Calculus: Early Transcendentals 8th 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:
● The data in examples and exercises have been updated to be more timely.
● New examples have been added (see Examples 6.1.5, 11.2.5, and 14.3.3, for instance). And the solutions to some of the existing examples have been amplified.
● Three new projects have been added: The project Controlling Red Blood Cell Loss During Surgery (page 244) describes the ANH procedure, in which blood is extracted from the patient before an operation and is replaced by saline solution. This dilutes the patient’s blood so that fewer red blood cells are lost during bleeding and the extracted blood is returned to the patient after surgery. The project Planes and Birds: Minimizing Energy (page 344) asks how birds can minimize power and energy by flapping their wings versus gliding. In the project The Speedo LZR Racer (page 936) it is explained that this suit reduces drag in the water and, as a result, many swimming records were broken. Students are asked why a small decrease in drag can have a big effect on performance.
● I have streamlined Chapter 15 (Multiple Integrals) by combining the first two sections so that iterated integrals are treated earlier.
● More than 20% of the exercises in each chapter are new. Here are some of my favorites: 2.7.61, 2.8.36–38, 3.1.79–80, 3.11.54, 4.1.69, 4.3.34, 4.3.66, 4.4.80, 4.7.39, 4.7.67, 5.1.19–20, 5.2.67–68, 5.4.70, 6.1.51, 8.1.39, 12.5.81, 12.6.29–30, 14.6.65–66. In addition, there are some good new Problems Plus. (See Problems 12–14 on page 272, Problem 13 on page 363, Problems 16–17 on page 426, and Problem 8 on page 986.)
The most important way to foster conceptual understanding is through the problems that we assign. To that end I have devised various types of problems. Some exercise sets begin with requests to explain the meanings of the basic concepts of the section. (See, for instance, the first few exercises in Sections 2.2, 2.5, 11.2, 14.2, and 14.3.) Similarly, all the review sections begin with a Concept Check and a True-False Quiz. Other exercises test conceptual understanding through graphs or tables (see Exercises 2.7.17, 2.8.35–38, 2.8.47–52, 9.1.11–13, 10.1.24–27, 11.10.2, 13.2.1–2, 13.3.33–39, 14.1.1–2, 14.1.32–38, 14.1.41–44, 14.3.3–10, 14.6.1–2, 14.7.3–4, 15.1.6–8, 16.1.11–18, 16.2.17–18, and 16.3.1–2).
Another type of exercise uses verbal description to test conceptual understanding (see Exercises 2.5.10, 2.8.66, 4.3.69–70, and 7.8.67). I particularly value problems that combine and compare graphical, numerical, and algebraic approaches (see Exercises 2.6.45–46, 3.7.27, and 9.4.4).
Graded Exercise Sets
Each exercise set is carefully graded, progressing from basic conceptual exercises and skill-development problems to more challenging problems involving applications and proofs.
My assistants and I spent a great deal of time looking in libraries, contacting companies and government agencies, and searching the Internet for interesting real-world data to introduce, motivate, and illustrate the concepts of calculus. As a result, many of the examples and exercises deal with functions defined by such numerical data or graphs. See, for instance, Figure 1 in Section 1.1 (seismograms from the Northridge earthquake), Exercise 2.8.35 (unemployment rates), Exercise 5.1.16 (velocity of the space shuttle Endeavour), and Figure 4 in Section 5.4 (San Francisco power consumption). Functions of two variables are illustrated by a table of values of the wind-chill index as a function of air temperature and wind speed (Example 14.1.2). Partial derivatives are introduced in Section 14.3 by examining a column in a table of values of the heat index (perceived air temperature) as a function of the actual temperature and the relative humidity. This example is pursued further in connection with linear approximations (Example 14.4.3). Directional derivatives are introduced in Section 14.6 by using a temperature contour map to estimate the rate of change of temperature at Reno in the direction of Las Vegas. Double integrals are used to estimate the average snowfall in Colorado on December 20–21, 2006 (Example 15.1.9). Vector fields are introduced in Section 16.1 by depictions of actual velocity vector fields showing San Francisco Bay wind patterns.
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