Etextbook PDF For Applied Calculus 7th Edition by Stefan Waner

(eTextbook PDF) for Applied Calculus
7th Edition by Stefan Waner

Visit to download the full and correct content document:
https://ebookmass.com/product/etextbook-pdf-for-applied-calculus-7th-edition-by-stef
an-waner/
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Contents
CHAPTER 0 Precalculus Review 1

Introduction 2
0.1 Real Numbers 2
0.2 Exponents and Radicals 7
0.3 Multiplying and Factoring Algebraic Expressions 17
0.4 Rational Expressions 22
0.5 Solving Polynomial Equations 24
0.6 Solving Miscellaneous Equations 30
0.7 The Coordinate Plane 34
0.8 Logarithms 38
CHAPTER 1 Functions and Applications 45

Introduction 46
1.1 Functions from the Numerical, Algebraic, and Graphical Viewpoints 46
1.2 Functions and Models 63
1.3 Linear Functions and Models 85
1.4 Linear Regression 103
KEY CONCEPTS 115
REVIEW EXERCISES 115
CASE STUDY Modeling Spending on Mobile Advertising 119
■ TECHNOLOGY GUIDES 122
CHAPTER 2 Nonlinear Functions and Models 133

Introduction 134
2.1 Quadratic Functions and Models 134
2.2 Exponential Functions and Models 146
2.3 Logarithmic Functions and Models 161
2.4 Logistic Functions and Models 174
KEY CONCEPTS 185
CASE STUDY Checking up on Malthus 188
vi Contents
CHAPTER 3 Introduction to the Derivative 201

Introduction 202
3.1 Limits: Numerical and Graphical Viewpoints 202
3.2 Limits and Continuity 217
3.3 Limits and Continuity: Algebraic Viewpoint 224
3.4 Average Rate of Change 239
3.5 The Derivative: Numerical and Graphical Viewpoints 255
3.6 The Derivative: Algebraic Viewpoint 279
KEY CONCEPTS 290
CASE STUDY Reducing Sulfur Emissions 295
CHAPTER 4 Techniques of Differentiation with Applications 303

Introduction 304
4.1 Derivatives of Powers, Sums, and Constant Multiples 304
4.2 A First Application: Marginal Analysis 319
4.3 The Product and Quotient Rules 329
4.4 The Chain Rule 342
4.5 Derivatives of Logarithmic and Exponential Functions 356
4.6 Implicit Differentiation 370
KEY CONCEPTS 377
CASE STUDY Projecting Market Growth 380
CHAPTER 5 Further Applications of the Derivative 385

Introduction 386
5.1 Maxima and Minima 386
5.2 Applications of Maxima and Minima 401
5.3 Higher Order Derivatives: Acceleration and Concavity 416
5.4 Analyzing Graphs 433
5.5 Related Rates 441
5.6 Elasticity 450
KEY CONCEPTS 459
CASE STUDY Production Lot Size Management 463
Contents vii
CHAPTER 6 The Integral 469

Introduction 470
6.1 The Indefinite Integral 470
6.2 Substitution 486
6.3 The Definite Integral: Numerical and Graphical Viewpoints 498
6.4 The Definite Integral: Algebraic Viewpoint and the Fundamental Theorem
of Calculus 517
KEY CONCEPTS 529
CASE STUDY Spending on Housing Construction 532
CHAPTER 7 Further Integration Techniques and

Applications of the Integral 541
Introduction 542
7.1 Integration by Parts 542
7.2 Area between Two Curves and Applications 551
7.3 Averages and Moving Averages 560
7.4 Applications to Business and Economics: Consumers’ and Producers’
Surplus and Continuous Income Streams 569
7.5 Improper Integrals and Applications 579
7.6 Differential Equations and Applications 588
KEY CONCEPTS 597
CASE STUDY Estimating Tax Revenues 599
CHAPTER 8 Functions of Several Variables 607

Introduction 608
8.1 Functions of Several Variables from the Numerical, Algebraic, and
Graphical Viewpoints 608
8.2 Partial Derivatives 627
8.3 Maxima and Minima 636
8.4 Constrained Maxima and Minima and Applications 645
8.5 Double Integrals and Applications 655
KEY CONCEPTS 664
CASE STUDY Modeling College Population 667
viii Contents
CHAPTER 9 Trigonometric Models 675

Introduction 676
9.1 Trigonometric Functions, Models, and Regression 676
9.2 Derivatives of Trigonometric Functions and Applications 690
9.3 Integrals of Trigonometric Functions and Applications 698
KEY CONCEPTS 707
CASE STUDY Predicting Airline Empty Seat Volume 709
ANSWERS TO SELECTED EXERCISES A1

INDEX I1
Preface
Applied Calculus, Seventh Edition, is intended for a one- or two-term course for
students majoring in business, the social sciences, or the liberal arts. Like the earlier
editions, the seventh edition of Applied Calculus is designed to address the chal-
lenge of generating enthusiasm and mathematical sophistication in an audience that
is often underprepared and lacks motivation for traditional mathematics courses. We
meet this challenge by focusing on real-life applications that students can relate to,
many on topics of current interest; by presenting mathematical concepts intuitively
and thoroughly; and by employing a writing style that is informal, engaging, and
occasionally even humorous.
The seventh edition goes farther than earlier editions in implementing support
for a wide range of instructional paradigms. On the one hand, the abundant peda-
gogical content available both in print and online, including comprehensive teaching
videos and online tutorials, now allows us to be able to offer complete customizable
courses for approaches ranging from on-campus and hybrid classes to distance learn-
ing classes. In addition, our careful integration of optional support for multiple forms
of technology throughout the text makes it adaptable in classes with no technology,
classes in which a single form of technology is used exclusively, and classes that
incorporate several technologies.
We fully support three forms of technology in this text: TI-83/84 Plus graphing
calculators, spreadsheets, and powerful online utilities we have created for the book.
In particular, our comprehensive support for spreadsheet technology, both in the text
and online, is highly relevant for students who are studying business and economics,
in which skill with spreadsheets may be vital to their future careers.
New To This Edition

Content
t Chapter 0: We have added an entire new section on logarithms in the Precalculus
Review, up through solving for unknowns in the exponent. Students who need
additional preparation in the basics of logarithms can now be assigned this material
before studying the section on logarithmic functions and models in Chapter 2.
t Chapter 1: In our revision of this important introductory chapter, we have down-
played the algebra sophistication somewhat so as not to present artificial barriers to
the mastery of the important new concepts we discuss.
t Chapter 2: In view of the new section on logarithms in the Precalculus Review, the
material on logarithms and logarithmic functions in Chapter 2 has been streamlined.
t Chapter 3: Rather than following other books that avoid discussing the important
distinction between discontinuities and domain singularities (for instance, the fact
that 1>x is continuous on its domain but singular at zero), we discuss this distinc-
tion carefully, providing lots of practice and figures.
ix
x Preface
Current Topics in the Applications

t We have added and updated numerous real data exercises and examples based on
topics that are either of intense current interest or of general interest to our stu-
dents, including many on social networks, on the 2009–2016 economic recovery,
and on the 2014 Ebola epidemic, while retaining those of important historical inter-
est, such as the 2008 economic crisis, the SARS outbreak of 2003, the 2010 stock
market “flash crash,” and many others.
Exercises
t We have added many new conceptual Communication and Reasoning exercises,
including many dealing with common student errors and misconceptions.
Online Visualization and Practice Examples

t We have created a variety of web-based interactive apps available both on
www.wanermath.com and in the new MindTap course that accompanies this edi-
tion. Instructors can use these to demonstrate important concepts such as the slopes
of secant and tangent lines, the derivative function, and marginal and average cost.
t Many key examples in the text are mirrored by web-based randomizable practice
examples, which allow students to test their mastery of the textbook examples and
provide instructors with material for interactive presentation and class discussion.
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 others. A
large number of these examples and exercises are based on real, referenced data from
business, economics, the life sciences, and the social sciences. Our updated examples
and exercises in the seventh edition are even more attuned to themes that students can
identify with and relate to, from the technology used in their phones and tablets to
the social networks in which they participate and many of the corporations they will
instantly recognize as important in their lives. Notable events, such as the outbreaks of
SARS in 2003 and Ebola in 2014, the 1990s dot-com boom, the 2005–2006 real estate
bubble, the resulting 2008 economic crisis, the 2010 stock market “flash crash,” and
many more, are addressed in examples and exercises throughout the book.
Adapting real data for pedagogical use can be tricky; available data can be nu-
merically complex, intimidating for students, or incomplete. We have modified and
streamlined many of the real-world applications, rendering them as tractable as any
“made-up” application. At the same time, we have been careful to strike a peda-
gogically sound balance between applications based on real data and more traditional
“generic” applications. Thus, the density and selection of real data-based applica-
tions have been tailored to the pedagogical goals and appropriate difficulty level for
each section.
Readability We would like students to read this book. We would like students to
enjoy reading this book. Therefore, we have written the book in a conversational,
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.
We hope that this text will give the student insight into how a mathematician devel-
ops and thinks about mathematical ideas and their applications to real life.
Preface xi
Pedagogical Aids We have included our favorite unique and creative approaches
to solving the kinds of problems that normally cause difficulties for students and
headaches for instructors. To name just a few, we discuss verbal forms of the dif-
ferentiation rules in Chapter 4 to avoid a tendency to try to juggle multiple formulas
in finding a derivative, “calculation thought experiments” to help the student decide
which rules of differentiation to apply and the order in which to apply them, shortcut
methods for common integrals involving functions of ax 1 b in Chapter 6, and, in
Chapter 7, a powerful tabular method for integration by parts that transforms what is
often an agonizingly complicated topic for students into almost a triviality.
Rigor Mathematical rigor need not be antithetical to the kind of applied focus and
conceptual approach that are hallmarks of this book. We have worked hard to
ensure that we are always mathematically honest without being unnecessarily for-
mal. Sometimes we do this through the question-and-answer dialogues and some-
times through the “Before we go on . . .” discussions that follow examples, but
always in a manner designed to provoke the interest of the student.
Five Elements of Mathematical Pedagogy to Address Different Learning

Styles The “Rule of Four” is a common theme in many texts. 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 and in our extensive
Communication and Reasoning exercises at the end of each section. A fifth ele-
ment, interactivity, is implemented through expanded use of question-and-answer
dialogues but is seen most dramatically in the eBook in the MindTap course that
accompanies this edition and at www.wanermath.com through our new practice and
learning modules. These are small interactive apps that help a student visualize new
concepts or practice examples similar to those in the text. In addition, the wanermath
.com website offers interactive tutorials in the form of games, interactive chapter sum-
maries and chapter review exercises, and online utilities that automate a variety of
tasks, from graphing to regression and visual representations of Riemann sums.
xii Preface
Understand
Examples
Examples are a cornerstone of EXAMPLE 1 Estimating a Limit Numerically
our approach. Many of the Use a table to estimate the following limits:
scenarios that we use in applica-
x3 2 8 e 2x 2 1
tion examples and exercises a. lim b. lim
xS2 x22 xS0 x
are revisited several times
throughout the book. In this way, Solution
students will find themselves x3 2 8
analyzing the same application a. We cannot simply substitute x 5 2, because the function f 1x2 5 is not
x22
from a variety of different per- ✱
defined at x 5 2. (Why?) Instead, we use a table of values as we did above, with
spectives, such as graphing, the x approaching 2 from both sides:
use of derivatives, and elasticity.
Reusing scenarios and important x approaching 2 from the left→ ← x approaching 2 from the right
functions provides unifying x 1.9 1.99 1.999 1.9999 2 2.0001 2.001 2.01 2.1
threads and shows students the 3
x 2 8 11.41 11.9401 11.9940 11.9994
f 1x2 5 12.0006 12.0060 12.0601 12.61
complex texture of real-life x22
problems. Complete solutions
are provided with every example.
Quick Examples
Most definition boxes include Quick Example
quick, straightforward examples x2 2 1 x2 2 1 1x 1 12 1x 2 12
that a student can use to solidify 4. 5 x 1 1 for all x except x 5 1. Write as ,
x21 x21 x21
each new concept. and cancel the 1x 2 12.
Therefore,
x2 2 1
lim 5 lim 1x 1 12 5 1 1 1 5 2.
xS1 x21 xS1
Question-and-Answer Dialogues
We frequently use informal How do we find limxSa f 1x2 when x 5 a is a singular point of the function f and we
question-and-answer dialogues cannot simplify the given function to make a a point of the domain?
that anticipate the kinds of
In such a case it might be necessary to analyze the function by some other method,
questions that may occur to the such as numerically or graphically. However, if we do not obtain the indeterminate
student and also guide the student form 0>0 upon substitution, we can often say what the limit is, as the following
through the development of new example shows.
concepts.
Before We Go On . . .
Most examples are followed ➡ Before we go on . . . Notice that in Example 1(b), before simplification the substi-
tution x 5 2 yields
by supplementary discussions,
which may include a check on x3 2 8 828 0
5 5 .
the answer, a discussion of the x22 222 0
feasibility and significance of a >
solution, or an in-depth look at
what the solution means.
Preface xiii
Lecture Videos
Developed with Principal Lecturer, Jay
Abramson, at Arizona State University,
these video clips are flexible in their use as
lecture starters in class or as an independent
resource for students to review concepts
on their own. Blending an introduction to
concepts with specific examples, the videos
let students quickly see the big picture of
key concepts they are learning in class.
Selected clips involve students and simulate
a classroom-type interaction that creates a
sense of the familiar and demystifies key
concepts they are learning in their course. Frequently asked
questions appear periodically throughout the video segments
to further enhance learning. All videos are closed captioned
and available in the new MindTap and Enhanced WebAssign
courses that accompany the text. The topics for the lecture
videos were carefully selected to accompany the subject
areas that are most frequently taught and target the concepts
that students struggle with most.
Online Visualization Visualize the derivative graphically

and Practice Examples
We have created a variety of web-based
interactive apps that are available both
on the wanermath.com website and in
the new MindTap course accompanying
this edition. Instructors can use these to
demonstrate important concepts such as
the slopes of secant and tangent lines,
the derivative function, and marginal and
average cost.
Many key examples in the text are
mirrored by web-based randomizable
practice examples that allow students
to test their mastery of the textbook
examples and provide instructors with
material for interactive presentation and
class discussion.
xiv Preface
Practice and Apply

Exercises
Our comprehensive collection of exercises provides 3.3 EXERCISES
a wealth of material that can be used to challenge
students at almost every level of preparation and ▼ more advanced ◆ challenging
includes everything from straightforward drill indicates exercises that should be solved using technology
exercises to interesting and challenging applications. In Exercises 1–4, complete the given sentence.
The exercise sets have been carefully curated and
1
ordered to move from straightforward basic exercises 1. The closed-form function f 1x2 5 is continuous for
x21
and exercises that are similar to examples in the text
all x except ______. [HINT: See Quick Example 3.]
to more interesting and advanced ones, marked as
“more advanced” for easy reference. There are also 1
2. The closed-form function f 1x2 5 is continuous for
several much more difficult exercises, designated as x2 2 1
“challenging.” We have also included, in virtually all x except _______. [HINT: See Quick Example 3.]
every section of every chapter, exercises that are ideal
for the use of technology.
Application Exercises
Applications
Exercises also include interesting applications
89. Processor Speeds The processor speeds, in megahertz
based on real data to reinforce the applicability
(MHz), of Intel processors during the period 1996–2010
of math to real-life situations.
can be approximated by the following function of time t in
years since the start of 1990:17
400t 2 2,200 if 6 # t , 15
v1t2 5 $
3,800 if 15 # t # 20.
a. Compute limtS152 v1t2 and limtS151 v1t2, and interpret
each answer. [HINT: See Example 3.]
b. Is the function v continuous at t 5 15? According to
the model, was there any abrupt change in processor
speeds during the period 1996–2010?
Communication and Reasoning Exercises

Communication and Reasoning Exercises
These exercises are designed to help students articu-
101. Describe the algebraic method of evaluating limits as dis-
late mathematical concepts, broaden the student’s
cussed in this section, and give at least one disadvantage
grasp of the mathematical concepts, and develop
of this method.
modeling skills. They include exercises in which the
student is asked to provide his or her own examples 102. What is a closed-form function? What can we say about
such functions?
to illustrate a point or design an application with a
given solution. They also include “fill in the blank” 103. Your friends Rita and Richard are arguing. Rita claims that
type exercises, exercises that invite discussion and closed-form functions cannot have points of discontinuity,
debate, and—perhaps most important—exercises in but Richard retorts, “Ever heard of f 1x2 5 1>x?” On whose
side (if any) of the argument should you be? Explain.
which the student must identify and correct common
errors. These exercises often have no single correct
answer.
Preface xv
Review
At the end of every chapter
is a comprehensive list of CHAPTER 3 REVIEW
the key concepts that were
KEY CONCEPTS
covered in each section.
www.WanerMath.com Simplifying to obtain limits [p. 226] The derivative as slope of the tangent
Go to the Website to find a The indeterminate form 0>0 [p. 227] line [p. 259]
comprehensive and interactive The determinate form k>0 [p. 228] Quick approximation of the derivative
Web-based summary of Chapter 3. Limits at infinity [p. 231] [p. 261]
Review exercises provide a

REVIEW EXERCISES
great way to consolidate and
indicates exercises that should be solved using technology In Exercises 5 and 6 the graph of a function f is shown.
check understanding and Graphically determine whether the given limits exist. If a limit
In Exercises 1–4, numerically estimate whether the limit exists. does exist, give its approximate value.
prepare for exams. If the limit does exist, give its approximate value.
Case Studies
CASE STUDY
Each chapter ends with a sec- Reducing Sulfur Emissions
tion entitled “Case Study,” an The Environmental Protection Agency (EPA) wishes to formulate a policy that will
extended application that uses encourage utilities to reduce sulfur emissions. Its goal is to reduce annual emissions of
Norbert Schaefer/CORBIS/Getty Images
sulfur dioxide by a total of 10 million tons from the current level of 25 million tons by
and illustrates the central ideas imposing a fixed charge for every ton of sulfur released into the environment per year. As
a consultant to the EPA, you must determine the amount to be charged per ton of sulfur
of the chapter, focusing on the emissions.
development of mathematical
You would like first to know the cost to the utility industry of reducing sulfur
models appropriate to the top- emissions. In other words, you would like to have a cost function of the form
ics. These applications are ideal C1q2 5 Cost of removing q tons of sulfur dioxide.
for assignment as projects.
Using Technology
Focus on Technology TI-83/84 Plus
2ND CATALOG
Marginal Technology Notes DiagnosticOn
Then STAT CALC option #4:
We give brief marginal technology notes to outline the use of graphing calculator, LinReg(ax+b) [More details in
spreadsheet, and website technology in appropriate examples. When necessary, the the Technology Guide.]
reader is referred to more detailed discussion in the end-of-chapter Technology Guides. Spreadsheet
Add a trendline and select the
End-of-Chapter Technology Guides option to “Display R-squared
value on chart.”
We continue to include detailed TI-83/84 Plus and Spreadsheet Guides at the end
[More details and other alterna-
of each chapter. These Guides are referenced liberally in marginal technology notes tives in the Technology Guide.]
at appropriate points in the chapter, so instructors and students can easily use this
Website
material or not, as they prefer. www.WanerMath.com
The following two utilities will
show regression lines and also r 2
(link to either from Math Tools for
Chapter 1):
TI-83/84 Plus Technology Guide Simple Regression Utility
Function Evaluator and Grapher
Section 3.1
Example 1 (page 203) Use a table to estimate the
following limits.
x3 2 8 e 2x 2 1
a. lim b. lim
xS2 x22 xS0 x
Spreadsheet
As shown on the screen, the average rate of change
Technology Guide
Solution
is 2.5.
Section 3.1
On the TI-83/84 Plus, use the table feature to automate
these computations as follows: Example 4 (page 245) Continuing with Example 3,
Example 1 (page 203) Use
use technology a table tothe
to compute estimate
averagethe fol-
rate of change of
lowing limits.
xvi Preface
Instructor Resources
MindTap: Through personalized paths of dynamic assignments and applications, MindTap
is a digital learning solution and representation of your course that turns cookie cutter into
cutting edge, apathy into engagement, and memorizers into higher-level thinkers.
The Right Content: With MindTap’s carefully curated material, you get the precise
content and groundbreaking tools you need for every course you teach. This course
includes a dynamic Pre-Course Assessment that tests students on their prerequisite skills,
an eBook, algorithmic assignments, and new lecture videos.
Personalization: Customize every element of your course—from rearranging the learn-
ing path to inserting videos and activities.
Improved Workflow: Save time when planning lessons with all of the trusted, most
current content you need in one place in MindTap.
Tracking Students’ Progress in Real Time: Promote positive outcomes by tracking
students in real time and tailoring your course as needed based on the analytics.
Learn more at www.cengage.com/mindtap.
WebAssign: Exclusively from Cengage Learning, Enhanced WebAssign combines the excep-
tional mathematics content that you know and love with the most powerful online homework
solution, WebAssign. Enhanced WebAssign engages students with immediate feedback, rich
tutorial content, and eBooks, helping students to develop a deeper conceptual understanding
of their subject matter. Quick Prep and Just In Time exercises provide opportunities for
students to review prerequisite skills and content, both at the start of the course and at the
beginning of each section. Flexible assignment options give instructors the ability to release
assignments conditionally on the basis of students’ prerequisite assignment scores. Visit us at
www.cengage.com/ewa to learn more.
Cognero: Cengage Learning Testing Powered by Cognero is a flexible, online system that
allows you to author, edit, and manage test bank content; create multiple test versions in an
instant; and deliver tests from your LMS, your classroom, or wherever you choose.
Instructor Companion Site: This collection of book-specific lecture and class tools is avail-
able online at www.cengage.com/login. Access and download PowerPoint presentations,
complete solutions manual, and more.
Student Resources
Student Solutions Manual (ISBN: 978-1-337-29129-3): Go beyond the answers—see what
it takes to get there and improve your grade! This manual provides worked-out, step-by-step
solutions to the odd-numbered problems in the text. You’ll have the information you need to
truly understand how the problems are solved.
MindTap: MindTap (assigned by the instructor) is a digital representation of your course that
provides you with the tools you need to better manage your limited time, stay organized, and
be successful. You can complete assignments whenever and wherever you are ready to learn,
with course material specially customized for you by your instructor and streamlined in one
proven, easy-to-use interface. With an array of study tools, you’ll get a true understanding
of course concepts, achieve better grades, and lay the groundwork for your future courses.
Learn more at www.cengage.com/mindtap.
WebAssign: Enhanced WebAssign (assigned by the instructor) provides you with instant
feedback on homework assignments. This online homework system is easy to use and
includes helpful links to textbook sections, video examples, and problem-specific tutorials.
CengageBrain: Visit www.cengagebrain.com to access additional course materials and
companion resources. At the cengagebrain.com home page, search for the ISBN of your title
(from the back cover of your book) using the search box at the top of the page. This will take
you to the product page where free companion resources can be found.
Preface xvii
The Author Website

The authors’ website, accessible through www.wanermath.com, has been evolving
for close to two decades with growing recognition. Students, raised in an environ-
ment in which computers suffuse both work and play, can use their web browsers
to engage with the material in an active way. The following features of the authors’
website are fully integrated with the text and can be used as a personalized study
resource:
t Interactive Tutorials Highly interactive tutorials are included on major topics,
with guided exercises that parallel the text and a great deal of help and feedback to
assist the student.
t Game Versions of Tutorials More challenging tutorials with randomized ques-
tions that that work as games (complete with “health” scores, “health vials,” and an
assessment of one’s performance at the end of the game) are offered alongside the
traditional tutorials. These game tutorials, which mirror the traditional “more gen-
tle” 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.
t Learning and Practice Modules These interactive demos illustrate important
concepts and randomizable “practice examples” that mirror many examples and
quick examples in the text.
t Detailed Chapter Summaries Comprehensive summaries with randomizable in-
teractive elements review all the basic definitions and problem-solving techniques
discussed in each chapter. These are a terrific pre-test study tool for students.
t Downloadable Excel Tutorials Detailed Excel tutorials are available for almost
every section of the book. These interactive tutorials expand on the examples given
in the text.
t Online Utilities Our collection of easy-to-use online utilities, referenced in the
marginal notes of the textbook, allow students to solve many of the technology-
based application exercises directly on the web. The utilities include a function
grapher and evaluator that also graphs derivatives and does curve-fitting, regression
tools, an interactive Riemann sum grapher with a numerical integrator, and a mul-
tifunctional line entry calculator on the main page. These utilities require nothing
more than a standard web browser.
t Chapter True-False Quizzes Randomized quizzes that provide feedback for
many incorrect answers based on the key concepts in each chapter assist the student
in further mastery of the material.
t Supplemental Topics We include complete interactive text and exercise sets for
a selection of topics that are not ordinarily included in printed texts but are often
requested by instructors.
t Spanish A parallel Spanish version of almost the entire website 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 available in Spanish.
xviii Preface
Acknowledgments
This project would not have been possible without the contributions and sugges-
tions of numerous colleagues, students, and friends. We are particularly grateful to
our colleagues at Hofstra and elsewhere who used and gave us useful feedback on
previous editions and suggestions for this one, and to everyone at Cengage for their
encouragement and guidance throughout the project. Specifically, we would like to
thank Rita Lombard and Morgan Mendoza for their unflagging enthusiasm, Scott
Barnett of Henry Ford Community College for his meticulous check of the math-
ematical accuracy, and Martha Emry and Teresa Trego for whipping the book into
shape. Additionally, we would like to thank the creative force of Jay Abramson of
Arizona State University for developing the new lecture videos that accompany our
text, and Scott Barnett of Henry Ford Community College, Joe Rody of Arizona State
University, Nada Al-Hanna of University of Texas at El Paso, and Kaat Higham of
Bergen Community College for their thoughtful reviews and input into the scripts.
We would also like to thank Dario Menasce at CERN who helped us understand
the fascinating new cover art, and the numerous reviewers and proofreaders who
provided many helpful suggestions that have shaped the development of this book
over time:
Christopher Brown, California Lutheran University

Melinda Camarillo, El Paso Community College
Nathan Carlson, California Lutheran University
Scott Fallstrom, University of Oregon
Irene Jai, Raritan Valley Community College
Latrice Laughlin, University of Alaska Fairbanks
Gabriel Mendoza, El Paso Community College
Charles Mundy-Castle, Central New Mexico Community College
Patrick Mutungi, University of South Carolina
Michael Price, University of Oregon
Christopher Quarles, Everett Community College
Leela Rakesh, Central Michigan University
Tom Rosenwinkel, Concordia University Texas
Bradley Stewart, State University of New York at Oswego
Larry Taylor, North Dakota State University
Daniel Wang, Central Michigan University
Stefan Waner
Steven R. Costenoble
PRECALCULUS REVIEW
0.1 Real Numbers
0.2 Exponents and
Radicals
0.3 Multiplying and
Factoring Algebraic
Expressions
0.4 Rational
Expressions
0.5 Solving Polynomial
Equations
0.6 Solving Miscellaneous
Equations
0.7 The Coordinate Plane
0.8 Logarithms
DreamPictures/Taxi/Getty Images
www.WanerMath.com
1
2 Chapter 0 Precalculus Review
Introduction
In this chapter we review some topics from algebra that you need to know to get the
most out of this book. This chapter can be used either as a refresher course or as a
reference.
There is one crucial fact you must always keep in mind: The letters used in alge-
braic expressions stand for numbers. All the rules of algebra are just facts about the
arithmetic of numbers. If you are not sure whether some algebraic manipulation you
are about to do is legitimate, try it first with numbers. If it doesn’t work with num-
bers, it doesn’t work.
0.1 Real Numbers

The real numbers are the numbers that can be written in decimal notation, includ-
ing those that require an infinite decimal expansion. The set of real numbers
includes all integers, positive, negative, and zero; all fractions; and the irrational
numbers, that is, those with decimal expansions that never repeat. Examples of
irrational numbers are
!2 5 1.414213562373 . . .
and
p 5 3.141592653589 . . .
2 1 0 1 2 It is very useful to picture the real numbers as points on a line. As shown in Figure 1,
larger numbers appear to the right, in the sense that if a , b, then the point corre-
Figure 1
sponding to b is to the right of the one corresponding to a.
Intervals
Some subsets of the set of real numbers, called intervals, show up quite often, so we
have a compact notation for them.
Interval Notation
Here is a list of types of intervals along with examples.
Interval Description Picture Example

Closed 3a, b4 Set of numbers x 30, 104
with a # x # b a b
(includes end points)
Open 1a, b2 Set of numbers x 121, 52
with a , x , b a b
(excludes end points)
Half-Open 1a, b4 Set of numbers x 123, 14
with a , x # b a b
3a, b2 Set of numbers x 30, 52

with a # x , b a b
0.1 Real Numbers 3
Infinite 3a, 1q 2 Set of numbers x 310, 1q 2

with a # x a
1a, 1q 2 Set of numbers x 123, 1q 2
a
with a , x
12q, b4 Set of numbers x 12q, 234

b
with x # b
12q, b2 Set of numbers x 12q, 102

b
with x , b
12q, 1q 2 Set of all real 12q, 1q 2
numbers
Operations
There are five important operations on real numbers: addition, subtraction, multipli-
cation, division, and exponentiation. “Exponentiation” means raising a real number
to a power; for instance, 32 5 3 # 3 5 9; 23 5 2 # 2 # 2 5 8.
A note on technology: Most graphing calculators and spreadsheets use an
asterisk * for multiplication and a caret ^ for exponentiation. Thus, for instance,
3 3 5 is entered as 3*5, 3x as 3*x, and 32 as 3ˆ2.
When we write an expression involving two or more operations, such as
2#314
or
2 # 32 2 5
,
4 2 1212
we need to agree on the order in which to do the operations. Does 2 # 3 1 4 mean
12 # 32 1 4 5 10 or 2 # 13 1 42 5 14? We all agree to use the following rules for the
order in which we do the operations.
Standard Order of Operations

Parentheses and Fraction Bars First, calculate the values of all expressions
inside parentheses or brackets, working from the innermost parentheses out,
before using them in other operations. In a fraction, calculate the numerator
and denominator separately before doing the division.
Quick Examples
1. 612 1 33 2 54 2 42 5 612 1 1222 2 42 5 61242 5 224
14 2 22 2 2 2
2. 5 5 52
3122 1 12 31212 23 3
3 3 1
3. 3> 12 1 42 5 5 5
214 6 2
4. 1x 1 4x2> 1y 1 3y2 5 15x2> 14y2
Exponents Next, perform exponentiation.
Quick Examples
5. 2 1 42 5 2 1 16 5 18
, Note the difference.
6. 12 1 42 2 5 62 5 36
2
3 3 2
7. 2a b 5 2a b 5 21232 2 5 2 3 9 5 18
425 21
8. 211 1 1>102 2 5 211.12 2 5 2 3 1.21 5 2.42
Multiplication and Division Next, do all multiplications and divisions, from

left to right.
Quick Examples
9. 213 2 52>4 # 2 5 21222>4 # 2 Parentheses first
5 24>4 # 2 Leftmost product
5 21 # 2 5 22 Multiplications and
divisions, left to right
10. 211 1 1>102 2 3 2>10 5 211.12 2 3 2>10 Parentheses first
5 2 3 1.21 3 2>10 Exponent
5 4.84>10 5 0.484 Multiplications and
divisions, left to right
214 2 22 2122 4 16 8
11. 4 # 54 54 5 52
3122 52 312102 230 230 15
Addition and Subtraction Last, do all additions and subtractions, from left
to right.
Quick Examples
12. 213 2 52 2 1 6 2 1 5 21222 2 1 6 2 1 5 2142 1 6 2 1
5 8 1 6 2 1 5 13
2
1 1 3 13
13. a b 2 1212 2 1 4 5 2 1 1 4 5 2 1 4 5
2 4 4 4
14. 3>2 1 4 5 1.5 1 4 5 5.5
, Note the difference.
15. 3> 12 1 42 5 3>6 5 1>2 5 0.5
16. 4>22 1 14>22 2 5 4>22 1 22 5 4>4 1 4 5 1 1 4 5 5
17. 22^4 5 12122^4 5 216 A negative sign before an expression
means multiplication by 21.1
1
Spreadsheets and some programming languages interpret –2^4 (wrongly!) as (–2)^4=16.
So when working with spreadsheets, write –2^4 as (–1)*2^4 to avoid this issue.
0.1 Real Numbers 5
indicates material discussing Entering Formulas

the use of technologies such as
graphing calculators, spread- Any good calculator or spreadsheet will respect the standard order of operations.
sheets, and web utilities. However, we must be careful with division and exponentiation and use parentheses
as necessary. The following table gives some examples of simple mathematical
expressions and their equivalents in the functional format used in most graphing
calculators, spreadsheets, and computer programs.
Mathematical
Expression Formula Comments
2 2/(3-x) Note the use of parentheses instead of the fraction bar. If we omit the
32x parentheses, we get the expression shown next.
2 2/3-x The calculator follows the usual order of operations.

2x
3
2 2/(3*5) Putting the denominator in parentheses ensures that the multiplication
335 is carried out first. The asterisk is usually used for multiplication in
graphing calculators and computers.
2 (2/x)*5 Putting the fraction in parentheses ensures that it is calculated
35 2
x first. Some calculators will interpret 2/3*5 as but 2/3(5)
2 3 3 5
as 3 5.
3
223 (2-3)/(4+5) Note once again the use of parentheses in place of the fraction bar.
415
23 2^3 The caret ^ is commonly used to denote exponentiation.

232x 2^(3-x) Be careful to use parentheses to tell the calculator where the exponent
ends. Enclose the entire exponent in parentheses.
23 2 x 2^3-x Without parentheses, the calculator will follow the usual order of
operations: exponentiation and then subtraction.
3 3 224 3*2^(-4) On some calculators, the negation key is separate from the
minus key.
22433 3 5 2^(-4*3)*5 Note once again how parentheses enclose the entire exponent.
0.05 60 100*(1+0.05/12)^60 This is a typical calculation for compound interest.
100a1 1 b
12
r mt PV*(1+r/m)^(m*t) This is the compound interest formula. PV is understood to be a sin-

PV a1 1 b gle number (present value) and not the product of P and V (or else we
m
would have used P*V).
2322 3 5 2^(3-2)*5/(y-x) Notice again the use of parentheses to hold the denominator together.
y2x or We could also have enclosed the numerator in parentheses, although
(2^(3-2)*5)/(y -x) this is optional. (Why?)
2y 1 1 (2^y+1)/(2-4^(3*x)) Here, it is necessary to enclose both the numerator and the denomina-
2 2 43x tor in parentheses.
1 2^y+1/2-4^(3*x) This is the effect of leaving out the parentheses around the numerator
2y 1 2 43x
2 and denominator in the previous expression.
Accuracy and Rounding

When we use a calculator or computer, the results of our calculations are often given
to far more decimal places than are useful. For example, suppose we are told that a
square has an area of 2.0 square feet and we are asked how long its sides are. Each
side is the square root of the area, which the calculator tells us is
!2 < 1.414213562.
However, the measurement of 2.0 square feet is probably accurate to only two digits,
so our estimate of the lengths of the sides can be no more accurate than that. There-
fore, we round the answer to two digits:
Length of one side < 1.4 feet.
The digits that follow 1.4 are meaningless. The following guide makes these ideas
more precise.
Significant Digits, Decimal Places, and Rounding

The number of significant digits in a decimal representation of a number is the
number of digits that are not leading zeros after the decimal point (as in .0005) or
trailing zeros before the decimal point (as in 5,400,000). We say that a value is
accurate to n significant digits if only the first n significant digits are meaningful.
When to Round
After doing a computation in which all the quantities are accurate to no more
than n significant digits, round the final result to n significant digits.
Quick Examples
18. 0.00067 has two significant digits. The 000 before 67 are
leading zeros.
19. 0.000670 has three significant digits. The 0 after 67 is significant.
20. 5,400,000 has two or more significant digits. We can’t say how many of
the zeros are trailing.2
21. 5,400,001 has seven significant digits. The string of zeros is not
trailing.
22. Rounding 63,918 to three significant digits gives 63,900.
23. Rounding 63,958 to three significant digits gives 64,000.
24. p 5 3.141592653 . . . 22 22
7 5 3.142857142 . . . Therefore, 7 is an
approximation of p that is accurate to only three significant digits: 3.14.
25. 4.0211 1 0.022 1.4 < 4.13 We rounded to three
significant digits.
2
If we obtained 5,400,000 by rounding 5,401,011, then it has three significant digits because the zero
after the 4 is significant. On the other hand, if we obtained it by rounding 5,411,234, then it has only
two significant digits. The use of scientific notation avoids this ambiguity: 5.40 3 106 (or 5.40E6 on
a calculator or computer) is accurate to three digits, and 5.4 3 106 is accurate to two digits.
One more point, though: If, in a long calculation, you round the intermediate
results, your final answer may be even less accurate than you think. As a general rule,
When calculating, don’t round intermediate results. Rather, use the most accu-
rate results obtainable, or have your calculator or computer store them for you.
When you are done with the calculation, then round your answer to the appropriate
number of digits of accuracy.
0.1 EXERCISES
Calculate each expression in Exercises 1–24, giving the 321 3
29. 30. 3 1
answer as a whole number or a fraction in lowest terms. 816 229
1. 214 1 1212 2 12 # 242 2. 3 1 1 34 2 24 # 92 417 432
31. 3 2 32.
3. 20/(3*4)-1 4. 2-(3*4)/10 8 A 23 B
3 1 1 33 1 1252 4 2 12 2 11 2 42 2 31x
5. 6.
32232 215 2 12 # 2 2 1 33.
31x
2 xy2 34. 3 1
xy
7. (2-5*(-1))/1-2*(-1) 60 x2 2 3
35. 3.1x 3 2 4x 22 2 2 36. 2.1x 23 2x 21 1
8. 2-5*(-1)/(1-2*(-1)) x 21 2
9. 2 # 1212 2>2 10. 2 1 4 # 32
A 23 B 2
11. 2 # 42 1 1 12. 1 2 3 # 1222 2 3 2 37. 38.
5 A 35 B
13. 3^2+2^2+1 14. 2^(2^2-2)
2
3 2 21232 2
1 2 211 2 42 2 39. 3425 3 6 40.
15. 16. 3 1 5729
2614 2 12 2 215 2 12 2 # 2
4 23 1 1 4 23
17. 10*(1+1/10)^3 18. 121/(1+1/10)^2 41. 3a1 1 b 42. 3a b
100 100
22 # 32 811 2 42 2 2
19. 3a b 20. 2a b 43. 32x21 1 4x 2 1 44. 2x 2 122x 2 2
214 2 12 2 2915 2 12 2 2 2
2 2 45. 22x 2x11 46. 22x 2x 1 1
1 2 1 2 2
21. 3q1 2 a2 b r 1 1 22. 3q 2 a b r 1 1 4e 22x e 2x 1 e 22x
2 9 3 47. 48.
2 2 3e 22x e 2x 2 e 22x
23. (1/2)^2-1/2^2 24. 2/(1^2)-(2/1)^2 2 2
1 2 1 2 2
Convert each expression in Exercises 25–50 into its technology 49. 3q1 2 a2 b r 1 1 50. 3q 2 a b r 1 1
2 9 3
formula equivalent as in the table in the text.
5
25. 3 3 12 2 52 26. 4 1
9
3 421
27. 28.
225 3
0.2 Exponents and Radicals

In Section 0.1 we discussed exponentiation, or “raising to a power”; for example,
23 5 2 # 2 # 2. In this section we discuss the algebra of exponentials more fully. First,
we look at integer exponents: cases in which the powers are positive or negative
whole numbers.
Integer Exponents
Positive Integer Exponents

If a is any real number and n is any positive integer, then by a n we mean the
quantity a # a # . . . # a (n times); thus, a 1 5 a, a 2 5 a # a, a 5 5 a # a # a # a # a.
In the expression a n the number n is called the exponent, and the number a is
called the base.
Quick Examples
32 5 9 23 5 8
034 5 0 1212 5 5 21
103 5 1,000 105 5 100,000
Negative Integer Exponents

If a is any real number other than zero and n is any positive integer, then we
define
1 1
a 2n 5 n 5 a # a # . . . # a (n times).
a
Quick Examples
1 1 1
223 5 3 5 1227 5 51
2 8 127
1 1 1 1
x 21 5 1 5 1232 22 5 2 5
x x 1232 9
1
y7y22 5 y7 5 y5 022 is not defined
y2
Zero Exponent
If a is any real number other than zero, then we define
a 0 5 1.
Quick Examples
30 5 1 1,000,0000 5 1
00 is not defined
When combining exponential expressions, we use the following identities.
Exponent Identity Quick Examples

1. a ma n 5 a m1n 2322 5 2312 5 25 5 32
1
x 3x 24 5 x 324 5 x 21 5
x
x3 1
5 x 3 22 5 x 3x 2 5 x 5
x 22 x
am 43
2. 5 a m2n if a ? 0 5 4322 5 41 5 4
an 42
x3
5 x 321222 5 x 5
x 22
32 1
5 3224 5 322 5
34 9
3. 1a n 2 m 5 a nm 132 2 2 5 34 5 81
12x 2 2 5 22x
4. 1ab2 n 5 a nb n 14 # 22 2 5 42 22 5 64
122y2 4 5 1222 4y4 5 16y4
n
a an 4 2 42 16
5. a b 5 if b ? 0 a b 5 25
b bn 3 3 9
x 3 x3 x3
a b 5 5 2
2y 12y2 3 y3
Caution
r*OUIFàSTUUXPJEFOUJUJFT UIFCBTFTPGUIFFYQSFTTJPOTNVTUCFUIFTBNF
For example, the first identity gives 3234 5 36 but does not apply to 3242.
r1FPQMFTPNFUJNFTJOWFOUUIFJSPXOJEFOUJUJFT TVDIBTa m 1 a n 5 a m1n,
which is wrong! (Try it with a 5 m 5 n 5 1.) If you wind up with some-
thing like 23 1 24, you are stuck with it; there are no identities around to
simplify it further. (You can factor out 23, but whether or not that is a sim-
plification depends on what you are going to do with the expression next.)
EXAMPLE 1 Combining the Identities

2 3
1x 2 x6
5 By identity (3)
x3 x3
5 x 623 By identity (2)
5 x3
1x 4y2 3 1x 4 2 3y3
5 By identity (4)
y y
12 3
x y
5 By identity (3)
y
5 x 12y321 By identity (2)
5 x 12y2
EXAMPLE 2 Eliminating Negative Exponents

Simplify the following and express the answer using no negative exponents.
x 4y23 x 21 5
a. b. a b
x 5y 2 x 2y
Solution
x 4y23 1
a. 5 x 425y2322 5 x 21y25 5 5
x 5y 2 xy
x 21 5 1x 21 2 5 x 25 1
b. a 2 b 5 2 5 5 10 5 5 15 5
x y 1x y2 x y x y
Radicals
If a is any nonnegative real number, then its square root is the nonnegative number
whose square is a. For example, the square root of 16 is 4, because 42 5 16. We write
the square root of n as !n. (Roots are also referred to as radicals.) It is important to
remember that !n is never negative. Thus, for instance, !9 is 3 and not 23, even
though 1232 2 5 9. If we want to speak of the “negative square root” of 9, we write
it as 2!9 5 23. If we want to write both square roots at once, we write 6 !9 5 63.
The cube root of a real number a is the number whose cube is a. The cube root of
3 3
a is written as ! a so that, for example, ! 8 5 2 (because 23 5 8). Note that we can
take the cube root of any number, positive, negative, or zero. For instance, the cube root
3
of 28 is ! 28 5 22 because 1222 3 5 28. Unlike square roots, the cube root of a
number may be negative. In fact, the cube root of a always has the same sign as a.
Higher roots are defined similarly. The fourth root of the nonnegative number a
4
is defined as the nonnegative number whose fourth power is a and is written ! a. The
fifth root of any number a is the number whose fifth power is a, and so on.
Note We cannot take an even-numbered root of a negative number, but we can take
an odd-numbered root of any number. Even roots are always positive, whereas odd
roots have the same sign as the number we start with. ■
EXAMPLE 3 nth Roots

!4 5 2 Because 22 5 4
!16 5 4 Because 42 5 16
!1 5 1 Because 12 5 1
If x $ 0, then "x 2 5 x. Because x 2 5 x 2
!2 < 1.414213562 !2 is not a whole number.
!1 1 1 5 !2 < 1.414213562 First add, then take the square root.3
!9 1 16 5 !25 5 5 Contrast with !9 1 !16 5 3 1 4 5 7.
1 !2
5 Multiply top and bottom by !2.
!2 2
3
In general, !a 1 b means the square root of the quantity 1a 1 b2. The radical sign acts as a pair of
parentheses or a fraction bar, telling us to evaluate what is inside before taking the root. (See the Caution
on the next page.)
3
! 27 5 3 Because 33 5 27
3
! 264 5 24 Because 1242 3 5 264
4
!16 5 2 Because 24 5 16
4
! 216 is not defined. Even-numbered root of a negative number
5
!21 5 21, since 1212 5 5 21. Odd-numbered root of a negative number
n
! 21 5 21 if n is any odd number.
In the example we saw that "x 2 5 x if x is nonnegative. What happens if x is

negative?
If x is negative, then x 2 is positive, so "x 2 is still defined as the nonnegative number

whose square is x 2. This number must be 0 x 0 , the absolute value of x, which is the
nonnegative number with the same size as x. For instance, 0 23 0 5 3, while
0 3 0 5 3, and 0 0 0 5 0. It follows that
"x 2 5 0 x 0
for every real number x, positive or negative. For instance,
"1232 2 5 !9 5 3 5 0 23 0
and "32 5 !9 5 3 5 0 3 0 .
In general, we find that

n n
"x n 5 x if n is odd and "x n 5 0 x 0 if n is even.
We use the following identities to evaluate radicals of products and quotients.
Radicals of Products and Quotients

If a and b are any real numbers (nonnegative in the case of even-numbered
roots), then
n n n
! ab 5 ! a! b Radical of a product 5 Product of radicals
n
n a !a
5 n if b ? 0. Radical of a quotient 5 Quotient of radicals
Äb !b
Notes
r 5IFàSTUSVMFJTTJNJMBSUPUIFSVMF1a # b2 2 5 a 2b 2 for the square of a prod-
a 2 a2
uct, and the second rule is similar to the rule a b 5 2 for the square of
b b
a quotient.
r Caution There is no corresponding identity for addition. In general,

!a 1 b is not equal to !a 1 !b.
(Consider a 5 b 5 1, for example.) Equating these expressions is a common
error, so be careful! ■
Quick Examples
1. "9 # 4 5 "9 "4 5 3 3 2 5 6 Alternatively, "9 # 4 5 "36 5 6.
9 !9 3
2. 5 5
Ä4 !4 2
!2 !2 !5 !10
3. 5 5
!5 !5 !5 5
4. !413 1 132 5 !41162 5 !4 !16 5 2 3 4 5 8
3 3 3 3
5. ! 2216 5 ! 122728 5 ! 227 ! 8 5 12322 5 26
6. "x 3 5 "x 2 # x 5 "x 2 !x 5 x!x if x $ 0
x 2 1 y2 "x 2 1 y2 "x 2 1 y2
7. 5 5 We can’t simplify the numerator
Å z2 "z 2 0z0 any further.
Rational Exponents
We already know what we mean by expressions such as x 4 and a 26. The next step is
to make sense of rational exponents: exponents of the form p>q with p and q integers
as in a 1>2 and 322>3.
What should we mean by a1>2?
The overriding concern here is that all the exponent identities should remain true.
In this case the identity to look at is the one that says that 1a m 2 n 5 a mn. This identity
tells us that
1a1>2 2 2 5 a1 5 a.
That is, a1>2, when squared, gives us a. But that must mean that a1>2 is the square
root of a, or
a1>2 5 !a.
A similar argument tells us that if q is any positive whole number, then

q
a1>q 5 ! a, the qth root of a.
Notice that if a is negative, this makes sense only for q odd. To avoid this problem,
we usually stick to positive a.
If p and q are integers (q positive), what should we mean by ap>q?
By the exponent identities, a p>q should equal both 1a p 2 1>q and 1a1>q 2 p. The first is the
qth root of a p, and the second is the pth power of a1>q.
These arguments give us the following formulas for conversion between rational
exponents and radicals.
Conversion Between Rational Exponents and Radicals

If a is any nonnegative number, then
q q
a p>q 5 "a p 5 1 ! a 2 p.
↑ ↑ ↑
Using exponents Using radicals
In particular,
q
a 1>q 5 ! a, the qth root of a.
Notes
r *Ga is negative, all of this makes sense only if q is odd.
r "MMPGUIFFYQPOFOUJEFOUJUJFTDPOUJOVFUPXPSLXIFOXFBMMPXSBUJPOBMFYQP-
nents p>q. In other words, we are free to use all the exponent identities even
though the exponents are not integers. ■
Quick Examples
8. 43>2 5 1 !4 2 3 5 23 5 8
3
9. 82>3 5 1 ! 8 2 2 5 22 5 4
1 1 1 1
10. 923>2 5 3>2 5 3 5 3 5
9 1 !9 2 3 27
!3 31>2 6
11. 3 5 1>3 5 31>221>3 5 31>6 5 ! 3
!3 3
12. 2227>2 5 222311>2 5 222321>2 5 2521>2 5 25 !2
EXAMPLE 4 Simplifying Algebraic Expressions

Simplify the following.
1x 3 2 5>3 4 6 1xy2 23y23>2
a. b. "a c.
x3 x 22 !y
Solution
1x 3 2 5>3 x5
a. 3 5 3 5 x2
x x
b. " a 5 a 6>4 5 a 3>2 5 a # a 1>2 5 a!a
4 6
1xy2 23y23>2 x 23y23y23>2 1 1

c. 22 5 5 2213 1>21313>2 5 5
x !y x 22y1>2 x y xy
Radical Form, Positive Exponent Form, and Power Form

In calculus we must often convert algebraic expressions involving powers of x, such as
3 3 22
2 , into expressions in which x does not appear in the denominator, such as x . Also,
2x 1 2
we must often convert expressions with radicals, such as , into expressions
"1 1 x 2
Another random document with
no related content on Scribd:
DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

Etextbook PDF For Applied Calculus 7th Edition by Stefan Waner

Uploaded by

Copyright:

Available Formats

You might also like

Etextbook PDF For Applied Calculus 7th Edition by Stefan Waner

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Etextbook PDF For Applied Calculus 7th Edition by Stefan Waner

Uploaded by

Copyright:

Available Formats

(eTextbook PDF) for Applied Calculus

7th Edition by Stefan Waner

CHAPTER 0 Precalculus Review 1

CHAPTER 1 Functions and Applications 45

CHAPTER 2 Nonlinear Functions and Models 133

CHAPTER 3 Introduction to the Derivative 201

CHAPTER 4 Techniques of Differentiation with Applications 303

CHAPTER 5 Further Applications of the Derivative 385

CHAPTER 6 The Integral 469

CHAPTER 7 Further Integration Techniques and

CHAPTER 8 Functions of Several Variables 607

CHAPTER 9 Trigonometric Models 675

ANSWERS TO SELECTED EXERCISES A1

New To This Edition

Current Topics in the Applications

Online Visualization and Practice Examples

Our Approach to Pedagogy

Five Elements of Mathematical Pedagogy to Address Different Learning

Online Visualization Visualize the derivative graphically

Practice and Apply

Communication and Reasoning Exercises

Review exercises provide a

The Author Website

Christopher Brown, California Lutheran University

0.1 Real Numbers

Interval Description Picture Example

3a, b2 Set of numbers x 30, 52

Infinite 3a, 1q 2 Set of numbers x 310, 1q 2

12q, b4 Set of numbers x 12q, 234

12q, b2 Set of numbers x 12q, 102

Standard Order of Operations

Exponents Next, perform exponentiation.

Multiplication and Division Next, do all multiplications and divisions, from

indicates material discussing Entering Formulas

2 2/3-x The calculator follows the usual order of operations.

23 2^3 The caret ^ is commonly used to denote exponentiation.

r mt PV*(1+r/m)^(m*t) This is the compound interest formula. PV is understood to be a sin-

Accuracy and Rounding

Significant Digits, Decimal Places, and Rounding

0.2 Exponents and Radicals

Positive Integer Exponents

Negative Integer Exponents

When combining exponential expressions, we use the following identities.

Exponent Identity Quick Examples

EXAMPLE 1 Combining the Identities

EXAMPLE 2 Eliminating Negative Exponents

EXAMPLE 3 nth Roots

In the example we saw that "x 2 5 x if x is nonnegative. What happens if x is

If x is negative, then x 2 is positive, so "x 2 is still defined as the nonnegative number

for every real number x, positive or negative. For instance,

In general, we find that

We use the following identities to evaluate radicals of products and quotients.

Radicals of Products and Quotients

r Caution There is no corresponding identity for addition. In general,

1. "9 # 4 5 "9 "4 5 3 3 2 5 6 Alternatively, "9 # 4 5 "36 5 6.

What should we mean by a1>2?

A similar argument tells us that if q is any positive whole number, then

If p and q are integers (q positive), what should we mean by ap>q?

r mt PV(1+r/m)^(mt) This is the compound interest formula. PV is understood to be a sin-