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 le with ©20

Calculus
tib 1

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e x t • C o mp
Media

ex t • C o mp
Update

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le with ©20

and its applications

Expanded Version

Marvin L. Bittinger
Indiana University Purdue University Indianapolis

David J. Ellenbogen
Community College of Vermont

Scott A. Surgent
Arizona State University

Boston Columbus Indianapolis New York San Francisco

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Library of Congress Cataloging-in-Publication Data

Bittinger, Marvin L.
[Calculus and its applications (expanded version)]
Calculus and its applications : expanded version: media update/Marvin L. Bittinger,
Indiana University Purdue University Indianapolis, David J. Ellenbogen, Community College
of Vermont, Scott A. Surgent, Arizona State University.—1st edition.
pages cm
Includes index.
ISBN 978-0-13-412258-8—ISBN 0-13-412258-5
1. Calculus—Textbooks. I. Ellenbogen, David. II. Surgent, Scott Adam. III. Title.
QA303.2.B4667 2016
515—dc23 2014041546

Copyright © 2016, 2014 Pearson Education, Inc. All rights reserved. No part of this publication
may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without the prior written
­permission of the publisher. Printed in the United States of America. For information on
­obtaining permission for use of material in this work, please submit a written request to
Pearson Education, Inc., Rights and Contracts Department, 501 Boylston Street, Boston, MA 02116.
1 2 3 4 5 6 7 8 9 10—RRD—16 15 14 13 12

ISBN-10: 0-13-412258-5
www.pearsonhighered.com ISBN-13: 978-0-13-412258-8
To: Elaine, Victoria, and Beth
Contents
Prefacevii Chapter 2
Prerequisite Skills Diagnostic Test xxi Applications of Differentiation 197
2.1 Using First Derivatives to Find Maximum
Chapter R and Minimum Values and Sketch Graphs 198
Functions, Graphs, and Models 1 2.2 Using Second Derivatives to Find Maximum
and Minimum Values and Sketch Graphs 216
R.1 Graphs and Equations 2 2.3 Graph Sketching: Asymptotes and
R.2 Functions and Models 13 Rational Functions 234
R.3 Finding Domain and Range 24 2.4 Using Derivatives to Find Absolute Maximum
R.4 Slope and Linear Functions 33 and Minimum Values 250
R.5 Nonlinear Functions and Models 50 2.5 Maximum–Minimum Problems; Business and
Economics Applications 262
R.6 Mathematical Modeling and Curve Fitting 68
2.6 Marginals and Differentials 277
Chapter Summary 79
Chapter Review Exercises 85 2.7 Implicit Differentiation and Related Rates 288
Chapter Test 88 Chapter Summary 295
Extended Technology Application: Chapter Review Exercises 301
Average Price of a Movie Ticket 90 Chapter Test 303
Extended Technology Application:
Maximum Sustainable Harvest 305
Chapter 1
Differentiation 93 Chapter 3
1.1 Limits: A Numerical and Graphical Approach 94
Exponential and Logarithmic Functions 307
1.2 Algebraic Limits and Continuity 109
3.1 Exponential Functions 308
1.3 Average Rates of Change 121
3.2 Logarithmic Functions 322
1.4 Differentiation Using Limits of
Difference Quotients 132 3.3 Applications: Uninhibited and Limited
Growth Models 337
1.5 Differentiation Techniques:
The Power and Sum–Difference Rules 144 3.4 Applications: Decay 353
1.6 Differentiation Techniques: 3.5 The Derivatives of ax and loga x 366
The Product and Quotient Rules 158 3.6 An Economics Application:
1.7 The Chain Rule 166 Elasticity of Demand 371
Chapter Summary 378
1.8 Higher-Order Derivatives 177
Chapter Review Exercises 382
Chapter Summary 185
Chapter Test 384
Chapter Review Exercises 190
Extended Technology Application:
Chapter Test 192
The Business of Motion Picture Revenue
Extended Technology Application: and DVD Release 385
Path of a Baseball: The Tale of the Tape 194

iv
 C ontents  v

Chapter 4 Chapter 7
Integration 389 Trigonometric Functions 581
4.1 Antidifferentiation 390 7.1 Basics of Trigonometry 582
4.2 Antiderivatives as Areas 399 7.2 Derivatives of Trigonometric Functions 597
4.3 Area and Definite Integrals 410 7.3 Integration of Trigonometric Functions 607
4.4 Properties of Definite Integrals 425 7.4 Inverse Trigonometric Functions
4.5 Integration Techniques: Substitution 436 and Applications 614
Chapter Summary 623
4.6 Integration Techniques: Integration by Parts 445
Chapter Review Exercises 626
4.7 Integration Techniques: Tables 454 Chapter Test 628
Chapter Summary 459 Extended Technology Application:
Chapter Review Exercises 466 Parametric Curves 630
Chapter Test 468
Extended Technology Application:
Business: Distribution of Wealth 469 Chapter 8
Differential Equations 633
Chapter 5 8.1 Differential Equations 634
Applications of Integration 473 8.2 Separable Differential Equations 640
5.1 An Economics Application: 8.3 Applications: Inhibited Growth Models 646
Consumer Surplus and Producer Surplus 474 8.4 First-Order Linear Differential Equations 657
5.2 Applications of Integrating Growth 8.5 Higher-Order Differential Equations
and Decay Models 480 and a Trigonometry Connection 664
5.3 Improper Integrals 492 Chapter Summary 673
5.4 Numerical Integration 498 Chapter Review Exercises 676
Chapter Test 677
5.5 Volume 510
Extended Technology Application:
Chapter Summary 515 Visual (Slope Fields) and Numerical (Euler’s
Chapter Review Exercises 520 Method) Solutions of Differential Equations 679
Chapter Test 522
Extended Technology Application:
Curve Fitting and Volumes of Containers 523 Chapter 9
Sequences and Series 683
Chapter 6 9.1 Arithmetic Sequences and Series 684
Functions of Several Variables 525 9.2 Geometric Sequences and Series 691
6.1 Functions of Several Variables 526 9.3 Simple and Compound Interest 701
6.2 Partial Derivatives 534 9.4 Annuities and Amortization 709
6.3 Maximum–Minimum Problems 543 9.5 Power Series and Linearization 720
6.4 An Application: The Least-Squares Technique 550 9.6 Taylor Series and a Trigonometry Connection 728
Chapter Summary 736
6.5 Constrained Optimization 557
Chapter Review Exercises 739
6.6 Double Integrals 566 Chapter Test 741
Chapter Summary 572 Extended Technology Application:
Chapter Review Exercises 576 Sequences and Series on a Spreadsheet 742
Chapter Test 577
Extended Technology Application:
Minimizing Employees’ Travel Time in a Building 578
vi C ontents

Chapter 10 Supplementary On-line Chapters

Probability Distributions 747 Available electronically within MyMathLab or in print via a
custom version of the text. Contact your local Pearson
10.1 A Review of Sets 748 representative for more details.
10.2 Probability 756
10.3 Discrete Probability Distributions 767
Systems and Matrices Online
10.4 Continuous Probability Distributions 778 1 Systems of Linear Equations
10.5 Mean, Variance, Standard Deviation, 2 Gauss-Jordan Elimination
and the Normal Distribution 789 3 Matrices and Row Operations
Chapter Summary 803 4 Matrix Arithmetic: Equality, Addition,
Chapter Review Exercises 808 and Scalar Multiples
Chapter Test 809 5 Matrix Multiplication, Multiplicative Identities,
Extended Technology Application: and Inverses
Experimental Probability and
6 Determinants and Cramer’s Rule
the Law of Large Numbers 811
7 Systems of Linear Inequalities and
Linear Programming
Cumulative Review815
Appendix A: Review of Basic Algebra 819 Discrete Probability Online
Appendix B: Indeterminate Forms 1 Compound Events and Odds
and l’Hôpital’s Rule 830
2 Combinatorics: The Multiplication Principal and the
Appendix C:  Regression and Factorial
Microsoft Excel 836
3 Permutations and Combinations
Appendix D: MathPrint Operating System
for TI-84 and TI-84 Plus 4 Conditional Probability and the Hypergeometric
Silver Edition 838 Distribution Model
Table A:   Areas for a Standard 5 Independence, Bernoulli Trials and the Binomial
Normal Distribution 841 Probability Model
Photo Credits842 6 Bayes Rule
Answers A-1
Index of Applications I-1
Index I-5
Preface

Calculus and Its Applications, Expanded Version, is derived from the most student-oriented applied cal-
culus text on the market: Calculus and Its Applications, Tenth Edition. The authors believe that appealing
to students’ intuition and speaking in a direct, down-to-earth manner make this text accessible to any
student possessing the prerequisite math skills. By presenting more topics in a conceptual and often
visual manner and adding student self-assessment and teaching aids, this text truly addresses students’
needs. However, the authors recognize that it is not enough for a text to be accessible—it must also
provide students with motivation to learn. Tapping into areas of student interest, the authors provide
an abundant supply of examples and exercises rich in real-world data from business, economics, envi-
ronmental studies, health care, and the life sciences. Relevant examples cover applications ranging from
the distribution of wealth to the growth of membership in Facebook. Found in every chapter, realistic
applications draw students into the discipline and help them to generalize the material and apply it to
new and novel situations. To further spark student interest, hundreds of meticulously drawn graphs and
illustrations appear throughout the text, making it a favorite among students who are visual learners.
Calculus and Its Applications, Expanded Version, covers enough content to support two semes-
ters of applied calculus easily. Topics included in this expanded version are trigonometric func-
tions, additional coverage of differential equations, sequences and series, and probability. Material
on systems and matrices, linear programming, and discrete probability is also available in print
via custom editions (contact your Pearson representative for details) or within MyMathLab. A
course in intermediate algebra is assumed to be a prerequisite. The Prerequisite Skills Diagnostic
Test that follows this preface is a tool for gauging students’ preparedness. Appendix A: Review of
Basic Algebra, together with Chapter R: Functions, Graphs, and Models, should provide a sufficient
foundation to unify the diverse backgrounds of most students.

Our Approach
Intuitive Presentation
Although the word intuitive has many meanings and interpretations, its use here means “experi-
ence based, without proof.” Throughout the text, when a concept is discussed, its presentation is
designed so that the students’ learning process is based on their earlier mathematical experience.
This is illustrated by the following situations.
■ Before the formal definition of continuity is presented, an informal explanation is given, complete
with graphs that make use of student intuition about ways in which a function could be discon-
tinuous (see pp. 113–114).
■ The definition of derivative, in Chapter 1 (see p. 135), is presented after the discussion of average
rates of change. This presentation is more accessible and realistic than the strictly geometric idea
of slope.
■ When maximization problems involving volume are introduced (see p. 264), a function is derived
that is to be maximized. Instead of forging ahead with the standard calculus solution, the student
is first asked to stop, make a table of function values, graph the function, and then estimate the
maximum value. This experience provides students with more insight into the problem. They
recognize not only that different dimensions yield different volumes, but also that the dimensions
yielding the maximum volume may be conjectured or estimated as a result of the calculations.
■ Relative maxima and minima (Sections 2.1 and 2.2) and absolute maxima and minima
(Section 2.4) are covered in separate sections in Chapter 2, so that students gradually build

vii
viii pre f ace

up an understanding of these topics as they consider graphing using calculus concepts (see
pp. 198–234 and 250–262).
■ The explanation underlying the definition of the number e is presented in Chapter 3 both
graphically and through a discussion of continuously compounded interest (see pp. 345–347).
■ Chapter 9 starts off with a sequence, something students have seen many times before, even if they
don’t know it by name. The text stresses that a sequence is a function, with the special restriction
that the inputs are integers, allowing students to relate sequences to something familiar—func-
tions. The chapter’s discussion of arithmetic and geometric sequences then ties them to linear and
exponential functions, strengthening the connection to what students already know.
■ Probability is also something that all students have been exposed to. They intuitively under-
stand that a coin lands heads up half the time, that rolling two dice is more likely to yield 7 than
12, and that certain real-life events are more likely than others. Chapter 10 uses this kind of
common knowledge to ease students into an understanding of formal probability and its rules.

Strong Algebra Review

One of the most critical factors underlying success in this course sequence is a strong foundation
in algebra skills. We recognize that students start the first course with varying degrees of skills, so
we have included multiple opportunities to help students target their weak areas and remediate or
refresh the needed skills.
■ Prerequisite Skills Diagnostic Test (Part A). This portion of the diagnostic test assesses skills
refreshed in Appendix A: Review of Basic Algebra. Answers to the questions reference specific
examples within the appendix.
■ Appendix A: Review of Basic Algebra. This 11-page appendix provides examples on topics such
as exponents, equations and inequalities, and applied problems. It ends with an exercise set, for
which answers are provided at the back of the book so that students can check their understanding.
■ Prerequisite Skills Diagnostic Test (Part B). This portion of the diagnostic test assesses skills
that are reviewed in Chapter R, and the answers reference specific sections in that chapter. Some
instructors may choose to cover these topics thoroughly in class, making this assessment less
critical. Other instructors may use all or portions of this test to determine whether there is a
need to spend time remediating before moving on with Chapter 1.
■ Chapter R. This chapter covers basic concepts related to functions, graphing, and modeling. It
is an optional chapter based on the prerequisite skills students have.
■ “Getting Ready for Calculus” in MyMathLab. This optional but valuable material is included in
MyMathLab just prior to appropriate chapters and as a separate chapter. It can be used to assess
algebra weaknesses in students individually or as a class, so that the instructor can remediate
accordingly or instruct students to remediate on their own. An individualized study plan in con-
junction with such assessment allows MyMathLab to generate homework specific to each student’s
individual needs. Together, this assessment, remediation, and practice constitute a very powerful
resource for instructors.
■ Basic Skills Videos: Basic skills tutorial videos have been added within specific exercises to address
prerequisite skills for that exercise​. These videos augment existing example videos (that address the
content of that specific exercise) by focusing on the prerequisite skills needed for that exercise.

Applications
Relevant and factual applications drawn from a broad spectrum of fields are integrated throughout
the text as applied examples and exercises and are also featured in separate application sections.
We use real data as often as possible to illustrate for students the relevance of the applications. In
addition, each chapter opener in this text includes an application that serves as a preview of what
students will learn in the chapter.
The applications in the exercise sets are grouped under headings that identify them as reflecting
real-life situations: Business and Economics, Life and Physical Sciences, Social Sciences, and General
Interest. This organization allows the instructor to gear the assigned exercises to a particular student
and also allows the student to know whether a particular exercise applies to his or her major.
MathTalk Videos have been added to MyMathLab to help motivate students by pointing out
relevant connections to their majors—especially business. The videos feature Andrea Young from
Ripon College (WI), a dynamic math professor (and actor!). The videos can be used as lecture
starters or as part of homework assignments (in regular, online, or flipped classes).
 pre f ace  ix

Furthermore, the Index of Applications at the back of the book provides students and instruc-
tors with a comprehensive list of the many different fields considered throughout the text.

Approach to Technology
This text emphasizes mathematical modeling, utilizing the advantages of technology as appropri-
ate. Though the use of technology is optional, its use meshes well with the text’s more intuitive
approach to applied calculus. For example, the use of the graphing calculator in modeling, as an
optional topic, is introduced in Section R.6 and then reinforced many times throughout the text.
Technology Connections
Technology Connections are included throughout the text to illustrate the use of technology.
Whenever appropriate, art that simulates graphs or tables generated by a graphing calculator are
included as well. The text also includes discussion of the smartphone applications Graphicus, iP-
lot, and Quick Graph to take advantage of technology to which many students have access.
There are four types of Technology Connections for students and instructors to use for explor-
ing key ideas.
■ Lesson/Teaching. These provide students with an example, followed by exercises to work
within the lesson.
■ Checking. These tell the students how to verify a solution within an example by using a graph-
ing calculator.
■ Exploratory/Investigation. These provide questions to guide students through an investigation.
■ Technology Connection Exercises. Most exercise sets contain technology-based exercises
identified with either an icon or the heading “Technology Connection.” These exercises also
appear in the Chapter Review Exercises and the Chapter Tests. The Printable Test Forms include
technology-based exercises as well.

Use of Art and Color

One of our hallmarks is the pervasive use of color as a pedagogical tool. Color is used in a method-
ical and precise manner so that it enhances the readability of the text for students and instructors.
When two curves are graphed using the same set of axes, one is usually red and the other blue with
the red graph being the curve of major importance. This is exemplified in the graphs from Chapter
R (pp. 54 and 82) below. Note that the equation labels are the same color as the curves. When the
instructions say “Graph,” the dots match the color of the curve.

y1 = x3, y2 = 3x + 1 y
8 y1 y2

f (x) = x2 1

–3 3 −1 1 x
−1
g(x) = x3
–5

The following figure from Chapter 1 (p. 134) shows the use of colors to distinguish between
secant and tangent lines. Throughout the text, blue is used for secant lines and red for tangent
lines.
Slope m 1
Q1
Slope m 2
Secant lines Q2
Slope m 3
Q3 Slope m 4 Slope m =
T instantaneous rate
Q4 of change at P
Tangent line
P
 Solution To find any critical values, we determine f1x2. To determine whether any
critical values lead to extrema, we also find f1x2:
f1x2 = 3x2 + 6x - 9,
f1x2 = 6x + 6.
Then we solve f1x2 = 0:
3x2 + 6x - 9 = 0

x pre 2
f ace Dividing
x + 2x - 3 = 0
1x + 321x - 12 = 0
Factoring
both sides by 3

x + 3 = 0 or x - 1 = 0 Using the Principle of Zero Products

chnoLogY connectIon
ploratory
nsider the function given by
y = x3 - 3x2 - 9x - 1.
e a graph to estimate the relative
trema. Then find the first and
cond derivatives. Graph both in
e same window. Use the ZERO
ture to determine where the first
rivative is zero. Verify that rela-
e extrema occur at those x-values
checking the sign of the second
rivative. Then check your work
ng the approach of Example 1.
Relative
maximum
x = -3 or x = 1.
We next find second coordinates by substituting the critical values in the original
function: In the text from Chapter 2 (p. 219) shown at the left, the color red denotes
f1-32 = 1-323 + 31-322 - 91-32 - 13 = 14;
f112 = 1123 + 31122 - 9112 - 13 = -18.
substitution in equations and blue highlights the corresponding outputs, includ-
Are the points 1-3, 142 and 11, -182 relative extrema? Let’s look at the second deriva-
tive. We use the Second-Derivative Test with the critical values -3 and 1: ing maximum and minimum values. The specific use of color is carried out in
f1-32 = 61-32 + 6 = -12 6 0;
f112 = 6112 + 6 = 12 7 0.
Relative maximum
Relative minimum
the figure that follows. Note that when dots are used for emphasis other than
Thus, f1-32 = 14 is a relative maximum and f112 = -18 is a relative minimum. We
plot both 1-3, 142 and 11, -182, including short arcs at each point to indicate the
just merely plotting, they are black.
graph’s concavity. Then, by calculating and plotting a few more points, we can make a
sketch, as shown below. Beginning with the discussion of integration in Chapter 4, the color amber
y
40
y
40
f
is used to highlight areas in graphs. The figure to the left below, from Chapter 4
30

20
Relative
maximum
30

20
(p. 427), illustrates the use of blue and red for the curves and labels and amber
for the area.
(−3, 14) (−3, 14)
(3, 14)
10 (−4, 7) (−2, 9) 10

−5 −4 −3 −2 −1 1 2 3 4 x −5 −4 −3 −2 1 2 3 4 x
(−1, −2) (2, −11)
−10

−20 (1, −18) (−5, −18)

(0, −13)
−20 (1, −18)
y z
Relative Relative
minimum minimum Absolute
maximum
example 2 Find the relative extrema of the function f given by
y = f(x)
f1x2 = 3x5 - 20x3, y = g(x)
and sketch the graph.
Relative
A maximum
Graph of f

E_C02.1 & 2.3.indd 219 11/21/12 4:20 PM

a b x
x y

Relative
minimum

Throughout the text, the three-dimensional art has been carefully rendered to make it easier
for students to visualize complex graphs, such as the one above (p. 543).

Interactive Figures
We have gone beyond the pages of this book to take advantage of students’ ability to learn visually.
Within MyMathLab, interactive figures are provided. These can be used by instructors in presenta-
tions or in assessing students’ understanding, as well as by students for independent exploration
of concepts. The easily manipulated figures take advantage of students’ intuition and extend their
visual understanding of concepts. For details about these figures, see the description on page xvii
or online in MyMathLab.

Accuracy
We know how vitally important the accuracy of a textbook is to both students and instructors.
To that end, we have exceeded the typical pursuit of accuracy. We went to great pains to ensure
that the examples are clear and concise, that the direction lines and problem-solving processes are
consistent, and that the exercises are supported by complementary examples in the section and are
gradated appropriately from easier to more challenging. The accuracy checking process for this
text involved a total of four proofreaders at two different stages in the process and independent
reviews of the examples and exercises by multiple accuracy checkers. Additional proofreading and
accuracy reviews by professors who teach this course were conducted so that subjective improve-
ments and refinements could be made. And, lastly, a thorough cross-check of the solutions in the
instructor and student solution manuals with the answers in the text constituted a final audit for
consistency and accuracy. Although some of the material in this text is newly written, it fulfills the
unusually high expectations associated with the Bittinger name and with Calculus and Its Applica-
tions, Tenth Edition.
 pre f ace xi

Pedagogy of Calculus and Its Applications, Expanded Version

Chapter Openers
Each chapter opener provides a “Chapter Snapshot” that gives stu-
Exponential and
Logarithmic 3 dents a preview of the topics in the chapter and an application that
whets their appetite for the chapter material and provides an intui-
Functions tive introduction to a key calculus topic. (See pp. 197, 307, and 389.)
Chapter Snapshot
What You’ll Learn Why It’s Important
3.1 Exponential Functions In this chapter, we consider two types of functions that are
3.2 Logarithmic Functions closely related: exponential functions and logarithmic func-
3.3

3.4
Applications: Uninhibited and
Limited Growth Models
Applications: Decay
tions. After learning to find derivatives of such functions, we
will study applications in the areas of population growth and Section Objectives
decay, continuously compounded interest, spread of disease,
3.5
3.6
The Derivatives of ax and loga x
An Economics Application:
and carbon dating. As each new section begins, its objectives are stated in the margin. These
Elasticity of Demand
can be spotted easily by the student, and they provide the answer to the
typical question “What should I be able to do after completing this sec-
Where It’s Used tion?” (See pp. 322, 399, and 480.)

308 ChaptEr 3 ∙ Exponential and Logarithmic Functions

3.1
Exponential Functions
ComIC Book VaLUe BY Graphs of Exponential Functions
Year
mILLIon-DoLLar ComIC Book V(t) oBjeCtIVes Consider the following graph. The rapid rise of the graph indicates that it approximates
A 1939 comic book with the first
an exponential function. We now consider such functions and many of their applications.
• Graph exponential
appearance of the “Caped Crusader,” $1.075 functions.
Value of comic book

Batman, sold at auction in Dallas in million WORLD POPULATION GROWTH

• Differentiate exponential
2010 for $1.075 million. The comic
functions. 8 billion* 2020
book originally cost 10¢. What will
the value of the comic book be in V(t) = 0.10e 0.228t
7 billion 2011
2020? After what time will the value 6 billion 1998
of the comic book be $30 million? 5 billion 1987
4 billion 1974
This problem appears as Example 7 in $0.10
3 billion 1960
Section 3.3.
2 billion 1927
81 t
Number of years since 1 billion 1804
1939
307
1800 1900 2000 2100
*Projected Year
(Source: U.S. Census Bureau.)

M03_BITT8209_01_SE_C03.1.indd 307 11/21/12 9:38 PM

Let’s review definitions of expressions of the form ax, where x is a rational number.
For example,
a2.34 or a234>100
100
means “raise a to the 234th power and then take the 100th root 1 2a234 2 .”
What about expressions with irrational exponents, such as 212, 2p, and 2-13?
314
An irrational number C h a p tnamed
is a number ∙ anExponential
E r 3 by infinite,and Logarithmic Functions
nonrepeating decimal. Let’s
consider 2p. We know that p is irrational with an infinite, nonrepeating decimal
Technology Connections expansion: teChnoLogY ConneCtIon

Exploratory
3.141592653 ....
In Section 3.5, we will develop a formula for the derivative of the more general
exponential function given by y = ax.

The text allows the instructor to incorporate graphing calculators, Check the results of Example 3 by
This means that p is approached as a limit by the rational Finding
entering each function as y1 and
numbers Derivatives of Functions Involving e
= nDeriv1y
spreadsheets, and smart phone applications into classes. All use of
letting
3, 3.1, 3.14, 3.141,y23.1415, . . ., 1, x, x2. Then We can use Theorem 1 in combination with other theorems derived earlier to differen-
enter the derivatives from Example tiate a variety of functions.
so it seems reasonable
3 asthat 2p use
y3 and should be approached
graphs or a table to as a limit by the rational powers

technology is clearly labeled so that it can be included or omitted as teChnoLogY ConneCtIon

We can approximate 2p using the Estimating each power

compare
23, 23.1, 23.14
with
in red. a calculator,
Turn
and ,y.3.. . .
, 23.141, y223.1415
Using iPlot, graph f 1x2 = 3ex
on Derivate. we
Nowgetsup-
the following:
ExamplE 3 Find dy>dx: a) y = 3ex; b) y = x2ex; c) y =
ex
x3
.

desired. (See pp. 54–56 and 209–212.) exponential key: 2 u p [.

We obtain 8, 8.574188,found
pose the derivative was mistakenly
8.815241, 8.821353,
to be f1x2 = 3ex -8.824411,
1
. Graph . . . .
Solution
d numbers d x x; ax
In general, ax isthis 3c # f1x24 = c # f1x2.
incorrect function
approximated by theinvalues
some of ar for rational d
2p  8.824977827. a) 13ex2 = 3 r near
e Recall that
is the limit of ar as other color. What
r approaches happens?
x through dx for a 7 0,
rational values. Thus, dxthe usual dx
Explain. Then describe a proce-
ExErCisEs laws of exponents, such as
dure for checking the results of
= 3ex

Teaching Tips Approximate.

1. 5p 2. 513
ax # ay = ax + y, Using
Example 3 using iPlot.
axGraphicus, -y
, ay = axgraph
,
g1x2 = x2ex as a first function.
1ax2y = ab)
xy
,
d 2 x
dx
1x
and 2# =
e 2 = ax-x ex +x ,ex # 2x
1
a
Using the Product Rule

The Annotated Instructor’s Edition provides tips for instructors who ex1x 2
3. 7-12 4. 18-p can be applied to Then
real touch
number exponents.
+ and choose AddMoreover, the function= so + 2x2, or
obtained, xex1x + 22 Factoring
f1x2 = ax, is continuous. x3 # ex - ex # 3x2
derivative. Suppose the deriva-
d ex
tive was mistakenly found to be c) a 3b = Using the Quotient Rule
are new to teaching this course as a way to help them avoid common x
g1x2 = 2xe . Graph this incorrect
function. What happens? Explain.
dx x x6
x2ex1x - 32
= Factoring
missteps often made by students.
Then describe a procedure for 6
checking the results of Example 3 x
using Graphicus. ex1x - 32
= Simplifying
x4

Quick Check Exercises

Suppose that we have a more complicated function in the exponent, as in
2
- 5x
h1x2 = ex .

Giving students the opportunity to check their understanding of a M03_BITT8209_01_SE_C03.1.indd 308 This is a composition of functions.
11/21/12For

h1x2 = g1 f(x22 = ef 1x2,

5:27such
PM a function, we have
where g1x2 = ex and f1x2 = x2 - 5x.

new concept or skill is vital to their learning and their confidence. Now g1x2 = ex. Then by the Chain Rule (Section 1.7), we have
h1x2 = g1f(x22 # f1x2
Quick Check exercises follow and mirror selected examples in the = ef 1x2 # f1x2.
For the case above, f1x2 = x2 - 5x, so f1x2 = 2x - 5. Then
text, allowing students to both practice and assess the skills they h1x2 = g1f(x22 # f1x2
= ef 1x2 # f1x2
are learning. Instructors may include these as part of a lecture as a R Quick Check 3
Differentiate:
= ex
2
- 5x
12x - 52.

means of gauging skills and gaining immediate feedback. Answers a) y = 6ex;

x
b) y = x3ex; The next theorem, which we have proven using the Chain Rule, allows us to find
derivatives of functions like the one above.
e
to the Quick Check exercises are provided at the end of each section c) y =
x2
.
O Quick Check 3

following the exercise set. (See pp. 236, 331, and 412.)

M03_BITT8209_01_SE_C03.1.indd 314 11/21/12 5:27 PM

 xii pre f ace
Exercise Set 3.1 319

Section Summary
x
• The exponential function f1x2 = e , where e  2.71828, x
• The graph of f1x2 = e is an increasing function with no
Section Summary
has the derivative f1x2 = ex. That is, the slope of a tan-
gent line to the graph of y = ex is the same as the func-
tion value at x.
critical values, no maximum or minimum values, and no
points of inflection. The graph is concave up, with To assist students in identifying the key topics for each section, a Section Sum-
lim f1x2 =  and lim f1x2 = 0.

mary precedes every exercise set. Key concepts and definitions are presented in
xS xS-

• Calculus is rich in applications of exponential functions.

ExErcisE sEt bulleted list format to help focus students’ attention on the most important ideas
3.1
presented in the section. (See pp. 106, 246, and 360.)
Graph.
45. y = 2ex - 1 46. y = 2ex + 1
1. y = 4x 2. y = 5x
47. y = xe-2x + e-x + x3
48. y = ex + x3 - xex
3. y = 10.252x 4. y = 10.22x
49. y = 1 - e-x 50. y = 1 - e-3x
5. f 1x2 = 1 32 2 x 6. f 1x2 = 1 43 2 x
51. y = 1 - e-kx 52. y = 1 - e-mx
7. g1x2 = 1 23 2 x 8. g1x2 = 1 34 2 x 2
- 7x
53. g1x2 = 14x2 + 3x2ex
x x
9. f 1x2 = 12.52 10. f 1x2 = 11.22 2
- 4x
54. g1x2 = 15x2 - 8x2ex
Differentiate.
11. f 1x2 = e-x 12. f 1x2 = ex Graph each function. Then determine critical values, inflection
points, intervals over which the function is increasing or
13. g1x2 = e3x 14. g1x2 = e2x
decreasing, and the concavity.
15. f 1x2 = 6ex 16. f 1x2 = 4ex 55. f 1x2 = e2x 56. g1x2 = e-2x
17. F 1x2 = e-7x 18. F 1x2 = e-4x 57. g1x2 = e11>22x 58. f 1x2 = e11>32x
19. G1x2 = 2e4x 20. g1x2 = 3e5x 59. f 1x2 = 1 -x
60. g1x2 = 1 -x
2e 3e
21. f 1x2 = - 3e-x 22. G1x2 = - 7e-x 61. F 1x2 = - e11>32x 62. G1x2 = - e11>22x
23. g1x2 = 12e-5x 24. f 1x2 = 13e-4x 63. g1x2 = 211 - e-x2, for x Ú 0

Variety of Exercises
320 Cha
25. F 1x2 =p-t e23erx 3
2
∙ Exponential
26. and Logarithmic
g1x2
3
= - 4ex Functions
5 64. f 1x2 = 3 - e-x, for x Ú 0
27. G1x2 = 7 + 3e5x
ApplicAtions 28. F 1x2 = 4 - e2x c) C142
65–74. (Round
For each to thegiven
function nearest
in thousand.)
Exercises 55–64, graph
d)the
Find lim C1t2
function andand lim and
its first C1t2. Why derivatives
second do you think the a
using
29. f 1x2
Business and x5 - 2e6x
= Economics 30. G1x2 = x3 - 5e2x tS  tS 

There are over 5000 exercises in this text. All exercise sets are enhanced by the
calculator,
company’siPlot,
costsor Graphicus.
tend to level off as time passes?
5 2x 7 4x
31.U.S.
81. = x e U.S. exports of 32.
g1x2exports. f 1x2
goods are =increasing
xe ex-
75.Marginal
84. Find thecost.
slopeAofcompany’s
the line tangent to the
total cost, graph of of
in millions
ponentially.2xThe value of the exports, t years after 2009, x
e e3x f 1x2 =is egiven
dollars, bypoint 10, 12.
at the
33.can be approximated
F 1x2 = 4 by 34. g1x2 = 6
x
V1t2 = 1.6e0.046t,
f 1x2 t==1x02 corresponds
35.where
x
+ 3x - 92exto 2009 and V is in billions of
76. C1t2 = 200
Find the slope
f 1x2 t=is 2e
where
-3x
- of
40e
at the
the time in point
-t
the, line tangent to the graph of
10, 22.the start-up date.
years since inclusion of real-world applications, detailed art pieces, and illustrative graphs.
36.dollars.
f 1x2 =(Source: U.S.+ Commerce
1x2 - 2x 22ex Department.) 77. Find an equation
C(t) of the line tangent to the graph of
G1x2 = e-x at200 C(t) =10,
the point – 40e –t
20012.
a) Estimateex the value of U.S. exports in 2009 ex and 2020.
f 1x2
37.b) What= is4the doubling time38. f 1x2value
for the = of U.S. 78. Find an equation
150 of the line tangent to the graph of
x x5
exports? f 1x2 = e2x at the point 10, 12.

Applications
2 2 100
39. f 1x2 = e-x + 7x
40. f 1x2 = e-x + 8x
79. and 80. For each
50 of Exercises 77 and 78, graph the
2 2
41. f 1x2 = e-x >2 42. f 1x2 = ex >2 function and the tangent line using a calculator, iPlot,
or Graphicus.
–2 2 4 6 8 10 t
43. y = e2x - 7 44. y = e2x - 4
Find each of the following.
a) The marginal cost C1t2
A section of applied problems is included in nearly every exercise set. The prob-
b)
c)
d)
C102
C152 (Round to the nearest thousand.)
Find lim C1t2 and lim C1t2. Why do you think the
tS  tS 
lems are grouped under headings that identify them as business and economics,
company’s costs tend to level off as time passes?

M03_BITT8209_01_SE_C03.1.indd 319
85. Marginal demand. At a price of x dollars, the demand,
28/11/12
in thousands of units, for a certain music player is given 1:36 PM
life and physical sciences, social sciences, or general interest. Each problem is ac-
by the demand function

82. Organic food. More Americans are buying organic fruit

and vegetables and products made with organic ingre-
q = 240e-0.003x.
a) How many music players will be bought at a price of
companied by a brief description of its subject matter (see pp. 155–157, 347–351,
and 397–398).
$250? Round to the nearest thousand.
dients. The amount A1t2, in billions of dollars, spent on
b) Graph the demand function for 0 … x … 400.
organic food and beverages t years after 1995 can be ap-
c) Find the marginal demand,
proximated by
q1x2.
A1t2 = 2.43e0.18t. d) Interpret the meaning of the derivative.

(Source: Nutrition Business Journal, 2004.) 86. Marginal supply. At a price of x dollars, the supply
function for the music player in Exercise 85 is given by
a) Estimate the amount that Americans spent on or-
ganic food and beverages in 2009.
b) Estimate the rate at which spending on organic food
and beverages was growing in 2006.
q = 75e0.004x,
where q is in thousands of units.
a) How many music players will be supplied at a price
Thinking and Writing Exercises
83. Marginal cost. A company’s total cost, in millions of
dollars, is given by
C1t2 = 100 - 50e , -t
of $250? Round to the nearest thousand.
b) Graph the supply function for 0 … x … 400.
c) Find the marginal supply, q1x2.
Identified by a , these exercises ask students to explain mathematical concepts
in their own words, thereby strengthening their understanding (see pp. 143, 249,
d) Interpret the meaning of the derivative.
where t is the time in years since the start-up date.
Life and Physical Sciences
C(t)
87. Medication concentration. The concentration C, in

and 422).
100
C(t) = 100 – 50e –t parts per million, of a medication in the body t hours
80
after ingestion is given by the function
60
C1t2 = 10t2e-t.
40
a) Find the concentration after 0 hr, 1 hr, 2 hr, 3 hr, and
20 10 hr.
Sketch a graph of the function for 0 … t … 10.
b)

5 10
Find each of the following.
a) The marginal cost, C1t2
b) C102
M03_BITT8209_01_SE_C03.1.indd 320
Synthesis Exercises
15 20 t c) Find the rate of change of the concentration, C1t2.
d)
Find the maximum value of the concentration and
the time at which it occurs.
e) Interpret the meaning of the derivative.
Synthesis exercises are included in every exercise set, including the Chapter
­Review Exercises and Chapter Tests. They require students to go beyond the
­immediate objectives of the section or chapter and are designed to both challenge
28/11/12 1:38 PM

Exercise Set 3.1 321

Social Sciences
88. Ebbinghaus learning model. Suppose that you are
Technology connecTion
Use a graphing calculator (or iPlot or Graphicus) to graph each
students and make them think about what they are learning (see pp. 176, 276,
given the task of learning 100% of a block of knowl-
edge. Human nature is such that we retain only a per-
centage P of knowledge t weeks after we have learned it.
The Ebbinghaus learning model asserts that P is given by
function in Exercises 107 and 108, and find all relative extrema.
107. f 1x2 = x2e-x 108. f 1x2 = e-x
2
and 364).
For each of the functions in Exercises 109–112, graph f, f,
P1t2 = Q + 1100 - Q2e-kt, and f .
where Q is the percentage that we would never forget 109. f 1x2 = e x
110. f 1x2 = e -x
and k is a constant that depends on the knowledge
learned. Suppose that Q = 40 and k = 0.7.
a) Find the percentage retained after 0 weeks, 1 week,
2 weeks, 6 weeks, and 10 weeks.
111. f 1x2 = 2e0.3x
113. Graph
1 x
112. f 1x2 = 1000e-0.08x
Technology Connection Exercises
These exercises appear in the Technology Connections (see pp. 29, 141, and 327)
b) Find lim P1t2. f 1x2 = a1 + b .
tS  x
c) Sketch a graph of P.
d) Find the rate of change of P with respect to time t. Use the TABLE feature and very large values of x to
e) Interpret the meaning of the derivative. confirm that e is approached as a limit.
SynTheSiS
Differentiate.
Answers to Quick Checks and in the exercise sets (see pp. 120, 249, and 425). They allow students to solve
1 1 1 1 1 1
1. 1, 3, 9, 27, , , 2. 1, , , , 3, 9, 27
problems or check solutions using a graphing calculator or smart phone.
2
89. y = 1e3x + 125 90. y = 1ex - 224 3 9 27 3 9 27
y y
e3t - e7t 3 3t
91. y = 92. y = 2e + t 8 8
e4t 6 6

4 4
ex ex 1 x
93. y = 2 94. y = 2 f(x)  3 x 2 g(x)  ()
3
x + 1 1 - ex

Concept Reinforcement Exercises

−2 −1 1 2 x −2 −1 1 2 x

1
95. f 1x2 = e1x + 2ex 96. f 1x2 = + e1>x ex 1x - 22
ex 3. (a) 6ex; (b) x2ex 1x + 32; (c)
x3
xe-x
97. f 1x2 = ex>2 # 2x - 1 98. f 1x2 =
Each chapter closes with a set of Chapter Review Exercises, which includes Con-
2
xe2x +5
1 + x2
3
4. (a) -4e-4x; (b) ex + 8x
13x2 + 82; (c)
2
2x + 5
ex - e-x x 5. (a) y (b) y
99. f 1x2 = 100. f 1x2 = ee

ex + e-x
cept Reinforcement exercises at the beginning. The exercises are confidence
8 8
6 6
4 4
Exercises 101 and 102 each give an expression for e. Find the 2 f(x)  2ex 2 g(x)  2e x

builders for students who have completed their study of the chapter. Presented in
function values that are approximations for e. Round to five −2 −1 1 2 x −2 −1 1 2 x
decimal places.
No critical values No critical values
101. For f 1t2 = 11 + t21>t, we have e = lim f 1t2. Find f 112, Decreasing on 1-  ,  2 Increasing on 1-  ,  2
tS0

matching, true/false, or fill-in-the-blank format, these exercises can also be used

f 10.52, f 10.22, f 10.12, and f 10.0012. No inflection points No inflection points
Concave up on 1-  ,  2 Concave up on 1-  ,  2
102. For g1t2 = t1>1t - 12, we have e = lim g1t2. Find g10.52, (c) y1
tS1
g10.92, g10.992, g10.9992, and g10.99982.
in class as oral exercises. As with all review exercises, each concept reinforcement
0.8
0.6 h(x)  1  ex

103. Find the maximum value of f 1x2 = x2e-x over 30, 44. 0.4
0.2
104. Find the minimum value of f 1x2 = xex over 3- 2, 04.
105. A student made the following error on a test:
2

No critical values
4

Increasing on 1-  ,  2
6 8 10 x

exercise is accompanied by a bracketed section reference to indicate where discus-

d x
e = xex - 1.
sion of the concept appears in the chapter. (See pp. 301, 382, and 466.)
No inflection points
dx Concave down on 1-  ,  2
N(t)
Identify the error and explain how to correct it. 6. (a) 20, 26.8, 47.1, 61.9, 74.6, 78.4 (b) 80
(c) N(t) = 7.2e-0.12t; after t days, 70
60
106. Describe the differences in the graphs of f 1x2 = 3x and the rate of change of number of 50
N(t)  80  60e0.12t
g1x2 = x3. phones produced per day is given 40
30
by 7.2e-0.12t. 20
10
(d) 80 phones produced per day 10 20 30 40 t

M03_BITT8209_01_SE_C03.1.indd 321 28/11/12 1:41 PM

 pre f ace xiii

chapteR 5 User-Friendly Chapter Summaries

sUmmaRY

KeY teRms anD cOncepts exampLes

Chapter summaries are formatted in a tabular style that makes it
sectIOn 5.1
If p = D1x2 is a demand function, then the Price
Consumer
Price Producer
easy for students to distill key ideas. Each chapter summary pre-
consumer surplus at a point 1Q, P2 is surplus p S(x)

L0
Q
D1x2 dx - QP.
surplus
(Q, P)
p D(x)
(Q, P)

Total
sents a section-by-section list of key definitions, concepts, and
theorems, with examples for further clarification. (See pp. 185,
Total receipts
If p = S1x2 is a supply function, then the expenditure
producer surplus at a point 1Q, P2 is
Q

L0
Units Units
QP - S1x2 dx.
295, and 378.)
The equilibrium point, 1xE, pE2, is the Price
point at which the supply and demand Consumer S(x)
curves intersect. surplus

Producer
surplus
D(x) Chapter Reviews and Tests
At the end of each chapter are review exercises and a test. The Chap-
Q

Let p = 12 - 1.5x be a demand function and p = 4 + 0.5x be a supply

function. The two curves intersect at (4, 6), the equilibrium point. At this
Units

point, the consumer surplus is

4 ter Review Exercises, which include bracketed references to the
L0
112 - 1.5x2 dx - 142162 = 36 - 24 = +12,

and the producer surplus is

4
sections in which the related course content first appears, ­provide
L0
142162 -

y
comprehensive coverage of each chapter’s material (see pp. 190–192).
14 + 0.5x2 dx = 24 - 20 = +4.

$12
11
10
9
The Chapter Test includes synthesis and technology questions
Consumer
surplus  $12
Producer
surplus  $4
8
7
6
5
(see pp. 192–193). There is also a Cumulative Review at the end of
p  4  0.5x
(x E, p E)  (4, 6)
p  12  1.5x

the text that can serve as a practice final examination. The answers,
4

0 1 2 3 4 5 x

including section references, to the chapter tests and the Cumulative

(continued)

Review are at the back of the book. Additional forms of each of the
chapter tests and the final examination, accompanied by answer keys and ready for classroom
use, appear in the Printable Test Forms. Chapter 5 Summary 515

M05_BITT8209_01_SE_C05.indd 515 11/21/12 6:00 PM

ChaptEr 4 ChaptEr 4
rEviEw ExErCisEs tEst

1. Approximate Evaluate using substitution. Assume u + 0 when ln u appears.

These review exercises are for test preparation. They can also rEviEw ExErCisEs
5 Do not use Table 1.
be used as a practice test. Answers are at the back of the book.
L0
11. Business: total cost. The marginal cost, in dollars, of 125 - x22 dx
L x + 12 L
The blue bracketed section references tell you what part(s) of dx
the chapter to restudy if your answer is incorrect. producing the xth car stereo is given by 13. 14. e-0.5x dx
C1x2 = 0.004x2 - 2x + 500. by computing the area of each rectangle and adding.

L
ConCEpt rEinforCEmEnt y y 15. t31t4 + 329 dt
Classify each statement as either true or false. 600 25
Marginal cost (in dollars)

20 Evaluate using integration by parts. Do not use Table 1.

1. Riemann sums are a way of approximating the area under 500
a curve by using rectangles. [4.2] 15

L L
400
b 10 16. xe5x dx 17. x3 ln x4 dx

La
300 C′
2. If a and b are both negative, then f 1x2 dx 5
200 Evaluate using Table 1.
is negative. [4.3] 0 1 2 3 4 5 x

L L x17 - x2
100 dx
18. 2x dx 19.
3. For any continuous function f defined over 3- 1, 74, it Evaluate.
0 50 100 150 200 250 300 x
follows that
L L
Number of units produced
2 7 7 2. 23x dx 3. 1000x5 dx 20. Find the average value of y = 4t3 + 2t over 3- 1, 24.

L-1 L2 L-1
f 1x2 dx + f 1x2 dx = f 1x2 dx. 34.44 Approximate the total cost of producing 200 car stereos
21. Find the area of the region in the first quadrant bounded

L
by computing the sum 1
4. aex + + x3>8 b dx 1assume x 7 02 by y = x and y = x5.

a C1xi2 x,
4. Every integral can be evaluated using integration by 4 x
parts. [4.6] with x = 50. 34.24 22. Business: cost from marginal cost. An air conditioning
i=1 Find the area under the curve over the indicated interval. company determines that the marginal cost, in dollars,
Match each integral in column A with the corresponding anti-
derivative in column B. [4.1, 4.5] Evaluate. [4.1] 4 for the xth air conditioner is given by
5. y = x - x2; 30, 14 6. y = ; 31, 34
x C1x2 = - 0.2x + 500, C102 = 0.
L L
Column A Column B
12. 20x4 dx 13. 13ex + 22 dx
7. Give an interpretation of the shaded area. Find the total cost of producing 100 air conditioners.

L 2x
1
5. dx a) ln x + C
23. Social science: learning curve. A translator’s speed over
L
1
(in miles per hour)

2
14. a3t + 5t + b dt 1assume t 7 02
Running speed

t 4-min interval is given by

L
6. 11 + 2x2-2 dx b) - x-1 + C W1t2 = - 6t2 + 12t + 90, t in 30, 44,
Find the area under the curve over the indicated interval. [4.3]
where W1t2 is the speed, in words per minute, at time t.
3- 2, 14
Lx
1 2 -1 15. y = 4 - x2: How many words are translated during the second
7. dx, x 7 0 c) - 11 + x 2 + C t
2 30, 34 Time (in hours) minute (from t = 1 to t =Extended
2)? Technology Application 469
16. y = x + 2x + 1:

L1 + x
2x 1 Evaluate. 24. A robot leaving a spacecraft has velocity given by
8. dx d) - 11 + 2x2-1 + C v1t2 = - 0.4t 2
x ++ 32t, where v1t2 is in kilometers8x
L L
2 In each case, give an interpretation of the shaded region. per
3 hour

L L2
2 6 2 + 10
L-1
[4.2, 4.3] 27. x5ex dx12x + 3x22 dx
8. 28. 2x ln x dx 34.and t islnthe¢ number≤ofdxhours since the35.
robot left the dx
x + the
5 total distance traveled during 3

Lx
1 spacecraft. Find the - 4
5x
9. 2
dx e) 2x1>2 + C 17. 18.
first 3 hr.

L 64 L LLe x
dx 1 e2 2
1x + 42
L 23x - 2 L
-0.1x x
Keyboard speed

29. 30.10. x4edx dx

Sales on the

9. - xe-2x 36. dx 37. dx

per minute)

2 dx

L 11 + x 2
2x
(in words

tth day

10. dx f) ln 11 + x22 + C 0 x2

38. Evaluate 1 5x dx without using Table 1.

2 2

L
5 2

L0
31. x ln 113x2 x, for x … 2,
11. g1x2dx
dx, where g1x2 = b
t 6 - x, for x 7 2 1Hint: 5 = e ln 5.2
t
Time (in minutes) Time (in days) b

La
synthEsis
12. Decide whether f 1x2 dx is positive, negative, or zero.
tEChnology ConnECtion
Evaluate using any method.
y
39. Use a calculator to approximate the area between the

L
f
32. x3 2x2 + 4 dx following curves:
2 3 2
a b x
= 3xany- method.
Integrateyusing = 2x u- +x 0 -when
x , y Assume 5x.ln u
31 ln x23 - 41 ln x22 + 54
L
appears.

L
33. dx
x5ex dx
L 5 + 7x
x 6 26.
25. dx

466 Chapter 4 ∙ Integration

468 Chapter 4 ∙ Integration

Extended Technology Applications

M04_BITT8209_01_SE_EOC.indd 468 20/11/12 9:00 PM

extended technology application

M04_BITT8209_01_SE_EOC.indd 466 20/11/12 9:00 PM

Extended Technology Applications at the

Business: Distribution of Wealth
end of each chapter use real applications Lorenz Functions and the Gini Coefficient of the population owns x% of the wealth,” and this is
modeled by the function f 1x2 = x, where 0 … x … 1.
and real data. They require a step-by-step The distribution of wealth within a population is of
great interest to many economists and sociologists. Let
y = f 1x2 represent the percentage of wealth owned by
This is an example of a Lorenz function that is often
called the line of equality.

analysis that encourages group work. More x percent of the population, with x and y expressed as
decimals between 0 and 1. The assumptions are that 0%
In many societies, the distribution of wealth
is not equitable. For example, the Lorenz function
of the population owns 0% of the wealth and that 100% f 1x2 = x3 would represent a society in which a large
challenging in nature, the exercises in these of the population owns 100% of the wealth. With these
requirements in place, the Lorenz function is defined to be
percentage of the population owns a small percentage
of the wealth. For example, in this society, we observe
that f 10.72 = 0.73 = 0.343, meaning that 70% of the
features involve a variety of high-level tech- any continuous, increasing and concave upward function
connecting the points 10, 02 and 11, 12, which represent population owns just 34.3% of the wealth, with the
implication that the other 30% owns the remaining
the two extremes. The function is named for economist
nology uses such as the use of regression to Max Otto Lorenz (1880–1962), who developed these
concepts as a graduate student in 1905–1906.
65.7% of the wealth.
In the graphs below, we see the line of equality
in the left-most graph, and increasingly inequitable
create models on a graphing calculator.
If the collective wealth of a society is equitably distri-
buted among its population, we would observe that “x% distributions as we move to the right.

y (1, 1) y (1, 1) y (1, 1) y (1, 1)

Line of
Percentage

Percentage

Percentage

Percentage
of wealth

of wealth

of wealth

of wealth

equality

f(x) f(x) f(x)

(0, 0) x (0, 0) x (0, 0) x (0, 0) x

Percentage Percentage Percentage Percentage
of population of population of population of population

Most equitable distribution Less equitable distribution

M04_BITT8209_01_SE_EOC.indd 469 20/11/12 9:00 PM

xiv pre f ace

Approach to Content
Chapter 1
Chapter 1 starts with an intuitive discussion of limits, stressing various methods that are used
to determine a limit, including numerical (tabular), algebraic simplification, and graphical. We
do not feel it is necessary or appropriate for the intended audience of this text to introduce the
more rigorous epsilon-delta theory of limits. Once limits are established, we immediately in-
troduce rates of change, stressing applications, and from there, move to instantaneous rates of
change and the derivative. The remainder of Chapter 1 is devoted to techniques and applications
of differentiation.
Chapter 2
We use differentiation as the focus of Chapter 2, in which we discuss the behavior of functions and
the techniques used to graph functions. We discuss polynomial and rational functions and incor-
porate applications and technology connections as often as possible. We strive to help the student
understand not only how derivatives can be useful, but also why.
Chapter 3
We introduce exponential and logarithmic functions and their derivatives and applications in
Chapter 3. We feel that effective coverage of these classes of functions deserves a separate chapter,
from which the student should gain the ability to differentiate most such functions and understand
their applications.
Chapter 4
We introduce integration in Chapter 4, beginning the chapter with a section on antidifferentia-
tion. We feel this “mechanical” skill serves as a way to segue from differentiation to integration
by stressing that the latter process is the reverse of the former. Section 4.2 discusses the geo-
metrical concept of integration using Riemann sums, and Section 4.3 ties the first two sections
together with a discussion of the Fundamental Theorem of Calculus. We stress the applications
of integration and devote the remaining sections of Chapter 4 to the techniques of antidifferen-
tiation.
Chapter 5
Chapter 5 showcases the variety of methods and applications of integration: its applications to eco-
nomics are presented in Sections 5.1 and 5.2, and improper integrals are discussed in Section 5.3.
Numerical integration, using Riemann sums, the Trapezoidal Rule, and Simpson’s Rule, is pre-
sented in Section 5.4, followed by a discussion of volumes of rotated solids in Section 5.5.
Chapter 6
Multivariable calculus is covered in Chapter 6, with differentiation and applications discussed in
the first four sections and integration in the latter two. This chapter can be studied first in a second-
semester course. At that point, basic calculus skills can be assumed and other topics of mathemat-
ics can be explored on a much deeper level.
Chapter 7
Trigonometry is discussed in Chapter 7. The first section is a review of the main points of trigo-
nometry, and instructors may cover as much or as little of this as they believe their students need.
Differentiation is discussed in Section 7.2, integration in Section 7.3, and inverse trigonometric
functions in Section 7.4. All the sections in this chapter include applications that we feel dem-
onstrate the utility of trigonometry in business and the life sciences.
We know that not all schools cover trigonometry. However, we chose to place this text’s cover-
age of the topic before later chapters so that the material can be used at the instructor’s discretion.
Chapter 7 can be skipped in a course that does not cover trigonometry with no disruption to the
flow of other topics, and the Trigonometry Connections in the following chapters are set apart for
easy integration or omission.
 pre f ace xv

Chapter 8
Chapter 8 covers differential equations. We focus on ordinary differential equations and the
techniques used to solve certain equations, as well as applications that grow from these forms.
Differential equations involving trigonometry are segregated in the final section, allowing instruc-
tors who choose to cover trigonometry to easily find this material and those who choose not to
cover trigonometry to simply skip it.
Chapter 9
Chapter 9 focuses on sequences and series. The general arithmetic and geometric forms are dis-
cussed in the first two sections. After that, the chapter allows for two paths: instructors who wish
to focus on financial applications involving sequences and series can proceed to Sections 9.3 and
9.4, while those who desire a deeper discussion of power series and Taylor series can move on to
Sections 9.5 and 9.6. As in Chapter 8, the material involving trigonometry is deliberately segre-
gated in the final section for instructors’ convenience.
Chapter 10
Probability and probability distributions are covered in Chapter 10. A review of sets is provided
in Section 10.1, and, again, instructors can choose how much, if any, of this material to cover,
based on their students’ assumed knowledge. Basic probability is presented in Section 10.2. We
do not cover combinatorics or specialized probability techniques such as the binomial model,
the hypergeometric model, and Bayes Rule. Instead of focusing on the myriad ways to calculate
probabilities, we choose instead to lay the foundation for discussing discrete probability distribu-
tions in Section 10.3. This, then, segues nicely into Section 10.4, where continuous probability
distributions are discussed and integration is used to study them. Section 10.5 caps this chapter
with further discussion of the normal distribution, perhaps the most well-known of the continu-
ous probability distributions.
Trigonometry Connections
The topic of trigonometry is strategically placed in the middle of the text (Chapter 7) rather than at
the end, as so many books do, so those who cover it can naturally expand on topics such as higher-
order differential equations and Taylor series. Because many courses in applied calculus do not
have time to cover trigonometry, Chapter 7 and the Trigonometry Connections subsections in sub-
sequent chapters can be skipped without causing any disruption to the flow of content. Sections
that contain a Trigonometry Connection subsection also include specifically labeled exercises that
assess this content.
Additional Chapters Online
Two chapters are available online within MyMathLab or in print via a custom version of the text.
Chapters include: Chapter 11: Systems and Matrices, and Chapter 12: Discrete Probability. See
the Table of Contents at the front of this text or contact your local Pearson representative for more
details.

Applications
For most instructors, the ultimate goal is for students to be able to apply what they learn in this
course to everyday scenarios. This ability motivates learning and brings student understanding
to a higher level. To further this goal, we have included almost 1200 applications in the exam-
ples and exercises in the text. These will motivate students to apply what they’re learning to
their future careers.

Annotated Instructor’s Edition

An Annotated Instructor’s Edition is included in the long list of instructor resources. Located in
the margins in the AIE are Teaching Tips, which are ideal for new or less experienced instructors.
In addition, answers to exercises are provided on the same page, making it easier than ever to
check student work.
xvi pre f ace

Supplements
Student Supplements Instructor Supplements

Student’s Solutions Manual Annotated Instructor’s Edition

(ISBN: 0-321-84417-3 | 978-0-321-84417-0)
• Provides detailed solutions to all odd-numbered
exercises, with the exception of the Thinking and
Writing exercises
Graphing Calculator Manual (downloadable)
• Provides instructions and keystroke operations for
the TI-83/84 Plus, and TI-84 Plus with new operating
system, featuring MathPrint™.
• Includes worked-out examples taken directly from
the text
• Available in MyMathLab
Video Lectures with optional captioning (online)
• Complete set of digitized videos for student use at home
or on campus
• Available in MyMathLab
Supplementary Chapters
• Two online chapters on systems and matrices, and
­discrete probability
• Available within MyMathLab
• Can also be customized as part of the text through
Pearson Custom Learning or through a Pearson
representative
All of the student supplements listed above are included
in MyMathLab.
(ISBN: 0-13-411120-6 | 978-0-13-411120-9)
• Includes numerous Teaching Tips
• Includes all of the answers, usually on the same page as
the exercises, for quick reference
Instructor’s Solutions Manual (downloadable)
• Provides complete solutions to all text exercises
• Available to qualified instructors through the Pearson In-
structor Resource Center, www.pearsonhighered.com/irc,
and MyMathLab
Printable Test Forms (downloadable)
• Contains several alternative tests per chapter
• Contains several comprehensive final exams
• Includes answer keys
• Available to qualified instructors through the Pearson In-
structor Resource Center, www.pearsonhighered.com/irc,
and MyMathLab
TestGen® (downloadable)
• Enables instructors to build, edit, print, and administer
tests using a computerized bank of questions developed
to cover all the objectives of the text
• Algorithmically based, allowing instructors to create
multiple but equivalent versions of the same question
with the click of a button
• Allows instructors to modify test bank questions or add
new questions
• Can be downloaded from www.pearsoned.com/testgen
PowerPoint Lecture Presentation (downloadable)
• Classroom presentation software oriented specifically to
the text’s topic sequence
• Available to qualified instructors through the Pearson In-
structor Resource Center, www.pearsonhighered.com/irc,
and MyMathLab

Media Supplements
MyMathLab® Online Course (access code required)
MyMathLab® is a text-specific, easily customizable online course that integrates interactive multi-
media instruction with textbook content.
MyMathLab delivers proven results in helping individual students succeed.
■ MyMathLab has a consistently positive impact on the quality of learning in higher education
math instruction. MyMathLab can be successfully implemented in any environment—lab-based,
hybrid, fully online, or traditional—and demonstrates the quantifiable difference that integrated
usage has on student retention, subsequent success, and overall achievement.
■ MyMathLab’s comprehensive online gradebook automatically tracks students’ results on tests, quizzes,
homework, and in the study plan. Instructors can use the gradebook to quickly intervene if ­students
 pre f ace xvii

have trouble or to provide positive feedback on a job well done. The data within MyMathLab are eas-
ily exported to a variety of spreadsheet programs, such as Microsoft Excel. Instructors can determine
which points of data to export, and then analyze the results to evaluate success.
MyMathLab provides engaging experiences that personalize, stimulate, and measure learning
for each student.
■ Exercises in MyMathLab are correlated to the exercises in the textbook, and they regenerate
algorithmically to give students unlimited opportunity for practice and mastery. The software
offers immediate, helpful feedback when students enter incorrect answers.
■ Multimedia learning aids that accompany the exercises include guided solutions, sample prob-
lems, animations, video lectures, podcasts, and eText clips for extra help at point of use.
Interactive figures included within MyMathLab serve as both teaching and learning
■ 
tools. They can be used by instructors during lectures to illustrate some of the more dif-
ficult and visually challenging calculus topics. Used in this manner, the figures engage
students more fully and save time otherwise spent rendering figures by hand. Instructors
may also choose to assign the questions that accompany the figures, which lead students
to discover key concepts. The interactive figures are also available to students, who may
explore them on their own as a way to better visualize the concepts being presented.
MathTalk Videos help motivate students by pointing out relevant connections to their
■ 
majors—especially business. The videos feature Andrea Young from Ripon College (WI),
a dynamic math professor (and actor!). The videos can be used as lecture starters or as
part of homework assignments (in regular, online or flipped classes).
And, MyMathLab comes from a trusted partner with educational expertise and an eye on the
future.
■ Knowing that you are using a Pearson product means knowing that you are using quality con-
tent: eTexts are accurate and assessment tools work. Whether you are just getting started with
MyMathLab or have a question along the way, we’re here to help you learn about our technolo-
gies and how to incorporate them into your course.
To learn more about how MyMathLab combines proven learning applications with power-
ful assessment, visit www.mymathlab.com or contact your Pearson representative.

MyMathLab® Integrated Review Course (access code required)

The Integrated Review course has all of the MyMathLab features mentioned above but makes it
easier for instructors to address gaps in prerequisite skills. In this MyMathLab course, the Skills
Check Quizzes are pre-assigned and coupled with Personalized Homework. The latter provides
help for students who did not show mastery of prerequisite skills on the quiz. This allows the in-
structor to focus on course content while MyMathLab addresses the skills gaps that often impede
student progress. Ask your Pearson representative for details or to see a copy of this course.

MathXL® Online Course (access code required)

MathXL® is the homework and assessment engine that runs MyMathLab. (MyMathLab is MathXL
plus a learning management system.) With MathXL, instructors can
■ create, edit, and assign online homework and tests using algorithmically generated exercises
correlated at the objective level to the textbook;
■ create and assign their own online exercises and import TestGen tests for added flexibility; and
■ maintain records of all student work tracked in MathXL’s online gradebook.
With MathXL, students can
■ take chapter tests in MathXL and receive personalized study plans and/or personalized home-
work assignments based on their test results;
■ use the study plan and/or the homework to link directly to tutorial exercises for the objectives
they need to study; and
■ access supplemental animations and video clips directly from selected exercises.
MathXL is available to qualified adopters. For more information, visit www.mathxl.com, or
contact your Pearson representative.
xviii pre f ace

Acknowledgments
As authors, we have taken many steps to ensure the accuracy of this text. Many devoted
individuals comprised the team that was responsible for monitoring the revision and
production process in a manner that makes this a work of which we can all be proud.
We are thankful for our publishing team at Pearson, as well as all of the Pearson rep-
resentatives who share our book with educators across the country. Many thanks to
Michelle Christian, who was instrumental in getting Scott Surgent’s first book printed
and in bringing him to the attention of the Pearson team.
We would like to thank Jane Hoover for her many helpful suggestions, proofreading,
and checking of art. Jane’s attention to detail and pleasant demeanor made our work as
low in stress as humanly possible, given the demands of the production process.
We also wish to thank Michelle Beecher Lanosga for her incredibly helpful data
research. Her efforts make the real-world problems in this text as up-to-date as pos-
sible, given the production deadlines we faced. Geri Davis deserves credit for both the
attractive design of the text and the coordination of the many illustrations, photos, and
graphs. She is always a distinct pleasure to work with and sets the standard by which
all other art editors are measured.
We are very grateful for Mary Ann Teel’s contributions to this edition: her thought-
ful comments while reviewing draft chapters, her careful reading of the exposition
for accuracy and consistency, and her work on the testing manual. Many thanks to
Lisa Grilli and Donna Krichiver for providing helpful teaching tips for the Annotated
Instructor’s Edition. We greatly appreciate Dave Dubriske’s work on the solutions
manuals and Steve Ouellette’s work on Appendix D and the Graphing Calculator Manual.
Many thanks also to John Morin, Thomas Wegleitner, Lauri Semarne, Patricia Nelson,
Deanna Raymond, and Doug Ewert for their careful checking of the manuscript and
typeset pages. Thank you to Douglas Williams for his help with generating some of
the 3D images in Chapter 6. In addition, thank you to Hugh Cornell of the University
of North Florida, Jerry DeGroot of Purdue University North Central, Jigarkumar S.
Patel of the University of Texas at Dallas, Curtis Paul of Moorpark College, G. Brock
Williams of Texas Tech University, and Mary Jane Sterling and Tiffany Troutman of
Bradley University, who accuracy checked and provided insight for this text that only
those who teach the course can provide.
Finally, the following reviewers provided thoughtful and insightful comments that
helped immeasurably with the development of this expanded version (these reviewers
are identified with an asterisk) and with the revision of the Tenth Edition.

*Jay Abramson, Arizona State University

*Mohammed Ali, Prince George’s Community College
Nilay Tanik Argon, The University of North Carolina at Chapel Hill
*Anthony Barcellos, American River College
*Melkana Brakalova, Fordham University
*Naala Brewer, Arizona State University
*Adena Calden, University of Massachusetts
*Debra S. Carney, University of Denver
*Nelson Castaneda, Central Connecticut State University
*Martha Morrow Chalhoub, Collin College
*K. Joseph Chen, Purdue University
*Mei Qin Chen, The Citadel
*Woonjung Choi, Arizona State University
*Hugh Cornell, University of North Florida
Rakissa Cribari, Ph.D., University of Colorado–Denver
*Jerry DeGroot, Purdue University North Central
Samantha C. Fay, Jefferson College
*Daria Filippova, Bowling Green State University
 pre f ace xix

Burt K. Fischer, CPA

*Igor Fulman, Arizona State University
Lewis A. Germann, Troy University
John R. Griggs, North Carolina State University
Lisa Grilli, Northern Illinois University
*Steven Hair, Penn State University
Mary Beth Headlee, Manatee Community College
*Glenn Jablonski, Triton College
Darin Kapanjie, Temple University
*Karla Karstens, University of Vermont
*Theresa Killebrew, Mesa Community College
*Donna S. Krichiver, Johnson County Community College
*Donna LaLonde, Washburn University
Rebecca E. Lynn, Colorado State University
*Joseph Mayne, Loyola University of Chicago
*Gail Nord, Gonzaga University
*Richard O’Beirne, George Mason University
*Jigarkumar S. Patel, The University of Texas at Dallas
*Curtis Paul, Moorpark College
Shahla Peterman, University of Missouri–St. Louis
*Timothy Pilachowski, University of Maryland, College Park
Mohammed Rajah, MiraCosta College
*Yvonne M. Sandoval, Pima Community College, West Campus
*Andrew Schwartz, Southeast Missouri State University
Charlie Snygg, Pikes Peak Community College
*Mary Jane Sterling, Bradley University
Scott R. Sykes, University of West Georgia
Mary Ann Teel, University of North Texas
Bruce Thomas, Kennesaw State University
*Tiffany Troutman, Bradley University
*Ani P. Velo, University of San Diego
*Dennis Walsh, Middle Tennessee State University
Patrick Ward, Illinois Central College
*G. Brock Williams, Texas Tech University
*Jane-Marie Wright, Suffolk Community College, Ammerman Campus
*David Zeigler, California State University, Sacramento
This page intentionally left blank
Prerequisite Skills
Diagnostic Test
To the Student and the Instructor
Part A of this diagnostic test covers basic algebra concepts, such as properties of exponents, multiplying and factoring polyno-
mials, equation solving, and applied problems. Part B covers topics discussed in Chapter R, such as graphs, slope, equations of
lines, and functions, most of which come from a course in intermediate or college algebra. This diagnostic test does not cover
regression, though it is considered in Chapter R and used throughout the text. This test can be used to assess student needs
for this course. Students who miss most of the questions in part A should study Appendix A before moving to Chapter R.
Those who miss most of the questions in part B should study Chapter R. Students who miss just a few questions might study
the related topics in either Appendix A or Chapter R before continuing with the calculus chapters.

Part A: Answers and locations of worked-out Part B: Answers and locations of worked-out
solutions appear on p. A-46. solutions appear on pp. A-46 and A-47.
Express each of the following without an exponent.
Graph.
1. 43  2. ( - 2)5  3. 1 12 2 3   4. ( - 2x)1  5. e 0
1. y = 2x + 1  2. 3x + 5y = 10
Express each of the following without a negative exponent.
3. y = x 2 - 1  4. x = y2
6. x -5      7. 1 14 2 -2     8. t -1
5. A function f is given by f (x) = 3x 2 - 2x + 8. Find each
Multiply. Express each answer without a negative exponent. of the following: f (0), f ( - 5), and f(7a).
9. x 5 # x 6    10. x -5 # x 6    11. 2x -3 # 5x -4 6. A function f is given by f (x) = x - x 2. Find and simplify
Divide. Express each answer without a negative exponent. f (x + h) - f (x)
, for h ≠ 0.
a3 e3 h
12. 13.
a2 e -4 7. Graph the function f defined as follows:
Simplify. Express each answer without a negative exponent. 4, for x … 0,
14. (x -2)3 15. (2x 4y -5z 3) -3 f (x) = c 3 - x 2, for 0 6 x … 2,
2x - 6, for x 7 2.
Multiply.
16. 3(x - 5)  17. (x - 5)(x + 3)  18. (a + b)(a + b) 8. Write interval notation for 5x 0 - 4 6 x 6 56.

19. (2x - t)2  20.  (3c + d)(3c - d) 3

9. Find the domain: f (x) = .
2x - 5
Factor.
21. 2xh + h2  22. x 2 - 6xy + 9y2  23. x 2 - 5x - 14 10. Find the slope and y-intercept of 2x - 4y - 7 = 0.

24. 6x 2 + 7x - 5  25. x 3 - 7x 2 - 4x + 28 11. Find an equation of the line that has slope 3 and contains
the point ( - 1, - 5).
Solve.
12. Find the slope of the line containing the points ( - 2, 6)
26. - 56x + 10 = 12x + 2  27. 3x(x - 2)(5x + 4) = 0 and ( - 4, 9).
2x 6 18
28. 4x 3 = x  29. - = 2 Graph.
x - 3 x x - 3x
13. f (x) = x 2 - 2x - 3 14. f (x) = x 3
30. 17 - 8x Ú 5x - 4
1
31. After a 5% gain in weight, a grizzly bear weighs 693 lb. 15. f (x) = 16. f (x) = 0 x 0
x
What was the bear’s original weight?
32. Raggs, Ltd., a clothing firm, determines that its total 17. f (x) = - 1x
revenue, in dollars, from the sale of x suits is given by 18. Suppose that $1000 is invested at 5%, compounded annu-
200x + 50. Determine the number of suits the firm must ally. How much is the investment worth at the end of 2 yr?
sell to ensure that its total revenue will be more than
$70,050.
xxi
This page intentionally left blank
Functions, Graphs,
and Models R
Chapter Snapshot
What You’ll Learn Why It’s Important
R.1 Graphs and Equations This chapter introduces functions and covers their graphs,
R.2 Functions and Models notation, and applications. Also presented are many topics
R.3 Finding Domain and Range that we will consider often throughout the text: supply and
R.4 Slope and Linear Functions demand, total cost, total revenue, total profit, the concept of
R.5 Nonlinear Functions and Models a mathematical model, and curve fitting.
R.6 Mathematical Modeling and Curve Fitting Skills in using a graphing calculator are also introduced in
optional Technology Connections. Details on keystrokes are
given in the Graphing Calculator Manual (GCM).
Part A of the diagnostic test (p. xxi), on basic algebra con-
cepts, allows students to determine whether they need to
review Appendix A (p. 819) before studying this chapter. Part
B, on college algebra topics, assesses the need to study this
chapter before moving on to the calculus chapters.

Where It’s Used

other
by Age of M
Birth Rates
Birth Rates 3 − 3.22x + 101.
2 2x − 886.9
f(x) = 0.031x
What is the average number of live y
births per 1000 women age 20? 120
110
100
This problem appears as an example in a
bies born

90
en

Technology Connection in Section R.6. 80

per 1000 wom

70
Number of ba

60
50
40
Birth Rates for Women 30
20
of Selected Ages 10
50 60 x
0 20 30 40
10
Average Number of Live Births
Women’s age
Age, x     Per 1000 Women

16 34
18.5 86.5
22 111.1
27 113.9
32 84.5
37 35.4
42 6.8
(Source: Centers for Disease Control and Prevention.)
1
2 Chapter R ∙ Functions, Graphs, and Models

R.1
Graphs and Equations
What Is Calculus?
What is calculus? This is a common question at the start of a course like this. Let’s con-
Objectives
sider a simplified answer for now.
• Graph equations. Consider a protein energy drink box, as shown below, at left. The following is a
• Use graphs as mathematical typical problem from an algebra course. Try to solve it. (If you need some algebra re-
models to make predictions. view, refer to Appendix A at the end of the book.)
• Carry out calculations involving
compound interest.
Algebra Problem
The sum of the height, width, and length of a box is 207 mm. If the height is
three times the width and the length is 7 mm more than the width, find the di-
mensions of the box.

The box has a width of 40 mm, a length of 47 mm, and a height of 120 mm.*
The following is a calculus problem that a manufacturer of boxes might need to
solve.

Height
Calculus Problem
A protein energy drink box is to hold 200 cm3 (6.75 fl oz) of protein energy
Length drink. If the height of the box must be twice the width, what dimensions will
minimize the surface area of the box?
Width

One way to solve this problem might

Dimensions that assume that the be to choose several sets of dimensions for
height is twice the width Total Surface
Area, a 200-cm3 box that is twice as tall as it is
Width, w Height, h Length, l 2wh + 2lh + 2wl wide, compute the resulting areas, and
­determine which is the least. If you have
5 cm 10 cm 4 cm 220 cm2 access to spreadsheet software, you might
4 cm 8 cm 6.25 cm 214 cm2 Smallest create a spreadsheet and expand the table
3 cm 6 cm 11.1 cm 236 cm2 at left. We let w = width, h = height, l =
2 cm 4 cm 25 cm 316 cm2 length, and A = surface area. Then the
surface area A is given by
$+++++++%+++++++&
We selected combinations for which h = 2w A = 2wh + 2lh + 2wl, with h = 2w.
    and the product w # h # l is 200.
From the data in the table, we might conclude that the smallest surface area is
214 cm2. But how can we be certain that there are no other dimensions that yield a
smaller area? We need the tools of calculus to answer this. We will study such maxi-
mum–minimum problems in more detail in Chapter 2.
Other topics we will consider in calculus are the slope of a curve at a point,
rates of change, area under a curve, accumulations of quantities, and some statistical
applications.

*To find this, let w = width, h = height, and l = length. Then h = 3w and l = w + 7, so
w + 3w + w + 7 = 207. This yields w = 40, and thus h = 120 and l = 47.
 R.1 ∙ Graphs and Equations 3

Graphs
The study of graphs is an essential aspect of calculus. A graph offers the opportunity to
visualize relationships. For instance, the graph below shows how life expectancy has
changed over time in the United States. One topic that we consider later in calculus is
how a change on one axis affects the change on another.

ESTIMATED LIFE EXPECTANCY OF U.S. NEWBORNS

BY YEAR OF BIRTH, 1929–2010
100

Life expectancy (in years)

80

60

40

20

0
’29 ’35 ’41 ’47 ’53 ’59 ’65 ’71 ’77 ’83 ’89 ’95 ’01 ’07 ’13
Year of birth
(Source: U.S. National Center for Health Statistics.)

Ordered Pairs and Graphs

Each point in a plane corresponds to an y
ordered pair of numbers. Note in the fig-
6
ure at the right that the point correspon­ (2, 5)
(– 3, 5) 5
ding to the pair 12, 52 is different from
4
the point corresponding to the pair (4, 3)
3
15, 22. This is why we call a pair like 2 (5, 2)
12, 52 an ordered pair. The first number 1
is called the first coordinate of the point,
–6 – 5 –4 –3 –2 –1 1 2 3 4 5 6 x
and the second number is called the –1
­s econd ­c oordinate. Together these are –2
(– 4, –2)
the coordinates of the point. The vertical –3
line is often called the y-axis, and the –4
(3, –4)
horizontal line is often called the x-axis. –5
–6

Graphs of Equations
A solution of an equation in two variables is an ordered pair of numbers that, when
substituted for the variables, forms a true sentence. If not directed otherwise, we usu-
ally take the variables in alphabetical order. For example, 1-1, 22 is a solution of the
equation 3x2 + y = 5, because when we substitute -1 for x and 2 for y, we get a true
sentence:
3x2 + y = 5
31-122 + 2  5
3 + 25
5 = 5. True

Definition
The graph of an equation is a drawing that represents all ordered pairs that are
solutions of the equation.
4 Chapter R ∙ Functions, Graphs, and Models

We obtain the graph of an equation by plotting enough ordered pairs (that are so-
lutions) to see a pattern. The graph could be a line, a curve (or curves), or some other
configuration.

Example 1 Graph: y = 2x + 1.
Solution We first find some ordered pairs that are solutions and arrange them in a
table. To find an ordered pair, we can choose any number for x and then determine y.
For example, if we choose -2 for x and substitute in y = 2x + 1, we find that
y = 21-22 + 1 = -4 + 1 = -3. Thus, 1-2, -32 is a solution. We select both nega-
tive numbers and positive numbers, as well as 0, for x. If a number takes us off the
graph paper, we usually omit the pair from the graph.

x y 1x, y2 5 (2, 5)
4 y = 2x + 1
-2 -3 1- 2, - 32
3 (1, 3)
-1 -1 1- 1, - 12 2
1 (0, 1)
0 1 10, 12
–4 –3 –2 –1 1 2 3 4 x
(–1, –1) –1
1 3 11, 32 –2
(–2, – 3) –3
2 5 12, 52
–4

(1) Choose any x.

(2) Compute y.
(3) Form the pair 1x, y2.
(4) Plot the points.

After we plot the points, we look for a pattern in the graph. If we had enough points,
they would suggest a solid line. We draw the line with a straightedge and label it
y = 2x + 1.
R Quick Check 1
Graph: y = 3 - x. O Now try Quick Check 1

Example 2 Graph: 3x + 5y = 10.

Solution We could choose x-values, substitute, and solve for y-values, but we first
solve for y to ease the calculations.*
3x + 5y = 10
3x + 5y - 3x = 10 - 3x Subtracting 3x from both sides
5y = 10 - 3x Simplifying
1#
5 5y = 15 # 110 - 3x2 Multiplying both sides by 15, or dividing
both sides by 5
y = 15 # 1102 - 1
5
# 13x2 Using the distributive law
= 2 - 35 x Simplifying
= - 35 x + 2

*Be sure to consult Appendix A, as needed, for a review of algebra.

 R.1 ∙ Graphs and Equations 5

Next we use y = - 35 x + 2 to find three ordered pairs, choosing multiples of 5 for x to

avoid fractions.

(–5, 5)
x y 1x, y2 5
4
0 2 10, 22
3
3x + 5y = 10 (0, 2)
5 -1 15, - 12 2
1
-5 5 1- 5, 52
–5 –4 –3 – 2 –1 1 2 3 4 5 x
–1
(5, –1)
–2
–3

We plot the points, draw the line, and label the graph as shown.
R Quick Check 2
Graph: 3x - 5y = 10. O Now try Quick Check 2

Examples 1 and 2 show graphs of linear equations. Such graphs are considered in
greater detail in Section R.4.

Example 3 Graph: y = x2 - 1.
Solution

x y 1 x, y2 4
3 (2, 3)
-2 3 1 - 2, 32 (– 2, 3)
2 y = x2 – 1
-1 0 1 - 1, 02 (–1, 0) 1
(1, 0)
–3 –2 –1 1 2 3 4 x
0 -1 1 0, - 12 –1
–2 (0, –1)
1 0 1 1, 02

2 3 1 2, 32

This time the pattern of the points is a curve called a parabola. We plot enough points
to see a pattern and draw the graph.
R Quick Check 3
Graph: y = 2 - x2. O Now try Quick Check 3

Example 4 Graph: x = y2.

Solution In this case, x is expressed in terms of the variable y. Thus, we first choose
numbers for y and then compute x.
6 Chapter R ∙ Functions, Graphs, and Models

x y 1x, y2 3
(4, 2)
2
(1, 1) x = y2
4 -2 14, - 22
1

1 -1 11, - 12 (0, 0) 1 2 3 4 5 6 x
–1
0 0 10, 02 –2 (1, –1)
(4, –2)
–3
1 1 11, 12

(1) Choose any y. 4 2 14, 22

(2) Compute x.
(3) Form the pair 1x, y2.
(4) Plot the points.

We plot these points, keeping in mind that x is still the first coordinate and y the sec-
ond. We look for a pattern and complete the graph, usually connecting the points.
R Quick Check 4
Graph: x = 1 + y2. O Now try Quick Check 4

Technology Connection
Introduction to the Use of a Graphing Scales should be chosen with care, since tick marks
Calculator: Windows and Graphs become blurred and indistinguishable when too many
appear. On most graphing calculators, a setting of
Viewing Windows 3- 10, 10, - 10, 104, Xscl = 1, Yscl = 1, Xres = 1 is
considered standard.
In this first of the optional Technology Connections, we
Graphs are made up of black rectangular dots called
­begin to create graphs using a graphing calculator. Most of
pixels. The setting Xres allows users to set pixel resolu-
the coverage will refer to a TI-84 Plus or TI-83 Plus graph-
tion at 1 through 8 for graphs of equations. At Xres = 1,
ing calculator but in a somewhat generic manner, discussing
equations are evaluated and graphed at each pixel on the
features common to most graphing calculators. Although
x-axis. At Xres = 8, equations are evaluated and graphed at
some keystrokes will be listed, exact keystrokes can be found
every eighth pixel on the x-axis. The resolution is better for
in the owner’s manual for your calculator or in the Graphing
smaller Xres values than for larger values.
Calculator Manual (GCM) that accompanies this text.
The viewing window is a feature common to all
graphing calculators. This is the rectangular screen in which Graphs
a graph appears. Windows are described by four numbers, Let’s use a graphing calculator to graph the equation
[L, R, B, T], which represent the Left and Right endpoints of y = x3 - 5x + 1. The equation can be entered using the
the x-axis and the Bottom and Top endpoints of the y-axis. notation y=x^3–5x+1. We obtain the following graph in the
A WINDOW feature can be used to set these dimensions. Below standard viewing window.
is a window setting of 3- 20, 20, - 5, 54 with axis scaling
denoted as Xscl = 5 and Yscl = 1, which means that there y = x3 – 5x + 1
10
are 5 units between tick marks extending from - 20 to 20 on
the x-axis and 1 unit between tick marks extending from - 5
to 5 on the y-axis.
–10 10
5
WINDOW
Xmin = –20
Xmax = 20
Xscl = 5 –10
Ymin = –5 –20 20
Ymax = 5
Yscl = 1 It is often necessary to change viewing windows in
Xres = 1
order to best reveal the curvature of a graph. For example,
–5

(continued)
Another random document with
no related content on Scribd:
toiminta tyydytti kaikkia, koska kukaan heistä ei osannut enempää
vaatiakaan.

Nyt oli viimeinen suurempi iltama ennen kesän kerkeämistä.

Kallelle oli ilmoitettu, että hänelle oli annettu puhe tuohon iltamaan.
Ei kukaan ollut siihen pyytänyt häntä, koska hän vielä oli seuran
esimies ja oli ennen innokkaasti toiminut seurassa.

Tuli sunnuntai. Saapui ilta. Tytöt Kankaalla kiirehtivät töitään

navetassa joutuakseen seuran talolle.

Kaikki muut jo lähtivät sinne, mutta Anna jonkun tekosyyn tähden

jäi jälkeenpäin nähdessään Kallen olevan ihan välinpitämättömänä
lähdöstään.

Oli tuollainen rauhaisa huhtikuun sunnuntai-ilta, jolloin jo lumi on

sulanut ja vedet jääpeitostaan pyrkivät vapautumaan, jolloin jo pajut
valkeita lampaita oksissaan kantavat ja jolloin ei enään lamppuja
tarvitse iltasin sytyttää, vaan päivä jaksaa valollaan ihmiset iltasin
uneen uuvuttaa.

Kalle makasi pirtissä penkillä pitkän honkapöydän takana. Hän

näki Annan hidastelevan, kun toiset tytöt lähtivät. Hän mietiskeli, että
eiköhän Anna lähtisikään. Mutta silloin tuli Anna pukeutuneena
pirttiin. Kyllä hän on sievä, mietti Kalle katsellessaan häntä.

— Lähde nyt, Kalle! sanoi Anna ja tuli pöydän viereen, kumartuen

pöydän yli Kallea katsomaan.

— Miksi? kysyi Kalle tietäen kysymättäkin toisen tarkoituksen.

Häntä hiukan suututti, että Anna oli menossa. Hänen mielestään olisi
Annan pitänyt ymmärtää, ettei hänen nyt haluta lähteä. Häntä
suututti että tyttö, jota hän rakasti, löysi tyydytyksensä siellä, jossa
hän ei voinut sitä löytää.

— Seuran talolle tietenkin, vastasi tyttö.

— En minä viitsi, vastasi Kalle.

— Mutta sinullahan on puhe, sanoi tyttö.

— Olkoon. Kyllä kait siellä on tarpeeksi ohjelmaa niille minun

puheittanikin.

— Mutta lähde nyt kuitenkin, kun — — — minä jäin sinua

odottamaan, jatkoi tyttö ajatuksissaan kun sanasta loppuun.

— Mitä kun? kysyi Kalle.

— Ei mitään. Mutta lähde nyt! Kohta iltama alkaa.

— En minä viitsi.

— Mikset?

— En minä välitä heidän touhustaan, sanoi Kalle tylysti,

nähdessään tytön rauhattomana häntä odottavan.

— Mutta olethan sinä ennen välittänyt.

— Mitäs ennen, mutta ei enään.

Tyttö seisoi hetken aikaa mietteissään. Kalle odotti hänen jotain

jatkavan, mutta tyttö ei enään puhunut mitään. Tyttö oli saanut
eräältä tyttöystävältään kotikylästään kirjeen, jossa tämä kirjoitti
menneensä kihloihin. Hän oli päättänyt myös luopua päätöksestään
ja ilmoittaa Kallelle nyt, että hänkin on valmis tekemään samoin; sillä
hän oli säästänyt palkkaansa, että sitä oli karttunut ainakin
sormuksen hinta. Hän oli päättänyt ilmoittaa nyt sen seuralle
mennessään ja sitä varten oli jäänyt muista jälkeen. Mutta Kallen
kummallinen tylyys, jota hän ei ymmärtänyt sulki hänen suunsa ja
hän seisoi siinä syrjittiin Kalleen, katsoen ikkunasta pihalle.
Kurkussaan tunsi hän niin nieltävää ja väkisinkin pyrkivät silmät
kosteiksi. Olisikohan niin, ettei Kalle enään — — — loppua ei hän
uskaltanut ajatella.

Samaan aikaan mietti Kalle: Lähdenköhän, kun Anna näyttää

minua sinne niin mielivän? Mikähän hänellä on? Eihän hän ennen
ole tahtonut uskaltaa yhtä matkaa kulkea, etteivät ihmiset huomaisi
meillä jotain olevan. Lähdenköhän? En sentään, kun tuli heti äsken
sanotuksi etten lähde. Näyttäisi nyt, että minä passauttaisin itseäni ja
sitten, kun toinen parhaansa panee, niin sitten vasta lähden.
Helkkari, kun tuli kielletyksi! En lähde. Mitä minä siellä teen.

— Lähdetkö sinä? kuului vielä tytön ääni.

— En, vastasi Kalle.

Tyttö lähti. Kalle nousi ja pani takin päälleen ja yritti jälkeen. En

lähde, päätti hän ja riisui samalla takin pois. Hän riensi akkunasta
katsomaan. Tuolla hän menee. Kallesta tuntui, että tyttö palaa vielä
takaisin häntä tahtomaan, mutta ei palannut. Hän odotti tytön
katsovan taakseen, mutta tyttö ei vilkaissutkaan.

Kyllä olin pässinpää sentään, kun en lähtenyt, mietti Kalle katuen.

Mutta ei hän enään kehdannut jälempääkään lähteä, kun äsken ei
tullut lähdetyksi.
 Tuonne metsän taakse painumaisillaan oli punainen aurinko,
valaisten viimeisillä säteillään pirtin punaisenhohtoiseksi. Kalle katsoi
ikkunasta maantiellä kulkijoita. Seuran talolle päin rientää tyttöjä ja
poikia suurissa parvin. Tuolla aitovarrella on vielä lumihangen
jäännöksiä, mutta kevään henki ja hivelevä ilma ne pian loppuun
kuluttavat. Jo aleni aurinko, metsän takaa laitaa hiukkasen näkyy. Jo
sekin painui. Mutta jättipä jälkeensä päivän pyörä kuulakkaan valon,
tuollaisen pehmeän silmää ja sydäntä hivelevän valon, jossa kaikki
kuin uudeksi — ei uudeksi eikä vanhaksi — mutta jossa maailma
kuin toisellaiseksi muuttuu. Tuollaiseksi keveäksi, hiukan
surunvoittoiseksi, jossa on sekaisin ikuista iloa, ja puhdistavaa,
outoa surua. Silloin vanhat, harmajat rakennukset näyttävät kauniilta
ja tuossa selittämättömässä valossa puhdistuvan. Silloin ei metsä
varjoa luo ja solakat petäjät silloin vasta vartensa paljastavat. Silloin
ilma tuoksuu kevään kosteudelta ja maa odottaa pehmeää sadetta.

Kalle heräsi kuin lumouksesta. Näki kissan, harmajan Kepsun,

silmiään pöydän nurkalla pesevän. Huutolaismuori nukkui
sängyssään.

Mieli kevään pehmeänä meni Kalle kamariinsa. Haki »Seitsemän

veljestä», jota alkoi lukea ainakin — ties kuinka monetta kertaa.

Kiikkutuoli heilahteli, ikkunasta tulvi kevätvalo, silmät katsoivat

kirjaa, mutta näkivät seitsemän poikaa suurella kivellä härkiä ampua
paukuttavan.
IX.

Aamulla ollessaan kaivolla vettä hevosille noutamassa kuuli Kalle

avonaisesta navetan ovesta:

— Sinä, Anna, tanssit illalla kovasti.

— Ja aivan Antin kanssa.

— Kyllä se Antti on nyt aivan tulessa Annan vuoksi.

Annan helisevä nauru vastasi noiden kolmen tytön puheeseen.

— Minä lähden noutamaan, kuuli Kalle taasen Annan sanovan

toisille. Sitten hän tuntui menevän jotain noutamaan. Tuolta toisesta
ovesta tuli kartanolle ja juoksi sisälle.

— Hehän tulivat sieltä yhtä matkaa sitten illalla, kuuli Kalle yhden
piioista sanovan.

— Niin. Kyllä Kalle nyt taitaa jäädä Annalta.

— Kyllä.
 — Näitkö kun… kuuli Kalle vielä, mutta samassa ääni eteni
navetan toiseen päähän, joten Kalle ei enään kuullut.

Hän kuuli ainoastaan veren tohinan korvissaan. Rajusti otti hän

ämpärit käsiinsä ja lähti niitä viemään nopeasti talliin.

— Vai sillä tavalla! Toisten kanssa, vaikka — — — ja samassa

mennä pärskähti luudan varsi parren laitaa vasten poikki. Vieressä
seisova hevonen hyppäsi.

— Älä pelkää, Polle! puheli Kalle ja taputti hevosta poskeen.

— Vai sillä tavalla! sanoi Kalle taasen itsekseen. Se loppui siihen,

se peli tytön kanssa! Niin totta kuin elän, ei siitä totta tule!

— Hei vaan! Vapaa mies kuin taivaan lintu, puheli hän vielä
itsekseen. Menköön, menköön vaikka seitsemän Antin kanssa. Sen
parempi. Nyt olen vapaa, en ole sidottu kehenkään, en seuroihin
enkä tyttöihin. Hei vaan!

Hän tunsi todellakin vapauden tunteen rintaansa paisuttavan sillä

hetkellä.
X.

Kului viikkoja. Kalle oleili enimmäkseen itsekseen. Joutoajat hän

lueskeli, ja työssä ei hän puhunut juuri muuta kuin mikä oli
välttämätöntä.

Seuralla ei hän sunnuntaisin enään käynytkään. Ihmettelyä herätti

hänen muuttunut käytöksensä kaikissa. Kun hän löi laimin kokonaan
seuran tehtävät, niin kysyttiin häneltä, eikö hän enään tahdo olla
esimiehenä. Ei tietenkään hän tahtonut olla. Ei hän selittänyt syytä
minkä vuoksi. Sen vuoksi, kun en tahdo, saatiin häneltä tietää.

Kukin selitti laillaan hänen muuttumisensa. — Ylpeydessään hän

noin tekee, päättivät toverit.

Hän on kyllästynyt maailmaan ja tulee meidän luo, selittivät kylän

uskovaiset. He koettivat saada Kallea mukaansa. Yksi heistä kävi
Kallen luona puhumassa tämän maailman turhuudesta. Kävi toinen,
kävi kolmas. He tarttuivat kuin takkiaiset häneen. Viimein teki Kalle
toden heidän kanssaan. Mutta tämän jälkeen sai Kalle pakanan
nimen kantaakseen.

— Mikä poikaa vaivaa, ihmettelivät isä ja äiti.

 Ei mikään, saivat he tiedon nauravasta suusta.

Annaa hän karttoi.

Samaten näytti tyttökin tekevän.

Jos he jolloinkin vahingossa sattuivat kahdenkesken joutumaan,

niin ei sanaa vaihdettu.

Kumpikin odotti selitystä. Mutta kumpikaan ei saanut ensinnä

avatuksi suutaan siinä asiassa.

Annalla oli omat luulonsa: ensin jätti seuralla käymisen, että sai
asian alkuun, eroasian. Rupesi kaduttamaan varmaankin köyhän
rakkaus. Mutta olkoon! En tukkeudu! Eikä hän tukkeutunutkaan;
mutta monet unettomat yöt tämä seikka hänelle toi.

Mutta iloinen oli hän päivillä, iloinen kuin laulava lintu.

Hän iloitsee, kun pääsi minusta erilleen, minusta jöröjukasta.

Mutta eipä hän siitä surua näe tälläkään puolen. Hei vaan! Vapaa
olen! mietti Kalle, vaikkakin tuo vapaus tuli ostetuksikin öitten
tuskalla.
XI.

Kuin ihmeen kautta muuttui Pikku-Kankaan Antin elämä. Ennen

sellainen hulivili, jonka huvina oli tyttöjen narraaminen ja silloin tällöin
pullon suuteleminen. Nuo kumpikin asia olivat häneltä jääneet ja
hänestä oli tullut innokas nuorisoseuratyömies. Hänet oli Kallen
eroamisen jälkeen valittu esimieheksi.

Vain yhtä tyttöä hän katseli. Tuota, joka hänen elämänsä

muutoksen aiheutti.

Annaa hän katseli sillä tavoin, että muutkin sen huomasivat.

Huhu kulki tuosta Kallenkin kuultaville. Se vahvisti sitä tietoa,

minkä hän navetassa kerran kuuli ja joka hänet raivoon sai. Vai
sellainen tyttö! mietti hän. Sellainen, joka jokaisen liehiteltävä on.
Olkoon! En välitä, tuumi hän. Hän rakasti ja vihasi, vihasi ja rakasti.
Mutta kukaan ei tuota huomannut.

Pikku-Kankaan Antti riemuitsi, sillä tyttö kävi yhä

myöntyväisemmäksi.

Uhallakin näytän tuolle mököttäjälle, etten hänestä välitä, etten

häntä sure, mietti tyttö ja seurusteli yhä enemmän Antin kanssa,
vaikkakin tuo mököttäjä tuotti tuskan ja pettymyksen tunteen. Mutta
kun hän tahtoo eroa, niin tahdon minäkin, mietti Anna.

Kevätkesän valoisat yöt karkoittivat unen Kallen silmistä. Yöhön

hän valvoi joka ilta ja kamarissaan lueskeli. Isäkin oli tullut sairaaksi,
sekin häntä huolestutti. Tuo iloinen ukko oli arvellut, ettei hänellä
enään taida olla pitkää aikaa täällä maailmassa.

Tuomi alkoi kukkaan puhjeta ja tuoksuaan pihamaalle levittää. Oli

yö. Sunnuntai taasen oli mennyt. Kalle istui ja katseli kamarinsa
ikkunasta. Ei hän mitään määrättyä katsellut. Antoi katseensa lentää
kirkkaasta taivaasta viheriään maahan ja taasen takaisin. Hän näki
kevyet kuin aaltoina väreilevät pilven häiveröt taivaalla, näki
tuoksuvan havumetsän ja viheriät kedot. Kesäinen yö toi mieleen
leppoisen rauhan.

Ehkä sittenkin teen toden Annan kanssa. Minähän olen vältellyt

häntä. Minähän olen mökötyksen alkanut. Minussahan syy on, mietti
hän. Tuo puhe, että hän Antin kanssa olisi, ei, ei se ole mistään
kotoisin. Ehkä Antti, mutta ei Anna ainakaan totta tarkoita.
Huomenna saa mököttäminen loppua. Isäkin toivoo, että siitä tosi
tulisi.

Kalle nojasi kyynärpäillään pöytään, leuka nyrkkien varassa.

Katse, kuten miettivän katse, harhaili tietymättömiä teitä.

Mutta mitä? Katse terästyi ja huulet alkoivat vapista. Äkisti nousi

hän seisomaan ja kurkoitti likemmäs ikkunaa. Tuolla pellon piennarta
pitkin, oikopolkua, metsän niemen kautta kulkevan, tuli tyttö ja poika.
Seuran talolta he tulivat. He näyttivät etsivän jotain. Katselivat tielle
päin. Samassa he istuivat. Sitä sijaa he olivatkin etsineet. Kohoava
rukiin laiho esti heidät tielle näkymästä. Mutta ojaa pitkin, joka alkoi
ikkunan alta, näki Kalle heidät.

Samassa huomasi Kalle, kuinka poika kiersi kätensä tytön ympäri

veti tytön syliinsä ja suuteli. — Ja tyttö! Ei vastustellut, niin näytti
Kallesta.

Kuin naulattuna seisoi Kalle nyrkit puristuneina ja väristen. Ei

saanut hän katsettaan irti tuosta parista.

Mutta eivät he kauvan olleet.

Tyttö nousi seisomaan ja yritti lähteä. Mutta poika tarttui hänen

käteensä. He näyttivät puhuvan. Jo sai tyttö kätensä irti ja lähti
juoksemaan taloon päin. Poika katsoi hänen jälkeensä.

Vai sellaista se olikin. Ei huomenna, ei ikänä hän sitä sanaa minun

suustani kuule. Pitäköön Antti hänet! Hänelle omiaan tuollainen tyttö,
joka jokaisen syliin hyppää. Hittoakos hänestä välitän, mietti hän ja
katsoi yhä tuonne, missä oli nähnyt heidän olevan, mutta siellä ei
enään ollut ketään. Selvästi näki Kalle kuitenkin, vaikka silmänsäkin
kiinni painoi, Annan Antin sylissä.

Nyt tunsi hän olevansa yksin. Katkera tuska pani hänen

sydämensä jyskyttämään kuin kuumeessa. Hänen täytyi muistella,
kuin jonkun voiman pakottamana, tuosta lyhyestä kohtauksesta
yksityispiirteetkin. Hän oli niin selvästi nähnyt. Nyt ei siis enään ollut
huhuista epäilemistä.

Katkerasti nauroi Kalle ääneensä, nauroi ja puri hammasta. Voi,

kun hän vihasi! Hän nauroi vihan naurua. Naura kaikelle! sanoi hän
itsekseen, tarttui samassa kynään ja kirjoitti.
Hän istui hetken pää käsien varassa ja tuijotti yhteen kohti.

Sitten hän luki hammasta purren;

Naura maailmalle,
naura vaan!
Älä nauramasta
lakkaakaan!

Kaikki hulluutta on,

Tunteet pois!
Hullu nauramatta
olla vois!

Aina maailmalle
naura vaan!
Älä nauramasta
lakkaakaan!
XII.

Kului kesää kappale. Heinänteko oli parhaallaan. Mutta kesken

kiireimmän heinä-ajan vei Kankaalta Helmin, Kallen sisaren,
Saarelan Jaakko.

— Eipä Anna puoliaan pitänytkään, sanoi vielä sairasvuoteellaan

isäntä.

— Eipä sitä kerjennyt, sanoi iloisen näköisenä Anna, antaessaan

vettä sairaalle.

Oli lauvantai-ilta. Tuollainen rauhaisa, pyhäntuntoinen lauvantai-

ilta, jolloin saunan jälkeen on niin hyvä olla, jolloin ei mitään tunnu
kaipaavan.

Isäntä oli vaatinut Annaa luokseen häntä hoitamaan. Hän oli

kiintynyt tuohon reippaaseen tyttöön enemmän kuin omaan
tyttöönsä, joka olikin nyt kokonaan poissa.

— Kyllä tekin saisitte jo toden tehdä, sanoi isäntä, että minäkin

herkeäisin nähdä teidän ilonne.

Mutta Annalle tuli silloin asiaa ulos.

 — Mikähän sille tuli, kun niin äkkiä lähti? mietti isäntä.

Samaan aikaan olivat äiti ja poika portailla. Anna meni heidän

sivuitsensa.

— Mikähän Annalla on! ihmetteli emäntä.

— Miksi? kysyi poika.

— Kun näytti niin — — —. Ei tuolla tainnut olla mitään, jatkoi

emäntä kuin itselleen.

— Mutta milloin te toden teette? kysyi hän naurussa suin.

— Eipä meillä taida totta tullakaan, sanoi Kalle.

— Mitä? kysyi kummissaan emäntä.

— Emme me sovi toisillemme, sanoi poika.

— Mutta tehän oikein sovittekin, yritti äiti iloisesti, mutta

huomatessaan pojan synkeän muodon, lopettikin siihen. Mutta sitten
jatkoi:

— Senkö vuoksi kun puhuvat, että Antti koettaa? En minä usko

sitä puhetta.

— Ei siitä mitään tule, siitä meidän asiasta, keskeytti poika äitinsä

puheen, ja paiskasi suustaan heinänkorren, jota oli pureskellut ja
lähti sisälle.

Kesäisen illan rauhassa mietti äiti. Tuntui niin kipeästi koskevan,

kun tuo nuorten toivottu tuuma noin raukesikin. Mutta onkohan
tuossa perää, nousi epäilys hänen mieleensä ja hiukan
keventyneenä lähti hän sairaan luo.

Mutta ennenkuin kesä oli loppuun kulunut, makasi Ison-Kankaan

Matti isäntä maan mustassa mullassa.

Väinö, Kallen veli, lähti Amerikaan. Kalle otti maan itselleen ja niin
tuli hänestä suuren Ison-Kankaan isäntä.
XIII.

Saapuivat taasen syksyn pimeät yöt ja vetiset säät. Kesän viimeiset

muistot, kellastuneet lehdet, pieksivät syksyn rajut tuulet maahan.

Syystyöt oli jo tehty. Ja talvea maanmies odotti.

Kirkas lamppu paloi kamarin pöydällä. Mies istui pöydän vieressä

ja luki äsken tulleita sanomalehtiä.

Sade rapisi ikkunaan ja veden yksitoikkoinen lotina, kun se katolta

alas juoksi, kuului sisälle.

— Isäntä, ruoka olisi valmista, kuului samassa arka tytön ääni

oven raosta.

Samassa tuli vanha nainen sisään.

— Kyllä siellä sataa, sanoi hän.

Toinen ei puhunut mitään.

— Mutta etkö sinä aijo todellakaan tahtoa Annaa enään meille

jäämään? kysyi emäntä, palvelijaksi, jos ei muuksi.
 — En, vastasi Kalle. Mitä te siitä puhutte enään. Olettehan jo
kuulleet, ettei se sovi.

Huokaus, tuskin kuuluva kohosi vanhan naisen rinnasta, hänen

katsoessaan poikansa rypistyneitä kulmia.

— Niin, siellä olisi illallinen, sanoi hän ja lähti.

Hänen mentyään viskasi poika pois sanomalehden ja antoi

päänsä vaipua pöytää vasten.

Ei, ei, mikä on mennyt, niin se on mennyt, mutisi hän, nousi ja lähti
pirttiin syömään illallista.
XIV.

Aika kului. Saapuivat marraskuun ensi päivät.

Oli puolen päivän aika. Syksyn raskaat pilvet olivat väistyneet ja

antoivat auringon katsoa maata. Surullisen näköinen oli kellastunut
nurmi.

Kankaan ison pirtin lattialle muodostui auringon valosta kirkas

läikkä peräikkunan kohdalle.

Oven suussa penkillä oli vaatemyttyröitä ja suuri kori. Ne kun

lähtöä odottivat.

Isäntä, Kalle, seisoi ikkunan edessä ja katseli ulos.

Äiti istui toisen ikkunan luona ja kääri paperin sisälle jotain.

Ovi aukesi ja Anna tuli sisään.

Hän istahti penkille oven suuhun ja koperoi käsillään korista. Katse

harhaili ympäri pirttiä.

— Niin, nyt minun pitäisi lähteä, tuli hetken perästä hänen

suustaan.
 — Etkö sinä nyt enään muutamaa päivääkään jouda olemaan?
sanoi emäntä.

— Minä menen Anttia käskemään hevosta aisottamaan, sanoi

Kalle ja meni ulos.

— Vai sillä tavalla sinä pyydät jäämään, mietti Anna. Älä pelkää,
en tahdo enään olla nähtävissäsi.

Kun Kalle palasi, niin seisoi Anna hänen äitinsä edessä silmät
kyynelissä ja tuo paperikääry, jota emäntä äsken kääri, oli hänen
kädessään.

Emäntä huomasi kuinka Annan kasvot kovettuivat Kallen sisälle

tullessa.

— Hyvästi sitten ja kiitoksia kaikesta! sanoi tyttö, ojentaessaan

kättään emännälle. Ääni niin särkyneenä värähti.

— Hyvästi! Jumalan haltuun! sanoi emäntä ja kääntyi samassa

ikkunaan päin, nähdessään tytön empien lähtevän Kallen luo.

Kalle seisoi selin, mutta kääntyi kuitenkin tuntiessaan tytön häntä

lähenevän.

— Hyvästi nyt! sanoi tyttö ja ojensi kätensä, katsoen Kallen sivu.

— Hyvästi! sanoi Kalle, tarttuen ojennettuun käteen. Hänenkin

katseensa harhaili.

Kädet koskettivat toisiinsa ja erosivat.

Ääni oli kylmää kummallakin.

 Mutta jos harhailevat katseet olisivat kohdanneet toisensa, niin
silloin eivät kädet olisikaan eronneet. Mutta kumpikaan heistä ei
voinut, ei saattanut toisensa silmiin katsoa. Koska sinä et tahdo, niin
en minäkään, risteili kummankin sielussa.

Emäntä huokasi.

Tyttö riensi kiireesti korinsa luo. Emäntä meni sitä nostamaan ulos
hänelle avuksi. Vaatekääryt olivat korin päällä ja renki hevosineen
odotti porrasten edessä.

Kalle kuuli kuinka kärryt lähtivät vierimään.

Hän riensi ikkunasta katsomaan. Tuolla hän meni. Rengin vieressä

istui.

Mitähän jos, — — — mutta silloin tuli kuva hänen sieluunsa: tyttö

pellon pientareella toisen sylissä suudeltavana.

Hän istui penkille ikkunan viereen.

Syksyn aurinko valaisi kirkkaan läikän pirtin lattialle peräikkunan

kohdalle. Pölyhiukkaset tanssivat.

Muutaman kuukauden perästä nouti Pikku-Kankaan Antti Annan

vaimonaan kotiinsa.

Kalle oli yksin.