Student Solutions Manual for Calculus and Its Applications

Description

About the Book

• An intuitive approach to introducing new concepts, and consistent presentation of those topics thereafter, builds on students’ earlier mathematical experience and helps them progress through the course.
• Informal explanations and visual representations are often provided in addition to formal definitions to appeal to student intuition.
• Thoughtful and consistent use of color as a pedagogical tool and a direct, down-to-earth writing style enhances the readability of the text for students and instructors.
• Revised – Recurring themes have been reinforced and expanded throughout the text, giving students a more consistent presentation and stronger explanation of key concepts. For example, disjoint intervals are now introduced in R.3 to better prepare students to tackle appropriate intervals of domain later in the course. 
• Abundant opportunities to practice recently learned concepts and apply them to real-life scenarios help students achieve a deeper understanding of calculus.
• Revised – Exponential and logarithmic functions are covered earlier in the text (Chapter 2), enabling students to tackle more interesting applications earlier in the course.
• All exercise sets are enhanced by the inclusion of real-world applications, detailed figures, and illustrative graphs. There are a variety of types of exercises, too, so different levels of understanding and varying approaches to problems can be assessed. In addition to applications, the exercise sets include Thinking and Writing, Synthesis, Technology Connection, and Concept Reinforcement exercises. 

• Updated – Relevant and factual applications drawn from a broad spectrum of fields are integrated throughout the text as applied examples and exercises, and are also featured in separate application sections. Applications have been updated and expanded in this edition to include even more real data.

• Technology Connection features illustrate the use of technology, including graphing calculators and Excel spreadsheets. Whenever appropriate, figures that simulate graphs or tables generated by a graphing calculator are included as well. Extended Technology Applications at the end of every chapter are more challenging and use real applications and real data. They require a step-by-step analysis that encourages group work.

• Timely help for gaps in algebra skills helps students target their weak areas and remediate or refresh when needed.
• Prerequisite Skills Diagnostic Test (Part A). This portion of the diagnostic test assesses skills that are covered in Appendix A: Review of Basic Algebra. Answers to the questions on the Diagnostic Test reference specific examples within Appendix A.
• Prerequisite Skills Diagnostic Test (Part B). This portion of the diagnostic test assesses skills that are covered in Chapter R: Functions, Graphs, and Models, and the answers reference specific sections within Chapter R. This chapter covers basic concepts related to functions, graphing, and modeling. It is an optional chapter based on students’ prerequisite skills.

Also available with MyLab Math 

MyLab™ Math is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab Math personalizes the learning experience and improves results for each student. Learn more about MyLab Math.

Deliver trusted content

• Updated – Assignable Exercises – New co-author Gene Kramer (University of Cincinnati, Blue Ash) analyzed and aggregated student usage and performance data from MyLab™ Math for the previous edition of this text. The results of this analysis helped improve the quality and quantity of text and MyLab exercises and learning aids that matter the most to instructors and students. There are approximately 5,800 assignable exercises in MyLab Math.

• New – Setup & Solve Exercises – These exercises require students to show how they set up a problem as well as the solution, better mirroring what is required on tests. Each Setup & Solve Exercise is also available as a regular question where just the final answer is scored. 
• New – Additional Conceptual Questions –These exercises provide support for assessing concepts and vocabulary. Many of these questions are application oriented.
• Expanded – A full suite of Interactive Figures has been added to support teaching and learning. The figures illustrate key concepts and allow manipulation. They have been designed to be used in lecture as well as by students independently.
• New – Instructional videos – Approximately 90% of the instructional videos are brand new. The new videos were made using the latest technology and feature authors Gene Kramer and Scott Surgent along with instructors Mary Ann Barber (University of North Texas) and Thomas Hartfield (University of North Georgia). The Guide to Video-Based Assignments shows which MyLab Math exercises can be assigned for each video (all videos are assignable).

Teach your course your way

• Learning Catalytics, now included in all MyLab Math courses, is a student response tool that uses students’ smartphones, tablets, or laptops to engage them in more interactive tasks and thinking during lecture. Learning Catalytics fosters student engagement and peer-to-peer learning with real-time analytics. You can access pre-built exercises created specifically for this course.

Empower each learner

• Integrated Review – This MyLab course features pre-made, assignable (and editable) quizzes to assess the prerequisite skills needed for each chapter, plus personalized remediation for any gaps in skills that are identified. Each student, therefore, receives just the help that he or she needs — no more, no less.
• New – Enhanced Sample Assignments include just-in-time prerequisite review, help keep skills fresh with spaced practice of key concepts, and provide opportunities to work exercises without learning aids so students check their understanding. These assignments are editable in MyLab Math.

• Exponential and logarithmic functions are covered earlier in the text (Chapter 2), enabling students to tackle more interesting applications earlier in the course.

• Former section 2.8 is split into two sections (3.8 and 3.9) to lighten the content load. 3.8 covers implicit differentiation (including a subsection on logarithmic differentiation), while 3.9 covers related rates with more examples than before.

• In 4.1, there is increased focus on antidifferentiation as accumulation, using easy intuitive examples to appeal to a student’s familiarity from real life.

• New section 4.7 on numerical methods 

• New section 8.1 has been added to expand on the introduction to differential equations in 5.7. (Full coverage of differential equations includes 5.7 and all of Chapter 8.) Many of the things discussed in Chapter 5, and even earlier in Chapters 2 and 3, can now be discussed again as examples of differential equations.

• Chapter 10 has been revised to take into account that the basics of probability are covered in 5.4 and 5.5. Thus full coverage of (non-combinatorics) probability involves 5.4, 5.5, and Chapter 10. In particular, 10.4 has been revised to account for the fact that normal distributions are now entirely in 5.6. Section 10.4 concentrates more on the ideas of mean, variance, and standard deviation as pertains to other models discussed, such as uniform and exponential models, plus other “common” models using basic polynomials. 

• Recurring themes have been reinforced and expanded throughout the text, giving students a more consistent presentation and stronger explanation of key concepts. For example, disjoint intervals are now introduced in R.3 to better prepare students to tackle appropriate intervals of domain later in the course. 
• Applications have been updated and expanded in this edition to include even more real data.

• Spreadsheets are incorporated as a means to explain concepts, when appropriate.

Also available with MyLab Math

• Assignable Exercises – New co-author Gene Kramer (University of Cincinnati, Blue Ash) analyzed aggregated student usage and performance data from MyLab™ Math for the previous edition of this text. The results of this analysis helped improve the quality and quantity of text and MyLab exercises and learning aids that matter the most to instructors and students. There are approximately 5,800 assignable exercises in MyLab Math.

• Setup & Solve Exercises – These exercises require students to show how they set up a problem as well as the solution, better mirroring what is required on tests. Each Setup & Solve Exercise is also available as a regular question where just the final answer is scored. 
• Additional Conceptual Questions – These exercises provide support for assessing concepts and vocabulary. Many of these questions are application oriented.
• A full suite of Interactive Figures has been added to support teaching and learning. The figures illustrate key concepts and allow manipulation. They have been designed to be used in lecture as well as by students independently.
• Instructional videos – Approximately 90% of the instructional videos are brand new. The new videos were made using the latest technology and feature authors Gene Kramer and Scott Surgent along with instructors Mary Ann Barber (University of North Texas) and Thomas Hartfield (University of North Georgia). The Guide to Video-Based Assignments shows which MyLab Math exercises can be assigned for each video; all videos are assignable.

• Enhanced Sample Assignments include just-in-time prerequisite review, help keep skills fresh with spaced practice of key concepts, and provide opportunities to work exercises without learning aids so students check their understanding. These assignments are editable in MyLab Math.

• Study skills modules help students with the life skills that can make the difference between passing and failing.

• The Graphing Calculator Manual and Excel Spreadsheet Manual, both specific to this course, have been updated to support the TI-84 Plus CE (color edition) and Excel 2016, respectively. Both manuals also contain additional topics to support the course. 
• An Instructor Answers document with all answers in one place augments the downloadable Instructor Solutions Manual.

Marvin Bittinger has been teaching math at the university level for more than thirty-eight years. Since 1968, he has been employed at Indiana University Purdue University Indianapolis, and is now professor emeritus of mathematics education. Professor Bittinger has authored over 250 publications on topics ranging from basic mathematics to algebra and trigonometry to applied calculus. He received his BA in mathematics from Manchester College and his PhD in mathematics education from Purdue University. Special honors include Distinguished Visiting Professor at the United States Air Force Academy and his election to the Manchester College Board of Trustees from 1992 to 1999. His hobbies include hiking in Utah, baseball, golf, and bowling. Professor Bittinger has also had the privilege of speaking at many mathematics conventions, most recently giving a lecture entitled “Baseball and Mathematics.” In addition, he also has an interest in philosophy and theology, in particular, apologetics. Professor Bittinger currently lives in Carmel, Indiana, with his wife, Elaine. He has two grown and married sons, Lowell and Chris, and four granddaughters.

 

David Ellenbogen has taught math at the college level for over thirty years, spending most of that time in the Massachusetts and Vermont community college systems, where he has served on both curriculum and developmental math committees. He has also taught at St. Michael’s College and the University of Vermont. Professor Ellenbogen has been active in the American Mathematical Association of Two Year Colleges since 1985, having served on its Developmental Mathematics Committee and as a Vermont state delegate.  He has been a member of the Mathematical Association of America since 1979 and has authored dozens of publications on topics ranging from prealgebra to calculus and has delivered lectures at numerous conferences on the use of language in mathematics. Professor Ellenbogen received his BA in mathematics from Bates College and his MA in community college mathematics education from the University of Massachusetts at Amherst, and a certificate of graduate study in Ecological Economics from the University of Vermont. Professor Ellenbogen has a deep love for the environment and the outdoors, and serves on the boards of three nonprofit organizations in his home state of Vermont. In his spare time, he enjoys playing jazz piano, hiking, biking, and skiing. He has two sons, Monroe and Zack.

Scott Surgent received his B.S. and M.S. degrees in mathematics from the University of California—Riverside, and has taught mathematics at Arizona State University in Tempe, Arizona, since 1994. He is an avid sports fan and has authored books on hockey, baseball, and hiking. Scott enjoys hiking and climbing the mountains of the western United States. He was active in search and rescue, including six years as an Emergency Medical Technician with the Central Arizona Mountain Rescue Association (Maricopa County Sheriff’s Office) from 1998 until 2004. Scott and his wife, Beth, live in Scottsdale, Arizona.

Gene Kramer received his PhD from the University of Cincinnati, where he researched the well-posedness of initial-boundary value problems for nonlinear wave equations.  He is currently a professor of mathematics at the University of Cincinnati Blue Ash College.  He is active in scholarship of teaching and learning research and is a member of the Academy of the Fellows for Teaching and Learning at the University of Cincinnati.  He is a co-founder and an editor for The Journal for Research and Practice in College Teaching and serves as a Peer Reviewer for the Higher Learning Commission. 

Additional information

Dimensions	1.70 × 8.55 × 10.90 in
Imprint	Pearson
Format	gen
ISBN-13	09780135165683
ISBN-10	0135165687
Author	Marvin L. Bittinger, David J. Ellenbogen, Scott A. Surgent, Gene Kramer
Subjects	mathematics, higher education, applied calculus, applied math, Calculus, Applied & Advanced Math