 Vectors and The material on three-dimensional analytic geometry and vectors is divided into two chap-
The Geometry of Space ters. 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 alge-
braic 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 eval-
uating 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 Since first-order differential equations are covered in Chapter 9, this final chapter deals
Differential Equations with second-order linear differential equations, their application to vibrating springs and
electric circuits, and series solutions.

Ancillaries

Calculus, Early Transcendentals, Seventh Edition, is supported by a complete set of ancil-

laries developed under my direction. Each piece has been designed to enhance student
understanding and to facilitate creative instruction. With this edition, new media and tech-
nologies have been developed that help students to visualize calculus and instructors to
customize content to better align with the way they teach their course. The tables on pages
xxi–xxii describe each of these ancillaries.

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xviii

xviii PREFACE

Acknowledgments

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.

SEVENTH EDITION REVIEWERS Amy Austin, Texas A&M University

Anthony J. Bevelacqua, University of North Dakota
Zhen-Qing Chen, University of Washington—Seattle
Jenna Carpenter, Louisiana Tech University
Le Baron O. Ferguson, University of California—Riverside
Shari Harris, John Wood Community College
Amer Iqbal, University of Washington—Seattle
Akhtar Khan, Rochester Institute of Technology
Marianne Korten, Kansas State University
Joyce Longman, Villanova University
Richard Millspaugh, University of North Dakota
Lon H. Mitchell, Virginia Commonwealth University
Ho Kuen Ng, San Jose State University
Norma Ortiz-Robinson, Virginia Commonwealth University
Qin Sheng, Baylor University
Magdalena Toda, Texas Tech University
Ruth Trygstad, Salt Lake Community College
Klaus Volpert, Villanova University
Peiyong Wang, Wayne State University

TECHNOLOGY REVIEWERS
Maria Andersen, Muskegon Community College Brian Karasek, South Mountain Community College
Eric Aurand, Eastfield College Jason Kozinski, University of Florida
Joy Becker, University of Wisconsin–Stout Carole Krueger, The University of Texas at Arlington
Przemyslaw Bogacki, Old Dominion University Ken Kubota, University of Kentucky
Amy Elizabeth Bowman, University of Alabama in Huntsville John Mitchell, Clark College
Monica Brown, University of Missouri–St. Louis Donald Paul, Tulsa Community College
Roxanne Byrne, University of Colorado at Denver Chad Pierson, University of Minnesota, Duluth
and Health Sciences Center Lanita Presson, University of Alabama in Huntsville
Teri Christiansen, University of Missouri–Columbia Karin Reinhold, State University of New York at Albany
Bobby Dale Daniel, Lamar University Thomas Riedel, University of Louisville
Jennifer Daniel, Lamar University Christopher Schroeder, Morehead State University
Andras Domokos, California State University, Sacramento Angela Sharp, University of Minnesota, Duluth
Timothy Flaherty, Carnegie Mellon University Patricia Shaw, Mississippi State University
Lee Gibson, University of Louisville Carl Spitznagel, John Carroll University
Jane Golden, Hillsborough Community College Mohammad Tabanjeh, Virginia State University
Semion Gutman, University of Oklahoma Capt. Koichi Takagi, United States Naval Academy
Diane Hoffoss, University of San Diego Lorna TenEyck, Chemeketa Community College
Lorraine Hughes, Mississippi State University Roger Werbylo, Pima Community College
Jay Jahangiri, Kent State University David Williams, Clayton State University
John Jernigan, Community College of Philadelphia Zhuan Ye, Northern Illinois University

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xix

PREFACE xix

PREVIOUS EDITION REVIEWERS

B. D. Aggarwala, University of Calgary Bruce Gilligan, University of Regina
John Alberghini, Manchester Community College Matthias K. Gobbert, University of Maryland,
Michael Albert, Carnegie-Mellon University Baltimore County
Daniel Anderson, University of Iowa Gerald Goff, Oklahoma State University
Donna J. Bailey, Northeast Missouri State University Stuart Goldenberg, California Polytechnic State University
Wayne Barber, Chemeketa Community College John A. Graham, Buckingham Browne & Nichols School
Marilyn Belkin, Villanova University Richard Grassl, University of New Mexico
Neil Berger, University of Illinois, Chicago Michael Gregory, University of North Dakota
David Berman, University of New Orleans Charles Groetsch, University of Cincinnati
Richard Biggs, University of Western Ontario Paul Triantafilos Hadavas, Armstrong Atlantic State University
Robert Blumenthal, Oglethorpe University Salim M. Haïdar, Grand Valley State University
Martina Bode, Northwestern University D. W. Hall, Michigan State University
Barbara Bohannon, Hofstra University Robert L. Hall, University of Wisconsin–Milwaukee
Philip L. Bowers, Florida State University Howard B. Hamilton, California State University, Sacramento
Amy Elizabeth Bowman, University of Alabama in Huntsville Darel Hardy, Colorado State University
Jay Bourland, Colorado State University Gary W. Harrison, College of Charleston
Stephen W. Brady, Wichita State University Melvin Hausner, New York University/Courant Institute
Michael Breen, Tennessee Technological University Curtis Herink, Mercer University
Robert N. Bryan, University of Western Ontario Russell Herman, University of North Carolina at Wilmington
David Buchthal, University of Akron Allen Hesse, Rochester Community College
Jorge Cassio, Miami-Dade Community College Randall R. Holmes, Auburn University
Jack Ceder, University of California, Santa Barbara James F. Hurley, University of Connecticut
Scott Chapman, Trinity University Matthew A. Isom, Arizona State University
James Choike, Oklahoma State University Gerald Janusz, University of Illinois at Urbana-Champaign
Barbara Cortzen, DePaul University John H. Jenkins, Embry-Riddle Aeronautical University,
Carl Cowen, Purdue University Prescott Campus
Philip S. Crooke, Vanderbilt University Clement Jeske, University of Wisconsin, Platteville
Charles N. Curtis, Missouri Southern State College Carl Jockusch, University of Illinois at Urbana-Champaign
Daniel Cyphert, Armstrong State College Jan E. H. Johansson, University of Vermont
Robert Dahlin Jerry Johnson, Oklahoma State University
M. Hilary Davies, University of Alaska Anchorage Zsuzsanna M. Kadas, St. Michael’s College
Gregory J. Davis, University of Wisconsin–Green Bay Nets Katz, Indiana University Bloomington
Elias Deeba, University of Houston–Downtown Matt Kaufman
Daniel DiMaria, Suffolk Community College Matthias Kawski, Arizona State University
Seymour Ditor, University of Western Ontario Frederick W. Keene, Pasadena City College
Greg Dresden, Washington and Lee University Robert L. Kelley, University of Miami
Daniel Drucker, Wayne State University Virgil Kowalik, Texas A&I University
Kenn Dunn, Dalhousie University Kevin Kreider, University of Akron
Dennis Dunninger, Michigan State University Leonard Krop, DePaul University
Bruce Edwards, University of Florida Mark Krusemeyer, Carleton College
David Ellis, San Francisco State University John C. Lawlor, University of Vermont
John Ellison, Grove City College Christopher C. Leary, State University of New York
Martin Erickson, Truman State University at Geneseo
Garret Etgen, University of Houston David Leeming, University of Victoria
Theodore G. Faticoni, Fordham University Sam Lesseig, Northeast Missouri State University
Laurene V. Fausett, Georgia Southern University Phil Locke, University of Maine
Norman Feldman, Sonoma State University Joan McCarter, Arizona State University
Newman Fisher, San Francisco State University Phil McCartney, Northern Kentucky University
José D. Flores, The University of South Dakota James McKinney, California State Polytechnic University, Pomona
William Francis, Michigan Technological University Igor Malyshev, San Jose State University
James T. Franklin, Valencia Community College, East Larry Mansfield, Queens College
Stanley Friedlander, Bronx Community College Mary Martin, Colgate University
Patrick Gallagher, Columbia University–New York Nathaniel F. G. Martin, University of Virginia
Paul Garrett, University of Minnesota–Minneapolis Gerald Y. Matsumoto, American River College
Frederick Gass, Miami University of Ohio Tom Metzger, University of Pittsburgh

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xx

xx PREFACE

Michael Montaño, Riverside Community College Wayne Skrapek, University of Saskatchewan

Teri Jo Murphy, University of Oklahoma Larry Small, Los Angeles Pierce College
Martin Nakashima, California State Polytechnic University, Pomona Teresa Morgan Smith, Blinn College
Richard Nowakowski, Dalhousie University William Smith, University of North Carolina
Hussain S. Nur, California State University, Fresno Donald W. Solomon, University of Wisconsin–Milwaukee
Wayne N. Palmer, Utica College Edward Spitznagel, Washington University
Vincent Panico, University of the Pacific Joseph Stampfli, Indiana University
F. J. Papp, University of Michigan–Dearborn Kristin Stoley, Blinn College
Mike Penna, Indiana University–Purdue University Indianapolis M. B. Tavakoli, Chaffey College
Mark Pinsky, Northwestern University Paul Xavier Uhlig, St. Mary’s University, San Antonio
Lothar Redlin, The Pennsylvania State University Stan Ver Nooy, University of Oregon
Joel W. Robbin, University of Wisconsin–Madison Andrei Verona, California State University–Los Angeles
Lila Roberts, Georgia College and State University Russell C. Walker, Carnegie Mellon University
E. Arthur Robinson, Jr., The George Washington University William L. Walton, McCallie School
Richard Rockwell, Pacific Union College Jack Weiner, University of Guelph
Rob Root, Lafayette College Alan Weinstein, University of California, Berkeley
Richard Ruedemann, Arizona State University Theodore W. Wilcox, Rochester Institute of Technology
David Ryeburn, Simon Fraser University Steven Willard, University of Alberta
Richard St. Andre, Central Michigan University Robert Wilson, University of Wisconsin–Madison
Ricardo Salinas, San Antonio College Jerome Wolbert, University of Michigan–Ann Arbor
Robert Schmidt, South Dakota State University Dennis H. Wortman, University of Massachusetts, Boston
Eric Schreiner, Western Michigan University Mary Wright, Southern Illinois University–Carbondale
Mihr J. Shah, Kent State University–Trumbull Paul M. Wright, Austin Community College
Theodore Shifrin, University of Georgia Xian Wu, University of South Carolina

In addition, I would like to thank Jordan Bell, George Bergman, Leon Gerber, Mary
Pugh, and Simon Smith 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 Law-
son, 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 Ander-
son, 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; 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, Fred
Brauer, Andy Bulman-Fleming, Bob Burton, David Cusick, Tom DiCiccio, Garret Etgen,
Chris Fisher, Stuart Goldenberg, Arnold Good, Gene Hecht, Harvey Keynes, E.L. Koh,
Zdislav Kovarik, Kevin Kreider, Emile LeBlanc, David Leep, Gerald Leibowitz, Larry
Peterson, Lothar Redlin, Carl Riehm, John Ringland, Peter Rosenthal, Doug Shaw, Dan
Silver, Norton Starr, Saleem Watson, Alan Weinstein, and Gail Wolkowicz.
I also thank Kathi Townes, Stephanie Kuhns, and Rebekah Million of TECHarts for
their production services and the following Brooks/Cole staff: Cheryll Linthicum, content
project manager; Liza Neustaetter, assistant editor; Maureen Ross, media editor; Sam
Subity, managing media editor; Jennifer Jones, 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, and now Liz Covello. All of
them have contributed greatly to the success of this book.

JAMES STEWART

Copyright 2010 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.
97909_FM_FM_pi-xxviii.qk_97909_FM_FM_pi-xxviii 10/15/10 10:53 AM Page xxi

Ancillaries for Instructors Ancillaries for Instructors and Students

PowerLecture Stewart Website

ISBN 0-8400-5421-1 www.stewartcalculus.com
This comprehensive DVD contains all art from the text in both Contents: Homework Hints ■ Algebra Review ■ Additional
jpeg and PowerPoint formats, key equations and tables from the Topics ■ Drill exercises ■ Challenge Problems ■ Web Links ■
text, complete pre-built PowerPoint lectures, an electronic ver- History of Mathematics ■ Tools for Enriching Calculus (TEC)
sion of the Instructor’s Guide, Solution Builder, ExamView test-
ing software, Tools for Enriching Calculus, video instruction,
and JoinIn on TurningPoint clicker content. TEC Tools for Enriching™ Calculus
By James Stewart, Harvey Keynes, Dan Clegg, and
Instructor’s Guide
developer Hu Hohn
by Douglas Shaw
Tools for Enriching Calculus (TEC) functions as both a power-
ISBN 0-8400-5418-1
ful tool for instructors, as well as a tutorial environment in
Each section of the text is discussed from several viewpoints. which students can explore and review selected topics. The
The Instructor’s Guide contains suggested time to allot, points Flash simulation modules in TEC include instructions, writ-
to stress, text discussion topics, core materials for lecture, work- ten and audio explanations of the concepts, and exercises.
shop/discussion suggestions, group work exercises in a form TEC is accessible in CourseMate, WebAssign, and Power-
suitable for handout, and suggested homework assignments. An Lecture. Selected Visuals and Modules are available at
electronic version of the Instructor’s Guide is available on the www.stewartcalculus.com.
PowerLecture DVD.

Complete Solutions Manual

Enhanced WebAssign
Single Variable Early Transcendentals
www.webassign.net
By Daniel Anderson, Jeffery A. Cole, and Daniel Drucker
ISBN 0-8400-4936-6
WebAssign’s homework delivery system lets instructors deliver,
collect, grade, and record assignments via the web. Enhanced
Multivariable WebAssign for Stewart’s Calculus now includes opportunities
By Dan Clegg and Barbara Frank for students to review prerequisite skills and content both at the
ISBN 0-8400-4947-1 start of the course and at the beginning of each section. In addi-
Includes worked-out solutions to all exercises in the text. tion, for selected problems, students can get extra help in the
form of “enhanced feedback” (rejoinders) and video solutions.
Solution Builder Other key features include: thousands of problems from Stew-
www.cengage.com /solutionbuilder art’s Calculus, a customizable Cengage YouBook, Personal
This online instructor database offers complete worked out solu- Study Plans, Show Your Work, Just in Time Review, Answer
tions to all exercises in the text. Solution Builder allows you to Evaluator, Visualizing Calculus animations and modules,
create customized, secure solutions printouts (in PDF format) quizzes, lecture videos (with associated questions), and more!
matched exactly to the problems you assign in class.

Printed Test Bank Cengage Customizable YouBook

By William Steven Harmon YouBook is a Flash-based eBook that is interactive and cus-
ISBN 0-8400-5419-X tomizable! Containing all the content from Stewart’s Calculus,
Contains text-specific multiple-choice and free response test YouBook features a text edit tool that allows instructors to mod-
items. ify the textbook narrative as needed. With YouBook, instructors
can quickly re-order entire sections and chapters or hide any
ExamView Testing content they don’t teach to create an eBook that perfectly
Create, deliver, and customize tests in print and online formats matches their syllabus. Instructors can further customize the
with ExamView, an easy-to-use assessment and tutorial software. text by adding instructor-created or YouTube video links.
ExamView contains hundreds of multiple-choice and free Additional media assets include: animated figures, video clips,
response test items. ExamView testing is available on the Power- highlighting, notes, and more! YouBook is available in
Lecture DVD. Enhanced WebAssign.

■ Electronic items ■ Printed items (Table continues on page xxii.)

xxi

Copyright 2010 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.
Other documents randomly have
different content
 containing a part of this work or any other work associated with
Project Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute

this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must,
at no additional cost, fee or expense to the user, provide a copy,
a means of exporting a copy, or a means of obtaining a copy
upon request, of the work in its original “Plain Vanilla ASCII” or
other form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you derive
from the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
 payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt
that s/he does not agree to the terms of the full Project
Gutenberg™ License. You must require such a user to return or
destroy all copies of the works possessed in a physical medium
and discontinue all use of and all access to other copies of
Project Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite these
efforts, Project Gutenberg™ electronic works, and the medium
on which they may be stored, may contain “Defects,” such as,
but not limited to, incomplete, inaccurate or corrupt data,
transcription errors, a copyright or other intellectual property
infringement, a defective or damaged disk or other medium, a
computer virus, or computer codes that damage or cannot be
read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU AGREE
THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT
EXCEPT THOSE PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE
THAT THE FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person
or entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set

forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS OR
IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of
damages. If any disclaimer or limitation set forth in this
agreement violates the law of the state applicable to this
agreement, the agreement shall be interpreted to make the
maximum disclaimer or limitation permitted by the applicable
state law. The invalidity or unenforceability of any provision of
this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and
distribution of Project Gutenberg™ electronic works, harmless
from all liability, costs and expenses, including legal fees, that
arise directly or indirectly from any of the following which you
do or cause to occur: (a) distribution of this or any Project
Gutenberg™ work, (b) alteration, modification, or additions or
deletions to any Project Gutenberg™ work, and (c) any Defect
you cause.

Section 2. Information about the Mission

of Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new
computers. It exists because of the efforts of hundreds of
volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project
Gutenberg™’s goals and ensuring that the Project Gutenberg™
collection will remain freely available for generations to come. In
2001, the Project Gutenberg Literary Archive Foundation was
created to provide a secure and permanent future for Project
Gutenberg™ and future generations. To learn more about the
Project Gutenberg Literary Archive Foundation and how your
efforts and donations can help, see Sections 3 and 4 and the
Foundation information page at www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-
profit 501(c)(3) educational corporation organized under the
laws of the state of Mississippi and granted tax exempt status
by the Internal Revenue Service. The Foundation’s EIN or
federal tax identification number is 64-6221541. Contributions
to the Project Gutenberg Literary Archive Foundation are tax
deductible to the full extent permitted by U.S. federal laws and
your state’s laws.

The Foundation’s business office is located at 809 North 1500

West, Salt Lake City, UT 84116, (801) 596-1887. Email contact
links and up to date contact information can be found at the
Foundation’s website and official page at
www.gutenberg.org/contact
 Section 4. Information about Donations to
the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission
of increasing the number of public domain and licensed works
that can be freely distributed in machine-readable form
accessible by the widest array of equipment including outdated
equipment. Many small donations ($1 to $5,000) are particularly
important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws

regulating charities and charitable donations in all 50 states of
the United States. Compliance requirements are not uniform
and it takes a considerable effort, much paperwork and many
fees to meet and keep up with these requirements. We do not
solicit donations in locations where we have not received written
confirmation of compliance. To SEND DONATIONS or determine
the status of compliance for any particular state visit
www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states

where we have not met the solicitation requirements, we know
of no prohibition against accepting unsolicited donations from
donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot

make any statements concerning tax treatment of donations
received from outside the United States. U.S. laws alone swamp
our small staff.

Please check the Project Gutenberg web pages for current

donation methods and addresses. Donations are accepted in a
number of other ways including checks, online payments and
credit card donations. To donate, please visit:
www.gutenberg.org/donate.

Section 5. General Information About

Project Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could
be freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose
network of volunteer support.

Project Gutenberg™ eBooks are often created from several

printed editions, all of which are confirmed as not protected by
copyright in the U.S. unless a copyright notice is included. Thus,
we do not necessarily keep eBooks in compliance with any
particular paper edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg
Literary Archive Foundation, how to help produce our new
eBooks, and how to subscribe to our email newsletter to hear
about new eBooks.