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Precalculus with Limits © 2015 Cengage Learning
A Graphing Approach
WCN: 02-200-203
Sixth Edition
Texas Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright
herein may be reproduced, transmitted, stored, or used in any form or by
Ron Larson
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Precalculus with Limits
A Graphing Approach
Sixth Edition
Contents
Chapter 1 Functions and Their Graphs 1
Introduction to Library of Functions 2
1.1 Lines in the Plane 3
1.2 Functions 16
1.3 Graphs of Functions 29
1.4 Shifting, Reflecting, and Stretching Graphs 41
1.5 Combinations of Functions 50
1.6 Inverse Functions 60
1.7 Linear Models and Scatter Plots 71
Chapter Summary 80 Review Exercises 82
Chapter Test 86 Proofs in Mathematics 87
Chapter 2 Polynomial and Rational Functions 89

2.1 Quadratic Functions 90
2.2 Polynomial Functions of Higher Degree 100
2.3 Real Zeros of Polynomial Functions 113
2.4 Complex Numbers 128
2.5 The Fundamental Theorem of Algebra 135
2.6 Rational Functions and Asymptotes 142
y 2.7 Graphs of Rational Functions 151 y

2.8 Quadratic Models 161
8 Progressive Summary (Chapters 1 and 2)
L
178
1 and Logarithmic Functions

Chapter 3 Exponential L3 179
6 3.1
3.2
Exponential Functions and Their Graphs
Logarithmic Functions and Their Graphs
180
192
3.3 Properties of Logarithms 203
4 3.4
3.5
Solving Exponential and Logarithmic Equations
Exponential and Logarithmic Models 221
210
x
3.6 Nonlinear Models 233
x 2 Chapter Summary
Chapter Test 248
242 Review Exercises 244
Cumulative Test: Chapters 1–3 249
L2
Proofs in Mathematics 251
Progressive Summary (Chapters 1–3) 252
x iii
4 6 8
iv Contents
Chapter 4 Trigonometric Functions 253

4.1 Radian and Degree Measure 254
4.2 Trigonometric Functions: The Unit Circle 265
4.3 Right Triangle Trigonometry 273
4.4 Trigonometric Functions of Any Angle 284
4.5 Graphs of Sine and Cosine Functions 292
4.6 Graphs of Other Trigonometric Functions 304
4.7 Inverse Trigonometric Functions 315
4.8 Applications and Models 326
Chapter Test 345 Library of Parent Functions Review 346
Chapter 5 Analytic Trigonometry 349

5.1 Using Fundamental Identities 350
5.2 Verifying Trigonometric Identities 357
5.3 Solving Trigonometric Equations 365
5.4 Sum and Difference Formulas 377
5.5 Multiple-Angle and Product-to-Sum Formulas 384
Chapter 6 Additional Topics in Trigonometry 403

6.1 Law of Sines 404
6.2 Law of Cosines 413
6.3 Vectors in the Plane 420
6.4 Vectors and Dot Products 434
6.5 Trigonometric Form of a Complex Number 443
Chapter Summary
Chapter Test 461
456 Review Exercises 458
Cumulative Test: Chapters 4 –6 462 y
3
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Contents v
Chapter 7 Linear Systems and Matrices 469

7.1 Solving Systems of Equations 470
7.2 Systems of Linear Equations in Two Variables 480
7.3 Multivariable Linear Systems 489
7.4 Matrices and Systems of Equations 504
7.5 Operations with Matrices 518
7.6 The Inverse of a Square Matrix 532
7.7 The Determinant of a Square Matrix 541
7.8 Applications of Matrices and Determinants 548
Chapter 8 Sequences, Series, and Probability 569

8.1 Sequences and Series 570
8.2 Arithmetic Sequences and Partial Sums 581
8.3 Geometric Sequences and Series 589
8.4 The Binomial Theorem 599
8.5 Counting Principles 607
8.6 Probability 616
Chapter 9 Topics in Analytic Geometry 635

9.1 Conics: Circles and Parabolas 636
9.2 Ellipses 647
9.3 Hyperbolas and Rotation of Conics 656
y 9.4
9.5
Parametric Equations
Polar Coordinates 677
669 y
9.6 Graphs of Polar Equations 683
9.7 Polar Equations of Conics 691
8 Chapter Summary
Chapter Test 704
698
L1
Review Exercises 700
Cumulative Test: Chapters 7–9 705
6
Progressive Summary (Chapters 3–9) 710 L3
Chapter 10 Analytic Geometry in Three Dimensions 711
10.1 The Three-Dimensional Coordinate System 712
4 10.2 Vectors in Space 719
x
10.3 The Cross Product of Two Vectors 726
x 2
10.4 Lines and Planes in Space
Chapter Summary
Chapter Test 746
742
733
Review Exercises
Proofs in Mathematics
744
747
L2
x
4 6 8
vi Contents
Chapter 11 Limits and an Introduction to Calculus 749

11.1 Introduction to Limits 750
11.2 Techniques for Evaluating Limits 760
11.3 The Tangent Line Problem 770
11.4 Limits at Infinity and Limits of Sequences 780
11.5 The Area Problem 789
Chapter Test 801 Cumulative Test: Chapters 10–11 802
Appendix A Technology Support Guide A1
Appendix B Concepts in Statistics A25

B.1 Representing Data Graphically A25
B.2 Measures of Central Tendency and Dispersion A35
B.3 Least Squares Regression A44
Appendix C Review of Graphs, Equations, and Inequalities A46

C.1 The Cartesian Plane A46
C.2 Graphs of Equations A55
C.3 Solving Equations Algebraically and Graphically A64
C.4 Solving Inequalities Algebraically and Graphically A80
Appendix D Variation (web)
Appendix E Solving Linear Equations and Inequalities (web)
Appendix F Systems of Inequalities (web)

F.1 Solving Systems of Inequalities
F.2 Linear Programming
Appendix G Mathematical Induction (web)

y
Answers to Odd-Numbered Exercises and Tests A93
Index of Selected Applications A203 3
Index A205
2
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Preface
We all know that precalculus is the mathematics needed to master
calculus. But, precalculus is so much more than that. It is not simply
preliminary material for calculus. It stands alone as “real mathematics”
in itself. It was developed to model dozens of different technical
applications in real life. In this book, you will see how precalculus can
be used by real people to solve real-life problems and make real-life decisions.
Precalculus with Limits provides comprehensive coverage of the Texas
Essential Knowledge and Skills for precalculus. The motivating and
relevant examples and exercises in this textbook provide students the
tools they need to master the TEKS.
New To This Edition

NEW Chapter Openers
Each Chapter Opener highlights a real modeling data problem, showing
a graph of the data, a section reference, and a short description of the data.
NEW Explore the Concept

Each Explore the Concept engages the student in active
discovery of mathematical concepts, strengthens critical
thinking skills, and helps build intuition.
NEW What’s Wrong?

Each What’s Wrong? points out common errors made
using graphing utilities.
NEW Vocabulary and Concept Check

The Vocabulary and Concept Check appears
at the beginning of the exercise set for
y y
each section. Each of these checks asks
fill-in-the-blank, matching, and
non-computational questions designed to
help students learn mathematical terminology
and to test basic understanding of that
section’s concepts.
8 L1
6 NEW Organization of Section Exercises
The exercise sets are grouped into four categories: (1) Vocabulary and Concept Check,
L3
(2) Procedures and Problem Solving, (3) Conclusions, and (4) Cumulative Mixed Review.
Many of the exercises are titled for easy reference.
4 NEW Algebraic-Graphical-Numerical Exercises

These exercises allow students to solve a problem using multiple approaches––algebraic, x
graphical, and numerical. This helps students to see that a problem can be solved in more than
x 2 NEW Modeling Data Exercises

one way and to see that different methods yield the same result.
L2
These multi-part applications that involve real-life data offer students the opportunity to
generate and analyze mathematical models.
Skip ODonnell/iStockphoto.com Cover Designer: Harold Burch
x
Andresr 2010/used under license from Shutterstock.com
vii
4 6 8
viii Preface
NEW Capstone Exercise

The Capstone is a conceptual problem that synthesizes key topics and
provides students with a better understanding of the concepts in a section.
This exercise is excellent for classroom discussion or test preparation.
I recommend it.
NEW Why You Should Learn It Exercise

An engaging real-life application of the concepts of the section.
This application exercise is typically described in the section opener
as a motivator for the section.
NEW Error Analysis Exercise

This exercise presents a sample solution that contains a common error
which the students are asked to identify.
REVISED Library of Parent Functions

To facilitate familiarity with the basic functions, I have compiled several elementary and nonelementary functions
as a Library of Parent Functions. Each function is introduced at the first point of use in the text with a definition
and description of basic characteristics. New to this edition are the Library of Parent Functions Examples, which
are identified in the title of the example, and the Review of Library of Parent Functions after Chapter 4.
A summary of the functions is presented on the inside cover of this text.
REVISED Side-by-Side Examples

Many examples present side-by-side solutions with multiple approaches––algebraic, graphical, and numerical. I have
revised the graphical solutions to be more visual. Often, the algebraic solution is formal, with step-by-step work. As a
change in this edition, the graphical solution is often more of a visual check to ensure the reasonableness of the solution
obtained algebraically.
REVISED Exercise Sets

The exercise sets have been carefully and extensively examined to ensure they are rigorous, relevant, and cover all
topics suggested by our users. Many new skill building and challenging exercises have been added.
REVISED Chapter Summaries

The Chapter Summary now includes explanations and examples of the objectives taught in the chapter.
Calc Chat
For the past several years, we have maintained an independent website—CalcChat.com—that provides free solutions
y
to all odd-numbered exercises in the text. Thousands of students using our textbooks have visited the site for practice
and help with their homework. For the Sixth Edition, I was able to use information from CalcChat.com, including
which solutions students accessed most often, to help guide the revision of the exercises.
Table of Contents Changes

3
In Chapter 8 (Sequences, Series, and Probability), old Section 8.4 (Mathematical Induction) is now Appendix G
and has been moved to CengageBrain.com. In Chapter 9 (Topics in Analytical Geometry), we have combined old
Section 9.3 (Hyperbolas) and old Section 9.4 (Rotation and Systems of Quadratic Equations) into a new combined 2
Section 9.3 (Hyperbolas and Rotation of Conics). Added Appendix B (Concepts in Statistics). We have moved
Appendix C (Review of Graphs, Equations, and Inequalities), Appendix D (Variation), Appendix E (Solving Linear
Equations and Inequalities), and Appendix F (Systems of Inequalities) to CengageBrain.com.
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Preface ix
Trusted Features
What you should learn/Why you should learn it
These summarize important topics in the section and why they are important in
math and life.
Study Tip
These hints and tips can be used to reinforce concepts, help students learn how
to study mathematics, caution students about common errors, or show alternative
or additional steps to a solution of an example.
Technology Tip
Technology Tips provide graphing calculator tips or provide alternative methods
of solving a problem using a graphing utility.
Checkpoint
Checkpoints guide students to an odd-numbered exercise that is similar to the
example they just read.
Algebra of Calculus
Throughout the text, special emphasis is given to the algebraic techniques used
in calculus. Algebra of Calculus examples and exercises are integrated throughout
the text and are identified by the symbol .
Instructor’s Resources
Printed
Teacher’s Edition (ISBN-13: 978-1-285-86774-8)
This Teacher’s Edition is the complete student text plus point-of-use annotations
for you, including extra examples, avoiding common errors, closing the lesson
questions, and assignment guides. Answers to all text exercises, and Checkpoints
are also provided.
Complete Solutions Manual (ISBN-13: 978-1-285-86773-1)
This manual contains solutions to all exercises from the text, including Chapter Review Exercises,
Chapter Tests, and Cumulative Tests.
y
Printed Test Bank (ISBN-13: 978-1-285-86775-5) y
Lesson Plans (ISBN-13: 978-1-285-86782-3)
Media
8
Enhanced WebAssign (ISBN-13: 978-1-111-42651-4)
L1
Exclusively from Cengage Learning, Enhanced WebAssign® offers an extensive online program for Precalculus to
L3
encourage the practice that is so critical for concept mastery. The meticulously crafted pedagogy and exercises in
our proven texts become even more effective in Enhanced WebAssign, supplemented by multimedia tutorial
6
support and immediate feedback as students complete their assignments.
Key features include:
• Read It eBook pages, Watch It videos, Master It tutorials, and Chat About It links
• As many as 4000 homework problems that match your textbook’s end-of-section exercises
4
• New! Premium eBook with highlighting, note-taking, and search features, as well as links to multimedia resources
• New! Personal Study Plans (based on diagnostic quizzing) that identify chapter topics that students still need to master x
• Algorithmic problems, allowing you to assign unique versions to each student
x
• Practice Another Version feature (activated at the instructor’s discretion) allows students to attempt the questions
2 with new sets of values until they feel confident enough to work the original problem
• Graphing utility tool enables students to graph lines, segments, parabolas, and circles as they answer questions
L2
• MathPad simplifies the input of mathematical symbols
Kurhan 2010/used under license from Shutterstock.com
x
4 6 8
x Preface
CourseMate
Printed Access Card: 978-1-305-07118-6 Instant Access Code: 978-1-305-07117-9
CourseMate is a perfect study tool for students, and requires no set up from you. CourseMate brings concepts to life
with interactive learning, study, and exam preparation tools that support the printed textbook. CourseMate includes an
interactive eBook, videos, quizzes, and more. For instructors, CourseMate includes Engagement Tracker, a first-of-its
kind tool that monitors student engagement. Ask your sales representative about available discounts.
Solution Builder (www.cengage.com/solutionbuilder)
This online instructor database offers complete worked-out solutions to all exercises in the text, allowing you to create
customized, secure solutions printouts (in PDF format) matched exactly to the problems you assign in class.
PowerLecture for High School with ExamView™ (ISBN-13: 978-1-285-86783-0)
This CD-ROM provides the instructor with dynamic media tools for teaching. Create, deliver, and customize tests
(both print and online) in minutes with ExamView® Computerized Testing Featuring Algorithmic Equations.
Easily build solution sets for homework or exams using Solution Builder’s online solutions manual. Microsoft®
PowerPoint® lecture slides and figures from the book are also included on this CD-ROM.
CengageBrain.com
To access additional course materials and companion resources, please visit www.CengageBrain.com. 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.
Student Resources
Printed
Student Study and Solutions Manual (ISBN-13: 978-1-285-86777-9)
This manual offers step-by-step solutions for all odd-numbered text exercises as well as Chapter and Cumulative Tests.
In addition to Chapter and Cumulative Tests, the manual also provides practice tests and practice test answers.
Note Taking Guide (ISBN-13: 978-1-285-86779-3)
This is an innovative study aid, in the form of a notebook organizer, that helps students develop a section-by-section
summary of key concepts.
Media
CourseMate
Printed Access Card: 978-1-305-07118-6 Instant Access Code: 978-1-305-07117-9
CourseMate is a perfect study tool for students, and requires no set up from you. CourseMate brings concepts to life with
interactive learning, study, and exam preparation tools that support the printed textbook. CourseMate includes an interactive
eBook, videos, quizzes, and more. For instructors, CourseMate includes Engagement Tracker, a first-of-its kind tool that
monitors student engagement.
y
Enhanced WebAssign (ISBN-13: 978-1-111-42651-4)
Enhanced WebAssign is designed for you to do your homework online. This proven and reliable system uses pedagogy
and content found in this text, and then enhances it to help you learn Precalculus more effectively. Automatically graded
homework allows you to focus on your learning and get interactive study assistance outside of class. 3
Text-Specific DVD (ISBN-13: 978-1-285-86776-9)
These text-specific DVDs cover all sections of the text and provide key explanations of key concepts, examples,
exercises, and applications in a lecture-based format. 2
CengageBrain.com
To access additional course materials and companion resources, please visit www.CengageBrain.com. 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.
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f x
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Preface xi
Acknowledgments
I would like to thank my colleagues who have helped me develop this program. Their encouragement, criticisms,
and suggestions have been invaluable to me.
Reviewers
Dave Bregenzer, Utah State University
Beth Burns, Bowling Green State University
Laura Lake, Center for Advanced Technologies/Lakewood High School
Wendy Morin, Dwight D. Eisenhower High School
Stephen Nicoloff, Paradise Valley Community College
Sandra Poinsett, College of Southern Maryland
Abdallah Shuaibi, Truman College
Diane Veneziale, Burlington County College
Ellen Vilas, York Technical College
Rich West, Francis Marion University
Vanessa White, Southern University
Paul Winterbottom, Montgomery County Community College
Cathleen Zucco-Teveloff, Rowan University
I would also like to thank the following reviewers, who have given me many useful insights to this and previous editions.
Tony Homayoon Akhlaghi, Bellevue Community College; Daniel D. Anderson, University of Iowa; Bruce Armbrust, Lake
Tahoe Community College; Jamie Whitehead Ashby, Texarkana College; Teresa Barton, Western New England College;
Kimberly Bennekin, Georgia Perimeter College; Charles M. Biles, Humboldt State University; Phyllis Barsch Bolin,
Oklahoma Christian University; Khristo Boyadzheiv, Ohio Northern University; Dave Bregenzer, Utah State University;
Anne E. Brown, Indiana University-South Bend; Diane Burleson, Central Piedmont Community College; Alexander Burstein,
University of Rhode Island; Marilyn Carlson, University of Kansas; Victor M. Cornell, Mesa Community College;
John Dersh, Grand Rapids Community College; Jennifer Dollar, Grand Rapids Community College; Marcia Drost,
Texas A & M University; Cameron English, Rio Hondo College; Susan E. Enyart, Otterbein College; Patricia J. Ernst,
St. Cloud State University; Eunice Everett, Seminole Community College; Kenny Fister, Murray State University;
Susan C. Fleming, Virginia Highlands Community College; Jeff Frost, Johnson County Community College;
James R. Fryxell, College of Lake County; Khadiga H. Gamgoum, Northern Virginia Community College;
Nicholas E. Geller, Collin County Community College; Betty Givan, Eastern Kentucky University; Patricia K. Gramling,
y
Trident Technical College; Michele Greenfield, Middlesex County College; Bernard Greenspan, University of Akron;
Zenas Hartvigson, University of Colorado at Denver; Rodger Hergert, Rock Valley College; Allen Hesse,
y
Rochester Community College; Rodney Holke-Farnam, Hawkeye Community College; Lynda Hollingsworth,
Northwest Missouri State University; Jean M. Horn, Northern Virginia Community College; Spencer Hurd,
The Citadel; Bill Huston, Missouri Western State College; Deborah Johnson, Cambridge South Dorchester High School;
8
Francine Winston Johnson, Howard Community College; Luella Johnson, State University of New York, College at Buffalo;
L1
Susan Kellicut, Seminole Community College; John Kendall, Shelby State Community College; Donna M. Krawczyk,
University of Arizona; Peter A. Lappan, Michigan State University; Charles G. Laws, Cleveland State Community College;
JoAnn Lewin, Edison Community College; Richard J. Maher, Loyola University; Carl Main, Florida College;
6
Marilyn McCollum, North Carolina State University; Judy McInerney, Sandhills Community College; David E. Meel,
L3
Bowling Green University; Beverly Michael, University of Pittsburgh; Roger B. Nelsen, Lewis and Clark College;
Jon Odell, Richland Community College; Paul Oswood, Ridgewater College; Wing M. Park, College of Lake County;
Rupa M. Patel, University of Portland; Robert Pearce, South Plains College; David R. Peterson, University of Central
4
Arkansas; James Pommersheim, Reed College; Antonio Quesada, University of Akron; Laura Reger, Milwaukee Area
Technical College; Jennifer Rhinehart, Mars Hill College; Lila F. Roberts, Georgia Southern University;
x
Keith Schwingendorf, Purdue University North Central; George W. Shultz, St. Petersburg Junior College; Stephen Slack,
x
Kenyon College; Judith Smalling, St. Petersburg Junior College; Pamela K. M. Smith, Fort Lewis College; Cathryn U. Stark,
2
Collin County Community College; Craig M. Steenberg, Lewis-Clark State College; Mary Jane Sterling, Bradley University;
G. Bryan Stewart, Tarrant County Junior College; Mahbobeh Vezvaei, Kent State University; Ellen Vilas, York Technical
L2
College; Hayat Weiss, Middlesex Community College; Howard L. Wilson, Oregon State University; Joel E. Wilson,
Eastern Kentucky University; Michelle Wilson, Franklin University; Fred Worth, Henderson State University; Karl M. Zilm,
Lewis and Clark Community College
x
4 6 8
xii Preface
I hope that you enjoy learning the mathematics presented in this text. More than that,
I hope you gain a new appreciation for the relevance of mathematics to careers in science,
technology, business, and medicine.
My thanks to Robert Hostetler, The Pennsylvania State University, The Behrend College,
Bruce Edwards, University of Florida, and David Heyd, The Pennsylvania State University,
The Behrend College, for their significant contributions to previous editions of this text.
I would also like to thank the staff of Larson Texts, Inc. who assisted in preparing the
manuscript, rendering the art package, and typesetting and proofreading the pages
and supplements.
On a personal level, I am grateful to my spouse, Deanna Gilbert Larson, for her love,
patience, and support. Also, a special thanks goes to R. Scott O’Neil.
If you have suggestions for improving this text, please feel free to write me. Over the
past two decades I have received many useful comments from both instructors and
students, and I value these very much.
Ron Larson, Ph.D.

Professor of Mathematics
Penn State University
www.RonLarson.com
3
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Correlation of TEKS to Precalculus with Limits
Knowledge and Skills

Mathematical process standards. The student uses mathematical processes
C.1
to acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the Throughout text
workplace (B) use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution, justifying the
solution, and evaluating the problem-solving process and the reasonableness of the
solution (C) select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental math, estimation,
C.1.A-G and number sense as appropriate, to solve problems (D) communicate mathematical
ideas, reasoning, and their implications using multiple representations, including
symbols, diagrams, graphs, and language as appropriate (E) create and use
representations to organize, record, and communicate mathematical ideas
(F) analyze mathematical relationships to connect and communicate mathematical
ideas (G) display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication
Functions. The student uses process standards in mathematics to explore, describe, and analyze the attributes of functions.
C.2 The student makes connections between multiple representations of functions and algebraically constructs new functions.
The student analyzes and uses functions to model real-world problems. The student is expected to:
C.2.A use the composition of two functions to model and solve real-world problems Section 1.5
C.2.B demonstrate that function composition is not always commutative Section 1.5
C.2.C represent a given function as a composite function of two or more functions Section 1.5
C.2.D describe symmetry of graphs of even and odd functions Section 1.3
determine an inverse function, when it exists, for a given function over its domain
C.2.E Section 1.6
or a subset of its domain and represent the inverse using multiple representations
graph exponential, logarithmic, rational, polynomial, power, trigonometric, inverse Sections 1.2, 1.3, 2.1, 2.2, 2.6,
C.2.F
trigonometric, and piecewise defined functions, including step functions 2.7, 3.1, 3.2, 4.5, 4.6, 4.7
y graph functions, including exponential, logarithmic, sine, cosine, rational,

polynomial, and power functions and their transformations, including af 共x兲,
y Sections 1.3, 1.4, 2.1, 2.2, 2.7,
C.2.G
f 共x兲 ⫹ d, f 共x ⫺ c兲, f 共bx兲 for specific values of a, b, c, and d, in mathematical and 3.1, 3.2, 4.5
real-world problems
C.2.H graph arcsin x and arccos x and describe the limitations on the domain Section 4.7
8 L1
determine and analyze the key features of exponential, logarithmic, rational,
6
C.2.I
polynomial, power, trigonometric, inverse trigonometric, and piecewise defined
functions, including step functions such as domain, range, symmetry, relative
maximum, relative minimum, zeros, asymptotes, and intervals over which the
function is increasing or decreasing
4.7 L3
Sections 1.2, 1.3, 2.1, 2.2, 2.3,
2.5, 2.6, 2.7, 3.1, 3.2, 4.5, 4.6,
analyze and describe end behavior of functions, including exponential, logarithmic, Sections 1.3, 2.1, 2.2, 2.6, 2.7,
C.2.J rational, polynomial, and power functions, using infinity notation to communicate 3.1, 3.2
4 C.2.K
this characteristic in mathematical and real-world problems
analyze characteristics of rational functions and the behavior of the function around
Section 2.6, 2.7 x
the asymptotes, including horizontal, vertical, and oblique asymptotes
x 2 C.2.L
determine various types of discontinuities in the interval 共⫺ ⬁, ⬁兲 as they relate to
functions and explore the limitations of the graphing calculator as it relates to the
behavior of the function around discontinuities
L2
Sections 1.2, 1.3, 2.2, 2.6, 2.7
x xiii
4 6 8
xiv Correlation of TEKS to Precalculus Knowledge and Skills
describe the left-sided behavior and the right-sided behavior of the graph of a
C.2.M Sections 1.2, 1.3, 2.6, 2.7
function around discontinuities
analyze situations modeled by functions, including exponential, logarithmic,

C.2.N Chapters 1, 2, 3, 4
rational, polynomial, and power functions, to solve real-world problems
develop and use a sinusoidal function that models a situation in mathematical and
C.2.O Section 4.5
real-world problems
determine the values of the trigonometric functions at the special angles and relate
C.2.P Section 4.3
them in mathematical and real-world problems
Relations and geometric reasoning. The student uses the process standards in mathematics to model and make
C.3
connections between algebraic and geometric relations. The student is expected to:
C.3.A graph a set of parametric equations Section 9.4
convert parametric equations into rectangular relations and convert rectangular

C.3.B Section 9.4
relations into parametric equations
C.3.C use parametric equations to model and solve mathematical and real-world problems Section 9.4
graph points in the polar coordinate system and convert between rectangular
C.3.D Section 9.5
coordinates and polar coordinates
C.3.E graph polar equations by plotting points and using technology Section 9.6
C.3.F determine the conic section formed when a plane intersects a double-napped cone Section 9.1
make connections between the locus definition of conic sections and their
C.3.G Sections 9.1, 9.2, 9.3
equations in rectangular coordinates
use the characteristics of an ellipse to write the equation of an ellipse with center
C.3.H Section 9.2
共h, k兲
use the characteristics of a hyperbola to write the equation of a hyperbola with

C.3.I Section 9.3
center 共h, k兲
Number and measure. The student uses process standards in mathematics to apply appropriate techniques, tools, and
C.4
formulas to calculate measures in mathematical and real-world problems. The student is expected to:
determine the relationship between the unit circle and the definition of a periodic
C.4.A Section 4.2
function to evaluate trigonometric functions in mathematical and real-world problems
C.4.B describe the relationship between degree and radian measure on the unit circle Section 4.1 y
represent angles in radians or degrees based on the concept of rotation and find the
C.4.C Sections 4.1, 4.2, 4.4
measure of reference angles and angles in standard position
C.4.D
represent angles in radians or degrees based on the concept of rotation in
mathematical and real-world problems, including linear and angular velocity
3Sections 4.1, 4.2, 4.4
determine the value of trigonometric ratios of angles and solve problems involving
C.4.E Section 4.3
trigonometric ratios in mathematical and real-world problems
C.4.F
use trigonometry in mathematical and real-world problems, including directional
bearing
2Chapters 4, 5
C.4.G use the Law of Sines in mathematical and real-world problems Section 6.1
C.4.H use the Law of Cosines in mathematical and real-world problems Section 6.2
C.4.I use vectors to model situations involving magnitude and direction Sections 6.3, 6.4
x
2x −2 −1 1 2 3
f x
x 3 −2
Correlation of TEKS to Precalculus Knowledge and Skills xv
represent the addition of vectors and the multiplication of a vector by a scalar

C.4.J Sections 6.3, 6.4
geometrically and symbolically
apply vector addition and multiplication of a vector by a scalar in mathematical and

C.4.K Sections 6.3, 6.4
real-world problems
Algebraic reasoning. The student uses process standards in mathematics to evaluate expressions, describe patterns,
C.5 formulate models, and solve equations and inequalities using properties, procedures, or algorithms. The student is
expected to:
C.5.A evaluate finite sums and geometric series, when possible, written in sigma notation Sections 8.1, 8.2, 8.3
C.5.B represent arithmetic sequences and geometric sequences using recursive formulas Sections 8.1, 8.2, 8.3
calculate the nth term and the nth partial sum of an arithmetic series in mathematical
C.5.C Section 8.2
and real-world problems
C.5.D represent arithmetic series and geometric series using sigma notation Sections 8.1, 8.2, 8.3
calculate the nth term of a geometric series, the nth partial sum of a geometric series,
C.5.E Section 8.3
and sum of an infinite geometric series when it exists
apply the Binomial Theorem for the expansion of 共a ⫹ b兲n in powers of a and b for
C.5.F Section 8.4
a positive integer n, where a and b are any numbers
C.5.G use the properties of logarithms to evaluate or transform logarithmic expressions Section 3.3
C.5.H generate and solve logarithmic equations in mathematical and real-world problems Sections 3.4, 3.5
C.5.I generate and solve exponential equations in mathematical and real-world problems Sections 3.4, 3.5
solve polynomial equations with real coefficients by applying a variety of

C.5.J Sections 2.2, 2.3, Appendix C.3
techniques in mathematical and real-world problems
solve polynomial inequalities with real coefficients by applying a variety of

C.5.K techniques and write the solution set of the polynomial inequality in interval Appendix C.4
notation in mathematical and real-world problems
solve rational inequalities with real coefficients by applying a variety of

C.5.L techniques and write the solution set of the rational inequality in interval notation in Appendix C.4
y
mathematical and real-world problems
use trigonometric identities such as reciprocal, quotient, Pythagorean, cofunctions,

y
C.5.M even/odd, and sum and difference identities for cosine and sine to simplify Sections 5.1, 5.4
trigonometric expressions
generate and solve trigonometric equations in mathematical and real-world

C.5.N Sections 5.3, 5.4, 5.5
8 problems
L1
6
L3
4 x
x 2 L2
x
4 6 8
1 Functions and Their Graphs
1000
1.1 Lines in the Plane

1.2 Functions
1.3 Graphs of Functions
V = 42.8x + 388
1.4 Shifting, Reflecting, and Stretching Graphs
0 10 1.5 Combinations of Functions
0
1.6 Inverse Functions
Section 1.7, Example 4
1.7 Linear Models and Scatter Plots
Alternative-Fueled Vehicles
Skip ODonnell/iStockphoto.com
2 Chapter 1 Functions and Their Graphs
Introduction to Library of Parent Functions

In Chapter 1, you will be introduced to the concept of a function. As you proceed
through the text, you will see that functions play a primary role in modeling real-life
situations.
There are three basic types of functions that have proven to be the most
important in modeling real-life situations. These functions are algebraic functions,
exponential and logarithmic functions, and trigonometric and inverse trigonometric
functions. These three types of functions are referred to as the elementary functions,
though they are often placed in the two categories of algebraic functions and
transcendental functions. Each time a new type of function is studied in detail in this
text, it will be highlighted in a box similar to those shown below. The graphs of these
functions are shown on the inside covers of this text.
ALGEBRAIC FUNCTIONS
These functions are formed by applying algebraic operations to the linear function f 共x兲 ⫽ x.
Name Function Location
Linear f 共x兲 ⫽ x Section 1.1
Quadratic f 共x兲 ⫽ x2
Section 2.1
Cubic f 共x兲 ⫽ x3
Section 2.2
1
Rational f 共x兲 ⫽ Section 2.7
x
Square root f 共x兲 ⫽ 冪x Section 1.2
TRANSCENDENTAL FUNCTIONS
These functions cannot be formed from the linear function by using algebraic operations.
Exponential f 共x兲 ⫽ ax, a > 0, a ⫽ 1 Section 3.1
Logarithmic f 共x兲 ⫽ loga x, x > 0, a > 0, a ⫽ 1 Section 3.2
Trigonometric f 共x兲 ⫽ sin x Section 4.5
f 共x兲 ⫽ cos x Section 4.5
f 共x兲 ⫽ tan x Section 4.6
f 共x兲 ⫽ csc x Section 4.6
f 共x兲 ⫽ sec x Section 4.6
f 共x兲 ⫽ cot x Section 4.6
Inverse trigonometric f 共x兲 ⫽ arcsin x Section 4.7
f 共x兲 ⫽ arccos x Section 4.7
f 共x兲 ⫽ arctan x Section 4.7
NONELEMENTARY FUNCTIONS
Some useful nonelementary functions include the following.
Absolute value f 共x兲 ⫽ x ⱍⱍ Section 1.2
Greatest integer f 共x兲 ⫽ 冀x冁 Section 1.3
Section 1.1 Lines in the Plane 3
1.1 Lines in the Plane
The Slope of a Line What you should learn

● Find the slopes of lines.
In this section, you will study lines and their equations. The slope of a nonvertical line
● Write linear equations given
represents the number of units the line rises or falls vertically for each unit of
points on lines and their slopes.
horizontal change from left to right. For instance, consider the two points
● Use slope-intercept forms of
共x1, y1兲 and 共x2, y2 兲 linear equations to sketch lines.
● Use slope to identify parallel and
on the line shown in Figure 1.1.
perpendicular lines.
y Why you should learn it
The slope of a line can be used to
(x2 , y2) solve real-life problems. For instance,
y2 in Exercise 97 on page 14, you will
y 2 − y1 use a linear equation to model
(x1 , y1) student enrollment at Penn State
y1
University.
x 2 − x1
x
x1 x2
Figure 1.1
As you move from left to right along this line, a change of

共 y2 ⫺ y1兲 units in the vertical direction corresponds to a change
of 共x2 ⫺ x1兲 units in the horizontal direction. That is,
y2 ⫺ y1 ⫽ the change in y
and
x2 ⫺ x1 ⫽ the change in x.
The slope of the line is given by the ratio of these two changes.
Definition of the Slope of a Line

The slope m of the nonvertical line through 共x1, y1兲 and 共x2, y2 兲 is
y2 ⫺ y1 change in y
m⫽ ⫽
x2 ⫺ x1 change in x
where x1 ⫽ x 2.
When this formula for slope is used, the order of subtraction is important. Given
two points on a line, you are free to label either one of them as 共x1, y1兲 and the other
as 共x2, y2 兲. Once you have done this, however, you must form the numerator and
denominator using the same order of subtraction.
y2 ⫺ y1 y1 ⫺ y2 y2 ⫺ y1
m⫽ m⫽ m⫽
x2 ⫺ x1 x1 ⫺ x2 x1 ⫺ x2
Correct Correct Incorrect
Throughout this text, the term line always means a straight line.
Kurhan 2010/used under license from Shutterstock.com
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no related content on Scribd:
better informed and more industrious, did for themselves a larger
portion of the transcribing required and were, therefore, freed from
the necessity of hiring their hefts.
The statutes of the universities of Prague and of Vienna permitted
the masters and the baccalaureates to secure from the university
archives, under certain pledges, the loan of the books authorised as
text-books or of works of reference, for the purpose of making
trustworthy copies of the same. The copyists were enjoined as
follows:
Fideliter et correcte, tractim et distincte, assignando paragraphos,
capitales literas, virgulas et puncta, prout sententia requirit.[305] The
practice also obtained in these universities of having texts dictated to
the students by the magisters or the Bachelors of Arts. This was
described as librum pronuntiare, and also as ad pennam dare.
In this phrase, Karoch sent word to Erfurt that ad pennam dabit his
treatise Arenga.[306]
The text-books utilised in the German universities in the thirteenth
and fourteenth centuries were as limited in range and in number as
those of Bologna and of Padua. The instruction in the medical
departments of Prague and Vienna was based in the main on the
works of Hippocrates and Galen, with some of the later
commentaries, principally from Arabian writers. In philosophy the
chief authority was Aristotle, in mathematics Euclid, and in
astronomy Ptolemy. A few works of later date were utilised, such as
the Summula of Petrus Hispanus and the De Sphæra Mundi of
Johannes de Sacro Bosco. Bosco is otherwise known as John
Holywood or Halifax. He held the chair of mathematics in the
University of Paris about the middle of the thirteenth century. The
use of his treatise for classes in Prague is evidence of a certain
interchange between the universities of books in manuscript.
An important reason for the very large membership of the
universities of the Middle Ages as compared with their successors of
to-day, is to be found in the fact that they undertook to supply not
only the higher education which belongs to the present university
curriculum, but also the training now furnished by the gymnasia or
High Schools, which were at that time not in existence. We find,
therefore, in their membership, thousands of students who were little
more than boys either in their years or in their mental development.
The universities also, on the other hand, attracted to their
membership very many students of mature age, who came
sometimes for special purposes, but more frequently because it was
only in the university towns that circles of scholars could be found,
that books were available, and that any large measure of intellectual
activity was to be experienced. As Savigny puts it: “The universities
were, during the Middle Ages, practically the only places where men
could study or could exercise their minds with any degree of
freedom.” It was inevitable therefore, that, with the generations
succeeding the discovery of printing, there should be a decrease in
the influence and in the relative importance for the community of the
universities. With the establishment of secondary schools, the
training of the boys was cared for to better purpose elsewhere; and
with the increasing circulation of printed books, it became possible
for men to come into relations with literature in other places than in
the lecture room. The universities were no longer the sole
depositories of learning or the sole sources of intellectual activity.
This lessening of the influence of the universities represented, or
was at least coincident with, a wider development of intellectual
activity and of interest in literature on the part of the masses of the
people. The universities alone would never have been in a position
so to direct the thought of the community as to render the masses of
citizens competent to arrive at conclusions for themselves and
sufficiently assured in such conclusions to be prepared to make
them the basis of action. This was, of course, partly because,
notwithstanding the large membership and the fact that this
membership represented nearly all the classes in the community, the
universities could at best come into direct relations but with a small
proportion of the people. A more important cause for such lack of
intellectual leadership is to be found in the fact that the standard of
thought and of instruction in the universities concerned itself very
little with the intellectual life or issues of the immediate time. As Biot
puts it (speaking, to be sure, of a later century): “The universities
were several centuries in arrears with all that concerned the
sciences and the arts. Peripatetics, when all the world had
renounced with Descartes the philosophy of Aristotle, they became
Cartesians when the rest were Newtonians. That is the way with
learned bodies which do not make discoveries.”
It was the dissemination of literature through the new art of printing
rather than the diffusion of education through the university lecture
rooms, which brought to the masses of the people the
consciousness of mental existence and of individual responsibility for
arriving at sound conclusions. Prior to the printing-press, this
responsibility had been left by the people with their “spiritual
advisers,” who were charged with the duty of doing the thinking for
their flocks. It was this change in the mental status of the people
which was the precursor (although at a considerable space of years)
of the Reformation.
With the beginning in Germany of the movement known as
Humanism, the representatives of the new thought of the time were
not to be found in the university circles, and had not received their
inspiration from the lecture rooms. Says Paulsen: “The entire
traditional conduct of the universities, and in particular of the
instruction in arts and theology, was rejected with the utmost scorn
by the new culture through its representatives, the poets and orators,
to whom form and substance alike of this teaching seemed the most
outrageous barbarism, which they never wearied of denouncing.” In
the Epistolæ Obscurorum Virorum, which were issued about 1516
from the band of youthful poets gathered about Mutianus at Erfurt,
the hatred and detestation felt by the Humanists for the ancient
university system raised to itself a lasting monument.
Within a few years from the publication of the Epistolæ, the
influence of the Humanists had so far extended itself as to have
effected a large modification in the systems of study in all the larger
universities. “The old ecclesiastical Latin was replaced by classical
Latin; Roman authors, particularly the poets, were made the subject
of lectures, and the old translations of Aristotelian texts were driven
out by new translations on principles advocated by the Humanists.
Greek was taken up in the Faculty of arts and courses in the
language and literature were established in all universities.”[307]
An immediate result of these changes and extensions was an
active demand for printed texts. The Humanistic movement, itself in
a measure the result of the printing-press, was a most important fact
in providing business for the German printers during the earlier years
of the sixteenth century. The strifes and contentions of the
Reformation checked the development in the universities of the
studies connected with the intellectual movement of the
Renaissance and lessened the demand for the literature of these
studies. The active-minded were absorbed in theological
controversies, and those who could not understand the questions at
issue could still shout the shibboleths of the leaders. As Erasmus put
it, rather bitterly, ubi regnat Lutheranismus, ibi interitus litterarum.
The literature of the Reformation, however, itself did much to make
good for the printing-presses the lessened demand for the classics,
while a few years later, the organisation of the Protestant schools
and universities aroused intellectual activities in new regions, and
created fresh requirements for printed books. Within half a century,
in fact, of the Diet of Worms, the centre of the book-absorbing
population of Germany had been transferred from the Catholic states
of the south to the Protestant territories of the north, and the literary
preponderance of the latter has continued to increase during the
succeeding generations.
CHAPTER IV.
THE BOOK-TRADE IN THE MANUSCRIPT PERIOD.
Italy.—It seems probable that the book-trade which had been

introduced into Gaul from Rome still existed during the sixth century.
F. J. Mone finds references to such trade in the chronicles of
Cæsarius of Arles.[308] In the code of laws of the Visigoths, it is
provided that copies of the volume containing the laws shall be sold
at not more than six sols.[309]
Wattenbach is of opinion that not only in Rome but in other Italian
centres some fragments of the classic book-trade survived the fall of
the Empire and the later invasions and changes of rulers, and he
finds references to book-dealers in Italy as late as the sixth
century.[310] He takes the ground that, notwithstanding the
destruction of buildings, library collections, and in fact of whole cities,
during the various contests, first with the Barbarian invaders and
later between these invaders themselves, there still remained
scholarly people who retained their interest in Latin literature; and he
points out that, notwithstanding the many changes in the rulers of
Italy between the year 476 and the beginning of the eleventh
century, Latin never ceased to remain the official language and, as
he maintains, the language of literature.
In the Tetralogus of Wipo are the following lines which have a
bearing upon this belief in the continuation of some literary interests
in Italy:
Hoc servant Itali post prima crepundia cuncti,

Et sudare scholis mandatur tota juventus.
Solis Teutonicis vacuum vel turpe videtur,
Ut doceant aliquem, nisi clericus accipiatur. [311]
(From their cradle up all Italians pay heed to learning, and their
children are kept at work in the schools. It is only among the
Germans that it is held to be futile and wrong to give instruction to
one who is not to become a cleric.)
Giesebrecht, in his treatise De Litterarum Studiis apud Italos,
confirms this view. He refers to a manuscript of Orosius which was
written in the seventh century and which contains an inscription
stating that this copy of the manuscript was prepared by the scribe in
the Statione Magistri Viliaric Antiquarii.
This is one of the earlier examples of the use of the term statio,
from which is derived the term stationarii, indicating scribes whose
work was done in a specific workshop or headquarters, as
contrasted with writers who were called upon to do work at the
homes of their clients. As is specified in the chapter on the
universities, this term came to be used to designate booksellers (that
is to say, producers of books) who had fixed work-shops. In the Acts
of the Council of Constantinople, the scribe who wrote out the record
of the fifth Synod is described as Theodorus librarius qui habuit
stationem ad S. Johannem Phocam.[312]
In such work-shops, while the chief undertaking was the
production of books, the scribes were ready to prepare
announcements and to write letters, as is even to-day the practice of
similar scribes in not a few Italian cities and villages.
From the beginning of the seventh century, Rome was for a
considerable period practically the only book market in the world,
that is to say, the only place in which books could be obtained on
order and in which the machinery for their production continued to
exist. In 658, S. Gertrude ordered for the newly founded monastery
at Nivelle certain sacred volumes to be prepared in the city of
Rome.[313] Beda reports that the Abbot Benedict of Wearmouth, in
671, secured from Rome a number of learned and sacred works,
non paucos vel placito pretio emtos vel amicorum dono largitos
retulit. (He brought back a number of books, some of which he had
purchased at the prices demanded, while others he had received as
gifts from his friends.) Later, the Abbot repeated his journeys, and in
678, and again in 685, brought back fresh collections. The
collections secured on his last journey included even certain
examples of the profane writers.[314]
A similar instance is noted in the chronicles of the monastery of St.
Wandrille. The Abbot Wandregisil sent his nephew Godo to Rome in
657, and Godo brought back with him as a present from the Pope
Vitalian, not only valuable relics, but many volumes of the sacred
Scriptures containing both the New and the Old Testament.[315]
During the time of the Abbot Austrulf (747-753) a chest was thrown
up by the sea on the shore. It contained relics and also a codicem
pulcherrimum, or beautiful manuscript, containing the four gospels,
Romana Littera Optime Scriptum.
This term Romana Littera has been previously referred to as
indicating a special script which had been adopted in Rome by the
earlier instructors for sacred writings.
Alcuin relates of the Archbishop Ælbert of York (766-780):
Non semel externas peregrino tramite terras,

Jam peragravit ovans, Sophiæ deductus amore,
Si quid forte novi librorum seu studiorum,
Quod secum ferret, terris reperiret in illis.
Hic quoque Romuleam venit devotus ad urbem.[316]
(More than once he has travelled joyfully through remote regions

and by strange roads, led on by his zeal for knowledge, and seeking
to discover in foreign lands novelties in books or in studies which he
could take back with him. And this zealous student journeyed to the
city of Romulus.)
During the Italian expeditions of the German Emperors, books
were from time to time brought back to Germany. Certain volumes
referred to by Pez as having been in the Library at Passau, in 1395,
contain the inscription isti sunt libri quos Roma detulimus.
Wattenbach finds record of an organised manuscript business in
Verona as early as 1338,[317] and of a more important trade in
manuscripts being carried on in Milan at the same time. In the
fourteenth century, Richard de Bury speaks of buying books for his
library from Rome. The references to this early manuscript business
in Italy are, however, so fragmentary that it is difficult to determine
how far the works secured were the remnants of old libraries or
collections, or how far they were the productions of scribe work-
shops engaged in manifolding copies for sale.
It seems evident, however, that while a scattered trade in
manuscripts was carried on both by the scribes in the towns and
between the monastery scriptoria, the facilities for the production and
manifolding of manuscript copies were hardly adequate to meet the
demand or requirements of readers and students. As early as 250,
Origen, writing in Cappadocia, was complaining that he found
difficulty in getting his teachings distributed. A zealous disciple,
named Ambrosius, secured for the purpose a group of scribes
whose transcripts were afterwards submitted to Origen for revision
before being sent out through the churches. It is further related that
Origen became so absorbed in the work of correcting these
manuscripts that he could not be called from his desk either for
exercise or for meals.[318] S. Jerome, a century later, when he was
sojourning in Bethlehem, found similar difficulty. He had among his
monks some zealous scribes, but he complained that their work was
untrustworthy.[319]
Abbot Lupus of Ferrières was obliged (in the ninth century) to
apply to monks in York in order to secure the transcribing work that
he required.
In connection with this difficulty in securing books, it became
customary, when copies were loaned from libraries, to secure from
the borrower a pledge or security of equal or greater value. The
correspondence of the time gives frequent instances of the difficulty
in getting back books that had been loaned, notwithstanding the risk
of the forfeiture of the pledges. In 1020, Notker writes from St. Gall to
the Bishop of Sitten that certain books belonging to the Bishop, for
which the Bishop was making demand, had been borrowed by the
Abbot Aregia, and that, notwithstanding many applications, he had
not succeeded in getting even a promise of their return.[320] In
Vercelli, a beautiful mass book which had been loaned by the Abbot
Erkenbald of Fulda (997-1011) to the Bishop Henry of Wurzburg,
was to have been retained for the term of the Bishop’s life. After the
death of the Bishop, reclamation was made from Fulda for the return
of the volume, but without success. During the years 1461-1463, the
Legate Marinus de Fregeno travelled through Sweden and Norway
and collected there certain manuscripts which he claimed were those
that had been taken away from Rome at the time of its plunder by
the Goths. He evidently took the ground that where books were
concerned, a term of one thousand years was not sufficient to
constitute a “statute of limitations.”
Louis IX. of France is quoted as having taken the ground that
books should be transcribed rather than borrowed, because in that
way the number would be increased and the community would be
benefited. In many cases, however, there could, of course, be no
choice. The King, for instance, desired to possess the great
encyclopedia of Vincenzo of Beauvais. He sent gold to Vincenzo, in
consideration of which a transcript of the encyclopedia was
prepared. The exact cost is not stated.[321]
In 1375, a sum equivalent to 825 francs of to-day was paid for
transcribing the commentary of Heinrich Bohic on the Decretals of
1375. In the cost of such work was usually included a price for the
loan or use of the manuscript. A fee or rental was, in fact, always
charged by the manuscript-dealers. Up to the close of the fourteenth
century, the larger proportion of transcripts were prepared for
individual buyers and under special orders, one of the evidences of
this being the fact that upon the titles of the manuscripts were
designed or illuminated the arms or crests of the purchasers. After
the beginning of the fifteenth century, there is to be found a large
number of manuscripts in which a place has been left blank on the
title-pages for the subsequent insertion of the crest or coat-of-arms,
indicating that in these instances the manuscript had been prepared
for general use instead of under special order.[322]
As already mentioned, Charlemagne interested himself, not only in
the training of scribes, but in the collection of books, but he does not
appear to have considered it important that the works secured by
him should be retained for the use of his descendants, as he gave
instructions in his will that after his death the books should be sold.
One of the oldest illuminated Irish manuscripts is that of S.
Ceaddæ. This was purchased, at what date is not specified, by some
holy man in exchange for his best steed, and was then presented by
him to the church at Llandaff. The manuscript finally made its way to
Madrid and thence to Stockholm; according to the record, it had,
before the purchase above mentioned, been saved out of the hands
of Norman pirates.[323] It is certain that very many of the monasteries
which were within reach of the incursions of the Normans were
bereft by them of such books as had been collected, although it is
not probable that, as a rule, the pirates had any personal interest in,
or commercial appreciation for, the manuscripts that fell into their
hands.
Gerbert, whose literary interests have been previously referred to,
and who is described as the most zealous book collector of his time,
tells us that he made purchases for his library in Italy, in South
Germany, and in the Low Countries, but he does not mention
whether he was purchasing from dealers or individuals. He was a
native of Auvergne, and in 999 became Pope (under the name of
Gregory V.). Abbot Albert of Gembloux, who died in 1048, states that
he brought together, at great cost, as many as one hundred and fifty
manuscripts.[324]
A certain Deopert records that he purchased for the monastery of
St. Emmeran, from Vichelm, the chaplain of Count Regimpert, for a
large sum of money (the price is not specified), the writings of
Alcuin.[325]
Notwithstanding the very strict regulations to the contrary, it not
unfrequently happened that monasteries and churches, when in
special stress for money, pledged or sold their books to Jews. As the
greater proportion at least of the sacred writings of the monasteries
would have had no personal interest for their Hebrew purchasers, it
is fair to assume that these were taken for re-sale, and that, in fact,
there came to be a certain trade in books on the part of financiers
acting in the capacity of pawn-brokers. In 1320, the monastery of S.
Ulrich was in need of funds, and the Abbot Marquard, of Hagel,
pawned to the mendicant monks a great collection of valuable
books, among which were certain volumes that had been prepared
as early as 1175 under the directions of the Abbot Heinrich. The
successor of Marquard, Conrad Winkler, in 1344, succeeded in
getting back a portion of the books, by the payment of 27 pounds
heller, and 15 pfennigs.[326] Instances like these give evidence that a
certain trade in manuscript books, in Northern Europe at least,
preceded by a number of years the organisation of any systematised
book-trade.
Kirchhoff speaks of usurers, dealers in old clothes, and pedlars,
carrying on the trade in the buying and selling of books during the
first half of the fifteenth century. In Milan, a dealer in perfumery,
Paolino Suordo, included in his stock (in 1470) manuscripts for sale,
and later announced himself as a dealer in printed books. Both in
England and France at this time manuscripts were dealt in by
grocers and by the mercers. The monastery of Neuzelle, in 1409,
pawned several hundred manuscripts for 130 gulden, and the
monastery at Dobrilugk, in 1420, sold to the Prebendary of
Brandenburg 1441 volumes.
In 1455, the Faculty of Arts of the University of Heidelberg bought
valuable books from the estate of the Prior of Worms. In 1402, the
cathedral at Breslau rented a number of books from Burgermeister
Johann Kyner, for which the Chapter was to pay during the lifetime of
said Kyner a yearly rental of eight marks, ten groschens.[327]
The Bishop of Speier rented to the precentor of the cathedral in
1447 some separately written divisions of the Bible, which were to be
held by the precentor during his lifetime only, and were then to be
returned to the Bishop’s heirs. The rental is not mentioned. The
Chapter of the Cathedral of Basel arranged to take over certain
books from the owner or donor, whose name is not given, and to pay
as consideration for the use of the same, each year on the
anniversary of the gift, 16 sols.[328]
Richard de Bury makes a reference to the book-trade of Europe,
as it existed in the fourteenth century, as follows:
Stationariorum ac librariorum notitiam non solum intra natalis soli
provinciam, sed per regnum Franciæ, Teutoniæ et Italiæ
comparavimus dispersorum faciliter pecunia prævolante, nec eos
ullatenus impedivit distantia neque furor maris absterruit, nec eis æs
pro expensa defecit, quin ad nos optatos libros transmitterent vel
afferrent.[329]
(By means of advance payments, we have easily come into
relations with the stationarii and librarii who are scattered through
our native province, and also with those who are to be found in the
kingdoms of France, Germany, and Italy; and neither the great
distances, nor the fury of the sea, nor lack of money for their
expenses has been permitted to prevent them from bringing or
sending to us the books that we desired.)
In the same work, De Bury uses the term bibliator, which he
afterwards explained as being identical with bibliopole,—a seller of
books.
The record of the production of books that was carried on in the
earlier universities, such as Bologna and Padua, is presented in the
chapter on the universities.
In connection with the very special requirements of the earlier
Italian universities, and with the close control exercised by them over
the scribes, it is evident that a book-trade in the larger sense of the
term could not easily come into existence. The first records of
producers and dealers of books of a general character were to be
found, not in the university towns, but in Milan, Florence, and
particularly in Venice. In 1444, a copy of Macrobius was stolen from
the scholar Filelfi, or Philelphus, which copy he recovered, as he tells
us, in the shop of a public scribe in Vincenza.
Blume mentions that in Venice the Camaldulensers of S. Michael
in Murano carried on during the earlier part of the fifteenth century an
important trade in manuscripts, including with the older texts verified
copies which had been prepared under their own direction.[330] The
headquarters, not only for Italy but for Europe, of the trade of Greek
manuscripts, was for a number of years in Venice, the close relations
of Venice with Constantinople and with the East having given it an
early interest in this particular class of Eastern productions.
Joh. Arretinus was busied in Florence between the years 1375
and 1417 in the sale of manuscripts, but he appears to have secured
these mainly not by production in Florence, but by sending scribes to
the libraries in the monasteries and elsewhere to produce the copies
required.
A reference in a letter of Leonardo Bruni, written in 1416, gives
indication of an organised book-trade in Florence at that time:
Priscianum quem postulas omnes tabernas librarias perscrutatus
reperire nondum potui.[331] (I have hunted through all the book-
shops, but have not been able to find the Priscian for which you
asked.)
Bruni writes again concerning a certain Italian translation of the
Bible that he had been trying to get hold of:
Jam Bibliothecas omnes et bibliopolas requisivi ut si qua veniant
ad manus eligam quæque optima mihi significent. (I have already
searched all the libraries and book-shops in order to select from the
material at hand the manuscripts which are for me the most
important.)
Ambrogio Traversari wrote in 1418 in Florence:
Oro ut convenias bibliopolas civitatis et inquiri facias diligenter, an
inveniamus decretales in parvo volumine.[332] (I beg you to make
search among the booksellers of the city and ascertain whether it is
possible to secure in a small volume a copy of the Decretals.)
The use for book-dealers of the old classic term bibliopola in place
of the more usual stationarius is to be noted.
From these references, we have a right to conclude that there
were during the first quarter of the fifteenth century in Florence a
number of dealers in books who handled various classes of
literature.
The great publisher of the fifteenth century, Philippi Vespasianus,
or Vespasiano, who was not only a producer and dealer in
manuscripts, but a man possessed of a wide range of scholarship,
called himself librarius florentinus. He held the post for a time of
bidellus of the University of Florence. His work will be referred to
more fully in a later division of this chapter.
Kirchhoff points out that the dealers of this time, among others
Vespasiano himself, were sometimes termed chartularii, a term
indicating that dealers in books were interested also in the sale of
paper and probably of other writing materials. The Italian word
cartolajo specifies a paper-dealer or perhaps more nearly a stationer
in the modern signification of the term.
The influx of Greek scholars into Italy began some years before
the fall of Constantinople. Some of these scholars came from towns
in Asia Minor, which had fallen under the rule of the Turks before the
capture of Constantinople. When the Turkish armies crossed the
Bosphorus, a number of the Greeks seem to have lost hope at a
comparatively early date of being able to defend the Byzantine
territory, and had betaken themselves with such property as they
could save to various places of refuge in the south of Europe, and
particularly in Italy. As described in other chapters, many of these
exiles brought with them Greek manuscripts, and in some cases
these codices were not only important as being the first copies of the
texts brought to the knowledge of European scholars, but were of
distinctive interest and value as being the oldest examples of such
texts in existence.
The larger number of the exiles who selected Italy as their place of
refuge found homes and in many cases scholarly occupation, not in
the university towns so much as in the great commercial centres,
such as Venice and Florence. Many of these Greeks were accepted
as instructors in the families of nobles or of wealthy merchants, while
others made use of their manuscripts either through direct sale,
through making transcripts for sale, or through the loan of the
originals to the manuscript-dealers.
A little later these manuscripts served as material and as “copy”
for the editions of the Greek classics issued by Aldus and his
associates, the first thoroughly edited and carefully printed Greek
books that the world had known. It was partly as a cause and partly
as an effect of the presence of so many scholarly Greeks, that the
study of Greek language, literature, and philosophy became
fashionable among the so-called higher circles of Italian society
during the last half of the fifteenth century.
The interest in Greek literature had, however, as pointed out,
begun nearly twenty-five years earlier. As there came to be some
knowledge of the extent of the literary treasures of classic Greece
which had been preserved in the Byzantine cities, not a few of the
more enterprising dealers in manuscripts, and many also of the
wealthier and more enterprising of the scholarly noblemen and
merchants, themselves sent emissaries to search the monasteries
and cities of the East for further manuscripts which could be
purchased.
One reason, apparently, for the preference given by the Greeks to
Venice and Florence over Bologna and Padua was the fact that the
two great universities were devoted, as we have seen, more
particularly to the subjects of law, theology, and medicine, subjects in
which the learning of the Greeks could be of little direct service.[333]
The philosophy and the poetry which formed the texts of the lectures
given by the Greek scholars attracted many zealous and earnest
students, but these students came, as stated, largely outside of the
university circles. The doctors of law and the doctors of theology
were among the last of the Italian scholars to be interested in
Homeric poetry or in the theories of the Greek metaphysicians.
Towards the middle of the fifteenth century and a few years before
the introduction of printing, a new term came to be used for dealers
in manuscripts. The scribes had in many cases naturally associated
their business interests with those of the makers of paper,—cartolaji,
and the latter name came to be applied not only to the paper
manufacturers, but to the purchasers of the paper upon which books
were inscribed. In some cases the paper-makers, or cartolaji, appear
themselves to have organised staffs of scribes through whose labour
their own raw material could be utilised, while the name of paper-
maker,—cartolajo, came to be used to describe the entire concern.
After the introduction into Italy of printing, the association of the
paper-makers with books became still more important, and not a few
of the original printer-publishers were formerly paper manufacturers,
and continued this branch of trade while adding to it the work of
manufacturing books. Among such paper-making publishers is to be
noted Francesco Cartolajo, who was in business in Florence in 1507,
and whose surname was, of course, derived from the trade in which
his family had for some generations been engaged. Bonaccorsi
turned his paper-making establishment in Florence into a printing-
office and book manufactory as early as 1472, and Montali, in
Parma, took the same course in 1482; Di Sasso who, in 1481, came
into association with the Brothers Brushi, united his printing-office
with their paper factory.
Fillippo Giunta, one of the earlier publishers in Florence, calls
himself librarius et cartolajus. It is possible that he reversed the
business routine above referred to, and united a paper factory with
his printing-office.
One result of the influx of Greek scholars, many of whom were
themselves skilled scribes while others brought with them scribes,
was the multiplying of the number of writers available for work and a
corresponding reduction in the cost of such work.
The effect of this change in the business conditions was to lessen
the practice of hiring manuscripts for a term of days or weeks, or of
dividing manuscripts into pecias, and to increase the actual sale of
works in manuscripts.
The university regulations, however, controlling the loaning of
manuscripts and of the pecias appear to have been continued and
renewed through the latter half of the fifteenth century, that is to say,
not only after the trade in manuscripts, at popular prices, had largely
developed in cities like Florence, Venice, and Milan, but even after
the introduction of printing. It would almost seem as if in regard to
books in manuscript, the system which had been put into shape by
the university authorities had had the effect of delaying for a quarter
of a century or so the introduction into Bologna and Padua of the
methods of book production and book distribution which were
already in vogue in other cities of Italy. I do not overlook the fact that
there was in Florence also a university, but it is evident that the
book-trade in that city had never been under the control of the
university authorities, and that the methods of the dealers took
shape rather from the general, common-sense commercial routine of
the great centre of Italian trade than from the narrow scholastic
theories of the professors of law or of theology.
During the twenty-five years before the art of printing, introduced
into Italy in 1464, had become generally diffused, the years in which
the trade in manuscripts was at its highest development, Florence
succeeded Venice as the centre of this trade, both for Italy and for
Europe.
The activity of the intellectual life of the city, and the fact that its
citizens were cultivated and that its scholars were so largely
themselves men of wealth, the convenient location of the city for
trade communications with the other cities of Italy and with the great
marts in the East, in the West, and in the North, and the
accumulation in such libraries as those of the Medici of collections,
nowhere else to be rivalled, of manuscripts, both ancient and
modern, united in securing for Florence the pre-eminence for literary
production and for literary interests.
Scholars, not only from the other Italian cities, but from France,
Germany, and Hungary, came to Florence to consult manuscripts
which in many cases could be found only in Florence, or to purchase
transcripts of these manuscripts, which could be produced with
greater correctness, greater beauty, and smaller expense by the
librarii of Florence than by producers of books in any other city. After
the Greek refugees began their lecture courses, there was an
additional attraction for scholars from the outer world to visit the
Tuscan capital.
The wealthy scholars and merchant princes of Florence, whose
collections of manuscripts were given to the city during their lifetime,
or who left such collections after their death to the Florentine
libraries, made it, as a rule, a condition of such gifts and such
bequests that the books should be placed freely at the disposal of
visitors desiring to make transcripts of the same. Such a condition
appears in the will of Bonaccorsi,[334] while a similar condition was
quoted by Poggio[335] in his funeral oration upon Niccolo d’ Niccoli,
as having been the intention of Niccolo for the books bequeathed by
him to his Florentine fellow-citizens.
Foreign collectors who did not find it convenient themselves to visit
Florence, such as the Duke of Burgundy, and Matthias Corvinus of
Hungary, kept employed in the city for a number of years scribes
engaged in the work of preparing copies of these Florentine literary
treasures for the libraries of Nancy and of Buda-Pesth.
Matthias was, it seems, not content with ordering the transcripts of
the works desired by him, but employed a scholarly editor, resident
in Florence, to supervise the work and to collate the transcripts with
the originals, and who certified to the correctness of the copies
forwarded to Buda.[336] At the death of Matthias, there appear to
have been left in Florence a number of codices ordered by him
which had not yet been paid for, and these were taken over by the
Medici.[337]
In a parchment manuscript of the Philippian orations is inscribed a
note by a previous owner, a certain Dominicus Venetus, to the effect
that he had bought the same in Rome from a Florentine bookseller
for five ducats in gold in 1460.[338] Dominicus goes on to say that he
had used this manuscript in connection with the lectures of the
learned Brother Patrus Thomasius.
During the thirteenth century, there was a considerable
development in the art of preparing and of illuminating and
illustrating manuscripts. One author is quoted by Tiraboschi as
saying that the work on a manuscript now required the services not
of a scribe, but of an artist. For the transcribing of a missal and
illuminating the same with original designs, a monk in Bologna is
quoted as having received in 1260 two hundred florins gold, the
equivalent of about one hundred dollars. For copying the text of the
Bible, without designs, another scribe received in the same year
eighty lire, about sixteen dollars.[339]
The work of the manuscript-dealers in Florence was carried on not
only for the citizens and sojourners in the city itself, but for the
benefit of other Italian cities in which there was no adequate
machinery for the manifolding of manuscripts. Bartholomæus Facius,
writing from Naples in 1448, speaks of the serious inadequacy of the
scribes in that city. There were but few men engaged in the
business, and these were poorly educated and badly equipped.[340]
Facius was, therefore, asking a correspondent in Florence to have
certain work done for him which could not be completed in Naples.
Poggio writes from Rome about the same date to Niccolo in Florence
to somewhat similar effect. He speaks with envy of the larger literary
facilities possessed by his Florentine friends.[341]
Next to Florence, the most important centre for the manuscript
trade of North Italy was Milan. As early as the middle of the
fourteenth century, there is record of no less than forty professional
scribes being at work in the city. Such literary work as was required
by Genoa and other Italian towns within reach of the Lombardy
capital came to Milan. At the beginning of the thirteenth century,
when the population of the city was about 200,000, there had been
in the city but two registered copyists. More important, however, than
that of either Florence or Milan, was the manuscript trade of Venice,
the position of which city gave it exceptional advantages as well for
the collection of codices from the East as for securing the services of
skilled scribes from Athens or from Constantinople. One of the more
noteworthy of the Venetian importers of manuscripts was Johannes
Galeotti, a Genoese by birth, who made various journeys to
Constantinople, and whose special trade is referred to in an
inscription on a manuscript dating from 1450 and containing the
speeches of Demosthenes.[342]

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Graphing Approach, Texas Edition 6th

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Chapter 2 Polynomial and Rational Functions 89

y 2.7 Graphs of Rational Functions 151 y

1 and Logarithmic Functions

Chapter 4 Trigonometric Functions 253

Chapter 5 Analytic Trigonometry 349

Chapter 6 Additional Topics in Trigonometry 403

Chapter 7 Linear Systems and Matrices 469

Chapter 8 Sequences, Series, and Probability 569

Chapter 9 Topics in Analytic Geometry 635

Chapter 11 Limits and an Introduction to Calculus 749

Appendix A Technology Support Guide A1

Appendix B Concepts in Statistics A25

Appendix C Review of Graphs, Equations, and Inequalities A46

Appendix D Variation (web)

Appendix E Solving Linear Equations and Inequalities (web)

Appendix F Systems of Inequalities (web)

Appendix G Mathematical Induction (web)

New To This Edition

NEW Explore the Concept

NEW What’s Wrong?

NEW Vocabulary and Concept Check

4 NEW Algebraic-Graphical-Numerical Exercises

x 2 NEW Modeling Data Exercises

NEW Capstone Exercise

NEW Why You Should Learn It Exercise

NEW Error Analysis Exercise

REVISED Library of Parent Functions

REVISED Side-by-Side Examples

REVISED Exercise Sets

REVISED Chapter Summaries

Table of Contents Changes

Ron Larson, Ph.D.

Knowledge and Skills

y graph functions, including exponential, logarithmic, sine, cosine, rational,

analyze situations modeled by functions, including exponential, logarithmic,

C.3.A graph a set of parametric equations Section 9.4

convert parametric equations into rectangular relations and convert rectangular

use the characteristics of a hyperbola to write the equation of a hyperbola with

represent the addition of vectors and the multiplication of a vector by a scalar

apply vector addition and multiplication of a vector by a scalar in mathematical and

solve polynomial equations with real coefficients by applying a variety of

solve polynomial inequalities with real coefficients by applying a variety of

solve rational inequalities with real coefficients by applying a variety of

use trigonometric identities such as reciprocal, quotient, Pythagorean, cofunctions,

generate and solve trigonometric equations in mathematical and real-world

1.1 Lines in the Plane

Introduction to Library of Parent Functions

1.1 Lines in the Plane

The Slope of a Line What you should learn

As you move from left to right along this line, a change of

Definition of the Slope of a Line

Correct Correct Incorrect

Italy.—It seems probable that the book-trade which had been

Hoc servant Itali post prima crepundia cuncti,