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Functions
and
Change
A Modeling Approach to College Algebra 6E
Bruce Crauder / Benny Evans / Alan Noell

OKLAHOMA STATE UNIVERSITY
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Functions & Change: A Modeling Approach © 2018, 2014, Oklahoma State University
to College Algebra, 6e
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Contents
PREFACE ix
Prologue: Calculator Arithmetic 1

Alexandr79/Shutterstock.com
Typing Mathematical Expressions 2

Rounding 2
Parentheses and Grouping 3
Minus Signs 4
Special Numbers p and e 5
Chain Calculations 5
Scientific Notation 8
Excel Worksheets 9
CHAPTER P SUMMARY 16
CHAPTER P REVIEW EXERCISES 17
1 Functions 19
Al Tielemans/ SI/Corbis
1.1 Functions Given by Formulas 20

Functions of One Variable 20
Functions of Several Variables 20
1.2 Functions Given by Tables 32

Reading Tables of Values 32
Filling Gaps by Averaging 33
Average Rates of Change 33
Spotting Trends 35
1.3 Functions Given by Graphs 49

Reading Graphs 49
Concavity and Rates of Change 51
Inflection Points 53
Drawing a Graph 54
iii
iv CONTENTS
1.4 Functions Given by Words 69

Comparing Formulas and Words 69
Getting Formulas from Words 72
Proportion 74
CHAPTER 1 SUMMARY 84
CHAPTER 1 REVIEW EXERCISES 86
■ A FURTHER LOOK:
Average Rates of Change with Formulas 90
Areas Associated with Graphs 92
Definition of a Function 95
2 Graphical and Tabular Analysis 97

Peter Hulla/Shutterstock.com
2.1 Tables and Trends 98

Getting Tables from Formulas 98
Optimizing with Tables of Values 101
2.2 Graphs 113

Hand-Drawn Graphs from Formulas 113
Graphing with the Calculator 113
Tracing the Graph 114
Choosing a Viewing Window in Practical Settings 115
Getting Limiting Values from Graphs 118
2.3 Solving Linear Equations 129

The Basic Operations 130
Reversing the Roles of Variables 131
2.4 Solving Nonlinear Equations 142

The Crossing-Graphs Method 142
The Single-Graph Method 143
2.5 Inequalities 155

2.6 Optimization 163
Optimizing at Peaks and Valleys 164
Optimizing at Endpoints 167
■ A FURTHER LOOK:
Limits 182
Shifting and Stretching 186
Optimizing with Parabolas 189
CONTENTS v
3 Straight Lines and Linear

Robert Brenner/PhotoEdit
Functions 193
3.1 The Geometry of Lines 194
Characterizations of Straight Lines 194
The Slope of a Line 195
Getting Slope from Points 196
3.2 Linear Functions 205

Constant Rates of Change 205
Linear Functions and Straight Lines 207
Linear Equations from Data 209
3.3 Modeling Data with Linear Functions 220

Testing Data for Linearity 220
Linear Models 221
Graphing Discrete Data 223
3.4 Linear Regression 234

The Regression Line 234
Uses of the Regression Line:
Slope and Trends 236
3.5 Systems of Equations 249

Graphical Solutions of Systems of Equations 249
Algebraic Solutions 252
■ A FURTHER LOOK:
The Correlation Coefficient 264
Parallel and Perpendicular Lines 267
Secant Lines 269
4 Exponential Functions 273

Getty Images Entertainment/
4.1 Exponential Growth and Decay 274

Getty Images
Exponential Growth 274

Exponential Decay 275
Unit Conversion 278
vi CONTENTS
4.2 Constant Percentage Change 284

Percentage Growth Rate and Growth Factor 284
Percentage Decay Rate and Decay Factor 285
Percentage Change and Unit Conversion 287
Exponential Functions and Daily Experience 288
4.3 Modeling Exponential Data 294

Recognizing Exponential Data 294
Constructing an Exponential Model 295
Growth and Decay Factor Units in Exponential Modeling 299
4.4 Modeling Nearly Exponential Data 308

Exponential Regression 308
Choosing a Model 312
4.5 Logarithmic Functions 321

The Richter Scale 321
How the Common Logarithm Works 323
The Logarithm as the Inverse of the Exponential Function 325
The Natural Logarithm 326
■ A FURTHER LOOK:
Solving Exponential Equations 338
5 A Survey of Other Common

Functions 343
Rob Howard/Corbis
5.1 Logistic Functions 344

Logistic Growth Model 344
Application to Harvesting Renewable Resources 345
Formula for the Logistic Model 347
Fitting Logistic Data Using Regression 350
The Value of the Logistic Model 351
5.2 Power Functions 358
Homogeneity Property of Power Functions 360
Comparing Exponential and Power Functions 364
5.3 Modeling Data with Power Functions 371

Getting a Power Model from Data 371
Almost Power Data 373
CONTENTS vii
5.4 Combining and Decomposing Functions 384

Sums, Products, and Limiting Values 384
Composition of Functions 386
Piecewise-Defined Functions 389
5.5 Quadratic Functions 398

Parabolas 398
Quadratic Regression 401
The Quadratic Formula 402
5.6 Higher-Degree Polynomials and Rational Functions 408

Cubic and Other Polynomial Models 408
Rational Functions 409
Poles and Asymptotes 410
■ A FURTHER LOOK:
Fitting Logistic Data Using Rates of Change 424
Factoring Polynomials, Behavior at Infinity 428
6 Rates of Change 433

Paul Souders/Corbis
6.1 Velocity 434

Getting Velocity from Directed Distance 434
Constant Velocity Means Linear Directed Distance 435
When Distance Is Given by a Formula 440
6.2 Rates of Change for Other Functions 444

Examples of Rates of Change 444
Properties That All Rates of Change Share 445
When the Rate of Change Is Zero 446
When the Rate of Change Is Constant 448
6.3 Estimating Rates of Change 453

Rates of Change for Tabulated Data 453
Rates of Change for Functions Given by Formulas 455
6.4 Equations of Change: Linear and Exponential Functions 460

Equation of Change for Linear Functions 461
Instantaneous Rates of Change 462
Equation of Change for Exponential Functions 462
Why Equations of Change? 465
viii CONTENTS
6.5 Equations of Change: Graphical Solutions 469

Equilibrium Solutions 469
Sketching Graphs 472
Appendix A: Additional Topics A1

A-1 Order of Operations A1
A-2 Geometric Constructions A2
A-3 Inverse Functions A5
A-4 Solving Equations by Factoring A8
A-5 Equations of Lines A9
A-6 Elementary Properties of Exponents A10
A-7 Quadratic Functions and Complex Numbers A12
Appendix B: Using the Graphing

Calculator B1
Arithmetic Operations B1
Tables and Graphs B5
Discrete Data B17
Appendix C: Working with Excel C1

Arithmetic Operations C1
Tables and Graphs C6
Discrete Data C17
BRIEF ANSWERS TO SELECTED EXERCISES BA1

INDEX I1
Preface
Far too many students enter college today with an abiding distaste for mathematics.
They may doubt their own ability to succeed, and they often consider mathematics to be
irrelevant to their own experience. These ideas may have been reinforced by their expe-
riences in high school. The dual goals of this text are to show students the importance
of mathematics in everything from business to science to politics and to show them that
they can not only succeed but also excel at sophisticated mathematics. As an added
benefit, students see that mastery of basic mathematical thinking can be a powerful tool
for success in many other areas.
The theme of rates of change, understood informally, pervades the text. This em-
phasis reflects both that the idea is fundamentally important to mathematics and that
rates of change are the everyday language used to present many real applications of
mathematics. The first encounter in the text is with average rates of change and their
relation to data, as seen in the popular media as well as scientific presentations. Linear
functions are defined not using a formula, but as those functions having a constant rate
of change. Similarly, exponential functions are defined as those functions that show a
constant percentage change.
The graphing calculator is an integral part of this course. Many beginning students
never appreciate the beautiful and important ideas in mathematics because they get
bogged down in what seem like meaningless algebraic manipulations. The graphing
calculator helps avoid this distraction. For example, nonlinear equations are routinely
solved by using the calculator to find where graphs cross. The same tool allows students
to explore maxima, minima, points of inflection, and even limits at infinity. The authors
have often described this course as “the calculus you can do with minimal algebraic
manipulations.”
The exposition here is driven by real applications of mathematics to many disparate
areas. Functions are always presented in real-world contexts so that all variables in-
volved have meanings that are clear to students. We almost never use abstract symbols
that do not relate directly to real events because symbols devoid of context may seem
pointless to beginning students. Explanations are presented in an intuitive fashion using
everyday language. They are designed for students to read, not for professional math-
ematicians who have no need of our instruction.
Changes in the Sixth Edition

The changes in the sixth edition reflect input we have received from both students and
educators across the country. Readers will find this edition streamlined, with extraneous
material deleted, thus producing a better focus on the topics and presentations that work
so well in the classroom.
We have added a new reference at the end of many sections to Excel worksheets that
can be found on the instructor and student companion sites. These worksheets feature
applied problems with embedded Excel formulas.
ix
x PREFACE
Instructors and students have requested the inclusion of more applications to business.
In response, we have added a significant number of business applications to the exercise
sets. We have also increased the number of skill exercises.
By popular demand, we have expanded and improved our treatment of polynomials
and rational functions with greater emphasis on quadratic functions. Chapter 5 now has
two sections devoted to these topics: one on quadratic functions and the other on higher-
degree polynomials and rational functions.
We want to thank both students and instructors who have corresponded with us.
Your comments and suggestions allowed us to make the book better.
Flow of the Text

The prologue prepares students for what is to come. It allows them to adapt to the inten-
sive way in which calculators are used throughout the course.
Chapter 1 shows students the common ways in which functions are seen in the
real world. Functions may be given by formulas, tables, graphs, or with a verbal
description. Advantages and disadvantages of each are discussed.
Chapter 2 shows how to use the graphing calculator to generate a table and a graph
from a formula. This tool is used to solve equations, inequalities, and optimization
problems.
Chapter 3 focuses on linear functions and includes analysis of data via linear
regression.
Chapter 4 studies exponential and logarithmic functions. Exponential regression is
used to analyze data.
Chapter 5 looks at additional functions, including logistic and power functions,
quadratic functions, as well as polynomial and rational functions.
Chapter 6, which treats rates of change in general, is the culmination of the
book. Many of the ideas discussed throughout the text are tied together in
this chapter.
Features of the Text

Exercises
The collection of exercises is perhaps the greatest strength of the text. They come in
two flavors.
Major Exercises These are real applications of mathematics. They are often drawn
from professional publications, news articles, or texts from other disciplines.
These exercises tend to be substantial, and many can be used effectively for group
work. A typical example drawn from scientific literature is an exercise on Alexander’s
formula for the stride length of dinosaurs. Note in the exercise the source reference.
A key feature is that this is not a “made-up’’ application. Rather, it is an example of
how scientists actually use mathematics to study dinosaurs.
PREFACE xi
18. Alexander’s Formula One interesting problem in the study of

dinosaurs is to determine from their tracks how fast they ran. The sci-
entist R. McNeill Alexander developed a formula giving the velocity of
any running animal in terms of its stride length and the height of its hip
above the ground.10
The stride length of a dinosaur can be measured from successive prints of
the same foot, and the hip height (roughly the leg length) can be estimated
on the basis of the size of a footprint, so Alexander’s formula gives a way
of estimating from dinosaur tracks how fast the dinosaur was running.
See Figure 2.45.
FIGURE 2.45
If the velocity v is measured in meters per second, and the stride length s
and hip height h are measured in meters, then Alexander’s formula is
v 5 0.78s1.67 h21.17.
(For comparison, a length of 1 meter is 39.37 inches, and a velocity of 1 meter
per second is about 2.2 miles per hour.)
a. First, we study animals with varying stride lengths, but all with a hip
height of 2 meters (so, h 5 2).
i. Find a formula for the velocity y as a function of the stride
length s.
ii. Make a graph of y versus s. Include stride lengths from 2 to
10 meters.
iii. What happens to the velocity as the stride length increases? Explain
your answer in practical terms.
iv. Some dinosaur tracks show a stride length of 3 meters, and a scientist
estimates that the hip height of the dinosaur was 2 meters. How fast
was the dinosaur running?
See his article “Estimates of speeds of dinosaurs,” Nature 261 (1976), 129–130. See also his book
10
Animal Mechanics, 2nd ed. (Oxford: Blackwell, 1983).
Many of the exercises involve data drawn from news articles or public records. A
problem on the gross domestic product is typical. Emphasis is placed on the practical
meaning of the slope, or rate of change, of a linear function.
xii PREFACE
16. Gross Domestic Product The United States gross domestic product, in tril-
lions of dollars, is given in the table below.
Date Gross domestic product

2010 15.0
2011 15.5
2012 16.2
2013 16.7
a. Find the equation of the regression line, and explain the meaning of its
slope. (Round regression line parameters to two decimal places.)
b. Plot the data points and the regression line.
c. When would you predict that a gross domestic product of 17.3 trillion
dollars would be reached? The actual gross domestic product in 2014
was 17.3 trillion dollars. What does that say about your prediction?
One example of the newly-added business applications is the Amazon sales exercise
below.
4. Amazon Sales One article4 states that each one-second delay in loading
search results has the effect of multiplying the probability that an online
customer will make a purchase by 0.90. Let P denote the probability, as a
percentage, that an Amazon customer will make a purchase if the search
results require t seconds to load. Suppose that at the time a customer initiates
a search for flatware, the probability that she will make a purchase is 50%.
a. Make an exponential model that shows the probability P as a function of t.
b. What is the probability of a sale if it takes 5 seconds to load search results?
c. Plot the graph of P versus t over a 1-minute period.
Many of the non-science exercises are just for fun—see the Crayola exercise below.
Other subjects include determination of reading level, sailing, and movies.
8. Crayola Colors The table below shows the number C of Crayola colors avail-
able t years after 1900.
t 5 years since 1900 3 49 58 72 90 98 103

C 5 number of colors 8 48 64 72 80 120 120
a. Find the equation of the regression line for C as a function of t.

b. How many Crayola colors does the regression line indicate for 1993?
(Round your answer to the nearest whole number. Note that the actual
number is 96.)
c. Plot the data points and the regression line.
PREFACE xiii
Skill Building Exercises These exercises are designed to make sure students have
mastered the basic skills of the section. Some students will be able to proceed directly
to the major exercises, while others should be diverted to the skill building exer exer-
cises before proceeding to the major exercises. A typical example is Skill Building
Exercise S-7 from Section 2.2 on making graphs.
S-7. Finding a Window Find an appropriate window setup that will show a
good graph of y 5 (x 2 1 1) with a horizontal span of 0 to 300.
(x
( 4 1 1)(x
Strong Examples Each section includes examples that illustrate the key ideas pre-
sented in the section and prepare students for the exercises that follow.
EXAMPLE 2.12 GROWTH OF FOREST STANDS
In forestry management, it is important to know the growth and the yield of a forest
stand.35 The growth G is the amount by which the volume of wood will increase in a
unit of time, and the yield Y is the total volume of wood. A forest manager has deter
deter--
mined that in a certain stand of age A, the growth G 5 G(A ( ) is given by the formula
(A
G 5 32A
2 22e10232A
2A 2
2A 21
YsA
sAd is given by the formula
and the yield Y 5 Ys
Y 5 e10232A
2
2A
.
21
Here G is measured in cubic feet per acre per year, Y in cubic feet per acre, and A in
years.
Part 1 Draw a graph of growth as a function of age that includes ages up to 60 years.
Part 2 At what age is growth maximized?36
Part 3 Draw a graph of yield as a function of age. What is the physical meaning of
the point on this graph that corresponds to your answer to part 2?
Part 4 To meet market demand, loggers are considering harvesting a relatively

young stand of trees. This area was initially clear-cut37 and left barren. The forest
was replanted, with plans to get a new harvest within the next 14 years. At what
time in this 14-year period will growth be maximized?
All examples are accompanied by complete solutions.

xiv PREFACE
Solution to Part 1 The first step is to enter the growth function and record the
appropriate correspondences:
Y1 5 G,
G growth, in cubic fe
f et per acre per year, on vertical axis
X 5 A, age, in years, on horizontal axis.
We need to look at a table of values to help us set the window size. We made
the table in Figure 2.94 using a starting value of 0 and a table increment of 10.
We were told specifically that our graph should include ages up to 60, so we made
the graph in Figure 2.95 using a window with a horizontal span from A 5 0 to
A 5 60 and a vertical span from G 5 0 to G 5 500.
Solution to Part 2 Growth is maximized at the peak of the graph in Figure 2.95.
We have used the calculator to locate this point in Figure 2.96. We see from the
prompt at the bottom of the screen that a maximum growth of 372.62 cubic feet
per acre per year occurs when the stand is 16 years old.
Test Your Understanding

Many of the examples are followed by a challenge to the student to solve a similar prob-
lem. Such is the case for the growth of forest stands.
TEST YOUR UNDERSTANDING | FOR EXAMPLE 2.12
Replace the growth formula in the example by G 5 40 A22e11240A

0
0A
. At what age is
21
growth maximized? What is the maximum growth rate? ■
Students can check their answers at the end of each section.
Answers for TEST YOUR UNDERSTANDING

2.12 20 years; 810.31 cubic feet per acre per year
Excel Worksheets
All the calculations in this text can be performed using Excel spreadsheets. Some
very nice Excel worksheets have been produced by Inessa Levi at Columbus
State University and are designed to accompany this text. They are available on
the instructor and student companion sites, as well as referenced at appropriate
points in the text.
PREFACE xv
Calculator Screens
The graphing calculator is an integral part of this text. Although specific keystrokes are
not shown, generic calculator instructions such as those shown in the example above
are always included. Typical calculator screen displays are also shown so that students
can check their work.
We should note that this text would work just as well with a spreadsheet program like
Excel® in place of a graphing calculator.
A Further Look
At the end of each chapter, there is additional material that may be used by instructors
who wish to delve a bit deeper. This material may also be used for strong students who
want to find out more. An example from the end of Chapter 1 involves areas associated
with functions.
If f(
f(x
(xx)) is a positive function between x 5 a and x 5 b, then its graph is above the
horizontal axis and determines a region bounded by the graph, the vertical line
x 5 a, the vertical line x 5 b, and the horizontal axis. This region is shown in
Figure 1.61. The area is commonly called the area under a curve.
The problem of calculating the area shown in Figure 1.61 is an important topic
in calculus. We will consider only restricted versions of the problem here. The
following reminder about areas will be useful.
Chapter Summary
Each chapter is completed by a chapter summary that refreshes and codifies the key
ideas presented in the chapter.
Chapter Review Exercises

At the end of each chapter summary is a collection of chapter review exercises. These
give students the opportunity to test their understanding of the material covered in
the chapter.
Acknowledgments
In writing this book, we have also relied on the help of other mathematicians as well
as specialists from agriculture, biology, business, chemistry, ecology, economics, engi-
neering, physics, political science, and zoology. We offer our thanks to Bruce Ackerson,
Brian Adam, Robert Darcy, Joel Haack, Stanley Fox, Adrienne Hyle, Smith Holt, Jerry
Johnson, Lionel Raff, Scott Turner, and Gary Young. Any errors and inaccuracies in
applications are due to the authors’ misrepresentation of correct information provided
by our able consultants. We are grateful to the National Science Foundation for its
xvi PREFACE
foresight and support of initial development and to Oklahoma State University for its
support. We very much appreciate Charles Hartford’s continuing patience and good
humor through some trying times.
The most important participants in the development of this work are the students at
Oklahoma State University, particularly those in the fall of 1995 and spring of 1996,
who suffered through very early versions of this text, and whose input has shaped the
current version. This book is written for entering mathematics students, and further
student reaction will direct the evolution of the text into a better product. Students and
teachers at Oklahoma State University have had fun and learned with this material. We
hope the same happens for others.
∕ ∕
Bruce Crauder Benny Evans Alan Noell
Reviewers
We authors are truly indebted to the many reviewers’ kind and constructive comments
over the years. Reviewers of the sixth edition include:
David Gerberry, Xavier University Robert Kelley, Loras College
David Berry, Xavier University Kathy Poracky, Monmouth University
Supplements
Instructor Supplements
Complete Solutions Manual This manual contains the complete worked-out solu-
tions for all the exercises in the text in an easy-to-use online format. Written by the
authors, the Complete Solutions Manual uses exactly the same style and format as the
worked examples of the text. Available on the instructor companion site.
Instructor’s Guide The Instructor’s Guide contains valuable teaching tools for both
new and experienced instructors. Written by the authors, the Instructor’s Guide includes
teaching tips for each section of the text as well as sample syllabi that reflect the authors’
experience using the text. Available on the instructor companion site.
Cengage Learning Testing

T Powered by Cognero (ISBN: 9781337111799) CLT is
a flexible online system that allows you to author, edit, and manage test bank con-
tent; create multiple test versions in an instant; and deliver tests from your LMS,
your classroom, or wherever you want. This is available online via www.cengage.com
/login.
T
Test Bank—ISBN-13: 9781337111478 The Test Bank includes test forms for each
chapter of the text in an easy-to-edit electronic format.
PREFACE xvii
MINDTAP FOR MATHEMATICS Experience matters when you want to improve

student success. With MindTap for Mathematics, instructors can:
■ Personalize the Learning Path to match the course syllabus by rearranging
content or appending original material to the online content
■ Improve the learning experience and outcomes by streamlining the student
workflow
■ Customize online assessments and assignments
■ Connect a Learning Management System portal to the online course
■ Track student engagement, progress, and comprehension
■ Promote student success through interactivity, multimedia, and exercises
Instructors who use a Learning Management System (such as Blackboard,
Canvas, or Moodle) for tracking course content, assignments, and grading can
seamlessly access the MindTap suite of content and assessments for this course.
Learn more at www.cengage.com/mindtap.
Student Supplements
Student Solutions Manual—ISBN-13: 9781337111409 This manual includes worked-
out solutions to every odd-numbered exercise in the text. Written by the authors, the Stu-
dent Solutions Manual contains complete and carefully written solutions to odd-numbered
exercises in the same style and format as the worked examples of the text. In particular
the solutions give additional instruction to allow students to find success doing similar
even-numbered exercises.
MINDTAP FOR MATHEMATICS MindTap for Mathematics is a digital-learning

solution that places learning at the center of the experience. In addition to algorith-
mically generated problems, immediate feedback, and a powerful answer evalua-
tion and grading system, MindTap for Mathematics gives you a personalized path
of dynamic assignments, a focused improvement plan, and just-in-time, integrated
remediation that turns cookie cutter into cutting edge, apathy into engagement, and
memorizers into higher-level thinkers.
Learn more at www.cengage.com/mindtap.
CengageBrain.com Visit www.cengagebrain.com to access additional course mate-

rials and companion resources. At the CengageBrain.com home page, search for the
ISBN of your title (from the back cover of your book) using the search box at the top of
the page. This will take you to the product page where free companion resources can
be found.
To the Student
There are two important messages that the authors would like to convey to you. First,
in spite of what your previous experiences with mathematics may have been, you are
perfectly capable of understanding and doing sophisticated mathematics. This text aims
to show you what you can do—not what you can’t. It has already helped thousands of
students succeed at mathematics, and it can aid in your achievement as well.
Second, you do not have to rely entirely on someone else to tell you how to deal with
the confusing wealth of analytical data that is so much a part of the modern world. This
course will equip you with tools for data analysis that are commonly used by profes-
sionals. These tools will help you as a student to successfully apply mathematics to your
chosen field. They will also help you as a citizen to sort truth from fiction in the media
blitz that assails you daily.
Mathematics can help you understand and deal with the world around you. We hope
you enjoy the experience that is in store for you. We always like to hear from you. Your
feedback is essential to make future editions of this book better.
xviii
P Prologue: Calculator
Arithmetic
Alexandr79/Shutterstock.com
To describe concisely the vast distances in space, astronomers use scientific notation. See, for
example, Exercise 17 on page 12.
GRAPHING CALCULATORS are powerful tools for mathematical

analysis, and this power has profound effects on how modern mathematics and its
applications are done. Many mathematical applications that traditionally required
sophisticated mathematical development can now be successfully analyzed at an
elementary level. Indeed, modern calculating power enables entering students
to attack problems that in the past would have been considered too complicated.
The first step is to become proficient with arithmetic on the calculator. In this
chapter, we discuss key mathematical ideas associated with calculator arithmetic.
Appendix B is intended to provide additional help for those who are new to the
operation of the calculator and those who need a brief refresher on arithmetic
operations. Some students may prefer to use a spreadsheet, such as Excel, either
in place of the calculator or as a supplement to the calculator. Appendix C is
Student resources are provided for those who want an introduction to Excel.
available on the website
www.cengagebrain.com
1
2 CHAPTER P | PROLOGUE: CALCULATOR ARITHMETIC
■ Typing Mathematical Expressions

When we write expressions such as 71 7 1 3 3 5 using pen and paper, the paper serves as
2
a two-dimensional display, and we can express fractions by putting one number on top
of another and exponents by using a superscript. When we enter such expressions on a
computer, calculator, or typewriter, however, we must write them on a single line, using
special symbols and (often) additional parentheses. The caret symbol ` is commonly
used to denote an exponent, so in typewriter notation, 71
7 1 3 3 5 comes out as
2
71 4 7 1 3 ` 2 3 5.
In Figure P.1, we have entered this expression, and the resulting answer 55.14285714
is shown in Figure P.2. You should use your calculator to verify that we did this correctly.
71/7+3^2*5 71/7+3^2*5
55.14285714
FIGURE P.1 Entering FIGURE P.2 The value of

71 71
7 1 32 3 5 7 1 32 3 5
■ Rounding
When a calculation yields a long answer such as the 55.14285714 shown in Figure P.2,
12/7 we will commonly shorten it to a more manageable size by rounding. Rounding means
1.714285714 that we keep a few of the digits after the decimal point, possibly changing the last one,
and discard the rest. There is no set rule for how many digits after the decimal point you
should keep; in practice, it depends on how much accuracy you need in your answer,
as well as on the accuracy of the data you input. As a general rule, in this text we will
round to two decimal places. Thus, for
71
FIGURE P.3 An answer 1 32 3 5 5 55.14285714
that will be reported as 1.71 7
we would report the answer as 55.14.
17/9 In order to make the abbreviated answer more accurate, it is standard practice to
1.888888889 increase the last decimal entry by 1 if the following entry is 5 or greater. Verify with
your calculator that
58.7
5 9.317460317.
6.3
In this answer, the next digit after 1 is 7, which indicates that we should round up, so we
FIGURE P.4 An answer would report the answer rounded to two decimal places as 9.32. Note that in reporting
that will be reported as 1.89 55.14 as the rounded answer above, we followed this same rule. The next digit after 4 in
55.14285714 is 2, which does not indicate that we should round up.
0, 1, 2, 3, 4 always round To provide additional emphasis for this idea, Figure P.3 shows a calculation where
down. rounding does not change the last reported digit, and Figure P.4 shows a calculation
5, 6, 7, 8, 9 always round up. where rounding requires that the last reported digit be changed.
CHAPTER P | PROLOGUE: CALCULATOR ARITHMETIC 3
KEY IDEA P.1 ROUNDING
When reporting complicated answers, we will adopt the convention of rounding

to two places beyond the decimal point. The last digit is increased by 1 if the
next following digit is 5 or greater.
Although we generally round to two decimal places, there will be times when it is
appropriate to use fewer or more decimal places. These circumstances will be explicitly
noted in the text or will be clear from the context of the calculation.
■ Parentheses and Grouping

When parentheses appear in a calculation, the operations inside are to be done first.
Parentheses tell us that a
Thus, 4s2 1 1d means that we should first add 2 1 1 and then multiply the result
group of numbers all go
by 4, getting an answer of 12. This is correctly entered and calculated in Figure P.5.
together.
Where parentheses appear, their use is essential. If we had entered the expression as
4 3 2 1 1, leaving out the parentheses, the calculator would have interpreted it to mean
first to multiply 4 times 2 and then to add 1 to the result, giving an incorrect answer of 9.
4(2+1) This incorrect entry is shown in Figure P.6.
12 Sometimes parentheses do not appear, but we must supply them. For example, 5 17 13
means 17 4 s5 1 3d. The parentheses are there to show that the whole expression 5 1 3
goes in the denominator. To do this on the calculator, we must supply these parenthe-
ses. Figure P.7 shows the result. If the parentheses are not used, and 5 17 1 3 is entered
as 17 4 5 1 3, the calculator will interpret it to mean that only the 5 goes in the de-
nominator of the fraction. This error is shown in Figure P.8. Similarly, 87 1 9
1 2 means
F IGURE P.5 A correct s8 1 9d 4 s7 1 2d; the parentheses around 8 1 9 indicate that the entire expression
calculation of 4(2 1 1) when goes in the numerator, and the parentheses around 7 1 2 indicate that the entire expres-
parentheses are properly sion goes in the denominator. Enter the expression on your calculator and check that the
entered answer rounded to two places is 1.89. The same problem can occur with exponents. For
example, 32.7 3 1.8 in typewriter notation is 3 ` s2.7 3 1.8d. Check to see that the answer
4*2+1 rounded to two places is 208.36.
9
17/(5+3) 17/5+3
2.125 6.4
F IGURE P.6 An incorrect

calculation of 4(2 1 1) caused
by omitting parentheses
F IGURE P.7 Proper use of F IGURE P.8 An incorrect
parentheses in the calculation calculation of 5 17
1 3 caused by
of 5 17
13 omitting parentheses
In general, we advise that if you have trouble entering an expression into your cal-
culator, or if you get an answer that you know is incorrect, go back and reenter the
expression after first writing it out in typewriter notation, and be careful to supply all
needed parentheses.
■ Minus Signs
The minus sign used in arithmetic calculations actually has two different meanings. If
you have $9 in your wallet and you spend $3, then you will have 9 2 3 5 6 dollars left.
2^-3
Here the minus sign means that we are to perform the operation of subtracting 3 from 9.
.125 Suppose in another setting that you receive news from the bank that your checking
account is overdrawn by $30, so that your balance is 230 dollars. Here the minus sign
is used to indicate that the number we are dealing with is negative; it does not signify an
operation between two numbers. In everyday usage, the distinction is rarely emphasized
and may go unnoticed. But most calculators actually have different keys for the two
operations, and they cannot be used interchangeably. Thus, differentiating between the
F IGURE P.9 Calculation of two becomes crucial to using the calculator correctly.
223 using the negative key Once the problem is recognized, it is usually easy to spot when the minus sign de-
notes subtraction (when two numbers are involved) and when it indicates a change in
sign (when only one number is involved). The following examples should help clarify
ERR:SYNTAX the situation:
1:Quit
28 2 4 means negative 8 subtra
r ctt 4
ra
2:Goto
327 3 subtra
r ctt 7
ra
means
22 3 3 negative 2 3 3
223 means 2 negative 3.
F IGURE P.10 Syntax error The calculation of 223 is shown in Figure P.9. If we try to use the calculator’s subtrac-
when subtraction operation is tion key, the calculator will not understand the input and will produce an error message
used in 223 such as the one in Figure P.10.
EXAMPLE P.1 SOME SIMPLE CALCULATIONS
Make the following calculations, and report the answer rounded to two digits beyond the
decimal point.
(11.4-3.5)/26.5 Ï11.4 2 3.5

Ï
Part 1
26.5
.1060639194
7 3 322 1 1
Part 2
3 2 223
Solution to Part 1 To make sure everything we want is included under the square root
symbol, we need to use parentheses. In typewriter notation, this looks like
F IGURE P.11 Solution to
part 1 Ïs11.4 2 3.5d 4 26.5.
We have calculated this in Figure P.11. Since the third digit beyond the decimal point,
(7*3^-2+1)/(3-2^ 6, is 5 or larger, we report the answer as 0.11.
-3)
.6183574879 Solution to Part 2 We need to take care to use parentheses to ensure that the numerator and
denominator are right, and we must use the correct keys for negative signs and subtraction.
In expanded typewriter notation,
7 3 322 1 1
5 s7 3 3 ` negative 2 1 1d 4 s3 subtra
r ct 2 ` negative 3d.
ra
3 2 223
F IGURE P.12 Solution to
part 2 The result, 0.6183574879, is shown in Figure P.12. We round this to 0.62.
TEST YOUR UNDERSTANDING | FOR EXAMPLE P.1
Calculate the following expression and round to two places:
223 1 4
. ■
20.6 3 0.4
■ Special Numbers p and e

Two numbers, and e, occur so often in mathematics and its applications that they
Shutterstock.com
deserve special mention. The number is familiar from the formulas for the circumfer
circumfer--
AlexanderZam/
ence and area of a circle of radius r:
Area off a circle 5 rr2

Circumference off a circle 5 2r
The approximate value of is 3.14159, but its exact value cannot be expressed by
a simple decimal, and that is why it is normally written using a special symbol. Most
calculators allow you to enter the symbol directly, as shown in Figure P.13. When we
ask the calculator for a numerical answer, we get the decimal approximation of shown
in Figure P.13.
The number e may not be as familiar as ,
but it is just as important. Like ,
it cannot
5 3.14159 . . . .
be expressed exactly as a decimal, but its approximate value is 2.71828. In Figure P.14,
e 5 2.71828 . . . .
we have entered e, and the calculator has responded with the decimal approximation
shown. Often expressions that involve the number e include exponents, and most calcu-
lators have features to make entering such expressions easy. For example, when we enter
e1.02, we obtain 2.77 after rounding.
p e
3.141592654 2.718281828
F IGURE P.13 A decimal F IGURE P.14 A decimal

approximation of approximation of e
■ Chain Calculations
Some calculations are most naturally done in stages. Many calculators have a special
key that accesses the result of the last calculation, allowing you to enter your work in
pieces. To show how this works, let’s look at
17
sÏ13 2 Ï2d3 1 .
21
We will make this calculation in pieces. First, we calculate sÏ13 2 Ï2d3. Enter this to
get the answer in Figure P.15. To finish the calculation, we need to add this answer to
17ys2 1 d:
17 17
sÏ13 2 Ï2d3 1 5 Firstt answer 1 .
21 21
In Figure P.16, we have used the answer from Figure P.15 to complete the calculation.
( (13)- (2))^3 ( (13)- (2))^3

10.52271818 10.52271818
Ans+17/(2+p)
13.82908668
F IGURE P.15 The first step F IGURE P.16 Completing a

in a chain calculation chain calculation
7/9
.7777777778 Accessing the results of one calculation for use in another can be particularly helpful
(3Âns+2Âns)/(5 when the same thing appears several times in an expression. For example, let’s calculate
Âns-4Âns)
7.295922612 37y9 1 27y9
.
57y9 2 47y9
Since 7y9 occurs several times, we have calculated it first in Figure P.17. Then we
F IGURE P.17 Accessing have used the results to complete the calculation. We would report the final answer
previous results to get an rounded to two decimal places as 7.30.
accurate answer
There is an additional advantage to accessing the answers of previous calculations
directly. It might seem reasonable to calculate 7y9 first, round it to two decimal places,
7/9
and then use that to complete the calculation. Thus, we would be calculating
.7777777778
(3^.78+2^.78)/(5 30.78 1 20.78
^.78-4^.78) .
50.78 2 40.78
7.265871182
This is done in Figure P.18, which shows the danger in this practice. We got an
answer, rounded to two decimal places, of 7.27—somewhat different from the more ac-
F IGURE P.18 Inaccurate curate answer, 7.30, that we got earlier. In many cases, errors caused by early rounding
answer caused by early can be much more severe than is shown by this example. In general, if you are making
rounding a calculation in several steps, you should not round until you get the final answer. An
important exception to this general rule occurs in applications where the result of an
intermediate step must be rounded because of the context. For example, in a financial
computation, dollar amounts would be rounded to two decimal places.
EXAMPLE P.2 COMPOUND INTEREST AND APR
There are a number of ways in which lending institutions report and charge interest.
kirill_makarov/Shutterstock.com
Part 1 Paying simple interest on a loan means that you wait until the end of the loan before
calculating or paying any interest. If you borrow $5000 from a bank that charges 7%
simple interest, then after t years you will owe
5000 3 s1 1 0.07td dollars.
Under these conditions, how much money will you owe after 10 years?
Part 2 Banks more commonly compound the interest. That is, at certain time periods, the in-
terest you have incurred is calculated and added to your debt. From that time on, you incur
interest not only on your principal (the original debt), but on the added interest as well. Sup-
pose the interest is compounded yearly, but you make no payments and there are no finance
charges. Then, again with a principal of $5000 and 7% interest, after t years you will owe
5000 3 1.07t dollars.
Under these conditions, how much will you owe after 10 years?
Part 3 For many transactions such as automobile loans and home mortgages, interest is
compounded monthly rather than yearly. In this case, the amount owed is calculated each
month using the monthly interest rate. If r (as a decimal) is the monthly interest rate, then
after m months, the amount owed is
5000 3 s1 1 rdm dollars,
assuming the principal is $5000.
The value of r is usually not apparent from the loan agreement. But lending institu-
The APR is a measure of the
tions are required by the Truth in Lending Act to report the annual percentage rate, or
annual interest rate charged
APR, in a prominent place on all loan agreements. The same statute requires that the
on consumer loans.
value of r be calculated using the formula
5000(1+.07*10) APR
r5 .
8500 12
If the annual percentage rate is 7%, what is the amount owed after 10 years?1
Solution to Part 1 To find the amount owed after 10 years, we use t 5 10 to get
5000 3 s1 1 0.07 3 10d.
F IGURE P.19 Balance after Entering this on the calculator as we have done in Figure P.19 reveals that the amount
10 years using simple interest owed in 10 years will be $8500.
Solution to Part 2 This time we use
5000*1.07^10
9835.756786 5000 3 1.0710.
From Figure P.20, we see that, rounded to the nearest cent, the amount owed will be
$9835.76. Comparison with part 1 shows the effect of compounding interest. We should
note that at higher interest rates, the effect is more dramatic.
Solution to Part 3 The first step is to use the formula
F IGURE P.20 Balance
after 10 years using yearly APR 0.07
r5 5
compounding 12 12
to get the value of rr, as we have done in Figure P.21. Ten years is 120 months, and this is
APR
Monthly rate 5 the value we use for m. Using this value for m and incorporating the value of r that we just
12 calculated, we entered 5000 3 s1 1 rd120 in Figure P.22, and we conclude that the amount
owed will be $10,048.31. Comparing this with the answer from part 2, we see that the
difference between yearly and monthly compounding is significant. It is important that
you know how interest on your loan is calculated, and this may not be easy to find out
1
Many people consider the relationship between the monthly interest rate and the APR mandated by the
Truth in Lending Act to be misleading. If, for example, you borrow $100 at an APR of 10%, then if no
payments are made, you may expect to owe $110 at the end of 1 year. If interest is compounded monthly,
however, you will in fact owe somewhat more. For more information, see the discussion in Section 6.3 of
Fundamentals of Corporate Finance by S. Ross, R. Westerfield, and B. Jordan (New York: McGraw-Hill/
Irwin, 2016). See also Exercise 16.
.07/12 .07/12
.0058333333 .0058333333
5000(1+Ans)^120
10048.30688
F IGURE P.21 Getting the F IGURE P.22 Balance

monthly interest rate from after 10 years using monthly
the APR compounding
from the paperwork you get from a lending institution. The APR will be reported, but the
compounding periods may not be shown at all.
TEST YOUR UNDERSTANDING | FOR EXAMPLE P.2
If the annual percentage rate is 8% and interest is compounded monthly, what is the amount
owed on a principal of $5000 after 15 years? ■
■ Scientific Notation
It is cumbersome to write down all the digits of some very large or very small numbers.
A prime example of such a large number is Avogadro’s number
number, which is the number of
2^50
atoms in 12 grams of carbon 12. Its value is about
1.125899907E15 602,000,000,000,000,000,000,000.
An example of a small number that is awkward to write is the mass in kilograms of an
electron:
0.000 000 000 000 000 000 000 000 000 000 911 kilogram.
Scientists and mathematicians usually express such numbers in a more compact form
F IGURE P.23 Scientific using scientific notation. In this notation, numbers are written in a form with one non-
notation for a large number
zero digit to the left of the decimal point times a power of 10. Examples of numbers
written in scientific notation are 2.7 3 104 and 2.7 3 1024. The power of 10 tells how
the decimal point should be moved in order to write the number out in longhand. The 4
in 2.7 3 104 means that we should move the decimal point four places to the right. Thus,
2.7 3 104 5 27,000
since we move the decimal point four places to the right. When the exponent on 10 is
negative, the decimal point should be moved to the left. Thus,
2.7 3 1024 5 0.00027
since we move the decimal point four places to the left. With this notation, Avogadro’s
number comes out as 6.02 3 1023, and the mass of an electron as 9.11 3 10231 kilogram.
Many times calculators display numbers like this but use a different notation
en means to move the
for the power of 10. For example, Avogadro’s number 6.02 3 1023 is displayed
decimal point n places to the
as 6.02e23, and the mass in kilograms of an electron 9.11 3 10231 is shown as
right.
9.11e-31. In Figure P.23, we have calculated 250. The answer reported by the calculator
e-n means to move the deci-
written in longhand is 1,125,899,907,000,000. In presenting the answer in scientific
mal point n places to the left.
notation, it would in many settings be appropriate to round to two decimal places
7/3^20
as 1.13 3 1015. In Figure P.24, we have calculated 7y320. The answer reported there
2.007580394E-9 equals 0.000 000 002 007 580 394. If we write it in scientific notation and round to
two decimal places, we get 2.01 3 1029.
■ Excel Worksheets
An effort has been made to keep the explanations in this text as independent of comput-
F IGURE P.24 Scientific ing device as is reasonable. They are nonetheless geared toward calculators. But all the
notation for a small number calculations made in this text, and many more, for that matter, can be performed using
Excel spreadsheets. Appendix C provides an Excel primer for those who wish to use it.
You can type any text you like into an Excel cell. If you type 2 1 3, Excel will sim-
ply copy your input, as shown in Figure P.25. The equals sign in front of an arithmetic
expression tells Excel that you wish it to perform a calculation. If you enter 5 2 1 3, as
shown in Figure P.26, Excel will return the value 5, as shown in Figure P.27.
A B
1 213
FIGURE P.25 The result of typing

“2 1 3” without a preceding equals sign
A B
A B
1 5213
1 5
2
2
3
3
FIGURE P.26 “5” in front of
an arithmetic expression calls FIGURE P.27 The completed
for a calculation calculation
Almost all of the information about calculations provided in this section applies just
as well to Excel (and to any other computing device). The main exception concerns
minus signs. Excel does not distinguish between the minus sign and the subtraction
operation. The same symbol, “2,” is used for both.
Some very nice Excel worksheets produced by Inessa Levi of Columbus State
University are designed to accompany this text. They are referenced at appropriate
points in the text.

P.1 217.19
P.2 $16,534.61
Excel
A demonstration worksheet for this section is available on the instructor and student
companion sites.
P EXERCISES
Reminder Round all answers to two decimal places the first year, the value of the stock increased by
unless otherwise indicated. 12%. During the second year, the value of the
stock decreased by 12%. How much money is your
1. Valentine’s Day According to the National Retail
investment worth at the end of the two-year period?
Federation, on Valentine’s Day 2015, American
Did you earn money or lose money?
men planned to spend an average of $190.53 on
(
(Note: The answer to the first question is not $1300.)
their sweethearts, and women planned to spend
only $96.58 on their heroes. What percentage of the 9. Pay Raise You receive a raise in your hourly pay
average male expenditure was the average female from $9.25 per hour to $9.50 per hour. What percent
expenditure? increase in pay does this represent?
2. Pet Owners According to the Humane Society, 10. Heart Disease In a certain county, the number
in 2015, 65% of U.S. households owned at least of deaths due to heart disease decreased from 235
one pet, and 42% of households who did own in one year to 221 in the next year. What percent
pets owned at least two. The U.S. Census Bureau decrease in deaths due to heart disease does this
tells us that there were 117 million households in represent?
2015. How many households owned at least two
11. Trade Discount Often retailers sell merchandise at
pets? Report your answer in millions rounded to
a suggested retail price determined by the manufac-
two places.
turer. The trade discount is the percentage discount
3. A Billion Dollars A one-dollar bill is 0.0043 inch given to the retailer by the manufacturer. The result-
thick. If you had a billion one-dollar bills and made ing price is the retailer’s net cost and so is called the
a stack of them, how high in miles would the stack cost price. For example, if the suggested retail price is
be? Remember that there are 12 inches in a foot and $100.00 and the trade discount is 45%, then the cost
5280 feet in a mile. price is 100.00 2 45% 3 100.00 5 55.00 dollars.
4. National Debt In mid-2015 the U.S. population a. If an item has a suggested retail price of $9.99
was about 321 million. The national debt was well and the trade discount is 40%, what is the
over $18 trillion. In millions of dollars, the debt was retailer’s cost price?
$18,151,998. How much did each American owe b. If an item has a cost price of $37.00 and a
in mid-2015? Report your answer in thousands of suggested retail price of $65.00, what trade
dollars rounded to the nearest whole number. discount was used?
5. 10% Discount and 10% Tax Suppose you want to 12. Series Discount This is a continuation of
buy a great pair of designer jeans that were origi- Exercise 11. Sometimes manufacturers give more
nally priced at $75, but are now on sale for 10% off. than one discount instead of a single trade discount—
When you buy the jeans, you need to pay sales tax for example, in trading with large-volume retailers.
of 10% on the sales price. How much will you have Such a series discount is quoted as a sequence
to pay for the jeans? of discounts, taken one after another. Suppose
a manufacturer normally gives a trade discount
6. A Good Investment You have just received word
of 45%, but it has too much of the item in inven-
that your original investment of $850 has increased
tory and so wants to sell more. In this case, the
in value by 13%. What is the value of your
manufacturer may give all retailers another dis-
investment today?
count of 15% and may perhaps extend yet another
7. A Bad Investment You have just received discount of 10% to a specific retailer it wants to
word that your original investment of $720 has land as a client. In this example, the series discount
decreased in value by 7%. What is the value of your would be 45%, 15%, 10%, calculated one after
investment today? another, like this: For an item with a suggested
retail price of $100.00, applying the first discount
8. An Uncertain Investment Suppose you invested
gives 100.00 2 45% 3 100.00 5 55.00 dollars. The
$1300 in the stock market 2 years ago. During
second discount of 15% is applied to the $55.00
as follows: 55.00 2 15% 3 55.00 5 46.75 dollars. Financial officers normally calculate this (or look it
Now the third discount gives the final cost price of up in a table) first.
46.75 2 10% 3 46.75 5 42.08 dollars. a. What future value interest factor will make an
a. Suppose an item has a suggested retail price of investment double? Triple?
$80.00 and the manufacturer is giving a series b. Say you have an investment that is compounded
discount of 25% and 10%. What is the resulting yearly at a rate of 9%. Find the future value
cost price? interest factor for a 7-year investment.
b. Suppose an item has a suggested retail price of c. Use the results from part b to calculate the 7-year
$100.00 and the manufacturer is giving a series future value if your initial investment is $5000.
discount of 35%, 10%, 5%. What is the resulting
cost price? 15. The Rule of 72 This is a continuation of Exer-
cise 14. Financial advisors sometimes use a rule
c. What single trade discount would give the same
of thumb known as the Rule of 72 to get a rough
cost price as a series discount of 35%, 10%, 5%?
estimate of the time it takes for an investment to
(
(Note: The answer is not 50%.)
double in value. For an investment that is com-
d. Explain why we could have calculated the same pounded yearly at an interest rate of r%, this rule
answer as in part b by multiplying says it will take about 72yr years for the investment
100.00 3 0.65 3 0.90 3 0.95. to double. In this calculation, r is the integer interest
rate rather than a decimal. Thus, if the interest rate
In this case, what do the 0.65, 0.90, and 0.95 is 8%, we would use 72y8 rather than 72y0.08.
represent? For the remainder of this exercise, we will con-
sider an investment that is compounded yearly at an
13. Present Value Present value is the amount of
interest rate of 13%.
money that must be invested now at a given rate of
interest to produce a given future value. For a 1-year a. According to the Rule of 72, how long will it
investment, the present value can be calculated take the investment to double in value?
using Parts b and c of this exercise will check to see how
accurate this estimate is for this particular case.
Future value
Present value 5 , b. Using the answer you got from part a of this
11r
exercise, calculate the future value interest factor
where r is the yearly interest rate expressed as a (as defined in Exercise 14). Is it exactly the same
decimal. (Thus, if the yearly interest rate is 8%, as your answer to the first question in part a of
then 1 1 r 5 1.08.) If an investment yielding a Exercise 14?
yearly interest rate of 12% is available, what is the c. If your initial investment was $5000, use your
present value of an investment that will be worth answer from part b to calculate the future value.
$5000 at the end of 1 year? That is, how much must Did your investment exactly double?
be invested today at 12% in order for the investment
to have a value of $5000 at the end of a year? 16. The Truth in Lending Act Many lending agencies
compound interest more often than yearly, and, as
14. Future Value Business and finance texts refer to we noted in Example P.2, they are required to report
the value of an investment at a future time as its the annual percentage rate, or APR, in a prominent
future value. If an investment of P dollars is com- place on the loan agreement. Furthermore, they
pounded yearly at an interest rate of r as a decimal, are required to calculate the APR in a specific way.
then the value of the investment after t years is If r is the monthly interest rate, then the APR is
given by calculated using
Future value 5 P 3 s1 1 rdt. APR 5 12 3 r.
In this formula, s1 1 rdt is known as the future
a. Suppose a credit card company charges a
factor, so the formula above can also
value interest factor
monthly interest rate of 1.9%. What APR must
be written
the company report?
Future value 5 P 3 Future value interest factor. (continued)
b. The phrase annual percentage rate leads some By how much must the rope be lengthened to
people to believe that if you borrow $6000 from accomplish this?
a credit card company that quotes an APR of
19. The Length of Earth’s Orbit The Earth is
22.8%, and if no payments are made, then at the
approximately 93 million miles from the sun. For
end of 1 year, the interest would be calculated
this exercise, we will assume that the Earth’s orbit
as 22.8% simple interest on $6000. How much
is a circle.2
would you owe at the end of a year if interest is
calculated in this way?
c. If interest is compounded monthly (which is
common), then the actual amount you would owe
in the situation of part b is given by
93
6000 3 1.01912 . million
miles
What is the actual amount you would owe at the
end of a year?
17. The Size of the EarthThe radius of the Earth is
approximately 4000 miles.
a. How far does the Earth travel in a year?

b. What is the velocity in miles per year of the
Earth in its orbit? ((Hint: Recall that Velocity 5
Distance
Time .)
4000 miles c. How many hours are there in a year? ((Note:

Assume a year is 365 days.)
d. What is the velocity in miles per hour of the
Earth in its orbit?
20. A Population of Bacteria Some populations,
such as bacteria, can be expected under the right
a. How far is it around the equator? ((Hint: You are conditions to show exponential growth. If 2000
looking for the circumference of a circle.) bacteria of a certain type are incubated under ideal
b. What is the volume of the Earth? ((Note: The conditions, then after t hours, we expect to find
volume of a sphere of radius r is given by 43 r3.) 2000 3 1.07t bacteria present. How many bacteria
would we expect to find after 8 hours? How many
c. What is the surface area of the Earth? ((Note: The
after 2 days?
surface area of a sphere of radius r is given by 4rr2.)
21. Newton’s Second Law of Motion Newton’s second
18. When the Radius Increases
law of motion states that the force F on an object is
a. A rope is wrapped tightly around a wheel with a ra- the product of its mass m with its acceleration a:
dius of 2 feet. If the radius of the wheel is increased
by 1 foot to a radius of 3 feet, by how much must F 5 ma.
the rope be lengthened to fit around the wheel? If mass is measured in kilograms and acceleration
b. Consider a rope wrapped around the Earth’s in meters per second per second, then the force is
equator. We noted in Exercise 17 that the given in newtons. Another way to measure force is
radius of the Earth is about 4000 miles. That is in pounds; in fact, 1 newton is 0.225 pound (which
21,120,000 feet. Suppose now that the rope is to is about a quarter of a pound). In the case of an
be suspended exactly 1 foot above the equator. object near the surface of the Earth, the force due to
2
The orbit of the Earth is in fact an ellipse, but for many practical applications, the assumption that it is a circle yields reasonably accurate results.
gravity is its weight. Near the surface of the Earth, Here L is lean body weight in pounds, W is weight
acceleration due to gravity is 9.8 meters per second in pounds, and A is abdominal circumference in
per second. What is the weight in newtons of a man inches. Find the approximate lean body weight of a
with a mass of 75 kilograms? What is his weight in young adult male who weighs 188 pounds and has an
pounds? abdominal circumference of 35 inches. What is the
weight of his body fat? What is his body fat percent?
22. Weight on the Moon This is a continuation of
Exercise 21. Acceleration due to gravity near the 25. Lean Body Weight in Females This is a continu-
surface of the Earth’s moon is only 1.67 meters per ation of Exercise 24. The text cited in Exercise 24
second per second. Thus, an object has a different gives a more complex method of calculating lean
weight on the Earth than it would have on the moon. body weight for young adult females:
What is the weight of the 75-kilogram man from
L 5 19.81 1 0.73W 1 21.2R 2 0.88A
Exercise 21 if he is standing on the moon? Give
2 1.39H 1 2.43F.
your answer first in newtons and then in pounds.
Ismael Jorda/Shutterstock.com
moshimochi/Shutterstock.com
23. Frequency of Musical Notes Counting sharps and
flats, there are 12 notes in an octave on a standard Here L is lean body weight in pounds, W is
piano. If one knows the frequency of a note, then weight in pounds, R is wrist diameter in inches,
one can find the frequency of the next higher note A is abdominal circumference in inches, H is hip
by multiplying by the 12th root of 2: circumference in inches, and F is forearm circum-
ference in inches. According to this formula, what
Frequency of nextt higher note
is the approximate lean body weight of a young
5 Frequency of given note 3 21y12 .
adult female who weighs 132 pounds and has wrist
The frequency of middle C is 261.63 cycles per sec- diameter of 2 inches, abdominal circumference of
ond. What is the frequency of the next higher note 27 inches, hip circumference of 37 inches, and fore-
(which is C#) on a piano? What is the frequency of arm circumference of 7 inches? What is the weight
the D note just above middle C? (The D note is two of her body fat? What is her body fat percent?
notes higher than middle C.) 26. Manning’s Equation Hydrologists sometimes use
24. Lean Body Weight in Males A person’s lean body Manning’s equation to calculate the velocity , in
weight L is the amount that he or she would weigh if feet per second, of water flowing through a pipe.
all body fat were magically to disappear. One text3 The velocity depends on the hydraulic radius R in
gives the “equation that practitioners can use most feet, which is one-quarter of the diameter of the
feasibly in the field to predict lean body weight in pipe when the pipe is flowing full; the slope S of the
young adult males.” The equation is pipe, which gives the vertical drop in feet for each
horizontal foot; and the roughness coefficient n,
L 5 98.42 1 1.08W 2 4.14A
4 .
4A (continued)
D. Kirkendall, J. Gruber, and R. Johnson, Measurement and Evaluation for Physical Educators, 2nd ed. (Champaign, IL: Human Kinetics
3
Publishers, 1987).
which depends on the material of which the pipe is ■ When you buy food with cash, you must pay a
made. The relationship is given by sales tax of 7.375%. With the Advantage Cash
card, you pay no sales tax.
1.486 2y3 1y2
5 R S . a. An item retails for $1.00. What do you pay if you
n
use your Advantage Cash card?
For a certain brass pipe, the roughness coefficient
b. An item retails for $1.00. What do you pay if
has been measured to be n 5 0.012. The pipe has a
you use cash? Round your answer to five decimal
diameter of 3 feet and a slope of 0.2 foot per foot.
places for use in part d.
(That is, the pipe drops 0.2 foot for each horizontal
foot.) If the pipe is flowing full, find the hydraulic c. What retail value of food will you be able to pur
pur-
radius of the pipe, and find the velocity of the water chase if you open an Advantage Cash account for
flowing through the pipe. $300? (Suggestion: Don’t forget your 5% bonus,
and use the results of part a.)
27. Relativistic Length A rocket ship traveling near
d. What retail value of food would you be able to
the speed of light appears to a stationary observer to
purchase with $300 if you spend it as cash at
shorten with speed. A rocket ship with a length of
the food court? (Suggestion: Use the results of
200 meters will appear to a stationary observer to
part b.)
have a length of
e. Calculate the percentage increase from your
Ï 2 r2 meters,
200Ï1 answer for part d to your answer for part c.
where r is the ratio of the velocity of the ship to the Explain in practical terms the meaning of this
speed of light. What is the apparent length of the percentage.
rocket ship if it is traveling at a speed that is 99% of
the speed of light? P SKILL BUILDING EXERCISES
28. Equity in a Home When you purchase a home by
securing a mortgage, the total paid toward the prin- 2.6 3 5.9
S-1. Basic Calculations
cipal is your equity in the home. (Technically, the 6.3
lending agency calculates your equity by subtract-
S-2. Basic Calculations 33.2 2 22.3
ing the amount you still owe on your mortgage from
the current value of your home, which may be higher e
S-3. Basic Calculations
or lower than your principal.) Assume that your mort- Ï
gage is for $350,000 at a monthly rate of 0.007 as a 7.61.7
decimal and that the term of the mortgage is 30 years. S-4. Basic Calculations
9.2
Then your equity after k monthly payments is
7.3 2 6.8
1.007k 2 1 S-5. Parentheses and Grouping
350,000 3 dollars. 2.5 1 1.8
1.007360 2 1
S-6. Parentheses and Grouping 32.431.8 2 2
Calculate the equity in your home after 10 years.
Ï6 1 e 1 1
29. The Advantage Cash Card At the Student Union on S-7. Parentheses and Grouping
3
a certain campus, you can save on food purchases
by using the Advantage Cash card. You deposit 2e
S-8. Parentheses and Grouping
money into an Advantage Cash account and are 1e
issued a credit card that you use to purchase food.
23
The card has several advantages: S-9. Subtraction Versus Sign
429
■ If you open your Advantage Cash account for
$200 or more, a 5% bonus is added to your S-10. Subtraction Versus Sign 22 2 423
account balance.
S-11. Subtraction Versus Sign 2Ï8.6 2 3.9
■ When you use your Advantage Cash card,
you receive 5% off the retail price of any food 2Ï10 1 520.3
S-12. Subtraction Versus Sign
purchase. 17 2 6.6
S-13. Chain Calculations The following are intended S-27. Evaluate the formula Ï
Ïb2 2 4ac using b 5 7,
to provide practice with chain calculations. a 5 2, and c 5 0.07.
3 7 1
a. 1 S-28. Evaluate the formula using x 5 0.7.
7.2 1 5.9 6.4 3 2.8 1 1 1x
S-29. Evaluate the formula sx 1 yd2x using x 5 3 and
1 2
1
1 _1 2 36 +
b. 11 y 5 4.
36
S-14. Evaluate Expression Evaluate e23 2 2. A
S-30. Evaluate the formula using A 5 5 and
ÏA 1 ÏB
5.2 B 5 6.
S-15. Evaluate Expression Evaluate .
7.3 1 0.24.5 S-31. Lending Money For a certain loan, the interest I
Arithmetic In Exercises S-16 through S-20, perform due at the end of a loan period is given by I 5 Prt,
the calculation and report the answer rounded to two where P is the principal borrowed, r is the yearly
decimal places. For some of the calculations, you interest rate as a decimal, and t is the number of
may wish to use the chain calculation facility of your years since the money was borrowed. What inter inter-
calculator to help avoid errors. est is accrued if 3 years ago we borrowed $5000
at an interest rate of 5%?
S-16. s4.3 1 8.6ds8.4 2 3.5d
S-32. Monthly Payment For a certain installment loan,
23.2 2 1 the monthly payment M is given by
S-17.
Ï3 1 4
Prs1 1 rdt
S-18. Ï
M5 ,
Ï2 23
1e s1 1 rdt 2 1
1 2
7.6 where P is the original amount borrowed, r is the
S-19. s223 1 Ï7 1 d e2 1
6.7 monthly interest rate as a decimal, and t is the
number of months required to pay off the loan.
17 3 3.6
S-20. What is the monthly payment if the monthly
12
13 1 3.2 interest rate as a decimal is 0.05, the amount
Evaluating Formulas In Exercises S-21 through S-30, borrowed was $12,000, and the loan is paid off in
you are given a formula that you are asked to evalu- 36 months?
ate with given values for some of the variables. Report S-33. Temperature If the Celsius temperature is C,
your answers rounded to 2 decimal places, except for then the Fahrenheit temperature F is given by
Exercise S-29, where you should round to four decimal F 5 95 C 1 32. What is the Fahrenheit temperature
places. when the Celsius temperature is 32 degrees?
A2B
S-21. Evaluate the formula using A 5 4.7 and S-34. A Skydiver When a skydiver jumps from an
A1B
B 5 2.3. airplane, his downward velocity, in feet per
ps1 1 rd second, before he opens his parachute is given
S-22. Evaluate the formula using p 5 144 and by 5 176s1 2 0.834td, where t is the number of
Ïr
r 5 0.13. seconds that have elapsed since he jumped from
the airplane. What is the velocity after 5 seconds?
S-23. Evaluate the formula Ï
Ïx2 1 y2 using x 5 1.7 and
y 5 3.2. S-35. Future Value In certain savings scenarios, the
value F of an investment after t years, the future
S-24. Evaluate the formula p111yq using p 5 4 and value, is given by F 5 Ps1 1 rdt. Here r is the
q 5 0.3. yearly interest rate as a decimal, P is the amount
S-25. Evaluate the formula s1 2 ÏAds1 1 ÏBd using
of the original investment, and t is the term of the
A 5 3 and B 5 5. investment. If we invest $1000 at an interest rate
of 0.06 per year as a decimal, and if the term of
1 2 using x 5 20.
1 2
the investment is 5 years, what is the future value?
S-26. Evaluate the formula 1 1
x (continued)
S-36. A Population of Deer The number N of deer S-38. Getting Three Sixes If we roll n fair dice, then
in a certain population t years after observation the probability of getting exactly 3 sixes (not more
began is given by N 5 0.0312.36
1 0.55t . What is the deer and not less) is given by
population after 10 years? Round your answer to
12
the nearest whole number. nsn 2 1dsn 2 2d 5 n
P5 .
750 6
S-37. Carbon 14 The amount C, in grams, of carbon
14 remaining in a certain sample after t years is What is the probability of getting exactly 3 sixes
given by C 5 5 3 0.5ty5730. How much remains if we roll 7 fair dice?
after 5000 years?
CH A P T ER P SUMMARY
Modern graphing calculators are well designed for ease of use, but care must be taken
when entering expressions. The most common errors occur when parentheses are omit-
ted or misused. Also, rounding and scientific notation are significant concepts when you
use a calculator. The special numbers e and are important.
P.1 Typing Expressions and Parentheses

When entering an expression in the calculator, you must enter it not as one would write
it on paper, but, rather, in typewriter notation. If you have trouble getting an expression
into the calculator properly, first write it out on paper in typewriter notation and then
enter it into the calculator. Parentheses are essential when you need to tell the calculator
that a certain operation is to be applied to a group of numbers.
P.2 Rounding
In order to do accurate calculations, the calculator uses decimals with many digits.
Often only a few digits after the decimal point are needed for the final answer. We limit
the number of decimal places by rounding. There is no set number of digits used in
rounding; that depends on the accuracy of the data entered and on the accuracy needed
for the answer. In general, however, answers are reported in this text rounded to two
decimal places.
Rounding Convention for This Text: Unless otherwise specified, answers should
be rounded to two decimal places. If the third digit beyond the decimal point is less
than 5, discard all digits beyond the second. If the third digit is 5 or larger, increase the
second digit by 1 before discarding additional digits.
P.3 Special Numbers

There are two special numbers, and e, that occur so often in mathematics and its
applications that their use cannot be avoided. Modern calculators allow for their direct
entry. The number is the familiar ratio of the circumference of a circle to its diameter.
The number e is perhaps less familiar but is just as important, and it often arises in cer
cer-
tain exponential contexts. Neither of these numbers can be expressed exactly as a finite
decimal, but their approximate values are given below:
< 3.14159
e < 2.71828.
CHAPTER P | REVIEW EXERCISES 17
P.4 Scientific Notation

Some numbers use so many digits that it is more convenient to express them in scientific
notation. This simply means to write the number using only a few digits and multiply
it by a power of 10 that tells how the decimal point should be adjusted. The adjustment
required depends on the sign on the power of 10. Scientific notation can be entered in
the calculator using 10 to a power, but when the calculator reports an answer in scien-
tific notation, a special notation is common. For k . 0, refer to the following chart.
Entry Calculator Display Meaning

number 3 10k number Ek Move decimal point k places right.
number 3 102k number E-k Move decimal point k places left.
CH A P T ER P REVIEW EXERCISES
5.7 1 8.3 takes for the planet to complete a revolution around
1. Parentheses and Grouping Evaluate .
5.2 2 9.4 the sun, and the relationship is
8.4 D 5 93P2y3.
2. Evaluate Expression Evaluate .
3.5 1 e26.2 It takes the planet Pluto 249 years to complete
a revolution around the sun. What is the mean
1 2
5
1 _ 2 1 +
3. Evaluate Expression Evaluate 7 1 . distance from Pluto to the sun? What is the mean
e
distance from Earth to the sun? Give your answers
4. Gas Mileage For a truck that gets gas mileage to the nearest million miles.
of 15 miles per gallon, the number g of gallons
6. Traffic Signal Traffic engineers study how long the
required to travel m miles is
yellow light for a traffic signal should be. For one
m intersection, the number of seconds n required for a
g5 .
15 yellow light is related to the average approach speed
, in feet per second, by
How many gallons are required to travel 27 miles?
How many gallons are required to travel 250 miles? 100
n511 1 .
30
5. Kepler’s Third Law According to Kepler’s third
law of planetary motion, the mean distance D, in If the approach speed is 80 feet per second (about
millions of miles, from a planet in our solar system 55 miles per hour), how long should the yellow
to the sun is related to the time P
P, in years, that it light be?
1 Functions
1.1 Functions Given
by Formulas
1.2 Functions Given
by Tables
1.3 Functions Given
by Graphs
1.4 Functions Given
by Words
Summary
Review Exercises
A Further Look
Al Tielemans/ SI/Corbis
● Average Rates of Change

with Formulas
● Areas Associated
with Graphs
● Definition of a Function
The heights of winning pole vaults in the Olympic Games can be modeled by functions.
See Exercise 8 on page 25.
A FUNDAMENTAL IDEA in mathematics and its applications is that of a

function, which tells how one thing depends on others. One example of a function
is the interest incurred on a loan after a certain number of years. In this case,
there is a formula1 that allows you to calculate precisely how much you owe, and
the formula makes explicit how the debt depends on time. Another example is the
value of the Dow Jones Industrial Average at the close of each business day. In this
case, the value depends on the date, but there is no known formula. This idea of a
function is the cornerstone to understanding and using mathematics.
In applications of mathematics, functions are often representations of real
phenomena or events. Thus, we say that they are models. Obtaining a function
or functions to act as a model is commonly the key to understanding physical,
natural, and social science phenomena. In this chapter, we look at functions given
by formulas, by tables, by graphs, and by words. Analyzing a function from each of
Student resources are these perspectives will be essential as we progress.
available on the website
www.cengagebrain.com See Example P.2 of the Prologue.
1
19
20 CHAPTER 1 | FUNCTIONS
1.1 Functions Given by Formulas

We look first at functions given by formulas, since this provides a natural context for
explaining how a function works.
■ Functions of One Variable

If your job pays $9.00 per hour, then the money M
M, in dollars, that you make depends on
the number of hours h that you work, and the relationship is given by a simple formula:
Money 5 9 3 Hours worked, or M 5 9h dollars.
The formula M 5 9h shows how the money M that you earn depends on the number
of hours h that you work, and we say that M is a function of h. In this context, we are
thinking of h as a variable whose value we may not know until the end of the week.
Once the value of h is known, the formula M 5 9h can be used to calculate the value of
M. To emphasize that M is a function of h, it is common to write M 5 Mshd and to write
the formula as Mshd 5 9h.
Functions given in this way are very easy to use. For example, if you work 30 hours,
The parentheses in func-
then in functional notation, Ms30d is the money that you earn. To calculate that, you
tional notation indicate the
need only replace h in the formula by 30:
dependence of the function
on the variable. They do not Ms30d 5 9 3 30 5 270 dollars.
represent multiplication. For
example M(30) is not the It is important to remember that h is measured in hours and M is measured in dollars.
same as M 3 30. You will not be very happy if your boss makes a mistake and pays you 9 3 10 5 90
cents for 10 hours worked. You may be happier if she pays you 9 3 30 5 270 dollars for
30 minutes of work, but both calculations are incorrect. The formula is not useful unless
you state in words the units you are using. A proper presentation of the formula for this
function would be M 5 9h, where h is measured in hours and M is measured in dollars.
The words that give the units are as important as the formula.
We should also note that you can use different letters for variables if you want.
Whatever letters you use, it is critical that you explain in words what the letters mean.
We could, for example, use the letter t instead of h to represent the number of hours
worked. If we did that, we would emphasize the functional relationship with M 5 Mstd
and present the formula as M 5 9t, where t is the number of hours worked, and M is the
money earned in dollars.
KEY IDEA 1.1 NOTATION FOR FUNCTIONS
To represent a function in an economical way, choose letters to stand for the

function and the variables. Be sure to explain what the letters represent and to
include units.
■ Functions of Several Variables

Sometimes functions depend on more than one variable. Your grocery bill G may de-
pend on the number a of apples that you buy, the number s of sodas that you buy, and
1.1 | FUNCTIONS GIVEN BY FORMULAS 21
the number p of frozen pizzas that you put in your basket. If apples cost 80 cents each,
sodas cost $1.25 each, and pizzas cost $4.25 each, then we can express G 5 Gsa, s, pd as
Grocery bill 5 Total cost of apples 1 Total cost of sodas 1 Total cost of pizzas
G 5 0.8a 1 1.25s 1 4.25p
4.25 ,
where G is measured in dollars. The notation G 5 Gsa, s, pd is simply a way of em-
phasizing that G is a function of the variables a, s, and p—that is, that the value of
G depends on a, s, and p. We could also give a correct formula for the function as
G 5 80a 1 125s 1 425p
425 , where this time G is measured in cents. Either expression is
correct as long as we explicitly say what units we are using.
EXAMPLE 1.1 A GROCERY BILL
Suppose your grocery bill is given by the function G 5 Gsa, s, pd above (with G measured
in dollars). Recall that you are purchasing apples at 80 cents each, sodas at $1.25 each, and
pizzas at $4.25 each.
Part 1 Use functional notation to show the cost of buying 4 apples, 2 sodas, and 3 pizzas,
and then calculate that cost.
Part 2 Explain the meaning of Gs2, 6, 1d.
Part 3 Calculate the value of Gs2, 6, 1d.
Solution to Part 1 Since we are buying 4 apples, we use a 5 4. Similarly, we are buying
G(4, 2, 3) is the grocery
2 sodas and 3 pizzas, so s 5 2 and p 5 3. Thus, in functional notation our grocery bill is
bill expressed in functional
Gs4, 2, 3d. To calculate this, we use the formula G 5 0.8a 1 1.25s 1 4.25p
4.25 , replacing a
notation.
by 4, s by 2, and p by 3:
$18.45 is the value of
G(4, 2, 3). Gs4, 2, 3d 5 0.8 3 4 1 1.25 3 2 1 4.25 3 3
5 18.45 dollars.
Thus, the cost is $18.45.
Solution to Part 2 The expression G(2, 6, 1) is the value of G when a 5 2, s 5 6, and
p 5 1. It is your grocery bill when you buy 2 apples, 6 sodas, and 1 frozen pizza.
Solution to Part 3 WWe calculate G(2, 6, 1) just as we did in part 1, but this time we use
a 5 2, s 5 6, and p 5 1:
Gs2, 6, 1d 5 0.8 3 2 1 1.25 3 6 1 4.25 3 1
5 13.35 dollars.
Thus, the cost is $13.35.
Explain the meaning of G(4, 3, 2) and calculate its value. ■
Even when the formula for a function is complicated, the idea of how you use it
remains the same. Let’s look, for example, at f 5 fs
f xd, where f is determined as a func-
tion of x by the formula
x2 1 1
f5 .
Ïx
The value of f when x is 3 is expressed in functional notation as f s3d. To calculate f s3d,

we simply replace x in the formula by 3:
32 1 1
f s3d 5 .
Ï3
You should check to see that the calculator gives an answer of 5.773502692, which we
round to 5.77. Do not allow formulas such as this one to intimidate you. With the aid of
the calculator, it is easy to deal with them.
EXAMPLE 1.2 BORROWING MONEY

Maksim Toome/Shutterstock.com
When you borrow money to buy a home or a car, you pay off the loan in monthly payments,
but interest is always accruing on the outstanding balance. This makes the determination of
your monthly payment on a loan more complicated than you might expect. If you borrow P
dollars at a monthly interest rate2 of r (as a decimal) and wish to pay off the note in t months,
then your monthly payment M 5 MsP, r, td in dollars can be calculated using
Prs1 1 rdt
M5 .
s1 1 rdt 2 1
Part 1 Explain the meaning of Ms7800, 0.0067, 48d and calculate its value.
Part 2 Suppose you borrow $5000 to buy a car and wish to pay off the loan over 3 years.
Take the prevailing monthly interest rate to be 0.58%. (That is an annual percentage rate,
APR, of 12 3 0.58 5 6.96%.) Use functional notation to show your monthly payment,
and then calculate its value.
Solution to Part 1 The expression Ms7800, 0.0067, 48d gives your monthly payment on a
$7800 loan that you pay off in 48 months (4 years) at a monthly interest rate of 0.67%.
(That is an APR of 12 3 0.67 5 8.04%.) To get its value, we use the formula above, put-
ting 7800 in place of P, 0.0067 in place of r, and 48 in place of t:
7800 3 0.0067 3 1.006748
Ms7800, 0.0067, 48d 5 .
1.006748 2 1
This can be entered all at once on the calculator, but to avoid typing errors, we do the
calculation in pieces. The calculation of the denominator, 1.006748 2 1, is shown in
Figure 1.1. To complete the calculation, we need to get
7800 3 0.0067 3 1.006748
.
M(7800, 0.0067, 48) is the Answer fr
f om fi
f rst calculation
monthly payment expressed
We round the answer shown in Figure 1.2 to get the monthly payment of $190.57.
in functional notation.
$190.57 is its value.
1.0067^48-1 1.0067^48-1
.3778542919 .3778542919
7800*.0067*1.006
7^48/Ans
190.5672817
F IGU
IGURERE 1.1 The first step F IGU
IGURE
RE 1.2 Completing
in calculating a loan payment the calculation
2
Here we are assuming monthly payment and interest compounding. If you use the annual percentage rate (APR)
reported on your loan agreement, then you have r 5 APRy12. See also Exercise 16 at the end of the Prologue.
Solution to Part 2 We borrow $5000, so we use P 5 5000. The monthly interest rate is
0.58%, so we use r 5 0.0058, and we pay off the loan in 3 years, or 36 months, so
t 5 36. In functional notation, the monthly payment is Ms5000, 0.0058, 36d. To calculate
it, we use
5000 3 0.0058 3 1.005836
Ms5000, 0.0058, 36d 5 .
1.005836 2 1
Once again we make the calculation in two stages. First we get 1.005836 2 1, as shown in
Figure 1.3. As before, we use this answer to complete the calculation as follows:
5000 3 0.0058 3 1.005836
.
Answer fr
f om the fi
f rst calculation
The result in Figure 1.4 shows that we will have to make a monthly payment of $154.29.
1.0058^36-1 1.0058^36-1
.2314555099 .2314555099
5000*.0058*1.005
8^36/Ans
154.2940576
F IGU
IGURERE 1.3 The first step F IGU
IGURE
RE 1.4 Completing
in calculating the payment on the calculation
a $5000 loan
What is your monthly payment if you borrow $5000 at a monthly rate of 0.61% and pay it
off in 5 years? ■
Excel
A demonstration worksheet for this section is available on the instructor and student
companion sites.

1.1 G(4, 3, 2) is our grocery bill if we buy 4 apples, 3 sodas, and 2 pizzas. Its value is $15.45.
1.2 $99.76
1.1 EXERCISES
Reminder Round all answers to two decimal places t 5 5.40 1 0.22tt dollars.
C(t)
t)
unless otherwise indicated. Here t is the time in years since 2000.
Note Some of the formulas below use the special a. Explain in practical terms the meaning of C(9).
number e, which was presented in the Prologue. b. Use functional notation to express the average
1. Movie Tickets According to information provided cost of a movie ticket in 2012.
by the National Association of Theater Owners, c. Calculate the average cost of a movie ticket
between 2000 and 2014 the average cost of a movie in 2012.
ticket in a given year was (continued)
2. McDonald’s The formula3 a is 16 weeks or less. Then the predicted adult weight
W 5 WsW a, wd, in pounds, is given by the formula
t 5 1.19t 1 13.22
M(t)
t)
w
gives the approximate total revenue for McDonald’s, W 5 52 .
a
in billions of dollars, t years after 2000. The for
for--
mula applies to the years 2000 through 2013.
a. Explain in practical terms the meaning of M(5).
b. Use functional notation to express the total
revenue for 2010.
c. Calculate the total revenue in 2010.
PAUL ATKINSON/Shutterstock.com
PAUL ATKINSON/Shutterstock.com
3. Speed from Skid Marks
When a car makes an
emergency stop on dry
pavement, it leaves skid
Amy Johansson/Shutterstock.com
marks on the pavement.
The speed S, in miles per
hour, of the car when the
brakes were applied is a. Use functional notation to express the adult weight
related to the length L, in of a puppy that weighs 6 pounds at 14 weeks.
feet, of the skid mark. The b. Calculate the predicted adult weight for the
relationship is puppy from part a.
SsLd 5 5.05ÏL . 6. Gross Profit Margin The gross profit margin is
a measurement of a company’s manufacturing
a. Use functional notation to express the speed at
and distribution efficiency during the production
which the skid mark will be 60 feet. Then calcu-
process. If G is the gross profit and T is the total
late that speed.
revenue, both in dollars, then the gross profit mar
mar-
b. Explain in practical terms the meaning of S(100). gin M 5 MsG, T d is given by the formula
4. Harris-Benedict Formula Your basal metabolic G
rate is the amount of energy (in calories) your body M5 .
T
needs to function at rest. The Harris-Benedict
a. Use functional notation to express the gross profit
formula is used to estimate the basal metabolic rate.
margin for a company that has a gross profit of
There is one formula for adult males and another
$335,000 and a total revenue of $540,000.
for adult females. In these formulas, w is your
body weight in pounds, h is your height in inches, b. Calculate the gross profit margin in part a. The
a is your age in years, M 5 M(w( , h, a) is the basal
(w gross profit margin is often expressed as a percent.
metabolic rate for adult males, and F 5 F(w ( , h, a) is
(w Give your answer as both a decimal and a percent.
the basal metabolic rate for adult females: c. If the gross profit stays the same but total rev-
M 5 66 1 6.3w 1 12.7h 2 6.8a enue increases, would the gross profit margin
F 5 655 1 4.3w 1 4.7h 2 4.7a. increase or decrease?
Use functional notation to express your own basal 7. Tax Owed The income tax T owed in a certain
metabolic rate, and then calculate its value. state is a function of the taxable income I, both
measured in dollars. The formula is
5. Adult Weight from Puppy Weight There is a for
for-
mula that estimates how much your puppy will weigh T 5 0.11I 2 500.
when it reaches adulthood. The method we present a. Express using functional notation the tax owed
applies to medium-sized breeds. First, find your pup- on a taxable income of $13,000, and then calcu-
py’s weight w, in pounds, at an age of a weeks, where late that value.
Adapted from McDonald’s annual report, which is publicly available.

3
b. If your taxable income increases from $13,000 to d. By how much does the velocity change from 1
$14,000, by how much does your tax increase? to 2 seconds after the ball is thrown? From 2 to
c. If your taxable income increases from $14,000 to 3 seconds? From 3 to 4 seconds? Compare the
$15,000, by how much does your tax increase? answers to these three questions and explain in
practical terms.
8. Pole Vault The height
of the winning pole 10. Flushing Chlorine City water, which is slightly
vault in the early years chlorinated, is being used to flush a tank of heavily
of the modern Olympic chlorinated water. The concentration C 5 Cstd of
Games can be modeled chlorine in the tank t hours after flushing begins is
as a function of time by given by
the formula
Jim Parkin/Shutterstock.com
C 5 0.1 1 2.78e20.37t milligrams per gallon.
H 5 0.05t 1 3.3. a. What is the initial concentration of chlorine in
the tank?
Here t is the number of
b. Express the concentration of chlorine in the tank
years since 1900, and
after 3 hours using functional notation, and then
H is the winning height
calculate its value.
in meters. (One meter
is 39.37 inches.) 11. A Population of Deer When a breeding group of
a. Calculate Hs4d and explain in practical terms animals is introduced into a restricted area such as
what your answer means. a wildlife reserve, the population can be expected to
grow rapidly at first, but to level out when the popu-
b. By how much did the height of the winning pole
lation grows to near the maximum that the environ-
vault increase from 1900 to 1904? From 1904 to
ment can support. Such growth is known as logistic
1908?
population growth, and ecologists sometimes use a
9. Flying Ball A ball is formula to describe it. The number N of deer pres-
tossed upward from a ent at time t (measured in years since the herd was
tall building, and its introduced) on a certain wildlife reserve has been
upward velocity V,V in determined by ecologists to be given by the function
feet per second, is a
function of the time t, 12.36
N5 .
in seconds, since the 0.03 1 0.55t
ball was thrown. The
formula is
Sandro V. Maduell/Shutterstock.com
V 5 40 2 32t
if we ignore air resis-

tance. The function
V is positive when
the ball is rising and
negative when the ball
is falling.
a. Express using functional notation the velocity a. How many deer were initially on the reserve?
1 second after the ball is thrown, and then b. Calculate Ns10d and explain the meaning of the
calculate that value. Is the ball rising or falling number you have calculated.
then? c. Express the number of deer present after 15 years
b. Find the velocity 2 seconds after the ball is using functional notation, and then calculate it.
thrown. Is the ball rising or falling then? d. How much increase in the deer population do
c. What is happening 1.25 seconds after the ball is you expect from the 10th to the 15th year?
thrown? (continued)
12. A Car That Gets 32 Miles per Gallon The cost C of that, for most consumer loans, the answer you get
operating a certain car that gets 32 miles per gallon with monthly compounding is very close to the
is a function of the price g, in dollars per gallon, of right answer, even if the lending institution com-
gasoline and the distance d, in miles, that you drive. pounds more often. In part 1 of Example 1.2, we
The formula for C 5 Csg, dd is C 5 gdy32 dollars. showed that if you borrow $7800 from an institution
that compounds monthly at a monthly interest rate
a. Use functional notation to express the cost of
of 0.67% (for an APR of 8.04%), then in order to
operation if gasoline costs 98 cents per gallon
pay off the note in 48 months, you have to make a
and you drive 230 miles. Calculate the cost.
monthly payment of $190.57.
b. Calculate Cs3.53, 172d and explain the meaning
of the number you have calculated. a. Would you expect your monthly payment to be
higher or lower if interest were compounded
13. Radioactive Substances change form over time. daily rather than monthly? Explain why.
For example, carbon 14, which is important for
b. Which would you expect to result in a larger
radiocarbon dating, changes through radiation into
monthly payment, daily compounding or con-
nitrogen. If we start with 5 grams of carbon 14, then
tinuous compounding? Explain your reasoning.
the amount C 5 Cstd of carbon 14 remaining after
t years is given by c. When interest is compounded continuously,
you can calculate your monthly payment
C 5 5 3 0.5ty5730 . M 5 MsP, r, td, in dollars, for a loan of P dollars
a. Express the amount of carbon 14 left after to be paid off over t months using
800 years in functional notation, and then Pser 2 1d
calculate its value. M5 ,
1 2 e2rt
b. How long will it take before half of the carbon
14 is gone? Explain how you got your answer. where r 5 APRy12 if the APR is written in
(
(Hint: You might use trial and error to solve this, decimal form. Use this formula to calculate the
or you might solve it by looking carefully at the monthly payment on a loan of $7800 to be paid
exponent.) off over 48 months with an APR of 8.04%. How
does this answer compare with the result in
14. A Roast is taken from the refrigerator (where it had
Example 1.2?
been for several days) and placed immediately in a
preheated oven to cook. The temperature R 5 Rstd 16. Present Value The amount of money originally
of the roast t minutes after being placed in the oven put into an investment is known as the present value
is given by P of the investment. For example, if you buy a $50
U.S. Savings Bond that matures in 10 years, the
R 5 325 2 280e20.005t degrees Fahrenheit. present value of the investment is the amount of
a. What is the temperature of the refrigerator? money you have to pay for the bond today. The val-
ue of the investment at some future time is known
b. Express the temperature of the roast 30 minutes
as the future value F
F. Thus, if you buy the savings
after being put in the oven in functional notation, bond mentioned above, its future value is $50.
and then calculate its value. If the investment pays an interest rate of r (as a
c. By how much did the temperature of the roast decimal) compounded yearly, and if we know the
increase during the first 10 minutes of cooking? future value F for t years in the future, then the
d. By how much did the temperature of the roast present value P 5 PsF, r, td, the amount we have to
increase from the first hour to 10 minutes after pay today, can be calculated using
the first hour of cooking? 1
P5F3
15. What If Interest Is Compounded More Often Than s1 1 rdt
Monthly? Some lending institutions compound
interest daily or even continuously. (The term if we measure F and P in dollars. The term 1ys1 1 rdt
continuous compounding is used when interest is is known as the present value factor, or the discount
being added as often as possible—that is, at each rate, so the formula above can also be written as
instant in time.) The point of this exercise is to show P 5 F 3 discountt rate.
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Peace and beauty and fortune attend her and all those who do adore
her!
Letizia had not been six months in the chorus before she attracted
the attention of John Richards by some imitations she gave at a
supper party at which, most unusually for him, he was present. If
John Richards’s eyes seemed exclusively occupied with the
personal appearance of the young women who adorned his theatre,
they were not on that account blind to talent. He asked who the
good-looking girl was, remembered now that he had engaged her
himself, was informed that she came of theatrical stock, and made a
note on his cuff that she was to be given an important understudy.
Letizia’s luck held. The lady who played the part she was
understudying was taken ill at Brighton one Saturday afternoon; and
that very night John Richards, who happened to pay one of his
periodical visits to the back of a box in order to be sure that his
company was not letting the show down by slackness, witnessed
Letizia’s performance. He turned to his companion, and asked what
he thought of her.
“I think she’s a marvel.”
“So do I,” said John Richards.
Yet he did not mention a word to Letizia about having seen her. In
fact, neither she nor any of the company knew that the Guv’nor was
in front, for these visits to his theatre were always paid in the strictest
secrecy. However, when in July the musical comedy for the autumn
production was ready for rehearsal, John Richards offered Letizia a
part with three songs that were likely to take London by storm, if the
actress knew how to sing them.
Nancy was acting in Leicester the week that Letizia’s telegram
arrived with its radiant news of the luck her birthday had brought.
She went into the church where twenty-one years ago she and Bram
were married, and there she lighted every candle she could find to
Our Lady of Victories. The pricket blazed with such a prodigality of
golden flames in the jewelled sunlight that the old woman who was
cleaning out the pews came up to find out if this extravagant stranger
was a genuine devotee.
“It’s all right,” Nancy told her. “I was married in this church twenty-
one years ago, and I am thanking Heaven for happiness after much
sorrow.”
The old cleaner smiled so benignly that Nancy gave her half a
crown and begged for her prayers. Then she sought out the priest,
and asked him to say Masses for the soul of Letizia’s great-
grandmother and for herself a Mass of thanksgiving, and still another
Mass for the intention of the Sisters of the Holy Infancy. She gave
him, too, alms for the poor of his parish, and then going home to her
lodgings she knelt beside her bed and wept the tears of unutterable
thankfulness, those warm tears that flow like outpoured wine, so rich
are they with the sunshine of the glad heart.
Letizia’s first night was on the ninth of September. Her mother
decided to give up her autumn engagement, and trust to finding
something later on when the supremely important date was past.
She did not want to worry Letizia during her rehearsals; but her
experience might be of service, and she ought to be near at hand.
Nancy stayed at her old rooms in St. John’s Wood which she had
chosen originally to be near Letizia at school in the days when she
herself was a London actress. Perhaps if she could have mustered
up as much excitement about her own first night in London, she
might have been famous now herself instead of merely being
favourably known to a number of provincial audiences. Yet how
much more wonderful to be the mother of a famous daughter in
whose success she could be completely absorbed without feeling
the least guilt of egotism.
The piece that Autumn at the Vanity was only one of a long line of
musical comedies between which it would be idle to attempt to
distinguish; the part that Letizia played was only one of many similar
parts, and the songs she sang had been written over and over again
every year for many years; but Lettie Fuller herself was different.
She was incarnate London, and this was strange, because she had
neither a cockney accent nor, what was indeed unexpected on the
musical comedy stage, a mincing suburban accent. She did not open
big innocent eyes at the stalls and let her underclothes wink for her.
She neither pursed her lips nor simpered, nor waggled her head. But
she was beautiful with a shining naturalness and an infectious
vitality; and as Mrs. Pottage told her mother, she was as fresh as a
lilac in Spring.
The old lady—the very old lady, for she was now seventy-five—
was sitting with Nancy in the middle of the stalls. Nancy thought that
she would be less nervous there than in a box, and it would be
easier for Letizia not to be too much aware of her mother’s
anguished gaze.
“Well, I’m sorry she’s gone and had herself printed Lettie Fuller,”
said Mrs. Pottage. “Because I’d made up my mind that before I died I
would learn how to spell Letitsia, and I brought my best glasses on
purpose so as I could see the name printed as it should be. And then
she goes and calls herself Lettie, which a baby-in-arms could spell.
And Mrs. Bugbird and pore Aggie Wilkinson was both very anxious
to know just how it was spelt, so they’ll be disappointed. I only hope
Mrs. B. will reckonise her when she comes on, because she won’t
know who she is from Adam and Eve in the programme.”
“Is dear old Mrs. Bugbird here?” Nancy exclaimed.
“Of course she’s here—and pore Aggie Wilkinson, of course. Why,
they wouldn’t have missed it for nothing. It’s only to be hoped that
Mrs. B. don’t fall over in the excitement. She’s in the front row of the
upper circle, and if she did come down she’d about wipe out the front
six rows of the pit. Still, I daresay Aggie will hook one of her pore
crutches in the back of Mrs. B’s bodice which is bound to bust open
in the first five minutes. The last time she and me went to the theatre
she looked more like a tug-of-war than a respectable woman before
the piece was over.”
“The overture’s beginning,” Nancy whispered, for people were
beginning to turn round and stare at the apple-cheeked old lady who
was talking so volubly in the middle of the stalls.
“So any one can see by the airs that conductor fellow’s giving
himself. Why band-conductors should be so cocky I never could
fathom. It isn’t as if they did anything except wave that blessed bit of
wood like a kid with a hoopstick. It’s the same with bus-conductors.
They give theirselves as many airs as if they was driving the blessed
bus itself. That’s it, now start tapping,” she went on in a tone of
profound contempt. “Yes, if he dropped that silly bit of wood and got
down off that high chair and did an honest night’s work banging the
drum, perhaps he might give himself a few airs. Ah, now they’re off,
and depend upon it that conductor-fellow thinks, if he stopped
waving, the band would stop playing, and which of course is
radicalous.”
The overture finished. The first bars of the opening chorus were
being played. The curtain rose.
“There she is! There she is!” Mrs. Pottage gasped when from the
crowded stage she disentangled Letizia’s debonair self. “And don’t
she look a picture, the pretty jool!”
When the moment came for Letizia to sing her first song, her
mother shut her eyes against the theatre that was spinning before
them like a gigantic humming-top. It seemed an hour before she
heard Letizia’s voice ringing out clear and sweet and cool across the
footlights. She saw her win the hearts of the audience until they were
all turned into one great heart beating for her. She heard the surge of
her first encore, and then she might have fainted if Mrs. Pottage had
not dug her sharply in the ribs at that moment.
“Did you hear what that old buffer in front of us said?” Mrs. Pottage
whispered hoarsely.
“Something nice about Letizia?” she whispered back.
“He said he was damned if she wasn’t the best girl John Richards
had found for years. And how I didn’t get up and kiss the blessed top
of his bald head I’m bothered if I know.”
The curtain fell on the first act, and the loudest applause was
always for Letizia.
“Oh, she’s knocked ’em,” Mrs. Pottage declared. “She’s absolutely
knocked ’em. But she’s lovely! And, oh, dear, God bless us both, but
how she did remind me of her pore father once or twice.”
The old lady fumbled for Nancy’s hand and squeezed it hard.
“Well, I don’t mind saying she’s made me feel like a girl again,”
Mrs. Pottage went on after a moment or two of silence. “Every
sweetheart I ever had come into my mind while she was singing that
song. You know! It was like riding on the top of a bus in fine weather
when they’ve just watered the streets and the may’s out in flower
and you say to yourself there’s no place like dear old London after all
and begin to nod and dream as you go jogging along, thinking of old
faces and old fancies and the fun you’ve had years ago.”
The curtain rose on the second act, and with every line she said
and with every note she sang Lettie Fuller became nearer and
dearer to her audience that night.
Once, after a sally had been taken up by the house in roars of
laughter, Mrs. Pottage exclaimed to Nancy:
“Hark! did you hear that? That was Mrs. Bugbird’s laugh above the
lot. Oh, I’d reckonise that laugh if I was in my coffin. You mark my
words, she’ll be whooping in a moment. That’s always the way it gets
her. But pore Aggie’ll pat her back if she whoops too hard.”
In spite of the encores—and Letizia always won by far the loudest
and most persistent of them—the curtain fell at last on another
thundering Vanity success.
“Bravo, bravo, my beauty!” Mrs. Pottage stood up to shout when
Letizia took her call. Lots of other people were standing up and
shouting, so her enthusiasm was not so very conspicuous. Nancy
felt too weak with emotion to stand up herself, and sank back in a
pale trance of joyful relief.
“There’s Mrs. B.!” Mrs. Pottage suddenly exclaimed. “And if she
claps much louder, she’ll clap herself out of that new dress of hers
for good and all. And when she gets out in the Strand she’ll be run in
to Bow Street if she isn’t careful. She’s the most excitable woman I
ever did know.”
At last the audience consented to let the performers retire, and a
few minutes later Nancy held Letizia in her arms.
“Darling mother, was I good?”
“Darling child, you were perfect.”
“And where’s Mrs. Pottage?” Letizia asked. “Did she think I was
good?”
“The dear old soul’s waiting to be invited into your dressing-room.”
“Mrs. Pottage! Mrs. Pottage!” Letizia cried, hugging the old lady.
“You’re coming back to supper with me, aren’t you?”
“Oh, no, duckie. I’ve got Mrs. Bugbird and pore Aggie Wilkinson
waiting to go back to Greenwich. We’re all going to take a cab to
London Bridge.”
“Oh, but they must both come to supper too. They must really. I’ll
get a car to drive you home. You must all come. I won’t be long
dressing.”
And, if it was possible for Nancy to feel any happier that night, it
was when her little daughter showed that success had not made her
heedless of old simple friends.
The very next day Nancy went round to see her agent.
“You don’t mean to tell me you want to get another engagement at
once, Miss O’Finn? Why, I should have thought you would have
wanted to stay and enjoy your daughter’s success. It was wonderful.
What notices, eh? By Jove, it’s refreshing nowadays to hear of
anybody clicking like that.”
“Oh, no, I’ve rested quite long enough,” Nancy said. “I want to be
off on tour again as soon as possible.”
The agent looked at his book.
“Well, I’m awfully sorry, Miss O’Finn, but I don’t believe there’s
anything just at the moment that would suit you.” He paused. “Unless
—but, no, of course, you don’t want to play that line of parts yet.”
“What line?”
“Why, Charles Hamilton is losing Miss Wolsey who has been
playing Mrs. Malaprop, Mrs. Hardcastle, etc., with him for the last
fifteen years.”
“You mean the old women?” Nancy asked.
“Quite—er—quite.”
“I would like to be with Charles Hamilton,” she said pensively. “And
at forty it’s time to strike out in a new line of parts.”
“Well, he’s playing at Croydon this week. If you would consider
these parts, why don’t you go and see him? It’s a pleasant company
to be in. Forty-two weeks, year in year out, and of course he
occasionally has a season in London. Nothing but Shakespeare and
Old Comedy.”
Nancy did not hesitate. Now that her daughter was safely
launched it was time for her to be settling down. She went back to
her rooms and wrote a long letter to Mother Catherine about Letizia’s
triumph. Then she wrote to Charles Hamilton for an interview. She
went to Croydon, interviewed him, and a fortnight later she was
playing with him at Sheffield—Mrs. Candour in The School for
Scandal on Monday, the Nurse in Romeo and Juliet on Tuesday,
Mrs. Malaprop in The Rivals on Wednesday, Mistress Quickly in The
Merry Wives on Thursday, nothing on Friday when Twelfth Night was
performed, but on Saturday Mrs. Hardcastle in She Stoops to
Conquer at the matinée and at night once more the Nurse in Romeo
and Juliet.
Nancy no longer worried over her increasing tendency to
increasing portliness, and she never regretted joining Charles
Hamilton’s company, which now that Mrs. Hunter-Hart had retired
represented the last stronghold of the legitimate drama in Great
Britain. So long as Charles Hamilton went out on tour she
determined to tour with him. The habit of saving so much out of her
salary every week was not given up because Letizia was secure;
indeed she saved more each week, because now that she had taken
to dowagers she could afford to ignore the changes of fashion which
had made dressing a problem so long as she was competing for
parts with younger women.
And then Letizia Fuller after enchanting London for a year
abandoned the stage for ever in order to marry the young Earl of
Darlington.
The following letter to her mother explained her reasons:
125 Gordon Mansions,

Gordon Square,
W. C.
Sept. 15.
My darling darling Mother,
In a few days you will read in the papers that I am
engaged to be married to Lord Darlington. I haven’t said
anything to you about this before, because I wanted to
make up my own mind entirely for myself. He proposed to
me first about two months ago, and though I loved him I
wondered if I loved him enough to give up the stage. You
don’t know how much I was enjoying being loved by the
public. That’s what I wondered if I could give up, not the
ambition to become a great actress. But I’ve come to the
definite conclusion that I’m not really so very ambitious at
all. I think that simple happiness is the best, and my
success at the Vanity was really a simple happiness. It
was the being surrounded by hundreds of jolly people,
every one of whom I liked and who liked me. But I don’t
think I should ever want to be a wonderful Lady Macbeth,
and thrill people by the actress part of me. I’m not really
acting at the Vanity. I’m just being myself and enjoying it.
Of course, people might say that if marriage with an earl
is simple happiness then simple happiness is merely
social ambition. But I assure you that unless I loved
Darlington I would not dream of marrying him. He’s not
very rich, and apart from the pleasure of being a countess
it’s no more than marrying any good-looking, simple,
country squire. The only problems for me were first to find
out if I loved him as much as I loved the public and being
loved by them, and secondly to know if he would agree
that all the children should be Catholics. Well, I do know
that I love him more than I love the public and I do know
that I want his love more than I want the love of the public.
And he agreed at once about the children.
Thanks to you, darling, I’m not likely to seem particularly
out of place in my new part. Perhaps it’s only now that I
realise what you’ve done for me all these years. You shall
always be proud of me. I do realise too what dear Mother
Catherine and the nuns have done for me. I’m writing to
her by this post to try to express a little of my gratitude.
Darling mother, I’m so happy and I love you so dearly.
Your own
Letizia.
Three days later, the engagement of the beloved Lettie Fuller gave
the press one of those romantic stories so dear and so rightly dear to
it. Two days after the announcement Nancy received from Caleb
Fuller a letter addressed to her care of Miss Lettie Fuller, at the
Vanity Theatre.
The Towers,
Lower Bilkton,
Cheshire.
Sept. 18, 1911.
My dear Nancy,
I’ve been intending to write to you for a long time now to
invite you and Lettie to come and stay with us. But this
new house which I have just built has taken longer to get
ready than I expected. It’s situated in very pretty country
about fifteen miles from Brigham, and my architect has
made a really beautiful miniature castle which everybody
admires. I presented dear old Lebanon House to the
Borough of Brigham to be used as an up-to-date lunatic
asylum which was badly required in the district.
Trixie and I do so very much hope that you and Lettie
will come and stay with us and spend a quiet time before
the wedding takes place, of which by the way we have
read. You haven’t met Trixie yet, and it’s always such a
disappointment to her. But I’m sure you’ll understand what
a mess we’ve been in with building. I want you to meet
Norman too. Do you know, he’s fifteen. Doesn’t time fly?
He’s at Rossall, and I’ve made up my mind to give him the
chance his father never had and let him go to the
University.
Are you interested in gardening? Trixie is a great
gardener and spends all her time with her roses. Now, I
think I’ve given you most of our news, and we are waiting
anxiously to hear you are going to give us the pleasure of
your visit. Poor Aunt Achsah and Aunt Thyrza are both
dead. I would have sent you a notice of the funerals if I
had known your address.
With every good wish for your happiness and for the
happiness of dear little Lettie,
Your affectionate brother-in-law,
Caleb Fuller.
To this Nancy sent back a postcard:
Hell is paved with good intentions, Caleb!
It is tempting to prolong this with an account of Letizia’s wedding

and to relate what Mrs. Pottage wore at it and what she said when
Lord Darlington kissed her good-bye, before he and Letizia set out
on their honeymoon. It is tempting to dwell on the wit and the beauty
of Letizia Darlington and still more tempting to enlarge upon her
happiness. But she and her husband belong too much to the present
to be written about and this tale of over eighty years is already too
long. Yet, one more letter must be printed.
C/o Charles Hamilton’s
Shakespeare-Sheridan Company.
Princess’s Theatre,
Bristol.
Dec. 3, 1913.
Darling Letizia,
I’m so overjoyed you’re glad to have a second little boy,
though I hope you’ll have a little girl soon. You are a dear
child to want me to give up acting and settle down with
you at Vipont for the rest of my life. But you know, I am still
comparatively young, only 44, and from every point of
view I think it is better that I should go on acting. I am very
happy with Mr. Hamilton, and the life on tour suits me.
Moreover, it amuses me to feel that one day I may have
quite a nice little nest egg for this new little boy who will be
a younger son, and I know that Vipont requires all the
money you’ve got to keep it up properly. God bless you,
my darling, and let me go on acting quietly in this very
pleasant old-fashioned company which is more like a
family party than anything else.
My dear love to all of you.
Your loving
Mother.
And up and down the length of England, in and out of Wales, over
to Ireland, and across the border into Scotland Nancy O’Finn still
wandered.
THE END
Transcriber’s Note (continued)
This book contains many intentional misspellings of words and names.

They appear in the dialogue and correspondence of certain characters
and are used by the author as a literary device. These misspellings
have been left as they appear in the original publication.
Similarly, exclamations and dialogue in Italian have also been left

unchanged.
For the rest of the text, archaic spelling and inconsistencies in

capitalisation or hyphenation have been left unchanged except where
noted below. Other minor typographical errors have been corrected
without note.
Page 19 – “lovebirds” changed to “love-birds” (a cageful of love-

birds)
Page 57 – “sunsplashed” changed to “sun-splashed” (on a sun-

splashed piazza)
Page 149 – “parlour-maid” changed to “parlourmaid” (an elderly

parlourmaid)
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provide an English translation of some Italian word or phrases that
appear in the text. Each footnote is placed immediately below the
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Functions and Change: A Modeling

Approach to College Algebra - eBook

Bruce Crauder / Benny Evans / Alan Noell

Francesco Riccardo Iacomino/Moment/Getty Images

Australia Brazil Mexico Singapore United Kingdom United States

Cengage Learning is a leading provider of customized learning

Cengage Learning products are represented in Canada by Nelson

To learn more about Cengage Learning Solutions,

Prologue: Calculator Arithmetic 1

Typing Mathematical Expressions 2

1.1 Functions Given by Formulas 20

1.2 Functions Given by Tables 32

1.3 Functions Given by Graphs 49

1.4 Functions Given by Words 69

2 Graphical and Tabular Analysis 97

2.1 Tables and Trends 98

2.2 Graphs 113

2.3 Solving Linear Equations 129

2.4 Solving Nonlinear Equations 142

2.5 Inequalities 155

3 Straight Lines and Linear

3.2 Linear Functions 205

3.3 Modeling Data with Linear Functions 220

3.4 Linear Regression 234

3.5 Systems of Equations 249

4 Exponential Functions 273

4.1 Exponential Growth and Decay 274

Exponential Growth 274

4.2 Constant Percentage Change 284

4.3 Modeling Exponential Data 294

4.4 Modeling Nearly Exponential Data 308

4.5 Logarithmic Functions 321

5 A Survey of Other Common

5.1 Logistic Functions 344

5.3 Modeling Data with Power Functions 371

5.4 Combining and Decomposing Functions 384

5.5 Quadratic Functions 398

5.6 Higher-Degree Polynomials and Rational Functions 408

6 Rates of Change 433

6.1 Velocity 434

6.2 Rates of Change for Other Functions 444

6.3 Estimating Rates of Change 453

6.4 Equations of Change: Linear and Exponential Functions 460

6.5 Equations of Change: Graphical Solutions 469

Appendix A: Additional Topics A1

A-2 Geometric Constructions A2

A-3 Inverse Functions A5

A-4 Solving Equations by Factoring A8

A-5 Equations of Lines A9

A-6 Elementary Properties of Exponents A10

A-7 Quadratic Functions and Complex Numbers A12

Appendix B: Using the Graphing

Tables and Graphs B5

Discrete Data B17

Appendix C: Working with Excel C1

Tables and Graphs C6

Discrete Data C17

BRIEF ANSWERS TO SELECTED EXERCISES BA1

Changes in the Sixth Edition

Flow of the Text

Features of the Text

18. Alexander’s Formula One interesting problem in the study of

Animal Mechanics, 2nd ed. (Oxford: Blackwell, 1983).

Area off a circle 5 rr2