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 INSTRUCTOR’S SOLUTIONS
MANUAL
SUSAN JANE COLLEY
DANIEL H. STEINBERG

V ECTOR C ALCULUS
FOURTH EDITION

Susan Jane Colley

Oberlin College

Boston Columbus Indianapolis New York San Francisco Upper Saddle River
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Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
The author and publisher of this book have used their best efforts in preparing this book. These efforts include the
development, research, and testing of the theories and programs to determine their effectiveness. The author and
publisher make no warranty of any kind, expressed or implied, with regard to these programs or the documentation
contained in this book. The author and publisher shall not be liable in any event for incidental or consequential
damages in connection with, or arising out of, the furnishing, performance, or use of these programs.

Reproduced by Pearson from electronic files supplied by the author.

Copyright © 2012, 2006, 2002 Pearson Education, Inc.

Publishing as Pearson, 75 Arlington Street, Boston, MA 02116.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publisher. Printed in the United States of America.

ISBN-13: 978-0-321-78066-9
ISBN-10: 0-321-78066-3

www.pearsonhighered.com
 Table of Contents
Chapter 1 Vectors
1.1 Vectors in Two and Three Dimensions 1
1.2 More About Vectors 7
1.3 The Dot Product 12
1.4 The Cross Product 17
1.5 Equations for Planes; Distance Problems 26
1.6 Some n-dimensional Geometry 33
1.7 New Coordinate Systems 44
True/False Exercises for Chapter 1 54
Miscellaneous Exercises for Chapter 1 55

Chapter 2 Differentiation in Several Variables

2.1 Functions of Several Variables; Graphing Surfaces 75
2.2 Limits 85
2.3 The Derivative 93
2.4 Properties; Higher-order Partial Derivatives 102
2.5 The Chain Rule 113
2.6 Directional Derivatives 124
2.7 Newton’s Method 132
True/False Exercises for Chapter 2 138
Miscellaneous Exercises for Chapter 2 138

Chapter 3 Vector-Valued Functions

3.1 Parametrized Curves and Kepler’s Laws 149
3.2 Arclength and Differential Geometry 159
3.3 Vector Fields: An Introduction 168
3.4 Gradient, Divergence, Curl and the Del Operator 177
True/False Exercises for Chapter 3 184
Miscellaneous Exercises for Chapter 3 185

Chapter 4 Maxima and Minima in Several Variables

4.1 Differentials and Taylor’s Theorem 195
4.2 Extrema of Functions 205
4.3 Lagrange Multipliers 216
4.4 Some Applications of Extrema 228
True/False Exercises for Chapter 4 233
Miscellaneous Exercises for Chapter 4 233

© 2012, Pearson Education, Inc.

Chapter 5 Multiple Integration
5.1 Introduction: Areas and Volumes 245
5.2 Double Integrals 247
5.3 Changing the Order of Integration 262
5.4 Triple Integrals 270
5.5 Change of Variables 280
5.6 Applications of Integration 291
5.7 Numerical Approximations of Multiple Integrals 304
True/False Exercises for Chapter 5 315
Miscellaneous Exercises for Chapter 5 316

Chapter 6 Line Integrals

6.1 Scalar and Vector Line Integrals 337
6.2 Green’s Theorem 344
6.3 Conservative Vector Fields 356
True/False Exercises for Chapter 6 361
Miscellaneous Exercises for Chapter 6 361

Chapter 7 Surface Integrals and Vector Analysis

7.1 Parametrized Surfaces 375
7.2 Surface Integrals 384
7.3 Stokes’s and Gauss’s Theorems 394
7.4 Further Vector Analysis; Maxwell’s Equations 413
True/False Exercises for Chapter 7 420
Miscellaneous Exercises for Chapter 7 420

Chapter 8 Vector Analysis in Higher Dimensions

8.1 An Introduction to Differential Forms 439
8.2 Manifolds and Integrals of k-forms 444
8.3 The Generalized Stokes’s Theorem 449
True/False Exercises for Chapter 8 454
Miscellaneous Exercises for Chapter 8 454

© 2012, Pearson Education, Inc.

Chapter 1

Vectors

1.1 Vectors in Two and Three Dimensions

1. Here we just connect the point (0, 0) to the points indicated:

y
3
b
2.5

2
c
1.5

1 a

0.5

x
-1 1 2 3

2. Although more difficult for students to represent this on paper, the figures should look something like the following. Note that
the origin is not at a corner of the frame box but is at the tails of the three vectors.

2 a
z

1 b
c
0
-2 -2 0 2
0
2
x y

In problems 3 and 4, we supply more detail than is necessary to stress to students what properties are being used:
3. (a) (3, 1) + (−1, 7) = (3 + [−1], 1 + 7) = (2, 8).
(b) −2(8, 12) = (−2 · 8, −2 · 12) = (−16, −24).
(c) (8, 9) + 3(−1, 2) = (8 + 3(−1), 9 + 3(2)) = (5, 15).
(d) (1, 1) + 5(2, 6) − 3(10, 2) = (1 + 5 · 2 − 3 · 10, 1 + 5 · 6 − 3 · 2) = (−19, 25).
(e) (8, 10) + 3((8, −2) − 2(4, 5)) = (8 + 3(8 − 2 · 4), 10 + 3(−2 − 2 · 5)) = (8, −26).
4. (a) (2, 1, 2) + (−3,  9, 7) = (2 − 3, 1 + 9, 2 + 7) = (−1,
 10, 9).
(b) 12 (8, 4, 1) + 2 5,−7, 14 = 4, 2, 12 + 10, −14, 12 = (14, −12, 1).
(c) −2 (2, 0, 1) − 6 12 , −4, 1 = −2((2, 0, 1) − (3, −24, 6)) = −2(−1, 24, −5) = (2, −48, 10).
5. We start with the two vectors a and b. We can complete the parallelogram as in the figure on the left. The vector from the
origin to this new vertex is the vector a + b. In the figure on the right we have translated vector b so that its tail is the head of
vector a. The sum a + b is the directed third side of this triangle.


c 2012 Pearson Education, Inc. 1
2 Chapter 1 Vectors

y y
7 7

6 6
a+b a+b

5 5 b translated

b 4 b 4

3 3

2 a 2 a

1 1

x x
-2 -1.5 -1 -0.5 0.5 1 -2 -1.5 -1 -0.5 0.5 1

6. a = (3, 2) b = (−1, 1) 3 
a − b = (3 − (−1), 2 − 1) = (4, 1) 1
2
a = 2
,1 a + 2b = (1, 4)

a+2b
4

2 a

b 1 a-b
(1/2)a

x
-2 -1 1 2 3 4 5

-1

−
→ −→ −→
7. (a) AB = (−3 − 1, 3 − 0, 1 − 2) = (−4, 3, −1) BA = −AB = (4, −3, 1)
−
→
(b) AC = (2 − 1, 1 − 0, 5 − 2) = (1, 1, 3)
−
→
BC = (2 − (−3), 1 − 3, 5 − 1) = (5, −2, 4)
→ −→
−
AC + CB = (1, 1, 3) − (5, −2, 4) = (−4, 3, −1)
(c) This result is true in general:
B

Head-to-tail addition demonstrates this.


c 2012 Pearson Education, Inc.
 Section 1.1. Vectors in Two and Three Dimensions 3

8. The vectors a = (1, 2, 1), b = (0, −2, 3) and a + b = (1, 2, 1) + (0, −2, 3) = (1, 0, 4) are graphed below. Again note that
the origin is at the tails of the vectors in the figure.
Also, −1(1, 2, 1) = (−1, −2, −1). This would be pictured by drawing the vector (1, 2, 1) in the opposite direction.
Finally, 4(1, 2, 1) = (4, 8, 4) which is four times vector a and so is vector a stretched four times as long in the same direction.

b
a+b
z
2

0
-2 0
1 0 2
x y

9. Since the sum on the left must equal the vector on the right componentwise:
−12 + x = 2, 9 + 7 = y, and z + −3 = 5. Therefore, x = 14, y = 16, and z = 8.
10. √
If we drop a perpendicular
√ from (3, 1) to the x-axis we see that by the Pythagorean Theorem the length of the vector (3, 1) =
32 + 12 = 10.
y
1

0.8

0.6

0.4

0.2

x
0.5 1 1.5 2 2.5 3

11. Notice that b (represented by the dotted line) = 5a (represented by the solid line).
y
10

8 b

2
a
x
1 2 3 4 5


c 2012 Pearson Education, Inc.
4 Chapter 1 Vectors

12. Here the picture has been projected into two dimensions so that you can more clearly see that a (represented by the solid
line) = −2b (represented by the dotted line).

a 8

-8 -6 -4 -2 2 4

-2
b

-4

13. The natural extension to higher dimensions is that we still add componentwise and that multiplying a scalar by a vector means
that we multiply each component of the vector by the scalar. In symbols this means that:
a + b = (a1 , a2 , . . . , an ) + (b1 , b2 , . . . , bn ) = (a1 + b1 , a2 + b2 , . . . , an + bn ) and ka = (ka1 , ka2 , . . . , kan ).
In our particular examples, (1, 2, 3, 4) + (5, −1, 2, 0) = (6, 1, 5, 4), and 2(7, 6, −3, 1) = (14, 12, −6, 2).
14. The diagrams for parts (a), (b) and (c) are similar to Figure 1.12 from the text. The displacement vectors are:
(a) (1, 1, 5)
(b) (−1, −2, 3)
(c) (1, 2, −3)
(d) (−1, −2)
Note: The displacement vectors for (b) and (c) are the same but in opposite directions (i.e., one is the negative of the
other). The displacement vector in the diagram for (d) is represented by the solid line in the figure below:
y
1

0.75 P1

0.5

0.25

x
0.5 1 1.5 2 2.5 3

-0.25

-0.5
P2
-0.75

-1

15. In general, we would define the displacement vector from (a1 , a2 , . . . , an ) to (b1 , b2 , . . . , bn ) to be (b1 −a1 , b2 −a2 , . . . , bn −
an ).
In this specific problem the displacement vector from P1 to P2 is (1, −4, −1, 1).
−→
16. Let B have coordinates (x, y, z). Then AB = (x − 2, y − 5, z + 6) = (12, −3, 7) so x = 14, y = 2, z = 1 so B has
coordinates (14, 2, 1).
17. If a is your displacement vector from the Empire State Building and b your friend’s, then the displacement vector from you
to your friend is b − a.


c 2012 Pearson Education, Inc.
 Section 1.1. Vectors in Two and Three Dimensions 5

you
a

b-a

Empire State Bldg

friend b

18. Property 2 follows immediately from the associative property of the reals:

(a + b) + c = ((a1 , a2 , a3 ) + (b1 , b2 , b3 )) + (c1 , c2 , c3 )

= ((a1 + b1 , a2 + b2 , a3 + b3 ) + (c1 , c2 , c3 )
= ((a1 + b1 ) + c1 , (a2 + b2 ) + c2 , (a3 + b3 ) + c3 )
= (a1 + (b1 + c1 ), a2 + (b2 + c2 ), a3 + (b3 + c3 ))
= (a1 , a2 , a3 ) + ((b1 + c1 ), (b2 + c2 ), (b3 + c3 ))
= a + (b + c).

Property 3 also follows from the corresponding componentwise observation:

a + 0 = (a1 + 0, a2 + 0, a3 + 0) = (a1 , a2 , a3 ) = a.

19. We provide the proofs for R3 :

(1) (k + l)a = (k + l)(a1 , a2 , a3 ) = ((k + l)a1 , (k + l)a2 , (k + l)a3 )

= (ka1 + la1 , ka2 + la2 , ka3 + la3 ) = ka + la.
(2) k(a + b) = k((a1 , a2 , a3 ) + (b1 , b2 , b3 )) = k(a1 + b1 , a2 + b2 , a3 + b3 )
= (k(a1 + b1 ), k(a2 + b2 ), k(a3 + b3 )) = (ka1 + kb1 , ka2 + kb2 , ka3 + kb3 )
= (ka1 , ka2 , ka3 ) + (kb1 , kb2 , kb3 ) = ka + kb.
(3) k(la) = k(l(a1 , a2 , a3 )) = k(la1 , la2 , la3 )
= (kla1 , kla2 , kla3 ) = (lka1 , lka2 , lka3 )
= l(ka1 , ka2 , ka3 ) = l(ka).

20. (a) 0a is the zero vector. For example, in R3 :

0a = 0(a1 , a2 , a3 ) = (0 · a1 , 0 · a2 , 0 · a3 ) = (0, 0, 0).

(b) 1a = a. Again in R3 :
1a = 1(a1 , a2 , a3 ) = (1 · a1 , 1 · a2 , 1 · a3 ) = (a1 , a2 , a3 ) = a.
21. (a) The head of the vector sa is on the x-axis between 0 and 2. Similarly the head of the vector tb lies somewhere on the
vector b. Using the head-to-tail method, sa + tb is the result of translating the vector tb, in this case, to the right by 2s
(represented in the figure by tb*). The result is clearly inside the parallelogram determined by a and b (and is only on the
boundary of the parallelogram if either t or s is 0 or 1.

x
tb
tb*

sa a


c 2012 Pearson Education, Inc.
6 Chapter 1 Vectors

(b) Again the vectors a and b will determine a parallelogram (with vertices at the origin, and at the heads of a, b, and a + b.
The vectors sa + tb will be the position vectors for all points in that parallelogram determined by (2, 2, 1) and (0, 3, 2).
−−→ −−→
22. Here we are translating the situation in Exercise 21 by the vector OP0 . The vectors will all be of the form OP0 + sa + tb for
0 ≤ s, t ≤ 1.  √
23. (a) The speed of the flea is the length of the velocity vector = (−1)2 + (−2)2 = 5 units per minute.
(b) After 3 minutes the flea is at (3, 2) + 3(−1, −2) = (0, −4).
(c) We solve (3, 2)+t(−1, −2) = (−4, −12) for t and get that t = 7 minutes. Note that both 3−7 = −4 and 2−14 = −12.
(d) We can see this algebraically or geometrically: Solving the x part of (3, 2) + t(−1, −2) = (−13, −27) we get that
t = 16. But when t = 16, y = −30 not −27. Also in the figure below we see the path taken by the flea will miss the
point (−13, −27).
y

3,2
x
-15 -12.5 -10 -7.5 -5 -2.5 2.5 5
-5

-10

-15

-20

-13,-27 -25

-30

24. (a) The plane is climbing at a rate of 4 miles per hour.

(b) To make sure that the axes are oriented so that the plane passes over the building, the positive x direction is east and the
positive y direction is north. Then we are heading east at a rate of 50 miles per hour at the same time we’re heading north
at a rate of 100 miles per hour. We are directly over the skyscraper in 1/10 of an hour or 6 minutes.
(c) Using our answer in (b), we have traveled for 1/10 of an hour and so we’ve climbed 4/10 of a mile or 2112 feet. The plane
is 2112 − 1250 or 862 feet about the skyscraper.
25. (a) Adding we get: F1 + F2 = (2, 7, −1) + (3, −2, 5) = (5, 5, 4).
(b) You need a force of the same magnitude in the opposite direction, so F3 = −(5, 5, 4) = (−5, −5, −4).
26. (a) Measuring the force in pounds we get (0, 0, −50).
(b) The z components of the two vectors along the ropes must be equal and their sum must be opposite of the z component
in part (a). Their y components must also be opposite each other. Since the vector points in the direction (0, ±2, 1),
the y component will be twice the z component. Together this means that the vector in the direction of (0, −2, 1) is
(0, −50, 25) and the vector in the direction (0, 2, 1) is (0, 50, 25).
27. The force F due to gravity on the weight is given by F = (0, 0, −10). The forces along the ropes are each parallel to the
displacement vectors from the weight to the respective anchor points. That is, the tension vectors along the ropes are

F1 = k((3, 0, 4) − (1, 2, 3)) = k(2, −2, 1)

F2 = l((0, 3, 5) − (1, 2, 3)) = l(−1, 1, 2),

where k and l are appropriate scalars. For the weight to remain in equilibrium, we must have F1 +F2 +F = 0, or, equivalently,
that
k(2, −2, 1) + l(−1, 1, 2) + (0, 0, −10) = (0, 0, 0).
Taking components, we obtain a system of three equations:
⎧
⎨ 2k − l = 0
−2k + l = 0
⎩
k + 2l = 10.

Solving, we find that k = 2 and l = 4, so that

F1 = (4, −4, 2) and F2 = (−4, 4, 8).


c 2012 Pearson Education, Inc.
 Section 1.2. More about Vectors 7

1.2 More about Vectors

It may be useful to point out that the answers to Exercises 1 and 5 are the “same”, but that in Exercise 1, i = (1, 0) and in Exercise
5, i = (1, 0, 0). This comes up when going the other direction in Exercises 9 and 10. In other words, it’s not always clear whether
the exercise “lives” in R2 or R3 .
1. (2, 4) = 2(1, 0) + 4(0, 1) = 2i + 4j.
2. (9, −6) = 9(1, 0) − 6(0, 1) = 9i − 6j.
3. (3, π, −7) = 3(1, 0, 0) + π(0, 1, 0) − 7(0, 0, 1) = 3i + πj − 7k.
4. (−1, 2, 5) = −1(1, 0, 0) + 2(0, 1, 0) + 5(0, 0, 1) = −i + 2j + 5k.
5. (2, 4, 0) = 2(1, 0, 0) + 4(0, 1, 0) = 2i + 4j.
6. i + j − 3k = (1, 0, 0) + (0, 1, 0) − 3(0, 0, 1) = (1, 1, −3).
√ √ √
7. 9i − 2j + 2k = 9(1, 0, 0) − 2(0, 1, 0) + 2(0, 0, 1) = (9, −2, 2).
8. −3(2i − 7k) = −6i + 21k = −6(1, 0, 0) + 21(0, 0, 1) = (−6, 0, 21).
9. πi − j = π(1, 0) − (0, 1) = (π, −1).
10. πi − j = π(1, 0, 0) − (0, 1, 0) = (π, −1, 0).
Note: You may want to assign both Exercises 11 and 12 together so that the students may see the difference. You should stress
that the reason the results are different has nothing to do with the fact that Exercise 11 is a question about R2 while Exercise 12 is
a question about R3 . 
c1 + c2 = 3, and
11. (a) (3, 1) = c1 (1, 1) + c2 (1, −1) = (c1 + c2 , c1 − c2 ), so
c1 − c2 = 1.
Solving simultaneously (for instance by adding the two equations), we find that 2c1 = 4, so c1 = 2 and c2 = 1. So
b = 2a1 + a2 .
(b) Here c1 + c2 = 3 and c1 − c2 = −5, so c1 = −1and c2 = 4. So b = −a1 + 4a2 .
c1 + c2 = b1 , and
(c) More generally, (b1 , b2 ) = (c1 + c2 , c1 − c2 ), so
c1 − c2 = b2 .
b1 + b2 b1 − b2
Again solving simultaneously, c1 = and c2 = . So
2 2
b1 + b2 b1 − b2
b= a1 + a2 .
2 2

12. Note that a3 = a1 + a2 , so really we are only working with two (linearly independent) vectors.
(a) (5, 6, −5) = c1 (1, 0, −1) + c2 (0, 1, 0) + c3 (1, 1, −1); this gives us the equations:
⎧
⎨ 5 = c1 + c3
6 = c2 + c3
⎩
−5 = −c1 − c3 .

The first and last equations contain the same information and so we have infinitely many solutions. You will quickly see
one by letting c3 = 0. Then c1 = 5 and c2 = 6. So we could write b = 5a1 + 6a2 . More generally, you can choose any
value for c1 and then let c2 = c1 + 1 and c3 = 5 − c1 .
(b) We cannot write (2, 3, 4) as a linear combination of a1 , a2 , and a3 . Here we get the equations:
⎧
⎨ c1 + c3 = 2
c2 + c3 = 3
⎩
−c1 − c3 = 4.

The first and last equations are inconsistent and so the system cannot be solved.
(c) As we saw in part (b), not all vectors in R3 can be written in terms of a1 , a2 , and a3 . In fact, only vectors of the form
(a, b, −a) can be written in terms of a1 , a2 , and a3 . For your students who have had linear algebra, this is because the
vectors a1 , a2 , and a3 are not linearly independent.
Note: As pointed out in the text, the answers for 13–21 are not unique.
⎧
⎨ x=2+t
13. r(t) = (2, −1, 5) + t(1, 3, −6) so y = −1 + 3t
⎩
z = 5 − 6t.


c 2012 Pearson Education, Inc.
8 Chapter 1 Vectors
⎧
⎨ x = 12 + 5t
14. r(t) = (12, −2, 0) + t(5, −12, 1) so y = −2 − 12t
⎩
z = t.

x=2+t
15. r(t) = (2, −1) + t(1, −7) so
y = −1 − 7t.
⎧
⎨ x=2+t
16. r(t) = (2, 1, 2) + t(3 − 2, −1 − 1, 5 − 2) so y = 1 − 2t
⎩
z = 2 + 3t.
⎧
⎨ x=1+t
17. r(t) = (1, 4, 5) + t(2 − 1, 4 − 4, −1 − 5) so y=4
⎩
z = 5 − 6t.

x = 8 − 7t
18. r(t) = (8, 5) + t(1 − 8, 7 − 5) so
y = 5 + 2t.
Note: In higher dimensions, we switch ⎧ our notation to xi .
⎪
⎪ x1 = 1 − 2t
⎨
x2 = 2 + 5t
19. r(t) = (1, 2, 0, 4) + t(−2, 5, 3, 7) so
⎪ x3 = 3t
⎪
⎩
x4 = 4 + 7t.
⎧
⎪
⎪ x1 = 9 − 10t
⎪
⎪ − π)t
√ ⎨ x2 = π + (1 √
20. r(t) = (9, π, −1, 5, 2) + t(−1 − 9, 1 − π, 2 + 1, 7 − 5, 1 − 2) so x3 = −1 + ( 2 + 1)t
⎪
⎪
⎪
⎪ x = 5 + 2t
⎩ 4
x5 = 2 − t.
⎧
⎨ x = −1 + 2t
21. (a) r(t) = (−1, 7, 3) + t(2, −1, 5) so y =7−t
⎩
z = 3 + 5t.
⎧
⎨ x = 5 − 5t
(b) r(t) = (5, −3, 4) + t(0 − 5, 1 + 3, 9 − 4) so y = −3 + 4t
⎩
z = 4 + 5t.
(c) Of course, there are infinitely many solutions. For our variation on the answer to (a) we note that a line parallel to the
vector 2i − j + 5k is also parallel to the vector −(2i − j + 5k) so another set of equations for part (a) is:
⎧
⎨ x = −1 − 2t
y =7+t
⎩
z = 3 − 5t.

For our variation on the answer to (b) we note that the line passes through both points so we can set up the equation with
respect to the other point:
⎧
⎨ x = −5t
y = 1 + 4t
⎩
z = 9 + 5t.
(d) The symmetric forms are:

x+1 z−3
=7−y = (for (a))
2 5
5−x y+3 z−4
= = (for (b))
5 4 5
x+1 z−3
=y−7= (for the variation of (a))
−2 −5
x y−1 z−9
= = (for the variation of (b))
−5 4 5


c 2012 Pearson Education, Inc.
 Section 1.2. More about Vectors 9

22. Solve for t in each of the parametric equations. Thus

x−5 y−1 z+4
t= ,t = ,t =
−2 3 6
and the symmetric form is
x−5 y−1 z+4
= = .
−2 3 6
23. Solving for t in each of the parametric equations gives t = x − 7, t = (y + 9)/3, and t = (z − 6)/(−8), so that the symmetric
form is
x−7 y+9 z−6
= = .
1 3 −8
24. Set each piece of the equation equal to t and solve:
x−2
= t ⇒ x − 2 = 5t ⇒ x = 2 + 5t
5
y−3
= t ⇒ y − 3 = −2t ⇒ y = 3 − 2t
−2
z+1
= t ⇒ z + 1 = 4t ⇒ z = −1 + 4t.
4
25. Let t = (x + 5)/3. Then x = 3t − 5. In view of the symmetric form, we also have that t = (y − 1)/7 and t = (z + 10)/(−2).
Hence a set of parametric equations is x = 3t − 5, y = 7t + 1, and z = −2t − 10.
Note: In Exercises 26–29, we could say for certain that two lines are not the same if the vectors were not multiples of each
other. In other words, it takes two pieces of information to specify a line. You either need two points, or a point and a direction (or
in the case of R2 , equivalently, a slope).
26. The first line is parallel to the vector a1 = (5, −3, 4), while the second is parallel to a2 = (10, −5, 8). Since a1 and a2 are
not parallel, the lines cannot be the same.
27. If we multiply each of the pieces in the second symmetric form by −2, we are effectively just traversing the same path at a
different speed and with the opposite orientation. So the second set of equations becomes:
x+1 y+6 z+5
= = .
3 7 5
This looks a lot more like the first set of equations. If we now subtract one from each piece of the second set of equations (as
suggested in the text), we are effectively just changing our initial point but we are still on the same line:
x+1 3 y+6 7 z+5 5
− = − = − .
3 3 7 7 5 5
We have transformed the second set of equations into the first and therefore see that they both represent the same line in R3 .
28. If you first write the equation of the two lines in vector form, we can see immediately that their direction vectors are the same
so either they are parallel or they are the same line:

r1 (t) = (−5, 2, 1) + t(2, 3, −6)

r2 (t) = (1, 11, −17) − t(2, 3, −6).

The first line contains the point (−5, 2, 1). If the second line contains (−5, 2, 1), then the equations represent the same line.
Solve just the x component to get that −5 = 1 − 2t ⇒ t = 3. Checking we see that r2 (3) = (1, 11, −17) − 3(2, 3, −6) =
(−5, 2, 1) so the lines are the same.
29. Here again the vector forms of the two lines can be written so that we see their headings are the same:

r1 (t) = (2, −7, 1) + t(3, 1, 5)

r2 (t) = (−1, −8, −3) + 2t(3, 1, 5).

The point (2, −7, 1) is on line one, so we will check to see if it is also on line two. As in Exercise 28 we check the equation for
the x component and see that −1+6t = 2 ⇒ t = 1/2. Checking we see that r2 (1/2) = (−1, −8, −3)+(1/2)(2)(3, 1, 5) =
(2, −7, 2) = (2, −7, 1) so the equations do not represent the same lines.


c 2012 Pearson Education, Inc.
10 Chapter 1 Vectors

Note: It is a good idea to assign both Exercises 30 and 31 together. Although they look similar, there is a difference that
students might miss.
⎧
⎨ x = 3u + 7,
30. If you make the substitution u = t3 , the equations become: y = −u + 2, and
⎩
z = 5u + 1.
The map u = t3 is a bijection. The important fact is that u takes on exactly the same values that t does, just at different times.
Since u takes on all reals, the parametric equations do determine a line (it’s just that the speed along the line is not constant).
⎧
⎨ x = 5u − 1,
31. This time if you make the substitution u = t2 , the equations become: y = 2u + 3, and
⎩
z = −u + 1.
The problem is that u cannot take on negative values so these parametric equations are for a ray with endpoint (−1, 3, 1) and
heading (5, 2, −1).
32. (a) The vector form of the equations is: r(t) = (7, −2, 1) + t(2, 1, −3). The initial point is then r(0) = (7, −2, 1), and after
3 minutes the bird is at r(3) = (7, −2, 1) + 3(2, 1, −3) = (13, 1, −8).
(b) (2, 1, −3)  13 
(c) We only need to check one component
 34 1 (say the x): 7 + 2t = 34/3 ⇒ t = 13/6. Checking we see that r 6 =
(7, −2, 1) + 6 (2, 1, −3) = 3 , 6 , − 2 .
13 11

(d) As in part (c), we’ll check the x component and see that 7 + 2t = 17 when t = 5. We then check to see that r(5) =
(7, −2, 1) + 5(2, 1, −3) = (17, 3, −14) = (17, 4, −14) so, no, the bird doesn’t reach (17, 4, −14).
33. We can substitute the parametric forms of x, y, and z into the equation for the plane and solve for t. So (3t − 5) + 3(2 −
t) − (6t) = 19 which gives us t = −3. Substituting back in the parametric equations, we find that the point of intersection is
(−14, 5, −18).
34. Using the same technique as in Exercise 33, 5(1 − 4t) − 2(t − 3/2) + (2t + 1) = 1 which simplifies to t = 2/5. This means
the point of intersection is (−3/5, −11/10, 9/5).
35. We will set each of the coordinate equations equal to zero in turn and substitute that value of t into the other two equations.

x = 2t − 3 = 0 ⇒ t = 3/2. When t = 3/2, y = 13/2 and z = 7/2.

y = 3t + 2 = 0 ⇒ t = −2/3, so x = −13/3 and z = 17/3.
z = 5 − t = 0 ⇒ t = 5, so x = 7 and y = 17.

The points are (0, 13/2, 7/2), (−13/3, 0, 17/3), and (7, 17, 0).
36. We could show that two points on the line are also in the plane or that for points on the line:
2x − y + 4z = 2(5 − t) − (2t − 7) + 4(t − 3) = 5, so they are in the plane.
37. For points on the line we see that x − 3y + z = (5 − t) − 3(2t − 3) + (7t + 1) = 15, so the line does not intersect the plane.
38. First we parametrize the line by setting t = (x − 3)/6, which gives us x = 6t + 3, y = 3t − 2, z = 5t. Plugging these
parametric values into the equation for the plane gives

2(6t + 3) − 5(3t − 2) + 3(5t) + 8 = 0 ⇐⇒ 12t + 24 = 0 ⇐⇒ t = −2.

The parameter value t = −2 yields the point (6(−2) + 3, 3(−2) − 2, 5(−2)) = (−9, −8, −10).
39. We find parametric equations for the line by setting t = (x − 3)/(−2), so that x = 3 − 2t, y = t + 5, z = 3t − 2. Plugging
these parametric values into the equation for the plane, we find that

3(3 − 2t) + 3(t + 5) + (3t − 2) = 9 − 6t + 3t + 15 + 3t − 2 = 22

for all values of t. Hence the line is contained in the plane.

40. Again we find parametric equations for the line. Set t = (x + 4)/3, so that x = 3t − 4, y = 2 − t, z = 1 − 9t. Plugging
these parametric values into the equation for the plane, we find that

2(3t − 4) − 3(2 − t) + (1 − 9t) = 7 ⇐⇒ 6t − 8 − 6 + 3t + 1 − 9t = 7 ⇐⇒ −13 = 7.

Hence we have a contradiction; that is, no value of t will yield a point on the line that is also on the plane. Thus the line and
the plane do not intersect.


c 2012 Pearson Education, Inc.
 Section 1.2. More about Vectors 11

41. We just plug the parametric expressions for x, y, z into the equation for the surface:

(at + a)2 b2 (ct + c)2 c2 (t + 1)2 c2 (t + 1)2

2
+ 2 − 2
= 2
+1− =1
a b c a c2
for all values of t ∈ R. Hence all points on the line satisfy the equation for the surface.
42. As explained in the text, we can’t just set the two sets of equations equal to each other and solve. If the two lines intersect at a
point, we may get to that point at two different times. Let’s call these times t1 and t2 and solve the equations
⎧
⎨ 2t1 + 3 = 15 − 7t2 ,
⎪
3t1 + 3 = t2 − 2, and
⎪
⎩ 2t + 1 = 3t − 7.
1 2

Eliminate t1 by subtracting the third equation from the first to get t2 = 2. Substitute back into any of the equations to get
t1 = −1. Using either set of equations, you’ll find that the point of intersection is (1, 0, −1).
43. The way the problem is phrased tips us off that something is going on. Let’s handle this the same way we did in Exercise 42.
⎧
⎪
⎨ 2t1 + 1 = 3t2 + 1,
−3t1 = t2 + 5, and
⎪
⎩ t −1=7−t .
1 2

Adding the last two equations eliminates t2 and gives us t1 = 13/2. This corresponds to the point (14, −39/2, 11/2).
Substituting this value of t1 into the third equation gives us t2 = 3/2, while substituting this into the first equation gives us
t2 = 13/3. This inconsistency tells us that the second line doesn’t pass through the point (14, −39/2, 11/2).
 √
44. (a) The distance is (3t − 5 + 2)2 + (1 − t − 1)2 + (4t + 7 − 5)2 = 26t2 − 2t + 13.
(b) Using a standard first year calculus trick, the distance is minimized when the square of the distance is minimized. So we
find D = 26t2 − 2t + 13 is minimized (at the vertex of the parabola) when t = 1/26. Substitute back into our answer
for (a) to find that the minimal distance is 337/26.
45. (a) As in Example 2, this is the equation of a circle of radius 2 centered at the origin. The difference is that you are traveling
around it three times as fast. This means that if t varied between 0 and 2π that the circle would be traced three times.
(b) This is just like part (a) except the radius of the circle is 5.
(c) This is just like part (b) except the x and y coordinates have been switched. This is the same as reflecting the circle about
the line y = x and so this is also a circle of radius 5. If you care, the circle in (b) was drawn starting at the point (5, 0)
counterclockwise while this circle is drawn starting at (0, 5) clockwise.
(d) This is an ellipse with major axis along the x-axis intersecting it at (±5, 0) and minor axis along the y-axis intersecting it
2 2
at (0, ±3) : x25 + y9 = 1.
y

x
-4 -2 2 4

-2

-4

46. The discussion in the text of the cycloid looked at the path traced by a point on the circumference of a circle of radius a as it is
−→
rolled without slipping on the x-axis. The vector from the origin to our point P was split into two pieces: OA (the vector from
−
→
the origin to the center of the circle) and AP (the vector from the center of the circle to P ). This split remains the same in our
problem.


c 2012 Pearson Education, Inc.
12 Chapter 1 Vectors

The center of the circle is always a above the x-axis, and after the wheel has rolled through a central angle of t radians the
−
→
x coordinate is just at. So OA = (at, a). This does not change in our problem.
−→
The vector AP was calculated to be (−a sin t, −a cos t). The direction of the vector is still correct but the length is not. If
−→
we are b units from the center then AP = −b(sin t, cos t).
We conclude then that the parametric equations are x = at − b sin t, y = a − b cos t. When a = b this is the case of the
cycloid described in the text; when a > b we have the curtate cycloid; and when a < b we have the prolate cycloid.
For a picture of how to generate one consider the diagram:

Here the inner circle is rolling along the ground and the prolate cycloid is the path traced by a point on the outer circle.
There is a classic toy with a plastic wheel that runs along a handheld track, but your students are too young for that. You could
pretend that the big circle is the end of a round roast and the little circle is the end of a skewer. In a regular rotisserie the roast
would just rotate on the skewer, but we could imagine rolling the skewer along the edges of the grill. The motion of a point on
the outside of the roast would be a prolate cycloid.
47. You are to picture that the circular dispenser stays still so Egbert has to unwind around the dispenser. The direction is
(cos θ, sin θ). The length is the radius of the circle a, plus the amount of tape that’s been unwound. The tape that’s been
unwound is the distance around the circumference of the circle. This is aθ where θ is again in radians. The equation is
therefore (x, y) = a(1 + θ)(cos θ, sin θ).

1.3 The Dot Product

Exercises 1–16 are just straightforward calculations. For 1–6 use Definition 3.1 and formula (1). For 7–11 use formula (4). For
12–16 use formula (5).
√ √
1. (1, 5) · (−2, 3)
= 1(−2) + 5(3) √= 13, (1, 5) = 12 + 52 = 26,
(−2, 3) = (−2)2 + 32 = 13.
 √
2. (4, −1) · (1/2,2) = 4(1/2) − 1(2) = 0, (4, −1) = 42 + (−1)2 = 17
√
(1/2, 2) = (1/2)2 + 22 = 17/2.
 √ √
3. (−1, 0, 7) · (2, 4,
−6) = −1(2) + 0(4) + 7(−6) = −44, (−1, 0, 7) = (−1)2 + 02 + 72 = 50 = 5 2, and
√ √
(2, 4, −6) = 22 + 42 + (−6)2 = 56 = 2 14.
√ √ 
√ 1, 0)·(1, −2, 3) = 2(1)+1(−2)+0(3) = 0,
4. (2, (2, 1, 0) = 22 + 1 = 5, and (1, −2, 3) = 12 + (−2)2 + 32 =
14.
√ √
(4i − 3j + k) · √
5. √ (i + j + k) = 4(1) + −3(1) + 1(1) = 2, 4i − 3j + k = 42 + 32 + 12 = 26, and i + j + k =
1 + 1 + 1 = 3.
 √
(i + 2j − k) · (−3j + 2k) = 2(−3) − 1(2) = −8,
6.  i + 2j − k = 12 + 22 + (−1)2 = 6, and − 3j + 2k =
√
(−3)2 + 22 = 13.
√ √
( 3i + j) · (− 3i + j) −3 + 1 −1 2π
7. θ = cos−1 √ √ = cos−1 = cos−1 = .
( 3i + j) − 3i + j (2)(2) 2 3


c 2012 Pearson Education, Inc.
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