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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
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Metric Version WCN: 02-300
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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
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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
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(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,
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The Project Gutenberg eBook of Gem of neatness
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Title: Gem of neatness

Or, the cousins
Author: Madeline Leslie
Release date: December 2, 2023 [eBook #72280]
Language: English
Original publication: Boston: Andrew F. Graves, 1872
*** START OF THE PROJECT GUTENBERG EBOOK GEM OF NEATNESS ***

Transcriber's note: Unusual and inconsistent spelling is as printed.
SPARKLING GEMS
BY MRS. MADELINE LESLIE.
Gem of Neatness:
OR,
THE COUSINS.
BY
MRS. MADELINE LESLIE

"Let all things be done decently and in order."—I COR 14:40.
BOSTON:
ANDREW F. GRAVES.
20 CORNHILL.
Entered, according to Act of Congress, in the year 1872,

BY A. R. BAKER, D.D.
In the Office of the Librarian of Congress at Washington.
J. D. Flagg & Co.

51 Walter and 57 Congress Sta.
Boston.
LIST
OF
SPARKLING GEMS
FOR YOUTH.
SERIES FOR GIRLS.
VOL. I. GEM OF COURTESY.
VOL. II. GEM OF COURAGE.
VOL. III. GEM OF FAITHFULNESS.
VOL. IV. GEM OF NEATNESS.
VOL. V. GEM OF TRUTHFULNESS.
VOL. VI. GEM OF EARNESTNESS.

LIST
OF
SPARKLING GEMS
FOR YOUTH.
SERIES FOR BOYS.
VOL. I. GEM OF UPRIGHTNESS.
VOL. II. GEM OF SELF-DENIAL.
VOL. III. GEM OF PERSEVERANCE.
VOL. IV. GEM OF TEMPERANCE.
VOL. V. GEM OF SELF-CONTROL.
VOL. VI. GEM OF GENEROSITY.
DEDICATION.
MY DEAR LITTLE HARRY:
I HAVE DEDICATED THESE SMALL VOLUMES TO YOU,

PRAYING THAT THE GEMS OF WHICH THEY TREAT, MAY
ADORN YOUR CROWN IN THE CORONATION DAY OF CHRIST'S
BELOVED.
Your affectionate grandmother,
THE AUTHOR.
PREFACE.
THE author of these volumes recently attended the commencement of a seminary, in which
sparkling crowns were placed on the heads of such of the graduates as had been
distinguished for diligence, faithfulness, neatness and other virtues. Being very much
pleased with the design, I have appropriated the idea in these small volumes.
On the illuminated title page, the teacher and pupils appear. He holds up to their view a
sparkling gem, just taken from his cabinet. We may imagine him explaining to them, that
these precious stones are used in the Bible as emblems of the different graces which adorn
the character of Christians, even as God says: these graces "shall be as the stones of a
crown," put upon their heads.
CONTENTS.
CHAPTER I. EMILY'S BUREAU
CHAPTER II. OLD FRIENDS
CHAPTER III. MILLY'S ARRIVAL
CHAPTER IV. MILLY AT PRAYERS
CHAPTER V. MILLY AT TABLE
CHAPTER VI. MILLY'S REQUEST
CHAPTER VII. GRANDMA'S ARRIVAL
CHAPTER VIII. THE MISSIONARIES
CHAPTER IX. ORDER FROM CONFUSION
CHAPTER X. MILLY'S CHAMBER
CHAPTER XI. A DRIVE TO THE BEACH
CHAPTER XII. MILLY'S ESCAPE
GEM OF NEATNESS.
CHAPTER I.
EMILY'S BUREAU.
MRS. MORGAN stood at the door of her little daughter's chamber, a bright smile of
satisfaction illumining her countenance. Presently she stepped back into the hall, and,
leaning over the balustrade, called out:
"Cousin Mary, come up here a moment."
A light step on the stairs, and cousin Mary stood by her side.
"This is Emily's room," said her mamma—"just as she left it for school. Everything has a
place, and is in its place."
Mrs. Roby, who was cousin Mary, entered the neat chamber, her eyes beaming with
pleasure.
"It looks just like Emily," she said in an enthusiastic tone.
"See! That book-rack,—How very even the row of volumes, and not one speck of dust on
them;—and this tiny vase, with one carnation-pink! Priscilla, your daughter is a jewel of a
girl as our old Pat used to say. Her habit of neatness and order will be worth a fortune to
her."
"She is naturally neat and orderly," added Mrs. Morgan. "When she was not more than
three years old, she used to want to help when I dusted the parlors. I always take that
duty on myself, you know. So Emily must have an old veil tied over her golden curls,
because mamma wore a veil to keep off the dust; and she must have a piece of silk for a
duster. It was too funny to see her fly from one chair to another, just as soon as I had
dusted it, and rub, rub, with all her strength."
"Does she take the entire care of her room?"
"Yes, now she does," answered mamma. "Hannah used to open the bed, and turn the
mattress; but she was so anxious to do it all; and sometimes she had to wait for Hannah
to get through with other work, so her father had the mattress carried to the upholsterer's,
and cut in two parts. She can lift it now without any difficulty."
While Mrs. Morgan was speaking, her cousin had gone toward the bureau, and with her
hands on the knobs of the upper drawer asked:
"May I look?"
"Certainly."
It was, indeed, a beautiful sight. A box in one of the front corners contained a pile of
pocket handkerchiefs. Another at the left was filled with ribbons of various colors used for
her hair and her neck. Each piece was rolled up nicely and laid by itself. Then there was a
tiny box, holding a pretty brooch,—her last birthday gift from papa. A black silk apron and
two or three white ones neatly folded lay at the back part of the drawer.
The next two contained different kinds of under clothes, each variety in a pile by itself.
"She puts everything away herself," explained her mamma. "Hannah lays her clean clothes
on the bed, as they come up from the wash; and when she comes home she takes care of
them without being reminded to do so. But look here?"
The lady opened the underdrawer, and displayed a beautiful wax doll covered with a small
quilt pieced from tiny scraps of bright-colored silk. Miss Rose Standish lay with a sweet
smile on her round face; and well she might smile, for there within her reach at the back
part of the drawer was every thing in the shape of a wardrobe which the most extravagant
dolly could desire. There was a set of white furs, muff and tippet to match; and another
set of gray with the cunningest little wristers you ever saw. There were hats with plumes,
and hats with velvet trimmings, and sacks, and skirts, and shoes and parasol to shade the
little Miss from the sun. Oh, it would be easier to tell what there was not!
"It's a perfect show," exclaimed Mrs. Roby. "It's as good as Barnum's baby show. I wonder
what aunt Lydia will say to it."
"The best of it is," added mamma, "that she has made the most of the clothes herself. I
used to cut and baste for her; but of late, she has had a pattern and cut them herself. Her
father says he hopes she will play with dolls till she is married. He is enthusiastic on the
subject. Why, you'd laugh to hear him talk. He believes that, the dressing and undressing
of dolls, and disciplining them, as Emily does hers, is the very best preparation for the
duties of a mother that a child can possibly have. He would give Emily any amount of
money she would ask to buy materials to make up for Miss Rose. By and by, I must tell
you a story about that gray set of furs."
"Tell me now, please. I'm sure," added Mrs. Roby laughing, "if I had ever disbelieved in
hereditary traits, I would give up my doubts after this."
"What do you mean?"
"Why from the stories I've heard Aunt Lydia tell about you, I think Emily is just her
mamma over again."
"Yes, I used to be ridiculously fond of dolls, there is no denying it; but in those days, a wax
doll was a thing unknown. My best doll was a beauty though. She had eyes that shone like
diamonds, and painted curls. I used to call her Esther, after Queen Esther, I suppose; and I
was very proud of her."
CHAPTER II.
OLD FRIENDS.
MRS. MORGAN shut the bureau as she spoke, saying with a smile: "Emily will know in a
minute, that somebody has been to her drawers."
"I had better confess beforehand then. Are you going to sew now?"
"Yes, I'll be ready presently."
Ina few moments, Mrs. Morgan joined her cousin in the pleasant sitting-room. But before I
tell you what they talked about, I wish to explain who these two ladies were.
Mrs. Morgan was the wife of a gentleman of good fortune connected with the great Express
lines from north to south. They were both members of the Episcopal Church; and it was
their earnest prayer that they might be not professors only, but possessors of vital
godliness. During the first years of their married life, they went much into company,
attended balls and concerts night after night. By this means, they lost much of the fervor
of their religion.
Indeed, so conformed were they to the world and its pleasures, that they could scarcely be
distinguished from the world's people. But their Father in heaven was watching over them.
He saw into their hearts, and he knew that even while involved in this round of gayety,
they were not satisfied. He knew there were times when they turned with loathing from all
this hollow friendship, and longed for the quiet happiness they once enjoyed. God in his
abounding kindness had a purpose of mercy toward these his wandering children; and he
took means to bring them back to himself.
He removed first a beautiful babe who had scarcely opened its eyes in this world, to his
paradise above. Then, when this did not wean the mother from circles of fashion, from the
theatre and opera, he took another child, a darling boy, the pride of both parents, to swell
the song of infant worshippers before his throne. A few months later, and while their
hearts were still bleeding with sorrow, Emily their first-born and best-beloved was seized
with scarlet-fever, and lay for days hovering between life and death.
Now, when the waves and the billows of trouble were rolling over them, they began to call
upon God for help. But to their aching hearts, he did not seem a refuge near at hand. He
appeared to be afar off, so far that their cry could not reach him. But if not to their
heavenly Father, to whom could they go in their deep distress? Then they began to feel
that they had sinned.
In their days of prosperity, they had forgotten to give thanks. They mourned together over
the sinfulness which had led them far away from real happiness; and then in infinite
compassion, their elder brother, their Saviour appeared to comfort them. The gracious
spirit suggested words of cheer: "Return unto me, and I will return unto you."
By the bedside of their sick and apparently dying child, they renewedly consecrated
themselves and all that they had, to the service of their Saviour. They bowed in sweet
submission to the will of God. They cried indeed "Spare her, Lord," but from the heart they
added, "if such be thy holy will."
And a merciful God did spare the child. She was gradually restored to perfect health. From
this time her parents commenced a new life. They were constant at church. They took
classes in the Sunday school. They visited the poor and afflicted. They did all in their
power to stay up the hands of their faithful pastor.
All the energy and activity they had before displayed in the invention of new pleasures
were now employed for the good of those about them. They were indeed a blessing in
society; and in blessing others, they received a rich reward in their own hearts. One glance
into the serene countenance of Mrs. Morgan showed that her soul was at peace.
Sickness and sorrow might come as it comes to every one; but she felt that all events for
her were ordered by a Father's hand. Emily was their one treasure, spared to them from
the grave. Is it strange that she was taught from her earliest recollection that her chief aim
in life should be to love and serve her Maker and Preserver?
Mrs. Roby, own cousin to Mrs. Morgan, had married young, and gone with her husband to
the West. He had been successful in business, and had now come East for a few months,
his wife improving the occasion long desired, to revive her acquaintance with those so dear
to her. She had only arrived the day before; and every moment that her cousin was at
liberty was improved in asking questions about herself and other friends.
Aunt Lydia was Mrs. Morgan's mother who usually passed a part of every year with her,
greatly to the delight of Emily.
CHAPTER III.
MILLY'S ARRIVAL.
THERE is another member of Mr. Morgan's family not yet introduced. Her real name is
Amelia Lewis; but everybody seems to have forgotten it; and she now answers to the
names Milly, or Mill. She is an orphan niece of Mr. Morgan, the child of his favorite sister,
who went to India with her husband, and died there shortly after Amelia's birth.
For seven years, her father kept the child with him in Calcutta; and then she was sent
home to his mother, where she remained until the old lady's increasing infirmities made
the care a burden.
Mr. Morgan, hearing at last of Milly's destitute situation, consulted with his wife as to what
was best to be done with the little girl. He proposed a boarding-school, and offered to be
answerable for all expenses; but Mrs. Morgan, with great feeling, exclaimed:
"No, George, never to a boarding-school with my consent. What she needs is a home,
where she can be loved and taught her duty."
"But we know nothing about her habits, and I cannot have our sweet Emily exposed to
influences which may corrupt her pure mind."
"Listen a moment, George. Somebody certainly owes a duty to the poor orphan. If it is
ours, we will undertake it, trusting in God to preserve our child from harm. We have
endeavored to teach her to love her Saviour, and to pray to him to shield her from
temptation. Now we must have faith to believe he will answer prayer."
"But, Priscilla, think how Milly has been brought up. You know what life in India is, from
poor Ida's letters. And without a mother, the child has been tossed about from one native
servant to another. I really can't see the way clear; and then think what a care for you!"
"Give me twenty-four hours to reflect," said the lady, cheerfully. "I will tell you then
whether I will undertake it."
The next evening, a letter was written inviting Milly to make her uncle a visit; he
volunteering a promise to pay her expenses for a year, either at his own house or at a
suitable school. A week later, Milly arrived, in company with a neighbor of her
grandmother, and quite a sensation did her debut create.
Milly was now in her tenth year, eight months younger than Emily. She had eyes that
shone like stars; and a complexion dark as an Indian. Her form was slender, and her
movements graceful. Her limbs were so supple that she could throw herself into any
attitude and did so to the alarm of her aunt, who feared every moment that she would
dislocate some bone.
It would be difficult to conceive a greater contrast than existed between the cousins. Emily
was of fair complexion, with deep blue eyes and auburn hair. In her person and dress, she
was the picture of neatness, while from her birth her parents had carefully guarded her
from every breath of harm.
Milly, on her arrival from a day's journey in the cars, looked like a wild girl. Her face was
covered with dust; her hair which floated loosely over her shoulders, looked as though
unacquainted with a brush; her hands were grimy with dirt; her nails even had a deep
border of black; her dress was buttoned awry; her boots were only half laced; and the
strings hung dangling around her ancles, threatening every moment to trip her up.
When the child had carelessly bid the neighbor who accompanied her to the door good-by,
without a word of thanks, and then, no ways abashed, stood in the centre of the room
gazing curiously at her new found relatives, Mrs. Morgan cast a despairing glance from her
husband to Emily.
The little girl, in the meantime, was trying hard to convince herself that this poor,
neglected creature was the dear cousin, for whose arrival she had been so impatient. She
blushed crimson as she noticed the slovenly hair and soiled dress; all desire to have Milly
share her room and bed vanishing on the instant. She could not endure the thought of a
kiss from a mouth with teeth so entirely a stranger to the brush.
But Milly did not notice the neglect. Alter one long, searching gaze into the faces of her
relatives, she threw her hat into a chair, tossed back with a quick jerk of her head the
locks fallen over her face; then with a loud yawn, exclaimed:
"I say, isn't it hot? I'm awfully hungry, too."
This appeal changed Emily's aversion to sympathy. She stepped forward eagerly, and
seizing her cousin's hand, said:
"Come with me to your room and wash. Supper will be ready in a few minutes."
She led the way to a small chamber on the opposite side of the hall from her own, saying
as she did so, "I'll help you to dress for tea."
"Oh dear!" exclaimed Mrs. Morgan, throwing up her hands when the children were out of
hearing, "Isn't she a real Hindoo? Can she ever be civilized?"
Mr. Morgan sighed repeatedly. "Oh, Ida!" he murmured, "How your child reminds me of
you! So like, yet so different; impulsive and careless, but with a warm heart!"
They were interrupted by a loud, prolonged laugh from the chamber; and in a few minutes
the cousins came down stairs hand in hand, just as the bell in the hall called them to
supper.
CHAPTER IV.
MILLY AT PRAYERS.
IT was evident that Emily had attempted to improve her cousin's appearance. Her face and
hands were clean; and one lock of hair next her face had been brushed smoothly, and tied
back with a cherry ribbon, from Emily's drawer. An apron and collar had been added from
the same place.
At the door of the dining-room, Milly snatched her hand from her cousin, and dashed up to
her aunt, asking, in a loud voice, "Say, doesn't I look smart? May I keep this red ribbon for
my own?"
At the table, while her uncle said grace, Milly folded her hands to be sure; but her eyes
wandered from one dish to another. She did not wait till the plate of biscuit was passed,
but snatched one, and commenced eating it, biting a huge piece off the side as a dog
would have done.
Emily blushed. "Wasn't it dreadful?" she asked mamma afterward.
"Did you have no dinner, Milly?" inquired her uncle, greatly annoyed.
"I had a paper bag full of doughnuts and cheese," answered the child, talking with her
mouth full, and showing all the process of masticating her food, occasionally using her
tongue to disengage the bread from her teeth. "Martha made them on purpose. You know
old Martha, don't you?"
Mr. Morgan gravely bowed assent. Every moment he was becoming more convinced that
Milly must be sent away to school.
When Mrs. Morgan passed the visitor a glass dish of currant jelly, she smacked her lips,
and glancing in her aunt's face with a smile, she burst out:
"I say, isn't this red stuff jolly good?"
"I'm glad you like it, my dear," was the kind reply.
Mr. Morgan pushed back his plate, saying in rather a petulant tone, "My appetite has
gone."
"Oh, papa!" said Emily, "You've only eaten one biscuit."
When the tea had been removed, Emily carried the Bible and hymn books to her father,
taking the opportunity, as she leaned over his shoulder, to whisper to him:
"I love you dearly, papa."
He glanced in her anxious face, nodded pleasantly, and then named the hymn they would
sing.
The exercises which followed appeared to interest Milly intensely. She listened to the
reading with open mouth, her keen gaze being fastened on her uncle till he closed the
Bible.
During the singing, her expression softened, till the tears stood in her eyes. But after the
first verse, she hummed an accompaniment, entirely ignoring the words, her voice, as
they all acknowledged afterward, being as sweet and clear as a nightingale in his native
woods.
When they rose from their seats to kneel, Milly squatted awkwardly down in front of her
chair, her chin resting on her hands. Her eyes were at first fixed on a beautiful painting of
fruit which hung above her; but presently her attention was arrested by the petitions:
"Help us, Lord, to be kind to the poor orphan who has this day come to us. May she be
docile and affectionate; and may we be patient and faithful. May we always bear in mind
that she has not been so highly favored by Providence as we have been, and may we, both
by precept and example, teach her that the ways of wisdom are ways of pleasantness, and
all her paths are peace."
When the prayer was finished, Milly stood still for a moment, while Emily, as usual,
gathered the books and restored them to a shelf in the bookcase. Then, with a sudden
impulse, the poor little stranger dashed to the side of her uncle, exclaiming:
"I like you. I thought at first I shouldn't; and I like to hear you talk to God as you did just
now."
"Stop a minute, Milly," cried her uncle, as she was darting away. "I want to speak to you.
Do you know," he added affectionately, taking her hand, "that your mother was my sister
Ida, whom I dearly loved? For her sake, and for your own, too, I hope we shall do
everything in our power to make you a useful and happy woman. But tell me, Milly, do you
ever talk to God? Do you ask him to take care of you, and make you his child?"
"I did once, on board ship," returned Milly. "A man told me God made everything on sea
and land; but I don't believe he made Juggernaut. It's such a horrid creature, and kills so
many people under its great wheels."
Before Mr. Morgan could say any more, the child darted away.
CHAPTER V.
MILLY AT TABLE.
IT was not an easy task for Mrs. Morgan to tame this wild creature; but when her husband
said, hopelessly:
"It will take years, Priscilla; and in the meantime Emily will be ruined."
She answered, in a cheerful voice:
"God has given us the work, George, I would not dare to refuse it."
There were many times every day that she was ready to despair. Milly had not one idea of
neatness and order, and could not be made to comprehend that it was of any consequence
to put her clothes, books and toys in place. Her hat as often was tossed on a chair in the
hall, her sack on the doorstep as on the hook and shelves allotted to them. In her room
were a bureau and closet. Her aunt showed her Emily's clothes, hung or folded so neatly;
but when she asked kindly:
"Won't you try, Milly, to keep yours in place?" the only answer was the laughing one:
"I can't bother with things. Let the servants do it."
"My poor child," said the lady tenderly, "it would be much easier for me to send Hannah to
dress your bed, and make your room tidy, than to teach you to do it. But can't you
understand that I do it for your good?"
"If you do not learn to be neat now, while you are young, you never will be likely to learn
at all. If you have a house of your own, you will not be able to find anything. You
remember what an inconvenience it is every day not to find your hat, your gloves, your
jumping-rope, your hoop-stick; and how much time it takes to hunt for them, when, if you
had a place for every thing, and kept every thing in its place if not in use, you would—"
"Oh!" interrupted Milly, "I say, what's the use of learning so many things, when, as soon as
I'm grown, I'm going back to India to live with father. There are plenty of servants in the
bungalows, and if I did the work, they would have nothing to do, but chew betel nuts,
which makes them lazy."
"But, Milly, you know the Bible is God's word. God, our heavenly Father, who loves us and
preserves us from harm, tells us—"
"Yes, I know about him. The man on board ship told me that he is not cruel and hateful
like the gods the Hindoos worship. I like him first-rate."
"Well, my dear, our God tells us what we must do in order to get into heaven when we die.
I'm sure you want to please him and go there."
Milly nodded her head in a decided manner.
"One of his rules is this: 'Let every thing be done decently and is order;' and a writer has
told us—'Order is heaven's first law.'"
"If we don't obey the law of God, we displease him."
"But he won't tell anybody to throw us to the crocodiles. The man told me that, or else I
shouldn't like him. The man says he forgives everybody."
"He does, every man, woman and child, who pray for forgiveness; but not those who go on
breaking his laws. That would be only mocking him."
"Oh! There's Emily, home from school."
And before Mrs. Morgan could put out her hand to detain the child, she had darted away.
Two weeks passed. To Mrs. Morgan, it did seem as though there was a slight improvement
in the habits of the motherless girl. Her looks and dress were decidedly better. Her hair
had been shortened, and showed a disposition to curl. She was required to brush it
carefully several times in a day. Her face, hands and neck, were examined thoroughly by
her aunt before she was allowed to leave her room in the morning, and her cousin's
influence had made her more thoughtful concerning her dress.
Since the first evening of her arrival, she had never eaten at the table with her uncle,
though. Unless they had company, she took her dinners with her aunt and cousins, Mr.
Morgan being absent in the city. She had taken daily lessons, and not without some effect,
in the handling of her knife and fork, keeping her elbows off the table, keeping her lips
closed while eating, waiting until the food was passed her by a servant, asking when she
wished anything, instead of making a dive at it. When she had cured herself of these
uncouth habits, and learned to eat like a lady, instead of like a dog, she had been
promised the reward of going to the table with her uncle.
At first, Milly said she'd rather not eat with him; it would be a great deal jollier to sit down
with Hannah and Phebe in the kitchen. She wished she could go there; but when day after
day she was sent from the room, and heard outside the pleasant talk, and the merry peals
of laughter from Emily, she changed her mind, and really tried to do as her aunt wished.
CHAPTER VI.
MILLY'S REQUEST.
WE have left Mrs. Morgan and her cousin a long time, and must now return to them.
When they were seated at their sewing, Mrs. Roby said: "I have been wishing to ask you
about Milly. What a very strange child she is! It is a perfect fascination to watch her."
"Yes, one never knows what she will do next. She has always been governed by her own
impulses, good or bad. I am glad to say many of them are good. She is capable of the
warmest attachments. I never knew until lately, how much she loves Emily. The poor child
fell a short distance from home, as they were going together of an errand, and sprained
her ancle. Milly actually tried to lift her cousin and bring her home; but finding she had not
strength, she rushed back in her furious way, crying as though her heart was broken, to
tell me Emily was hurt. Then, when Emily fainted, I thought Milly would faint too, she was
so terrified for fear her cousin would die. I had to take her up stairs, and leave her with
Hannah for a time. When I had bathed and bandaged Emily's ancle, I went to Milly, who
was sobbing bitterly."
"'Oh, Aunt Priscilla, I wish it had been my ancle! Emily's so good and kind. Oh, dear! I'm
so sorry I've vexed her so many times, I never, never will again. I'll let her things alone.
Will she get well, aunty? Will she? Oh, I'd rather go back to India! Things are always
happening here to make me ache,' putting both hands to her heart."
"I improved the opportunity while her feelings were tender, to talk with her about herself. I
told her we were all growing to love her very dearly; and that, when she tried to be good
and polite and tidy, it made Emily and all of us very happy."
"She fixed her keen, black eyes on me as she asked:"
"'Truly, truly, Aunt Priscilla, are you beginning not to be tired of me and thinking me a
bother, with my things thrown all about?'"
"Truly, truly, I am beginning to like to have you here, and to be able to say, Milly is
improving every week."
She covered her face with her hands, and laughed till she shook all over, when suddenly
she spoke again.
"'But I never can be like Emily; never in this world.'"
"Why not, Milly?"
"'Because she is a real Christian. When I struck her once, she did not get angry. She
said:'"
"'Oh, Cousin Milly!' And then she went in her own room, and locked the door. I listened at
the keyhole, for I heard her talking; and I thought she was telling you of my badness. But,
oh dear!—beginning to sob again, 'she was telling God that I was a poor, motherless girl,
and that the Hindoo ayah's hadn't taught me any better; and then she asked God to
forgive me. Isn't that being real, truly good?'"
"It is indeed, my dear child; and then I kissed her. But here they come."
Mrs. Morgan smiled as she glanced through the window. The cousins walked side by side,
engaged in animated conversation, Emily at the time being the chief speaker. Milly's hat
was, as usual, hanging by the elastic on the back of her neck; and her hair was in wild
confusion.
"You will see," said mamma softly, "that Emily will coax her cousin to the chamber, and
make her presentable, before she comes to the parlor."
And so it was, but they had business in hand, and Milly never was patient under delay.
They came down stairs together, talking in subdued tones, when the ladies heard Milly say:
"Uncle George has come home; and I'm going to ask him now."
"Oh, would you, so quick? He's always tired at first."
"Yes, I am," in Milly's decided voice, "I hate waiting for things."
So into the library Milly went, while Emily sat on the stairs in the hall, waiting and blushing
with eagerness.
Mr. Morgan had just entered the library. Seeing his niece with nicely brushed hair, and
clean muslin apron, he smiled so pleasantly, that she plunged into her subject at once.
"Oh, Uncle George! I want to talk to you a few minutes."
"I'm quite at your service, Miss Milly," he answered, throwing himself upon the lounge, as
was his habit after his walk, "but where is Emily?"
"She's somewhere; but Uncle George, would it cost a great deal of money to go to the
shore? Emily and I want to go awfully. It's a secret and you must be sure not to tell Aunt
Priscilla."
"Indeed, why is she to be kept in the dark?"
"Won't you tell truly, truly, if I whisper something?"
"No, I promise to keep your secret."

"Oh, Uncle George! I want to talk to you a few minutes."
She put her mouth close to his ear, "Emily says Aunty's birthday is coming pretty soon,
and she says I'm not so bad as I was, and I'm trying hard to be good. See how smooth my
hair is and my clean apron on. I like her ever so much now; and I put my things in the
drawers. I mean, I do when I don't forget; and then Emily reminds me. So I want to make
Aunt Priscilla a present; and I know how to do mosses, the woman on board ship showed
me; and that's the reason we want to go to the shore."
Milly stopped to recover breath, and then went on, eager to explain:
"Aunt Priscilla can go with us, of course; because Emily and I can pick the moss while she
isn't seeing us, and then I can do them at home for her birthday."
Mr. Morgan smiled pleasantly.
"There, I knew you would. I'll go and call Emily. She said I might ask you, 'cause it's going
to be my present."
"When do you wish to go, Miss Milly?"
The child laughed merrily; and then in her impulsive way began to kiss him, eyes, nose
and mouth. "When your eye twinkles, I love you dearly, Uncle George."
"There, Milly, you looked just like your mother when you said that; and so for her sake,
and because of your smooth hair, and your clean apron, and your attempts to be neat, I
will take you to-morrow afternoon, if it is pleasant."
Milly jumped a foot from the floor, laughing and clapping her hands, in great glee. Then,
she ran out to communicate the good news to her Cousin Emily.
CHAPTER VII.
GRANDMA'S ARRIVAL.
UNFORTUNATELY, the next day was rainy. And the following, Mrs. Morgan's mother arrived,
and they could not leave her.
Milly's patience was nearly exhausted when the second disappointment came. She knew
nothing about this grandma, and could not sympathize with Emily's joy at seeing her once
more. Grandmother Morgan was very feeble and often irritable. Milly had never become
attached to one who was always lamenting that Ida's child should be exactly like a Hindoo
girl, and finding fault with her for not doing things that the poor, neglected Milly had never
heard of.
Grandma Harris was fatigued with her journey, and lay down for an hour keeping hold of
Emily's soft hand all the time, even when she fell into a short doze. But she came from her
chamber quite refreshed, and gave a willing consent that Milly should come and hear the
story she had promised to tell.
Everybody said, Grandma Harris was a great story-teller. It was certain that when she was
at her daughter's, she had a great many stories to tell. She had heard all about the
motherless child, and heartily approved of Priscilla's intention to befriend her. Now, when
Emily urged that her cousin should be invited to join them and listen to the story, the old
lady smilingly consented.
Milly never in all her after life forgot that interview. Grandma was sitting in her favorite
chair, a deep seated maroon-covered one without arms; a narrow fold of delicate gauze
framing her beautiful silvery hair. Her dress was black silk, the rich, heavy folds lying on
the carpet by her side, the waist open and turned back at the neck to show the snowy
muslin kerchief folded across her bosom.
At first, Milly saw nothing of all this, except as a part of the beautiful picture. She only saw
the kind eyes, and the welcoming smile.
"You must be my granddaughter too, my dear, and give me a kiss," she said, taking the
child's hand and patting it softly. "Say, will you be my little girl as Emily is?"
Milly's face expressed great emotion. It was a very tell-tale face. Now it looked pleased
and penitent, and astonished by turns. At last, trying to wink back a tear which the loving
words brought to her eyes, she answered softly:
"I'm not good enough. Emily can tell you what a bad girl I am; and when everybody is so
kind, too."
"Indeed, Emily has told me nothing of the kind. She says you're her own darling cousin,—
that she loves you dearly,—and that you are trying so hard to be good."
"Yes, I do try sometimes. I mean, when I think of it. But I'm not nice and clean like Emily.
Aunty has a great deal of trouble with me, though my bed looks real smooth to-day, and
all my clothes are hung up."
"That is very cheering. Emily tells me you wish to go back to India. It will be very pleasant
to your father to have a neat, thorough housekeeper."

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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

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