(eBook PDF) Calculus and Its

Applications Expanded Version Media

Update
Visit to download the full and correct content document:
https://ebooksecure.com/download/ebook-pdf-calculus-and-its-applications-expanded
-version-media-update/
vi CONTENTS

Chapter 10 Supplementary On-line Chapters

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

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

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

vii
viii PREFACE

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

Strong Algebra Review

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

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

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

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

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

Use of Art and Color

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

Y1 Y2

-5

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

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

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

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

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

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

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

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

\
Relative
minimum

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

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

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

Pedagogy of Calculus and Its Applications, Expanded Version

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

3.1 Graphs of Exponential Functions

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

Technology Connections Exploratory

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

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

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

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

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

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

Teaching Tips harnpl<3using iPlot

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

missteps often made by students.

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

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

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

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

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

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

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

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

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

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

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

" - /1•1 - ·h

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

::::~~,:,.
us

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

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

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

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

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

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

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

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

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

' ·~~~
C..,.O ......

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

...
.. _

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

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

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

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

and 397-398) .

Thinking and Writing Exercises

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

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

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

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

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

/(·1 - ( .. ~r

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

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

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

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

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

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

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

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

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

Jf•l - >'
 PREFACE xiii

User-Friendly Chapter Summaries

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

Chapter Reviews and Tests

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

n................-....,.. . . ,..,___ Tk)'«•-

.. ..u .. . ,.'"'""""- ......"'"'' .......... ., ... _
n.-----"''""""'rii-~
... ...,... .. '"'-+ r,-...~.... -=- ... ,-~<Jo(
I I , _ , _, ....,. __ Th<mq;nat.,.._,,"""'"_ol
'""""'"'ll"""'k"'"""' • P..• br
C'(•) • 0.1XHx' -2x +500_
u.J,:, " J." •
"·f•V o;"•
C."'"JJ'""'',__, ......., ......."'"-
_..-"'s .... .... ..-.
. r-··
1."""""" ..... ...........
' """'br"""s~ IUI

l .lfoond . ml>od>n<p!M , I ... [f(oll<

h '"""'"""o!T""'I

1-~:.:::="""""'t"""""'f""'n<d""' [-l ,l ].ll "·!··· 19. /><(1""-- · 1

' /""• ··!·~· ' "· ",..""'""«"'d""ol ' · ..' •u.,.,.(-u]

APP""'"""'u..ro..J .... ol,.oo"""'-"100"'""""
,. .......tins""""" . k·><')• ,_,,., .. , . ,...,, _,
,, ..... w .... o~ .... ,_,., .... fio-,.,...s..,.,o..u.kd
,, ___ ,,.,..r..... -p.oo ..... _..., ...
~C(~).\x, "'"'"" - "'- ('-'
rono~o..,.."'l

- · - · ·I<J<olio<-.,A ~ ..... ...,....,._.. _.

... _ .. ,_ 1 14.1.'-'l J:"r'k"::':!:!'>:;:;s;'""'· .. ..,..,._
5. y - •->'c [O,l ] •. , - : (1.1]
" !,... " I•Yu>• C'(xi - -0.2x+ 500. C(O) • O
.... """'"""""olp<odori"''"""'rondoo'-"-
· !-±· " /(•"" •:)· • -·"'
l l. Sod.a!od<a«c~<D ....
...."'""""ol6pvmby
A......-.>p«d,....

• /•· ·">'• ..... ............. ... "'"'"'" '"' ........... - _)0 1

"t<I - - 6<' +111 -0<l,,o (o.< ]
~-"'"'·"1<)6ch<<p«d.;,......kp<•"""--"--'

' !!·· .,, ... y • < - x'c [-1,1 ]

=~~7:.~""""'""0«<>00!
• /.,'!;.•
. !7·
14. ~:~~~~1:b=~.~~
;~~lt.F ..dch<..., L di<ana~"<kd•urins<h<

10. / (. :x'l' ""

• !.'"· .. {':
IL [J(•)h.,wh<nJ(•) • {~:_,, :::: ~
11. """""'""""" 1 '/(•l lx'>< f""'<N<, .. puw,<>< l<ro

Extended Technology Applications

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

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

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

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

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

Annotated Instructor's Edition

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

Supplements
Student Supplements Instructor Supplements

Student's Solutions Manual Annotated Instructor's Edition

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

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

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

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

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

MyMathLab® Integrated Review Course (access code required)

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

MathXL ® Online Course (access code required)

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

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

*Jay Abramson, Arizona State University

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

Burt K. Fischer, CPA

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

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

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

Where It's Used

BIRTH RATES BY AGE OF MOTHER
BIRTH RATES i' 3 22:2- + lOl.2x- 886.9
J(x) = 0.031 - ·
What is the average number of live y
births per 1000 women age 20? ~ -~],
120
110
I A,-
o-- ·-·····'
This problem appears as an example in a " 10
Technology Connection in Section R.6. 25 90

tl
~~ 70
=
80
.... -·

-"o 60
og so
~.-.
401- ·-····-·

BIRTH RATES FOR WOMEN ~~ 30

OF SELECTED AGES z" 20

1~
10\ so 60 X
10 20 30 40
AVERAGE NUMBER OF LIVE BIRTHS
AGE,x PER 1000 WOMEN

16 34
18.5 86.5
22 lll.l
27 ll3.9
32 84.5
37 35.4
42 6.8
(Soun:e: Centers for Disease Control and Prevention.)
Another random document with
no related content on Scribd:
upon such and such Sorts; so that the Boxes that holds those Sorts
ought to be most capacious.
His care in the choice of these Cases is, That the Wood they are
made of be well-season’d Stuff.
That the Partitions be strong, and true let into one another, and that
the ends fill up and stand firm in the Grooves of the Frame and
middle Rail of the Case.
There is an inconvenience that often happens, these thin Partitions,
especially if they be made of unseason’d Stuff, viz. as the Stuff dries
it shrinks in the Grooves of the Frame, and so not only grows loose,
but sometimes starts out above the top of the Frame. To prevent this
inconvenience, I have of late caused the ends of these thin partitions
to be made Male-Duf-tails, broadest on the under-side, and have
them fitted into Female-Duf-tails in the Frame of the Case, and
middle Rail before the bottom Boards are nailed on.
That the Partitions be full an English Body thick.
That the Partitions lye close to the bottom of the Case, that so the
Letters slide not through an upper into an under Box, when the
Papers of the Boxes may be worn.

§. 4. Of Frames to set the Cases on.

Frames are in most Printing-Houses made of thick Deal-board
Battens, having their several Rails Tennanted into the Stiles: but
these sorts of Frames are, in respect of their matter (viz. Fir) so
weak, and in respect of their substance (viz. little above an Inch
thick) so slight, that experience teaches us, when they are even new
made, they tremble and totter, and having lasted a little while, the
thinness of their Tennants being a little above a quarter of an Inch
thick, according to the Rules of Joynery, as I have shewn in Numb.
5. §. 17. They Craze, their Tennants break, or Mortesses split, and
put the Master-Printer to a fresh Charge.
It is rationally to be imagined that the Frames should be designed to
last as long as the Printing-house; and therefore our Master-Printer
ought to take care that they be made of matter strong enough, and of
substance big enough to do the Service they are intended for; that
they stand substantial and firm in their place, so as a small Jostle
against them shake them not, which often reiterated weakens the
Frame-work, and at that present is subject to shake the Letter in the
Galley down.
I shall not offer to impose Rules upon any here, especially since I
have no Authority from Prescript or Custom; yet I shall set down the
Scantlings that I my self thought fit to use on this occasion. A
Delineation of the Frames are in Plate 1. at C.

a a a a The Fore-Rails.
b b b b The Hind-Rails.
c The Top Fore-Rail.
d The Bottom Fore-Rail.
e The Top Hind-Rail.
f The Bottom Hind-Rail.
g g g g The End-Rail.
h h h h Cross-Bearers.

I made the Rails and Stiles of well-seasoned fine Oak, clean, (that is
free from Knots and Shakes) the Stiles and Rails two Inches and an
half square, the Top and Bottom Fore-Rails and the Bottom Hind-Rail
four Foot three Inches long, besides their Tennants; And the Top
Hind-Rail five Foot three Inches long. The two Fore-Rails and
Bottom Hind-Rail had Iron Female-Screws let into them, which,
through an hole made in the Stiles, received a Male-Screw with a
long shank, and a Sholder at the end of it to screw them tight and
firm together, even as the Rails of a Bedsted are screwed into the
Mortesses of a Bed-Post.
Each Back-Stile was four Foot one Inch and an half high besides
their Tennants, and each Fore-Stile three Foot three Inches high,
each Fore and Back-Stile had two Rails one Foot seven Inches long,
besides their Tennants Tennanted and Pin’d into them, because not
intended to be taken assunder.
It must be considered, that the Fore-stiles be of a convenient height
for the pitch of an ordinary Man to stand and work at, which the
heighth aforesaid is; And that the Hind stiles be so much higher than
the Fore-stiles, that when the Cross-Bearers are laid upon the upper
Fore and Hind-Rail, and the Cases laid on them, the Cases may
have a convenient declivity from the upper-side the Upper-Case, to
the lower side the Lower-Case.
The Reason of this declivity is, because the Cases standing thus
before the Workman, the farther Boxes of the Upper-Case are more
ready and easie to come at, than if they lay flat; they being in this
position somewhat nearer the hand, and the Letters in those Boxes
somewhat easier seen.
If the Workman prove taller than Ordinary, he lays another or two
pair of Cases under the Cases he uses, to mount them: If the
Workman be short, as Lads, &c. He lays a Paper-board (or
sometimes two) on the floor by the Fore-side of the Frame, and
standing to work on it, mounts himself.
The Bearers are made of Slit-Deal, about two Inches broad, and so
long as to reach from the Fore-Rail through the Upper-Rail, and are
let in, so as to lye even with the superficies of the Fore and Hind-
Rail, and at such a distance on both the Rails, as you may see in the
Figure.
 Plate 2.

On the Superficies of the Fore-Rail, even with its Fore-Edge is nailed

a small Riglet about half an Inch high, and a quarter and half quarter
of an Inch thick, that the Cases set on the Frame having the
aforesaid declivity, may by it be stop’t from sliding off.

§. 5. Of the Galley.
Our Master-Printer is also to provide Galleys of different sizes, That
the Compositer may be suited with small ones when he Composes
small Pages, and with great ones for great Pages.
The Galley is marked A in Plate 2.

a b c The Sides or Frame of the Galley.

d The Slice.

These Galleys are commonly made of two flat Wainscot Boards,

each about a quarter and half quarter of an Inch thick, the uppermost
to slide in Grooves of the Frame, close down to the undermost,
though for small Pages a single Board with two sides for the Frame
may serve well enough: Those Wainscot Boards are an Oblong
Square, having its length longer than its breadth, even as the form of
a Page hath. The three Sides of the Frame are fixed fast and square
down on the upper Plain of the undermost Board, to stand about
three fifth parts of the height of the Letter above the superficies of
the Slice. The Sides of the Frame must be broad enough to admit of
a pretty many good strong Oaken Pins along the Sides, to be drove
hard into the Bottom Board, and almost quite through the Sides of
the Frame, that the Frame may be firmly fixed to it: But by no means
must they be Glewed on to the Bottom Board, because the
Compositer may sometimes have occasion to wet the Page in the
Galley, and then (the Galley standing aslope upon the Case) the
Water will soak between the sides of the Frame, and under Board,
and quickly loosen it.

§. 6. Of the Correcting-stone.
The Correcting-Stone marked B in Plate 2. is made of Marble,
Purbeck, or any other Stone that may be made flat and smooth: But
yet the harder the Stone is the better; wherefore Marble is more
preferable than Purbeck. First, Because it is a more compact Stone,
having fewer and smaller Pores in it than Purbeck. And Secondly,
because it is harder, and therefore less subject to be prick’d with the
corners of a Chase, if through carelessness (as it sometimes
happens) it be pitch’d on the Face of the Stone.
It is necessary to have it capacious, viz. large enough to hold two
Chases and more, that the Compositer may sometimes for his
convenience, set some Pages by on it ready to Impose, though two
Chases lye on the Stone: Therefore a Stone of about Four Foot and
an half long, and Two Foot broad is a convenient size for the
generality of Work.
This Stone is to be laid upon a strong Oaken-wood Frame, made like
the Frame of a common Table, so high, that the Face of the Stone
may lye about three Foot and an Inch above the Floor: And under
the upper Rail of the Frame may be fitted a Row or two of Draw-
Boxes, as at a a a a a a and b b b on each of its longest Sides to
hold Flowers, Brass-Rules, Braces, Quotations, small Scabbords,
&c.

§. 7. Of Letter-Boards, and Paper-Boards.

Letter-Boards are Oblong Squares, about two Foot long, eighteen
Inches broad, and an Inch and a quarter thick. They ought to be
made of clean and well-season’d Stuff, and all of one piece: Their
upper-side is to be Plained very flat and smooth, and their under-
side is Clamped with pieces about two Inches square, and within
about four Inches of either end, as well to keep them from Warping,
as to bear them off the Ground or any other Flat they stand on, that
the Fingers of the Compositer may come at the bottom of the Board
to remove it whither he will: They are commonly made of Fir, though
not so thick as I have mentioned, or all of one Piece: Deal-Boards of
this breadth may serve to make them of; but Joyners commonly put
Master-Printers off with ordinary Deal-Boards, which not being broad
enough, they joyn two together; for which cause they frequently
shrink, so as the joynt comes assunder, and the Board becomes
useless, unless it be to serve for a Paper-Board afterwards: For
small and thin Letters will, when the Form is open, drop through, so
as the Compositer cannot use the Board.
I us’d to make them of Sugar-Chest; That Stuff being commonly well-
season’d, by the long lying of the Sugar in it, and is besides a fine
hard Wood, and therefore less subject to be injured by the end of the
Shooting-Stick when a Form is Unlocking.
Paper-Boards are made just like the Letter-Boards, though seldom
so large, unless for great Work: Nor need such strict care be taken in
making them so exactly smooth: their Office being only to set Heaps
of Paper on, and to Press the Paper with.

§. 8. Of Furniture, Quoyns, Scabbord, &c.

By Furniture is meant the Head-sticks, Foot-sticks, Side-sticks,
Gutter-sticks, Riglets, Scabbords and Quoyns.
Head-sticks and all other Furniture, except Scabbord, are made of
dry Wainscot, that they may not shrink when the Form stands by;
They are Quadrat high, straight, and of an equal thickness all the
length: They are made of several thicknesses for several Works, viz.
from a Brevier which serves for some Quarto’s to six or eight Pica
thick, which is many times us’d to Folio’s: And many of the Head-
sticks may also serve to make Inner Side-sticks of; for the Master-
Printer provides them of lengths long enough for the Compositer to
cut to convenient Scantlins or Lengths, they being commonly about a
Yard long when they come from the Joyners. And Note, that the
Head and Side-sicks are called Riglets, if they exceed not an English
thick.
Outer Side-sticks and Foot-sticks marked C in Plate 2. are of the
same heighth of the Head-sticks, viz. Quadrat high, and are by the
Joyner cut to the given length, and to the breadth of the particular
Pages that are to be Imposed: The Side-sticks are placed against
the outer-side of the Page, and the Foot-sticks against the foot or
bottom of the Page: The outer-sides of these Side and Foot-sticks
are bevil’d or sloped from the further to the hither end.
Gutter-sticks marked D in Plate 2. are as the former, Quadrat high,
and are used to set between Pages on either side the Crosses, as in
Octavo’s, Twelves, Sixteens, and Forms upwards; They are made of
an equal thickness their whole length, like Head-sticks; but they have
a Groove, or Gutter laid on the upper-side of them, as well that the
Water may drain away when the Form is Washed or Rinced, as that
they should not Print, when through the tenderness of the Tinpan,
the Plattin presses it and the Paper lower than ordinary.
Scabbord is that sort of Scale commonly sold by some Iron-mongers
in Bundles; And of which, the Scabbords for Swords are made: The
Compositer cuts it Quadrat high, and to his Length.
The Master-Printer is to provide both Thick and Thin Scabbord, that
the Compositer may use either when different Bodied Letter happens
in a Page, to justifie the Page to a true length; And also that the
Press-man may chuse Thick or Thin to make truer Register, as shall
be shewed in proper place.
Quoyns are also Quadrat high, and have one of their sides Bevil’d
away to comply with the Bevil of the Side and Foot-sticks; they are of
different Lengths, and different Breadths: The great Quoyns about
three Inches square, except the Bevil on one side as aforesaid; and
these sizes deminish downwards to an Inch and an half in length,
and half an Inch in breadth.
Of these Quoyns our Master-Printer provides several hundreds, and
should provide them of at the least ten different Breadths between
the aforesaid sizes, that the Compositer may chuse such as will best
fit the Chase and Furniture.
The Office of these Quoyns are to Lock up the Form, viz. to wedge it
up (by force of a Mallet and Shooting-stick) so close together, both
on the sides and between Head and Foot of the Page, that every
Letter bearing hard against every next Letter, the whole Form may
Rise; as shall be shewed hereafter.
Their farther Office is to make Register at the Press.

§. 9. ¶. 1. Of the Mallet, Shooting-stick and

Dressing-Block, Composing-sticks, Bodkin, and
Chase. &c.
Printers Mallets have a Cilindrick Head, and a round Handle; The
Head somewhat bigger, and the Handle somewhat longer than those
Joyners commonly use; Yet neither shape or size different for any
reason to be given: But only a Custom always used to have them so.
The Head is commonly made of Beech.

¶. 2. Of the Shooting-stick.

The Shooting-stick must be made of Box, which Wood being very

hard, and withal tough, will best and longest endure the knocking
against the Quoyns. Its shape is a perfect Wedge about six Inches
long, and its thicker end two Inches broad, and an Inch and an half
thick; and its thin end about an Inch and an half broad, and half an
Inch thick.
 ¶. 3. Of the Dressing-Block.

The Dressing-Block should be made of Pear-tree, Because it is a

soft wood, and therefore less subject to injure the Face of the Letter;
it is commonly about three Inches square, and an Inch high. Its
Office is to run over the Face of the Form, and whilst it is thus
running over, to be gently knock’t upon with the Head of the Shooting
stick, that such Letters as may chance to stand up higher than the
rest may be pressed down.
Our Master-Printer must also provide a pair of Sheers, such as
Taylors use, for the cutting of Brass-Rules, Scabbords, &c.
A large Spunge or two, or more, he must also provide, one for the
Compositers use, and for every Press one.
Pretty fine Packthread to tye up Pages with; But this is often chosen
(or at least directed) by the Compositer, either finer or courser,
according to the great or small Letter he works upon.

¶. 4. Of the Composing-stick.

Though every Compositer by Custom is to provide himself a

Composing-stick, yet our Master-Printer ought to furnish his House
with these Tools also, and such a number of them as is suitable to
the size of his House; Because we will suppose our Master-Printer
intends to keep some Apprentices, and they, unless by contract or
courtesie, are not used to provide themselves Composing-sticks:
And besides, when several Compositers work upon the same Book,
their Measures are all set alike, and their Titles by reason of Notes or
Quotations broader than their common Measure, So that a
Composing-stick is kept on purpose for the Titles, which must
therefore be common to all the Compositers that work upon that
Work; And no one of them is obliged to provide a Composing-stick in
common for them all: Therefore it becomes our Master-Printers task
to provide them.
It is delineated in Plate 2. at E.

a The Head.
b b The Bottom.
c c The Back.
d The lower Sliding-Measure, or Cheek.
e The upper Sliding-Measure, or Cheek.
f f The Male-Screw.
g The Female-Screw.

These Composing-sticks are made of Iron Plate about the thickness

of a thin Scabbord, and about ten Inches long doubled up square; so
as the Bottom may be half an Inch and half a quarter broad, and the
Back about an whole Inch broad. On the further end of this Iron Plate
thus doubled up, as at a is Soldered on an Iron Head about a Long-
Primmer thick; But hath all its outer-edges Basil’d and Fil’d away into
a Molding: This Iron Head must be so let into the Plate, and
Soldered on to it, that it may stand truly square with the bottom, and
also truly square with the Back, which may be known by applying the
outer-sides of a square to the Back and Bottom; as I shewed, Numb.
3. Fol. 38, 39. About two Inches from the Head, in the Bottom, is
begun a row of round holes about an Inch assunder, to receive the
shank of the Male-Screw that screws the Sliding-Measures fast
down to the Bottom; so that the Sliding-Measures may be set nearer
or further from the Head, as the Measure of a Page may require.
The lower Sliding-Measure marked d is an Iron Plate a thick
Scabbord thick, and of the Breadth of the inside of the Bottom; It is
about four Inches long, and in its middle hath a Groove through it
within half an Inch of the Fore-end, and three quarters of an Inch of
the hinder end. This Groove is so wide all the way, that it may
receive the Shank of the Screw. On the Fore-end of this Plate stands
square upright another Iron Head about a Brevier thick, and reaches
so high as the top of the Back.
The upper Sliding-Measure is made just like the lower, only it is
about three quarters of an Inch shorter.
Between these two Sliding-Measures, Marginal Notes are
Composed to any Width.
Compositers commonly examine the Truth of their Stick by applying
the head of the Sliding-Measure to the inside of the Head of the
Stick; and if they comply, they think they are square and true made:
But this Rule only holds when the Head it self is square. But if it be
not, ’tis easy to file the Sliding-Measures to comply with them:
Therefore, as aforesaid, the square is the only way to examine them
by.

¶. 5. Of the Bodkin.

The Bodkin is delineated in Plate 2. at F Its Blade is made of Steel,

and well tempered, its shape is round, and stands about two Inches
without the Shank of the Handle. The Handle is turned of soft wood
as Alder, Maple, &c. that when Compositers knock the Head of the
Bodkin upon the Face of a Single Letter when it stands too high, it
may not batter the Face.

¶. 6. Of Chases, marked G on the Correcting-Stone, Plate 2.

A Chase is an Iron Frame about two and twenty Inches long,

eighteen Inches broad, and half Inch half quarter thick; and the
breadth of Iron on every side is three quarters of an Inch: But an
whole Inch is much better, because stronger. All its sides must stand
exactly square to each other; And when it is laid on the Correcting-
Stone it must lye exactly flat, viz. equally bearing on all its sides and
Angles: The outside and inside must be Filed straight and smooth. It
hath two Crosses belonging to it, viz. A Short-Cross marked a a and
a Long-Cross marked b b: These two Crosses have on each end a
Male Duftail Filed Bevil away from the under to the upper-side of the
Cross, so that the under-side of the Duftail is narrower than the
upper-side of the Duftail. These Male-Duftails are fitted into Female-
Duftails, Filed in the inside of the Chase, which are also wider on the
upper side of the Chase than on the under-side; because the upper-
side of the Cross should not fall through the lower side. These
Crosses are called the Short and the Long-Cross.
The Short-Cross is Duftail’d in as aforesaid, just in the middle of the
Chase as at c c, and the Long-Cross in the middle of the other sides
the Chase, as at d d. The Short-Cross is also Duftail’d into Female-
Duftails, made as aforesaid, about three Inches and an half from the
middle, as at e e: So that the Short-Cross may be put into either of
the Female-Duftails as occasion serves. The middle of these two
Crosses are Filed or notched half way through, one on its upper, the
other on its under-side to let into one another, viz. the Short-Cross is
Filed from the upper towards the under-side half way, and the Long-
Cross is Filed from the lower towards the upper-side half way: The
Crosses are also thus let into each other, where they meet at f, when
the Short-Cross is laid into the other Female-Duftails fitted to it at e
e.
In the middle, between the two edges of the upper side of the Short-
Cross, is made two Grooves parallel to the sides of the Cross,
beginning at about two Inches from each end, and ending at about
seven Inches from each end: It is made about half an Inch deep all
the way, and about a quarter of an Inch broad, that the Points may
fall into them. The Short-Cross is about three quarters of an Inch
thick, and the Long-Cross about half that thickness. All their sides
must be Fil’d straight and smooth, and they must be all the way of an
equal thickness.
Hitherto our Master-Printer hath provided Materials and Implements
only for the Compositers use; But he must provide Machines and
Tools for the Press-mans to use too: which (because I am loath to
discourage my Customers with a swelling price at the first reviving of
these Papers) I shall (though against my interest) leave for the
subject of the next succeeding Exercises.

ADVERTISEMENTS.
THe first Volumne of Mechanick Exercises, Treating of the Smiths,
the Joyners, the Carpenters, and the Turners Trades, containing
37½ sheets, and 18 Copper Cuts, are to be had by the Author.
Joseph Moxon. Price 9s. 3d. in Quires.
THe first Volumne of the Monthly Collection of Letters for
Improvement of Husbandry and Trade, containing Twenty four
Sheets with an Index, is now finished, and the second is carrying on:
By John Haughton,
Fellow
of the Royal
Society.
Plate 3.
 MECHANICK EXERCISES:
Or, the Doctrine of

Handy-works.
Applied to the Art of

Printing.
§. 10. Of the Press.
THere are two sorts of Presses in use, viz. the old fashion and the
new fashion; The old fashion is generally used here in England; but I
think for no other reason, than because many Press-men have
scarce Reason enough to distinguish between an excellently
improved Invention, and a make-shift slovenly contrivance, practiced
in the minority of this Art.
The New-fashion’d Presses are used generally throughout all the
Low-Countries; yet because the Old-fashion’d Presses are used
here in England (and for no other Reason) I have in Plate 3. given
you a delineation of them; But though I give you a draft of them; yet
the demensions of every particular Member I shall omit, referring
those that think it worth their while, to the Joyners and Smiths that
work to Printers: But I shall give a full description of the New-
fashion’d Press, because it is not well known here in England; and if
possible, I would for Publick benefit introduce it.
But before I proceed, I think it not amiss to let you know who was the
Inventer of this New-fashion’d Press, accounting my self so much
oblig’d to his Ingeniety for the curiosity of this contrivance, that
should I pass by this oppertunity without nameing him, I should be
injurious to his Memory.
It was Willem Jansen Blaew of Amsterdam: a Man as well famous
for good and great Printing, as for his many Astronomical and
Geographical exhibitions to the World. In his Youth he was bred up
to Joynery, and having learn’d his Trade, betook himself (according
to the mode of Holland) to Travel, and his fortune leading him to
Denmark, when the noble Tycho Brahe was about setting up his
Astronomical Observatory, was entertain’d into his service for the
making his Mathematical-Instruments to Observe withal; in which
Instrument-making he shew’d himself so intelligent and curious, that
according to the general report of many of his personal
acquaintance, all or most of the Syderal Observations set forth in
Tycho’s name, he was intrusted to make, as well as the Instruments.
 Plate 4.
And before these Observations were publish’d to the World, Tycho,
to gratify Blaew, gave him the Copies of them, with which he came
away to Amsterdam, and betook himself to the making of Globes,
according to those Observations. But as his Trade increased, he
found it necessary to deal in Geographical Maps and Books also,
and grew so curious in Engraving, that many of his best Globes and
Maps were Engraved by his own Hands; and by his conversation in
Printing of Books at other Printing-houses, got such insight in this
Art, that he set up a Printing-house of his own. And now finding
inconveniencies in the obsolete Invention of the Press, He contrived
a remedy to every inconvenience, and fabricated nine of these New-
fashioned Presses, set them all on a row in his Printing-house, and
call’d each Press by the name of one of the Muses.
This short History of this excellent Man is, I confess forraign to my
Title; But I hope my Reader will excuse the digression, considering it
tends only to the commemoration of a Person that hath deserved
well of Posterity, and whose worth without this small Monument,
might else perhaps have slid into Oblivion.
The Press is a Machine consisting of many Members; it is delineated
in Plate 4.

a a The Feet.
b b The Cheeks.
c The Cap.
d The Winter.
e The Head.
f The Till.
g g The Hose. In the Cross-Iron of which, encompassing
the Spindle, is the Garter.
h h h h The Hooks on the Hose the Plattin hangs on.
i k l m n The Spindle.
i Part of the Worm below the Head, whose upper part lies in
the Nut in the Head.
k l The Eye of the Spindle.
m The Shank of the Spindle.