Added new Exercises: 3.2: 36, 43–44; 3.3: 51–52; 3.5: 43–44, 61bc; 3.6: 65–66, 97–99; 3.7: 25–26; 3.8: 47; AAE: 24–25. Updated definition of limits to allow for arbitrary domains. The definition of limits is now consistent with the definition in multivariable domains later in the text and with more general mathematical usage.

Rewrote 2.5 Example 11 to solve the equation by finding a zero, consistent with previous discussion. Jane Thomas died in 1975 from breast cancer. In 1980, Thomas married Thais Erving; she died in 1983, also from breast cancer. Learning Catalytics™ helps instructors generate class discussion, customize lectures, and promote peer-to-peer learning with real-time analytics. As a student response tool, Learning Catalytics uses students’ smartphones, tablets, or laptops to engage them in more interactive tasks and thinking. Learning Catalytics allows you to Added new Exercises: 8.1: 41-44; 8.2: 53-56, 72-73; 8.3: 75-76; 8.4: 49-52; 8.5: 51-66, 73-74; 8.8: 35-38, 77-78; PE: 69-88. Were you looking for the book with access to MyMathLab? This product is the book alone, and does NOT come with access to MyMathLab. Buy Thomas' Calculuswith MyMathLab access card 12e(ISBN 9781408263198 )if you need access to the MyLab as well, and save money on this brilliant resource.Results are both carefully stated and proved throughout the book, and proofs are clearly explained and motivated. Students and instructors who proceed through the formal material will find it as carefully presented and explained as the informal development. If the instructor decides to downplay formality at any stage, it will not cause problems with later developments in the text. Replaced sin -1 notation for the inverse sine function with arcsin as default notation in 1.6, and similarly for other trig functions.

Maurice D. Weir holds a DA and MS from Carnegie-Mellon University and received his BS at Whitman College. He is a Professor Emeritus of the Department of Applied Mathematics at the Naval Postgraduate School in Monterey, California. Weir enjoys teaching Mathematical Modeling and Differential Equations. His current areas of research include modeling and simulation as well as mathematics education. Weir has been awarded the Outstanding Civilian Service Medal, the Superior Civilian Service Award,and the Schieffelin Award for Excellence in Teaching. He has coauthoredeight books, including the University Calculus series and the twelfth edition of Thomas’ Calculus. UPDATED! Figures are conceived and rendered to provide insight for students and support conceptual reasoning. In the 14th SI Edition, new figures are added to enhance understanding and graphics are revised throughout to emphasize clear visualization. NEW! Setup & Solve exercises require students to first describe how they will set up and approach the problem. This reinforces conceptual understanding of the process applied in approaching the problem, promotes long term retention of the skill and mirrors what students will be expected to do on a test. Added new Exercises: 10.1: 27-30, 72-77; 10.2: 19-22, 73-76, 105; 10.3: 11-12, 39-42; 10.4: 55-56; 10.5: 45-46, 65-66; 10.6: 57-82; 10.7: 61-65; 10.8: 23-24, 39-40; 10.9: 11-12, 37-38; PE: 41-44, 97-102. NEW! Additional Conceptual Questions augment the text exercises to focus on deeper, theoretical understanding of the key concepts in calculus. These questions were written by faculty at Cornell University under an NSF grant and are also assignable through Learning Catalytics.Clarified definition of limits to allow for arbitrary domains. The definition of limits is now consistent with the definition in multivariable domains later in the text and with more general mathematical usage. Renamed the nth term test the “nth term test for divergence” to emphasize that it says nothing about convergence. Added new Exercises: 8.1: 41–44; 8.2: 53–56, 72–73; 8.3: 75–76; 8.4: 49–52; 8.5: 51–66, 73–74; 8.8: 35–38, 77–78; PE: 69–88. The authors are careful to present key topics, such as the definition of the derivative, both informally and formally. The distinction between the two is clearly stated as each is developed, including an explanation as to why a formal definition is needed. Ideas are introduced with examples and intuitive explanations that are then generalized so that students are not overwhelmed by abstraction. End-of-chapter materials include review questions, practice exercises covering the entire chapter, and a series of Additional and Advanced Exercises with more challenging or synthesizing problems.

NEW! 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. Videos that use the Interactive Figures to explain key concepts are included. The figures are editable using the freely available GeoGebra software. The figures were created by Marc Renault (Shippensburg University), Steve Phelps (University of Cincinnati), Kevin Hopkins (Southwest Baptist University), and Tim Brzezinski (Berlin High School, CT). Added new Figure 10.16 to illustrate the differing behaviors of the harmonic and alternating harmonic series. Setup & Solve Exercises require students to first set up, then solve a problem. This better matches what they are asked to do on tests and promotes long-term retention of the skill. More assignable exercises -- Instructors now have more exercises than ever to choose from in assigning homework.In 1937, Thomas was accepted into the graduate mathematics program at Cornell University. At Cornell, Thomas worked as an instructor while pursuing his research in number theory. Short URLs have been added to the historical marginnotes, allowing students to navigate directly to online information. Renamed the nth-Term Test the “nth-Term Test for Divergence” to emphasize that it says nothing about convergence. Joel Hassreceived his PhD from the University of California―Berkeley. He is currently a professor of mathematics at theUniversityofCalifornia―Davis. He has coauthored six widely used calculus texts as well as two calculus study guides. He is currently on the editorial board of Geometriae Dedicataand Media-Enhanced Mathematics. He has been a member of the Institute for Advanced Study at Princeton University and of the Mathematical Sciences Research Institute, and he was a Sloan Research Fellow. Hass’s current areas of research include the geometry of proteins, three dimensional manifolds, applied math, and computational complexity. In his free time, Hass enjoys kayaking.

On October 31, 2006, Thomas died in Foxdale Village at State College, Pennsylvania, a retirement community centered around the needs of retired academics. [2] Books [ edit ] Added discussion on general quadric surfaces in 12.6, with new Example 4 and new Figure 12.48 illustrating the description of an ellipsoid not centered at the origin via completing the square. Thomas became involved with math and science education in America's primary and secondary schools some years before the Soviet Union launched Sputnik. From 1955 to 1957, he served on the board of governors of the Mathematical Association of America and was the group's first vice president from 1958 to 1959. Following Ross Finney's death in 2000, the text has simply been known as Thomas' Calculus from the 10th edition onward. The 14th edition, now edited by contemporary authors, is the most recent version of the text.This section does not cite any sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. ( May 2022) ( Learn how and when to remove this template message) Added new Exercises: 12.1: 31–34, 59–60, 73–76; 12.2: 43–44; 12.3: 17–18; 12.4: 51–57; 12.5: 49–52. Added figure of x sin (1>x) in 3.2 to illustrate how oscillation can lead to nonexistence of a derivative of a continuous function. Updated 8.2 Integration by Parts discussion to emphasize u(x) y(x) dx form rather than u dy. Rewrote Examples 1–3 accordingly.