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College Algebra in Context 5th Edition
Harshbarger Solutions Manual

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CHAPTER 6 Algebra Toolbox 367
Chapter 6 8. x 4 − 21x 2 + 80
Higher-Degree Polynomial and Rational
Functions = ( x 2 − 16 )( x 2 − 5 )
= ( x + 4 )( x − 4 ) ( x 2 − 5 )
Toolbox Exercises
1. a. The polynomial is 4th degree.

9. 2 x4 − 8x2 + 8
b. The leading coefficient is 3. = 2 ( x4 − 4 x2 + 4)
= 2 ( x 2 − 2 )( x 2 − 2 )
rd
2. a. The polynomial is 3 degree.
= 2 ( x2 − 2)
2
b. The leading coefficient is 5.
10. 3x 5 − 24 x 3 + 48 x
= 3x ( x 4 − 8 x 2 + 16 )
b. The leading coefficient is –14.
= 3x ( x 2 − 4 )( x 2 − 4 )
= 3x ( x + 2 )( x − 2 )( x + 2 )( x − 2 )
= 3x ( x + 2 ) ( x − 2 )
2 2
b. The leading coefficient is –8.
x − 3y x − 3y 1
5. 4 x 3 − 8 x 2 − 140 x 11. = =
3x − 9 y 3 ( x − 3 y ) 3
= 4 x ( x 2 − 2 x − 35 )
= 4 x ( x − 7 )( x + 5 )
x 2 − 9 ( x + 3)( x − 3) x − 3
12. = =
4 x + 12 4 ( x + 3) 4
6. 4 x 2 + 7 x3 − 2 x 4
= −2 x 4 + 7 x 3 + 4 x 2
2 y3 − 2 y
= −1x ( 2 x − 7 x − 4 )
2 2 13.
y2 − y
= − x 2 ( 2 x + 1)( x − 4 ) 2 y ( y 2 − 1)
=
y ( y − 1)
7. x 4 − 13x 2 + 36 2 y ( y + 1)( y − 1)
=
y ( y − 1)
= ( x 2 − 9 )( x 2 − 4 )
= 2 ( y + 1) = 2 y + 2
= ( x + 3)( x − 3)( x + 2 )( x − 2 )
Copyright ©2017 Pearson Education, Inc.

368 CHAPTER 6 Higher-Degree Polynomials and Rational Functions
4 x3 − 3x ⎛ 2x − 3 ⎞
14. 19. ( x + 2 )( x − 2 ) ⎜ ⎟
x2 − x ⎝ x+2 ⎠
x ( 4 x 2 − 3) = ( x − 2 )( 2 x − 3)
=
x ( x − 1) = 2x2 − 7 x + 6
4 x2 − 3
= x2  x  6 9  x2
x −1 20.  2
1 x  3x
x  x  6 x 2  3x
2
 
x2 − 6 x + 8 1 9  x2
15.
x 2 − 16  x  3 x  2 x  x  3
 
=
( x − 4 )( x − 2 ) 1   x  3 x  3
( x + 4 )( x − 4 )   x  x  2
x−2
=
x+4
4x  4 8x2  8x
21.  2
x  4 x  6x  8
3x 2 − 7 x − 6 4 x  4 x2  6 x  8
16.  
x2 − 4 x + 3 x  4 8x2  8x
=
(3x + 2 )( x − 3) 4  x  1  x  2 x  4
( x − 3)( x − 1)  
x4 8 x  x  1
3x + 2 x2
= 
x −1 2x
6 x 3 16 x 15 y 4
17.  
8 y 3 9 y 2 x3 6 x2 3x 2  12 x
22.  2
1440 x 4 y 4 4 x y  12 xy x  x  12
2

72 x 3 y 5 6 x2 x 2  x  12
 
20 x 4 x 2 y  12 xy 3x 2  12 x

y 6 x2  x  4 x  3
 
4 xy  x  3 3 x  x  4
1
x3 x  x  4 
18.  2y
x  x  4 x  3
3
x

x3
1
 2
x

x2  x x 2  2 x  3 x3  3x 2 27.
23.   5 x2 4
x  5x  6 2x  4
2
4  x2  2  3 LCD: x 3
x2  x x2  2 x  3 4  x2 x x x
 2   5 x 2 x  x  2 4
x  5 x  6 2 x  4 x3  3x 2  3   3
 x  x  1 x  3 x  1 x  2 x  2 x x3 x
 5x   x  2 x  4
 x  3 x  2 2  x  2 x 2  x  3
2 2

x3
  x  1
2
 5x2  x2  2 x  4
2 x  x  3 
x3
6 x  2 3x  2 4 x2  2 x  4
24.  LCD: 3xy 
3 xy 3xy x3
9x

3 xy
3

y
2x  3 4x  3
25.  LCD: x 2  1
x2  1 x2  1
6x  6
 2
x 1
6  x  1

 x  1 x  1
6

x 1
1 2
26. 3 + 2
− 3 LCD: x 3
x x
3x3 x 2
= 3 + 3− 3
x x x
3
3x + x − 2
=
x3

28.
a a−2 a a−2
− 2 = − 2 LCD: a 2 ( a − 2 )
2
a − 2a a a (a − 2) a
a (a ) ( a − 2 )( a − 2 )
= −
a ( a )( a − 2 ) a2 (a − 2)
a2 a 2 − 4a + 4
= −
a2 (a − 2) a2 (a − 2)
a 2 − ( a 2 − 4a + 4 )
=
a2 (a − 2)
a 2 − a 2 + 4a − 4
=
a2 (a − 2)
4a − 4
=
a (a − 2)
2
4 ( a − 1)
=
a2 (a − 2)
4a − 4
=
a 3 − 2a 2
29.
5x 8x 5x 8x
+ = 2 +
4
x − 16 x + 2 ( x + 4 )( x − 4 ) x + 2
2
5x 8x
= + LCD: (x 2
+ 4 ) ( x + 2 )( x − 2 )
( x + 4 )( x + 2 )( x − 2 ) x + 2
2
5x 8x ( x2 + 4)( x − 2)
= +
( x2 + 4 )( x + 2 )( x − 2 ) ( x2 + 4 )( x + 2 )( x − 2 )
5 x + 8 x ( x3 − 2 x 2 + 4 x − 8 )
=
(x 2
+ 4 ) ( x + 2 )( x − 2 )
5 x + 8 x 4 − 16 x 3 + 32 x 2 − 64 x
=
( x2 + 4 )( x + 2 )( x − 2 )
8 x 4 − 16 x 3 + 32 x 2 − 59 x
=
( x2 + 4 )( x + 2 )( x − 2 )
8 x 4 − 16 x 3 + 32 x 2 − 59 x
=
x 4 − 16

30. 33.
x −1 2 2x + 1 5 x +1
− + −
x + 1 x ( x + 1) 2 ( 2 x − 1) 2 x x ( 2 x − 1)
{LCD: x ( x + 1)} {LCD: 2 x ( 2 x − 1)}
x ( x − 1) 2 x ( 2 x + 1) 5 ( 2 x − 1) 2 ( x + 1)
= − = + −
x ( x + 1) x ( x + 1) 2 x ( 2 x − 1) 2 x ( 2 x − 1) 2 x ( 2 x − 1)
x2 − x − 2 2 x 2 + x + (10 x − 5 ) − ( 2 x + 2 )
= =
x ( x + 1) 2 x ( 2 x − 1)
=
( x − 2 )( x + 1) 2 x 2 + x + 10 x − 5 − 2 x − 2
=
x ( x + 1) 2 x ( 2 x − 1)
x−2 2 x2 + 9 x − 7 2 x2 + 9 x − 7
= = =
x 2 x ( 2 x − 1) 4 x2 − 2 x
31. 34.
1 2 1 1
1  2 
x2 x x y
LCD: x 2  x  2  1

1
x 2  x  2 x2 2  x  2 x y
   2
x  x  2 x  x  2 x  x  2
2 2
LCD: xy
x3  x 2  2 x  4 yx
 
x 2  x  2 yx
32. 35.
x7 x2 5 3
 2 
x  9 x  20 x  5 x  4
2 2y y
1 1
LCD:  x  5 x  4 x  1 
4 3y
 x  7 x  1  x  2 x  5
  LCD: 12y
 x  5 x  4 x  1  x  5 x  4 x  1
30  36
2 x 2  11x  3 
 3y  4
 x  5 x  4 x  1 66

3y  4

36. 38.
2 1 x 4 − x3 + 2 x 2 − 2 x + 2

1 x x + 1 x + 0 x 4 + x3 + 0 x 2 + 0 x − 1
5
2 x 3x
 x5 + x 4
1 x 1
LCD: x  x  1 − x 4 + x3
2x2  2x  x  1 − x 4 − x3

2 x3  2 x 2  3x 2 2 x3 + 0 x 2
2 x2  x  1 2 x3 + 2 x 2

2 x3  x 2 − 2 x2 + 0 x
(2 x  1)( x  1)
 − 2 x2 − 2 x
x 2 (2 x  1)
2x −1
x 1
 2x + 2
x2
−3
37. Thus, the quotient is:
1 2 x 4 − x 3 + 2 x 2 − 2 x + 2 with remainder − 3.

1 x2 or
x  6 10
 3
1 x 1 x 4 − x3 + 2 x 2 − 2 x + 2 −
x +1
LCD:  x  2 x  1
x2  x  2  2 x  2
 39.
( x  6)( x  1)( x  2)  10( x  2)
a3 + a 2
x 2  3x  4
 a + 2 a + 3a 3 + 2a 2
4
( x  2)( x 2  5 x  4)
( x  4)( x  1) a 4 + 2a 3

( x  2)( x  4)( x  1) a 3 + 2a 2
x 1 a 3 + 2a 2

( x  2)( x  1) 0
Thus, the quotient is:
a 3 + a 2 with remainder 0.

40.
3x3 − x 2 + 6 x − 2
x − 2 3x − x + 0 x3 + 0 x 2 + 5 x − 1
2 5 4
3x5 − 6 x3
− x 4 + 6 x3 + 0 x 2
− x4 + 2x2
6 x3 − 2 x 2 + 5 x
6 x3 − 12 x
− 2 x 2 + 17 x − 1
−2 x 2 +4
17 x − 5
(3 x 3
− x2 + 6 x − 2 ) with rem (17 x − 5 )
or
17 x − 5
3x3 − x 2 + 6 x − 2 +
x2 − 2
41.
x2 + 1
2 4 3 2
3x − 1 3x + 0 x + 2 x + 0 x + 1
3x 4 − x2
3x 2 + 0 x + 1
3x 2 −1
2
x 2 + 1 with remainder 2
or
2
x2 + 1 + 2
3x − 1

Section 6.1 Skills Check 3. a. g ( x) = 3 x 4 − 12 x 2
1. a. h( x) = 3 x 3 + 5 x 2 − x − 10
b.
b.
Window b) gives a complete graph.

4. a. g ( x) = 3 x 4 − 4 x 2 + 10
2. a. f ( x) = 2 x3 − 3 x 2 − 6 x
b.
b.

CHAPTER 6 Section 6.1 375
5. a. The x-intercepts appear to be −2 , 1, and 10. a. The x-intercepts appear to be −2 , and 3.

2.
b. The leading coefficient is negative since
b. The leading coefficient is positive since the graph falls to the right.
the graph rises to the right.
c. The function is quartic since the end
c. The function is cubic since the end behavior is “both ends opening down”.
behavior is “one end up and one end
down”.
11. matches with graph C since it is cubic with a
positive leading coefficient.
6. a. The x-intercepts appear to be −1 , 2, and
3.
12. matches with graph A since it is cubic with a
b. The leading coefficient is negative since negative leading coefficient and y-intercept
the graph falls to the right. (0, 2).

behavior is “both ends opening down”. 13. matches with graph E since it is cubic with a
negative leading coefficient and y-intercept
(0, −6 ).
5.
14. matches with graph B since it is quartic with
b. The leading coefficient is negative since a positive leading coefficient and y-intercept
the graph falls to the right. (0, 12).
c. The function is cubic since the end

behavior is “one end up and one end 15. matches with graph F since it is quartic with
down”. a positive leading coefficient and y-intercept
(0, 3).

5. 16. matches with graph D since it is quartic with
a negative leading coefficient.
b. The leading coefficient is positive since
17. a. The polynomial is 3rd degree, and the
c. The function is quartic since the end leading coefficient is 2.
behavior is “both ends opening up”.
b. The graph rises right and falls left
because the leading coefficient is
9. a. The x-intercepts appear to be −1.5 and positive and the function is cubic.
1.5.
c. f ( x) = 2 x3 − x
b. The leading coefficient is positive since

behavior is “both ends opening up”.

20. a. The polynomial is 4th degree, and the

leading coefficient is –3.
b. The graph falls right and falls left

negative and the function is quartic.
c. g ( x) = −3( x − 3) 2 ( x − 1) 2
18. a. The polynomial is 4th degree, and the

leading coefficient is 0.3.
b. The graph rises right and rises left

positive and the function is quartic.
c. g ( x) = 0.3 x 4 − 6 x 2 + 17 x
21. a. y = x3 − 3x 2 − x + 3
19. a. The polynomial is 3rd degree, and the b. Yes, the graph is complete. As
leading coefficient is –2. suggested by the degree of the cubic
function, three x-intercepts show, along
b. The graph falls right and rises left with the y-intercept.
negative and the function is cubic.
22. a. y = x3 + 6 x 2 − 4 x
c. f ( x) = −2( x − 1)( x 2 − 4)
b. No. One turning point does not show.

23. a. y = 25 x − x 3 25. a. y = x 4 − 4 x3 + 4 x 2
b. b.
c. The window in part b) yields the best

24. a. 3
y = x − 16 x view of the turning points.
26. a. y = x4 − 4x2
b.
b. Yes. The graph is complete.
27. a. y = x 4 − 4 x 2 − 12

b. The graph has three turning points. 31.
c. No, since the polynomial is degree 4, it

has at most three turning points.
28. a. y = x4 + 6x2
Answers will vary. One such graph is

for the function, f ( x) = x 4 − 3 x 2 − 4 , as
shown.
32.
b. Yes, since the polynomial is degree 4, it
has at most three turning points. It
could have 3 or 1 turning points.
29.

for the function,
f ( x) = − x 3 + 3 x 2 + x − 3 , as shown.
33. a. y = x3 + 4 x 2 + 5
for the function, f ( x) = −4 x 3 + 4 , as
shown.
30.

for the function, f ( x) = x 3 − 5 x − 1 , as
shown.

b. c.
[–10, 10] by [–10, 30] [–10, 10] by [–20, 20]
The local maximum is approximately

( −2.67,14.48 ) .
c.
[–10, 10] by [–20, 20]
The local minima are ( −2, −16 ) and

[–10, 10] by [–10, 30]
( 2, −16 ) .
The local minimum is ( 0,5 ) .
34. a. y = x4 − 8x2 35. y = x 4 − 4 x 3 + 4 x 2
b. The local maximum is (1,1) . The local

minima are ( 0,0 ) and ( 2,0 ) .
[–10, 10] by [–20, 20]
The local maximum is ( 0,0 ) .

36. a. y = − x3 − x 2 + 9 x c.
b. d. Fifty units yield revenue of $10,000.
38. a. R ( x) = 2000 x + 30 x 2 − 0.3 x 3
c. The graph in part b) resembles a 2nd

degree (quadratic) function.
b. Based on the physical context of the

Section 6.1 Exercises problem, both x and R(x) should be
nonnegative.
37. a. R = −0.1x 3 + 11x 2 − 100 x
c.
There are two turning points.

d. Sixty units yield revenue of $163,200.
b. Based on the physical context of the
problem, both x and R should be
nonnegative.

39. a. 40. a.
b. Selling 60 units yield a maximum daily b. Selling 28 units yield a maximum

revenue of $28,800. weekly revenue of $50,176.
c. R = 600 x − 0.1x 3 + 4 x 2 c. R ( x) = 2800 x − 8 x 2 − x 3
Answers will vary for the window. Answers will vary for the window.
d. The graph in part a) represents the d. The graph in part a) represents the
physical situation better since both the physical situation better since both the
number of units produced and the number of units produced and the
revenue must be nonnegative. revenue must be nonnegative.
e. As shown in part a), the graph is e. As shown in part a), the graph is
increasing on the interval ( 0,60 ) . increasing on the interval ( 0, 28 ) .
41. a. S = 2000(1 + r )3
Rate, r Future Value, S($)

0.00 2,000.00
0.05 2,315.25
0.10 2,662.00
0.15 3,041.75
0.20 3,456.00

b. 43. a. y  10.3x 3  400 x 2  5590 x  8694
c. At the 20% rate, the investment yields b.

$3456. At the 10% rate, the investment
yields $2662. Therefore, the 20% rate
yields $794 more.
d. The 10% rate is more realistic.
42. a. S = 10000(1 + r )5
In 2020, when x = 20, the number of
Rate, r Future Value, S($) Starbucks stores is projected to be
0.00 10,000.00 25,506 stores.
0.05 12,762.82
0.07 14,025.52 c. No; according to the model, the number
0.12 17,623.42 of stores will not decrease.
0.18 22,877.58
44. a. y  0.000233x3  0.0186 x 2
b.  2.32 x  235
c. At the 24% rate, the investment yields b.

$29,316.25. At the 10% rate, the
investment yields $16,105.10.
Therefore, the 24% rate yields
$13,211.15 more.
Rate, r Future Value, S($)

0.10 16,105.10
0.24 29,316.25
d. The 10% rate is more realistic.

In 2022, when x = 42, the U.S. c.

population is projected to be 348 million
people.
c.
[0, 35] by [0, 10]
The maximum number of

subscriberships is projected in the year
[0, 70] by [200, 450] 2024 when x = 34.
Using the maximum function on a 46. a.

calculator, the maximum U.S.
population over this time period is
projected to be 408.6 million.
45. a. y  0.00728 x3  0.0414 x 2

 0.296 x  0.340
There are approximately 7.2 million

people working full time who are 50
years old.
b.
b.
[27, 62] by [0, 10]
The maximum number of workers

In 2020, when x = 30, the number of occurs at the point (46.062, 7.376). This
subscriberships is estimated to be indicates that the maximum number of
approximately 9.064 billion. full time workers is 7.4 million people
when they are 46 years old.

c. c.
[27, 62] by [0, 10] [15, 86] by [0, 33]
Approximately 6.27 million at x = 27.8. The number of crashes among older

This and looking at the graph indicates drivers will reach 8 per million miles
that there is a low point in the number of around the age of 83, when x = 83.7.
workers at age 27, but that is not the age
where the lowest number occurs d.
according to the data.
47. a. y  0.00001828 x 4  0.003925 x3

 0.3031x 2  9.907 x  118.2
[15, 86] by [0, 33]
The minimum number of crashes occur

when x = 35, age 35.
b. 48. a.
y = −0.0000929 x 4 + 0.00784 x 3 − 0.226 x 2
+ 2.508 x + 34.347
When a driver is 22, when x = 22, the

number of crashes is estimated to be
approximately 9.4 per million miles. [5, 30] by [40, 44]
The minimum median salary between

1980 and 2000 is $41,856 and occurred
in the year 1993.

b.
2000 units produced and sold yields
a maximum profit.
b. The maximum profit is $90,000.
50. a. P ( x) = R ( x) − C ( x)
= (60,000 x − 50 x 2 ) −
[10, 40] by [40, 45]
(800 + 100 x 2
+ x3 )
No, the model gives a lower median
= − x 3 − 150 x 2 + 60,000 x − 800
salary in 2006 ($41,486).
49. a.
P (x) = R (x) − C (x)
= (120 x − 0.015 x 2 ) −
(10,000 + 60 x − 0.03x 2
+ 0.00001x3 )
= −0.00001x 3 + 0.015 x 2 +
60 x − 10,000 [0, 200] by [–500,000, 5,000,000]
The maximum of the function occurs

when x = 100. Therefore, the maximum
profit occurs when 100,000 units are
produced and sold.
b. The maximum profit is $3,499,200.
[0, 5000] by [–20,000, 120,000]

Section 6.2 Skills Check 5. a.
1. 3 2
40 y = x - 2x
30
20
10
0
-4 -2 -10 0 2 4 6
-20
b. It appears that a cubic model will fit the
data better.
3 2
6. a.
2. y = 2.972x - 3.36x - 3.7x +
10000
1
8000
6000
4000
2000
0
-2000 0 5 10 15 20
b. It appears that a cubic model will fit the

250 data better.
4 2
y =x - 4x
3. 200 7. a.
150
100
50
0
-4 -2 0 2 4 6
-50
b.
4 2
400 y = 1.5x - 1.75x
4. 350
300
250
200
150
100
50
0 c. It appears that a cubic model will fit the
-4 -2 -50 0 2 4 6 data better.

8. a. 10. a.
b.
c. Both models fit the data equally well. b. The quartic model appears to be the
better fit.
3 2
9. a. y = 35.000x - 333.667x +
1600 60
920.762x - 677.714 11. 4 2
1400 50 y = x - 4x - 3x + 1
1200
40
1000
800 30
600 20
400
10
200
0 0
-200 0 2 4 6 8 -4 -2 0 2 4
-10
-20
4 3
b. y = 12.515x - 165.242x +
2
748.000x - 1324.814x +
1600 738.286 12. Yes. The model found in Exercise 11 is a
1400
4th degree polynomial, and fits the data and
scatter plot exactly.
1200
1000
800
600
400
200
0
0 2 4 6 8
-200

13. Section 6.2 Exercises

First Second Third
x f(x)
Difference Difference Difference 17. a. The cubic equation is
0 0 y  0.00556 x 3  0.145 x 2
1 1 1
2 5 4 3 4.725 x  50.740
3 24 19 15 12
4 60 36 17 2 b. For the year 2022, x = 17. Using the
5 110 50 14 –3 unrounded model, the percent of
households with internet access for 2022
The function f(x) is not exactly cubic. is estimated to be 61.8%.
c. The graphs of the data and the model

14. appear to be a good fit.
First Second Third
x g(x)
Difference Difference Difference 18. a. y = 0.0002 x 3 − 0.0264 x 2 + 1.6019 x
0 0 +2.1990
1 0.5 0.5
2 4 3.5 3 b.
3 13.5 9.5 6 3
4 32 18.5 9 3
5 62.5 30.5 12 3
The function g(x) is exactly cubic.
15. 3 2
y = 0.565x + 2.425x - 4.251x +
120
0.556
100
c. Yes. It appears the model fits the data
80
well.
60
40 19. a.
20
0
-20 0 2 4 6
16. 70
60 y = 0.5x3
50
40
b. The equation is
30 y  0.00000486 x 3  0.000825 x 2
20 0.0336 x  2.11
10
0
0 2 4 6

c. b.
It is a good fit to the data. c.
d. For the year 2022, x = 82. Using the

unrounded model, the world population
for 2022 is estimated to be 7.737 billion
people.
e.
[15, 65] by [20, 60]
According to the intercept above, at the

age of 57, when x = 56.99, the median
income is estimated to be $56,520.
21. a. The cubic function is:

y  0.00000537 x 3  0.000369 x 2
[0, 120] by [0, 10]
 0.0844 x  26.0
According to the intercept above, in the
year 2026, when x = 86, the world b. In 2020, when x = 120, the age at first
population is estimated to be 8 billion. marriage for men will be 30 (when
x = 30.5) years.
f. No; the model is not a good predictor
because it predicts that the world 22. a. The quartic function is:
population will decrease. y  0.000000297 x 4  0.0000742 x 3
0.00478 x 2  0.0664 x
21.7
y  0.000864 x3  0.128 x 2
6.606 x  62.650 b. In 2020, when x = 120, the age at first
marriage for women will be 27 (when
x = 27.4) years.

23. a. The equation is b.

y  0.000487 x3  0.162 x 2
19.8 x  388
b.
[0, 20] by [0, 6]
The fit is only fair.

It is a good fit to the data. y = 0.000078 x3 − 0.01069 x 2 − 0.1818 x
+64.6848
c. For the year 2022, x = 52. Using the
unrounded model, China’s labor pool b.
for 2022 is estimated to be 913 million
people.
d.
[0, 120] by [0, 100]
In 2000, when x = 99.2, the per cent of

elderly men in the work force reached
[ - 2, 90] by [400, 1000] its minimum.
Using the maximum function, the 26. a. The equation is
maximum point will be (49.95, 914.08).
This means that in the year 2020 (1970 y  0.000841x3  0.0481x 2
+ 50), the labor pool will have a 0.390 x  0.581
maximum of approximately 914 million
people. b.
24. a. The quartic function is:
y = 0.00028 x 4 − 0.01155 x3 + 0.17835 x 2

−1.18426 x + 5.21895

c. For the year 2024, x = 34. Using the 28. a.

unrounded model, the world cell phone
subscribership for 2024 is estimated to
be 9.83 billion people.
27. a.
b. Based on the scatter plot, it appears that

a cubic model will fit the data well.
The cubic function is:

y = −0.00082 x 3 + 0.125 x 2 − 1.7446 x
[0, 80] by [200, 450]
+25.0583
b. The equation is
c. In 2015, when x = 70, the CPI is
y  0.000233 x3  0.0186 x 2 estimated to be 235.2.
2.33 x  235
29. a.
c.
b. The equation is
It is an excellent fit to the data. y  2.481x3  52.251x 2
528.682 x  5192.580
d.
c.
The model does not seem appropriate

for the increased time period, because it d. For the year 2023, x = 23. Using the
predicts that the population of the U.S. unrounded model, the amount of federal
will begin to decrease, and that does not tax per capita for 2023 is estimated to be
seem likely. $19,894 per person.

e. 32. a. The quartic function is:

y = −0.0006 x 4 + 0.0221x3 − 0.2582 x 2
+0.5576 x + 9.3990
b.
[-2, 25] by [0, 20000]

year 2021, when x = 21, the amount of
federal tax per capita is estimated to be
$16,226 per person. c.
30. a. The quartic equation is

y = 0.0041x 4 − 0.222 x3 + 4.287 x 2
−34.840 x + 101.342
b. For the year 2012, x = 22. Using the

unrounded model, the percent change in
the GDP for 2012 is estimated to be
5.06%. The rounded model estimates the
homicide rate in 2011, when x = 21, to
c. No, according to the model, the percent be –4.8 per 100,000 people. No, a
change in the GDP for 2014 is estimated negative value is not possible.
to be 23.50%, which is unlikely.
33. a.
y = −0.00007 x3 + 0.00567 x 2
+0.863x + 16.009
b.
[0, 120] by [0, 100]
In 2046, when x = 96.5, the number of

women in the work force will reach its
maximum.

b. The quadratic function is:

y  0.117 x 2  3.79 x  45.3 c. The quartic function is:
y = 0.0111x 4 − 0.2523 x3 + 1.8365 x 2
−5.0400 x + 8.8515
c. The cubic function is:

y  0.00188 x3  0.0954 x 2  2.79 x d. See parts b) and c).
2.70
e. The cubic is a better choice for
prediction after 2010 since it is likely
that ad revenue will continue to
decrease.
35. a.
d. The cubic model is a better fit for the

data.
34. a.
b. The equation is
y  0.02189 x3  1.511x 2
13.67 x  347.4
c.
b. The cubic function is:

y = −0.0307 x3 + 0.4519 x 2 − 2.2708 x
+8.0540
The model is a good fit to the data.

d. For the year 2026, x = 26. Using the

unrounded model, the millions of metric
tons of emission for 2026 is estimated to
be 628.4million metric tons.
e.

y  0.0576 x 3  0.0774 x 2  1.96 x
99.2
[8, 45] by [200, 1000]

year 2035, when x = 35, the number of
carbon emissions is estimated to be 781
million metric tons.
36. a. The cubic function is: c. The cubic model is a better fit for the
y = 0.0944 x3 − 25.9401x 2 data.
+2273.2513x − 45,827.8973
38. a.
b.

[0, 120] by [0, 22,000] y  5.321x3  92.084 x 2
2012.336 x  33,883.443
When x = 72.5, which corresponds to
the year 1973, the number of U.S. c.
workers who were union members was
maximized.
c. The relative maximum from the model

agrees fairly well with the data.
37. a. The quadratic function is:

y  0.169 x 2  0.381x  99.9

d. The quartic function is:

y  4.457 x 4  130.123x3
1191.736 x 2  5176.940 x
32,353.737
e. The quartic function is a better fit to the

data, but for extrapolation after 2014,
the cubic function predicts that the
number of people covered by Medicaid
will continue to increase.

Section 6.3 Skills Check 6. 2 x3 − 8 x = 0
1. (2 x − 3)( x + 1)( x − 6) = 0 2 x ( x2 − 4) = 0
2 x − 3 = 0, x + 1 = 0, x − 6 = 0 2 x ( x + 2 )( x − 2 ) = 0
x = 3 / 2, x = −1, x = 6 2 x = 0, x + 2 = 0, x − 2 = 0
x = 0, x = −2, x = 2
2. (3x + 1)(2 x − 1)( x + 5) = 0 Checking graphically

3x + 1 = 0, 2 x − 1 = 0, x + 5 = 0
x = −1 / 3, x = 1 / 2, x = −5
3. ( x + 1) 2 ( x − 4)(2 x − 5) = 0
x + 1 = 0, x − 4 = 0, 2 x − 5 = 0
x = −1, x = 4, x = 5 / 2
[–10, 10] by [–50, 50]

4. (2 x + 3) 2 (5 − x) 2 = 0
2 x + 3 = 0,5 − x = 0
x = −3 / 2, x = 5 7. x 4 − 4 x3 + 4 x 2 = 0
x2 ( x2 − 4 x + 4) = 0
x 2 ( x − 2 )( x − 2 ) = 0
5. x 3 − 16 x = 0
x 2 = 0 ⇒ x = 0, x − 2 = 0
x ( x 2 − 16 ) = 0
x = 0, x = 2
x ( x + 4 )( x − 4 ) = 0 Checking graphically
x = 0, x + 4 = 0, x − 4 = 0
x = 0, x = −4, x = 4
Checking graphically
[–5, 5] by [–5, 10]
8. x 4 − 6 x3 + 9 x 2 = 0
[–10, 10] by [–50, 50] x2 ( x2 − 6 x + 9) = 0
x 2 ( x − 3)( x − 3) = 0
x 2 = 0 ⇒ x = 0, x − 3 = 0
x = 0, x = 3

Checking graphically Checking graphically
[–5, 5] by [–5, 10] [–3, 3] by [–1, 3]
9. 4 x3 − 4 x = 0 11. x 3 − 4 x 2 − 9 x + 36 = 0
4 x ( x 2 − 1) = 0 (x 3
− 4 x 2 ) + ( −9 x + 36 ) = 0
4 x ( x + 1)( x − 1) = 0 x 2 ( x − 4 ) + ( −9 )( x − 4 ) = 0
4 x = 0, x + 1 = 0, x − 1 = 0 ( x − 4)( x2 − 9) = 0
x = 0, x = −1, x = 1
( x − 4 )( x + 3)( x − 3) = 0
Checking graphically x − 4 = 0, x + 3 = 0, x − 3 = 0
x = 4, x = −3, x = 3
12. x 3 + 5 x 2 − 4 x − 20 = 0
(x 3
+ 5 x 2 ) + ( −4 x − 20 ) = 0
x 2 ( x + 5 ) + ( −4 )( x + 5 ) = 0
( x + 5)( x2 − 4) = 0
[–5, 5] by [–5, 10] ( x + 5 )( x + 2 )( x − 2 ) = 0
x + 5 = 0, x + 2 = 0, x − 2 = 0
10. x 4 − 3x 3 + 2 x 2 = 0 x = −5, x = −2, x = 2
x 2 ( x 2 − 3x + 2 ) = 0
x 2 ( x − 2 )( x − 1) = 0 13. 3x 3 − 4 x 2 − 12 x + 16 = 0
x 2 = 0 ⇒ x = 0, x − 2 = 0, x − 1 = 0 (3 x 3
− 4 x 2 ) + ( −12 x + 16 ) = 0
x = 0, x = 2, x = 1 x 2 (3x − 4 ) + ( −4 )(3x − 4 ) = 0
(3 x − 4 ) ( x 2 − 4 ) = 0
(3x − 4 )( x + 2 )( x − 2 ) = 0
4
x = , x = −2, x = 2
3

14. 4 x 3 + 8 x 2 − 36 x − 72 = 0 1 4
17. x −8 = 0
4 ( x + 2 x − 9 x − 18 ) = 0
3 2 2
1 4
x =8
4 ⎡⎣( x 3 + 2 x 2 ) + ( −9 x − 18 )⎤⎦ = 0 2
4 ⎡⎣ x 2 ( x + 2 ) + ( −9 )( x + 2 )⎤⎦ = 0 ⎛1 ⎞
2 ⎜ x 4 ⎟ = 2 (8 )
⎝2 ⎠
4[( x + 2)( x 2 − 9)] = 0
x 4 = 16
4( x + 2)( x + 3)( x − 3) = 0
x = −2, x = −3, x = 3
4
x 4 = ± 4 16
x = ±2
15. 2 x 3 − 16 = 0
2 x 3 = 16
x3 = 8
3
x3 = 3 8
x=2
[–5, 5] by [–10, 10]
[–5, 5] by [–20, 20]
[–5, 5] by [–10, 10]

16. 3x 3 − 81 = 0
3 x 3 = 81 18. 2 x 4 − 162 = 0
x 3 = 27 2 x 4 = 162
3
x 3 = 3 27 x 4 = 81
x=3 4
x 4 = ± 4 81
x = ±3
[–5, 5] by [–100, 20]

[–5, 5] by [–180, 40]

22.
0.2 x 3 − 24 x = 0
0.2 x ( x 2 − 120 ) = 0
0.2 x = 0, x 2 − 120 = 0
0.2 x = 0 ⇒ x = 0
x 2 − 120 = 0 ⇒ x 2 = 120
[–5, 5] by [–180, 40] x 2 = ± 120 = ± 4 × 30
x = ±2 30
19. 4 x 4 − 8 x 2 = 0 x = 0, x = ±2 30
4 x2 ( x2 − 2) = 0
4 x 2 = 0, x 2 − 2 = 0 23. x 4 − 6 x 2 + 9 = 0
4 x2 = 0 ⇒ x = 0 (x 2
− 3)( x 2 − 3) = 0
x2 − 2 = 0 ⇒ x2 = 2 x 2 − 3 = 0, x 2 − 3 = 0
x2 = ± 2 x2 − 3 = 0 ⇒ x2 = 3
x=± 2 x2 = ± 3
x = ± 2, x = 0 x=± 3
20. 24. x 4 − 10 x 2 + 25 = 0
3x 4 − 24 x 2 = 0
(x 2
− 5 )( x 2 − 5 ) = 0
3x ( x − 8 ) = 0
2 2
2 2
x 2 − 5 = 0, x 2 − 5 = 0
3x = 0, x − 8 = 0
2
x2 − 5 = 0 ⇒ x2 = 5
3x = 0 ⇒ x = 0
x2 = ± 5
x2 − 8 = 0 ⇒ x2 = 8
x=± 5
x2 = ± 8 = ± 4 × 2
x = ±2 2
25. a. f ( x) = 0 implies x = −3, x = 1, x = 4 .
x = 0, x = ±2 2
Note that the x-intercepts are the
solutions.
21. 0.5 x 3 − 12.5 x = 0 b. The factors are (x + 3) (x – 1)(x – 4).

0.5 x ( x − 25 ) = 0
2
0.5 x ( x + 5 )( x − 5 ) = 0 26. a. f ( x) = 0 implies x = −2, x = 0.5, x = 8 .

x = 0, x = −5, x = 5 Note that the x-intercepts are the
solutions.
b. The factors are (x + 2) (x – ½) (x – 8).

27. a. The x-intercepts appear to be at –1, 2,

and 3. Since the graph only touches at x
= –1, the factor x + 1 will be squared.
b. The factors are (x + 1)2 (x – 2)(x – 3).

and 5. Since the graph only touches at x
= –1, the factor x + 1 will be squared. [–10, 10] by [–125, 125]
b. The factors are (x + 1)2 (x – 2)(x – 5). 3

x = −2, x = 0.75 or ,x =5
4
29. a. The x-intercepts appear to be at –1, 1, 32. The x-intercepts (zeros) are the solutions of
and 5. 2 x 3 − 15 x 2 − 62 x + 120 = 0.
b. The factors are (x + 1) (x – 1) (x – 5).

and 2.
b. The factors are (x + 2) (x – 1) (x – 2).
31. The x-intercepts (zeros) are the solutions of [–10, 15] by [–400, 300]
4 x 3 − 15 x 2 − 31x + 30 = 0.
[–10, 10] by [–125, 125] [–10, 15] by [–400, 300]
[–10, 10] by [–125, 125] [–10, 15] by [–400, 300]
x = −4, x = 1.5, x = 10

Section 6.3 Exercises b. Yes.
33. a. R = 400 x − x 3
400 x − x 3 = 0
x ( 400 − x 2 ) = 0
x ( 20 − x )( 20 + x ) = 0
x = 0, 20 − x = 0, 20 + x = 0
x = 0, − x = −20, x = −20
x = 0, x = 20, x = −20
35. a. R = (100,000 − 0.1x 2 ) x
In the physical context of the problem,
selling zero units or selling 20 units will (100,000 − 0.1x ) x = 0
2
yield revenue of zero dollars. −20 units x = 0, 100,000 − 0.1x 2 = 0

is not possible and so is eliminated.
−0.1x 2 = −100,000
b. Yes. x 2 = 1,000,000
x = ± 1,000,000
x = 0, x = 1000, x = −1000

selling zero units or selling 1000 units
will yield revenue of zero dollars.
−1000 units is not possible and so is
eliminated.
b. Yes.
34. a. R = 12,000 x − 0.003x 3
12,000 x − 0.003x 3 = 0
0.003 x ( 4,000,000 − x 2 ) = 0
0.003 x = 0 4,000,000 − x 2 = 0
x=0 x 2 = 4,000,000
x = ± 4,000,000
x = ±2000
x = 0, x = 2000, x = −2000 36. a. R = (100 x − x 2 ) x

(100 x − x ) x = 0
2
selling zero units or selling 2000 units x 2 (100 − x ) = 0

will yield revenue of zero dollars. x 2 = 0, 100 − x = 0
−2000 units is not possible and so is
eliminated. x = 0, x = 100

In the physical context of the problem, d. 3456 = 2000 (1 + r )

3
selling zero units or selling 100 units

will yield revenue of zero dollars. 3456
(1 + r )
3
= = 1.728
2000
b. Yes.
(1 + r )
3
3
= 3 1.728 = 1.20
1 + r = 1.20
r = 1.20 − 1
r = 0.20 = 20%
38. a.
37. a. Complete the table:
Rate Future Value

4% $2249.73
5% $2315.25
7.25% $2467.30
10,368 = 5000 (1 + r )
4
10.5% $2698.47 b.
10,368
(1 + r )
4
b. = = 2.0736
5000
(1 + r )
4
4
= ± 4 2.0736 = ±1.20
1 + r = ±1.20
r = ±1.20 − 1
r = 0.20 or − 2.2
Since the negative solution does not

make sense in the context of the
problem, r = 20%.
2662 = 2000 (1 + r )
3
c.
2662 c. (5000 + 2320.50 ) = 5000 (1 + r )
4
(1 + r )
3
= = 1.331
2000
7320.50
(1 + r )
4
= = 1.4641
(1 + r )
3
3
= 1.331 = 1.10
3
5000
1 + r = 1.10 4
(1 + r )
4
= ± 4 1.4641 = ±1.10
r = 1.10 − 1 1 + r = ±1.10
r = 0.10 = 10% r = ±1.10 − 1
r = 0.10 or − 2.1
Since the negative solution does not

make sense in the context of the
problem, r = 10%.

39. a. The height is x inches, since the distance b. For the values calculated in part a) no
cut is x units and that distance when box can be formed. The calculated
folded forms the height of the box. values of x yield no tabs that can be
folded up to form the box.
b. The length and width of box will be

what is left after the corners are cut. c. A box can be created as long as
Since each corner measures x inches 0 < x < 6.
square, the length and the width are
18 − 2 x .
d.
c. V = lwh
V = (18 − 2 x )(18 − 2 x ) x
V = (324 − 36 x − 36 x + 4 x 2 ) x
V = 324 x − 72 x 2 + 4 x3
d. V = 0
0 = 324 x − 72 x 2 + 4 x3
41. Since the profit is given in hundreds of
From part c) above: dollars, $40,000 should be represented as
0 = (18 − 2 x )(18 − 2 x ) x 400 hundreds. Thus,
18 − 2 x = 0, x = 0 400 = − x 3 + 2 x 2 + 400 x − 400
18 − 2 x = 0 ⇒ 2 x = 18 ⇒ x = 9 0 = − x 3 + 2 x 2 + 400 x − 800
x = 0, x = 9 x 3 − 2 x 2 − 400 x + 800 = 0
(x 3
− 2 x 2 ) + ( −400 x + 800 ) = 0
e. A box will not exist for either of the x 2 ( x − 2 ) + ( −400 )( x − 2 ) = 0

values calculated in part d) above. For
both values of x, no tab will exist to fold
( x − 2 ) ( x 2 − 400 ) = 0
up to form the box. ( x − 2 )( x + 20 )( x − 20 ) = 0
x = 2, x = −20, x = 20
40. a. 0 = 144 x − 48 x 2 + 4 x 3
The negative answer does not make sense
4 x (36 − 12 x + x 2 ) = 0 in the physical context of the problem.
Producing and selling 2 units or 20 units
4 x ( x 2 − 12 x + 36 ) = 0
yields a profit of $40,000.
4 x ( x − 6 )( x − 6 ) = 0
x = 0, x = 6

42. Since the cost is given in hundreds of The solution in the table is the same as
dollars, $120,000 should be represented as the solution found by the root method.
1200 hundreds. Thus,
1200 = 3x 3 − 6 x 2 − 300 x + 1800
44. Applying the intersection of graphs method
3x 3 − 6 x 2 − 300 x + 1800 − 1200 = 0
for y  2.481x 3  52.25 x 2  528.7 x  5193
3x 3 − 6 x 2 − 300 x + 600 = 0
3 ( x 3 − 2 x 2 − 100 x + 200 ) = 0
3 ⎡⎣( x 3 − 2 x 2 ) + ( −100 x + 200 )⎤⎦ = 0
3 ⎡⎣ x 2 ( x − 2 ) + ( −100 )( x − 2 )⎤⎦ = 0
3 ( x − 2 ) ( x 2 − 100 ) = 0
3 ( x − 2 )( x + 10 )( x − 10 ) = 0
x = 2, x = −10, x = 10 [0, 50] by [25000, 45000]
The negative answer does not make sense In the year 2030 (2000 + 30), the federal tax
in the physical context of the problem. per capita will be $41,016.
Producing and selling 2 units or 10 units
yields a cost of $120,000.
45. a. y = −0.0001x 3 + 0.0088 x 2 + 1.43x + 57.9
43. a. s = 30 (3 − 10t )
3
[0, 100] by [0, 220]
When x = 65, in the year 2015, the

t 0 0.1 0.2 0.3 civilian labor force is projected to be
s (cm/sec) 810 240 30 0 160.6 million people.
0 = 30 (3 − 10t )
3
b. b.
0 y = 163
(3 − 10t )
3
= =0
30
(3 − 10t )
3
3
=30
3 − 10t = 0
−3
t=
−10 [0, 100] by [0, 220]
t = 0.3

When x = 66.9, in the year 2017, the 48. Applying the intersection of graphs method
projected civilian work force will be 163 for
million. y = 0.0000384 x 3 − 0.00397 x 2 − 0.03829 x
+14.58102
46. a. Applying the intersection of graphs
method for
y = 0.0041x 4 − 0.222 x 3
+4.287 x 2 − 34.8398 x + 101.33417
y = 1.3
[0, 120] by [0, 20]
In 2015 (x = 114.9) the percentage of the

[0, 30] by [–2, 5] U.S. population that was foreign born is
estimated to be 16%.
After 6.96 years, in 1997, the percent
change is 1.3%.
b. The model will be 1.3% again. Note for
that there are three additional y  0.00188 x 3  0.0954 x 2  2.79 x  2.70
intersection points on the graph in part
a), in the years 2001 (x = 10.9), 2006 (x
= 15.4), and 2011 (x = 20.9).

for
y = −0.00007 x 3 + 0.00567 x 2 + 0.863 x
+16.009
[0, 50] by [0, 100]

y = 76
In 2042 (x = 42) the U.S. GDP is estimated
to be $85.48 trillion.
50. a. The quartic function is:

[0, 100] by [0, 150] y  0.000583x 4  0.064 x 3  2.578 x 2
45.960 x  306.776
When x = 63.8, in the year 2014, the number
of women in the work force is estimated to
be 76 million.

b.
[0, 50] by [0, 10]
According to the model, the personal

savings rate will be 6.0% in the year
2016 (1980 + 36).
c. The result above is extrapolation

because the year is outside the range of
the data.

Section 6.4 Skills Check 7. −3 −1 0 −9 3 0

3 −9 54 −171
1. 3 1 −4 0 3 10
−1 3 − 18 57 −171
3 −3 −9 −18
Since the remainder is not zero, x + 3
1 −1 −3 −6 −8
is not a factor.
8
x3 − x 2 − 3x − 6 −
x−3
8. −2 2 5 0 −6 −4
−4 −2 4 4
2. −4 1 2 −3 0 1
2 1 −2 −2 0
−4 8 −20 80
Since the remainder is zero, x + 2 is
1 −2 5 −20 81
a factor.
81
x 3 − 2 x 2 + 5 x − 20 +
x+4
9.
−1 −1 1 1 −1
3. 1 2 −3 0 1 −7 1 −2 1
2 −1 −1 0 −1 2 −1 0
2 −1 −1 0 −7 One solution is x = −1. The new
7 polynomial is − x 2 + 2 x − 1.
2 x3 − x 2 − x −
x −1 Solve − x 2 + 2 x − 1 = 0.
x2 − 2 x + 1 = 0
4. −1 1 0 0 0 −1 ( x − 1)( x − 1) = 0
−1 1 −1 1 x = 1, x = 1
1 −1 1 −1 0 The remaining solution is x = 1
(a double solution).
x3 − x 2 + x − 1
10.
5. 3 2 −4 0 3 18
1 1 4 −1 −4
6 6 18 63
1 5 4
2 2 6 21 81
1 5 4 0
Since the remainder is not zero, 3 is not
a solution of the equation. One solution is x = 1. The new
polynomial is x 2 + 5 x + 4.
Solve x 2 + 5 x + 4 = 0.
6. −5 1 3 −10 8 40
( x + 1)( x + 4 ) = 0
−5 10 0 −40
x = −1, x = −4
1 −2 0 8 0
The remaining solutions are
Since the remainder is zero, − 5 is
x = −1, x = −4.
a solution of the equation.

11. −5 1 2 −21 −22 40 Synthetically dividing by the 2nd

−5 15 30 −40 given solution in the new
1 −3 −6 8 0 polynomial yields:
One solution is x = −5. The new 1 2 −11 18 −9

polynomial is x 3 − 3 x 2 − 6 x + 8. 2 −9 9
2 −9 9 0
Synthetically dividing by the 2nd The 2nd solution is x = 1. The new
given solution in the new polynomial is 2x 2 − 9 x + 9.
polynomial yields: Solve 2x 2 − 9 x + 9 = 0.
1 1 −3 −6 8 ( 2 x − 3)( x − 3) = 0
1 −2 −8 3
x = ,x =3
1 −2 −8 0 2
The 2nd solution is x = 1. The new 3
The remaining solutions are x = , x = 3.
2
polynomial is x 2 − 2 x − 8. Note that x = 3 is a double solution.
Solve x 2 − 2 x − 8 = 0.
( x − 4 )( x + 2 ) = 0 13. Applying the x-intercept method:
x = 4, x = −2
The remaining solutions are x = 4, x = −2.
12. 3 2 −17 51 −63 27

6 −33 54 −27
2 −11 18 −9 0
One solution is x = 3. The new
[–10, 10] by [–250, 250]
polynomial is 2x 3 − 11x 2 + 18 x − 9.
One solution appears to be x = 4.
4 1 3 −18 −40
4 28 40
1 7 10 0
The new polynomial is x 2 + 7 x + 10.
Solve x 2 + 7 x + 10 = 0.
( x + 2 )( x + 5 ) = 0
x = −2, x = −5
The remaining solutions are
x = −5, x = −2.

14. Applying the x-intercept method: −2 3 2 −7 2

−6 8 −2
3 −4 1 0
The new polynomial is 3x 2 − 4 x + 1.
Solve 3x 2 − 4 x + 1 = 0.
(3x − 1)( x − 1) = 0
1
x = , x =1
3
[–10, 10] by [–100, 100] 1
The remaining solutions are x = 1, x = .
One solution appears to be x = 5. 3
5 1 −3 −9 −5 16. Applying the x-intercept method:

5 10 5
1 2 1 0
The new polynomial is x 2 + 2 x + 1.
Solve x 2 + 2 x + 1 = 0.
( x + 1)( x + 1) = 0
x = −1, x = −1
The remaining solution is x = −1,
a double solution. [–5, 5] by [–50, 70]
One solution appears to be x = –3.

15. Applying the x-intercept method:
−3 4 1 −27 18
−12 33 −18
4 −11 6 0
The new polynomial is 4x 2 − 11x + 6.
Solve 4x 2 − 11x + 6 = 0.
( 4 x − 3)( x − 2 ) = 0
3
[–5, 5] by [–100, 100] x = ,x = 2
4
One solution appears to be x = –2. 3
The remaining solutions are x = 2, x = .
4
17. x 3 − 6 x 2 + 5 x + 12 = 0
p ⎛ 1, 2,3, 4,6,12 ⎞
= ±⎜ ⎟ = ± (1, 2,3, 4,6,12 )
q ⎝ 1 ⎠

18. 4 x3 + 3x 2 − 9 x + 2 = 0 22. Applying the x-intercept method:
p ⎛ 1, 2 ⎞ ⎛ 1 1⎞
= ±⎜ ⎟ = ± ⎜1, 2, , ⎟
q ⎝ 1, 2, 4 ⎠ ⎝ 2 4⎠
19. 9 x 3 + 18 x 2 + 5 x − 4 = 0
p ⎛ 1, 2, 4 ⎞
= ±⎜ ⎟
q ⎝ 1,3,9 ⎠
⎛ 1 2 4 1 2 4⎞ [–10, 10] by [–100, 100]
= ± ⎜ 1, 2, 4, , , , , , ⎟
⎝ 3 3 3 9 9 9⎠
−2 4 3 −9 2
20. 6 x 4 − x 3 − 42 x 2 − 29 x + 6 = 0
p ⎛ 1, 2,3,6 ⎞ −8 10 −2
= ±⎜ ⎟ 4 −5 1 0
q ⎝ 1, 2,3,6 ⎠
⎛ 1 3 1 2 1⎞ The new polynomial is 4x 2 − 5 x + 1.
= ± ⎜ 1, 2,3,6, , , , , ⎟
⎝ 2 2 3 3 6⎠ Solve 4x 2 − 5 x + 1 = 0.
( 4 x − 1)( x − 1) = 0
21. Applying the x-intercept method: 1
x = , x =1
4
1
The remaining solutions are x = , x = 1.
4
23. Applying the x-intercept method:
[–10, 10] by [–100, 100]
−1 1 −6 5 12
−1 7 −12
[–5, 5] by [–50, 50]
1 −7 12 0
The new polynomial is x 2 − 7 x + 12. 1
One solution appears to be x = .
2
Solve x − 7 x + 12 = 0. 3
( x − 3)( x − 4 ) = 0
x = 3, x = 4
The remaining solutions are x = 3, x = 4.

1 25. Factoring the common x term:

9 18 5 −4
3 x3 = 10 x − 7 x 2
3 7 4
x3 + 7 x 2 − 10 x = 0
9 21 12 0
2
x ( x 2 + 7 x − 10 ) = 0
The new polynomial is 9x + 21x + 12.
x = 0, x 2 + 7 x − 10 = 0
Solve 9x 2 + 21x + 12 = 0.
One solution is x = 0.
3 (3x 2 + 7 x + 4 ) = 0
3 (3 x + 4 )( x + 1) = 0
4
x = − , x = −1
3
4
The remaining solutions are x = − , x = −1.
3
24. Applying the x-intercept method [–10, 10] by [–100, 120]
Applying the quadratic formula:

−7 ± 7 2 − 4 (1)( −10 )
x=
2 (1)
−7 ± 89
x= ≈ −8.217, 1.217
2
−7 ± 89
The remaining solutions are x = ,
[–10, 10] by [–50, 100] 2
both real numbers, which show on the graph.
One solution appears to be x = −4 .
−4 6 19 −19 4
−24 20 −4
6 −5 1 0
The new polynomial is 6x 2 − 5 x + 1.
Solve 6x 2 − 5 x + 1 = 0.
(3x − 1)( 2 x − 1) = 0
1 1
x = ,x =
3 2
1 1
The remaining solutions are x = , x = .
3 2
[–10, 10] by [–100, 120]

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CHAPTER XXIX
Music Appears in National Costumes
We cannot tell you very much about the history of music in Russia
because until the 19th century, the Russians had little but their folk
songs and church music. For many centuries the Christian priests
disliked to have them sing their legends and folk songs because they
were not of Christian origin and so music had a very difficult road to
go.
Another thing which kept music as an art from growing, was the
edict in the Church against the use of instruments. But as there is
always a silver lining to every cloud the unaccompanied singing
became very lovely.
For ages, then, there was the most strikingly beautiful natural
music in the folk tunes of this gigantic country, three times as large
as the United States. Its cold bleak steppes or plains and its nearness
to the East gave them fascinating and fantastic legends, and a music
sad, wild and colorful with strange harmonies—their inheritance
from the Slavs and Tartars. All these date back to days before the
Christian era, so you can understand even though they are of
surpassing beauty, the Church was afraid of the wild, tragic, pagan
melodies and rhythms.
In the early 18th century, at the time of and after Peter the Great,
there were many Europeans who came to Russia and brought along
their music or their own national ideas of music, so that Russia had
foreign opera and foreign teachers. When Catharine the Great was
Queen she appreciated the wonderful store of folk legends and was
very good to composers both Italian and Russian, of whom there
were very few.
Very soon, a man from Venice, Catterino Cavos, went over and was
clever enough to write Italian opera using the Russian folk songs and
legends. This was a fine idea, because it gave suggestions to Russians
as to what could be done with their folk songs. The next thing that
happened was the terrible defeat of Napoleon, in 1812, by the
Russians and the burning of Moscow. When important political
things happen and when a favorite city is nearly destroyed, people’s
imaginations are stirred and it makes them think about the things of
their own land. The Russians were no different from other folks.
After the way was prepared by Vertowsky, Dargomyzhsky, and
Seroff, Michael Glinka (1804–1857) wrote his opera, A Life For the
Tsar, for the time was ripe for serious Russian national music. He
was tired of the music of the Italians, introduced into Russia in 1737,
and the French music introduced by Boieldieu and others a little
after 1800. He made a close study of Russian folk song and of
composition, and became the father of the new Russian music. He
studied in Leningrad (St. Petersburg) with Charles Mayer and John
Field, the Irish composer of nocturnes who found his way into Russia
with Clementi. Glinka became an invalid and his travels for his
health brought him to Paris where he was very much interested in
the works of Berlioz. When he wrote his first opera, he said he
wanted the Russians “to feel at home,” and so we see in it the magic
background of Russia with the flavor and interest of the Orient.
Another opera of his was Ruslan and Ludmilla which also pictures
their national life. Besides this, Glinka, in some Spanish caprices,
brought Spanish folk songs before the eyes of the musical art world.
Rubinstein and Tchaikovsky
An important group followed in the footsteps of Glinka, called

“The Five.” The members wanted national music and sincere opera
in any form they desired. The Russian Ballet, which tells a story and
is not a mere exhibition of fancy steps, was an outcome of this
freedom.
There were two schools about this time in Russia, constantly at
odds with each other. The “Russian Five” was one school and the
leaders of the other were Anton and Nikolai Rubinstein and Peter
Ilytch Tchaikovsky (1840–1893) whose fame is probably greater than
any other Russian. Tchaikovsky became very interested in the
European composers, and studied composition with the founder of
the Petrograd Conservatory, Anton Rubinstein. He was made
professor of harmony at the Moscow Conservatory in 1866. While
there he wrote many operas and articles for Moscow papers. He
married unhappily and had a nervous breakdown in 1877 and lived
very quietly, a sensitive nervous man all his life. He visited the
United States in 1891, and conducted his Sixth Symphony, The
Pathetique, at the opening of Carnegie Hall in New York City.
Visiting England and then returning to Russia, he died in 1893 of
cholera. Besides the symphonic poems about which we told you, he
wrote several overtures, six symphonies, four suites, three ballets,
eleven operas, two of which, La Pique Dame and Eugen Onegin have
been given outside of Russia.
His work is very emotional and often tragic with captivating
melodies often based on folk songs with rich orchestral color. But
withal, his work was based more on the German tendencies and
forms of music than the works of the younger Russians, therefore,
Tchaikovsky and Rubinstein were pitched in musical battle for some
years against this other school.
“The Five”
Alexander Borodin (1834–1887), a scientist and physician and a

friend of Liszt, wrote crashing and flashy music with what they called
“Modern harmonies.” It seemed full of discords for the people of his
time but to us is fascinating and piquant! His Prince Igor, a story of
adventure and war not unlike Le Chanson de Roland, is a beautiful
opera with striking melody and dances.
Modeste Moussorgsky (1839–1881) probably had more natural
genius than any of the rest of “The Five,” even though his work had
to be edited by Nikolai Rimsky-Korsakov (1844–1908).
Moussorgsky’s music had the real spirit of Russia, sad, colorful, full
of wild dances based as is most of this Russian music, on the folk
songs of his native land. Besides this, it is very human and touches
the soul of people as they listen. His songs are real treasures. His
music is truly a portrait of the Russian people.
He wrote a very beautiful opera called Boris Godounov richly
laden with the Oriental color, and pathos and tragedy of Russia’s
past. A very interesting thing to know is that Rimsky, because of his
wider knowledge of harmony and orchestration, corrected
Moussorgsky’s works and very often changed things that seemed to
him quite wrong. Recently we have examined a score of Moussorgsky
and compared it to the corrected version of Rimsky and we now find
that Moussorgsky’s score was even more vivid and modern to our
ears than Rimsky’s. Several composers have arranged for orchestra
Moussorgsky’s piano pieces, Pictures from an Exposition, and have
brought out beauties in color, humor and scenic painting in the
music.
The next man, Mily Balakirev (1837–1910), a country boy steeped
in folk songs, became the founder and leader of this Group of Five.
He founded a free music school in Petrograd and later became the
conductor of the Royal Musical Society, of the Imperial Musical
Society, and Imperial Chapel. His works are chiefly in symphony
form, brilliantly and effectively orchestrated. Some of his piano
pieces and songs are very beautiful, but his greatest gift to music was
his careful study of Russian national story and song, and he
furthered the revival of the Oriental in Russian musical art.
César Cui (1835–1918), born at Vilna, Poland, was the son of a
French officer, and became a great authority on military science. He
wrote eight operas which were more lyric than dramatic and, as
Balakirev’s friend and first disciple among “The Five,” he helped this
younger Russian School with his musical compositions and writings
for the press.
Last but not the least of this “Five” is Nikolai Rimsky Korsakov
(1844–1908), who was born in Novgorod, and while a student at the
Petrograd Naval College, became an advocate of the theories of
Balakirev to keep Russian music, Russian. While on a three-year
cruise, he wrote his first symphony, and on another, as a young naval
officer, he came to America.
Very soon he left the navy and became a teacher and conductor in
Petrograd. He is best known in this country for his orchestral suite,
Shéhérazade, which gives a glamorous picture of some of the stories
from “The Arabian Nights” as told by the Persian Queen,
Shéhérazade. Another famous thing of his, is his second symphony
Antar. Probably no other person among the Russians could give you
the effect and colorfulness of the Orient as Rimsky. He takes most of
his stories from Russian legends and his operas are entrancing. The
best of these are The Snow Maiden, Sadko, and the humorous,
fantastic and tuneful Coq d’Or (“The Golden Cockerel”). He has
written works for the piano, and some of the songs out of his operas,
such as The Song of India and Shepherd Lehl are probably familiar
to you.
These five men and the group including Anton and Nikolai
Rubinstein, Sergei Tanieiev (1856–1915) and Tchaikovsky, were very
antagonistic, as we said before, until finally some of the Five went on
the staff of the various conservatories in Russia and the breach
seemed to be healed; and now new men have appeared, out-
distancing even the Five in modern harmony, Alexander Scriabin
(1872–1919) and Igor Stravinsky (1882).
Coming after these celebrated Russians were Anton Arensky
(1861–1906), Alexander Glazounov (1865), both writers of
symphonies, piano pieces and chamber music, Anatole Liadov
(1855–1914), Serge Liapounov (1859), Nikolai Medtner (1879),
Catoire, Reinhold Glière (1875), Ippolitov Ivanov (1859), Alexander
Gretchaninov (1864), Serge Vassilenko (1872), Theodor Akimenko
and Sergei Rachmaninov (1873), who has spent many years in
America where he is known as a brilliant composer and gifted
pianist. (Page 409.)
Bohemia—Czecho-Slovakia
Another country rich in national characteristics, donning national

costume in art music as well as in folk music, is Bohemia—or Czecho-
Slovakia. It is the land of harp players, street musicians and the
gypsy, where nearly everybody seems to be musical. The Esterhazy
family, nobles who were patrons of Haydn and other composers,
were Bohemians.
In Prague, their principal city, Gluck, Mozart, Weber and many
other foreigners were appreciated when their own countries turned
deaf ears to them, but it is not until the middle of the 19th century,
that Bohemia gave the world its own composers. Among these were
Frederick Smetana (1824–1884), a pupil of Liszt and a fine pianist.
He became the opera conductor at Prague and like Beethoven,
became afflicted with deafness, but it unbalanced his mind and he
died in an insane asylum at sixty. He wrote a number of pieces for
chamber combinations, symphonic poems, symphonies and operas
of which the best known is the Bartered Bride, a picture of
Bohemian life.
The greatest Bohemian and one of the ablest musicians of the 19th
century, is Antonin Dvorak (pronounced Dvorjak) (1843–1904), a
peasant and son of an innkeeper and butcher at Mühlhausen.
Coming from the people, he was familiar with the folk songs, and
although his father wanted him to be an innkeeper and butcher,
Antonin used to follow the strolling players and showed a decided
talent for music. He learned to sing, to play the violin and the organ,
and studied harmony. Later he went to Prague to continue his work.
He was very poor but Smetana befriended him, and five years after
he entered school, he wrote his first string quartet. Thirteen years
afterwards, he became organist at $60.00 a year at St. Adalbert’s
Church. He is another man whom Liszt helped by performing his
works and finding publishers for them. He became famous through
his fascinating Slavonic Dances and was soon invited to London
after his Stabat Mater had been performed there. He wrote The
Spectre’s Bride for the Birmingham Festival of 1885, and his oratorio
for the Leeds Festival, St. Ludmilla, in the following year. The
University of Cambridge made him Doctor of Music and before that,
he had been Professor of Music at the Prague Conservatory. Soon he
came to New York and received a salary of $15,000 a year as director
of the New York Conservatory of Music. Homesickness overcame
him and he went back to Bohemia where his opera, Armide, was
given before he died.
Dvorak was a sound musician. He had studied Mozart, Beethoven
and Schubert but was devoted to his own folk-lore and the
harmonies which appealed to his nation. He was particularly
interested in national types of music and when in America the negro
music appealed to him tremendously. While here, he taught H. C.
Burleigh, the negro composer and singer, with whom he had an
interesting and fruitful friendship. When he went back to Bohemia,
he wrote the New World Symphony, built on negro folk ideas, and a
string quartet in which he has used negro themes. Isn’t it curious
that it often takes an outsider to show us the beauties at our own
door step?
He wrote many songs, symphonic poems and five symphonies and
many other forms of music. Although he was very strict in the use of
form, his work was free, full of melody and imagination. It is
distinguished by warm color, beautiful rhythms and flowing melody,
daring modulations and withal a sense of naturalness. Some people
consider him one of the greatest masters of orchestration of the 19th
century. Probably you have heard Fritz Kreisler and many others
play the famous Humoresque, and you may also know his
incomparable Songs My Mother Taught Me.
Roumania
Georges Enesco (1881) a most gifted violinist, conductor and

composer, born in Cordaremi, is the principal representative of
Roumania. His first work is Poème Roumain, in which, as well as in
many others, he shows his Roumanian birth. He wrote symphonies
and other orchestral works, chamber music and songs.
The Land of the Polonaise
Poland first springs into prominence as an art center in music with

Frédéric Chopin, but it has produced many other pianists and
pianist-composers,—among them, Carl Tausig.
If you like brilliant salon and over-decorated pieces, you will enjoy
the works of Moritz Moszkowski (1854–1924), who was born of
Polish descent in Breslau. He was a fine pianist and had a long list of
pupils including the brilliant American, Fannie Bloomfield-Zeisler.
Poland has given us Ignace Jan Paderewski (1860), whose Minuet
you probably know, and whose amazing piano skill is familiar to you.
While he has written many piano pieces, a fairly successful gypsy
opera, Manru, an interesting piano concerto and a symphony, it is as
pianist that he will be remembered. He has been the idol of every
nation in which he has played.
His pupil, Sigismund Stojowski (1870), has lived in America since
1906 and has written orchestral works, a piano concerto and many
piano pieces.
The Land of the Fiords and Skalds—Norway and
Sweden
Here is another country with a rich folk-lore, half pagan and half
Christian.
Ole Bull, the violinist, also did much for Norwegian music in the
19th century. One of the first composers was Halfdan Kjerulf (1815–
1868) who was born in Christiania (Oslo) and studied in Leipsic. He
gave up his life to composition. Henrietta Sontag as well as Jenny
Lind introduced his songs to the public; like his delightful piano
pieces they are national in flavor. If you have the chance, hear his
Lullaby and Last Night.
Norway! The land of the Vikings, of Odin and Thor, of the eddas
and sagas, of skalds and harpists, of sprites and trolls, fiords,
mountain kings and the mischievous Peer Gynt—all brought to life
by the magic wand of Edvard Hagerup Grieg (1843–1907).
Surely one of the greatest poet-composers of recent times, he
brought out the beauties of the Norwegian folk song and dance, and
dressed up serious music in national costume. Ole Bull assisted Grieg
by recognizing his ability when he was a very young man. Grieg was
sent to the Leipsic Conservatory but he overworked and became ill,
and went to Copenhagen, where he met Niels Gade, under whose
guidance some of his earlier works were written. He returned to
Norway and was again stimulated by Ole Bull; he met a young
composer, Rikard Nordraak, and together they did a good deal of
work toward establishing a national school. Again Liszt acts as an
international aid society to young musicians, for he now befriends
Grieg in Rome. The government of Norway granted a life pension to
Grieg so that he might give all his time to composition, after which
he wrote incidental music to the celebrated Peer Gynt of Ibsen. He
lived in the country and in 1885 built his villa “Troldhaugen” near
Bergen. His wife, who is still living in “Troldhaugen,” sang many of
his songs.
His short pieces are like portraits of Norway and he is able to catch
with marvelous ease and simplicity, the peculiar harmonies,
mingling minor and major keys together in a most charming way.
Although a lyric writer, he has written a piano sonata, three sonatas
for violin and piano, and a most effective piano concerto, all of which
show brilliancy and keen dramatic sense. His Holberg Suite for
piano and the Elegiac melodies and the Norwegian theme for strings
are full of rich, romantic feeling. As a song writer, too, Grieg ranks
very high.
Some of the other Norwegians are: Johan Severan Svendsen
(1840–1911), Wagnerian in feeling yet writing his compositions with
strong Norwegian color. Christian Sinding (1856), whose Rustling of
Spring you will remember, puts on the national costume of his native
Norway in his writings, although educated in Germany. Among
others are Johan Selmer, Gerhard Schjelderup and Madam Agathe
Backer-Gröndahl, pianist-composer of decided charm.
Jenny Lind, the “Swedish Nightingale” (1820–1887) and Christine
Nilsson (1843–1921), did much to bring Norse folk songs to the
attention of the world. These melodies were very much admired
because they reflected the coolness and the sadness of the land of the
fiords.
Denmark
We now go to the land of Buxtehude, the celebrated organist of

Lübeck. Although J. Hartmann, director of the Conservatory of
Copenhagen, has been called “The Father of Danish Music,” the first
great composer was Niels Wilhelm Gade (1817–1890). He started as
a maker of instruments, became a member of the Royal Orchestra at
Copenhagen and won a prize with his first work, an orchestral
overture, Echoes from Ossian. Mendelssohn played this in Leipsic
and from this time on they were great friends. Gade succeeded him
as conductor of the Gewandhaus Concerts in Leipsic; in 1848, he
returned to Copenhagen and held many positions, among which was
court chapel master. Gade’s works were a mixture of the Romantic
and the Classic Schools to which he added Danish qualities. He wrote
well in symphonic style and in choruses, songs and piano pieces.
Among others were Asger Hamerik (1843), a pupil of Von Bülow
and Berlioz, Otto Malling (1848–1915); Ludwig Theodor Schytte
(1850–1909), a student of Gade and Liszt, who lived for a long time
in Germany, where he died. His short piano pieces are classics for all
young piano students. Edward Lassen, Victor Emanuel Bendix and
August Enna are other well known Danes.
Sweden
The first of the romantic writers in Sweden is Anders Hallen

(1846). His music was massive and Wagnerian in effect, showing the
somberness of the influence of his native province Bohuslän. He had
a great sense of melody and his marches and dances in his native
style are happy and delightful. Emil Sjögren (1853–1918) was called
“The Schumann of the North,” for he wrote mostly piano pieces, a
beautiful violin sonata and vocal solos and showed a great deal of
charm and warmth of feeling. We might add to this list Wilhelm
Stenhammar, who wrote operas and choral works, and Hugo Alfven.
Music in the Country of Lakes—Finland
Finland, “the land of a thousand lakes,” and of virgin forests and

meadows, has always been a country of great beauty and sadness.
Of all her composers, Jan Sibelius is the greatest (1865). He was
educated as a lawyer but being a violinist, he decided to pursue a
musical career. He is remarkable as a writer of symphonic poems,
and sings with compelling beauty the legends of his country taken
from The Kalevala, the epic poem which ranks with the greatest
legendary poems of all times. Besides The Kalevala are the short
lyrics or Kanteletar, sung to the lute of steel strings, which is called
The Kantele. These legends and songs are always a source of great
joy to the Finns and were first arranged by Elias Lönnrot in the early
part of the 19th century. The symphonic poems of Sibelius are
Karelia, The Swan of Tuonela and Lemminkäinen from The
Kalevala. He wrote other compositions, of course, including cantatas
and ballads and string quartets and choruses. His Finlandia is a true
picture of the Finnish people and country, and his Fourth Symphony
is one of the 20th century’s monumental works.
It is interesting to note in his Finnish songs a peculiar five-four
rhythm which is haunting and fascinating. He was recognized as a
great musician, for he is the only one of this time who drew a
government pension. In 1914, Sibelius was in America for the
Norfolk Festival for which he had written a special work, a
symphonic poem, Aalottaret (Daughter of the Ocean). At the same
time Yale University conferred a degree upon him. He lives far north
in Finland away from cities, surrounded for many months of the year
by great snow fields.
Selim Palmgren is a writer of charming piano pieces who, in 1924,
was teacher at the Eastman Conservatory in Rochester, New York.
Other composers in Finland were Bernard Crusell (1775–1838),
and Frederick Pacius (who was born in Hamburg in 1809 and died in
Helsingfors in 1891), the Father of Finnish Music and the author of
the National Hymn Wartland and Suomis Song (Suomi means
Finland). He was a violinist, a follower of Spohr and composed a
great many musical works.
Among others is Armas Järnefelt (1864), an orchestral conductor
and composer living in Stockholm.
Spain—The Land of the Fandango
One of the most adventurous and likeable people that we have met
in the history of music is Isaac Albeniz (1860–1909). He was born in
Spain and started his travels when he was a few days old. He ran
away from home when he was nine years old and toured about,
making money by playing the piano. He loved travel and his life as a
young man is a series of runnings-away-and-being-brought-back. He
became a very great pianist and Alphonso XII was so pleased with
his playing and so delighted with his personality, that at fifteen he
was granted a pension and being free from money worry, he realized
the dream of his life and went to see Franz Liszt.
He became a player approaching Von Bülow and Rubinstein in
skill.
He kept composing attractive and popular Spanish tunes using the
rich, rhythmic Spanish folk songs in rather new and modern
harmony. He finally decided to give up his life as a popular composer
and brilliant pianist, and settled down to serious composition. The
next thirty pieces took him longer to write than his four hundred
popular songs!
In 1893 he went to Paris in a most wonderful period, and met
Debussy, Fauré, Duparc and d’Indy.
His most important composition is Iberia, a collection of twelve
Spanish piano pieces. Among his other things are Serenade,
Orientale and Aragonaise, all in Spanish dress.
He was a very rare personality with a rich nature, exuberant,
happy and merry, even until his death.
He was the real center of Spanish music and influenced all who
came after him. He was to Spain what Grieg was to Norway, Chopin
to Poland, Moussorgsky to Russia, and Dvorak to Bohemia or
Czecho-Slovakia.
Enrique Granados
Following Albeniz, was another great Spaniard, Enrique Granados

(1867–1916), who was born in Lérida, Spain, and met a tragic death
on a transport in the English Channel during the World War. Unlike
Albeniz, he did not write in a modern vein, but rather in the
accustomed harmonies. He was more Spanish for this reason than
Albeniz, less original and without the great charm of the other
master.
The only opera in Spanish that has ever been sung at the
Metropolitan Opera House was his Goyescas in 1916. The principal
rôle was sung by Anna Fitziu. First he wrote this as an opera in 1899.
Later he made a piano version of it, very much like a suite, which was
played with great success by Ernest Schelling. He also wrote
symphonic poems among which was Dante with a vocal part, sung by
Sophie Braslau, in 1915, with the Chicago Symphony Orchestra.
He is one of Spain’s great sons and the rich and sincere national
spirit which he put into his music makes him beloved of his
compatriots.
CHAPTER XXX
America Enters
Not long ago we visited the medieval castle of Amboise in Touraine,

France, for the 400th celebration of the birth of the French poet,
Ronsard. (Chapter XI.) A program of madrigals by Jannequin,
Costeley, Lassus and others who had used Ronsard’s poems as texts,
was given in the room where the poet himself had entertained his
friends. We were impressed by the beauty of the old castle and the
aged towers and ramparts. It was here that we realized the meaning
of TRADITION!
The peasant children passing under the watch tower in the village
below the castle are reminded daily of a past replete with history and
romance! They know without having been taught that here their poet
Pierre de Ronsard and the Italian painter, Leonardo da Vinci, lived,
worked and died. This watch tower was old when Columbus
discovered America!
The lack of tradition, this unconscious knowing of the past, that
Europe has in abundance is often held up to us in America as a
serious loss in our art life. The question came to us: Is there nothing
in our country to make up for the absence of this historical and
romantic background?
As in a motion picture, there passed before our minds the Grand
Canyon of Arizona, the Rocky Mountains, the snow-capped peaks of
the Pacific slope, the Columbia River, the Mississippi and the
Hudson, Golden Gate of California, Niagara Falls, and the Plains,
lonesome stretches of sand and sage-brush vast as the sea! Surely
such wondrous beauty should inspire artists to create great works.
But this is a day of cities, aeroplanes, automobiles, speed and
unrest, when the mind rules instead of the heart! And we must
“watch our step” or we will become the slaves of this Age of Invention
instead of being the masters. All this is reflected in our art life and we
must guard our creative talent if we would rank with European
nations in the making of music.
We already rank with them in performing it, and in organizations,
such as our orchestras, opera houses, chamber music organizations,
music schools, music settlements, music club activities, community
singing, glee clubs, oratorio societies, and amateur orchestras.
America needs music and loves it as never before. Perhaps out of all
this music study and concert-giving in addition to what might be
done with the radio and mechanical instruments, which are now
making records of the world’s finest compositions, there will come a
race of real music lovers and creators. They will study our national
traits and will unite them with the earnest work of American
composers of today and yesterday; they will open their minds to the
natural beauties of nature; they will try to raise the standard of the
general public, and they will make music in America grow. May every
American reader take this to heart!
In our chapter on “National Portraits in Folk Music” we told you
that we have no definite traits in our music that could be called
national because this country was settled by people of many different
nationalities and races. All these peoples brought to the “Promised
Land” their customs and traditions, their song and story world. We
can still see traces in the present generation of the early settlers: New
England and the South are Anglo-Saxon; Louisiana and the northern
border, French; California, Spanish; New York and Pennsylvania,
Dutch; Minnesota, Scandinavian; Missouri and Wisconsin, German.
Besides, the Italians, Irish, Russians and Germans have settled in all
parts of this huge “melting pot”!
There is however an Americanism that is hard to define, but is the
result of the intermingling of all nationalities. It is the spirit of the
pioneer that sent our forefathers, foreigners many, across the plains
in the “covered wagon”; the spirit of youth and enthusiasm of a
country still new; the spirit that works out gigantic commercial
problems and miraculous inventions with the same fervor with
which an artist creates; it is the spirit of an inspired sculptor before
the unfinished block of marble. All of which must combine in our
music before we can create a national idiom.
But we must go back and travel with you the rocky road,—“Music
in America.”

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College Algebra in Context 5th Edition

Harshbarger Solutions Manual

1. a. The polynomial is 4th degree.

b. The leading coefficient is 5.

b. The leading coefficient is –8.

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Copyright ©2017 Pearson Education, Inc.

Copyright ©2017 Pearson Education, Inc.

Copyright ©2017 Pearson Education, Inc.

Copyright ©2017 Pearson Education, Inc.

Copyright ©2017 Pearson Education, Inc.

Copyright ©2017 Pearson Education, Inc.

Section 6.1 Skills Check 3. a. g ( x) = 3 x 4 − 12 x 2

Window b) gives a complete graph.

Window b) gives a complete graph.

Window b) gives a complete graph.

Window b) gives a complete graph.

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5. a. The x-intercepts appear to be −2 , 1, and 10. a. The x-intercepts appear to be −2 , and 3.

c. The function is quartic since the end

c. The function is cubic since the end

8. a. The x-intercepts appear to be −1 , 2, and

c. The function is quartic since the end

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20. a. The polynomial is 4th degree, and the

b. The graph falls right and falls left

18. a. The polynomial is 4th degree, and the

b. The graph rises right and rises left

b. No. One turning point does not show.

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c. The window in part b) yields the best

b. Yes. The graph is complete.

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b. The graph has three turning points. 31.

c. No, since the polynomial is degree 4, it

Answers will vary. One such graph is

Answers will vary. One such graph is

Answers will vary. One such graph is

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[–10, 10] by [–10, 30] [–10, 10] by [–20, 20]

The local maximum is approximately

[–10, 10] by [–20, 20]

The local minima are ( −2, −16 ) and

34. a. y = x4 − 8x2 35. y = x 4 − 4 x 3 + 4 x 2

b. The local maximum is (1,1) . The local

[–10, 10] by [–20, 20]

The local maximum is ( 0,0 ) .

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b. d. Fifty units yield revenue of $10,000.

38. a. R ( x) = 2000 x + 30 x 2 − 0.3 x 3

c. The graph in part b) resembles a 2nd

b. Based on the physical context of the

There are two turning points.

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b. Selling 60 units yield a maximum daily b. Selling 28 units yield a maximum

c. R = 600 x − 0.1x 3 + 4 x 2 c. R ( x) = 2800 x − 8 x 2 − x 3

Rate, r Future Value, S($)

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b. 43. a. y  10.3x 3  400 x 2  5590 x  8694

c. At the 20% rate, the investment yields b.

d. The 10% rate is more realistic.

c. At the 24% rate, the investment yields b.