Calculus

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R E F E R E N C E PA G E 1

Cut here and keep for reference

ALGEBRA

GEOMETRY

Arithmetic Operations

Geometric Formulas a c ad  bc  苷 b d bd a d ad b a 苷  苷 c b c bc d

a共b  c兲 苷 ab  ac a c ac 苷  b b b

Formulas for area A, circumference C, and volume V: Triangle

Circle

Sector of Circle

A 苷 12 bh

A 苷 r 2

A 苷 12 r 2

C 苷 2 r

s 苷 r  共 in radians兲

苷 ab sin  1 2

a

Exponents and Radicals x 苷 x mn xn 1 xn 苷 n x

x m x n 苷 x mn 共x 兲 苷 x m n

mn

冉冊 x y

共xy兲n 苷 x n y n

n

苷

xn yn

n n x m兾n 苷 s x m 苷 (s x )m

n x 1兾n 苷 s x

冑

n n n xy 苷 s xs y s

n

r

h

¨

m

r

s

¨

b

r

Sphere V 苷 43  r 3

Cylinder V 苷  r 2h

Cone V 苷 13  r 2h

A 苷 4 r 2

A 苷  rsr 2  h 2

n x x s 苷 n y sy

r r

h

h

Factoring Special Polynomials

r

x 2  y 2 苷 共x  y兲共x  y兲 x 3  y 3 苷 共x  y兲共x 2  xy  y 2兲 x 3  y 3 苷 共x  y兲共x 2  xy  y 2兲

Distance and Midpoint Formulas

Binomial Theorem 共x  y兲2 苷 x 2  2xy  y 2

共x  y兲2 苷 x 2  2xy  y 2

Distance between P1共x1, y1兲 and P2共x 2, y2兲: d 苷 s共x 2  x1兲2  共 y2  y1兲2

共x  y兲3 苷 x 3  3x 2 y  3xy 2  y 3 共x  y兲3 苷 x 3  3x 2 y  3xy 2  y 3 共x  y兲n 苷 x n  nx n1y  



冉冊

n共n  1兲 n2 2 x y 2

冉冊

n nk k x y   nxy n1  y n k

n共n  1兲 共n  k  1兲 n where 苷 k 1 ⴢ 2 ⴢ 3 ⴢ

ⴢ k

Midpoint of P1 P2 :

冉

x1  x 2 y1  y2 , 2 2

Lines Slope of line through P1共x1, y1兲 and P2共x 2, y2兲:

Quadratic Formula

m苷

If ax 2  bx  c 苷 0, then x 苷

冊

b sb 2  4ac . 2a

y2  y1 x 2  x1

Point-slope equation of line through P1共x1, y1兲 with slope m:

Inequalities and Absolute Value

y  y1 苷 m共x  x1兲

If a  b and b  c, then a  c.

Slope-intercept equation of line with slope m and y-intercept b:

If a  b, then a  c  b  c. If a  b and c  0, then ca  cb.

y 苷 mx  b

If a  b and c  0, then ca  cb. If a  0, then

ⱍxⱍ 苷 a ⱍxⱍ  a ⱍxⱍ  a

means

x 苷 a or

x 苷 a

means a  x  a means

x  a or

x  a

Circles Equation of the circle with center 共h, k兲 and radius r: 共x  h兲2  共 y  k兲2 苷 r 2

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

R E F E R E N C E PA G E 2

TRIGONOMETRY Angle Measurement

Fundamental Identities

␲ radians 苷 180⬚

csc ␪ 苷

1 sin ␪

sec ␪ 苷

1 cos ␪

tan ␪ 苷

sin ␪ cos ␪

cot ␪ 苷

cos ␪ sin ␪

共␪ in radians兲

cot ␪ 苷

1 tan ␪

sin 2␪ ⫹ cos 2␪ 苷 1

Right Angle Trigonometry

1 ⫹ tan 2␪ 苷 sec 2␪

1 ⫹ cot 2␪ 苷 csc 2␪

sin共⫺␪兲 苷 ⫺sin ␪

cos共⫺␪兲 苷 cos ␪

tan共⫺␪兲 苷 ⫺tan ␪

sin

1⬚ 苷

␲ rad 180

1 rad 苷

180⬚ ␲

¨ r

s 苷 r␪

sin ␪ 苷 cos ␪ 苷 tan ␪ 苷

opp hyp

csc ␪ 苷

adj hyp

sec ␪ 苷

opp adj

cot ␪ 苷

s

r

hyp opp

hyp

hyp adj

opp

¨ adj

冉 冊

adj opp

cos

Trigonometric Functions sin ␪ 苷

y r

csc ␪ 苷

r y

cos ␪ 苷

x r

sec ␪ 苷

r x

tan ␪ 苷

y x

cot ␪ 苷

x y

B a

r

C c

¨

The Law of Cosines

x

b

a 2 苷 b 2 ⫹ c 2 ⫺ 2bc cos A b 2 苷 a 2 ⫹ c 2 ⫺ 2ac cos B y

A

c 2 苷 a 2 ⫹ b 2 ⫺ 2ab cos C

y=tan x

y=cos x

1

1 π

␲ ⫺ ␪ 苷 cot ␪ 2

sin A sin B sin C 苷 苷 a b c

(x, y)

y y=sin x

tan

␲ ⫺ ␪ 苷 cos ␪ 2

The Law of Sines

y

Graphs of Trigonometric Functions y

␲ ⫺ ␪ 苷 sin ␪ 2

冉 冊 冉 冊

2π

Addition and Subtraction Formulas

2π x

_1

π

2π x

π

x

sin共x ⫹ y兲 苷 sin x cos y ⫹ cos x sin y sin共x ⫺ y兲 苷 sin x cos y ⫺ cos x sin y

_1

cos共x ⫹ y兲 苷 cos x cos y ⫺ sin x sin y y

y

y=csc x

y

y=sec x

cos共x ⫺ y兲 苷 cos x cos y ⫹ sin x sin y

y=cot x

1

1 π

2π x

π

2π x

π

2π x

tan共x ⫹ y兲 苷

tan x ⫹ tan y 1 ⫺ tan x tan y

tan共x ⫺ y兲 苷

tan x ⫺ tan y 1 ⫹ tan x tan y

_1

_1

Double-Angle Formulas sin 2x 苷 2 sin x cos x

Trigonometric Functions of Important Angles

cos 2x 苷 cos 2x ⫺ sin 2x 苷 2 cos 2x ⫺ 1 苷 1 ⫺ 2 sin 2x

␪

radians

sin ␪

cos ␪

tan ␪

0⬚ 30⬚ 45⬚ 60⬚ 90⬚

0 ␲兾6 ␲兾4 ␲兾3 ␲兾2

0 1兾2 s2兾2 s3兾2 1

1 s3兾2 s2兾2 1兾2 0

0 s3兾3 1 s3 —

tan 2x 苷

2 tan x 1 ⫺ tan2x

Half-Angle Formulas sin 2x 苷

1 ⫺ cos 2x 2

cos 2x 苷

1 ⫹ cos 2x 2

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CA L C U L U S SEVENTH EDITION

JAMES STEWART McMASTER UNIVERSITY AND UNIVERSITY OF TORONTO

Australia . Brazil . Japan . Korea . Mexico . Singapore . Spain . United Kingdom . United States

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Calculus, Seventh Edition James Stewart Executive Editor: Liz Covello Assistant Editor: Liza Neustaetter Editorial Assistant: Jennifer Staller Media Editor : Maureen Ross Marketing Manager: Jennifer Jones Marketing Coordinator: Michael Ledesma Marketing Communications Manager: Mary Anne Payumo Content Project Manager: Cheryll Linthicum Art Director: Vernon T. Boes Print Buyer: Becky Cross Rights Acquisitions Specialist: Don Schlotman Production Service: TECH· arts Text Designer: TECH· arts Photo Researcher: Terri Wright, www.terriwright.com Copy Editor: Kathi Townes Cover Designer: Irene Morris Cover Illustration: Irene Morris Compositor: Stephanie Kuhns, TECH· arts

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Library of Congress Control Number: 2010936608 Student Edition: ISBN-13: 978-0-538-49781-7 ISBN-10: 0-538-49781-5 Loose-leaf Edition: ISBN-13: 978-0-8400-5818-8 ISBN-10: 0-8400-5818-7 Brooks/Cole 20 Davis Drive Belmont, CA 94002-3098 USA Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at www.cengage.com/global. Cengage Learning products are represented in Canada by Nelson Education, Ltd. To learn more about Brooks/Cole, visit www.cengage.com/brookscole.

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Contents Preface

xi

To the Student

xxiii

Diagnostic Tests

xxiv

A Preview of Calculus

1

1

Functions and Limits        9 1.1

Four Ways to Represent a Function

1.2

Mathematical Models: A Catalog of Essential Functions

1.3

New Functions from Old Functions

36

1.4

The Tangent and Velocity Problems

44

1.5

The Limit of a Function

1.6

Calculating Limits Using the Limit Laws

1.7

The Precise Definition of a Limit

1.8

Continuity Review

23

50 62

72

81 93

Principles of Problem Solving

2

10

97

Derivatives        103 2.1

Derivatives and Rates of Change Writing Project

N

Early Methods for Finding Tangents

2.2

The Derivative as a Function

2.3

Differentiation Formulas Applied Project

N

104

114

126

Building a Better Roller Coaster

2.4

Derivatives of Trigonometric Functions

2.5

The Chain Rule Applied Project

2.6

114

140

140

148 N

Where Should a Pilot Start Descent?

Implicit Differentiation Laboratory Project

N

156

157

Families of Implicit Curves

163

iii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

iv

CONTENTS

2.7

Rates of Change in the Natural and Social Sciences

2.8

Related Rates

2.9

Linear Approximations and Differentials

176

Laboratory Project

Review Problems Plus

3

Taylor Polynomials

N

183

189

190 194

Applications of Differentiation        197 3.1

Maximum and Minimum Values Applied Project

N

198

The Calculus of Rainbows

206

3.2

The Mean Value Theorem

3.3

How Derivatives Affect the Shape of a Graph

3.4

Limits at Infinity; Horizontal Asymptotes

3.5

Summary of Curve Sketching

3.6

Graphing with Calculus and Calculators

3.7

Optimization Problems Applied Project

N

3.8

Newton’s Method

3.9

Antiderivatives Review

Problems Plus

4

164

208 213

223

237 244

250

The Shape of a Can

262

263 269

275 279

Integrals        283 4.1

Areas and Distances

284

4.2

The Definite Integral

295

Discovery Project

N

Area Functions

309

4.3

The Fundamental Theorem of Calculus

4.4

Indefinite Integrals and the Net Change Theorem Writing Project

4.5

N

Problems Plus

321

Newton, Leibniz, and the Invention of Calculus

The Substitution Rule Review

310 329

330

337 341

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

CONTENTS

5

Applications of Integration        343 5.1

Areas Between Curves Applied Project

The Gini Index

5.2

Volumes

5.3

Volumes by Cylindrical Shells

5.4

Work

5.5

Average Value of a Function

Review Problems Plus

351

352 363

368

Applied Project

6

N

344

N

373

Calculus and Baseball

376

378 380

Inverse Functions:        

383

Exponential, Logarithmic, and Inverse Trigonometric Functions

6.1

Inverse Functions

384

Instructors may cover either Sections 6.2–6.4 or Sections 6.2*–6.4*. See the Preface.

6.2

Exponential Functions and Their Derivatives 391

6.2*

The Natural Logarithmic Function 421

6.3

Logarithmic Functions 404

6.3*

The Natural Exponential Function 429

6.4

Derivatives of Logarithmic Functions 410

6.4*

General Logarithmic and Exponential Functions 437

6.5

Exponential Growth and Decay

6.6

Inverse Trigonometric Functions Applied Project

N

446 453

Where to Sit at the Movies

6.7

Hyperbolic Functions

6.8

Indeterminate Forms and l’Hospital’s Rule Writing Project

Review Problems Plus

N

461

462

The Origins of l’Hospital’s Rule

469 480

480 485

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

v

vi

CONTENTS

7

Techniques of Integration        487 7.1

Integration by Parts

7.2

Trigonometric Integrals

7.3

Trigonometric Substitution

7.4

Integration of Rational Functions by Partial Fractions

7.5

Strategy for Integration

7.6

Integration Using Tables and Computer Algebra Systems Discovery Project

502 508

518

Patterns in Integrals

Approximate Integration

7.8

Improper Integrals

Problems Plus

524

529

530

543

553 557

Further Applications of Integration        561 8.1

Arc Length

562

Discovery Project

8.2

8.3

N

Arc Length Contest

Area of a Surface of Revolution Discovery Project

N

569

569

Rotating on a Slant

575

Applications to Physics and Engineering Discovery Project

N

Applications to Economics and Biology

8.5

Probability

Problems Plus

576

Complementary Coffee Cups

8.4

Review

9

495

7.7

Review

8

N

488

586

587

592 599

601

Differential Equations        603 9.1

Modeling with Differential Equations

9.2

Direction Fields and Euler’s Method

9.3

Separable Equations

604 609

618

Applied Project

N

How Fast Does a Tank Drain?

Applied Project

N

Which Is Faster, Going Up or Coming Down?

9.4

Models for Population Growth

9.5

Linear Equations

627 628

629

640

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CONTENTS

9.6

Predator-Prey Systems Review

Problems Plus

10

653 657

Parametric Equations and Polar Coordinates        659 10.1

Curves Defined by Parametric Equations Laboratory Project

10.2 10.3

N

N

Polar Coordinates

Bézier Curves

669 677

N

Families of Polar Curves

10.4

Areas and Lengths in Polar Coordinates

10.5

Conic Sections

10.6

Conic Sections in Polar Coordinates

Problems Plus

668

678

Laboratory Project

Review

660

Running Circles around Circles

Calculus with Parametric Curves Laboratory Project

11

646

688

689

694 702

709 712

Infinite Sequences and Series        713 11.1

Sequences

714

Laboratory Project

N

Logistic Sequences

727

11.2

Series

11.3

The Integral Test and Estimates of Sums

11.4

The Comparison Tests

11.5

Alternating Series

11.6

Absolute Convergence and the Ratio and Root Tests

11.7

Strategy for Testing Series

11.8

Power Series

11.9

Representations of Functions as Power Series

11.10

Taylor and Maclaurin Series

727

11.11

746

751 763

N

N

Review Problems Plus

N

770

777

An Elusive Limit

791

How Newton Discovered the Binomial Series

Applications of Taylor Polynomials Applied Project

756

765

Laboratory Project Writing Project

738

Radiation from the Stars

791

792 801

802 805

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

vii

viii

CONTENTS

12

Vectors and the Geometry of Space        809 12.1

Three-Dimensional Coordinate Systems

12.2

Vectors

12.3

The Dot Product

12.4

The Cross Product

815 824

Discovery Project

12.5

832

Equations of Lines and Planes

Problems Plus

Putting 3D in Perspective

850

851

858 861

Vector Functions        863 13.1

Vector Functions and Space Curves

13.2

Derivatives and Integrals of Vector Functions

13.3

Arc Length and Curvature

13.4

Motion in Space: Velocity and Acceleration Applied Project

Review Problems Plus

14

N

840

840

Cylinders and Quadric Surfaces Review

13

The Geometry of a Tetrahedron

N

Laboratory Project

12.6

810

N

864 871

877

Kepler’s Laws

886

896

897 900

Partial Derivatives        901 14.1

Functions of Several Variables

14.2

Limits and Continuity

14.3

Partial Derivatives

14.4

Tangent Planes and Linear Approximations

14.5

The Chain Rule

14.6

Directional Derivatives and the Gradient Vector

14.7

Maximum and Minimum Values Applied Project

902

916 924 939

948

N

Discovery Project

970

Designing a Dumpster N

957

980

Quadratic Approximations and Critical Points

980

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

CONTENTS

14.8

Lagrange Multipliers Applied Project

N

Rocket Science

Applied Project

N

Hydro-Turbine Optimization

Review Problems Plus

15

988 990

991 995

Multiple Integrals        997 15.1

Double Integrals over Rectangles

15.2

Iterated Integrals

15.3

Double Integrals over General Regions

15.4

Double Integrals in Polar Coordinates

15.5

Applications of Double Integrals

15.6

Surface Area

15.7

Triple Integrals

15.8

1021

1027

1041 N

Volumes of Hyperspheres

1051

Triple Integrals in Cylindrical Coordinates 1051 N

The Intersection of Three Cylinders

Triple Integrals in Spherical Coordinates Applied Project

15.10

1012

1037

Discovery Project

15.9

998

1006

Discovery Project

N

Roller Derby

Problems Plus

1056

1057

1063

Change of Variables in Multiple Integrals Review

16

981

1064

1073 1077

Vector Calculus        1079 16.1

Vector Fields

1080

16.2

Line Integrals

1087

16.3

The Fundamental Theorem for Line Integrals

16.4

Green’s Theorem

16.5

Curl and Divergence

16.6

Parametric Surfaces and Their Areas

16.7

Surface Integrals

1134

16.8

Stokes’ Theorem

1146

Writing Project

N

1099

1108 1115 1123

Three Men and Two Theorems

1152

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

ix

x

CONTENTS

16.9

The Divergence Theorem

16.10

Summary

1159

Review Problems Plus

17

1152

1160 1163

Second-Order Differential Equations        1165 17.1

Second-Order Linear Equations

17.2

Nonhomogeneous Linear Equations

17.3

Applications of Second-Order Differential Equations

17.4

Series Solutions Review

1166 1172 1180

1188

1193

Appendixes        A1 A

Numbers, Inequalities, and Absolute Values

B

Coordinate Geometry and Lines

C

Graphs of Second-Degree Equations

D

Trigonometry

E

Sigma Notation

F

Proofs of Theorems

G

Graphing Calculators and Computers

H

Complex Numbers

I

Answers to Odd-Numbered Exercises

A2

A10 A16

A24 A34 A39 A48

A55 A63

Index        A135

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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. GEORGE POLYA

The art of teaching, Mark Van Doren said, is the art of assisting discovery. I have tried to write a book that assists students in discovering calculus—both for its practical power and its surprising beauty. In this edition, as in the first six editions, I aim to convey to the 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 current calculus reform movement came from the Tulane Conference in 1986, which formulated as their first recommendation: Focus on conceptual understanding. I have tried to implement this goal through the Rule of Three: “Topics should be presented geometrically, numerically, and algebraically.” Visualization, numerical and graphical experimentation, and other approaches have changed how we teach conceptual reasoning in fundamental ways. The Rule of Three has been expanded to become the Rule of Four by emphasizing the verbal, or descriptive, point of view as well. In writing the seventh edition my premise has been that it is possible to achieve conceptual understanding and still retain the best traditions of traditional calculus. The book contains elements of reform, but within the context of a traditional curriculum.

Alternative Versions I have written several other calculus textbooks that might be preferable for some instructors. Most of them also come in single variable and multivariable versions. ■

Calculus, Seventh Edition, Hybrid Version, is similar to the present textbook in content and coverage except that all end-of-section exercises are available only in Enhanced WebAssign. The printed text includes all end-of-chapter review material.

■

Calculus: Early Transcendentals, Seventh Edition, is similar to the present textbook except that the exponential, logarithmic, and inverse trigonometric functions are covered in the first semester. xi

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Calculus: Early Transcendentals, Seventh Edition, Hybrid Version, is similar to Calculus: Early Transcendentals, Seventh Edition, in content and coverage except that all end-of-section exercises are available only in Enhanced WebAssign. The printed text includes all end-of-chapter review material.

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Essential Calculus is a much briefer book (800 pages), though it contains almost all of the topics in Calculus, Seventh Edition. The relative brevity is achieved through briefer exposition of some topics and putting some features on the website.

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Essential Calculus: Early Transcendentals resembles Essential Calculus, but the exponential, logarithmic, and inverse trigonometric functions are covered in Chapter 3.

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Calculus: Concepts and Contexts, Fourth Edition, emphasizes conceptual understanding even more strongly than this book. The coverage of topics is not encyclopedic and the material on transcendental functions and on parametric equations is woven throughout the book instead of being treated in separate chapters.

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Calculus: Early Vectors introduces vectors and vector functions in the first semester and integrates them throughout the book. It is suitable for students taking Engineering and Physics courses concurrently with calculus.

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Brief Applied Calculus is intended for students in business, the social sciences, and the life sciences.

What’s New in the Seventh Edition? The changes have resulted from talking with my colleagues and students at the University of Toronto and from reading journals, as well as suggestions from users and reviewers. Here are some of the many improvements that I’ve incorporated into this edition: ■

Some material has been rewritten for greater clarity or for better motivation. See, for instance, the introduction to maximum and minimum values on page 198, the introduction to series on page 727, and the motivation for the cross product on page 832.

■

New examples have been added (see Example 4 on page 1045 for instance). And the solutions to some of the existing examples have been amplified. A case in point: I added details to the solution of Example 1.6.11 because when I taught Section 1.6 from the sixth edition I realized that students need more guidance when setting up inequalities for the Squeeze Theorem.

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Chapter 1, Functions and Limits, consists of most of the material from Chapters 1 and 2 of the sixth edition. The section on Graphing Calculators and Computers is now Appendix G.

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The art program has been revamped: New figures have been incorporated and a substantial percentage of the existing figures have been redrawn.

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The data in examples and exercises have been updated to be more timely.

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Three new projects have been added: The Gini Index (page 351) explores how to measure income distribution among inhabitants of a given country and is a nice application of areas between curves. (I thank Klaus Volpert for suggesting this project.) Families of Implicit Curves (page 163) investigates the changing shapes of implicitly defined curves as parameters in a family are varied. Families of Polar Curves (page 688) exhibits the fascinating shapes of polar curves and how they evolve within a family.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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■

The section on the surface area of the graph of a function of two variables has been restored as Section 15.6 for the convenience of instructors who like to teach it after double integrals, though the full treatment of surface area remains in Chapter 16.

■

I continue to seek out examples of how calculus applies to so many aspects of the real world. On page 933 you will see beautiful images of the earth’s magnetic field strength and its second vertical derivative as calculated from Laplace’s equation. I thank Roger Watson for bringing to my attention how this is used in geophysics and mineral exploration.

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More than 25% of the exercises are new. Here are some of my favorites: 2.2.13–14, 2.4.56, 2.5.67, 2.6.53–56, 2.7.22, 3.3.70, 3.4.43, 4.2.51–53, 5.4.30, 6.3.58, 11.2.49–50, 11.10.71–72, 12.1.44, 12.4.43–44, and Problems 4, 5, and 8 on pages 861–62.

Technology Enhancements ■

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

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Tools for Enriching Calculus (TEC) has been completely redesigned and is accessible in Enhanced WebAssign, CourseMate, and PowerLecture. Selected Visuals and Modules are available at www.stewartcalculus.com.

Features CONCEPTUAL EXERCISES

The most important way to foster conceptual understanding is through the problems that we assign. To that end I have devised various types of problems. Some exercise sets begin with requests to explain the meanings of the basic concepts of the section. (See, for instance, the first few exercises in Sections 1.5, 1.8, 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 2.1.17, 2.2.33–38, 2.2.41–44, 9.1.11–13, 10.1.24–27, 11.10.2, 13.2.1–2, 13.3.33–39, 14.1.1–2, 14.1.32–42, 14.3.3–10, 14.6.1–2, 14.7.3–4, 15.1.5–10, 16.1.11–18, 16.2.17–18, and 16.3.1–2). Another type of exercise uses verbal description to test conceptual understanding (see Exercises 1.8.10, 2.2.56, 3.3.51–52, and 7.8.67). I particularly value problems that combine and compare graphical, numerical, and algebraic approaches (see Exercises 3.4.31– 32, 2.7.25, and 9.4.2).

GRADED EXERCISE SETS

Each exercise set is carefully graded, progressing from basic conceptual exercises and skilldevelopment 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

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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2.2.34 (percentage of the population under age 18), Exercise 4.1.16 (velocity of the space shuttle Endeavour), and Figure 4 in Section 4.4 (San Francisco power consumption). Functions of two variables are illustrated by a table of values of the wind-chill index as a function of air temperature and wind speed (Example 2 in Section 14.1). Partial derivatives are introduced in Section 14.3 by examining a column in a table of values of the heat index (perceived air temperature) as a function of the actual temperature and the relative humidity. This example is pursued further in connection with linear approximations (Example 3 in Section 14.4). Directional derivatives are introduced in Section 14.6 by using a 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 4 in Section 15.1). 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 accomplishment 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 velocity. Laboratory Projects involve technology; the one following Section 10.2 shows how to use Bézier curves to design shapes that represent letters for a laser printer. Writing Projects ask 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 discovery through pattern recognition (see the one following Section 7.6). Others explore aspects of geometry: tetrahedra (after Section 12.4), hyperspheres (after Section 15.7), and intersections of three cylinders (after Section 15.8). Additional projects can be found in the Instructor’s Guide (see, for instance, Group Exercise 4.1: Position from Samples).

PROBLEM SOLVING

Students usually have difficulties with problems for which there is no single well-defined procedure for obtaining the answer. I think nobody has improved very much on George Polya’s four-stage problem-solving strategy and, accordingly, I have included a version of his problem-solving principles following Chapter 1. They are applied, both explicitly and implicitly, throughout the book. After the other chapters I have placed sections called Problems Plus, which feature examples of how to tackle challenging calculus problems. In selecting the varied problems for these sections I kept in mind the following advice from David Hilbert: “A mathematical problem should be difficult in order to entice us, yet not inaccessible lest it mock our efforts.” When I put these challenging problems on assignments 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 AND LOGARITHMIC FUNCTIONS

There are two possible ways of treating the exponential and logarithmic functions and each 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 Sections 6.2, 6.3, and 6.4 the exponential function is defined first, followed by the logarithmic function as its inverse. (Students have seen these functions introduced this way since high school.) In the alternative approach, presented in Sections 6.2*, 6.3*, and 6.4*, the logarithm 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 6 can be covered before Chapters 4 and 5, if desired. To accommodate this choice of presentation there are specially identified

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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problems involving integrals of exponential and logarithmic functions at the end of the appropriate sections of Chapters 4 and 5. 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, Seventh 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 polynomials and the other elementary functions. TOOLS FOR ENRICHING™ CALCULUS

TEC is a companion to the text and is intended to enrich and complement its contents. (It is now accessible in Enhanced WebAssign, CourseMate, and PowerLecture. Selected Visuals and Modules are available at www.stewartcalculus.com.) Developed by Harvey Keynes, Dan Clegg, Hubert Hohn, and myself, TEC uses a discovery and exploratory approach. In sections of the book where technology is particularly appropriate, marginal icons direct students to TEC modules that provide a laboratory environment in which they can explore the topic in different ways and at different levels. Visuals are animations of figures in text; Modules are more elaborate activities and include exercises. Instructors can choose to become involved at several different levels, ranging from simply encouraging students to use the Visuals and Modules for independent exploration, to assigning specific exercises from those included with each Module, or to creating additional exercises, labs, and projects that make use of the Visuals and Modules.

HOMEWORK HINTS

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

ENHANCED W E B A S S I G N

Technology is having an impact on the way homework is assigned to students, particularly in large classes. The use of online homework is growing and its appeal depends on ease of use, grading precision, and reliability. With the seventh edition we have been working with the calculus community and WebAssign to develop a more robust online homework system. Up to 70% of the exercises in each section are assignable as online homework, including free response, multiple choice, and multi-part formats. The system also includes Active Examples, in which students are guided in step-by-step tutorials through text examples, with links to the textbook and to video solutions. New enhancements to the system include a customizable eBook, a Show Your Work feature, Just in Time review of precalculus prerequisites, an improved Assignment Editor, and an Answer Evaluator that accepts more mathematically equivalent answers and allows for homework grading in much the same way that an instructor grades.

www.stewartcalculus.com

This site includes the following. ■

Homework Hints

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Algebra Review

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Lies My Calculator and Computer Told Me

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History of Mathematics, with links to the better historical websites

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Additional Topics (complete with exercise sets): Fourier Series, Formulas for the Remainder Term in Taylor Series, Rotation of Axes

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Archived Problems (Drill exercises that appeared in previous editions, together with their solutions)

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Challenge Problems (some from the Problems Plus sections from prior editions)

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Links, for particular topics, to outside web resources

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Selected Tools for Enriching Calculus (TEC) Modules and Visuals

Content Diagnostic Tests

The book begins with four diagnostic tests, in Basic Algebra, Analytic Geometry, Functions, and Trigonometry.

A Preview of Calculus

This is an overview of the subject and includes a list of questions to motivate the study of calculus.

1 Functions and Limits

From the beginning, multiple representations of functions are stressed: verbal, numerical, visual, and algebraic. A discussion of mathematical models leads to a review of the standard functions from these four points of view. The material on limits is motivated by a prior discussion of the tangent and velocity problems. Limits are treated from descriptive, graphical, numerical, and algebraic points of view. Section 1.7, on the precise epsilon-delta definition of a limit, is an optional section.

2

Derivatives

The material on derivatives is covered in two sections in order to give students more 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. Higher derivatives are introduced in Section 2.2.

3 Applications of Differentiation

The basic facts concerning extreme values and shapes of curves are deduced from the Mean Value Theorem. Graphing with technology emphasizes the interaction between 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.

4 Integrals

The area problem and the distance problem serve to motivate the definite integral, with sigma notation introduced as needed. (Full coverage of sigma notation is provided in Appendix E.) Emphasis is placed on explaining the meanings of integrals in various contexts and on estimating their values from graphs and tables.

5 Applications of Integration

Here I present the applications of integration—area, volume, work, average value—that can reasonably be done without specialized techniques of integration. General methods are emphasized. The goal is for students to be able to divide a quantity into small pieces, estimate with Riemann sums, and recognize the limit as an integral.

6 Inverse Functions:

As discussed more fully on page xiv, only one of the two treatments of these functions need be covered. Exponential growth and decay are covered in this chapter.

7 Techniques of Integration

All the standard methods are covered but, of course, the real challenge is to be able to recognize which technique is best used in a given situation. Accordingly, in Section 7.5, I present a strategy for integration. The use of computer algebra systems is discussed in Section 7.6.

8 Further Applications of Integration

Here are the applications of integration—arc length and surface area—for which it is useful to have available all the techniques of integration, as well as applications to biology, economics, and physics (hydrostatic force and centers of mass). I have also included a 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.

Exponential, Logarithmic, and Inverse Trigonometric Functions

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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9 Differential Equations

Modeling is the theme that unifies this introductory treatment of differential equations. Direction fields and Euler’s method are studied before separable and linear equations are solved explicitly, so that qualitative, numerical, and analytic approaches are given equal consideration. These methods are applied to the exponential, logistic, and other models for population growth. The first four or five sections of this chapter serve as a good introduction to first-order differential equations. An optional final section uses predator-prey models to illustrate systems of differential equations.

10 Parametric Equations and Polar Coordinates

This chapter introduces parametric and polar curves and applies the methods of calculus to them. Parametric curves are well suited to laboratory projects; the three presented here involve families of curves and Bézier curves. A brief treatment of conic sections in polar coordinates prepares the way for Kepler’s Laws in Chapter 13.

11 Infinite Sequences and Series

The convergence tests have intuitive justifications (see page 738) as well as formal 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.

12 Vectors and The Geometry of Space

The material on three-dimensional analytic geometry and vectors is divided into two chapters. Chapter 12 deals with vectors, the dot and cross products, lines, planes, and surfaces.

13 Vector Functions

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

14 Partial Derivatives

Functions of two or more variables are studied from verbal, numerical, visual, and algebraic points of view. In particular, I introduce partial derivatives by looking at a specific column in a table of values of the heat index (perceived air temperature) as a function of the actual temperature and the relative humidity.

15 Multiple Integrals

Contour maps and the Midpoint Rule are used to estimate the average snowfall and average temperature in given regions. Double and triple integrals are used to compute probabilities, surface areas, and (in projects) volumes of hyperspheres and volumes of intersections of three cylinders. Cylindrical and spherical coordinates are introduced in the context of evaluating triple integrals.

16 Vector Calculus

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

17 Second-Order Differential Equations

Since first-order differential equations are covered in Chapter 9, this final chapter deals with second-order linear differential equations, their application to vibrating springs and electric circuits, and series solutions.π

Ancillaries Calculus, Seventh 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. With this edition, new media and technologies have been developed that help students to visualize calculus and instructors to customize content to better align with the way they teach their course. The tables on pages xxi–xxii describe each of these ancillaries.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

xviii

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0

Acknowledgments

The preparation of this and previous editions has involved much time spent reading the reasoned (but sometimes contradictory) advice from a large number of astute reviewers. I greatly appreciate the time they spent to understand my motivation for the approach taken. I have learned something from each of them. SEVENTH EDITION REVIEWERS

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

TECHNOLOGY REVIEWERS

Maria Andersen, Muskegon Community College Eric Aurand, Eastfield College Joy Becker, University of Wisconsin–Stout Przemyslaw Bogacki, Old Dominion University Amy Elizabeth Bowman, University of Alabama in Huntsville Monica Brown, University of Missouri–St. Louis Roxanne Byrne, University of Colorado at Denver and Health Sciences Center Teri Christiansen, University of Missouri–Columbia Bobby Dale Daniel, Lamar University Jennifer Daniel, Lamar University Andras Domokos, California State University, Sacramento Timothy Flaherty, Carnegie Mellon University Lee Gibson, University of Louisville Jane Golden, Hillsborough Community College Semion Gutman, University of Oklahoma Diane Hoffoss, University of San Diego Lorraine Hughes, Mississippi State University Jay Jahangiri, Kent State University John Jernigan, Community College of Philadelphia

Brian Karasek, South Mountain Community College Jason Kozinski, University of Florida Carole Krueger, The University of Texas at Arlington Ken Kubota, University of Kentucky John Mitchell, Clark College Donald Paul, Tulsa Community College Chad Pierson, University of Minnesota, Duluth Lanita Presson, University of Alabama in Huntsville Karin Reinhold, State University of New York at Albany Thomas Riedel, University of Louisville Christopher Schroeder, Morehead State University Angela Sharp, University of Minnesota, Duluth Patricia Shaw, Mississippi State University Carl Spitznagel, John Carroll University Mohammad Tabanjeh, Virginia State University Capt. Koichi Takagi, United States Naval Academy Lorna TenEyck, Chemeketa Community College Roger Werbylo, Pima Community College David Williams, Clayton State University Zhuan Ye, Northern Illinois University

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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PREVIOUS EDITION REVIEWERS

B. D. Aggarwala, University of Calgary John Alberghini, Manchester Community College Michael Albert, Carnegie-Mellon University Daniel Anderson, University of Iowa Donna J. Bailey, Northeast Missouri State University Wayne Barber, Chemeketa Community College Marilyn Belkin, Villanova University Neil Berger, University of Illinois, Chicago David Berman, University of New Orleans Richard Biggs, University of Western Ontario Robert Blumenthal, Oglethorpe University Martina Bode, Northwestern University Barbara Bohannon, Hofstra University Philip L. Bowers, Florida State University Amy Elizabeth Bowman, University of Alabama in Huntsville Jay Bourland, Colorado State University Stephen W. Brady, Wichita State University Michael Breen, Tennessee Technological University Robert N. Bryan, University of Western Ontario David Buchthal, University of Akron Jorge Cassio, Miami-Dade Community College Jack Ceder, University of California, Santa Barbara Scott Chapman, Trinity University James Choike, Oklahoma State University Barbara Cortzen, DePaul University Carl Cowen, Purdue University Philip S. Crooke, Vanderbilt University Charles N. Curtis, Missouri Southern State College Daniel Cyphert, Armstrong State College Robert Dahlin M. Hilary Davies, University of Alaska Anchorage Gregory J. Davis, University of Wisconsin–Green Bay Elias Deeba, University of Houston–Downtown Daniel DiMaria, Suffolk Community College Seymour Ditor, University of Western Ontario Greg Dresden, Washington and Lee University Daniel Drucker, Wayne State University Kenn Dunn, Dalhousie University Dennis Dunninger, Michigan State University Bruce Edwards, University of Florida David Ellis, San Francisco State University John Ellison, Grove City College Martin Erickson, Truman State University Garret Etgen, University of Houston Theodore G. Faticoni, Fordham University Laurene V. Fausett, Georgia Southern University Norman Feldman, Sonoma State University Newman Fisher, San Francisco State University José D. Flores, The University of South Dakota William Francis, Michigan Technological University James T. Franklin, Valencia Community College, East Stanley Friedlander, Bronx Community College Patrick Gallagher, Columbia University–New York Paul Garrett, University of Minnesota–Minneapolis Frederick Gass, Miami University of Ohio

Bruce Gilligan, University of Regina Matthias K. Gobbert, University of Maryland, Baltimore County Gerald Goff, Oklahoma State University Stuart Goldenberg, California Polytechnic State University John A. Graham, Buckingham Browne & Nichols School Richard Grassl, University of New Mexico Michael Gregory, University of North Dakota Charles Groetsch, University of Cincinnati Paul Triantafilos Hadavas, Armstrong Atlantic State University Salim M. Haïdar, Grand Valley State University D. W. Hall, Michigan State University Robert L. Hall, University of Wisconsin–Milwaukee Howard B. Hamilton, California State University, Sacramento Darel Hardy, Colorado State University Gary W. Harrison, College of Charleston Melvin Hausner, New York University/Courant Institute Curtis Herink, Mercer University Russell Herman, University of North Carolina at Wilmington Allen Hesse, Rochester Community College Randall R. Holmes, Auburn University James F. Hurley, University of Connecticut Matthew A. Isom, Arizona State University Gerald Janusz, University of Illinois at Urbana-Champaign John H. Jenkins, Embry-Riddle Aeronautical University, Prescott Campus Clement Jeske, University of Wisconsin, Platteville Carl Jockusch, University of Illinois at Urbana-Champaign Jan E. H. Johansson, University of Vermont Jerry Johnson, Oklahoma State University Zsuzsanna M. Kadas, St. Michael’s College Nets Katz, Indiana University Bloomington Matt Kaufman Matthias Kawski, Arizona State University Frederick W. Keene, Pasadena City College Robert L. Kelley, University of Miami Virgil Kowalik, Texas A&I University Kevin Kreider, University of Akron Leonard Krop, DePaul University Mark Krusemeyer, Carleton College John C. Lawlor, University of Vermont Christopher C. Leary, State University of New York at Geneseo David Leeming, University of Victoria Sam Lesseig, Northeast Missouri State University Phil Locke, University of Maine Joan McCarter, Arizona State University Phil McCartney, Northern Kentucky University James McKinney, California State Polytechnic University, Pomona Igor Malyshev, San Jose State University Larry Mansfield, Queens College Mary Martin, Colgate University Nathaniel F. G. Martin, University of Virginia Gerald Y. Matsumoto, American River College Tom Metzger, University of Pittsburgh

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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Michael Montaño, Riverside Community College Teri Jo Murphy, University of Oklahoma Martin Nakashima, California State Polytechnic University, Pomona Richard Nowakowski, Dalhousie University Hussain S. Nur, California State University, Fresno Wayne N. Palmer, Utica College Vincent Panico, University of the Pacific F. J. Papp, University of Michigan–Dearborn Mike Penna, Indiana University–Purdue University Indianapolis Mark Pinsky, Northwestern University Lothar Redlin, The Pennsylvania State University Joel W. Robbin, University of Wisconsin–Madison Lila Roberts, Georgia College and State University E. Arthur Robinson, Jr., The George Washington University Richard Rockwell, Pacific Union College Rob Root, Lafayette College Richard Ruedemann, Arizona State University David Ryeburn, Simon Fraser University Richard St. Andre, Central Michigan University Ricardo Salinas, San Antonio College Robert Schmidt, South Dakota State University Eric Schreiner, Western Michigan University Mihr J. Shah, Kent State University–Trumbull Theodore Shifrin, University of Georgia

Wayne Skrapek, University of Saskatchewan Larry Small, Los Angeles Pierce College Teresa Morgan Smith, Blinn College William Smith, University of North Carolina Donald W. Solomon, University of Wisconsin–Milwaukee Edward Spitznagel, Washington University Joseph Stampfli, Indiana University Kristin Stoley, Blinn College M. B. Tavakoli, Chaffey College Paul Xavier Uhlig, St. Mary’s University, San Antonio Stan Ver Nooy, University of Oregon Andrei Verona, California State University–Los Angeles Russell C. Walker, Carnegie Mellon University William L. Walton, McCallie School Jack Weiner, University of Guelph Alan Weinstein, University of California, Berkeley Theodore W. Wilcox, Rochester Institute of Technology Steven Willard, University of Alberta Robert Wilson, University of Wisconsin–Madison Jerome Wolbert, University of Michigan–Ann Arbor Dennis H. Wortman, University of Massachusetts, Boston Mary Wright, Southern Illinois University–Carbondale Paul M. Wright, Austin Community College Xian Wu, University of South Carolina

In addition, I would like to thank Jordan Bell, George Bergman, Leon Gerber, Mary Pugh, and Simon Smith for their suggestions; Al Shenk and Dennis Zill for permission to use exercises from their calculus texts; COMAP for permission to use project material; George Bergman, David Bleecker, Dan Clegg, Victor Kaftal, Anthony Lam, Jamie Lawson, Ira Rosenholtz, Paul Sally, Lowell Smylie, and Larry Wallen for ideas for exercises; Dan Drucker for the roller derby project; Thomas Banchoff, Tom Farmer, Fred Gass, John Ramsay, Larry Riddle, Philip Straffin, and Klaus Volpert for ideas for projects; Dan Anderson, Dan Clegg, Jeff Cole, Dan Drucker, and Barbara Frank for solving the new exercises and suggesting ways to improve them; Marv Riedesel and Mary Johnson for accuracy in proofreading; and Jeff Cole and Dan Clegg for their careful preparation and proofreading of the answer manuscript. In addition, I thank those who have contributed to past editions: Ed Barbeau, Fred Brauer, Andy Bulman-Fleming, Bob Burton, David Cusick, Tom DiCiccio, Garret Etgen, Chris Fisher, Stuart Goldenberg, Arnold Good, Gene Hecht, Harvey Keynes, E.L. Koh, Zdislav Kovarik, Kevin Kreider, Emile LeBlanc, David Leep, Gerald Leibowitz, Larry Peterson, Lothar Redlin, Carl Riehm, John Ringland, Peter Rosenthal, Doug Shaw, Dan Silver, Norton Starr, Saleem Watson, Alan Weinstein, and Gail Wolkowicz. I also thank Kathi Townes, Stephanie Kuhns, and Rebekah Million of TECHarts for their production services and the following Brooks/Cole staff: Cheryll Linthicum, content project manager; Liza Neustaetter, assistant editor; Maureen Ross, media editor; Sam Subity, managing media editor; Jennifer Jones, marketing manager; and Vernon Boes, art director. They have all done an outstanding job. I have been very fortunate to have worked with some of the best mathematics editors in the business over the past three decades: Ron Munro, Harry Campbell, Craig Barth, Jeremy Hayhurst, Gary Ostedt, Bob Pirtle, Richard Stratton, and now Liz Covello. All of them have contributed greatly to the success of this book. JAMES STEWART

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Ancillaries for Instructors PowerLecture ISBN 0-8400-5414-9

This comprehensive DVD contains all art from the text in both jpeg and PowerPoint formats, key equations and tables from the text, complete pre-built PowerPoint lectures, an electronic version of the Instructor’s Guide, Solution Builder, ExamView testing software, Tools for Enriching Calculus, video instruction, and JoinIn on TurningPoint clicker content. Instructor’s Guide by Douglas Shaw ISBN 0-8400-5407-6

Each section of the text is discussed from several viewpoints. The Instructor’s Guide contains suggested 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 assignments. An electronic version of the Instructor’s Guide is available on the PowerLecture DVD. Complete Solutions Manual Single Variable By Daniel Anderson, Jeffery A. Cole, and Daniel Drucker ISBN 0-8400-5302-9

Multivariable By Dan Clegg and Barbara Frank ISBN 0-8400-4947-1

Includes worked-out solutions to all exercises in the text. Solution Builder www.cengage.com /solutionbuilder This online instructor database offers complete worked out solutions to all exercises in the text. Solution Builder allows you to create customized, secure solutions printouts (in PDF format) matched exactly to the problems you assign in class. Printed Test Bank By William Steven Harmon ISBN 0-8400-5408-4

Contains text-specific multiple-choice and free response test items. ExamView Testing Create, deliver, and customize tests in print and online formats with ExamView, an easy-to-use assessment and tutorial software. ExamView contains hundreds of multiple-choice and free response test items. ExamView testing is available on the PowerLecture DVD.

■ Electronic items

■ Printed items

Ancillaries for Instructors and Students Stewart Website www.stewartcalculus.com Contents: Homework Hints ■ Algebra Review ■ Additional Topics ■ Drill exercises ■ Challenge Problems ■ Web Links ■ History of Mathematics ■ Tools for Enriching Calculus (TEC)

TEC Tools for Enriching™ Calculus By James Stewart, Harvey Keynes, Dan Clegg, and developer Hu Hohn Tools for Enriching Calculus (TEC) functions as both a powerful tool for instructors, as well as a tutorial environment in which students can explore and review selected topics. The Flash simulation modules in TEC include instructions, written and audio explanations of the concepts, and exercises. TEC is accessible in CourseMate, WebAssign, and PowerLecture. Selected Visuals and Modules are available at www.stewartcalculus.com.

Enhanced WebAssign www.webassign.net WebAssign’s homework delivery system lets instructors deliver, collect, grade, and record assignments via the web. Enhanced WebAssign for Stewart’s Calculus now includes opportunities for students to review prerequisite skills and content both at the start of the course and at the beginning of each section. In addition, for selected problems, students can get extra help in the form of “enhanced feedback” (rejoinders) and video solutions. Other key features include: thousands of problems from Stewart’s Calculus, a customizable Cengage YouBook, Personal Study Plans, Show Your Work, Just in Time Review, Answer Evaluator, Visualizing Calculus animations and modules, quizzes, lecture videos (with associated questions), and more!

Cengage Customizable YouBook YouBook is a Flash-based eBook that is interactive and customizable! Containing all the content from Stewart’s Calculus, YouBook features a text edit tool that allows instructors to modify the textbook narrative as needed. With YouBook, instructors can quickly re-order entire sections and chapters or hide any content they don’t teach to create an eBook that perfectly matches their syllabus. Instructors can further customize the text by adding instructor-created or YouTube video links. Additional media assets include: animated figures, video clips, highlighting, notes, and more! YouBook is available in Enhanced WebAssign.

(Table continues on page xxii.)

xxi Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

CourseMate www.cengagebrain.com CourseMate is a perfect self-study tool for students, and requires no set up from instructors. CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. CourseMate for Stewart’s Calculus includes: an interactive eBook, Tools for Enriching Calculus, videos, quizzes, flashcards, and more! For instructors, CourseMate includes Engagement Tracker, a first-of-its-kind tool that monitors student engagement. Maple CD-ROM Maple provides an advanced, high performance mathematical computation engine with fully integrated numerics & symbolics, all accessible from a WYSIWYG technical document environment. CengageBrain.com To access additional course materials and companion resources, please visit www.cengagebrain.com. At the CengageBrain.com home page, search for the ISBN of your title (from the back cover of your book) using the search box at the top of the page. This will take you to the product page where free companion resources can be found.

Ancillaries for Students Student Solutions Manual Single Variable By Daniel Anderson, Jeffery A. Cole, and Daniel Drucker ISBN 0-8400-4949-8

Multivariable By Dan Clegg and Barbara Frank ISBN 0-8400-4945-5

Provides completely worked-out solutions to all odd-numbered exercises in the text, giving students a chance to check their answers and ensure they took the correct steps to arrive at an answer. Study Guide Single Variable By Richard St. Andre

well as summary and focus questions with explained answers. The Study Guide also contains “Technology Plus” questions, and multiple-choice “On Your Own” exam-style questions. CalcLabs with Maple Single Variable By Philip B. Yasskin and Robert Lopez ISBN 0-8400-5811-X

Multivariable By Philip B. Yasskin and Robert Lopez ISBN 0-8400-5812-8

CalcLabs with Mathematica Single Variable By Selwyn Hollis ISBN 0-8400-5814-4

Multivariable By Selwyn Hollis ISBN 0-8400-5813-6

Each of these comprehensive lab manuals will help students learn to use the technology tools available to them. CalcLabs contain clearly explained exercises and a variety of labs and projects to accompany the text. A Companion to Calculus By Dennis Ebersole, Doris Schattschneider, Alicia Sevilla, and Kay Somers ISBN 0-495-01124-X

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 or for individual use. Linear Algebra for Calculus by Konrad J. Heuvers, William P. Francis, John H. Kuisti, Deborah F. Lockhart, Daniel S. Moak, and Gene M. Ortner ISBN 0-534-25248-6

This comprehensive book, designed to supplement the calculus course, provides an introduction to and review of the basic ideas of linear algebra.

ISBN 0-8400-5409-2

Multivariable By Richard St. Andre ISBN 0-8400-5410-6

For each section of the text, the Study Guide provides students with a brief introduction, a short list of concepts to master, as

■ Electronic items

■ Printed items

xxii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

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 have pencil and paper and calculator at hand to sketch a diagram 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. And before you read each example, I suggest that you cover up the solution and try solving the problem yourself. You’ll get a lot more from looking at the solution if you do so. Part of the aim of this course is to train you to think logically. Learn to write the solutions 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 Appendix I. 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 s2 ⫺ 1 and you obtain 1兾(1 ⫹ s2 ), then you’re right and rationalizing the denominator will show that the answers are equivalent. The icon ; indicates an exercise that definitely requires the use of either a graphing calculator or a computer with graphing software. (Appendix G 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 CAS is

reserved for problems in which the full resources of a computer algebra system (like Derive, Maple, Mathematica, or the TI-89/92) are required. 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. Tools for Enriching Calculus, which is a companion to this text, is referred to by means of the symbol TEC and can be accessed in Enhanced WebAssign and CourseMate (selected Visuals and Modules are available at www.stewartcalculus.com). It directs you to modules in which you can explore aspects of calculus for which the computer is particularly useful. Homework Hints for representative exercises are indicated by printing the exercise number in red: 5. These hints can be found on stewartcalculus.com as well as Enhanced WebAssign and CourseMate. The homework hints ask you questions that allow you to make progress toward a solution without actually giving you the answer. You need to pursue each hint in an active manner with pencil and paper to work out the details. If a particular hint doesn’t enable you to solve the problem, you can click to reveal the next hint. I recommend that you keep this book for reference purposes after you finish the course. Because you will likely forget some of the specific details of calculus, the book will serve as a useful reminder when you need to use calculus in subsequent courses. And, because this book contains more material than can be covered in any one course, it can also serve as a valuable resource for a working scientist or engineer. 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 intrinsically beautiful. JAMES STEWART

xxiii Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Diagnostic Tests Success in calculus depends to a large extent on knowledge of the mathematics that precedes calculus: algebra, analytic geometry, functions, and trigonometry. The following tests are intended to diagnose weaknesses that you might have in these areas. After taking each test you can check your answers against the given answers and, if necessary, refresh your skills by referring to the review materials that are provided.

A

Diagnostic Test: Algebra 1. Evaluate each expression without using a calculator.

(a) 共⫺3兲4 (d)

(b) ⫺34

5 23 5 21

(e)

冉冊 2 3

(c) 3⫺4

⫺2

(f ) 16 ⫺3兾4

2. Simplify each expression. Write your answer without negative exponents.

(a) s200 ⫺ s32 (b) 共3a 3b 3 兲共4ab 2 兲 2 (c)

冉

3x 3兾2 y 3 x 2 y⫺1兾2

冊

⫺2

3. Expand and simplify.

(a) 3共x ⫹ 6兲 ⫹ 4共2x ⫺ 5兲

(b) 共x ⫹ 3兲共4x ⫺ 5兲

(c) (sa ⫹ sb )(sa ⫺ sb )

(d) 共2x ⫹ 3兲2

(e) 共x ⫹ 2兲3 4. Factor each expression.

(a) 4x 2 ⫺ 25 (c) x 3 ⫺ 3x 2 ⫺ 4x ⫹ 12 (e) 3x 3兾2 ⫺ 9x 1兾2 ⫹ 6x ⫺1兾2

(b) 2x 2 ⫹ 5x ⫺ 12 (d) x 4 ⫹ 27x (f ) x 3 y ⫺ 4xy

5. Simplify the rational expression.

(a)

x 2 ⫹ 3x ⫹ 2 x2 ⫺ x ⫺ 2

(c)

x2 x⫹1 ⫺ x ⫺4 x⫹2 2

2x 2 ⫺ x ⫺ 1 x⫹3 ⴢ x2 ⫺ 9 2x ⫹ 1 y x ⫺ x y (d) 1 1 ⫺ y x (b)

xxiv

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

DIAGNOSTIC TESTS

6. Rationalize the expression and simplify.

(a)

s10 s5 ⫺ 2

(b)

s4 ⫹ h ⫺ 2 h

7. Rewrite by completing the square.

(a) x 2 ⫹ x ⫹ 1

(b) 2x 2 ⫺ 12x ⫹ 11

8. Solve the equation. (Find only the real solutions.)

2x ⫺ 1 2x 苷 x⫹1 x (d) 2x 2 ⫹ 4x ⫹ 1 苷 0

(a) x ⫹ 5 苷 14 ⫺ 2 x 1

(b)

(c) x2 ⫺ x ⫺ 12 苷 0

ⱍ

(e) x 4 ⫺ 3x 2 ⫹ 2 苷 0 (g) 2x共4 ⫺ x兲⫺1兾2 ⫺ 3 s4 ⫺ x 苷 0

ⱍ

(f ) 3 x ⫺ 4 苷 10

9. Solve each inequality. Write your answer using interval notation.

(a) ⫺4 ⬍ 5 ⫺ 3x 艋 17 (c) x共x ⫺ 1兲共x ⫹ 2兲 ⬎ 0 2x ⫺ 3 (e) 艋1 x⫹1

(b) x 2 ⬍ 2x ⫹ 8 (d) x ⫺ 4 ⬍ 3

ⱍ

ⱍ

10. State whether each equation is true or false.

(a) 共 p ⫹ q兲2 苷 p 2 ⫹ q 2

(b) sab 苷 sa sb

(c) sa 2 ⫹ b 2 苷 a ⫹ b

(d)

1 ⫹ TC 苷1⫹T C

(f )

1兾x 1 苷 a兾x ⫺ b兾x a⫺b

(e)

1 1 1 苷 ⫺ x⫺y x y

Answers to Diagnostic Test A: Algebra 1. (a) 81

(d) 25 2. (a) 6s2

(b) ⫺81

(c)

9 4

(f )

(e)

(b) 48a 5b7

(c)

1 81 1 8

x 9y7

3. (a) 11x ⫺ 2

(b) 4x 2 ⫹ 7x ⫺ 15 (c) a ⫺ b (d) 4x 2 ⫹ 12x ⫹ 9 3 2 (e) x ⫹ 6x ⫹ 12x ⫹ 8

4. (a) 共2x ⫺ 5兲共2x ⫹ 5兲

(c) 共x ⫺ 3兲共x ⫺ 2兲共x ⫹ 2兲 (e) 3x⫺1兾2共x ⫺ 1兲共x ⫺ 2兲 x⫹2 x⫺2 1 (c) x⫺2

5. (a)

(b) 共2x ⫺ 3兲共x ⫹ 4兲 (d) x共x ⫹ 3兲共x 2 ⫺ 3x ⫹ 9兲 (f ) xy共x ⫺ 2兲共x ⫹ 2兲 (b)

x⫺1 x⫺3

(d) ⫺共x ⫹ y兲

6. (a) 5s2 ⫹ 2s10 7. (a) ( x ⫹

1 2 2

)

⫹ 34

8. (a) 6

(d) ⫺1 ⫾ 2 s2 1

(g)

(b)

1 s4 ⫹ h ⫹ 2

(b) 2共x ⫺ 3兲2 ⫺ 7 (b) 1

(c) ⫺3, 4

(e) ⫾1, ⫾s2

2 22 (f ) 3 , 3

12 5

9. (a) 关⫺4, 3兲

(c) 共⫺2, 0兲 傼 共1, ⬁兲 (e) 共⫺1, 4兴

10. (a) False

(d) False

(b) True (e) False

(b) 共⫺2, 4兲 (d) 共1, 7兲

(c) False (f ) True

If you have had difficulty with these problems, you may wish to consult the Review of Algebra on the website www.stewartcalculus.com

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

xxv

xxvi

B

DIAGNOSTIC TESTS

Diagnostic Test: Analytic Geometry 1. Find an equation for the line that passes through the point 共2, ⫺5兲 and

(a) (b) (c) (d)

has slope ⫺3 is parallel to the x-axis is parallel to the y-axis is parallel to the line 2x ⫺ 4y 苷 3

2. Find an equation for the circle that has center 共⫺1, 4兲 and passes through the point 共3, ⫺2兲. 3. Find the center and radius of the circle with equation x 2 ⫹ y2 ⫺ 6x ⫹ 10y ⫹ 9 苷 0. 4. Let A共⫺7, 4兲 and B共5, ⫺12兲 be points in the plane.

(a) (b) (c) (d) (e) (f )

Find the slope of the line that contains A and B. Find an equation of the line that passes through A and B. What are the intercepts? Find the midpoint of the segment AB. Find the length of the segment AB. Find an equation of the perpendicular bisector of AB. Find an equation of the circle for which AB is a diameter.

5. Sketch the region in the xy-plane defined by the equation or inequalities.

ⱍ ⱍ

ⱍ ⱍ

(a) ⫺1 艋 y 艋 3

(b) x ⬍ 4 and y ⬍ 2

(c) y ⬍ 1 ⫺ x

(d) y 艌 x 2 ⫺ 1

(e) x 2 ⫹ y 2 ⬍ 4

(f ) 9x 2 ⫹ 16y 2 苷 144

1 2

Answers to Diagnostic Test B: Analytic Geometry 1. (a) y 苷 ⫺3x ⫹ 1

(c) x 苷 2

(b) y 苷 ⫺5

5. (a)

1 (d) y 苷 2 x ⫺ 6

(b)

y

(c)

y

y

3

1

2

2. 共x ⫹ 1兲2 ⫹ 共 y ⫺ 4兲2 苷 52

1

y=1- 2 x

0

3. Center 共3, ⫺5兲, radius 5

x

_1

_4

0

4x

0

2

x

_2

4. (a) ⫺ 3

4

(b) (c) (d) (e) (f )

4x ⫹ 3y ⫹ 16 苷 0; x-intercept ⫺4, y-intercept ⫺ 163 共⫺1, ⫺4兲 20 3x ⫺ 4y 苷 13 共x ⫹ 1兲2 ⫹ 共 y ⫹ 4兲2 苷 100

(d)

(e)

y

(f)

y 2

≈+¥=4

y 3

0 _1

1

x

0

2

x

0

4 x

y=≈-1

If you have had difficulty with these problems, you may wish to consult the review of analytic geometry in Appendixes B and C.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

xxvii

DIAGNOSTIC TESTS

C

Diagnostic Test: Functions 1. The graph of a function f is given at the left.

y

1 0

x

1

State the value of f 共⫺1兲. Estimate the value of f 共2兲. For what values of x is f 共x兲 苷 2? Estimate the values of x such that f 共x兲 苷 0. State the domain and range of f .

(a) (b) (c) (d) (e)

2. If f 共x兲 苷 x 3 , evaluate the difference quotient 3. Find the domain of the function.

FIGURE FOR PROBLEM 1

2x ⫹ 1 x ⫹x⫺2

(a) f 共x兲 苷

(b) t共x兲 苷

2

f 共2 ⫹ h兲 ⫺ f 共2兲 and simplify your answer. h

3 x s x ⫹1

(c) h共x兲 苷 s4 ⫺ x ⫹ sx 2 ⫺ 1

2

4. How are graphs of the functions obtained from the graph of f ?

(a) y 苷 ⫺f 共x兲

(b) y 苷 2 f 共x兲 ⫺ 1

(c) y 苷 f 共x ⫺ 3兲 ⫹ 2

5. Without using a calculator, make a rough sketch of the graph.

(a) y 苷 x 3 (d) y 苷 4 ⫺ x 2 (g) y 苷 ⫺2 x 6. Let f 共x兲 苷

再

1 ⫺ x2 2x ⫹ 1

(b) y 苷 共x ⫹ 1兲3 (e) y 苷 sx (h) y 苷 1 ⫹ x ⫺1

(c) y 苷 共x ⫺ 2兲3 ⫹ 3 (f ) y 苷 2 sx

if x 艋 0 if x ⬎ 0

(a) Evaluate f 共⫺2兲 and f 共1兲.

(b) Sketch the graph of f .

7. If f 共x兲 苷 x ⫹ 2x ⫺ 1 and t共x兲 苷 2x ⫺ 3, find each of the following functions. 2

(a) f ⴰ t

(b) t ⴰ f

(c) t ⴰ t ⴰ t

Answers to Diagnostic Test C: Functions 1. (a) ⫺2

(b) 2.8 (d) ⫺2.5, 0.3

(c) ⫺3, 1 (e) 关⫺3, 3兴, 关⫺2, 3兴

(d)

(e)

y 4

0

2. 12 ⫹ 6h ⫹ h 2 3. (a) 共⫺⬁, ⫺2兲 傼 共⫺2, 1兲 傼 共1, ⬁兲

(g)

(b) 共⫺⬁, ⬁兲 (c) 共⫺⬁, ⫺1兴 傼 关1, 4兴

x

2

0

(h)

y

(f)

y

1

x

1

x

y

0

1

x

y 1

0

4. (a) Reflect about the x-axis

x

1

_1

0

(b) Stretch vertically by a factor of 2, then shift 1 unit downward (c) Shift 3 units to the right and 2 units upward 5. (a)

(b)

y

1 0

(c)

y

x

_1

(b)

7. (a) 共 f ⴰ t兲共x兲 苷 4x 2 ⫺ 8x ⫹ 2

(b) 共 t ⴰ f 兲共x兲 苷 2x 2 ⫹ 4x ⫺ 5 (c) 共 t ⴰ t ⴰ t兲共x兲 苷 8x ⫺ 21

y

(2, 3)

1 1

6. (a) ⫺3, 3

y

1 0

x 0

x

_1

0

x

If you have had difficulty with these problems, you should look at Sections 1.1–1.3 of this book.

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xxviii

D

DIAGNOSTIC TESTS

Diagnostic Test: Trigonometry 1. Convert from degrees to radians.

(b) 18

(a) 300

2. Convert from radians to degrees.

(a) 5兾6

(b) 2

3. Find the length of an arc of a circle with radius 12 cm if the arc subtends a central angle of

30. 4. Find the exact values.

(a) tan共兾3兲

(b) sin共7兾6兲

(c) sec共5兾3兲

5. Express the lengths a and b in the figure in terms of . 24

6. If sin x 苷 3 and sec y 苷 4 , where x and y lie between 0 and  2, evaluate sin共x  y兲. 1

a

5

7. Prove the identities.

¨

(a) tan  sin   cos  苷 sec 

b FIGURE FOR PROBLEM 5

(b)

2 tan x 苷 sin 2x 1  tan 2x

8. Find all values of x such that sin 2x 苷 sin x and 0  x  2. 9. Sketch the graph of the function y 苷 1  sin 2x without using a calculator.

Answers to Diagnostic Test D: Trigonometry 1. (a) 5兾3

(b) 兾10

6.

2. (a) 150

(b) 360兾 ⬇ 114.6

8. 0, 兾3, , 5兾3, 2

1 15

(4  6 s2 )

9.

3. 2 cm 4. (a) s3

(b)  12

5. (a) 24 sin 

(b) 24 cos 

y 2

(c) 2 _π

0

π

x

If you have had difficulty with these problems, you should look at Appendix D of this book.

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A Preview of Calculus

© Pichugin Dmitry / Shutterstock

© Ziga Camernik / Shutterstock

By the time you finish this course, you will be able to estimate the number of laborers needed to build a pyramid, explain the formation and location of rainbows, design a roller coaster for a smooth ride, and calculate the force on a dam.

© Brett Mulcahy / Shutterstock

© iofoto / Shutterstock

Calculus is fundamentally different from the mathematics that you have studied previously: calculus is less static and more dynamic. It is concerned with change and motion; it deals with quantities that approach other quantities. For that reason it may be useful to have an overview of the subject before beginning its intensive study. Here we give a glimpse of some of the main ideas of calculus by showing how the concept of a limit arises when we attempt to solve a variety of problems.

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2

A PREVIEW OF CALCULUS

The Area Problem

A¡ A∞

A™ A£

The origins of calculus go back at least 2500 years to the ancient Greeks, who found areas using the “method of exhaustion.” They knew how to find the area A of any polygon by dividing it into triangles as in Figure 1 and adding the areas of these triangles. It is a much more difficult problem to find the area of a curved figure. The Greek method of exhaustion was to inscribe polygons in the figure and circumscribe polygons about the figure and then let the number of sides of the polygons increase. Figure 2 illustrates this process for the special case of a circle with inscribed regular polygons.

A¢

A=A¡+A™+A£+A¢+A∞ FIGURE 1

A£

A¢

A∞

Aß

⭈⭈⭈

A¶

⭈⭈⭈

A¡™

FIGURE 2

Let An be the area of the inscribed polygon with n sides. As n increases, it appears that An becomes closer and closer to the area of the circle. We say that the area of the circle is the limit of the areas of the inscribed polygons, and we write TEC In the Preview Visual, you can see how areas of inscribed and circumscribed polygons approximate the area of a circle.

A  lim An nl⬁

The Greeks themselves did not use limits explicitly. However, by indirect reasoning, Eudoxus (fifth century BC) used exhaustion to prove the familiar formula for the area of a circle: A  ␲ r 2. We will use a similar idea in Chapter 4 to find areas of regions of the type shown in Figure 3. We will approximate the desired area A by areas of rectangles (as in Figure 4), let the width of the rectangles decrease, and then calculate A as the limit of these sums of areas of rectangles. y

y

y

(1, 1)

y

(1, 1)

(1, 1)

(1, 1)

y=≈ A 0

FIGURE 3

1

x

0

1 4

1 2

3 4

1

x

0

1

x

0

1 n

1

x

FIGURE 4

The area problem is the central problem in the branch of calculus called integral calculus. The techniques that we will develop in Chapter 4 for finding areas will also enable us to compute the volume of a solid, the length of a curve, the force of water against a dam, the mass and center of gravity of a rod, and the work done in pumping water out of a tank.

The Tangent Problem Consider the problem of trying to find an equation of the tangent line t to a curve with equation y  f 共x兲 at a given point P. (We will give a precise definition of a tangent line in

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A PREVIEW OF CALCULUS y

Chapter 1. For now you can think of it as a line that touches the curve at P as in Figure 5.) Since we know that the point P lies on the tangent line, we can find the equation of t if we know its slope m. The problem is that we need two points to compute the slope and we know only one point, P, on t. To get around the problem we first find an approximation to m by taking a nearby point Q on the curve and computing the slope mPQ of the secant line PQ. From Figure 6 we see that

t y=ƒ P

0

x

FIGURE 5

1

mPQ 

f 共x兲 ⫺ f 共a兲 x⫺a

Now imagine that Q moves along the curve toward P as in Figure 7. You can see that the secant line rotates and approaches the tangent line as its limiting position. This means that the slope mPQ of the secant line becomes closer and closer to the slope m of the tangent line. We write

The tangent line at P y

t

m  lim mPQ Q lP

Q { x, ƒ} ƒ-f(a)

P { a, f(a)}

and we say that m is the limit of mPQ as Q approaches P along the curve. Since x approaches a as Q approaches P, we could also use Equation 1 to write

x-a

a

0

3

x

x

m  lim

2

xla

f 共x兲 ⫺ f 共a兲 x⫺a

FIGURE 6

The secant line PQ y

t Q P

0

FIGURE 7

Secant lines approaching the tangent line

x

Specific examples of this procedure will be given in Chapter 1. The tangent problem has given rise to the branch of calculus called differential calculus, which was not invented until more than 2000 years after integral calculus. The main ideas behind differential calculus are due to the French mathematician Pierre Fermat (1601–1665) and were developed by the English mathematicians John Wallis (1616–1703), Isaac Barrow (1630–1677), and Isaac Newton (1642–1727) and the German mathematician Gottfried Leibniz (1646–1716). The two branches of calculus and their chief problems, the area problem and the tangent problem, appear to be very different, but it turns out that there is a very close connection between them. The tangent problem and the area problem are inverse problems in a sense that will be described in Chapter 4.

Velocity When we look at the speedometer of a car and read that the car is traveling at 48 mi兾h, what does that information indicate to us? We know that if the velocity remains constant, then after an hour we will have traveled 48 mi. But if the velocity of the car varies, what does it mean to say that the velocity at a given instant is 48 mi兾h? In order to analyze this question, let’s examine the motion of a car that travels along a straight road and assume that we can measure the distance traveled by the car (in feet) at l-second intervals as in the following chart: t  Time elapsed (s)

0

1

2

3

4

5

d  Distance (ft)

0

2

9

24

42

71

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4

A PREVIEW OF CALCULUS

As a first step toward finding the velocity after 2 seconds have elapsed, we find the average velocity during the time interval 2 艋 t 艋 4: average velocity  

change in position time elapsed 42 ⫺ 9 4⫺2

 16.5 ft兾s Similarly, the average velocity in the time interval 2 艋 t 艋 3 is average velocity 

24 ⫺ 9  15 ft兾s 3⫺2

We have the feeling that the velocity at the instant t  2 can’t be much different from the average velocity during a short time interval starting at t  2. So let’s imagine that the distance traveled has been measured at 0.l-second time intervals as in the following chart: t

2.0

2.1

2.2

2.3

2.4

2.5

d

9.00

10.02

11.16

12.45

13.96

15.80

Then we can compute, for instance, the average velocity over the time interval 关2, 2.5兴: average velocity 

15.80 ⫺ 9.00  13.6 ft兾s 2.5 ⫺ 2

The results of such calculations are shown in the following chart: Time interval

关2, 3兴

关2, 2.5兴

关2, 2.4兴

关2, 2.3兴

关2, 2.2兴

关2, 2.1兴

Average velocity (ft兾s)

15.0

13.6

12.4

11.5

10.8

10.2

The average velocities over successively smaller intervals appear to be getting closer to a number near 10, and so we expect that the velocity at exactly t  2 is about 10 ft兾s. In Chapter 1 we will define the instantaneous velocity of a moving object as the limiting value of the average velocities over smaller and smaller time intervals. In Figure 8 we show a graphical representation of the motion of the car by plotting the distance traveled as a function of time. If we write d  f 共t兲, then f 共t兲 is the number of feet traveled after t seconds. The average velocity in the time interval 关2, t兴 is

d

Q { t, f(t)}

average velocity 

which is the same as the slope of the secant line PQ in Figure 8. The velocity v when t  2 is the limiting value of this average velocity as t approaches 2; that is,

20 10 0

change in position f 共t兲 ⫺ f 共2兲  time elapsed t⫺2

P { 2, f(2)} 1

FIGURE 8

2

3

4

v  lim 5

t

tl2

f 共t兲 ⫺ f 共2兲 t⫺2

and we recognize from Equation 2 that this is the same as the slope of the tangent line to the curve at P.

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A PREVIEW OF CALCULUS

5

Thus, when we solve the tangent problem in differential calculus, we are also solving problems concerning velocities. The same techniques also enable us to solve problems involving rates of change in all of the natural and social sciences.

The Limit of a Sequence In the fifth century BC the Greek philosopher Zeno of Elea posed four problems, now known as Zeno’s paradoxes, that were intended to challenge some of the ideas concerning space and time that were held in his day. Zeno’s second paradox concerns a race between the Greek hero Achilles and a tortoise that has been given a head start. Zeno argued, as follows, that Achilles could never pass the tortoise: Suppose that Achilles starts at position a 1 and the tortoise starts at position t1 . (See Figure 9.) When Achilles reaches the point a 2  t1, the tortoise is farther ahead at position t2. When Achilles reaches a 3  t2 , the tortoise is at t3 . This process continues indefinitely and so it appears that the tortoise will always be ahead! But this defies common sense. a¡

a™

a£

a¢

a∞

...

t¡

t™

t£

t¢

...

Achilles FIGURE 9

tortoise

One way of explaining this paradox is with the idea of a sequence. The successive positions of Achilles 共a 1, a 2 , a 3 , . . .兲 or the successive positions of the tortoise 共t1, t2 , t3 , . . .兲 form what is known as a sequence. In general, a sequence 兵a n其 is a set of numbers written in a definite order. For instance, the sequence

{1, 12 , 13 , 14 , 15 , . . .} can be described by giving the following formula for the nth term: an  a¢ a £

a™

0

1 n

We can visualize this sequence by plotting its terms on a number line as in Figure 10(a) or by drawing its graph as in Figure 10(b). Observe from either picture that the terms of the sequence a n  1兾n are becoming closer and closer to 0 as n increases. In fact, we can find terms as small as we please by making n large enough. We say that the limit of the sequence is 0, and we indicate this by writing

a¡ 1

(a) 1

lim

nl⬁

1 2 3 4 5 6 7 8

1 0 n

n

In general, the notation

(b) FIGURE 10

lim a n  L

nl⬁

is used if the terms a n approach the number L as n becomes large. This means that the numbers a n can be made as close as we like to the number L by taking n sufficiently large.

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6

A PREVIEW OF CALCULUS

The concept of the limit of a sequence occurs whenever we use the decimal representation of a real number. For instance, if a 1  3.1 a 2  3.14 a 3  3.141 a 4  3.1415 a 5  3.14159 a 6  3.141592 a 7  3.1415926 ⭈ ⭈ ⭈ lim a n  ␲

then

nl⬁

The terms in this sequence are rational approximations to ␲. Let’s return to Zeno’s paradox. The successive positions of Achilles and the tortoise form sequences 兵a n其 and 兵tn 其, where a n ⬍ tn for all n. It can be shown that both sequences have the same limit: lim a n  p  lim tn

nl⬁

nl⬁

It is precisely at this point p that Achilles overtakes the tortoise.

The Sum of a Series Another of Zeno’s paradoxes, as passed on to us by Aristotle, is the following: “A man standing in a room cannot walk to the wall. In order to do so, he would first have to go half the distance, then half the remaining distance, and then again half of what still remains. This process can always be continued and can never be ended.” (See Figure 11.)

1 2

FIGURE 11

1 4

1 8

1 16

Of course, we know that the man can actually reach the wall, so this suggests that perhaps the total distance can be expressed as the sum of infinitely many smaller distances as follows: 3

1

1 1 1 1 1 ⫹ ⫹ ⫹ ⫹ ⭈⭈⭈ ⫹ n ⫹ ⭈⭈⭈ 2 4 8 16 2

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A PREVIEW OF CALCULUS

7

Zeno was arguing that it doesn’t make sense to add infinitely many numbers together. But there are other situations in which we implicitly use infinite sums. For instance, in decimal notation, the symbol 0.3  0.3333 . . . means 3 3 3 3 ⫹ ⫹ ⫹ ⫹ ⭈⭈⭈ 10 100 1000 10,000 and so, in some sense, it must be true that 3 3 3 3 1 ⫹ ⫹ ⫹ ⫹ ⭈⭈⭈  10 100 1000 10,000 3 More generally, if dn denotes the nth digit in the decimal representation of a number, then 0.d1 d2 d3 d4 . . . 

d1 d2 d3 dn ⫹ 2 ⫹ 3 ⫹ ⭈⭈⭈ ⫹ n ⫹ ⭈⭈⭈ 10 10 10 10

Therefore some infinite sums, or infinite series as they are called, have a meaning. But we must define carefully what the sum of an infinite series is. Returning to the series in Equation 3, we denote by sn the sum of the first n terms of the series. Thus s1  12  0.5 s2  12 ⫹ 14  0.75 s3  12 ⫹ 14 ⫹ 18  0.875 s4  12 ⫹ 14 ⫹ 18 ⫹ 161  0.9375 s5  12 ⫹ 14 ⫹ 18 ⫹ 161 ⫹ 321  0.96875 s6  12 ⫹ 14 ⫹ 18 ⫹ 161 ⫹ 321 ⫹ 641  0.984375 s7  12 ⫹ 14 ⭈ ⭈ ⭈ 1 1 s10  2 ⫹ 4 ⭈ ⭈ ⭈ 1 s16  ⫹ 2

1 ⫹ 18 ⫹ 161 ⫹ 321 ⫹ 641 ⫹ 128  0.9921875

1 ⫹ ⭈ ⭈ ⭈ ⫹ 1024 ⬇ 0.99902344

1 1 ⫹ ⭈ ⭈ ⭈ ⫹ 16 ⬇ 0.99998474 4 2

Observe that as we add more and more terms, the partial sums become closer and closer to 1. In fact, it can be shown that by taking n large enough (that is, by adding sufficiently many terms of the series), we can make the partial sum sn as close as we please to the number 1. It therefore seems reasonable to say that the sum of the infinite series is 1 and to write 1 1 1 1 ⫹ ⫹ ⫹ ⭈⭈⭈ ⫹ n ⫹ ⭈⭈⭈  1 2 4 8 2

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8

A PREVIEW OF CALCULUS

In other words, the reason the sum of the series is 1 is that lim sn  1

nl⬁

In Chapter 11 we will discuss these ideas further. We will then use Newton’s idea of combining infinite series with differential and integral calculus.

Summary We have seen that the concept of a limit arises in trying to find the area of a region, the slope of a tangent to a curve, the velocity of a car, or the sum of an infinite series. In each case the common theme is the calculation of a quantity as the limit of other, easily calculated quantities. It is this basic idea of a limit that sets calculus apart from other areas of mathematics. In fact, we could define calculus as the part of mathematics that deals with limits. After Sir Isaac Newton invented his version of calculus, he used it to explain the motion of the planets around the sun. Today calculus is used in calculating the orbits of satellites and spacecraft, in predicting population sizes, in estimating how fast oil prices rise or fall, in forecasting weather, in measuring the cardiac output of the heart, in calculating life insurance premiums, and in a great variety of other areas. We will explore some of these uses of calculus in this book. In order to convey a sense of the power of the subject, we end this preview with a list of some of the questions that you will be able to answer using calculus: 1. How can we explain the fact, illustrated in Figure 12, that the angle of elevation

rays from sun

138° rays from sun

42°

2. 3. 4. 5.

observer FIGURE 12

6. 7. 8. 9. 10. 11. 12.

from an observer up to the highest point in a rainbow is 42°? (See page 206.) How can we explain the shapes of cans on supermarket shelves? (See page 262.) Where is the best place to sit in a movie theater? (See page 461.) How can we design a roller coaster for a smooth ride? (See page 140.) How far away from an airport should a pilot start descent? (See page 156.) How can we fit curves together to design shapes to represent letters on a laser printer? (See page 677.) How can we estimate the number of workers that were needed to build the Great Pyramid of Khufu in ancient Egypt? (See page 373.) Where should an infielder position himself to catch a baseball thrown by an outfielder and relay it to home plate? (See page 658.) Does a ball thrown upward take longer to reach its maximum height or to fall back to its original height? (See page 628.) How can we explain the fact that planets and satellites move in elliptical orbits? (See page 892.) How can we distribute water flow among turbines at a hydroelectric station so as to maximize the total energy production? (See page 990.) If a marble, a squash ball, a steel bar, and a lead pipe roll down a slope, which of them reaches the bottom first? (See page 1063.)

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1

Functions and Limits

A ball falls faster and faster as time passes. Galileo discovered that the distance fallen is proportional to the square of the time it has been falling. Calculus then enables us to calculate the speed of the ball at any time.

© 1986 Peticolas / Megna, Fundamental Photographs, NYC

The fundamental objects that we deal with in calculus are functions. We stress that a function can be represented in different ways: by an equation, in a table, by a graph, or in words. We look at the main types of functions that occur in calculus and describe the process of using these functions as mathematical models of real-world phenomena. In A Preview of Calculus (page 1) we saw how the idea of a limit underlies the various branches of calculus. It is therefore appropriate to begin our study of calculus by investigating limits of functions and their properties.

9 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

10

CHAPTER 1

1.1

FUNCTIONS AND LIMITS

Four Ways to Represent a Function

Year

Population (millions)

1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010

1650 1750 1860 2070 2300 2560 3040 3710 4450 5280 6080 6870

Functions arise whenever one quantity depends on another. Consider the following four situations. A. The area A of a circle depends on the radius r of the circle. The rule that connects r and A is given by the equation A 苷 ␲ r 2. With each positive number r there is associated one value of A, and we say that A is a function of r. B. The human population of the world P depends on the time t. The table gives estimates of the world population P共t兲 at time t, for certain years. For instance, P共1950兲 ⬇ 2,560,000,000 But for each value of the time t there is a corresponding value of P, and we say that P is a function of t. C. The cost C of mailing an envelope depends on its weight w. Although there is no simple formula that connects w and C, the post office has a rule for determining C when w is known. D. The vertical acceleration a of the ground as measured by a seismograph during an earthquake is a function of the elapsed time t. Figure 1 shows a graph generated by seismic activity during the Northridge earthquake that shook Los Angeles in 1994. For a given value of t, the graph provides a corresponding value of a. a {cm/s@} 100

50

5

FIGURE 1

Vertical ground acceleration during the Northridge earthquake

10

15

20

25

30

t (seconds)

_50 Calif. Dept. of Mines and Geology

Each of these examples describes a rule whereby, given a number (r, t, w, or t), another number ( A, P, C, or a) is assigned. In each case we say that the second number is a function of the first number. A function f is a rule that assigns to each element x in a set D exactly one element, called f 共x兲, in a set E. We usually consider functions for which the sets D and E are sets of real numbers. The set D is called the domain of the function. The number f 共x兲 is the value of f at x and is read “ f of x.” The range of f is the set of all possible values of f 共x兲 as x varies throughout the domain. A symbol that represents an arbitrary number in the domain of a function f is called an independent variable. A symbol that represents a number in the range of f is called a dependent variable. In Example A, for instance, r is the independent variable and A is the dependent variable.

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SECTION 1.1

x (input)

f

ƒ (output)

FIGURE 2

Machine diagram for a function ƒ

x

ƒ a

f(a)

f

D

FOUR WAYS TO REPRESENT A FUNCTION

11

It’s helpful to think of a function as a machine (see Figure 2). If x is in the domain of the function f, then when x enters the machine, it’s accepted as an input and the machine produces an output f 共x兲 according to the rule of the function. Thus we can think of the domain as the set of all possible inputs and the range as the set of all possible outputs. The preprogrammed functions in a calculator are good examples of a function as a machine. For example, the square root key on your calculator computes such a function. You press the key labeled s (or s x ) and enter the input x. If x ⬍ 0, then x is not in the domain of this function; that is, x is not an acceptable input, and the calculator will indicate an error. If x 艌 0, then an approximation to s x will appear in the display. Thus the s x key on your calculator is not quite the same as the exact mathematical function f defined by f 共x兲 苷 s x . Another way to picture a function is by an arrow diagram as in Figure 3. Each arrow connects an element of D to an element of E. The arrow indicates that f 共x兲 is associated with x, f 共a兲 is associated with a, and so on. The most common method for visualizing a function is its graph. If f is a function with domain D, then its graph is the set of ordered pairs

ⱍ

兵共x, f 共x兲兲 x 僆 D其

E

(Notice that these are input-output pairs.) In other words, the graph of f consists of all points 共x, y兲 in the coordinate plane such that y 苷 f 共x兲 and x is in the domain of f. The graph of a function f gives us a useful picture of the behavior or “life history” of a function. Since the y-coordinate of any point 共x, y兲 on the graph is y 苷 f 共x兲, we can read the value of f 共x兲 from the graph as being the height of the graph above the point x (see Figure 4). The graph of f also allows us to picture the domain of f on the x-axis and its range on the y-axis as in Figure 5.

FIGURE 3

Arrow diagram for ƒ

y

y

{ x, ƒ}

y ⫽ ƒ(x)

range

ƒ f(2) f (1) 0

1

2

x

x

x

0

domain FIGURE 4

FIGURE 5

y

EXAMPLE 1 The graph of a function f is shown in Figure 6. (a) Find the values of f 共1兲 and f 共5兲. (b) What are the domain and range of f ?

1

SOLUTION

0

1

FIGURE 6

The notation for intervals is given in Appendix A.

x

(a) We see from Figure 6 that the point 共1, 3兲 lies on the graph of f, so the value of f at 1 is f 共1兲 苷 3. (In other words, the point on the graph that lies above x 苷 1 is 3 units above the x-axis.) When x 苷 5, the graph lies about 0.7 unit below the x-axis, so we estimate that f 共5兲 ⬇ ⫺0.7. (b) We see that f 共x兲 is defined when 0 艋 x 艋 7, so the domain of f is the closed interval 关0, 7兴. Notice that f takes on all values from ⫺2 to 4, so the range of f is

ⱍ

兵y ⫺2 艋 y 艋 4其 苷 关⫺2, 4兴

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12

CHAPTER 1

FUNCTIONS AND LIMITS

y

EXAMPLE 2 Sketch the graph and find the domain and range of each function. (a) f共x兲 苷 2x ⫺ 1 (b) t共x兲 苷 x 2 SOLUTION

y=2x-1 0 -1

x

1 2

FIGURE 7 y (2, 4)

y=≈ (_1, 1)

(a) The equation of the graph is y 苷 2x ⫺ 1, and we recognize this as being the equation of a line with slope 2 and y-intercept ⫺1. (Recall the slope-intercept form of the equation of a line: y 苷 mx ⫹ b. See Appendix B.) This enables us to sketch a portion of the graph of f in Figure 7. The expression 2x ⫺ 1 is defined for all real numbers, so the domain of f is the set of all real numbers, which we denote by ⺢. The graph shows that the range is also ⺢. (b) Since t共2兲 苷 2 2 苷 4 and t共⫺1兲 苷 共⫺1兲2 苷 1, we could plot the points 共2, 4兲 and 共⫺1, 1兲, together with a few other points on the graph, and join them to produce the graph (Figure 8). The equation of the graph is y 苷 x 2, which represents a parabola (see Appendix C). The domain of t is ⺢. The range of t consists of all values of t共x兲, that is, all numbers of the form x 2. But x 2 艌 0 for all numbers x and any positive number y is a square. So the range of t is 兵 y y 艌 0其 苷 关0, ⬁兲. This can also be seen from Figure 8.

ⱍ

1 0

1

x

EXAMPLE 3 If f 共x兲 苷 2x 2 ⫺ 5x ⫹ 1 and h 苷 0, evaluate

f 共a ⫹ h兲 ⫺ f 共a兲 . h

SOLUTION We first evaluate f 共a ⫹ h兲 by replacing x by a ⫹ h in the expression for f 共x兲:

FIGURE 8

f 共a ⫹ h兲 苷 2共a ⫹ h兲2 ⫺ 5共a ⫹ h兲 ⫹ 1 苷 2共a 2 ⫹ 2ah ⫹ h 2 兲 ⫺ 5共a ⫹ h兲 ⫹ 1 苷 2a 2 ⫹ 4ah ⫹ 2h 2 ⫺ 5a ⫺ 5h ⫹ 1 Then we substitute into the given expression and simplify: f 共a ⫹ h兲 ⫺ f 共a兲 共2a 2 ⫹ 4ah ⫹ 2h 2 ⫺ 5a ⫺ 5h ⫹ 1兲 ⫺ 共2a 2 ⫺ 5a ⫹ 1兲 苷 h h

The expression f 共a ⫹ h兲 ⫺ f 共a兲 h in Example 3 is called a difference quotient and occurs frequently in calculus. As we will see in Chapter 2, it represents the average rate of change of f 共x兲 between x 苷 a and x 苷 a ⫹ h.

苷

2a 2 ⫹ 4ah ⫹ 2h 2 ⫺ 5a ⫺ 5h ⫹ 1 ⫺ 2a 2 ⫹ 5a ⫺ 1 h

苷

4ah ⫹ 2h 2 ⫺ 5h 苷 4a ⫹ 2h ⫺ 5 h

Representations of Functions There are four possible ways to represent a function: ■ verbally (by a description in words) ■

numerically

(by a table of values)

■

visually

(by a graph)

■

algebraically

(by an explicit formula)

If a single function can be represented in all four ways, it’s often useful to go from one representation to another to gain additional insight into the function. (In Example 2, for instance, we started with algebraic formulas and then obtained the graphs.) But certain functions are described more naturally by one method than by another. With this in mind, let’s reexamine the four situations that we considered at the beginning of this section.

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SECTION 1.1

FOUR WAYS TO REPRESENT A FUNCTION

13

A. The most useful representation of the area of a circle as a function of its radius is

probably the algebraic formula A共r兲 苷 ␲ r 2, though it is possible to compile a table of values or to sketch a graph (half a parabola). Because a circle has to have a positive radius, the domain is 兵r r ⬎ 0其 苷 共0, ⬁兲, and the range is also 共0, ⬁兲.

ⱍ

t

Population (millions)

0 10 20 30 40 50 60 70 80 90 100 110

1650 1750 1860 2070 2300 2560 3040 3710 4450 5280 6080 6870

B. We are given a description of the function in words: P共t兲 is the human population of

the world at time t. Let’s measure t so that t 苷 0 corresponds to the year 1900. The table of values of world population provides a convenient representation of this function. If we plot these values, we get the graph (called a scatter plot) in Figure 9. It too is a useful representation; the graph allows us to absorb all the data at once. What about a formula? Of course, it’s impossible to devise an explicit formula that gives the exact human population P共t兲 at any time t. But it is possible to find an expression for a function that approximates P共t兲. In fact, using methods explained in Section 1.2, we obtain the approximation P共t兲 ⬇ f 共t兲 苷 共1.43653 ⫻ 10 9 兲 ⭈ 共1.01395兲 t Figure 10 shows that it is a reasonably good “fit.” The function f is called a mathematical model for population growth. In other words, it is a function with an explicit formula that approximates the behavior of our given function. We will see, however, that the ideas of calculus can be applied to a table of values; an explicit formula is not necessary.

P

P

5x10'

5x10'

0

20

40

60

FIGURE 9

w (ounces)

⭈ ⭈ ⭈

100

120

t

0

20

40

60

80

100

120

t

FIGURE 10

A function defined by a table of values is called a tabular function.

0⬍w艋 1⬍w艋 2⬍w艋 3⬍w艋 4⬍w艋

80

1 2 3 4 5

The function P is typical of the functions that arise whenever we attempt to apply calculus to the real world. We start with a verbal description of a function. Then we may be able to construct a table of values of the function, perhaps from instrument readings in a scientific experiment. Even though we don’t have complete knowledge of the values of the function, we will see throughout the book that it is still possible to perform the operations of calculus on such a function.

C共w兲 (dollars)

C. Again the function is described in words: Let C共w兲 be the cost of mailing a large enve-

0.88 1.05 1.22 1.39 1.56

D. The graph shown in Figure 1 is the most natural representation of the vertical acceler-

⭈ ⭈ ⭈

lope with weight w. The rule that the US Postal Service used as of 2010 is as follows: The cost is 88 cents for up to 1 oz, plus 17 cents for each additional ounce (or less) up to 13 oz. The table of values shown in the margin is the most convenient representation for this function, though it is possible to sketch a graph (see Example 10). ation function a共t兲. It’s true that a table of values could be compiled, and it is even possible to devise an approximate formula. But everything a geologist needs to know—amplitudes and patterns—can be seen easily from the graph. (The same is true for the patterns seen in electrocardiograms of heart patients and polygraphs for lie-detection.)

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14

CHAPTER 1

FUNCTIONS AND LIMITS

In the next example we sketch the graph of a function that is defined verbally. T

EXAMPLE 4 When you turn on a hot-water faucet, the temperature T of the water depends on how long the water has been running. Draw a rough graph of T as a function of the time t that has elapsed since the faucet was turned on. SOLUTION The initial temperature of the running water is close to room temperature t

0

FIGURE 11

because the water has been sitting in the pipes. When the water from the hot-water tank starts flowing from the faucet, T increases quickly. In the next phase, T is constant at the temperature of the heated water in the tank. When the tank is drained, T decreases to the temperature of the water supply. This enables us to make the rough sketch of T as a function of t in Figure 11. In the following example we start with a verbal description of a function in a physical situation and obtain an explicit algebraic formula. The ability to do this is a useful skill in solving calculus problems that ask for the maximum or minimum values of quantities.

v

EXAMPLE 5 A rectangular storage container with an open top has a volume of 10 m3.

The length of its base is twice its width. Material for the base costs $10 per square meter; material for the sides costs $6 per square meter. Express the cost of materials as a function of the width of the base. SOLUTION We draw a diagram as in Figure 12 and introduce notation by letting w and 2w

be the width and length of the base, respectively, and h be the height. The area of the base is 共2w兲w 苷 2w 2, so the cost, in dollars, of the material for the base is 10共2w 2 兲. Two of the sides have area wh and the other two have area 2wh, so the cost of the material for the sides is 6关2共wh兲 ⫹ 2共2wh兲兴. The total cost is therefore

h w

C 苷 10共2w 2 兲 ⫹ 6关2共wh兲 ⫹ 2共2wh兲兴 苷 20 w 2 ⫹ 36 wh

2w

To express C as a function of w alone, we need to eliminate h and we do so by using the fact that the volume is 10 m3. Thus

FIGURE 12

w 共2w兲h 苷 10

10 5 苷 2 2w 2 w

h苷

which gives

Substituting this into the expression for C, we have

冉 冊

PS In setting up applied functions as in

Example 5, it may be useful to review the principles of problem solving as discussed on page 97, particularly Step 1: Understand the Problem.

C 苷 20w 2 ⫹ 36w

5

w

2

苷 20w 2 ⫹

180 w

Therefore the equation C共w兲 苷 20w 2 ⫹

180 w

w⬎0

expresses C as a function of w. EXAMPLE 6 Find the domain of each function. Domain Convention If a function is given by a formula and the domain is not stated explicitly, the convention is that the domain is the set of all numbers for which the formula makes sense and defines a real number.

(a) f 共x兲 苷 sx ⫹ 2

(b) t共x兲 苷

1 x2 ⫺ x

SOLUTION

(a) Because the square root of a negative number is not defined (as a real number), the domain of f consists of all values of x such that x ⫹ 2 艌 0. This is equivalent to x 艌 ⫺2, so the domain is the interval 关⫺2, ⬁兲.

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SECTION 1.1

15

FOUR WAYS TO REPRESENT A FUNCTION

(b) Since t共x兲 苷

1 1 苷 x ⫺x x共x ⫺ 1兲 2

and division by 0 is not allowed, we see that t共x兲 is not defined when x 苷 0 or x 苷 1. Thus the domain of t is

ⱍ

兵x x 苷 0, x 苷 1其 which could also be written in interval notation as 共⫺⬁, 0兲 傼 共0, 1兲 傼 共1, ⬁兲 The graph of a function is a curve in the xy-plane. But the question arises: Which curves in the xy-plane are graphs of functions? This is answered by the following test. The Vertical Line Test A curve in the xy-plane is the graph of a function of x if and only if no vertical line intersects the curve more than once.

The reason for the truth of the Vertical Line Test can be seen in Figure 13. If each vertical line x 苷 a intersects a curve only once, at 共a, b兲, then exactly one functional value is defined by f 共a兲 苷 b. But if a line x 苷 a intersects the curve twice, at 共a, b兲 and 共a, c兲, then the curve can’t represent a function because a function can’t assign two different values to a. y

y

x=a

(a, c)

x=a

(a, b) (a, b) a

0

FIGURE 13

x

a

0

x

For example, the parabola x 苷 y 2 ⫺ 2 shown in Figure 14(a) is not the graph of a function of x because, as you can see, there are vertical lines that intersect the parabola twice. The parabola, however, does contain the graphs of two functions of x. Notice that the equation x 苷 y 2 ⫺ 2 implies y 2 苷 x ⫹ 2, so y 苷 ⫾sx ⫹ 2 . Thus the upper and lower halves of the parabola are the graphs of the functions f 共x兲 苷 s x ⫹ 2 [from Example 6(a)] and t共x兲 苷 ⫺s x ⫹ 2 . [See Figures 14(b) and (c).] We observe that if we reverse the roles of x and y, then the equation x 苷 h共y兲 苷 y 2 ⫺ 2 does define x as a function of y (with y as the independent variable and x as the dependent variable) and the parabola now appears as the graph of the function h. y

y

y

_2 (_2, 0)

FIGURE 14

0

(a) x=¥-2

x

_2 0

(b) y=œ„„„„ x+2

x

0

(c) y=_œ„„„„ x+2

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x

16

CHAPTER 1

FUNCTIONS AND LIMITS

Piecewise Defined Functions The functions in the following four examples are defined by different formulas in different parts of their domains. Such functions are called piecewise defined functions.

v

EXAMPLE 7 A function f is defined by

f 共x兲 苷

再

1 ⫺ x if x 艋 ⫺1 x2 if x ⬎ ⫺1

Evaluate f 共⫺2兲, f 共⫺1兲, and f 共0兲 and sketch the graph. SOLUTION Remember that a function is a rule. For this particular function the rule is the

following: First look at the value of the input x. If it happens that x 艋 ⫺1, then the value of f 共x兲 is 1 ⫺ x. On the other hand, if x ⬎ ⫺1, then the value of f 共x兲 is x 2. Since ⫺2 艋 ⫺1, we have f 共⫺2兲 苷 1 ⫺ 共⫺2兲 苷 3. Since ⫺1 艋 ⫺1, we have f 共⫺1兲 苷 1 ⫺ 共⫺1兲 苷 2.

y

Since 0 ⬎ ⫺1, we have f 共0兲 苷 0 2 苷 0.

1

_1

0

1

x

FIGURE 15

How do we draw the graph of f ? We observe that if x 艋 ⫺1, then f 共x兲 苷 1 ⫺ x, so the part of the graph of f that lies to the left of the vertical line x 苷 ⫺1 must coincide with the line y 苷 1 ⫺ x, which has slope ⫺1 and y-intercept 1. If x ⬎ ⫺1, then f 共x兲 苷 x 2, so the part of the graph of f that lies to the right of the line x 苷 ⫺1 must coincide with the graph of y 苷 x 2, which is a parabola. This enables us to sketch the graph in Figure 15. The solid dot indicates that the point 共⫺1, 2兲 is included on the graph; the open dot indicates that the point 共⫺1, 1兲 is excluded from the graph. The next example of a piecewise defined function is the absolute value function. Recall that the absolute value of a number a, denoted by a , is the distance from a to 0 on the real number line. Distances are always positive or 0, so we have

ⱍ ⱍ

For a more extensive review of absolute values, see Appendix A.

ⱍaⱍ 艌 0

for every number a

For example,

ⱍ3ⱍ 苷 3

ⱍ ⫺3 ⱍ 苷 3

ⱍ0ⱍ 苷 0

ⱍ s2 ⫺ 1 ⱍ 苷 s2 ⫺ 1

ⱍ3 ⫺ ␲ⱍ 苷 ␲ ⫺ 3

In general, we have

ⱍaⱍ 苷 a ⱍ a ⱍ 苷 ⫺a

if a 艌 0 if a ⬍ 0

(Remember that if a is negative, then ⫺a is positive.)

ⱍ ⱍ

EXAMPLE 8 Sketch the graph of the absolute value function f 共x兲 苷 x .

y

SOLUTION From the preceding discussion we know that

y=| x |

ⱍxⱍ 苷 0

FIGURE 16

x

再

x ⫺x

if x 艌 0 if x ⬍ 0

Using the same method as in Example 7, we see that the graph of f coincides with the line y 苷 x to the right of the y-axis and coincides with the line y 苷 ⫺x to the left of the y-axis (see Figure 16).

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SECTION 1.1

FOUR WAYS TO REPRESENT A FUNCTION

17

EXAMPLE 9 Find a formula for the function f graphed in Figure 17. y

1 0

x

1

FIGURE 17

SOLUTION The line through 共0, 0兲 and 共1, 1兲 has slope m 苷 1 and y-intercept b 苷 0, so

its equation is y 苷 x. Thus, for the part of the graph of f that joins 共0, 0兲 to 共1, 1兲, we have f 共x兲 苷 x

if 0 艋 x 艋 1

The line through 共1, 1兲 and 共2, 0兲 has slope m 苷 ⫺1, so its point-slope form is

Point-slope form of the equation of a line:

y ⫺ y1 苷 m共x ⫺ x 1 兲

y ⫺ 0 苷 共⫺1兲共x ⫺ 2兲

See Appendix B.

So we have

f 共x兲 苷 2 ⫺ x

or

y苷2⫺x

if 1 ⬍ x 艋 2

We also see that the graph of f coincides with the x-axis for x ⬎ 2. Putting this information together, we have the following three-piece formula for f :

再

x f 共x兲 苷 2 ⫺ x 0

EXAMPLE 10 In Example C at the beginning of this section we considered the cost C共w兲 of mailing a large envelope with weight w. In effect, this is a piecewise defined function because, from the table of values on page 13, we have

C 1.50

C共w兲 苷

1.00

0.50

0

FIGURE 18

if 0 艋 x 艋 1 if 1 ⬍ x 艋 2 if x ⬎ 2

1

2

3

4

5

w

0.88 if 0 ⬍ w 艋 1 1.05 if 1 ⬍ w 艋 2 1.22 if 2 ⬍ w 艋 3 1.39 if 3 ⬍ w 艋 4 ⭈ ⭈ ⭈

The graph is shown in Figure 18. You can see why functions similar to this one are called step functions—they jump from one value to the next. Such functions will be studied in Chapter 2.

Symmetry If a function f satisfies f 共⫺x兲 苷 f 共x兲 for every number x in its domain, then f is called an even function. For instance, the function f 共x兲 苷 x 2 is even because f 共⫺x兲 苷 共⫺x兲2 苷 x 2 苷 f 共x兲 The geometric significance of an even function is that its graph is symmetric with respect Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

18

CHAPTER 1

FUNCTIONS AND LIMITS

to the y-axis (see Figure 19). This means that if we have plotted the graph of f for x 艌 0, we obtain the entire graph simply by reflecting this portion about the y-axis. y

y

f(_x)

ƒ _x

_x

ƒ

0

x

x

0

x

x

FIGURE 20 An odd function

FIGURE 19 An even function

If f satisfies f 共⫺x兲 苷 ⫺f 共x兲 for every number x in its domain, then f is called an odd function. For example, the function f 共x兲 苷 x 3 is odd because f 共⫺x兲 苷 共⫺x兲3 苷 ⫺x 3 苷 ⫺f 共x兲 The graph of an odd function is symmetric about the origin (see Figure 20). If we already have the graph of f for x 艌 0, we can obtain the entire graph by rotating this portion through 180⬚ about the origin.

v EXAMPLE 11 Determine whether each of the following functions is even, odd, or neither even nor odd. (a) f 共x兲 苷 x 5 ⫹ x (b) t共x兲 苷 1 ⫺ x 4 (c) h共x兲 苷 2x ⫺ x 2 SOLUTION

f 共⫺x兲 苷 共⫺x兲5 ⫹ 共⫺x兲 苷 共⫺1兲5x 5 ⫹ 共⫺x兲

(a)

苷 ⫺x 5 ⫺ x 苷 ⫺共x 5 ⫹ x兲 苷 ⫺f 共x兲 Therefore f is an odd function. t共⫺x兲 苷 1 ⫺ 共⫺x兲4 苷 1 ⫺ x 4 苷 t共x兲

(b) So t is even.

h共⫺x兲 苷 2共⫺x兲 ⫺ 共⫺x兲2 苷 ⫺2x ⫺ x 2

(c)

Since h共⫺x兲 苷 h共x兲 and h共⫺x兲 苷 ⫺h共x兲, we conclude that h is neither even nor odd. The graphs of the functions in Example 11 are shown in Figure 21. Notice that the graph of h is symmetric neither about the y-axis nor about the origin.

1

y

y

y

1

f

g

h

1 1

_1

1

x

x

1

x

_1

FIGURE 21

(a)

( b)

(c)

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

SECTION 1.1 y

B

The graph shown in Figure 22 rises from A to B, falls from B to C, and rises again from C to D. The function f is said to be increasing on the interval 关a, b兴, decreasing on 关b, c兴, and increasing again on 关c, d兴. Notice that if x 1 and x 2 are any two numbers between a and b with x 1 ⬍ x 2 , then f 共x 1 兲 ⬍ f 共x 2 兲. We use this as the defining property of an increasing function.

C f(x™) f(x¡)

0 a x¡

x™

b

c

19

Increasing and Decreasing Functions

D

y=ƒ

A

FOUR WAYS TO REPRESENT A FUNCTION

A function f is called increasing on an interval I if

x

d

f 共x 1 兲 ⬍ f 共x 2 兲

FIGURE 22

whenever x 1 ⬍ x 2 in I

It is called decreasing on I if

y

y=≈

f 共x 1 兲 ⬎ f 共x 2 兲

In the definition of an increasing function it is important to realize that the inequality f 共x 1 兲 ⬍ f 共x 2 兲 must be satisfied for every pair of numbers x 1 and x 2 in I with x 1 ⬍ x 2. You can see from Figure 23 that the function f 共x兲 苷 x 2 is decreasing on the interval 共⫺⬁, 0兴 and increasing on the interval 关0, ⬁兲.

x

0

FIGURE 23

1.1

Exercises

1. If f 共x兲 苷 x ⫹ s2 ⫺ x and t共u兲 苷 u ⫹ s2 ⫺ u , is it true

that f 苷 t?

2. If

f 共x兲 苷

x2 ⫺ x x⫺1

and

(c) (d) (e) (f)

Estimate the solution of the equation f 共x兲 苷 ⫺1. On what interval is f decreasing? State the domain and range of f. State the domain and range of t.

t共x兲 苷 x

is it true that f 苷 t?

y

g f

3. The graph of a function f is given.

(a) (b) (c) (d) (e) (f)

whenever x 1 ⬍ x 2 in I

State the value of f 共1兲. Estimate the value of f 共⫺1兲. For what values of x is f 共x兲 苷 1? Estimate the value of x such that f 共x兲 苷 0. State the domain and range of f. On what interval is f increasing?

0

2

x

5. Figure 1 was recorded by an instrument operated by the Cali-

y

fornia Department of Mines and Geology at the University Hospital of the University of Southern California in Los Angeles. Use it to estimate the range of the vertical ground acceleration function at USC during the Northridge earthquake.

1 0

2

1

x

4. The graphs of f and t are given.

(a) State the values of f 共⫺4兲 and t共3兲. (b) For what values of x is f 共x兲 苷 t共x兲?

6. In this section we discussed examples of ordinary, everyday

functions: Population is a function of time, postage cost is a function of weight, water temperature is a function of time. Give three other examples of functions from everyday life that are described verbally. What can you say about the domain and range of each of your functions? If possible, sketch a rough graph of each function.

1. Homework Hints available at stewartcalculus.com

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20

CHAPTER 1

FUNCTIONS AND LIMITS

7–10 Determine whether the curve is the graph of a function of x. If it is, state the domain and range of the function. 7.

8.

y

y y (m)

9.

A

1

1 0

0

x

1

10.

y

in words what the graph tells you about this race. Who won the race? Did each runner finish the race?

B

C

100 x

1

y

0

t (s)

20

1

1 0

1

0

x

x

1

11. The graph shown gives the weight of a certain person as a

function of age. Describe in words how this person’s weight varies over time. What do you think happened when this person was 30 years old?

15. The graph shows the power consumption for a day in Septem-

ber in San Francisco. (P is measured in megawatts; t is measured in hours starting at midnight.) (a) What was the power consumption at 6 AM? At 6 PM? (b) When was the power consumption the lowest? When was it the highest? Do these times seem reasonable? P 800 600

weight (pounds)

200

400

150

200

100 0

50 0

3

6

9

12

15

18

21

t

Pacific Gas & Electric

10

20 30 40

50

60 70

age (years)

16. Sketch a rough graph of the number of hours of daylight as a

function of the time of year. 12. The graph shows the height of the water in a bathtub as a

function of time. Give a verbal description of what you think happened.

17. Sketch a rough graph of the outdoor temperature as a function

of time during a typical spring day. 18. Sketch a rough graph of the market value of a new car as a

height (inches)

function of time for a period of 20 years. Assume the car is well maintained.

15

19. Sketch the graph of the amount of a particular brand of coffee

10

sold by a store as a function of the price of the coffee.

5 0

20. You place a frozen pie in an oven and bake it for an hour. Then 5

10

15

time (min)

13. You put some ice cubes in a glass, fill the glass with cold

water, and then let the glass sit on a table. Describe how the temperature of the water changes as time passes. Then sketch a rough graph of the temperature of the water as a function of the elapsed time. 14. Three runners compete in a 100-meter race. The graph depicts

the distance run as a function of time for each runner. Describe

you take it out and let it cool before eating it. Describe how the temperature of the pie changes as time passes. Then sketch a rough graph of the temperature of the pie as a function of time. 21. A homeowner mows the lawn every Wednesday afternoon.

Sketch a rough graph of the height of the grass as a function of time over the course of a four-week period. 22. An airplane takes off from an airport and lands an hour later at

another airport, 400 miles away. If t represents the time in minutes since the plane has left the terminal building, let x共t兲 be

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SECTION 1.1

the horizontal distance traveled and y共t兲 be the altitude of the plane. (a) Sketch a possible graph of x共t兲. (b) Sketch a possible graph of y共t兲. (c) Sketch a possible graph of the ground speed. (d) Sketch a possible graph of the vertical velocity. 23. The number N (in millions) of US cellular phone subscribers is

FOUR WAYS TO REPRESENT A FUNCTION

1 sx ⫺ 5x

35. h共x兲 苷

4

36. f 共u兲 苷

2

u⫹1 1 1⫹ u⫹1

37. F共 p兲 苷 s2 ⫺ s p 38. Find the domain and range and sketch the graph of the

function h共x兲 苷 s4 ⫺ x 2 .

shown in the table. (Midyear estimates are given.) t

1996

1998

2000

2002

2004

2006

39–50 Find the domain and sketch the graph of the function.

N

44

69

109

141

182

233

39. f 共x兲 苷 2 ⫺ 0.4x

40. F 共x兲 苷 x 2 ⫺ 2x ⫹ 1

41. f 共t兲 苷 2t ⫹ t 2

42. H共t兲 苷

43. t共x兲 苷 sx ⫺ 5

44. F共x兲 苷 2x ⫹ 1

(a) Use the data to sketch a rough graph of N as a function of t. (b) Use your graph to estimate the number of cell-phone subscribers at midyear in 2001 and 2005. 24. Temperature readings T (in °F) were recorded every two hours

from midnight to 2:00 PM in Phoenix on September 10, 2008. The time t was measured in hours from midnight. t

0

2

4

6

8

10

12

14

T

82

75

74

75

84

90

93

94

45. G共x兲 苷 47. f 共x兲 苷 48. f 共x兲 苷

(a) Use the readings to sketch a rough graph of T as a function of t. (b) Use your graph to estimate the temperature at 9:00 AM.

49. f 共x兲 苷

25. If f 共x兲 苷 3x 2 ⫺ x ⫹ 2, find f 共2兲, f 共⫺2兲, f 共a兲, f 共⫺a兲,

f 共a ⫹ 1兲, 2 f 共a兲, f 共2a兲, f 共a 2 兲, [ f 共a兲] 2, and f 共a ⫹ h兲.

26. A spherical balloon with radius r inches has volume

V共r兲 苷 ␲ r . Find a function that represents the amount of air required to inflate the balloon from a radius of r inches to a radius of r ⫹ 1 inches. 4 3

27–30 Evaluate the difference quotient for the given function.

Simplify your answer.

f 共a ⫹ h兲 ⫺ f 共a兲 h

1 29. f 共x兲 苷 , x

f 共x兲 ⫺ f 共a兲 x⫺a

x⫹3 , x⫹1

ⱍ

ⱍ ⱍ

3x ⫹ x x

再 再 再

x⫹2 1⫺x 3 ⫺ 12 x 2x ⫺ 5

再

4 ⫺ t2 2⫺t

ⱍ

ⱍ ⱍ

46. t共x兲 苷 x ⫺ x

if x ⬍ 0 if x 艌 0 if x 艋 2 if x ⬎ 2

x ⫹ 2 if x 艋 ⫺1 x2 if x ⬎ ⫺1

x ⫹ 9 if x ⬍ ⫺3 ⫺2x if x 艋 3 ⫺6 if x ⬎ 3

ⱍ ⱍ

51–56 Find an expression for the function whose graph is the given curve. 51. The line segment joining the points 共1, ⫺3兲 and 共5, 7兲 52. The line segment joining the points 共⫺5, 10兲 and 共7, ⫺10兲

f 共3 ⫹ h兲 ⫺ f 共3兲 h

28. f 共x兲 苷 x 3,

30. f 共x兲 苷

50. f 共x兲 苷

3

27. f 共x兲 苷 4 ⫹ 3x ⫺ x 2,

53. The bottom half of the parabola x ⫹ 共 y ⫺ 1兲2 苷 0 54. The top half of the circle x 2 ⫹ 共 y ⫺ 2兲 2 苷 4 55.

f 共x兲 ⫺ f 共1兲 x⫺1

56.

y

y

1

1 0

1

x

0

1

31–37 Find the domain of the function. 31. f 共x兲 苷

x⫹4 x2 ⫺ 9

3 2t ⫺ 1 33. f 共t兲 苷 s

21

32. f 共x兲 苷

2x 3 ⫺ 5 x ⫹x⫺6 2

34. t共t兲 苷 s3 ⫺ t ⫺ s2 ⫹ t

57–61 Find a formula for the described function and state its domain. 57. A rectangle has perimeter 20 m. Express the area of the rect-

angle as a function of the length of one of its sides.

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x

22

CHAPTER 1

FUNCTIONS AND LIMITS

58. A rectangle has area 16 m2. Express the perimeter of the rect-

67. In a certain country, income tax is assessed as follows. There is

no tax on income up to $10,000. Any income over $10,000 is taxed at a rate of 10%, up to an income of $20,000. Any income over $20,000 is taxed at 15%. (a) Sketch the graph of the tax rate R as a function of the income I. (b) How much tax is assessed on an income of $14,000? On $26,000? (c) Sketch the graph of the total assessed tax T as a function of the income I.

angle as a function of the length of one of its sides. 59. Express the area of an equilateral triangle as a function of the

length of a side. 60. Express the surface area of a cube as a function of its volume. 61. An open rectangular box with volume 2 m3 has a square base.

Express the surface area of the box as a function of the length of a side of the base. 62. A Norman window has the shape of a rectangle surmounted by

a semicircle. If the perimeter of the window is 30 ft, express the area A of the window as a function of the width x of the window.

68. The functions in Example 10 and Exercise 67 are called step

functions because their graphs look like stairs. Give two other examples of step functions that arise in everyday life. 69–70 Graphs of f and t are shown. Decide whether each function

is even, odd, or neither. Explain your reasoning. 69.

70.

y

y

g f

f

x

x g x

63. A box with an open top is to be constructed from a rectangular

piece of cardboard with dimensions 12 in. by 20 in. by cutting out equal squares of side x at each corner and then folding up the sides as in the figure. Express the volume V of the box as a function of x.

other point must also be on the graph? (b) If the point 共5, 3兲 is on the graph of an odd function, what other point must also be on the graph? 72. A function f has domain 关⫺5, 5兴 and a portion of its graph is

20 x

71. (a) If the point 共5, 3兲 is on the graph of an even function, what

x

x

x

12 x

shown. (a) Complete the graph of f if it is known that f is even. (b) Complete the graph of f if it is known that f is odd.

x x

y

x

64. A cell phone plan has a basic charge of $35 a month. The plan

includes 400 free minutes and charges 10 cents for each additional minute of usage. Write the monthly cost C as a function of the number x of minutes used and graph C as a function of x for 0 艋 x 艋 600. 65. In a certain state the maximum speed permitted on freeways is

65 mi兾h and the minimum speed is 40 mi兾h. The fine for violating these limits is $15 for every mile per hour above the maximum speed or below the minimum speed. Express the amount of the fine F as a function of the driving speed x and graph F共x兲 for 0 艋 x 艋 100. 66. An electricity company charges its customers a base rate of

$10 a month, plus 6 cents per kilowatt-hour (kWh) for the first 1200 kWh and 7 cents per kWh for all usage over 1200 kWh. Express the monthly cost E as a function of the amount x of electricity used. Then graph the function E for 0 艋 x 艋 2000.

_5

0

x

5

73–78 Determine whether f is even, odd, or neither. If you have a

graphing calculator, use it to check your answer visually. x2 x ⫹1

73. f 共x兲 苷

x x ⫹1

74. f 共x兲 苷

75. f 共x兲 苷

x x⫹1

76. f 共x兲 苷 x x

2

77. f 共x兲 苷 1 ⫹ 3x 2 ⫺ x 4

4

ⱍ ⱍ

78. f 共x兲 苷 1 ⫹ 3x 3 ⫺ x 5

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SECTION 1.2

MATHEMATICAL MODELS: A CATALOG OF ESSENTIAL FUNCTIONS

79. If f and t are both even functions, is f ⫹ t even? If f and t are

80. If f and t are both even functions, is the product ft even? If f

both odd functions, is f ⫹ t odd? What if f is even and t is odd? Justify your answers.

1.2

23

and t are both odd functions, is ft odd? What if f is even and t is odd? Justify your answers.

Mathematical Models: A Catalog of Essential Functions A mathematical model is a mathematical description (often by means of a function or an equation) of a real-world phenomenon such as the size of a population, the demand for a product, the speed of a falling object, the concentration of a product in a chemical reaction, the life expectancy of a person at birth, or the cost of emission reductions. The purpose of the model is to understand the phenomenon and perhaps to make predictions about future behavior. Figure 1 illustrates the process of mathematical modeling. Given a real-world problem, our first task is to formulate a mathematical model by identifying and naming the independent and dependent variables and making assumptions that simplify the phenomenon enough to make it mathematically tractable. We use our knowledge of the physical situation and our mathematical skills to obtain equations that relate the variables. In situations where there is no physical law to guide us, we may need to collect data (either from a library or the Internet or by conducting our own experiments) and examine the data in the form of a table in order to discern patterns. From this numerical representation of a function we may wish to obtain a graphical representation by plotting the data. The graph might even suggest a suitable algebraic formula in some cases.

Real-world problem

Formulate

Mathematical model

Solve

Mathematical conclusions

Interpret

Real-world predictions

Test

FIGURE 1 The modeling process

The second stage is to apply the mathematics that we know (such as the calculus that will be developed throughout this book) to the mathematical model that we have formulated in order to derive mathematical conclusions. Then, in the third stage, we take those mathematical conclusions and interpret them as information about the original real-world phenomenon by way of offering explanations or making predictions. The final step is to test our predictions by checking against new real data. If the predictions don’t compare well with reality, we need to refine our model or to formulate a new model and start the cycle again. A mathematical model is never a completely accurate representation of a physical situation—it is an idealization. A good model simplifies reality enough to permit mathematical calculations but is accurate enough to provide valuable conclusions. It is important to realize the limitations of the model. In the end, Mother Nature has the final say. There are many different types of functions that can be used to model relationships observed in the real world. In what follows, we discuss the behavior and graphs of these functions and give examples of situations appropriately modeled by such functions.

Linear Models The coordinate geometry of lines is reviewed in Appendix B.

When we say that y is a linear function of x, we mean that the graph of the function is a line, so we can use the slope-intercept form of the equation of a line to write a formula for

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24

CHAPTER 1

FUNCTIONS AND LIMITS

the function as y 苷 f 共x兲 苷 mx ⫹ b where m is the slope of the line and b is the y-intercept. A characteristic feature of linear functions is that they grow at a constant rate. For instance, Figure 2 shows a graph of the linear function f 共x兲 苷 3x ⫺ 2 and a table of sample values. Notice that whenever x increases by 0.1, the value of f 共x兲 increases by 0.3. So f 共x兲 increases three times as fast as x. Thus the slope of the graph y 苷 3x ⫺ 2, namely 3, can be interpreted as the rate of change of y with respect to x. y

y=3x-2

0

x

_2

x

f 共x兲 苷 3x ⫺ 2

1.0 1.1 1.2 1.3 1.4 1.5

1.0 1.3 1.6 1.9 2.2 2.5

FIGURE 2

v

EXAMPLE 1

(a) As dry air moves upward, it expands and cools. If the ground temperature is 20⬚C and the temperature at a height of 1 km is 10⬚C, express the temperature T (in °C) as a function of the height h (in kilometers), assuming that a linear model is appropriate. (b) Draw the graph of the function in part (a). What does the slope represent? (c) What is the temperature at a height of 2.5 km? SOLUTION

(a) Because we are assuming that T is a linear function of h, we can write T 苷 mh ⫹ b We are given that T 苷 20 when h 苷 0, so 20 苷 m ⴢ 0 ⫹ b 苷 b In other words, the y-intercept is b 苷 20. We are also given that T 苷 10 when h 苷 1, so 10 苷 m ⴢ 1 ⫹ 20

T

The slope of the line is therefore m 苷 10 ⫺ 20 苷 ⫺10 and the required linear function is

20

T=_10h+20

T 苷 ⫺10h ⫹ 20

10

0

1

FIGURE 3

3

h

(b) The graph is sketched in Figure 3. The slope is m 苷 ⫺10⬚C兾km, and this represents the rate of change of temperature with respect to height. (c) At a height of h 苷 2.5 km, the temperature is T 苷 ⫺10共2.5兲 ⫹ 20 苷 ⫺5⬚C

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SECTION 1.2

MATHEMATICAL MODELS: A CATALOG OF ESSENTIAL FUNCTIONS

25

If there is no physical law or principle to help us formulate a model, we construct an empirical model, which is based entirely on collected data. We seek a curve that “fits” the data in the sense that it captures the basic trend of the data points.

v EXAMPLE 2 Table 1 lists the average carbon dioxide level in the atmosphere, measured in parts per million at Mauna Loa Observatory from 1980 to 2008. Use the data in Table 1 to find a model for the carbon dioxide level. SOLUTION We use the data in Table 1 to make the scatter plot in Figure 4, where t repre-

sents time (in years) and C represents the CO2 level (in parts per million, ppm). C TABLE 1

Year

CO 2 level (in ppm)

1980 1982 1984 1986 1988 1990 1992 1994

338.7 341.2 344.4 347.2 351.5 354.2 356.3 358.6

380

Year

CO 2 level (in ppm)

1996 1998 2000 2002 2004 2006 2008

362.4 366.5 369.4 373.2 377.5 381.9 385.6

370 360 350 340 1980

FIGURE 4

1985

1990

1995

2000

2005

2010 t

Scatter plot for the average CO™ level

Notice that the data points appear to lie close to a straight line, so it’s natural to choose a linear model in this case. But there are many possible lines that approximate these data points, so which one should we use? One possibility is the line that passes through the first and last data points. The slope of this line is 385.6 ⫺ 338.7 46.9 苷 苷 1.675 2008 ⫺ 1980 28 and its equation is C ⫺ 338.7 苷 1.675共t ⫺ 1980兲 or C 苷 1.675t ⫺ 2977.8

1

Equation 1 gives one possible linear model for the carbon dioxide level; it is graphed in Figure 5. C 380 370 360 350

FIGURE 5

Linear model through first and last data points

340 1980

1985

1990

1995

2000

2005

2010 t

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26

CHAPTER 1

FUNCTIONS AND LIMITS

A computer or graphing calculator finds the regression line by the method of least squares, which is to minimize the sum of the squares of the vertical distances between the data points and the line. The details are explained in Section 14.7.

Notice that our model gives values higher than most of the actual CO2 levels. A better linear model is obtained by a procedure from statistics called linear regression. If we use a graphing calculator, we enter the data from Table 1 into the data editor and choose the linear regression command. (With Maple we use the fit[leastsquare] command in the stats package; with Mathematica we use the Fit command.) The machine gives the slope and y-intercept of the regression line as m 苷 1.65429

b 苷 ⫺2938.07

So our least squares model for the CO2 level is C 苷 1.65429t ⫺ 2938.07

2

In Figure 6 we graph the regression line as well as the data points. Comparing with Figure 5, we see that it gives a better fit than our previous linear model. C 380 370 360 350 340

FIGURE 6

1980

The regression line

1985

1990

1995

2000

2005

2010 t

v EXAMPLE 3 Use the linear model given by Equation 2 to estimate the average CO2 level for 1987 and to predict the level for the year 2015. According to this model, when will the CO2 level exceed 420 parts per million? SOLUTION Using Equation 2 with t 苷 1987, we estimate that the average CO2 level in

1987 was

C共1987兲 苷 共1.65429兲共1987兲 ⫺ 2938.07 ⬇ 349.00 This is an example of interpolation because we have estimated a value between observed values. (In fact, the Mauna Loa Observatory reported that the average CO2 level in 1987 was 348.93 ppm, so our estimate is quite accurate.) With t 苷 2015, we get C共2015兲 苷 共1.65429兲共2015兲 ⫺ 2938.07 ⬇ 395.32 So we predict that the average CO2 level in the year 2015 will be 395.3 ppm. This is an example of extrapolation because we have predicted a value outside the region of observations. Consequently, we are far less certain about the accuracy of our prediction. Using Equation 2, we see that the CO2 level exceeds 420 ppm when 1.65429t ⫺ 2938.07 ⬎ 420 Solving this inequality, we get t⬎

3358.07 ⬇ 2029.92 1.65429

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SECTION 1.2

MATHEMATICAL MODELS: A CATALOG OF ESSENTIAL FUNCTIONS

27

We therefore predict that the CO2 level will exceed 420 ppm by the year 2030. This prediction is risky because it involves a time quite remote from our observations. In fact, we see from Figure 6 that the trend has been for CO2 levels to increase rather more rapidly in recent years, so the level might exceed 420 ppm well before 2030.

Polynomials A function P is called a polynomial if P共x兲 苷 a n x n ⫹ a n⫺1 x n⫺1 ⫹ ⭈ ⭈ ⭈ ⫹ a 2 x 2 ⫹ a 1 x ⫹ a 0 where n is a nonnegative integer and the numbers a 0 , a 1, a 2 , . . . , a n are constants called the coefficients of the polynomial. The domain of any polynomial is ⺢ 苷 共⫺⬁, ⬁兲. If the leading coefficient a n 苷 0, then the degree of the polynomial is n. For example, the function P共x兲 苷 2x 6 ⫺ x 4 ⫹ 25 x 3 ⫹ s2 is a polynomial of degree 6. A polynomial of degree 1 is of the form P共x兲 苷 mx ⫹ b and so it is a linear function. A polynomial of degree 2 is of the form P共x兲 苷 ax 2 ⫹ bx ⫹ c and is called a quadratic function. Its graph is always a parabola obtained by shifting the parabola y 苷 ax 2, as we will see in the next section. The parabola opens upward if a ⬎ 0 and downward if a ⬍ 0. (See Figure 7.) y

y

2 2

x

1 0

FIGURE 7

The graphs of quadratic functions are parabolas.

1

x

(b) y=_2≈+3x+1

(a) y=≈+x+1

A polynomial of degree 3 is of the form P共x兲 苷 ax 3 ⫹ bx 2 ⫹ cx ⫹ d

a苷0

and is called a cubic function. Figure 8 shows the graph of a cubic function in part (a) and graphs of polynomials of degrees 4 and 5 in parts (b) and (c). We will see later why the graphs have these shapes. y

y

1

2

0

FIGURE 8

y 20 1

1

(a) y=˛-x+1

x

x

(b) y=x$-3≈+x

1

x

(c) y=3x%-25˛+60x

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28

CHAPTER 1

FUNCTIONS AND LIMITS

Polynomials are commonly used to model various quantities that occur in the natural and social sciences. For instance, in Section 2.7 we will explain why economists often use a polynomial P共x兲 to represent the cost of producing x units of a commodity. In the following example we use a quadratic function to model the fall of a ball. TABLE 2

Time (seconds)

Height (meters)

0 1 2 3 4 5 6 7 8 9

450 445 431 408 375 332 279 216 143 61

EXAMPLE 4 A ball is dropped from the upper observation deck of the CN Tower, 450 m above the ground, and its height h above the ground is recorded at 1-second intervals in Table 2. Find a model to fit the data and use the model to predict the time at which the ball hits the ground. SOLUTION We draw a scatter plot of the data in Figure 9 and observe that a linear model

is inappropriate. But it looks as if the data points might lie on a parabola, so we try a quadratic model instead. Using a graphing calculator or computer algebra system (which uses the least squares method), we obtain the following quadratic model: h 苷 449.36 ⫹ 0.96t ⫺ 4.90t 2

3

h (meters)

h

400

400

200

200

0

2

4

6

8

t (seconds)

0

2

4

6

8

FIGURE 9

FIGURE 10

Scatter plot for a falling ball

Quadratic model for a falling ball

t

In Figure 10 we plot the graph of Equation 3 together with the data points and see that the quadratic model gives a very good fit. The ball hits the ground when h 苷 0, so we solve the quadratic equation ⫺4.90t 2 ⫹ 0.96t ⫹ 449.36 苷 0 The quadratic formula gives t苷

⫺0.96 ⫾ s共0.96兲2 ⫺ 4共⫺4.90兲共449.36兲 2共⫺4.90兲

The positive root is t ⬇ 9.67, so we predict that the ball will hit the ground after about 9.7 seconds.

Power Functions A function of the form f 共x兲 苷 x a, where a is a constant, is called a power function. We consider several cases.

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SECTION 1.2

29

MATHEMATICAL MODELS: A CATALOG OF ESSENTIAL FUNCTIONS

(i) a 苷 n, where n is a positive integer

The graphs of f 共x兲 苷 x n for n 苷 1, 2, 3, 4, and 5 are shown in Figure 11. (These are polynomials with only one term.) We already know the shape of the graphs of y 苷 x (a line through the origin with slope 1) and y 苷 x 2 [a parabola, see Example 2(b) in Section 1.1]. y

y=x

y=≈

y 1

1

0

1

x

0

y=x#

y

y

x

0

1

x

0

y=x%

y

1

1

1

y=x$

1

1

x

0

x

1

FIGURE 11 Graphs of ƒ=x n for n=1, 2, 3, 4, 5

The general shape of the graph of f 共x兲 苷 x n depends on whether n is even or odd. If n is even, then f 共x兲 苷 x n is an even function and its graph is similar to the parabola y 苷 x 2. If n is odd, then f 共x兲 苷 x n is an odd function and its graph is similar to that of y 苷 x 3. Notice from Figure 12, however, that as n increases, the graph of y 苷 x n becomes flatter near 0 and steeper when x 艌 1. (If x is small, then x 2 is smaller, x 3 is even smaller, x 4 is smaller still, and so on.)

ⱍ ⱍ

y

y

y=x$ y=x^

y=x# y=≈

(_1, 1)

FIGURE 12

Families of power functions

(1, 1) y=x%

(1, 1)

x

0

(_1, _1) x

0

(ii) a 苷 1兾n, where n is a positive integer n The function f 共x兲 苷 x 1兾n 苷 s x is a root function. For n 苷 2 it is the square root function f 共x兲 苷 sx , whose domain is 关0, ⬁兲 and whose graph is the upper half of the n parabola x 苷 y 2. [See Figure 13(a).] For other even values of n, the graph of y 苷 s x is 3 similar to that of y 苷 sx . For n 苷 3 we have the cube root function f 共x兲 苷 sx whose domain is ⺢ (recall that every real number has a cube root) and whose graph is shown n 3 in Figure 13(b). The graph of y 苷 s x for n odd 共n ⬎ 3兲 is similar to that of y 苷 s x.

y

y

(1, 1) 0

(1, 1) x

0

x

FIGURE 13

Graphs of root functions

x (a) ƒ=œ„

x (b) ƒ=Œ„

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30

CHAPTER 1

FUNCTIONS AND LIMITS

(iii) a 苷 1

y

The graph of the reciprocal function f 共x兲 苷 x 1 苷 1兾x is shown in Figure 14. Its graph has the equation y 苷 1兾x, or xy 苷 1, and is a hyperbola with the coordinate axes as its asymptotes. This function arises in physics and chemistry in connection with Boyle’s Law, which says that, when the temperature is constant, the volume V of a gas is inversely proportional to the pressure P :

y=Δ 1 0

x

1

V苷 FIGURE 14

C P

where C is a constant. Thus the graph of V as a function of P (see Figure 15) has the same general shape as the right half of Figure 14.

The reciprocal function

V

FIGURE 15

Volume as a function of pressure at constant temperature

0

P

Power functions are also used to model species-area relationships (Exercises 26–27), illumination as a function of a distance from a light source (Exercise 25), and the period of revolution of a planet as a function of its distance from the sun (Exercise 28).

Rational Functions A rational function f is a ratio of two polynomials: f 共x兲 苷

y

20 0

2

x

where P and Q are polynomials. The domain consists of all values of x such that Q共x兲 苷 0. A simple example of a rational function is the function f 共x兲 苷 1兾x, whose domain is 兵x x 苷 0其; this is the reciprocal function graphed in Figure 14. The function

ⱍ

f 共x兲 苷 FIGURE 16

P共x兲 Q共x兲

2x 4  x 2  1 x2  4

ⱍ

is a rational function with domain 兵x x 苷 2其. Its graph is shown in Figure 16.

2x$-≈+1 ƒ= ≈-4

Algebraic Functions A function f is called an algebraic function if it can be constructed using algebraic operations (such as addition, subtraction, multiplication, division, and taking roots) starting with polynomials. Any rational function is automatically an algebraic function. Here are two more examples: f 共x兲 苷 sx 2  1

t共x兲 苷

x 4  16x 2 3  共x  2兲s x1 x  sx

When we sketch algebraic functions in Chapter 3, we will see that their graphs can assume a variety of shapes. Figure 17 illustrates some of the possibilities.

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SECTION 1.2

31

MATHEMATICAL MODELS: A CATALOG OF ESSENTIAL FUNCTIONS

y

y

y

1

1

2

1

_3

x

0

FIGURE 17

(a) ƒ=xœ„„„„ x+3

x

5

0

(b) ©=$œ„„„„„„ ≈-25

x

1

(c) h(x)=x@?#(x-2)@

An example of an algebraic function occurs in the theory of relativity. The mass of a particle with velocity v is m0 m 苷 f 共v兲 苷 s1  v 2兾c 2 where m 0 is the rest mass of the particle and c 苷 3.0  10 5 km兾s is the speed of light in a vacuum.

Trigonometric Functions The Reference Pages are located at the front and back of the book.

Trigonometry and the trigonometric functions are reviewed on Reference Page 2 and also in Appendix D. In calculus the convention is that radian measure is always used (except when otherwise indicated). For example, when we use the function f 共x兲 苷 sin x, it is understood that sin x means the sine of the angle whose radian measure is x. Thus the graphs of the sine and cosine functions are as shown in Figure 18.

y _ _π

π 2

y 3π 2

1 0 _1

π 2

π

_π 2π

5π 2

3π

_

π 2

π 0

x _1

(a) ƒ=sin x FIGURE 18

1 π 2

3π 3π 2

2π

5π 2

x

(b) ©=cos x

Notice that for both the sine and cosine functions the domain is 共, 兲 and the range is the closed interval 关1, 1兴. Thus, for all values of x, we have 1  sin x  1

1  cos x  1

or, in terms of absolute values,

ⱍ sin x ⱍ  1

ⱍ cos x ⱍ  1

Also, the zeros of the sine function occur at the integer multiples of  ; that is, sin x 苷 0

when

x 苷 n n an integer

An important property of the sine and cosine functions is that they are periodic functions and have period 2. This means that, for all values of x, sin共x  2兲 苷 sin x

cos共x  2兲 苷 cos x

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32

CHAPTER 1

FUNCTIONS AND LIMITS

The periodic nature of these functions makes them suitable for modeling repetitive phenomena such as tides, vibrating springs, and sound waves. For instance, in Example 4 in Section 1.3 we will see that a reasonable model for the number of hours of daylight in Philadelphia t days after January 1 is given by the function

冋

L共t兲 苷 12  2.8 sin y

册

2 共t  80兲 365

The tangent function is related to the sine and cosine functions by the equation tan x 苷

1 _

0

3π _π π _ 2 2

π 2

3π 2

π

sin x cos x

x

and its graph is shown in Figure 19. It is undefined whenever cos x 苷 0, that is, when x 苷 兾2, 3兾2, . . . . Its range is 共, 兲. Notice that the tangent function has period  : tan共x  兲 苷 tan x

for all x

FIGURE 19

The remaining three trigonometric functions (cosecant, secant, and cotangent) are the reciprocals of the sine, cosine, and tangent functions. Their graphs are shown in Appendix D.

y=tan x

y

1 0

Exponential Functions

y

1 0

x

1

(a) y=2®

1

x

(b) y=(0.5)®

FIGURE 20

Logarithmic Functions

y

The logarithmic functions f 共x兲 苷 log a x, where the base a is a positive constant, are the inverse functions of the exponential functions. They will be studied in Chapter 6. Figure 21 shows the graphs of four logarithmic functions with various bases. In each case the domain is 共0, 兲, the range is 共, 兲, and the function increases slowly when x 1.

y=log™ x y=log£ x

1

0

The exponential functions are the functions of the form f 共x兲 苷 a x , where the base a is a positive constant. The graphs of y 苷 2 x and y 苷 共0.5兲 x are shown in Figure 20. In both cases the domain is 共, 兲 and the range is 共0, 兲. Exponential functions will be studied in detail in Chapter 6, and we will see that they are useful for modeling many natural phenomena, such as population growth ( if a 1) and radioactive decay ( if a 1兲.

1

x

y=log∞ x y=log¡¸ x

EXAMPLE 5 Classify the following functions as one of the types of functions that we have discussed. (a) f 共x兲 苷 5 x (b) t共x兲 苷 x 5

(c) h共x兲 苷 FIGURE 21

1x 1  sx

(d) u共t兲 苷 1  t  5t 4

SOLUTION

(a) f 共x兲 苷 5 x is an exponential function. (The x is the exponent.) (b) t共x兲 苷 x 5 is a power function. (The x is the base.) We could also consider it to be a polynomial of degree 5. 1x (c) h共x兲 苷 is an algebraic function. 1  sx (d) u共t兲 苷 1  t  5t 4 is a polynomial of degree 4.

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SECTION 1.2

1.2

MATHEMATICAL MODELS: A CATALOG OF ESSENTIAL FUNCTIONS

33

Exercises

1–2 Classify each function as a power function, root function, polynomial (state its degree), rational function, algebraic function, trigonometric function, exponential function, or logarithmic function. 1. (a) f 共x兲 苷 log 2 x

(c) h共x兲 苷

4 (b) t共x兲 苷 s x

2x 3 1  x2

(e) v共t兲 苷 5

(f) w 共 兲 苷 sin  cos  2

(c) y 苷 x 2 共2  x 3 兲 (e) y 苷

(f) y 苷

sx 3  1 3 1s x

3– 4 Match each equation with its graph. Explain your choices.

(Don’t use a computer or graphing calculator.) 3. (a) y 苷 x

8. Find expressions for the quadratic functions whose graphs are

shown.

(b) y 苷 x

(c) y 苷 x

5

y

(0, 1) (4, 2)

0

x

g 0

3

x

(1, _2.5)

9. Find an expression for a cubic function f if f 共1兲 苷 6 and

f 共1兲 苷 f 共0兲 苷 f 共2兲 苷 0.

10. Recent studies indicate that the average surface tempera-

8

g h

0

y (_2, 2)

f

(d) y 苷 tan t  cos t

s 1s

2

7. What do all members of the family of linear functions

y

(b) y 苷 x 

2. (a) y 苷  x

f 共x兲 苷 1  m共x  3兲 have in common? Sketch several members of the family. f 共x兲 苷 c  x have in common? Sketch several members of the family.

(d) u共t兲 苷 1  1.1t  2.54t 2

t

6. What do all members of the family of linear functions

x

ture of the earth has been rising steadily. Some scientists have modeled the temperature by the linear function T 苷 0.02t  8.50, where T is temperature in C and t represents years since 1900. (a) What do the slope and T -intercept represent? (b) Use the equation to predict the average global surface temperature in 2100. 11. If the recommended adult dosage for a drug is D ( in mg), then

to determine the appropriate dosage c for a child of age a, pharmacists use the equation c 苷 0.0417D共a  1兲. Suppose the dosage for an adult is 200 mg. (a) Find the slope of the graph of c. What does it represent? (b) What is the dosage for a newborn?

f

4. (a) y 苷 3x

(c) y 苷 x

(b) y 苷 3 x 3 (d) y 苷 s x

3

12. The manager of a weekend flea market knows from past expe-

y

F

g f x

rience that if he charges x dollars for a rental space at the market, then the number y of spaces he can rent is given by the equation y 苷 200  4x. (a) Sketch a graph of this linear function. (Remember that the rental charge per space and the number of spaces rented can’t be negative quantities.) (b) What do the slope, the y-intercept, and the x-intercept of the graph represent? 13. The relationship between the Fahrenheit 共F兲 and Celsius 共C兲

G

5. (a) Find an equation for the family of linear functions with

slope 2 and sketch several members of the family. (b) Find an equation for the family of linear functions such that f 共2兲 苷 1 and sketch several members of the family. (c) Which function belongs to both families?

;

Graphing calculator or computer required

temperature scales is given by the linear function F 苷 95 C  32. (a) Sketch a graph of this function. (b) What is the slope of the graph and what does it represent? What is the F-intercept and what does it represent?

14. Jason leaves Detroit at 2:00 PM and drives at a constant speed

west along I-96. He passes Ann Arbor, 40 mi from Detroit, at 2:50 PM. (a) Express the distance traveled in terms of the time elapsed.

1. Homework Hints available at stewartcalculus.com

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34

CHAPTER 1

FUNCTIONS AND LIMITS

(b) Draw the graph of the equation in part (a). (c) What is the slope of this line? What does it represent?

20. (a)

(b)

y

y

15. Biologists have noticed that the chirping rate of crickets of a

certain species is related to temperature, and the relationship appears to be very nearly linear. A cricket produces 113 chirps per minute at 70 F and 173 chirps per minute at 80 F. (a) Find a linear equation that models the temperature T as a function of the number of chirps per minute N. (b) What is the slope of the graph? What does it represent? (c) If the crickets are chirping at 150 chirps per minute, estimate the temperature. 16. The manager of a furniture factory finds that it costs $2200

0

x

lation) for various family incomes as reported by the National Health Interview Survey.

17. At the surface of the ocean, the water pressure is the same as

18. The monthly cost of driving a car depends on the number of

0

; 21. The table shows (lifetime) peptic ulcer rates (per 100 popu-

to manufacture 100 chairs in one day and $4800 to produce 300 chairs in one day. (a) Express the cost as a function of the number of chairs produced, assuming that it is linear. Then sketch the graph. (b) What is the slope of the graph and what does it represent? (c) What is the y-intercept of the graph and what does it represent?

the air pressure above the water, 15 lb兾in2. Below the surface, the water pressure increases by 4.34 lb兾in2 for every 10 ft of descent. (a) Express the water pressure as a function of the depth below the ocean surface. (b) At what depth is the pressure 100 lb兾in2 ?

x

Income

Ulcer rate (per 100 population)

$4,000 $6,000 $8,000 $12,000 $16,000 $20,000 $30,000 $45,000 $60,000

14.1 13.0 13.4 12.5 12.0 12.4 10.5 9.4 8.2

(a) Make a scatter plot of these data and decide whether a linear model is appropriate. (b) Find and graph a linear model using the first and last data points. (c) Find and graph the least squares regression line. (d) Use the linear model in part (c) to estimate the ulcer rate for an income of $25,000. (e) According to the model, how likely is someone with an income of $80,000 to suffer from peptic ulcers? (f) Do you think it would be reasonable to apply the model to someone with an income of $200,000?

miles driven. Lynn found that in May it cost her $380 to drive 480 mi and in June it cost her $460 to drive 800 mi. (a) Express the monthly cost C as a function of the distance driven d, assuming that a linear relationship gives a suitable model. (b) Use part (a) to predict the cost of driving 1500 miles per month. (c) Draw the graph of the linear function. What does the slope represent? ; 22. Biologists have observed that the chirping rate of crickets of a (d) What does the C-intercept represent? certain species appears to be related to temperature. The table (e) Why does a linear function give a suitable model in this shows the chirping rates for various temperatures. situation? 19–20 For each scatter plot, decide what type of function you

might choose as a model for the data. Explain your choices. 19. (a)

(b)

y

0

y

x

0

x

Temperature (°F)

Chirping rate (chirps兾min)

Temperature (°F)

Chirping rate (chirps兾min)

50 55 60 65 70

20 46 79 91 113

75 80 85 90

140 173 198 211

(a) Make a scatter plot of the data. (b) Find and graph the regression line. (c) Use the linear model in part (b) to estimate the chirping rate at 100 F.

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SECTION 1.2

; 23. The table gives the winning heights for the men’s Olympic pole vault competitions up to the year 2004. Year

Height (m)

Year

Height (m)

1896 1900 1904 1908 1912 1920 1924 1928 1932 1936 1948 1952 1956

3.30 3.30 3.50 3.71 3.95 4.09 3.95 4.20 4.31 4.35 4.30 4.55 4.56

1960 1964 1968 1972 1976 1980 1984 1988 1992 1996 2000 2004

4.70 5.10 5.40 5.64 5.64 5.78 5.75 5.90 5.87 5.92 5.90 5.95

(a) Make a scatter plot and decide whether a linear model is appropriate. (b) Find and graph the regression line. (c) Use the linear model to predict the height of the winning pole vault at the 2008 Olympics and compare with the actual winning height of 5.96 meters. (d) Is it reasonable to use the model to predict the winning height at the 2100 Olympics?

; 24. The table shows the percentage of the population of Argentina that has lived in rural areas from 1955 to 2000. Find a model for the data and use it to estimate the rural percentage in 1988 and 2002.

Year

Percentage rural

Year

Percentage rural

1955 1960 1965 1970 1975

30.4 26.4 23.6 21.1 19.0

1980 1985 1990 1995 2000

17.1 15.0 13.0 11.7 10.5

25. Many physical quantities are connected by inverse square

laws, that is, by power functions of the form f 共x兲 苷 kx 2. In particular, the illumination of an object by a light source is inversely proportional to the square of the distance from the source. Suppose that after dark you are in a room with just one lamp and you are trying to read a book. The light is too dim and so you move halfway to the lamp. How much brighter is the light?

26. It makes sense that the larger the area of a region, the larger

the number of species that inhabit the region. Many

MATHEMATICAL MODELS: A CATALOG OF ESSENTIAL FUNCTIONS

35

ecologists have modeled the species-area relation with a power function and, in particular, the number of species S of bats living in caves in central Mexico has been related to the surface area A of the caves by the equation S 苷 0.7A0.3. (a) The cave called Misión Imposible near Puebla, Mexico, has a surface area of A 苷 60 m2. How many species of bats would you expect to find in that cave? (b) If you discover that four species of bats live in a cave, estimate the area of the cave.

; 27. The table shows the number N of species of reptiles and amphibians inhabiting Caribbean islands and the area A of the island in square miles. Island

A

N

Saba Monserrat Puerto Rico Jamaica Hispaniola Cuba

4 40 3,459 4,411 29,418 44,218

5 9 40 39 84 76

(a) Use a power function to model N as a function of A. (b) The Caribbean island of Dominica has area 291 m2. How many species of reptiles and amphibians would you expect to find on Dominica?

; 28. The table shows the mean (average) distances d of the planets from the sun (taking the unit of measurement to be the distance from the earth to the sun) and their periods T (time of revolution in years). Planet

d

T

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune

0.387 0.723 1.000 1.523 5.203 9.541 19.190 30.086

0.241 0.615 1.000 1.881 11.861 29.457 84.008 164.784

(a) Fit a power model to the data. (b) Kepler’s Third Law of Planetary Motion states that “The square of the period of revolution of a planet is proportional to the cube of its mean distance from the sun.” Does your model corroborate Kepler’s Third Law?

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36

CHAPTER 1

FUNCTIONS AND LIMITS

New Functions from Old Functions

1.3

In this section we start with the basic functions we discussed in Section 1.2 and obtain new functions by shifting, stretching, and reflecting their graphs. We also show how to combine pairs of functions by the standard arithmetic operations and by composition.

Transformations of Functions By applying certain transformations to the graph of a given function we can obtain the graphs of certain related functions. This will give us the ability to sketch the graphs of many functions quickly by hand. It will also enable us to write equations for given graphs. Let’s first consider translations. If c is a positive number, then the graph of y 苷 f 共x兲  c is just the graph of y 苷 f 共x兲 shifted upward a distance of c units (because each y-coordinate is increased by the same number c). Likewise, if t共x兲 苷 f 共x  c兲, where c 0, then the value of t at x is the same as the value of f at x  c (c units to the left of x). Therefore the graph of y 苷 f 共x  c兲 is just the graph of y 苷 f 共x兲 shifted c units to the right (see Figure 1). Vertical and Horizontal Shifts Suppose c 0. To obtain the graph of

y 苷 f 共x兲  c, shift the graph of y y 苷 f 共x兲  c, shift the graph of y y 苷 f 共x  c兲, shift the graph of y y 苷 f 共x  c兲, shift the graph of y

苷 f 共x兲 a distance c units upward 苷 f 共x兲 a distance c units downward 苷 f 共x兲 a distance c units to the right 苷 f 共x兲 a distance c units to the left y

y

y=ƒ+c

y=f(x+c)

c

y =ƒ

y=cƒ (c>1)

y=f(_x)

y=f(x-c)

y=ƒ c 0

y= 1c ƒ

c x

c

x

0

y=ƒ-c y=_ƒ

FIGURE 1

FIGURE 2

Translating the graph of ƒ

Stretching and reflecting the graph of ƒ

Now let’s consider the stretching and reflecting transformations. If c 1, then the graph of y 苷 cf 共x兲 is the graph of y 苷 f 共x兲 stretched by a factor of c in the vertical direction (because each y-coordinate is multiplied by the same number c). The graph of y 苷 f 共x兲 is the graph of y 苷 f 共x兲 reflected about the x-axis because the point 共x, y兲 is

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

SECTION 1.3

NEW FUNCTIONS FROM OLD FUNCTIONS

37

replaced by the point 共x, y兲. (See Figure 2 and the following chart, where the results of other stretching, shrinking, and reflecting transformations are also given.) Vertical and Horizontal Stretching and Reflecting Suppose c 1. To obtain the

graph of y 苷 cf 共x兲, stretch the graph of y 苷 f 共x兲 vertically by a factor of c y 苷 共1兾c兲f 共x兲, shrink the graph of y 苷 f 共x兲 vertically by a factor of c y 苷 f 共cx兲, shrink the graph of y 苷 f 共x兲 horizontally by a factor of c y 苷 f 共x兾c兲, stretch the graph of y 苷 f 共x兲 horizontally by a factor of c y 苷 f 共x兲, reflect the graph of y 苷 f 共x兲 about the x-axis y 苷 f 共x兲, reflect the graph of y 苷 f 共x兲 about the y-axis

Figure 3 illustrates these stretching transformations when applied to the cosine function with c 苷 2. For instance, in order to get the graph of y 苷 2 cos x we multiply the y-coordinate of each point on the graph of y 苷 cos x by 2. This means that the graph of y 苷 cos x gets stretched vertically by a factor of 2. y

y=2 cos x

y

2

y=cos x

2

1 2

1

1 0

y=   cos x x

1

y=cos  1 x 2

0

x

y=cos x y=cos 2x

FIGURE 3

v

EXAMPLE 1 Given the graph of y 苷 sx , use transformations to graph y 苷 sx  2,

y 苷 sx  2 , y 苷 sx , y 苷 2sx , and y 苷 sx . SOLUTION The graph of the square root function y 苷 sx , obtained from Figure 13(a)

in Section 1.2, is shown in Figure 4(a). In the other parts of the figure we sketch y 苷 sx  2 by shifting 2 units downward, y 苷 sx  2 by shifting 2 units to the right, y 苷 sx by reflecting about the x-axis, y 苷 2sx by stretching vertically by a factor of 2, and y 苷 sx by reflecting about the y-axis. y

y

y

y

y

y

1 0

1

x

x

0

0

2

x

x

0

0

x

0

_2

(a) y=œ„x

(b) y=œ„-2 x

(c) y=œ„„„„ x-2

(d) y=_œ„x

(e) y=2œ„x

(f ) y=œ„„ _x

FIGURE 4

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

x

38

CHAPTER 1

FUNCTIONS AND LIMITS

EXAMPLE 2 Sketch the graph of the function f (x) 苷 x 2  6x  10. SOLUTION Completing the square, we write the equation of the graph as

y 苷 x 2  6x  10 苷 共x  3兲2  1 This means we obtain the desired graph by starting with the parabola y 苷 x 2 and shifting 3 units to the left and then 1 unit upward (see Figure 5). y

y

1

(_3, 1) x

0

FIGURE 5

_3

(a) y=≈

_1

0

x

(b) y=(x+3)@+1

EXAMPLE 3 Sketch the graphs of the following functions. (a) y 苷 sin 2x (b) y 苷 1  sin x SOLUTION

(a) We obtain the graph of y 苷 sin 2x from that of y 苷 sin x by compressing horizontally by a factor of 2. (See Figures 6 and 7.) Thus, whereas the period of y 苷 sin x is 2, the period of y 苷 sin 2x is 2兾2 苷 . y

y

y=sin x

1 0

π 2

π

FIGURE 6

y=sin 2x

1 x

0 π π 4

x

π

2

FIGURE 7

(b) To obtain the graph of y 苷 1  sin x, we again start with y 苷 sin x. We reflect about the x-axis to get the graph of y 苷 sin x and then we shift 1 unit upward to get y 苷 1  sin x. (See Figure 8.) y

y=1-sin x

2 1

FIGURE 8

0

π 2

π

3π 2

2π

x

EXAMPLE 4 Figure 9 shows graphs of the number of hours of daylight as functions of the time of the year at several latitudes. Given that Philadelphia is located at approximately 40 N latitude, find a function that models the length of daylight at Philadelphia.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

SECTION 1.3

NEW FUNCTIONS FROM OLD FUNCTIONS

39

20 18 16 14 12

20° N 30° N 40° N 50° N

Hours 10 8 6

FIGURE 9

Graph of the length of daylight from March 21 through December 21 at various latitudes

4

Lucia C. Harrison, Daylight, Twilight, Darkness and Time (New York, 1935) page 40.

0

60° N

2 Mar. Apr. May June July Aug. Sept. Oct. Nov. Dec.

SOLUTION Notice that each curve resembles a shifted and stretched sine function. By

looking at the blue curve we see that, at the latitude of Philadelphia, daylight lasts about 14.8 hours on June 21 and 9.2 hours on December 21, so the amplitude of the curve (the factor by which we have to stretch the sine curve vertically) is 12 共14.8  9.2兲 苷 2.8. By what factor do we need to stretch the sine curve horizontally if we measure the time t in days? Because there are about 365 days in a year, the period of our model should be 365. But the period of y 苷 sin t is 2, so the horizontal stretching factor is c 苷 2兾365. We also notice that the curve begins its cycle on March 21, the 80th day of the year, so we have to shift the curve 80 units to the right. In addition, we shift it 12 units upward. Therefore we model the length of daylight in Philadelphia on the tth day of the year by the function L共t兲 苷 12  2.8 sin

0

ⱍ

1

ⱍ

ⱍ

ⱍ

EXAMPLE 5 Sketch the graph of the function y 苷 x 2  1 .

y 苷 x 2 downward 1 unit. We see that the graph lies below the x-axis when 1 x 1, so we reflect that part of the graph about the x-axis to obtain the graph of y 苷 x 2  1 in Figure 10(b).

y

ⱍ

1

(b) y=| ≈-1 | FIGURE 10

ⱍ

SOLUTION We first graph the parabola y 苷 x 2  1 in Figure 10(a) by shifting the parabola

(a) y=≈-1

0

ⱍ

x

v

_1

册

2 共t  80兲 365

Another transformation of some interest is taking the absolute value of a function. If y 苷 f 共x兲 , then according to the definition of absolute value, y 苷 f 共x兲 when f 共x兲 0 and y 苷 f 共x兲 when f 共x兲 0. This tells us how to get the graph of y 苷 f 共x兲 from the graph of y 苷 f 共x兲: The part of the graph that lies above the x-axis remains the same; the part that lies below the x-axis is reflected about the x-axis.

y

_1

冋

x

ⱍ

Combinations of Functions Two functions f and t can be combined to form new functions f  t, f  t, ft, and f兾t in a manner similar to the way we add, subtract, multiply, and divide real numbers. The sum and difference functions are defined by 共 f  t兲共x兲 苷 f 共x兲  t共x兲

共 f  t兲共x兲 苷 f 共x兲  t共x兲

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

40

CHAPTER 1

FUNCTIONS AND LIMITS

If the domain of f is A and the domain of t is B, then the domain of f ⫹ t is the intersection A 傽 B because both f 共x兲 and t共x兲 have to be defined. For example, the domain of f 共x兲 苷 sx is A 苷 关0, ⬁兲 and the domain of t共x兲 苷 s2 ⫺ x is B 苷 共⫺⬁, 2兴, so the domain of 共 f ⫹ t兲共x兲 苷 sx ⫹ s2 ⫺ x is A 傽 B 苷 关0, 2兴. Similarly, the product and quotient functions are defined by 共 ft兲共x兲 苷 f 共x兲t共x兲

冉冊

f f 共x兲 共x兲 苷 t t共x兲

The domain of ft is A 傽 B, but we can’t divide by 0 and so the domain of f兾t is 兵x 僆 A 傽 B t共x兲 苷 0其. For instance, if f 共x兲 苷 x 2 and t共x兲 苷 x ⫺ 1, then the domain of the rational function 共 f兾t兲共x兲 苷 x 2兾共x ⫺ 1兲 is 兵x x 苷 1其, or 共⫺⬁, 1兲 傼 共1, ⬁兲. There is another way of combining two functions to obtain a new function. For example, suppose that y 苷 f 共u兲 苷 su and u 苷 t共x兲 苷 x 2 ⫹ 1. Since y is a function of u and u is, in turn, a function of x, it follows that y is ultimately a function of x. We compute this by substitution:

ⱍ

ⱍ

y 苷 f 共u兲 苷 f 共t共x兲兲 苷 f 共x 2 ⫹ 1兲 苷 sx 2 ⫹ 1 The procedure is called composition because the new function is composed of the two given functions f and t. In general, given any two functions f and t, we start with a number x in the domain of t and find its image t共x兲. If this number t共x兲 is in the domain of f , then we can calculate the value of f 共t共x兲兲. Notice that the output of one function is used as the input to the next function. The result is a new function h共x兲 苷 f 共t共x兲兲 obtained by substituting t into f . It is called the composition (or composite) of f and t and is denoted by f ⴰ t (“ f circle t”).

x (input)

g

©

f•g

Definition Given two functions f and t, the composite function f ⴰ t (also called the composition of f and t) is defined by

f

共 f ⴰ t兲共x兲 苷 f 共 t共x兲兲 f { ©} (output) FIGURE 11

The domain of f ⴰ t is the set of all x in the domain of t such that t共x兲 is in the domain of f . In other words, 共 f ⴰ t兲共x兲 is defined whenever both t共x兲 and f 共t共x兲兲 are defined. Figure 11 shows how to picture f ⴰ t in terms of machines.

The f • g machine is composed of the g machine (first) and then the f machine.

EXAMPLE 6 If f 共x兲 苷 x 2 and t共x兲 苷 x ⫺ 3, find the composite functions f ⴰ t and t ⴰ f . SOLUTION We have

共 f ⴰ t兲共x兲 苷 f 共t共x兲兲 苷 f 共x ⫺ 3兲 苷 共x ⫺ 3兲2 共t ⴰ f 兲共x兲 苷 t共 f 共x兲兲 苷 t共x 2 兲 苷 x 2 ⫺ 3 |

NOTE You can see from Example 6 that, in general, f ⴰ t 苷 t ⴰ f . Remember, the notation f ⴰ t means that the function t is applied first and then f is applied second. In Example 6, f ⴰ t is the function that first subtracts 3 and then squares; t ⴰ f is the function that first squares and then subtracts 3.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

SECTION 1.3

v

NEW FUNCTIONS FROM OLD FUNCTIONS

41

EXAMPLE 7 If f 共x兲 苷 sx and t共x兲 苷 s2 ⫺ x , find each function and its domain.

(a) f ⴰ t

(b) t ⴰ f

(c) f ⴰ f

(d) t ⴰ t

SOLUTION

(a)

4 共 f ⴰ t兲共x兲 苷 f 共t共x兲兲 苷 f (s2 ⫺ x ) 苷 ss2 ⫺ x 苷 s 2⫺x

ⱍ

ⱍ

The domain of f ⴰ t is 兵x 2 ⫺ x 艌 0其 苷 兵x x 艋 2其 苷 共⫺⬁, 2兴. (b)

If 0 艋 a 艋 b, then a 2 艋 b 2.

共t ⴰ f 兲共x兲 苷 t共 f 共x兲兲 苷 t(sx ) 苷 s2 ⫺ sx

For sx to be defined we must have x 艌 0. For s2 ⫺ sx to be defined we must have 2 ⫺ sx 艌 0, that is, sx 艋 2, or x 艋 4. Thus we have 0 艋 x 艋 4, so the domain of t ⴰ f is the closed interval 关0, 4兴. (c)

4 共 f ⴰ f 兲共x兲 苷 f 共 f 共x兲兲 苷 f (sx ) 苷 ssx 苷 s x

The domain of f ⴰ f is 关0, ⬁兲. (d)

共t ⴰ t兲共x兲 苷 t共t共x兲兲 苷 t(s2 ⫺ x ) 苷 s2 ⫺ s2 ⫺ x

This expression is defined when both 2 ⫺ x 艌 0 and 2 ⫺ s2 ⫺ x 艌 0. The first inequality means x 艋 2, and the second is equivalent to s2 ⫺ x 艋 2, or 2 ⫺ x 艋 4, or x 艌 ⫺2. Thus ⫺2 艋 x 艋 2, so the domain of t ⴰ t is the closed interval 关⫺2, 2兴. It is possible to take the composition of three or more functions. For instance, the composite function f ⴰ t ⴰ h is found by first applying h, then t, and then f as follows: 共 f ⴰ t ⴰ h兲共x兲 苷 f 共 t共h共x兲兲兲 EXAMPLE 8 Find f ⴰ t ⴰ h if f 共x兲 苷 x兾共x ⫹ 1兲, t共x兲 苷 x 10, and h共x兲 苷 x ⫹ 3. SOLUTION

共 f ⴰ t ⴰ h兲共x兲 苷 f 共t共h共x兲兲兲 苷 f 共t共x ⫹ 3兲兲 苷 f 共共x ⫹ 3兲10 兲 苷

共x ⫹ 3兲10 共x ⫹ 3兲10 ⫹ 1

So far we have used composition to build complicated functions from simpler ones. But in calculus it is often useful to be able to decompose a complicated function into simpler ones, as in the following example. EXAMPLE 9 Given F共x兲 苷 cos2共x ⫹ 9兲, find functions f , t, and h such that F 苷 f ⴰ t ⴰ h. SOLUTION Since F共x兲 苷 关cos共x ⫹ 9兲兴 2, the formula for F says: First add 9, then take the

cosine of the result, and finally square. So we let h共x兲 苷 x ⫹ 9 Then

t共x兲 苷 cos x

f 共x兲 苷 x 2

共 f ⴰ t ⴰ h兲共x兲 苷 f 共t共h共x兲兲兲 苷 f 共t共x ⫹ 9兲兲 苷 f 共cos共x ⫹ 9兲兲 苷 关cos共x ⫹ 9兲兴 2 苷 F共x兲

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42

CHAPTER 1

1.3

FUNCTIONS AND LIMITS

Exercises

1. Suppose the graph of f is given. Write equations for the graphs

that are obtained from the graph of f as follows. (a) Shift 3 units upward. (b) Shift 3 units downward. (c) Shift 3 units to the right. (d) Shift 3 units to the left. (e) Reflect about the x-axis. (f) Reflect about the y-axis. (g) Stretch vertically by a factor of 3. (h) Shrink vertically by a factor of 3.

6–7 The graph of y 苷 s3x ⫺ x 2 is given. Use transformations to

create a function whose graph is as shown. y

2. Explain how each graph is obtained from the graph of y 苷 f 共x兲.

(a) y 苷 f 共x兲 ⫹ 8 (c) y 苷 8 f 共x兲 (e) y 苷 ⫺f 共x兲 ⫺ 1

(b) y 苷 f 共x ⫹ 8兲 (d) y 苷 f 共8x兲 (f) y 苷 8 f ( 18 x)

0

6.

3. The graph of y 苷 f 共x兲 is given. Match each equation with its

graph and give reasons for your choices. (a) y 苷 f 共x ⫺ 4兲 (b) y 苷 f 共x兲 ⫹ 3 (c) y 苷 13 f 共x兲 (d) y 苷 ⫺f 共x ⫹ 4兲 (e) y 苷 2 f 共x ⫹ 6兲

y=œ„„„„„„ 3x-≈

1.5

x

3

7.

y

y

3

_1 0

_4

x _1 _2.5

0

5

2

x

y

@

!

6

8. (a) How is the graph of y 苷 2 sin x related to the graph of

f

3

y 苷 sin x ? Use your answer and Figure 6 to sketch the graph of y 苷 2 sin x. (b) How is the graph of y 苷 1 ⫹ sx related to the graph of y 苷 sx ? Use your answer and Figure 4(a) to sketch the graph of y 苷 1 ⫹ sx .

#

$ _6

0

_3

3

6

x

_3

%

4. The graph of f is given. Draw the graphs of the following

functions. (a) y 苷 f 共x兲 ⫺ 2 (c) y 苷 ⫺2 f 共x兲

(b) y 苷 f 共x ⫺ 2兲 (d) y 苷 f ( 13 x) ⫹ 1 y 2

9–24 Graph the function by hand, not by plotting points, but by starting with the graph of one of the standard functions given in Section 1.2, and then applying the appropriate transformations. 9. y 苷

1 x⫹2

10. y 苷 共x ⫺ 1兲 3

3 x 11. y 苷 ⫺s

12. y 苷 x 2 ⫹ 6x ⫹ 4

13. y 苷 sx ⫺ 2 ⫺ 1

14. y 苷 4 sin 3x

15. y 苷 sin( 2 x)

16. y 苷

17. y 苷 2 共1 ⫺ cos x兲

18. y 苷 1 ⫺ 2 sx ⫹ 3

19. y 苷 1 ⫺ 2x ⫺ x 2

20. y 苷 x ⫺ 2

1

1

0

1

x

5. The graph of f is given. Use it to graph the following

functions. (a) y 苷 f 共2x兲 (c) y 苷 f 共⫺x兲

(b) y 苷 f ( x) (d) y 苷 ⫺f 共⫺x兲 1 2

ⱍ

21. y 苷 x ⫺ 2

ⱍ

ⱍ

23. y 苷 sx ⫺ 1

ⱍ ⱍ

22. y 苷

ⱍ

2 ⫺2 x

冉 冊

1 ␲ tan x ⫺ 4 4

ⱍ

24. y 苷 cos ␲ x

ⱍ

y

25. The city of New Orleans is located at latitude 30⬚N. Use Fig1 0

1

x

ure 9 to find a function that models the number of hours of daylight at New Orleans as a function of the time of year. To check the accuracy of your model, use the fact that on March 31 the sun rises at 5:51 AM and sets at 6:18 PM in New Orleans.

1. Homework Hints available at stewartcalculus.com

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

SECTION 1.3

26. A variable star is one whose brightness alternately increases

NEW FUNCTIONS FROM OLD FUNCTIONS

41– 46 Express the function in the form f ⴰ t.

and decreases. For the most visible variable star, Delta Cephei, the time between periods of maximum brightness is 5.4 days, the average brightness (or magnitude) of the star is 4.0, and its brightness varies by ⫾0.35 magnitude. Find a function that models the brightness of Delta Cephei as a function of time.

41. F共x兲 苷 共2 x ⫹ x 2 兲 4

ⱍ ⱍ) related to the graph of f ? (b) Sketch the graph of y 苷 sin ⱍ x ⱍ. (c) Sketch the graph of y 苷 sⱍ x ⱍ.

45. v共t兲 苷 sec共t 2 兲 tan共t 2 兲

27. (a) How is the graph of y 苷 f ( x

28. Use the given graph of f to sketch the graph of y 苷 1兾f 共x兲.

Which features of f are the most important in sketching y 苷 1兾f 共x兲? Explain how they are used.

43. F共x兲 苷

42. F共x兲 苷 cos2 x

3 x s 3 1⫹s x

44. G共x兲 苷

冑 3

x 1⫹x

tan t 1 ⫹ tan t

46. u共t兲 苷

47– 49 Express the function in the form f ⴰ t ⴰ h.

ⱍ ⱍ

47. R共x兲 苷 ssx ⫺ 1

8 48. H共x兲 苷 s 2⫹ x

49. H共x兲 苷 sec 4 (sx )

y

50. Use the table to evaluate each expression.

1 0

x

1

29–30 Find (a) f ⫹ t, (b) f ⫺ t, (c) f t, and (d) f兾t and state their domains. 29. f 共x兲 苷 x 3 ⫹ 2x 2,

t共x兲 苷 3x 2 ⫺ 1 t共x兲 苷 sx 2 ⫺ 1

30. f 共x兲 苷 s3 ⫺ x ,

(a) f 共 t共1兲兲 (d) t共 t共1兲兲

(b) t共 f 共1兲兲 (e) 共 t ⴰ f 兲共3兲

(c) f 共 f 共1兲兲 (f) 共 f ⴰ t兲共6兲

x

1

2

3

4

5

6

f 共x兲

3

1

4

2

2

5

t共x兲

6

3

2

1

2

3

51. Use the given graphs of f and t to evaluate each expression,

or explain why it is undefined. (a) f 共 t共2兲兲 (b) t共 f 共0兲兲 (d) 共 t ⴰ f 兲共6兲 (e) 共 t ⴰ t兲共⫺2兲

31–36 Find the functions (a) f ⴰ t, (b) t ⴰ f , (c) f ⴰ f , and (d) t ⴰ t

(c) 共 f ⴰ t兲共0兲 (f) 共 f ⴰ f 兲共4兲

y

and their domains. 31. f 共x兲 苷 x 2 ⫺ 1,

t共x兲 苷 2x ⫹ 1

32. f 共x兲 苷 x ⫺ 2,

t共x兲 苷 x ⫹ 3x ⫹ 4

33. f 共x兲 苷 1 ⫺ 3x,

36. f 共x兲 苷

t共x兲 苷 cos x

1 , x

t共x兲 苷

x , 1⫹x

0

52. Use the given graphs of f and t to estimate the value of

t共x兲 苷 sin 2x

37. f 共x兲 苷 3x ⫺ 2,

f 共 t共x兲兲 for x 苷 ⫺5, ⫺4, ⫺3, . . . , 5. Use these estimates to sketch a rough graph of f ⴰ t. y

t共x兲 苷 sin x,

ⱍ

t共x兲 苷 2 x,

h共x兲 苷 sx

39. f 共x兲 苷 sx ⫺ 3 ,

t共x兲 苷 x 2 ,

h共x兲 苷 x 3 ⫹ 2

t共x兲 苷

g

h共x兲 苷 x 2

38. f 共x兲 苷 x ⫺ 4 ,

40. f 共x兲 苷 tan x,

x

2

x⫹1 x⫹2

37– 40 Find f ⴰ t ⴰ h.

ⱍ

f

2

3 t共x兲 苷 s 1⫺x

34. f 共x兲 苷 sx , 35. f 共x兲 苷 x ⫹

g

2

x 3 , h共x兲 苷 s x x⫺1

1 0

1

x

f

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

43

44

CHAPTER 1

FUNCTIONS AND LIMITS

53. A stone is dropped into a lake, creating a circular ripple that

travels outward at a speed of 60 cm兾s. (a) Express the radius r of this circle as a function of the time t ( in seconds). (b) If A is the area of this circle as a function of the radius, find A ⴰ r and interpret it. 54. A spherical balloon is being inflated and the radius of the bal-

(c) Sketch the graph of the voltage V共t兲 in a circuit if the switch is turned on at time t 苷 5 seconds and 240 volts are applied instantaneously to the circuit. Write a formula for V共t兲 in terms of H共t兲. (Note that starting at t 苷 5 corresponds to a translation.) 58. The Heaviside function defined in Exercise 57 can also be used

to define the ramp function y 苷 ctH共t兲, which represents a gradual increase in voltage or current in a circuit. (a) Sketch the graph of the ramp function y 苷 tH共t兲. (b) Sketch the graph of the voltage V共t兲 in a circuit if the switch is turned on at time t 苷 0 and the voltage is gradually increased to 120 volts over a 60-second time interval. Write a formula for V共t兲 in terms of H共t兲 for t 艋 60. (c) Sketch the graph of the voltage V共t兲 in a circuit if the switch is turned on at time t 苷 7 seconds and the voltage is gradually increased to 100 volts over a period of 25 seconds. Write a formula for V共t兲 in terms of H共t兲 for t 艋 32.

loon is increasing at a rate of 2 cm兾s. (a) Express the radius r of the balloon as a function of the time t ( in seconds). (b) If V is the volume of the balloon as a function of the radius, find V ⴰ r and interpret it. 55. A ship is moving at a speed of 30 km兾h parallel to a straight

shoreline. The ship is 6 km from shore and it passes a lighthouse at noon. (a) Express the distance s between the lighthouse and the ship as a function of d, the distance the ship has traveled since noon; that is, find f so that s 苷 f 共d兲. (b) Express d as a function of t, the time elapsed since noon; that is, find t so that d 苷 t共t兲. (c) Find f ⴰ t. What does this function represent? 56. An airplane is flying at a speed of 350 mi兾h at an altitude of

one mile and passes directly over a radar station at time t 苷 0. (a) Express the horizontal distance d ( in miles) that the plane has flown as a function of t. (b) Express the distance s between the plane and the radar station as a function of d. (c) Use composition to express s as a function of t.

59. Let f and t be linear functions with equations f 共x兲 苷 m1 x ⫹ b1

and t共x兲 苷 m 2 x ⫹ b 2. Is f ⴰ t also a linear function? If so, what is the slope of its graph?

60. If you invest x dollars at 4% interest compounded annually,

then the amount A共x兲 of the investment after one year is A共x兲 苷 1.04x. Find A ⴰ A, A ⴰ A ⴰ A, and A ⴰ A ⴰ A ⴰ A. What do these compositions represent? Find a formula for the composition of n copies of A. 61. (a) If t共x兲 苷 2x ⫹ 1 and h共x兲 苷 4x 2 ⫹ 4x ⫹ 7, find a function

f such that f ⴰ t 苷 h. (Think about what operations you would have to perform on the formula for t to end up with the formula for h.) (b) If f 共x兲 苷 3x ⫹ 5 and h共x兲 苷 3x 2 ⫹ 3x ⫹ 2, find a function t such that f ⴰ t 苷 h.

57. The Heaviside function H is defined by

H共t兲 苷

再

0 1

if t ⬍ 0 if t 艌 0

It is used in the study of electric circuits to represent the sudden surge of electric current, or voltage, when a switch is instantaneously turned on. (a) Sketch the graph of the Heaviside function. (b) Sketch the graph of the voltage V共t兲 in a circuit if the switch is turned on at time t 苷 0 and 120 volts are applied instantaneously to the circuit. Write a formula for V共t兲 in terms of H共t兲.

1.4

62. If f 共x兲 苷 x ⫹ 4 and h共x兲 苷 4x ⫺ 1, find a function t such that

t ⴰ f 苷 h.

63. Suppose t is an even function and let h 苷 f ⴰ t. Is h always an

even function? 64. Suppose t is an odd function and let h 苷 f ⴰ t. Is h always an

odd function? What if f is odd? What if f is even?

The Tangent and Velocity Problems In this section we see how limits arise when we attempt to find the tangent to a curve or the velocity of an object.

The Tangent Problem The word tangent is derived from the Latin word tangens, which means “touching.” Thus a tangent to a curve is a line that touches the curve. In other words, a tangent line should have the same direction as the curve at the point of contact. How can this idea be made precise?

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

SECTION 1.4

THE TANGENT AND VELOCITY PROBLEMS

45

For a circle we could simply follow Euclid and say that a tangent is a line that intersects the circle once and only once, as in Figure 1(a). For more complicated curves this definition is inadequate. Figure l(b) shows two lines l and t passing through a point P on a curve C. The line l intersects C only once, but it certainly does not look like what we think of as a tangent. The line t, on the other hand, looks like a tangent but it intersects C twice. t P t

C

l FIGURE 1

(a)

(b)

To be specific, let’s look at the problem of trying to find a tangent line t to the parabola y 苷 x 2 in the following example.

v

EXAMPLE 1 Find an equation of the tangent line to the parabola y 苷 x 2 at the

point P共1, 1兲. SOLUTION We will be able to find an equation of the tangent line t as soon as we know its

y

Q { x, ≈} y=≈

t

P (1, 1) x

0

slope m. The difficulty is that we know only one point, P, on t, whereas we need two points to compute the slope. But observe that we can compute an approximation to m by choosing a nearby point Q共x, x 2 兲 on the parabola (as in Figure 2) and computing the slope mPQ of the secant line PQ. [A secant line, from the Latin word secans, meaning cutting, is a line that cuts ( intersects) a curve more than once.] We choose x 苷 1 so that Q 苷 P. Then mPQ 苷

FIGURE 2

x2 ⫺ 1 x⫺1

For instance, for the point Q共1.5, 2.25兲 we have mPQ 苷 x

mPQ

2 1.5 1.1 1.01 1.001

3 2.5 2.1 2.01 2.001

x

mPQ

0 0.5 0.9 0.99 0.999

1 1.5 1.9 1.99 1.999

2.25 ⫺ 1 1.25 苷 苷 2.5 1.5 ⫺ 1 0.5

The tables in the margin show the values of mPQ for several values of x close to 1. The closer Q is to P, the closer x is to 1 and, it appears from the tables, the closer mPQ is to 2. This suggests that the slope of the tangent line t should be m 苷 2. We say that the slope of the tangent line is the limit of the slopes of the secant lines, and we express this symbolically by writing lim mPQ 苷 m

Q lP

and

lim

xl1

x2 ⫺ 1 苷2 x⫺1

Assuming that the slope of the tangent line is indeed 2, we use the point-slope form of the equation of a line (see Appendix B) to write the equation of the tangent line through 共1, 1兲 as y ⫺ 1 苷 2共x ⫺ 1兲

or

y 苷 2x ⫺ 1

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

46

CHAPTER 1

FUNCTIONS AND LIMITS

Figure 3 illustrates the limiting process that occurs in this example. As Q approaches P along the parabola, the corresponding secant lines rotate about P and approach the tangent line t. y

y

y

Q t

t

t Q

Q P

P

0

P

0

x

0

x

x

Q approaches P from the right y

y

y

t

Q

t

t

P

P

P

Q 0

Q

0

x

0

x

x

Q approaches P from the left FIGURE 3

TEC In Visual 1.4 you can see how the process in Figure 3 works for additional functions. t

Q

0.00 0.02 0.04 0.06 0.08 0.10

100.00 81.87 67.03 54.88 44.93 36.76

Many functions that occur in science are not described by explicit equations; they are defined by experimental data. The next example shows how to estimate the slope of the tangent line to the graph of such a function.

v EXAMPLE 2 The flash unit on a camera operates by storing charge on a capacitor and releasing it suddenly when the flash is set off. The data in the table describe the charge Q remaining on the capacitor (measured in microcoulombs) at time t (measured in seconds after the flash goes off ). Use the data to draw the graph of this function and estimate the slope of the tangent line at the point where t 苷 0.04. [Note: The slope of the tangent line represents the electric current flowing from the capacitor to the flash bulb (measured in microamperes).] SOLUTION In Figure 4 we plot the given data and use them to sketch a curve that approx-

imates the graph of the function. Q (microcoulombs) 100 90 80

A P

70 60 50

FIGURE 4

0

B 0.02

C 0.04

0.06

0.08

0.1

t (seconds)

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

SECTION 1.4

THE TANGENT AND VELOCITY PROBLEMS

47

Given the points P共0.04, 67.03兲 and R共0.00, 100.00兲 on the graph, we find that the slope of the secant line PR is mPR 苷

R

mPR

(0.00, 100.00) (0.02, 81.87) (0.06, 54.88) (0.08, 44.93) (0.10, 36.76)

⫺824.25 ⫺742.00 ⫺607.50 ⫺552.50 ⫺504.50

The physical meaning of the answer in Example 2 is that the electric current flowing from the capacitor to the flash bulb after 0.04 second is about –670 microamperes.

100.00 ⫺ 67.03 苷 ⫺824.25 0.00 ⫺ 0.04

The table at the left shows the results of similar calculations for the slopes of other secant lines. From this table we would expect the slope of the tangent line at t 苷 0.04 to lie somewhere between ⫺742 and ⫺607.5. In fact, the average of the slopes of the two closest secant lines is 1 2

共⫺742 ⫺ 607.5兲 苷 ⫺674.75

So, by this method, we estimate the slope of the tangent line to be ⫺675. Another method is to draw an approximation to the tangent line at P and measure the sides of the triangle ABC, as in Figure 4. This gives an estimate of the slope of the tangent line as ⫺

ⱍ AB ⱍ ⬇ ⫺ 80.4 ⫺ 53.6 苷 ⫺670 0.06 ⫺ 0.02 ⱍ BC ⱍ

The Velocity Problem If you watch the speedometer of a car as you travel in city traffic, you see that the needle doesn’t stay still for very long; that is, the velocity of the car is not constant. We assume from watching the speedometer that the car has a definite velocity at each moment, but how is the “instantaneous” velocity defined? Let’s investigate the example of a falling ball.

v EXAMPLE 3 Suppose that a ball is dropped from the upper observation deck of the CN Tower in Toronto, 450 m above the ground. Find the velocity of the ball after 5 seconds. SOLUTION Through experiments carried out four centuries ago, Galileo discovered that

the distance fallen by any freely falling body is proportional to the square of the time it has been falling. (This model for free fall neglects air resistance.) If the distance fallen after t seconds is denoted by s共t兲 and measured in meters, then Galileo’s law is expressed by the equation © 2003 Brand X Pictures/Jupiter Images/Fotosearch

s共t兲 苷 4.9t 2 The difficulty in finding the velocity after 5 s is that we are dealing with a single instant of time 共t 苷 5兲, so no time interval is involved. However, we can approximate the desired quantity by computing the average velocity over the brief time interval of a tenth of a second from t 苷 5 to t 苷 5.1: average velocity 苷 The CN Tower in Toronto was the tallest freestanding building in the world for 32 years.

change in position time elapsed

苷

s共5.1兲 ⫺ s共5兲 0.1

苷

4.9共5.1兲2 ⫺ 4.9共5兲2 苷 49.49 m兾s 0.1

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

48

CHAPTER 1

FUNCTIONS AND LIMITS

The following table shows the results of similar calculations of the average velocity over successively smaller time periods. Time interval

Average velocity (m兾s)

5艋t艋6 5 艋 t 艋 5.1 5 艋 t 艋 5.05 5 艋 t 艋 5.01 5 艋 t 艋 5.001

53.9 49.49 49.245 49.049 49.0049

It appears that as we shorten the time period, the average velocity is becoming closer to 49 m兾s. The instantaneous velocity when t 苷 5 is defined to be the limiting value of these average velocities over shorter and shorter time periods that start at t 苷 5. Thus the ( instantaneous) velocity after 5 s is v 苷 49 m兾s

You may have the feeling that the calculations used in solving this problem are very similar to those used earlier in this section to find tangents. In fact, there is a close connection between the tangent problem and the problem of finding velocities. If we draw the graph of the distance function of the ball (as in Figure 5) and we consider the points P共a, 4.9a 2 兲 and Q共a ⫹ h, 4.9共a ⫹ h兲2 兲 on the graph, then the slope of the secant line PQ is mPQ 苷

4.9共a ⫹ h兲2 ⫺ 4.9a 2 共a ⫹ h兲 ⫺ a

which is the same as the average velocity over the time interval 关a, a ⫹ h兴. Therefore the velocity at time t 苷 a (the limit of these average velocities as h approaches 0) must be equal to the slope of the tangent line at P (the limit of the slopes of the secant lines). s

s

s=4.9t@

s=4.9t@ Q slope of secant line ⫽ average velocity

0

slope of tangent line ⫽ instantaneous velocity

P

P

a

a+h

t

0

a

t

FIGURE 5

Examples 1 and 3 show that in order to solve tangent and velocity problems we must be able to find limits. After studying methods for computing limits in the next four sections, we will return to the problems of finding tangents and velocities in Chapter 2.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

SECTION 1.4

1.4

THE TANGENT AND VELOCITY PROBLEMS

49

Exercises

1. A tank holds 1000 gallons of water, which drains from the

(c) Using the slope from part (b), find an equation of the tangent line to the curve at P共0.5, 0兲. (d) Sketch the curve, two of the secant lines, and the tangent line.

bottom of the tank in half an hour. The values in the table show the volume V of water remaining in the tank ( in gallons) after t minutes. t (min)

5

10

15

20

25

30

V (gal)

694

444

250

111

28

0

5. If a ball is thrown into the air with a velocity of 40 ft兾s, its

height in feet t seconds later is given by y 苷 40t ⫺ 16t 2. (a) Find the average velocity for the time period beginning when t 苷 2 and lasting ( i) 0.5 second ( ii) 0.1 second ( iii) 0.05 second ( iv) 0.01 second (b) Estimate the instantaneous velocity when t 苷 2.

(a) If P is the point 共15, 250兲 on the graph of V, find the slopes of the secant lines PQ when Q is the point on the graph with t 苷 5, 10, 20, 25, and 30. (b) Estimate the slope of the tangent line at P by averaging the slopes of two secant lines. (c) Use a graph of the function to estimate the slope of the tangent line at P. (This slope represents the rate at which the water is flowing from the tank after 15 minutes.)

6. If a rock is thrown upward on the planet Mars with a velocity

of 10 m兾s, its height in meters t seconds later is given by y 苷 10t ⫺ 1.86t 2. (a) Find the average velocity over the given time intervals: ( i) [1, 2] ( ii) [1, 1.5] ( iii) [1, 1.1] ( iv) [1, 1.01] (v) [1, 1.001] (b) Estimate the instantaneous velocity when t 苷 1.

2. A cardiac monitor is used to measure the heart rate of a patient

after surgery. It compiles the number of heartbeats after t minutes. When the data in the table are graphed, the slope of the tangent line represents the heart rate in beats per minute.

7. The table shows the position of a cyclist. t (min) Heartbeats

36

38

40

42

44

2530

2661

2806

2948

3080

The monitor estimates this value by calculating the slope of a secant line. Use the data to estimate the patient’s heart rate after 42 minutes using the secant line between the points with the given values of t. (a) t 苷 36 and t 苷 42 (b) t 苷 38 and t 苷 42 (c) t 苷 40 and t 苷 42 (d) t 苷 42 and t 苷 44 What are your conclusions?

2

3

4

5

s (meters)

0

1.4

5.1

10.7

17.7

25.8

and forth along a straight line is given by the equation of motion s 苷 2 sin ␲ t ⫹ 3 cos ␲ t, where t is measured in seconds. (a) Find the average velocity during each time period: ( i) [1, 2] ( ii) [1, 1.1] ( iii) [1, 1.01] ( iv) [1, 1.001] (b) Estimate the instantaneous velocity of the particle when t 苷 1. 9. The point P共1, 0兲 lies on the curve y 苷 sin共10␲兾x兲.

4. The point P共0.5, 0兲 lies on the curve y 苷 cos ␲ x.

Graphing calculator or computer required

1

8. The displacement ( in centimeters) of a particle moving back

(a) If Q is the point 共x, 1兾共1 ⫺ x兲兲, use your calculator to find the slope of the secant line PQ (correct to six decimal places) for the following values of x : ( i) 1.5 ( ii) 1.9 ( iii) 1.99 ( iv) 1.999 (v) 2.5 (vi) 2.1 (vii) 2.01 (viii) 2.001 (b) Using the results of part (a), guess the value of the slope of the tangent line to the curve at P共2, ⫺1兲 . (c) Using the slope from part (b), find an equation of the tangent line to the curve at P共2, ⫺1兲 .

;

0

(a) Find the average velocity for each time period: ( i) 关1, 3兴 ( ii) 关2, 3兴 ( iii) 关3, 5兴 ( iv) 关3, 4兴 (b) Use the graph of s as a function of t to estimate the instantaneous velocity when t 苷 3.

3. The point P共2, ⫺1兲 lies on the curve y 苷 1兾共1 ⫺ x兲.

(a) If Q is the point 共 x, cos ␲ x兲, use your calculator to find the slope of the secant line PQ (correct to six decimal places) for the following values of x : ( i) 0 ( ii) 0.4 ( iii) 0.49 ( iv) 0.499 (v) 1 (vi) 0.6 (vii) 0.51 (viii) 0.501 (b) Using the results of part (a), guess the value of the slope of the tangent line to the curve at P共0.5, 0兲.

t (seconds)

;

(a) If Q is the point 共x, sin共10␲兾x兲兲, find the slope of the secant line PQ (correct to four decimal places) for x 苷 2, 1.5, 1.4, 1.3, 1.2, 1.1, 0.5, 0.6, 0.7, 0.8, and 0.9. Do the slopes appear to be approaching a limit? (b) Use a graph of the curve to explain why the slopes of the secant lines in part (a) are not close to the slope of the tangent line at P. (c) By choosing appropriate secant lines, estimate the slope of the tangent line at P.

1. Homework Hints available at stewartcalculus.com

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50

CHAPTER 1

1.5

FUNCTIONS AND LIMITS

The Limit of a Function Having seen in the preceding section how limits arise when we want to find the tangent to a curve or the velocity of an object, we now turn our attention to limits in general and numerical and graphical methods for computing them. Let’s investigate the behavior of the function f defined by f 共x兲 苷 x 2 ⫺ x ⫹ 2 for values of x near 2. The following table gives values of f 共x兲 for values of x close to 2 but not equal to 2. y

ƒ approaches 4.

y=≈-x+2

4

0

2

As x approaches 2, FIGURE 1

x

f 共x兲

x

f 共x兲

1.0 1.5 1.8 1.9 1.95 1.99 1.995 1.999

2.000000 2.750000 3.440000 3.710000 3.852500 3.970100 3.985025 3.997001

3.0 2.5 2.2 2.1 2.05 2.01 2.005 2.001

8.000000 5.750000 4.640000 4.310000 4.152500 4.030100 4.015025 4.003001

x

From the table and the graph of f (a parabola) shown in Figure 1 we see that when x is close to 2 (on either side of 2), f 共x兲 is close to 4. In fact, it appears that we can make the values of f 共x兲 as close as we like to 4 by taking x sufficiently close to 2. We express this by saying “the limit of the function f 共x兲 苷 x 2 ⫺ x ⫹ 2 as x approaches 2 is equal to 4.” The notation for this is lim 共x 2 ⫺ x ⫹ 2兲 苷 4 x l2

In general, we use the following notation. 1 Definition Suppose f 共x兲 is defined when x is near the number a. (This means that f is defined on some open interval that contains a, except possibly at a itself.) Then we write

lim f 共x兲 苷 L

xla

and say

“the limit of f 共x兲, as x approaches a, equals L”

if we can make the values of f 共x兲 arbitrarily close to L (as close to L as we like) by taking x to be sufficiently close to a (on either side of a) but not equal to a. Roughly speaking, this says that the values of f 共x兲 approach L as x approaches a. In other words, the values of f 共x兲 tend to get closer and closer to the number L as x gets closer and closer to the number a (from either side of a) but x 苷 a. (A more precise definition will be given in Section 1.7.) An alternative notation for lim f 共x兲 苷 L xla

is

f 共x兲 l L

as

xla

which is usually read “ f 共x兲 approaches L as x approaches a.” Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

SECTION 1.5

THE LIMIT OF A FUNCTION

51

Notice the phrase “but x 苷 a” in the definition of limit. This means that in finding the limit of f 共x兲 as x approaches a, we never consider x 苷 a. In fact, f 共x兲 need not even be defined when x 苷 a. The only thing that matters is how f is defined near a. Figure 2 shows the graphs of three functions. Note that in part (c), f 共a兲 is not defined and in part (b), f 共a兲 苷 L. But in each case, regardless of what happens at a, it is true that lim x l a f 共x兲 苷 L. y

y

y

L

L

L

0

a

0

x

a

(a)

0

x

(b)

x

a

(c)

FIGURE 2 lim ƒ=L in all three cases x a

EXAMPLE 1 Guess the value of lim x l1

x⬍1

f 共x兲

0.5 0.9 0.99 0.999 0.9999

0.666667 0.526316 0.502513 0.500250 0.500025

x⬎1

f 共x兲

1.5 1.1 1.01 1.001 1.0001

0.400000 0.476190 0.497512 0.499750 0.499975

x⫺1 . x2 ⫺ 1

SOLUTION Notice that the function f 共x兲 苷 共x ⫺ 1兲兾共x 2 ⫺ 1兲 is not defined when x 苷 1,

but that doesn’t matter because the definition of lim x l a f 共x兲 says that we consider values of x that are close to a but not equal to a. The tables at the left give values of f 共x兲 (correct to six decimal places) for values of x that approach 1 (but are not equal to 1). On the basis of the values in the tables, we make the guess that x⫺1 lim 苷 0.5 xl1 x2 ⫺ 1 Example 1 is illustrated by the graph of f in Figure 3. Now let’s change f slightly by giving it the value 2 when x 苷 1 and calling the resulting function t :

t(x) 苷

再

x⫺1 x2 ⫺ 1

if x 苷 1

2

if x 苷 1

This new function t still has the same limit as x approaches 1. (See Figure 4.) y

y 2

y=

x-1 ≈-1

y=©

0.5

0

FIGURE 3

0.5

1

x

0

1

x

FIGURE 4

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

52

CHAPTER 1

FUNCTIONS AND LIMITS

EXAMPLE 2 Estimate the value of lim tl0

st 2 ⫹ 9 ⫺ 3 . t2

SOLUTION The table lists values of the function for several values of t near 0.

t

st 2 ⫹ 9 ⫺ 3 t2

⫾1.0 ⫾0.5 ⫾0.1 ⫾0.05 ⫾0.01

0.16228 0.16553 0.16662 0.16666 0.16667

As t approaches 0, the values of the function seem to approach 0.1666666 . . . and so we guess that lim t

st 2 ⫹ 9 ⫺ 3 t2

⫾0.0005 ⫾0.0001 ⫾0.00005 ⫾0.00001

0.16800 0.20000 0.00000 0.00000

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tl0

1 st 2 ⫹ 9 ⫺ 3 苷 t2 6

In Example 2 what would have happened if we had taken even smaller values of t? The table in the margin shows the results from one calculator; you can see that something strange seems to be happening. If you try these calculations on your own calculator you might get different values, but eventually you will get the value 0 if you make t sufficiently small. Does this mean that 1 1 the answer is really 0 instead of 6? No, the value of the limit is 6 , as we will show in the | next section. The problem is that the calculator gave false values because st 2 ⫹ 9 is very close to 3 when t is small. (In fact, when t is sufficiently small, a calculator’s value for st 2 ⫹ 9 is 3.000. . . to as many digits as the calculator is capable of carrying.) Something similar happens when we try to graph the function

For a further explanation of why calculators sometimes give false values, click on Lies My Calculator and Computer Told Me. In particular, see the section called The Perils of Subtraction.

f 共t兲 苷

st 2 ⫹ 9 ⫺ 3 t2

of Example 2 on a graphing calculator or computer. Parts (a) and (b) of Figure 5 show quite accurate graphs of f , and when we use the trace mode ( if available) we can estimate eas1 ily that the limit is about 6 . But if we zoom in too much, as in parts (c) and (d), then we get inaccurate graphs, again because of problems with subtraction.

0.2

0.2

0.1

0.1

(a) 关_5, 5兴 by 关_0.1, 0.3兴

(b) 关_0.1, 0.1兴 by 关_0.1, 0.3兴

(c) 关_10–^, 10–^兴 by 关_0.1, 0.3兴

(d) 关_10–&, 10–& 兴 by 关_0.1, 0.3兴

FIGURE 5

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SECTION 1.5

v

EXAMPLE 3 Guess the value of lim

xl0

THE LIMIT OF A FUNCTION

53

sin x . x

SOLUTION The function f 共x兲 苷 共sin x兲兾x is not defined when x 苷 0. Using a calculator

x

sin x x

⫾1.0 ⫾0.5 ⫾0.4 ⫾0.3 ⫾0.2 ⫾0.1 ⫾0.05 ⫾0.01 ⫾0.005 ⫾0.001

0.84147098 0.95885108 0.97354586 0.98506736 0.99334665 0.99833417 0.99958339 0.99998333 0.99999583 0.99999983

(and remembering that, if x 僆 ⺢, sin x means the sine of the angle whose radian measure is x), we construct a table of values correct to eight decimal places. From the table at the left and the graph in Figure 6 we guess tha