This text is rigorous, fairly traditional and is appropriate for engineering and science calculus tracks. Hallmarks are accuracy, strong engineering and science applications, deep problem sets (in quantity, depth, and range), and spectacular visuals.
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This text is rigorous, fairly traditional and is appropriate for engineering and science calculus tracks. Hallmarks are accuracy, strong engineering and science applications, deep problem sets (in quantity, depth, and range), and spectacular visuals.
Les mer
1 Functions, Graphs, and Models 2 Prelude to Calculus3 The Derivative 4 Additional Applications of the Derivative 5 The Integral   6 Applications of the Integral 7 Techniques of Integration  8 Differential Equations   9 Polar Coordinates and Parametric Curves   10 Infinite Series     11 Vectors, Curves, and Surfaces in Space 12 Partial Differentiation 13 Multiple Integrals    Answers to Odd-Numbered Problems References for Further Study Index
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New Section Study Guides - Ten true/false items at the end of each section are provided to help students check the accuracy of their reading and retention, and to guide them systematically back through appropriate parts of the section for any further review of facts and concepts that is needed before attempting to work the problems. Answers and hints are for these true/false items provided at the back of the book (preceding the odd answers section). Students can first mark each item as true or false, and then consult the answers that are provided. If any of his answers are incorrect, then the hints for the appropriate items can be consulted. The hint for each item steers the student to the appropriate part of the section to read again to see what his or her difficulty was. Each chapter review consists of two parts–Understanding and Objectives–that precedes the chapter’s miscellaneous problems set. The Understanding part consists of concepts, definitions, formulas, results, etc.–with page references provided–to be reviewed section-by-section in preparation for the chapter test. Its premise is that the student who actually needs this review assistance likely can not or has not outlined the chapter for himself. As experienced teachers know, many (if not most) students need help in identifying, locating, and describing briefly the individual items in the chapter whose understanding comprise a knowledge of the chapter as a whole. The Objectives part identifies sample problems in each section that are recommended for review. Here again, many students are unable to categorise and recognise the types of problems that have been covered and the skills required for their solution. They have not consistently worked the problems in each section as it was covered in class, and may need help in identifying a manageable number of representative problems to review. Consequently, this part of the chapter review material provides a section-by-section list of the methods and techniques that have been covered and–for each such type–several illustrative problems selected to provide adequate practice in preparation for a chapter test. Conceptual Discussion Questions - The set of problems that concludes each section is preceded by a brief Concepts: Questions and Discussion set consisting of several open-ended conceptual questions that can be used for either individual study or classroom discussion. Odd Answers - The answers section in the back of the book has been greatly expanded for this edition, principally through the insertion of over 340 new figures. This computer-generated artwork is intended to aid student understanding of those problems whose comprehension has a strong visual component. The result is a more attractive answers section that invites student attention and study in its own right. Student Investigations - A number of the text’s investigations (or projects) have been re-written for this edition. These appear following the problem sets at the ends of key sections throughout the text. Most (but not all) of these projects employ some aspect of modern computational technology to illustrate the principal ideas of the preceding section, and many contain additional problems intended for solution with the use of a graphing calculator or computer algebra system. Where appropriate, project discussions are significantly expanded in the project manuals that accompany the text. Historical Material - Historical and biographical chapter openings offer students a sense of the development of our subject by real human beings. Indeed, our exposition of calculus frequently reflects the historical development of
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What’s New to This Edition New Section Study Guides Ten true/false items at the end of each section are provided to help students check the accuracy of their reading and retention, and to guide them systematically back through appropriate parts of the section for any further review of facts and concepts that is needed before attempting to work the problems. Answers and hints are for these true/false items provided at the back of the book (preceding the odd answers section). Students can first mark each item as true or false, and then consult the answers that are provided. If any of his answers are incorrect, then the hints for the appropriate items can be consulted. The hint for each item steers the student to the appropriate part of the section to read again to see what his or her difficulty was. New Chapter Reviews Each chapter review consists of two parts–Understanding and Objectives–that precedes the chapter’s miscellaneous problems set. The Understanding part consists of concepts, definitions, formulas, results, etc.–with page references provided–to be reviewed section-by-section in preparation for the chapter test. Its premise is that the student who actually needs this review assistance likely can not or has not outlined the chapter for himself. As experienced teachers know, many (if not most) students need help in identifying, locating, and describing briefly the individual items in the chapter whose understanding comprise a knowledge of the chapter as a whole. The Objectives part identifies sample problems in each section that are recommended for review. Here again, many students are unable to categorize and recognize the types of problems that have been covered and the skills required for their solution. They have not consistently worked the problems in each section as it was covered in class, and may need help in identifying a manageable number of representative problems to review. Consequently, this part of the chapter review material provides a section-by-section list of the methods and techniques that have been covered and–for each such type–several illustrative problems selected to provide adequate practice in preparation for a chapter test. Additional Learning Aids Conceptual Discussion Questions The set of problems that concludes each section is preceded by a brief Concepts: Questions and Discussion set consisting of several open-ended conceptual questions that can be used for either individual study or classroom discussion. Odd Answers The answers section in the back of the book has been greatly expanded for this edition, principally through the insertion of over 340 new figures. This computer-generated artwork is intended to aid student understanding of those problems whose comprehension has a strong visual component. The result is a more attractive answers section that invites student attention and study in its own right. Solutions Manuals Paralleling the pedagogical emphasis in the revision of the text itself, the solutions manuals–odd-numbered solutions in the 990-page Student Solutions Manual, all solutions in the 1920-page Instructor’s Solution Manual– have been reworked, especially with all new and substantially improved artwork. These solutions were written exclusively by the authors with the same care devoted to the textbook exposition, and have been checked independently by others. Student Investigations A number of the text’s investigations (or projects) have been re-written for this edition. These appear following the problem sets at the ends of key se
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Produktdetaljer

ISBN
9781292022178
Publisert
2013-07-31
Utgave
7. utgave
Utgiver
Vendor
Pearson Education Limited
Vekt
2580 gr
Høyde
274 mm
Bredde
216 mm
Dybde
50 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
1252

Biographical note

C. Henry Edwards is emeritus professor of mathematics at the University of Georgia. He earned his Ph.D. at the University of Tennessee in 1960, and recently retired after 40 years of classroom teaching (including calculus or differential equations almost every term) at the universities of Tennessee, Wisconsin, and Georgia, with a brief interlude at the Institute for Advanced Study (Princeton) as an Alfred P. Sloan Research Fellow. He has received numerous teaching awards, including the University of Georgia’s honoratus medal in 1983 (for sustained excellence in honors teaching), its Josiah Meigs award in 1991 (the institution’s highest award for teaching), and the 1997 statewide Georgia Regents award for research university faculty teaching excellence. His scholarly career has ranged from research and dissertation direction in topology to the history of mathematics to computing and technology in the teaching and applications of mathematics. In addition to being author or co-author of calculus, advanced calculus, linear algebra, and differential equations textbooks, he is well-known to calculus instructors as author of The Historical Development of the Calculus (Springer-Verlag, 1979). During the 1990s, he served as a principal investigator on three NSF-supported projects: (1) A school mathematics project including Maple for beginning algebra students, (2) A Calculus-with-Mathematica program, and (3) A MATLAB-based computer lab project for numerical analysis and differential equations students.

David E. Penney, University of Georgia, completed his Ph.D. at Tulane University in 1965 (under the direction of Prof. L. Bruce Treybig) while teaching at the University of New Orleans. Earlier he had worked in experimental biophysics at Tulane University and the Veteran’s Administration Hospital in New Orleans under the direction of Robert Dixon McAfee, where Dr. McAfee’s research team’s primary focus was on the active transport of sodium ions by biological membranes. Penney’s primary contribution here was the development of a mathematical model (using simultaneous ordinary differential equations) for the metabolic phenomena regulating such transport, with potential future applications in kidney physiology, management of hypertension, and treatment of congestive heart failure. He also designed and constructed servomechanisms for the accurate monitoring of ion transport, a phenomenon involving the measurement of potentials in microvolts at impedances of millions of megohms. Penney began teaching calculus at Tulane in 1957 and taught that course almost every term with enthusiasm and distinction until his retirement at the end of the last millennium. During his tenure at the University of Georgia, he received numerous University-wide teaching awards as well as directing several doctoral dissertations and seven undergraduate research projects. He is the author or co-author of textbooks on calculus, computer programming, differential equations, linear algebra, and liberal arts mathematics.