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 Contents
Preface  xiii
Resources for Success   xviii
Photo Credits   xx
1 Linear Functions, Equations,
and Inequalities 1 of Functions
1.1 Real Numbers and the Rectangular
Coordinate System   2
Sets of Real Numbers • The Rectangular Coordinate
System • Viewing Windows • Approximations of
Real Numbers • Distance and Midpoint Formulas
1.2 Introduction to Relations
and Functions   12
Set-Builder Notation and Interval Notation
• Relations, Domain, and Range • Functions • Tables
and Graphing Calculators • Function Notation
Reviewing Basic Concepts
(Sections 1.1–1.2)   22
1.3 Linear Functions   22
Basic Concepts about Linear Functions • Slope of a
Line and Average Rate of Change • Slope–Intercept
Form of the Equation of a Line
1.4 Equations of Lines and Linear
Models  36
Point–Slope Form of the Equation of a Line • Stan-
dard Form of the Equation of a Line • Parallel and
Perpendicular Lines • Linear Models and Regression
Reviewing Basic Concepts
(Sections 1.3–1.4)   49
1.5 Linear Equations and Inequalities   49
Solving Linear Equations in One Variable • Graphical
Approaches to Solving Linear Equations • Identi-
ties and Contradictions • Solving Linear Inequalities
in One Variable • Graphical Approaches to Solving
Linear Inequalities • Three-Part Inequalities
1.6 Applications of Linear Functions 65
Problem-Solving Strategies • Applications of Linear
Equations • Break-Even Analysis • Direct Variation
• Formulas
Reviewing Basic Concepts
(Sections 1.5–1.6)   76
Summary  77
Review Exercises   80
Test  83
A01_LIAL0820_FM_i-xx.indd 7
2 Analysis of Graphs
85
2.1 Graphs of Basic Functions and Relations;
Symmetry  86
Continuity • Increasing, Decreasing, and Constant
Functions • The Identity Function • The Squaring
Function and Symmetry with Respect to the y-Axis
• The Cubing Function and Symmetry with Respect
to the Origin • The Square Root and Cube Root
Functions • The Absolute Value Function • The
Relation x = y 2 and Symmetry with Respect to the
x-Axis • Even and Odd Functions
2.2 Vertical and Horizontal Shifts
of Graphs   99
Vertical Shifts • Horizontal Shifts • Combinations of
Vertical and Horizontal Shifts • Effects of Shifts on
Domain and Range • Horizontal Shifts Applied to
Equations for Modeling
2.3 Stretching, Shrinking, and Reflecting
Graphs  109
Vertical Stretching • Vertical Shrinking • Horizontal
Stretching and Shrinking • Reflecting across an Axis
• Combining Transformations of Graphs
Reviewing Basic Concepts
(Sections 2.1–2.3)   120
2.4 Absolute Value Functions   122
The Graph of y = 0 ƒ(x) 0 • Properties of Absolute
Value • Equations and Inequalities Involving
Absolute Value
2.5 Piecewise-Defined Functions   132
Graphing Piecewise-Defined Functions
• The Greatest Integer Function • Applications
of Piecewise-Defined Functions
2.6 Operations and Composition   143
Operations on Functions • The Difference Quotient
• Composition of Functions • Applications of
Operations and Composition
Reviewing Basic Concepts
(Sections 2.4–2.6)   158
vii
11/20/13 2:08 PM
 viii Contents

Summary  159 Reviewing Basic Concepts

Review Exercises   162 (Sections 3.6–3.8)   259

Test  165 Summary  260
Review Exercises   264
Test  268
3 Polynomial Functions 167
3.1 Complex Numbers   168
The Imaginary Unit i • Operations with Complex
4 Rational, Power,
Numbers
and Root Functions 269
3.2 Quadratic Functions and Graphs   174 4.1 Rational Functions and Graphs (I)   270
Completing the Square • Graphs of Quadratic 1
The Reciprocal Function ƒ(x ) = • The Function
Functions • Ver tex Formula • Extreme Values x
1
• Applications and Quadratic Models ƒ(x) = 2
x
3.3 Quadratic Equations
4.2 Rational Functions and Graphs (II)   276
and Inequalities   187
Vertical and Horizontal Asymptotes • Graphing
Zero-Product Property • Square Root Property and
Techniques • Oblique Asymptotes • Graphs with
Completing the Square • Quadratic Formula and the
Points of Discontinuity • Graphs with No Vertical
Discriminant • Solving Quadratic Equations
Asymptotes
• Solving Quadratic Inequalities • Formulas
Involving Quadratics 4.3 Rational Equations, Inequalities, Models,
Reviewing Basic Concepts and Applications   289
(Sections 3.1–3.3)   202 Solving Rational Equations and Inequalities
• Models and Applications of Rational Functions
3.4 Applications of Quadratic Functions • Inverse Variation • Combined and Joint Variation
and Models   203 • Rate of Work
Applications of Quadratic Functions • A Quadratic
Reviewing Basic Concepts
Model
(Sections 4.1–4.3)   304
3.5 Higher-Degree Polynomial Functions and
4.4 Functions Defined by Powers
Graphs  212
and Roots   305
Cubic Functions • Quartic Functions • Extrema
Power and Root Functions • Modeling Using Power
• End Behavior • x-Intercepts (Real Zeros) n
Functions • Graphs of ƒ(x) = 2ax + b • Graphing
• Comprehensive Graphs • Curve Fitting
Circles and Horizontal Parabolas Using Root Functions
and Polynomial Models
Reviewing Basic Concepts 4.5 Equations, Inequalities, and Applications
(Sections 3.4–3.5)   225 Involving Root Functions   317
Equations and Inequalities • An Application of Root
3.6 Topics in the Theory of Polynomial Functions
Functions (I)   225
Reviewing Basic Concepts
Intermediate Value Theorem • Division of Polynomials
(Sections 4.4–4.5)   328
by x - k and Synthetic Division • Remainder
and Factor Theorems • Division of Any Two Summary  328
Polynomials Review Exercises   330

3.7 Topics in the Theory of Polynomial Test  333

Functions (II)   236
Complex Zeros and the Fundamental Theorem of
Algebra • Number of Zeros • Rational Zeros Theorem 5 Inverse, Exponential, and
• Descartes’ Rule of Signs • Boundedness Theorem Logarithmic Functions 335
3.8 Polynomial Equations and Inequalities;
Fur ther Applications and Models   249 5.1 Inverse Functions   336
Polynomial Equations and Inequalities • Complex Inverse Operations • One-to-One Functions • Inverse
nth Roots • Applications and Polynomial Models Functions and Their Graphs • Equations of Inverse
Functions • An Application of Inverse Functions to
Cryptography

A01_LIAL0820_FM_i-xx.indd 8 11/20/13 2:08 PM


5.2 Exponential Functions   347
Real-Number Exponents • Graphs of Exponential
Functions • Exponential Equations (Type 1)
• Compound Interest • The Number e and
Continuous Compounding • An Application
of Exponential Functions
5.3 Logarithms and Their Properties   359
Definition of a Logarithm • Common Logarithms
• Natural Logarithms • Properties of Logarithms
• Change-of-Base Rule
Reviewing Basic Concepts
(Sections 5.1–5.3)   369
5.4 Logarithmic Functions   370
Graphs of Logarithmic Functions • Finding an
Inverse of an Exponential Function • A Logarithmic
Model
5.5 Exponential and Logarithmic Equations
and Inequalities   379
Exponential Equations and Inequalities (Type 2)
• Logarithmic Equations and Inequalities
• Equations Involving Exponentials and Logarithms
• Formulas Involving Exponentials and Logarithms
Reviewing Basic Concepts
(Sections 5.4–5.5)   387
5.6 Fur ther Applications and Modeling
with Exponential and Logarithmic
Functions  388
Physical Science Applications • Financial and Other
Applications • Modeling Data with Exponential and
Logarithmic Functions
Summary Exercises on Functions: Domains,
Defining Equations, and Composition  399
Finding the Domain of a Function: A Summary
• Determining Whether an Equation Defines y as
a Function of x • Composite Functions and Their
Domains
Summary  404
Review Exercises   407
Test  410
6 Systems and Matrices 411
6.1 Systems of Equations   412
Linear Systems • Substitution Method • Elimination
Method • Special Systems • Nonlinear Systems
• Applications of Systems
6.2 Solution of Linear Systems
in Three Variables   424
Geometric Considerations • Analytic Solution
of Systems in Three Variables • Applications
of Systems • Fitting Data Using a System
A01_LIAL0820_FM_i-xx.indd 9
Contents ix
6.3 Solution of Linear Systems by Row
Transformations  432
Matrix Row Transformations • Row Echelon Method
• Reduced Row Echelon Method • Special Cases
• An Application of Matrices
Reviewing Basic Concepts
(Sections 6.1–6.3)   444
6.4 Matrix Proper ties and Operations   445
Terminology of Matrices • Operations on Matrices
• Applying Matrix Algebra
6.5 Determinants and Cramer’s Rule   457
Determinants of 2 * 2 Matrices • Determinants of
Larger Matrices • Derivation of Cramer’s Rule
• Using Cramer’s Rule to Solve Systems
6.6 Solution of Linear Systems by Matrix
Inverses  467
Identity Matrices • Multiplicative Inverses of Square
Matrices • Using Determinants to Find Inverses
• Solving Linear Systems Using Inverse Matrices
• Fitting Data Using a System
Reviewing Basic Concepts
(Sections 6.4–6.6)   478
6.7 Systems of Inequalities and Linear
Programming  479
Solving Linear Inequalities • Solving Systems of
Inequalities • Linear Programming
6.8 Par tial Fractions   488
Decomposition of Rational Expressions • Distinct
Linear Factors • Repeated Linear Factors • Distinct
Linear and Quadratic Factors • Repeated Quadratic
Factors
Reviewing Basic Concepts
(Sections 6.7–6.8) 495
Summary 495
Review Exercises 499
Test 502
7 Analytic Geometry and
Nonlinear Systems 504
7.1 Circles and Parabolas   505
Conic Sections • Equations and Graphs of Circles
• Equations and Graphs of Parabolas • Translations
of Parabolas • An Application of Parabolas
7.2 Ellipses and Hyperbolas   518
Equations and Graphs of Ellipses • Translations of
Ellipses • An Application of Ellipses • Equations and
Graphs of Hyperbolas • Translations of Hyperbolas
Reviewing Basic Concepts
(Sections 7.1–7.2)   530
11/20/13 2:08 PM
 x Contents

7.3 The Conic Sections and Nonlinear 8.6 Evaluating Trigonometric Functions   622
Systems  530 Definitions of the Trigonometric Functions
Characteristics • Identifying Conic Sections • Trigonometric Function Values of Special Angles
• Eccentricity • Nonlinear Systems • Cofunction Identities • Reference Angles • Special
Angles as Reference Angles • Finding Function
7.4 Parametric Equations   541
Values with a Calculator • Finding Angle Measures
Graphs of Parametric Equations and Their Rectan-
and Segment Lengths
gular Equivalents • Alternative Forms of Parametric
Equations • An Application of Parametric Equations 8.7 Applications of Right Triangles   634
Reviewing Basic Concepts Significant Digits • Solving Triangles • Angles
(Sections 7.3–7.4)   546 of Elevation or Depression • Bearing • Further
Applications of Trigonometric Functions
Summary  546
Review Exercises   548 8.8 Harmonic Motion   646
Simple Harmonic Motion • Damped Oscillatory
Test  551
Motion
Reviewing Basic Concepts
(Sections 8.5–8.8)  649
8 The Unit Circle Summary  650
and the Functions Review Exercises  654
of Trigonometry 553 Test  657

8.1 Angles, Arcs, and Their Measures   554

Basic Terminology • Degree Measure • Standard
Position and Coterminal Angles • Radian Measure
• Arc Lengths and Areas of Sectors • Linear and
Angular Speed
8.2 The Unit Circle and Its Functions   570
Trigonometric (Circular) Functions • Using
a Calculator to Find Function Values • Exact
p p p Identities • Verifying Identities
Function Values for , , and
4 6 3
Reviewing Basic Concepts
(Sections 8.1–8.2)  580
8.3 Graphs of the Sine and Cosine
Functions  581
Periodic Functions • Graph of the Sine Function
• Graph of the Cosine Function • Graphing
Techniques, Amplitude, and Period • Translations
and Transformations • Determining a Trigonometric
Model Using Curve Fitting
8.4 Graphs of the Other Circular
Functions  598
Graphs of the Secant and Cosecant Functions
• Graphs of the Tangent and Cotangent Functions
9 Trigonometric Identities
and Equations 659
9.1 Trigonometric Identities   660
Fundamental Identities • Using the Fundamental
9.2 Sum and Difference Identities   670
Cosine Sum and Difference Identities • Sine and
Tangent Sum and Difference Identities
Reviewing Basic Concepts
(Sections 9.1–9.2)   678
9.3 Further Identities  679
Double-Number Identities • Product-to-Sum and
Sum-to-Product Identities • Half-Number Identities
9.4 The Inverse Circular Functions  690
Review of Inverse Functions • Inverse Sine Function
• Inverse Cosine Function • Inverse Tangent Function
• Other Inverse Trigonometric Functions • Inverse
Function Values

Reviewing Basic Concepts Reviewing Basic Concepts

(Sections 8.3–8.4)  609 (Sections 9.3–9.4)   703

8.5 Functions of Angles and Fundamental 9.5 Trigonometric Equations

Identities  610
Trigonometric Functions • Function Values of
Quadrantal Angles • Reciprocal Identities • Signs
and Ranges of Function Values • Pythagorean
Identities • Quotient Identities • An Application of
Trigonometric Functions
and Inequalities (I)  704
Equations Solvable by Linear Methods • Equations
Solvable by the Zero-Product Property and Quadratic
Formula Methods • Using Trigonometric Identities to
Solve Equations

A01_LIAL0820_FM_i-xx.indd 10 11/20/13 2:08 PM

 Contents xi

9.6 Trigonometric Equations Reviewing Basic Concepts

and Inequalities (II)  712 (Sections 10.6–10.7)   797
Equations and Inequalities Involving Multiple- Summary  797
Number Identities • Equations and Inequalities
Review Exercises  800
Involving Half-Number Identities • Applications
of Trigonometric Equations Test  803

Reviewing Basic Concepts

(Sections 9.5–9.6)   720
Summary  720 11 Further Topics in Algebra 805
Review Exercises  722
11.1 Sequences and Series  806
Test  725
Sequences • Series and Summation Notation
• Summation Properties

11.2 Arithmetic Sequences and Series  815

10 Applications of  Trigonometry Arithmetic Sequences • Arithmetic Series
and Vectors 727 11.3 Geometric Sequences and Series  823
Geometric Sequences • Geometric Series • Infinite
10.1 The Law of Sines  728 Geometric Series • Annuities
Congruency and Oblique Triangles • Derivation
Reviewing Basic Concepts
of the Law of Sines • Using the Law of Sines
(Sections 11.1–11.3)   833
• Ambiguous Case
11.4 Counting Theory  833
10.2 The Law of Cosines and Area
Fundamental Principle of Counting • n-Factorial
Formulas  740
• Permutations • Combinations • Distinguishing
Derivation of the Law of Cosines • Using the Law
between Permutations and Combinations
of Cosines • Area Formulas
11.5 The Binomial Theorem  842
10.3 Vectors and Their Applications  751
A Binomial Expansion Pattern • Pascal’s Triangle
Basic Terminology • Interpretations of Vectors
• Binomial Coefficients • The Binomial Theorem
• Operations with Vectors • Dot Product and the
• r th Term of a Binomial Expansion
Angle between Vectors • Applications of Vectors
Reviewing Basic Concepts
Reviewing Basic Concepts
(Sections 11.4–11.5)   849
(Sections 10.1–10.3)   765
11.6 Mathematical Induction  849
10.4 Trigonometric (Polar) Form of Complex
Proof by Mathematical Induction • Proving
Numbers  765
Statements • Generalized Principle of
The Complex Plane and Vector Representation
Mathematical Induction • Proof of the
• Trigonometric (Polar) Form • Products of Complex
Binomial Theorem
Numbers in Trigonometric Form • Quotients of
Complex Numbers in Trigonometric Form 11.7 Probability  855
Basic Concepts • Complements and Venn
10.5 Powers and Roots of Complex
Diagrams • Odds • Union of Two Events
Numbers  774
• Binomial Probability
Powers of Complex Numbers (De Moivre’s
Theorem) • Roots of Complex Numbers Reviewing Basic Concepts
(Sections 11.6–11.7)   864
Reviewing Basic Concepts
(Sections 10.4–10.5)   780 Summary  864
Review Exercises  868
10.6 Polar Equations and Graphs  780
Polar Coordinate System • Graphs of Polar Equations Test  870
• Classifying Polar Equations • Converting Equations

10.7 More Parametric Equations  789

Parametric Graphing Revisited • Parametric Equations
with Trigonometric Functions • The Cycloid
• Applications of Parametric Equations

A01_LIAL0820_FM_i-xx.indd 11 11/20/13 2:08 PM

 xii Contents

R.3 Review of Rational Expressions   930

12 Limits, Derivatives, and Domain of a Rational Expression • Lowest Terms
Definite Integrals 871 of a Rational Expression • Multiplying and
Dividing Rational Expressions • Adding and
12.1 An Introduction to Limits   872 Subtracting Rational Expressions • Complex
Limit of a Function • Finding Limits of Various Types Fractions
of Functions • Limits That Do Not Exist
R.4 Review of Negative and Rational
12.2 Techniques for Calculating Limits   880 Exponents  937
Rules for Limits • Limits Involving Trigonometric Negative Exponents and the Quotient Rule
Functions • Rational Exponents

12.3 One-Sided Limits and Limits Involving R.5 Review of Radicals   943
Infinity  885 Radical Notation • Rules for Radicals • Simplifying
Right- and Left-Hand Limits • Infinity as a Limit Radicals • Operations with Radicals • Rationalizing
• Limits as x Approaches { ∞ Denominators
Reviewing Basic Concepts Test  950
(Sections 12.1–12.3)   894

12.4 Tangent Lines and Derivatives   895 Appendix A: Geometry Formulas 951
The Tangent Line as a Limit of Secant Lines
Appendix B: Vectors in Space 953
• Derivative of a Function • Interpretation of the
Derivative as a Rate of Change • Marginal Concept Appendix C: Polar Form of Conic
in Economics Sections 958
12.5 Area and the Definite Integral   904 Appendix D: Rotation of Axes 962
Areas by Approximation • The Definite Integral
Answers to Selected Exercises   A-1
Reviewing Basic Concepts
(Sections 12.4–12.5)   911 Index  I-1
Summary  911
Review Exercises   913
Test  916

R Reference: Basic Algebraic

Concepts 917
R.1 Review of Exponents and
Polynomials  918
Rules for Exponents • Terminology for Polynomials
• Adding and Subtracting Polynomials • Multiplying
Polynomials

R.2 Review of Factoring   924

Factoring Out the Greatest Common Factor
• Factoring by Grouping • Factoring Trinomials
• Factoring Special Products • Factoring by
Substitution

A01_LIAL0820_FM_i-xx.indd 12 11/22/13 11:27 AM

 Contents
Preface

Although A Graphical Approach to Precalculus: A Unit Circle Approach has evolved

significantly from earlier editions, it retains the strengths of those editions and provides
new and relevant opportunities for students and instructors alike. We realize that today’s
classroom experience is evolving and that technology-based teaching and learning aids have
become essential to address the ever-changing needs of instructors and students. As a result,
we’ve worked to provide support for all classroom types—traditional, hybrid, and online. In
the sixth edition, text and online materials are more tightly integrated than ever before. This
enhances flexibility and ease of use for instructors and increases success for students. See
pages xviii–xix for descriptions of these materials.
This text incorporates an open design, helpful features, careful explanations of top-
ics, and a comprehensive package of supplements and study aids. We continue to offer an
Annotated Instructor’s Edition, in which answers to both even- and odd-numbered exercises
are provided either beside the exercises (if space permits) or in the back of the text for the
instructor.
A Graphical Approach to Precalculus was one of the first texts to reorganize the typical
precalculus table of contents to maximize the use of graphs to support solutions of equa-
tions and inequalities. It maintains its unique table of contents and functions-based approach
(as outlined in the Foreword and in front of the text) and includes additional components
to build skills, address critical thinking, solve applications, and apply technology to support
traditional analytic solutions.
This text is part of a series that also includes the following titles:
 A Graphical Approach to College Algebra, Sixth Edition, by Hornsby, Lial, and
Rockswold
 A Graphical Approach to Algebra and Trigonometry, Sixth Edition, by Hornsby,
Lial, and Rockswold
The book is written to accommodate students who have access to graphing calculators. We
have chosen to use screens from the TI-84 Plus Silver Edition. However, we do not include
specific keystroke instructions because of the wide variety of models available. Students
should refer to the guides provided with their calculators for specific information.

New to This Edition

There are many places in the text where we have polished individual presentations and added
examples, exercises, and applications based on reviewer feedback. Some of the changes you
may notice include the following.
 At the request of many reviewers, we now define increasing and decreasing func-
tions over open intervals, and define intercepts to be points, or ordered pairs.
 We have added more titles on graphs, captions, pointers (bubbles), color, and side
comments to increase clarity and understanding for students.
 To better reflect the content covered in the exercise sets, the chapter tests have
been revised.
 In several chapters, new examples and exercises have been added to better prepare
students for the analytic skills necessary to be successful in calculus.

xiii

A01_LIAL0820_FM_i-xx.indd 13 11/25/13 10:28 AM

 xiv Preface

 Graphing calculator screens have been updated to the TI-84 Plus (Silver Edi-
tion) with MATHPRINT.
 Throughout the text, data have been updated to increase student interest in
mathematics. Some new application topics include half-life of a Twitter link,
iPads, social networks, accuracy of professional golfers, and smartphone
demographics.
 Exercise sets have been revised so that odd and even exercises are paired
appropriately.
 Chapter 1 has increased emphasis on evaluating function notation, inter-
preting slope as a rate of change, and evaluating average rate of change
using graphs.
Chapter 2 now has clearer explanations of how to transform graphs and also
how to write transformations in terms of function notation. Additional exer-
cises covering the domain and range of shifted functions have been included.
 Chapter 3 includes more examples and exercises that cover curve fitting
by hand, solving quadratic equations by completing the square, and solving
polynomial equations and inequalities.
 Chapter 4 includes an increased discussion of limit notation near asymp-
totes, circles, horizontal parabolas, rational equations and inequalities, and
rational expressions with fractional exponents.
Chapter 5 has additional examples and exercises related to graphing inverse
functions by hand, solving exponential equations with negative exponents,
simplifying logarithmic expressions, and solving logarithmic equations.
 Chapter 6 now covers matrices and linear systems. It has updated consumer
spending applications, a 4-step process for solving linear systems, additional
examples and exercises covering systems with no solution, and a new exam-
ple to better explain the technique of finding partial fraction decompositions.
Chapter 7 now covers conic sections and nonlinear systems of equations
and inequalities. Additional examples and exercises have been added.
 Chapter 8 includes clearer discussions, updated figures, and more exercises
related to writing angles as fractions of a revolution, determining trigono-
metric equations given a graph, finding transformations and phase shifts,
and graphing the six trigonometric functions. It also includes additional
explanations on entering trigonometric functions, their inverses, and their
reciprocals into a calculator.
 Chapter 9 now has increased clarity on just-in-time strategies for verifying
identities and how graphs can be used to help identify identities. Additional
examples and exercises have been added to find trigonometric function values
of angles and to solve trigonometric equations, including finding all real
solutions and determining whether trigonometric equations have no solution.
A new application involving music has also been added.
 Chapter 10 has new examples of how to use the law of sines and law of
cosines to solve triangles, and also to solve navigation problems. Hints and
comments have been added to increase understanding of vectors. It also
includes more exercises involving converting complex numbers to trigono-
metric form and graphing parametric equations.
Chapter 11 has additional examples and exercises to better explain writing
series in summation notation, evaluating recursive sequences, and summing
series.

A01_LIAL0820_FM_i-xx.indd 14 11/22/13 11:27 AM

 Preface xv

 Chapter 12 has many new exercises for finding limits. It also has new
discussions, examples, and exercises that relate the derivative to the limit of
the difference quotient. In addition, there is now an emphasis on finding a
general formula for the derivative of a function. A new example applying the
derivative to the marginal cost function from economics is also included.

Features
We are pleased to offer the following enhanced features.

Chapter Openers Chapter openers provide a chapter outline and a brief discus-
sion related to the chapter content.

Enhanced Examples We have replaced and included new examples in this edi-
tion, and have polished solutions and incorporated more side comments and pointers.

Hand-Drawn Graphs We have incorporated many graphs featuring a “hand-

drawn” style that simulates how a student might actually sketch a graph on grid paper.

Dual-Solution Format Selected examples continue to provide side-by-side ana-

lytic and graphing calculator solutions, to connect traditional analytic methods for
solving problems with graphical methods of solution or support.

Pointers Comments with pointers (bubbles) provide students with on-the-spot expla-
nations, reminders, and warnings about common pitfalls.

Highlighted Section and Figure References Within text we use boldface

type when referring to numbered sections and exercises (e.g., Section 2.1, Exercises
15–20), and also corresponding font when referring to numbered figures (e.g., FIGURE 1).
We thank Gerald M. Kiser of Woodbury (New Jersey) High School for this latter
suggestion.

Figures and Photos Today’s students are more visually oriented than ever. As
a result, we have made a concerted effort to provide more figures, diagrams, tables,
and graphs, including the “hand-drawn” style of graphs, whenever possible. We also
include photos accompanying applications in examples and exercises.

Function Capsules These special boxes offer a comprehensive, visual introduction

to each class of function and serve as an excellent resource for reference and review.
Each capsule includes traditional and calculator graphs and a calculator table of values,
as well as the domain, range, and other specific information about the function. Abbre-
viated versions of function capsules are provided on the inside back cover of the text.

What Went Wrong? This popular feature anticipates typical errors that students
make when using graphing technology and provides an avenue for instructors to high-
light and discuss such errors. Answers are included on the same page as the “What
Went Wrong?” boxes.

Cautions and Notes These warn students of common errors and emphasize
important ideas throughout the exposition.

Looking Ahead to Calculus These margin notes provide glimpses of how the
algebraic topics currently being studied are used in calculus.

A01_LIAL0820_FM_i-xx.indd 15 11/20/13 2:08 PM

 xvi Preface

Algebra Reviews This new feature, occurring in the margin of the text, provides
“just in time” review by referring students to where they can receive additional help
with important topics from algebra.

Technology Notes Also appearing in the margin, these notes provide tips to stu-
dents on how to use graphing calculators more effectively.

For Discussion These activities appear within the exposition or in the margins
and offer material on important concepts for instructors and students to investigate or
discuss in class.

Exercise Sets We have taken special care to respond to the suggestions of users
and reviewers and have added hundreds of new exercises to this edition on the basis
of their feedback. The text continues to provide students with ample opportunities to
practice, apply, connect, and extend concepts and skills. We have included writing
exercises as well as multiple-choice, matching, true/false, and completion prob-
lems. Exercises marked Concept Check focus on mathematical thinking and conceptual
understanding, while those marked Checking Analytic Skills specifically are intended
for students to solve without the use of a calculator.

Relating Concepts These groups of exercises appear in selected exercise sets.

They tie together topics and highlight relationships among various concepts and skills.
All answers to these problems appear in the answer section at the back of the student
book.

Reviewing Basic Concepts These sets of exercises appear every two or three
sections and allow students to review and check their understanding of the material in
preceding sections. All answers to these problems are included in the answer section.

Chapter Review Material One of the most popular features of the text, each end-
of-chapter Summary features a section-by-section list of Key Terms and Symbols, in
addition to Key Concepts. A comprehensive set of Chapter Review Exercises and a
Chapter Test are also included.

Acknowledgments
Previous editions of this text were published after thousands of hours of work, not
only by the authors, but also by reviewers, instructors, students, answer checkers, and
editors. To these individuals and to all those who have worked in some way on this
text over the years, we are most grateful for your contributions. We could not have
done it without you.
We especially wish to thank the following individuals who provided valuable
input into this and previous editions of the text.

Judy Ahrens, Pellissippi State Technical College
Randall Allbritton, Daytona Beach Community College
Maria F. Arambel, Middlesex Community College, Lowell
Jamie Ashby, Texarkana College
Scott E. Barnett, Henry Ford Community College
Gloria Bass, Mercer University
Pat Bassett, Palm Beach Atlantic University
Matthew Benander, Pima Community College, Northwest
Campus
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Daniel Biles, Western Kentucky University
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Linda Buchanan, Howard College
Jennifer Kumi Burkett, Triton College
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Faye Childress, Central Piedmont Community College
Mark Crawford, Waubonsee Community College
Bettyann Daley, University of Delaware

A01_LIAL0820_FM_i-xx.indd 16 11/20/13 2:08 PM

 Preface xvii

Jacqueline Donofrio, Monroe Community College
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Christel Saylor, Daytona State College
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Linda K. Schmidt, Greenville Technical College
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Jed Soifer, Atlantic Cape Community College
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Kevin Yokoyama, College of the Redwoods

Over the years we have come to rely on an extensive team of experienced profes­
sionals at Pearson: Greg Tobin, Anne Kelly, Katie O’Connor, Christine O’Brien,
Kathy Manley, Judith Garber, Joe Vetere, Peggy Lucas, Justine Goulart, and
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In this edition we welcome the assistance of Jessica Rockswold, who provided
excellent support throughout all phases of writing and production. Terry Krieger
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As an author team, we are committed to providing the best possible text to help
instructors teach effectively and have students succeed. As we continue to work
toward this goal, we would welcome any comments or suggestions you might have
via e-mail to math@pearson.com.
John Hornsby
Gary Rockswold

A01_LIAL0820_FM_i-xx.indd 17 11/20/13 2:08 PM

 Resources for Success

MyMathLab®
MyMathLab from Pearson is the world’s leading online resource in mathematics, integrating
interactive homework, assessment, and media in a flexible, easy-to-use format. It provides
engaging experiences that personalize, stimulate, and measure learning for each student. And
it comes from an experienced partner with educational expertise and an eye on the future.
To learn more about how MyMathLab combines proven learning applications with powerful
assessment, visit www.mymathlab.com or contact your Pearson representative.

Getting Ready
Students refresh prerequisite topics through assignable
skill review quizzes and personalized homework inte-
grated in MyMathLab.

Adaptive Study Plan

The Study Plan makes studying more efficient and
effective for every student. Performance and activ-
ity are assessed continually in real time. The data
and analytics are used to provide personalized con-
tent, reinforcing concepts that target each student’s
strengths and weaknesses.

Skills for Success Module

Integrated within MyMathLab, this module helps students succeed in collegiate courses and prepare
for future professions.

Ongoing Review
Reviewing Basic Concepts exercises in the text are now assign-
able in MyMathLab and require students to recall previously
learned content and skills. These exercises help students main-
tain essential skills throughout the course, thereby enabling them
to retain information in preparation for future math courses.

Video Assessment
Video assessment is tied to the video lecture for each section
of the book to check students’ understanding of important math
concepts. Instructors can assign these questions as a prerequisite
to homework assignments.

xviii

A01_LIAL0820_FM_i-xx.indd 18 11/20/13 2:09 PM

 Resources
Dynamicfor
Resources
Success xix

Enhanced Graphing Functionality

New functionality within the graphing utility
allows graphing of 3-point quadratic functions,
4-point cubic functions, and transformations in
exercises.

Instructor
FPO Resources
Additional resources can be downloaded from www.pearson/highered.com, or hardcopy
resources can be ordered from your sales representative.

TestGen®
TestGen (www.pearsoned.com/testgen) enables instructors to build, edit, print, and administer tests
using a computerized bank of questions developed to cover all the objectives of the text.

PowerPoint® Lecture Slides

Classroom presentation slides are geared specifically to sequence the text. They are available in
MyMathLab.

Annotated Instructor’s Edition

This edition provides answers beside the text for most exercises, and in an answer section at the
back of the book for all others.

Ready to Go Courses
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includes author-chosen preassigned homework, integrated review, and more.

Instructor’s Solutions Manual

This manual provides complete solutions to all text exercises.

Student Resources
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Lecture Videos
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in an engaging format that stresses student interaction. They include optional subtitles in English
and Spanish. All videos are assignable within MyMathLab.

Student’s Solutions Manual

This manual provides detailed solutions to odd-numbered Section and Chapter Review Exercises,
as well as to all Relating Concepts, Reviewing Basic Concepts, and Chapter Test Problems.

A01_LIAL0820_FM_i-xx.indd 19 11/20/13 2:09 PM

 Photo Credits

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xx

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 Understanding the future of ice
caps in the Arctic and Antarctic
regions requires the ability to
describe climate change with
functions and equations.

1 Linear Functions,
Equations, and Inequalities
Chapter Outline

1.1 Real Numbers and the

Rectangular Coordinate
System

1.2 Introduction to Relations

and Functions

1.3 Linear Functions

1.4 Equations of Lines and

Linear Models

1.5 Linear Equations and

Inequalities

1.6 Applications of Linear

Functions

M01_LIAL0300_CH01_001-084.indd 1 9/10/13 4:41 PM

 2 CHAPTER 1 Linear Functions, Equations, and Inequalities

1.1 Real Numbers and the Rectangular Coordinate System

Sets of Real Numbers • The Rectangular Coordinate System • Viewing Windows • Approximations of Real Numbers
• Distance and Midpoint Formulas

Sets of Real Numbers

Several important sets of numbers are used in mathematics. Some of these sets are
listed in the following table.

Sets of Numbers

Set Description Examples

Natural Numbers 51, 2, 3, 4, c 6 1, 45, 127, 103

Whole Numbers 50, 1, 2, 3, 4, c 6 0, 86, 345, 23
Integers 5 c, - 2, - 1, 0, 1, 2, c 6 0, - 5, - 102 , 99
Rational Numbers 5 pq  p and q are integers, q ≠ 06 5
0, - 6 , - 2,
22
7
, 0.5
Irrational Numbers 5x  x is not rational6 22, p, - 27
3

Real Numbers 5x  x is a decimal number6 2

- 26, p, 3 , 245, 0.41

Whole numbers include the natural numbers; integers include the whole num-
bers and the natural numbers. The result of dividing two integers (with a nonzero divi-
sor) is a rational number, or fraction. Rational numbers include the natural numbers,
Origin
whole numbers, and integers. For example, the integer - 3 is a rational number because
it can be written as -13 . Every rational number can be written as a repeating or terminat-
ing decimal. For example, 0.6 = 0.66666 crepresents the rational number 23 .
–5 – 4 –3 –2 –1 0 1 2 3 4 5 Numbers that can be written as decimal numbers are real numbers. Real num-
Real number line with the origin plotted
bers include rational numbers and can be shown pictorially—that is, graphed—on a
Figure 1
number line. The point on a number line corresponding to 0 is called the origin. See
FIGURE 1. Every real number corresponds to one and only one point on the number line,
and each point corresponds to one and only one real number. This correspondence is
called a coordinate system. The number associated with a given point is called the
–5 – 4 –3 –2 –1 0 1 2 3 4 5
coordinate of the point. The set of all real numbers is graphed in FIGURE 2.
Graph of the set of real numbers Some real numbers cannot be represented by quotients of integers or by repeating
Figure 2 or terminating decimals. These numbers are called irrational numbers. Examples of
irrational numbers include 23, 25, 2 3 5
10, and 2 20, but not 21, 24, 29, c,
which equal 1, 2, 3, c, and hence are rational numbers. If a is a natural number but
2a is not a natural number, then 2a is an irrational number. Another irrational num-
2
–
3 √2 √5  ber is p, which is approximately equal to 3.14159. In FIGURE 3 the irrational and ratio-
–1 0 1 2 3 4 nal numbers in the set 5 - 23 , 0, 22, 25, p, 4 6 are located on a number line. Note that
2
Graph of –
3, 0, √2, √5, , 4 22 is approximately equal to 1.41, so it is located between 1 and 2, slightly closer to 1.
Figure 3

The Rectangular Coordinate System

If we place two number lines at right angles, intersecting at their origins, we obtain
a two-dimensional rectangular coordinate system. This rectangular coordinate
system is also called the Cartesian coordinate system, which was named after

M01_LIAL0300_CH01_001-084.indd 2 9/10/13 4:41 PM

 1.1 Real Numbers and the Rectangular Coordinate System 3

y-axis René Descartes (1596–1650). The number lines intersect at the origin of the system,
designated 0.The horizontal number line is called the x-axis, and the vertical number
Quadrant Quadrant line is called the y-axis. On the x-axis, positive numbers are located to the right of the
II I
P(a, b) b origin, with negative numbers to the left. On the y-axis, positive numbers are located
x-axis
above the origin, with negative numbers below.
a 0 Origin The plane into which the coordinate system is introduced is the coordinate plane,
Quadrant Quadrant or xy-plane. The x-axis and y-axis divide the plane into four regions, or quadrants, as
III IV shown in FIGURE 4. The points on the x-axis or y-axis belong to no quadrant.
Each point P in the xy-plane corresponds to a unique ordered pair (a, b) of real
Rectangular coordinate
system numbers. We call a the x-coordinate and b the y-coordinate of point P. The point
Figure 4 P corresponding to the ordered pair (a, b) is often written as P(a, b), as in FIGURE 4,
and referred to as “the point (a, b).” FIGURE 5 illustrates how to plot the point A(3, 4).
y Additional points are labeled B–E. The coordinates of the origin are (0, 0).

B(–5, 6) A(3, 4)
Viewing Windows
4
The rectangular (Cartesian) coordinate system extends indefinitely in all directions.
x
E(–3, 0)
0 3 We can show only a portion of such a system in a text figure. Similar limitations occur
with the viewing “window” on a calculator screen. FIGURE 6 shows a calculator screen
D(4, – 3) that has been set to have a minimum x-value of - 10, a maximum x-value of 10, a
C(–2, – 4)
minimum y-value of - 10, and a maximum y-value of 10. The tick marks on the axes
Plotting points in the xy-plane have been set to be 1 unit apart. Thus, there are 10 tick marks on the positive x-axis.
Figure 5 This window is called the standard viewing window.
To convey information about a viewing window, we use the following abbreviations.
10
Xmin: minimum value of x Ymin: minimum value of y
Xmax: maximum value of x Ymax: maximum value of y
–10 10
Xscl: scale (distance between Yscl: scale (distance between
tick marks) on the x-axis tick marks) on the y-axis
–10 To further condense this information, we use the following symbolism, which gives
Standard viewing window viewing information for the window in FIGURE 6.
Figure 6
Xmin Xmax Ymin Ymax

3 - 10, 104 by 3 - 10, 104

technology note
You should consult your owner’s
        Xscl = 1    Yscl = 1
guide to see how to set the FIGURE 7 shows several other viewing windows. Notice that FIGURES 7(b) and 7(c)
viewing window on your screen.
Remember that different settings look exactly alike, and unless we are told what the settings are, we have no way of dis-
will result in different views of tinguishing between them. In Figure 7(b) Xscl = 2.5, while in Figure 7(c) Xscl = 25.
graphs. The same is true for Yscl in both.

3.1 10 100

–4.7 4.7 –10 10 –100 100

–3.1 –10 –100

[–4.7, 4.7] by [–3.1, 3.1] [–10, 10] by [–10, 10] [–100, 100] by [–100, 100]
(a) (b) (c)
Figure 7

M01_LIAL0300_CH01_001-084.indd 3 9/27/13 11:30 AM

 4 CHAPTER 1 Linear Functions, Equations, and Inequalities

What Went Wrong?

A student learning how to use a graphing calculator could not understand why the
axes on the graph were so “thick,” as seen in FIGURE a, while those on a friend’s
calculator were not, as seen in FIGURE B.

40 40

–60 60 –60 60

–40 –40

Xscl = 1, Yscl = 1 Xscl = 10, Yscl = 10

FIGURE A FIGURE B

What Went Wrong? How can the student correct the problem in FIGURE A so
that the axes look like those in FIGURE B?

Approximations of Real Numbers

3
Although calculators have the capability to express numbers like 22, 2 5, and p
TI-84 Plus (Silver Edition)
Figure 8
to many decimal places, we often ask that answers be rounded. The following table
reviews rounding numbers to the nearest tenth, hundredth, or thousandth.

Rounding Numbers

Number Nearest Tenth Nearest Hundredth Nearest Thousandth

1.3782 1.4 1.38 1.378
201.6666 201.7 201.67 201.667
Figure 9 0.0819 0.1 0.08 0.082

In FIGURE 8, the TI-84 Plus graphing calculator is set to round values to the nearest
hundredth (two decimal places). In FIGURE 9, the numbers from the preceding table are
rounded to the nearest hundredth.
The symbol ≈ indicates that two expressions are approximately equal. For
example, p ? 3.14, but p 3 3.14, since p = 3.141592654. cWhen using p in
calculations, be sure to use the built-in key for p rather than 3.14. See FIGURE 10.
Figure 10

Answer to What Went Wrong?

Since Xscl = 1 and Yscl = 1 in FIGURE A, there are 120 tick marks along the x-axis and 80 tick marks along
the y-axis. The resolution of the graphing calculator screen is not high enough to show all these tick marks, so
the axes appear as heavy black lines instead. The values for Xscl and Yscl need to be larger, as in FIGURE B.

M01_LIAL0300_CH01_001-084.indd 4 9/10/13 4:41 PM

Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Latent Image
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Latent Image

Author: George O. Smith

Illustrator: Paul Orban

Release date: June 10, 2022 [eBook #68280]

Language: English

Original publication: United States: Street & Smith Publications,

Incorporated, 1944

Credits: Greg Weeks, Mary Meehan and the Online Distributed

Proofreading Team at http://www.pgdp.net.

*** START OF THE PROJECT GUTENBERG EBOOK LATENT

IMAGE ***
"Latent Image"
 by WESLEY LONG

Illustrated by Orban

[Transcriber's Note: This etext was produced from

Astounding Science-Fiction, May 1944.
Extensive research did not uncover any evidence that
the U.S. copyright on this publication was renewed.]
John McBride stood on the roof garden of Satan's Hotel, looking
across the River Styx at Sharon. To his left, the River Styx emptied
into the Sulphur Sea, and in the evening sky to his right, the dancing
flames lighted the cloud banks over Mephisto, where the uranium
smelters worked on a nonstop plan.
John McBride was in Hell.
But Hell is a city on Pluto, where the planners had a free hand
because no intelligent life had ever scarred the planet until man came
with his machinery and his luxury and his seeking for metal. Uranium
had been found in plenty on Pluto, and so man had created a livable
planet from the coldest, most forbidding planet in the System.
John McBride was in Hell, on Pluto, but his mind was dwelling in a
little cube that rotated about a mythical spot halfway between Sol and
Pluto; one of the many stations that created the space warp that
focused Sol on Pluto with an angle of incidence equal to the
incidence of Sol on Terra. Enid McBride was back there in that minute
station, and John McBride wanted to be with her.
But Dr. Caldwell, the resident doctor of the Plutonian Lens, said:
"John, if you've got to go to Pluto, that's O.K. But you can't take Enid
with you. That's strictly out, with a capital 'O,' get me?"
"I suppose—"
"I've been doctoring for many years, John. It's safe for you to run off
for a week or so, but don't move Enid. Your kid won't be born for a
month, yet, but if you subject her to the 4- or 5-G you need to get
from here to Pluto, you'll have—not only the baby, but as nasty a
mess as you've ever seen! Take it from me, fella, 4-G is worse than a
fall if you keep it up for hours. No dice!"
"O.K.," said John, unhappily. "She'll be all right?"
"Sure," said Caldwell. "Besides, all you can do now is to sit around,
bite your fingernails, and ask foolish questions. If I had my way, you'd
be away when the youngster is born, that'd save you from a lot of
useless worry."
"That isn't fair."
"I know you feel that way. Enid does too. But it is still sort of futile. You
want the right to worry; go ahead and worry. After all, there are
enough people around the Lens that know you are worrying. She'll be
all right, I tell you!"
"You'll let me know if anything turns up?"
"That's a promise, John."
So John McBride was standing on a roof garden in Hell, thinking how
appropriate it was. He was in Hell, all right. Hell was a nice place to
be, warm, pleasant, and happily balanced. But it was no place to be
when your wife is nineteen hundred million miles away. Ah, well,
another week of this and he would be racing homeward.
Home! That was funny, to consider home, a place in space where
gravity was furnished by an mechanogravitic warp, and where there
were no windows to open, and where you lived in a cube of steel
three thousand feet on a side, mostly filled with the items required for
living plus the maze of equipment required to maintain the great lens
that gave Pluto its sun.
Home! It was a far cry from his boyhood home on Venus, where the
greenery of the forest fought with the very walls. But home is where
you like it, and McBride liked it.
He wished that he were there, for he felt that Enid needed him.
Then with that perversity of nature that people call fate, a bellhop
approached him and handed him a spacegram. McBride tipped the
boy and opened the envelope easily. He'd been getting 'grams by
round numbers for several years, and this was no novelty. He was not
aware of its importance until he opened the folded page and read:
JOHN MC BRIDE
SATAN'S HOTEL
HELL, PLUTO
 HIT SKY FOR HOME. ENID IN NO GREAT DANGER
FROM FALL, BUT HER RECOVERY WILL BE ASSISTED
BY YOUR PRESENCE.
CALDWELL.
McBride read the words twice, and then looked around himself, wildly.
Hit Sky was easy to say—but at 6-G it would take just over one
hundred hours to make the passage. Four days minimum!
McBride raced to the elevator, chewed his fingernails while the car
rode him down the hundred and seven floors with that snail's pace
caused by many stops. He shot out of the elevator door, caromed off
the opposite wall into an ash tray which he upset and sent a small
cascade of sand across the floor. McBride coasted to a stop before
the hotel manager's desk and tossed the 'gram in front of him. The
manager read and looked up in sympathy.
McBride said: "Get me a reservation on the next sunward-bound ship.
Emergency stop; they'll make the stopoff with an emergency."
"Right." The manager spoke into the phone and then said: "And you'll
be checking out?"
"Yes. Have one of the boys collect my stuff and ship it out to Station
1."
"O.K., McBride, we'll see that your stuff is taken care of. Ben!" he
called out through the door, "hurry up on that reservation, and see
that a car is ready to take Mr. McBride to Hellsport."
"T'won't be necessary," said Ben with a glum face. "The Uranium
Lady just took off fifteen minutes ago, and there isn't another ship
scheduled out of Hellsport for five days."
"Five days!" groaned McBride. "Anything flyable on this planet?"
"Nothing that would take a run to the Lens," said Ben.
"Sure?"
"Almost positive. However, I'll put a request on the radio that may
smoke out an unknown."
"I'll buy the thing if they won't let me go any other way," said McBride.
"We understand," said the hotel manager.
McBride stamped up and down the hotel lobby for an hour. His
luggage came down, all collected and prepared. He called Caldwell,
and spoke to him for an hour, but Dr. Caldwell's protestations didn't
help McBride. Enid had fallen from a chair while cleaning out a shelf,
and was resting easily, no complications. Yes, there was some pain,
enough to make Enid want her husband near. No danger, no, but it
would be best if he were there.
But McBride was still one hundred hours and nineteen hundred
million miles away.
John McBride didn't see the messenger boy bringing the message
until he almost bumped into him. "Mr. McBride, here's your answer,"
said the lad, and he saw McBride rip the envelope open with a quick
gesture to read the following:
MC BRIDE:
EXPERIMENTAL SPACESHIP HAYWIRE QUEEN AT
YOUR COMMAND IF YOU CAN REPAIR ALPHATRON.
MEET ME AT HELLSPORT.
STEVE HAMMOND (SKYWAYS)
McBride said to the messenger: "It's grabbing at straws, but get me a
cab and I'll take a whirl at it."
"Think you can do it?" asked the lad.
"Don't know. I'm desperate. After all, it's a wild chance because if
Steve Hammond and his gang haven't been able to repair it, how can
I expect to?"
"Give it a whirl anyway, sir," said the lad.
"That I'll do," said McBride. "And now that cab!"
The Haywire Queen stood above McBride as he met Steve
Hammond. "What's your trouble, John?" asked Hammond.
McBride explained. Then he asked: "What's yours?"
Hammond smiled wryly. "That's a long, sad tale. We've been trying to
increase the efficiency of the drive, you know. We've been hunting up
and down the electrogravitic spectrum for a more efficient operating
point. We found what we knew already; that we were using the most
efficient part of the E-grav range. We went all the way from down low,
where the stuff is just beginning to make itself detectable to up high
where the equipment is slightly fragile and extremely experimental in
construction. Then we took a run at the mec-grav, with absolutely no
success other than to ruin a whole bank of relays; the
mechanogravitic warp extended farther than we anticipated when we
hit the mechanogravitic resonance of the drive bar, and hell sort of
flew all over in great hunks. One of the interesting items was the
closing of the E-grav field controls, and the resulting power drain
over-loaded the alphatron. We limped in using a jury-rigged line from
the lifeship's alphatron and made a something-slightly-less than a
crash landing here on Pluto.
"So now we're either stuck here until we get the new alphatron we
ordered, or you can give us a few hints on household repairs."
"What's your lifeship's output?" asked McBride, following Hammond
into the spacelock.
"About eleven hundred alphons."
"You'll need about fourteen hundred to take off from Pluto," said John.
"How's the big one?"
"Deader than the proverbial dodo, whatever that was."
"Dodo?" laughed McBride. "That was a mythical critter that went
around dead, I think. It was so dead, even when alive, that when it
really died, it was really dead."
"You'd better stick to alphatrons," laughed Hammond.
"Speaking of the equipment, have you tried to get a replacement on
Pluto?"
"Nothing didding. About our only chance is to haywire something
together. But remember, we still have to make a landing, somewhere,
and that means a safety factor is somewhat to be desired."
"Not at all. If we can take off safely, we're in!"
"Explain. As I was taught in school, anyone can fly a spaceship, but it
takes a pilot to land one."
"Sure, but remember you'll be stopping off at the Lens. We've got
replacements there that will enable you to make space repairs and go
on from there in safety."
"Didn't think of that. Well, here's the mess!"
McBride needed no close inspection to see that the alphatron was
definitely defunct. A foul smell, faint, ephemerally pungent,
permeated the room. It was the smell of burned synthetic coil dope
and field-winding varnish which has been described as smelling
something like a frying toupee.
"Not only dead," was his cryptic remark, "but dead and sutteed!"
"Fricasseed," corrected Hammond. "Anything we can do?"
"Is the winding intact?"
"We thought of that, too. Nope. Electrical inspection indicates that the
winding is melted together in several places. You couldn't unwind the
coil, let alone rewind it with fresh insulation. We've got a couple of
gallons of insulation handy, if you get a good idea."
"Not yet. But look, Hammond, have you tried the magnetogravitic
spectrum yet?"
"No. That was our next program."
"I'd have tried that first," mused McBride. "Knowing that the drive
depends upon the action of a cupralum bar under high magnetic
density plus an electrogravitic warp, I should think that the close
relationship between the magnetic and electronic phenomena would
lead you to try the mag-grav first."
"I didn't want to start at the top," said Hammond dryly. "In spite of the
fact that Dr. Ellson claimed to have discovered a region in the mag-
grav spectrum that produced a faint success."
"Well, what I'm thinking is that we can rip up the E-grav generator and
use the field coil for the alphatron. It'll carry electrons as well as it
carries alphons, you know."
"Better," said Hammond. "But what do we use for an E-grav?"
"First we'll hunt up through the spectrum of the magnetogravitic
spectrum. If that doesn't work, we can add the warp produced by your
mech-grav, run from the lifeship's little alphatron. Right?"
"It's an idea. Seems to me that I've heard somewhere that the
combined warps of magneto- and mechanogravitic produces some
vectors in the electrogravitic spectrum."
"Mind if I brag?" asked McBride. "That was in a paper I scribbled for
the Interplanetary Gravitic Engineers. Purely a matter of making a few
dimes, at the time there was nothing practical about it, since we had
E-grav generators before we discovered the mechano- and
magnetogravitics."
"We?" grinned Hammond. "You were still three generations in the
future at the time, grandpa. But it's worth a try."
"Never thought that my effort was going to be worth a hoot," smiled
John McBride. "Let's give it a whirl."
"O.K. I'll call the gang." Steve Hammond stepped to the
communicator and spoke. "Jimmy, Pete, Larry! Come a-running and
bring your cutting pliers!"

From what was obviously three different parts of the ship, three
voices answered.
Pete arrived first. "Meet John McBride of the Plutonian Lens,"
introduced Hammond. "This is Pete, whose whole name is Peter
Thurman, and who is the guy who knows all about drive equipment."
Pete grinned. "You see us hitting sky at two hundred feet per," he
said, shaking McBride's hand.
Jimmy arrived, with Larry not far behind. "These are James Wilson
and Lawrence Timkins, respectively. Jimmy is the alphatron expert,
and Larry knows all there is to know about electrical circuits and
wiring."
"He's ribbing me about those relays," laughed Larry, while Jimmy was
saying: "Y'smell that smell? That was my pride and joy."
"Tell me," asked McBride, "what does he do?"
"Who, Steve? Oh he's just the bird that wanted the things done that
resulted in this mess. He's primarily responsible."
"Hm-m-m. That puts the fix on the whole thing," said McBride. "Well,
fellow, you've heard about Enid. I've got to get home. If we can fake
up something so that the Haywire Queen will cut loose with a couple
of hundred feet per for long enough to get me to Station 1, I'll see that
your ruined equipment is replaced so that you can make a safe
landing. Say! How come you do not carry a spare alphatron?"
"Why doesn't man come with two hearts?" asked Jimmy. "That's
because they're usually dependable. No one ever tried to run two
brains off of one heart—that's why one heart stands up pretty well. I
can imagine the trouble that would result if two involuntary control
centers were running the same heart—it would be something like
what happened when the mech-grav made the E-grav cut in—
something would blow a fuse."
They laughed, and then Hammond explained about the program.
"Right away quick we'll try the mech-grav along with the mag-grav.
That sounds like our best bet for something that works. Also breach
the lifeship and sabotage the little alphatron for the mech-grav. Might
as well have it down here where it's needed." In an aside to McBride,
he added: "Is this like your place? No fuses, no safety devices, no
spare equipment because some screwball is always filching
something off of a bit of standard equipment to make an experimental
set-up?"
"Anything but the running and operating gear of the Lens stations,"
said McBride, "is subject to change without notice. I've even seen a
spare mech-grav generator used to counterbalance Jim Lear's teeter-
totter. Jim's dad is on Station 3 and there isn't any kid of that size and
age on Three. Did a good job, too, since Bob Lear fixed the mech-
grav density control with a switch that urged the far end of the plank
so that Jim was lifted and dropped at the right speed."
"Sort of expensive counterbalance, wasn't it?"
"I suppose so, but Bob said it was better than having to crank his son
up and down by hand. Besides, we have lots of power out at the
Lens." McBride paused. "Say. Do you run the Haywire Queen with
this crew? Who's pilot?"
"Hannigan. But he got hurt when the works blew up. He ran us in all
right, though any of us can take a trick at landing. But he's taking a
rest cure to soothe his nerves; they got a scrambling from too much
electricity."
"Too bad."
"Not so bad. Just made him jittery. He'll be all right in a week. But we
won't have to run home without a pilot. I've got one coming out in a
couple of hours. Drake. Ever heard of a pilot named Drake?"
"Seems to me that the name is familiar," said McBride slowly. "But not
too clear, I'll know him when I see him."
"I won't. Conducted the hiring by mail, and then gave him a call when
the need came—your need, I mean. They told me that Drake was out
of the building, but that he'd be at Hellsport as soon as they could find
him. Has a pretty good record, too, save for one thing—"
"Steve," said one of the men, "can you give us a lift? The Beetle's
alphatron is somewhat heavier than we can handle around this
corner."
"Sure. And the next time we're at Terra, have 'em fix the hoist rail,
huh?"
Wires, bunched cables, and scraps were a tangled mess on the floor.
Tools were strewn about in profusion. A box of nuts and bolts had
overturned and cascaded the small parts across the floor below the
workbench. But the work was progressing in fine shape in spite of the
seeming confusion and messiness. To someone who knew these
men, it was obvious that they knew their business and how to use
their tools even though the place was ankle deep in junk. To someone
who knew them not, the place looked like a junk shop.
"Is this the place where the finest brains in space work out the
intricate problems?" asked a cool contralto with a cynical tone.
McBride, who had just finished welding a small angle bracket on the
bottom of the mech-grav generator, looked up, blinked, did a double
take, and then stood up. The torch burned the air in his limp fingers,
wasting the canned gas.
"You! Drake! Sandra Drake!"
"Is there another?" asked the saucy voice.
"I thought that Sandy was a nickname," snapped Hammond.
"It's Sandra," said she, "and it looks to me that your friend McBride is
always up to his ears in junk!"
John extinguished the torch and advanced upon the picturesque red-
head. "Have you still got your license?" he asked. "After that stunt
you pulled—"
"Your political pals took away my private license, but I'm still
registered as a pilot. This, I've been told, is an emergency, and,
therefore, I am compelled to run your junk-heap for you. I'm willing for
no other reason than the fact that my assistance to you in your so-
called time of need will be instrumental in getting my private license
back. Are you ready to go—and where?"
"We're about ready to try," said Steve.
"Try?" scorned Sandra. The perfect features twisted in a sneer.
"Aren't the best brains working today?"
"Look, Pilot Drake, this is an experimental crate from way back,"
snapped Hammond. "You're likely to find yourself drinking coffee out
of a relay-shield. We blew out the only alphatron this side of Jupiter
by mishap, and John and we have been trying to gain the same effect
by trusting to an experiment made several years ago but abandoned."
"I think I'll have none of it," snorted Drake. "I'd like to see a little more
of the solar system before I die. You can get some other fool to run
your patched-up ash can."
"Drake," said Steve Hammond, "if you do not run this crate for us—or
at least try as hard as we are trying—I'll personally see that you are
mentioned whenever skunks, lizards, and butyl mercaptan are talked
about. This is an emergency."
"Mind telling me just what type of life-and-death run you're going for?"
asked Sandra, loftily.
"Enid McBride is hurt and needs him," said Hammond, pointing at
John. "There's a small matter involved—a small matter of a baby's
life, possibly. If John can get there in time, his presence will give Enid
the amount of lift she needs. Get me?"
"Baby?" sneered Sandra. "What woman in her right mind would have
—"
"Your mother," snapped Hammond, "and she made a mistake. Now
will you rectify her error and do something of value for once in your ill-
used twenty-four years?"
"I've no choice," said Drake. "I'll do it. But—"
"No buts. You're under suspension right now, and how you handle the
Haywire Queen marks your card. Take it—or take it!"
"Where's the pilot room?" asked Sandra in a cool tone.
"Below—where it usually is in a ship of this type. Your orders will be
coming soon enough, I hope."
"And our destination will probably be Station 1?"
"Right. Will you need navigational details?"
"I can work them out."
Drake left, and the men put the finishing touches on the double-warp
set-up. Hammond turned the equipment on, running them at test
power while Jimmy and McBride adjusted the generators for
maximum output.
Pete inspected the myriad of little glowing lights on the informer panel
and said that the ship was working properly from dome to foot.
"Grab a rolling chair," said Hammond to McBride. Then he snapped
the communicator and said: "Drake. Up at twenty feet per."
"Up at twenty feet per second per second acceleration," responded
Sandra in that flat, personless voice.
"We hope," said Steve with a short laugh.

An alarm gong sounded through the open communicator, and directly

afterward, the men in the power room could hear the relays closing.
In the room above them, an oil switch closed with a crashing sound,
its racket hardly muffled by the steel-grating floor. A rheostat whirred
as it followed the impulses sent from the control board in the pilot's
room; it whisked over a dozen contacts and came to rest. Four big
pilot lights winked into brilliance above the informer panel, indicating
that the ship was, 1.: Air-tight; 2.: Properly air-conditioned; 3.:
Possessed of sufficient power for flight; and 4.: Ready to lift. Behind a
two-foot dial, a diffused light glowed, illuminating the face which
would indicate the acceleration in feet per second. A small dynamotor
whined up the scale and into the region of inaudibility, and a series of
safe lights went on; lights that would be on all the time regardless of
what happened to the rest of the operating equipment. The meters of
the alphatron moved slightly, and then leaped toward the top peg,
stopping before they hit as the meter-sensitivity was cut accordingly.
The mag-grav generator meters followed suit, and then the mech-
grav meters went through the same dance. Then, far above them in
the larger part of the ship, a remotely controlled tap on a bank of
high-powered resistors made two steps forward, and an oil switch
that connected the drive's electronic requirements to the closed-
system turbine went home. Energy charged the gravitic equipment
with operating power—
And the Haywire Queen lifted upward!
The accelerometer moved quickly up the scale toward twenty.
"We made it!" yelled Jimmy Wilson.