Calculus II

Preface
Here are my online notes for my Calculus II course that I teach here at Lamar University.
Despite the fact that these are my class notes, they should be accessible to anyone wanting to
learn Calculus II or needing a refresher in some of the topics from the class.
These notes do assume that the reader has a good working knowledge of Calculus I topics
including limits, derivatives and basic integration and integration by substitution.
Calculus II tends to be a very difficult course for many students. There are many reasons for this.
The first reason is that this course does require that you have a very good working knowledge of
Calculus I. The Calculus I portion of many of the problems tends to be skipped and left to the
student to verify or fill in the details. If you dont have good Calculus I skills, and you are
constantly getting stuck on the Calculus I portion of the problem, you will find this course very
difficult to complete.
The second, and probably larger, reason many students have difficulty with Calculus II is that you
will be asked to truly think in this class. That is not meant to insult anyone; it is simply an
acknowledgment that you cant just memorize a bunch of formulas and expect to pass the course
as you can do in many math classes. There are formulas in this class that you will need to know,
but they tend to be fairly general. You will need to understand them, how they work, and more
importantly whether they can be used or not. As an example, the first topic we will look at is
Integration by Parts. The integration by parts formula is very easy to remember. However, just
because youve got it memorized doesnt mean that you can use it. Youll need to be able to look
at an integral and realize that integration by parts can be used (which isnt always obvious) and
then decide which portions of the integral correspond to the parts in the formula (again, not
always obvious).
Finally, many of the problems in this course will have multiple solution techniques and so youll
need to be able to identify all the possible techniques and then decide which will be the easiest
technique to use.
So, with all that out of the way let me also get a couple of warnings out of the way to my students
who may be here to get a copy of what happened on a day that you missed.
1. Because I wanted to make this a fairly complete set of notes for anyone wanting to learn
calculus I have included some material that I do not usually have time to cover in class
and because this changes from semester to semester it is not noted here. You will need to
find one of your fellow class mates to see if there is something in these notes that wasnt
covered in class.
2. In general I try to work problems in class that are different from my notes. However,
with Calculus II many of the problems are difficult to make up on the spur of the moment
and so in this class my class work will follow these notes fairly close as far as worked
problems go. With that being said I will, on occasion, work problems off the top of my
head when I can to provide more examples than just those in my notes. Also, I often
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Calculus II

dont have time in class to work all of the problems in the notes and so you will find that
some sections contain problems that werent worked in class due to time restrictions.
3. Sometimes questions in class will lead down paths that are not covered here. I try to
anticipate as many of the questions as possible in writing these up, but the reality is that I
cant anticipate all the questions. Sometimes a very good question gets asked in class
that leads to insights that Ive not included here. You should always talk to someone who
was in class on the day you missed and compare these notes to their notes and see what
the differences are.
4. This is somewhat related to the previous three items, but is important enough to merit its
own item. THESE NOTES ARE NOT A SUBSTITUTE FOR ATTENDING CLASS!!
Using these notes as a substitute for class is liable to get you in trouble. As already noted
not everything in these notes is covered in class and often material or insights not in these
notes is covered in class.

2007 Paul Dawkins

ii

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Calculus II

Cross Product
In this final section of this chapter we will look at the cross product of two vectors. We should
note that the cross product requires both of the vectors to be three dimensional vectors.
Also, before getting into how to compute these we should point out a major difference between
dot products and cross products. The result of a dot product is a number and the result of a cross
product is a vector! Be careful not to confuse the two.

So, lets start with the two vectors a = a1 , a2 , a3 and b = b1 , b2 , b3 then the cross product is
given by the formula,

r r
a b = a2b3 - a3b2 , a3b1 - a1b3 , a1b2 - a2b1
This is not an easy formula to remember. There are two ways to derive this formula. Both of
them use the fact that the cross product is really the determinant of a 3x3 matrix. If you dont
know what this is that is dont worry about it. You dont need to know anything about matrices
or determinants to use either of the methods. The notation for the determinant is as follows,

r
i
r r
a b = a1
b1

r
j
a2
b2

r
k
a3
b3

The first row is the standard basis vectors and must appear in the order given here. The second

row is the components of a and the third row is the components of b . Now, lets take a look at
the different methods for getting the formula.
The first method uses the Method of Cofactors. If you dont know the method of cofactors that is
fine, the result is all that we need. Here is the formula.

r r a
a b = 2
b2

a3 r a1 a3 r a1 a2 r
ij+
k
b3
b1 b3
b1 b2

where,

a b
= ad - bc
c d
This formula is not as difficult to remember as it might at first appear to be. First, the terms
alternate in sign and notice that the 2x2 is missing the column below the standard basis vector
that multiplies it as well as the row of standard basis vectors.
The second method is slightly easier; however, many textbooks dont cover this method as it will
only work on 3x3 determinants. This method says to take the determinant as listed above and
then copy the first two columns onto the end as shown below.

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Calculus II

r
i
r r
a b = a1
b1

r
j
a2
b2

r r r
k i
j
a3 a1 a2
b3 b1 b2

We now have three diagonals that move from left to right and three diagonals that move from
right to left. We multiply along each diagonal and add those that move from left to right and
subtract those that move from right to left.
This is best seen in an example. Well also use this example to illustrate a fact about cross
products.

r
r
Example 1 If a = 2,1, -1 and b = -3, 4,1 compute each of the following.
r r
(a) a b
r r
(b) b a
Solution
(a) Here is the computation for this one.

r r r r r
i
j k i
j
r r
a b = 2 1 -1 2 1
-3 4 1 -3 4
r
r
r
r
r
r
= i (1)(1) + j ( -1)( -3) + k ( 2 )( 4 ) - j ( 2 )(1) - i ( -1)( 4 ) - k (1)( -3)
r
r r
= 5i + j + 11k

(b) And here is the computation for this one.

r r r r r
i
j k i
j
r r
b a = -3 4 1 -3 4
2 1 -1 2 1
r
r
r
r
r
r
= i ( 4 )( -1) + j (1)( 2 ) + k ( -3)(1) - j ( -3)( -1) - i (1)(1) - k ( 4 )( 2 )
r
r r
= -5i - j - 11k

Notice that switching the order of the vectors in the cross product simply changed all the signs in
the result. Note as well that this means that the two cross products will point in exactly opposite
directions since they only differ by a sign. Well formalize up this fact shortly when we list
several facts.
There is also a geometric interpretation of the cross product. First we will let q be the angle

between the two vectors a and b and assume that 0 q p , then we have the following fact,

r r
r r
a b = a b sin q

(1)

and the following figure.

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Calculus II

There should be a natural question at this point. How did we know that the cross product pointed
in the direction that weve given it here?
First, as this figure, implies the cross product is orthogonal to both of the original vectors. This
will always be the case with one exception that well get to in a second.
Second, we knew that it pointed in the upward direction (in this case) by the right hand rule.

This says that if we take our right hand, start at a and rotate our fingers towards b our thumb

r r

will point in the direction of the cross product. Therefore, if wed sketched in b a above we
would have gotten a vector in the downward direction.

Example 2 A plane is defined by any three points that are in the plane. If a plane contains the
points P = (1, 0, 0 ) , Q = (1,1,1) and R = ( 2, -1,3) find a vector that is orthogonal to the plane.
Solution
The one way that we know to get an orthogonal vector is to take a cross product. So, if we could
find two vectors that we knew were in the plane and took the cross product of these two vectors
we know that the cross product would be orthogonal to both the vectors. However, since both the
vectors are in the plane the cross product would then also be orthogonal to the plane.
So, we need two vectors that are in the plane. This is where the points come into the problem.
Since all three points lie in the plane any vector between them must also be in the plane. There
are many ways to get two vectors between these points. We will use the following two,

uuur
PQ = 1 - 1,1 - 0,1 - 0 = 0,1,1
uuur
PR = 2 - 1, -1 - 0,3 - 0 = 1, -1,3

The cross product of these two vectors will be orthogonal to the plane. So, lets find the cross
product.

2007 Paul Dawkins

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Calculus II

r r r
i
j k
uuur uuur
PQ PR = 0 1 1
1 -1 3
r r r
= 4i + j - k
r

r r
i
j
0 1
1 -1

So, the vector 4i + j - k will be orthogonal to the plane containing the three points.
Now, lets address the one time where the cross product will not be orthogonal to the original

vectors. If the two vectors, a and b , are parallel then the angle between them is either 0 or 180
degrees. From (1) this implies that,

r r
a b = 0

From a fact about the magnitude we saw in the first section we know that this implies

r r r
a b = 0

In other words, it wont be orthogonal to the original vectors since we have the zero vector. This
does give us another test for parallel vectors however.
Fact

r r

If a b = 0 then a and b will be parallel vectors.

Lets also formalize up the fact about the cross product being orthogonal to the original vectors.
Fact

r r

r r

Provided a b 0 then a b is orthogonal to both a and b .

Here are some nice properties about the cross product.
Properties
r r
r
If u , v and w are vectors and c is a number then,

r r
r r
u v = -v u
r r r
r r r r
u ( v + w) = u v + u w
u1
r r r
u g( v w) = v1
w1

u2
v2
w2

r r

( cu ) v = u ( cv ) = c ( u v )
r r r
r r r
u g( v w ) = ( u v )g w

u3
v3
w3

The determinant in the last fact is computed in the same way that the cross product is computed.
We will see an example of this computation shortly.
There are a couple of geometric applications to the cross product as well. Suppose we have three

r r

vectors a , b and c and we form the three dimensional figure shown below.

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Calculus II

The area of the parallelogram (two dimensional front of this object) is given by,

r r
Area = a b
and the volume of the parallelepiped (the whole three dimensional object) is given by,

r r r
Volume = a g b c

Note that the absolute value bars are required since the quantity could be negative and volume
isnt negative.
We can use this volume fact to determine if three vectors lie in the same plane or not. If three
vectors lie in the same plane then the volume of the parallelepiped will be zero.

r
r
r
Example 3 Determine if the three vectors a = 1, 4, -7 , b = 2, -1, 4 and c = 0, -9,18 lie
in the same plane or not.
Solution
So, as we noted prior to this example all we need to do is compute the volume of the
parallelepiped formed by these three vectors. If the volume is zero they lie in the same plane and
if the volume isnt zero they dont lie in the same plane.

2007 Paul Dawkins

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Calculus II

1 4 -7 1 4
r r r
a g b c = 2 -1 4 2 - 1
0 -9 18 0 -9

= (1)( -1)(18 ) + ( 4 )( 4 )( 0 ) + ( -7 )( 2 )( -9 ) -

( 4 )( 2)(18 ) - (1)( 4)( -9 ) - ( -7 )( -1)( 0 )

= -18 + 126 - 144 + 36
=0
So, the volume is zero and so they lie in the same plane.

2007 Paul Dawkins

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Calculus II

2007 Paul Dawkins

http://tutorial.math.lamar.edu/terms.aspx