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Calculus Concepts and Contexts Stewart s Calculus Series

4th Edition James Stewart

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Calculus James Stewart

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Calculus 7th ed Edition James Stewart

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Multivariable Calculus Early Transcendentals 6th Edition

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Precalculus Mathematics for calculus Teacher Edition James

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Essential Calculus Early Transcendentals 1st Edition James

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FOURTH EDITION
 ALGEBRA GEOMETRY
ARITHMETIC OPERATIONS GEOMETRIC FORMULAS
a c ad + be Formulas for area A, circumference C, and volume V:
a(b + c) = ab + ac
~b d~ bd Triangle Circle Sector of Circle

A =U/i A = nr A=\r'e
a + c _ a c b a d ad
= \ab sind C = lirr s = r6 (0 in radians)
~b b b c b c be

EXPONENTS AND RADICALS

m n m-^n =
X X = X X
X

X Sphere Cylinder Cone

<xyr = xY (xY V =
.X" V = l^r' TTr-h V = {nr-h
x"" = -i/I \y) y" A = Anr'
^mln _ nj^^ _ (7^)

V VX V \ A V -^

FACTORING SPECIAL POLYNOMIALS

X' - y- = (x + y){x - y)

x' + y' -{X + y)(x^ - xy + >•')

x' ->-' = (;c-y)(x' + xy + /) DISTANCE AND MIDPOINT FORMULAS

BINOMIAL THEOREM Distance between Pi(xi,y\) and P2(JC2,y2):

U^ yi = x^ + Ixy + y^ (X - yf = x'- 2xy + y'

d = y/(x2 - X,)- + (>-2 - y.r
{x + >-)' = x' + Ix^y + l>xy^ + >'

(X - yf = x' 3x-y + 3xy^ - y^ •xi + .X2 yi + >-2

Midpoint of Pi P2

^ n ^ n-l ^ "(^ ~ D n-1 2

,
(x + y)
.n
= j: + njf >• + x y

n— A k
+ •
x V + I

• • + nxy'
LINES
n(n - 1) (M yt + 1) Slope of line through P|(xi,>"i) and P2(-t2,>'2):
where
,/:/ 1 •
2 3 •

yi - yi
QUADRATIC FORMULA m =
X2 — X|

If qa:^ + fcx + c = 0, then

Point-slope equation of line through Pi(xi,yi) with slope m:
-b ± yjb~ - 4ae
X —
2a
y - y, = m(x - Xi)
INEQUALITIES AND ABSOLUTE VALUE
Slope-intercept equation of line with slope m and y-intercept b:
If a < b and b < e, then a < e.

Ua < b, then a + e < b + e.

y = mx + b

If a < b and c > 0. then ea < eb.

\f a < b and c < 0. then ca > cfc.

If a > 0, then CIRCLES

|j:| = a means x = a or x = -a Equation of the circle with center (h.k) and radius r:

\x\ < a means —a < x < a

|jt| > a means x > a or jc < —a (X -/!)' + ( y - kf = r

W^M
 TRIGONOMETRY
ANGLE MEASUREMENT FUNDAMENTAL IDENTITIES
TT radians = 180° 1 1
LSI. (7 sece =
180°
sine cose
77
1° = rad 1 rad =
180 sine cose
TT
tan0 = cote =
cose sine
s = r9

= 1
sin^e + cos-e = 1

{6 in radians)
cote
tane
1 + cot'e = csc"e
1 + tan "e = sec'e
RIGHT ANGLE TRIGONOMETRY cos(-e) = cose
=
siny =
hyp
cscw = hyp
opp
sin(--Q)

tan(--9) = -tane
-sine

sini
v2
— e
y
= cose

hyp
opp adj hyp 77 / 77
cosO = sec 6 = cos = sine tani e cote
hyp adj

opp adj
tanfl =
adj opp
THE LAW OF SINES

TRIGONOMETRIC FUNCTIONS sin A sin 5 sinC

a

sin0 = CSC 6 =
r

COS0 = X
sec 6 = THE LAW OF COSINES
a' = b' + c^ - IbccosA

tan0 = cote = b' = a^ + c' ~ laccosB

c^ = a^ + b' — labcosC

GRAPHS OF THE TRIGONOMETRIC FUNCTIONS

>'l y^ y^ >> = tan .V ADDITION AND SUBTRACTION FORMULAS
y = sin -v y = cos X sin(jf + >') = sin X cosy + cosj:siny

s'lnix — j) = sinjTCOsy — cosxsiny

cos(a: + y) = cos j: cosy — sinxsiny

cos(j: — y) = cos,v cosy + sinxsiny

tan.r + tanv
tan(jc + y)
=
1 — tan j: tany
V = CSC A- >! y = sec X
tanj: - tany
- =
\J\ N J\ iV^ tan(jr y)
1 + tan x tany

H —»
i

-''
I >
-^-
TT 27r 277
-1-- -1--
DOUBLE-ANGLE FORMULAS
\ ^i rM sin 2x = 2sin xcosj:

cos2jc = cos'x — sin'j: = 2cos"a; — I = 1 - 2sin"A:

TRIGONOMETRIC FUNCTIONS OF IMPORTANT ANGLES 2tan X

tan 2a:
1 — tan'j:
6 radians sin0 cos0 tan0
0° 1

30° 77/6 1/2 V3"/2 ^3^/3

HALF-ANGLE FORMULAS
45° 77/4 V2/2 ^n 1

60° 77/3 v/3"/2 1/2 v^ , 1 - cos2j: , 1 + cos2j:

cos X
90° 77/2 1
— sin X
ii
 Take the Hmw,

^•jt
^m^miBt

Seven modules provide a

Journey Through learning expedition like no
Calculus other
Journey is the only calculus CD-ROM that brings
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Give you unlimited practice with automatic
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Include interactive, real-world applications
that bring relevance to abstract and often
difficult concepts.
A Help you visualize the concepts through
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A CD-ROM unlike any other. Introduce concepts, often in gamelike
Journey Through Calculus environments, with interactive activities that
is a
call upon student intuition and interest to
program so exciting, so visual, develop a concrete conceptual understanding.
so afTbrdable, it is destined to A Utilize the power of the Maple® kernel

change the way you learn calculus.

throughout, in any computation —both symbolic
—
and numeric or in graphing.

The Seven Modules

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iM
 CALCULUS

t^m^lM
mt^
 CALCULUS
FOURTH edition!

JAMES STEWART
McMaster University

if

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Credits continue on page Al 17.

LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA

Stewart, James
Calculus / James Stewart. — 4th ed.
p. cm.
Includes index.
ISBN 0-534-35949-3
1. Calculus. I. Title.

QA303.S8825 1999 98-49809

515—dc21 CIP

J.
 To Sally, Don, Kelly, and Jacqueline

To Alan, Sharon, and Steven

I
i
 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
I
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 three 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 pre-
sented geometrically, numerically, and algebraically." Visualization, numerical and graph-
ical experimentation, and other approaches have changed how we teach conceptual
reasoning in fundamental ways. More recently, the Rule of Three has been expanded to
become the Rule of Four by emphasizing the verbal, or descriptive, point of view as well.
In preparing the fourth 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. (Instruc-
tors who prefer a more streamlined curriculum should look at my book Calculus: Concepts
and Contexts.)

^— Features

I 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 new problems. Some exercise sets

begin with requests to explain the meanings of the basic concepts of the section. (See, for
Pages 81, 112,260,745,928,939 instance, the first few exercises in Sections 2.2, 2.5, 4.4, 12.2, 15.2, and 15.3.) Similarly,
all the review sections begin with a Concept Check and a True-False Quiz. Other exercises
Page 134 test conceptual understanding through graphs or tables (see Exercises 1-3 in Section 3.1,

I
vi PREFACE

Pagesi46, 196-197, 882 Exercises 31-34 in Section 3.2, Exercises 1-4 in Section 3.8, Exercises 1-2 in Section
14.2, Exercise 27 in Section 14.3, Exercises 1, 2, 5, and 31-34 in Section 15.1. Exercises
Pages890, 917-919,970,972, 981,1008-1009 1, 2, and 36 in Section 15.6, Exercises 3-4 in Section 15.7. Exercises 5-10 in Section 16.1,
Exercises 11-18 in Section 17.1, Exercises 17, 18, and 43 in Section 17.2. and Exercises
Pages 1080, 1091-1092, 1100-1101 1,2, 11, and 23 in Section 17.3). Another type of exercise uses verbal description to test
conceptual understanding (see Exercise 8 in Section 2.5, Exercise 42 in Section 3.2, Exer-
Pages 113, 147,249, 566-567 cises 45 and 46 in Section 4.3, and Exercise 67 in Section 8.8). I particularly value prob-
lems combine and compare graphical, numerical, and algebraic approaches (see
that

Pages 261, 168,654 Exercises 29 and 30 in Section 4.4, Exercise 21 in Section 3.4, and Exercise 2 in Sec-
tion 10.5).

Graded Exercise Sets More than 30% of the exercises are new. Each exercise set is carefully graded, progress-

ing 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 new
examples and exercises deal with functions defined by such numerical data or graphs. See,
Pages 11, 15, 352, 146, 323 for instance. Figures 1, 11, and 12in Section 1.1 (seismograms from the Northridge earth-
quake). Figure 4 in Section 5.4 (San Francisco power consumption). Exercise 30 in Sec-
tion 3.2 (smoking rates among high school seniors). Exercise 12 in Section 5.1 (velocity
of the space shuttle Endeavour). Functions of two variables are illustrated by a table of val-
ues of the wind-chill index as a function of air temperature and wind speed (Example 2 in
Pages 908, 929 Section 15.1). Partial derivatives are introduced in Section 15.3 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
Pages 946, 960 linear approximations (Example 3 in Section 15.4). Directional derivatives are introduced
in Section 15.6 by using a temperature contour map to estimate the rate of change of tem-
perature at Reno in the direction of Las Vegas. Double integrals are used to estimate the
Pages 1006, 1075 average snowfall in Colorado on December 24, 1982 (Example 4 in Section 16.1). Vector
fields are introduced in Section 17.1 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
Page 636 Section 10.3 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

Page 992 Section 15.8 uses Lagrange multipliers to determine the masses of the three stages of
a rocket so as to minimize the mass while enabling the rocket to reach a desired
total

velocity. Laboratory Projects involve technology; the one following Section 11.2 shows
Page 689 how to use Bezier curves to design shapes that represent letters for a laser printer.

Writing Projects ask students to compare present-day methods with those of the founders
of calculus —Fermat's method for finding tangents, for instance. Suggested references are
supplied. Discovery Projects anticipate results to be discussed later or encourage dis-
Page 545 covery through pattern recognition (see the one following Section 8.6). Others explore
Pages 845, 1052 aspects of geometry: tetrahedra (after Section 13.4), hyperspheres (after Section 16.7),
 PREFACE D vii

Page 1059 and intersections of three cylinders (after Section 16.8). Additional projects can be found
in the Instructor's Guide (see. for instance, Group Exercise 5.1: Position from Samples)
and also in the CalcLabs supplements.

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
SS indicates an example or 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 is

reserved for problems in which the full resources of a computer algebra system (like
Derive, Maple, Mathematica, or the TI-92) are required. But technology doesn't make
pencil and paper obsolete. Hand calculation and sketches are often preferable to technol-
ogy 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.

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.

Dual Treatment of Exponential There are two possible ways of treating the exponential and logarithmic functions and each
and Logarithmic Functions method has its passionate advocates. Because one often finds advocates of both
approaches teaching the same course, I include full treatments of both methods. In Sec-
Pages 416-444 tions 7.2, 7.3, and 7.4 the exponential function is defined first, followed by the logarithmic
function as its inverse. (Students have seen these functions introduced this way since high
Pages 445-469 school.) In the alternative approach, presented in Sections 7.2*, 7.3*, and 7.4*, the loga-
rithm is defined as an integral and the exponential function is its inverse. This latter
method is, of course, less intuitive but more elegant. You can use whichever treatment you
prefer.

If the first approach is taken, then much of Chapter 7 can be covered before Chapters 5
and 6. if desired. To accommodate this choice of presentation there are specially identified
problems involving integrals of exponential and logarithmic functions at the end of the
appropriate sections of Chapters 5 and 6. This order of presentation allows a faster-paced
course to teach the transcendental functions and the definite integral in the first semester
of the course.
For instructors who would like to go even further in this direction I have prepared an
alternate edition of this book, called Calculus, Early Transcendentals, Fourth Edition, in
which the exponential and logarithmic functions are introduced in the first chapter. Their
limits and derivatives are found in the second and third chapters at the same time as poly-
nomials and the other elementary functions.
VIII PREFACE

Content

The following chapter descriptions highlight some of the changes in this edition.

A Preview of Calculus The book begins with an overview of the subject and includes a list of questions to moti-
vate the study of calculus.

Chapter 1 From the beginning, multiple representations of functions are stressed: verbal, numerical.
Functions and Models visual, and algebraic. A discussion of mathematical models leads to a review of the stan-
dard functions from these four points of view.

Chapter 2 The material on limits is motivated by a prior discussion of the tangent and velocity prob-
Limits and Rates of Change lems. Limits are treated from descriptive, graphical, numerical, and algebraic points of
view. Section 2.4, on the precise e-8 definition of a limit, is an optional section.

Chapter 3 The section on derivatives has been split into two sections in order to give students more
Derivatives time to get used to the idea of a derivative as a function. The examples and exercises
explore the meanings of derivatives in various contexts.

Chapter 4 The sections on monotonic functions and concavity have been combined into a single sec-
Applications of Differentiation tion that explains how derivatives affect the shape of a graph. Graphing with technology
emphasizes the interaction between calculus and calculators and the analysis of families of
curves. Some substantial optimization problems are provided, including an explanation of
why you need to raise your head 42° to see the top of a rainbow.

Chapter 5 The area problem and the distance problem serve to motivate the definite integral, with

Integrals sigma notation introduced as needed. (Full coverage of sigma notation is provided in
Appendix E.) I decided to make the definition of an integral easier to understand by mainly
using subintervals of equal width. Emphasis is placed on explaining the meanings of inte-
grals in various contexts and on estimating their values from graphs and tables. To this end
I have divided the section on the Fundamental Theorem of Calculus into two sections.

Chapter 6 Here I present the applications of integration — area, volume, work, average value — that

Applications of Integration 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.

Chapter 7 As discussed more fully on page vii, only one of the two treatments of these functions need
Inverse Functions: be covered — either with exponential functions first or with the logarithm defined as a def-
Exponential, Logarithmic, and
inite integral. If Chapter 10 is not going to be taught, then Section 10.4 on exponential
Inverse Trigonometric Functions
growth and decay can be covered after Section 7.4.

Chapter 8 A briefer account of the section on rationalizing substitutions has been incorporated into

Techniques of Integration the partial fractions section, but the other techniques are fully covered. The use of com-
puter algebra systems is discussed in Section 8.6.

Chapter 9 Here are the applications of integration — arc length and surface area — for which it is use-
Further Applications of Integration ful to have available all the techniques of integration, as well as applications to biology.
 PREFACE n ix

economics, and physics (hydrostatic force and centers of mass). I have also included a new
section on probability. There are more applications here than can realistically be covered
in a given course. Instructors should select applications suitable for their students and for
which they themselves have enthusiasm.

Chapter 10 Modeling is the theme that unifies this introductory treatment of differential equations.
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 five or six sections of this chapter serve as a good intro-
duction to first-order differential equations. An optional final section uses predator- prey
models to illustrate systems of differential equations.

Chapter 11 Parametric curves are well suited to laboratory projects; the two presented here involve
Parametric Equations families of curves and Bezier curves. A brief treatment of conic sections in polar coordi-
and Polar Coordinates nates prepares the way for Kepler's Laws in Chapter 14.

Chapter 12 The convergence tests now have intuitive justifications (see page 748) as well as formal
Infinite Sequences and Series proofs. Numerical estimates of sums of series are based on which test was used to prove
convergence. The emphasis is on Taylor series and polynomials and their applications to
physics. Error estimates include those from graphing devices.

Chapter 13 The chapter on three-dimensional analytic geometry and vectors has been has been split
Vectors and the Geometry of Space into two chapters. Chapter 13 deals with vectors, the dot and cross products, lines, planes,
surfaces, and cylindrical and spherical coordinates.

Chapter 14 This chapter covers vector-valued functions, their derivatives and integrals, the length and
Vector Functions curvature of space curves, and velocity and acceleration along space curves, culminating
in Kepler's laws.

Chapter 15 Functions of two or more variables are studied from verbal, numerical, visual, and alge-
Partial Derivatives 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. Directional derivatives are estimated
from contour maps of temperature, pressure, and snowfall.

Chapter 16 Contour maps and the Midpoint Rule are used to estimate the average snowfall and aver-
Multiple Integrals age temperature in given regions. Double and triple integrals are used to compute proba-
bilities, surface areas, and (in projects) volumes of hyperspheres, and the volume of
intersection of three cylinders.

Chapter 17 Vector fields are introduced through pictures of velocity fields showing San Francisco Bay
Vector Calculus wind patterns. The similarities among the Fundamental Theorem for line integrals. Green's
Theorem, Stokes' Theorem, and the Divergence Theorem are emphasized.

Chapter 18 Since first-order differential equations are now covered in Chapter 10, this final chapter

Second-Order Differential Equations deals with second-order linear differential equations, their application to vibrating springs
and electric circuits, and series solutions.
PREFACE

Ancillaries

Calculus, Fourth Edition is supported by a complete set of ancillaries developed under my

direction. Each piece has been designed to enhance student understanding and to facilitate
creative instruction.
The following resources are available, free of charge, to adopters of the text.

Instructor's Guide This essential guide includes suggestions on how

implement innovative teaching ideas
to
into the calculus course, serving as a practical roadmap to topics and projects in the text.
Each section of the main text is discussed from several viewpoints and contains sug-
gested time to allot, points to stress, text discussion topics, core materials for lecture,
workshop/discussion suggestions, group work exercises in a form suitable for handout,
and suggested homework problems.
Single Variable Calculus by Harvey Keynes, James Stewart, Douglas Shaw, and John Hall

Multivariable Calculus by Harvey Keynes and James Stewart

Complete Solutions Manual Provides detailed solutions to all exercises in the text.
Single Variable Calculus by Daniel Anderson, Daniel Drucker, and Jeffery A. Cole
Multivariable Calculus by Dan Clegg and Barbara Frank
Printed Test Items Organized according to the main text, this complete set of printed Test Items contains both
multiple-choice and open-ended questions, offering a range of model problems, including
short-answer questions that focus narrowly on one basic concept: items that integrate two
or more concepts and require more detailed analysis and written response: and application
problems, including situations that use real data generated in laboratory settings.
Single Variable Calculus by William Tomhave and Xueqi Zeng
Multivariable Calculus by Harvey Keynes

Thomson World Class Learning™ Windows / Macintosh versions available

Testing Tools
Test software allows professors to create tests from scratch or from the Stewart testbank.
Students can take a quiz, practice test, or full exam on a school's LAN using Test Online.
The results of online testing will be graded automatically and delivered to a gradebook via
Manager for scoring and reporting. Robust algorithms and extensive banks of test ques-
tions are just some of the features of this toolset.

Transparencies Full-color transparencies featuring a number of the more complex diagrams from the text

for use in the classroom. Available in two sets. Single Variable and Multivariable.

The Brooks/Cole CalcLink Professors can assemble lecture notes, images, animations, sounds, QuickTime''^^ movies,
and more from their hard drive, the Internet, or CalcLink's extensive database of images
and animations.

Thomson World Class Course™ Allows a professor to easily post course information, office hours, lesson information,
assignments, sample tests, and link to rich web content, including review and enrichment
material from Brooks/Cole. Updates are quick and easy and customer support is available
24 hours a day, seven days a week. For more information —www.worldclassleaming.com.
A complete range of student ancillaries is also available, including print. CD-ROM. and
online resources:

Study Guide by Richard St. Andre

Offering additional explanations and worked-out examples, and formatted to provide
guided practice, each section in this guide corresponds to a section in the text. Every
 PREFACE

section contains a short list of key concepts: a short list of skills to master, with worked
examples for each: a brief introduction to the ideas of the section: an elaboration of the
concepts and skills, including extra worked-out examples.
Single Variable Calculus ISBN 0-534-36431-4
Multivariable Calculus ISBN 0-534-36445-4

Student Solutions Manual Contains strategies for solving and provides completely worked-out solutions to all odd-
numbered exercises within the text, the review sections, the True-False Quizzes, the Prob-
lem Solving sections, and to all the exercises in the Concept Checks, giving students a way
to check their answers and ensure that they took the correct steps to arrive at the answer.

Single Variable Calculus by Daniel Anderson, Daniel Drucker, and Jeffery A. Cole,
ISBN 0-534-35953-1
Multivariable Calculus by Dan Clegg and Barbara Frank, ISBN 0-534-35957-4

Journey Through™ Calculus by Bill Ralph in conjunction with James Stewart

A new CD-ROM learning tool for calculus students. This edition of Calculus includes
extensive icon references that direct students to a specific activity in Journey Through^^
Calculus that either leads to or expands on the concept being learned.
ISBN 0-534-26220-1

Linear Algebra for Calculus by Konrad J. Heuvers, William R Francis, John H. Kuisti. Deborah F Lockhart,
Daniel S. Moak, and Gene M. Ortner
This comprehensive book, designed to supplement the calculus course, provides an intro-
duction to and review of the basic ideas of linear algebra.
ISBN 0-534-25248-6

A Companion to Calculus by Dennis Ebersole, Doris Schattschneider, Alicia Sevilla, and Kay Somers
Written to improve algebra and problem-solving skills of students taking a calculus course,
every chapter in this companion is keyed to a calculus topic, providing conceptual
background and specific algebra techniques needed to understand and solve calculus
problems related to that topic. It is designed for calculus courses that integrate the review
of precalculus concepts (for more information: www.calculus-with-precalc.org) or for
individual use.

ISBN 0-534-26592-8

Stewart Resource Center and http://stewart.brookscole.com

Thomson Learning Web Tutor™ The Stewart Resource Center will provide you with a wealth of additional study materials
and access to Web Tutor The Resource Center includes Mathematics OnLine, a hypercon-
tents of chapter-by-chapter links to other great web sites; Mathematics Forum for Calcu-

lus; Mathematics Highlights, articles on calculus in everyday life and links to more about

each: and additional Projects and Tutorial Quizzes for each chapter. Web Tutor is a per-
sonalized study guide that includes concepts, flashcards, links, quizzes, tests, download-
able exercises, threaded discussion, chat, and assisted e-mail.
t
Lab Manuals Each of these comprehensive lab manuals will help students learn to effectively use the
technology tools available to them. Each lab contains clearly explained exercises and a
variety of labs and projects to accompany the text.

CalcLabs with Maple®

Single Variable Calculus by Al Boggess, David Barrow, Maury Rahe, Jeff Morgan,
Philip Yasskin, Michael Stecher, Art Belmonte, and Kirby Smith, ISBN 0-534-36433-0
>
Multivariable Calculus by Art Belmonte and Philip Yasskin, ISBN 0-534-36444-6
XII PREFACE

CalcLabs with Mathematica®

by Selwyn HoUis. Single Variable Calculus, ISBN 0-534-36434-9

Multivariable Calculus, ISBN 0-534-36442-X

CalcLabs with Derive®

Single Variable Calculus by Al Boggess, David Barrow, Maury Rahe, Jeff Morgan,
Philip Yasskin, Michael Stecher, Art Belmonte, and Kirby Smith. ISBN 0-534-36432-2
Multivariable Calculus by Jeff Morgan, ISBN 0-534-36443-8

CalcLabs with TI-82/83, Single Variable

by Jeff Morgan and Selwyn HoUis. ISBN 0-534-36435-7

CalcLabs with TI-85/86, Single Variable

by Jeff Morgan and David Rollins. ISBN 0-534-36436-5

CalcLabs with TI-89/92

Single Variable Calculus by Selwyn Hollis, ISBN 0-534-36437-3

Multivariable Calculus by Selwyn HoUis and Jeff Morgan, ISBN 0-534-36441-1

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.

Fourth Edition Reviewers

Jay Bourland. James T. Franklin, Teri Jo Murphy. University of Oklahoma

Colorado State University Valencia Community College, East F. J. Papp.
Michael Breen, Matthias K. Gobbert, University of Michigan-Dearborn
Tennessee Technological University University of Maryland, Joel W. Robbin,
Robert N. Bryan, Baltimore County University of Wisconsin-Madison
University of Western Ontario Robert L. Hall, Larry Small. Los Angeles Pierce College
Barbara Cortzen, DePaul University University of Wisconsin-Milwaukee Joseph Stampfli. Indiana University
Philip S. Crooke, Vanderbilt University Russell Herman, Russell C. Walker,
Gregory J. Davis, University of North Carolina Carnegie Mellon University
University of Wisconsin-Green Bay at Wilmington Robert Wilson,
Daniel Drucker, Jan E. H. Johansson, University of Wisconsin-Madison
Wayne State University University of Vermont Jerome Wolbert,
Newman Fisher, Leonard Krop, DePaul University University of Michigan-Ann Arbor
San Francisco State University Mark Krusemeyer, Carleton College Paul M. Wright, Austin Community College

Previous Edition Reviewers

B. D. Aggarwala, University of Calgary Wayne Barber, Stephen W. Brady, Wichita State University
John Alberghini, Chemeketa Community College Stephen Brown
Manchester Community College Neil Berger, University of Illinois, Chicago David Buchthal, University of Akron
Michael Albert, David Berman, University of New Orleans Jorge Cassio,
Carnegie-Mellon University Richard Biggs, Miami-Dade Community College
Daniel Anderson, University of Iowa University of Western Ontario Jack Ceder,
Donna J. Bailey, Robert Blumenthal, Oglethorpe University University of California, Santa Barbara
Northeast Missouri State University Barbara Bohannon, Hofstra University James Choike, Oklahoma State University
 PREFACE D xiii

Carl Cowen, Purdue University D. W. Hall, Michigan State University Mark Pinsky, Northwestern University
Daniel Cyphert, Armstrong State College Melvin Hausner, Lothar Redlin,
Robert Dahlin New York University/Courant Institute The Pennsylvania State University
Daniel DiMaria, Suffolk Community College Curtis Herink,Mercer University Tom Rishel, Cornell University
Seymour Ditor, Allen Hesse, Rochester Community College Richard Rockwell, Pacific Union College
University of Western Ontario John H. Jenkins, David Ryebum, Simon Fraser University
Daniel Drucker, Wayne State University Embry-Riddle Aeronautical University, Richard St. Andre,
Kenn Dunn, Dalhousie University Prescott Campus Central Michigan University
Dennis Dunninger, Clement Jeske, Ricardo Salinas, San Antonio College
Michigan State University University of Wisconsin, Platteville Robert Schmidt,
Bruce Edwards, University of Florida Jerry Johnson, Oklahoma State University South Dakota State University
David Ellis, San Francisco State University Matt Kaufman Eric Schreiner,
John Ellison, Grove City College Matthias Kawski, Arizona State University Western Michigan University
Garret Etgen, University of Houston Virgil Kowalik, Texas A&l University Mihr J. Shah,
Theodore Faticoni, Fordham University Kevin Kreider, University of Akron Kent State University-Trumbull
William Francis, David Leeming, University of Victoria Theodore Shifrin, University of Georgia
Michigan Technological University Sam Lesseig, Wayne Skrapek,
Patrick Gallagher, Northeast Missouri State University University of Saskatchewan
Columbia University-New York Phil Locke, University of Maine William Smith,
Paul Garrett, Phil McCartney, University of North Carolina
Un iversity of Minnesota-Minneapolis Northern Kentucky University Edward Spitznagel, Washington University
Frederick Gass, Miami University of Ohio Igor Malyshev, San Jose State University M. B. Tavakoh, Chaffey College
Bruce Gilligan, University ofRegina Larry Mansfield, Queens College Stan Ver Nooy, University of Oregon
Gerald Goff, Oklahoma State University Mary Martin, Colgate University Andrei Verona, California State
Stuart Goldenberg, Nathaniel F G. Martin, University-Los Angeles
California Polytechnic State University University of Virginia Jack Weiner, University ofGuelph
Richard Grassl, University of New Mexico Tom Metzger, University of Pittsburgh Theodore W. Wilcox,
Michael Gregory, University of North Dakota Richard Nowakowski, Rochester Institute of Technology
Charles Groetsch, University of Cincinnati Dalhousie University Steven Willard, University of Alberta
Salim M. Hai'dar, Wayne N. Palmer, Utica College Mary Wright,
Grand Valley State University Vincent Panico, University of the Pacific Southern Illinois University-Carbondale

In addition, I would like to thank George Bergman, Bill Ralph, Harvey Keynes, Doug
Shaw, Saleem Watson, Lothar Redlin, David Leep, Gene Hecht, and Tom DiCiccio for
their advice and help; Andy Bulman-Fleming and Dan Clegg for their research in libraries

and on the Internet; Kevin Kreider for his critique of the applied exercises; Fred Brauer for
permission to make use of his manuscripts on differential equations; and Jeff Cole, Dan
Anderson, and Dan Drucker for preparing the answer manuscript. Dan Clegg acted as my
assistant throughout; he proofread, made suggestions, and contributed many of the new
exercises. He even created the cover.
I also thank Brian Betsill, Stephanie Kuhns, and Kathi Townes of TECH-arts for their

production services; Sandy Senter of The Beacon Group for typesetting the text; and the
following Brooks/Cole staff: Jamie Sue Brooks, production editor; Caroline Croley and
Debra Johnston, marketing team; and Carol Ann Benedict, assistant editor. 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 20 years: Ron Munro, Harry Campbell, Craig Barth, Jeremy
Hayhurst, and Gary W. Ostedt. I am especially grateful to my current editor, Gary W.
Ostedt, for making my hfe easier by assembling a talented team of people to assist me in

writing this book.

JAMES STEWART
 To the Student

Reading a calculus textbook is different from reading a newspaper or a novel, or even a

physics book. Don't be discouraged if you have to read a passage more than once in order
to understand it. You should ha\ e pencil and paper and calculator at hand to sketch a dia-
gram or make a calculation.
Some students start by trying their homework problems and read the text only if they
get stuck on an exercise. I suggest that a far better plan is to read and understand a section
of the text before attempting the exercises. In particular, you should look at the definitions

to see the exact meanings of the terms.

Part of the aim of this course is to train you to think logically. Learn to write the solu-
tions of the exercises in a connected, step-by-step fashion with explanatory sentences —not
just a string of disconnected equations or formulas.
The answers to the odd-numbered exercises appear at the back of the book, in Appen-
dix H. Some exercises ask for a verbal explanation or interpretation or description. In such
cases there is no single correct way of expressing the answer, so don't worry that you
haven't found the definitive answer. In addition, there are often several different forms in
which to express a numerical or algebraic answer, so if your answer differs from mine,
don't immediately assume you're wrong. For example, if the answer given in the back of
the book is v 2 — 1 and you obtain l/(l + yfl), then you're right and rationalizing the
denominator will show that the answers are equivalent.
The icon S indicates an exercise that definitely requires the use of either a graphing
calculator or a computer with graphing software. (Section 1.4 discusses the use of these
graphing devices and some of the pitfalls that you may encounter.) But that doesn't mean
that graphing devices can't be used to check your work on the other exercises as well. The
symbol is reserved for problems in which the full resources of a computer algebra sys-
tem (like Derive, Maple, Mathematica. or TI-92) are required. You will also encounter the
symbol ^, which warns you against committing an error. I have placed this symbol in the
margin in situations where I have observed that a large proportion of my students tend to
make the same mistake.
The icon JTt indicates a reference to the CD-ROM Journey Through'^^* Calculus. The
symbols in the margin refer you to the location in Journey where a concept is introduced
through an interactive exploration or animation. The symbols in the exercise sets refer you
to test questions with automatic grading.
Calculus is an exciting subject, justly considered to be one of the greatest achievements
of the human intellect. I hope you will discover that it is not only useful but also intrinsi-
cally beautiful.

XIV
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