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 calculus
Early Transcendentals
eighth edition

James Stewart
M c Master University
and
University of Toronto

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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 www.elsolucionario.org

Calculus: Early Transcendentals, Eighth Edition © 2016, 2012 Cengage Learning

James Stewart
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 Contents

Preface  xi
To the Student  xxiii
Calculators, Computers, and other graphing devices xxiv
Diagnostic tests xxvi

A Preview of Calculus 1

1
1.1 Four Ways to Represent a Function 10
1.2 Mathematical Models: A Catalog of Essential Functions 23
1.3 New Functions from Old Functions 36
1.4 Exponential Functions 45
1.5 Inverse Functions and Logarithms 55
Review 68
Principles of Problem Solving 71

2
2.1 The Tangent and Velocity Problems 78
2.2 The Limit of a Function 83
2.3 Calculating Limits Using the Limit Laws 95
2.4 The Precise Definition of a Limit 104
2.5 Continuity 114
2.6 Limits at Infinity; Horizontal Asymptotes 126
2.7 Derivatives and Rates of Change 140
 Writing Project • Early Methods for Finding Tangents 152
2.8 The Derivative as a Function 152
Review 165
Problems Plus 169

iii

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 www.elsolucionario.org
iv Contents

3
3.1 Derivatives of Polynomials and Exponential Functions 172
 Applied Project • Building a Better Roller Coaster 182
3.2 The Product and Quotient Rules 183
3.3 Derivatives of Trigonometric Functions 190
3.4 The Chain Rule 197
 Applied Project • Where Should a Pilot Start Descent? 208
3.5 Implicit Differentiation 208
 Laboratory Project • Families of Implicit Curves 217
3.6 Derivatives of Logarithmic Functions 218
3.7 Rates of Change in the Natural and Social Sciences 224
3.8 Exponential Growth and Decay 237
 Applied Project • Controlling Red Blood Cell Loss During Surgery 244
3.9 Related Rates 245
3.10 Linear Approximations and Differentials 251
 Laboratory Project • Taylor Polynomials 258
3.11 Hyperbolic Functions 259
Review 266
Problems Plus 270

4
4.1 Maximum and Minimum Values 276
 Applied Project • The Calculus of Rainbows 285
4.2 The Mean Value Theorem 287
4.3 How Derivatives Affect the Shape of a Graph 293
4.4 Indeterminate Forms and l’Hospital’s Rule 304
 Writing Project • The Origins of l’Hospital’s Rule 314
4.5 Summary of Curve Sketching 315
4.6 Graphing with Calculus and Calculators 323
4.7 Optimization Problems 330
 Applied Project • The Shape of a Can 343
 Applied Project • Planes and Birds: Minimizing Energy 344
4.8 Newton’s Method 345
4.9 Antiderivatives 350
Review 358
Problems Plus 363

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 Contents v

5
5.1 Areas and Distances 366
5.2 The Definite Integral 378
 Discovery Project • Area Functions 391
5.3 The Fundamental Theorem of Calculus 392
5.4 Indefinite Integrals and the Net Change Theorem 402
 Writing Project • Newton, Leibniz, and the Invention of Calculus 411
5.5 The Substitution Rule 412
Review 421
Problems Plus 425

6
6.1 Areas Between Curves 428
 Applied Project • The Gini Index 436
6.2 Volumes 438
6.3 Volumes by Cylindrical Shells 449
6.4 Work 455
6.5 Average Value of a Function 461
 Applied Project • Calculus and Baseball 464
 Applied Project • Where to Sit at the Movies 465
Review 466
Problems Plus 468

7
7.1 Integration by Parts 472
7.2 Trigonometric Integrals 479
7.3 Trigonometric Substitution 486
7.4 Integration of Rational Functions by Partial Fractions 493
7.5 Strategy for Integration 503
7.6 Integration Using Tables and Computer Algebra Systems 508
 Discovery Project • Patterns in Integrals 513
7.7 Approximate Integration 514
7.8 Improper Integrals 527
Review 537
Problems Plus 540

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 www.elsolucionario.org
vi Contents

8
8.1 Arc Length 544
 Discovery Project • Arc Length Contest 550
8.2 Area of a Surface of Revolution 551
 Discovery Project • Rotating on a Slant 557
8.3 Applications to Physics and Engineering 558
 Discovery Project • Complementary Coffee Cups 568
8.4 Applications to Economics and Biology 569
8.5 Probability 573
Review 581
Problems Plus 583

9
9.1 Modeling with Differential Equations 586
9.2 Direction Fields and Euler’s Method 591
9.3 Separable Equations 599
 Applied Project • How Fast Does a Tank Drain? 608
 Applied Project • Which Is Faster, Going Up or Coming Down? 609
9.4 Models for Population Growth 610
9.5 Linear Equations 620
9.6 Predator-Prey Systems 627
Review 634
Problems Plus 637

10
10.1 Curves Defined by Parametric Equations 640
 Laboratory Project • Running Circles Around Circles 648
10.2 Calculus with Parametric Curves 649
 Laboratory Project • Bézier Curves 657
10.3 Polar Coordinates 658
 Laboratory Project • Families of Polar Curves 668
10.4 Areas and Lengths in Polar Coordinates 669

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 Contents vii

10.5 Conic Sections 674

10.6 Conic Sections in Polar Coordinates 682
Review 689
Problems Plus 692

11
11.1 Sequences 694
 Laboratory Project • Logistic Sequences 707
11.2 Series 707
11.3 The Integral Test and Estimates of Sums 719
11.4 The Comparison Tests 727
11.5 Alternating Series 732
11.6 Absolute Convergence and the Ratio and Root Tests 737
11.7 Strategy for Testing Series 744
11.8 Power Series 746
11.9 Representations of Functions as Power Series 752
11.10 Taylor and Maclaurin Series 759
 Laboratory Project • An Elusive Limit 773
 Writing Project • How Newton Discovered the Binomial Series 773
11.11 Applications of Taylor Polynomials 774
 Applied Project • Radiation from the Stars 783
Review 784
Problems Plus 787

12
12.1 Three-Dimensional Coordinate Systems 792
12.2 Vectors 798
12.3 The Dot Product 807
12.4 The Cross Product 814
 Discovery Project • The Geometry of a Tetrahedron 823
12.5 Equations of Lines and Planes 823
 Laboratory Project • Putting 3D in Perspective 833
12.6 Cylinders and Quadric Surfaces 834
Review 841
7et1206un03
04/21/10 Problems Plus 844
MasterID: 01462

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 www.elsolucionario.org
viii Contents

13
13.1 Vector Functions and Space Curves 848
13.2 Derivatives and Integrals of Vector Functions 855
13.3 Arc Length and Curvature 861
13.4 Motion in Space: Velocity and Acceleration 870
 Applied Project • Kepler’s Laws 880
Review 881
Problems Plus 884

14
14.1 Functions of Several Variables 888
14.2 Limits and Continuity 903
14.3 Partial Derivatives 911
14.4 Tangent Planes and Linear Approximations 927
 Applied Project • The Speedo LZR Racer 936
14.5 The Chain Rule 937
14.6 Directional Derivatives and the Gradient Vector 946
14.7 Maximum and Minimum Values 959
 Applied Project • Designing a Dumpster 970
 Discovery Project • Quadratic Approximations and Critical Points 970
14.8 Lagrange Multipliers 971
 Applied Project • Rocket Science 979
 Applied Project • Hydro-Turbine Optimization 980
Review 981
Problems Plus 985

15
15.1 Double Integrals over Rectangles 988
15.2 Double Integrals over General Regions 1001
15.3 Double Integrals in Polar Coordinates 1010
15.4 Applications of Double Integrals 1016
15.5 Surface Area 1026

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 Contents ix

15.6 Triple Integrals 1029

 Discovery Project • Volumes of Hyperspheres 1040
15.7 Triple Integrals in Cylindrical Coordinates 1040
 Discovery Project • The Intersection of Three Cylinders 1044
15.8 Triple Integrals in Spherical Coordinates 1045
 Applied Project • Roller Derby 1052
15.9 Change of Variables in Multiple Integrals 1052
Review 1061
Problems Plus 1065

16
16.1 Vector Fields 1068
16.2 Line Integrals 1075
16.3 The Fundamental Theorem for Line Integrals 1087
16.4 Green’s Theorem 1096
16.5 Curl and Divergence 1103
16.6 Parametric Surfaces and Their Areas 1111
16.7 Surface Integrals 1122
16.8 Stokes’ Theorem 1134
 Writing Project • Three Men and Two Theorems 1140
16.9 The Divergence Theorem 1141
16.10 Summary 1147
Review 1148
Problems Plus 1151

17
17.1 Second-Order Linear Equations 1154
17.2 Nonhomogeneous Linear Equations 1160
17.3 Applications of Second-Order Differential Equations 1168
17.4 Series Solutions 1176
Review 1181

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 www.elsolucionario.org
x Contents

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

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 Preface

A great discovery solves a great problem but there is a grain of discovery in the
solution of any problem. Your problem may be modest; but if it challenges your
curiosity and brings into play your inventive faculties, and if you solve it by your
own means, you may experience the tension and enjoy the triumph of discovery.
g e o r g e p o lya

The art of teaching, Mark Van Doren said, is the art of assisting discovery. I have tried
to write a book that assists students in discovering calculus—both for its practical power
and its surprising beauty. In this edition, as in the first seven editions, I aim to convey
to the student a sense of the utility of calculus and develop technical competence, but I
also strive to give some appreciation for the intrinsic beauty of the subject. Newton
undoubtedly experienced a sense of triumph when he made his great discoveries. I want
students to share some of that excitement.
The emphasis is on understanding concepts. I think that nearly everybody agrees that
this should be the primary goal of calculus instruction. In fact, the impetus for the cur-
rent calculus reform movement came from the Tulane Conference in 1986, which for-
mulated as their first recommendation:
Focus on conceptual understanding.
I have tried to implement this goal through the Rule of Three: “Topics should be pre-
sented geometrically, numerically, and algebraically.” Visualization, numerical and
graphical experimentation, and other approaches have changed how we teach concep-
tual reasoning in fundamental ways. More recently, the Rule of Three has been expanded
to become the Rule of Four by emphasizing the verbal, or descriptive, point of view as
well.
In writing the eighth edition my premise has been that it is possible to achieve 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.

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, Eighth Edition, is similar to the present textbook except that the exponen-
tial, logarithmic, and inverse trigonometric functions are covered in the second
semester.
● Essential Calculus, Second Edition, is a much briefer book (840 pages), though it
contains almost all of the topics in Calculus, Eighth Edition. The relative brevity is
achieved through briefer exposition of some topics and putting some features on the
website.
● Essential Calculus: Early Transcendentals, Second Edition, resembles Essential
Calculus, but the exponential, logarithmic, and inverse trigonometric functions are
covered in Chapter 3.
xi

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 www.elsolucionario.org
xii Preface

● Calculus: Concepts and Contexts, Fourth Edition, emphasizes conceptual under-

standing even more strongly than this book. The coverage of topics is not encyclo-
pedic 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 engineer-
ing and physics courses concurrently with calculus.
● Brief Applied Calculus is intended for students in business, the social sciences, and
the life sciences.
● Biocalculus: Calculus for the Life Sciences is intended to show students in the life
sciences how calculus relates to biology.
● Biocalculus: Calculus, Probability, and Statistics for the Life Sciences contains all
the content of Biocalculus: Calculus for the Life Sciences as well as three addi-
tional chapters covering probability and statistics.

The changes have resulted from talking with my colleagues and students at the Univer-
sity of Toronto and from reading journals, as well as suggestions from users and review-
ers. Here are some of the many improvements that I’ve incorporated into this edition:
● The data in examples and exercises have been updated to be more timely.
● New examples have been added (see Examples 6.1.5, 11.2.5, and 14.3.3, for
instance). And the solutions to some of the existing examples have been amplified.
● Three new projects have been added: The project Controlling Red Blood Cell Loss
During Surgery (page 244) describes the ANH procedure, in which blood is
extracted from the patient before an operation and is replaced by saline solution.
This dilutes the patient’s blood so that fewer red blood cells are lost during bleed-
ing and the extracted blood is returned to the patient after surgery. The project
Planes and Birds: Minimizing Energy (page 344) asks how birds can minimize
power and energy by flapping their wings versus gliding. In the project The Speedo
LZR Racer (page 936) it is explained that this suit reduces drag in the water and, as
a result, many swimming records were broken. Students are asked why a small
decrease in drag can have a big effect on performance.
● I have streamlined Chapter 15 (Multiple Integrals) by combining the first two sec-
tions so that iterated integrals are treated earlier.
● More than 20% of the exercises in each chapter are new. Here are some of my
favorites: 2.7.61, 2.8.36–38, 3.1.79–80, 3.11.54, 4.1.69, 4.3.34, 4.3.66, 4.4.80,
4.7.39, 4.7.67, 5.1.19–20, 5.2.67–68, 5.4.70, 6.1.51, 8.1.39, 12.5.81, 12.6.29–30,
14.6.65–66. In addition, there are some good new Problems Plus. (See Problems
12–14 on page 272, Problem 13 on page 363, Problems 16–17 on page 426, and
Problem 8 on page 986.)

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 Preface xiii

Conceptual Exercises
The most important way to foster conceptual understanding is through the problems
that we assign. To that end I have devised various types of problems. Some exercise sets
begin with requests to explain the meanings of the basic concepts of the section. (See, for
instance, the first few exercises in Sections 2.2, 2.5, 11.2, 14.2, and 14.3.) Similarly, all
the review sections begin with a Concept Check and a True-False Quiz. Other exercises
test conceptual understanding through graphs or tables (see Exercises 2.7.17, 2.8.35–38,
2.8.47–52, 9.1.11–13, 10.1.24–27, 11.10.2, 13.2.1–2, 13.3.33–39, 14.1.1–2, 14.1.32–38,
14.1.41–44, 14.3.3–10, 14.6.1–2, 14.7.3–4, 15.1.6–8, 16.1.11–18, 16.2.17–18, and
16.3.1–2).
Another type of exercise uses verbal description to test conceptual understanding
(see Exercises 2.5.10, 2.8.66, 4.3.69–70, and 7.8.67). I particularly value problems that
combine and compare graphical, numerical, and algebraic approaches (see Exercises
2.6.45–46, 3.7.27, and 9.4.4).

Graded Exercise Sets

Each exercise set is carefully graded, progressing from basic conceptual exercises and
skill-development problems to more challenging problems involving applications and
proofs.

Real-World Data
My assistants and I spent a great deal of time looking in libraries, contacting companies
and government agencies, and searching the Internet for interesting real-world data to
introduce, motivate, and illustrate the concepts of calculus. As a result, many of the
examples and exercises deal with functions defined by such numerical data or graphs.
See, for instance, Figure 1 in Section 1.1 (seismograms from the Northridge earthquake),
Exercise 2.8.35 (unemployment rates), Exercise 5.1.16 (velocity of the space shuttle
Endeavour), and Figure 4 in Section 5.4 (San Francisco power consumption). Functions
of two variables are illustrated by a table of values of the wind-chill index as a function
of air temperature and wind speed (Example 14.1.2). Partial derivatives are introduced
in Section 14.3 by examining a column in a table of values of the heat index (perceived
air temperature) as a function of the actual temperature and the relative humidity. This
example is pursued further in connection with linear approximations (Example 14.4.3).
Directional derivatives are introduced in Section 14.6 by using a temperature contour
map to estimate the rate of change of temperature at Reno in the direction of Las Vegas.
Double integrals are used to estimate the average snowfall in Colorado on December
20–21, 2006 (Example 15.1.9). Vector fields are introduced in Section 16.1 by depictions
of actual velocity vector fields showing San Francisco Bay wind patterns.

Projects
One way of involving students and making them active learners is to have them work
(perhaps in groups) on extended projects that give a feeling of substantial accomplish-
ment when completed. I have included four kinds of projects: Applied Projects involve
applications that are designed to appeal to the imagination of students. The project after
Section 9.3 asks whether a ball thrown upward takes longer to reach its maximum height
or to fall back to its original height. (The answer might surprise you.) The project after
Section 14.8 uses Lagrange multipliers to determine the masses of the three stages of
a rocket so as to minimize the total mass while enabling the rocket to reach a desired

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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.
Exploring the Variety of Random
Documents with Different Content
 Remembrance wakes her busy train,
And brings past scenes to view.
.............
The green’s gone, too—ah, lovely scene!
No more the kingcup gay
Shall shine in yellow o’er the green.
And shed its golden ray;
No more the herdsman’s early call
Shall bring the cows to feed;
No more the milk-maid’s evening brawl
In “Come Mull” tones succeed.
Both milk-maid’s shouts and herdsman’s call
Have vanished from the green;
The kingcup’s yellow, shade and all,
Shall never more be seen;
But the thick-cultur’d tribe that grow
Will so efface the scene,
That aftertime will hardly know
It ever was a green.

In this same connection, in the “Village Minstrel,” we find these lines

lamenting the absence of old scenes and objects of beauty that are
gone.—

There once were springs, when daisies’ silver studs

Like sheets of snow on every pasture spread;
There once were summers where the crow-flower buds
Like golden sunbeams that sheltered Lubin’s head;
There fallen trees the naked moors bewail,
And scarce a bush is left to the tell the mournful tale.

Although the poet never wrote to reform agricultural conditions, he

is often realistic. He even denounces them occasionally, but his
prevailing tone is lamentation—for the passing of the meadow-
blooms and pasture-flowers—for the trimmed hedge-fences and
well-kept lawns.

Enclosures came and every path was stopt.

Each tyrant fix’d his sign where paths were found
To hint a trespass who might cross the ground.
.............
But who can tell the anguish of his mind,
When reformation’s formidable foes
With civil wars ’gainst nature’s peace combined,
And desolation struck her deadly blows
As curst improvement ’gan his fields inclose;
Oh greens, and fields, and trees, farewell, farewell!
His heart-wrung pains, his unavailing woes
No words can utter, and no tongue can tell,
When ploughs destroy’d the green, when groves of willow fell.

Clare sees the hut of clay where the widow lives; he sees the poor
house, and feels the sting that must be the feeling of the pauper
when he accepts charity from the parish.

Yon parish-hut, where want is shov’d to die,

He never views them but his tear would start;
He passed not by the doors without a sigh,
And felt for every woe of work-house misery.

Neither does the old dame at the parish cottage, as she stands in
the door viewing the children play, and remembering her past youth
—neither does she escape the poet’s eye.

She turns from echoes of her younger years

And nips the portion of her snuff with tears.

The poet sees another old woman gathering cress, to make a savory
salad for Luxury’s whim. For her labor the old woman will get a
penny and a frown. These objects of nature were just as natural for
Clare to write about, as the brown leaves falling in the autumn
instead of the green leaves coming out in the spring. The dismal as
well as the sunny days, the joys as well as the sorrows, he shews in
his picture of the country life.
However realistic the poet may be, he is dominated by his artistic
purpose; and for this purpose he chose scenes in the country that
amused or aroused tender emotions in him. He shunned, perhaps
sub-consciously, the things that brought up feelings of there being
injustice in the world. His peasants never lack enough food, or
some kind of a hut that they call home. In the wood-cutter’s cabin
the “careful wife displays her frugal hoard, and both partake in
comfort though they are poor.” His country laborer, working on
some enclosed farm, is a religious man, not the drunken ignorant
peasant who spends his few pennies at some tavern while his wife
and children starve. This laborer, Clare depicts going out with his
children on a Sunday afternoon.

And often takes his family abroad

On short excursions o’er the fields and plain
Making each object on the road
An insect, spring of grass, or ear of grain;
Endeavoring thus most simply to maintain
That the same power that bids the mite to crawl
That browns the wheat-land in its summer stain,
That power which formed the simple flower withal,
Formed all that lives and grows upon this earthly ball.

Clare writes that his purpose is not to lament the sorrows but to
show the joys; and we may take the dominant motive of the poet
from the following lines:

But useless naming what distress reveals,

As every child of want feels all that Lubin feels.

In accordance with this purpose, in the “Village Minstrel”, his longest

poem, he gives us a variegated picture of idyllic country life.
In the Spring the country hums with new life. On his way to plow
the fields, the peasant feels the Spring-time in the air; the birds sing
merrily as they build their nests; the blue-meadow-daisy peeps
farther out from the grass; while the white lambs grazing on the
green commons look like the last remnants of the winter’s snow.
The milk-maid hums a love song as she weaves a garland to crown
the first returning cow. The housewives gossip about the hens and
the geese; while on Sunday after church the men talk about the
good and the bad signs of the weather for the growing grain.
Then the Spring passes into summer, with its gentle, quiet breezes.
A droning insect disturbed by a shrill sound of the hay-maker’s
scythe ceases for a moment his course; a butterfly rests on a stalk
and is swayed to and fro by the breeze. The laborer, returning home
in the long summer twilight, remembers the ghost stories told the
past winter; and as the night comes on he hears the swashing sound
of the drowned Amy’s boots. Mid-summer is ushered in with its
feast, and every heart is jumping with joy. In brand-new clothes the
swain goes to the place of merriment, eager to meet his sun-tanned
lass. The woodsman and the thresher, children and kin from the
neighboring village, are all present. At the cotter’s house, Joe tunes
his fiddle for the dance. When the fiddler is paid, the place is
cleared for the merry games that follow the feast.

Great sport for them was jumping in a sack,

For beaver hat bedecked in ribbons blue;
Soon one jumps down though he’s broke his neck
And tries to rise and wondrous sport they make,
And monstrous fun it makes to hunt the pig;
As soapt and larded through the crowd he flies.
.............
And badger-baiting here, and fighting cocks—
And wrestlers join to tug each other down.

At night the men go to the ale-house to drink, smoke, and make

merry until the money’s all gone.
 Resolv’d to keep it merry while it’s here
As toil comes every day and feasts but once a year.

Autumn, with corn gleanings and merry tales, brings its joy and
feasts. As the old women gather the last of the harvest, they get
over-heated. Stopping to catch their breath, they amuse the
children with stories or Jack the Giant-Killer, Cincerilla, and Thumbs.
When the harvest work is done, another feast, known as the
Harvest-Supper, follows. Beer, smoking, and harmless pranks usher
out the season of mists and mellow fruitfulness.
Autumn breezes turn into sharper and more stinging blasts; the
moors and leas grow bare; the trees are stript of leaves; winter is
come. Though sombre and desolate, the peasant delights in
watching the storm, as great clouds float faster and faster as the
wind drives them before it. The woodsman, returning home on a
winter night with a load of fire-wood, looks like a moving snow-
bank. The supper is ready stewing on the hook; the children, bright-
eyed with happiness, prattle about his knees to welcome him home.
After supper with the hearth swept clean, stories, songs, and prayer
end the day.

“And thus in wedlock’s joy the laborer drowns his care.”

 BIBLIOGRAPHY

1. Cunningham, Wm. “Growth of English Industry and Commerce.”

3 vols. 3d. 1907.
Vol. 1. Early and Middle Ages.
Vol. 2. Mercantile System.
Vol. 3. Laissez Faire.
2. Gibbens, H de B. “Industrial History of England,” ed. 1895.
3. Johnson, A. W. “Disappearance of the Small Landowner.” ed.
1901.
4. Hammond, J. H. and Barbara. “The English Village” ed. 1914.
5. Martin, Frederick, “Life of John Clare,” ed. 1865.
6. Cherry, J. L. “Life and Remains of John Clare.” ed. 1872.

7. Clare, John. “Village Minstrel.” vol. I & II. ed. 1822.

8. Symons, Arthur. “Poems by John Clare.” ed. 1909.
9. Gale, Norman. “Poems by John Clare.” ed. 1901.
 FOOTNOTES.

[15] Clare’s Poems: Ed. Gale, pp. 36.

 *** END OF THE PROJECT GUTENBERG EBOOK COUNTRY LIFE IN
THE POETRY OF JOHN CLARE ***

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