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vi Contents
4 Exponential and Logarithmic Functions

4.1 Exponential Functions 246
4.2 Logarithmic Functions 259
4.3 Differentiation of Logarithmic and Exponential Functions 274
4.4 Two Applications to Economics: Relative Rates and Elasticity of Demand 290
Chapter Summary with Hints and Suggestions 301
Review Exercises and Chapter Test 303
5 Integration and Its Applications

5.1 Antiderivatives and Indefinite Integrals 308
5.2 Integration Using Logarithmic and Exponential Functions 319
5.3 Definite Integrals and Areas 329
5.4 Further Applications of Definite Integrals: Average Value and Area Between Curves 345
5.5 Two Applications to Economics: Consumers’ Surplus and Income Distribution 356
5.6 Integration by Substitution 364
6 Integration Techniques and Differential Equations

6.1 Integration by Parts 383
6.2 Integration Using Tables 395
6.3 Improper Integrals 403
6.4 Numerical Integration 415
6.5 Differential Equations 426
6.6 Further Applications of Differential Equations: Three Models of Growth 440
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Contents vii
7 Calculus of Several Variables

7.1 Functions of Several Variables 462
7.2 Partial Derivatives 474
7.3 Optimizing Functions of Several Variables 487
7.4 Least Squares 498
7.5 Lagrange Multipliers and Constrained Optimization 510
7.6 Total Differentials, Approximate Changes, and Marginal Analysis 523
7.7 Multiple Integrals 534
Cumulative Review for Chapters 1–7 550
Appendix A Graphing Calculator Basics A1

Appendix B Algebra Review B1
Answers to Selected Exercises C1
Index I1
Overview
A scientific study of yawning found that more yawns occurred in calculus class
than anywhere else.* This book hopes to remedy that situation. Rather than being
another dry recitation of standard results, our presentation exhibits many of the
fascinating and useful applications of mathematics in business, the sciences, and
everyday life. Even beyond its utility, however, there is a beauty to calculus, and
we hope to convey some of its elegance and simplicity.
This book is an introduction to calculus and its applications to the management,
social, behavioral, and biomedical sciences, and other fields. The seven-chapter
Brief Applied Calculus contains more than enough material for a one-semester
course, and the eleven-chapter Applied Calculus contains additional chapters on
trignometry, differential equations, sequences and series, and probability for a
two-semester course. The only prerequisites are some knowledge of algebra, func-
tions, and graphing, which are reviewed in Chapter 1 and in greater detail in the
Algebra Review appendix.
ACCURATE AND ACCESSIBLE

Our foremost goal in writing these books has been to make the content as accessible
to as many students as possible. Over time, we have introduced various features to
address the changing needs of students as they learn the essential techniques and
fundamental concepts of calculus. In order maintain students’ interest and pro-
vide them with the most accurate and engaging textbook, we have been guided by
the following principles.
■■ Informal Proofs Because this book is applied rather than theoretical, we have
preferred intuitive and geometric justifications to formal proofs. We provide a
justification or proof for every important mathematical idea. When proofs are
given, they are correct and mathematically honest.
■■ Integration of Mathematics and Applications Every section has applications to
motivate the mathematics being developed (see, for example, pages 27–28 and
119–120). There are no “pure math” sections.
■■ Rapid Start When learning something, it is best to begin doing it as soon as
possible. Therefore, we keep the preliminary material brief so that students
begin calculus without delay (in Section 2.2). An early start allows more time
for interesting applications throughout the course.
■■ Just-in-Time Review Review material is placed just before it is used, where
it is more likely to be remembered, rather than in lengthy early chapters that
“review” material that was never mastered in the first place. For example,
exponential and logarithmic functions are reviewed just before they are
differentiated in Section 4.3.
■■ Continual Algebra Reinforcement Since many of today’s students have weak
algebra skills, which impede their understanding of calculus, examples have
blue annotations in the right margin giving brief explanations of the steps
(see, for example, page 88). For extra support, we also offer a Diagnostic
Test (appearing before Chapter 1) to help students identify skills that may
*Ronald Baenninger, “Some Comparative Aspects of Yawning in Betta splendens, Homo sapiens,
Panthera leo, and Papoi spinx,” Journal of Comparative Psychology 101 (4).
ix
x Overview
need review along with a supplementary Algebra Review appendix for

additional reference.
CHANGES IN THE SEVENTH EDITION
New Content
■■ Section 3.7 Differentials, Approximations, and Marginal Analysis is new in the
seventh edition. This section is optional and can be omitted without loss of
continuity.
■■ An Algebra Review appendix is keyed to parts of the text (see, for example, page 49).
■■ A Diagnostic Test has been added to help students identify skills that may need
review. This test appears before Chapter 1. Complete solutions are given in the
Algebra Review appendix.
■■ New material on parallel and perpendicular lines has been added to Section 1.1,
Real Numbers, Inequalities, and Lines.

■■ New exercises have been added and over 100 updated (including all of the
Wall Street financial exercises) with current real-world data and sources.
New Explorations and Excursions exercises give further details or theoretical
underpinnings of the topics in the main text.
■■ A new “What You’ll Explore” paragraph on the opening page of each chapter
previews the ideas and applications to come.
Enhanced Learning Support

■■ Throughout the text there are now and
marginal notes that show connections between current material and past or
future developments to unify students’ understanding of calculus.
■■ New Take Note marginal prompts provide observations that simplify or clarify
ideas.
For help getting
■■ Newly added For more helP and started prompts point students to
Examples or parts of the Algebra Review appendix for additional help.
Graphing Calculator
■■ The graphing calculator screens throughout the book are now in color, based
on the TI-84 Plus C Silver Edition, although students can still use the TI-83
or TI-84 (regular or Plus) calculators and follow instructions provided to get
corresponding black-and-white graphs.
■■ References to the Internet are now given for graphing calculator programs
from sites such as ticalc.org. The programs may be used for Riemann sums
(page 332), trapezoidal approximation (page 418), Simpson’s rule (page 421),
and slope fields (pages 430, 432, and 450). The graphing calculator programs
from earlier editions are now available on the Student and the Instructor
Companion Sites.
User’s Guide
To get the most out of this book, familiarize yourself with the following features—
all designed to increase your understanding and mastery of the material. These
learning aids, together with any help available through your college, should make
your encounter with calculus both successful and enjoyable.
Applications
From archaeological finds to physics, from social issues to politics, the applications
show that calculus is more than just manipulation of abstract symbols. Rather, it is
a powerful tool that can be used to help understand and manage both the natural
world and our activities in it.
Application Preview
Following each chapter opener, an Application Preview offers a “mathematics in
your world” application. A page with further information on the topic and a related
exercise number are often given.
Functions APPLIcAtIoN PREvIEW
1
World Record Mile Runs
The dots on the graph below show the world record times for the mile run from
1865 to the 1999 world record of 3 minutes 43.13 seconds, set by the Moroccan
runner Hicham El Guerrouj. These points fall roughly along a line, called the
regression line. In this section we will see how to use a graphing calculator to find
a regression line (see Example 9 and Exercises 73–78), based on a method called
least squares, whose mathematical basis will be explained in Chapter 7.
4:40
4:30
regression line
Time (minutes : seconds)

4:20
4:10
4:00
= record
3:50
3:40
3:30
14 Chapter 1 Functions
1860 1880 1900 1920 1940 1960 1980 2000 2020
ZUMA/ ZUMA Press, Inc/Alamy
World record mile runs 1865–1999

Moroccan runner Hicham El
Guerrouj, current world record
holder for the mile run, bested
PRActIcE PRoBLEM 7 Notice that the times do not level off as you might expect but continue to decrease.
the record set 6 years earlier by
1.26 seconds. Find an equation for the line through the point (9, 2) that is perpendicular to the
History of the Record for the Mile Run
y
line x 2 5 2. [Hint: time
Use your
Year answer
Athlete to Practice
time Problem
Year 6.]
Athlete time Year Athlete
3 4:36.5 1865 Richard Webster 4:09.2 1931 Jules Ladoumegue 3:54.1 1964 Peter Snell
What You’ll Explore 4:29.0 1868 William Chinnery 4:07.6 1933 Jack Lovelock 3:53.6 1965 Michel Jazy
4:28.8 1868 Walter Gibbs 4:06.8 1934 Glenn Cunningham 3:51.3 1966 Jim Ryun
To model how things change over time or to manage any complex enterprise, you 4:26.0 1874 Walter Slade 4:06.4 1937 Solution
Sydney Wooderson on
3:51.1page
1967 16Jim>Ryun
will need a variety of ways to express relationships between important quantities. 4:24.5 1875 Walter Slade 4:06.2 1942 Gunder Hägg 3:51.0 1975 Filbert Bayi
The functions introduced in this chapter will help you understand and predict 4:23.2 1880 Walter George 4:06.2 1942 Arne Andersson 3:49.4 1975 John Walker
Linear Regression
quantities as diverse as populations, income, global energy, and even the world 4:21.4
4:18.4
1882
1884
Walter George
Walter George
4:04.6
4:02.6
1942
1943
Gunder Hägg
Arne Andersson
3:49.0
3:48.8
1979
1980
Sebastian Coe
Steve Ovett
record times in the mile run. The techniques you learn in this chapter will serve as 4:18.2 1894 Fred Bacon 4:01.6 1944 Arne Andersson 3:48.53 1981 Sebastian Coe
the basis for calculus in Chapter 2 and beyond. Given two
points, we can find a line through them, as in Example 4. However, some
4:17.0
4:15.6
1895
1895
Fred Bacon
Thomas Conneff
4:01.4
3:59.4
1945
1954
Gunder Hägg
Roger Bannister
3:48.40
3:47.33
1981
1981
Steve Ovett
Sebastian Coe
1.1 Real Numbers, Inequalities, and Lines real-world situations involve many data points, which may lie approximately but
4:15.4 1911 John Paul Jones 3:58.0 1954 John Landy 3:46.31 1985 Steve Cram
1.2 Exponents Take Note 4:14.4 1913 John Paul Jones
not exactly on a line. How can we find the line that, in some sense, lies closest to the
4:12.6 1915 Norman Taber
3:57.2
3:54.5
1957
1958
Derek Ibbotson
Herb Elliott
3:44.39
3:43.13
1993
1999
Noureddine Morceli
Hicham El Guerrouj
4:10.4 1923 Paavo Nurmi 3:54.4 1962 Peter Snell
1.3 Functions: Linear and Quadratic points or best approximates the points?
You don't need to know about Source: USA Track & Field The most widely used technique is called linear
1.4 Functions: Polynomial, Rational, and
regression Exponential
to read most of regression or least squares, and its mathematical basis will be explained in Section 7.4.
this book. Even before studying its mathematical basis,Thehowever, we can easily
equation of the regression line is yfind the1regres-
5 20.356x 257.44, where x repres-
sion line using a graphing calculator (or spreadsheet or and
ents years after 1900 other computer
y is the software).
time in seconds. The regression line can be used
to predict the world mile record in future years. Notice that the most recent world
record would have been predicted quite accurately by this line, since the rightmost
dot falls almost exactly on the line.
EXAMPLE 9 LINEAR REgRESSIoN uSINg A gRAPHINg

cALcuLAtoR
Diverse Applications The following graph shows the average number of "tweets" per day sent on
Twitter in recent years.
Along with an emphasis on business and biomedical
sciences, a variety of other fields are represented 500
Million tweets
420
400
320
per day
300
throughout the text. Applications based on contem- 200 140
100 50
porary real-world data are denoted with an icon 0
2010 2011 2012 2013
Years
Source: Twitter
a. Use linear regression to fit a line to the data.

b. Interpret the slope of the line.
c. Use the regression line to predict the number of tweets per day in the
year 2022.
Solution
a. We number the years with x-values 023, so x stands for years since 2010
(we could choose other x-values instead). We enter the data into lists, as
shown in the first screen below (as explained in the appendix Graphing xi
Calculator Basics—Entering Data on page A3), and use ZoomStat to graph
the data points.
xii User’s Guide
Guided Learning Support

250 Chapter 4 Exponential and Logarithmic Functions
Annotations
To aid students’ understand- EXAmpLE 3 DEpREciATing An AssET
ing of the solution steps A car worth $30,000 depreciates in value by 40% each year. How much is it
worth after 3 years?
within examples or to pro- solution
vide interpretations, blue The car loses 40% of its value each year, which is equivalent to an interest
rate of negative 40%. The compound interest formula gives
annotations appear to the 30,000(1  0.40)3 5 30,000(0.60)3 5 $6480
P(1  rym)mt with
P 5 30,000,
right of most mathematical Using a
r 5 0.40, m 5 1,
and t 5 3
formulas. Calculations pre- calculator
The exponential function f(x) 5 30,000(0.60) x, giving the value of the car
sented within annotations after x years of depreciation, is graphed on the left. Notice that a yearly loss
provide explanations and of 40% means that 60% of the value is retained each year.
justifications for the steps.

pRAcTicE pRoBLEm 2
A printing press, originally worth $50,000, loses 20% of its value each year.
What is its value after 4 years? Solution on page 255 >
The above graph shows that depreciation by a fixed percentage is quite different
from “straight-line” depreciation (discussed in Exercises 65–66 on page 18). Under
straight-line depreciation the same dollar value is lost each year, while under fixed-
percentage depreciation the same percentage of value is lost each year, resulting
in larger dollar losses in the early years and smaller dollar losses in later years.
Be Careful Depreciation by a fixed percentage (also called the declining balance method) is
one type of accelerated
4.3 depreciation.
Differentiation The method
of Logarithmic of depreciation
and Exponential Functions that one uses
279
The “Be Careful” icon marks depends on how one chooses to estimate value, and in practice is often determined
by the tax laws.
places where the authors Be careful Do not take the derivative of e x by the Power Rule,
The Number e
help students avoid common Imagine that a bank offers 100% interest,
d n
dx
x  and
n21
nxthat you deposit $1 for 1 year. Let us
errors. see how the value changes under
TheFor
Power Rule
annual compounding,
n
applies to x , ayour
different types of compounding.x
variable to a constant
$1 would power,
in a year while
grow toe$2is(the
a constant to a
original
248 variable Chapter 4The
power. two types
Exponential of functions
and Logarithmic Functions are quite different, as their graphs show.
dollar plus a dollar interest).
For quarterly compounding, we use the compound interest formula with
y y
P 5 1, r 5 1 (forvalue
100%), 5 4, and
maccount
of your t 5 1:we simply multiply the principal by (1  0.02)
after t years,
a total
# 1 of
5 4t times, obtaining: 5
1 4 r mt
1a1  b 54 1(1  0.25)4 5 (1.25)4  2.44 4tn4 times times P a1  b
4 3 3 m
2 Value after # # 2 p
or $2.44, an improvement a b  P (1  0.02) (1  0.02) (1  0.02)
1 of 44 cents
t yearsover annual compounding. 1
For daily compounding, the value x after a year would be x
 P # (1  0.02)4t
321 0 1 2 3 321 0 1 2 3
365 m 5 365 periods
The 8%,
1
which
0.08
a1
The graph bof gave
x2  the
2.71 4  0.02 quarterlyTherate,
graphcanrofbe
ex replaced
100% by 1any interest
rate 365 toina decimal form), and the 4(acan
(written
(a rvariable be replaced
constant 5 5 number m of
by any
compounding periods per year, leading to the
mto general
following
a 365 365
formula.
constant power) variable power)
an increase of 27 cents over quarterly compounding. Clearly, if the interest rate,
Looking Ahead the principal,
Each andCompound
the has
type of function amount of time
Interest
its own
compounding is done more frequently.
stay the same,
differentiation formula.the value increases as the
Looking Back d Pn dollarsn21

For
x  nx
t years,
invested at annual interest ratedr compounded
ex  ex
m times a year for
dx dx
New in the 7e! These notes a
Value after r mt
b  P # a1  b
r  annual rate
m  periods per year
For a variablet years m For the constant t  number of years
appear in the margins and On page 252 we will
introduce a different kind of
x to a constant
power n
e to a variable
power x
show connections between
compound interest, where
the compunding is Chapter
276 done 4 For example,
Exponential for monthly
and Logarithmic Functionscompounding we would use m  12 and for daily
continuously. compounding m  365 (the number of days in the year).
current material and previ- EXAMPLE 8 DiffErEntiAting A LogArithMic AnD EXPonEntiAL

function
EXAMPLE 13 FIndIng A VALuE undEr
DiFFErEntiAting CoMPound
A LogArithMic IntErEst
Function
ous or future developments Find the derivative of ln (1 
value exof
). f(x)
of $4000
Find the derivative invested for
 ln (x 4 2 years
 1)3. at 12% compounded quarterly.
to solidify and unify under- Solution solution

Solution
4 2#
r mt
P # a1  b
m
the0.12
standing of calculus topics.
We need rule for differentiating 8 the natural logarithmwithof Pa function,
4000 # a1  b d
4000(1  0.03) 4000,
together with4the Generalized e x ) Rule [for differentiating
(1 Power x r  (x
4
0.12, 1)
m
3
]. 4,
d dx e
ex)  d
ln(1  0.03  and t  2
dx (x14  e x3 8
1)
# 1.03 1  ex
d  4000dx < 5067.08 d Using
f a calculator
ln (x 4  1)3  4 3
Using ln f 
Thedx
value after 2 years(x
will 1)$5067.08.
dbe f9 dx out f
Working
For MorE hELP Using ln f 5 the numerator
with simplifying expressions, see 3(x 4 dx
 1)24x3 f
 Using the Generalized Power Rule
the Algebra Review appendix, (x 4  1)3
pages B13–B14
Be Careful Always enter 12xthe
3 interest rate into your calculator as a decimal.
 4 Dividing top and bottom by (x4  1)2
x  1 4000(1  0.03)8 intuitively as follows: Multiplying
We may
Functions of the form e kxinterpret the formula
(for constant k) arise in many applications. The derivative
kx the $4000 principal by (1  0.03) means that you keep the original amount (the
of e is as follows: Alternative Solution It is easier if we simplify first, using Property 8 of loga-
“1”) plus some interest (the 0.03), and the exponent 8 means that this is done a total
d 8rithms
of times.
(see the inside back cover) to bring down the exponent 3:
d f
e kx  elnkx(x? 4 k kekx
1)3  3 ln (x 4  1)
Using e  e f  f
ln (MP )  P  ln M
dx Using dx
The properties of
logarithms were stated on PrACtICE
Now we ProBLEM 1the simplified
differentiateDerivative of the exponent
expression:
pages 262–263.
This result is so useful dthat
Find the weofrecord
value it as
4x 3a separate
$2000 invested for12x 3 formula.
3 years at 24% compounded monthly.
3 ln (x 4  1)  3  Same answeron
Solution aspage
before
255 >
dx x4  1 x4  1
Derivative of ekx
d Changing
Moral: kx
... n ...
kxln ( ) to n ln ( ) simplifies differentiation.
e  ke For any constant k
dx
Derivatives of Exponential Functions
The rule for differentiating the exponential function e x is as follows:
Derivative of ex
d x
e  ex The derivative of e x is simply e x
dx
y This shows the rather surprising fact that e x is its own derivative. Stated another
y ex
way, the function e x is unchanged by the operation of differentiation.
This rule can be interpreted graphically: If y  e x, then y  e x, so that
3
Slope 3 y  y. This means that on the graph of y  e x, the slope y always equals
at y 3
2 the y-coordinate, as shown in the graph on the left. Since y and y both equal
Slope 1 e x, they are always positive and the graph is always increasing and concave
1 at y 1
x upwards.
For y ex, y y.
notation x → 3 (read: “x approaches 3”) means that x takes values arbitrarily close
to 3 without ever equaling 3. Given a function f(x), if x approaching 3 causes the func-
tion to take values approaching (or equaling) some particular number, such as 10,
then we will call 10 the limit of the function and write
lim f(x) 5 10 Limit of f(x) as x approaches 3 is 10
xS3
be Careful x → 3 means that x takes values closer and closer to 3 but never
equals 3.
User’s Guide
In practice, the two simplest ways we can approach 3 are from the left or from the
xiii
right. For example, the numbers 2.9, 2.99, 2.999, … approach 3 from the left, which
we denote by x → 32, and the numbers 3.1, 3.01, 3.001, … approach 3 from the
right, denoted by x → 31. Such limits are called one-sided limits.

x→3 x→3
(approaching 3 (approaching 3
from the left) from the right)
Guided Learning Support 246 Chapter 4 Exponential and Logarithmic

The following Example Functions
shows
2.9 2.99 3 3.01 3.1
how to find limits from tables of values of the

function.
Take Note 4.1 Exponential Functions

example 1 Finding a limit by tables
New in the 7/e! Appearing in the mar-

Use tables to find lim (2x 1 4). Limit of 2x 1 4 as x approaches 3
xS3
Introduction
solution
Exponential and logarithmic functions are two of the most useful functions in all
gins, these prompts include observations We first saw expo

nential functions on page 51.
We make two In
of mathematics.
and
wide the other
variety
tables, as shown
this chapter webelow,
with x approaching
of problems.
develop
3 from
We begin with
onetheir
withproperties
x approaching 3 from them
and apply the left,
the right. functions, showing how they
exponential
are used to model the processes of growth and decay.
to a
to help simplify or clarify ideas in the text. x 2x 1 4 x 2x 1 4
Approaching 3
Approaching 3
from the right
$ 3.1$
from the left

2.9 9.8 10.2
Limit is 10
Limit is 10
226 Chapter 3 Furthur
$3.00Applications of Derivatives
––––––
––––––
––––––
––––––
$30,000
2.99 9.98 3.01 10.02
$2.50
>
>
>
>
$2.00 2.999 9.998 3.001 10.002
$1.50 $15,000
3.6 Section Summary $1.00
$0.50 This table showsf(x) lim2 (2x 1 4) 5 10 This table shows f(x)
$3000 lim1 (2x 1 4) 5 10
$0.05 x S 3 x S 3
An equation in x and y may define one or more functions y 5 f(x), which we
1930 1950 1970 1990 2010 1 5
mayChoosing
need toPrice
differentiate.
x-values Instead
even
of an ice cream
of solving
closer
cone
the as
to 3 (such equation
2.9999 foror y, whichYears
3.0001) may beresult
would dif-
ficultinorvalues
impossible,
of 2x (1we 4caneven
scoop)
1 differentiate
closer to 10, so that differentiating
implicitly, both one-sided both
Depreciation sides
limits
of of the
equal
an 10:
automobile
original equation with respect to x (writing a dyydx or y9 whenever we differenti-
ate y) and solving forlim the(2x
derivative
1 4) 5 10 The derivative
dyydx. and at 1
lim1 (2x any
4) point
5e. 10 of the curve
We will also define the very important mathematical constant
may then be foundxby S 3substituting
2
the coordinates xofSthat3 point.
Implicit differentiation
Since approaching is especially
3 from useful
either side when2xseveral
causes 1 4 to variables
approach in an
theequa-
same
Take Note Exponential
tion depend 10,
on we
anFunctions
underlying variable, usually
number, may state that the limit is 10: t for time. Differentiating the
Saying that the limit equals equation implicitly
A function that haswith respect tointhis
a variable an underlying
exponent, suchvariable
as gives an 2equation
f(x) 5 x in- an
, is called
10 means that 10 is the only volving the rates of change
The of the original variables. Numbers may thenthe be substi-
exponential function.
lim (2x 1 number
4) 5 10 being raised Limittoofthe2xpower
1 4 asisx called
approachesbase.
3 is 10
number that values of tuted into this “related rate equation” to find a particular rate of change.
x S 3
2x 1 4 get arbitrary close Exponent
to as x approaches 3. f (x) 5 2x
verification of the power rule for rational
Base powers
More
On page 100formally:
we stated the Power Rule for differentiation:
d n
Exponential Functions x 5 nxn21
dx
Although we have proved it only for integer powers, we have beenBrief usingExamples
the Power
Rule for
Forall constant
any number powers
a . 0,n. Using implicit differentiation, we may now prove
the function
the Power Rule for rational powers. (Recall that a rational number
f(x) 5is2xofhas
the base
form2
f(x) 5 a xwith q Þ 0.) Let y 5 xn for a rationalx exponent
pyq, where p and q are integers
and an
let exponential
x be a number at which p/q f(x) 5 1 1
2 has base 12
n 5 pyq,
is called function withx is differentiable. Then 2
base a and exponent (or power) x.
y 5 xn 5 x pyq Since n 5 pyq
For More Help

yq 5 xp Raising each side to the power q
The table below shows some values of the exponential function f(x) 5 2x, and
its graph dy(based p21
on these points) is shown onDifferentiating
the right. each side
qy q 2 1 5 px implicitly with respect to x
dx
For Help Getting Started

y
dy x px p21y  2x
5 9Dividing each side by qy q21
dx 3 qy q21
23 5 1 8
New in the 7/e! These prompts appear

8
7Using y 5 x pyq and
2 px 2p21
2
51
4 px p21
For morE hElp 5
1 51
2p1q21
5 p
6multiplying out the exponents
5in the denominator x
with negative exponents, see qQx q R0 2 qxp 2 q 4
f (x) 2 has
within the margins of the text and end-

0 2 51 domain (, )
page 22. 3
21 5
1 p p212 p22p p p21 Subtracting
2
and range
powers, (0, )
simplifying,
52 x 22 5 4q 5 x q 5 nx n21
and
1 replacing pyq by n (twice)
q q
of-section exercises. They direct students

x
3 23 5 8p 3 2 1 0 1 2 3
211
q
Graph of y 2x
This is what we wanted to show, that the derivative of y 5 xn is dyydx 5 nxn21
to Examples from within the text or for any rational exponent n 5 pyq. This proves the Power Rule for rational
exponents.
parts of the Algebra Review appendix, 3.6 exercises
as a refresher.
1220. For each equation, use for help getting 5. y 4 2 x3 5 2x 6. y2 5 4x 1 1
implicit differentiation to find StarteD 7. (x 1 1)2 1 (y 1 1)2 5 18 8. xy 5 12
dyydx. with Exercises 1–28, see
Example 4 on pages 221–222. 9. x2y 5 8 10. x2y 1 xy2 5 4
1. y 2 x 5 4
3 2
2. y 5 x2 4
11. xy 2 x 5 9 12. x3 1 2xy2 1 y3 5 1
3. x3 5 y2 2 2 4. x 2 1 y 2 5 1
Practice and Prepare

5.1 Antiderivatives and Indefinite Integrals 313
Practice Problems Practice Problem 5

Students can check their un- Integrate “at sight” by noticing that each integrand is of the form nx n21 and
integrating to x n without working through the Power Rule.
derstanding of a topic as they a. # 5x 4
dx b. # 3x 2
dx Solutions on page 316 >
read the text or do home-

Algebraic Simplification of Integrals
work by working out a Sometimes an integrand needs to be multiplied out or otherwise rewritten before
it can be integrated.
Practice Problem. Complete
solutions are found at the eXamPle 11 eXPanding before integrating
Find # x (x 1 6)
2 2
dx.
end of each section, just be-
Solution
fore the Section Summary.
# x (x 1 6)
2 2
dx 5 # x (x 1 12x 1 36) dx
2 2 “Squaring out”
the (x 1 6)2
(x 1 6)2
5 # (x 1 12x 1 36x ) dx
4 3 2
Multiplying out
1 5 1 1 Integrating each
5 x 1 12 # x4 1 36 # x3 1 C term separately
5 4 3
1
5 x5 1 3x4 1 12x3 1 C Simplifying
5
Practice Problem 6
6t 2 2 t
Find # t
dt. [Hint: First simplify the integrand.]
Solution on page 316 >
Since differentiation turns a cost function into a marginal cost function, integration
turns a marginal cost function back into a cost function. To evaluate the constant,
however, we need the fixed costs.
eXamPle 12 recovering coSt from marginal coSt

A company’s marginal cost function is MC(x) 5 61x and the fixed cost is
$1000. Find the cost function.
Solution
We integrate the marginal cost to find the cost function.
C(x) 5 # MC(x) dx 5 # 61x dx 5 6 # x 1y2
dx Integrating
2 From the Power Rule

5 6 # x3y2 1 K 5 4x3y2 1 K 5 42x3 1 K (using K to avoid
3 confusion with C for cost)
and higher derivatives. We also have another interpretation for the derivative,
one that gives an interpretation for the second derivative as well. For distance
measured along a straight line from some fixed point:
If s(t) 5 distance at time t
then s9(t) 5 velocity at time t
xiv User’s Guide and s–(t) 5 acceleration at time t.

Therefore, whenever you are driving along a straight road, your speedometer gives
the derivative of your odometer reading.
Speed
f '(x)
Exercises Distance
The exercises that appear at the end of each section are graded from routine drills
f (x)
to significant applications. The Applied Exercises are labeled with general and spe- Velocity is the derivative of distance
cific titles so instructors

We now have fourcan assign
interpretations problems
for the derivative: appropriate
instantaneous rate of for the class. Conceptual
change, slope, marginals, and velocity. It has been said that science is at its best
Exercises develop
138
when intuitive insights
it unifies, and the derivative,
Chapter 2
to
unifying these solve
four problems
different concepts,
Derivatives and Their Uses
is one of
the most important ideas in all of science. We also saw that the second derivative,
quickly and simply. Explora-
tions and Excursions push students further. Just-in-time
which measures the rate of change of the rate of change, can show whether growth
is speeding up or slowing down.
Review Exercises are found
a. Find the velocity function. the number of decades since 2000 (so, for example,
in selected sections. They recall
b. Find the time t when the bullet will be at its
skills previously
Be Careful Remember that derivatives measure just what an automobile speedo-
maximum height. [Hint: At its maximum height the
learned that are relevant to con-
x 5 2 means the year 2020). Find L(10), L9(10), and
L0(10), and interpret your answers. [Note: Rising sea
tent in an upcoming section (see, for

bullet is moving neither up nor down, and has velo-
example, page
meter measures: the velocity at a particular instant. Although this statement may
city zero. Therefore, find the time when the velocity
be obvious for velocities, it is easy to forget when dealing with marginals. For
v(t) equals zero.]
355). levels could flood many islands and coastal regions.]
Source: U.N. Environment Programme
2.5 Higher-Order Derivatives 137
example, suppose that the marginal 44. cost for
BusinEss: a product
Profit The annual is $15 when
profit of the100Digitronics
units have
c. Find the maximum height the bullet will reach.
been produced [which may be company written xC9(100) years from 5 15].
now isTherefore,
predicted tocosts be are in-
[Hint: Use the time found in part (b) together
with x 1 1 function s(t).]
the5height
creasing at the
x22 rate of $15 per additional
P(x) 5 d unit,
5.27x
2
0.3but only 1.52
2 0.463x at the instant
million d 2 when
dollars (for x 5 100.
9. f (x) 10.
Although f (x) 5 this may be used to estimate 0 21.
# x #future8).x10Evaluate
` costs (about the profit 22.function
$15 x11 ` and
for2 each additional
its first
2x 4x dx2 dx
40. BioMEdiCAL: Fever The temperature unit), itofdoes a patient and second derivatives x 5 21
at x 5 3costs andby x 5 21
interpret your
t hours after 1 1 notis mean that one additional unit will increase exactly $15,
11. f (x) 5 taking a fever reducing12.
two fmore (x)medicine
5 by exactly $30, and so on, answers. d 3 [Hint:
since the Enter the given function
10 marginal rate usually d 3 changesin y1 , define
as pro-
2
T(t) 5 98 1 8y6x1t degrees Fahrenheit. Find
3
12x T(2), y 23.
to be the x `
3 derivative of y1 (using NDERIV),
24. 3 x 11 ` and
duction increases. A marginal cost is only 2 dx an approximate
x 5 21 predictor dx of future x 5 21 costs.
T9(2), andFind
13–18. T0(2), the and interpret
second these of
derivative numbers.
each function. define y3 to be the derivative of y2 . Then evaluate each
d2
at the stated x-value.] d2 3 4
13. f (x) 5 National
41. EConoMiCs: (x2 2 2)(x Debt2
3) national debt of a
1 The 25. 2 2x3 ` 26. 2 2 x `
South 45. gEnErAL: dx Windchill x 5 1y16
Index The windchill dx index x 5 1y27
14. American
f (x) 5 (x2 2 country
1)(x2 1t years
2) from now is pre-
2.5dictedExercises
to be D(t) 27 5 65 1 9t 4y3
billion dollars.
32 Find (revised in 2001) for a temperature of 32 degrees
15. f (x) 5 16. f (x) 5 27–32. Find the second derivative of each function.
D9(8) and D0(8)3 and interpret your answers. 4 Fahrenheit and wind speed x miles per hour is
1
1–6. For each function, find: x 1 x 4. W(x)
f (x)
1 2 3 1 3 0.16 1 4
27.55 (x155.628
21 2xx112 x 22.07x
2 1)(x1 62 x 1) . x
1 24
42. EnvironMEntAL x sCiEnCE: Global Temperatures x The
a. f 9(x)17. f (x)
b.off5 other18. d. f (x)
f (4) 5 generates
(x) 5. a.
f (x)Graph
28. 5(x2x3 the
15x 2 windchill
1)(x3 1 1) index
6. f (x) on5a graphing
2x 3 calculator
burning oil, 2 1 c.and
x coal,
0(x) f 09(x) fossil fuels x22
using the window [0, 50] by [0, 40]. Then find
1. “greenhouse
f (x) 5 x4 2 2x gasses”
3
2 3x2that1 5xtrap 2 7heat and raise global 7–12. 29. theeach
For x
windchill
function, index for wind
find: a. 30. speeds
f 0(x) x of b.x 5
and 15
f 0(3).
temperatures.
19–26.4 Evaluate Althougheach predictions depend upon as-
expression. 2 2
2. sumptions
f (x) 5 x 2of3xcounter 3 2
1 2x measures,
2 8x 1 4 one study predicts an andx x15 1 30 mph. x 21
d 21 x 1 1d 3 5 4
x21 x12
3. increase
f (x)
19.5 12in
1 1 3
2 x2temperature
) 2 1 6 x 1 24 x20.
1 4
120 x athe
7. b.
f (x)Notice
52x 2from your graph 8. that
f (x) the
53xwindchill index
global (above pr2000b level) x 1 x 1
(pr 1 3 1
dr5 0.25t1.4 degrees Fahrenheit, dr3 3where t is 31.
has2xfirst derivative negative 32.and second derivative
of T(t) 11 3x 2 1
the number of decades since 2000 (so, for example, positive. What does this mean about how success-
t 5 2 means the year 2020). Find T(10), T9(10), and ive 1-mph increases in wind speed affect the wind-
T0(10), and interpret your answers. [Note: Rising tem- chill index?
Applied
peratures Exercises
could adversely affect weather patterns and c. Verify your answer to part (b) by defining y2 to be
crop yields in many areas.] the derivative of y1 (using NDERIV), evaluating
Source: Intergovernmental Panel on Climate Change it at x 5 15 and x 5 30, and interpreting your
33. GEnErAl: Velocity After t hours a freight train is 2.6
c. Find the acceleration at any time t. (This number is
The answers.
Chain Rule and the Generalized Power Rule 139
2 3
s(t) 5 18t 2 2t miles due north of its starting point calledWeather
Source: National the acceleration
Service due to gravity.)
(for 0 # t 7# 9).
6 46. BioMEdiCAL: AIDS The cumulative number of cases of
Temperature
a. Find its 5velocity at time t 5 3 hours.

increase
52. At time t 5 0 a helicopter takes off gently and then AIDS (acquired (i) immunodeficiency (ii) syndrome) (iii)
in the
b. Find its 4velocity at time t 5 7 hours.
60 seconds3later it lands gently. Let f(t) be its altitude United States between 1981 Velocity
Velocity and 2000 is given Velocity approx-
c. Find its acceleration at time t 5 1 hour.
above the ground 2 at time t seconds. imately by the function
34. GEnErAl: 1
Velocity After t hours a passenger train is
a. Will f9(1) 0 be positive or negative? Same question for
24t 2 20002 2t 3 miles ƒ(x) 5 20.0182x 4 1 0.526x 3 2 1.3x 2 1 1.3x 1 5.4
s(t)f 5 0(1). 2050 due west 2100 of its starting point Time Time Time
(for
b. Will 0# t # be
f9(59) 12).positiveYear or negative? Same question in thousands of cases, where x is the number of years
a. forFind its velocity at time t 5 4 hours.
f 0(59). since 1980.
© Fingerhut/Shutterstock.com
b. Find its velocity at time t 5 10 hours. a. Graph this function on your graphing calculator on
53. gEnErAL: Velocity
43. EnvironMEntAL sCiEnCE: Each
Seaat of the following three “stor-
Level
c. Find its acceleration time Increasing
t 5 1 hour. 54. window [1,Profit
theBusinEss: 20] by Each of theNotice
[0, 800]. following that at three
some
globalies,” labeled a, raise
temperatures b, and matches
seac, levels by one
thermalof the velocity descriptions
35. GEnErAl:
graphs, Velocity time in the 1990softhe a company’s
rate of growth profit overto
began time,
slow. labeled
expansion andlabeled
the (i),A(ii),
melting of and
rocket polar (iii).
can ice. For
rise toeach
Precise story,of
a height
pre- b, andthe c, matches one of beganthe graphs, labeled
choose
h(t) 5 t 3
the
1 most
0.5t 2
appropriate
feet in t graph.
seconds. Find its velocity and b. Find a, when rate of growth to slow. [Hint:(i), (ii),
dictions are difficult, but a United Nations study and (iii). the
For second
each description, choose the most appro-
acceleration 10level
seconds afterthe it is launched. Find where derivative of ƒ(x) is zero,
predictsa. aI rise
left my in seahome and(above
drove to 2000
meet level)
a friend, of but I got
3 andpriate graph. the x-value to a year.]
then convert
L(x) 0.02x
stopped
36.5GEnErAl: for a2 1
0.07x
2 Velocity 8x centimeters,
speeding
After carwhere
ticket.aAfterward
t hours x Iisdrove on
is a distance Profits
more slowly. Source:a. Centers forwere
Disease growing
Controlincreasingly rapidly.
100 38. GEnErAl:
b. Profits Impact Velocity If
were declining a marble
but the rateisofdroppeddecline was from
s(t)
b. I5 60t 1drivingmiles
started but then fromstopped
its startingto look point. Find
at the the top of the Sears Tower in Chicago, its height
t13 slowing.
map. Realizing
the velocity after 2 hours. that I was going the wrong way, above
c. Profits the were
ground t seconds
rising, but more afterand it ismore
dropped slowly.will be
Conceptual Exercises
I drove back the other way. 2
s(t) 5 1454 2 16t feet (neglecting air resistance).
37. GEnErAl:
c. After driving Impact Velocity
for a while If aI steel
got into ballsomeis tossed
stop-from a. How
theand-go
top of the Burj Khalifa in Dubai, the Itallest (i) long will it take(ii) to reach the ground? (iii)
driving. Once past the tie-up couldbuild-
speed b. Use your answer to part (a) to find the velocity with
47–50. Supposeingup thatworld,
in again.
the the quantity
its height described
above the is repre
ground sentedt seconds48. The economy is growing, but more slowly.
by a function where stands for 2 time. which it will strike the ground.
later f(t)will be ts(t) 5 2717 16t 2Based feet on the
(neglecting air 49. The stock market is declining, but less rapidly.
description: c. Find the acceleration at any time t. (This number is
Profit
Profit
Profit
resistance).
a. Is the first derivative positive or tonegative?
50. The population called the is growing
acceleration increasingly
due to gravity.)fast.
a. How long will it take reach the ground? [Hint:
b. Is the second Find derivative
when thepositive height equals or negative?zero.] 51. True 39. orGEnErAl:
False: If Maximum Height If a of
f(x) is a polynomial bullet
degree from n, athen
(n11)
47. The temperature
b. Use yourisanswer dropping to part (a) to findrapidly.
increasingly the velocity with f 9-millimeter
(x) 5 0. Timepistol is fired straight Time up from the Time
which it will strike the ground. (This is called the ground, its height t seconds after it is fired will be
2
impact velocity.) s(t) 5 216t 1 1280t feet (neglecting air resistance)
for 0 # t # 80.
Explorations and Excursions The following problems extend and augment the material presented(continues)
in the text.
More About Higher-order derivatives 57. Verify the following formula for the second derivative of
a product, where f and g are differentiable functions of x:
d100 100
55. Find (x 2 4x99 1 3x50 1 6). d2
dx100 ( f # g) 5 f – # g 1 2f9 # g9 1 f # g–
dx2
[Hint: You may use the “factorial” notation:
n! 5 n(n 2 1) p 1. For example, 3! 5 3 # 2 # 1 5 6.] [Hint: Use the Product Rule repeatedly.]
d n 21 58. Verify the following formula for the third derivative of a
56. Find a general formula for x . product, where f and g are differentiable functions of x:
dx n
[Hint: Calculate the first few derivatives and look d3
( f # g) 5 f ‡ # g 1 3f – # g9 1 3f9 # g– 1 f # g‡
for a pattern. You may use the “factorial” notation: dx3
n! 5 n(n 2 1) p 1. For example, 3! 5 3 # 2 # 1 5 6.]
[Hint: Differentiate the formula in Exercise 57 by the
Product Rule.]
2.6 the Chain rule and the generalized Power rule

Introduction
In this section we will learn the last of the general rules of differentiation, the
Chain Rule for differentiating composite functions. We will then prove a very
useful special case of it, the Generalized Power Rule for differentiating powers of
functions. We begin by reviewing composite functions.
Solutions to Practice ProblemS
1. dy 5 2x dx. At x 5 3 and dx 5 0.01, dy 5 2 ∙ 3 ∙ (20.05) 5 20.3.
2. dy 5 [2 (3 2 1) 1 (12 1 2) (21)] ? 0.01 5 0.01
User’s Guide
y 5 (1.012 1 2) (3 2 1.01) 2 (12 1 2) (3 2 1) 5 6.009999 2 6 5 0.009999 xv
so the values of dy and y are even closer for this smaller value of dx 5 x.
3. The only difference between this problem and Example 3 is that x is now 11,
3
so 2 65 < 4 1 481 < 4.02083
250
4. Now ¢x 5 1000 5 0.25 5 14, so the change is 14 ? 0.2 5 0.05. Therefore,
Practice and Prepare the cost is C(8.25) < 5 1 0.05 5 5.05, or $5,500,000. Note that the actual cost
C(8.25), correct to five decimal places, is 5.04975, so our estimate is very good.
3.7 Section Summary

Section Summary
Found at the end of every section, summaries briefly
For an independent variable x, the differential dx is any nonzero number. For the
dependent variable y 5 f(x), the differential is dy 5 f 9(x) dx. Values for both
x and dx must be known before dy can be evaluated.
state the main ideas of the section and provide study The best linear approximation of a differentiable function y 5 f(x) near x is the
tools or reminders for students tangent line approximation given by

f(x 1 x) ø f(x) 1 f 9(x) dx (x 5 dx)
since y ø dy. This approximation becomes more accurate for values of x 5 dx

closer to zero.
For a dependent variable y, the error y resulting from a measurement error x is
sometimes called the absolute error, and may be approximated by the differential,
y ø dy. The relative error ¢yyy < dyyy compares the absolute error to the
actual value, and is usually written as a percentage. Errors are sometimes called
“changes” depending on the situation.
Marginals can be used to find approximations of revenue, cost, and profit (see
page 234), and indicate how these quantities vary near a particular level of production.
3.7 exercises
156 Chapter
1–6. Find the differential 2
of each Derivatives
Forand
helPTheir Uses
getting 7–12. FindReview
and Exercises
compareandtheChapter Test For helP getting157
function and evaluate it at the Started values of dy and y for each Started
given values of x and dx. with Exercises 1–6, see function at the given values of with Exercises 7–12, see
Example 1 on page 231. Example 2 on pages 231–232.
2.6 the
1. y 5 Chain
x2 2 4x 1 5rule
at and
x 5 3the generalized Power
x 2.7
and dxNondifferentiable
5 x. Functions
2rule
and Chapter Summary with Hints and Suggestions
dx 5 0.25. 7. y See
5 x3from
1 x2a1graph
3 at where
x 5 1 the
and dx 5 x is
derivative
● 5undefined.
20.05.
Chapter Summary ●
2. yFind the
5 (3x 1derivative of1)
1) (x3 1 x 1 a function
at x 5 1using
andthe
dx 5 0.01.
Generalized Power Rule. (Review Exercises 66– 75.)
8. y (Review
5 (x 1 3) Exercises
dx 5 x 5 0.1.
(x2 2x 1 101–1) 104.)
at x 5 21 and
1 doing the exercises in this chapter have helped you to master the following concepts and skills, which are listed corner points
Reading the xtext
1 and by section (in case you need to
Found at the end of every chapter, the Chapter 3. y 5 at x 5 2 and dx 5 20.15.
d
2 1are keyed
review them)x and
dx
Student Solutions Manual.
f n to
5particular
n # f n21Review
# f 9 Exercises. Answers for all Review Exercises
9. y 5
x 1 5 f 9
are given at at
x11
is undefined
the back
x 5of3 theandbook,atdx•5
and vertical
fullx tangents
solutions
5 0.4.can be found in the
discontinuities
4. y 5 (x 1 1x 2 1) at x 5 1 and dx 5 0.2.
3
Summary with Hints and Suggestions review the 2.1 Limits

d
dx
f (g(x)) 5 f 9(g(x)) # g9(x)
x 1 3and Continuity
● Prove that a function
10. yMC(x)
5 a 2x 51
1 2
2 2 b MR(x)
C9(x)
at a given value.
is not differentiable
at x 5 5 2R9(x)and dxMP(x)
x (Review Exercises 105– 106.)
5 x 5 P9(x)
5 0.1.
5. y 5 2 at x 5 2 and dx 5 0.25.
important developments of the chapter and give in- ●● Find xthe
x
1
1limit
dy of adyfunction
(Review Exercises 5 1–2.) # du
from tables. ●● Find3xand
11. y(Review
1 5interpret the derivative of a learning curve.
5 2 Exercise at x35.)5 1 and dx 5x 5 0.2.
6. y 5 dx at du x 5dx 6 and dx 5 0.5. hints and x 1Suggestions
1
sights to unify the material to help students prepare ●●
●
Find 2x left 1
and3 right limits. (Review Exercises 3–4.)
Find the derivative of a function using two differenti-
●●
●
Find and interpret the derivative of an area or volume
(Overview)(Review
formula. This chapter
Exercises introduced
36– 37.) one of the most
Find the limit of a function.
ation rules. (Review Exercises 76– 87.) (Review Exercises 5–14.)
for tests and exams.
●●
important concepts in all of calculus, the derivative. First
●●● Determine whether
Find the tangent linea function
to a curve is at
continuous or dis-
a given point. 2.4 we Thedefined
Product it (using
and limits),
Quotient then we developed several
Rules
continuous.
(Review Exercise (Review
88.) Exercises 15–22.) “rules of differentiation” to simplify its calculation.
●● Find the derivative of a function using the Product
Find the second derivative of a function using the
● Remember the four interpretations of the derivative —
2.2 Rates of Change, Slopes, and Derivatives
●
Rule or Quotient Rule. (Review Exercises 38–48.)
Generalized Power Rule. (Review Exercises 89– 92.) slopes, instantaneous rates of change, marginals, and
velocities. d
●● Find the derivative of a function from the definition of
Find the derivative of a function in several different ( f # g) 5 f 9 # g 1 f # g9
●
the derivative. (Review Exercises 23–26.) dx
ways. (Review Exercises 93– 94.)
● The second derivative gives the rate of change of the
rate of change, dand facceleration. g # f 9 2 g9 # f
● f (x 1 h) 2
Use the Generalized Power Rule to find the derivative f (x) a b5
f 9(x) 5 lim ● Graphing calculators dx g help to find g 2 limits, graph curves
in an applied problem h S 0 and interpret h the answer.
(Review Exercises and their
Find tangentline
the tangent lines,
to aand
curvecalculate derivatives
at a given point. (using
y 95– 96.)
●●
tangent NDERIV)
(Review and second
Exercise 49.) derivatives (using NDERIV twice).
● Compare the profit line from at one unit to the marginal NDERIV, however, provides only an approximation to the
profit found by differentiation.
(x, f(x)) (Review Exercise 97.) ●● Use differentiation to solve an applied
derivative, and therefore sometimes gives a misleading problem and
secant line interpret
● Find where the marginal profit equals curvea ygiven
f(x)
result. the answer. (Review Exercises 50– 52.)
f(x h)
number. (Review Exercise 98.) C(x)
(x h, f(x h)) ● The units of the derivative
MAC(x) 5are important in applied
● Use the Generalized Power Rule to solve an applied problems. For example, if f(x)xgives the temperature in
f(x)
problem and interpret (x, the
f(x))answer. degrees at time x hours, thenR(x) the derivative f9(x) is in
degrees per hour. MAR(x)
In general, 5the units of the derivative
(Review Exercises 99–100.) x x
x xh f9(x) are “f-units” per “x-unit.”
P(x)
h
MAP(x) 5
x
2.5 Higher-Order Derivatives

2.3 Some Differentiation Formulas
2 review Exercises and Chapter test indicatesthe
Calculate a Chapter
second Test exercise. of a function.
derivative
Review Exercises and Chapter Test
●●
●● Find the derivative of a function using the rules of dif-
(Review Exercises 53– 62.)
ferentiation. (Review Exercises 27– 32.)
Find and interpret the first and second derivatives in
Following the Chapter Summary are the Review
●●
2.1 Limits
d and Continuityd n
c50 x 5 nxn21 an applied problem. (Review Exercise 63.)
dx dx x 2x 1 1 2 1 x 2x 1 1 2 1
1–2. Complete the tables and use them to find each limit Find the velocity
2x 1 1 and2 1 accelerationx of a rocket.
Exercises and a Chapter Test. Selected questions
●● x
d it does dRound calculations to three 2 (Review
a. lim2Exercise 64.)
(or state that (c # f ) 5not
c # fexist).
9 ( f 6 g) 5 f 9 6 g9 xS0 x 20.1 0.1
dx
decimal places. dx
2 1 20.01 0.01
from the Review Exercises are specially color-coded
v(t)151s9(t)
2x a(t) 5 v9(t) 5 s–(t)
●●
1 Find the tangent
a. lim (4x 1 2) linexto a curve at a given point. b. lim1 20.001 0.001
4x 1 2 x 4x 1 2 Findx S
the x
0 maximum height of a projectile.
(Review
x S 2 Exercise 33.)
2 ●●
Cumulative Review for Chapters 1–3 243

to indicate that they may be used as a practice ●● b. lim1 (4x
Calculate
xS2
and 2)
1.9
1interpret
2.1
1.99a company’s 2.01
(Review Exercise 34.) 1.999
marginal cost.
(Review
c. lim
xS0
Exercise
2x 1 165.)
x
21
2.001
Chapter Test. Both even and odd answers are sup- c. lim (4x 1 2)
67. general:
xS2 Geometry The side of a cube is measured
to be 10 inches, with an error of 60.01 inch. Find the
where C is in dollars and x is the number produced in
thousands, use C(12) and MC(12) to approximate the
plied in the back of the book for students to check error and the relative error in the claim that the sur-
face area of the cube is 600 square inches.
cost of producing 11,600 items. Interpret the marginal
cost value.
their proficiency. 68. BuSineSS: Cost Approximation For the cost function
3
C(x) 5 1352 2x 1 3
Cumulative Review 1–3 cumulative review for chapters 1–3

Cumulative Review questions appear after every The following exercises review some of the basic techniques that you learned in Chapters 123. Answers to all of these cumulative review exercises are given
in the answer section at the back of the book.
three to four chapters, with all answers supplied in 1. Find an equation for the line through the points 14. Find the equation for the tangent line to the curve
4(x 1 3)
(24, 3) and (6, 22). Write your answer in the form
the back of the book. y 5 mx 1 b.
y5
2x2 1 3
at x 5 21.
2. Simplify ( 254 )21y2. 15. Make sign diagrams for the first and second
3. Find, correct to three decimal places: lim (1 1 3x)1yx. derivatives and draw the graph of the function
xS0 f(x) 5 x3 2 12x2 2 60x 1 400. Show on your graph all
4x 2 8 if x , 3 relative extreme points and inflection points.
4. For the function f(x) 5 e
7 2 2x if x $ 3
16. Make sign diagrams for the first and second
a. Draw its graph. derivatives and draw the graph of the function
3 2
b. Find lim2 f(x). f(x) 5 2 x 2 1. Show on your graph all relative
xS3
extreme points and inflection points.
c. Find lim1 f(x).
xS3 17. A homeowner wishes to use 600 feet of fence to en-
d. Find lim f(x). close two identical adjacent pens, as in the diagram
xS3
below. Find the largest total area that can be enclosed.
e. Is f(x) continuous or discontinuous, and if it is
discontinuous, where?
5. Use the definition of the derivative, f9(x) 5
f(x 1 h) 2 f(x)
lim , to find the derivative of
hS0 h
f(x) 5 2x2 2 5x 1 7. 18. A store can sell 12 telephone answering machines
per day at a price of $200 each. The manager estimates
3
6. Find the derivative of f(x) 5 82x3 2 1 5. that for each $10 price reduction she can sell 2 more
x2 per day. The answering machines cost the store $80
7. Find the derivative of f (x) 5 (x 2 2)(x 1 2).
5 4 each. Find the price and the quantity sold per day
to maximize the company9s profit.
2x 2 5
8. Find the derivative of f (x) 5 . 19. For y defined implicitly by
3x 2 2
9. Find the equation for the tangent line to the curve x 3 1 9xy 2 1 3y 5 43
16 dy
y 5 1x 2 2 at x 5 4. find and evaluate it at the point (1, 2).
x dx
10. The population of a city x years from now is pre- 20. A large spherical balloon is being inflated at the rate
dicted to be P(x) 5 3600x2y3 1 250,000 people. Find of 32 cubic feet per minute. Find how fast the radius is
P9(8) and P0(8) and interpret your answers. increasing at the moment when the radius is 2 feet.
d rights,
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to11.electronic
Find 22x2 2some
5 andthird party
write yourcontent
answer may
in be suppressed fromand
21. Find thecompare
eBook and/or eChapter(s).
the values of dy and Dy for
dx 5 2x3 1 6x rights
2 11 at x 5 2 and
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time ify subsequent
radical form.
restrictions require it. 5 −0.04.
dx 5 Dx
208 Chapter 3 Further Applications of Derivatives
xvi User’s Guide

EXAMPLE 5 MAXiMizing tAX rEvEnuE
Economists estimate that the relationship between the tax rate t on an item
and the total sales S of that item (in millions of dollars) is
Technology
S(t) 5 9 2 201t For 0 # t # 0.20
Find the tax rate that maximizes revenue to the government.
solution
OPTIONAL! Using this book does not require a graphing calculator, but hav-
The government’s revenue R is the tax rate t times the total sales S(t) 5 9 2 20 1t:
ing one will enable you to do many problems more easily and as the same time
R(t) 5 t • (9 2 20t1/2) 5 9t 2 20t3y2
deepenS(t)
your understanding by allowing you to concentrate on concepts. The dis-
To maximize this function, we set its derivative equal to zero:
9 2 30t 5 0 1y2 plays shown Derivativein the

of 9t 2 20t text are from the Texas Instruments TI-84 Plus C Silver Edition,
3y2
9 5 30t except forAdding

1y2
a few from
30t to each side the TI-89, but any graphing calculator or computer may be
1/2
5 0.3 used instead. For those who do not have a graphing calculator, the Explorations
91y2 Switching sides and
t 5 dividing by 30
30
R
t 5 0.09
have beenSquaring designed
both sides
to be read for enrichment.
Revenue This gives a tax rate of t 5 9%. The second derivative,
0.27 ($ millions)
1 21y2 15
R–(t) 5 230 # t 5 2 From R9 5 9 2 30t1y2
t
2
Similarly, if you have access to a computer, you may wish to do some of the Spread-
1t
is negative at t 5 0.09, showing that the revenue is maximized. Therefore,
0.10
Tax rate
0.20
sheet
A tax rate of 9% maximizes Explorations.
revenue for the government.
Graphing Calculator Explorations

graphing The graph of the function from Example 5, y1 5 9x 2 20x 3y2 (written in x
calculator
Exploration
instead of t for ease of entry), is shown on the left on the standard window
[210, 10] by [210, 10]. This might lead you to believe, erroneously, that the func-
To allow for optional use of the graphing calculator,
tion is maximized at the endpoint (0, 0).
a. Why does this graph not look like the graph at the end of the previous
these Explorations are boxed. Most can also be read
example? [Hint: Look at the scale.]
b. Can you find a window on which your graphing calculator will show a graph
simply for enrichment. Exercises and examples that
like the one at the end of the preceding solution?
This example illustrates one of the pitfalls of graphing calculators—the part of
are designed to be done with a graphing calculator
on [10, 10] by [10, 10] the curve where the “action” takes place may be entirely hidden in one pixel.
Calculus, on the other hand, will always find the critical value, no matter where
are marked with an icon.
it is, and then a graphing calculator can be used to confirm your answer by
showing the graph on an appropriate window.
solution tO PrActicE PrObLEM

Price: p(x) 5 3000 2 200x
Quantity: q(x) 5 1500 1 300x
90. buSineSS: Movie Prices National average theater a. Number the bars with x-values 1–6 (so that x stands Modeling
Selected application exercises feature regression
admissions prices for recent decades are shows in the for decades since 1950) and use quadratic regression
following graph. to fit a parabola to the data. State the regression
function. [Hint: See Example 10.]
8
7.85 b. Use the regression function to predict movie prices in
capabilities of graphing calculators to fit curves to
Movie Price ($)
6 5.39 the years 2020 and 2030.
actual data.
4.22 Source: Entertainment weekly
4 2.69 154 Chapter 2 Derivatives and Their Uses
2 1.55
0.78
1960 1970 1980 1990 2000 2010

Year
Be Careful All differentiable functions are continuous (see page 122), but not all
continuous functions are differentiable—for example, f(x) 5 0 x 0 . These facts are
conceptual exercises shown in the following diagram.
91. Can the graph of a function have more than one are the units of y? [Hint: One is in blargs and the other
x-intercept? Can it have more than one y-intercept?
92. If a linear function is such that f(2) 5 5 and
Spreadsheet Explorations
is in prendles, but which is which?]
Continuous
96. For the quadratic function f(x) 5 ax2 1 bx 1 c, what con-
f(3) 5 7, then f(4) 5 ? [Hint: No work necessary.]
93. If a linear function is such that f(4) 5 7 and
Boxed for optional use, these explorations will enhance students’ understanding
functions
dition on one of the coefficients will guarantee that the
function has a highest value? A lowest value?
f(6) 5 11, then f(5) 5 ? [Hint: No work necessary.]
94. The Apocryphal Manufacturing Company makes
of the material using Excel for those who
97.
preferf(x)spreadsheet
We have discussed quadratic functions that open up
Differentiable
or open down. Can a quadratic function open side-
x
technology. See “Inte-
ways? Explain. functions
98.grating Excel” on the next page for a list of exercises that can be done with Excel.
widgets out of blivets. If a linear function f(x) 5 mx 1 b
gives the number of widgets that can be made from Explain why, if a quadratic function has two
x blivets, what are the units of the slope m (widgets per x-intercepts, the x-coordinate of the vertex will be
blivet or blivets per widget)? halfway between them.
95. In a linear function f(x) 5 mx 1 b, the slope m has
units blargs per prendle. What are the units of x? What
Spreadsheet Another function that is not differentiable is f(x) 5 x 2y3. The following spread-
Exploration sheet* calculates values of the difference quotient
f (x 1 h) 2 f (x)
at x 5 0 for
1.4 Functions: Polynomial, rational, and exponential h
this function. Since f(0) 5 0, the difference quotient at x 5 0 simplifies to:
Introduction
f (x 1 h) 2 f (x) f (0 1 h) 2 f (0) f (h) h 2y3
In this section we will define other useful types of functions, including polynomial, 5 5 5 5 h21y3
rational, exponential, and logarithmic functions, although the latter two types h h h h
will be discussed more extensively in Sections 4.1 and 4.2. We will also define an
1 1 21/3
important operation, the composition of functions. For example,
cell B5 evaluates h21y3 at h 5 1000 obtaining (1000 ) 5 10001y3 5
3
2 1000 5 10. Column B evaluates this different quotient for the positive values of
Polynomial Functions
h in column A, while column E evaluates it for the corresponding negative values
A polynomial function (or simply a polynomial) is a function that can be written
of h in column D.
in the form
f(x) 5 anx n 1 an21x n21 1 p 1 a2x 2 1 a1x 1 a0
B5 =A5^(-1/3)
where n is a nonnegative integer and a0, a1, … , an are (real) numbers, called coeffi-
cients. The domain of a polynomial is R, the set of all (real) numbers. The degree of A B C D E
a polynomial is the highest power of the variable. The following are polynomials. 1 h (f(0+h)-f(0))/h h (f(0+h)-f(0))/h
f(x) 5 2x 8 2 3x7 1 4x5 2 5

A polynomial of degree 8 (since 2 1.0000000 1.0000000 -1.0000000 -1.0000000
the highest power of x is 8)
3 0.1000000 2.1544347 -0.1000000 -2.1544347
A polynomial of degree 2
f(x) 5 24x2 2 13 x 1 19 (a quadratic function) 4 0.0100000 4.6415888 -0.0100000 -4.6415888
5 0.0010000 10.0000000 -0.0010000 -10.0000000
6 0.0001000 21.5443469 -0.0001000 -21.5443469
7 0.0000100 46.4158883 -0.0000100 -46.4158883
8 0.0000010 100.0000000 -0.0000010 -100.0000000
9 0.0000001 215.4434690 -0.0000001 -215.4434690
becoming large becoming small
Notice that the values in column B are becoming arbitrarily large, while the values
in column E are becoming arbitrarily small, so the difference quotient does not
approach a limit as h S 0. This shows that the derivative of f(x) 5 x 2y3 at 0
does not exist, so the function f(x) 5 x 2y3 is not differentiable at x 5 0.
Solution to PraCtiCE ProBlEm
x 5 23, x 5 0, and x52
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience.
*To obtain Cengage
this and Learning reserves
other Spreadsheet the rightgo
Explorations, toto
remove additional content atsearch
www.cengagebrain.com, any time
forifthis
subsequent
text- rights restrictions require it.
User’s Guide xvii
Integrating Excel
If you would like to use Excel or another spreadsheet software when working the
exercises in this text, refer to the chart below. It lists exercises from many sections
that you might find instructive to do with spreadsheet technology. If you would like
help using Excel, please consider the Excel Guide available via CengageBrain.com.
Suggested Suggested
Section Exercises Section Exercises
1.1 59–78 5.1 41–42

1.2 103–110 5.2 45–46, 55–58
1.3 69–82, 84–90 5.3 13–18, 83–88
1.4 79–92 5.4 32, 35–36, 61, 69
5.5 31–32
2.1 77–78, 81–82
5.6 77–78
2.2 9–16
2.3 47–50 6.1 60–64
2.4 61–64 6.2 65, 66, 68
2.5 45–46 6.3 41–42
2.6 65, 69 6.4 9–18, 27–37
2.7 11–12 6.5 71
6.6 54
3.1 68–71, 85
3.2 61–64 7.1 29–30, 38– 42
3.3 23–40, 52–54 7.2 47–48, 53–56
3.4 23–24 7.3 29–32
3.5 20 7.4 13–18, 27–32
3.6 69–70 7.5 29–36
3.7 23–26 7.6 31–32, 35–36
7.7 41–42
4.1 11–12, 47–51
4.2 31–50
4.3 97–99
4.4 38–39
xviii User’s Guide
SUPPLEMENTS
For the Student For the Instructor
Student Solutions Manual Complete Solutions Manual
ISBN: 978-1-305-10795-3 This manual This manual contains solutions to
contains fully worked-out solutions all exercises from the text including
to all of the odd-numbered exercises Chapter Review Exercises and
in the text, giving students a way to Cumulative Reviews. It also con-
check their answers and ensure that tains two chapter-level tests for each
they took the correct steps to arrive chapter, one short-answer and one
at an answer. multiple choice, along with answers
to each. This manual can be found on
the Instructor Companion Site.
CengageBrain.com Instructor Companion Site
To access additional course materials, Everything you need for your
please visit www.cengagebrain.com. course in one place! This collection
At the CengageBrain.com home page, of book-specific lecture and
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User’s Guide xix
ACKNOWLEDGMENTS
We are indebted to many people for their useful suggestions, conversations, and
correspondence during the writing and revising of this book. We thank Chris and
Lee Berresford, Anne Burns, Richard Cavaliere, Ruch Enoch, Theordore Faticoni,
Jeff Goodman, Susan Halter, Brita and Ed Immergut, Ethel Matin, Gary Patric,
Shelly Rothman, Charlene Russert, Stuart Saal, Bob Sickles, Michael Simon, John
Stevenson, and all of our “Math 6” students at C.W. Post for serving as proofread-
ers and critics over many years.
We had the good fortune to have had the support of expert editorial, production,
and marketing colleagues at Cengage Learning: Richard Stratton; Rita Lombard;
Erin Brown; Jennifer Cordoba; Jessica Rasile; Jill Quinn; Linda May; and Julie Schuster.
We also express our gratitude to the many others at Cengage Learning who made
important contributions, too numerous to mention. We are especially grateful to
Magdalena Luca who worked to ensure the accuracy of the seventh edition.
We also wish to acknowledge Christi Verity and Aldena Calden (UMass,
Amherst) for their contributions on the solutions manuals. Very special thanks
also go to Lee Berresford for her contributions on the cover design.
The following reviewers and readers have contributed greatly to the develop-
ment of the seventh edition of this text:
Haya Adner Queensborough Community College

Kimberly Benien Wharton County Junior College
Mark Billiris St. Petersburg College
Lynn Cade Pensacola State College
Seo-eun Choi Arkansas State University
Cindy Dickson College of Southern Idaho
Susan Howell University of Southern Mississippi
Magdalena Luca MCPHS University
Kevin Lynch Northeast State Community College
Cornelius Nelan Quinnipiac University
Victor Swaim Southeastern Louisiana University
William Veczko St. Johns River State College
We also thank the reviewers of recent editions:

Frederick Adkins, Indiana University of Pennsylvania; David Allen, Iona College;
Joel M. Berman, Valencia Community College; John A. Blake, Oakwood College;
Dave Bregenzer, Utah State University; Kelly Brooks, Pierce College; Donald O.
Clayton, Madisonville Community College; Charles C. Clever, South Dakota State
University; Julane Crabtree, Johnson Community College; Dale L. Craft, South
Florida Community College; Kent Craghead, Colby Community College; Biswa
Datta, Northern Illinois University; Lloyd David, Montreat College; Allan Donsig,
University of Nebraska—Lincoln; Sally Edwards, Johnson Community College;
Frank Farris, Santa Clara University; Brad Feldser, Kennesaw State University;
Daria Filippova, Bowling Green State University; Abhay Gaur, Duquesne
University; Jerome Goldstein, University of Memphis; John Haverhals, Bradley
University; John B. Hawkins, Georgia Southern University; Randall Helmstutler,
University of Virginia; Susan Howell, University of Southern Mississippi;
Heather Hulett, University of Wisconsin—La Crosse; David Hutchison, Indiana
State University; Dan Jelsovsky, Florida Southern College; Alan S. Jian, Solano
Community College; Dr. Hilbert Johs, Wayne State College; Hideaki Kaneko, Old
Dominion University; John Karloff, University of North Carolina; Susan Kellicut,
xx User’s Guide
Seminole Community College; Todd King, Michigan Technical University;

JoAnn Kump, West Chester University; Richard Leedy, Polk Community College;
Michael Longfritz, Rensselear Polytechnic Institute; Dr. Hank Martel, Broward
Community College; Kimberly McGinley Vincent, Washington State University;
Donna Mills, Frederick Community College; Pat Moreland, Cowley College; Sanjay
Mundkur, Kennesaw State University; Sue Neal, Wichita State University;
Cornelius Nelan, Quinnipiac University; David Parker, Salisbury University;
Shahla Peterman, University of Missouri—Rolla; Susan Pfiefer, Butler Community
College; Daniel Plante, Stetson University; Brooke Quinlan, Hillsborough
Community College; Catherine A. Roberts, University of Rhode Island; George
W. Schultz, St. Petersburg College; Larry Small, Pierce College; Paul H. Stanford,
University of Texas—Dallas; Xingping Sun, Missouri State University; Jill Van
Valkenburg, Bowling Green State University; Jaak Vilms, Colorado State University;
Erica Voges, New Mexico State University; Jane West, Trident Technical College;
Elizabeth White, Trident Technical College; Kenneth J. Word, Central Texas College;
Wen-Qing Xu, California State University—Long Beach.
Finally, and most importantly, we thank our wives, Barbara and Kathryn, for
their encouragement and support.
COMMENTS WELCOMED
With the knowledge that any book can always be improved, we welcome correc-
tions, constructive criticisms, and suggestions from every reader.
geoffrey.berresford@liu.edu
andrew.rockett@liu.edu
User’s Guide xxi
DIAGNOSTIC TEST
Are you ready to study calculus?
Algebra is the language in which we express the ideas of calculus. Therefore, to

understand calculus and express its ideas with precision, you need to know some
algebra.
If you are comfortable with the algebra covered in the following problems, you are
ready to begin your study of calculus. If not, turn to the Algebra Review appendix be-
ginning on page B1 and review the Complete Solutions to these problems, and continue
reading the other parts of the Appendix that cover anything that you do not know.
Problems Answers
1 False
1. True or False? 2 , 23
2. Express {x|2 4 , x # 5} in interval notation.

(24, 5]
3. What is the slope of the line through the points (6, 27) and (9, 8)?
5
4. On the line y 5 3x 1 4, what value of Dy corresponds to Dx 5 2?

6
5. Which sketch shows the graph of the line y 5 2x 2 1?

a
a b c d
2x 22 y2
6. True of False? a b 5
True
y x
3
x5
7. Find the zeros of the function f(x) 5 9x2 2 6x 21. 1622
2x2 1 5x 2 7
8. Expand and simplify x (8 2 x) 2 (3x 1 7).
9. What is the domain of f (x) 5

x2 2 3x 1 2
? 5x 0 x Þ 23, x Þ 0, x Þ 26
x3 1 x2 2 6x
f (x 1 h) 2 f (x)
10. Find the difference quotient for f(x) 5 x2 2 5x.
2x 2 5 1 h
h
Functions
ZUMA/ ZUMA Press, Inc/Alamy

Moroccan runner Hicham El
Guerrouj, current world record
holder for the mile run, bested
the record set 6 years earlier by
1.26 seconds.
What You’ll Explore

To model how things change over time or to manage any complex enterprise, you
will need a variety of ways to express relationships between important quantities.
The functions introduced in this chapter will help you understand and predict
quantities as diverse as populations, income, global energy, and even the world
record times in the mile run. The techniques you learn in this chapter will serve as
the basis for calculus in Chapter 2 and beyond.
1.1 Real Numbers, Inequalities, and Lines
1.2 Exponents
1.3 Functions: Linear and Quadratic
1.4 Functions: Polynomial, Rational, and Exponential
Application Preview
World Record Mile Runs

The dots on the graph below show the world record times for the mile run from
1865 to the 1999 world record of 3 minutes 43.13 seconds, set by the Moroccan
runner Hicham El Guerrouj. These points fall roughly along a line, called the
regression line. In this section we will see how to use a graphing calculator to find
a regression line (see Example 9 and Exercises 73–78), based on a method called
least squares, whose mathematical basis will be explained in Chapter 7.
4:40
4:30
regression line
Time (minutes : seconds)
4:20
4:10
4:00
= record
3:50
3:40
3:30
1860 1880 1900 1920 1940 1960 1980 2000 2020

World record mile runs 1865–1999
Notice that the times do not level off as you might expect but continue to decrease.
History of the Record for the Mile Run

Time Year Athlete Time Year Athlete Time Year Athlete
4:36.5 1865 Richard Webster 4:09.2 1931 Jules Ladoumegue 3:54.1 1964 Peter Snell
4:29.0 1868 William Chinnery 4:07.6 1933 Jack Lovelock 3:53.6 1965 Michel Jazy
4:28.8 1868 Walter Gibbs 4:06.8 1934 Glenn Cunningham 3:51.3 1966 Jim Ryun
4:26.0 1874 Walter Slade 4:06.4 1937 Sydney Wooderson 3:51.1 1967 Jim Ryun
4:24.5 1875 Walter Slade 4:06.2 1942 Gunder Hägg 3:51.0 1975 Filbert Bayi
4:23.2 1880 Walter George 4:06.2 1942 Arne Andersson 3:49.4 1975 John Walker
4:21.4 1882 Walter George 4:04.6 1942 Gunder Hägg 3:49.0 1979 Sebastian Coe
4:18.4 1884 Walter George 4:02.6 1943 Arne Andersson 3:48.8 1980 Steve Ovett
4:18.2 1894 Fred Bacon 4:01.6 1944 Arne Andersson 3:48.53 1981 Sebastian Coe
4:17.0 1895 Fred Bacon 4:01.4 1945 Gunder Hägg 3:48.40 1981 Steve Ovett
4:15.6 1895 Thomas Conneff 3:59.4 1954 Roger Bannister 3:47.33 1981 Sebastian Coe
4:15.4 1911 John Paul Jones 3:58.0 1954 John Landy 3:46.31 1985 Steve Cram
4:14.4 1913 John Paul Jones 3:57.2 1957 Derek Ibbotson 3:44.39 1993 Noureddine Morceli
4:12.6 1915 Norman Taber 3:54.5 1958 Herb Elliott 3:43.13 1999 Hicham El Guerrouj
4:10.4 1923 Paavo Nurmi 3:54.4 1962 Peter Snell
Source: USA Track & Field
The equation of the regression line is y 5 20.356x 1 257.44, where x repres-

ents years after 1900 and y is the time in seconds. The regression line can be used
to predict the world mile record in future years. Notice that the most recent world
record would have been predicted quite accurately by this line, since the rightmost
dot falls almost exactly on the line.
Linear trends, however, must not be extended too far. The downward slope of
this line means that it will eventually “predict” mile runs in a fraction of a second,
or even in negative time (see Exercises 59 and 60 on pages 17–18). Moral: In the real
world, linear trends do not continue indefinitely. This and other topics in “linear”
mathematics will be developed in Section 1.1.
1.1 Real Numbers, Inequalities, and Lines

Introduction
Quite simply, calculus is the study of rates of change. We will use calculus to analyze
rates of inflation, rates of learning, rates of population growth, and rates of natural
resource consumption.
In this first section we will study linear relationships between two variable
quantities—that is, relationships that can be represented by lines. In later sections
we will study nonlinear relationships, which can be represented by curves.
Real Numbers and Inequalities

In this book the word “number” means real number, a number that can be repres-
ented by a point on the number line (also called the real line).
9 1
2.25 0.333... 2 1.414... 3.14...
4 3
3 2 1 0 1 2 3 4
The order of the real numbers is expressed by inequalities. For example, a , b

means “a is to the left of b” or, equivalently, “b is to the right of a.”
Inequalities
Inequality In Words Brief Examples
a,b a is less than (smaller than) b 3,5
a#b a is less than or equal to b 25 # 23
a.b a is greater than (larger than) b p.3
a$b a is greater than or equal to b 2$2
The inequalities a , b and a . b are called strict inequalities, and a # b and

a $ b are called nonstrict inequalities.
Important Note Throughout this book are many Practice Problems—

short questions designed to check your understanding of a topic before
moving on to new material. Full solutions are given at the end of the section.
Solve the following Practice Problem and then check your answer.
Practice Problem 1
1
Which number is smaller: or 2 1,000,000? Solution on page 15 >
100
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Die mit * bezeichneten und weitere Bände in
Vo r b e r e i t u n g .
Als Fortsetzung des vorliegenden Bändchens
ist von d e m s e l b e n V e r f a s s e r erschienen:
Vo n d e r R e n a i s s a n c e b i s z u r
Gegenwart
Mit zahlr. Abb. 2. Aufl. A. Nat. u. Geistesw. Bd. 318. M. 1.20, geb.
M. 1.50
Geschichte der bildenden Künste

Eine Einführung von Dr. E . C o h n - W i e n e r . Preis ca. M. 4.—
Das Buch will kein historisch geordnetes Nachschlagebuch sein, sondern
möglichst viel vom Wesen der Kunst und des Kunstwerkes geben. Es sucht
neben dem bloßen Wissen die Freude am Kunstwerk zu vermitteln, erkennen
zu lassen, daß hinter dem Werk der Künstler als schöpferische Persönlichkeit
steht. Seine Aufgabe, der Selbstbelehrung und als Lehrbuch zu dienen, sucht
es nicht zu lösen, indem es durch oberflächliche Behandlung eines
verwirrenden Vielerlei „mitzureden“ befähigt, sondern durch eingehende
Bildhaftigkeit und Anschaulichkeit anstrebende Besprechung der behandelten
Kunstwerke sucht es dem Leser den inneren Gehalt der Kunstepochen so vor
Augen zu stellen, daß er auch die Werke, die das Büchlein selbst nicht
erwähnen kann, zu verstehen vermag. Eine reiche Zahl von Abbildungen —
darunter auch farbige — dient der Anschaulichkeit. Die neueste Zeit ist
besonders eingehend behandelt worden, weil hier das Bedürfnis am
unmittelbarsten ist.
Wörterbuch zur Kunstgeschichte

Von Dr. E r n s t C o h n - W i e n e r . Gebunden M. 3.—
Elementargesetze der bildenden

Kunst
Grundlagen einer praktischen Ästhetik von Prof. Dr. H a n s
C o r n e l i u s . 2. Auflage. Mit 245 Abb. und 13 Tafeln. Geh. M. 7.
—, geb. M. 8.—
„Es gibt kein Buch, in dem die elementarsten Gesetze künstlerischer
Raumgestaltung so klar und anschaulich dargelegt, so überzeugend abgeleitet
wären. Wir haben hier zum ersten Male eine zusammenfassende, an
zahlreichen einfachen Beispielen erläuterte Darstellung der wesentlichsten
Bedingungen, von denen namentlich die plastische Gestaltung in Architektur,
Plastik und Kunstgewerbe abhängt.“
(Z e i t s c h r i f t f ü r Ä s t h e t i k . )
Die bildenden Künste

Ihre Eigenart und ihr Zusammenhang. Vorlesung von Professor
Dr. K a r l D o e h l e m a n n . Geheftet M. —.80
„Eine tiefgründige Besprechung der bildenden Künste — Malerei, Plastik
und Architektur umfassend — in durchweg anregender Form. Die Fachwelt
wie die gebildeten Stände werden die Schrift mit hoher Befriedigung
aufnehmen.“
(W i e n e r B a u i n d u s t r i e - Z t g . )
U n s e r Ve r h ä l t n i s z u d e n b i l d e n d e n
Künsten
Von Geh. Hofrat Prof. Dr. A . S c h m a r s o w . Geh. M. 2.—, geb. M.
2.60
„Diese Vorträge bilden den wertvollsten Beitrag zur Literatur über die
Kunsterziehungsfrage. Schmarsow entwickelt seine Anschauung über das
Verhältnis der Künste zueinander, um zu zeigen, wie jede einzelne einer
besonderen Seite der menschlichen Organisation entspreche, wie darum auch
alle Künste eng miteinander verknüpft sind, da alle von einem Organismus
ausstrahlen.“
(D e u t s c h e L i t e r a t u r z e i t u n g . )
Psychologie der Kunst

Darstellung ihrer Grundzüge. V. Dr. R . M ü l l e r - F r e i e n f e l s . 2
Bde. I: Die Psychologie d. Kunstgenießens u. Kunstschaffens. II:
Die Formen d. Kunstwerks u. d. Psychol. d. Bewertung. Geh. je
M. 4.40, in 1 Bd. geb. M. 10.—
„Was diesem Werke Beachtung und Anerkennung erworben hat, ist zum
Teil der Umstand, daß es zu den sehr seltenen wissenschaftlichen deutschen
Büchern gehört, die auch einen ästhetischen Wert besitzen, aus denen eine
Persönlichkeit spricht, die über eine ungewöhnliche Gabe der Synthese
verfügt.“
(Z e i t s c h r i f t f ü r Ä s t h e t i k . )
Verlag von B. G. Teubner in Leipzig und Berlin
Bau und Leben der bildenden Kunst. Von Dr. Theodor

Volbehr. Mit 44 Abb. Geh. M. 1.20, geb. M. 1.50
„Im Gegensatz zu den Kompendien und Leitfaden alten Stils,
die die ‚Stile’ nach ihren äußeren Merkmalen klassifizieren, sucht
der Verfasser von einem neuen Standpunkte aus in das
Verständnis des Wesens der bildenden Kunst hineinzuführen. In
durchaus allgemein verständlicher Darstellung führt uns das
Buch in das Verständnis der Künstlerpersönlichkeit als des für
die Kunst entscheidenden Faktors ein. Die Entwicklung eigener
Ansichten verleiht dem feinsinnigen Buche hohen Reiz.“
(Z e i t s c h r . f . d . g e w e r b l . U n t e r r . )
Untersuchungen zur Geschichte der Architektur

und Plastik des früheren Mittelalters. V. Priv.-Doz. Dr.
G. Weise. Mit 22 Abb. i. Text u. 9 Abb. auf 5 Tafeln. Geh. M. 6.—,
geb. M. 7.—
Die hier vereinigten Einzeluntersuchungen wollen neue
Ergebnisse für die wichtigste Voraussetzung zur Erkenntnis ihres
Entwicklungsganges durch eine möglichst genaue Datierung der
erhaltenen Werke gewinnen und so für die karolingische und
merowingische Zeit eine Vermehrung dieses Materials liefern. In
drei Aufsätzen sind die Ergebnisse der von dem Verfasser in
jüngster Zeit an verschiedenen karolingischen Denkmälern
durchgeführten Grabungen niedergelegt. Eine Reihe kleinerer
Aufsätze bringt den Versuch, das heute der Forschung
zugängliche Material an karolingischen Denkmälern durch
Rekonstruktion einzelner verschwundener Bauten auf Grund der
Quellennachrichten zu bereichern.
Die Renaissancearchitektur in Italien. Von Dr. P.

Frankl. I. Teil. Mit 12 Taf. u. 27 Abb. M. 1.20, geb. M. 1.50
„Ein glänzend geschriebenes Kapitel über die sich an den
Namen Brunelleschi knüpfende Stilwandlung leitet den Band ein,
der die Darstellung der Renaissancearchitektur von den
Florentiner Anfängen bis zu den durch Bramante, Spaventa u.
Raffael geschaffenen Höhepunkten führt. Das Bändchen ist den
wichtigsten Erscheinungen über die italienische
R e n a i s s a n c e a r c h i t e k t u r beizuzählen.“
(B a u - R u n d s c h a u . )
Michelangelo. Eine Einführung in das Verständnis seiner

Werke. Von Prof. Ed. Hildebrandt. Mit 1 Titelbild u. 43 Abb. i.
Text. Geh. M. 1.20, geb. M. 1.50
„Dies Buch dürfte zu den besten populären Werken über M.
gehören. In überzeugenden, klaren Worten behandelt der
Verfasser das übermenschliche Werk dieses großen Meisters,
sein Leben und sein Wirken. Bücher wie diese sind dazu
geschaffen, tieferes Interesse an der Kunst zu erzeugen.“
(D e r A r c h i t e k t . )
Deutsche Baukunst. Von Geh. Reg.-Rat Prof. Dr. Ad.

Matthaei. 3 Bände. Bd. I. Deutsche Baukunst im Mittelalter. 3.
Aufl. Mit 29 Abb. Bd. II: Deutsche Baukunst seit dem Mittelalter
bis zum Ausgang des 18. Jahrhunderts. Mit 62 Abb. und 3 Tafeln.
Bd. III: Deutsche Baukunst im 19. Jahrhundert und in der
Gegenwart. Mit 35 Abb. Geh. je M. 1.20, geb. je M. 1.50, in 1 Bd.
geb. M. 4.50
„... In bündiger, überaus verständlicher Sprache entrollt der
Verfasser die Entwicklungsgeschichte der deutschen Baukunst.
Das Buch ist so recht geeignet, das zu erfüllen, was der
Verfasser am Schlusse des Buches als Zweck desselben
ausspricht: ‚Den Laien Klarheit schaffen über die Fragen der
Baukunst und die Künstler auf jene Zeit hinweisen, in der die
Baukunst der Ausdruck deutschen Wesens war.’“
(K u n s t u n d H a n d w e r k . )
Die Entwicklungsphasen der neueren Baukunst.

Von Dr. Paul Frankl. Mit 50 Abb. im Text u. 24 Abb. auf Tafeln.
Geh. M. 6.— geb. M. 7.50
Inhalt: Problem u. Methode. Die Entwicklungsphasen der
Raumform — der Körperform — der Bildform — der
Zweckgesinnung. Das Unterscheidende und das Gemeinsame
der vier Phasen.
Das Problem, die Architekturstile seit der Renaissance streng
zu definieren, wird hier von neuem aufgenommen. Die Methode
ist die, daß die vier Elemente der Architektur, Raumform,
Körperform, Bildform und Zweckgesinnung für sich untersucht
werden und die Stilmerkmale, die für jede der Stilphasen,
Renaissance, Barock, Rokoko und Klassizismus, als die
entscheidenden gelten sollen, auf die allgemeinste Formulierung
gebracht werden. Der gemeinsame Grundzug der ganzen
Periode ist die Beziehung zur Antike zunächst und daraus
folgend zu einem die Kunst verwissenschaftlichenden Begriff von
Richtigkeit, der zuletzt sich ausweitet zu einem Nebeneinander
und Nacheinander anerkannter Stilrichtigkeiten im 19.
Jahrhundert.
Die Begründung der modernen Ästhetik und

Kunstwissenschaft durch Leon Battista Alberti. Eine
krit. Darstell. als Beitrag z. Grundleg. d. Kunstwissenschaft. Von
Dr. W. Flemming. Geh. M. 4.—, geb. M. 5.—
Muß Galilei der Begründer der modernen Naturwissenschaft
genannt werden, so darf sein etwas älterer Zeitgenosse L. B.
Alberti der Vater der modernen Kunstwissenschaft heißen.
Bedeutungsvoller noch als seine Einzelergebnisse ist seine
Methode. Diese herauszuarbeiten, ihre Fruchtbarkeit zu erweisen
und also den Weg des Florentiners weiterzuschreiten ist das Ziel
dieser Darstellung.
Die altdeutschen Maler in Süddeutschland. Von

Helene Nemitz. Mit Bilderanhang. Geh. M. 1.20, geb. M. 1.50
Das Bändchen sucht das Verständnis für die Eigenart und
Größe der altdeutschen Malerei des 15. Jahrhunderts und so den
Sinn für die in ihren Werken sich offenbarende echt deutsche
Schönheit zu wecken. Es zeigt, wie das kraftvolle, tiefinnerliche
Gefühlsleben jener Zeit kaum irgendwo eine künstlerisch reinere
Ausprägung und Verklärung gefunden hat als in den Bildern der
Meister Süddeutschlands.
Albrecht Dürer. V. Dr. R. Wustmann. M. Titelbild u. 32 Abb.

Geh. M. 1.20, geb. M. 1.50
Eine schlichte und knappe Erzählung des gewaltigen
menschlichen und künstlerischen Entwicklungsganges Dürers
und eine Darstellung seiner Kunst, in der nacheinander Selbst-
und Angehörigenbildnisse, die Zeichnungen zur Apokalypse, die
Darstellungen von Mann und Weib, das Marienleben, die
Stiftungsgemälde, die Radierungen v. Rittertum, Trauer und
Heiligkeit sowie die wichtigsten Werke aus der Zeit der Reife
behandelt werden.
Niederländische Malerei im 17. Jahrhundert. Von Dr.

H. Jantzen. Mit 37 Abb. Geh. M. 1.20, geb. M. 1.50
Gibt eine Einführung in das Verständnis dieser Blütezeit der
Malerei, indem es die zahlreichen, dort in immer neuen
Stoffgebieten: Historienmalerei, Porträt, Gruppenbild, Sittenbild,
Interieur, Landschaft, Seestück, Kirchenstück, Stilleben
auftauchenden malerischen Probleme sowie ihre gesetzmäßigen
Zusammenhänge darlegt und die einzelnen hervortretenden
Künstlerpersönlichkeiten und -gruppen kurz und treffend
charakterisiert.
Rembrandt. V. Prof. Dr. P. Schubring. Mit 1 Titelb. u. 49 Abb.
Geh. M. 1.20, geb. M. 1.50
Eine lebensvolle Schilderung des menschlichen u. künstl.
Entwicklungsganges R’s. Zur Darstellung gelangen seine
persönl. Schicksale bis 1642, die Frühzeit, die Zeit bis zu Saskias
Tode, die Nachtwache, sein Verhältnis zur Bibel, die
Radierungen, Urkundliches über die Zeit nach 1642, die Periode
des farbigen Helldunkels, die Gemälde nach der Nachtwache
und die Spätzeit. Beigefügt sind die beiden ältesten Biographien
Rembrandts.
Der Impressionismus. Von Prof. B. Lazar. Mit 1 farb. Tafel

u. 32 Abb. auf Taf. Geh. M. 1.20, geb. 1.50
Betrachtet Werden und Wesen des Impressionismus bis in
die jüngste Zeit, mit besonderer Betonung der geschichtlichen
Entwicklung und mit Charakterisierung aller großen
impressionistischen Maler der Neuzeit.
Die künstlerische Photographie. Entwicklung, Probleme,

Bedeutung. V. Dr. W. Warstat. M. Bilderanh. M. 1.20, geb. M.
1.50
Die Natur in der Kunst. Studien eines Naturforschers z.

Geschichte d. Malerei. V. Prof. Dr. F. Rosen. M. 120 Abb. n.
Zeichn. v. E. Süß u. Photograph. d. Verf. Geb. M. 12.—
Grundzüge der Perspektive nebst Anwendungen.

Von Prof. Dr. Karl Doehlemann. Mit 91 Fig. u. 11 Abb. Geh. M.
1.20, geb. M. 1.50
Das für den Selbstunterricht gedachte Bändchen sucht auch
dem den mathematischen Dingen Abholden durch die
Anschauung die Einsicht in den Vorgang der perspektivischen
Abbildung wie das Verständnis der „freien Perspektive“ zu
vermitteln. Das Wesentliche und Gesetzmäßige ist
hervorgehoben, mit einfachen auch figürlich veranschaulichten
Anwendungsbeispielen belegt, ebenso sind Einzelaufgaben zur
Übung beigegeben.
Mathematik und Malerei. Von Oberlehrer Dr. G. Wolff. Mit

18 Fig. und 35 Abb. im Text u. auf 4 Tafeln. Kart. M. 1.60
Die nahen historischen Beziehungen zwischen Malerei und
mathematischer Perspektive werden dazu benutzt, um aus
formaler Darstellung eines Bildes dessen künstlerischen Wert zu
beurteilen. Der 1. Teil entwickelt im engsten Anschluß an die
Malerei die Grundlagen der malerischen Perspektive. Der 2. Teil
analysiert mit den so gewonnenen Mitteln einzelne
perspektivisch besonders lehrreiche Bilder.
Mathematik und Architektur. Von Prof. Dr. K.

Doehlemann. Kart. M. —.80
Deutsche Kunsterziehung. Im Auftrage des Deutschen

Landesausschusses für den III. Internat. Kongreß zur Förderung
des Zeichen- und Kunstunterrichts veröffentl. Mit Schülerzeichn.
aus Preußen, Bayern, Sachsen u. Hamburg auf 16 Taf.
Ausstattung des Buches v. Prof. P. Behrens. Geb. M. 2.—
Inhalt: L. Pallat: Zeichenunterricht. G . K e r s c h e n s t e i n e r :
Die Entwicklg. d. zeichner. Begabung. P. J e s s e n : Handarbeit u.
Kunst. G . P a u l i : Das deutsche Bilderbuch. P. H e r m a n n : Das
Wandbild in der Schule. C . G ö t z e : Junge Kräfte. A .
L i c h t w a r k : Die Entwicklung der deutschen Kunstmuseen.
Die Erziehung d. Anschauung. Von Prof. H. E.

Timerding. Mit 164 Fig. Geh. M. 4.80, geb. M. 5.60
Wandtafel und Kreideim Elementarunterricht.

Gedächtniszeichn. m. erläut. Text von Lehrer Othmer. 25 bunte
Taf. mit Erläuterungsheft. In Mappe M. 6.50
Die Technik des Tafelzeichnens. Von Dr. Ernst Weber.
3. Aufl. 40 teils farb. in Kreidetechnik gezeichn. Taf. nebst 1
Erläuterungsheft m. 6 Illustr. In Mappe M. 6.—
Technisches Zeichnen. von Prof. Horstmann, Regierungs-

u. Gewerbeschulrat. Geh. M. 1.20, geb. M. 1.50

Das Wesen der deutschen Kunst
Von Geh. Rat Prof. Dr. H . T h o d e . Mit Abb. Geh. M. 1.20, geb.
M. 1.50
Eine eingehende Charakteristik der Eigentümlichkeiten deutschen
bildenden Schaffens und deren Erklärung aus der Wesensanlage unseres
Volkes, die an Einzelbeispielen zeigt, wie in dieser die künstlerischen
Anschauungen, die Wahl und Auffassung des Gegenständlichen und die
stilistischen Erscheinungen begründet sind, und auf Grund solcher Erkenntnis
die Stellung und Bedeutung unserer bildenden Kunst der antiken und der
romanischen gegenüber bestimmt.
Die deutsche Malerei im 19.

Jahrhundert
Von Prof. Dr. R . H a m a n n . Mit 57 ganzseitigen und 200
halbseitigen Abbildungen. In Halbpergament M. 7.—
„H. hat eine ausgezeichnete Darstellung des Entwicklungsganges der
Malerei während des letzten Jahrhunderts gegeben. Meines Wissens gibt es
in der ganzen modernen Kunstgeschichtschreibung keine annähernd so
vortreffliche Darstellung des Wesens der Malerei seit 1860 bis zum Einbruch
des Naturalismus, als sie H. im 6. Kap. seines Werkes gibt. Es ist ein Genuß,
sich der meisterhaften Behandlung dieser Epoche ruhig hinzugeben.“
(P r e u ß . J a h r b . )
Der Landschaftsmaler Joh.

Alexander Thiele
u. seine sächsischen Prospekte. Von Landgerichtsrat Dr. M .
S t ü b e l . Text mit 15 Abb. u. 30 Lichtdrucktaf. In Mappe M. 20.—,
in Leinwandmappe M. 24.—
Thieles Einfluß hat sich bis auf Richter und dessen Schule erstreckt. Seine
Radierungen sind die ersten künstl. deutschen Landschaftsblätter des 18.
Jahrh. Das Buch beschäftigt sich mit Thieles Leben und Werken vom kunst-
und kulturgeschichtl. Standpunkt aus. Im 2. Teil sind auf 30 Lichtdrucktafeln
sächsische Prospekte wiedergegeben und ausführlich beschrieben.
Der Städtebau nach seinen
künstlerischen Grundsätzen
Von C a m i l l o S i t t e . Ein Beitrag zur Lösung moderner
Fragen der Architektur und monumentalen Plastik unter
besonderer Beziehung auf Wien. 4. Aufl. Vermehrt um
„Großstadtgrün“. Mit 1 Heliogravüre, 114 Illustrationen und
Detailplänen. Geh. M. 6.—, geb. M. 7.40
Kunst und Kirche

Vorträge aus dem 1913 zu Dresden abgehaltenen Kursus für
kirchliche Kunst- und Denkmalspflege. Herausgegeben vom
Evang.-luther. Landeskonsistorium. Mit 61 Abbild. auf 32 Tafeln.
Geh. M. 4.—, geb. M. 5.—
I n h a l t : Gurlitt: Kunst und Kirche. — Schmidt: Der sächs. Kirchenbau bis
auf Georg Bähr. — Bestelmeyer: Baukünstl. Aufgab. der ev. Kirche in der
Gegenwart. — Gurlitt: Kirchl. Denkmalspflege. — Berling: Die
Sonderausstellung kirchl. Kleinkunst. — Högg: Friedhofskunst.
Die Renaissance in Florenz und

Rom
8 Vorträge von Prof. Dr. K . B r a n d i . 4. Aufl. Geh. M. 5.—,
geb. M. 6.—
„... Meisterhaft sind die Erscheinungen von Politik,
Gelehrsamkeit, Dichtung, bildender Kunst zum klaren
Entwicklungsgebilde geordnet, mit großem Takte die
Persönlichkeiten gezeichnet, aus freier Distanz die Ideen der Zeit
betrachtet. Die Ausstattung des Buches dürfte zum
Geschmackvollsten der neueren deutschen Typographie
gehören.“
(H i s t . J a h r b u c h . )
Schriften von Johann Georg,
Herzog zu Sachsen
Streifzüge durch die Kirchen und Klöster Ägyptens. Mit 239 Abb.
Geh. M. 8.—. Tagebuchblätter aus Nordsyrien. Mit 85 Abb. Geh.
M. 4.80 Das Katharinenkloster am Sinai. Mit 43 Abb. auf 12 Taf.
Geh. M. 3.20

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Mathematical Modeling and Applied Calculus Joel Kilty

4 Exponential and Logarithmic Functions

5 Integration and Its Applications

6 Integration Techniques and Differential Equations

7 Calculus of Several Variables

Cumulative Review for Chapters 1–7 550

Appendix A Graphing Calculator Basics A1

ACCURATE AND ACCESSIBLE

need review along with a supplementary Algebra Review appendix for

CHANGES IN THE SEVENTH EDITION

Real Numbers, Inequalities, and Lines.

previews the ideas and applications to come.

Enhanced Learning Support

Functions APPLIcAtIoN PREvIEW

Time (minutes : seconds)

World record mile runs 1865–1999

EXAMPLE 9 LINEAR REgRESSIoN uSINg A gRAPHINg

a. Use linear regression to fit a line to the data.

Guided Learning Support

justifications for the steps.

Looking Back d Pn dollarsn21

current material and previ- EXAMPLE 8 DiffErEntiAting A LogArithMic AnD EXPonEntiAL

to solidify and unify under- Solution solution

Guided Learning Support 246 Chapter 4 Exponential and Logarithmic

how to find limits from tables of values of the

Take Note 4.1 Exponential Functions

New in the 7/e! Appearing in the mar-

gins, these prompts include observations We first saw expo­

to help simplify or clarify ideas in the text. x 2x 1 4 x 2x 1 4

from the left

For More Help

For Help Getting Started

New in the 7/e! These prompts appear

within the margins of the text and end-

of-section exercises. They direct students

parts of the Algebra Review appendix, 3.6 exercises

Practice and Prepare

Practice Problems Practice Problem 5

read the text or do home-

Solution on page 316 >

eXamPle 12 recovering coSt from marginal coSt

2 From the Power Rule

xiv User’s Guide and s–(t) 5 acceleration at time t.

cific titles so instructors

tent in an upcoming section (see, for

a. Find its 5velocity at time t 5 3 hours.

2.6 the Chain rule and the generalized Power rule

3.7 Section Summary

tools or reminders for students tangent line approximation given by

since y ø dy. This approximation becomes more accurate for values of x 5 dx

Summary with Hints and Suggestions review the 2.1 Limits

2.5 Higher-Order Derivatives

Cumulative Review for Chapters 1–3 243

Cumulative Review 1–3 cumulative review for chapters 1–3

xvi User’s Guide

9 2 30t 5 0 1y2 plays shown Derivativein the

gins, these prompts include observations We first saw expo

2. Express {x|2 4 , x # 5} in interval notation.

4. On the line y 5 3x 1 4, what value of Dy corresponds to Dx 5 2?

5. Which sketch shows the graph of the line y 5 2x 2 1?

The order of the real numbers is expressed by inequalities. For example, a , b