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Finite Mathematics
and Applied Calculus
Copyright 2023 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Finite Mathematics
and Applied Calculus
EIGHTH
EDITION
Stefan Waner
Hofstra University
Steven R. Costenoble
Hofstra University
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
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Finite Mathematics and © 2023, © 2018, © 2014 Cengage Learning, Inc.
Applied Calculus, Eighth Edition
Copyright © 2023 Cengage Learning, Inc. ALL RIGHTS RESERVED.
Stefan Waner, Steven R. Costenoble
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Print Number: 01 Print Year: 2023
BRIEF CONTENTS
CHAPTER 0 Precalculus Review 1
CHAPTER 1 Functions and Applications 49
CHAPTER 2 Nonlinear Functions and Models 127
CHAPTER 3 Mathematics of Finance 191
CHAPTER 4 Systems of Linear Equations and Matrices 241
CHAPTER 5 Matrix Algebra 299
CHAPTER 6 Linear Programming 377
CHAPTER 7 Sets and Counting 461
CHAPTER 8 Probability 511
CHAPTER 9 Random Variables and Statistics 609
CHAPTER 10 Introduction to the Derivative 677
CHAPTER 11 Techniques of Differentiation 779
CHAPTER 12 Further Applications of the Derivative 861
CHAPTER 13 The Integral 953
CHAPTER 14 Further Integration Techniques and

Applications of the Integral 1023
CHAPTER 15 Functions of Several Variables 1087
CHAPTER 16 Trigonometric Models 1151
CONTENTS
CHAPTER 0 Precalculus Review 1

Introduction 2
0.1 Real Numbers 2
0.2 Exponents and Radicals 7
0.3 Using Exponent Identities 14
0.4 Multiplying and Factoring Algebraic Expressions 18
0.5 Rational Expressions 24
0.6 Solving Polynomial Equations 26
0.7 Solving Miscellaneous Equations 33
0.8 The Coordinate Plane 37
0.9 Logarithms 41
CHAPTER 1 Functions and Applications 49

Introduction 50
1.1 Functions from the Numerical, Algebraic, and Graphical Viewpoints 50
1.2 Functions and Models 65
1.3 Linear Functions and Models 82
1.4 Linear Regression 99
KEY TOPICS 110
REVIEW EXERCISES 110
CASE STUDY Modeling YouTube Viewership 113
■ TECHNOLOGY GUIDE 117
CHAPTER 2 Nonlinear Functions and Models 127

Introduction 128
2.1 Quadratic Functions and Models 128
2.2 Exponential Functions and Models 139
2.3 The Number e and Exponential Growth and Decay 150
2.4 Logistic and Logarithmic Functions and Models 160
KEY TOPICS 179
CASE STUDY Projecting Market Growth 182
vii
viii Contents
CHAPTER 3 Mathematics of Finance 191

Introduction 192
3.1 Simple Interest 192
3.2 Compound Interest 201
3.3 Annuities, Loans, and Bonds 211
KEY TOPICS 227
CASE STUDY Adjustable Rate and Subprime Mortgages 229
CHAPTER 4 Systems of Linear Equations and Matrices 241

Introduction 242
4.1 Systems of Two Linear Equations in Two Unknowns 242
4.2 Using Matrices to Solve Systems of Equations 256
4.3 Applications of Systems of Linear Equations 274
KEY TOPICS 287
CASE STUDY Hybrid Cars: Optimizing the Degree of Hybridization 290
CHAPTER 5 Matrix Algebra 299

Introduction 300
5.1 Matrix Addition and Scalar Multiplication 300
5.2 Matrix Multiplication 310
5.3 Matrix Inversion 324
5.4 Game Theory 335
5.5 Input-Output Models 351
KEY TOPICS 363
CASE STUDY Social Network Analysis 366
CHAPTER 6 Linear Programming 377

Introduction 378
6.1 Graphing Linear Inequalities 378
6.2 Solving Linear Programming Problems Graphically 388
6.3 The Simplex Method: Solving Standard Maximization Problems 404
6.4 The Simplex Method: Solving General Linear Programming Problems 421
6.5 The Simplex Method and Duality 435
KEY TOPICS 449
CASE STUDY The Diet Problem 453
Contents ix
CHAPTER 7 Sets and Counting 461

Introduction 462
7.1 Set Operations 462
7.2 Cardinality 473
7.3 Decision Algorithms: The Addition and Multiplication Principles 483
7.4 Permutations and Combinations 494
KEY TOPICS 507
CASE STUDY Designing a Puzzle 509
CHAPTER 8 Probability 511

Introduction 512
8.1 Sample Spaces and Events 512
8.2 Relative Frequency 526
8.3 Probability and Probability Models 534
8.4 Probability and Counting Techniques 551
8.5 Conditional Probability and Independence 560
8.6 Bayes’ Theorem and Applications 575
8.7 Markov Systems 585
KEY TOPICS 598
CASE STUDY The Monty Hall Problem 601
CHAPTER 9 Random Variables and Statistics 609

Introduction 610
9.1 Random Variables and Distributions 610
9.2 Bernoulli Trials and Binomial Random Variables 620
9.3 Measures of Central Tendency 628
9.4 Measures of Dispersion 641
9.5 Normal Distributions 655
KEY TOPICS 666
CASE STUDY Spotting Tax Fraud with Benford’s Law 669
CHAPTER 10 Introduction to the Derivative 677

Introduction 678
10.1 Limits: Numerical and Graphical Viewpoints 678
10.2 Limits: Algebraic Viewpoint 693
10.3 Limits and Continuity 710
10.4 Average Rate of Change 718
x Contents
10.5 The Derivative: Numerical and Graphical Viewpoints 733

10.6 The Derivative: Algebraic Viewpoint 756
KEY TOPICS 766
CASE STUDY Reducing Sulfur Emissions 770
CHAPTER 11 Techniques of Differentiation 779

Introduction 780
11.1 Derivatives of Powers, Sums, and Constant Multiples 780
11.2 A First Application: Marginal Analysis 794
11.3 The Product and Quotient Rules 804
11.4 The Chain Rule 817
11.5 Derivatives of Logarithmic and Exponential Functions 830
11.6 Implicit Differentiation 843
KEY TOPICS 849
CASE STUDY Tracking the COVID-19 Epidemic in the U.S. 852
CHAPTER 12 Further Applications of the Derivative 861

Introduction 862
12.1 Maxima and Minima 862
12.2 Applications of Maxima and Minima 877
12.3 Higher Order Derivatives: Acceleration and Concavity 891
12.4 Analyzing Graphs 907
12.5 Differentials, Linear Approximation, and Error Estimation 918
12.6 Related Rates 925
12.7 Elasticity 935
KEY TOPICS 943
CASE STUDY Production Lot Size Management 947
CHAPTER 13 The Integral 953

Introduction 954
13.1 The Indefinite Integral 954
13.2 Substitution 970
13.3 The Definite Integral 982
13.4 The Fundamental Theorem of Calculus 1001
KEY TOPICS 1012
CASE STUDY Spending on Housing Construction 1015
Contents xi
CHAPTER 14 Further Integration Techniques and Applications

of the Integral 1023
Introduction 1024
14.1 Integration by Parts 1024
14.2 Area between Two Curves 1032
14.3 Averages and Moving Averages 1040
14.4 Applications to Business and Economics: Consumers’ and Producers’
Surplus and Continuous Income Streams 1049
14.5 Improper Integrals and Applications 1058
14.6 Differential Equations and Applications 1067
KEY TOPICS 1076
CASE STUDY Estimating Tax Revenues 1078
CHAPTER 15 Functions of Several Variables 1087

Introduction 1088
15.1 Functions of Several Variables from the Numerical, Algebraic,
and Graphical Viewpoints 1088
15.2 Partial Derivatives 1105
15.3 Maxima and Minima 1114
15.4 Constrained Maxima and Minima and Applications 1123
15.5 Double Integrals and Applications 1131
KEY TOPICS 1140
CASE STUDY Modeling College Population 1143
CHAPTER 16 Trigonometric Models 1151

Introduction 1152
16.1 Trigonometric Functions, Models, and Regression 1152
16.2 Derivatives of Trigonometric Functions and Applications 1165
16.3 Integrals of Trigonometric Functions and Applications 1173
KEY TOPICS 1181
CASE STUDY Predicting Airline Empty Seat Volume 1183
Appendix A Logic 1189

Appendix B Area Under a Normal Curve 1205
Answers to Selected Exercises A1
Index I1
Index of Applications I21
Index of Companies and Agencies I29
ABOUT THE AUTHORS
Stefan Waner and Steven R. Costenoble both received their Ph.D. from the University
of Chicago, having studied several years apart with the same advisor, J. Peter May.
Their paths merged when Steven joined Stefan at Hofstra University in 1987; since
then, they have coauthored 18 research papers as well as a research-level monograph
in algebraic topology. By the early 1990s they had become dissatisfied with many of
the Finite Mathematics and Applied Calculus textbooks. They wanted textbooks that
were more readable and relevant to students’ interests, containing examples and exer-
cises that were interesting, and reflected the interactive approaches and techniques
they found worked well with their own students. It therefore seemed natural to extend
their research collaboration to a joint textbook writing project that expressed these
ideals. To this day, they continue to work together on their textbook projects, their
research in algebraic topology, and their teaching.
xiii
PREFACE
Finite Mathematics and Applied Calculus is intended for a one- or two-term course for
students majoring in business, the social sciences, or the liberal arts. The eighth edition
is designed to address two challenges: (1) generating enthusiasm and mathematical
sophistication in a student audience that may not have optimum preparation and may
not be intrinsically motivated by traditional mathematics courses, and (2) providing
the structure and flexibility to support instructors in implementing a wide variety of
pedagogical philosophies and instructional paradigms.
In the eighth edition we meet these challenges through significant enhancements
in content and context:
• we focus on up-to-date real-life applications that students can relate to and instruc-
tors can use to engage their audience,
• we present mathematical concepts intuitively and thoroughly with a writing style
that is informal, engaging, and occasionally even humorous,
• we have streamlined and enhanced the thematic structure throughout the book,
• we support all levels of technology usage. Our text provides comprehensive support
for various technologies, including graphing calculators, spreadsheets, and our pow-
erful online utilities. This is carefully implemented to make this edition work seam-
lessly in courses that use no technology, that focus on a single form of technology, or
that incorporate several technologies.
No previous calculus background is assumed. Although we provide extensive review
of precalculus skills and concepts in Chapter 0, students should have completed col-
lege algebra or the equivalent as a prerequisite.
Complete Support for Various Course Needs

and Learning Environments
In this edition we bring you much more than just a book: In combination with the
WebAssign online homework platform and ebook as well as the extensive author-
developed website at AppliedMathSite.net, we can now deliver a fully interactive
version of this book including adaptive practice for examples linked to a large and
growing knowledge base of support topics.
We integrate resources like gamified interactive tutorials, powerful online tools, and
section-by-section videos. These provide instructors with the resources they need in a
range of class structures and delivery styles, from traditional on-campus classes (with
or without technology support) to various types of hybrid and online classes.
In addition to the trusted homework experience, you’ll find an array of tools and
resources in WebAssign that support other areas of your course.
• Students can practice prerequisite algebra and pre-calculus skills and concepts using
WebAssign boot camps, curated practice assignments, as well as the extensive tutori-
als at AppliedMathSite.net (links to which are provided in WebAssign).
xv
xvi Preface
• You can assign curated pre- or post-class assessments in WebAssign, containing a

mix of quantitative and qualitative questions. The assessments ensure students com-
plete any assigned pre-class work and/or review material covered in class.
• WebAssign and AppliedMathSite.net offer additional in-class support, like alter-
native worked examples and individual or group activities.
• Students can study for tests and quizzes in a self-paced environment using curated
review assignments in WebAssign and the extensive topic summaries and review
tutorials at AppliedMathSite.net (links to which are also provided in WebAssign).
• You can utilize WebAssign as a quizzing and testing platform with curated test
assignments with built-in academic integrity features.
Our Approach to Pedagogy

Real World Orientation The diversity, breadth and abundance of examples and
exercises included in this edition continue to distinguish our book from the others.
Many of our examples and exercises, as well as the capstone “Case Study” projects at
the end of each chapter, are based on real, referenced, and timely data from business,
economics, the life sciences, and the social sciences.
The sheer number of new and updated examples and exercises in the eighth edi-
tion is unprecedented in earlier editions, and hence focus more on what students and
instructors now see around them. The updated material covers topics ranging from the
rapid rise of volatile cryptocurrencies and a sudden unanticipated global pandemic to
the network technology students constantly use in their phones and the corporations
they will instantly recognize as important in their lives. Historically notable events
like the 1990s Dot Com boom, the 2005–2006 real estate bubble and resulting 2008
economic crisis, the 2010 stock market “Flash Crash,” the earlier outbreaks of SARS
and Ebola in 2003 and 2014, and many more, are also addressed in our examples and
exercises throughout the book.
As in earlier editions, we have been careful to strike a pedagogically sound bal-
ance between applications based on real data and more traditional “generic” applica-
tions. Thus, the density and selection of real data-based applications continues to be
tailored to the pedagogical goals and appropriate difficulty level for each section.
Streamlined Thematic Structure and Readability As in previous editions, our

writing style is geared to our desire to have students read this book, and to enjoy read-
ing this book. Thus, we present the material in a conversational and student-oriented
style and have made frequent use of question-and-answer dialogues to encourage the
development of the student’s mathematical curiosity and intuition. Equally important
is the need, for students and instructors alike, for a carefully delineated thematic struc-
ture so that students can focus on the central ideas in each topic and refer quickly
to appropriate portions of the text, and instructors can more easily organize their
presentations.
The eighth edition is a significant revision in this latter regard, and we have
streamlined the discussion significantly and enhanced the organization of topics within
each section to create a balance between conversational style and a careful focus on
the mathematical ideas presented. The topics students will see and the skills they will
master in each section appear as a brief marginal Topics and Skills list at the begin-
ning of each section. Moreover, through new Practice This Skill marginal elements,
the examples in the text now point to specific exercises based on those examples, just
as many exercises point back to specific examples on which they are based.
We also have reimagined and revised one of our main features, the Key Concept
pedagogy boxes, which introduce each new concept along with short Quick Exam-
ples to reinforce and give immediate context to these concepts the moment they are
introduced.
TOPICS
• Linear function: Roles of m and b What is a Linear Function?
numerically and graphically
The simplest functions, and perhaps the most useful of all mathematical functions, are
274 Chapter 4 Systems of Linear Equations a
• Change in a quantity
the linear functions. Preface xvii
• Slope and y-intercept of a straight
line 66. ◆ A certain homogeneous system of linear e
Pedagogical Aids
• Linear cost, demand, Our
and time- unknowns (see Exercise 65) has a solution
series
changehas always distin-
models Key Concept Linear Function 274 Chapter 4 Systems of Linear Equations a
solution unique? Explain.
g• uVelocity
ished itself through A linear function is one that can be written in the form QUICK
67. ◆ Can EXAMPLEsystem (see Exerci
a homogeneous
innovative
SKILLS approaches to 66. ◆ A certain homogeneous system of linear e
f 1x2 5 mx 1 b Function form equations
f 1x2 5be inconsistent? Explain.
3x21
mastering concepts that nor- unknowns (see Exercise 65) has a solution
• Calculating the slope and intercept
mally cause difficulties for or solution unique? Explain.
of a line (Quick Examples 6–10)
students and headaches for 1)
• Recognizing linear data (Example y 5 mx 1 b Equation form 3x 2 1
67. ◆ Canya5homogeneous system (see Exerci
instructors,
is no exception.
and this
For
edition
• Finding linear equations (Example 2)
instance,
where m and b are fixed numbers (the names m and bTopics and Skills
are traditional*).
equations be inconsistent? Explain.
4.3 A
• Finding linear cost, demand, and
time-change models (Examples 3–5) TOPICS In the ex
• We present a rewording technique in Chapters 4 and 6 to show how to translate • Resource allocation tems of l
* Actually,
phrases like “there are (at least/at c is sometimes
most) three times asused instead
many X of Asdirectly
asb.Y” for m, there has even been some research into the question
into •Topics and Skills
Flow analysis
of its origin, but no one knows exactly why that particular letter is used.
4.3 A
strike you
equations or inequalities. lems you
•TOPICS
Transportation analysis In the ex
• The counting arguments in Chapter 7 are cast in terms of “decision algorithms” that example
•SKILLS
Resource allocation tems of l
make counting involving permutations and combinations almost mechanical. versions
• Analyzing and solving real world
Flow analysis strikeInyou
ea
problems that lead to systems of lems you
• Which limits can and cannot be evaluated by simple substitution is made much less • Transportation analysis then give
linear equations (all Examples) example
mysterious through a catch-all “Theorem C” in Chapter 10 that allows a student to SKILLS system o
immediately know when substitution does and does not work. versions
on obtain
• Analyzing and solving real world
to getInthe
ea
• Also in Chapter 10, limits at infinity involving polynomials are calculated quickly problems that lead to systems of
linear equations (all Examples) then give
tool at th
using a theorem on when to discard lower order terms, avoiding the tedious and system o
repetitive ritual of having to divide top and bottom by the highest power of x. (The on obtain
proof of the theorem does that once and for all.) toEXAMP
get the
• Verbal forms of the differentiation rules in Chapter 11 help students avoid having to Practice This Skill tool at th
Try Exercises 1–4. The Arct
rely on multiple formulas they might not really understand, and “calculation thought pineappl
Online: AppliedMathSite.net
experiments” help the student decide which rules of differentiation to apply and the Practice and visualize → Solving a pineapple
EXAMP
order in which to apply them. Practice This Skill
blending problem of orang
Try Exercises 1–4. The Arct
800 quar
• A powerful tabular method for integration by parts in Chapter 14 transforms what is
Online: AppliedMathSite.net pineappl
available
often an agonizingly complicated topic for students into one that is far simpler and Practice and visualize → Solving a pineapple
up all of
almost mechanical. blending problem of orang
800 quar
Solutio
Rigor Mathematical rigor need not be antithetical to the kind of focus on concepts
available
Section 4
and applications that are hallmarks of this book. We have worked hard to ensure that
up all of
question
we are always mathematically honest without being unnecessarily formal. Some-
times we do this through the question-and-answer dialogs and sometimes through like this:
Solutio
the “Before we go on…” discussions that follow examples, but always in a manner
Section 4
designed to provoke the interest of the student.
question
like this:
Five Elements of Mathematical Pedagogy to Address Different Learning
Styles The “Rule of Four” is a common theme in many mathematics texts. In Next, we
implementing this approach, we discuss many of the central concepts numerically,
graphically, and algebraically, and clearly delineate these distinctions. The fourth
element, verbal communication of mathematical concepts, is emphasized through
our discussions on translating English sentences into mathematical statements, Next, we
Pineap
and in our numerous Communication and Reasoning exercises at the end of each Ora
section. K
The fifth element, interactivity, is taken to a new level in the eighth edition with fully
Pineap
embedded interactive elements and randomizable Your Turn versions of all key examples Notice ho
in the eBook in WebAssign. In the printed version, these elements are pointed to via Ora
unknown
marginal notes that allow them to be easily located at the AppliedMathSite.net website K
the availa
with a couple of clicks. Each Your Turn example is equipped with an adaptive practice linear eq
session—often with variable levels of difficulty—tied to a large and expanding knowledge Notice ho
on” discu
base that can guide a student experiencing difficulties with a particular example all the unknown
the availa
linear eq
on” discu
xviii Preface
way back to the practice of the requisite basic algebra skills. Instructors can also assign
the Your Turn elements to count for credit, delivered either as a regular assignment or in
a gamified form analogous to the online game tutorials.
In addition, AppliedMathSite.net offers interactive tutorials in the form of games,
interactive chapter summaries, and chapter review exercises, and online utilities that
automate a variety of tasks, from graphing and linear programming to regression and
matrix algebra.
Exercise Sets Comprehensive and wide-ranging exercise sets have been a hallmark
of our series, and with each successive edition we have continued to refine and update
them to ensure that they continue to provide material that is timely and relevant, while
remaining varied enough to challenge students at almost every level of preparation,
including everything from straightforward drill exercises to interesting and rather chal-
lenging applications and conceptual exercises. The exercise sets are carefully graded
to move from basic exercises and exercises that are similar to examples in the text to
more interesting and advanced ones, marked as “more advanced” (▼) for easy refer-
ence. There are also several much more difficult exercises, designated as “challeng-
ing” (◆). We have also included, in virtually every section of every chapter, numerous
interesting applications based on real data, and in these applications the instructor will
notice the large number of new and updated versions in the eighth edition, reflect-
ing the many recent and sometimes dramatic changes in the world around us. Equally
important are the Communication and Reasoning exercises that help students articu-
late mathematical concepts and recognize common errors, and exercises indicated for
the use of technology ( T ).
Some of the scenarios used in application examples and exercises are revisited
several times throughout the book. Thus, for instance, students will find themselves
using a variety of techniques, from solving systems of equations to linear program-
ming, or graphing through the use of derivatives and elasticity, to analyze the same
application. Reusing scenarios and important functions provides unifying threads and
shows students the complex texture of real-life problems.
New To This Edition

In addition to the new Key Concept structure throughout the text and Topics and Skills
boxes that begin each section, we have made the following changes within individual
chapters.
• Chapter 0: Precalculus Review Recognizing that exponents and radicals are often
areas of weakness in student preparation, we have split the original Section 0.2 on
that subject into two sections: the first to introduce and discuss the various identities
of exponents and radicals, and the second devoted to the use of these identities to
represent algebraic expressions involving them in power form (used in calculus),
positive exponent form (often used for solving equations), and simplest radical
form (to express answers involving radicals in the lowest possible terms). We have
also extended the discussion of logarithms (Section 0.9) by including material on
change-of-base formulas and related properties of logarithms that was originally in
the section on exponential functions in Chapter 2.
• Chapter 1: Functions and Applications In our revision of this important introduc-
tory chapter, we have streamlined much of the material by reducing the size and com-
plexity of data sets used in the examples and exercises, removing some unnecessary
discussion, and postponing the discussion of some topics (like carbon dating) that are
addressed more extensively in Chapter 2. In particular, Section 1.2 on mathematical
models is now significantly more concise and manageable.
Preface xix
• Chapter 2: Nonlinear Functions and Models This chapter has been significantly
revised. We have split the original long section on exponential functions into two:
the first on exponential functions written in the form Abx and the second on the num-
ber e, exponential functions in the form Aekx, and exponential growth and decay.
The originally shorter sections on logarithmic and logistic functions and models
are now combined into a single section that, among other things, can now com-
pare the two kinds of function in modeling long-term trends. The basic material on
change-of-base formulas and related properties of logarithms has been moved to
Chapter 0 where it properly belongs, and the material on doubling time, half-life
and solving for exponents, which is not directly about logarithmic functions, is now
in Sections 2 and 3 where it fits more comfortably. In their place, we have included
more discussion of real-life logarithmic models that had been largely left to the exer-
cises in the seventh edition. The Chapter 2 Case Study is also new: a modified and
updated form of the original Chapter 11 Case Study now discussing recent trends in
college enrollments.
• Chapter 3: Mathematics of Finance In general, the discussions in this chapter have
been narrowed to discuss and use fewer variations on each formula than we used in
the seventh edition. In the sections on simple and compound interest, we now give
only one version of each formula, based on time t measured in any convenient units
(not necessarily years) and the interest rate r being the rate per unit of time, allowing
for a simpler presentation than in previous editions. In Section 3 on annuities, we
simplify further by insisting that t be measured in compounding periods, so that the
formulas involve only t and r, which is now the interest rate per compounding period.
This change is consistent with the formulas used in the preceding sections and also
with common usage.
• Chapter 5: Matrix Algebra The Chapter 5 Case Study on social networks is com-
pletely new and demonstrates how the concept of an eigenvector—although normally
beyond the scope of a book like this—introduces itself naturally as a measure of par-
ticipants’ degrees of influence in the network.
• Chapter 10: Introduction to the Derivative The first three sections in the introduc-
tory calculus chapter have been reorganized to present limits and continuity in a more
logically appealing order: limits numerically, graphically and algebraically, and then
continuity. In the section on limits algebraically, we introduce “the easy way to cal-
culate limits algebraically” (‘Theorem C:’ limits of closed form functions at points in
their domains) and then what to do at singular points. This presentation sets the stage
of a more streamlined discussion of continuity that is no longer burdened by techni-
calities on calculating limits.
• Chapter 11: Techniques of Differentiation The Chapter 11 Case Study is com-
pletely new and applies logistic functions and their derivatives to obtain a sur-
prisingly accurate model of the first three waves of the COVID-19 epidemic in
the U.S.
• Chapter 12: Further Applications of the Derivative Our discussion of maxima and
minima now begins with the more intuitive and simpler notion of absolute extrema,
followed by relative extrema. Among the latter we continue to include, as candidates,
endpoints and singular points of the derivatives, so that extrema that are not abso-
lute are automatically relative. In the section on analysis of graphs, we now present
two distinct approaches: a “by-hand” curve sketching approach that does not rely
on graphing technology, and a “using technology” approach that uses graphs of the
function and its derivatives in different viewing windows to accurately identify and
locate the interesting features.
have replaced a function that was singular at 23 by one that is defined at 23, so we
The present
could value ofCantoinvestment with by future value FV earning simple interest
a.apply
ComputeTheorem
s91t2, and use the obtain
answer thethelimit
to estimate rate of 70. just evaluating!
Website Activity The number of hits on ShadyDownload.net
at a rate of r per unit of time, over a length
increase of weekly sales at the beginning of the seventh of time
during t,
the is
summergiven by at OHaganBooks.com was
intern program
week 1t 5 62. (Round your answer to the nearest unit.) 100 per day at the beginning of the intern program and was
FV
b. Compute lim s91t2, and interpret the answer. growing at a rate of 15% per day. If this growth rate continued
68. Rising PV
tS q
xx Preface In
5 Upon some reflection, Marjory Duffin
Sea Level
Example 11,1we rt took advantage of the
for the duration of the whole summer intern program (85 days),
following fact. (in hits per day per day) at the end of the
find the rate of increase
decided that the curve in Exercise 58 was not suitable for
program.
extrapolation, so instead she tried
418 71. Demand and Revenue The price p that OHaganBooks.com
Continuing Features QUICK

Key
L1t2 5
EXAMPLEFunctions with Equal Limits
Concept
1 1 17.2e20.041t
10 # t # 1252 charges for its latest leather-bound gift edition of The Com-
plete Larry Potter is related to the demand q in weekly sales
(t is time in years since 1900), as shown in the following by the equation
• Quick Examples Unique to our series, 7.If Iffgraph:
an investment
1x2 5 g1x2 for all earns 5% simple
x except possiblyannual
x 5interest
a, then and 250pqwill1 q be worth $1,000 in
5 13,500,000. 2
these short straightforward examples 4 years, L then its present value (its initial value) Supposeis the price is set at $50, which would make the demand
lim f 1x2 5 lim g1x2. 1,000 copies per week.
are included immediately after the 400
xSa FV x S a a. Using implicit differentiation, compute the rate of change
300PV 5 of demand with respect to price, and interpret the result.
introduction of new concepts or mathe-
Sea level
1 1 rt (Round the answer to two decimal places.)
QUICK EXAMPLES
200
b. Use the result of part (a) to compute the rate of change of
matical terms, and thus solidify the new 100 1,000 revenue with respect to price. Should the price be raised
ideas for a student the moment they are 0
5
x2 1211 10.052 1x 2 142 1251x$833.33
1 12t
or lowered to increase revenue?
introduced. So, by the time students 8. f 1x2 05 25 505 75 100 125 5 x 1

72.1DemandforandallRevenue
x except x5
The price 1 OHaganBooks.com
p that
1900 x21 x 2 1 2025 charges for its latest leather-bound gift edition of Lord of the
Fields is related to the demand q in weekly sales by the equa-
reach the more extensive “regular” Year
tion
a.Therefore,
Compute L91t2, and use the answer to estimate the rate at
examples, they are already familiar Here is the
which a typical
sea level wasexample.
rising in 2000 1tU.S. Treasury
5 1002. (Round bills (T-bills) 100pq are
1 qshort-term
5 5,000,000. investments 2
2two decimal places.)

with concrete instances of these ideas (up to b.1 your year)
answer tox
that 2
pay 1 you a set
the 1x amount after a period
Suppose the of
pricetime. What
is set at $40, whichyou
would pay todemand
make the buy a
Compute 5 lim
limlim L91t2, and interpret 1 12 5 1 1 11,000
answer. 5 2. copies per week.
tS q
and can focus on their application. T-bill
69. depends x S 1on
Website Activity x the
The 1interest
2number x Son1rate.
of hits OHaganBooks.com’s a. Using implicit differentiation, compute the rate of change
website was 1,000 per day at the beginning of the year and of demand with respect to price, and interpret the result.
was growing at a rate of 5% per week. If this growth rate con- (Round the answer to two decimal places.)
tinued for the whole year (52 weeks), find the rate of increase b. Use the result of part (a) to compute the rate of change of
EXAMPLE 4 Treasury Bills (in hits per day per week) at the end of the year. revenue with respect to price. Should the price be raised
or lowered to increase revenue?
Practice This Skill
Try
A U.S. Treasury bill paying $10,000 after 6 months earns 3.67% simple annual
146Exercises 11–16
Chapter 2 and 25–26. Functions and Models
Nonlinear
Online: AppliedMathSite.net interest.* How much did it cost to buy?
Practice and visualize S
• Case Studies The end-of-chapter
Calculating the present value
3000
Solution The future value of Study
Case the T-bill is $10,000; the price we paid is its present
“Case Studies”
of an are extended
investment with simple
2500 value. We know that
applications that
interest use and illustrate the Tracking
a. We use technology to obtain thethe COVID-19 Epidemic
exponential regression in the
curveU.S.(see Figure 3):
iStock.com/Martin-dm
2000
central ideas of each chapter, focusing FV 5 $10,000 tIt is mid-March in 2021, and the U.S. has just emerged from three waves of COVID-19 and is
1500 C1t2 < 29611.082 hoping
. Coefficients rounded
that the large-scale vaccination program now underway can prevent a fourth wave.
* Rates can vary greatly depending r 5 0.0367
on the development of mathematical As a consultant totthe Centers for Disease Control and Prevention (CDC), you have been
on the state of the economy. During
1000 b. Using the model C1t2 <asked 29611.082 , we find that
models appropriate
the writing ofto the
this topics.
edition, T-billThese
rates and
to produce a mathematical model that tracks the daily cases as well as accumulated
22 separately for each of the three waves during the entire pandemic so far. Moreover,
cases
500
applicationswent are
fromideal for assignment
well below the one used in C1222 < 29611.082 < $1,609 billion,
recent figures for daily cases show a recent uptick that has some officials in the CDC worried.
this
0 example to above it. t 5 0.5.
as projects, and
0 5to this
10 end
15 we include
20 25 30 Is that uptick some kind of mathematical consequence of a three-wave model of the
which is close to the actual number of about $1,640 billion.
epidemic, or does it herald a possible new wave that the CDC needs to prepare for?
groups ofFigure
exercises 3 at the end of each. Substituting
T See the into
note the
in present
the margin value
Before
for formula,
you can
how usewe
tobegin you have
need a reliableto
technology estimate
find of theregression
the current number curve
of cases in
in the U.S. and how that has changed since the start of the pandemic in early 2020.
this example. 10,000
One such estimate is published by the Institute for Health Metrics and Evaluation
PV 5 5 9,819.81
(IHME) and uses various models to estimate the actual number of new cases (as
Before we go on 11. . .10.03672
We said 10.52
intothe
opposed preceding
the number reportedsection
by positivethat the regression
test results) curve
each day since the gives
first cases
T Using Technology the smallest value of the sum-of-squares error, SSE (the sum of the squares of the residu-
so we paid $9,819.81 for the T-bill.
TI-83/84 PLUS als). However, exponential regression as computed via technology generally minimizes
• Before We Go On Most examples
STAT EDIT values of t in the sum of the squares of the residuals of the logarithms. Using logarithms allows one
concludeLwith supplementary Before
easily towe go onan. .exponential
convert . The simplest wayinto
function to find the interest
a linear one andearned then use onlinear
the T-bill is by
regression
1 and values of C in L2
subtraction:
discussions, which maySTAT
Regression curve: include a formulas. However, in the Technology Guide for Example 2 in Section 2.4 we will dis-
check onCALC
the answer, a discussion
option #0 ExpReg ENTER
cuss a way INTof 5
using
FV Excel’s
2 PV 5 Solver
10,000 to minimize
2 9,819.81 SSE 5directly,
$180.19.which allows us to find the
of the feasibility and significance best-fit exponential curve directly without the need for devices to simplify the mathemat-
Graph: Y= VARS 5 EQ 1 , So, after
of a solution, or an in-depth look at ics. If we 6domonths
this, wewe received
obtain back
a very $10,000:
different the sum of our original investment and
equation:
then ZOOM 9 $180.19 in interest.
what the [More
solution means.
details in the Technology C1t2 < 35311.072 t.
Guide.]
If you plot this function, you will notice that it seems to fit the data more closely than
SPREADSHEET the regression curve.
t- and C-values in columns A and B;
graph these data.
Regression curve: Add an exponen-
tial trendline with the option to FAQ: When to Use an Exponential Model
show the equation.
[More details in the Technology Q: Given a set of data points that appear to be curving upward, how can I tell whether
Guide.] to use a quadratic model or an exponential model?
• QuestionWWW.APPLIEDMATHSITE.NET
and Answer Dialogue
A: Here are some things to look for:
We frequently use
In Online informal
Utilities → Simple
regression utility, enter the data
question-and-answer dialogues that • Do the data values appear to double at regular intervals? (For example, do the
in the x and y columns, and press values approximately double every 5 units?) If so, then an exponential model is
anticipate the kinds of questions
“y = a(b^x)”. appropriate. If it takes longer and longer to double, then a quadratic model may
that may occur to the student and
be more appropriate.
also guide the student through the
• Do the values first decrease to a low point and then increase? If so, then a
development of new concepts. quadratic model is more appropriate.
It is also helpful to use technology to graph both the regression quadratic and
exponential curves and to visually inspect the graphs to determine which gives the
closest fit to the data. ■
2.2 Exercises
▼Cengage
more Learning.
advanced ◆ challenging x third party content may be suppressed from thex eBook and/or eChapter(s).
Copyright 2023 All Rights Reserved.
5. g1x2 5 212 2
May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some
6. g1x2 5 213 2
Preface xxi
• Marginal Technology Notes Our brief marginal technology notes outlining EXAMPLE
T Using Technology
the use of graphing calculators, spreadsheets, and website technologies in the Find the co
TI-83/84 PLUS
accompanying examples have been shortened, but those with some experience using
2nd CATALOG
Solution
these technologies will likely not require more detail. When such detail is desired DiagnosticOn
or indicated, the reader can refer to the extensive discussions in the end-of-chapter Then STAT CALC option #4: these excep
Technology Guides. LinReg? (ax+b)
[More details in the Technology
• End-of-Chapter Technology Guides We continue to include detailed TI-83/84 Plus Guide. ]
and Spreadsheet Guides at the end of each chapter. These Guides are referenced SPREADSHEET
liberally in marginal technology notes at appropriate points in the chapter, so Add a trendline and select the
instructors and students can easily use this material or not, as they prefer. Groups of option to “Display R-squared
exercises for which the use of technology is suggested or required appear throughout value on chart.”
[More details and other alterna-
the exercise sets. tives in the Technology Guide.]
Technology Guide 235 WWW.APPLIEDMATHSITE.NET

The following two utilities will
show regression lines and also r 2
TI-83/84 Technology Guide (link to either from Math Tools for
Substitutin
Chapter 1):
Section 3.2 • PMT is not used in this example (it will be used in the
Simple regression utility
next section) and should be 0. r
Example 1 (page 203) In October 2020, RADIUS BANK function evaluator and grapher
was paying 0.15% annual interest on savings accounts with • FV is the future value, which we shall compute in a
balances of $2,500 to $24,999.99. If the interest is com- moment; it doesn’t matter what you enter now.
pounded quarterly, find the future value of a $2,500 deposit • P>Y and C>Y stand for payments per year and compound-
238of Chapter
after 6 years. What is the total interest paid over the time 3 Mathematics
ing periods per year,ofrespectively,
Finance but we can use any unit
the investment? of time we like, not only years. They should both be set
to n, the number of compounding periods per unit of time
SOLUTION Spreadsheet Technology Guide
for compound interest problems. (Setting P>Y automati-
cally sets C>Y to the same value.) According
We could calculate the future value using the TI-83/84 Plus
by entering Section 3.2 END or BEGIN is not used in this example, and it
• PMT: rounds to 0
2500(1+0.0015/4)^(4*6) Example
doesn’t matter which you select.
1 (page 203) In October 2020, RADIUS BANK prit is that
2. To
was paying compute
0.15% annualtheinterest
future value, use the
on savings up or down
accounts with arrow slump caus
in the Home screen and pressing ENTER . However, the
balances ofto$2,500
put thetocursor on theIfFV
$24,999.99. theline, thenispress
interest com- ALPHA
TI-83/84 Plus has this and other useful calculations built SOLVE . find the future value of a $2,500 deposit
into its TVM (Time Value of Money) Solver.
pounded quarterly, T See the
after 6 years. What is the total interest paid over the time of
1. Press APPS , then choose item 1:Finance..., andthe investment?
then
ficient in th
Note that we have formatted the cells B4:C6 as currency
choose item 1:TVM Solver.... This brings up the with two decimal places. If you change the values in
TVM Solver window as shown on the left. SOLUTION column B, the future value in column C will be auto-
You can either compute compound interest directly or use matically recalculated.
150 Chapter 2 Nonlinear Functions andfinancial
Models functions built into your spreadsheet. The follow- Example 2 (page 204) Megabucks Corporation is
ing worksheet has more than we need for this example but issuing 10-year bonds. How much would you pay for bonds
1.4 Exercises
Example
will be useful for 2 (page
other 204) in
examples Megabucks next sec- is issu-
Corporation
this and the with a maturity value of $10,000 if you wished to get a
ing 10-year bonds. Howis much
labeledwould you pay for
is bonds ▼
a. Use exponential regression to modeltion. theAlthough
price
with
this spreadsheet
P1t2 as assuming
b. Does time
the graph suggest
return of 6.5%that an more
compounded advanced
exponential
annually? model◆ischallenging
measured in ayears,
maturity
youvalue of $10,000
can use it with if youmeasured
time wish to getina return
a function of time t since 1994. Include a sketch
any unitsofyou
6.5% ofIfthe
compounded
like. annually?
you do use appropriate? Why
other units, you may want SOLUTION or why not?
T [Hint: Enlarge
indicates thethat
exercises graphshould be solved using te
points
The screen andright
on the theshows
regression
the valuescurve. (Round
you should to
enter the the
change coefficients to that.
labels to reflect and try to seeYou if the points are scattered randomly about
can compute present value in your spreadsheet using the
for thisthree
example. The various
decimal variables
places.) are See ExampleSOLUTION
[Hint: 6.] the curve, or display In Exercises
a systematic
PV worksheet function. Thepattern1–4,that
following compute isthe
suggests
worksheet sum-of-squares
similar to error
To compute the present value using a TI-83/84 Plus: the one in Example hand1, for
exceptthe given
that we set
have of data
entered a and
formulalinear model.
b. Extrapolate your model to estimate the cost of a two-
N Number of compounding periods more or less curvature.]
1. Enter the numbers shown below (left) in the TVM for computing the presentSee
[Hint: value from the entered
Example 1.] values.
Interest rate
I% bedroom per unit of apartment
downtown time, as percent, not
in 2005.
• Communication
decimal and Reasoning Exercises for
Solver window.
Communication and. Reasoning Exercises
1. 11, 12, 12, 22, 13, 42; y 5 x 2 1
90. Writing
T New
PV and
York
Negative of Discussion
City Housing
present TheseUptown
value Costs: are exercises Put designed
The2. following
the cursor on the PV
table line, and press ALPHA SOLVE
to
PMTbroaden
shows the
the average
Payment student’s
price of agrasp
per compounding two-bedroom
period of the mathematical
apartment in uptown 93. Which of the following three2.functions 10, 12, 11,will 12, 12, be 22;largest
y 5 xfor 11
concepts
New (0 in this section)
York and during
City develop themodeling
real estate boom skills.ForfromThey
this 1994include
example payment amount inlarge
tothe2004.* cell B4valuesshould be of x? 3. 10, 212, 11, 32, 14, 62, 15, 02; y 5 2x 1 2
FV Future value 0. (We shall use it in the next section.) (A) f 1x2 5 x 2
exercises in which the student is asked to provide his 4. 12, 42, 16, 82, 18, 122, 110, 02; y 5 2x 2 8
P/Y Payments per unit of time
Year t examples
0 (1994) 61. Enteror 8the other numbers as shown. As(B) withrother1x2 5 2x
tech-
or
C/YherCompounding
own to2unit
periods per illustrate4
of time a point nologies,design
10 (2004)
like the TVM Solver in the TI-83/84 Plus 10 The next worksheet shows the calculated value.
(C) h1x2 5 x In Exercises 5–8, calculate the sum-of-squares erro
an
PMTapplication
Price
Not used in this with
0.18 a given
section.
0.18 solution.
0.19 0.2They
calculator,
0.35 alsomoney 0.4
that you pay to others (such as the
($ million) $2,500 you deposit in the bank) 94. Which
should of
be entered theasfollowing threethe given setwill
functions of data and linearfor
be smallest models. Indicate wh
include
Several things “fill in the blank” type exercises,
to notice: exercises
Why is the present value given as negative?
negative, whereas money that is paid to you is positive. model gives the better fit.
large values of x?
• Nthat
is theinvite discussion
total number of compoundingand periods,
debate,so and—perhaps
enter Example
nt formula
2. The most
6 (page
entered 207)
in cell You the
C6 uses have $5,000FV
built-in to func-
invest22at 6%
a. Use
not n.exponential regression to model (A) f 1x2long 5willx it take 5. 11, 12, 12, 22, 13, 42; a. y 5 1.5x 2 1
here,
importantly—exercises in which the the tionprice
student annual
to P1t2
must
calculate as
interest
thecompounded
future value monthly.
based on Howthe entries in2x
a function
• The present value,of PV,time t since
is entered as a1994.
negative Include
number. a sketch
column for B.
your Thisof the has
investment
formula to grow to $6,000?
the following r 1x2 5 2
(B) format: b. y 5 2x 2 1.5
Inidentify
general,
pointswhen
andusing
correctthe TVM
and the regression
commonSolver, errors.
any
curve. amount
(Round
These exercises
of the coefficients (C) h1x2 5 x 210
=FV(i,n,PMT,PV)
SOLUTION 6. 10, 12, 11, 12, 12, 22; a. y 5 0.4x 1 1.1
often
money have
you
to in
nosomeone
give to
three decimal
singleelsecorrect
(such as answer.
the $2,500 you Why is the present value negative?
deposit the bank) will beplaces.)
a negative number, whereas 1.i 5 Enter the numbers
Interest per period shown
We95.
on What
use the
B2/B7 limitations
leftforinthe
the TVM Solver
interest. apply to using an exponential function b. yto5 0.5x 1 0.9
b. amount
any Extrapolate
of moneyyour model
someone givestotoestimate
you (such as the thecost of a two-of periods We use B3*B7
window. Example 6 (page 207) You have $5,000 to invest at 6%
n5 Number model growth
for the number ininterest
real-life situations?
compounded 7. 10, Illustrate
212,
monthly. 11,
How 32, your
long 14, 62,
will answer
it15,
take02;for a. y 5 0.3
futurebedroom
value of youruptowndeposit, which the in
apartment bank will give 2. Put the cursor on the Nofline,
2005. and press ALPHA SOLVE .
periods.
back to you) will be a positive number. with an example.your investment to grow to $6,000? b. y 5 0.4
PMT 5 Payment per period The payment is 0 (cell B4).
91. ▼ T U.S. Population Refer to the U.S. PV population
5 Present value. data 96. Explain in
The present value is in cell B5.words why
SOLUTION 5% per year compounded continu-
shown in Exercise 71. Instead of using the built-in FV function, ouslywe could yields use more interest than 5% per year compounded
You can compute the requisite length of an investment in
a. Use exponential regression to model the population as a your spreadsheet using the NPER worksheet function. The
=-B5*(1+B2/B7)^(B3*B7)
monthly. following worksheets show the calculation.
function U1t2 of time, where t is time in years since 1960,
based on the future value formula 97.for▼compound
Describe two real-life situations in which a linear model
inter-
and graph the data points and regression curve. (Round
est. After calculation the result will appear would in cell beC6.more appropriate than an exponential model, and
coefficients to four decimal places.)
Copyright 2023 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some thirdin
two situations partywhich
content mayan exponential model would be
b. Does the graph suggest that an exponential model is be suppressed from the eBook and/or eChapter(s).
more appropriate than a linear model.
xxii Preface
Cengage’s Online Learning Platform: WebAssign

Built by educators, WebAssign provides flexible settings at every step to customize
your course with online activities and secure testing to meet learners’ unique needs.
Students get everything in one place, including rich content and study resources
designed to fuel deeper understanding, plus access to a dynamic, interactive ebook.
Proven to help hone problem-solving skills, WebAssign helps you help learners in any
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The WebAssign course for this title has more than 4,000 available ques-
tions, course packs containing curated exercise sets, and integrated resources from
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The Authors’ Website: AppliedMathSite.net

The authors’ website, accessible through www.AppliedMathSite.net, has been evolv-
ing for close to three decades with growing recognition in many parts of the world.
Students, raised in an environment in which the Web suffuses both work and play, can
use their browsers to engage with the material in an active way. The following features
of AppliedMathSite.net are fully integrated with the text and can be used as a person-
alized study resource:
• Interactive Tutorials Highly interactive tutorials are included on major topics, with
guided exercises that parallel the text and provide a great deal of help and feedback to
assist the student.
• Game Versions of Tutorials These are more challenging tutorials with randomized
questions that work as games (complete with “health” scores, “health vials” and an
assessment of one’s performance that can be sent to the instructor) and are offered
alongside the traditional tutorials. These game tutorials, which mirror the traditional
“more gentle” tutorials, randomize all the questions and do not give the student the
answers but instead offer hints in exchange for “health points,” so that just staying
alive (not running out of health) can be quite challenging.
• Adaptive Practice Sessions The

individual interactive examples
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sometimes identical to those in
the WebAssign eBook, and all
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can offer practice topics further
down in the knowledge tree.
Each of these prerequisite topics
includes some brief pedagogy,
often with some examples.
then
f(t)
30
Piecewis
Bre
Look again
25 Preface xxiii
20 year 16 thro
15 ate, and the
• Learning and Practice Modules These are the “disembodied” interactive examples EXAMP
example, w
and demonstrations that populate the game tutorials and the ebook, available Practice
10 This Skill
5 that
Theapplies
annu
Try Exercises 15–28.
individually from an index page for class practice and review under “Practice and t specified by
Online:
0 AppliedMathSite.net
Visualize” at AppliedMathSite.net. Like their counterparts in the game tutorials 15 16 17 18 19 20 21 22
Practice and visualize → Cost,
and the ebook, these modules offer the same adaptive practice sessions. revenue,
Figure 4 and profit EXAMPLE
where x i
• Videos Section by section teaching videos that follow perof
Sales NIN
memb
the online tutorials. approximate
tion? How
has fewer
• Detailed Chapter Summaries Comprehensive sum- f 1t2 5 b
T Using Technology
maries with randomizable interactive elements review
TI-83/84 PLUS Solutio
all the basic definitions and problem-solving techniques What, accor
discussed in each chapter. These are terrific pre-test Table of values:
Y1=(X≤18)*(3.75(X-16)2)+
FY 2018, an
study tools for students.
(X>18)*(1.5(X-18)2+15) The fixed
Solution
• Downloadable Excel Tutorials Detailed Excel tutorials 2ND TABLE Graph: WINDOW ;
Xmin = 15, Xmax = 22 ZOOM 0 . 2017 1t 5 1
are available for almost every section of the book. These
[More details in the End-of-Chapter
interactive Excel sheets expand on the examples given in Technology Guide.]
The1tannu
2018 51
the text. bers, it ea
SPREADSHEET 2021 1t 5 2
• On-Line Utilities Our collection of easy-to-use Table of values: Headings t and f (t) in
Thus, Ninte
on-line utilities, referenced in the marginal notes of A1–B1; t-values 16, . . . ,21 in A2–A7.
=(A2<=18)*(3.75*(A2-16)^2) and 28.5
For themi
p
the textbook, allow students to solve many of the +(A2>18)*(1.5*(A2-18)^2+15) To sket
technology-based application exercises directly on the in B2; copy down through B7. already calc
Web. The utilities available include a function grapher Graph: Highlight A1 through B7 and
and evaluator that also graphs derivatives and does insert a scatter chart.
[More details in the Technology
curve-fitting, regression tools, a time value of money Guide.]
calculator for annuities, a matrix algebra tool that also To make
manipulates matrices with multinomial entries, a linear WWW.APPLIEDMATHSITE.NET even poin
Go to the Online Utilities → Function The graph
programming grapher that automatically solves two evaluator and grapher and enter
solve for(
dimensional linear programming problems graphically, (x<=18)*(3.75(X-16)^2) 1. The first
a powerful simplex method tool, an interactive +(x>18)*(1.5(X-18)^2+15)
¶ for y . To obtain a table of values,
Had1 this quadratic not factored
2. The seco
Riemann sum grapher with a numerical integrator,
enter the x-values
we would have 16, . . . , 21 to
needed in use 3. The dom
and a multi-functional line entry calculator on the the
theEvaluator box, and
quadratic press (S ee
formula
main page. These utilities require nothing more than a “Evaluate” at the top of the box. 4. The heav
Section 0.6.)
standard Web browser. Graph: Set Xmin = 15, Xmax = 22, T See the
and press “Plot Graphs”. and the grap
• Chapter True-False
Quizzes Random-
ized quizzes that
provide feedback
for many incorrect
answers based on
the key concepts in
each chapter assist
the student in fur-
ther mastery of the
material.
• Supplemental Topics We include complete interactive text and exercise sets for a
selection of topics not ordinarily included in printed texts, but often requested by
instructors.
• Automatically Updating 7th Edition Homework Assignments to the 8th Edition
On the instructor’s page at AppliedMathSite.net, the instructor can paste a comma
separated list of exercises from any section of the 7th edition and have it updated to
a corresponding list of (sometimes updated) exercises in the 8th edition, along with a
list of exercises new to the 8th edition
xxiv Preface
• Learning Activities Generator

Also on the instructor’s page at
AppliedMathSite.net, the instructor
can automatically generate a
detailed list of learning activities
selected from the site (videos,
tutorials, summaries, utilities, etc.)
by choosing which of the features
to include for one or more sections
of the book and pressing “Generate
Learning Activities.” What results is
a list of learning activities with links
that can simply be pasted into the
instructor’s course platform; ideal
for asynchronous courses.
• Spanish A parallel Spanish version of almost the entire web site is now deployed,
allowing the user to switch languages on specific pages with a single mouse-click. In
particular, all of the chapter summaries and most of the tutorials, game tutorials, and
utilities are already available in Spanish.
Supplemental Resources from Cengage

Additional instructor and student resources for this product are available online.
Instructor assets include a Solution and Answer Guide, Instructor’s Manual, WebAs-
sign Educator’s Guide, a Transition Guide for instructors who used the previous sev-
enth edition, PowerPoint® slides, and a test bank powered by Cognero®. Student assets
include a Student Solution Manual. Sign up or sign in at www.cengage.com to search
for and access Finite Mathematics and Applied Calculus and its online resources.
For Students
• Student Solution Manual by Waner and Costenoble The student solutions manual
provides worked-out solutions, written by the authors, to the odd-numbered exercises
in the text.
For Instructors
• Solution and Answer Guide by Waner and Costenoble The instructor’s solutions
manual provides worked-out solutions, written by the authors, to all exercises in the
text.
• Instructor’s Manual (new to this edition and separate from the Solution and Answer
Guide) provides explanations and guidance regarding how students can benefit from
using interactive media in the WebAssign eBook and directs instructors to Lecture
Videos and other resources that may be useful, especially in online or hybrid courses.
• Test Bank Cengage’s Testing Powered by Cognero is a flexible, online system that
allows you to author, edit, and manage test bank content, create multiple test ver-
sions, and deliver tests from your LMS, your classroom, or wherever you choose.
• PowerPoint® Slides may be customized as needed or used as provided by the pub-
lisher to support lectures. WebAssign Educator’s Guide explains the basic proce-
dure for setting up your WebAssign course and describes the assets and resources
that you can make available to students.
Preface xxv
• Transition Guide contains a correlation of seventh-to-eighth edition exercise num-

bers to facilitate the updating of homework assignments to the new edition.
• Guide to Teaching Online may be helpful to instructors who are new to online
teaching or who must transition from in-person teaching to an online format as may
be required by local circumstances.
Acknowledgments
This project would not have been possible without the contributions and suggestions
of numerous colleagues, students, and friends. We are particularly grateful to our col-
leagues at Hofstra and elsewhere who used and gave us useful feedback on previous
editions. We are also grateful to everyone at Cengage for their encouragement and
guidance throughout the project. Specifically, we would like to thank Jay Campbell,
Susan Pashos, Shelby Blakey, Rachel Pancare, Ivan Corriher, and Taylor Shenberger
for their unflagging enthusiasm. We thank Jon Booze for his meticulous check of the
mathematical accuracy and Leslie Lahr for whipping the book into shape.
We would also like to thank the numerous reviewers and proofreaders who pro-
vided many helpful suggestions that have shaped the development of this book.
Sviatoslav Archava, East Carolina University

Sergii Bezuglyi, University of Iowa
Lisa Carnell, High Point University
Hugh Cornell, University of North Florida
Timothy Doyle, University of Illinois at Chicago
Thomas French, University of Denver
Sami Hamid, University of North Florida
Christy Jackson, University of Arkansas at Little Rock
Gina Leffers, Illinois State University
Denise LeGrand, University of Arkansas at Little Rock
En-Bing Lin, Central Michigan University
Matthew Mburu, Tacoma Community College
Phil McCartney, Northern Kentucky University
Will Miles, Stetson University
Leonardo Pinheiro, Rhode Island College
Mohammad Rahman, University of North Florida
Leela Rakesh, Central Michigan University
Joe Rody, Arizona State University
Laurie Zack, High Point University
Ying Zhou, Rhode Island College
Stefan Waner
Steven R. Costenoble
0 Precalculus Review
0.1 Real Numbers

0.2 Exponents and
Radicals
0.3 Using Exponent
Identities
0.4 Multiplying and
Factoring Algebraic
Expressions
0.5 Rational
Expressions
0.6 Solving Polynomial
Equations
0.7 Solving Miscellaneous
Equations
Kali9/E+/Getty Images
0.8 The Coordinate Plane
0.9 Logarithms
www.AppliedMathSite.net
The interactive “game” tutorials
at the Website give you tons
of additional practice on these
important topics.
1
Another random document with
no related content on Scribd:
Then he turned to Dormer, hunted a moment among the papers on
the table, and spoke:
“Look here, Dormer, about this affair of yours?”
It took all Dormer’s training to keep his mouth shut. He saw more
clearly than ever how Colonel Birchin and all like him and all he
represented, were divesting themselves of any connection with what
looked like a nasty, awkward, tedious and probably discreditable
business. But he had not grasped it.
“They’ve found Andrews—this—er—gunner, who will be able to give
you information. And—look here, Dormer—this affair must be
cleared up, do you understand? Andrews is in hospital. You can go
by car to Boulogne, but we expect you to get it done this time. Corps
are most annoyed. There’s been a nice how-d-y-do with the French.”
Dormer swallowed twice and only said:
“Really, sir.”
“Yes. Car starts at seven.”
Accordingly at seven, the big Vauxhall moved off from that little
group of huts, in the meadow that was so regularly bombed every
night. Dormer, sitting next to Major Stevenage, did not mind. As well
Boulogne as anywhere, while this was going on. All the roads were
full of transport, all the railways one long procession of troop and
supply trains. It was about as possible to hide it all from the
Germans, as to conceal London on a Bank Holiday. In fact it was
rather like that. The population was about the same, if the area were
rather larger, the effect of the crowd, the surly good humour, the air
of eating one’s dinner out of one’s hand was the same.
There was very little sign of any consciousness of the shadow that
hung over it all. Hospital trains and ambulances abounded, going in
the opposite direction, but no one noticed them, so far as Dormer
could see. The type of man who now came up to fight his country’s
battles was little changed. The old regular was hardly to be found.
The brisk volunteer was almost gone. Instead there had arisen a
generation that had grown used to the War, had had it on their minds
so long, had been threatened with it so often that it had lost all
sharpness of appeal to their intellects.
Right back to St. Omer the crowd stretched. Beyond that it became
more specialized. Air Force. Hospitals. Training grounds. Then,
across high windy downs, nothing, twenty miles of nothing, until a
long hill and the sea.
Up there on those downs where there was no one, never had been
anybody ever since they were pushed up from the bed of some
antediluvian ocean, and covered with short turf, Dormer had one of
his rare respites from the War. Briefer perhaps, but more complete
than that which he experienced on his rare leaves, he felt for a while
the emancipation from his unwilling thraldom. It was the speed of the
car that probably induced the feeling. Anyhow, on the level road that
runs from Boulogne to Étaples—the ETAPPS of the Army in France
—he lost it. Here there was no escaping the everlasting khaki and
transport, that State of War into which he had been induced, and out
of which he could see no very great possibility of ever emerging. He
had no warning of what was to come, and was already well among
the hospitals and dumps that extended for miles beside the railway,
when a military policeman held up a warning hand.
“What’s the matter, Corporal?”
“I should not go into Etapps this morning, if I were you, sir.”
“Why not?”
The man shifted his glance. He did not like the job evidently.
“Funny goings-on, there, sir.”
“Goings-on, what does that mean?”
Dormer was capable of quite a good rasp of the throat, when
required. He had learned it as a Corporal.
“The men are out of ’and, sir!”
“Are they? The A.P.M. will see to that, I suppose.”
“Very good, sir.”
“Drive on!”
Dormer didn’t like it, to tell the truth. But he was so used to bluffing
things he didn’t like, and his own feelings, and other people’s
awkwardness, that he could not do otherwise than go on. Also he
didn’t realize what was on foot. A certain amount of daily work was
being done in among the dumps and sidings where the population
was of all sorts of non-combatant, Labour Corps units, medical
formations, railway people, and others. But from the rise by the
Reinforcement Officers’ hut, he began to see. The whole of the great
infantry camp on the sandhill—and it was very full, he had heard
people say that there were a hundred thousand men there—seemed
to have emptied itself into the little town. Here they sauntered and
talked, eddying a little round the station and some of the larger
estaminets, in motion like an ant-hill, in sound like a hive of bees.
The car was soon reduced to a walking pace, there were no police to
be seen, and once entered there was no hope of backing out of that
crowd, and no use in appearing to stop in it.
“Go slow,” Dormer ordered, glancing out of the corner of his eye at
the wooden face of the chauffeur. Nothing to be seen. Either the man
didn’t like it, or didn’t feel the necessary initiative to join in it, or
perhaps considered himself too superior to these foot-sloggers to
wish to be associated with them. Most probably he hadn’t digested
the fact that this mob, through which he drove his officer, was Mutiny,
the break-up of ordered force, and military cohesion. It might even
be the end of the War and victory for the Germans. All this was
apparent enough in a moment to Dormer, who was careful to look
straight again to his front, unwinking and mute, until, with a beating
heart, he saw that they were clear of the jam in the Market Place,
and well down the little street that led to the bridge across which
were the farther hospitals, and various sundry Base Offices, in the
former of which he was to find Andrews. Now, therefore, he did
permit himself to light a cigarette. But not a word did he say to his
chauffeur. Now that it was behind him he had the detachment to
reflect that it was a good-humoured crowd. He had heard a gibe or
so that might have been meant for him or no, but in the main, not
being hustled, all those tens of thousands that had broken camp,
chased the police off the streets, and committed what depredations
he did not know, were peaceful enough, much too numerous and
leaderless to make any cohesive threat to an isolated officer, not of
their own unit, and therefore not an object of any special hatred, any
more than of any special devotion, just a member of another class in
the hierarchy, uninteresting to simple minds, in which he caused no
immediate commotion.
Here, on the road that ran through the woods to Paris Plage, there
were little knots of men, strolling or lying on the grass. They became
fewer and fewer. By the time he arrived at the palace, mobilized as a
hospital, for which he was bound, there remained no sign of the
tumult. Here, as on the other flank, by the Boulogne road, Medical
and Base Units functioned unmoved. But the news had been brought
by Supply and Signal services and the effect of it was most curious.
Dormer had to pass through the official routine, had to be
announced, had to have search made for young Andrews, and finally
was conducted to a bed in Ward C., on which was indicated Captain
Andrews, R.G.A. Dormer of course wanted to begin at once upon his
mission, but the other, a curly-haired boy, whose tan had given place
to a patchy white under loss of blood from a nasty shrapnel wound in
the leg, that kept on turning septic, had to be “scraped” or “looked
at,” each of these meaning the operation table, and was only now
gradually healing, would not let him.
Once away from the theatre and the knife, Andrews, like any other
healthy youngster, soon accumulated any amount of animal spirit,
lying there in bed, adored by the nursing sisters, admired by the men
orderlies. He was not going to listen to Dormer’s serious questions.
He began:
“Cheerio! Sit on the next bed, there’s no corpse in it, they’ve just
taken it away. Anyhow, it isn’t catching. Have a cigarette, do for
God’s sake. They keep on giving me the darned things, and they all
end in smoke!”
“Sorry you got knocked out.”
“Only fair. Knocked out heaps of Fritzes. I gave ’em what for, and
they gave me some back. I say, have you just come from the town?”
“I have just motored through.”
“Is it true that our chaps have broke loose?”
“There’s a certain amount of disorder, but no violence that I could
see.”
Dormer was conscious of heads being popped up in all the
surrounding beds. So that was how it took them! Of course, they
were bored stiff.
“How topping. Is it true that they’ve killed all the red-caps?”
“I didn’t see any signs of it.”
“Cleared up the remains had they? Picked the bones, or fallen in
proper burying parties.”
“I don’t think there was anything of that sort.”
“Oh, come now, first we heard they had set on a police-corporal that
had shot a Jock.”
“What did he do that for?”
“Dunno. It isn’t the close season for Jocks, anyhow. Then it was ten
police-corporals. The last rumour was that they’d stoned the A.P.M.
to death——”
And so it went on. Lunch-time came. A Doctor Major, impressed by
Dormer’s credentials, invited him into the Mess, and asked a lot of
questions about the front, the offensive, and the state of Étaples.
Dormer always liked those medical messes. It seemed so much
more worth while to mend up people’s limbs, rather than to smash
them to bits. The Doctors had their professional “side” no doubt, but
they had a right to it.
After lunch Dormer made his way back to Ward C. He was met by a
hush, and by a little procession. The Sergeant-major came first and
after him bearers with a stretcher covered by the Union Jack. The
hush in the ward was ominous. They were all so close to what had
happened. It was not like the open field where the casualty is a
casualty and the living man a different thing. Here the dead were
only different in degree, not in kind. They were worse “cases”—the
worst, that was all. So there were no high spirits after lunch. They
had gibed about Death in the morning, but Death had come and they
had ceased to gibe. In the silence, Dormer felt awkward, did not
know how to begin. When he had made up his mind that he must, he
looked up and found Andrews was asleep. So the day wore on to
tea-time, and after tea he was not wanted in the ward, and was
wanted in the Mess. He himself was not hurrying to return to any
regularly bombed hut near Poperinghe. The Commanding Officer
was even more emphatic. Étaples was not safe. Dormer let it go at
that, and got a good game of bridge.
In the morning he found young Andrews as young as ever and got
down to his job at once:
“Do you remember joining 469 T.M.B.?”
“Yes, sh’d think I do.”
“Do you remember the man you had as servant while you were with
them?”
“I do. Topping feller. Gad, I was sorry when I had to leave him
behind. Of course, I dropped him when I went to hospital. Never was
so done!”
At last!
“You couldn’t give me his name and number, I suppose?”
“I must have got a note of it somewhere. I say, what’s all this about?
Do you want to get hold of him?”
“I do. He’s wanted, over a question of damage in billets. They’ve
sent me to find him out.”
“Then I’m damned if I’ll tell you. Because he was a topping chap!”
rejoined Andrews, laughing.
“You’d better tell me, I think. The matter has gone rather high up,
and it might be awkward if I had to report that the information was
refused.”
“Lord, you aren’t going to make a Court of Inquiry affair of it, are
you?”
“It may come to that, and they’ve got hold of your name.”
“Gee whizz! I don’t like landing the chap. I may not have got any
particulars of him, now, my things have been so messed about.”
“Well, look and see!”
“All right.”
Andrews fumbled out from the night-table beside his bed, the usual
bedside collection. Letters in female handwriting, some young, some
old—from one or more sweethearts and a mother, thought Dormer.
Paper-covered novels. The sort (English) that didn’t make you think.
The sort (French) that make you feel, if you were clever at the
language. Cigarettes, bills. One or two letters from brother officers.
“Blast. It’s in my Field Note Book, in my valise, in store here. I shall
have to send to have it got out. Wait half a mo’ and I’ll get an
orderly.”
As they waited, he went on:
“What’s he wanted for? Some dam’ Frenchman going to crime him
for stealing hop-poles?”
“Something of that sort. You wouldn’t remember it, it happened
before you joined the Battery.”
“Then it jolly well wasn’t my man Watson. He’d only just come up
from Base!”
“Come, the man was of middle size and ordinary to look at, and had
been servant to an officer of the name of Fairfield, who was killed!”
“Oh, that chap. I know who you mean now. I don’t call him my
servant. I only had him for a day or two. His name was Smith, as far
as I can recollect. We were in the line, and I never got his number.
He disappeared, may have been wounded, or gone sick of course,
we were strafed to Hell, as usual. I should have got rid of him in any
case. He was a grouser!”
“Didn’t like the War?”
“I should say not.”
Hopeless, of course. When Andrews saw Dormer rise and close his
notebook, he apologized:
“Beastly sorry. Afraid I’m no good.”
“That’s all right. I don’t want to find the fellow, personally. It’s simply
my job.”
“Fair wear and tear, so to speak?”
“Yes. Good morning.”
“Don’t go—I say, don’t. You’re just getting interesting!” Heads
popped up in the surrounding beds. “Do tell us what it’s all about.”
“Merely a matter of damage in billets as I said.”
“Go on. There’s always damage in billets. You must ha’ done heaps,
haven’t you? I have. There’s something more in it than that.”
“Well, there is. Perhaps it will be a lesson to you not to go too far
with other people’s property.”
“I say, don’t get stuffy. What did the feller do?”
“He broke into a shrine.”
“I say, that’s a bit thick.”
“It was!”
“What did he do it for? Firewood?”
“No. He wanted to shelter a couple of mules!”
“Good man. Don’t blame him!”
“No!”
“But they can’t crime him for a thing like that?”
“They will if they can catch him.”
“Go on!”
“It didn’t stop at that.” Once more it seemed to Dormer that a good
lesson might do no harm to the light-headed youth that Andrews
represented, and several of whom were listening, anxiously from that
corner of the ward.
“Did G.H.Q. take it up?”
“Yes. They had to. The Mayor of the village came to make an official
inquiry and the Battery made fun of him.”
“Lumme! I bet they did!”
“They should not have done so. That made the French authorities
take it up. Goodness knows where it will end!”
“End in our fighting the French,” said some one.
Dormer felt that it was high time to put his foot down. “You may be
privileged to talk like that while you’re in hospital. But I don’t
recommend you to do so outside. You ought to have the sense to
know that we don’t want to fight anyone, we most certainly don’t
want to fight some one else after Germans. In any case, we don’t
want to do the fighting in England!”
There was a dead silence after he had spoken, and he rose, feeling
that he had impressed them. He stumped out of the ward without
another word, went to the Mess, rang and demanded his car. The
Orderly Officer would have liked to detain him, insisted on the
possible state of Étaples, but he would not hear of it. In those few
hours he had had enough and more than enough of the Base—the
place where people talked while others Did—the place where the
pulse of the War beat so feebly. He felt he would go mad if he stayed
there, without sufficient occupation for his mind. His car appeared
and he soon left the palace and the birchwoods and was rattling over
the bridge into Étaples. “Now for it!” he thought. But no policeman
warned him off this time. He soon saw why. The streets had resumed
their normal appearance. He might have known. That fancy of his,
about the Headless Man, came back to him with its true meaning.
What could they do, all those “Other Ranks,” as they were
designated? Just meander about, fight the police, perhaps. But they
had no organization, no means of rationing or transport. Of course,
they had had to go back to their respective camps with their tails
between their legs in order to get fed.
There was nothing to show for the whole business but a few panes
of broken glass and some splintered palings. By the time he got to
St. Omer and stopped for lunch, no one seemed to have heard of it.
By tea-time, he was back at Divisional H.Q. And none too soon. A
fresh attack was to be made the following day. He went straight up to
the canal bank, where Kavanagh was as busy as ever, and dropped
into his work where he had left it. There was just the same thing to
do, only more of it. A desperate race against time was going on. It
was evident enough that this most enormously costly of all
offensives must get through before November finally rendered
fighting impossible. There was still some faint chance of a week or
two of fair weather in October. Fresh Corps were massed and flung
into the struggle. Engineers, Labour Corps, anyone who could throw
a bomb or fire a rifle must do so. What had been roads of stone
pavé, had been so blown about with shell-fire that they were a
honeycomb of gaping holes, repaired with planks. More and more
searching were the barrages, denser the air fighting. Progress there
undoubtedly was, but progress enough?
Through the sleepless nights and desperate days that followed,
Dormer’s feelings toward Kavanagh were considerably modified. The
fellow still talked, but Dormer was less sorry to hear him. He even
recited, and Dormer got into the way of listening. They were now in
an “Elephant” hut. No dug-out was possible in that sector, where
eighteen inches below the surface you came to water. No tent could
be set, even had they wished for one. Their frail house was covered
with sandbags, of a sufficient thickness to keep off shrapnel, and
presumably they were too insignificant to be the object of a direct hit,
but in order to leave nothing to chance they had had the place
covered with camouflage netting. Outside lay mile after mile of
water-logged runnels that had been trenches, on the smashed and
slippery parapets of which one staggered to some bit of roadway that
was kept in repair at gigantic cost in lives and materials, guided by
the lines of wire that either side had put up with such difficulty, and
which were all now entirely useless, a mere hindrance to free
movement. But they were “in” for a long spell, and could not get
away—did not want to, they were less bombed here than farther
back. Rations reached them, that was as much as they had time to
care about. Otherwise, the night was well filled for the one with
counting off the parties that filed past into this or that attack, for the
other in picking up those signal lines that had been smashed by
shell-fire during the day, and replacing them.
As that endless procession went past him once more, Dormer felt
that he now knew of what its component parts were thinking.
Australians, Canadians, Welsh, Scotch, Irish, English, they were
thinking of nothing in particular. Like the mules that went with them,
they went on because they couldn’t stop. Food and sleep each day
was the goal. To stop would mean less food and sleep, mules and
men knew that much, without use of the reasoning faculty. It had
become an instinct. All the brilliant casuistry that had induced men to
enlist was forgotten, useless, superseded. Even English soldiers
were conscripts now, the War had won, had overcome any and every
rival consideration, had made itself paramount, had become the end
and the means as well.
A man like Dormer, accustomed to an ordered and reasoned
existence, who could have explained his every act up to August,
1914, by some good and solid reason, was as helpless as any. Stop
the War? You wanted to go back half a century and alter all the
political and business cliques in which it had been hatching. To alter
those you wanted to be able to alter the whole structure of society in
European countries, which kept those cliques in power, was obliged
to have recourse to them, to get itself governed and financed. To do
that you wanted to change Human Nature. Here Dormer’s
imagination stopped dead. He was no revolutionary. No one was
farther than he from being one. He only hated Waste. He had been
brought up and trained to business, in an atmosphere of methodical
neatness, of carefully foreseen and forestalled risks. Rather than
have recourse to revolution he would go on fighting the Bosche. It
was so much more real.
Somewhere about the point at which he reached this conclusion, he
heard, among the noise of the sporadic bombardment, Kavanagh’s
voice:
“‘Now that we’ve pledged each eye of blue
And every maiden fair and true,
And our green Island Home, to you
The Ocean’s wave adorning,
Let’s give one hip, hip, hip hurrah!
And drink e’en to the coming day,
When squadron, square,
We’ll all be there,
To meet the French in the morning!’
That’s the stuff to give the troops, Dormer!”
But Dormer, although cheered, was not going to admit it. “You’d
better go and sing it to the Seventy-Worst. They go in at dawn!”
“Good luck to them. Listen to this:
“‘May his bright laurels never fade
Who leads our fighting Fifth Brigade,
These lads so true in heart and blade,
And famed for danger scorning;
So join me in one hip hurrah!
And drink e’en to the coming day,
When squadron, square,
We’ll all be there,
To meet the French in the morning!’
How’s that for local colour. Is there a Fifth Brigade in to-morrow’s
show? They’d like that.”
“I bet they wouldn’t. Anyhow, it’s silly to repeat things against the
French.”
“Man, it’s a hundred years old.”
“Like my uncle’s brandy.”
“You and your uncle!”
“I had an uncle once who had some brandy. It was called ‘Napoleon,’
and was supposed to date from 1815. When he opened it, it was
gone!”
“There you are. That’s your materialism. But you can sing a song a
hundred years old and find it’s not gone!”
“It’s not a bad song. Only silly!”
“Well, try something older:
“‘We be
Soldiers three,
Lately come from the Low-Countree,
Pardonnez moi, je vous en prie;
We be
Soldiers three.’
That’s nearer three hundred years old. That’s what fellows used to
sing coming back from Ypres in those days!”
“You talk as if we’d always been in and out of that mangey hole.”
They both leaned on their elbows and gazed out of the tiny aperture,
under the sacking, away over the sea-like ridges of pulverized mud,
into the autumn evening. Between the rain-clouds, torn and
shredded as if by the shell-fire, watery gleams were pouring, as
though the heavens were wounded and bled. They spilled all over
the jagged stonework of that little old medieval walled town, compact
within its ramparts, for the third time in its history garrisoned by an
English army. Kavanagh told him of it, but Dormer remained
unimpressed. The history of the world that mattered began after the
battle of Waterloo, with Commerce and Banking, Railway and
Telegraph, the Education and Ballot Acts. Previous events were all
very well, as scenery for Shakespeare’s plays or Wagner’s Operas.
But otherwise, negligible. Yet the interlude did him good. He felt he
had brought Kavanagh up short, in an argument, and he went to his
night’s work with a lighter heart, and a strengthened confidence in
himself.
Of course, a few weeks later, the offensive was over, with the results
he had foreseen, and with another result he was also not alone in
foreseeing. Once back in rest, near Watten, he heard people talking
in this strain, in G. office:
“I suppose, sir, we shall go on fighting next year?”
“Um—I suppose we shall. But perhaps some arrangement may be
come to, first. There’s been a good deal of talk about Peace!”
That was the mood of Divisional Head-quarters. A growing
scepticism as to the continuance of the War. At the moment, Dormer
missed the motive at the back of it. Away from H.Q. while the
Division was in action, he had lost a good deal of ominous news.
The talk about the transference of German Divisions from one front
to another was old talk. He had heard it for years. He did not at the
moment grasp that it had now a new significance. Then something
happened that put everything else out of his head. He was not
feeling too well, though he had nothing to complain of worse than the
usual effects of damp and loss of sleep. Colonel Birchin had got
himself transferred to a better appointment, and his place was taken
by a much younger officer, glad to take it as a “step” up from a
dangerous and difficult staff-captaincy. They had been out at rest
less than a week and Dormer had assumed as a matter of course
that he would be put in charge of organized sports for the winter, as
usual. But he was only just becoming sensible of the change that
had come over H.Q. Colonel Birchin used to have a certain pre-War
regular soldier’s stiffness and want of imagination (which Dormer
had privately deplored), but he had kept the Q. office well in hand.
This new man, Vinyolles, very amicable and pleasant, and much
nearer to Dormer’s new army view of the War (he was in fact
younger than Dormer, and than most of the clerical N.C.O.’s in the
office), had nothing like the standoff power of his predecessor. Also,
the office, like everything else, had grown, half a dozen odd-job
officers were now attached, and without wearing red, sat and worked
with Dormer. So that when Dormer went to show his Football
Competition Time Table and his schedule for use of the Boxing
Stadium, he found that he had to explain how these things were
usually done. Colonel Vinyolles had no idea. Dormer ought to have
been warned. But his head was not working at its very best. He had
a temperature, he thought, and wanted to go and lie down at his
billet for a bit and take some aconite, a remedy he had carried with
him throughout the War. Colonel Vinyolles was quite nice about the
Sports, and just as Dormer was turning to go, said to him:
“Perhaps you can help me in this matter. I see your name occurs in
the correspondence!”
Of course, he might have known. It was the familiar dossier, as the
French called it, the sheaf of papers, clipped together, at the bottom
the original blue Questionnaire form that old Jerome Vanderlynden
had signed. At the top a fresh layer of official correspondence,
“Passed to you please, for necessary action.” “This does not appear
to concern this office.” “Kindly refer to A.Q.M.G.’s minute dated July
1916.” And so on. Dormer knew quite a lot of it by heart and the
remainder he could have “reconstructed” with no difficulty. The only
fresh thing that had happened was a minute from the new chief of
the French Mission enclosing a cutting from a newspaper—a French
newspaper of all conceivable rags—from which it appeared that
some deputy or other had “interpellated” a minister about the matter,
asked a question in the “House” would be the English of it, Dormer
supposed.
“What am I to tell the Mission?” Colonel Vinyolles was asking.
Dormer was not a violent man by habit, but he felt that he was
getting to his limit with this affair. He thought a moment, wanting to
say: “Tell them to go to the Devil!” but held it in reserve, and
substituted: “Tell them the matter has attention!”
“Thanks very much!”
Dormer went and rested.
The following day he felt no better and did not do much. He had the
Sports well in hand, and there was no movement of troops. The day
following that he felt queerer than ever, and jibbed at his breakfast.
He went along to see the D.A.D.M.S., always a friend of his, who put
a thermometer under his tongue, looked at it, shook it, looked at
Dormer, gave him an aspirin, and advised him to go and lie down for
a bit. On his way to his billet Dormer put his head into Q. office to tell
the Sergeant-major where he was to be found if wanted. He was
called by Colonel Vinyolles from the farther room. It was again full of
people he considered (as rank counted for less than experience) to
be his juniors. He could see something was “up.” They were all
highly amused except Vinyolles.
“I say, Dormer, I consider you let me down on this.”
“What’s the trouble?”
“Trouble! I’ve got a nice chit back, in reply to my saying ‘the matter
has attention.’ They say that any further delay is ‘inadmissible’ and
that they will be obliged to carry the matter higher.”
“Let ’em!”
“Oh, that won’t do at all. The General has seen this, and he wants to
know what you mean by it.”
“He ought to know by this time!”
“Captain Dormer!”
Of course he was wrong, but he felt rotten. It wasn’t Vinyolles’ fault.
He pulled himself together.
“Sorry, sir. I mean that the case has been going on for nearly two
years, and has certainly not been neglected. I think every one who
counts is familiar with it.”
He meant it for a snub for some of those chaps who were sitting
there grinning. He saw his mistake in a moment. Vinyolles was as
new as any of them, and naturally replied: “I’m afraid I have no
knowledge of it. Perhaps you will enlighten me?”
“It must have been June, 1916, when we first received the claim. The
late A.P.M., Major Stevenage, took it up as a matter of discipline, but
on investigation considered that it was rather a case for
compensation, as damage in billets. The French Mission insisted
that an arrest must be made, and I have made every possible effort
to trace the soldier responsible. But formations change so quickly,
during offensives especially, that it is impossible.”
“I see. What exactly did he do, to cause such a rumpus?”
At the prospect of having to retell the whole story, Dormer got an
impression that something was after him, exactly like the feeling of
trying to get cover in a barrage, and wondering which moment would
be the last. He put his hand to his head and found some one had
pushed a chair against his knees. He sat down vaguely conscious of
the D.A.D.M.S. standing near by.
“An officer of 469 T.M.B. was wounded and his servant was given
two mules, sick or wounded, to lead. He got to the billet mentioned
and seems to have taken a dislike to the horse-lines. He found one
of those little memorial chapels that you often see, in the corner of
the pasture, and knocked in the front of it to shelter the beasts. The
farmer didn’t like it and sent for the Mayor to make a procès-verbal.
By the time the Mayor got there, the Battery was on the move again.
It was about the time of one of those awkward little shows the
Bosche put up to contain us during Verdun. The Battery had been
badly knocked about, and the men were excited and made some
sort of a scene! The Mayor told his Deputy and his Deputy told some
one at French G.H.Q. It all keeps going round in my head. I don’t
want to find the chap who did it. He’s no worse than you or I. He was
just making the best of the War, and I don’t blame him. I blame it.
You might as well crime the whole British Army.”
What had he said? He fancied he had given the facts concisely, but
was not sure of himself, his head felt so funny, and he was aware
that people—he could no longer be sure who they were—Q. office
seemed crowded—were tittering!—Some one else was talking now,
but he was not interested. He rested his head on his hand and heard
Vinyolles: “Well, Dormer, you go along to your billet, and we’ll see
what can be done!”
He got up and walked out. The D.A.D.M.S. was at his elbow, saying
to him:
“Get into this ambulance, I’ll run you across!” but he never got to his
billet. He got into a train. He did not take much notice, but refused
the stuff they wanted him to eat. After that he must have gone to
sleep, but woke up, under a starlit sky, with an unmistakable smell of
the sea. They were lifting him under a canvas roof. Now, from the
motion, he perceived he was at sea, but it did not seem greatly to
matter. He was out of it, he had cut the whole disgusting show. He
had done his bit, now let some one else take a turn.
Dormer had not been home on leave since early spring, and the
leave that he got for convalescence gave him not only some idea of
the vast changes going on in England, while he, in France, had been
engaged in the same old War, but a notion of changes that had gone
on in that old War without his having perceived them. He was let
loose from Hospital just before Christmas, at that unfortunate period
when the public at home were still feeling the reaction from the Bell-
ringing of Cambrai, were just learning the lengths to which the
collapse of Russia had gone and were to be confronted with the
probable repercussion of that collapse upon the prospects of the
campaign in the West. There was no escaping these conclusions
because his own home circumstances had so changed as to throw
him back completely on himself. His father having died while he was
in France, his mother had taken a post under one of the semi-official
War organizations that abounded. The old home in which he had
grown up had been dispersed, and he found his only near relative in
his native town was his sister, a teacher by profession, who had
moved the remnants of the old furniture and his and her own small
belongings to a new house in one of the high, healthy suburbs that
surrounded the old town. She was, however, busy all day, and he fell
into the habit, so natural to anyone who has lived in a Mess for
years, of dropping in at one of the better-class bars, before lunch, for
an apéritif, and a glance at the papers. Here he would also pickup
some one for a round of golf, which would keep him employed until
tea-time, for he could not rid himself of the War-time habit of looking
upon each day as something to be got through somehow, in the
hopes that the morrow might be better.
These ante-prandial excursions were by far the closest contact he
had had with anything like a normal, representative selection of his
fellow-countrymen, since they and he had become so vitally altered
from the easy-going, sport-loving England of pre-War, and he had to
readjust his conception considerably. He soon grasped that there
was a lot of money being made, and a lot of khaki being worn as a
cover for that process. There was plenty of energy, a good deal of
fairly stubborn intention to go on and win, but a clear enough
understanding that the War was not going to be won in the trenches.
And when he had got over some little spite at this, his level habit of
mind obliged him to confess that there was a good deal in it. There
were many signs that those who held that view were right.
Sipping his drink, smoking and keeping his nose carefully in his
newspaper, in those bars lighted by electric light, in the middle of the
dark Christmas days, he listened and reflected. The offensives he
had seen? How had they all ended? How did he say himself they
always must end? Exactly as these chaps had made up their minds!
Would he not see if there did not remain some relative who could get
him one of these jobs at home, connected with supplying some one
else with munitions? No, he would not. He understood and agreed
with the point of view, but some very old loyalty in him would keep
him in France, close up to the guns, that was the place for him. He
had no illusions as to that to which he was returning. He knew that
he had never been appointed to Divisional Staff, had merely been
attached. There was no “establishment” for him, and directly he had
been sent down as sick, his place had been filled, some one else
was doing “head housemaid” as he had been called, to young
Vinyolles, and he, Dormer, would go shortly to the depôt of his
regiment, from thence to reinforcement camp, and thus would be
posted to any odd battalion that happened to want him. The prospect
did not worry him so much as might have been supposed. He felt
himself pretty adept at wangling his way along, and scrounging what
he wanted, having had a fine first-hand experience of how the
machinery worked. He did not want to go into the next offensive, it
was true, but neither did he want the sort of job he had had, and
even less did he want to be at Base, or in England. Boredom he
feared almost as much as physical danger. Accustomed to having
his day well filled, if he must go to War he wanted to be doing
something, not nothing, which was apparently a soldier’s usual
occupation. But he did not feel his participation in the next offensive
very imminent. He had heard them all talking about “Not fighting any
more,” and now here was Russia out of it and America not yet in,
and Peace might be patched up.
The most striking thing therefore that he learned was this new idea
of the Bosche taking the initiative, and attacking again. A new army
officer, his knowledge of the Western Front dated from Loos, and
was of allied offensives only. He had never seen the earlier battles of
Ypres, the retreat from Mons was just so much history to him. When
he heard heated arguments as to which particular point the Bosche
would select for their offensive, in France, or (so nervous were these
people at home) in England even, he was astonished, and then
incredulous. The level balance of his mind saved him. He had no
superfluous imagination. He had never seen a German offensive,
didn’t want to, and therefore didn’t think he would. As usual, the bar-
parlour oracles knew all about it, gave chapter and verse, could tick
off on their fingers how many German Divisions could be spared
from the Eastern Front. He had heard it all before. He remembered
how nearly the cavalry got through after Vimy, how Moorslede Ridge
was to give us command of the country up to Courtrai, how Palestine
or Mespot were to open an offensive right in the Bosche rear, not to
mention all the things these Russians had always been said to be
going to do. This might be another of what the French so well called
“Canards”—Wild Ducks. He would wait and see.
He was impressed in a different way by the accounts that now began
to filter through, of what had been happening in Russia. Officers
shot, and regiments giving their own views on the campaign. That
was what happened when the Headless Man got loose! No doubt the
Russians, from all he had heard, had suffered most, so far as
individual human suffering went. And then, Russians were, to him,
one of these over-brainy people. Had anyone acquainted with his
ruminations taxed him to say if English people were under-brainy, he
would have said no, not necessarily, but brainy in a different way.
Left to himself he felt that all the opinions he had ever formed of the
Russians were justified. Look at their Music. Some of it was pretty
good, he admitted, but it was—awkward—beyond the reach of
amateurs, in the main. This appeared to him, quite sincerely, to be a

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CHAPTER 0 Precalculus Review 1

CHAPTER 1 Functions and Applications 49

CHAPTER 2 Nonlinear Functions and Models 127

CHAPTER 3 Mathematics of Finance 191

CHAPTER 4 Systems of Linear Equations and Matrices 241

CHAPTER 5 Matrix Algebra 299

CHAPTER 6 Linear Programming 377

CHAPTER 7 Sets and Counting 461

CHAPTER 8 Probability 511

CHAPTER 9 Random Variables and Statistics 609

CHAPTER 10 Introduction to the Derivative 677

CHAPTER 11 Techniques of Differentiation 779

CHAPTER 12 Further Applications of the Derivative 861

CHAPTER 13 The Integral 953

CHAPTER 14 Further Integration Techniques and

CHAPTER 15 Functions of Several Variables 1087

CHAPTER 16 Trigonometric Models 1151

CHAPTER 0 Precalculus Review 1

CHAPTER 1 Functions and Applications 49

CHAPTER 2 Nonlinear Functions and Models 127

CHAPTER 3 Mathematics of Finance 191

CHAPTER 4 Systems of Linear Equations and Matrices 241

CHAPTER 5 Matrix Algebra 299

CHAPTER 6 Linear Programming 377

CHAPTER 7 Sets and Counting 461

CHAPTER 8 Probability 511

CHAPTER 9 Random Variables and Statistics 609

CHAPTER 10 Introduction to the Derivative 677

10.5 The Derivative: Numerical and Graphical Viewpoints 733

CHAPTER 11 Techniques of Differentiation 779

CHAPTER 12 Further Applications of the Derivative 861

CHAPTER 13 The Integral 953

CHAPTER 14 Further Integration Techniques and Applications

CHAPTER 15 Functions of Several Variables 1087

CHAPTER 16 Trigonometric Models 1151

Appendix A Logic 1189

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introduced. So, by the time students 8. f 1x2 05 25 505 75 100 125 5 x 1

2two decimal places.)

CHAPTER 14 Further Integration Techniques and

10.5 The Derivative: Numerical and Graphical Viewpoints 733

CHAPTER 14 Further Integration Techniques and Applications