PASSI CITY COLLEGE

City of Passi. Iloilo

M a t h 1 1 4 : Calculus III Multivariate Calculus

:
Module 1:
Introduction to Advance
Statistics

Miguel L. Palmares III

October, 2020

PASSI CITY COLLEGE

 City of Passi. Iloilo

College Vision:
Passi City College- a Center Of Academic Excellence for Sustainable Development and Social
Transformation.
Mission:
Passi City College is committed to produce globally competent graduates who are well
equipped with relevant scientific, academic, and technological knowledge, skills and values which
enable them to become productive citizens and collaborators of social change.
Goals:
1. Provide undergraduate education and training which meet the standard of quality, excellence,
and responsible to regional, national, and international development needs.
2. Broaden the access of deserving and qualified Filipinos to higher opportunities.
3. Enhance the dissemination of knowledge and skill through research, professional and
technological instruction and provide extensive services.

BACHELOR OF SCIENCE IN SECONDARY EDUCATION (MATHEMATICS)

Program Outcomes:
Graduates of the BSED Major in Mathematics degree program is expected to:
a. Exhibit competence in mathematical concepts and procedures
b. Exhibit proficiency in relating mathematics to other curricular areas
c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of
mathematics
d. Demonstrate competence in designing, constructing, and utilizing different forms of
assessment in mathematics
e. Demonstrate proficiency in problem-solving by creating routine and non-routine
problems with different levels of complexity
f. Use effectively appropriate approaches, methods, and techniques in teaching
mathematics including technological tools
g. Appreciate mathematics as an opportunity for creative work, moments of discovery,
and gaining insights of the world

Welcome to Calculus II!

 Passi City College adopted Blended Learning in response to the restrictions brought by the pandemic to
travel and physical interaction. We will be using modular mode of learning, supplemented by virtual
classrooms, in delivering our topics. This module will serve as the main learning material for this semester.
You are expected to complete the tasks included in this module to pass the subject.
You are expected to complete the tasks included in this module to pass the subject. You will be graded
based on the assessment tasks included in the module and the major exam at the end of the semester.
Further instructions will be given in our messenger chat rooms.
Enjoy the course! 😊

Miguel L. Palmares III, MILE

Instructor

Course Description
Multivariate Calculus covers vectors in the plane and in space, vector-valued functions, and the
calculus of vector fields.
At the end of this course, the students should be able to:
 define vectors and perform algebraic operations involving vectors.
 graphically represent vectors in two- or three-dimensions.
 graph lines and planes, given their equations, and determine the equations describing given
lines and planes..
 sketch graphs of parametric curves.
 use vector functions to represent curves and motion in the plane and in space.
 define the curvature and geometry of plane and space curves
 define the directional derivative and the gradient vector.
 define a vector field, its divergence, and curl
 perform a combination of gradient, divergence or curl operations on fields
 evaluate line and surface integrals

Module 1
Overview
In this module, you will learn the coordinate systems for three-dimensional space. Specifically, this will
familiarize you with the parts of the three-dimensional rectangular system. You will also learn to project points
and basic shapes in R3.
Learning Objectives
At the end of this module, the students should have:
 Distinguish between quantitative and categorical variables.
 Describe the difference between a population and a sample and be able to distinguish between a
parameter and a statistic.
 Given a type of measurement, identify the correct level of measurement: nominal, ordinal, interval, or
ratio.
 Calculate the mean, median, and mode for a set of data, and compare and contrast these measures of
center.
 Identify the symbols and know the formulas for sample and population means.
 Calculate the midrange, weighted mean, percentiles, and quartiles for a data set.
 Calculate the range, the interquartile range, the standard deviation, and the variance for a population
and a sample, and know the symbols, formulas, and uses of these measures of spread.

Course Content: Introduction to Advance Statistics

1. Quantitative vs. Categorical Variables
2. Population vs. Sample
3. Parameter vs. Statistic
4. Type and Level of Measurement
5. Mean, Median, and Mode
6. Sample and population means

Activity Description Time to Complete

1. Defining and Differentiating Quantitative and Categorical Variables 40 minutes
2. Defining and Differentiating Population from a Sample 40 minutes
3. Defining and Differentiating Parameter from Statistic 20 minutes
4. Describing the Types and Level of Measurement 80 minutes
5. Calculate Mean, Median, and Mode
6.
Deadline of the module is on : Monday, October 16, 2020 at 11:59pm
The Three-Dimensional Rectangular Coordinate System
In order to represent points in space, we first choose a fixed point O (the origin) and three directed
lines through O that are perpendicular to each other, called the coordinate axes and labeled the x-axis, y-
axis, andz–axis. Usually we think of the x- and y-axes as being horizontal and the z-axis as being vertical, and
we draw the orientation of the axes as in Figure 1.

The direction of the z-axis is determined by the right-hand rule as illustrated in Figure 2: If you curl the
fingers of your right hand around the z-axis in the direction of a 90 ° counterclockwise rotation from the
positive x-axis to the positive y-axis, then your thumb points in the positive direction of the z–axis.
Try it Now 1
Draw and label the xz-, yz-, and xy-plane as determined by the three coordinate axes.

Now if P is any point in space, let a be the (directed) distance from the yz-plane to P and let b be the
distance from the xz-plane to P and let c be the distance from the xy-plane to P. We represent the pointP by
the ordered triple (a , b , c ) of real numbers and we call a, b, and c the coordinates of P; a is the x-coordinate,
b is the y-coordinate, and c is the z-coordinate. Thus, to locate the point P, we can start at the origin and
move a units along the x-axis, then b units parallel to the y-axis, and then c units parallel to the z-axis as in
Figure 3.
 Figure 3
Example 1
Plot the points (a) (−4 , 3 ,−5) and (b) (3 ,−2,−6) on the coordinate system.
a. To plot the points (-4, 3, -5), we move -4 units from the origin along the x-axis, 3 units
parallel to the y-axis, and -5 units parallel to the z-axis. See Figure 4.
b. We can represent point (3 ,−2,−6) by moving 3 units to the positive x-axis, -2 units
parallel to the y-axis, and -6 units downwards parallel to the z-axis. See Figure 5.

Figure 4 Figure 5
Try it Now 2
Plot the points (−3 , 7 ,−5) and (7 ,−3 ,−9) on the coordinate system.

The Cartesian product is the set of all ordered ℝ X ℝ X ℝ ¿ {(x , y , z )∣ x , y , z ∈ R } is the set of all
ordered triples of real numbers and is denoted by R3. We have given a one-to-one correspondence between
points P in space and ordered triple(a , b , c )s in R3. It is called a three-dimensional rectangular coordinate
system.
In two-dimensional analytic geometry, the graph of an equation involving xand y is a curve in R2. In
three-dimensional analytic geometry, an equation in x, y, and z represents a surface in R3.
Example 1. What surfaces in R3are represented by the following equations?
a. z=3 y=5b.
Solution:
a. The equation represents the set {( x , y , z) ∣ z=3, which is the set of all points in R3 whose coordinate z
is 3. This is the horizontal plane that is parallel to the –plane and three units above it as in Figure 5(a).
b. The equation y=5represents the set of all points in R3 whose y-coordinate is 5. This is the vertical
plane that is parallel to the xz-plane and five units to the right of it as in Figure 1(b).
 Figure 5

Note: When an equation is given, we must understand from the context whether it represents a curve in R2or
a surface in R3. In Example 1, y=5 represents a plane in R2, but of course can also represent a line in R3 if
we are dealing with two-dimensional analytic geometry.
In general, if k is a constant, then x=k represents a plane parallel to the yz-plane, y=k is a plane
parallel to the xz -plane, and z=k is a plane parallel to the xy -plane.
Try it Now 3
1. Show the surface represented by x=7 in R3and illustrate its representation in R2.

Example 2
a. Which points ( x , y , z) satisfy the equations
x 2+ y 2+1 and z=3
b. What does the equation x 2+ y 2+1 represent as a surface in R3?
Solution:
a. Because z=3, the points lie in the horizontal plane z=3 from Example 1(a). Because x 2+ y 2+1, the
points lie on the circle with radius 1 and center on the z–axis. See Figure 6.
b. Given that x 2+ y 2+1, with no restrictions on z, we see that the point ( x , y , z) could lie on a circle in any
horizontal plane z=k. So the surface x 2+ y 2+1 in R3 consists of all possible horizontal circles x 2+ y 2+1,
z=k, and is therefore the circular cylinder with radius 1 whose axis is the z-axis. See
Figure 7.
Figure 6. Figure 7.
 The Circle x 2+ y 2+1, z=3 The Circle x 2+ y 2+1
Try it Now 4
Represent x 2+ y 2=9 and x 2+ y 2+ 4 ∣ z=4 on the three-dimensional rectangular coordinate system.

Example 4
Describe and sketch the surface in R3 represented by the equation y=x.
Solution:
The equation represents the set of all points in R3 whose x - and y -coordinates are equal, that
is,{( x , y , z) ∣ x ∈ R , y ∈ R }. This is a vertical plane that intersects thexy -plane in the line y=x, z=0 .
The portion of this plane that lies in the first octant is sketched in Figure 10.
Note: The xy , yz , and xz-planes divide space into eight parts, called octants.

Figure 8

The Distance Formula in Three Dimensions

Example 5

1. Find the distance between points P(2, -1, 7) and Q(1, -3, 5).

Solution:
2 2 2
|PQ|= √( 1−2 ) + (−3+ 1 ) + ( 5−7 ) =√ 1+4 +4 = 3
The distance between P and Q is equal to 3 units.

Try it Now 5

Find the perimeter of the triangle formed by points L(−3 , 5 , 7), M (4 ,−5 , 2), and L(1 , 0 ,−3). Draw the
figure.

Equation of a Sphere

Example 6

Show that x 2+ y 2+ z 2 +4 x−6 y +2 z +6=0 is the equation of a sphere, and find its center and radius.

Solution:

We can rewrite the given equation in the form of an equation of a sphere if we complete squares:

( x 2 +4 x + 4 ) + ( y 2−6 y +9 ) + ( z 2 +2 z+1 ) =−6+ 4+ 9+1

( x +2 )2+ ( y−3 )2 + ( z+ 1 )2=8

Comparing this equation with the standard form, we see that it is the equation of a sphere with center
(−2 , 3 ,−1) and radius √ 8=2 √ 2 .

Try it Now 6.

Show that the equation represents a sphere, and find its center and radius.

1. x 2+ y 2+ z 2−2 x−4 y +8 z+ 15=0

Important Topics

1. The Three-Dimensional Rectangular Coordinate System

2. The Distance Formula
3. Equation of a Sphere
Assessment Tasks

1. Sketch the points (0 , 5 , 2) , ( 4 , 0 ,−1), (2 , 4 ,6), and on a single set of coordinate axes.
2. Find the lengths of the sides of the triangle PQR. Is it a right triangle? Is it an isosceles triangle?
a. P(3 ,−2 ,−3), Q(7 , 0,1) , R(1 , 2 ,1)
b. P(2 ,−1 , 0), Q(4 , 1 ,1) , R( 4 ,−5 , 4)
3. Find an equation of the sphere with center (−3 , 2 ,5)and radius 4.
4. Find the distance between the spheres x 2+ y 2+ z 2=4 and x 2+ y 2+ z 2=4 x +4 y+ 4 z−11

References
Anton, H., Bivens, I. C., and Davis S., Calculus Early Transcendentals, 10th Edition, Wiley, 2011

Anton, H., Bivens, I. C., and Davis S., Calculus,, 10th Edition, Wiley, 2012

Edwards, Jr., C.H. and Penney, E., Calculus, Early Transdentals, 7th Edition, Prentice Hall, 2007

Etgen, G., S. Salas and E. Hille, Calculus: One and Several Variables, 9th ed., John Wiley and Sons, Inc., 2003

Leithold, Louis, The Calculus 7, Harper Collins, 1996.

Stewart, J., Calculus: Early Transcendentals, 7th Edition, Brooks/Cole, 2011.

Thomas, G.B., Weir, M.D. and Hass, J.L., Thomas’ Calculus, 12th Edition., Pearson, 2009.
“The best way to predict your future is to create it.”
-Abraham Lincoln