Professional Documents
Culture Documents
ebook download (eBook PDF) College Algebra and Trigonometry 4th Edition by J. S. Ratti all chapter
ebook download (eBook PDF) College Algebra and Trigonometry 4th Edition by J. S. Ratti all chapter
http://ebooksecure.com/product/ebook-pdf-college-algebra-4th-
edition-by-j-s-ratti/
http://ebooksecure.com/product/ebook-pdf-college-algebra-3rd-
edition-by-j-s-ratti/
http://ebooksecure.com/product/ebook-pdf-precalculus-essentials-
by-j-s-ratti/
http://ebooksecure.com/product/ebook-pdf-college-algebra-
trigonometry-by-julie-miller/
(eBook PDF) College Algebra and Trigonometry 6th
Edition
http://ebooksecure.com/product/ebook-pdf-college-algebra-and-
trigonometry-6th-edition/
http://ebooksecure.com/product/ebook-pdf-college-algebra-and-
trigonometry-3rd-edition/
http://ebooksecure.com/product/algebra-and-trigonometry-4th-
edition-ebook-pdf/
http://ebooksecure.com/product/ebook-pdf-algebra-and-
trigonometry-4th-edition-by-james-stewart/
http://ebooksecure.com/product/ebook-pdf-algebra-and-
trigonometry-4th-edition-by-cynthia-y-young/
•
--
•••
Foreword I II
•••
Preface XI 11
•
Resources XVI
•
Acknowledgments XIX
Dedication xx
Chapter P
BASIC CONCEPTS OF ALGEBRA 1
P.3 Polynomials 30
Polynomial Vocabulary • Adding and Subtracting Polynomials • Multiplying
Polynomials • Special Products • Squaring a Binomial Sum or Difference
The Product of the Sum and Difference of Terms
•
IV
Chapter 1
EQUATIONS AND INEQUALITIES 80
Chapter 2
GRAPHS AND FUNCTIONS 174
v
2.2 Graphs of Equations 185
Graph of an Equation • Intercepts • Symmetry • Circles • Semicircles
Chapter 3
POLYNOMIAL AND RATIONAL FUNCTIONS 317
•
VI
3.3 Dividing Polynomials 352
The Division Algorithm • Synthetic Division • The Remainder and
Factor Theorems
3. 7 Variation 403
Direct Variation • Inverse Variation • Joint and Combined Variation
Chapter 3 Review and Tests • Review Exercises • Practice Test A •
Practice Test B • Cumulative Review Exercises Chapters P-3
Chapter 4
EXPONENTIAL AND LOGARITHMIC FUNCTIONS 422
••
VII
4.5 Logarithmic Scales; Modeling 488
pH Scale • Earthquake Intensity • Loudness of Sound • Musical Pitch •
Star Brightness • Modeling
Chapter 4 Review and Tests • Review Exercises Practice Test A •
Practice Test B • Cumulative Review Exercises Chapters P-4
Chapter 5
TRIGONOMETRIC FUNCTIONS 513
•••
VIII
Chapter 6
TRIGONOMETRIC IDENTITIES AND EQUATIONS 617
Chapter 7
APPLICATIONS OF TRIGONOMETRIC FUNCTIONS 691
•
IX
7 .3 Areas of Polygons Using Trigonometry 719
Geometry Formulas • Area of SAS Triangles • Area of AAS and ASA
Triangles • Area of SSS Triangles • Applications • Polygons
7 .4 Vectors 732
Vectors • Geometric Vectors • Equivalent Vectors • Adding Vectors •
Algebraic Vectors • Unit Vectors • Vectors in i, j Form Vector in Terms of
Magnitude and Direction • Applications of Vectors
Chapter 8
SYSTEMS OF EQUATIONS AND INEQUALITIES 791
x
8.5 Systems of Inequalities 836
Graph of a Linear Inequality in Two Variables • Systems of Linear
Inequalities in Two Variables • Nonlinear Inequality • Nonlinear Systems
Chapter 9
MATRICES AND DETERMINANTS 866
Chapter 10
CONIC SECTIONS 936
•
XI
10.3 The Ellipse 954
Definition of Ellipse • Equation of an Ellipse • Translations of Ellipses •
Applications
.- .:- lt
Chapter 11
'-0~·~
' "LJ
•
-
• -
•
- j
•
• •
.w
••
J,
-- ·-
FURTHER TOPICS IN ALGEBRA 993
JI
- ..W.:. - 11.1 Sequences and Series 994
Sequences Recursive Formulas • Factorial Notation • Summation
Notation Series
Exercises Preparing Students for Material in the Next • A Summary of Main Facts has been added to the section
Section. Each exercise section ends with a. set of exercises on quadratic functions.
titled Getting Ready for the Next Section that provides • Expanded the discussion on functions of even and odd
a review of the concepts and skills that will be used in the degree and on the end behavior of polynomial functions.
following section. • Added an example showing how to graph a polynomial
Graph and Data-Related Exercises. We have intro- given in factored form.
duced exercises throughout the text that demonstrate how • Expanded the discussion on horizontal asymptotes, along
to extract information about real-world situations from a with improved graphics.
• ••
XIII
CHAPTER 4 • Added a discussion about the connection between com-
bining transformations and multiplying their correspond-
• Added a schematic showing various transformations of
ing matrices and showing that the order in which the
the graph of f(x) = ex.
transformations are performed matters.
• Expanded the discussion of exponential growth and decay.
• Added a schematic showing various transformations of
CHAPTER 10
the graph of f(x) = logax.
• Added a comparison of the end behavior (as x approaches • Sections 10.2, 10.3, and 10.4 have additional examples
infmity) of the exponential, logarithmic and linear functions. showing how to obtain the equation of the conic discussed
in that section from key characteristics of its graph.
• Added a procedure for solving logarithmic equations
using exponential form.
• Added material on building linear, exponential, logarith- CHAPTER 11
mic, and power models from data. • Expanded discussion, with examples, showing the connec-
tion between arithmetic sequences and linear functions and
CHAPTER 5 between geometric sequences and exponential functions.
•
XIV
to the Practice Problems are provided just before the section variety of exercises meet the needs of all students. Exercises
•
exercises. are carefully graded to strengthen the skills developed in the
section and are organized using the following categories.
Concepts and Vocabulary exercises begin each exercise
PROCEDURE BOXES These boxes, interspersed
set with problems that assess the student's grasp of the defi-
throughout the text, present important procedures in num-
nitions and ideas introduced in that section. These true-false
bered steps. Special Procedure in Action boxes present
and fill-in-the-blank exercises help to rapidly identify gaps
important multistep procedures, such as the steps for doing
in comprehension of the material in that section. Building
synthetic division, in a two-column format. The steps of
Skills exercises develop fundamental skills each odd-
the procedure are given in the left column, and an example
numbered exercise is closely paired with its consecutive
is worked, following these steps, in the right column. This
even-numbered exercise. Applying the Concepts features
approach provides students with a clear model with which
use the section's material to solve real-world problems all
they can compare when encountering difficulty in their
are titled and relevant to the topics of the section. Beyond
work. These boxes are a part of the numbered examples.
the Basics exercises provide more challenging problems
that give students an opportunity to reach beyond the mate-
ADDITIONAL PEDAGOGICAL FEATURES rial covered in the section these are generally more theo-
retical in nature and are suitable for honors students, special
Definitions, Theorems, Properties, and Rules are all boxed
assignments, or extra credit. Critical Thinking/Discussion/
and titled for emphasis and ease of reference.
Writing exercises, appearing as appropriate, are designed
Warnings appear as appropriate throughout the text to to develop students' higher-level thinking skills. Calculator
apprise students of common errors and pitfalls that can trip problems, identified by ~ , are included where needed.
them up in their thinking or calculations. Getting Ready for the Next Section exercises end each
exercise set with problems that provide a review of concepts
Summary of Main Facts boxes summarize information
and skills that will be used in the following section.
related to equations and their graphs, such as those of the
conic sections.
A Calculus Symbol $ appears next to information in the
CHAPTER REVIEW AND TESTS The chapter-ending
material begins with an extensive Review featuring a two-
text that is essential for the study of calculus.
column, section-by-section summary of the definitions,
concepts, and formulas covered in that chapter, with corre-
MARGIN NOTES sponding examples. This review provides a description and
examples of key topics indicating where the material occurs
Side Notes provide hints for handling newly introduced
in the text, and encourages students to reread sections
concepts.
rather than memorize definitions out of context. Review
Recall notes remind students of a key idea learned earlier in Exercises provide students with an opportunity to practice
the text that will help them work through a current problem. what they have learned in the chapter. Then students are
given two chapter test options. They can take Practice Test
Technology Connections give students tips on using calcu-
A in the usual open-ended format and/or Practice Test B,
lators to solve problems, check answers, and reinforce con-
covering the same topics, in a multiple-choice format. All
cepts. Note that the use of graphing calculators is optional
tests are designed to increase student comprehension and
in this text.
verify that students have mastered the skills and concepts
Do You Know? features provide students with additional in the chapter. Mastery of these materials should indicate a
interesting information on topics to keep them engaged in true comprehension of the chapter and the likelihood of suc-
the mathematics presented. cess on the associated in-class examination. Cumulative
Review Exercises appear at the end of every chapter, start-
Historical Notes give students information on key people or
ing with Chapter 2, to remind students that mathematics is
ideas in the history and development of mathematics.
not modular and that what is learned in the frrst part of the
book will be useful in later parts of the book and on the final
EXERCISES The heart of any textbook is its exercises, examination.
so we have tried to ensure that the quantity, quality, and
xv
Pearson
Get the Most Out of Mylab
yLa at
Used by over 3 mi llion students a year, Mylab™ Math is the world's leading
online program for teaching and learning mathematics. Mylab Math delivers
assessment, tutorials, and multimedia resources that provide engaging and
personalized experiences for each student, so learning can happen in any
environment. Each course is developed to accompany Pearson's best-selling
content, authored by thought leaders across the math curriculum, and can be
easily customized to fit any course format.
Preparedness
One of the biggest challenges in many mathematics courses is making sure
students are adequately prepared w ith the prerequisite skills needed to
successfully complete their course work. Mylab Math offers a variety of
content and course options to support students with just-in-time remed iation
and key-concept review.
• Getting Ready material provides
just-in-time review, integrated
throughout the course as needed to
prepare students with prerequisite
material to succeed. From a quick
quiz, a personalized, just-in-time -'i1"1118eachJAc Qygt« l t)p
pearson.com/mylab/math
Pearson
esources uccess Mylab
Mylab Math Online Course for College Algebra
and Trigonometry, 4th ed., by J. S. Ratti, Marcus
McWaters, and Les+aw Skrzypek (access code required)
Mylab Math is available to accompany Pearson's market-leading text offerings.
To give students a consistent tone, voice, and teaching method each text's flavor
and approach is tightly integrated throughout the accompanying Mylab Math
course, making learning the material as seamless as possible.
rs .., :,
114 ifJ. af t •u ~. . . . • • . . .._
Video Notebook
A graph of a polynomial func1ion is a and cur\'c.
The Video Notebook is a guide that gives students a structured
.. ..... place to take notes and work on the example problems as
.ii-·
•
iiioiiiii . . . . . . . . ......... •
§ .....
. . . .• - , ; - - - . . . ..... they watch the videos. Definitions and important concepts are
Describe power functKlus ofodd degrees.
highlighted, and helpful hints are pointed out along the way. The
Describe power functKlus ofeve,, dcgt«s. notebook is available in Mylab Math for download.
ts ; a
- ..
•l'lte!t-
• •
• ....
zcss-.
·--
.......,,,
·----
.... . .... .
Copyrigh1 e 2018 Pea.Non Eduaiuon. lne. -·-
. __. .....,.,....
- - --------"- - -
pearson.com/mylab/math
Pearson
Mylab
esources uccess
Instructor Resources Student Resources
Additional resources can be downloaded from Additional resources are available to help students
www.pearson.com or hardcopy resources can be succeed.
ordered from your sales representative.
Video Lectures
An notated Instructor's Edition Over 25 hours of video instruction feature Section
Answers are included on the same page beside the Summaries and Example Solutions. Section Summa-
text exercises, where possible, for quick reference. ries cover key definitions and procedures for most
sections. Example Solutions wa lk students through
Instructor's Solutions Manual the detailed solution process for many examples in
Written by Beverly Fusfield, the Instructor's Solu- the textbook. Optional subtitles are available in Eng-
tions Manual provides complete solutions for all lish and Spanish.
end-of-section exercises, including the Critical
Thinking/Discussion/Writing Projects, Practice Prob- Student's Solutions Manual
lems, Chapter Review exercises, Practice Tests, and Written by Beverly Fusfield, the Student's Solutions
Cumulative Review problems. Manual provides detailed worked-out solutions to
the odd-numbered end-of-section and Chapter Re-
Instructor's Testing Manual view exercises and solutions to all of the Practice
The Instructor's Testing Manual includes diagnostic Problems, Practice Tests, and Cumulative Review
pretests, chapter tests, and additional test items, problems. Also available in Myl ab Math.
grouped by section, with answers provided.
Video Notebook
TestGen® The Video Notebook is a note-taking guide that gives
TestGen® (pearsoned.com/testgen) enables instruc- students a structured place to take notes and work
tors to build, edit, print, and administer tests using a the example problems as they watch the videos.
computerized bank of questions developed to cover Definitions and important concepts are highlighted,
all the objectives of the text. and helpful hints are pointed out along the way. The
Video Notebook is available as PDFs and custom iz-
PowerPoint® Lecture Slides able Word files in Mylab Math.
The PowerPoint Lecture Slides feature presenta-
tions written and designed specifically for this text,
including figures and examples from the text.
pearson.com/mylab/math
We would like to express our gratitude to the reviewers of Jason Rose, College of Southern Idaho
this fourth edition (marked with an asterisk) and previous Mehdi Sadatmousavi, Pima Community College-West
editions, who provided such invaluable insights and com- Christy Schmidt, Northwest Vista
ments. Their contributions helped shape the development of Nyeita Schult, Coastal Carolina University
the text and carry out the vision stated in the Preface. Delphy Shaulis, University of Colorado-Boulder
Cindy Shaw, Moraine Valley Community College
Alison Ahlgren, University of Illinois at Urbana-Champaign
Cynthia Sikes, Georgia Southern University
Mohammad Aslam, Georgia Perimeter College
James Smith, Columbia State Community College
Mario Barrientos, Angelo State University
Linda Snellings-Neal, Wright State University
Ratan Barna, Miami-Dade College
Jacqueline Stone, University of Maryland-College Park
Sam Bazzi, Henry Ford Community College
Kay Stroope, Phillips County Community College
*Elizabeth Bowman, The University of Alabama at
Robert J. Strozak, Old Dominion University
Huntsville
Helen Timberlake, Rochester Institute of Technology
Diane Burleson, Central Piedmont Community College
Frances Tishkevich, Massachusetts Maritime Academy
Maureen T. Carroll, University of Scranton
Jo Tucker, Tarrant County College-Southeast
Melissa Cass, State University of New York-New Paltz
*Violeta Vasilevska, Utah Valley University
Jason Cates, Lone Star College-Montgomery
Roger Werbylo, Pima Community College-West
Charles Conrad, Volunteer State Community College
*Denise Williams, Coastal Carolina University
Irene Coriette, Cameron University
Tom Worthing, Hutchinson Community College
Douglas Culler, Midlands Technical College
Vivian Zabrocki, Montana State University-Billings
Baiqiao Deng, Columbus State University
Marti Zimmerman, University of Louisville
Hussain Elaloui-Talibi, Tuskegee University
Kathleen M. Fick, Methodist University-Fayetteville Our sincerest thanks go to the legion of dedicated individu-
Junko Forbes, El Camino College als who worked tirelessly to make this book possible. We
Gene Garza, Samford University would like to express our gratitude to our typist, Beverly
Steven Gonzales, San Antonio College De Vine-Hoffmeyer, for her amazing patience and skill. We
Bobbie Jo Hill, Coastal Bend College must also thank Dr. Praveen Rohatgi, Dr. N alini Rohatgi, and
Fran Hopf, University of South Florida Dr. Bhupinder Bedi for the consulting they provided on all
Natalie Hutchinson, Old Dominion University material relating to medicine. We particularly want to thank
*Nyeita Irish, Coastal Carolina University Professors Mile Krajcevski, Viktor Maymeskul, and Scott
Yvette Janecek, Coastal Bend College Rimbey for many helpful discussions and suggestions, par-
Rose M. Jenkins, Midlands Technical College ticularly for improving the exercise sets. Further gratitude
Mohammad Kazemi, University of North Carolina at is due to Irena Andreevska, Gokarna Aryal, Ferene Tookos,
Charlotte and Christine Fitch for their assistance on the answers
David Keller, Kirkwood Community College to the exercises in the text. In addition, we would like to
Diana Klimek, New Jersey Institute of Technology thank De Cook, Doug Ewert, John Samons, and Beverly
Mile Krajcevski, University of South Florida Fusfield, for their meticulous accuracy in checking the text.
Lance Lana, University of Colorado-Denver Thanks are due as well to Chere Bemelmans and Cenveo
Alexander Lavrentiev, University of Wisconsin-Fox Valley for their excellent production work. Finally, our thanks are
Rebecca Leefers, Michigan State University extended to the professional and remarkable staff at Pearson
Paul Morgan, College of Southern Idaho Education. In particular, we would like to thank Anne Kelly,
Kathy Nickell, College of DuPage Editor in Chief; Ashley Gordon, Portfolio Management
Catherine Pellish, Front Range Community College Assistant; Rachel Reeve, Content Producer; Scott Disanno,
Betty Peterson, Mercer County Community College Managing Producer; Peggy Lucas, Marketing Manager;
Edward K. Pigg, Southern Union Community College Stacey Sveum, Product Marketing Manager; Shannon
Marshall Ransom, Georgia Southern University McCormack, Marketing Assistant; Jonathan Wooding,
Janice F. Rech, University of Nebraska-Omaha Producer; Kristina Evans, Manager: Content Development,
Traci Reed, St. Johns River Community College Math; Eric Gregg, Senior Content Developer, Math; and Joe
Linda Reist, Macomb Community College Vetere, Senior Author Support Technology Specialist.
Jeri Rogers, Seminole Community College-Oviedo
We invite all who use this book to send suggestions for
Campus
improvements to Marcus McWaters at mmm@usf.edu.
•
XIX
Dedication
To Our Wives,
Basic Conce
o A e ra
TOPICS
P.1 The Real Numbers and
Their Properties
P.2 Integer Exponents and
Scientific Notation
P.3 Polynomials
P.4 Factoring Polynomials
P.S Rational Expressions
P.6 Rational Exponents and
Radicals
Another random document with
no related content on Scribd:
Fig. 285. Clathropteris meniscoides. From Rhaetic rocks near Erlangen.
[M.S.]
Fig. 286. Clathropteris egyptiaca. (Nat. size.) a, b, pieces of main ribs in
grooves.
What is probably the rhizome of this species has been described
by Nathorst (Rhizomopteris cruciata); it is similar to that of
Dictyophyllum, but the leaf-scars are more widely separated. This
species occurs in Upper Triassic, Rhaetic or Lower Jurassic rocks of
Scania, France, Germany, Switzerland, Bornholm, North America,
China, Tonkin, and Persia and is represented by fragments in the
Rhaetic beds of Bristol[961].
Camptopteris.
Hausmannia.
A critical and exhaustive account of this genus has been given by
Prof. Von Richter[966] based on an examination of specimens found in
the Lower Cretaceous rocks of Quedlinburg in Germany. The name
was proposed by Dunker[967] for leaves from the Wealden of
Germany characterised by a deeply dissected dichotomously
branched lamina. Andrae subsequently instituted the genus
Protorhipis[968] for suborbicular leaves with dichotomously branched
ribs from the Lias of Steierdorf. A similar but smaller type of leaf was
afterwards described by Zigno[969] from Jurassic beds of Italy as P.
asarifolius, and Nathorst[970] figured a closely allied form from Rhaetic
rocks of Sweden. While some authors regarded Hausmannia and
Protorhipis as ferns, others compared them with the leaves of Baiera
(Ginkgoales); Saporta suggested a dicotyledonous affinity for leaves
of the Protorhipis type. The true nature of the fossils was recognised
by Zeiller[971], who called attention to the very close resemblance in
habit and in soral characters to the recent genus Dipteris. A
comparison of the different species of Dipteris, including young
leaves (fig. 231, p. 297), with those of the fossil species reveals a
very striking agreement[972]. There can be no doubt, as Richter points
out, that the names Hausmannia and Protorhipis stand for one
generic type.
Hausmannia may be defined as follows:
Rhizome creeping, slender, dichotomously branched; leaf-stalks slender (2–
25 cm. long), bearing a leathery lamina (1–12 cm. long and broad), wedge-
shaped below, occasionally cordate or reniform, entire or more or less deeply
lobed into broad linear segments. The leaf is characterised by dichotomously
branched main ribs which arise from the summit of the rachis as two divergent
arms and radiate in a palmate manner, with repeated forking, through the
lamina. Lateral veins are given off at a wide angle, and, by subdivision, form a
fairly regular network similar to that in Dictyophyllum, Clathropteris, and
Dipteris.
Ptychocarpus.
This generic name, proposed by the late Professor Weiss[988], is
applied to a type of fructification illustrated by the plant which
Brongniart named Pecopteris unita, a species common in the Upper
Coal-Measures of England[989]. It is adopted by Kidston for fertile
specimens from Radstock which he describes as Ptychocarpus
oblongus[990], but the precise nature of the fertile pinnules of this
species cannot be determined.
Danaeites.
This generic name, instituted by Goeppert[993], has been used by
authors without due regard to the nature of the evidence of affinity to
Danaea. The type named by Stur Danaeites sarepontanus[994] (fig.
291, E) bears small pecopteroid pinnules with ovoid sporangia in
groups of 8–16 in two contiguous series on the lower face of the
lamina. The sporangia dehisce by an apical pore and are more or
less embedded in the mesophyll of the segments. No figures have
been published showing any detailed sporangial structure, and such
evidence as we have is insufficient to warrant the conclusion that the
resemblance to Danaea is more than an analogy.
Parapecopteris.
Asterotheca.
Certain species of Pecopteris fronds from Carboniferous strata are
characterised by circular sori or synangia consisting of a small
number (3–8) of exannulate sporangia attached to a central
receptacle and free only at their apices. Strasburger[997] suggested a
Marattiaceous affinity for Asterotheca and Stur[998] describes the
species Asterotheca Sternbergii Goepp. (fig. 291, C, D) as an
example of a Marattiaceous fern. The latter author retains Corda’s
genus Hawlea[999] for the fertile fronds of the common Coal-
Measures species Pecopteris Miltoni, while on the other hand
Kidston[1000] includes this type in Asterotheca.
Hawlea.
Stur[1002] retains this generic name for sori in which the sporangia
are free and united only by the proximal end to a central receptacle
(fig. 291, F, G). He describes the individual sporangia as possessing
a rudimentary annulus, a comparatively strong wall, and terminating
in a pointed distal end. He emphasises the greater degree of
cohesion between the sporangia of Asterotheca as the distinguishing
feature of that genus; but this is a character difficult to recognise in
some cases, and from the analogy of recent ferns one is disposed to
attach little importance to the greater or less extent to which
sporangia are united, at least in such cases as Asterotheca and
Hawlea when the cohesion is never complete.
Scolecopteris.
Zenker[1003] gave this name to detached fertile pinnules from the
Lower Permian of Saxony, which he described as Scolecopteris
elegans. He recognised the fern nature of the sori and suggested
that the pinnules might belong to the fronds of one of the
“Staarsteinen” (Psaronius), a view which subsequent investigations
render far from improbable. The sori, which occur in two rows on the
lower surface of the small pecopteroid segments with strongly
revolute margins (fig. 291, H–K), contain 4–5 sporangia attached to
a stalked receptacle comparable with that of Marattia Kaulfussii.
These pedicellate synangia were fully described by Strasburger[1004],
who decided in favour of a Marattiaceous alliance. The lower
portions of the distally tapered sporangia are concrescent, the distal
ends being free (fig. 291, H). Stur includes in Scolecopteris the
common species Pecopteris arborescens (fig. 376), but Kidston[1005]
states that the British example of Scolecopteris is S. polymorpha,
Brongn. from the Upper Coal-Measures.
Scolecopteris elegans Zenk. furnishes an example of a plant, or
plant fragment, which has been assigned to the animal kingdom.
Geinitz[1006] described silicified pinnules as Palaeojulus dyadicus, the
generic name being chosen because of the resemblance to
Millipedes such as the genus Julus. The mistake is not surprising to
anyone who has seen a block of siliceous rock from Chemnitz
crowded with the small pinnules with their concave surfaces formed
by the infolding of the edges. Sterzel[1007], who pointed out the
confusion between Myriapods and Filices, has published figures
which illustrate the deceptive resemblance of the pinnules, with their
curved lamina divided by lateral veins into segments, to the body of
a Millipede (fig. 291, K). He points out that Geinitz searched in vain
for the head and legs of Palaeojulus and expressed the hope that
further examination would lead to fresh discoveries: the examination
of sections revealed the presence of sporangia and demonstrated
the identity of Palaeojulus and Scolecopteris.
Discopteris.
Stur[1008] instituted this genus for fertile fronds from the Upper
Carboniferous Schatzlarer beds, including two species Discopteris
karwinensis and D. Schumanni. He described the small
Sphenopteroid pinnules as characterised by disc-shaped sori made
up of 70–100 sporangia attached to a hemispherical receptacle: the
absence of a true annulus led him to refer the genus to the
Marattiaceae. In his memoir on the coal-basin of Heraclea (Asia
Minor), Zeiller[1009] instituted the species Sphenopteris (Discopteris)
Rallii and figured sporangia resembling those described by Stur in
the possession of a rudimentary “apical annulus.” He compared the
sporangia with those of recent Osmundaceae and Marattiaceae. In
the later memoir on the Upper Carboniferous and Permian plants of
Blanzy and Creusot, Zeiller[1010] gives a very full and careful
description of fertile specimens of Sphenopteris (Discopteris)
cristata, a fern originally described by Brongniart as Pecopteris
cristata[1011]. Many of the Sphenopteroid pinnules of this
quadripinnate fern frond show the form and structure of the sori with
remarkable clearness in the admirable photographs reproduced in
Plates i.–iii. of Zeiller’s Blanzy memoir. The lobed pinnules of this
species are of oval-triangular form, 5–15 mm. long and 2·5–6 mm.
broad[1012]. An examination of the type-specimens of Discopteris from
Vienna enabled Zeiller to correct Stur’s original description of the
sori: he found that the Austrian and French specimens, though
specifically distinct, undoubtedly belong to one genus. The sori in
Discopteris cristata are globular, as in the recent genera Cyathea
and Alsophila, and frequently cover the whole face of the lamina.
The individual sporangia are 0·4–0·5 mm. long and 0·15–0·2 mm. in
diameter; they are exannulate, but for the annulus is substituted a
group of thicker-walled and larger cells in the apical and dorsal
region. The description by Stur of a hemispherical receptacle
seemed to indicate an important difference between the Austrian and
French species; but Zeiller found that this feature does not actually
exist and that it was so described as the result of misinterpretation.
Zeiller succeeded in isolating spores, 40–50 μ in diameter, from
some of the sporangia of D. cristata and found that they exhibited
the three-rayed pattern characteristic of fern-spores and which is
indicative of their formation in tetrads. The conclusion arrived at is
that the genus Discopteris, as represented by D. karwinensis, D.
cristata etc., may be regarded as a true fern and included in the
Marattiaceae. As Zeiller points out, the sori of Discopteris differ from
those of recent Marattiaceae in their pluriseriate construction and
agree in this respect with those of the Cyatheaceae. The comparison
already made[1013] between the sporangia of D. Rallii and those of
recent Osmundaceae holds good: the genus affords another
example of a generalised type, in this case probably a fern,
combining features which are now distributed among the
Marattiaceae, Osmundaceae and Cyatheaceae.
• • • • •
In addition to genera founded on true synangia or groups of free or
partially united sporangia, the literature of Palaeozoic ferns contains
several generic names applied to sporangia which occur singly on
Sphenopteroid or Pecopteroid pinnules. The following may serve as
examples; but it should be stated that these will probably be
transferred eventually to the Pteridosperms. It is, however,
immaterial whether they are dealt with here or in the chapter devoted
to the seed-bearing “ferns.”
Dactylotheca.
Zeiller[1014] created this genus for fertile fronds of Pecopteris
dentata Brongn. (= P. plumosa Artis[1015]), a common British species
in the Upper and Middle Coal-Measures. Stur[1016] included P. dentata
in his list of species of Senftenbergia, the genus to which reference
was made under the Schizaeaceae.
Pecopteris (Dactylotheca) plumosa (Artis). Figs. 290, E, 292, 293.
1825. Filicites plumosus, Artis, Antedil. Phyt. p. 17, Pl. xvii.
1828. Pecopteris plumosa, Brongniart, Hist. vég. foss. p. 348, Pls.
cxxi. cxxii.
— P. dentata, Brongniart, ibid. Pls. cxxiii. cxxiv.
— P. delicatulus, Brongniart, ibid. Pl. cxvi. fig. 6.
1832. Sphenopteris caudata, Lindley and Hutton, Foss. Flor. Vol. i.
Pl. xlviii.; Vol. ii. Pl. cxxxviii.
1834. Pecopteris serra, Lindley and Hutton, ibid. Vol. ii. Pl. cvii.
1834. Schizopteris adnascens, Lindley and Hutton, ibid. Vol. i. Pls.
c. ci.
1836. Aspidites caudatus, Goeppert, Syst. fil. foss. p. 363.
1838. Steffensia silesiaca, Presl, in Sternberg, Flor. Vorwelt, Vers.
ii. p. 122.
1869. Pecopteris silesiacus, Schimper, Trait. pal. vég. Vol. i. p. 517.
— Cyathocarpus dentatus, Weiss, Flora der jüngst. Stk. und
Roth. p. 86.
1877. Senftenbergia plumosa, Stur, Culm Flora, ii. p. 187 (293).
— S. dentata, ibid.
1886. Dactylotheca plumosa, Kidston, Cat. Palaeozoic Plants, p.
128.
1888. Dactylotheca dentata, Zeiller, Flor. Valenc. Pls. xxvi.–xxviii.
For a fuller synonymy reference should be made to Kidston’s
account of this species[1017], from which the above list is compiled.
The large fronds of this species are tri- or quadripinnate. The
pinnules vary much in shape and size and in degree of lobing,
according to their position on the frond (fig. 293). The primary pinnae
are subtended by two Aphlebiae (fig. 293, A) appressed to the
rachis, like the delicate leaves of the recent fern Teratophyllum
aculeatum (see page 301). The sporangia (0·5–0·65) are oval and
exannulate and are attached parallel to the lateral veins; they may
occupy the whole of the space between the midrib and the edge of
the pinnules. This species occurs in the Upper, Middle, and Lower
Coal-Measures of Britain, reaching its maximum in the Upper Coal-
Measures. The aphlebiae undoubtedly served to protect the young
fronds, as shown by a specimen figured by Kidston (fig. 293, B); they
may also have served other purposes, as suggested by the above
comparison with Teratophyllum, in the mature frond. Lindley and
Hutton regarded the aphlebiae as leaves of a fern climbing up the
rachis; which they named Schizopteris adnascens, a confusion
similar to that already mentioned in the description of Hemitelia
capensis (see p. 304).
Renaultia.
This name was proposed by Zeiller[1018] for Upper Carboniferous
fertile pinnae of the Sphenopteroid type, bearing ovoid sporangia
either singly or in marginal groups of 2 to 5 at the ends of the veins.
The appearance of the apical cells occasionally suggests the
presence of a rudimentary annulus. Kidston has recorded this type of
fructification in Britain[1019]. Stur describes fertile pinnules of the same
type under the generic name Hapalopteris[1020].
Zeilleria.