James Stewart-Calculus_ Early Transcendentals-Cengage Learning (2015)

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xContentsABCDEFGHINumbers, Inequalities, and Absolute Values A2Coordinate Geometry and Lines A10Graphs of Second-Degree Equations A16Trigonometry A24Sigma Notation A34Proofs of Theorems A39The Logarithm Defined as an Integral A50Complex Numbers A57Answers to Odd-Numbered Exercises A65Copyright 2016 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.
PrefaceA great discovery solves a great problem but there is a grain of discovery in thesolution of any problem. Your problem may be modest; but if it challenges yourcuriosity and brings into play your inventive faculties, and if you solve it by yourown means, you may experience the tension and enjoy the triumph of discovery.g e o r g e polyaThe art of teaching, Mark Van Doren said, is the art of assisting discovery. I have triedto write a book that assists students in discovering calculus—both for its practical powerand its surprising beauty. In this edition, as in the first seven editions, I aim to conveyto the student a sense of the utility of calculus and develop technical competence, but Ialso strive to give some appreciation for the intrinsic beauty of the subject. Newtonundoubtedly experienced a sense of triumph when he made his great discoveries. I wantstudents to share some of that excitement.The emphasis is on understanding concepts. I think that nearly everybody agrees thatthis should be the primary goal of calculus instruction. In fact, the impetus for the currentcalculus reform movement came from the Tulane Conference in 1986, which formulatedas their first recommendation:Focus on conceptual understanding.I have tried to implement this goal through the Rule of Three: “Topics should be presentedgeometrically, numerically, and algebraically.” Visualization, numerical andgraphical experimentation, and other approaches have changed how we teach conceptualreasoning in fundamental ways. More recently, the Rule of Three has been expandedto become the Rule of Four by emphasizing the verbal, or descriptive, point of view aswell.In writing the eighth edition my premise has been that it is possible to achieve conceptualunderstanding and still retain the best traditions of traditional calculus. The bookcontains elements of reform, but within the context of a traditional curriculum.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, Eighth Edition, is similar to the present textbook except that the exponential,logarithmic, and inverse trigonometric functions are covered in the secondsemester.● Essential Calculus, Second Edition, is a much briefer book (840 pages), though itcontains almost all of the topics in Calculus, Eighth Edition. The relative brevity isachieved through briefer exposition of some topics and putting some features on thewebsite.● Essential Calculus: Early Transcendentals, Second Edition, resembles EssentialCalculus, but the exponential, logarithmic, and inverse trigonometric functions arecovered in Chapter 3.xiCopyright 2016 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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AQCR¨¨OFIGURE FOR PROBLEM 23P23.
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¨PA(¨) B(¨)QFIGURE for PROBLEM 2
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A18appendix C Graphs of Second-Degr
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A20appendix C Graphs of Second-Degr
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A22appendix c Graphs of Second-Degr
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A24appendix D TrigonometryAnglesAng
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A26appendix D Trigonometryhypotenus
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A28appendix D TrigonometryTrigonome
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A30appendix D Trigonometry18a 18b18
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A32appendix D TrigonometryExercises
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A34appendix E Sigma NotationA conve
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A36appendix E Sigma NotationSOLUTIO
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A38appendix E Sigma NotationExercis
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A40appendix F Proofs of TheoremsSin
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A42appendix F Proofs of Theorems3
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A44appendix F Proofs of TheoremsDWe
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A46appendix F Proofs of TheoremsPro
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A48appendix F Proofs of TheoremsSec
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A50appendix G The Logarithm Defined
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A58appendix h Complex NumbersSOLUTI
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A60appendix h Complex NumbersThe po
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A62appendix h Complex NumbersFrom t
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A64appendix h Complex NumbersExerci
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A66 Appendix I Answers to Odd-Numbe
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A100 Appendix I Answers to Odd-Numb
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A140indexBrahe, Tycho, 875branches
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A142indexderivative(s) (continued)o
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A144indexfunction(s) (continued)gra
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A146indexleast squares method, 26,
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A148indexparametric equations, 640,
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A150indexseries (continued)harmonic
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A152indexvector field, 1068, 1069co
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Chapter 8Concept Check AnswersCut h
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Chapter 10Concept Check AnswersCut
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Chapter 12Concept Check Answers (co
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Chapter 14Concept Check Answers (co
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Cut here and keep for referenceChap
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Cut here and keep for referenceChap
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2 ■ LIES MY CALCULATOR AND COMPUT
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James Stewart-Calculus_ Early Transcendentals-Cengage Learning (2015)

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