Multivariable Calculus Metric Edition James Stewart Full Chapter

Multivariable Calculus, Metric Edition
James Stewart
Visit to download the full and correct content document:
https://ebookmass.com/product/multivariable-calculus-metric-edition-james-stewart/
Study Smarter.
Ever wonder if you studied enough? WebAssign from
Cengage can help.
WebAssign is an online learning platform for your math,

statistics, physical sciences and engineering courses.
It helps you practice, focus your study time and absorb
what you learn. When class comes—you’re way
more confide t.
With WebAssign you will:
Get instant feedback Know how well you

and grading understand concepts
Watch videos and tutorials Perform better on

when you’re stuck in-class assignments
Ask your instructor today how you can get

access to WebAssign!
cengage.com/webassign
Copyright 2021 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.
REFERENCE page 1
ALGEBRA GEOMETRY
Arithmetic Operations Geometric Formulas
Cut here and keep for reference
a c ad 1 bc
asb 1 cd − ab 1 ac 1 − Formulas for area A, circumference C, and volume V:
b d bd
a Triangle Circle Sector of Circle
a1c a c b a d ad A − 12 bh A − r 2 A − 12 r 2
− 1 − 3 −
b b b c b c bc
d − 12 ab sin C − 2r s − r s in radiansd
Exponents and Radicals

a r
xm h s
x m x n − x m1n − x m2n
xn ¨ r
b ¨
1
sx mdn − x m n x2n − n r
x
sxydn − x n y n SD x
y
n
−
xn
yn
Sphere Cylinder Cone
x − (s x)
m
x 1yn − s
n
x x myn − s
n m n
V− 4 3
V − r h 2
V − 13 r 2h
3 r
Î sx n
x A − 4r 2 A − rsr 2 1 h 2
s xy − s x s y
n n n n − n
y sy
r
Factoring Special Polynomials
r h
x 2 2 y 2 − sx 1 ydsx 2 yd h
x 3 1 y 3 − sx 1 ydsx 2 2 xy 1 y 2d r
x 3 2 y 3 − sx 2 ydsx 2 1 xy 1 y 2d
Binomial Theorem Distance and Midpoint Formulas

sx 1 yd2 − x 2 1 2xy 1 y 2 sx 2 yd2 − x 2 2 2xy 1 y 2 Distance between P1sx1, y1d and P2sx 2, y2d:
sx 1 yd3 − x 3 1 3x 2 y 1 3xy 2 1 y 3
d − ssx 2 2 x1d2 1 s y2 2 y1d2
sx 2 yd3 − x 3 2 3x 2 y 1 3xy 2 2 y 3
sx 1 ydn − x n 1 nx n21y 1
nsn 2 1d n22 2
2
x y
Midpoint of P1 P2: S x1 1 x 2 y1 1 y2
, D
SD
2 2
n n2k k …
1 … 1 x y 1 1 nxy n21 1 y n
k
where SD n
k
−
nsn 2 1d … sn 2 k 1 1d
1?2?3?…?k
Lines
Slope of line through P1sx1, y1d and P2sx 2, y2d:
Quadratic Formula m−
y2 2 y1
2b 6 sb 2 2 4ac x 2 2 x1
If ax 2 1 bx 1 c − 0, then x − .
2a
Point-slope equation of line through P1sx1, y1d with slope m:
Inequalities and Absolute Value
y 2 y1 − msx 2 x1d
If a , b and b , c, then a , c.
If a , b, then a 1 c , b 1 c. Slope-intercept equation of line with slope m and y-intercept b:
If a , b and c . 0, then ca , cb.
y − mx 1 b
If a , b and c , 0, then ca . cb.
If a . 0, then Circles
| |
x − a means x − a or x − 2a
Equation of the circle with center sh, kd and radius r:
| |
x , a means 2a , x , a
| x | . a means x . a or x , 2a sx 2 hd2 1 s y 2 kd2 − r 2
REFERENCE page 2
TRIGONOMETRY
Angle Measurement Fundamental Identities
radians − 1808 1 1
csc − sec −
s sin cos
180° r
18 − rad 1 rad − sin cos
180 ¨
tan − cot −
r cos sin
s − r
s in radiansd 1
cot − sin2 1 cos2 − 1
tan
Right Angle Trigonometry 1 1 tan2 − sec 2 1 1 cot 2 − csc 2
opp hyp
sin − csc − sins2d − 2sin coss2d − cos
hyp opp
S D
hyp
adj hyp opp
cos − sec − tans2d − 2tan sin 2 − cos
hyp adj ¨ 2
S D S D
adj
opp adj
tan − cot − cos 2 − sin tan 2 − cot
adj opp 2 2
Trigonometric Functions
The Law of Sines B
y r y
sin − csc − sin A sin B sin C
r y a
− −
(x, y) a b c
x r r
cos − sec − C
r x c
y x ¨
tan − cot −
x
The Law of Cosines
x y b
a 2 − b 2 1 c 2 2 2bc cos A
Graphs of Trigonometric Functions b 2 − a 2 1 c 2 2 2ac cos B
y y y y=tan x c 2 − a 2 1 b 2 2 2ab cos C A
y=sin x y=cos x
1 1
π 2π Addition and Subtraction Formulas
2π
x π 2π x π x sinsx 1 yd − sin x cos y 1 cos x sin y
_1 _1 sinsx 2 yd − sin x cos y 2 cos x sin y
cossx 1 yd − cos x cos y 2 sin x sin y

y y=csc x y y=sec x y y=cot x cossx 2 yd − cos x cos y 1 sin x sin y
tan x 1 tan y
1 1 tansx 1 yd −
1 2 tan x tan y
π 2π x π 2π x π 2π x tansx 2 yd −
tan x 2 tan y
_1 _1 1 1 tan x tan y
Double-Angle Formulas
sin 2x − 2 sin x cos x
Trigonometric Functions of Important Angles
cos 2x − cos 2x 2 sin 2x − 2 cos 2x 2 1 − 1 2 2 sin 2x
radians sin cos tan
2 tan x
08 0 0 1 0 tan 2x −
1 2 tan2x
308 y6 1y2 s3y2 s3y3
458 y4 s2y2 s2y2 1 Half-Angle Formulas
608 y3 s3y2 1y2 s3
1 2 cos 2x 1 1 cos 2x
908 y2 1 0 — sin 2x − cos 2x −
2 2
M ULTIVARIAB LE
CALCULUS
NINTH EDITION
Met r i c Ve r si on
JAMES STEWART
McMASTER UNIVERSITY
AND
UNIVERSITY OF TORONTO
DANIEL CLEGG
PALOMAR COLLEGE
SALEEM WATSON
CALIFORNIA STATE UNIVERSITY, LONG BEACH
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
to remove content from this title at any time if subsequent rights restrictions require it. For
valuable information on pricing, previous editions, changes to current editions, and alternate
formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for
materials in your areas of interest.
Important Notice: Media content referenced within the product description or the product
text may not be available in the eBook version.
Multivariable Calculus, Ninth Edition, © 2021, 2016 Cengage Learning, Inc.
Metric Version WCN: 02-300
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
James Stewart, Daniel Clegg, Saleem Watson
may be reproduced or distributed in any form or by any means, except as
Metric Version Prepared by Anthony Tan and permitted by U.S. copyright law, without the prior written permission of the
Michael Verwer both at McMaster University copyright owner.
International Product Director, Global Editions: For product information and technology assistance, contact us at
Timothy L. Anderson Cengage Customer & Sales Support, 1-800-354-9706
or support.cengage.com.
Product Assistant: Andrew Reddish
Content Manager: Emma Collins For permission to use material from this text or product, submit all
requests online at www.cengage.com/permissions.
Production Service: Kathi Townes, TECHart
Compositor: Graphic World

ISBN:978-0-357-11350-9
Art Director: Angela Sheehan, Vernon Boes
Cengage International Offices
IP Analyst: Ashley Maynard Asia Australia/New Zealand
www.cengageasia.com www.cengage.com.au
IP Project Manager: Carly Belcher
tel: (65) 6410 1200 tel: (61) 3 9685 4111
Manager, Global IP Integration: Eleanor Rummer
Brazil India
Text Designer: Diane Beasley www.cengage.com.br www.cengage.co.in
tel: (55) 11 3665 9900 tel: (91) 11 4364 1111
Cover Designer: Nadine Ballard
Latin America UK/Europe/Middle East/Africa
Cover Image: WichitS/ShutterStock.com
www.cengage.com.mx www.cengage.co.uk
tel: (52) 55 1500 6000 tel: (44) 0 1264 332 424
Represented in Canada by
Nelson Education, Ltd.
tel: (416) 752 9100 / (800) 668 0671
www.nelson.com
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.
For product information: www.cengage.com/international

Visit your local office: www.cengage.com/global
Visit our corporate website: www.cengage.com
Printed in China
Print Number: 01 Print Year: 2019
Contents
Preface vii
Technology in the Ninth Edition xvi
To the Student xvii
10 Parametric Equations and Polar Coordinates 661

10.1 Curves Defined by Parametric Equations 662
d is cov ery pr oj ec t • Running Circles Around Circles 672
10.2 Calculus with Parametric Curves 673
d is cov ery pr oj ec t • Bézier Curves 684
10.3 Polar Coordinates 684
d is cov ery pr oj ec t • Families of Polar Curves 694
10.4 Calculus in Polar Coordinates 694
10.5 Conic Sections 702
10.6 Conic Sections in Polar Coordinates 711
Review 719
Problems Plus 722
11 Sequences, Series, and Power Series 723

11.1 Sequences 724
d is cov ery pr oj ec t • Logistic Sequences 738
11.2 Series 738
11.3 The Integral Test and Estimates of Sums 751
11.4 The Comparison Tests 760
11.5 Alternating Series and Absolute Convergence 765
11.6 The Ratio and Root Tests 774
11.7 Strategy for Testing Series 779
iii
iv CONTENTS
11.8 Power Series 781

11.9 Representations of Functions as Power Series 787
11.10 Taylor and Maclaurin Series 795
d is cov ery pr oj ec t • An Elusive Limit 810
wr it in g pr oj ec t • How Newton Discovered the Binomial Series 811
11.11 Applications of Taylor Polynomials 811
applied pr oj ec t • Radiation from the Stars 820
Review 821
Problems Plus 825
12 Vectors and the Geometry of Space 829

12.1 Three-Dimensional Coordinate Systems 830
12.2 Vectors 836
d is cov ery pr oj ec t • The Shape of a Hanging Chain 846
12.3 The Dot Product 847
12.4 The Cross Product 855
d is cov ery pr oj ec t • The Geometry of a Tetrahedron 864
12.5 Equations of Lines and Planes 864
d is cov ery pr oj ec t • Putting 3D in Perspective 874
12.6 Cylinders and Quadric Surfaces 875
Review 883
Problems Plus 887
13 Vector Functions 889

13.1 Vector Functions and Space Curves 890
13.2 Derivatives and Integrals of Vector Functions 898
13.3 Arc Length and Curvature 904
13.4 Motion in Space: Velocity and Acceleration 916
applied pr oj ec t • Kepler’s Laws 925
Review 927
Problems Plus 930
CONTENTS v
14 Partial Derivatives 933

14.1 Functions of Several Variables 934
14.2 Limits and Continuity 951
14.3 Partial Derivatives 961
d is cov ery pr oj ec t • Deriving the Cobb-Douglas Production Function 973
14.4 Tangent Planes and Linear Approximations 974
applied pr oj ec t • The Speedo LZR Racer 984
14.5 The Chain Rule 985
14.6 Directional Derivatives and the Gradient Vector 994
14.7 Maximum and Minimum Values 1008
d is cov ery pr oj ec t • Quadratic Approximations and Critical Points 1019
14.8 Lagrange Multipliers 1020
applied pr oj ec t • Rocket Science 1028
applied pr oj ec t • Hydro-Turbine Optimization 1030
Review 1031
Problems Plus 1035
15 Multiple Integrals 1037

15.1 Double Integrals over Rectangles 1038
15.2 Double Integrals over General Regions 1051
15.3 Double Integrals in Polar Coordinates 1062
15.4 Applications of Double Integrals 1069
15.5 Surface Area 1079
15.6 Triple Integrals 1082
d is cov ery pr oj ec t • Volumes of Hyperspheres 1095
15.7 Triple Integrals in Cylindrical Coordinates 1095
d is cov ery pr oj ec t • The Intersection of Three Cylinders 1101
15.8 Triple Integrals in Spherical Coordinates 1102
applied pr oj ec t • Roller Derby 1108
15.9 Change of Variables in Multiple Integrals 1109
Review 1117
Problems Plus 1121
vi CONTENTS
16 Vector Calculus 1123

16.1 Vector Fields 1124
16.2 Line Integrals 1131
16.3 The Fundamental Theorem for Line Integrals 1144
16.4 Green’s Theorem 1154
16.5 Curl and Divergence 1161
16.6 Parametric Surfaces and Their Areas 1170
16.7 Surface Integrals 1182
16.8 Stokes’ Theorem 1195
16.9 The Divergence Theorem 1201
16.10 Summary 1208
Review 1209
Problems Plus 1213
Appendixes A1
F Proofs of Theorems A1
G Answers to Odd-Numbered Exercises A5
Index A39
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. In this Ninth
Edition, Metric Version, as in all of the preceding editions, we continue the tradition
of writing a book that, we hope, assists students in discovering calculus — both for its
practical power and its surprising beauty. We aim to convey to the student a sense of the
utility of calculus as well as to promote development of technical ability. At the same
time, we 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. We
want students to share some of that excitement.
The emphasis is on understanding concepts. Nearly all calculus instructors agree that
conceptual understanding should be the ultimate goal of calculus instruction; to imple-
ment this goal we present fundamental topics graphically, numerically, algebraically,
and verbally, with an emphasis on the relationships between these different representa-
tions. Visualization, numerical and graphical experimentation, and verbal descriptions
can greatly facilitate conceptual understanding. Moreover, conceptual understanding
and technical skill can go hand in hand, each reinforcing the other.
We are keenly aware that good teaching comes in different forms and that there
are different approaches to teaching and learning calculus, so the exposition and exer-
cises are designed to accommodate different teaching and learning styles. The features
(including projects, extended exercises, principles of problem solving, and historical
insights) provide a variety of enhancements to a central core of fundamental concepts
and skills. Our aim is to provide instructors and their students with the tools they need
to chart their own paths to discovering calculus.
Alternate Versions
The Stewart Calculus series includes several other calculus textbooks that might be
preferable for some instructors. Most of them also come in single variable and multi-
variable versions.
• Calculus, Ninth Edition, Metric Version, includes the material in this book as well
as the single-variable calculus chapters. The exponential, logarithmic, and inverse
trigonometric functions are covered after the chapter on integration.
• Calculus: Early Transcendentals, Ninth Edition, Metric Version, includes the mate-
rial in this book in addition to single-variable calculus. The exponential, logarith-
mic, and inverse trigonometric functions are covered early, before the chapter on
integration.
vii
viii PREFACE
• Essential Calculus, Second Edition, is a much briefer book (840 pages), though it
contains almost all of the topics in Calculus, Ninth Edition. The relative brevity is
achieved through briefer exposition of some topics and putting some features on the
website.
• Essential Calculus: Early Transcendentals, Second Edition, resembles Essential
Calculus, but the exponential, logarithmic, and inverse trigonometric functions are
covered in Chapter 3.
• Calculus: Concepts and Contexts, Fourth Edition, emphasizes conceptual under-
standing even more strongly than this book. The coverage of topics is not encyclo-
pedic and the material on transcendental functions and on parametric equations is
woven throughout the book instead of being treated in separate chapters.
• Brief Applied Calculus is intended for students in business, the social sciences, and
the life sciences.
• Biocalculus: Calculus for the Life Sciences is intended to show students in the life
sciences how calculus relates to biology.
• Biocalculus: Calculus, Probability, and Statistics for the Life Sciences contains all
the content of Biocalculus: Calculus for the Life Sciences as well as three addi-
tional chapters covering probability and statistics.
What’s New in the Ninth Edition, Metric Version?

The overall structure of the text remains largely the same, but we have made many
improvements that are intended to make the Ninth Edition, Metric Version even more
usable as a teaching tool for instructors and as a learning tool for students. The changes
are a result of conversations with our colleagues and students, suggestions from users
and reviewers, insights gained from our own experiences teaching from the book, and
from the copious notes that James Stewart entrusted to us about changes that he wanted
us to consider for the new edition. In all the changes, both small and large, we have
retained the features and tone that have contributed to the success of this book.
• More than 20% of the exercises are new:
Basic exercises have been added, where appropriate, near the beginning of exer-
cise sets. These exercises are intended to build student confidence and reinforce
understanding of the fundamental concepts of a section. (See, for instance, Exer-
cises 11.4.3 – 6.)
Some new exercises include graphs intended to encourage students to understand
how a graph facilitates the solution of a problem; these exercises complement
subsequent exercises in which students need to supply their own graph. (See
Exercises 10.4.43 – 46 as well as 53 – 54, 15.5.1 – 2, 15.6.9 – 12, 16.7.15 and 24,
16.8.9 and 13.)
Some exercises have been structured in two stages, where part (a) asks for the
setup and part (b) is the evaluation. This allows students to check their answer
to part (a) before completing the problem. (See Exercises 15.2.7 – 10.)
Some challenging and extended exercises have been added toward the end of
selected exercise sets (such as Exercises 11.2.79 – 81 and 11.9.47).
PREFACE ix
Titles have been added to selected exercises when the exercise extends a con-
cept discussed in the section. (See, for example, Exercises 10.1.55 – 57 and
15.2.80 – 81.)
Some of our favorite new exercises are 10.5.69, 15.1.38, and 15.4.3 – 4. In addi-
tion, Problem 4 in the Problems Plus following Chapter 15 is interesting and
challenging.
• New examples have been added, and additional steps have been added to the solu-
tions of some existing examples. (See, for instance, Example 10.1.5, Examples
14.8.1 and 14.8.4, and Example 16.3.4.)
• Several sections have been restructured and new subheads added to focus the orga-
nization around key concepts. (Good illustrations of this are Sections 11.1, 11.2,
and 14.2.)
• Many new graphs and illustrations have been added, and existing ones updated, to
provide additional graphical insights into key concepts.
• A few new topics have been added and others expanded (within a section or in
extended exercises) that were requested by reviewers. (See, for example, the sub
section on torsion in Section 13.3.)
• New projects have been added and some existing projects have been updated.
(For instance, see the Discovery Project following Section 12.2, The Shape of a
Hanging Chain.)
• A lternating series and absolute convergence are now covered in one section (11.5).
• The chapter on Second-Order Differential Equations, as well as the associated
appendix section on complex numbers, has been moved to the website.
Features
Each feature is designed to complement different teaching and learning practices.
Throughout the text there are historical insights, extended exercises, projects, problem-
solving principles, and many opportunities to experiment with concepts by using tech-
nology. We are mindful that there is rarely enough time in a semester to utilize all of
these features, but their availability in the book gives the instructor the option to assign
some and perhaps simply draw attention to others in order to emphasize the rich ideas
of calculus and its crucial importance in the real world.
n Conceptual Exercises
The most important way to foster conceptual understanding is through the problems that
the instructor assigns. To that end we have included 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 11.2, 14.2, and 14.3) and
most exercise sets contain exercises designed to reinforce basic understanding (such as
Exercises 11.4.3 – 6). Other exercises test conceptual understanding through graphs or
tables (see Exercises 10.1.30 – 33, 13.2.1 – 2, 13.3.37 – 43, 14.1.41 – 44, 14.3.2, 14.3.4 – 6,
14.6.1 – 2, 14.7.3 – 4, 15.1.6 – 8, 16.1.13 – 22, 16.2.19 – 20, and 16.3.1 – 2).
Many exercises provide a graph to aid in visualization (see for instance Exer-
cises 10.4.43 – 46, 15.5.1 – 2, 15.6.9 – 12, and 16.7.24). In addition, all the review sections
begin with a Concept Check and a True-False Quiz.
We particularly value problems that combine and compare different approaches (see
Exercises 14.2.3 – 4, 14.7.3 – 4, 14.8.2, 15.4.3 – 4, and 16.3.13).
x PREFACE
n Graded Exercise Sets

Each exercise set is carefully graded, progressing from basic conceptual exercises, to
skill-development and graphical exercises, and then to more challenging exercises that
often extend the concepts of the section, draw on concepts from previous sections, or
involve applications or proofs.
n Real-World Data
Real-world data provide a tangible way to introduce, motivate, or illustrate the concepts
of calculus. As a result, many of the examples and exercises deal with functions defined
by such numerical data or graphs. These real-world data have been obtained by contact-
ing companies and government agencies as well as researching on the Internet and in
libraries. See, for instance, Example 3 in Section 14.4 (the heat index), Figure 1 in Sec-
tion 14.6 (temperature contour map), Example 9 in Section 15.1 (snowfall in Colorado),
and Figure 1 in Section 16.1 (velocity vector fields of wind in San Francisco Bay).
n Projects
One way of involving students and making them active learners is to have them work
(perhaps in groups) on extended projects that give a feeling of substantial accomplish-
ment when completed. There are three kinds of projects in the text.
Applied Projects involve applications that are designed to appeal to the imagina-
tion of students. 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.
Discovery Projects anticipate results to be discussed later or encourage discovery
through pattern recognition. Several discovery projects explore aspects of geometry:
tetrahedra (after Section 12.4), hyperspheres (after Section 15.6), and intersections of
three cylinders (after Section 15.7). Additionally, the project following Section 12.2 uses
the geometric definition of the derivative to find a formula for the shape of a hanging
chain. Some projects make substantial use of technology; the one following Section 10.2
shows how to use Bézier curves to design shapes that represent letters for a laser printer.
The Writing Project following Section 11.10 asks students to compare present-day
methods with those of the founders of calculus. Suggested references are supplied.
More projects can be found in the Instructor’s Guide. There are also extended exer-
cises that can serve as smaller projects. (See Exercise 13.3.75 on the evolute of a curve,
Exercise 14.7.61 on the method of least squares, or Exercise 16.3.42 on inverse square
fields.)
n Technology
When using technology, it is particularly important to clearly understand the con-
cepts that underlie the images on the screen or the results of a calculation. When
properly used, graphing calculators and computers are powerful tools for discovering
and understanding those concepts. This textbook can be used either with or without
technology — we use two special symbols to indicate clearly when a particular type of
assistance from technology is required. The icon ; indicates an exercise that definitely
requires the use of graphing software or a graphing calculator to aid in sketching a
graph. (That is not to say that the technology can’t be used on the other exercises as
well.) The symbol means that the assistance of software or a graphing calculator is
needed beyond just graphing to complete the exercise. Freely available websites such
as WolframAlpha.com or Symbolab.com are often suitable. In cases where the full
PREFACE xi
resources of a computer algebra system, such as Maple or Mathematica, are needed, we

state this in the exercise. Of course, technology doesn’t make pencil and paper obsolete.
Hand calculation and sketches are often preferable to technology for illustrating and
reinforcing some concepts. Both instructors and students need to develop the ability
to decide where using technology is appropriate and where more insight is gained by
working out an exercise by hand.
n WebAssign: webassign.net
This Ninth Edition is available with WebAssign, a fully customizable online solution
for STEM disciplines from Cengage. WebAssign includes homework, an interactive
mobile eBook, videos, tutorials and Explore It interactive learning modules. Instructors
can decide what type of help students can access, and when, while working on assign-
ments. The patented grading engine provides unparalleled answer evaluation, giving
students instant feedback, and insightful analytics highlight exactly where students are
struggling. For more information, visit cengage.com/WebAssign.
n Stewart Website
Visit StewartCalculus.com for these additional materials:
• Homework Hints
• Solutions to the Concept Checks (from the review section of each chapter)
• Algebra and Analytic Geometry Review
• Lies My Calculator and Computer Told Me
• History of Mathematics, with links to recommended historical websites
• dditional Topics (complete with exercise sets): Fourier Series, Rotation of Axes,
A
Formulas for the Remainder Theorem in Taylor Series
• Additional chapter on second-order differential equations, including the method of
series solutions, and an appendix section reviewing complex numbers and complex
exponential functions
• Instructor Area that includes archived problems (drill exercises that appeared in
previous editions, together with their solutions)
• Challenge Problems (some from the Problems Plus sections from prior editions)
• Links, for particular topics, to outside Web resources
Content
10 Parametric Equations and This chapter introduces parametric and polar curves and applies the methods of cal-
Polar Coordinates culus to them. Parametric curves are well suited to projects that require graphing with
technology; the two 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 Sequences, Series, and The convergence tests have intuitive justifications (see Section 11.3) as well as formal
Power Series proofs. Numerical estimates of sums of series are based on which test was used to prove
convergence. The emphasis is on Taylor series and polynomials and their applications
to physics.
xii PREFACE
12 Vectors and the Geometry The material on three-dimensional analytic geometry and vectors is covered in this and
of Space the next chapter. Here we deal 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, culmi-
nating in Kepler’s laws.
14 Partial Derivatives Functions of two or more variables are studied from verbal, numerical, visual, and alge-
braic points of view. In particular, partial derivatives are introduced 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
volumes, surface areas, and (in projects) volumes of hyperspheres and volumes of inter-
sections of three cylinders. Cylindrical and spherical coordinates are introduced in the
context of evaluating triple integrals. Several applications are considered, including
computing mass, charge, and probabilities.
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 Since first-order differential equations are covered in Chapter 9, this online chapter deals
Equations with second-order linear differential equations, their application to vibrating springs and
electric circuits, and series solutions.
Ancillaries
Multivariable Calculus, Ninth Edition, Metric Version is supported by a complete set
of ancillaries. Each piece has been designed to enhance student understanding and to
facilitate creative instruction.
n Ancillaries for Instructors

Instructor’s Guide by Douglas Shaw
Each section of the text is discussed from several viewpoints. Available online at the Instruc-
tor’s Companion Site, 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.
Complete Solutions Manual Multivariable Calculus, Ninth Edition, Metric Version

Chapters 10 –16
By Joshua Babbin and Gina Sanders with metrication by Anthony Tan and Mike Verwer both
from McMaster University
Includes worked-out solutions to all exercises in the text. The Complete Solutions Manual is
available online at the Instructor’s Companion Site.
Test Bank Contains text-specific multiple-choice and free response test items and is available online at the
Instructor’s Companion Site.
PREFACE xiii
Cengage Learning Testing This flexible online system allows you to author, edit, and manage test bank content; create
Powered by Cognero multiple test versions in an instant; and deliver tests from your LMS, your classroom, or
wherever you want.
n Ancillaries for Instructors and Students

Stewart Website Homework Hints n Algebra Review n Additional Topics n Drill exercises n
StewartCalculus.com Challenge Problems n Web links n History of Mathematics
WebAssign®
Calculus: Early Transcendentals, Access to WebAssign
Ninth Edition, Metric Version Printed Access Code: ISBN 978-0-357-43916-6
Instant Access Code: ISBN 978-0-357-43915-9
Calculus, Ninth Edition, Access to WebAssign

Metric Version Printed Access Code: ISBN 978-0-357-43944-9
Instant Access Code: ISBN 978-0-357-43943-2
Prepare for class with confidence using WebAssign from Cengage. This online learning
platform—which includes an interactive ebook—fuels practice, so you absorb what you learn
and prepare better for tests. Videos and tutorials walk you through concepts and deliver instant
feedback and grading, so you always know where you stand in class. Focus your study time and
get extra practice where you need it most. Study smarter! Ask your instructor today how you can
get access to WebAssign, or learn about self-study options at Cengage.com/WebAssign.
xiv PREFACE
Acknowledgments
One of the main factors aiding in the preparation of this edition is the cogent advice
from a large number of reviewers, all of whom have extensive experience teaching cal-
culus. We greatly appreciate their suggestions and the time they spent to understand the
approach taken in this book. We have learned something from each of them.
n Ninth Edition Reviewers

Malcolm Adams, University of Georgia Joseph Londino, University of Memphis
Ulrich Albrecht, Auburn University Colton Magnant, Georgia Southern University
Bonnie Amende, Saint Martin’s University Mark Marino, University at Buffalo – SUNY, N. Campus
Champike Attanayake, Miami University Middletown Kodie Paul McNamara, Georgetown University
Amy Austin, Texas A&M University Mariana Montiel, Georgia State University
Elizabeth Bowman, University of Alabama Russell Murray, Saint Louis Community College
Joe Brandell, West Bloomfield High School / Oakland University Ashley Nicoloff, Glendale Community College
Lorraine Braselton, Georgia Southern University Daniella Nokolova-Popova, Florida Atlantic University
Mark Brittenham, University of Nebraska – Lincoln Giray Okten, Florida State University – Tallahassee
Michael Ching, Amherst College Aaron Peterson, Northwestern University
Kwai-Lee Chui, University of Florida Alice Petillo, Marymount University
Arman Darbinyan, Vanderbilt University Mihaela Poplicher, University of Cincinnati
Roger Day, Illinois State University Cindy Pulley, Illinois State University
Toka Diagana, Howard University Russell Richins, Thiel College
Karamatu Djima, Amherst College Lorenzo Sadun, University of Texas at Austin
Mark Dunster, San Diego State University Michael Santilli, Mesa Community College
Eric Erdmann, University of Minnesota – Duluth Christopher Shaw, Columbia College
Debra Etheridge, The University of North Carolina at Chapel Hill Brian Shay, Canyon Crest Academy
Jerome Giles, San Diego State University Mike Shirazi, Germanna Community College – Fredericksburg
Mark Grinshpon, Georgia State University Pavel Sikorskii, Michigan State University
Katie Gurski, Howard University Mary Smeal, University of Alabama
John Hall, Yale University Edwin Smith, Jacksonville State University
David Hemmer, University at Buffalo – SUNY, N. Campus Sandra Spiroff, University of Mississippi
Frederick Hoffman, Florida Atlantic University Stan Stascinsky, Tarrant County College
Keith Howard, Mercer University Jinyuan Tao, Loyola University of Maryland
Iztok Hozo, Indiana University Northwest Ilham Tayahi, University of Memphis
Shu-Jen Huang, University of Florida Michael Tom, Louisiana State University – Baton Rouge
Matthew Isom, Arizona State University – Polytechnic Michael Westmoreland, Denison University
James Kimball, University of Louisiana at Lafayette Scott Wilde, Baylor University
Thomas Kinzel, Boise State University Larissa Williamson, University of Florida
Anastasios Liakos, United States Naval Academy Michael Yatauro, Penn State Brandywine
Chris Lim, Rutgers University – Camden Gang Yu, Kent State University
Jia Liu, University of West Florida Loris Zucca, Lone Star College – Kingwood
PREFACE xv
We thank all those who have contributed to this edition—and there are many—as
well as those whose input in previous editions lives on in this new edition. We thank
Marigold Ardren, David Behrman, George Bergman, R. B. Burckel, Bruce Colletti,
John Dersch, Gove Effinger, Bill Emerson, Alfonso Gracia-Saz, Jeffery Hayen, Dan
Kalman, Quyan Khan, John Khoury, Allan MacIsaac, Tami Martin, Monica Nitsche,
Aaron Peterson, Lamia Raffo, Norton Starr, Jim Trefzger, Aaron Watson, and Weihua
Zeng for their suggestions; Joseph Bennish, Craig Chamberlin, Kent Merryfield, and
Gina Sanders for insightful conversations on calculus; Al Shenk and Dennis Zill for per-
mission to use exercises from their calculus texts; COMAP for permission to use project
material; David Bleecker, Victor Kaftal, Anthony Lam, Jamie Lawson, Ira Rosenholtz,
Paul Sally, Lowell Smylie, Larry Wallen, and Jonathan Watson 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;
Josh Babbin, Scott Barnett, and Gina Sanders for solving the new exercises and sug-
gesting ways to improve them; Jeff Cole for overseeing all the solutions to the exercises
and ensuring their correctness; Mary Johnson and Marv Riedesel for accuracy in proof-
reading, and Doug Shaw for accuracy checking. In addition, we thank Dan Anderson,
Ed Barbeau, Fred Brauer, Andy Bulman-Fleming, Bob Burton, David Cusick, Tom
DiCiccio, Garret Etgen, Chris Fisher, Barbara Frank, Leon Gerber, Stuart Goldenberg,
Arnold Good, Gene Hecht, Harvey Keynes, E. L. Koh, Zdislav Kovarik, Kevin Krei-
der, Emile LeBlanc, David Leep, Gerald Leibowitz, Larry Peterson, Mary Pugh, Carl
Riehm, John Ringland, Peter Rosenthal, Dusty Sabo, Dan Silver, Simon Smith, Alan
Weinstein, and Gail Wolkowicz.
We are grateful to Phyllis Panman for assisting us in preparing the manuscript, solv-
ing the exercises and suggesting new ones, and for critically proofreading the entire
manuscript.
We are deeply indebted to our friend and colleague Lothar Redlin who began work-
ing with us on this revision shortly before his untimely death in 2018. Lothar’s deep
insights into mathematics and its pedagogy, and his lightning fast problem-solving
skills, were invaluable assets.
We especially thank Kathi Townes of TECHarts, our production service and copy-
editor (for this as well as the past several editions). Her extraordinary ability to recall
any detail of the manuscript as needed, her facility in simultaneously handling differ-
ent editing tasks, and her comprehensive familiarity with the book were key factors in
its accuracy and timely production. We also thank Lori Heckelman for the elegant and
precise rendering of the new illustrations.
At Cengage Learning we thank Timothy Bailey, Teni Baroian, Diane Beasley, Carly
Belcher, Vernon Boes, Laura Gallus, Stacy Green, Justin Karr, Mark Linton, Samantha
Lugtu, Ashley Maynard, Irene Morris, Lynh Pham, Jennifer Risden, Tim Rogers, Mark
Santee, Angela Sheehan, and Tom Ziolkowski. They have all done an outstanding job.
This textbook has benefited greatly over the past three decades from the advice and
guidance of some of the best mathematics editors: Ron Munro, Harry Campbell, Craig
Barth, Jeremy Hayhurst, Gary Ostedt, Bob Pirtle, Richard Stratton, Liz Covello, Neha
Taleja, and now Gary Whalen. They have all contributed significantly to the success
of this book. Prominently, Gary Whalen’s broad knowledge of current issues in the
teaching of mathematics and his continual research into creating better ways of using
technology as a teaching and learning tool were invaluable resources in the creation of
this edition.
JA M E S S T E WA RT
DA N I E L C L E G G
S A L E E M WAT S O N
Technology in the Ninth Edition
Graphing and computing devices are valuable tools for learning and exploring calculus,
and some have become well established in calculus instruction. Graphing calculators are
useful for drawing graphs and performing some numerical calculations, like approxi-
mating solutions to equations or numerically evaluating derivatives or definite integrals.
Mathematical software packages called computer algebra systems (CAS, for short) are
more powerful tools. Despite the name, algebra represents only a small subset of the
capabilities of a CAS. In particular, a CAS can do mathematics symbolically rather than
just numerically. It can find exact solutions to equations and exact formulas for deriva-
tives and integrals.
We now have access to a wider variety of tools of varying capabilities than ever
before. These include Web-based resources (some of which are free of charge) and
apps for smartphones and tablets. Many of these resources include at least some CAS
functionality, so some exercises that may have typically required a CAS can now be
completed using these alternate tools.
In this edition, rather than refer to a specific type of device (a graphing calculator, for
instance) or software package (such as a CAS), we indicate the type of capability that is
needed to work an exercise.
; Graphing Icon
The appearance of this icon beside an exercise indicates that you are expected to use a
machine or software to help you draw the graph. In many cases, a graphing calculator
will suffice. Websites such as Desmos.com provide similar capability. If the graph is in
3D (see Chapters 12 – 16), WolframAlpha.com is a good resource. There are also many
graphing software applications for computers, smartphones, and tablets. If an exercise
asks for a graph but no graphing icon is shown, then you are expected to draw the graph
by hand.
Technology Icon
This icon is used to indicate that software or a device with abilities beyond just graphing
is needed to complete the exercise. Many graphing calculators and software resources
can provide numerical approximations when needed. For working with mathematics
symbolically, websites like WolframAlpha.com or Symbolab.com are helpful, as are
more advanced graphing calculators such as the Texas Instrument TI-89 or TI-Nspire
CAS. If the full power of a CAS is needed, this will be stated in the exercise, and access
to software packages such as Mathematica, Maple, MATLAB, or SageMath may be
required. If an exercise does not include a technology icon, then you are expected to
evaluate limits, derivatives, and integrals, or solve equations by hand, arriving at exact
answers. No technology is needed for these exercises beyond perhaps a basic scientific
calculator.
xvi
To the Student
Reading a calculus textbook is different from reading a story or a news article. 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. We 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,
we suggest that you cover up the solution and try solving the problem yourself.
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 Appen-
dix H. Some exercises ask for a verbal explanation or interpretation or description. In
such cases there is no single correct way of expressing the answer, so don’t worry that
you haven’t found the definitive answer. In addition, there are often several different
forms in which to express a numerical or algebraic answer, so if your answer differs
from the given one, don’t immediately assume you’re wrong. For example, if the answer
given in the back of the book is s2 2 1 and you obtain 1y(1 1 s2 ), then you’re cor-
rect and rationalizing the denominator will show that the answers are equivalent.
The icon ; indicates an exercise that definitely requires the use of either a graph-
ing calculator or a computer with graphing software to help you sketch the graph. But
that doesn’t mean that graphing devices can’t be used to check your work on the other
exercises as well. The symbol indicates that technological assistance beyond just
graphing is needed to complete the exercise. (See Technology in the Ninth Edition for
more details.)
You will also encounter the symbol , which warns you against committing an error.
This symbol is placed in the margin in situations where many students tend to make the
same mistake.
Homework Hints are available for many exercises. These hints can be found on
StewartCalculus.com as well as in WebAssign. The homework hints ask you ques-
tions that allow you to make progress toward a solution without actually giving you the
answer. If a particular hint doesn’t enable you to solve the problem, you can click to
reveal the next hint.
We 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 achieve-
ments of the human intellect. We hope you will discover that it is not only useful but
also intrinsically beautiful.
xvii
The photo shows comet Hale-Bopp as it passed the earth in 1997, due to return in 4380. One of the brightest comets of the past century,
Hale-Bopp could be observed in the night sky by the naked eye for about 18 months. It was named after its discoverers Alan Hale and
Thomas Bopp, who first obse ved it by telescope in 1995 (Hale in New Mexico and Bopp in Arizona). In Section 10.6 you will see how
polar coordinates provide a convenient equation for the elliptical path of the comet’s orbit.
Jeff Schneiderman / Moment Open / Getty Images
10 Parametric Equations and

Polar Coordinates
SO FAR WE HAVE DESCRIBED plane curves by giving y as a function of x fy − f sxdg or x as a
function of y fx − ts ydg or by giving a relation between x and y that defines y implicitly as a func-
tion of x f f sx, yd − 0g. In this chapter we discuss two new methods for describing curves.
Some curves, such as the cycloid, are best handled when both x and y are given in terms of a
third variable t called a parameter fx − f std, y − tstdg. Other curves, such as the cardioid, have
their most convenient description when we use a new coordinate system, called the polar coordi-
nate system.
661
662 CHAPTER 10 Parametric Equations and Polar Coordinates
10.1 Curves Defined by Parametric Equations

Imagine that a particle moves along the curve C shown in Figure 1. It is impossible to
describe C by an equation of the form y − f sxd because C fails the Vertical Line Test.
But the x- and y-coordinates of the particle are functions of time t and so we can write
x − f std and y − tstd. Such a pair of equations is often a convenient way of describing a
curve.
y
C
(x, y)={ f(t), g(t)}
0 x
FIGURE 1
■ Parametric Equations
Suppose that x and y are both given as functions of a third variable t, called a parameter,
by the equations
x − f std y − tstd
which are called parametric equations. Each value of t determines a point sx, yd, which
we can plot in a coordinate plane. As t varies, the point sx, yd − s f std, tstdd varies and
traces out a curve called a parametric curve. The parameter t does not necessarily rep-
resent time and, in fact, we could use a letter other than t for the parameter. But in many
applications of parametric curves, t does denote time and in this case we can interpret
sx, yd − s f std, tstdd as the position of a moving object at time t.
EXAMPLE 1 Sketch and identify the curve defined by the parametric equations
x − t 2 2 2t y − t 1 1
SOLUTION Each value of t gives a point on the curve, as shown in the table. For
instance, if t − 1, then x − 21, y − 2 and so the corresponding point is s21, 2d. In Fig-
ure 2 we plot the points sx, yd determined by several values of the parameter and we
join them to produce a curve.
y
t x y t=4
5
22 8 21 t=3
21 3 0 t=2
0 0 1
t=1
1 21 2
2 0 3 t=0 8
3 3 4 0 x
t=_1
4 8 5 t=_2

FIGURE 2
SECTION 10.1 Curves Defined by Parametric Equations 663
A particle whose position at time t is given by the parametric equations moves along
the curve in the direction of the arrows as t increases. Notice that the consecutive points
marked on the curve appear at equal time intervals but not at equal distances. That is
because the particle slows down and then speeds up as t increases.
It appears from Figure 2 that the curve traced out by the particle may be a parabola.
In fact, from the second equation we obtain t − y 2 1 and substitution into the first
equation gives
x − t 2 2 2t − sy 2 1d2 2 2sy 2 1d − y 2 2 4y 1 3
Since the equation x − y 2 2 4y 1 3 is satisfied for all pairs of x- and y-values gener-
ated by the parametric equations, every point sx, yd on the parametric curve must lie on
the parabola x − y 2 2 4y 1 3 and so the parametric curve coincides with at least part
of this parabola. Because t can be chosen to make y any real number, we know that the
parametric curve is the entire parabola. ■
It is not always possible to eliminate In Example 1 we found a Cartesian equation in x and y whose graph coincided with
the parameter from parametric equa- the curve represented by parametric equations. This process is called eliminating the
tions. There are many parametric parameter; it can be helpful in identifying the shape of the parametric curve, but we lose
curves that don’t have an equivalent some information in the process. The equation in x and y describes the curve the particle
representation as an equation in x travels along, whereas the parametric equations have additional advantages—they tell us
and y.
where the particle is at any given time and indicate the direction of motion. If you think
of the graph of an equation in x and y as a road, then the parametric equations could track
the motion of a car traveling along the road.
y No restriction was placed on the parameter t in Example 1, so we assumed that t could
(8, 5) be any real number (including negative numbers). But sometimes we restrict t to lie in a
particular interval. For instance, the parametric curve
x − t 2 2 2t y − t 1 1 0 < t < 4

(0, 1)
shown in Figure 3 is the part of the parabola in Example 1 that starts at the point s0, 1d
0 x and ends at the point s8, 5d. The arrowhead indicates the direction in which the curve is
traced as t increases from 0 to 4.
FIGURE 3 In general, the curve with parametric equations
x − f std y − tstd a < t < b
has initial point s f sad, tsadd and terminal point s f sbd, tsbdd.
EXAMPLE 2 What curve is represented by the following parametric equations?

π y
t= 2 x − cos t y − sin t 0 < t < 2
(cos t, sin t) SOLUTION If we plot points, it appears that the curve is a circle. We can confirm this
by eliminating the parameter t. Observe that
t=0
t=π t
0 x x 2 1 y 2 − cos 2t 1 sin 2t − 1
(1, 0)
t=2π Because x 2 1 y 2 − 1 is satisfied for all pairs of x- and y-values generated by the
parametric equations, the point sx, yd moves along the unit circle x 2 1 y 2 − 1. Notice
3π
t= 2 that in this example the parameter t can be interpreted as the angle (in radians) shown
in Figure 4. As t increases from 0 to 2, the point sx, yd − scos t, sin td moves once
FIGURE 4 around the circle in the counterclockwise direction starting from the point s1, 0d. ■
y EXAMPLE 3 What curve is represented by the given parametric equations?

t=0, π, 2π
x − sin 2t y − cos 2t 0 < t < 2
(0, 1)
SOLUTION Again we have
x 2 1 y 2 − sin 2 s2td 1 cos 2 s2td − 1
0 x
so the parametric equations again represent the unit circle x 2 1 y 2 − 1. But as t
increases from 0 to 2, the point sx, yd − ssin 2t, cos 2td starts at s0, 1d and moves
twice around the circle in the clockwise direction as indicated in Figure 5. ■
EXAMPLE 4 Find parametric equations for the circle with center sh, kd and radius r.
FIGURE 5
SOLUTION One way is to take the parametric equations of the unit circle in Example 2
and multiply the expressions for x and y by r, giving x − r cos t, y − r sin t. You can
y verify that these equations represent a circle with radius r and center the origin, traced
counterclockwise. We now shift h units in the x-direction and k units in the y-direction
r and obtain parametric equations of the circle (Figure 6) with center sh, kd and radius r :
(h, k)
x − h 1 r cos t y − k 1 r sin t 0 < t < 2 ■
NOTE Examples 2 and 3 show that different parametric equations can represent the
0 x same curve. Thus we distinguish between a curve, which is a set of points, and a
parametric curve, in which the points are traced out in a particular way.
FIGURE 6
x − h 1 r cos t, y − k 1 r sin t In the next example we use parametric equations to describe the motions of four dif-
ferent particles traveling along the same curve but in different ways.
EXAMPLE 5 Each of the following sets of parametric equations gives the position of a
moving particle at time t.
(a) x − t 3, y − t (b) x − 2t 3, y − 2t
(c) x − t , y − st
3y2
(d) x − e23t, y − e2t
In each case, eliminating the parameter gives x − y 3, so each particle moves along the
cubic curve x − y 3 ; however, the particles move in different ways, as illustrated in
Figure 7.
(a) The particle moves from left to right as t increases.
(b) The particle moves from right to left as t increases.
(c) The equations are defined only for t > 0. The particle starts at the origin (where
t − 0) and moves to the right as t increases.
(d) Here x . 0 and y . 0 for all t. The particle moves from right to left and
approaches the point s1,1d as t increases (through negative values) toward 0. As t fur-
ther increases, the particle approaches, but does not reach, the origin.
y y y y
0 x 0 x 0 x 0 x
(a) x=t#, y=t (b) x=_t#, y=_t (c) x=t# / @, y=œ„t (d) x=e_3t, y=e_t
FIGURE 7 ■
(_1, 1) y (1, 1) EXAMPLE 6 Sketch the curve with parametric equations x − sin t, y − sin 2 t.
SOLUTION Observe that y − ssin td 2 − x 2 and so the point sx, yd moves on the
parabola y − x 2. But note also that, since 21 < sin t < 1, we have 21 < x < 1, so
the parametric equations represent only the part of the parabola for which 21 < x < 1.
0 x Since sin t is periodic, the point sx, yd − ssin t, sin 2 td moves back and forth infinitely
often along the parabola from s21, 1d to s1, 1d. (See Figure 8.) ■
FIGURE 8
EXAMPLE 7 The curve represented by the parametric equations x − cos t, y − sin 2t
is shown in Figure 9. It is an example of a Lissajous figure (see Exercise 63). It is
possible to eliminate the parameter, but the resulting equation (y 2 − 4x 2 2 4x 4 ) isn’t
very helpful. Another way to visualize the curve is to first draw graphs of x and y
individually as functions of t, as shown in Figure 10.
y y x x y y
1 1 1 1 1 1
_1_1 1 1x x 0 0 π π ππ 2π2π t t π π ππ 2π2πt t

2 2 2 2
_1_1 _1_1 _1_1
x=cos
x=cost, y=sin 2t 2t
t, y=sin x=cos
x=cost t y=sin
y=sin2t 2t
FIGURE 9 FIGURE 10
We see that as t increases from 0 to y2, x decreases from 1 to 0 while y starts at 0,

increases to 1, and then returns to 0. Together these descriptions produce the portion of
the parametric curve that we see in the first quadrant. If we proceed similarly, we get
the complete curve. (See Exercises 31–33 for practice with this technique.) ■
■ Graphing Parametric Curves with Technology

Most graphing software applications and graphing calculators can graph curves defined
by parametric equations. In fact, it’s instructive to watch a parametric curve being
drawn by a graphing calculator because the points are plotted in order as the corre-
sponding parameter values increase.
The next example shows that parametric equations can be used to produce the graph
of a Cartesian equation where x is expressed as a function of y. (Some calculators, for
instance, require y to be expressed as a function of x.)
3
EXAMPLE 8 Use a calculator or computer to graph the curve x − y 4 2 3y 2.
_3 3
SOLUTION If we let the parameter be t − y, then we have the equations
x − t 4 2 3t 2 y − t
_3 Using these parametric equations to graph the curve, we obtain Figure 11. It would be
possible to solve the given equation sx − y 4 2 3y 2 d for y as four functions of x and
FIGURE 11 graph them individually, but the parametric equations provide a much easier method. ■
In general, to graph an equation of the form x − ts yd, we can use the parametric
equations
x − tstd y − t
In the same spirit, notice that curves with equations y − f sxd (the ones we are most
familiar with — graphs of functions) can also be regarded as curves with parametric
equations
x − t y − f std
Graphing software is particularly useful for sketching complicated parametric curves.

For instance, the curves shown in Figures 12, 13, and 14 would be virtually impossible to
produce by hand.
4 3.5
13
_4 4 _3.5 3.5
0 13 _4 _3.5
FIGURE 12 FIGURE 13 FIGURE 14

x − t 1 sin 5t x − cos t 1 cos 6t 1 2 sin 3t x − 2.3 cos 10t 1 cos 23t
y − t 1 sin 6t y − sin t 1 sin 6t 1 2 cos 3t y − 2.3 sin 10t 2 sin 23t
One of the most important uses of parametric curves is in computer-aided design

(CAD). In the Discovery Project after Section 10.2 we will investigate special parametric
curves, called Bézier curves, that are used extensively in manufacturing, especially in
the automotive industry. These curves are also employed in specifying the shapes of let-
ters and other symbols in PDF documents and laser printers.
■ The Cycloid
EXAMPLE 9 The curve traced out by a point P on the circumference of a circle as

the circle rolls along a straight line is called a cycloid. (Think of the path traced out
by a pebble stuck in a car tire; see Figure 15.) If the circle has radius r and rolls
along the x-axis and if one position of P is the origin, find parametric equations for
the cycloid.
P
P
FIGURE 15 P
y SOLUTION We choose as parameter the angle of rotation of the circle s − 0 when

P is at the origin). Suppose the circle has rotated through radians. Because the circle
has been in contact with the line, we see from Figure 16 that the distance it has rolled
from the origin is
C (r¨, r )
OT − arc PT − r | |
r ¨ Therefore the center of the circle is Csr , rd. Let the coordinates of P be sx, yd. Then
P Q
from Figure 16 we see that
y
O
x
T x
| | | |
x − OT 2 PQ − r 2 r sin − rs 2 sin d
r¨ y − | TC | 2 | QC | − r 2 r cos − r s1 2 cos d
FIGURE 16 Therefore parametric equations of the cycloid are
1 x − r s 2 sin d y − r s1 2 cos d [ R
One arch of the cycloid comes from one rotation of the circle and so is described by
0 < < 2. Although Equations 1 were derived from Figure 16, which illustrates the
case where 0 , , y2, it can be seen that these equations are still valid for other
values of (see Exercise 48).
Although it is possible to eliminate the parameter from Equations 1, the resulting
A Cartesian equation in x and y is very complicated [x − r cos21s1 2 yyrd 2 s2ry 2 y 2
gives just half of one arch] and not as convenient to work with as the parametric
equations. ■
One of the first people to study the cycloid was Galileo; he proposed that bridges be
built in the shape of cycloids and tried to find the area under one arch of a cycloid. Later
this curve arose in connection with the brachistochrone problem: Find the curve along
cycloid which a particle will slide in the shortest time (under the influence of gravity) from a
point A to a lower point B not directly beneath A. The Swiss mathematician John
B
Bernoulli, who posed this problem in 1696, showed that among all possible curves that
FIGURE 17 join A to B, as in Figure 17, the particle will take the least time sliding from A to B if the
curve is part of an inverted arch of a cycloid.
The Dutch physicist Huygens had already shown by 1673 that the cycloid is also the
P solution to the tautochrone problem; that is, no matter where a particle P is placed on
P
an inverted cycloid, it takes the same time to slide to the bottom (see Figure 18). Huygens
P P
P
proposed that pendulum clocks (which he invented) should swing in cycloidal arcs
because then the pendulum would take the same time to make a complete oscillation
FIGURE 18 whether it swings through a wide arc or a small arc.
■ Families of Parametric Curves

EXAMPLE 10 Investigate the family of curves with parametric equations
x − a 1 cos t y − a tan t 1 sin t
What do these curves have in common? How does the shape change as a increases?
SOLUTION We use a graphing calculator (or computer) to produce the graphs for the
cases a − 22, 21, 20.5, 20.2, 0, 0.5, 1, and 2 shown in Figure 19. Notice that all of
these curves (except the case a − 0) have two branches, and both branches approach
the vertical asymptote x − a as x approaches a from the left or right.
a=_2 a=_1 a=_0.5 a=_0.2
a=0 a=0.5 a=1 a=2
FIGURE 19
Members of the family x − a 1 cos t, When a , 21, both branches are smooth; but when a reaches 21, the right branch
y − a tan t 1 sin t, all graphed in the acquires a sharp point, called a cusp. For a between 21 and 0 the cusp turns into a
viewing rectangle f24, 4g by f24, 4g loop, which becomes larger as a approaches 0. When a − 0, both branches come
together and form a circle (see Example 2). For a between 0 and 1, the left branch has a
loop, which shrinks to become a cusp when a − 1. For a . 1, the branches become
smooth again, and as a increases further, they become less curved. Notice that the
curves with a positive are reflections about the y-axis of the corresponding curves with
a negative.
These curves are called conchoids of Nicomedes after the ancient Greek scholar
Nicomedes. He called them conchoids because the shape of their outer branches
resembles that of a conch shell or mussel shell. ■
10.1 Exercises
1–2 For the given parametric equations, find the points sx, yd (b) Eliminate the parameter to find a Cartesian equation of the
corresponding to the parameter values t − 22, 21, 0, 1, 2. curve.
1. x − t 2 1 t, y − 3 t11 7. x − 2t 2 1, y − 12 t 1 1
2. x − lnst 2 1 1d, y − tyst 1 4d 8. x − 3t 1 2, y − 2t 1 3

9. x − t 2 2 3, y − t 1 2, 23 < t < 3
3–6 Sketch the curve by using the parametric equations to plot 10. x − sin t, y − 1 2 cos t, 0 < t < 2
points. Indicate with an arrow the direction in which the curve is
traced as t increases. 11. x − st , y − 1 2 t
3. x − 1 2 t 2, y − 2t 2 t 2, 21 < t < 2 12. x − t 2, y − t 3
4. x − t 3 1 t, y − t 2 1 2, 22 < t < 2

13–22
t
5. x − 2 2 t, y − 2 1 t, 2t
23 < t < 3 (a) Eliminate the parameter to find a Cartesian equation of the
curve.
2
6. x − cos t, y − 1 1 cos t, 0 < t < (b) Sketch the curve and indicate with an arrow the direction in
which the curve is traced as the parameter increases.
7–12 13. x − 3 cos t, y − 3 sin t, 0<t<
(a) Sketch the curve by using the parametric equations to plot
14. x − sin 4, y − cos 4, 0 < < y2
points. Indicate with an arrow the direction in which the curve
is traced as t increases. 15. x − cos , y − sec2 , 0 < , y2
1t 1t 2 x
16. x − csc t, y − cot t, 0,t, (c) III

x y y
17. x − e2t, y − et 2 f g 2 1
18. x − t 1 2, y − 1yt, t.0
19. x − ln t, y − st , t>1 1 2 x
2 t 2 t
20. x − t , || y− 12 t | | ||
21. x − sin2 t, y − cos2 t
22. x − sinh t, y − cosh t
(d) IV
x y y
f 2 2
23–24 The position of an object in circular motion is modeled by 2
g
the given parametric equations, where t is measured in seconds.
How long does it take to complete one revolution? Is the motion
clockwise or counterclockwise? 2 t 2 t
23. x − 5 cos t, y − 25 sin t
S D S D
2 x

24. x − 3 sin t , y − 3 cos t
4 4
31–33 Use the graphs of x − f std and y − tstd to sketch the
parametric curve x − f std, y − tstd. Indicate with arrows the
25–28 Describe the motion of a particle with position sx, yd as t direction in which the curve is traced as t increases.
varies in the given interval.
31. x y
25. x − 5 1 2 cos t, y − 3 1 2 sin t, 1 < t < 2 1 1
26. x − 2 1 sin t, y − 1 1 3 cos t, y2 < t < 2
27. x − 5 sin t, y − 2 cos t, 2 < t < 5 1 t 1 t
2
28. x − sin t, y − cos t, 22 < t < 2
29. Suppose
a curve is given by the parametric equations
32. x y
x − f std, y − tstd, where the range of f is f1, 4g and the
range of t is f2 , 3g. What can you say about the curve? 1
1
30. Match each pair of graphs of equations x − f std, y − tstd in
(a) – (d) with one of the parametric curves x − f std, y − tstd _1 1 t 1 t
labeled I – IV. Give reasons for your choices.
(a) I
33. x y
x y y
2 1 1
2 f 1 g
1 0 1 t 1 t
1 t 2 x
1 t
34. Match
the parametric equations with the graphs labeled I–VI.
Give reasons for your choices.
(b) II
x y y (a) x − t 4 2 t 1 1, y − t 2

2
f 2
g
2
(b) x − t 2 2 2t, y − st

(c) x − t 3 2 2t,
y − t2 2 t
1t 1t 2 x
(d) x − cos 5t, y − sin 2t

(e) x − t 1 sin 4t, y − t 2 1 cos 3t

(c) III
x y y
Copyright 2021 CengagefLearning. All Rightsg Reserved.
2 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).
2 1 overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Editorial review has deemed that any suppressed content does not materially affect the
(f ) x − t 1 sin 2t, y − t 1 sin 3t ; 43–44 Use a graphing calculator or computer to reproduce the
picture.
I II III
y y y 43. y 44. y
2 4
x 2
x 0 2 x 0 3 8 x
x
IV V VI
y y y 45. (a) Show that the points on all four of the given parametric
curves satisfy the same Cartesian equation.
(i) x − t 2, y − t (ii) x − t, y − st
(iii) x − cos2 t, y − cos t (iv) x − 32t, y − 3t
x
(b) Sketch the graph of each curve in part (a) and explain
how the curves differ from one another.
x x
46–47 Compare the curves represented by the parametric
; 35. Graph the curve x − y 2 2 sin y. equations. How do they differ?
; 36. G
raph the curves y − x 3 2 4x and x − y 3 2 4y and find 46. ( a) x − t, y − t 22 (b) x − cos t, y − sec2 t
their points of intersection correct to one decimal place. (c) x − e t, y − e22t
37. (a) Show that the parametric equations 47. ( a) x − t 3, y − t 2 (b) x − t 6, y − t 4
x − x 1 1 sx 2 2 x 1 dt y − y1 1 s y 2 2 y1 dt (c) x − e23t, y − e22t
where 0 < t < 1, describe the line segment that joins

the points P1sx 1, y1 d and P2sx 2 , y 2 d. 48. Derive Equations 1 for the case y2 , , .
(b) Find parametric equations to represent the line segment
49. L
et P be a point at a distance d from the center of a circle of
from s22, 7d to s3, 21d.
radius r. The curve traced out by P as the circle rolls along a
; 38. Use a graphing calculator or computer and the result of straight line is called a trochoid. (Think of the motion of a
Exercise 37(a) to draw the triangle with vertices As1, 1d, point on a spoke of a bicycle wheel.) The cycloid is the spe-
Bs4, 2d, and Cs1, 5d. cial case of a trochoid with d − r. Using the same param-
eter as for the cycloid, and assuming the line is the x-axis
39–40 Find parametric equations for the position of a particle
and − 0 when P is at one of its lowest points, show that
moving along a circle as described.
parametric equations of the trochoid are
39. The particle travels clockwise around a circle centered at the
origin with radius 5 and completes a revolution in 4 seconds. x − r 2 d sin y − r 2 d cos
40. The particle travels counterclockwise around a circle with Sketch the trochoid for the cases d , r and d . r.
center s1, 3d and radius 1 and completes a revolution in 50. In
the figure, the circle of radius a is stationary, and for
three seconds. every , the point P is the midpoint of the segment QR.
The curve traced out by P for 0 , , is called the
41. Find
parametric equations for the path of a particle that longbow curve. Find parametric equations for this curve.
moves along the circle x 2 1 s y 2 1d2 − 4 in the manner y
described.
2a R
(a) Once around clockwise, starting at s2, 1d
(b) Three times around counterclockwise, starting at s2, 1d y=2a
P
(c) Halfway around counterclockwise, starting at s0, 3d
; 42. (a) Find parametric equations for the ellipse a Q
x 2ya 2 1 y 2yb 2 − 1. [Hint: Modify the equations of the
circle in Example 2.]
(b) Use these parametric equations to graph the ellipse
¨
when a − 3 and b − 1, 2, 4, and 8. 0 x
(c) How does the shape of the ellipse change as b varies?
51. If a and b are fixed numbers, find parametric equations for the method for constructing the edge of a cube whose volume
curve that consists of all possible positions of the point P in is twice that of a given cube.)
the figure, using the angle as the parameter. Then eliminate (b) Use the geometric description of the curve to draw a
the parameter and identify the curve. rough sketch of the curve by hand. Check your work by
using the parametric equations to graph the curve.
y
y
B
A
a x=2a
b P
P
¨
O x
O a x
55–57 Intersection and Collision Suppose that the position of

52. I f a and b are fixed numbers, find parametric equations for the each of two particles is given by parametric equations. A collision
curve that consists of all possible positions of the point P in point is a point where the particles are at the same place at the same
the figure, using the angle as the parameter. The line seg- time. If the particles pass through the same point but at different
ment AB is tangent to the larger circle. times, then the paths intersect but the particles don’t collide.
y 55. The position of a red particle at time t is given by
x − t 1 5 y − t 2 1 4t 1 6
A
and the position of a blue particle is given by
a P
b x − 2t 1 1 y − 2t 1 6
¨
O B x Their paths are shown in the graph.
y
11
curve, called a witch of Maria Agnesi, consists of all pos-

53. A
sible positions of the point P in the figure. Show that para-
metric equations for this curve can be written as
x − 2a cot y − 2a sin 2 0 1 6 x
Sketch the curve. (a) Verify that the paths of the particles intersect at the points
y
s1, 6d and s6, 11d. Is either of these points a collision
y=2a C point? If so, at what time do the particles collide?
(b) Suppose that the position of a green particle is given by
x − 2t 1 4 y − 2t 1 9
A P Show that this particle moves along the same path as the
a
blue particle. Do the red and green particles collide? If
so, at what point and at what time?
¨
; 56. The position of one particle at time t is given by
O x x − 3 sin t y − 2 cos t 0 ⩽ t ⩽ 2
and the position of a second particle is given by
54. (a) Find parametric equations for the set of all points P as
x − 23 1 cos t y − 1 1 sin t 0 < t < 2
shown in the figure such that OP − AB . (This curve | | | |
is called the cissoid of Diocles after the Greek scholar (a) Graph the paths of both particles. At how many points do
Diocles, who introduced the cissoid as a graphical the graphs intersect?
(b) Do the particles collide? If so, find the collision points. where t is the acceleration due to gravity (9.8 mys2).
(c) Describe what happens if the path of the second particle (a) If a gun is fired with − 30° and v 0 − 500 mys, when
is given by will the bullet hit the ground? How far from the gun will
it hit the ground? What is the maximum height reached
x − 3 1 cos t y − 1 1 sin t 0 ⩽ t ⩽ 2
by the bullet?
57. Find the point at which the parametric curve intersects itself ; (b) Use a graph to check your answers to part (a). Then
and the corresponding values of t. graph the path of the projectile for several other values of
(a) x − 1 2 t 2, y − t 2 t 3 the angle to see where it hits the ground. Summarize
your findings.
y (c) Show that the path is parabolic by eliminating the
parameter.
; 59. I nvestigate the family of curves defined by the parametric
equations x − t 2, y − t 3 2 ct. How does the shape change as
1 x c increases? Illustrate by graphing several members of the
family.
; 60. The swallowtail catastrophe curves are defined by the
parametric equations x − 2ct 2 4t 3, y − 2ct 2 1 3t 4.
Graph several of these curves. What features do the curves
(b) x − 2t 2 t 3, y − t 2 t 2

have in common? How do they change when c increases?
y ; 61. G
raph several members of the family of curves with para-
metric equations x − t 1 a cos t, y − t 1 a sin t, where
a . 0. How does the shape change as a increases? For what
_1 0 1 x
values of a does the curve have a loop?
; 62. G
raph several members of the family of curves
_1 x − sin t 1 sin nt, y − cos t 1 cos nt, where n is a positive
integer. What features do the curves have in common? What
happens as n increases?
; 63. T
he curves with equations x − a sin nt, y − b cos t are called
Lissajous figures. Investigate how these curves vary when a,
58. If
a projectile is fired from the origin with an initial velocity b, and n vary. (Take n to be a positive integer.)
of v 0 meters per second at an angle above the horizontal
and air resistance is assumed to be negligible, then its posi- ; 64. I nvestigate the family of curves defined by the parametric
tion after t seconds is given by the parametric equations equations x − cos t, y − sin t 2 sin ct, where c . 0. Start
by letting c be a positive integer and see what happens to the
x − sv 0 cos dt y − sv 0 sin dt 2 12 tt 2 shape as c increases. Then explore some of the possibilities
that occur when c is a fraction.
DISCOVERY PROJECT ; RUNNING CIRCLES AROUND CIRCLES

y In this project we investigate families of curves, called hypocycloids and epicycloids, that are
generated by the motion of a point on a circle that rolls inside or outside another circle.
C 1. A hypocycloid is a curve traced out by a fixed point P on a circle C of radius b as C rolls
on the inside of a circle with center O and radius a. Show that if the initial position of P is
b
P sa, 0d and the parameter is chosen as in the figure, then parametric equations of the hypo-
a ¨ (a, 0)
cycloid are
O A x
x − sa 2 bd cos 1 b cos S a2b

b
D
y − sa 2 bd sin 2 b sin
a2b
b
S D
SECTION 10.2 Calculus with Parametric Curves 673
2. U
se a graphing calculator or computer to draw the graphs of hypocycloids with a a positive
integer and b − 1. How does the value of a affect the graph? Show that if we take a − 4,
then the parametric equations of the hypocycloid reduce to
x − 4 cos 3 y − 4 sin 3
This curve is called a hypocycloid of four cusps, or an astroid.
3. Now try b − 1 and a − nyd, a fraction where n and d have no common factor. First let
n − 1 and try to determine graphically the effect of the denominator d on the shape of the
graph. Then let n vary while keeping d constant. What happens when n − d 1 1?
hat happens if b − 1 and a is irrational? Experiment with an irrational number like s2
4. W
or e 2 2. Take larger and larger values for and speculate on what would happen if we
were to graph the hypocycloid for all real values of .
5. I f the circle C rolls on the outside of the fixed circle, the curve traced out by P is called an
epicycloid. Find parametric equations for the epicycloid.
6. Investigate the possible shapes for epicycloids. Use methods similar to Problems 2 – 4.
10.2 Calculus with Parametric Curves

Having seen how to represent curves by parametric equations, we now apply the methods
of calculus to these parametric curves. In particular, we solve problems involving tan-
gents, areas, arc length, speed, and surface area.
■ Tangents
Suppose f and t are differentiable functions and we want to find the tangent line at a
point on the parametric curve x − f std, y − tstd, where y is also a differentiable function
of x. Then the Chain Rule gives
dy dy dx
−
dt dx dt
If dxydt ± 0, we can solve for dyydx :

If we think of the curve as being
traced out by a moving particle, then dy
dyydt and dxydt are the vertical and dy dt dx
horizontal velocities of the particle 1 − if ±0
and Formula 1 says that the slope of dx dx dt
the tangent is the ratio of these dt
velocities.
Equation 1 (which you can remember by thinking of canceling the dt’s) enables us to
find the slope dyydx of the tangent to a parametric curve without having to eliminate the
parameter t. We see from (1) that the curve has a horizontal tangent when dyydt − 0,
provided that dxydt ± 0, and it has a vertical tangent when dxydt − 0, provided that
dyydt ± 0. (If both dxydt − 0 and dyydt − 0, then we would need to use other methods
to determine the slope of the tangent.) This information is useful for sketching paramet-
ric curves.
As we have learned, it is also often useful to consider d 2 yydx 2. This can be found by
replacing y by dyydx in Equation 1:
S D S D
d 2y d dy
d y dt 22
d2y d dy dt dx
Note that 2
± 2 2 − −
dx d x dx dx dx dx
dt 2 dt
EXAMPLE 1 A curve C is defined by the parametric equations x − t 2, y − t 3 2 3t.

(a) Show that C has two tangents at the point s3, 0d and find their equations.
(b) Find the points on C where the tangent is horizontal or vertical.
(c) Determine where the curve is concave upward or downward.
(d) Sketch the curve.
SOLUTION
(a) Notice that x − 3 for t − 6s3 and, in both cases, y − tst 2 2 3d − 0. Therefore
the point s3, 0d on C arises from two values of the parameter, t − s3 and t − 2s3.
This indicates that C crosses itself at s3, 0d. Since
dy dyydt 3t 2 2 3
− −
dx dxydt 2t
the slope of the tangent when t − s3 is dyydx − 6y(2s3 ) − s3, and when t − 2s3
the slope is dyydx − 26y(2s3 ) − 2s3. Thus we have two different tangent lines at
s3, 0d with equations
y − s3 sx 2 3d and y − 2s3 sx 2 3d
(b) C has a horizontal tangent when dyydx − 0, that is, when dyydt − 0 and
y dxydt ± 0. Since dyydt − 3t 2 2 3, this happens when t 2 − 1, that is, t − 61. The
y=œ„
3 (x-3) corresponding points on C are s1, 22d and (1, 2). C has a vertical tangent when
t=_1 dxydt − 2t − 0, that is, t − 0. (Note that dyydt ± 0 there.) The corresponding point
(1, 2) on C is (0, 0).
(c) To determine concavity we calculate the second derivative:
S D S D
(3, 0)
0 x d dy d 3t 2 2 3 6t 2 1 6
2
d y dt dx dt 2t 4t 2 3t 2 1 3
− − − −
t=1 dx 2 dx dx 2t 4t 3
(1, _2)
dt dt
y=_ œ„
3 (x-3) Thus the curve is concave upward when t . 0 and concave downward when t , 0.
FIGURE 1 (d) Using the information from parts (b) and (c), we sketch C in Figure 1. ■
EXAMPLE 2
(a) Find the tangent to the cycloid x − r s 2 sin d, y − r s1 2 cos d at the point
where − y3. (See Example 10.1.9.)
(b) At what points is the tangent horizontal? When is it vertical?
SOLUTION
(a) The slope of the tangent line is
dy dyyd r sin sin

− − −
dx dxyd r s1 2 cos d 1 2 cos
When − y3, we have
x−r S
3
2 sin

3
D S −r

3
2
s3
2
D
y − r 1 2 cos

3
S D −
r
2
dy sinsy3d s3y2
and − − − s3
dx 1 2 cossy3d 1 2 12
Therefore the slope of the tangent is s3 and its equation is
y2
r
2
− s3 x 2
r
3
1 S
r s3
2
or s3 x 2 y − r

s3
22 D S D
The tangent is sketched in Figure 2.
y
(_πr, 2r) (πr, 2r) (3πr, 2r) (5πr, 2r)
π
¨= 3
_2πr 0 2πr 4πr 6πr x

FIGURE 2
(b) The tangent is horizontal when dyydx − 0, which occurs when sin − 0 and
1 2 cos ± 0, that is, − s2n 2 1d, n an integer. The corresponding point on the
cycloid is ss2n 2 1dr, 2rd.
When − 2n, both dxyd and dyyd are 0. It appears from the graph that there
are vertical tangents at those points. We can verify this by using l’Hospital’s Rule as
follows:
dy sin cos
lim − lim 1 − lim 1 −`
l 2n 1 dx l 2n 1 2 cos l 2n sin
A similar computation shows that dyydx l 2` as l 2n 2, so indeed there are

vertical tangents when − 2n, that is, when x − 2nr. (See Figure 2.) ■
■ Areas
We know that the area under a curve y − Fsxd from a to b is A − yab Fsxd dx, where
Fsxd > 0. If the curve is traced out once by the parametric equations x − f std and
y − tstd, < t < , then we can calculate an area formula by using the Substitution
Rule for Definite Integrals as follows:
F G
The limits of integration for t are
A − y y dx − y tstd f 9std dt or y
found as usual with the Substitution b
tstd f 9std dt
Rule. When x − a, t is either or . a
When x − b, t is the remaining value.
EXAMPLE 3 Find the area under one arch of the cycloid
x − rs 2 sin d y − rs1 2 cos d
y SOLUTION One arch of the cycloid (shown in Figure 3) is given by 0 < < 2. Using
the Substitution Rule with y − rs1 2 cos d and dx − rs1 2 cos d d, we have
A−y y dx − y
2r 2
0 2πr x rs1 2 cos d rs1 2 cos d d
0 0
FIGURE 3
− r2 y s1 2 cos d2 d − r 2 y
2 2
s1 2 2 cos 1 cos 2d d
0 0
The result of Example 3 says that the

area under one arch of the cycloid is − r2 y
0
2
f1 2 2 cos 1 12 s1 1 cos 2dg d
three times the area of the rolling
circle that generates the cycloid (see
f 32 2 2 sin 1 14 sin 2g
2
− r2
Example 10.1.9). Galileo guessed this 0
result but it was first proved by the

French mathematician Roberval and − r 2 ( 32 2) − 3r 2 ■
the Italian mathematician Torricelli.
■ Arc Length
We already know how to find the length L of a curve C given in the form y − Fsxd,
a < x < b. Formula 8.1.3 says that if F9 is continuous, then
2 L− y
a
b
Î S D
11
dy
dx
2
dx
Suppose that C can also be described by the parametric equations x − f std and y − tstd,
< t < , where dxydt − f 9std . 0. This means that C is traversed once, from left to
right, as t increases from to and f sd − a, f sd − b. Putting Formula 1 into For-
mula 2 and using the Substitution Rule, we obtain
L− y a
b
Î S D
11 dy
dx
2
dx − y

Î S D11 dyydt
dxydt
2
dx dt
dt
Since dxydt . 0, we have
3 L− y

ÎS D S D dx
dt
2
1
dy
dt
2
dt
y Even if C can’t be expressed in the form y − Fsxd, Formula 3 is still valid but we
C obtain it by polygonal approximations. We divide the parameter interval f, g into n
P™ Pi _ 1 subintervals of equal width Dt. If t0, t1, t2, . . . , tn are the endpoints of these subintervals,
then xi − f sti d and yi − tsti d are the coordinates of points Pi sxi , yi d that lie on C and the
Pi
polygonal path with vertices P0, P1, . . . , Pn approximates C. (See Figure 4.)
P¡
As in Section 8.1, we define the length L of C to be the limit of the lengths of these
Pn
P¸
approximating polygonal paths as n l `:
n
0 x
L − lim
nl ` i−1
o | Pi21 Pi |
FIGURE 4 The Mean Value Theorem, when applied to f on the interval fti21, ti g, gives a number ti*
in sti21, ti d such that
f sti d 2 f sti21 d − f 9sti*dsti 2 ti21 d
Let Dxi − xi 2 xi21 and Dyi − yi 2 yi21. Then the preceding equation becomes
Dx i − f 9sti*d Dt
Similarly, when applied to t, the Mean Value Theorem gives a number ti** in sti21, ti d
such that
Dyi − t9sti**d Dt
Therefore
|P i21 |
Pi − ssDx i d2 1 sDyi d2 − sf f 9sti*dDtg 2 1 ft9sti**d Dtg 2
− sf f 9sti*dg 2 1 ft9sti**dg 2 Dt
and so
n
4 L − lim
nl ` i−1
o sf f 9sti*dg 2 1 ft9st i**dg 2 Dt
The sum in (4) resembles a Riemann sum for the function sf f 9stdg 2 1 ft9stdg 2 but it is
not exactly a Riemann sum because ti* ± ti** in general. Nevertheless, if f 9 and t9 are
continuous, it can be shown that the limit in (4) is the same as if ti* and ti** were equal,
namely,
L − y sf f 9stdg 2 1 ft9stdg 2 dt

Thus, using Leibniz notation, we have the following result, which has the same form as
Formula 3.
5 Theorem If a curve C is described by the parametric equations x − f std,

y − tstd, < t < , where f 9 and t9 are continuous on f, g and C is traversed
exactly once as t increases from to , then the length of C is
L− y

ÎS D S Ddx
dt
2
1
dy
dt
2
dt
Notice that the formula in Theorem 5 is consistent with the general formula L − y ds
of Section 8.1, where
6 ds − ÎS D S D dx
dt
2
1
dy
dt
2
dt
EXAMPLE 4 If we use the representation of the unit circle given in Example 10.1.2,
x − cos t y − sin t 0 < t < 2
then dxydt − 2sin t and dyydt − cos t, so Theorem 5 gives
L− y 0
2
ÎS D S D dx
dt
2
1
dy
dt
2
dt − y ssin2t 1 cos2t dt − y dt − 2
2
0
2
as expected. If, on the other hand, we use the representation given in Example 10.1.3,
x − sin 2t y − cos 2t 0 < t < 2
then dxydt − 2 cos 2t, dyydt − 22 sin 2t, and the integral in Theorem 5 gives
y 0
2
ÎS D S D dx
dt
2
1
dy
dt
2
dt − y
2
0
s4 cos 2 s2td 1 4 sin 2 s2td dt − y
0
2
2 dt − 4
Notice that the integral gives twice the arc length of the circle because as t increases
from 0 to 2, the point ssin 2t, cos 2td traverses the circle twice. In general, when
finding the length of a curve C from a parametric representation, we have to be careful
to ensure that C is traversed only once as t increases from to . ■
EXAMPLE 5 Find the length of one arch of the cycloid x − r s 2 sin d,
y − rs1 2 cos d.
SOLUTION From Example 3 we see that one arch is described by the parameter
interval 0 < < 2. Since
dx dy
− rs1 2 cos d and − r sin
d d
we have
L− y 0
2
ÎS D S D dx
d
2
1
dy
d
2
d − y 0
2
sr 2s1 2 cos d2 1 r 2 sin 2 d
The result of Example 5 says that the

−y
2
length of one arch of a cycloid is eight sr 2s1 2 2 cos 1 cos 2 1 sin 2d d
0
times the radius of the generating
−ry
2
circle (see Figure 5). This was first s2s1 2 cos d d
proved in 1658 by Sir Christopher 0
Wren, who later became the architect

of St. Paul’s Cathedral in London. To evaluate this integral we use the identity sin 2x − 12 s1 2 cos 2xd with − 2x, which
gives 1 2 cos − 2 sin 2sy2d. Since 0 < < 2, we have 0 < y2 < and so
y
L=8r sinsy2d > 0. Therefore
r s2s1 2 cos d − s4 sin 2 sy2d − 2 sinsy2d − 2 sinsy2d | |

L − 2r y f g
2 2
0 2πr x and so sinsy2d d − 2r 22 cossy2d
0 0
FIGURE 5 − 2r f2 1 2g − 8r ■
The arc length function and speed Recall that the arc length function (Formula 8.1.5) gives the length of a curve from an
initial point to any other point on the curve. For a parametric curve C given by x − f std,
y − tstd, where f 9 and t9 are continuous, we let sstd be the arc length along C from an
initial point s f sd, tsdd to a point s f std, tstdd on C. By Theorem 5, the arc length func-
tion s for parametric curves is
y ÎS D S D
2 2
t dx dy
7 sstd − 1 du
du du
(We have replaced the variable of integration by u so that t does not have two meanings.)
If parametric equations describe the position of a moving particle (with t representing
time), then the speed of the particle at time t, v std, is the rate of change of distance trav-
eled (arc length) with respect to time: s9std. By Equation 7 and Part 1 of the Fundamental
Theorem of Calculus, we have
8 v std − s9std − ÎS D S D dx
dt
2
1
dy
dt
2
EXAMPLE 6 The position of a particle at time t is given by the parametric equations

x − 2t 1 3, y − 4t 2, t > 0. Find the speed of the particle when it is at the point s5, 4d.
SOLUTION By Equation 8, the speed of the particle at any time t is
v std − s22 1 s8td2 − 2s1 1 16t 2
The particle is at the point s5, 4d when t − 1, so its speed at that point is
vs1d − 2s17 < 8.25. (If distance is measured in meters and time in seconds, then
the speed is approximately 8.25 mys.) ■
■ Surface Area
In the same way as for arc length, we can adapt Formula 8.2.5 to obtain a formula for
surface area. Suppose a curve C is given by the parametric equations x − f std, y − tstd,
< t < , where f ,9 t9 are continuous, tstd > 0, and C is traversed exactly once as t
increases from to . If C is rotated about the x-axis, then the area of the resulting sur-
face is given by
9 S− y

2y ÎS D S D dx
dt
2
1
dy
dt
2
dt
The general symbolic formulas S − y 2y ds and S − y 2x ds (Formulas 8.2.7 and
8.2.8) are still valid, where ds is given by Formula 6.
EXAMPLE 7 Show that the surface area of a sphere of radius r is 4r 2.

SOLUTION The sphere is obtained by rotating the semicircle
x − r cos t y − r sin t 0 < t <
about the x-axis. Therefore, from Formula 9, we get
S − y 2r sin t ss2r sin td2 1 sr cos td2 dt

− 2 y r sin t sr 2ssin 2 t 1 cos 2 td dt − 2 y r sin t r dt

0 0
− 2r 2 y sin t dt − 2r 2s2cos td 0 − 4r 2 g

■
0
10.2 Exercises
1–4 Find dxydt, dyydt, and dyydx . 3. x − t e t, y − t 1 sin t
1. x − 2t 3 1 3t, y − 4t 2 5t 2
4. x − t 1 sinst 2 1 22, y − tanst 2 1 2d
2
2. x − t 2 ln t, y−t 2t 22
5–6 Find the slope of the tangent to the parametric curve at the 17. x − e t, y − te 2t
indicated point.
18. x − t 2 1 1, y − e t 2 1
5. x − t 2 1 2t, y − 2 t 2 2t
19. x − t 2 ln t, y − t 1 ln t
y
20. x − cos t, y − sin 2t, 0 , t ,
21–24 Find the points on the curve where the tangent is

horizontal or vertical. You may want to use a graph from a
calculator or computer to check your work.
(15, 2) 21. x − t 3 2 3t, y − t 2 2 3
0 x
22. x − t 3 2 3t, y − t 3 2 3t 2
6. x − t 1 cos t, y − 2t 1 sin t 23. x − cos , y − cos 3
y 24. x − e sin , y − e cos
0 ; 25. Use
a graph to estimate the coordinates of the rightmost
x point on the curve x − t 2 t 6, y − e t. Then use calculus to
(3, _2) find the exact coordinates.
; 26. Use
a graph to estimate the coordinates of the lowest point
and the leftmost point on the curve x − t 4 2 2t, y − t 1 t 4.
Then find the exact coordinates.
7–10 Find an equation of the tangent to the curve at the point ; 27–28 Graph the curve in a viewing rectangle that displays all
corresponding to the given value of the parameter. the important aspects of the curve.
7. x − t 3 1 1, y − t 4 1 t; t − 21 27. x − t 4 2 2t 3 2 2t 2, y − t 3 2 t
8. x − st , y − t 2 2 2t; t − 4 28. x − t 4 1 4t 3 2 8t 2, y − 2t 2 2 t
9. x − sin 2t 1 cos t, y − cos 2t 2 sin t ; t −

; 29. Show
that the curve x − cos t, y − sin t cos t has two
10. x − e t sin t, y − e 2t; t − 0 tangents at s0, 0d and find their equations. Graph the curve.
; 30. Graph the curve x − 22 cos t, y − sin t 1 sin 2t to dis-

11–12 Find an equation of the tangent to the curve at the given cover where it crosses itself. Then find equations of both
point by two methods: (a) without eliminating the parameter and tangents at that point.
(b) by first eliminating the parameter.
31. (a) Find the slope of the tangent line to the trochoid
11. x − sin t, y − cos2t; ( 12, 34 ) x − r 2 d sin , y − r 2 d cos in terms of . (See
12. x − st 1 4 , y − 1yst 1 4d; (2, 14 ) Exercise 10.1.49.)
(b) Show that if d , r, then the trochoid does not have a
vertical tangent.
; 13–14 Find an equation of the tangent to the curve at the given
point. Then graph the curve and the tangent. 32. (a) Find the slope of the tangent to the astroid x − a cos 3,
2
13. x − t 2 t, y − t 1 t 1 1; s0, 3d2 y − a sin 3 in terms of . (Astroids are explored in the
Discovery Project following Section 10.1.)
14. x − sin t, y − t 2 1 t ; s0, 2d (b) At what points is the tangent horizontal or vertical?
(c) At what points does the tangent have slope 1 or 21?
15–20 Find dyydx and d 2 yydx 2. For which values of t is the
what point(s) on the curve x − 3t 2 1 1, y − t 3 2 1 does
33. At
curve concave upward?
the tangent line have slope 12?
15. x − t 2 1 1, y − t 2 1 t
34. Find
equations of the tangents to the curve x − 3t 2 1 1,
16. x − t 3 1 1, y − t 2 2 t y − 2t 3 1 1 that pass through the point s4, 3d.
35–36 Find the area enclosed by the given parametric curve and 41. Find
the area under one arch of the trochoid of Exer-
the x-axis. cise 10.1.49 for the case d , r.
35. x − t 3 1 1, y − 2t 2 t 2
et 5 be the region enclosed by the loop of the curve in
42. L
Example 1.
y (a) Find the area of 5.
(b) If 5 is rotated about the x-axis, find the volume of the
resulting solid.
(c) Find the centroid of 5.
0 x
43–46 Set up an integral that represents the length of the

part of the parametric curve shown in the graph. Then use a
calculator (or computer) to find the length correct to four
36. x − sin t, y − sin t cos t, 0 < t < y2 decimal places.
43. x − 3t 2 2 t 3, y − t 2 2 2t
y
y
3
0 x 2
37–38 Find the area enclosed by the given parametric curve and 0 2 4 x
the y-axis.
37. x − sin2t, 38. x − t 2 2 2t,
y − cos t y − st
44. x − t 1 e2t, y − t2 1 t
y
y
y
6
0 x
0 x
2
39. Use
the parametric equations of an ellipse, x − a cos ,
0 1 x
y − b sin , 0 < < 2, to find the area that it encloses.
40. Find the area of the region enclosed by the loop of the curve
x − 1 2 t 2, y − t 2 t 3 45. x − t 2 2 sin t, y − 1 2 2 cos t, 0 < t < 4
y
y
3
1 x
4π
0 x
_1 2π
46. x − t cos t, y − t 2 5 sin t then the position (in meters) of the projectile after t seconds is
given by the parametric equations
y
π
x − sv0 cos dt y − sv0 sin dt 2 12 tt 2
where t − 9.8 mys2 is the acceleration due to gravity.
(a) Find the speed of the projectile when it hits the ground.
(b) Find the speed of the projectile at its highest point.
_π 0 π x 62. Show
that the total length of the ellipse x − a sin ,
y − b cos , a . b . 0, is
L − 4a y
y2
s1 2 e 2 sin 2 d
0
where e is the eccentricity of the ellipse (e − cya,

where c − sa 2 2 b 2 ).
47–50 Find the exact length of the curve.
63. (a) Graph the epitrochoid with equations
47. x − 23 t 3, y − t 2 2 2, 0 ⩽ t < 3
x − 11 cos t 2 4 coss11ty2d
48. x − e t 2 t, y − 4e ty2, 0 < t < 2
y − 11 sin t 2 4 sins11ty2d
49. x − t sin t, y − t cos t, 0 < t < 1
What parameter interval gives the complete curve?
50. x − 3 cos t 2 cos 3t, y − 3 sin t 2 sin 3t, 0 < t <
(b) Use a calculator or computer to find the approximate
length of this curve.
; 51–52 Graph the curve and find its exact length.
64. A curve called Cornu’s spiral is defined by the parametric
51. x − e t cos t, y − e t sin t, 0 < t < equations
x − Cstd − y coss u 2y2d du
t
52. x − cos t 1 ln(tan 12 t), y − sin t, y4 < t < 3y4 0
y − Sstd − y sins u 2y2d du

t
; 53. Graph the curve x − sin t 1 sin 1.5t, y − cos t and find its 0
length correct to four decimal places. where C and S are the Fresnel functions that were intro
54. Find the length of the loop of the curve x − 3t 2 t , 3 duced in Chapter 5.
y − 3t 2. (a) Graph this curve. What happens as t l ` and as
t l 2`?
55–56 Find the distance traveled by a particle with position (b) Find the length of Cornu’s spiral from the origin to the
sx, yd as t varies in the given time interval. Compare with the point with parameter value t.
length of the curve.
65–66 The curve shown in the figure is the astroid x − a cos 3,
55. x − sin 2 t, y − cos 2 t, 0 < t < 3 y − a sin 3. (Astroids are explored in the Discovery Project
56. x − cos 2t, y − cos t, 0 < t < 4 following Section 10.1.)
y
57–60 The parametric equations give the position (in meters) of a
a moving particle at time t (in seconds). Find the speed of the
particle at the indicated time or point.
57. x − 2t 2 3, y − 2t 2 2 3t 1 6; t − 5
S D S D
_a 0 a x

58. x − 2 1 5 cos t , y − 22 1 7 sin t ; t−3
3 3
59. x − e t, y − te t ; se, ed _a
60. x − t 2 1 1, y − t 4 1 2t 2 1 1; s2, 4d
65. Find the area of the region enclosed by the astroid.
61. A projectile is fired from the point s0, 0d with an initial veloc-
ity of v 0 mys at an angle above the horizontal. (See Exer- 66. Find the perimeter of the astroid.
cise 10.1.58.) If we assume that air resistance is negligible,
Another random document with
no related content on Scribd:
gestemd en zeide „mi góedoe pikíen mass’ra, san’ doe joe agen”. 183 „Mi
de síki, néne” 184 was dan het antwoord. Op verzoek van mijn moeder
zou néne mij wat afleiding bezorgen, door mij een anansi-tori te
vertellen. Eerst maakte zij eenige gebaren, haalde diep adem en toen
begon zij:
Vroeger waren al onze vaders hanen.….
Nu, een moeder had drie dochters; en de vader van die meisjes was
een haan, die in de struiken nabij het huis woonde. Wanneer Moeder
voeder had voor Vader, zong ze driemaal:
Kakkadoedel, kakkadoedel! 185

Iffi joe biérti, kom mi da. 186
Vader kwam dan te voorschijn en na den inwendigen mensch versterkt

te hebben, verdween hij weder in het struikgewas.
Op zekeren dag zou Mama inkoopen gaan doen in de stad. Het oudste
der meisjes, Mina geheeten, zou dien [324]dag voor Vader zorgen. Het
jongste kind werd naar school gezonden, en de twee anderen gingen
lekkernijen koopen met het geld, dat de moeder had gegeven, om eten
voor Vader te koopen.
Toen nu Vader vroeg, waar zijn middageten gebleven was, antwoordde

Jet, de tweede dochter, dat Mina bezig was met koken. Vader verdween
toen weêr in zijn struik.
De beide meisjes gingen nu beraadslagen, wat ze zouden doen.

Eindelijk kwamen ze overeen, Vader te slachten en hem Moeder als
spijs voor te zetten.
Zoo gezegd, zoo gedaan.
Mina zong driemaal:
Kakkadoedel, kakkadoedel!
Iffi joe biérti, kom mi da!
Vader verscheen als gewoonlijk. Hij werd gevangen genomen en

geslacht. Inmiddels kwam het jongste kind uit school en vond hare
zusters druk bezig, in een kuil achter de keuken veêren te begraven. Zij
mocht Moeder niets vertellen van hetgeen zij gezien had. Vader werd in
de soep gekookt en de kinderen smulden naar hartelust.
Toen Moeder thuis kwam en naar Vader vroeg, antwoordde Mina:
„Eenige makkers zijn Vader komen halen, om te gaan kaarten”.
Toen was Moeder gerust. Ze kreeg haar aandeel van de soep, maar
kon toch niet eten. Het was alsof ze een voorgevoel had, dat het Vaders
vleesch was.
Het jongste dochtertje had evenwel verklaard, dat toen ze thuis kwam,
Mina en Jet bezig waren veêren te begraven in een kuil achter de
keuken.
Moeder vatte toen argwaan. Ze vroeg Mina of hetgeen ze haar als maal
had voorgezet Vaders vleesch niet was. Mina antwoordde natuurlijk
ontkennend. [325]
Doch toen Vader weken wegbleef en maar niet terugkwam, werd

Moeder boos op Mina.
Leisah, de jongste, ten einde raad, liep naar de rivier en zong:
Papà kári mi Leisah, 187

Mamà kári mi Leisah,
Mina kári mi Skoema! 188
Moeder liep haar na, maar zij kon haar kind nog slechts bij het haar
grijpen. Leisah verdronk en Moeder behield eenige strepen in de palm
harer hand.
Arme Leisah!
Sedert dien tijd hebben alle menschen strepen in de palm van de hand.
No. 27. Legende van Leisah. II.
Er wordt verhaald, dat in zeker dorp twee echtelieden woonden, die dol
waren op kinderen, maar er zelf geen hadden.
We moeten trachten, op welke wijze dan ook, aan een kind te komen,
zeiden zij.
Eens kwam een oude vrouw bij hen aan huis, vroeg de vrouw naar haar
welstand en naar dien van haren echtgenoot. De vrouw des huizes
antwoordde met droevige stem:
„Wij zijn, met Godswil, wel”.
„Wat scheelt U dan, Mevrouw?” vroeg de oude.
De vrouw des huizes deelde hare grieven mede, waarna de oude vrouw
haar een wees van acht dagen in handen gaf.
Het kind behoorde tot de vrouwelijke kunne en kreeg den naam van
Jacoba. Zij werd opgevoed als kind des huizes. [326]Toen zij twaalf jaar
was, moest ze voor huishoudelijke bezigheden beginnen te zorgen,
hetgeen zij met vlijt deed.
Eens wandelden de twee kinderliefhebbers langs het strand. Daar

zagen ze een meisje onbeheerd liggen en zij vroegen haar het een en
ander.
Daar zagen zij een meisje onbeheerd zitten …—Zie blz. 326.
Het kind werd naar huis medegenomen en kreeg den naam van Leisah.
Spoedig werd zij het troetelkindje, waarom Coba, hierover jaloersch,
haar begon uit te schelden.
De vondelinge begon te kwijnen van verdriet, omdat Coba haar

aanhoudend plaagde en treiterde.
Van dat alles vermoeid, zong zij het navolgende, waaruit haar
voornemen bleek:
Papà kári mi Leisah,

Mamà kári mi Leisah,
Coba kári mi Skóema.
Skoema mi na, Skóema mi sa tan! 189
De arme Coba werd weggejaagd, maar Leisah hield niet op met

treuren, en op zekeren dag keerde zij terug naar de plaats, waar zij
gevonden werd.
Haar pleegmoeder liep haar na als een pijl uit den boog, maar kon haar
niet inhalen.
Leisah was reeds in het water gesprongen, toen haar moeder

aankwam. Wel werd zij nog bij het lange haar gegrepen, maar door de
zwaarte zakte zij hoe langer hoe dieper en werd zij onder de golven
begraven. Zoo was Leisah weêr naar haar land teruggekeerd, omdat zij
uit schuim geboren was. De moeder, die haar troetelkind eindelijk had
moeten loslaten, hield de striemen van het haar in de hand. [327]
No. 28. Verhaal van het land van „Moeder Soemba”.
Er wordt verhaald, dat in een dorp een moeder met hare dochter
woonde en dat zij tot buren een moeder en dochter hadden, die zeer
wangunstig waren.
Het eerste meisje was allemansvriend; zij werd door iedereen bemind
en heette Akoeba 190 (Jacoba).
Akoeba nam haar buurmeisje Afi 191 tot vriendin aan, maar deze
benijdde haar in alles.
Eens kwam een oude vrouw bij Akoeba en gaf haar een kalebas ten
geschenke, zeggende:
„Ik ben een arm mensch; ik bezit niets op aarde, dat waarde heeft om
het U als geschenk aan te bieden; daarom hoop ik, dat ge deze
kleinigheid aan zult nemen, alsof het een kostbaar geschenk van een
rijk man was. Maar, mijn kind, deze kalebas moet gewasschen worden
in het land van ’Ma Soemba, opdat hij U gehoorzame.
Dat land is niet ver van hier, maar de wegen, die daarheen leiden, zijn
schier onbekend, daar er geen andere menschen wonen, dan ’Ma
Soemba zelve, die den sleutel aller tooverformulieren in handen heeft.
Het is niet gemakkelijk, ’Ma Soemba te naderen, als men niet vooraf is
ingelicht door betrouwbare personen.
Ge gaat van hieruit rechtdoor, tot daar, waar de weg zich in tweeën
splitst: de eene kant is schoon, de andere vuil.
Beloop den vuilen weg; aan het einde zult gij ’Ma Soemba vinden. Zij
zal U spreken en indien zij U iets vraagt, moet ge gehoorzamen, dan zal
ze Uwe kalebas wasschen, hoor, jonge dame!
Wanneer ge vreemde dingen ziet onderweg, spot er niet mede, maar

zing het lied, dat ik U zal leeren, nadat ge gevraagd zult hebben, om
voorbij te mogen gaan”.
Na verloop van een week ondernam Akoeba de reis, naar [328]de

aanwijzingen der oude vrouw. Toen zij een eind op weg was, zag zij
twee kankantries*, die aan het vechten waren.
Zij hielden op en het meisje ging voorbij, zingende:
Doegwèh a doegwèh, o! 192

Mi de bégi mi papà, mi passà 193
Doegwèh a doegwèh, o!
Zij liep door en zag twee voeten vechten. Ze verzocht en kreeg verlof,
door te gaan, onder het zingen van haar lied.
Iets verder trof Akoeba twee mátta’s* vechtende aan. Zij vroeg om door
te mogen gaan, hetgeen haar werd toegestaan, toen ze met haar lied
een aanvang maakte.
Eindelijk kwam zij aan het punt, waar de weg zich in tweeën splitste; de
eene zijweg was schoon, de andere vuil en onbegaanbaar.
Zij betrad den weg, die haar was aangewezen en zag vóór een huis een
vrouw, ’Ma Soemba, vol wonden en schurft zitten.
„Wat kom je hier doen!” vroeg zij aan het meisje. „Wees zoo goed en
wasch mij mijn rug af; er is water achter het huis”.
Akoeba waschte haar rug schoon, waardoor zij hare handen vol bloed
kreeg van de vele open wonden.
„Wasch je handen af en geef mij je kalebas, dan zal ik haar voor je

wasschen!” vervolgde de vrouw.
’Ma Soemba waschte de kalebas en gaf haar Akoeba terug.
„Keer nu naar huis terug en je zult je loon ontvangen. Bewaar je kalebas

goed en vrede zij verder met U”.
Het meisje vertrok en was na eenige uren weder thuis.
Of haar onderweg, bij het naar huis gaan, iets overkwam, wordt niet
verteld. [329]
Haar moeder wachtte haar met ongeduld en vroeg, of zij succes had
gehad.
„Ja!” antwoordde Akoeba.
Na eenige dagen kwam Afi haar vriendin bezoeken, terwijl deze juist
bezig was, haar kalebas te probeeren, waaruit zij tot hare groote
verbazing tal van gouden, zilveren en andere waardevolle voorwerpen
zag te voorschijn komen.
… waaruit zij tot hare groote verbazing tal van gouden, zilveren
en andere waardevolle voorwerpen zag te voorschijn komen.—
Zie blz. 329.
Het wangunstige buurmeisje vroeg haar naar de herkomst, daar zij al

dat moois ook wel graag zou willen hebben.
Akoeba vertelde hare vriendin alles en leerde haar ook het lied.
Den volgenden dag, reeds vóór zonsopgang, ondernam Afi den tocht.
Toen zij de verschillende karikaturen tegenkwam, dreef zij den spot er

meê.
Deze vervloekten haar, zeggende:
„Loop en gij zult vinden!”
Zij bereikte de splitsing van den weg en daar begon zij hare vriendin op
de onbehoorlijkste wijze uit te schelden.
„Zij dacht mij wat op de mouw te spelden, maar ik ben wijzer, dan ze
denkt. Het is uit wangunst, dat ze mij heeft gezegd, dien vuilen weg te
loopen. Zij wil niet, dat ik in haar geluk zal deelen. Ja! Zoo zijn de
menschen!—Maar ik neem dien schoonen weg.”
Op het einde gekomen, trof zij ’Ma Soemba aan, bezig obia 194 te koken.
’Ma Soemba verzocht haar, haar te willen wasschen, maar de juffer

begon haar uit te schelden.
„Geef me Uwe kalebas, dan zal ik haar uitwasschen; vrees niets”, zei de
vrouw. [330]
Doch juffer Afi bedankte haar niet eens, doch zei slechts: „Geef mij mijn
kalebas terug, want je maakt haar weêr vuil met jou handen”.
Vol blijdschap kwam zij weêr thuis bij moeder, die haar dadelijk vroeg, of
alles in orde was.
„Zeker, Mama, onze buurvrouw wilde mij misleiden, maar ik ben wijzer
dan ze denkt.
Ik ben klaar gekomen en zal haar bewijzen, dat niet alleen zij in ’t bezit
is van een wonderkalebas”.
Toen zij nog denzelfden dag het voorwerp raadpleegde, weigerde het;
het gaf geen resultaat. Haar vriendin ried haar toen aan, de kalebas
slechts in geval van nood te gebruiken. Doch Afi antwoordde, dat ze
geld noodig had en begon andermaal haar kalebas te raadplegen. Toen
kwam er allerlei ongedierte uit te voorschijn, dat haar doodde.
Zoo wordt het spreekwoord weêr bewaard:
Ba’ sóekoe, ba’ fínni, ba’ tjári. 195
No. 29. Boen no habi tangi.
Ondank is ’s werelds loon! Dat wil zeggen: boen no hábi tangì.
Er was eens een koning, die een zoon had, dien hij naar Holland had
gezonden, om te gaan leeren.
Doch toen de jongen terugkeerde, zei hij op zekeren dag:
„Vader, ik wil gaan wandelen, maar liefst alleen”.
„Het is goed, mijn jongen, gij kunt gaan”.
Den volgenden dag vertrok de jongen, en toen hij achter in den tuin
kwam, zag hij daar een dorren vijgeboom, die hem vroeg:
„Mijnheer, is het waar, dat ondank ’s werelds loon is?”
„Ik weet het niet”.
„Ja, het is waar, dat ondank ’s werelds loon is, want zie, ik heb aan uw
vader vruchten gegeven; hij heeft [331]mijne vruchten op brandewijn
gezet en ze gestoofd. En nu ben ik oud geworden; ik kan niet meer
bloeien en nu wil hij mij tot brandhout maken”.
De jongen erkende de waarheid dier woorden en antwoordde:
„Gij hebt gelijk”.
Toen trok de jongen verder en ontmoette een druivenboom, die den

jongen dezelfde vraag deed, en toen hij zijn wandeling vervolgde, kwam
hij langs een groot vuur met een slang er in, die blijkbaar in angst
verkeerde. En ook de slang vroeg aan den jongen, of het waar is, dat
ondank ’s werelds loon is. De jongen antwoordde niet, maar greep een
stok en nam de slang uit het vuur; doch nauwelijks had hij het dier
gered of het kroop tegen hem op en slingerde zich om zijn hals. De
slang wilde hem dooden.
„Van daag”, riep de jongen uit, „zie ik toch, dat ondank ’s werelds loon
is, want, kijk, ik heb u uit het vuur genomen en nu wilt ge mij dooden”.
Doch daar kwam juist een awari* voorbij, die dezelfde vraag tot den
jongen richtte, waarop deze antwoordde:
„Ja, het is waar, ondank is ’s werelds loon, want zie, ik heb de slang uit
het vuur genomen en nu wil ze mij dooden”.
„Ga mij wijzen”, hervatte Awari, „hoe gij de slang uit het vuur hebt
weggenomen”.
De slang kronkelde zich weêr om den stok en Awari gooide hem in het
vuur.
Daarop vervolgde Awari tegen den jongen:
„Laten wij heengaan en laat de slang in het vuur blijven”.
„Goed, doch dan moet gij met mij meê naar huis gaan; want ik wil mijn
vader en moeder wijzen, wie mij van den dood gered heeft”.
„Neen, dat doe ik niet, ik ben geen mensch; ik ben maar een dier”. [332]
Doch de jongen drong aan en zei: „ga meê”, waarop Awari

medegegaan is.
Thuis gekomen bij zijn vader en moeder, sprak de jongen tot Awari:
„Wel, Awari, wat wilt gij nu tot belooning hebben?”
„Niets wil ik hebben, maar als gij mij elken morgen een kip wilt geven,
dan ben ik tevreden”.
De koning zeide:
„Het is goed; kijk, hier heb ik een hok vol kippen; elken morgen kunt ge
er een komen halen”.
Maar dat beviel de koningin in het geheel niet; zij riep haar kokkin en
sprak tot haar:
„Morgen moet ge de awari dooden, want zoodoende raak ik al mijn

kippen kwijt”.
Den volgenden morgen kwam Awari, om de beloofde kip te halen, toen

de kokkin met een emmer water aankwam, die zij over de awari
omkeerde. En natuurlijk was Awari dood.
Hevig ontsteld en met heftige gebaren kwam de jongen toesnellen en

toen hij daar zijn redder dood zag liggen, riep hij uit:
„Het is toch een waar spreekwoord: boen no hábi tangì”.

No. 30. Geschiedenis van Kopro Kanon*.
Er was eens in een dorp een vrouw, die drie zoons had, waarvan de
oudste Mininimi heette, de tweede Krimintaria en de jongste Kopro
Kanon.
Zij had Mininimi en Krimintaria lief, maar Kopro Kanon niet; daarom
werd hij verwaarloosd en zat hij vol schurft 196 en jaws*. Als het etenstijd
was, riep de moeder alleen de twee ouden, zingende: [333]
Mininimi kom njam!

Krimintaria kom njam!
Kopro Kanon tan de! 197
Arme Kopro Kanon was stokmager en stonk van vuil. Zijn moeder wilde
niets van hem weten. Ach! Arme Kopro Kanon!
De twee oudste knapen zagen er rond uit van dikte.
De duivel, die menschenvleesch lust, had zijn oogen op hen gericht en

wachtte met ongeduld een gunstig oogenblik af, om hen te vangen.
Hij was juist op wacht, toen hij hoorde, op welke wijze de knapen
geroepen werden. Den volgenden dag kwam hij ter plaatse terug en
zong het lied met een heel grove stem.
Kopro Kanon had zijn broeders lief en zei hun:
„Gaat niet, want dat is de stem uwer moeder niet. Het komt mij voor, de
duivel te zijn”.
Zij waren hem gehoorzaam.
De duivel, die begreep, dat zijn zware stem de oorzaak was, dat de
jongens niet tot hem kwamen, ging toen bij een smid, om zijn tong te
laten vijlen.
De duivel … ging toen bij een smid om zijn tong te laten vijlen.—
Zie blz. 333.
De smid verbood zijn cliënt, bakoven* te eten, als zijn tong gevijld was,
daar zijn stem anders weêr grover zou worden.
„Ik zal aan Uw bevel voldoen”, antwoordde Joost hem.
Doch geen tien minuten van de smederij zijnde, ontmoette hij een
vrouw, die bakoven rondventte. De gulzigaard kon zijn lust niet
bedwingen en vroeg haar:
„Joe no séri mi toe sensi bakóeba?” 198
De bakove ging in één hap naar binnen.
Satan ging toen weêr de wacht houden en zong het lied met
donderende stem. [334]
De ongelukkige Kopro Kanon waarschuwde zijn broeders weêr om niet

te gaan, daar het slechts des duivels stem kon zijn, die zoo dreunend
en dof klonk.
De verdelger der wereld ging terug naar den smid, zonder eenig succes
te hebben gehad. Zijn stem was veranderd, daar zijn tong door bakove
vergiftigd was. De smid zei hem:
„Als iemand onder behandeling van een dokter is, moet hij diens
voorschriften opvolgen; anders loopt hij gevaar. Denk niet, dat een
patiënt den dokter kan foppen, neen, hij fopt zich zelf!”
„Maar, waarom zijt gij zoo hatelijk tegen mij?” vroeg Satan.
„Omdat ge vol leugens zit, vent. Ge spreekt tegen uw geweten.”
„Ben ik dan een leugenaar?”

„Een gevaarlijke ook. Denkt ge soms, dat ik niets anders te doen heb,
dan ieder oogenblik te zitten hameren en vijlen in uw bek?”
Na een flinke bestraffing begon de smid weêr te vijlen.
„Zing het lied nog eens, opdat ik U keure.”
De duivel zong.
„Hoe is het nu, goed niet waar?”
„Dank U vriendelijk, tot wederdienst”.
Satan ging naar zijn bestemming en begon met een altstem te zingen,
waardoor de twee knapen zijn slachtoffer werden. Toen de moeder hun
riep, antwoordde Kopro Kanon met droevige stem:
Mininimi no de,
Krimintaria no de,
Kopro Kanon wawán de. 199
[335]
De moeder ging toen naar Kopro Kanon, voedde hem van toen af en
verzorgde hem goed. Zij kwam te sterven en Kopro Kanon begroef
haar.
Wie kinderen heeft, mag het eene niet boven het andere voortrekken,
maar moet van allen evenveel houden.
No. 31. De Meermin of Watramama.
Er wordt verteld, dat het water beheerscht wordt door de

Watramama. 200
De Watramama is half mensch, half visch; zij heeft een zacht-gele tint
als een Indiaansche, een schoon gezicht, prachtige donkere oogen en
lang zwart haar.
De Watramama houdt verblijf in kreken. Zij komt nooit anders te

voorschijn dan om hare kleinen te zoogen of om zich het haar te
kammen met den wonderkam, en wel altijd met jongvloed 201. De
menschen, die het geluk hadden, haar te zien, vertellen dat het eene
Madonna is. Djokarto, van plantage „Pieterszorg”, zegt er een te
hebben gezien in een kreek van plantage „de Resolutie”. Zij zetelt onder
in de rivieren en vermag veel op de golven. Zij doet booten zinken en
eigent zich den inhoud toe. Nergens, bij niemand ter wereld, vindt men
zooveel rijkdommen als bij haar.
Men zegt, dat er menschen zijn, die de kunst verstaan, haar kam te
stelen, terwijl zij bezig is zich te kammen. Als de Watramama den dief
gevonden heeft, eischt zij haar kam terug en belooft in ruil een
aanzienlijke waarde aan geld. De dief echter paait haar met allerlei
beloften, en gebruikt haar om zoo te zeggen als een melkkoetje.
Telkens komt de Watramama terug en zij brengt steeds meer geld
mede, tot zij eindelijk het geluk heeft, haar kam terug te krijgen. Wil de
dief den kam niet teruggeven, [336]dan is hij verloren. Want de eerste
keer, dat hij over het water gaat, slaat zijn vaartuig om.
Er was eens iemand die, door een kreek varende, gekerm hoorde. Toen
hij voortparelde, bemerkte hij de Watramama, die in gevaar verkeerde
en hij verschafte haar hulp. De meermin zegende hem en beloofde hem
ten allen tijde haar bijstand. De man was visscher van beroep en deed
van toen af goede vangsten. Ook raadde zij hem aan, zijn pagala 202
open te laten, wanneer hij stadswaarts ging, en dagelijks vond hij er
geld in.
De Watramama had hem verboden met iemand hierover te spreken;

anders zou zij hem moeten straffen. 203 Maar ach! het zwakke geslacht,
dat de mannen zoo dikwijls in het verderf stort, bracht ook hem in het
ongeluk.
De man had vrouw en kinderen en toen de vrouw hem steeds met geld
thuis zag komen, vroeg zij naar de herkomst. Hij liet zich niet uit, doch
toen zij sterker aandrong en hij het, om de waarheid zeggen, niet meer
kon uithouden, vertelde hij haar alles en ook wat de gevolgen hiervan
zouden zijn.
Eens op een dag begaf de visscher zich naar een plantage, maar nog
eer hij op de plaats zijner bestemming was aangekomen, was hij
verdwenen.
Men zegt, dat het gevaarlijk is, de albino’s die nog al eens onder de
negers voorkomen, en Watramama-pikien 204 genoemd worden, veel
over het water te laten gaan, wanneer ze groot worden, daar de
Watramama ze dan wel eens tot zich neemt.
In den slaventijd was er een jonge neger-albino, Skroero-ki 205 genaamd,

die dikwijls op den rivierbodem [337]neêrdaalde, om allerlei voorwerpen
te halen. De Watramama was zijn vriendin. Hij ging bij haar eten en
bleef soms dagen onder water.
Zij had hem gewaarschuwd met niemand te spreken over hetgeen hij bij
haar hoorde of zag, maar Skroero-ki voldeed niet aan dat verzoek, en
toen hij weêr op den rivierbodem daalde, kwam hij niet meer aan de
oppervlakte terug.
Visschers, die hun bedrijf uitoefenen, vangen de Watramama wel eens

in hun netten.
Doch ze laten haar dan weêr gaan, daar ze anders gevaar zouden
loopen, om met boot en al in de diepte te verdwijnen!
No. 32. De Boa in de gedaante van een schoonen jongeling.
In zeer ouden tijd leefde een zeer mooi meisje. Haar schoonheid was
even beroemd, als haar trotschheid bekend was.
Van heinde en verre kwamen voorname jongelingen haar ten huwelijk

vragen, maar geen hunner keurde zij waardig genoeg, om haar
echtgenoot te worden.
Hare schatrijke ouders hadden daarover veel verdriet en zij spoorden

haar aanhoudend aan, om toch een dezer jongelingen te kiezen, daar
zij haar gaarne gehuwd wilden zien.
Maar het meisje hield staande, dat zij niet anders zou trouwen dan met
den man, dien zij lief had en dat zij er tot dusverre geen gezien had, die
hare liefde waardig was.
Op zekeren dag nam een reuzenslang, een boa*, een menschelijke

gedaante aan, kleedde zich als een schoone jongeling aan en begaf
zich naar de woning van het meisje.
Nauwelijks hief zij hare oogen op hem of zij werd zoodanig bekoord
door zijn schoonheid, dat zij bijna [338]flauw viel. Zij riep: „Vader, moeder,
hier is de man, dien ik bemin; en met hem wil ik trouwen”.
De ouders waren natuurlijk zeer verheugd, dat hun schoone dochter

eindelijk iemand naar haar zin gevonden had en alles werd zoo spoedig
mogelijk in gereedheid gebracht. Niets was kostbaar genoeg, om het
jonge paar te verschaffen.
De huwelijksfeesten duurden acht dagen lang. Zoo’n pracht was te

voren nooit gezien geweest.
Eindelijk moesten de jonggehuwden naar hunne nieuwe woning

trekken, die zoo prachtig mogelijk ingericht was.

Multivariable Calculus Metric Edition James Stewart Full Chapter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Multivariable Calculus Metric Edition James Stewart Full Chapter

Uploaded by

Copyright:

Available Formats

Multivariable Calculus, Metric Edition

WebAssign is an online learning platform for your math,

With WebAssign you will:

Get instant feedback Know how well you

Watch videos and tutorials Perform better on

Ask your instructor today how you can get

Exponents and Radicals

Binomial Theorem Distance and Midpoint Formulas

cossx 1 yd − cos x cos y 2 sin x sin y

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Compositor: Graphic World

Cengage Learning is a leading provider of customized learning solutions

For product information: www.cengage.com/international

10 Parametric Equations and Polar Coordinates 661

Problems Plus 722

11 Sequences, Series, and Power Series 723

11.8 Power Series 781

Problems Plus 825

12 Vectors and the Geometry of Space 829

Problems Plus 887

13 Vector Functions 889

Problems Plus 930

14 Partial Derivatives 933

Problems Plus 1035

15 Multiple Integrals 1037

Problems Plus 1121

16 Vector Calculus 1123

Problems Plus 1213

What’s New in the Ninth Edition, Metric Version?

n Graded Exercise Sets

resources of a computer algebra system, such as Maple or Mathematica, are needed, we

n Ancillaries for Instructors

Complete Solutions Manual Multivariable Calculus, Ninth Edition, Metric Version

n Ancillaries for Instructors and Students

StewartCalculus.com Challenge Problems n Web links n History of Mathematics

Calculus, Ninth Edition, Access to WebAssign

n Ninth Edition Reviewers

10 Parametric Equations and

10.1 Curves Defined by Parametric Equations

(x, y)={ f(t), g(t)}

x − t 2 2 2t y − t 1 1 0 < t < 4

x − f std y − tstd a < t < b

EXAMPLE 2 What curve is represented by the following parametric equations?

y EXAMPLE 3 What curve is represented by the given parametric equations?

_1_1 1 1x x 0 0 π π ππ 2π2π t t π π ππ 2π2πt t

_1_1 _1_1 _1_1

We see that as t increases from 0 to y2, x decreases from 1 to 0 while y starts at 0,

■ Graphing Parametric Curves with Technology

EXAMPLE 8 Use a calculator or computer to graph the curve x − y 4 2 3y 2.

Graphing software is particularly useful for sketching complicated parametric curves.

FIGURE 12 FIGURE 13 FIGURE 14

One of the most important uses of parametric curves is in computer-aided design

EXAMPLE 9 The curve traced out by a point P on the circumference of a circle as

y SOLUTION We choose as parameter the angle of rotation  of the circle s − 0 when

1 x − r s 2 sin d y − r s1 2 cos d  [ R

■ Families of Parametric Curves

a=_2 a=_1 a=_0.5 a=_0.2

a=0 a=0.5 a=1 a=2

2. x − lnst 2 1 1d, y − tyst 1 4d 8. x − 3t 1 2, y − 2t 1 3

3. x − 1 2 t 2, y − 2t 2 t 2, 21 < t < 2 12. x − t 2, y − t 3

4. x − t 3 1 t, y − t 2 1 2, 22 < t < 2

SECTION 10.1 Curves Defined by Parametric Equations 669

16. x − csc t, y − cot t, 0,t, (c) III

We see that as t increases from 0 to y2, x decreases from 1 to 0 while y starts at 0,

y SOLUTION We choose as parameter the angle of rotation of the circle s − 0 when

1 x − r s 2 sin d y − r s1 2 cos d [ R

2. x − lnst 2 1 1d, y − tyst 1 4d 8. x − 3t 1 2, y − 2t 1 3

3. x − 1 2 t 2, y − 2t 2 t 2, 21 < t < 2 12. x − t 2, y − t 3

4. x − t 3 1 t, y − t 2 1 2, 22 < t < 2

16. x − csc t, y − cot t, 0,t, (c) III

where 0 < t < 1, describe the line segment that joins

curve, called a witch of Maria Agnesi, consists of all pos-

x − sa 2 bd cos 1 b cos S a2b

dy dyyd r sin sin

When − y3, we have

A similar computation shows that dyydx l 2` as l 2n 2, so indeed there are

x − sin 2t y − cos 2t 0 < t < 2

r s2s1 2 cos d − s4 sin 2 sy2d − 2 sinsy2d − 2 sinsy2d | |

EXAMPLE 7 Show that the surface area of a sphere of radius r is 4r 2.

x − r cos t y − r sin t 0 < t <

S − y 2r sin t ss2r sin td2 1 sr cos td2 dt

− 2 y r sin t sr 2ssin 2 t 1 cos 2 td dt − 2 y r sin t r dt

− 2r 2 y sin t dt − 2r 2s2cos td 0 − 4r 2 g

7. x − t 3 1 1, y − t 4 1 t; t − 21 27. x − t 4 2 2t 3 2 2t 2, y − t 3 2 t

8. x − st , y − t 2 2 2t; t − 4 28. x − t 4 1 4t 3 2 8t 2, y − 2t 2 2 t

9. x − sin 2t 1 cos t, y − cos 2t 2 sin t ; t −

; 30. Graph the curve x − 22 cos t, y − sin t 1 sin 2t to dis-

y − Sstd − y sins u 2y2d du