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Applied Calculus 7th Edition Geoffrey
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Spread of rumors, 612, 616, 640 Cycling distance, 653 Lives saved by seat belts, 355
Status, income, and education, 148, Dam construction, 343 Mail delivery, 741
188, 455 Dam sediment, 616, 637 Making ice, 328
Stevens’ Law of Psychophysics, 163 Daylight in Seattle, 584 Manhattan Island purchase, 256
Stimulus and response, 188 Dead Sea Scrolls, 268 Maximizing volume, 552, 585
Supreme court vacancies, 729 Dinosaurs, 30 Maximum height of a bullet, 137
Texas population, 64 Dog years, 63 Measurement errors, 502
Time to complete a task, 742 Driving accidents and age, 200 Mechanic’s rule, 689
Traffic accidents, 228 Drug interception, 175 Melting ice, 242
Violent crime, 519 Drunk driving, 479 Mercedes-Benz Brabus Rocket speed, 317
Voter turnout, 719 Duration of telephone calls, 413 Milk freshness, 719
Voting, 616 Earth’s rotation speed, 531 Million dollar lottery, 653
Welfare, 228 Earthquakes, 31, 741 Millwright’s water-wheel rule, 200
Women’s heights, 735, 742, C6 Elasticity of demand, 300 Mine shaft depth, 243
Women’s weights, 734, C5 Electrical consumption, 342 Minimum materials, 209
Workload, 737 Electrical demand, 742 Minimum perimeter rectangle, 210
World energy output, 271 Electricity rates, 300 Misprints, 708
World population, 63, 133, 257 Emergency calls, 729 Moment magnitude scale, 31
Emergency stopping distance, 503 Moon diameter, 534
Estimating error in calculating volume, Moore’s law of computer memory, 303
Topics of General Interest 498, 500 Most efficient container, 483
Accident location, 728 Estimating heights and distances, 538, Most populous countries, 254
Accidents and driving speed, 113 544, 571, 586 Most populous states, 258
Aging world population, 479 Eternal recognition, 383 Newsletters, 47
Airplane accidents, 200, 709 Expanding ripples, 223 North Dakota population growth, 271
Airplane flight delays, 742 Fences, 201, 209, 240, 241, 491 Nuclear meltdown, 257
Airplane flight path, 175, 189 Fire alarms, 742 “Nutcracker man”, 303
Airplane holding pattern, 534 First-class mail, 86 Oldest dinosaur, 273
Airplane maintenance, 729 Flagpole height, 579 Package design, 197, 201, 202, 241, 491
Approximation of p, 424 Fossils, 303 Page design, 210
Area between curves, 343, 375, 392, Friendships, 602 Parking lot design, 201, 490
413, 414 Fuel economy, 126, 200 Parking spaces, 708
Automobile age, 428 Fuel efficiency, 240 Pendulum swing length, 533
Automobile fatalities, 617 Fund raising, 615 Permanent endowments, 409, 413,
Average population, 375, 520 Grades, 17 415, 428
Average temperature, 353, 511, 515, 586 Graphics design, 354, 380 Population, 98, 149, 160, 299, 343, 378,
Bell-shaped curve, 678 Gravity model for telephone calls, 442 402, 427, 618
Birthrate in Africa, 354 Gutter design, 201 Population and immigration, 640
Boiling point and altitude, 46 Hailstones, 228 Porsche Cabriolet speed, 317
Bouncing ball distance, 654 Happiness and temperature, 149 Potassium-40 dating, 272, 273
Box design, 241, 242, 442 Highway safety, 455 Powerball, 729
Building design, 492 Hurricane prediction, 705, 708 Radar tracking, 587
Bus shelter design, 210 Ice cream cone prices, 343 Rafter length, 584
Bus waiting time, 722, 728 Impact time of a projectile, 46 Raindrops, 616
Carbon-14 dating, 245, 268, 272, 273 Impact velocity, 46, 137 Rainfall, 711, 742
Cash machines (ATMs), 729 Inflation, 272 Rate of growth of a circle, 159
Cave paintings, 272 Intercity distances, 531, 534 Rate of growth of a sphere, 159
Chessboards, 653 Internet host computers, 393 Reactor temperature, 678
Chocolate-chip cookies, 741 Kite flying, 544 Relative error in calculations, 503, 520
Cigarette smoking, 307, 343 Ladder reach, 580 Relativity, 86
Coincidences, 695 Largest clock, 583 Repeating decimals, 652
College tuition, 112, 113 Largest enclosed area, 196, 201, Repetitive tasks, 342
Commuter traffic, 693 481, 557 Richest Americans, 720
Consumer fraud, 257 Largest postal package, 209, 491 Richter scale, 31
Container design, 491, 492, 519 Largest product with fixed sum, 201 River width, 579
Cooling coffee, 258, 287 Lawsuits, 708 Rocket tracking, 228
Cost of college education, 480 Learning, 318 Roundoff errors, 728
Coupons, 654 Length of a shadow, 580 SAT scores, 737, 743
Cumulative fines for Yonkers, 645, 652 Light bulb life, 730 Saving pennies, 653
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Saxophone sound wave, 523 Suspension bridge, 424 Volume and area of a divided
Scuba dive duration, 441, 503 Swaying sky-scraper, 533 box, 435
Seasonal temperature changes, 523, 545, Telephone calls, 502 Volume of a building, 515
558, 564, 568, 584 Telephone rings, 729 Volume of a cube, 237, 243
Seat belt use, 20 Temperature conversion, 18 Volume under a tent, 510
Ship arrivals, 742 Temperature in New York City, 692 Waiting time for a teacher, 728
Shroud of Turin, 245, 272 Tent volume, 557 Warming beer, 287
Slope and angle of inclination, 579 Thermos bottle temperature, 304 Water depth, 584
Smoking, 478 Time of a murder, 601 Water pressure, 46
Smoking and education, 47, 112 Time saved by speeding, 120 Waterfalls, 31
Smoking mortality rates, 471 Total population, 515 Wheat yield, 477
Snowballs, 228 Total real estate value, 520 Wheelchair ramp, 544
Soda can design, 241 Traffic jams, 708 Wind speed, 66
Spatial Poisson distribution, 708 Traffic safety, 112 Windchill index, 138, 434, 442,
Speed and skid marks, 31, 237 Tsunamis, 46 455, 503
Speeding, 229 Twitter tweets, 14 Window design, 202
Square roots by iteration, 689 Typing speed, 268 Wine appreciation, 210
St. Louis Gateway Arch, 258, 677 U.S. population, 286, 346, 353, 379 World oil consumption, 423
Stopping distance, 46 Unicorns, 241 World population, 473
Superconductivity, 71, 86 Velocity, 137, 139, 160 World’s largest city: now and later, 303
Survival rate, 160 Velocity and acceleration, 132 Young-adult population, 318
Seventh Edition
Geoffrey C. Berresford
Long Island University
Andrew M. Rockett
Long Island University
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Geoffrey C. Berresford, WCN: 02-200-203
Andrew M. Rockett
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Printed in the United States of America

Print Number: 01 Print Year: 2014
Contents
Overview ix
User’s Guide xi
Integrating Excel xvii
Diagnostic Test xxi
1 Functions
1.1 Real Numbers, Inequalities, and Lines 4
1.2 Exponents 21
1.3 Functions: Linear and Quadratic 32
1.4 Functions: Polynomial, Rational, and Exponential 48
Chapter Summary with Hints and Suggestions 65
Review Exercises and Chapter Test 66
2 Derivatives and Their Uses

2.1 Limits and Continuity 71
2.2 Rates of Change, Slopes, and Derivatives 87
2.3 Some Differentiation Formulas 99
2.4 The Product and Quotient Rules 114
2.5 Higher-Order Derivatives 128
2.6 The Chain Rule and the Generalized Power Rule 139
2.7 Nondifferentiable Functions 151
3 Further Applications of Derivatives

3.1 Graphing Using the First Derivative 164
3.2 Graphing Using the First and Second Derivatives 177
3.3 Optimization 190
3.4 Further Applications of Optimization 203
3.5 Optimizing Lot Size and Harvest Size 211
3.6 Implicit Differentiation and Related Rates 219
3.7 Differentials, Approximations, and Marginal Analysis 230
Cumulative Review for Chapters 1–3 243
vi Contents
4 Exponential and Logarithmic Functions

4.1 Exponential Functions 246
4.2 Logarithmic Functions 259
4.3 Differentiation of Logarithmic and Exponential Functions 274
4.4 Two Applications to Economics: Relative Rates and Elasticity of Demand 290
5 Integration and Its Applications

5.1 Antiderivatives and Indefinite Integrals 308
5.2 Integration Using Logarithmic and Exponential Functions 319
5.3 Definite Integrals and Areas 329
5.4 Further Applications of Definite Integrals: Average Value and Area Between Curves 345
5.5 Two Applications to Economics: Consumers’ Surplus and Income Distribution 356
5.6 Integration by Substitution 364
6 Integration Techniques
6.1 Integration by Parts 383
6.2 Integration Using Tables 395
6.3 Improper Integrals 403
6.4 Numerical Integration 415
7 Calculus of Several Variables

7.1 Functions of Several Variables 432
7.2 Partial Derivatives 444
7.3 Optimizing Functions of Several Variables 457
7.4 Least Squares 468
7.5 Lagrange Multipliers and Constrained Optimization 480
7.6 Total Differentials, Approximate Changes, and Marginal Analysis 493
7.7 Multiple Integrals 504
Contents vii
8 Trignonometric Functions
8.1 Triangles, Angles, and Radian Measure 524
8.2 Sine and Cosine Functions 535
8.3 Derivatives of Sine and Cosine Functions 547
8.4 Integrals of Sine and Cosine Functions 559
8.5 Other Trigonometric Functions 568
9 Differential Equations
9.1 Separation of Variables 590
9.2 Further Applications of Differential Equations: Three Models of Growth 604
9.3 First-Order Linear Differential Equations 618
9.4 Approximate Solutions of Differential Equations: Euler’s Method 631
10 Sequences and Series

10.1 Geometric Series 644
10.2 Taylor Polynomials 655
10.3 Taylor Series 667
10.4 Newton’s Method 681
11 Probability
11.1 Discrete Probability 696
11.2 Continuous Probability 709
11.3 Uniform and Exponential Random Variables 721
11.4 Normal Random Variables 730
Appendix A Graphing Calculator Basics A1

Appendix B Algebra Review B1
Appendix C Normal Probabilities from Tables C1
Answers to Selected Exercises D1
Index I1
Overview
A scientific study of yawning found that more yawns occurred in calculus class
than anywhere else.* This book hopes to remedy that situation. Rather than being
another dry recitation of standard results, our presentation exhibits many of the
fascinating and useful applications of mathematics in business, the sciences, and
everyday life. Even beyond its utility, however, there is a beauty to calculus, and
we hope to convey some of its elegance and simplicity.
This book is an introduction to calculus and its applications to the management,
social, behavioral, and biomedical sciences, and other fields. The seven-chapter
Brief Applied Calculus contains more than enough material for a one-semester
course, and the eleven-chapter Applied Calculus contains additional chapters on
trignometry, differential equations, sequences and series, and probability for a
two-semester course. The only prerequisites are some knowledge of algebra, func-
tions, and graphing, which are reviewed in Chapter 1 and in greater detail in the
Algebra Review appendix.
ACCURATE AND ACCESSIBLE

Our foremost goal in writing these books has been to make the content as accessible
to as many students as possible. Over time, we have introduced various features to
address the changing needs of students as they learn the essential techniques and
fundamental concepts of calculus. In order maintain students’ interest and pro-
vide them with the most accurate and engaging textbook, we have been guided by
the following principles.
■■ Informal Proofs Because this book is applied rather than theoretical, we have
preferred intuitive and geometric justifications to formal proofs. We provide a
justification or proof for every important mathematical idea. When proofs are
given, they are correct and mathematically honest.
■■ Integration of Mathematics and Applications Every section has applications to
motivate the mathematics being developed (see, for example, pages 27–28 and
119–120). There are no “pure math” sections.
■■ Rapid Start When learning something, it is best to begin doing it as soon as
possible. Therefore, we keep the preliminary material brief so that students
begin calculus without delay (in Section 2.2). An early start allows more time
for interesting applications throughout the course.
■■ Just-in-Time Review Review material is placed just before it is used, where it is
more likely to be remembered, rather than in lengthy early chapters that “review”
material that was never mastered in the first place. Exponential and logarithmic
functions are reviewed just before they are differentiated in Section 4.3, and
the sine and cosine functions are reviewed just before they are differentiated in
Section 8.3, as are the other trigonometric functions in Section 8.5.
■■ Continual Algebra Reinforcement Since many of today’s students have weak
algebra skills, which impede their understanding of calculus, examples have
blue annotations in the right margin giving brief explanations of the steps
(see, for example, page 88). For extra support, we also offer a Diagnostic
Test (appearing before Chapter 1) to help students identify skills that may
*Ronald Baenninger, “Some Comparative Aspects of Yawning in Betta splendens, Homo sapiens,
Panthera leo, and Papoi spinx,” Journal of Comparative Psychology 101 (4).
ix
x Overview
need review along with a supplementary Algebra Review appendix for

additional reference.
CHANGES IN THE SEVENTH EDITION
New Content
■■ Section 3.7 Differentials, Approximations, and Marginal Analysis is new in the
seventh edition. This section is optional and can be omitted without loss of
continuity.
■■ An Algebra Review appendix is keyed to parts of the text (see, for example, page 49).
■■ A Diagnostic Test has been added to help students identify skills that may need
review. This test appears before Chapter 1. Complete solutions are given in the
Algebra Review appendix.
■■ New material on parallel and perpendicular lines has been added to Section 1.1,
Real Numbers, Inequalities, and Lines.

■■ New exercises have been added and over 100 updated (including all of the
Wall Street financial exercises) with current real-world data and sources.
New Explorations and Excursions exercises give further details or theoretical
underpinnings of the topics in the main text.
■■ A new “What You’ll Explore” paragraph on the opening page of each chapter
previews the ideas and applications to come.
Enhanced Learning Support

■■ Throughout the text there are now and
marginal notes that show connections between current material and past or
future developments to unify students’ understanding of calculus.
■■ New Take Note marginal prompts provide observations that simplify or clarify
ideas.
For help getting
■■ Newly added For more helP and started prompts point students to
Examples or parts of the Algebra Review appendix for additional help.
Graphing Calculator
■■ The graphing calculator screens throughout the book are now in color, based
on the TI-84 Plus C Silver Edition, although students can still use the TI-83
or TI-84 (regular or Plus) calculators and follow instructions provided to get
corresponding black-and-white graphs.
■■ References to the Internet are now given for graphing calculator programs
from sites such as ticalc.org. The programs may be used for Riemann sums
(page 332), trapezoidal approximation (page 418), Simpson’s rule (page 421),
slope fields (pages 594, 596, and 614), and Euler’s method (pages 634–635).
For Newton’s method the authors explain how the calculator may be used to
perform the calculations directly with a few keystrokes (page 685). The graphing
calculator programs from earlier editions are now available on the Student and
the Instructor Companion Sites.
User’s Guide
To get the most out of this book, familiarize yourself with the following features—
all designed to increase your understanding and mastery of the material. These
learning aids, together with any help available through your college, should make
your encounter with calculus both successful and enjoyable.
Applications
From archaeological finds to physics, from social issues to politics, the applications
show that calculus is more than just manipulation of abstract symbols. Rather, it is
a powerful tool that can be used to help understand and manage both the natural
world and our activities in it.
Application Preview
Following each chapter opener, an Application Preview offers a “mathematics in
your world” application. A page with further information on the topic and a related
exercise number are often given.
Functions APPLIcAtIoN PREvIEW
1
World Record Mile Runs
The dots on the graph below show the world record times for the mile run from
1865 to the 1999 world record of 3 minutes 43.13 seconds, set by the Moroccan
runner Hicham El Guerrouj. These points fall roughly along a line, called the
regression line. In this section we will see how to use a graphing calculator to find
a regression line (see Example 9 and Exercises 73–78), based on a method called
least squares, whose mathematical basis will be explained in Chapter 7.
4:40
4:30
regression line
Time (minutes : seconds)

4:20
4:10
4:00
= record
3:50
3:40
3:30
14 Chapter 1 Functions
1860 1880 1900 1920 1940 1960 1980 2000 2020
ZUMA/ ZUMA Press, Inc/Alamy
World record mile runs 1865–1999

Moroccan runner Hicham El
Guerrouj, current world record
holder for the mile run, bested
PRActIcE PRoBLEM 7 Notice that the times do not level off as you might expect but continue to decrease.
the record set 6 years earlier by
1.26 seconds. Find an equation for the line through the point (9, 2) that is perpendicular to the
History of the Record for the Mile Run
y
line x 2 5 2. [Hint: time
Use your
Year answer
Athlete to Practice
time Problem
Year 6.]
Athlete time Year Athlete
3 4:36.5 1865 Richard Webster 4:09.2 1931 Jules Ladoumegue 3:54.1 1964 Peter Snell
What You’ll Explore 4:29.0 1868 William Chinnery 4:07.6 1933 Jack Lovelock 3:53.6 1965 Michel Jazy
4:28.8 1868 Walter Gibbs 4:06.8 1934 Glenn Cunningham 3:51.3 1966 Jim Ryun
To model how things change over time or to manage any complex enterprise, you 4:26.0 1874 Walter Slade 4:06.4 1937 Solution
Sydney Wooderson on
3:51.1page
1967 16Jim>Ryun
will need a variety of ways to express relationships between important quantities. 4:24.5 1875 Walter Slade 4:06.2 1942 Gunder Hägg 3:51.0 1975 Filbert Bayi
The functions introduced in this chapter will help you understand and predict 4:23.2 1880 Walter George 4:06.2 1942 Arne Andersson 3:49.4 1975 John Walker
Linear Regression
quantities as diverse as populations, income, global energy, and even the world 4:21.4
4:18.4
1882
1884
Walter George
Walter George
4:04.6
4:02.6
1942
1943
Gunder Hägg
Arne Andersson
3:49.0
3:48.8
1979
1980
Sebastian Coe
Steve Ovett
record times in the mile run. The techniques you learn in this chapter will serve as 4:18.2 1894 Fred Bacon 4:01.6 1944 Arne Andersson 3:48.53 1981 Sebastian Coe
the basis for calculus in Chapter 2 and beyond. Given two
points, we can find a line through them, as in Example 4. However, some
4:17.0
4:15.6
1895
1895
Fred Bacon
Thomas Conneff
4:01.4
3:59.4
1945
1954
Gunder Hägg
Roger Bannister
3:48.40
3:47.33
1981
1981
Steve Ovett
Sebastian Coe
1.1 Real Numbers, Inequalities, and Lines real-world situations involve many data points, which may lie approximately but
4:15.4 1911 John Paul Jones 3:58.0 1954 John Landy 3:46.31 1985 Steve Cram
1.2 Exponents Take Note 4:14.4 1913 John Paul Jones
not exactly on a line. How can we find the line that, in some sense, lies closest to the
4:12.6 1915 Norman Taber
3:57.2
3:54.5
1957
1958
Derek Ibbotson
Herb Elliott
3:44.39
3:43.13
1993
1999
Noureddine Morceli
Hicham El Guerrouj
4:10.4 1923 Paavo Nurmi 3:54.4 1962 Peter Snell
1.3 Functions: Linear and Quadratic points or best approximates the points?
You don't need to know about Source: USA Track & Field The most widely used technique is called linear
1.4 Functions: Polynomial, Rational, and
regression Exponential
to read most of regression or least squares, and its mathematical basis will be explained in Section 7.4.
this book. Even before studying its mathematical basis,Thehowever, we can easily
equation of the regression line is yfind the1regres-
5 20.356x 257.44, where x repres-
sion line using a graphing calculator (or spreadsheet or and
ents years after 1900 other computer
y is the software).
time in seconds. The regression line can be used
to predict the world mile record in future years. Notice that the most recent world
record would have been predicted quite accurately by this line, since the rightmost
dot falls almost exactly on the line.
EXAMPLE 9 LINEAR REgRESSIoN uSINg A gRAPHINg

cALcuLAtoR
Diverse Applications The following graph shows the average number of "tweets" per day sent on
Twitter in recent years.
Along with an emphasis on business and biomedical
sciences, a variety of other fields are represented 500
Million tweets
420
400
320
per day
300
throughout the text. Applications based on contem- 200 140
100 50
porary real-world data are denoted with an icon 0
2010 2011 2012 2013
Years
Source: Twitter
a. Use linear regression to fit a line to the data.

b. Interpret the slope of the line.
c. Use the regression line to predict the number of tweets per day in the
year 2022.
Solution
a. We number the years with x-values 023, so x stands for years since 2010
(we could choose other x-values instead). We enter the data into lists, as
shown in the first screen below (as explained in the appendix Graphing xi
Calculator Basics—Entering Data on page A3), and use ZoomStat to graph
the data points.
xii User’s Guide
Guided Learning Support

250 Chapter 4 Exponential and Logarithmic Functions
Annotations
To aid students’ understand- EXAmpLE 3 DEpREciATing An AssET
ing of the solution steps A car worth $30,000 depreciates in value by 40% each year. How much is it
worth after 3 years?
within examples or to pro- solution
vide interpretations, blue The car loses 40% of its value each year, which is equivalent to an interest
rate of negative 40%. The compound interest formula gives
annotations appear to the 30,000(1  0.40)3 5 30,000(0.60)3 5 $6480
P(1  rym)mt with
P 5 30,000,
right of most mathematical Using a
r 5 0.40, m 5 1,
and t 5 3
formulas. Calculations pre- calculator
The exponential function f(x) 5 30,000(0.60) x, giving the value of the car
sented within annotations after x years of depreciation, is graphed on the left. Notice that a yearly loss
provide explanations and of 40% means that 60% of the value is retained each year.
justifications for the steps.

pRAcTicE pRoBLEm 2
A printing press, originally worth $50,000, loses 20% of its value each year.
What is its value after 4 years? Solution on page 255 >
The above graph shows that depreciation by a fixed percentage is quite different
from “straight-line” depreciation (discussed in Exercises 65–66 on page 18). Under
straight-line depreciation the same dollar value is lost each year, while under fixed-
percentage depreciation the same percentage of value is lost each year, resulting
in larger dollar losses in the early years and smaller dollar losses in later years.
Be Careful Depreciation by a fixed percentage (also called the declining balance method) is
one type of accelerated
4.3 depreciation.
Differentiation The method
of Logarithmic of depreciation
and Exponential Functions that one uses
279
The “Be Careful” icon marks depends on how one chooses to estimate value, and in practice is often determined
by the tax laws.
places where the authors be careful Do not take the derivative of e x by the Power Rule,
The Number e
help students avoid common Imagine that a bank offers 100% interest,
d n
dx
x  and
n1
nxthat you deposit $1 for 1 year. Let us
errors. see how the value changes under
TheFor
Power Rule
annual compounding,
n
applies to x , ayour
different types of compounding.x
variable to a constant
$1 would power,
in a year while
grow toe$2is(the
a constant to a
original
248 variable Chapter 4The
power. two types
Exponential of functions
and Logarithmic Functions are quite different, as their graphs show.
dollar plus a dollar interest).
For quarterly compounding, we use the compound interest formula with
y y
P 5 1, r 5 1 (forvalue
100%), 5 4, and
maccount
of your t 5 1:we simply multiply the principal by (1  0.02)
after t years,
a total
# 1 of
5 4t times, obtaining: 5
1 4 r mt
1a1  b 54 1(1  0.25)4 5 (1.25)4  2.44 4tn4 times times P a1  b
4 3 3 m
2 a Value after # # 2
b 5 P (1  0.02) (1  0.02) p (1  0.02)
or $2.44, an improvement 1 of 44 cents
t yearsover annual compounding. 1
For daily compounding, the value x after a year would be x
5 P # (1  0.02)4t
321 0 1 2 3 321 0 1 2 3
365 m 5 365 periods
The 8%,
1
which
0.08
a1
The graph bof gave
x2  the
2.71 4 5 0.02 quarterlyTherate,
graphcanrofbe
ex replaced
100% by 1any interest
rate 365 toina decimal form), and the 4(acan
(written
(a rvariable be replaced
constant 5 5 number m of
by any
compounding periods per year, leading to the
mto general
following
a 365 365
formula.
constant power) variable power)
an increase of 27 cents over quarterly compounding. Clearly, if the interest rate,
Looking Ahead the principal,
Each andcompound
the has
type of function amount of time
interest
its own
compounding is done more frequently.
stay the same,
differentiation formula.the value increases as the
Looking Back d Pn dollarsn1

For
x 
t years, nx
invested at annual interest ratedr compounded
ex  ex
m times a year for
dx dx
New in the 7e! These notes a
Value after r mt
b 5 P # a1  b
r 5 annual rate
m 5 periods per year
For a variablet years m For the constant t 5 number of years
appear in the margins and On page 252 we will
introduce a different kind of
x to a constant
power n
e to a variable
power x
show connections between
compound interest, where
the
276 compunding is Chapter
done 4 For example,
Exponential for monthly
and Logarithmic Functionscompounding we would use m 5 12 and for daily
continuously. compounding m 5 365 (the number of days in the year).
current material and previ- EXAMPLE 8 DiFFErEntiAting A LogArithMic AnD EXPonEntiAL

Function
EXAmpLE
EXAMPLE 13 FinDing A vALuE unDER
DiFFErEntiAting compounD
A LogArithMic inTEREsT
Function
ous or future developments Find the derivative of ln (1 
value exof
). f(x)
of $4000
Find the derivative invested for
 ln (x 4 2 years
 1)3. at 12% compounded quarterly.
to solidify and unify under- Solution solution

Solution
4 2#
r mt
P # a1  b
m
the0.12
standing of calculus topics.
We need rule for differentiating 8 the natural logarithmwithof Pa 5function,
4000 # a1  b 5d
4000(1  0.03) 4000,
together with4the Generalized e x ) Rule [for differentiating
(1 Power x r 5 (x
4
0.12, 1)
m5
3
]. 4,
d dx e
ex)  d
ln(1  0.03  and t 5 2
dx (x14  e x3 8
1)
# 1.03 1  ex
d 5 4000dx  5067.08 d Using
f a calculator
ln (x 4  1)3  4 3
Using ln f 
Thedx
value after 2 years(x
will 1)$5067.08.
dbe f9 dx out f
Working
For MorE hELP Using ln f 5 the numerator
with simplifying expressions, see 3(x 4 dx
 1)24x3 f
 Using the Generalized Power Rule
the Algebra Review appendix, (x 4  1)3
pages B13–B14
Be careful Always enter 12xthe
3 interest rate into your calculator as a decimal.
 4 Dividing top and bottom by (x4  1)2
x  1 4000(1  0.03)8 intuitively as follows: Multiplying
We may
Functions of the form e kxinterpret the formula
(for constant k) arise in many applications. The derivative
kx the $4000 principal by (1  0.03) means that you keep the original amount (the
of e is as follows: Alternative Solution It is easier if we simplify first, using Property 8 of loga-
“1”) plus some interest (the 0.03), and the exponent 8 means that this is done a total
d 8rithms
of times.
(see the inside back cover) to bring down the exponent 3:
d f
e kx  elnkx(x? 4 k kekx
1)3  3 ln (x 4  1)
Using e  e f  f
ln (MP )  P  ln M
dx Using dx
The properties of
logarithms were stated on pRAcTicE
Now we pRoBLEm 1the simplified
differentiateDerivative of the exponent
expression:
pages 262–263.
This result is so useful dthat
Find the weofrecord
value it as
4x 3a separate
$2000 invested for12x 3 formula.
3 years at 24% compounded monthly.
3 ln (x 4  1)  3  Same answeron
Solution aspage
before
255 >
dx x4  1 x4  1
Derivative of ekx
d Changing
Moral: kx
... n ...
kxln ( ) to n ln ( ) simplifies differentiation.
e  ke For any constant k
dx
Derivatives of Exponential Functions
The rule for differentiating the exponential function e x is as follows:
Derivative of ex
d x
e  ex The derivative of e x is simply e x
dx
y This shows the rather surprising fact that e x is its own derivative. Stated another
y ex
way, the function e x is unchanged by the operation of differentiation.
This rule can be interpreted graphically: If y  e x, then y  e x, so that
3
Slope 3 y  y. This means that on the graph of y  e x, the slope y always equals
at y 3
2 the y-coordinate, as shown in the graph on the left. Since y and y both equal
Slope 1 e x, they are always positive and the graph is always increasing and concave
1 at y 1
x upwards.
For y ex, y y.
notation x → 3 (read: “x approaches 3”) means that x takes values arbitrarily close
to 3 without ever equaling 3. Given a function f(x), if x approaching 3 causes the func-
tion to take values approaching (or equaling) some particular number, such as 10,
then we will call 10 the limit of the function and write
lim f(x) 5 10 Limit of f(x) as x approaches 3 is 10
xS3
be Careful x → 3 means that x takes values closer and closer to 3 but never
equals 3.
User’s Guide
In practice, the two simplest ways we can approach 3 are from the left or from the
xiii
right. For example, the numbers 2.9, 2.99, 2.999, … approach 3 from the left, which
we denote by x → 32, and the numbers 3.1, 3.01, 3.001, … approach 3 from the
right, denoted by x → 31. Such limits are called one-sided limits.

x→3 x→3
(approaching 3 (approaching 3
from the left) from the right)
Guided Learning Support 246 Chapter 4 Exponential and Logarithmic

The following Example Functions
shows
2.9 2.99 3 3.01 3.1
how to find limits from tables of values of the

function.
Take Note 4.1 Exponential Functions

example 1 Finding a limit by tables
New in the 7/e! Appearing in the mar-

Use tables to find lim (2x 1 4). Limit of 2x 1 4 as x approaches 3
xS3
Introduction
solution
Exponential and logarithmic functions are two of the most useful functions in all
gins, these prompts include observations We first saw expo

nential functions on page 51.
We make two In
of mathematics.
and
wide the other
variety
tables, as shown
this chapter webelow,
with x approaching
of problems.
develop
3 from
We begin with
onetheir
withproperties
x approaching 3 from them
and apply the left,
the right. functions, showing how they
exponential
are used to model the processes of growth and decay.
to a
to help simplify or clarify ideas in the text. x 2x 1 4 x 2x 1 4
Approaching 3
Approaching 3
from the right
$ 3.1$
from the left

2.9 9.8 10.2
Limit is 10
Limit is 10
226 Chapter 3 Furthur
$3.00Applications of Derivatives
––––––
––––––
––––––
––––––
$30,000
2.99 9.98 3.01 10.02
$2.50
>
>
>
>
$2.00 2.999 9.998 3.001 10.002
$1.50 $15,000
3.6 Section Summary $1.00
$0.50 This table showsf(x) lim2 (2x 1 4) 5 10 This table shows f(x)
$3000 lim1 (2x 1 4) 5 10
$0.05 x S 3 x S 3
An equation in x and y may define one or more functions y 5 f(x), which we
1930 1950 1970 1990 2010 1 5
mayChoosing
need toPrice
differentiate.
x-values Instead
even
of an ice cream
of solving
closer
cone
the as
to 3 (such equation
2.9999 foror y, whichYears
3.0001) may beresult
would dif-
ficultinorvalues
impossible,
of 2x (1we 4caneven
scoop)
1 differentiate
closer to 10, so that differentiating
implicitly, both one-sided both
Depreciation sides
limits
of of the
equal
an 10:
automobile
original equation with respect to x (writing a dyydx or y9 whenever we differenti-
ate y) and solving forlimthe(2x
derivative
1 4) 5 10 The derivative
dyydx. and at 1
lim1 (2x any
4) point
5e. 10 of the curve
We will also define the very important mathematical constant
may then be foundxby S 3substituting
2
the coordinates xofSthat3 point.
Implicit differentiation
Since approaching is especially
3 from useful
either side when2xseveral
causes 1 4 to variables
approach in an
theequa-
same
Take Note Exponential
tion depend 10,
on weFunctions
an underlying variable, usually
number, may state that the limit is 10: t for time. Differentiating the
Saying that the limit equals equation implicitly
A function with
that has respect tointhis
a variable an underlying
exponent, suchvariable
as gives an 2equation
f(x) 5 x in- an
, is called
10 means that 10 is the only volving the rates of change
The of the original variables. Numbers may thenthe be substi-
exponential function.
lim (2x 1 number
4) 5 10 being raised Limittoofthe2xpower
1 4 asisx called
approachesbase.
3 is 10
number that values of tuted into this “related
xS3 rate equation” to find a particular rate of change.
2x 1 4 get arbitrary close Exponent
to as x approaches 3. f (x) 5 2x
verification of the power rule for rational
Base powers
More
On page 100formally:
we stated the Power Rule for differentiation:
d n
Exponential Functions x 5 nxn21
dx
Although we have proved it only for integer powers, we have beenBrief usingExamples
the Power
Rule for
Forall constant
any number powers
a . 0,n. Using implicit differentiation, we may now prove
the function
the Power Rule for rational powers. (Recall that a rational number
f(x) 5is2xofhas
the base
form2
f(x) 5 a xwith q Þ 0.) Let y 5 xn for a rationalx exponent
pyq, where p and q are integers
and an
let exponential
x be a number at which p/q f(x) 5 1 2 has base 12
1
n 5 pyq,
is called function withx is differentiable. Then 2
base a and exponent (or power) x.
y 5 xn 5 x pyq Since n 5 pyq
For More Help

yq 5 xp Raising each side to the power q
The table below shows some values of the exponential function f(x) 5 2x, and
its graph dy(based p21
on these points) is shown onDifferentiating
the right. each side
qy q 2 1 5 px implicitly with respect to x
dx
For Help Getting Started

y
dy x px p21y  2x
5 9Dividing each side by qy q21
dx 3 qy q21
23 5 1 8
New in the 7/e! These prompts appear

8
7Using y 5 x pyq and
2 px 2p21
2
514 px p21
For morE hElp 5
1 51
2p1q21
5 p
6multiplying out the exponents
5in the denominator x
with negative exponents, see qQx q R0 2 qxp 2 q 4
f (x) 2 has
within the margins of the text and end-

0 2 51 domain (, )
page 22. 3
21 5
1 p p212 p22qp p pq21 Subtracting
2
and range
powers, (0, )
simplifying,
52 x 22 5 4 5 x 5 nx n21
and
1 replacing pyq by n (twice)
q q
of-section exercises. They direct students

x
3 23 5 8p 3 2 1 0 1 2 3
211
q
Graph of y 2x
This is what we wanted to show, that the derivative of y 5 xn is dyydx 5 nxn21
to Examples from within the text or for any rational exponent n 5 pyq. This proves the Power Rule for rational
exponents.
parts of the Algebra Review appendix, 3.6 exercises
as a refresher.
1220. For each equation, use for help getting 5. y 4 2 x3 5 2x 6. y2 5 4x 1 1
implicit differentiation to find StarteD 7. (x 1 1)2 1 (y 1 1)2 5 18 8. xy 5 12
dyydx. with Exercises 1–28, see
Example 4 on pages 221–222. 9. x2y 5 8 10. x2y 1 xy2 5 4
1. y 2 x 5 4
3 2
2. y 5 x2 4
11. xy 2 x 5 9 12. x3 1 2xy2 1 y3 5 1
3. x3 5 y2 2 2 4. x 2 1 y 2 5 1
Practice and Prepare

5.1 Antiderivatives and Indefinite Integrals 313
Practice Problems Practice Problem 5

Students can check their un- Integrate “at sight” by noticing that each integrand is of the form nx n21 and
integrating to x n without working through the Power Rule.
derstanding of a topic as they a. # 5x 4
dx b. # 3x 2
dx Solutions on page 316 >
read the text or do home-

Algebraic Simplification of Integrals
work by working out a Sometimes an integrand needs to be multiplied out or otherwise rewritten before
it can be integrated.
Practice Problem. Complete
solutions are found at the eXamPle 11 eXPanding before integrating
Find # x (x 1 6)
2 2
dx.
end of each section, just be-
Solution
fore the Section Summary.
# x (x 1 6)
2 2
dx 5 # x (x 1 12x 1 36) dx
2 2 “Squaring out”
the (x 1 6)2
(x 1 6) 2
5 # (x 1 12x 1 36x ) dx
4 3 2
Multiplying out
1 1 1 Integrating each
5 x5 1 12 # x4 1 36 # x3 1 C term separately
5 4 3
1
5 x5 1 3x4 1 12x3 1 C Simplifying
5
Practice Problem 6
6t 2 2 t
Find # t
dt. [Hint: First simplify the integrand.]
Solution on page 316 >
Since differentiation turns a cost function into a marginal cost function, integration
turns a marginal cost function back into a cost function. To evaluate the constant,
however, we need the fixed costs.
eXamPle 12 recovering coSt from marginal coSt

A company’s marginal cost function is MC(x) 5 61x and the fixed cost is
$1000. Find the cost function.
Solution
We integrate the marginal cost to find the cost function.
C(x) 5 # MC(x) dx 5 # 61x dx 5 6 # x 1y2
dx Integrating
2 3y2 From the Power Rule

56# x 1 K 5 4x3y2 1 K 5 42x3 1 K (using K to avoid
3 confusion with C for cost)
By simply repeating the process of differentiation we can calculate second, third,
and higher derivatives. We also have another interpretation for the derivative,
one that gives an interpretation for the second derivative as well. For distance
measured along a straight line from some fixed point:
If s(t) 5 distance at time t
then s9(t) 5 velocity at time t
xiv User’s Guide and s–(t) 5 acceleration at time t.

Therefore, whenever you are driving along a straight road, your speedometer gives
the derivative of your odometer reading.
Speed
f '(x)
Exercises Distance
The exercises that appear at the end of each section are graded from routine drills
f (x)
to significant applications. The Applied Exercises are labeled with general and spe- Velocity is the derivative of distance
cific titles so instructors

We now have fourcan assign
interpretations problems
for the derivative: appropriate
instantaneous rate of for the class. Conceptual
change, slope, marginals, and velocity. It has been said that science is at its best
Exercises develop
138
when intuitive insights
it unifies, and the derivative,
Chapter 2
to
unifying these solve
four problems
different concepts,
Derivatives and Their Uses
is one of
the most important ideas in all of science. We also saw that the second derivative,
quickly and simply. Explora-
tions and Excursions push students further. Just-in-time
which measures the rate of change of the rate of change, can show whether growth
is speeding up or slowing down.
Review Exercises are found
a. Find the velocity function. the number of decades since 2000 (so, for example,
in selected sections. They recall
b. Find the time t when the bullet will be at its
skills previously
Be Careful Remember that derivatives measure just what an automobile speedo-
maximum height. [Hint: At its maximum height the
learned that are relevant to con-
x 5 2 means the year 2020). Find L(10), L9(10), and
L0(10), and interpret your answers. [Note: Rising sea
tent in an upcoming section (see, for

bullet is moving neither up nor down, and has velo-
example, page
meter measures: the velocity at a particular instant. Although this statement may
city zero. Therefore, find the time when the velocity
be obvious for velocities, it is easy to forget when dealing with marginals. For
v(t) equals zero.]
355). levels could flood many islands and coastal regions.]
Source: U.N. Environment Programme
2.5 Higher-Order Derivatives 137
example, suppose that the marginal 44. cost for
BusinEss: a product
Profit The annual is $15 when
profit of the100Digitronics
units have
c. Find the maximum height the bullet will reach.
been produced [which may be company written xC9(100) years from 5 15].
now isTherefore,
predicted tocosts be are in-
[Hint: Use the time found in part (b) together
with x 1 1 function s(t).]
the5height
creasing at the
x22 rate of $15 per additional
P(x) 5d5.27x 2unit, 0.3but only 1.52
2 0.463x at the instant
million when
d 2dollars (for x 5 100.
9. f (x) 10.
Although f (x) 5 this may be used to estimate 0 21.
# x #future8).x10Evaluate
` costs (about the profit 22.function
$15 x11 ` and
for2 each additional
its first
2x 4x dx2 dx
40. BioMEdiCAL: Fever The temperature unit), itofdoes a patient and second derivatives x 5 21
at x 5 3costs andby x 5 21
interpret your
t hours after 1 1 notis mean that one additional unit will increase exactly $15,
11. f (x) 5 taking a fever reducing12.
two f (x)
more medicine
5 by exactly $30, and so answers.
on, d
since 3 [Hint: Enter the given function
the marginal rate usually d 3 in
changes y 1 , define
as pro-
2
T(t) 5 98 1 8y6x1t degrees Fahrenheit. Find 12x3T(2), y 23.
to be the x10 `
3 derivative of y1 (using NDERIV),
24. 3 x 11 ` and
duction increases. A marginal cost is only 2 dx an approximate
x 5 21 predictor dx of future x 5 21 costs.
T9(2), andFind
13–18. T0(2), the and interpret
second these of
derivative numbers.
each function. define y3 to be the derivative of y2 . Then evaluate each
d2
at the stated x-value.] d2 3 4
13. f (x) 5 National
41. EConoMiCs: (x2 2 2)(x Debt2
3) national debt of a
1 The 25. 2 2x3 ` 26. 2 2 x `
South 45. gEnErAL: dx Windchill x 5 1y16
Index The windchill dx indexx 5 1y27
14. American
f (x) 5 (x2 2 country
1)(x2 1t years
2) from now is pre-
2.5 Exercises
dicted to be D(t) 27 5 65 1 9t
4y3
billion dollars.32 Find (revised in 2001) for a temperature of 32 degrees
15. and 5 3 and interpret 16.
f (x) D0(8) (x) 5 4 27–32. Find the second derivative of each function.
D9(8) yourf answers. Fahrenheit and wind speed x miles per hour is
1
1–6. For each function, find: x 1 x 4. W(x)
f (x)
1 2 3 1 3 0.16 1 4
27.55 (x155.628
21 2xx112 x 22.07x
2 1)(x1 62 x 1) . x
1 24
42. EnvironMEntAL x sCiEnCE: Global Temperatures x The
17. f (x)
burningb.offoil,
a. f 9(x) 5 18. f (x)
(4) 5
(x) xgenerates 5. a.
f (x)Graph 3 the
2x 5 windchill
28. (x 1 x 2 1)(x 1 1) 3 index
6. f on
(x) a graphing
2x 3 calculator
2 1 c.and
x coal,
0(x) f 09(x)
other fossil d. f fuels 22 5 5
using the window [0, 50] by [0, 40]. Then find
1. “greenhouse
f (x) 5 x4 2 2x gasses”
3
2 3x2that1 5xtrap 2 7heat and raise global 7–12. 29. theeach
For x function,
windchill index for wind
find: a. 30. speeds
f 0(x) x of b.x 5
and 15
f 0(3).
temperatures.
19–26. Evaluate Although predictions depend upon as-
each expression. 2
2. sumptions
f (x) 5 x4 2of3xcounter 3
1 2x2 measures,
2 8x 1 4 one study predicts an andx x15 1 30 mph. x2 2 1
d121 x 1 1d 3 5 4
x21 x12
3. increase
f (x) 1 1 3
2 x2temperaturex 1 4
x x 7. f
b. (x)Notice
5 2x from
1 your graph8. f (x)
that the
5 3x windchill index
in global (above the 2000 level) x 1
5
19. 2 (pr ) 2 1 1 1
24 20. 120 a pr b
3 2 1
6
3 3 31. x 32.and second
dr
of T(t) 5 0.25t 1.4 dr
degrees Fahrenheit, where t is has first
2x 1 1 derivative negative 3x 2 1 derivative
the number of decades since 2000 (so, for example, positive. What does this mean about how success-
t 5 2 means the year 2020). Find T(10), T9(10), and ive 1-mph increases in wind speed affect the wind-
T0(10), and interpret your answers. [Note: Rising tem- chill index?
Applied
peratures Exercises
could adversely affect weather patterns and c. Verify your answer to part (b) by defining y2 to be
crop yields in many areas.] the derivative of y1 (using NDERIV), evaluating
Source: Intergovernmental Panel on Climate Change it at x 5 15 and x 5 30, and interpreting your
33. GEnErAl: Velocity After t hours a freight train is 2.6
c. Find the acceleration at any time t. (This number is
The answers.
Chain Rule and the Generalized Power Rule 139
2 3
s(t) 5 18t 2 2t miles due north of its starting point calledWeather
Source: National the acceleration
Service due to gravity.)
(for 0 # t 7# 9).
6 46. BioMEdiCAL: AIDS The cumulative number of cases of
Temperature
a. Find its 5velocity at time t 5 3 hours.

increase
52. At time t 5 0 a helicopter takes off gently and then AIDS (acquired (i) immunodeficiency (ii) syndrome) (iii)
in the
b. Find its 4velocity at time t 5 7 hours.
60 seconds3later it lands gently. Let f(t) be its altitude United States between 1981 Velocity
Velocity and 2000 is given Velocity approx-
c. Find its acceleration at time t 5 1 hour.
above the ground 2 at time t seconds. imately by the function
34. GEnErAl: 1
Velocity After t hours a passenger train is
a. Will f9(1) 0 be positive or negative? Same question for
24t 2 20002 2t 3 miles ƒ(x) 5 20.0182x 4 1 0.526x 3 2 1.3x 2 1 1.3x 1 5.4
s(t)f 5 0(1). 2050 due west 2100 of its starting point Time Time Time
(for
b. Will 0# t # be
f9(59) 12).positiveYear or negative? Same question in thousands of cases, where x is the number of years
a. Find its velocity at time t 5 4 hours.
for f 0(59). since 1980.
© Fingerhut/Shutterstock.com
b. Find its velocity at time t 5 10 hours. a. Graph this function on your graphing calculator on
53. gEnErAL: Velocity
43. EnvironMEntAL sCiEnCE: Each
Seaat of the following three “stor-
Level
c. Find its acceleration time Increasing
t 5 1 hour. 54. window [1,Profit
theBusinEss: 20] by Each of theNotice
[0, 800]. followingthat at three
some
globalies,” labeled a, raise
temperatures b, and matches
seac, levels by one of the velocity
thermal descriptions
35. GEnErAl:
graphs, Velocity time in the 1990softhe a company’s
rate of growth profit overto
began time,
slow. labeled
expansion andlabeled
the (i),A(ii),
melting of and
rocketpolar (iii).
can ice. For
rise toeach
Precise story,of
a height
pre- b, andthe c, matches one of beganthe graphs, labeled
choose
h(t) 5 t 3
the
1 most
0.5t 2
appropriate
feet in t graph.
seconds. Find its velocity and b. Find a, when rate of growth to slow. [Hint:(i), (ii),
dictions are difficult, but a United Nations study and (iii). the
For second
each description, choose the most appro-
acceleration 10level
seconds afterthe it is launched. Find where derivative of ƒ(x) is zero,
predictsa. aI rise
left my in seahome and(above
drove to 2000
meet level)
a friend,of but I got priate graph. the x-value to a year.]
3 and then convert
L(x) 0.02x
stopped
36.5GEnErAl: for a2 1
0.07x
2 Velocity 8x centimeters,
speeding
After carwhere
ticket.aAfterward
t hours x Iisdrove on
is a distance Profits
more slowly. Source:a. Centers forwere
Disease growing
Controlincreasingly rapidly.
100 38. GEnErAl:
b. Profits Impact Velocity If
were declining a marble
but the rateisofdropped
decline was from
s(t)
b. I5 60t 1drivingmiles
started but then fromstopped
its starting
to look point. Find
at the theslowing.
top of the Sears Tower in Chicago, its height
t13
themap.velocity Realizing
after 2thathours. I was going the wrong way, above
c. Profits the were
ground t seconds
rising, but more afterandit ismore
dropped slowly.will be
Conceptual
37. GEnErAl:
c. After driving
Exercises
I drove back the other way.
Impact Velocity
for a while If aI steel
got intoballsome
is tossed
stop-from
s(t) 5 1454 2 16t2 feet (neglecting air resistance).
a. How (i) long will it take(ii) to reach the ground? (iii)
theand-go
top of the Burj Khalifa
driving. Once past in Dubai,
the tie-upthe Itallest
couldbuild-
speed
47–50. Suppose b. Use your answer to part (a) to find the velocity with
ingup thatworld,
in again.
the the quantity
its height described
above the is repre
ground sentedt seconds48. The economy is growing, but more slowly.
by a function where stands for 2 time. which it will strike the ground.
later f(t)will be ts(t) 5 2717 16t 2Basedfeet on the
(neglecting air 49. The stock market is declining, but less rapidly.
description: c. Find the acceleration at any time t. (This number is
Profit
Profit
Profit
resistance).
a. Is the first derivative positive or tonegative?
50. The population called the is growing
acceleration increasingly fast.
due to gravity.)
a. How long will it take reach the ground? [Hint:
b. Is the second Find derivative
when thepositive height equals or negative?zero.] 51. True 39. orGEnErAl:
False: If Maximum Height If a of
f(x) is a polynomial bullet
degree from n, athen
47. The temperature
b. Use yourisanswer dropping to part (a) to findrapidly.
increasingly the velocity with f (n11)(x)9-millimeter
5 0. Timepistol is fired straight Time up from the Time
which it will strike the ground. (This is called the ground, its height t seconds after it is fired will be
2
impact velocity.) s(t) 5 216t 1 1280t feet (neglecting air resistance)
for 0 # t # 80.
Explorations and Excursions The following problems extend and augment the material presented(continues)
in the text.
More About Higher-order derivatives 57. Verify the following formula for the second derivative of
a product, where f and g are differentiable functions of x:
d100 100
55. Find (x 2 4x99 1 3x50 1 6). d2
dx100 ( f # g) 5 f – # g 1 2f9 # g9 1 f # g–
dx2
[Hint: You may use the “factorial” notation:
n! 5 n(n 2 1) p 1. For example, 3! 5 3 # 2 # 1 5 6.] [Hint: Use the Product Rule repeatedly.]
d n 21 58. Verify the following formula for the third derivative of a
56. Find a general formula for x . product, where f and g are differentiable functions of x:
dx n
[Hint: Calculate the first few derivatives and look d3
( f # g) 5 f ‡ # g 1 3f – # g9 1 3f9 # g– 1 f # g‡
for a pattern. You may use the “factorial” notation: dx3
n! 5 n(n 2 1) p 1. For example, 3! 5 3 # 2 # 1 5 6.]
[Hint: Differentiate the formula in Exercise 57 by the
Product Rule.]
2.6 the Chain rule and the generalized Power rule

Introduction
In this section we will learn the last of the general rules of differentiation, the
Chain Rule for differentiating composite functions. We will then prove a very
useful special case of it, the Generalized Power Rule for differentiating powers of
functions. We begin by reviewing composite functions.
Solutions to Practice ProblemS
1. dy 5 2x dx. At x 5 3 and dx 5 0.01, dy 5 2 ∙ 3 ∙ (20.05) 5 20.3.
2. dy 5 [2 (3 2 1) 1 (12 1 2) (21)] ? 0.01 5 0.01
User’s Guide
y 5 (1.012 1 2) (3 2 1.01) 2 (12 1 2) (3 2 1) 5 6.009999 2 6 5 0.009999 xv
so the values of dy and y are even closer for this smaller value of dx 5 x.
3. The only difference between this problem and Example 3 is that x is now 11,
3
so 2 65 < 4 1 481 < 4.02083
250
4. Now ¢x 5 1000 5 0.25 5 14, so the change is 14 ? 0.2 5 0.05. Therefore,
Practice and Prepare the cost is C(8.25) < 5 1 0.05 5 5.05, or $5,500,000. Note that the actual cost
C(8.25), correct to five decimal places, is 5.04975, so our estimate is very good.
3.7 Section Summary

Section Summary
Found at the end of every section, summaries briefly
For an independent variable x, the differential dx is any nonzero number. For the
dependent variable y 5 f(x), the differential is dy 5 f 9(x) dx. Values for both
x and dx must be known before dy can be evaluated.
state the main ideas of the section and provide study The best linear approximation of a differentiable function y 5 f(x) near x is the
tools or reminders for students tangent line approximation given by

f(x 1 x) ø f(x) 1 f 9(x) dx (x 5 dx)
since y ø dy. This approximation becomes more accurate for values of x 5 dx

closer to zero.
For a dependent variable y, the error y resulting from a measurement error x is
sometimes called the absolute error, and may be approximated by the differential,
y ø dy. The relative error ¢yyy < dyyy compares the absolute error to the
actual value, and is usually written as a percentage. Errors are sometimes called
“changes” depending on the situation.
Marginals can be used to find approximations of revenue, cost, and profit (see
page 234), and indicate how these quantities vary near a particular level of production.
3.7 exercises
156 Chapter
1–6. Find the differential 2
of each Derivatives
Forand
helPTheir Uses
getting 7–12. FindReview
and Exercises
compareandtheChapter Test For helP getting157
function and evaluate it at the Started values of dy and y for each Started
given values of x and dx. with Exercises 1–6, see function at the given values of with Exercises 7–12, see
Example 1 on page 231. Example 2 on pages 231–232.
2.6 the
1. y 5 Chain
x2 2 4x 1 5rule
at and
x 5 3the generalized Power
x 2.7
and dxNondifferentiable
5 x. Functions
2rule
and Chapter Summary with Hints and Suggestions
dx 5 0.25. 7. y See
5 x3from
1 x2a1graph
3 at where
x 5 1 the
and dx 5 x is
derivative
● 5undefined.
20.05.
Chapter Summary ●
2. yFind the
5 (3x 1derivative of1)
1) (x3 1 x 1 a function
at x 5 1using
andthe
dx 5 0.01.
Generalized Power Rule. (Review Exercises 66– 75.)
8. y (Review
5 (x 1 3) Exercises
dx 5 x 5 0.1.
(x2 2x 1 101–1) 104.)
at x 5 21 and
1 doing the exercises in this chapter have helped you to master the following concepts and skills, which are listed corner points
Reading the xtext
1 and by section (in case you need to
Found at the end of every chapter, the Chapter 3. y 5 at x 5 2 and dx 5 20.15.
d
2 1are keyed
review them)x and
dx
Student Solutions Manual.
f n to
5particular
n # f n21Review
# f 9 Exercises. Answers for all Review Exercises
9. y 5
x
x11
5 9 isback
are given atfat
1 the undefined
x 5of3 theandbook,atdx•5
and vertical
fullx tangents
solutions
5 0.4.can be found in the
discontinuities
4. y 5 (x 1 1x 2 1) at x 5 1 and dx 5 0.2.
3
Summary with Hints and Suggestions review the 2.1 Limits

d
x 1 3and Continuity
dx
f (g(x)) 5 f 9(g(x)) # g9(x)
●
10. y
Prove that a function
MC(x)
5 a 2x5 1C9(x)
2
at a given value.
2
1
b
2
MR(x)
at
is not differentiable
x 55 2R9(x)
and
x (Review Exercises 105– 106.)
dx MP(x)
5 x 5 P9(x)
5 0.1.
5. y 5 2 at x 5 2 and dx 5 0.25.
important developments of the chapter and give in- ●● Find xthe
x
1
1limit
dy of adyfunction
(Review Exercises 5 1–2.) # du
from tables. ●● Find3xand
11. y(Review
1 5interpret the derivative of a learning curve.
5 2 Exercise at x35.)5 1 and dx 5x 5 0.2.
6. y 5 dx at du x 5dx 6 and dx 5 0.5. hints and x 1Suggestions
1
sights to unify the material to help students prepare ●●
●
Find 2x left 1
and3 right limits. (Review Exercises 3–4.)
Find the derivative of a function using two differenti-
●●
●
Find and interpret the derivative of an area or volume
(Overview)(Review
formula. This chapter
Exercises introduced
36– 37.) one of the most
Find the limit of a function.
ation rules. (Review Exercises 76– 87.) (Review Exercises 5–14.)
for tests and exams.
●●
important concepts in all of calculus, the derivative. First
●●● Determine whether
Find the tangent linea function
to a curve is at
continuous or dis-
a given point. 2.4 we Thedefined
Product it (using
and limits),
Quotient then we developed several
Rules
continuous.
(Review Exercise (Review
88.) Exercises 15–22.) “rules of differentiation” to simplify its calculation.
●● Find the derivative of a function using the Product
● Remember the four interpretations of the derivative —
2.2 FindRates the second derivative of a function using the
of Change, Slopes, and Derivatives Rule or Quotient Rule. (Review Exercises 38–48.)
●
Generalized Power Rule. (Review Exercises 89– 92.) slopes, instantaneous rates of change, marginals, and
velocities. d # g) 5 f 9 # g 1 f # g9
●● Find the derivative of a function from the definition of ( f
● Find the derivative of a function in several different dx
the derivative. (Review Exercises 23–26.) ● The second derivative gives the rate of change of the
ways. (Review Exercises 93– 94.)
rate of change, dand facceleration. g # f 9 2 g9 # f
● Use the Generalized Power f (x 1Ruleh) 2tof (x)
find the derivative a b5
f 9(x) 5 lim ● Graphing calculators dx g help to find g 2 limits, graph curves
in an applied problem h S 0 and interpret h the answer.
(Review Exercises and their
Find tangentline
the tangent lines,to aand calculate
curve derivatives
at a given point. (using
y 95– 96.)
●●
tangent NDERIV)
(Review and second
Exercise 49.) derivatives (using NDERIV twice).
● Compare the profit line from at one unit to the marginal NDERIV, however, provides only an approximation to the
profit found by differentiation.
(x, f(x)) (Review Exercise 97.) ●● Use differentiation to solve an applied
derivative, and therefore sometimes gives a misleading problem and
secant line interpret
● Find where the marginal profit equals curvea ygiven
f(x)
result. the answer. (Review Exercises 50– 52.)
f(x h)
number. (Review Exercise 98.) C(x)
(x h, f(x h)) ● The units of the derivative
MAC(x) 5are important in applied
● Use the Generalized Power Rule to solve an applied problems. For example, if f(x)xgives the temperature in
f(x)
problem and interpret (x, the
f(x))answer. degrees at time x hours, thenR(x) the derivative f9(x) is in
MAR(x)
degrees per hour. In general, 5the units of the derivative
(Review Exercises 99–100.) x x
x xh f9(x) are “f-units” per “x-unit.”
P(x)
h
MAP(x) 5
x
2.5 Higher-Order Derivatives

2.3 Some Differentiation Formulas
2 review Exercises and Chapter test indicatesthe
Calculate a Chapter
second Test exercise. of a function.
derivative
Review Exercises and Chapter Test
●●
●● Find the derivative of a function using the rules of dif-
(Review Exercises 53– 62.)
ferentiation. (Review Exercises 27– 32.)
Find and interpret the first and second derivatives in
Following the Chapter Summary are the Review
●●
2.1 Limits
d and Continuityd n
c50 x 5 nxn21 an applied problem. (Review Exercise 63.)
dx dx x 2x 1 1 2 1 x 2x 1 1 2 1
1–2. Complete the tables and use them to find each limit Find the velocity
2x 1 1 and2 1 accelerationx of a rocket.
Exercises and a Chapter Test. Selected questions
●● x
d it does dRound calculations to three 2 (Review
a. lim2Exercise 64.)
(or state that (c # f ) 5not
c # fexist).
9 ( f 6 g) 5 f 9 6 g9 xS0 x 20.1 0.1
dx
decimal places. dx
2 1 20.01 0.01
from the Review Exercises are specially color-coded
v(t)151s9(t)
2x a(t) 5 v9(t) 5 s–(t)
●●
1 Find the tangent
a. lim (4x 2) line to a curve at a given point. b. lim1 20.001 0.001
1 x 4x 1 2 x 4x 1 2 Findx S
the x
0 maximum height of a projectile.
(Review
x S 2 2Exercise 33.)
●●

to indicate that they may be used as a practice ●● b. lim1 (4x
Calculate
xS2
and 2)
1interpret
(Review Exercise 34.) 1.999
1.9
1.99a company’s 2.01
2.1
marginal cost.
(Review
c. lim
xS0
Exercise
2x 1 165.)
x
21
2.001
Chapter Test. Both even and odd answers are sup- c. lim (4x 1 2)
67. general:
xS2 Geometry The side of a cube is measured
to be 10 inches, with an error of 60.01 inch. Find the
where C is in dollars and x is the number produced in
thousands, use C(12) and MC(12) to approximate the
plied in the back of the book for students to check error and the relative error in the claim that the sur-
face area of the cube is 600 square inches.
cost of producing 11,600 items. Interpret the marginal
cost value.
their proficiency. 68. BuSineSS: Cost Approximation For the cost function
3
C(x) 5 1352 2x 1 3
Cumulative Review 1–3 cumulative review for chapters 1–3

Cumulative Review questions appear after every The following exercises review some of the basic techniques that you learned in Chapters 123. Answers to all of these cumulative review exercises are given
in the answer section at the back of the book.
three to four chapters, with all answers supplied in 1. Find an equation for the line through the points 14. Find the equation for the tangent line to the curve
4(x 1 3)
(24, 3) and (6, 22). Write your answer in the form
the back of the book. y 5 mx 1 b.
y5
2x2 1 3
at x 5 21.
2. Simplify ( 254 )21y2. 15. Make sign diagrams for the first and second
3. Find, correct to three decimal places: lim (1 1 3x)1yx. derivatives and draw the graph of the function
xS0 f(x) 5 x3 2 12x2 2 60x 1 400. Show on your graph all
4x 2 8 if x , 3 relative extreme points and inflection points.
4. For the function f(x) 5 e
7 2 2x if x $ 3
16. Make sign diagrams for the first and second
a. Draw its graph. derivatives and draw the graph of the function
3 2
b. Find lim2 f(x). f(x) 5 2 x 2 1. Show on your graph all relative
xS3
extreme points and inflection points.
c. Find lim1 f(x).
xS3 17. A homeowner wishes to use 600 feet of fence to en-
d. Find lim f(x). close two identical adjacent pens, as in the diagram
xS3
below. Find the largest total area that can be enclosed.
e. Is f(x) continuous or discontinuous, and if it is
discontinuous, where?
5. Use the definition of the derivative, f9(x) 5
f(x 1 h) 2 f(x)
lim , to find the derivative of
hS0 h
f(x) 5 2x2 2 5x 1 7. 18. A store can sell 12 telephone answering machines
per day at a price of $200 each. The manager estimates
3
6. Find the derivative of f(x) 5 82x3 2 1 5. that for each $10 price reduction she can sell 2 more
x2 per day. The answering machines cost the store $80
7. Find the derivative of f (x) 5 (x 2 2)(x 1 2).
5 4 each. Find the price and the quantity sold per day
to maximize the company9s profit.
2x 2 5
8. Find the derivative of f (x) 5 . 19. For y defined implicitly by
3x 2 2
9. Find the equation for the tangent line to the curve x 3 1 9xy 2 1 3y 5 43
16 dy
y 5 1x 2 2 at x 5 4. find and evaluate it at the point (1, 2).
x dx
10. The population of a city x years from now is pre- 20. A large spherical balloon is being inflated at the rate
dicted to be P(x) 5 3600x2y3 1 250,000 people. Find of 32 cubic feet per minute. Find how fast the radius is
P9(8) and P0(8) and interpret your answers. increasing at the moment when the radius is 2 feet.
d 21. Find
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to11.electronic
Find rights,
22x2 2some
5 andthird party
write yourcontent
answer may
in be suppressed fromand
thecompare the values
eBook and/or of dy and Dy for
eChapter(s).
dx 5 2x3 1 6x rights
2 11 at x 5 2 and Dx 5 −0.04.
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time ify subsequent
radical form. restrictions dx 5 it.
require
22. If a stone dropped into an abandoned mine shaft hits
208 Chapter 3 Further Applications of Derivatives
xvi User’s Guide

EXAMPLE 5 MAXiMizing tAX rEvEnuE
Economists estimate that the relationship between the tax rate t on an item
and the total sales S of that item (in millions of dollars) is
Technology
S(t) 5 9 2 201t For 0 # t # 0.20
Find the tax rate that maximizes revenue to the government.
solution
OPTIONAL! Using this book does not require a graphing calculator, but hav-
The government’s revenue R is the tax rate t times the total sales S(t) 5 9 2 20 1t:
ing one will enable you to do many problems more easily and as the same time
R(t) 5 t • (9 2 20t1/2) 5 9t 2 20t3y2
deepenS(t)
your understanding by allowing you to concentrate on concepts. The dis-
To maximize this function, we set its derivative equal to zero:
9 2 30t 5 0 1y2 plays shown Derivativein the

of 9t 2 20t text are from the Texas Instruments TI-84 Plus C Silver Edition,
3y2
9 5 30t except forAdding

1y2
a few from
30t to each side the TI-89, but any graphing calculator or computer may be
1/2
5 0.3 used instead. For those who do not have a graphing calculator, the Explorations
91y2 Switching sides and
t 5 dividing by 30
30
R
t 5 0.09
have beenSquaring designed
both sides
to be read for enrichment.
Revenue This gives a tax rate of t 5 9%. The second derivative,
0.27 ($ millions)
1 21y2 15
R–(t) 5 230 # t 5 2 From R9 5 9 2 30t1y2
t
2
Similarly, if you have access to a computer, you may wish to do some of the Spread-
1t
is negative at t 5 0.09, showing that the revenue is maximized. Therefore,
0.10
Tax rate
0.20
sheet
A tax rate of 9% maximizes Explorations.
revenue for the government.
Graphing Calculator Explorations

graphing The graph of the function from Example 5, y1 5 9x 2 20x 3y2 (written in x
calculator
Exploration
instead of t for ease of entry), is shown on the left on the standard window
[210, 10] by [210, 10]. This might lead you to believe, erroneously, that the func-
To allow for optional use of the graphing calculator,
tion is maximized at the endpoint (0, 0).
a. Why does this graph not look like the graph at the end of the previous
these Explorations are boxed. Most can also be read
example? [Hint: Look at the scale.]
b. Can you find a window on which your graphing calculator will show a graph
simply for enrichment. Exercises and examples that
like the one at the end of the preceding solution?
This example illustrates one of the pitfalls of graphing calculators—the part of
are designed to be done with a graphing calculator
on [10, 10] by [10, 10] the curve where the “action” takes place may be entirely hidden in one pixel.
Calculus, on the other hand, will always find the critical value, no matter where
are marked with an icon.
it is, and then a graphing calculator can be used to confirm your answer by
showing the graph on an appropriate window.
solution tO PrActicE PrObLEM

Price: p(x) 5 3000 2 200x
Quantity: q(x) 5 1500 1 300x
90. buSineSS: Movie Prices National average theater a. Number the bars with x-values 1–6 (so that x stands Modeling
Selected application exercises feature regression
admissions prices for recent decades are shows in the for decades since 1950) and use quadratic regression
following graph. to fit a parabola to the data. State the regression
function. [Hint: See Example 10.]
8
7.85 b. Use the regression function to predict movie prices in
capabilities of graphing calculators to fit curves to
Movie Price ($)
6 5.39 the years 2020 and 2030.
actual data.
4.22 Source: Entertainment weekly
4 2.69 154 Chapter 2 Derivatives and Their Uses
2 1.55
0.78
1960 1970 1980 1990 2000 2010

Year
Be Careful All differentiable functions are continuous (see page 122), but not all
continuous functions are differentiable—for example, f(x) 5 0 x 0 . These facts are
conceptual exercises shown in the following diagram.
91. Can the graph of a function have more than one are the units of y? [Hint: One is in blargs and the other
x-intercept? Can it have more than one y-intercept?
92. If a linear function is such that f(2) 5 5 and
Spreadsheet Explorations
is in prendles, but which is which?]
Continuous
96. For the quadratic function f(x) 5 ax2 1 bx 1 c, what con-
f(3) 5 7, then f(4) 5 ? [Hint: No work necessary.]
93. If a linear function is such that f(4) 5 7 and
Boxed for optional use, these explorations will enhance students’ understanding
functions
dition on one of the coefficients will guarantee that the
function has a highest value? A lowest value?
f(6) 5 11, then f(5) 5 ? [Hint: No work necessary.]
94. The Apocryphal Manufacturing Company makes
of the material using Excel for those who
97.
prefer
We have discussed quadratic functions that open up
Differentiable
or open down. Can a quadratic function open side- spreadsheet technology. See “Inte-
f(x) x
ways? Explain. functions
98.grating Excel” on the next page for a list of exercises that can be done with Excel.
widgets out of blivets. If a linear function f(x) 5 mx 1 b
gives the number of widgets that can be made from Explain why, if a quadratic function has two
x blivets, what are the units of the slope m (widgets per x-intercepts, the x-coordinate of the vertex will be
blivet or blivets per widget)? halfway between them.
95. In a linear function f(x) 5 mx 1 b, the slope m has
units blargs per prendle. What are the units of x? What
Spreadsheet Another function that is not differentiable is f(x) 5 x 2y3. The following spread-
Exploration sheet* calculates values of the difference quotient
f (x 1 h) 2 f (x)
at x 5 0 for
1.4 Functions: Polynomial, rational, and exponential h
this function. Since f(0) 5 0, the difference quotient at x 5 0 simplifies to:
Introduction
f (x 1 h) 2 f (x) f (0 1 h) 2 f (0) f (h) h 2y3
In this section we will define other useful types of functions, including polynomial, 5 5 5 5 h21y3
rational, exponential, and logarithmic functions, although the latter two types h h h h
will be discussed more extensively in Sections 4.1 and 4.2. We will also define an
1 1 21/3
important operation, the composition of functions. For example,
cell B5 evaluates h21y3 at h 5 1000 obtaining (1000 ) 5 10001y3 5
3
2 1000 5 10. Column B evaluates this different quotient for the positive values of
Polynomial Functions
h in column A, while column E evaluates it for the corresponding negative values
A polynomial function (or simply a polynomial) is a function that can be written
of h in column D.
in the form
f(x) 5 anx n 1 an21x n21 1 p 1 a2x 2 1 a1x 1 a0
B5 =A5^(-1/3)
where n is a nonnegative integer and a0, a1, … , an are (real) numbers, called coeffi-
cients. The domain of a polynomial is R, the set of all (real) numbers. The degree of A B C D E
a polynomial is the highest power of the variable. The following are polynomials. 1 h (f(0+h)-f(0))/h h (f(0+h)-f(0))/h
f(x) 5 2x 8 2 3x7 1 4x5 2 5

A polynomial of degree 8 (since 2 1.0000000 1.0000000 -1.0000000 -1.0000000
the highest power of x is 8)
3 0.1000000 2.1544347 -0.1000000 -2.1544347
A polynomial of degree 2
f(x) 5 24x2 2 13 x 1 19 (a quadratic function) 4 0.0100000 4.6415888 -0.0100000 -4.6415888
5 0.0010000 10.0000000 -0.0010000 -10.0000000
6 0.0001000 21.5443469 -0.0001000 -21.5443469
7 0.0000100 46.4158883 -0.0000100 -46.4158883
8 0.0000010 100.0000000 -0.0000010 -100.0000000
9 0.0000001 215.4434690 -0.0000001 -215.4434690
becoming large becoming small
Notice that the values in column B are becoming arbitrarily large, while the values
in column E are becoming arbitrarily small, so the difference quotient does not
approach a limit as h S 0. This shows that the derivative of f(x) 5 x 2y3 at 0
does not exist, so the function f(x) 5 x 2y3 is not differentiable at x 5 0.
Solution to PraCtiCE ProBlEm
x 5 23, x 5 0, and x52
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience.
*To obtain Cengage
this and Learning reserves
other Spreadsheet the rightgo
Explorations, to to
remove additional content atsearch
www.cengagebrain.com, any time
forifthis
subsequent
text- rights restrictions require it.
User’s Guide xvii
Integrating Excel
If you would like to use Excel or another spreadsheet software when working the
exercises in this text, refer to the chart below. It lists exercises from many sections
that you might find instructive to do with spreadsheet technology. If you would like
help using Excel, please consider the Excel Guide available via CengageBrain.com.
Suggested Suggested
Section Exercises Section Exercises
1.1 59–78 6.1 60–64

1.2 103–110 6.2 65, 66, 68
1.3 69–82, 84–90 6.3 41–42
1.4 79–92 6.4 9–18, 27–37
2.1 77–78, 81–82 7.1 29–30, 38– 42

2.2 9–16 7.2 47–48, 53–56
2.3 47–50 7.3 29–32
2.4 61–64 7.4 13–18, 27–32
2.5 45–46 7.5 29–36
2.6 65, 69 7.6 31–32, 35–36
2.7 11–12 7.7 41–42
3.1 68–71, 85 8.1 9–20

3.2 61–64 8.2 36–41
3.3 23–40, 52–54 8.3 73–80
3.4 23–24 8.4 49–54
3.5 20 8.5 13–16, 20–26
3.6 69–70
9.1 71
3.7 23–26
9.2 54
4.1 11–12, 47–51 9.3 36–38, 41–48
4.2 31–50 9.4 11–24, 27–30
4.3 97–99
10.1 49–59
4.4 38–39
10.2 9–12, 21–22
5.1 41–42 10.3 35–36
5.2 45–46, 55–58 10.4 11–24, 33–38
5.3 13–18, 83–88
11.1 17–18, 29–36
5.4 32, 35–36, 61, 69
11.2 37–41
5.5 31–32
11.3 23
5.6 77–78
11.4 21–26
xviii User’s Guide
SUPPLEMENTS
For the Student For the Instructor
Student Solutions Manual Complete Solutions Manual
ISBN: 978-1-305-10795-3 This manual This manual contains solutions to
contains fully worked-out solutions all exercises from the text including
to all of the odd-numbered exercises Chapter Review Exercises and
in the text, giving students a way to Cumulative Reviews. It also con-
check their answers and ensure that tains two chapter-level tests for each
they took the correct steps to arrive chapter, one short-answer and one
at an answer. multiple choice, along with answers
to each. This manual can be found on
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User’s Guide xix
ACKNOWLEDGMENTS
We are indebted to many people for their useful suggestions, conversations, and
correspondence during the writing and revising of this book. We thank Chris and
Lee Berresford, Anne Burns, Richard Cavaliere, Ruch Enoch, Theordore Faticoni,
Jeff Goodman, Susan Halter, Brita and Ed Immergut, Ethel Matin, Gary Patric,
Shelly Rothman, Charlene Russert, Stuart Saal, Bob Sickles, Michael Simon, John
Stevenson, and all of our “Math 6” students at C.W. Post for serving as proofread-
ers and critics over many years.
We had the good fortune to have had the support of expert editorial, production,
and marketing colleagues at Cengage Learning: Richard Stratton; Rita Lombard;
Erin Brown; Jennifer Cordoba; Jessica Rasile; Jill Quinn; Linda May; and Julie Schuster.
We also express our gratitude to the many others at Cengage Learning who made
important contributions, too numerous to mention. We are especially grateful to
Magdalena Luca who worked to ensure the accuracy of the seventh edition.
We also wish to acknowledge Christi Verity and Aldena Calden (UMass,
Amherst) for their contributions on the solutions manuals. Very special thanks
also go to Lee Berresford for her contributions on the cover design.
The following reviewers and readers have contributed greatly to the develop-
ment of the seventh edition of this text:
Haya Adner Queensborough Community College

Kimberly Benien Wharton County Junior College
Mark Billiris St. Petersburg College
Lynn Cade Pensacola State College
Seo-eun Choi Arkansas State University
Cindy Dickson College of Southern Idaho
Susan Howell University of Southern Mississippi
Magdalena Luca MCPHS University
Kevin Lynch Northeast State Community College
Cornelius Nelan Quinnipiac University
Victor Swaim Southeastern Louisiana University
William Veczko St. Johns River State College
We also thank the reviewers of recent editions:

Frederick Adkins, Indiana University of Pennsylvania; David Allen, Iona College;
Joel M. Berman, Valencia Community College; John A. Blake, Oakwood College;
Dave Bregenzer, Utah State University; Kelly Brooks, Pierce College; Donald O.
Clayton, Madisonville Community College; Charles C. Clever, South Dakota State
University; Julane Crabtree, Johnson Community College; Dale L. Craft, South
Florida Community College; Kent Craghead, Colby Community College; Biswa
Datta, Northern Illinois University; Lloyd David, Montreat College; Allan Donsig,
University of Nebraska—Lincoln; Sally Edwards, Johnson Community College;
Frank Farris, Santa Clara University; Brad Feldser, Kennesaw State University;
Daria Filippova, Bowling Green State University; Abhay Gaur, Duquesne
University; Jerome Goldstein, University of Memphis; John Haverhals, Bradley
University; John B. Hawkins, Georgia Southern University; Randall Helmstutler,
University of Virginia; Susan Howell, University of Southern Mississippi;
Heather Hulett, University of Wisconsin—La Crosse; David Hutchison, Indiana
State University; Dan Jelsovsky, Florida Southern College; Alan S. Jian, Solano
Community College; Dr. Hilbert Johs, Wayne State College; Hideaki Kaneko, Old
Dominion University; John Karloff, University of North Carolina; Susan Kellicut,
xx User’s Guide
Seminole Community College; Todd King, Michigan Technical University;

JoAnn Kump, West Chester University; Richard Leedy, Polk Community College;
Michael Longfritz, Rensselear Polytechnic Institute; Dr. Hank Martel, Broward
Community College; Kimberly McGinley Vincent, Washington State University;
Donna Mills, Frederick Community College; Pat Moreland, Cowley College; Sanjay
Mundkur, Kennesaw State University; Sue Neal, Wichita State University;
Cornelius Nelan, Quinnipiac University; David Parker, Salisbury University;
Shahla Peterman, University of Missouri—Rolla; Susan Pfiefer, Butler Community
College; Daniel Plante, Stetson University; Brooke Quinlan, Hillsborough
Community College; Catherine A. Roberts, University of Rhode Island; George
W. Schultz, St. Petersburg College; Larry Small, Pierce College; Paul H. Stanford,
University of Texas—Dallas; Xingping Sun, Missouri State University; Jill Van
Valkenburg, Bowling Green State University; Jaak Vilms, Colorado State University;
Erica Voges, New Mexico State University; Jane West, Trident Technical College;
Elizabeth White, Trident Technical College; Kenneth J. Word, Central Texas College;
Wen-Qing Xu, California State University—Long Beach.
Finally, and most importantly, we thank our wives, Barbara and Kathryn, for
their encouragement and support.
COMMENTS WELCOMED
With the knowledge that any book can always be improved, we welcome correc-
tions, constructive criticisms, and suggestions from every reader.
geoffrey.berresford@liu.edu
andrew.rockett@liu.edu
User’s Guide xxi
DIAGNOSTIC TEST
Are you ready to study calculus?
Algebra is the language in which we express the ideas of calculus. Therefore, to

understand calculus and express its ideas with precision, you need to know some
algebra.
If you are comfortable with the algebra covered in the following problems, you are
ready to begin your study of calculus. If not, turn to the Algebra Review appendix be-
ginning on page B1 and review the Complete Solutions to these problems, and continue
reading the other parts of the Appendix that cover anything that you do not know.
Problems Answers
1 False
1. True or False? 2 , 23
2. Express {x|2 4 , x # 5} in interval notation.

(24, 5]
3. What is the slope of the line through the points (6, 27) and (9, 8)?
5
4. On the line y 5 3x 1 4, what value of Dy corresponds to Dx 5 2?

6
5. Which sketch shows the graph of the line y 5 2x 2 1?

a
a b c d
2x 22 y2
6. True of False? a b 5
True
y x
3
x5
7. Find the zeros of the function f(x) 5 9x2 2 6x 21. 1622
2x2 1 5x 2 7
8. Expand and simplify x (8 2 x) 2 (3x 1 7).
9. What is the domain of f (x) 5

x2 2 3x 1 2
? 5x 0 x Þ 23, x Þ 0, x Þ 26
x3 1 x2 2 6x
f (x 1 h) 2 f (x)
10. Find the difference quotient for f(x) 5 x2 2 5x.
2x 2 5 1 h
h
Functions
ZUMA/ ZUMA Press, Inc/Alamy

Moroccan runner Hicham El
Guerrouj, current world record
holder for the mile run, bested
the record set 6 years earlier by
1.26 seconds.
What You’ll Explore

To model how things change over time or to manage any complex enterprise, you
will need a variety of ways to express relationships between important quantities.
The functions introduced in this chapter will help you understand and predict
quantities as diverse as populations, income, global energy, and even the world
record times in the mile run. The techniques you learn in this chapter will serve as
the basis for calculus in Chapter 2 and beyond.
1.1 Real Numbers, Inequalities, and Lines
1.2 Exponents
1.3 Functions: Linear and Quadratic
1.4 Functions: Polynomial, Rational, and Exponential
Application Preview
World Record Mile Runs

The dots on the graph below show the world record times for the mile run from
1865 to the 1999 world record of 3 minutes 43.13 seconds, set by the Moroccan
runner Hicham El Guerrouj. These points fall roughly along a line, called the
regression line. In this section we will see how to use a graphing calculator to find
a regression line (see Example 9 and Exercises 73–78), based on a method called
least squares, whose mathematical basis will be explained in Chapter 7.
4:40
4:30
regression line
Time (minutes : seconds)
4:20
4:10
4:00
= record
3:50
3:40
3:30
1860 1880 1900 1920 1940 1960 1980 2000 2020

World record mile runs 1865–1999
Notice that the times do not level off as you might expect but continue to decrease.
History of the Record for the Mile Run

Time Year Athlete Time Year Athlete Time Year Athlete
4:36.5 1865 Richard Webster 4:09.2 1931 Jules Ladoumegue 3:54.1 1964 Peter Snell
4:29.0 1868 William Chinnery 4:07.6 1933 Jack Lovelock 3:53.6 1965 Michel Jazy
4:28.8 1868 Walter Gibbs 4:06.8 1934 Glenn Cunningham 3:51.3 1966 Jim Ryun
4:26.0 1874 Walter Slade 4:06.4 1937 Sydney Wooderson 3:51.1 1967 Jim Ryun
4:24.5 1875 Walter Slade 4:06.2 1942 Gunder Hägg 3:51.0 1975 Filbert Bayi
4:23.2 1880 Walter George 4:06.2 1942 Arne Andersson 3:49.4 1975 John Walker
4:21.4 1882 Walter George 4:04.6 1942 Gunder Hägg 3:49.0 1979 Sebastian Coe
4:18.4 1884 Walter George 4:02.6 1943 Arne Andersson 3:48.8 1980 Steve Ovett
4:18.2 1894 Fred Bacon 4:01.6 1944 Arne Andersson 3:48.53 1981 Sebastian Coe
4:17.0 1895 Fred Bacon 4:01.4 1945 Gunder Hägg 3:48.40 1981 Steve Ovett
4:15.6 1895 Thomas Conneff 3:59.4 1954 Roger Bannister 3:47.33 1981 Sebastian Coe
4:15.4 1911 John Paul Jones 3:58.0 1954 John Landy 3:46.31 1985 Steve Cram
4:14.4 1913 John Paul Jones 3:57.2 1957 Derek Ibbotson 3:44.39 1993 Noureddine Morceli
4:12.6 1915 Norman Taber 3:54.5 1958 Herb Elliott 3:43.13 1999 Hicham El Guerrouj
4:10.4 1923 Paavo Nurmi 3:54.4 1962 Peter Snell
Source: USA Track & Field
The equation of the regression line is y 5 20.356x 1 257.44, where x repres-

ents years after 1900 and y is the time in seconds. The regression line can be used
to predict the world mile record in future years. Notice that the most recent world
record would have been predicted quite accurately by this line, since the rightmost
dot falls almost exactly on the line.
Linear trends, however, must not be extended too far. The downward slope of
this line means that it will eventually “predict” mile runs in a fraction of a second,
or even in negative time (see Exercises 59 and 60 on pages 17–18). Moral: In the real
world, linear trends do not continue indefinitely. This and other topics in “linear”
mathematics will be developed in Section 1.1.
1.1 Real Numbers, Inequalities, and Lines

Introduction
Quite simply, calculus is the study of rates of change. We will use calculus to analyze
rates of inflation, rates of learning, rates of population growth, and rates of natural
resource consumption.
In this first section we will study linear relationships between two variable
quantities—that is, relationships that can be represented by lines. In later sections
we will study nonlinear relationships, which can be represented by curves.
Real Numbers and Inequalities

In this book the word “number” means real number, a number that can be repres-
ented by a point on the number line (also called the real line).
9 1
2.25 0.333... 2 1.414... 3.14...
4 3
3 2 1 0 1 2 3 4
The order of the real numbers is expressed by inequalities. For example, a , b

means “a is to the left of b” or, equivalently, “b is to the right of a.”
Inequalities
Inequality In Words Brief Examples
a,b a is less than (smaller than) b 3,5
a#b a is less than or equal to b 25 # 23
a.b a is greater than (larger than) b p.3
a$b a is greater than or equal to b 2$2
The inequalities a , b and a . b are called strict inequalities, and a # b and

a $ b are called nonstrict inequalities.
Important Note Throughout this book are many Practice Problems—

short questions designed to check your understanding of a topic before
moving on to new material. Full solutions are given at the end of the section.
Solve the following Practice Problem and then check your answer.
Practice Problem 1
1
Which number is smaller: or 2 1,000,000? Solution on page 15 >
100
Multiplying or dividing both sides of an inequality by a negative number r everses

the direction of the inequality:
23 , 2 but 3 . 22 Multiplying by 21
A double inequality, such as a , x , b, means that both the inequalities a , x and

x , b hold. The inequality a , x , b can be interpreted graphically as “x is
between a and b.”
a x b a,x,b
Sets and Intervals

Sets and intervals Braces { } are read “the set of all” and a vertical bar u is read “such that.”
will be important on page 33
when we define domains of
functions.
EXAMPLE 1 Interpreting Sets
The set of all
a. { x | x . 3 } means “the set of all x such that x is greater than 3.”

Such that
b. { x | 22 , x , 5 } means “the set of all x such that x is between 22 and 5.”
Practice Problem 2
a. Write in set notation “the set of all x such that x is greater than or equal to 27.”
b. Express in words: 5 x 0 x , 21 6. Solution on page 15 >
The set 5 x 0 2 # x # 5 6 can be expressed in interval notation by enclos-

ing the endpoints 2 and 5 in square brackets, [2, 5], to indicate that the endpoints
are included. The set 5 x 0 2 , x , 5 6 can be written with parentheses, (2, 5), to
indicate that the endpoints 2 and 5 are excluded. An interval is closed if it includes
both endpoints, and open if it includes neither endpoint. The four types of intervals
are shown below: a solid dot d on the graph indicates that the point is included in
the interval; a hollow dot ° i ndicates that the point is excluded.
Finite Intervals
Interval Notation Set Notation Graph Type Brief Examples
[a, b] 5x 0a#x#b6 Closed [22, 5]
a b 2 5
(includes endpoints)
(a, b) 5x 0a,x,b6 Open (22, 5)
a b 2 5
(excludes endpoints)
[a, b) 5x 0a#x,b6 Half-open [22, 5)
a b 2 5
or
(a, b] 5x 0a,x#b6 half-closed (22, 5]
a b 2 5
An interval may extend infinitely far to the right (indicated by the symbol ` for in-
finity) or infinitely far to the left (indicated by 2 ` for negative infinity). Note that `
and 2 ` are not numbers but are merely symbols to indicate that the interval extends
endlessly in that direction. The infinite intervals in the following box are said to be
closed or open depending on whether they include or exclude their single endpoint.
Infinite Intervals
Interval Notation Set Notation Graph Type Brief Examples
[a, `) 5x 0x$a6 Closed [3, `)
a 3
(a, `) 5x 0x.a6 Open (3, `)

a 3
(2`, a] 5x 0x#a6 Closed (2`, 5]

a 5
(2`, a) 5x 0x,a6 Open (2`, 5)

a 5
We use parentheses rather than square brackets with ` and 2 ` since they are not
actual numbers.
The interval (2 `, `) extends infinitely far in both directions (meaning the
entire real line) and is also denoted by R (the set of all real numbers).
R 5 (2 `, (q, q)
`)
Cartesian Plane
Two real lines or axes, one horizontal and one vertical, intersecting at their zero
points, define the Cartesian plane.* The point where they meet is called the origin.
The axes divide the plane into four quadrants, I through IV, as shown below.
Any point in the Cartesian plane can be specified uniquely by an o rdered pair
of numbers (x, y); x, called the abscissa or x-coordinate, is the number on the
horizontal axis corresponding to the point; y, called the o
rdinate or y-coordinate,
is the number on the vertical axis corresponding to the point.
y y
Quadrant II Quadrant I 3
(2, 3)
abscissa 2
ordinate (1, 2)
y (x, y) 1
(2, 1)
x x
x
origin 3 2 1 1 2 3
1
2
(3, 2)
Quadrant III Quadrant IV 3
(3, 3)
The Cartesian plane The Cartesian plane with several points.
Order matters: (1, 2) is not the same as (2, 1)
Lines and Slopes

We will use the D The symbol D (read “delta,” the Greek letter D) means “the change in.” For any
notation again on page 95. two points (x 1, y1) and (x2 , y2) we define
*So named because it was originated by the French philosopher and mathematician René Descartes
(1596–1650). Following the custom of the day, Descartes signed his scholarly papers with his Latin
name Cartesius, hence “Cartesian” plane.
¢x 5 x2 2 x1 The change in x is the difference in the x-coordinates

¢y 5 y2 2 y1 The change in y is the difference in the y-coordinates
Any two distinct points determine a line. A nonvertical line has a slope that meas-
ures the steepness of the line, and is defined as the change in y divided by the change in
x for any two points on the line.
Slope of Line Through (x1, y1) and (x2, y2)

Take Note
One of the main purposes ¢y y2 2 y1 Slope is the change in y over
of calculus is to extend the m5 5 the change in x (x2 Þ x1)
concept of slope from lines
¢x x2 2 x1
to curves.
Be Careful In slope, the x-values go in the denominator.
The changes ¢y and ¢x are often called, respectively, the “rise” and the “run,” with
the understanding that a negative “rise” means a “fall.” Slope is then “rise over run.”
y
(x2, y2) y rise
Slope
y2 x run
rise
y y2 y1
(x1, y1)
run
y1
x x2 x1
x
x1 x2
EXAMPLE 2 Finding Slopes and Graphing Lines

Find the slope of the line through each pair of points, and graph the line.
a. (2, 1), (3, 4) b. (2, 4), (3, 1)
c. (21, 3), (2, 3) d. (2, 21), (2, 3)
Solution
y2 2 y1
We use the slope formula m 5 for each pair (x1, y1), (x2, y2).
x2 2 x1
a. For (2, 1) and (3, 4) the slope is b. For (2, 4) and (3, 1) the slope is
421 3 124 23
5 5 3. 5 5 23.
322 1 322 1
y y
slope 3
5 5
x 1
4 slope 3 4 (2, 4)
3 3
y 3 y 3
2 2
1 1 (3, 1)
x 1 x
x
1 2 3 4 5 1 2 3 4 5
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V
A. D. 1492
COLUMBUS
COLUMBUS was blue-eyed, red-haired and tall, of a sunny honesty,

humane and panic-proof. In other words he came of the Baltic and
not of the Mediterranean stock, although his people lived in Italy and
he was born in the suburbs of Genoa. By caste he was a peasant,
and by trade, up to the age of twenty-eight, a weaver, except at
times when his Northern blood broke loose and drove him to sea for
a voyage. He made himself a scholar and a draftsman, and when at
last he escaped from an exacting family, he earned his living by
copying charts at Lisbon. A year later, as a navigating officer, he
found his way, via the wine trade, to Bristol. There he slouched
dreaming about the slums, dressed like a foreign monk. He must
needs pose to himself in some ideal character, and was bound to
dress the part. The artistic temperament is the mainspring of
adventure.
In our own day we may compare Boston, that grand old home of
the dying sailing ship, with New York, a bustling metropolis for the
steam liners. In the days of Columbus Genoa was an old-fashioned,
declining, but still splendid harbor of the oared galleys, while Lisbon
was the up-to-date metropolis of the new square-rigged sailing ships.
From these two greatest seaports of his age, Columbus came to
Bristol, the harbor of England, in the Middle Ages, of the slow,
scholarly, artistic, stately English. They were building that prayer in
stone, Saint Mary Redcliffe, a jewel of intricate red masonry, the
setting for Portuguese stained glass which glowed like precious
gems.
“In the month of February,” says Columbus, “and in the year
1477, I navigated as far as the Island of Tile (Thule is Iceland) a
hundred leagues, and to this island which is as large as England, the
English, especially those of Bristol, go with merchandise. And at the
time that I was there the sea was not frozen over, although there
were very high tides.”
Here, then, is the record of Columbus himself that in his long
inquiry concerning the regions beyond the Atlantic, he actually visited
Iceland. A scholar himself, he was able to converse with the learned
Icelanders in Latin, the trade jargon of that age. From them he surely
must have known how one hundred thirty years ago the last timber
ship had come home from Nova Scotia, and twenty-nine years since,
within his own lifetime, the Greenland trade had closed. The maps of
the period showed the American coast as far south as the Carolines,
—the current geography book was equally clear:
“From Biameland (Siberia) the country stretches as far as the
desert regions in the north until Greenland begins. From Greenland
lies southerly Helluland (Labrador and Newfoundland), then
Markland (Nova Scotia); thence it is not far from Vinland (New
England), which some believe goes out from Africa. England and
Scotland are one island, yet each country is a kingdom by itself.
Ireland is a large island, Iceland is also a large island north of
Ireland.” Indeed Columbus seems almost to be quoting this from
memory when he says of Iceland, “this island, which is as large as
England.” I strongly suspect that Columbus when in Iceland, took a
solemn oath not to “discover” America.
The writers of books have spent four centuries in whitewashing,
retouching, dressing up and posing this figure of Columbus. The
navigator was indeed a man of powerful intellect and of noble
character, but they have made him seem a monumental prig as well
as an insufferable bore. He is the dead and helpless victim,
dehumanized by literary art until we feel that we really ought to pray
for him on All Prigs’ Day in the churches.
Columbus came home from his Icelandic and Guinea
expeditions with two perfectly sound ideas. “The world is a globe, so
if I sail westerly I shall find Japan and the Indies.” For fifteen bitter
years he became the laughing-stock of Europe.
Christopher Columbus
Now note how the historians, the biographers and the

commentators, the ponderous and the mawkish, the smug and the
pedantic alike all fail to see why their hero was laughed at. His name
was Cristo-fero Colombo, to us a good enough label for tying to any
man, but to the Italians and all educated persons of that age, a joke.
The words mean literally the Christ-Carrying Dove. Suppose a
modern man with some invention or a great idea, called himself Mr.
Christ-Carrying Dove, and tried to get capitalists in New York or
London to finance his enterprise! In the end he changed his name to
Cristoval Colon and got himself financed, but by that time his hair
was white, and his nerve was gone, and his health failing.
In the ninth century the vikings sailed from Norway by the great
circle course north of the gulf stream. They had no compass or any
instruments of navigation, and they braved the unknown currents,
the uncharted reefs, the unspeakable terrors of pack-ice, berg-
streams and fog on Greenland’s awful coast. They made no fuss.
But Columbus sailing in search of Japan, had one Englishman
and one Irishman, the rest of the people being a pack of dagoes. In
lovely weather they were ready to run away from their own shadows.
From here onward throughout the four voyages which disclosed
the West Indies and the Spanish Main, Columbus allowed his men to
shirk their duties, to disobey his orders, to mutiny, to desert and even
to make war upon him.
Between voyages he permitted everybody from the mean king
downward, to snub, swindle, plunder and defame himself and all who
were loyal to him in misfortune. Because Columbus behaved like an
old woman, his swindling pork contractor, Amerigo Vespucci, was
allowed to give his name to the Americas. Because he had not the
manhood to command, the hapless red Indians were outraged,
enslaved and driven to wholesale suicide, leaping in thousands from
the cliffs. For lack of a master the Spaniards performed such
prodigies of cowardice and cruelty as the world has never known
before or since, the native races were swept out of existence, and
Spain set out upon a downward path, a moral lapse beyond all
human power to arrest.
Yet looking back, how wonderful is the prophecy in that name,
Christ-Carrying Dove, borne by a saintly and heroic seaman whose
mission, in the end, added two continents to Christianity.
This text mainly contradicts a Life of Columbus, by Clements
R. Markham, C. B. Phillip & Son, 1892.
Americus Vespuccius
VI
A. D. 1519
THE CONQUEST OF MEXICO
“HERNANDO CORTES spent an idle and unprofitable youth.”

So did I. And every other duffer is with me in being pleased with
Cortes for setting an example. We, not the good boys, need a little
encouragement.
He was seven years old when Columbus found the Indies. That
was a time when boys hurried to get grown up and join the search
for the Fountain of Youth, the trail to Eldorado. All who had time to
sleep dreamed tremendous dreams.
Cortes became a colonist in Cuba, a sore puzzle to the rascal in
command. When he clapped Cortes in irons the youngster slipped
free and defied him. When he gave Cortes command of an
expedition the fellow cheeked him. When he tried to arrest him the
bird had flown, and was declared an outlaw.
The soldiers and seamen of the expedition were horrified by this
adventurer who landed them in newly discovered Mexico, then sank
the ships lest they should wish to go home. They stood in the deadly
mists of the tropic plains, and far above them glowed the Star of the
Sea, white Orizaba crowned with polar snows. They marched up a
hill a mile and a half in sheer height through many zones of climate,
and every circumstance of pain and famine to the edge of a plateau
crowned by immense volcanoes, a land of plenty, densely peopled,
full of opulent cities. They found that this realm was ruled by an
emperor, famous for his victorious wars, able, it seemed, to place a
million warriors in the field, and hungry for captives to be first
sacrificed to the gods, and afterward eaten at the banquets of the
nobility and gentry. The temples were actually fed with twenty
thousand victims a year. The Spanish invading force of four hundred
men began to feel uncomfortable.
Yet if this Cortes puzzled the governor of Cuba, and horrified his
men, he paralyzed the Emperor Montezuma. Hundreds of years ago
a stranger had come to Mexico from the eastern sea, a bearded man
who taught the people the arts of civilized life. Then birds first sang
and flowers blossomed, the fields were fruitful and the sun shone in
glory upon that plateau of eternal spring. The hero, Bird-Serpent,
was remembered, loved and worshiped as a god. It was known to all
men that as he had gone down into the eastern sea so he would
return again in later ages. Now the prophecy was fulfilled. He had
come with his followers, all bearded white men out of the eastern
sea in mysterious winged vessels. Bird-Serpent and his people were
dressed in gleaming armor, had weapons that flashed lightning, were
mounted on terrible beasts—where steel and guns and horses were
unknown; and Montezuma felt as we should do if our land were
invaded by winged men riding dragons. To the supernatural visitors
the emperor sent embassy after embassy, loaded with treasure,
begging the hero not to approach his capital.
Set in the midst of Montezuma’s empire was the poor valiant
republic of Tlascala, at everlasting war with the Aztec nation.
Invading this republic Cortes was met by a horde of a hundred
thousand warriors, whom he thrashed in three engagements, and
when they were humbled, accepted as allies against the Aztecs.
Attended by an Tlascalan force he entered the ancient Aztec capital,
Cholula, famed for its temple. This is a stone-faced mound of rubble,
four times the size and half the height of the Great Pyramid, a forty-
acre building larger by four acres than any structure yet attempted by
white men.
By the emperor’s orders the Cholulans welcomed the Spaniards,
trapped them within their city, and attacked them. In reply, Cortes
used their temple as the scene of a public massacre, slaughtered
three thousand men, and having thus explained things, marched on
the City of Mexico.
In those days a salt lake, since drained, filled the central hollow
of the vale of Mexico, and in the midst of it stood the city built on
piles, and threaded with canals, a barbaric Venice, larger, perhaps
even grander than Venice with its vast palace and gardens, and
numberless mound temples whose flaming altars lighted the town at
night. Three causeways crossed the lake and met just as they do to-
day at the central square. Here, on the site of the mound temple,
stands one of the greatest of the world’s cathedrals, and across the
square are public buildings marking the site of Montezuma’s palace,
and that in which he entertained the Spaniards. The white men were
astonished at the zoological gardens, the aviary, the floating market
gardens on the lake, the cleanliness of the streets, kept by a
thousand sweepers, and a metropolitan police which numbered ten
thousand men, arrangements far in advance of any city of Europe.
Then, as now, the place was a great and brilliant capital.
Yet from the Spanish point of view these Aztecs were only
barbarians to be conquered, and heathen cannibals doomed to hell
unless they accepted the faith. To them the Cholula massacre was
only a military precaution. They thought it right to seize their
generous host the emperor, to hold him as a prisoner under guard,
and one day even to put him in irons. For six months Montezuma
reigned under Spanish orders, overwhelmed with shame. He loved
his captors because they were gallant gentlemen, he freely gave
them his royal treasure of gems, and gold, and brilliant feather robes.
Over the plunder—a million and a half sterling in gold alone—they
squabbled; clear proof to Montezuma that they were not all divine.
Yet still they were friends, so he gave them all the spears and bows
from his arsenal as fuel to burn some of his nobles who had
affronted them.
It was at this time that the hostile governor of Cuba sent Narvaes
with seventeen ships and a strong force to arrest the conqueror for
rebellion. The odds were only three to one, instead of the usual
hundred to one against him, so Cortes went down to the coast, gave
Narvaes a thrashing, captured him, enrolled his men by way of
reinforcements, and returned with a force of eleven hundred troops.
He had left his friend, Alvarado, with a hundred men to hold the
capital and guard the emperor. This Alvarado, so fair that the natives
called him Child of the Sun, was such a fool that he massacred six
hundred unarmed nobles and gentlefolk for being pagans, violated
the great temple, and so aroused the whole power of the fiercest
nation on earth to a war of vengeance. Barely in time to save
Alvarado, Cortes reentered the city to be besieged. Again and again
the Aztecs attempted to storm the palace. The emperor in his robes
of state addressed them from the ramparts, and they shot him. They
seized the great temple which overlooked the palace, and this the
Spaniards stormed. In face of awful losses day by day the
Spaniards, starving and desperate, cleared a road through the city,
and on the night of Montezuma’s death they attempted to retreat by
one of the causeways leading to the mainland. Three canals cut this
road, and the drawbridges had been taken away, but Cortes brought
a portable bridge to span them. They crossed the first as the gigantic
sobbing gong upon the heights of the temple aroused the entire city.
Heavily beset from the rear, and by thousands of men in canoes,
they found that the weight of their transport had jammed the bridge
which could not be removed. They filled the second gap with rocks,
with their artillery and transport, with chests of gold, horses, and
dead men. So they came to the third gap, no longer an army but as a
flying mob of Spaniards and Tlascalan warriors bewildered in the
rain and the darkness by the headlong desperation of the attacking
host. They were compelled to swim, and at least fifty of the recruits
were drowned by the weight of gold they refused to leave, while
many were captured to be sacrificed upon the Aztec altars.
Montezuma’s children were drowned, and hundreds more, while
Cortes and his cavaliers, swimming their horses back and forth
convoyed the column, and Alvarado with his rear guard held the
causeway.
Last in the retreat, grounding his spear butt, he leaped the
chasm, a feat of daring which has given a name forever to this place
as Alvarado’s Leap. And just beyond, upon the mainland there is an
ancient tree beneath which Cortes, as the dawn broke out, sat on the
ground and cried. He had lost four hundred fifty Spaniards, and
thousands of Tlascalans, his records, artillery, muskets, stores and
treasure in that lost battle of the Dreadful Night.
A week later the starved and wounded force was beset by an
army of two hundred thousand Aztecs. They had only their swords
now, but, after long hours of fighting, Cortes himself killed the Aztec
general, so by his matchless valor and leadership gaining a victory.
The rest is a tale of horror beyond telling, for, rested and
reinforced, the Spaniards went back. They invested, besieged,
stormed and burned the famine-stricken, pestilence-ridden capital, a
city choked and heaped with the unburied dead of a most valiant
nation.
Afterward, under the Spanish viceroys, Mexico was extended
and enlarged to the edge of Alaska, a Christian civilized state
renowned for mighty works of engineering, the splendor of her
architecture, and for such inventions as the national pawn-shop, as a
bank to help the poor. One of the so-called native “slaves” of the
mines once wrote to the king of Spain, begging his majesty to visit
Mexico and offering to make a royal road for him, paving the two
hundred fifty miles from Vera Cruz to the capital with ingots of pure
silver as a gift to Spain.
VII
A. D. 1532
THE CONQUEST OF PERU
PIZARRO was reared for a swineherd; long years of soldiering

made him no more than a captain, and when at the age of fifty he
turned explorer, he discovered nothing but failure.
For seven years he and his followers suffered on trails beset by
snakes and alligators, in feverish jungles haunted by man-eating
savages, to be thrown at last battered, ragged and starving on the
Isle of Hell. Then a ship offered them passage, but old Pizarro drew
a line in the dust with his sword. “Friends,” said he, “and comrades,
on that side are toil, hunger, nakedness, the drenching storm,
desertion and death; on this side ease and pleasure. There lies Peru
with its riches; here Panama and its poverty. Choose each man,
what best becomes a brave Castilian. For my part, I go to the south.”
Thirteen of all his people crossed the line with Pizarro, the rest
deserting him, and he was seven months marooned on his desert
isle in the Pacific. When the explorer’s partners at last were able to
send a ship from Panama, it brought him orders to return, a failure.
He did not return but took the ship to the southward, his guide the
great white Andes, along a coast no longer of horrible swamps but
now more populous, more civilized than Spain, by hundreds of miles
on end of well-tilled farms, fair villages and rich cities where the
temples were sheathed with plates of pure red gold. As in the Mexico
of eight years ago, the Spaniards were welcomed as superhuman,
their ship, their battered armor and their muskets accounted as
possessions of strayed gods. They dined in the palaces of courtly
nobles, rested in gardens curiously enriched with foliage and flowers
of beaten gold and silver, and found native gentlemen eager to join
them in their ship as guests. So with a shipload of wonders to
illustrate this discovery they went back to Panama, and Pizarro
returned home to seek in Spain the help of Charles V. There, at the
emperor’s court, he met Cortes, who came to lay the wealth of
conquered Mexico at his sovereign’s feet, and Charles, with a lively
sense of more to come, despatched Pizarro to overthrow Peru.
Between the Eastern and the Western Andes lies a series of lofty
plains and valleys, in those days irrigated and farmed by an
immense civilized population. A highway, in length 1,100 miles,
threaded the settlements together. The whole empire was ruled by a
foreign dynasty, called the Incas, a race of fighting despots by whom
the people had been more or less enslaved. The last Inca had left
the northern kingdom of Quito to his younger son, the ferocious
Atahuallpa, and the southern realm of Cuzco to his heir, the gentle
Huascar.
These brothers fought until Atahuallpa subdued the southern
kingdom, imprisoned Huascar, and reigned so far as he knew over
the whole world. It was then that from outside the world came one
hundred sixty-eight men of an unknown race possessed of ships,
horses, armor and muskets—things very marvelous, and useful to
have. The emperor invited these strangers to cross the Andes,
intending, when they came, to take such blessings as the Sun might
send him. The city of Caxamalca was cleared of its people, and the
buildings enclosing the market place were furnished for the reception
of the Spaniards.
The emperor’s main army was seven hundred miles to the
southward, but the white men were appalled by the enormous host
attending him in his camp, where he had halted to bathe at the hot
springs, three miles from their new quarters. The Peruvian watch
fires on the mountain sides were as thick as the stars of heaven.
The sun was setting next day when a procession entered the
Plaza of Caxamalca, a retinue of six thousand guards, nobles,
courtiers, dignitaries, surrounding the litter on which was placed the
gently swaying golden throne of the young emperor.
Of all the Spaniards, only one came forward, a priest who,
through an interpreter, preached, explaining from the
commencement of the world the story of his faith, Saint Peter’s
sovereignty, the papal office, and Pizarro’s mission to receive the
homage of this barbarian. The emperor listened, amused at first,
then bored, at last affronted, throwing down the book he was asked
to kiss. On that a scarf waved and the Spaniards swept from their
ambush, blocking the exits, charging as a wolf-pack on a sheepfold,
riding the people down while they slaughtered. So great was the
pressure that a wall of the courtyard fell, releasing thousands whose
panic flight stampeded the Incas’ army. But the nobles had rallied
about their sovereign, unarmed but with desperate valor clinging to
the legs of the horses and breaking the charge of cavalry. They
threw themselves in the way of the fusillades, their bodies piled in
mounds, their blood flooding the pavement. Then, as the bearers fell,
the golden throne was overturned, and the emperor hurried away a
prisoner. Two thousand people had perished in the attempt to save
him.
The history of the Mexican conquest was repeated here, and
once more a captive emperor reigned under Spanish dictation.
This Atahuallpa was made of sterner stuff than Montezuma, and
had his defeated brother Huascar drowned, lest the Spaniards
should make use of his rival claim to the throne. The Peruvian prince
had no illusions as to the divinity of the white men, saw clearly that
their real religion was the adoration of gold, and in contempt offered
a bribe for his freedom. Reaching the full extent of his arm to a
height of nine feet, he boasted that to that level he would fill the
throne room with gold as the price of his liberty, and twice he would
fill the anteroom with silver. So he sent orders to every city of his
empire commanding that the shrines, the temples, palaces and
gardens be stripped of their gold and silver ornaments, save only the
bodies of the dead kings, his fathers. Of course, the priests made
haste to bury their treasures, but the Spaniards went to see the
plunder collected and when they had finished no treasures were left
in sight save a course of solid golden ingots in the walls of the
Temple of the Sun at Cuzco, and certain massive beams of silver too
heavy for shipment. Still the plunder of an empire failed to reach the
nine-foot line on the walls of the throne room at Caxamalca, but the
soldiers were tired of waiting, especially when the goldsmiths took a
month to melt the gold into ingots. So the royal fifth was shipped to
the king of Spain, Pizarro’s share was set apart, a tithe was
dedicated to the Church, and the remainder divided among the
soldiers according to their rank, in all three and a half millions
sterling by modern measurement, the greatest king’s ransom known
to history. Then the emperor was tried by a mock court-martial,
sentenced to death and murdered. It is comforting to note that of all
who took part in that infamy not one escaped an early and a violent
death.
Pizarro had been in a business partnership with the
schoolmaster Luque of Panama cathedral, and with Almagro, a little
fat, one-eyed adventurer, who now arrived on the scene with
reinforcements. Pizarro’s brothers also came from Spain. So when
the emperor’s death lashed the Peruvians to desperation, there were
Spaniards enough to face odds of a hundred to one in a long series
of battles, ending with the siege of the adventurers who held Cuzco
against the Inca Manco for five months. The city, vast in extent, was
thatched, and burned for seven days with the Spaniards in the midst.
They fought in sheer despair, and the Indians with heroism, their
best weapon the lasso, their main hope that of starving the garrison
to death. No valor could possibly save these heroic robbers, shut off
from escape or from rescue by the impenetrable rampart of the
Andes. They owed their salvation to the fact that the Indians must
disperse to reap their crops lest the entire nation perish of hunger,
and the last of the Incas ended his life a fugitive lost in the recesses
of the mountains.
Then came a civil war between the Pizarros, and Almagro,
whose share of the plunder turned out to be a snowy desolation to
the southward. It was not until after this squalid feud had been ended
by Almagro’s execution and Pizarro’s murder, that the desolate
snows were uncovered, revealing the incomparable treasures of
silver Potosi, Spain’s share of the plunder.
VIII
A. D. 1534
THE CORSAIRS
IN 1453 Constantinople was besieged and stormed by the Turks, the

Christian emperor fell with sixty thousand of his men in battle, and
the Caliph Mahomet II raised the standard of Islam over the last
ruins of the Roman empire.
Four years later a sailorman, a Christian from the Balkan States,
turned Moslem and was banished from the city. He married a
Christian widow in Mitylene and raised two sons to his trade. At a
very tender age, Uruj, the elder son, went into business as a pirate,
and on his maiden cruise was chased and captured by a galley of
the Knights of Saint John who threw him into the hold to be a slave
at the oars. That night a slave upon the nearest oar-bench disturbed
the crew by groaning, and to keep him quiet was thrown overboard.
Not liking his situation or prospects, Uruj slipped his shackles, crept
out and swam ashore. On his next voyage, being still extremely
young, he was captured and swam ashore again. Then the sultan’s
brother fitted him out as a corsair at the cost of five thousand ducats,
to be paid by the basha of Egypt, and so, thanks to this act of
princely generosity, Uruj was able to open a general practise. His
young brother Khizr, also a pirate, joined him; the firm was protected
by the sultan of Tunis who got a commission of twenty per cent. on
the loot; and being steady, industrious and thrifty, by strict application
to business, they made a reputation throughout the Middle Sea.
Indeed the Grand Turk bestowed upon Khizr the title “Protector of
Religion,” a distinction never granted before or since to any
professional robber. Once after a bitter hard fight the brothers
captured a first-rate ship of war, The Galley of Naples, and six lady
passengers besides three hundred men were marched ashore into
slavery. “See,” said the sultan of Tunis, “how Heaven recompenses
the brave!” Uruj, by the way, was laid up some months for repairs,
and in his next engagement, a silly attack on a fortress, happened to
lose an arm as part of his recompense.
By this time the brothers were weary of that twenty per cent.
commission to the unctuous sultan of Tunis, and by way of cheating
him, took to besieging fortresses, or sacking towns, Christian or
Moslem as the case might be, until they had base camps of their
own, Uruj as king of Tlemcen, and Khizr as king of Algiers. Then Uruj
fell in battle, and Khizr Barbarossa began to do business as a
wholesale pirate with a branch kingdom of Tunis, and fleets to
destroy all commerce, to wreck and burn settlements of the Christian
powers until he had command of the sea as a first-class nuisance.
The gentle Moors, most civilized of peoples, expelled from Spain
(1493) by the callous ill-faith of Ferdinand and Isabella, and stranded
upon North Africa to starve, manned Barbarossa’s fleets for a bloody
vengeance upon Christian Europe. Then Charles V brought the
strength of Spain, Germany and Italy to bear in an expedition against
Barbarossa, but his fleet was wrecked by a storm, clear proof that
Allah had taken sides with the strong pirate king. Barbarossa then
despatched his lieutenant Hassan to ravage the coast of Valencia.
It was upon this venture that Hassan met a transport
merchantman with a hundred veteran Spanish infantry, too strong to
attack; so when this lieutenant returned to Algiers deep-laden with
spoil and captives from his raid, he found King Barbarossa far from
pleased. The prisoners were butchered, and Hassan was flogged in
public for having shirked an engagement. That is why Hassan joined
with Venalcadi, a brother officer who was also in disgrace, and
together they drove Barbarossa out of Algeria. Presently the king
came back with a whole fleet of his fellow corsairs, brother
craftsmen, the Jew, and Hunt-the-Devil, Salærrez and Tabas, all
moved to grief and rage by the tears of a sorely ill-treated hero. With
the aid of sixty captive Spanish soldiers, who won their freedom,
they captured Algiers, wiped out the mutineers, and restored the
most perfect harmony. Indeed, by way of proof that there really was
no trouble among the corsairs, King Barbarossa sent off Hunt-the-
Devil with seventeen ships to burn Spain. Ever in blood and tears,
their homes in flames, their women ravished, their very children
enslaved, the Spaniards had to pay for breaking faith with the Moors
of Granada.
Barbarossa was not yet altogether king of Algiers. For twenty
years the Peñon, a fortress fronting that city, had been held by
Martin de Vargas and his garrison. Worn out with disease and famine
these Spaniards now fought Barbarossa to the last breath, but their
walls went down in ruin, the breach was stormed, and all were put to
the sword. De Vargas, taken prisoner, demanded the death of a
Spaniard who had betrayed him. The traitor was promptly beheaded,
but Barbarossa turned upon De Vargas. “You and yours,” he said,
“have caused me too much trouble,” and he again signed to the
headsman. So De Vargas fell.
Terrible was the rage of Charles V, emperor of half Europe, thus
defied and insulted by the atrocious corsair. It was then that he
engaged the services of Andrea Doria, the greatest Christian admiral
of that age, for war against Barbarossa. And at the same time the
commander of the faithful, Suleiman the Magnificent, sent for King
Barbarossa to command the Turkish fleet.
He came, with gifts for the calif: two hundred women bearing
presents of gold or silver; one hundred camels laden with silks and
gold; then lions and other strange beasts; and more loads of
brocades, or rich garments, all in procession through Constantinople,
preceding the pirate king on his road to the palace. The sultan gave
him not only a big fleet, but also vice-regal powers to make war or
peace. Next summer (1534) eleven thousand Christian slaves, and a
long procession of ships loaded with the plunder of smoking Italy
were sent to the Golden Horn. Incidentally, Barbarossa seized the
kingdom of Tunis for himself, and slaughtered three thousand of the
faithful, just to encourage the rest.
It was to avenge the banished King Hassan, and these poor
slaughtered citizens that the Emperor Charles V, attended by his
admiral, Andrea Doria, came with an army and a mighty fleet to
Tunis.
He drove out Barbarossa, a penniless, discredited fugitive; and
his soldiers slaughtered thirty thousand citizens of Tunis to console
them for the pirate’s late atrocities.
Poor old Barbarossa, past seventy years of age, had lost a
horde of fifty thousand men, his kingdom of Tunis, fleet and arsenal;
but he still had fifteen galleys left at Bona, his kingdom of Algiers to
fall back upon, and his Moorish seamen, who had no trade to win
them honest bread except as pirates. “Cheer up,” said he, to these
broken starving men, and after a little holiday they sacked the
Balearic Isles taking five thousand, seven hundred slaves, and any
amount of shipping. Then came the building of a Turkish fleet; and
with one hundred twenty sail, Barbarossa went to his last culminating
triumph, the defeat of Andrea Doria, who had at Prevesa one
hundred ninety-five ships, sixty thousand men, and two thousand,
five hundred ninety-four guns. With that victory he retired, and after
eight years of peace, he died in his bed, full of years and honors. For
centuries to come all Turkish ships saluted with their guns, and
dipped their colors whenever they passed the grave of the King of
the Sea.
Sea Wolves of the Mediterranean, Commander E. Hamilton

Currey, R.N. John Murray.
IX
A. D. 1542
PORTUGAL IN THE INDIES
IT was Italian trade that bought and paid for the designs of Raphael,
the temples of Michelangelo, the sculptures of Cellini, the inventions
of Da Vinci, for all the wonders, the glories, the splendors of inspired
Italy. And it was not good for the Italian trade that Barbarossa, and
the corsairs of three centuries in his wake, beggared the merchants
and enslaved their seamen. But Italian commerce had its source in
the Indian Seas, and the ruin of Italy began when the sea adventures
of Portugal rounded the Cape of Good Hope to rob, to trade, to
govern and convert at the old centers of Arabian business.
Poverty is the mother of labor, labor the parent of wealth and
genius. It is the poverty of Attica, and the Roman swamps, of sterile
Scotland, boggy Ireland, swampy Holland, stony New England,
which drove them to high endeavor and great reward. Portugal, too,
had that advantage of being small and poor, without resources, or
any motive to keep the folk at home. So the fishermen took to trading
and exploration led by Cao who found the Cape of Good Hope,
Vasco da Gama who smelt out the way to India, Almeida who gained
command of the Indian Seas, Cabral who discovered Brazil,
Albuquerque who, seizing Goa and Malacca, established a Christian
empire in the Indies, and Magellan, who showed Spain the way to
the Pacific.
Of these the typical man was Da Gama, a noble with the motives
of a crusader and the habits of a pirate, who once set fire to a
shipload of Arab pilgrims, and watched unmoved while the women
on her blazing deck held out little babies in the vain hope of mercy.
On his first voyage he came to Calicut, a center of Hindu civilization,
a seat of Arab commerce, and to the rajah sent a present of washing
basins, casks of oil, a few strings of coral, fit illustration of the
poverty of his brave country, accepted as a joke in polished, wealthy,
weary India. The king gave him leave to trade, but seized the poor
trade goods until the Portuguese ships had been ransacked for two
hundred twenty-three pounds in gold to pay the customs duties. The
point of the joke was only realized when on his second voyage Da
Gama came with a fleet, bombarded Calicut, and loaded his ships
with spices, leaving a trail of blood and ashes along the Indian coast.
Twenty years later he came a third time, but now as viceroy to the
Portuguese Indies. Portugal was no longer poor, but the richest state
in Europe, bleeding herself to death to find the men for her ventures.
Now these arrogant and ferocious officials, military robbers,
fishermen turned corsairs, and ravenous traders taught the whole
East to hate and fear the Christ. And then came a tiny little monk no
more than five feet high, a white-haired, blue-eyed mendicant, who
begged the rice he lived on. Yet so sweet was his temper, so magical
the charm, so supernatural the valor of this barefoot monk that the
children worshiped him, the lepers came to him to be healed, and
the pirates were proud to have him as their guest. He was a
gentleman, a Spanish Basque, by name Francis de Xavier, and in
the University of Paris had been a fellow student with the reformer
Calvin, then a friend and follower of Ignatius de Loyola, helping him
to found the Society of Jesus. Xavier came to the Indies in 1542 as a
Jesuit priest.
Once on a sea voyage Xavier stood for some time watching a
soldier at cards, who gambled away all his money and then a large
sum which had been entrusted to his care. When the soldier was in
tears and threatening suicide, Xavier borrowed for him the sum of
one shilling twopence, shuffled and dealt for him, and watched him
win back all that he had lost. At that point Saint Francis set to work to
save the soldier’s soul, but this disreputable story is not shown in the
official record of his miracles.
From his own letters one sees how the heathen puzzled this little
saint, “‘Was God black or white?’ For as there is so great variety of

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2 Derivatives and Their Uses

3 Further Applications of Derivatives

Cumulative Review for Chapters 1–3 243

4 Exponential and Logarithmic Functions

5 Integration and Its Applications

7 Calculus of Several Variables

Cumulative Review for Chapters 1–7 520

10 Sequences and Series

Cumulative Review for Chapters 1–11 743

Appendix A Graphing Calculator Basics A1

ACCURATE AND ACCESSIBLE

need review along with a supplementary Algebra Review appendix for

CHANGES IN THE SEVENTH EDITION

Real Numbers, Inequalities, and Lines.

previews the ideas and applications to come.

Enhanced Learning Support

Functions APPLIcAtIoN PREvIEW

Time (minutes : seconds)

World record mile runs 1865–1999

EXAMPLE 9 LINEAR REgRESSIoN uSINg A gRAPHINg

a. Use linear regression to fit a line to the data.

Guided Learning Support

justifications for the steps.

Looking Back d Pn dollarsn1

current material and previ- EXAMPLE 8 DiFFErEntiAting A LogArithMic AnD EXPonEntiAL

to solidify and unify under- Solution solution

Guided Learning Support 246 Chapter 4 Exponential and Logarithmic

how to find limits from tables of values of the

Take Note 4.1 Exponential Functions

New in the 7/e! Appearing in the mar-

gins, these prompts include observations We first saw expo­

to help simplify or clarify ideas in the text. x 2x 1 4 x 2x 1 4

from the left

For More Help

For Help Getting Started

New in the 7/e! These prompts appear

within the margins of the text and end-

of-section exercises. They direct students

parts of the Algebra Review appendix, 3.6 exercises

Practice and Prepare

Practice Problems Practice Problem 5

read the text or do home-

Solution on page 316 >

eXamPle 12 recovering coSt from marginal coSt

2 3y2 From the Power Rule

xiv User’s Guide and s–(t) 5 acceleration at time t.

cific titles so instructors

tent in an upcoming section (see, for

a. Find its 5velocity at time t 5 3 hours.

gins, these prompts include observations We first saw expo

2. Express {x|2 4 , x # 5} in interval notation.

4. On the line y 5 3x 1 4, what value of Dy corresponds to Dx 5 2?

5. Which sketch shows the graph of the line y 5 2x 2 1?

The order of the real numbers is expressed by inequalities. For example, a , b

Multiplying or dividing both sides of an inequality by a negative number r everses