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vi CONTENTS

Chapter 10 Supplementary On-line Chapters

Probability Distributions 747 Available electronically within MyMathlab or in print via a
custom version of the text. Contact your local Pearson
10.1 A Review of Sets 748 representative for more details.
10.2 Probability 756
10.3 Discrete Probability Distributions 767
Systems and Matrices Online
10.4 Continuous Probability Distributions 778 1 Systems of Linear Equations
10.5 Mean, Variance, Standard Deviation, 2 Gauss-Jordan Elimination
and the Normal Distribution 789 3 Matrices and Row Operations
Chapter Summary 803 4 Matrix Arithmetic: Equality, Addition,
Chapter Review Exercises 808 and Scalar Multiples
Chapter Test 809 5 Matrix Multiplication, Multiplicative Identities,
Extended Technology Application: and Inverses
Experimental Probability and
6 Determinants and Cramer's Rule
the Law of Large Numbers 811
7 Systems of Linear Inequalities and
Linear Programming
Cumulative Review 815
Appendix A: Review of Basic Algebra 819 Discrete Probability Online
Appendix B: Indeterminate Forms 1 Compound Events and Odds
and I'H6pital's Rule 830
2 Combinatorics: The Multiplication Principal and the
Appendix C: Regression and
Factorial
Microsoft Excel 836
3 Permutations and Combinations
Appendix D: Math Print Operating System
for Tl-84 and Tl-84 Plus 4 Conditional Probability and the Hypergeometric
Silver Edition 838 Distribution Model
Table A: Areas for a Standard 5 Independence, Bernoulli Trials and the Binomial
Normal Distribution 841 Probability Model
Photo Credits 842 6 Bayes Rule
Answers A-1
Index of Applications 1-1
Index 1-5
Preface

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

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

vii
viii PREFACE

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

Strong Algebra Review

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

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

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

Approach to Technology
This text emphasizes mathematical modeling, utilizing the advantages of technology as appropri-
ate. Though the use of technology is optional, its use meshes well with the text's more intuitive
approach to applied calculus. For example, the use of the graphing calculator in modeling, as an
optional topic, is introduced in Section R.6 and then reinforced many times throughout the text.
Technology Connections
Technology Connections are included throughout the text to illustrate the use of technology.
Whenever appropriate, art that simulates graphs or tables generated by a graphing calculator are
included as well. The text also includes discussion of the smartphone applications Graphicus, iP-
lot, and Quick Graph to take advantage of technology to which many students have access.
There are four types of Technology Connections for students and instructors to use for explor-
ing key ideas.
• Lesson!Ieaching. These provide students with an example, followed by exercises to work
within the lesson.
• Checking. These tell the students how to verify a solution within an example by using a graph-
ing calculator.

=~~ •
• Exploratory/Investigation. These provide questions to guide students through an investigation.
Technology Connection Exercises. Most exercise sets contain technology-based exercises
identified with either an icon or the heading "Technology Connection." These exercises also
appear in the Chapter Review Exercises and the Chapter Tests. The Printable Test Forms include
technology-based exercises as well.

Use of Art and Color

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

Y1 Y2

-5

The following figure from Chapter 1 (p. 134) shows the use of colors to distinguish between
secant and tangent lines. Throughout the text, blue is used for secant lines and red for tangent
lines.

I T
Slope m =
instantaneous rate
of change at P
x PREFACE

iV<nby
~-~c:":~- fiOO <ttond coordin.at<< by sub<tituting th< critical valuu in tht original
In the text from Chapter 2 (p. 219) shown at the left, the color red denotes
J(-3) • (-3 )1 +3(-3 )1 - 9(-3 ) - 13 • H ;

tht<tb.ti,·t Jl 1) • ( 1)1 + 3( l )1 - 9{ l) - 13• - 18

substitution in equations and blue highlights the corresponding outputs, includ-
,,,..oo
both .. ~: ~.r::~;~~-~ri~;;~~:,·~::~';;:"~~~~~~oo~1a!t1 ~cond dt riva- ing maximum and minimum values. The specific use of color is carried out in
~
t<ttl><fn'>t
thatr<lo·
j {- 3) • 6(- 3) - b • - ll < Cl-, --->«botlV<.,.,.;mum
j( l ) • 6( l) + 6 • 12 >0. --o- l«botinminimum
the figure that follows. Note that when dots are used for emphasis other than
E~
_,.,
Thus, Jl.- 3) • l i is ar<LatiV< rruoximum and J(l) • - 18 i>anlativtminimum. Wt
plotboth(-3,H)md(l, -IB) , including<honarcs at tochpointtoindiocat<th< just merely plotting, they are black
~:~~- :~ -,:·:~:- by calculating and plotting a ltw mor< poinlS, W< em m.ak< a
0 Beginning with the discussion of integration in Chapter 4, the color amber
.,., is used to highlight areas in graphs. The figure to the left below, from Chapter 4

4~
.!:::::.. f
(p. 427), illustrates the use of blue and red for the curves and labels and amber
H.7J (- l, ; <l C- >. •J :: U.l<l
for the area.
·• ... ·' ', ,
, __
-] _,
1-l. - >J/ . .
(1. - lll

( - 5 - 10) {O, - l~ (1 - 10) y

-- .......
,. Absolute
maximum
I
Relative
Graph off
I

\
Relative
minimum

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

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

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

Pedagogy of Calculus and Its Applications, Expanded Version

Chapter Openers
Each chapter opener provides a "Chapter Snapshot" that gives stu-
Exponential and dents a preview of the topics in the chapter and an application that
Logarithmic whets their appetite for the chapter material and provides an intui-
Functions tive introduction to a key calculus topic. (See pp. 197, 307, and 389.)
Chapter Snapshot
Whit You'll L11m Whylt's lmportlnt
J.1 Expon<flti.oiFunctions
l.2 l og.orithmicrunction•
J.l t~~~~~hn=:,t<d ..d Section Objectives
l.4 Ap!Mic.otion~O..C•y
u
l.6
Th<O.riv.otiW'<ofli'•ndJos.~
AnEconomicsApplic•tion;
As each new section begins, its objectives are stated in the margin. These
El•nicicyofD<m>nd
can be spotted easily by the student, and they provide the answer to the
typical question "What should I be able to do after completing this sec-
WhRit'sUHd tion? " (See pp. 322, 399, and 480.)

3.1 Graphs of Exponential Functions

CorWdulh<followinggr.oph . Th<rapidri«ollh<gr.tph indicot<• t lu.tit apprmcimat<>
•naponrntiaift<!>Ction.W<I>Owcomidorsuchfunctiomondmanyoflh<iropplications

Technology Connections Exploratory

lnS«tion3. 5. w<will d.-..,lop•formu bfor t h<d<ri.,.tiv<ofth<mor<g<n<r>l
apon<ntial func tiongiv<nbyy ~ a'

The text allows the instructor to incorporate graphing calculators, Ch<cktb<r<Sultso!E.umpl<lby

mt<r\ng<>ch!unction,.. y1 and Finding Derivatives of Functions lnrolvinge
l<ttingy 2 • nD<riv(y 1 ,x,x).Thrn
spreadsheets, and smart phone applications into classes. All use of mt<rlh<d<rh.. tiv<> fromExampl<
3osy1 mdas<graphsor>tabl<to
liot< a vari<tyolfunctions

technology is clearly labeled so that it can be included or omitted as oom~:ngl'li;;:,~phJ(x) • X'

inmi.Tumontlttf..,._Nowsup-
• EXAMPLE3 Finddy / dr. a) y • :k"; b) J - >"<'; d J - 5
desired. (See pp. 54-56 and 209-212.) pos<th<d<rh.. ti\'<W1<mistahnly

~:::','1nc~;:{'~L.:~n ~~~aph
othacolor. Wh.athapprns!
Explain. Th<nd<><rlb<aproc<·
dur<lorchrckinglh<r<Whsol

Teaching Tips harnpl<3using iPlot

J{x) u:.,~G:~h:'..~!!'oci'.:.
b)~(>"<') • >" · ~ + ~· h u.. n&lh<Pru<l..ctRolc
- <'(x"+lx) . or x<'(x+l)
The Annotated Instructor's Edition provides tips for instructors who Th<ntooch 0 ondchooo<<dd
- ... Suppo«th<<krl\"0•
li\'<wasmislll<nlyloundtob< c)-1;:(5) - x'·<'~<' · Ji'- Ulinglh<QuotX.nRul<
are new to teaching this course as a way to help them avoid common f( x) • h<'.Graphlhis inron<ct

missteps often made by students.

luoction. Wh.at happ<M>Explain.
Th<nd<ocrib<aproc<dur<lor
cb<ckinglh<r<SUlt>o!Eornpl<3
--,-x"r(x - J)

usingGr>phicuo <'(x - 3)
- -------;:-.-

Suppo><th>tw<h>v.amor<complicatcdlunctionin t h<<Xponcnt. uin

Quick Check Exercises lt{x) - r' - "
Thisisacompo<itionoffunctions.Forsuchafunction. wch>,..,
Giving students the opportunity to check their understanding of a lt(x) - g(/lx)) - .tl•l, wh<r< g(x) - <' and J(x) - r - h

new concept or skill is vital to their learning and their confidence. Nowx'(x ) - <'. ThcnbylhcCh>inRui<(S<ctionl.7).w<h>' ""
h'(x) - : '(/(x))•j'(x)
Quick Check exercises follow and mirror selected examples in the - .tl•l.f(x)
For thccas<abo,..,,J(x) • :l - 5x. !i0f(x) - lx
text, allowing students to both practice and assess the skills they h'{x ) - : '(Jix)) •J'(x)
.. ,JI•l .J'(x)
are learning. Instructors may include these as part of a lecture as a ) Quid<CIM-dtJ
- r''"(lx - 5)

means of gauging skills and gaining immediate feedback. Answers •)y • 6<'; b )y • x'<';

to the Quick Check exercises are provided at the end of each section c)y - 5 - ( QuickChcckl

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

Section Summary
• Tht"l""""'"'J-<ioof( • ) - <'. ~ -• • L"'""-
Section Summary
"''" '""""""'... "'' - -- ~ . . ............,.,. To assist students in identifying the key topics for each section, a Section Sum-
""'"""'"""'"'f(•) • <'.""'"-"""""'"' ' ""
.~11•1 - ~ _, ,!i!!.JI• ) • o.

" """""'~-"'-"""" <>."""'""' '"" ..... mary precedes every exercise set. Key concepts and definitions are presented in
bulleted list format to help focus students' attention on the most important ideas
presented in the section. (See pp. 106, 246, and 360.)
.,_, .,;;;-:--;: .. _, - v7+"1
•. , - lo.>r

___
•11•1- (l)'
••1•1 - (ll'
n r(ol • r•-' • "'-l<' '
,.._«•1- r><' - ... v ' •
IL f(• ) • <-'
... . ..). ,. ......
..,._.J-tioo.T,_....,....""""'.-.,_-
_ _ _ _._,,.. J-_k .. -~

" - /1•1 - ·h

Variety of Exercises
oL cs~,..... .

::::~~,:,.
us

~
...
...,.................. ..... """
.. .-..r....., ,~ ...,_
. ....~\............
:5.~~1-Z~?.:~..::~ . .
-<- . A -~,
,. . . _.,_ol There are over 5000 exercises in this text. All exercise sets are enhanced by the
•1•) • 1_..-
..................................
C(•) • l oo - .,.·•.
.... inclusion of real-world applications, detailed art pieces, and illustrative graphs.

r:
~" - ~
~hort • · • -...pooo~o"'"""' .. ,............ ..
"""""-ts-uous c--..,. D<...-.._1

Applications
,..., ..., ...... -....... '
A section of applied problems is included in nearly every exercise set. The prob-
~;:":io')""""'-'-"hl

. ~\ 3~~1-~~_:..:, . . lems are grouped under headings that identify them as business and economics,
... ...,........_._AI <-of•""""'-""-
....... ....,.
"'""--""""'~ ·"'',_...., _,...,...
~....,..,..
,. ,..,._...,
. life and physical sciences, social sciences, or general interest. Each problem is ac-
companied by a brief description of its subject matter (see pp. 155-157,347-351,
.,_

... ....-.....
..._,...._

""'"--'"'
..................
,._ ._..,_, ,~ "-r! 'O<w..,.., &oO<

....... ..,. ........._.. ,.." ...

~
.o.-n...-A(o),i o _ .;.....,,..,..,oo
~' ..,..... .,..
~

lo) ........
<)

' ·~~~
C..,.O ......

_
&) .... ...,......, .........., . . ,...., . . . _
lt>O . .............. .,... ....__.
_ _,.,.......,.,.,

...
.. _

............
,. , ,. ..,.,

................ ....,...,... .. ...,_, __ ..,.

... _ __A<o_ ol ,..,..,.. ... _""'

,. ,...__
""-
..

and 397-398) .

Thinking and Writing Exercises

o) ..... _ , ....,...,.... ... , . . ...,.;.d.""'""
lo )
oil l>01""""'"'"'""'....,..,u.......~
c:...,.ou........, ........... ~ . ~ ""' Identified by a , , these exercises ask students to explain mathematical concepts
' ~\ ~:=:~:.:~,:}~""-
in their own words, thereby strengthening their understanding (see pp. 143, 249,

t:
.,_,....,,..__,_.,...._.,..""""""""'"c...
...,."' " ...........-....
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..,. .... ......... and 422) .
.) ........_......,. .... ,.... .,_ ,,._, .. ....
C(<) • JD<'<,
_

lo ) <>n<o • .,.,.. .. ...,,__.,., ,., ~ 10.

' """'""''-"''...,."'""'_,.-c·r•l
<l
4)>""'""'-- ·"K"'""'""""""'"'"'"" Synthesis Exercises
"""""'"'""""""""'
o) n . - . . . ,, C'(<)
; ) C'(O)
' .) '""'"'"''u.._...._ ................
Synthesis exercises are included in every exercise set, including the Chapter
Review Exercises and Chapter Tests. They require students to go beyond the
immediate objectives of the section or chapter and are designed to both challenge
._ _
.....,.. .........
__..........
___ _,, ....._w...,....,•pn-
_..,_ ,._
....._,_ ......,__
,_.
~~..::;•.:::.:;;7~0.:;'.";.":",:-
._....
100. /(• ) · ·-·
students and make them think about what they are learning (see pp. 176, 276,
and 364).
._ _, .,,.. 1-.._ ., .,~,.,, , ,._ m ......t f
r(•l • \l• (ulO - Q).-•
...... ..... ~'
.., .... . ..,...,..
w .. ~Q•u..,_.._ ,,.," ., "'~

""'' "'"""""'""'
0 ""'-S......- ...............
.... Q- . _,
Technology Connection Exercises
_
o) find""p<"""- w'"""".I"'O""""- 'w•tt. UJ. C.Rplo

/(·1 - ( .. ~r

. Et?gE=--.. ~:!=~-·
. .............. . . ... .....
lJo<U..!.UU ... low .... my ..... •ol~o{,., These exercises appear in the Technology Connections (see pp. 29, 141, and 327)
and in the exercise sets (see pp. 120, 249, and 425). They allow students to solve
.._, - (<" - 11' > l U,lY.~.:-~
problems or check solutions using a graphing calculator or smart phone .
.,_, . ··;:.·' "-· - ~

n . JI• ) • •"•W 06. /(•1 - ~ •·•·· Concept Reinforcement Exercises

::: \.-.·l :·-.·"~,'' 'j!'_"·
01. }1• ) • ¥"' · >/, - L 00. /(•1 • 6
Each chapter closes with a set of Chapter Review Exercises, which includes Con-
.. 11• ) - ~ : ::

1-_,... ..... _...._ ,_ ._ .........>W""

cept Reinforcement exercises at the beginning. The exercises are confidence
~~
"""''"•IOJ ... - .,,¥n'*'"f-<.
l0l•~ • f"'

"''-'"""'- builders for students who have completed their study of the chapter. Presented in

r=··
101 . ~;n~~1 ;_ ; ;11 ,\~';i:,·~~~~~·~ ·'""ll •l
1
1U :;:::,<{: ~;-~,:.~..:.::;.::;·--<{0->1 ""~­
c-..,""(• .•1 matching, true/false, or fill-in-the-blank format, these exercises can also be used
""- """""-- n '-oifl• l • >'•-· .... [o.• l in class as oral exercises. As with all review exercises, each concept reinforcement
,... _ ....... _ _ ....... J( • ) • .r- ·- ~ ·

' un. A~..bo_., U...,..,._ ... .,~ "" '"" exercise is accompanied by a bracketed section reference to indicate where discus-
,.,........,_
·- - 1·-·1
!~ - · '
......,. .... ...... _..,, . sion of the concept appears in the chapter. (See pp. 301, 382, and 466.)
~}¥~~("~
~"' ""'..,.._.

.. 100. """'""'""'"""-n io U...,.pl.oifi•I • Y ....

Jf•l - >'
 PREFACE xiii

User-Friendly Chapter Summaries

Chapter summaries are formatted in a tabular style that makes it
~• - OC:•I • • ........ """"'"- .... ""
easy for students to distill key ideas. Each chapter summary pre-
_ , _,.,_.,, _. IQ.I');,
J.'oc:·l"- - '1'- sents a section-by-section list of key definitions, concepts, and
theorems, with examples for further clarification. (See pp. 185,
295, and 378.)
n.--..-.(-.
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~

Chapter Reviews and Tests

At the end of each chapter are review exercises and a test. The Chap-
[( 11 - l.>.lh. - (<11•1- >0 - 14 • 111
ter Review Exercises, which include bracketed references to the
sections in which the related course content first appears, provide
1<11•1- [1•• "-'•1"- • 14 - 10 • 14
comprehensive coverage of each chapter's material (see pp. 190-192).
The Chapter Test includes synthesis and technology questions
(see pp. 192-193) . There is also a Cumulative Review at the end of
the text that can serve as a practice final examination. The answers,
including section references, to the chapter tests and the Cumulative
Review are at the back of the book. Additional forms of each of the
chapter tests and the final examination, accompanied by answer keys and ready for classroom
use, appear in the Printable Test Forms.

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11. """""'""""" 1 '/(•l lx'>< f""'<N<, .. puw,<>< l<ro

Extended Technology Applications

Extended Technology Applications at the
Business: Distribution of Wealth
end of each chapter use real applications L""'n> Fun<tlonllondth<GlDIC...ffi d<Dt ollh<pop~lat ionownsrl>oftl><,.·a llh." and thi< i•
Th<di>oributiono!w<a[th,.ilhin•popub.tioni<of mod<l<dbylh< lunctionJ(x) • x.wh<r<O"'Y"'l
and real data . They require a step-by-step g«• tinta<sttomany<ronomi<t<andsociologi<t<.Ltl Thi>is•nu:ampl<of•U>rrn>llliictionlluli<oftm
call<d th< lin<of «jU<<lily
y • J(x)r<pr<><nttb<p<rc<nt.ag<ol w<althown<dby
analysis that encourages group work. More Xp<TC<D.Iof tl><popub.tion,withx andy<xp""""'"'
d<cimal<b<oW<<nOandl.Th<..,umption<ar<llut fl%
lnm.anyooci<ti<S,tl><di<tribuhonofwallh
i>not<qUiUbi<.Foru•mpl<.ti><U>r<ll>luoction
o!tl><popub.tionown•O'l>o!th<w<.allhandthat !(i()% J(x) • x1 wouklr<pr<O<nt a<OCi«yinwhich ab.'ll<
challenging in nature, the exercises in these o! tl><popub.tionown• J(I()'l.oftl><wallh . l'o11hlh«<
roquir<m<nl< i npb.c<, lh<L>m~>Jwwiooi<d<fintd t ob<
prn:rnug<oflh<populationownsa•mallpm:.'n"'g<
oflh<w<alth.For<x.ampl<.in lhU<OCi<ty, W<ob><"''
anyoontinuoo<,in<=<ingandoo<w:av<upwardlunchon th.. J(0.7 ) • 0_7·1 - 0.3i3. m<.>.ningllut 70'l.oflh<
features involve a variety of high-level tech- ~=:~~~.:.r::';;:. (1~,~~~,,<~~wi::,c~;!,';;';,~'
populaoionown>juSI:K.l'l>of th<w<.allh.withtl><
:p~ ~a.:::~~~~oth<r JO'roowr.s oh< r<maining
nology uses such as the use of regression to M.. Ouolot<"u(I880-J%2l.wl>od<'>'<lop«< lh<O< 0
conc<pts as•zradu.at<<oud<nt in l 9M-l\106 lnlh<graphsb<low,W<= th<lin<ofoqualioy
lltl><oolkctivow<althofaooci<tyi<oquilably di>ui- in lh<l<fl·m,.tgraph.and incr<2Singlyin<qUiUbl<
create models on a graphing calculator. buttd:LmOng itspopul.ation.w<wouldob«rv< tluo""x% di<tribution•a<w<mO\'<tolh<righl
xiv PREFACE

Approach to Content
Chapter 1
Chapter 1 starts with an intuitive discussion of limits, stressing various methods that are used
to determine a limit, including numerical (tabular), algebraic simplification, and graphical. We
do not feel it is necessary or appropriate for the intended audience of this text to introduce the
more rigorous epsilon-delta theory of limits. Once limits are established, we immediately in-
troduce rates of change, stressing applications, and from there, move to instantaneous rates of
change and the derivative . The remainder of Chapter 1 is devoted to techniques and applications
of differentiation.
Chapter 2
We use differentiation as the focus of Chapter 2, in which we discuss the behavior of functions and
the techniques used to graph functions. We discuss polynomial and rational functions and incor-
porate applications and technology connections as often as possible. We strive to help the student
understand not only how derivatives can be useful, but also why.

Chapter 3
We introduce exponential and logarithmic functions and their derivatives and applications in
Chapter 3. We feel that effective coverage of these classes of functions deserves a separate chapter,
from which the student should gain the ability to differentiate most such functions and understand
their applications .
Chapter 4
We introduce integration in Chapter 4, beginning the chapter with a section on antidifferentia-
tion. We feel this "mechanical" skill serves as a way to segue from differentiation to integration
by stressing that the latter process is the reverse of the former. Section 4.2 discusses the geo-
metrical concept of integration using Riemann sums, and Section 4.3 ties the first two sections
together with a discussion of the Fundamental Theorem of Calculus. We stress the applications
of integration and devote the remaining sections of Chapter 4 to the techniques of antidifferen-
tiation.
Chapter 5
Chapter 5 showcases the variety of methods and applications of integration: its applications to eco-
nomics are presented in Sections 5.1 and 5.2, and improper integrals are discussed in Section 5.3.
Numerical integration, using Riemann sums, the Trapezoidal Rule, and Simpson's Rule, is pre-
sented in Section 5.4, followed by a discussion of volumes of rotated solids in Section 5.5.
Chapter 6
Multivariable calculus is covered in Chapter 6, with differentiation and applications discussed in
the first four sections and integration in the latter two. This chapter can be studied first in a second-
semester course. At that point, basic calculus skills can be assumed and other topics of mathemat-
ics can be explored on a much deeper level.
Chapter 7
Trigonometry is discussed in Chapter 7. The first section is a review of the main points of trigo-
nometry, and instructors may cover as much or as little of this as they believe their students need.
Differentiation is discussed in Section 7.2, integration in Section 7.3, and inverse trigonometric
functions in Section 7.4. All the sections in this chapter include applications that we feel dem-
onstrate the utility of trigonometry in business and the life sciences.
We know that not all schools cover trigonometry. However, we chose to place this text's cover-
age of the topic before later chapters so that the material can be used at the instructor's discretion.
Chapter 7 can be skipped in a course that does not cover trigonometry with no disruption to the
flow of other topics, and the Trigonometry Connections in the following chapters are set apart for
easy integration or omission.
 PREFACE XV

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

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

Annotated Instructor's Edition

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

Supplements
Student Supplements Instructor Supplements

Student's Solutions Manual Annotated Instructor's Edition

(ISBN: 0-321-84417-31978-0-321-84417-0) (ISBN: 0-13-411120-61978-0-13-411120-9)
• Provides detailed solutions to all odd-numbered • Includes numerous Teaching Tips
exercises, with the exception of the Thinking and • Includes all of the answers, usually on the same page as
Writing exercises the exercises, for quick reference
Graphing Calculator Manual (downloadable) Instructor's Solutions Manual (downloadable)
• Provides instructions and keystroke operations for • Provides complete solutions to all text exercises
the TI-83/84 Plus, and TI-84 Plus with new operating • Available to qualified instructors through the Pearson In-
system, featuring MathPrint™. structor Resource Center, www.pearsonhighered.com/irc,
• Includes worked-out examples taken directly from and MyMathLab
the text
Printable Test Forms (downloadable)
• Available in MyMathLab
• Contains several alternative tests per chapter
Video Lectures with optional captioning (online) • Contains several comprehensive final exams
• Complete set of digitized videos for student use at home • Includes answer keys
or on campus • Available to qualified instructors through the Pearson In-
• Available in MyMathLab structor Resource Center, www.pearsonhighered.com/irc,
and MyMathLab
Supplementary Chapters
• Two online chapters on systems and matrices, and TestGen® (downloadable)
discrete probability • Enables instructors to build, edit, print, and administer
• Available within MyMathLab tests using a computerized bank of questions developed
• Can also be customized as part of the text through to cover all the objectives of the text
Pearson Custom Learning or through a Pearson • Algorithmically based, allowing instructors to create
representative multiple but equivalent versions of the same question
with the click of a button
• Allows instructors to modify test bank questions or add
All of the student supplements listed above are included new questions
in MyMathLab. • Can be downloaded from www.pearsoned.com/testgen
PowerPoint Lecture Presentation (downloadable)
• Classroom presentation software oriented specifically to
the text's topic sequence
• Available to qualified instructors through the Pearson In-
structor Resource Center, www.pearsonhighered.com/irc,
and MyMathLab

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

have trouble or to provide positive feedback on a job well done. The data within MyMathl..ab are eas-
ily exported to a variety of spreadsheet programs, such as Microsoft Excel. Instructors can determine
which points of data to export, and then analyze the results to evaluate success.
MyMathLab provides engaging experiences that personalize, stimulate, and measure learning
for each student.
• Exercises in MyMathLab are correlated to the exercises in the textbook, and they regenerate

. ,_., ---·.- 1 , •
algorithmically to give students unlimited opportunity for practice and mastery. The software
offers immediate, helpful feedback when students enter incorrect answers.
• Multimedia learning aids that accompany the exercises include guided solutions, sample prob-
lems, animations, video lectures, podcasts, and eText clips for extra help at point of use.
Interactive figures included within MyMathLab serve as both teaching and learning

!
tools. They can be used by instructors during lectures to illustrate some of the more dif-
... ~0• ~:;:: :' ficult and visually challenging calculus topics. Used in this manner, the figures engage
- t - · Jtll- • students more fully and save time otherwise spent rendering figures by hand. Instructors
_,._, ·"
-· •m may also choose to assign the questions that accompany the figures, which lead students
--· --,,....,....,,._,,...,-'=r='? to discover key concepts. The interactive figures are also available to students, who may
u.,. • ~~··- {~~::.. ::; : explore them on their own as a way to better visualize the concepts being presented.
• MathTalk Videos help motivate students by pointing out relevant connections to their
.... majors-especially business. The videos feature Andrea Young from Ripon College (WI),
a dynamic math professor (and actor!). The videos can be used as lecture starters or as
pan of homework assignments (in regular, online or flipped classes).
And, MyMathLab comes from a trusted partner with educational expertise and an eye on the
future.
• Knowing that you are using a Pearson product means knowing that you are using quality con-
tent: eTexts are accurate and assessment tools work. Whether you are just getting started with
MyMathLab or have a question along the way, we're here to help you learn about our technolo-
gies and how to incorporate them into your course.
To learn more about how MyMathLab combines proven learning applications with power-
ful assessment, visit www.mymathlab.com or contact your Pearson representative.

MyMathLab® Integrated Review Course (access code required)

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

MathXL ® Online Course (access code required)

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

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

*Jay Abramson, Arizona State University

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

Burt K. Fischer, CPA

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

Part A: Answers and locations of worked-out Part B: Answers and locations of worked-out
solutions appear on p. A-46. solutions appear on pp. A-46 and A-47.
Express each of the following without an exponent.
Graph.
1. 43 2. (- 2) 5 3. (! )3 4. (- 2x) 1 5. e0
l.y = 2x + 1 2. 3x + Sy = 10
Express each of the following without a negative exponent.
6. x - 5 7. 2 w- 8. t- 1
3. y = x 2 - 1 4. x=i
5. A function f is given by j(x) = 3x 2 - 2x + 8. Find each
Multiply. Express each answer without a negative exponent. of the following: f(O),f( - 5), and f(7a).
9. x 5 ·x 6 10. x- 5 ·x 6 11. 2x- 3 ·sx-4
6. A function f is given by j(x) = x - x 2 Find and simplify
Divide. Express each answer without a negative exponent. j(x + h) - j(x)
h , for h # 0.
a3 e3
12. 2 13. ---=4 7. Graph the function f defined as follows:
a e
Simplify. Express each answer without a negative exponent. 4, for x :S 0 ,
14 . (x- 2)3 15 . (2x4y- 5z3)- 3 j(x) = 3 - x 2, for 0 < x :S 2,
{
2x - 6, for x > 2.
Multiply.
16. 3(x - 5) 17. (x - S)(x + 3) 18. (a + b)(a + b) 8. Write interval notation for {x l- 4 < x < 5}.
2
19. (2x - t) 20. (3c + d)(3c - d) 3
9. Find the domain: j(x) = 2x _ .
5
Factor.
21. 2xh + h2 22. x 2 - 6:xy + 9i 23. x 2 - Sx - 14 10. Find the slope andy-intercept of 2x - 4y - 7 = 0.

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

Where It's Used

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Another random document with
no related content on Scribd:
 [1158] Ps. xc. 9, 10.
[1159] Gen. ii. 4.
[1160] Ps. cxviii. 24.
[1161] The first letter of the name of Jesus, and used as the
sign of ten.
[1162] In close conjunction with idolatry, fornication is
mentioned, Col. iii. 5, Gal. v. 20, 1 Pet. iv. 3.
[1163] Jer. iii. 9.
[1164] ἀγαθοί εἰς are supplied here to complete.
[1165] οὐκ ἀντιληπτικοῖς is substituted here for ἀντιληπτοῖς of
the text.
[1166] Iliad, i. 544.
[1167] 1 Cor. iii. 12.
[1168] Ps. cxxxiii, 2.
[1169] John i. 3.
[1170] i.e. the body is the Jewish people, and philosophy is
something external to it, like the garment.
[1171] Ex. xxviii. 3.
[1172] Christ.
[1173] ἐπίπνοιαν, preferred by Sylburgius and the Latin
translator to the reading ἐπίνοιαν.
[1174] “When the Most High divided the nations, as He
separated the sons of Adam, He set the bounds of the nations
according to the angels of God” (Deut. xxxii. 8, Sept.). The
Hebrew and the Latin and A. V. have, “according to the number of
the children of Israel.”
[1175] Lowth proposes to read κατὰ τοὺς ἐπὶ μέρους instead of
καὶ τῶν, etc.; and Montfaucon, instead of Ἐνίοις, ἄνοις for
ἀνθρώποις. But the sense is, in any case, as given above.
[1176] For ὡς ἐν τέχναις it is proposed to read ὡς ἂν αἱ τέχναι.
[1177] Ps. xxiv. 1; 1 Cor. x. 26.
[1178]
“Blue-eyed Athene inspired him with prowess.”—Iliad, x.
482.
 “And put excessive boldness in his breast.”—Iliad, xvii.
570.
“To Diomede son of Tydeus Pallas Athene gave
strength and boldness.”—Iliad, v. 1, 2.
[1179] 1 Tim. iv. 10.
[1180] The author’s meaning is, that it is only by a process of
philosophical reasoning that you can decide whether philosophy
is possible, valid, or useful. You must philosophize in order to
decide whether you ought or ought not to philosophize.
[1181] 1 Cor. viii. 4.
[1182] Matt. v. 20; Jas. ii. 8.
[1183] βασιλικοί, Jas. ii. 8 (royal law).
[1184] 2 Cor. x. 15, 16.
[1185] Acts xvii.
[1186] 2 Cor. xi. 6.
[1187] Cor. ii. 10, 14.
[1188] Following Hervetus, the Latin translator, who
interpolates into the text here, as seems necessary, οἱ φιλόσοφοι
τοῖς Ἕλλησι.
[1189] Ps. cxix. 2.
[1190] Heb. v. 14.
[1191] Or, as rendered by the Latin translator, “continual care
for his soul and occupation, bestowed on the Deity,” etc.
[1192] Potter’s text has καταδεδουλωμένον—which Lowth
changes into καταδεδουλωμένος, nominative; and this has been
adopted in the translation. The thought is the same as in vol. i. p.
23.
[1193] This sentence has been thus rendered by Sylburgius
and by Bp. Kaye. Lowth, however, suggests the supplying of
ἐνεργεῖ, or something similar, to govern πεποίθησιν, confidence.
[1194] Ἀναδεδειγμένῳ. Instead of this, ἀναδεδεγμένῳ, “having
received,” has been suggested by Sylburgius.
[1195] By omitting “him” (τόν), as Sylburgius does, the
translation would run thus: “For He compels no one to receive
salvation from Him, because he is able to choose and fulfil from
himself what pertains to the laying hold of the hope.”
[1196] Deut. xxxii. 8, 9, Septuagint, quoted already more than
once.
[1197] Prov. viii. 30.
[1198] The magnet.
[1199] Lowth here reads ἐκτεινομένῳ, agreeing with πνεύματι,
instead of ἐκτεινομένη, as in the Oxford text.
[1200] 1 Tim. i. 9.
[1201] Instead of ἐπίγησιν, the corrupt reading of the text,
ἐπίκτησιν (as above), ἐπίδοσιν, and ἐπ’ ἐξήγησιν have been
proposed.
[1202] Eph. iv. 13.
[1203] The text has ὅτε, but the sense seems to require, as
Sylburgius suggests, ὅθεν or ὥστε.
[1204] Instead of ἑλόμενος, Sylburgius proposes ἁλάμενος,
making a leap by faith to perfection.
[1205] The reading varies here. For οἰκήσεις of the text,
Heinsius and the Latin translator adopt οἰκείαν, which, on the
whole, seems preferable to οἴκησιν or ἡκούσης.
[1206] Matt. v. 8.
[1207] Phil. iv. 18.
[1208] Ps. li. 17, 19.
[1209] Rom. vi. 6, 7; 2 Cor. x. 5; Eph. v. 22–24; Col. iii. 8, 9,
etc.
[1210] John. i. 3.
[1211] κρατεῖν is here supplied to complete the sense.
[1212] ἀντιτάσσεσθαι is suggested instead of ἀντιτάσσεται of
the text.
[1213] ἅμα is here, on the authority of a ms. and with the
approval of Sylburgius, to be substituted for ἅλμα.
[1214] κόσμιος καὶ ὑπερκόσμιος The author plays on the
double meaning of κόσμος, world or order.
[1215] Eph. vi. 12.
 [1216] τὸ θέατρον used for the place, the spectacle, and the
spectators.
[1217] Ἀδράστεια, a name given to Nemesis, said to be from
an altar erected to her by Adrastus; but as used here, and when
employed as an adjective qualifying Nemesis, it has reference to
διδράσκω.
[1218] Iliad, x. 929.
[1219] The text has Ἡ αὐτή, which is plainly unsuitable; hence
the suggestion ἡ Αητώ.
[1220] These lines are quoted by Theodoret, and have been
amended and arranged by Sylburgius and Grotius. The text has
Ἀγαθόν τι; Theodoret and Grotius omit τ as above.
[1221] Odyss. i. 181.
[1222] Which were used in lustrations, ὠά. The text has ὦτα.
[1223] Translated as arranged and amended by Grotius.
[1224] Euripides, Orestes, v. 477.
[1225] A Platonic phrase: παίγνιον Θεοῦ.
[1226] So Sylburgius, who, instead of παιδιᾶς τέχνης of the
text, reads παιδιὰν τέχνης.
[1227] God Himself is ἱερός, and everything dedicated to Him.
[1228] Montacutius suggests ἐκκλητῶν, from its connection
with Ἐκκλησια, instead of ἐκλεκτῶν.
[1229] Translated as arranged by Grotius.
[1230] These lines are translated as arranged by Grotius, who
differs in some parts from the text.
[1231] ἐφ’ οἷς, substituted by Lowth for ἅ in the text.
[1232] δρυῶν, a probable conjecture of Gataker for the reading
of the text, δαιμόνων.
[1233] ἀνθρώπου supplied by Lowth.
[1234] ψυχή, animal life.
[1235] i.e. in the institution of the scape-goat.
[1236] Or, of water. For instead of ὑλὶκῆς in the text, it is
proposed to read ὑδατικῆς.
[1237] Consult Matt. iii. 11; Luke iii. 16; Heb. iv. 12.
 [1238] Ps. cxix. 164.
[1239] Ps. cxix. 66.
[1240] According to Heinsius’ reading, who substitutes
ἀπονενεμημένη for ἀπονενεμημένῳ.
[1241] Ps. cxli. 2.
[1242] Rom. viii. 26.
[1243] τὸ δὲ ἐπιτελεῖν διὰ τὸν δύσοιστον κοινὸν βίον is the
reading of the text; which Potter amends, so as to bring out what
is plainly the idea of the author, the reference to pleasure as the
third end of actions, and the end pursued by ordinary men, by
changing διά into ἡδέα, which is simple, and leaves δύσοιστον
(intolerable) to stand. Sylburgius notes that the Latin translator
renders as if he read διὰ τὴν ἡδονήν, which is adopted above.
[1244] Or, “persecuted;” for ἀδικουμένου (Lowth) and
διωκομένου (Potter and Latin translator) have been both
suggested instead of the reading of the text, διακονουμένου.
[1245] προσφέρεσθαι and προφέρεσθαι are both found here.
[1246] συνιέντας, and (Sylburgius) συνιόντας.
[1247] Rom. ii. 25; Eph. ii. 11.
[1248] 1 Cor. ix. 19, etc.
[1249] This sentence is obscure, and has been construed and
amended variously.
[1250] Luke xix. 26.
[1251] Luke xx. 36.
[1252] Ps. xxiv. 3–6.
[1253] Heb. i. 3.
[1254] Matt. xi. 27.
[1255] 1 Cor. xiv. 6.
[1256] 1 Cor. xiii. 3.
[1257] Eph. iv. 13.
[1258] ὁρᾶ; or, desires, ἐρᾷ, as Sylburgius suggests.
[1259] Prov. i. 7.
[1260] 1 Cor. xiii. 7.
 [1261] 2 Thess. ii. 4.
[1262] Matt. vi. 24; Luke vi. 13.
[1263] According to the text, instead of “to witness,” as above,
it would be “not to witness.” Lowth suggests the omission of “not”
(μη). Retaining it, and translating “is not even for children to
witness,” the clause yields a suitable sense.
[1264] ὑπὸ τοιούτων is here substituted by Heinsius for ὑπὸ
τῶν αὐτῶν.
[1265] Matt. vii. 21.
[1266] ποθεῖν suggested by Lowth instead of ποιεῖν.
[1267] ἀτεχνῶς adopted instead of ἀτέχνως of the text, and
transferred to the beginning of this sentence from the close of the
preceding, where it appears in the text.
[1268] Matt. xxi. 21; Mark xi. 23; 1 Cor. xiii. 2, etc. etc.
[1269] Referring to Matt. vi. 21.
[1270] Or His, i.e. the Lord’s.
[1271] Rom. ii. 29.
[1272] ἁγίων, as in the best authorities; or ἀγγέλων, as in
recent editions.
[1273] Ps. xix. 9.
[1274] Luke xiv. 26, 27.
[1275] i.e. The sentient soul, which he calls the irrational spirit,
in contrast with the rational soul.
[1276] Gal. v. 17.
[1277] In allusion to Gal. vi. 8, where, however, the apostle
speaks of sowing to the flesh.
[1278] Job i. 21.
[1279] Job i. 1.
[1280] Matt. vi. 12; Luke xi. 4.
[1281] Matt. v. 48.
[1282] Ps. xxxiv. 11.
[1283] 1 Cor. iii. 16.
 [1284] These words are not found in Scripture. Solomon often
warns against strange women, and there are our Lord’s words in
Matt. v. 28.
[1285] Matt. x. 16.
[1286] Ps. xlviii. 12.
[1287] Eph. iv. 13.
[1288] 1 Cor. vi. 1, 2.
[1289] Matt. v. 44.
[1290] εὐπειθεῖς here substituted by Sylburgius for ἀπειθεῖς.
May not the true reading be ἀπαθεῖς, as the topic is ἀπαθεία?
[1291] Matt. v. 45.
[1292] 1 Cor. vi. 7, 8.
[1293] 1 Cor. vi. 9.
[1294] 1 Cor. vi. 9.
[1295] ἄνευ; or above, ἄνω.
[1296] 1 Cor. vi. 12.
[1297] 1 Cor. vi. 13.
[1298] Matt. v.; sic. τέλειοι τελείως.
[1299] 1 Cor. xi. 19.
[1300] δοκίμους, same word as above translated “approved.”
[1301] Luke ix. 62.
[1302] Tertullian, who treats of the above-mentioned topic,
attributes these words to Ezekiel; but they are sought for in vain in
Ezekiel, or in any other part of Scripture.
[1303] Heb. i. 1.
[1304] An apocryphal scripture probably.
[1305] 1 Cor. x. 1, 3, 4.
[1306] Luke vi. 46, combined with Matt. vii. 21.
[1307] εἴ τις instead of ἥτις.
[1308] 1 Cor. iv. 19.
[1309] Rom. xiii. 9.
[1310] Those who initiate into the mysteries.
 [1311] Ἡ μὲν γὰρ τοῦ Κυρίου κατὰ τὴν παρουσίαν διδασκαλία,
ἀπὸ Αὐγούστουκαὶ Τιβερίου Καίσαρος ἀρξαμένη, μεσούντων τῶν
Αὐγούστου χρόνων τελειοῦται. In the translation, the change
recommended, on high authority, of Αὐγούστου into Τιβερίου in
the last clause, is adopted, as on the whole the best way of
solving the unquestionable difficulty here. If we retain Αὐγούστου,
the clause must then be made parenthetical, and the sense would
be: “For the teaching of the Lord on His advent, beginning with
Augustus and Tiberius (in the middle of the times of Augustus),
was completed.” The objection to this (not by any means
conclusive) is, that it does not specify the end of the period.
The first 15 years of the life of our Lord were the last 15 of the
reign of Augustus; and in the 15th year of the reign of his
successor Tiberius our Lord was baptized. Clement elsewhere
broaches the singular opinion, that our Lord’s ministry lasted only
a year, and consequently that He died in the year in which He
was baptized. As Augustus reigned, according to one of the
chronologies of Clement, 43, and according to the other 46 years
4 months 1 day, and Tiberius 22 or 26 years 6 months 19 days,
the period of the teaching of the gospel specified above began
during the reign of Augustus, and ended during the reign of
Tiberius.
[1312] Θεοδάδι ἀκηκοέναι is the reading, which eminent
authorities (Bentley, Grabe, etc.) have changed into Θεοδᾶ (or
Θευδᾶ) διακηκοέναι.
[1313] Much learning and ingenuity have been expended on
this sentence, which, read as it stands in the text, appears to
state that Marcion was an old man while Basilides and Valentinus
were young men; and that Simon (Magus) was posterior to them
in time. Marcion was certainly not an old man when Valentinus
and Basilides were young men, as they flourished in the first half
of the second century, and he was born about the beginning of it.
The difficulty in regard to Simon is really best got over by
supposing that Clement, speaking of these heresiarchs in
ascending order, describes Marcion as further back in time; which
sense μεθ’ ὅν of course will bear, although it does seem
somewhat harsh, as “after” thus means “before.”
[1314] Luke x. 22.
[1315] Luke vi. 46.
[1316] Ps. i. 4.
 [1317] Isa. xl. 15.
[1318] Matt. vii. 7; Luke xi. 9.
[1319] It is necessary to read λόγον here, though not in the
text, on account of ἐκπορίζοντα which follows; and as εὔλογον
εἶναι λόγον occurs afterwards, it seems better to retain εὔλογον
than to substitute λόγον for it.
[1320] Ἐπιθυμητικοῦ, which accords with what Plato says in
the Timæus, p. 1078. Lowth, however, reads φυτικοῦ.
 Transcriber’s Notes:

1. Obvious printers’, punctuation and spelling errors have been corrected

silently.

2. Where hyphenation is in doubt, it has been retained as in the original.

3. Some hyphenated and non-hyphenated versions of the same words have

been retained as in the original.

4. Where appropriate, the original spelling has been retained.

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