(Ebook PDF) Functions and Change: A Modeling Approach To College Algebra 6th Edition Bruce Crauder - Ebook PDF All Chapter

Functions and Change: A Modeling
Approach to College Algebra 6th

Edition Bruce Crauder - eBook PDF
Go to download the full and correct content document:
https://ebooksecure.com/download/functions-and-change-a-modeling-approach-to-col
lege-algebra-ebook-pdf/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
(eBook PDF) Functions and Change: A Modeling Approach

to College Algebra 6th Edition
http://ebooksecure.com/product/ebook-pdf-functions-and-change-a-
modeling-approach-to-college-algebra-6th-edition/
(eBook PDF) College Algebra with Modeling &

Visualization 6th Edition
http://ebooksecure.com/product/ebook-pdf-college-algebra-with-
modeling-visualization-6th-edition/
(eBook PDF) Functions Modeling Change: A Preparation

for Calculus, 5th Edition
http://ebooksecure.com/product/ebook-pdf-functions-modeling-
change-a-preparation-for-calculus-5th-edition/
(eBook PDF) A Graphical Approach to College Algebra

(7th Edition)
http://ebooksecure.com/product/ebook-pdf-a-graphical-approach-to-
college-algebra-7th-edition/
(Original PDF) College Algebra: Concepts Through
Functions 4th Edition
http://ebooksecure.com/product/original-pdf-college-algebra-
concepts-through-functions-4th-edition/
(eBook PDF) Quantitative Literacy 3rd Edition by Bruce

Crauder
http://ebooksecure.com/product/ebook-pdf-quantitative-
literacy-3rd-edition-by-bruce-crauder/
(eBook PDF) College Algebra and Trigonometry 6th

Edition
http://ebooksecure.com/product/ebook-pdf-college-algebra-and-
trigonometry-6th-edition/
(eBook PDF) College Algebra Graphs and Models 6th

Edition
http://ebooksecure.com/product/ebook-pdf-college-algebra-graphs-
and-models-6th-edition/
(Original PDF) College Algebra: Graphs and Models 6th

Edition
http://ebooksecure.com/product/original-pdf-college-algebra-
graphs-and-models-6th-edition/
Functions
and
Change
A Modeling Approach to College Algebra 6E
Bruce Crauder / Benny Evans / Alan Noell

OKLAHOMA STATE UNIVERSITY
Francesco Riccardo Iacomino/Moment/Getty Images
Australia Brazil Mexico Singapore United Kingdom United States

Functions & Change: A Modeling Approach © 2018, 2014, Oklahoma State University
to College Algebra, 6e
ALL RIGHTS RESERVED. No part of this work covered by the
Bruce Crauder, Benny Evans, Alan Noell copyright herein may be reproduced or distributed in any form or
Product Director: Terry Boyle by any means, except as permitted by U.S. copyright law, without
the prior written permission of the copyright owner.
Product Manager: Gary Whalen
Content Developer: Samantha Lugtu
For product information and technology assistance, contact us at
Marketing Manager: Ryan Ahern Cengage Learning Customer & Sales Support, 1-800-354-9706.
Content Project Manager: Carol Samet For permission to use material from this text or product,
Art Director: Vernon Boes submit all requests online at www.cengage.com/permissions.
Further permissions questions can be e-mailed to
Manufacturing Planner: Becky Cross permissionrequest@cengage.com.
Production and Composition Service:
MPS Limited Library of Congress Control Number: 2016934893
Text and Photo Research: Lumina Datamatics
Student Edition:
Text Designer: Diane Beasley ISBN: 978-1-337-11134-8
Cover Designer: Irene Morris Loose-leaf Edition:
Cover Image: Francesco Riccardo Iacomino/ ISBN: 978-1-337-29125-5
Moment/Getty Images
Cengage Learning
20 Channel Center Street
Boston, MA 02210
USA
Cengage Learning is a leading provider of customized learning

solutions with employees residing in nearly 40 different countries
and sales in more than 125 countries around the world. Find your
local representative at www.cengage.com.
Cengage Learning products are represented in Canada by Nelson

Education, Ltd.
To learn more about Cengage Learning Solutions,

visit www.cengage.com.
Purchase any of our products at your local college store or at our
preferred online store www.cengagebrain.com.
Printed in Canada
Print Number: 01 Print Year: 2016
Contents
PREFACE ix
Prologue: Calculator Arithmetic 1

Alexandr79/Shutterstock.com
Typing Mathematical Expressions 2

Rounding 2
Parentheses and Grouping 3
Minus Signs 4
Special Numbers p and e 5
Chain Calculations 5
Scientific Notation 8
Excel Worksheets 9
CHAPTER P SUMMARY 16
CHAPTER P REVIEW EXERCISES 17
1 Functions 19
Al Tielemans/ SI/Corbis
1.1 Functions Given by Formulas 20

Functions of One Variable 20
Functions of Several Variables 20
1.2 Functions Given by Tables 32

Reading Tables of Values 32
Filling Gaps by Averaging 33
Average Rates of Change 33
Spotting Trends 35
1.3 Functions Given by Graphs 49

Reading Graphs 49
Concavity and Rates of Change 51
Inflection Points 53
Drawing a Graph 54
iii
iv CONTENTS
1.4 Functions Given by Words 69

Comparing Formulas and Words 69
Getting Formulas from Words 72
Proportion 74
CHAPTER 1 SUMMARY 84
CHAPTER 1 REVIEW EXERCISES 86
■ A FURTHER LOOK:
Average Rates of Change with Formulas 90
Areas Associated with Graphs 92
Definition of a Function 95
2 Graphical and Tabular Analysis 97

Peter Hulla/Shutterstock.com
2.1 Tables and Trends 98

Getting Tables from Formulas 98
Optimizing with Tables of Values 101
2.2 Graphs 113

Hand-Drawn Graphs from Formulas 113
Graphing with the Calculator 113
Tracing the Graph 114
Choosing a Viewing Window in Practical Settings 115
Getting Limiting Values from Graphs 118
2.3 Solving Linear Equations 129

The Basic Operations 130
Reversing the Roles of Variables 131
2.4 Solving Nonlinear Equations 142

The Crossing-Graphs Method 142
The Single-Graph Method 143
2.5 Inequalities 155

2.6 Optimization 163
Optimizing at Peaks and Valleys 164
Optimizing at Endpoints 167
■ A FURTHER LOOK:
Limits 182
Shifting and Stretching 186
Optimizing with Parabolas 189
CONTENTS v
3 Straight Lines and Linear

Robert Brenner/PhotoEdit
Functions 193
3.1 The Geometry of Lines 194
Characterizations of Straight Lines 194
The Slope of a Line 195
Getting Slope from Points 196
3.2 Linear Functions 205

Constant Rates of Change 205
Linear Functions and Straight Lines 207
Linear Equations from Data 209
3.3 Modeling Data with Linear Functions 220

Testing Data for Linearity 220
Linear Models 221
Graphing Discrete Data 223
3.4 Linear Regression 234

The Regression Line 234
Uses of the Regression Line:
Slope and Trends 236
3.5 Systems of Equations 249

Graphical Solutions of Systems of Equations 249
Algebraic Solutions 252
■ A FURTHER LOOK:
The Correlation Coefficient 264
Parallel and Perpendicular Lines 267
Secant Lines 269
4 Exponential Functions 273

Getty Images Entertainment/
4.1 Exponential Growth and Decay 274

Getty Images
Exponential Growth 274

Exponential Decay 275
Unit Conversion 278
vi CONTENTS
4.2 Constant Percentage Change 284

Percentage Growth Rate and Growth Factor 284
Percentage Decay Rate and Decay Factor 285
Percentage Change and Unit Conversion 287
Exponential Functions and Daily Experience 288
4.3 Modeling Exponential Data 294

Recognizing Exponential Data 294
Constructing an Exponential Model 295
Growth and Decay Factor Units in Exponential Modeling 299
4.4 Modeling Nearly Exponential Data 308

Exponential Regression 308
Choosing a Model 312
4.5 Logarithmic Functions 321

The Richter Scale 321
How the Common Logarithm Works 323
The Logarithm as the Inverse of the Exponential Function 325
The Natural Logarithm 326
■ A FURTHER LOOK:
Solving Exponential Equations 338
5 A Survey of Other Common

Functions 343
Rob Howard/Corbis
5.1 Logistic Functions 344

Logistic Growth Model 344
Application to Harvesting Renewable Resources 345
Formula for the Logistic Model 347
Fitting Logistic Data Using Regression 350
The Value of the Logistic Model 351
5.2 Power Functions 358
Homogeneity Property of Power Functions 360
Comparing Exponential and Power Functions 364
5.3 Modeling Data with Power Functions 371

Getting a Power Model from Data 371
Almost Power Data 373
CONTENTS vii
5.4 Combining and Decomposing Functions 384

Sums, Products, and Limiting Values 384
Composition of Functions 386
Piecewise-Defined Functions 389
5.5 Quadratic Functions 398

Parabolas 398
Quadratic Regression 401
The Quadratic Formula 402
5.6 Higher-Degree Polynomials and Rational Functions 408

Cubic and Other Polynomial Models 408
Rational Functions 409
Poles and Asymptotes 410
■ A FURTHER LOOK:
Fitting Logistic Data Using Rates of Change 424
Factoring Polynomials, Behavior at Infinity 428
6 Rates of Change 433

Paul Souders/Corbis
6.1 Velocity 434

Getting Velocity from Directed Distance 434
Constant Velocity Means Linear Directed Distance 435
When Distance Is Given by a Formula 440
6.2 Rates of Change for Other Functions 444

Examples of Rates of Change 444
Properties That All Rates of Change Share 445
When the Rate of Change Is Zero 446
When the Rate of Change Is Constant 448
6.3 Estimating Rates of Change 453

Rates of Change for Tabulated Data 453
Rates of Change for Functions Given by Formulas 455
6.4 Equations of Change: Linear and Exponential Functions 460

Equation of Change for Linear Functions 461
Instantaneous Rates of Change 462
Equation of Change for Exponential Functions 462
Why Equations of Change? 465
viii CONTENTS
6.5 Equations of Change: Graphical Solutions 469

Equilibrium Solutions 469
Sketching Graphs 472
Appendix A: Additional Topics A1

A-1 Order of Operations A1
A-2 Geometric Constructions A2
A-3 Inverse Functions A5
A-4 Solving Equations by Factoring A8
A-5 Equations of Lines A9
A-6 Elementary Properties of Exponents A10
A-7 Quadratic Functions and Complex Numbers A12
Appendix B: Using the Graphing

Calculator B1
Arithmetic Operations B1
Tables and Graphs B5
Discrete Data B17
Appendix C: Working with Excel C1

Arithmetic Operations C1
Tables and Graphs C6
Discrete Data C17
BRIEF ANSWERS TO SELECTED EXERCISES BA1

INDEX I1
Preface
Far too many students enter college today with an abiding distaste for mathematics.
They may doubt their own ability to succeed, and they often consider mathematics to be
irrelevant to their own experience. These ideas may have been reinforced by their expe-
riences in high school. The dual goals of this text are to show students the importance
of mathematics in everything from business to science to politics and to show them that
they can not only succeed but also excel at sophisticated mathematics. As an added
benefit, students see that mastery of basic mathematical thinking can be a powerful tool
for success in many other areas.
The theme of rates of change, understood informally, pervades the text. This em-
phasis reflects both that the idea is fundamentally important to mathematics and that
rates of change are the everyday language used to present many real applications of
mathematics. The first encounter in the text is with average rates of change and their
relation to data, as seen in the popular media as well as scientific presentations. Linear
functions are defined not using a formula, but as those functions having a constant rate
of change. Similarly, exponential functions are defined as those functions that show a
constant percentage change.
The graphing calculator is an integral part of this course. Many beginning students
never appreciate the beautiful and important ideas in mathematics because they get
bogged down in what seem like meaningless algebraic manipulations. The graphing
calculator helps avoid this distraction. For example, nonlinear equations are routinely
solved by using the calculator to find where graphs cross. The same tool allows students
to explore maxima, minima, points of inflection, and even limits at infinity. The authors
have often described this course as “the calculus you can do with minimal algebraic
manipulations.”
The exposition here is driven by real applications of mathematics to many disparate
areas. Functions are always presented in real-world contexts so that all variables in-
volved have meanings that are clear to students. We almost never use abstract symbols
that do not relate directly to real events because symbols devoid of context may seem
pointless to beginning students. Explanations are presented in an intuitive fashion using
everyday language. They are designed for students to read, not for professional math-
ematicians who have no need of our instruction.
Changes in the Sixth Edition

The changes in the sixth edition reflect input we have received from both students and
educators across the country. Readers will find this edition streamlined, with extraneous
material deleted, thus producing a better focus on the topics and presentations that work
so well in the classroom.
We have added a new reference at the end of many sections to Excel worksheets that
can be found on the instructor and student companion sites. These worksheets feature
applied problems with embedded Excel formulas.
ix
x PREFACE
Instructors and students have requested the inclusion of more applications to business.
In response, we have added a significant number of business applications to the exercise
sets. We have also increased the number of skill exercises.
By popular demand, we have expanded and improved our treatment of polynomials
and rational functions with greater emphasis on quadratic functions. Chapter 5 now has
two sections devoted to these topics: one on quadratic functions and the other on higher-
degree polynomials and rational functions.
We want to thank both students and instructors who have corresponded with us.
Your comments and suggestions allowed us to make the book better.
Flow of the Text

The prologue prepares students for what is to come. It allows them to adapt to the inten-
sive way in which calculators are used throughout the course.
Chapter 1 shows students the common ways in which functions are seen in the
real world. Functions may be given by formulas, tables, graphs, or with a verbal
description. Advantages and disadvantages of each are discussed.
Chapter 2 shows how to use the graphing calculator to generate a table and a graph
from a formula. This tool is used to solve equations, inequalities, and optimization
problems.
Chapter 3 focuses on linear functions and includes analysis of data via linear
regression.
Chapter 4 studies exponential and logarithmic functions. Exponential regression is
used to analyze data.
Chapter 5 looks at additional functions, including logistic and power functions,
quadratic functions, as well as polynomial and rational functions.
Chapter 6, which treats rates of change in general, is the culmination of the
book. Many of the ideas discussed throughout the text are tied together in
this chapter.
Features of the Text

Exercises
The collection of exercises is perhaps the greatest strength of the text. They come in
two flavors.
Major Exercises These are real applications of mathematics. They are often drawn
from professional publications, news articles, or texts from other disciplines.
These exercises tend to be substantial, and many can be used effectively for group
work. A typical example drawn from scientific literature is an exercise on Alexander’s
formula for the stride length of dinosaurs. Note in the exercise the source reference.
A key feature is that this is not a “made-up’’ application. Rather, it is an example of
how scientists actually use mathematics to study dinosaurs.
PREFACE xi
18. Alexander’s Formula One interesting problem in the study of

dinosaurs is to determine from their tracks how fast they ran. The sci-
entist R. McNeill Alexander developed a formula giving the velocity of
any running animal in terms of its stride length and the height of its hip
above the ground.10
The stride length of a dinosaur can be measured from successive prints of
the same foot, and the hip height (roughly the leg length) can be estimated
on the basis of the size of a footprint, so Alexander’s formula gives a way
of estimating from dinosaur tracks how fast the dinosaur was running.
See Figure 2.45.
FIGURE 2.45
If the velocity v is measured in meters per second, and the stride length s
and hip height h are measured in meters, then Alexander’s formula is
v 5 0.78s1.67 h21.17.
(For comparison, a length of 1 meter is 39.37 inches, and a velocity of 1 meter
per second is about 2.2 miles per hour.)
a. First, we study animals with varying stride lengths, but all with a hip
height of 2 meters (so, h 5 2).
i. Find a formula for the velocity y as a function of the stride
length s.
ii. Make a graph of y versus s. Include stride lengths from 2 to
10 meters.
iii. What happens to the velocity as the stride length increases? Explain
your answer in practical terms.
iv. Some dinosaur tracks show a stride length of 3 meters, and a scientist
estimates that the hip height of the dinosaur was 2 meters. How fast
was the dinosaur running?
See his article “Estimates of speeds of dinosaurs,” Nature 261 (1976), 129–130. See also his book
10
Animal Mechanics, 2nd ed. (Oxford: Blackwell, 1983).
Many of the exercises involve data drawn from news articles or public records. A
problem on the gross domestic product is typical. Emphasis is placed on the practical
meaning of the slope, or rate of change, of a linear function.
xii PREFACE
16. Gross Domestic Product The United States gross domestic product, in tril-
lions of dollars, is given in the table below.
Date Gross domestic product

2010 15.0
2011 15.5
2012 16.2
2013 16.7
a. Find the equation of the regression line, and explain the meaning of its
slope. (Round regression line parameters to two decimal places.)
b. Plot the data points and the regression line.
c. When would you predict that a gross domestic product of 17.3 trillion
dollars would be reached? The actual gross domestic product in 2014
was 17.3 trillion dollars. What does that say about your prediction?
One example of the newly-added business applications is the Amazon sales exercise
below.
4. Amazon Sales One article4 states that each one-second delay in loading
search results has the effect of multiplying the probability that an online
customer will make a purchase by 0.90. Let P denote the probability, as a
percentage, that an Amazon customer will make a purchase if the search
results require t seconds to load. Suppose that at the time a customer initiates
a search for flatware, the probability that she will make a purchase is 50%.
a. Make an exponential model that shows the probability P as a function of t.
b. What is the probability of a sale if it takes 5 seconds to load search results?
c. Plot the graph of P versus t over a 1-minute period.
Many of the non-science exercises are just for fun—see the Crayola exercise below.
Other subjects include determination of reading level, sailing, and movies.
8. Crayola Colors The table below shows the number C of Crayola colors avail-
able t years after 1900.
t 5 years since 1900 3 49 58 72 90 98 103

C 5 number of colors 8 48 64 72 80 120 120
a. Find the equation of the regression line for C as a function of t.

b. How many Crayola colors does the regression line indicate for 1993?
(Round your answer to the nearest whole number. Note that the actual
number is 96.)
c. Plot the data points and the regression line.
PREFACE xiii
Skill Building Exercises These exercises are designed to make sure students have
mastered the basic skills of the section. Some students will be able to proceed directly
to the major exercises, while others should be diverted to the skill building exer exer-
cises before proceeding to the major exercises. A typical example is Skill Building
Exercise S-7 from Section 2.2 on making graphs.
S-7. Finding a Window Find an appropriate window setup that will show a
good graph of y 5 (x 2 1 1) with a horizontal span of 0 to 300.
(x
( 4 1 1)(x
Strong Examples Each section includes examples that illustrate the key ideas pre-
sented in the section and prepare students for the exercises that follow.
EXAMPLE 2.12 GROWTH OF FOREST STANDS
In forestry management, it is important to know the growth and the yield of a forest
stand.35 The growth G is the amount by which the volume of wood will increase in a
unit of time, and the yield Y is the total volume of wood. A forest manager has deter
deter--
mined that in a certain stand of age A, the growth G 5 G(A ( ) is given by the formula
(A
G 5 32A
2 22e10232A
2A 2
2A 21
YsA
sAd is given by the formula
and the yield Y 5 Ys
Y 5 e10232A
2
2A
.
21
Here G is measured in cubic feet per acre per year, Y in cubic feet per acre, and A in
years.
Part 1 Draw a graph of growth as a function of age that includes ages up to 60 years.
Part 2 At what age is growth maximized?36
Part 3 Draw a graph of yield as a function of age. What is the physical meaning of
the point on this graph that corresponds to your answer to part 2?
Part 4 To meet market demand, loggers are considering harvesting a relatively

young stand of trees. This area was initially clear-cut37 and left barren. The forest
was replanted, with plans to get a new harvest within the next 14 years. At what
time in this 14-year period will growth be maximized?
All examples are accompanied by complete solutions.

xiv PREFACE
Solution to Part 1 The first step is to enter the growth function and record the
appropriate correspondences:
Y1 5 G,
G growth, in cubic fe
f et per acre per year, on vertical axis
X 5 A, age, in years, on horizontal axis.
We need to look at a table of values to help us set the window size. We made
the table in Figure 2.94 using a starting value of 0 and a table increment of 10.
We were told specifically that our graph should include ages up to 60, so we made
the graph in Figure 2.95 using a window with a horizontal span from A 5 0 to
A 5 60 and a vertical span from G 5 0 to G 5 500.
Solution to Part 2 Growth is maximized at the peak of the graph in Figure 2.95.
We have used the calculator to locate this point in Figure 2.96. We see from the
prompt at the bottom of the screen that a maximum growth of 372.62 cubic feet
per acre per year occurs when the stand is 16 years old.
Test Your Understanding

Many of the examples are followed by a challenge to the student to solve a similar prob-
lem. Such is the case for the growth of forest stands.
TEST YOUR UNDERSTANDING | FOR EXAMPLE 2.12
Replace the growth formula in the example by G 5 40 A22e11240A

0
0A
. At what age is
21
growth maximized? What is the maximum growth rate? ■
Students can check their answers at the end of each section.
Answers for TEST YOUR UNDERSTANDING

2.12 20 years; 810.31 cubic feet per acre per year
Excel Worksheets
All the calculations in this text can be performed using Excel spreadsheets. Some
very nice Excel worksheets have been produced by Inessa Levi at Columbus
State University and are designed to accompany this text. They are available on
the instructor and student companion sites, as well as referenced at appropriate
points in the text.
PREFACE xv
Calculator Screens
The graphing calculator is an integral part of this text. Although specific keystrokes are
not shown, generic calculator instructions such as those shown in the example above
are always included. Typical calculator screen displays are also shown so that students
can check their work.
We should note that this text would work just as well with a spreadsheet program like
Excel® in place of a graphing calculator.
A Further Look
At the end of each chapter, there is additional material that may be used by instructors
who wish to delve a bit deeper. This material may also be used for strong students who
want to find out more. An example from the end of Chapter 1 involves areas associated
with functions.
If f(
f(x
(xx)) is a positive function between x 5 a and x 5 b, then its graph is above the
horizontal axis and determines a region bounded by the graph, the vertical line
x 5 a, the vertical line x 5 b, and the horizontal axis. This region is shown in
Figure 1.61. The area is commonly called the area under a curve.
The problem of calculating the area shown in Figure 1.61 is an important topic
in calculus. We will consider only restricted versions of the problem here. The
following reminder about areas will be useful.
Chapter Summary
Each chapter is completed by a chapter summary that refreshes and codifies the key
ideas presented in the chapter.
Chapter Review Exercises

At the end of each chapter summary is a collection of chapter review exercises. These
give students the opportunity to test their understanding of the material covered in
the chapter.
Acknowledgments
In writing this book, we have also relied on the help of other mathematicians as well
as specialists from agriculture, biology, business, chemistry, ecology, economics, engi-
neering, physics, political science, and zoology. We offer our thanks to Bruce Ackerson,
Brian Adam, Robert Darcy, Joel Haack, Stanley Fox, Adrienne Hyle, Smith Holt, Jerry
Johnson, Lionel Raff, Scott Turner, and Gary Young. Any errors and inaccuracies in
applications are due to the authors’ misrepresentation of correct information provided
by our able consultants. We are grateful to the National Science Foundation for its
xvi PREFACE
foresight and support of initial development and to Oklahoma State University for its
support. We very much appreciate Charles Hartford’s continuing patience and good
humor through some trying times.
The most important participants in the development of this work are the students at
Oklahoma State University, particularly those in the fall of 1995 and spring of 1996,
who suffered through very early versions of this text, and whose input has shaped the
current version. This book is written for entering mathematics students, and further
student reaction will direct the evolution of the text into a better product. Students and
teachers at Oklahoma State University have had fun and learned with this material. We
hope the same happens for others.
∕ ∕
Bruce Crauder Benny Evans Alan Noell
Reviewers
We authors are truly indebted to the many reviewers’ kind and constructive comments
over the years. Reviewers of the sixth edition include:
David Gerberry, Xavier University Robert Kelley, Loras College
David Berry, Xavier University Kathy Poracky, Monmouth University
Supplements
Instructor Supplements
Complete Solutions Manual This manual contains the complete worked-out solu-
tions for all the exercises in the text in an easy-to-use online format. Written by the
authors, the Complete Solutions Manual uses exactly the same style and format as the
worked examples of the text. Available on the instructor companion site.
Instructor’s Guide The Instructor’s Guide contains valuable teaching tools for both
new and experienced instructors. Written by the authors, the Instructor’s Guide includes
teaching tips for each section of the text as well as sample syllabi that reflect the authors’
experience using the text. Available on the instructor companion site.
Cengage Learning Testing

T Powered by Cognero (ISBN: 9781337111799) CLT is
a flexible online system that allows you to author, edit, and manage test bank con-
tent; create multiple test versions in an instant; and deliver tests from your LMS,
your classroom, or wherever you want. This is available online via www.cengage.com
/login.
T
Test Bank—ISBN-13: 9781337111478 The Test Bank includes test forms for each
chapter of the text in an easy-to-edit electronic format.
PREFACE xvii
MINDTAP FOR MATHEMATICS Experience matters when you want to improve

student success. With MindTap for Mathematics, instructors can:
■ Personalize the Learning Path to match the course syllabus by rearranging
content or appending original material to the online content
■ Improve the learning experience and outcomes by streamlining the student
workflow
■ Customize online assessments and assignments
■ Connect a Learning Management System portal to the online course
■ Track student engagement, progress, and comprehension
■ Promote student success through interactivity, multimedia, and exercises
Instructors who use a Learning Management System (such as Blackboard,
Canvas, or Moodle) for tracking course content, assignments, and grading can
seamlessly access the MindTap suite of content and assessments for this course.
Learn more at www.cengage.com/mindtap.
Student Supplements
Student Solutions Manual—ISBN-13: 9781337111409 This manual includes worked-
out solutions to every odd-numbered exercise in the text. Written by the authors, the Stu-
dent Solutions Manual contains complete and carefully written solutions to odd-numbered
exercises in the same style and format as the worked examples of the text. In particular
the solutions give additional instruction to allow students to find success doing similar
even-numbered exercises.
MINDTAP FOR MATHEMATICS MindTap for Mathematics is a digital-learning

solution that places learning at the center of the experience. In addition to algorith-
mically generated problems, immediate feedback, and a powerful answer evalua-
tion and grading system, MindTap for Mathematics gives you a personalized path
of dynamic assignments, a focused improvement plan, and just-in-time, integrated
remediation that turns cookie cutter into cutting edge, apathy into engagement, and
memorizers into higher-level thinkers.
Learn more at www.cengage.com/mindtap.
CengageBrain.com Visit www.cengagebrain.com to access additional course mate-

rials and companion resources. At the CengageBrain.com home page, search for the
ISBN of your title (from the back cover of your book) using the search box at the top of
the page. This will take you to the product page where free companion resources can
be found.
To the Student
There are two important messages that the authors would like to convey to you. First,
in spite of what your previous experiences with mathematics may have been, you are
perfectly capable of understanding and doing sophisticated mathematics. This text aims
to show you what you can do—not what you can’t. It has already helped thousands of
students succeed at mathematics, and it can aid in your achievement as well.
Second, you do not have to rely entirely on someone else to tell you how to deal with
the confusing wealth of analytical data that is so much a part of the modern world. This
course will equip you with tools for data analysis that are commonly used by profes-
sionals. These tools will help you as a student to successfully apply mathematics to your
chosen field. They will also help you as a citizen to sort truth from fiction in the media
blitz that assails you daily.
Mathematics can help you understand and deal with the world around you. We hope
you enjoy the experience that is in store for you. We always like to hear from you. Your
feedback is essential to make future editions of this book better.
xviii
P Prologue: Calculator
Arithmetic
Alexandr79/Shutterstock.com
To describe concisely the vast distances in space, astronomers use scientific notation. See, for
example, Exercise 17 on page 12.
GRAPHING CALCULATORS are powerful tools for mathematical

analysis, and this power has profound effects on how modern mathematics and its
applications are done. Many mathematical applications that traditionally required
sophisticated mathematical development can now be successfully analyzed at an
elementary level. Indeed, modern calculating power enables entering students
to attack problems that in the past would have been considered too complicated.
The first step is to become proficient with arithmetic on the calculator. In this
chapter, we discuss key mathematical ideas associated with calculator arithmetic.
Appendix B is intended to provide additional help for those who are new to the
operation of the calculator and those who need a brief refresher on arithmetic
operations. Some students may prefer to use a spreadsheet, such as Excel, either
in place of the calculator or as a supplement to the calculator. Appendix C is
Student resources are provided for those who want an introduction to Excel.
available on the website
www.cengagebrain.com
1
2 CHAPTER P | PROLOGUE: CALCULATOR ARITHMETIC
■ Typing Mathematical Expressions

When we write expressions such as 71 7 1 3 3 5 using pen and paper, the paper serves as
2
a two-dimensional display, and we can express fractions by putting one number on top
of another and exponents by using a superscript. When we enter such expressions on a
computer, calculator, or typewriter, however, we must write them on a single line, using
special symbols and (often) additional parentheses. The caret symbol ` is commonly
used to denote an exponent, so in typewriter notation, 71
7 1 3 3 5 comes out as
2
71 4 7 1 3 ` 2 3 5.
In Figure P.1, we have entered this expression, and the resulting answer 55.14285714
is shown in Figure P.2. You should use your calculator to verify that we did this correctly.
71/7+3^2*5 71/7+3^2*5
55.14285714
FIGURE P.1 Entering FIGURE P.2 The value of

71 71
7 1 32 3 5 7 1 32 3 5
■ Rounding
When a calculation yields a long answer such as the 55.14285714 shown in Figure P.2,
12/7 we will commonly shorten it to a more manageable size by rounding. Rounding means
1.714285714 that we keep a few of the digits after the decimal point, possibly changing the last one,
and discard the rest. There is no set rule for how many digits after the decimal point you
should keep; in practice, it depends on how much accuracy you need in your answer,
as well as on the accuracy of the data you input. As a general rule, in this text we will
round to two decimal places. Thus, for
71
FIGURE P.3 An answer 1 32 3 5 5 55.14285714
that will be reported as 1.71 7
we would report the answer as 55.14.
17/9 In order to make the abbreviated answer more accurate, it is standard practice to
1.888888889 increase the last decimal entry by 1 if the following entry is 5 or greater. Verify with
your calculator that
58.7
5 9.317460317.
6.3
In this answer, the next digit after 1 is 7, which indicates that we should round up, so we
FIGURE P.4 An answer would report the answer rounded to two decimal places as 9.32. Note that in reporting
that will be reported as 1.89 55.14 as the rounded answer above, we followed this same rule. The next digit after 4 in
55.14285714 is 2, which does not indicate that we should round up.
0, 1, 2, 3, 4 always round To provide additional emphasis for this idea, Figure P.3 shows a calculation where
down. rounding does not change the last reported digit, and Figure P.4 shows a calculation
5, 6, 7, 8, 9 always round up. where rounding requires that the last reported digit be changed.
CHAPTER P | PROLOGUE: CALCULATOR ARITHMETIC 3
KEY IDEA P.1 ROUNDING
When reporting complicated answers, we will adopt the convention of rounding

to two places beyond the decimal point. The last digit is increased by 1 if the
next following digit is 5 or greater.
Although we generally round to two decimal places, there will be times when it is
appropriate to use fewer or more decimal places. These circumstances will be explicitly
noted in the text or will be clear from the context of the calculation.
■ Parentheses and Grouping

When parentheses appear in a calculation, the operations inside are to be done first.
Parentheses tell us that a
Thus, 4s2 1 1d means that we should first add 2 1 1 and then multiply the result
group of numbers all go
by 4, getting an answer of 12. This is correctly entered and calculated in Figure P.5.
together.
Where parentheses appear, their use is essential. If we had entered the expression as
4 3 2 1 1, leaving out the parentheses, the calculator would have interpreted it to mean
first to multiply 4 times 2 and then to add 1 to the result, giving an incorrect answer of 9.
4(2+1) This incorrect entry is shown in Figure P.6.
12 Sometimes parentheses do not appear, but we must supply them. For example, 5 17 13
means 17 4 s5 1 3d. The parentheses are there to show that the whole expression 5 1 3
goes in the denominator. To do this on the calculator, we must supply these parenthe-
ses. Figure P.7 shows the result. If the parentheses are not used, and 5 17 1 3 is entered
as 17 4 5 1 3, the calculator will interpret it to mean that only the 5 goes in the de-
nominator of the fraction. This error is shown in Figure P.8. Similarly, 87 1 9
1 2 means
F IGURE P.5 A correct s8 1 9d 4 s7 1 2d; the parentheses around 8 1 9 indicate that the entire expression
calculation of 4(2 1 1) when goes in the numerator, and the parentheses around 7 1 2 indicate that the entire expres-
parentheses are properly sion goes in the denominator. Enter the expression on your calculator and check that the
entered answer rounded to two places is 1.89. The same problem can occur with exponents. For
example, 32.7 3 1.8 in typewriter notation is 3 ` s2.7 3 1.8d. Check to see that the answer
4*2+1 rounded to two places is 208.36.
9
17/(5+3) 17/5+3
2.125 6.4
F IGURE P.6 An incorrect

calculation of 4(2 1 1) caused
by omitting parentheses
F IGURE P.7 Proper use of F IGURE P.8 An incorrect
parentheses in the calculation calculation of 5 17
1 3 caused by
of 5 17
13 omitting parentheses
In general, we advise that if you have trouble entering an expression into your cal-
culator, or if you get an answer that you know is incorrect, go back and reenter the
expression after first writing it out in typewriter notation, and be careful to supply all
needed parentheses.
■ Minus Signs
The minus sign used in arithmetic calculations actually has two different meanings. If
you have $9 in your wallet and you spend $3, then you will have 9 2 3 5 6 dollars left.
2^-3
Here the minus sign means that we are to perform the operation of subtracting 3 from 9.
.125 Suppose in another setting that you receive news from the bank that your checking
account is overdrawn by $30, so that your balance is 230 dollars. Here the minus sign
is used to indicate that the number we are dealing with is negative; it does not signify an
operation between two numbers. In everyday usage, the distinction is rarely emphasized
and may go unnoticed. But most calculators actually have different keys for the two
operations, and they cannot be used interchangeably. Thus, differentiating between the
F IGURE P.9 Calculation of two becomes crucial to using the calculator correctly.
223 using the negative key Once the problem is recognized, it is usually easy to spot when the minus sign de-
notes subtraction (when two numbers are involved) and when it indicates a change in
sign (when only one number is involved). The following examples should help clarify
ERR:SYNTAX the situation:
1:Quit
28 2 4 means negative 8 subtra
r ctt 4
ra
2:Goto
327 3 subtra
r ctt 7
ra
means
22 3 3 negative 2 3 3
223 means 2 negative 3.
F IGURE P.10 Syntax error The calculation of 223 is shown in Figure P.9. If we try to use the calculator’s subtrac-
when subtraction operation is tion key, the calculator will not understand the input and will produce an error message
used in 223 such as the one in Figure P.10.
EXAMPLE P.1 SOME SIMPLE CALCULATIONS
Make the following calculations, and report the answer rounded to two digits beyond the
decimal point.
(11.4-3.5)/26.5 Ï11.4 2 3.5

Ï
Part 1
26.5
.1060639194
7 3 322 1 1
Part 2
3 2 223
Solution to Part 1 To make sure everything we want is included under the square root
symbol, we need to use parentheses. In typewriter notation, this looks like
F IGURE P.11 Solution to
part 1 Ïs11.4 2 3.5d 4 26.5.
We have calculated this in Figure P.11. Since the third digit beyond the decimal point,
(7*3^-2+1)/(3-2^ 6, is 5 or larger, we report the answer as 0.11.
-3)
.6183574879 Solution to Part 2 We need to take care to use parentheses to ensure that the numerator and
denominator are right, and we must use the correct keys for negative signs and subtraction.
In expanded typewriter notation,
7 3 322 1 1
5 s7 3 3 ` negative 2 1 1d 4 s3 subtra
r ct 2 ` negative 3d.
ra
3 2 223
F IGURE P.12 Solution to
part 2 The result, 0.6183574879, is shown in Figure P.12. We round this to 0.62.
TEST YOUR UNDERSTANDING | FOR EXAMPLE P.1
Calculate the following expression and round to two places:
223 1 4
. ■
20.6 3 0.4
■ Special Numbers p and e

Two numbers, and e, occur so often in mathematics and its applications that they
Shutterstock.com
deserve special mention. The number is familiar from the formulas for the circumfer
circumfer--
AlexanderZam/
ence and area of a circle of radius r:
Area off a circle 5 rr2

Circumference off a circle 5 2r
The approximate value of is 3.14159, but its exact value cannot be expressed by
a simple decimal, and that is why it is normally written using a special symbol. Most
calculators allow you to enter the symbol directly, as shown in Figure P.13. When we
ask the calculator for a numerical answer, we get the decimal approximation of shown
in Figure P.13.
The number e may not be as familiar as ,
but it is just as important. Like ,
it cannot
5 3.14159 . . . .
be expressed exactly as a decimal, but its approximate value is 2.71828. In Figure P.14,
e 5 2.71828 . . . .
we have entered e, and the calculator has responded with the decimal approximation
shown. Often expressions that involve the number e include exponents, and most calcu-
lators have features to make entering such expressions easy. For example, when we enter
e1.02, we obtain 2.77 after rounding.
p e
3.141592654 2.718281828
F IGURE P.13 A decimal F IGURE P.14 A decimal

approximation of approximation of e
■ Chain Calculations
Some calculations are most naturally done in stages. Many calculators have a special
key that accesses the result of the last calculation, allowing you to enter your work in
pieces. To show how this works, let’s look at
17
sÏ13 2 Ï2d3 1 .
21
We will make this calculation in pieces. First, we calculate sÏ13 2 Ï2d3. Enter this to
get the answer in Figure P.15. To finish the calculation, we need to add this answer to
17ys2 1 d:
17 17
sÏ13 2 Ï2d3 1 5 Firstt answer 1 .
21 21
In Figure P.16, we have used the answer from Figure P.15 to complete the calculation.
( (13)- (2))^3 ( (13)- (2))^3

10.52271818 10.52271818
Ans+17/(2+p)
13.82908668
F IGURE P.15 The first step F IGURE P.16 Completing a

in a chain calculation chain calculation
7/9
.7777777778 Accessing the results of one calculation for use in another can be particularly helpful
(3Âns+2Âns)/(5 when the same thing appears several times in an expression. For example, let’s calculate
Âns-4Âns)
7.295922612 37y9 1 27y9
.
57y9 2 47y9
Since 7y9 occurs several times, we have calculated it first in Figure P.17. Then we
F IGURE P.17 Accessing have used the results to complete the calculation. We would report the final answer
previous results to get an rounded to two decimal places as 7.30.
accurate answer
There is an additional advantage to accessing the answers of previous calculations
directly. It might seem reasonable to calculate 7y9 first, round it to two decimal places,
7/9
and then use that to complete the calculation. Thus, we would be calculating
.7777777778
(3^.78+2^.78)/(5 30.78 1 20.78
^.78-4^.78) .
50.78 2 40.78
7.265871182
This is done in Figure P.18, which shows the danger in this practice. We got an
answer, rounded to two decimal places, of 7.27—somewhat different from the more ac-
F IGURE P.18 Inaccurate curate answer, 7.30, that we got earlier. In many cases, errors caused by early rounding
answer caused by early can be much more severe than is shown by this example. In general, if you are making
rounding a calculation in several steps, you should not round until you get the final answer. An
important exception to this general rule occurs in applications where the result of an
intermediate step must be rounded because of the context. For example, in a financial
computation, dollar amounts would be rounded to two decimal places.
EXAMPLE P.2 COMPOUND INTEREST AND APR
There are a number of ways in which lending institutions report and charge interest.
kirill_makarov/Shutterstock.com
Part 1 Paying simple interest on a loan means that you wait until the end of the loan before
calculating or paying any interest. If you borrow $5000 from a bank that charges 7%
simple interest, then after t years you will owe
5000 3 s1 1 0.07td dollars.
Under these conditions, how much money will you owe after 10 years?
Part 2 Banks more commonly compound the interest. That is, at certain time periods, the in-
terest you have incurred is calculated and added to your debt. From that time on, you incur
interest not only on your principal (the original debt), but on the added interest as well. Sup-
pose the interest is compounded yearly, but you make no payments and there are no finance
charges. Then, again with a principal of $5000 and 7% interest, after t years you will owe
5000 3 1.07t dollars.
Under these conditions, how much will you owe after 10 years?
Part 3 For many transactions such as automobile loans and home mortgages, interest is
compounded monthly rather than yearly. In this case, the amount owed is calculated each
month using the monthly interest rate. If r (as a decimal) is the monthly interest rate, then
after m months, the amount owed is
5000 3 s1 1 rdm dollars,
assuming the principal is $5000.
The value of r is usually not apparent from the loan agreement. But lending institu-
The APR is a measure of the
tions are required by the Truth in Lending Act to report the annual percentage rate, or
annual interest rate charged
APR, in a prominent place on all loan agreements. The same statute requires that the
on consumer loans.
value of r be calculated using the formula
5000(1+.07*10) APR
r5 .
8500 12
If the annual percentage rate is 7%, what is the amount owed after 10 years?1
Solution to Part 1 To find the amount owed after 10 years, we use t 5 10 to get
5000 3 s1 1 0.07 3 10d.
F IGURE P.19 Balance after Entering this on the calculator as we have done in Figure P.19 reveals that the amount
10 years using simple interest owed in 10 years will be $8500.
Solution to Part 2 This time we use
5000*1.07^10
9835.756786 5000 3 1.0710.
From Figure P.20, we see that, rounded to the nearest cent, the amount owed will be
$9835.76. Comparison with part 1 shows the effect of compounding interest. We should
note that at higher interest rates, the effect is more dramatic.
Solution to Part 3 The first step is to use the formula
F IGURE P.20 Balance
after 10 years using yearly APR 0.07
r5 5
compounding 12 12
to get the value of rr, as we have done in Figure P.21. Ten years is 120 months, and this is
APR
Monthly rate 5 the value we use for m. Using this value for m and incorporating the value of r that we just
12 calculated, we entered 5000 3 s1 1 rd120 in Figure P.22, and we conclude that the amount
owed will be $10,048.31. Comparing this with the answer from part 2, we see that the
difference between yearly and monthly compounding is significant. It is important that
you know how interest on your loan is calculated, and this may not be easy to find out
1
Many people consider the relationship between the monthly interest rate and the APR mandated by the
Truth in Lending Act to be misleading. If, for example, you borrow $100 at an APR of 10%, then if no
payments are made, you may expect to owe $110 at the end of 1 year. If interest is compounded monthly,
however, you will in fact owe somewhat more. For more information, see the discussion in Section 6.3 of
Fundamentals of Corporate Finance by S. Ross, R. Westerfield, and B. Jordan (New York: McGraw-Hill/
Irwin, 2016). See also Exercise 16.
.07/12 .07/12
.0058333333 .0058333333
5000(1+Ans)^120
10048.30688
F IGURE P.21 Getting the F IGURE P.22 Balance

monthly interest rate from after 10 years using monthly
the APR compounding
from the paperwork you get from a lending institution. The APR will be reported, but the
compounding periods may not be shown at all.
TEST YOUR UNDERSTANDING | FOR EXAMPLE P.2
If the annual percentage rate is 8% and interest is compounded monthly, what is the amount
owed on a principal of $5000 after 15 years? ■
■ Scientific Notation
It is cumbersome to write down all the digits of some very large or very small numbers.
A prime example of such a large number is Avogadro’s number
number, which is the number of
2^50
atoms in 12 grams of carbon 12. Its value is about
1.125899907E15 602,000,000,000,000,000,000,000.
An example of a small number that is awkward to write is the mass in kilograms of an
electron:
0.000 000 000 000 000 000 000 000 000 000 911 kilogram.
Scientists and mathematicians usually express such numbers in a more compact form
F IGURE P.23 Scientific using scientific notation. In this notation, numbers are written in a form with one non-
notation for a large number
zero digit to the left of the decimal point times a power of 10. Examples of numbers
written in scientific notation are 2.7 3 104 and 2.7 3 1024. The power of 10 tells how
the decimal point should be moved in order to write the number out in longhand. The 4
in 2.7 3 104 means that we should move the decimal point four places to the right. Thus,
2.7 3 104 5 27,000
since we move the decimal point four places to the right. When the exponent on 10 is
negative, the decimal point should be moved to the left. Thus,
2.7 3 1024 5 0.00027
since we move the decimal point four places to the left. With this notation, Avogadro’s
number comes out as 6.02 3 1023, and the mass of an electron as 9.11 3 10231 kilogram.
Many times calculators display numbers like this but use a different notation
en means to move the
for the power of 10. For example, Avogadro’s number 6.02 3 1023 is displayed
decimal point n places to the
as 6.02e23, and the mass in kilograms of an electron 9.11 3 10231 is shown as
right.
9.11e-31. In Figure P.23, we have calculated 250. The answer reported by the calculator
e-n means to move the deci-
written in longhand is 1,125,899,907,000,000. In presenting the answer in scientific
mal point n places to the left.
notation, it would in many settings be appropriate to round to two decimal places
7/3^20
as 1.13 3 1015. In Figure P.24, we have calculated 7y320. The answer reported there
2.007580394E-9 equals 0.000 000 002 007 580 394. If we write it in scientific notation and round to
two decimal places, we get 2.01 3 1029.
■ Excel Worksheets
An effort has been made to keep the explanations in this text as independent of comput-
F IGURE P.24 Scientific ing device as is reasonable. They are nonetheless geared toward calculators. But all the
notation for a small number calculations made in this text, and many more, for that matter, can be performed using
Excel spreadsheets. Appendix C provides an Excel primer for those who wish to use it.
You can type any text you like into an Excel cell. If you type 2 1 3, Excel will sim-
ply copy your input, as shown in Figure P.25. The equals sign in front of an arithmetic
expression tells Excel that you wish it to perform a calculation. If you enter 5 2 1 3, as
shown in Figure P.26, Excel will return the value 5, as shown in Figure P.27.
A B
1 213
FIGURE P.25 The result of typing

“2 1 3” without a preceding equals sign
A B
A B
1 5213
1 5
2
2
3
3
FIGURE P.26 “5” in front of
an arithmetic expression calls FIGURE P.27 The completed
for a calculation calculation
Almost all of the information about calculations provided in this section applies just
as well to Excel (and to any other computing device). The main exception concerns
minus signs. Excel does not distinguish between the minus sign and the subtraction
operation. The same symbol, “2,” is used for both.
Some very nice Excel worksheets produced by Inessa Levi of Columbus State
University are designed to accompany this text. They are referenced at appropriate
points in the text.

P.1 217.19
P.2 $16,534.61
Excel
A demonstration worksheet for this section is available on the instructor and student
companion sites.
P EXERCISES
Reminder Round all answers to two decimal places the first year, the value of the stock increased by
unless otherwise indicated. 12%. During the second year, the value of the
stock decreased by 12%. How much money is your
1. Valentine’s Day According to the National Retail
investment worth at the end of the two-year period?
Federation, on Valentine’s Day 2015, American
Did you earn money or lose money?
men planned to spend an average of $190.53 on
(
(Note: The answer to the first question is not $1300.)
their sweethearts, and women planned to spend
only $96.58 on their heroes. What percentage of the 9. Pay Raise You receive a raise in your hourly pay
average male expenditure was the average female from $9.25 per hour to $9.50 per hour. What percent
expenditure? increase in pay does this represent?
2. Pet Owners According to the Humane Society, 10. Heart Disease In a certain county, the number
in 2015, 65% of U.S. households owned at least of deaths due to heart disease decreased from 235
one pet, and 42% of households who did own in one year to 221 in the next year. What percent
pets owned at least two. The U.S. Census Bureau decrease in deaths due to heart disease does this
tells us that there were 117 million households in represent?
2015. How many households owned at least two
11. Trade Discount Often retailers sell merchandise at
pets? Report your answer in millions rounded to
a suggested retail price determined by the manufac-
two places.
turer. The trade discount is the percentage discount
3. A Billion Dollars A one-dollar bill is 0.0043 inch given to the retailer by the manufacturer. The result-
thick. If you had a billion one-dollar bills and made ing price is the retailer’s net cost and so is called the
a stack of them, how high in miles would the stack cost price. For example, if the suggested retail price is
be? Remember that there are 12 inches in a foot and $100.00 and the trade discount is 45%, then the cost
5280 feet in a mile. price is 100.00 2 45% 3 100.00 5 55.00 dollars.
4. National Debt In mid-2015 the U.S. population a. If an item has a suggested retail price of $9.99
was about 321 million. The national debt was well and the trade discount is 40%, what is the
over $18 trillion. In millions of dollars, the debt was retailer’s cost price?
$18,151,998. How much did each American owe b. If an item has a cost price of $37.00 and a
in mid-2015? Report your answer in thousands of suggested retail price of $65.00, what trade
dollars rounded to the nearest whole number. discount was used?
5. 10% Discount and 10% Tax Suppose you want to 12. Series Discount This is a continuation of
buy a great pair of designer jeans that were origi- Exercise 11. Sometimes manufacturers give more
nally priced at $75, but are now on sale for 10% off. than one discount instead of a single trade discount—
When you buy the jeans, you need to pay sales tax for example, in trading with large-volume retailers.
of 10% on the sales price. How much will you have Such a series discount is quoted as a sequence
to pay for the jeans? of discounts, taken one after another. Suppose
a manufacturer normally gives a trade discount
6. A Good Investment You have just received word
of 45%, but it has too much of the item in inven-
that your original investment of $850 has increased
tory and so wants to sell more. In this case, the
in value by 13%. What is the value of your
manufacturer may give all retailers another dis-
investment today?
count of 15% and may perhaps extend yet another
7. A Bad Investment You have just received discount of 10% to a specific retailer it wants to
word that your original investment of $720 has land as a client. In this example, the series discount
decreased in value by 7%. What is the value of your would be 45%, 15%, 10%, calculated one after
investment today? another, like this: For an item with a suggested
retail price of $100.00, applying the first discount
8. An Uncertain Investment Suppose you invested
gives 100.00 2 45% 3 100.00 5 55.00 dollars. The
$1300 in the stock market 2 years ago. During
second discount of 15% is applied to the $55.00
as follows: 55.00 2 15% 3 55.00 5 46.75 dollars. Financial officers normally calculate this (or look it
Now the third discount gives the final cost price of up in a table) first.
46.75 2 10% 3 46.75 5 42.08 dollars. a. What future value interest factor will make an
a. Suppose an item has a suggested retail price of investment double? Triple?
$80.00 and the manufacturer is giving a series b. Say you have an investment that is compounded
discount of 25% and 10%. What is the resulting yearly at a rate of 9%. Find the future value
cost price? interest factor for a 7-year investment.
b. Suppose an item has a suggested retail price of c. Use the results from part b to calculate the 7-year
$100.00 and the manufacturer is giving a series future value if your initial investment is $5000.
discount of 35%, 10%, 5%. What is the resulting
cost price? 15. The Rule of 72 This is a continuation of Exer-
cise 14. Financial advisors sometimes use a rule
c. What single trade discount would give the same
of thumb known as the Rule of 72 to get a rough
cost price as a series discount of 35%, 10%, 5%?
estimate of the time it takes for an investment to
(
(Note: The answer is not 50%.)
double in value. For an investment that is com-
d. Explain why we could have calculated the same pounded yearly at an interest rate of r%, this rule
answer as in part b by multiplying says it will take about 72yr years for the investment
100.00 3 0.65 3 0.90 3 0.95. to double. In this calculation, r is the integer interest
rate rather than a decimal. Thus, if the interest rate
In this case, what do the 0.65, 0.90, and 0.95 is 8%, we would use 72y8 rather than 72y0.08.
represent? For the remainder of this exercise, we will con-
sider an investment that is compounded yearly at an
13. Present Value Present value is the amount of
interest rate of 13%.
money that must be invested now at a given rate of
interest to produce a given future value. For a 1-year a. According to the Rule of 72, how long will it
investment, the present value can be calculated take the investment to double in value?
using Parts b and c of this exercise will check to see how
accurate this estimate is for this particular case.
Future value
Present value 5 , b. Using the answer you got from part a of this
11r
exercise, calculate the future value interest factor
where r is the yearly interest rate expressed as a (as defined in Exercise 14). Is it exactly the same
decimal. (Thus, if the yearly interest rate is 8%, as your answer to the first question in part a of
then 1 1 r 5 1.08.) If an investment yielding a Exercise 14?
yearly interest rate of 12% is available, what is the c. If your initial investment was $5000, use your
present value of an investment that will be worth answer from part b to calculate the future value.
$5000 at the end of 1 year? That is, how much must Did your investment exactly double?
be invested today at 12% in order for the investment
to have a value of $5000 at the end of a year? 16. The Truth in Lending Act Many lending agencies
compound interest more often than yearly, and, as
14. Future Value Business and finance texts refer to we noted in Example P.2, they are required to report
the value of an investment at a future time as its the annual percentage rate, or APR, in a prominent
future value. If an investment of P dollars is com- place on the loan agreement. Furthermore, they
pounded yearly at an interest rate of r as a decimal, are required to calculate the APR in a specific way.
then the value of the investment after t years is If r is the monthly interest rate, then the APR is
given by calculated using
Future value 5 P 3 s1 1 rdt. APR 5 12 3 r.
In this formula, s1 1 rdt is known as the future
a. Suppose a credit card company charges a
factor, so the formula above can also
value interest factor
monthly interest rate of 1.9%. What APR must
be written
the company report?
Future value 5 P 3 Future value interest factor. (continued)
b. The phrase annual percentage rate leads some By how much must the rope be lengthened to
people to believe that if you borrow $6000 from accomplish this?
a credit card company that quotes an APR of
19. The Length of Earth’s Orbit The Earth is
22.8%, and if no payments are made, then at the
approximately 93 million miles from the sun. For
end of 1 year, the interest would be calculated
this exercise, we will assume that the Earth’s orbit
as 22.8% simple interest on $6000. How much
is a circle.2
would you owe at the end of a year if interest is
calculated in this way?
c. If interest is compounded monthly (which is
common), then the actual amount you would owe
in the situation of part b is given by
93
6000 3 1.01912 . million
miles
What is the actual amount you would owe at the
end of a year?
17. The Size of the EarthThe radius of the Earth is
approximately 4000 miles.
a. How far does the Earth travel in a year?

b. What is the velocity in miles per year of the
Earth in its orbit? ((Hint: Recall that Velocity 5
Distance
Time .)
4000 miles c. How many hours are there in a year? ((Note:

Assume a year is 365 days.)
d. What is the velocity in miles per hour of the
Earth in its orbit?
20. A Population of Bacteria Some populations,
such as bacteria, can be expected under the right
a. How far is it around the equator? ((Hint: You are conditions to show exponential growth. If 2000
looking for the circumference of a circle.) bacteria of a certain type are incubated under ideal
b. What is the volume of the Earth? ((Note: The conditions, then after t hours, we expect to find
volume of a sphere of radius r is given by 43 r3.) 2000 3 1.07t bacteria present. How many bacteria
would we expect to find after 8 hours? How many
c. What is the surface area of the Earth? ((Note: The
after 2 days?
surface area of a sphere of radius r is given by 4rr2.)
21. Newton’s Second Law of Motion Newton’s second
18. When the Radius Increases
law of motion states that the force F on an object is
a. A rope is wrapped tightly around a wheel with a ra- the product of its mass m with its acceleration a:
dius of 2 feet. If the radius of the wheel is increased
by 1 foot to a radius of 3 feet, by how much must F 5 ma.
the rope be lengthened to fit around the wheel? If mass is measured in kilograms and acceleration
b. Consider a rope wrapped around the Earth’s in meters per second per second, then the force is
equator. We noted in Exercise 17 that the given in newtons. Another way to measure force is
radius of the Earth is about 4000 miles. That is in pounds; in fact, 1 newton is 0.225 pound (which
21,120,000 feet. Suppose now that the rope is to is about a quarter of a pound). In the case of an
be suspended exactly 1 foot above the equator. object near the surface of the Earth, the force due to
2
The orbit of the Earth is in fact an ellipse, but for many practical applications, the assumption that it is a circle yields reasonably accurate results.
gravity is its weight. Near the surface of the Earth, Here L is lean body weight in pounds, W is weight
acceleration due to gravity is 9.8 meters per second in pounds, and A is abdominal circumference in
per second. What is the weight in newtons of a man inches. Find the approximate lean body weight of a
with a mass of 75 kilograms? What is his weight in young adult male who weighs 188 pounds and has an
pounds? abdominal circumference of 35 inches. What is the
weight of his body fat? What is his body fat percent?
22. Weight on the Moon This is a continuation of
Exercise 21. Acceleration due to gravity near the 25. Lean Body Weight in Females This is a continu-
surface of the Earth’s moon is only 1.67 meters per ation of Exercise 24. The text cited in Exercise 24
second per second. Thus, an object has a different gives a more complex method of calculating lean
weight on the Earth than it would have on the moon. body weight for young adult females:
What is the weight of the 75-kilogram man from
L 5 19.81 1 0.73W 1 21.2R 2 0.88A
Exercise 21 if he is standing on the moon? Give
2 1.39H 1 2.43F.
your answer first in newtons and then in pounds.
Ismael Jorda/Shutterstock.com
moshimochi/Shutterstock.com
23. Frequency of Musical Notes Counting sharps and
flats, there are 12 notes in an octave on a standard Here L is lean body weight in pounds, W is
piano. If one knows the frequency of a note, then weight in pounds, R is wrist diameter in inches,
one can find the frequency of the next higher note A is abdominal circumference in inches, H is hip
by multiplying by the 12th root of 2: circumference in inches, and F is forearm circum-
ference in inches. According to this formula, what
Frequency of nextt higher note
is the approximate lean body weight of a young
5 Frequency of given note 3 21y12 .
adult female who weighs 132 pounds and has wrist
The frequency of middle C is 261.63 cycles per sec- diameter of 2 inches, abdominal circumference of
ond. What is the frequency of the next higher note 27 inches, hip circumference of 37 inches, and fore-
(which is C#) on a piano? What is the frequency of arm circumference of 7 inches? What is the weight
the D note just above middle C? (The D note is two of her body fat? What is her body fat percent?
notes higher than middle C.) 26. Manning’s Equation Hydrologists sometimes use
24. Lean Body Weight in Males A person’s lean body Manning’s equation to calculate the velocity , in
weight L is the amount that he or she would weigh if feet per second, of water flowing through a pipe.
all body fat were magically to disappear. One text3 The velocity depends on the hydraulic radius R in
gives the “equation that practitioners can use most feet, which is one-quarter of the diameter of the
feasibly in the field to predict lean body weight in pipe when the pipe is flowing full; the slope S of the
young adult males.” The equation is pipe, which gives the vertical drop in feet for each
horizontal foot; and the roughness coefficient n,
L 5 98.42 1 1.08W 2 4.14A
4 .
4A (continued)
D. Kirkendall, J. Gruber, and R. Johnson, Measurement and Evaluation for Physical Educators, 2nd ed. (Champaign, IL: Human Kinetics
3
Publishers, 1987).
which depends on the material of which the pipe is ■ When you buy food with cash, you must pay a
made. The relationship is given by sales tax of 7.375%. With the Advantage Cash
card, you pay no sales tax.
1.486 2y3 1y2
5 R S . a. An item retails for $1.00. What do you pay if you
n
use your Advantage Cash card?
For a certain brass pipe, the roughness coefficient
b. An item retails for $1.00. What do you pay if
has been measured to be n 5 0.012. The pipe has a
you use cash? Round your answer to five decimal
diameter of 3 feet and a slope of 0.2 foot per foot.
places for use in part d.
(That is, the pipe drops 0.2 foot for each horizontal
foot.) If the pipe is flowing full, find the hydraulic c. What retail value of food will you be able to pur
pur-
radius of the pipe, and find the velocity of the water chase if you open an Advantage Cash account for
flowing through the pipe. $300? (Suggestion: Don’t forget your 5% bonus,
and use the results of part a.)
27. Relativistic Length A rocket ship traveling near
d. What retail value of food would you be able to
the speed of light appears to a stationary observer to
purchase with $300 if you spend it as cash at
shorten with speed. A rocket ship with a length of
the food court? (Suggestion: Use the results of
200 meters will appear to a stationary observer to
part b.)
have a length of
e. Calculate the percentage increase from your
Ï 2 r2 meters,
200Ï1 answer for part d to your answer for part c.
where r is the ratio of the velocity of the ship to the Explain in practical terms the meaning of this
speed of light. What is the apparent length of the percentage.
rocket ship if it is traveling at a speed that is 99% of
the speed of light? P SKILL BUILDING EXERCISES
28. Equity in a Home When you purchase a home by
securing a mortgage, the total paid toward the prin- 2.6 3 5.9
S-1. Basic Calculations
cipal is your equity in the home. (Technically, the 6.3
lending agency calculates your equity by subtract-
S-2. Basic Calculations 33.2 2 22.3
ing the amount you still owe on your mortgage from
the current value of your home, which may be higher e
S-3. Basic Calculations
or lower than your principal.) Assume that your mort- Ï
gage is for $350,000 at a monthly rate of 0.007 as a 7.61.7
decimal and that the term of the mortgage is 30 years. S-4. Basic Calculations
9.2
Then your equity after k monthly payments is
7.3 2 6.8
1.007k 2 1 S-5. Parentheses and Grouping
350,000 3 dollars. 2.5 1 1.8
1.007360 2 1
S-6. Parentheses and Grouping 32.431.8 2 2
Calculate the equity in your home after 10 years.
Ï6 1 e 1 1
29. The Advantage Cash Card At the Student Union on S-7. Parentheses and Grouping
3
a certain campus, you can save on food purchases
by using the Advantage Cash card. You deposit 2e
S-8. Parentheses and Grouping
money into an Advantage Cash account and are 1e
issued a credit card that you use to purchase food.
23
The card has several advantages: S-9. Subtraction Versus Sign
429
■ If you open your Advantage Cash account for
$200 or more, a 5% bonus is added to your S-10. Subtraction Versus Sign 22 2 423
account balance.
S-11. Subtraction Versus Sign 2Ï8.6 2 3.9
■ When you use your Advantage Cash card,
you receive 5% off the retail price of any food 2Ï10 1 520.3
S-12. Subtraction Versus Sign
purchase. 17 2 6.6
S-13. Chain Calculations The following are intended S-27. Evaluate the formula Ï
Ïb2 2 4ac using b 5 7,
to provide practice with chain calculations. a 5 2, and c 5 0.07.
3 7 1
a. 1 S-28. Evaluate the formula using x 5 0.7.
7.2 1 5.9 6.4 3 2.8 1 1 1x
S-29. Evaluate the formula sx 1 yd2x using x 5 3 and
1 2
1
1 _1 2 36 +
b. 11 y 5 4.
36
S-14. Evaluate Expression Evaluate e23 2 2. A
S-30. Evaluate the formula using A 5 5 and
ÏA 1 ÏB
5.2 B 5 6.
S-15. Evaluate Expression Evaluate .
7.3 1 0.24.5 S-31. Lending Money For a certain loan, the interest I
Arithmetic In Exercises S-16 through S-20, perform due at the end of a loan period is given by I 5 Prt,
the calculation and report the answer rounded to two where P is the principal borrowed, r is the yearly
decimal places. For some of the calculations, you interest rate as a decimal, and t is the number of
may wish to use the chain calculation facility of your years since the money was borrowed. What inter inter-
calculator to help avoid errors. est is accrued if 3 years ago we borrowed $5000
at an interest rate of 5%?
S-16. s4.3 1 8.6ds8.4 2 3.5d
S-32. Monthly Payment For a certain installment loan,
23.2 2 1 the monthly payment M is given by
S-17.
Ï3 1 4
Prs1 1 rdt
S-18. Ï
M5 ,
Ï2 23
1e s1 1 rdt 2 1
1 2
7.6 where P is the original amount borrowed, r is the
S-19. s223 1 Ï7 1 d e2 1
6.7 monthly interest rate as a decimal, and t is the
number of months required to pay off the loan.
17 3 3.6
S-20. What is the monthly payment if the monthly
12
13 1 3.2 interest rate as a decimal is 0.05, the amount
Evaluating Formulas In Exercises S-21 through S-30, borrowed was $12,000, and the loan is paid off in
you are given a formula that you are asked to evalu- 36 months?
ate with given values for some of the variables. Report S-33. Temperature If the Celsius temperature is C,
your answers rounded to 2 decimal places, except for then the Fahrenheit temperature F is given by
Exercise S-29, where you should round to four decimal F 5 95 C 1 32. What is the Fahrenheit temperature
places. when the Celsius temperature is 32 degrees?
A2B
S-21. Evaluate the formula using A 5 4.7 and S-34. A Skydiver When a skydiver jumps from an
A1B
B 5 2.3. airplane, his downward velocity, in feet per
ps1 1 rd second, before he opens his parachute is given
S-22. Evaluate the formula using p 5 144 and by 5 176s1 2 0.834td, where t is the number of
Ïr
r 5 0.13. seconds that have elapsed since he jumped from
the airplane. What is the velocity after 5 seconds?
S-23. Evaluate the formula Ï
Ïx2 1 y2 using x 5 1.7 and
y 5 3.2. S-35. Future Value In certain savings scenarios, the
value F of an investment after t years, the future
S-24. Evaluate the formula p111yq using p 5 4 and value, is given by F 5 Ps1 1 rdt. Here r is the
q 5 0.3. yearly interest rate as a decimal, P is the amount
S-25. Evaluate the formula s1 2 ÏAds1 1 ÏBd using
of the original investment, and t is the term of the
A 5 3 and B 5 5. investment. If we invest $1000 at an interest rate
of 0.06 per year as a decimal, and if the term of
1 2 using x 5 20.
1 2
the investment is 5 years, what is the future value?
S-26. Evaluate the formula 1 1
x (continued)
S-36. A Population of Deer The number N of deer S-38. Getting Three Sixes If we roll n fair dice, then
in a certain population t years after observation the probability of getting exactly 3 sixes (not more
began is given by N 5 0.0312.36
1 0.55t . What is the deer and not less) is given by
population after 10 years? Round your answer to
12
the nearest whole number. nsn 2 1dsn 2 2d 5 n
P5 .
750 6
S-37. Carbon 14 The amount C, in grams, of carbon
14 remaining in a certain sample after t years is What is the probability of getting exactly 3 sixes
given by C 5 5 3 0.5ty5730. How much remains if we roll 7 fair dice?
after 5000 years?
CH A P T ER P SUMMARY
Modern graphing calculators are well designed for ease of use, but care must be taken
when entering expressions. The most common errors occur when parentheses are omit-
ted or misused. Also, rounding and scientific notation are significant concepts when you
use a calculator. The special numbers e and are important.
P.1 Typing Expressions and Parentheses

When entering an expression in the calculator, you must enter it not as one would write
it on paper, but, rather, in typewriter notation. If you have trouble getting an expression
into the calculator properly, first write it out on paper in typewriter notation and then
enter it into the calculator. Parentheses are essential when you need to tell the calculator
that a certain operation is to be applied to a group of numbers.
P.2 Rounding
In order to do accurate calculations, the calculator uses decimals with many digits.
Often only a few digits after the decimal point are needed for the final answer. We limit
the number of decimal places by rounding. There is no set number of digits used in
rounding; that depends on the accuracy of the data entered and on the accuracy needed
for the answer. In general, however, answers are reported in this text rounded to two
decimal places.
Rounding Convention for This Text: Unless otherwise specified, answers should
be rounded to two decimal places. If the third digit beyond the decimal point is less
than 5, discard all digits beyond the second. If the third digit is 5 or larger, increase the
second digit by 1 before discarding additional digits.
P.3 Special Numbers

There are two special numbers, and e, that occur so often in mathematics and its
applications that their use cannot be avoided. Modern calculators allow for their direct
entry. The number is the familiar ratio of the circumference of a circle to its diameter.
The number e is perhaps less familiar but is just as important, and it often arises in cer
cer-
tain exponential contexts. Neither of these numbers can be expressed exactly as a finite
decimal, but their approximate values are given below:
< 3.14159
e < 2.71828.
CHAPTER P | REVIEW EXERCISES 17
P.4 Scientific Notation

Some numbers use so many digits that it is more convenient to express them in scientific
notation. This simply means to write the number using only a few digits and multiply
it by a power of 10 that tells how the decimal point should be adjusted. The adjustment
required depends on the sign on the power of 10. Scientific notation can be entered in
the calculator using 10 to a power, but when the calculator reports an answer in scien-
tific notation, a special notation is common. For k . 0, refer to the following chart.
Entry Calculator Display Meaning

number 3 10k number Ek Move decimal point k places right.
number 3 102k number E-k Move decimal point k places left.
CH A P T ER P REVIEW EXERCISES
5.7 1 8.3 takes for the planet to complete a revolution around
1. Parentheses and Grouping Evaluate .
5.2 2 9.4 the sun, and the relationship is
8.4 D 5 93P2y3.
2. Evaluate Expression Evaluate .
3.5 1 e26.2 It takes the planet Pluto 249 years to complete
a revolution around the sun. What is the mean
1 2
5
1 _ 2 1 +
3. Evaluate Expression Evaluate 7 1 . distance from Pluto to the sun? What is the mean
e
distance from Earth to the sun? Give your answers
4. Gas Mileage For a truck that gets gas mileage to the nearest million miles.
of 15 miles per gallon, the number g of gallons
6. Traffic Signal Traffic engineers study how long the
required to travel m miles is
yellow light for a traffic signal should be. For one
m intersection, the number of seconds n required for a
g5 .
15 yellow light is related to the average approach speed
, in feet per second, by
How many gallons are required to travel 27 miles?
How many gallons are required to travel 250 miles? 100
n511 1 .
30
5. Kepler’s Third Law According to Kepler’s third
law of planetary motion, the mean distance D, in If the approach speed is 80 feet per second (about
millions of miles, from a planet in our solar system 55 miles per hour), how long should the yellow
to the sun is related to the time P
P, in years, that it light be?
1 Functions
1.1 Functions Given
by Formulas
1.2 Functions Given
by Tables
1.3 Functions Given
by Graphs
1.4 Functions Given
by Words
Summary
Review Exercises
A Further Look
Al Tielemans/ SI/Corbis
● Average Rates of Change

with Formulas
● Areas Associated
with Graphs
● Definition of a Function
The heights of winning pole vaults in the Olympic Games can be modeled by functions.
See Exercise 8 on page 25.
A FUNDAMENTAL IDEA in mathematics and its applications is that of a

function, which tells how one thing depends on others. One example of a function
is the interest incurred on a loan after a certain number of years. In this case,
there is a formula1 that allows you to calculate precisely how much you owe, and
the formula makes explicit how the debt depends on time. Another example is the
value of the Dow Jones Industrial Average at the close of each business day. In this
case, the value depends on the date, but there is no known formula. This idea of a
function is the cornerstone to understanding and using mathematics.
In applications of mathematics, functions are often representations of real
phenomena or events. Thus, we say that they are models. Obtaining a function
or functions to act as a model is commonly the key to understanding physical,
natural, and social science phenomena. In this chapter, we look at functions given
by formulas, by tables, by graphs, and by words. Analyzing a function from each of
Student resources are these perspectives will be essential as we progress.
available on the website
www.cengagebrain.com See Example P.2 of the Prologue.
1
19
20 CHAPTER 1 | FUNCTIONS
1.1 Functions Given by Formulas

We look first at functions given by formulas, since this provides a natural context for
explaining how a function works.
■ Functions of One Variable

If your job pays $9.00 per hour, then the money M
M, in dollars, that you make depends on
the number of hours h that you work, and the relationship is given by a simple formula:
Money 5 9 3 Hours worked, or M 5 9h dollars.
The formula M 5 9h shows how the money M that you earn depends on the number
of hours h that you work, and we say that M is a function of h. In this context, we are
thinking of h as a variable whose value we may not know until the end of the week.
Once the value of h is known, the formula M 5 9h can be used to calculate the value of
M. To emphasize that M is a function of h, it is common to write M 5 Mshd and to write
the formula as Mshd 5 9h.
Functions given in this way are very easy to use. For example, if you work 30 hours,
The parentheses in func-
then in functional notation, Ms30d is the money that you earn. To calculate that, you
tional notation indicate the
need only replace h in the formula by 30:
dependence of the function
on the variable. They do not Ms30d 5 9 3 30 5 270 dollars.
represent multiplication. For
example M(30) is not the It is important to remember that h is measured in hours and M is measured in dollars.
same as M 3 30. You will not be very happy if your boss makes a mistake and pays you 9 3 10 5 90
cents for 10 hours worked. You may be happier if she pays you 9 3 30 5 270 dollars for
30 minutes of work, but both calculations are incorrect. The formula is not useful unless
you state in words the units you are using. A proper presentation of the formula for this
function would be M 5 9h, where h is measured in hours and M is measured in dollars.
The words that give the units are as important as the formula.
We should also note that you can use different letters for variables if you want.
Whatever letters you use, it is critical that you explain in words what the letters mean.
We could, for example, use the letter t instead of h to represent the number of hours
worked. If we did that, we would emphasize the functional relationship with M 5 Mstd
and present the formula as M 5 9t, where t is the number of hours worked, and M is the
money earned in dollars.
KEY IDEA 1.1 NOTATION FOR FUNCTIONS
To represent a function in an economical way, choose letters to stand for the

function and the variables. Be sure to explain what the letters represent and to
include units.
■ Functions of Several Variables

Sometimes functions depend on more than one variable. Your grocery bill G may de-
pend on the number a of apples that you buy, the number s of sodas that you buy, and
1.1 | FUNCTIONS GIVEN BY FORMULAS 21
the number p of frozen pizzas that you put in your basket. If apples cost 80 cents each,
sodas cost $1.25 each, and pizzas cost $4.25 each, then we can express G 5 Gsa, s, pd as
Grocery bill 5 Total cost of apples 1 Total cost of sodas 1 Total cost of pizzas
G 5 0.8a 1 1.25s 1 4.25p
4.25 ,
where G is measured in dollars. The notation G 5 Gsa, s, pd is simply a way of em-
phasizing that G is a function of the variables a, s, and p—that is, that the value of
G depends on a, s, and p. We could also give a correct formula for the function as
G 5 80a 1 125s 1 425p
425 , where this time G is measured in cents. Either expression is
correct as long as we explicitly say what units we are using.
EXAMPLE 1.1 A GROCERY BILL
Suppose your grocery bill is given by the function G 5 Gsa, s, pd above (with G measured
in dollars). Recall that you are purchasing apples at 80 cents each, sodas at $1.25 each, and
pizzas at $4.25 each.
Part 1 Use functional notation to show the cost of buying 4 apples, 2 sodas, and 3 pizzas,
and then calculate that cost.
Part 2 Explain the meaning of Gs2, 6, 1d.
Part 3 Calculate the value of Gs2, 6, 1d.
Solution to Part 1 Since we are buying 4 apples, we use a 5 4. Similarly, we are buying
G(4, 2, 3) is the grocery
2 sodas and 3 pizzas, so s 5 2 and p 5 3. Thus, in functional notation our grocery bill is
bill expressed in functional
Gs4, 2, 3d. To calculate this, we use the formula G 5 0.8a 1 1.25s 1 4.25p
4.25 , replacing a
notation.
by 4, s by 2, and p by 3:
$18.45 is the value of
G(4, 2, 3). Gs4, 2, 3d 5 0.8 3 4 1 1.25 3 2 1 4.25 3 3
5 18.45 dollars.
Thus, the cost is $18.45.
Solution to Part 2 The expression G(2, 6, 1) is the value of G when a 5 2, s 5 6, and
p 5 1. It is your grocery bill when you buy 2 apples, 6 sodas, and 1 frozen pizza.
Solution to Part 3 WWe calculate G(2, 6, 1) just as we did in part 1, but this time we use
a 5 2, s 5 6, and p 5 1:
Gs2, 6, 1d 5 0.8 3 2 1 1.25 3 6 1 4.25 3 1
5 13.35 dollars.
Thus, the cost is $13.35.
Explain the meaning of G(4, 3, 2) and calculate its value. ■
Even when the formula for a function is complicated, the idea of how you use it
remains the same. Let’s look, for example, at f 5 fs
f xd, where f is determined as a func-
tion of x by the formula
x2 1 1
f5 .
Ïx
The value of f when x is 3 is expressed in functional notation as f s3d. To calculate f s3d,

we simply replace x in the formula by 3:
32 1 1
f s3d 5 .
Ï3
You should check to see that the calculator gives an answer of 5.773502692, which we
round to 5.77. Do not allow formulas such as this one to intimidate you. With the aid of
the calculator, it is easy to deal with them.
EXAMPLE 1.2 BORROWING MONEY

Maksim Toome/Shutterstock.com
When you borrow money to buy a home or a car, you pay off the loan in monthly payments,
but interest is always accruing on the outstanding balance. This makes the determination of
your monthly payment on a loan more complicated than you might expect. If you borrow P
dollars at a monthly interest rate2 of r (as a decimal) and wish to pay off the note in t months,
then your monthly payment M 5 MsP, r, td in dollars can be calculated using
Prs1 1 rdt
M5 .
s1 1 rdt 2 1
Part 1 Explain the meaning of Ms7800, 0.0067, 48d and calculate its value.
Part 2 Suppose you borrow $5000 to buy a car and wish to pay off the loan over 3 years.
Take the prevailing monthly interest rate to be 0.58%. (That is an annual percentage rate,
APR, of 12 3 0.58 5 6.96%.) Use functional notation to show your monthly payment,
and then calculate its value.
Solution to Part 1 The expression Ms7800, 0.0067, 48d gives your monthly payment on a
$7800 loan that you pay off in 48 months (4 years) at a monthly interest rate of 0.67%.
(That is an APR of 12 3 0.67 5 8.04%.) To get its value, we use the formula above, put-
ting 7800 in place of P, 0.0067 in place of r, and 48 in place of t:
7800 3 0.0067 3 1.006748
Ms7800, 0.0067, 48d 5 .
1.006748 2 1
This can be entered all at once on the calculator, but to avoid typing errors, we do the
calculation in pieces. The calculation of the denominator, 1.006748 2 1, is shown in
Figure 1.1. To complete the calculation, we need to get
7800 3 0.0067 3 1.006748
.
M(7800, 0.0067, 48) is the Answer fr
f om fi
f rst calculation
monthly payment expressed
We round the answer shown in Figure 1.2 to get the monthly payment of $190.57.
in functional notation.
$190.57 is its value.
1.0067^48-1 1.0067^48-1
.3778542919 .3778542919
7800*.0067*1.006
7^48/Ans
190.5672817
F IGU
IGURERE 1.1 The first step F IGU
IGURE
RE 1.2 Completing
in calculating a loan payment the calculation
2
Here we are assuming monthly payment and interest compounding. If you use the annual percentage rate (APR)
reported on your loan agreement, then you have r 5 APRy12. See also Exercise 16 at the end of the Prologue.
Solution to Part 2 We borrow $5000, so we use P 5 5000. The monthly interest rate is
0.58%, so we use r 5 0.0058, and we pay off the loan in 3 years, or 36 months, so
t 5 36. In functional notation, the monthly payment is Ms5000, 0.0058, 36d. To calculate
it, we use
5000 3 0.0058 3 1.005836
Ms5000, 0.0058, 36d 5 .
1.005836 2 1
Once again we make the calculation in two stages. First we get 1.005836 2 1, as shown in
Figure 1.3. As before, we use this answer to complete the calculation as follows:
5000 3 0.0058 3 1.005836
.
Answer fr
f om the fi
f rst calculation
The result in Figure 1.4 shows that we will have to make a monthly payment of $154.29.
1.0058^36-1 1.0058^36-1
.2314555099 .2314555099
5000*.0058*1.005
8^36/Ans
154.2940576
F IGU
IGURERE 1.3 The first step F IGU
IGURE
RE 1.4 Completing
in calculating the payment on the calculation
a $5000 loan
What is your monthly payment if you borrow $5000 at a monthly rate of 0.61% and pay it
off in 5 years? ■
Excel
A demonstration worksheet for this section is available on the instructor and student
companion sites.

1.1 G(4, 3, 2) is our grocery bill if we buy 4 apples, 3 sodas, and 2 pizzas. Its value is $15.45.
1.2 $99.76
1.1 EXERCISES
Reminder Round all answers to two decimal places t 5 5.40 1 0.22tt dollars.
C(t)
t)
unless otherwise indicated. Here t is the time in years since 2000.
Note Some of the formulas below use the special a. Explain in practical terms the meaning of C(9).
number e, which was presented in the Prologue. b. Use functional notation to express the average
1. Movie Tickets According to information provided cost of a movie ticket in 2012.
by the National Association of Theater Owners, c. Calculate the average cost of a movie ticket
between 2000 and 2014 the average cost of a movie in 2012.
ticket in a given year was (continued)
2. McDonald’s The formula3 a is 16 weeks or less. Then the predicted adult weight
W 5 WsW a, wd, in pounds, is given by the formula
t 5 1.19t 1 13.22
M(t)
t)
w
gives the approximate total revenue for McDonald’s, W 5 52 .
a
in billions of dollars, t years after 2000. The for
for--
mula applies to the years 2000 through 2013.
a. Explain in practical terms the meaning of M(5).
b. Use functional notation to express the total
revenue for 2010.
c. Calculate the total revenue in 2010.
PAUL ATKINSON/Shutterstock.com
PAUL ATKINSON/Shutterstock.com
3. Speed from Skid Marks
When a car makes an
emergency stop on dry
pavement, it leaves skid
Amy Johansson/Shutterstock.com
marks on the pavement.
The speed S, in miles per
hour, of the car when the
brakes were applied is a. Use functional notation to express the adult weight
related to the length L, in of a puppy that weighs 6 pounds at 14 weeks.
feet, of the skid mark. The b. Calculate the predicted adult weight for the
relationship is puppy from part a.
SsLd 5 5.05ÏL . 6. Gross Profit Margin The gross profit margin is
a measurement of a company’s manufacturing
a. Use functional notation to express the speed at
and distribution efficiency during the production
which the skid mark will be 60 feet. Then calcu-
process. If G is the gross profit and T is the total
late that speed.
revenue, both in dollars, then the gross profit mar
mar-
b. Explain in practical terms the meaning of S(100). gin M 5 MsG, T d is given by the formula
4. Harris-Benedict Formula Your basal metabolic G
rate is the amount of energy (in calories) your body M5 .
T
needs to function at rest. The Harris-Benedict
a. Use functional notation to express the gross profit
formula is used to estimate the basal metabolic rate.
margin for a company that has a gross profit of
There is one formula for adult males and another
$335,000 and a total revenue of $540,000.
for adult females. In these formulas, w is your
body weight in pounds, h is your height in inches, b. Calculate the gross profit margin in part a. The
a is your age in years, M 5 M(w( , h, a) is the basal
(w gross profit margin is often expressed as a percent.
metabolic rate for adult males, and F 5 F(w ( , h, a) is
(w Give your answer as both a decimal and a percent.
the basal metabolic rate for adult females: c. If the gross profit stays the same but total rev-
M 5 66 1 6.3w 1 12.7h 2 6.8a enue increases, would the gross profit margin
F 5 655 1 4.3w 1 4.7h 2 4.7a. increase or decrease?
Use functional notation to express your own basal 7. Tax Owed The income tax T owed in a certain
metabolic rate, and then calculate its value. state is a function of the taxable income I, both
measured in dollars. The formula is
5. Adult Weight from Puppy Weight There is a for
for-
mula that estimates how much your puppy will weigh T 5 0.11I 2 500.
when it reaches adulthood. The method we present a. Express using functional notation the tax owed
applies to medium-sized breeds. First, find your pup- on a taxable income of $13,000, and then calcu-
py’s weight w, in pounds, at an age of a weeks, where late that value.
Adapted from McDonald’s annual report, which is publicly available.

3
b. If your taxable income increases from $13,000 to d. By how much does the velocity change from 1
$14,000, by how much does your tax increase? to 2 seconds after the ball is thrown? From 2 to
c. If your taxable income increases from $14,000 to 3 seconds? From 3 to 4 seconds? Compare the
$15,000, by how much does your tax increase? answers to these three questions and explain in
practical terms.
8. Pole Vault The height
of the winning pole 10. Flushing Chlorine City water, which is slightly
vault in the early years chlorinated, is being used to flush a tank of heavily
of the modern Olympic chlorinated water. The concentration C 5 Cstd of
Games can be modeled chlorine in the tank t hours after flushing begins is
as a function of time by given by
the formula
Jim Parkin/Shutterstock.com
C 5 0.1 1 2.78e20.37t milligrams per gallon.
H 5 0.05t 1 3.3. a. What is the initial concentration of chlorine in
the tank?
Here t is the number of
b. Express the concentration of chlorine in the tank
years since 1900, and
after 3 hours using functional notation, and then
H is the winning height
calculate its value.
in meters. (One meter
is 39.37 inches.) 11. A Population of Deer When a breeding group of
a. Calculate Hs4d and explain in practical terms animals is introduced into a restricted area such as
what your answer means. a wildlife reserve, the population can be expected to
grow rapidly at first, but to level out when the popu-
b. By how much did the height of the winning pole
lation grows to near the maximum that the environ-
vault increase from 1900 to 1904? From 1904 to
ment can support. Such growth is known as logistic
1908?
population growth, and ecologists sometimes use a
9. Flying Ball A ball is formula to describe it. The number N of deer pres-
tossed upward from a ent at time t (measured in years since the herd was
tall building, and its introduced) on a certain wildlife reserve has been
upward velocity V,V in determined by ecologists to be given by the function
feet per second, is a
function of the time t, 12.36
N5 .
in seconds, since the 0.03 1 0.55t
ball was thrown. The
formula is
Sandro V. Maduell/Shutterstock.com
V 5 40 2 32t
if we ignore air resis-

tance. The function
V is positive when
the ball is rising and
negative when the ball
is falling.
a. Express using functional notation the velocity a. How many deer were initially on the reserve?
1 second after the ball is thrown, and then b. Calculate Ns10d and explain the meaning of the
calculate that value. Is the ball rising or falling number you have calculated.
then? c. Express the number of deer present after 15 years
b. Find the velocity 2 seconds after the ball is using functional notation, and then calculate it.
thrown. Is the ball rising or falling then? d. How much increase in the deer population do
c. What is happening 1.25 seconds after the ball is you expect from the 10th to the 15th year?
thrown? (continued)
12. A Car That Gets 32 Miles per Gallon The cost C of that, for most consumer loans, the answer you get
operating a certain car that gets 32 miles per gallon with monthly compounding is very close to the
is a function of the price g, in dollars per gallon, of right answer, even if the lending institution com-
gasoline and the distance d, in miles, that you drive. pounds more often. In part 1 of Example 1.2, we
The formula for C 5 Csg, dd is C 5 gdy32 dollars. showed that if you borrow $7800 from an institution
that compounds monthly at a monthly interest rate
a. Use functional notation to express the cost of
of 0.67% (for an APR of 8.04%), then in order to
operation if gasoline costs 98 cents per gallon
pay off the note in 48 months, you have to make a
and you drive 230 miles. Calculate the cost.
monthly payment of $190.57.
b. Calculate Cs3.53, 172d and explain the meaning
of the number you have calculated. a. Would you expect your monthly payment to be
higher or lower if interest were compounded
13. Radioactive Substances change form over time. daily rather than monthly? Explain why.
For example, carbon 14, which is important for
b. Which would you expect to result in a larger
radiocarbon dating, changes through radiation into
monthly payment, daily compounding or con-
nitrogen. If we start with 5 grams of carbon 14, then
tinuous compounding? Explain your reasoning.
the amount C 5 Cstd of carbon 14 remaining after
t years is given by c. When interest is compounded continuously,
you can calculate your monthly payment
C 5 5 3 0.5ty5730 . M 5 MsP, r, td, in dollars, for a loan of P dollars
a. Express the amount of carbon 14 left after to be paid off over t months using
800 years in functional notation, and then Pser 2 1d
calculate its value. M5 ,
1 2 e2rt
b. How long will it take before half of the carbon
14 is gone? Explain how you got your answer. where r 5 APRy12 if the APR is written in
(
(Hint: You might use trial and error to solve this, decimal form. Use this formula to calculate the
or you might solve it by looking carefully at the monthly payment on a loan of $7800 to be paid
exponent.) off over 48 months with an APR of 8.04%. How
does this answer compare with the result in
14. A Roast is taken from the refrigerator (where it had
Example 1.2?
been for several days) and placed immediately in a
preheated oven to cook. The temperature R 5 Rstd 16. Present Value The amount of money originally
of the roast t minutes after being placed in the oven put into an investment is known as the present value
is given by P of the investment. For example, if you buy a $50
U.S. Savings Bond that matures in 10 years, the
R 5 325 2 280e20.005t degrees Fahrenheit. present value of the investment is the amount of
a. What is the temperature of the refrigerator? money you have to pay for the bond today. The val-
ue of the investment at some future time is known
b. Express the temperature of the roast 30 minutes
as the future value F
F. Thus, if you buy the savings
after being put in the oven in functional notation, bond mentioned above, its future value is $50.
and then calculate its value. If the investment pays an interest rate of r (as a
c. By how much did the temperature of the roast decimal) compounded yearly, and if we know the
increase during the first 10 minutes of cooking? future value F for t years in the future, then the
d. By how much did the temperature of the roast present value P 5 PsF, r, td, the amount we have to
increase from the first hour to 10 minutes after pay today, can be calculated using
the first hour of cooking? 1
P5F3
15. What If Interest Is Compounded More Often Than s1 1 rdt
Monthly? Some lending institutions compound
interest daily or even continuously. (The term if we measure F and P in dollars. The term 1ys1 1 rdt
continuous compounding is used when interest is is known as the present value factor, or the discount
being added as often as possible—that is, at each rate, so the formula above can also be written as
instant in time.) The point of this exercise is to show P 5 F 3 discountt rate.
Another random document with
no related content on Scribd:
LXIV
LA FOI
A Go... en été.
On l’appelait, dans le pays, «le bon Hervé»: chacun le connaissait, et les

mendiants l’avaient en estime singulière. Quoique très pauvre, il donnait
toujours l’aumône; et l’un d’eux m’a dit avoir plus d’une fois partagé le
repas du bon Hervé, dans la même écuelle.
Hervé Tallec n’avait guère plus de cinquante ans; il était sabotier de son
état; il aimait surtout à faire de jolis sabots pour les enfants; il y mettait une
sorte d’art naïve et rustique: noirs, pointus du bout et relevés à la poulaine,
ces petits sabots étaient ornés d’une piqûre délicate, où Hervé dessinait des
rinceaux sur le modèle des feuilles de houx et des bruyères; et lorsqu’un
enfant, le dimanche, avançait coquettement le pied, disant: «C’est les sabots
du bon Hervé», il souriait avec tendresse.
Il vivait dans une petite maison de pierre, où il était né, et où son père
avait vécu. Tous les siens étaient morts l’un après l’autre. Sa femme avait
trépassé, donnant le jour à une petite fille; et un malheur suprême avait
couronné ces infortunes: à dix ans, la petite était morte d’une fièvre. Il était
resté seul, inconsolable. Il avait le portrait de la morte, qu’un mauvais
peintre, passant par le pays, avait essayé, séduit par le charmant visage de
l’enfant. La petite était sérieuse, une candeur de primevère et une gravité
d’infante; ses cheveux étaient de paille au soleil, et ses yeux, la fleur du lin
dans le blé. Elle avait dû mettre une attention religieuse à se laisser peindre;
et sa ravissante bouche, un peu gonflée, était pareille à un bourgeon qui
redoute de s’ouvrir. Elle aurait eu, maintenant, vingt-deux ans.
Hervé parut au Pardon, quand la procession sortit de l’église: il portait
une bannière; il semblait le porte-étendard d’une armée triomphante, un
chevalier de la Croix ou du Temple; et il n’eût pas montré, bardé de fer, une
mine plus haute ni plus solennelle. Quand la cérémonie prit fin, et le cortège
revenu, Hervé rentra dans la noire église. Il faisait déjà sombre dans les
angles; une odeur molle d’encens et de tombeau flottait entre les murs
humides; la vieille chapelle s’affaissait sur un flanc, comme une
octogénaire; et le silence était pensif... Hervé priait d’une ferveur si ardente
qu’on l’eût dit en extase. Il était à genoux, la tête baissée, les yeux dirigés
sur l’autel, où brillait une faible lumière. De tout son corps prosterné, seuls
les regards s’élevaient, d’un essor enthousiaste, et brûlant d’une tendre
humilité. Il avait les jambes, les pieds et les talons joints; et s’il lui arrivait,
sans le vouloir, de faire un mouvement, il rapprochait aussitôt ses membres,
dans l’attitude du profond devoir, du profond respect: et c’était celle,
encore, de la confiance parfaite, de la victime volontaire, pieds et poings
liés. Ses mains aussi étaient jointes, et pressaient le menton rasé. La nuque
ployée, les cheveux un peu longs, blancs et jaunes, collaient par la sueur au
col hâlé. Et ses yeux, ses yeux passionnés, étaient ceux de sa fille, un ciel
où les pluies ont passé...
Hervé, qui priait d’un si grand cœur, n’entendait pas la lettre de ses
prières: en elles, il se jetait tout entier, comme un naufragé se lance dans la
mer, en vue du rivage. A l’aide de ces mots étranges et obscurs, que l’amour
balbutie et ne se lasse point de répéter, il faisait le don sans conditions de
soi-même: il se livrait. Il suppliait. Et, nulle oraison ne pouvait avoir plus de
portée qu’une telle prière. Il parlait à la Vierge plus qu’au Sauveur; et, à
toute occasion, il se vouait aux Saints et aux Saintes. Mais La Vierge, les
Saints et les Bienheureux, tout n’était pour lui que messagers divins; et,
enfin, il voyait tout en Dieu.
Il aimait toutes les bêtes; et avait grand pitié de toutes, contre la coutume
des paysans. Il avait nourri un vieux cheval de son père, bien longtemps
après qu’il fût devenu impropre à tout service; et c’était un dicton dans la
paroisse, de demander aux paresseux «s’ils se prenaient pour le cheval au
bon Hervé». Il ne vivait presque que de galettes au blé noir, et de bouillie
d’avoine; il mangeait la viande à contre-cœur, et on en faisait faussement
honneur à sa piété: ses amis le sachant, on ne lui offrait pas du lard
nouveau, ni du porc tué à l’occasion des fêtes. Il buvait largement; et
parfois il était un peu ivre: il n’en paraissait pas honteux, et ne jurait point
de ne jamais retomber dans cet opprobre. Parfois, dans son travail, sous les
arbres, il écoutait les piverts et les coucous; il s’oubliait à contempler les
hêtres; il regardait le ciel entre les mains épineuses des houx: et, plein
d’amour, il s’affligeait de ne pouvoir parler aux houx, au ciel, aux coucous
ni aux hêtres. Il imitait, pourtant, jusqu’à tromper les passants, le langage
divers des bêtes, de celles qui glapissent comme celles qui modulent en
gazouillant. Pendant bien des mois, il avait eu pour hôte familier un corbeau
doctoral et sagace, qui sut bientôt, hochant la tête, répondre en breton.—
Mais surtout, il connaissait à merveille les créatures du matin, les alouettes
quand elles rient, et les oiseaux qui s’éveillent. Tout vivait à ses yeux; et
toute vie étant de Dieu, tout était Dieu. Comme à sainte Anne et à saint
Hervé, ses patrons, il croyait aux âmes des morts, aux esprits qui errent
tourmentés, aux revenants et aux fées: les korrigans courent sur la lande, et
les lutins se cachent dans les fontaines; gare à qui jure, ou qui défie
imprudemment!... Tout est vivant: qui fait pousser l’herbe? C’est Celui qui
fait croître l’homme. Tout parle, et toute parole est divine. Aussi, «l’espoir
et le pardon sont proclamés partout...» et les spectres même n’ont rien de
redoutable: les pauvres démons n’auraient pas dû désespérer de la
miséricorde céleste; s’ils avaient bien cherché la paix, ils l’auraient
obtenue...
Il eût adoré le soleil, la lune et les étoiles, s’il n’eût pas été contre l’usage
de leur offrir un culte; mais, dans son cœur, vivait l’adoration que ses lèvres
avaient désappris de nommer. Il avait beaucoup souffert, et beaucoup
pleuré; il ne riait guère; mais il n’était pas triste: sa certitude était sans
bornes. Il ne connaissait rien que par elle. Il croyait pour autant qu’il savait.
Il ne doutait pas plus qu’il dût vivre, qu’il ne doutait s’il vivait. Il avait pour
lui-même l’évidence que le grain qui germe a pour l’épi...
Il savait... il savait... il n’eût pas su dire quoi: sinon qu’une espérance
infinie vivait en lui, égale à son amour pour toutes choses, et au mystère
également infini où elle les prolongeait.
Il faisait presque nuit dans l’église.

Hervé était toujours là; et la clarté rêveuse du couchant ne coulait plus
sur les dalles, qu’à la manière d’une source qui se tarit.
Près de lui, il vit une jeune fille modeste, compatissante et douce: c’était
sa filleule, née dans le même temps que sa fille. Elle venait le prendre pour
dîner chez ses parents. Elle lui avait mis la main sur le bras; et lui, encore
agenouillé, la regarda un moment sans rien dire, et, la reconnaissant dans
son âme, sans doute, ici, ne la connut pas...
Puis il se leva, souriant avec une sorte de douloureuse contrainte.
Et, comme il la suivait, lui offrant l’eau bénite, dans ses yeux, encore
pleins de ferveur, passa la vapeur brûlante de quelques larmes.
LXV
LA LANDE D’OR
En Clohars. Novembre.
La lande est toute d’or, trempée d’humide argent. L’air gris brille,—telle,
entre deux feuilles de saule, la toile d’araignée après la pluie. Dans le vallon
roux, tous les ajoncs sont fleuris; sur le tapis sombre de la lande, les fleurs
d’or posées une à une comme des clous brillants font penser à la prairie
profonde de la nuit, quand elle est fleurie d’étoiles.
Scintille-t-elle, la fleur d’ajonc?—Ou bien luit-elle sourdement, comme
une promesse de bonheur au fond de la pensée?—Son or est chaud, mais
voilé; c’est un métal très pur, dont les feux percent l’enveloppe, mais qui
n’a pas dépouillé toute la gangue.
La paupière du ciel est violette comme celle des morts. L’humidité
d’argent tremble à l’horizon des bois, en voile de dentelles. Au bord d’un
raidillon rocheux, les frênes, dont le tronc fendu laisse voir une fibre si
belle, sont baignés de la dernière pluie. Dans le lointain, les grands
châtaigniers sont assemblés en dômes, coupoles d’une basilique d’Orient.
Au plus loin, le manoir, et les fermes vêtues de chaumes; tout est gris et
d’argent sur la hauteur; tout est roux et d’or dans la lande. Et là-haut, les
maisons, à demi perdues sous de fins nuages, ont l’air reculé, mystérieux,
d’une cité en ruines.
Un pont de bois semble posé, entre deux piliers noirs de buissons, sur
une arche brumeuse. Les bruyères rousses, desséchées, sont roides, comme
faites d’un métal ciselé, et moins rouillé que d’une lumière éteinte. Au pied
des hêtres jaunis, les feuilles jaunes aux teintes maladives. L’odeur de la
feuille morte et la senteur noire de l’humus montent de la terre. Un reste de
prairie lève humblement un regard mouillé, où passe la pâleur souffrante
d’une colchique...
Les haies, en étages sur le fossé, et plus larges au sommet qu’à la base,
recèlent un noir trésor de sommeil: leur cercle sombre fait à la lande une
ceinture de mélancolie. Mais, trempée d’argent, la lande en fleurs est une
mosaïque d’or...
LXVI
LES FILLETTES
A Ker-Joz, en Ben.
Sautant par-dessus la haie, elles arrivent cinq, six, sept petites filles,
courant sur le chemin. Et la plus petite, qui tient un poupon entre ses bras,
s’impatiente d’être la dernière, et finit par pleurer de voir détaler les autres.
On ne sait trop quel âge elles ont: elles sont toutes vêtues de noir, et portent
toutes la même coiffe. Elles sont pieds nus, et trottent maladroitement,
cherchant à éviter les ronces et les pierres. Les unes près des autres, et leurs
cottes mal faites gonflées par le vent, elles semblent une bande d’oiseaux
noirs à tête blanche. La plus petite rejoint enfin les aînées sur la lande: au
soleil, contre le mur éclatant de blancheur, elle dépose le poupon coiffé du
béguin rouge; et, si contente d’être délivrée, qu’elle fait trois pirouettes sur
elle-même, en tirant la langue. Elle a encore les larmes aux yeux. Les
autres, à cette vue, se mettent à rire de cette voix si claire, qui, ce matin,
parmi les ajoncs, sous le ciel bleu, sonne de verre, comme l’alouette qui
grisolle. Ce n’est pas un éclat de rire, mais une longue fusée, franche, naïve.
Puis, tandis que le poupon cuit à terre, crie et pleure de toutes ses forces, les
mains tendues comme des moignons,—les petites, étant convenues de jouer,
courent et sautent d’un bout à l’autre de la lande, et se bourrent à grands
coups de poing, tout en courant.
Une heure après, voici venir de la mer cinq, six, sept petites filles; toutes
en blanc, un grand chapeau de paille fleuri de bluets sur les cheveux
pendants, une ceinture de soie à la taille, les jambes et les pieds nus. Elles
tiennent à la main des haveneaux et des tridents. Toutes, du même côté, ont
le même panier en forme de boîte, passé à l’épaule en bandoulière du même
cuir jaune. Deux institutrices les escortent, rouges, grasses, bien nourries et
court vêtues: elles ont aussi les pieds nus, et, dans une main, le filet au bout
d’une longue perche,—mais la Morning-Post dans l’autre.
Ces petites bourgeoises ont accompli, ce matin, le rite des crevettes: car
tout est rite dans leur vie. Elles s’avancent bavardes et plus bruyantes qu’un
nombre trois fois plus grand de petites Bretonnes. Comme elles sentent
Paris, la ville, et le droit absolu du plus fort, qui est le plus riche...
Obscurément, les petites Bretonnes le sentent aussi. A la vue de la
compagnie armée pour le rite des crevettes, les fillettes aux pieds sales
s’alignent sur la lande, et contemplent de loin les fillettes aux pieds propres;
elles regardent, la bouche ouverte et les yeux ronds. Les autres passent,
dédaigneuses et se montrent du doigt les petites Bretonnes. Et celles-ci,
comme ayant peur, ou éperdues, ou confuses, prennent une course
désespérée; elles détalent, sans rien dire, la plus grande emportant cette fois
le poupon assis contre le mur, qu’elle ramasse au vol comme un paquet.
LXVII
FEUILLES MORTES
Heures d’octobre, en Kerne...
Matin.
La campagne sent doucement la mort. Mais la terre est divine: elle est, et
ne sait pas. Sa magnifique ignorance a le calme des pôles, et l’immuable
certitude. Son odeur d’octobre est celle de la bonne fin, du terme nécessaire
et pacifique, de la mort bénie,—la mort qui est sûre de la résurrection pour
le troisième jour.
Attentives et engourdies, les perdrix se chauffent au soleil. Les
pauvrettes, à l’abri, immobiles, les ailes serrées en pointe, semblent de
petits tas de cendres sur la brande. Puis, elles s’éveillent, et défilent en
piétant.
La fougère est trempée par la rosée de l’aube. Un froid duvet de brume
flotte sur la haie. On entend des herbes sèches qui criquent. Et voici la
petite laitière qui cueille une branche de houx, et la trempe dans son pot au
lait, où flottent encore les bulles d’écume du flot neigeux qui vient d’être
trait.
—Sur le bord de la mer verte, au plus haut de la roche, trois grands

chardons se dressent, sur une tige de métal, cuirassée d’argent, et feuillue de
dentelle guerrière; leur cœur brille épanoui, profond et chenu. Une pâle
églantine de l’arrière-saison fleurit, naïve, devant eux. Et, dans le soleil, les
trois grands chardons sont pareils aux Rois Mages qui débarquent, et
viennent, en habits de fête, faire visite à la Vierge.
—La grève déserte.

Un pays malade, à la face tirée, et dont la peau livide est marbrée
d’ombres. Il ne pleut pas. La désolation est silencieuse. Le ciel tombe sur la
mer de sombre jade. Un trait noir file le long d’un nuage, et ourle l’espace:
un vol d’hirondelles, qui fuient... Et tout s’efface.
Ni une bête, ni un homme, ni rien qui vive. Pas même une croix sur un
calvaire. Courte, trapue, déjetée, une maison grise, au bord du chemin,
semble un bloc de granit qui s’est éboulé dans la douve.
La contrée basse languit sous le ciel jaune; les sables humides, tigrés de
mares noires et de flaques, ont eux-mêmes la couleur douteuse de l’eau
croupie. La brume naissante erre par flocons qui flottent, suspendue dans
l’air calme: le ciel jaune et la plage stagnante sont pareils aux draps écrus,
vieillis sans lavage, tendus pour recevoir, dans la couche d’octobre, un
blessé morne, la contrée de Plomeur, le pays malade...
Midi.
Le cheval gris, taché de son, tire de toute sa force sur le collier, et monte
douloureusement la côte boueuse. D’une voix rauque, marquant le temps
comme un balancier, le charretier hurle ses ordres à la bête qui peine:
parfois, elle semble près de s’abattre, et fléchit tout d’une pièce sur les
boulets; elle souffle violemment par ses naseaux veloutés, où le duvet blanc
a le frémissement d’une écume d’eau bouillante. Dans l’air humide et déjà
froid d’octobre, l’haleine du cheval sort des narines en deux jets de fumée,
deux pinceaux longs et réguliers, pareils aux cônes de vapeur qui jaillissent
en sifflant d’une machine. Le cheval marche dans son haleine brumeuse,
qui s’éparpille au moment où il y pousse sa tête d’esclave, toujours
retombante, toujours baissée après l’effort qui la soulève. Il tire; il s’écartèle
à moitié, épouvanté par les jurons de l’homme, par le bruit des roues et des
pierres qui se heurtent dans le tombereau, et plus terrifié encore par la
crainte de s’abattre. Sa queue souillée de boue lui colle entre les jambes,
écartées en compas. Son ventre s’enfle comme un ballon, et, tendu, semble
aller au-devant du fouet qui claque; et parfois, sous le poids qui l’accable et
le tire en arrière dans la boue de cette pente roide, on voit le cheval faire des
pointes sur les deux pieds: il se tient sur le bout des sabots, manquant terre,
le plat du fer en l’air, les touffes de poil saillantes, esclave misérable qui,
crevé à demi, fait semblant de danser.
Soir.
Un soir, vêtu de brouillard léger, s’avance sur la rade. A l’horizon de
terre, entre les arbres, la fumée hésite; et, sur la mer, le soleil vient de se
coucher dans un réseau de nuages.
Le ciel est une peau de tigre qui ruisselle de sang. L’astre disparu est un
dieu écorché, là-bas, qui saigne dans sa cage; et le flot pourpre fait la mare
entre les barreaux noirs. De longues bandes sombres courent, rectilignes et
parallèles d’un bord du ciel à l’autre bord. Peu à peu, la fourrure
ensanglantée perd de son feu, et l’incarnat se lave dans l’eau grise du
crépuscule. En un instant, la peau du tigre vieillit de plusieurs siècles. Une
brume rose s’étend sur l’espace, pluie de pétales desséchés à travers une
claie obscure;—et la dépouille du fauve, tantôt, n’était pas si tragique à voir,
que sur la mer ténébreuse la large rose noire qui s’effeuille...
—La chèvre rousse sur la lande.

Elle lève sur moi sa tête à la barbe pointue, et ses yeux verts qui
pétillent, frais et vifs plus qu’une pierre précieuse; et si gais!... Ces yeux, où
brille une innocente diablerie.
Elle vient sentir ma main, elle flaire, naïve. Que n’y ai-je du sel?... Elle
s’éloigne tranquille, les jambes écartées pour laisser place aux belles tétines
grises, pareilles à deux énormes figues pendues par la base, et la queue
renversée.
—Crépuscule.
Les haies semblent fuir à reculons, et les ajoncs rentrer sous terre.
Comme les saules se courbent!... Les arbres font oraison.
La prairie regarde de côté, tristement, comme un étang. On ne distingue
plus la veine claire, qui fend le cœur oblong du trèfle. J’ai laissé l’heure
s’écouler. L’illusion du bonheur n’est pas rare, là où est la beauté, dans le
silence des champs, loin de la ville. J’ai cherché le trèfle à quatre feuilles, et
vingt fois, ici, je le trouvai; mais le soir va venir et je ne l’ai pas cueilli.
Un reste de clarté luit aux carreaux de l’étroite fenêtre; le verre a le reflet

oblique et morne de ces yeux vitreux que voile la cataracte. La porte basse
est entr’ouverte: la chambre est pleine d’ombre. L’obscurité épaisse est
tendue comme un dais, qui tombe des solives. Et, au fond de l’âtre, un feu
lointain rougeoie.
Je vais m’asseoir au côté de la vieille paysanne. Elle est pliée en deux

sur sa chaise, son front cherche ses genoux; maigre et couturée de longues
rides, elle semble une idole en vieux bois; elle a les deux mains à plat sur le
tablier, et ses doigts sont pareils à la patte des poules, qu’habille une peau
cornée.
A la lueur rougeâtre, ses yeux presque clos errent sur les éteules d’une
vie monotone. C’est une vieille pleine de souvenirs funèbres et de secrets;
elle a connu toutes les misères; elle ne se plaint pas; et elle aime à ne plus
parler. Le soir, seulement, elle s’assied et somnole, attendant l’heure où l’on
dort. Et, devant elle, dans le foyer en tisons, par deux yeux ronds, deux
trous de braise, un hibou de feu regarde sous l’âtre...
LXVIII
ARCADES AMBO
En août, à Pont Aven.
S’ils n’étaient que deux, ils ne seraient point; mais il y en a deux

peuples, dans l’Arcadie de Fouesnant, entre Beg Meil et Pont Aven. Cette
campagne naïve et verte pullule de Yankees et de comédiens. Les
Américains sont peintres, à ce qu’ils disent. Et les comédiens donnent la
comédie: car, s’ils ne jouaient la comédie, que feraient des comédiens?
C’est une espèce excellente de singes, et le propre gibier des esprits
curieux de la nature humaine, et des dédaigneux aussi. Comme dit
Montaigne, ou à peu près, tous nos emplois sont de comédie; et les
comédiens de profession sont deux fois plus hommes que les autres. Le
spectacle est incomparable d’une ingénue, qui joue son rôle, en vacances, à
la campagne: au bras de son mari, ou d’un amant, comme elle compose
savamment ses gestes, son attitude, ses paroles, et jusqu’au son de la voix...
Oui, vraiment: ils ont une voix différente pour chaque heure du jour: à
l’aube, c’est le trille de l’alouette, on ne sait quoi de frais, de puéril; et à
mesure que le crépuscule tombe, quelle gravité croissante, quel ton ému et
passionné... Ah! certes, au clair de lune, ils ne se promènent pas moins
amoureusement, sous de vrais arbres, qu’ils ont jamais pu faire entre les
portants d’une forêt brossée par un maître; et la lumière électrique elle-
même n’a jamais éclairé de plus dignes jeunes premiers: une merveille de
naturel; et, rentrant chez soi, après une sortie sans reproche, ils ont bien le
droit de se féliciter, l’un l’autre, d’un immense succès. Rien n’est plus
propre à prolonger la paix de ces unions heureuses. Et le matin, dans la
prairie, ces Juliettes et ces Yseults ne volent-elles pas, légères comme
l’oiseau, sur les herbes mouillées, en robes blanches, ou même en chemise,
encore mal éveillées de leur rêve, les cheveux dénoués au long de l’épaule,
sur les bords de l’Aven ou de la Laïta? Ne sont-elle pas innocentes comme
la fleur des champs, et même un peu folles de simplesse, quand elles font,
au pied levé, Ophélie murmurant une ballade, et rougissantes, si elles
rencontrent un passant à qui doit plaire ce style?—Ou, au contraire,
provocantes, lasses de passion mais non rassasiées, hardies, riant au jour de
leur victoire nocturne, si elles devinent sur l’autre rive, ou derrière la haie,
un spectateur épris d’amours tragiques? Mais Yseult ou Ophélie, toujours
sûres de leurs effets... Et le bon comédien, leur amant et leur maître, est là
qui leur donne la réplique, et leur dit paternellement: «C’est bon. Vas-y, ma
fille.»
J’aime les naïfs histrions, cette race innocente: plus ils se fardent, et
moins ils dissimulent: honnête miroir où la vanité de tout a sa fidèle image.
C’est du moins leur métier que le déguisement.
Mais que dire de ces Américains, la cohue la plus odieuse du monde?—

Leurs femmes et leurs filles ne donnent pas la comédie: elles l’imposent. Ce
n’est point Ophélie qu’elles figurent au bord de la rivière: mais c’est
Shakspeare qui les a prises pour modèle. Elles font «de l’Art», comme ils
disent, et sans doute voilà le plus vil métier où se soit jamais appliquée la
malice humaine. Il n’y a plus un bel arbre, plus une douce vallée, plus un
rocher baignant dans l’eau, où l’on ne se heurte au chevalet d’un de ces
hommes ou d’une de ces femmes. Ils ne mettent aucune discrétion à gâter
de leur présence, de leur vie, de tout ce qu’ils traînent avec eux, une contrée
où ils sont à peine moins déplacés et moins haïssables qu’à Florence. Leur
langue s’entend de tous côtés, et ce nasillement intolérable qui, au Pardon
de Sainte Anne, finit par donner de l’inquiétude au bon Yann, sonneur de
biniou: les cornemuses se mettaient-elles à parler?—Leur ligne serrée se
déploie devant chaque paysage, de manière à le confisquer, selon la doctrine
de Monroë. Et, quand le soir est venu, il faut encore qu’ils fassent main
basse sur la nuit: leur gaieté est plus intempérante que celle des Chinois et
des chiens dans les rues de Constantinople. Les éclats en blessent la douce
majesté du silence étoilé. Et parfois, les gens du pays paraissent à la fenêtre,
pour savoir à qui en ont ces Barbares.
Quel dieu ennemi a donc livré l’Arcadie de Bretagne à la fureur des
aquarelles?—Le contraste des comédiennes et des femmes de Fouesnant,
des ingénues de Paris et des filles de ferme n’était que plaisant; et l’on
pouvait ne s’en irriter qu’à ses heures. Mais l’Amérique est, en vérité, de
trop ici. Du reste, tous ces Américains y passent pour des Anglais; et
l’erreur part d’un sentiment plus juste que la prétendue sagesse des
politiques ne le sait. En qualité d’Anglais, ils sont tous détestés du Breton,
qui, sur toute nation, hait l’Angleterre. J’entendais sur eux ce mot d’une
paysanne, qui me parut plein de sens:
—Ces Anglais-là, sont encore pires que les autres. Ils se font plus
mauvais, tous les jours...
Et hochant la tête, elle répétait avec obstination:
—Tous les jours...
LXIX
LES PHARES
A Benodet, le 17 septembre, et bien d’autres fois.
Comme le feu rouge luit ardemment au milieu des ténèbres!...
C’est une lueur liquide, qui coule de haut, telle du sang. Je reviens,
chaque soir, de la grève; et, chaque fois, laissant le phare derrière moi, je
tourne la tête pour revoir la lanterne et son œil brûlant, au coude du sentier.
Chaque fois, elle me surprend par son air tragique, et cet étrange regard
qu’on croirait vivant.
A mesure que l’été s’éloigne, l’ombre nocturne se fait dense. Sur les
chaudes journées, la nuit vient dans un manteau de crêpe et de vapeur déjà
lourdes. Ce soir, la nuit est épaisse comme un goudron de houille; et ses
chaudes profondeurs, grasses et opaques, sont de velours noir. Que la lueur
du phare est émouvante dans l’ombre compacte et le silence taciturne: c’est
un cœur saignant qui palpite sur des étoffes ténébreuses.
Le phare brille, étoile aux yeux du marin: il fait sa route sur elle; celle-là,
du moins, n’est pas inaccessible. Le phare est une pensée de la terre, qui
vient au devant de l’homme, errant sur le désert de l’Océan. C’est un foyer
qui veille, quand tout est éteint. Et l’amant n’a pas vu, avec plus de
bonheur, s’allumer pour lui une lampe dans la chambre de sa maîtresse, que
ne fait le marin, lorsqu’au travers de la nuit pesante, après un long voyage,
il découvre la lueur lointaine, et, lui donnant un nom, qu’il compte les
heures et les minutes, une à une, jusqu’au moment béni d’atterrir.
Je suis dans le monde comme un marin dans la nuit brumeuse. Sans
cesse, je m’absente et j’erre infiniment loin. Puis, je sors du rêve et de
l’ennui, du voyage aux Iles d’Or, et de la furieuse tempête, me guidant aussi
sur les froides étoiles, confidentes glacées de l’orgueil et de la solitude.
C’est pourquoi je rentre, dans cette vie peuplée d’ombres, à la manière du
navigateur qui a fait le tour du monde; et, chaque soir, j’aime la lueur des
phares, où je crois voir brûler aussi pour moi l’ardeur sanglante de la
tendresse humaine...
A minuit, le bon gardien sautera de son lit et viendra s’assurer si ses
lampes marchent. Et, à trois heures du matin, il fera sa dernière ronde. Dès
le coucher du soleil, et jusqu’à l’aube, les gardiens de phare mènent à terre
la vie du matelot à bord. Nulle part, on ne trouve de meilleurs hommes;
presque tous sont d’anciens marins; ils sont simples, dévoués et forts; ils
savent le danger d’une négligence; de braves gens qui ne rêvent point, et
que leurs lampes n’induisent point à la tentation de songer.
Un d’eux, comme je lui demandais s’il ne croyait point que le feu rouge
de la lanterne fût du sang, et jaillît de la poitrine d’un prince supplicié,—me
répondit gravement:
—La flamme tremble? C’est que le pétrole n’est pas bon. Je m’en suis
plaint.
Il rentra dormir chez lui. Je demeurai. Et j’allai sur la dune, où les feux
des îles répondent à ceux de la côte. Dans la nuit noire, sur un rythme que
mesurait la respiration lente de la mer, c’étaient, rouges ou blancs, des
regards douloureux et fixes, et d’étranges clins d’yeux...
LXX
QUÊTE POUR LA BONNE GUÉRISON

Aux environs de L. F... en août.
Dans la ruelle, on entendait les cris de l’homme: un gémissement

continu, un grondement sourd, qui montait peu à peu, se faisait plus aigu et
finissait sur une longue plainte, une sorte d’appel au secours. Puis la
clameur tombait; et, de nouveau, le gémissant murmure.
Au fond de la chambre, le malheureux était assis, la tête entourée de
linges. A l’agonie peut-être, il n’était pas couché; et, la dernière nuit, il
n’avait même pas gardé le lit plus d’un moment: étendu, l’ulcère qui lui
dévorait le crâne semblait le ronger plus à l’aise, comme une araignée
monstrueuse suçant vive une mouche engluée dans la toile. Tenant le haut
de la tête entre ses mains, et la roulant sans répit, battant la mesure de ses
plaintes, l’homme s’était presque accroupi dans le fauteuil: une proie
saignante aux pattes du cancer. La plaie lui avait évidé un côté du visage. Il
ne se laissait plus panser; et on ne l’en pressait guère: il importunait tout le
monde. Les bandes de toile, imbibées de sanie et de pus, ne couvraient pas
tout l’ulcère et s’agitaient entre l’oreille et la mâchoire, palette sordide où le
carmin du sang était mêlé aux jaunes et aux verts de l’infection. On pouvait
voir un coin du monstre rongeant, qui rougeoyait dans la face blême,
comme un feu sinistre à l’angle d’une maison grise, le soir, quand le
couchant enveloppe une façade lépreuse, d’où le plâtre se détache.
Le malheureux hurlait: «J’ai faim...» répétait-il, au milieu de ses appels
désespérés. Après deux ans de lents progrès, le mal avait vaincu: depuis
plusieurs jours, le supplicié ne pouvait plus rien prendre; il avalait un peu
de lait pour toute nourriture; et il avait faim: du moins, il sentait une sorte
d’appétit; et peut-être, lui plaisait-il d’y croire. Une de ses filles, assise tête
à tête, ne l’aidait à rien et ne lui parlait même pas; mais elle criait avec lui:
on eût dit qu’elle avait mis son amour-propre à doubler l’affreux sanglot de
son père, et qu’elle fût heureuse de prouver par là toute sa tendresse.
Les gens, dans la maison, restaient impassibles. Entre eux, ils ne
faisaient que peu de réflexions sur le malade: ils paraissaient en avoir pris
leur parti, en vrais Bretons, et s’attendre au besoin à ce que cette clameur,
désormais, ne cessât plus de hanter leurs oreilles. Mais, dans la rue, quand
ils se retrouvaient avec les voisins, ils plaignaient le malheureux. On
souhaitait d’en avoir bientôt fini avec lui; bien peu y mettaient de
l’acrimonie: ils haussaient les épaules.
—Croyez-vous? disait-on; pour lors, on ne peut plus dormir donc... Ce
pauvre Dennès!... Il n’a guère que quarante-sept ans...
—Quarante-neuf donc...
—On l’entend de la place...
—La Louise crie plus que lui...
—Celle-là, il faut toujours qu’elle en fasse plus que les autres!
—Oui, mais c’est son père après tout.
—Et la vieille Emilie, que dit-elle?
—Emilie? Elle ne sait plus, la pauvre vieille... Elle est toujours là qui rit,
et fait ses prières. Sa tête n’y est plus: son fils, sa fille, elle ne reconnaît
personne. Elle rit dans son coin...
Et au malade tous souhaitaient la mort.
Dennès l’appelait, machinalement. C’était midi. Le soleil d’août brûlait

les murailles; les pierres semblaient fumer, chauffées à blanc. Une vapeur
de cuisante lumière rayonnait de chaque objet sous le ciel, et du ciel même
sans un pli, sans une ombre, sans un nuage. Dans la chambre, le supplicié
souffrait la torture ardente. Comme si les jets d’une eau bouillante la lui
eussent traversée, les élancements du cancer lui perçaient toute la tête; et
tout son crâne était enveloppé par la brûlure, comme si on l’avait flambé
devant un grand feu. Dennès pleurait sans larmes, aboyait sourdement, en
bête déchirée. Il suppliait qu’on priât Dieu de le faire mourir. Il demandait
le secours des oraisons qui intercèdent pour la bonne mort; et il exigeait
même qu’on ne lui en refusât plus l’assistance.
On fit enfin selon ses vœux. Le grand Moal, un charron aux membres
lourds, au dos large comme la poupe d’un canot, et Magdeleine Godoc, une
fille pieuse, forte et rouge, s’en furent de maison en maison. Ils entraient
dans le courtil des fermes, ou ils poussaient la porte, murmurant les mots
d’une prière cent fois répétée, et tendant une assiette en faïence. Ils
quêtaient pour une Messe, à l’intention de la mort de René Dennès.
Marmottant leurs patenôtres, on les écoutait d’un air sérieux, sans mot dire;
ou bien on accompagnait l’offrande d’un souhait pour que la mort fût
prompte, et que Dieu accordât bientôt sa délivrance au pécheur. L’homme
aux vastes épaules et la fille aux joues rouges ne s’attardaient pas à parler
davantage. Presque partout, on leur donnait quelques sous. Ils sortaient
d’une maison, et se dirigeaient en silence, d’un pas carré, vers la plus
proche.
Il fait une chaleur ardente, mais une chaleur ailée, comme la clarté du
jour. Tout est blond sous le ciel. Le long de la route, les arbres immobiles
semblent porter un feuillage de métal sur un écran d’argent qui scintille. A
l’ombre étroite d’une porte basse, qu’on ne doit jamais ouvrir et dont les
toiles d’araignée coupent les angles d’un crêpe gris, une vieille mendiante
est accroupie, toute vêtue de noir, en coiffe noire, n’ayant de blanc qu’un
rond de linge sur l’œil, comme une taie, dans sa face large, ridée et rouge de
chaleur: elle pose un débris de nourriture sur ses genoux, et mange
goulûment, la jupe noire tendue sur ses jambes écartées. Un vieux chien
jaune à ses pieds suit du regard chaque morceau qu’elle porte à sa bouche,
et happe les miettes au vol: elles n’ont pas le temps de tomber à terre... Un
pêcheur, souple dans son vêtement de toile, un panier sous le bras, plein de
rougets et de grondins, poissons d’émail rose, marche rapidement sur la
plante de ses pieds nus, les orteils relevés: il tourne, en sifflant, sa tête
maigre et brune, au large nez d’où sort une touffe de poils gris, en mèche de
fouet. Et vers lui arrivent, grommelant la prière, la fille aux joues rouges et
l’homme aux vastes épaules, qui quêtent pour la Mort.
LXXI
FIDÈLE
Ker-Joz... en Benodet.
Fidèle est une chienne de deux ans, qui n’a pas sa pareille.
Bâtarde de caniche et de griffon, Fidèle est pourtant belle à sa manière;
pour sa taille moyenne, elle a une très grosse tête, ronde, ébouriffée, et les
yeux bleuâtres sous de gros sourcils roux; les dents merveilleuses sont du
lait qui brille.
Fidèle est une chienne en goémon: c’est la couleur de son pelage bouclé,
frisé, touffu et fauve. Elle a le bout des pattes blanc; les mèches de soie
blanche ne sont pas rares au milieu de ses boucles. Elle a une longue
langue, mince, recourbée en forme de flamme rose, que la salive argente.
Elle ressemble à une petite lionne, aux lions héraldiques de la plus ancienne
époque, quand ils hésitaient entre la femelle, le mouton et l’ours. Au soleil,
assise sur un rocher, tirant la langue, Fidèle est un lion d’or, armé d’argent,
lampassé de gueules.
Elle est bretonne, capricieuse, honnête, sauvage, pleine de dignité
rustique, et peu s’en faut, dans son amour de la mer, qu’elle ne soit matelot.
Elle passe sa vie à courir de la lande à la grève, et des rochers sur le sable.
Quand ses maîtres poussent le canot ou mettent à la voile, si elle
n’embarque pas avec eux, elle les supplie de ne pas la laisser à terre; elle
leur dit, deux ou trois fois: «Et moi?» d’un aboi doux et sourd, la gueule
presque fermée. Elle ne hurle pas, quand elle est en peine ou en colère: elle
est trop fière pour se plaindre; elle ne voudrait pas gémir à la façon des
chiens domestiques. Non; mais elle se rappelle formellement à l’esprit de
ceux qui lui manquent: «Et moi?» fait-elle donc. Elle voit le bateau qui
s’éloigne déjà de quelques brasses... Elle est là, le corps penché sur la rive
en pente, les pattes de devant collées à une roche que le flot couvre et
découvre en murmurant, les griffes trempées dans l’eau. Elle regarde, avec
une attention que rien ne saurait détourner, l’homme à la barre... Elle espère
encore: c’est un ami; s’il fait un geste de son côté, s’il la nomme, aussitôt sa
queue, relevée en cerceau, rigide jusque-là, se détend et bat l’air de deux ou
trois coups rapides. Mais le bateau fait du chemin; la distance s’accroît:
Fidèle réfléchit. Elle sait qu’on ne l’appellera plus; elle prévoit qu’on la
chassera peut-être: n’importe! elle veut aller en mer; il n’est pas possible
qu’on la laisse seule à terre et qu’on la prive de cette promenade. Elle prend
son parti. Elle mesure l’intervalle; elle saute sur une pierre vêtue de
varechs, à fleur d’eau; et, ramassant ses reins cambrés, elle s’élance; elle
plonge d’un bond sûr et souple... Elle reparaît au delà des roches, la tête sur
le flot, la gueule bien serrée, les oreilles basses pendant à demi dans la mer.
Elle nage en battant la vague, et l’on voit ses pattes brunes qui s’agitent en
cadence, dans l’eau verte. Elle se hâte de toutes ses forces, pleine d’une
grâce rapide. Enfin, elle touche à l’arrière du canot; c’est le moment de la
plus dure épreuve: si on ne la saisit pas par le cou, si le maître ne lui prête
pas la main, c’est qu’on ne veut décidément pas d’elle. Et, le plus souvent,
l’aventure tourne encore plus mal pour son brave cœur: on la menace de la
canne, ou de l’aviron. Elle ne veut pas y croire, et cherche un point d’appui
sur la quille; chassée de nouveau, il lui faut admettre que c’en est fait:
aujourd’hui, elle n’ira pas à l’Ile. Elle vire de bord; et rebrousse chemin. Au
retour, la pauvre Fidèle nage plus lentement; elle ne suit plus la ligne droite;
de temps en temps, un secret espoir se ranimant en elle, Fidèle tourne la
tête: ne lui fait-on pas signe?... Non, on ne la rappelle pas; et déjà le canot
est très loin... Voici la grève: elle sort de l’eau, humiliée et piteuse. Tout en
se secouant, elle regarde encore la mer; elle prend de longs souffles d’air, la
gueule largement ouverte; et elle éternue fortement, chassant l’eau salée par
les naseaux. Le poil frisé, les oreilles, la queue, toute la fourrure lui colle au
corps, dégouttant d’eau. Ses pattes mouillées se chaussent de sable jaune;
elle joue lentement de la langue dans sa bouche fermée, pour retrouver de la
salive; et, fâchée sans doute, mais soumise à la cruelle volonté des
puissants, elle reprend, sans se presser, par le ravin à pic, le chemin de la
maison.
Le temps vint qu’elle fut pleine: elle ne l’avait encore jamais été. Elle se
fit très grosse ou plutôt épaisse; elle perdit de ses formes longues, taillées
pour la course; ses flancs élargis s’abaissèrent; la courbe creuse de son
ventre s’effaça sous le poids de la portée; et ses longs poils touchaient le
sol, comme les franges d’une besace en forme de cylindre. Fidèle, pesante,
parut surprise du fardeau qu’elle soulevait à chacun de ses bonds; mais elle
n’en bondissait pas moins, toujours prompte à sauter sur les rocs, par-dessus

(Ebook PDF) Functions and Change: A Modeling Approach To College Algebra 6th Edition Bruce Crauder - Ebook PDF All Chapter

Uploaded by

Copyright:

Available Formats

You might also like

(Ebook PDF) Functions and Change: A Modeling Approach To College Algebra 6th Edition Bruce Crauder - Ebook PDF All Chapter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

(Ebook PDF) Functions and Change: A Modeling Approach To College Algebra 6th Edition Bruce Crauder - Ebook PDF All Chapter

Uploaded by

Copyright:

Available Formats

Functions and Change: A Modeling

Approach to College Algebra 6th

(eBook PDF) Functions and Change: A Modeling Approach

(eBook PDF) College Algebra with Modeling &

(eBook PDF) Functions Modeling Change: A Preparation

(eBook PDF) A Graphical Approach to College Algebra

(eBook PDF) Quantitative Literacy 3rd Edition by Bruce

(eBook PDF) College Algebra and Trigonometry 6th

(eBook PDF) College Algebra Graphs and Models 6th

(Original PDF) College Algebra: Graphs and Models 6th

Bruce Crauder / Benny Evans / Alan Noell

Francesco Riccardo Iacomino/Moment/Getty Images

Australia Brazil Mexico Singapore United Kingdom United States

Cengage Learning is a leading provider of customized learning

Cengage Learning products are represented in Canada by Nelson

To learn more about Cengage Learning Solutions,

Prologue: Calculator Arithmetic 1

Typing Mathematical Expressions 2

1.1 Functions Given by Formulas 20

1.2 Functions Given by Tables 32

1.3 Functions Given by Graphs 49

1.4 Functions Given by Words 69

2 Graphical and Tabular Analysis 97

2.1 Tables and Trends 98

2.2 Graphs 113

2.3 Solving Linear Equations 129

2.4 Solving Nonlinear Equations 142

2.5 Inequalities 155

3 Straight Lines and Linear

3.2 Linear Functions 205

3.3 Modeling Data with Linear Functions 220

3.4 Linear Regression 234

3.5 Systems of Equations 249

4 Exponential Functions 273

4.1 Exponential Growth and Decay 274

Exponential Growth 274

4.2 Constant Percentage Change 284

4.3 Modeling Exponential Data 294

4.4 Modeling Nearly Exponential Data 308

4.5 Logarithmic Functions 321

5 A Survey of Other Common

5.1 Logistic Functions 344

5.3 Modeling Data with Power Functions 371

5.4 Combining and Decomposing Functions 384

5.5 Quadratic Functions 398

5.6 Higher-Degree Polynomials and Rational Functions 408

6 Rates of Change 433

6.1 Velocity 434

6.2 Rates of Change for Other Functions 444

6.3 Estimating Rates of Change 453

6.4 Equations of Change: Linear and Exponential Functions 460

6.5 Equations of Change: Graphical Solutions 469

Appendix A: Additional Topics A1

A-2 Geometric Constructions A2

A-3 Inverse Functions A5

A-4 Solving Equations by Factoring A8

A-5 Equations of Lines A9

A-6 Elementary Properties of Exponents A10

Area off a circle 5 rr2