Intermediate Algebra 7th Edition Martin

Gay Solutions Manual

Go to download the full and correct content document:
https://testbankfan.com/product/intermediate-algebra-7th-edition-martin-gay-solutions
-manual/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Intermediate Algebra 7th Edition Martin Gay Test Bank

https://testbankfan.com/product/intermediate-algebra-7th-edition-
martin-gay-test-bank/

Beginning Algebra 7th Edition Martin Gay Solutions

Manual

https://testbankfan.com/product/beginning-algebra-7th-edition-
martin-gay-solutions-manual/

Beginning and Intermediate Algebra 5th Edition Elayn

Martin-Gay Solutions Manual

https://testbankfan.com/product/beginning-and-intermediate-
algebra-5th-edition-elayn-martin-gay-solutions-manual/

Beginning Algebra 7th Edition Martin Gay Test Bank

https://testbankfan.com/product/beginning-algebra-7th-edition-
martin-gay-test-bank/
Beginning and Intermediate Algebra 6th Edition Martin
Gay Test Bank

https://testbankfan.com/product/beginning-and-intermediate-
algebra-6th-edition-martin-gay-test-bank/

Beginning and Intermediate Algebra 5th Edition Elayn

Martin-Gay Test Bank

https://testbankfan.com/product/beginning-and-intermediate-
algebra-5th-edition-elayn-martin-gay-test-bank/

Algebra A Combined Approach 5th Edition Martin Gay

Solutions Manual

https://testbankfan.com/product/algebra-a-combined-approach-5th-
edition-martin-gay-solutions-manual/

Prealgebra 7th Edition Elayn Martin-Gay Solutions

Manual

https://testbankfan.com/product/prealgebra-7th-edition-elayn-
martin-gay-solutions-manual/

Prealgebra and Introductory Algebra 4th Edition Elayn

Martin-Gay Solutions Manual

https://testbankfan.com/product/prealgebra-and-introductory-
algebra-4th-edition-elayn-martin-gay-solutions-manual/
 Chapter 7
Section 7.1 Practice Exercises b. 5
−1 = −1 because (−1)5 = −1.

1. a. 49 = 7 because 7 2 = 49 and 7 is not

c. − 81 = −9 because –9 is the opposite of
negative.
81.
0
b. = 0 = 0 because 02 = 0 and 0 is not d. 4
−625 is not a real number. There is no
1
negative. real number that, when raised to the fourth
power, is –625.
2
16 4 ⎛4⎞ 16 4
c. = because ⎜ ⎟ = and is not e.
3
27 x9 = 3 x3 because (3 x3 )3 = 27 x9 .
81 9 ⎝9⎠ 81 9
negative.
5. a. (−4)2 = −4 = 4
2
d. 0.64 = 0.8 because (0.8) = 0.64 .
b. x14 = x7
8 4 4 2 8
e. z = z because ( z ) = z .

4 2 2 2 4
c. 4 ( x + 7) 4 = x + 7
f. 16b = 4b because (4b ) = 16b .

d. 3
(−7)3 = −7
g. − 36 = −6. The negative in front of the
radical indicates the negative square root of
36. e. 5
(3x − 5)5 = 3x − 5

h. −36 is not a real number.

f. 49 x 2 = 7 x
2. 45 ≈ 6.708
Since 36 < 45 < 49, then 36 < 45 < 49 , or g. x 2 + 16 x + 64 = ( x + 8)2 = x + 8
6 < 45 < 7. The approximation is between 6
and 7 and thus is reasonable. 6. f ( x) = x + 5, g ( x) = 3 x − 3

3. a. 3
−1 = −1 because (−1)3 = −1. a. f (11) = 11 + 5 = 16 = 4

b. 3
27 = 3 because 33 = 27 . b. f (−1) = −1 + 5 = 4 = 2
3
27 3 ⎛3⎞ 27 c. g (11) = 3 11 − 3 = 3 8 = 2
c. 3 = because ⎜ ⎟ = .
64 4 ⎝ ⎠
4 64
d. g (−6) = 3 −6 − 3 = 3 −9
3 12 4 4 3 12
d. x = x because ( x ) = x .
7. h( x) = x + 2
3 3 3 3
e. −8 x = −2 x because (−2 x) = −8 x . Find the domain.
x+2≥0
x ≥ −2
4. a. 4 10, 000 = 10 because 104 = 10, 000 and 10
The domain of h(x) is { x | x ≥ −2} .
is positive.

338 Copyright © 2017 Pearson Education, Inc.

ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

x h( x ) = x + 2 2. If a is the positive square root of a, a ≠ 0,

then − a is the negative square root of a.
−2 0
−1 1 3. The square root of a negative number is not a
real number.
1 1 + 2 = 3 ≈ 1.7
4. Numbers such as 1, 4, 9, and 25 are called
2 2 perfect squares, whereas numbers such as 1, 8,
27, and 125 are called perfect cubes.
7 3
5. The domain of the function f ( x) = x is [0, ∞).
y
5
(7, 3)
(2, 2) 6. The domain of the function f ( x) = 3 x is
(–1, 1) (−∞, ∞ ).
(–2, 0) (1, √3)
8 x
7. If f(16) = 4, the corresponding ordered pair is
(16, 4).

8. If g(−8) = −2, the corresponding ordered pair is

3 (−8, −2).
8. f ( x) = x − 4
The domain is the set of all real numbers. 9. Divide the index into each exponent in the
radicand.
x f ( x) = 3 x − 4
10. Find the nearest perfect squares both less than
0 −4 and greater than the radicand. The square root of
the radicand falls between the square roots of
1 −3 these two perfect squares.
−1 −5 11. The square root of a negative number is not a
3 real number, but the cube root of a negative
6 6 − 4 ≈ 1.8 − 4 = −2.2 number is a real number.
3
−6 −6 − 4 ≈ −1.8 − 4 = −5.8 12. The even root of a negative number is not a real
number.
8 −2
−8 −6 13. For odd roots, there’s only one root/answer
whether the radicand is positive or negative, so
y
absolute value bars aren’t needed.
10
14. Since the variable x is the radicand of a square
3
root and the square root of a negative number is
(6, √6 – 4) not a real number, then we know that x cannot be
negative.
(1, –3) 10 x
(0, –4)
(8, –2)
(–8, –6) (–1, –5) Exercise Set 7.1
3
(–6, √–6 – 4)
2. 400 = 20 because 202 = 400.
Vocabulary, Readiness & Video Check 7.1 2
9 3 ⎛ 3⎞ 9
4. = because ⎜ ⎟ = .
1. In the expression n a , the n is called the index, 25 5 ⎝5⎠ 25
the is called the radical sign, and a is called
the radicand.
Copyright © 2017 Pearson Education, Inc. 339
Chapter 7: Rational Exponents, Radicals, and Complex Numbers ISM: Intermediate Algebra

6. 0.04 = 0.2 because (0.2)2 = 0.04. 40.

4
81x 4 = 3 x because (3 x)4 = 81x 4 .

8. − 9 = −3 because 32 = 9. 42. 256 x8 = 16 x 4 because (16 x 4 ) 2 = 256 x8 .

10. x16 = x8 because (x8 )2 = x16 .

44. (−7)2 = −7 = 7

12. 64 y 20 = 8 y10 because (8 y10 )2 = 64 y 20 .

46. 5 (−7)5 = −7
14. 11 ≈ 3.317 4
Since 9 < 11 < 16, then 9 < 11 < 16, or 48. 16 x 4 = 2 x = 2 x

3 < 11 < 4. The approximation is between 3 5 5

and 4 and thus is reasonable. 50. x =x

16. 56 ≈ 7.483 52. ( y − 6)2 = y − 6

Since 49 < 56 < 64, then 49 < 56 < 64; or
7 < 56 < 8. The approximation is between 7 54. x 2 − 8 x + 16 = ( x − 4)2 = x − 4
and 8 and thus is reasonable.
56. − 3 125 = −5
18. 300 ≈ 17.321
Since 289 < 300 < 324, then
289 < 300 < 324, or 17 < 300 < 18. The 58. 16 x8 = 4 x 4
approximation is between 17 and 18 and thus is
reasonable. 60. 3 y12 = y 4

20. 3 27 = 3 because 33 = 27.

62. 9 x 4 y 6 = 3x 2 y3
3
27 3 ⎛3⎞ 27
22. 3 = because ⎜ ⎟ = . 64.
3
−8a 21b6 = −2a 7 b 2
64 4 ⎝4⎠ 64

24. 3 −125 = −5 because (−5)3 = −125. 66. 4 x8 y12 = x 2 y 3

5
26.
3 15
x = x5 because ( x5 )3 = x15 . 68. −243x5 z15 = −3xz 3

4 2
28.
3
−64 x6 = −4 x 2 because (−4 x 2 )3 = −64 x6 . 70. =
81 9

30. 5 −243 = −3 because (−3)5 = −243.

y10 y5
72. =
32. −16 is not a real number. There is no real 9 x6 3x3
number that, when squared, is –16.
64a3 4a
74. − 3 =−
34. 5 −1 = −1 because (−1)5 = −1 . b 9
b3

4 20
36. x = x5 because ( x5 )4 = x 20 . y4 y
76. 4 =
4 3 x
81x
5
38. −32 x15 = −2 x3 because (−2 x3 )5 = −32 x15 .

340 Copyright © 2017 Pearson Education, Inc.

ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

78. g ( x) = 3 x − 8 x f ( x) = x + 1
g (0) = 3 0 − 8 = 3 −8 = −2
–1 −1 + 1 = 0 = 0
80. f ( x) = 2 x + 3
0 0 +1 = 1 = 1
f (−1) = 2(−1) + 3 = 1 = 1
3 3 +1 = 4 = 2
82. f ( x) = 2 x + 3
f (3) = 2(3) + 3 = 9 = 3 8 8 +1 = 9 = 3
y
5
3
84. g ( x) = x − 8
g (1) = 3 1 − 8 = 3 −7

86. f ( x) = x − 2 8 x

x≥0
Domain: [0, ∞)

x f ( x) = x − 2 90. f ( x) = 3 x − 2
Domain: (−∞, ∞)
0 0 − 2 = −2

1 1 − 2 = −1 x f ( x) = 3 x − 2

3 3 − 2 ≈ −0.3 −4
3
−4 − 2 ≈ −3.6

4 4 −2 = 0 −1
3
−1 − 2 = −3
3
y 0 0 − 2 = −2
5
3
1 1 − 2 = −1
3
4 4 − 2 ≈ −0.4
5 x
y
5

88. f ( x) = x + 1
x +1 ≥ 0 5 x
x ≥ −1
Domain: [−1, ∞)

Copyright © 2017 Pearson Education, Inc. 341

Chapter 7: Rational Exponents, Radicals, and Complex Numbers ISM: Intermediate Algebra

92. g ( x) = 3 x + 1 108. 900 < 1000 < 1600 so 900 < 1000 < 1600,
Domain: (−∞, ∞) or 30 < 1000 < 40. Thus 1000 is between 30
and 40. Therefore, the answer is b.
x g ( x) = 3 x + 1
110. 20 ≈ 4 and 8 ≈ 3 so the length is
3
−1 + 1 = 3 0 = 0 20 + 8 ≈ 4 + 3 = 7. Therefore, the answer is c.
–1
3
0 +1 = 3 1 = 1 112. answers may vary
0
3
−2 + 1 = 3 −1 = −1 hw 74 ⋅ 225
–2 114. B= =
3131 3131
3
7 7 +1 = 3 8 = 2 16, 650
=
3 3131
–9 −9 + 1 = 3 −8 = −2 ≈ 2.31 sq meters
y
5
2Gm 2(6.67 ×10−11 )(7.35 ×1022 )
116. v = =
r 1.74 ×106
2(4.90245 × 1012 )
10 x =
1.74 × 106
9.8049 × 1012
=
1.74 × 106
6 7 3 3 6⋅3 7⋅3 18 21
94. (4 y z ) = 4 y z = 64 y z = 5.635 ×106
≈ 2374
96. (−14a5bc 2 )(2abc 4 ) = −14(2)a5+1b1+1c 2+ 4 The escape velocity is 2374 meters per second.
= −28a 6b 2 c6
118. answers may vary
−1 2 3 −3 6
(2a b ) 8a b f ( x) = x − 2
98. = 120.
2 −2 −2 −4 −2
(8a b) 8 a b 10
82 ⋅ 8ab8
= –10 10
1
= 64(8)ab8
–10
= 512ab8
Domain: [0, ∞)
100. 3 −17 is a real number.
122. f ( x) = 3 x − 2
10
102. 15 −17 is a real number.

–10 10
104. The radicals that simplify to 3 are 9 and 3 27,
choices a and c.
–10
106. The radical that does not simplify to a whole Domain: (−∞, ∞)
number is 8, choice c.

342 Copyright © 2017 Pearson Education, Inc.

ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

Section 7.2 Practice Exercises

(3x1/4 y −2/3 )
4
34 ( x1/4 )4 ( y −2/3 )4
1/2 e. =
1. a. 36 = 36 = 6 x4 y x4 y
81xy −8/3
b. 10001/3 = 3 1000 = 10 =
x4 y
c. x1/ 3 = 3 x = 81x1−4 y −8/3−3/3
= 81x −3 y −11/3
1/4 4
d. 1 = 1 =1 81
=
3 11/3
x y
e. −641/2 = − 64 = −8
5. a. x3/5 ( x1/3 − x 2 ) = x3/5 x1/3 − x3/5 x 2
9 1/3 3 9 3
f. (125 x ) = 125 x = 5 x = x (3/5+1/3) − x(3/5+ 2)
1/ 4 4
= x (9/15+5/15) − x(3/5+10/5)
g. 3x =3 x
= x14/15 − x13/5

( 16 )
3
2. a. 163/2 = = 43 = 64 b. ( x1/2 + 6)( x1/2 − 2)
= x 2/2 − 2 x1/2 + 6 x1/2 − 12
( 5 1)
3
b. −13/5 = − = −(1)3 = −1 = x + 4 x1/2 − 12

6. 2 x −1/5 − 7 x 4/5 = ( x −1/5 )(2) − ( x −1/5 )(7 x5/5 )

( )
3
c. −(81)3/4 = − 4
81 = −(3)3 = −27
= x −1/5 (2 − 7 x)

3 9 3
⎛ 1 ⎞
3/2
⎛ 1 ⎞ ⎛1⎞
3
1 7. a. x = x3/9 = x1/3 = 3 x
d. ⎜ ⎟ =⎜ ⎟ =⎜ ⎟ =
⎝ 25 ⎠ ⎜ 25 ⎟ ⎝5⎠ 125
⎝ ⎠
b. 4 36 = 361/4 = (62 )1/4 = 62/4 = 61/2 = 6

e. (3 x + 2)5/9 = 9 (3 x + 2)5 8
c. a 4b 2 = (a 4b 2 )1/8
1 1 1 1 = a 4/8b2/8
3. a. 9−3/2 = = = =
93/2
( 9) = a 2/4 b1/4
3
33 27
= (a 2b)1/4
4
1 1 1 1 = a 2b
b. (−64)−2/3 = = = =
(−64)2/3
( 3 −64 )
2
(−4)2 16
8. a. 3
x ⋅ 4 x = x1/3 ⋅ x1/4
= x1/3+1/4
2/3 8/3 (2/3+8/3) 10/3
4. a. y ⋅y =y =y
= x 4/12+3/12
= x 7/12
b. x3/5 ⋅ x1/4 = x3/5+1/4 = x12/20 +5/20 = x17/20
12 7
= x
92/7 1
c. = 92/7 −9/7 = 9−7/7 = 9 −1 =
99/7 9

d. b4/9 ⋅ b −2/9 = b4/9+ ( −2/9) = b 2/9

Copyright © 2017 Pearson Education, Inc. 343

Chapter 7: Rational Exponents, Radicals, and Complex Numbers ISM: Intermediate Algebra

3 y y1/3 Exercise Set 7.2

b. =
5 y y1/5
2. 641/3 = 3 64 = 4
1/3−1/5
=y
= y 5/15−3/15 4. 81/3 = 3 8 = 2
= y 2/15
1/2
= 15 y 2 ⎛ 1 ⎞ 1 1
6. ⎜ ⎟ = =
⎝ 64 ⎠ 64 8
c. 3
5 ⋅ 3 = 51/3 ⋅ 31/2
8. 811/4 = 4 81 = 3
= 52/6 ⋅ 33/6
= (52 ⋅ 33 )1/6 10. (2m)1/3 = 3 2m
6
= 52 ⋅ 33
= 6 675 12. (16 x8 )1/2 = 16 x8 = 4 x 4

Vocabulary, Readiness & Video Check 7.2 14. −641/2 = − 64 = −8

1. It is true that 9−1/2 is a positive number.

16. (−32)1/5 = 5 −32 = −2

2. It is false that 9−1/2 is a whole number.

( 4)
5
18. 45/2 = = 25 = 32
1
3. It is true that = a m / n (where a m / n is a
−m/ n
( )
a 4
20. (−8)4/3 = 3 −8 = (−2)4 = 16
nonzero real number).

4. To simplify x 2/3 ⋅ x1/5 , add the exponents; a.

( )
3
22. (−9)3/2 = −9 is not a real number.

5. To simplify ( x 2/3 )1/5 , multiply the exponents; c.

5
24. 2 x3/5 = 2 x3
x 2/3
( )
6. To simplify , subtract the exponents; b. 3
x1/5 26. ( x − 4)3/4 = 4 ( x − 4)3 or 4 x − 4

7. − 5 3x 3
⎛ 49 ⎞
3/2
⎛ 49 ⎞ ⎛7⎞
3
343
28. ⎜ ⎟ =⎜ ⎟ =⎜ ⎟ =
⎝ 25 ⎠ ⎜ 25 ⎟ ⎝5⎠ 125
8. The numerator is the power; the denominator is ⎝ ⎠
the index.
1 1 1 1
9. A negative fractional exponent will move a base 30. 64−2/3 = = = =
( 64 )
2/3 2 2 16
from the numerator to the denominator with the 64 3 4
fractional exponent becoming positive.

10. If applying the product rule of exponents, you

add the exponents. If applying the quotient rule
of exponents, you subtract the exponents. If
applying the power rule of exponents, you
multiply the exponents.

11. Write the radical using an equivalent fractional

exponent form, simplify the fraction, then write
as a radical again.

344 Copyright © 2017 Pearson Education, Inc.

ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

1 1 2
32. (−8)−4/3 =
1 a1/4 a −1/2 − −
(−8)4/3 52. = a4 2 3
a 2/3
1 3 6 8
= − −
( 3 −8 ) =
4 a 12 12
12

= a −11/12
1
= 1
(−2) 4 =
11/12
a
1
=
16
y11/3 y11/3 11 − 5
54. = = y3 3 = y 6/3 = y 2
5 1/3 5/3
1 1 (y ) y
34. (−16)−5/4 = = is not a real
( 4 −16 )
5/4 5
(−16)
(2 x1/5 ) 4 24 x 4/5
56. =
number. x3/10 x3/10
4 3
−
−1/6 1 = 16 x 5 10
36. y =
y1/6 8
−
3
= 16 x10 10
1 = 16 x5/10
38. = n8/9
−8/9
n = 16 x1/2

2 2 y5/7 (m 2 n)1/4 m1/2 n1/4

40. = 58. =
−5/7 3
3y m −1/2 n5/8 m −1/2 n5/8
= m2
1−
( − 12 ) n 14 − 58
42. b9/5b8/5 = b9/5+8/5 = b17/5 2 − 83
= m2 n
4 ⎛ 1⎞ m
+⎜ − ⎟
−1/3 =
44. y 4/3
⋅y = y3 ⎝ 3⎠ = y 3/3 = y n3/8
1 1 3 1
+ + (a −2 b3 )1/8 a −2/8b3/8
46. 51/2 ⋅ 51/6 = 5 2 6 = 5 6 6 = 54/6 = 52/3 60. =
(a −3b) −1/4 a3/4b −1/4
x3/4
3 1
−
6 1
− =a
− 82 − 34
b8
3
( )
− − 14
5/8
48. = x4 8 = x8 8 =x
x1/8 − 82 − 68 +
3 2
=a b 8 8

−8/8 5/8
=a b
50. (321/5 x 2/3 )3 = 323/5 x 6/3
b5/8
( 5 32 ) =
3 2
= x a
= 23 x 2
62. x1/2 ( x1/2 + x3/2 ) = x1/2+1/2 + x1/2+3/2
= 8 x2
= x1 + x 2
= x + x2

64. 3x1/2 ( x + y ) = 3x1/2+1 + 3 x1/2 y

= 3x3/2 + 3 x1/2 y

Copyright © 2017 Pearson Education, Inc. 345

Chapter 7: Rational Exponents, Radicals, and Complex Numbers ISM: Intermediate Algebra

66. ( y1/2 + 5)( y1/2 + 5) = ( y1/2 ) 2 + 2( y1/2 ⋅ 5) + 52 90. 6 y ⋅ 3 y ⋅ 5 y 2 = y1/6 y1/3 y 2/5
1/2
= y + 10 y + 25 = y 5/30 y10/30 y12/30
= y 27/30
68. x5/2 − x3/2 = x3/2 ⋅ x 2/2 − x3/2 ⋅1 = x3/2 ( x − 1)
= y 9/10
70. x3/7 − 2 x 2/7 = x 2/7 ⋅ x1/7 − x 2/7 ⋅ 2 = 10 y 9
= x 2/7 ( x1/7 − 2)
5 2 2 3 4 3
b b 2/5 − −
72. x −3/4
+ 3x 1/4
=x −3/4
(1) + x −3/4
(3x 4/4
) 92. = = b 5 10 = b10 10 = b1/10 = 10 b
10 3
b b3/10
−3/4
=x (1 + 3x)

9 3 94. 3 5 ⋅ 2 = 51/3 ⋅ 21/2

74. a = a3/9 = a1/3 = 3 a
= 52/6 ⋅ 23/6
76. 4 36 = 361/4 = (62 )1/4 = 61/2 = 6 = (52 ⋅ 23 )1/6
= (200)1/6
78. 8 4 y 2 = (4 y 2 )1/8 = 6 200
= (22 )1/8 ( y 2/8 )
= 21/4 y1/4 96. 4 5 ⋅ 3 x = 51/4 ⋅ x1/3
= 53/12 ⋅ x 4/12
= (2 y )1/4
= 4 2y = (53 ⋅ x 4 )1/12
= (125 x 4 )1/12
80. 9 y 6 z 3 = ( y 6 z 3 )1/9 =
12
125 x 4
2/3 1/3
=y z
98. 3 b ⋅ 5 4a = b1/3 (4a)1/5
= ( y 2 z1 )1/3
= b1/3 41/5 a1/5
= 3 y2 z
= b5/15 43/15 a3/15
10 5 5 = (43 a3b5 )1/15
82. a b = (a5b5 )1/10
= (64a3b5 )1/15
= a5/10 b5/10
15
= a1/2b1/2 = 64a3b5
= (ab)1/2
100. 20 = 4 ⋅ 5 where 4 is a perfect square.
= ab
102. 45 = 9 ⋅ 5 where 9 is a perfect square.
8 4 4/8 1/2
84. ( y + 1) = ( y + 1) = ( y + 1) = y +1
104. 56 = 8 ⋅ 7 where 8 is a perfect cube.

86. 3 y 2 ⋅ 6 y = y 2/3 ⋅ y1/6 106. 80 = 8 ⋅ 10 where 8 is a perfect cube.

2+1
=y 3 6

4+1 108. −41/2 = −2 , B

= y6 6

= y5/6 110. 81/3 = 2 , A

= 6 y5
112. (−8)1/3 = −2 , B
1 1 5 4
4
a a1/4 − −
88. = = a4 5 = a 20 20 = a1/20 = 20 a
5 1/5
b a

346 Copyright © 2017 Pearson Education, Inc.

ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

114. B( w) = 70w3/4 36 36 6
2. a. = =
3/4
B(90) = 70(90) ≈ 2045 49 49 7
The BMR is 2045 calories.
z z z
116. 2020 is 10 years after 2010. b. = =
16 16 4
f ( x) = 236 x1/ 20
f (10) = 236(10)1/ 20 ≈ 264.8 125 3 125 5
c. 3 = =
8 3 2
The model predicts 264.8 million subscriptions 8
in 2020.
4 4
5 5 5
118. answers may vary d. 4 = =
8
81x 4
81x 8 3x 2
120. , ⋅ x1/8 = x 4/8
x 4/8 3. a. 98 = 49 ⋅ 2 = 49 ⋅ 2 = 7 2
,=
x1/8 3
b. 54 = 3 27 ⋅ 2 = 3 27 ⋅ 3 2 = 33 2
, = x 4/8−1/8
, = x3/8 c. The largest perfect square factor of 35 is 1,
so 35 cannot be simplified further.
,
122. = y 4/4
y −3/4
4
d. 243 = 4 81 ⋅ 3 = 4 81 ⋅ 4 3 = 34 3
⎛ , ⎞
y −3/4 ⎜ ⎟= y 4/4 ⋅ y −3/4 36 z 7 = 36 z 6 ⋅ z = 36 z 6 ⋅ z = 6 z 3 z
⎜ −3/4 ⎟ 4. a.
⎝ y ⎠
,= y 4/4−3/4
b. 3
32 p 4 q 7 = 3 8 ⋅ 4 ⋅ p3 ⋅ p ⋅ q 6 ⋅ q
, = y1/4
= 3 8 p3 q 6 ⋅ 4 pq
124. 201/5 ≈ 1.8206 = 3 8 p3 q 6 ⋅ 3 4 pq
= 2 pq 2 3 4 pq
5/7
126. 76 ≈ 22.0515
4 4
1 1 c. 16 x15 = 16 ⋅ x12 ⋅ x3
−1/2
128. ( LC ) = = 4 4
( LC )1/2 LC = 16 x12 ⋅ x3
4
= 2 x 3 x3
Section 7.3 Practice Exercises
80 80
1. a. 5 ⋅ 7 = 5 ⋅ 7 = 35 5. a. = = 16 = 4
5 5
b. 13 ⋅ z = 13 z
98 z
1 98 z
b. = ⋅
4 4 4 4
c. 125 ⋅ 5 = 125 ⋅ 5 = 625 = 5 3 2 3 2
1
= ⋅ 49 z
d. 3 5 y ⋅ 3 3x 2 = 3 5 y ⋅ 3x 2 = 3 15 x 2 y 3
1
= ⋅ 49 ⋅ z
3
5 t 5 t 5t 1
e. ⋅ = ⋅ = = ⋅7⋅ z
m 2 m 2 2m 3
7
= z
3

Copyright © 2017 Pearson Education, Inc. 347

Chapter 7: Rational Exponents, Radicals, and Complex Numbers ISM: Intermediate Algebra

2. The distance between two points is a distance,

53 40 x5 y 7 40 x5 y 7
c. = 5⋅ 3 measured in units.
3 5y 5y
3. The distance formula is
= 5 ⋅ 3 8 x5 y 6
d = ( x2 − x1 )2 + ( y2 − y1 ) 2 .
= 5 ⋅ 3 8 x3 y 6 ⋅ x 2
3
= 5 ⋅ 3 8 x3 y 6 ⋅ x 2 ⎛ x + x y + y2 ⎞
4. The midpoint formula is ⎜ 1 2 , 1
2 ⎟⎠
.
2 3 2
= 5 ⋅ 2 xy ⋅ x ⎝ 2
3
= 10 xy 2 x 2 5. the indexes must be the same

35 64 x9 y8 64 x9 y8 6. If you see that simplifying can be done by

d. = 3⋅ 5 separating a fraction radical into separate
5
x −1 y 2 x −1 y 2 numerator and denominator radicands or by
combining separate numerator and denominator
= 3 ⋅ 5 64 x10 y 6 radicands under one radical.
= 3 ⋅ 5 32 ⋅ x10 ⋅ y 5 ⋅ 2 ⋅ y
7. The power must be 1. Any even power is a
= 3 ⋅ 5 32 x10 y 5 ⋅ 5 2 y perfect square and will leave no factor in the
radicand; any higher odd power can have an
= 3 ⋅ 2 x2 y ⋅ 5 2 y
even power factored from it, leaving one factor
= 6 x2 y 5 2 y remaining in the radicand.

6. Let ( x1 , y1 ) = (−3, 7) and ( x2 , y2 ) = (−2, 3). 8. Be careful of signs since you’re dealing with
subtraction.
d = ( x2 − x1 )2 + ( y2 − y1 )2
9. The x-value of the midpoint is the average of the
= [−2 − (−3)]2 + (3 − 7)2 x-values of the endpoints and the y-value of the
= (1)2 + (−4)2 midpoint is the average of the y-values of the
endpoints.
= 1 + 16
= 17 ≈ 4.123 Exercise Set 7.3
The distance between the two points is exactly
17 units, or approximately 4.123 units. 2. 11 ⋅ 10 = 11 ⋅10 = 110

7. Let ( x1 , y1 ) = (5, − 2) and ( x2 , y2 ) = (8, − 6). 4. 4 27 ⋅ 4 3 = 4 27 ⋅ 3 = 4 81 = 3

⎛ x + x y + y2 ⎞
midpoint = ⎜ 1 2 , 1 6. 3 10 ⋅ 3 5 = 3 10 ⋅ 5 = 3 50
⎝ 2 2 ⎟⎠
⎛ 5 + 8 −2 + (−6) ⎞ 3 y ⋅ 5 x = 3 y ⋅ 5 x = 15 xy
=⎜ , ⎟ 8.
⎝ 2 2 ⎠
⎛ 13 −8 ⎞
=⎜ , ⎟ 6 n 6 n 6n
⎝2 2 ⎠ 10. ⋅ = ⋅ =
m 5 m 5 5m
⎛ 13 ⎞
= ⎜ , −4 ⎟
⎝2 ⎠ 4 4 4
12. ab2 ⋅ 4 27ab = ab2 ⋅ 27ab = 27a 2 b3
⎛ 13 ⎞
The midpoint of the segment is ⎜ , − 4 ⎟ .
⎝2 ⎠ 8 8 4⋅2 4⋅ 2 2 2
14. = = = =
81 81 9 9 9
Vocabulary, Readiness & Video Check 7.3

1. The midpoint of a line segment is a point exactly 5 5 5

16. = =
halfway between the two endpoints of the line 121 121 11
segment.
348 Copyright © 2017 Pearson Education, Inc.
ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

4 4 5 5
18. 4
y
=
y
=
y 50. −243z 9 = −243z 5 ⋅ z 4
81x 4 4
81x 4 3x 5
= −243z 5 ⋅ z 4
5

5
3 3 = −3 z z 4
3 3 3
20. 3 = =
64 3 4
64
52. 3 40 y10 = 3 8 y 9 ⋅ 5 y = 3 8 y 9 ⋅ 3 5 y = 2 y3 3 5 y
4 4
a3 a3 a3
22. 4 = = 54. − 20ab6 = − 4b6 ⋅ 5a
81 4 81 3
= − 4b6 ⋅ 5a
3 3
3 3
3 = −2b3 5a
24. 3 = =
8x6 3
8x6 2 x2
56. 12r 9 s12 = 4r 8 s12 ⋅ 3r
y2 z y2 z y2 z y z = 4r 8 s12 ⋅ 3r
26. = = =
36 36 6 6 = 2r 4 s 6 3r

3
y10 y10 y5 58. 8a 6 b9 = 2 a 2 b 3
28. = =
9 x6 9 x6 3x3
4
60. 4 162 x 7 y 20 = 4 81x 4 y 20 ⋅ 2 x3
3 3
64a 64a 64 ⋅ 3 a 43 a 4
= 3xy 5 2 x3
30. − 3 =− =− =−
b9 3 9
b b3 b3
45 45
62. = = 5
32. 27 = 9 ⋅ 3 = 9 ⋅ 3 = 3 3 9 9

3
34. 3 108 = 3 27 ⋅ 4 = 3 27 ⋅ 3 4 = 33 4 10 10 3
64. =3 = 5
3 2
2
36. 3 8 = 3 4 ⋅ 2 = 3 4 ⋅ 2 = 3(2) 2 = 6 2
7 4 162 162
38. 20 = 4 ⋅ 5 = 4 ⋅ 5 = 2 5 66. = 74 = 7 4 81 = 7(3) = 21
4 2
2

40. 64 y 9 = 64 y8 ⋅ y = 64 y8 ⋅ y = 8 y 4 y
a 7 b6 a 7 b6
68. = = a 4b 4 = a 2 b 2
a b 3 2 a3b 2
42. 3 64 y 9 = 4 y 3
3
5 5 128 x3
1 128 x3 13 43 2
44. 32 z12 = 32 z10 ⋅ z 2 70. =− 3 =− 64 x 2 = − x
3
5 5 −3 2 x 3 2x 3 3
= 32 z10 ⋅ z 2
5
= 2z2 z2

46. 3 y 5 = 3 y 3 ⋅ y 2 = y 3 y 2

48. 9 x5 y 7 = 9 x 4 y 6 ⋅ xy
= 9 x 4 y 6 ⋅ xy
= 3 x 2 y 3 xy

Copyright © 2017 Pearson Education, Inc. 349

Chapter 7: Rational Exponents, Radicals, and Complex Numbers ISM: Intermediate Algebra

72.
270 y 2
=
1 270 y 2 84. (− )(
5, 0 , 0, 7 )
−4 5 3 y −4
( ) ( )
5 3y 2 2
d = ⎡0 − − 5 ⎤ + 7 −0
1 ⎣ ⎦
= 90 y 6
( 5) + ( 7)
5 2 2
=
1
= 9 y 6 ⋅10
5 = 5+7
1 = 12
= (3 y 3 ) 10
5 = 2 3 ≈ 3.464 units
3 y3 3 y 3 10
= 10 or
5 5 86. (9.6, 2.5), (–1.9, –3.7)
d = (−1.9 − 9.6)2 + (−3.7 − 2.5)2
4 10 5 10 5
160 x y 160 x y
74. =4 = (−11.5)2 + (−6.2)2
4 2 2
2x y 2 x2 y 2
= 170.69 ≈ 13.065 units
= 4 80 x8 y 3
88. (3, 9), (7, 11)
4
= 16 x8 ⋅ 4 5 y3 ⎛ 3 + 7 9 + 11 ⎞ ⎛ 10 20 ⎞
⎜ , ⎟ = ⎜ , ⎟ = (5, 10)
= 2 x 2 4 5 y3 ⎝ 2 2 ⎠ ⎝ 2 2 ⎠
The midpoint of the segment is (5, 10).
5
192 x 6 y12 192 x 6 y12 90. (–3, –4), (6, –8)
76. =5
5 −1 −3 −1 −3 ⎛ −3 + 6 −4 + (−8) ⎞ ⎛ 3 −12 ⎞ ⎛ 3 ⎞
2x y
2x y ⎜ , ⎟=⎜ , ⎟ = ⎜ , − 6⎟
⎝ 2 2 ⎠ ⎝2 2 ⎠ ⎝2 ⎠
= 5 96 x 7 y15
⎛ 3 ⎞
4 The midpoint of the segment is ⎜ , − 6 ⎟ .
= 5 32 x5 y15 ⋅ 3x 2 ⎝2 ⎠
5
= 2 xy 3 3x 2
92. (–2, 5), (–1, 6)
⎛ −2 + (−1) 5 + 6 ⎞ ⎛ 3 11 ⎞
78. (2, 3), (14, 8) ⎜ , ⎟ = ⎜− , ⎟
⎝ 2 2 ⎠ ⎝ 2 2⎠
d = (14 − 2)2 + (8 − 3)2
⎛ 3 11 ⎞
= 122 + 52 The midpoint of the segment is ⎜ − , ⎟ .
⎝ 2 2⎠
= 144 + 25
= 169 ⎛ 2 7⎞ ⎛ 2 4⎞
94. ⎜ − , ⎟ , ⎜ − , − ⎟
= 13 units ⎝ 5 15 ⎠ ⎝ 5 15 ⎠

80. (3, –2), (–4, 1) ( )

5 15
,
( )
⎛−2+ −2 7 + − 4 ⎞ ⎛−4 3 ⎞
⎜ 5 15 ⎟
= ⎜ 5 , 15 ⎟
d = (−4 − 3)2 + [1 − (−2)]2 ⎜ 2 2 ⎟ ⎜ 2 2⎟
⎝ ⎠ ⎝ ⎠
= (−7) 2 + 32 ⎛ 2 1⎞
= ⎜− , ⎟
= 49 + 9 ⎝ 5 10 ⎠
= 58 ≈ 7.616 units ⎛ 2 1⎞
The midpoint of the segment is ⎜ − , ⎟ .
⎝ 5 10 ⎠
82. (–5, –2), (–6, –6)
d = [−6 − (−5)]2 + [−6 − (−2)]2
= (−1)2 + (−4) 2
= 1 + 16
= 17 ≈ 4.123 units

350 Copyright © 2017 Pearson Education, Inc.

ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

96. ( )(
8, − 12 , 3 2, 7 3 ) 120.
3 9 21 3
a b c = a3b7 c
⎛ 8 + 3 2 − 12 + 7 3 ⎞
⎜⎜ , ⎟⎟ 122.
5 49
x
5 5 5 5
= x 45 ⋅ x 4 = x 45 ⋅ x 4 = x9 x 4
⎝ 2 2 ⎠
⎛ 2 2 + 3 2 −2 3 + 7 3 ⎞
= ⎜⎜ , ⎟⎟ 124. 4 p11q 4 r 45 = 4 p8 ⋅ p3 ⋅ q 4 ⋅ r 44 ⋅ r
⎝ 2 2 ⎠
= 4 p8 q 4 r 44 ⋅ p3 r
⎛5 2 5 3⎞
= ⎜⎜ , ⎟ = p 2 qr11 4 p3 r
⎝ 2 2 ⎟⎠
⎛5 2 5 3⎞
The midpoint of the segment is ⎜ , ⎟. 3V
⎜ 2 2 ⎟⎠ 126. a. r=3
⎝ 4π
3(4200) 3 3150
98. (–4.6, 2.1), (–6.7, 1.9) r=3 = ≈ 10.0
⎛ −4.6 + (−6.7) 2.1 + 1.9 ⎞ ⎛ −11.3 4 ⎞ 4π π
⎜ , ⎟=⎜ , ⎟ The radius should be 10 feet.
⎝ 2 2 ⎠ ⎝ 2 2⎠
= (−5.65, 2) d 6m
The midpoint of the segment is (–5.65, 2). b. r= = =3m
2 2
Area of one great circle:
100. (6 x)(8 x) = (6)(8) x ⋅ x = 48 x 2
A = πr 2 = π(3)2 = 9π
The area of the three great circles is
102. (2 x + 3) + ( x − 5) = 2 x + 3 + x − 5
3(9π) = 27π ≈ 84.8 square meters.
= (2 x + x) + (3 − 5)
= 3 x + (−2) c. answers may vary
= 3x − 2
128. A = πr r 2 + h2
104. (9 y 2 )(−8 y 2 ) = 9(−8) y 2 ⋅ y 2 = −72 y 4
= π(25, 200) (25, 200)2 + (4190)2
106. −3 + x + 5 = x + (−3 + 5) = x + 2 = 25, 200π 652,596,100
≈ 2, 022, 426, 050
108. (2 x + 1)2 = (2 x)2 + 2(2 x )(1) + 12 The area was approximately
2,022,426,050 square feet.
= 4 x2 + 4 x + 1
Section 7.4 Practice Exercises
110. The statement 3 7 ⋅ 3 11 = 3 18 is false;
3
7 ⋅ 3 11 = 3 77. 1. a. 3 17 + 5 17 = (3 + 5) 17 = 8 17

112. The statement x7 y8 = x 7 ⋅ y8 is true. b. 7 3 5 z − 12 3 5 z = (7 − 12) 3 5 z = −53 5 z

3
12 c. 3 2 + 53 2
114. The statement = 3 8 is false; This expression cannot be simplified since
3
4
3 3 2 and 53 2 do not contain like radicals.
12 12 3
=3 = 3.
3 4
4 2. a. 24 + 3 54 = 4 ⋅ 6 + 3 9 ⋅ 6
4
= 4 ⋅ 6 + 3⋅ 9 ⋅ 6
16 2
116. = =1 = 2⋅ 6 + 3⋅3⋅ 6
4 2
= 2 6 +9 6
= 11 6
118. 6 y 48 = y8

Copyright © 2017 Pearson Education, Inc. 351

Chapter 7: Rational Exponents, Radicals, and Complex Numbers ISM: Intermediate Algebra

b. 3
24 − 4 3 81 + 3 3 b. ( 2 − 5)( 6 + 2)
3 3 3
= 8 ⋅ 3 − 4 ⋅ 27 ⋅ 3 + 3 3 3 = 2 ⋅ 6 + 2 ⋅2− 5⋅ 6 − 5 ⋅2
= 2⋅ 3 3 − 4 ⋅3⋅ 3 3 + 3 3 = 2 ⋅ 2 ⋅ 3 + 2 2 − 30 − 2 5
= 2 3 3 − 12 3 3 + 3 3 = 2 3 + 2 2 − 30 − 2 5
= −9 3 3
c. (3 z − 4)(2 z + 3)
c. 75 x − 3 27 x + 12 x = 3 z (2 z ) + 3 z (3) − 4(2 z ) − 4(3)
= 25 ⋅ 3 x − 3 ⋅ 9 ⋅ 3 x + 4 ⋅ 3 x = 6 ⋅ z + 9 z − 8 z − 12
= 5 ⋅ 3x − 3 ⋅ 3 ⋅ 3 x + 2 ⋅ 3 x = 6 z + z − 12
= 5 3x − 9 3x + 2 3x
d. ( 6 − 3)2 = ( 6 − 3)( 6 − 3)
= −2 3 x
= 6( 6) − 6(3) − 3( 6) − 3(−3)
d. 40 + 3 40 = 4 ⋅ 10 + 3 8 ⋅ 3 5 = 6−3 6 −3 6 +9
= 2 10 + 2 3 5 = 6−6 6 +9
= 15 − 6 6
3 3 3 3
e. 81x 4 + 3x 4 = 27 x3 ⋅ 3 3x + x3 ⋅ 3 3 x
e. ( 5 x + 3)( 5 x − 3)
= 3 x 3 3x + x 3 3x
= 5x ⋅ 5 x − 3 5 x + 3 5 x − 3 ⋅ 3
= 4 x 3 3x = 5x − 9

28 7 2 7 7 f. ( x + 2 + 3)2 = ( x + 2)2 + 2 ⋅ x + 2 ⋅ 3 + 32
3. a. − = −
3 4 3 4 = x+2+6 x+2 +9
2 7 ⋅4 7 ⋅3
= − = x + 11 + 6 x + 2
3⋅ 4 4⋅3
8 7 3 7 Vocabulary, Readiness & Video Check 7.4
= −
12 12
5 7 1. The terms 7 and 3 7 are unlike terms.
=
12
2. The terms 3 x 2 y and 3 yx 2 are like terms.
6y 3 6y
b. 3 + 33 6 y = + 33 6 y
64 3
64 3. The terms 3 abc and 3 cba are like terms.
3 6y
= + 33 6 y
4 4. The terms 2 x 5 and 2 x 10 are unlike terms.
3 6 y 33 6 y ⋅ 4
= + 5. 2 3 + 4 3 = 6 3
4 4
3 6 y 12 3 6 y
= + 6. 5 7 + 3 7 = 8 7
4 4
133 6 y
= 7. 8 x − x = 7 x
4

4. a. 5(2 + 15) = 5(2) + 5( 15) 8. 3 y − y = 2 y

= 2 5 + 5 ⋅15
= 2 5 + 5⋅5⋅3 9. 7 3 x + 3 x = 83 x
= 2 5 +5 3
10. 83 z + 3 z = 9 3 z

352 Copyright © 2017 Pearson Education, Inc.

ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

11. Sometimes you can’t see that there are like

radicals until you simplify, so you may 12. + =
( ) (
3 4 3 3 3 +2 4 3 )
incorrectly think you cannot add or subtract if 2 3 6
you don’t simplify first. 3 3 +8 3
=
6
12. The square root of a positive number times the
11 3
square root of the same positive number is that =
positive number. 6

Exercise Set 7.4

14.
( )
3
23 4 3 4 2 2 4 − 4
− =
3

2. 27 − 75 = 9 ⋅ 3 − 25 ⋅ 3 7 14 14
43 4 − 3 4
= 9 ⋅ 3 − 25 ⋅ 3 =
14
= 3 3 −5 3
33 4
= −2 3 =
14

4. 3 45 x3 + x 5 x = 3 9 x 2 ⋅ 5 x + x 5 x
3x 7 7 x 2 3x 7 7 x2
= 3 9 x2 ⋅ 5x + x 5 x 16. + = +
5 100 5 100
= 3(3x) 5 x + x 5 x 3x 7 x 7
= 9 x 5x + x 5x = +
5 10
= 10 x 5 x
=
(
2 3x 7 + x 7 )
10
6. 4 32 − 18 + 2 128
6x 7 + x 7
= 4 16 ⋅ 2 − 9 ⋅ 2 + 2 64 ⋅ 2 =
10
= 4 16 ⋅ 2 − 9 ⋅ 2 + 2 64 ⋅ 2 7x 7
= 4(4) 2 − 3 2 + 2(8) 2 =
10
= 16 2 − 3 2 + 16 2
= 29 2 18. 16 − 5 10 + 7 = 4 − 5 10 + 7 = 11 − 5 10

3 3
8. 2 3a 4 − 3a 3 81a = 2 a3 ⋅ 3a − 3a 3 27 ⋅ 3a 20. 3 7 − 3 x + 4 7 − 33 x = 7 7 − 4 3 x
3
= 2 a3 ⋅ 3 3a − 3a 3 27 ⋅ 3 3a 22. − 75 + 12 − 3 3 = − 25 ⋅ 3 + 4 ⋅ 3 − 3 3
= 2a 3 3a − 3a(3) 3 3a = −5 3 + 2 3 − 3 3
= 2a 3 3a − 9a 3 3a = −6 3
= −7a 3 3a
24. −2 3 108 − 3 32 = −2 3 27 ⋅ 4 − 3 8 ⋅ 4
10. 4 x 7 + 9 x 2 x3 − 5 x x5 = −2(3) 3 4 − 2 3 4
= 4 x6 ⋅ x + 9 x 2 x2 ⋅ x − 5 x x 4 ⋅ x = −6 3 4 − 2 3 4

= 4 x6 ⋅ x + 9 x 2 x2 ⋅ x − 5 x x4 ⋅ x = −83 4

= 2 x3 x + 9 x 2 ( x ) x − 5 x ( x 2 ) x
= 2 x3 x + 9 x3 x − 5 x3 x
= 6 x3 x

Copyright © 2017 Pearson Education, Inc. 353

Chapter 7: Rational Exponents, Radicals, and Complex Numbers ISM: Intermediate Algebra

4
26. 4 x7 y5 + 9 x 2 x3 y 5 − 5 xy x5 y 3 48 2 4 3 4 16 ⋅ 3 2 4 3
38. − = −
5 x 10 x 5x 10 x
= 4 x 6 y 4 ⋅ xy + 9 x 2 x 2 y 4 ⋅ xy
24 3 4 3
= −
− 5 xy x 4 y 2 ⋅ xy 5x 5x
4 4
= 2 x3 y 2 xy + 9 x 2 ( xy 2 ) xy − 5 xy ( x 2 y ) xy 2 3− 3
=
= 2 x3 y 2 xy + 9 x3 y 2 xy − 5 x3 y 2 xy 5x
4
3
= 6 x3 y 2 xy =
5x

28. 3 8 x 2 y 3 − 2 x 32 y 3 99 44 9 ⋅11 4 ⋅11

2 2 2 40. − = −
= 3 4 x y ⋅ 2 y − 2 x 16 y ⋅ 2 y 5x x 2 5x x
= 3(2 xy ) 2 y − 2 x(4 y ) 2 y 3 11 2 11
= −
= 6 xy 2 y − 8 xy 2 y 5x x
= −2 xy 2 y
=
3 11 − 5 2 11 ( )
5x
30. 2 3 24 x3 y 4 + 4 x 3 81y 4 3 11 − 10 11
=
5x
= 2 3 8 x3 y 3 ⋅ 3 y + 4 x 3 27 y 3 ⋅ 3 y 7 11
= 2(2 xy ) 3 3 y + 4 x(3 y ) 3 3 y =−
5x
= 4 xy 3 3 y + 12 xy 3 3 y
3
= 16 xy 3 3 y 3 3 24 3 3 3 8 ⋅ 3
42. + = +
10 125 10 3 125
3
32. 33 5 + 4 5 − 8 5 = 33 5 − 4 5 3 23 3
= +
10 5
3 3
34. 6 24 x3 − 2 81x3 − x 3 3
=
3
3 + 2 23 3 ( )
3 3 3 3 3
= 6 8 x ⋅ 3 − 2 27 x ⋅ 3 − x 3 10
3
= 6(2 x) 3 3 − 2(3x) 3 3 − x 3 3 3 + 43 3
=
= 12 x 3 3 − 6 x 3 3 − x 3 3 10
3
5 3
= 5x 3 3 =
10
3
3
45 7 5 9⋅5 7 5 =
36. + = + 2
10 10 10 10
3 5+7 5
= 3
y5 5 y 3 y 2 3
y3 ⋅ y 2 5 y 3 y 2
10 44. + = +
10 5 8 4 8 4
=
10 y3 y2 5 y 3 y2
= +
= 5 8 4
y y + 2 ⎜ 5 y 3 y 2 ⎞⎟
3 2 ⎛
= ⎝ ⎠
8
y 3 y 2 + 10 y 3 y 2
=
8
11 y 3 y 2
=
8

354 Copyright © 2017 Pearson Education, Inc.

ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

46. P = 8 + 32 + 45
( )
2
64. ( 3x + 2)( 3x − 2) = 3x − 22 = 3 x − 4
= 4 ⋅ 2 + 16 ⋅ 2 + 9 ⋅ 5
= 2 2 +4 2 +3 5
( ) = ( y)
2 2
66. y − 3x − 2 y ⋅ (3x) + (3 x)2
= 6 2 +3 5
(
= 6 2 + 3 5 meters ) = y − 6 x y + 9 x2

68. (5 7 x − 2 x )(4 7 x + 6 2 x )
48. 5 ( )
15 − 35 = 5 15 − 5 35
= 5 7 x (4 7 x ) + 5 7 x (6 2 x )
= 75 − 175 − 2 x (4 7 x ) − 2 x (6 2 x )
= 25 ⋅ 3 − 25 ⋅ 7
= 20 ⋅ 7 x + 30 14 x 2 − 4 14 x 2 − 6 ⋅ 2 x
= 5 3 −5 7
= 140 x + 30 x 14 − 4 x 14 − 12 x
= 128 x + 26 x 14
( 3x − 2 )( 3x − 2 ) = ( 3x − 2 )
2
50.

= (3x) 2 − 2(3x) 2 + ( 2)
2
70. ( 3 3 + 3 2 )( 3 9 − 3 4 )
= 9 x2 − 6 x 2 + 2 = 3 3 ( 3 9 ) + 3 3 ( −3 4 ) + 3 2 ( 3 9 ) + 3 2 ( −3 4 )
= 3 27 − 3 12 + 3 18 − 3 8
52. 5y ( )
y + 5 = 5y y + 5y 5
= 3 − 3 12 + 3 18 − 2
= 5 y 2 + 25 y = 1 − 3 12 + 3 18
= y 5 +5 y
72. ( 3 3x + 2) ⎛⎜⎝ 3 9 x2 − 23 3x + 4 ⎞⎟⎠
54. (8 y + z 4 y −1 )( )
= 3 3x ⎜⎛ 9 x 2 ⎟⎞ − 3 3x ( 2 3 3x ) + 3 3x ( 4 )
3
(
= 8 y 4 y −8 y + z 4 y − z ) ( ) ⎝ ⎠
+ 2 ⎜ 9 x 2 ⎞⎟ − 2 ( 2 3 3 x ) + 2 ( 4 )
⎛ 3
= 32 y − 8 y + 4 z y − z
⎝ ⎠
3 3 3
56. ( 3 a + 2)( 3 a + 7 ) = 27 x3 − 2 9 x 2 + 4 3 3x + 2 9 x 2 − 4 3 3 x + 8
= 3x + 8
= 3 a ( 3 a ) + 3 a ⋅ 7 + 2 3 a + 2(7)
( ) =( )
2 2
3 2 3 3 74. 3x + 1 + 2 3x + 1 + 2 3 x + 1 ⋅ 2 + 22
= a + 7 a + 2 a + 14
3 = (3x + 1) + 4 3x + 1 + 4
= a 2 + 9 3 a + 14
= 3x + 4 3 x + 1 + 5
58. (
5 6 − 5 = 5 ⋅6 − 5 ) ( 5) = 6 5 −5
( ) =( )
2 2
76. x−6 −7 x−6 − 2 x − 6 ⋅ 7 + 72
60. 3 ( )
3 − 2 5x = 3 3 − 3 2 5x ( ) = ( x − 6) − 14 x − 6 + 49
= 3 − 2 15 x = x − 14 x − 6 + 43

8 x − 24 y 8( x − 3 y )
62. ( 6 − 4 2)(3 6 + 2) 78. = = 2( x − 3 y )
4 4
= 6(3 6) + 6 2 − 4 2(3 6) − 4 2( 2)
= 3 ⋅ 6 + 12 − 12 12 − 4 ⋅ 2 x3 − 8 ( x − 2)( x 2 + 2 x + 4) x 2 + 2 x + 4
= 18 − 11 12 − 8 80. = =
4x − 8 4( x − 2) 4
= 10 − 11 4 ⋅ 3
= 10 − 22 3 14r − 28r 2 s 2 14r (1 − 2rs 2 ) 2(1 − 2rs 2 )
82. = =
7rs 7rs s
Copyright © 2017 Pearson Education, Inc. 355
Chapter 7: Rational Exponents, Radicals, and Complex Numbers ISM: Intermediate Algebra

84.
−5 + 10 7 5 −1 + 2 7
=
(
= −1 + 2 7
) 2.
3z
=
3z
=
3z ⋅ 5 y
=
15 yz
5 5 5y 5y 5y ⋅ 5y 5y

1 3 2 3 2
86. A = h(b + B) 3.
z
=
z
2 3 4 3
27 x 27 x3 ⋅ 3 x
1
( )(
= 6 3 2 63 + 7 7
2
) 3 2
z
=
(
= 3 3 2 9⋅7 + 7 7 ) 3x 3 x
3 (6 7 + 7 7 )
3 2 3 2
=3 z ⋅ x
=
3 (13 7 )
3
=3 3x 3 x ⋅ x 2
3 2 2
= 39 21 square meters z x
=
3
P = 2 63 + 6 3 + 7 7 + 2 27 3 x x3
3 2 2
= 2 9⋅7 + 6 3 + 7 7 + 2 9⋅3 x z
=
= 6 7 +6 3+7 7 +6 3 3x2
= 13 7 + 12 3
(
= 13 7 + 12 3 meters ) 4. a.
5
=
(
5 3 5 −2 )
3 5+2 ( 3 5 + 2 )(3 5−2 )
2 5+ 5 =3 5
5 (3 5 − 2)
88. a.
=
( 3 5 ) − 22
2
b. 2 5 ⋅ 5 = 2 25 = 2 ⋅ 5 = 10

c. answers may vary 5 (3 5 − 2)

=
45 − 4
( ) ( )
2
90. 5 − 2 +1 5 3 5 −2
=
= ⎡( 5 − 2 ) + 1⎤
2
41
⎣ ⎦
= ( 5 − 2 ) + 2 ( 5 − 2 ) + 12
2

b.
2 +5
=
( 2 +5 )( 3 + 5 )
= ( 5) − 2 5 2 + ( 2) + 2 5 − 2
2 2
2 +1
3− 5 ( 3− 5 )( 3 + 5 )

= 5 − 2 10 + 4 + 2 5 − 2 2 + 1 2 3 + 2 5 +5 3 +5 5
=
( 3) − ( 5)
2 2
= 8 − 2 10 + 2 5 − 2 2
6 + 10 + 5 3 + 5 5
92. answers may vary =
3−5
Section 7.5 Practice Exercises 6 + 10 + 5 3 + 5 5
=
−2
5 5⋅ 3 5 3
1. a. = =
3 3⋅ 3 3
c.
3 x
=
(
3 x 2 x− y )
3 25 3(5) 15 15 ⋅ x 15 x
2 x+ y (2 x+ y )( 2 x− y )
b. = = = =
4x 2 x 2 x 2 x⋅ x 2x 6 x 2 − 3 xy
=
(2 x ) − ( y )
2 2
2 32 3
2⋅3 3 3
6
c. 3 = = =
9 3
9 3 32 ⋅ 3 3 3 6 x − 3 xy
=
4x − y

356 Copyright © 2017 Pearson Education, Inc.

ISM: Intermediate Algebra Chapter 7: Rational Exponents, Radicals, and Complex Numbers

32 16 ⋅ 2 4 2 2 2⋅ 2 2 25 25 5 5⋅ y 5 y 5 y
5. = = = = = 6. = = = = =
80 16 ⋅ 5 4 5 5 5⋅ 2 10 y y y y⋅ y y2 y

3 3
3
5b 3
5b ⋅ 25b 2 125b3 5b 6 6⋅3 3 63 3 63 3
6. = = = 8. = = = = 23 3
3 3 3 3 3
2a 3
2a ⋅ 25b 2 50ab 2 50ab 2 9 3 2 3
3 ⋅ 3
3 3
3 3

7.
x −3
=
( x −3 )( x +3 ) 10.
5
=
5
=
5 ⋅ 3a
=
5 3a 5 3a
=
4 ( x + 3)
4 27a 3 3a 3 3a ⋅ 3a 3 ⋅ 3a 9a

( x ) − ( 3)
2 2
5 5 ⋅ 3 9 y2 53 9 y 2 53 9 y 2
= 12. = = =
4 ( x + 3) 3 3y 3 3y ⋅ 3 9 y2 3
27 y 3 3y
x −9
=
4 ( x +3 ) 14.
x
=
x⋅ 5
=
x 5
5 5⋅ 5 5
Vocabulary, Readiness & Video Check 7.5
5 5⋅ 3 3 53 3 53 3
1. The conjugate of a + b is a − b. 16. = = =
3 3
9 9⋅3 3 3
27 3
2. The process of writing an equivalent expression,
but without a radical in the denominator, is −5 2 −5 2 ⋅ 11 −5 22
18. = =
called rationalizing the denominator. 11 11 ⋅ 11 11
3. The process of writing an equivalent expression,
but without a radical in the numerator, is called 13a 13a 13a ⋅ 2b 26ab
20. = = =
rationalizing the numerator. 2b 2b 2b ⋅ 2b 2b

5 7 3
7 3 100 3 700
4. To rationalize the denominator of , we 22. 3 = ⋅ =
3 10 3 10 3 100 10
3
multiply by .
3 11y 11y 11y 5 55 y
24. = = ⋅ =
45 45 3 5 5 15
5. To write an equivalent expression without a
radical in the denominator. 1 1 2x 2x
26. = ⋅ =
6. Using the FOIL order to multiply, the Outer 32 x 4 2x 2x 8x
product and the Inner product are opposites and
they will subtract out. 3
3x 3
3x 3
2 y2 3
6 xy 2 3 6 xy 2
28. = ⋅ = =
7. No, except for the fact you’re working with 3
4 y4 y3 4 y 3
2 y2 y ⋅2y 2 y2
numerators, the process is the same.
4
Exercise Set 7.5 1 4
1 1 1 ⋅ 32 3
30. 4 = = = =
9 4 4 4 2 4 2 3
9 9 3 ⋅ 3
3 3⋅ 2 6 6
2. = = =
2 2⋅ 2 4 2

1 1 1⋅ 2 2 2
4. = = = =
2 2 2⋅ 2 4 2

Copyright © 2017 Pearson Education, Inc. 357

Another random document with
no related content on Scribd:
 Take of—Compound Powdered Chalk with Opium, ten grains;
Oil of Dill, five drops;
Simple Syrup, three drachms;
Water, nine drachms:

Make a Mixture.[177] Half a teaspoonful to be given to an infant of six months

and under, and one teaspoonful to a child above that age, every four hours—
first shaking the bottle.
The baby ought, for a few days, to be kept entirely to the breast.
The mother should be most particular in her own diet.
What NOT to do.—The mother must neither take greens, nor
cabbage, nor raw fruit, nor pastry, nor beer; indeed, while the
diarrhœa of her babe continues, she had better abstain from wine, as
well as from fermented liquors. The child, if at the breast, ought not,
while the diarrhœa continues, to have any artificial food. He must
neither be dosed with gray powder (a favorite but highly improper
remedy in these cases), nor with any quack medicines, such as
Dalby’s Carminative or Godfrey’s Cordial.
103. What are the symptoms of Dysentery?
Dysentery frequently arises from a neglected diarrhœa. It is more
dangerous than diarrhœa, as it is of an inflammatory character; and
as, unfortunately, it frequently attacks a delicate child, requires
skillful handling: hence the care and experience required in treating
a case of dysentery.
Well, then, what are the symptoms? The infant, in all probability,
has had an attack of diarrhœa—bowel complaint as it is called—for
several days; he having had a dozen or two of motions, many of them
slimy and frothy, like “frog-spawn,” during the twenty-four hours.
Suddenly the character of the motion changes,—from being
principally stool, it becomes almost entirely blood and mucus; he is
dreadfully griped, which causes him to strain violently, as though his
inside would come away every time he has a motion,—screaming and
twisting about, evidently being in the greatest pain, drawing his legs
up to his belly and writhing in agony. Sickness and vomiting are
always present, which still more robs him of his little remaining
strength, and prevents the repair of his system. Now, look at his face!
It is the very picture of distress. Suppose he has been a plump,
healthy little fellow, you will see his face, in a few days, become old-
looking, care-worn, haggard, and pinched. Day and night the enemy
tracks him (unless proper remedies be administered); no sleep, or, if
he sleep, he is every few minutes roused. It is heart-rending to have
to attend a bad case of dysentery in a child,—the writhing, the
screaming, the frequent vomiting, the pitiful look, the rapid wasting
and exhaustion, make it more distressing to witness than almost any
other disease a doctor attends.
104. Can anything be done to relieve such a case?
Yes. A judicious medical man will do a great deal. But, suppose
that you are not able to procure one, I will tell you what to do and
what NOT to do.
What to do.—If the child be at the breast, keep him to it, and let
him have nothing else, for dysentery is frequently caused by
improper feeding. If your milk be not good, or it be scanty, instantly
procure a healthy wet-nurse. Lose not a moment; for in dysentery
moments are precious. But, suppose that you have no milk, and that
no wet-nurse can be procured: what then? Feed him entirely on
cow’s milk—the milk of one healthy cow; let the milk be unboiled,
and be fresh from the cow. Give it in small quantities at a time, and
frequently, so that it may be retained on the stomach. If a
tablespoonful of the milk make him sick, give him a dessertspoonful;
if a dessertspoonful cause sickness, let him only have a teaspoonful
at a time, and let it be repeated every quarter of an hour. But
remember, in such a case the breast-milk—the breast milk alone—is
incomparably superior to any other milk or to any other food
whatever.
If he be a year old and weaned, then feed him, as above
recommended, on the cow’s milk. If there be extreme exhaustion and
debility, let fifteen drops of brandy be added to each tablespoonful of
new milk, and let it be given every half hour.
Now with regard to medicine. I approach this part of the treatment
with some degree of reluctance—for dysentery is a case requiring
opium, and opium I never like a mother of her own accord to
administer. But suppose a medical man cannot be procured in time,
the mother must then prescribe or the child will die! What then is to
be done? Sir Charles Locock considers “that in severe dysentery,
especially where there is sickness, there is no remedy equal to pure
calomel, in a full dose, without opium.”[178] Therefore, at the very
onset of the disease, let from three to five grains (according to the
age of the patient) of calomel, mixed with an equal quantity of
powdered white sugar, be put dry on the tongue. In three hours after
let the following mixture be administered:
Take of—Compound Ipecacuanha Powder, five grains;
Ipecacuanha Wine, half a drachm;
Simple Syrup, three drachms;
Cinnamon Water, nine drachms:

To make a Mixture.[179] A teaspoonful to be given every three or four hours, first

well shaking the bottle.
Supposing he cannot retain the mixture—the stomach rejecting it
as soon as swallowed—what then? Give the opium, mixed with small
doses of mercury with chalk and sugar, in the form of powder, and
put one of the powders dry on the tongue every three hours:
Take of—Powdered Opium, half a grain;
Mercury with Chalk, nine grains;
Sugar of Milk, twenty-four grains:

Mix well in a mortar, and divide into twelve powders.

Now, suppose the dysentery has for several days persisted, and
that, during that time, nothing but mucus and blood—that no real
stool—has come from the bowels, then a combination of castor oil
and opium[180] ought, instead of the medicine recommended above,
to be given.
Take of—Mixture of Acacia, three drachms;
Simple Syrup, three drachms;
Tincture of Opium, ten drops (not minims);
Castor Oil, two drachms;
Cinnamon Water, four drachms:

Make a Mixture. A teaspoonful to be taken every four hours, first well shaking
the bottle.
A warm bath, at the commencement of the disease, is very
efficacious; but it must be given at the commencement. If he has had
dysentery for a day or two, he will be too weak to have a warm bath;
then, instead of the bath, try the following: Wrap him in a blanket
which has been previously wrung out of hot water, over which
envelop him in a dry blanket. Keep him in this hot, damp blanket for
half an hour; then take him out, put on his night-gown and place him
in bed, which has been, if it be winter time, previously warmed. The
above “blanket treatment” will frequently give great relief, and will
sometimes cause him to fall into a sweet sleep. A flannel bag filled
with hot powdered table salt, made hot in the oven, applied to the
bowels, will afford much comfort.
What NOT to do.—Do not give aperients, unless it be, as before
advised, the castor oil guarded with the opium; do not stuff him with
artificial food; do not fail to send for a judicious and an experienced
medical man; for, remember, it requires a skillful doctor to treat a
case of dysentery, more especially in a child.
105. What are the symptoms, the causes, and the treatment of
Nettle-rash?
Nettle-rash consists of several irregular raised wheals, red at the
base and white on the summit, on different parts of the body; but it
seldom attacks the face. It is not contagious, and it may occur at all
ages and many times. It comes and goes, remaining only a short time
in a place. It puts on very much the appearance of the child having
been stung by nettles—hence its name. It produces great heat,
itching, and irritation, sometimes to such a degree as to make him
feverish, sick, and fretful. He is generally worse when he is warm in
bed, or when the surface of his body is suddenly exposed to the air.
Rubbing the skin, too, always aggravates the itching and the tingling,
and brings out a fresh crop.
The cause of nettle-rash may commonly be traced to improper
feeding; although, occasionally, it proceeds from teething.
What to do.—It is a complaint of no danger, and readily gives way
to a mild aperient, and to attention to diet. There is nothing better to
relieve the irritation of the skin than a warm bath. If it be a severe
attack of nettle-rash, by all means call in a medical man.
What NOT to do.—Do not apply cold applications to his skin, and
do not wash him (while the rash is out) in quite cold water. Do not
allow him to be in a draught, but let him be in a well-ventilated
room. If he be old enough to eat meat, keep it from him for a few
days, and let him live on milk and farinaceous diet. Avoid strong
purgatives, and calomel, and gray powder.
 106. What are the symptoms and the treatment of Red-gum?
Red-gum, tooth-rash, red-gown, is usually owing to irritation from
teething; not always from the cutting, but from the evolution, the
“breeding,” of the teeth. It is also sometimes owing to unhealthy
stools irritating the bowels, and showing itself, by sympathy, on the
skin. Red-gum consists of several small papulæ, or pimples, about
the size of pins’ heads, and may be known from measles—the only
disease for which it is at all likely to be mistaken—by its being
unattended by symptoms of cold, such as sneezing, running, and
redness of the eyes, etc., and by the patches not assuming a
crescentic, half-moon shape; red-gum, in short, may readily be
known by the child’s health being unaffected, unless, indeed, there
be a great crop of pimples; then there will be slight feverishness.
What to do.—Little need be done. If there be a good deal of
irritation, a mild aperient should be given. The child ought to be kept
moderately but not very warm.
What NOT to do.—Draughts of air, or cold, should be carefully
avoided; as, by sending the eruption suddenly in, either convulsions
or disordered bowels might be produced. Do not dose him with gray
powder.
107. How would you prevent “Stuffing of the nose” in a new-born
babe?
Rubbing a little tallow on the bridge of the nose is the old-
fashioned remedy, and answers the purpose. It ought to be applied
every evening just before putting him to bed.
If the “stuffing” be severe, dip a sponge in hot water, as hot as he
can comfortably bear; ascertain that it be not too hot, by previously
applying it to your own face, and then put it for a few minutes to the
bridge of his nose. As soon as the hard mucus is within reach, it
should be carefully removed.
108. Do you consider sickness injurious to an infant?
Many thriving babies are, after taking the breast, frequently sick;
still we cannot look upon sickness otherwise than as an index of
either a disordered or of an overloaded stomach. If the child be sick,
and yet be thriving, it is a proof that he overloads his stomach. A
mother, then, must not allow him to suck so much at a time. She
should, until he retains all he takes, lessen the quantity of milk. If he
be sick and does not thrive, the mother should notice if the milk he
throws up has a sour smell; if it has, she must first of all look to her
own health; she ought to ascertain if her own stomach be out of
order; for if such be the case, it is impossible for her to make good
milk. She should observe whether, in the morning, her own tongue
be furred and dry; whether she have a disagreeable taste in her
mouth, or pains at her stomach, or heartburn, or flatulence. If she
have all, or any of these symptoms, the mystery is explained why he
is sick and does not thrive. She ought then to seek advice, and a
medical man will soon put her stomach into good order; and, by so
doing, will, at the same time, benefit the child.
But if the mother be in the enjoyment of good health, she must
then look to the babe herself, and ascertain if he be cutting his teeth;
if the gums require lancing; if the secretions from the bowels be
proper both in quantity and in quality; and, if he have had artificial
food—it being absolutely necessary to give such food—whether it
agree with him.
What to do.—In the first place, if the gums are red, hot, and
swollen, let them be lanced; in the second, if the secretions from the
bowels are either unhealthy or scanty, give him a dose of aperient
medicine, such as castor oil, or the following: Take two or three
grains of powdered Turkey rhubarb, three grains of pure carbonate
of magnesia, and one grain of aromatic powder. Mix. The powder to
be taken at bedtime, mixed in a teaspoonful of sugar and water, and
which should, if necessary, be repeated the following night. In the
third place, if the food he be taking does not agree with him, change
it (vide answer to question 33). Give it in smaller quantities at a time,
and not so frequently; or, what will be better still, if it be possible,
keep him, for awhile, entirely to the breast.
What NOT to do.—Do not let him overload his stomach either with
breast-milk or with artificial food. Let the mother avoid, until his
sickness be relieved, greens, cabbage, and all other green vegetables.
109. What are the causes, the symptoms, the prevention, and the
cure of Thrush?
The thrush is a frequent disease of an infant, and is often brought
on either by stuffing him or by giving him improper food. A child
brought up entirely, for the first three or four months, on the breast,
seldom suffers from this complaint. The thrush consists of several
irregular, roundish, white specks on the lips, the tongue, the inside
and the angles of the mouth, giving the parts affected the appearance
of curds and whey having been smeared upon them. The mouth is
hot and painful, and he is afraid to suck: the moment the nipple is
put into his mouth he begins to cry. The thrush sometimes, although
but rarely, runs through the whole of the alimentary canal. It should
be borne in mind that nearly every child who is sucking has his or
her tongue white or “frosted” as it is sometimes called. The thrush
may be mild or very severe.
Now with regard to What to do.—As the thrush is generally owing
to improper and to artificial feeding, if the child be at the breast,
keep him, for a time, entirely to it. Do not let him be always sucking,
as that will not only fret his mouth, but will likewise irritate and
make sore the mother’s nipple.
If he be not at the breast, but has been weaned, then keep him for
a few days entirely to a milk diet—to the milk of ONE cow—either
boiled, if it be hot weather, to keep it sweet; or unboiled, in cool
weather—fresh as it comes from the cow.
The best medicine is the old-fashioned one of borax, a
combination of powdered lump sugar and borax being a good one for
the purpose: the powdered lump sugar increases the efficacy and the
cleansing properties of the borax; it tends, moreover, to make it more
palatable:
Take of—Biborate of Soda, half a drachm;
Lump sugar, two scruples:

To be well mixed together, and made into twelve powders. One of the powders to
be put dry on the tongue every four hours.
The best local remedy is honey of borax, which ought to be
smeared frequently, by means of the finger, on the parts affected.
Thorough ventilation of the apartment must be observed; and
great cleanliness of the vessels containing the milk should be insisted
upon.
In a bad case of thrush, change of air to the country is most
desirable; the effect is sometimes, in such cases, truly magical.
If the thrush be brought on either by too much or by improper
food, in the first case, of course, a mother must lessen the quantity;
and, in the second, she should be more careful in her selection.
What NOT to do.—Do not use either a calf’s teat or wash-leather for
the feeding-bottle; fortunately, since the invention of india-rubber
teats, they are now nearly exploded; they were, in olden times,
fruitful causes of thrush. Do not mind the trouble of ascertaining that
the cooking-vessels connected with the baby’s food are perfectly
clean and sweet. Do not leave the purity and the goodness of the
cow’s milk (it being absolutely necessary to feed him on artificial
food) to be judged either by the milkman or by the nurse, but taste
and prove it yourself. Do not keep the milk in a warm place, but
either in the dairy or in the cellar; and, if it be summer time, let the
jug holding the milk be put in a crock containing lumps of ice. Do not
use milk that has been milked longer than twelve hours, but, if
practicable, have it milked direct from the cow, and use it
immediately—let it be really and truly fresh and genuine milk.
When the disease is severe, it may require more active treatment—
such as a dose of calomel; which medicine must never be given,
unless it be either under the direction of a medical man, or unless it
be in an extreme case,—such as dysentery;[181] therefore, the mother
had better seek advice.
In a severe case of thrush, where the complaint has been brought
on by artificial feeding—the babe not having the advantage of the
mother’s milk—it is really surprising how rapidly a wet-nurse—if the
case has not been too long deferred—will effect a cure, where all
other means have been tried and have failed. The effect has been
truly magical! In a severe case of thrush, pure air and thorough
ventilation are essential to recovery.
110. Is anything to be learned from the cry of an infant?
There is a language in the cry of an infant which a thoughtful
medical man can well interpret. The cry of hunger, for instance, is
very characteristic,—it is unaccompanied with tears, and is a wailing
cry; the cry of teething, is a fretful cry; the cry of earache is short,
sharp, piercing, and decisive, the head being moved about from side
to side, and the little hand being often put up to the affected side of
the head; the cry of bowelache is also expressive,—the cry is not so
piercing as from earache, and is an interrupted, straining cry,
accompanied with a drawing up of the legs to the belly; the cry of
bronchitis is a gruff and phlegmatic cry; the cry of inflammation of
the lungs is more a moan than a cry; the cry of croup is hoarse, and
rough, and ringing, and is so characteristic that it may truly be called
“the croupy cry,” moreover, he breathes as though he breathed
through muslin; the cry of inflammation of the membranes of the
brain is a piercing shriek—a danger signal—most painful to hear; the
cry of a child recovering from a severe illness is a cross, and
wayward, and tearful cry; he may truly be said to be in a quarrelsome
mood; he bursts out without rhyme or reason into a passionate flood
of tears; tears are always, in a severe illness, to be looked upon as a
good omen, as a sign of amendment: tears, when a child is
dangerously ill, are rarely if ever seen; a cry at night, for light—a
frequent cause of a babe crying—is a restless cry:
“An infant crying in the night:
An infant crying for the light:
And with no language but a cry.”[182]

111. If an infant be delicate, have you any objection to his having

either veal or mutton broth to strengthen him?
Broths seldom agree with a babe at the breast. I have known them
produce sickness, disorder the bowels, and create fever. I
recommend you, therefore, not to make the attempt.
Although broth and beef-tea, when taken by the mouth, will
seldom agree with an infant at the breast, yet, when used as an
enema, and in small quantities, so that they may be retained, I have
frequently found them to be of great benefit: they have, in some
instances, appeared to have snatched delicate children from the
brink of the grave.
112. My babe’s ankles are very weak: what do you advise to
strengthen them?
If his ankles be weak, let them every morning be bathed, after the
completion of his morning’s ablution, for five minutes each time,
with bay salt and water, a small handful of bay salt dissolved in a
quart of rain water (with the chill of the water taken off in the winter,
and of its proper temperature in the summer time); then let them be
dried; after the drying, let the ankles be well rubbed with the
following liniment:
Take of—Oil of Rosemary, three drachms;
 Liniment of Camphor, thirteen drachms:

To make a Liniment.
Do not let him be put on his feet early; but allow him to crawl, and
sprawl, and kick about the floor, until his ankles become strong.
Do not, on any account, without having competent advice on the
subject, use iron instruments or mechanical supports of any kind:
the ankles are generally, by such artificial supports, made worse, in
consequence of the pressure causing a further dwindling away and
enfeebling of the ligaments of the ankles, already wasted and
weakened.
Let him wear shoes, with straps over the insteps to keep them on,
and not boots: boots will only, by wasting the ligaments, increase the
weakness of the ankles.
113. Sometimes there is a difficulty in restraining the bleeding of
leech-bites. What is the best method?
The difficulty in these cases generally arises from the improper
method of performing it. For example—a mother endeavors to stop
the hemorrhage by loading the part with rag; the more the bites
discharge, the more rag she applies. At the same time, the child
probably is in a room with a large fire, with two or three candles,
with the doors closed, and with perhaps a dozen people in the
apartment, whom the mother has, in her fright, sent for. This
practice is strongly reprehensible.
If the bleeding cannot be stopped,—in the first place, the fire must
be extinguished, the door and windows should be thrown open, and
the room ought to be cleared of persons, with the exception of one,
or, at the most, two; and every rag should be removed. “Stopping of
leech-bites.—The simplest and most certain way, till the proper
assistance is obtained, is the pressure of the finger, with nothing
intervening. It cannot bleed through that.”[183]
Many babies have lost their lives by excessive loss of blood from
leech-bites, from a mother not knowing how to act, and also from the
medical man either living at a distance, or not being at hand.
Fortunately for the infantile community, leeches are now very
seldom ordered by doctors.
 114. Supposing a baby to be poorly, have you any advice to give
to his mother as to her own management?
She must endeavor to calm her feelings, or her milk will be
disordered, and she will thus materially increase his illness. If he be
laboring under any inflammatory disorder, she ought to refrain from
the taking of beer, wine, and spirits, and from all stimulating food;
otherwise, she will feed his disease.
Before concluding the first part of my subject—the Management of
Infancy—let me again urge upon you the importance—the
paramount importance—if you wish your babe to be strong and
hearty,—of giving him as little opening physic as possible. The best
physic for him is Nature’s physic—fresh air and exercise and
simplicity of living. A mother who is herself always drugging her
child, can only do good to two persons—the doctor and the druggist!
If an infant from his birth be properly managed,—if he has an
abundance of fresh air for his lungs,—if he has plenty of exercise for
his muscles (by allowing him to kick and sprawl on the floor),—if he
has a good swilling and sousing of water for his skin,—if, during the
early months of his life, he has nothing but the mother’s milk for his
stomach,—he will require very little medicine—the less the better! He
does not want his stomach to be made into a doctor’s shop! The
grand thing is not to take every opportunity of administering physic,
but of using every means of withholding it! And if physic be
necessary, not to doctor him yourself, unless it be in extreme and
urgent cases (which in preceding and succeeding Conversations I
either have or will indicate), but to employ an experienced medical
man. A babe who is always, without rhyme or reason, being
physicked, is sure to be puny, delicate, and unhealthy, and is ready,
at any moment, to drop into an untimely grave!

CONCLUDING REMARKS ON INFANCY.

115. In concluding the first part of our subject—Infancy—I beg to

remark. There are four things essentially necessary to an infant’s
well-doing, namely, (1) plenty of water for the skin; (2) plenty of milk
for the stomach; (3) plenty of fresh air for the lungs; (4) plenty of
sleep for the brain: these are the four grand essentials for a babe;
without an abundance of each and all of them, perfect health is
utterly impossible!
 PART II.
CHILDHOOD.

Household treasures! household treasures!

Are they jewels rich and rare;
Or gems of rarest workmanship;
Or gold and silver ware?
Ask the mother as she gazes
On her little ones at play:
Household treasures! household treasures!
Happy children—ye are they.
J. E. Carpenter.

ABLUTION.

116. At twelve months old, do you still recommend a child to be

PUT IN HIS TUB to be washed?
Certainly I do, as I have previously recommended at page 16, in
order that his skin may be well and thoroughly cleansed. If it be
summer time, the water should be used cold; if it be winter, a dash of
warm must be added, so that it may be of the temperature of new
milk; but do not, on any account, use very warm water. The head
must be washed (but not dried) before he be placed in his tub; then,
putting him in the tub (containing the necessary quantity of water,
and washing him as previously recommended),[184] a large sponge
should be filled with the water and squeezed over the head, so that
the water may stream over the whole surface of the body. A jugful of
cold water should, just before taking him out of his bath, be poured
over and down his loins; all this ought rapidly to be done, and he
must be quickly dried with soft towels, and then expeditiously
dressed. For the washing of your child I would recommend you to
use Castile soap in preference to any other: it is more pure, and less
irritating, and hence does not injure the texture of the skin. Take care
that the soap does not get into his eyes, or it might produce irritation
and smarting.
117. Some mothers object to a child’s STANDING in the water.
If the head be wetted before he be placed in the tub, and if he be
washed as above directed, there can be no valid objection to it. He
must not be allowed to remain in the tub more than five minutes.
118. Does not washing the child’s head, every morning, make him
more liable to catch cold, and does it not tend to weaken his sight?
It does neither the one nor the other; on the contrary, it prevents
cold, and strengthens the sight; it cleanses the scalp, prevents scurf,
and, by that means, causes a more beautiful head of hair. The head,
after each washing, ought to be well brushed with a soft brush, but
should not be combed. The brushing causes a healthy circulation of
the scalp.
119. If the head, notwithstanding the washing, be scurfy, what
should be done?
After the head has been well dried, let a little cocoanut oil be well
rubbed, for five minutes each time, into the roots of the hair, and,
afterward, let the head be well brushed, but not combed. The fine-
tooth comb will cause a greater accumulation of scurf, and will
scratch and injure the scalp.
120. Do you recommend a child to be washed IN HIS TUB every
night and morning?
No; once a day is quite sufficient; in the morning in preference to
the evening; unless he be poorly, then, evening instead of morning;
as, immediately after he has been washed and dried, he can be put to
bed.
121. Ought a child to be placed in his tub while he is in a state of
perspiration?
Not while he is perspiring violently, or the perspiration might be
checked suddenly, and ill consequences would ensue; nor ought he
to be put in his tub when he is cold, or his blood would be chilled,
and would be sent from the skin to some internal vital part, and thus
would be likely to light up inflammation—probably of the lungs. His
skin, when he is placed in his bath, ought to be moderately and
comfortably warm; neither too hot nor too cold.
 122. When the child is a year old, do you recommend cold or
warm water to be used?
If it be winter, a little warm water ought to be added, so as to raise
the temperature to that of new milk. As the summer advances, less
and less warm water is required, so that, at length, none is needed.
123. If a child be delicate, do you recommend anything to be
added to the water which may tend to brace and strengthen him?
Either a handful of table salt or half a handful of bay salt should be
previously dissolved in a quart jug—of cold water; then, just before
taking the child out of his morning bath, let the above be poured over
and down the back and loins of the child—holding the jug, while
pouring its contents on the back, twelve inches from the child, in
order that it might act as a kind of douche bath.
124. Do you recommend the child, after he has been dried with the
towel, to be rubbed with the hand?
I do; as friction encourages the cutaneous circulation, and causes
the skin to perform its functions properly, thus preventing the
perspiration (which is one of the impurities of the body) from being
sent inwardly either to the lungs or to other parts. The back, the
chest, the bowels, and the limbs are the parts that ought to be well
rubbed.

CLOTHING.

125. Have you any remarks to make on the clothing of a child?

Children—boys and girls—especially if they be delicate, ought
always to wear high dresses up to their necks. The exposure of the
upper part of the chest (if the child be weakly) is dangerous. It is in
the upper part of the lungs, in the region of the collar bones, that
consumption first shows itself. The clothing of a child, more
especially about the chest, should be large and full in every part, and
be free from tight strings, so that the circulation of the blood may not
be impeded, and that there may be plenty of room for the full
development of the rapidly growing body.
His frock or tunic ought to be of woolen material—warm, light, and
porous, in order that the perspiration may rapidly evaporate. The
practice of some mothers in allowing their children to wear tight
bands round their waists, and tight clothes, is truly reprehensible.
Tight bands or tight belts around the waist of a child are very
injurious to health; they crib in the chest, and thus interfere with the
rising and the falling of the ribs—so essential to breathing. Tight hats
ought never to be worn; by interfering with the circulation they cause
headaches. Nature delights in freedom, and resents interference!
126. What parts of the body in particular ought to be kept warm?
The chest, the bowels, and the feet should be kept comfortably
warm. We must guard against an opposite extreme, and not keep
them too hot. The head alone should be kept cool, on which account I
do not approve either of night or of day caps.
127. What are the best kinds of hat for a child?
The best covering for the head, when he is out and about, is a
loose-fitting straw hat, which will allow the perspiration to escape. It
should have a broad brim, to screen the eyes. A sunshade, that is to
say, a sea-side hat—a hat made of cotton, with a wide brim to keep
off the sun—is also an excellent hat for a child; it is very light, and
allows a free escape of the perspiration. It can be bought, ready
made, at a baby-linen warehouse.
A knitted or crocheted woolen hat, with woolen rosettes to keep
the ears warm, and which may be procured at any baby-linen
warehouse, makes a nice and comfortable winter’s hat for a child. It
is also a good hat for him to wear while performing a long journey.
The color chosen is generally scarlet and white, which, in cold
weather, gives it a warm and comfortable appearance.
It is an abominable practice to cover a child’s head either with
beaver or with felt, or with any thick, impervious material. It is a
well-ascertained fact, that both beaver and silk hats cause men to
suffer from headache, and to lose their hair—the reason being that
the perspiration cannot possibly escape through them. Now, if the
perspiration cannot escape, dangerous, or at all events injurious,
consequences must ensue, as it is well known that the skin is a
breathing apparatus, and that it will not with impunity bear
interference.
Neither a child nor any one else should be permitted to be in the
glare of the sun without his hat. If he be allowed, he is likely to have a
sun-stroke, which might either at once kill him, or might make him
an idiot for the remainder of his life, which latter would be the worse
alternative of the two.
128. Have you any remarks to make on keeping a child’s hands
and legs warm when, in the winter time, he is carried out?
When a child either walks or is carried out in wintry weather, be
sure and see that both his hands and legs are well protected from the
cold. There is nothing for this purpose like woolen gloves, and
woolen stockings coming up over the knees.
129. Do you approve of a child wearing a flannel night-gown?
He frequently throws the clothes off him, and has occasion to be
taken up in the night, and if he has not a flannel gown on is likely to
catch cold; on which account I recommend it to be worn. The usual
calico night-gown should be worn under it.
130. Do you advise a child to be LIGHTLY clad, in order that he may
be hardened thereby?
I should fear that such a plan, instead of hardening, would be
likely to produce a contrary effect. It is an ascertained fact that more
children of the poor, who are thus lightly clad, die, than of those who
are properly defended from the cold. Again, what holds good with a
young plant is equally applicable to a young child; and we all know
that it is ridiculous to think of unnecessarily exposing a tender plant
to harden it. If it were thus exposed, it would wither and die!
131. If a child be delicate, if he has a cold body or a languid
circulation, or if he be predisposed to inflammation of the lungs, do
you approve of his wearing flannel instead of linen shirts?
I do; as flannel tends to keep the body at an equal temperature,
thus obviating the effects of the sudden changes of the weather, and
promotes, by gentle friction, the cutaneous circulation, thus warming
the cold body, and giving an impetus to the languid circulation, and
preventing an undue quantity of blood from being sent to the lungs,
either to light up or to feed inflammation. Fine flannel, of course,
ought to be worn, which should be changed as frequently as the usual
shirts.
If a child has had an attack either of bronchitis or of inflammation
of the lungs, or if he has just recovered from scarlet fever, by all
means, if he has not previously worn flannel, instantly let him begin
to do so, and let him, next to the skin, wear a flannel waistcoat. This
is important advice, and ought not to be disregarded.
Scarlet flannel is now much used instead of white flannel; and as
scarlet flannel has a more comfortable appearance, and does not
shrink so much in washing, it may for the white be substituted.
132. Have you any remarks to make on the shoes and stockings of
a child? and on the right way of cutting the toe-nails?
He ought, during the winter, to wear lambs’ wool stockings that
will reach above the knees, and thick calico drawers that will reach a
few inches below the knees; as it is of the utmost importance to keep
the lower extremities comfortably warm. It is really painful to see
how many mothers expose the bare legs of their little ones to the
frosty air, even in the depths of winter. “Tender little children are
exposed to the bitterest weather, with their legs bared in a manner
that would inevitably injure the health of strong adults.”[185]
Garters ought not to be worn, as they impede the circulation, waste
the muscles, and interfere with walking. The stocking may be secured
in its place by means of a loop and tape, which should be fastened to
a part of the dress.
Let me urge upon you the importance of not allowing your child to
wear tight shoes; they cripple the feet, causing the joints of the toes,
which ought to have free play, and which should assist in walking, to
be, in a manner, useless; they produce corns and bunions, and
interfere with the proper circulation of the foot. A shoe ought to be
made according to the shape of the foot—rights and lefts are
therefore desirable. The toe-part of the shoe must be made broad, so
as to allow plenty of room for the toes to expand, and that one toe
cannot overlap another. Be sure, then, that there be no pinching and
no pressure. In the article of shoes you ought to be particular and
liberal; pay attention to having nicely fitting ones, and let them be
made of soft leather, and throw them on one side the moment they
are too small. It is poor economy, indeed, because a pair of shoes be
not worn out, to run the risk of incurring the above evil
consequences.
Shoes are far preferable to boots; boots weaken instead of
strengthen the ankle. The ankle and instep require free play, and
ought not to be hampered by boots. Moreover, boots, by undue
pressure, decidedly waste away the ligaments of the ankle. Boots act
on the ankles in a similar way that stays do on the waist—they do
mischief by pressure. Boots waste away the ligaments of the ankle;
stays waste away the muscles of the back and chest: and thus, in both
cases, do irreparable mischief.
A shoe for a child ought to be made with a narrow strap over the
instep, and with button and button-hole: if it be not made in this
way, the shoe will not keep on the foot.
It is a grievous state of things that in this nineteenth century there
are very few shoemakers in England who know how to make a shoe!
The shoe is made not to fit the real foot, but a fashionable imaginary
one!
Let me strongly urge you to be particular that the sock or stocking
fits nicely—that it is neither too small nor too large; if it be too small,
it binds up the toes unmercifully, and makes one toe to ride over the
other, and thus renders the toes perfectly useless in walking; if it be
too large, it is necessary to lap a portion of the sock or stocking either
under or over the toes, which thus presses unduly upon them, and
gives pain and annoyance. It should be borne in mind that if the toes
have full play, they, as it were, grasp the ground, and greatly assist in
locomotion—which, of course, if they are cramped up, they cannot
possibly do. Be careful too, that the toe-part of the sock or stocking
be not pointed; let it be made square, in order to give room to the
toes. “At this helpless period of life the delicately feeble,
outspreading toes, are wedged into a narrow-toed stocking, often so
short as to double in the toes, diminishing the length of the rapidly-
growing foot! It is next, perhaps, tightly laced into a boot of less
interior dimensions than itself; when the poor little creature is left to
sprawl about with a limping, stumping gait, thus learning to walk as
it best can, under circumstances the most cruel and torturing
imaginable.”[186]
It is impossible for either a stocking or a shoe to fit nicely, unless
the toe-nails be kept in proper order. Now, in cutting the toe-nails
there is, as in everything else, a right and a wrong way. The right way
of cutting a toe-nail is to cut it straight—in a straight line. The wrong
way is to cut the corners of the nail—to round the nail, as it is called.
This cutting the corners of the nails often makes work for the
surgeon, as I myself can testify; it frequently produces “growing-in”
of the nail, which sometimes necessitates the removal of either the
nail or of a portion of it.
133. At what time of the year should a child leave off his winter
clothing?
A mother ought not to leave off her children’s winter clothing until
the spring be far advanced: it is far better to be on the safe side, and
to allow the winter clothes to be worn until the end of May. The old
adage is very good, and should be borne in mind:
“Button to chin
Till May be in;
Ne’er cast a clout
Till May be out.”

134. Have you any general remarks to make on the present

fashion of dressing children?
The present fashion is absurd. Children are frequently dressed like
mountebanks, with feathers and furbelows and finery: the boys go
bare-legged; the little girls are dressed like women, with their stuck-
out petticoats, crinolines, and low dresses! Their poor little waists are
drawn in tight, so that they can scarcely breathe; their dresses are
very low and short, the consequence is, that a great part of the chest
is exposed to our variable climate; their legs are bare down to their
thin socks, or, if they be clothed, they are only covered with gossamer
drawers; while their feet are incased in tight shoes of paper
thickness! Dress! dress! dress! is made with them at a tender age,
and, when first impressions are the strongest, a most important
consideration. They are thus rendered vain and frivolous, and are
taught to consider dress “as the one thing needful.” And if they live to
be women—which the present fashion is likely frequently to prevent
—what are they? Silly, simpering, delicate, lackadaisical nonentities,
—dress being their amusement, their occupation, their conversation,
their everything, their thoughts by day and their dreams by night!
Let children be dressed as children, not as men and women. Let
them be taught that dress is quite a secondary consideration. Let
health, and not fashion, be the first, and we shall have, with God’s
blessing, blooming children, who will, in time, be the pride and
strength of dear old England! Oh that the time may come, and may
not be far distant, “That our sons may grow up as the young plants,