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Mathematical Excursions F o u r t h Edition
C h a p t e r 11 A u f m A S37
nn
| Solutions to Check Your Progress Problems
■
Lockwood ■
n Ation ■
cLegg
5, page 597 Check your progress 7, page 607 After teaching liberal arts mathematics classes using traditional texts, we became
I = 2 ? (125,892,541I0 ) = 251,785,082I0
251,785,082I convinced that a liberal arts mathematics text was needed that included several
M = logS D = logS D = log(251,785,082) < 8.4
)
I 0
I I
0 0
features designed to increase student success by promoting more active student
The Richter scale magnitude of an earthquake whose intensity is twice
involvement in the learning process. With this in mind, we have created a text
that of the Samoa Islands earthquake is 8.4.
Check your progress 8, page 607
1, page 602 logS D = 4.8

I with the features outlined below, each designed to get you actively involved. We
I
encourage you to become familiar with these features so that you can use them to
0
I
= 10 4.8
I 0
2, page 603
I = 10 I 4.8
I < 63,096I
0
0
enjoy a quality learning experience and the successful completion of this course.
b. log5 125 = x
5x = 125
The August 5, 2010, earthquake had an intensity that was approximately
63,096 times the intensity of a zero-level earthquake. ichaRd —R a u f m a n n , J oa n n e L o c k w o o d , R i c h a R d n at i o n , d a n i e L c L eg g
23
5x = 53
3 x=3 Check your progress 9, page 608
3 log5 125 = 3
3, page 603 The cleaning solution has a pH of 12.6.

Mathematical Excursions is written in an interactive style that
a. pH = 2logfH1 g = 2log(2.41 3 10213 ) < 12.6
provides you with an opportunity to practice a concept as it is

b. pH = 2logfH1 g = 2log(5.07 3 1024 ) < 3.3
The cola soft drink has a pH of 3.3.
SECTION
presented.
c. pH = 2logfH1 g = 2log(6.31 3 1025 ) < 4.2
11.1 | Simple Interest 621
4, page 604 The rainwater has a pH of 4.2.
b. ln x = 2
ExamplE
e2 = x
7.389 < x
2 Check
Calculate Simple your progress 10, page 609
Interest
pH = 2logfH1 g
10.0 =loan
Calculate the simple interest due on a 3-month
1
g
of $2000
2logfH if the interest rate is 6.5%.
◀ Relevant Examples are accompanied
by step-by-step solutions.
5, page 605 210.0 = logfH1 g
10 210.0
=H1
Solution
1.0 3 10210 = H1
Use the simple interest formula. Substitute the values P = 2000 and r = 6.5% = 0.065
The hydronium-ion concentration of the water in the Great Salt Lake in
into the formula. Because the interest rate is an annual rate, the time must be measured S E C T I O N 7. 8 | Fractals 445
3 months Utah
3 is 1.0 3 10 mole per liter.
210
1 1 3 months
5 y in years:
1 t 5= 125
year = 12 months = 12 .
25 5 Computers are used to generate fractals such as those shown in Figure 7.26. These
I = Prt Chapter 11
SD
22 21 0 1 2 fractals were not rendered by using an initiator and a generator, but they were rendered
3 using iterative procedures.
I = 2000(0.065) SeCtion 11.1
12
y
I = 32.5 Check your progress 1, page 620
8
P = 500, r = 4% = 0.04, t = 1
4 The simple interest due is $32.50.
◀ Check
I = Prt
–8 –4 0 4 8
x
2 I = 500(0.04)(1) Your Progress allows you to

clawan/Shutterstock.com
–4 ChECk yOur prOgrESS I = 20 Calculate the simple interest due on a 4-month

–8
loan of $1500 if the interest rate is 5.25%.
The simple interest earned is $20. immediately check your understanding of a
Solution Check your progress 2, page 621
6, page 606
See page S37.
P = 1500, r = 5.25%
◀
concept.
(0 + 1) = 5
(a)= 0.0525 (b) (c)
4 months 4 months 4
3
◀
t=FIgurE =
7.26 =
Computer-generated fractals
ExamplE Calculate 1 year
Simple Interest
I = Prt
12 months 12
A complete solution of the Check Your
(3 + 1) < 45
Calculate the simple interest due onI =
per month.
a 2-month
SD
Fractals have other applications in addition to being used to produce intriguing images.
loan4of $500 if the interest rate is 1.5%
1500(0.0525)
12 Progress is given in an appendix. This
For example, computer scientists have recently developed fractal image compression pro-
grams based on self-transformations of an image. An image compression program is a
I = 26.25
− 5 = 40
Solution allows you to check your solution.
computer program that converts an image file to a smaller file that requires less computer
The simple interest due is $26.25.
memory. In some situations, these fractal compression programs outperform standardized
Use the simple interest formula. Substitute the values P = and r = 1.5%
500 compression
image = 0.015such as JPEG (jay-peg), which was developed by the Joint
programs
into the formula. Because the interest rate is per month,Photographic
the time period of theGroup.
Experts loan is
expressed as the number of months: t = 2.
I = Prt
I = 500(0.015)(2)
I = 15
The simple interest due is $15.
E XCUR SION
9/13/16 9:49 AM
◀ Excursions give you the
opportunity to take the
The Heighway Dragon Fractal concepts from the section
ChECk yOur prOgrESS 3Calculate the simple interest
In this due onwea illustrate
Excursion, 5-month two methods of constructing the stages of a fractal known
loan of $700 if the interest rate is 1.25% per month. as the Heighway dragon. and expand on them or
Solution See page S38. The Heighway Dragon via
◀ Paper Folding apply them in another
The first few stages of the Heighway dragon fractal can be constructed by the repeated
folding of a strip of paper. In the following discussion, we use a 1-inch-wide strip of paper
Remember that in the simple interest formula, time t is measured in in
thelength
same as
period
setting. This promotes a
that is 14 in. stageas0. To create stage 1 of the dragon fractal, just fold the strip
the interest rate. Therefore, if the time period of a loaninwith
halfan
given in days, it is necessary to convert the time period offold
thethe
loan
annual
and open itinterest
so that rate
to a fractional
original
is forms a right angle (see Figure 7.29). To create stage 2,
the fold
partThe
strip twice. of second fold should be in the same direction as the first
deeper understanding of
a year. There are two methods for converting time from fold.
days Open
and the ordinary method. Using the exact method, the process
to years:
thethe
numberofofmaking
exact
paper so method
days ofanthe
that each of the folds forms a right angle. Continue the iterative
loan is fold in the same direction as the first fold and then form-
additional
the concepts in the section.
divided by 365, the number of days in a year. ing a right angle at each fold to produce additional stages. See Figure 7.29.
number of days
Exact method: t =
365
Stage 0
90°
9/13/16 10:01 AM
Stage 1 Stage 2
C H A P T E R 12 | Summary 743
ExTEnsions
19. If a pair of regular dice is tossed once, use the expec- the player with the higher sum wins? Dice such as these
tation formula to determine the expected sum of the are part of a set of 4 pairs of dice called Efron’s dice.
numbers on the upward faces of the 2 dice. Which pair should you choose? Explain.
20. Consider rolling a pair of unusual dice, for which the 24. Lotteries The PowerBall lottery commission
faces have the number of pips indicated. chooses 5 white balls from a drum containing
69 balls marked with the numbers 1 through 69, and
Die 1: h0, 0, 0, 6, 6, 6j
1 red ball from a separate drum containing 26 balls.
Many exercises are suitable for
◀ Die 2: h1, 2, 3, 4, 5, 6j
a. List the sample space for the experiment.
The following table shows the approximate odds of
winning certain prizes if the numbers you choose
match those chosen by the lottery commission.
cooperative learning, providing b. Compute the probability of each possible sum of the
upward faces on the dice.
opportunities to work with others. c. What is the expected value of the sum of the
Match
+
Prize Odds
numbers on the upward faces of the 2 dice? Grand Prize 1 in 292,201,338.00
21. Two dice, one labeled 1, 2, 2, 3, 3, 4 and the other $1,000,000 1 in 11,688,053.52
labeled 1, 3, 4, 5, 6, 8, are rolled once. Use the formula + $50,000 1 in 913,129.18

for expectation to determine the expected sum of the $100 1 in 36,525.17
numbers on the upward faces of the 2 dice. Dice such as + $100 1 in 14,494.11
these are called Sicherman dice. $7 1 in 579.76
22. Suppose you purchase a ticket for a prize and + $7 1 in 701.33
your expectation is 2$1. What is the meaning of + $4 1 in 91.98
this expectation? $4 1 in 38.32
23. Efron’s dice Suppose you are offered 1 of 2 pairs of
The overall odds of winning a prize are 1 in 24.87.
dice, a red pair or a green pair, that are labeled as follows. The odds presented here are based on a $2 play
Red die 1: 0, 0, 4, 4, 4, 4
(rounded
CHAPTE 683
toRtwo | Review
11decimal places).
Exercises
Red die 2: 2, 3, 3, 9, 10, 11 Source: http://www.powerball.com/powerball/pb_prizes.asp

Bonds The price paid for a bond is the face value. The issuer promises See Example 4 on page 665, and then try
Green die 1: to
3,repay
3, 3,the3, bondholder
3, 3 on a particular day, called the maturity date, at Exercise 14 on page 684.
Green die 2: a0,given
1, 7,interest
8, 8, 8rate, called the coupon. Assuming the jackpot for a certain drawing is
$150 million, what is your expectation for the jackpot
After you choose,Netyour friend
Asset Valuewill receiveFund
of a Mutual the other if you purchase See1Example
ticket for5 on page
$2? 666, and
Round to then
the try
nearest
The net asset
pair. Which pair should you value
chooseof a if
mutual
you fund is givento
are going by Exercise 28 on page 684.
cent. Assume the jackpot is not split among multiple
play a game in which each of you rolls your dice and A − L winners.
NAV =
N
where A is the total fund assets, L is the total fund liabilities, and N is
the number of shares outstanding.
chapter 12 Summary
11.5 Home Ownership
Mortgage Payment Formula See Examples 2 and 3 on pages 672–673
S D
A variety of End-of-Chapter features The
help youExercisesprepare
that can be used to for
test youra test. of a concept.
following table summarizes essential concepts in this chapter. The references given in the right-hand column list The mortgage payment for a mortgage is given by and 674–675, and then try Exercise 30 on
page 685.
Examples and understanding r
n
S D
PMT = A
12.1 The Counting Principle r 2nt
C H A P T E R 11 | Summary 681 1− 1+
n
Sample Spaces Anwhere
experiment is an activity with an observable See Examples 3 and 4 on pages 689 to 691,
The
38.
Chapter
interest rate of the Summary
Amortization Schedules Does changing the
loan in Exercise 36 change thereviews
a.
the major concepts payment is due at closing. Chapter Review Exercises help you review all of the
How much is due at closing? Note that the down
outcome. The sample
PMT is the monthly mortgage payment, A is the amount of the
space rofis an
mortgage, the experiment
annual interestis then set
rate, ofnumber
is the all possible
of payments per and then try Exercises 3 and 4 on page 746.
number of the monthly payment for which the amount b.
outcomes. A table or
After 5 years, you decide to sell your house. What is
a tree
year, and tdiagram canofbeyears.
is the number used to list all the outcomes
discussed
of principal paidin the chapter. For each concept, there is a
first exceeds the amount of interest
paid? For this exercise, you will need a spreadsheet
the loan payoff? concepts in the chapter. Answers toSeeall
in the sample space of a multi-stage experiment.
APR Loan Payoff Formula
the Chapter Review
Example 4 on page 676, and then try
c. Because of inflation, you are able to sell your house
S D
The payoff amount for a mortgage is given by Exercise 26 on page 684.
reference to a worked example
program for producing amortization schedules. You can
illustrating how the Exercises are in the answer section, along with a reference
1 − S1 + ofDeach of the k
find one on our companion site at CengageBrain.com.
for $248,000. Assuming that the selling fees are 6%The Counting Principle Let E be a multi-stage experiment. If See Example 5 on pages 691 to 692, and
of the selling price, what are the proceeds of the n , n , n , ... , n are the numbers of possible outcomes r 2U
39. Buying and Selling a Home Suppose you buy a 1 2 3 k then try Exercises 5 and 7 on page 746.
n A55
concept is used and atthatleast oneinterest
exercise in the Chapter tothere
the are nsection nfrom which forthe exercise was taken. If you
sale after deducting selling fees? Do not include the Answers to All Exercises
house for $208,750, make a down payment is 30% paid on the mortgage. Remember stages of E, then
to consider , n , n ,A...=, PMT
possible outcomes E. 1 2 3 k
r
of the purchase price, and secure a 30-year loan for the
excursion exercises, section 11.5
the loan payoff. n
Reviewon the loanExercises
are 1.5% and there are relating
additional lender to that concept.
balance at an annual interest rate of 7.75%. The points
d. The percent return on an investment equals
proceeds from sale
misswherean exercise,
A is the loan payoff, PMT isuse that
the mortgage reference
payment, r is the to review the concept.
1. $1801.39 2.
continued
$4275 3. $289,275 4. 6.36%
page 678
5. Option 1: $682.18; Option 2: $665.30

fees of $825. 3 100. Find the percent return annual interest rate, is the 1:number
6. n Option of payments
$1500; Option 2: $2000 per year, and U1: is
7. Option the
$17,872.32; Option 2: $17,967.20 8. Option 1: $26,058.48; Option 2: $25,950.80
◀
total closing costs number of remaining9. (or unpaid)

Option payments.
1 is more cost effective if you stay in the home for 2 years or less. Option 2 is more cost effective if you stay in the home for 3 years or more.
on your investment. Round to the nearest percent.
Explanations will vary.
chaptER 11 ReVIew exeRCISeS page 679

exercise set 11.5
chapter 11 Summary 65584_Ch12_687-750.indd 743
1. Simple Interest 1. $64,500; $193,500
Calculate the simple2.interest $32,500; $292,500
due on 6. 3.Compound
$5625 4. $4675
Amount 5. $99,539
Calculate 6. $56,801
the compound 9/13/16 10:15 AM
7. $34,289.38 8. $34,841 9. $974.37 10. $1548.57 11. $2155.28 12. $1300.87
The following table summarizes essential concepts in this chapter. The references given in the right-hand column list a 4-month loan of $2750 if the interest rate is 6.75%. amount when $3000 is deposited in an account earning
13. a. $1088.95 b. $392,022 c. $240,022 14. a. $1569.02 b. $470,706 c. $271,706
Examples and Exercises that can be used to test your understanding of a concept. 2. Simple Interest 15. Find
$174,606the simple 16. interest
$664,141.60 due on an17. Interest: $1407.38; 6.6% interest, compounded 18.
principal: $495.89
monthly, for 3 years.
Interest: $1297.13; principal: $37.50
8-month loan of 19. $8500 if the$1347.68;
Interest: interest rate is$123.62
principal: 1.15% per 20. Interest: 7. Compound
$986.59; principal: Amount
$110.43 What 21.is the compound amount
$112,025.49 22. $126,874.00
11.1 Simple Interest month. 25. $1071.10when $6400 is deposited in an$2022.50
account
23. $61,039.75 24. $96,924.63 26. $1903.71
Answers to All Exercises 27. A55 earning 28. an interest
$1827.28
29. a. $330.57 b. $140,972.40
Simple Interest Formula The simple interest formula is I = Prt, See Examples 2, 4, and 5 on pages 621 3. Simple Interest What is the simple interest earned30. a. $804.08 rate of 6%, b. compounded
$325,058.40 quarterly, 31. a. for 10 years? b. $178,273.20
$390.62
32. a. $343.07 b. $188,254.80 33. $125,000 34. $120,000 35. $212,065 36. 260th payment 37. No
in 120 days on a deposit of $4000 if the interest rate is 8. Future Value Find the future value of $6000
where I is the interest, P is the principal, r is the interest rate, and t is
the time period.
and 622, and then try Exercises 1, 2, and 3
on page 683. excursion exercises, 6.75%? section 11.5
38. Yes. If the interest rate is lower, it will take fewer months.
page 678
39. a. $65,641.88 b. $138,596.60
earning 9% interest, compounded daily, for 3 years.
c. $28,881.52 d. 44%
1. $1801.39 2. $42754. Maturity Value Calculate

3. $289,275 4. 6.36%the maturity 5. Option value of a Option 2:9.$665.30
1: $682.18; Compound Interest Calculate the amount of
Future Value or Maturity Value Formula for Simple Interest See Examples 6 and 7 on pages 624 6. Option 1: $1500; Option 2: simple
$2000 interest, 7. OptionchApter
108-day loan of
1: $17,872.32; 11 review
$7000
Option 2: if the exercises
$17,967.20 interest 8. Option 1:page 683 earned
interest
$26,058.48; Option 2:in$25,950.80
4 years on $600 deposited in an
The future or maturity value formula for simple interest is and 625, and Cthen
H A try
PTE R 11 | 4 Test
Exercise on 685 9. Option 1 is more cost effective rateif is
you10.4%.
stay in the 1.
home for 2 years
$61.88 [Sec. or less. Option
11.1] 2. 2 is $782more[Sec.
cost11.1]
effective if 3. you account
stay
$90 in the paying
[Sec. home for7.2%
11.1] 3 years or more. [Sec.
4. interest,
$7218.40 compounded
11.1] daily.
5. 7.5% [Sec. 11.1]
A=P+I page 683. Explanations will vary.
5. Simple Interest 6. Rate
$3654.90The [Sec. 11.2] interest
simple 7. $11,609.72
charged [Sec. 11.2] 10. Present 8. $7859.52
Value[Sec.How 11.2] much9.money $200.23 [Sec. 11.2]
should be invested
30.where
Mortgage Payments Suppose you purchase a con-
A is the amount after the interest, I, has been added to the 32. Total Monthly Payments Geneva Goldberg 10. $10,683.29 [Sec.
on a 3-month loan of $6800 is $127.50. Find the simple 11.2] 11. a. $11,318.23 b. $3318.23 [Sec.
in an account that earns 8%11.2] 12.interest,
$19,225.50 [Sec. 11.2]
compounded
dominium
principal,
annual
P.and obtain a 30-year loan of $255,800 at an obtains a 15-year loan of $278,950 at an annual interest exercise set interest rate. 11.5
page 679
13. 1.1% [Sec. 11.4]
17. 6.06% [Sec. 11.2]
14. $9000 [Sec. 11.4]
18. 5.4% compounded semiannually [Sec. 11.2]
15. $1.59 [Sec. 11.2]
semiannually, in order 16. to have$43,650.68 [Sec. 11.2]
$18,500 in 7 years?
19. $431.16 [Sec. 11.3]
The interest rate of
future value or6.75%.
maturity value formula can also be writtenrate of 7%. Her annual property tax bill is $1134 and 1. $64,500; $193,500 2. $32,500; $292,500 20. $6.12 3. [Sec.
$5625 11.3] 4. 21. $4675a. $259.38 5. $99,539 b. 12.75%6. [Sec. $56,801
11.3] 22. a. $36.03 b. 12.9% [Sec. 11.3]
Aa.=What the future or maturity value, P is the her annual fire insurance premium is $681. Find the
The Chapter Test gives you a chance to practice a
P(1 +is rt),
the where
mortgageA ispayment? 7. $34,289.38 8. $34,841 9. $974.37 10. [Sec. 11. a. $2155.28
total monthly payment for the mortgage, property tax, 23. $45.41 $1548.57
11.3] 24. $10,092.69 12. b.$1300.87 $2018.54 c. $253.01 [Sec. 11.3] 25. $664.40 [Sec. 11.3]
principal,
b. What risisthe thetotal
interest rate,
of the and t is over
payments the time period.
the life of the 13. a. $1088.95 b. $392,022 c. $240,022
26. a. $540.02 14. a. b. $12,196.80 b.
$1569.02 [Sec.$470,706
11.3] 27. c.a. $271,706
Profit of $5325 b. $256.10 [Sec. 11.4]
and fire insurance.
loan? 15. $174,606 16. $664,141.60 17. 28.
Interest:
200$1407.38;
shares [Sec. principal:
11.4] $495.89 29. $99,041 18. [Sec.Interest:
11.5]$1297.13;30. principal: $37.50
a. $1659.11 b. $597,279.60 c. $341,479.60 [Sec. 11.5]
possible test for the chapter. Answers to all Chapter Test

11.2 Compound Interest
c. Find the amount of interest paid on the mortgage
loan over the 30 years.
33. Student Loans A student receives a non-subsidized 19. Interest: $1347.68; principal: $123.62
Stafford loan of $17,000 at an annual interest rate of 23. $61,039.75 24. $96,924.63
20.31. Interest:
a. $1396.69
25. $1071.10
$986.59; principal:
26. $1903.71
$110.43
b. $150,665.74 21.11.5]$112,025.49
[Sec.
27. $2022.50
32. $2658.53
28. $1827.28
22. [Sec.
$126,874.00
11.5] 33. $288.62 [Sec. 11.3]
Compound Amount Formula The compound amount formula is4.1% for 6 years. See Examples
What are2,the 3, monthly
and 4 onpayments
pages 632on the 29. a.65584_Ch11_619-686.indd 683 9/13/16 10:29 AM
S Danswer section, along with a section

$330.57 b. $140,972.40 30. a. $804.08 b. $325,058.40 31. a. $390.62 b. $178,273.20
questions are in the
31. Mortgage Payments and Loan Payoffs
Santacruz purchased a condominium
r nt Garth
A = P 1 +and obtained
n
loan when and 633, andgraduates
the student
on page 683.
then try Exercises 7, 8, and 9 32. a. $343.07
2 years later? b. $188,254.80 33. chApter
38. Yes. If the interest rate is lower, it will take fewer
$125,000
$108.28 [Sec.39.
1. months.
1134.test $120,000 page35.
11.1,a.Example
$65,641.88 2]
685$212,065
2. b.$202.50
$138,596.60
36. 260th payment
[Sec. 11.1, Examplec. $28,881.52
1]
37. No
d. 44%[Sec. 11.1, Example 6]
3. $8408.89
a 25-year loan of $189,000 at an annual interest rate
reference for the question.
where
of 7.5%.
is the
A is the compound amount, P is the amount of money deposited,
annual chApter 11 review exercises7. a. $15,331.03
4. 9% [Sec. 11.1, Example 5]
page 683
5. $7340.87 [Sec. 11.2, Check Your Progress 2]
b. $4831.03 [Sec. 11.1, Example 6]
6. $312.03 [Sec. 11.2, Example 4]
8. $21,949.06 [Sec. 11.2, Example 6] 9. 1.2% [Sec. 11.4, Example 2]
r a. What is theinterest
mortgagerate,payment?
n is the number of compounding periods per 10. $1900 [Sec. 11.4, Example 4] 11. $387,207.74 [Sec. 11.2, Check Your Progress 8] 12. 6.40% [Sec. 11.2, Check Your Progress 10]
year, and t is the number of years. 1. $61.88 [Sec. 11.1]
For the Chapter Test, besides a reference to the section
2. $782 [Sec. 11.1] 13. 4.6% 3. $90 [Sec. 11.1] 4. $7218.40
compounded semiannually [Sec. 11.2, Example 11] [Sec. 11.1] 5. 7.5% [Sec. 11.1]
14. $7.79 [Sec. 11.3, Example 1] 15. a. $48.56
◀
b. After making payments for 10 years, Garth decides 6. $3654.90 [Sec. 11.2] 7. $11,609.72 [Sec. 8. 11.3,
b.11.2]
16.6% [Sec. $7859.52
Example [Sec. 2] 11.2] 16. 9. $56.49 $200.23
[Sec. [Sec. 11.2]
11.3, Example 3] 17. a. Loss of $4896 b. $226.16 [Sec. 11.4, Example 3]
to sell his home. What is the loan payoff?
Present Value Formula The present value formula is See Example 6 on page 635, and then try 10. $10,683.29 [Sec. 11.2] 11. a. $11,318.23 18. 208 b. 11.2] 5] 12. 19.
from which an exercise was taken, there is a reference to
shares $3318.23
[Sec. 11.4,[Sec.Example $19,225.50
a. $6985.94 [Sec. 11.2] b. $1397.19 c. $174.62 [Sec. 11.3, Example 4]
A Exercises 10 and 12 on pages 683 and 684. 13. 1.1% [Sec. 11.4] 14. $9000 [Sec. 11.4]20. $60,083.50 15. $1.59 [Sec.
[Sec. 11.2]
11.5, Example 1] 16. $43,650.6821. a. [Sec.$1530.69 11.2] [Sec. 11.5, Example 2a] b. $221,546.46 [Sec. 11.5, Example 4]
chapTer 11 TEST P =
S D
17. 6.06% [Sec. 11.2] 18. 5.4% compounded 22. semiannually
$2595.97 [Sec. [Sec. 11.2]
11.5, Example 19. $431.16 5][Sec. 11.3]
2a, Example
r nt
an example that is similar to the exercise.
20. $6.12 [Sec. 11.3] 21. a. $259.38 b. 12.75% [Sec. 11.3] 22. a. $36.03 b. 12.9% [Sec. 11.3]
1+
n 23. $45.41 [Sec. 11.3] 24. a. $10,092.69
Chapter b. $2018.54
12 c. $253.01 [Sec. 11.3] 25. $664.40 [Sec. 11.3]
1. Simple Interest Calculate the simple interest due on 10. Bonds Suppose you purchase a $5000 bond that has 26. a. $540.02 b. $12,196.80 [Sec. 11.3] 27. a. Profit of $5325 b. $256.10 [Sec. 11.4]
a 3-month
where loan
P is the of $5250
original if the interest
principal invested,rate
A is 8.25%.
the compound amount,a 3.8%
r coupon and a 10-year maturity. Calculate the 28. 200 shares [Sec. 11.4] 29. $99,041 [Sec. 11.5] 30. a. $1659.11 b. $597,279.60 c. $341,479.60 [Sec. 11.5]
12.1
◀
2. isSimple
the annual interest rate,
Interest Find ntheis simple
the number of compounding
interest earned in periodstotal
per of the interest payments that you will receive. 31. a. $1396.69 b. $150,665.74 [Sec. 11.5]excursion 32. $2658.53 exercises,
[Sec. 11.5] section
33. $288.62 [Sec. 11.3] page 694
year, and t on
180 days is the number
a deposit of of years.if the interest rate is
$6000 11. Inflation In 2016, the median value of a single- 1. Three weighings 2. Three weighings
6.75%. family house was $224,000. Use an annual inflation continued chApter pter 11 test page 685
rate of 4.3% to calculate the median value of a single
3. Maturity Value Calculate the maturity value of a
simple interest, 200-day loan of $8000 if the interest family house in 2029. (Source: money.cnn.com) 1. $108.28 [Sec. 11.1, Example 2]
4. 9% [Sec. 11.1, Example 5]
2. $202.50 exercise
[Sec. 11.1, Example set 1]
5. $7340.87 [Sec. 11.2, Check Your Progress 2]
12.1
3. $8408.89 page[Sec.69511.1, Example 6]
6. $312.03 [Sec. 11.2, Example 4]
rate is 9.2%. 12. Effective Interest Rate Calculate the effective 7. a. $15,331.03 b. $4831.03 [Sec. 11.1, Example 1. h0, 2, 6] 4, 6, 8j8. $21,949.06 2. h1, 3, 5, 7,11.2,
[Sec. 9j Example 3. 6]Monday,9.Tuesday, Wednesday,
1.2% [Sec. Thursday,
11.4, Example 2] Friday, Saturday, Sunday
interest rate of 6.25% compounded quarterly. Round to 10. $1900 [Sec. 11.4, Example 4] 4. January,[Sec. February, March,
Your April, May,8] June, July,12. August,
6.40% September,
[Sec. 11.2, October, November,
ProgressDecember
4. Simple Interest Rate The simple interest charged 11. $387,207.74 11.2, Check Progress Check Your 10]
the nearest hundredth of a percent. 13. 5. HH, TT, HT,14. TH $7.79 [Sec. 6. HHH, HHT, HTH, THH,15. HTT,a. THT, TTH, TTT
on a
65584_Ch11_619-686.indd 681 2-month loan of $7600 is $114. Find the simple 4.6% compounded
9/13/16 10:22 AM semiannually [Sec. 11.2, Example 11] 11.3, Example 1] $48.56
1H,11.3,
7. [Sec. 2H, 3H, 4H, 5H, 3] 6H, 1T,17. 2T,a.3T, Loss
4T, 5T,
of 6T 8. b.H1, H2, H3,[Sec.H4, 11.4,
T1, T2, T3, T43]
interest rate. 13. Annual Yield Which has the higher annual yield, b. 16.6% [Sec. 11.3, Example 2] 16. $56.49
hS
Example $4896 $226.16 Example
18. 208 shares [Sec. 11.4, Example 5] 9.
19. a. $6985.94 E D
1 1 1 , S E D
1 1 b.2 , S E D ,
1 $1397.19
2 1 S E
1 2 2 D , S c.E D ,
1 3 $174.62
1 S E D ,
1 3 [Sec.
2 S E D
2 11.3, , S E
1 1 Example D , S
2 1 2 4]2 2 1E D , S E D
2 2 2 , S 2 3 1, S2 E3 D2 j
E D
5. Compound Amount What is the compound 4.4% compounded monthly or 4.6% compounded hB1 R1 C1[Sec.
10. $1530.69 , B1 R11.5, C1, B3 R1 C2, B3 R2 C1, B3 R2 C2 j
20. $60,083.50 [Sec. 11.5, Example 1] 21. a. 1 C2, B 1 R2 C1, B2a]
Example 1 R2 C2, B2 R b.1 C1$221,546.46
, B2 R1 C2, B2 R 2 C1, 11.5,
[Sec. B2 R2Example
C2, B3 R1 4]
amount when $4200 is deposited in an account earning semiannually?
22. $2595.97 [Sec. 11.5, Example 2a, Example 5]
an interest rate of 7%, compounded monthly, for 14. Finance Charges On October 15, a credit card
8 years? account had a balance of $515. A purchase of $75
Chapter 12
6. Compound Interest Calculate the amount of was made on October 20, and a payment of $250 was
Copyright
deposited in2018 Cengage madeLearning.
on October 28.AllThe
Rights
interest Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
on the average daily
interest earned in 3 years on $1500
account paying 6.3% interest, compounded daily.
an
balance is 1.8% per month. Find the finance charge on excursion exercises, section 12.1 page 694
the November 15 bill.
7. Maturity Value To help pay for a new truck, you 1. Three weighings 2. 65584_ExAnsAll_A1-A62.indd
Three weighings 55
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F o u r t h E d i t i o n
Mathematical
Excursions
Richard N. Aufmann
Palomar College
Joanne S. Lockwood
Nashua Community College
Richard D. Nation
Palomar College
Daniel K. Clegg
Palomar College
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
Mathematical Excursions, Fourth Edition © 2018, 2013 Cengage Learning
Richard N. Aufmann, Joanne S. Lockwood,
Richard D. Nation, Daniel K. Clegg
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Contents
Qu
es t
1 Problem Solving 1
e
tur
Pic
1.1 Inductive and Deductive Reasoning 2

ics/
raph
EXCURSION: KenKen® Puzzles: An Introduction 8

Dynamic G
1.2 Problem Solving with Patterns 15

EXCURSION: Polygonal Numbers 21
1.3 Problem-Solving Strategies 26
EXCURSION: Routes on a Probability Demonstrator 35
Chapter 1 Summary 40 • Chapter 1 Review Exercises 41 • Chapter 1 Test 45
2 Sets 47
m
co
ck.
2.1 Basic Properties of Sets 48

r sto
utte
EXCURSION: Fuzzy Sets 52

aastock/Sh
2.2 Complements, Subsets, and Venn Diagrams 57

EXCURSION: Subsets and Complements of Fuzzy Sets 62
2.3 Set Operations 67
EXCURSION: Union and Intersection of Fuzzy Sets 75
2.4 Applications of Sets 80
EXCURSION: Voting Systems 85
2.5 Infinite Sets 90
EXCURSION: Transfinite Arithmetic 96
sto
ck.
com 3 Logic 105
er
utt
/ Sh
3.1 Logic Statements and Quantifiers 106

i on
r e at
EXCURSION: Switching Networks 113

Morphart C
3.2 Truth Tables, Equivalent Statements, and Tautologies 117

EXCURSION: Switching Networks—Part II 123
3.3 The Conditional and the Biconditional 126
EXCURSION: Logic Gates 131
3.4 The Conditional and Related Statements 135
EXCURSION: Sheffer’s Stroke and the NAND Gate 138
iii
iv Contents
3.5 Symbolic Arguments 141

EXCURSION: Fallacies 150
3.6 Arguments and Euler Diagrams 154
EXCURSION: Using Logic to Solve Cryptarithms 158
4 Apportionment and Voting 169

or k
wY
4.1 Introduction to Apportionment 170

Ne
ons,
EXCURSION: Apportioning the 1790 House of Representatives 181

United Nati
4.2 Introduction to Voting 189

EXCURSION: Variations of the Borda Count Method 200
4.3 Weighted Voting Systems 209
EXCURSION: Blocking Coalitions and the Banzhaf Power Index 215
k.c
om 5 the Mathematics of Graphs 229
c
sto
ter
5.1 Graphs and Euler Circuits 230

h ut
io/S
EXCURSION: Pen-Tracing Puzzles 240

Kayros Stud
5.2 Weighted Graphs 245

EXCURSION: Extending the Greedy Algorithm 255
5.3 Planarity and Euler’s Formula 261
EXCURSION: The Five Regular Convex Polyhedra 267
5.4 Graph Coloring 271
EXCURSION: Modeling Traffic Lights with Graphs 278
6 numeration Systems and number theory 293

6.1 Early Numeration Systems 294
EXCURSION: A Rosetta Tablet for the Traditional Chinese Numeration
st
PictureQue
System 299
6.2 Place-Value Systems 301
EXCURSION: Subtraction via the Nines Complement and the End-Around
Carry 308
6.3 Different Base Systems 311
EXCURSION: Information Retrieval via a Binary Search 317
Contents v
6.4 Arithmetic in Different Bases 319

EXCURSION: Subtraction in Base Two via the Ones Complement
and the End-Around Carry 327
6.5 Prime Numbers 330
EXCURSION: The Distribution of the Primes 336
6.6 Topics from Number Theory 340
EXCURSION: A Sum of the Divisors Formula 346
oc
k.c
om 7 Measurement and Geometry 355
st r
tte
hu
7.1 Measurement 356

il / S
ikha
EXCURSION: Drawing with a Straightedge and a Compass 362

Dudarev M
7.2 Basic Concepts of Euclidean Geometry 364

EXCURSION: Preparing a Circle Graph 372
7.3 Perimeter and Area of Plane Figures 376
EXCURSION: Perimeter and Area of a Rectangle with Changing
Dimensions 388
7.4 Properties of Triangles 393
EXCURSION: Topology: A Brief Introduction 400
7.5 Volume and Surface Area 406
EXCURSION: Water Displacement 412
7.6 Right Triangle Trigonometry 417
EXCURSION: Approximating the Value of a Trigonometric Ratio 423
7.7 Non-Euclidean Geometry 427
EXCURSION: Finding Geodesics 434
7.8 Fractals 438
EXCURSION: The Heighway Dragon Fractal 445
.co
m 8 Mathematical Systems 457
k
stoc
ter
8.1 Modular Arithmetic 458

hut
ns/S
EXCURSION: Computing the Day of the Week 465

markrhiggi
8.2 Applications of Modular Arithmetic 468

EXCURSION: Public Key Cryptography 475
8.3 Introduction to Group Theory 478
EXCURSION: Wallpaper Groups 485
vi Contents
yI
ma
g es
9 Applications of Equations 495
tt
Ge /
yte
9.1 First-Degree Equations and Formulas 496

ckb
/Sto
EXCURSION: Body Mass Index 504

Steve Allen
9.2 Rate, Ratio, and Proportion 509

EXCURSION: Earned Run Average 518
9.3 Percent 522
EXCURSION: Federal Income Tax 533
9.4 Second-Degree Equations 538
EXCURSION: The Sum and Product of the Solutions of a Quadratic
Equation 544
10 Applications of Functions 555

co m
10.1 Rectangular Coordinates and Functions 556

ck.
ersto
EXCURSION: Dilations of a Geometric Figure 562

cbpix/Shutt
10.2 Properties of Linear Functions 566

EXCURSION: Negative Velocity 573
10.3 Finding Linear Models 576
EXCURSION: A Linear Business Model 580
10.4 Quadratic Functions 583
EXCURSION: Reflective Properties of a Parabola 588
10.5 Exponential Functions 592
EXCURSION: Chess and Exponential Functions 598
10.6 Logarithmic Functions 600
EXCURSION: Benford’s Law 609
hu
tt ers
toc
k .com
11 The Mathematics of Finance 619
/S
hy
rap
11.1 Simple Interest 620

tog
P ho
EXCURSION: Interest on a Car Loan 626

Andy Dean
11.2 Compound Interest 628

EXCURSION: Consumer Price Index 641
11.3 Credit Cards and Consumer Loans 646
EXCURSION: Car Leases 657
11.4 Stocks, Bonds, and Mutual Funds 662
EXCURSION: Treasury Bills 667
Contents vii
11.5 Home Ownership 670

EXCURSION: Home Ownership Issues 678
12 Combinatorics and Probability 687

o m
ck.c
12.1 The Counting Principle 688

ersto
EXCURSION: Decision Trees 693

nvuk/Shutt
12.2 Permutations and Combinations 696

EXCURSION: Choosing Numbers in Keno 704
12.3 Probability and Odds 707
EXCURSION: The Value of Pi by Simulation 714
12.4 Addition and Complement Rules 718
EXCURSION: Keno Revisited 724
12.5 Conditional Probability 727
EXCURSION: Sharing Birthdays 733
12.6 Expectation 737
EXCURSION: Chuck-a-luck 740
om 13 Statistics 751
.c
ck
sto r
13.1 Measures of Central Tendency 752

utte
r/Sh
EXCURSION: Linear Interpolation and Animation 758

Eric Fahrne
13.2 Measures of Dispersion 762

EXCURSION: A Geometric View of Variance and Standard Deviation 767
13.3 Measures of Relative Position 770
EXCURSION: Stem-and-Leaf Diagrams 777
13.4 Normal Distributions 781
EXCURSION: Cut-Off Scores 790
13.5 Linear Regression and Correlation 793
EXCURSION: Exponential Regression 801
■ Solutions to Check Your Progress Problems S1

■ Answers to Selected Exercises A1
■ Index of Applications I1
■ Index I5
Preface
om
k.c
toc
ers
utt
Mathematical Excursions is about mathematics as a system of knowing or understand-

il / Sh
kha
ing our surroundings. It is similar to an English literature textbook, an introduction to

v Mi
philosophy textbook, or perhaps an introductory psychology textbook. Each of

D ud a r e
those books provides glimpses into the thoughts and perceptions of some of the
world’s greatest writers, philosophers, and psychologists. Reading and studying
their thoughts enables us to better understand the world we inhabit.
In a similar way, Mathematical Excursions provides glimpses into the nature of
mathematics and how it is used to understand our world. This understanding, in
conjunction with other disciplines, contributes to a more complete portrait of the
world. Our contention is that:
■ Planning a shopping trip to several local stores, or several cities scattered across
Europe, is more interesting when one has knowledge of efficient routes, which is a
concept from the field of graph theory.
■ Problem solving is more enjoyable after you have studied a variety of problem-
solving techniques and have practiced using George Polya’s four-step, problem-solving
strategy.
■ The challenges of sending information across the Internet are better understood by
examining prime numbers.
■ The perils of radioactive waste take on new meaning with knowledge of exponential
functions.
■ Generally, knowledge of mathematics strengthens the way we know, perceive, and
understand our surroundings.
The central purpose of Mathematical Excursions is to explore those facets of mathemat-
ics that will strengthen your quantitative understandings of our environs. We hope you
enjoy the journey.
updates to this Edition

■ Application Examples, Exercises, and Excursions have been updated to reflect re-
cent data and trends.
■ Expanded Chapter 7 with the addition of a section on measurement.
■ Extension exercises have been consolidated and streamlined.
ix
x Preface
interactive Method
v
The AIM FOR SUCCESS STUDENT PREFACE explains

what is required of a student to be successful and how this
text has been designed to foster student success. This “how to Title for Success
AiM
use this text” preface can be used as a lesson on the first day
of class or as a project for students to complete to strengthen
their study skills.
Welcome to Mathematical Excursions, Fourth Edition. As you begin this course, we
know two important facts: (1) You want to succeed. (2) We want you to succeed. In order
to accomplish these goals, an effort is required from each of us. For the next few pages,
we are going to show you what is required of you to achieve your goal and how we have
designed this text to help you succeed.
TAkE NoTE
Motivation
One of the most important keys to success is motivation. We can try to motivate you
Motivation alone will not lead to
by offering interesting or important ways that you can benefit from mathematics. But,
success. For instance, suppose
in the end, the motivation must come from you. On the first day of class it is easy to be
a person who cannot swim is
placed in a boat, taken out to the motivated. Eight weeks into the term, it is harder to keep that motivation.
middle of a lake, and then thrown To stay motivated, there must be outcomes from this course that are worth your time,
overboard. That person has a lot money, and energy. List some reasons you are taking this course. Do not make a mental
of motivation to swim but there is list—actually write them out. Do this now.
a high likelihood the person will Although we hope that one of the reasons you listed was an interest in mathematics,
drown without some help. we know that many of you are taking this course because it is required to graduate, it is
Motivation gives us the desire a prerequisite for a course you must take, or because it is required for your major. If you
to learn but is not the same as are motivated to graduate or complete the requirements for your major, then use that mo-
learning. tivation to succeed in this course. Do not become distracted from your goal to complete
your education!
Commitment
To be successful, you must make a commitment to succeed. This means devoting time to
math so that you achieve a better understanding of the subject.
List some activities (sports, hobbies, talents such as dance, art, or music) that you
enjoy and at which you would like to become better. Do this now.
Next to these activities, put the number of hours each week that you spend practicing
these activities.
Whether you listed surfing or sailing, aerobics or restoring cars, or any other activity
you enjoy, note how many hours a week you spend on each activity. To succeed in math,
you must be willing to commit the same amount of time. Success requires some sacrifice.
the “i Can’t do Math” Syndrome

There may be things you cannot do, such as lift a two-ton boulder. You can, however,
do math. It is much easier than lifting the two-ton boulder. When you first learned the
activities you listed above, you probably could not do them well. With practice, you got
better. With practice, you will be better at math. Stay focused, motivated, and committed
to success.
It is difficult for us to emphasize how important it is to overcome the “I Can’t Do
Math Syndrome.” If you listen to interviews of very successful athletes after a particu-
larly bad performance, you will note that they focus on the positive aspect of what they
did, not the negative. Sports psychologists encourage athletes to always be positive—to
have a “can do” attitude. You need to develop this attitude toward math.
xvii
65584_ FM_i-xxii.indd 17 9/15/16 3:39 PM
1
m
.co
tock
tters
l/Shu
Mikhai
Dudarev
Problem Solving
Most occupations require good problem-solving skills. For
instance, architects and engineers must solve many compli-
cated problems as they design and construct modern build-
ings that are aesthetically pleasing, functional, and that meet
stringent safety requirements. Two goals of this chapter are to
help you become a better problem solver and to demonstrate that
problem solving can be an enjoyable experience.
One problem that many have enjoyed is the Monty Hall (host of the
game show Let’s Make a Deal) problem, which is stated as follows. The grand
prize in Let’s Make a Deal is behind one of three doors. Less desirable prizes
(for instance, a goat and a box of candy) are behind the other two doors. You 1.1 Inductive and
Deductive
Each CHAPTER OPENER includes a list of sections that
select one of the doors, say door 1. Monty Hall reveals one of the less desirable
prizes behind one of the other doors. You are then given the opportunity either
Reasoning
1.2 Problem Solving

can be found within the chapter and includes an anecdote,
to stay with your original choice or to choose the remaining closed door.
with Patterns description, or explanation that introduces the student to a
1.3 Problem-Solving
1 2 3
Strategies topic in the chapter.
Example: You choose door 1. Monty Hall reveals a goat behind

door 3. You can stay with door 1 or switch to door 2.
Marilyn vos Savant, author of the “Ask Marilyn” column featured in Parade
Magazine, analyzed this problem,1 claiming that you double your chances of
winning the grand prize by switching to the other closed door. Many readers,
including some mathematicians, responded with arguments that contradicted
Photo by Timothy White
Marilyn’s analysis.
What do you think? Do you have a better chance of winning the grand prize
by switching to the other closed door or staying with your original choice?
Of course there is also the possibility that it does not matter, if the chances Marilyn vos Savant
of winning are the same with either strategy.
Discuss the Monty Hall problem with some of your friends and classmates.
Is everyone in agreement? Additional information on this problem is given in
Exploration Exercise 54 on page 14.
1
“Ask Marilyn,” Parade Magazine, September 9, 1990, p. 15.
Preface xi
S E C T I O N 3 .1 | Logic Statements and Quantifiers 109
ExamplE 3 Write Compound Statements in Symbolic Form Each section contains a variety of WORKED EXAMPLES.
Consider the following simple statements.
p: Today is Friday.
Each example is given a title so that the student can see at
q:
r:
It is raining.
I am going to a movie.
a glance the type of problem that is being solved. Most ex-
s: I am not going to the basketball game. amples include annotations that assist the student in moving
Write the following compound statements in symbolic form.
a. Today is Friday and it is raining. from step to step, and the final answer is in color in order to
b. It is not raining and I am going to a movie.
c. I am going to the basketball game or I am going to a movie. be readily identifiable.
d. If it is raining, then I am not going to the basketball game.
Solution
a. p ` q b. ,q ` r c. ,s ~ r d. q l s
ChECk yOur prOgrESS 3

Use p, q, r, and s as defined in Example 3 to
write the following compound statements in symbolic form.
Following each worked example is a CHECK YOUR PROG-
a. Today is not Friday and I am going to a movie. RESS exercise for the student to work. By solving this exer-
b. I am going to the basketball game and I am not going to a movie.
c. I am going to the movie if and only if it is raining. cise, the student actively practices concepts as they are pre-
d. If today is Friday, then I am not going to a movie.
Solution See page S8. ◀ sented in the text. For each Check Your Progress exercise,
In the next example, we translate symbolic statements into English sentences.
there is a detailed solution in the Solutions appendix.
ExamplE 4 Translate Symbolic Statements
Consider the following statements.

p: The game will be played in Atlanta.
q: The game will be shown on CBS.
r: The game will not be shown on ESPN.
s: The Mets are favored to win.
Write each of the following symbolic statements in words.
a. q ` p b. ,r ` s c. s i ,p
Solution
a. The game will be shown on CBS and the game will be played in Atlanta.
b. The game will be shown on ESPN and the Mets are favored to win.
c. The Mets are favored to win if and only if the game will not be played in Atlanta.
ChECk yOur prOgrESS 4 Consider the following statements.

e: All men are created equal.
t: I am trading places.
fstockfoto/Shutterstock.com
a: I get Abe’s place.

g: I get George’s place.
Use the above information to translate the dialogue in the speech bubbles at the left.
Solution See page S8. ◀
20 CHAPTER 1 | Problem Solving
The eighth Fibonacci number is

F8 = F7 + F6
= 13 + 8
= 21
CHECk youR PRogREss 3 Use the definition of Fibonacci numbers to find

the ninth Fibonacci number.
solution See page S2. ◀
MATHMATTERS
Fibonacci Numbers:
Cropping Up Everywhere!
Fibonacci’s rabbit problem is not a very realistic model of the population growth rate of
rabbits; however, the numbers in the Fibonacci sequence often occur in nature. For
instance, the seeds on a sunflower are arranged in spirals that curve both clockwise and
counterclockwise from the center of the sunflower’s head to its outer edge. In many
sunflowers, the number of clockwise spirals and the number of counterclockwise spirals
are consecutive Fibonacci numbers. For instance, in the sunflower shown at the left, the
Dynamic Graphics/PictureQuest
number of clockwise spirals is 34 and the number of counterclockwise spirals is 55.

It has been conjectured that the seeds on a sunflower grow in spirals that involve
Fibonacci numbers because this arrangement forms a uniform packing. At any stage
in the sunflower’s development, its seeds are packed so that they are not too crowded
in the center and not too sparse at the edges.
Pineapples have spirals formed by their hexagonal nubs. The nubs on many pine-
The seeds on this sunflower apples form 8 spirals that rotate diagonally upward to the left and 13 spirals that rotate
form 34 clockwise spirals and diagonally upward to the right. The numbers 8 and 13 are consecutive Fibonacci
55 counterclockwise spirals. numbers.
The numbers 34 and 55 are Additional information about the occurrence of Fibonacci numbers in nature can
consecutive Fibonacci numbers. be found on the Internet.
We can find any term after the second term of the Fibonacci sequence by computing
the sum of the previous two terms. However, this procedure of adding the previous two
terms can be tedious. For instance, what is the 100th term or the 1000th term of the Fibo-
nacci sequence? To find the 100th term, we need to know the 98th and 99th terms. To find
the 1000th term, we need to know the 998th and 999th terms. Many mathematicians tried
to find a nonrecursive nth-term formula for the Fibonacci sequence without success, until
a formula was discovered by Jacques Binet in 1843. Binet’s formula is given in Exercise
23 of this section.
At various places throughout the text, a QUESTION is posed about qUESTION What happens if you try to use a difference table to determine Fibonacci
numbers?
the topic that is being discussed. This question encourages students
to pause, think about the current discussion, and answer the ques- ExAmPlE 4 Determine Properties of Fibonacci Numbers
tion. Students can immediately check their understanding by refer-

Determine whether each of the following statements about Fibonacci numbers is true or
false. Note: The first 10 terms of the Fibonacci sequence are 1, 1, 2, 3, 5, 8, 13, 21, 34,
and 55.
ring to the ANSWER to the question provided in a footnote on the a. If n is even, then Fn is an odd number. b. 2Fn − Fn22 = Fn11 for n $ 3
same page. This feature creates another opportunity for the student aNSwEr The difference table for the numbers in the Fibonacci sequence does not contain a row of
differences that are all the same constant.
to interact with the textbook.
xii Preface
Each section ends with an EXCURSION along with corresponding EXCURSION

EXERCISES. These activities engage students in the mathematics of the section. Some
Excursions are designed as in-class cooperative learning activities that lend themselves to
a hands-on approach. They can also be assigned as projects or extra credit assignments.
The Excursions are a unique and important feature of this text. They provide opportuni-
ties for students to take an active role in the learning process.
E XCUR SION
Earned Run Average
One measure of a pitcher’s success is earned run average. Earned run average (ERA)
is the number of earned runs a pitcher gives up for every nine innings pitched. The defini-
tion of an earned run is somewhat complicated, but basically an earned run is a run that
is scored as a result of hits and base running that involves no errors on the part of the
pitcher’s team. If the opposing team scores a run on an error (for example, a fly ball that
Earned Run Average Leaders
should have been caught in the outfield was fumbled), then that run is not an earned run.
Major League Baseball A proportion is used to calculate a pitcher’s ERA. Remember that the statistic
involves the number of earned runs per nine innings. The answer is always rounded to the
Year Player, club ERA
nearest hundredth. Here is an example.
2005 Roger Clemens, 1.87 During the 2015 baseball season, Clayton Kershaw gave up 55 earned runs and
Houston pitched 232.2 innings for the Los Angeles Dodgers. To calculate Clayton Kershaw’s
ERA, let x = the number of earned runs for every nine innings pitched. Write a propor-
2006 Johan Santana, 2.77
Minnesota
tion and then solve it for x.
2007 Jake Peavy, 2.54

55 earned runs x
=
Photo Works/Shutterstock.com
San Diego 232.2 innings 9 innings

2008 Johan Santana, 2.53
55 ? 9 = 232.2 ? x
New York 495 = 232.2x
2009 Zack Greinke, 2.16 495 232.2x
=
Kansas City 232.2 232.2
2010 Felix Hernandez, 2.27 2.13 < x Clayton Kershaw
Seattle Clayton Kershaw’s ERA for the 2015 season was 2.13.
2011 Clayton Kershaw, 2.28
Los Angeles Excursion ExErcisEs
2012 Clayton Kershaw, 2.53 1. In 1979, his rookie year, Jeff Reardon pitched 21 innings for the New York Mets and
Los Angeles
gave up four earned runs. Calculate Reardon’s ERA for 1979.
2013 Clayton Kershaw, 1.83 2. Roger Clemens’s first year with the Boston Red Sox was 1984. During that season, he
Los Angeles pitched 133.1 innings and gave up 64 earned runs. Calculate Clemens’s ERA for 1984.
2014 Clayton Kershaw, 1.77 3. In 1987, Nolan Ryan had the lowest ERA of any pitcher in the major leagues. He
Los Angeles gave up 65 earned runs and pitched 211.2 innings for the Houston Astros. Calculate
2015 Zack Greinke, 1.66
Ryan’s ERA for 1987.
Los Angeles 4. During the 2015 season, Jake Arrieta of the Baltimore Orioles pitched 229 innings
and had an ERA of 1.77. How many earned runs did he give up during the season?
5. Find the necessary statistics for a pitcher on your “home team,” and calculate that
pitcher’s ERA.
ExERCisE sET 9.2

1. Provide two examples of situations in which unit rates 5. 544 words typed in 8 min
are used. 6. 100 m in 8 s
2. Provide two examples of situations in which ratios 7. $9100 for 350 shares of stock
are used.
8. 1000 ft2 of wall covered with 2.5 gal of paint
■ In Exercises 3 to 8, write the expression as a unit rate.
9. Wages A machinist earns $682.50 for working a
3. 582 mi in 12 h 35-hour week. What is the machinist’s hourly rate
4. 138 mi on 6 gal of gasoline of pay?
SECTION 4.3 | Weighted Voting Systems 217
518
ExErCISE SET 4.3 The EXERCISE SETS were carefully written to provide a wide
■ In the following exercises that involve weighted voting 14. Explain why it is impossible to calculate the variety of exercises that range from drill and practice to interesting
systems for voters A, B, C, ..., the systems are given in the Banzhaf power index for any voter in the null
form hq: w1, w2, w3, w4, ..., wn j. The weight of voter A is w1,
65584_Ch09_495-554.indd 518
the weight of voter B is w2 , the weight of voter C is w3 , and

system h8: 3, 2, 1, 1j.
15. Music Education A music department consists
challenges. Exercise sets emphasize skill building, skill mainte-
9/14/16 3:40 PM
so on.
1. A weighted voting system is given by h6: 4, 3, 2, 1j.
of a band director and a music teacher. Decisions on
motions are made by voting. If both members vote
nance, concepts, and applications. Icons are used to identify vari-
ous types of exercises.
a. What is the quota? in favor of a motion, it passes. If both members vote
against a motion, it fails. In the event of a tie vote, the
b. How many voters are in this system?
principal of the school votes to break the tie. For this
c. What is the weight of voter B? voting scheme, determine the Banzhaf power index for
d. What is the weight of the coalition hA, Cj? each department member and for the principal. Hint:
e. Is hA, Dj a winning coalition? See Example 3, page 214.
f. Which voters are critical voters in the coalition
hA, C, Dj?
16. Four voters, A, B, C, and D, make decisions by using
the voting scheme h4: 3, 1, 1, 1j, except when there is
Writing exercises
a tie. In the event of a tie, a fifth voter, E, casts a vote
g. How many coalitions can be formed?
to break the tie. For this voting scheme, determine the
h. How many coalitions consist of exactly two voters? Banzhaf power index for each voter, including voter E.
2. A weighted voting system is given by h16: 8, 7, 4, 2, 1j. Hint: See Example 3, page 214.
a.
b.
What is the quota?
How many voters are in this system?
17. Criminal Justice In a criminal trial, each of the
12 jurors has one vote and all of the jurors must agree
Data analysis exercises
to reach a verdict. Otherwise the judge will declare a
c. What is the weight of voter C?
mistrial.
d. What is the weight of the coalition hB, Cj?
a. Write the weighted voting system, in the form
e. Is hB, C, D, Ej a winning coalition? hq: w1, w2, w3, w4, ..., w12 j, used by these jurors.
f. Which voters are critical voters in the coalition
hA, B, Dj?
b. Is this weighted voting system a one-person, one-
vote system?
Graphing calculator exercises
g. How many coalitions can be formed? c. Is this weighted voting system a veto power system?
h. How many coalitions consist of exactly three voters? d. Explain an easy way to determine the Banzhaf
■ In Exercises 3 to 12, calculate, if possible, the Banzhaf power index for each voter.
power index for each voter. Round to the nearest hundredth.
3. h6: 4, 3, 2j
18. Criminal Justice In California civil court cases,
each of the 12 jurors has one vote and at least 9 of the Exercises that require the Internet
4. h10: 7, 6, 4j jury members must agree on the verdict.
5. h10: 7, 3, 2, 1j
6. h14: 7, 5, 1, 1j
7. h19: 14, 12, 4, 3, 1j
8. h3: 1, 1, 1, 1j
9. h18: 18, 7, 3, 3, 1, 1j
a. Write the weighted voting system, in the form
10. h14: 6, 6, 4, 3, 1j hq: w1, w2, w3, w4, ..., w12 j, used by these jurors.
11. h80: 50, 40, 30, 25, 5j b. Is this weighted voting system a one-person, one-
12. h85: 55, 40, 25, 5j vote system?
13. Which, if any, of the voting systems in Exercises 3 to c. Is this weighted voting system a veto power system?
12 is d. Explain an easy way to determine the Banzhaf
a. a dictatorship? power index for each voter.
b. a veto power system? Note: A voting system is a
veto power system if any of the voters has veto
power.
c. a null system?
d. a one-person, one-vote system?
Preface xiii
C H A P T E R 13 | Summary 805
EXTENSIONS EXERCISES are placed at the end of each exercise 18. Fitness An aerobic exercise instructor remem- a. Find the linear correlation coefficient for the data.
bers the data given in the following table, which
set. These exercises are designed to extend concepts. In most cases
b. What is the significance of the value found in part a?
shows the recommended maximum exercise heart rates
c. Find the equation of the least-squares line.
for individuals of the given ages.
these exercises are more challenging and require more time and
d. Use the equation from part c to predict the
maximum exercise heart rate for a person who is 72.
Age (x years) 20 40 60
e. Is the procedure in part d an example of interpola-
effort than the preceding exercises. Maximum heart rate
(y beats per minute)
170 153 136
tion or extrapolation?
ExTEnsions
19. Tuition The following table shows the average b. Using 1 for 2009–2010, 2 for 2010–2011, and so on,
annual tuition and fees at private and public 4-year col- find the linear correlation coefficient and the equa-
leges and universities for the school years 2009–2010 tion of the least-squares line for the tuition and fees
through 2014–2015. (Source: National Center for Edu- at public 4-year colleges and universities, based on
cation Statistics) the year.
c. Based on the linear correlation coefficients you
Four-year Colleges and Universities Tuition and Fees found in parts a and b, are the equations you wrote
in parts a and b good models of the growth in tuition
Year Private Public and fees at 4-year colleges and universities?
2009–2010 31,448 15,014 d. The equation of a least-squares line is written
in the form y^ = ax + b. Explain the meaning
2010–2011 32,617 15,918 of the value of a for each equation you wrote in
2011–2012 33,674 16,805 parts a and b.
20. Search for bivariate data (in a magazine, in
2012–2013 35,074 17,474
a newspaper, in an almanac, or on the
2013–2014 36,193 18,372 Internet) that can be closely modeled by a linear
equation.
CHAPTER 2 | Summary 99 2014–2015 37,385 19,203
a. Draw a scatter diagram of the data.
0 C interesting questions that arise when guests arrive to b. Find the equation of the least-squares line and the
stay at the hotel. a. Using 1 for 2009–2010, 2 for 2010–2011, and so on, linear correlation coefficient for the data.
F
L2 Mary Pat Campbell has written a song about find the linear correlation coefficient and the equa- c. Graph the least-squares line on the scatter diagram
a hotel with an infinite number of rooms. Her song tion of the least-squares line for the tuition and fees in part a.
G
L1 is titled Hotel Aleph Null—yeah. Here are the at private 4-year colleges and universities, based on d. Use the equation of the least-squares line to predict
–3 –2 –1 0 1 2 3 the year.
lyrics for the chorus of her song, which is to be a range value for a specific domain value.
sung to the tune of Hotel California by the Eagles
Any line through C that intersects the semicircle at (Source: http://www.marypat.org/mathcamp/doc2001/
a point other than one of its endpoints will intersect hellrelays.html#hotel).4
line L1 at a unique point. Also, any line through C
that intersects line L1 will intersect the semicircle at a Hotel Aleph Null—yeah
unique point that is not an endpoint of the semicircle. Welcome to the Hotel Aleph Null—yeah
What a lovely place (what a lovely place)
chapter 13 Summary
What can we conclude from this correspondence?
Got a lot of space The following table summarizes essential concepts in this chapter. The references given in the right-hand column list
30. The Hilbert Hotel The Hilbert Hotel is an
Packin’ em in at the Hotel Aleph Null—yeah Examples and Exercises that can be used to test your understanding of a concept.
imaginary hotel created by the mathematician
Any time of year
David Hilbert (1862–1943). The hotel has an infinite 13.1 Measures of Central Tendency
You can find space here
number of rooms. Each room is numbered with a
natural number—room 1, room 2, room 3, and so on. Mean, Median, and Mode The mean of n numbers is the sum of the See Examples 1, 2, and 3 on pages 752
Search the Internet for information on Hilbert’s Hotel. numbers divided by n. The median of a ranked list of n numbers is the to 754, and then try Exercise 1 on page 808.
Write a few paragraphs that explain some of the 4
Reprinted by permission of Mary Pat Campbell. middle number if n is odd, or the mean of the two middle numbers if n
At the end of each chapter is a CHAPTER SUMMARY that describes

is even. The mode of a list of numbers is the number that occurs most
frequently.
chapter 2 Summary the concepts presented in each section of the chapter. Each concept continued
The following table summarizes essential concepts in this chapter. The references given in the right-hand column list
Examples and Exercises that can be used to test your understanding of a concept. is paired with page numbers of examples that illustrate the concept
2.1 Basic Properties of Sets
The Roster Method The roster method is used to represent a set by See Example 1 on page 48, and then try
and exercises that students can use to test their understanding of
listing each element of the set inside a pair of braces. Commas are used
to separate the elements.
Exercises 1 and 2 on page 101.
a concept.
Basic Number Sets See Example 3 and Check Your Progress 3
Natural Numbers or Counting Numbers N {1, 2, 3, 4, 5, ...} on page 49, and then try Exercises
Whole Numbers W {0, 1, 2, 3, 4, 5, ...} 3 to 6 on page 101.
Integers I {..., 24, 23, 22, 21, 0, 1, 2, 3, 4, ...}
Rational Numbers Q the set of all terminating or repeating
decimals
Irrational Numbers the set of all nonterminating, nonrepeating
decimals
Real Numbers R the set of all rational or irrational numbers
Set-Builder Notation Set-builder notation is used to represent a set, by See Example 5 on page 50, and then try
describing its elements. Exercises 7 to 10 on page 101.
Cardinal Number of a Finite Set The cardinal number of a finite set See Example 6 on page 51, and then try
is the number of elements in the set. The cardinal number of a finite set Exercises 63 to 67 on page 103.
A is denoted by the notation n(A).
Equal Sets and Equivalent Sets Two sets are equal if and only if they See Example 7 on page 52, and then try
have exactly the same elements. Two sets are equivalent if and only if Exercises 11 and 12 on page 101.
they have the same number of elements.
continued
A4 Answers to All Exercises
39. a. Place four coins on the left balance pan and the other four on the right balance pan. The pan that is the higher contains the fake coin. Take the
four coins from the higher pan and use the balance scale to compare the weight of two of these coins to the weight of the other two. The pan that is the
higher contains the fake coin. Take the two coins from the higher pan and use the balance scale to compare the weight of one of these coins to the weight
of the other. The pan that is the higher contains the fake coin. This procedure enables you to determine the fake coin in three weighings. b. Place
three of the coins on one of the balance pans and another three coins on the other. If the pans balance, then the fake coin is one of the two remaining coins.
You can use the balance scale to determine which of the remaining coins is the fake coin because it will be lighter than the other coin. If the three coins
CHAPTER REVIEW EXERCISES are found near the end of each chapter. These exer- on the left pan do not balance with the three coins on the right pan, then the fake coin must be one of the three coins on the higher pan. Pick any two
coins from these three and place one on each balance pan. If these two coins do not balance, then the one that is the higher is the fake. If the coins balance,
then the third coin (the one that you did not place on the balance pan) is the fake. In any case, this procedure enables you to determine the fake coin in
cises were selected to help the student integrate the major topics presented in the chapter. two weighings.
midnight).
40. c. 21:00. 2 hours later (23:00, 1 hour before midnight) is half the time until midnight as 1 hour later (22:00, 2 hours before
41. a. 1600. Sally likes perfect squares. 42. b. No. The other 800 elephants can be any mix of all blue and pink and green
The answers to all the Chapter Review exercises appear in the answer section along with stripes. 43. d. 64. Each number is the cube of a term in the sequence 1, 2, 3, 4, 5, 6.
b. 4240 times as large
2116 (2116 = 462 ).
45. a. People born in 1980 will be 45 in 2025 (2025 = 452 ).
44. a. 318 = 387,420,489 times as large
b. 2070, because people born in 2070 will be 46 in
46. Adding 83 is the same as adding 100 and subtracting 17. Thus after you add 83, you will have a number that has 1 as the
a section reference for each exercise. These section references indicate the section or sec- hundreds digit. The number formed by the tens digit and the units digit will be 17 less than your original number. After you add the hundreds digit, 1, to the
other two digits of this new number, you will have a number that is 16 less than your original number. If you subtract this number from your original number,
you must get 16. 47. 612 digits 48. 49. Answers will vary. 50. M = 1, S = 9, E = 5,
tions where a student can locate the concepts needed to solve the exercise. 6 2 3 4 5 1
5 1 4 3 2 6
N = 6, D = 7, O = 0,
R = 8, Y = 2
CHAPTER 1 | Review Exercises 41 3 6 2 5 1 4
4 5 1 6 3 2
chaptER 1 Review exeRcises 1 3 6 2 4 5
■ In Exercises 1 to 4, determine whether the argument is an 6. Find a counterexample to show that the following con- 2 4 5 1 6 3
example of inductive reasoning or deductive reasoning. jecture is false.
1. All books written by J. K. Rowling make the best-seller n3 + 5n + 6
Conjecture: For all counting numbers n,
list. The book Harry Potter and the Deathly Hallows is 6
is an even counting number. chApter 1 review exercises
a J. K. Rowling book. Therefore, Harry Potter and the page 41
Deathly Hallows made the bestseller list. 7. Find a counterexample to show that the following con-
1. deductive [Sec. 1.1] 2. inductive [Sec. 1.1] 3. inductive [Sec. 1.1] 4. deductive [Sec. 1.1]
jecture is false.
2. Samantha got an A on each of her first four math tests, 5. x = 0 provides a counterexample because 04 = 0 and 0 is not greater than 0. [Sec. 1.1] 6. x = 4 provides a counterexample because
so she will get an A on the next math test. Conjecture: For all numbers x, (x + 4)2 = x2 + 16. (4)3 + 5(4) + 6
= 15, which is not an even counting number. [Sec. 1.1] 7. x = 1 provides a counterexample because f(1) + 4g2 = 25, but
3. We had rain each day for the last five days, so it will 8. Find a counterexample to show that the following con- 6
jecture is false. (1)2 + 16 = 17. [Sec. 1.1] 8. Let a = 1 and b = 1. Then (a + b)3 = (1 + 1)3 = 23 = 8. However, a3 + b3 = 13 + 13 = 2. [Sec. 1.1]
rain today.
9. a. 112 b. 479 [Sec. 1.2] 10. a. 272 b. 2768 [Sec. 1.2] 11. a1 = 1, a2 = 12, a3 = 31, a4 = 58, a5 = 93,
4. All amoeba multiply by dividing. I have named the Conjecture: For numbers a and b, (a + b)3 = a3 + b3. a20 = 1578 [Sec. 1.2] 12. a11 = 89, a12 = 144 [Sec. 1.2] 13. an = 3n [Sec. 1.2] 14. an = n2 + 3n + 4 [Sec. 1.2]
amoeba shown in my microscope Amelia. Therefore, 9. Use a difference table to predict the next term of each 15. an = n2 + 3n + 2 [Sec. 1.2] 16. an = 5n − 1 [Sec. 1.2] 17. 320 feet by 1600 feet [Sec. 1.3] 18. 315 = 14,348,907 ways
Amelia multiplies by dividing. sequence. [Sec. 1.3] 19. 48 skyboxes [Sec. 1.3] 20. On the first trip, the rancher takes the rabbit across the river. The rancher returns alone. The rancher
5. Find a counterexample to show that the following con- a. 22, 2, 12, 28, 50, 78, ? takes the dog across the river and returns with the rabbit. The rancher next takes the carrots across the river and returns alone. On the final trip, the rancher
jecture is false. takes the rabbit across the river. [Sec. 1.3] 21. $300 [Sec. 1.3] 22. 105 handshakes [Sec. 1.3] 23. Answers will vary. [Sec. 1.3]
b. 24, 21, 14, 47, 104, 191, 314, ? 24. Answers will vary. [Sec. 1.3] 25. Michael: biology major; Clarissa: business major; Reggie: computer science major;
Conjecture: For all numbers x, x4 . x. Ellen: chemistry major [Sec. 1.1] 26. Dodgers: drugstore; Pirates: supermarket; Tigers: bank; Giants: service station [Sec. 1.1]
27. a. Yes. Answers will vary. b. No. The countries of India, Bangladesh, and Myanmar all share borders with each of the other two countries.
Thus at least three colors are needed to color the map. [Sec. 1.1] 28. a. The following figure shows a route that starts from North Bay and passes
over each bridge once and only once. b. No. [Sec. 1.3]
North Bay
South Bay
■
86. Robert can charge it on his MasterCard or his Visa.
the given statement is related to the original statement in the
Robert does not use his MasterCard. Therefore, Robert
manner indicated.
charged it to his Visa.
75. Converse: If x . 2, then x is an odd prime number.
87. If we are going to have a caesar salad, then we need to
76. Negation: The senator will attend the meeting and she buy some eggs. We did not buy eggs. Therefore, we are
will not vote on the motion. not going to have a caesar salad.
xiv
77. Inverse: If their manager will not contact me, then I 88. If we serve lasagna, then Eva will not come to our
Preface
will not purchase any of their products. dinner party. We did not serve lasagna. Therefore, Eva
78. Contrapositive: If Ginny can’t rollerblade, then I can’t came to our dinner party.
rollerblade. ■ In Exercises 89 to 92, use an Euler diagram to determine
■ In Exercises 79 to 82, use a truth table to determine whether the argument is valid or invalid.
The CHAPTER TEST exercises are designed to emulate a possible test of the material
whether the argument is valid or invalid.
79. (p ` ,q) ` (,p l q) 80. p l ,q
89. No wizard can yodel.
All lizards can yodel.
in the chapter. The answers to all the Chapter Test exercises appear in the answer section
p
[ ,q
q
[ ,p
[ No wizard is a lizard.
90. Some dogs have tails.
Answers to All Exercises A19
along with a section reference and an example reference for each exercise. The section
81. r
p l ,r
82. (p ~ ,r) l (q ` r)
r`p
Some dogs are big.
70. a. Converse: If they come, then you built it.
come, then you did not build it. [Sec. 3.4]
b. Inverse: If you do not build it, then they will not come. c. Contrapositive: If they do not
71. a. Converse: If it has exactly two parallel sides, then it is a trapezoid.
[ Some big dogs have tails. b. Inverse: If it is not a trapezoid, then it does not have exactly two parallel sides. c. Contrapositive: If it does not have exactly two parallel sides,
references ,p l q
[p`q
indicate the [ p ~ qsection or sections where a student can locate the concepts needed 91. All Italian villas are wonderful. Some wonderful then it is not a trapezoid. [Sec. 3.4]
return.
72. a. Converse: If they returned, then they liked it.
c. Contrapositive: If they do not return, then they did not like it. [Sec. 3.4]
b. Inverse: If they do not like it, then they will not
73. q l p, the converse of the original statement
villas are expensive. Therefore, some Italian villas are
to solve the
In Exercises exercise,
83 to and
88, determine whether
■
the example references allow students to readily find an example
the argument
is valid or invalid by comparing its symbolic form with the
expensive. [Sec. 3.4] 74. True
on the motion. [Sec. 3.4]
75. If x is an odd prime number, then x . 2. [Sec. 3.4] 76. If the senator attends the meeting, then she will vote
77. If their manager contacts me, then I will purchase some of their products. [Sec. 3.4] 78. If I can rollerblade,
92. All logicians like to sing “It’s a small world after all.” 79. Valid [Sec. 3.5] 80. Valid [Sec. 3.5] 81. Invalid [Sec. 3.5]
thatsymbolic
is similar to a given test exercise.
then Ginny can rollerblade. [Sec. 3.4]
forms in Tables 3.15 and 3.16, pages 145 and 146. Some logicians have been presidential candidates. 82. Valid [Sec. 3.5] 83. Valid argument, disjunctive reasoning [Sec. 3.5] 84. Valid argument, transitive reasoning [Sec. 3.5]
83. We will serve either fish or chicken for lunch. We did Therefore, some presidential candidates like to sing 85. Invalid argument, fallacy of the inverse [Sec. 3.5] 86. Valid argument, disjunctive reasoning [Sec. 3.5]
not serve fish for lunch. Therefore, we served chicken “It’s a small world after all.” 87. Valid argument, contrapositive reasoning [Sec. 3.5] 88. Invalid argument, fallacy of the inverse [Sec. 3.5] 89. Valid [Sec. 3.6]
for lunch. 90. Invalid [Sec. 3.6] 91. Invalid [Sec. 3.6] 92. Valid [Sec. 3.6]
chapter 3 TesT chApter 3 test page 166
1. a. Not a statement b. Statement [Sec. 3.1, Example 1] 2. a. All trees are green. b. Some apartments are available. [Sec. 3.1,
1. Determine whether each sentence is a statement. ■ In Exercises 5 and 6, construct a truth table for the given Example 2] 3. a. False b. True [Sec. 3.1, Example 6] 4. a. False b. True [Sec. 3.3, Example 3]
a. Look for the cat. statement.
b. Clark Kent is afraid of the dark. 5. ,( p ` ,q) ~ (q l p) 6. (r i ,q) ` ( p l q) 5.
p q [Sec. 3.3, Example 3]
2. Write the negation of each statement. Start each nega- 7. Use one of De Morgan’s laws to write the following in
tion with “Some,” “No,” or “All.” an equivalent form. T T T
62 a. CSome trees are not green.

H A P T E R 2 | Sets
Elle did not eat breakfast and she did not take T F T
b. No apartments are available. a lunch break.
F T T
3. Determine whether each statement is true or false.
Solution 8. What is a tautology? F F T
a. 5 # 4 a. The restaurant can serve a pizza with no topping, one topping, two toppings, three
b. 22 $ 22 toppings, and so forth, up to9.allWrite l q in its equivalent disjunctive form.
sevenptoppings.
6. 7. It is not true that Elle ate breakfast or took a lunch break. [Sec. 3.2, Example 5]
4. Determine the truth value of each statement Let T given
be thethat
set consisting of the seven
10. Determine toppings.
whether theThe elements
given in each
statement subset
is true or false. p q r [Sec. 3.3, Example 3]
p is true, q is false, and r is true. of T describe exactly one of theAssume
variations
thatofx,toppings thatreal
y, and z are the numbers.
restaurant can serve.
Consequently, the number of different variations of pizzas that the restaurant can T T T F
a. ( p ~ ,q) ` (,r ` q) a. x = y if uxu = uyu. b. If x . y, then xz . yz.
serve is the same as the number of subsets of T.
b. (r ~ ,p) ~ f( p ~ ,q) i (q l r)g T T F T
Thus the restaurant can serve 27 = 128 different variations of its pizzas.
T F T F
b. Use the method of guessing and checking to find the smallest natural number n for
which 2n . 1000. T F F F
28 = 256 F T T F
SECTION 3.5 | Symbolic Arguments 147
2 = 512
9
F T F T
210 = 1024 Solution
F F T T
The restaurant must provide a minimum of 10 toppings if it wishes to offer over 1000 a. Label the simple statements.
F F F F
variations of its pizzas.
i: The program is interesting.
CHECk youR PRogRESS 5 A company makes a car with 11 upgrade options. 8. A tautology is a statement that is always true. [Sec.w:
b. False [Sec. 3.3, Example 2]
I will watch
3.2, Example 6] 9. ,p
the
11. a. Converse: If x . 4, then x + 7 . 11.
~ q [Sec.game.
basketball 3.3, Example 4] 10. a. False
b. Inverse: If x + 7 # 11, then x # 4.
a. How many different versions of this car can the company produce? Assume that c. Contrapositive: If x # 4, then x + 7 # 11. [Sec.In 3.4,symbolic
Example 2] form the argument is
each upgrade option is independent of the other options. 12. plq 13. plq 14. plq
other Key Features b. What is the minimum number of upgrade options the company must provide if it
wishes to offer at least 8000 different versions of this car?
p
q [Sec. 3.5, Table 3.15]
q l ri ~ w
p l ,i
r
,q
[Sec. 3.5, Table 3.15] ,p [Sec. 3.5, Table 3.15]
15. plq 16. Valid
[ w[Sec. 3.5, Example 2]
,p
Math Matters ,q This symbolic form matches one of the standard forms known as disjunctive
[Sec. 3.5, Table 3.16]
reasoning. Thus the argument is valid.
MATHMATTERS
17. Invalid [Sec. 3.5, Example 3] 18. Invalid argument; the argument is a fallacy of the inverse. [Sec. 3.5, Table 3.16]
The Barber’s Paradox This feature of the b.text typically

Label the simple statements. contains
19. Valid argument; disjunctive reasoning [Sec. 3.5, Table 3.15] 20. Invalid argument, as shown by an Euler diagram [Sec. 3.6, Example 2]
21. Invalid argument, as shown by an Euler diagram [Sec. 3.6, Example 2] 22. Invalid argument; the argument is a fallacy of the converse.
Some problems that concern sets have led to paradoxes. For instance, in 1902, the an interesting sidelight
[Sec. 3.5, Table 3.16]
about
c: I have a cold.
mathematics,
s: I find it difficult to sleep.
mathematician Bertrand Russell developed the following paradox. “Is the set A of all
its history, or its applications.
PictureQuest/Corbis Images
sets that are not elements of themselves an element of itself?” Both the assumption
In symbolic form the argument is
that A is an element of A and the assumption that A is not an element of A lead to a
contradiction. Russell’s paradox has been popularized as follows. c ls
The town barber shaves all males who do not shave themselves, and he s
shaves only those males. The town barber is a male who shaves. Who
[c
shaves the barber?
The assumption that the barber shaves himself leads to a contradiction, and the This symbolic form matches the standard form known as the fallacy of the
assumption that the barber does not shave himself also leads to a contradiction. converse. Thus the argument is invalid. Having a cold is not the only cause of
sleep difficulties. For instance, you may find it difficult to sleep because you are
thinking about logic.
22 CHAPTER 1 | Problem Solving ChECk yOur prOgrESS 5 Use a standard form from Table 3.15 or Table 3.16
Historical Note
Triangular Numbers
E xcur sion POINT OF INTEREST
Point of Interest
to determine whether the following arguments are valid or invalid.
HiStorical Note 1 3 6 10 15 a. If I go to Florida for spring break, then I will not study.
Hutton Archive/Handout/Getty Images
Pythagoras
(c. 580 b.c.–520
These margin notes provide his- I These
did not go to short margin
Florida for spring break. notes provide in-
Subsets and Complements of Fuzzy Sets
b.c.) the ancient
Greek philoso- torical background information
This excursion extends the concept of fuzzy sets that was developed in the Excursion in b.
teresting
[ I studied.
information related to the
If you helped solve the crime, then you should be rewarded.
pher and
mathematician
Pythagoras
related
(x, y) of a fuzzy
Square Numbers to the
set, the membership valueconcept under
y is a real number such that 0 # dis-
Section 2.1. Recall that the elements of a fuzzy set are ordered pairs. For any ordered pair
y # 1. mathematical
You helped solve the crime. topics under discussion.
1 4 9 16 25
(pı̆-thăg9 r- s) formed a secret
cussion or vignettes of individu- Many of these are of a contemporary
[ You should be rewarded.
e e
brotherhood that investigated
topics in music, astronomy, philos- Solution See page S10. ◀
ophy, and mathematics. the
Pythagoreans believed that the
als who were responsible for ma- nature and, as such, they help students
nature of the universe was directly
jor advancements in their fields understand that math is an form.interesting
M.C. Escher
related to mathematics and that Consider an argument with the following symbolic
whole numbers and the ratios Pentagonal Numbers
qlr
formed by whole numbers could
be used to describe and represent
1 5
of expertise.12 22 35
Waterfall by M.C. Escher
and
rls
dynamic
Premise 1
Premise 2
discipline that plays an
all natural events.
the Pythagoreans were
particularly intrigued by the M.C. Escher (1898–1972) created
important
,t l ,s Premiserole
3 in their daily lives.
number 5 and the shape of a pen-
q Premise 4
many works of art that defy logic.
tagon. they used the following In this lithograph, the water com- [t
figure, which is a five-pointed star
pletes a full cycle even though
inside a regular pentagon, as a 30 C H A P T E R 1 | Problem Solving
the water is always traveling
To determine whether the argument is valid or invalid using a truth table would require a
secret symbol that could be used table with 24 = 16 rows. It would be time consuming to construct such a table and, with
to identify other members of the downward.
brotherhood. FiguRE 1.1 the large
items, thenumber
secondofrow
truth
hasvalues to be determined,
eight items, the third rowwe
hasmight
sevenmake
items,anand
error. Thus
so on. we
Thus
SECTION 3.2 | Truth Tables, Equivalent Statements, and Tautologies 119 10 teams require
9 + 8 + 7 + 6 + 5 + 4 + 3 + 2 + 1 = 45
Excursion
ChECk yOurExErcisEs
prOgrESS 2 games if each team plays every other team once, and 45 ? 3 = 135 games if each team
a.1. Construct a truth
Extend Figure 1.1 table
abovefor (,p ` r) ~drawings
by constructing (q ` ,r).
of the sixth triangular number, plays exactly three games against each opponent.
b. Usethe the
sixthtruth
square number,
table and the
that you sixth pentagonal
constructed in partnumber.
a to determine the truth value of
2. (,p
The` r) ~below
figure (q `shows
,r),that
given
the that p is
fourth false, qnumber,
triangular is true, 10,
andadded
r is false.
to the fifth tri- CHECk youR PRogREss 3
If six people greet each other at a meeting by
angular number, 15, produces the fifth square number, 25. shaking hands with one another, how many handshakes will take place?
Alternative Method for the Construction of a Truth Table
In Example 4 we make use of a table to solve a problem.
In Example 3 we use an alternative procedure to construct a truth table.
TAke NoTe
Take Note CalCulator Note
Calculator
ExAmPlE 4 Apply Polya’s Notestrategy (Make a table and look for a pattern)
Alternative Procedure for Constructing a Truth Table
The alternative procedure for These notes alert students to a point
1. If the given statement has n simple statements, then start with a standard form that Some calculators display as
7
27
Determine the digit 100 places toprovide
These 7
notes the right of theinformation
decimal point in the decimal rep-
resentation .
constructing a truth table, as
described to the right, generally requiring special attention, or they
n
has 2 rows. Enter the truth values for each simple statement and their negations.
2. Use the truth values for each simple statement and their negations to enter the
0.25925925926. However, the last
digit 6 is not correct. It is a result about how to use the various fea-
solution
27
requires less writing, less time, of the rounding process. The actual
and less effort than the truth table are
a.truth
Use valuesused
under
a drawing
parentheses
gular number ( ),
to showtothatconnective
each
is brackets
amplify
the fifth triangular
[ ], and
the sixth square
the
within a number
pair concepts
of added
grouping
to thesymbols, including
sixth trian-
braces { }. If some grouping symbols are
number.
decimal representation of 27 is
7
tures
Understand of a calculator.
the Problem
7
Express the fraction as a decimal and look for a pattern
27
procedure that was used in Exam- the decimal 0.259259... or 0.259, that will enable us to determine the digit 100 places to the right of the decimal point.
ples 1 and 2. currently
b.nested
Verifyinside
situation
the 51st in
other
that the
which
square
being
50thgrouping
triangular
grouping
number. Hint:symbols
developed.
symbols,
number thentowork
added
have not
Use a numerical
from
the 51st the inside
triangular
been used,
approach; don’tthen
out. is
number
use awe
In any
use the fol-
drawing.
in which the digits continue to
Devise a Plan Dividing 27 into 7 by long division or by using a calculator produces
repeat the 259 pattern forever.
c.lowing order of
Use nth-term precedence
formulas agreement.
to verify that the sum of the nth triangular number and the decimal 0.259259259... . Since the decimal representation repeats the digits 259
theFirst
(n +assign truth values
1)st triangular to negations
number from
is always the leftnumber
square to right,(nfollowed
+ 1)2. by conjunc- over and over forever, we know that the digit located 100 places to the right of the deci-
tions from
3. Construct left to right,
a drawing of the followed by disjunctions
fourth hexagonal number. from left to right, followed by mal point is either a 2, a 5, or a 9. A table may help us to see a pattern and enable us to
conditionals determine which one of these digits is in the 100th place. Since the decimal digits repeat
Copyright 2018from left to right,
Cengage and finally by
Learning. biconditionals
All from left to right.
Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
every three digits, we use a table with three columns.
3. The truth values that are entered into the column under the connective for which
7
truth values are assigned last, form the truth table for the given statement. The First 15 Decimal Digits of
27
Preface xv
instructor resources Student resources

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xvi Preface
Acknowledgments
The authors would like to thank the people who have contributed many valuable sugges-
tions over the years, including for this most recent edition.
Brenda Alberico, College of DuPage Beverly Meyers, Jefferson College

Beverly R. Broomell, Suffolk County Dr. Alec Mihailovs, Shepherd University
Community College Leona Mirza, North Park University
Duff Campbell, Hendrix College Bette Nelson, Alvin Community College
Donald Cater, Monroe Community Sara Ngo, Anoka Ramsey Community
College College
Henjin Chi, Indiana State University Kathleen Offenholley, Brookdale
Ivette Chuca, El Paso Community Community College
College Kathy Pinchback, University of Memphis
Marcella Cremer, Richland Community Michael Polley, Southeastern Community
College College
Amy Curry, College of Lake County Dr. Anne Quinn, Edinboro University of
Houbin Fang, Columbus State University Pennsylvania
Margaret Finster, Erie Community Brenda Reed, Navarro College
College Marc Renault, Shippensburg University
Kenny Fister, Murray State University Christopher Rider, North Greenville
Luke Foster, Northeastern State University
University Cynthia Roemer, Union County College
Rita Fox, Kalamazoo Valley Community Richard D. Rupp, Del Mar College
College
Sharon M. Saxton, Cascadia Community
Sue Grapevine, Northwest Iowa College
Community College
Mary Lee Seitz, Erie Community
Shane Griffith, Lee University College–City Campus
Elizabeth Henkle, Longview Community Lars Seme, Hendrix College
College
Jaime Shinn, Gonzaga University
Charles Huelsman, Marylhurst
Dr. Sue Stokley, Spartanburg Technical
University
College
Robert Jajcay, Indiana State University
Dr. Julie M. Theoret, Lyndon State
Dr. Nancy R. Johnson, Manatee College
Community College
Walter Jacob Theurer, Fulton
Mary Juliano, Caldwell University Montgomery Community College
Brian Karasek, South Mountain Jamie Thomas, University of Wisconsin
Community College Colleges–Manitowoc
Dr. Vernon Kays, Richland Community William Twentyman, ECPI College of
College Technology
L. Christine Kinsey, Canisius University Nancy Vendeville, Kalamazoo Valley
Dr. Suda Kunyosying, Shepherd College Community College
Kathryn Lavelle, Westchester Denise A. Widup, University of
Community College Wisconsin–Parkside
Colleen Livingston, Bemidji University Nancy Wilson, Marshall University
Roger Marty, Cleveland State University Jane-Marie Wright, Suffolk Community
Eric Matsuoka, Leeward Community College
College Diane Zych, Erie Community College
Title for Success
AiM
Welcome to Mathematical Excursions, Fourth Edition. As you begin this course, we

know two important facts: (1) You want to succeed. (2) We want you to succeed. In order
to accomplish these goals, an effort is required from each of us. For the next few pages,
we are going to show you what is required of you to achieve your goal and how we have
designed this text to help you succeed.
TAkE NoTE
Motivation
One of the most important keys to success is motivation. We can try to motivate you
Motivation alone will not lead to
by offering interesting or important ways that you can benefit from mathematics. But,
success. For instance, suppose
in the end, the motivation must come from you. On the first day of class it is easy to be
a person who cannot swim is
placed in a boat, taken out to the motivated. Eight weeks into the term, it is harder to keep that motivation.
middle of a lake, and then thrown To stay motivated, there must be outcomes from this course that are worth your time,
overboard. That person has a lot money, and energy. List some reasons you are taking this course. Do not make a mental
of motivation to swim but there is list—actually write them out. Do this now.
a high likelihood the person will Although we hope that one of the reasons you listed was an interest in mathematics,
drown without some help. we know that many of you are taking this course because it is required to graduate, it is
Motivation gives us the desire a prerequisite for a course you must take, or because it is required for your major. If you
to learn but is not the same as are motivated to graduate or complete the requirements for your major, then use that mo-
learning. tivation to succeed in this course. Do not become distracted from your goal to complete
your education!
Commitment
To be successful, you must make a commitment to succeed. This means devoting time to
math so that you achieve a better understanding of the subject.
List some activities (sports, hobbies, talents such as dance, art, or music) that you
enjoy and at which you would like to become better. Do this now.
Next to these activities, put the number of hours each week that you spend practicing
these activities.
Whether you listed surfing or sailing, aerobics or restoring cars, or any other activity
you enjoy, note how many hours a week you spend on each activity. To succeed in math,
you must be willing to commit the same amount of time. Success requires some sacrifice.
the “i Can’t do Math” Syndrome

There may be things you cannot do, such as lift a two-ton boulder. You can, however,
do math. It is much easier than lifting the two-ton boulder. When you first learned the
activities you listed above, you probably could not do them well. With practice, you got
better. With practice, you will be better at math. Stay focused, motivated, and committed
to success.
It is difficult for us to emphasize how important it is to overcome the “I Can’t Do
Math Syndrome.” If you listen to interviews of very successful athletes after a particu-
larly bad performance, you will note that they focus on the positive aspect of what they
did, not the negative. Sports psychologists encourage athletes to always be positive—to
have a “can do” attitude. You need to develop this attitude toward math.
xvii
xviii AIM for Success
Strategies for Success

Know the Course Requirements To do your best in this course, you must know ex-
actly what your instructor requires. Course requirements may be stated in a syllabus,
which is a printed outline of the main topics of the course, or they may be presented
orally. When they are listed in a syllabus or on other printed pages, keep them in a safe
place. When they are presented orally, make sure to take complete notes. In either case,
it is important that you understand them completely and follow them exactly. Be sure you
know the answer to each of the following questions.
1. What is your instructor’s name?
2. Where is your instructor’s office?
3. At what times does your instructor hold office hours?
4. Besides the textbook, what other materials does your instructor require?
5. What is your instructor’s attendance policy?
6. If you must be absent from a class meeting, what should you do before returning to
class? What should you do when you return to class?
7. What is the instructor’s policy regarding collection or grading of homework
assignments?
8. What options are available if you are having difficulty with an assignment? Is there
a math tutoring center?
9. If there is a math lab at your school, where is it located? What hours is it open?
10. What is the instructor’s policy if you miss a quiz?
11. What is the instructor’s policy if you miss an exam?
12. Where can you get help when studying for an exam?
Remember: Your instructor wants to see you succeed. If you need help, ask! Do not fall
behind. If you were running a race and fell behind by 100 yards, you may be able to catch
up, but it will require more effort than if you had not fallen behind.
Time Management We know that there are demands on your time. Family, work,
TAkE NoTE
friends, and entertainment all compete for your time. We do not want to see you receive
Besides time management, there poor job evaluations because you are studying math. However, it is also true that we do not
must be realistic ideas of how want to see you receive poor math test scores because you devoted too much time to work.
much time is available. There are When several competing and important tasks require your time and energy, the only way
very few people who can suc- to manage the stress of being successful at both is to manage your time efficiently.
cessfully work full-time and go Instructors often advise students to spend twice the amount of time outside of class
to school full-time. If you work studying as they spend in the classroom. Time management is important if you are to
40 hours a week, take 15 units, accomplish this goal and succeed in school. The following activity is intended to help you
spend the recommended study structure your time more efficiently.
time given at the right, and sleep
Take out a sheet of paper and list the names of each course you are taking this term,
8 hours a day, you use over 80%
of the available hours in a week.
the number of class hours each course meets, and the number of hours you should spend
That leaves less than 20% of outside of class studying course materials. Now create a weekly calendar with the days of
the hours in a week for family, the week across the top and each hour of the day in a vertical column. Fill in the calendar
friends, eating, recreation, and with the hours you are in class, the hours you spend at work, and other commitments such
other activities. as sports practice, music lessons, or committee meetings. Then fill in the hours that are
more flexible, such as study time, recreation, and meal times.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
10–11 a.m. History Rev Spanish History Rev Span Vocab History Jazz Band
11–12 p.m. Rev History Spanish Study group Spanish Math tutor Jazz Band
12–1 p.m. Math Math Math Soccer
AIM for Success xix
We know that many of you must work. If that is the case, realize that working 10 hours a
week at a part-time job is equivalent to taking a three-unit class. If you must work, con-
sider letting your education progress at a slower rate to allow you to be successful at both
work and school. There is no rule that says you must finish school in a certain time frame.
Schedule Study Time As we encouraged you to do by filling out the time management
form, schedule a certain time to study. You should think of this time like being at work or
class. Reasons for “missing study time” should be as compelling as reasons for missing
work or class. “I just didn’t feel like it” is not a good reason to miss your scheduled study
time. Although this may seem like an obvious exercise, list a few reasons you might want
to study. Do this now.
Of course we have no way of knowing the reasons you listed, but from our experi-
ence one reason given quite frequently is “To pass the course.” There is nothing wrong
with that reason. If that is the most important reason for you to study, then use it to stay
focused.
One method of keeping to a study schedule is to form a study group. Look for peo-
ple who are committed to learning, who pay attention in class, and who are punctual.
Ask them to join your group. Choose people with similar educational goals but different
methods of learning. You can gain from seeing the material from a new perspective.
Limit groups to four or five people; larger groups are unwieldy.
There are many ways to conduct a study group. Begin with the following suggestions
and see what works best for your group.
1. Test each other by asking questions. Each group member might bring two or three
sample test questions to each meeting.
2. Practice teaching each other. Many of us who are teachers learned a lot about our
subject when we had to explain it to someone else.
3. Compare class notes. You might ask other students about material in your notes
that is difficult for you to understand.
4. Brainstorm test questions.
5. Set an agenda for each meeting. Set approximate time limits for each agenda item
and determine a quitting time.
And now, probably the most important aspect of studying is that it should be done in rela-
tively small chunks. If you can study only three hours a week for this course (probably
not enough for most people), do it in blocks of one hour on three separate days, preferably
after class. Three hours of studying on a Sunday is not as productive as three hours of
paced study.
Features of this text that Promote Success

Preparing for Class Before the class meeting in which your professor begins a new
chapter, you should read the title of each section. Next, browse through the chapter mate-
rial, being sure to note each word in bold type. These words indicate important concepts
that you must know to learn the material. Do not worry about trying to understand all the
material. Your professor is there to assist you with that endeavor. The purpose of brows-
ing through the material is so that your brain will be prepared to accept and organize the
new information when it is presented to you.
Math Is Not a Spectator Sport To learn mathematics you must be an active partici-
pant. Listening and watching your professor do mathematics is not enough. Mathematics
requires that you interact with the lesson you are studying. If you have been writing down
the things we have asked you to do, you were being interactive. There are other ways this
textbook has been designed so that you can be an active learner.
Check Your Progress One of the key instructional features of this text is a completely
worked-out example followed by a Check Your Progress.
B2 B2, O2
AB2shows the blood
The following table A2, B2, AB2,
types thatO2
can safely be given during a blood
O2
transfusion to persons of each of theO2
eight blood types.
xx AIM for Success Source: American Red Cross
Blood Transfusion Table
ExAmPlE 8
Recipient blood type Donor blood type
Applications of the Blood Transfusion Table
A1 A1, A2, O1, O2
B1 table and Figures
Use the blood transfusion B1, B2,
2.3O1,
and O2
2.4 to answer the following questions.
AB1 A1, A2, B1, B2, AB1, AB2, O1, O2
MilanMarkovic/Shutterstock.com
a. Can Sue safely beO1

given a type O1
O1,blood
O2 transfusion?
b. Why is a person with type O2 blood O2
A2 A2, called a universal donor?
B2 B2, O2
Solution AB2 A2, B2, AB2, O2
O2
a. Sue’s blood type is A2. The blood O2transfusion table shows that she can safely
receive blood only if it is type A2
Source: American Red Cross or type O2. Thus it is not safe for Sue to
receive type O1 blood in a blood transfusion.
b. The blood transfusion table shows that all eight blood types can safely receive type
ExAmPlE 8
O2 blood. Thus a person with type O2 blood is said to be a universal donor.
Applications of the Blood Transfusion Table
CHECk youR PRogRESS 8 Use the blood transfusion table and Figurespage
Use the blood transfusion table and Figures 2.3 and 2.4 to answer the following questions.
2.3 74
and 2.4 to answer the following questions.
MilanMarkovic/Shutterstock.com
Note
a. that
Can each Example
Sue safely is completely
be given a type O1 worked out and the Check Your Progress following
blood transfusion?
thea. Is it safeis for
example not.Alex
Studyto receive
the type A2example
worked-out blood in carefully
b. Why is a person with type O2 blood called a universal donor?
a blood transfusion?
by working through each step.
b. What blood type do you
You should do this with paper and pencil. have if you are classified as a universal recipient?
Solution
Now workSee thepage
Solution Check S6.Your Progress. If you get stuck, refer to the page number follow- ◀
inga.theSue’s
wordbloodSolution, A2. directs
type iswhich The blood youtransfusion
to the pagetable showsthe
on which thatCheck
she can safely
Your Progress is
receive
solved—a blood only
complete if it is type
worked-out A2 oristype
solution O2. Thus
provided. it isuse
Try to notthe
safe for Sue
given to to get a
solution
receive type O1 blood in a blood transfusion.
hint for the step you are stuck on. Then try to complete your solution.
b. When you have
The blood completed
transfusion tabletheshows
solution,
thatcheck your
all eight worktypes
blood against
canthe solution
safely wetype
receive provide.
O2 blood. Thus a person with type O2 blood is said to be a universal donor.
MATHMATTERS CHECk youRThe PRogRESS 8

Cantor SetUse the blood transfusion table and Figures 2.3
and 2.4 to answer the following questions.
Consider the set of points formed by a line segment with a length of 1 unit. Remove
a.
the Ismiddle
it safethird
for Alex to line
of the receive type A2
segment. bloodthe
Remove in middle
a blood third
transfusion?
of each of the remain-
620 C H A P T E R 11 | The Mathematics
ingWhat
of Finance
2 lineblood
segments. Remove theifmiddle
b. type do you have you arethird of each
classified as aofuniversal
the remaining 4 line seg-
recipient?
ments. Remove the middle third of each of the remaining 8 line segments. Remove the
sECTion 11.1 Solution
middle thirdSee
simple pageof
interest
of each S6.the remaining 16 line segments. ◀
page 74
simple interest
Be aware
When that frequently
you deposit money in there is moreexample,
a bank—for than oneinway to solve
a savings a problem. Your
account—you answer,
are permit-
HisTorical Note
MATHMATTERS
however, should be the same as the given answer. If you have any
ting the bank to use your money. The bank may lend the deposited money to customers question as to whether your
The earliest loans date back to method
to buywillcars“always
or make work,”
The check
Cantor
renovations with
onSet your
their instructor
homes. The or with
bank someone
pays you forin the
the math center.
privilege of
3000 b.c., and interest on those The your
using first five
Remember: steps
money.Be an in the
The formation
active
amount paidof to
participanttheyou
Cantor
in is setlearning
your
called process.
interest. If you When
are theyouone are sitting
borrow-
loans may have extended over in ing
class watching
generations, not 4 or 5 years,
money
Consider from
the set aand listening
ofbank,
pointstheformedto an
amount byyouaexplanation,
for the you
paysegment
line withmay
privilege think
of
a length ofthat
using 1thatyou understand.
money
unit. is also
Remove
as is the case for today’s typical
However,
called until
interest.
the middle youofactually
third the linetry to do it,Remove
segment. you will thehave no confirmation
middle third of each of of the
theremain-
new knowl-
car loan. one of the first written ingor2The
edge lineamount
skill. Most of
segments. deposited
have in
usRemove hada bank
the
the or borrowed
experience
middle from of
of each
third of sitting ain
bank
class
the isthinking
called the
remaining 4 we principal.
knew
line seg- how
records of an interest rate occurs to The
ments.amount
do something
Remove ofonly
interest
the middlepaid
to get is usually
home
third ofand
each given
realize as
of thewe adidn’t.
percent8 line
remaining of the principal.
segments. The percent
Remove the
in the code of Hammurabi. Ham- used
middleto third
determine theofamount
of each of interest
the remaining 16 is called
line the interest rate. If you deposit $1000
segments.
murabi ruled Babylon from 1795 Rule Boxes Pay special attention to definitions,$1000
in a savings account paying 5% interest per year, is the formulas,
theorems, principal and
andthe annual
procedures
to 1750 b.c. He is known for being interest rate is 5%.
the first ruler to write a set of laws
that are presented in a rectangular box, because they generally contain the most impor-
Interestin
tant concepts paid the original principal is called simple interest. The formula used to
on section.
each
that defined people’s rights. in this
code, he allowed annual interest
calculate simple interest is given below.
rates to be as high as 30%.
Simple
The Interest
first five steps inFormula
the formation of the Cantor set
The simple interest formula is
I = Prt
where I is the interest, P is the principal, r is the interest rate, and t is the time
period.
In the simple interest formula, the time t is expressed in the same units as the
pagerate.
620
For example,
Copyright 2018 Cengage Learning. if the rate
All Rights Reserved. is be
May not given asscanned,
copied, an annual interestin rate,
or duplicated, then
whole or theWCN
in part. time02-200-203
in is measured
years; if the rate is given as a monthly interest rate, then the time must be expressed in
AIM for Success xxi
Chapter Exercises When you have completed studying a section, do the section ex-
ercises. Math is a subject that needs to be learned in small sections and practiced con-
tinually in order to be mastered. Doing the exercises in each exercise set will help you
master the problem-solving techniques necessary for success. As you work through the
exercises, check your answers to the odd-numbered exercises against those in the back
of the book.
Preparing for a Test There are important features of this text that can be used to
prepare for a test.
■ Chapter Summary
■ Chapter Review Exercises
■ Chapter Test
After completing a chapter, read the Chapter Summary. (See page 99 for the Chapter 2
Summary.) This summary highlights the important topics covered in each section of the
chapter. Each concept is paired with page numbers of examples that illustrate the concept
and exercises that will provide you with practice on the skill or technique.
Following the Chapter Summary are Chapter Review Exercises (see page 101). Do-
ing the review exercises is an important way of testing your understanding of the chap-
ter. The answer to each review exercise is given at the back of the book, along with, in
brackets, the section reference from which the question was taken (see page A5). After
checking your answers, restudy any section from which a question you missed was taken.
It may be helpful to retry some of the exercises for that section to reinforce your problem-
solving techniques.
Each chapter ends with a Chapter Test (see page 103). This test should be used to
prepare for an exam. We suggest that you try the Chapter Test a few days before your
actual exam. Take the test in a quiet place and try to complete the test in the same amount
of time you will be allowed for your exam. When taking the Chapter Test, practice the
strategies of successful test takers: (1) scan the entire test to get a feel for the questions;
(2) read the directions carefully; (3) work the problems that are easiest for you first; and
perhaps most importantly, (4) try to stay calm.
When you have completed the Chapter Test, check your answers for each exercise
(see page A6). Next to each answer is, in brackets, the reference to the section from which
the question was taken and an example reference for each exercise. The section references
indicate the section or sections where you can locate the concepts needed to solve a given
exercise, and the example reference allows you to easily find an example that is similar
to the given test exercise. If you missed a question, review the material in that section
and rework some of the exercises from that section. This will strengthen your ability to
perform the skills in that section.
Is it difficult to be successful? YES! Successful music groups, artists, professional
Your career goal goes here. athletes, teachers, sociologists, chefs, and have to work very hard to achieve
their goals. They focus on their goals and ignore distractions. The things we ask you to
do to achieve success take time and commitment. We are confident that if you follow our
suggestions, you will succeed.
1
om
ck.c
rsto
utte
il/Sh
Mikha
Dudarev
Problem Solving
Most occupations require good problem-solving skills. For
instance, architects and engineers must solve many compli-
cated problems as they design and construct modern build-
ings that are aesthetically pleasing, functional, and that meet
stringent safety requirements. Two goals of this chapter are to
help you become a better problem solver and to demonstrate that
problem solving can be an enjoyable experience.
One problem that many have enjoyed is the Monty Hall (host of the
game show Let’s Make a Deal) problem, which is stated as follows. The grand
prize in Let’s Make a Deal is behind one of three doors. Less desirable prizes
(for instance, a goat and a box of candy) are behind the other two doors. You 1.1 Inductive and
Deductive
select one of the doors, say door 1. Monty Hall reveals one of the less desirable
Reasoning
prizes behind one of the other doors. You are then given the opportunity either
to stay with your original choice or to choose the remaining closed door. 1.2 Problem Solving
with Patterns
1.3 Problem-Solving
Strategies
1 2 3
Example: You choose door 1. Monty Hall reveals a goat behind

door 3. You can stay with door 1 or switch to door 2.
Marilyn vos Savant, author of the “Ask Marilyn” column featured in Parade
Magazine, analyzed this problem,1 claiming that you double your chances of
winning the grand prize by switching to the other closed door. Many readers,
including some mathematicians, responded with arguments that contradicted Photo by Timothy White
Marilyn’s analysis.
What do you think? Do you have a better chance of winning the grand prize
by switching to the other closed door or staying with your original choice?
Of course there is also the possibility that it does not matter, if the chances Marilyn vos Savant
of winning are the same with either strategy.
Discuss the Monty Hall problem with some of your friends and classmates.
Is everyone in agreement? Additional information on this problem is given in
Exploration Exercise 54 on page 14.
1
“Ask Marilyn,” Parade Magazine, September 9, 1990, p. 15.
1
2 CHAPTER 1 | Problem Solving
sECTion 1.1 inductive and Deductive Reasoning

inductive Reasoning
The type of reasoning that forms a conclusion based on the examination of specific exam-
ples is called inductive reasoning. The conclusion formed by using inductive reasoning is
a conjecture, since it may or may not be correct.
Inductive Reasoning
Inductive reasoning is the process of reaching a general conclusion by examining
specific examples.
When you examine a list of numbers and predict the next number in the list according to
some pattern you have observed, you are using inductive reasoning.
ExAmPlE 1 Use inductive Reasoning to Predict a number
Use inductive reasoning to predict the next number in each of the following lists.
a. 3, 6, 9, 12, 15, ? b. 1, 3, 6, 10, 15, ?
solution
a. Each successive number is 3 larger than the preceding number. Thus we predict
that the next number in the list is 3 larger than 15, which is 18.
b. The first two numbers differ by 2. The second and the third numbers differ by 3.
It appears that the difference between any two numbers is always 1 more than the
preceding difference. Since 10 and 15 differ by 5, we predict that the next number
in the list will be 6 larger than 15, which is 21.
CHECk yoUR PRogREss 1 Use inductive reasoning to predict the next num-
ber in each of the following lists.
a. 5, 10, 15, 20, 25, ? b. 2, 5, 10, 17, 26, ?
Inductive reasoning is not used just to predict the next number in a list. In Example 2
we use inductive reasoning to make a conjecture about an arithmetic procedure.
ExAmPlE 2 Use inductive Reasoning to make a Conjecture
Consider the following procedure: Pick a number. Multiply the number by 8, add 6 to
the product, divide the sum by 2, and subtract 3.
Complete the above procedure for several different numbers. Use inductive reason-
ing to make a conjecture about the relationship between the size of the resulting number
and the size of the original number.
solution
Suppose we pick 5 as our original number. Then the procedure would produce the fol-
lowing results:
Original number: 5
Multiply by 8: 8 3 5 = 40
Add 6: 40 + 6 = 46
Divide by 2: 46 4 2 = 23
Subtract 3: 23 − 3 = 20
s E C T i o n 1.1 | Inductive and Deductive Reasoning 3
We started with 5 and followed the procedure to produce 20. Starting with 6 as our
Take NoTe
original number produces a final result of 24. Starting with 10 produces a final result of
In Example 5, we will use a 40. Starting with 100 produces a final result of 400. In each of these cases the resulting
deductive method to verify that number is four times the original number. We conjecture that following the given pro-
the procedure in Example 2 cedure produces a number that is four times the original number.
2
always yields a result that is four
times the original number. CHECk yoUR PRogREss Consider the following procedure: Pick a number.
Multiply the number by 9, add 15 to the product, divide the sum by 3, and subtract 5.
Complete the above procedure for several different numbers. Use inductive reason-
ing to make a conjecture about the relationship between the size of the resulting number
and the size of the original number.
Scientists often use inductive reasoning. For instance, Galileo Galilei (1564–
HIStoRIcal Note 1642) used inductive reasoning to discover that the time required for a pendulum to com-
galileo galilei plete one swing, called the period of the pendulum, depends on the length of the pendu-
Hulton Archive/Getty Images
(găl9- -lā9ē9) lum. Galileo did not have a clock, so he measured the periods of pendulums in “heartbeats.”
e
entered the Uni- The following table shows some results obtained for pendulums of various lengths. For
versity of Pisa to
the sake of convenience, a length of 10 inches has been designated as 1 unit.
study medicine
at the age of 17,
Length of pendulum, Period of pendulum,
but he soon real-
in units in heartbeats
ized that he was more interested
in the study of astronomy and the 1 1
physical sciences. Galileo’s study of 4 2
pendulums assisted in the develop- 9 3
ment of pendulum clocks. 16 4
25 5
36 6
The period of a pendulum is the time it
takes for the pendulum to swing from left
to right and back to its original position.
ExAmPlE 3 Use inductive Reasoning to solve an Application
Use the data in the above table and inductive reasoning to answer each of the following
questions.
a. If a pendulum has a length of 49 units, what is its period?
b. If the length of a pendulum is quadrupled, what happens to its period?
solution
a. In the table, each pendulum has a period that is the square root of its length. Thus
we conjecture that a pendulum with a length of 49 units will have a period of
7 heartbeats.
b. In the table, a pendulum with a length of 4 units has a period that is twice that
of a pendulum with a length of 1 unit. A pendulum with a length of 16 units has
a period that is twice that of a pendulum with a length of 4 units. It appears that
Velocity Height quadrupling the length of a pendulum doubles its period.
of tsunami, of tsunami,
in feet per second in feet CHECk yoUR PRogREss 3
A tsunami is a sea wave produced by an under-
6 4 water earthquake. The height of a tsunami as it approaches land depends on the velocity
9 9 of the tsunami. Use the table at the left and inductive reasoning to answer each of the
12 16 following questions.
15 25
18 36
a. What happens to the height of a tsunami when its velocity is doubled?
21 49 b. What should be the height of a tsunami if its velocity is 30 feet per second?
24 64
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Miss Parrett’s instructions, and to ask if she would require the motor,
the invariable reply was that “she would let him know later.”
The first time they met, Miss Parrett had taken a dislike to the
chauffeur, and this dislike had recently been increased by an outrage
of more recent date. She had seen Owen, her paid servant, in
convulsions of laughter at her expense; yes, laughing exhaustively at
his mistress! This was on the occasion of a ridiculous and distressing
incident which had taken place one sultry afternoon in the garden.
The Rector and his daughter were helping Susan to bud roses—a
merry family party; the chauffeur was neatly trimming a box border,
Hogben raking gravel, Miss Parrett herself, hooded like a hawk, was
poking and prowling around. All at once she emerged from a tool-
shed, bearing in triumph a black bottle, which she imprudently
shook.
“I’d like to know what this is?” she demanded, in her shrillest pipe.
The answer was instantaneous, for the liquor being “up,” there was a
loud explosion, a wild shriek, and in a second Miss Parrett’s identity
was completely effaced by the contents of a bottle of porter. The too
inquisitive lady presented a truly humiliating spectacle. Hood, face,
hands, gown, were covered with thick cream-coloured foam; it
streamed and dripped, whilst she gasped and gurgled, and called
upon “Susan!” and “Aurea!”
As the stuff was removed from her eyes by the latter—anxiously
kind, but distinctly hysterical—almost the first object to catch the old
lady’s eye was the chauffeur, at a little distance, who, such was his
enjoyment of the scene, was actually holding his sides! He turned
away hastily, but she could see that his shoulders were shaking, and
told herself then that she would never forgive him. She bided her
time to award suitable punishment for his scandalous behaviour—
and the time arrived.
The malicious old woman enjoyed the conviction that she was
holding this too independent chauffeur a prisoner on the premises,
precisely as she kept the detestable Joss tied up in the stables. Joss
rattled and dragged at his chain, and occasionally broke into
melancholy howls, whilst the other paced to and fro in the red-tiled
yard, thinking furiously and smoking many more cigarettes than were
good for him.
Accustomed from childhood to a life of great activity, to be, perforce,
incarcerated hour after hour, awaiting the good—or evil—pleasure of
an old woman who was afraid to use her motor, exasperated
Wynyard to the last degree. The car was ready, he was ready;
usually about six o’clock Miss Parrett would trot out in her hood and
announce in her bleating voice—
“Owen, I shall not require the car to-day!”
Sometimes she would look in on a humble, fawning culprit in the
stable, and say, as she contemplated his beseeching eyes—
“Hah! you bad dog, you bad dog! I wish to goodness you were dead
—and you shall wish it yourself before I’ve done with you!”
It was not impossible that these amiable visitations afforded Miss
Parrett a delicious, and exquisite satisfaction.
The Drum Inn closed at ten o’clock, and even before the church
clock struck, the Hogbens had retired; but the former Hussar officer,
accustomed to late hours, and with the long summer night seducing
him, found it impossible to retire to his three-cornered chamber—
where the walls leant towards him so confidentially, and the
atmosphere reeked of dry rot. No, he must breathe the sweet breath
of the country, have some exercise, and walk himself weary under
the open sky.
Mrs. Hogben—who had now absolute confidence in her lodger, and
told him all her most private family affairs—entrusted him with the
door-key, that is to say, she showed him the hole in which—as all the
village knew—it was concealed. Sometimes it was one in the
morning when the chauffeur crept upstairs in stockinged feet,
accompanied by Joss—yes, Joss! There were a pair of them, who
had equally enjoyed their nocturnal wanderings. The dog slept on a
bit of sacking, in his confederate’s room, till Mrs. Hogben was astir,
then he flew back to the Manor, and crept through the same hole in
the yew hedge by which, in answer to a welcome whistle, he had
emerged the preceding evening. Behold him sitting at the kitchen
door when the kitchen-maid opened it, the personification of injured
innocence—a poor, neglected, hungry animal, who had been turned
out of doors for the whole long night.
These were delightful excursions: over meadows and brooks,
through deep glens and plantations, the two black sheep scoured the
country, and, as far as human beings were concerned, appeared to
have earth and heaven to themselves. Wynyard roamed hither and
thither as the freak took him, and surrendered himself to the
intoxication that comes of motion in the open air—a purely animal
pleasure shared with his companion.
They surprised the dozing cattle, and alarmed astonished sheep,
sent families of grazing rabbits scuttling to their burrows; they heard
the night-jar, the owl, and the corn-crake; bats flapped across their
path, and in narrow lanes the broad shoulders of Wynyard broke the
webs of discomfited spiders. The extraordinary stillness of the night
was what impressed the young man; sometimes, from a distance of
four or five miles, he could hear, with startling distinctness, the
twelve measured strokes of Ottinge church clock.
During these long, aimless rambles, what Joss’ thoughts were, who
can say? Undoubtedly he recalled such excursions in ecstatic
dreams. Wynyard, for his part, took many pleasure trips into the land
of fancy, and there, amidst its picturesque glamour and all its doubts,
distractions, and hopes, his sole companion was Aurea! Nothing but
the hope of her return sustained and kept him day after day, pacing
the Manor yard, in a sense her prisoner! His devotion would have
amazed his sister; she could not have believed that Owen, of all
people, would have been so enslaved by a girl, could have become
a dumb, humble worshipper, satisfied to listen to her laugh, to catch
a radiant glance of her dark eyes, and, when he closed the door of
the car, to shield her dainty skirt with reverent fingers.
Presently there came a spell of bad weather, the rain sweeping
across the country in great grey gusts and eddying whirls, moaning
and howling through the village, making the venerable trees in Mrs.
Hogben’s orchard quite lively in their old age, lashing each other with
their hoary arms, in furious play.
It was impossible for Wynyard to spend the entire evening indoors
over Mrs. Hogben’s fire, listening to tales of when “she was in
service,” though he was interested to hear that Miss Alice Parrett as
was—Mrs. Morven—“was the best of the bunch, and there wasn’t a
dry eye when she was buried.” He also learned that Mr. Morven was
rich for a parson, and had once kept a curate, well paid, too; but the
curate had been terribly in love with Miss Aurea, and of course she
wouldn’t look at him—a little red-haired, rat-faced fellow! and so he
had gone away, and there was no more regular curate, only
weekends, when Mr. Morven went abroad for his holiday. And now
and then Mrs. Hogben would fall into heartrending reminiscences of
her defunct pigs.
“Afore you come, Jack, I kep’ pigs,” she informed him; “one a year. I
bought un at Brodfield—a nice little fellow—for fifteen shillings to a
pound, and fattened un up, being so much alone all day, I could
never help making sort of free with the pig, and petting un. He
always knew me, and would eat out of my hand, and was a sort of
companion, ye see?”
“Yes,” assented Wynyard, though he did not see, for in his mind’s
eye he was contemplating Aurea Morven.
“Well, of course, he grew fat, and ready for the butcher, and when he
was prime, he had to go—but it just broke my heart, so it did; for
nights before I couldn’t sleep for crying,” here she became
lachrymose; “but it had to be, and me bound to be about when the
men came, and the cries and yells of him nigh drove me wild;
though, of course, once he was scalded and hung up, and a fine
weight, it wor a nice thing to have one’s own pork and bacon.”
Her companion nodded sympathetically.
“Howsomever, the last time I was so rarely fond of the pig, and his
screams and carryings-on cut me so cruel, that I made a vow, then
and there, I’d never own another, but take a lodger instead—and
you, Jack, be the first!”
“I’m sure I’m flattered,” rejoined Wynyard, with an irony entirely
wasted on his companion, who, with her skirt turned over her knees,
and her feet generously displayed, sat at the other side of the fire,
thoroughly enjoying herself.
“Tom is out,” he said, and this remark started her at once into
another topic, and a series of bitter complaints of Dilly Topham—
Tom’s girl.
“The worst of it is, she’s mighty pretty, ain’t she?” she asked
querulously.
“She is,” he admitted. Dilly was a round-faced, smiling damsel, with
curly brown hair and expressive blue eyes—a flirt to her finger-tips. It
was also true that she did lead poor Tom a life, and encouraged a
smart young insurance agent, with well-turned, stockinged calves,
and a free-wheel bicycle.
“I’d never put up with her,” declared Mrs. Hogben, “only for her
grandmother.”
“Why her grandmother?” he questioned lazily.
“Bless your dear heart, old Jane Topham has been a miser all her
life. Oh, she’s a masterpiece, she is, and lives on the scrapings of
the shop; she hasn’t had a gown this ten year, but has a fine lump of
money in the Brodfield Bank, and Dilly is all she’s got left, and the
apple of her eye. Dilly will have a big fortune—only for that, I’d put
her to the door, with her giggling and her impudence, yes I would,
and that’s the middle and the two ends of it!”
When Wynyard had heard more than enough of Dilly’s doings and
misdoings, and the biographies and tragedies of his predecessors
(the pigs), he went over to the Drum, listened to discussions, and
realised the prominent characteristics of the English rustic—
reluctance to accept a new idea. Many talked as if the world had not
moved for thirty years, and evinced a dull-witted contentment, a
stolid refusal to look facts in the face; but others, the younger
generation, gave him a new perspective—these read the papers,
debated their contents, and took a keen interest in their own times.
Wynyard generally had a word with old Thunder, and played a game
of chess with Pither, the organist. Captain Ramsay was established
in his usual place—smoking, silent, and staring. So intent was his
gaze, so insistently fixed, that Wynyard invariably arranged to sit with
his back to him, but even then he seemed to feel the piercing eyes
penetrating the middle of his spine!
One evening Captain Ramsay suddenly rose, and shuffled out of his
corner—an usual proceeding, for he remained immovable till closing
time (ten o’clock). He came straight up to where Wynyard was
bending over the chess-board, considering a move, and laying a
heavy hand on his shoulder, and speaking in a husky voice, said—
“I say—Wynyard—don’t you know me?”
CHAPTER XVII
LADY KESTERS HAS MISGIVINGS
At this amazing question the chauffeur started violently, looked up

into the anxious, sunken eyes gazing into his own, and answered—
“No, to the best of my belief, I’ve never seen you before—never till I
came here.”
The man’s worn face worked with violent emotion—which he vainly
struggled to subdue.
“What!” he demanded, in a high, hoarse key, “have you forgotten
Lucknow?—and Jim Ramsay of the Seventh? Impossible!”
Wynyard glanced at him and again shook his head.
After a long pause, expressive of indignant incredulity—
“Why, man alive, you and I were at school together! Don’t you
remember your poky little room over the churchyard, and how we
fagged for Toler, and played hard rackets?”
As Wynyard still remained irresponsive, suddenly, to his horror, the
questioner burst into tears and tottered unsteadily towards the door,
wringing his hands, uttering loud convulsive sobs, and exclaiming,
“As a dead man out of mind! As a dead man out of mind! Tell them to
sound the Last Post!”
There was a loud murmur from the card-players, and old Thunder,
turning about and addressing the company, said—
“Poor old chap, ’e’s worse nor ever. At school together”—to Wynyard
—“Lor’ bless me! why, ye might be his son! I suppose ’e’s a stranger
to ye, mister?”
“Yes; I never laid eyes on him before.”
“He’s a-going off his nut,” declared a voice from the nap table; “he
did ought to be put away—he did.”
“Ay,” agreed the organist, addressing Wynyard, “his good lady won’t
hear of it; but it’s my opinion that he is no longer safe to himself or
others—it’s the loose and at-home lunatics that commit these awful
crimes ye read of in the papers, and makes your blood run cold.”
Wynyard made no reply. He had more than once heard Pither
himself spoken of as a madman and a crazy fellow; but he was
merely eccentric. As for Captain Ramsay, he was lost in conjecture
as to how that unfortunate and afflicted gentleman had got hold of
his real name?
This mystery was solved no later than the next evening. In the lovely,
soft June twilight he was walking past the Claringbold’s empty farm,
and here came upon the captain, who was leaning over the gate,
and signalled imperatively to him with his stick.
“Look here!” he called out, and Wynyard stood still. “You’ve been a
puzzle to me for nearly six weeks—and at last I’ve got you.”
“Got me!”
“Of course you are Owen Wynyard; you and I knew one another long
ago. Why, man! we were schoolfellows, almost like brothers, and
afterwards, when our two regiments lay in Lucknow—why, God bless
me! it’s over thirty years ago!”
Captain Ramsay had got hold of his right name, but otherwise he
was a raving lunatic.
“You are Owen Wynyard, aren’t you?” he asked impatiently.
“Yes, I am, but I don’t use the Wynyard here; and I must beg you to
keep it to yourself.”
“Oh, all right; in one of your old scrapes, my boy! Money scarce! Ha
ha!” and he laughed hysterically. “So you’re lying doggo from the
Soucars, but why here?”
“That’s my business,” he answered sharply.
“Come, come, don’t be so grumpy and short with me, Owen. You
were always such a rare good-tempered chap. What has changed
you, eh? Now, come along home with me, and we will have a good
‘bukh’ over old times,” and, as he spoke, his grasp—a fierce,
possessive clutch—tightened painfully on his prisoner’s arm.
“But,” objected the victim, “I was going for a turn.”
“No, you are not; you are coming straight home with me. My wife will
be glad to make your acquaintance. I forget if you’ve met her?” and
he touched his forehead. “I’m a little funny here, Owen. India, my
boy! she takes it out of all of us one way or another—teeth, hair,
liver, brains. Come on now—right about turn!” he concluded
facetiously.
There was no use in resistance or in having a violent personal
struggle with the lunatic—nothing for it but to submit; and, in spite of
his reluctance, Wynyard was conducted, as if in custody, right up to
the door of Ivy House. Were he to refuse to enter, he knew there
would only be a scene in the street, a gaping crowd, and an
unpleasant exposure.
“Look, look, Tom!” cried Mrs. Hogben, pointing to the opposite
house, “if the captain hasn’t got hold of our young fellow, and a-
walkin’ him home as if he had him in charge—he has took a fancy to
him, I do declare!”
“There’s more nor one has took a fancy to Owen,” remarked Tom,
with gruff significance; “but, as to the captain—well—I’d rather it was
him—nor me.”
The captain entered his house with a latchkey and an air of
importance; there was a light in the square hall, and a door at one
side was ajar. He called out—
“Katie, Katie, come and see what I have found for you!”
A door was opened wide, and there stood Mrs. Ramsay in a tea-
gown, with a little black Pom. in her arms. She looked amazed, as
well she might, but instantly dissembled her surprise, and said—
“Good-evening—I see my husband has invited you in for a smoke?”
“Smoke!” said Captain Ramsay, passing into the drawing-room, and
beckoning Wynyard to follow him. As he did so, he glanced
apologetically at the lady of the house, and it struck him then that he
was looking into a face that had seen all the sorrows of the world.
The room was furnished with solid old furniture, but Mrs. Ramsay’s
taste—or was it Miss Morven’s—had made it a charming and restful
retreat, with pretty, soft wall-paper, rose-shaded lamps, flowers, a
quantity of books, and a few Indian relics—such as a brass table, a
phoolcarrie or two, and some painted Tillah work which he
recognised as made near Lucknow.
“Katie,” resumed her husband, after a pause, “I know you will be
pleased to hear I’ve met a very old friend,” and he laid his hand
heavily on Wynyard’s shoulder. “Let me introduce Captain Wynyard
—Owen Wynyard of the Red Hussars. He and I were quartered
together in Lucknow, a matter of thirty-three years ago—why, I knew
him, my dear, long before I ever set eyes on you!”
As he concluded, he gazed at her with his dark shifty eyes, and
Wynyard noticed the nervous twitching of his hands.
“I’m sure I’m delighted to make your acquaintance,” she said, with
the utmost composure, though her lips were livid. Jim was getting
worse—this scene marked a new phase of his illness—another
milestone on the road to dementia.
“We were inseparable, Katie, I can tell you, and went up together for
our leave to Naini Tal, and stayed at the club, rowed in the regatta,
had a ripping time, and went shooting in Kumaon. I say, Owen, do
you remember the panther that took your dog near Bhim Tal—and
how you got him?”
Wynyard nodded assent—in for a penny, in for a pound! He was
impersonating a dead man, and what was a dead dog more or less?
“Do you remember the cairn we raised over him, and he was so
popular, every one who knew him, that passed up or down, placed a
stone on it?”
“Wouldn’t you like to go and smoke in the dining-room?” suggested
Mrs. Ramsay. “Jim, I’ll ring for Mary to light the lamp, she does not
know you are in.”
“No, no, I’ll go myself,” and he shuffled into the hall.
“He has taken you for some one else, of course, poor fellow!” she
said, turning quickly to Wynyard, and speaking under her breath.
“Yes,” he answered, “for my father—but please keep this to yourself
—I’ve always heard I am extraordinarily like him.”
“Then humour him, humour him, do. You see how bright and happy
this imaginary meeting has made him. Oh, it will be so kind of you to
talk to him of India—he loves it—how I wish you knew the country—
you must pretend, and I will coach you. Lucknow is very hot, and
gay, not far——”
“But I needn’t pretend,” he broke in, “I know the country—yes—and
Lucknow too. I was there with my father’s old regiment.”
She stared at him for a moment in bewildered astonishment.
“I say, you won’t give me away, will you?” he added anxiously.
“No; is it likely? If you will only come and talk to him of an evening
now and then, it will be truly one of the good deeds that will be
scored up to you in heaven. Ah, here he is, and the lamp.”
“Now come along, Owen,” he said briskly. “Here you are, I’ve got my
best tobacco for you. Let’s have a bukh!”
And what a bukh it was! Captain Ramsay carried on most of the
conversation, and as he discoursed of old friends, of shikar, of
camps and manœuvres, racing and polo, his sunken eyes kindled,
he became animated; it was another personality to that of the silent,
drooping figure known to Ottinge. Wynyard, as he listened and threw
in a word or two, could now dimly realise the good-looking smart
officer in this poor stranded wreck.
Mrs. Ramsay, who had brought her work and her little dog, sat
somewhat apart, beyond the shaded lamp’s rays, listened,
wondered, and inwardly wept. What vital touch to a deadened mind
had kindled these old memories? What a mysterious organ was the
human brain!
And the taciturn chauffeur, he too was changed—it was another
individual; he sat there, smoking, his elbow on the table, discussing
army matters (now obsolete), notable generals, long dead and gone,
the hills and plains of India, the climate—that, at least, was
unchanged—with extraordinary coolness and adaptability. The guest
was playing the rôle of being his own father, with astounding
success. And what a good-looking young fellow! she noticed his
clear-cut features, the well set-on head, the fine frame, the
distinguished looking brown hand that lay carelessly on the table.
The scene was altogether amazing; this sudden recognition seemed
to have aroused Jim from a long, long mental slumber. Was it a sign
of recovery—or was it a symptom of the end?
When at last Owen rose to go, Captain Ramsay made no effort to
detain him, but sat, with his head thrown back and his eyes fixed on
the opposite wall, lost in a reverie of ghastly vacuity.
It was Mrs. Ramsay who accompanied her guest into the hall, and
inquired, in her everyday manner—
“And when is the motor of Ottinge coming back?”
“I am to fetch it to-morrow.”
Then, in another voice, almost a whisper, she added—
“I am so grateful to you. My husband and your father seem to have
been like brothers—and you really managed wonderfully. You have
given Jim such pleasure, and, poor fellow, he has so little!” Her eyes
were dim as she looked up, “Even I, who am with him always, see a
change. I am afraid he is growing worse.”
“Why not better?” asked Wynyard, with forced cheerfulness. “Have
you seen a mental specialist?”
“Oh yes, long ago; his condition is the result of sunstroke, and they
said he—he ought to be—put away in an asylum; but of course his
home is his asylum.”
Her visitor was not so clear about this, and there was no doubt that
now and then the captain’s eyes had an alarmingly mad expression.
“Can you manage to come and see him occasionally, or is it asking
too much?”
“I’ll come with pleasure; I have my evenings off—the car never goes
out at night, as you may know; but I’m only Owen Wynyard, late of
the Red Hussars, in this house, if you please, Mrs. Ramsay.”
“Of course; and I shall be only too thankful to see you whenever you
can spare us an hour,” and she opened the door and let him out.
From this time forth there commenced an intimacy between the
chauffeur and the Ramsays. He not only spent an hour now and then
with the captain, smoking, playing picquet, and talking over old
times, but he gave Mrs. Ramsay valuable assistance with her
boarders, treated bites, thorns, and other casualties with a practised
hand; on one occasion sat up at night with a serious case of
distemper; on another, traced and captured a valuable runaway. He
admired her for her unquenchable spirit, energy, and pluck, and
helped in the kennel with the boy she employed, and undertook to
exercise the most boisterous dogs of an evening. These thoroughly
enjoyed their excursions with an active companion, who, however,
maintained a strict but kindly discipline; and, of a bright moonlight
night, it was no uncommon sight to meet the chauffeur, four or five
miles from Ottinge, accompanied by, not only Joss, but by several of
Mrs. Ramsay’s paying guests.
The friendship between the captain and the chauffeur naturally did
not pass unnoticed, and the verdict of the Drum was that the young
fellow, having spare time on his hands, had been “took on as a sort
of keeper at Ivy House, and gave a help with the kennel and the old
man—and the old man was growing worse.”
Leila had arranged to pay a flying visit to Brodfield when her brother
went there to fetch the motor, and he found her awaiting him in a
gloomy sitting-room of that once celebrated posting-inn—the Coach
and Horses.
“Three months are gone!” she said, after their first greetings, “so far
so good, ce n’est que le premier pas qui coute!”
“There are a good many pas yet! It’s awfully nice to see you, Sis,
and be myself for once in a way,” and then he proceeded to unfold
his experience with Captain Ramsay.
“Oh, how ghastly! The poor lunatic talking away to you, and taking
you for our father! Imagine him recognising you by the likeness, and
skipping thirty-three years! No one else suspects you, do they?”
“His wife knows my real name, and that’s all; I had to tell her, but she
is safe as a church. Miss Susan has been curious.”
“Bless her dear simple heart!”
“I say amen to that; but of all the mean, purse-proud, tyrannical old
hags, give me Bella Parrett! She’s always bragging of her family, too,
and her crest—in my opinion it ought to be a civet cat!”
“Oh, Owen,” and she laughed, “it’s not often that you are stirred to
such indignation.”
“Ah, you don’t know her.”
“Apparently not. Well, what do you say to a move, and to better
yourself? I believe I could find you a capital place in Somersetshire,
not so retired, more in the world, and with quite smart people.”
“No, thanks, I’ll stick to this now—anyway till Christmas.”
“But, Owen, when the old woman and the motor are so objectionable
—by the way, I must inspect it before you start to-morrow—why
remain?”
“Oh, I’ve got the hang of the place now. I know the people, I’ve
comfortable quarters—and—er—I like Miss Susan——”
“Do you like any one else, Owen, come?”
“I like the parson, and the schoolmaster, and Tom Hogben.”
“Well, well, well!” throwing herself back, “I see you won’t give me
your confidence! I am positively certain there is some one in Ottinge
you like much better than the parson and the schoolmaster—or even
Miss Susan.”
“I swear there is not,” he answered, boldly confronting her. (Aurea
was not in Ottinge, but visiting her rich London relatives, doing a bit
of the season with, to borrow the native term, “Mrs. General
Morven.”)
Leila was puzzled. Owen, she knew, was a hopelessly bad liar, and
his face looked innocence itself.
“I’ve got a box for the theatre here—a company on tour. We may as
well go—you can sit in the back,” she said, rising.
“All right; it’s to be hoped none of the Ottinge folk will be there, and
spot me!”
“Not they! Don’t you know your Ottinge by this time? Is it likely that
any one of them would come all this way to see a mere play?”
“Miss Susan might, she loves an outing and any little bit of
amusement; but she’s not at home, and if she was, she would not
get the use of the motor.”
“The theatre is only across the square—it’s quite near, so we may as
well walk;” and they did. Lady Kesters in a high black dress, her
brother in a dark suit, passed unnoticed among the crowd, and
enjoyed the entertainment.
The next morning Lady Kesters left Brodfield by the ten o’clock train
for London, having previously inspected the celebrated green gem at
the garage. She even got into it, examined it critically, and laughed
as she descended.
“Oh, what a take in! What a shame to have cheated those poor old
women! Why, Owen, I believe it must be years and years old!”
“And a bad machine always; strong when you want it to be weak,
and weak when it should be strong. Some of these days it will play
me a trick, I’m sure.”
“What, that old bone-shaker! No, no. Well, I’m afraid you must soon
be starting—as you say Miss Parrett awaits you, watch in hand—and
so must I. It’s been awfully good to see you, and find you are getting
on so well—‘a chauffeur almost to the manner born.’ Martin takes a
profound interest in our enterprise.”
“He keeps me supplied with lots of tobacco and A1 cigars. Tell him
that Miss Susan asked me if I got them in the village? and Miss
Parrett, who is as sharp as a razor, inquired how I could afford to buy
them? I ventured to offer a couple to the doctor—I told him they were
a present; he took them like a lamb, and asked no questions.”
“What! does a lamb smoke? Well, I’ll tell Martin how much his
offerings are appreciated, and that you really are fit—and quite
happy, eh?”
“Yes, tell him that neither of you need worry about me; I’m all right at
Ottinge.”
But when, an hour later, Lady Kesters gazed meditatively on the
flying Midlands, with her thoughts concentrated upon her brother,
she was by no means so sure, that he was all right at Ottinge!
CHAPTER XVIII
THE REASON WHY
Whilst Ottinge had been dozing through lovely summer days, Aurea
Morven was enjoying a certain amount of the gay London season.
General and Mrs. Morven had no family—Aurea was their only
young relative, the Parretts’ only niece, the parson’s only child; and,
though she was the light of the Rectory, he was not selfish, and
shared and spared her company. Besides, as Mrs. Morven said,
“Edgar had his literary work, his large correspondence, his parish,
and Jane Norris to look after him, and it was out of the question to
suppose that a girl with such beauty and attractiveness was to be
buried in an out-of-the-way hole like Ottinge-in-the-Marsh—although
her father and her aunts did live there!” Mrs. Morven, a masterful
lady on a large scale, who carried herself with conscious dignity,
looked, and was a manager—a manager of ability. She was proud of
the general’s pretty niece, enjoyed chaperoning her and taking her
about, and anticipated her making a notable match; for, besides her
pretty face, and charming, unspoiled nature, Aurea was something of
an heiress.
It seemed to this clear-sighted lady that her niece was changed of
late, her spontaneous gaiety had evaporated, once or twice she had
sudden fits of silence and abstraction, and, although she laughed
and danced and appeared to enjoy herself, refused to take any of
her partners seriously, and shortened her visit by three weeks!
Miss Susan had arrived at Eaton Place for a couple of days. It was
arranged by the girl that she and her aunt were to leave town
together—though the general and his wife pleaded for a longer visit,
offering Aurea, as a temptation, a ball, a Windsor garden-party, and
Sandown—the filial daughter shook her head, with smiling decision;
she had promised the Padre, and, besides, she wanted to get back
to the garden before the best of the roses were over! Theatre
dinners were breaking up at the Ritz, and a stream of smart people
were gradually departing eastward. Among the crowd in the hall,
awaiting her motor, stood Lady Kesters, superb in diamonds and
opera mantle. She and Miss Susan caught sight of one another at
the same moment, and Miss Susan immediately began to make her
way through the throng.
“So glad to meet you!” gasped the elder lady. “I called yesterday
afternoon, but you were out.”
“Yes, so sorry—I was down in the country. Do come and lunch to-
morrow.”
“I wish I could, but, unfortunately, we are going home. Let me
introduce my niece, Aurea Morven—Lady Kesters.”
Lady Kesters smiled and held out her hand. Could this extremely
pretty girl be the reason of Owen’s surprising contentment? She
looked at her critically. No country mouse, this! her air and her frock
were of the town. What a charming face and marvellous complexion
—possibly due to the Marsh air!
“I have known your aunts for years”; and, though addressing Miss
Susan, she looked straight at Aurea, as she asked, “And how is the
new chauffeur suiting you?”
The girl’s colour instantly rose, but before she could speak, Miss
Susan flung herself on the question.
“Oh, very well indeed—most obliging and civil—has been quite a
treasure in the house and garden.”
Lady Kesters raised her delicately pencilled eyebrows and laughed.
“The chauffeur—gardening! How funny!”
“You see, Bella is so nervous in a motor, it is not often wanted, and
Owen likes to help us. We find him rather silent and reserved about
himself; he gives the impression of being a bit above his place?” and
she looked at Lady Kesters interrogatively.
“Really?”
“I suppose you can tell me something about him—as you said you’d
known him for years?” continued Miss Susan, with unconcealed
eagerness. “I am, I must confess, just a little curious. Where does he
come from? Has he any belongings?”
“Oh, my dear lady, do you think it necessary to look into your
chauffeur’s past! I believe he comes from Westshire, his people—er
—er—lived on my grandfather’s property; as to his belongings—ah!
there is my husband! I see he has found the car at last, and I must
fly! So sorry you are leaving town to-morrow—good-bye!” Lady
Kesters now understood her brother’s reluctance to leave Ottinge—
she had seen the reason why.
Miss Susan and her niece travelled down to Catsfield together, were
met in state by the motor and luggage-cart, and created quite a stir
at the little station. Miss Morven had such a heap of boxes—one as
big as a sheep trough—that the cart was delayed for nearly a quarter
of an hour, and Peter, the porter, for once had a job:
The ladies found that, in their absence, the neighbourhood had
awakened; there were large house-parties at Westmere and
Tynflete, and not a few smart motors now to be seen skimming
through the village. It was a fact that several tourists had visited the
church, and had “tea” at Mrs. Pither’s, and patronised her
neighbour’s “cut flowers.” The old church was full on Sundays,
dances and cricket matches were in prospect, and Miss Morven, the
countryside beauty, was immediately in enviable request.
Miss Parrett had relaxed her hold, so to speak, upon the car, and
lent it daily, and even nightly, to her niece and sister; indeed, it
seemed that she would almost do anything with the motor than use it
herself; and though she occasionally ventured to return calls at a
short distance, it was undoubtedly pain and grief to her to do so—
and, on these occasions, brandy and heart-drops were invariably
secreted in one of its many pockets.
Owen, the automaton chauffeur, was the reluctant witness of the
many attentions showered upon his lady-love, especially by Bertie
Woolcock, who was almost always in close attendance, and put her
in the car with many voluble regrets and urgent arrangements for
future meetings. He would linger by the door sometimes for ten
minutes, prolonging the “sweet sorrow,” paying clumsy compliments,
and making notes of future engagements upon his broad linen cuff.
He little suspected how dearly the impassive driver longed to
descend from his seat and throttle him; but once he did remark to the
lady—
“I say, what a scowling brute you have for a chauffeur!”
Meanwhile, Miss Susan looked on and listened to Bertie’s speeches
with happy complacency. Bertie was heir to twenty thousand a year,
and it would be delightful to have her darling Aurea living at
Westmere, and established so near home.
One evening, returning from a garden-party, Miss Susan and her
niece had a narrow escape of being killed. Aurea was seated in front
—she disliked the stuffy interior, especially this warm weather; they
had come to a red triangle notice, “Dangerous to Cyclists,” and were
about to descend a long winding hill—the one hill of the
neighbourhood. Just as they commenced the descent with the brake
hard on, it suddenly broke, and in half a second the car had shot
away!
Wynyard turned his head, and shouted, “Sit tight!” and gave all his
mind to steering; he took the whole width of the road to get round the
first corner, and then the hill made an even sharper drop; the car,
which was heavy, gathered momentum with every yard, and it
seemed impossible to reach the bottom of the hill without some
terrible catastrophe. Half-way down was another motor. Wynyard
yelled, sounded the horn, and flashed by; a pony-trap, ascending,
had a narrow escape of being pulverised in the green car’s mad
flight. Then, to the driver’s horror, he saw a great wagon and horses
on the road near the foot of the hill, and turned cold with the thought
that there might not be room to get by. They missed it by a hair’s-
breadth, and continued their wild career. At last they came to the
level at the foot of the slope, and Wynyard pulled up, after the most
exciting two minutes he had ever experienced. He glanced at his two
companions; they were both as white as death—and so was he!
Miss Susan, for once, was speechless, but at last she signed that

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1.1 Inductive and Deductive Reasoning 2

EXCURSION: KenKen® Puzzles: An Introduction 8

1.2 Problem Solving with Patterns 15

2.1 Basic Properties of Sets 48

EXCURSION: Fuzzy Sets 52

2.2 Complements, Subsets, and Venn Diagrams 57

3.1 Logic Statements and Quantifiers 106

EXCURSION: Switching Networks 113

3.2 Truth Tables, Equivalent Statements, and Tautologies 117

3.5 Symbolic Arguments 141

4 Apportionment and Voting 169

4.1 Introduction to Apportionment 170

EXCURSION: Apportioning the 1790 House of Representatives 181

4.2 Introduction to Voting 189

5.1 Graphs and Euler Circuits 230

EXCURSION: Pen-Tracing Puzzles 240

5.2 Weighted Graphs 245

6 numeration Systems and number theory 293

6.4 Arithmetic in Different Bases 319

7.1 Measurement 356

EXCURSION: Drawing with a Straightedge and a Compass 362

7.2 Basic Concepts of Euclidean Geometry 364

8.1 Modular Arithmetic 458

EXCURSION: Computing the Day of the Week 465

8.2 Applications of Modular Arithmetic 468

9.1 First-Degree Equations and Formulas 496