Trigonometry: A Unit Circle Approach, 9th Edition

Review “Study for Quizzes and Tests” Feature

Description

Benefit

Page

Chapter Reviews at the end of each chapter contain… “Things to Know”

A detailed list of important theorems, formulas, and definitions from the chapter.

Review these and you’ll know the most important material in the chapter!

172–174

“You Should Be Able to…”

Contains a complete list of objectives by section, examples that illustrate the objective, and practice exercises that test your understanding of the objective.

Do the recommended exercises and you’ll have mastery over the key material. If you get something wrong, review the suggested page numbers and try again.

175

Review Exercises

These provide comprehensive review and practice of key skills, matched to the Learning Objectives for each section.

Practice makes perfect.These problems combine exercises from all sections, giving you a comprehensive review in one place.

176–178

CHAPTER TEST

About 15–20 problems that can be taken as a Chapter Test. Be sure to take the Chapter Test under test conditions—no notes!

Be prepared. Take the sample practice test under test conditions.This will get you ready for your instructor’s test. If you get a problem wrong, watch the Chapter Test Prep video.

178–179

CUMULATIVE REVIEW

These problem sets appear at the end of each chapter, beginning with Chapter 2. They combine problems from previous chapters, providing an ongoing cumulative review.

These are really important. They will ensure that you are not forgetting anything as you go. These will go a long way toward keeping you constantly primed for the final exam.

179

CHAPTER PROJECTS

The Chapter Project applies what you’ve learned in the chapter. Additional projects are available on the Instructor’s Resource Center (IRC).

The Project gives you an opportunity to apply what you’ve learned in the chapter to solve a problem related to the opening article. If your instructor allows, these make excellent opportunities to work in a group, which is often the best way of learning math.

180

In selected chapters, a web-based project is given.

The projects allow the opportunity for students to collaborate and use mathematics to deal with issues that come up in their lives.

180

NEW! Internet-based Projects

To the Student As you begin, you may feel anxious about the number of theorems, definitions, procedures, and equations. You may wonder if you can learn it all in time. Don’t worry, your concerns are normal. This textbook was written with you in mind. If you attend class, work hard, and read and study this book, you will build the knowledge and skills you need to be successful. Here’s how you can use the book to your benefit.

Read Carefully When you get busy, it’s easy to skip reading and go right to the problems. Don’t. . . the book has a large number of examples and clear explanations to help you break down the mathematics into easy-to-understand steps. Reading will provide you with a clearer understanding, beyond simple memorization. Read before class (not after) so you can ask questions about anything you didn’t understand. You’ll be amazed at how much more you’ll get out of class if you do this.

Use the Features I use many different methods in the classroom to communicate. Those methods, when incorporated into the book, are called “features.” The features serve many purposes, from providing timely review of material you learned before (just when you need it), to providing organized review sessions to help you prepare for quizzes and tests. Take advantage of the features and you will master the material. To make this easier, I’ve provided a brief guide to getting the most from this book. Refer to the “Prepare for Class,” “Practice,” and “Review” pages on the inside front cover of this book. Spend fifteen minutes reviewing the guide and familiarizing yourself with the features by flipping to the page numbers provided. Then, as you read, use them. This is the best way to make the most of your textbook. Please do not hesitate to contact me, through Pearson Education, with any questions, suggestions, or comments that would improve this text. I look forward to hearing from you, and good luck with all of your studies.

Best Wishes! Michael Sullivan

To the Memory of Joe and Rita and my sister Maryrose

TRIGONOMETRY A UNIT CIRCLE APPROACH NINTH EDITION

Michael Sullivan Chicago State University

Prentice Hall

Editor in Chief: Anne Kelly Sponsoring Editor: Dawn Murrin Assistant Editor: Joseph Colella Marketing Manager: Peggy Lucas Marketing Assistant: Justine Goulart Senior Managing Editor: Karen Wernholm Associate Managing Editor: Tamela Ambush Senior Production Project Manager: Peggy McMahon Production Editor: Sherry Berg, Nesbitt Graphics, Inc. Senior Design Supervisor: Andrea Nix Art Direction and Cover Design: Barbara T. Atkinson Interior Design: Tamara Newnam Image Manager/Image Management Services: Rachel Youdelman Photo Researcher: Caroline Commins Permissions Project Supervisor: Michael Joyce Media Producer: Vicki Dreyfus Senior Author Support/Technology Specialist: Joe Vetere Manufacturing Manager: Evelyn Beaton Senior Manufacturing Buyer: Carol Melville Composition: MPS Limited, a Macmillan Company Technical Illustrations: Precision Graphics and Laserwords Printer/Binder: Courier/Kendallville Cover Printer: Lehigh-Phoenix Color/Hagerstown Text Font: Times Ten Roman Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on page xxiii. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and Pearson was aware of a trademark claim, the designations have been printed in initial caps or all caps.

Library of Congress Cataloging-in-Publication Data

This title has been catalogued with the Library of Congress.

Copyright © 2012, 2008, 2005, and 2002 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. For information on obtaining permission for use of material in this work, please submit a written request to Pearson Education, Inc., Rights and Contracts Department, 501 Boylston Street, Suite 900, Boston, MA 02116, fax your request to 617-671-3447, or e-mail at http://www.pearsoned.com/legal/permissions.htm. 1 2 3 4 5 6 7 8 9 10—CRK—15 14 13 12 11

ISBN-10: 0-321-71657-4 ISBN-13: 978-0-321-71657-6

Table of Contents

1

2

To the Student

ii

Preface to the Instructor

xi

Applications Index

xviii

Photo Credits

xxiii

Graphs and Functions

1

1.1

The Distance and Midpoint Formulas

2

1.2

Graphs of Equations in Two Variables; Circles

9

1.3

Functions and Their Graphs

24

1.4

Properties of Functions

42

1.5

Library of Functions; Piecewise-defined Functions

53

1.6

Graphing Techniques: Transformations

61

1.7

One-to-One Functions; Inverse Functions Chapter Review Chapter Test Chapter Projects

75 87 93 94

Trigonometric Functions 2.1

Angles and Their Measure

2.2

Trigonometric Functions: Unit Circle Approach

109

2.3

Properties of the Trigonometric Functions

125

2.4

Graphs of the Sine and Cosine Functions

139

2.5

Graphs of the Tangent, Cotangent, Cosecant, and Secant Functions

154

Phase Shift; Sinusoidal Curve Fitting Chapter Review Chapter Test Cumulative Review Chapter Projects

161 172 178 179 180

2.6

3

95

Analytic Trigonometry

96

181

3.1

The Inverse Sine, Cosine, and Tangent Functions

182

3.2

The Inverse Trigonometric Functions (Continued)

194

3.3

Trigonometric Equations

200

3.4

Trigonometric Identities

210

3.5

Sum and Difference Formulas

218

3.6

Double-angle and Half-angle Formulas

230

3.7

Product-to-Sum and Sum-to-Product Formulas

240

vii

viii

Table of Contents

4

5

6

Chapter Review

244

Chapter Test

248

Cumulative Review Chapter Projects

248 249

Applications of Trigonometric Functions

250

4.1

Right Triangle Trigonometry; Applications

251

4.2

The Law of Sines

263

4.3

The Law of Cosines

274

4.4

Area of a Triangle

281

4.5

Simple Harmonic Motion; Damped Motion; Combining Waves Chapter Review

287 296

Chapter Test Cumulative Review Chapter Projects

300 301 301

Polar Coordinates; Vectors

303

5.1

Polar Coordinates

304

5.2

Polar Equations and Graphs

313

5.3

The Complex Plane; De Moivre’s Theorem

328

5.4

Vectors

335

5.5

The Dot Product

349

5.6

Vectors in Space

356

5.7

The Cross Product

366

Chapter Review Chapter Test Cumulative Review Chapter Projects

371 375 375 376

Analytic Geometry

377

6.1

Conics

378

6.2

The Parabola

379

6.3

The Ellipse

388

6.4

The Hyperbola

398

6.5

Rotation of Axes; General Form of a Conic

411

6.6

Polar Equations of Conics

419

6.7

Plane Curves and Parametric Equations Chapter Review Chapter Test Cumulative Review Chapter Projects

424 437 440 440 441

Table of Contents

7

Exponential and Logarithmic Functions

442

7.1

Exponential Functions

443

7.2

Logarithmic Functions

459

7.3

Properties of Logarithms

472

7.4

Logarithmic and Exponential Equations

481

7.5

Financial Models

488

7.6

Exponential Growth and Decay Models; Newton’s Law; Logistic Growth and Decay Models

498

7.7

Building Exponential, Logarithmic, and Logistic Models from Data Chapter Review

508 516

Chapter Test

521

Cumulative Review Chapter Projects

521 522

Appendix A Review A.1 Algebra Essentials

A1 A1

A.2 Geometry Essentials

A14

A.3 Factoring Polynomials; Completing the Square

A22

A.4 Solving Equations

A28

A.5 Complex Numbers; Quadratic Equations in the Complex Number System

A38

A.6 Interval Notation; Solving Inequalities

A46

A.7 nth Roots; Rational Exponents

A55

A.8 Lines

A64

A.9 Building Linear Models from Data

A79

Appendix B Graphing Utilities

B1

B.1

The Viewing Rectangle

B1

B.2

Using a Graphing Utility to Graph Equations

B3

B.3

Using a Graphing Utility to Locate Intercepts and Check for Symmetry

B5

B.4

Using a Graphing Utility to Solve Equations

B6

B.5

Square Screens

B8

B.6

Using a Graphing Utility to Graph a Polar Equation

B9

B.7

Using a Graphing Utility to Graph Parametric Equations

B9

Answers Index

AN1 I1

ix

Three Distinct Series Students have different goals, learning styles, and levels of preparation. Instructors have different teaching philosophies, styles, and techniques. Rather than write one series to fit all, the Sullivans have written three distinct series. All share the same goal—to develop a high level of mathematical understanding and an appreciation for the way mathematics can describe the world around us. The manner of reaching that goal, however, differs from series to series.

Contemporary Series, Ninth Edition The Contemporary Series is the most traditional in approach yet modern in its treatment of precalculus mathematics. Graphing utility coverage is optional and can be included or excluded at the discretion of the instructor: College Algebra, Algebra & Trigonometry, Trigonometry, Precalculus.

Enhanced with Graphing Utilities Series, Fifth Edition This series provides a more thorough integration of graphing utilities into topics, allowing students to explore mathematical concepts and foreshadow ideas usually studied in later courses. Using technology, the approach to solving certain problems differs from the Contemporary Series, while the emphasis on understanding concepts and building strong skills does not: College Algebra, Algebra & Trigonometry, Trigonometry, Precalculus.

Concepts through Functions Series, Second Edition This series differs from the others, utilizing a functions approach that serves as the organizing principle tying concepts together. Functions are introduced early in various formats. This approach supports the Rule of Four, which states that functions are represented symbolically, numerically, graphically, and verbally. Each chapter introduces a new type of function and then develops all concepts pertaining to that particular function. The solutions of equations and inequalities, instead of being developed as stand-alone topics, are developed in the context of the underlying functions. Graphing utility coverage is optional and can be included or excluded at the discretion of the instructor: College Algebra; Precalculus, with a Unit Circle Approach to Trigonometry; Precalculus, with a Right Triangle Approach to Trigonometry.

x

Preface to the Instructor s a professor of mathematics at an urban public university for 35 years, I understand the varied needs of students taking trigonometry. Students range from being underprepared, with little mathematical background and a fear of mathematics, to being highly prepared and motivated. For some, this is their final course in mathematics. For others, it is preparation for future mathematics courses. I have written this text with both groups in mind. A tremendous benefit of authoring a successful series is the broad-based feedback I receive from teachers and students who have used previous editions. I am sincerely grateful for their support. Virtually every change to this edition is the result of their thoughtful comments and suggestions. I hope that I have been able to take their ideas and, building upon a successful foundation of the eighth edition, make this series an even better learning and teaching tool for students and teachers.

A

Features in the Ninth Edition Rather than provide a list of features here, that information can be found on the endpapers in the front of this book. This places the features in their proper context, as building blocks of an overall learning system that has been carefully crafted over the years to help students get the most out of the time they put into studying. Please take the time to review this and to discuss it with your students at the beginning of your course. My experience has been that when students utilize these features, they are more successful in the course.

New to the Ninth Edition • Chapter Projects, which apply the concepts of each chapter to a real-world situation, have been enhanced to give students an up-to-the-minute experience. Many projects are new and Internet-based, requiring the student to research information online in order to solve problems. • Author Solves It MathXL Video Clips—author Michael Sullivan works by section through MathXL exercises typically requested by students for more explanation or tutoring. These videos are a result of Sullivan’s experiences in teaching online. • Showcase Examples are used to present examples in a guided, step-by-step format. Students can immediately see how each of the steps in a problem are employed. The “How To” examples have a two-column format in which the left column describes the step in solving the problem and the right column displays the algebra complete with annotations.

• Model It examples and exercises are clearly marked with a icon.These examples and exercises are meant to develop the student’s ability to build models from both verbal descriptions and data. Many of the problems involving data require the students to first determine the appropriate model to fit to the data and justify their choice. • Exercise Sets at the end of each section remain classified according to purpose. The “Are You Prepared?” exercises have been expanded to better serve the student who needs a just-in-time review of concepts utilized in the section. The Concepts and Vocabulary exercises have been updated. These fill-in-the-blank and True/False problems have been written to serve as reading quizzes. Mixed Practice exercises have been added where appropriate. These problems offer a comprehensive assessment of the skills learned in the section by asking problems that relate to more than one objective. Sometimes these require information from previous sections so students must utilize skills learned throughout the course. Applications and Extension problems have been updated and many new problems involving sourced information and data have been added to bring relevance and timeliness to the exercises. The Explaining Concepts: Discussion and Writing exercises have been updated and reworded to stimulate discussion of concepts in online discussion forums. These can also be used to spark classroom discussion. In selected exercise sets, Interactive Exercises are presented. These applets provide a “hands-on” experience allowing students to interact with Mathematics in an active learning environment. Finally, in the Annotated Instructor’s Edition, I have preselected problems that can serve as sample homework assignments. These are indicated by a blue underline, and they are assignable in MyMathLab® if desired. • The Chapter Review now identifies Examples to review for each objective in the chapter.

Changes in the Ninth Edition • CONTENT ❍ Appendix A, Section A.3 A new objective “Know Formulas for Special Products” has been added. ❍ Chapter 1, Section 4 A new objective “Use a graph to locate the absolute maximum and the absolute minimum” has been added. The Extreme Value Theorem is also cited here. ❍ Chapter 5, Section 5 More applications of decomposing vectors have been added. ❍ Chapter 7, Section 1 The definition of an exponential function has been broadened.

xi

xii

Preface to the Instructor

• ORGANIZATION ❍ Appendix A, Section A.3 The objective “Complete the Square” has been relocated to here from Section A.4. ❍

❍

Chapter 3 The two sections on trigonometric equations, Trigonometric Equations (I) and Trigonometric Equations (II), have been consolidated into a new section in Chapter 3, Section 3, entitled Trigonometric Equations. In addition, trigonometric equations that utilize specific identities have been woven into the appropriate sections throughout the remainder of Chapter 3. Chapter 5 The material on applications of vectors that was formerly in Section 5 on the Dot Product has been moved to Section 4 to emphasize the applications of the resultant vector.

Using the Ninth Edition Effectively with Your Syllabus To meet the varied needs of diverse syllabi, this book contains more content than is likely to be covered in a Trigonometry course. As the chart illustrates, this book has been organized with flexibility of use in mind. Within a given chapter, certain sections are optional (see the detail following the flow chart) and can be omitted without loss of continuity. 1

Appendix A Appendix B

7

4

2

6.1⫺6.4

3

6.5⫺6.7

5.1⫺5.3

5.4⫺5.7

Appendix A Review This chapter consists of review material. It may be used as the first part of the course or later as a just-in-time review when the content is required. Specific references to this chapter occur throughout the book to assist in the review process. Chapter 1 Graphs and Functions This chapter lays the foundation for Chapters 2, 6, and 7. Chapter 2 Trigonometric Functions Section 2.6 may be omitted in a brief course. Chapter 3 Analytic Trigonometry Section 3.7 may be omitted in a brief course.

Chapter 4 Applications of Trigonometric Functions Sections 4.4 and 4.5 may be omitted in a brief course. Chapter 5 Polar Coordinates; Vectors Sections 5.1–5.3 and Sections 5.4–5.7 are independent and may be covered separately. Chapter 6 Analytic Geometry Sections 6.1–6.4 follow in sequence. Sections 6.5, 6.6, and 6.7 are independent of each other, but each requires Sections 6.1–6.4. Chapter 7 Exponential and Logarithmic Functions Sections 7.1–7.4 follow in sequence. Sections 7.5, 7.6, and 7.7 are optional.

Acknowledgments Textbooks are written by authors, but evolve from an idea to final form through the efforts of many people. It was Don Dellen who first suggested this book and series to me. Don is remembered for his extensive contributions to publishing and mathematics. Thanks are due to the following people for their assistance and encouragement to the preparation of this edition: • From Pearson Education: Anne Kelly for her substantial contributions, ideas, and enthusiasm; Peggy Lucas, who is a huge fan and supporter; Dawn Murrin, for her unmatched talent at getting the details right; Sherry Berg of Nesbitt Graphics, Inc., for her superb organizational skills in directing production; Peggy McMahon for her leadership in overseeing production; Chris Hoag for her continued support and genuine interest; Greg Tobin for his leadership and commitment to excellence; and the Pearson Math and Science Sales team, for their continued confidence and personal support of our books. • As this book went to production, Bob Walters, Production Manager, passed away after a long and valiant battle fighting lung disease. He was an old and dear friend—a true professional in every sense of the word. • Accuracy checkers: C. Brad Davis, who read the entire manuscript and accuracy checked answers. His attention to detail is amazing; Timothy Britt, for creating the Solutions Manuals and accuracy checking answers. • Reviewers: Larissa Williamson, University of Florida; Richard Nadel, Florida International University; Robin Steinberg, Puma CC; Mike Rosenthal, Florida International University; Gerardo Aladro, Florida International University; Tammy Muhs, University of Central Florida; Val Mohanakumar, Hillsborough CC. Finally, I offer my grateful thanks to the dedicated users and reviewers of my books, whose collective insights form the backbone of each textbook revision. My list of indebtedness just grows and grows. And, if I’ve forgotten anyone, please accept my apology. Thank you all.

Preface to the Instructor

James Africh, College of DuPage Steve Agronsky, Cal Poly State University Grant Alexander, Joliet Junior College Dave Anderson, South Suburban College Richard Andrews, Florida A&M University Joby Milo Anthony, University of Central Florida James E. Arnold, University of Wisconsin-Milwaukee Adel Arshaghi, Center for Educational Merit Carolyn Autray, University of West Georgia Agnes Azzolino, Middlesex County College Wilson P Banks, Illinois State University Sudeshna Basu, Howard University Dale R. Bedgood, East Texas State University Beth Beno, South Suburban College Carolyn Bernath, Tallahassee Community College Rebecca Berthiaume, Edison State College William H. Beyer, University of Akron Annette Blackwelder, Florida State University Richelle Blair, Lakeland Community College Kevin Bodden, Lewis and Clark College Barry Booten, Florida Atlantic University Larry Bouldin, Roane State Community College Bob Bradshaw, Ohlone College Trudy Bratten, Grossmont College Tim Bremer, Broome Community College Tim Britt, Jackson State Community College Michael Brook, University of Delaware Joanne Brunner, Joliet Junior College Warren Burch, Brevard Community College Mary Butler, Lincoln Public Schools Melanie Butler, West Virginia University Jim Butterbach, Joliet Junior College William J. Cable, University of Wisconsin-Stevens Point Lois Calamia, Brookdale Community College Jim Campbell, Lincoln Public Schools Roger Carlsen, Moraine Valley Community College Elena Catoiu, Joliet Junior College Mathews Chakkanakuzhi, Palomar College Tim Chappell, Penn Valley Community College John Collado, South Suburban College Alicia Collins, Mesa Community College Nelson Collins, Joliet Junior College Jim Cooper, Joliet Junior College Denise Corbett, East Carolina University Carlos C. Corona, San Antonio College Theodore C. Coskey, South Seattle Community College Donna Costello, Plano Senior High School Paul Crittenden, University of Nebraska at Lincoln John Davenport, East Texas State University Faye Dang, Joliet Junior College Antonio David, Del Mar College Stephanie Deacon, Liberty University Duane E. Deal, Ball State University Jerry DeGroot, Purdue North Central Timothy Deis, University of Wisconsin-Platteville Joanna DelMonaco, Middlesex Community College Vivian Dennis, Eastfield College

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Deborah Dillon, R. L. Turner High School Guesna Dohrman, Tallahassee Community College Cheryl Doolittle, Iowa State University Karen R. Dougan, University of Florida Jerrett Dumouchel, Florida Community College at Jacksonville Louise Dyson, Clark College Paul D. East, Lexington Community College Don Edmondson, University of Texas-Austin Erica Egizio, Joliet Junior College Jason Eltrevoog, Joliet Junior College Christopher Ennis, University of Minnesota Kathy Eppler, Salt Lake Community College Ralph Esparza, Jr., Richland College Garret J. Etgen, University of Houston Scott Fallstrom, Shoreline Community College Pete Falzone, Pensacola Junior College W.A. Ferguson, University of Illinois-Urbana/Champaign Iris B. Fetta, Clemson University Mason Flake, student at Edison Community College Timothy W. Flood, Pittsburgh State University Robert Frank,Westmoreland County Community College Merle Friel, Humboldt State University Richard A. Fritz, Moraine Valley Community College Dewey Furness, Ricke College Randy Gallaher, Lewis and Clark College Tina Garn, University of Arizona Dawit Getachew, Chicago State University Wayne Gibson, Rancho Santiago College Robert Gill, University of Minnesota Duluth Nina Girard, University of Pittsburgh at Johnstown Sudhir Kumar Goel, Valdosta State University Adrienne Goldstein, Miami Dade College, Kendall Campus Joan Goliday, Sante Fe Community College Lourdes Gonzalez, Miami Dade College, Kendall Campus Frederic Gooding, Goucher College Donald Goral, Northern Virginia Community College Sue Graupner, Lincoln Public Schools Mary Beth Grayson, Liberty University Jennifer L. Grimsley, University of Charleston Ken Gurganus, University of North Carolina James E. Hall, University of Wisconsin-Madison Judy Hall, West Virginia University Edward R. Hancock, DeVry Institute of Technology Julia Hassett, DeVry Institute-Dupage Christopher Hay-Jahans, University of South Dakota Michah Heibel, Lincoln Public Schools LaRae Helliwell, San Jose City College Celeste Hernandez, Richland College Gloria P. Hernandez, Louisiana State University at Eunice Brother Herron, Brother Rice High School Robert Hoburg, Western Connecticut State University

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Preface to the Instructor

Lynda Hollingsworth, Northwest Missouri State University Charla Holzbog, Denison High School Lee Hruby, Naperville North High School Miles Hubbard, St. Cloud State University Kim Hughes, California State College-San Bernardino Ron Jamison, Brigham Young University Richard A. Jensen, Manatee Community College Glenn Johnson, Middlesex Community College Sandra G. Johnson, St. Cloud State University Tuesday Johnson, New Mexico State University Susitha Karunaratne, Purdue University North Central Moana H. Karsteter, Tallahassee Community College Donna Katula, Joliet Junior College Arthur Kaufman, College of Staten Island Thomas Kearns, North Kentucky University Jack Keating, Massasoit Community College Shelia Kellenbarger, Lincoln Public Schools Rachael Kenney, North Carolina State University Debra Kopcso, Louisiana State University Lynne Kowski, Raritan Valley Community College Yelena Kravchuk, University of Alabama at Birmingham Keith Kuchar, Manatee Community College Tor Kwembe, Chicago State University Linda J. Kyle, Tarrant Country Jr. College H.E. Lacey, Texas A & M University Harriet Lamm, Coastal Bend College James Lapp, Fort Lewis College Matt Larson, Lincoln Public Schools Christopher Lattin, Oakton Community College Julia Ledet, Lousiana State University Adele LeGere, Oakton Community College Kevin Leith, University of Houston JoAnn Lewin, Edison College Jeff Lewis, Johnson County Community College Janice C. Lyon, Tallahassee Community College Jean McArthur, Joliet Junior College Virginia McCarthy, Iowa State University Karla McCavit, Albion College Michael McClendon, University of Central Oklahoma Tom McCollow, DeVry Institute of Technology Marilyn McCollum, North Carolina State University Jill McGowan, Howard University Will McGowant, Howard University Angela McNulty, Joliet Junior College Laurence Maher, North Texas State University Jay A. Malmstrom, Oklahoma City Community College Rebecca Mann, Apollo High School Lynn Marecek, Santa Ana College Sherry Martina, Naperville North High School Alec Matheson, Lamar University Nancy Matthews, University of Oklahoma James Maxwell, Oklahoma State University-Stillwater Marsha May, Midwestern State University James McLaughlin, West Chester University

Judy Meckley, Joliet Junior College David Meel, Bowling Green State University Carolyn Meitler, Concordia University Samia Metwali, Erie Community College Rich Meyers, Joliet Junior College Eldon Miller, University of Mississippi James Miller, West Virginia University Michael Miller, Iowa State University Kathleen Miranda, SUNY at Old Westbury Chris Mirbaha, The Community College of Baltimore County Val Mohanakumar, Hillsborough Community College Thomas Monaghan, Naperville North High School Miguel Montanez, Miami Dade College, Wolfson Campus Maria Montoya, Our Lady of the Lake University Susan Moosai, Florida Atlantic University Craig Morse, Naperville North High School Samad Mortabit, Metropolitan State University Pat Mower, Washburn University A. Muhundan, Manatee Community College Jane Murphy, Middlesex Community College Richard Nadel, Florida International University Gabriel Nagy, Kansas State University Bill Naegele, South Suburban College Karla Neal, Lousiana State University Lawrence E. Newman, Holyoke Community College Dwight Newsome, Pasco-Hernando Community College Denise Nunley, Maricopa Community Colleges James Nymann, University of Texas-El Paso Mark Omodt, Anoka-Ramsey Community College Seth F. Oppenheimer, Mississippi State University Leticia Oropesa, University of Miami Linda Padilla, Joliet Junior College E. James Peake, Iowa State University Kelly Pearson, Murray State University Dashamir Petrela, Florida Atlantic University Philip Pina, Florida Atlantic University Michael Prophet, University of Northern Iowa Laura Pyzdrowski, West Virginia University Neal C. Raber, University of Akron Thomas Radin, San Joaquin Delta College Aibeng Serene Radulovic, Florida Atlantic University Ken A. Rager, Metropolitan State College Kenneth D. Reeves, San Antonio College Elsi Reinhardt, Truckee Meadows Community College Jose Remesar, Miami Dade College, Wolfson Campus Jane Ringwald, Iowa State University Stephen Rodi, Austin Community College William Rogge, Lincoln Northeast High School Howard L. Rolf, Baylor University Mike Rosenthal, Florida International University Phoebe Rouse, Lousiana State University Edward Rozema, University of Tennessee at Chattanooga Dennis C. Runde, Manatee Community College Alan Saleski, Loyola University of Chicago Susan Sandmeyer, Jamestown Community College Brenda Santistevan, Salt Lake Community College

Preface to the Instructor

Linda Schmidt, Greenville Technical College Ingrid Scott, Montgomery College A.K. Shamma, University of West Florida Martin Sherry, Lower Columbia College Carmen Shershin, Florida International University Tatrana Shubin, San Jose State University Anita Sikes, Delgado Community College Timothy Sipka, Alma College Charlotte Smedberg, University of Tampa Lori Smellegar, Manatee Community College Gayle Smith, Loyola Blakefield Leslie Soltis, Mercyhurst College John Spellman, Southwest Texas State University Karen Spike, University of North Carolina Rajalakshmi Sriram, Okaloosa-Walton Community College Katrina Staley, North Carolina Agricultural and Technical State University Becky Stamper, Western Kentucky University Judy Staver, Florida Community College-South Neil Stephens, Hinsdale South High School Sonya Stephens, Florida A&M University Patrick Stevens, Joliet Junior College John Sumner, University of Tampa Matthew TenHuisen, University of North Carolina, Wilmington Christopher Terry, Augusta State University Diane Tesar, South Suburban College Tommy Thompson, Brookhaven College Martha K. Tietze, Shawnee Mission Northwest High School

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Richard J. Tondra, Iowa State University Suzanne Topp, Salt Lake Community College Marilyn Toscano, University of Wisconsin, Superior Marvel Townsend, University of Florida Jim Trudnowski, Carroll College Robert Tuskey, Joliet Junior College Mihaela Vajiac, Chapman University-Orange Richard G. Vinson, University of South Alabama Jorge Viola-Prioli, Florida Atlantic University Mary Voxman, University of Idaho Jennifer Walsh, Daytona Beach Community College Donna Wandke, Naperville North High School Timothy L.Warkentin, Cloud County Community College Hayat Weiss, Middlesex Community College Kathryn Wetzel, Amarillo College Darlene Whitkenack, Northern Illinois University Suzanne Williams, Central Piedmont Community College Larissa Williamson, University of Florida Christine Wilson, West Virginia University Brad Wind, Florida International University Anna Wiodarczyk, Florida International University Mary Wolyniak, Broome Community College Canton Woods, Auburn University Tamara S. Worner, Wayne State College Terri Wright, New Hampshire Community Technical College, Manchester George Zazi, Chicago State University Steve Zuro, Joliet Junior College Michael Sullivan Chicago State University

STUDENT RESOURCES Available to students are the following supplements: • Student Solutions Manual (ISBN 10: 0321717023; ISBN 13: 9780321717023) Fully worked solutions to odd-numbered exercises. • Algebra Review (ISBN 10: 0131480065; ISBN 13: 9780131480063) Four chapters of Intermediate Algebra Review. Perfect for a slower-paced course or for individual review. • Videos on DVD with Chapter Test Prep for Trigonometry 9e (ISBN 10: 0321717058; ISBN 13: 9780321717054) The Videos on DVD contain short video clips of Michael Sullivan III working key book examples. Chapter Test Prep Videos (also included) provide fully worked solutions to the Chapter Test exercises. The Chapter Test Prep Videos are also available within MyMathLab® or on YouTube™ (go to http://www.youtube.com/SullivanTrig9e). Videos have optional subtitles.

MathXL® Online Course (access code required) ®

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MyMathLab is a text-specific, easily customizable online course that integrates interactive multimedia instruction with textbook content. MyMathLab gives you the tools you need to deliver all or a portion of your course online, whether your students are in a lab setting or working from home. • Interactive homework exercises, correlated to your textbook at the objective level, are algorithmically generated for unlimited practice and mastery. Most exercises are free-response and provide guided solutions, sample problems, and tutorial learning aids for extra help. • Personalized homework assignments that you can design to meet the needs of your class. MyMathLab tailors the assignment for each student based on their test or quiz scores. Each student receives a homework assignment that contains only the problems they still need to master. • Personalized Study Plan, generated when students complete a test or quiz or homework, indicates which topics have been mastered and links to tutorial exercises for topics students have not mastered. You can customize the Study Plan so that the topics available match your course content. • Multimedia learning aids, such as video lectures and podcasts, animations, and a complete multimedia textbook, help students independently improve their understanding and performance. You can assign these multimedia learning aids as homework to help your students grasp the concepts. • Homework and Test Manager lets you assign homework, quizzes, and tests that are automatically graded. Select just the right mix of questions from the MyMathLab exercise bank, instructor-created custom exercises, and/or TestGen® test items. • Gradebook, designed specifically for mathematics and statistics, automatically tracks students’ results, lets you stay on top of student performance, and gives you control over how to calculate final grades. You can also add offline (paper-and-pencil) grades to the gradebook. • MathXL Exercise Builder allows you to create static and algorithmic exercises for your online assignments. You can use the library of sample exercises as an easy starting point, or you can edit any course-related exercise.

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• Pearson Tutor Center (www.pearsontutorservices.com) access is automatically included with MyMathLab. The Tutor Center is staffed by qualified math instructors who provide textbook-specific tutoring for students via toll-free phone, fax, email, and interactive Web sessions. • NEW Resources for Sullivan, Trigonometry, 9e ❍

Author Solves It videos feature Mike Sullivan III working by section through MathXL exercises typically requested by students for more explanation or tutoring. These videos are a result of Sullivan’s experiences in teaching online.

❍

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Applications Index Acoustics amplifying sound, 519 loudness of sound, 471 loudspeaker, 294 tuning fork, 294–95 whispering galleries, 394–95, 439

Mercury, 424 Neptune, 441 Pluto, 397, 441

maximizing rain gutter construction, 238–39 projectile motion, 208–9

Aviation

Carpentry

modeling aircraft motion, 376

pitch, A78

Aerodynamics

Biology

Chemistry

modeling aircraft motion, 376

alcohol and driving, 467, 472 bacterial growth, 499–500, 512–13 E-coli, 52 healing of wounds, 457, 471 maternal age versus Down syndrome, A85 yeast biomass as function of time, 511–12

alpha particles, 410 decomposition reactions, 507 pH, 470 radioactive decay, 506, 513, 519 radioactivity from Chernobyl, 507 volume of gas, A54

Aeronautics Challenger disaster, 507

Agriculture grazing area for cow, 285–86 removing stump, 348–49

Air travel bearing of aircraft, 261, 272 frequent flyer miles, 272 holding pattern, 208 revising a flight plan, 279 speed and direction of aircraft, 343–44, 347–48, 374

Archaeology age of ancient tools, 500–501 age of fossil, 506 age of tree, 506 date of prehistoric man’s death, 519

Architecture Burj Khalifa building, A15 Norman window, A21 racetrack design, 397

Area of Bermuda Triangle, 285 under a curve, 193–94 of isosceles triangle, 239 of sector of circle, 106 of segment of circle, 297

Art fine decorative pieces, 124

Communications Business advertising, A84 cigarette exports, 513 cost of manufacturing, A13 of production, 52 cost equation, A77 demand for jeans, A84 for PCs, 513 drive-thru rate at Burger King, 453 at Citibank, 457, 471 at McDonald’s, 457 Jiffy Lube’s car arrival rate, 457, 471 new-car markup, A55 precision ball bearings, A13 price vs. quantity demanded, 513–14 product promotion, A78 profit cigar company, 73–74 rate of return on, 496 revenue advertising and, A84 from digital music, 73 salary gross, 38 sales commission on, A54 net, 8 salvage value, 519 truck rentals, A77 wages of car salesperson, A77

xviii

Computers and computing Dell PCs, 513–14 graphics, 347

Construction of box open, 51–52 of flashlight, 386–87 of garden walk, 179 of headlight, 387 of highway, 261, 272, 298 pitch of roof, 262 of rain gutter, 117–18, 238–39, 252–53 of ramp, 271 access ramp, A77 of swimming pool, A21, A22 of swing set, 280 of tent, 284 TV dish, 386 vent pipe installation, 397

Crime income vs. rate of, 515

Decorating Christmas tree, A16

Astronomy angle of elevation of Sun, 260 planetary orbits, 394 Earth, 397 Jupiter, 397 Mars, 397

cell phone service, 59 cell phone usage, 509–10, 515 satellite dish, 384–85, 386 spreading of rumors, 457, 471 Touch-Tone phones, 243, 295

Calculus area under a curve, 74, 193–94 area under graph, 51 carrying a ladder around a corner, 208–9

Demographics diversity index, 470–71 life expectancy, A54 mosquito colony growth, 506

Applications Index

Design of awning, 273 of fine decorative pieces, 124 of Little League field, 108 of water sprinkler, 107

Direction of aircraft, 343–44, 347, 374 compass heading, 348 for crossing a river, 348 of fireworks display, 409–10 of lightning strikes, 410 of motorboat, 348 of swimmer, 374

Distance Bermuda Triangle, A21 bicycle riding, 41 from Chicago to Honolulu, 194 circumference of Earth, 108 between cities, 102–3, 107 between Earth and Mercury, 273 between Earth and Venus, 273 from Earth to a star, 260–61 of explosion, 410 height of aircraft, 271, 273, 519 of bridge, 271 of building, 260, 261 of cloud, 256 of Eiffel Tower, 260 of embankment, 261 of Ferris Wheel rider, 208 of Great Pyramid of Cheops, 273, A21 of helicopter, 298 of hot-air balloon, 261 of Lincoln’s caricature on Mt. Rushmore, 261 of mountain, 268, 271, 519 of statue on a building, 256–57 of tower, 262 of tree, 271 of Washington Monument, 261 of Willis Tower, 261 from home, 41 from Honolulu to Melbourne, Australia, 194 of hot-air balloon to airport, 300 from intersection, 8 length of guy wire, 279 of mountain trail, 261 of ski lift, 271 limiting magnitude of telescope, 519 to the Moon, 271 to plateau, 260 across a pond, 260 reach of ladder, 260

of rotating beacon, 161 at sea, 272, 298 to shore, 260, 272 between skyscrapers, 262, 263 surveying, 299 to tower, 273 traveled by wheel, A21 between two moving vehicles, 8 between two objects, 260, 261 visibility of Gibb’s Hill Lighthouse beam, 257–58, 263, A22 visual, A22 walking, 41 width of gorge, 259 of Mississippi River, 262 of river, 255

Economics Consumer Price Index (CPI), 497 Dell personal computer price and demand, 513–14 federal stimulus package of 2009, 496 inflation, 496 per capita federal debt, 496 poverty threshold, 8

Education college costs, 496 funding a college education, 519 grade computation, A55 IQ tests, A55 learning curve, 458, 471 video games and grade-point average, A84

Electricity alternating current (ac), 177, 229 alternating current (ac) circuits, 152, 170 alternating current (ac) generators, 152–53 alternating voltage, 177 charging a capacitor, 295 current in RC circuit, 458 current in RL circuit, 458, 471 impedance, A45 parallel circuits, A45 rates for, A54, A77 voltage foreign, A13 U.S., A13

Electronics loudspeakers, 294 microphones, 22 sawtooth curve, 239, 295

Energy nuclear power plant, 410 solar, 22, 355

solar heat, 387 thermostat control, 73

Engineering bridges clearance, 153 parabolic arch, 387, 439 semielliptical arch, 397, 439 suspension, 387 drive wheel, 299 Gateway Arch (St. Louis), 387 grade of road, A78 lean of Leaning Tower of Pisa, 272 moment of inertia, 243 piston engines, 124 product of inertia, 239 road system, 312 robotic arm, 365 rods and pistons, 280 searchlight, 217, 387, 439 whispering galleries, 397, 439

Entertainment cable subscribers, 514–15 Demon Roller Coaster customer rate, 457–58 movie theater, 193

Exercise and fitness for weight loss, A54

Finance balancing a checkbook, A13 college costs, 496 computer system purchase, 496 cost of driving car, A77 of land, 299 of natural gas, 60 of trans-Atlantic travel, 39 of triangular lot, 284 credit cards interest on, 495 payment, 60 depreciation, 457, 515 of car, 487, 522 electricity rates, A77 federal income tax, A54 federal stimulus package of 2009, 496 funding a college education, 519 gross salary, 38 income vs. crime rate, 515 interest, 60 loans repayment of, 495 mortgages interest rates on, 496 second, 496 price appreciation of homes, 495

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Applications Index

saving for a car, 495 savings accounts interest, 496 taxes e-filing returns, 52 federal income, 86 used-car purchase, 495 water bills, A54–A55

triangle area of, 284, 285, 301, A13 circumscribing, 274 equilateral, A13 isosceles, 38, 301 perimeter of, A13 right, 259 sides of, 301 volume of parallelepiped, 371

Forestry wood product classification, 505

Gardens and gardening. See Landscaping Geography area of Bermuda Triangle, 285 area of lake, 285, 299 inclination of hill, 343 inclination of mountain trail, 255, 298

optical methods of, 217 of rainfall, 355

federal deficit, 519 federal income tax, 86, A54 e-filing returns, 52 federal stimulus package of 2009, 496 first-class mail, 60 per capita federal debt, 496

Medicine. See also Health

Health. See also Medicine

Meteorology

age vs. total cholesterol, 515 blood pressure, 208 cigarette use among teens, A77–A78 ideal body weight, 86

weather balloon height and atmospheric pressure, 510–11

Housing number of rooms in, 39 price appreciation of homes, 495

Investment(s)

earthquakes, 472

in bonds zero-coupon, 493, 496–97 compound interest on, 488–89, 490, 491–92, 495–96 doubling of, 493–94, 497 finance charges, 495 in fixed-income securities, 496–97 growth rate for, 495–96 IRA, 496, 519 money market account, 492 return on, 495–96 savings account, 491–92 in stock appreciation, 495–96 time to reach goal, 495, 497 tripling of, 494, 497

angle between two lines, 229 circle area of, 285 center of, 23 circumference of, A12 length of chord of, 280 radius of, 23 cube surface area of, A13 volume of, A13 ladder angle, 300 quadrilateral area, 301 rectangle area of, 38, A12 inscribed in semicircle, 239 perimeter of, A12 semicircle area, 284, 301 sphere surface area of, A13 volume of, A13 square area of, A21 surface area of cube, A13 of sphere, A13

Measurement

Government

Geology

Geometry

Dell personal computer price and demand, 513–14

Mechanics. See Physics

Food and nutrition candy, A83 cooling time of pizza, 506 “light” foods, A55 pig roasts, 507 raisins, A83–A84 warming time of beer stein, 507

Marketing

Landscaping building a walk, 179 height of tree, 271 removing stump, 348–49 watering lawn, 107

Leisure and recreation Ferris wheel, 22, 208, 273, 294 video games and grade-point average, A84

age vs. total cholesterol, 515 blood pressure, 208 drug concentration, 52 drug medication, 457, 471 healing of wounds, 457, 471 spreading of disease, 520

Miscellaneous biorhythms, 153 carrying a ladder around a corner, 161, 208–9 coffee container, 522 cross-sectional area of beam, 39 drafting error, 8 Mandelbrot sets, 335 rescue at sea, 268–69, 271 surveillance satellites, 262–63

Motion, 295. See also Physics catching a train, 440 on a circle, 107 of Ferris Wheel rider, 208 of golf ball, 40 minute hand of clock, 106, 177 objects approaching intersection, 436 of pendulum, 295 revolutions of circular disk, A21 simulating, 430 uniform, 436

Motor vehicles alcohol and driving, 467, 472 approaching intersection, 436 braking load, 355–56, 374 crankshafts, 272 depreciation of, 487, 515, 522 with Global Positioning System (GPS), 520 new-car markup, A55 spin balancing tires, 108, 177 stopping distance, 86 used-car purchase, 495

Applications Index

Music revenues from, 73

Navigation avoiding a tropical storm, 279 bearing, 257–58, 278 of aircraft, 261, 272 of ship, 261, 299 commercial, 271–72 compass heading, 348 crossing a river, 348 error in correcting, 276–77, 298 time lost due to, 272 rescue at sea, 268–69, 271 revising a flight plan, 279

Oceanography tides, 171–72

Optics angle of refraction, 209–10 bending light, 210 index of refraction, 209–10 laser beam, 260 laser projection, 239 light obliterated through glass, 457 mirrors, 410 reflecting telescope, 387

simulating motion, 430 static equilibrium, 344–45, 348, 349, 374 tension, 344–45, 348, 374 truck pulls, 348 uniform motion, 436, 440 velocity down inclined planes, A63 weight of a boat, 348 of a car, 348 of a piano, 344 work, 365

Play swinging, 301 wagon pulling, 347, 354

Speed of aircraft, 347, 374 angular, 107, 177 of current, 107–8 as function of time, 41 linear, 104–5 on Earth, 107 of merry-go-rounds, 177 of Moon, 107 revolutions per minute of pulley, 107 of rotation of lighthouse beacons, 177 of swimmer, 374 of truck, 260 of wheel pulling cable cars, 108

Sports Population. See also Demographics bacterial, 506, 507, 512–13 decline in, 506 E-coli growth, 52 of endangered species, 507 of fruit fly, 504 as function of age, 38–39 growth in, 506, 507 insect, 506 of United States, 487, 514 of world, 487, 514, 519

Probability

Pediatrics

exponential, 453, 457, 471 Poisson, 457–58

height vs. head circumference, 86, A84

Pyrotechnics fireworks display, 409–10

baseball, 436 diamond, 7 dimensions of home plate, 284 field, 279, 280 Little League, 7, 8, 108–9 on-base percentage, A79–A80 stadium, 279 basketball free throws, 39, 262 granny shots, 39–40 football, 397 golf, 40, 428–29, 436 distance to the green, 278 sand bunkers, 199 hammer throw, 179 swimming, 300, 374

Statistics. See Probability

Photography camera distance, 261

Physics angle of elevation of Sun, 260 braking load, 356 damped motion, 290 force, 347 to hold a wagon on a hill, 353 resultant, 347 gravity on Earth, 39, 86 on Jupiter, 39 harmonic motion, 289 heat transfer, 208 inclination of mountain trail, 255 moment of inertia, 243 motion of object, 289 pendulum motion, 106, 295, A64 period, 73, 87 product of inertia, 239 projectile motion, 123–25, 208, 209, 233–34, 239, 243, 428–29, 435–37, 440 artillery, 199 thrown object, 435

Rate. See also Speed

Surveying

of car, 107 catching a bus, 435 catching a train, 435 to keep up with the Sun, 108 revolutions per minute of bicycle wheels, 107 of pulleys, 109

distance between houses, 299

Real estate commission schedule, A54 cost of land, 299 cost of triangular lot, 284

Recreation Demon Roller Coaster customer rate, 457

Security

Temperature body, A13 conversion of, 86 cooling time of pizza, 506 measuring, A77 monthly, 170–71, 178 of portable heater, 520 relationship between scales, 73 sinusoidal function from, 166–67 of skillet, 519 warming time of beer stein, 507 wind chill factor, 520

Tests and testing IQ, A55

security cameras, 260

Time

Seismology

for beer stein to warm, 507 for block to slide down inclined plane, 124

calibrating instruments, 440

xxi

xxii

Applications Index

Ferris Wheel rider height as function of, 208 hours of daylight, 95, 168–69, 172, 178, 180, 193 for pizza to cool, 506 of sunrise, 108, 193 of trip, 124, 138

Travel. See also Air travel; Navigation bearing, 272, 299 drivers stopped by the police, 521

Volume Transportation deicing salt, 199 Niagara Falls Incline Railway, 261

Weather atmospheric pressure, 457, 471 avoiding a tropical storm, 279 lightning strikes, 406–7, 410 rainfall measurement, 355 relative humidity, 458 wind chill, 59, 520

of gasoline in tank, A63

Work, 354

Weapons

computing, 354, 355, 374 pulling a wagon, 354 ramp angle, 356 wheelbarrow push, 347

artillery, 199

Photo Credits Chapter 1

Pages 1 and 94, Stephen Coburn/Shutterstock; Page 22, Problem 120, DOE Digital Photo Archive; Page 22, Problem 124, Jasonleehl/Shutterstock; Page 39, JPL-Caltech/ NASA; Page 40, Exactostock/SuperStock; Page 73, Kg Kua/Dreamstime.

Chapter 2

Pages 95 and 180, Nova for Windows, http://www.nisa.com; Page 107, Ryan McVay/Thinkstock; Page 153, Srdjan Draskovic/Dreamstime.

Chapter 3

Pages 181 and 249, Exaxion/iStockphoto Image.

Chapter 4

Pages 250 and 302, PhotoDisc/Getty Images; Page 262, Sergey Karpov/Shutterstock; Page 285, Alexandre Fagundes De Fagundes/Dreamstime; Page 287, iStockphoto/ Thinkstock.

Chapter 5

Pages 303 and 376, Igmax/iStockphoto; Page 325, North Wind Picture Archive/Alamy; Page 333, SSPL/Getty Images; Page 345, Hulton Archive/Getty Images.

Chapter 6

Pages 377 and 441, JPL/Caltech/NASA; Page 395, Thomas Barrat/Shutterstock.

Chapter 7

Pages 442 and 522, Thinkstock; Page 478, Getty Images; Page 487 col. 1, Stockbyte/Thinkstock; Page 487 col. 2, Transtock/SuperStock; Page 492, iStockphoto/Thinkstock; Page 507, JuniperImages/Thinkstock.

Appendix A

Page A15, Hainaultphoto/Shutterstock; Page A21, Problem 51, Whole Spirit Press; Page A21, Problem 52, Red River Press, Inc.; Page A77, Tetra Images/Alamy.

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Graphs and Functions Outline 1.1 The Distance and Midpoint Formulas 1.2 Graphs of Equations in Two Variables; Circles 1.3 Functions and Their Graphs 1.4 Properties of Functions

1.5 Library of Functions; Piecewise-defined Functions 1.6 Graphing Techniques: Transformations 1.7 One-to-One Functions; Inverse Functions

• Chapter Review • Chapter Test • Chapter Projects

Choosing a Cellular Telephone Plan Most consumers choose a cellular telephone provider first, and then select an appropriate plan from that provider. The choice as to the type of plan selected depends upon your use of the phone. For example, is text messaging important? How many minutes do you plan to use the phone? Do you desire a data plan to browse the Web? The mathematics learned in this chapter can help you decide the plan best-suited for your particular needs.

—See the Internet-based Chapter Project—

In Appendix A, we review algebra essentials, geometry essentials, and equations in one variable. Here we connect algebra and geometry using the rectangular coordinate system to graph equations in two variables. Then we look at a special type of equation involving two variables called a function. This chapter deals with what a function is, how to graph functions, properties of functions, and how functions are used in applications. The word function apparently was introduced by René Descartes in 1637. For him, a function simply meant any positive integral power of a variable x. Gottfried Wilhelm Leibniz (1646–1716), who always emphasized the geometric side of mathematics, used the word function to denote any quantity associated with a curve, such as the coordinates of a point on the curve. Leonhard Euler (1707–1783) employed the word to mean any equation or formula involving variables and constants. His idea of a function is similar to the one most often seen in courses that precede calculus. Later, the use of functions in investigating heat flow equations led to a very broad definition, due to Lejeune Dirichlet (1805–1859), which describes a function as a correspondence between two sets. It is his definition that we use here.

1

2

CHAPTER 1 Graphs and Functions

1.1 The Distance and Midpoint Formulas PREPARING FOR THIS SECTION Before getting started, review the following: • Algebra Essentials (Appendix A, Section A.1, pp. A1–A10)

• Geometry Essentials (Appendix A, Section A.2, pp. A14–A19)

Now Work the ‘Are You Prepared?’ problems on page 5.

OBJECTIVES 1 Use the Distance Formula (p. 3) 2 Use the Midpoint Formula (p. 5)

Rectangular Coordinates

Figure 1 y 4 2 –4

–2

O

2

4

x

–2 –4

Figure 2 y 4 3 (–3, 1) 1 –4 3 (–2, –3)

3

(3, 2) 2

O 3

x 4 2 (3, –2)

2

Figure 3 y Quadrant II x < 0, y > 0

Quadrant I x > 0, y > 0

Quadrant III x < 0, y < 0

Quadrant IV x > 0, y < 0

x

We locate a point on the real number line by assigning it a single real number, called the coordinate of the point. For work in a two-dimensional plane, we locate points by using two numbers. We begin with two real number lines located in the same plane: one horizontal and the other vertical. The horizontal line is called the x-axis, the vertical line the y-axis, and the point of intersection the origin O. See Figure 1. We assign coordinates to every point on these number lines using a convenient scale. We usually use the same scale on each axis, but in applications, different scales appropriate to the application may be used. The origin O has a value of 0 on both the x-axis and y-axis. Points on the x-axis to the right of O are associated with positive real numbers, and those to the left of O are associated with negative real numbers. Points on the y-axis above O are associated with positive real numbers, and those below O are associated with negative real numbers. In Figure 1, the x-axis and y-axis are labeled as x and y, respectively, and we have used an arrow at the end of each axis to denote the positive direction. The coordinate system described here is called a rectangular or Cartesian* coordinate system. The plane formed by the x-axis and y-axis is sometimes called the xy-plane, and the x-axis and y-axis are referred to as the coordinate axes. Any point P in the xy-plane can be located by using an ordered pair 1x, y2 of real numbers. Let x denote the signed distance of P from the y-axis (signed means that, if P is to the right of the y-axis, then x 7 0, and if P is to the left of the y-axis, then x 6 0); and let y denote the signed distance of P from the x-axis. The ordered pair 1x, y2, also called the coordinates of P, then gives us enough information to locate the point P in the plane. For example, to locate the point whose coordinates are 1-3, 12, go 3 units along the x-axis to the left of O and then go straight up 1 unit. We plot this point by placing a dot at this location. See Figure 2, in which the points with coordinates 1-3, 12, 1-2, -32, 13, -22, and 13, 22 are plotted. The origin has coordinates 10, 02. Any point on the x-axis has coordinates of the form 1x, 02, and any point on the y-axis has coordinates of the form 10, y2. If 1x, y2 are the coordinates of a point P, then x is called the x-coordinate, or abscissa, of P and y is the y-coordinate, or ordinate, of P. We identify the point P by its coordinates 1x, y2 by writing P = 1x, y2. Usually, we will simply say “the point 1x, y2” rather than “the point whose coordinates are 1x, y2.” The coordinate axes divide the xy-plane into four sections called quadrants, as shown in Figure 3. In quadrant I, both the x-coordinate and the y-coordinate of all points are positive; in quadrant II, x is negative and y is positive; in quadrant III, both x and y are negative; and in quadrant IV, x is positive and y is negative. Points on the coordinate axes belong to no quadrant.

Now Work

PROBLEM

13

*Named after René Descartes (1596–1650), a French mathematician, philosopher, and theologian.

3

SECTION 1.1 The Distance and Midpoint Formulas

COMMENT On a graphing calculator, you can set the scale on each axis. Once this has been done, you obtain the viewing rectangle. See Figure 4 for a typical viewing rectangle. You should now read Section B.1, The Viewing Rectangle, in Appendix B. 

Figure 4

1 Use the Distance Formula If the same units of measurement, such as inches, centimeters, and so on, are used for both the x-axis and y-axis, then all distances in the xy-plane can be measured using this unit of measurement.

EXAMPLE 1

Solution

Finding the Distance between Two Points

Find the distance d between the points 11, 32 and 15, 62. First plot the points 11, 32 and 15, 62 and connect them with a straight line. See Figure 5(a). We are looking for the length d. We begin by drawing a horizontal line from 11, 32 to 15, 32 and a vertical line from 15, 32 to 15, 62, forming a right triangle, as shown in Figure 5(b). One leg of the triangle is of length 4 (since ƒ 5 - 1 ƒ = 4), and the other is of length 3 (since ƒ 6 - 3 ƒ = 3). By the Pythagorean Theorem, the square of the distance d that we seek is d2 = 42 + 32 = 16 + 9 = 25 d = 225 = 5

Figure 5

y 6

y 6

(5, 6)

d

d 3

(5, 6)

3 (1, 3) 6 x

3

3

(1, 3) 4 (5, 3) 3

6 x

(b)

(a)



The distance formula provides a straightforward method for computing the distance between two points.

THEOREM In Words To compute the distance between two points, find the difference of the x-coordinates, square it, and add this to the square of the difference of the y-coordinates. The square root of this sum is the distance.

Distance Formula The distance between two points P1 = 1x1 , y12 and P2 = 1x2 , y22, denoted by d1P1 , P22, is d1P1 , P22 = 41x2 - x122 + 1y2 - y122

(1)

4

CHAPTER 1 Graphs and Functions

EXAMPLE 2

Solution

Using the Distance Formula

Find the distance d between the points 1-4, 52 and (3, 2). Using the distance formula, equation (1), the distance d is d = 233 - 1-4242 + 12 - 522 = 272 + 1-322 = 249 + 9 = 258 L 7.62

Now Work

PROBLEMS

17

AND



21

The distance between two points P1 = 1x1, y12 and P2 = 1x2, y22 is never a negative number. Furthermore, the distance between two points is 0 only when the points are identical, that is, when x1 = x2 and y1 = y2. Also, because 1x2 - x122 = 1x1 - x222 and 1y2 - y122 = 1y1 - y222, it makes no difference whether the distance is computed from P1 to P2 or from P2 to P1; that is, d1P1 , P22 = d1P2 , P12. The introduction to this chapter mentioned that rectangular coordinates enable us to translate geometry problems into algebra problems, and vice versa. The next example shows how algebra (the distance formula) can be used to solve geometry problems.

EXAMPLE 3

Using Algebra to Solve Geometry Problems

Consider the three points A = 1-2, 12, B = 12, 32, and C = 13, 12. (a) (b) (c) (d)

Solution Figure 6

d1B, C2 = 413 - 222 + 11 - 322 = 21 + 4 = 25

B = (2, 3)

A = (–2, 1) –3

(a) Figure 6 shows the points A, B, C and the triangle ABC. (b) To find the length of each side of the triangle, use the distance formula, equation (1). d1A, B2 = 432 - 1-2242 + 13 - 122 = 216 + 4 = 220 = 2 25

y

3

Plot each point and form the triangle ABC. Find the length of each side of the triangle. Verify that the triangle is a right triangle. Find the area of the triangle.

C = (3, 1) 3

x

d1A, C2 = 433 - 1-2242 + 11 - 122 = 225 + 0 = 5 (c) To show that the triangle is a right triangle, we need to show that the sum of the squares of the lengths of two of the sides equals the square of the length of the third side. (Why is this sufficient?) Looking at Figure 6, it seems reasonable to conjecture that the right angle is at vertex B. We shall check to see whether 3d1A, B242 + 3d1B, C242 = 3d1A, C242 Using the results in part (b),

3d1A, B242 + 3d1B, C242 = A 2 25 B + A 25 B 2 2

= 20 + 5 = 25 = 3d1A, C242

It follows from the converse of the Pythagorean Theorem that triangle ABC is a right triangle. (d) Because the right angle is at vertex B, the sides AB and BC form the base and height of the triangle. Its area is Area =

1 1 1Base21Height2 = A 2 25 B A 25 B = 5 square units 2 2 

Now Work

PROBLEM

29

5

SECTION 1.1 The Distance and Midpoint Formulas

2 Use the Midpoint Formula Figure 7 y P2 = (x 2, y2) y2 M = (x, y) y

y – y1

x – x1

y1

P1 = (x1, y1)

y2 – y x2 – x

We now derive a formula for the coordinates of the midpoint of a line segment. Let P1 = 1x1 , y12 and P2 = 1x2 , y22 be the endpoints of a line segment, and let M = 1x, y2 be the point on the line segment that is the same distance from P1 as it is from P2 . See Figure 7. The triangles P1 AM and MBP2 are congruent. Do you see why? d1P1 , M2 = d1M, P22 is given; ∠AP1 M = ∠BMP2* and ∠P1MA = ∠MP2 B. So, we have angle–side–angle. Because triangles P1AM and MBP2 are congruent, corresponding sides are equal in length. That is, x - x1 = x2 - x

B = (x 2, y)

x

y - y1 = y2 - y

2x = x1 + x2

A = (x, y1)

x1

and

x2

x =

x

THEOREM

2y = y1 + y2

x1 + x2 2

y =

y1 + y2 2

Midpoint Formula The midpoint M = 1x, y2 of the line segment from P1 = 1x1 , y12 to P2 = 1x2, y22 is

In Words To find the midpoint of a line segment, average the x-coordinates and average the y-coordinates of the endpoints.

M = 1x, y2 = ¢

Find the midpoint of the line segment from P1 = 1-5, 52 to P2 = 13, 12. Plot the points P1 and P2 and their midpoint.

Solution Figure 8

Apply the midpoint formula (2) using x1 = -5, y1 = 5, x2 = 3, and y2 = 1. Then the coordinates 1x, y2 of the midpoint M are

y

M ⫽ (–1, 3)

(2)

Finding the Midpoint of a Line Segment

EXAMPLE 4

P1 ⫽ (–5, 5)

x1 + x2 y1 + y2 , ≤ 2 2

x = 5

x1 + x2 -5 + 3 = = -1 2 2

That is, M = 1-1, 32. See Figure 8.

and y =

y1 + y2 5 + 1 = = 3 2 2 

P2 ⫽ (3, 1)

Now Work –5

5

PROBLEM

35

x *A postulate from geometry states that the transversal P1P2 forms congruent corresponding angles with the parallel line segments P1A and MB.

1.1 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. On the real number line the origin is assigned the number . (p. A4) 2. If -3 and 5 are the coordinates of two points on the real number line, the distance between these points is . (pp. A5–A6) 3. If 3 and 4 are the legs of a right triangle, the hypotenuse is . (p. A14) 4. Use the converse of the Pythagorean Theorem to show that a triangle whose sides are of lengths 11, 60, and 61 is a right triangle. (pp. A14–A15)

5. The area A of a triangle whose base is b and whose altitude is h is A 

. (p. A15)

6. True or False Two triangles are congruent if two angles and the included side of one equals two angles and the included side of the other. (pp. A16–A17)

6

CHAPTER 1 Graphs and Functions

Concepts and Vocabulary 7. If 1x, y2 are the coordinates of a point P in the xy-plane, then x is called the of P and y is the of P. 8. The coordinate axes divide the xy-plane into four sections called . 9. If three distinct points P, Q, and R all lie on a line and if d1P, Q2 = d1Q, R2, then Q is called the of the line segment from P to R.

10. True or False The distance between two points is sometimes a negative number. 11. True or False The point 1-1, 42 lies in quadrant IV of the Cartesian plane. 12. True or False The midpoint of a line segment is found by averaging the x-coordinates and averaging the y-coordinates of the endpoints.

Skill Building In Problems 13 and 14, plot each point in the xy-plane. Tell in which quadrant or on what coordinate axis each point lies. 13. (a) A = 1-3, 22 (b) B = 16, 02 (c) C = 1-2, -22

(d) D = 16, 52 (e) E = 10, -32 (f) F = 16, -32

14. (a) A = 11, 42 (b) B = 1-3, -42 (c) C = 1-3, 42

(d) D = 14, 12 (e) E = 10, 12 (f) F = 1-3, 02

15. Plot the points 12, 02, 12, -32, 12, 42, 12, 12, and 12, -12. Describe the set of all points of the form 12, y2, where y is a real number. 16. Plot the points 10, 32, 11, 32, 1-2, 32, 15, 32, and 1-4, 32. Describe the set of all points of the form 1x, 32, where x is a real number. In Problems 17–28, find the distance d1P1 , P22 between the points P1 and P2 . y

17.

2 P = (2, 1) 2 P1 = (0, 0) –2

–1

y

18.

2

x

19.

P2 = (–2, 1) 2 P = (0, 0) 1 –2

–1

2

x

P2 ⫽ (–2, 2)

–2

y 2

–1

y

20. P1 ⫽ (1, 1) 2 x

21. P1 = 13, -42; P2 = 15, 42

22. P1 = 1-1, 02; P2 = 12, 42

23. P1 = 1-3, 22; P2 = 16, 02

24. P1 = 12, -32; P2 = 14, 22

25. P1 = 14, -32; P2 = 16, 42

26. P1 = 1-4, -32; P2 = 16, 22

27. P1 = 1a, b2; P2 = 10, 02

28. P1 = 1a, a2; P2 = 10, 02

P1 = (–1, 1) 2 –2

P2 = (2, 2)

–1

In Problems 29–34, plot each point and form the triangle ABC. Verify that the triangle is a right triangle. Find its area. 29. A = 1-2, 52; B = 11, 32; C = 1-1, 02

30. A = 1-2, 52; B = 112, 32; C = 110, -112

31. A = 1-5, 32; B = 16, 02; C = 15, 52

32. A = 1-6, 32; B = 13, -52; C = 1-1, 52

33. A = 14, -32; B = 10, -32; C = 14, 22

34. A = 14, -32; B = 14, 12; C = 12, 12

In Problems 35–42, find the midpoint of the line segment joining the points P1 and P2 . 35. P1 = 13, -42; P2 = 15, 42

36. P1 = 1-2, 02; P2 = 12, 42

37. P1 = 1-3, 22; P2 = 16, 02

38. P1 = 12, -32; P2 = 14, 22

39. P1 = 14, -32; P2 = 16, 12

40. P1 = 1-4, -32; P2 = 12, 22

41. P1 = 1a, b2; P2 = 10, 02

42. P1 = 1a, a2; P2 = 10, 02

2

x

SECTION 1.1 The Distance and Midpoint Formulas

7

Applications and Extensions 43. If the point 12, 52 is shifted 3 units to the right and 2 units down, what are its new coordinates? 44. If the point 1-1, 62 is shifted 2 units to the left and 4 units up, what are its new coordinates? 45. Find all points having an x-coordinate of 3 whose distance from the point 1-2, -12 is 13. (a) By using the Pythagorean Theorem. (b) By using the distance formula. 46. Find all points having a y-coordinate of -6 whose distance from the point 11, 22 is 17. (a) By using the Pythagorean Theorem. (b) By using the distance formula. 47. Find all points on the x-axis that are 6 units from the point 14, -32. 48. Find all points on the y-axis that are 6 units from the point 14, -32. 49. The midpoint of the line segment from P1 to P2 is 1-1, 42. If P1 = 1-3, 62, what is P2? 50. The midpoint of the line segment from P1 to P2 is 15, -42. If P2 = 17, -22, what is P1? 51. Geometry The medians of a triangle are the line segments from each vertex to the midpoint of the opposite side (see the figure). Find the lengths of the medians of the triangle with vertices at A = 10, 02, B = 16, 02, and C = 14, 42.

C

Median Midpoint

A

B

52. Geometry An equilateral triangle is one in which all three sides are of equal length. If two vertices of an equilateral triangle are 10, 42 and 10, 02, find the third vertex. How many of these triangles are possible?

s

s s

53. Geometry Find the midpoint of each diagonal of a square with side of length s. Draw the conclusion that the diagonals of a square intersect at their midpoints. [Hint: Use (0, 0), (0, s), (s, 0), and (s, s) as the vertices of the square.] 54. Geometry Verify that the points (0, 0), (a, 0), and a 23 a a , b are the vertices of an equilateral triangle. Then 2 2 show that the midpoints of the three sides are the vertices of a second equilateral triangle (refer to Problem 52).

In Problems 55–58, find the length of each side of the triangle determined by the three points P1 , P2 , and P3. State whether the triangle is an isosceles triangle, a right triangle, neither of these, or both. (An isosceles triangle is one in which at least two of the sides are of equal length.) 55. P1 = 12, 12; P2 = 1-4, 12; P3 = 1 -4, -32 56. P1 = 1-1, 42; P2 = 16, 22; P3 = 14, -52 57. P1 = 1-2, -12; P2 = 10, 72; P3 = 13, 22 58. P1 = 17, 22; P2 = 1-4, 02; P3 = 14, 62 59. Baseball A major league baseball “diamond” is actually a square, 90 feet on a side (see the figure). What is the distance directly from home plate to second base (the diagonal of the square)? 2nd base

90 ft

3rd base

Pitching rubber 1st base

90 ft

Home plate

60. Little League Baseball The layout of a Little League playing field is a square, 60 feet on a side. How far is it directly from home plate to second base (the diagonal of the square)? Source: Little League Baseball, Official Regulations and Playing Rules, 2010. 61. Baseball Refer to Problem 59. Overlay a rectangular coordinate system on a major league baseball diamond so that the origin is at home plate, the positive x-axis lies in the direction from home plate to first base, and the positive y-axis lies in the direction from home plate to third base. (a) What are the coordinates of first base, second base, and third base? Use feet as the unit of measurement. (b) If the right fielder is located at 1310, 152, how far is it from the right fielder to second base? (c) If the center fielder is located at 1300, 3002, how far is it from the center fielder to third base?

8

CHAPTER 1 Graphs and Functions

62. Little League Baseball Refer to Problem 60. Overlay a rectangular coordinate system on a Little League baseball diamond so that the origin is at home plate, the positive x-axis lies in the direction from home plate to first base, and the positive y-axis lies in the direction from home plate to third base. (a) What are the coordinates of first base, second base, and third base? Use feet as the unit of measurement. (b) If the right fielder is located at 1180, 202, how far is it from the right fielder to second base? (c) If the center fielder is located at 1220, 2202, how far is it from the center fielder to third base? 63. Distance between Moving Objects A Dodge Neon and a Mack truck leave an intersection at the same time. The Neon heads east at an average speed of 30 miles per hour, while the truck heads south at an average speed of 40 miles per hour. Find an expression for their distance apart d (in miles) at the end of t hours.

y (2.7, 1.7)

1.7 1.5 1.3

(2.6, 1.5) (1.4, 1.3) x

(a) Find an estimate for the desired intersection point. (b) Find the length of the median for the midpoint found in part (a). See Problem 51. 66. Net Sales The figure illustrates how net sales of Wal-Mart Stores, Inc., have grown from 2002 through 2008. Use the midpoint formula to estimate the net sales of Wal-Mart Stores, Inc., in 2005. How does your result compare to the reported value of $282 billion? Source: Wal-Mart Stores, Inc., 2008 Annual Report Wal-Mart Stores, Inc. Net sales (in $ billions)

Net sales ($ billions)

64. Distance of a Moving Object from a Fixed Point A hot-air balloon, headed due east at an average speed of 15 miles per hour and at a constant altitude of 100 feet, passes over an intersection (see the figure). Find an expression for the distance d (measured in feet) from the balloon to the intersection t seconds later.

East 15 mph

350 300 250 204 200 150 100 50 0 2002

375

2003

100 ft

65. Drafting Error When a draftsman draws three lines that are to intersect at one point, the lines may not intersect as intended and subsequently will form an error triangle. If this error triangle is long and thin, one estimate for the location of the desired point is the midpoint of the shortest side. The figure shows one such error triangle. Source: www.uwgb.edu/dutchs/STRUCTGE/sl00.htm

2.6 2.7

1.4

2004

2005 Year

2006

2007

2008

67. Poverty Threshold Poverty thresholds are determined by the U.S. Census Bureau. A poverty threshold represents the minimum annual household income for a family not to be considered poor. In 1998, the poverty threshold for a family of four with two children under the age of 18 years was $16,530. In 2008, the poverty threshold for a family of four with two children under the age of 18 years was $21,834. Assuming poverty thresholds increase in a straight-line fashion, use the midpoint formula to estimate the poverty threshold of a family of four with two children under the age of 18 in 2003. How does your result compare to the actual poverty threshold in 2003 of $18,660? Source: U.S. Census Bureau

Explaining Concepts: Discussion and Writing 68. Write a paragraph that describes a Cartesian plane. Then write a second paragraph that describes how to plot points in the Cartesian plane. Your paragraphs should include the

terms “coordinate axes,” “ordered pair,” “coordinates,” “plot,” “x-coordinate,” and “y-coordinate.”

‘Are You Prepared?’ Answers 1. 0

2. 8

3. 5

4. 112 + 602 = 121 + 3600 = 3721 = 612

5. A =

1 bh 2

6. True

9

SECTION 1.2 Graphs of Equations in Two Variables; Circles

1.2 Graphs of Equations in Two Variables; Circles PREPARING FOR THIS SECTION Before getting started, review the following: • Solving Equations (Appendix A, Section A.4, pp. A28–A35)

• Completing the Square (Appendix A, Section A.3, pp. A25–A26)

Now Work the ‘Are You Prepared?’ problems on page 19.

OBJECTIVES 1 Graph Equations by Plotting Points (p. 9) 2 Find Intercepts from a Graph (p. 11) 3 Find Intercepts from an Equation (p. 11) 4 Test an Equation for Symmetry with Respect to the x-Axis, the y-Axis, and the Origin (p. 12) 5 Know How to Graph Key Equations (p. 14) 6 Write the Standard Form of the Equation of a Circle (p. 16) 7 Graph a Circle (p. 17) 8 Work with the General Form of the Equation of a Circle (p. 18)

1 Graph Equations by Plotting Points An equation in two variables, say x and y, is a statement in which two expressions involving x and y are equal. The expressions are called the sides of the equation. Since an equation is a statement, it may be true or false, depending on the value of the variables. Any values of x and y that result in a true statement are said to satisfy the equation. For example, the following are all equations in two variables x and y: x2 + y2 = 5

2x - y = 6

y = 2x + 5

x2 = y

The first of these, x2 + y2 = 5, is satisfied for x = 1, y = 2, since 12 + 22 = 1 + 4 = 5. Other choices of x and y, such as x = -1, y = -2, also satisfy this equation. It is not satisfied for x = 2 and y = 3, since 22 + 32 = 4 + 9 = 13 Z 5. The graph of an equation in two variables x and y consists of the set of points in the xy-plane whose coordinates 1x, y2 satisfy the equation.

EXAMPLE 1

Determining Whether a Point Is on the Graph of an Equation Determine if the following points are on the graph of the equation 2x - y = 6. (a) 12, 32

Solution

(b) 12, -22

(a) For the point 12, 32, check to see if x = 2, y = 3 satisfies the equation 2x - y = 6. 2x - y = 2122 - 3 = 4 - 3 = 1 Z 6 The equation is not satisfied, so the point 12, 32 is not on the graph of 2x - y = 6. (b) For the point 12, -22, 2x - y = 2122 - 1-22 = 4 + 2 = 6

The equation is satisfied, so the point 12, -22 is on the graph of 2x - y = 6.



Now Work

PROBLEM

11

10

CHAPTER 1 Graphs and Functions

EXAMPLE 2

Graphing an Equation by Plotting Points Graph the equation:

Solution

We want to find all points 1x, y2 that satisfy the equation. To locate some of these points (and get an idea of the pattern of the graph), assign some numbers to x and find corresponding values for y.

Figure 9 y 25

(0, 5) –25 (–5, –5)

If (10, 25)

(1, 7)

y = 2x + 5

Then

x = 0

y = 2102 + 5 = 5

x = 1

y = 2112 + 5 = 7

x = -5

y = 21-52 + 5 = -5

x = 10

y = 21102 + 5 = 25

Point on Graph 10, 52 11, 72

1-5, -52 110, 252

25 x

By plotting these points and then connecting them, we obtain the graph of the equation (a line),* as shown in Figure 9.

–25



EXAMPLE 3

Graphing an Equation by Plotting Points Graph the equation:

Solution

Table 1

y = x2

Table 1 provides several points on the graph. In Figure 10 we plot these points and connect them with a smooth curve to obtain the graph (a parabola). x

y  x2

(x, y)

-4

16

(-4, 16)

-3

9

(-3, 9)

-2

4

-1

1

(-1, 1)

0

0

(0, 0)

1

1

(1, 1)

2

4

(2, 4)

(-2, 4)

3

9

(3, 9)

4

16

(4, 16)

Figure 10 y 20 (–4, 16) (–3, 9)

(4, 16)

15 10

(3, 9)

5 (–2, 4) (2, 4) (1, 1) (–1, 1) (0, 0) –4 4

x



COMMENT Another way to obtain the graph of an equation is to use a graphing utility. Read Section B.2, Using a Graphing Utility to Graph Equations, in Appendix B. 

The graphs of the equations shown in Figures 9 and 10 do not show all points. For example, in Figure 9, the point 120, 452 is a part of the graph of y = 2x + 5, but it is not shown. Since the graph of y = 2x + 5 could be extended out as far as we please, we use arrows to indicate that the pattern shown continues. It is important when illustrating a graph to present enough of the graph so that any viewer of the illustration will “see” the rest of it as an obvious continuation of what is actually there. This is referred to as a complete graph. One way to obtain a complete graph of an equation is to plot a sufficient number of points on the graph until a pattern becomes evident. Then these points are connected with a smooth curve following the suggested pattern. But how many points are sufficient? Sometimes knowledge about the equation tells us. For example, if an equation is of the form y = mx + b, then its graph is a line.* In this case, only two points are needed to obtain the graph. One purpose of this book is to investigate the properties of equations in order to decide whether a graph is complete. Sometimes we shall graph equations by *Lines are discussed in detail in Appendix A, Section A.8.

SECTION 1.2 Graphs of Equations in Two Variables; Circles

plotting points. Shortly, we shall investigate various techniques that will enable us to graph an equation without plotting so many points. Two techniques that sometimes reduce the number of points required to graph an equation involve finding intercepts and checking for symmetry.

Figure 11 Graph crosses y-axis

y Graph crosses x-axis

2 Find Intercepts from a Graph x

Graph touches x-axis

11

Intercepts

EXAMPLE 4

The points, if any, at which a graph crosses or touches the coordinate axes are called the intercepts. See Figure 11. The x-coordinate of a point at which the graph crosses or touches the x-axis is an x-intercept, and the y-coordinate of a point at which the graph crosses or touches the y-axis is a y-intercept. For a graph to be complete, all its intercepts must be displayed.

Finding Intercepts from a Graph Find the intercepts of the graph in Figure 12. What are its x-intercepts? What are its y-intercepts?

Solution

The intercepts of the graph are the points 1-3, 02, 10, 32,

Figure 12 y 4

( 0) 3– , 2

(4.5, 0) 5 x

(0,

4 ⫺ –3

4 a0, - b, 3

10, -3.52, 14.5, 02

3 4 The x-intercepts are -3, , and 4.5; the y-intercepts are -3.5, - , and 3. 2 3

(0, 3)

⫺4 (⫺3, 0)

3 a , 0b, 2

)

(0, ⫺3.5)



In Example 4, you should notice the following usage: If we do not specify the type of intercept (x- versus y-), then report the intercept as an ordered pair. However, if the type of intercept is specified, then report the coordinate of the specified intercept. For x-intercepts, report the x-coordinate of the intercept; for y-intercepts, report the y-coordinate of the intercept.

Now Work

PROBLEM

39(a)

3 Find Intercepts from an Equation

COMMENT For many equations, finding intercepts may not be so easy. In such cases, a graphing utility can be used. Read the first part of Section B.3, Using a Graphing Utility to Locate Intercepts and Check for Symmetry, in Appendix B, to find out how to locate intercepts using a graphing utility. 

EXAMPLE 5

The intercepts of a graph can be found from its equation by using the fact that points on the x-axis have y-coordinates equal to 0 and points on the y-axis have x-coordinates equal to 0.

Procedure for Finding Intercepts 1. To find the x-intercept(s), if any, of the graph of an equation, let y = 0 in the equation and solve for x, where x is a real number. 2. To find the y-intercept(s), if any, of the graph of an equation, let x = 0 in the equation and solve for y, where y is a real number.

Finding Intercepts from an Equation Find the x-intercept(s) and the y-intercept(s) of the graph of y = x2 - 4. Then graph y = x2 - 4 by plotting points.

Solution

To find the x-intercept(s), let y = 0 and obtain the equation x2 - 4 1x + 221x - 2) or x + 2 = 0 x - 2 or x = -2 x

= = = =

0 y = x 2 - 4 with y = 0 0 Factor. 0 Zero-Product Property 2 Solve.

The equation has two solutions, -2 and 2. The x-intercepts are -2 and 2.

12

CHAPTER 1 Graphs and Functions

To find the y-intercept(s), let x = 0 in the equation. y = x2 - 4 = 02 - 4 = -4 The y-intercept is -4. Since x2 Ú 0 for all x, we deduce from the equation y = x2 - 4 that y Ú -4 for all x. This information, the intercepts, and the points from Table 2 enable us to graph y = x2 - 4. See Figure 13.

Table 2

x

y  x2  4

-3

(x, y)

Figure 13 (–3, 5)

y 5

(3, 5)

( -3, 5)

5

-1

-3

(-1, -3)

1

-3

(1, -3)

3

5

(3, 5)

(2, 0)

(–2, 0)

5 x

–5 (–1, –3)

(1, – 3) (0, – 4) –5

Now Work

 PROBLEM

21

4 Test an Equation for Symmetry with Respect to the x-Axis, the y-Axis, and the Origin We just saw the role that intercepts play in obtaining key points on the graph of an equation. Another helpful tool for graphing equations involves symmetry, particularly symmetry with respect to the x-axis, the y-axis, and the origin.

DEFINITION

A graph is said to be symmetric with respect to the x-axis if, for every point 1x, y2 on the graph, the point 1x, -y2 is also on the graph. Figure 14 illustrates the definition. When a graph is symmetric with respect to the x-axis, notice that the part of the graph above the x-axis is a reflection or mirror image of the part below it, and vice versa.

Figure 14 Symmetry with respect to the x-axis

y (x, y) (x, y) (x, –y)

(x, y ) x (x, –y ) (x, –y)

Points Symmetric with Respect to the x-Axis

EXAMPLE 6

If a graph is symmetric with respect to the x-axis and the point 13, 22 is on the graph, then the point 13, -22 is also on the graph. 

DEFINITION Figure 15 Symmetry with respect to the y-axis

A graph is said to be symmetric with respect to the y-axis if, for every point 1x, y2 on the graph, the point 1-x, y2 is also on the graph.

y (–x, y)

(–x, y )

(x, y)

(x, y)

x

Figure 15 illustrates the definition. When a graph is symmetric with respect to the y-axis, notice that the part of the graph to the right of the y-axis is a reflection of the part to the left of it, and vice versa.

SECTION 1.2 Graphs of Equations in Two Variables; Circles

13

Points Symmetric with Respect to the y-Axis

EXAMPLE 7

If a graph is symmetric with respect to the y-axis and the point 15, 82 is on the graph, then the point 1-5, 82 is also on the graph. 

DEFINITION

A graph is said to be symmetric with respect to the origin if, for every point 1x, y2 on the graph, the point 1-x, -y2 is also on the graph.

Figure 16 Symmetry with respect to the origin y

Figure 16 illustrates the definition. Notice that symmetry with respect to the origin may be viewed in three ways:

(x, y) (x, y) x

(–x, –y ) (–x, –y )

EXAMPLE 8

1. As a reflection about the y-axis, followed by a reflection about the x-axis 2. As a projection along a line through the origin so that the distances from the origin are equal 3. As half of a complete revolution about the origin

Points Symmetric with Respect to the Origin

If a graph is symmetric with respect to the origin and the point 14, 22 is on the graph, then the point 1-4, -22 is also on the graph. 

Now Work

PROBLEMS

29

AND

39(b)

When the graph of an equation is symmetric with respect to a coordinate axis or the origin, the number of points that you need to plot in order to see the pattern is reduced. For example, if the graph of an equation is symmetric with respect to the y-axis, then, once points to the right of the y-axis are plotted, an equal number of points on the graph can be obtained by reflecting them about the y-axis. Because of this, before we graph an equation, we first want to determine whether it has any symmetry. The following tests are used for this purpose.

Tests for Symmetry To test the graph of an equation for symmetry with respect to the Replace y by y in the equation and simplify. If an equivalent equation results, the graph of the equation is symmetric with respect to the x-axis. Replace x by x in the equation and simplify. If an equivalent equation results, the graph of the equation is symmetric with respect to the y-axis. Replace x by x and y by y in the equation and simplify. If an equivalent equation results, the graph of the equation is symmetric with respect to the origin.

x-Axis

y-Axis

Origin

EXAMPLE 9

Testing an Equation for Symmetry Test y =

Solution

4x2 for symmetry. x + 1 2

x-Axis: To test for symmetry with respect to the x-axis, replace y by -y. Since 4x2 4x2 -y = 2 , the graph of the equation is is not equivalent to y = 2 x + 1 x + 1 not symmetric with respect to the x-axis.

14

CHAPTER 1 Graphs and Functions

y-Axis: To test for symmetry with respect to the y-axis, replace x by -x. Since 41-x22 4x2 4x2 y = = , the graph of the y = is equivalent to 1-x22 + 1 x2 + 1 x2 + 1 equation is symmetric with respect to the y-axis. Origin: To test for symmetry with respect to the origin, replace x by -x and y by -y. 41-x22

-y =

1-x22 + 1

Replace x by -x and y by -y.

-y =

4x2 x2 + 1

Simplify.

y = -

4x2 x2 + 1

Multiply both sides by -1.

Since the result is not equivalent to the original equation, the graph of the 4x2 equation y = 2 is not symmetric with respect to the origin. x +1 

Seeing the Concept 4x2 Figure 17 shows the graph of y = 2 using a graphing utility. Do you see the symmetry with x + 1 respect to the y-axis?

Figure 17

5

⫺5

5

⫺5

Now Work

PROBLEM

59

5 Know How to Graph Key Equations The next three examples use intercepts, symmetry, and point plotting to obtain the graphs of key equations. It is important to know the graphs of these key equations because we use them later. The first of these is y = x3.

EXAMPLE 10

Graphing the Equation y  x3 by Finding Intercepts, Checking for Symmetry, and Plotting Points Graph the equation y = x3 by plotting points. Find any intercepts and check for symmetry first.

Solution

First, find the intercepts. When x = 0, then y = 0; and when y = 0, then x = 0. The origin 10, 02 is the only intercept. Now test for symmetry. x-Axis: y-Axis: Origin:

Replace y by -y. Since -y = x3 is not equivalent to y = x3, the graph is not symmetric with respect to the x-axis. Replace x by -x. Since y = 1-x23 = -x3 is not equivalent to y = x3, the graph is not symmetric with respect to the y-axis. Replace x by -x and y by -y. Since -y = 1-x23 = -x3 is equivalent to y = x3 (multiply both sides by -1), the graph is symmetric with respect to the origin.

SECTION 1.2 Graphs of Equations in Two Variables; Circles

To graph y = x3, we use the equation to obtain several points on the graph. Because of the symmetry, we only need to locate points on the graph for which x Ú 0. See Table 3. Since 11, 12 is on the graph, and the graph is symmetric with respect to the origin, the point 1-1, -12 is also on the graph. Plot the points from Table 3 and use the symmetry. Figure 18 shows the graph.

Figure 18 y 8

(2, 8)

Table 3 (0, 0) –6

(–2, –8)

(1, 1) 6

(–1, –1)

15

x

x

y  x3

(x, y)

0

0

(0, 0)

1

1

(1, 1)

2

8

(2, 8)

3

27

(3, 27)



–8

EXAMPLE 11

Graphing the Equation x  y2 (a) Graph the equation x = y2. Find any intercepts and check for symmetry first. (b) Graph x = y2, y Ú 0.

Solution

(a) The lone intercept is 10, 02. The graph is symmetric with respect to the x-axis. (Do you see why? Replace y by -y.) Figure 19 shows the graph. (b) If we restrict y so that y Ú 0, the equation x = y2, y Ú 0, may be written equivalently as y = 1x. The portion of the graph of x = y2 in quadrant I is therefore the graph of y = 1x. See Figure 20. Figure 19 x = y2

Figure 20 y = 2x

y 6

y 6

(9, 3) (1, 1)

(4, 2)

(1, 1)

(0, 0)

(4, 2)

(9, 3)

(0, 0)

–2 (1, –1)

10 x

5

–2

5

10 x

(4, –2)



(9, –3)

COMMENT To see the graph of the equation x = y 2 on a graphing calculator, you will need to graph two equations: Y1 = 1x and Y2 = - 1x. See Figure 21.  Figure 21

Y1 ⫽ x

6

⫺2

10

⫺6

EXAMPLE 12

Graphing the Equation y  Graph the equation y =

Solution

Y2 ⫽ ⫺ x

1 x

1 . Find any intercepts and check for symmetry first. x

Check for intercepts first. If we let x = 0, we obtain 0 in the denominator, which makes y undefined. We conclude that there is no y-intercept. If we let y = 0, we get

16

CHAPTER 1 Graphs and Functions

1 = 0, which has no solution. We conclude that there is no x-intercept. x 1 The graph of y = does not cross or touch the coordinate axes. x Next check for symmetry: 1 1 x-Axis: Replacing y by -y yields -y = , which is not equivalent to y = . x x 1 1 y-Axis: Replacing x by -x yields y = = - , which is not equivalent to -x x 1 y = . x 1 Origin: Replacing x by -x and y by -y yields -y = - , which is equivalent to x 1 y = . The graph is symmetric with respect to the origin. x

Table 4

the equation y

x

1 x

(x, y) a

1 , 10b 10

1 10

10

1 3

3

1 a , 3b 3

1 2

2

1 a , 2b 2

1

1

(1, 1)

2

1 2

1 a2, b 2

3

1 3

1 a3, b 3

10

1 10

a10,

Now, set up Table 4, listing several points on the graph. Because of the symmetry with respect to the origin, we use only positive values of x. From Table 4 we 1 infer that if x is a large and positive number, then y = is a positive number close x 1 to 0. We also infer that if x is a positive number close to 0, then y = is a large and x positive number. Armed with this information, we can graph the equation. 1 Figure 22 illustrates some of these points and the graph of y = . Observe how x the absence of intercepts and the existence of symmetry with respect to the origin were utilized.

1 b 10

Figure 22 y 3

(––12 , 2) (1, 1) –3

(2, ––12 )

 x

3

(–2, – ––12 ) (– 1, – 1)

1 COMMENT Refer to Example 2 in Appendix B, Section B.3, for the graph of y = using a graphing x  utility.

(– ––12 , –2) –3

6 Write the Standard Form of the Equation of a Circle One advantage of a coordinate system is that it enables us to translate a geometric statement into an algebraic statement, and vice versa. Consider, for example, the following geometric statement that defines a circle.

DEFINITION

Figure 23 shows the graph of a circle. To find the equation, let 1x, y2 represent the coordinates of any point on a circle with radius r and center 1h, k2. Then the distance between the points 1x, y2 and 1h, k2 must always equal r. That is, by the distance formula

Figure 23 y

A circle is a set of points in the xy-plane that are a fixed distance r from a fixed point 1h, k2. The fixed distance r is called the radius, and the fixed point 1h, k2 is called the center of the circle.

(x, y) r

2 2 41x - h2 + 1y - k2 = r

(h, k) x

DEFINITION

or, equivalently,

1x - h22 + 1y - k22 = r2

The standard form of an equation of a circle with radius r and center 1h, k2 is 1x - h22 + 1y - k22 = r2

(1)

SECTION 1.2 Graphs of Equations in Two Variables; Circles

THEOREM

17

The standard form of an equation of a circle of radius r with center at the origin 10, 02 is x2 + y2 = r2

DEFINITION

If the radius r = 1, the circle whose center is at the origin is called the unit circle and has the equation x2 + y2 = 1

See Figure 24. Notice that the graph of the unit circle is symmetric with respect to the x-axis, the y-axis, and the origin. Figure 24 Unit circle x2 + y2 = 1

y 1

⫺1

(0,0)

1

x

⫺1

EXAMPLE 13

Writing the Standard Form of the Equation of a Circle Write the standard form of the equation of the circle with radius 5 and center 1-3, 62.

Solution

Using equation (1) and substituting the values r = 5, h = -3, and k = 6, we have 1x - h22 + 1y - k22 = r2

1x + 322 + 1y - 622 = 25 

Now Work

PROBLEM

79

7 Graph a Circle EXAMPLE 14

Graphing a Circle Graph the equation:

Solution Figure 25 (–3, 6)

Since the equation is in the form of equation (1), its graph is a circle. To graph the equation, compare the given equation to the standard form of the equation of a circle. The comparison yields information about the circle. 1x + 322 + 1y - 222 = 16 1x - 1-3222 + 1y - 222 = 42

y 6

c

4 (–7, 2) –10

(–3, 2)

(–3, –2)

c

c

1x - h22 + 1y - k22 = r2

(1, 2) 2 x

–5

1x + 322 + 1y - 222 = 16

We see that h = -3, k = 2, and r = 4. The circle has center 1-3, 22 and a radius of 4 units. To graph this circle, first plot the center 1-3, 22. Since the radius is 4, we can locate four points on the circle by plotting points 4 units to the left, to the right, up, and down from the center. These four points can then be used as guides to obtain the graph. See Figure 25. 

Now Work

PROBLEMS

95(a)

AND

(b)

18

CHAPTER 1 Graphs and Functions

EXAMPLE 15

Solution

Finding the Intercepts of a Circle

For the circle 1x + 322 + 1y - 222 = 16, find the intercepts, if any, of its graph. This is the equation discussed and graphed in Example 14. To find the x-intercepts, if any, let y = 0. Then 1x + 322 + 1y - 222 = 16 1x + 322 + 10 - 222 = 16

y = 0

1x + 32 + 4 = 16 2

Simplify.

1x + 32 = 12 2

Simplify.

x + 3 = ; 212

Apply the Square Root Method.

x = -3 ; 2 23 Solve for x. The x-intercepts are -3 - 2 23 L -6.46 and -3 + 2 23 L 0.46. To find the y-intercepts, if any, let x = 0. Then 1x + 322 + 1y - 222 = 16 10 + 322 + 1y - 222 = 16 9 + 1y - 222 = 16 1y - 222 = 7

y - 2 = ; 27 y = 2 ; 27 The y-intercepts are 2 - 27 L -0.65 and 2 + 27 L 4.65. Look back at Figure 25 to verify the approximate locations of the intercepts.



Now Work

PROBLEM

95(c)

8 Work with the General Form of the Equation of a Circle If we eliminate the parentheses from the standard form of the equation of the circle given in Example 14, we get 1x + 322 + 1y - 222 = 16 x2 + 6x + 9 + y2 - 4y + 4 = 16

which, upon simplifying, is equivalent to x2 + y2 + 6x - 4y - 3 = 0

(2)

It can be shown that any equation of the form x2 + y2 + ax + by + c = 0 has a graph that is a circle, or a point, or has no graph at all. For example, the graph of the equation x2 + y2 = 0 is the single point 10, 02. The equation x2 + y2 + 5 = 0, or x2 + y2 = -5, has no graph, because sums of squares of real numbers are never negative.

DEFINITION

When its graph is a circle, the equation x2 + y2 + ax + by + c = 0 is referred to as the general form of the equation of a circle.

Now Work

PROBLEM

85

SECTION 1.2 Graphs of Equations in Two Variables; Circles

19

If an equation of a circle is in the general form, we use the method of completing the square to put the equation in standard form so that we can identify its center and radius.

EXAMPLE 16

Graphing a Circle Whose Equation Is in General Form Graph the equation: x2 + y2 + 4x - 6y + 12 = 0

Solution

Group the terms involving x, group the terms involving y, and put the constant on the right side of the equation. The result is 1x2 + 4x2 + 1y2 - 6y2 = -12

Next, complete the square of each expression in parentheses. Remember that any number added on the left side of the equation must also be added on the right. 1x2 + 4x + 42 + 1y2 - 6y + 92 = -12 + 4 + 9

Figure 26 y

1 (–3, 3)

c

(–1, 3)

c

s

4

t

(–2, 4)

4 2 a b = 4 2

(–2, 3)

a

-6 2 b = 9 2

1x + 222 + 1y - 322 = 1

(–2, 2)

This equation is the standard form of the equation of a circle with radius 1 and center 1-2, 32. To graph the equation use the center 1-2, 32 and the radius 1. See Figure 26.

1 x

–3

Factor.



Now Work

EXAMPLE 17

PROBLEM

Using a Graphing Utility to Graph a Circle Graph the equation:

Solution

Figure 27 2

x2 + y2 = 4

This is the equation of a circle with center at the origin and radius 2. To graph this equation, solve for y.

Y1 ⫽ 4 ⫺ x 2

x2 + y2 = 4 y2 = 4 - x2

–2

Y2 ⫽ ⫺ 4 ⫺ x 2

Subtract x2 from each side.

y = ; 34 - x2 Apply the Square Root Method to solve for y.

3

–3

99

There are two equations to graph: first graph Y1 = 34 - x2 and then graph Y2 = - 34 - x2 on the same square screen. (Your circle will appear oval if you do not use a square screen.) See Figure 27. 

1.2 Assess Your Understanding Are You Prepared?

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. To complete the square of x2 + 10x, you would ( add / subtract) the number . (pp. A25–A26)

2. Use the Square Root Method to solve the equation 1x - 222 = 9. (p. A32)

Concepts and Vocabulary 3. The points, if any, at which a graph crosses or touches the coordinate axes are called .

4. If for every point 1x, y2 on the graph of an equation the point 1-x, y2 is also on the graph, then the graph is symmetric with respect to the .

5. If the graph of an equation is symmetric with respect to the origin and 13, -42 is a point on the graph, then is also a point on the graph. 6. True or False To find the y-intercepts of the graph of an equation, let x = 0 and solve for y.

20

CHAPTER 1 Graphs and Functions

7. True or False If a graph is symmetric with respect to the x-axis, then it cannot be symmetric with respect to the y-axis. 8. For a circle, the point on the circle.

The radius of the circle x2 + y2 = 9 is 3.

9. True or False

10. True or False The center of the circle

1x + 322 + 1y - 222 = 13

is the distance from the center to any

is (3, -2).

Skill Building In Problems 11–16, determine which of the given points are on the graph of the equation. 11. Equation: y = x4 - 1x Points: 10, 02; 11, 12; 1-1, 02

12. Equation: y = x3 - 21x Points: 10, 02; 11, 12; 11, -12

14. Equation: y3 = x + 1 Points: 11, 22; 10, 12; 1-1, 02

15. Equation:

13. Equation: y2 = x2 + 9 Points: 10, 32; 13, 02; 1-3, 02

x2 + y2 = 4

16. Equation:

10, 22; 1-2, 22; A 22, 22 B

Points:

Points:

x2 + 4y2 = 4

1 10, 12; 12, 02; a2, b 2

In Problems 17–28, find the intercepts and graph each equation by plotting points. Be sure to label the intercepts. 17. y = x + 2

18. y = x - 6

19. y = 2x + 8

20. y = 3x - 9

21. y = x - 1

22. y = x - 9

23. y = -x + 4

24. y = -x2 + 1

25. 2x + 3y = 6

26. 5x + 2y = 10

27. 9x2 + 4y = 36

28. 4x2 + y = 4

2

2

2

In Problems 29–38, plot each point. Then plot the point that is symmetric to it with respect to (a) the x-axis; (b) the y-axis; (c) the origin. 29. 13, 42

30. 15, 32

34. 1-1, -12

31. 1-2, 12

35. 1-3, -42

32. 14, -22

36. 14, 02

33. 15, -22

37. 10, -32

38. 1-3, 02

In Problems 39–50, the graph of an equation is given. (a) Find the intercepts. (b) Indicate whether the graph is symmetric with respect to the x-axis, the y-axis, or the origin. 39.

40.

y 3

⫺3

3x

–3

44.

y 3

3x

–3

y 4

1 ␲ ⫺␲ ⫺ ––

3x

2

␲

–– 2

⫺1

␲x

⫺3

3 x ⫺4

45.

y 3

48.

40

3x

⫺6

6

⫺6

⫺40

49.

y 3

50.

8

⫺2 ⫺3

x

3x

–3

y 3

y

46.

y 6

⫺3

3x

–3

–3

47.

42.

y

⫺3

–3

43.

41.

y 3

2

4

⫺4

4

3x

⫺3

⫺8 ⫺3

⫺4

⫺3

In Problems 51–54, draw a complete graph so that it has the type of symmetry indicated. 51. y-axis

52. x-axis

y 9

y

53. Origin y

5

4

(0, 2)

(5, 3)

(0, 0)

(–4, 0) 5x

–5 9x (2, –5)

–9 –9

(0, –9)

54. y-axis ␲ , 2) (–– 2

y (0, 4) 4 (2, 2)

(␲, 0) x

(0, 0) 3x

–3 –5

–4

–2

SECTION 1.2 Graphs of Equations in Two Variables; Circles

21

In Problems 55–70, list the intercepts and test for symmetry. 55. y2 = x + 4

56. y2 = x + 9

57. y = 1x

5 x 58. y = 1

59. x2 + y - 9 = 0

60. x2 - y - 4 = 0

61. 9x2 + 4y2 = 36

62. 4x2 + y2 = 4

63. y = x3 - 27

64. y = x4 - 1

65. y = x2 - 3x - 4

66. y = x2 + 4

67. y =

3x x + 9

x2 - 4 2x

68. y =

2

3

69. y =

-x3 x - 9

70. y =

2

x4 + 1 2x5

In Problems 71–74, draw a quick sketch of each equation. 71. y = x3

72. x = y2

73. y = 1x

74. y =

1 x

75. If 13, b2 is a point on the graph of y = 4x + 1, what is b?

76. If 1-2, b2 is a point on the graph of 2x + 3y = 2, what is b?

77. If 1a, 42 is a point on the graph of y = x2 + 3x, what is a?

78. If 1a, -52 is a point on the graph of y = x2 + 6x, what is a?

In Problems 79–82, find the center and radius of each circle. Write the standard form of the equation. 79. y

80.

81. y

y

(4, 2)

82. y (2, 3)

(1, 2) (0, 1)

(2, 1) (0, 1) (1, 2)

x (1, 0)

x

x

x

In Problems 83–92, write the standard form of the equation and the general form of the equation of each circle of radius r and center 1h, k2. Graph each circle. 83. r = 2;

1h, k2 = 10, 02

87. r = 5; 1h, k2 = 14, -32 91. r =

1 ; 2

84. r = 3; 1h, k2 = 10, 02

85. r = 2; 1h, k2 = 10, 22

86. r = 3; 1h, k2 = 11, 02

88. r = 4; 1h, k2 = 12, -32

89. r = 4; 1h, k2 = 1 -2, 12

90. r = 7; 1h, k2 = 1-5, -22

1 1h, k2 = a , 0b 2

92. r =

1 ; 2

1 1h, k2 = a0, - b 2

In Problems 93–106, (a) find the center 1h, k2 and radius r of each circle; (b) graph each circle; (c) find the intercepts, if any. 93. x2 + y2 = 4

94. x2 + 1y - 122 = 1

95. 21x - 322 + 2y2 = 8

96. 31x + 122 + 31y - 122 = 6

97. x2 + y2 - 2x - 4y - 4 = 0

98. x2 + y2 + 4x + 2y - 20 = 0

99. x2 + y2 + 4x - 4y - 1 = 0

100. x2 + y2 - 6x + 2y + 9 = 0

101. x2 + y2 - x + 2y + 1 = 0

103. 2x2 + 2y2 - 12x + 8y - 24 = 0

104. 2x2 + 2y2 + 8x + 7 = 0

102. x2 + y2 + x + y -

1 = 0 2

105. 2x2 + 8x + 2y2 = 0

106. 3x2 + 3y2 - 12y = 0

In Problems 107–114, find the standard form of the equation of each circle. 107. Center at the origin and containing the point 1 -2, 32

108. Center 11, 02 and containing the point 1-3, 22

109. Center 12, 32 and tangent to the x-axis

110. Center 1-3, 12 and tangent to the y-axis

111 With endpoints of a diameter at 11, 42 and 1-3, 22

112. With endpoints of a diameter at 14, 32 and 10, 12

113. Center 1-1, 32 and tangent to the line y  2

114. Center 14, -22 and tangent to the line x  1

22

CHAPTER 1 Graphs and Functions

Applications and Extensions 115. Given that the point (1, 2) is on the graph of an equation that is symmetric with respect to the origin, what other point is on the graph? 116. If the graph of an equation is symmetric with respect to the y-axis and 6 is an x-intercept of this graph, name another x-intercept.

y

x 2  y 2  36

x

117. If the graph of an equation is symmetric with respect to the origin and -4 is an x-intercept of this graph, name another x-intercept. 118. If the graph of an equation is symmetric with respect to the x-axis and 2 is a y-intercept, name another y-intercept. 119. Microphones In studios and on stages, cardioid microphones are often preferred for the richness they add to voices and for their ability to reduce the level of sound from the sides and rear of the microphone. Suppose one such cardioid pattern is given by the equation 1x2 + y2 - x22 = x2 + y2. (a) Find the intercepts of the graph of the equation. (b) Test for symmetry with respect to the x-axis, y-axis, and origin. Source: www.notaviva.com 120. Solar Energy The solar electric generating systems at Kramer Junction, California, use parabolic troughs to heat a heat-transfer fluid to a high temperature. This fluid is used to generate steam that drives a power conversion system to produce electricity. For troughs 7.5 feet wide, an equation for the cross-section is 16y2 = 120x - 225.

123. Ferris Wheel The original Ferris wheel was built in 1893 by Pittsburgh, Pennsylvania, bridge builder George W. Ferris. The Ferris wheel was originally built for the 1893 World’s Fair in Chicago, but was also later reconstructed for the 1904 World’s Fair in St. Louis. It had a maximum height of 264 feet and a wheel diameter of 250 feet. Find an equation for the wheel if the center of the wheel is on the y-axis. Source: inventors.about.com 124. Ferris Wheel In 2008, the Singapore Flyer opened as the world’s largest Ferris wheel. It has a maximum height of 165 meters and a diameter of 150 meters, with one full rotation taking approximately 30 minutes. Find an equation for the wheel if the center of the wheel is on the y-axis. Source: Wikipedia

(a) Find the intercepts of the graph of the equation. (b) Test for symmetry with respect to the x-axis, y-axis, and origin. Source: U.S. Department of Energy 121. Find the area of the square in the figure. y

x2  y2  9

x

122. Find the area of the blue shaded region in the figure, assuming the quadrilateral inside the circle is a square.

125. Which of the following equations might have the graph shown? (More than one answer is possible.) (a) 1x - 222 + 1y + 322 = 13 y (b) 1x - 222 + 1y - 222 = 8 (c) 1x - 222 + 1y - 322 = 13 (d) 1x + 222 + 1y - 222 = 8 (e) x2 + y2 - 4x - 9y = 0 x (f) x2 + y2 + 4x - 2y = 0 2 2 (g) x + y - 9x - 4y = 0 (h) x2 + y2 - 4x - 4y = 4

SECTION 1.2 Graphs of Equations in Two Variables; Circles

23

126. Which of the following equations might have the graph shown? (More than one answer is possible.) (a) 1x - 222 + y2 = 3 y (b) 1x + 222 + y2 = 3 (c) x2 + 1y - 222 = 3 (d) 1x + 222 + y2 = 4 (e) x2 + y2 + 10x + 16 = 0 x (f) x2 + y2 + 10x - 2y = 1 (g) x2 + y2 + 9x + 10 = 0 (h) x2 + y2 - 9x - 10 = 0

Explaining Concepts: Discussion and Writing 127. (a) Graph y = 3x2 , y = x, y = ƒ x ƒ , and y = 11x22, noting which graphs are the same. (b) Explain why the graphs of y = 3x2 and y = ƒ x ƒ are the same. (c) Explain why the graphs of y = x and y = 11x22 are not the same. (d) Explain why the graphs of y = 3x2 and y = x are not the same. 128. Draw a graph of an equation that contains two x-intercepts; at one the graph crosses the x-axis, and at the other the graph touches the x-axis. 129. Make up an equation with the intercepts 12, 02, 14, 02, and 10, 12. Compare your equation with a friend’s equation. Comment on any similarities.

130. Draw a graph that contains the points 1-2, -12, 10, 12, 11, 32, and 13, 52. Compare your graph with those of other students. Are most of the graphs almost straight lines? How many are “curved”? Discuss the various ways that these points might be connected.

131. An equation is being tested for symmetry with respect to the x-axis, the y-axis, and the origin. Explain why, if two of these symmetries are present, the remaining one must also be present. 132. Draw a graph that contains the points (-2, 5), (-1, 3) , and (0, 2) that is symmetric with respect to the y-axis. Compare your graph with those of other students; comment on any similarities. Can a graph contain these points and be symmetric with respect to the x-axis? the origin? Why or why not? 133. Explain how the center and radius of a circle can be used to graph the circle. 134. What Went Wrong? A student stated that the center and radius of the graph whose equation is (x + 3)2 + (y - 2)2 = 16 are (3, -2) and 4, respectively. Why is this incorrect?

Interactive Exercises Ask your instructor if the applets below are of interest to you. 135. y-axis Symmetry Open the y-axis symmetry applet. Move point A around the Cartesian plane with your mouse. How are the coordinates of point A and the coordinates of point B related? 136. x-axis Symmetry Open the x-axis symmetry applet. Move point A around the Cartesian plane with your mouse. How are the coordinates of point A and the coordinates of point B related? 137. Origin Symmetry Open the origin symmetry applet. Move point A around the Cartesian plane with your mouse. How are the coordinates of point A and the coordinates of point B related? 138. Center of a Circle Open the “Circle: the role of the center” applet. Place the cursor on the center of the circle and hold the mouse button. Drag the center around the Cartesian plane and note how the equation of the circle changes. (a) What is the radius of the circle? (b) Draw a circle whose center is at 11, 32. What is the equation of the circle? (c) Draw a circle whose center is at 1 -1, 32. What is the equation of the circle? (d) Draw a circle whose center is at 1-1, -32. What is the equation of the circle?

‘Are You Prepared?’ Answers 1. add; 25

2. 5-1, 56

(e) Draw a circle whose center is at 11, -32. What is the equation of the circle? (f) Write a few sentences explaining the role the center of the circle plays in the equation of the circle. 139. Radius of a Circle Open the “Circle: the role of the radius” applet. Place the cursor on point B, press and hold the mouse button. Drag B around the Cartesian plane. (a) What is the center of the circle? (b) Move B to a point in the Cartesian plane directly above the center such that the radius of the circle is 5. (c) Move B to a point in the Cartesian plane such that the radius of the circle is 4. (d) Move B to a point in the Cartesian plane such that the radius of the circle is 3. (e) Find the coordinates of two points with integer coordinates in the fourth quadrant on the circle that result in a circle of radius 5 with center equal to that found in part (a). (f) Use the concept of symmetry about the center, vertical line through the center of the circle, and horizontal line through the center of the circle to find three other points with integer coordinates in the other three quadrants that lie on the circle of radius five with center equal to that found in part (a).

24

CHAPTER 1 Graphs and Functions

1.3 Functions and Their Graphs PREPARING FOR THIS SECTION Before getting started, review the following: • Interval Notation (Appendix A, Section A.6, pp. A46–A47) • Solving Inequalities (Appendix A, Section A.6, pp. A49–A52)

• Evaluating Algebraic Expressions, Domain of a Variable (Appendix A, Section A.1, pp. A6–A7)

Now Work the ‘Are You Prepared?’ problems on page 35.

OBJECTIVES 1 Determine Whether a Relation Represents a Function (p. 24) 2 Find the Value of a Function (p. 27) 3 Find the Domain of a Function Defined by an Equation (p. 30) 4 Identify the Graph of a Function (p. 32) 5 Obtain Information from or about the Graph of a Function (p. 33)

1 Determine Whether a Relation Represents a Function

Figure 28 y 5 y  3x 1 (1, 2) ⫺4

⫺2 (0, 1)

2

4

x

⫺5

EXAMPLE 1

Often there are situations where one variable is somehow linked to the value of another variable. For example, an individual’s level of education is linked to annual income. Engine size is linked to gas mileage. When the value of one variable is related to the value of a second variable, we have a relation. A relation is a correspondence between two sets. If x and y are two elements in these sets and if a relation exists between x and y, then we say that x corresponds to y or that y depends on x, and we write x : y. There are a number of ways to express relations between two sets. For example, the equation y = 3x - 1 shows a relation between x and y. It says that if we take some number x, multiply it by 3, and then subtract 1 we obtain the corresponding value of y. In this sense, x serves as the input to the relation and y is the output of the relation. We can also express this relation as a graph as shown in Figure 28. Not only can a relation be expressed through an equation or graph, but we can also express a relation through a technique called mapping. A map illustrates a relation by using a set of inputs and drawing arrows to the corresponding element in the set of outputs. Ordered pairs can be used to represent x : y as 1x, y2.

Maps and Ordered Pairs as Relations Figure 29 shows a relation between states and the number of representatives each state has in the House of Representatives. The relation might be named “number of representatives.”

Figure 29 State Alaska Arizona California Colorado Florida North Dakota

Number of Representatives 1 7 8 25 53

In this relation, Alaska corresponds to 1, Arizona corresponds to 8, and so on. Using ordered pairs, this relation would be expressed as 51Alaska, 12, 1Arizona, 82, 1California, 532, 1Colorado, 72, 1Florida, 252, 1North Dakota, 126 

SECTION 1.3 Functions and Their Graphs

Figure 30 Person

Phone number

Dan

555 – 2345

Gizmo

549 – 9402 930 – 3956

Colleen

555 – 8294

Phoebe

839 – 9013

25

One of the most important concepts in algebra is the function. A function is a special type of relation. To understand the idea behind a function, let’s revisit the relation presented in Example 1. If we were to ask, “How many representatives does Alaska have?,” you would respond “1.” In fact, each input state corresponds to a single output number of representatives. Let’s consider a second relation where we have a correspondence between four people and their phone numbers. See Figure 30. Notice that Colleen has two telephone numbers. If asked, “What is Colleen’s phone number?,” you cannot assign a single number to her. Let’s look at one more relation. Figure 31 is a relation that shows a correspondence between animals and life expectancy. If asked to determine the life expectancy of a dog, we would all respond “11 years.” If asked to determine the life expectancy of a rabbit, we would all respond “7 years.” Figure 31 Animal

Life Expectancy

Dog

11

Duck

10

Rabbit

7

Notice that the relations presented in Figures 29 and 31 have something in common. What is it? The common link between these two relations is that each input corresponds to exactly one output. This leads to the definition of a function. Figure 32

DEFINITION

y

x

X Domain

Range Y

EXAMPLE 2

Let X and Y be two nonempty sets.* A function from X into Y is a relation that associates with each element of X exactly one element of Y. The set X is called the domain of the function. For each element x in X, the corresponding element y in Y is called the value of the function at x, or the image of x. The set of all images of the elements in the domain is called the range of the function. See Figure 32. Since there may be some elements in Y that are not the image of some x in X, it follows that the range of a function may be a subset of Y, as shown in Figure 32. Not all relations between two sets are functions. The next example shows how to determine whether a relation is a function.

Determining Whether a Relation Represents a Function Determine which of the following relations represent a function. If the relation is a function, then state its domain and range. (a) See Figure 33. For this relation, the domain represents the number of calories in a sandwich from a fast-food restaurant and the range represents the fat content (in grams).

Figure 33

Calories

Fat

(Wendy's Single) 470

21

(Burger King Whopper) 670

40

(Burger King Chicken Sandwich) 630

39

(McDonald's Big Mac) 540

29

(McDonald's McChicken) 360

16

Source: Each company’s Web site

* The sets X and Y will usually be sets of real numbers, in which case a (real) function results. The two sets can also be sets of complex numbers, and then we have defined a complex function. In the broad definition (due to Lejeune Dirichlet), X and Y can be any two sets.

26

CHAPTER 1 Graphs and Functions

(b) See Figure 34. For this relation, the domain represents gasoline stations in Collier County, Florida, and the range represents the price per gallon of unleaded regular in July 2010. (c) See Figure 35. For this relation, the domain represents the weight (in carats) of pear-cut diamonds and the range represents the price (in dollars). Figure 34

Figure 35

Gas Station

Price of regular per gallon

Mobil

$2.71

Shell

$2.72

Sunoco

$2.69

Source: Used with permission of Diamonds.com

7-Eleven

Solution

Carats

Price

0.70

$1529

0.71

$1575

0.75

$1765

0.78

$1798 $1952

(a) The relation in Figure 33 is a function because each element in the domain corresponds to exactly one element in the range. The domain of the function is 5470, 670, 630, 540, 3606, and the range of the function is 521, 40, 39, 29, 166. (b) The relation in Figure 34 is a function because each element in the domain corresponds to exactly one element in the range. The domain of the function is 5Mobil, Shell, Sunoco, 7-Eleven6. The range of the function is 52.69, 2.71, 2.726. Notice that it is okay for more than one element in the domain to correspond to the same element in the range (Shell and 7-Eleven each sell gas for $2.72 a gallon). (c) The relation in Figure 35 is not a function because each element in the domain does not correspond to exactly one element in the range. If a 0.71-carat diamond is chosen from the domain, a single price cannot be assigned to it. 

Now Work

In Words For a function, no input has more than one output. The domain of a function is the set of all inputs; the range is the set of all outputs.

EXAMPLE 3

PROBLEM

17

The idea behind a function is its predictability. If the input is known, we can use the function to determine the output. With “nonfunctions,” we don’t have this predictability. Look back at Figure 34. The inputs are 5Mobil, Shell, Sunoco, 7-Eleven6. The correspondence is “sells regular gas for,” and the outputs are 5$2.69, $2.71, $2.726. If asked, “How much does Shell sell regular gas for?,” we can use the correspondence to answer “$2.72.” Now consider Figure 35. If asked, “What is the price of a 0.71-carat diamond?,” we could not give a single response because two outputs result from the single input “0.71.” For this reason, the relation in Figure 35 is not a function. We may also think of a function as a set of ordered pairs 1x, y2 in which no ordered pairs have the same first element and different second elements. The set of all first elements x is the domain of the function, and the set of all second elements y is its range. Each element x in the domain corresponds to exactly one element y in the range.

Determining Whether a Relation Represents a Function Determine whether each relation represents a function. If it is a function, state the domain and range. (a) 511, 42, 12, 52, 13, 62, 14, 726 (b) 511, 42, 12, 42, 13, 52, 16, 1026 (c) 51-3, 92, 1-2, 42, 10, 02, 11, 12, 1-3, 826

SECTION 1.3 Functions and Their Graphs

Solution

27

(a) This relation is a function because there are no ordered pairs with the same first element and different second elements. The domain of this function is 51, 2, 3, 46, and its range is 54, 5, 6, 76. (b) This relation is a function because there are no ordered pairs with the same first element and different second elements. The domain of this function is 51, 2, 3, 66, and its range is 54, 5, 106. (c) This relation is not a function because there are two ordered pairs, 1-3, 92 and 1-3, 82, that have the same first element and different second elements. 

In Example 3(b), notice that 1 and 2 in the domain each have the same image in the range. This does not violate the definition of a function; two different first elements can have the same second element. A violation of the definition occurs when two ordered pairs have the same first element and different second elements, as in Example 3(c).

Now Work

PROBLEM

21

Up to now we have shown how to identify when a relation is a function for relations defined by mappings (Example 2) and ordered pairs (Example 3). But relations can also be expressed as equations. We discuss next the circumstances under which equations are functions. To determine whether an equation, where y depends on x, is a function, it is often easiest to solve the equation for y. If any value of x in the domain corresponds to more than one y, the equation does not define a function; otherwise, it does define a function.

EXAMPLE 4

Determining Whether an Equation Is a Function Determine if the equation y = 2x - 5 defines y as a function of x.

Solution

The equation tells us to take an input x, multiply it by 2, and then subtract 5. For any input x, these operations yield only one output y. For example, if x = 1, then y = 2112 - 5 = -3. If x = 3, then y = 2132 - 5 = 1. For this reason, the equation is a function. 

EXAMPLE 5

Determining Whether an Equation Is a Function Determine if the equation x2 + y2 = 1 defines y as a function of x.

Solution

To determine whether the equation x2 + y2 = 1, which defines the unit circle, is a function, solve the equation for y. x2 + y2 = 1 y2 = 1 - x2 y = ; 21 - x2 For values of x between -1 and 1, two values of y result. For example, if x = 0, then y = ;1, so two different outputs result from the same input. This means that the equation x2 + y2 = 1 does not define a function. 

Now Work

PROBLEM

33

2 Find the Value of a Function Functions are often denoted by letters such as f, F, g, G, and others. If f is a function, then for each number x in its domain the corresponding image in the range is designated by the symbol f1x2, read as “f of x” or as “f at x.” We refer to f1x2 as the value of f at the number x ; f1x2 is the number that results when x is given and the function f is applied; f1x2 is the output corresponding to x or the image of x; f1x2

28

CHAPTER 1 Graphs and Functions

does not mean “f times x.” For example, the function given in Example 4 may be 3 written as y = f1x2 = 2x - 5. Then fa b = -2. 2 Figure 36 illustrates some other functions. Notice that, in every function, for each x in the domain there is one value in the range. Figure 36 1 ⫽ f(1) ⫽ f(⫺1)

1 ⫺1 0

0 ⫽ f(0)

2

2 ⫽ f( 2) x

⫺2

⫺ 1–2 ⫽ F(⫺2)

⫺1

⫺1 ⫽ F (⫺1)

f(x) ⫽ x 2

Domain

Range

Domain

Range

1 (b) F (x ) ⫽ – x

0

0 ⫽ g(0)

0

1

1 ⫽ g(1)

⫺2

2 ⫽ g(2)

3 ⫽ G(0) ⫽ G(⫺2) ⫽ G(3)

3

2 ⫽ g(4)

4

x

g(x) ⫽ x

Domain

G(x) ⫽ 3

x

Range

Domain

Range

(d) G(x) ⫽ 3

(c) g(x) ⫽ x

Sometimes it is helpful to think of a function f as a machine that receives as input a number from the domain, manipulates it, and outputs a value. See Figure 37. The restrictions on this input/output machine are as follows:

Figure 37 Input x

x

⫽ F(4)

1 F (x ) ⫽ – x

x

(a) f(x) ⫽ x 2

2

1 – 4

4

1. It only accepts numbers from the domain of the function. 2. For each input, there is exactly one output (which may be repeated for different inputs).

f

Output y ⫽ f(x)

EXAMPLE 6

For a function y = f1x2, the variable x is called the independent variable, because it can be assigned any of the permissible numbers from the domain. The variable y is called the dependent variable, because its value depends on x. Any symbol can be used to represent the independent and dependent variables. For example, if f is the cube function, then f can be given by f1x2 = x3 or f1t2 = t3 or f1z2 = z3. All three functions are the same. Each tells us to cube the independent variable to get the output. In practice, the symbols used for the independent and dependent variables are based on common usage, such as using C for cost in business. The independent variable is also called the argument of the function. Thinking of the independent variable as an argument can sometimes make it easier to find the value of a function. For example, if f is the function defined by f1x2 = x3, then f tells us to cube the argument. Thus, f122 means to cube 2, f1a2 means to cube the number a, and f1x + h2 means to cube the quantity x + h.

Finding Values of a Function For the function f defined by f1x2 = 2x2 - 3x, evaluate (a) f132

(b) f1x2 + f132

(c) 3f1x2

(d) f1-x2

(e) -f1x2

(f) f13x2

(g) f1x + 32

(h)

f1x + h2 - f1x2 h

h Z 0

SECTION 1.3 Functions and Their Graphs

Solution

29

(a) Substitute 3 for x in the equation for f, f(x) = 2x2 - 3x, to get f132 = 21322 - 3132 = 18 - 9 = 9 The image of 3 is 9.

(b) f1x2 + f132 = 12x2 - 3x2 + 192 = 2x2 - 3x + 9 (c) Multiply the equation for f by 3. 3f1x2 = 312x2 - 3x2 = 6x2 - 9x (d) Substitute -x for x in the equation for f and simplify. f1-x2 = 21-x22 - 31-x2 = 2x2 + 3x

Notice the use of parentheses here.

(e) -f1x2 = -12x2 - 3x2 = -2x2 + 3x (f) Substitute 3x for x in the equation for f and simplify. f13x2 = 213x22 - 313x2 = 219x22 - 9x = 18x2 - 9x (g) Substitute x + 3 for x in the equation for f and simplify. f1x + 32 = 21x + 322 - 31x + 32 = 21x2 + 6x + 92 - 3x - 9 = 2x2 + 12x + 18 - 3x - 9 = 2x2 + 9x + 9 (h)

f1x + h2 - f1x2

=

321x + h22 - 31x + h24 - 32x2 - 3x4

h c f(x + h) = 2(x + h)2 - 3(x + h) =

h

21x2 + 2xh + h22 - 3x - 3h - 2x2 + 3x

Simplify.

h 2 2 2x + 4xh + 2h - 3h - 2x2 Distribute and combine = like terms. h 4xh + 2h2 - 3h = Combine like terms. h h14x + 2h - 32 = Factor out h. h Divide out the h’s. = 4x + 2h - 3



Notice in this example that f1x + 32 Z f1x2 + f132, f1-x2 Z -f1x2, and 3f1x2 Z f13x2. The expression in part (h) is called the difference quotient of f, an important expression in calculus.

Now Work

PROBLEMS

39

AND

63

Most calculators have special keys that allow you to find the value of certain commonly used functions. For example, you should be able to find the square function f1x2 = x2, the square root function f1x2 = 1x, the reciprocal function 1 f1x2 = = x-1, and many others that will be discussed later in this book (such as x ln x and log x). Verify the results of Example 7, which follows, on your calculator.

30

CHAPTER 1 Graphs and Functions

EXAMPLE 7

Finding Values of a Function on a Calculator (a) f1x2 = x2 1 (b) F1x2 = x (c) g1x2 = 1x

f11.2342 = 1.2342 = 1.522756 1 F11.2342 = L 0.8103727715 1.234 g11.2342 = 11.234 L 1.110855526



COMMENT Graphing calculators can be used to evaluate any function that you wish. Figure 38 shows the result obtained in Example 6(a) on a TI-84 Plus graphing calculator with the function to be evaluated, f(x) = 2x2 - 3x, in Y1. Figure 38



Implicit Form of a Function COMMENT The explicit form of a function is the form required by a graphing calculator. 

In general, when a function f is defined by an equation in x and y, we say that the function f is given implicitly. If it is possible to solve the equation for y in terms of x, then we write y = f1x2 and say that the function is given explicitly. For example, Implicit Form 3x + y = 5 x2 - y = 6 xy = 4

Explicit Form y = f1x2 = -3x + 5 y = f1x2 = x2 - 6 4 y = f1x2 = x

SUMMARY Important Facts about Functions (a) For each x in the domain of a function f, there is exactly one image f1x2 in the range; however, an element in the range can result from more than one x in the domain. (b) f is the symbol that we use to denote the function. It is symbolic of the equation (rule) that we use to get from an x in the domain to f1x2 in the range. (c) If y = f1x2, then x is called the independent variable or argument of f, and y is called the dependent variable or the value of f at x.

3 Find the Domain of a Function Defined by an Equation Often the domain of a function f is not specified; instead, only the equation defining the function is given. In such cases, we agree that the domain of f is the largest set of real numbers for which the value f1x2 is a real number. The domain of a function f is the same as the domain of the variable x in the expression f1x2.

EXAMPLE 8

Finding the Domain of a Function Find the domain of each of the following functions: (a) f1x2 = x2 + 5x

(b) g1x2 =

3x x - 4

(c) h1t2 = 24 - 3t

(d) F1x2 =

23x + 12 x - 5

2

SECTION 1.3 Functions and Their Graphs

Solution In Words The domain of g found in Example 8(b) is {x | x Z -2, x Z 2}. This notation is read, “The domain of the function g is the set of all real numbers x such that x does not equal -2 and x does not equal 2.”

31

(a) The function tells us to square a number and then add five times the number. Since these operations can be performed on any real number, we conclude that the domain of f is the set of all real numbers. (b) The function g tells us to divide 3x by x2 - 4. Since division by 0 is not defined, the denominator x2 - 4 can never be 0, so x can never equal -2 or 2. The domain of the function g is 5x ƒ x Z -2, x Z 26. (c) The function h tells us to take the square root of 4 - 3t. But only nonnegative numbers have real square roots, so the expression under the square root (the radicand) must be nonnegative (greater than or equal to zero). This requires that 4 - 3t Ú 0 -3t Ú -4 t …

4 3

The domain of h is e t ` t …

4 4 f or the interval a - q , d. 3 3 (d) The function F tells us to take the square root of 3x + 12 and divide this result by x - 5. This requires that 3x + 12 Ú 0, so x Ú -4, and also that x - 5 Z 0, so x Z 5. Combining these two restrictions, the domain of F is {x|x Ú -4, x Z 5}. 

For the functions that we will encounter in this book, the following steps may prove helpful for finding the domain of a function that is defined by an equation and whose domain is a subset of the real numbers.

Finding the Domain of a Function Defined by an Equation 1. Start with the domain as the set of real numbers. 2. If the equation has a denominator, exclude any numbers that give a zero denominator. 3. If the equation has a radical of even index, exclude any numbers that cause the expression inside the radical to be negative.

Now Work

PROBLEM

51

If x is in the domain of a function f, we shall say that f is defined at x, or f(x) exists. If x is not in the domain of f, we say that f is not defined at x, or f(x) does not exist. x For example, if f1x2 = 2 , then f102 exists, but f112 and f1-12 do not exist. x - 1 (Do you see why?) We have not said much about finding the range of a function. We will say more about finding the range when we look at the graph of a function. When a function is defined by an equation, it can be difficult to find the range. Therefore, we shall usually be content to find just the domain of a function when the function is defined by an equation. We shall express the domain of a function using inequalities, interval notation, set notation, or words, whichever is most convenient. When we use functions in applications, the domain may be restricted by physical or geometric considerations. For example, the domain of the function f defined by f1x2 = x2 is the set of all real numbers. However, if f is used to obtain the area of a square when the length x of a side is known, then we must restrict the domain of f to the positive real numbers, since the length of a side can never be 0 or negative.

32

CHAPTER 1 Graphs and Functions

Finding the Domain in an Application

EXAMPLE 9

Express the area of a circle as a function of its radius. Find the domain. See Figure 39. The formula for the area A of a circle of radius r is A = pr2. If we use r to represent the independent variable and A to represent the dependent variable, the function expressing this relationship is

Solution Figure 39 A

A1r2 = pr2

In this setting, the domain is 5r ƒ r 7 06. (Do you see why?)

r



Observe in the solution to Example 9 that the symbol A is used in two ways: It is used to name the function, and it is used to symbolize the dependent variable. This double use is common in applications and should not cause any difficulty.

Now Work

PROBLEM

97

The Graph of a Function In applications, a graph often demonstrates more clearly the relationship between two variables than, say, an equation or table would. For example, Table 5 shows the average price of gasoline at a particular gas station in Texas (for the years 1980–2009 adjusted for inflation, based on 2008 dollars). If we plot these data and then connect the points, we obtain Figure 40.

2001

1.40

1982

3.15

1992

1.82

2002

1.86

1983

2.51

1993

1.70

2003

1.79

1984

2.51

1994

1.85

2004

2.13

1985

2.46

1995

1.68

2005

2.60

1986

1.63

1996

1.87

2006

2.62

1987

1.90

1997

1.65

2007

3.29

1988

1.77

1998

1.50

2008

2.10

1989

1.83

1999

1.73

2009

2.45

Source: http://www.randomuseless.info/gasprice/gasprice.html

Source: http://www.randomuseless.info/gasprice/gasprice.html

We can see from the graph that the price of gasoline (adjusted for inflation) fell from 1980 to 1986 and rose rapidly from 2003 to 2007. The graph also shows that the lowest price occurred in 2001. To learn information such as this from an equation requires that some calculations be made. Look again at Figure 40. The graph shows that for each date on the horizontal axis there is only one price on the vertical axis. The graph represents a function, although the exact rule for getting from date to price is not given. When a function is defined by an equation in x and y, the graph of the function is the graph of the equation, that is, the set of points 1x, y2 in the xy-plane that satisfies the equation.

4 Identify the Graph of a Function In Words If any vertical line intersects a graph at more than one point, the graph is not the graph of a function.

Not every collection of points in the xy-plane represents the graph of a function. Remember, for a function, each number x in the domain has exactly one image y in the range. This means that the graph of a function cannot contain two points with the same x-coordinate and different y-coordinates. Therefore, the graph of a function must satisfy the following vertical-line test.

2010

1.90

2008

1991

2006

3.26

2004

1981

4.00 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00

2002

1.85

2000

2000

1998

2.25

1996

1990

1994

3.41

1992

1980

1990

Price

1988

Year

1986

Price

1984

Year

1982

Price

1980

Year

Figure 40 Average retail price of gasoline (2008 dollars) Price (dollars per gallon)

Table 5

33

SECTION 1.3 Functions and Their Graphs

THEOREM

Vertical-line Test A set of points in the xy-plane is the graph of a function if and only if every vertical line intersects the graph in at most one point.

Identifying the Graph of a Function

EXAMPLE 10

Which of the graphs in Figure 41 are graphs of functions? y 6

Figure 41

y 4

y

y 3

1 (1, 1)

⫺4 ⫺3

3x (a) y ⫽ x 2

Solution

4x ⫺4

(1, ⫺1)

6 x

⫺1 ⫺1

⫺3

(b) y ⫽ x 3

1 x

(c) x ⫽ y 2

(d) x 2 ⫹ y 2 ⫽ 1

The graphs in Figures 41(a) and 41(b) are graphs of functions, because every vertical line intersects each graph in at most one point. The graphs in Figures 41(c) and 41(d) are not graphs of functions, because there is a vertical line that intersects each graph in more than one point. Notice in Figure 41(c) that the input 1 corresponds to two outputs, -1 and 1. This is why the graph does not represent a function. 

Now Work

PROBLEM

77

5 Obtain Information from or about the Graph of a Function

If 1x, y2 is a point on the graph of a function f, then y is the value of f at x; that is, y = f1x2. Also if y = f1x2, then 1x, y2 is a point on the graph of f. For example, if 1-2, 72 is on the graph of f, then f1-22 = 7, and if f152 = 8, then the point 15, 82 is on the graph of y = f1x2.

Obtaining Information from the Graph of a Function

EXAMPLE 11 Figure 42 y 4 2

⫺2 ⫺4

(4␲, 4)

(2␲, 4)

(0, 4)

(5––2␲, 0)

(––␲2 , 0)

(7––2␲, 0)

(3––2␲, 0) (␲, ⫺4)

x

(3␲, ⫺4)

Solution

Let f be the function whose graph is given in Figure 42. (The graph of f might represent the distance y that the bob of a pendulum is from its at-rest position at time x. Negative values of y mean that the pendulum is to the left of the at-rest position, and positive values of y mean that the pendulum is to the right of the at-rest position.) 3p (a) What are f102, fa b, and f13p2? 2 (b) What is the domain of f? (c) What is the range of f? (d) List the intercepts. (Recall that these are the points, if any, where the graph crosses or touches the coordinate axes.) (e) How many times does the line y = 2 intersect the graph? (f) For what values of x does f1x2 = -4? (g) For what values of x is f1x2 7 0? (a) Since 10, 42 is on the graph of f, the y-coordinate 4 is the value of f at the 3p x-coordinate 0; that is, f102 = 4. In a similar way, we find that when x = , 2 3p then y = 0, so fa b = 0. When x = 3p, then y = -4, so f13p2 = -4. 2 (b) To determine the domain of f, we notice that the points on the graph of f have x-coordinates between 0 and 4p, inclusive; and for each number x between

34

CHAPTER 1 Graphs and Functions

0 and 4p, there is a point 1x, f1x22 on the graph. The domain of f is 5x ƒ 0 … x … 4p6 or the interval 30, 4p4. (c) The points on the graph all have y-coordinates between -4 and 4, inclusive; and for each such number y, there is at least one number x in the domain. The range of f is 5y ƒ -4 … y … 46 or the interval 3-4, 44. (d) The intercepts are the points 3p 5p p 10, 42, a , 0 b, a , 0 b , a , 0 b , 2 2 2

and

a

7p , 0b 2

(e) If we draw the horizontal line y = 2 on the graph in Figure 42, we find that it intersects the graph four times. (f) Since 1p, -42 and 13p, -42 are the only points on the graph for which y = f1x2 = -4, we have f1x2 = -4 when x = p and x = 3p. (g) To determine where f1x2 7 0, look at Figure 42 and determine the x-values from 0 to 4p for which the y-coordinate is positive. This occurs p 3p 5p 7p on c0, b ´ a , b ´ a , 4p d . Using inequality notation, f1x2 7 0 for 2 2 2 2 p 5p 3p 7p 0 … x 6 or 6 x 6 6 x … 4p. or 2 2 2 2 

When the graph of a function is given, its domain may be viewed as the shadow created by the graph on the x-axis by vertical beams of light. Its range can be viewed as the shadow created by the graph on the y-axis by horizontal beams of light. Try this technique with the graph given in Figure 42.

Now Work

EXAMPLE 12

PROBLEMS

71

AND

75

Obtaining Information about the Graph of a Function Consider the function:

f1x2 =

x + 1 x + 2

(a) Find the domain of f. 1 (b) Is the point a1, b on the graph of f? 2 (c) If x = 2, what is f1x2? What point is on the graph of f? (d) If f1x2 = 2, what is x? What point is on the graph of f? (e) What are the x-intercepts of the graph of f (if any)? What point(s) are on the graph of f?

Solution

(a) The domain of f is {x|x Z -2}. (b) When x = 1, then x x 1 f112 = 1

f1x2 =

+ + + +

1 2 1 2 = 2 3

2 1 The point a 1, b is on the graph of f; the point a1, b is not. 3 2 (c) If x = 2, then f1x2 =

x + 1 x + 2

f122 =

3 2 + 1 = 2 + 2 4

3 The point ¢ 2, ≤ is on the graph of f. 4

SECTION 1.3 Functions and Their Graphs

35

(d) If f1x2 = 2, then f1x2 = 2 x + 1 = 2 x + 2 x + 1 = 21x + 22 Multiply both sides by x + 2. x + 1 = 2x + 4 Remove parentheses. x = -3

Solve for x.

If f1x2 = 2, then x = - 3. The point 1 -3, 22 is on the graph of f. (e) The x-intercepts of the graph of f are the real solutions of the equation f1x2 = 0 that are in the domain of f. The only real solution of the equation x + 1 = 0 , is x = - 1, so - 1 is the only x-intercept. Since f1 -12 = 0, f1x2 = x + 2 the point ( - 1, 0) is on the graph of f. 

Now Work

PROBLEM

87

SUMMARY Function

A relation between two sets of real numbers so that each number x in the first set, the domain, has corresponding to it exactly one number y in the second set. A set of ordered pairs 1x, y2 or 1x, f1x22 in which no first element is paired with two different second elements. The range is the set of y values of the function that are the images of the x values in the domain. A function f may be defined implicitly by an equation involving x and y or explicitly by writing y = f1x2.

Unspecified domain

If a function f is defined by an equation and no domain is specified, then the domain will be taken to be the largest set of real numbers for which the equation defines a real number.

Function notation

y = f1x2 f is a symbol for the function. x is the independent variable or argument. y is the dependent variable. f1x2 is the value of the function at x, or the image of x.

Graph of a function Vertical-line test

The collection of points 1x, y2 that satisfies the equation y = f1x2. A collection of points is the graph of a function provided that every vertical line intersects the graph in at most one point.

1.3 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red. x - 3 1. The inequality - 1 6 x 6 3 can be written in interval 3. The domain of the variable in the expression is x + 4 notation as . (pp. A46–A47) . (pp. A6–A7) 1 2. If x = - 2, the value of the expression 3x2 - 5x + is 4. Solve the inequality: 3 - 2x 7 5. Graph the solution set. x . (pp. A6–A7) (pp. A49–A52)

36

CHAPTER 1 Graphs and Functions

Concepts and Vocabulary 5. If f is a function defined by the equation y = f1x2, then x is called the variable and y is the variable. 6. The set of all images of the elements in the domain of a function is called the . 7. True or False Every relation is a function. 8. True or False The independent variable is sometimes referred to as the argument of the function. 9. True or False If no domain is specified for a function f, then the domain of f is taken to be the set of real numbers. 10. True or False The domain of the function f1x2 = is 5x ƒ x Z ;26.

x2 - 4 x

11. A set of points in the xy-plane is the graph of a function if and only if every line intersects the graph in at most one point. 12. If the point 15, -32 is a point on the graph of f, then f1 2 = .

13. Find a so that the point 1-1, 22 is on the graph of f1x2 = ax2 + 4. 14. True or False A function can have more than one y-intercept. 15. True or False The graph of a function y = f1x2 always crosses the y-axis. 16. True or False The y-intercept of the graph of the function y = f1x2, whose domain is all real numbers, is f102.

Skill Building In Problems 17–26, determine whether each relation represents a function. For each function, state the domain and range. 17.

Person

18.

Birthday

Elvis

Father

Daughter

Jan. 8

Bob

Kaleigh

Mar. 15

John

Linda

Marissa

Sept. 17

Chuck

Marcia

Beth

Colleen

Diane

19. Hours Worked 20 Hours

20.

Salary $200 $300

30 Hours

$350

40 Hours

$425

Level of Education

Average Income

Less than 9th grade 9th-12th grade High School Graduate

$18,120 $23,251 $36,055 $45,810 $67,165

Some College College Graduate

21. 512, 62, 1-3, 62, 14, 92, 12, 1026

22. 51-2, 52, 1-1, 32, 13, 72, 14, 1226

23. 511, 32, 12, 32, 13, 32, 14, 326

24. 510, -22, 11, 32, 12, 32, 13, 726

25. 51-2, 42, 1-2, 62, 10, 32, 13, 726

26. 51-4, 42, 1-3, 32, 1-2, 22, 1-1, 12, 1-4, 026

In Problems 27–38, determine whether the equation defines y as a function of x. 1 x

27. y = x2

28. y = x3

29. y =

31. y2 = 4 - x2

32. y = ; 21 - 2x

33. x = y2

34. x + y2 = 1

35. y = 2x2 - 3x + 4

36. y =

37. 2x2 + 3y2 = 1

38. x2 - 4y2 = 1

3x - 1 x + 2

30. y = ƒ x ƒ

In Problems 39–46, find the following for each function: (a) f102

(b) f112

(c) f1 -12

(d) f1-x2

(e) -f1x2

(f) f1x + 12

(g) f12x2

(h) f1x + h2 x2 - 1 x + 4

39. f1x2 = 3x2 + 2x - 4

40. f1x2 = -2x2 + x - 1

41. f1x2 =

x x2 + 1

42. f1x2 =

43. f1x2 = ƒ x ƒ + 4

44. f1x2 = 2x2 + x

45. f1x2 =

2x + 1 3x - 5

46. f1x2 = 1 -

48. f1x2 = x2 + 2

49. f1x2 =

x x + 1

50. f1x2 =

x2 x + 1

2x x2 - 4

53. F1x2 =

x - 2 x3 + x

54. G1x2 =

x + 4 x3 - 4x

1 1x + 222

In Problems 47–62, find the domain of each function. 47. f1x2 = -5x + 4 51. g1x2 =

x x2 - 16

52. h1x2 =

2

2

37

SECTION 1.3 Functions and Their Graphs

55. h1x2 = 23x - 12 59. p1x2 =

2

Ax - 1

56. G1x2 = 21 - x

57. f1x2 =

60. q1x2 = 2-x - 2

61. P(t) =

In Problems 63–70, find the difference quotient of f; that is, find

4

58. f1x2 =

2x - 9 2t - 4 3t - 21

f1x + h2 - f1x2 h

x 2x - 4 2z + 3 z - 2

62. h(z) =

, h Z 0, for each function. Be sure to simplify.

63. f1x2 = 4x + 3

64. f1x2 = -3x + 1

65. f1x2 = x2

66. f1x2 =

1 x

67. f1x2 = x2 - x + 4

68. f1x2 = 3x2 - 2x + 6

69. f(x) =

1 x2

70. f1x2 =

1 x + 3

71. Use the given graph of the function f to answer parts (a)–(n). y (0, 3) 4

72. Use the given graph of the function f to answer parts (a)–(n). y

(2, 4) (4, 3)

4

(5, 3)

(–4, 2)

(10, 0) (11, 1)

(–2, 1) 2

( – 3, 0)

(4, 0) 5

–5

(6, 0)

( –5, –2) ( –6, –3)

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n)

11 x

–3

–4

–2 (0, 0) –2

(8, –2)

Find f102 and f1-62. Find f162 and f1112. Is f132 positive or negative? Is f1-42 positive or negative? For what values of x is f1x2 = 0? For what values of x is f1x2 7 0? What is the domain of f? What is the range of f? What are the x-intercepts? What is the y-intercept? 1 How often does the line y = intersect the graph? 2 How often does the line x = 5 intersect the graph? For what values of x does f1x2 = 3? For what values of x does f1x2 = -2?

(a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n)

2

4

(6, 0) x

6

(2, –2)

Find f102 and f162. Find f122 and f1-22. Is f132 positive or negative? Is f1-12 positive or negative? For what values of x is f1x2 = 0? For what values of x is f1x2 6 0? What is the domain of f? What is the range of f? What are the x-intercepts? What is the y-intercept? How often does the line y = -1 intersect the graph? How often does the line x = 1 intersect the graph? For what value of x does f1x2 = 3? For what value of x does f1x2 = -2?

In Problems 73–84, determine whether the graph is that of a function by using the vertical-line test. If it is, use the graph to find: (a) The domain and range (b) The intercepts, if any (c) Any symmetry with respect to the x-axis, the y-axis, or the origin 73.

74.

y 3

⫺3

⫺3

3x

78.

y 3

⫺3

3x ⫺3

⫺␲

79.

y 3

3x ⫺3

y

1

3x

⫺3

76.

y

⫺3

⫺3

77.

75.

y 3

␲ ⫺–– 2 ⫺1

1 ␲ –– 2

␲x

80.

3x ⫺3

␲

␲ ⫺ –– 2

–– 2

⫺1

y 3

⫺3

⫺␲

y 4

⫺4

(4, 3)

4x ⫺4

␲

x

38 81.

CHAPTER 1 Graphs and Functions y (⫺1, 2) 3

82.

83.

y 3

(1, 2)

3 ⫺3

y

9

⫺3

3x ⫺3

(1–2 , 5)

4

6

x ⫺3

84.

y

3 ⫺1 ⫺3

3 x (2, ⫺3)

⫺3

3 x

In Problems 85–90, answer the questions about the given function. 85. f1x2 = 2x2 - x - 1 (a) Is the point 1-1, 22 on the graph of f? (b) If x = -2, what is f1x2? What point is on the graph of f? (c) If f1x2 = -1, what is x? What point(s) are on the graph of f? (d) What is the domain of f? (e) List the x-intercepts, if any, of the graph of f. (f) List the y-intercept, if there is one, of the graph of f. 86. f1x2 = -3x2 + 5x (a) Is the point 1-1, 22 on the graph of f? (b) If x = -2, what is f1x2? What point is on the graph of f? (c) If f1x2 = -2, what is x? What point(s) are on the graph of f? (d) What is the domain of f? (e) List the x-intercepts, if any, of the graph of f. (f) List the y-intercept, if there is one, of the graph of f. x + 2 x - 6 Is the point 13, 142 on the graph of f? If x = 4, what is f1x2? What point is on the graph of f? If f1x2 = 2, what is x? What point(s) are on the graph of f? What is the domain of f? List the x-intercepts, if any, of the graph of f. List the y-intercept, if there is one, of the graph of f.

87. f1x2 = (a) (b) (c) (d) (e) (f)

88. f1x2 =

x2 + 2 x + 4

1 (c) If f1x2 = , what is x? What point(s) are on the graph 2 of f? (d) What is the domain of f? (e) List the x-intercepts, if any, of the graph of f. (f) List the y-intercept, if there is one, of the graph of f. 2x2 x + 1 Is the point 1-1, 12 on the graph of f? If x = 2, what is f1x2? What point is on the graph of f? If f1x2 = 1, what is x? What point(s) are on the graph of f? What is the domain of f? List the x-intercepts, if any, of the graph of f. List the y-intercept, if there is one, of the graph of f.

89. f1x2 = (a) (b) (c) (d) (e) (f)

90. f1x2 =

4

2x x - 2

1 2 (a) Is the point a , - b on the graph of f? 2 3 (b) If x = 4, what is f1x2? What point is on the graph of f? (c) If f1x2 = 1, what is x? What point(s) are on the graph of f? (d) What is the domain of f? (e) List the x-intercepts, if any, of the graph of f. (f) List the y-intercept, if there is one, of the graph of f.

3 (a) Is the point a 1, b on the graph of f? 5 (b) If x = 0, what is f1x2? What point is on the graph of f?

Applications and Extensions 91. If f1x2 = 2x3 + Ax2 + 4x - 5 and f122 = 5, what is the value of A?

97. Geometry Express the area A of a rectangle as a function of the length x if the length of the rectangle is twice its width.

92. If f1x2 = 3x2 - Bx + 4 and f1-12 = 12, what is the value of B?

98. Geometry Express the area A of an isosceles right triangle as a function of the length x of one of the two equal sides.

93. If f1x2 =

3x + 8 and f102 = 2, what is the value of A? 2x - A

94. If f1x2 =

1 2x - B and f122 = , what is the value of B? 3x + 4 2

2x - A and f142 = 0, what is the value of A? x - 3 Where is f not defined?

95. If f1x2 =

x - B , f122 = 0 and f112 is undefined, what are x - A the values of A and B?

96. If f1x2 =

99. Constructing Functions Express the gross salary G of a person who earns $10 per hour as a function of the number x of hours worked. 100. Constructing Functions Tiffany, a commissioned salesperson, earns $100 base pay plus $10 per item sold. Express her gross salary G as a function of the number x of items sold. 101. Population as a Function of Age

The function

P1a2 = 0.015a2 - 4.962a + 290.580 represents the population P (in millions) of Americans that are a years of age or older.

SECTION 1.3 Functions and Their Graphs

(a) Identify the dependent and independent variables. (b) Evaluate P1202. Provide a verbal explanation of the meaning of P1202. (c) Evaluate P102. Provide a verbal explanation of the meaning of P102. 102. Number of Rooms The function N1r2 = -1.44r2 + 14.52r - 14.96 represents the number N of housing units (in millions) that have r rooms, where r is an integer and 2 … r … 9. (a) Identify the dependent and independent variables. (b) Evaluate N(3). Provide a verbal explanation of the meaning of N(3). 103. Effect of Gravity on Earth If a rock falls from a height of 20 meters on Earth, the height H (in meters) of the rock after x seconds is approximately

39

106. Cross-sectional Area The cross-sectional area of a beam cut from a log with radius 1 foot is given by the function A1x2 = 4x21 - x2 , where x represents the length, in feet, of half the base of the beam. See the figure. Determine the cross-sectional area of the beam if the length of half the base of the beam is as follows: (a) One-third of a foot (b) One-half of a foot (c) Two-thirds of a foot A(x ) ⫽ 4x 公1 ⫺ x 2 1

x

H1x2 = 20 - 4.9x2 (a) What is the height of the rock when x = 1 second? x = 1.1 seconds? x = 1.2 seconds? x = 1.3 seconds? (b) When is the height of the rock 15 meters? When is it 10 meters? When is it 5 meters? (c) When does the rock strike the ground? 104. Effect of Gravity on Jupiter If a rock falls from a height of 20 meters on the planet Jupiter, its height H (in meters) after x seconds is approximately H1x2 = 20 - 13x2

107. Free-throw Shots According to physicist Peter Brancazio, the key to a successful foul shot in basketball lies in the arc of the shot. Brancazio determined the optimal angle of the arc from the free-throw line to be 45 degrees. The arc also depends on the velocity with which the ball is shot. If a player shoots a foul shot, releasing the ball at a 45-degree angle from a position 6 feet above the floor, then the path of the ball can be modeled by the function h1x2 = -

44x2 + x + 6 v2

(a) What is the height of the rock when x = 1 second? x = 1.1 seconds? x = 1.2 seconds? (b) When is the height of the rock 15 meters? When is it 10 meters? When is it 5 meters? (c) When does the rock strike the ground?

where h is the height of the ball above the floor, x is the forward distance of the ball in front of the foul line, and v is the initial velocity with which the ball is shot in feet per second. Suppose a player shoots a ball with an initial velocity of 28 feet per second. (a) Determine the height of the ball after it has traveled 8 feet in front of the foul line. (b) Determine the height of the ball after it has traveled 12 feet in front of the foul line. (c) Find additional points and graph the path of the basketball. (d) The center of the hoop is 10 feet above the floor and 15 feet in front of the foul line. Will the ball go through the hoop? Why or why not? If not, with what initial velocity must the ball be shot in order for the ball to go through the hoop? Source: The Physics of Foul Shots, Discover, Vol. 21, No. 10, October 2000

105. Cost of Trans-Atlantic Travel A Boeing 747 crosses the Atlantic Ocean (3000 miles) with an airspeed of 500 miles per hour. The cost C (in dollars) per passenger is given by

108. Granny Shots The last player in the NBA to use an underhand foul shot (a “granny” shot) was Hall of Fame forward Rick Barry who retired in 1980. Barry believes that current NBA players could increase their free-throw percentage if they were to use an underhand shot. Since underhand shots are released from a lower position, the angle of the shot must be increased. If a player shoots an underhand foul shot, releasing the ball at a 70-degree angle from a position 3.5 feet above the floor, then the path of the ball can be 136x2 modeled by the function h1x2 = + 2.7x + 3.5, v2 where h is the height of the ball above the floor, x is the forward distance of the ball in front of the foul line, and v is the initial velocity with which the ball is shot in feet per second.

C1x2 = 100 +

36,000 x + x 10

where x is the ground speed 1airspeed ; wind2. (a) What is the cost per passenger for quiescent (no wind) conditions? (b) What is the cost per passenger with a head wind of 50 miles per hour? (c) What is the cost per passenger with a tail wind of 100 miles per hour? (d) What is the cost per passenger with a head wind of 100 miles per hour?

40

CHAPTER 1 Graphs and Functions

where x is the horizontal distance that the golf ball has traveled. (a) Determine the height of the golf ball after it has traveled 100 feet. (b) What is the height after it has traveled 300 feet? (c) What is the height after it has traveled 500 feet? (d) How far was the golf ball hit? (e) Use a graphing utility to graph the function h = h1x2. (f) Use a graphing utility to determine the distance that the ball has traveled when the height of the ball is 90 feet. (g) Create a TABLE with TblStart = 0 and ¢Tbl = 25. To the nearest 25 feet, how far does the ball travel before it reaches a maximum height? What is the maximum height? (h) Adjust the value of ¢Tbl until you determine the distance, to within 1 foot, that the ball travels before it reaches a maximum height.

(a) The center of the hoop is 10 feet above the floor and 15 feet in front of the foul line. Determine the initial velocity with which the ball must be shot in order for the ball to go through the hoop. (b) Write the function for the path of the ball using the velocity found in part (a). (c) Determine the height of the ball after it has traveled 9 feet in front of the foul line. (d) Find additional points and graph the path of the basketball. Source: The Physics of Foul Shots, Discover, Vol. 21, No. 10, October 2000 109. Motion of a Golf Ball A golf ball is hit with an initial velocity of 130 feet per second at an inclination of 45° to the horizontal. In physics, it is established that the height h of the golf ball is given by the function h1x2 =

- 32x2 + x 1302

110. Some functions f have the property that f1a + b2 = f1a2 + f1b2 for all real numbers a and b. Which of the following functions have this property? (a) h1x2 = 2x (b) g1x2 = x2 1 (c) F1x2 = 5x - 2 (d) G1x2 = x

Explaining Concepts: Discussion and Writing 111. Describe how you would proceed to find the domain and range of a function if you were given its graph. How would your strategy change if you were given the equation defining the function instead of its graph? 112. How many x-intercepts can the graph of a function have? How many y-intercepts can the graph of a function have? 113. Is a graph that consists of a single point the graph of a function? Can you write the equation of such a function? 114. Match each of the following functions with the graph that best describes the situation. (a) The cost of building a house as a function of its square footage (b) The height of an egg dropped from a 300-foot building as a function of time (c) The height of a human as a function of time (d) The demand for Big Macs as a function of price (e) The height of a child on a swing as a function of time y

y

y

x

x (I)

y

(II)

y

x (III)

x

x (IV)

(V)

SECTION 1.3 Functions and Their Graphs

41

115. Match each of the following functions with the graph that best describes the situation. (a) The temperature of a bowl of soup as a function of time (b) The number of hours of daylight per day over a 2-year period (c) The population of Florida as a function of time (d) The distance traveled by a car going at a constant velocity as a function of time (e) The height of a golf ball hit with a 7-iron as a function of time y

y

y

x

y

x

x

(II)

(I)

117. Consider the following scenario: Jayne enjoys riding her bicycle through the woods. At the forest preserve, she gets on her bicycle and rides up a 2000-foot incline in 10 minutes. She then travels down the incline in 3 minutes. The next 5000 feet is level terrain and she covers the distance in 20 minutes. She rests for 15 minutes. Jayne then travels 10,000 feet in 30 minutes. Draw a graph of Jayne’s distance traveled (in feet) as a function of time.

(c) (d) (e) (f) (g) (h) (i)

(2.8, 0)

(3, 0)

(a) From t = 0 to t = 2 (b) From t = 2 to t = 2.5

(4.2, 2.8)

(5.3, 0)

t

From t = 2.5 to t = 2.8 From t = 2.8 to t = 3 From t = 3 to t = 3.9 From t = 3.9 to t = 4.2 From t = 4.2 to t = 5.3 What is the farthest distance that Kevin was from home? How many times did Kevin return home?

v (t ) (7, 50)

(2, 30)

(a) (b) (c) (d) (e) (f)

(7.4, 50) (8, 38)

(4, 30)

(4.2, 0)

d (t )

(3.9, 2.8)

x (V)

119. The following sketch represents the speed v (in miles per hour) of Michael’s car as a function of time t (in minutes).

118. The following sketch represents the distance d (in miles) that Kevin was from home as a function of time t (in hours). Answer the questions based on the graph. In parts (a)–(g), how many hours elapsed and how far was Kevin from home during this time?

(2.5, 3)

x (IV)

(III)

116. Consider the following scenario: Barbara decides to take a walk. She leaves home, walks 2 blocks in 5 minutes at a constant speed, and realizes that she forgot to lock the door. So Barbara runs home in 1 minute. While at her doorstep, it takes her 1 minute to find her keys and lock the door. Barbara walks 5 blocks in 15 minutes and then decides to jog home. It takes her 7 minutes to get home. Draw a graph of Barbara’s distance from home (in blocks) as a function of time.

(2, 3)

y

(7.6, 38)

(6, 0)

t

(9.1, 0)

Over what interval of time was Michael traveling fastest? Over what interval(s) of time was Michael’s speed zero? What was Michael’s speed between 0 and 2 minutes? What was Michael’s speed between 4.2 and 6 minutes? What was Michael’s speed between 7 and 7.4 minutes? When was Michael’s speed constant?

120. Draw the graph of a function whose domain is and whose range is 5x ƒ - 3 … x … 8, x Z 56 5y ƒ - 1 … y … 2, y Z 06. What point(s) in the rectangle - 3 … x … 8, -1 … y … 2 cannot be on the graph? Compare your graph with those of other students. What differences do you see? 121. Is there a function whose graph is symmetric with respect to the x-axis? Explain.

Are You Prepared?’ Answers 1. 1 - 1, 32

2. 21.5

3. 5x ƒ x Z - 46

4. 5x ƒ x 6 - 16

⫺1

0

1

42

CHAPTER 1 Graphs and Functions

1.4 Properties of Functions PREPARING FOR THIS SECTION Before getting started, review the following: • Interval Notation (Appendix A, Section A.6, pp. A46–A47) • Intercepts (Section 1.2, pp. 11–12) • Slope of a Line (Appendix A, Section A.8, pp. A64–A66)

• Point–Slope Form of a Line (Appendix A, Section A.8, p. A68) • Symmetry (Section 1.2, pp. 12–14)

Now Work the ‘Are You Prepared?’ problems on page 49.

OBJECTIVES 1 Determine Even and Odd Functions from a Graph (p. 42) 2 Identify Even and Odd Functions from the Equation (p. 43) 3 Use a Graph to Determine Where a Function Is Increasing, Decreasing, or Constant (p. 44) 4 Use a Graph to Locate Local Maxima and Local Minima (p. 45) 5 Use a Graph to Locate the Absolute Maximum and the Absolute Minimum (p. 46) 6 Use a Graphing Utility to Approximate Local Maxima and Local Minima and to Determine Where a Function Is Increasing or Decreasing (p. 47) 7 Find the Average Rate of Change of a Function (p. 48)

To obtain the graph of a function y = f1x2, it is often helpful to know certain properties that the function has and the impact of these properties on the way that the graph will look.

1 Determine Even and Odd Functions from a Graph The words even and odd, when applied to a function f, describe the symmetry that exists for the graph of the function. A function f is even, if and only if, whenever the point 1x, y2 is on the graph of f then the point 1-x, y2 is also on the graph. Using function notation, we define an even function as follows:

DEFINITION

A function f is even if, for every number x in its domain, the number -x is also in the domain and f1-x2 = f1x2 A function f is odd, if and only if, whenever the point 1x, y2 is on the graph of f then the point 1-x, -y2 is also on the graph. Using function notation, we define an odd function as follows:

DEFINITION

A function f is odd if, for every number x in its domain, the number -x is also in the domain and f1-x2 = -f1x2

Refer to page 13, where the tests for symmetry are listed. The following results are then evident.

SECTION 1.4 Properties of Functions

THEOREM

EXAMPLE 1

43

A function is even if and only if its graph is symmetric with respect to the y-axis. A function is odd if and only if its graph is symmetric with respect to the origin.

Determining Even and Odd Functions from the Graph Determine whether each graph given in Figure 43 is the graph of an even function, an odd function, or a function that is neither even nor odd.

Figure 43

y

y

x

x

x

(b)

(a)

Solution

y

(c)

(a) The graph in Figure 43(a) is that of an even function, because the graph is symmetric with respect to the y-axis. (b) The function whose graph is given in Figure 43(b) is neither even nor odd, because the graph is neither symmetric with respect to the y-axis nor symmetric with respect to the origin. (c) The function whose graph is given in Figure 43(c) is odd, because its graph is symmetric with respect to the origin. 

Now Work

PROBLEMS

21(a), (b),

AND

(d)

2 Identify Even and Odd Functions from the Equation EXAMPLE 2

Identifying Even and Odd Functions Algebraically Determine whether each of the following functions is even, odd, or neither. Then determine whether the graph is symmetric with respect to the y-axis or with respect to the origin. (a) f1x2 = x2 - 5 (c) h1x2 = 5x3 - x

Solution

(b) g1x2 = x3 - 1 (d) F1x2 = ƒ x ƒ

(a) To determine whether f is even, odd, or neither, replace x by -x in f1x2 = x2 - 5. Then f1-x2 = 1-x22 - 5 = x2 - 5 = f1x2

Since f1-x2 = f1x2, we conclude that f is an even function, and the graph of f is symmetric with respect to the y-axis. (b) Replace x by -x in g1x2 = x3 - 1. Then g1-x2 = 1-x23 - 1 = -x3 - 1

Since g1-x2 Z g1x2 and g1-x2 Z -g1x2 = -1x3 - 12 = -x3 + 1, we conclude that g is neither even nor odd. The graph of g is not symmetric with respect to the y-axis nor is it symmetric with respect to the origin. (c) Replace x by -x in h1x2 = 5x3 - x. Then h1-x2 = 51-x23 - 1-x2 = -5x3 + x = -15x3 - x2 = -h1x2

Since h1-x2 = -h1x2, h is an odd function, and the graph of h is symmetric with respect to the origin.

44

CHAPTER 1 Graphs and Functions

(d) Replace x by - x in F1x2 = ƒ x ƒ . Then

F1 - x2 = ƒ - x ƒ = ƒ - 1 ƒ # ƒ x ƒ = ƒ x ƒ = F1x2

Since F1- x2 = F1x2, F is an even function, and the graph of F is symmetric with respect to the y-axis. 

Now Work

PROBLEM

33

3 Use a Graph to Determine Where a Function Is Increasing, Decreasing, or Constant Consider the graph given in Figure 44. If you look from left to right along the graph of the function, you will notice that parts of the graph are going up, parts are going down, and parts are horizontal. In such cases, the function is described as increasing, decreasing, or constant, respectively. Figure 44

y 5 (0, 4)

(⫺6, 0)

(⫺2, 0) ⫺4 (⫺4, ⫺2)

EXAMPLE 3

(3, 4) y = f(x ) (6, 1) 6 x

⫺2

Determining Where a Function Is Increasing, Decreasing, or Constant from Its Graph Where is the function in Figure 44 increasing? Where is it decreasing? Where is it constant?

Solution WARNING We describe the behavior of a graph in terms of its x-values. Do not say the graph in Figure 44 is increasing from the point 1 - 4, - 22 to the point 10, 42. Rather, say it is increasing on the interval 1 - 4, 02 . 

To answer the question of where a function is increasing, where it is decreasing, and where it is constant, we use strict inequalities involving the independent variable x, or we use open intervals* of x-coordinates. The function whose graph is given in Figure 44 is increasing on the open interval 1 - 4, 02 or for - 4 6 x 6 0. The function is decreasing on the open intervals 1 - 6, - 42 and 13, 62 or for - 6 6 x 6 - 4 and 3 6 x 6 6. The function is constant on the open interval 10, 32 or for 0 6 x 6 3. 

More precise definitions follow:

DEFINITIONS

A function f is increasing on an open interval I if, for any choice of x1 and x2 in I, with x1 6 x2 , we have f1x12 6 f1x22. A function f is decreasing on an open interval I if, for any choice of x1 and x2 in I, with x1 6 x2 , we have f1x12 7 f1x22. A function f is constant on an open interval I if, for all choices of x in I, the values f1x2 are equal. Figure 45 illustrates the definitions. The graph of an increasing function goes up from left to right, the graph of a decreasing function goes down from left to right, and the graph of a constant function remains at a fixed height. * The open interval 1a, b2 consists of all real numbers x for which a 6 x 6 b.

SECTION 1.4 Properties of Functions

Figure 45

y

y

y

f(x 1)

f(x 2) f(x 1)

x1

x2

45

x

f(x 1)

f(x 2) x

x2

x1

x1

l

l

Now Work

PROBLEMS

x2

x

l

(b) For x 1 < x 2 in l, f (x 1) > f(x 2); f is decreasing on I

(a) For x 1 < x 2 in l, f(x 1) < f(x 2); f is increasing on I

f(x 2)

(c) For all x in I, the values of f are equal; f is constant on I

11, 13, 15,

AND

21(C)

4 Use a Graph to Locate Local Maxima and Local Minima Suppose f is a function defined on an open interval containing c. If the value of f at c is greater than or equal to the values of f on I, then f has a local maximum at c*. See Figure 46(a). If the value of f at c is less than or equal to the values of f on I, then f has a local minimum at c. See Figure 46(b).

Figure 46

y

y

(c, f(c))

f has a local maximum f(c) at c.

c

DEFINITIONS

f(c)

x

f has a local minimum at c.

(c, f(c))

c

l

l

(a)

(b)

x

A function f has a local maximum at c if there is an open interval I containing c so that for all x in I, f1x2 … f1c2. We call f1c2 a local maximum value of f. A function f has a local minimum at c if there is an open interval I containing c so that, for all x in I, f1x2 Ú f1c2. We call f1c2 a local minimum value of f.

If f has a local maximum at c, then the value of f at c is greater than or equal to the values of f near c. If f has a local minimum at c, then the value of f at c is less than or equal to the values of f near c. The word local is used to suggest that it is only near c, that is, in some open interval containing c, that the value f1c2 has these properties.

* Some texts use the term relative instead of local.

46

CHAPTER 1 Graphs and Functions

EXAMPLE 4

Figure 47

Finding Local Maxima and Local Minima from the Graph of a Function and Determining Where the Function Is Increasing, Decreasing, or Constant Figure 47 shows the graph of a function f.

y

2

y ⫽ f(x) (1, 2)

(–1, 1) –2

x

3

Solution WARNING The y-value is the local maximum value or local minimum value and it occurs at some x-value. For example, in Figure 47, we say f has a local maximum at 1 and the local maximum value is 2. 

(a) At what value(s) of x, if any, does f have a local maximum? List the local maximum values. (b) At what value(s) of x, if any, does f have a local minimum? List the local minimum values. (c) Find the intervals on which f is increasing. Find the intervals on which f is decreasing.

The domain of f is the set of real numbers. (a) f has a local maximum at 1, since for all x close to 1, we have f1x2 … f112. The local maximum value is f112 = 2. (b) f has local minima at -1 and at 3. The local minima values are f1-12 = 1 and f132 = 0. (c) The function whose graph is given in Figure 47 is increasing for all values of x between -1 and 1 and for all values of x greater than 3. That is, the function is increasing on the intervals 1-1, 12 and 13, q 2 or for -1 6 x 6 1 and x 7 3. The function is decreasing for all values of x less than -1 and for all values of x between 1 and 3. That is, the function is decreasing on the intervals 1- q , -12 and 11, 32 or for x 6 -1 and 1 6 x 6 3. 

Now Work

Figure 48

PROBLEMS

17

AND

19

5 Use a Graph to Locate the Absolute Maximum and the Absolute Minimum

y (u, f (u)) y  f(x) (b, f(b))

(a, f (a))

Look at the graph of the function f given in Figure 48. The domain of f is the closed interval 3a, b4. Also, the largest value of f is f1u2 and the smallest value of f is f1v2. These are called, respectively, the absolute maximum and the absolute minimum of f on 3a, b4.

(y, f(y)) a

u

y b

x

domain: [a, b] for all x in [a, b], f (x)  f(u) for all x in [a, b], f (x)  f(y) absolute maximum: f (u) absolute minimum: f (y)

DEFINITION Let f denote a function defined on some interval I. If there

is a number u in I for which f1x2 … f1u2 for all x in I, then f1u2 is the absolute maximum of f on I and we say the absolute maximum of f occurs at u. If there is a number v in I for which f1x2 Ú f1v2 for all x in I, then f1v2 is the absolute minimum of f on I and we say the absolute minimum of f occurs at v.

The absolute maximum and absolute minimum of a function f are sometimes called the extreme values of f on I. The absolute maximum or absolute minimum of a function f may not exist.

EXAMPLE 5

Finding the Absolute Maximum and the Absolute Minimum from the Graph of a Function For each graph of a function y = f1x2 in Figure 49, find the absolute maximum and the absolute minimum, if they exist.

SECTION 1.4 Properties of Functions

47

Figure 49 (3, 6)

6

(5, 5)

4

(4, 4)

6

6

4

4

2

2

(5, 3)

2

(3, 1) 1

3

5

x

(5, 4)

1

3

(1, 1) (2, 1) 5

x

1

Solution

3

6

4

4

2

2

(1, 4)

(3, 2)

(0, 0) 5

x

1

3

5

x

1

(d)

(c)

(b)

(a)

6

(0, 3)

(1, 2)

(0, 1)

y

y

y

y

y

3

5

(e)

(a) The function f whose graph is given in Figure 49(a) has the closed interval 30, 54 as its domain. The largest value of f is f132 = 6, the absolute maximum. The smallest value of f is f102 = 1, the absolute minimum. (b) The function f whose graph is given in Figure 49(b) has the domain {x|1 … x … 5, x Z 3}. Note that we exclude 3 from the domain because of the “hole” at 13, 12. The largest value of f on its domain is f152 = 3, the absolute maximum. There is no absolute minimum. Do you see why? As you trace the graph, getting closer to the point 13, 12, there is no single smallest value. [As soon as you claim a smallest value, we can trace closer to 13, 12 and get a smaller value!] (c) The function f whose graph is given in Figure 49(c) has the interval 30, 54 as its domain. The absolute maximum of f is f152 = 4. The absolute minimum is 1. Notice that the absolute minimum 1 occurs at any number in the interval 31, 24. (d) The graph of the function f given in Figure 49(d) has the interval 30, q 2 as its domain. The function has no absolute maximum; the absolute minimum is f102 = 0. (e) The graph of the function f in Figure 49(e) has the domain {x|1 … x 6 5, x Z 3}. The function f has no absolute maximum and no absolute minimum. Do you see why? 

In calculus, there is a theorem with conditions that guarantee a function will have an absolute maximum and an absolute minimum.

THEOREM

Extreme Value Theorem If f is a continuous function* whose domain is a closed interval 3a, b4, then f has an absolute maximum and an absolute minimum on 3a, b4.

Now Work

PROBLEM

45

6 Use a Graphing Utility to Approximate Local Maxima and Local Minima and to Determine Where a Function Is Increasing or Decreasing To locate the exact value at which a function f has a local maximum or a local minimum usually requires calculus. However, a graphing utility may be used to approximate these values by using the MAXIMUM and MINIMUM features.

*Although it requires calculus for a precise definition, we’ll agree for now that a continuous function is one whose graph has no gaps or holes and can be traced without lifting the pencil from the paper.

x

48

CHAPTER 1 Graphs and Functions

EXAMPLE 6

Using a Graphing Utility to Approximate Local Maxima and Minima and to Determine Where a Function Is Increasing or Decreasing (a) Use a graphing utility to graph f1x2 = 6x3 - 12x + 5 for -2 6 x 6 2. Approximate where f has a local maximum and where f has a local minimum. (b) Determine where f is increasing and where it is decreasing.

Solution

(a) Graphing utilities have a feature that finds the maximum or minimum point of a graph within a given interval. Graph the function f for -2 6 x 6 2. The MAXIMUM and MINIMUM commands require us to first determine the open interval I. The graphing utility will then approximate the maximum or minimum value in the interval. Using MAXIMUM we find that the local maximum value is 11.53 and it occurs at x = -0.82, rounded to two decimal places. See Figure 50(a). Using MINIMUM, we find that the local minimum value is -1.53 and it occurs at x = 0.82, rounded to two decimal places. See Figure 50(b).

Figure 50

30

30

⫺2

2

⫺2

2 ⫺10 (b)

⫺10 (a)

(b) Looking at Figures 50(a) and (b), we see that the graph of f is increasing from x = -2 to x = -0.82 and from x = 0.82 to x = 2, so f is increasing on the intervals 1-2, -0.822 and 10.82, 22 or for -2 6 x 6 -0.82 and 0.82 6 x 6 2. The graph is decreasing from x = -0.82 to x = 0.82, so f is decreasing on the interval 1-0.82, 0.822 or for -0.82 6 x 6 0.82. 

Now Work

PROBLEM

53

7 Find the Average Rate of Change of a Function In Appendix A, we say that the slope of a line can be interpreted as the average rate of change. To find the average rate of change of a function between any two points on its graph, calculate the slope of the line containing the two points.

DEFINITION

If a and b, a Z b, are in the domain of a function y = f1x2, the average rate of change of f from a to b is defined as Average rate of change =

f1b2 - f1a2 ¢y = ¢x b - a

a Z b

(1)

The symbol ¢y in (1) is the “change in y,” and ¢x is the “change in x.” The average rate of change of f is the change in y divided by the change in x.

EXAMPLE 7

Finding the Average Rate of Change Find the average rate of change of f1x2 = 3x2: (a) From 1 to 3 (b) From 1 to 5

(c) From 1 to 7

SECTION 1.4 Properties of Functions

Solution

(a) The average rate of change of f1x2 = 3x2 from 1 to 3 is f132 - f112 ¢y 27 - 3 24 = = = = 12 ¢x 3 - 1 3 - 1 2

Figure 51 y

(b) The average rate of change of f1x2 = 3x2 from 1 to 5 is

160 (7, 147) 120

f152 - f112 ¢y 75 - 3 72 = = = = 18 ¢x 5 - 1 5 - 1 4

Average rate of change ⫽ 24

80

(c) The average rate of change of f1x2 = 3x2 from 1 to 7 is f172 - f112 ¢y 147 - 3 144 = = = = 24 ¢x 7 - 1 7 - 1 6

(5, 75) Average rate of change ⫽ 18

40 (3, 27)

(1, 3) (0, 0)

49

2

Average rate of change ⫽ 12

4

x

6



See Figure 51 for a graph of f1x2 = 3x2. The function f is increasing for x 7 0. The fact that the average rate of change is positive for any x1, x2, x1 Z x2 in the interval 11, 72 indicates that the graph is increasing on 1 6 x 6 7. Further, the average rate of change is consistently getting larger for 1 6 x 6 7, indicating that the graph is increasing at an increasing rate.

Now Work

PROBLEM

61

1.4 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. The interval 12, 52 can be written as the inequality (pp. A46–A47)

.

2. The slope of the line containing the points 1 - 2, 32 and 13, 82 is . (pp. A64–A66)

4. Write the point–slope form of the line with slope 5 containing the point 13, - 22. (p. A68) 5. The intercepts of the equation y = x2 - 9 are (pp. 11–12)

.

3. Test the equation y = 5x2 - 1 for symmetry with respect to the x-axis, the y-axis, and the origin. (pp. 12–14)

Concepts and Vocabulary 6. A function f is on an open interval I if, for any choice of x1 and x2 in I, with x1 6 x2 , we have f1x12 6 f1x22. 7. A(n) function f is one for which f1 -x2 = f1x2 for every x in the domain of f; a(n) function f is one for which f1 -x2 = - f1x2 for every x in the domain of f.

9. True or False A function f has a local maximum at c if there is an open interval I containing c so that for all x in I, f1x2 … f1c2. 10. True or False Even functions have graphs that are symmetric with respect to the origin.

8. True or False A function f is decreasing on an open interval I if, for any choice of x1 and x2 in I, with x1 6 x2 , we have f1x12 7 f1x22.

Skill Building y

In Problems 11–20, use the graph of the function f given. 11. Is f increasing on the interval 1 - 8, - 22?

10

12. Is f decreasing on the interval 1 - 8, - 42?

(⫺2, 6)

13. Is f increasing on the interval 12, 102? 14. Is f decreasing on the interval 12, 52?

15. List the interval(s) on which f is increasing. 16. List the interval(s) on which f is decreasing.

(2, 10)

(5, 0)

(⫺5, 0) ⫺10

⫺5 (⫺8, ⫺4)

17. Is there a local maximum value at 2? If yes, what is it? 18. Is there a local maximum value at 5? If yes, what is it? 19. List the number(s) at which f has a local maximum. What are the local maximum values? 20. List the number(s) at which f has a local minimum. What are the local minimum values?

(0, 0) ⫺6

5

10 x

50

CHAPTER 1 Graphs and Functions

In Problems 21–28, the graph of a function is given. Use the graph to find: (a) (b) (c) (d)

The intercepts, if any The domain and range The intervals on which it is increasing, decreasing, or constant Whether it is even, odd, or neither

21.

22.

y 4

23.

(3, 3)

24.

y 3

3 (0, 3)

(⫺4, 2)

y

(⫺3, 3)

y 3

(0, 2)

(4, 2)

(0, 1) ⫺4 (⫺2, 0)

25.

4x

(2, 0)

⫺3

(⫺1, 0)

26.

y 2

⫺3

3 x

(1, 0)

27.

y 2

(––␲2 , 1)

3 x

1 0, – 2

⫺␲

␲ ⫺–– 2

␲

␲ –– 2

⫺␲

x

(⫺␲, ⫺1)

(⫺ ––␲2 , ⫺1)

⫺2

␲

␲ 2

x

1 –, 0 3

( )

(␲, ⫺1) ⫺2

(3, 1)

(2, 2) (0, 1)

⫺3

(3, 0) 3 x

(⫺3, ⫺2)

–3

3x

(⫺2, 1)

(⫺2.3, 0)

3 x (1, –1) (2, –1)

–3

y 3

( )

(–1, 2) ⫺ ␲2

(1, 0)

28.

y 3

(–3, 2)

(0, 1)

⫺3

⫺2

In Problems 29–32, the graph of a function f is given. Use the graph to find: (a) The numbers, if any, at which f has a local maximum value. What are the local maximum values? (b) The numbers, if any, at which f has a local minimum value. What are the local minimum values? 29.

30.

y 4

31.

y

32.

y

(

3 (0, 3)

1

(0, 2) ⫺␲

⫺4 (⫺2, 0)

4x

(2, 0)

⫺3 (⫺1, 0)

(1, 0)

3 x

␲ –– , 2

␲ ⫺–– 2

(⫺ ––␲2 , ⫺1)

y 2

1)

␲ –– 2

␲

⫺π

x

⫺ π2

π 2

(⫺π, ⫺1)

⫺1

π x (π, ⫺1)

⫺2

In Problems 33–44, determine algebraically whether each function is even, odd, or neither. 33. f1x2 = 4x3

34. f1x2 = 2x4 - x2

35. g1x2 = -3x2 - 5

36. h1x2 = 3x3 + 5

37. F1x2 = 1 3x

38. G1x2 = 1x

39. f1x2 = x + ƒ x ƒ

3 2x2 + 1 40. f1x2 = 2

41. g1x2 =

1 x2

42. h1x2 =

x x - 1

43. h1x2 =

2

-x3 3x2 - 9

44. F1x2 =

2x

ƒxƒ

In Problems 45–52, for each graph of a function y = f(x), find the absolute maximum and the absolute minimum, if they exist. 45.

46.

y 4

(1, 4)

2

(5, 1) 3

48.

y (3, 4)

4

y (2, 4)

4

(0, 3)

(2, 2)

1

(4, 4)

4

(3, 3)

2

47.

y

5

2

(1, 1) x

1

(1, 3)

(4, 3)

(0, 2)

(0, 1)

(1, 1)

(5, 0) 3

2

5

x

1

3

5

x

1

3

x

SECTION 1.4 Properties of Functions

49.

50.

y 4

51.

y (2, 4)

4

52.

y

(1, 3)

(2, 3)

2

(2, 0) 2

y

(3, 2)

2

(4, 1)

2

(3, 2)

(0, 2)

1

(0, 2)

(3, 1)

x

3

1 (2, 0) 3

(0, 0) 1

x

3

1

3

51

x

x

In Problems 53–60, use a graphing utility to graph each function over the indicated interval and approximate any local maximum values and local minimum values. Determine where the function is increasing and where it is decreasing. Round answers to two decimal places. 53. f1x2 = x3 - 3x + 2 1-2, 22 55. f1x2 = x5 - x3

1-2, 22

54. f1x2 = x3 - 3x2 + 5 1 -1, 32

56. f1x2 = x4 - x2

1-2, 22

57. f1x2 = -0.2x - 0.6x + 4x - 6 1-6, 42

58. f1x2 = -0.4x + 0.6x2 + 3x - 2 1-4, 52

61. Find the average rate of change of f1x2 = -2x2 + 4 (a) From 0 to 2 (b) From 1 to 3 (c) From 1 to 4

62. Find the average rate of change of f1x2 = -x3 + 1 (a) From 0 to 2 (b) From 1 to 3 (c) From -1 to 1

63. Find the average rate of change of g1x2 = x3 - 2x + 1 (a) From -3 to -2 (b) From -1 to 1 (c) From 1 to 3

64. Find the average rate of change of h1x2 = x2 - 2x + 3 (a) From -1 to 1 (b) From 0 to 2 (c) From 2 to 5

3

2

59. f1x2 = 0.25x4 + 0.3x3 - 0.9x2 + 3 1-3, 22

3

60. f1x2 = -0.4x4 - 0.5x3 + 0.8x2 - 2 1-3, 22

Mixed Practice (c) Suppose the area under the graph of F between x = 0 and x = 3 that is bounded below by the x-axis is 47.4 square units. Using the result from part (a), determine the area under the graph of F between x = -3 and x = 0 bounded below by the x-axis.

65. g(x) = x3 - 27x (a) Determine whether g is even, odd, or neither. (b) There is a local minimum value of -54 at 3. Determine the local maximum value. 66. f(x) = -x3 + 12x (a) Determine whether f is even, odd, or neither. (b) There is a local maximum value of 16 at 2. Determine the local minimum value. 67. F(x) = -x4 + 8x2 + 8 (a) Determine whether F is even, odd, or neither. (b) There is a local maximum value of 24 at x = 2. Determine a second local maximum value.

68. G(x) = -x4 + 32x2 + 144 (a) Determine whether G is even, odd, or neither. (b) There is a local maximum value of 400 at x = 4. Determine a second local maximum value. (c) Suppose the area under the graph of G between x = 0 and x = 6 that is bounded below by the x-axis is 1612.8 square units. Using the result from part (a), determine the area under the graph of G between x = -6 and x = 0 bounded below by the x-axis.

Applications and Extensions 69. Constructing an Open Box An open box with a square base is to be made from a square piece of cardboard 24 inches on a side by cutting out a square from each corner and turning up the sides. See the figure. (a) Express the volume V of the box as a function of the length x of the side of the square cut from each corner. (b) What is the volume if a 3-inch square is cut out? (c) What is the volume if a 10-inch square is cut out? (d) Graph V = V1x2. For what value of x is V largest?

x

x

x

x

24 in.

x

x x

x 24 in.

52

CHAPTER 1 Graphs and Functions

70. Constructing an Open Box An open box with a square base is required to have a volume of 10 cubic feet. (a) Express the amount A of material used to make such a box as a function of the length x of a side of the square base. (b) How much material is required for a base 1 foot by 1 foot? (c) How much material is required for a base 2 feet by 2 feet? (d) Use a graphing utility to graph A = A1x2. For what value of x is A smallest? 71. Minimum Average Cost The average cost per hour in dollars, C, of producing x riding lawn mowers can be modeled by the function C1x2 = 0.3x2 + 21x - 251 +

2500 x

(a) Use a graphing utility to graph C = C1x2. (b) Determine the number of riding lawn mowers to produce in order to minimize average cost. (c) What is the minimum average cost? 72. Medicine Concentration The concentration C of a medication in the bloodstream t hours after being administered is modeled by the function C1t2 = -0.002t4 + 0.039t3 - 0.285t2 + 0.766t + 0.085 (a) After how many hours will the concentration be highest? (b) A woman nursing a child must wait until the concentration is below 0.5 before she can feed him. After taking the medication, how long must she wait before feeding her child? 73. E-coli Growth A strain of E-coli Beu 397-recA441 is placed into a nutrient broth at 30° Celsius and allowed to grow. The data shown in the table are collected. The population is measured in grams and the time in hours. Since population P depends on time t and each input corresponds to exactly one output, we can say that population is a function of time; so P1t2 represents the population at time t. (a) Find the average rate of change of the population from 0 to 2.5 hours. (b) Find the average rate of change of the population from 4.5 to 6 hours. (c) What is happening to the average rate of change as time passes?

Time (hours), t

Population (grams), P

0

0.09

2.5

0.18

3.5

0.26

4.5

0.35

6

0.50

74. e-Filing Tax Returns The Internal Revenue Service Restructuring and Reform Act (RRA) was signed into law by President Bill Clinton in 1998. A major objective of the RRA was to promote electronic filing of tax returns. The data in the table that follows show the percentage of individual income tax returns filed electronically for filing years 2000–2008. Since the percentage P of returns filed electronically depends on the filing year y and each input corresponds to exactly one output, the percentage of returns filed electronically is a function of the filing year; so P1y2 represents the percentage of returns filed electronically for filing year y. (a) Find the average rate of change of the percentage of e-filed returns from 2000 to 2002. (b) Find the average rate of change of the percentage of e-filed returns from 2004 to 2006. (c) Find the average rate of change of the percentage of e-filed returns from 2006 to 2008. (d) What is happening to the average rate of change as time passes?

Year

Percentage of returns e-filed

2000

27.9

2001

31.1

2002

35.9

2003

40.6

2004

47.0

2005

51.8

2006

54.5

2007

58.0

2008

59.8

SOURCE: Internal Revenue Service

Explaining Concepts: Discussion and Writing 75. Draw the graph of a function that has the following properties: domain: all real numbers; range: all real numbers; intercepts: 10, -32 and 13, 02; a local maximum value of -2 is at -1; a local minimum value of -6 is at 2. Compare your graph with those of others. Comment on any differences. 76. Redo Problem 75 with the following additional information: increasing on 1- q , -12, 12, q 2; decreasing on 1-1, 22.

Again compare your graph with others and comment on any differences. 77. How many x-intercepts can a function defined on an interval have if it is increasing on that interval? Explain. 78. Suppose that a friend of yours does not understand the idea of increasing and decreasing functions. Provide an explanation, complete with graphs, that clarifies the idea.

SECTION 1.5 Library of Functions; Piecewise-defined Functions

79. Can a function be both even and odd? Explain.

80. Using a graphing utility, graph y = 5 on the interval 1 -3, 32. Use MAXIMUM to find the local maximum values on 1-3, 32. Comment on the result provided by the calculator.

53

82. Show that a constant function f(x) = b has an average rate of change of 0. Compute the average rate of change of y = 24 - x2 on the interval 3-2, 24. Explain how this can happen.

81. A function f has a positive average rate of change on the interval 32, 54. Is f increasing on 32, 54? Explain.

‘Are You Prepared?’ Answers 1. 2 6 x 6 5

2. 1

3. symmetric with respect to the y-axis

4. y + 2 = 51x - 32

5. 1-3, 02, 13, 02, 10, -92

1.5 Library of Functions; Piecewise-defined Functions PREPARING FOR THIS SECTION Before getting started, review the following: • Lines (Appendix A, Section A.8, pp. A64–A72)

• Graphs of Key Equations (Section 1.2: Example 3, p. 10; Example 10, p. 14; Example 11, p. 15; Example 12, p. 15)

Now Work the ‘Are You Prepared?’ problems on page 58.

OBJECTIVES 1 Graph the Functions Listed in the Library of Functions (p. 53) 2 Graph Piecewise-defined Functions (p. 57)

1 Graph the Functions Listed in the Library of Functions First we introduce a few more functions, beginning with the square root function. On page 15, we graphed the equation y = 1x. Figure 52 shows a graph of the function f1x2 = 1x. Based on the graph, we have the following properties:

Figure 52

Properties of f(x)  1x

y 6 (1, 1)

(4, 2)

(9, 3)

(0, 0) –2

5

10 x

EXAMPLE 1

1. The domain and the range are the set of nonnegative real numbers. 2. The x-intercept of the graph of f1x2 = 1x is 0. The y-intercept of the graph of f1x2 = 1x is also 0. 3. The function is neither even nor odd. 4. The function is increasing on the interval 10, q 2. 5. The function has an absolute minimum of 0 at x = 0.

Graphing the Cube Root Function (a) Determine whether f1x2 = 1 3 x is even, odd, or neither. State whether the graph of f is symmetric with respect to the y-axis or symmetric with respect to the origin. (b) Determine the intercepts, if any, of the graph of f1x2 = 1 3 x. (c) Graph f1x2 = 1 3 x.

54

CHAPTER 1 Graphs and Functions

Solution

(a) Because f1-x2 = 1 3 -x = - 1 3 x = -f1x2 the function is odd. The graph of f is symmetric with respect to the origin. 3 0 = 0. The x-intercept is found by solving the (b) The y-intercept is f102 = 2 equation f1x2 = 0. f1x2 = 0 3 1 3 x = 0 f(x) = 1 x x = 0 Cube both sides of the equation.

The x-intercept is also 0. (c) Use the function to form Table 6 and obtain some points on the graph. Because of the symmetry with respect to the origin, we find only points 1x, y2 for which x Ú 0. Figure 53 shows the graph of f1x2 = 1 3 x.

Table 6

x

3 y  f(x)  1 x

(x, y)

0

0

(0, 0)

1 8

1 2

1 1 a , b 8 2

1

(1, 1)

Figure 53 y 3 3

1 2

1 2 L 1.26

A 2, 13 2 B

8

2

(8, 2)

3

(1, 1)

( 1–8, 1–2)

(2, 2 )

( 1–8 , 1–2)

3

3

x

(0, 0) 3

(1, 1)

(2, 2 )

3



From the results of Example 1 and Figure 53, we have the following properties of the cube root function. 3 Properties of f(x)  2x

1. The domain and the range are the set of all real numbers. 2. The x-intercept of the graph of f1x2 = 1 3 x is 0.The y-intercept of the graph of f1x2 = 1 3 x is also 0. 3. The graph is symmetric with respect to the origin. The function is odd. 4. The function is increasing on the interval 1- q , q 2. 5. The function does not have any local minima or any local maxima.

EXAMPLE 2

Graphing the Absolute Value Function (a) Determine whether f1x2 = ƒ x ƒ is even, odd, or neither. State whether the graph of f is symmetric with respect to the y-axis or symmetric with respect to the origin. (b) Determine the intercepts, if any, of the graph of f1x2 = ƒ x ƒ . (c) Graph f1x2 = ƒ x ƒ .

Solution

(a) Because f1-x2 = ƒ -x ƒ = ƒ x ƒ = f1x2 the function is even. The graph of f is symmetric with respect to the y-axis. (b) The y-intercept is f102 = ƒ 0 ƒ = 0. The x-intercept is found by solving the equation f1x2 = 0 or ƒ x ƒ = 0. So the x-intercept is 0. (c) Use the function to form Table 7 and obtain some points on the graph. Because of the symmetry with respect to the y-axis, we need to find only points 1x, y2 for which x Ú 0. Figure 54 shows the graph of f1x2 = ƒ x ƒ .

SECTION 1.5 Library of Functions; Piecewise-defined Functions

Table 7

x

y  f (x)  |x|

1x, y2

Figure 54

0

0

(0, 0)

(3, 3)

1

1

(1, 1)

2

2

(2, 2)

3

3

(3, 3)

y 3

(2, 2) (1, 1)

3 2 1

(3, 3) (2, 2)

2 1

1

55

(1, 1) 1 2 (0, 0)

3

x



From the results of Example 2 and Figure 54, we have the following properties of the absolute value function. Properties of f(x)  ƒ x ƒ

1. The domain is the set of all real numbers. The range of f is 5y|y Ú 06. 2. The x-intercept of the graph of f1x2 = ƒ x ƒ is 0. The y-intercept of the graph of f1x2 = ƒ x ƒ is also 0. 3. The graph is symmetric with respect to the y-axis. The function is even. 4. The function is decreasing on the interval 1- q , 02. It is increasing on the interval 10, q 2. 5. The function has an absolute minimum of 0 at x = 0.

Seeing the Concept Graph y = ƒ x ƒ on a square screen and compare what you see with Figure 54. Note that some graphing calculators use abs1x2 for absolute value.

Below is a list of the key functions that we have discussed. In going through this list, pay special attention to the properties of each function, particularly to the shape of each graph. Knowing these graphs along with key points on each graph will lay the foundation for further graphing techniques. Figure 55 Constant Function

Constant Function

y

f1x2 = b

f(x) = b

b is a real number

(0,b) x

See Figure 55. The domain of a constant function is the set of all real numbers; its range is the set consisting of a single number b. Its graph is a horizontal line whose y-intercept is b. The constant function is an even function. Identity Function

Figure 56 Identity Function f(x) = x

y 3

(1, 1) –3 ( –1, –1)

f1x2 = x

(0, 0)

3 x

See Figure 56. The domain and the range of the identity function are the set of all real numbers. Its graph is a line whose slope is 1 and whose y-intercept is 0. The line consists of all points for which the x-coordinate equals the y-coordinate. The identity function is an odd function that is increasing over its domain. Note that the graph bisects quadrants I and III.

56

CHAPTER 1 Graphs and Functions

Figure 57 Linear Function

Linear Function

f (x ) ⫽ mx ⫹ b, m ⬎ 0

y

f1x2 = mx + b, m 7 0

(0, b)

See Figure 57. The domain of a linear function is the set of all real numbers. The graph of this function is a nonvertical line* with slope m and y-intercept b. A linear function is increasing if m 7 0, decreasing if m 6 0, and constant if m = 0.

x

Figure 58 Square Function f (x) =

y (–2, 4)

Square Function x2

f1x2 = x2

(2, 4)

4

(– 1, 1)

(1, 1) 4 x

(0, 0)

–4

Figure 59 Cube Function

See Figure 58. The domain of the square function f is the set of all real numbers; its range is the set of nonnegative real numbers. The graph of this function is a parabola whose intercept is at 10, 02. The square function is an even function that is decreasing on the interval 1- q , 02 and increasing on the interval 10, q 2. Cube Function

y 4

f1x2 = x3

f(x) = x 3 (1, 1)

⫺4 (⫺1, ⫺1)

(0, 0)

x

4

⫺4

Figure 60 Square Root Function y 2

⫺1

f (x ) =

See Figure 59. The domain and the range of the cube function are the set of all real numbers. The intercept of the graph is at 10, 02. The cube function is odd and is increasing on the interval 1- q , q 2. Square Root Function

x

(1, 1)

f1x2 = 1x (4, 2) 5 x

(0, 0)

See Figure 60. The domain and the range of the square root function are the set of nonnegative real numbers. The intercept of the graph is at 10, 02. The square root function is neither even nor odd and is increasing on the interval 10, q 2.

Figure 61 Cube Root Function

Cube Root Function

y 3

f1x2 = 13 x

3

(1, 1)

(⫺ 1–8,⫺ 1–2)

(2, 2 )

( 1–8 , 1–2)

⫺3

3 x (0, 0) 3

(⫺1, ⫺1)

(⫺2,⫺ 2 )

⫺3

See Figure 61. The domain and the range of the cube root function are the set of all real numbers. The intercept of the graph is at 10, 02. The cube root function is an odd function that is increasing on the interval 1 - q , q 2. Reciprocal Function f1x2 =

1 x

* Lines are discussed in detail in Appendix A, Section A.8.

SECTION 1.5 Library of Functions; Piecewise-defined Functions

Figure 62 Reciprocal Function y 2

(1–2 , 2) f(x) =

(⫺2, ⫺ 1–2 )

1 –– x

(1, 1)

⫺2

2 x

57

1 Refer to Example 12, page 15, for a discussion of the equation y = . See x Figure 62. The domain and the range of the reciprocal function are the set of all nonzero real numbers. The graph has no intercepts. The reciprocal function is decreasing on the intervals 1- q , 02 and 10, q 2 and is an odd function. Absolute Value Function

(⫺1, ⫺1)

f1x2 = ƒ x ƒ

⫺2

Figure 63 Absolute Value Function y

f(x) = ⏐x ⏐

3 (2, 2)

(⫺2, 2) (⫺1, 1) ⫺3

(0, 0)

(1, 1) 3 x

See Figure 63. The domain of the absolute value function is the set of all real numbers; its range is the set of nonnegative real numbers. The intercept of the graph is at 10, 02. If x Ú 0, then f1x2 = x, and the graph of f is part of the line y = x; if x 6 0, then f1x2 = -x, and the graph of f is part of the line y = -x. The absolute value function is an even function; it is decreasing on the interval 1- q , 02 and increasing on the interval 10, q 2. The functions discussed so far are basic. Whenever you encounter one of them, you should see a mental picture of its graph. For example, if you encounter the function f1x2 = x2, you should see in your mind’s eye a picture like Figure 58.

Now Work

PROBLEMS

9

THROUGH

16

2 Graph Piecewise-defined Functions Sometimes a function is defined using different equations on different parts of its domain. For example, the absolute value function f1x2 = ƒ x ƒ is actually defined by two equations: f1x2 = x if x Ú 0 and f1x2 = -x if x 6 0. For convenience, these equations are generally combined into one expression as f1x2 = ƒ x ƒ = e

x if x Ú 0 -x if x 6 0

When a function is defined by different equations on different parts of its domain, it is called a piecewise-defined function.

EXAMPLE 3

Analyzing a Piecewise-defined Function The function f is defined as f1x2 = c

-2x + 1 if -3 … x 6 1 2 if x = 1 2 if x 7 1 x

(a) Find f1-22, f112, and f122. (c) Locate any intercepts. (e) Use the graph to find the range of f.

Solution

(b) Determine the domain of f. (d) Graph f.

(a) To find f1-22, observe that when x = -2 the equation for f is given by f1x2 = -2x + 1. So f1-22 = -2(-2) + 1 = 5 When x = 1, the equation for f is f1x2 = 2. That is, f112 = 2 When x = 2, the equation for f is f1x2 = x2. So f122 = 22 = 4 (b) To find the domain of f, look at its definition. Since f is defined for all x greater than or equal to -3, the domain of f is {x|x Ú -3}, or the interval 3-3, q 2.

58

CHAPTER 1 Graphs and Functions

(c) The y-intercept of the graph of the function is f102. Because the equation for f when x = 0 is f1x2 = - 2x + 1, the y-intercept is f102 = - 2102 + 1 = 1. The x-intercepts of the graph of a function f are the real solutions to the equation f1x2 = 0. To find the x-intercepts of f, solve f1x2 = 0 for each “piece” of the function and then determine if the values of x, if any, satisfy the condition that defines the piece. f1x2 = 0 -2x + 1 = 0 - 3 … x 6 1 - 2x = - 1 1 x = 2

y 8

(1,2)

(2,4)

(0,1)

( 1–2 , 0)

(1, ⫺1)

4

f1x2 = 0 x2 = 0 x 7 1 x = 0

1 The first potential x-intercept, x = , satisfies the condition -3 … x 6 1, so 2 1 x = is an x-intercept. The second potential x-intercept, x = 0, does not satisfy 2 1 the condition x 7 1, so x = 0 is not an x-intercept. The only x-intercept is . 2 1 The intercepts are (0, 1) and a , 0 b . 2 (d) To graph f, graph “each piece.” First graph the line y = - 2x + 1 and keep only the part for which - 3 … x 6 1. Then plot the point 11, 22 because, when x = 1, f1x2 = 2. Finally, graph the parabola y = x2 and keep only the part for which x 7 1. See Figure 64. (e) From the graph, we conclude that the range of f is 5y ƒ y 7 - 16, or the interval 1-1, q 2.

Figure 64

4

f1x2 = 0 2 = 0 x = 1 No solution

x



Now Work

PROBLEM

29

1.5 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. Sketch the graph of y = 1x . (p. 15) 2. Sketch the graph of y =

1 . (p. 15) x

3. Find the slope and the intercepts of the line y = - 2x + 8. (pp. A64–A72)

Concepts and Vocabulary 4. The function f1x2 = x2 is decreasing on the interval .

7. True or False The cube root function is odd and is decreasing on the interval 1 - q , q 2.

5. When functions are defined by more than one equation, they are called functions.

8. True or False The domain and the range of the reciprocal function are the set of all real numbers.

6. True or False The cube function is odd and is increasing on the interval 1 - q , q 2.

Skill Building In Problems 9–16, match each graph to its function. A. Constant function E. Square root function

B. Identity function F. Reciprocal function

C. Square function G. Absolute value function

D. Cube function H. Cube root function

9.

10.

11.

12.

13.

14.

15.

16.

59

SECTION 1.5 Library of Functions; Piecewise-defined Functions

In Problems 17–24, sketch the graph of each function. Be sure to label three points on the graph. 17. f1x2 = x

18. f1x2 = x2

19. f1x2 = x3

20. f1x2 = 1x

1 x

22. f1x2 = ƒ x ƒ

23. f1x2 = 13 x

24. f1x2 = 3

21. f1x2 =

x2 25. If f1x2 = c 2 2x + 1

if x 6 0 if x = 0 if x 7 0

find: (a) f1 - 22

(b) f102

27. If f1x2 = e

2x - 4 x3 - 2

find: (a) f102

if x 6 - 1 if x = - 1 if x 7 - 1

find: (a) f1 - 22

(b) f1 - 12

(c) f122

if - 1 … x … 2 if 2 6 x … 3 (b) f112

- 3x 26. If f1x2 = c 0 2x2 + 1 28. If f1x2 = e

(c) f122

3

x 3x + 2

find: (a) f1 - 12

(d) f132

(c) f102

if - 2 … x 6 1 if 1 … x … 4 (b) f102

(c) f112

(d) f(3)

In Problems 29–38: (a) Find the domain of each function. (d) Based on the graph, find the range. if x Z 0 if x = 0

29. f1x2 = b

2x 1

32. f1x2 = b

x + 3 - 2x - 3

35. f1x2 = b

1 + x x2

38. f1x2 = b

(b) Locate any intercepts.

30. f1x2 = b

3x 4

1

if x 6 0 if x Ú 0

36. f1x2 = c x 13 x

2 - x

if - 3 … x 6 1

2x

if x 7 1

if x Z 0 if x = 0

x + 3 33. f1x2 = c 5 -x + 2

if x 6 - 2 if x Ú - 2

(c) Graph each function.

31. f1x2 = b

if - 2 … x 6 1 if x = 1 if x 7 1 if x 6 0

- 2x + 3 3x - 2

if x 6 1 if x Ú 1

2x + 5 34. f1x2 = c -3 -5x 37. f1x2 = b

if x Ú 0

ƒx ƒ

if -3 … x 6 0 if x = 0 if x 7 0

if - 2 … x 6 0 if x 7 0

3

x

In Problems 39–42, the graph of a piecewise-defined function is given. Write a definition for each function. y

39.

y 2

40.

2

(2, 2) (1, 1)

(⫺1, 1) ⫺2

(0, 0)

2 x

⫺2

y (0, 2)

42.

2 (2, 1)

(2, 1)

(⫺1, 1)

y

41.

(0, 0)

2 x

⫺2

(⫺1, 0) (0, 0)

(2, 0) x

(1, 1)

⫺2

2 x

(⫺1, ⫺1)

Applications and Extensions 43. Cell Phone Service Sprint PCS offers a monthly cellular phone plan for $39.99. It includes 450 anytime minutes and charges $0.45 per minute for additional minutes. The following function is used to compute the monthly cost for a subscriber: 39.99 C1x2 = b 0.45x - 162.51

if 0 … x … 450 if x 7 450

where x is the number of anytime minutes used. Compute the monthly cost of the cellular phone for use of the following number of anytime minutes: (a) 200 (b) 465 Source: Sprint PCS

(c) 451

44. Wind Chill The wind chill factor represents the equivalent air temperature at a standard wind speed that would produce the same heat loss as the given temperature and wind speed. One formula for computing the equivalent temperature is

t W = d 33 -

110.45 + 101v - v2133 - t2

22.04 33 - 1.5958133 - t2

0 … v 6 1.79 1.79 … v … 20 v 7 20

where v represents the wind speed (in meters per second) and t represents the air temperature (°C). Compute the wind chill for the following: (a) An air temperature of 10°C and a wind speed of 1 meter per second 1m/sec2 (b) An air temperature of 10°C and a wind speed of 5 m/sec (c) An air temperature of 10°C and a wind speed of 15 m/sec (d) An air temperature of 10°C and a wind speed of 25 m/sec (e) Explain the physical meaning of the equation corresponding to 0 … v 6 1.79. (f) Explain the physical meaning of the equation corresponding to v 7 20.

60

CHAPTER 1 Graphs and Functions

45. Cost of Natural Gas In April 2009, Peoples Energy had the following rate schedule for natural gas usage in singlefamily residences: Monthly service charge $15.95 Per therm service charge 1st 50 therms $0.33606/therm Over 50 therms $0.10580/therm Gas charge $0.3940/therm (a) What is the charge for using 50 therms in a month? (b) What is the charge for using 500 therms in a month? (c) Develop a model that relates the monthly charge C for x therms of gas. (d) Graph the function found in part (c). Source: Peoples Energy, Chicago, Illinois, 2009 46. Cost of Natural Gas In April 2009, Nicor Gas had the following rate schedule for natural gas usage in singlefamily residences: Monthly customer charge $8.40 Distribution charge 1st 20 therms $0.1473/therm Next 30 therms $0.0579/therm Over 50 therms $0.0519/therm Gas supply charge $0.43/therm (a) What is the charge for using 40 therms in a month? (b) What is the charge for using 150 therms in a month? (c) Develop a model that gives the monthly charge C for x therms of gas. (d) Graph the function found in part (c). Source: Nicor Gas, Aurora, Illinois, 2009

47. Minimum Payments for Credit Cards Holders of credit cards issued by banks, department stores, oil companies, and so on, receive bills each month that state minimum amounts that must be paid by a certain due date. The minimum due depends on the total amount owed. One such credit card company uses the following rules: For a bill of less than $10, the entire amount is due. For a bill of at least $10 but less than $500, the minimum due is $10. A minimum of $30 is due on a bill of at least $500 but less than $1000, a minimum of $50 is due on a bill of at least $1000 but less than $1500, and a minimum of $70 is due on bills of $1500 or more. Find the function f that describes the minimum payment due on a bill of x dollars. Graph f. 48. Interest Payments for Credit Cards Refer to Problem 47. The card holder may pay any amount between the minimum due and the total owed. The organization issuing the card charges the card holder interest of 1.5% per month for the first $1000 owed and 1% per month on any unpaid balance over $1000. Find the function g that gives the amount of interest charged per month on a balance of x dollars. Graph g. 49. First-class Mail In 2009 the U.S. Postal Service charged $1.17 postage for first-class mail retail flats (such as an 8.5 – by 11 – envelope) weighing up to 1 ounce, plus $0.17 for each additional ounce up to 13 ounces. First-class rates do not apply to flats weighing more than 13 ounces. Develop a model that relates C, the first-class postage charged, for a flat weighing x ounces. Graph the function. Source: United States Postal Service

Explaining Concepts: Discussion and Writing In Problems 50–57, use a graphing utility. 50. Exploration Graph y = x2. Then on the same screen graph y = x2 + 2, followed by y = x2 + 4, followed by y = x2 - 2. What pattern do you observe? Can you predict the graph of y = x2 - 4? Of y = x2 + 5? 51. Exploration Graph y = x2. Then on the same screen graph y = 1x - 222, followed by y = 1x - 422, followed by y = 1x + 222. What pattern do you observe? Can you predict the graph of y = 1x + 422? Of y = 1x - 522? 52. Exploration Graph y = ƒ x ƒ . Then on the same screen 1 graph y = 2 ƒ x ƒ , followed by y = 4 ƒ x ƒ , followed by y = ƒ x ƒ . 2 What pattern do you observe? Can you predict the graph of 1 y = ƒ x ƒ ? Of y = 5 ƒ x ƒ ? 4 53. Exploration Graph y = x2. Then on the same screen graph y = -x2. What pattern do you observe? Now try y = ƒ x ƒ and y = - ƒ x ƒ . What do you conclude? 54. Exploration Graph y = 1x. Then on the same screen graph y = 1 -x. What pattern do you observe? Now try y = 2x + 1 and y = 21-x2 + 1. What do you conclude?

55. Exploration Graph y = x3. Then on the same screen graph y = 1x - 123 + 2. Could you have predicted the result? 56. Exploration Graph y = x2, y = x4, and y = x6 on the same screen. What do you notice is the same about each graph? What do you notice that is different? 57. Exploration Graph y = x3, y = x5, and y = x7 on the same screen. What do you notice is the same about each graph? What do you notice that is different? 58. Consider the equation y = b

y 2

2.

2 (1, 1)

(4, 2)

59. Define some functions that pass through 10, 02 and 11, 12 and are increasing for x Ú 0. Begin your list with y = 1x, y = x, and y = x2. Can you propose a general result about such functions?

3. -2; 10, 82, 14, 02 (1, 1) 2 x

(0, 0)

4

x

(⫺1, ⫺1)

if x is rational if x is irrational

Is this a function? What is its domain? What is its range? What is its y-intercept, if any? What are its x-intercepts, if any? Is it even, odd, or neither? How would you describe its graph?

‘Are You Prepared?’ Answers 1. y

1 0

SECTION 1.6 Graphing Techniques: Transformations

61

1.6 Graphing Techniques: Transformations OBJECTIVES 1 Graph Functions Using Vertical and Horizontal Shifts (p. 61) 2 Graph Functions Using Compressions and Stretches (p. 64) 3 Graph Functions Using Reflections about the x-Axis and the y-Axis (p. 66)

At this stage, if you were asked to graph any of the functions defined by y = x, 1 y = x2, y = x3, y = 1x, y = 1 3 x, y = , or y = ƒ x ƒ , your response should be,“Yes, x I recognize these functions and know the general shapes of their graphs.” (If this is not your answer, review the previous section, Figures 56 through 63.) Sometimes we are asked to graph a function that is “almost” like one that we already know how to graph. In this section, we develop techniques for graphing such functions. Collectively, these techniques are referred to as transformations.

1 Graph Functions Using Vertical and Horizontal Shifts EXAMPLE 1

Vertical Shift Up Use the graph of f1x2 = x2 to obtain the graph of g1x2 = x2 + 3.

Solution

Begin by obtaining some points on the graphs of f and g. For example, when x = 0, then y = f102 = 0 and y = g102 = 3. When x = 1, then y = f112 = 1 and y = g112 = 4. Table 8 lists these and a few other points on each graph. Notice that each y-coordinate of a point on the graph of g is 3 units larger than the y-coordinate of the corresponding point on the graph of f. We conclude that the graph of g is identical to that of f, except that it is shifted vertically up 3 units. See Figure 65.

Figure 65 y = x2 + 3 y

Table 8

(2, 7)

(⫺2, 7)

(1, 4)

(⫺1, 4) 5 (⫺2, 4)

Up 3 units

(2, 4) (0, 3) y = x 2

(⫺1, 1) ⫺3

(1, 1) (0, 0)

3

x

x

y  f ( x)  x2

y  g(x)  x2  3

-2

4

7

-1

1

4

0

0

3

1

1

4

2

4

7



EXAMPLE 2

Vertical Shift Down Use the graph of f1x2 = x2 to obtain the graph of g1x2 = x2 - 4.

Solution

Table 9 on page 62 lists some points on the graphs of f and g. Notice that each y-coordinate of g is 4 units less than the corresponding y-coordinate of f. To obtain the graph of g from the graph of f, subtract 4 from each y-coordinate on the graph of f. So the graph of g is identical to that of f, except that it is shifted down 4 units. See Figure 66.

62

CHAPTER 1 Graphs and Functions

Figure 66

Table 9 y 4

(– 2, 4)

x

y  f ( x)  x2

y  g( x)  x2  4

(2, 4)

-2

4

0

Down 4 units

-1

1

-3

0

0

-4

1

1

-3

2

4

0

y = x2

Down 4 units

(2, 0) 4 x

(⫺2, 0) (0, 0)

y = x2 ⫺ 4 ⫺5



(0, ⫺4)

Exploration

Figure 67

On the same screen, graph each of the following functions: 6

Y2 ⫽ x 2 ⫹ 2

Y1 = x2 Y2 = x2 + 2 Y3 = x2 - 2

Y1 ⫽ x 2 ⫺6

6 ⫺2

Figure 67 illustrates the graphs. You should have observed a general pattern. With Y1 = x2 on the screen, the graph of Y2 = x2 + 2 is identical to that of Y1 = x2, except that it is shifted vertically up 2 units. The graph of Y3 = x2 - 2 is identical to that of Y1 = x2, except that it is shifted vertically down 2 units.

Y3 ⫽ x 2 ⫺ 2

We are led to the following conclusions: If a positive real number k is added to the output of a function y = f1x2, the graph of the new function y = f1x2 + k is the graph of f shifted vertically up k units. If a positive real number k is subtracted from the output of a function y = f1x2, the graph of the new function y = f1x2 - k is the graph of f shifted vertically down k units.

Now Work

EXAMPLE 3

Solution Figure 68 Right y 2 units (⫺2, 4)

y = x2 (0, 4)

Right 2 units (2, 4)

y = (x – 2)2 (4, 4)

3

Use the graph of f1x2 = x2 to obtain the graph of g1x2 = 1x - 222.

The function g1x2 = 1x - 222 is basically a square function. Table 10 lists some points on the graphs of f and g. Note that when f1x2 = 0 then x = 0, and when g1x2 = 0, then x = 2. Also, when f1x2 = 4, then x = -2 or 2, and when g1x2 = 4, then x = 0 or 4. Notice that the x-coordinates on the graph of g are two units larger than the corresponding x-coordinates on the graph of f for any given y-coordinate. We conclude that the graph of g is identical to that of f, except that it is shifted horizontally 2 units to the right. See Figure 68.

Table 10

(2, 0)

4 x

39

Horizontal Shift to the Right

x (0, 0)

PROBLEM

y  f ( x)  x2

y  g(x)  (x  2)2

-2

4

16

0

0

4

2

4

0

4

16

4



SECTION 1.6 Graphing Techniques: Transformations

Figure 69

63

Exploration

Y1 ⫽ x 2

On the same screen, graph each of the following functions:

6

Y1 = x2 Y2 = (x - 3)2 Y3 = (x + 2)2 ⫺6

6

Y3 ⫽ (x ⫹ 2)2

⫺2

Y2 ⫽ (x ⫺ 3)2

Figure 69 illustrates the graphs. You should have observed the following pattern. With the graph of Y1 = x2 on the screen, the graph of Y2 = (x - 3)2 is identical to that of Y1 = x2, except that it is shifted horizontally to the right 3 units. The graph of Y3 = (x + 2)2 is identical to that of Y1 = x2, except that it is shifted horizontally to the left 2 units.

We are led to the following conclusion.

In Other Words If a positive number h is subtracted from x in y = f(x), the graph of the new function y = f(x - h) is the graph of y = f(x) shifted horizontally right h units. If h is added to x, shift horizontally left h units.

EXAMPLE 4

Solution

If the argument x of a function f is replaced by x - h, h 7 0, the graph of the new function y = f1x - h2 is the graph of f shifted horizontally right h units. If the argument x of a function f is replaced by x + h, h 7 0, the graph of the new function y = f1x + h2 is the graph of f shifted horizontally left h units.

Horizontal Shift to the Left

Use the graph of f1x2 = x2 to obtain the graph of g1x2 = 1x + 422. Again, the function g1x2 = 1x + 422 is basically a square function. Its graph is the same as that of f, except that it is shifted horizontally 4 units to the left. See Figure 70.

Figure 70 y = (x + 4)2 (⫺6, 4)

y 5 (⫺2, 4) (⫺2, 4)

y = x2 (2, 4)

Left 4 units

⫺6

(⫺4, 0)

(0, 0)

Now Work

PROBLEM

2

x



43

Notice the distinction between vertical and horizontal shifts. The graph of f1x2 = 1x + 3 is obtained by shifting the graph of y = 1x up 3 units, because we evaluate the square root function first and then add 3. The graph of g1x2 = 1x + 3 is obtained by shifting the graph of y = 1x left 3 units, because we add 3 to x before we evaluate the square root function.

EXAMPLE 5

Combining Vertical and Horizontal Shifts Graph the function:

Solution

f1x2 = 1x + 322 - 5

We graph f in steps. First, notice that the rule for f is basically a square function, so begin with the graph of y = x2 as shown in Figure 71(a) on page 64. Next, to get the graph of y = 1x + 322, shift the graph of y = x2 horizontally 3 units to the left. See Figure 71(b). Finally, to get the graph of y = 1x + 322 - 5, shift the graph of y = 1x + 322 vertically down 5 units. See Figure 71(c). Note the points plotted on each graph. Using key points can be helpful in keeping track of the transformation that has taken place.

64

CHAPTER 1 Graphs and Functions

Figure 71

(1, 1)

(⫺1, 1) ⫺5

y 5

y 5

y 5

(⫺2, 1)

(⫺4, 1) 5 x ⫺5 (⫺3, 0)

(0, 0)

5 x

⫺5

5 x (⫺2, ⫺4)

⫺5

y⫽

(⫺4, –4) (⫺3, ⫺5)

⫺5

x2

Replace x by x ⫹ 3; Horizontal shift left 3 units

y ⫽ (x ⫹

(a)

3)2

⫺5

y ⫽ (x ⫹ 3)2 ⫺ 5

Subtract 5; Vertical shift down 5 units

(b)

(c)



Check: Graph Y1 = f1x2 = 1x + 322 - 5 and compare the graph to Figure 71(c). In Example 5, if the vertical shift had been done first, followed by the horizontal shift, the final graph would have been the same. Try it for yourself.

Now Work

PROBLEM

45

2 Graph Functions Using Compressions and Stretches EXAMPLE 6

Vertical Stretch Use the graph of f1x2 = ƒ x ƒ to obtain the graph of g1x2 = 2 ƒ x ƒ .

Solution

To see the relationship between the graphs of f and g, form Table 11, listing points on each graph. For each x, the y-coordinate of a point on the graph of g is 2 times as large as the corresponding y-coordinate on the graph of f. The graph of f1x2 = ƒ x ƒ is vertically stretched by a factor of 2 to obtain the graph of g1x2 = 2 ƒ x ƒ [for example, 11, 12 is on the graph of f, but 11, 22 is on the graph of g]. See Figure 72.

Table 11 x

y  f ( x)  ƒxƒ

y  g( x)  2ƒ x ƒ

-2

2

4

-1

1

2

0

0

0

1

1

2

2

2

4

Figure 72 (⫺2, 4)

(1, 2) y = 2⏐x⏐ (2, 4)

(⫺1, 2) y 4

y = ⏐x⏐ (⫺2, 2) 2 (⫺1, 1) ⫺3

(2, 2) (1, 1) (0, 0)

3

x



EXAMPLE 7

Vertical Compression Use the graph of f1x2 = ƒ x ƒ to obtain the graph of g1x2 =

Solution

1 ƒxƒ. 2

1 as large as the 2 corresponding y-coordinate on the graph of f. The graph of f1x2 = ƒ x ƒ is vertically 1 1 compressed by a factor of to obtain the graph of g1x2 = ƒ x ƒ [for example, 12, 22 2 2 is on the graph of f, but 12, 12 is on the graph of g]. See Table 12 and Figure 73. For each x, the y-coordinate of a point on the graph of g is

65

SECTION 1.6 Graphing Techniques: Transformations

Table 12

y  f(x)  ƒxƒ

x -2

Figure 73

y  g(x) 1  ƒxƒ 2

2

1

-1

1

1 2

0

0

0

1

1

1 2

2

2

1

y

y =⏐x⏐

4

y= (⫺2, 2)

(2, 2)

(–2, 1) ⫺4

1 x –⏐ ⏐ 2

(2, 1) 4 x

(0, 0)



When the right side of a function y = f1x2 is multiplied by a positive number a, the graph of the new function y = af1x2 is obtained by multiplying each y-coordinate on the graph of y = f1x2 by a. The new graph is a vertically compressed (if 0 6 a 6 1) or a vertically stretched (if a 7 1) version of the graph of y = f1x2.

Now Work

PROBLEM

47

What happens if the argument x of a function y = f1x2 is multiplied by a positive number a, creating a new function y = f1ax2? To find the answer, look at the following Exploration.

Exploration On the same screen, graph each of the following functions: Y1 = f (x) = 1x

Y2 = f (2x) = 12x

1 1 x Y3 = f a xb = x = 2 A2 A2

Create a table of values to explore the relation between the x- and y-coordinates of each function. Result You should have obtained the graphs in Figure 74. Look at Table 13(a). Notice that (1, 1), (4, 2), and (9, 3) are points on the graph of Y1 = 1x. Also, (0.5, 1), (2, 2), and (4.5, 3) are points on the graph of 1 Y2 = 22x. For a given y-coordinate, the x-coordinate on the graph of Y2 is of the x-coordinate on Y1. 2

Figure 74

Table 13

3 Y2 ⫽

2x

Y1 ⫽

x

Y3 ⫽ 4

0 0

–x 2

(a)

(b)

We conclude that the graph of Y2 = 22x is obtained by multiplying the x-coordinate of each point on 1 the graph of Y1 = 1x by . The graph of Y2 = 22x is the graph of Y1 = 1x compressed horizontally. 2 Look at Table 13(b). Notice that (1, 1), (4, 2), and (9, 3) are points on the graph of Y1 = 1x. Also x notice that (2, 1), (8, 2), and (18, 3) are points on the graph of Y3 = . For a given y-coordinate, the A2 x-coordinate on the graph of Y3 is 2 times the x-coordinate on Y1. We conclude that the graph of x Y3 = is obtained by multiplying the x-coordinate of each point on the graph of Y1 = 1x by 2. The A2 x graph of Y3 = is the graph of Y1 = 1x stretched horizontally. A2

66

CHAPTER 1 Graphs and Functions

Based on the results of the Exploration, we have the following result: If the argument x of a function y = f1x2 is multiplied by a positive number a, the graph of the new function y = f1ax2 is obtained by multiplying each 1 x-coordinate of y = f1x2 by . A horizontal compression results if a 7 1, and a a horizontal stretch occurs if 0 6 a 6 1.

Graphing Using Stretches and Compressions

EXAMPLE 8

The graph of y = f1x2 is given in Figure 75. Use this graph to find the graphs of (a) y = 2f1x2

Solution

(a) The graph of y = 2f1x2 is obtained by multiplying each y-coordinate of y = f1x2 by 2. See Figure 76. (b) The graph of y = f13x2 is obtained from the graph of y = f1x2 by multiplying 1 each x-coordinate of y = f1x2 by . See Figure 77. 3 Figure 76

Figure 75

3

1

1

 2

( 2 , 2(

y

( 52 , 2(

2

( 52 , 1(

2

1

 3 2 5 3 2 2 3 , 1 2

(

Figure 77

y

y

( 2 , 1(

(b) y = f13x2

1 

x 1

(

( 6 , 1( ( 56 , 1(

2



3 2

2 52 3

1  3

(32 , 2(

2

y  f(x)

PROBLEMS

3

x

2 3

( 2 , 1 (

y  2f(x)

Now Work

2



x

y  f(3x)

61(e)

AND



(g)

3 Graph Functions Using Reflections about the x-Axis and the y-Axis Reflection about the x-Axis

EXAMPLE 9

Graph the function:

Solution

Figure 78 y (2, 4)

4

y = x2 (2, 4)

Begin with the graph of y = x2, as shown in black in Figure 78. For each point (x, y) on the graph of y = x2, the point 1x, -y2 is on the graph of y = -x2, as indicated in Table 14. Draw the graph of y = -x2 by reflecting the graph of y = x2 about the x-axis. See Figure 78.

Table 14 (1, 1) 4

(1, 1) (1, –1)

(–1, –1)

( –2, – 4)

–4

(2, – 4) y = –x 2

4

x

f1x2 = -x2

x

y  x2

y  x2

-2

4

-4

-1

1

-1

0

0

0

1

1

-1

2

4

-4



SECTION 1.6 Graphing Techniques: Transformations

67

When the right side of the function y = f1x2 is multiplied by -1, the graph of the new function y = -f1x2 is the reflection about the x-axis of the graph of the function y = f1x2.

Now Work

EXAMPLE 10

49

Reflection about the y-Axis Graph the function:

Solution

PROBLEM

f1x2 = 1-x

First, notice that the domain of f consists of all real numbers x for which -x Ú 0 or, equivalently, x … 0. To get the graph of f1x2 = 1-x, begin with the graph of y = 1x, as shown in Figure 79. For each point 1x, y2 on the graph of y = 1x, the point 1-x, y2 is on the graph of y = 1-x. Obtain the graph of y = 1-x by reflecting the graph of y = 1x about the y-axis. See Figure 79.

Figure 79

y 4 y=

–x

y= x (–4, 2)

(4, 2) (–1, 1)

–5

(1, 1)

(0, 0)

5

x



When the graph of the function y = f1x2 is known, the graph of the new function y = f1-x2 is the reflection about the y-axis of the graph of the function y = f1x2.

SUMMARY OF GRAPHING TECHNIQUES To Graph: Vertical shifts y = f1x2 + k, y = f1x2 - k,

k 7 0 k 7 0

Horizontal shifts y = f1x + h2, h 7 0 y = f1x - h2, h 7 0 Compressing or stretching y = af1x2, a 7 0

y = f1ax2, a 7 0

Draw the Graph of f and:

Functional Change to f(x)

Raise the graph of f by k units. Lower the graph of f by k units.

Add k to f1x2. Subtract k from f1x2.

Shift the graph of f to the left h units. Shift the graph of f to the right h units.

Replace x by x + h. Replace x by x - h.

Multiply each y-coordinate of y = f1x2 by a. Stretch the graph of f vertically if a 7 1. Compress the graph of f vertically if 0 6 a 6 1.

Multiply f1x2 by a.

1 Multiply each x-coordinate of y = f1x2 by . a Stretch the graph of f horizontally if 0 6 a 6 1. Compress the graph of f horizontally if a 7 1.

Replace x by ax.

Reflection about the x-axis y = -f1x2

Reflect the graph of f about the x-axis.

Multiply f1x2 by -1.

Reflection about the y-axis y = f1-x2

Reflect the graph of f about the y-axis.

Replace x by -x.

68

CHAPTER 1 Graphs and Functions

EXAMPLE 11

Determining the Function Obtained from a Series of Transformations Find the function that is finally graphed after the following three transformations are applied to the graph of y = ƒ x ƒ . 1. Shift left 2 units 2. Shift up 3 units 3. Reflect about the y-axis y = ƒx + 2ƒ y = ƒx + 2ƒ + 3 y = ƒ -x + 2ƒ + 3

1. Shift left 2 units: Replace x by x + 2. 2. Shift up 3 units: Add 3. 3. Reflect about the y-axis: Replace x by -x.

Solution



Now Work

EXAMPLE 12

PROBLEM

Combining Graphing Procedures Graph the function R1x2 =

Solution

27

3 + 1. Find the domain and the range of R. x - 2

1 It is helpful to write R as R(x) = 3 a b + 1. Now use the following steps to x 2 obtain the graph of R: STEP 1: y =

1 x

Reciprocal function

1 3 STEP 2: y = 3 # a b = x x 3 x - 2 3 + 1 STEP 4: y = x - 2 STEP 3: y =

1 Multiply by 3; vertical stretch of the graph of y = by x a factor of 3. Replace x by x - 2; horizontal shift to the right 2 units. Add 1; vertical shift up 1 unit.

See Figure 80. Figure 80 y 4

y 4 (1, 1)

4

(1, 3)

(3, 3)

3 2, – 2

( )

(2, 1–2) 4 x

y 4

y 4

4

(3, 4)

3 4, – 2

( )

4 x

4

(1, 1)

x

(4, 5–2 ) 4 x

4 (1, 2)

(1, 3)

4 1 x

(a) y  ––

Multiply by 3; Vertical stretch

(1, 3) 4

4

4 3 x

(b) y  ––

Replace x by x  2; 3 Horizontal shift (c) y  ––– x –2 right 2 units

Add 1; Vertical shift up 1 unit

3 x –2

(d) y  –––  1

1 is {x|x Z 0} and its range is {y|y Z 0}. Because we shifted x right 2 units and up 1 unit to obtain R, the domain of R is {x|x Z 2} and its range is {y|y Z 1}. The domain of y =



SECTION 1.6 Graphing Techniques: Transformations

69

Other orderings of the steps shown in Example 12 would also result in the graph of f. For example, try this one: STEP 1: y =

1 x

Reciprocal function

1 x - 2 3 STEP 3: y = x - 2 STEP 2: y =

STEP 4: y =

Replace x by x - 2; horizontal shift to the right 2 units. 1 Multiply by 3; vertical stretch of the graph of y = x - 2 by a factor of 3.

3 + 1 x - 2

Add 1; vertical shift up 1 unit.

Hint: Although the order in which transformations are performed can be altered, you may consider using the following order for consistency: 1. Reflections 2. Compressions and stretches 3. Shifts

Combining Graphing Procedures

EXAMPLE 13

Graph the function f1x2 = 21 - x + 2. Find the domain and the range of f.

Solution

Because horizontal shifts require the form x - h, we begin by rewriting f1x2 as f1x2 = 21 - x + 2 = 2 -(x - 1) + 2. Now use the following steps: STEP 1: y = 1 x

Square root function

STEP 2: y = 2 -x

Replace x by - x; reflect about the y-axis.

STEP 3: y = 2 -(x - 1) = 21 - x Replace x by x - 1; horizontal shift to the right 1 unit. STEP 4: y = 21 - x + 2

Add 2; vertical shift up 2 units.

See Figure 81. Figure 81

(1, 1) 5

y 5

y 5

y 5

(0, 0) (a) y 

(4, 2)

(4, 2)

y (3, 4) 5 (0, 3)

(3, 2)

(1, 2)

(0, 1) 5 x 5

x Replace x by x; Reflect about y-axis

(1, 1) (0, 0) (b) y  x

5 x 5

(1, 0)

Replace x by x  1; (c) y  Horizontal shift  right 1 unit 

5 x 5

5 x

(x  1) Add 2; (d) y  1  x  2  x  1 Vertical shift up 2 units 1x

The domain of f is (- q , 1] and the range is [2, q). 

Now Work

PROBLEM

55

Asymptotes Look back at Figure 80(d). Notice that as the values of x become more negative, that is, as x becomes unbounded in the negative direction (x : - q , read as “x approaches negative infinity”), the values R(x) approach 1. Also, as the values of

70

CHAPTER 1 Graphs and Functions

x become unbounded in the positive direction (x : q , read as “x approaches infinity”), the values of R(x) also approach 1. That is, As x : - q , the values R(x) approach 1. As x : q , the values R(x) approach 1.

lim R(x) = 1

x: -q

lim R(x) = 1

x: q

This behavior of the graph is depicted by the horizontal line y = 1, called a horizontal asymptote of the graph.

DEFINITION

Let R denote a function. If, as x : - q or as x : q , the values of R(x) approach some fixed number, L, then the line y = L is a horizontal asymptote of the graph of R.

Now look again at Figure 80(d). Notice that as x gets closer to 2, but remains less than 2, values of R are becoming unbounded in the negative direction; that is, R(x) : - q . And as x gets closer to 2, but remains larger than 2, the values of R are becoming unbounded in the positive direction; that is R(x) : q . We conclude that As x : 2, the values of ƒ R(x) ƒ : q

lim ƒ R(x) ƒ = q

x:2

This behavior of the graph is depicted by the vertical line x = 2, which is called a vertical asymptote of the graph.

DEFINITION

If, as x approaches some number c, the values ƒ R(x) ƒ : q , then the line x = c is a vertical asymptote of the graph of R. The graph of a function never intersects a vertical asymptote. Even though the asymptotes of a function are not part of the graph of the function, they provide information about how the graph looks. Figure 82 illustrates some of the possibilities.

Figure 82

xc

y

y

y

y

xc

y  R(x ) yL

yL x

(a) End behavior: As x → , the values of R (x ) approach L [ symbolized by lim R(x )  L]. x→ That is, the points on the graph of R are getting closer to the line y  L; y  L is a horizontal asymptote.

y  R(x )

x

x

(c) As x approaches c, the (b) End behavior: values of R (x )→  As x → , the values of R (x ) approach L [ for x < c, this is symbolized lim by lim [ symbolized by x → R(x )  L]. x → c R(x )  ;  for x > c, this is symbolized That is, the points on the  R(x )  ]. That is, by xlim graph of R are getting →c the points on the graph closer to the line of R are getting closer to y  L; y  L is a horizontal the line x  c ; x  c is a asymptote. vertical asymptote.

x

(d) As x approaches c, the values of ⎪R (x )⎪→  [ for x < c, this is symbolized by lim x → c R(x )  ; for x > c, this is symbolized  by lim x → c R(x )  ]. That is, the points on the graph of R are getting closer to the line x  c ; x  c is a vertical asymptote.

A horizontal asymptote, when it occurs, describes the end behavior of the graph as x : q or as x : - q . The graph of a function may intersect a horizontal asymptote. A vertical asymptote, when it occurs, describes the behavior of the graph when x is close to some number c. The graph of a function will never intersect a vertical asymptote.

SECTION 1.6 Graphing Techniques: Transformations

71

1.6 Assess Your Understanding Concepts and Vocabulary 1. Suppose that the graph of a function f is known. Then the graph of y = f1x - 22 may be obtained by a(n) shift of the graph of f to the a distance of 2 units. 2. Suppose that the graph of a function f is known. Then the graph of y = f1-x2 may be obtained by a reflection about the -axis of the graph of the function y = f1x2.

4. True or False The graph of y = -f1x2 is the reflection about the x-axis of the graph of y = f1x2. 5. True or False To obtain the graph of f1x2 = 2x + 2, shift the graph of y = 2x horizontally to the right 2 units. 6. True or False To obtain the graph of f1x2 = x3 + 5, shift the graph of y = x3 vertically up 5 units.

3. Suppose that the graph of a function g is known. The graph of y = g1x2 + 2 may be obtained by a shift of the graph of g a distance of 2 units.

Skill Building In Problems 7–18, match each graph to one of the following functions: A. y = x2 + 2

E. y = 1x - 22

2

D. y = - ƒ x ƒ + 2

F. y = -1x + 22

G. y = ƒ x - 2 ƒ

H. y = - ƒ x + 2 ƒ

J. y = -2x

K. y = 2 ƒ x ƒ

L. y = -2 ƒ x ƒ

2

I. y = 2x

2

2

y 3

7.

C. y = ƒ x ƒ + 2

B. y = -x2 + 2

y 3

8.

y 1

9. 3

3 x

3

11.

12.

y 3

3

3x 3

3 x

3

13.

y 5

y 3

10.

3 x

14.

y 3

3

3 x y 8

3 x 6

3

3

15.

16.

y 4

4

4 x

1

3 x

3

4

3 x

4

3

17.

y 3

18.

y 4

4

3

6 x

4 x

y 3

3

4

3 x

3

In Problems 19–26, write the function whose graph is the graph of y = x3, but is: 19. Shifted to the right 4 units

20. Shifted to the left 4 units

21. Shifted up 4 units

22. Shifted down 4 units

23. Reflected about the y-axis

24. Reflected about the x-axis

25. Vertically stretched by a factor of 4

26. Horizontally stretched by a factor of 4

In Problems 27–30, find the function that is finally graphed after each of the following transformations is applied to the graph of y = 1x in the order stated. 27. (1) Shift up 2 units (2) Reflect about the x-axis (3) Reflect about the y-axis

28. (1) Reflect about the x-axis (2) Shift right 3 units (3) Shift down 2 units

72

CHAPTER 1 Graphs and Functions

29. (1) Reflect about the x-axis (2) Shift up 2 units (3) Shift left 3 units

30. (1) Shift up 2 units (2) Reflect about the y-axis (3) Shift left 3 units

31. If 13, 62 is a point on the graph of y = f1x2, which of the following points must be on the graph of y = -f1x2? (a) 16, 32 (b) 16, -32 (c) 13, -62 (d) 1-3, 62

32. If 13, 62 is a point on the graph of y = f1x2, which of the following points must be on the graph of y = f1-x2? (a) 16, 32 (b) 16, -32 (c) 13, -62 (d) 1-3, 62

33. If 11, 32 is a point on the graph of y = f1x2, which of the following points must be on the graph of y = 2f1x2? 3 (a) a 1, b (b) 12, 32 2 1 (c) 11, 62 (d) a , 3b 2 35. Suppose that the x-intercepts of the graph of y = f1x2 are -5 and 3. (a) What are the x-intercepts of the graph of y = f1x + 22? (b) What are the x-intercepts of the graph of y = f1x - 22? (c) What are the x-intercepts of the graph of y = 4f1x2? (d) What are the x-intercepts of the graph of y = f1-x2?

34. If 14, 22 is a point on the graph of y = f1x2, which of the following points must be on the graph of y = f12x2? (a) 14, 12 (b) 18, 22 (c) 12, 22 (d) 14, 42 36. Suppose that the x-intercepts of the graph of y = f1x2 are -8 and 1. (a) What are the x-intercepts of the graph of y = f1x + 42? (b) What are the x-intercepts of the graph of y = f1x - 32? (c) What are the x-intercepts of the graph of y = 2f1x2? (d) What are the x-intercepts of the graph of y = f1-x2?

37. Suppose that the function y = f1x2 is increasing on the interval 1-1, 52. (a) Over what interval is the graph of y = f1x + 22 increasing? (b) Over what interval is the graph of y = f1x - 52 increasing? (c) What can be said about the graph of y = -f1x2? (d) What can be said about the graph of y = f1-x2?

38. Suppose that the function y = f1x2 is decreasing on the interval 1-2, 72. (a) Over what interval is the graph of y = f1x + 22 decreasing? (b) Over what interval is the graph of y = f1x - 52 decreasing? (c) What can be said about the graph of y = -f1x2? (d) What can be said about the graph of y = f1-x2?

In Problems 39–60, graph each function using the techniques of shifting, compressing, stretching, and/or reflecting. Start with the graph of the basic function (for example, y = x2) and show all stages. Be sure to show at least three key points. Find the domain and the range of each function. 39. f1x2 = x2 - 1

40. f1x2 = x2 + 4

41. g1x2 = x3 + 1

42. g1x2 = x3 - 1

43. h1x2 = 2x - 2

44. h1x2 = 2x + 1

45. f1x2 = 1x - 123 + 2

46. f1x2 = 1x + 223 - 3

47. g1x2 = 41x

1 48. g1x2 = 1x 2

49. f1x2 = - 1 3x

50. f1x2 = - 1x

51. f1x2 = 21x + 122 - 3

52. f1x2 = 31x - 222 + 1

53. g1x2 = 2 2x - 2 + 1

54. g1x2 = 3 ƒ x + 1 ƒ - 3

55. h1x2 = 1 -x - 2

56. h1x2 =

57. f1x2 = -1x + 123 - 1

58. f1x2 = -4 2x - 1

59. g1x2 = 2 ƒ 1 - x ƒ

4 + 2 x

60. g1x2 = 422 - x In Problems 61–64, the graph of a function f is illustrated. Use the graph of f as the first step toward graphing each of the following functions: (a) F1x2 = f1x2 + 3 (e) Q1x2 =

1 f1x2 2 y 4 (0, 2)

61.

(b) G1x2 = f1x + 22

(c) P1x2 = -f1x2

(f) g1x2 = f1 -x2

(g) h1x2 = f12x2

y 4

62. (2, 2)

2

1

(2, 2)

(4, 0) 4 (4, 2)

2 2

x

4 2 (4, 2)

2 (2, 2)

y

63.

2

4 x (4, 2)

π

π –2

1 π ( –2 , 1)

(d) H1x2 = f1x + 12 - 2

π– 2

y

64.

(π–2 , 1)

1

π

x

π

π –2

(π, 1)

π– 1

2

π

x

(π, 1)

SECTION 1.6 Graphing Techniques: Transformations

73

Mixed Practice In Problems 65–72, complete the square of each quadratic expression. Then graph each function using the technique of shifting. (If necessary, refer to Appendix A, Section A.3 to review completing the square.) 65. f1x2 = x2 + 2x

66. f1x2 = x2 - 6x

67. f1x2 = x2 - 8x + 1

68. f1x2 = x2 + 4x + 2

69. f1x2 = 2x2 - 12x + 19

70. f1x2 = 3x2 + 6x + 1

71. f1x2 = -3x2 - 12x - 17

72. f1x2 = -2x2 - 12x - 13

Applications and Extensions 73. Thermostat Control Energy conservation experts estimate that homeowners can save 5% to 10% on winter heating bills by programming their thermostats 5 to 10 degrees lower while sleeping. In the given graph, the temperature T (in degrees Fahrenheit) of a home is given as a function of time t (in hours after midnight) over a 24-hour period. T

76. Period of a Pendulum The period T (in seconds) of a simple pendulum is a function of its length l (in feet) defined by the equation

80 Temperature (°F )

The relationship between the Celsius (°C) and Kelvin (K) 9 scales is K = C + 273. Graph the equation F = C + 32 5 using degrees Fahrenheit on the y-axis and degrees Celsius on the x-axis. Use the techniques introduced in this section to obtain the graph showing the relationship between Kelvin and Fahrenheit temperatures.

76

l Ag

72

T = 2p

68

where g L 32.2 feet per second per second is the acceleration of gravity.

64 60 56 0

t 4 8 12 16 20 24 Time (hours after midnight)

(a) At what temperature is the thermostat set during daytime hours? At what temperature is the thermostat set overnight? (b) The homeowner reprograms the thermostat to y = T1t2 - 2. Explain how this affects the temperature in the house. Graph this new function. (c) The homeowner reprograms the thermostat to y = T1t + 12. Explain how this affects the temperature in the house. Graph this new function. Source: Roger Albright, 547 Ways to Be Fuel Smart, 2000

74. Digital Music Revenues The total projected worldwide digital music revenues R, in millions of dollars, for the years 2005 through 2010 can be estimated by the function R1x2 = 170.7x2 + 1373x + 1080 where x is the number of years after 2005. (a) Find R102, R132, and R152 and explain what each value represents. (b) Find r = R1x - 52. (c) Find r152, r182, and r1102 and explain what each value represents. (d) In the model r, what does x represent? (e) Would there be an advantage in using the model r when estimating the projected revenues for a given year instead of the model R? Source: eMarketer.com, May 2006

75. Temperature Measurements The relationship between the Celsius (°C) and Fahrenheit (°F) scales for measuring temperature is given by the equation F =

9 C + 32 5

(a) Use a graphing utility to graph the function T = T1l2. (b) Now graph the functions T = T1l + 12, T = T1l + 22, and T = T1l + 32. (c) Discuss how adding to the length l changes the period T. (d) Now graph the functions T = T12l2, T = T13l2, and T = T14l2. (e) Discuss how multiplying the length l by factors of 2, 3, and 4 changes the period T. 77. Cigar Company Profits The daily profits of a cigar company from selling x cigars are given by p1x2 = -0.05x2 + 100x - 2000 The government wishes to impose a tax on cigars (sometimes called a sin tax) that gives the company the option of either paying a flat tax of $10,000 per day or a tax of 10% on profits. As chief financial officer (CFO) of the company, you need to decide which tax is the better option for the company. (a) On the same screen, graph Y1 = p1x2 - 10,000 and Y2 = 11 - 0.102p1x2. (b) Based on the graph, which option would you select? Why? (c) Using the terminology learned in this section, describe each graph in terms of the graph of p1x2.

74

CHAPTER 1 Graphs and Functions

(d) Suppose that the government offered the options of a flat tax of $4800 or a tax of 10% on profits. Which would you select? Why? 78. The graph of a function f is illustrated in the figure. (a) Draw the graph of y = ƒ f1x2 ƒ . (b) Draw the graph of y = f1 ƒ x ƒ 2. y 2 (1, 1) 3 (2, 1)

(2, 0) 3 x (1, 1) 2

79. The graph of a function f is illustrated in the figure. (a) Draw the graph of y = ƒ f1x2 ƒ . (b) Draw the graph of y = f1 ƒ x ƒ 2.

y 2 (2, 0) 3

(1, 1) (2, 0) 3 x

(1, 1) 2

80. Suppose 11, 32 is a point on the graph of y = f1x2. (a) What point is on the graph of y = f1x + 32 - 5? (b) What point is on the graph of y = -2f1x - 22 + 1? (c) What point is on the graph of y = f12x + 32? 81. Suppose 1-3, 52 is a point on the graph of y = g1x2. (a) What point is on the graph of y = g1x + 12 - 3? (b) What point is on the graph of y = -3g1x - 42 + 3? (c) What point is on the graph of y = g13x + 92?

Explaining Concepts: Discussion and Writing 82. Suppose that the graph of a function f is known. Explain how the graph of y = 4f1x2 differs from the graph of y = f14x2. 83. Suppose that the graph of a function f is known. Explain how the graph of y = f1x2 - 2 differs from the graph of y = f1x - 22.

84. The area under the curve y = 1x bounded below by the 16 x-axis and on the right by x = 4 is square units. Using the 3 ideas presented in this section, what do you think is the area under the curve of y = 1 -x bounded below by the x-axis and on the left by x = -4? Justify your answer.

Interactive Exercises: Exploring Transformations Ask your instructor if the applets below are of interest to you. 85. Vertical Shifts Open the vertical shift applet. Use your mouse to grab the slider and change the value of k. Note the role k plays in the graph of g1x2 = f1x2 + k, where f1x2 = x2. 86. Horizontal Shifts Open the horizontal shift applet. Use your mouse to grab the slider and change the value of h. Note the role h plays in the graph of g1x2 = f1x - h2, where f1x2 = x2. 87. Vertical Stretches Open the vertical stretch applet. Use your mouse to grab the slider and change the value of a. Note the role a plays in the graph of g1x2 = af1x2, where f1x2 = ƒ x ƒ . 88. Horizontal Stretches Open the horizontal stretch applet. (a) Use your mouse to grab the slider and change the value of a. Note the role a plays in the graph of g1x2 = f1ax2 = 1ax, where f1x2 = 1x. What happens to the points on the graph of g when 0 6 a 6 1? What happens to the points on the graph when a 7 1? (b) To further understand the concept of horizontal compressions, fill in the spreadsheet to the right of the graph as follows: (i) What x-coordinate is required on the graph of g1x2 = 22x, if the y-coordinate is to be 1?

(ii) What x-coordinate is required on the graph g1x2 = 22x, if the y-coordinate is to be 2? (iii) What x-coordinate is required on the graph g1x2 = 22x, if the y-coordinate is to be 3? (iv) What x-coordinate is required on the graph 1 x, if the y-coordinate is to be 1? g1x2 = A2 (v) What x-coordinate is required on the graph 1 x, if the y-coordinate is to be 2? g1x2 = A2 (vi) What x-coordinate is required on the graph 1 g1x2 = x, if the y-coordinate is to be 3? A2

of of of

of

of

89. Reflection about the y-axis Open the reflection about the y-axis applet. Move your mouse to grab the slide and change the value of a from 1 to -1. 90. Reflection about the x-axis Open the reflection about the x-axis applet. Move your mouse to grab the slide and change the value of a from 1 to -1.

SECTION 1.7 One-to-One Functions; Inverse Functions

75

1.7 One-to-One Functions; Inverse Functions OBJECTIVES 1 Determine Whether a Function Is One-to-One (p. 75) 2 Determine the Inverse of a Function Defined by a Map or a Set of Ordered Pairs (p. 77) 3 Obtain the Graph of the Inverse Function from the Graph of the Function (p. 80) 4 Find the Inverse of a Function Defined by an Equation (p. 80)

1 Determine Whether a Function Is One-to-One In Section 1.3, we presented four different ways to represent a function as (1) a map, (2) a set of ordered pairs, (3) a graph, and (4) an equation. For example, Figures 83 and 84 illustrate two different functions represented as mappings. The function in Figure 83 shows the correspondence between states and their population (in millions). The function in Figure 84 shows a correspondence between animals and life expectancy (in years). Figure 83 State

Figure 84 Population (in millions)

Animal

Indiana

6.2

Dog

Washington

6.1

Cat

South Dakota

0.8

Duck

North Carolina

8.3

Lion

Tennessee

5.8

Pig

Life Expectancy (in years) 11

10

Rabbit

7

Suppose we asked a group of people to name the state that has a population of 0.8 million based on the function in Figure 83. Everyone in the group would respond South Dakota. Now, if we asked the same group of people to name the animal whose life expectancy is 11 years based on the function in Figure 84, some would respond dog, while others would respond cat. What is the difference between the functions in Figures 83 and 84? In Figure 83, we can see that no two elements in the domain correspond to the same element in the range. In Figure 84, this is not the case: two different elements in the domain correspond to the same element in the range. Functions such as the one in Figure 83 are given a special name.

DEFINITION

In Words A function is not one-to-one if two different inputs correspond to the same output.

A function is one-to-one if any two different inputs in the domain correspond to two different outputs in the range. That is, if x1 and x2 are two different inputs of a function f, then f is one-to-one if f(x1) Z f(x2). Put another way, a function f is one-to-one if no y in the range is the image of more than one x in the domain. A function is not one-to-one if two different elements in the domain correspond to the same element in the range. So the function in Figure 84 is not one-to-one because two different elements in the domain, dog and cat, both correspond to 11. Figure 85 illustrates the distinction among one-to-one functions, functions that are not one-to-one, and relations that are not functions.

76

CHAPTER 1 Graphs and Functions

Figure 85 x1 x2 x3 Domain

y1 y2 y3

y3

x3

Range

x1

y1 y2

x2

Domain

(a) One-to-one function: Each x in the domain has one and only one image in the range.

EXAMPLE 1

y1

x1

x3

y3

Range

(b) Not a one-to-one function: y1 is the image of both x 1 and x 2.

(c) Not a function: x 1 has two images, y1 and y2.

Determining Whether a Function Is One-to-One Determine whether the following functions are one-to-one. (a) For the following function, the domain represents the age of five males and the range represents their HDL (good) cholesterol (mg/dL). Age

HDL Cholesterol

38

57

42

54

46

34

55

38

61

(b) 51-2, 62, 1-1, 32, 10, 22, 11, 52, 12, 826

Solution

(a) The function is not one-to-one because there are two different inputs, 55 and 61, that correspond to the same output, 38. (b) The function is one-to-one because there are no two distinct inputs that correspond to the same output. 

Now Work

PROBLEMS

7

AND

11

For functions defined by an equation y = f1x2 and for which the graph of f is known, there is a simple test, called the horizontal-line test, to determine whether f is one-to-one.

THEOREM Figure 86 f (x1) = f (x2) = h and x1 Z x2; f is not a one-to-one function.

Horizontal-line Test If every horizontal line intersects the graph of a function f in at most one point, then f is one-to-one.

y y  f(x) (x 1, h)

(x 2, h) h

x1

x2

yh x

The reason that this test works can be seen in Figure 86, where the horizontal line y = h intersects the graph at two distinct points, 1x1 , h2 and 1x2 , h2. Since h is the image of both x1 and x2 and x1 Z x2 , f is not one-to-one. Based on Figure 86, we can state the horizontal-line test in another way: If the graph of any horizontal line intersects the graph of a function f at more than one point, then f is not one-to-one.

SECTION 1.7 One-to-One Functions; Inverse Functions

EXAMPLE 2

77

Using the Horizontal-line Test For each function, use its graph to determine whether the function is one-to-one. (a) f1x2 = x2 (b) g1x2 = x3

Solution

(a) Figure 87(a) illustrates the horizontal-line test for line y = 1 intersects the graph of f twice, at 11, 12 one-to-one. (b) Figure 87(b) illustrates the horizontal-line test for horizontal line intersects the graph of g exactly one-to-one.

Figure 87

y

yx2

y

(1, 1)

3

g1x2 = x3. Because every once, it follows that g is

yx

3

3

3 (1, 1)

f1x2 = x2. The horizontal and at 1-1, 12, so f is not

y1 3

3 x

3

3 x

3

(a) A horizontal line intersects the graph twice; f is not one-to-one

(b) Every horizontal line intersects the graph exactly once; g is one-to-one



Now Work

PROBLEM

15

Look more closely at the one-to-one function g1x2 = x3. This function is an increasing function. Because an increasing (or decreasing) function will always have different y-values for unequal x-values, it follows that a function that is increasing (or decreasing) over its domain is also a one-to-one function.

THEOREM

A function that is increasing on an interval I is a one-to-one function on I. A function that is decreasing on an interval I is a one-to-one function on I.

2 Determine the Inverse of a Function Defined by a Map or a Set of Ordered Pairs DEFINITION

In Words Suppose that f is a one-to-one function where the input 5 corresponds to the output 10. In the inverse function f -1, the input 10 would correspond to the output 5.

Suppose that f is a one-to-one function. Then, to each x in the domain of f, there is exactly one y in the range (because f is a function); and to each y in the range of f, there is exactly one x in the domain (because f is one-to-one). The correspondence from the range of f back to the domain of f is called the inverse function of f. The symbol f-1 is used to denote the inverse of f.

We will discuss how to find inverses for all four representations of functions: (1) maps, (2) sets of ordered pairs, (3) graphs, and (4) equations. We begin with finding inverses of functions represented by maps or sets of ordered pairs.

78

CHAPTER 1 Graphs and Functions

EXAMPLE 3

Finding the Inverse of a Function Defined by a Map Find the inverse of the following function. Let the domain of the function represent certain states, and let the range represent the state’s population (in millions). State the domain and the range of the inverse function. Population (in millions)

State

Solution

Indiana

6.2

Washington

6.1

South Dakota

0.8

North Carolina

8.3

Tennessee

5.8

The function is one-to-one. To find the inverse function, we interchange the elements in the domain with the elements in the range. For example, the function receives as input Indiana and outputs 6.2 million. So the inverse receives as input 6.2 million and outputs Indiana. The inverse function is shown next. Population (in millions)

State

6.2

Indiana

6.1

Washington

0.8

South Dakota

8.3

North Carolina

5.8

Tennessee

The domain of the inverse function is 56.2, 6.1, 0.8, 8.3, 5.86. The range of the inverse function is 5Indiana, Washington, South Dakota, North Carolina, Tennessee6. 

If a one-to-one function f is defined by a set of ordered pairs 1x, y2, then the inverse of f, denoted f-1, is the set of ordered pairs 1y, x2.

EXAMPLE 4

Finding the Inverse of a Function Defined by a Set of Ordered Pairs Find the inverse of the following one-to-one function:

51-3, -272, 1-2, -82, 1-1, -12, 10, 02, 11, 12, 12, 82, 13, 2726

State the domain and the range of the function and its inverse.

Solution

The inverse of the given function is found by interchanging the entries in each ordered pair and so is given by 51-27, -32, 1-8, -22, 1-1, -12, 10, 02, 11, 12, 18, 22, 127, 326

The domain of the function is {-3, -2, -1, 0, 1, 2, 3}. The range of the function is {-27, -8, -1, 0, 1, 8, 27}. The domain of the inverse function is {-27, -8, -1, 0, 1, 8, 27}. The range of the inverse function is {-3, -2, -1, 0, 1, 2, 3}. 

Now Work

PROBLEMS

21

AND

25

SECTION 1.7 One-to-One Functions; Inverse Functions

Figure 88 Domain of f

Range of f

f

See Figure 88. Based on the results of Example 4 and Figure 88, two facts are now apparent about a one-to-one function f and its inverse f-1. Domain of f = Range of f-1

f

1

Range of f 1

Domain of f

1

-1

WARNING Be careful! f is a symbol for the inverse function of f. The - 1 used in f -1 is not an exponent. That is, f -1 does not mean the reciprocal of f ; f -11x2 1 is not equal to .  f 1x2

Apply f

冷 Input x from domain of f 冷

¡ Apply f - 1

冷 Input x from domain of f-1 冷

¡ ¡

f f

冷 f(x) 冷 冷 f-1(x) 冷

Apply f - 1

¡ ¡

冷 f-1(f(x))

= x冷

Apply f

冷 f(f-1(x))

= x冷

¡ ¡

In other words, f-11f1x22 = x

where x is in the domain of f where x is in the domain of f-1

Consider the function f1x2 = 2x, which multiplies the argument x by 2. Since f is an increasing function, f is one-to-one. The inverse function f-1 undoes whatever 1 f does. So the inverse function of f is f-11x2 = x, which divides the argument by 2. 2 1 For example, f132 = 2132 = 6 and f - 1162 = 162 = 3, so f - 1 undoes what f did. 2 We can verify this by showing that

Figure 89 1

Range of f = Domain of f-1

Look again at Figure 88 to visualize the relationship. If we start with x, apply f, and then apply f-1, we get x back again. If we start with x, apply f-1, and then apply f, we get the number x back again. To put it simply, what f does, f-1 undoes, and vice versa. See the illustration that follows.

f1f-11x22 = x

x

79

f(x) = 2x

f 1(2x) = 1–2 (2x) = x

f-11f1x22 = f-112x2 =

1 1 1 12x2 = x and f1f-11x22 = f a xb = 2 a xb = x 2 2 2

See Figure 89.

EXAMPLE 5

Verifying Inverse Functions

(a) Verify that the inverse of g1x2 = x3 is g-11x2 = 1 3 x by showing that g-11g1x22 = g-11x32 = 4 3 x3 = x

g1g 1x22 = g1 1 3 x2 = 1 1 3 x2 = x -1

3

for all x in the domain of g for all x in the domain of g-1

(b) Verify that the inverse of f1x2 = 2x + 3 is f-11x2 =

1 1x - 32 by showing that 2

f-11f1x22 = f-112x + 32 =

1 1 312x + 32 - 34 = 12x2 = x for all x in the 2 2 domain of f 1 1 -1 f1f 1x22 = f a 1x - 32b = 2 c 1x - 32 d + 3 = (x - 3) + 3 = x for all x in the 2 2 domain of f -1 

EXAMPLE 6

Verifying Inverse Functions 1 1 + 1. For what values of x is is f-11x2 = x x - 1 -1 -1 f 1f1x22 = x? For what values of x is f1f 1x22 = x?

Verify that the inverse of f1x2 =

Solution

The domain of f is 5x ƒ x Z 16 and the domain of f-1 is 5x ƒ x Z 06. Now 1 1 f-11f1x22 = f-1 a b = + 1 = x - 1 + 1 = x provided x Z 1 x - 1 1 x - 1 1 1 1 f1f-11x22 = f a + 1 b = = = x provided x Z 0 x 1 1 + 1 - 1 x x

Now Work

PROBLEM

29



80

CHAPTER 1 Graphs and Functions

Figure 90 y

yx

(a, b)

b a

(b, a) a

b

x

THEOREM

3 Obtain the Graph of the Inverse Function from the Graph of the Function

Suppose that 1a, b2 is a point on the graph of a one-to-one function f defined by y = f1x2. Then b = f1a2. This means that a = f-11b2, so 1b, a2 is a point on the graph of the inverse function f-1. The relationship between the point 1a, b2 on f and the point 1b, a2 on f-1 is shown in Figure 90. The line segment with endpoints 1a, b2 and 1b, a2 is perpendicular to the line y = x and is bisected by the line y = x. (Do you see why?) It follows that the point 1b, a2 on f-1 is the reflection about the line y = x of the point 1a, b2 on f. The graph of a one-to-one function f and the graph of its inverse f-1 are symmetric with respect to the line y = x. Figure 91 illustrates this result. Notice that, once the graph of f is known, the graph of f-1 may be obtained by reflecting the graph of f about the line y = x.

Figure 91

y

y  f(x )

yx

(a 3, b 3) y  f 1(x)

(a 2, b 2)

(b 3, a 3) x

(a 1, b 1) (b 2, a 2) (b 1, a 1)

EXAMPLE 7

Graphing the Inverse Function The graph in Figure 92(a) is that of a one-to-one function y = f1x2. Draw the graph of its inverse.

Solution

Begin by adding the graph of y = x to Figure 92(a). Since the points 1-2, -12, 1-1, 02, and 12, 12 are on the graph of f, the points 1-1, -22, 10, -12, and 11, 22 must be on the graph of f-1. Keeping in mind that the graph of f-1 is the reflection about the line y = x of the graph of f, draw f-1. See Figure 92(b).

Figure 92

y 3

y 3

yx (1, 2)

y  f(x) (1, 0) 3

y  f(x) (2, 1) 3 x

(2, 1)

3 (2, 1)

3 x (0, 1) (1, 2) 3

3 (a)

Now Work

(2, 1)

(1, 0)

y  f 1(x)

(b) PROBLEM



39

4 Find the Inverse of a Function Defined by an Equation The fact that the graphs of a one-to-one function f and its inverse function f-1 are symmetric with respect to the line y = x tells us more. It says that we can obtain f-1

SECTION 1.7 One-to-One Functions; Inverse Functions

81

by interchanging the roles of x and y in f. Look again at Figure 91. If f is defined by the equation y = f1x2 then f-1 is defined by the equation x = f1y2 The equation x = f1y2 defines f-1 implicitly. If we can solve this equation for y, we will have the explicit form of f-1, that is, y = f-11x2

Let’s use this procedure to find the inverse of f1x2 = 2x + 3. (Since f is a linear function and is increasing, we know that f is one-to-one and so has an inverse function.)

How to Find the Inverse Function

EXAMPLE 8

Find the inverse of f1x2 = 2x + 3. Graph f and f-1 on the same coordinate axes.

Step-by-Step Solution Step 1: Replace f1x2 with y. In y = f1x2, interchange the variables x and y to obtain x = f1y2. This equation defines the inverse function f-1 implicitly.

Replace f1x2 with y in f1x2 = 2x + 3 and obtain y = 2x + 3. Now interchange the variables x and y to obtain

Step 2: If possible, solve the implicit equation for y in terms of x to obtain the explicit form of f -1, y = f -1(x).

To find the explicit form of the inverse, solve x = 2y + 3 for y.

x = 2y + 3 This equation defines the inverse f-1 implicitly.

x = 2y + 3 2y + 3 = x 2y = x - 3 1 y = 1x - 32 2

Reflexive Property; If a = b, then b = a. Subtract 3 from both sides. Divide both sides by 2.

The explicit form of the inverse f - 1 is f-11x2 = Step 3: Check the result by showing that f -1(f(x)) = x and f(f -1 (x)) = x. Figure 93 y

1 1x - 32 2

We verified that f and f - 1 are inverses in Example 5(b). The graphs of f1x2 = 2x + 3 and its inverse f-11x2 =

1 1x - 32 are shown in 2 Figure 93 . Note the symmetry of the graphs with respect to the line y = x. 

f (x)  2x  3 5

yx f

5

1

(x)  5

5

1– (x 2

Procedure for Finding the Inverse of a One-to-One Function  3) x

STEP 1: In y = f1x2, interchange the variables x and y to obtain x = f1y2 This equation defines the inverse function f-1 implicitly. STEP 2: If possible, solve the implicit equation for y in terms of x to obtain the explicit form of f-1: y = f-11x2

STEP 3: Check the result by showing that

f-11f1x22 = x and f1f-11x22 = x

82

CHAPTER 1 Graphs and Functions

EXAMPLE 9

Finding the Inverse Function The function 2x + 1 x Z 1 x - 1 is one-to-one. Find its inverse and check the result. f1x2 =

Solution

STEP 1: Replace f1x2 with y and interchange the variables x and y in 2x + 1 y = x - 1 to obtain 2y + 1 x = y - 1 STEP 2: Solve for y. x =

2y + 1 y - 1

x1y - 12 = 2y + 1 xy - x = 2y + 1 xy - 2y = x + 1

Multiply both sides by y - 1. Apply the Distributive Property. Subtract 2y from both sides; add x to both sides.

1x - 22y = x + 1 x + 1 y = x - 2

Factor. Divide by x - 2.

The inverse is x + 1 x - 2

f-11x2 = STEP 3:

x Z 2

Replace y by f -1(x).

Check:

2x + 1 +1 2x + 1 x-1 2x + 1 + x - 1 3x f-11f1x22 = f-1 a = b = = = x x Z1 x-1 2x + 1 2x + 1 - 21x - 12 3 -2 x-1 f1f-11x22 = fa

x+1 b = x-2

x+1 b +1 21x + 12 + x - 2 x-2 3x = = x = x+1 x + 1 - 1x - 22 3 -1 x-2

2a

xZ2



Now Work

PROBLEMS

47

AND

61

If a function is not one-to-one, it has no inverse function. Sometimes, though, an appropriate restriction on the domain of such a function will yield a new function that is one-to-one. Then the function defined on the restricted domain has an inverse function. Let’s look at an example of this common practice.

EXAMPLE 10

Finding the Inverse of a Domain-restricted Function Find the inverse of y = f1x2 = x2 if x Ú 0. Graph f and f - 1.

Solution

The function y = x2 is not one-to-one. [Refer to Example 2(a).] However, if we restrict the domain of this function to x Ú 0, as indicated, we have a new function that is increasing and therefore is one-to-one. As a result, the function defined by y = f1x2 = x2, x Ú 0, has an inverse function, f-1.

SECTION 1.7 One-to-One Functions; Inverse Functions

83

Follow the steps given previously to find f-1. STEP 1: In the equation y = x2, x Ú 0, interchange the variables x and y.The result is x = y2 Figure 94 y 2

f (x )  x 2, x ⱖ 0

This equation defines (implicitly) the inverse function. yx f 1(x )  x

STEP 2: Solve for y to get the explicit form of the inverse. Since y Ú 0, only one solution for y is obtained: y = 1x. So f-11x2 = 1x. STEP 3:

Check:

f-11f1x22 = f-11x22 = 4 x2 = ƒ x ƒ = x f1f 1x22 = f11x2 = 11x2 = x -1

2

y Ú 0

x

since x Ú 0

2

Figure 94 illustrates the graphs of f(x) = x2, x Ú 0, and f-11x2 = 1x.



SUMMARY 1. If a function f is one-to-one, then it has an inverse function f-1. 2. Domain of f = Range of f-1; Range of f = Domain of f-1. 3. To verify that f-1 is the inverse of f, show that f-11f1x22 = x for every x in the domain of f and f1f-11x22 = x for every x in the domain of f-1. 4. The graphs of f and f-1 are symmetric with respect to the line y = x.

1.7 Assess Your Understanding Concepts and Vocabulary

2. If every horizontal line intersects the graph of a function f at no more than one point, f is a(n) function.

4. If f-1 denotes the inverse of a function f, then the graphs of . f and f-1 are symmetric with respect to the line 5. If the domain of a one-to-one function f is 34, q 2, the range of its inverse, f-1, is .

3. If f is a one-to-one function and f(3) = 8, then f-1(8) = .

6. True or False If f and g are inverse functions, the domain of f is the same as the range of g.

1. If x1 and x2 are two different inputs of a function f, then f is one-to-one if .

Skill Building In Problems 7–14, determine whether the function is one-to-one. 7.

9.

8.

Domain

Range

$200

Bob

Karla

$300

Dave

Debra

30 Hours

$350

John

Dawn

40 Hours

$425

Chuck

Phoebe

Domain

Range

Domain

Range

20 Hours

$200

Domain

Range

20 Hours 25 Hours

25 Hours

10.

Bob

Karla

Dave

Debra Phoebe

30 Hours

$350

John

40 Hours

$425

Chuck

11. 512, 62, 1-3, 62, 14, 92, 11, 1026

12. 51-2, 52, 1-1, 32, 13, 72, 14, 1226

13. 510, 02, 11, 12, 12, 162, 13, 8126

14. 511, 22, 12, 82, 13, 182, 14, 3226

84

CHAPTER 1 Graphs and Functions

In Problems 15–20, the graph of a function f is given. Use the horizontal-line test to determine whether f is one-to-one. 15.

16.

y 3

3

3

3 x

3 x

y 3

3

y

y 3

19.

3 x

3

3

3

18.

17.

y 3

y 3

20.

2 3

3 3

x

3

3 x

3 x

In Problems 21–23, find the inverse of each one-to-one function. State the domain and the range of each inverse function. 21.

Annual Rainfall (inches)

Location

22. Title

Domestic Gross (in millions)

460.00

Star Wars

$461

Monrovia, Liberia

202.01

$431

Pago Pago, American Samoa

196.46

Star Wars: Episode One – The Phantom Menace

Moulmein, Burma

191.02

Mt Waialeale, Hawaii

Lae, Papua New Guinea

182.87

Source: Information Please Almanac

23. Age

E.T. the Extra Terrestrial

$400

Jurassic Park

$357

Forrest Gump

$330

Source: Information Please Almanac Monthly Cost of Life Insurance $7.09 $8.40

30 40 45

$11.29

Source: eterm.com

24.

State

Unemployment Rate

Virginia Nevada Tennessee

11% 5.5%

Texas

5.1% 6.3%

Source: United States Statistical Abstract

25. 51-3, 52, 1-2, 92, 1-1, 22, 10, 112, 11, -526

26. 51-2, 22, 1-1, 62, 10, 82, 11, -32, 12, 926

27. 51-2, 12, 1-3, 22, 1-10, 02, 11, 92, 12, 426

28. 51-2, -82, 1-1, -12, 10, 02, 11, 12, 12, 826

In Problems 29–38, verify that the functions f and g are inverses of each other by showing that f1g1x22 = x and g1f1x22 = x. Give any values of x that need to be excluded from the domain of f and the domain of g. 1 1x - 42 3 x 31. f1x2 = 4x - 8; g1x2 = + 2 4

1 30. f1x2 = 3 - 2x; g1x2 = - 1x - 32 2 1 32. f1x2 = 2x + 6; g1x2 = x - 3 2

3x + 8 33. f1x2 = x3 - 8; g1x2 = 2

34. f1x2 = 1x - 222, x Ú 2; g1x2 = 1x + 2

29. f1x2 = 3x + 4; g1x2 =

35. f1x2 =

1 1 ; g1x2 = x x

36. f1x2 = x; g1x2 = x

37. f1x2 =

4x - 3 2x + 3 ; g1x2 = x + 4 2 - x

38. f1x2 =

3x + 5 x - 5 ; g1x2 = 2x + 3 1 - 2x

SECTION 1.7 One-to-One Functions; Inverse Functions

85

In Problems 39–44, the graph of a one-to-one function f is given. Draw the graph of the inverse function f-1. For convenience (and as a hint), the graph of y = x is also given. 39.

40.

yx

y 3

(1, 2)

(0, 1)

y 3

(2, 1–2)

(1, 0) 3

3 x

3

(2, 2)

(1, 0)

3

3 (1, 1)

3 x

3

43.

yx

y 3

y 3

yx

(2, 1)

(0, 1)

(2, 2)

42.

41.

yx

y 3

3 x

3 yx

y 2

44.

yx

(2, 1) 3

3

3 x (1, 1)

2

3 x

2 x

2

3

3

In Problems 45–56, the function f is one-to-one. Find its inverse and check your answer. Graph f, f-1, and y = x on the same coordinate axes. 46. f1x2 = -4x

45. f1x2 = 3x 47. f1x2 = 4x + 2

48. f1x2 = 1 - 3x

49. f1x2 = x3 - 1

50. f1x2 = x3 + 1

51. f1x2 = x2 + 4 x Ú 0

52. f1x2 = x2 + 9 x Ú 0

53. f1x2 =

4 x

55. f1x2 =

1 x - 2

3 x 4 56. f1x2 = x + 2 54. f1x2 = -

In Problems 57–68, the function f is one-to-one. Find its inverse and check your answer. 57. f1x2 = 59. f1x2 = 61. f1x2 = 63. f1x2 = 65. f1x2 = 67. f1x2 =

2 3 + x 3x x + 2 2x 3x - 1 3x + 4 2x - 3 2x + 3 x + 2 x2 - 4 2x2

58. f1x2 = 60. f1x2 = 62. f1x2 = 64. f1x2 = 66. f1x2 = x 7 0

68. f1x2 =

4 2 - x 2x x - 1 3x + 1 x 2x - 3 x + 4 -3x - 4 x - 2 x2 + 3 3x2

x 7 0

Applications and Extensions 69. Use the graph of y = f1x2 given in Problem 39 to evaluate the following: (a) f1-12

(b) f112

(c) f-1112

(d) f-1122

70. Use the graph of y = f1x2 given in Problem 40 to evaluate the following: (a) f122

(b) f112

(c) f-1102

(d) f-11-12

71. If f172 = 13 and f is one-to-one, what is f-11132? 72. If g1 -52 = 3 and g is one-to-one, what is g-1132?

73. The domain of a one-to-one function f is [5, q 2, and its range is [-2, q 2. State the domain and the range of f-1.

74. The domain of a one-to-one function f is [0, q 2, and its range is [5, q 2. State the domain and the range of f-1.

86

CHAPTER 1 Graphs and Functions

75. The domain of a one-to-one function g is 1- q , 04, and its range is [0, q 2. State the domain and the range of g-1. 76. The domain of a one-to-one function g is [0, 15], and its range is (0, 8). State the domain and the range of g-1. 77. A function y = f1x2 is increasing on the interval (0, 5). What conclusions can you draw about the graph of y = f-11x2? 78. A function y = f1x2 is decreasing on the interval (0, 5). What conclusions can you draw about the graph of y = f-11x2? 79. Find the inverse of the linear function f1x2 = mx + b m Z 0

80. Find the inverse of the function f1x2 = 2r2 - x2

0 … x … r

81. A function f has an inverse function. If the graph of f lies in quadrant I, in which quadrant does the graph of f-1 lie? 82. A function f has an inverse function. If the graph of f lies in quadrant II, in which quadrant does the graph of f-1 lie? 83. The function f1x2 = ƒ x ƒ is not one-to-one. Find a suitable restriction on the domain of f so that the new function that results is one-to-one. Then find the inverse of f. 84. The function f1x2 = x4 is not one-to-one. Find a suitable restriction on the domain of f so that the new function that results is one-to-one. Then find the inverse of f.

In applications, the symbols used for the independent and dependent variables are often based on common usage. So, rather than using y = f1x2 to represent a function, an applied problem might use C = C1q2 to represent the cost C of manufacturing q units of a good since, in economics, q is used for output. Because of this, the inverse notation f-1 used in a pure mathematics problem is not used when finding inverses of applied problems. Rather, the inverse of a function such as C = C1q2 will be q = q1C2. So C = C1q2 is a function that represents the cost C as a function of the output q, while q = q1C2 is a function that represents the output q as a function of the cost C. Problems 85–88 illustrate this idea. 85. Vehicle Stopping Distance Taking into account reaction time, the distance d (in feet) that a car requires to come to a complete stop while traveling r miles per hour is given by the function d1r2 = 6.97r - 90.39 (a) Express the speed r at which the car is traveling as a function of the distance d required to come to a complete stop. (b) Verify that r = r1d2 is the inverse of d = d1r2 by showing that r1d1r22 = r and d1r1d22 = d. (c) Predict the speed that a car was traveling if the distance required to stop was 300 feet. 86. Height and Head Circumference The head circumference C of a child is related to the height H of the child (both in inches) through the function H1C2 = 2.15C - 10.53 (a) Express the head circumference C as a function of height H. (b) Verify that C = C1H2 is the inverse of H = H1C2 by showing that H1C1H22 = H and C1H1C22 = C. (c) Predict the head circumference of a child who is 26 inches tall. 87. Ideal Body Weight One model for the ideal body weight W for men (in kilograms) as a function of height h (in inches) is given by the function W1h2 = 50 + 2.31h - 602 (a) What is the ideal weight of a 6-foot male? (b) Express the height h as a function of weight W. (c) Verify that h = h1W2 is the inverse of W = W1h2 by showing that h1W1h22 = h and W1h1W22 = W. (d) What is the height of a male who is at his ideal weight of 80 kilograms? [Note: The ideal body weight W for women (in kilograms) as a function of height h (in inches) is given by W1h2 = 45.5 + 2.31h - 602.] 9 C + 32 5 converts a temperature from C degrees Celsius to F degrees Fahrenheit.

88. Temperature Conversion The function F1C2 =

(a) Express the temperature in degrees Celsius C as a function of the temperature in degrees Fahrenheit F. (b) Verify that C = C1F2 is the inverse of F = F1C2 by showing that C1F1C22 = C and F1C1F22 = F. (c) What is the temperature in degrees Celsius if it is 70 degrees Fahrenheit? 89. Income Taxes

The function

T1g2 = 4675 + 0.25(g - 33,9502 represents the 2009 federal income tax T (in dollars) due for a “single” filer whose modified adjusted gross income is g dollars, where 33,950 … g … 82,250. (a) What is the domain of the function T? (b) Given that the tax due T is an increasing linear function of modified adjusted gross income g, find the range of the function T. (c) Find adjusted gross income g as a function of federal income tax T. What are the domain and the range of this function? 90. Income Taxes

The function

T1g2 = 1670 + 0.15(g - 16,7002 represents the 2009 federal income tax T (in dollars) due for a “married filing jointly” filer whose modified adjusted gross income is g dollars, where 16,700 … g … 67,900. (a) What is the domain of the function T ? (b) Given that the tax due T is an increasing linear function of modified adjusted gross income g, find the range of the function T. (c) Find adjusted gross income g as a function of federal income tax T. What are the domain and the range of this function? 91. Gravity on Earth If a rock falls from a height of 100 meters on Earth, the height H (in meters) of the rock after t seconds is approximately H1t2 = 100 - 4.9t2 (a) In general, quadratic functions are not one-to-one. However, the function H is one-to-one. Why? (b) Find the inverse of H and verify your result. (c) How long will it take a rock to fall 80 meters?

Chapter Review

92. Period of a Pendulum The period T (in seconds) of a simple pendulum as a function of its length l (in feet) is given by

87

93. Given f1x2 =

l A 32.2

ax + b cx + d

find f-11x2. If c Z 0, under what conditions on a, b, c, and d is f = f-1?

T1l2 = 2p

(a) Express the length l as a function of the period T. (b) How long is a pendulum whose period is 3 seconds?

Explaining Concepts: Discussion and Writing 94. Can a one-to-one function and its inverse be equal? What must be true about the graph of f for this to happen? Give some examples to support your conclusion.

97. Is every odd function one-to-one? Explain.

95. Draw the graph of a one-to-one function that contains the points 1 - 2, - 32, 10, 02, and 11, 52. Now draw the graph of its inverse. Compare your graph to those of other students. Discuss any similarities. What differences do you see?

99. Explain why the horizontal-line test can be used to identify one-to-one functions from a graph.

98. Suppose that C1g2 represents the cost C, in dollars, of manufacturing g cars. Explain what C -1 1800,0002 represents.

96. Give an example of a function whose domain is the set of real numbers and that is neither increasing nor decreasing on its domain, but is one-to-one. [Hint: Use a piecewise-defined function.]

CHAPTER REVIEW Library of Functions Constant function (p. 55)

Identity function (p. 55)

Linear function (p. 56)

f1x2 = b

f1x2 = x

f1x2 = mx + b

The graph is a horizontal line with y-intercept b.

The graph is a line with slope 1 and y-intercept 0.

The graph is a line with slope m and y-intercept b. y

y 3

y f(x) = b

f (x ) ⫽ mx ⫹ b , m ⬎ 0

(0, b)

(0,b) (1, 1) x

Square function (p. 56)

Cube function (p. 56)

f1x2 = x

Square root function (p. 56)

f1x2 = x

2

f1x2 = 1x

3

The graph is a parabola with intercept at 10, 02. y ( – 2, 4)

4

(2, 4)

x

3 x

(0, 0)

–3 (–1, –1)

y

y

4

2

(1, 1)

(4, 2)

(1, 1) (– 1, 1) –4

(0, 0)

(1, 1) 4 x

⫺4 (⫺1, ⫺1)

(0, 0)

⫺4

4

x

⫺1

(0, 0)

5 x

88

CHAPTER 1 Graphs and Functions

Cube root function (p. 56)

Reciprocal function (p. 57)

f1x2 = 1 3x

1 f1x2 = x

y 3

Absolute value function (p. 57) f1x2 = ƒ x ƒ

y

y

2

3

3

(1, 1)

(⫺ 1–8,⫺ 1–2)

1– 1 – 8,2

( )

⫺3

3 x (0, 0) 3

(⫺1, ⫺1)

(⫺2,⫺ 2 )

(2, 2)

(⫺2, 2)

(2, 2 )

(1, 1) ⫺2

(⫺1, 1) 2 x

⫺3

(1, 1)

(0, 0)

3 x

(⫺1, ⫺1) ⫺2

⫺3

Things to Know Formulas Distance formula (p. 3)

d = 41x2 - x122 + 1y2 - y122

Midpoint formula (p. 5)

1x, y2 = a

Equations of Circles

x1 + x2 y1 + y2 , b 2 2

Standard form of the equation of a circle (p. 16)

1x - h22 + 1y - k22 = r2; r is the radius of the circle, 1h, k2 is the center of the circle.

Equation of the unit circle (p. 17)

x2 + y2 = 1

General form of the equation of a circle (p. 18)

x2 + y2 + ax + by + c = 0, with restrictions on a, b, and c

Function (pp. 24–27)

A relation between two sets so that each element x in the first set, the domain, has corresponding to it exactly one element y in the second set. The range is the set of y values of the function for the x values in the domain. A function can also be characterized as a set of ordered pairs 1x, y2 in which no first element is paired with two different second elements.

Function notation (pp. 27–30)

y = f1x2 f is a symbol for the function. x is the argument, or independent variable. y is the dependent variable. f1x2 is the value of the function at x, or the image of x. A function f may be defined implicitly by an equation involving x and y or explicitly by writing y = f1x2.

Difference quotient of f (p. 29)

f1x + h2 - f1x2 h

h Z 0

Domain (pp. 30–31)

If unspecified, the domain of a function f defined by an equation is the largest set of real numbers for which f1x2 is a real number.

Vertical-line test (p. 33)

A set of points in the plane is the graph of a function if and only if every vertical line intersects the graph in at most one point.

Even function f (p. 42)

f1-x2 = f1x2 for every x in the domain ( -x must also be in the domain).

Odd function f (p. 42)

f1-x2 = -f1x2 for every x in the domain ( -x must also be in the domain).

Increasing function (p. 44)

A function f is increasing on an open interval I if, for any choice of x1 and x2 in I, with x1 6 x2 , we have f1x12 6 f1x22.

Chapter Review

89

Decreasing function (p. 44)

A function f is decreasing on an open interval I if, for any choice of x1 and x2 in I, with x1 6 x2 , we have f1x12 7 f1x22.

Constant function (p. 44)

A function f is constant on an open interval I if, for all choices of x in I, the values of f1x2 are equal.

Local maximum (p. 44)

A function f has a local maximum at c if there is an open interval I containing c so that, for all x in I, f1x2 … f1c2.

Local minimum (p. 45)

A function f has a local minimum at c if there is an open interval I containing c so that, for all x in I, f1x2 Ú f1c2.

Absolute maximum and absolute minimum (p. 46)

Let f denote a function defined on some interval I. If there is a number u in I for which f1x2 … f1u2 for all x in I, then f1u2 is the absolute maximum of f on I and we say the absolute maximum of f occurs at u. If there is a number v in I for which f1x2 Ú f1v2, for all x in I, then f1v2 is the absolute minimum of f on I and we say the absolute minimum of f occurs at v.

Average rate of change of a function (p. 48)

The average rate of change of f from a to b is f1b2 - f1a2 ¢y a Z b = ¢x b - a A function for which any two different inputs in the domain correspond to two different outputs in the range For any choice of elements x1 , x2 in the domain of f, if x1 Z x2 , then f1x12 Z f1x22.

One-to-one function f (p. 75)

Horizontal-line test (p. 76)

If every horizontal line intersects the graph of a function f in at most one point, f is one-to-one.

Inverse function f1 of f (pp. 77–80)

Domain of f = range of f-1; range of f = domain of f-1 f-11f1x22 = x for all x in the domain of f f1 f-11x22 = x for all x in the domain of f -1 The graphs of f and f-1 are symmetric with respect to the line y = x.

Objectives Section 1.1

You should be able to 1 2

1.2

1 2 3 4 5 6 7 8

1.3

1 2 3 4 5

1.4

1 2 3

Á

Examples

Review Exercises

Use the distance formula (p. 3) Use the midpoint formula (p. 5)

1–3 4

1(a)–6(a), 103, 104 1(b)–6(b), 104

Graph equations by plotting points (p. 9) Find intercepts from a graph (p. 11) Find intercepts from an equation (p. 11) Test an equation for symmetry with respect to the x-axis, the y-axis, and the origin (p. 12) Know how to graph key equations (p. 14) Write the standard form of the equation of a circle (p. 16) Graph a circle (p. 17) Work with the general form of the equation of a circle (p. 18)

1–3 4 5

7 8 9–16

6–9 10–12 13 14, 15 16

9–16 73, 74 17–20, 104 21–26 23–26

Determine whether a relation represents a function (p. 24) Find the value of a function (p. 27) Find the domain of a function defined by an equation (p. 30) Identify the graph of a function (p. 32) Obtain information from or about the graph of a function (p. 33)

1–5 6, 7 8, 9 10 11, 12

27, 28 29–34, 43, 44, 91, 92 35–42 67–70 45(a)–(f), 46(a)–(f), 47(a), 47(e), 47(g), 48(a), 48(e), 48(g)

Determine even and odd functions from a graph (p. 42) Identify even and odd functions from the equation (p. 43) Use a graph to determine where a function is increasing, decreasing, or constant (p. 44)

1 2

47(f), 48(f) 49–56

3

47(b), 48(b)

90

CHAPTER 1 Graphs and Functions

Section

You should be able to

47(c), 48(c) 47(d), 48(d)

Use a graphing utility to approximate local maxima and local minima and to determine where a function is increasing or decreasing (p. 47) Find the average rate of change of a function (p. 48)

6 7, 8

57–60 61–66

2

Graph the functions listed in the library of functions (p. 53) Graph piecewise-defined functions (p. 57)

1, 2 3

71–74 87–90

1

Graph functions using vertical and horizontal shifts (p. 61)

1–5

45(f), 46(f), 46(g), 75, 76, 79–86

2

Graph functions using compressions and stretches (p. 64)

6–8

3

Graph functions using reflections about the x-axis or y-axis (p. 66)

9–10

45(g), 46(h), 77, 78, 85, 86 45(h), 77, 81, 82, 86

1

Determine whether a function is one-to-one (p. 75)

1, 2

93(a), 94(a), 95, 96

2

Determine the inverse of a function defined by a map or a set of ordered pairs (p. 77)

3, 4

93(b), 94(b)

3

Obtain the graph of the inverse function from the graph of the function (p. 80)

7

95, 96

4

Find the inverse of a function defined by an equation (p. 80)

8, 9, 10

97–102

6 7 1

1.7

Review Exercises

4 5

5

1.6

Examples

Use a graph to locate local maxima and local minima (p. 45) Use a graph to locate the absolute maximum and the absolute minimum (p. 46)

4

1.5

Á

Review Exercises 8. List the intercepts of the graph below.

In Problems 1–6, find the following for each pair of points: (a) The distance between the points (b) The midpoint of the line segment connecting the points 1. 10, 02; 14, 22

2. 10, 02; 1-4, 62

3. 11, -12; 1-2, 32

4. 1-2, 22; 11, 42

5. 14, -42; 14, 82

6. 1-3, 42; 12, 42

y

2 ⫺4

x

4 ⫺2

7. Graph y = x2 + 4 by plotting points. In Problems 9–16, list the intercepts and test for symmetry with respect to the x-axis, the y-axis, and the origin. 9. 2x = 3y2 13. y = x + 2x + 1 4

2

10. y = 5x

11. x2 + 4y2 = 16

12. 9x2 - y2 = 9

14. y = x - x

15. x + x + y + 2y = 0

16. x2 + 4x + y2 - 2y = 0

3

2

2

In Problems 17–20, find the standard form of the equation of the circle whose center and radius are given. 17. 1h, k2 = 1-2, 32; r = 4

18. 1h, k2 = 13, 42; r = 4

19. 1h, k2 = 1-1, -22; r = 1

20. 1h, k2 = 12, -42; r = 3

In Problems 21–26, find the center and radius of each circle. Graph each circle. Find the intercepts, if any, of each circle. 21. x2 + 1y - 122 = 4

22. 1x + 222 + y2 = 9

23. x2 + y2 - 2x + 4y - 4 = 0

24. x2 + y2 + 4x - 4y - 1 = 0

25. 3x2 + 3y2 - 6x + 12y = 0

26. 2x2 + 2y2 - 4x = 0

In Problems 27 and 28, determine whether each relation represents a function. For each function, state the domain and range. 27. 51-1, 02, 12, 32, 14, 026

In Problems 29–34, find the following for each function: (a) f122 (b) f1-22 (c) f1-x2 (d) -f1x2 x2 3x 30. f1x2 = 29. f1x2 = 2 x + 1 x - 1 2 x - 4 33. f1x2 = 32. f1x2 = ƒ x2 - 4 ƒ x2

28. 514, -12, 12, 12, 14, 226

(e) f1x - 22

(f) f12x2 31. f1x2 = 4x2 - 4 34. f1x2 =

x3 x - 9 2

Chapter Review

In Problems 35–42, find the domain of each function. 35. f1x2 =

x 2 x - 9

36. f1x2 =

38. f1x2 = 2x + 2 41. f1x2 =

39. h1x2 =

x x2 + 2x - 3

3x2 x - 2 1x

42. F1x2 =

37. f1x2 = 22 - x 40. g1x2 =

ƒxƒ

ƒxƒ x

1 x2 - 3x - 4

In Problems 43 and 44, find the difference quotient of each function f; that is, find f1x + h2 - f1x2 h

h Z 0

43. f1x2 = -2x2 + x + 1

44. f1x2 = 3x2 - 2x + 4

45. Using the graph of the function f shown:

46. Using the graph of the function g shown:

y 4

(3, 3) (⫺5, 1)

y 3 (⫺1, 1) (4, 0)

⫺5 (⫺2, ⫺1)

(0, 0)

5

⫺5

x

⫺3 (⫺4, ⫺3)

⫺4

(a) (b) (c) (d) (e) (f) (g) (h)

Find the domain and the range of f. List the intercepts. Find f1-22. For what value of x does f1x2 = -3? Solve f1x2 7 0. Graph y = f1x - 32. 1 (g) Graph y = fa xb . 2 (h) Graph y = -f1x2. (a) (b) (c) (d) (e) (f)

5

(0, 0)

x

(3, ⫺3)

Find the domain and the range of g. Find g1-12. List the intercepts. For what value of x does g1x2 = -3? Solve g1x2 7 0. Graph y = g1x - 22. Graph y = g1x2 + 1. Graph y = 2g1x2.

In Problems 47 and 48, use the graph of the function f to find: (a) (b) (c) (d) (e) (f) (g)

The domain and the range of f. The intervals on which f is increasing, decreasing, or constant. The local minimum values and local maximum values. The absolute maximum and absolute minimum. Whether the graph is symmetric with respect to the x-axis, the y-axis, or the origin. Whether the function is even, odd, or neither. The intercepts, if any.

47.

48.

y

y 4 (⫺2, 1)

(3, 0)

(4, 3)

3 (⫺1, 1)

(0, 0)

⫺5 (⫺4, ⫺2)

⫺6 (⫺4,⫺3) (⫺3, 0)

(4, 0)

⫺4

5 x ⫺3

6 x (2, ⫺1)

(3, ⫺3)

In Problems 49–56, determine (algebraically) whether the given function is even, odd, or neither. 4 + x2 1 + x4

49. f1x2 = x3 - 4x

50. g1x2 =

53. G1x2 = 1 - x + x3

54. H1x2 = 1 + x + x2

51. h1x2 =

1 1 + 2 + 1 x4 x

52. F1x2 = 41 - x3

55. f1x2 =

x 1 + x2

56. g1x2 =

1 + x2 x3

91

92

CHAPTER 1 Graphs and Functions

In Problems 57–60, use a graphing utility to graph each function over the indicated interval. Approximate any local maximum values and local minimum values. Determine where the function is increasing and where it is decreasing. 57. f1x2 = 2x3 - 5x + 1 1 - 3, 32

58. f1x2 = - x3 + 3x - 5 1 - 3, 32

59. f1x2 = 2x - 5x + 2x + 1 1 - 2, 32 4

60. f1x2 = - x4 + 3x3 - 4x + 3 1 - 2, 32

3

In Problems 61 and 62, find the average rate of change of f: (a) From 1 to 2

(b) From 0 to 1

(c) From 2 to 4

61. f1x2 = 8x - x

62. f1x2 = 2x3 + x

2

In Problems 63–66, find the average rate of change from 2 to 3 for each function f. Be sure to simplify. 63. f1x2 = 2 - 5x

64. f1x2 = 2x2 + 7

65. f1x2 = 3x - 4x2

66. f1x2 = x2 - 3x + 2

69.

70.

In Problems 67–70, is the graph shown the graph of a function? 67.

68.

y

y

x

y

x

y

x

x

In Problems 71–74, sketch the graph of each function. Be sure to label at least three points.

1 x In Problems 75–86, graph each function using the techniques of shifting, compressing or stretching, and reflections. Identify any intercepts on the graph. State the domain and, based on the graph, find the range. 1 75. F1x2 = ƒ x ƒ - 4 76. f1x2 = ƒ x ƒ + 4 77. g1x2 = - 2 ƒ x ƒ 78. g1x2 = ƒ x ƒ 2 71. f1x2 = ƒ x ƒ

3x 72. f1x2 = 1

73. f1x2 = 1x

79. h1x2 = 2x - 1

80. h1x2 = 1x - 1

2

2

83. h1x2 = 1x - 12 + 2

84. h1x2 = 1x + 22 - 3

74. f1x2 =

82. f1x2 = - 2x + 3

81. f1x2 = 21 - x

86. g1x2 = - 21x + 223 - 8

85. g1x2 = 31x - 12 + 1 3

In Problems 87–90, (a) Find the domain of each function. (d) Based on the graph, find the range. 87. f1x2 = b

if - 2 6 x … 1 if x 7 1

3x x + 1

x if - 4 … x 6 0 89. f1x2 = c 1 if x = 0 3x if x 7 0 91. A function f is defined by Ax + 5 f1x2 = 6x - 2

(b) Locate any intercepts.

(c) Graph each function.

88. f1x2 = b

x - 1 3x - 1

if - 3 6 x 6 0 if x Ú 0

90. f1x2 = b

x2 2x - 1

if - 2 … x … 2 if x 7 2

92. A function g is defined by g1x2 =

A 8 + 2 x x

If g1 - 12 = 0, find A.

If f112 = 4, find A.

In Problems 93 and 94, (a) verify that the function is one-to-one, and (b) find the inverse of the given function. 93. 511, 22, 13, 52, 15, 82, 16, 1026

94. 51- 1, 42, 10, 22, 11, 52, 13, 726

In Problems 95 and 96, state why the graph of the function is one-to-one. Then draw the graph of the inverse function f-1. For convenience (and as a hint), the graph of y = x is also given. 95.

96.

y 4

y

y=x

4

y=x

(3, 3) (2, 1) (2, 0) 4 x

–4

4

(1, 0)

(0, –2) (–1, –3) –4

( 1–2 , 1) 4

4 x

Chapter Test

93

In Problems 97–102, the function f is one-to-one. Find the inverse of each function and check your answer. 97. f1x2 =

2x + 3 5x - 2

98. f1x2 = 101. f1x2 =

100. f1x2 = 2x - 2

2 - x 3 + x

99. f1x2 =

3 x1>3

103. Show that the points A = 13, 42, B = 11, 12, and C = 1 - 2, 32 are the vertices of an isosceles triangle.

1 x - 1

102. f1x2 = x1>3 + 1 104. The endpoints of a diameter of a circle are 1-3, 22 and 15, - 62. Find the center and radius of the circle. Write the standard equation of this circle.

The Chapter Test Prep Videos are step-by-step test solutions available in the Video Resources DVD, in , or on this text’s Channel. Flip back to the Student Resources page to see the exact web address for this text’s YouTube channel.

CHAPTER TEST In Problems 1–2, use P1 = 1 - 1, 32 and P2 = 15, - 12. 1. Find the distance from P1 to P2. 2. Find the midpoint of the line segment joining P1 and P2.

x - 4 x2 + 5x - 36 12. Using the graph of the function f: 11. h1x2 =

3. Graph y = x2 - 9 by plotting points.

y

4. Sketch the graph of y = x.

4 (1, 3)

2

5. List the intercepts and test for symmetry: x2 + y = 9.

(0, 2)

6. Write the general form of the circle with center 14, - 32 and radius 5. 7. Find the center and radius of the circle x2 + y2 + 4x - 2y - 4 = 0. Graph this circle. 8. Determine whether each relation represents a function. For each function, state the domain and the range. (a) 512, 52, 14, 62, 16, 72, 18, 826 (b) 511, 32, 14, -22, 1 - 3, 52, 11, 726 (c) y 6 4

x 2

2

4

2

(a) (b) (c) (d)

y 6

2 x 2

(5, 2) (3, 3)

Find the domain and the range of f. List the intercepts. Find f112. For what value(s) of x does f1x2 = - 3? Solve f1x2 6 0.

2x + 1 x - 4

if x 6 - 1 if x Ú - 1

Graph the function. List the intercepts. Find g1 - 52. Find g122.

15. For the function f1x2 = 3x2 - 2x + 4, find the average rate of change of f from 3 to 4.

4

4

(a) (b) (c) (d) (e)

4

14. Consider the function g1x2 = b

4

(d)

2 (5, 3)

x 4

13. Use a graphing utility to graph the function f1x2 = - x4 + 2x3 + 4x2 - 2 on the interval 1-5, 52. Approximate any local maximum values and local minimum values rounded to two decimal places. Determine where the function is increasing and where it is decreasing.

2 4

(2, 0)

(2, 0) 4

2

4

2

16. Graph each function using the techniques of shifting, compressing or stretching, and reflections. Start with the graph of the basic function and show all stages. (a) h1x2 = - 21x + 123 + 3 (b) g1x2 = ƒ x + 4 ƒ + 2 2 and check your answer. 3x - 5 State the domain and the range of f and f-1.

17. Find the inverse of f1x2 = In Problems 9–11, find the domain of each function and evaluate each function at x = - 1. x + 2 9. f1x2 = 24 - 5x 10. g1x2 = ƒx + 2ƒ

18. If the point 13, -52 is on the graph of a one-to-one function f, what point must be on the graph of f-1?

94

CHAPTER 1 Graphs and Functions

CHAPTER PROJECTS 6. 7. 8.

I.

assuming unlimited texting and 20 MB of data each month for each plan you are considering. Graph each function from Problem 5. Based on your particular usage, which plan is best for you? Now, develop an Excel spreadsheet to analyze the various plans you are considering. Suppose you want a plan that offers 700 anytime minutes with additional minutes costing $0.40 per minute that costs $39.99 per month. In addition, you want unlimited texting, which costs an additional $20 per month, and a data plan that offers up to 25 MB of data each month, with each additional MB costing $0.20. Because cellular telephone plans’ cost structure is based on piecewise-defined functions, we need “if-then” statements within Excel to analyze the cost of the plan. Use the Excel spreadsheet below as a guide in developing your worksheet. Enter into your spreadsheet a variety of possible minutes and data used to help arrive at a decision regarding which plan is best for you. Write a paragraph supporting the choice in plans that best meets your needs. How are “if/then” loops similar to a piecewise-defined function?

Internet-based Project Choosing a Cellular Telephone Plan Collect information from your family, friends, or consumer agencies such as 9. Consumer Reports. Then decide on a cellular telephone provider, choosing the company that you feel offers the best 10. service. Once you have selected a service provider, research the various types of individual plans offered by the company by visiting the provider’s website. 1. Suppose you expect to use 400 A anytime minutes without a texting 1 or data plan. What would be the monthly cost of each plan you are 2 Monthly Fee considering? 3 Alloted number of anytime minutes 2. Suppose you expect to use 600 4 Number of anytime minutes used: anytime minutes with unlimited texting, but no data plan. What 5 Cost per additional minute would be the monthly cost of each 6 Monthly cost of text messaging: plan you are considering? 7 Monthly cost of data plan 3. Suppose you expect to use 500 anytime minutes with unlimited 8 Alloted data per month (MB) texting and an unlimited data plan. 9 Data used What would be the monthly cost of 10 Cost per additional MB of data each plan you are considering? 4. Suppose you expect to use 500 11 anytime minutes with unlimited 12 Cost of phone minutes texting and 20 MB of data. What 13 Cost of data would be the monthly cost of each plan you are considering? 14 5. Build a model that describes the 15 Total Cost monthly cost C as a function of the 16 number of anytime minutes used m

B $

$ $ $

$

C

D

39.99 700 700 0.40 20.00 9.99 25 30 0.20

=IF(B43 is entered; on others, this sequence is reversed. Consult your owner’s manual for the correct sequence.

SECTION 3.1 The Inverse Sine, Cosine, and Tangent Functions

185

(b) Figure 5 shows the solution using a TI-84 Plus graphing calculator in radian 1 mode. sin-1 a - b = - 0.25, rounded to two decimal places. 4

Figure 5



Now Work

PROBLEM

25

3 Use Properties of Inverse Functions to Find Exact Values of Certain Composite Functions When we discussed functions and their inverses in Section 1.7, we found that f-11f1x22 = x for all x in the domain of f and f1f-11x22 = x for all x in the domain of f -1. In terms of the sine function and its inverse, these properties are of the form f-11f1x22 = sin-11sin x2 = x f1f-11x22 = sin1sin-1 x2 = x

EXAMPLE 4

p p … x … 2 2

(2a)

where - 1 … x … 1

(2b)

where -

Finding the Exact Value of Certain Composite Functions Find the exact value of each of the following composite functions: (a) sin - 1 a sin

Solution

p b 8

(b) sin - 1 a sin

(a) The composite function sin - 1 a sin Because

p b follows the form of equation (2a). 8

p p p is in the interval c - , d , we can use (2a). Then 8 2 2 sin - 1 a sin

(b) The composite function sin - 1 a sin

(⫺x, y )

5␲ ––– 8 3␲ ––– 8

(x, y )

3␲ ––– 8

sin - 1 a sin

1x

⫺1

p p b = 8 8

5p b follows the form of equation (2a), but 8

5p p p is not in the interval c - , d . To use (2a), we need to find an angle u in the 8 2 2 p p 5p 5p interval c- , d for which sin u = sin . Then, using (2a), sin - 1 a sin b = 2 2 8 8 sin-11sin u2 = u, and we are finished. 5p 3p 3p Look at Figure 6. We see that sin is in the interval = y = sin . Since 8 8 8 p p c- , d , we have 2 2

Figure 6 y 1

5p b 8

5p 3p 3p b = sin - 1 a sin b = 8 8 8 c Apply (2a).

⫺1

x2 ⫹ y 2 ⫽ 1

EXAMPLE 5



Now Work

PROBLEM

41

Finding the Exact Value of Certain Composite Functions Find the exact value, if any, of each composite function. (a) sin1sin - 1 0.52

(b) sin1sin - 1 1.82

186

CHAPTER 3 Analytic Trigonometry

Solution

(a) The composite function sin1sin - 1 0.52 follows the form of equation (2b) and 0.5 is in the interval 3-1, 14. So we use (2b): sin1sin - 1 0.52 = 0.5 (b) The composite function sin1sin - 1 1.82 follows the form of equation (2b), but 1.8 is not in the domain of the inverse sine function. This composite function is not defined. 

Now Work

PROBLEM

45

The Inverse Cosine Function Figure 7 shows the graph of y = cos x. Because every horizontal line y = b, where b is between -1 and 1, inclusive, intersects the graph of y = cos x infinitely many times, it follows that the cosine function is not one-to-one. Figure 7 y = cos x, - q 6 x 6 q , -1 … y … 1

y 1 ⫺␲

⫺␲ –

y ⫽b ⫺1 ⱕ b ⱕ 1 ␲ –

2

2

␲

⫺1

3␲ ––– 2

2␲

5␲ ––– 2

x

Figure 8 y = cos x, 0 … x … p, -1 … y … 1

However, if we restrict the domain of y = cos x to the interval 30, p4, the restricted function

y (0, 1)

y = cos x ␲

␲ – 2

⫺1

x

(␲, ⫺1)

is one-to-one and hence will have an inverse function.* See Figure 8. An equation for the inverse of y = f1x2 = cos x is obtained by interchanging x and y. The implicit form of the inverse function is x = cos y, 0 … y … p. The explicit form is called the inverse cosine of x and is symbolized by y = f -11x2 = cos-1 x (or by y = Arccos x).

DEFINITION

y = cos-1 x means x = cos y where

Figure 9 y = cos-1 x, -1 … x … 1, 0 … y … p (–1, ␲)

0 … x … p

-1 … x … 1

and 0 … y … p

(3)

y

␲

y=x

y = cos–1 x ␲ – 2

Here y is the angle whose cosine is x. Because the range of the cosine function, y = cos x, is -1 … y … 1, the domain of the inverse function y = cos-1 x is -1 … x … 1. Because the restricted domain of the cosine function, y = cos x, is 0 … x … p, the range of the inverse function y = cos-1 x is 0 … y … p. The graph of y = cos-1 x can be obtained by reflecting the restricted portion of the graph of y = cos x about the line y = x, as shown in Figure 9.

(0, 1)

Check: Graph Y1 = cos x and Y2 = cos-1 x. Compare the result with Figure 9. (1, 0)

–1 –1

␲ – 2

y = cos x

␲

x

(␲, –1) * This is the generally accepted restriction to define the inverse cosine function.

SECTION 3.1 The Inverse Sine, Cosine, and Tangent Functions

EXAMPLE 6

Finding the Exact Value of an Inverse Cosine Function cos-1 0

Find the exact value of:

Solution

Let u = cos-1 0. We seek the angle u, 0 … u … p, whose cosine equals 0. u = cos-1 0 cos u = 0

Table 2 U

cos U

0

1

p 6

23 2

p 4

22 2

p 3 p 2

1 2

187

0 … u … p 0 … u … p

Look at Table 2 and Figure 10. Figure 10 1 ⫺␲ –

⫺␲

␲ –

2

␲

2

3–␲ 2

⫺1

2␲

␪ 5–␲ 2

0≤␪≤␲

0

2p 3

1 2

3p 4

22 2

5p 6 p

-

We see that the only angle u within the interval 30, p4 whose cosine is 0 is

3p p and cos a - b also equal 0, but they lie outside the interval 30, p4 2 2 and hence are not admissible.] We conclude that [Note that cos

23 2 -1

EXAMPLE 7

p 2

cos-1 0 =



Finding the Exact Value of an Inverse Cosine Function cos-1 a-

Find the exact value of:

Solution

p . 2

Let u = cos-1 a equals -

22 b 2

22 b . We seek the angle u, 0 … u … p, whose cosine 2

22 . 2 u = cos-1 acos u = -

22 b 2

0 … u … p

22 2

0 … u … p

Look at Table 2 and Figure 11.

Figure 11 1 3–␲

␪

4

⫺␲

⫺ 2 2

␲ ⫺1 0≤␪≤␲

3–␲ 2

2␲

5–␲ 2

188

CHAPTER 3 Analytic Trigonometry

We see that the only angle u within the interval 30, p4 whose cosine is is

22 2

3p . So, 4 cos-1 a -

3p 22 b = 2 4 

Now Work

PROBLEM

23

For the cosine function and its inverse, the following properties hold:

EXAMPLE 8

f-11f1x22 = cos-11cos x2 = x

where 0 … x … p

(4a)

f1f-11x22 = cos1cos-1 x2 = x

where - 1 … x … 1

(4b)

Using Properties of Inverse Functions to Find the Exact Value of Certain Composite Functions Find the exact value of:

Solution

(a) cos-1 acos

p 2p b (b) cos3cos-11 - 0.424 (c) cos-1 ccosab d (d) cos1cos-1 p2 12 3

(a) cos-1 a cos

p p b = 12 12

p is in the interval [0, p]; use Property (4a). 12

(b) cos3cos-11 - 0.424 = - 0.4 0.4 is in the interval [1, 1]; use Property (4b). 2p (c) The angle is not in the interval 30, p4 so we cannot use (4a). However, 3 2p 2p 2p because the cosine function is even, cosa . Since is in the b = cos 3 3 3 interval 30, p4, we have cos-1 c cos a -

2p 2p 2p b d = cos-1 a cos b = 3 3 3

2p is in the interval 30, p4; apply 14a2. 3

(d) Because p is not in the interval 3 -1, 14, the domain of the inverse cosine function, cos-1 p is not defined. This means the composite function cos1cos-1p2 is also not defined. 

Now Work

PROBLEMS

37

AND

49

The Inverse Tangent Function Figure 12 shows the graph of y = tan x. Because every horizontal line intersects the graph infinitely many times, it follows that the tangent function is not one-to-one. p p However, if we restrict the domain of y = tan x to the interval a - , b , the 2 2 restricted function p p - 6 x 6 y = tan x 2 2 is one-to-one and hence has an inverse function.* See Figure 13. * This is the generally accepted restriction.

189

SECTION 3.1 The Inverse Sine, Cosine, and Tangent Functions

Figure 12 p y = tan x, - q 6 x 6 q , x not equal to odd multiples of , - q 6 y 6 q 2 5␲ x ⫽ ⫺ –––

3␲ x ⫽ ⫺ –––

2

2

␲ y x ⫽ ⫺ –– 2

␲ x ⫽ ––

3␲ x ⫽ –––

2

Figure 13 y = tan x, -

5␲ x ⫽ –––

2

x ⫽ ⫺␲ –

2

2

1

5␲ ⫺ ––– 2

⫺2␲

3␲ ⫺––– 2

⫺␲ ⫺␲ –

x ⫽␲ –

y

2

1 ␲ –

2

p p 6 x 6 , -q 6 y 6 q 2 2

2

␲

⫺1

3␲ ––– 2

2␲

5␲ ––– 2

⫺␲ –

x

␲ –

2

2

x

⫺1

An equation for the inverse of y = f1x2 = tan x is obtained by interchanging x p p and y. The implicit form of the inverse function is x = tan y, - 6 y 6 . The 2 2 explicit form is called the inverse tangent of x and is symbolized by y = f-11x2 = tan-1 x (or by y = Arctan x).

DEFINITION

y = tan-1 x means x = tan y p p where - q 6 x 6 q and - 6 y 6 2 2

(5)

Here y is the angle whose tangent is x. The domain of the function y = tan-1 x p p is - q 6 x 6 q , and its range is - 6 y 6 . The graph of y = tan-1 x can be 2 2 obtained by reflecting the restricted portion of the graph of y = tan x about the line y = x, as shown in Figure 14. Figure 14 y = tan-1 x, - q 6 x 6 q , -

p p 6 y 6 2 2

y

y = tan x y=x

␲ –

y ⫽␲ –

2

2

1

–␲ –

␲ –

2

2

2

x ⫽␲ – 2

Finding the Exact Value of an Inverse Tangent Function Find the exact value of: (a) tan-1 1

Solution

y ⫽ ⫺␲ –

2

x ⫽ ⫺␲ –

x

x

2

–1 –␲ –

Check: Graph Y1 = tan x and Y2 = tan-1 x. Compare the result with Figure 14.

EXAMPLE 9

y=

tan–1

(b) tan-1 A -23 B

(a) Let u = tan-1 1. We seek the angle u, u = tan-1 1 tan u = 1

p p 6 u 6 , whose tangent equals 1. 2 2 p p - 6 u 6 2 2 p p - 6 u 6 2 2

190

CHAPTER 3 Analytic Trigonometry

Table 3 U

tan U

-

p 2

Undefined

-

p 3

- 23

-

p 4

-1

-

p 6

-

23 3

0

0

p 6

23 3

p 4

1

p 3

23

p 2

Undefined

Look at Table 3. The only angle u within the p tangent is 1 is . So, 4 p tan-1 1 = 4 p -1 (b) Let u = tan A - 23 B . We seek the angle u, 2 equals - 23 . p u = tan-1 A - 23 B - 6 u 2 p - 6 u tan u = - 23 2 Look at Table 3. The only angle p tangent is - 23 is - . So, 3

6 u 6

p p , b whose 2 2

p , whose tangent 2

p 2 p 6 2 6

within the interval a -

tan-1 A - 23 B = -

Now Work

interval a -

p p , b whose 2 2

p 3 

PROBLEM

17

For the tangent function and its inverse, the following properties hold: f-11f1x22 = tan-11tan x2 = x

f1f-11x22 = tan1tan-1 x2 = x

Now Work

PROBLEM

p p 6 x 6 2 2 where - q 6 x 6 q where -

43

4 Find the Inverse Function of a Trigonometric Function EXAMPLE 10

Solution

Finding the Inverse Function of a Trigonometric Function

p p Find the inverse function f-1 of f1x2 = 2 sin x - 1, - … x … . Find the range 2 2 of f and the domain and range of f-1. The function f is one-to-one and so has an inverse function. Follow the steps on page 81 for finding the inverse function. y = 2 sin x - 1 x = 2 sin y - 1 x + 1 = 2 sin y x + 1 sin y = 2 x + 1 y = sin-1 2

Interchange x and y. Proceed to solve for y.

Apply the definition (1).

x + 1 . 2 To find the range of f, solve y = 2 sin x - 1 for sin x and use the fact that - 1 … sin x … 1.

The inverse function is f-11x2 = sin-1

y = 2 sin x - 1 y + 1 sin x = 2

SECTION 3.1 The Inverse Sine, Cosine, and Tangent Functions

191

y + 1 … 1 2 -2 … y + 1 … 2 -3 … y … 1 -1 …

The range of f is 5y ƒ - 3 … y … 16 or 3- 3, 14 using interval notation. The domain of f - 1 equals the range of f, 3- 3, 14. The range of f - 1 equals the domain of f, c -

Now Work

PROBLEM

p p , d. 2 2



55

5 Solve Equations Involving Inverse Trigonometric Functions Equations that contain inverse trigonometric functions are called inverse trigonometric equations.

EXAMPLE 11

Solving an Equation Involving an Inverse Trigonometric Function 3 sin–1x = p

Solve the equation:

Solution

To solve an equation involving a single inverse trigonometric function, first isolate the inverse trigonometric function. 3 sin–1 x = p p sin–1x = 3 x = sin x = The solution set is e

Divide both sides by 3.

p 3

y = sin1 x means x  sin y.

23 2

23 f. 2

Now Work



PROBLEM

61

3.1 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. What is the domain and the range of y = sin x? (pp. 125–135) 2. A suitable restriction on the domain of the function . f1x2 = 1x - 122 to make it one-to-one would be (pp. 75–83) 3. If the domain of a one-to-one function is 33, q 2, the range of its inverse is . (pp. 75–83)

4. True or False The graph of y = cos x is decreasing on the interval 30, p4. (pp. 139–143) 5. tan

p = 4

6. sin a -

p b = 6

; sin

p = 3 ; cos p =

(pp. 111–120) . (pp. 111–120)

Concepts and Vocabulary 7. y = sin-1 x means p p - … y … . 2 2

8. cos - 1 1cos x2 = x where 9. tan1tan - 1 x2 = x where

, where -1 … x … 1 and

.

10. True or False The domain of y = sin-1 x is p p - … x … . 2 2 11. True or False sin1sin-1 02 = 0 and cos1cos-1 02 = 0. y = tan-1 x means x = tan y, where p p - q 6 x 6 q and 6 y 6 . 2 2

12. True or False .

192

CHAPTER 3 Analytic Trigonometry

Skill Building In Problems 13–24, find the exact value of each expression. 13. sin-1 0

14. cos-1 1

15. sin-11-12

17. tan-1 0

18. tan-11-12

19. sin-1

21. tan-1 23

22. sin-1 a-

23 b 2

16. cos-11-12

22 2

23. cos-1 a-

20. tan-1

23 b 2

23 3

24. sin-1 a-

22 b 2

In Problems 25–36, use a calculator to find the value of each expression rounded to two decimal places. 25. sin-1 0.1 29. cos-1

26. cos-1 0.6

7 8

30. sin-1

33. sin-11-0.122

1 8

34. cos-11-0.442

27. tan-1 5

28. tan-1 0.2

31. tan-11-0.42

32. tan-11-32

35. cos-1

22 3

36. sin-1

23 5

In Problems 37–44, find the exact value of each expression. Do not use a calculator. 37. cos - 1 acos 41. sin - 1 asin

4p b 5

9p b 8

38. sin - 1 csin a-

p bd 10

39. tan - 1 ctana-

42. cos - 1 ccosa -

5p bd 3

43. tan - 1 atan

3p bd 8

40. sin - 1 csina-

4p b 5

3p bd 7

44. tan - 1 ctana-

2p bd 3

In Problems 45–52, find the exact value, if any, of each composite function. If there is no value, say it is “not defined.” Do not use a calculator. 45. sinasin - 1

1 b 4

2 46. cosccos - 1 a - b d 3

49. cos A cos - 1 1.2 B

50. sin C sin - 11-22 D

47. tan A tan - 1 4 B

48. tan C tan - 11 -22 D

51. tan A tan - 1 p B

52. sin C sin - 11-1.52 D

In Problems 53–60, find the inverse function f-1 of each function f. Find the range of f and the domain and range of f-1. p p p p 53. f1x2 = 5 sin x + 2; - … x … 54. f1x2 = 2 tan x - 3; - 6 x 6 2 2 2 2 p p p 55. f1x2 = -2 cos13x2; 0 … x … 56. f1x2 = 3 sin12x2; - … x … 3 4 4 p p 58. f1x2 = cos1x + 22 + 1; -2 … x … p - 2 6 x 6 - 1 57. f1x2 = -tan1x + 12 - 3; -1 2 2 2 1 p 1 p p 2 59. f1x2 = 3 sin12x + 12; - 60. f1x2 = 2 cos13x + 22; - … x … - + … x … - + 2 4 2 4 3 3 3 In Problems 61–68, find the exact solution of each equation. 61. 4 sin–1x = p

62. 2 cos–1 x = p

63. 3 cos - 112x2 = 2p

64. -6 sin–113x2 = p

65. 3 tan–1 x = p

66. -4 tan - 1 x = p

67. 4 cos - 1 x - 2p = 2 cos–1 x

68. 5 sin–1 x - 2p = 2 sin–1 x - 3p

Applications and Extensions In Problems 69–74, use the following discussion. The formula D = 24 B 1 -

cos-11tan i tan u2 p

N

N Pole

Sun

R

can be used to approximate the number of hours of daylight D when the declination of the Sun is i° at a location u° north latitude for any date between the vernal equinox and autumnal equinox. The declination of the Sun is defined as the angle i between the equatorial plane and any ray of light from the Sun. The latitude of a location

Pole ␪° North latitude

i°

Equator

␪°

Equator

SECTION 3.1 The Inverse Sine, Cosine, and Tangent Functions

is the angle u between the Equator and the location on the surface of Earth, with the vertex of the angle located at the center of Earth. See the figure. To use the formula, cos-11tan i tan u2 must be expressed in radians. 69. Approximate the number of hours of daylight in Houston, Texas (29°45¿ north latitude), for the following dates: (a) Summer solstice 1i = 23.5°2 (b) Vernal equinox 1i = 0°2 (c) July 4 1i = 22°48¿2 70. Approximate the number of hours of daylight in New York, New York (40°45¿ north latitude), for the following dates: (a) Summer solstice 1i = 23.5°2 (b) Vernal equinox 1i = 0°2 (c) July 4 1i = 22°48¿2 71. Approximate the number of hours of daylight in Honolulu, Hawaii (21°18¿ north latitude), for the following dates: (a) Summer solstice 1i = 23.5°2 (b) Vernal equinox 1i = 0°2 (c) July 4 1i = 22°48¿2 72. Approximate the number of hours of daylight in Anchorage, Alaska (61°10¿ north latitude), for the following dates: (a) Summer solstice 1i = 23.5°2 (b) Vernal equinox 1i = 0°2 (c) July 4 1i = 22°48¿2 73. Approximate the number of hours of daylight at the Equator (0° north latitude) for the following dates: (a) Summer solstice 1i = 23.5°2 (b) Vernal equinox 1i = 0°2 (c) July 4 1i = 22°48¿2 (d) What do you conclude about the number of hours of daylight throughout the year for a location at the Equator? 74. Approximate the number of hours of daylight for any location that is 66°30¿ north latitude for the following dates: (a) Summer solstice 1i = 23.5°2 (b) Vernal equinox 1i = 0°2 (c) July 4 1i = 22°48¿2 (d) The number of hours of daylight on the winter solstice may be found by computing the number of hours of daylight on the summer solstice and subtracting this result from 24 hours, due to the symmetry of the orbital path of Earth around the Sun. Compute the number of hours of daylight for this location on the winter solstice. What do you conclude about daylight for a location at 66°30¿ north latitude? 75. Being the First to See the Rising Sun Cadillac Mountain, elevation 1530 feet, is located in Acadia National Park, Maine, and is the highest peak on the east coast of the United States. It is said that a person standing on the summit will be the first person in the United States to see the rays of the rising Sun. How much sooner would a person atop

P Rotation of Earth

D

s 2710 θ miles

193

Cadillac Mountain see the first rays than a person standing below, at sea level? [Hint: Consult the figure. When the person at D sees the first rays of the Sun, the person at P does not. The person at P sees the first rays of the Sun only after Earth has rotated so that P is at location Q. Compute the length of the arc subtended by the central angle u. Then use the fact that, at the latitude of Cadillac Mountain, in 24 hours a length of 2p127102 L 17027.4 miles is subtended, and find the time that it takes to subtend this length.] 76. Movie Theater Screens Suppose that a movie theater has a screen that is 28 feet tall. When you sit down, the bottom of the screen is 6 feet above your eye level. The angle formed by drawing a line from your eye to the bottom of the screen and your eye and the top of the screen is called the viewing angle. In the figure, u is the viewing angle. Suppose that you sit x feet from the screen. The viewing angle u is given by the function u1x2 = tan-1 a

34 6 b - tan-1 a b x x

28 feet

␪

6 feet

(a) What is your viewing angle if you sit 10 feet from the screen? 15 feet? 20 feet? (b) If there is 5 feet between the screen and the first row of seats and there is 3 feet between each row, which row results in the largest viewing angle? (c) Using a graphing utility, graph u1x2 = tan-1 a

34 6 b - tan-1 a b x x

What value of x results in the largest viewing angle? 77. Area under a Curve The area under the graph of 1 and above the x-axis between x = a and x = b y = 1 + x2 is given by tan-1 b - tan-1 a See the figure.

Q

y 1.5

First r

ays

Sun

x ⫺3

a

b

3

194

CHAPTER 3 Analytic Trigonometry

1 and 1 + x2 above the x-axis between x = 0 and x = 23.

x  1

(a) Find the exact area under the graph of y =

(b) Find the exact area under the graph of y = above the x-axis between x = -

3

x 1

y

1 and 1 + x2

23 and x = 1. 3

78. Area under a Curve The area under the graph of 1 y = and above the x-axis between x = a and 2 41 - x x = b is given by

x 1

a

b

1

sin-1 b - sin-1 a See the figure. (a) Find the exact area under the graph of y =

1

(b) Find the exact area under the graph of y =

1

2 41 - x 1 1 and above the x-axis between x = - and x = . 2 2

2 41 - x 23 and above the x-axis between x = 0 and x = . 2

Problems 79 and 80 require the following discussion: The shortest distance between two points on Earth’s surface can be determined from the latitude and longitude of the two locations. For example, if location 1 has (lat, lon) = (a1, b 1) and location 2 has (lat, lon) = (a2, b 2), the shortest distance between the two locations is approximately d = r cos - 1[1cos a1 cos b 1 cos a2 cos b 22 + 1cos a1 sin b 1 cos a2 sin b 22 + 1sin a1 sin a22] where r = radius of Earth L 3960 miles and the inverse cosine function is expressed in radians.Also N latitude and E longitude are positive angles while S latitude and W longitude are negative angles.

City

Latitude Longitude

Chicago, IL

41°50’N

87°37’W

Honolulu, HI

21°18’N

157°50’W

Melbourne, Australia

37°47’S

144°58’E

Source: www.infoplease.com 79. Shortest Distance from Chicago to Honolulu Find the shortest distance from Chicago, latitude 41°50N, longitude 87°37W to Honolulu, latitude 21°18N, longitude 157°50W. Round your answer to the nearest mile.

80. Shortest Distance from Honolulu to Melbourne, Australia Find the shortest distance from Honolulu to Melbourne, Australia, latitude 37°47S, longitude 144°58E. Round your answer to the nearest mile.

‘Are You Prepared?’ Answers 1. domain: the set of all real numbers; range: -1 … y … 1

2. Two answers are possible: x … 1 or x Ú 1

3. 33, q 2

5. 1;

4. True

23 2

1 2

6. - ; -1

3.2 The Inverse Trigonometric Functions (Continued) PREPARING FOR THIS SECTION Before getting started, review the following concepts: • Finding Exact Values Given the Value of a Trigonometric Function and the Quadrant of the Angle (Section 2.3, pp. 132–134) • Graphs of the Secant, Cosecant, and Cotangent Functions (Section 2.5, pp. 158–159)

• Domain and Range of the Secant, Cosecant, and Cotangent Functions (Section 2.3, pp. 126–127)

Now Work the ‘Are You Prepared?’ problems on page 198.

OBJECTIVES 1 Find the Exact Value of Expressions Involving the Inverse Sine, Cosine, and Tangent Functions (p. 195) 2 Define the Inverse Secant, Cosecant, and Cotangent Functions (p. 196) 3 Use a Calculator to Evaluate sec-1 x, csc-1 x, and cot-1 x (p. 196) 4 Write a Trigonometric Expression as an Algebraic Expression (p. 197)

SECTION 3.2 The Inverse Trigonometric Functions (Continued)

195

1 Find the Exact Value of Expressions Involving the Inverse Sine, Cosine, and Tangent Functions EXAMPLE 1 Figure 15 1 tan u = 2

Finding the Exact Value of Expressions Involving Inverse Trigonometric Functions Find the exact value of:

y

Solution P ⫽ (2, 1)

5 ␪

x

O

1 sin atan-1 b 2

1 p p 1 Let u = tan-1 . Then tan u = , where - 6 u 6 . We seek sin u. Because 2 2 2 2 y 1 p tan u 7 0, it follows that 0 6 u 6 , so u lies in quadrant I. Since tan u = = , x 2 2 let x = 2 and y = 1. Since r = d1O, P2 = 222 + 12 = 15, the point P = 1x, y2 = 12, 12 is on the circle x2 + y2 = 5. See Figure 15. Then, with x = 2, y = 1, and r = 15 , we have 1 1 15 = sinatan-1 b = sin u = 2 15 y 5

x2 ⫹ y 2 ⫽ 5

æsin u =

EXAMPLE 2

r



Finding the Exact Value of Expressions Involving Inverse Trigonometric Functions 1 cos csin-1 a- b d 3 1 1 p p Let u = sin-1 a- b . Then sin u = - and - … u … . We seek cos u. 3 3 2 2 p sin u 6 0, it follows that - … u 6 0, so u lies in quadrant IV. Since sin u = 2 let y = -1 and r = 3. The point P = 1x, y2 = 1x, -12, x 7 0, is on a radius 3, x2 + y2 = 9. See Figure 16. Then Find the exact value of:

Solution

Figure 16 sin u = -

1 3

x2 + y2 x + 1-122 x2 x

y

2

x2

␪

O

3

⫹y ⫽9 2

= = = =

9 9 8 2 12

-1 y = , r 3 circle of

y = -1 x 7 0

Then x = 2 12, y = -1, and r = 3, so

x

1 2 12 coscsin-1 a - b d = cos u = 3 3

P ⫽ (x, ⫺1)

æcos u = x r

EXAMPLE 3 Figure 17 cos u = -

Because

1 3



Finding the Exact Value of Expressions Involving Inverse Trigonometric Functions 1 tan ccos-1 a- b d 3 1 1 -1 Let u = cos a- b. Then cos u = - and 0 … u … p. We seek tan u. 3 3 p cos u 6 0, it follows that 6 u … p, so u lies in quadrant II. Since cos u = 2 let x = -1 and r = 3. The point P = 1x, y2 = 1-1, y2, y 7 0, is on a radius r = 3, x2 + y2 = 9. See Figure 17. Then Find the exact value of:

y

Solution

P ⫽ (⫺1, y ) 3

␪ O

x x2 ⫹ y 2 ⫽ 9

x2 + y2 = 9 (-1)2 + y2 = 9 y2 = 8 y = 2 12

x = -1 y 7 0

Because -1 x = , r 3 circle of

196

CHAPTER 3 Analytic Trigonometry

Then, x = -1, y = 2 12 , and r = 3, so 1 2 12 = -2 12 tanccos-1 a - b d = tan u = 3 -1 y ætan u =

Now Work

PROBLEMS

9

AND

27

x



2 Define the Inverse Secant, Cosecant, and Cotangent Functions The inverse secant, inverse cosecant, and inverse cotangent functions are defined as follows:

DEFINITION

y = sec-1 x means x = sec y where

ƒ x ƒ Ú 1 and 0 … y … p,

(1)

p y Z * 2

y = csc-1 x means x = csc y p p where ƒ x ƒ Ú 1 and - … y … , y Z 0† 2 2

(2)

y = cot-1 x means x = cot y where - q 6 x 6 q and 0 6 y 6 p

(3)

You are encouraged to review the graphs of the cotangent, cosecant, and secant functions in Figures 66, 67, and 68 in Section 2.5 to help you to see the basis for these definitions.

EXAMPLE 4

Finding the Exact Value of an Inverse Cosecant Function Find the exact value of:

Solution

csc-1 2

Let u = csc-1 2. We seek the angle u, -

p p … u … , u Z 0, whose cosecant equals 2 2 2

1 aor, equivalently, whose sine equals b. 2 u = csc-1 2 csc u = 2

p p … u … , u Z 0 2 2 p p - … u … , u Z 0 2 2 -

sin u =

1 2 

p p The only angle u in the interval - … u … , u Z 0, whose cosecant is 2 2 2 p 1 p csin u = d is , so csc-1 2 = . 2 6 6

Now Work

PROBLEM

39

3 Use a Calculator to Evaluate sec1 x, csc1 x, and cot1 x REMEMBER The range of y = sin - 1 x is p p c- , d; the range of y = cos - 1 x is 2 2  30, p4.

Most calculators do not have keys for evaluating the inverse cotangent, cosecant, and secant functions. The easiest way to evaluate them is to convert to an inverse trigonometric function whose range is the same as the one to be evaluated. In this regard, notice that y = cot-1 x and y = sec-1 x, except where undefined, each have the same range as y = cos-1 x; y = csc-1 x, except where undefined, has the same range as y = sin-1 x. p 3p ,p … y 6 . 2 2 p p † Most books use this definition. A few use the restriction -p 6 y … - , 0 6 y … . 2 2 *Most books use this definition. A few use the restriction 0 … y 6

SECTION 3.2 The Inverse Trigonometric Functions (Continued)

197

Approximating the Value of Inverse Trigonometric Functions

EXAMPLE 5

Use a calculator to approximate each expression in radians rounded to two decimal places. 1 (a) sec-1 3 (b) csc-11-42 (c) cot-1 (d) cot-11-22 2

Solution

First, set your calculator to radian mode. p (a) Let u = sec-1 3. Then sec u = 3 and 0 … u … p, u Z . We seek cos u because 2 y = cos-1x has the same range as y = sec-1x, except where undefined. Since 1 1 1 sec u = = 3, we have cos u = . Then u = cos-1 and cos u 3 3 sec-1 3 = u = cos-1

1 L 1.23 3 c Use a calculator.

p p (b) Let u = csc-11-42. Then csc u = -4, - … u … , u Z 0. We seek sin u because 2 2 y = sin-1x has the same range as y = csc-1x, except where undefined. Since 1 1 1 csc u = = -4, we have sin u = - . Then u = sin-1 a - b , and sin u 4 4 1 csc-11-42 = u = sin-1 a- b L -0.25 4

Figure 18 1 cot u = , 0 6 u 6 p 2

1 1 (c) Proceed as before. Let u = cot-1 . Then cot u = , 0 6 u 6 p. From these 2 2 facts we know that u lies in quadrant I. We seek cos u because y = cos-1x

y P ⫽ (1, 2)

has the same range as y = cot-1x, except where undefined. To find cos u use p 1 1 , 0 6 u 6 , so u = cos-1 a b . Then Figure 18. Then cos u = 2 25 25

5 ␪

x

O

x2 ⫹ y 2 ⫽ 5

cot-1

(d) Let u = cot-11-22. Then cot u = -2, 0 6 u 6 p. From these facts we know that u lies in quadrant II. We seek cos u. To find it we use Figure 19. Then 2 p 2 6 u 6 p, so u = cos-1 acos u = , b. Then 2 25 25

Figure 19 cot u = -2, 0 6 u 6 p y

cot-11-22 = u = cos-1 a-

P ⫽ (⫺2, 1) 5

1 1 = u = cos-1 a b L 1.11 2 25

␪ x

O

Now Work

PROBLEM

2 25

b L 2.68 

45

x2 ⫹ y 2 ⫽ 5

4 Write a Trigonometric Expression as an Algebraic Expression EXAMPLE 6

Writing a Trigonometric Expression as an Algebraic Expression Write sin1tan - 1 u2 as an algebraic expression containing u.

198

CHAPTER 3 Analytic Trigonometry

Solution

p p Let u = tan - 1 u so that tan u = u, - 6 u 6 , - q 6 u 6 q . As a result, we 2 2 know that sec u 7 0. Then sin(tan - 1 u) = sin u = sin u # c

Multiply by 1:

Now Work

cos u tan u tan u u = tan u cos u = = = cos u c sec u c 21 + tan2 u 21 + u2

cos u . cos u

sin u = tan u cos u

PROBLEM

sec2 u = 1 + tan2 u sec u 7 0



57

3.2 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. What is the domain and the range of y = sec x? (pp. 126–127) 2. True or False The graph of y = sec x is one-to-one on the p p interval c 0, b and on the interval a , p d . (pp. 158–159) 2 2

1 p p , - 6 u 6 , then sin u = 2 2 2 (pp. 132–134)

3. If tan u =

.

Concepts and Vocabulary 4. y = sec-1 x means … y …

p ,y Z . 2

, where ƒ x ƒ

and

6. True or False It is impossible to obtain exact values for the inverse secant function. 7. True or False

5. To find the inverse secant of a real number x such that ƒ x ƒ Ú 1, convert the inverse secant to an inverse .

csc-1 0.5 is not defined.

8. True or False The domain of the inverse cotangent function is the set of real numbers.

Skill Building In Problems 9–36, find the exact value of each expression. 22 b 2

23 bd 2

1 10. sina cos-1 b 2

11. tan c cos-1 a-

1 13. sec acos-1 b 2

1 14. cot c sin-1 a - b d 2

15. csc1tan-1 12

16. sec A tan-1 23 B

17. sin3tan-11 - 124

18. cos c sin-1 a -

1 19. sec c sin-1 a- b d 2

20. csc c cos-1 a -

23 bd 2

21. cos-1 a sin

22. tan-1 a cot

23. sin-1 c cosa -

24. cos-1 c tana -

p bd 4

9. cos asin-1

5p b 4

1 25. tan asin-1 b 3 29. cotc sin-1 a 33. sec asin-1

22 bd 3

2 25 b 5

23 bd 2

2p b 3

7p bd 6

1 12. tanc sin-1 a - b d 2

1 26. tan acos-1 b 3

1 27. sec atan-1 b 2

28. cosa sin-1

30. csc3tan-11 - 224

31. sin3tan-11 - 324

32. cotc cos-1 a-

1 34. csc a tan-1 b 2

35. sin-1 acos

36. cos-1 a sin

3p b 4

22 b 3 23 bd 3

7p b 6

In Problems 37–44, find the exact value of each expression. 37. cot-1 23 41. sec-1

2 23 3

38. cot-1 1

39. csc-11 - 12

42. sec-11 - 22

43. cot-1 a-

23 b 3

40. csc-1 22 44. csc-1 a -

2 23 b 3

SECTION 3.2 The Inverse Trigonometric Functions (Continued)

In Problems 45–56, use a calculator to find the value of each expression rounded to two decimal places. 45. sec-1 4

46. csc-1 5

47. cot-1 2

48. sec-11-32

49. csc-11-32

1 50. cot-1 a- b 2

51. cot-1 A - 25 B

52. cot-11-8.12

3 53. csc-1 a - b 2

4 54. sec-1 a- b 3

3 55. cot-1 a- b 2

56. cot-1 A - 210 B

199

In Problems 57–66, write each trigonometric expression as an algebraic expression in u. 57. cos1tan - 1 u2

58. sin1cos - 1 u2

59. tan1sin - 1 u2

60. tan1cos - 1 u2

61. sin1sec - 1 u2

62. sin1cot - 1 u2

63. cos1csc - 1 u2

64. cos1sec - 1 u2

65. tan1cot - 1 u2

66. tan1sec - 1 u2

Mixed Practice In Problems 67–78, f1x2 = sin x, of each composite function. 67. gaf - 1 a

12 bb 13

p p p p … x … , g1x2 = cos x, 0 … x … p, and h1x2 = tan x, - 6 x 6 . Find the exact value 2 2 2 2 5 bb 13

69. g - 1 afa

7p bb 4

70. f - 1 aga

5p bb 6

3 71. haf - 1 a- bb 5

4 72. hag - 1 a- bb 5

73. gah - 1 a

12 bb 5

74. fah - 1 a

5 bb 12

75. g - 1 afa -

76. g - 1 afa -

1 77. hag - 1 a- bb 4

4p bb 3

68. fag - 1 a

5p bb 6

2 78. haf - 1 a- bb 5

Applications and Extensions Problems 79 and 80 require the following discussion: When granular materials are allowed to fall freely, they form conical (cone-shaped) piles. The naturally occurring angle of slope, measured from the horizontal, at which the loose material comes to rest is called the angle of repose and varies for different materials. The angle of repose u is r related to the height h and base radius r of the conical pile by the equation u = cot - 1 . See the illustration. h

h

79. Angle of Repose: Deicing Salt Due to potential transportation issues (for example, frozen waterways) deicing salt used by highway departments in the Midwest must be ordered early and stored for future use. When deicing salt is stored in a pile 14 feet high, the diameter of the base of the pile is 45 feet. (a) Find the angle of repose for deicing salt. (b) What is the base diameter of a pile that is 17 feet high? (c) What is the height of a pile that has a base diameter of approximately 122 feet? Source: Salt Institute, The Salt Storage Handbook, 2006

␪ r

80. Angle of Repose: Bunker Sand The steepness of sand bunkers on a golf course is affected by the angle of repose of the sand (a larger angle of repose allows for steeper bunkers). A freestanding pile of loose sand from a United States Golf Association (USGA) bunker had a height of 4 feet and a base diameter of approximately 6.68 feet. (a) Find the angle of repose for USGA bunker sand. (b) What is the height of such a pile if the diameter of the base is 8 feet? (c) A 6-foot-high pile of loose Tour Grade 50/50 sand has a base diameter of approximately 8.44 feet. Which type of sand (USGA or Tour Grade 50/50) would be better suited for steep bunkers? Source: 2004 Annual Report, Purdue University Turfgrass Science Program 81. Artillery A projectile fired into the first quadrant from the origin of a coordinate system will pass through the point (x, y) 2x at time t according to the relationship cot u = , 2y + gt2 where u = the angle of elevation of the launcher and g = the acceleration due to gravity = 32.2 feet/second2. An artilleryman is firing at an enemy bunker located 2450 feet up the side of a hill that is 6175 feet away. He fires a round, and exactly 2.27 seconds later he scores a direct hit.

(a) What angle of elevation did he use?

v0 t , x where v0 is the muzzle velocity of the weapon, find the muzzle velocity of the artillery piece he used. Source: www.egwald.com/geometry/projectile3d.php (b) If the angle of elevation is also given by sec u =

82. Using a graphing utility, graph y = cot - 1x. 83. Using a graphing utility, graph y = sec - 1x. 84. Using a graphing utility, graph y = csc - 1x.

200

CHAPTER 3 Analytic Trigonometry

Explaining Concepts: Discussion and Writing 86. Consult three books on calculus and write down the definition in each of y = sec-1 x and y = csc-1 x. Compare these with the definitions given in this book.

85. Explain in your own words how you would use your calculator to find the value of cot-1 10.

‘Are You Prepared?’ Answers 1. Domain: e x ` x Z odd integer multiples of

p f; range: 5y … -1 or y Ú 16 2

2. True

3.

25 5

3.3 Trigonometric Equations PREPARING FOR THIS SECTION Before getting started, review the following: • Using a Graphing Utility to Solve Equations (Appendix B, Section B.4, pp. B6–B7)

• Solving Equations (Appendix A, Section A.4, pp. A28–A35) • Values of the Trigonometric Functions (Section 2.2, pp. 111–120) Now Work the ‘Are You Prepared?’ problems on page 206.

OBJECTIVES 1 Solve Equations Involving a Single Trigonometric Function (p. 200) 2 Solve Trigonometric Equations Using a Calculator (p. 203) 3 Solve Trigonometric Equations Quadratic in Form (p. 204) 4 Solve Trigonometric Equations Using Fundamental Identities (p. 204) 5 Solve Trigonometric Equations Using a Graphing Utility (p. 205)

1 Solve Equations Involving a Single Trigonometric Function In this section, we discuss trigonometric equations, that is, equations involving trigonometric functions that are satisfied only by some values of the variable (or, possibly, are not satisfied by any values of the variable). The values that satisfy the equation are called solutions of the equation.

EXAMPLE 1

Solution

Checking Whether a Given Number Is a Solution of a Trigonometric Equation

p p Determine whether u = is a solution of the equation 2 sin u - 1 = 0. Is u = 4 6 a solution? p Replace u by in the given equation. The result is 4 2 sin

p 22 - 1 = 2# - 1 = 22 - 1 Z 0 4 2

p is not a solution. 4 p Next replace u by in the equation. The result is 6

We conclude that

2 sin We conclude that

p 1 - 1 = 2# - 1 = 0 6 2

p is a solution of the given equation. 6



SECTION 3.3 Trigonometric Equations

201

p The equation given in Example 1 has other solutions besides u = . For example, 6 13p 5p is also a solution, as is u = u = . (You should check this for yourself.) 6 6 In fact, the equation has an infinite number of solutions due to the periodicity of the sine function, as can be seen in Figure 20 where we graph y = 2 sin x - 1. Each x-intercept of the graph represents a solution to the equation 2 sin x - 1 = 0. Figure 20

y 1 ⫺␲ –

␲ ⫺7––

␲ –

2

6

⫺1

␲ –

5–– ␲ 6

3␲ –– 2

2

6

␲ 13 ––– 6

x

y ⫽ 2 sin x ⫺1

⫺3

Unless the domain of the variable is restricted, we need to find all the solutions of a trigonometric equation. As the next example illustrates, finding all the solutions can be accomplished by first finding solutions over an interval whose length equals the period of the function and then adding multiples of that period to the solutions found.

EXAMPLE 2

Finding All the Solutions of a Trigonometric Equation 1 2 Give a general formula for all the solutions. List eight of the solutions. Solve the equation:

In Words

1 means 2 find all the angles u whose cosine 1 is . 2 The equation cos u =

cos u =

Solution The period of the cosine function is 2p. In the interval 30, 2p2, there

1 p 5p :u = and u = . See Figure 21. Because 2 3 3 1 the cosine function has period 2p, all the solutions of cos u = may be given by the 2 general formula

are two angles u for which cos u =

Figure 21

u =

y (0, 1)

( 1–2 , y )

␪⫽

(⫺1, 0) ␪⫽

␲ – 3

k any integer

Eight of the solutions are (1, 0) x

5␲ ––– 3

5p p + 2kp or u = + 2kp 3 3

x2 ⫹ y 2 ⫽ 1

-

5p , 3

p - , 3

('')''* k = -1

p , 3

5p , 3

(')'* k = 0

7p , 3

11p , 3

(')'* k = 1

13p , 3

17p 3

('')''* k = 2

(0, ⫺1) ( 1– , ⫺y )



2

1 to 2 determine where the graphs intersect. (Be sure to graph in radian mode.) See Figure 22. The graph of Y1 intersects the graph of Y2 at p 5p 7p 11p x = 1.05 aL b, 5.24 aL b, 7.33 aL b , and 11.52 a L b , rounded 3 3 3 3 to two decimal places.

Check: We can verify the solutions by graphing Y1 = cos x and Y2 = Figure 22 1

Y1 ⫽ cos x Y2 ⫽ 12

0

⫺1

4␲

Now Work

PROBLEM

35

In most of our work, we shall be interested only in finding solutions of trigonometric equations for 0 … u 6 2p.

202

CHAPTER 3 Analytic Trigonometry

EXAMPLE 3

Solving a Linear Trigonometric Equation Solve the equation:

Solution

2 sin u + 23 = 0, 0 … u 6 2p

Solve the equation for sin u. 2 sin u + 23 = 0 2 sin u = - 23 23 sin u = 2

Subtract 23 from both sides. Divide both sides by 2.

4p 23 :u = In the interval 30, 2p2, there are two angles u for which sin u = and 2 3 4p 5p 5p u = . The solution set is e , f. 3 3 3 

Now Work

PROBLEM

11

When the argument of the trigonometric function in an equation is a multiple of u, the general formula must be used to solve the equation.

EXAMPLE 4

Solving a Trigonometric Equation Solve the equation:

Solution Figure 23 y

5␲ (0, 1) 2␪ ⫽ ––– 6

(⫺x, 1–2 )

(x, 1–2 ) ␲ 2␪ ⫽ –– 6 x (1, 0)

(⫺1, 0)

x2 ⫹ y2 ⫽ 1 (0, ⫺1) (a) y y⫽

1 –– 2

1 ␲

⫺1 (b)

2␲ ␪

sin12u2 =

1 , 2

0 … u 6 2p

1 p 5p . See Figure 23(a). So, we In the interval 30, 2p2, the sine function equals at and 2 6 6 5p p know that 2u must equal and . Here’s the problem, however. The period of 6 6 2p y = sin12u2 is = p. So, in the interval 30, 2p2, the graph of y = sin12u2 will 2 complete two cycles, and the graph of y = sin12u2 will intersect the graph of 1 y = four times. See Figure 23(b). There are four solutions to the equation 2 1 sin12u2 = in 30, 2p2. To find these solutions, write the general formula that gives 2 all the solutions. p 5p 2u = + 2kp or 2u = + 2kp k any integer 6 6 p 5p u = + kp or u = + kp Divide by 2. 12 12 Then p -11p -7p 5p k = -1 u = + 1-12p = + 1-12p = u = 12 12 12 12 5p p p 5p k = 0 u = u = + 102p = + 102p = 12 12 12 12 p 13p 5p 17p k = 1 u = + 112p = u = + 112p = 12 12 12 12 p 25p 29p 5p k = 2 u = + 122p = + 122p = u = 12 12 12 12 1 p 5p 13p are u = ,u = ,u = , 2 12 12 12 p 5p 13p 17p 17p and u = . The solution set is e , , , f. We now know the graph of 12 12 12 12 12 5p 1 1 p 1 13p 1 17p 1 y = sin12u2 intersects y = at a , b , a , b , a , b , and a , b in the 2 12 2 12 2 12 2 12 2 interval 30, 2p2.  In the interval 30, 2p2, the solutions of sin12u2 =

SECTION 3.3 Trigonometric Equations

203

1 Check: Verify these solutions by graphing Y1 = sin12x2 and Y2 = for 2 0 … x … 2p. WARNING In solving a trigonometric equation for u, 0 … u 6 2p, in which the argument is not u (as in Example 4), you must write down all the solutions first and then list those that are in the 1 interval [0, 2p). Otherwise, solutions may be lost. For example, in solving sin(2u) = , if you merely 2 p 5p 5p p , you will find only u = write the solutions 2u = and 2u = and u = and miss the other 6 6 12 12  solutions.

EXAMPLE 5

Solving a Trigonometric Equation Solve the equation:

Solution

tan a u -

p b = 1, 0 … u 6 2p 2

The period of the tangent function is p. In the interval 30, p2, the tangent function p p has the value 1 when the argument is . Because the argument is u - in the given 4 2 equation, write the general formula that gives all the solutions. u -

p p = + kp 2 4 u =

In the interval 30, 2p2, u = The solution set is e

Now Work

k any integer

3p + kp 4

3p 7p 3p + p = and u = are the only solutions. 4 4 4

3p 7p , f. 4 4 PROBLEM



17

2 Solve Trigonometric Equations Using a Calculator The next example illustrates how to solve trigonometric equations using a calculator. Remember that the function keys on a calculator will only give values consistent with the definition of the function.

EXAMPLE 6

Solving a Trigonometric Equation with a Calculator Use a calculator to solve the equation tan u = -2, 0 … u 6 2p. Express any solutions in radians, rounded to two decimal places.

Solution

Figure 24 tan u = -2

u = tan-11-22 L -1.1071487

y (⫺1, 2)

2 1

–2

–1 ␪ = 2␲⫺1.11 –1 –2

To solve tan u = -2 on a calculator, first set the mode to radians. Then use the tan-1 key to obtain

␪ = ␲⫺1.11 1

2 x ␪ = ⫺1.11

(1, ⫺2)

Rounded to two decimal places, u = tan-11-22 = -1.11 radian. Because of the p p definition of y = tan-1 x, the angle u that we obtain is the angle - 6 u 6 for 2 2 which tan u = -2. Since we seek solutions for which 0 … u 6 2p, we express the angle as 2p - 1.11. Another angle for which tan u = -2 is p - 1.11. See Figure 24. The angle p - 1.11 is the angle in quadrant II, where tan u = -2. The solutions for tan u = -2, 0 … u 6 2p, are u = 2p - 1.11 L 5.17 radians and u = p - 1.11 L 2.03 radians The solution set is {5.17, 2.03}.



204

CHAPTER 3 Analytic Trigonometry

WARNING Example 6 illustrates that caution must be exercised when solving trigonometric equations on a calculator. Remember that the calculator supplies an angle only within the restrictions of the definition of the inverse trigonometric function. To find the remaining solutions, you must identify other quadrants, if any, in which a solution may be located. 

Now Work

PROBLEM

45

3 Solve Trigonometric Equations Quadratic in Form Many trigonometric equations can be solved by applying techniques that we already know, such as applying the quadratic formula (if the equation is a second-degree polynomial) or factoring.

EXAMPLE 7

Solving a Trigonometric Equation Quadratic in Form Solve the equation:

Solution

2 sin2 u - 3 sin u + 1 = 0,

0 … u 6 2p

This equation is a quadratic equation (in sin u) that can be factored. 2 sin2 u - 3 sin u + 1 = 0 12 sin u - 121sin u - 12 = 0

2x2 - 3x + 1 = 0, x = sin u

2 sin u - 1 = 0 or sin u - 1 = 0 1 or sin u = 1 sin u = 2

Use the Zero-Product Property.

(2x - 1)(x - 1) = 0

Solving each equation in the interval 30, 2p2, we obtain u = The solution set is e

Now Work

p , 6

u =

5p , 6

u =

p 2

p 5p p , , f. 6 6 2 PROBLEM



59

4 Solve Trigonometric Equations Using Fundamental Identities When a trigonometric equation contains more than one trigonometric function, identities sometimes can be used to obtain an equivalent equation that contains only one trigonometric function.

EXAMPLE 8

Solving a Trigonometric Equation Using Identities Solve the equation:

Solution

3 cos u + 3 = 2 sin2 u,

0 … u 6 2p

The equation in its present form contains a sine and a cosine. However, a form of the Pythagorean Identity, sin2 u + cos2 u = 1, can be used to transform the equation into an equivalent one containing only cosines. 3 cos u + 3 = 2 sin2 u 3 cos u + 3 = 211 - cos2 u2

sin2 u = 1 - cos2 u

3 cos u + 3 = 2 - 2 cos2 u 2 cos2 u + 3 cos u + 1 = 0

Quadratic in cos u

12 cos u + 121cos u + 12 = 0 2 cos u + 1 = 0 cos u = -

or 1 2

or

Factor.

cos u + 1 = 0 cos u = -1

Use the Zero-Product Property.

SECTION 3.3 Trigonometric Equations

205

Solving each equation in the interval 30, 2p2, we obtain u = The solution set is e

2p , 3

u =

4p , 3

u = p

4p 2p , p, f. 3 3



Check: Graph Y1 = 3 cos x + 3 and Y2 = 2 sin2 x, 0 … x … 2p, and find the points of intersection. How close are your approximate solutions to the exact ones found in Example 8?

EXAMPLE 9

Solving a Trigonometric Equation Using Identities cos2 u + sin u = 2, 0 … u 6 2p

Solve the equation:

Solution

This equation involves two trigonometric functions, sine and cosine. Use a form of the Pythagorean Identity, sin2 u + cos2 u = 1, to rewrite the equation in terms of sin u. cos2 u + sin u = 2 11 - sin2 u2 + sin u = 2

cos2 u = 1 - sin2 u

sin2 u - sin u + 1 = 0 This is a quadratic equation in sin u. The discriminant is b2 - 4ac = 1 - 4 = -3 6 0. Therefore, the equation has no real solution. The solution set is the empty set, . 

Check: Graph Y1 = cos2 x + sin x and Y2 = 2 to see that the two graphs never intersect, so the equation Y1 = Y2 has no real solution.

5 Solve Trigonometric Equations Using a Graphing Utility The techniques introduced in this section apply only to certain types of trigonometric equations. Solutions for other types are usually studied in calculus, using numerical methods.

EXAMPLE 10

Solving a Trigonometric Equation Using a Graphing Utility Solve:

5 sin x + x = 3

Express the solution(s) rounded to two decimal places.

Solution Figure 25 Y1 ⫽ 5 sin x ⫹ x 14

Y2 ⫽ 3 4␲

⫺␲

⫺8

This type of trigonometric equation cannot be solved by previous methods. A graphing utility, though, can be used here. Each solution of this equation is the x-coordinate of a point of intersection of the graphs of Y1 = 5 sin x + x and Y2 = 3. See Figure 25. There are three points of intersection; the x-coordinates are the solutions that we seek. Using INTERSECT, we find x = 0.52,

x = 3.18,

The solution set is {0.52, 3.18, 5.71}.

Now Work

PROBLEM

81

x = 5.71 

206

CHAPTER 3 Analytic Trigonometry

3.3 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. Solve: 3x - 5 = -x + 1 (pp. A28–A35)

4. Find the real solutions of x2 - x - 1 = 0. (pp. A28–A35)

8p b = 3

5. Find the real solutions of 12x - 122 - 312x - 12 - 4 = 0. (pp. A28–A35)

3. Find the real solutions of 4x2 - x - 5 = 0. (pp. A28–A35)

6. Use a graphing utility to solve 5x3 - 2 = x - x2. Round answers to two decimal places. (pp. B6–B7)

p 2. sina b = 4 (pp. 111–120)

; cosa

Concepts and Vocabulary 7. Two solutions of the equation sin u =

1 are 2

9. True or False Most trigonometric equations have unique solutions.

and

. 1 8. All the solutions of the equation sin u = are 2

10. True or False The equation sin u = 2 has a real solution that can be found using a calculator.

.

Skill Building In Problems 11–34, solve each equation on the interval 0 … u 6 2p. 1 11. 2 sin u + 3 = 2 12. 1 - cos u = 2 1 3

14. tan2 u =

13. 4 cos2 u = 1

15. 2 sin2 u - 1 = 0

16. 4 cos2 u - 3 = 0

17. sin13u2 = -1

18. tan

u = 23 2

19. cos12u2 = -

20. tan12u2 = -1

21. sec

3u = -2 2

22. cot

23. 2 sin u + 1 = 0

24. cos u + 1 = 0

25. tan u + 1 = 0

26. 23 cot u + 1 = 0

27. 4 sec u + 6 = -2

28. 5 csc u - 3 = 2

29. 3 22 cos u + 2 = -1

30. 4 sin u + 3 23 = 23

31. cosa 2u -

32. sina3u +

p b = 1 18

33. tana

u p + b = 1 2 3

1 2

2u = - 23 3

34. cosa

p b = -1 2

p 1 u - b = 3 4 2

In Problems 35–44, solve each equation. Give a general formula for all the solutions. List six solutions. 35. sin u =

1 2

36. tan u = 1

40. sin u =

22 2

41. cos12u2 = -

37. tan u = 1 2

23 3

42. sin12u2 = -1

38. cos u = 43. sin

23 2

23 u = 2 2

39. cos u = 0 44. tan

u = -1 2

In Problems 45–56, use a calculator to solve each equation on the interval 0 … u 6 2p. Round answers to two decimal places. 45. sin u = 0.4

46. cos u = 0.6

47. tan u = 5

48. cot u = 2

49. cos u = -0.9

50. sin u = -0.2

51. sec u = -4

52. csc u = -3

53. 5 tan u + 9 = 0

54. 4 cot u = -5

55. 3 sin u - 2 = 0

56. 4 cos u + 3 = 0

SECTION 3.3 Trigonometric Equations

207

In Problems 57–80, solve each equation on the interval 0 … u 6 2p. 57. 2 cos2 u + cos u = 0

58. sin2 u - 1 = 0

59. 2 sin2 u - sin u - 1 = 0

60. 2 cos2 u + cos u - 1 = 0

61. 1tan u - 121sec u - 12 = 0

62. 1cot u + 12a csc u -

63. sin2 u - cos2 u = 1 + cos u

64. cos2 u - sin2 u + sin u = 0

65. sin2 u = 61cos1 - u2 + 12

66. 2 sin2 u = 311 - cos1 - u22

67. cos u = - sin1 - u2

68. cos u - sin1 - u2 = 0

69. tan u = 2 sin u

70. tan u = cot u

71. 1 + sin u = 2 cos2 u

72. sin2 u = 2 cos u + 2

73. 2 sin2 u - 5 sin u + 3 = 0

74. 2 cos2 u - 7 cos u - 4 = 0

75. 311 - cos u2 = sin2 u

76. 411 + sin u2 = cos2 u

77. tan2 u =

78. csc2 u = cot u + 1

79. sec2 u + tan u = 0

80. sec u = tan u + cot u

1 b = 0 2

3 sec u 2

In Problems 81–92, use a graphing utility to solve each equation. Express the solution(s) rounded to two decimal places. 81. x + 5 cos x = 0

82. x - 4 sin x = 0

83. 22x - 17 sin x = 3

84. 19x + 8 cos x = 2

85. sin x + cos x = x

86. sin x - cos x = x

87. x2 - 2 cos x = 0

88. x2 + 3 sin x = 0

89. x2 - 2 sin12x2 = 3x

90. x2 = x + 3 cos12x2

91. 6 sin x - ex = 2, x 7 0

92. 4 cos13x2 - ex = 1, x 7 0

Mixed Practice 93. What are the x-intercepts of the graph of f1x2 = 4 sin2 x - 3 on the interval 30, 2p4? 94. What are the x-intercepts of the graph of f1x2 = 2 cos 13x2 + 1 on the interval 30, p4? 95. f1x2 = 3 sin x (a) Find the x-intercepts of the graph of f on the interval 3- 2p, 4p4. (b) Graph f1x2 = 3 sin x on the interval 3- 2p, 4p4. 3 (c) Solve f1x2 = on the interval 3 -2p, 4p4. What points 2 are on the graph of f ? Label these points on the graph drawn in part (b). (d) Use the graph drawn in part (b) along with the results of 3 part (c) to determine the values of x such that f1x2 7 2 on the interval 3- 2p, 4p4. 96. f1x2 = 2 cos x (a) Find the x-intercepts of the graph of f on the interval 3- 2p, 4p4. (b) Graph f1x2 = 2 cos x on the interval 3 - 2p, 4p4. (c) Solve f1x2 = - 23 on the interval 3 - 2p, 4p4. What points are on the graph of f ? Label these points on the graph drawn in part (b).

(d) Use the graph drawn in part (b) along with the results of part (c) to determine the values of x such that f1x2 6 - 23 on the interval 3- 2p, 4p4. 97. f1x2 = 4 tan x (a) Solve f1x2 = - 4. (b) For what values of x is f1x2 6 - 4 on the interval p p a - , b? 2 2 98. f1x2 = cot x (a) Solve f1x2 = - 23. (b) For what values of x is f1x2 7 - 23 on the interval 10, p2? 7 99. (a) Graph f1x2 = 3 sin12x2 + 2 and g1x2 = on the same 2 Cartesian plane for the interval 30, p4. (b) Solve f1x2 = g1x2 on the interval 30, p4 and label the points of intersection on the graph drawn in part (b). (c) Solve f1x2 7 g1x2 on the interval 30, p4. (d) Shade the region bounded by f1x2 = 3 sin12x2 + 2 and 7 g1x2 = between the two points found in part (b) on 2 the graph drawn in part (a).

208

CHAPTER 3 Analytic Trigonometry

x + 3 and g1x2 = 4 on the same 2 Cartesian plane for the interval 30, 4p4. (b) Solve f1x2 = g1x2 on the interval 30, 4p4 and label the points of intersection on the graph drawn in part (b). (c) Solve f1x2 6 g1x2 on the interval 30, 4p4. x (d) Shade the region bounded by f1x2 = 2 cos + 3 and 2 g1x2 = 4 between the two points found in part (b) on the graph drawn in part (a).

100. (a) Graph f1x2 = 2 cos

101. (a) Graph f1x2 = - 4 cos x and g1x2 = 2 cos x + 3 on the same Cartesian plane for the interval 30, 2p4. (b) Solve f1x2 = g1x2 on the interval 30, 2p4 and label the points of intersection on the graph drawn in part (b).

(c) Solve f1x2 7 g1x2 on the interval 30, 2p4. (d) Shade the region bounded by f1x2 = - 4 cos x and g1x2 = 2 cos x + 3 between the two points found in part (b) on the graph drawn in part (a). 102. (a) Graph f1x2 = 2 sin x and g1x2 = - 2 sin x + 2 on the same Cartesian plane for the interval 30, 2p4. (b) Solve f1x2 = g1x2 on the interval 30, 2p4 and label the points of intersection on the graph drawn in part (b). (c) Solve f1x2 7 g1x2 on the interval 30, 2p4. (d) Shade the region bounded by f1x2 = 2 sin x and g1x2 = - 2 sin x + 2 between the two points found in part (b) on the graph drawn in part (a).

Applications and Extensions 103. Blood Pressure Blood pressure is a way of measuring the amount of force exerted on the walls of blood vessels. It is measured using two numbers: systolic (as the heart beats) blood pressure and diastolic (as the heart rests) blood pressure. Blood pressures vary substantially from person to person, but a typical blood pressure is 120> 80, which means the systolic blood pressure is 120 mmHg and the diastolic blood pressure is 80 mmHg. Assuming that a person’s heart beats 70 times per minute, the blood pressure P of an individual after t seconds can be modeled by the function P(t) = 100 + 20 sina

7p tb 3

(a) In the interval [0, 1], determine the times at which the blood pressure is 100 mmHg. (b) In the interval [0, 1], determine the times at which the blood pressure is 120 mmHg. (c) In the interval [0, 1], determine the times at which the blood pressure is between 100 and 105 mmHg. 104. The Ferris Wheel In 1893, George Ferris engineered the Ferris Wheel. It was 250 feet in diameter. If the wheel makes 1 revolution every 40 seconds, then the function h1t2 = 125 sin a 0.157t -

p b + 125 2

represents the height h, in feet, of a seat on the wheel as a function of time t, where t is measured in seconds. The ride begins when t = 0. (a) During the first 40 seconds of the ride, at what time t is an individual on the Ferris Wheel exactly 125 feet above the ground? (b) During the first 80 seconds of the ride, at what time t is an individual on the Ferris Wheel exactly 250 feet above the ground? (c) During the first 40 seconds of the ride, over what interval of time t is an individual on the Ferris Wheel more than 125 feet above the ground? 105. Holding Pattern An airplane is asked to stay within a holding pattern near Chicago’s O’Hare International

Airport. The function d1x2 = 70 sin10.65x2 + 150 represents the distance d, in miles, of the airplane from the airport at time x, in minutes. (a) When the plane enters the holding pattern, x = 0, how far is it from O’Hare? (b) During the first 20 minutes after the plane enters the holding pattern, at what time x is the plane exactly 100 miles from the airport? (c) During the first 20 minutes after the plane enters the holding pattern, at what time x is the plane more than 100 miles from the airport? (d) While the plane is in the holding pattern, will it ever be within 70 miles of the airport? Why? 106. Projectile Motion A golfer hits a golf ball with an initial velocity of 100 miles per hour. The range R of the ball as a function of the angle u to the horizontal is given by R1u2 = 672 sin12u2, where R is measured in feet. (a) At what angle u should the ball be hit if the golfer wants the ball to travel 450 feet (150 yards)? (b) At what angle u should the ball be hit if the golfer wants the ball to travel 540 feet (180 yards)? (c) At what angle u should the ball be hit if the golfer wants the ball to travel at least 480 feet (160 yards)? (d) Can the golfer hit the ball 720 feet (240 yards)? 107. Heat Transfer In the study of heat transfer, the equation x + tan x = 0 occurs. Graph Y1 = - x and Y2 = tan x for x Ú 0. Conclude that there are an infinite number of points of intersection of these two graphs. Now find the first two positive solutions of x + tan x = 0 rounded to two decimal places. 108. Carrying a Ladder Around a Corner Two hallways, one of width 3 feet, the other of width 4 feet, meet at a right angle. See the illustration. It can be shown that the length L of the ladder as a function of u is L1u2 = 4 csc u + 3 sec u. (a) In calculus, you will be asked to find the length of the longest ladder that can turn the corner by solving the equation 3 sec u tan u - 4 csc u cot u = 0, 0° 6 u 6 90° Solve this equation for u.

SECTION 3.3 Trigonometric Equations

where v0 is the initial velocity of the projectile, u is the angle of elevation, and g is acceleration due to gravity (9.8 meters per second squared). (a) If you can throw a baseball with an initial speed of 34.8 meters per second, at what angle of elevation u should you direct the throw so that the ball travels a distance of 107 meters before striking the ground? (b) Determine the maximum distance that you can throw the ball. (c) Graph R = R1u2, with v0 = 34.8 meters per second. (d) Verify the results obtained in parts (a) and (b) using a graphing utility.

3 ft

␪ L

4 ft

(b) What is the length of the longest ladder that can be carried around the corner? (c) Graph L = L1u2, 0° … u … 90°, and find the angle u that minimizes the length L. (d) Compare the result with the one found in part (b). Explain why the two answers are the same.

110. Projectile Motion Refer to Problem 109. (a) If you can throw a baseball with an initial speed of 40 meters per second, at what angle of elevation u should you direct the throw so that the ball travels a distance of 110 meters before striking the ground? (b) Determine the maximum distance that you can throw the ball. (c) Graph R = R1u2, with v0 = 40 meters per second. (d) Verify the results obtained in parts (a) and (b) using a graphing utility.

109. Projectile Motion The horizontal distance that a projectile will travel in the air (ignoring air resistance) is given by the equation v20 sin12u2 R1u2 = g The following discussion of Snell’s Law of Refraction* (named after Willebrord Snell, 1580–1626) is needed for Problems 111–118. Light, sound, and other waves travel at different speeds, depending on the media (air, water, wood, and so on) through which they pass. Suppose that light travels from a point A in one medium, where its speed is v1 , to a point B in another medium, where its speed is v2 . Refer to the figure, where the angle u1 is called the angle of incidence and the angle u2 is the angle of refraction. Snell’s Law, which can be proved using calculus, states that

Some Indexes of Refraction

Water

v1 is called the index of refraction. Some values are given v2 in the table shown to the right. The ratio

1.33

Ethyl alcohol (20°C)

1.36

Carbon disulfide

1.63

Air (1 atm and 0°C)

1.00029

Diamond

2.42

Fused quartz

1.46

Glass, crown

1.52

Glass, dense flint

1.66

Sodium chloride

1.54

112. The index of refraction of light in passing from a vacuum into dense flint glass is 1.66. If the angle of incidence is 50°, determine the angle of refraction.

Angle of incidence

Incident ray, speed v1

Index of Refraction†

Medium

sin u1 v1 = v2 sin u2

A

209

␪1

Refracted ray, speed v2 ␪2

113. Ptolemy, who lived in the city of Alexandria in Egypt during the second century AD, gave the measured values in the following table for the angle of incidence u1 and the angle of refraction u2 for a light beam passing from air into water. Do these values agree with Snell’s Law? If so, what index of refraction results? (These data are of interest as the oldest recorded physical measurements.)

B Angle of refraction

U1

111. The index of refraction of light in passing from a vacuum into water is 1.33. If the angle of incidence is 40°, determine the angle of refraction.

* Because this law was also deduced by René Descartes in France, it is also known as Descartes’s Law.

†

U2

U1

U2

10°

8°

50°

35°0¿

20°

15°30¿

60°

40°30¿

30°

22°30¿

70°

45°30¿

40°

29°0¿

80°

50°0¿

For light of wavelength 589 nanometers, measured with respect to a vacuum. The index with respect to air is negligibly different in most cases.

210

CHAPTER 3 Analytic Trigonometry

114. Bending Light The speed of yellow sodium light (wavelength, 589 nanometers) in a certain liquid is measured to be 1.92 * 108 meters per second. What is the index of refraction of this liquid, with respect to air, for sodium light?* [Hint: The speed of light in air is approximately 2.998 * 108 meters per second.] 115. Bending Light A beam of light with a wavelength of 589 nanometers traveling in air makes an angle of incidence of 40° on a slab of transparent material, and the refracted beam makes an angle of refraction of 26°. Find the index of refraction of the material.* 116. Bending Light A light ray with a wavelength of 589 nanometers (produced by a sodium lamp) traveling through air makes an angle of incidence of 30° on a smooth, flat slab of crown glass. Find the angle of refraction.*

117. A light beam passes through a thick slab of material whose index of refraction is n2 . Show that the emerging beam is parallel to the incident beam.* 118. Brewster’s Law If the angle of incidence and the angle of refraction are complementary angles, the angle of incidence is referred to as the Brewster angle uB. The Brewster angle is related to the index of refractions of the two media, n1 and n2, by the equation n1 sin uB = n2 cos uB, where n1 is the index of refraction of the incident medium and n2 is the index of refraction of the refractive medium. Determine the Brewster angle for a light beam traveling through water (at 20°C) that makes an angle of incidence with a smooth, flat slab of crown glass. * Adapted from Halliday and Resnick, Fundamentals of Physics, 7th ed., 2005, John Wiley & Sons.

Explaining Concepts: Discussion and Writing 119. Explain in your own words how you would use your calculator to solve the equation cos x = - 0.6, 0 … x 6 2p. How would you modify your approach to solve the equation cot x = 5, 0 6 x 6 2p?

120. Provide a justification as to why no further points of intersection (and therefore solutions) exist in Figure 25 on page 205 for x 6 - p or x 7 4p.

‘Are You Prepared?’ Answers 3 1. e f 2

2.

22 1 ;2 2

3. e - 1,

5 f 4

4. e

1 - 25 1 + 25 , f 2 2

5. e 0,

5 f 2

6. {0.76}

3.4 Trigonometric Identities PREPARING FOR THIS SECTION Before getting started, review the following: • Fundamental Identities (Section 2.3, p. 131)

• Even–Odd Properties (Section 2.3, p. 135)

Now Work the ‘Are You Prepared?’ problems on page 215.

OBJECTIVES 1 Use Algebra to Simplify Trigonometric Expressions (p. 211) 2 Establish Identities (p. 212)

In this section we establish some additional identities involving trigonometric functions. But first, we review the definition of an identity.

DEFINITION

Two functions f and g are said to be identically equal if f1x2 = g1x2 for every value of x for which both functions are defined. Such an equation is referred to as an identity. An equation that is not an identity is called a conditional equation.

SECTION 3.4 Trigonometric Identities

211

For example, the following are identities: 1x + 122 = x2 + 2x + 1

sin2 x + cos2 x = 1

csc x =

1 sin x

The following are conditional equations: 2x + 5 = 0

True only if x = -

sin x = 0

5 2

True only if x = kp, k an integer

sin x = cos x True only if x =

5p p + 2kp or x = + 2kp, k an integer 4 4

Below is a list of the trigonometric identities that we have established thus far.

Quotient Identities tan u =

sin u cos u

cot u =

cos u sin u

Reciprocal Identities csc u =

1 sin u

sec u =

1 cos u

cot u =

1 tan u

Pythagorean Identities sin2 u + cos2 u = 1

tan2 u + 1 = sec2 u

cot2 u + 1 = csc2 u Even–Odd Identities sin1-u2 = -sin u

cos1-u2 = cos u

tan1-u2 = -tan u

csc1-u2 = -csc u

sec1-u2 = sec u

cot1-u2 = -cot u

This list of identities comprises what we shall refer to as the basic trigonometric identities. These identities should not merely be memorized, but should be known (just as you know your name rather than have it memorized). In fact, minor variations of a basic identity are often used. For example, we might want to use sin2 u = 1 - cos2 u

or cos2 u = 1 - sin2 u

instead of sin2 u + cos2 u = 1. For this reason, among others, you need to know these relationships and be comfortable with variations of them.

1 Use Algebra to Simplify Trigonometric Expressions The ability to use algebra to manipulate trigonometric expressions is a key skill that one must have to establish identities. Some of the techniques that are used in establishing identities are multiplying by a “well-chosen 1,” writing a trigonometric expression over a common denominator, rewriting a trigonometric expression in terms of sine and cosine only, and factoring.

212

CHAPTER 3 Analytic Trigonometry

EXAMPLE 1

Using Algebraic Techniques to Simplify Trigonometric Expressions cot u by rewriting each trigonometric function in terms of sine and csc u cosine functions. 1 - sin u cos u = (b) Show that by multiplying the numerator and denominator 1 + sin u cos u by 1 - sin u. 1 + sin u cot u - cos u + (c) Simplify by rewriting the expression over a common cos u sin u denominator. sin2 v - 1 (d) Simplify by factoring. tan v sin v - tan v (a) Simplify

Solution

cos u sin u cos u # sin u cot u = = cos u (a) = csc u 1 sin u 1 sin u (b)

(c)

(d)

cos u11 - sin u2 cos u cos u # 1 - sin u = = 1 + sin u 1 + sin u 1 - sin u 1 - sin2 u 1 - sin u æMultiply by a well-chosen 1: . 1 - sin u cos u11 - sin u2 1 - sin u = = 2 cos u cos u 1 + sin u cot u - cos u 1 + sin u # cos u cot u - cos u # sin u = + + cos u cos u cos u sin u sin u sin u cos u # cos u + sin u cos u + sin u cos u + cot u sin u - cos u sin u sin u = = sin u cos u sin u cos u cos u æcot u = sin u cos u + cos u 2 cos u 2 = = = sin u cos u sin u cos u sin u 1sin v + 121sin v - 12 sin2 v - 1 sin v + 1 = = tan v sin v - tan v tan v1sin v - 12 tan v 

Now Work

PROBLEMS

9, 11,

AND

13

2 Establish Identities In the examples that follow, the directions will read “Establish the identity. . . . ” As you will see, this is accomplished by starting with one side of the given equation (usually the one containing the more complicated expression) and, using appropriate basic identities and algebraic manipulations, arriving at the other side. The selection of appropriate basic identities to obtain the desired result is learned only through experience and lots of practice.

EXAMPLE 2

Establishing an Identity Establish the identity:

csc u # tan u = sec u

SECTION 3.4 Trigonometric Identities

Solution NOTE A graphing utility can be used to provide evidence of an identity. For example, if we graph Y1 = csc u # tan u and Y2 = sec u, the graphs appear to be the same. This provides evidence that Y1 = Y2. However, it does not prove their equality. A graphing utility cannot be used to establish an identity—identities must be established algebraically. 

EXAMPLE 3

Start with the left side, because it contains the more complicated expression, and apply a reciprocal identity and a quotient identity. csc u # tan u =

1 # sin u 1 = = sec u sin u cos u cos u

Having arrived at the right side, the identity is established.

Now Work



19

PROBLEM

Establishing an Identity Establish the identity:

Solution

213

sin21-u2 + cos21-u2 = 1

Begin with the left side and, because the arguments are -u, apply Even–Odd Identities. sin21-u2 + cos21-u2 = 3sin1-u242 + 3cos1-u242 = 1-sin u22 + 1cos u22

Even–Odd Identities

= 1sin u22 + 1cos u22 = 1

EXAMPLE 4

sin21-u2 - cos21-u2 sin1-u2 - cos1-u2

= cos u - sin u

We begin with two observations: The left side contains the more complicated expression. Also, the left side contains expressions with the argument -u, whereas the right side contains expressions with the argument u. We decide, therefore, to start with the left side and apply Even–Odd Identities. sin21-u2 - cos21-u2 sin1-u2 - cos1-u2

= = = =

3sin1-u242 - 3cos1-u242 sin1-u2 - cos1-u2

1-sin u22 - 1cos u22 -sin u - cos u 1sin u22 - 1cos u22

-sin u - cos u 1sin u - cos u21 sin u + cos u 2 -1 sin u + cos u 2

= cos u - sin u

EXAMPLE 5

Even–Odd Identities Simplify. Factor. Cancel and simplify. 

Establishing an Identity Establish the identity:

Solution



Establishing an Identity Establish the identity:

Solution

Pythagorean Identity

1 + tan u = tan u 1 + cot u

1 + tan u 1 + tan u 1 + tan u = = 1 + cot u tan u + 1 1 1 + tan u tan u tan u1 1 + tan u 2 = = tan u tan u + 1

Now Work

PROBLEMS

23

AND



27

214

CHAPTER 3 Analytic Trigonometry

When sums or differences of quotients appear, it is usually best to rewrite them as a single quotient, especially if the other side of the identity consists of only one term.

EXAMPLE 6

Establishing an Identity 1 + cos u sin u + = 2 csc u 1 + cos u sin u

Establish the identity:

Solution

The left side is more complicated, so we start with it and proceed to add. sin2 u + 11 + cos u22 1 + cos u sin u + = 1 + cos u sin u 11 + cos u21sin u2 = =

sin2 u + 1 + 2 cos u + cos2 u 11 + cos u21sin u2

1sin2 u + cos2 u2 + 1 + 2 cos u 11 + cos u21sin u2

Remove parentheses in the numerator.

Regroup.

2 + 2 cos u 11 + cos u21sin u2

Pythagorean Identity

=

1 1 + cos u 21sin u2

Factor and cancel.

=

2 sin u

=

21 1 + cos u 2

= 2 csc u

Now Work

Add the quotients.

PROBLEM

Reciprocal Identity



49

Sometimes it helps to write one side in terms of sine and cosine functions only.

EXAMPLE 7

Establishing an Identity tan v + cot v = 1 sec v csc v

Establish the identity:

Solution

sin v cos v sin2 v + cos2 v + cos v sin v cos v sin v tan v + cot v = = sec v csc v 1 # 1 1 æ cos v sin v æ cos v sin v Change to sines and cosines.

=

Add the quotients in the numerator.

1 # cos v sin v = 1 cos v sin v 1

æ Divide the quotients; sin2 v + cos2 v = 1.

Now Work

PROBLEM



69

Sometimes, multiplying the numerator and denominator by an appropriate factor will result in a simplification.

SECTION 3.4 Trigonometric Identities

215

Establishing an Identity

EXAMPLE 8

1 - sin u cos u = cos u 1 + sin u

Establish the identity:

Solution

Start with the left side and multiply the numerator and the denominator by 1 + sin u. (Alternatively, we could multiply the numerator and denominator of the right side by 1 - sin u.) 1 - sin u # 1 + sin u Multiply the numerator and 1 - sin u = denominator by 1 + sin u. cos u cos u 1 + sin u

Now Work

=

1 - sin2 u cos u11 + sin u2

=

cos2 u cos u11 + sin u2

1 - sin2 u = cos2 u

=

cos u 1 + sin u

Cancel.

PROBLEM



53

Although a lot of practice is the only real way to learn how to establish identities, the following guidelines should prove helpful. WARNING Be careful not to handle identities to be established as if they were conditional equations. You cannot establish an identity by such methods as adding the same expression to each side and obtaining a true statement. This practice is not allowed, because the original statement is precisely the one that you are trying to establish. You do not know until it has been established that it is, in fact, true. 

Guidelines for Establishing Identities 1. It is almost always preferable to start with the side containing the more complicated expression. 2. Rewrite sums or differences of quotients as a single quotient. 3. Sometimes rewriting one side in terms of sine and cosine functions only will help. 4. Always keep your goal in mind.As you manipulate one side of the expression, you must keep in mind the form of the expression on the other side.

3.4 Assess Your Understanding ‘Are You Prepared?’ 1. True or False

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

sin2 u = 1 - cos2 u. (p. 131)

2. True or False (p. 135)

sin 1-u2 + cos 1-u2 = cos u - sin u.

Concepts and Vocabulary 3. Suppose that f and g are two functions with the same domain. If f1x2 = g1x2 for every x in the domain, the equation is called a(n) . Otherwise, it is called a(n) equation. 4. tan2 u - sec2 u =

.

5. cos1-u2 - cos u =

.

6. True or False sin1-u2 + sin u = 0 for any value of u. 7. True or False In establishing an identity, it is often easiest to just multiply both sides by a well-chosen nonzero expression involving the variable. p 8. True or False tan u # cos u = sin u for any u Z 12k + 12 . 2

Skill Building In Problems 9–18, simplify each trigonometric expression by following the indicated direction. 9. Rewrite in terms of sine and cosine functions: tan u # csc u.

10. Rewrite in terms of sine and cosine functions: cot u # sec u.

11. Multiply

1 + sin u cos u by . 1 - sin u 1 + sin u

12. Multiply

1 - cos u sin u by . 1 + cos u 1 - cos u

216

CHAPTER 3 Analytic Trigonometry

13. Rewrite over a common denominator: 16. Multiply and simplify:

cos u - sin u sin u + cos u + cos u sin u

tan u

3 sin u + 4 sin u + 1 sin2 u + 2 sin u + 1 cos2 u - 1 18. Factor and simplify: cos2 u - cos u 2

17. Factor and simplify:

14. Rewrite over a common denominator: 1 1 + 1 - cos v 1 + cos v 15. Multiply and simplify:

1tan u + 121tan u + 12 - sec2 u

1sin u + cos u21sin u + cos u2 - 1 sin u cos u

In Problems 19–98, establish each identity. 19. csc u # cos u = cot u

20. sec u # sin u = tan u

21. 1 + tan21-u2 = sec2 u

22. 1 + cot21-u2 = csc2 u

23. cos u1tan u + cot u2 = csc u

24. sin u1cot u + tan u2 = sec u

25. tan u cot u - cos2 u = sin2 u

26. sin u csc u - cos2 u = sin2 u

27. 1sec u - 121sec u + 12 = tan2 u

28. 1csc u - 121csc u + 12 = cot2 u

29. 1sec u + tan u21sec u - tan u2 = 1

30. 1csc u + cot u21csc u - cot u2 = 1

31. cos2 u11 + tan2 u2 = 1

32. 11 - cos2 u211 + cot2 u2 = 1

33. 1sin u + cos u22 + 1sin u - cos u22 = 2

34. tan2 u cos2 u + cot2 u sin2 u = 1

35. sec4 u - sec2 u = tan4 u + tan2 u

36. csc4 u - csc2 u = cot4 u + cot2 u

37. sec u - tan u =

cos u 1 + sin u

40. 9 sec2 u - 5 tan2 u = 5 + 4 sec2 u

38. csc u - cot u = 41. 1 -

sin u 1 + cos u

cos2 u = sin u 1 + sin u

39. 3 sin2 u + 4 cos2 u = 3 + cos2 u 42. 1 -

sin2 u = -cos u 1 - cos u

43.

cot v + 1 1 + tan v = 1 - tan v cot v - 1

44.

csc v - 1 1 - sin v = csc v + 1 1 + sin v

45.

sec u sin u + = 2 tan u csc u cos u

46.

csc u - 1 cot u = cot u csc u + 1

47.

1 + sin u csc u + 1 = 1 - sin u csc u - 1

48.

cos u + 1 1 + sec u = cos u - 1 1 - sec u

49.

cos v 1 - sin v + = 2 sec v cos v 1 - sin v

50.

cos v 1 + sin v = 2 sec v + cos v 1 + sin v

51.

sin u 1 = sin u - cos u 1 - cot u

53.

1 - sin u = 1sec u - tan u22 1 + sin u

54.

1 - cos u = 1csc u - cot u22 1 + cos u

52. 1 55.

sin2 u = cos u 1 + cos u

cos u sin u + = sin u + cos u 1 - tan u 1 - cot u

57. tan u +

cos u = sec u 1 + sin u

56.

cot u tan u + = 1 + tan u + cot u 1 - tan u 1 - cot u

58.

tan u sin u cos u = 2 2 cos u - sin u 1 - tan2 u

59.

tan u + sec u - 1 = tan u + sec u tan u - sec u + 1

60.

sin u - cos u + 1 sin u + 1 = sin u + cos u - 1 cos u

61.

tan u - cot u = sin2 u - cos2 u tan u + cot u

62.

sin2 u sec u - cos u = sec u + cos u 1 + cos2 u

63.

tan u - cot u + 1 = 2 sin2 u tan u + cot u

64.

tan u - cot u + 2 cos2 u = 1 tan u + cot u

65.

sec u + tan u = tan u sec u cot u + cos u

66.

1 - cos u sec u = 1 + sec u sin2 u

67.

1 - tan2 u + 1 = 2 cos2 u 1 + tan2 u

68.

1 - cot2 u + 2 cos2 u = 1 1 + cot2 u

69.

sec u - csc u = sin u - cos u sec u csc u

70.

sin2 u - tan u = tan2 u cos2 u - cot u

71. sec u - cos u = sin u tan u

72. tan u + cot u = sec u csc u

73.

1 1 + = 2 sec2 u 1 - sin u 1 + sin u

74.

sec u 1 + sin u = 1 - sin u cos3 u

76.

1 + sin u = 1sec u + tan u22 1 - sin u

77.

75.

1 + sin u 1 - sin u = 4 tan u sec u 1 - sin u 1 + sin u 1sec v - tan v22 + 1 csc v1sec v - tan v2

= 2 tan v

SECTION 3.4 Trigonometric Identities

78.

sec2 v - tan2 v + tan v = sin v + cos v sec v

79.

sin u + cos u sin u - cos u = sec u csc u cos u sin u

80.

sin u + cos u cos u - sin u = sec u csc u sin u cos u

81.

sin3 u + cos3 u = 1 - sin u cos u sin u + cos u

82.

sec u - sin u sin3 u + cos3 u = tan u - 1 1 - 2 cos2 u

83.

cos2 u - sin2 u = cos2 u 1 - tan2 u

84.

cos u + sin u - sin3 u = cot u + cos2 u sin u

85.

86.

1 - 2 cos2 u = tan u - cot u sin u cos u

87.

88.

1 + cos u + sin u = sec u + tan u 1 + cos u - sin u

89. 1a sin u + b cos u22 + 1a cos u - b sin u22 = a2 + b2

90. 12a sin u cos u22 + a21cos2 u - sin2 u22 = a2

12 cos2 u - 12

217

2

91.

cos4 u - sin4 u

= 1 - 2 sin2 u

1 + sin u + cos u 1 + cos u = 1 + sin u - cos u sin u

tan a + tan b = tan a tan b cot a + cot b

92. 1tan a + tan b211 - cot a cot b2 + 1cot a + cot b211 - tan a tan b2 = 0 93. 1sin a + cos b22 + 1cos b + sin a21cos b - sin a2 = 2 cos b1sin a + cos b2 94. 1sin a - cos b22 + 1cos b + sin a21cos b - sin a2 = -2 cos b1sin a - cos b2 95. ln ƒ sec u ƒ = -ln ƒ cos u ƒ

96. ln ƒ tan u ƒ = ln ƒ sin u ƒ - ln ƒ cos u ƒ

97. ln ƒ 1 + cos u ƒ + ln ƒ 1 - cos u ƒ = 2 ln ƒ sin u ƒ

98. ln ƒ sec u + tan u ƒ + ln ƒ sec u - tan u ƒ = 0

In Problems 99–102, show that the functions f and g are identically equal. 99. f1x2 = sin x # tan x

101. f1u2 =

g1x2 = sec x - cos x

1 - sin u cos u cos u 1 + sin u

g1u2 = 0

100. f1x2 = cos x # cot x 102. f1u2 = tan u + sec u

g1x2 = csc x - sin x g1u2 =

cos u 1 - sin u

Applications and Extensions 103. Searchlights A searchlight at the grand opening of a new car dealership casts a spot of light on a wall located 75 meters .. from the searchlight. The acceleration r of the spot of light is .. 2 found to be r = 1200 sec u12 sec u - 12. Show that this is 1 + sin2 u b. cos3 u Source: Adapted from Hibbeler, Engineering Mechanics: Dynamics, 10th ed. © 2004 equivalent to r = 1200 a ..

104. Optical Measurement Optical methods of measurement often rely on the interference of two light waves. If two light waves, identical except for a phase lag, are mixed together, the resulting intensity, or irradiance, is given by (csc u - 1)(sec u + tan u) It = 4A2 . Show that this is csc u sec u 2 equivalent to It = 12A cos u2 . Source: Experimental Techniques, July/August 2002

Explaining Concepts: Discussion and Writing 105. Write a few paragraphs outlining your strategy for establishing identities. 106. Write down the three Pythagorean Identities.

107. Why do you think it is usually preferable to start with the side containing the more complicated expression when establishing an identity? 108. Make up an identity that is not a Fundamental Identity.

‘Are You Prepared?’ Answers 1. True

2. True

218

CHAPTER 3 Analytic Trigonometry

3.5 Sum and Difference Formulas PREPARING FOR THIS SECTION Before getting started, review the following: • Finding Exact Values Given the Value of a Trigonometric Function and the Quadrant of the Angle (Section 2.3, pp. 132–134)

• Distance Formula (Section 1.1, p. 3) • Values of the Trigonometric Functions (Section 2.2, pp. 111–120) Now Work the ‘Are You Prepared?’ problems on page 227.

OBJECTIVES 1 Use Sum and Difference Formulas to Find Exact Values (p. 219) 2 Use Sum and Difference Formulas to Establish Identities (p. 220) 3 Use Sum and Difference Formulas Involving Inverse Trigonometric Functions (p. 224) 4 Solve Trigonometric Equations Linear in Sine and Cosine (p. 225)

In this section, we continue our derivation of trigonometric identities by obtaining formulas that involve the sum or difference of two angles, such as cos1a + b2, cos1a - b2, or sin1a + b2. These formulas are referred to as the sum and difference formulas. We begin with the formulas for cos1a + b2 and cos1a - b2.

THEOREM

In Words Formula (1) states that the cosine of the sum of two angles equals the cosine of the first angle times the cosine of the second angle minus the sine of the first angle times the sine of the second angle.

Sum and Difference Formulas for the Cosine Function cos1a + b2 = cos a cos b - sin a sin b

(1)

cos1a - b2 = cos a cos b + sin a sin b

(2)

Proof We will prove formula (2) first. Although this formula is true for all numbers a and b, we shall assume in our proof that 0 6 b 6 a 6 2p. We begin with the unit circle and place the angles a and b in standard position, as shown in Figure 26(a).The point P1 lies on the terminal side of b, so its coordinates are 1cos b, sin b2; and the point P2 lies on the terminal side of a, so its coordinates are 1cos a, sin a2. Figure 26 P2 ⫽ (cos ␣, sin ␣) y 1 P1 ⫽ (cos ␤, sin ␤)

P3 ⫽ (cos( ␣ ⫺ ␤), sin( ␣ ⫺ ␤)) y 1

␣ ␤

␣⫺␤ ⫺1

O

⫺1 (a)

␣⫺␤ 1

x

x2 ⫹ y2 ⫽ 1

⫺1

O

⫺1

A ⫽ (1, 0) 1

x

x2 ⫹ y2 ⫽ 1

(b)

Now place the angle a - b in standard position, as shown in Figure 26(b). The point A has coordinates 11, 02, and the point P3 is on the terminal side of the angle a - b, so its coordinates are 1cos1a - b2, sin1a - b22. Looking at triangle OP1P2 in Figure 26(a) and triangle OAP3 in Figure 26(b), we see that these triangles are congruent. (Do you see why? We have SAS: two sides

SECTION 3.5 Sum and Difference Formulas

219

and the included angle, a - b, are equal.) As a result, the unknown side of each triangle must be equal; that is, d1A, P32 = d1P1 , P22

Using the distance formula, we find that 2 2 2 2 43cos1a - b2 - 14 + 3sin1a - b2 - 04 = 41cos a - cos b2 + 1sin a - sin b2

3cos1a - b2 - 142 + sin21a - b2 = 1cos a - cos b22 + 1sin a - sin b22

cos 1a - b2 - 2 cos1a - b2 + 1 + sin 1a - b2 = cos a - 2 cos a cos b + cos b 2

2

2

2

d(A, P3) = d(P1, P2) Square both sides. Multiply out the squared terms.

+ sin2 a - 2 sin a sin b + sin2 b 2 - 2 cos1a - b2 = 2 - 2 cos a cos b - 2 sin a sin b -2 cos1a - b2 = -2 cos a cos b - 2 sin a sin b cos1a - b2 = cos a cos b + sin a sin b

Apply a Pythagorean Identity (3 times). Subtract 2 from each side. Divide each side by -2.

This is formula (2). The proof of formula (1) follows from formula (2) and the Even–Odd Identities. Use the fact that a + b = a - 1- b2. Then cos1a + b2 = cos3a - 1- b24

= cos a cos1- b2 + sin a sin1- b2 Use formula (2). = cos a cos b - sin a sin b

Even–Odd Identities

1 Use Sum and Difference Formulas to Find Exact Values One use of formulas (1) and (2) is to obtain the exact value of the cosine of an angle that can be expressed as the sum or difference of angles whose sine and cosine are known exactly.

EXAMPLE 1

Using the Sum Formula to Find an Exact Value Find the exact value of cos 75°.

Solution

Since 75° = 45° + 30°, use formula (1) to obtain cos 75° = cos145° + 30°2 = cos 45° cos 30° - sin 45° sin 30° c Formula (1)

=

EXAMPLE 2

22 # 1 1 22 # 23 = A 26 - 22 B 2 2 2 2 4

Using the Difference Formula to Find an Exact Value Find the exact value of cos

Solution



cos

p . 12

p 3p 2p p p = cosa b = cosa - b 12 12 12 4 6 p p p p = cos cos + sin sin 4 6 4 6 =

22 # 23 22 # 1 1 + = A 26 + 22 B 2 2 2 2 4

Now Work

PROBLEM

13

Use formula (2).



220

CHAPTER 3 Analytic Trigonometry

2 Use Sum and Difference Formulas to Establish Identities Seeing the Concept

Another use of formulas (1) and (2) is to establish other identities. Two important identities we conjectured earlier in Section 2.4 are given next.

p - xb and Y2 = sin x 2 on the same screen. Does this demonstrate the result 3(a)? How would you demonstrate the result 3(b)? Graph Y1 = cosa

cosa

p - u b = sin u 2

(3a)

sina

p - u b = cos u 2

(3b)

p Proof To prove formula (3a), use the formula for cos1a - b2 with a = and 2 b = u. cosa

p p p - u b = cos cos u + sin sin u 2 2 2 # # = 0 cos u + 1 sin u = sin u

To prove formula (3b), make use of the identity (3a) just established. sina

p p p - u b = cosc - a - u b d = cos u 2 2 2 c Use (3a).

Also, since cosa

p p p - u b = cos c - a u - b d = cos au - b 2 2 2 c Even Property of Cosine

and since cosa

p - u b = sin u 2 c 3(a)

p p it follows that cos a u - b = sin u. The graphs of y = cos a u - b and y = sin u 2 2 are identical. Having established the identities in formulas (3a) and (3b), we now can derive the sum and difference formulas for sin1a + b2 and sin1a - b2. p - 1a + b2 d 2 p = cosc a - a b - b d 2

Proof sin1a + b2 = cos c

= cosa

p p - ab cos b + sina - ab sin b 2 2

Formula (3a)

Formula (2)

= sin a cos b + cos a sin b

Formulas (3a) and (3b)

= sin a cos1 - b2 + cos a sin1 - b2

Use the sum formula for sine just obtained.

= sin a cos b + cos a1 - sin b2

Even–Odd Identities

sin1a - b2 = sin3a + 1 - b24

= sin a cos b - cos a sin b

SECTION 3.5 Sum and Difference Formulas

221

THEOREM In Words Formula (4) states that the sine of the sum of two angles equals the sine of the first angle times the cosine of the second angle plus the cosine of the first angle times the sine of the second angle.

EXAMPLE 3

Sum and Difference Formulas for the Sine Function sin1a + b2 = sin a cos b + cos a sin b

(4)

sin1a - b2 = sin a cos b - cos a sin b

(5)

Using the Sum Formula to Find an Exact Value Find the exact value of sin

Solution

sin

3p 4p p p 7p = sina + b = sina + b 12 12 12 4 3 p p p p = sin cos + cos sin 4 3 4 3 =

Now Work

EXAMPLE 4

7p . 12

Formula (4)

22 # 23 1 22 # 1 + = A 22 + 26 B 2 2 2 2 4



19

PROBLEM

Using the Difference Formula to Find an Exact Value Find the exact value of sin 80° cos 20° - cos 80° sin 20°.

Solution

The form of the expression sin 80° cos 20° - cos 80° sin 20° is that of the right side of formula (5) for sin1a - b2 with a = 80° and b = 20°. That is, sin 80° cos 20° - cos 80° sin 20° = sin180° - 20°2 = sin 60° =

Now Work

EXAMPLE 5

PROBLEMS

25

AND

23 2



29

Finding Exact Values 2 25 4 p 2 If it is known that sin a = , = 6 a 6 p, and that sin b = , 5 2 5 3p 25 p 6 b 6 , find the exact value of 2 (a) cos a (b) cos b (c) cos1a + b2 (d) sin1a + b2

Figure 27 4 p sin a = , 6 a 6 p 5 2

Solution

y 5

y 4 p = and 6 a 6 p, let y = 4 and r = 5 and place a in r 5 2 quadrant II. The point P = 1x, y2 = 1x, 42, x 6 0, is on a circle of radius 5, x2 + y2 = 25. See Figure 27. Then

(a) Since sin a =

x2 + y2 x2 + 16 x2 x

(x, 4) 5

⫺5

␣ 5 x

= = = =

25 25 y = 4 25 - 16 = 9 -3 x 6 0

Then

⫺5

x 2 ⫹ y 2 ⫽ 25

cos a =

x 3 = r 5

222

CHAPTER 3 Analytic Trigonometry

Alternatively, we can find cos a using identities, as follows: cos a = - 21 - sin2 a = -

A

1 -

16 9 3 = = A 25 25 5

æa in quadrant II, cos a 6 0 y -2 3p , let y = -2 and r = 15 and place = and p 6 b 6 r 2 15 b in quadrant III. The point P = 1x, y2 = 1x, -22, x 6 0, is on a circle of

(b) Since sin b =

Figure 28 3p -2 ,p 6 b 6 sin b = 2 15

radius 25, x2 + y2 = 5. See Figure 28. Then

y 5

x2 + y2 = 5 x2 + 4 = 5 y = -2 x2 = 1 x = -1 x 6 0

␤ ⫺ 5

5x

Then 5 (x, ⫺2)

⫺ 5

x2

⫹

y2

cos b =

⫽5

x -1 15 = = r 5 15

Alternatively, we can find cos b using identities, as follows: cos b = - 21 - sin2 b = -

A

1 -

4 1 15 = = 5 5 A5

(c) Using the results found in parts (a) and (b) and formula (1), we have cos1a + b2 = cos a cos b - sin a sin b = -

3 25 4 2 25 11 25 ab - ab = 5 5 5 5 25

(d) sin1a + b2 = sin a cos b + cos a sin b =

4 25 3 2 25 2 25 ab + a- b a b = 5 5 5 5 25

Now Work

EXAMPLE 6

33(a), (b),

AND

(c)

Establishing an Identity Establish the identity:

Solution

PROBLEMS



cos1a - b2 sin a sin b

cos1a - b2 sin a sin b

= cot a cot b + 1

=

cos a cos b + sin a sin b sin a sin b

=

sin a sin b cos a cos b + sin a sin b sin a sin b

=

cos a # cos b + 1 sin a sin b

= cot a cot b + 1

Now Work

PROBLEMS



47

AND

59

SECTION 3.5 Sum and Difference Formulas

223

sin u and the sum formulas for sin1a + b2 and cos u cos1a + b2 to derive a formula for tan1a + b2. Use the identity tan u =

Proof

tan1a + b2 =

sin1a + b2 cos1a + b2

=

sin a cos b + cos a sin b cos a cos b - sin a sin b

Now divide the numerator and denominator by cos a cos b. sin a cos b + cos a sin b sin a cos b cos a sin b + cos a cos b cos a cos b cos a cos b tan1a + b2 = = sin a sin b cos a cos b - sin a sin b cos a cos b cos a cos b cos a cos b cos a cos b sin b sin a + cos a cos b tan a + tan b = = sin a # sin b 1 - tan a tan b 1 cos a cos b

Proof Use the sum formula for tan1a + b2 and Even–Odd Properties to get the difference formula. tan a + tan1- b2 tan a - tan b = tan1a - b2 = tan3a + 1- b24 = 1 - tan a tan1- b2 1 + tan a tan b We have proved the following results:

THEOREM

Sum and Difference Formulas for the Tangent Function tan a + tan b 1 - tan a tan b tan a - tan b tan1a - b2 = 1 + tan a tan b

In Words

tan1a + b2 =

Formula (6) states that the tangent of the sum of two angles equals the tangent of the first angle plus the tangent of the second angle, all divided by 1 minus their product.

Now Work

EXAMPLE 7

(7)

33(d)

Establishing an Identity Prove the identity:

Solution

PROBLEM

(6)

tan1u + p2 =

tan1u + p2 = tan u

tan u + 0 tan u + tan p = = tan u 1 - tan u tan p 1 - tan u # 0



The result obtained in Example 7 verifies that the tangent function is periodic with period p, a fact that we discussed earlier.

EXAMPLE 8

Establishing an Identity p b = -cot u 2 p We cannot use formula (6), since tan is not defined. Instead, we proceed as follows: 2 p p p sina u + b sin u cos + cos u sin 2 p 2 2 tanau + b = = p p 2 p cos u cos - sin u sin cosa u + b 2 2 2 Prove the identity:

Solution WARNING Be careful when using formulas (6) and (7). These formulas can be used only for angles a and b for which tan a and tan b are defined, that is, all angles except odd integer p multiples of .  2

tana u +

=

1sin u2102 + 1cos u2112

1cos u2102 - 1sin u2112

=

cos u = -cot u -sin u



224

CHAPTER 3 Analytic Trigonometry

3 Use Sum and Difference Formulas Involving Inverse Trigonometric Functions EXAMPLE 9

Finding the Exact Value of an Expression Involving Inverse Trigonometric Functions Find the exact value of:

Solution

1 3 + sin-1 b 2 5

We seek the sine of the sum of two angles, a = cos-1 cos a =

NOTE In Example 9, we could also x 1 = , find sin a by using cos a = r 2 so x = 1 and r = 2. Then y = 13 and y 13 sin a = = . We could find cos b r 2  in a similar fashion.

sin acos-1

1 2

0 … a … p

and sin b =

3 5

1 3 and b = sin-1 . Then 2 5 -

p p … b … 2 2

We use Pythagorean Identities to obtain sin a and cos b. Since sin a Ú 0 and cos b Ú 0 (do you know why?), we find sin a = 31 - cos2 a = cos b = 31 - sin2 b =

A A

1 -

3 1 23 = = 4 A4 2

1 -

9 4 16 = = 25 A 25 5

As a result, sina cos-1

1 3 + sin-1 b = sin1a + b2 = sin a cos b + cos a sin b 2 5 =

Now Work

EXAMPLE 10

PROBLEM

1 3 4 23 + 3 23 # 4 + # = 2 5 2 5 10



75

Writing a Trigonometric Expression as an Algebraic Expression Write sin1sin-1 u + cos-1 v2 as an algebraic expression containing u and v (that is, without any trigonometric functions). Give the restrictions on u and v.

Solution

First, for sin-1 u, we have -1 … u … 1, and for cos-1 v, we have -1 … v … 1. Now let a = sin-1 u and b = cos-1 v. Then sin a = u cos b = v Since -

p p … a … -1 … u … 1 2 2 0 … b … p -1 … v … 1

-

p p … a … , we know that cos a Ú 0. As a result, 2 2 cos a = 31 - sin2 a = 31 - u2

Similarly, since 0 … b … p, we know that sin b Ú 0. Then sin b = 31 - cos2 b = 31 - v2 As a result, sin1sin-1 u + cos-1 v2 = sin1a + b2 = sin a cos b + cos a sin b = uv + 31 - u2 31 - v2

Now Work

PROBLEM

85



SECTION 3.5 Sum and Difference Formulas

225

4 Solve Trigonometric Equations Linear in Sine and Cosine Sometimes it is necessary to square both sides of an equation to obtain expressions that allow the use of identities. Remember, squaring both sides of an equation may introduce extraneous solutions. As a result, apparent solutions must be checked.

EXAMPLE 11

Solving a Trigonometric Equation Linear in Sine and Cosine sin u + cos u = 1,

Solve the equation:

Solution A

0 … u 6 2p

Attempts to use available identities do not lead to equations that are easy to solve. (Try it yourself.) Given the form of this equation, we decide to square each side. sin u + cos u = 1

1sin u + cos u22 = 1 Square each side. sin2 u + 2 sin u cos u + cos2 u = 1 Remove parentheses. 2 sin u cos u = 0

sin2 u + cos2 u = 1

sin u cos u = 0 Setting each factor equal to zero, we obtain sin u = 0

or cos u = 0

The apparent solutions are u = 0,

u = p,

u =

p , 2

u =

3p 2

Because we squared both sides of the original equation, we must check these apparent solutions to see if any are extraneous. u = 0:

sin 0 + cos 0 = 0 + 1 = 1 sin p + cos p = 0 + 1-12 = -1 p p sin + cos = 1 + 0 = 1 2 2 3p 3p sin + cos = -1 + 0 = -1 2 2

u = p: p u = : 2 3p u = : 2

The values u = p and u =

Solution B

A solution Not a solution A solution Not a solution

3p p are extraneous. The solution set is e 0, f . 2 2



Start with the equation sin u + cos u = 1 and divide each side by 22 . (The reason for this choice will become apparent shortly.) Then 1 22

sin u +

1 22

cos u =

1 22

The left side now resembles the formula for the sine of the sum of two angles, one of which is u. The other angle is unknown (call it f.) Then sin1u + f2 = sin u cos f + cos u sin f =

1 22

=

22 2

where cos f =

1 22

=

22 2

sin f =

1 22

=

22 2

0 … f 6 2p

(8)

226

CHAPTER 3 Analytic Trigonometry

Figure 29

The angle f is therefore y

p . As a result, equation (8) becomes 4

1 (⫺x,

2 –– ) 2

(x, 3␲ ––– 4

4

1 x

u +

p p = 4 4

or u +

u = 0 or

x2 ⫹ y 2 ⫽ 1

⫺1

p 22 b = 4 2 3p 22 p : and . See 2 4 4

In the interval 30, 2p2, there are two angles whose sine is Figure 29. As a result,

␲ –

⫺1

sinau +

2 –– ) 2

p 3p = 4 4 p u = 2

p f. 2

The solution set is e 0,



This second method of solution can be used to solve any linear equation in the variables sin u and cos u.

EXAMPLE 12

Solving a Trigonometric Equation Linear in sin U and cos U Solve: a sin u + b cos u = c

(9)

where a, b, and c are constants and either a Z 0 or b Z 0.

Solution

Divide each side of equation (9) by 4a2 + b2 . Then a 4a + b 2

2

sin u +

b 4a + b 2

2

cos u =

c 2 4a + b 2

(10)

There is a unique angle f, 0 … f 6 2p, for which cos f =

a 4a + b 2

2

(11)

2 4a + b 2

Figure 30 shows the situation for a 7 0 and b 7 0. Equation (10) may be written as

Figure 30 y

sin u cos f + cos u sin f = P = (a, b) a2

b

and sin f =

b2 ⫹ ␾

2 4a + b

or, equivalently, sin1u + f2 =

x b sin ␾ = a2 ⫹ b2

c 2

x2 ⫹ y 2 ⫽ a2 ⫹ b2 a cos ␾ = a2 ⫹ b2

c

(12)

2 2 4a + b

where f satisfies equation (11). If ƒ c ƒ 7 4a2 + b2 , then sin1u + f2 7 1 or sin1u + f2 6 -1, and equation (12) has no solution. If ƒ c ƒ … 4a2 + b2 , then the solutions of equation (12) are u + f = sin-1

c 4a + b 2

2

or u + f = p - sin-1

c 2 4a + b 2

Because the angle f is determined by equations (11), these give the solutions to equation (9). 

Now Work

PROBLEM

93

227

SECTION 3.5 Sum and Difference Formulas

SUMMARY Sum and Difference Formulas cos1a + b2 = cos a cos b - sin a sin b

cos1a - b2 = cos a cos b + sin a sin b

sin1a + b2 = sin a cos b + cos a sin b

sin1a - b2 = sin a cos b - cos a sin b

tan1a + b2 =

tan a + tan b 1 - tan a tan b

tan1a - b2 =

tan a - tan b 1 + tan a tan b

3.5 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. The distance d from the point 12, - 32 to the point 15, 12 is . (p. 3) 4 and u is in quadrant II, then cos u = 5 (pp. 132–134)

2. If sin u =

.

p# p . (pp. 111–120) cos = 4 3 p p (b) tan - sin = . (pp. 111–120) 4 6 3p 4 4. If sin a = - , p 6 a 6 , then cos a = 5 2 (pp. 132–134) 3. (a) sin

.

Concepts and Vocabulary 5. cos1a + b2 = cos a cos b

sin a sin b

6. sin1a - b2 = sin a cos b

cos a sin b

9. True or False

7. True or False

sin1a + b2 = sin a + sin b + 2 sin a sin b

8. True or False

tan 75° = tan 30° + tan 45°

cos a

p - u b = cos u 2

10. True or False If f1x2 = sin x and g1x2 = cos x, then g1a + b2 = g1a2g1b2 - f1a2f1b2

Skill Building In Problems 11–22, find the exact value of each expression. 11. sin

5p 12

12. sin

p 12

18. tan 195°

17. tan 15°

13. cos

7p 12

14. tan

7p 12

15. cos 165°

19. sin

17p 12

20. tan

19p 12

21. sec a-

p b 12

16. sin 105° 22. cot a-

5p b 12

In Problems 23–32, find the exact value of each expression. 23. sin 20° cos 10° + cos 20° sin 10°

24. sin 20° cos 80° - cos 20° sin 80°

25. cos 70° cos 20° - sin 70° sin 20°

26. cos 40° cos 10° + sin 40° sin 10°

27.

tan 20° + tan 25° 1 - tan 20° tan 25°

28.

7p p 7p p cos - cos sin 12 12 12 12 p 5p 5p p 31. cos cos + sin sin 12 12 12 12

29. sin

tan 40° - tan 10° 1 + tan 40° tan 10°

30. cos

5p 7p 5p 7p cos - sin sin 12 12 12 12

32. sin

5p p 5p p cos + cos sin 18 18 18 18

In Problems 33–38, find the exact value of each of the following under the given conditions:

(a) sin1a + b2 33. sin a =

(b) cos1a + b2

(c) sin1a - b2

3 p 2 25 p , 0 6 a 6 ; cos b = ,6 b 6 0 5 2 5 2

4 p 1 p 35. tan a = - , 6 a 6 p; cos b = , 0 6 b 6 3 2 2 2 37. sin a =

5 3p p ,6 a 6 - p; tan b = - 23 , 6 b 6 p 13 2 2

(d) tan1a - b2 34. cos a =

25 p ,0 6 a 6 ; 5 2

4 p sin b = - , - 6 b 6 0 5 2

36. tan a =

5 3p 1 3p ,p 6 a 6 ; sin b = - , p 6 b 6 12 2 2 2

38. cos a =

1 p 1 p , - 6 a 6 0; sin b = , 0 6 b 6 2 2 3 2

228

CHAPTER 3 Analytic Trigonometry

1 , u in quadrant II, find the exact value of: 3 p (a) cos u (b) sinau + b 6

39. If sin u =

(c) cosa u -

p b 3

(d) tana u +

1 , u in quadrant IV, find the exact value of: 4 p (a) sin u (b) sina u - b 6

40. If cos u =

p b 4

(c) cosa u +

p b 3

(d) tanau -

p b 4

In Problems 41–46, use the figures to evaluate each function if f(x) = sin x, g(x) = cos x, and h1x2 = tan x. 41. f1a + b2

42. g1a + b2

43. g1a - b2

44. f1a - b2

y

y x2  y2  1

x2  y2  4 (x, 1) ␣

45. h1a + b2

␤ x

46. h1a - b2

x ( 1–3 , y)

In Problems 47–72, establish each identity. 47. sina

p + ub = cos u 2

48. cosa

p + u b = -sin u 2

49. sin1p - u2 = sin u

50. cos1p - u2 = -cos u

51. sin1p + u2 = -sin u

52. cos1p + u2 = -cos u

53. tan1p - u2 = -tan u

54. tan12p - u2 = -tan u

55. sina

56. cosa

3p + ub = sin u 2

57. sin1a + b2 + sin1a - b2 = 2 sin a cos b

58. cos1a + b2 + cos1a - b2 = 2 cos a cos b 60. 62.

sin1a + b2 cos a cos b cos1a - b2 sin a cos b

3p + u b = -cos u 2

59.

= tan a + tan b

61.

= cot a + tan b

63.

sin1a + b2 sin a cos b cos1a + b2 cos a cos b sin1a + b2 sin1a - b2

= 1 + cot a tan b = 1 - tan a tan b =

tan a + tan b tan a - tan b

=

1 - tan a tan b 1 + tan a tan b

65. cot1a + b2 =

cot a cot b - 1 cot b + cot a

66. cot1a - b2 =

cot a cot b + 1 cot b - cot a

67. sec1a + b2 =

csc a csc b cot a cot b - 1

68. sec1a - b2 =

sec a sec b 1 + tan a tan b

69. sin1a - b2 sin1a + b2 = sin2 a - sin2 b

64.

cos1a + b2 cos1a - b2

70. cos1a - b2 cos1a + b2 = cos2 a - sin2 b

71. sin1u + kp2 = 1-12k sin u, k any integer

72. cos1u + kp2 = 1-12k cos u, k any integer In Problems 73–84, find the exact value of each expression. 73. sinasin-1

1 + cos-1 0 b 2

4 3 76. sincsin-1 a- b - tan-1 d 5 4 79. cosasin-1

82. tana

5 3 - tan-1 b 13 4

p 3 - cos-1 b 4 5

3 4 - cos-1 a- b d 5 5

74. sinasin-1

23 + cos-1 1 b 2

75. sincsin-1

77. cosa tan-1

4 5 + cos-1 b 3 13

78. cosctan-1

5 3 - sin-1 a- b d 12 5

80. cosa tan-1

4 12 + cos-1 b 3 13

81. tana sin-1

p 3 + b 5 6

83. tana sin-1

4 + cos-1 1 b 5

84. tanacos-1

4 + sin-1 1 b 5

SECTION 3.5 Sum and Difference Formulas

229

In Problems 85–90, write each trigonometric expression as an algebraic expression containing u and v. Give the restrictions required on u and v. 85. cos1cos-1 u + sin-1 v2

86. sin1sin-1 u - cos-1 v2

87. sin1tan-1 u - sin-1 v2

88. cos1tan-1 u + tan-1 v2

89. tan1sin-1 u - cos-1 v2

90. sec1tan-1 u + cos-1 v2

In Problems 91–96, solve each equation on the interval 0 … u 6 2p. 91. sin u - 23 cos u = 1

92. 23 sin u + cos u = 1

93. sin u + cos u = 22

94. sin u - cos u = - 22

95. tan u + 23 = sec u

96. cot u + csc u = - 23

Applications and Extensions 97. Show that sin-1 v + cos-1 v =

p . 2

98. Show that tan-1 v + cot-1 v =

1 p - tan-1 v, if v 7 0. 99. Show that tan-1 a b = v 2

p . 2

100. Show that cot-1 ev = tan-1 e-v.

101. Show that sin1sin-1 v + cos-1 v2 = 1.

102. Show that cos1sin-1 v + cos-1 v2 = 0.

103. Calculus Show that the difference quotient for f1x2 = sin x is given by

107. Geometry: Angle between Two Lines Let L1 and L2 denote two nonvertical intersecting lines, and let u denote the acute angle between L1 and L2 (see the figure). Show that

f1x + h2 - f1x2 h

=

sin1x + h2 - sin x

h sin h 1 - cos h # - sin x # = cos x h h

tan u =

where m1 and m2 are the slopes of L1 and L2 , respectively.

104. Calculus Show that the difference quotient for f1x2 = cos x is given by f1x + h2 - f1x2 h

=

m2 - m1 1 + m1 m2

[Hint: Use the facts that tan u1 = m1 and tan u2 = m2 .] y

cos1x + h2 - cos x

L2

h sin h 1 - cos h - cos x # = -sin x # h h

L1

␪

105. One, Two, Three (a) Show that tan1tan-1 1 + tan-1 2 + tan-1 32 = 0. (b) Conclude from part (a) that

␪1

␪2 x

tan-1 1 + tan - 1 2 + tan - 1 3 = p Source: College Mathematics Journal, Vol. 37, No. 3, May 2006 106. Electric Power In an alternating current (ac) circuit, the instantaneous power p at time t is given by p1t2 = VmIm cos f sin21vt2 - VmIm sin f sin1vt2 cos1vt2

108. If a + b + g = 180° and cot u = cot a + cot b + cot g, 0 6 u 6 90° show that sin3 u = sin1a - u2 sin1b - u2 sin1g - u2

Show that this is equivalent to p1t2 = VmIm sin1vt2 sin1vt - f2

109. If tan a = x + 1 and tan b = x - 1, show that

Source: HyperPhysics, hosted by Georgia State University

2 cot1a - b2 = x2

Explaining Concepts: Discussion and Writing 110. Discuss the following derivation: p tan u + tan p 2 tanau + b = = 2 p 1 - tan u tan 2 Can you justify each step?

tan u + 1 p tan 2 1 0 + 1 = = -cot u = 1 0 - tan u -tan u - tan u p tan 2

230

CHAPTER 3 Analytic Trigonometry

111. Explain why formula (7) cannot be used to show that tana

p - ub = cot u 2

Establish this identity by using formulas (3a) and (3b).

‘Are You Prepared?’ Answers 1. 5

2. -

3 5

3. (a)

22 4

(b)

1 2

4. -

3 5

3.6 Double-angle and Half-angle Formulas OBJECTIVES 1 Use Double-angle Formulas to Find Exact Values (p. 230) 2 Use Double-angle Formulas to Establish Identities (p. 231) 3 Use Half-angle Formulas to Find Exact Values (p. 234) 1 1 In this section we derive formulas for sin12u2, cos12u2, sina ub , and cosa u b in 2 2 terms of sin u and cos u. They are derived using the sum formulas. In the sum formulas for sin1a + b2 and cos1a + b2, let a = b = u. Then sin1a + b2 = sin a cos b + cos a sin b sin1u + u2 = sin u cos u + cos u sin u sin12u2 = 2 sin u cos u and cos1a + b2 = cos a cos b - sin a sin b cos1u + u2 = cos u cos u - sin u sin u cos12u2 = cos2 u - sin2 u An application of the Pythagorean Identity sin2 u + cos2 u = 1 results in two other ways to express cos12u2. cos12u2 = cos2 u - sin2 u = 11 - sin2 u2 - sin2 u = 1 - 2 sin2 u and

cos12u2 = cos2 u - sin2 u = cos2 u - 11 - cos2 u2 = 2 cos2 u - 1 We have established the following Double-angle Formulas:

THEOREM

Double-angle Formulas sin12u2 = 2 sin u cos u

(1)

cos12u2 = cos u - sin u

(2)

cos12u2 = 1 - 2 sin u

(3)

cos12u2 = 2 cos u - 1

(4)

2

2

2

2

1 Use Double-angle Formulas to Find Exact Values EXAMPLE 1

Finding Exact Values Using the Double-angle Formulas 3 p , 6 u 6 p, find the exact value of: 5 2 (a) sin12u2 (b) cos12u2 If sin u =

SECTION 3.6 Double-angle and Half-angle Formulas

Solution Figure 31 y 5

3 (a) Because sin12u2 = 2 sin u cos u and we already know that sin u = , we only 5 y p 3 need to find cos u. Since sin u = = , 6 u 6 p, we let y = 3 and r = 5 r 2 5 and place u in quadrant II. The point P = 1x, y2 = 1x, 32 is on a circle of radius 5, x2 + y2 = 25. See Figure 31. Then

x 2 ⫹ y 2 ⫽ 25

x2 + y2 = 25 x2 = 25 - 9 = 16

(x, 3) 5

x = -4

␪

⫺5

5 x

231

We find that cos u =

y = 3 x 6 0

x -4 . Now use formula (1) to obtain = r 5

4 24 3 sin12u2 = 2 sin u cos u = 2 a b a - b = 5 5 25

⫺5

(b) Because we are given sin u =

3 , it is easiest to use formula (3) to get cos12u2. 5

cos12u2 = 1 - 2 sin2 u = 1 - 2 a

9 18 7 b = 1 = 25 25 25



WARNING In finding cos(2u) in Example 1(b), we chose to use a version of the Doubleangle Formula, formula (3). Note that we are unable to use the Pythagorean Identity 24 cos(2u) = ; 4 1 - sin2(2u), with sin(2u) = - , because we have no way of knowing 25 which sign to choose. 

Now Work

PROBLEMS

7(a)

AND

(b)

2 Use Double-angle Formulas to Establish Identities EXAMPLE 2

Establishing Identities (a) Develop a formula for tan12u2 in terms of tan u. (b) Develop a formula for sin13u2 in terms of sin u and cos u.

Solution

(a) In the sum formula for tan1a + b2, let a = b = u. Then tan a + tan b 1 - tan a tan b tan u + tan u tan1u + u2 = 1 - tan u tan u

tan1a + b2 =

tan12u2 =

2 tan u 1 - tan2 u

(5)

(b) To get a formula for sin13u2, we write 3u as 2u + u and use the sum formula. sin13u2 = sin12u + u2 = sin12u2 cos u + cos12u2 sin u

232

CHAPTER 3 Analytic Trigonometry

Now use the Double-angle Formulas to get

sin13u2 = 12 sin u cos u21cos u2 + 1cos2 u - sin2 u21sin u2 = 2 sin u cos2 u + sin u cos2 u - sin3 u = 3 sin u cos2 u - sin3 u



The formula obtained in Example 2(b) can also be written as sin13u2 = 3 sin u cos2 u - sin3 u = 3 sin u11 - sin2 u2 - sin3 u = 3 sin u - 4 sin3 u That is, sin13u2 is a third-degree polynomial in the variable sin u. In fact, sin1nu2, n a positive odd integer, can always be written as a polynomial of degree n in the variable sin u.*

Now Work

PROBLEM

65

By rearranging the Double-angle Formulas (3) and (4), we obtain other formulas that we will use later in this section. Begin with formula (3) and proceed to solve for sin2 u. cos12u2 = 1 - 2 sin2 u 2 sin2 u = 1 - cos12u2 sin2 u =

1 - cos12u2 2

(6)

Similarly, using formula (4), proceed to solve for cos2 u. cos12u2 = 2 cos2 u - 1 2 cos2 u = 1 + cos12u2 cos2 u =

1 + cos12u2 2

(7)

Formulas (6) and (7) can be used to develop a formula for tan2 u. 1 - cos12u2 tan2 u =

sin u 2 = 2 1 + cos12u2 cos u 2 2

tan2 u =

1 - cos12u2 1 + cos12u2

(8)

Formulas (6) through (8) do not have to be memorized since their derivations are so straightforward. Formulas (6) and (7) are important in calculus. The next example illustrates a problem that arises in calculus requiring the use of formula (7).

EXAMPLE 3

Establishing an Identity Write an equivalent expression for cos4 u that does not involve any powers of sine or cosine greater than 1. * Because of the work done by P. L. Chebyshëv, these polynomials are sometimes called Chebyshëv polynomials.

SECTION 3.6 Double-angle and Half-angle Formulas

Solution

The idea here is to apply formula (7) twice. 1 + cos12u2 2 2 b cos4 u = 1cos2 u2 = a 2 1 = 31 + 2 cos12u2 4 1 1 = + cos12u2 + 4 2 1 1 = + cos12u2 + 4 2 1 1 = + cos12u2 + 4 2 3 1 = + cos12u2 + 8 2

Now Work

EXAMPLE 4

PROBLEM

233

Formula (7)

+ cos212u24 1 cos212u2 4 1 1 + cos3212u24 e f 4 2 1 31 + cos14u24 8 1 cos14u2 8

Formula (7)



41

Solving a Trigonometric Equation Using Identities 1 sin u cos u = - , 0 … u 6 2p 2 The left side of the given equation is in the form of the Double-angle Formula 2 sin u cos u = sin12u2, except for a factor of 2. Multiply each side by 2. Solve the equation:

Solution

1 2 2 sin u cos u = -1 sin12u2 = -1 sin u cos u = -

Multiply each side by 2. Double-angle Formula

The argument here is 2u. So we need to write all the solutions of this equation 3p and then list those that are in the interval 30, 2p2. Because sin a + 2pk b = -1, 2 for any integer k we have 3p + 2kp k any integer 2 3p u = + kp 4 3p 3p 3p 7p 3p 11p u = + 102p = , u = + 112p = , u = + 122p = 4 4 4 4 4 4 2u =

u =

3p p + 1-12p = - , 4 4

c k = -1

c k = 0

c k = 1

The solutions in the interval 30, 2p2 are u = The solution set is e

3p 7p , f. 4 4

Now Work

EXAMPLE 5

c k = 2

PROBLEM

3p , 4

u =

7p 4 

69

Projectile Motion An object is propelled upward at an angle u to the horizontal with an initial velocity of v0 feet per second. See Figure 32. If air resistance is ignored, the range R, the horizontal distance that the object travels, is given by the function

Figure 32

R1u2 =

θ R

1 2 v0 sin u cos u 16

1 2 v sin12u2. 32 0 (b) Find the angle u for which R is a maximum. (a) Show that R1u2 =

234

CHAPTER 3 Analytic Trigonometry

Solution

(a) Rewrite the given expression for the range using the Double-angle Formula sin12u2 = 2 sin u cos u. Then R1u2 =

1 2 1 2 1 2 2 sin u cos u = v sin u cos u = v v sin12u2 16 0 16 0 2 32 0

(b) In this form, the largest value for the range R can be found. For a fixed initial speed v0 , the angle u of inclination to the horizontal determines the value of R. Since the largest value of a sine function is 1, occurring when the argument 2u is 90°, it follows that for maximum R we must have 2u = 90° u = 45° An inclination to the horizontal of 45° results in the maximum range.



3 Use Half-angle Formulas to Find Exact Values Another important use of formulas (6) through (8) is to prove the Half-angle a Formulas. In formulas (6) through (8), let u = . Then 2 sin2

a 1 - cos a = 2 2

cos2

a 1 + cos a = 2 2

tan2

a 1 - cos a = 2 1 + cos a

(9)

The identities in box (9) will prove useful in integral calculus. If we solve for the trigonometric functions on the left sides of equations (9), we obtain the Half-angle Formulas.

THEOREM

Half-angle Formulas a 1 = ; 2 A 1 a cos = ; 2 A 1 a tan = ; 2 A1 sin

- cos a 2 + cos a 2 - cos a + cos a

(10a) (10b) (10c)

where the + or - sign is determined by the quadrant of the angle

EXAMPLE 6

a . 2

Finding Exact Values Using Half-angle Formulas Use a Half-angle Formula to find the exact value of: (a) cos 15°

Solution

(b) sin1-15°2

30° a , we can use the Half-angle Formula for cos with a = 30°. 2 2 Also, because 15° is in quadrant I, cos 15° 7 0, we choose the + sign in using formula (10b):

(a) Because 15° =

cos 15° = cos

30° 1 + cos 30° = 2 A 2 =

1 + 13>2

C

2

= C

2 + 13 32 + 23 = 4 2

SECTION 3.6 Double-angle and Half-angle Formulas

235

(b) Use the fact that sin1 - 15°2 = - sin 15° and then apply formula (10a). sin1 - 15°2 = - sin

1 - cos 30° 30° = 2 A 2 = -

1 - 13>2

C

2

= -

2 - 13 32 - 23 = C 4 2



It is interesting to compare the answer found in Example 6(a) with the answer to Example 2 of Section 3.5. There we calculated cos

p 1 = cos 15° = A 26 + 22 B 12 4

Based on this and the result of Example 6(a), we conclude that 1 A 2 6 + 22 B 4

and

32 + 23 2

are equal. (Since each expression is positive, you can verify this equality by squaring each expression.) Two very different looking, yet correct, answers can be obtained, depending on the approach taken to solve a problem.

Now Work

EXAMPLE 7

PROBLEM

19

Finding Exact Values Using Half-angle Formulas 3 3p If cos a = - , p 6 a 6 , find the exact value of: 5 2 a a a (a) sin (b) cos (c) tan 2 2 2

Solution

3p p a 3p a 6 6 . As a result, First, observe that if p 6 a 6 then lies in 2 2 2 4 2 quadrant II. a a (a) Because lies in quadrant II, sin 7 0, so use the + sign in formula (10a) 2 2 to get 3 1 - a- b 5 1 - cos a a = sin = A 2 2 R 2 8 5 2 225 4 = = = = R2 A5 5 25 a a (b) Because lies in quadrant II, cos 6 0, so use the - sign in formula (10b) 2 2 to get 3 1 + a- b 5 1 + cos a a = cos = - A 2 R 2 2 2 1 25 5 = = = 5 R2 25

236

CHAPTER 3 Analytic Trigonometry

a a (c) Because lies in quadrant II, tan 6 0, so use the - sign in formula (10c) 2 2 to get 1 - cos a a = tan = 2 A 1 + cos a

3 8 1 - a- b 5 5 = = -2 2 3 1 + a- b b b5 5



Another way to solve Example 7(c) is to use the results of parts (a) and (b). 2 25 a 2 5 a = tan = = -2 a 2 25 cos 2 5 sin

Now Work

PROBLEMS

7(c)

AND

(d)

a that does not contain + and - signs, making it more 2 useful than formula 10(c). To derive it, use the formulas There is a formula for tan

1 - cos a = 2 sin2

a 2

Formula (9)

and a a a sin a = sinc2 a b d = 2 sin cos 2 2 2

Double-angle Formula

Then a 1 - cos a 2 a = = = tan sin a a a a 2 2 sin cos cos 2 2 2 Since it also can be shown that 2 sin2

a 2

sin

1 - cos a sin a = sin a 1 + cos a we have the following two Half-angle Formulas:

Half-angle Formulas for tan

tan

A 2

a 1 - cos a sin a = = 2 sin a 1 + cos a

(11)

With this formula, the solution to Example 7(c) can be obtained as follows: cos a = -

3 5

p 6 a 6

3p 2

9 4 16 = = sin a = - 41 - cos2 a = - 1 A 25 A 25 5 Then, by equation (11), 3 8 1 - a- b 5 a 1 - cos a 5 tan = = = = -2 2 sin a 4 4 5 5

SECTION 3.6 Double-angle and Half-angle Formulas

237

3.6 Assess Your Understanding Concepts and Vocabulary 1. cos12u2 = cos2 u 2. sin2

u = 2

2

=

- 1 = 1 -

.

4. True or False 5. True or False

.

2 tan u 1 - tan2 u sin12u2 has two equivalent forms: tan12u2 =

2 sin u cos u and sin2 u - cos2 u

1 - cos u u 3. tan = . 2

6. True or False

tan12u2 + tan12u2 = tan14u2

Skill Building In Problems 7–18, use the information given about the angle u, 0 … u 6 2p, to find the exact value of

(a) sin12u2

u u (d) cos 2 2 3 p 8. cos u = , 0 6 u 6 5 2

(b) cos12u2

7. sin u =

3 , 5

0 6 u 6

10. tan u =

1 , 2

p 6 u 6

(c) sin

p 2 3p 2

11. cos u = -

26 , 3

9. tan u =

p 6 u 6 p 2

13. sec u = 3, sin u 7 0

14. csc u = - 25,

16. sec u = 2, csc u 6 0

17. tan u = - 3, sin u 6 0

4 3p , p 6 u 6 3 2

12. sin u = -

23 , 3

3p 6 u 6 2p 2

15. cot u = - 2, sec u 6 0

cos u 6 0

18. cot u = 3, cos u 6 0

In Problems 19–28, use the Half-angle Formulas to find the exact value of each expression. 19. sin 22.5°

20. cos 22.5°

21. tan

7p 8

22. tan

9p 8

23. cos 165°

24. sin 195°

25. sec

15p 8

26. csc

7p 8

27. sina-

p b 8

28. cos a-

3p b 8

In Problems 29–40, use the figures to evaluate each function given that f1x2 = sin x, g1x2 = cos x, and h1x2 = tan x. y

y x2  y2  1

x2  y2  5

(a, 2)

␣

␪ x

x ( 1–4 , b)

29. f12u2

30. g12u2

u 31. g a b 2

u 32. f a b 2

33. h12u2

u 34. h a b 2

35. g12a2

36. f12a2

a 39. h a b 2

40. h12a2

a 37. f a b 2

a 38. g a b 2 3 1 1 41. Show that sin4 u = - cos12u2 + cos14u2. 8 2 8 43. Develop a formula for cos13u2 as a third-degree polynomial in the variable cos u. 45. Find an expression for sin15u2 as a fifth-degree polynomial in the variable sin u.

42. Show that sin14u2 = 1cos u214 sin u - 8 sin3 u2. 44. Develop a formula for cos14u2 as a fourth-degree polynomial in the variable cos u. 46. Find an expression for cos15u2 as a fifth-degree polynomial in the variable cos u.

238

CHAPTER 3 Analytic Trigonometry

In Problems 47–68, establish each identity. 47. cos4 u - sin4 u = cos12u2 50. cot12u2 =

48.

1 1cot u - tan u2 2

51. sec12u2 =

53. cos212u2 - sin212u2 = cos14u2 56. sin2 u cos2 u =

1 31 - cos14u24 8

v sec v + 1 59. cot = 2 sec v - 1

64.

sec2 u 2 - sec2 u

54. 14 sin u cos u211 - 2 sin2 u2 = sin14u2 57. sec2

2 u = 2 1 + cos u

sin3 u + cos3 u 1 sin12u2 = 2 sin u + cos u

63.

cos u + sin u cos u - sin u = 2 tan12u2 cos u - sin u cos u + sin u

66. tan u + tan1u + 120°2 + tan1u + 240°2 = 3 tan13u2 68. ln ƒ cos u ƒ =

49. cot12u2 =

cot2 u - 1 2 cot u

52. csc12u2 =

1 sec u csc u 2

55.

cos12u2 1 + sin12u2

58. csc2

=

cot u - 1 cot u + 1

2 u = 2 1 - cos u

u 2 61. cos u = u 1 + tan2 2 1 - tan2

v 60. tan = csc v - cot v 2

2

62. 1 -

cot u - tan u = cos12u2 cot u + tan u

sin13u2 sin u

cos13u2

-

cos u

= 2

65. tan13u2 =

3 tan u - tan3 u 1 - 3 tan2 u

67. ln ƒ sin u ƒ =

1 1ln ƒ 1 - cos12u2 ƒ - ln 22 2

1 1ln ƒ 1 + cos12u2 ƒ - ln 22 2

In Problems 69–78, solve each equation on the interval 0 … u 6 2p. 69. cos12u2 + 6 sin2 u = 4

70. cos12u2 = 2 - 2 sin2 u

71. cos12u2 = cos u

72. sin12u2 = cos u

73. sin12u2 + sin14u2 = 0

74. cos12u2 + cos14u2 = 0

75. 3 - sin u = cos12u2

76. cos12u2 + 5 cos u + 3 = 0

77. tan12u2 + 2 sin u = 0

78. tan12u2 + 2 cos u = 0

Mixed Practice In Problems 79–90, find the exact value of each expression. 1 79. sina2 sin-1 b 2

80. sinc 2 sin-1

3 83. tan c 2 cos-1 a - b d 5 1 3 87. sin2 a cos-1 b 2 5

23 d 2

3 81. cos a2 sin-1 b 5

4 82. cosa2 cos-1 b 5

3 84. tan a 2 tan-1 b 4

4 85. sin a2 cos-1 b 5

4 86. cosc 2 tan-1 a - b d 3

1 3 88. cos2 a sin-1 b 2 5

3 89. seca 2 tan-1 b 4

3 90. csc c 2 sin-1 a- b d 5

In Problems 91–93, find the x-intercepts of the graph of each trigonometric function on the interval 0 … u 6 2p. 91. f1x2 = sin12x2 - sin x

92. f1x2 = cos12x2 + cos x

93. f1x2 = cos12x2 + sin2 x

Applications and Extensions 94. Constructing a Rain Gutter A rain gutter is to be constructed of aluminum sheets 12 inches wide. After marking off a length of 4 inches from each edge, this length is bent up at an angle u. See the illustration. The area A of the opening as a function of u is given by A1u2 = 16 sin u1cos u + 12 0° 6 u 6 90°

θ 4 in

θ 4 in 12 in

4 in

SECTION 3.6 Double-angle and Half-angle Formulas

(a) In calculus, you will be asked to find the angle u that maximizes A by solving the equation cos12u2 + cos u = 0, 0° 6 u 6 90° Solve this equation for u. (b) What is the maximum area A of the opening? (c) Graph A = A1u2, 0° … u … 90°, and find the angle u that maximizes the area A. Also find the maximum area. Compare the results to the answer found earlier. 95. Laser Projection In a laser projection system, the optical or scanning angle u is related to the throw distance D from the scanner to the screen and the projected image width W by the equation 1 W 2 D = csc u - cot u (a) Show that the projected image width is given by u W = 2D tan 2 (b) Find the optical angle if the throw distance is 15 feet and the projected image width is 6.5 feet. Source: Pangolin Laser Systems, Inc. 96. Product of Inertia The product of inertia for an area about inclined axes is given by the formula Iuv = Ix sin u cos u - Iy sin u cos u + Ixy1cos2 u - sin2 u2 Show that this is equivalent to Iuv =

Ix - Iy 2

sin12u2 + Ixy cos12u2

Source: Adapted from Hibbeler, Engineering Mechanics: Statics, 10th ed., Prentice Hall © 2004. 97. Projectile Motion An object is propelled upward at an angle u, 45° 6 u 6 90°, to the horizontal with an initial velocity of v0 feet per second from the base of a plane that makes an angle of 45° with the horizontal. See the illustration. If air resistance is ignored, the distance R that it travels up the inclined plane is given by the function R1u2 =

239

(c) What is the maximum distance R if v0 = 32 feet per second? (d) Graph R = R1u2, 45° … u … 90°, and find the angle u that maximizes the distance R. Also find the maximum distance. Use v0 = 32 feet per second. Compare the results with the answers found earlier. 98. Sawtooth Curve An oscilloscope often displays a sawtooth curve. This curve can be approximated by sinusoidal curves of varying periods and amplitudes. A first approximation to the sawtooth curve is given by y =

1 1 sin12px2 + sin14px2 2 4

Show that y = sin12px2 cos21px2. V1

2B. Gm.V

Trig

TVline

50mv

OH1

Obase1

99. Area of an Isosceles Triangle Show that the area A of an isosceles triangle whose equal sides are of length s and u is the angle between them is A =

1 2 s sin u 2

[Hint: See the illustration. The height h bisects the angle u and is the perpendicular bisector of the base.]

s

␪

s

h

100. Geometry A rectangle is inscribed in a semicircle of radius 1. See the illustration.

v20 22 cos u1sin u - cos u2 16

y ␪ x 1

R

θ

45°

(a) Express the area A of the rectangle as a function of the angle u shown in the illustration. (b) Show that A1u2 = sin12u2. (c) Find the angle u that results in the largest area A. (d) Find the dimensions of this largest rectangle. 101. If x = 2 tan u, express sin12u2 as a function of x. 102. If x = 2 tan u, express cos12u2 as a function of x.

(a) Show that v20 22 R1u2 = 3sin12u2 - cos12u2 - 14 32 (b) In calculus, you will be asked to find the angle u that maximizes R by solving the equation sin12u2 + cos12u2 = 0 Solve this equation for u.

103. Find the value of the number C: 1 1 sin2 x + C = - cos12x2 2 4 104. Find the value of the number C: 1 1 cos2 x + C = cos12x2 2 4

240

CHAPTER 3 Analytic Trigonometry

2z a . , show that sin a = 2 1 + z2 1 - z2 a . 106. If z = tan , show that cos a = 2 1 + z2 1 - cos12x2 107. Graph f1x2 = sin2 x = for 2 by using transformations.

110. Show that

105. If z = tan

32 + 22 p = 2 8 p p and use it to find sin and cos . 16 16 111. Show that cos

0 … x … 2p

sin3 u + sin31u + 120°2 + sin31u + 240°2 = -

108. Repeat Problem 107 for g1x2 = cos2 x.

3 sin13u2 4

u u 112. If tan u = a tan , express tan in terms of a. 3 3

109. Use the fact that p 1 = A 26 + 22 B 12 4 p p to find sin and cos . 24 24 cos

Explaining Concepts: Discussion and Writing 113. Go to the library and research Chebyshëv polynomials. Write a report on your findings.

3.7 Product-to-Sum and Sum-to-Product Formulas OBJECTIVES 1 Express Products as Sums (p. 240) 2 Express Sums as Products (p. 241)

1 Express Products as Sums Sum and difference formulas can be used to derive formulas for writing the products of sines and/or cosines as sums or differences. These identities are usually called the Product-to-Sum Formulas.

THEOREM

Product-to-Sum Formulas 1 3cos1a - b2 - cos1a + b24 2 1 cos a cos b = 3cos1a - b2 + cos1a + b24 2 1 sin a cos b = 3sin1a + b2 + sin1a - b24 2 sin a sin b =

(1) (2) (3)

These formulas do not have to be memorized. Instead, you should remember how they are derived. Then, when you want to use them, either look them up or derive them, as needed. To derive formulas (1) and (2), write down the sum and difference formulas for the cosine: cos1a - b2 = cos a cos b + sin a sin b cos1a + b2 = cos a cos b - sin a sin b Subtract equation (5) from equation (4) to get cos1a - b2 - cos1a + b2 = 2 sin a sin b from which sin a sin b =

1 3cos1a - b2 - cos1a + b24 2

(4) (5)

SECTION 3.7 Product-to-Sum and Sum-to-Product Formulas

241

Now add equations (4) and (5) to get cos1a - b2 + cos1a + b2 = 2 cos a cos b from which cos a cos b =

1 3cos1a - b2 + cos1a + b24 2

To derive Product-to-Sum Formula (3), use the sum and difference formulas for sine in a similar way. (You are asked to do this in Problem 53.)

EXAMPLE 1

Expressing Products as Sums Express each of the following products as a sum containing only sines or only cosines. (b) cos13u2 cos u

(a) sin16u2 sin14u2

Solution

(c) sin13u2 cos15u2

(a) Use formula (1) to get 1 3cos16u - 4u2 - cos16u + 4u24 2 1 = 3cos12u2 - cos110u24 2

sin16u2 sin14u2 =

(b) Use formula (2) to get 1 3cos13u - u2 + cos13u + u24 2 1 = 3cos12u2 + cos14u24 2

cos13u2 cos u =

(c) Use formula (3) to get 1 3sin13u + 5u2 + sin13u - 5u24 2 1 1 = 3sin18u2 + sin1-2u24 = 3sin18u2 - sin12u24 2 2

sin13u2 cos15u2 =



Now Work

PROBLEM

7

2 Express Sums as Products The Sum-to-Product Formulas are given next.

THEOREM

Sum-to-Product Formulas a - b a + b cos 2 2 a - b a + b sin a - sin b = 2 sin cos 2 2 a - b a + b cos cos a + cos b = 2 cos 2 2 a + b a - b cos a - cos b = -2 sin sin 2 2 sin a + sin b = 2 sin

(6) (7) (8) (9)

We will derive formula (6) and leave the derivations of formulas (7) through (9) as exercises (see Problems 54 through 56).

242

CHAPTER 3 Analytic Trigonometry

Proof 2 sin

a-b a-b a+b a-b a+b a+b 1 cos = 2 # c sina + b + sina bd 2 2 2 2 2 2 2 c Product-to-Sum Formula (3)

= sin

2b 2a + sin = sin a + sin b 2 2

Expressing Sums (or Differences) as a Product

EXAMPLE 2

Express each sum or difference as a product of sines and/or cosines. (a) sin15u2 - sin13u2

Solution

(b) cos13u2 + cos12u2

(a) Use formula (7) to get 5u + 3u 5u - 3u cos 2 2 = 2 sin u cos14u2

sin15u2 - sin13u2 = 2 sin

3u + 2u 3u - 2u cos 2 2 u 5u cos = 2 cos 2 2

(b) cos13u2 + cos12u2 = 2 cos

Formula (8)



Now Work

PROBLEM

17

3.7 Assess Your Understanding Skill Building In Problems 1–6, find the exact value of each expression. 1. sin 195° # cos 75°

2. cos 285° # cos 195°

3. sin 285° # sin 75°

4. sin 75° + sin 15°

5. cos 255° - cos 195°

6. sin 255° - sin 15°

In Problems 7–16, express each product as a sum containing only sines or only cosines. 7. sin14u2 sin12u2

8. cos14u2 cos12u2

9. sin14u2 cos12u2

13. sin u sin12u2

12. sin14u2 cos16u2

14. cos13u2 cos14u2

10. sin13u2 sin15u2 15. sin

11. cos13u2 cos15u2

u 3u cos 2 2

16. sin

u 5u cos 2 2

In Problems 17–24, express each sum or difference as a product of sines and/or cosines. 17. sin14u2 - sin12u2

18. sin14u2 + sin12u2

19. cos12u2 + cos14u2

21. sin u + sin13u2

22. cos u + cos13u2

23. cos

20. cos15u2 - cos13u2

u 3u - cos 2 2

24. sin

u 3u - sin 2 2

In Problems 25–42, establish each identity. 25. 28.

sin u + sin13u2 2 sin12u2 cos u - cos13u2 sin13u2 - sin u

= cos u = tan12u2

26. 29.

cos u + cos13u2 2 cos12u2 cos u - cos13u2 sin u + sin13u2

31. sin u3sin u + sin13u24 = cos u3cos u - cos13u24 sin14u2 + sin18u2

33.

cos14u2 + cos18u2

35.

sin14u2 - sin18u2

sin14u2 + sin18u2

= tan16u2 = -

tan16u2 tan12u2

= cos u

27.

= tan u

30.

sin14u2 + sin12u2 cos14u2 + cos12u2 cos u - cos15u2 sin u + sin15u2

= tan13u2

= tan12u2

32. sin u3sin13u2 + sin15u24 = cos u3cos13u2 - cos15u24 34. 36.

sin14u2 - sin18u2 cos14u2 - cos18u2 cos14u2 - cos18u2 cos14u2 + cos18u2

= -cot16u2 = tan12u2 tan16u2

SECTION 3.7 Product-to-Sum and Sum-to-Product Formulas

37.

sin a + sin b a + b a - b = tan cot sin a - sin b 2 2

38.

cos a + cos b a + b a - b = -cot cot cos a - cos b 2 2

39.

a + b sin a + sin b = tan cos a + cos b 2

40.

sin a - sin b a + b = -cot cos a - cos b 2

41. 1 + cos12u2 + cos14u2 + cos16u2 = 4 cos u cos12u2 cos13u2

243

42. 1 - cos12u2 + cos14u2 - cos16u2 = 4 sin u cos12u2 sin13u2

In Problems 43–46, solve each equation on the interval 0 … u 6 2p. 43. sin12u2 + sin 14u2 = 0

44. cos12u2 + cos14u2 = 0

45. cos14u2 - cos16u2 = 0

46. sin14u2 - sin16u2 = 0

Applications and Extensions 47. Touch-Tone Phones On a Touch-Tone phone, each button produces a unique sound. The sound produced is the sum of two tones, given by

a set of rotated axes. These moments are given by the equations Iu = Ix cos2 u + Iy sin2 u - 2Ixy sin u cos u

y = sin12plt2 and y = sin12pht2 where l and h are the low and high frequencies (cycles per second) shown on the illustration. For example, if you touch 7, the low frequency is l = 852 cycles per second and the high frequency is h = 1209 cycles per second. The sound emitted by touching 7 is y = sin32p18522t4 + sin32p112092t4

Use Product-to-Sum Formulas to show that Iu =

Ix + Iy 2

+

Ix - Iy 2

cos(2u) - Ixy sin(2u)

and Iv =

Ix + Iy 2

-

Ix - Iy 2

cos(2u) + Ixy sin(2u)

Source: Adapted from Hibbeler, Engineering Mechanics: Statics, 10th ed., Prentice Hall © 2004.

Touch-Tone phone

1

2

3

697 cycles/sec

4

5

6

770 cycles/sec

7

8

9

852 cycles/sec

*

0

#

941 cycles/sec

1209 cycles/sec

Iv = Ix sin2 u + Iy cos2 u + 2Ixy sin u cos u

1477 cycles/sec

1336 cycles/sec

(a) Write this sound as a product of sines and/or cosines. (b) Determine the maximum value of y. (c) Graph the sound emitted by touching 7. 48. Touch-Tone Phones (a) Write the sound emitted by touching the # key as a product of sines and/or cosines. (b) Determine the maximum value of y. (c) Graph the sound emitted by touching the # key. 49. Moment of Inertia The moment of inertia I of an object is a measure of how easy it is to rotate the object about some fixed point. In engineering mechanics, it is sometimes necessary to compute moments of inertia with respect to

50. Projectile Motion The range R of a projectile propelled downward from the top of an inclined plane at an angle u to the inclined plane is given by R1u2 =

2v20 sin u cos1u - f2 g cos2 f

where v0 is the initial velocity of the projectile, f is the angle the plane makes with respect to the horizontal, and g is acceleration due to gravity. (a) Show that for fixed v0 and f the maximum range down v20 the incline is given by Rmax = . g11 - sin f2 (b) Determine the maximum range if the projectile has an initial velocity of 50 meters/second, the angle of the plane is f = 35°, and g = 9.8 meters/second2. 51. If a + b + g = p, show that sin12a2 + sin12b2 + sin12g2 = 4 sin a sin b sin g 52. If a + b + g = p, show that tan a + tan b + tan g = tan a tan b tan g 53. Derive formula (3). 54. Derive formula (7). 55. Derive formula (8). 56. Derive formula (9).

244

CHAPTER 3 Analytic Trigonometry

CHAPTER REVIEW Things to Know Definitions of the six inverse trigonometric functions y = sin-1 x

means x = sin y

where

-1 … x … 1,

-

p p … y … 2 2

y = cos-1 x means x = cos y where

-1 … x … 1, 0 … y … p

y = tan-1 x means x = tan y where

- q 6 x 6 q,

y = sec-1 x

means x = sec y

where

ƒ x ƒ Ú 1, 0 … y … p, y Z

y = csc-1 x

means x = csc y

where

ƒ x ƒ Ú 1, -

y = cot-1 x

means x = cot y

where

- q 6 x 6 q, 0 6 y 6 p

-

(p. 183) (p. 186)

p p (p. 189) 6 y 6 2 2 p 2

(p. 196)

p p … y … , y Z 0 (p. 196) 2 2 (p. 196)

Sum and Difference Formulas (pp. 218, 221, and 223) cos1a + b2 = cos a cos b - sin a sin b

cos1a - b2 = cos a cos b + sin a sin b

sin1a + b2 = sin a cos b + cos a sin b

sin1a - b2 = sin a cos b - cos a sin b

tan1a + b2 =

tan a + tan b 1 - tan a tan b

tan1a - b2 =

tan a - tan b 1 + tan a tan b

Double-angle Formulas (pp. 230 and 231) sin12u2 = 2 sin u cos u

cos12u2 = cos2 u - sin2 u

cos12u2 = 2 cos2 u - 1

cos12u2 = 1 - 2 sin2 u

tan12u2 =

2 tan u 1 - tan2 u

Half-angle Formulas (pp. 234 and 236) sin2

sin

1 - cos a a = 2 2

cos2

1 - cos a a = ; 2 A 2

cos

1 + cos a a = 2 2

tan2

1 + cos a a = ; 2 A 2

tan

1 - cos a a = 2 1 + cos a

1 - cos a sin a 1 - cos a a = ; = = 2 A 1 + cos a sin a 1 + cos a

a where the + or - is determined by the quadrant of . 2 Product-to-Sum Formulas (p. 240) sin a sin b =

1 3cos1a - b2 - cos1a + b24 2

cos a cos b =

1 3cos1a - b2 + cos1a + b24 2

sin a cos b =

1 3sin1a + b2 + sin1a - b24 2

Sum-to-Product Formulas (p. 241) sin a + sin b = 2 sin

a + b a - b cos 2 2

cos a + cos b = 2 cos

a + b a - b cos 2 2

sin a - sin b = 2 sin

a - b a + b cos 2 2

cos a - cos b = -2 sin

a - b a + b sin 2 2

Chapter Review

245

Objectives Section 3.1

You should be able to . . . Find the exact value of an inverse sine, cosine, or tangent function (p. 183) Find an approximate value of an inverse sine function (p. 184) Use properties of inverse functions to find exact values of certain composite functions (p. 185) Find the inverse function of a trigonometric function (p. 190) Solve equations involving inverse trigonometric functions (p. 191)

1 2 3 4 5

3.2

1 2 3 4

3.3

1 2 3 4 5

3.4

1 2

3.5

1 2 3 4

3.6

1 2 3

3.7

Example(s)

1 2

Review Exercises

1, 2, 6, 7, 9 3

1–6 121–124

4, 5, 8 10 11

9–20 33–36 133, 134

Find the exact value of expressions involving the inverse sine, cosine, and tangent functions (p. 195) Define the inverse secant, cosecant, and cotangent functions (p. 196) Use a calculator to evaluate sec-1 x, csc-1 x, and cot-1 x (p. 196) Write a trigonometric expression as an algebraic expression (p. 197)

1–3

21–32

4 5 6

7, 8, 29, 30 125, 126 37–40

Solve equations involving a single trigonometric function (p. 200) Solve trigonometric equations using a calculator (p. 203) Solve trigonometric equations quadratic in form (p. 204) Solve trigonometric equations using fundamental identities (p. 204) Solve trigonometric equations using a graphing utility (p. 205)

1–5 6 7 8, 9 10

97–106 107, 108 113, 114 109–112, 115–118 127–132

Use algebra to simplify trigonometric expressions (p. 211) Establish identities (p. 212)

1 2–8

41–72 41–57

Use sum and difference formulas to find exact values (p. 219) Use sum and difference formulas to establish identities (p. 220) Use sum and difference formulas involving inverse trigonometric functions (p. 224) Solve trigonometric equations linear in sine and cosine (p. 225)

1, 2 3–8

73–78, 81–90(a)–(d), 135 59–62

9, 10 11, 12

91–94 119, 120

Use double-angle formulas to find exact values (p. 230) Use double-angle formulas to establish identities (p. 231) Use half-angle formulas to find exact values (p. 234)

1 2–5 6, 7

81–90(e), (f), 95, 96 58, 65–67 79–90(g), (h), 135

Express products as sums (p. 240) Express sums as products (p. 241)

1 2

68 69–72

Review Exercises In Problems 1–8, find the exact value of each expression. Do not use a calculator. 1. sin-1 1 5. cos-1 a -

23 b 2

2. cos-1 0

3. tan-1 1

1 4. sin-1 a - b 2

6. tan-1 A - 23 B

7. sec-1 22

8. cot-11-12

In Problems 9–32, find the exact value, if any, of each composite function. If there is no value, say it is “not defined.” Do not use a calculator. 9. sin-1 asin

3p b 8

13. cos-1 acos

15p b 7

10. cos-1 acos

3p b 4

14. sin-1 csina -

8p bd 9

11. tan-1 atan

2p b 3

12. sin-1 csin a-

p bd 8

15. sin1sin - 1 0.92

16. cos(cos - 1 0.6)

17. cos3cos - 11-0.324

18. tan 3tan - 1 54

19. cos3cos - 11-1.624

20. sin1sin - 1 1.62

21. sin-1 acos

22. cos-1 atan

23. tan-1 atan

24. cos-1 acos

2p b 3

3p b 4

7p b 4

7p b 6

246

CHAPTER 3 Analytic Trigonometry

25. tancsin-1 a -

23 bd 2

3 29. sinacot-1 b 4

1 26. tanccos-1 a - b d 2

27. secatan-1

5 30. cosa csc-1 b 3

4 31. tancsin-1 a - b d 5

23 b 3

28. csca sin-1

23 b 2

3 32. tanccos-1 a - b d 5

In Problems 33–36, find the inverse function f - 1 of each function f. Find the range of f and the domain and range of f - 1. 33. f1x2 = 2 sin 13x2 p p - … x … 6 6

34. f1x2 = tan 12x + 32 - 1 3 p 3 p - 6 x 6 - + 2 4 2 4

35. f1x2 = -cos x + 3 0 … x … p

36. f1x2 = 2 sin1-x + 12 p p 1 … x … 1 + 2 2

In Problems 37–40, write each trigonometric expression as an algebraic expression in u. 38. cos1csc - 1 u2

37. cos1sin - 1 u2

39. sin1csc - 1 u2

40. tan1csc - 1 u2

In Problems 41–72, establish each identity. 41. tan u cot u - sin2 u = cos2 u

42. sin u csc u - sin2 u = cos2 u

43. sin2 u11 + cot2 u2 = 1

44. 11 - sin2 u211 + tan2 u2 = 1

45. 5 cos2 u + 3 sin2 u = 3 + 2 cos2 u

46. 4 sin2 u + 2 cos2 u = 4 - 2 cos2 u

47.

1 - cos u sin u + = 2 csc u sin u 1 - cos u

50. 1 -

sin2 u = cos u 1 + cos u

53. csc u - sin u = cos u cot u 56.

59. 62.

1 - cos u = 1csc u - cot u22 1 + cos u cos1a + b2 cos a sin b cos1a + b2 sin a cos b

71.

sin u 1 + cos u + = 2 csc u 1 + cos u sin u

49.

cos u 1 = cos u - sin u 1 - tan u

51.

csc u 1 - sin u = 1 + csc u cos2 u

52.

1 + sec u sin2 u = sec u 1 - cos u

54.

csc u 1 + cos u = 1 - cos u sin3 u

55.

cos3 u 1 - sin u = sec u 1 + sin u

57.

1 - 2 sin2 u = cot u - tan u sin u cos u

58.

sin1a - b2

= cot b - tan a

60.

= cot a - tan b

63. 11 + cos u2 tan

65. 2 cot u cot12u2 = cot2 u - 1 68.

48.

sin13u2 cos u - sin u cos13u2 sin12u2 cos12u2 - cos14u2 cos12u2 + cos14u2

sin a cos b

= 1 - cot a tan b u = sin u 2

69.

sin12u2 + sin14u2 cos12u2 + cos14u2

- tan u tan13u2 = 0

2

61.

sin4 u - cos4 u cos1a - b2 cos a cos b

64. sin u tan

66. 2 sin12u211 - 2 sin2 u2 = sin14u2 = 1

12 sin2 u - 12

= tan13u2

= 1 - 2 cos2 u

= 1 + tan a tan b

u = 1 - cos u 2

67. 1 - 8 sin2 u cos2 u = cos14u2 70.

sin12u2 + sin14u2 sin12u2 - sin14u2

+

tan13u2 tan u

= 0

72. cos12u2 - cos110u2 = tan14u23sin12u2 + sin110u24

In Problems 73–80, find the exact value of each expression. 73. sin 165°

74. tan 105°

75. cos

5p 12

76. sina -

77. cos 80° cos 20° + sin 80° sin 20°

78. sin 70° cos 40° - cos 70° sin 40°

p 79. tan 8

80. sin

p b 12

5p 8

In Problems 81–90, use the information given about the angles a and b to find the exact value of: (a) sin1a + b2 (e) sin12a2

(b) cos1a + b2

(c) sin1a - b2

(f) cos12b2

b (g) sin 2

p 5 4 , 0 6 a 6 ; sin b = , 5 2 13 3 3p 83. sin a = - , p 6 a 6 ; cos b = 5 2 81. sin a =

p 6 b 6 p 2 12 3p , 6 b 6 2p 13 2

(d) tan1a + b2 a (h) cos 2

4 p 5 p , 0 6 a 6 ; cos b = ,- 6 b 6 0 5 2 13 2 4 p 5 p 84. sin a = - , - 6 a 6 0; cos b = - , 6 b 6 p 5 2 13 2 82. cos a =

Chapter Review

85. tan a =

3 3p 12 p ,p 6 a 6 ; tan b = ,0 6 b 6 4 2 5 2

87. sec a = 2, -

247

4 p 12 3p 86. tan a = - , 6 a 6 p; cot b = ,p 6 b 6 3 2 5 2

3p p 6 a 6 0; sec b = 3, 6 b 6 2p 2 2

88. csc a = 2,

2 3p 2 3p 89. sin a = - , p 6 a 6 ; cos b = - , p 6 b 6 3 2 3 2

p p 6 a 6 p; sec b = -3, 6 b 6 p 2 2

90. tan a = -2,

p p 6 a 6 p; cot b = -2, 6 b 6 p 2 2

In Problems 91–96, find the exact value of each expression. 91. cosasin-1

3 1 - cos-1 b 5 2

4 94. cosctan-11-12 + cos-1 a - b d 5

92. sinacos-1

5 4 - cos-1 b 13 5

3 95. sinc2 cos-1 a - b d 5

3 1 93. tancsin-1 a - b - tan-1 d 2 4 4 96. cosa2 tan-1 b 3

In Problems 97–120, solve each equation on the interval 0 … u 6 2p. 97. cos u =

1 2

98. sin u = -

23 2

99. 2 cos u + 22 = 0

100. tan u + 23 = 0

101. sin12u2 + 1 = 0

102. cos12u2 = 0

103. tan12u2 = 0

104. sin13u2 = 1

105. sec2 u = 4

106. csc2 u = 1

107. 0.2 sin u = 0.05

108. 0.9 cos12u2 = 0.7

109. sin u + sin12u2 = 0

110. cos12u2 = sin u

111. sin12u2 - cos u - 2 sin u + 1 = 0

112. sin12u2 - sin u - 2 cos u + 1 = 0

113. 2 sin2 u - 3 sin u + 1 = 0

114. 2 cos2 u + cos u - 1 = 0

115. 4 sin2 u = 1 + 4 cos u

116. 8 - 12 sin2 u = 4 cos2 u

117. sin12u2 = 22 cos u

118. 1 + 23 cos u + cos12u2 = 0

119. sin u - cos u = 1

120. sin u - 23 cos u = 2

In Problems 121–126, use a calculator to find an approximate value for each expression, rounded to two decimal places. 4 121. sin-1 0.7 123. tan-11-22 122. cos-1 5 124. cos-11-0.22

125. sec-1 3

126. cot-11-42

In Problems 127–132, use a graphing utility to solve each equation on the interval 0 … x … 2p. Approximate any solutions rounded to two decimal places. 127. 2x = 5 cos x

128. 2x = 5 sin x

129. 2 sin x + 3 cos x = 4x

130. 3 cos x + x = sin x

131. sin x = ln x

132. sin x = e-x

In Problems 133 and 134, find the exact solution of each equation. 133. -3 sin - 1 x = p

134. 2 cos - 1 x + p = 4 cos - 1 x

135. Use a half-angle formula to find the exact value of sin 15°. Then use a difference formula to find the exact value of sin 15°. Show that the answers found are the same. 136. If you are given the value of cos u and want the exact value of cos12u2, what form of the double-angle formula for cos12u2 is most efficient to use?

The Chapter Test Prep Videos are step-by-step test solutions available in the Video Resources DVD, in , or on this text’s Channel. Flip back to the Student Resources page to see the exact web address for this text’s YouTube channel.

CHAPTER TEST

In Problems 1–6, find the exact value of each expression. Express angles in radians. 1. sec-1 a

2 23

b

2. sin-1 a -

3. sin-1 a sin

22 b 2

5. cot A csc-1 210 B

7 4. tana tan-1 b 3

11p b 5

3 6. sec acos-1 a - b b 4

In Problems 7–10, use a calculator to evaluate each expression. Express angles in radians rounded to two decimal places. 7. sin-1 0.382

8. sec-1 1.4

9. tan-1 3

10. cot-1 5

In Problems 11–16 establish each identity. 11.

14.

csc u + cot u sec u - tan u = sec u + tan u csc u - cot u sin1a + b2 tan a + tan b

= cos a cos b

12. sin u tan u + cos u = sec u

13. tan u + cot u = 2 csc12u2

15. sin13u2 = 3 sin u - 4 sin3 u

16.

tan u - cot u = 1 - 2 cos2 u tan u + cot u

In Problems 17–24 use sum, difference, product, or half-angle formulas to find the exact value of each expression.

20. tana2 sin-1

1 3 19. sin a cos-1 b 2 5

18. tan 75°

17. cos 15° 6 b 11

23. sin 75° + sin 15°

21. cos asin-1

2 3 + tan-1 b 3 2

22. sin 75° cos 15°

24. cos 65° cos 20° + sin 65° sin 20°

In Problems 25–29, solve each equation on 0 … u 6 2p. p - ub = tan u 2

25. 4 sin2 u - 3 = 0

26. - 3 cos a

28. sin1u + 12 = cos u

29. 4 sin2 u + 7 sin u = 2

27. cos2 u + 2 sin u cos u - sin2 u = 0

CUMULATIVE REVIEW 1. Find the real solutions, if any, of the equation 3x2 + x - 1 = 0.

7. If sin u = -

3p 1 , find the exact value of: and p 6 u 6 3 2

2. Find an equation for the line containing the points 1 -2, 52 and 14, - 12. What is the distance between these points? What is their midpoint?

(a) cos u

(b) tan u

(c) sin12u2

(d) cos12u2

3. Test the equation 3x + y2 = 9 for symmetry with respect to the x-axis, y-axis, and origin. List the intercepts.

1 (e) sin a u b 2

1 (f) cos a u b 2

4. Use transformations to graph the equation y = ƒ x - 3 ƒ + 2.

8. Find the exact value of cos1tan-1 22.

5. Use transformations to graph the equation p y = cos ax - b - 1. 2

9. If sin a =

6. Sketch a graph of each of the following functions. Label at least three points on each graph. Name the inverse function of each and show its graph. p p (a) y = x3 (b) y = sin x, - … x … 2 2 (c) y = cos x, 0 … x … p

248

1 p 1 3p , 6 a 6 p, and cos b = - , p 6 b 6 , 3 2 3 2 find the exact value of: (a) cos a

(b) sin b

(c) cos12a2

(d) cos1a + b2

(e) sin

b 2

Chapter Projects

249

CHAPTER PROJECTS thoughts digitally and share these thoughts with anyone on the Web. By organizing your thoughts, you are able to see the big picture and then communicate this big picture to others. You are also able to see how various concepts relate to each other. 1. Go to http://www.mindomo.com and register. Learn how to use Mindomo. A great video on using Mindomo can be found at http://www.screencast.com/users /Rose_Jenkins/folders/Default/media/edd9bd1b-62a7-45b3 -9dd2-fa467d2e8eb3. 2. Use an Internet search engine to research Mind Mapping. Write a few paragraphs that explain the history and benefit of mind mapping.

I.

Internet-based Project Mapping Your Mind The goal of this project is to organize the material learned in Chapters 2 and 3 in our minds. To do this, we will use mind mapping software called Mindomo. Mindomo is free software that allows you to organize your

3. Create a MindMap that explains the following: (a) The six trigonometric functions and their properties (including the inverses of these functions) (b) The fundamental trigonometric identities. When creating your map, be creative. Perhaps you can share ideas about when a particular identity might be used, or when a particular identity cannot be used. 4. Share the MindMap so that students in your class can view it.

The following projects are available on the Instructor’s Resource Center (IRC): II. Waves

Wave motion is described by a sinusoidal equation. The Principle of Superposition of two waves is discussed.

III. Project at Motorola Sending Pictures Wirelessly The electronic transmission of pictures is made practical by image compression, mathematical methods that greatly reduce the number of bits of data used to compose the picture. IV. Calculus of Differences Finding consecutive difference quotients is called finding finite differences and is used to analyze the graph of an unknown function.

Applications of Trigonometric Functions Outline 4.1 Right Triangle Trigonometry; Applications 4.2 The Law of Sines 4.3 The Law of Cosines

4.4 Area of a Triangle 4.5 Simple Harmonic Motion; Damped Motion; Combining Waves

• • • •

Chapter Review Chapter Test Cumulative Review Chapter Projects

From Lewis and Clark to Landsat For $140, you can buy a handheld Global Positioning System receiver that will gauge your latitude and longitude to within a couple of meters. But in 1804, when Meriwether Lewis and William Clark ventured across the Louisiana Territory, a state of the art positioning system consisted of an octant, a pocket chronometer, and a surveyor’s compass. But somehow, Clark—the cartographer in the group—made do.When San Francisco map collector David Rumsey took his copy of Lewis and Clark’s published map of their journey, scanned it into a computer, and matched landmarks such as river junctions against corresponding features on today’s maps, he found that it took only a slight amount of digital stretching and twisting to make Clark’s map conform to modern coordinates. In fact, Rumsey was able to combine Clark’s depiction of his party’s route to the Pacific with pages from government atlases from the 1870s and 1970s and photos from NASA Landsat satellites, creating a digital composite that documents not only a historic adventure, but also the history of mapmaking itself. Source: Used with permission of Technology Review, from W. Roush, “From Lewis and Clark to Landsat: David Rumsey’s Digital maps Marry Past and Present,” 108, no. 7, © 2005; permission conveyed through Copyright Clearance Center, Inc.

—See the Chapter Project II— In Chapter 2, we defined the six trigonometric functions using the unit circle. In particular, we learned to evaluate the trigonometric functions. We also learned how to graph sinusoidal functions. In Chapter 3, we defined the inverse trigonometric functions and solved equations involving the trigonometric functions. In this chapter, we define the trigonometric functions using right triangles and then use the trigonometric functions to solve applied problems. The first four sections deal with applications involving right triangles and oblique triangles, triangles that do not have a right angle. To solve problems involving oblique triangles, we will develop the Law of Sines and the Law of Cosines. We will also develop formulas for finding the area of a triangle. The final section deals with applications of sinusoidal functions involving simple harmonic motion and damped motion.

250

SECTION 4.1 Right Triangle Trigonometry; Applications

251

4.1 Right Triangle Trigonometry; Applications PREPARING FOR THIS SECTION Before getting started, review the following: • Pythagorean Theorem (Appendix A, Section A.2, pp. A14–A15)

• Trigonometric Equations (Section 3.3, pp. 200–205)

Now Work the ‘Are You Prepared?’ problems on page 258.

OBJECTIVES 1 Find the Value of Trigonometric Functions of Acute Angles Using Right Triangles (p. 251) 2 Use the Complementary Angle Theorem (p. 253) 3 Solve Right Triangles (p. 253) 4 Solve Applied Problems (p. 254)

1 Find the Value of Trigonometric Functions of Acute Angles Using Right Triangles

A triangle in which one angle is a right angle 190°2 is called a right triangle. Recall that the side opposite the right angle is called the hypotenuse, and the remaining two sides are called the legs of the triangle. In Figure 1(a), we have labeled the hypotenuse as c to indicate that its length is c units, and, in a like manner, we have labeled the legs as a and b. Because the triangle is a right triangle, the Pythagorean Theorem tells us that a2 + b2 = c2 In Figure 1(a), we also show the angle u. The angle u is an acute angle: that is, p 0° 6 u 6 90° for u measured in degrees and 0 6 u 6 for u measured in radians. 2 Place u in standard position, as shown in Figure 1(b). Then the coordinates of the point P are 1a, b2. Also, P is a point on the terminal side of u that is on the circle x2 + y2 = c2. (Do you see why?)

Figure 1 y Hypotenuse c

P ⫽ (a, b) c

b ␪

␪ O

a

a Adjacent to ␪

x

(b)

Now use the theorem on page 120 with a circle of radius c, x2 + y2 = c2. By referring to the lengths of the sides of the triangle by the names hypotenuse 1c2, opposite 1b2, and adjacent 1a2, as indicated in Figure 2, we can express the trigonometric functions of u as ratios of the sides of a right triangle.

Figure 2

␪

x 2 ⫹ y 2 ⫽ c2

a

(a)

Hypotenuse c

b

Opposite b

sin u =

Opposite b = c Hypotenuse

csc u =

Hypotenuse c = Opposite b

cos u =

Adjacent a = c Hypotenuse

sec u =

Hypotenuse c = a Adjacent

tan u =

Opposite b = a Adjacent

cot u =

Adjacent a = Opposite b

Notice that each trigonometric function of the acute angle u is positive.

(1)

252

CHAPTER 4 Applications of Trigonometric Functions

EXAMPLE 1

Finding the Value of Trigonometric Functions from a Right Triangle Find the exact value of the six trigonometric functions of the angle u in Figure 3.

Solution

We see in Figure 3 that the two given sides of the triangle are c = Hypotenuse = 5,

Figure 3

a = Adjacent = 3

To find the length of the opposite side, we use the Pythagorean Theorem. 5

1Adjacent22 + 1Opposite22 = 1Hypotenuse22 32 + 1Opposite22 = 52

Opposite

1Opposite22 = 25 - 9 = 16 Opposite = 4

␪ 3

Now that we know the lengths of the three sides, we use the ratios in equations (1) to find the value of each of the six trigonometric functions. Adjacent 3 = Hypotenuse 5 Hypotenuse 5 sec u = = Adjacent 3

Opposite 4 = Hypotenuse 5 Hypotenuse 5 csc u = = Opposite 4

cos u =

sin u =

Opposite 4 = Adjacent 3 Adjacent 3 cot u = = Opposite 4

tan u =



Now Work

PROBLEM

9

The values of the trigonometric functions of an acute angle are ratios of the lengths of the sides of a right triangle. This way of viewing the trigonometric functions leads to many applications and, in fact, was the point of view used by early mathematicians (before calculus) in studying the subject of trigonometry.

EXAMPLE 2

Constructing a Rain Gutter A rain gutter is to be constructed of aluminum sheets 12 inches wide. See Figure 4(a). After marking off a length of 4 inches from each edge, the sides are bent up at an angle u. See Figure 4(b). (a) Express the area A of the opening as a function of u. [Hint: Let b denote the vertical height of the bend.] (b) Graph A = A1u2. Find the angle u that makes A largest. (This bend will allow the most water to flow through the gutter.)

Solution

Figure 4 12 in

4 in

4 in (a)

4 in a

4 in

b

4 in (b) a

b

4 (c)

b

4 in

(a) Look again at Figure 4(b). The area A of the opening is the sum of the areas of two congruent right triangles and one rectangle. Look at Figure 4(c), which shows the triangle on the right in Figure 4(b) redrawn. We see that cos u =

a 4

so a = 4 cos u

sin u =

b 4

so b = 4 sin u

The area of the triangle is area =

1 1 1 1base21height2 = ab = 14 cos u214 sin u2 = 8 sin u cos u 2 2 2

So the area of the two congruent triangles is 16 sin u cos u. The rectangle has length 4 and height b, so its area is 4b = 414 sin u2 = 16 sin u

SECTION 4.1 Right Triangle Trigonometry; Applications

253

The area A of the opening is

Figure 5 24

A = area of the two triangles + area of the rectangle A1u2 = 16 sin u cos u + 16 sin u = 16 sin u1cos u + 12 90°

0°

(b) Figure 5 shows the graph of A = A1u2. Using MAXIMUM, the angle u that makes A largest is 60°. 

⫺8

2 Use the Complementary Angle Theorem

Figure 6 A

c

Adjacent to A b opposite B

Two acute angles are called complementary if their sum is a right angle. Because the sum of the angles of any triangle is 180°, it follows that, for a right triangle, the two acute angles are complementary. Refer now to Figure 6. We have labeled the angle opposite side b as B and the angle opposite side a as A. Notice that side b is adjacent to angle A and side a is adjacent to angle B. As a result,

B a Adjacent to B opposite A

b = cos A c c csc B = = sec A b

sin B =

a = sin A c c sec B = = csc A a cos B =

b = cot A a a = tan A cot B = b tan B =

(2)

Because of these relationships, the functions sine and cosine, tangent and cotangent, and secant and cosecant are called cofunctions of each other. The identities (2) may be expressed in words as follows:

THEOREM

Complementary Angle Theorem Cofunctions of complementary angles are equal. Examples of this theorem are given next: Complementary angles ^ ^

Complementary angles ^ ^

Complementary angles ^ ^

sin 30° = cos 60°

tan 40° = cot 50°

sec 80° = csc 10°

^

EXAMPLE 3

^ Cofunctions

^

^ Cofunctions

^

^ Cofunctions

Using the Complementary Angle Theorem (a) sin 62° = cos190° - 62°2 = cos 28° (b) tan

p p p 5p = cota b = cot 12 2 12 12

(c) sin2 40° + sin2 50° = sin2 40° + cos2 40° = 1 c sin 50° = cos 40°

Now Work

PROBLEM

19



3 Solve Right Triangles Figure 7 c

A b

B a

In the discussion that follows, we will always label a right triangle so that side a is opposite angle A, side b is opposite angle B, and side c is the hypotenuse, as shown in Figure 7. To solve a right triangle means to find the missing lengths of its sides and the measurements of its angles. We shall follow the practice of expressing the lengths of the sides rounded to two decimal places and expressing angles in degrees rounded to one decimal place. (Be sure that your calculator is in degree mode.)

254

CHAPTER 4 Applications of Trigonometric Functions

To solve a right triangle, we need to know one of the acute angles A or B and a side, or else two sides. Then we make use of the Pythagorean Theorem and the fact that the sum of the angles of a triangle is 180°. The sum of the angles A and B in a right triangle is therefore 90°.

THEOREM

For the right triangle shown in Figure 7, we have c2 = a2 + b2

EXAMPLE 4

A + B = 90°

Solving a Right Triangle Use Figure 8. If b = 2 and A = 40°, find a, c, and B.

Solution Figure 8

40

Since A = 40° and A + B = 90°, it follows that B = 50°. To find the sides a and c, use the facts that 2 a and cos 40° = tan 40° = c 2 Now solve for a and c.

c

2

a = 2 tan 40° L 1.68

and c =

B

2 L 2.61 cos 40° 

a

Now Work

EXAMPLE 5

PROBLEM

29

Solving a Right Triangle Use Figure 9. If a = 3 and b = 2, find c, A, and B.

Solution

Since a = 3 and b = 2, then, by the Pythagorean Theorem, we have c2 = a2 + b2 = 32 + 22 = 9 + 4 = 13 c = 213 L 3.61

Figure 9 c

A 2

To find angle A, use the fact that

B

tan A =

3

NOTE To avoid round-off errors when using a calculator, we will store unrounded values in memory for use in subsequent calculations. 

3 2

so A = tan-1

3 2

Set the mode on your calculator to degrees. Then, rounded to one decimal place, we find that A = 56.3°. Since A + B = 90°, we find that B = 33.7°. 

Now Work

PROBLEM

39

4 Solve Applied Problems* In addition to developing models using right triangles, we can use right triangle trigonometry to measure heights and distances that are either awkward or impossible to measure by ordinary means. When using right triangles to solve these problems, pay attention to the known measures. This will indicate what trigonometric function to use. For example, if we know the measure of an angle and the length of the side adjacent to the angle, and wish to find the length of the opposite side, we would use the tangent function. Do you know why? * In applied problems, it is important that answers be reported with both justifiable accuracy and appropriate significant figures. In this chapter we shall assume that the problem data are accurate to the number of significant digits resulting in sides being rounded to two decimal places and angles being rounded to one decimal place.

255

SECTION 4.1 Right Triangle Trigonometry; Applications

EXAMPLE 6

Finding the Width of a River A surveyor can measure the width of a river by setting up a transit* at a point C on one side of the river and taking a sighting of a point A on the other side. Refer to Figure 10. After turning through an angle of 90° at C, the surveyor walks a distance of 200 meters to point B. Using the transit at B, the angle u is measured and found to be 20°. What is the width of the river rounded to the nearest meter?

Solution

Figure 10

A b ␪ ⫽ 20° C

a ⫽ 200m

B

We seek the length of side b. We know a and u. So we use the fact that b is opposite u and a is adjacent to u and write tan u =

b a

which leads to tan 20° =

b 200

b = 200 tan 20° L 72.79 meters The width of the river is 73 meters, rounded to the nearest meter. 

Now Work

EXAMPLE 7

PROBLEM

49

Finding the Inclination of a Mountain Trail A straight trail leads from the Alpine Hotel, elevation 8000 feet, to a scenic overlook, elevation 11,100 feet. The length of the trail is 14,100 feet. What is the inclination (grade) of the trail? That is, what is the angle B in Figure 11?

Solution Figure 11

As we can see in Figure 11, we know the length of the side opposite angle B is 11,100 - 8000 = 3100 feet and the length of the hypotenuse is 14,100 feet. The angle B obeys the equation

Hotel

sin B =

Trail 14,100 ft B Elevation 8000 ft

Overlook elevation 11,100 ft

3100 14,100

Using a calculator, B = sin-1

3100 ft

3100 L 12.7° 14,100

The inclination (grade) of the trail is approximately 12.7°. 

Now Work

PROBLEM

55

Vertical heights can sometimes be measured using either the angle of elevation or the angle of depression. If a person is looking up at an object, the acute angle measured from the horizontal to a line of sight to the object is called the angle of elevation. See Figure 12(a). * An instrument used in surveying to measure angles.

256

CHAPTER 4 Applications of Trigonometric Functions

Figure 12

Horizontal

Object Angle of depression

ht

sig

ht sig of ne Li

f eo Lin

Angle of elevation Horizontal

Object

(b)

(a)

If a person is standing on a cliff looking down at an object, the acute angle made by the line of sight to the object and the horizontal is called the angle of depression. See Figure 12(b).

EXAMPLE 8

Finding the Height of a Cloud Meteorologists find the height of a cloud using an instrument called a ceilometer. A ceilometer consists of a light projector that directs a vertical light beam up to the cloud base and a light detector that scans the cloud to detect the light beam. See Figure 13(a). On December 8, 2010, at Midway Airport in Chicago, a ceilometer was employed to find the height of the cloud cover. It was set up with its light detector 300 feet from its light projector. If the angle of elevation from the light detector to the base of the cloud was 75°, what was the height of the cloud cover?

Figure 13 Illuminated spot on base of clouds

Vertical light beam

Cloud height h

␪ Light detector

h

75° Base b

Light projector

300 ft

(a)

Solution

(b)

Figure 13(b) illustrates the situation. To find the height h, use the fact that h tan 75° = , so 300 h = 300 tan 75° L 1120 feet The ceiling (height to the base of the cloud cover) was approximately 1120 feet. 

Now Work

PROBLEM

51

The idea behind Example 8 can also be used to find the height of an object with a base that is not accessible to the horizontal.

EXAMPLE 9

Finding the Height of a Statue on a Building Adorning the top of the Board of Trade building in Chicago is a statue of Ceres, the Roman goddess of wheat. From street level, two observations are taken 400 feet from the center of the building. The angle of elevation to the base of the statue is

SECTION 4.1 Right Triangle Trigonometry; Applications

257

found to be 55.1° and the angle of elevation to the top of the statue is 56.5°. See Figure 14(a). What is the height of the statue?

Figure 14

b

b′

56.5° 55.1°

55.1°

400 ft

56.5° 400 ft

400 ft

(a)

Solution

(b)

Figure 14(b) shows two triangles that replicate Figure 14(a). The height of the statue of Ceres will be b¿ - b. To find b and b¿, refer to Figure 14(b). b 400 b = 400 tan 55.1° L 573.39

tan 55.1° =

b¿ 400 b¿ = 400 tan 56.5° L 604.33

tan 56.5° =

The height of the statue is approximately 604.33 - 573.39 = 30.94 feet L 31 feet. 

Now Work

EXAMPLE 10

PROBLEM

71

The Gibb’s Hill Lighthouse, Southampton, Bermuda In operation since 1846, the Gibb’s Hill Lighthouse stands 117 feet high on a hill 245 feet high, so its beam of light is 362 feet above sea level. A brochure states that the light can be seen on the horizon about 26 miles from the lighthouse. Verify the accuracy of this statement.

Solution

Figure 15 illustrates the situation. The central angle u, positioned at the center of Earth, radius 3960 miles, obeys the equation

Figure 15 362 ft

s

cos u =

3960 L 0.999982687 362 3960 + 5280

1 mile = 5280 feet

Solving for u, we find 3960 mi

3960 mi

θ

u L 0.33715° L 20.23¿ The brochure does not indicate whether the distance is measured in nautical miles or statute miles. Let’s calculate both distances. The distance s in nautical miles (refer to Problem 114, p. 108) is the measure of the angle u in minutes, so s L 20.23 nautical miles. The distance s in statute miles is given by the formula s = ru, where u is measured in radians. Then, since u L 20.23¿ L 0.33715° L 0.00588 radian c c p 1° 1° = 1¿ = radian 60 180

258

CHAPTER 4 Applications of Trigonometric Functions

we find that

Figure 16 N

N30°E

s = ru L 13960210.005882 L 23.3 miles

In either case, it would seem that the brochure overstated the distance somewhat.

P1 30°

N70°W P3



70° O

W

E

50°

P2

20°

P4

S50°W S

In navigation and surveying, the direction or bearing from a point O to a point P equals the acute angle u between the ray OP and the vertical line through O, the north–south line. Figure 16 illustrates some bearings. Notice that the bearing from O to P1 is denoted by the symbolism N30°E, indicating that the bearing is 30° east of north. In writing the bearing from O to P, the direction north or south always appears first, followed by an acute angle, followed by east or west. In Figure 16, the bearing from O to P2 is S50°W, and from O to P3 it is N70°W.

Finding the Bearing of an Object

EXAMPLE 11

In Figure 16, what is the bearing from O to an object at P4 ?

Solution

The acute angle between the ray OP4 and the north–south line through O is given as 20°. The bearing from O to P4 is S20°E. 

Finding the Bearing of an Airplane

EXAMPLE 12

A Boeing 777 aircraft takes off from O’Hare Airport on runway 2 LEFT, which has a bearing of N20°E.* After flying for 1 mile, the pilot of the aircraft requests permission to turn 90° and head toward the northwest. The request is granted. After the plane goes 2 miles in this direction, what bearing should the control tower use to locate the aircraft? Figure 17

Solution N

Q 2

Figure 17 illustrates the situation. After flying 1 mile from the airport O (the control tower), the aircraft is at P. After turning 90° toward the northwest and flying 2 miles, the aircraft is at the point Q. In triangle OPQ, the angle u obeys the equation tan u =

P 20° 1

θ W

Runway 2 LEFT O

2 = 2 1

so u = tan-1 2 L 63.4°

The acute angle between north and the ray OQ is 63.4° - 20° = 43.4°. The bearing of the aircraft from O to Q is N43.4°W. E



Now Work

PROBLEM

63

S

4.1 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. In a right triangle, if the length of the hypotenuse is 5 and the length of one of the other sides is 3, what is the length of the third side? (pp. A14–A15)

1 3. If u is an acute angle, solve the equation sin u = . 2 (pp. 200–205)

1 . Express 2 your answer in degrees, rounded to one decimal place. (pp. 200–205)

2. If u is an acute angle, solve the equation tan u =

* In air navigation, the term azimuth denotes the positive angle measured clockwise from the north (N) to a ray OP. In Figure 16, the azimuth from O to P1 is 30°; the azimuth from O to P2 is 230°; the azimuth from O to P3 is 290°. In naming runways, the units digit is left off the azimuth. Runway 2 LEFT means the left runway with a direction of azimuth 20° (bearing N20°E). Runway 23 is the runway with azimuth 230° and bearing S50°W.

SECTION 4.1 Right Triangle Trigonometry; Applications

259

Concepts and Vocabulary 4. True or False sin 52° = cos 48°.

7. True or False In a right triangle, if two sides are known, we can solve the triangle.

5. True or False In a right triangle, one of the angles is 90° and the sum of the other two angles is 90°.

8. True or False In a right triangle, if we know the two acute angles, we can solve the triangle.

6. When you look up at an object, the acute angle measured from the horizontal to a line-of-sight observation of the object is called the .

Skill Building In Problems 9–18, find the exact value of the six trigonometric functions of the angle u in each figure. 9.

10.

12.

11.

5

␪

3

␪

␪ 12

13. 3

3

␪

15.

3

16. 3

3

17.

␪

θ ␪

18. 5

1

2 4

4

4 2

14.

␪ 2

2

␪

2

␪

5

1

In Problems 19–28, find the exact value of each expression. Do not use a calculator. cos 10° sin 80°

19. sin 38° - cos 52°

20. tan 12° - cot 78°

21.

23. 1 - cos2 20° - cos2 70°

24. 1 + tan2 5° - csc2 85°

25. tan 20° -

27. cos 35° sin 55° + sin 35° cos 55°

22. cos 70° cos 20°

cos 40° sin 50°

26. cot 40° -

sin 50° sin 40°

28. sec 35° csc 55° - tan 35° cot 55°

In Problems 29–42, use the right triangle shown below. Then, using the given information, solve the triangle. c

A

b

B a

29. b = 5, B = 20°;

find a, c, and A

30. b = 4,

B = 10°;

find a, c, and A

31. a = 6, B = 40°;

find b, c, and A

32. a = 7,

B = 50°;

find b, c, and A

33. b = 4, A = 10°;

find a, c, and B

34. b = 6,

A = 20°;

find a, c, and B find b, c, and B

35. a = 5, A = 25°;

find b, c, and B

36. a = 6, A = 40°;

37. c = 9, B = 20°;

find b, a, and A

38. c = 10, A = 40°;

find b, a, and B

39. a = 5, b = 3;

find c, A, and B

40. a = 2, b = 8;

find c, A, and B

41. a = 2, c = 5;

find b, A, and B

42. b = 4, c = 6;

find a, A, and B

Applications and Extensions

44. Geometry The hypotenuse of a right triangle is 3 feet. If one leg is 1 foot, find the degree measure of each angle.

p radian. 8 (a) If one leg is of length 3 meters, what is the length of the hypotenuse? (b) There are two answers. How is this possible?

45. Geometry A right triangle has a hypotenuse of length 8 inches. If one angle is 35°, find the length of each leg.

49. Finding the Width of a Gorge Find the distance from A to C across the gorge illustrated in the figure.

43. Geometry The hypotenuse of a right triangle is 5 inches. If one leg is 2 inches, find the degree measure of each angle.

48. Geometry A right triangle contains an angle of

46. Geometry A right triangle has a hypotenuse of length 10 centimeters. If one angle is 40°, find the length of each leg. 47. Geometry A right triangle contains a 25° angle. (a) If one leg is of length 5 inches, what is the length of the hypotenuse? (b) There are two answers. How is this possible?

A

C

35° 100 ft

B

260

CHAPTER 4 Applications of Trigonometric Functions

50. Finding the Distance across a Pond Find the distance from A to C across the pond illustrated in the figure.

A

C

40° 100 ft

57. Finding the Speed of a Truck A state trooper is hidden 30 feet from a highway. One second after a truck passes, the angle u between the highway and the line of observation from the patrol car to the truck is measured. See the illustration.

B 1 sec

␪

30 ft

51. The Eiffel Tower The tallest tower built before the era of television masts, the Eiffel Tower was completed on March 31, 1889. Find the height of the Eiffel Tower (before a television mast was added to the top) using the information given in the illustration.

PD

(a) If the angle measures 15°, how fast is the truck traveling? Express the answer in feet per second and in miles per hour. (b) If the angle measures 20°, how fast is the truck traveling? Express the answer in feet per second and in miles per hour. (c) If the speed limit is 55 miles per hour and a speeding ticket is issued for speeds of 5 miles per hour or more over the limit, for what angles should the trooper issue a ticket?

85.361°

80 ft

52. Finding the Distance of a Ship from Shore A person in a small boat, offshore from a vertical cliff known to be 100 feet in height, takes a sighting of the top of the cliff. If the angle of elevation is found to be 25°, how far offshore is the boat? 53. Finding the Distance to a Plateau Suppose that you are headed toward a plateau 50 meters high. If the angle of elevation to the top of the plateau is 20°, how far are you from the base of the plateau? 54. Finding the Reach of a Ladder A 22-foot extension ladder leaning against a building makes a 70° angle with the ground. How far up the building does the ladder touch? 55. Finding the Angle of Elevation of the Sun At 10 AM on April 26, 2009, a building 300 feet high casts a shadow 50 feet long. What was the angle of elevation of the Sun? 56. Directing a Laser Beam A laser beam is to be directed through a small hole in the center of a circle of radius 10 feet. The origin of the beam is 35 feet from the circle (see the figure). At what angle of elevation should the beam be aimed to ensure that it goes through the hole?

58. Security A security camera in a neighborhood bank is mounted on a wall 9 feet above the floor. What angle of depression should be used if the camera is to be directed to a spot 6 feet above the floor and 12 feet from the wall? 59. Parallax One method of measuring the distance from Earth to a star is the parallax method. The idea behind computing this distance is to measure the angle formed between the Earth and the star at two different points in time. Typically, the measurements are taken so that the side opposite the angle is as large as possible. Therefore, the optimal approach is to measure the angle when Earth is on opposite sides of the Sun, as shown in the figure.

Earth's orbit

Earth at time 1 Star Sun Parallax

10 f

t

Earth at time 2

? 35 ft Laser

(a) Proxima Centauri is 4.22 light-years from Earth. If 1 light-year is about 5.9 trillion miles, how many miles is Proxima Centauri from Earth? (b) The mean distance from Earth to the Sun is 93,000,000 miles. What is the parallax of Proxima Centauri?

SECTION 4.1 Right Triangle Trigonometry; Applications

60. Parallax See Problem 59. 61 Cygni, sometimes called Bessel’s Star (after Friedrich Bessel, who measured the distance from Earth to the star in 1838), is a star in the constellation Cygnus. (a) 61 Cygni is 11.14 light-years from Earth. If 1 light-year is about 5.9 trillion miles, how many miles is 61 Cygni from Earth? (b) The mean distance from Earth to the Sun is 93,000,000 miles. What is the parallax of 61 Cygni? 61. Washington Monument The angle of elevation of the Sun is 35.1° at the instant the shadow cast by the Washington Monument is 789 feet long. Use this information to calculate the height of the monument. 62. Finding the Length of a Mountain Trail A straight trail with an inclination of 17° leads from a hotel at an elevation of 9000 feet to a mountain lake at an elevation of 11,200 feet. What is the length of the trail? 63. Finding the Bearing of an Aircraft A DC-9 aircraft leaves Midway Airport from runway 4 RIGHT, whose bearing is 1 N40°E. After flying for mile, the pilot requests permission 2 to turn 90° and head toward the southeast. The permission is granted. After the airplane goes 1 mile in this direction, what bearing should the control tower use to locate the aircraft? 64. Finding the Bearing of a Ship A ship leaves the port of Miami with a bearing of S80°E and a speed of 15 knots. After 1 hour, the ship turns 90° toward the south.After 2 hours, maintaining the same speed, what is the bearing to the ship from port? 65. Niagara Falls Incline Railway Situated between Portage Road and the Niagara Parkway directly across from the Canadian Horseshoe Falls, the Falls Incline Railway is a funicular that carries passengers up an embankment to Table Rock Observation Point. If the length of the track is 51.8 meters and the angle of inclination is 36°2 ¿ , determine the height of the embankment. Source: www.niagaraparks.com 66. Willis Tower Willis Tower in Chicago is the third tallest building in the world and is topped by a high antenna. A surveyor on the ground makes the following measurement: 1. The angle of elevation from his position to the top of the building is 34°. 2. The distance from his position to the top of the building is 2593 feet. 3. The distance from his position to the top of the antenna is 2743 feet. (a) How far away from the (base of the) building is the surveyor located? (b) How tall is the building? (c) What is the angle of elevation from the surveyor to the top of the antenna? (d) How tall is the antenna? Source: www.infoplease.com/ce6/us/A0844218.html 67. Constructing a Highway A highway whose primary directions are north–south is being constructed along the west coast of Florida. Near Naples, a bay obstructs the straight path of the road. Since the cost of a bridge is prohibitive, engineers decide to go around the bay. The illustration shows the path that they decide on and the measurements taken. What is the length of highway needed to go around the bay?

US

41

261

1 mi. 140°

3 mi.

130°

68. Photography A camera is mounted on a tripod 4 feet high at a distance of 10 feet from George, who is 6 feet tall. See the illustration. If the camera lens has angles of depression and elevation of 20°, will George’s feet and head be seen by the lens? If not, how far back will the camera need to be moved to include George’s feet and head?

20° 20°

6'

4'

10'

69. Finding the Distance between Two Objects A blimp, suspended in the air at a height of 500 feet, lies directly over a line from Soldier Field to the Adler Planetarium on Lake Michigan (see the figure). If the angle of depression from the blimp to the stadium is 32° and from the blimp to the planetarium is 23°, find the distance between Soldier Field and the Adler Planetarium.

32°

Soldier Field

500 ft

23°

Lake Michigan

Adler Planetarium

70. Hot-Air Balloon While taking a ride in a hot-air balloon in Napa Valley, Francisco wonders how high he is. To find out, he chooses a landmark that is to the east of the balloon and measures the angle of depression to be 54°. A few minutes later, after traveling 100 feet east, the angle of depression to the same landmark is determined to be 61°. Use this information to determine the height of the balloon. 71. Mt. Rushmore To measure the height of Lincoln’s caricature on Mt. Rushmore, two sightings 800 feet from the base of the mountain are taken. If the angle of elevation to the bottom of Lincoln’s face is 32° and the angle of elevation to the top is 35°, what is the height of Lincoln’s face?

262

CHAPTER 4 Applications of Trigonometric Functions

72. The CN Tower The CN Tower, located in Toronto, Canada, is the tallest structure in the Americas.While visiting Toronto, a tourist wondered what the height of the tower above the top of the Sky Pod is. While standing 4000 feet from the tower, she measured the angle to the top of the Sky Pod to be 20.1°. At this same distance, the angle of elevation to the top of the tower was found to be 24.4°. Use this information to determine the height of the tower above the Sky Pod.

New beam

46 ft ?

20 ft 20 ft 10 ft 40 ft

76. Shooting Free Throws in Basketball The eyes of a basketball player are 6 feet above the floor. The player is at the free-throw line, which is 15 feet from the center of the basket rim (see the figure). What is the angle of elevation from the player’s eyes to the center of the rim? [Hint: The rim is 10 feet above the floor.]

73. Chicago Skyscrapers The angle of inclination from the base of the John Hancock Center to the top of the main structure of the Willis Tower is approximately 10.3°. If the main structure of the Willis Tower is 1451 feet tall, how far apart are the two skyscrapers? Assume the bases of the two buildings are at the same elevation. Source: www.emporis.com 74. Estimating the Width of the Mississippi River A tourist at the top of the Gateway Arch (height, 630 feet) in St. Louis, Missouri, observes a boat moored on the Illinois side of the Mississippi River 2070 feet directly across from the Arch. She also observes a boat moored on the Missouri side directly across from the first boat (see diagram). Given that 67 B = cot - 1 , estimate the width of the Mississippi River at 55 the St. Louis riverfront.

? 15 ft 10 ft 6 ft

77. Geometry Find the value of the angle u in degrees rounded to the nearest tenth of a degree.

4

Source: U.S. Army Corps of Engineers

2 ␪

A

B

630 ft Boat

Boat

MO

IL 2070 ft

75. Finding the Pitch of a Roof A carpenter is preparing to put a roof on a garage that is 20 feet by 40 feet by 20 feet. A steel support beam 46 feet in length is positioned in the center of the garage. To support the roof, another beam will be attached to the top of the center beam (see the figure). At what angle of elevation is the new beam? In other words, what is the pitch of the roof?

78. Surveillance Satellites A surveillance satellite circles Earth at a height of h miles above the surface. Suppose that d is the distance, in miles, on the surface of Earth that can be observed from the satellite. See the illustration on the following page. (a) Find an equation that relates the central angle u to the height h. (b) Find an equation that relates the observable distance d and u. (c) Find an equation that relates d and h. (d) If d is to be 2500 miles, how high must the satellite orbit above Earth?

SECTION 4.2 The Law of Sines

(e) If the satellite orbits at a height of 300 miles, what distance d on the surface can be observed? h

d

3960

θ

263

ball dead center. He knows from physics that the white ball will come off a cushion at the same angle as it hits a cushion. Where on the top cushion should he hit the white ball? 80. The Freedom Tower The Freedom Tower is to be the centerpiece of the rebuilding of the World Trade Center in New York City.The tower will be 1776 feet tall (not including a broadcast antenna). The angle of elevation from the base of an office building to the top of the tower is 34°. The angle of elevation from the helipad on the roof of the office building to the top of the tower is 20°.

3960

79. Calculating Pool Shots A pool player located at X wants to shoot the white ball off the top cushion and hit the red 1 ft

5 ft

20⬚

3 ft

1776 1.8 ft 3 ft

34⬚ 2.7 ft

1.5 ft

X

(a) How far away is the office building from the Freedom Tower? Assume the side of the tower is vertical. Round to the nearest foot. (b) How tall is the office building? Round to the nearest foot.

Explaining Concepts: Discussion and Writing 81. Explain how you would measure the width of the Grand Canyon from a point on its ridge. 82. Explain how you would measure the height of a TV tower that is on the roof of a tall building. 83. The Gibb’s Hill Lighthouse. Southampton, Bermuda In operation since 1846, the Gibb’s Hill Lighthouse stands

117 feet high on a hill 245 feet high, so its beam of light is 362 feet above sea level. A brochure states that ships 40 miles away can see the light and planes flying at 10,000 feet can see it 120 miles away. Verify the accuracy of these statements. What assumption did the brochure make about the height of the ship?

‘Are You Prepared?’ Answers 1. 4

2. 26.6°

3. 30°

4.2 The Law of Sines PREPARING FOR THIS SECTION Before getting started, review the following: • Trigonometric Equations (Section 3.3, pp. 200–205) • Difference Formula for the Sine Function (Section 3.5, p. 221)

• Geometry Essentials (Appendix A, Section A.2, pp. A14–A19)

Now Work the ‘Are You Prepared?’ problems on page 270.

OBJECTIVES 1 Solve SAA or ASA Triangles (p. 264) 2 Solve SSA Triangles (p. 265) 3 Solve Applied Problems (p. 268)

If none of the angles of a triangle is a right angle, the triangle is called oblique. An oblique triangle will have either three acute angles or two acute angles and one obtuse angle (an angle between 90° and 180°). See Figure 18.

264

CHAPTER 4 Applications of Trigonometric Functions

Figure 18

Obtuse angle (a) All angles are acute

In the discussion that follows, we will always label an oblique triangle so that side a is opposite angle A, side b is opposite angle B, and side c is opposite angle C, as shown in Figure 19. To solve an oblique triangle means to find the lengths of its sides and the measurements of its angles. To do this, we shall need to know the length of one side* along with (i) two angles; (ii) one angle and one other side; or (iii) the other two sides. There are four possibilities to consider:

Figure 19 B

c

a

A

(b) Two acute angles and one obtuse angle

C b

CASE 1: CASE 2: CASE 3: CASE 4:

One side and two angles are known (ASA or SAA). Two sides and the angle opposite one of them are known (SSA). Two sides and the included angle are known (SAS). Three sides are known (SSS).

Figure 20 illustrates the four cases. Figure 20 S

A

A

S

Case 1: ASA

S

S

A

A

A

Case 1: SAA

WARNING Oblique triangles cannot be solved using the methods of Section 4.1. Do you know why? 

THEOREM

S

S

A

S

S

S

Case 2: SSA

Case 3: SAS

Case 4: SSS

The Law of Sines is used to solve triangles for which Case 1 or 2 holds. Cases 3 and 4 are considered when we study the Law of Cosines in the next section.

Law of Sines For a triangle with sides a, b, c and opposite angles A, B, C, respectively, sin B sin C sin A = = a c b

(1)

A proof of the Law of Sines is given at the end of this section. The Law of Sines actually consists of three equalities: sin A sin B = a b

sin A sin C = a c

sin B sin C = c b

Formula (1) is a compact way to write these three equations. In applying the Law of Sines to solve triangles, we use the fact that the sum of the angles of any triangle equals 180°; that is, A + B + C = 180°

(2)

1 Solve SAA or ASA Triangles Our first two examples show how to solve a triangle when one side and two angles are known (Case 1: SAA or ASA). * The reason we need to know the length of one side is that, if we only know the angles, this will result in a family of similar triangles.

SECTION 4.2 The Law of Sines

EXAMPLE 1

Using the Law of Sines to Solve an SAA Triangle A = 40°, B = 60°, a = 4

Solve the triangle:

Solution

265

Figure 21 shows the triangle that we want to solve. The third angle C is found using equation (2). A + B + C = 180°

Figure 21

40° + 60° + C = 180° C = 80°

60

c

4 40

Now use the Law of Sines (twice) to find the unknown sides b and c. sin B sin A = a b

C b

sin C sin A = a c

Because a = 4, A = 40°, B = 60°, and C = 80°, we have COMMENT Although not a check, we can verify the reasonableness of our answer by determining if the longest side is opposite the largest angle and the shortest side is opposite the smallest angle. 

sin 40° sin 60° = 4 b

sin 80° sin 40° = c 4

Solving for b and c, we find that b =

4 sin 60° L 5.39 sin 40°

c =

4 sin 80° L 6.13 sin 40° 

Notice in Example 1 that we found b and c by working with the given side a. This is better than finding b first and working with a rounded value of b to find c.

Now Work

EXAMPLE 2

9

Using the Law of Sines to Solve an ASA Triangle Solve the triangle:

Solution

PROBLEM

A = 35°, B = 15°, c = 5

Figure 22 illustrates the triangle that we want to solve. Because we know two angles (A = 35° and B = 15°), we find the third angle using equation (2). A + B + C = 180°

Figure 22

5

35° + 15° + C = 180° C = 130°

15 a

Now we know the three angles and one side 1c = 52 of the triangle. To find the remaining two sides a and b, use the Law of Sines (twice).

35 C

sin C sin A = a c sin 35° sin 130° = a 5 5 sin 35° a = L 3.74 sin 130°

b

sin B sin C = c b sin 15° sin 130° = b 5 5 sin 15° b = L 1.69 sin 130° 

Now Work Figure 23 a

b h A sin A ⫽ h–b

PROBLEM

23

2 Solve SSA Triangles Case 2 (SSA), which applies to triangles for which two sides and the angle opposite one of them are known, is referred to as the ambiguous case, because the known information may result in one triangle, two triangles, or no triangle at all. Suppose that we are given sides a and b and angle A, as illustrated in Figure 23. The key to

266

CHAPTER 4 Applications of Trigonometric Functions

determining the possible triangles, if any, that may be formed from the given information lies primarily with the relative size of side a, the height h, and the fact that h = b sin A.

No Triangle If a 6 h = b sin A, then side a is not sufficiently long to form a triangle. See Figure 24.

One Right Triangle If a = h = b sin A, then side a is just long enough to form a right triangle. See Figure 25.

Figure 24 a 6 h = b sin A

Figure 25 a = h = b sin A

b

b

a h ⫽ b sin A

a h ⫽ b sin A

A

A

Two Triangles If h = b sin A 6 a, and a 6 b, two distinct triangles can be formed from the given information. See Figure 26.

One Triangle If a Ú b, only one triangle can be formed. See Figure 27.

Figure 26 b sin A 6 a and a 6 b

Figure 27 a Ú b

b a A

b

a h ⫽ b sin A

a

A

Fortunately, we do not have to rely on an illustration or complicated relationships to draw the correct conclusion in the ambiguous case. The Law of Sines will lead us to the correct determination. Let’s see how.

EXAMPLE 3

Using the Law of Sines to Solve an SSA Triangle (One Solution) Solve the triangle:

Solution Figure 28(a)

See Figure 28(a). Because we know an angle 1A = 40°2, the side opposite the known angle 1a = 32, and the side opposite angle B 1b = 22, we use the Law of Sines to find the angle B. sin B sin A = a b

3

2

C 40

a = 3, b = 2, A = 40°

B

Then

c

sin 40° sin B = 3 2 2 sin 40° sin B = L 0.43 3 There are two angles B, 0° 6 B 6 180°, for which sin B L 0.43. COMMENT Here we computed B1 by 2 sin 40° b. determining the value of sin-1 a 3 If you use the rounded value and evaluate sin-110.432, you will obtain a slightly different result. 

B1 L 25.4° and B2 L 180° - 25.4° = 154.6° The second possibility, B2 L 154.6°, is ruled out, because A = 40° makes A + B2 L 194.6° 7 180°. Now, using B1 L 25.4°, we find that C = 180° - A - B1 L 180° - 40° - 25.4° = 114.6°

SECTION 4.2 The Law of Sines

267

The third side c may now be determined using the Law of Sines. sin C sin A = a c sin 40° sin 114.6° = c 3 3 sin 114.6° L 4.24 c = sin 40°

Figure 28(b) 2

3 C ⫽ 114.6 40 B ⫽ 25.4 c ⫽ 4.24

Figure 28(b) illustrates the solved triangle.

EXAMPLE 4

Using the Law of Sines to Solve an SSA Triangle (Two Solutions)



Solve the triangle:

Solution

a = 6, b = 8, A = 35°

See Figure 29(a). Because a = 6, b = 8, and A = 35° are known, use the Law of Sines to find the angle B.

Figure 29(a)

sin A sin B = a b Then

8 6

6

sin 35° sin B = 6 8 8 sin 35° sin B = L 0.76 6 B1 L 49.9° or B2 L 180° - 49.9° = 130.1°

35°

For both choices of B, we have A + B 6 180°. There are two triangles, one containing the angle B1 L 49.9° and the other containing the angle B2 L 130.1°. The third angle C is either C1 = 180° - A - B1 L 95.1° or c A = 35° B1 = 49.9°

C2 = 180° - A - B2 L 14.9° c A = 35° B2 = 130.1°

The third side c obeys the Law of Sines, so we have sin C1 sin A = a c1

Figure 29(b) C2 ⫽ 14.9 8 B2 ⫽ 130.1

6

B1 ⫽ 49.9

35 c2 ⫽ 2.69

C1 ⫽ 95.1 6

sin 35° sin 95.1° = c1 6 6 sin 95.1° c1 = L 10.42 sin 35°

sin C2 sin A = a c2 sin 35° sin 14.9° = c2 6 6 sin 14.9° c2 = L 2.69 sin 35°

The two solved triangles are illustrated in Figure 29(b).

c1 ⫽ 10.42



EXAMPLE 5

Using the Law of Sines to Solve an SSA Triangle (No Solution) Solve the triangle:

Solution

a = 2, c = 1, C = 50°

Because a = 2, c = 1, and C = 50° are known, use the Law of Sines to find the angle A. sin A sin C = a c sin A sin 50° = 2 1 sin A = 2 sin 50° L 1.53

268

CHAPTER 4 Applications of Trigonometric Functions

Since there is no angle A for which sin A 7 1, there can be no triangle with the given measurements. Figure 30 illustrates the measurements given. Notice that, no matter how we attempt to position side c, it will never touch side b to form a triangle.

Figure 30

a⫽2

c⫽1



Now Work

50

PROBLEMS

25

AND

31

b

3 Solve Applied Problems EXAMPLE 6

Finding the Height of a Mountain To measure the height of a mountain, a surveyor takes two sightings of the peak at a distance 900 meters apart on a direct line to the mountain.* See Figure 31(a). The first observation results in an angle of elevation of 47°, and the second results in an angle of elevation of 35°. If the transit is 2 meters high, what is the height h of the mountain?

Figure 31

h

b

47

35 2m

35 900 m

C

h

47 2m

900 m (a)

Solution

A

c

(b)

Figure 31(b) shows the triangles that replicate the illustration in Figure 31(a). Since C + 47° = 180°, we find that C = 133°. Also, since A + C + 35° = 180°, we find that A = 180° - 35° - C = 145° - 133° = 12°. Use the Law of Sines to find c. sin A sin C = A = 12°, C = 133°, a = 900 a c 900 sin 133° c = L 3165.86 sin 12° Using the larger right triangle, we have b c = 3165.86 c b = 3165.86 sin 35° L 1815.86 L 1816 meters

sin 35° =

The height of the peak from ground level is approximately 1816 + 2 = 1818 meters.

Now Work

EXAMPLE 7

 PROBLEM

39

Rescue at Sea Coast Guard Station Zulu is located 120 miles due west of Station X-ray. A ship at sea sends an SOS call that is received by each station.The call to Station Zulu indicates that the bearing of the ship from Zulu is N40°E (40° east of north).The call to Station X-ray indicates that the bearing of the ship from X-ray is N30°W (30° west of north). (a) How far is each station from the ship? (b) If a helicopter capable of flying 200 miles per hour is dispatched from the nearest station to the ship, how long will it take to reach the ship? * For simplicity, we assume that these sightings are at the same level.

SECTION 4.2 The Law of Sines

Solution

269

(a) Figure 32 illustrates the situation. The angle C is found to be C = 180° - 50° - 60° = 70°

Figure 32

The Law of Sines can now be used to find the two distances a and b that we seek.

N W

E

sin 50° sin 70° = a 120 120 sin 50° a = L 97.82 miles sin 70° sin 70° sin 60° = b 120 120 sin 60° b = L 110.59 miles sin 70°

S C

b

a 30

40

60

50 120 mi Zulu

X-ray

Station Zulu is about 111 miles from the ship, and Station X-ray is about 98 miles from the ship. (b) The time t needed for the helicopter to reach the ship from Station X-ray is found by using the formula 1Rate, r21Time, t2 = Distance, a

Then t =

97.82 a = L 0.49 hour L 29 minutes r 200

It will take about 29 minutes for the helicopter to reach the ship. 

Now Work

B a

h

A

C b (a)

from which h = a sin C

B h

37

Proof of the Law of Sines To prove the Law of Sines, construct an altitude of length h from one of the vertices of a triangle. Figure 33(a) shows h for a triangle with three acute angles, and Figure 33(b) shows h for a triangle with an obtuse angle. In each case, the altitude is drawn from the vertex at B. Using either illustration, we have h sin C = a

Figure 33 c

PROBLEM

a

From Figure 33(a), it also follows that

c A

C

180 ⫺ A (b)

(3)

sin A =

b

h c

from which h = c sin A

(4)

From Figure 33(b), it follows that h sin1180° - A2 = sin A = c c

sin1180° - A2 = sin 180° cos A - cos 180° sin A = sin A

which again gives h = c sin A So, whether the triangle has three acute angles or has two acute angles and one obtuse angle, equations (3) and (4) hold. As a result, we may equate the expressions for h in equations (3) and (4) to get a sin C = c sin A

270

CHAPTER 4 Applications of Trigonometric Functions

from which

Figure 34

sin A sin C = a c

B c

a h

In a similar manner, by constructing the altitude h¿ from the vertex of angle A as shown in Figure 34, we can show that

C

A b

and sin C =

h¿ b

Equating the expressions for h¿, we find that

a

c

h¿ c

sin B =

(a) B

(5)

h¿ = c sin B = b sin C

h A

C b

from which sin C sin B = c b

(b)

(6)

When equations (5) and (6) are combined, we have equation (1), the Law of Sines.



4.2 Assess Your Understanding ‘Are You Prepared?’ 1. The difference sin1A - B2 =

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

formula for . (p. 221)

the

sine

function

2. If u is an acute angle, solve the equation cos u = (pp. 200–205)

is

3. The two triangles shown are similar. Find the missing length. (pp. A14–A19)

23 . 2

x

3

5

2

Concepts and Vocabulary 4. If none of the angles of a triangle is a right angle, the triangle is called .

7. True or False The Law of Sines can be used to solve triangles where three sides are known.

5. For a triangle with sides a, b, c and opposite angles A, B, C,

8. Triangles for which two sides and the angle opposite one of them are known (SSA) are referred to as the .

the Law of Sines states that

.

6. True or False An oblique triangle in which two sides and an angle are given always results in at least one triangle.

Skill Building In Problems 9–16, solve each triangle. 9.

10.

95

a

A

45

11.

C

a

b

4

125

a

a

45

40

5

12.

85

b

3

B

30

A c

50 c

13.

C

a

14. 7 5 40

45

15. a

C 5

b 10

a

100

40

c

16.

2

a A

c

30 c

10

C 6 100

In Problems 17–24, solve each triangle. 17. A = 40°, B = 20°, a = 2

18. A = 50°, C = 20°, a = 3

19. B = 70°, C = 10°, b = 5

20. A = 70°, B = 60°, c = 4

21. A = 110°, C = 30°, c = 3

22. B = 10°, C = 100°, b = 2

23. A = 40°, B = 40°, c = 2

24. B = 20°, C = 70°, a = 1

SECTION 4.2 The Law of Sines

271

In Problems 25–36, two sides and an angle are given. Determine whether the given information results in one triangle, two triangles, or no triangle at all. Solve any triangle(s) that results. 25. a = 3,

b = 2, A = 50°

26. b = 4,

c = 3, B = 40°

27. b = 5,

c = 3, B = 100°

28. a = 2, c = 1, A = 120°

29. a = 4,

b = 5, A = 60°

30. b = 2,

c = 3, B = 40°

31. b = 4, c = 6, B = 20°

32. a = 3,

b = 7, A = 70°

33. a = 2, c = 1, C = 100°

34. b = 4, c = 5, B = 95°

35. a = 2,

c = 1, C = 25°

36. b = 4,

c = 5, B = 40°

Applications and Extensions 37. Rescue at Sea Coast Guard Station Able is located 150 miles due south of Station Baker. A ship at sea sends an SOS call that is received by each station. The call to Station Able indicates that the ship is located N55°E; the call to Station Baker indicates that the ship is located S60°E. (a) How far is each station from the ship? (b) If a helicopter capable of flying 200 miles per hour is dispatched from the station nearest the ship, how long will it take to reach the ship? 38. Distance to the Moon At exactly the same time, Tom and Alice measured the angle of elevation to the moon while standing exactly 300 km apart. The angle of elevation to the moon for Tom was 49.8974° and the angle of elevation to the moon for Alice was 49.9312°. See the figure. To the nearest 1000 km, how far was the moon from Earth when the measurement was obtained?

40. Finding the Height of a Mountain Use the illustration in Problem 39 to find the height QD of the mountain. 41. Finding the Height of an Airplane An aircraft is spotted by two observers who are 1000 feet apart. As the airplane passes over the line joining them, each observer takes a sighting of the angle of elevation to the plane, as indicated in the figure. How high is the airplane?

40 P

35 1000 ft

Q

42. Finding the Height of the Bridge over the Royal Gorge The highest bridge in the world is the bridge over the Royal Gorge of the Arkansas River in Colorado. Sightings to the same point at water level directly under the bridge are taken from each side of the 880-foot-long bridge, as indicated in the figure. How high is the bridge?

Moon

Source: Guinness Book of World Records 880 ft 65.5

69.2 49.8974 h

49.9312 Tom 300 km Alice

39. Finding the Length of a Ski Lift Consult the figure. To find the length of the span of a proposed ski lift from P to Q, a surveyor measures ∠ DPQ to be 25° and then walks off a distance of 1000 feet to R and measures ∠ PRQ to be 15°. What is the distance from P to Q?

Q

25 D

P

15 1000 ft

R

43. Landscaping Pat needs to determine the height of a tree before cutting it down to be sure that it will not fall on a nearby fence. The angle of elevation of the tree from one position on a flat path from the tree is 30°, and from a second position 40 feet farther along this path it is 20°. What is the height of the tree? 44. Construction A loading ramp 10 feet long that makes an angle of 18° with the horizontal is to be replaced by one that makes an angle of 12° with the horizontal. How long is the new ramp? 45. Commercial Navigation Adam must fly home to St. Louis from a business meeting in Oklahoma City. One flight option

272

CHAPTER 4 Applications of Trigonometric Functions

flies directly to St. Louis, a distance of about 461.1 miles. A second flight option flies first to Kansas City and then connects to St. Louis. The bearing from Oklahoma City to Kansas City is N29.6°E, and the bearing from Oklahoma City to St. Louis is N57.7°E. The bearing from St. Louis to Oklahoma City is S57.7°W, and the bearing from St. Louis to Kansas City is N79.4°W. How many more frequent flyer miles will Adam receive if he takes the connecting flight rather than the direct flight? Source: www.landings.com 46. Time Lost due to a Navigation Error In attempting to fly from city P to city Q, an aircraft followed a course that was 10° in error, as indicated in the figure. After flying a distance of 50 miles, the pilot corrected the course by turning at point R and flying 70 miles farther. If the constant speed of the aircraft was 250 miles per hour, how much time was lost due to the error?

Q 9 in. 3 in. O

P

15

49. Constructing a Highway U.S. 41, a highway whose primary directions are north–south, is being constructed along the west coast of Florida. Near Naples, a bay obstructs the straight path of the road. Since the cost of a bridge is prohibitive, engineers decide to go around the bay. The illustration shows the path that they decide on and the measurements taken. What is the length of highway needed to go around the bay?

140

Clam Bay

10 70 mi P

50 mi

Q

Ocean

2 mi Pelican Bay

R

47. Finding the Lean of the Leaning Tower of Pisa The famous Leaning Tower of Pisa was originally 184.5 feet high.* At a distance of 123 feet from the base of the tower, the angle of elevation to the top of the tower is found to be 60°. Find ∠ RPQ indicated in the figure. Also, find the perpendicular distance from R to PQ.

mi

1– 8

mi

135 41

Highway U.S. 41

50. Calculating Distances at Sea The navigator of a ship at sea spots two lighthouses that she knows to be 3 miles apart along a straight seashore. She determines that the angles formed between two line-of-sight observations of the lighthouses and the line from the ship directly to shore are 15° and 35°. See the illustration. (a) How far is the ship from lighthouse P? (b) How far is the ship from lighthouse Q? (c) How far is the ship from shore?

R

184.5 ft

P

60 P

1– 8

123 ft

Q

48. Crankshafts on Cars On a certain automobile, the crankshaft is 3 inches long and the connecting rod is 9 inches long (see the figure). At the time when ∠ OPQ is 15°, how far is the piston (P) from the center (O) of the crankshaft?

15 3 mi

35 Ocean

Q

* On February 27, 1964, the government of Italy requested aid in preventing the tower from toppling. A multinational task force of engineers, mathematicians, and historians was assigned and met on the Azores islands to discuss stabilization methods. After over two decades of work on the subject, the tower was closed to the public in January 1990. During the time that the tower was closed, the bells were removed to relieve some weight, and cables were cinched around the third level and anchored several hundred meters away. Apartments and houses in the path of the tower were vacated for safety concerns. After a decade of corrective reconstruction and stabilization efforts, the tower was reopened to the public on December 15, 2001. Many methods were proposed to stabilize the tower, including the addition of 800 metric tons of lead counterweights to the raised end of the base. The final solution to correcting the lean was to remove 38 cubic meters of soil from underneath the raised end. The tower has been declared stable for at least another 300 years. Source: http://en.wikipedia.org/wiki/Leaning_Tower_of_Pisa

SECTION 4.2 The Law of Sines

51. Designing an Awning An awning that covers a sliding glass door that is 88 inches tall forms an angle of 50° with the wall. The purpose of the awning is to prevent sunlight from entering the house when the angle of elevation of the Sun is more than 65°. See the figure. Find the length L of the awning.

273

Earth to the Sun and the line of sight from Earth to Mercury. See the figure. Suppose that the elongation angle for Mercury is 15°. Use this information to find the possible distances between Earth and Mercury. Mercury

Sun

L

Mercury

50

␣

88

65 Earth

Step

52. Finding Distances A forest ranger is walking on a path inclined at 5° to the horizontal directly toward a 100-foot-tall fire observation tower. The angle of elevation from the path to the top of the tower is 40°. How far is the ranger from the tower at this time?

100 ft

path 40 horizontal 5

53. Great Pyramid of Cheops One of the original Seven Wonders of the World, the Great Pyramid of Cheops was built about 2580 BC. Its original height was 480 feet 11 inches, but owing to the loss of its topmost stones, it is now shorter. Find the current height of the Great Pyramid using the information given in the illustration.

56. Venus The distance from the Sun to Earth is approximately 149,600,000 km. The distance from the Sun to Venus is approximately 108,200,000 km. The elongation angle a is the angle formed between the line of sight from Earth to the Sun and the line of sight from Earth to Venus. Suppose that the elongation angle for Venus is 10°. Use this information to find the possible distances between Earth and Venus. 57. The Original Ferris Wheel George Washington Gale Ferris, Jr., designed the original Ferris wheel for the 1893 World’s Columbian Exposition in Chicago, Illinois. The wheel had 36 equally spaced cars each the size of a school bus. The distance between adjacent cars was approximately 22 feet. Determine the diameter of the wheel to the nearest foot. Source: Carnegie Library of Pittsburgh, www.clpgh.org 58. Mollweide’s Formula For any triangle, Mollweide’s Formula (named after Karl Mollweide, 1774–1825) states that

Source: Guinness Book of World Records a + b = c

1 cosc 1A - B2 d 2 1 sina Cb 2

Derive it. 46.27° 40.3°

100 ft

[Hint: Use the Law of Sines and then a Sum-to-Product Formula. Notice that this formula involves all six parts of a triangle. As a result, it is sometimes used to check the solution of a triangle.] 59. Mollweide’s Formula is

Formula Another

200 ft

54. Determining the Height of an Aircraft Two sensors are spaced 700 feet apart along the approach to a small airport. When an aircraft is nearing the airport, the angle of elevation from the first sensor to the aircraft is 20°, and from the second sensor to the aircraft it is 15°. Determine how high the aircraft is at this time. 55. Mercury The distance from the Sun to Earth is approximately 149,600,000 kilometers (km). The distance from the Sun to Mercury is approximately 57,910,000 km. The elongation angle a is the angle formed between the line of sight from

a - b = c

form

of

Mollweide’s

1 sinc 1A - B2 d 2 1 cosa Cb 2

Derive it. 60. For any triangle, derive the formula a = b cos C + c cos B [Hint: Use the fact that sin A = sin1180° - B - C2.]

274

CHAPTER 4 Applications of Trigonometric Functions

61. Law of Tangents For any triangle, derive the Law of Tangents. a - b = a + b

where r is the radius of the circle circumscribing the triangle PQR whose sides are a, b, and c, as shown in the figure. [Hint: Draw the diameter PP¿. Then B = ∠ PQR = ∠ PP¿R, and angle ∠ PRP¿ = 90°.]

1 tanc 1A - B2 d 2 1 tanc 1A + B2 d 2

Q c

[Hint: Use Mollweide’s Formula.] 62. Circumscribing a Triangle Show that

P

B

a

P

A C b

sin A sin C sin B 1 = = = a c b 2r

R

Explaining Concepts: Discussion and Writing 63. Make up three problems involving oblique triangles. One should result in one triangle, the second in two triangles, and the third in no triangle.

65. What do you do first if you are asked to solve a triangle and are given two sides and the angle opposite one of them?

64. What do you do first if you are asked to solve a triangle and are given one side and two angles?

‘Are You Prepared?’ Answers 1. sin A cos B - cos A sin B

2. 30° or

p 6

3.

15 2

4.3 The Law of Cosines PREPARING FOR THIS SECTION Before getting started, review the following: • Trigonometric Equations (Section 3.3, pp. 200–205)

• Distance Formula (Section 1.1, p. 3)

Now Work the ‘Are You Prepared?’ problems on page 277.

OBJECTIVES 1 Solve SAS Triangles (p. 275) 2 Solve SSS Triangles (p. 276) 3 Solve Applied Problems (p. 276)

In the previous section, we used the Law of Sines to solve Case 1 (SAA or ASA) and Case 2 (SSA) of an oblique triangle. In this section, we derive the Law of Cosines and use it to solve the remaining cases, 3 and 4. CASE 3: Two sides and the included angle are known (SAS). CASE 4: Three sides are known (SSS).

THEOREM

Law of Cosines For a triangle with sides a, b, c and opposite angles A, B, C, respectively, c2 = a2 + b2 - 2ab cos C b2 = a2 + c2 - 2ac cos B a2 = b2 + c2 - 2bc cos A

(1) (2) (3)

SECTION 4.3 The Law of Cosines

Figure 35

y

Proof We will prove only formula (1) here. Formulas (2) and (3) may be proved using the same argument. We begin by strategically placing a triangle on a rectangular coordinate system so that the vertex of angle C is at the origin and side b lies along the positive x-axis. Regardless of whether C is acute, as in Figure 35(a), or obtuse, as in Figure 35(b), the vertex of angle B has coordinates 1a cos C, a sin C2. The vertex of angle A has coordinates 1b, 02. We use the distance formula to compute c2.

(a cos C, a sin C) B

a

c

C

x

A b

O

(b,0)

(a) Angle C is acute (a cos C, a sin C)

275

c2 = 1b - a cos C22 + 10 - a sin C22

y

= b2 - 2ab cos C + a2 cos2 C + a2 sin2 C

B

= b2 - 2ab cos C + a21cos2 C + sin2 C2

c

a

C

A

O

b

x

= a2 + b2 - 2ab cos C



(b, 0)

Each of formulas (1), (2), and (3) may be stated in words as follows: (b) Angle C is obtuse

THEOREM

Law of Cosines The square of one side of a triangle equals the sum of the squares of the other two sides minus twice their product times the cosine of their included angle. Observe that if the triangle is a right triangle (so that, say, C = 90°), formula (1) becomes the familiar Pythagorean Theorem: c2 = a2 + b2. The Pythagorean Theorem is a special case of the Law of Cosines!

1 Solve SAS Triangles The Law of Cosines is used to solve Case 3 (SAS), which applies to triangles for which two sides and the included angle are known.

EXAMPLE 1

Using the Law of Cosines to Solve an SAS Triangle Solve the triangle:

Solution

B

c

60°

A 3

C = 60°

See Figure 36. Because we know two sides, a and b, and the included angle, C = 60°, the Law of Cosines makes it easy to find the third side, c. c2 = a2 + b2 - 2ab cos C = 22 + 32 - 2 # 2 # 3 # cos 60° 1 = 13 - a 12 # b = 7 2

Figure 36 2

a = 2, b = 3,

a = 2, b = 3, C = 60°

c = 27 Side c is of length 2 7 . To find the angles A and B, we may use either the Law of Sines or the Law of Cosines. It is preferable to use the Law of Cosines, since it will lead to an equation with one solution. Using the Law of Sines would lead to an equation with two solutions that would need to be checked to determine which solution fits the given data.* We choose to use formulas (2) and (3) of the Law of Cosines to find A and B. For A: a2 = b2 + c2 - 2bc cos A 2bc cos A = b2 + c2 - a2 b2 + c2 - a2 9 + 7 - 4 12 2 27 cos A = = = = 2bc 7 # 2 3 27 6 27 A = cos-1

2 27 L 40.9° 7

* The Law of Sines can be used if the angle sought is opposite the smaller side, thus ensuring it must be acute. (In Figure 36, use the Law of Sines to find A, the angle opposite the smaller side.)

276

CHAPTER 4 Applications of Trigonometric Functions

For B: b2 = a2 + c2 - 2ac cos B COMMENT We could also have found B using the fact that the sum

A  B  C  180° so B  180°  40.9°  60°  79.1°. However, using the Law of Cosines twice allows for a check. 

a2 + c2 - b2 2 27 4 + 7 - 9 = = = 2ac 14 4 27 4 27

cos B =

B = cos-1

27 L 79.1° 14

Notice that A + B + C = 40.9° + 79.1° + 60° = 180°, as required. 

Now Work

PROBLEM

9

2 Solve SSS Triangles The next example illustrates how the Law of Cosines is used when three sides of a triangle are known, Case 4 (SSS).

EXAMPLE 2

Using the Law of Cosines to Solve an SSS Triangle a = 4, b = 3, c = 6

Solve the triangle:

Solution Figure 37

See Figure 37. To find the angles A, B, and C, we proceed as we did to find the angles in the solution to Example 1. For A: b2 + c2 - a2 9 + 36 - 16 29 = = 2bc 2#3#6 36 29 A = cos-1 L 36.3° 36

cos A =

B 6 4 C

A

For B:

3

16 + 36 - 9 43 a2 + c2 - b2 = = 2ac 2#4#6 48 43 B = cos-1 L 26.4° 48

cos B =

Since we know A and B, C = 180° - A - B L 180° - 36.3° - 26.4° = 117.3° 

Now Work

PROBLEM

15

3 Solve Applied Problems EXAMPLE 3

Correcting a Navigational Error A motorized sailboat leaves Naples, Florida, bound for Key West, 150 miles away. Maintaining a constant speed of 15 miles per hour, but encountering heavy crosswinds and strong currents, the crew finds, after 4 hours, that the sailboat is off course by 20°. (a) How far is the sailboat from Key West at this time? (b) Through what angle should the sailboat turn to correct its course? (c) How much time has been added to the trip because of this? (Assume that the speed remains at 15 miles per hour.)

SECTION 4.3 The Law of Cosines

Solution

Figure 38

277

See Figure 38. With a speed of 15 miles per hour, the sailboat has gone 60 miles after 4 hours. We seek the distance x of the sailboat from Key West. We also seek the angle u that the sailboat should turn through to correct its course. (a) To find x, we use the Law of Cosines, since we know two sides and the included angle. x2 = 1502 + 602 - 2115021602 cos 20° L 9185.53 x L 95.8

Naples 60

The sailboat is about 96 miles from Key West. (b) We now know three sides of the triangle, so we can use the Law of Cosines again to find the angle A opposite the side of length 150 miles.

20° ␪

A 150 x

N W

1502 = 962 + 602 - 219621602 cos A

E

9684 = -11,520 cos A cos A L -0.8406

S Key West

A L 147.2° The sailboat should turn through an angle of u = 180° - A L 180° - 147.2° = 32.8° The sailboat should turn through an angle of about 33° to correct its course. (c) The total length of the trip is now 60 + 96 = 156 miles. The extra 6 miles will only require about 0.4 hour or 24 minutes more if the speed of 15 miles per hour is maintained. 

Now Work

PROBLEM

45

Historical Feature

T

he Law of Sines was known vaguely long before it was explicitly stated by Nasir Eddin (about AD 1250). Ptolemy (about AD 150) was aware of it in a form using a chord function instead of the sine function. But it was first clearly stated in Europe by Regiomontanus, writing in 1464. The Law of Cosines appears first in Euclid’s Elements (Book II), but in a well-disguised form in which squares built on the sides of triangles are added and a rectangle representing the cosine term is subtracted. It was thus known to all mathematicians because of their

familiarity with Euclid’s work. An early modern form of the Law of Cosines, that for finding the angle when the sides are known, was stated by François Viète (in 1593). The Law of Tangents (see Problem 61 of Exercise 4.2) has become obsolete. In the past it was used in place of the Law of Cosines, because the Law of Cosines was very inconvenient for calculation with logarithms or slide rules. Mixing of addition and multiplication is now very easy on a calculator, however, and the Law of Tangents has been shelved along with the slide rule.

4.3 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. Write the formula for the distance d from P1 = 1x1 , y12 to P2 = 1x2 , y22. (p. 3)

2. If u is an acute angle, solve the equation cos u = (pp. 200–205)

22 . 2

Concepts and Vocabulary is

6. True or False Given only the three sides of a triangle, there is insufficient information to solve the triangle.

4. If one side and two angles of a triangle are given, the Law of is used to solve the triangle.

7. True or False Given two sides and the included angle, the first thing to do to solve the triangle is to use the Law of Sines.

3. If three sides of a triangle are given, the Law of used to solve the triangle.

5. If two sides and the included angle of a triangle are given, the Law of is used to solve the triangle.

8. True or False A special case of the Law of Cosines is the Pythagorean Theorem.

278

CHAPTER 4 Applications of Trigonometric Functions

Skill Building In Problems 9–16, solve each triangle. 9.

C

2

10.

b

45°

A

3

B

95°

2

30°

4

12. 2

11.

C

a

B

A

4

c

13.

b

C

20°

14.

C

A

6

C

5

8

5

5

A

B

16. C 4

3

6 A

A

B

4

4 C

9 B

A

B

8

15.

3

4

In Problems 17–32, solve each triangle. 17. a = 3,

b = 4, C = 40°

18. a = 2, c = 1, B = 10°

19. b = 1,

c = 3, A = 80°

20. a = 6, b = 4, C = 60°

21. a = 3, c = 2, B = 110°

22. b = 4,

c = 1, A = 120°

23. a = 2, b = 2, C = 50°

24. a = 3, c = 2, B = 90°

25. a = 12, b = 13, c = 5

26. a = 4, b = 5, c = 3

27. a = 2, b = 2, c = 2

28. a = 3, b = 3, c = 2

29. a = 5, b = 8, c = 9

30. a = 4, b = 3, c = 6

31. a = 10, b = 8, c = 5

32. a = 9, b = 7, c = 10

Mixed Practice In Problems 33–42, solve each triangle using either the Law of Sines or the Law of Cosines. 33. B = 20°, C = 75°, b = 5 34. A = 50°, B = 55°, c = 9 35. a = 6, b = 8, c = 9 36. a = 14, b = 7, A = 85°

37. B = 35°, C = 65°, a = 15

38. a = 4, c = 5, B = 55°

39. A = 10°, a = 3, b = 10

40. A = 65°, B = 72°, b = 7

41. b = 5, c = 12, A = 60°

42. a = 10, b = 10, c = 15

Applications and Extensions 43. Distance to the Green A golfer hits an errant tee shot that lands in the rough. A marker in the center of the fairway is 150 yards from the center of the green. While standing on the marker and facing the green, the golfer turns 110° toward his ball. He then paces off 35 yards to his ball. See the figure. How far is the ball from the center of the green?

(a) How far is it directly from Ft. Myers to Orlando? (b) What bearing should the pilot use to fly directly from Ft. Myers to Orlando?

Orlando 50° 150 yd Sarasota 150 mi

110 ball

marker 35 yd

44. Navigation An airplane flies due north from Ft. Myers to Sarasota, a distance of 150 miles, and then turns through an angle of 50° and flies to Orlando, a distance of 100 miles. See the figure.

Ft. Myers

0

10

mi

SECTION 4.3 The Law of Cosines

45. Avoiding a Tropical Storm A cruise ship maintains an average speed of 15 knots in going from San Juan, Puerto Rico, to Barbados, West Indies, a distance of 600 nautical miles. To avoid a tropical storm, the captain heads out of San Juan in a direction of 20° off a direct heading to Barbados. The captain maintains the 15-knot speed for 10 hours, after which time the path to Barbados becomes clear of storms. (a) Through what angle should the captain turn to head directly to Barbados? (b) Once the turn is made, how long will it be before the ship reaches Barbados if the same 15-knot speed is maintained?

279

49. Finding the Length of a Guy Wire The height of a radio tower is 500 feet, and the ground on one side of the tower slopes upward at an angle of 10° (see the figure). (a) How long should a guy wire be if it is to connect to the top of the tower and be secured at a point on the sloped side 100 feet from the base of the tower? (b) How long should a second guy wire be if it is to connect to the middle of the tower and be secured at a point 100 feet from the base on the flat side?

500 ft San Juan

600

Barbados

20°

100 ft

46. Revising a Flight Plan In attempting to fly from Chicago to Louisville, a distance of 330 miles, a pilot inadvertently took a course that was 10° in error, as indicated in the figure. (a) If the aircraft maintains an average speed of 220 miles per hour and if the error in direction is discovered after 15 minutes, through what angle should the pilot turn to head toward Louisville? (b) What new average speed should the pilot maintain so that the total time of the trip is 90 minutes?

Louisville

t

100 f

10°

50. Finding the Length of a Guy Wire A radio tower 500 feet high is located on the side of a hill with an inclination to the horizontal of 5°. See the figure. How long should two guy wires be if they are to connect to the top of the tower and be secured at two points 100 feet directly above and directly below the base of the tower?

500 ft

330 mi

10° Chicago

Error detected here

47. Major League Baseball Field A Major League baseball diamond is actually a square 90 feet on a side. The pitching rubber is located 60.5 feet from home plate on a line joining home plate and second base. (a) How far is it from the pitching rubber to first base? (b) How far is it from the pitching rubber to second base? (c) If a pitcher faces home plate, through what angle does he need to turn to face first base? 48. Little League Baseball Field According to Little League baseball official regulations, the diamond is a square 60 feet on a side. The pitching rubber is located 46 feet from home plate on a line joining home plate and second base. (a) How far is it from the pitching rubber to first base? (b) How far is it from the pitching rubber to second base? (c) If a pitcher faces home plate, through what angle does he need to turn to face first base?

100 ft

100 ft

5°

51. Wrigley Field, Home of the Chicago Cubs The distance from home plate to the fence in dead center in Wrigley Field is 400 feet (see the figure). How far is it from the fence in dead center to third base?

400 ft

90 ft

90 ft

280

CHAPTER 4 Applications of Trigonometric Functions

52. Little League Baseball The distance from home plate to the fence in dead center at the Oak Lawn Little League field is 280 feet. How far is it from the fence in dead center to third base?

55. Geometry Show that the length d of a chord of a circle of radius r is given by the formula

[Hint: The distance between the bases in Little League is 60 feet.]

where u is the central angle formed by the radii to the ends of the chord. See the figure. Use this result to derive the fact that sin u 6 u, where u 7 0 is measured in radians.

53. Building a Swing Set Clint is building a wooden swing set for his children. Each supporting end of the swing set is to be an A-frame constructed with two 10-foot-long 4 by 4s joined at a 45° angle. To prevent the swing set from tipping over, Clint wants to secure the base of each A-frame to concrete footings. How far apart should the footings for each A-frame be? 54. Rods and Pistons Rod OA rotates about the fixed point O so that point A travels on a circle of radius r. Connected to point A is another rod AB of length L 7 2r, and point B is connected to a piston. See the figure. Show that the distance x between point O and point B is given by

where u is the angle of rotation of rod OA.

␪

d r

O

56. For any triangle, show that cos

s1s - c2 C = A 2 ab

1 1a + b + c2. 2 [Hint: Use a Half-angle Formula and the Law of Cosines.] 57. For any triangle show that 1s - a21s - b2 C sin = A 2 ab

A

where s =

L ␪

1 1a + b + c2. 2

58. Use the Law of Cosines to prove the identity

B

O

r

u 2

where s =

x = r cos u + 4 r2 cos2 u + L2 - r2

r

d = 2r sin

cos A cos B a2 + b2 + c2 cos C + = + a c b 2abc

x

Explaining Concepts: Discussion and Writing 59. What do you do first if you are asked to solve a triangle and are given two sides and the included angle?

61. Make up an applied problem that requires using the Law of Cosines.

60. What do you do first if you are asked to solve a triangle and are given three sides?

62. Write down your strategy for solving an oblique triangle.

‘Are You Prepared?’ Answers 1. d = 4 1x2 - x122 + 1y2 - y122

2. u = 45° or

p 4

63. State the Law of Cosines in words.

SECTION 4.4 Area of a Triangle

281

4.4 Area of a Triangle PREPARING FOR THIS SECTION Before getting started, review the following: • Geometry Essentials (Appendix A, Section A.2, pp. A14–A19) Now Work the ‘Are You Prepared?’ problem on page 283.

OBJECTIVES 1 Find the Area of SAS Triangles (p. 281) 2 Find the Area of SSS Triangles (p. 282)

In this section, we derive several formulas for calculating the area of a triangle. The most familiar of these is the following:

THEOREM

The area K of a triangle is K =

COMMENT Typically A is used for area, but we use A as the measure of an angle, so we use K for area to avoid confusion. 

1 bh 2

(1)

where b is the base and h is an altitude drawn to that base.

Proof The derivation of this formula is rather easy once a rectangle of base b and height h is constructed around the triangle. See Figures 39 and 40. Triangles 1 and 2 in Figure 40 are equal in area, as are triangles 3 and 4. Consequently, the area of the triangle with base b and altitude h is exactly half the area of the rectangle, which is bh. Figure 39

Figure 40 1 h

4 h

2

b

3 

b

1 Find the Area of SAS Triangles If the base b and altitude h to that base are known, then we can find the area of such a triangle using formula (1). Usually, though, the information required to use formula (1) is not given. Suppose, for example, that we know two sides a and b and the included angle C. See Figure 41. Then the altitude h can be found by noting that

Figure 41 a

h = sin C a

h

so that

C b

h = a sin C Using this fact in formula (1) produces K =

1 1 1 bh = b1a sin C2 = ab sin C 2 2 2

We now have the formula K =

1 ab sin C 2

(2)

282

CHAPTER 4 Applications of Trigonometric Functions

By dropping altitudes from the other two vertices of the triangle, we obtain the following corresponding formulas: 1 bc sin A 2 1 K = ac sin B 2 K =

(3) (4)

It is easiest to remember these formulas using the following wording:

THEOREM

EXAMPLE 1

The area K of a triangle equals one-half the product of two of its sides times the sine of their included angle.

Finding the Area of an SAS Triangle Find the area K of the triangle for which a = 8, b = 6, and C = 30°.

Solution

Figure 42 A

6 30˚

See Figure 42. Use formula (2) to get K =

c

1 1 ab sin C = # 8 # 6 # sin 30° = 12 square units 2 2 

B

Now Work

8

PROBLEM

5

2 Find the Area of SSS Triangles If the three sides of a triangle are known, another formula, called Heron’s Formula (named after Heron of Alexandria), can be used to find the area of a triangle.

THEOREM

Heron’s Formula The area K of a triangle with sides a, b, and c is K = 4 s1s - a21s - b21s - c2 where s =

EXAMPLE 2

(5)

1 1a + b + c2. 2

Finding the Area of an SSS Triangle Find the area of a triangle whose sides are 4, 5, and 7.

Solution

Let a = 4, b = 5, and c = 7. Then s =

1 1 1a + b + c2 = 14 + 5 + 72 = 8 2 2

Heron’s Formula gives the area K as K = 4 s1s - a21s - b21s - c2 = 28 # 4 # 3 # 1 = 296 = 4 26 square units 

Now Work

PROBLEM

11

Proof of Heron’s Formula The proof that we give uses the Law of Cosines and is quite different from the proof given by Heron. From the Law of Cosines, c2 = a2 + b2 - 2ab cos C

SECTION 4.4 Area of a Triangle

283

and the Half-angle Formula cos2

C 1 + cos C = 2 2

we find that

cos2

C 1 + cos C = = 2 2 = =

a2 + b2 - c2 2ab 2

1a + b22 - c2 a2 + 2ab + b2 - c2 = 4ab 4ab

1a + b - c21a + b + c2 4ab

c Factor.

Similarly, using sin2

1 +

=

21s - c2 # 2s 4ab

=

s1s - c2 ab

(6)

c a + b - c = a + b + c - 2c

= 2s - 2c = 21s - c2

C 1 - cos C = , we find that 2 2 sin2

1s - a21s - b2 C = 2 ab

(7)

Now we use formula (2) for the area. 1 ab sin C 2 1 C C = ab # 2 sin cos 2 2 2 (s - a)(s - b) s(s - c) = ab A ab A ab

K =

C C C sin C = sinc2a b d = 2 sin cos 2 2 2 Use equations (6) and (7).

= 4 s1s - a21s - b21s - c2



Historical Feature

H

eron’s Formula (also known as Hero’s Formula) is due to Heron of Alexandria (first century AD), who had, besides his mathematical talents, a good deal of engineering skills. In various temples his mechanical devices produced effects that seemed supernatural, and visitors presumably were thus influenced to generosity. Heron’s book Metrica, on making such

devices, has survived and was discovered in 1896 in the city of Constantinople. Heron’s Formulas for the area of a triangle caused some mild discomfort in Greek mathematics, because a product with two factors was an area, while one with three factors was a volume, but four factors seemed contradictory in Heron’s time.

4.4 Assess Your Understanding ‘Are You Prepared?’

The answer is given at the end of these exercises. If you get the wrong answer, read the page listed in red.

1. The area K of a triangle, whose base is b and whose height is h is

. (pp. A14–A19)

Concepts and Vocabulary 2. If two sides a and b and the included angle C are known in a triangle, then the area K is found using the formula . K = 3. The area K of a triangle with sides a, b, and c is K=

where s =

.

4. True or False Heron’s formula is used to find the area of SSS triangles.

284

CHAPTER 4 Applications of Trigonometric Functions

Skill Building In Problems 5–12, find the area of each triangle. Round answers to two decimal places. 5.

C

2

6.

b

45°

C

a A

2 20°

10.

C

A

A c

9.

b

6

C

5

8

5

5

A

B

12.

A

B

8

11.

3

B

4 C

95°

2

30°

B

4

8.

7.

3

4 C

C

4

9

3

6 A

B

B

A 4

4

In Problems 13–24, find the area of each triangle. Round answers to two decimal places. 13. a = 3,

b = 4,

C = 40°

14. a = 2, c = 1, B = 10°

15. b = 1,

c = 3, A = 80°

16. a = 6,

b = 4,

C = 60°

17. a = 3, c = 2, B = 110°

18. b = 4,

c = 1, A = 120°

20. a = 4, b = 5, c = 3

21. a = 2, b = 2, c = 2

23. a = 5, b = 8, c = 9

24. a = 4, b = 3, c = 6

19. a = 12, b = 13, c = 5 22. a = 3,

b = 3,

c = 2

Applications and Extensions 25. Area of an ASA Triangle If two angles and the included side are given, the third angle is easy to find. Use the Law of Sines to show that the area K of a triangle with side a and angles A, B, and C is a2 sin B sin C K = 2 sin A

26. Area of a Triangle Prove the two other forms of the formula given in Problem 25. K =

b2 sin A sin C 2 sin B

and K =

c2 sin A sin B 2 sin C

In Problems 27–32, use the results of Problem 25 or 26 to find the area of each triangle. Round answers to two decimal places. 27. A = 40°, B = 20°, a = 2

28. A = 50°, C = 20°, a = 3

29. B = 70°, C = 10°, b = 5

30. A = 70°, B = 60°, c = 4

31. A = 110°, C = 30°, c = 3

32. B = 10°, C = 100°, b = 2

33. Area of a Segment Find the area of the segment (shaded in blue in the figure) of a circle whose radius is 8 feet, formed by a central angle of 70°. [Hint: Subtract the area of the triangle from the area of the sector to obtain the area of the segment.]

removing a sector with central angle 100° and connecting the ends. What is the surface area of the tent? 37. Dimensions of Home Plate The dimensions of home plate at any major league baseball stadium are shown. Find the area of home plate.

70°

12 in.

12 in. 8

8.5 in.

34. Area of a Segment Find the area of the segment of a circle whose radius is 5 inches, formed by a central angle of 40°. 35. Cost of a Triangular Lot The dimensions of a triangular lot are 100 feet by 50 feet by 75 feet. If the price of such land is $3 per square foot, how much does the lot cost? 36. Amount of Material to Make a Tent A cone-shaped tent is made from a circular piece of canvas 24 feet in diameter by

8.5 in. 17 in.

38. Computing Areas See the figure on page 285. Find the area of the shaded region enclosed in a semicircle of diameter 10 inches. The length of the chord PQ is 8 inches. [Hint: Triangle PQR is a right triangle.]

SECTION 4.4 Area of a Triangle Q

8 P

R

10

39. Geometry Consult the figure, which shows a circle of radius r with center at O. Find the area K of the shaded region as a function of the central angle u.

␪ O

40. Approximating the Area of a Lake To approximate the area of a lake, a surveyor walks around the perimeter of the lake, taking the measurements shown in the illustration. Using this technique, what is the approximate area of the lake?

285

42. Bermuda Triangle The Bermuda Triangle is roughly defined by Hamilton, Bermuda; San Juan, Puerto Rico; and Fort Lauderdale, Florida. The distances from Hamilton to Fort Lauderdale, Fort Lauderdale to San Juan, and San Juan to Hamilton are approximately 1028, 1046, and 965 miles, respectively. Ignoring the curvature of Earth, approximate the area of the Bermuda Triangle. Source: www.worldatlas.com 43. Geometry Refer to the figure. If ƒ OA ƒ = 1, show that: 1 (a) Area ¢OAC = sin a cos a 2 1 (b) Area ¢OCB = ƒ OB ƒ 2 sin b cos b 2 1 (c) Area ¢OAB = ƒ OB ƒ sin1a + b2 2 cos a (d) ƒ OB ƒ = cos b (e) sin1a + b2 = sin a cos b + cos a sin b [Hint: Area ¢OAB = Area ¢OAC + Area ¢OCB.]

[Hint: Use the Law of Cosines on the three triangles shown and then find the sum of their areas.]

B C ␤ ␣

15° 80 ft

O

A

D

35 ft

1 20 ft

40 ft

100° 45 ft

41. The Flatiron Building Completed in 1902 in New York City, the Flatiron Building is triangular shaped and bounded by 22nd Street, Broadway, and 5th Avenue. The building measures approximately 87 feet on the 22nd Street side, 190 feet on the Broadway side, and 173 feet on the 5th Avenue side. Approximate the ground area covered by the building.

44. Geometry Refer to the figure, in which a unit circle is drawn. The line segment DB is tangent to the circle and u is acute. (a) Express the area of ¢OBC in terms of sin u and cos u. (b) Express the area of ¢OBD in terms of sin u and cos u. 1 ¬ (c) The area of the sector OBC of the circle is u, where u is 2 measured in radians. Use the results of parts (a) and (b) and the fact that ¬ Area ¢OBC 6 Area OBC 6 Area ¢OBD to show that

Source: Sarah Bradford Landau and Carl W. Condit, Rise of the New York Skyscraper: 1865–1913. New Haven, CT: Yale University Press, 1996

1 6

u 1 6 sin u cos u y 1 C ␪

⫺1

O

D

B 1

x

⫺1

45. The Cow Problem* A cow is tethered to one corner of a square barn, 10 feet by 10 feet, with a rope 100 feet long. What is the maximum grazing area for the cow? [See the illustration on page 286.] * Suggested by Professor Teddy Koukounas of Suffolk Community College, who learned of it from an old farmer in Virginia. Solution provided by Professor Kathleen Miranda of SUNY at Old Westbury.

286

CHAPTER 4 Applications of Trigonometric Functions

perimeter. Show that the triangles with the given side lengths are perfect. (a) 9, 10, 17 (b) 6, 25, 29 Source: M.V. Bonsangue, G. E. Gannon, E. Buchman, and N. Gross, “In Search of Perfect Triangles,” Mathematics Teacher, Vol. 92, No. 1, 1999: 56–61 A3

10

48. If h1 , h2 , and h3 are the altitudes dropped from P, Q, and R, respectively, in a triangle (see the figure), show that

A2

10

A1

1 1 1 s + + = h1 h2 h3 K

Barn

1 where K is the area of the triangle and s = 1a + b + c2. 2 2K [Hint: h1 = .] a

Rope

P A

c Q

46. Another Cow Problem If the barn in Problem 45 is rectangular, 10 feet by 20 feet, what is the maximum grazing area for the cow?

h1

B

b C

a

R

49. Show that a formula for the altitude h from a vertex to the opposite side a of a triangle is

47. Perfect Triangles A perfect triangle is one having natural number sides for which the area is numerically equal to the

h =

a sin B sin C sin A

Inscribed Circle For Problems 50–53, the lines that bisect each angle of a triangle meet in a single point O, and the perpendicular distance r from O to each side of the triangle is the same. The circle with center at O and radius r is called the inscribed circle of the triangle (see the figure). 51. Use the result of Problem 50 and the results of Problems 56 and 57 in Section 4.3 to show that

R C C 2 2

cot b

A 2

P

a

r r

O

where s = B 2

r A 2

B 2

c

C s - c = r 2

1 1a + b + c2. 2

52. Show that Q

50. Apply the formula from Problem 49 to triangle OPQ to show that A B c sin sin 2 2 r = C cos 2

cot

A B C s + cot + cot = r 2 2 2

53. Show that the area K of triangle PQR is K = rs, where 1 s = 1a + b + c2. Then show that 2 r =

A

(s - a)(s - b)(s - c) s

Explaining Concepts: Discussion and Writing 54. What do you do first if you are asked to find the area of a triangle and are given two sides and the included angle? 55. What do you do first if you are asked to find the area of a triangle and are given three sides?

’Are You Prepared?’ Answer 1. K =

1 bh 2

56. State the area of an SAS triangle in words.

SECTION 4.5 Simple Harmonic Motion; Damped Motion; Combining Waves

287

4.5 Simple Harmonic Motion; Damped Motion; Combining Waves PREPARING FOR THIS SECTION Before getting started, review the following: • Sinusoidal Graphs (Section 2.4, pp. 143–149) Now Work the ‘Are You Prepared?’ problem on page 293.

OBJECTIVES 1 Build a Model for an Object in Simple Harmonic Motion (p. 287) 2 Analyze Simple Harmonic Motion (p. 289) 3 Analyze an Object in Damped Motion (p. 290) 4 Graph the Sum of Two Functions (p. 291)

1 Build a Model for an Object in Simple Harmonic Motion Many physical phenomena can be described as simple harmonic motion. Radio and television waves, light waves, sound waves, and water waves exhibit motion that is simple harmonic. The swinging of a pendulum, the vibrations of a tuning fork, and the bobbing of a weight attached to a coiled spring are examples of vibrational motion. In this type of motion, an object swings back and forth over the same path. In Figure 43, the point B is the equilibrium (rest) position of the vibrating object. The amplitude is the distance from the object’s rest position to its point of greatest displacement (either point A or point C in Figure 43). The period is the time required to complete one vibration, that is, the time it takes to go from, say, point A through B to C and back to A.

Vibrating tuning fork

Simple harmonic motion is a special kind of vibrational motion in which the acceleration a of the object is directly proportional to the negative of its displacement d from its rest position. That is, a = -kd, k 7 0. Figure 43

A Amplitude B

Rest Amplitude

C

Stretched

For example, when the mass hanging from the spring in Figure 43 is pulled down from its rest position B to the point C, the force of the spring tries to restore the mass to its rest position. Assuming that there is no frictional force* to retard the motion, the amplitude will remain constant. The force increases in direct proportion to the distance that the mass is pulled from its rest position. Since the force increases directly, the acceleration of the mass of the object must do likewise, because (by Newton’s Second Law of Motion) force is directly proportional to acceleration. As a result, the acceleration of the object varies directly with its displacement, and the motion is an example of simple harmonic motion. Simple harmonic motion is related to circular motion. To see this relationship, consider a circle of radius a, with center at 10, 02. See Figure 44. Suppose that an Figure 44

y (0, a)

Coiled spring

P ⫽ (x, y)

Q′⫽ (0, y)

␪ (⫺a, 0)

O

x Q ⫽ (x, 0) (a, 0)

(0, ⫺a) * If friction is present, the amplitude will decrease with time to 0. This type of motion is an example of damped motion, which is discussed later in this section.

288

CHAPTER 4 Applications of Trigonometric Functions

object initially placed at 1a, 02 moves counterclockwise around the circle at a constant angular speed v. Suppose further that after time t has elapsed the object is! at the point P = 1x, y2 on the circle. The angle u, in radians, swept out by the ray OP in this time t is u = vt The coordinates of the point P at time t are x = a cos u = a cos1vt2 y = a sin u = a sin1vt2

Corresponding to each position P = 1x, y2 of the object moving about the circle, there is the point Q = 1x, 02, called the projection of P on the x-axis. As P moves around the circle at a constant rate, the point Q moves back and forth between the points 1a, 02 and 1-a, 02 along the x-axis with a motion that is simple harmonic. Similarly, for each point P there is a point Q¿ = 10, y2, called the projection of P on the y-axis. As P moves around the circle, the point Q¿ moves back and forth between the points 10, a2 and 10, -a2 on the y-axis with a motion that is simple harmonic. Simple harmonic motion can be described as the projection of constant circular motion on a coordinate axis. To put it another way, again consider a mass hanging from a spring where the mass is pulled down from its rest position to the point C and then released. See Figure 45(a). The graph shown in Figure 45(b) describes the displacement d of the object from its rest position as a function of time t, assuming that no frictional force is present. Figure 45

d

A

B

t

C

(a)

THEOREM

(b)

Simple Harmonic Motion An object that moves on a coordinate axis so that the distance d from its rest position at time t is given by either d = a cos1vt2 or d = a sin1vt2 where a and v 7 0 are constants, moves with simple harmonic motion. The 2p . motion has amplitude ƒ a ƒ and period v The frequency f of an object in simple harmonic motion is the number of oscillations per unit time. Since the period is the time required for one oscillation, it follows that the frequency is the reciprocal of the period; that is, f =

v 2p

v 7 0

SECTION 4.5 Simple Harmonic Motion; Damped Motion; Combining Waves

EXAMPLE 1

289

Build a Model for an Object in Harmonic Motion Suppose that an object attached to a coiled spring is pulled down a distance of 5 inches from its rest position and then released. If the time for one oscillation is 3 seconds, develop a model that relates the displacement d of the object from its rest position after time t (in seconds). Assume no friction.

Figure 46 d

Solution 5

The motion of the object is simple harmonic. See Figure 46. When the object is released 1t = 02, the displacement of the object from the rest position is -5 units (since the object was pulled down). Because d = -5 when t = 0, it is easier to use the cosine function* d = a cos1vt2

0

Rest position

to describe the motion. Now the amplitude is ƒ -5 ƒ = 5 and the period is 3, so a = -5 and

2p = period = 3, v

so v =

2p 3

An equation that models the motion of the object is −5

t=0

d = -5 cosc

2p td 3 

COMMENT In the solution to Example 1, we let a = -5, since the object is pulled down. If the initial direction were up, we would let a = 5. 

Now Work

PROBLEM

5

2 Analyze Simple Harmonic Motion EXAMPLE 2

Analyzing the Motion of an Object Suppose that the displacement d (in meters) of an object at time t (in seconds) satisfies the equation d = 10 sin15t2 (a) (b) (c) (d)

Solution

Describe the motion of the object. What is the maximum displacement from its resting position? What is the time required for one oscillation? What is the frequency?

Observe that the given equation is of the form d = a sin1vt2

d = 10 sin(5t)

where a = 10 and v = 5. (a) The motion is simple harmonic. (b) The maximum displacement of the object from its resting position is the amplitude: ƒ a ƒ = 10 meters. (c) The time required for one oscillation is the period: Period =

2p 2p = seconds v 5

(d) The frequency is the reciprocal of the period. Thus, Frequency = f =

5 oscillation per second 2p 

Now Work

PROBLEM

13

* No phase shift is required if a cosine function is used.

290

CHAPTER 4 Applications of Trigonometric Functions

3 Analyze an Object in Damped Motion Most physical phenomena are affected by friction or other resistive forces. These forces remove energy from a moving system and thereby damp its motion. For example, when a mass hanging from a spring is pulled down a distance a and released, the friction in the spring causes the distance that the mass moves from its at-rest position to decrease over time. As a result, the amplitude of any real oscillating spring or swinging pendulum decreases with time due to air resistance, friction, and so forth. See Figure 47. Figure 47 a

t

⫺a

A model that describes this phenomenon maintains a sinusoidal component, but the amplitude of this component will decrease with time to account for the damping effect. In addition, the period of the oscillating component will be affected by the damping. The next result, from physics, describes damped motion.

THEOREM

Damped Motion The displacement d of an oscillating object from its at-rest position at time t is given by d1t2 = ae-bt>(2m) cos ¢

v2 -

B

b2 t≤ 4m2

where b is the damping factor or damping coefficient and m is the mass of the 2p oscillating object. Here ƒ a ƒ is the displacement at t = 0, and is the period v under simple harmonic motion (no damping). Notice for b = 0 (zero damping) that we have the formula for simple harmonic 2p . motion with amplitude ƒ a ƒ and period v

EXAMPLE 3

Analyzing a Damped Vibration Curve Analyze the damped vibration curve d1t2 = e-t>p cos t,

Solution

t Ú 0

-t>p

The displacement d is the product of y = e and y = cos t. Using properties of absolute value and the fact that ƒ cos t ƒ … 1, we find that

ƒ d1t2 ƒ = ƒ e-t>p cos t ƒ = ƒ e-t>p ƒ ƒ cos t ƒ … ƒ e-t>p ƒ = e-t>p c

e-t>p 7 0

As a result, -e-t>p … d1t2 … e-t>p This means that the graph of d will lie between the graphs of y = e-t>p and y = -e-t>p, the bounding curves of d.

291

SECTION 4.5 Simple Harmonic Motion; Damped Motion; Combining Waves

Also, the graph of d will touch these graphs when ƒ cos t ƒ = 1, that is, when t = 0, p, 2p, and so on. The x-intercepts of the graph of d occur when cos t = 0, that p 3p 5p is, at , , , and so on. See Table 1. 2 2 2

Table 1 t

0

P 2

P

3P 2

2P

e-t>p

1

e-1>2

e-1

e-3>2

e-2

1

0

-1

0

1

0

e-2

cos t d(t) = e

-t>p

cos t

Point on graph of d

-e

1

0

(0, 1)

p a , 0b 2

-1

a

(p, -e-1)

3p , 0b 2

(2p, e-2)

We graph y = cos t, y = e-t>p, y = -e-t>p, and d1t2 = e-t>p cos t in Figure 48. Figure 48

d 1

y = cos t d(t ) = e −t / cos t

 –

3 2



2

y = e −t /

2

t

y = −e −t / 1

Figure 49 y2  ex/ y1  ex/ cos x



1

Exploration 2

0

y3  ex/

Graph Y1 = e-x>p cos x, along with Y2 = e-x>p, and Y3 = -e-x>p, for 0 … x … 2p. Determine where Y1 has its first turning point (local minimum). Compare this to where Y1 intersects Y3.

Result Figure 49 shows the graphs of Y1 = e-x>p cos x, Y2 = e-x>p, and Y3 = -e-x>p. Using MINIMUM, the first turning point occurs at x L 2.83; Y1 INTERSECTS Y3 at x = p L 3.14.

1

Now Work

PROBLEM

21

4 Graph the Sum of Two Functions Many physical and biological applications require the graph of the sum of two functions, such as f1x2 = x + sin x or g1x2 = sin x + cos12x2 For example, if two tones are emitted, the sound produced is the sum of the waves produced by the two tones. See Problem 57 for an explanation of Touch-Tone phones. To graph the sum of two (or more) functions, we can use the method of adding y-coordinates described next.

EXAMPLE 4

Graphing the Sum of Two Functions Use the method of adding y-coordinates to graph f1x2 = x + sin x.

Solution

First, graph the component functions,

y = f11x2 = x

y = f21x2 = sin x

292

CHAPTER 4 Applications of Trigonometric Functions

on the same coordinate system. See Figure 50(a). Now, select several values p 3p , and x = 2p, at which we compute of x, say, x = 0, x = , x = p, x = 2 2 f1x2 = f11x2 + f21x2. Table 2 shows the computation. We plot these points and connect them to get the graph, as shown in Figure 50(b).

Table 2 x

0

P 2

P

3P 2

2P

y = f1(x) = x

0

p 2

p

3p 2

2p

y = f2(x) = sin x

0

1

0

-1

0

0

p + 1 L 2.57 2

p

3p - 1 L 3.71 2

2p

(0, 0)

p a , 2.57b 2

(p, p)

f(x) = x + sin x Point on graph of f

Figure 50

y

5

4

4

3

3

2

2

1

␲ 3–– 2 ␲ – 2

⫺1

y ⫽ sin x

␲

␲ ⫺ –2

y⫽x

(␲–2 , 2.57)

( 3––2␲, 3.71) (␲, ␲)

1

1

3␲ –– 2

1 ␲ –

2␲ x ⫺1

(2p, 2p)

(2␲, 2␲)

6

5

3p , 3.71b 2

f (x) ⫽ x ⫹ sin x

y y⫽x

6

␲ ⫺ –2

a

␲

2

(a)

y ⫽ sin x 2␲ x

(b)

In Figure 50(b), notice that the graph of f1x2 = x + sin x intersects the line y = x whenever sin x = 0. Also, notice that the graph of f is not periodic. 

Check: Graph Y1 = x, Y2 = sin x, and Y3 = x + sin x and compare the result with Figure 50(b). Use INTERSECT to verify that the graphs of Y1 and Y3 intersect when sin x = 0. The next example shows a periodic graph.

Graphing the Sum of Two Sinusoidal Functions

EXAMPLE 5

Use the method of adding y-coordinates to graph f1x2 = sin x + cos12x2

Solution

Table 3 shows the steps for computing several points on the graph of f. Figure 51 on page 293 ilustrates the graphs of the component functions, y = f11x2 = sin x and y = f21x2 = cos12x2, and the graph of f1x2 = sin x + cos12x2, which is shown in red.

Table 3 

x

P 2

0

P 2

P

3P 2

2P

y = f1(x) = sin x

-1

0

1

0

-1

0

y = f2(x) = cos(2x)

-1

1

-1

1

-1

1

f(x) = sin x + cos(2x)

-2

1

0

1

-2

1

(0, 1)

p a , 0b 2

(p, 1)

3p , -2b 2

(2p, 1)

Point on graph of f

a-

p , -2b 2

a

SECTION 4.5 Simple Harmonic Motion; Damped Motion; Combining Waves

Figure 51

293

y 2

f(x) ⫽ sin x ⫹ cos (2x)

1

y ⫽ cos (2x)

␲ –

⫺2

␲ – 2

⫺1

␲

␲ 3–– 2

2␲

y ⫽ sin x x

⫺2

Notice that f is periodic, with period 2p. 

Check: Graph Y1 = sin x, Y2 = cos12x2, and Y3 = sin x + cos12x2 and compare the result with Figure 51.

Now Work

PROBLEM

25

4.5 Assess Your Understanding ‘Are You Prepared?’

The answer is given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. The amplitude A and period T of f1x2 = 5 sin14x2 are

and

. (pp. 143–149)

Concepts and Vocabulary 2. The motion of an object obeys the equation d = 4 cos16t2. Such motion is described as . The number 4 is called the . 3. When a mass hanging from a spring is pulled down and then released, the motion is called if there

is no frictional force to retard the motion, and the motion is called if there is friction. 4. True or False If the distance d of an object from its rest position at time t is given by a sinusoidal graph, the motion of the object is simple harmonic motion.

Skill Building In Problems 5–8, an object attached to a coiled spring is pulled down a distance a from its rest position and then released. Assuming that the motion is simple harmonic with period T, write an equation that relates the displacement d of the object from its rest position after t seconds. Also assume that the positive direction of the motion is up. 5. a = 5; T = 2 seconds

6. a = 10; T = 3 seconds p 8. a = 4; T = seconds 2

7. a = 6; T = p seconds 9. Rework Problem 5 under the same conditions except that, at time t = 0, the object is at its resting position and moving down.

10. Rework Problem 6 under the same conditions except that, at time t = 0, the object is at its resting position and moving down.

11. Rework Problem 7 under the same conditions except that, at time t = 0, the object is at its resting position and moving down.

12. Rework Problem 8 under the same conditions except that, at time t = 0, the object is at its resting position and moving down.

In Problems 13–20, the displacement d (in meters) of an object at time t (in seconds) is given. (a) Describe the motion of the object. (b) What is the maximum displacement from its resting position? (c) What is the time required for one oscillation? (d) What is the frequency? p tb 2

13. d = 5 sin13t2

14. d = 4 sin12t2

15. d = 6 cos1pt2

16. d = 5 cosa

1 17. d = -3 sina t b 2

18. d = -2 cos12t2

19. d = 6 + 2 cos12pt2

20. d = 4 + 3 sin1pt2

294

CHAPTER 4 Applications of Trigonometric Functions

In Problems 21–24, graph each damped vibration curve for 0 … t … 2p. 21. d1t2 = e-t>p cos12t2

22. d1t2 = e-t>2p cos12t2

23. d1t2 = e-t>2p cos t

24. d1t2 = e-t>4p cos t

In Problems 25–32, use the method of adding y-coordinates to graph each function. 25. f1x2 = x + cos x

26. f1x2 = x + cos12x2

27. f1x2 = x - sin x

28. f1x2 = x - cos x

29. f1x2 = sin x + cos x

30. f1x2 = sin12x2 + cos x

31. g1x2 = sin x + sin12x2

32. g1x2 = cos12x2 + cos x

Mixed Practice In Problems 33–38, (a) use the Product-to-Sum Formulas to express each product as a sum, and (b) use the method of adding y-coordinates to graph each function on the interval 30, 2p4. 33. f1x2 = sin12x2 sin x

34. F1x2 = sin13x2 sin x

35. G1x2 = cos14x2 cos 12x2

36. h1x2 = cos12x2 cos1x2

37. H1x2 = 2 sin13x2 cos1x2

38. g1x2 = 2 sin x cos13x2

Applications and Extensions In Problems 39–44, an object of mass m (in grams) attached to a coiled spring with damping factor b (in grams per second) is pulled down a distance a (in centimeters) from its rest position and then released. Assume that the positive direction of the motion is up and the period is T (in seconds) under simple harmonic motion. (a) Write an equation that relates the distance d of the object from its rest position after t seconds. (b) Graph the equation found in part (a) for 5 oscillations using a graphing utility. 39. m = 25,

a = 10, b = 0.7, T = 5

40. m = 20,

a = 15, b = 0.75, T = 6

41. m = 30, a = 18, b = 0.6, T = 4

42. m = 15,

a = 16, b = 0.65, T = 5

43. m = 10, a = 5, b = 0.8, T = 3

44. m = 10,

a = 5, b = 0.7, T = 3

In Problems 45–50, the distance d (in meters) of the bob of a pendulum of mass m (in kilograms) from its rest position at time t (in seconds) is given. The bob is released from the left of its rest position and represents a negative direction. (a) Describe the motion of the object. Be sure to give the mass and damping factor. (b) What is the initial displacement of the bob? That is, what is the displacement at t = 0? (c) Graph the motion using a graphing utility. (d) What is the displacement of the bob at the start of the second oscillation? (e) What happens to the displacement of the bob as time increases without bound? 45. d = -20e-0.7t>40 cos ¢

2p 2 0.49 t≤ b C 5 1600

46. d = -20e-0.8t>40 cos ¢

2p 2 0.64 t≤ b C 5 1600

47. d = -30e-0.6t>80 cos ¢

2p 2 0.36 b t≤ C 7 6400

48. d = -30e-0.5t>70 cos ¢

p 2 0.25 a b t≤ C 2 4900

49. d = -15e-0.9t>30 cos ¢

p 2 0.81 a b t≤ C 3 900

50. d = -10e-0.8t>50 cos ¢

2p 2 0.64 b t≤ C 3 2500

a a

51. Loudspeaker A loudspeaker diaphragm is oscillating in simple harmonic motion described by the equation d = a cos1vt2 with a frequency of 520 hertz (cycles per second) and a maximum displacement of 0.80 millimeter. Find v and then determine the equation that describes the movement of the diaphragm. 52. Colossus Added to Six Flags St. Louis in 1986, the Colossus is a giant Ferris wheel. Its diameter is 165 feet, it rotates at a rate of about 1.6 revolutions per minute, and the bottom of the wheel is 15 feet above the ground. Determine an equation that

a

a

relates a rider’s height above the ground at time t. Assume the passenger begins the ride at the bottom of the wheel. Source: Six Flags Theme Parks, Inc. 53. Tuning Fork The end of a tuning fork moves in simple harmonic motion described by the equation d = a sin1vt2. If a tuning fork for the note A above middle C on an eventempered scale (A4, the tone by which an orchestra tunes itself) has a frequency of 440 hertz (cycles per second), find v. If the maximum displacement of the end of the tuning fork

SECTION 4.5 Simple Harmonic Motion; Damped Motion; Combining Waves

is 0.01 millimeter, determine the equation that describes the movement of the tuning fork.

V1

2B. Gm.V

Trig

TVline

295

OH1

Source: David Lapp. Physics of Music and Musical Instruments. Medford, MA: Tufts University, 2003 54. Tuning Fork The end of a tuning fork moves in simple harmonic motion described by the equation d = a sin(vt). If a tuning fork for the note E above middle C on an even-tempered scale (E4) has a frequency of approximately 329.63 hertz (cycles per second), find v. If the maximum displacement of the end of the tuning fork is 0.025 millimeter, determine the equation that describes the movement of the tuning fork. Source: David Lapp. Physics of Music and Musical Instruments. Medford, MA: Tufts University, 2003 55. Charging a Capacitor See the illustration. If a charged capacitor is connected to a coil by closing a switch, energy is transferred to the coil and then back to the capacitor in an oscillatory motion. The voltage V (in volts) across the capacitor will gradually diminish to 0 with time t (in seconds). (a) Graph the function relating V and t: V1t2 = e-t>3 cos1pt2,

0 … t … 3

(b) At what times t will the graph of V touch the graph of y = e-t>3? When does the graph of V touch the graph of y = - e-t>3? (c) When will the voltage V be between -0.4 and 0.4 volt?

Capacitor

(a) Use a graphing utility to graph the following function, which can be used to approximate the sawtooth curve. 1 1 sin12px2 + sin14px2, 2 4

0 … x … 4

(b) A better approximation to the sawtooth curve is given by 1 1 1 sin12px2 + sin14px2 + sin18px2 2 4 8

Use a graphing utility to graph this function for 0 … x … 4 and compare the result to the graph obtained in part (a). (c) A third and even better approximation to the sawtooth curve is given by f1x2 =

(d) What do you think the next approximation to the sawtooth curve is? 57. Touch-Tone Phones On a Touch-Tone phone, each button produces a unique sound. The sound produced is the sum of two tones, given by y = sin12plt2 and y = sin12pht2 where l and h are the low and high frequencies (cycles per second) shown in the illustration. For example, if you touch 7, the low frequency is l = 852 cycles per second and the high frequency is h = 1209 cycles per second. The sound emitted by touching 7 is y = sin32p18522t4 + sin32p112092t4

Coil

56. The Sawtooth Curve An oscilloscope often displays a sawtooth curve. This curve can be approximated by sinusoidal curves of varying periods and amplitudes.

f1x2 =

Use a graphing utility to graph this function for 0 … x … 4 and compare the result to the graphs obtained in parts (a) and (b).

Touch-Tone phone

+

f1x2 =

Obase1

Use a graphing utility to graph the sound emitted by touching 7.

Switch

–

50mv

1 1 1 1 sin12px2 + sin14px2 + sin18px2 + sin116px2 2 4 8 16

1

2

3

697 cycles/sec

4

5

6

770 cycles/sec

7

8

9

852 cycles/sec

*

0

#

941 cycles/sec

1209 cycles/sec

1477 cycles/sec

1336 cycles/sec

58. Use a graphing utility to graph the sound emitted by the * key on a Touch-Tone phone. See Problem 57. 59. CBL Experiment Pendulum motion is analyzed to estimate simple harmonic motion. A plot is generated with the position of the pendulum over time. The graph is used to find a sinusoidal curve of the form y = A cos 3B1x - C24 + D. Determine the amplitude, period, and frequency. (Activity 16, Real-World Math with the CBL System.) 60. CBL Experiment The sound from a tuning fork is collected over time. Determine the amplitude, frequency, and period of the graph. A model of the form y = A cos 3B1x - C24 is fitted to the data. (Activity 23, Real-World Math with the CBL System.)

296

CHAPTER 4 Applications of Trigonometric Functions

Explaining Concepts: Discussion and Writing 61. Use

a

graphing utility to graph the function sin x , x 7 0. Based on the graph, what do you f1x2 = x sin x conjecture about the value of for x close to 0? x

62. Use a graphing utility to graph y = x sin x, y = x2 sin x, and y = x3 sin x for x 7 0. What patterns do you observe?

1 1 sin x, y = 2 sin x, and x x 1 y = 3 sin x for x 7 0. What patterns do you observe? x

63. Use a graphing utility to graph y =

64. How would you explain to a friend what simple harmonic motion is? How would you explain damped motion?

‘Are You Prepared?’ Answer 1. A = 5; T =

p 2

CHAPTER REVIEW Things to Know Formulas Law of Sines (p. 264) Law of Cosines (p. 274)

Area of a triangle (pp. 281–282)

sin C sin B sin A = = a c b 2 2 2 c = a + b - 2ab cos C b2 = a2 + c2 - 2ac cos B a2 = b2 + c2 - 2bc cos A 1 1 K = bh K = ab sin C 2 2

K =

1 bc sin A 2

K =

1 ac sin B 2

1 K = 4s1s - a21s - b21s - c2 where s = 1a + b + c2 2

Objectives Section 4.1

You should be able to . . . 1 2 3 4

4.2

1 2 3

4.3

1 2 3

4.4

1 2

4.5

1 2 3 4

Example(s)

Review Exercises

Find the value of trigonometric functions of acute angles using right triangles (p. 251) Use the complementary angle theorem (p. 253) Solve right triangles (p. 253) Solve applied problems (p. 254)

1, 2 3 4, 5 6–12

1–4, 46 5–10 11–14, 46 47–52, 60–62

Solve SAA or ASA triangles (p. 264) Solve SSA triangles (p. 265) Solve applied problems (p. 268)

1, 2 3–5 6, 7

15, 16, 32 17–20, 22, 27, 28, 31 53–55

Solve SAS triangles (p. 275) Solve SSS triangles (p. 276) Solve applied problems (p. 276)

1 2 3

21, 25, 26, 33, 34 23, 24, 29, 30 56, 57

Find the area of SAS triangles (p. 281) Find the area of SSS triangles (p. 282)

1 2

35–38, 45, 58, 59 39–42

Build a model for an object in simple harmonic motion (p. 287) Analyze simple harmonic motion (p. 289) Analyze an object in damped motion (p. 290) Graph the sum of two functions (p. 291)

1 2 3 4, 5

63, 64 65–68 69–72 73, 74

297

Chapter Review

Review Exercises In Problems 1–4, find the exact value of the six trigonometric functions of the angle u in each figure. 1.

2.

3. 

4



2

4 5



4.

 2

2

3 3

In Problems 5–10, find the exact value of each expression. Do not use a calculator. 5. cos 62° - sin 28° 8.

6. tan 15° - cot 75°

7.

9. cos2 40° + cos2 50°

tan 40° cot 50°

sec 55° csc 35°

10. tan2 40° - csc2 50°

In Problems 11–14, solve each triangle. 11.

10

A

20° a

12.

b

13. c

35°

5

14.

A 2

B

b

A

1

3

a

B

c B

5

In Problems 15–34, find the remaining angle(s) and side(s) of each triangle, if it (they) exists. If no triangle exists, say “No triangle.” 15. A = 50°, B = 30°, a = 1

16. A = 10°, C = 40°, c = 2

17. A = 100°, a = 5, c = 2

18. a = 2, c = 5, A = 60°

19. a = 3, c = 1, C = 110°

20. a = 3, c = 1, C = 20°

21. a = 3, c = 1, B = 100°

22. a = 3, b = 5, B = 80°

23. a = 2, b = 3, c = 1

24. a = 10, b = 7, c = 8

25. a = 1, b = 3, C = 40°

26. a = 4, b = 1, C = 100°

27. a = 5, b = 3, A = 80°

28. a = 2, b = 3, A = 20°

30. a = 3, b = 2, c = 2

31. a = 3, A = 10°, b = 4

1 4 , c = 2 3 32. a = 4, A = 20°, B = 100° 29. a = 1, b =

34. a = 1, b = 2, C = 60°

33. c = 5, b = 4, A = 70° In Problems 35–44, find the area of each triangle. 35. a = 2, b = 3, C = 40°

36. b = 5, c = 5, A = 20°

37. b = 4, c = 10, A = 70°

38. a = 2, b = 1, C = 100°

39. a = 4, b = 3, c = 5

40. a = 10, b = 7, c = 8

41. a = 4, b = 2, c = 5

42. a = 3, b = 2, c = 2

43. A = 50°, B = 30°, a = 1

44. A = 10°, C = 40°, c = 3

45. Area of a Segment Find the area of the segment of a circle whose radius is 6 inches formed by a central angle of 50°.

48. Finding the Height of a Building Find the height of the building shown in the figure.

46. Geometry The hypotenuse of a right triangle is 12 feet. If one leg is 8 feet, find the degree measure of each angle. 47. Finding the Width of a River Find the distance from A to C across the river illustrated in the figure.

25° 80 ft

A

25°

C

50 ft

B

49. Finding the Distance to Shore The Willis Tower in Chicago is 1454 feet tall and is situated about 1 mile inland from the shore of Lake Michigan, as indicated in the figure on the following page. An observer in a pleasure boat on the lake directly in front of the Willis Tower looks at the

298

CHAPTER 4 Applications of Trigonometric Functions

top of the tower and measures the angle of elevation as 5°. How far offshore is the boat?

1454 ft 5°

54. Determining Distances at Sea Rebecca, the navigator of a ship at sea, spots two lighthouses that she knows to be 2 miles apart along a straight shoreline. She determines that the angles formed between two line-of-sight observations of the lighthouses and the line from the ship directly to shore are 12° and 30°. See the illustration. (a) How far is the ship from lighthouse L1? (b) How far is the ship from lighthouse L2? (c) How far is the ship from shore?

Lake Michigan

1 mi

2 mi P

L1

L2

50. Measuring the Length of a Lake From a stationary hot-air balloon 500 feet above the ground, two sightings of a lake are made (see the figure). How long is the lake? 12° 30°

500 ft 25°

65°

51. Finding the Speed of a Glider From a glider 200 feet above the ground, two sightings of a stationary object directly in front are taken 1 minute apart (see the figure). What is the speed of the glider?

55. Constructing a Highway A highway whose primary directions are north–south is being constructed along the west coast of Florida. Near Naples, a bay obstructs the straight path of the road. Since the cost of a bridge is prohibitive, engineers decide to go around the bay. The illustration shows the path that they decide on and the measurements taken. What is the length of highway needed to go around the bay? 120° Gulf

40° 10°

3 mi Clam Bay

200 ft

1– 4

mi

1– 4

mi

115°

52. Finding the Grade of a Mountain Trail A straight trail with a uniform inclination leads from a hotel, elevation 5000 feet, to a lake in a valley, elevation 4100 feet. The length of the trail is 4100 feet. What is the inclination (grade) of the trail? 53. Finding the Height of a Helicopter Two observers simultaneously measure the angle of elevation of a helicopter. One angle is measured as 25°, the other as 40° (see the figure). If the observers are 100 feet apart and the helicopter lies over the line joining them, how high is the helicopter?

56. Correcting a Navigational Error A sailboat leaves St. Thomas bound for an island in the British West Indies, 200 miles away. Maintaining a constant speed of 18 miles per hour, but encountering heavy crosswinds and strong currents, the crew finds after 4 hours that the sailboat is off course by 15°. (a) How far is the sailboat from the island at this time? (b) Through what angle should the sailboat turn to correct its course? (c) How much time has been added to the trip because of this? (Assume that the speed remains at 18 miles per hour.) British West Indies

St. Thomas

200 mi

15°

Chapter Review

57. Surveying Two homes are located on opposite sides of a small hill. See the illustration. To measure the distance between them, a surveyor walks a distance of 50 feet from house P to point R, uses a transit to measure ∠ PRQ, which is found to be 80°, and then walks to house Q, a distance of 60 feet. How far apart are the houses?

P

80°

20 ft 100°

50 ft 40°

100 ft

60. Finding the Bearing of a Ship The Majesty leaves the Port at Boston for Bermuda with a bearing of S80°E at an average speed of 10 knots. After 1 hour, the ship turns 90° toward the southwest. After 2 hours at an average speed of 20 knots, what is the bearing of the ship from Boston? 61. Drive Wheels of an Engine The drive wheel of an engine is 13 inches in diameter, and the pulley on the rotary pump is 5 inches in diameter. If the shafts of the drive wheel and the pulley are 2 feet apart, what length of belt is required to join them as shown in the figure?

Q 50 ft

299

60 ft

R 6.5 in.

58. Approximating the Area of a Lake To approximate the area of a lake, Cindy walks around the perimeter of the lake, taking the measurements shown in the illustration. Using this technique, what is the approximate area of the lake? [Hint: Use the Law of Cosines on the three triangles shown and then find the sum of their areas.]

100'

70' 100°

50°

2.5 in.

2 ft.

62. Rework Problem 61 if the belt is crossed, as shown in the figure.

50' 125'

6.5 in.

2.5 in.

50'

59. Calculating the Cost of Land The irregular parcel of land shown in the figure is being sold for $100 per square foot. What is the cost of this parcel?

2 ft.

In Problems 63 and 64, an object attached to a coiled spring is pulled down a distance a from its rest position and then released. Assuming that the motion is simple harmonic with period T, develop a model that relates the displacement d of the object from its rest position after t seconds. Also assume that the positive direction of the motion is up. 63. a = 3;

T = 4 seconds

64. a = 5; T = 6 seconds

In Problems 65–68, the distance d (in feet) that an object travels in time t (in seconds) is given. (a) Describe the motion of the object. (b) What is the maximum displacement from its rest position? (c) What is the time required for one oscillation? (d) What is the frequency? 65. d = 6 sin12t2

66. d = 2 cos14t2

67. d = -2 cos1pt2

68. d = -3 sinc

p td 2

In Problems 69 and 70, an object of mass m attached to a coiled spring with damping factor b is pulled down a distance a from its rest position and then released. Assume that the positive direction of the motion is up and the period is T under simple harmonic motion. (a) Develop a model that relates the distance d of the object from its rest position after t seconds. (b) Graph the equation found in part (a) for 5 oscillations. 69. m = 40 grams; a = 15 centimeters; b = 0.75 gram /second; T = 5 seconds 70. m = 25 grams; a = 13 centimeters; b = 0.65 gram/second; T = 4 seconds

300

CHAPTER 4 Applications of Trigonometric Functions

In Problems 71 and 72, the distance d (in meters) of the bob of a pendulum of mass m (in kilograms) from its rest position at time t (in seconds) is given. (a) Describe the motion of the object. (b) What is the initial displacement of the bob? That is, what is the displacement at t = 0? (c) Graph the motion using a graphing utility. (d) What is the displacement of the bob at the start of the second oscillation? (e) What happens to the displacement of the bob as time increases without bound? 71. d = -15e-0.6t>40 cos ¢

2p 2 0.36 t≤ b C 5 1600 a

72. d = -20e-0.5t>60 cos ¢

2p 2 0.25 t≤ b C 3 3600

74. y = 2 cos12x2 + sin

x , 0 … x … 2p 2

a

In Problems 73 and 74, graph each function. 73. y = 2 sin x + cos12x2, 0 … x … 2p

The Chapter Test Prep Videos are step-by-step test solutions available in the Video Resources DVD, in , or on this text’s Channel. Flip back to the Student Resources page to see the exact web address for this text’s YouTube channel.

CHAPTER TEST

2. Find the exact value of sin 40° - cos 50°.

1. Find the exact value of the six trigonometric functions of the angle u in the figure. 3  6

In Problems 3–5, use the given information to determine the three remaining parts of each triangle. 3.

4.

C

b

17

a

5.

12

C

C

5

41

8

22 A

c

B 10

B

52 19

In Problems 6–8, solve each triangle. 6. A = 55°, C = 20°, a = 4

8. a = 8, b = 4, C = 70°

7. a = 3, b = 7, A = 40°

9. Find the area of the triangle described in Problem 8.

14. Find the area of the quadrilateral shown.

10. Find the area of the triangle described in Problem 5. 5 72

11. A 12-foot ladder leans against a building. The top of the ladder leans against the wall 10.5 feet from the ground. What is the angle formed by the ground and the ladder? 12. A hot-air balloon is flying at a height of 600 feet and is directly above the Marshall Space Flight Center in Huntsville, Alabama. The pilot of the balloon looks down at the airport that is known to be 5 miles from the Marshall Space Flight Center. What is the angle of depression from the balloon to the airport? 13. Find the area of the shaded region enclosed in a semicircle of diameter 8 centimeters. The length of the chord AB is 6 centimeters. [Hint: Triangle ABC is a right triangle.]

11

7 8

15. Madison wants to swim across Lake William from the fishing lodge (A) to the boat ramp (B), but she wants to know the distance first. Highway 20 goes right past the boat ramp and County Road 3 goes to the lodge. The two roads intersect at point (C), 4.2 miles from the ramp and 3.5 miles from the lodge. Madison uses a transit to measure the angle of intersection of the two roads to be 32°. How far will she need to swim? Lake William

B

B

Hwy

A

ile s m 3.5 32 C

3

C

iles

8

CR

A

.2 m 20 4

6

Chapter Projects

16. Given that ^OAB is an isosceles triangle and the shaded sector is a semicircle, find the area of the entire region. Express your answer as a decimal rounded to two places.

17. The area of the triangle shown below is 5426 square units; find the lengths of the sides. 6x

5x B

A

301

7x

18. Logan is playing on her swing. One full swing (front to back to front) takes 6 seconds and at the peak of her swing she is at an angle of 42° with the vertical. If her swing is 5 feet long, and we ignore all resistive forces, build a model that relates her horizontal displacement (from the rest position) after time t.

5 40

O

CUMULATIVE REVIEW 1. Find the real solutions, if any, of the equation 3x2 + 1 = 4x. 2. Find an equation for the circle with center at the point 1 - 5, 12 and radius 3. Graph this circle. 3. Determine the domain of the function f1x2 = 3x2 - 3x - 4 4. Graph the function y = 3 sin1px2. 5. Graph the function y = - 2 cos12x - p2. 6. If tan u = - 2 and

3p 6 u 6 2p, find the exact value of: 2

7. Graph each of the following functions on the interval 30, 44: (b) y = sin x (a) y = ex (d) y = 2x + sin x (c) y = ex sin x 8. Sketch the graph of each of the following functions: (a) y = x (b) y = x2 (d) y = x3 (f) y = ln x (h) y = cos x

(c) y = 1x (e) y = ex (g) y = sin x (i) y = tan x

9. Solve the triangle: a = 20, c = 15, C = 40°

(a) sin u

(b) cos u

(c) sin12u2

10. On the interval 0 … u 6 2p, solve the equation cos13u2 = 1.

(d) cos12u2

1 (e) sina u b 2

1 (f) cos a u b 2

11. What is the length of the arc subtended by a central angle of 60° on a circle of radius 3 feet?

CHAPTER PROJECTS I.

Spherical Trigonometry When the distance between two locations on the surface of Earth is small, we can compute the distance in statutory miles. Using this assumption, we can use the Law of Sines and the Law of Cosines to approximate distances and angles. However, if you look at a globe, you notice that Earth is a sphere, so, as the distance between two points on its surface increases, the linear distance is less accurate because of curvature. Under this circumstance, we need to take into account the curvature of Earth when using the Law of Sines and the Law of Cosines. 1. Draw a spherical triangle and label each vertex by A, B, and C. Then connect each vertex by a radius to the center O of the sphere. Now draw tangent lines to the sides a and b of the triangle that go through C. Extend the lines OA and OB to intersect the tangent lines at P and Q, respectively. See the figure. List the plane right triangles. Determine the measures of the central angles. 2. Apply the Law of Cosines to triangles OPQ and CPQ to find two expressions for the length of PQ.

3. Subtract the expressions in part (2) from each other. Solve for the term containing cos c. C

a

b O

B

A

Q

c

P

4. Use the Pythagorean Theorem to find another value for OQ2 - CQ2 and OP2 - CP2. Now solve for cos c. 5. Replacing the ratios in part (4) by the cosines of the sides of the spherical triangle, you should now have the Law of Cosines for spherical triangles: cos c = cos a cos b + sin a sin b cos C Source: For the spherical Law of Cosines; see Mathematics from the Birth of Numbers by Jan Gullberg.W.W. Norton & Co., Publishers, 1996, pp. 491–494.

302

CHAPTER 4 Applications of Trigonometric Functions

II. The Lewis and Clark Expedition Lewis and Clark followed several rivers in their trek from what is now Great Falls, Montana, to the Pacific coast. First, they went down the Missouri and Jefferson rivers from Great Falls to Lemhi, Idaho. Because the two cities are on different longitudes and different latitudes, we must account for the curvature of Earth when computing the distance that they traveled. Assume that the radius of Earth is 3960 miles.

assume that the rivers flow straight from Great Falls to Lemhi on the surface of Earth.) This line is called a geodesic line. Apply the Law of Cosines for a spherical triangle to find the angle between Great Falls and Lemhi. (The central angles are found by using the differences in the latitudes and longitudes of the towns. See the diagram.) Then find the length of the arc joining the two towns. (Recall s = ru.) 2. From Lemhi, they went up the Bitteroot River and the Snake River to what is now Lewiston and Clarkston on the border of Idaho and Washington. Although this is not really a side to a triangle, we will make a side that goes from Lemhi to Lewiston and Clarkston. If Lewiston and Clarkston are at about 46.5°N 117.0°W, find the distance from Lemhi using the Law of Cosines for a spherical triangle and the arc length. 3. How far did the explorers travel just to get that far?

1. Great Falls is at approximately 47.5°N and 111.3°W. Lemhi is at approximately 45.5°N and 113.5°W. (We will North b a Lemhi

c

Great Falls

4. Draw a plane triangle connecting the three towns. If the distance from Lewiston to Great Falls is 282 miles and the angle at Great Falls is 42° and the angle at Lewiston is 48.5°, find the distance from Great Falls to Lemhi and from Lemhi to Lewiston. How do these distances compare with the ones computed in parts (1) and (2)? Source: For Lewis and Clark Expedition: American Journey: The Quest for Liberty to 1877, Texas Edition. Prentice Hall, 1992, p. 345. Source: For map coordinates: National Geographic Atlas of the World, published by National Geographic Society, 1981, pp. 74–75.

South

Citation: Used with permission of Technology Review, from W. Roush, “From Lewis and Clark to Landsat: David Rumsey’s Digital maps Marry Past and Present,” 108, no. 7, © 2005; permission conveyed through Copyright Clearance Center, Inc. The following projects are available at the Instructor’s Resource Center (IRC): III. Project at Motorola: How Can You Build or Analyze a Vibration Profile? Fourier functions are not only important to analyze vibrations, but they are also what a mathematician would call interesting. Complete the project to see why. IV. Leaning Tower of Pisa Trigonometry is used to analyze the apparent height and tilt of the Leaning Tower of Pisa. V. Locating Lost Treasure

Clever treasure seekers who know the Law of Sines are able to efficiently find a buried treasure.

VI. Jacob’s Field Angles of elevation and the Law of Sines are used to determine the height of the stadium wall and the distance from home plate to the top of the wall.

Polar Coordinates; Vectors Outline 5.1 Polar Coordinates 5.2 Polar Equations and Graphs 5.3 The Complex Plane; De Moivre’s Theorem

5.4 5.5 5.6 5.7

Vectors The Dot Product Vectors in Space The Cross Product

• • • •

Chapter Review Chapter Test Cumulative Review Chapter Projects

How Do Airplanes Fly? Have you ever watched a big jetliner lumber into position on the runway for takeoff and wonder, “How does that thing ever get off the ground?” You know it’s because of the wing that it stays up in the air, but how does it really work? When air flows around a wing, it creates lift. The way it creates lift is based on the wing’s movement through the air and the air pressure created around the wing. An airplane’s wing, in varying degrees depending on the type and design of the airplane, is curved over the top of the wing and straighter underneath the wing. As air hits the wing, it is “split in two,” with air moving both over and under the wing. Since the top of the wing has more curve than the bottom of the wing, the air moving over the top of the wing has farther to travel, and thus must move faster than the air moving underneath the wing. The air moving over the top of the wing now exerts less air pressure on the wing than the slower-moving air under the wing. Lift is created. The difference in air pressure is the primary force creating lift on a wing, but one other force exerted on the wing also helps to produce lift. This is the force of deflection. Air moving along the underside of the wing is deflected downward. Remember the Newtonian principle: For every action, there is an equal and opposite reaction. The air that is deflected downward (action) helps to push the wing upward (reaction), producing more lift. These two natural forces on the wing, pressure and deflection, produce lift. The faster the wing moves through the air, the greater the forces become, and the greater the lift. Source: Thomas Schueneman. How do airplanes fly? http://meme.essortment.com/howdoairplane_rlmi.htm, accessed August 2006. © 2002 by Thomas Schueneman. Reprinted with permission.

—See Chapter Project I—

, This chapter is in two parts: Polar Coordinates, Sections 5.1–5.3, and Vectors, Sections 5.4–5.7. They are independent of each other and may be covered in any order. Sections 5.1–5.3: In Chapter 1 we introduced rectangular coordinates x and y and discussed the graph of an equation in two variables involving x and y. In Sections 5.1 and 5.2, we introduce polar coordinates, an alternative to rectangular coordinates, and discuss graphing equations that involve polar coordinates. In Section 5.3 we discuss raising a complex number to a real power. As it turns out, polar coordinates are useful for the discussion. Sections 5.4–5.7: We have seen in many chapters that we are often required to solve an equation to obtain a solution to applied problems. In the last four sections of this chapter, we develop the notion of a vector and show how it can be used to model applied problems in physics and engineering.

303

304

CHAPTER 5 Polar Coordinates; Vectors

5.1 Polar Coordinates PREPARING FOR THIS SECTION Before getting started, review the following: • Inverse Tangent Function (Section 3.1, pp. 188–190) • Completing the Square (Appendix A, Section A.3, pp. A25–A26)

• Rectangular Coordinates (Section 1.1, pp. 2–4) • Definition of the Trigonometric Functions (Section 2.2, pp. 109–112, 120) Now Work the ‘Are You Prepared?’ problems on page 311.

OBJECTIVES 1 Plot Points Using Polar Coordinates (p. 304) 2 Convert from Polar Coordinates to Rectangular Coordinates (p. 306) 3 Convert from Rectangular Coordinates to Polar Coordinates (p. 308) 4 Transform Equations between Polar and Rectangular Forms (p. 310)

Figure 1 y

Polar axis O Pole

x

So far, we have always used a system of rectangular coordinates to plot points in the plane. Now we are ready to describe another system, called polar coordinates. As we shall soon see, in many instances polar coordinates offer certain advantages over rectangular coordinates. In a rectangular coordinate system, you will recall, a point in the plane is represented by an ordered pair of numbers 1x, y2, where x and y equal the signed distance of the point from the y-axis and x-axis, respectively. In a polar coordinate system, we select a point, called the pole, and then a ray with vertex at the pole, called the polar axis. See Figure 1. Comparing the rectangular and polar coordinate systems, we see that the origin in rectangular coordinates coincides with the pole in polar coordinates, and the positive x-axis in rectangular coordinates coincides with the polar axis in polar coordinates.

1 Plot Points Using Polar Coordinates A point P in a polar coordinate system is represented by an ordered pair of numbers 1r, u2. If r 7 0, then r is the distance of the point from the pole; u is an angle (in degrees or radians) formed by the polar axis and a ray from the pole through the point. We call the ordered pair 1r, u2 the polar coordinates of the point. See Figure 2. p As an example, suppose that a point P has polar coordinates a 2, b . We locate 4 p P by first drawing an angle of radian, placing its vertex at the pole and its initial 4 side along the polar axis. Then go out a distance of 2 units along the terminal side of the angle to reach the point P. See Figure 3. Figure 2

Figure 3 P  (r, )

r  O Pole

2

 – 4

Polar axis O Pole

P  (2, –4 ) Polar axis

In using polar coordinates 1r, u2, it is possible for r to be negative. When this happens, instead of the point being on the terminal side of u, it is on the ray from the pole extending in the direction opposite the terminal side of u at a distance ƒ r ƒ units from the pole. See Figure 4 for an illustration. 2p For example, to plot the point a -3, b , use the ray in the opposite direction 3 2p of and go out ƒ - 3 ƒ = 3 units along that ray. See Figure 5. 3

SECTION 5.1 Polar Coordinates

Figure 4

305

Figure 5

2 –– 3

 O

O

–– ) (3, 2 3

⏐r⏐

P  (r, ), r  0

EXAMPLE 1

Plotting Points Using Polar Coordinates Plot the points with the following polar coordinates: (a) a 3,

Solution

5p b 3

(b) a 2, -

p b 4

(c) 13, 02

(d) a -2,

p b 4

Figure 6 shows the points.

Figure 6 5––  3

 – 4

O

( 3,

 –

O  5–– 3

( 2, )

(a)

 –)

O

4

O

(3, 0)

(2, –4 )

4

(c)

(b)

(d)



Now Work

PROBLEMS

9, 17,

AND

27

Recall that an angle measured counterclockwise is positive and an angle measured clockwise is negative. This convention has some interesting consequences relating to polar coordinates.

EXAMPLE 2

p Consider again the point P with polar coordinates a 2, b , as shown in Figure 7(a). 4 p 9p 7p , and Because , all have the same terminal side, we also could have 4 4 4 7p 9p b or a 2, b, as shown located this point P by using the polar coordinates a 2, 4 4 p in Figures 7(b) and (c). The point a2, b can also be represented by the polar 4 5p b. See Figure 7(d). coordinates a -2, 4

Figure 7

2

 –

Finding Several Polar Coordinates of a Single Point

P  (2, –4 )

2

4

O

9––  4

 P  (2, 9––– 4 )

O (a)

2   7–– 4

(b)

 P  ( 2,  7––– 4 )

2

5––  4

O

 –

) P  (2, 5–– 4

4

O (c)

(d)



306

CHAPTER 5 Polar Coordinates; Vectors

Finding Other Polar Coordinates of a Given Point

EXAMPLE 3

p Plot the point P with polar coordinates a3, b, and find other polar coordinates 6 1r, u2 of this same point for which: (a) r 7 0, 2p … u 6 4p (c) r 7 0, -2p … u 6 0

Solution

 – 6

p b is plotted in Figure 8. 6

p p + 2p b = (a) Add 1 revolution 12p radians2 to the angle to get P = a3, 6 6 13p a 3, b. See Figure 9. 6 1 p (b) Add revolution 1p radians2 to the angle and replace 3 by -3 to get 2 6 p 7p P = a -3, + pb = a -3, b. See Figure 10. 6 6 p 11p p b. See (c) Subtract 2p from the angle to get P = a3, - 2pb = a 3, 6 6 6 Figure 11.

Figure 8 P  (3,

The point a 3,

(b) r 6 0, 0 … u 6 2p

)

 – 6

O

Figure 9

Figure 10 P  (3,

O

13  ––– 6

7––  6

)

13  ––– 6

Figure 11 P  (3,

 7–– 6

)

11  ––– 6

 ––– P  (3, 11 6 )

O

O



These examples show a major difference between rectangular coordinates and polar coordinates. A point has exactly one pair of rectangular coordinates; however, a point has infinitely many pairs of polar coordinates.

SUMMARY A point with polar coordinates 1r, u2, u in radians, can also be represented by either of the following: 1r, u + 2pk2 or 1-r, u + p + 2pk2

k any integer

The polar coordinates of the pole are 10, u2, where u can be any angle.

Now Work

PROBLEM

31

2 Convert from Polar Coordinates to Rectangular Coordinates Sometimes we need to convert coordinates or equations in rectangular form to polar form, and vice versa. To do this, recall that the origin in rectangular coordinates is the pole in polar coordinates and that the positive x-axis in rectangular coordinates is the polar axis in polar coordinates.

THEOREM

Conversion from Polar Coordinates to Rectangular Coordinates If P is a point with polar coordinates 1r, u2, the rectangular coordinates 1x, y2 of P are given by x = r cos u

y = r sin u

(1)

SECTION 5.1 Polar Coordinates

Figure 12 y

P r

y

 x

O

x

307

Proof Suppose that P has the polar coordinates 1r, u2. We seek the rectangular coordinates 1x, y2 of P. Refer to Figure 12. If r = 0, then, regardless of u, the point P is the pole, for which the rectangular coordinates are 10, 02. Formula (1) is valid for r = 0. If r 7 0, the point P is on the terminal side of u, and r = d1O, P2 = 4 x2 + y2 . Since y x cos u = sin u = r r we have y = r sin u

x = r cos u

If r 6 0 and u is in radians, the point P = 1r, u2 can be represented as 1-r, p + u2, where -r 7 0. Since cos1p + u2 = -cos u =

x -r

sin1p + u2 = -sin u =

y -r

we have x = r cos u

EXAMPLE 4

y = r sin u



Converting from Polar Coordinates to Rectangular Coordinates Find the rectangular coordinates of the points with the following polar coordinates: (a) a 6,

Solution Figure 13 y 3

6

(6, –6 )

 –

p b 6

(b) a -4, -

p b 4

Use formula (1): x = r cos u and y = r sin u. p p (a) Figure 13(a) shows a 6, b plotted. Notice that a 6, b lies in quadrant I of the 6 6 rectangular coordinate system. So we expect both the x-coordinate and the p y-coordinate to be positive. With r = 6 and u = , we have 6

6

3 3

p 23 = 6# = 3 23 6 2 p 1 y = r sin u = 6 sin = 6 # = 3 6 2

x

x = r cos u = 6 cos

(a) y

(4, –4 )

p The rectangular coordinates of the point a 6, b are A 3 23, 3 B , which lies in 6 quadrant I, as expected.

2 2

–  4

2 2

x

4

p p b plotted. Notice that a-4, - b lies in quadrant II 4 4 p of the rectangular coordinate system. With r = -4 and u = - , we have 4

(b) Figure 13(b) shows a -4, -

(b)

x = r cos u = -4 cosay = r sin u = -4 sina COMMENT Many calculators have the capability of converting from polar coordinates to rectangular coordinates. Consult your owner’s manual for the proper keystrokes. Since in most cases this procedure is tedious, you will find that using formula (1) is faster. 

22 p b = -4 # = -2 22 4 2

p 22 b = -4 ab = 2 22 4 2

p The rectangular coordinates of the point a -4, - b are A -2 22 , 2 22 B , which 4 lies in quadrant II, as expected. 

Now Work

PROBLEMS

39

AND

51

308

CHAPTER 5 Polar Coordinates; Vectors

3 Convert from Rectangular Coordinates to Polar Coordinates

Converting from rectangular coordinates 1x, y2 to polar coordinates 1r, u2 is a little more complicated. Notice that we begin each example by plotting the given rectangular coordinates.

How to Convert from Rectangular Coordinates to Polar Coordinates with the Point on a Coordinate Axis

EXAMPLE 5

Find polar coordinates of a point whose rectangular coordinates are 10, 32.

Step-by-Step Solution

Figure 14

y

Step 1: Plot the point (x, y) and note the quadrant the point lies in or the coordinate axis the point lies on.

Plot the point 10, 32 in a rectangular coordinate system. See Figure 14. The point lies on the positive y-axis.

(x, y)  (0, 3)  –

3

2

x

The point 10, 32 lies on the y-axis a distance of 3 units from the origin (pole), so r = 3.

Step 2: Determine the distance r from the origin to the point.

p with the polar axis. 2 p Polar coordinates for this point can be given by a3, b. Other possible 2 p 5p b. representations include a -3, - b and a3, 2 2 A ray with vertex at the pole through 10, 32 forms an angle u =

Step 3: Determine u.

COMMENT Most graphing calculators have the capability of converting from rectangular coordinates to polar coordinates. Consult your owner’s manual for the proper keystrokes. 



Figure 15 shows polar coordinates of points that lie on either the x-axis or the y-axis. In each illustration, a 7 0.

Figure 15 y

y

y (x, y)  (0, a ) –) (r, )  (a,  2 a

(x, y)  (a, 0) (r, θ)  (a, 0) a

 –

(x, y)  (a, 0) (r, )  (a, )

2

x

x

a

y



3 ––– 2

x

x (x, y)  (0, a) (r, )  (a, 3–– 2 )

(a) (x, y)  (a, 0), a  0

Now Work

EXAMPLE 6

(c) (x, y)  ( a, 0), a  0

(b) (x, y)  (0, a), a  0

PROBLEM

a

(d) (x, y)  (0, a), a  0

55

How to Convert from Rectangular Coordinates to Polar Coordinates with the Point in a Quadrant

Find the polar coordinates of a point whose rectangular coordinates are 12, -22.

Step-by-Step Solution Step 1: Plot the point (x, y) and note the quadrant the point lies in or the coordinate axis the point lies on.

Figure 16

y 1 1 1 2



2

x

r (x, y)  (2, 2)

Plot the point 12, -22 in a rectangular coordinate system. See Figure 16. The point lies in quadrant IV.

309

SECTION 5.1 Polar Coordinates

r = 2x2 + y2 = 21222 + 1-222 = 28 = 2 22

Step 2: Determine the distance r from the origin to the point using r = 2x 2 + y 2.

y y p p , so u = tan - 1 , - 6 u 6 . Since 12, -22 lies x x 2 2 p in quadrant IV, we know that - 6 u 6 0. As a result, 2

Step 3: Determine u.

Find u by recalling that tan u =

u = tan - 1

y -2 p = tan - 1 a b = tan - 11-12 = x 2 4

p A set of polar coordinates for the point 12, -22 is a2 22, - b . Other possible 4 3p 7p b and a-2 22, b. representations include a2 22, 4 4 

Converting from Rectangular Coordinates to Polar Coordinates

EXAMPLE 7

Find polar coordinates of a point whose rectangular coordinates are A -1, - 23 B .

Solution

Figure 17

STEP 1: See Figure 17. The point lies in quadrant III. STEP 2: The distance r from the origin to the point A -1, - 23 B is r = 31-122 + A - 23 B = 24 = 2

(1, 3 )

y

2



y p - 23 p = tan - 1 23, - 6 a 6 . = tan - 1 x -1 2 2 Since the point A -1, - 23 B lies in quadrant III and the inverse tangent function gives an angle in quadrant I, add p to the result to obtain an angle in quadrant III.

STEP 3: To find u, use a = tan - 1

x r (x, y)  (1,  3 )

u = p + tan-1 23 = p +

p 4p = 3 3

4p A set of polar coordinates for this point is a2, b . Other possible 3 2p p representations include a -2, b and a2, b. 3 3 

Figure 18 shows how to find polar coordinates of a point that lies in a quadrant when its rectangular coordinates 1x, y2 are given. Figure 18

y

y (x, y)

y

(x, y)





r

r

y

 x

x



x r

r

(x, y )

2

(a) r  x y   tan1 y x

2

2

2

(b) r  x y    tan1 y x

(x, y)

2

2

2 2 (d) r  x y 1 y   tan x

(c) r  x y    tan1 y x

Based on the preceding discussion, we have the formulas r2 = x2 + y2

tan u =

y x

if x Z 0

(2)

x

310

CHAPTER 5 Polar Coordinates; Vectors

To use formula (2) effectively, follow these steps:

Steps for Converting from Rectangular to Polar Coordinates

STEP 1: Always plot the point 1x, y2 first, as we did in Examples 5, 6, and 7. Note the quadrant the point lies in or the coordinate axis the point lies on. STEP 2: If x = 0 or y = 0, use your illustration to find r. If x Z 0 and y Z 0, then r = 2x2 + y2. STEP 3: Find u. If x = 0 or y = 0, use your illustration to find u. If x Z 0 and y Z 0, note the quadrant in which the point lies. y Quadrant I or IV: u = tan-1 x y Quadrant II or III: u = p + tan-1 x

Now Work

PROBLEM

59

4 Transform Equations between Polar and Rectangular Forms Formulas (1) and (2) may also be used to transform equations from polar form to rectangular form, and vice versa. Two common techniques for transforming an equation from polar form to rectangular form are the following: 1. Multiplying both sides of the equation by r 2. Squaring both sides of the equation

EXAMPLE 8

Transforming an Equation from Polar to Rectangular Form Transform the equation r = 6 cos u from polar coordinates to rectangular coordinates, and identify the graph.

Solution

If we multiply each side by r, it will be easier to apply formulas (1) and (2). r = 6 cos u r2 = 6r cos u Multiply each side by r. 2 x + y2 = 6x r2 = x2 + y2; x = r cos u This is the equation of a circle. Proceed to complete the square to obtain the standard form of the equation. x2 + y2 = 6x

1x2 - 6x2 + y2 = 0

1x - 6x + 92 + y = 9 2

2

1x - 32 + y = 9 2

2

General form Complete the square in x. Factor.

This is the standard form of the equation of a circle with center 13, 02 and radius 3. 

Now Work

EXAMPLE 9

PROBLEM

75

Transforming an Equation from Rectangular to Polar Form Transform the equation 4xy = 9 from rectangular coordinates to polar coordinates.

311

SECTION 5.1 Polar Coordinates

Use formula (1): x = r cos u and y = r sin u.

Solution

4xy = 9 41r cos u21r sin u2 = 9

x = r cos u, y = r sin u

4r cos u sin u = 9 2

This is the polar form of the equation. It can be simplified as shown next: 2r212 sin u cos u2 = 9 Factor out 2r2. 2r2 sin12u2 = 9 Double-angle Formula 

Now Work

PROBLEM

69

5.1 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red. 3. If P = 1a, b2 is a point on the terminal side of the angle u

1. Plot the point whose rectangular coordinates are 13, - 12. What quadrant does the point lie in? (pp. 2–4) 2. To complete the square of x2 + 6x, add (pp. A25–A26)

at a distance r from the origin, then tan u = (p. 120)

.

4. tan-11 - 12 =

.

. (pp. 188–190)

Concepts and Vocabulary 5. The origin in rectangular coordinates coincides with the in polar coordinates; the positive x-axis in rectangular coordinates coincides with the in polar coordinates.

7. True or False The polar coordinates of a point are unique. 8. If P is a point with polar coordinates (r, u), the rectangular coordinates (x, y) of P are given by x = and . y =

6. True or False In the polar coordinates (r, u), r can be negative.

Skill Building In Problems 9–16, match each point in polar coordinates with either A, B, C, or D on the graph. 9. a 2, 13. a2,

11p b 6

5p b 6

10. a - 2, 14. a - 2,

p b 6

5p b 6

11. a - 2,

p b 6

12. a2,

7p b 6

15. a - 2,

7p b 6

16. a 2,

11p b 6

B

22. a 5,

5p b 3

27. a - 1, -

p b 3

18. 14, 270°2

19. 1 - 2, 02

20. 1 - 3, p2

23. 1 - 2, 135°2

24. 1 - 3, 120°2

25. a 4, -

28. a - 3, -

29. 1 - 2, - p2

30. a -3, -

3p b 4

π 6

D

C

In Problems 17–30, plot each point given in polar coordinates. 17. 13, 90°2

A

2

21. a 6,

p b 6

26. a 2, -

2p b 3

5p b 4

p b 2

In Problems 31–38, plot each point given in polar coordinates, and find other polar coordinates 1r, u2 of the point for which: (a) r 7 0,

- 2p … u 6 0

(b) r 6 0, 0 … u 6 2p

31. a 5,

2p b 3

32. a4,

35. a 1,

p b 2

36. 12, p2

3p b 4

(c) r 7 0, 2p … u 6 4p 33. 1 -2, 3p2 37. a - 3, -

p b 4

34. 1 - 3, 4p2 38. a - 2, -

2p b 3

312

CHAPTER 5 Polar Coordinates; Vectors

In Problems 39–54, the polar coordinates of a point are given. Find the rectangular coordinates of each point. 39. a3,

p b 2

43. 16, 150°2 47. a -1, -

41. 1-2, 02

42. 1-3, p2

44. 15, 300°2

45. a -2,

46. a -2,

48. a -3, -

49. 1-2, -180°2

50. 1-3, -90°2

53. 16.3, 3.82

54. 18.1, 5.22

40. a 4,

p b 3

51. 17.5, 110°2

3p b 2

3p b 4

52. 1-3.1, 182°2

3p b 4

2p b 3

In Problems 55–66, the rectangular coordinates of a point are given. Find polar coordinates for each point. 55. 13, 02

56. 10, 22

57. 1-1, 02

58. 10, -22

59. 11, -12

60. 1-3, 32

61. A 23, 1 B

62. A -2, -2 23 B

63. 11.3, -2.12

64. 1-0.8, -2.12

65. 18.3, 4.22

66. 1-2.3, 0.22

In Problems 67–74, the letters x and y represent rectangular coordinates. Write each equation using polar coordinates 1r, u2. 67. 2x2 + 2y2 = 3

68. x2 + y2 = x

69. x2 = 4y

70. y2 = 2x

71. 2xy = 1

72. 4x2 y = 1

73. x = 4

74. y = -3

In Problems 75–82, the letters r and u represent polar coordinates. Write each equation using rectangular coordinates 1x, y2. 75. r = cos u

76. r = sin u + 1

77. r2 = cos u

79. r = 2

80. r = 4

81. r =

78. r = sin u - cos u

4 1 - cos u

82. r =

3 3 - cos u

Applications and Extensions City of Chicago, Illinois

1 mile 1 km N Wrigley Field 1060 West Addison Madison Street

84. Show that the formula for the distance d between two points P1 = 1r1 , u12 and P2 = 1r2 , u22 is d = 4 r21 + r22 - 2r1r2 cos1u2 - u12

Addison Street

Addison Street

State Street

83. Chicago In Chicago, the road system is set up like a Cartesian plane, where streets are indicated by the number of blocks they are from Madison Street and State Street. For example, Wrigley Field in Chicago is located at 1060 West Addison, which is 10 blocks west of State Street and 36 blocks north of Madison Street. Treat the intersection of Madison Street and State Street as the origin of a coordinate system, with east being the positive x-axis. (a) Write the location of Wrigley Field using rectangular coordinates. (b) Write the location of Wrigley Field using polar coordinates. Use the east direction for the polar axis. Express u in degrees. (c) U.S. Cellular Field, home of the White Sox, is located at 35th and Princeton, which is 3 blocks west of State Street and 35 blocks south of Madison.Write the location of U.S. Cellular Field using rectangular coordinates. (d) Write the location of U.S. Cellular Field using polar coordinates. Use the east direction for the polar axis. Express u in degrees.

35th Street

U.S. Cellular Field 35th and Princeton 35th Street

SECTION 5.2 Polar Equations and Graphs

313

Explaining Concepts: Discussion and Writing 85. In converting from polar coordinates to rectangular coordinates, what formulas will you use?

87. Is the street system in your town based on a rectangular coordinate system, a polar coordinate system, or some other system? Explain.

86. Explain how you proceed to convert from rectangular coordinates to polar coordinates.

‘Are You Prepared?’ Answers 1.

; quadrant IV

y

2. 9

3.

2 2 2

b a

4. -

p 4

2 4 x (3, 1)

5.2 Polar Equations and Graphs PREPARING FOR THIS SECTION Before getting started, review the following: • Difference Formulas for Sine and Cosine (Section 3.4, pp. 218 and 221) • Values of the Sine and Cosine Functions at Certain Angles (Section 2.2, pp. 112–121)

• Symmetry (Section 1.2, pp. 12–14) • Circles (Section 1.2, pp. 16–19) • Even–Odd Properties of Trigonometric Functions (Section 2.3, p. 135) Now Work the ‘Are You Prepared?’ problems on page 325.

OBJECTIVES 1 Identify and Graph Polar Equations by Converting to Rectangular Equations (p. 314) 2 Test Polar Equations for Symmetry (p. 317) 3 Graph Polar Equations by Plotting Points (p. 318)

Just as a rectangular grid may be used to plot points given by rectangular coordinates, as in Figure 19(a), we can use a grid consisting of concentric circles (with centers at the pole) and rays (with vertices at the pole) to plot points given by polar coordinates, as shown in Figure 19(b). We use such polar grids to graph polar equations. Figure 19

y 4



3 2 1 B  (3, 1) 4 3 2 1 O

–   2

3  –– 4

( )

A  (1, 2) 1

2

3 4

P  2, –4 x



2 3 4

   –4

(

O

r1

5

)

Q  4, –– 4



5  –– 4

r3 r5

3

  –– 2 (a) Rectangular grid

(b) Polar grid

7   –– 4

0

314

CHAPTER 5 Polar Coordinates; Vectors

DEFINITION

An equation whose variables are polar coordinates is called a polar equation. The graph of a polar equation consists of all points whose polar coordinates satisfy the equation.

1 Identify and Graph Polar Equations by Converting to Rectangular Equations One method used to graph a polar equation is to convert the equation to rectangular coordinates. In the discussion that follows, 1x, y2 represent the rectangular coordinates of a point P, and 1r, u2 represent polar coordinates of the point P.

EXAMPLE 1

Identifying and Graphing a Polar Equation (Circle) r = 3

Identify and graph the equation:

Solution

Convert the polar equation to a rectangular equation. r = 3 r2 = 9 x + y = 9 2

2

Square both sides. r2 = x2 + y2

The graph of r = 3 is a circle, with center at the pole and radius 3. See Figure 20. Figure 20 r = 3 or x2 + y2 = 9

y



  –2

   3–– 4



O

5   –– 4

   –4

x 1 2 3 4 5 0

3   –– 2

   7–– 4



Now Work

EXAMPLE 2

PROBLEM

13

Identifying and Graphing a Polar Equation (Line) p 4 Convert the polar equation to a rectangular equation. u =

Identify and graph the equation:

Solution

Figure 21 p u = or y = x 4



  3–– 4

u =

y –   2

tan u = tan

–  4

y = 1 x y = x

 –

x 4 O 1 2 3 4 5 0



   5–– 4 

  3–– 2

   7–– 4

p 4

p 4

Take the tangent of both sides. tan u =

y p ; tan = 1 x 4

p p is a line passing through the pole making an angle of with 4 4 the polar axis. See Figure 21. The graph of u =



Now Work

PROBLEM

15

SECTION 5.2 Polar Equations and Graphs

EXAMPLE 3

Identifying and Graphing a Polar Equation (Horizontal Line) Identify and graph the equation:

Solution

315

r sin u = 2 Figure 22 r sin u = 2 or y = 2

Since y = r sin u, we can write the equation as

y

y = 2 We conclude that the graph of r sin u = 2 is a horizontal line 2 units above the pole. See Figure 22.



–   2

  3–– 4

x O 1 2 3 4 5 0



COMMENT A graphing utility can be used to graph polar equations. Read Using a Graphing Utility to Graph a Polar Equation, Appendix B, Section B.6. 

–  4

   5–– 4 

   7–– 4

  3–– 2



EXAMPLE 4

Identifying and Graphing a Polar Equation (Vertical Line) Identify and graph the equation:

Solution

r cos u = -3

Since x = r cos u, we can write the equation as

Figure 23 r cos u = -3 or x = -3 y

x = -3 We conclude that the graph of r cos u = -3 is a vertical line 3 units to the left of the pole. See Figure 23.

  3–– 4



–   2

O

–  4

x 1 2 3 4 5 0

  7–– 4

   5–– 4    3–– 2



Based on Examples 3 and 4, we are led to the following results. (The proofs are left as exercises. See Problems 81 and 82.)

THEOREM

Let a be a real number. Then the graph of the equation r sin u = a is a horizontal line. It lies a units above the pole if a Ú 0 and ƒ a ƒ units below the pole if a 6 0. The graph of the equation r cos u = a is a vertical line. It lies a units to the right of the pole if a Ú 0 and ƒ a ƒ units to the left of the pole if a 6 0.

Now Work

PROBLEM

19

316

CHAPTER 5 Polar Coordinates; Vectors

Identifying and Graphing a Polar Equation (Circle)

EXAMPLE 5

Identify and graph the equation:

Solution

To transform the equation to rectangular coordinates, multiply each side by r.

Figure 24 r = 4 sin u or x2 + (y - 2)2 = 4

r2 = 4r sin u Now use the facts that r2 = x2 + y2 and y = r sin u. Then

y –  = 2

  = 3–– 4

r = 4 sin u

x2 + y2 = 4y

– = 4

x2 + 1y2 - 4y2 = 0

x2 + 1y2 - 4y + 42 = 4

x + 1y - 22 = 4

x

=

O

  = 5–– 4

2

1 2 3 4 5 =0

  = 3–– 2

  = 7–– 4

EXAMPLE 6

2

Solution



Identifying and Graphing a Polar Equation (Circle)

  = 3–– 4

r = -2 cos u

Proceed as in Example 5. r2 = -2r cos u Multiply both sides by r.

y –  = 2

x2 + y2 = -2x

– = 4

O

x 1 2 3 4 5 =0

1x + 12 + y = 1 2

2

  = 3–– 2

Complete the square in x. Factor.

This is the standard equation of a circle with center at 1-1, 02 in rectangular coordinates and radius 1. See Figure 25. 

  = 7–– 4

  = 5–– 4

r2 = x2 + y2; x = r cos u

x2 + 2x + y2 = 0

1x2 + 2x + 12 + y2 = 1 =

Factor.

This is the standard equation of a circle with center at 10, 22 in rectangular coordinates and radius 2. See Figure 24.

Identify and graph the equation: Figure 25 r = -2 cos u or (x + 1)2 + y2 = 1

Complete the square in y.

Exploration Using a square screen, graph r1 = sin u, r2 = 2 sin u, and r3 = 3 sin u. Do you see the pattern? Clear the screen and graph r1 = -sin u, r2 = -2 sin u, and r3 = -3 sin u. Do you see the pattern? Clear the screen and graph r1 = cos u, r2 = 2 cos u, and r3 = 3 cos u. Do you see the pattern? Clear the screen and graph r1 = -cos u, r2 = -2 cos u, and r3 = -3 cos u. Do you see the pattern?

Based on Examples 5 and 6 and the preceding Exploration, we are led to the following results. (The proofs are left as exercises. See Problems 83–86.)

THEOREM

Let a be a positive real number. Then (a) (b) (c) (d)

Equation r = 2a sin u r = -2a sin u r = 2a cos u r = -2a cos u

Description Circle: radius a; center at 10, a2 in rectangular coordinates Circle: radius a; center at 10, -a2 in rectangular coordinates Circle: radius a; center at 1a, 02 in rectangular coordinates Circle: radius a; center at 1-a, 02 in rectangular coordinates

Each circle passes through the pole.

Now Work

PROBLEM

21

SECTION 5.2 Polar Equations and Graphs

317

The method of converting a polar equation to an identifiable rectangular equation to obtain the graph is not always helpful, nor is it always necessary. Usually, we set up a table that lists several points on the graph. By checking for symmetry, it may be possible to reduce the number of points needed to draw the graph.

2 Test Polar Equations for Symmetry

In polar coordinates, the points 1r, u2 and 1r, -u2 are symmetric with respect to the polar axis (and to the x-axis). See Figure 26(a). The points 1r, u2 and 1r, p - u2 are p symmetric with respect to the line u = (the y-axis). See Figure 26(b). The points 2 1r, u2 and 1-r, u2 are symmetric with respect to the pole (the origin). See Figure 26(c).

Figure 26 

  3–– 4

y 2

– 

  3–– 4



4

(r, ) 



O

   5–– 4 

y

y

–  

x

1 2 3 4 5  (r, )

  3–– 2

0

2

(r,   )  O

–  4

(r, ) 

 1 2 3 4 5



–   2

  3–– 4

x 0



O

   5–– 4

   3–– 2

   7–– 4

(b) Points symmetric with  respect to the line   –– 2

   5–– 4

–  4

(r, )

 

(r, )

   7–– 4

(a) Points symmetric with respect to the polar axis



–  

 1 2 3 4 5

 (r,  ) 

  3–– 2

x 0

   7–– 4

(c) Points symmetric with respect to the pole

The following tests are a consequence of these observations.

THEOREM

Tests for Symmetry Symmetry with Respect to the Polar Axis (x-Axis) In a polar equation, replace u by -u. If an equivalent equation results, the graph is symmetric with respect to the polar axis. P (y-Axis) 2 In a polar equation, replace u by p - u. If an equivalent equation results, p the graph is symmetric with respect to the line u = . 2

Symmetry with Respect to the Line U 

Symmetry with Respect to the Pole (Origin) In a polar equation, replace r by -r or u by u + p. If an equivalent equation results, the graph is symmetric with respect to the pole.

The three tests for symmetry given here are sufficient conditions for symmetry, but they are not necessary conditions. That is, an equation may fail these tests and p still have a graph that is symmetric with respect to the polar axis, the line u = , or 2 the pole. For example, the graph of r = sin12u2 turns out to be symmetric with p respect to the polar axis, the line u = , and the pole, but only the test for symmetry 2 with respect to the pole (replace u by u + p) works. See also Problems 87–89.

318

CHAPTER 5 Polar Coordinates; Vectors

3 Graph Polar Equations by Plotting Points EXAMPLE 7

Graphing a Polar Equation (Cardioid) Graph the equation:

Solution

r = 1 - sin u

Check for symmetry first. Polar Axis: Replace u by -u. The result is r = 1 - sin1-u2 = 1 + sin u

sin ( -u) = -sin u

The test fails, so the graph may or may not be symmetric with respect to the polar axis. P The Line U  : Replace u by p - u. The result is 2 r = 1 - sin1p - u2 = 1 - 1sin p cos u - cos p sin u2

= 1 - 30 # cos u - 1-12 sin u4 = 1 - sin u

The test is satisfied, so the graph is symmetric with respect to the line u =

The Pole: Replace r by -r. Then the result is -r = 1 - sin u, so r = -1 + sin u. The test fails. Replace u by u + p. The result is

Table 1 U

r  1  sin U

-

p 2

1 - (-1) = 2

-

p 3

1 - a-

-

p 6

1 3 1 - a- b = 2 2

0

1 - 0 = 1

p 6

1 -

1 1 = 2 2

1 -

23 L 0.13 2

p 3 p 2

p . 2

r = 1 - sin(u + p)

= 1 - 3sin u cos p + cos u sin p4 = 1 - 3sin u # (-1) + cos u # 04

23 b L 1.87 2

1 - 1 = 0

= 1 + sin u This test also fails. So the graph may or may not be symmetric with respect to the pole. Next, identify points on the graph by assigning values to the angle u and calculating the corresponding values of r. Due to the periodicity of the sine function p and the symmetry with respect to the line u = , we only need to assign values to 2 p p u from - to , as given in Table 1. 2 2 Now plot the points 1r, u2 from Table 1 and trace out the graph, beginning at the p p point a2, - b and ending at the point a 0, b. Then reflect this portion of the 2 2 p graph about the line u = (the y-axis) to obtain the complete graph. See Figure 27. 2

Figure 27 r = 1 - sin u

y –   2

–   4

   3–– 4 (0.13, –3 ) 

Exploration Graph r1 = 1 + sin u. Clear the screen and graph r1 = 1 - cos u. Clear the screen and graph r1 = 1 + cos u. Do you see a pattern?

   5–– 4

1



( –2 , –6 ) x (1, 0) 1 2 0 (0, –2 ) ( 3–2 , –6 ) (2, –2 )    3–– 2

(1.87, –3 )    7–– 4



The curve in Figure 27 is an example of a cardioid (a heart-shaped curve).

SECTION 5.2 Polar Equations and Graphs

DEFINITION

319

Cardioids are characterized by equations of the form r = a11 + cos u2 r = a11 - cos u2

r = a11 + sin u2 r = a11 - sin u2

where a 7 0. The graph of a cardioid passes through the pole.

Now Work

EXAMPLE 8

37

Graphing a Polar Equation (Limaçon without an Inner Loop) Graph the equation:

Solution

PROBLEM

r = 3 + 2 cos u

Check for symmetry first. Polar Axis: Replace u by -u. The result is r = 3 + 2 cos1-u2 = 3 + 2 cos u

cos ( -u) = cos u

The test is satisfied, so the graph is symmetric with respect to the polar axis.

Table 2

P : 2

The Line U 

U

r  3  2 cos U

0

3 + 2(1) = 5

p 6

23 b L 4.73 3 + 2a 2

p 3

1 3 + 2a b = 4 2

p 2

3 + 2(0) = 3

2p 3

1 3 + 2a- b = 2 2

5p 6

3 + 2a-

p

3 + 2(-1) = 1

23 b L 1.27 2

Replace u by p - u. The result is

r = 3 + 2 cos1p - u2 = 3 + 21cos p cos u + sin p sin u2 = 3 - 2 cos u The test fails, so the graph may or may not be symmetric with respect to the p line u = . 2 The Pole: Replace r by -r. The test fails, so the graph may or may not be symmetric with respect to the pole. Replace u by u + p. The test fails, so the graph may or may not be symmetric with respect to the pole. Next, identify points on the graph by assigning values to the angle u and calculating the corresponding values of r. Due to the periodicity of the cosine function and the symmetry with respect to the polar axis, we only need to assign values to u from 0 to p, as given in Table 2. Now plot the points 1r, u2 from Table 2 and trace out the graph, beginning at the point 15, 02 and ending at the point 11, p2. Then reflect this portion of the graph about the polar axis (the x-axis) to obtain the complete graph. See Figure 28.

Figure 28 r = 3 + 2 cos u

y



–  = 2

 = 3–– 4



(3, –2 )

(4, –3 )



2

(4.73, –6 )

(2, ––3 ) 5

=

Exploration Graph r1 = 3 - 2 cos u. Clear the screen and graph r1 = 3 + 2 sin u. Clear the screen and graph r1 = 3 - 2 sin u. Do you see a pattern?

– = 4

(1.27, ––6 )

(1, ) O

  = 5–– 4 =

(5, 0) x 1 2 3 4 5

3––  2

=0

  = 7–– 4



The curve in Figure 28 is an example of a limaçon (a French word for snail) without an inner loop.

320

CHAPTER 5 Polar Coordinates; Vectors

DEFINITION

Limaçons without an inner loop are characterized by equations of the form r = a + b cos u r = a - b cos u

r = a + b sin u r = a - b sin u

where a 7 0, b 7 0, and a 7 b. The graph of a limaçon without an inner loop does not pass through the pole.

Now Work

EXAMPLE 9

43

Graphing a Polar Equation (Limaçon with an Inner Loop) Graph the equation:

Solution

PROBLEM

r = 1 + 2 cos u

First, check for symmetry. Polar Axis: Replace u by -u. The result is r = 1 + 2 cos1-u2 = 1 + 2 cos u The test is satisfied, so the graph is symmetric with respect to the polar axis. The Line U 

Table 3 U

r  1  2 cos U

0

1 + 2(1) = 3

p 6

1 + 2a

p 3

1 1 + 2a b = 2 2

p 2

1 + 2(0) = 1

2p 3

1 1 + 2a- b = 0 2

5p 6

1 + 2a-

p

1 + 2(-1) = -1

P : 2

Replace u by p - u. The result is

r = 1 + 2 cos1p - u2 = 1 + 21cos p cos u + sin p sin u2 = 1 - 2 cos u

23 b L 2.73 2

The test fails, so the graph may or may not be symmetric with respect to the line p u = . 2 The Pole: Replace r by -r. The test fails, so the graph may or may not be symmetric with respect to the pole. Replace u by u + p. The test fails, so the graph may or may not be symmetric with respect to the pole.

23 b L -0.73 2

Next, identify points on the graph of r = 1 + 2 cos u by assigning values to the angle u and calculating the corresponding values of r. Due to the periodicity of the cosine function and the symmetry with respect to the polar axis, we only need to assign values to u from 0 to p, as given in Table 3. Now plot the points 1r, u2 from Table 3, beginning at 13, 02 and ending at 1-1, p2. See Figure 29(a). Finally, reflect this portion of the graph about the polar axis (the x-axis) to obtain the complete graph. See Figure 29(b).

Figure 29

y

y

  = 3–– 4

–   2

(1, –2 ) (0, 2––3)



(

 2, –

(0.73,5––6) 

Exploration Graph r1 = 1 - 2 cos u. Clear the screen and graph r1 = 1 + 2 sin u. Clear the screen and graph r1 = 1 - 2 sin u. Do you see a pattern?

  5–– 4

3

–   4

) (2.73, – ) 6

(3, 0) x 4 0 (–1, ) 2



   3–– 2 (a)

   3–– 4

  7–– 4

(1, –2 ) (0, 2––3 )





–   2

  5–– 4

 –

( 2, 3 )

(0.73, 5–6)    3–– 2

2

–   4

(2.73, –6 ) (3, 0) 4

x 0

(1, )

   7–– 4

(b) r  1 2 cos 



The curve in Figure 29(b) is an example of a limaçon with an inner loop.

SECTION 5.2 Polar Equations and Graphs

DEFINITION

321

Limaçons with an inner loop are characterized by equations of the form r = a + b cos u r = a - b cos u

r = a + b sin u r = a - b sin u

where a 7 0, b 7 0, and a 6 b. The graph of a limaçon with an inner loop will pass through the pole twice.

Now Work

EXAMPLE 10

45

Graphing a Polar Equation (Rose) Graph the equation:

Solution

PROBLEM

r = 2 cos12u2

Check for symmetry. Polar Axis: If we replace u by -u, the result is r = 2 cos321-u24 = 2 cos12u2 The test is satisfied, so the graph is symmetric with respect to the polar axis. P : 2

The Line U 

r = 2 cos321p - u24 = 2 cos12p - 2u2 = 2 cos12u2

Table 4 U

If we replace u by p - u, we obtain

r  2 cos(2U)

0

2(1) = 2

p 6

1 2a b = 1 2

p 4

2(0) = 0

p 3

1 2a- b = -1 2

p 2

2(-1) = -2

The test is satisfied, so the graph is symmetric with respect to the line u =

The Pole: Since the graph is symmetric with respect to both the polar axis and the p line u = , it must be symmetric with respect to the pole. 2 Next, construct Table 4. Due to the periodicity of the cosine function and the p symmetry with respect to the polar axis, the line u = , and the pole, we consider 2 p only values of u from 0 to . 2 Plot and connect these points in Figure 30(a). Finally, because of symmetry, reflect this portion of the graph first about the polar axis (the x-axis) and then about the p line u = (the y-axis) to obtain the complete graph. See Figure 30(b). 2

Figure 30

y



Graph r1 = 2 cos14u2; clear the screen and graph r1 = 2 cos16u2. How many petals did each of these graphs have? Clear the screen and graph, in order, each on a clear screen, r1 = 2 cos13u2, r1 = 2 cos15u2, and r1 = 2 cos17u2. What do you notice about the number of petals?

y

–   2

  3–– 4

–  



4

(



Exploration

p . 2

 (1, 0, – 4

 1, –

(

3

 – 6

)

)

(2, 0)

1 2 3 4 5

) (2,

   5–– 4 

 – 2

  3–– 2 (a)

)    7–– 4

–   2

  3–– 4

–   4

(1, –6 ) x 0

(2, 0) x 2 3 4 5 0



(1, –3 )

(2, –2 )

   5–– 4 

  3–– 2

   7–– 4

(b) r  2 cos (2)



The curve in Figure 30(b) is called a rose with four petals.

322

CHAPTER 5 Polar Coordinates; Vectors

DEFINITION

Rose curves are characterized by equations of the form r = a cos1nu2,

r = a sin1nu2,

a Z 0

and have graphs that are rose shaped. If n Z 0 is even, the rose has 2n petals; if n Z ; 1 is odd, the rose has n petals.

Now Work

EXAMPLE 11

Graphing a Polar Equation (Lemniscate) Graph the equation:

Solution

Table 5 U

r 2  4 sin(2U)

r

0

4(0) = 0

0

p 6 p 4 p 3 p 2

4a

23 b = 223 2

4(1) = 4

;1.9

r2 = 4 sin12u2

We leave it to you to verify that the graph is symmetric with respect to the pole. Because of the symmetry with respect to the pole, we only need to consider values of u between u = 0 and u = p. Note that there are no points on the graph for p 6 u 6 p (quadrant II), since r 2 6 0 for such values. Table 5 lists points on the 2 p graph for values of u = 0 through u = . The points from Table 5 where r Ú 0 2 are plotted in Figure 31(a). The remaining points on the graph may be obtained by using symmetry. Figure 31(b) shows the final graph drawn. Figure 31

y

y –  =

;2

23 b = 223 4a 2 4(0) = 0

;1.9

49

PROBLEM

  = 3–– 4

(1.9, –3 )

– = 4 ( 2, –4 ) – 1.9, 

(

0

  = 3–– 4

2

6

(0, 0)

1

(

2

– = 4  2, – 4

)

(1.9, –6 ) =0

  = 7–– 4

  = 5–– 4

(1.9, –3 )

) x

=

–  = 2

x

=

(0, 0) 1

  = 5–– 4

2

=0

  = 7–– 4

  = 3–– 2

  = 3–– 2

(a)

(b) r 2 = 4 sin (2)



The curve in Figure 31(b) is an example of a lemniscate (from the Greek word ribbon).

DEFINITION

Lemniscates are characterized by equations of the form r2 = a2 sin12u2

r2 = a2 cos12u2

where a Z 0, and have graphs that are propeller shaped.

Now Work

EXAMPLE 12

53

Graphing a Polar Equation (Spiral) Graph the equation:

Solution

PROBLEM

r = e u>5

p 2 fail. Furthermore, there is no number u for which r = 0, so the graph does not pass through the pole. Observe that r is positive for all u, r increases as u increases, r : 0 The tests for symmetry with respect to the pole, the polar axis, and the line u =

SECTION 5.2 Polar Equations and Graphs

as u : - q , and r : q as u : q . With the help of a calculator, we obtain the values in Table 6. See Figure 32.

Table 6

-

U

r  eU>5

3p 2

0.39

-p p 2 p 4 0 p 4 p 2

323

Figure 32 r = eu/5

y



0.53



0.85

(1.87, )

1 1.17



1.37 1.87

3p 2

2.57

2p

3.51

–   4

(1.37, –2 ) (1.17, – )

0.73

p

–   2

  3–– 4

  5–– 4

4

(1, 0) (3.51, 2) x 2 4 0

(2.57, 3––2 )

   7–– 4

   3–– 2



The curve in Figure 32 is called a logarithmic spiral, since its equation may be written as u = 5 ln r and it spirals infinitely both toward the pole and away from it.

Classification of Polar Equations The equations of some lines and circles in polar coordinates and their corresponding equations in rectangular coordinates are given in Table 7. Also included are the names and graphs of a few of the more frequently encountered polar equations.

Table 7 Lines Description

Line passing through the pole making an angle a with the polar axis

Rectangular equation

y = (tan a)x

Polar equation

u = a

Typical graph

Vertical line

Horizontal line

x = a

y = b

r cos u = a

r sin u = b

y

y

y

x

x

x

Circles Description

Center at the pole, radius a

Passing through the pole, p tangent to the line u = , 2 center on the polar axis, radius a

Passing through the pole, tangent to the polar axis, center on the p line u = , radius a 2

Rectangular equation

x2 + y2 = a2, a 7 0

x2 + y2 = ;2ax, a 7 0

x2 + y2 = ;2ay, a 7 0

Polar equation

r = a, a 7 0

r = ;2a cos u, a 7 0

r = ;2a sin u, a 7 0

Typical graph

y

y

y a a

a x

x

x

(continued )

324

CHAPTER 5 Polar Coordinates; Vectors

Table 7 (Continued) Other Equations Name

Cardioid

Limaçon without inner loop

Limaçon with inner loop

Polar equations

r = a ; a cos u, a 7 0

r = a ; b cos u, 0 6 b 6 a

r = a ; b cos u, 0 6 a 6 b

r = a ; a sin u, a 7 0

r = a ; b sin u, 0 6 b 6 a

r = a ; b sin u, 0 6 a 6 b

Typical graph

y

y

y

x

x

x

Name

Lemniscate

Rose with three petals

Polar equations

r = a cos(2u), a 7 0

r = a sin(3u), a 7 0

r = a sin(2u), a 7 0

r2 = a2 sin(2u), a 7 0

r = a cos(3u), a 7 0

r = a cos(2u), a 7 0

y

y

2

2

Typical graph

Rose with four petals

y

x

x

x

Sketching Quickly If a polar equation involves only a sine (or cosine) function, you can quickly obtain a sketch of its graph by making use of Table 7, periodicity, and a short table.

EXAMPLE 13

Sketching the Graph of a Polar Equation Quickly Graph the equation:

Solution

r = 2 + 2 sin u

You should recognize the polar equation: Its graph is a cardioid. The period of sin u is 2p, so form a table using 0 … u … 2p, compute r, plot the points 1r, u2, and sketch the graph of a cardioid as u varies from 0 to 2p. See Table 8 and Figure 33. Figure 33 r = 2 + 2 sin u

Table 8 U

r  2  2 sin U

0

2 + 2(0) = 2

p 2

2 + 2(1) = 4

p

2 + 2(0) = 2

3p 2

2 + 2(-1) = 0

2p

2 + 2(0) = 2

y





  3–– 4

(2, )

–   2

(4, ––2 )  – 4

(2, 0) 1 2 3 4 5

( 

  5–– 4

   3–– 2

 0, 3–– 2

x 0

)

   7–– 4



SECTION 5.2 Polar Equations and Graphs

325

Calculus Comment For those of you who are planning to study calculus, a comment about one important role of polar equations is in order. In rectangular coordinates, the equation x2 + y2 = 1, whose graph is the unit circle, is not the graph of a function. In fact, it requires two functions to obtain the graph of the unit circle: y1 = 21 - x2

Upper semicircle

y2 = - 21 - x2

Lower semicircle

In polar coordinates, the equation r = 1, whose graph is also the unit circle, does define a function. For each choice of u, there is only one corresponding value of r, that is, r = 1. Since many problems in calculus require the use of functions, the opportunity to express nonfunctions in rectangular coordinates as functions in polar coordinates becomes extremely useful. Note also that the vertical-line test for functions is valid only for equations in rectangular coordinates.

Historical Feature

P

Jakob Bernoulli (1654–1705)

olar coordinates seem to have been invented by Jakob Bernoulli (1654–1705) in about 1691, although, as with most such ideas, earlier traces of the notion exist. Early users of calculus remained committed to rectangular coordinates, and polar coordinates did not become widely used until the early 1800s. Even then, it was mostly geometers who

used them for describing odd curves. Finally, about the mid-1800s, applied mathematicians realized the tremendous simplification that polar coordinates make possible in the description of objects with circular or cylindrical symmetry. From then on their use became widespread.

5.2 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. If the rectangular coordinates of a point are 14, - 62, the point symmetric to it with respect to the origin is . (pp. 12–14) 2. The difference formula for cosine is cos1A - B2 = _______. (p. 218) 3. The standard equation of a circle with center at 1 - 2, 52 and radius 3 is _______. (pp. 16–19)

4. Is the sine function even, odd, or neither? (p. 135) 5. sin

5p = 4

6. cos

2p = 3

. (pp. 112–121) . (pp. 112–121)

Concepts and Vocabulary 7. An equation whose variables are polar coordinates is called a(n) . 8. True or False The tests for symmetry in polar coordinates are necessary, but not sufficient. 9. To test if the graph of a polar equation may be symmetric with respect to the polar axis, replace u by .

11. True or False A cardiod passes through the pole. 12. Rose curves are characterized by equations of the form r = a cos (n u) or r = a sin (n u), a Z 0. If n Z 0 is even, the rose has petals; if n Z ; 1 is odd, the rose has petals.

10. To test if the graph of a polar equation may be symmetric p with respect to the line u = , replace u by . 2

Skill Building In Problems 13–28, transform each polar equation to an equation in rectangular coordinates. Then identify and graph the equation. p p 13. r = 4 15. u = 16. u = 14. r = 2 3 4 17. r sin u = 4

18. r cos u = 4

19. r cos u = - 2

20. r sin u = - 2

326

CHAPTER 5 Polar Coordinates; Vectors

21. r = 2 cos u

22. r = 2 sin u

23. r = -4 sin u

24. r = -4 cos u

25. r sec u = 4

26. r csc u = 8

27. r csc u = -2

28. r sec u = -4

In Problems 29–36, match each of the graphs (A) through (H) to one of the following polar equations. p 29. r = 2 30. u = 31. r = 2 cos u 4 3p 33. r = 1 + cos u 34. r = 2 sin u 35. u = 4    3–– 4

y –   2





  3–– 2

   3–– 4

x 0

2

O

   5–– 4

–   4

y –   2



   7–– 4

   5–– 4 

(A)



  3–– 4

– 



4

O

   5–– 4 

  3–– 2

   3–– 4

x 0

3



   7–– 4

O

   5–– 4 

(B)

y –   2



1

O

–   4

y –   2

1

  3–– 2

x 0

3

  3–– 4

   5–– 4

   7–– 4

– 



4

O



1

  3–– 2

–  4

   3–– 4

x 0

2

y –   2



   7–– 4

  3–– 2

O

   5–– 4 

3

x 0



   7–– 4

O

   5–– 4 

In Problems 37–60, identify and graph each polar equation. 37. r = 2 + 2 cos u 38. r = 1 + sin u

2

  3–– 2

–   4

2

  3–– 2



x 0

4

  3–– 4

y –   2



   7–– 4

O

   5–– 4 

(G)

  3–– 2

39. r = 3 - 3 sin u

40. r = 2 - 2 cos u

41. r = 2 + sin u

42. r = 2 - cos u

43. r = 4 - 2 cos u

44. r = 4 + 2 sin u

46. r = 1 - 2 sin u

47. r = 2 - 3 cos u

48. r = 2 + 4 cos u

49. r = 3 cos12u2

50. r = 2 sin13u2

51. r = 4 sin15u2

52. r = 3 cos14u2

53. r = 9 cos12u2

54. r = sin12u2

55. r = 2

56. r = 3u

57. r = 1 - cos u

58. r = 3 + cos u

59. r = 1 - 3 cos u

60. r = 4 cos13u2

2

x 0

4

   7–– 4

–   4

x 2 0

   7–– 4

(H)

45. r = 1 + 2 sin u 2

–  4

(D)

y –   2

  3–– 4

(F)

(E)

36. r sin u = 2

(C)

y –   2



32. r cos u = 2

u

Mixed Practice In Problems 61–66, graph each pair of polar equations on the same polar grid. Find the polar coordinates of the point(s) of intersection and label the point(s) on the graph. 61. r = 8 cos u; r = 2 sec u

62. r = 8 sin u; r = 4 csc u

63. r = sin u; r = 1 + cos u

64. r = 3; r = 2 + 2 cos u

65. r = 1 + sin u; r = 1 + cos u

66. r = 1 + cos u; r = 3 cos u

Applications and Extensions In Problems 67–70, the polar equation for each graph is either r = a + b cos u or r = a + b sin u, a 7 0. Select the correct equation and find the values of a and b. y

67.    3–– 4

 

y

68.

–  2

(3, –2 )

x

(6, 0) 0 2 4 6 8 10

   5–– 4

 0

   7–– 4    3–– 2

   3–– 4

–4  

 

–2 

(3, –2 )

–4  

(6, )

x 0 2 4 6 8 10

   5–– 4

 0

   7–– 4    3–– 2

327

SECTION 5.2 Polar Equations and Graphs

69.

70.

y

(

 5, – 2

)

   3–– 4

2

(

0 1 2 3 4 5

   5–– 4

   3–– 4

–4  x

(4, 0)

 

y

–  

 5, – 2

)

   5–– 4

   7–– 4

–4  

(1, 0) 0 1 2 3 4 5

 

 0

–2 

x

 0

   7–– 4    3–– 2

   3–– 2

In Problems 71–80, graph each polar equation. 71. r =

2 1 - cos u

73. r =

1 3 - 2 cos u

75. r = u, u Ú 0

(parabola)

72. r =

2 1 - 2 cos u

(ellipse)

74. r =

1 1 - cos u

76. r =

3 u

(spiral of Archimedes)

77. r = csc u - 2, 0 6 u 6 p 79. r = tan u,

-

p p 6 u 6 2 2

80. r = cos

(kappa curve)

(parabola)

(reciprocal spiral)

78. r = sin u tan u

(conchoid)

(hyperbola)

(cissoid)

u 2

81. Show that the graph of the equation r sin u = a is a horizontal line a units above the pole if a Ú 0 and ƒ a ƒ units below the pole if a 6 0.

82. Show that the graph of the equation r cos u = a is a vertical line a units to the right of the pole if a Ú 0 and ƒ a ƒ units to the left of the pole if a 6 0.

83. Show that the graph of the equation r = 2a sin u, a 7 0, is a circle of radius a with center at 10, a2 in rectangular coordinates.

84. Show that the graph of the equation r = -2a sin u, a 7 0, is a circle of radius a with center at 10, -a2 in rectangular coordinates.

85. Show that the graph of the equation r = 2a cos u, a 7 0, is a circle of radius a with center at 1a, 02 in rectangular coordinates.

86. Show that the graph of the equation r = -2a cos u, a 7 0, is a circle of radius a with center at 1-a, 02 in rectangular coordinates.

Explaining Concepts: Discussion and Writing 87. Explain why the following test for symmetry is valid: Replace r by -r and u by -u in a polar equation. If an equivalent equation results, the graph is symmetric with p respect to the line u = (y-axis). 2 (a) Show that the test on page 317 fails for r2 = cos u, yet this new test works. (b) Show that the test on page 317 works for r2 = sin u, yet this new test fails.

88. Write down two different tests for symmetry with respect to the polar axis. Find examples in which one test works and the other fails. Which test do you prefer to use? Justify your answer. 89. The tests for symmetry given on page 317 are sufficient, but not necessary. Explain what this means. 90. Explain why the vertical-line test used to identify functions in rectangular coordinates does not work for equations expressed in polar coordinates.

‘Are You Prepared?’ Answers 1. 1-4, 62

2. cos A cos B + sin A sin B

3. 1x + 222 + 1y - 522 = 9

4. Odd

5. -

22 2

6. -

1 2

328

CHAPTER 5 Polar Coordinates; Vectors

5.3 The Complex Plane; De Moivre’s Theorem PREPARING FOR THIS SECTION Before getting started, review the following: • Complex Numbers (Appendix A, Section A.5, pp. A38–A42) • Value of the Sine and Cosine Functions at Certain Angles (Section 2.2, pp. 112–121)

• Sum and Difference Formulas for Sine and Cosine (Section 3.4, pp. 218 and 221)

Now Work the ‘Are You Prepared?’ problems on page 334.

OBJECTIVES 1 Plot Points in the Complex Plane (p. 328) 2 Convert a Complex Number between Rectangular Form and Polar Form (p. 329) 3 Find Products and Quotients of Complex Numbers in Polar Form (p. 330) 4 Use De Moivre’s Theorem (p. 331) 5 Find Complex Roots (p. 332)

1 Plot Points in the Complex Plane

Figure 34 Complex plane Imaginary axis

z  x yi

y

x

O

Real axis

EXAMPLE 1 Imaginary axis

2

The point corresponding to z = 23 - i has the rectangular coordinates 123, -12. The point, located in quadrant IV, is plotted in Figure 35.

Solution

2

O

Plotting a Point in the Complex Plane Plot the point corresponding to z = 13 - i in the complex plane.

Figure 35

2

Complex numbers are discussed in Appendix A, Section A.5. In that discussion, we were not prepared to give a geometric interpretation of a complex number. Now we are ready. A complex number z = x + yi can be interpreted geometrically as the point 1x, y2 in the xy-plane. Each point in the plane corresponds to a complex number and, conversely, each complex number corresponds to a point in the plane. We refer to the collection of such points as the complex plane. The x-axis will be referred to as the real axis, because any point that lies on the real axis is of the form z = x + 0i = x, a real number. The y-axis is called the imaginary axis, because any point that lies on it is of the form z = 0 + yi = yi, a pure imaginary number. See Figure 34.

Real axis

2



z 3i

DEFINITION

Let z = x + yi be a complex number. The magnitude or modulus of z, denoted by ƒ z ƒ , is defined as the distance from the origin to the point 1x, y2. That is,

ƒ z ƒ = 4 x2 + y2

Figure 36

(1)

Imaginary axis 2

y z  x yi x  y ⏐z ⏐ Real axis x O 2

See Figure 36 for an illustration. This definition for ƒ z ƒ is consistent with the definition for the absolute value of a real number: If z = x + yi is real, then z = x + 0i and

ƒ z ƒ = 4 x2 + 02 = 4 x2 = ƒ x ƒ For this reason, the magnitude of z is sometimes called the absolute value of z.

SECTION 5.3 The Complex Plane; De Moivre’s Theorem

329

Recall that if z = x + yi then its conjugate, denoted by z, is z = x - yi. Because zz = x2 + y2, which is a nonnegative real number, it follows from equation (1) that the magnitude of z can be written as

ƒ z ƒ = 2zz

(2)

2 Convert a Complex Number between Rectangular Form and Polar Form When a complex number is written in the standard form z = x + yi, we say that it is in rectangular, or Cartesian, form, because 1x, y2 are the rectangular coordinates of the corresponding point in the complex plane. Suppose that 1r, u2 are the polar coordinates of this point. Then y = r sin u x = r cos u, (3) If r Ú 0 and 0 … u 6 2p, the complex number z = x + yi may be written in polar form as

DEFINITION

z = x + yi = 1r cos u2 + 1r sin u2i = r1cos u + i sin u2

(4)

Figure 37 Imaginary axis

z r O

x



y Real axis

See Figure 37. If z = r1cos u + i sin u2 is the polar form of a complex number,* the angle u, 0 … u 6 2p, is called the argument of z. Also, because r Ú 0, we have r = 4 x2 + y2 . From equation (1), it follows that the magnitude of z = r1cos u + i sin u2 is

ƒzƒ = r

z  x yi  r (cos  i sin ), r ≥ 0, 0 ≤   2

EXAMPLE 2

Writing a Complex Number in Polar Form Write an expression for z = 23 - i in polar form.

Solution

The point, located in quadrant IV, is plotted in Figure 35. Because x = 23 and y = -1, it follows that r = 4 x2 + y2 = 3 A 23 B + 1-122 = 24 = 2 2

So sin u =

y -1 = , r 2

cos u =

23 x = , r 2

0 … u 6 2p

The angle u, 0 … u 6 2p, that satisfies both equations is u = 11p u = and r = 2, the polar form of z = 23 - i is 6 11p 11p z = r1cos u + i sin u2 = 2 a cos + i sin b 6 6

11p . With 6



Now Work

EXAMPLE 3

PROBLEM

11

Plotting a Point in the Complex Plane and Converting from Polar to Rectangular Form Plot the point corresponding to z = 21cos 30° + i sin 30°2 in the complex plane, and write an expression for z in rectangular form. * Some books abbreviate the polar form using z = r(cos u + i sin u) = r cis u.

330

CHAPTER 5 Polar Coordinates; Vectors

Solution

Figure 38

To plot the complex number z = 21cos 30° + i sin 30°2, plot the point whose polar coordinates are 1r, u2 = 12, 30°2, as shown in Figure 38. In rectangular form,

Imaginary axis 2

z = 21cos 30° + i sin 30°2 = 2 a

z  2(cos 30° i sin 30°) 2

O

30° 2

23 1 + ib = 23 + i 2 2 

Real axis

Now Work

PROBLEM

23

2

3 Find Products and Quotients of Complex Numbers in Polar Form The polar form of a complex number provides an alternative method for finding products and quotients of complex numbers.

THEOREM

Let z1 = r11cos u1 + i sin u12 and z2 = r21cos u2 + i sin u22 be two complex numbers. Then z1 z2 = r1r23cos1u1 + u22 + i sin1u1 + u224

(5)

If z2 Z 0, then

In Words The magnitude of a complex number z is r and its argument is u, so when z = r(cos u + i sin u) the magnitude of the product (quotient) of two complex numbers equals the product (quotient) of their magnitudes; the argument of the product (quotient) of two complex numbers is determined by the sum (difference) of their arguments.

EXAMPLE 4

z1 r1 = 3cos1u1 - u22 + i sin1u1 - u224 z2 r2

(6)

Proof We will prove equation (5). The proof of equation (6) is left as an exercise (see Problem 66). z1z2 = 3r11cos u1 + i sin u1243r21cos u2 + i sin u224 = r1 r231cos u1 + i sin u121cos u2 + i sin u224

= r1 r231cos u1 cos u2 - sin u1 sin u22 + i1sin u1 cos u2 + cos u1 sin u224

= r1 r23cos1u1 + u22 + i sin1u1 + u224



Finding Products and Quotients of Complex Numbers in Polar Form If z = 31cos 20° + i sin 20°2 and w = 51cos 100° + i sin 100°2, find the following (leave your answers in polar form): z (a) zw (b) w

Solution

(a) zw = 331cos 20° + i sin 20°24351cos 100° + i sin 100°24 = 13 # 523cos120° + 100°2 + i sin120° + 100°24 = 151cos 120° + i sin 120°2 (b)

Apply equation (5).

31cos 20° + i sin 20°2 z = w 51cos 100° + i sin 100°2 3 = 3cos120° - 100°2 + i sin120° - 100°24 Apply equation (6). 5 3 = 3cos1-80°2 + i sin1-80°24 5 3 The argument must lie between = 1cos 280° + i sin 280°2 5 0° and 360°. 

Now Work

PROBLEM

33

SECTION 5.3 The Complex Plane; De Moivre’s Theorem

331

4 Use De Moivre’s Theorem De Moivre’s Theorem, stated by Abraham De Moivre (1667–1754) in 1730, but already known to many people by 1710, is important for the following reason: The fundamental processes of algebra are the four operations of addition, subtraction, multiplication, and division, together with powers and the extraction of roots. De Moivre’s Theorem allows these latter fundamental algebraic operations to be applied to complex numbers. De Moivre’s Theorem, in its most basic form, is a formula for raising a complex number z to the power n, where n Ú 1 is a positive integer. Let’s see if we can conjecture the form of the result. Let z = r1cos u + i sin u2 be a complex number. Then, based on equation (5), we have n = 2: z2 = r23cos12u2 + i sin12u24 n = 3: z = z 3

2

Equation (5)

#z

= 5r23cos12u2 + i sin12u2463r1cos u + i sin u24 = r33cos13u2 + i sin13u24

Equation (5)

n = 4: z = z3 # z 4

= 5r33cos13u2 + i sin13u2463r1cos u + i sin u24 = r43cos14u2 + i sin14u24

Equation (5)

Do you see the pattern?

THEOREM

De Moivre’s Theorem If z = r1cos u + i sin u2 is a complex number, then zn = rn3cos1nu2 + i sin1nu24

(7)

where n Ú 1 is a positive integer. The proof of De Moivre’s Theorem requires mathematical induction (which is not discussed in this book), so it is omitted here.

EXAMPLE 5

Solution

Using De Moivre’s Theorem

Write 321cos 20° + i sin 20°243 in the standard form a + bi. 321cos 20° + i sin 20°243 = 233cos13 # 20°2 + i sin13 # 20°24 Apply De Moivre’s Theorem. = 81cos 60° + i sin 60°2 = 8a

Now Work

EXAMPLE 6

Solution NOTE We could also write 1 + i in polar form by following the approach used in Example 2. 

1 23 + ib = 4 + 4 23i 2 2

PROBLEM



41

Using De Moivre’s Theorem

Write 11 + i25 in the standard form a + bi. To apply De Moivre’s Theorem, we must first write the complex number in polar form. Since the magnitude of 1 + i is 312 + 12 = 22, we begin by writing 1 + i = 22 a

1 22

+

1 22

ib = 22 a cos

p p + i sin b 4 4

332

CHAPTER 5 Polar Coordinates; Vectors

Now p p 5 + i sin b d 4 4 p p 5 = A 22 B ccosa 5 # b + i sina5 # b d 4 4 5p 5p = 4 22 a cos + i sin b 4 4 1 1 + ab i d = -4 - 4i = 4 22 c22 22

11 + i25 = c 22 acos



5 Find Complex Roots Let w be a given complex number, and let n Ú 2 denote a positive integer. Any complex number z that satisfies the equation zn = w is called a complex nth root of w. In keeping with previous usage, if n = 2, the solutions of the equation z2 = w are called complex square roots of w, and if n = 3, the solutions of the equation z3 = w are called complex cube roots of w.

THEOREM

Finding Complex Roots Let w = r1cos u0 + i sin u02 be a complex number, and let n Ú 2 be an integer. If w Z 0, there are n distinct complex nth roots of w, given by the formula n

zk = 1 r B cos ¢

u0 u0 2kp 2kp + ≤ + i sin ¢ + ≤R n n n n

(8)

where k = 0, 1, 2, Á , n - 1.

Proof (Outline) We will not prove this result in its entirety. Instead, we shall show only that each zk in equation (8) satisfies the equation znk = w, proving that each zk is a complex nth root of w. n

znk = b 1 r Bcos ¢

n u0 u0 2kp 2kp + ≤ + i sin ¢ + ≤R r n n n n

= 11 r2n b cos Bn ¢ n

u0 u0 2kp 2kp + ≤R + i sin Bn ¢ + ≤R r n n n n

= r3cos1u0 + 2kp2 + i sin1u0 + 2kp24

= r1cos u0 + i sin u02 = w

Apply De Moivre’s Theorem. Simplify. The Periodic Property

So each zk , k = 0, 1, Á , n - 1, is a complex nth root of w. To complete the proof, we would need to show that each zk , k = 0, 1, Á , n - 1, is, in fact, distinct and that there are no complex nth roots of w other than those given by equation (8). 

EXAMPLE 7

Finding Complex Cube Roots Find the complex cube roots of -1 + 23i. Leave your answers in polar form, with the argument in degrees.

Solution

First, express -1 + 23i in polar form using degrees. -1 + 23i = 2 a-

1 23 + ib = 21cos 120° + i sin 120°2 2 2

SECTION 5.3 The Complex Plane; De Moivre’s Theorem

333

The three complex cube roots of -1 + 23i = 21cos 120° + i sin 120°2 are zk = 2 3 2 c cosa

120° 360°k 120° 360°k + b + i sina + bd 3 3 3 3

= 2 3 2 3cos140° + 120°k2 + i sin140° + 120°k24

k = 0, 1, 2

So WARNING Most graphing utilities will only provide the answer z0 to the 1 calculation (-1 + 23i) ¿ a b . The 3 paragraph following Example 7 explains how to obtain z1 and z2 from z0. 

3 2 3cos140° + 120° # 02 + i sin140° + 120° # 024 = 2 3 2 1cos 40° + i sin 40°2 z0 = 2

z1 = 2 3 2 3cos140° + 120° # 12 + i sin140° + 120° # 124 = 2 3 2 1cos 160° + i sin 160°2 3 2 3cos140° + 120° # 22 + i sin140° + 120° # 224 = 2 3 2 1cos 280° + i sin 280°2 z2 = 2 

Notice that each of the three complex roots of -1 + 23i has the same magnitude, 2 3 2. This means that the points corresponding to each cube root lie the same distance from the origin; that is, the three points lie on a circle with center at the origin and radius 2 3 2. Furthermore, the arguments of these cube roots are 40°, 360° 160°, and 280°, the difference of consecutive pairs being 120° = . This means 3 that the three points are equally spaced on the circle, as shown in Figure 39. These results are not coincidental. In fact, you are asked to show that these results hold for complex nth roots in Problems 63 through 65. Imaginary axis

Figure 39

2 x 2 y 2  ( 3 2)2 z1 

3

2(cos 160° i sin 160°)

1 120°

2

1

z0 

1

2(cos 40° i sin 40°)

40°

O 120°

3

1

2

Real axis

120° z2 

3

2(cos 280° i sin 280°)

2

Now Work

PROBLEM

53

Historical Feature

T

John Wallis

he Babylonians, Greeks, and Arabs considered square roots of negative quantities to be impossible and equations with complex solutions to be unsolvable. The first hint that there was some connection between real solutions of equations and complex numbers came when Girolamo Cardano (1501–1576) and Tartaglia (1499–1557) found real roots of cubic equations by taking cube roots of complex quantities. For centuries thereafter,

mathematicians worked with complex numbers without much belief in their actual existence. In 1673, John Wallis appears to have been the first to suggest the graphical representation of complex numbers, a truly significant idea that was not pursued further until about 1800. Several people, including Karl Friedrich Gauss (1777–1855), then rediscovered the idea, and graphical representation helped to establish complex numbers as equal members of the number family. In practical applications, complex numbers have found their greatest uses in the study of alternating current,where they are a commonplace tool,and in the field of subatomic physics.

Historical Problems 1. The quadratic formula will work perfectly well if the coefficients are complex numbers. Solve the following. [Hint: The answers are “nice.”] (a) z 2 - (2 + 5i)z - 3 + 5i = 0

(b) z 2 - (1 + i )z - 2 - i = 0

334

CHAPTER 5 Polar Coordinates; Vectors

5.3 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. The conjugate of - 4 - 3i is

. (pp. A38–A42)

2. The sum formula for the sine function is sin1A + B2 = _______. (p. 221)

3. The sum formula for the cosine function is cos1A + B2 = _______. (p. 218) 4. sin 120° =

; cos 240° =

. (pp. 112–121)

Concepts and Vocabulary 5. In the complex plane, the x-axis is referred to as the axis and the y-axis is called the axis.

8. If z = r(cos u + i sin u) is a complex number, then zn = 3cos1 2 + i sin1 24.

6. When a complex number z is written in the polar form z = r1cos u + i sin u2, the nonnegative number r is the or of z, and the angle u, of z. 0 … u 6 2p, is the

9. Every nonzero complex number will have exactly distinct cube roots.

7. Let z1 = r11cos u1 + i sin u12 and z2 = r21cos u2 + i sin u22 be two complex numbers. Then 24. z1z2 = 3cos 1 2 + i sin 1

10. True or False The polar form of a nonzero complex number is unique.

Skill Building In Problems 11–22, plot each complex number in the complex plane and write it in polar form. Express the argument in degrees. 11. 1 + i

12. - 1 + i

13. 23 - i

14. 1 - 23i

15. - 3i

16. -2

17. 4 - 4i

18. 9 23 + 9i

19. 3 - 4i

20. 2 + 23i

21. - 2 + 3i

22. 25 - i

In Problems 23–32, write each complex number in rectangular form. 23. 21cos 120° + i sin 120°2 26. 2 acos

5p 5p + i sin b 6 6

29. 0.21cos 100° + i sin 100°2 31. 2a cos

p p + i sin b 18 18

7p 7p + i sin b 4 4 p p 28. 4a cos + i sin b 2 2 25. 4 acos

24. 31cos 210° + i sin 210°2 27. 3a cos

3p 3p + i sin b 2 2

30. 0.41cos 200° + i sin 200°2 32. 3a cos

p p + i sin b 10 10

z . Leave your answers in polar form. w 34. z = cos 120° + i sin 120° 33. z = 21cos 40° + i sin 40°2 w = cos 100° + i sin 100° w = 41cos 20° + i sin 20°2

In Problems 33–40, find zw and

36. z = 21cos 80° + i sin 80°2 w = 61cos 200° + i sin 200°2 39. z = 2 + 2i w = 23 - i

37. z = 2 acos w = 2 a cos

35. z = 31cos 130° + i sin 130°2 w = 41cos 270° + i sin 270°2

p p + i sin b 8 8 p p + i sin b 10 10

38. z = 4a cos

3p 3p + i sin b 8 8

w = 2a cos

9p 9p + i sin b 16 16

40. z = 1 - i w = 1 - 23i

In Problems 41–52, write each expression in the standard form a + bi. 41. 341cos 40° + i sin 40°243 44. c 22 a cos

5p 5p 4 + i sin bd 16 16

45. C 23 1cos 10° + i sin 10°2 D

47. c 25 a cos

3p 3p 4 + i sin bd 16 16

48. c 23 acos

50. A 23 - i B

6

43. c 2 acos

42. 331cos 80° + i sin 80°243

51. A 22 - i B

6

5p 5p 6 + i sin bd 18 18 6

p 5 p + i sin b d 10 10

5 1 46. c 1cos 72° + i sin 72°2 d 2

49. 11 - i25 52. A 1 - 25i B

8

SECTION 5.4 Vectors

335

In Problems 53–60, find all the complex roots. Leave your answers in polar form with the argument in degrees. 53. The complex cube roots of 1 + i

54. The complex fourth roots of 23 - i

55. The complex fourth roots of 4 - 4 23i

56. The complex cube roots of -8 - 8i

57. The complex fourth roots of -16i

58. The complex cube roots of -8

59. The complex fifth roots of i

60. The complex fifth roots of -i

Applications and Extensions 61. Find the four complex fourth roots of unity (1) and plot them. 62. Find the six complex sixth roots of unity (1) and plot them. 63. Show that each complex nth root of a nonzero complex number w has the same magnitude. 64. Use the result of Problem 63 to draw the conclusion that each complex nth root lies on a circle with center at the origin. What is the radius of this circle? 65. Refer to Problem 64. Show that the complex nth roots of a nonzero complex number w are equally spaced on the circle.

set by plotting them on the graph. Do the complex numbers that are not in the Mandelbrot set have any common characteristics regarding the values of a6 found in part (a)? (c) Compute ƒ z ƒ = 3x2 + y2 for each of the complex numbers in part (a). Now compute ƒ a6 ƒ for each of the complex numbers in part (a). For which complex numbers is ƒ a6 ƒ … ƒ z ƒ and ƒ z ƒ … 2? Conclude that the criterion for a complex number to be in the Mandelbrot set is that ƒ an ƒ … ƒ z ƒ and ƒ z ƒ … 2.

66. Prove equation (6).

Imaginary axis y 1

67. Mandelbrot Sets

(a) Consider the expression an = 1an - 122 + z, where z is some complex number (called the seed) and a0 = z. Compute a1 1=a20 + z2, a2 1=a21 + z2, a3 1=a22 + z2, a4 , a5, and a6 for the following seeds: z1 = 0.1 - 0.4i, z2 = 0.5 + 0.8i, z3 = -0.9 + 0.7i, z4 = -1.1 + 0.1i, z5 = 0 - 1.3i, and z6 = 1 + 1i. (b) The dark portion of the graph represents the set of all values z = x + yi that are in the Mandelbrot set. Determine which complex numbers in part (a) are in this

Real axis 1 x

–2

–1

‘Are You Prepared?’ Answers 1. -4 + 3i

2. sin A cos B + cos A sin B

3. cos A cos B - sin A sin B

4.

23 1 ;2 2

5.4 Vectors OBJECTIVES 1 2 3 4 5 6 7

Graph Vectors (p. 338) Find a Position Vector (p. 338) Add and Subtract Vectors Algebraically (p. 340) Find a Scalar Multiple and the Magnitude of a Vector (p. 341) Find a Unit Vector (p. 341) Find a Vector from Its Direction and Magnitude (p. 342) Model with Vectors (p. 343)

In simple terms, a vector (derived from the Latin vehere, meaning “to carry”) is a quantity that has both magnitude and direction. It is customary to represent a vector by using an arrow. The length of the arrow represents the magnitude of the vector, and the arrowhead indicates the direction of the vector. Many quantities in physics can be represented by vectors. For example, the velocity of an aircraft can be represented by an arrow that points in the direction of

336

CHAPTER 5 Polar Coordinates; Vectors

movement; the length of the arrow represents speed. If the aircraft speeds up, we lengthen the arrow; if the aircraft changes direction, we introduce an arrow in the new direction. See Figure 40. Based on this representation, it is not surprising that vectors and directed line segments are somehow related.

Figure 40

Geometric Vectors If P and Q are two distinct points in the xy-plane, there is exactly one line containing both P and Q [Figure 41(a)]. The points on that part of the line that joins P to Q, including P and Q, form what is called the line segment PQ [Figure 41(b)]. If we order the points so that they proceed from P to Q, we have a directed line segment ! from P to Q,! or a geometric vector, which we denote by PQ . In a directed line segment PQ , we call P the initial point and Q the terminal point, as indicated in Figure 41(c). Figure 41

Q

Q

Q

Terminal point

P (a) Line containing P and Q

Initial point

P (b) Line segment PQ

P

(c) Directed line segment PQ

! The magnitude of the directed line segment PQ is the distance from the point! P to the point Q; that is, it is the length of the line segment. The direction of PQ is from P to Q. If a vector v* ! has the same magnitude and the same direction as the directed line segment PQ , we write ! v = PQ Figure 42 U Q

The vector v whose magnitude is 0 is called the zero vector, 0. The zero vector is assigned no direction. Two vectors v and w are equal, written v = w

S T

if they have the same magnitude and the same direction. For example, the three vectors shown in Figure 42 have the same magnitude and the same direction, so they are equal, even though they have different initial points and different terminal points. As a result, we find it useful to think of a vector simply as an arrow, keeping in mind that two arrows (vectors) are equal if they have the same direction and the same magnitude (length).

P R

Figure 43

Adding Vectors Geometrically Terminal point of w v w

v Initial point of v

w

The sum v  w of two vectors is defined as follows: We position the vectors v and w so that the terminal point of v coincides with the initial point of w, as shown in Figure 43. The vector v + w is then the unique vector whose initial point coincides with the initial point of v and whose terminal point coincides with the terminal point of w. Vector addition is commutative. That is, if v and w are any two vectors, then v + w = w + v * Boldface letters will be used to denote vectors, to distinguish them from numbers. For handwritten work, an arrow is placed over the letter to signify a vector. For example, we write a vector by hand : as v .

SECTION 5.4 Vectors

Figure 44 illustrates this fact. (Observe that the commutative property is another way of saying that opposite sides of a parallelogram are equal and parallel.)

Figure 44 v v w w w

v

w

Vector addition is also associative. That is, if u, v, and w are vectors, then u + 1v + w2 = 1u + v2 + w

v

Figure 45 (u + v) + w = u + (v + w) v w u

337

Figure 45 illustrates the associative property for vectors.

The zero vector 0 has the property that w

v u v

v + 0 = 0 + v = v for any vector v. If v is a vector, then -v is the vector having the same magnitude as v, but whose direction is opposite to v, as shown in Figure 46. Furthermore,

Figure 46

v

v

v + 1-v2 = 0 Figure 47

If v and w are two vectors, we define the difference v  w as

w

v

v

w

v

v - w = v + 1-w2

w v

Figure 47 illustrates the relationships among v, w, v + w, and v - w.

w

Multiplying Vectors by Numbers Geometrically When dealing with vectors, we refer to real numbers as scalars. Scalars are quantities that have only magnitude. Examples of scalar quantities from physics are temperature, speed, and time. We now define how to multiply a vector by a scalar.

DEFINITION

If a is a scalar and v is a vector, the scalar multiple av is defined as follows: 1. If a 7 0, av is the vector whose magnitude is a times the magnitude of v and whose direction is the same as v. 2. If a 6 0, av is the vector whose magnitude is ƒ a ƒ times the magnitude of v and whose direction is opposite that of v. 3. If a = 0 or if v = 0, then av = 0.

Figure 48

2v v

1v

See Figure 48 for some illustrations. For example, if a is the acceleration of an object of mass m due to a force F being exerted on it, then, by Newton’s second law of motion, F = ma. Here, ma is the product of the scalar m and the vector a. Scalar multiples have the following properties: 0v = 0

1v = v

1a + b2v = av + bv

-1v = -v
a1v + w2 = av + aw

a1bv2 = 1ab2v

338

CHAPTER 5 Polar Coordinates; Vectors

1 Graph Vectors EXAMPLE 1

Graphing Vectors Use the vectors illustrated in Figure 49 to graph each of the following vectors: (a) v - w

Solution Figure 49

v

(b) 2v + 3w

(c) 2v - w + u

Figure 50 illustrates each graph. Figure 50

w

u

u

2v  w u

w

2v

w

3w

vw v

2v 2v 3w (b) 2v 3w

(a) v  w

(c) 2v  w u



Now Work

PROBLEMS

9

AND

11

Magnitude of a Vector

We use the symbol 7v 7 to represent the magnitude of a vector v. Since 7v 7 equals the length of a directed line segment, it follows that 7v 7 has the following properties:

THEOREM

Properties of 7 v 7 If v is a vector and if a is a scalar, then (a) 7v7 Ú 0 (b) 7v 7 = 0 if and only if v = 0 (c) 7 -v7 = 7v 7 (d) 7av 7 = ƒ a ƒ 7v 7 Property (a) is a consequence of the fact that distance is a nonnegative ! number. Property (b) follows because the length of the directed line segment PQ is positive unless P and Q are the same point, in which case the length is 0. Property (c) follows because the length of the line segment PQ equals the length of the line segment QP. Property (d) is a direct consequence of the definition of a scalar multiple.

DEFINITION

A vector u for which 7u7 = 1 is called a unit vector.

2 Find a Position Vector To compute the magnitude and direction of a vector, we need an algebraic way of representing vectors.

DEFINITION

An algebraic vector v is represented as v = 8a, b9 where a and b are real numbers (scalars) called the components of the vector v.

SECTION 5.4 Vectors

We use a rectangular coordinate system to represent algebraic vectors in the plane. If v = 8a, b9 is an algebraic vector whose initial point is at the origin, then v is called a position vector. See Figure 51. Notice that the terminal point of the position vector v = 8a, b9 is P = 1a, b2. The next result states that any vector whose initial point is not at the origin is equal to a unique position vector.

Figure 51 y

> ,b

v=

P  (a, b)

0

The equation of a parabola with vertex at 10, 02, focus at 1a, 02, and directrix x = -a, a 7 0, is y2 = 4ax

(2)

Recall that a is the distance from the vertex to the focus of a parabola. When graphing the parabola y2 = 4ax it is helpful to determine the “opening” by finding the points that lie directly above or below the focus 1a, 02. This is done by letting x = a in y2 = 4ax, so y2 = 4a1a2 = 4a2, or y = ;2a. The line segment joining the two points, 1a, 2a2 and 1a, -2a2, is called the latus rectum; its length is 4a.

EXAMPLE 1

Solution Figure 5

6

The distance from the vertex 10, 02 to the focus 13, 02 is a = 3. Based on equation (2), the equation of this parabola is y2 = 4ax y2 = 12x

(3, 6)

V (0, 0)

6

F  (3, 0)

y2 = 12x = 12132 = 36 y = ;6

6x



Now Work

EXAMPLE 2 Figure 6

PROBLEM

(2, 4) Latus rectum V (0, 0)

F  (2, 0) x 5

(2, 4) 5

19

By reversing the steps used to obtain equation (2), it follows that the graph of an equation of the form of equation (2), y2 = 4ax, is a parabola; its vertex is at 10, 02, its focus is at 1a, 02, its directrix is the line x = -a, and its axis of symmetry is the x-axis. For the remainder of this section, the direction “Analyze the equation” will mean to find the vertex, focus, and directrix of the parabola and graph it.

Analyzing the Equation of a Parabola Analyze the equation:

y 5

Solve for y.

The points 13, 62 and 13, -62 determine the latus rectum. These points help in graphing the parabola because they determine the “opening.” See Figure 5.

(3, 6)

COMMENT To graph the parabola y 2 = 12x discussed in Example 1, we need to graph the two functions Y1 = 112x and Y2 = - 112x . Do this and compare what you see with Figure 5. 

D: x  2

a = 3

To graph this parabola, we find the two points that determine the latus rectum by letting x = 3. Then

Latus rectum

5

Find an equation of the parabola with vertex at 10, 02 and focus at 13, 02. Graph the equation.

y

D : x  3

6

Finding the Equation of a Parabola and Graphing It

y2 = 8x

Solution The equation y2 = 8x is of the form y2 = 4ax, where 4a = 8, so a = 2.

Consequently, the graph of the equation is a parabola with vertex at 10, 02 and focus on the positive x-axis at 1a, 02 = 12, 02. The directrix is the vertical line x = -2. The two points that determine the latus rectum are obtained by letting x = 2. Then y2 = 16, so y = ;4. The points 12, –42 and 12, 42 determine the latus rectum. See Figure 6 for the graph. 

SECTION 6.2 The Parabola

381

Recall that we obtained equation (2) after placing the focus on the positive x-axis. If the focus is placed on the negative x-axis, positive y-axis, or negative y-axis, a different form of the equation for the parabola results. The four forms of the equation of a parabola with vertex at 10, 02 and focus on a coordinate axis a distance a from 10, 02 are given in Table 1, and their graphs are given in Figure 7. Notice that each graph is symmetric with respect to its axis of symmetry.

Table 1

Equations of a Parabola: Vertex at (0, 0); Focus on an Axis; a>0 Vertex

Focus

Directrix

Equation

Description

(0, 0)

(a, 0)

x = -a

y2 = 4ax

Axis of symmetry is the x-axis, opens right

(0, 0)

(-a, 0)

x = a

y2 = - 4ax

Axis of symmetry is the x-axis, opens left

(0, 0)

(0, a)

y = -a

x = 4ay

Axis of symmetry is the y-axis, opens up

(0, 0)

(0, -a)

y = a

x2 = - 4ay

Axis of symmetry is the y-axis, opens down

2

Figure 7 D: x  a y

D: x  a

y

y

y F  (0, a)

F  (a, 0)

V

D: y  a

V

V

V x

x

x

x F  (a, 0)

D: y  a F  (0, a)

(c) x 2  4ay

2 (b) y  4ax

2 (a) y  4ax

Analyzing the Equation of a Parabola

EXAMPLE 3

Analyze the equation: Figure 8

Solution

y 6

D: y  3 V 6

6

(0, 0) F  (0, 3)

(6, 3)

x (6, 3)

y 10

10

V (0, 0)

(8, 4) 10

D : y  4 10

The equation x2 = - 12y is of the form x2 = - 4ay, with a = 3. Consequently, the graph of the equation is a parabola with vertex at 10, 02, focus at 10, - 32, and directrix the line y = 3. The parabola opens down, and its axis of symmetry is the y-axis. To obtain the points defining the latus rectum, let y = - 3. Then x2 = 36, so x = ; 6. The points 1– 6, – 32 and 16, –32 determine the latus rectum. See Figure 8 for the graph. 

Now Work

PROBLEM

39

Find the equation of the parabola with focus at 10, 42 and directrix the line y = - 4. Graph the equation.

Figure 9

F  (0,4)

x2 = - 12y

Finding the Equation of a Parabola

EXAMPLE 4

(8, 4)

2

(d) x  4ay

x

Solution A parabola whose focus is at 10, 42 and whose directrix is the horizontal line y = - 4 will have its vertex at 10, 02. (Do you see why? The vertex is midway between the focus and the directrix.) Since the focus is on the positive y-axis at 10, 42, the equation of this parabola is of the form x2 = 4ay, with a = 4; that is, x2 = 4ay = 4142y = 16y c a = 4

The points 18, 42 and 1–8, 42 determine the latus rectum. Figure 9 shows the graph of x2 = 16y. 

382

CHAPTER 6 Analytic Geometry

Finding the Equation of a Parabola

EXAMPLE 5

Find the equation of a parabola with vertex at 10, 02 if its axis of symmetry is the 1 x-axis and its graph contains the point a- , 2 b . Find its focus and directrix, and 2 graph the equation.

Solution

The vertex is at the origin, the axis of symmetry is the x-axis, and the graph contains a point in the second quadrant, so the parabola opens to the left. We see from Table 1 that the form of the equation is y2 = - 4ax 1 1 Because the point a- , 2 b is on the parabola, the coordinates x = - , y = 2 must 2 2 1 satisfy y2 = - 4ax. Substituting x = - and y = 2 into this equation, we find 2 1 1 4 = - 4aa - b y2 = - 4ax; x = - , y = 2 2 2

Figure 10 y

D: x  2

5 (2, 4)

a = 2

(1–2 , 2) V 5 F  (2, 0) (0, 0)

5

The equation of the parabola is

x

y2 = - 4122x = - 8x

The focus is at 1 - 2, 02 and the directrix is the line x = 2. Let x = - 2. Then y2 = 16, so y = ; 4. The points 1 - 2, 42 and 1 - 2, - 42 determine the latus rectum. See Figure 10.

(2, 4) 5



Now Work

PROBLEM

27

2 Analyze Parabolas with Vertex at (h, k) If a parabola with vertex at the origin and axis of symmetry along a coordinate axis is shifted horizontally h units and then vertically k units, the result is a parabola with vertex at 1h, k2 and axis of symmetry parallel to a coordinate axis. The equations of such parabolas have the same forms as those in Table 1, but with x replaced by x - h (the horizontal shift) and y replaced by y - k (the vertical shift). Table 2 gives the forms of the equations of such parabolas. Figures 11(a)–(d) on page 383 illustrate the graphs for h 7 0, k 7 0. COMMENT It is not recommended that Table 2 be memorized. Rather use the ideas of transformations (shift horizontally h units, vertically k units) along with the fact that a represents the distance from the vertex to the focus to determine the various components of a parabola. It is also helpful to remember that parabolas of the form “x 2 = ” will open up or down, while parabolas of the form “y 2 = ” will open left or right. 

Table 2

Equations of a Parabola: Vertex at (h, k); Axis of Symmetry Parallel to a Coordinate Axis; a>0 Vertex

Focus

Directrix

Equation

Description

(h, k)

(h + a, k)

x = h - a

(y - k)2 = 4a(x - h)

Axis of symmetry is parallel to the x-axis, opens right

(h, k)

(h - a, k)

x = h + a

(y - k)2 = - 4a(x - h)

Axis of symmetry is parallel to the x-axis, opens left

(h, k)

(h, k + a)

y = k - a

(x - h)2 = 4a(y - k)

Axis of symmetry is parallel to the y-axis, opens up

(h, k)

(h, k - a)

y = k + a

(x - h)2 = - 4a(y - k)

Axis of symmetry is parallel to the y-axis, opens down

SECTION 6.2 The Parabola

Figure 11

Axis of symmetry xh D: x  h  a

y

Axis of symmetry yk

y

y

D: x  h  a

Axis of symmetry V  (h, k) yk

V  (h, k) F  (h  a, k)

Axis of symmetry xh

F  (h, k  a)

y D: y  k  a V  (h, k)

V  (h, k)

F  (h  a, k)

x

x

x

x

D: y  k  a 2

(d) (x  h)  4a(y  k)

Find an equation of the parabola with vertex at 1-2, 32 and focus at 10, 32. Graph the equation.

Solution Figure 12 y

The vertex 1-2, 32 and focus 10, 32 both lie on the horizontal line y = 3 (the axis of symmetry). The distance a from the vertex 1-2, 32 to the focus 10, 32 is a = 2. Also, because the focus lies to the right of the vertex, the parabola opens to the right. Consequently, the form of the equation is 1y - k22 = 4a1x - h2

8 (0, 7) Axis of symmetry y3

V  (2, 3)

where 1h, k2 = 1-2, 32 and a = 2. Therefore, the equation is 1y - 322 = 4 # 23x - 1-224 1y - 322 = 81x + 22

F  (0, 3) 6

F  (h, k  a)

Finding the Equation of a Parabola, Vertex Not at the Origin

EXAMPLE 6

D : x  4

2 (c) (x  h)  4a(y  k)

(b) (y  k)2  4a(x  h)

(a) (y  k)2  4a(x  h)

383

6x

(0, 1)

To find the points that define the latus rectum, let x = 0, so that 1y - 322 = 16. Then y - 3 = ;4, so y = -1 or y = 7. The points 10, -12 and 10, 72 determine the latus rectum; the line x = -4 is the directrix. See Figure 12. 

4

Now Work

PROBLEM

29

Polynomial equations define parabolas whenever they involve two variables that are quadratic in one variable and linear in the other.

EXAMPLE 7

Analyzing the Equation of a Parabola Analyze the equation:

Solution Figure 13 Axis of symmetry x  2

y 4

(4, 0) F  (2, 0) (0, 0) 4 4 x V  (2, 1) D: y  2 3

x2 + 4x - 4y = 0

To analyze the equation x2 + 4x - 4y = 0, complete the square involving the variable x. x2 + 4x - 4y = 0 x2 + 4x = 4y Isolate the terms involving x on the left side. 2 x + 4x + 4 = 4y + 4 Complete the square on the left side. 2 1x + 22 = 41y + 12 Factor. This equation is of the form 1x - h22 = 4a1y - k2, with h = -2, k = -1, and a = 1. The graph is a parabola with vertex at 1h, k2 = 1-2, -12 that opens up. The focus is at 1-2, 02, and the directrix is the line y = -2. See Figure 13. 

Now Work

PROBLEM

47

384

CHAPTER 6 Analytic Geometry

3 Solve Applied Problems Involving Parabolas Parabolas find their way into many applications. For example, suspension bridges have cables in the shape of a parabola. Another property of parabolas that is used in applications is their reflecting property. Suppose that a mirror is shaped like a paraboloid of revolution, a surface formed by rotating a parabola about its axis of symmetry. If a light (or any other emitting source) is placed at the focus of the parabola, all the rays emanating from the light will reflect off the mirror in lines parallel to the axis of symmetry. This principle is used in the design of searchlights, flashlights, certain automobile headlights, and other such devices. See Figure 14. Conversely, suppose that rays of light (or other signals) emanate from a distant source so that they are essentially parallel. When these rays strike the surface of a parabolic mirror whose axis of symmetry is parallel to these rays, they are reflected to a single point at the focus. This principle is used in the design of some solar energy devices, satellite dishes, and the mirrors used in some types of telescopes. See Figure 15. Figure 14 Searchlight

Figure 15 Telescope Rays

ht

of lig

Light at focus

EXAMPLE 8

Satellite Dish A satellite dish is shaped like a paraboloid of revolution. The signals that emanate from a satellite strike the surface of the dish and are reflected to a single point, where the receiver is located. If the dish is 8 feet across at its opening and 3 feet deep at its center, at what position should the receiver be placed? That is, where is the focus?

Solution

Figure 16(a) shows the satellite dish. Draw the parabola used to form the dish on a rectangular coordinate system so that the vertex of the parabola is at the origin and its focus is on the positive y-axis. See Figure 16(b).

Figure 16 y

8'

8'

(4, 3)

4

3' 2 4

USA Cable

(a)

2

(4, 3) F  (0, a)

0

(b)

The form of the equation of the parabola is x2 = 4ay

3' 2

4 x

SECTION 6.2 The Parabola

385

and its focus is at 10, a2. Since 14, 32 is a point on the graph, we have 42 = 4a132 a =

4 3

x 2 = 4ay; x = 4, y = 3 Solve for a.

1 The receiver should be located 1 feet (1 foot, 4 inches) from the base of the dish, 3 along its axis of symmetry. 

Now Work

PROBLEM

63

6.2 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. The formula for the distance d from P1 = 1x1 , y12 to P2 = 1x2 , y22 is d = _____. (p. 3) 2. To complete the square of x2 - 4x, add

. (pp.A25–A26)

3. Use the Square Root Method to find the real solutions of 1x + 422 = 9. (p. A32)

4. The point that is symmetric with respect to the x-axis to the point 1 - 2, 52 is _____. (pp. 12–14) 5. To graph y = 1x - 322 + 1, shift the graph of y = x2 to the right units and then 1 unit. (pp. 61–70)

Concepts and Vocabulary 6. A(n) is the collection of all points in the plane such that the distance from each point to a fixed point equals its distance to a fixed line. Answer Problems 7–10 using the figure. 7. If a (a) (b) (c) (d)

7 0, the equation of the parabola is of the form 1y - k22 = 4a1x - h2 1y - k22 = - 4a1x - h2 1x - h22 = 4a1y - k2 1x - h22 = - 4a1y - k2

8. The coordinates of the vertex are

y F

V  (3, 2)

.

x

9. If a = 4, then the coordinates of the focus are

.

10. If a = 4, then the equation of the directrix is

D

.

Skill Building In Problems 11–18, the graph of a parabola is given. Match each graph to its equation. (A) y2 = 4x (B) x2 = 4y 11.

12.

y 2

(E) 1y - 122 = 41x - 12 (F) 1x + 122 = 41y + 12

(C) y2 = - 4x (D) x2 = - 4y

13.

y

(2, 1)

14.

y

3

(G) 1y - 122 = - 41x - 12 (H) 1x + 122 = - 41y + 12 y 2

2 (1, 1) (1, 1)

2

2 x 2

2

15.

16.

y

2 1 y 2

2

2

2 x 2

17.

18.

y

y 2

2

(1, 2)

2 x

(2, 1) 2

2 x

(1, 1) 2

2 x 2

2

2 x 2

2 (1, 2)

2 x 2

3 (1, 1)

1 x 2

386

CHAPTER 6 Analytic Geometry

In Problems 19–36, find the equation of the parabola described. Find the two points that define the latus rectum, and graph the equation. 19. Focus at 14, 02; vertex at 10, 02

20. Focus at 10, 22; vertex at 10, 02

21. Focus at 10, -32; vertex at 10, 02

22. Focus at 1-4, 02; vertex at 10, 02

23. Focus at 1-2, 02; directrix the line x = 2

24. Focus at 10, -12; directrix the line y = 1

1 25. Directrix the line y = - ; vertex at 10, 02 2

1 26. Directrix the line x = - ; vertex at 10, 02 2

27. Vertex at 10, 02; axis of symmetry the y-axis; containing the point 12, 32

28. Vertex at 10, 02; axis of symmetry the x-axis; containing the point 12, 32

29. Vertex at 12, -32; focus at 12, -52

30. Vertex at 14, -22; focus at 16, -22

31. Vertex at 1-1, -22; focus at 10, -22

32. Vertex at 13, 02; focus at 13, -22

33. Focus at 1-3, 42; directrix the line y = 2

34. Focus at 12, 42; directrix the line x = -4

35. Focus at 1-3, -22; directrix the line x = 1

36. Focus at 1-4, 42; directrix the line y = -2

In Problems 37–54, find the vertex, focus, and directrix of each parabola. Graph the equation. 37. x2 = 4y

38. y2 = 8x

39. y2 = -16x

40. x2 = -4y

41. 1y - 222 = 81x + 12

42. 1x + 422 = 161y + 22

43. 1x - 322 = -1y + 12

44. 1y + 122 = -41x - 22

45. 1y + 322 = 81x - 22

46. 1x - 222 = 41y - 32

47. y2 - 4y + 4x + 4 = 0

48. x2 + 6x - 4y + 1 = 0

49. x2 + 8x = 4y - 8

50. y2 - 2y = 8x - 1

51. y2 + 2y - x = 0

52. x2 - 4x = 2y

53. x2 - 4x = y + 4

54. y2 + 12y = -x + 1

In Problems 55–62, write an equation for each parabola. 55.

56.

y 2

57.

y 2

(1, 2)

(0, 1)

58.

y

(1, 2)

2 (2, 1)

(2, 1)

2

2

x

2

y

2

(2, 0) 2

x

2

x

(1, 0)

2

x

(0, 1) 2

59.

60.

y 2

x

2

2 (0, 1) (1, 0)

2

2 2

y

2 (0, 1)

(0, 1) 2

62.

y

2

(0, 1) 2

61.

y

(2, 2)

2

2

2

x

(1, 1)

2

(2, 0) 2

x

2

2

x

2

Applications and Extensions 63. Satellite Dish A satellite dish is shaped like a paraboloid of revolution. The signals that emanate from a satellite strike the surface of the dish and are reflected to a single point, where the receiver is located. If the dish is 10 feet across at its opening and 4 feet deep at its center, at what position should the receiver be placed?

64. Constructing a TV Dish A cable TV receiving dish is in the shape of a paraboloid of revolution. Find the location of the receiver, which is placed at the focus, if the dish is 6 feet across at its opening and 2 feet deep. 65. Constructing a Flashlight The reflector of a flashlight is in the shape of a paraboloid of revolution. Its diameter is 4 inches

SECTION 6.2 The Parabola

and its depth is 1 inch. How far from the vertex should the light bulb be placed so that the rays will be reflected parallel to the axis?

suitable rectangular coordinate system and find the height of the arch at distances of 10, 30, and 50 feet from the center.

66. Constructing a Headlight A sealed-beam headlight is in the shape of a paraboloid of revolution. The bulb, which is placed at the focus, is 1 inch from the vertex. If the depth is to be 2 inches, what is the diameter of the headlight at its opening? 67. Suspension Bridge The cables of a suspension bridge are in the shape of a parabola, as shown in the figure. The towers supporting the cable are 600 feet apart and 80 feet high. If the cables touch the road surface midway between the towers, what is the height of the cable from the road at a point 150 feet from the center of the bridge?

80 ft ? 150 ft 600 ft

68. Suspension Bridge The cables of a suspension bridge are in the shape of a parabola. The towers supporting the cable are 400 feet apart and 100 feet high. If the cables are at a height of 10 feet midway between the towers, what is the height of the cable at a point 50 feet from the center of the bridge?

25 ft 120 ft

74. Parabolic Arch Bridge A bridge is to be built in the shape of a parabolic arch and is to have a span of 100 feet. The height of the arch a distance of 40 feet from the center is to be 10 feet. Find the height of the arch at its center. 75. Gateway Arch The Gateway Arch in St. Louis is often mistaken to be parabolic in shape. In fact, it is a catenary, which has a more complicated formula than a parabola. The Arch is 625 feet high and 598 feet wide at its base. (a) Find the equation of a parabola with the same dimensions. Let x equal the horizontal distance from the center of the arc. (b) The table below gives the height of the Arch at various widths; find the corresponding heights for the parabola found in (a). Width (ft)

69. Searchlight A searchlight is shaped like a paraboloid of revolution. If the light source is located 2 feet from the base along the axis of symmetry and the opening is 5 feet across, how deep should the searchlight be? 70. Searchlight A searchlight is shaped like a paraboloid of revolution. If the light source is located 2 feet from the base along the axis of symmetry and the depth of the searchlight is 4 feet, what should the width of the opening be? 71. Solar Heat A mirror is shaped like a paraboloid of revolution and will be used to concentrate the rays of the sun at its focus, creating a heat source. See the figure. If the mirror is 20 feet across at its opening and is 6 feet deep, where will the heat source be concentrated? Sun’s rays

387

Height (ft)

567

100

478

312.5

308

525

(c) Do the data support the notion that the Arch is in the shape of a parabola? Source: Wikipedia, the free encyclopedia 76. Show that an equation of the form Ax2 + Ey = 0,

A Z 0, E Z 0

is the equation of a parabola with vertex at 10, 02 and axis of symmetry the y-axis. Find its focus and directrix. 77. Show that an equation of the form Cy2 + Dx = 0,

C Z 0, D Z 0

is the equation of a parabola with vertex at 10, 02 and axis of symmetry the x-axis. Find its focus and directrix.

20'

78. Show that the graph of an equation of the form Ax2 + Dx + Ey + F = 0, 6'

72. Reflecting Telescope A reflecting telescope contains a mirror shaped like a paraboloid of revolution. If the mirror is 4 inches across at its opening and is 3 inches deep, where will the collected light be concentrated? 73. Parabolic Arch Bridge A bridge is built in the shape of a parabolic arch. The bridge has a span of 120 feet and a maximum height of 25 feet. See the illustration. Choose a

(a) (b) (c) (d)

Is a parabola if E Z 0. Is a vertical line if E = 0 and D2 - 4AF = 0. Is two vertical lines if E = 0 and D2 - 4AF 7 0. Contains no points if E = 0 and D2 - 4AF 6 0.

79. Show that the graph of an equation of the form Cy2 + Dx + Ey + F = 0, (a) (b) (c) (d)

2. 4

3. x + 4 = ;3; 5 -7, -16

C Z 0

Is a parabola if D Z 0. Is a horizontal line if D = 0 and E2 - 4CF = 0. Is two horizontal lines if D = 0 and E2 - 4CF 7 0. Contains no points if D = 0 and E2 - 4CF 6 0.

‘Are You Prepared?’ Answers 1. 41x2 - x122 + 1y2 - y122

A Z 0

4. 1-2, -52

5. 3; up

388

CHAPTER 6 Analytic Geometry

6.3 The Ellipse PREPARING FOR THIS SECTION Before getting started, review the following: • Symmetry (Section 1.2, pp. 12–14) • Circles (Section 1.2, pp. 16–19) • Graphing Techniques: Transformations (Section 1.6, pp. 61–70)

• Distance Formula (Section 1.1, p. 3) • Completing the Square (Appendix A, Section A.3, pp. A25–A26) • Intercepts (Section 1.2, pp. 11–12) Now Work the ‘Are You Prepared?’ problems on page 395.

OBJECTIVES 1 Analyze Ellipses with Center at the Origin (p. 388) 2 Analyze Ellipses with Center at (h, k) (p. 392) 3 Solve Applied Problems Involving Ellipses (p. 394)

DEFINITION

Figure 17

Minor axis Major axis

P

Center V1

F2

V2

F1

An ellipse is the collection of all points in the plane, the sum of whose distances from two fixed points, called the foci, is a constant.

The definition contains within it a physical means for drawing an ellipse. Find a piece of string (the length of this string is the constant referred to in the definition). Then take two thumbtacks (the foci) and stick them into a piece of cardboard so that the distance between them is less than the length of the string. Now attach the ends of the string to the thumbtacks and, using the point of a pencil, pull the string taut. See Figure 17. Keeping the string taut, rotate the pencil around the two thumbtacks. The pencil traces out an ellipse, as shown in Figure 17. In Figure 17, the foci are labeled F1 and F2 . The line containing the foci is called the major axis. The midpoint of the line segment joining the foci is the center of the ellipse. The line through the center and perpendicular to the major axis is the minor axis. The two points of intersection of the ellipse and the major axis are the vertices, V1 and V2 , of the ellipse. The distance from one vertex to the other is the length of the major axis. The ellipse is symmetric with respect to its major axis, with respect to its minor axis, and with respect to its center.

1 Analyze Ellipses with Center at the Origin With these ideas in mind, we are ready to find the equation of an ellipse in a rectangular coordinate system. First, place the center of the ellipse at the origin. Second, position the ellipse so that its major axis coincides with a coordinate axis, say the x-axis, as shown in Figure 18. If c is the distance from the center to a focus, one focus will be at F1 = 1-c, 02 and the other at F2 = 1c, 02. As we shall see, it is y

Figure 18

P ⫽ (x, y ) d(F1, P )

d(F2, P)

F1 ⫽ (⫺c, 0)

F2 ⫽ (c, 0)

x

SECTION 6.3 The Ellipse

389

convenient to let 2a denote the constant distance referred to in the definition. Then, if P = 1x, y2 is any point on the ellipse, we have d1F1 , P2 + d1F2 , P2 = 2a

Sum of the distances from P to the foci equals a constant, 2a.

2 2 2 2 41x + c2 + y + 41x - c2 + y = 2a

41x + c2 + y = 2a - 41x - c2 + y 2

2

2

2

Use the Distance Formula. Isolate one radical.

1x + c22 + y2 = 4a2 - 4a41x - c22 + y2 Square both sides. + 1x - c22 + y2

x2 + 2cx + c2 + y2 = 4a2 - 4a41x - c22 + y2 Remove parentheses. + x2 - 2cx + c2 + y2 4cx - 4a2 = -4a41x - c22 + y2

cx - a2 = -a41x - c22 + y2 2 1cx - a22 = a231x - c22 + y24 c2 x2 - 2a2cx + a4 = a21x2 - 2cx + c2 + y22 1c2 - a22x2 - a2 y2 = a2 c2 - a4 1a2 - c22x2 + a2 y2 = a21a2 - c22

Simplify; isolate the radical. Divide each side by 4. Square both sides again. Remove parentheses. Rearrange the terms. Multiply each side by -1; factor a2 on the right side.

(1)

To obtain points on the ellipse off the x-axis, it must be that a 7 c. To see why, look again at Figure 18. Then d1F1 , P2 + d1F2 , P2 7 d1F1 , F22 The sum of the lengths of two sides of a triangle is greater than the length of the third side.

2a 7 2c

d(F1, P) + d(F2, P) = 2a, d(F1, F2) = 2c

a 7 c Since a 7 c 7 0, we also have a2 7 c2, so a2 - c2 7 0. Let b2 = a2 - c2, b 7 0. Then a 7 b and equation (1) can be written as b2 x2 + a2y2 = a2b2 y2 x2 + = 1 a2 b2

Divide each side by a2b2.

As you can verify, the graph of this equation has symmetry with respect to the x-axis, y-axis, and origin. Because the major axis is the x-axis, we find the vertices of this ellipse by x2 letting y = 0. The vertices satisfy the equation 2 = 1, the solutions of which are a x = ;a. Consequently, the vertices of this ellipse are V1 = 1-a, 02 and V2 = 1a, 02. The y-intercepts of the ellipse, found by letting x = 0, have coordinates 10, -b2 and 10, b2. These four intercepts, 1a, 02, 1-a, 02,10, b2, and 10, -b2, are used to graph the ellipse.

THEOREM Figure 19

y (0, b)

V1  (a, 0)

a V2  (a, 0) c x F1  (c, 0) F2  (c, 0) b

(0, b)

Equation of an Ellipse: Center at (0, 0); Major Axis along the x-Axis An equation of the ellipse with center at 10, 02, foci at 1-c, 02 and 1c, 02, and vertices at 1-a, 02 and 1a, 02 is y2 x2 + = 1, a2 b2

where a 7 b 7 0 and b2 = a2 - c2

The major axis is the x-axis. See Figure 19.

(2)

390

CHAPTER 6 Analytic Geometry

Notice in Figure 19 the right triangle formed by the points 10, 02, 1c, 02, and 10, b2. Because b2 = a2 - c2 (or b2 + c2 = a2), the distance from the focus at 1c, 02 to the point 10, b2 is a. This can be seen another way. Look at the two right triangles in Figure 19. They are congruent. Do you see why? Because the sum of the distances from the foci to a point on the ellipse is 2a, it follows that the distance from (c, 0) to (0, b) is a.

Finding an Equation of an Ellipse

EXAMPLE 1

Find an equation of the ellipse with center at the origin, one focus at 13, 02, and a vertex at 1-4, 02. Graph the equation.

Solution Figure 20 y2 x2 + = 1 16 7

The ellipse has its center at the origin and, since the given focus and vertex lie on the x-axis, the major axis is the x-axis. The distance from the center, 10, 02, to one of the foci, 13, 02, is c = 3. The distance from the center, 10, 02, to one of the vertices, 1- 4, 02, is a = 4. From equation (2), it follows that b2 = a2 - c2 = 16 - 9 = 7

y 5

so an equation of the ellipse is (0, 7 )

F1  (3, 0)

y2 x2 + = 1 16 7

F2  (3, 0)

5

5 x

V1  (4, 0)

Figure 20 shows the graph.

V2  (4, 0)

(0,  7 )



In Figure 20, the intercepts of the equation are used to graph the ellipse. Following this practice will make it easier for you to obtain an accurate graph of an ellipse when graphing.

5

COMMENT The intercepts of the ellipse also provide information about how to set the viewing rectangle for graphing an ellipse. To graph the ellipse y2 x2 + = 1 16 7 discussed in Example 1, set the viewing rectangle using a square screen that includes the intercepts, perhaps –4.5 … x … 4.5, –3 … y … 3. Then proceed to solve the equation for y : y2 x2 + = 1 16 7 y2 x2 = 1 7 16 y2 = 7¢1 -

Subtract x2 ≤ 16

x2 from each side. 16

Multiply both sides by 7.

Figure 21

(

3 Y1  7 1 

x2 16

y = ;

)

x2 ≤ 16

7¢1 -

B

Take the square root of each side.

Now graph the two functions 4.5

4.5

3 x2 Y2   7 1  16

(

)

Y1 =

C

7¢1 -

x2 x2 ≤ and Y2 = - C 7 ¢ 1 - ≤ 16 16

Figure 21 shows the result.

Now Work

PROBLEM



27

SECTION 6.3 The Ellipse

391

An equation of the form of equation (2), with a2 7 b2, is the equation of an ellipse with center at the origin, foci on the x-axis at 1–c, 02 and 1c, 02, where c2 = a2 - b2, and major axis along the x-axis. For the remainder of this section, the direction “Analyze the equation” will mean to find the center, major axis, foci, and vertices of the ellipse and graph it.

EXAMPLE 2

Analyzing the Equation of an Ellipse Analyze the equation:

Solution

y2 x2 + = 1 25 9

The given equation is of the form of equation (2), with a2 = 25 and b2 = 9. The equation is that of an ellipse with center 10, 02 and major axis along the x-axis. The vertices are at 1;a, 02 = 1;5, 02. Because b2 = a2 - c2, we find that c2 = a2 - b2 = 25 - 9 = 16 The foci are at 1;c, 02 = 1;4, 02. Figure 22 shows the graph.

Figure 22

y 6 (0, 3) V1 ⫽ (⫺5, 0) F ⫽ (⫺4, 0) 1

F 2 ⫽ (4, 0) V2 ⫽ (5, 0)

⫺6

6 x

(0, ⫺3)



Now Work

PROBLEM

17

If the major axis of an ellipse with center at 10, 02 lies on the y-axis, the foci are at 10, -c2 and 10, c2. Using the same steps as before, the definition of an ellipse leads to the following result:

THEOREM

Equation of an Ellipse: Center at (0, 0); Major Axis along the y-Axis An equation of the ellipse with center at 10, 02, foci at 10, -c2 and 10, c2, and vertices at 10, -a2 and 10, a2 is y2 x2 + = 1 b2 a2

Figure 23 y

where a 7 b 7 0 and b2 = a2 - c2

(3)

The major axis is the y-axis.

V 2 ⫽ (0, a) F 2 ⫽ (0, c)

c (⫺b, 0)

a b

(b, 0) x

F 1 ⫽ (0, ⫺c) V 1 ⫽ (0, ⫺a)

Figure 23 illustrates the graph of such an ellipse. Again, notice the right triangle formed by the points at 10, 02, 1b, 02, and 10, c2, so that a2 = b2 + c2 (or b2 = a2 - c2). Look closely at equations (2) and (3). Although they may look alike, there is a difference! In equation (2), the larger number, a2, is in the denominator of the x2-term, so the major axis of the ellipse is along the x-axis. In equation (3), the larger number, a2, is in the denominator of the y2-term, so the major axis is along the y-axis.

392

CHAPTER 6 Analytic Geometry

Analyzing the Equation of an Ellipse

EXAMPLE 3

Analyze the equation: Figure 24

Solution

To put the equation in proper form, divide each side by 9.

y 3 V2 ⫽ (0, 3)

y2 = 1 9 The larger denominator, 9, is in the y2-term so, based on equation (3), this is the equation of an ellipse with center at the origin and major axis along the y-axis. Also, we conclude that a2 = 9, b2 = 1, and c2 = a2 - b2 = 9 - 1 = 8. The vertices are at 10, ;a2 = 10, ;32, and the foci are at 10, ;c2 = 10, ;2 122. Figure 24 shows the graph. x2 +

F2 ⫽ (0, 2 2)

⫺3 (⫺1, 0)

9x2 + y2 = 9

(1, 0)

3

x



F1 ⫽ (0, ⫺2 2)

Now Work

⫺3 V ⫽ (0, ⫺3) 1

EXAMPLE 4

Solution Figure 25

F 2 ⫽ (0, 2)

(⫺ 5 , 0)

y 3 V 2 ⫽ (0, 3)

21

Finding an Equation of an Ellipse

Find an equation of the ellipse having one focus at 10, 22 and vertices at 10, -32 and 10, 32. Graph the equation. By plotting the given focus and vertices, we find that the major axis is the y-axis. Because the vertices are at 10, -32 and 10, 32, the center of this ellipse is at their midpoint, the origin. The distance from the center, 10, 02, to the given focus, 10, 22, is c = 2. The distance from the center, 10, 02, to one of the vertices, 10, 32, is a = 3. So b2 = a2 - c2 = 9 - 4 = 5. The form of the equation of this ellipse is given by equation (3). y2 x2 + = 1 b2 a2 y2 x2 + = 1 5 9

( 5 , 0)

⫺3

F 1 ⫽ (0, ⫺2)

PROBLEM

3 x

Figure 25 shows the graph.



⫺3 V1 ⫽ (0, ⫺3)

Now Work

PROBLEM

29

The circle may be considered a special kind of ellipse. To see why, let a = b in equation (2) or (3). Then y2 x2 + = 1 a2 a2 x2 + y2 = a2 This is the equation of a circle with center at the origin and radius a. The value of c is c2 = a2 - b2 = 0 c a = b

We conclude that the closer the two foci of an ellipse are to the center, the more the ellipse will look like a circle.

2 Analyze Ellipses with Center at (h, k) If an ellipse with center at the origin and major axis coinciding with a coordinate axis is shifted horizontally h units and then vertically k units, the result is an ellipse with center at 1h, k2 and major axis parallel to a coordinate axis. The equations of such ellipses have the same forms as those given in equations (2) and (3), except that x is replaced by x - h (the horizontal shift) and y is replaced by y - k (the vertical shift). Table 3 gives the forms of the equations of such ellipses, and Figure 26 shows their graphs.

SECTION 6.3 The Ellipse

Table 3 COMMENT It is not recommended that Table 3 be memorized. Rather, use the ideas of transformations (shift horizontally h units, vertically k units) along with the fact that a represents the distance from the center to the vertices, c represents the distance from the center to the foci, and b2 = a2 - c2 (or c2 = a2 - b2). 

Equations of an Ellipse: Center at (h, k); Major Axis Parallel to a Coordinate Axis Center

Major Axis

Foci

Vertices

(h, k)

Parallel to the x-axis

(h + c, k)

(h + a, k)

(h - c, k)

(h - a, k)

(h, k + c)

(h, k + a)

(h, k - c)

(h, k - a)

Parallel to the y-axis

(h, k)

y

Figure 26 y

Major axis (h ⫺ a, k)

(y - k)2 (x - h)2 + = 1, 2 b a2 a 7 b 7 0 and b2 = a2 - c2

(h, k ⫹ c)

(h , k) (h , k)

(h ⫹ a, k) (h, k ⫺ a)

(h, k ⫺ c)

x

(x ⫺ h)2 (y ⫺ k)2 (b) –––––– ⫹ –––––– ⫽ 1 b2 a2

(x ⫺ h)2 (y ⫺ k)2 (a) –––––– ⫹ –––––– ⫽ 1 a2 b2

Finding an Equation of an Ellipse, Center Not at the Origin

Find an equation for the ellipse with center at 12, -32, one focus at 13, -32, and one vertex at 15, -32. Graph the equation. The center is at 1h, k2 = 12, -32, so h = 2 and k = -3. If we plot the center, focus, and vertex, we notice that the points all lie on the line y = -3, so the major axis is parallel to the x-axis. The distance from the center 12, -32 to a focus 13, -32 is c = 1; the distance from the center 12, -32 to a vertex 15, -32 is a = 3. Then b2 = a2 - c2 = 9 - 1 = 8. The form of the equation is 1x - h22

a2 1x - 222 9

+ +

1y - k22 b2 1y + 322 8

= 1 where h = 2, k = -3, a = 3, b = 2 22 = 1

To graph the equation, use the center 1h, k2 = 12, -32 to locate the vertices. The major axis is parallel to the x-axis, so the vertices are a = 3 units left and right of the center 12, -32. Therefore, the vertices are

Figure 27 y 2

(2, ⫺3 ⫹ 2 2 )

⫺2 V1 ⫽ (⫺1, ⫺3)

(y - k)2 (x - h)2 + = 1, a2 b2 2 a 7 b 7 0 and b = a2 - c2

(h ⫹ c, k)

x

Solution

Equation

Major axis (h, k ⫹ a)

(h ⫺ c, k)

EXAMPLE 5

393

6 x F1

F2

V2 ⫽ (5, ⫺3)

V1 = 12 - 3, -32 = 1-1, -32 and V2 = 12 + 3, -32 = 15, -32

Since c = 1 and the major axis is parallel to the x-axis, the foci are 1 unit left and right of the center. Therefore, the foci are F1 = 12 - 1, -32 = 11, -32 and F2 = 12 + 1, -32 = 13, -32

(2, ⫺3)

Finally, use the value of b = 2 12 to find the two points above and below the center.

(2, ⫺3 ⫺ 2 2 )

Figure 27 shows the graph.

A 2, -3 - 2 22 B and A 2, -3 + 2 22 B

Now Work

PROBLEM



55

394

CHAPTER 6 Analytic Geometry

EXAMPLE 6

Analyzing the Equation of an Ellipse Analyze the equation:

Solution

4x2 + y2 - 8x + 4y + 4 = 0

Proceed to complete the squares in x and in y. 4x2 + y2 - 8x + 4y + 4 = 0 4x2 - 8x + y2 + 4y = -4 41x2 - 2x2 + 1y2 + 4y2 = -4

Figure 28

41x - 122 + 1y + 222 = 4

(1, 0) x (1, ⫺2 ⫹ 3 )

⫺4

Factor out 4 from the first two terms.

41x2 - 2x + 12 + 1y2 + 4y + 42 = -4 + 4 + 4 Complete each square.

y

(0, ⫺2)

Group like variables; place the constant on the right side.

(1, ⫺2)

(2, ⫺2) (1, ⫺2 ⫺ 3 )

(1, ⫺4)

1x - 122 +

1y + 22

Factor.

2

4

= 1

Divide each side by 4.

This is the equation of an ellipse with center at 11, -22 and major axis parallel to the y-axis. Since a2 = 4 and b2 = 1, we have c2 = a2 - b2 = 4 - 1 = 3. The vertices are at 1h, k ; a2 = 11, -2 ; 22 or 11, -42 and 11, 02. The foci are at 1h, k ; c2 = 11, -2 ; 132 or 11, -2 - 132 and 11, -2 + 132. Figure 28 shows the graph. 

Now Work

PROBLEM

47

3 Solve Applied Problems Involving Ellipses Ellipses are found in many applications in science and engineering. For example, the orbits of the planets around the Sun are elliptical, with the Sun’s position at a focus. See Figure 29. Figure 29

Venus

Jupiter

Mars Earth

Asteroids

Stone and concrete bridges are often shaped as semielliptical arches. Elliptical gears are used in machinery when a variable rate of motion is required. Ellipses also have an interesting reflection property. If a source of light (or sound) is placed at one focus, the waves transmitted by the source will reflect off the ellipse and concentrate at the other focus. This is the principle behind whispering galleries, which are rooms designed with elliptical ceilings. A person standing at one focus of the ellipse can whisper and be heard by a person standing at the other focus, because all the sound waves that reach the ceiling are reflected to the other person.

EXAMPLE 7

A Whispering Gallery The whispering gallery in the Museum of Science and Industry in Chicago is 47.3 feet long.The distance from the center of the room to the foci is 20.3 feet. Find an equation that describes the shape of the room. How high is the room at its center? Source: Chicago Museum of Science and Industry Web site; www.msichicago.org

SECTION 6.3 The Ellipse

Solution

395

Set up a rectangular coordinate system so that the center of the ellipse is at the origin and the major axis is along the x-axis. The equation of the ellipse is y2 x2 + = 1 a2 b2 Since the length of the room is 47.3 feet, the distance from the center of the room to 47.3 = 23.65 feet; so a = 23.65 feet. The each vertex (the end of the room) will be 2 distance from the center of the room to each focus is c = 20.3 feet. See Figure 30. Since b2 = a2 - c2, we find b2 = 23.652 - 20.32 = 147.2325. An equation that describes the shape of the room is given by y2 x2 + = 1 147.2325 23.652

Figure 30 y 15 (0, 12.1) (23.65, 0)

The height of the room at its center is b = 1147.2325 L 12.1 feet.



(23.65, 0)

25 (20.3, 0)

Now Work

25 x (20.3, 0)

PROBLEM

71

6.3 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. The distance d from P1 = 12, -52 to P2 = 14, -22 is d =_____. (p. 3) 2. To complete the square of x2 - 3x, add

. (pp.A25–A26)

3. Find the intercepts of the equation y2 = 16 - 4x2. (pp. 11–12) 4. The point that is symmetric with respect to the y-axis to the point 1-2, 52 is _____. (pp. 12–14)

5. To graph y = 1x + 122 - 4, shift the graph of y = x2 to the (left/right) _____ unit(s) and then (up/down) _____ unit(s). (pp. 61–70) 6. The standard equation of a circle with center at 12, -32 and radius 1 is _____. (pp. 16–19)

Concepts and Vocabulary 7. A(n) is the collection of all points in the plane the sum of whose distances from two fixed points is a constant. 8. For an ellipse, the foci lie on a line called the axis. 2 2 y x 9. For the ellipse + = 1, the vertices are the points 4 25 and . 10. For the ellipse value of b is

11. If the center of an ellipse is 12, -32, the major axis is parallel to the x-axis, and the distance from the center of the ellipse to its vertices is a = 4 units, then the coordinates of the vertices are and . 12. If the foci of an ellipse are 1-4, 42 and 16, 42, then the coordinates of the center of the ellipse are .

y2 x2 , the + = 1, the value of a is 25 9 , and the major axis is the -axis.

Skill Building In Problems 13–16, the graph of an ellipse is given. Match each graph to its equation. (A)

x2 + y2 = 1 4

13.

(B) x2 +

y2 = 1 4

14.

y 4

(C)

y2 x2 + = 1 16 4

(D) 15.

y

y2 x2 + = 1 4 16 16.

y 3

y 3

2 2 4

2

x

4

2

4 x

3

3 x 3

3

3x 3

396

CHAPTER 6 Analytic Geometry

In Problems 17–26, find the vertices and foci of each ellipse. Graph each equation. 17.

y2 x2 + = 1 25 4

18.

21. 4x2 + y2 = 16

y2 x2 + = 1 9 4

19.

22. x2 + 9y2 = 18

y2 x2 + = 1 9 25

20. x2 +

23. 4y2 + x2 = 8

25. x2 + y2 = 16

y2 = 1 16

24. 4y2 + 9x2 = 36

26. x2 + y2 = 4

In Problems 27–38, find an equation for each ellipse. Graph the equation. 27. Center at 10, 02; focus at 13, 02; vertex at 15, 02

28. Center at 10, 02; focus at 1 -1, 02; vertex at 13, 02

29. Center at 10, 02; focus at 10, - 42; vertex at 10, 52

30. Center at 10, 02; focus at 10, 12; vertex at 10, -22

31. Foci at 1 ; 2, 02;

32. Foci at 10, ; 22;

length of the major axis is 6

33. Focus at 1 - 4, 02; 35. Foci at 10, ; 32;

vertices at 1 ; 5, 02

34. Focus at 10, - 42;

vertex at 10, 42;

vertices at 10, ; 82

36. Vertices at 1 ;4, 02;

x-intercepts are ;2

37. Center at 10, 02;

length of the major axis is 8

y-intercepts are ;1

38. Vertices at 1 ;5, 02; c = 2

b = 1

In Problems 39–42, write an equation for each ellipse. 39. (1, 1)

40.

y 3

41.

y 3

42.

y 3

y 3 (0, 1)

3

3

3 x

(1, 1)

3

3

3 x

3

(1, 0)

3

3 x

3

3 x

3

In Problems 43–54, analyze each equation; that is, find the center, foci, and vertices of each ellipse. Graph each equation. 43.

1x - 322 4

+

1y + 122 9

= 1

44.

1x + 422 9

+

1y + 222 4

= 1

45. 1x + 522 + 41y - 422 = 16

46. 91x - 322 + 1y + 222 = 18

47. x2 + 4x + 4y2 - 8y + 4 = 0

48. x2 + 3y2 - 12y + 9 = 0

49. 2x2 + 3y2 - 8x + 6y + 5 = 0

50. 4x2 + 3y2 + 8x - 6y = 5

51. 9x2 + 4y2 - 18x + 16y - 11 = 0

52. x2 + 9y2 + 6x - 18y + 9 = 0

53. 4x2 + y2 + 4y = 0

54. 9x2 + y2 - 18x = 0

In Problems 55–64, find an equation for each ellipse. Graph the equation. 55. Center at 12, -22;

vertex at 17, - 22;

57. Vertices at 14, 32 and 14, 92; 59. Foci at 15, 12 and 1 - 1, 12; 61. Center at 11, 22;

focus at 14, - 22

focus at 14, 82 length of the major axis is 8

focus at 14, 22;

contains the point 11, 32

63. Center at 11, 22; vertex at 14, 22; contains the point 11, 52

56. Center at 1 -3, 12;

vertex at 1 - 3, 32;

58. Foci at 11, 22 and 1 - 3, 22;

focus at 1 -3, 02

vertex at 1 - 4, 22

60. Vertices at 12, 52 and 12, - 12; c = 2 62. Center at 11, 22; 64. Center at 11, 22; 11 + 23, 32

focus at 11, 42;

contains the point 12, 22

vertex at 11, 42;

contains the point

In Problems 65–68, graph each function. Be sure to label all the intercepts. [Hint: Notice that each function is half an ellipse.] 65. f1x2 = 416 - 4x2

66. f1x2 = 49 - 9x2

67. f1x2 = - 464 - 16x2

68. f1x2 = - 44 - 4x2

SECTION 6.3 The Ellipse

397

Applications and Extensions 69. Semielliptical Arch Bridge An arch in the shape of the upper half of an ellipse is used to support a bridge that is to span a river 20 meters wide. The center of the arch is 6 meters above the center of the river. See the figure.Write an equation for the ellipse in which the x-axis coincides with the water level and the y-axis passes through the center of the arch.

100 feet. The height of the arch, at a distance of 40 feet from the center, is to be 10 feet. Find the height of the arch at its center. 75. Racetrack Design Consult the figure. A racetrack is in the shape of an ellipse, 100 feet long and 50 feet wide. What is the width 10 feet from a vertex?

10 ft ?

6m

100 ft 50 ft

20 m

70. Semielliptical Arch Bridge The arch of a bridge is a semiellipse with a horizontal major axis. The span is 30 feet, and the top of the arch is 10 feet above the major axis. The roadway is horizontal and is 2 feet above the top of the arch. Find the vertical distance from the roadway to the arch at 5-foot intervals along the roadway. 71. Whispering Gallery A hall 100 feet in length is to be designed as a whispering gallery. If the foci are located 25 feet from the center, how high will the ceiling be at the center? 72. Whispering Gallery Jim, standing at one focus of a whispering gallery, is 6 feet from the nearest wall. His friend is standing at the other focus, 100 feet away. What is the length of this whispering gallery? How high is its elliptical ceiling at the center? 73. Semielliptical Arch Bridge A bridge is built in the shape of a semielliptical arch. The bridge has a span of 120 feet and a maximum height of 25 feet. Choose a suitable rectangular coordinate system and find the height of the arch at distances of 10, 30, and 50 feet from the center. 74. Semielliptical Arch Bridge A bridge is to be built in the shape of a semielliptical arch and is to have a span of

76. Semielliptical Arch Bridge An arch for a bridge over a highway is in the form of half an ellipse. The top of the arch is 20 feet above the ground level (the major axis). The highway has four lanes, each 12 feet wide; a center safety strip 8 feet wide; and two side strips, each 4 feet wide. What should the span of the bridge be (the length of its major axis) if the height 28 feet from the center is to be 13 feet? 77. Installing a Vent Pipe A homeowner is putting in a fireplace that has a 4-inch-radius vent pipe. He needs to cut an elliptical hole in his roof to accommodate the pipe. If the pitch of his 5 roof is , (a rise of 5, run of 4) what are the dimensions of the 4 hole? Source: www.doe.virginia.gov 78. Volume of a Football A football is in the shape of a prolate spheroid, which is simply a solid obtained by rotating an y2 x2 ellipse a 2 + 2 = 1b about its major axis. An inflated NFL a b football averages 11.125 inches in length and 28.25 inches in center circumference. If the volume of a prolate spheroid is 4 pab2, how much air does the football contain? (Neglect 3 material thickness). Source: www.answerbag.com

In Problems 79–82, use the fact that the orbit of a planet about the Sun is an ellipse, with the Sun at one focus. The aphelion of a planet is its greatest distance from the Sun, and the perihelion is its shortest distance. The mean distance of a planet from the Sun is the length of the semimajor axis of the elliptical orbit. See the illustration. 79. Earth The mean distance of Earth from the Sun is 93 million miles. If the aphelion of Earth is 94.5 million miles, what is the perihelion? Write an equation for the orbit of Earth around the Sun. 80. Mars The mean distance of Mars from the Sun is 142 million miles. If the perihelion of Mars is 128.5 million miles, what is the aphelion? Write an equation for the orbit of Mars about the Sun. 81. Jupiter The aphelion of Jupiter is 507 million miles. If the distance from the center of its elliptical orbit to the Sun is 23.2 million miles, what is the perihelion? What is the mean distance? Write an equation for the orbit of Jupiter around the Sun.

Mean distance Aphelion Center

Perihelion

Major axis

Sun

82. Pluto The perihelion of Pluto is 4551 million miles, and the distance from the center of its elliptical orbit to the Sun is 897.5 million miles. Find the aphelion of Pluto. What is the mean distance of Pluto from the Sun? Write an equation for the orbit of Pluto about the Sun. 83. Show that an equation of the form Ax2 + Cy2 + F = 0,

A Z 0, C Z 0, F Z 0

where A and C are of the same sign and F is of opposite sign, (a) Is the equation of an ellipse with center at 10, 02 if A Z C. (b) Is the equation of a circle with center 10, 02 if A = C.

398

CHAPTER 6 Analytic Geometry

D2 E2 + - F = 0. 4A 4C E2 D2 + - F is of opposite sign (c) contains no points if 4A 4C to A.

84. Show that the graph of an equation of the form Ax2 + Cy2 + Dx + Ey + F = 0,

(b) is a point if

A Z 0, C Z 0

where A and C are of the same sign, (a) is an ellipse if

E2 D2 + - F is the same sign as A. 4A 4C

Explaining Concepts: Discussion and Writing c 85. The eccentricity e of an ellipse is defined as the number , where a is the distance of a vertex from the center and c is the distance a of a focus from the center. Because a 7 c, it follows that e 6 1. Write a brief paragraph about the general shape of each of the following ellipses. Be sure to justify your conclusions. (b) Eccentricity = 0.5

(a) Eccentricity close to 0

(c) Eccentricity close to 1

‘Are You Prepared?’ Answers 1. 213

2.

3. 1 -2, 02, 12, 02, 10, -42, 10, 42

9 4

4. 12, 52

5. left; 1; down: 4

6. 1x - 222 + 1y + 322 = 1

6.4 The Hyperbola PREPARING FOR THIS SECTION Before getting started, review the following: • Distance Formula (Section 1.1, p. 3) • Completing the Square (Appendix A, Section A.3, pp. A25–A26) • Intercepts (Section 1.2, pp. 11–12) • Symmetry (Section 1.2, pp. 12–14)

• Graphing Techniques: Transformations (Section 1.6, pp. 61–70) • Square Root Method (Appendix A, Section A.4, p. A32)

Now Work the ‘Are You Prepared?’ problems on page 408.

OBJECTIVES 1 Analyze Hyperbolas with Center at the Origin (p. 398) 2 Find the Asymptotes of a Hyperbola (p. 403) 3 Analyze Hyperbolas with Center at (h, k) (p. 405) 4 Solve Applied Problems Involving Hyperbolas (p. 406)

A hyperbola is the collection of all points in the plane, the difference of whose distances from two fixed points, called the foci, is a constant.

DEFINITION Figure 31

Conjugate axis

Transverse axis V2

V1

F2

Center

Figure 31 illustrates a hyperbola with foci F1 and F2 . The line containing the foci is called the transverse axis. The midpoint of the line segment joining the foci is the center of the hyperbola. The line through the center and perpendicular to the transverse axis is the conjugate axis. The hyperbola consists of two separate curves, called branches, that are symmetric with respect to the transverse axis, conjugate axis, and center. The two points of intersection of the hyperbola and the transverse axis are the vertices, V1 and V2 , of the hyperbola.

F1

1 Analyze Hyperbolas with Center at the Origin With these ideas in mind, we are now ready to find the equation of a hyperbola in the rectangular coordinate system. First, place the center at the origin. Next,

SECTION 6.4 The Hyperbola

Figure 32 d1F1, P2 - d1F2, P2 = ; 2a y d (F 1, P ) Transverse axis F 1  (c, 0)

P  (x, y) d (F 2 , P ) F 2  (c, 0) x

399

position the hyperbola so that its transverse axis coincides with a coordinate axis. Suppose that the transverse axis coincides with the x-axis, as shown in Figure 32. If c is the distance from the center to a focus, one focus will be at F1 = 1 -c, 02 and the other at F2 = 1c, 02. Now we let the constant difference of the distances from any point P = 1x, y2 on the hyperbola to the foci F1 and F2 be denoted by ;2a. (If P is on the right branch, the + sign is used; if P is on the left branch, the - sign is used.) The coordinates of P must satisfy the equation d1F1 , P2 - d1F2 , P2 = ; 2a 2 2 2 2 41x + c2 + y - 41x - c2 + y = ; 2a 2 2 2 2 41x + c2 + y = ; 2a + 41x - c2 + y

Difference of the distances from P to the foci equals ; 2a. Use the Distance Formula. Isolate one radical.

1x + c22 + y2 = 4a2 ; 4a41x - c22 + y2 Square both sides. + 1x - c22 + y2

Next we remove the parentheses. x2 + 2cx + c2 + y2 = 4a2 ; 4a41x - c22 + y2 + x2 - 2cx + c2 + y2 4cx - 4a2 = ; 4a41x - c22 + y2 cx - a2 = ; a41x - c22 + y2

1cx - a 2 = a 31x - c2 + y 4 2 2

2

2

2

c2 x2 - 2ca2x + a4 = a21x2 - 2cx + c2 + y22 c2x2 + a4 = a2x2 + a2c2 + a2y2

1c - a 2x - a y = a c - a 2

2

2

2 2

2 2

4

1c2 - a22x2 - a2y2 = a21c2 - a22

Simplify; isolate the radical. Divide each side by 4. Square both sides. Simplify. Remove parentheses and simplify. Rearrange terms. Factor a2 on the right side. (1)

To obtain points on the hyperbola off the x-axis, it must be that a 6 c. To see why, look again at Figure 32. d1F1 , P2 6 d1F2 , P2 + d1F1 , F22 Use triangle F1PF2.

d1F1 , P2 - d1F2 , P2 6 d1F1 , F22 2a 6 2c a 6 c

P is on the right branch, so d(F1, P) - d(F2, P) = 2a; d1F1, F22 = 2c.

Since a 6 c, we also have a2 6 c2, so c2 - a2 7 0. Let b2 = c2 - a2, b 7 0. Then equation (1) can be written as b2 x2 - a2y2 = a2 b2 y2 x2 = 1 a2 b2

Divide each side by a2b2.

To find the vertices of the hyperbola defined by this equation, let y = 0. x2 The vertices satisfy the equation 2 = 1, the solutions of which are x = ; a. a Consequently, the vertices of the hyperbola are V1 = 1 - a, 02 and V2 = 1a, 02. Notice that the distance from the center 10, 02 to either vertex is a.

400

CHAPTER 6 Analytic Geometry

THEOREM

Figure 33 y2 x2 - 2 = 1, b2 = c2 - a2 2 a b

Equation of a Hyperbola: Center at (0, 0); Transverse Axis along the x-Axis An equation of the hyperbola with center at 10, 02, foci at 1-c, 02 and 1c, 02, and vertices at 1-a, 02 and 1a, 02 is y2 x2 = 1, a2 b2

where b2 = c2 - a2

(2)

The transverse axis is the x-axis.

y

V 1  (a, 0) V 2  (a, 0)

Transverse axis

F 2  (c, 0) x

F 1  (c, 0)

EXAMPLE 1

Solution

See Figure 33. As you can verify, the hyperbola defined by equation (2) is symmetric with respect to the x-axis, y-axis, and origin. To find the y-intercepts, if y2 any, let x = 0 in equation (2). This results in the equation 2 = -1, which has no b real solution, so the hyperbola defined by equation (2) has no y-intercepts. In fact, y2 x2 x2 since 2 - 1 = 2 Ú 0, it follows that 2 Ú 1. There are no points on the graph for a b a -a 6 x 6 a.

Finding and Graphing an Equation of a Hyperbola

Find an equation of the hyperbola with center at the origin, one focus at 13, 02, and one vertex at 1-2, 02. Graph the equation.

The hyperbola has its center at the origin. Plot the center, focus, and vertex. Since they all lie on the x-axis, the transverse axis coincides with the x-axis. One focus is at 1c, 02 = 13, 02, so c = 3. One vertex is at 1-a, 02 = 1-2, 02, so a = 2. From equation (2), it follows that b2 = c2 - a2 = 9 - 4 = 5, so an equation of the hyperbola is y2 x2 = 1 4 5 To graph a hyperbola, it is helpful to locate and plot other points on the graph. For example, to find the points above and below the foci, we let x = ;3. Then y2 x2 = 1 4 5 1;322 y2 = 1 4 5 y2 9 = 1 4 5 y2 5 = 5 4 25 y2 = 4

Figure 34 y 5

(3, 5–2) V1  (2, 0)

(3, 5–2) V 2  (2, 0)

5 F 1  (3, 0)

5 x F 2  (3, 0)

(3, 5–2) (3, 5–2) 5

x = ;3

y = ;

5 2

5 5 The points above and below the foci are a ;3, b and a ;3, - b . These points 2 2 determine the “opening” of the hyperbola. See Figure 34. 

SECTION 6.4 The Hyperbola

401

y2 x2 = 1 discussed in Example 1, we need to graph the two 4 5 2 x x2 functions Y1 = 25 - 1 and Y2 = - 25 - 1. Do this and compare what you see with A4 A4 Figure 34.  COMMENT To graph the hyperbola

Now Work

PROBLEM

19

An equation of the form of equation (2) is the equation of a hyperbola with center at the origin, foci on the x-axis at 1-c, 02 and 1c, 02, where c2 = a2 + b2, and transverse axis along the x-axis. For the next two examples, the direction “Analyze the equation” will mean to find the center, transverse axis, vertices, and foci of the hyperbola and graph it.

EXAMPLE 2

Analyzing the Equation of a Hyperbola Analyze the equation:

Solution

y2 x2 = 1 16 4

The given equation is of the form of equation (2), with a2 = 16 and b2 = 4. The graph of the equation is a hyperbola with center at 10, 02 and transverse axis along the x-axis. Also, we know that c2 = a2 + b2 = 16 + 4 = 20. The vertices are at 1;a, 02 = 1;4, 02, and the foci are at 1;c, 02 = 1;2 15, 02. To locate the points on the graph above and below the foci, we let x = ;2 15. Then y2 x2 = 1 16 4

A ;2 25 B 2 16

y

x = ;225

y2 5 = 1 4 4

4 (– 2 5 , 1) (2 5 , 1) V 1 = (– 4, 0) V = (4, 0) 2 F1 = (– 2 5 , 0) (– 2 5 , –1) –4

y2 = 1 4

y2 20 = 1 16 4

Figure 35

–5

-

5 x F2 = (2 5 , 0) (2 5 , –1)

y2 1 = 4 4 y = ;1 The points above and below the foci are 1;2 15, 12 and 1;2 15, -12. See Figure 35. 

THEOREM

Equation of a Hyperbola: Center at (0, 0); Transverse Axis along the y-Axis An equation of the hyperbola with center at 10, 02, foci at 10, -c2 and 10, c2, and vertices at 10, -a2 and 10, a2 is y2 a2

-

x2 = 1, b2

The transverse axis is the y-axis.

where b2 = c2 - a2

(3)

402

CHAPTER 6 Analytic Geometry

Figure 36 y2 x2 - 2 = 1, b2 = c2 - a2 2 a b y F 2  (0, c) V 2  (0, a) x V 1  (0, a)

F 1  (0, c)

EXAMPLE 3

Figure 36 shows the graph of a typical hyperbola defined by equation (3). y2 x2 An equation of the form of equation (2), 2 - 2 = 1, is the equation of a a b hyperbola with center at the origin, foci on the x-axis at 1-c, 02 and 1c, 02, where c2 = a2 + b2, and transverse axis along the x-axis. y2 x2 An equation of the form of equation (3), 2 - 2 = 1, is the equation of a a b hyperbola with center at the origin, foci on the y-axis at 10, -c2 and 10, c2, where c2 = a2 + b2, and transverse axis along the y-axis. Notice the difference in the forms of equations (2) and (3). When the y2-term is subtracted from the x2-term, the transverse axis is along the x-axis. When the x2-term is subtracted from the y2-term, the transverse axis is along the y-axis.

Analyzing the Equation of a Hyperbola Analyze the equation: y2 - 4x2 = 4

Solution

To put the equation in proper form, divide each side by 4: y2 - x2 = 1 4 Since the x2-term is subtracted from the y2-term, the equation is that of a hyperbola with center at the origin and transverse axis along the y-axis. Also, comparing the above equation to equation (3), we find a2 = 4, b2 = 1, and c2 = a2 + b2 = 5. The vertices are at 10, ;a2 = 10, ;22, and the foci are at 10, ;c2 = 10, ; 152. To locate other points on the graph, let x = ;2. Then

Figure 37 y 5

y2 - 4x2 = 4

(2, 2 5 )

(–2, 2 5 )

y2 - 41;222 = 4

F 2 = (0, 5 ) V 2 = (0, 2)

y2 - 16 = 4

5 x

–5

y2 = 20

V 1 = (0, –2) F 1 = (0, – 5 ) (–2, –2 5 )

(2, –2 5 ) –5

EXAMPLE 4

Solution Figure 38 y 5 F = (0, 3) 2

(– 52 , 3)

y = ;2 25 Four other points on the graph are 1;2, 2 152 and 1;2, -2 152. See Figure 37.

Find an equation of the hyperbola having one vertex at 10, 22 and foci at 10, -32 and 10, 32. Graph the equation. Since the foci are at 10, -32 and 10, 32, the center of the hyperbola, which is at their midpoint, is the origin. Also, the transverse axis is along the y-axis. The given information also reveals that c = 3, a = 2, and b2 = c2 - a2 = 9 - 4 = 5. The form of the equation of the hyperbola is given by equation (3): y2

x2 = 1 a2 b2 y2 x2 = 1 4 5

V 2 = (0, 2) 5 x V 1 = (0, –2)

(– 52 , –3)

( 52 , –3) –5

F 1 = (0, –3)



Finding an Equation of a Hyperbola

( 52 , 3)

–5

x = ;2

-

Let y = ;3 to obtain points on the graph on either side of each focus. See Figure 38. 

Now Work

PROBLEM

21

SECTION 6.4 The Hyperbola

403

Look at the equations of the hyperbolas in Examples 2 and 4. For the hyperbola in Example 2, a2 = 16 and b2 = 4, so a 7 b; for the hyperbola in Example 4, a2 = 4 and b2 = 5, so a 6 b. We conclude that, for hyperbolas, there are no requirements involving the relative sizes of a and b. Contrast this situation to the case of an ellipse, in which the relative sizes of a and b dictate which axis is the major axis. Hyperbolas have another feature to distinguish them from ellipses and parabolas: Hyperbolas have asymptotes.

2 Find the Asymptotes of a Hyperbola An oblique asymptote of the graph of a function y = R1x2 is the line y = mx + b, m Z 0, if R1x2 approaches mx + b as x : - q or as x : q . Such asymptotes provide information about the end behavior of the graph of a hyperbola.

THEOREM

Asymptotes of a Hyperbola The hyperbola

y2 x2 = 1 has the two oblique asymptotes a2 b2 y =

Proof

b b x and y = - x a a

(4)

We begin by solving for y in the equation of the hyperbola. y2 x2 - 2 = 1 2 a b y2 b2

=

x2 - 1 a2

y2 = b2 ¢

x2 - 1≤ a2

Since x Z 0, we can rearrange the right side in the form y2 =

b2x2 a2 1 ¢ ≤ a2 x2

y = ;

a2 bx 1 - 2 a A x

a2 approaches 0, so the expression under the x2 bx radical approaches 1. So, as x : - q or as x : q , the value of y approaches ; ; a that is, the graph of the hyperbola approaches the lines Now, as x : - q or as x : q , the term

b b y = - x and y = x a a These lines are oblique asymptotes of the hyperbola.



The asymptotes of a hyperbola are not part of the hyperbola, but they do serve as a guide for graphing a hyperbola. For example, suppose that we want to graph the equation y2 x2 = 1 a2 b2

404

CHAPTER 6 Analytic Geometry

Figure 39 y2 x2 - 2 = 1 2 y a b y  b–a x (0, b) V2  (a, 0) x

Begin by plotting the vertices 1-a, 02 and 1a, 02. Then plot the points 10, -b2 and 10, b2 and use these four points to construct a rectangle, as shown in Figure 39. b b The diagonals of this rectangle have slopes and - , and their extensions are the a a b b asymptotes y = x and y = - x of the hyperbola. If we graph the asymptotes, we a a can use them to establish the “opening” of the hyperbola and avoid plotting other points.

(0, b) V1  (a, 0)

y   b–a x

THEOREM

Asymptotes of a Hyperbola The hyperbola

y2 a2

-

x2 = 1 has the two oblique asymptotes b2 y =

a a x and y = - x b b

(5)

You are asked to prove this result in Problem 84. For the remainder of this section, the direction “Analyze the equation” will mean to find the center, transverse axis, vertices, foci, and asymptotes of the hyperbola and graph it.

EXAMPLE 5 Figure 40 y  2x

Analyzing the Equation of a Hyperbola Analyze the equation:

y 5

y  2x

Since the x2-term is subtracted from the y2-term, the equation is of the form of equation (3) and is a hyperbola with center at the origin and transverse axis along the y-axis. Also, comparing this equation to equation (3), we find that a2 = 4, b2 = 1, and c2 = a2 + b2 = 5. The vertices are at 10, ;a2 = 10, ;22, and the foci are at 10, ;c2 = 10, ; 152. Using equation (5) with a = 2 and b = 1, a a the asymptotes are the lines y = x = 2x and y = - x = -2x. Form the rectangle b b containing the points 10, ;a2 = 10, ;22 and 1;b, 02 = 1;1, 02. The extensions of the diagonals of this rectangle are the asymptotes. Now graph the rectangle, the asymptotes, and the hyperbola. See Figure 40.

Solution F2  (0, 5) V2  (0, 2)

5

y2 - x2 = 1 4

5 x V1  (0,  2) F1  (0,  5) 5



EXAMPLE 6

Analyzing the Equation of a Hyperbola Analyze the equation: 9x2 - 4y2 = 36

Solution

Divide each side of the equation by 36 to put the equation in proper form. y2 x2 = 1 4 9 The center of the hyperbola is the origin. Since the x2-term is first in the equation, the transverse axis is along the x-axis and the vertices and foci will lie on the x-axis. Using equation (2), we find a2 = 4, b2 = 9, and c2 = a2 + b2 = 13. The vertices are a = 2 units left and right of the center at 1;a, 02 = 1;2, 02, the foci are c = 113

SECTION 6.4 The Hyperbola

units left and right of the center at 1;c, 02 = 1; 113, 02, and the asymptotes have the equations

Figure 41 y   3– x

y

y  3– x

2

2

y =

5 (0, 3) V1  (2, 0)

V2  (2, 0)

5

5

x



Now Work

(0, 3) 5

b 3 b 3 x = x and y = - x = - x a a 2 2

To graph the hyperbola, form the rectangle containing the points 1;a, 02 and 10, ;b2, that is, 1-2, 02, 12, 02, 10, -32, and 10, 32. The extensions of the diagonals of this rectangle are the asymptotes. See Figure 41 for the graph.

F 2  ( 13, 0)

F 1  ( 13, 0)

405

31

PROBLEM

3 Analyze Hyperbolas with Center at (h, k) If a hyperbola with center at the origin and transverse axis coinciding with a coordinate axis is shifted horizontally h units and then vertically k units, the result is a hyperbola with center at 1h, k2 and transverse axis parallel to a coordinate axis. The equations of such hyperbolas have the same forms as those given in equations (2) and (3), except that x is replaced by x - h (the horizontal shift) and y is replaced by y - k (the vertical shift). Table 4 gives the forms of the equations of such hyperbolas. See Figure 42 for typical graphs.

Table 4

Equations of a Hyperbola: Center at (h, k); Transverse Axis Parallel to a Coordinate Axis Center

Transverse Axis

Foci

Vertices

(h, k)

Parallel to the x-axis

(h ; c, k)

(h ; a, k)

(h, k)

Parallel to the y-axis

(h, k ; c)

(h, k ; a)

Figure 42 COMMENT It is not recommended that Table 4 be memorized. Rather use the ideas of transformations (shift horizontally h units, vertically k units) along with the fact that a represents the distance from the center to the vertices, c represents the distance from the center to the foci, and b2 = c2 - a2 (or c2 = a2  b2). 

Equation (y - k)2 (x - h)2 = 1, b2 = c2 - a2 2 a b2

b y - k = ; (x - h) a

(y - k)2

a y - k = ; (x - h) b

2

a

(x - h)2 = 1, b2 = c2 - a2 b2

y

Transverse F1 V1 axis

Transverse axis F2

(h, k )

V2

V2

F2

(h, k ) x

V1

x

F1

2

Solution

-

y

2

(y ⫺ k) (x ⫺ h) (a) ––––––– ⫺ –––––– ⫽1 a2 b2

EXAMPLE 7

Asymptotes

(y ⫺ k)2 (x ⫺ h)2 (b) ––––––– ⫺ –––––– ⫽1 2 a b2

Finding an Equation of a Hyperbola, Center Not at the Origin

Find an equation for the hyperbola with center at 11, -22, one focus at 14, -22, and one vertex at 13, -22. Graph the equation.

The center is at 1h, k2 = 11, -22, so h = 1 and k = -2. Since the center, focus, and vertex all lie on the line y = -2, the transverse axis is parallel to the x-axis. The distance from the center 11, -22 to the focus 14, -22 is c = 3; the distance from

406

CHAPTER 6 Analytic Geometry

the center 11, -22 to the vertex 13, -22 is a = 2. Then b2 = c2 - a2 = 9 - 4 = 5. The equation is

Figure 43 y 6

1x - h22 a2

(1, ⫺2 ⫹ 5)

1x - 122

V1 ⫽ (⫺1, ⫺2) ⫺6 Transverse axis F ⫽ (⫺2, ⫺2)

4

6 x V2 ⫽ (3, ⫺2) (1, ⫺2) F2 ⫽ (4, ⫺2)

1

⫺6

-

1y - k22 b2 1y + 222 5

= 1 = 1

See Figure 43.



Now Work

PROBLEM

41

(1, ⫺2 ⫺ 5)

Analyzing the Equation of a Hyperbola

EXAMPLE 8

Analyze the equation: -x2 + 4y2 - 2x - 16y + 11 = 0

Solution

Complete the squares in x and in y. -x2 + 4y2 - 2x - 16y + 11 = 0 -1x2 + 2x2 + 41y2 - 4y2 = -11

Figure 44 Transverse axis y F2 (1, 2  5 ) V2  (1, 3) 5

(3, 2)

(1, 2)

5 x V1  (1, 1)

5)

2

-1x + 122 + 41y - 222 = 4 1x + 122 1y - 222 = 1 4

5 F1 (1, 2 

Group terms.

-1x + 2x + 12 + 41y - 4y + 42 = -11 - 1 + 16 Complete each square. 2

Factor. Divide each side by 4.

This is the equation of a hyperbola with center at 1-1, 22 and transverse axis parallel to the y-axis.Also, a2 = 1 and b2 = 4, so c2 = a2 + b2 = 5. Since the transverse axis is parallel to the y-axis, the vertices and foci are located a and c units above and below the center, respectively. The vertices are at 1h, k ; a2 = 1-1, 2 ; 12, or 1-1, 12 and 1-1, 32. The foci are at 1h, k ; c2 = 1-1, 2 ; 252. The asymptotes 1 1 are y - 2 = 1x + 12 and y - 2 = - 1x + 12. Figure 44 shows the graph. 2 2 

Now Work

PROBLEM

55

4 Solve Applied Problems Involving Hyperbolas Figure 45

S

O3 O1

O2

EXAMPLE 9

Look at Figure 45. Suppose that three microphones are located at points O1 , O2 , and O3 (the foci of the two hyperbolas). In addition, suppose that a gun is fired at S and the microphone at O1 records the gun shot 1 second after the microphone at O2 . Because sound travels at about 1100 feet per second, we conclude that the microphone at O1 is 1100 feet farther from the gunshot than O2 . We can model this situation by saying that S lies on a branch of a hyperbola with foci at O1 and O2 . (Do you see why? The difference of the distances from S to O1 and from S to O2 is the constant 1100.) If the third microphone at O3 records the gunshot 2 seconds after O1 , then S will lie on a branch of a second hyperbola with foci at O1 and O3 . In this case, the constant difference will be 2200. The intersection of the two hyperbolas will identify the location of S.

Lightning Strikes Suppose that two people standing 1 mile apart both see a flash of lightning. After a period of time, the person standing at point A hears the thunder. One second later, the person standing at point B hears the thunder. If the person at B is due west of

SECTION 6.4 The Hyperbola

407

the person at A and the lightning strike is known to occur due north of the person standing at point A, where did the lightning strike occur?

Solution

See Figure 46 in which the ordered pair 1x, y2 represents the location of the lightning strike. We know that sound travels at 1100 feet per second, so the person at point A is 1100 feet closer to the lightning strike than the person at point B. Since the difference of the distance from 1x, y2 to B and the distance from 1x, y2 to A is the constant 1100, the point 1x, y2 lies on a hyperbola whose foci are at A and B.

Figure 46

North (x, y )

East B  (2640, 0) (a, 0)

(a, 0)

A  (2640, 0)

1 mile  5280 feet

An equation of the hyperbola is y2 x2 = 1 a2 b2 where 2a = 1100, so a = 550. Because the distance between the two people is 1 mile (5280 feet) and each person is at a focus of the hyperbola, we have 2c = 5280 5280 c = = 2640 2 Since b2 = c2 - a2 = 26402 - 5502 = 6,667,100, the equation of the hyperbola that describes the location of the lightning strike is y2 x2 = 1 2 6,667,100 550 Refer to Figure 46. Since the lightning strike occurred due north of the individual at the point A = 12640, 02, we let x = 2640 and solve the resulting equation. y2 26402 2 6,667,100 550 y2 6,667,100 y2 y

= 1 = - 22.04

Subtract

26402 from both sides. 5502

= 146,942,884 Multiply both sides by - 6,667,100. = 12,122 y 7 0 since the lightning strike occurred in quadrant I.

The lightning strike occurred 12,122 feet north of the person standing at point A.

Check: The difference between the distance from 12640, 12,1222 to the person at the point B = 1 - 2640, 02 and the distance from 12640, 12,1222 to the person at the point A = 12640, 02 should be 1100. Using the distance formula, we find the difference in the distances is

2 2 2 2 432640 - 1- 264024 + 112,122 - 02 - 412640 - 26402 + 112,122 - 02 = 1100

as required.

Now Work

PROBLEM



75

408

CHAPTER 6 Analytic Geometry

6.4 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. The distance d from P1 = 13, -42 to P2 = 1 - 2, 12 is . (p. 3) d = 2. To complete the square of x2 + 5x, add

. (pp.A25–A26)

3. Find the intercepts of the equation (pp. 11–12)

y2 = 9 + 4x2.

5. To graph y = 1x - 523 - 4, shift the graph of y = x3 to the (left/right) unit(s) and then (up/down) unit(s). (pp. 61–70) 6. Solve the equation: 1x - 322 = 25. (p. A32)

4. True or False The equation y2 = 9 + x2 is symmetric with respect to the x-axis, the y-axis, and the origin. (pp. 12–14)

Concepts and Vocabulary 7. A(n) is the collection of points in the plane the difference of whose distances from two fixed points is a constant.

9. The equation of the hyperbola is of the form (a)

8. For a hyperbola, the foci lie on a line called the .

(b)

Answer Problems 9–11 using the figure. y

1x - h22 2

a

1y - k22 2

a

-

1y - k22 b2

1x - h22 b2

= 1 = 1

10. If the center of the hyperbola is (2, 1) and a = 3, then the coordinates of the vertices are and .

Transverse axis

11. If the center of the hyperbola is (2, 1) and c = 5, then the coordinates of the foci are and .

F2

12. In a hyperbola, if a = 3 and c = 5, then b 

V2

13. For the hyperbola

(h, k ) V1

x

value of b is

.

y2 x2 = 1, the value of a is 4 9 , and the transverse axis is the

, the -axis.

y2 x2 14. For the hyperbola = 1, the asymptotes are 16 81

F1

and

.

Skill Building In Problems 15–18, the graph of a hyperbola is given. Match each graph to its equation. (A) 15.

x2 - y2 = 1 4

(B) x2 16.

y 3

⫺3

y2 = 1 4

3 x

(C)

17.

y 4

⫺4

⫺3

y2 - x2 = 1 4

4 x ⫺4

(D) y2 -

18.

y 4

⫺4

4x ⫺4

x2 = 1 4 y 3

⫺3

3x ⫺3

In Problems 19–28, find an equation for the hyperbola described. Graph the equation. 19. Center at 10, 02; focus at 13, 02; vertex at 11, 02

20. Center at 10, 02; focus at 10, 52; vertex at 10, 32

21. Center at 10, 02; focus at 10, -62; vertex at 10, 42

22. Center at 10, 02; focus at 1 -3, 02; vertex at 12, 02

23. Foci at 1 - 5, 02 and 15, 02; vertex at 13, 02

24. Focus at 10, 62; vertices at 10, - 22 and 10, 22

25. Vertices at 10, - 62 and 10, 62; asymptote the line y = 2x

26. Vertices at 1 - 4, 02 and 14, 02; asymptote the line y = 2x

27. Foci at 1 - 4, 02 and 14, 02; asymptote the line y = - x

28. Foci at 10, - 22 and 10, 22; asymptote the line y = - x

SECTION 6.4 The Hyperbola

409

In Problems 29–36, find the center, transverse axis, vertices, foci, and asymptotes. Graph each equation. 29.

y2 x2 = 1 25 9

30.

33. y2 - 9x2 = 9

y2 x2 = 1 16 4

34. x2 - y2 = 4

31. 4x2 - y2 = 16

32. 4y2 - x2 = 16

35. y2 - x2 = 25

36. 2x2 - y2 = 4

In Problems 37–40, write an equation for each hyperbola. 37.

y 3

y ⫽ ⫺x

y⫽x

⫺3

38.

y 3

⫺3

3x

⫺3

⫺3

y⫽x

39. y ⫽ ⫺2 x

3x

⫺5

y 10

y⫽2x

40.

y ⫽ ⫺2 x y 5

⫺5

5 x

5 x

⫺5

⫺10

y ⫽ ⫺x

y⫽2x

In Problems 41–48, find an equation for the hyperbola described. Graph the equation. 41. Center at 14, - 12; focus at 17, -12; vertex at 16, - 12

42. Center at 1 - 3, 12; focus at 1 - 3, 62; vertex at 1-3, 42

43. Center at 1 - 3, - 42; focus at 1 - 3, - 82; vertex at 1 - 3, - 22

44. Center at 11, 42; focus at 1 - 2, 42; vertex at 10, 42

45. Foci at 13, 72 and 17, 72; vertex at 16, 72

46. Focus at 1 - 4, 02 vertices at 1 - 4, 42 and 1 -4, 22

47. Vertices at 1 - 1, - 12 and 13, - 12; asymptote the line 3 y + 1 = 1x - 12 2

48. Vertices at 11, - 32 and 11, 12; asymptote the line 3 y + 1 = 1x - 12 2

In Problems 49–62, find the center, transverse axis, vertices, foci, and asymptotes. Graph each equation. 49.

1x - 222 4

-

1y + 322 9

= 1

50.

1y + 322 4

-

1x - 222 9

= 1

51. 1y - 222 - 41x + 222 = 4

52. 1x + 422 - 91y - 322 = 9

53. 1x + 122 - 1y + 222 = 4

54. 1y - 322 - 1x + 222 = 4

55. x2 - y2 - 2x - 2y - 1 = 0

56. y2 - x2 - 4y + 4x - 1 = 0

57. y2 - 4x2 - 4y - 8x - 4 = 0

58. 2x2 - y2 + 4x + 4y - 4 = 0

59. 4x2 - y2 - 24x - 4y + 16 = 0

60. 2y2 - x2 + 2x + 8y + 3 = 0

61. y2 - 4x2 - 16x - 2y - 19 = 0

62. x2 - 3y2 + 8x - 6y + 4 = 0

In Problems 63–66, graph each function. Be sure to label any intercepts. [Hint: Notice that each function is half a hyperbola.] 63. f1x2 = 416 + 4x2

64. f1x2 = - 49 + 9x2

65. f1x2 = - 4 - 25 + x2

66. f1x2 = 4 -1 + x2

Mixed Practice In Problems 67–74, analyze each conic. 67.

y2 (x - 3)2 = 1 4 25

70. y2 = - 12(x + 1)

68.

(y + 2)2 (x - 2)2 = 1 16 4

71. 25x2 + 9y2 - 250x + 400 = 0

73. x2 - 6x - 8y - 31 = 0

69. x2 = 16(y - 3) 72. x2 + 36y2 - 2x + 288y + 541 = 0

74. 9x2 - y2 - 18x - 8y - 88 = 0

Applications and Extensions 75. Fireworks Display Suppose that two people standing 2 miles apart both see the burst from a fireworks display. After a period of time, the first person standing at point A hears the

burst. One second later, the second person standing at point B hears the burst. If the person at point B is due west of the person at point A and if the display is known to occur due

410

CHAPTER 6 Analytic Geometry

north of the person at point A, where did the fireworks display occur? 76. Lightning Strikes Suppose that two people standing 1 mile apart both see a flash of lightning. After a period of time, the first person standing at point A hears the thunder. Two seconds later, the second person standing at point B hears the thunder. If the person at point B is due west of the person at point A and if the lightning strike is known to occur due north of the person standing at point A, where did the lightning strike occur? 77. Nuclear Power Plant Some nuclear power plants utilize “natural draft” cooling towers in the shape of a hyperboloid, a solid obtained by rotating a hyperbola about its conjugate axis. Suppose that such a cooling tower has a base diameter of 400 feet and the diameter at its narrowest point, 360 feet above the ground, is 200 feet. If the diameter at the top of the tower is 300 feet, how tall is the tower? Source: Bay Area Air Quality Management District 78. An Explosion Two recording devices are set 2400 feet apart, with the device at point A to the west of the device at point B.At a point between the devices, 300 feet from point B, a small amount of explosive is detonated. The recording devices record the time until the sound reaches each. How far directly north of point B should a second explosion be done so that the measured time difference recorded by the devices is the same as that for the first detonation? 79. Rutherford’s Experiment In May 1911, Ernest Rutherford published a paper in Philosophical Magazine. In this article, he described the motion of alpha particles as they are shot at a piece of gold foil 0.00004 cm thick. Before conducting this experiment, Rutherford expected that the alpha particles would shoot through the foil just as a bullet would shoot through snow. Instead, a small fraction of the alpha particles bounced off the foil. This led to the conclusion that the nucleus of an atom is dense, while the remainder of the atom is sparse. Only the density of the nucleus could cause the alpha particles to deviate from their path. The figure shows a diagram from Rutherford’s paper that indicates that the deflected alpha particles follow the path of one branch of a hyperbola.

80. Hyperbolic Mirrors Hyperbolas have interesting reflective properties that make them useful for lenses and mirrors. For example, if a ray of light strikes a convex hyperbolic mirror on a line that would (theoretically) pass through its rear focus, it is reflected through the front focus. This property, and that of the parabola, were used to develop the Cassegrain telescope in 1672. The focus of the parabolic mirror and the rear focus of the hyperbolic mirror are the same point. The rays are collected by the parabolic mirror, reflected toward the (common) focus, and thus are reflected by the hyperbolic mirror through the opening to its front focus, where the eyepiece is located. If the equation of the y2 x2 hyperbola is = 1 and the focal length (distance from 9 16 the vertex to the focus) of the parabola is 6, find the equation of the parabola. Source: www.enchantedlearning.com c 81. The eccentricity e of a hyperbola is defined as the number , a where a is the distance of a vertex from the center and c is the distance of a focus from the center. Because c 7 a, it follows that e 7 1. Describe the general shape of a hyperbola whose eccentricity is close to 1. What is the shape if e is very large? 82. A hyperbola for which a = b is called an equilateral hyperbola. Find the eccentricity e of an equilateral hyperbola. [Note: The eccentricity of a hyperbola is defined in Problem 81.] 83. Two hyperbolas that have the same set of asymptotes are called conjugate. Show that the hyperbolas x2 x2 - y2 = 1 and y2 = 1 4 4 are conjugate. Graph each hyperbola on the same set of coordinate axes. 84. Prove that the hyperbola y2 2

a

-

x2 = 1 b2

has the two oblique asymptotes y =

y

a a x and y = - x b b

85. Show that the graph of an equation of the form Ax2 + Cy2 + F = 0 45⬚

A Z 0, C Z 0, F Z 0

where A and C are of opposite sign, is a hyperbola with center at 10, 02.

x

86. Show that the graph of an equation of the form Ax2 + Cy2 + Dx + Ey + F = 0

A Z 0, C Z 0

where A and C are of opposite sign, (a) Find an equation of the asymptotes under this scenario. (b) If the vertex of the path of the alpha particles is 10 cm from the center of the hyperbola, find a model that describes the path of the particle.

E2 D2 + - F Z 0. 4A 4C E2 D2 + - F = 0. (b) is two intersecting lines if 4A 4C (a) is a hyperbola if

‘Are You Prepared?’ Answers 1. 522

2.

25 4

3. 10, -32, 10, 32

4. True

5. right; 5; down; 4

6. {-2, 8}

411

SECTION 6.5 Rotation of Axes; General Form of a Conic

6.5 Rotation of Axes; General Form of a Conic PREPARING FOR THIS SECTION Before getting started, review the following: • Double-angle Formulas for Sine and Cosine (Section 3.6, p. 230)

• Sum Formulas for Sine and Cosine (Section 3.5, pp. 218 and 221) • Half-angle Formulas for Sine and Cosine (Section 3.6, p. 234) Now Work the ‘Are You Prepared?’ problems on page 417.

OBJECTIVES 1 Identify a Conic (p. 411) 2 Use a Rotation of Axes to Transform Equations (p. 412) 3 Analyze an Equation Using a Rotation of Axes (p. 414) 4 Identify Conics without a Rotation of Axes (p. 416)

In this section, we show that the graph of a general second-degree polynomial containing two variables x and y, that is, an equation of the form Ax2 + Bxy + Cy2 + Dx + Ey + F = 0

(1)

where A, B, and C are not simultaneously 0, is a conic. We shall not concern ourselves here with the degenerate cases of equation (1), such as x2 + y2 = 0, whose graph is a single point 10, 02; or x2 + 3y2 + 3 = 0, whose graph contains no points; or x2 - 4y2 = 0, whose graph is two lines, x - 2y = 0 and x + 2y = 0. We begin with the case where B = 0. In this case, the term containing xy is not present, so equation (1) has the form Ax2 + Cy2 + Dx + Ey + F = 0 where either A Z 0 or C Z 0.

1 Identify a Conic We have already discussed the procedure for identifying the graph of this kind of equation; we complete the squares of the quadratic expressions in x or y, or both. Once this has been done, the conic can be identified by comparing it to one of the forms studied in Sections 6.2 through 6.4. In fact, though, we can identify the conic directly from the equation without completing the squares.

THEOREM

Identifying Conics without Completing the Squares Excluding degenerate cases, the equation Ax2 + Cy2 + Dx + Ey + F = 0

(2)

where A and C cannot both equal zero: (a) Defines a parabola if AC = 0. (b) Defines an ellipse (or a circle) if AC 7 0. (c) Defines a hyperbola if AC 6 0.

Proof (a) If AC = 0, then either A = 0 or C = 0, but not both, so the form of equation (2) is either Ax2 + Dx + Ey + F = 0, A Z 0 or Cy2 + Dx + Ey + F = 0, C Z 0

412

CHAPTER 6 Analytic Geometry

Using the results of Problems 78 and 79 in Exercise 6.2, it follows that, except for the degenerate cases, the equation is a parabola. (b) If AC 7 0, then A and C are of the same sign. Using the results of Problem 84 in Exercise 6.3, except for the degenerate cases, the equation is an ellipse. (c) If AC 6 0, then A and C are of opposite sign. Using the results of Problem 86 in Exercise 6.4, except for the degenerate cases, the equation is a hyperbola.  We will not be concerned with the degenerate cases of equation (2). However, in practice, you should be alert to the possibility of degeneracy.

EXAMPLE 1

Identifying a Conic without Completing the Squares Identify the graph of each equation without completing the squares. (a) 3x2 + 6y2 + 6x - 12y = 0 (c) y2 - 2x + 4 = 0

Solution

(b) 2x2 - 3y2 + 6y + 4 = 0

(a) Compare the given equation to equation (2) and conclude that A = 3 and C = 6. Since AC = 18 7 0, the equation defines an ellipse. (b) Here A = 2 and C = -3, so AC = -6 6 0. The equation defines a hyperbola. (c) Here A = 0 and C = 1, so AC = 0. The equation defines a parabola.

Now Work

PROBLEM



11

Although we can now identify the type of conic represented by any equation of the form of equation (2) without completing the squares, we will still need to complete the squares if we desire additional information about the conic, such as its graph.

2 Use a Rotation of Axes to Transform Equations

Figure 47 y′

y θ

x′ θ x

O

(a)

y′

P ⫽ (x, y) ⫽ (x ′, y ′) y′ x′

r

O

x

(b)

x¿ = r cos a x = r cos1u + a2

y¿ = r sin a y = r sin1u + a2

Now

y

α

Now we turn our attention to equations of the form of equation (1), where B Z 0. To discuss this case, we introduce a new procedure: rotation of axes. In a rotation of axes, the origin remains fixed while the x-axis and y-axis are rotated through an angle u to a new position; the new positions of the x-axis and the y-axis are denoted by x¿ and y¿, respectively, as shown in Figure 47(a). Now look at Figure 47(b). There the point P has the coordinates 1x, y2 relative to the xy-plane, while the same point P has coordinates 1x¿, y¿2 relative to the x¿y¿-plane. We seek relationships that will enable us to express x and y in terms of x¿, y¿, and u. As Figure 47(b) shows, r denotes the distance from the origin O to the point P, and a denotes the angle between the positive x¿-axis and the ray from O through P. Then, using the definitions of sine and cosine, we have

x′ θ

y x

x = = = =

r cos1u + a2 Apply the Sum Formula for cosine. r1cos u cos a - sin u sin a2 1r cos a21cos u2 - 1r sin a21sin u2 By equation (3) x¿ cos u - y¿ sin u

Similarly, y = r sin1u + a2 = r1sin u cos a + cos u sin a2 Apply the Sum Formula for sine. = x¿ sin u + y¿ cos u By equation (3)

(3) (4)

SECTION 6.5 Rotation of Axes; General Form of a Conic

THEOREM

413

Rotation Formulas If the x- and y-axes are rotated through an angle u, the coordinates 1x, y2 of a point P relative to the xy-plane and the coordinates 1x¿, y¿2 of the same point relative to the new x¿- and y¿-axes are related by the formulas x = x¿ cos u - y¿ sin u

y = x¿ sin u + y¿ cos u

(5)

Rotating Axes

EXAMPLE 2

Express the equation xy = 1 in terms of new x¿y¿-coordinates by rotating the axes through a 45° angle. Discuss the new equation.

Solution

Let u = 45° in equation (5). Then 22 22 22 - y¿ = 1x¿ - y¿2 2 2 2 22 22 22 + y¿ = 1x¿ + y¿2 y = x¿ sin 45° + y¿ cos 45° = x¿ 2 2 2

x = x¿ cos 45° - y¿ sin 45° = x¿

Substituting these expressions for x and y in xy = 1 gives

Figure 48 y

y′

x′

c

2

22 22 1x¿ - y¿2 d c 1x¿ + y¿2 d = 1 2 2 1 1x¿ 2 - y¿ 22 = 1 2 y¿ 2 x¿ 2 = 1 2 2

( 2 , 0)

1

45° ⫺2

⫺1

(⫺ 2 , 0)

1 ⫺1 ⫺2

2

x

This is the equation of a hyperbola with center at 10, 02 and transverse axis along the x¿-axis. The vertices are at 1; 12, 02 on the x¿-axis; the asymptotes are y¿ = x¿ and y¿ = -x¿ (which correspond to the original x- and y-axes). See Figure 48 for the graph. 

As Example 2 illustrates, a rotation of axes through an appropriate angle can transform a second-degree equation in x and y containing an xy-term into one in x¿ and y¿ in which no x¿ y¿-term appears. In fact, we will show that a rotation of axes through an appropriate angle will transform any equation of the form of equation (1) into an equation in x¿ and y¿ without an x¿ y¿-term. To find the formula for choosing an appropriate angle u through which to rotate the axes, begin with equation (1), Ax2 + Bxy + Cy2 + Dx + Ey + F = 0 B Z 0 Next rotate through an angle u using the rotation formulas (5). 2

A1x¿ cos u - y¿ sin u2 + B1x¿ cos u - y¿ sin u21x¿ sin u + y¿ cos u2 2 + C1x¿ sin u + y¿ cos u2 + D1x¿ cos u - y¿ sin u2 + E1x¿ sin u + y¿ cos u2 + F = 0 By expanding and collecting like terms, we obtain 1A cos2 u + B sin u cos u + C sin2 u2x¿ 2 + + + +

3B1cos2 u - sin2 u2 + 21C - A21sin u cos u24x¿ y¿ 1A sin2 u - B sin u cos u + C cos2 u2y¿ 2 1D cos u + E sin u2x¿ 1-D sin u + E cos u2y¿ + F = 0 (6)

In equation (6), the coefficient of x¿ y¿ is B1cos2 u - sin2 u2 + 21C - A21sin u cos u2

414

CHAPTER 6 Analytic Geometry

Since we want to eliminate the x¿ y¿-term, we select an angle u so that this coefficient is 0. B1cos2 u - sin2 u2 + 21C - A21sin u cos u2 = 0

B cos12u2 + 1C - A2 sin12u2 = 0 B cos12u2 = 1A - C2 sin12u2 A - C B

B Z 0

Ax2 + Bxy + Cy2 + Dx + Ey + F = 0

B Z 0

cot12u2 =

THEOREM

Double-angle Formulas

To transform the equation

into an equation in x¿ and y¿ without an x¿ y¿-term, rotate the axes through an angle u that satisfies the equation cot12u2 =

A - C B

(7)

WARNING Be careful if you use a calculator to solve equation (7). 1. If cot12u2 = 0, then 2u = 90° and u = 45°. 2. If cot12u2 Z 0, first find cos12u2. Then use the inverse cosine function key(s) to obtain 2u, 0° 6 2u 6 180°. Finally, divide by 2 to obtain the correct acute angle u. 

Equation (7) has an infinite number of solutions for u. We shall adopt the convention of choosing the acute angle u that satisfies (7). There are two possibilities: If cot12u2 Ú 0, then 0° 6 2u … 90°, so 0° 6 u … 45°. If cot12u2 6 0, then 90° 6 2u 6 180°, so 45° 6 u 6 90°. Each of these results in a counterclockwise rotation of the axes through an acute angle u.*

3 Analyze an Equation Using a Rotation of Axes For the remainder of this section, the direction “Analyze the equation” will mean to transform the given equation so that it contains no xy-term and to graph the equation.

EXAMPLE 3

Analyzing an Equation Using a Rotation of Axes Analyze the equation:

Solution

x2 + 23xy + 2y2 - 10 = 0

Since an xy-term is present, we must rotate the axes. Using A = 1, B = 13, and C = 2 in equation (7), the appropriate acute angle u through which to rotate the axes satisfies the equation cot12u2 =

A - C -1 23 = = B 3 23

0° 6 2u 6 180°

23 , we find 2u = 120°, so u = 60°. Using u = 60° in the rotation 3 formulas (5), we find Since cot12u2 = -

1 23 1 x¿ y¿ = A x¿ - 23y¿ B 2 2 2 23 1 1 y = x¿sin 60° + y¿cos 60° = x¿ + y¿ = A23x¿ + y¿ B 2 2 2

x = x¿cos 60° - y¿sin 60° =

A - C will eliminate the x¿ y¿-term. However, B the final form of the transformed equation may be different (but equivalent), depending on the angle chosen. * Any rotation through an angle u that satisfies cot12u2 =

SECTION 6.5 Rotation of Axes; General Form of a Conic

415

Substituting these values into the original equation and simplifying, we have x2 + 23xy + 2y2 - 10 = 0

1 1 1 1 A x¿ - 23y¿ B 2 + 23 c A x¿ - 23y¿ B d c A 23x¿ + y¿ B d + 2 c A 23x¿ + y¿ B 2 d = 10 4 2 2 4 Multiply both sides by 4 and expand to obtain

x¿ - 223x¿ y¿ + 3y¿ 2 + 23 A 23x¿ 2 - 2x¿ y¿ - 23y¿ 2 B + 2 A 3x¿ 2 + 2 23x¿ y¿ + y¿ 2 B = 40 2

10x¿ 2 + 2y¿ 2 = 40 y¿ 2 x¿ 2 + = 1 4 20

Figure 49

This is the equation of an ellipse with center at 10, 02 and major axis along the y¿-axis. The vertices are at 10, ;2 152 on the y¿-axis. See Figure 49 for the graph.

x′

y



y′

Now Work

(2, 0)

(0, 2 5 )

60° (⫺2, 0)

x (0, ⫺2 5 )

EXAMPLE 4

PROBLEM

In Example 3, the acute angle u through which to rotate the axes was easy to find because of the numbers that we used in the given equation. In general, A - C the equation cot12u2 = will not have such a “nice” solution. As the next B example shows, we can still find the appropriate rotation formulas without using a calculator approximation by applying Half-angle Formulas.

Analyzing an Equation Using a Rotation of Axes Analyze the equation:

Solution

31

4x2 - 4xy + y2 + 5 25x + 5 = 0

Letting A = 4, B = -4, and C = 1 in equation (7), the appropriate angle u through which to rotate the axes satisfies 3 A - C 3 = = cot12u2 = B -4 4 To use the rotation formulas (5), we need to know the values of sin u and cos u. Since we seek an acute angle u, we know that sin u 7 0 and cos u 7 0. Use the Half-angle Formulas in the form sin u =

1 - cos12u2 B

2

cos u =

1 + cos12u2 B

2

3 Now we need to find the value of cos12u2. Since cot12u2 = - , then 4 3 90° 6 2u 6 180° (Do you know why?), so cos12u2 = - . Then 5 3 1 - a- b 5 2 2 25 4 = = = = sin u = R B5 B 2 2 5 25 3 1 + a- b 1 + cos12u2 5 1 1 25 cos u = = = = = B 2 R 2 B5 5 25 1 - cos12u2

With these values, the rotation formulas (5) are 25 2 25 25 x¿ y¿ = 1x¿ - 2y¿2 5 5 5 25 25 2 25 x¿ + y¿ = 12x¿ + y¿2 y = 5 5 5

x =

416

CHAPTER 6 Analytic Geometry

Substituting these values in the original equation and simplifying, we obtain 4x2 - 4xy + y2 + 5 25x + 5 = 0 4c

2 25 25 25 1x¿ - 2y¿2 d - 4 c 1x¿ - 2y¿2 d c 12x¿ + y¿2 d 5 5 5

+ c

2 25 25 12x¿ + y¿2 d + 5 25 c 1x¿ - 2y¿2 d = -5 5 5

Multiply both sides by 5 and expand to obtain

41x¿ 2 - 4x¿ y¿ + 4y¿ 22 - 412x¿ 2 - 3x¿ y¿ - 2y¿ 22 + 4x¿ 2 + 4x¿y¿ + y¿ 2 + 251x¿ - 2y¿2 = -25 25y¿ 2 - 50y¿ + 25x¿ = -25 Combine like terms. y¿ 2 - 2y¿ + x¿ = -1 Divide by 25.

Figure 50 y

x′

y′ (0, 1)

y¿ 2 - 2y¿ + 1 = -x¿ 2 1y¿ - 12 = -x¿

63.4° x

Complete the square in y¿.

This is the equation of a parabola with vertex at 10, 12 in the x¿y¿-plane. The axis 2 25 of symmetry is parallel to the x¿-axis. Using a calculator to solve sin u = , we 5 find that u L 63.4°. See Figure 50 for the graph. 

Now Work

PROBLEM

37

4 Identify Conics without a Rotation of Axes Suppose that we are required only to identify (rather than analyze) the graph of an equation of the form Ax2 + Bxy + Cy2 + Dx + Ey + F = 0

B Z 0

(8)

If we apply the rotation formulas (5) to this equation, we obtain an equation of the form A¿ x¿ 2 + B¿ x¿ y¿ + C¿ y¿ 2 + D¿ x¿ + E¿ y¿ + F¿ = 0

(9)

where A¿, B¿, C¿, D¿, E¿, and F¿ can be expressed in terms of A, B, C, D, E, F and the angle u of rotation (see Problem 53). It can be shown that the value of B2 - 4AC in equation (8) and the value of B¿ 2 - 4A¿ C¿ in equation (9) are equal no matter what angle u of rotation is chosen (see Problem 55). In particular, if the angle u of rotation satisfies equation (7), then B¿ = 0 in equation (9), and B2 - 4AC = -4A¿ C¿. Since equation (9) then has the form of equation (2), A¿ x¿ 2 + C¿ y¿ 2 + D¿ x¿ + E¿ y¿ + F¿ = 0 we can identify its graph without completing the squares, as we did in the beginning of this section. In fact, now we can identify the conic described by any equation of the form of equation (8) without a rotation of axes.

THEOREM

Identifying Conics without a Rotation of Axes Except for degenerate cases, the equation Ax2 + Bxy + Cy2 + Dx + Ey + F = 0 (a) Defines a parabola if B2 - 4AC = 0. (b) Defines an ellipse (or a circle) if B2 - 4AC 6 0. (c) Defines a hyperbola if B2 - 4AC 7 0. You are asked to prove this theorem in Problem 56.

SECTION 6.5 Rotation of Axes; General Form of a Conic

EXAMPLE 5

417

Identifying a Conic without a Rotation of Axes Identify the graph of the equation: 8x2 - 12xy + 17y2 - 4 25x - 2 25y - 15 = 0

Solution

Here A = 8, B = -12, and C = 17, so B2 - 4AC = -400. Since B2 - 4AC 6 0, the equation defines an ellipse. 

Now Work

PROBLEM

43

6.5 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. The sum formula for the sine function is sin1A + B2 = _____. (p. 221) 2. The Double-angle Formula for the sine function is sin12u2 = _____. (p. 230)

3. If u is acute, the Half-angle Formula for the sine function is u sin = _____. (p. 234) 2 4. If u is acute, the Half-angle Formula for the cosine function u is cos = _____. (p. 234) 2

Concepts and Vocabulary 5. To transform the equation Ax + Bxy + Cy + Dx + Ey + F = 0, 2

2

B Z 0

into one in x¿ and y¿ without an x¿y¿-term, rotate the axes through an acute angle u that satisfies the equation _____. 6. Except for degenerate cases, the equation Ax2 + Bxy + Cy2 + Dx + Ey + F = 0 defines a(n) if B2 - 4AC = 0.

8. True or False The equation ax2 + 6y 2 - 12y = 0 defines an ellipse if a 7 0. 9. True or False The equation 3x2 + Bxy + 12y2 = 10 defines a parabola if B = -12. 10. True or False To eliminate the xy-term from the equation x2 - 2xy + y2 - 2x + 3y + 5 = 0, rotate the axes through an angle u, where cot u = B2 - 4AC.

7. Except for degenerate cases, the equation Ax2 + Bxy + Cy2 + Dx + Ey + F = 0 defines an ellipse if .

Skill Building In Problems 11–20, identify the graph of each equation without completing the squares. 11. x2 + 4x + y + 3 = 0

12. 2y2 - 3y + 3x = 0

13. 6x2 + 3y2 - 12x + 6y = 0

14. 2x2 + y2 - 8x + 4y + 2 = 0

15. 3x2 - 2y2 + 6x + 4 = 0

16. 4x2 - 3y2 - 8x + 6y + 1 = 0

17. 2y2 - x2 - y + x = 0

18. y2 - 8x2 - 2x - y = 0

19. x2 + y2 - 8x + 4y = 0

20. 2x2 + 2y2 - 8x + 8y = 0

In Problems 21–30, determine the appropriate rotation formulas to use so that the new equation contains no xy-term. 21. x2 + 4xy + y2 - 3 = 0

22. x2 - 4xy + y2 - 3 = 0

23. 5x2 + 6xy + 5y2 - 8 = 0

24. 3x2 - 10xy + 3y2 - 32 = 0

25. 13x2 - 6 23xy + 7y2 - 16 = 0

26. 11x2 + 1023xy + y2 - 4 = 0

27. 4x2 - 4xy + y2 - 8 25x - 16 25y = 0

28. x2 + 4xy + 4y2 + 525y + 5 = 0

29. 25x2 - 36xy + 40y2 - 12 213x - 8 213y = 0

30. 34x2 - 24xy + 41y2 - 25 = 0

418

CHAPTER 6 Analytic Geometry

In Problems 31–42, rotate the axes so that the new equation contains no xy-term. Analyze and graph the new equation. Refer to Problems 21–30 for Problems 31–40. 31. x2 + 4xy + y2 - 3 = 0

32. x2 - 4xy + y2 - 3 = 0

33. 5x2 + 6xy + 5y2 - 8 = 0

34. 3x2 - 10xy + 3y2 - 32 = 0

35. 13x2 - 6 23xy + 7y2 - 16 = 0

36. 11x2 + 1023xy + y2 - 4 = 0

37. 4x2 - 4xy + y2 - 8 25x - 16 25y = 0

38. x2 + 4xy + 4y2 + 525y + 5 = 0

39. 25x2 - 36xy + 40y2 - 12 213x - 8 213y = 0

40. 34x2 - 24xy + 41y2 - 25 = 0

41. 16x2 + 24xy + 9y2 - 130x + 90y = 0

42. 16x2 + 24xy + 9y2 - 60x + 80y = 0

In Problems 43–52, identify the graph of each equation without applying a rotation of axes. 43. x2 + 3xy - 2y2 + 3x + 2y + 5 = 0

44. 2x2 - 3xy + 4y2 + 2x + 3y - 5 = 0

45. x2 - 7xy + 3y2 - y - 10 = 0

46. 2x2 - 3xy + 2y2 - 4x - 2 = 0

47. 9x2 + 12xy + 4y2 - x - y = 0

48. 10x2 + 12xy + 4y2 - x - y + 10 = 0

49. 10x2 - 12xy + 4y2 - x - y - 10 = 0

50. 4x2 + 12xy + 9y2 - x - y = 0

51. 3x2 - 2xy + y2 + 4x + 2y - 1 = 0

52. 3x2 + 2xy + y2 + 4x - 2y + 10 = 0

Applications and Extensions 56. Prove that, except for degenerate cases, the equation

In Problems 53–56, apply the rotation formulas (5) to Ax2 + Bxy + Cy2 + Dx + Ey + F = 0

Ax2 + Bxy + Cy2 + Dx + Ey + F = 0

to obtain the equation A¿ x¿ 2 + B¿ x¿ y¿ + C¿ y¿ 2 + D¿ x¿ + E¿ y¿ + F¿ = 0 53. Express A¿, B¿, C¿, D¿, E¿, and F¿ in terms of A, B, C, D, E, F, and the angle u of rotation. [Hint: Refer to equation (6).] 54. Show that A + C = A¿ + C¿, and thus show that A + C is invariant; that is, its value does not change under a rotation of axes. 55. Refer to Problem 54. Show that B2 - 4AC is invariant.

(a) Defines a parabola if B2 - 4AC = 0. (b) Defines an ellipse (or a circle) if B2 - 4AC 6 0. (c) Defines a hyperbola if B2 - 4AC 7 0. 57. Use the rotation formulas (5) to show that distance is invariant under a rotation of axes. That is, show that the distance from P1 = 1x1 , y12 to P2 = 1x2 , y22 in the xy-plane equals the distance from P1 = 1x1œ , y1œ 2 to P2 = 1x2œ , y2œ 2 in the x¿ y¿-plane. 58. Show that the graph of the equation x1>2 + y1>2 = a1>2 is part of the graph of a parabola.

Explaining Concepts: Discussion and Writing 59. Formulate a strategy for discussing and graphing an equation of the form

60. How does your strategy change if the equation is of the following form?

Ax2 + Cy2 + Dx + Ey + F = 0

Ax2 + Bxy + Cy2 + Dx + Ey + F = 0

‘Are You Prepared?’ Answers 1. sin A cos B + cos A sin B

2. 2 sin u cos u

3.

B

1 - cos u 2

4.

B

1 + cos u 2

419

SECTION 6.6 Polar Equations of Conics

6.6 Polar Equations of Conics PREPARING FOR THIS SECTION Before getting started, review the following: • Polar Coordinates (Section 5.1, pp. 304–311) Now Work the ‘Are You Prepared?’problems on page 423.

OBJECTIVES 1 Analyze and Graph Polar Equations of Conics (p. 419) 2 Convert the Polar Equation of a Conic to a Rectangular Equation (p. 423)

1 Analyze and Graph Polar Equations of Conics In Sections 6.2 through 6.4, we gave separate definitions for the parabola, ellipse, and hyperbola based on geometric properties and the distance formula. In this section, we present an alternative definition that simultaneously defines all these conics. As we shall see, this approach is well suited to polar coordinate representation. (Refer to Section 5.1.)

DEFINITION

Let D denote a fixed line called the directrix; let F denote a fixed point called the focus, which is not on D; and let e be a fixed positive number called the eccentricity. A conic is the set of points P in the plane such that the ratio of the distance from F to P to the distance from D to P equals e. That is, a conic is the collection of points P for which d1F, P2 d1D, P2

= e

(1)

If e = 1, the conic is a parabola. If e 6 1, the conic is an ellipse. If e 7 1, the conic is a hyperbola. Observe that if e = 1 the definition of a parabola in equation (1) is exactly the same as the definition used earlier in Section 6.2. In the case of an ellipse, the major axis is a line through the focus perpendicular to the directrix. In the case of a hyperbola, the transverse axis is a line through the focus perpendicular to the directrix. For both an ellipse and a hyperbola, the eccentricity e satisfies e =

Figure 51 Directrix D

P ⫽ (r, θ) d(D, P ) r

p Pole O (Focus F )

θ Q

Polar axis

c a

(2)

where c is the distance from the center to the focus and a is the distance from the center to a vertex. Just as we did earlier using rectangular coordinates, we derive equations for the conics in polar coordinates by choosing a convenient position for the focus F and the directrix D. The focus F is positioned at the pole, and the directrix D is either parallel or perpendicular to the polar axis. Suppose that we start with the directrix D perpendicular to the polar axis at a distance p units to the left of the pole (the focus F). See Figure 51. If P = 1r, u2 is any point on the conic, then, by equation (1), d1F, P2 d1D, P2

= e

or d1F, P2 = e # d1D, P2

(3)

420

CHAPTER 6 Analytic Geometry

Now use the point Q obtained by dropping the perpendicular from P to the polar axis to calculate d1D, P2. d1D, P2 = p + d1O, Q2 = p + r cos u Using this expression and the fact that d1F, P2 = d1O, P2 = r in equation (3), we get d1F, P2 = e # d1D, P2 r = e1p + r cos u2 r = ep + er cos u r - er cos u = ep r11 - e cos u2 = ep r =

THEOREM

ep 1 - e cos u

Polar Equation of a Conic; Focus at the Pole; Directrix Perpendicular to the Polar Axis a Distance p to the Left of the Pole The polar equation of a conic with focus at the pole and directrix perpendicular to the polar axis at a distance p to the left of the pole is r =

ep 1 - e cos u

(4)

where e is the eccentricity of the conic.

EXAMPLE 1

Analyzing and Graphing the Polar Equation of a Conic Analyze and graph the equation:

Solution

r =

4 2 - cos u

The given equation is not quite in the form of equation (4), since the first term in the denominator is 2 instead of 1. Divide the numerator and denominator by 2 to obtain r =

2 1 1 - cos u 2

r =

ep 1 - e cos u

This equation is in the form of equation (4), with e =

1 2

and

ep = 2

Then 1 p = 2, 2

so p = 4

1 6 1. One focus is at the 2 pole, and the directrix is perpendicular to the polar axis, a distance of p = 4 units to the left of the pole. It follows that the major axis is along the polar axis. To find the 4 vertices, we let u = 0 and u = p. The vertices of the ellipse are 14, 02 and a , pb . 3 4 The midpoint of the vertices, a , 0 b in polar coordinates, is the center of the ellipse. 3 We conclude that the conic is an ellipse, since e =

SECTION 6.6 Polar Equations of Conics

4 [Do you see why? The vertices 14, 02 and a , p b in polar coordinates are 14, 02 3 4 and a - , 0 b in rectangular coordinates. The midpoint in rectangular coordinates is 3 4 4 a , 0 b, which is also a , 0 b in polar coordinates.] Then a = distance from the 3 3 8 8 c 1 center to a vertex = . Using a = and e = in equation (2), e = , we find a 3 3 2 4 8 4 c = ae = . Finally, using a = and c = in b2 = a2 - c2, we have 3 3 3

Figure 52 Directrix

4 3 3

( 4–3 , π)

421

F

( 4–3 , 0)

(4, 0)

b2 = a2 - c2 =

Polar axis

b =

64 16 48 = 9 9 9

4 23 3

Figure 52 shows the graph.



Exploration 4 and compare the result with Figure 52. What do you conclude? Clear the screen 2 + cos u 4 4 and graph r1 = and then r1 = . Compare each of these graphs with Figure 52. 2 - sin u 2 + sin u What do you conclude? Graph r1 =

Now Work

PROBLEM

11

Equation (4) was obtained under the assumption that the directrix was perpendicular to the polar axis at a distance p units to the left of the pole. A similar derivation (see Problem 43), in which the directrix is perpendicular to the polar axis at a distance p units to the right of the pole, results in the equation r =

ep 1 + e cos u

In Problems 44 and 45, you are asked to derive the polar equations of conics with focus at the pole and directrix parallel to the polar axis. Table 5 summarizes the polar equations of conics.

Table 5

Polar Equations of Conics (Focus at the Pole, Eccentricity e) Equation Description (a) r = (b) r = (c) r = (d) r =

ep 1 - e cos u ep 1 + e cos u ep 1 + e sin u ep 1 - e sin u

Directrix is perpendicular to the polar axis at a distance p units to the left of the pole. Directrix is perpendicular to the polar axis at a distance p units to the right of the pole. Directrix is parallel to the polar axis at a distance p units above the pole. Directrix is parallel to the polar axis at a distance p units below the pole.

Eccentricity If e = 1, the conic is a parabola; the axis of symmetry is perpendicular to the directrix. If e 6 1, the conic is an ellipse; the major axis is perpendicular to the directrix. If e 7 1, the conic is a hyperbola; the transverse axis is perpendicular to the directrix.

422

CHAPTER 6 Analytic Geometry

EXAMPLE 2

Analyzing and Graphing the Polar Equation of a Conic r =

Analyze and graph the equation:

Solution

6 3 + 3 sin u

To place the equation in proper form, divide the numerator and denominator by 3 to get 2 r = 1 + sin u Referring to Table 5, we conclude that this equation is in the form of equation (c) with e = 1 and ep = 2 p = 2

Figure 53 (1, π2 ) Directrix (2, π)

(2, 0)

Polar axis

F

e = 1

The conic is a parabola with focus at the pole. The directrix is parallel to the polar axis at a distance 2 units above the pole; the axis of symmetry is perpendicular p to the polar axis. The vertex of the parabola is at a1, b. (Do you see why?) See 2 Figure 53 for the graph. Notice that we plotted two additional points, 12, 02 and 12, p2, to assist in graphing. 

Now Work

EXAMPLE 3

PROBLEM

13

Analyzing and Graphing the Polar Equation of a Conic r =

Analyze and graph the equation:

Solution

3 1 + 3 cos u

This equation is in the form of equation (b) in Table 5. We conclude that e = 3 and ep = 3 p = 1

This is the equation of a hyperbola with a focus at the pole. The directrix is perpendicular to the polar axis, 1 unit to the right of the pole. The transverse axis is along the polar axis. To find the vertices, we let u = 0 and u = p. The vertices are 3 3 3 3 a , 0 b and a - , p b. The center, which is at the midpoint of a , 0 b and a - , p b, 4 2 4 2 9 9 is a , 0 b . Then c = distance from the center to a focus = . Since e = 3, it follows 8 8 c 3 3 9 from equation (2), e = , that a = . Finally, using a = and c = in a 8 8 8 b2 = c2 - a2, we find

Figure 54 (3, ␲–2 )

b2 = c2 - a2 =

( 3–4 , 0)

( 9–8 , 0)

O 3 2 b ⫽ –––– 4

3␲ (3, ––– 2 )

e = 3

b =

(⫺ 3–2 , ␲) Polar axis

3 2 22

=

9 72 9 81 = = 64 64 64 8

3 22 4

p Figure 54 shows the graph. Notice that we plotted two additional points, a 3, b and 2 3p a 3, b, on the left branch and used symmetry to obtain the right branch. The 2 asymptotes of this hyperbola were found in the usual way by constructing the rectangle shown. 

Now Work

PROBLEM

17

SECTION 6.6 Polar Equations of Conics

423

2 Convert the Polar Equation of a Conic to a Rectangular Equation EXAMPLE 4

Converting a Polar Equation to a Rectangular Equation Convert the polar equation r =

1 3 - 3 cos u

to a rectangular equation.

Solution

The strategy here is first to rearrange the equation and square each side before using the transformation equations. 1 3 - 3 cos u 3r - 3r cos u = 1 r =

3r = 1 + 3r cos u Rearrange the equation. 9r2 = 11 + 3r cos u22 Square each side.

91x2 + y22 = 11 + 3x22 9x2 + 9y2 = 9x2 + 6x + 1

x 2 + y 2 = r 2; x = r cos u

9y2 = 6x + 1 This is the equation of a parabola in rectangular coordinates.

Now Work

PROBLEM



25

6.6 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. If 1x, y2 are the rectangular coordinates of a point P and 1r, u2 are its polar coordinates, then x = and . (pp. 304–311) y=

2. Transform the equation r = 6 cos u from polar coordinates to rectangular coordinates. (pp. 304–311)

Concepts and Vocabulary 3. A is the set of points P in the plane such that the ratio of the distance from a fixed point called the to P to the distance from a fixed line called the to P equals a constant e. 4. The eccentricity e of a parabola is it is , and of a hyperbola it is

, of an ellipse .

5. True or False If 1r, u2 are polar coordinates, the equation 2 r = defines a hyperbola. 2 + 3 sin u c 6. True or False The eccentricity e of any conic is , where a a is the distance of a vertex from the center and c is the distance of a focus from the center.

Skill Building In Problems 7–12, identify the conic that each polar equation represents. Also, give the position of the directrix. 7. r = 10. r =

1 1 + cos u 2 1 + 2 cos u

8. r = 11. r =

3 1 - sin u 3 4 - 2 cos u

In Problems 13–24, analyze each equation and graph it. 1 3 13. r = 14. r = 1 + cos u 1 - sin u 9 12 17. r = 18. r = 3 - 6 cos u 4 + 8 sin u 21. r13 - 2 sin u2 = 6

22. r12 - cos u2 = 2

8 4 + 3 sin u 8 19. r = 2 - sin u 6 sec u 23. r = 2 sec u - 1

15. r =

9. r =

4 2 - 3 sin u

12. r =

6 8 + 2 sin u 10 5 + 4 cos u 8 20. r = 2 + 4 cos u 3 csc u 24. r = csc u - 1

16. r =

424

CHAPTER 6 Analytic Geometry

In Problems 25–36, convert each polar equation to a rectangular equation. 1 3 8 25. r = 26. r = 27. r = 1 + cos u 1 - sin u 4 + 3 sin u 9 12 8 29. r = 30. r = 31. r = 3 - 6 cos u 4 + 8 sin u 2 - sin u 6 sec u 33. r13 - 2 sin u2 = 6 34. r12 - cos u2 = 2 35. r = 2 sec u - 1

10 5 + 4 cos u 8 32. r = 2 + 4 cos u 3 csc u 36. r = csc u - 1

28. r =

In Problems 37–42, find a polar equation for each conic. For each, a focus is at the pole. 37. e = 1; directrix is parallel to the polar axis 1 unit above the pole. 4 39. e = ; directrix is perpendicular to the polar axis 3 units to 5 the left of the pole. 41. e = 6; directrix is parallel to the polar axis 2 units below the pole.

38. e = 1; directrix is parallel to the polar axis 2 units below the pole. 2 40. e = ; directrix is parallel to the polar axis 3 units above the 3 pole. 42. e = 5; directrix is perpendicular to the polar axis 5 units to the right of the pole.

Applications and Extensions where r is measured in miles and the Sun is at the pole. Find the distance from Mercury to the Sun at aphelion (greatest distance from the Sun) and at perihelion (shortest distance from the Sun). See the figure. Use the aphelion and perihelion to graph the orbit of Mercury using a graphing utility.

43. Derive equation (b) in Table 5: ep r = 1 + e cos u 44. Derive equation (c) in Table 5: ep r = 1 + e sin u

Mercury

45. Derive equation (d) in Table 5: ep r = 1 - e sin u

Perihelion

46. Orbit of Mercury The planet Mercury travels around the Sun in an elliptical orbit given approximately by r =

13.442210

Aphelion Sun

7

1 - 0.206 cos u

‘Are You Prepared?’ Answers 1. r cos u; r sin u

2. x2 + y2 = 6x or 1x - 322 + y2 = 9

6.7 Plane Curves and Parametric Equations PREPARING FOR THIS SECTION Before getting started, review the following: • Amplitude and Period of Sinusoidal Graphs (Section 2.4, pp. 143–149) Now Work the ‘Are You Prepared?’ problem on page 434.

OBJECTIVES 1 2 3 4

Graph Parametric Equations (p. 425) Find a Rectangular Equation for a Curve Defined Parametrically (p. 426) Use Time as a Parameter in Parametric Equations (p. 428) Find Parametric Equations for Curves Defined by Rectangular Equations (p. 431)

Equations of the form y = f1x2, where f is a function, have graphs that are intersected no more than once by any vertical line. The graphs of many of the conics and certain other, more complicated, graphs do not have this characteristic. Yet each graph, like the graph of a function, is a collection of points 1x, y2 in the xy-plane; that is, each is a plane curve. In this section, we discuss another way of representing such graphs.

SECTION 6.7 Plane Curves and Parametric Equations

425

Let x = f1t2 and y = g1t2, where f and g are two functions whose common domain is some interval I. The collection of points defined by

DEFINITION

1x, y2 = 1f1t2, g1t22 is called a plane curve. The equations x = f1t2

y = g1t2

where t is in I, are called parametric equations of the curve. The variable t is called a parameter.

1 Graph Parametric Equations Parametric equations are particularly useful in describing movement along a curve. Suppose that a curve is defined by the parametric equations

Figure 55 y

x = f1t2,

P ⫽ (f(t ), g(t )) B ⫽ (f(b), g(b))

a … t … b

where f and g are each defined over the interval a … t … b. For a given value of t, we can find the value of x = f1t2 and y = g1t2, obtaining a point 1x, y2 on the curve. In fact, as t varies over the interval from t = a to t = b, successive values of t give rise to a directed movement along the curve; that is, the curve is traced out in a certain direction by the corresponding succession of points 1x, y2. See Figure 55. The arrows show the direction, or orientation, along the curve as t varies from a to b.

t⫽b x

t⫽a

y = g1t2,

A ⫽ (f(a), g(a))

Graphing a Curve Defined by Parametric Equations

EXAMPLE 1

Graph the curve defined by the parametric equations x = 3t2,

-2 … t … 2

(1)

For each number t, -2 … t … 2, there corresponds a number x and a number y. For example, when t = -2, then x = 31-222 = 12 and y = 21-22 = -4. When t = 0, then x = 0 and y = 0. Set up a table listing various choices of the parameter t and the corresponding values for x and y, as shown in Table 6. Plotting these points and connecting them with a smooth curve leads to Figure 56. The arrows in Figure 56 are used to indicate the orientation.

Solution COMMENT Most graphing utilities have the capability of graphing parametric equations. See Section B.7 in Appendix B. 

Table 6

y = 2t,

t

x

y

(x, y)

-2

12

-4

(12, -4)

-1

3

-2

(3, -2)

0

0

0

1

3

2

(3, 2)

2

12

4

(12, 4)

Figure 56 y

(12, 4)

4 (3, 2)

(0, 0) (0, 0)

5

x

10

(3, ⫺2) ⫺4

(12, ⫺4)



426

CHAPTER 6 Analytic Geometry

Exploration Graph the following parametric equations using a graphing utility with Xmin = 0, Xmax = 15, Ymin = -5, Ymax = 5, and Tstep = 0.1: 3t2 , y = t, -4 … t … 4 4 2 2. x = 3t + 12t + 12, y = 2t + 4, -4 … t … 0 1. x =

2

3 3. x = 3t3 , y = 22t , -8 … t … 8

Compare these graphs to the graph in Figure 56. Conclude that parametric equations defining a curve are not unique; that is, different parametric equations can represent the same graph.

2 Find a Rectangular Equation for a Curve Defined Parametrically The curve given in Example 1 should be familiar. To identify it accurately, find the corresponding rectangular equation by eliminating the parameter t from the parametric equations given in Example 1: x = 3t2, y = 2t, -2 … t … 2 y Solve for t in y = 2t, obtaining t = , and substitute this expression in the other 2 equation to get

Exploration

y 2 3y2 x = 3t2 = 3 a b = 2 4

In FUNCtion mode, graph x =

3y 2 4

aY1 =

æ

4x 4x and Y2 = b B3 B3

with Xmin = 0, Xmax = 15, Ymin = -5, Ymax = 5. Compare this graph with Figure 56. Why do the graphs differ?

EXAMPLE 2

t =

y
2

3y2 , is the equation of a parabola with vertex at 10, 02 and axis 4 of symmetry along the x-axis. Note that the parameterized curve defined by equation (1) and shown in 3y2 . The graph of the rectangular equation Figure 56 is only a part of the parabola x = 4 obtained by eliminating the parameter will, in general, contain more points than the original parameterized curve. Care must therefore be taken when a parameterized curve is graphed after eliminating the parameter. Even so, the process of eliminating the parameter t of a parameterized curve to identify it accurately is sometimes a better approach than plotting points. However, the elimination process sometimes requires a little ingenuity. This equation, x =

Finding the Rectangular Equation of a Curve Defined Parametrically Find the rectangular equation of the curve whose parametric equations are x = a cos t, y = a sin t, -q 6 t 6 q where a 7 0 is a constant. Graph this curve, indicating its orientation.

Solution

The presence of sines and cosines in the parametric equations suggests using a Pythagorean Identity. In fact, since y x cos t = sin t = a a we find that cos2 t + sin2 t = 1 y 2 x 2 a b + a b = 1 a a x2 + y2 = a2

SECTION 6.7 Plane Curves and Parametric Equations

427

The curve is a circle with center at 10, 02 and radius a. As the parameter t increases, p say from t = 0 [the point 1a, 02] to t = [the point 10, a2] to t = p [the point 2 1-a, 02], we see that the corresponding points are traced in a counterclockwise direction around the circle. The orientation is as indicated in Figure 57.

Figure 57 y (0, a)



(a, 0)

Now Work

x

(⫺a, 0)

PROBLEMS

7

AND

19

Let’s analyze the curve in Example 2 further. The domain of each parametric equation is - q 6 t 6 q . That means the graph in Figure 57 is actually being repeated each time that t increases by 2p. If we wanted the curve to consist of exactly 1 revolution in the counterclockwise direction, we could write x = a cos t,

y = a sin t,

0 … t … 2p

This curve starts at t = 0 [the point 1a, 02] and, proceeding counterclockwise around the circle, ends at t = 2p [also the point 1a, 02]. If we wanted the curve to consist of exactly three revolutions in the counterclockwise direction, we could write x = a cos t,

y = a sin t,

-2p … t … 4p

x = a cos t,

y = a sin t,

0 … t … 6p

x = a cos t,

y = a sin t,

2p … t … 8p

or

or

EXAMPLE 3

Describing Parametric Equations Find rectangular equations for the following curves defined by parametric equations. Graph each curve. (a) x = a cos t, y = a sin t, 0 … t … p, a 7 0 (b) x = -a sin t, y = -a cos t, 0 … t … p, a 7 0

Solution

(a) Eliminate the parameter t using a Pythagorean Identity. cos2 t + sin2 t = 1 y 2 x 2 a b + a b = 1 a a x2 + y2 = a2

Figure 58

The curve defined by these parametric equations lies on a circle, with radius a and center at 10, 02. The curve begins at the point 1a, 02, t = 0; passes through the p point 10, a2, t = ; and ends at the point 1-a, 02, t = p. 2 The parametric equations define the upper semicircle of a circle of radius a with a counterclockwise orientation. See Figure 58. The rectangular equation is

y (0, a)

(⫺a, 0)

(a, 0)

x

y = 2a2 - x2

-a … x … a

(b) Eliminate the parameter t using a Pythagorean Identity. sin2 t + cos2 t = 1 a

y 2 x 2 b + a b = 1 -a -a x2 + y2 = a2

428

CHAPTER 6 Analytic Geometry

The curve defined by these parametric equations lies on a circle, with radius a and center at 10, 02. The curve begins at the point 10, -a2, t = 0; passes through the p point 1-a, 02, t = ; and ends at the point 10, a2, t = p. The parametric 2 equations define the left semicircle of a circle of radius a with a clockwise orientation. See Figure 59. The rectangular equation is

Figure 59 y (0, a)

x

(⫺a, 0)

x = - 2a2 - y2

-a … y … a



(0, ⫺a)

Seeing the Concept Graph x = cos t, y = sin t for 0 … t … 2p. Compare to Figure 57. Graph x = cos t, y = sin t for 0 … t … p. Compare to Figure 58. Graph x = - sin t, y = -cos t for 0 … t … p. Compare to Figure 59.

Example 3 illustrates the versatility of parametric equations for replacing complicated rectangular equations, while providing additional information about orientation. These characteristics make parametric equations very useful in applications, such as projectile motion.

3 Use Time as a Parameter in Parametric Equations If we think of the parameter t as time, then the parametric equations x = f1t2 and y = g1t2 of a curve C specify how the x- and y-coordinates of a moving point vary with time. For example, we can use parametric equations to model the motion of an object, sometimes referred to as curvilinear motion. Using parametric equations, we can specify not only where the object travels, that is, its location 1x, y2, but also when it gets there, that is, the time t. When an object is propelled upward at an inclination u to the horizontal with initial speed v0 , the resulting motion is called projectile motion. See Figure 60(a). In calculus it is shown that the parametric equations of the path of a projectile fired at an inclination u to the horizontal, with an initial speed v0 , from a height h above the horizontal are

Figure 60

vo θ

(a) y vo h

x = 1v0 cos u2t

(x(t ), y(t )) θ

x (b)

EXAMPLE 4

1 y = - gt2 + 1v0 sin u2t + h 2

(2)

where t is the time and g is the constant acceleration due to gravity (approximately 32 ft/sec/sec or 9.8 m/sec/sec). See Figure 60(b).

Projectile Motion Suppose that Jim hit a golf ball with an initial velocity of 150 feet per second at an angle of 30° to the horizontal. See Figure 61.

Figure 61

30°

(a) Find parametric equations that describe the position of the ball as a function of time. (b) How long was the golf ball in the air? (c) When was the ball at its maximum height? Determine the maximum height of the ball. (d) Determine the distance that the ball traveled. (e) Using a graphing utility, simulate the motion of the golf ball by simultaneously graphing the equations found in part (a).

SECTION 6.7 Plane Curves and Parametric Equations

Solution

429

(a) We have v0 = 150 ft/sec, u = 30°, h = 0 ft (the ball is on the ground), and g = 32 ft/sec2 (since the units are in feet and seconds). Substitute these values into equations (2) to get x = 1v0 cos u2t = 1150 cos 30°2t = 75 23 t 1 1 y = - gt2 + 1v0 sin u2t + h = - 1322t2 + 1150 sin 30°2t + 0 2 2 = -16t2 + 75t

(b) To determine the length of time that the ball was in the air, solve the equation y = 0. -16t2 + 75t = 0 t1-16t + 752 = 0 75 t = 0 sec or t = = 4.6875 sec 16 The ball struck the ground after 4.6875 seconds. (c) Notice that the height y of the ball is a quadratic function of t, so the maximum height of the ball can be found by determining the vertex of y = -16t2 + 75t. The value of t at the vertex is -75 -b = = 2.34375 sec t = 2a -32 The ball was at its maximum height after 2.34375 seconds. The maximum height of the ball is found by evaluating the function y at t = 2.34375 seconds.

Figure 62

Maximum height = -1612.3437522 + 7512.343752 L 87.89 feet

246

0

610

(d) Since the ball was in the air for 4.6875 seconds, the horizontal distance that the ball traveled is x = A 75 23 B 4.6875 L 608.92 feet (e) Enter the equations from part (a) into a graphing utility with Tmin = 0, Tmax = 4.7, and Tstep = 0.1. We use ZOOM-SQUARE to avoid any distortion to the angle of elevation. See Figure 62.

156



Exploration Simulate the motion of a ball thrown straight up with an initial speed of 100 feet per second from a height of 5 feet above the ground. Use PARametric mode with Tmin = 0, Tmax = 6.5, Tstep = 0.1, Xmin = 0, Xmax = 5, Ymin = 0, and Ymax = 180. What happens to the speed with which the graph is drawn as the ball goes up and then comes back down? How do you interpret this physically? Repeat the experiment using other values for Tstep. How does this affect the experiment? [Hint: In the projectile motion equations, let u = 90°, v0 = 100, h = 5, and g = 32. Use x = 3 instead of x = 0 to see the vertical motion better.] Result In Figure 63(a) the ball is going up. In Figure 63(b) the ball is near its highest point. Finally, in Figure 63(c) the ball is coming back down.

Figure 63

0 0

180

180

180

(t ⬇ 0.7) (a)

5

0 0

(t ⬇ 3) (b)

5

0 0

(t ⬇ 4) (c)

5

Notice that, as the ball goes up, its speed decreases, until at the highest point it is zero. Then the speed increases as the ball comes back down.

Now Work

PROBLEM

49

430

CHAPTER 6 Analytic Geometry

A graphing utility can be used to simulate other kinds of motion as well.

EXAMPLE 5

Simulating Motion Tanya, who is a long distance runner, runs at an average speed of 8 miles per hour.Two hours after Tanya leaves your house, you leave in your Honda and follow the same route. If your average speed is 40 miles per hour, how long will it be before you catch up to Tanya? See Figure 64. Use a simulation of the two motions to verify the answer.

Figure 64

Time t t⫽0

t⫽2

2 hr

t⫽2

Solution

Begin with two sets of parametric equations: one to describe Tanya’s motion, the other to describe the motion of the Honda. We choose time t = 0 to be when Tanya leaves the house. If we choose y1 = 2 as Tanya’s path, then we can use y2 = 4 as the parallel path of the Honda. The horizontal distances traversed in time t 1Distance = Rate * Time2 are Tanya: x1 = 8t Honda: x2 = 401t - 22 The Honda catches up to Tanya when x1 = x2 . 8t = 401t - 22 8t = 40t - 80 - 32t = - 80 - 80 = 2.5 t = - 32 The Honda catches up to Tanya 2.5 hours after Tanya leaves the house. In PARametric mode with Tstep = 0.01, simultaneously graph Tanya:

x1 = 8t y1 = 2

Honda: x2 = 401t - 22 y2 = 4

for 0 … t … 3. Figure 65 shows the relative position of Tanya and the Honda for t = 0, t = 2, t = 2.25, t = 2.5, and t = 2.75. Figure 65 5

5

0

40

5

0

40 0

0

0

40 0

t⫽0

t⫽2

t ⫽ 2.25

5

5

0

40 0

0

40 0

t ⫽ 2.5

t ⫽ 2.75



SECTION 6.7 Plane Curves and Parametric Equations

431

4 Find Parametric Equations for Curves Defined by Rectangular Equations We now take up the question of how to find parametric equations of a given curve. If a curve is defined by the equation y = f1x2, where f is a function, one way of finding parametric equations is to let x = t. Then y = f1t2 and x = t,

y = f1t2,

t in the domain of f

are parametric equations of the curve.

Finding Parametric Equations for a Curve Defined by a Rectangular Equation

EXAMPLE 6

Find two different parametric equations for the equation y = x2 - 4.

Solution

For the first parametric equation, let x = t. Then the parametric equations are x = t, y = t2 - 4,

-q 6 t 6 q

A second parametric equation is found by letting x = t3. Then the parametric equations become x = t3,

y = t6 - 4,

-q 6 t 6 q



Care must be taken when using the second approach in Example 6, since the substitution for x must be a function that allows x to take on all the values stipulated by the domain of f. For example, letting x = t2 so that y = t4 - 4 does not result in equivalent parametric equations for y = x2 - 4, since only points for which x Ú 0 are obtained; yet the domain of y = x2 - 4 is {x | x is any real number}.

Now Work

PROBLEM

33

Finding Parametric Equations for an Object in Motion

EXAMPLE 7

Find parametric equations for the ellipse x2 +

y2 = 1 9

where the parameter t is time (in seconds) and (a) The motion around the ellipse is clockwise, begins at the point 10, 32, and requires 1 second for a complete revolution. (b) The motion around the ellipse is counterclockwise, begins at the point 11, 02, and requires 2 seconds for a complete revolution.

Figure 66 y

Solution

(a) See Figure 66. Since the motion begins at the point 10, 32, we want x = 0 and y = 3 when t = 0. Furthermore, since the given equation is an ellipse, we begin by letting

(0, 3)

x = sin1vt2 y = 3 cos1vt2 (⫺1, 0)

(1, 0)

(0, ⫺3)

x

for some constant v. These parametric equations satisfy the equation of the ellipse. Furthermore, with this choice, when t = 0, we have x = 0 and y = 3. For the motion to be clockwise, the motion will have to begin with the value of x increasing and y decreasing as t increases. This requires that v 7 0. [Do you

432

CHAPTER 6 Analytic Geometry

know why? If v 7 0, then x = sin1vt2 is increasing when t 7 0 is near zero and y = 3 cos1vt2 is decreasing when t 7 0 is near zero.] See the red part of the graph in Figure 66. 2p Finally, since 1 revolution requires 1 second, the period = 1, so v = 2p. v Parametric equations that satisfy the conditions stipulated are x = sin12pt2,

y = 3 cos12pt2,

0 … t … 1

(3)

(b) See Figure 67. Since the motion begins at the point 11, 02, we want x = 1 and y = 0 when t = 0. The given equation is an ellipse, so we begin by letting

Figure 67 y (0, 3)

x = cos1vt2

for some constant v. These parametric equations satisfy the equation of the ellipse. Furthermore, with this choice, when t = 0, we have x = 1 and y = 0. For the motion to be counterclockwise, the motion will have to begin with the value of x decreasing and y increasing as t increases. This requires that v 7 0. [Do you know why?] Finally, since 1 revolution requires 2 seconds, the 2p period is = 2, so v = p. The parametric equations that satisfy the conditions v stipulated are

(1, 0) x

(⫺1, 0)

y = 3 sin1vt2

(0, ⫺3)

x = cos1pt2,

y = 3 sin1pt2,

0 … t … 2

(4) 

Either equation (3) or (4) can serve as parametric equations for the ellipse y2 x2 + = 1 given in Example 7. The direction of the motion, the beginning point, 9 and the time for 1 revolution give a particular parametric representation.

Now Work

PROBLEM

39

The Cycloid Suppose that a circle of radius a rolls along a horizontal line without slipping. As the circle rolls along the line, a point P on the circle will trace out a curve called a cycloid (see Figure 68). We now seek parametric equations* for a cycloid. Figure 68

y

P Y O X

C

a

2a

t B A

x

We begin with a circle of radius a and take the fixed line on which the circle rolls as the x-axis. Let the origin be one of the points at which the point P comes in contact with the x-axis. Figure 68 illustrates the position of this point P after the circle has rolled somewhat. The angle t (in radians) measures the angle through which the circle has rolled. * Any attempt to derive the rectangular equation of a cycloid would soon demonstrate how complicated the task is.

SECTION 6.7 Plane Curves and Parametric Equations

433

Since we require no slippage, it follows that Arc AP = d1O, A2 The length of the arc AP is given by s = ru, where r = a and u = t radians. Then at = d1O, A2

s = r u, where r = a and u = t

The x-coordinate of the point P is d1O, X2 = d1O, A2 - d1X, A2 = at - a sin t = a1t - sin t2 The y-coordinate of the point P is equal to d1O, Y2 = d1A, C2 - d1B, C2 = a - a cos t = a11 - cos t2

Exploration Graph x = t - sin t, y = 1 - cos t, 0 … t … 3p, using your graphing utility p with Tstep = and a square screen. 36 Compare your results with Figure 68.

The parametric equations of the cycloid are

x = a1t - sin t2

y = a11 - cos t2

(5)

Applications to Mechanics If a is negative in equation (5), we obtain an inverted cycloid, as shown in Figure 69(a). The inverted cycloid occurs as a result of some remarkable applications in the field of mechanics. We shall mention two of them: the brachistochrone and the tautochrone.* Figure 69 A

A

B

B Q

(a) Inverted cycloid

Figure 70

Cycloid

Cycloid Cycloid

(b) Curve of quickest descent

(c) All reach Q at the same time

The brachistochrone is the curve of quickest descent. If a particle is constrained to follow some path from one point A to a lower point B (not on the same vertical line) and is acted on only by gravity, the time needed to make the descent is least if the path is an inverted cycloid. See Figure 69(b). This remarkable discovery, which is attributed to many famous mathematicians (including Johann Bernoulli and Blaise Pascal), was a significant step in creating the branch of mathematics known as the calculus of variations. To define the tautochrone, let Q be the lowest point on an inverted cycloid. If several particles placed at various positions on an inverted cycloid simultaneously begin to slide down the cycloid, they will reach the point Q at the same time, as indicated in Figure 69(c). The tautochrone property of the cycloid was used by Christiaan Huygens (1629–1695), the Dutch mathematician, physicist, and astronomer, to construct a pendulum clock with a bob that swings along a cycloid (see Figure 70). In Huygens’s clock, the bob was made to swing along a cycloid by suspending the bob on a thin wire constrained by two plates shaped like cycloids. In a clock of this design, the period of the pendulum is independent of its amplitude. * In Greek, brachistochrone means “the shortest time” and tautochrone means “equal time.”

434

CHAPTER 6 Analytic Geometry

6.7 Assess Your Understanding ‘Are You Prepared?’

The answer is given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. The function f1x2 = 3 sin14x2 has amplitude

and period

. (pp. 143–149)

Concepts and Vocabulary 2. Let x = f1t2 and y = g1t2, where f and g are two functions whose common domain is some interval I. The collection of points defined by 1x, y2 = 1f1t2, g1t22 is called a(n) . The variable t is called a(n) . 3. The parametric equations x = 2 sin t, y = 3 cos t define a(n) .

4. If a circle rolls along a horizontal line without slippage, a fixed point P on the circle will trace out a curve called a(n) . 5. True or False Parametric equations defining a curve are unique. 6. True or False Curves defined using parametric equations have an orientation.

Skill Building In Problems 7–26, graph the curve whose parametric equations are given and show its orientation. Find the rectangular equation of each curve. 8. x = t - 3, y = 2t + 4; 0 … t … 2

7. x = 3t + 2, y = t + 1; 0 … t … 4 9. x = t + 2, y = 1t ; t Ú 0

10. x = 22t,

-q 6 t 6 q

11. x = t2 + 4, y = t2 - 4;

y = 4t; t Ú 0

12. x = 1 t + 4, y = 1t - 4; t Ú 0

-q 6 t 6 q

14. x = 2t - 4, y = 4t2;

13. x = 3t2,

y = t + 1;

15. x = 2et,

y = 1 + et; t Ú 0

16. x = et, y = e-t;

17. x = 1t,

y = t3>2;

18. x = t3>2 + 1, y = 1t ;

t Ú 0

-q 6 t 6 q

t Ú 0 t Ú 0

19. x = 2 cos t, y = 3 sin t; 0 … t … 2p

20. x = 2 cos t, y = 3 sin t; 0 … t … p

21. x = 2 cos t, y = 3 sin t;

22. x = 2 cos t, y = sin t; 0 … t …

-p … t … 0

23. x = sec t, y = tan t; 0 … t … 25. x = sin2 t, y = cos2 t;

p 4

24. x = csc t, y = cot t; 26. x = t2,

0 … t … 2p

p 2 p p … t … 4 2

y = ln t; t 7 0

In Problems 27–34, find two different parametric equations for each rectangular equation. 27. y = 4x - 1

28. y = -8x + 3

29. y = x2 + 1

30. y = -2x2 + 1

31. y = x3

32. y = x4 + 1

33. x = y3>2

34. x = 1y

In Problems 35–38, find parametric equations that define the curve shown. 35.

36.

y 6

(7, 5)

(⫺1, 2)

4 2

37.

y 2

⫺2 ⫺1

2

4

6

x

1

2

3 x

⫺1 ⫺2 ⫺3

y (0, 4)

1

1 (2, 0)

38.

y 2

⫺3 ⫺2 ⫺1 ⫺1 ⫺2

(3, ⫺2)

2 1

2

3 x ⫺2

2 ⫺2

(0, ⫺4)

x

SECTION 6.7 Plane Curves and Parametric Equations

In Problems 39–42, find parametric equations for an object that moves along the ellipse

435

y2 x2 + = 1 with the motion described. 4 9

39. The motion begins at 12, 02, is clockwise, and requires 2 seconds for a complete revolution.

40. The motion begins at 10, 32, is counterclockwise, and requires 1 second for a complete revolution.

41. The motion begins at 10, 32, is clockwise, and requires 1 second for a complete revolution.

42. The motion begins at 12, 02, is counterclockwise, and requires 3 seconds for a complete revolution.

In Problems 43 and 44, the parametric equations of four curves are given. Graph each of them, indicating the orientation. 43. C1 :

x = t, y = t2;

-4 … t … 4

C2 :

x = cos t, y = 1 - sin t; 0 … t … p

C3 :

x = et,

C4 :

x = 1t , y = t; 0 … t … 16

2

y = e2t;

0 … t … ln 4

44. C1:

x = t, y = 31 - t2 ;

-1 … t … 1

C2:

x = sin t, y = cos t; 0 … t … 2p

C3:

x = cos t, y = sin t; 0 … t … 2p

C4 :

x = 31 - t2 ,

y = t;

-1 … t … 1

In Problems 45–48, use a graphing utility to graph the curve defined by the given parametric equations. 45. x = t sin t, y = t cos t, t 7 0

46. x = sin t + cos t, y = sin t - cos t

47. x = 4 sin t - 2 sin12t2

48. x = 4 sin t + 2 sin12t2

y = 4 cos t - 2 cos12t2

y = 4 cos t + 2 cos12t2

Applications and Extensions 49. Projectile Motion Bob throws a ball straight up with an initial speed of 50 feet per second from a height of 6 feet. (a) Find parametric equations that model the motion of the ball as a function of time. (b) How long is the ball in the air? (c) When is the ball at its maximum height? Determine the maximum height of the ball. (d) Simulate the motion of the ball by graphing the equations found in part (a). 50. Projectile Motion Alice throws a ball straight up with an initial speed of 40 feet per second from a height of 5 feet. (a) Find parametric equations that model the motion of the ball as a function of time. (b) How long is the ball in the air? (c) When is the ball at its maximum height? Determine the maximum height of the ball. (d) Simulate the motion of the ball by graphing the equations found in part (a). 51. Catching a Train Bill’s train leaves at 8:06 AM and accelerates at the rate of 2 meters per second per second. Bill, who can run 5 meters per second, arrives at the train station 5 seconds after the train has left and runs for the train. (a) Find parametric equations that model the motions of the train and Bill as a function of time. [Hint: The position s at time t of an object having 1 acceleration a is s = at2.] 2 (b) Determine algebraically whether Bill will catch the train. If so, when? (c) Simulate the motion of the train and Bill by simultaneously graphing the equations found in part (a). 52. Catching a Bus Jodi’s bus leaves at 5:30 PM and accelerates at the rate of 3 meters per second per second. Jodi, who can

run 5 meters per second, arrives at the bus station 2 seconds after the bus has left and runs for the bus. (a) Find parametric equations that model the motions of the bus and Jodi as a function of time. [Hint: The position s at time t of an object having 1 acceleration a is s = at2.] 2 (b) Determine algebraically whether Jodi will catch the bus. If so, when? (c) Simulate the motion of the bus and Jodi by simultaneously graphing the equations found in part (a). 53. Projectile Motion Ichiro throws a baseball with an initial speed of 145 feet per second at an angle of 20° to the horizontal. The ball leaves Ichiro’s hand at a height of 5 feet. (a) Find parametric equations that model the position of the ball as a function of time. (b) How long is the ball in the air? (c) Determine the horizontal distance that the ball travels. (d) When is the ball at its maximum height? Determine the maximum height of the ball. (e) Using a graphing utility, simultaneously graph the equations found in part (a). 54. Projectile Motion Mark Texeira hit a baseball with an initial speed of 125 feet per second at an angle of 40° to the horizontal. The ball was hit at a height of 3 feet off the ground. (a) Find parametric equations that model the position of the ball as a function of time. (b) How long was the ball in the air? (c) Determine the horizontal distance that the ball travelled. (d) When was the ball at its maximum height? Determine the maximum height of the ball. (e) Using a graphing utility, simultaneously graph the equations found in part (a).

436

CHAPTER 6 Analytic Geometry

55. Projectile Motion Suppose that Adam hits a golf ball off a cliff 300 meters high with an initial speed of 40 meters per second at an angle of 45° to the horizontal. (a) Find parametric equations that model the position of the ball as a function of time. (b) How long is the ball in the air? (c) Determine the horizontal distance that the ball travels. (d) When is the ball at its maximum height? Determine the maximum height of the ball. (e) Using a graphing utility, simultaneously graph the equations found in part (a). 56. Projectile Motion Suppose that Karla hits a golf ball off a cliff 300 meters high with an initial speed of 40 meters per second at an angle of 45° to the horizontal on the Moon (gravity on the Moon is one-sixth of that on Earth). (a) Find parametric equations that model the position of the ball as a function of time. (b) How long is the ball in the air? (c) Determine the horizontal distance that the ball travels. (d) When is the ball at its maximum height? Determine the maximum height of the ball. (e) Using a graphing utility, simultaneously graph the equations found in part (a). 57. Uniform Motion A Toyota Camry (traveling east at 40 mph) and a Chevy Impala (traveling north at 30 mph) are heading toward the same intersection. The Camry is 5 miles from the intersection when the Impala is 4 miles from the intersection. See the figure. N W

E

DRIVE THRU

S

5 mi 40 mph 4 mi

30 mph

(a) Find parametric equations that model the motion of the Camry and Impala. (b) Find a formula for the distance between the cars as a function of time. (c) Graph the function in part (b) using a graphing utility. (d) What is the minimum distance between the cars? When are the cars closest? (e) Simulate the motion of the cars by simultaneously graphing the equations found in part (a). 58. Uniform Motion A Cessna (heading south at 120 mph) and a Boeing 747 (heading west at 600 mph) are flying toward the same point at the same altitude. The Cessna is 100 miles from the point where the flight patterns intersect, and the 747 is 550 miles from this intersection point. See the figure. (a) Find parametric equations that model the motion of the Cessna and the 747.

N 120 mph

W

E S 600 mph

100 mi

550 mi

(b) Find a formula for the distance between the planes as a function of time. (c) Graph the function in part (b) using a graphing utility. (d) What is the minimum distance between the planes? When are the planes closest? (e) Simulate the motion of the planes by simultaneously graphing the equations found in part (a). 59. The Green Monster The left field wall at Fenway Park is 310 feet from home plate; the wall itself (affectionately named the Green Monster) is 37 feet high. A batted ball must clear the wall to be a home run. Suppose a ball leaves the bat 3 feet off the ground, at an angle of 45º. Use g  32 feet per second2 as the acceleration due to gravity and ignore any air resistance. (a) Find parametric equations that model the position of the ball as a function of time. (b) What is the maximum height of the ball if it leaves the bat with a speed of 90 miles per hour? Give your answer in feet. (c) How far is the ball from home plate at its maximum height? Give your answer in feet. (d) If the ball is hit straight down the left field wall, will it clear the Green Monster? If it does, by how much does it clear the wall? Source: The Boston Red Sox 60. Projectile Motion The position of a projectile fired with an initial velocity v0 feet per second and at an angle u to the horizontal at the end of t seconds is given by the parametric equations x = 1v0 cos u2t

y = 1v0 sin u2t - 16t2

See the illustration.

θ R

(a) Obtain the rectangular equation of the trajectory and identify the curve. (b) Show that the projectile hits the ground 1y = 02 when 1 t = v0 sin u. 16 (c) How far has the projectile traveled (horizontally) when it strikes the ground? In other words, find the range R.

Chapter Review

(d) Find the time t when x = y. Then find the horizontal distance x and the vertical distance y traveled by the projectile in this time. Then compute 2x2 + y2 . This is the distance R, the range, that the projectile travels up a plane inclined at 45° to the horizontal 1x = y2. See the following illustration. (See also Problem 97 in Section 7.6.)

437

61. Show that the parametric equations for a line passing through the points 1x1 , y12 and 1x2 , y22 are x = 1x2 - x12t + x1 y = 1y2 - y12t + y1 ,

-q 6 t 6 q

What is the orientation of this line? 62. Hypocycloid The hypocycloid is a curve defined by the parametric equations

R

θ

x1t2 = cos3 t,

y1t2 = sin3 t, 0 … t … 2p

(a) Graph the hypocycloid using a graphing utility. (b) Find a rectangular equation of the hypocycloid.

45°

Explaining Concepts: Discussion and Writing 63. In Problem 62, we graphed the hypocycloid. Now graph the rectangular equations of the hypocycloid. Did you obtain a complete graph? If not, experiment until you do.

64. Look up the curves called hypocycloid and epicycloid. Write a report on what you find. Be sure to draw comparisons with the cycloid.

‘Are You Prepared?’Answer 1. 3;

p 2

CHAPTER REVIEW Things to Know Equations Parabola (pp. 379–385)

See Tables 1 and 2 (pp. 381 and 382).

Ellipse (pp. 388–395)

See Table 3 (p. 393).

Hyperbola (pp. 398–407)

See Table 4 (p. 405).

General equation of a conic (p. 416)

Ax2 + Bxy + Cy2 + Dx + Ey + F = 0

Parabola if B2 - 4AC = 0 Ellipse (or circle) if B2 - 4AC 6 0 Hyperbola if B2 - 4AC 7 0

Polar equations of a conic with focus at the pole (pp. 419–423)

See Table 5 (p. 421).

Parametric equations of a curve (p. 425)

x = f1t2, y = g1t2, t is the parameter

Definitions Parabola (p. 379)

Set of points P in the plane for which d1F, P2 = d1P, D2, where F is the focus and D is the directrix

Ellipse (p. 388)

Set of points P in the plane, the sum of whose distances from two fixed points (the foci) is a constant

Hyperbola (p. 398)

Set of points P in the plane, the difference of whose distances from two fixed points (the foci) is a constant d1F, P2 = e Parabola if e = 1 d1P, D2 Ellipse if e 6 1

Conic in polar coordinates (p. 419)

Hyperbola if e 7 1 Formulas Rotation formulas (p. 413)

x = x¿ cos u - y¿ sin u y = x¿ sin u + y¿ cos u

Angle u of rotation that eliminates the x¿ y¿-term (p. 414)

cot12u2 =

A - C , B

0° 6 u 6 90°

438

CHAPTER 6 Analytic Geometry

Objectives Section

You should be able to

Á

Example(s)

Review Exercises

6.1

1

Know the names of the conics (p. 378)

6.2

1

Analyze parabolas with vertex at the origin (p. 379) Analyze parabolas with vertex at 1h, k2 (p. 382) Solve applied problems involving parabolas (p. 384)

1–5 6, 7 8

1, 2, 21, 24 7, 11, 12, 17, 18, 27, 30 77, 78

Analyze ellipses with center at the origin (p. 388) Analyze ellipses with center at 1h, k2 (p. 392) Solve applied problems involving ellipses (p. 394)

1–4 5, 6 7

5, 6, 10, 22, 25 14–16, 19, 28, 31 79, 80

Analyze hyperbolas with center at the origin (p. 398) Find the asymptotes of a hyperbola (p. 403) Analyze hyperbolas with center at 1h, k2 (p. 405) Solve applied problems involving hyperbolas (p. 406)

1–4 5, 6 7, 8 9

3, 4, 8, 9, 23, 26 3, 4, 8, 9 13, 20, 29, 32–36 81

Identify a conic (p. 411) Use a rotation of axes to transform equations (p. 412) Analyze an equation using a rotation of axes (p. 414) Identify conics without a rotation of axes (p. 416)

1 2 3, 4 5

37–40 47–52 47–52 41–46

Analyze and graph polar equations of conics (p. 419) Convert the polar equation of a conic to a rectangular equation (p. 423)

1–3 4

53–58 59–62

Graph parametric equations (p. 425) Find a rectangular equation for a curve defined parametrically (p. 426) Use time as a parameter in parametric equations (p. 428) Find parametric equations for curves defined by rectangular equations (p. 431)

1 2, 3 4, 5

63–68 63–68 82, 83

6, 7

69–72

2 3

6.3

1 2 3

6.4

1 2 3 4

6.5

1 2 3 4

6.6

1 2

6.7

1 2 3 4

1–32

Review Exercises In Problems 1–20, identify each equation. If it is a parabola, give its vertex, focus, and directrix; if it is an ellipse, give its center, vertices, and foci; if it is a hyperbola, give its center, vertices, foci, and asymptotes. y2 x2 y2 y2 x2 x2 3. - y2 = 1 1. y2 = -16x 2. 16x2 = y 4. - x2 = 1 + = 1 + = 1 5. 6. 25 25 25 16 9 16 7. x2 + 4y = 4 8. 3y2 - x2 = 9 9. 4x2 - y2 = 8 10. 9x2 + 4y2 = 36 11. x2 - 4x = 2y

12. 2y2 - 4y = x - 2

13. y2 - 4y - 4x2 + 8x = 4

14. 4x2 + y2 + 8x - 4y + 4 = 0

15. 4x2 + 9y2 - 16x - 18y = 11

16. 4x2 + 9y2 - 16x + 18y = 11

17. 4x2 - 16x + 16y + 32 = 0

18. 4y2 + 3x - 16y + 19 = 0

19. 9x2 + 4y2 - 18x + 8y = 23

20. x2 - y2 - 2x - 2y = 1

In Problems 21–36, find an equation of the conic described. Graph the equation. 21. Parabola; focus at 1-2, 02; directrix the line x = 2

22. Ellipse; center at 10, 02; focus at 10, 32; vertex at 10, 52

23. Hyperbola; center at 10, 02; focus at 10, 42; vertex at 10, -22

24. Parabola; vertex at 10, 02; directrix the line y = -3

25. Ellipse; foci at 1-3, 02 and 13, 02; vertex at 14, 02

26. Hyperbola; vertices at 1-2, 02 and 12, 02; focus at 14, 02

27. Parabola; vertex at 12, -32; focus at 12, -42

28. Ellipse; center at 1-1, 22; focus at 10, 22; vertex at 12, 22

29. Hyperbola; center at 1-2, -32; focus at 1-4, -32; vertex at 1-3, -32

30. Parabola; focus at 13, 62; directrix the line y = 8

31. Ellipse; foci at 1-4, 22 and 1-4, 82; vertex at 1-4, 102

32. Hyperbola; vertices at 1-3, 32 and 15, 32; focus at 17, 32

33. Center at 1-1, 22; a = 3; c = 4; transverse axis parallel to the x-axis

34. Center at 14, -22; a = 1; c = 4; transverse axis parallel to the y-axis

35. Vertices at 10, 12 and 16, 12; asymptote the line 3y + 2x = 9

36. Vertices at 14, 02 and 14, 42; asymptote the line y + 2x = 10

Chapter Review

439

In Problems 37–46, identify each conic without completing the squares and without applying a rotation of axes. 37. y2 + 4x + 3y - 8 = 0

38. 2x2 - y + 8x = 0

39. x2 + 2y2 + 4x - 8y + 2 = 0

40. x2 - 8y2 - x - 2y = 0

41. 9x2 - 12xy + 4y2 + 8x + 12y = 0

42. 4x2 + 4xy + y2 - 8 25x + 1625y = 0

43. 4x + 10xy + 4y - 9 = 0

44. 4x2 - 10xy + 4y2 - 9 = 0

45. x2 - 2xy + 3y2 + 2x + 4y - 1 = 0

46. 4x2 + 12xy - 10y2 + x + y - 10 = 0

2

2

In Problems 47–52, rotate the axes so that the new equation contains no xy-term. Analyze and graph the new equation. 9 9 47. 2x2 + 5xy + 2y2 - = 0 48. 2x2 - 5xy + 2y2 - = 0 2 2 49. 6x2 + 4xy + 9y2 - 20 = 0 50. x2 + 4xy + 4y2 + 1625x - 825y = 0 51. 4x2 - 12xy + 9y2 + 12x + 8y = 0

52. 9x2 - 24xy + 16y2 + 80x + 60y = 0

In Problems 53–58, identify the conic that each polar equation represents and graph it. 4 6 53. r = 54. r = 1 - cos u 1 + sin u 2 8 56. r = 57. r = 3 + 2 cos u 4 + 8 cos u

6 2 - sin u 10 58. r = 5 + 20 sin u

55. r =

In Problems 59–62, convert each polar equation to a rectangular equation. 4 6 8 59. r = 60. r = 61. r = 1 - cos u 2 - sin u 4 + 8 cos u

62. r =

2 3 + 2 cos u

In Problems 63–68, graph the curve whose parametric equations are given and show its orientation. Find the rectangular equation of each curve. 63. x = 4t - 2, y = 1 - t; - q 6 t 6 q 64. x = 2t2 + 6, y = 5 - t; - q 6 t 6 q 65. x = 3 sin t, y = 4 cos t + 2; 0 … t … 2p 67. x = sec2 t, y = tan2 t;

0 … t …

p 4

66. x = ln t, y = t3; 68. x =

3 t2 ,

t 7 0

y = 2t + 4; t Ú 0

In Problems 69 and 70, find two different parametric equations for each rectangular equation. 69. y = - 2x + 4

70. y = 2x2 - 8

In Problems 71 and 72, find parametric equations for an object that moves along the ellipse

y2 x2 + = 1 with the motion described. 16 9

71. The motion begins at 14, 02, is counterclockwise, and requires 4 seconds for a complete revolution.

72. The motion begins at 10, 32, is clockwise, and requires 5 seconds for a complete revolution.

73. Find an equation of the hyperbola whose foci are the vertices of the ellipse 4x2 + 9y2 = 36 and whose vertices are the foci of this ellipse.

78. Parabolic Arch Bridge A bridge is built in the shape of a parabolic arch. The bridge has a span of 60 feet and a maximum height of 20 feet. Find the height of the arch at distances of 5, 10, and 20 feet from the center.

74. Find an equation of the ellipse whose foci are the vertices of the hyperbola x2 - 4y2 = 16 and whose vertices are the foci of this hyperbola. 75. Describe the collection of points in a plane so that the distance from each point to the point 13, 02 is three-fourths 16 of its distance from the line x = . 3 76. Describe the collection of points in a plane so that the distance from each point to the point 15, 02 is five-fourths of 16 its distance from the line x = . 5 77. Searchlight A searchlight is shaped like a paraboloid of revolution. If a light source is located 1 foot from the vertex along the axis of symmetry and the opening is 2 feet across, how deep should the mirror be in order to reflect the light rays parallel to the axis of symmetry?

79. Semielliptical Arch Bridge A bridge is built in the shape of a semielliptical arch. The bridge has a span of 60 feet and a maximum height of 20 feet. Find the height of the arch at distances of 5, 10, and 20 feet from the center. 80. Whispering Gallery The figure below shows the specifications for an elliptical ceiling in a hall designed to be a whispering gallery. Where are the foci located in the hall?

25'

6'

6' 80'

440

CHAPTER 6 Analytic Geometry

81. Calibrating Instruments In a test of their recording devices, a team of seismologists positioned two of the devices 2000 feet apart, with the device at point A to the west of the device at point B.At a point between the devices and 200 feet from point B, a small amount of explosive was detonated and a note made of the time at which the sound reached each device. A second explosion is to be carried out at a point directly north of point B. How far north should the site of the second explosion be chosen so that the measured time difference recorded by the devices for the second detonation is the same as that recorded for the first detonation? 82. Uniform Motion Mary’s train leaves at 7:15 AM and accelerates at the rate of 3 meters per second per second. Mary, who can run 6 meters per second, arrives at the train station 2 seconds after the train has left. (a) Find parametric equations that model the motion of the train and Mary as a function of time. [Hint: The position s at time t of an object having 1 acceleration a is s = at2.] 2

(b) Determine algebraically whether Mary will catch the train. If so, when? (c) Simulate the motions of the train and Mary by simultaneously graphing the equations found in part (a). 83. Projectile Motion Drew Brees throws a football with an initial speed of 80 feet per second at an angle of 35° to the horizontal. The ball leaves Brees’s hand at a height of 6 feet. (a) Find parametric equations that model the position of the ball as a function of time. (b) How long is the ball in the air? (c) When is the ball at its maximum height? Determine the maximum height of the ball. (d) Determine the horizontal distance that the ball travels. (e) Using a graphing utility, simultaneously graph the equations found in part (a). 84. Formulate a strategy for discussing and graphing an equation of the form Ax2 + Bxy + Cy2 + Dx + Ey + F = 0

The Chapter Test Prep Videos are step-by-step test solutions available in the Video Resources DVD, in , or on this text’s Channel. Flip back to the Student Resources page to see the exact web address for this text’s YouTube channel.

CHAPTER TEST

In Problems 1–3, identify each equation. If it is a parabola, give its vertex, focus, and directrix; if an ellipse, give its center, vertices, and foci; if a hyperbola, give its center, vertices, foci, and asymptotes. 1.

1x + 122 4

-

y2 = 1 9

2. 8y = 1x - 122 - 4

3. 2x2 + 3y2 + 4x - 6y = 13

In Problems 4–6, find an equation of the conic described; graph the equation. 4. Parabola: focus 1 - 1, 4.52, vertex 1 -1, 32

5. Ellipse: center 10, 02, vertex 10, -42, focus 10, 32

6. Hyperbola: center 12, 22, vertex 12, 42, contains the point A 2 + 210, 5 B

In Problems 7–9, identify each conic without completing the square or rotating axes. 7. 2x2 + 5xy + 3y2 + 3x - 7 = 0

8. 3x2 - xy + 2y2 + 3y + 1 = 0

9. x2 - 6xy + 9y2 + 2x - 3y - 2 = 0

10. Given the equation 41x2 - 24xy + 34y2 - 25 = 0, rotate the axes so that there is no xy-term. Analyze and graph the new equation. 3 11. Identify the conic represented by the polar equation r = . Find the rectangular equation. 1 - 2 cos u 12. Graph the curve whose parametric equations are given and show its orientation. Find the rectangular equation for the curve. x = 3t - 2, y = 1 - 2t, 0 … t … 9 13. A parabolic reflector (paraboloid of revolution) is used by TV crews at football games to pick up the referee’s announcements, quarterback signals, and so on. A microphone is placed at the focus of the parabola. If a certain reflector is 4 feet wide and 1.5 feet deep, where should the microphone be placed?

CUMULATIVE REVIEW 1. For f1x2 = - 3x2 + 5x - 2, find f1x + h2 - f1x2 h

h Z 0

Chapter Projects

441

2. Find an equation for each of the following graphs: (a) Line:

(b) Circle:

y 2

x

1

(c) Ellipse:

y 2

y 2

–1

4 x

2

–3

–2

(d) Parabola:

x

–2

(e) Hyperbola:

y

y

2 –1

3

(3, 2)

2 x

1

–2

2

x

–2

3. Find all the solutions of the equation sin12u2 = 0.5. 4. Find a polar equation for the line containing the origin that makes an angle of 30° with the positive x-axis. 5. Find a polar equation for the circle with center at the point 10, 42 and radius 4. Graph this circle.

3 ? sin x + cos x 7. Solve the equation cot12u2 = 1, where 0° 6 u 6 90°. 6. What is the domain of the function f1x2 = 8. Find the rectangular equation of the curve x = 5 tan t, y = 5 sec2 t, -

p p 6 t 6 2 2

CHAPTER PROJECTS

I.

Internet-based Project The Hale-Bopp Comet The orbits of planets and some comets about the Sun are ellipses, with the Sun at one focus. The aphelion of a planet is its greatest distance from the Sun Mean distance Aphelion Center

Perihelion

Major axis

and the perihelion is its shortest distance. The mean distance of a planet from the Sun is the length of the semimajor axis of the elliptical orbit. See the illustration. 1. Research the history of the Hale-Bopp on the Internet. In particular, determine the aphelion and perihelion. Often these values are given in terms of astronomical units. What is an astronomical unit? What is it equivalent to in miles? In kilometers? What is the orbital period of the Hale-Bopp Comet? When will it next be visible from Earth? How close does it come to Earth? 2. Find a model for the orbit of the Hale-Bopp Comet around the Sun. Use the x-axis as the major axis. 3. The Hale-Bopp Comet has an orbit that is roughly perpendicular to that of Earth. Find a model for the orbit of Earth using the y-axis as the major axis. 4. Use a graphing utility or some other graphing technology to graph the paths of the orbits. Based on the graphs, do the paths of the orbits intersect? Does this mean the Hale-Bopp Comet will collide with Earth?

Sun

The following projects can be found at the Instructor’s Resource Center (IRC): II. The Orbits of Neptune and Pluto Pluto and Neptune travel around the Sun in elliptical orbits. Pluto, at times, comes closer to the Sun than Neptune, the outermost planet. This project examines and analyzes the two orbits. III. Project at Motorola Distorted Deployable Space Reflector Antennas An engineer designs an antenna that will deploy in space to collect sunlight. IV. Constructing a Bridge over the East River The size of ships using a river and fluctuations in water height due to tides or flooding must be considered when designing a bridge that will cross a major waterway. V. Systems of Parametric Equations Choosing an approach to use when solving a system of equations depends on the form of the system and on the domains of the equations.

Exponential and Logarithmic Functions Outline 7.1 7.2 7.3 7.4

Exponential Functions Logarithmic Functions Properties of Logarithms Logarithmic and Exponential Equations

7.5 Financial Models 7.6 Exponential Growth and Decay Models; Newton’s Law; Logistic Growth and Decay Models

7.7 Building Exponential,Logarithmic, and Logistic Models from Data • Chapter Review • Chapter Test • Cumulative Review • Chapter Projects

Depreciation of Cars You are ready to buy that first new car.You know that cars lose value over time due to depreciation and that different cars have different rates of depreciation. So you will research the depreciation rates for the cars you are thinking of buying. After all, the lower the depreciation rate is, the more the car will be worth each year.

—See the Internet-based Chapter Project I—

In Chapter 1 we created a library of functions, naming key functions and listing their properties, including the graph. These functions belong to the class of algebraic functions, that is, functions that can be expressed in terms of sums, differences, products, quotients, powers, or roots of polynomials. Functions that are not algebraic are termed transcendental (they transcend, or go beyond, algebraic functions). In this chapter, we study two transcendental functions: the exponential function and the logarithmic function. These functions occur frequently in a wide variety of applications, such as biology, chemistry, economics, and psychology.

442

SECTION 7.1 Exponential Functions

443

7.1 Exponential Functions PREPARING FOR THIS SECTION Before getting started, review the following: • Exponents (Appendix A, Section A.1, pp. A7–A9, and Section A.7, pp. A55–A61) • Graphing Techniques: Transformations (Section 1.6, pp. 61–69) • Solving Equations (Appendix A, Section A.4, pp. A28–A35)

• Average Rate of Change (Section 1.4, pp. 48–49) • Horizontal Asymptotes (Section 1.6, pp. 69–70) • Average Rate of Change of a Line (Appendix A, Section A.8, p. A65)

Now Work the ‘Are You Prepared?’ problems on page 454.

OBJECTIVES 1 Evaluate Exponential Functions (p. 443) 2 Graph Exponential Functions (p. 447) 3 Define the Number e (p. 450) 4 Solve Exponential Equations (p. 452)

1 Evaluate Exponential Functions In Appendix A, Section A.7, we give a definition for raising a real number a to a rational power. Based on that discussion, we gave meaning to expressions of the form ar where the base a is a positive real number and the exponent r is a rational number. But what is the meaning of ax, where the base a is a positive real number and the exponent x is an irrational number? Although a rigorous definition requires methods discussed in calculus, the basis for the definition is easy to follow: Select a rational number r that is formed by truncating (removing) all but a finite number of digits from the irrational number x. Then it is reasonable to expect that ax L ar For example, take the irrational number p = 3.14159 Á . Then an approximation to ap is ap L a3.14 where the digits after the hundredths position have been removed from the value for p. A better approximation would be ap L a3.14159 where the digits after the hundred-thousandths position have been removed. Continuing in this way, we can obtain approximations to ap to any desired degree of accuracy. Most calculators have an 冷 xy 冷 key or a caret key 冷 ¿ 冷 for working with exponents.

To evaluate expressions of the form ax, enter the base a, then press the 冷 xy 冷 key (or the

冷

¿

冷 key), enter the exponent x, and press 冷

=

冷 (or 冷 ENTER 冷).

444

CHAPTER 7 Exponential and Logarithmic Functions

EXAMPLE 1

Using a Calculator to Evaluate Powers of 2 Using a calculator, evaluate: (a) 21.4

Solution

(b) 21.41

(c) 21.414

(d) 21.4142

(e) 212

(a) 21.4 L 2.639015822

(b) 21.41 L 2.657371628

(c) 21.414 L 2.66474965

(d) 21.4142 L 2.665119089

(e) 2

12

L 2.665144143

Now Work



15

PROBLEM

It can be shown that the familiar laws for rational exponents hold for real exponents.

THEOREM

Laws of Exponents If s, t, a, and b are real numbers with a 7 0 and b 7 0, then as # at = as + t

1as2 = ast t

a-s =

1s = 1

1ab2s = as # bs

1 1 s s = a b a a

a0 = 1

(1)

Introduction to Exponential Growth Suppose a function f has the following two properties: 1. The value of f doubles with every 1-unit increase in the independent variable x. 2. The value of f at x = 0 is 5, so f102 = 5. Table 1 shows values of the function f for x = 0, 1, 2, 3, and 4. We seek an equation y = f1x2 that describes this function f. The key fact is that the value of f doubles for every 1-unit increase in x.

Table 1 x

f(x)

0

5

1

10

2

20

3

40

4

80

f102 f112 f122 f132 f142

= = = = =

5 2f102 2f112 2f122 2f132

= = = =

2 # 5 = 5 # 21 Double the value of f at 0 to get the value at 1. 2 # # 215 22 = 5 2 Double the value of f at 1 to get the value at 2. 215 # 222 = 5 # 23 215 # 232 = 5 # 24

The pattern leads us to f1x2 = 2f1x - 12 = 215 # 2x-12 = 5 # 2x

DEFINITION

An exponential function is a function of the form f1x2 = Cax where a is a positive real number 1a 7 02, a Z 1, and C Z 0 is a real number. The domain of f is the set of all real numbers. The base a is the growth factor, and because f102 = Ca0 = C, we call C the initial value.

SECTION 7.1 Exponential Functions

WARNING It is important to distinguish a power function, g1x2 = axn, n Ú 2, an integer, from an exponential function, f1x2 = C # ax, a Z 1, a 7 0. In a power function, the base is a variable and the exponent is a constant. In an exponential function, the base is a constant and the exponent is a variable. 

445

In the definition of an exponential function, we exclude the base a = 1 because this function is simply the constant function f1x2 = C # 1x = C. We also need to exclude bases that are negative; otherwise, we would have to exclude many values of x 3 1 from the domain, such as x = and x = . [Recall that 1-221>2 = 2 -2 , 2 4

1-323>4 = 4 4 1-323 = 2 4 -27 , and so on, are not defined in the set of real numbers.] Finally, transformations (vertical shifts, horizontal shifts, reflections, and so on) of a function of the form f1x2 = Cax also represent exponential functions. Some examples of exponential functions are f1x2 = 2x

G1x2 = 2 # 3x - 3

1 x F1x2 = a b + 5 3

Notice for each function that the base of the exponential expression is a constant and the exponent contains a variable. In the function f1x2 = 5 # 2x, notice that the ratio of consecutive outputs is constant for 1-unit increases in the input. This ratio equals the constant 2, the base of the exponential function. In other words, f112 f102

=

5 # 21 = 2 5

f122 f112

=

5 # 22 = 2 5 # 21

f132 f122

=

5 # 23 = 2 5 # 22

and so on

This leads to the following result.

For an exponential function f1x2 = Cax, where a 7 0 and a Z 1, if x is any real number, then

THEOREM

f1x + 12

In Words For 1-unit changes in the input x of an exponential function f(x) = C # ax, the ratio of consecutive outputs is the constant a.

f1x2

or f1x + 12 = af1x2

Proof f1x + 12 f1x2

EXAMPLE 2

= a

=

Cax + 1 = ax + 1 - x = a1 = a Cax



Identifying Linear or Exponential Functions Determine whether the given function is linear, exponential, or neither. For those that are linear, find a linear function that models the data. For those that are exponential, find an exponential function that models the data.

(b)

(a)

(c)

x

y

x

y

x

y

-1

5

-1

32

-1

2

0

2

0

16

0

4

1

-1

1

8

1

7

2

-4

2

4

2

11

3

-7

3

2

3

16

446

CHAPTER 7 Exponential and Logarithmic Functions

Solution

Table 2

For each function, compute the average rate of change of y with respect to x and the ratio of consecutive outputs. If the average rate of change is constant, then the function is linear. If the ratio of consecutive outputs is constant, then the function is exponential. x

y

-1

Average Rate of Change 5

¢y ¢x

0

=

2 - 5 = -3 0 - (- 1)

2 5

2 3

1

-1

2

-4

3

Ratio of Consecutive Outputs

-7

-

1 2

3

4

3

7 4 (a)

x

y

-1

32

Average Rate of Change ¢y ¢x

0 1 2 3

=

16 - 32 = - 16 0 - (- 1)

16

Ratio of Consecutive Outputs 1 16 = 32 2

8

1 8 = 16 2

4

1 4 = 8 2

2

2 1 = 4 2

8 4 2 (b)

x

y

-1

2

Average Rate of Change ¢y ¢x

0 1 2 3

=

4 - 2 = 2 0 - (- 1)

Ratio of Consecutive Outputs

2

4 3

7 4

4

11 7

5

16 11

7 11 16 (c)

(a) See Table 2(a). The average rate of change for every 1-unit increase in x is -3. Therefore, the function is a linear function. In a linear function the average rate of change is the slope m, so m = - 3. The y-intercept b is the value of the function at x = 0, so b = 2. The linear function that models the data is f1x2 = mx + b = - 3x + 2. (b) See Table 2(b). For this function, the average rate of change from - 1 to 0 is -16, and the average rate of change from 0 to 1 is -8. Because the average rate of change is not constant, the function is not a linear function. The ratio of 1 consecutive outputs for a 1-unit increase in the inputs is a constant, . Because 2 the ratio of consecutive outputs is constant, the function is an exponential 1 function with growth factor a = . The initial value of the exponential function 2

SECTION 7.1 Exponential Functions

447

is C = 16. Therefore, the exponential function that models the data is 1 x g1x2 = Cax = 16 # a b . 2 (c) See Table 2(c). For this function, the average rate of change from - 1 to 0 is 2, and the average rate of change from 0 to 1 is 3. Because the average rate of change is not constant, the function is not a linear function. The ratio of consecutive outputs from - 1 to 0 is 2, and the ratio of consecutive outputs from 0 7 to 1 is . Because the ratio of consecutive outputs is not a constant, the function 4 is not an exponential function.

Now Work

PROBLEM



25

2 Graph Exponential Functions If we know how to graph an exponential function of the form f1x2 = ax, then we could use transformations (shifting, stretching, and so on) to obtain the graph of any exponential function. First, we graph the exponential function f1x2 = 2x.

EXAMPLE 3

Graphing an Exponential Function Graph the exponential function:

Solution

Table 3

f1x2 = 2x

The domain of f1x2 = 2x is the set of all real numbers. We begin by locating some points on the graph of f1x2 = 2x, as listed in Table 3. Since 2x 7 0 for all x, the range of f is 10, q 2. From this, we conclude that the graph has no x-intercepts, and, in fact, the graph will lie above the x-axis for all x. As Table 3 indicates, the y-intercept is 1. Table 3 also indicates that as x : - q the values of f1x2 = 2x get closer and closer to 0. We conclude that the x-axis 1y = 02 is a horizontal asymptote to the graph as x : - q . This gives us the end behavior for x large and negative. To determine the end behavior for x large and positive, look again at Table 3. As x : q , f1x2 = 2x grows very quickly, causing the graph of f1x2 = 2x to rise very rapidly. It is apparent that f is an increasing function and hence is one-to-one. Using all this information, we plot some of the points from Table 3 and connect them with a smooth, continuous curve, as shown in Figure 1. f(x)  2x

x 10

2-3 =

1 8

2

2-2 =

1 4

2-1

1 = 2

0

20 = 1

1

21 = 2

2

22 = 4

3

23 = 8

10

y

2-10 L 0.00098

3

1

Figure 1 6

(2, 4) 3 1– 4

(–2, ) (–1, 1–2 ) (–3, 1–8 ) y0

(1, 2) (0, 1) 3

x

210 = 1024



As we shall see, graphs that look like the one in Figure 1 occur very frequently in a variety of situations. For example, the graph in Figure 2 on page 448 illustrates the

448

CHAPTER 7 Exponential and Logarithmic Functions

number of cellular telephone subscribers at the end of each year from 1985 to 2008. We might conclude from this graph that the number of cellular telephone subscribers is growing exponentially. Figure 2

Number of Cellular Phone Subscribers at Year End 280

Number of Subscribers (in millions)

260 240 220 200 180 160 140 120 100 80 60 40 20 2008

2007

2006

2005

2004

2003

2002

2001

2000

1999

1998

1997

1996

1995

1994

1993

1992

1991

1990

1989

1988

1987

1986

1985

0

Year Source: ©2010 CTIA–The Wireless Association®. All rights reserved. Used with permission.

We shall have more to say about situations that lead to exponential growth later in this chapter. For now, we continue to seek properties of exponential functions. The graph of f1x2 = 2x in Figure 1 is typical of all exponential functions of the form f(x) = ax with a 7 1. Such functions are increasing functions and hence are one-to-one. Their graphs lie above the x-axis, pass through the point 10, 12, and thereafter rise rapidly as x : q . As x : - q , the x-axis 1y = 02 is a horizontal asymptote. There are no vertical asymptotes. Finally, the graphs are smooth and continuous with no corners or gaps. Figure 3 illustrates the graphs of two more exponential functions whose bases are larger than 1. Notice that the larger the base, the steeper the graph is when x 7 0, and when x 6 0, the larger the base, the closer the graph of the equation is to the x-axis.

Figure 3 y

y = 6x (1, 6)

6

y = 3x

Seeing the Concept 3

(–1, 1–3 ) y0

–3

Graph Y1 = 2x and compare what you see to Figure 1. Clear the screen and graph Y1 = 3x and Y2 = 6x and compare what you see to Figure 3. Clear the screen and graph Y1 = 10x and Y2 = 100 x.

(1, 3)

(0, 1)

(–1, 1–6 )

3

x

1. The domain is the set of all real numbers or 1- q , q2 using interval notation; the range is the set of positive real numbers or 10, q2 using interval notation. 2. There are no x-intercepts; the y-intercept is 1. 3. The x-axis 1y = 02 is a horizontal asymptote as x : - q C lim ax = 0 D .

Figure 4 y

x: - q

4. f1x2 = ax, where a 7 1, is an increasing function and is one-to-one. 1 5. The graph of f contains the points 10, 12, 11, a2, and a - 1, b . a

(1, a)

(−1, a1 ) y0

Properties of the Exponential Function f(x)  ax, a>1

(0, 1) x

6. The graph of f is smooth and continuous, with no corners or gaps. See Figure 4. Now consider f1x2 = ax when 0 6 a 6 1.

SECTION 7.1 Exponential Functions

EXAMPLE 4

Graphing an Exponential Function Graph the exponential function:

Solution Table 4 x

1 x f(x)  a b 2

10

1 - 10 a b = 1024 2

3

1 -3 = 8 a b 2

2

1 -2 a b = 4 2

1

1 -1 a b = 2 2 1 a b = 1 2

1

1 1 1 a b = 2 2

2

1 x f1x2 = a b 2

1 x The domain of f1x2 = a b consists of all real numbers. As before, we locate some 2 1 x points on the graph by creating Table 4. Since a b 7 0 for all x, the range of f is 2 the interval 10, q 2. The graph lies above the x-axis and so has no x-intercepts. The 1 x y-intercept is 1. As x : - q , f1x2 = a b grows very quickly. As x : q , the 2 values of f1x2 approach 0. The x-axis 1y = 02 is a horizontal asymptote as x : q . It is apparent that f is a decreasing function and so is one-to-one. Figure 5 illustrates the graph. Figure 5

y 6

(–2, 4)

0

0

449

3 (–1, 2) (0, 1)

(1, 1–2)

(2, 1–4 ) (3, 1– ) 8

–3

1 2 1 a b = 2 4

3

x y0



3

3 10

1 1 a b = 2 8 1 10 a b L 0.00098 2

1 x We could have obtained the graph of y = a b from the graph of y = 2x using 2 1 x transformations. The graph of y = a b = 2-x is a reflection about the y-axis of 2 the graph of y = 2x (replace x by -x). See Figures 6(a) and (b).

Figure 6

y

y y  2x

6

6 1 x

y  ( –2) (2, 4)

(–2, 4)

3

(–2, 1–4 ) (–1, 1–2 ) (–3, 1–8 )

Seeing the Concept Using a graphing utility, simultaneously graph: 1 x (a) Y1 = 3x, Y2 = a b 3 1 x (b) Y1 = 6x, Y2 = a b 6 1 x Conclude that the graph of Y2 = a b , a for a 7 0, is the reflection about the y-axis of the graph of Y1 = ax.

3 (1, 2)

(–1, 2) (0, 1)

(0, 1)

y0

3 (a) y  2x

x

(1, 1–2)

(2, 1–4 ) (3, 1– ) 8

–3

Replace x by x ; Reflect about the y -axis

3

x y0

1 x

(b) y  2x  ( –2)

1 x The graph of f1x2 = a b in Figure 5 is typical of all exponential functions of 2 the form f1x2 = ax with 0 6 a 6 1. Such functions are decreasing and one-to-one. Their graphs lie above the x-axis and pass through the point 10, 12. The graphs rise rapidly as x : - q . As x : q , the x-axis 1y = 02 is a horizontal asymptote. There are no vertical asymptotes. Finally, the graphs are smooth and continuous, with no corners or gaps.

450

CHAPTER 7 Exponential and Logarithmic Functions

Figure 7 illustrates the graphs of two more exponential functions whose bases are between 0 and 1. Notice that the smaller base results in a graph that is steeper when x 6 0. When x 7 0, the graph of the equation with the smaller base is closer to the x-axis.

Figure 7 y=(

1 x – 6 y

)

6

(–1, 6) y = ( 1– )

x

3

Properties of the Exponential Function f(x)  ax, 02

52. f1x2 = 1 - 2-x>3

In Problems 53–60, begin with the graph of y = ex [Figure 10] and use transformations to graph each function. Determine the domain, range, and horizontal asymptote of each function. 53. f1x2 = e-x

54. f1x2 = -ex

55. f1x2 = ex + 2

56. f1x2 = ex - 1

57. f1x2 = 5 - e-x

58. f1x2 = 9 - 3e-x

59. f1x2 = 2 - e-x>2

60. f1x2 = 7 - 3e2x

456

CHAPTER 7 Exponential and Logarithmic Functions

In Problems 61–80, solve each equation. 61. 7x = 73

62. 5x = 5-6

63. 2-x = 16

64. 3-x = 81

1 1 x 65. a b = 5 25

1 1 x 66. a b = 4 64

67. 22x - 1 = 4

68. 5x + 3 =

71. 8-x + 14 = 16x

72. 9-x + 15 = 27x

75. 4x # 2x = 162

76. 92x # 27x = 3-1

79. ex = e3x #

80. 1e42x # ex = e12

2

3

70. 4x = 2x

69. 3x = 9x 2

73. 3x

-7

2

= 272x

74. 5x

+8

= 1252x

78. e3x = e2 - x

77. ex = e3x + 8

2

2

1 5

2

1 e2

2

81. If 4x = 7, what does 4 - 2x equal?

82. If 2x = 3, what does 4 - x equal?

83. If 3 - x = 2, what does 32x equal?

84. If 5 - x = 3, what does 53x equal?

In Problems 85–88, determine the exponential function whose graph is given. 85.

86.

y

y

20

20

16

16

12 8

y⫽0

87.

(–1, 1–3 ) –3

y (–1, – 1–6 ) –1 –10

–2

12 (2, 9)

4

–1 –2

(–1, 1–5 )

(1, 3) 1

2

3 x

–3

88.

(0, –1) 1

8

(0, 1)

2 3 x (1, –6)

y⫽0

–2

4

–1 –2 y 2

(1, 5) (0, 1) 1

2

3 x

y⫽0

(0, –1) 3 x

y⫽0

(1, –e) (–1, – 1–e ) –4

–20 –8

–30 (2, –36) –40

89. Find an exponential function with horizontal asymptote y = 2 whose graph contains the points 10, 32 and 11, 52.

(2, –e 2)

–12

90. Find an exponential function with horizontal asymptote y = - 3 whose graph contains the points 10, -22 and 1 - 2, 12.

Mixed Practice 91. Suppose that f(x) = 2x. (a) What is f142? What point is on the graph of f ? 1 (b) If f1x2 = , what is x? What point is on the graph 16 of f ?

92. Suppose that f1x2 = 3x. (a) What is f(4)? What point is on the graph of f? 1 (b) If f1x2 = , what is x? What point is on the graph 9 of f?

93. Suppose that g1x2 = 4x + 2. (a) What is g1 -12? What point is on the graph of g? (b) If g1x2 = 66, what is x? What point is on the graph of g?

94. Suppose that g1x2 = 5x - 3. (a) What is g1 -12? What point is on the graph of g? (b) If g1x2 = 122, what is x? What point is on the graph of g?

1 x 95. Suppose that H1x2 = a b - 4. 2 (a) What is H1 - 62? What point is on the graph of H? (b) If H(x) = 12, what is x? What point is on the graph of H? (c) Find the x-intercept of the graph of H.

1 x 96. Suppose that F1x2 = a b - 3. 3 (a) What is F1 -52? What point is on the graph of F? (b) If F1x2 = 24, what is x? What point is on the graph of F? (c) Find the x-intercept of the graph of F.

SECTION 7.1 Exponential Functions

457

In Problems 97–100, graph each function. Based on the graph, state the domain and the range and find any intercepts. ex e-x if x 6 0 if x 6 0 98. f1x2 = e -x 97. f1x2 = e x e e if x Ú 0 if x Ú 0 99. f1x2 = e

-ex -e-x

if x 6 0 if x Ú 0

100. f1x2 = e

-e-x -ex

if x 6 0 if x Ú 0

Applications and Extensions 101. Optics If a single pane of glass obliterates 3% of the light passing through it, the percent p of light that passes through n successive panes is given approximately by the function

hour (0.1 car per minute). The following formula from probability can be used to determine the probability that a car will arrive within t minutes of 12:00 PM: F1t2 = 1 - e-0.1t

p1n2 = 10010.972n (a) What percent of light will pass through 10 panes? (b) What percent of light will pass through 25 panes? 102. Atmospheric Pressure The atmospheric pressure p on a balloon or plane decreases with increasing height. This pressure, measured in millimeters of mercury, is related to the height h (in kilometers) above sea level by the function p1h2 = 760e-0.145h (a) Find the atmospheric pressure at a height of 2 kilometers (over a mile). (b) What is it at a height of 10 kilometers (over 30,000 feet)? 103. Depreciation The price p, in dollars, of a Honda Civic DX Sedan that is x years old is modeled by p1x2 = 16,63010.902x (a) How much should a 3-year-old Civic DX Sedan cost? (b) How much should a 9-year-old Civic DX Sedan cost? 104. Healing of Wounds The normal healing of wounds can be modeled by an exponential function. If A0 represents the original area of the wound and if A equals the area of the wound, then the function A1n2 = A0 e-0.35n describes the area of a wound after n days following an injury when no infection is present to retard the healing. Suppose that a wound initially had an area of 100 square millimeters. (a) If healing is taking place, how large will the area of the wound be after 3 days? (b) How large will it be after 10 days?

(a) Determine the probability that a car will arrive within 10 minutes of 12:00 PM (that is, before 12:10 PM). (b) Determine the probability that a car will arrive within 40 minutes of 12:00 PM (before 12:40 PM). (c) What value does F approach as t becomes unbounded in the positive direction? (d) Graph F using a graphing utility. (e) Using INTERSECT, determine how many minutes are needed for the probability to reach 50%. 108. Exponential Probability Between 5:00 PM and 6:00 PM, cars arrive at Jiffy Lube at the rate of 9 cars per hour (0.15 car per minute). The following formula from probability can be used to determine the probability that a car will arrive within t minutes of 5:00 PM: F1t2 = 1 - e-0.15t (a) Determine the probability that a car will arrive within 15 minutes of 5:00 PM (that is, before 5:15 PM). (b) Determine the probability that a car will arrive within 30 minutes of 5:00 PM (before 5:30 PM). (c) What value does F approach as t becomes unbounded in the positive direction? (d) Graph F using a graphing utility. (e) Using INTERSECT, determine how many minutes are needed for the probability to reach 60%. 109. Poisson Probability Between 5:00 PM and 6:00 PM, cars arrive at McDonald’s drive-thru at the rate of 20 cars per hour. The following formula from probability can be used to determine the probability that x cars will arrive between 5:00 PM and 6:00 PM.

105. Drug Medication The function D1h2 = 5e

P1x2 =

-0.4h

can be used to find the number of milligrams D of a certain drug that is in a patient’s bloodstream h hours after the drug has been administered. How many milligrams will be present after 1 hour? After 6 hours? 106. Spreading of Rumors A model for the number N of people in a college community who have heard a certain rumor is N = P11 - e-0.15d2

where P is the total population of the community and d is the number of days that have elapsed since the rumor began. In a community of 1000 students, how many students will have heard the rumor after 3 days? 107. Exponential Probability Between 12:00 PM and 1:00 PM, cars arrive at Citibank’s drive-thru at the rate of 6 cars per

20xe-20 x!

where x! = x # 1x - 12 # 1x - 22 # Á # 3 # 2 # 1 (a) Determine the probability that x = 15 cars will arrive between 5:00 PM and 6:00 PM. (b) Determine the probability that x = 20 cars will arrive between 5:00 PM and 6:00 PM. 110. Poisson Probability People enter a line for the Demon Roller Coaster at the rate of 4 per minute. The following formula from probability can be used to determine the probability that x people will arrive within the next minute. P1x2 =

4xe-4 x!

458

CHAPTER 7 Exponential and Logarithmic Functions

where

x! = x # 1x - 12 # 1x - 22 # Á # 3 # 2 # 1

(a) Determine the probability that x = 5 people will arrive within the next minute. (b) Determine the probability that x = 8 people will arrive within the next minute.

114. Current in a RC Circuit The equation governing the amount of current I (in amperes) after time t (in microseconds) in a single RC circuit consisting of a resistance R (in ohms), a capacitance C (in microfarads), and an electromotive force E (in volts) is I =

111. Relative Humidity The relative humidity is the ratio (expressed as a percent) of the amount of water vapor in the air to the maximum amount that it can hold at a specific temperature. The relative humidity, R, is found using the following formula:

where T is the air temperature (in °F) and D is the dew point temperature (in °F). (a) Determine the relative humidity if the air temperature is 50° Fahrenheit and the dew point temperature is 41° Fahrenheit. (b) Determine the relative humidity if the air temperature is 68° Fahrenheit and the dew point temperature is 59° Fahrenheit. (c) What is the relative humidity if the air temperature and the dew point temperature are the same? 112. Learning Curve Suppose that a student has 500 vocabulary words to learn. If the student learns 15 words after 5 minutes, the function L1t2 = 50011 - e-0.0061t2 approximates the number of words L that the student will learn after t minutes. (a) How many words will the student learn after 30 minutes? (b) How many words will the student learn after 60 minutes? 113. Current in a RL Circuit The equation governing the amount of current I (in amperes) after time t (in seconds) in a single RL circuit consisting of a resistance R (in ohms), an inductance L (in henrys), and an electromotive force E (in volts) is I =

E 31 - e-1R>L2t4 R

⫹

R

⫺

R E

C

⫺

(a) If E = 120 volts, R = 2000 ohms, and C = 1.0 microfarad, how much current I1 is flowing initially 1t = 02? After 1000 microseconds? After 3000 microseconds? (b) What is the maximum current? (c) Graph the function I = I11t2, measuring I along the y-axis and t along the x-axis. (d) If E = 120 volts, R = 1000 ohms, and C = 2.0 microfarads, how much current I2 is flowing initially? After 1000 microseconds? After 3000 microseconds? (e) What is the maximum current? (f) Graph the function I = I21t2 on the same coordinate axes as I11t2.

115. If f is an exponential function of the form f1x2 = C # ax with growth factor 3 and f162 = 12, what is f172? 116. Another Formula for e Use a calculator to compute the values of 2 +

1 1 1 + + Á + 2! 3! n!

for n = 4, 6, 8, and 10. Compare each result with e.

[Hint: 1! = 1, 2! = 2 # 1, 3! = 3 # 2 # 1, n! = n1n - 12 # Á # 132122112.]

117. Another Formula for e Use a calculator to compute the various values of the expression. Compare the values to e.

I

E

I

⫹

R =

4221 4221 + 2b a 10 T + 459.4 D + 459.4

E -t>1RC2 e R

L

(a) If E = 120 volts, R = 10 ohms, and L = 5 henrys, how much current I1 is flowing after 0.3 second? After 0.5 second? After 1 second? (b) What is the maximum current? (c) Graph this function I = I11t2, measuring I along the y-axis and t along the x-axis. (d) If E = 120 volts, R = 5 ohms, and L = 10 henrys, how much current I2 is flowing after 0.3 second? After 0.5 second? After 1 second? (e) What is the maximum current? (f) Graph the function I = I21t2 on the same coordinate axes as I11t2.

2 + 1 1 + 1 2 + 2 3 + 3 4 + 4 etc. 118. Difference Quotient If f1x2 = ax, show that f1x + h2 - f1x2 h

= ax #

ah - 1 h

h Z 0

119. If f1x2 = ax, show that f1A + B2 = f1A2 # f1B2. 120. If f1x2 = ax, show that f1-x2 =

1 . f1x2

121. If f1x2 = ax, show that f1ax2 = 3f1x24a.

SECTION 7.2 Logarithmic Functions

(b) Graph f1x2 = cosh x using a graphing utility. (c) Refer to Problem 122. Show that, for every x,

Problems 122 and 123 provide definitions for two other transcendental functions.

1cosh x22 - 1sinh x22 = 1

122. The hyperbolic sine function, designated by sinh x, is defined as sinh x =

124. Historical Problem Pierre de Fermat (1601–1665) conjectured that the function

1 x 1e - e-x2 2

f1x2 = 212 2 + 1 x

(a) Show that f1x2 = sinh x is an odd function. (b) Graph f1x2 = sinh x using a graphing utility.

for x = 1, 2, 3, Á , would always have a value equal to a prime number. But Leonhard Euler (1707 –1783) showed that this formula fails for x = 5. Use a calculator to determine the prime numbers produced by f for x = 1, 2, 3, 4. Then show that f152 = 641 * 6,700,417, which is not prime.

123. The hyperbolic cosine function, designated by cosh x, is defined as cosh x =

459

1 x 1e + e-x2 2

(a) Show that f1x2 = cosh x is an even function.

Explaining Concepts: Discussion and Writing 125. The bacteria in a 4-liter container double every minute. After 60 minutes the container is full. How long did it take to fill half the container? 126. Explain in your own words what the number e is. Provide at least two applications that use this number. 127. Do you think that there is a power function that increases more rapidly than an exponential function whose base is greater than 1? Explain.

128. As the base a of an exponential function f1x2 = ax, where a 7 1 increases, what happens to the behavior of its graph for x 7 0? What happens to the behavior of its graph for x 6 0? 1 x 129. The graphs of y = a-x and y = a b are identical. Why? a

‘Are You Prepared?’ Answers 1. 64; 4;

1 9

2. { -4, 1}

3. False

4. 3

5. True

7.2 Logarithmic Functions PREPARING FOR THIS SECTION Before getting started, review the following: • Solving Inequalities (Appendix A, Section A.6, pp. A49–A52) • One-to-One Functions; Inverse Functions (Section 1.7, pp. 75–83)

• Solving Equations (Appendix A, Section A.4, pp. A28–A35)

Now Work the ‘Are You Prepared?’ problems on page 468.

OBJECTIVES 1 Change Exponential Statements to Logarithmic Statements and Logarithmic Statements to Exponential Statements (p. 460) 2 Evaluate Logarithmic Expressions (p. 460) 3 Determine the Domain of a Logarithmic Function (p. 461) 4 Graph Logarithmic Functions (p. 462) 5 Solve Logarithmic Equations (p. 466)

Recall that a one-to-one function y = f1x2 has an inverse function that is defined (implicitly) by the equation x = f1y2. In particular, the exponential function y = f1x2 = ax, where a 7 0 and a Z 1, is one-to-one and hence has an inverse function that is defined implicitly by the equation x = ay,

a 7 0,

a Z 1

This inverse function is so important that it is given a name, the logarithmic function.

460

CHAPTER 7 Exponential and Logarithmic Functions

DEFINITION

The logarithmic function to the base a, where a 7 0 and a Z 1, is denoted by y = loga x (read as “y is the logarithm to the base a of x”) and is defined by y = loga x if and only if x = ay

In Words When you read logax, think to yourself “a raised to what power gives me x.”

The domain of the logarithmic function y = loga x is x 7 0. As this definition illustrates, a logarithm is a name for a certain exponent. So, loga x represents the exponent to which a must be raised to obtain x.

EXAMPLE 1

Relating Logarithms to Exponents (a) If y = log3 x, then x = 3y. For example, the logarithmic statement 4 = log3 81 is equivalent to the exponential statement 81 = 34. 1 1 (b) If y = log5 x, then x = 5y. For example, -1 = log5 a b is equivalent to = 5-1. 5 5 

1 Change Exponential Statements to Logarithmic Statements and Logarithmic Statements to Exponential Statements We can use the definition of a logarithm to convert from exponential form to logarithmic form, and vice versa, as the following two examples illustrate.

EXAMPLE 2

Changing Exponential Statements to Logarithmic Statements Change each exponential statement to an equivalent statement involving a logarithm. (a) 1.23 = m

Solution

(b) eb = 9

(c) a4 = 24

Use the fact that y = loga x and x = ay, where a 7 0 and a Z 1, are equivalent. (a) If 1.23 = m, then 3 = log1.2 m. (b) If eb = 9, then b = loge 9. (c) If a4 = 24, then 4 = loga 24.

Now Work

EXAMPLE 3

PROBLEM



9

Changing Logarithmic Statements to Exponential Statements Change each logarithmic statement to an equivalent statement involving an exponent. (a) loga 4 = 5

Solution

(b) loge b = -3

(c) log3 5 = c

(a) If loga 4 = 5, then a5 = 4. (b) If loge b = -3, then e-3 = b. (c) If log3 5 = c, then 3c = 5. 

Now Work

PROBLEM

17

2 Evaluate Logarithmic Expressions To find the exact value of a logarithm, we write the logarithm in exponential notation using the fact that y = loga x is equivalent to ay = x and use the fact that if au = av, then u = v.

SECTION 7.2 Logarithmic Functions

461

Finding the Exact Value of a Logarithmic Expression

EXAMPLE 4

Find the exact value of:

Solution

1 27

(a) log2 16

(b) log3

(a) To evaluate log2 16, think “2 raised to what power yields 16.” So,

(b) To evaluate log3

y = log2 16 2y = 16 Change to exponential form.

2y = 24 y = 4

16 = 24 Equate exponents.

1 , think “3 raised 27 1 to what power yields .” So, 27 1 y = log3 27 1 3y = Change to exponential 27 form. 3y = 3-3

Therefore, log2 16 = 4.

y = -3

1 1 = 3 = 3-3 27 3 Equate exponents.

Therefore, log3

1 = - 3. 27 

Now Work

PROBLEM

25

3 Determine the Domain of a Logarithmic Function The logarithmic function y = loga x has been defined as the inverse of the exponential function y = ax. That is, if f1x2 = ax, then f-11x2 = loga x. Based on the discussion given in Section 1.7 on inverse functions, for a function f and its inverse f-1, we have Domain of f-1 = Range of f

and Range of f-1 = Domain of f

Consequently, it follows that Domain of the logarithmic function = Range of the exponential function = 10, q 2

Range of the logarithmic function = Domain of the exponential function = 1 - q , q 2 In the next box, we summarize some properties of the logarithmic function: y = loga x 1defining equation: x = ay2 Range: - q 6 y 6 q Domain: 0 6 x 6 q The domain of a logarithmic function consists of the positive real numbers, so the argument of a logarithmic function must be greater than zero.

EXAMPLE 5

Finding the Domain of a Logarithmic Function Find the domain of each logarithmic function. (a) F1x2 = log21x + 32

Solution

(b) g1x2 = log5 a

1 + x b 1 - x

(c) h1x2 = log1>2 ƒ x ƒ

(a) The domain of F consists of all x for which x + 3 7 0, that is, x 7 - 3. Using interval notation, the domain of f is 1 - 3, q 2. (b) The domain of g is restricted to 1 + x 7 0 1 - x Solving this inequality, we find that the domain of g consists of all x between -1 and 1, that is, -1 6 x 6 1 or, using interval notation, 1 - 1, 12.

462

CHAPTER 7 Exponential and Logarithmic Functions

(c) Since ƒ x ƒ 7 0, provided that x Z 0, the domain of h consists of all real numbers except zero or, using interval notation, 1- q , 02 ´ 10, q 2. 

Now Work

39

PROBLEMS

45

AND

4 Graph Logarithmic Functions Since exponential functions and logarithmic functions are inverses of each other, the graph of the logarithmic function y = loga x is the reflection about the line y = x of the graph of the exponential function y = ax, as shown in Figure 13. Figure 13

y

y ⫽ ax ( ⫺1,

1 –a

y

y⫽x

3

y ⫽ ax y ⫽ x

3 (1, a)

)

(a, 1) (1, a)

(0, 1) ⫺3

(1, 0)

3 x

1– a,

⫺1) y ⫽ loga x

(

y ⫽ loga x

(0, 1) (⫺1, 1–a )

(a, 1)

⫺3

3 x

(1, 0) ( 1–a ,⫺1)

⫺3

⫺3

(a) 0 ⬍ a ⬍ 1

(b) a ⬎ 1

For example, to graph y = log2 x, graph y = 2x and reflect it about the line 1 x y = x. See Figure 14. To graph y = log1>3 x, graph y = a b and reflect it about the 3 line y = x. See Figure 15. Figure 14

Figure 15 y 2

(⫺1, 12 )

y⫽2 (1, 2)

x

y⫽ 1

y⫽x

y

(⫺1, 3)

3

y ⫽ log2x

(0, 1)

(2, 1)

⫺2

x

(3)

( 13 , 1) (1, 13 )

(0, 1) ⫺3

(1, 0) 2 x

3 x (1, 0) (3, ⫺1) y ⫽ log1/3x

( 12 , ⫺1) ⫺3

⫺2

Now Work

y⫽x

PROBLEM

59

The graphs of y = loga x in Figures 13(a) and (b) lead to the following properties. Properties of the Logarithmic Function f(x)  logax

1. The domain is the set of positive real numbers or 10, q2 using interval notation; the range is the set of all real numbers or 1- q , q 2 using interval notation. 2. The x-intercept of the graph is 1. There is no y-intercept. 3. The y-axis 1x = 02 is a vertical asymptote of the graph. 4. A logarithmic function is decreasing if 0 6 a 6 1 and increasing if a 7 1. 1 5. The graph of f contains the points 11, 02, 1a, 12, and a , -1 b . a 6. The graph is smooth and continuous, with no corners or gaps.

SECTION 7.2 Logarithmic Functions

463

If the base of a logarithmic function is the number e, then we have the natural logarithm function. This function occurs so frequently in applications that it is given a special symbol, ln (from the Latin, logarithmus naturalis). That is,

In Words

y = logex is written y = ln x

y = ln x if and only if x = ey

(1)

Since y = ln x and the exponential function y = ex are inverse functions, we can obtain the graph of y = ln x by reflecting the graph of y = ex about the line y = x. See Figure 16. Using a calculator with an 冷 ln 冷 key, we can obtain other points on the graph of f1x2 = ln x. See Table 7. Figure 16

Table 7

y 5 y e x

y x

(1, e)

Seeing the Concept Graph Y1 = e x and Y2 = ln x on the same square screen. Use eVALUEate to verify the points on the graph given in Figure 16. Do you see the symmetry of the two graphs with respect to the line y = x?

EXAMPLE 6

( 0, 1) (1, 1–e )

ln x

1 2

-0.69

2

0.69

3

1.10

yIn x

(e, 1)

y  0 3

( 1, 0) 1

3 x

( 1–e ,1)

x0

Graphing a Logarithmic Function and Its Inverse Find the domain of the logarithmic function f1x2 = - ln1x - 22. Graph f. From the graph, determine the range and vertical asymptote of f. Find f -1, the inverse of f. Find the domain and the range of f - 1. Graph f -1.

(a) (b) (c) (d) (e) (f)

Solution

x

(a) The domain of f consists of all x for which x - 2 7 0 or, equivalently, x 7 2. The domain of f is {x ƒ x 7 2} or 12, q 2 in interval notation. (b) To obtain the graph of y = - ln1x - 22, we begin with the graph of y = ln x and use transformations. See Figure 17.

Figure 17

y 3

3

x0

1 1

(1, 0) 1

1

(e, 1) 3 x

(1–e , 1)

(a) y  In x

1

3

x0

( 1–e , 1)

(b) y  In x

( 1–e  2,1)

1

(3, 0) 3 x

(1, 0) 1

Multiply by  1; reflect about x-axis

x2

y

y

1 1

(e, 1) Replace x by x  2; shift right 2 units.

3

5

x

(e2, 1)

(c) y  In (x  2)

(c) The range of f1x2 = - ln1x - 22 is the set of all real numbers. The vertical asymptote is x = 2. [Do you see why? The original asymptote 1x = 02 is shifted to the right 2 units.]

464

CHAPTER 7 Exponential and Logarithmic Functions

(d) To find f-1, begin with y = - ln1x - 22. The inverse function is defined (implicitly) by the equation x = - ln1y - 22 Proceed to solve for y. - x = ln1y - 22 Isolate the logarithm. e-x = y - 2 Change to an exponential statement. y = e-x + 2 Solve for y. The inverse of f is f -11x2 = e-x + 2. (e) The domain of f -1 equals the range of f , which is the set of all real numbers, from part (c). The range of f -1 is the domain of f, which is 12, q 2 in interval notation. (f) To graph f -1, use the graph of f in Figure 17(c) and reflect it about the line y = x. See Figure 18. We could also graph f -11x2 = e -x + 2 using transformations. Figure 18

y x2

5 (1, e2) f

1(x)

e

x

yx

2

(0, 3) (1, 1–e  2) y2 1

( 1–e  2, 1) (3, 0)

1 1

f (x )  ln(x  2)

5 x (e  2, 1)

Figure 19 y

y  10x

4



yx

Now Work

(0, 1)

y  log x

(1, ––101 ) 2

(1, 0)

(

PROBLEM

71

If the base of a logarithmic function is the number 10, then we have the common logarithm function. If the base a of the logarithmic function is not indicated, it is understood to be 10. That is, y = log x if and only if x = 10y

4 x

Since y = log x and the exponential function y = 10x are inverse functions, we can obtain the graph of y = log x by reflecting the graph of y = 10x about the line y = x. See Figure 19.

)

1 , –– 1 10

2

EXAMPLE 7

Graphing a Logarithmic Function and Its Inverse (a) (b) (c) (d) (e) (f)

Solution

Find the domain of the logarithmic function f1x2 = 3 log 1x - 12. Graph f. From the graph, determine the range and vertical asymptote of f. Find f -1, the inverse of f. Find the domain and the range of f -1. Graph f -1.

(a) The domain of f consists of all x for which x - 1 7 0 or, equivalently, x 7 1. The domain of f is {x|x 7 1} or 11, q 2 in interval notation. (b) To obtain the graph of y = 3 log1x - 12, begin with the graph of y = log x and use transformations. See Figure 20.

465

SECTION 7.2 Logarithmic Functions

Figure 20 y x0 2

2

(10, 1) (1, 0)

–2 –2

y x1

y x1

2

(11, 1) (2, 0)

2 1 – ,1) (10

4

6

8

12 x

10

–2

2 4 – ,1) (11 10

–2

6

8

12 x

10

–2

(11, 3)

(2, 0) 2

4

6

8

10

12 x

–2 – ,3) (11 10

Replace x by x – 1; horizontal shift right 1 unit (a) y  log x

Multiply by 3; vertical stretch by a factor of 3.

(b) y  log (x  1)

(c) y  3 log (x  1)

(c) The range of f1x2 = 3 log1x - 12 is the set of all real numbers. The vertical asymptote is x = 1. (d) Begin with y = 3 log1x - 12. The inverse function is defined (implicitly) by the equation x = 3 log1y - 12 Proceed to solve for y. x = log 1y - 12 Isolate the logarithm. 3 10x/3 = y - 1 y = 10

x/3

Change to an exponential statement.

+ 1

Solve for y.

The inverse of f is f -11x2 = 10x/3 + 1. (e) The domain of f - 1 is the range of f, which is the set of all real numbers, from part (c). The range of f - 1 is the domain of f, which is 11, q 2 in interval notation. (f) To graph f - 1, we use the graph of f in Figure 20(c) and reflect it about the line y = x. See Figure 21. We could also graph f - 11x2 = 10x>3 + 1 using transformations. Figure 21

y 12 (3, 11) f 1(x)  10 x/3  1

10

yx

8 6 4

(11, 3)

(0, 2)

f (x)  3 log (x  1)

y1 2

(2, 0) 4

6

8

10

12 x

2 x1



Now Work

PROBLEM

79

466

CHAPTER 7 Exponential and Logarithmic Functions

5 Solve Logarithmic Equations Equations that contain logarithms are called logarithmic equations. Care must be taken when solving logarithmic equations algebraically. In the expression loga M, remember that a and M are positive and a Z 1. Be sure to check each apparent solution in the original equation and discard any that are extraneous. Some logarithmic equations can be solved by changing the logarithmic equation to exponential form using the fact that y = loga x means ay = x.

EXAMPLE 8

Solving Logarithmic Equations Solve:

(a) log314x - 72 = 2

Solution

(b) logx 64 = 2

(a) We can obtain an exact solution by changing the logarithmic equation to exponential form. log314x - 72 = 2

4x - 7 = 32 4x - 7 = 9 4x = 16 x = 4

Change to exponential form using y = loga x means a y = x.

Check: log314x - 72 = log314 # 4 - 72 = log3 9 = 2

32 = 9

The solution set is {4}. (b) We can obtain an exact solution by changing the logarithmic equation to exponential form. logx 64 = 2 x2 = 64

Change to exponential form.

x = ; 264 = ;8

Square Root Method

The base of a logarithm is always positive. As a result, we discard -8. We check the solution 8. Check:

log8 64 = 2

82 = 64

The solution set is {8}. 

EXAMPLE 9

Using Logarithms to Solve an Exponential Equation Solve:

Solution

e2x = 5

We can obtain an exact solution by changing the exponential equation to logarithmic form. e2x = 5 ln 5 = 2x x =

ln 5 2

L 0.805 The solution set is e

Change to logarithmic form using the fact that if e y = x then y = ln x. Exact solution Approximate solution

ln 5 f. 2 

Now Work

PROBLEMS

87

AND

99

SECTION 7.2 Logarithmic Functions

EXAMPLE 10

467

Alcohol and Driving Blood alcohol concentration (BAC) is a measure of the amount of alcohol in a person’s bloodstream. A BAC of 0.04% means that a person has 4 parts alcohol per 10,000 parts blood in the body. Relative risk is defined as the likelihood of one event occurring divided by the likelihood of a second event occurring. For example, if an individual with a BAC of 0.02% is 1.4 times as likely to have a car accident as an individual that has not been drinking, the relative risk of an accident with a BAC of 0.02% is 1.4. Recent medical research suggests that the relative risk R of having an accident while driving a car can be modeled by an equation of the form R = ekx where x is the percent of concentration of alcohol in the bloodstream and k is a constant. (a) Research indicates that the relative risk of a person having an accident with a BAC of 0.02% is 1.4. Find the constant k in the equation. (b) Using this value of k, what is the relative risk if the concentration is 0.17%? (c) Using this same value of k, what BAC corresponds to a relative risk of 100? (d) If the law asserts that anyone with a relative risk of 5 or more should not have driving privileges, at what concentration of alcohol in the bloodstream should a driver be arrested and charged with a DUI (driving under the influence)?

Solution

(a) For a concentration of alcohol in the blood of 0.02% and a relative risk of 1.4, we let x = 0.02 and R = 1.4 in the equation and solve for k. R = ekx 1.4 = ek10.022 0.02k = ln 1.4 k =

R = 1.4; x = 0.02 Change to a logarithmic statement.

ln 1.4 L 16.82 0.02

Solve for k.

(b) For a concentration of 0.17%, we have x = 0.17. Using k = 16.82 in the equation, we find the relative risk R to be R = ekx = e116.82210.172 L 17.5 For a concentration of alcohol in the blood of 0.17%, the relative risk of an accident is about 17.5. That is, a person with a BAC of 0.17% is 17.5 times as likely to have a car accident as a person with no alcohol in the bloodstream. (c) For a relative risk of 100, we have R = 100. Using k = 16.82 in the equation R = ekx, we find the concentration x of alcohol in the blood obeys 100 = e16.82x

R = ekx, R = 100; k = 16.82

16.82x = ln 100

Change to a logarithmic statement.

ln 100 L 0.27 x = 16.82 COMMENT A BAC of 0.30% results in a loss of consciousness in most people. 

Solve for x.

For a concentration of alcohol in the blood of 0.27%, the relative risk of an accident is 100. (d) For a relative risk of 5, we have R = 5. Using k = 16.82 in the equation R = ekx, we find the concentration x of alcohol in the bloodstream obeys 5 = e16.82x 16.82x = ln 5 ln 5 x = L 0.096 16.82

COMMENT Most states use 0.08% or 0.10% as the blood alcohol content at which a DUI citation is given. 

A driver with a BAC of 0.096% or more should be arrested and charged with DUI. 

468

CHAPTER 7 Exponential and Logarithmic Functions

SUMMARY Properties of the Logarithmic Function Domain: the interval 10, q 2; Range: the interval 1 - q , q 2

f1x2 = loga x, a 7 1

1y = loga x means x = a 2

x-intercept: 1; y-intercept: none; vertical asymptote: x = 0 (y-axis); increasing; one-to-one

y

See Figure 22(a) for a typical graph. f1x2 = loga x, 0 6 a 6 1

Domain: the interval 10, q 2; Range: the interval 1 - q , q 2

(y = loga x means x = a )

x-intercept: 1; y-intercept: none; vertical asymptote: x = 0 (y-axis); decreasing; one-to-one

y

See Figure 22(b) for a typical graph. Figure 22

x0 y

y

3

3 y  loga x

(a, 1)

(a, 1) 3

(1, 0)

3 x

3

(1, 0)

( 1a , 1)

( 1a , 1)

3 x y  loga x

3

3 x0

(b) 0  a  1

(a) a  1

7.2 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. Solve the inequality: 3x - 7 … 8 - 2x (pp. A49–A52)

2. True or False A one-to-one function y = f(x) has an inverse function that is defined by the equation x = f(y). (pp. 75–83) 3. Solve: 2x + 3 = 9 (pp. A28–A35)

Concepts and Vocabulary 4. The domain of the logarithmic function f1x2 = loga x is _______. 5. The graph of every logarithmic function f1x2 = loga x, where a 7 0 and a Z 1, passes through three points: _______,

6. If the graph of a logarithmic function f1x2 = loga x, where a 7 0 and a Z 1, is increasing, then its base must be larger than . 7. True or False If y = loga x, then y = ax. 8. True or False The graph of f1x2 = loga x, where a 7 0 and a Z 1, has an x-intercept equal to 1 and no y-intercept.

_______, and _______.

Skill Building In Problems 9–16, change each exponential statement to an equivalent statement involving a logarithm. 9. 9 = 32

10. 16 = 42

11. a2 = 1.6

12. a3 = 2.1

13. 2x = 7.2

14. 3x = 4.6

15. ex = 8

16. e2.2 = M

In Problems 17–24, change each logarithmic statement to an equivalent statement involving an exponent. 1 18. log3 a b = - 2 17. log2 8 = 3 20. logb 4 = 2 19. loga 3 = 6 9 21. log3 2 = x

22. log2 6 = x

23. ln 4 = x

24. ln x = 4

469

SECTION 7.2 Logarithmic Functions

In Problems 25–36, find the exact value of each logarithm without using a calculator. 25. log2 1

26. log8 8

27. log5 25

1 28. log3 a b 9

29. log1>2 16

30. log1>3 9

31. log10 210

32. log5 2 3 25

33. log12 4

34. log13 9

35. ln 1e

36. ln e3

In Problems 37–48, find the domain of each function. 37. f1x2 = ln1x - 32

38. g1x2 = ln1x - 12

40. H1x2 = log5 x3

41. f1x2 = 3 - 2 log4 c

43. f1x2 = ln a

1 b x + 1

46. h1x2 = log3 a

44. g1x2 = ln a

x b x - 1

39. F1x2 = log2 x2 x - 5d 2

42. g1x2 = 8 + 5 ln12x + 32 45. g1x2 = log5 a

1 b x - 5

48. g1x2 =

47. f1x2 = 2ln x

x + 1 b x

1 ln x

In Problems 49–56, use a calculator to evaluate each expression. Round your answer to three decimal places. 2 10 ln ln 3 3 5 ln 5 52. 51. 49. ln 50. 0.04 - 0.1 3 3 53.

ln 4 + ln 2 log 4 + log 2

54.

log 15 + log 20 ln 15 + ln 20

55.

2 ln 5 + log 50 log 4 - ln 2

56.

3 log 80 - ln 5 log 5 + ln 20

57. Find a so that the graph of f1x2 = loga x contains the point 12, 22. 1 58. Find a so that the graph of f1x2 = loga x contains the point a , -4 b. 2 In Problems 59–62, graph each function and its inverse on the same Cartesian plane. 59. f1x2 = 3x; f-11x2 = log3 x

60. f1x2 = 4x; f-11x2 = log4 x

1 x 61. f1x2 = a b ; f-11x2 = log1 x 2 2

1 x 62. f1x2 = a b ; f-11x2 = log1 x 3 3

In Problems 63–70, the graph of a logarithmic function is given. Match each graph to one of the following functions: (b) y = log31 - x2

(a) y = log3 x

(f) y = log31x - 12

(e) y = log3 x - 1 63.

y 3 x0

64.

y 3

(d) y = - log31 - x2

(c) y = - log3 x

(g) y = log311 - x2 65.

y 3

x1

(h) y = 1 - log3 x 66.

y 3

x0

x0 5

5

1x

1

3

67.

68.

3 x0

3

69.

y 3

1

5x

3

1

x

3

70.

y 3 x0

x0 5 x

1

1x

3

y

1

5

5x

5x

y x1 3

1x

5

3

3

3

In Problems 71–86, use the given function f to: (a) Find the domain of f. (b) Graph f. (c) From the graph, determine the range and any asymptotes of f. (d) Find f -1, the inverse of f. (e) Find the domain and the range of f -1. (f) Graph f -1. 71. f1x2 = ln1x + 42

72. f1x2 = ln1x - 32

73. f1x2 = 2 + ln x

74. f1x2 = - ln1 -x2

470

CHAPTER 7 Exponential and Logarithmic Functions

75. f1x2 = ln12x2 - 3 79. f1x2 =

1 log12x2 2

83. f1x2 = ex + 2 - 3

76. f1x2 = - 2 ln 1x + 12

77. f1x2 = log1x - 42 + 2

78. f1x2 =

80. f1x2 = log1 - 2x2

81. f1x2 = 3 + log31x + 22

82. f1x2 = 2 - log31x + 12

84. f1x2 = 3ex + 2

85. f1x2 = 2x/3 + 4

86. f1x2 = - 3x + 1

1 log x - 5 2

In Problems 87–110, solve each equation. 87. log3 x = 2

88. log5 x = 3

89. log212x + 12 = 3

90. log313x - 22 = 2

91. logx4 = 2

1 92. logx a b = 3 8

93. ln ex = 5

94. ln e-2x = 8

95. log4 64 = x

96. log5 625 = x

97. log3 243 = 2x + 1

98. log6 36 = 5x + 3

100. e-2x =

99. e3x = 10

1 3

101. e2x + 5 = 8

102. e-2x + 1 = 13

103. log31x2 + 12 = 2

104. log51x2 + x + 42 = 2

105. log2 8x = - 3

106. log3 3x = - 1

107. 5e0.2x = 7

108. 8 # 102x - 7 = 3

109. 2 # 102 - x = 5

110. 4 ex + 1 = 5

Mixed Practice 111. Suppose that G1x2 = log312x + 12 - 2. (a) What is the domain of G? (b) What is G(40)? What point is on the graph of G? (c) If G1x2 = 3, what is x? What point is on the graph of G? (d) What is the x-intercept of the graph of G?

112. Suppose that F1x2 = log21x + 12 - 3. (a) What is the domain of F? (b) What is F(7)? What point is on the graph of F? (c) If F1x2 = - 1, what is x? What point is on the graph of F ? (d) What is the x-intercept of the graph of F?

In Problems 113–116, graph each function. Based on the graph, state the domain and the range and find any intercepts. 113. f1x2 = e

ln1 -x2 ln x

115. f1x2 = e

- ln x ln x

if x 6 0 if x 7 0 if 0 6 x 6 1 if x Ú 1

114. f1x2 = e

ln1 - x2 - ln1 -x2

116. f1x2 = e

ln x -ln x

if x … - 1 if - 1 6 x 6 0

if 0 6 x 6 1 if x Ú 1

Applications and Extensions 117. Chemistry The pH of a chemical solution is given by the formula pH = - log10[H+] +

where [H ] is the concentration of hydrogen ions in moles per liter. Values of pH range from 0 (acidic) to 14 (alkaline). (a) What is the pH of a solution for which [H+] is 0.1? (b) What is the pH of a solution for which [H+] is 0.01? (c) What is the pH of a solution for which [H+] is 0.001? (d) What happens to pH as the hydrogen ion concentration decreases? (e) Determine the hydrogen ion concentration of an orange (pH = 3.5). (f) Determine the hydrogen ion concentration of human blood (pH = 7.4). 118. Diversity Index Shannon’s diversity index is a measure of the diversity of a population. The diversity index is given by the formula H = - 1p1 log p1 + p2 log p2 + Á + pn log pn2

where p1 is the proportion of the population that is species 1, p2 is the proportion of the population that is species 2, and so on. (a) According to the U.S. Census Bureau, the distribution of race in the United States in 2007 was as follows: Race

Proportion

American Indian or Native Alaskan

0.015

Asian

0.042

Black or African American

0.129

Hispanic

0.125

Native Hawaiian or Pacific Islander

0.003

White

0.686

Source: U.S. Census Bureau

Compute the diversity index of the United States in 2007.

SECTION 7.2 Logarithmic Functions

(b) The largest value of the diversity index is given by Hmax = log1S2, where S is the number of categories of race. Compute Hmax . H (c) The evenness ratio is given by EH = , where Hmax 0 … EH … 1. If EH = 1, there is complete evenness. Compute the evenness ratio for the United States. (d) Obtain the distribution of race for the United States in 2010 from the Census Bureau. Compute Shannon’s diversity index. Is the United States becoming more diverse? Why? 119. Atmospheric Pressure The atmospheric pressure p on an object decreases with increasing height. This pressure, measured in millimeters of mercury, is related to the height h (in kilometers) above sea level by the function p(h) = 760e-0.145h (a) Find the height of an aircraft if the atmospheric pressure is 320 millimeters of mercury. (b) Find the height of a mountain if the atmospheric pressure is 667 millimeters of mercury. 120. Healing of Wounds The normal healing of wounds can be modeled by an exponential function. If A0 represents the original area of the wound and if A equals the area of the wound, then the function A(n) = A0 e-0.35n describes the area of a wound after n days following an injury when no infection is present to retard the healing. Suppose that a wound initially had an area of 100 square millimeters. (a) If healing is taking place, after how many days will the wound be one-half its original size? (b) How long before the wound is 10% of its original size? 121. Exponential Probability Between 12:00 PM and 1:00 PM, cars arrive at Citibank’s drive-thru at the rate of 6 cars per hour (0.1 car per minute). The following formula from statistics can be used to determine the probability that a car will arrive within t minutes of 12:00 PM. F1t2 = 1 - e-0.1t (a) Determine how many minutes are needed for the probability to reach 50%. (b) Determine how many minutes are needed for the probability to reach 80%. (c) Is it possible for the probability to equal 100%? Explain. 122. Exponential Probability Between 5:00 PM and 6:00 PM, cars arrive at Jiffy Lube at the rate of 9 cars per hour (0.15 car per minute). The following formula from statistics can be used to

471

determine the probability that a car will arrive within t minutes of 5:00 PM. F1t2 = 1 - e-0.15t (a) Determine how many minutes are needed for the probability to reach 50%. (b) Determine how many minutes are needed for the probability to reach 80%. 123. Drug Medication The formula D = 5e-0.4h can be used to find the number of milligrams D of a certain drug that is in a patient’s bloodstream h hours after the drug was administered. When the number of milligrams reaches 2, the drug is to be administered again. What is the time between injections? 124. Spreading of Rumors A model for the number N of people in a college community who have heard a certain rumor is N = P11 - e-0.15d2 where P is the total population of the community and d is the number of days that have elapsed since the rumor began. In a community of 1000 students, how many days will elapse before 450 students have heard the rumor? 125. Current in a RL Circuit The equation governing the amount of current I (in amperes) after time t (in seconds) in a simple RL circuit consisting of a resistance R (in ohms), an inductance L (in henrys), and an electromotive force E (in volts) is E I = 31 - e-1R>L2t4 R If E = 12 volts, R = 10 ohms, and L = 5 henrys, how long does it take to obtain a current of 0.5 ampere? Of 1.0 ampere? Graph the equation. 126. Learning Curve

Psychologists sometimes use the function L1t2 = A11 - e-kt2

to measure the amount L learned at time t. The number A represents the amount to be learned, and the number k measures the rate of learning. Suppose that a student has an amount A of 200 vocabulary words to learn. A psychologist determines that the student learned 20 vocabulary words after 5 minutes. (a) Determine the rate of learning k. (b) Approximately how many words will the student have learned after 10 minutes? (c) After 15 minutes? (d) How long does it take for the student to learn 180 words?

Problems 127–130 use the following discussion: The loudness L1x2, measured in decibels (dB), of a sound of x intensity x, measured in watts per square meter, is defined as L1x2 = 10 log , where I0 = 10-12 watt per square meter is the least intense I0 sound that a human ear can detect. Determine the loudness, in decibels, of each of the following sounds. Loudness of Sound

127. Normal conversation: intensity of x = 10-7 watt per square meter.

129. Heavy city traffic: intensity of x = 10-3 watt per square meter.

128. Amplified rock music: intensity of 10-1 watt per square meter.

130. Diesel truck traveling 40 miles per hour 50 feet away: intensity 10 times that of a passenger car traveling 50 miles per hour 50 feet away whose loudness is 70 decibels.

472

CHAPTER 7 Exponential and Logarithmic Functions

The Richter Scale Problems 131 and 132 use the following discussion: The Richter scale is one way of converting seismographic readings into numbers that provide an easy reference for measuring the magnitude M of an earthquake. All earthquakes are compared to a zero-level earthquake whose seismographic reading measures 0.001 millimeter at a distance of 100 kilometers from the epicenter. An earthquake whose seismographic reading measures x millimeters has magnitude M1x2, given by M1x2 = log ¢

x ≤ x0

where x0 = 10-3 is the reading of a zero-level earthquake the same distance from its epicenter. In Problems 131 and 132, determine the magnitude of each earthquake. 131. Magnitude of an Earthquake Mexico City in 1985: seismographic reading of 125,892 millimeters 100 kilometers from the center 132. Magnitude of an Earthquake San Francisco in 1906: seismographic reading of 50,119 millimeters 100 kilometers from the center 133. Alcohol and Driving The concentration of alcohol in a person’s bloodstream is measurable. Suppose that the relative risk R of having an accident while driving a car can be modeled by an equation of the form R = ekx where x is the percent of concentration of alcohol in the bloodstream and k is a constant.

(a) Suppose that a concentration of alcohol in the bloodstream of 0.03 percent results in a relative risk of an accident of 1.4. Find the constant k in the equation. (b) Using this value of k, what is the relative risk if the concentration is 0.17 percent? (c) Using the same value of k, what concentration of alcohol corresponds to a relative risk of 100? (d) If the law asserts that anyone with a relative risk of having an accident of 5 or more should not have driving privileges, at what concentration of alcohol in the bloodstream should a driver be arrested and charged with a DUI? (e) Compare this situation with that of Example 10. If you were a lawmaker, which situation would you support? Give your reasons.

Explaining Concepts: Discussion and Writing 134. Is there any function of the form y = xa, 0 6 a 6 1, that increases more slowly than a logarithmic function whose base is greater than 1? Explain. 135. In the definition of the logarithmic function, the base a is not allowed to equal 1. Why? 136. Critical Thinking In buying a new car, one consideration might be how well the price of the car holds up over time. Different makes of cars have different depreciation rates. One way to compute a depreciation rate for a car is given here. Suppose that the current prices of a certain automobile are as shown in the table.

New $38,000

1 $36,600

Age in Years 2 3 $32,400

$28,750

4

5

$25,400

$21,200

Use the formula New = Old1eRt2 to find R, the annual depreciation rate, for a specific time t. When might be the best time to trade in the car? Consult the NADA (“blue”) book and compare two like models that you are interested in. Which has the better depreciation rate?

‘Are You Prepared?’ Answers 1. x … 3

2. True

3. {3}

7.3 Properties of Logarithms OBJECTIVES 1 Work with the Properties of Logarithms (p. 472) 2 Write a Logarithmic Expression as a Sum or Difference of Logarithms (p. 474) 3 Write a Logarithmic Expression as a Single Logarithm (p. 475) 4 Evaluate Logarithms Whose Base Is Neither 10 Nor e (p. 477)

1 Work with the Properties of Logarithms Logarithms have some very useful properties that can be derived directly from the definition and the laws of exponents.

SECTION 7.3 Properties of Logarithms

EXAMPLE 1

Establishing Properties of Logarithms (a) Show that loga 1 = 0.

Solution

473

(b) Show that loga a = 1.

(a) This fact was established when we graphed y = loga x (see Figure 13 on page 462). To show the result algebraically, let y = loga 1. Then y = loga 1 ay = 1

Change to an exponential statement.

ay = a0 y = 0

a0 = 1 since a 7 0, a Z 1 Solve for y.

loga 1 = 0

y = loga 1

(b) Let y = loga a. Then y = loga a ay = a

Change to an exponential statement.

ay = a1

a = a1

y = 1 loga a = 1

Solve for y. y = loga a 

To summarize: loga 1 = 0

THEOREM

loga a = 1

Properties of Logarithms In the properties given next, M and a are positive real numbers, a Z 1, and r is any real number. The number loga M is the exponent to which a must be raised to obtain M. That is, aloga M = M

(1)

The logarithm to the base a of a raised to a power equals that power.That is, loga ar = r

(2)

The proof uses the fact that y = ax and y = loga x are inverses.

Proof of Property (1)

For inverse functions,

f1f-11x22 = x for all x in the domain of f - 1

Using f1x2 = ax and f-11x2 = loga x, we find

f1f-11x22 = aloga x = x for x 7 0

Now let x = M to obtain aloga M = M, where M 7 0.

Proof of Property (2)



For inverse functions,

f-11f1x22 = x for all x in the domain of f

Using f1x2 = ax and f-11x2 = loga x, we find

f-11f1x22 = loga ax = x for all real numbers x

Now let x = r to obtain loga ar = r, where r is any real number.



474

CHAPTER 7 Exponential and Logarithmic Functions

EXAMPLE 2

Using Properties (1) and (2) (a) 2log2 p = p

Now Work

(b) log0.2 0.2-2 = - 22 2

(c) ln ekt = kt 

15

PROBLEM

Other useful properties of logarithms are given next.

THEOREM

Properties of Logarithms In the following properties, M, N, and a are positive real numbers, a Z 1, and r is any real number.

The Log of a Product Equals the Sum of the Logs loga1MN2 = loga M + loga N

(3)

The Log of a Quotient Equals the Difference of the Logs loga a

M b = loga M - loga N N

(4)

The Log of a Power Equals the Product of the Power and the Log loga Mr = r loga M

(5)

ax = ex ln a

(6)

We shall derive properties (3), (5), and (6) and leave the derivation of property (4) as an exercise (see Problem 107).

Proof of Property (3) Let A = loga M and let B equivalent to the exponential expressions aA = M and aB = Now loga1MN2 = loga1aAaB2 = loga aA + B = A + B = loga M + loga N Proof of Property (5) Now

= loga N. These expressions are N Law of Exponents Property (2) of logarithms 

Let A = loga M. This expression is equivalent to aA = M

loga Mr = loga1aA2 = loga arA Law of Exponents = rA Property (2) of logarithms = r loga M r



From property (1), with a = e, we have e ln M = M x Now let M = a and apply property (5).

Proof of Property (6)

ln ax

e

Now Work

PROBLEM

= ex ln a = ax



19

2 Write a Logarithmic Expression as a Sum or Difference of Logarithms Logarithms can be used to transform products into sums, quotients into differences, and powers into factors. Such transformations prove useful in certain types of calculus problems.

SECTION 7.3 Properties of Logarithms

475

Writing a Logarithmic Expression as a Sum of Logarithms

EXAMPLE 3

Write loga A x4x2 + 1 B , x 7 0, as a sum of logarithms. Express all powers as factors. loga A x4x2 + 1 B = loga x + loga 4x2 + 1

Solution

loga1M # N2 = loga M + loga N

= loga x + loga1x2 + 12

1>2

= loga x +

1 loga1x2 + 12 2

loga Mr = r loga M 

Writing a Logarithmic Expression as a Difference of Logarithms

EXAMPLE 4

Write ln

x2 1x - 123

x 7 1

as a difference of logarithms. Express all powers as factors.

Solution

ln

x2 = ln x2 - ln1x - 123 = 2 ln x - 3 ln1x - 12 1x - 123 c c

loga a

M b = loga M - loga N N

loga Mr = r loga M 

Writing a Logarithmic Expression as a Sum and Difference of Logarithms

EXAMPLE 5

Write

2 4x + 1 x31x + 124

loga

x 7 0

as a sum and difference of logarithms. Express all powers as factors.

Solution WARNING In using properties (3) through (5), be careful about the values that the variable may assume. For example, the domain of the variable for loga x is x 7 0 and for loga1x - 12 it is x 7 1. If we add these functions, the domain is x 7 1. That is, the equality loga x + loga1x - 12 = loga3x1x - 124

is true only for x 7 1.

loga

2 4x + 1 = loga 3x2 + 1 - loga3x31x + 1244 x31x + 124

= loga 4x2 + 1 - 3loga x3 + loga1x + 1244 = loga1x2 + 12

1>2

=

Property (3)

- loga x3 - loga1x + 124

1 loga1x2 + 12 - 3 loga x - 4 loga1x + 12 2

Property (5) 

Now Work 

Property (4)

PROBLEM

51

3 Write a Logarithmic Expression as a Single Logarithm Another use of properties (3) through (5) is to write sums and/or differences of logarithms with the same base as a single logarithm. This skill will be needed to solve certain logarithmic equations discussed in the next section.

EXAMPLE 6

Writing Expressions as a Single Logarithm Write each of the following as a single logarithm. 2 (a) loga 7 + 4 loga 3 (b) ln 8 - ln152 - 12 3 (c) loga x + loga 9 + loga1x2 + 12 - loga 5

476

CHAPTER 7 Exponential and Logarithmic Functions

Solution

(a) loga 7 + 4 loga 3 = loga 7 + loga 34 = loga 7 + loga 81

= loga17 # 812

r loga M = loga Mr loga M + loga N = loga1M # N2

= loga 567 (b)

2 ln 8 - ln152 - 12 = ln 82>3 - ln125 - 12 3 = ln 4 - ln 24 = lna

r loga M = loga Mr 82/3 = (18)2 = 22 = 4 3

4 b 24

loga M - loga N = loga a

M b N

1 = lna b 6 = ln 1 - ln 6 = -ln 6

ln 1 = 0

(c) loga x + loga 9 + loga1x2 + 12 - loga 5 = loga19x2 + loga1x2 + 12 - loga 5 = loga39x1x2 + 124 - loga 5

= loga B

9x1x2 + 12 5

R 

WARNING A common error made by some students is to express the logarithm of a sum as the sum of logarithms. loga1M + N2 is not equal to loga M + loga N

Correct statement loga1MN2 = loga M + loga N

Property (3)

Another common error is to express the difference of logarithms as the quotient of logarithms. loga M loga M - loga N is not equal to loga N Correct statement loga M - loga N = loga a

M b N

Property (4)

A third common error is to express a logarithm raised to a power as the product of the power times the logarithm. 1loga M2r is not equal to r loga M

Correct statement loga Mr = r loga M

Now Work

PROBLEM

Property (5)



57

Two other properties of logarithms that we need to know are consequences of the fact that the logarithmic function y = loga x is a one-to-one function.

THEOREM

Properties of Logarithms In the following properties, M, N, and a are positive real numbers, a Z 1. If M = N, then loga M = loga N. If loga M = loga N, then M = N.

(7) (8)

When property (7) is used, we start with the equation M = N and say “take the logarithm of both sides” to obtain loga M = loga N. Properties (7) and (8) are useful for solving exponential and logarithmic equations, a topic discussed in the next section.

477

SECTION 7.3 Properties of Logarithms

4 Evaluate Logarithms Whose Base Is Neither 10 Nor e Logarithms to the base 10, common logarithms, were used to facilitate arithmetic computations before the widespread use of calculators. (See the Historical Feature at the end of this section.) Natural logarithms, that is, logarithms whose base is the number e, remain very important because they arise frequently in the study of natural phenomena. Common logarithms are usually abbreviated by writing log, with the base understood to be 10, just as natural logarithms are abbreviated by ln, with the base understood to be e. Most calculators have both 冷 log 冷 and 冷 ln 冷 keys to calculate the common logarithm and natural logarithm of a number. Let’s look at an example to see how to approximate logarithms having a base other than 10 or e.

EXAMPLE 7

Approximating a Logarithm Whose Base Is Neither 10 Nor e Approximate log2 7. Round the answer to four decimal places.

Solution

Remember, log2 7 means “2 raised to what exponent equals 7.” If we let y = log2 7, then 2y = 7. Because 22 = 4 and 23 = 8, we expect log2 7 to be between 2 and 3. 2y = 7 ln 2y = ln 7

Property (7)

Property (5) y ln 2 = ln 7 ln 7 Exact value y = ln 2 y L 2.8074 Approximate value rounded to four decimal places 

Example 7 shows how to approximate a logarithm whose base is 2 by changing to logarithms involving the base e. In general, we use the Change-of-Base Formula.

THEOREM

Change-of-Base Formula If a Z 1, b Z 1, and M are positive real numbers, then loga M =

Proof

logb M logb a

(9)

We derive this formula as follows: Let y = loga M. Then ay = M logb ay = logb M y logb a = logb M logb M y = logb a logb M loga M = logb a

Property (7) Property (5) Solve for y. y = loga M



Since calculators have keys only for 冷 log 冷 and 冷 ln 冷, in practice, the Change-ofBase Formula uses either b = 10 or b = e. That is, loga M =

log M log a

and loga M =

ln M ln a

(10)

478

CHAPTER 7 Exponential and Logarithmic Functions

EXAMPLE 8

Using the Change-of-Base Formula Approximate: (a) log5 89

(b) log 22 25

Round answers to four decimal places.

Solution

(a) log5 89 =

log 89 1.949390007 L (b) log12 log 5 0.6989700043 L 2.7889

or log5 89 =

4.48863637 ln 89 L ln 5 1.609437912 L 2.7889

1 log 5 log 25 2 25 = = 1 log 22 log 2 2 log 5 L 2.3219 = log 2

or log12

Now Work

PROBLEMS

23

AND

1 ln 5 2 ln 25 25 = = 1 ln 22 ln 2 2 ln 5 L 2.3219 = ln 2

71



COMMENT To graph logarithmic functions when the base is different from e or 10 requires the Change-of-Base Formula. For example, to graph y = log2 x, we would instead graph ln x  y = . Try it. ln 2

Now Work

PROBLEM

79

SUMMARY Properties of Logarithms In the list that follows, a, b, M, N, and r are real numbers. Also, a 7 0, a Z 1, b 7 0, b Z 1, M 7 0, and N 7 0. Definition

y = loga x means x = ay

Properties of logarithms

loga 1 = 0; loga a = 1

loga Mr = r loga M

aloga M = M;

ax = ex ln a

loga ar = r

loga1MN2 = loga M + loga N

loga a Change-of-Base Formula

M b = loga M - loga N N

loga M =

If M = N, then loga M = loga N. If loga M = loga N, then M = N.

logb M logb a

Historical Feature

L

ogarithms were invented about 1590 by John Napier (1550–1617) and Joost Bürgi (1552–1632), working independently. Napier, whose work had the greater influence, was a Scottish lord, a secretive man whose neighbors were inclined to believe him to be in league with John Napier the devil. His approach to logarithms was (1550–1617) very different from ours; it was based on the relationship between arithmetic and geometric sequences, discussed in a later chapter, and not on the inverse function relationship of logarithms to exponential functions (described in Section 7.2).

Napier’s tables, published in 1614, listed what would now be called natural logarithms of sines and were rather difficult to use. A London professor, Henry Briggs, became interested in the tables and visited Napier. In their conversations, they developed the idea of common logarithms, which were published in 1617. Their importance for calculation was immediately recognized, and by 1650 they were being printed as far away as China. They remained an important calculation tool until the advent of the inexpensive handheld calculator about 1972, which has decreased their calculational, but not their theoretical, importance. A side effect of the invention of logarithms was the popularization of the decimal system of notation for real numbers.

SECTION 7.3 Properties of Logarithms

479

7.3 Assess Your Understanding Concepts and Vocabulary 1. loga 1 =

8. If loga x = loga 6, then x = log5 7 , then M = 9. If log8 M = log5 8

2. loga a = 3. alogaM = 4. loga ar = 5. loga(MN) =

+

M b = N

-

6. loga a

7. loga M = r

. .

10. True or False

ln1x + 32 - ln12x2 =

11. True or False

log213x 2 = 4 log213x2

12. True or False

ln 8 = 2 ln 4

ln1x + 32 ln12x2

4

Skill Building In Problems 13–28, use properties of logarithms to find the exact value of each expression. Do not use a calculator. 13. log3 371

14. log2 2-13

15. ln e-4

16. ln e2

17. 2log2 7

18. eln 8

19. log8 2 + log8 4

20. log6 9 + log6 4

21. log6 18 - log6 3

22. log8 16 - log8 2

23. log2 6 # log6 8

24. log3 8 # log8 9

25. 3log3 5 - log3 4

26. 5log5 6 + log5 7

27. eloge2 16

28. eloge2 9

2

In Problems 29–36, suppose that ln 2 = a and ln 3 = b. Use properties of logarithms to write each logarithm in terms of a and b. 2 31. ln 1.5 32. ln 0.5 29. ln 6 30. ln 3 2 36. ln 4 33. ln 8 34. ln 27 35. ln 2 56 A3 In Problems 37–56, write each expression as a sum and/or difference of logarithms. Express powers as factors. x 39. log2 z3 37. log5125x2 38. log3 40. log7 x5 9 x e 41. ln1ex2 44. ln1xex2 43. ln x 42. ln x e 45. loga1u2v32 u 7 0, v 7 0

46. log2 a

a b b2

48. ln A x41 + x2 B

x 7 0

49. log2 ¢

x3 ≤ x - 3

x 7 0

52. log B

x 7 4

55. ln

51. log B

54. ln B

x1x + 22

2R

1x + 32

1x - 422 x - 1 2

2>3

R

a 7 0, b 7 0

x 7 3

x3 2x + 1 R 1x - 222

5x21 + 3x 1x - 423

x 7 2

x 7 4

47. ln A x2 21 - x B 0 6 x 6 1 50. log5 ¢

3 x2 + 1 4 ≤ x2 - 1

x 7 1

1>3

53. ln B

x2 - x - 2 R 1x + 422

56. ln B

5x2 2 3 1 - x R 41x + 122

x 7 2

0 6 x 6 1

In Problems 57–70, write each expression as a single logarithm. 57. 3 log5 u + 4 log5 v

58. 2 log3 u - log3 v

59. log3 1x - log3 x3

1 1 60. log2 a b + log2 ¢ 2 ≤ x x

61. log41x2 - 12 - 5 log41x + 12

62. log1x2 + 3x + 22 - 2 log1x + 12

63. lna

x x+1 b + lna b - ln1x2 - 12 x x-1

64. log ¢

x2 + 2x - 3 x2 + 7x + 6 ≤ - log ¢ ≤ 2 x+2 x -4

4 65. 8 log223x - 2 - log2 a b + log2 4 x

480

CHAPTER 7 Exponential and Logarithmic Functions

3 x + log319x22 - log3 9 66. 21 log3 1

67. 2 loga15x32 -

1 loga12x + 32 2

69. 2 log21x + 12 - log21x + 32 - log21x - 12

68.

1 1 log1x3 + 12 + log1x2 + 12 3 2

70. 3 log513x + 12 - 2 log512x - 12 - log5 x

In Problems 71–78, use the Change-of-Base Formula and a calculator to evaluate each logarithm. Round your answer to three decimal places. 71. log3 21

72. log5 18

73. log1>3 71

74. log1>2 15

75. log2 2 7

76. log2 5 8

77. logp e

78. logp 22

In Problems 79–84, graph each function using a graphing utility and the Change-of-Base Formula. 79. y = log4 x

80. y = log5 x

81. y = log21x + 22

82. y = log41x - 32

83. y = logx - 11x + 12

84. y = logx + 21x - 22

Applications and Extensions In Problems 85–94, express y as a function of x. The constant C is a positive number. 85. ln y = ln x + ln C

86. ln y = ln1x + C2

87. ln y = ln x + ln1x + 12 + ln C

88. ln y = 2 ln x - ln1x + 12 + ln C

89. ln y = 3x + ln C

90. ln y = - 2x + ln C

91. ln1y - 32 = - 4x + ln C

92. ln1y + 42 = 5x + ln C

93. 3 ln y =

1 1 ln12x + 12 - ln1x + 42 + ln C 2 3

94. 2 ln y = -

1 1 ln x + ln1x2 + 12 + ln C 2 3

95. Find the value of log2 3 # log3 4 # log4 5 # log5 6 # log6 7 # log7 8.

96. Find the value of log2 4 # log4 6 # log6 8.

97. Find the value of log2 3 # log3 4 # Á # logn1n + 12 # logn + 1 2.

98. Find the value of log2 2 # log2 4 # Á # log2 2n.

99. Show that loga A x + 4x2 - 1 B + loga A x - 4x2 - 1 B = 0.

100. Show that loga A 1x + 2x - 1 B + loga A 1x - 2x - 1 B = 0. 101. Show that ln11 + e2x2 = 2x + ln11 + e-2x2. 102. Difference Quotient If f1x2 = loga x, show that

f1x + h2 - f1x2 h

= loga a 1 +

h 1>h b , x

h Z 0.

103. If f1x2 = loga x, show that -f1x2 = log1>a x.

104. If f1x2 = loga x, show that f1AB2 = f1A2 + f1B2.

1 105. If f1x2 = loga x, show that fa b = - f1x2. x

106. If f1x2 = loga x, show that f1xa2 = af1x2.

107. Show that loga a

108. Show that loga a

M b = loga M - loga N, where a, M, and N N are positive real numbers and a Z 1.

1 b = - loga N, where a and N are positive N real numbers and a Z 1.

Explaining Concepts: Discussion and Writing 109. Graph Y1 = log1x22 and Y2 = 2 log1x2 using a graphing utility. Are they equivalent? What might account for any differences in the two functions? 110. Write an example that illustrates why 1loga x2r Z r loga x.

111. Write an example that illustrates why log21x + y2 Z log2 x + log2 y. 112. Does 3log3(-5) = - 5? Why or why not?

SECTION 7.4 Logarithmic and Exponential Equations

481

7.4 Logarithmic and Exponential Equations PREPARING FOR THIS SECTION Before getting started, review the following: • Solving Equations Using a Graphing Utility (Appendix B, Section B.4, pp. B6–B7)

• Solving Quadratic Equations (Appendix A, Section A.4, pp. A31–A35)

Now Work the ‘Are You Prepared?’ problems on page 485.

OBJECTIVES 1 Solve Logarithmic Equations (p. 481) 2 Solve Exponential Equations (p. 483) 3 Solve Logarithmic and Exponential Equations Using a Graphing Utility (p. 484)

1 Solve Logarithmic Equations In Section 7.2 we solved logarithmic equations by changing a logarithmic expression to an exponential expression. That is, we used the definition of a logarithm: y = loga x is equivalent to x = ay

a 7 0, a Z 1

For example, to solve the equation log211 - 2x2 = 3, we write the logarithmic equation as an equivalent exponential equation 1 - 2x = 23 and solve for x. log211 - 2x2 = 3 1 - 2x = 23 -2x = 7 7 x = 2

Change to an exponential statement. Simplify. Solve.

You should check this solution for yourself. For most logarithmic equations, some manipulation of the equation (usually using properties of logarithms) is required to obtain a solution. Also, to avoid extraneous solutions with logarithmic equations, we determine the domain of the variable first. We begin with an example of a logarithmic equation that requires using the fact that a logarithmic function is a one-to-one function: If loga M = loga N, then M = N

EXAMPLE 1

Solving a Logarithmic Equation Solve:

Solution

M, N, and a are positive and a Z 1.

2 log5 x = log5 9

The domain of the variable in this equation is x 7 0. Because each logarithm is to the same base, 5, we can obtain an exact solution as follows: 2 log5 x = log5 9 log5 x2 = log5 9 x2 = 9

r loga M = loga Mr If loga M = loga N, then M = N.

x = 3 or x = -3 Recall that the domain of the variable is x 7 0. Therefore, - 3 is extraneous and we discard it.

482

CHAPTER 7 Exponential and Logarithmic Functions

Check: 2 log5 3  log5 9 log5 32  log5 9 log5 9 = log5 9

r loga M = loga M r

The solution set is 536. 

Now Work

PROBLEM

13

Often we need to use one or more properties of logarithms to rewrite the equation as a single logarithm. In the next example we employ the log of a product property to solve a logarithmic equation.

EXAMPLE 2

Solving a Logarithmic Equation Solve:

Solution

log51x + 62 + log51x + 22 = 1

The domain of the variable requires that x + 6 7 0 and x + 2 7 0, so x 7 - 6 and x 7 - 2. This means any solution must satisfy x 7 - 2. To obtain an exact solution, we need to express the left side as a single logarithm. Then we will change the equation to an equivalent exponential equation. log51x + 62 + log51x + 22 = 1

log531x + 621x + 224 = 1

loga M + loga N = loga(MN)

1x + 621x + 22 = 5 = 5 Change to an exponential statement. 1

x2 + 8x + 12 = 5 WARNING A negative solution is not automatically extraneous. You must determine whether the potential solution causes the argument of any logarithmic expression in the equation to be negative. 

x + 8x + 7 = 0 2

1x + 721x + 12 = 0 x = - 7 or x = - 1

Simplify. Place the quadratic equation in standard form. Factor. Zero-Product Property

Only x = - 1 satisfies the restriction that x 7 - 2, so x = - 7 is extraneous. The solution set is 5- 16, which you should check. 

Now Work

EXAMPLE 3

21

Solving a Logarithmic Equation Solve:

Solution

PROBLEM

ln x = ln1x + 62 - ln1x - 42

The domain of the variable requires that x 7 0, x + 6 7 0, and x - 4 7 0. As a result, the domain of the variable here is x 7 4. We begin the solution using the log of a difference property. ln x = ln1x + 62 - ln1x - 42 x + 6 M ln x = lna In M - ln N = ln a b b N x - 4 x + 6 If ln M = ln N, then M = N . x = x - 4 x1x - 42 = x + 6 Multiply both sides by x  4. Simplify. x2 - 4x = x + 6 x2 - 5x - 6 = 0 Place the quadratic equation in standard form. 1x - 621x + 12 = 0 Factor. x = 6 or x = - 1 Zero-Product Property Since the domain of the variable is x 7 4, we discard - 1 as extraneous. The solution set is {6}, which you should check. 

SECTION 7.4 Logarithmic and Exponential Equations

483

WARNING In using properties of logarithms to solve logarithmic equations, avoid using the property loga xr = r loga x, when r is even. The reason can be seen in this example: Solve: log3 x2 = 4 Solution: The domain of the variable x is all real numbers except 0. (a) log3 x2 = 4

log3 x2 = 4

(b)

x = 3 = 81 Change to exponential form. 2

2 log3 x = 4

4

x = -9 or x = 9

loga xr = r loga x Domain of variable is x 7 0.

log3 x = 2

x=9 Both 9 and 9 are solutions of log3 x  4 (as you can verify). The solution in part (b) does not find the solution 9 because the domain of the variable was further restricted due to the application of the property loga xr = r loga x.  2

Now Work

PROBLEM

31

2 Solve Exponential Equations In Sections 7.1 and 7.2, we solved exponential equations algebraically by expressing each side of the equation using the same base. That is, we used the one-to-one property of the exponential function: If au = av, where a 7 0 and a Z 1,

then u = v

For example, to solve the exponential equation 42x + 1 = 16, notice that 16 = 42 and 1 apply the property above to obtain 2x + 1 = 2, from which we find x = . 2 For most exponential equations, we cannot express each side of the equation using the same base. In such cases, algebraic techniques can sometimes be used to obtain exact solutions.

EXAMPLE 4

Solving Exponential Equations Solve: (a) 2x = 5

Solution

(b) 8 # 3x = 5

(a) Since 5 cannot be written as an integer power of 2 (22 = 4 and 23 = 8), write the exponential equation as the equivalent logarithmic equation. 2x = 5 x = log2 5 = c

ln 5 ln 2

Change-of-Base Formula (10), Section 7.3

Alternatively, we can solve the equation 2x = 5 by taking the natural logarithm (or common logarithm) of each side. Taking the natural logarithm, 2x = 5 ln 2x = ln 5 x ln 2 = ln 5 ln 5 x = ln 2 L 2.322 The solution set is e (b) 8 # 3x = 5 5 3x = 8

ln 5 f. ln 2

Solve for 3x.

If M = N, then ln M = ln N . In Mr = r ln M Exact solution Approximate solution

484

CHAPTER 7 Exponential and Logarithmic Functions

5 lna b 8 5 x = log3 a b = 8 ln 3 L -0.428

Exact solution Approximate solution

5 lna b 8 The solution set is L M. ln 3 

Now Work

EXAMPLE 5

Solution

PROBLEM

35

Solving an Exponential Equation Solve: 5x - 2 = 33x + 2 Because the bases are different, we first apply property (7), Section 7.3 (take the natural logarithm of each side), and then use a property of logarithms. The result is an equation in x that we can solve. 5x - 2 ln 5x - 2 1x - 22 ln 5 1ln 52x - 2 ln 5 1ln 52x - 13 ln 32x 1ln 5 - 3 ln 32x

= = = = = =

x =

33x + 2 ln 33x + 2 13x + 22 ln 3 13 ln 32x + 2 ln 3 2 ln 3 + 2 ln 5 21ln 3 + ln 52 21ln 3 + ln 52

ln 5 - 3 ln 3 L -3.212

The solution set is e

Now Work

EXAMPLE 6

ln 5 - 3 ln 3

PROBLEM

ln Mr = r ln M Distribute. Place terms involving x on the left. Factor. Exact solution Approximate solution

f. 

45

Solving an Exponential Equation That Is Quadratic in Form Solve:

Solution

21ln 3 + ln 52

If M = N, ln M = ln N.

4x - 2x - 12 = 0

We note that 4x = 1222 = 2(2x) = 12x2 , so the equation is quadratic in form, and we can rewrite it as x

2

12x2 - 2x - 12 = 0 2

Let u = 2x; then u2 - u - 12 = 0.

Now we can factor as usual.

12x - 4212x + 32 = 0 2x - 4 = 0 or 2x + 3 = 0 2x = 4 2x = -3

(u - 4)(u + 3) = 0 u - 4 = 0 or u + 3 = 0 u = 2x = 4

u = 2x = -3

The equation on the left has the solution x = 2, since 2x = 4 = 22; the equation on the right has no solution,since 2x 7 0 for all x.The only solution is 2.The solution set is 526.

Now Work

PROBLEM

53



3 Solve Logarithmic and Exponential Equations Using a Graphing Utility The algebraic techniques introduced in this section to obtain exact solutions apply only to certain types of logarithmic and exponential equations. Solutions for other types are usually studied in calculus, using numerical methods. For such types, we can use a graphing utility to approximate the solution.

SECTION 7.4 Logarithmic and Exponential Equations

485

Solving Equations Using a Graphing Utility

EXAMPLE 7

Solve:

x + ex = 2

Express the solution(s) rounded to two decimal places. Figure 23

Solution

4 Y1  x  e x

The solution is found by graphing Y1 = x + ex and Y2 = 2. Since Y1 is an increasing function (do you know why?), there is only one point of intersection for Y1 and Y2 . Figure 23 shows the graphs of Y1 and Y2 . Using the INTERSECT command, the solution is 0.44 rounded to two decimal places. 

Now Work

Y2  2

0

PROBLEM

63

1 0

7.4 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. Solve x2 - 7x - 30 = 0. (pp. A31–A35)

3. Approximate the solution(s) to x3 = x2 - 5 using a graphing utility. (pp. B6–B7)

2. Solve 1x + 322 - 41x + 32 + 3 = 0. (pp. A31–A35)

4. Approximate the solution(s) to x3 - 2x + 2 = 0 using a graphing utility. (pp. B6–B7)

Skill Building In Problems 5–32, solve each logarithmic equation. Express irrational solutions in exact form and as a decimal rounded to three decimal places. 5. log4 x = 2

6. log 1x + 62 = 1

8. log313x - 12 = 2

9. log41x + 22 = log4 8

1 log3 x = 2 log3 2 2

7. log215x2 = 4

10. log512x + 32 = log5 3

12. - 2 log4 x = log4 9

13. 3 log2 x = - log2 27

14. 2 log5 x = 3 log5 4

15. 3 log21x - 12 + log2 4 = 5

16. 2 log31x + 42 - log3 9 = 2

17. log x + log1x + 152 = 2

18. log x + log 1x - 212 = 2

19. log12x + 12 = 1 + log1x - 22

20. log12x2 - log1x - 32 = 1

21. log21x + 72 + log21x + 82 = 1

22. log61x + 42 + log61x + 32 = 1

23. log81x + 62 = 1 - log81x + 42

24. log51x + 32 = 1 - log51x - 12

25. ln x + ln1x + 22 = 4

26. ln1x + 12 - ln x = 2

27. log31x + 12 + log31x + 42 = 2

28. log21x + 12 + log21x + 72 = 3

11.

29. log1>31x2 + x2 - log1>31x2 - x2 = - 1

30. log41x2 - 92 - log41x + 32 = 3

31. loga1x - 12 - loga1x + 62 = loga1x - 22 - loga1x + 32

32. loga x + loga1x - 22 = loga1x + 42

In Problems 33–60, solve each exponential equation. Express irrational solutions in exact form and as a decimal rounded to three decimal places. 35. 2x = 10 36. 3x = 14 34. 5-x = 25 33. 2x - 5 = 8 37. 8-x = 1.2

38. 2-x = 1.5

39. 5123x2 = 8

40. 0.3140.2x2 = 0.2

41. 31 - 2x = 4x

42. 2x + 1 = 51 - 2x

3 x 43. a b = 71 - x 5

4 1-x 44. a b = 5x 3

45. 1.2x = 10.52-x

46. 0.31 + x = 1.72x - 1

47. p1 - x = ex

48. ex + 3 = px

486

CHAPTER 7 Exponential and Logarithmic Functions

49. 22x + 2x - 12 = 0

50. 32x + 3x - 2 = 0

51. 32x + 3x + 1 - 4 = 0

52. 22x + 2x + 2 - 12 = 0

53. 16x + 4x + 1 - 3 = 0

54. 9x - 3x + 1 + 1 = 0

55. 25x - 8 # 5x = -16

56. 36x - 6 # 6x = -9

57. 3 # 4x + 4 # 2x + 8 = 0

58. 2 # 49x + 11 # 7x + 5 = 0

59. 4x - 10 # 4-x = 3

60. 3x - 14 # 3-x = 5

In Problems 61–74, use a graphing utility to solve each equation. Express your answer rounded to two decimal places. 61. log51x + 12 - log41x - 22 = 1

62. log21x - 12 - log61x + 22 = 2

63. ex = -x

64. e2x = x + 2

65. ex = x2

66. ex = x3

67. ln x = -x

68. ln12x2 = -x + 2

69. ln x = x3 - 1

70. ln x = -x2

71. ex + ln x = 4

72. ex - ln x = 4

73. e-x = ln x

74. e-x = -ln x

Mixed Practice In Problems 75–86, solve each equation. Express irrational solutions in exact form and as a decimal rounded to three decimal places. 75. log21x + 12 - log4 x = 1

76. log213x + 22 - log4 x = 3

77. log16 x + log4 x + log2 x = 7

3 2 B 2 - x = 2x 79. A 2

80. log2 xlog2 x = 4

[Hint: Change log4 x to base 2.] 78. log9 x + 3 log3 x = 14 81.

ex + e-x = 1 2 [Hint: Multiply each side by ex.]

84.

ex - e-x = -2 2

2

82.

ex + e-x = 3 2

83.

85. log5 x + log3 x = 1

ex - e-x = 2 2

86. log2 x + log6 x = 3

[Hint: Use the Change-of-Base Formula.]

87. f1x2 = log21x + 32 and g1x2 = log213x + 12. (a) Solve f1x2 = 3. What point is on the graph of f ? (b) Solve g1x2 = 4. What point is on the graph of g? (c) Solve f1x2 = g1x2. Do the graphs of f and g intersect? If so, where? 88. f1x2 = log31x + 52 and g1x2 = log31x - 12. (a) Solve f1x2 = 2. What point is on the graph of f ? (b) Solve g1x2 = 3. What point is on the graph of g? (c) Solve f1x2 = g1x2. Do the graphs of f and g intersect? If so, where? 89. (a) If f1x2 = 3x + 1 and g1x2 = 2x + 2, graph f and g on the same Cartesian plane. (b) Find the point(s) of intersection of the graphs of f and g by solving f1x2 = g1x2. Round answers to three decimal places. Label any intersection points on the graph drawn in part (a). (c) Based on the graph, solve f1x2 7 g1x2. 90. (a) If f1x2 = 5x - 1 and g1x2 = 2x + 1, graph f and g on the same Cartesian plane. (b) Find the point(s) of intersection of the graphs of f and g by solving f1x2 = g1x2. Label any intersection points on the graph drawn in part (a). (c) Based on the graph, solve f1x2 7 g1x2. 91. (a) Graph f1x2 = 3x and g1x2 = 10 on the same Cartesian plane. (b) Shade the region bounded by the y-axis, f1x2 = 3x, and g1x2 = 10 on the graph drawn in part (a).

(c) Solve f1x2 = g1x2 and label the point of intersection on the graph drawn in part (a). 92. (a) Graph f1x2 = 2x and g1x2 = 12 on the same Cartesian plane. (b) Shade the region bounded by the y-axis, f1x2 = 2x, and g1x2 = 12 on the graph drawn in part (a). (c) Solve f1x2 = g1x2 and label the point of intersection on the graph drawn in part (a). 93. (a) Graph f1x2 = 2x + 1 and g1x2 = 2-x + 2 on the same Cartesian plane. (b) Shade the region bounded by the y-axis, f1x2 = 2x + 1, and g1x2 = 2-x + 2 on the graph draw in part (a). (c) Solve f1x2 = g1x2 and label the point of intersection on the graph drawn in part (a). 94. (a) Graph f1x2 = 3-x + 1 and g1x2 = 3x - 2 on the same Cartesian plane. (b) Shade the region bounded by the y-axis, f1x2 = 3-x + 1, and g1x2 = 3x - 2 on the graph draw in part (a). (c) Solve f1x2 = g1x2 and label the point of intersection on the graph drawn in part (a). 95. (a) Graph f1x2 = 2x - 4. (b) Based on the graph, solve f1x2 6 0. 96. (a) Graph g1x2 = 3x - 9. (b) Based on the graph, solve g1x2 7 0.

SECTION 7.4 Logarithmic and Exponential Equations

487

Applications and Extensions 97. A Population Model The resident population of the United States in 2008 was 304 million people and was growing at a rate of 0.9% per year. Assuming that this growth rate continues, the model P1t2 = 30411.0092t - 2008 represents the population P (in millions of people) in year t. (a) According to this model, when will the population of the United States be 354 million people? (b) According to this model, when will the population of the United States be 416 million people? Source: Statistical Abstract of the United States, 125th ed., 2009

98. A Population Model The population of the world in 2009 was 6.78 billion people and was growing at a rate of 1.14% per year. Assuming that this growth rate continues, the model P1t2 = 6.7811.01142t - 2009 represents the population P (in billions of people) in year t. (a) According to this model, when will the population of the world be 8.7 billion people?

(b) According to this model, when will the population of the world be 14 billion people? Source: U.S. Census Bureau. 99. Depreciation The value V of a Chevy Cobalt that is t years old can be modeled by V1t2 = 16,50010.822t. (a) According to the model, when will the car be worth $9000? (b) According to the model, when will the car be worth $4000? (c) According to the model, when will the car be worth $2000? Source: Kelley Blue Book

100. Depreciation The value V of a Honda Civic DX that is t years old can be modeled by V1t2 = 16,77510.9052t. (a) According to the model, when will the car be worth $15,000? (b) According to the model, when will the car be worth $8000? (c) According to the model, when will the car be worth $4000? Source: Kelley Blue Book

Explaining Concepts: Discussion and Writing 101. Fill in reasons for each step in the following two solutions. Solve:

log31x - 122 = 2

Solution A

Solution B

log31x - 12 = 2 2

1x - 12 = 3 = 9 _____ 2

2

log31x - 122 = 2

2 log31x - 12 = 2 _____

1x - 12 = ;3 _____

log31x - 12 = 1 _____

x - 1 = -3 or x - 1 = 3 _____

x - 1 = 31 = 3 _____

x = -2 or x = 4 _____

x = 4 _____

Both solutions given in Solution A check. Explain what caused the solution x = -2 to be lost in Solution B.

‘Are You Prepared?’ Answers 1. 5-3, 106

2. 5-2, 06

3. 5-1.436

4. 5-1.776

488

CHAPTER 7 Exponential and Logarithmic Functions

7.5 Financial Models OBJECTIVES 1 Determine the Future Value of a Lump Sum of Money (p. 488) 2 Calculate Effective Rates of Return (p. 491) 3 Determine the Present Value of a Lump Sum of Money (p. 492) 4 Determine the Rate of Interest or Time Required to Double a Lump Sum of Money (p. 493)

1 Determine the Future Value of a Lump Sum of Money Interest is money paid for the use of money. The total amount borrowed (whether by an individual from a bank in the form of a loan or by a bank from an individual in the form of a savings account) is called the principal. The rate of interest, expressed as a percent, is the amount charged for the use of the principal for a given period of time, usually on a yearly (that is, per annum) basis.

THEOREM

Simple Interest Formula If a principal of P dollars is borrowed for a period of t years at a per annum interest rate r, expressed as a decimal, the interest I charged is I = Prt

(1)

Interest charged according to formula (1) is called simple interest. In working with problems involving interest, we define the term payment period as follows: Annually: Semiannually: Quarterly:

Once per year Twice per year Four times per year

Monthly: Daily:

12 times per year 365 times per year*

When the interest due at the end of a payment period is added to the principal so that the interest computed at the end of the next payment period is based on this new principal amount 1old principal + interest2, the interest is said to have been compounded. Compound interest is interest paid on the principal and previously earned interest.

EXAMPLE 1

Computing Compound Interest A credit union pays interest of 8% per annum compounded quarterly on a certain savings plan. If $1000 is deposited in such a plan and the interest is left to accumulate, how much is in the account after 1 year?

Solution

Use the simple interest formula, I = Prt. The principal P is $1000 and the rate of 1 interest is 8% = 0.08. After the first quarter of a year, the time t is year, so the 4 interest earned is 1 I = Prt = 1$1000210.082a b = $20 4 * Most banks use a 360-day “year.” Why do you think they do?

SECTION 7.5 Financial Models

489

The new principal is P + I = $1000 + $20 = $1020. At the end of the second quarter, the interest on this principal is 1 I = 1$1020210.082a b = $20.40 4 At the end of the third quarter, the interest on the new principal of $1020 + $20.40 = $1040.40 is 1 I = 1$1040.40210.082a b = $20.81 4 Finally, after the fourth quarter, the interest is 1 I = 1$1061.21210.082a b = $21.22 4 After 1 year the account contains $1061.21 + $21.22 = $1082.43.



The pattern of the calculations performed in Example 1 leads to a general formula for compound interest. To fix our ideas, let P represent the principal to be invested at a per annum interest rate r that is compounded n times per year, so the time 1 of each compounding period is years. (For computing purposes, r is expressed as a n decimal.) The interest earned after each compounding period is given by formula (1). Interest = principal * rate * time = P # r #

1 r = P# a b n n

The amount A after one compounding period is r r A = P + P # a b = P # a1 + b n n After two compounding periods, the amount A, based on the new principal r P # a 1 + b , is n

A⫽P

•

( 1 ⫹ nr ) ⫹ P ( 1 ⫹ nr ) ( nr ) ⫽ P ( 1 ⫹ nr ) ( 1 ⫹ nr ) ⫽ P ( 1 ⫹ nr ) •

New principal

•

Interest on new principal

2

•

Factor out P  (1  –nr ).

After three compounding periods, the amount A is A = P # a1 +

r 2 r 2 r r 2 r r 3 b + P # a1 + b a b = P # a1 + b # a 1 + b = P # a 1 + b n n n n n n

Continuing this way, after n compounding periods (1 year), the amount A is A = P # a1 +

r n b n

Because t years will contain n # t compounding periods, after t years we have A = P # a1 +

THEOREM

r nt b n

Compound Interest Formula The amount A after t years due to a principal P invested at an annual interest rate r compounded n times per year is A = P # a1 +

r nt b n

(2)

490

CHAPTER 7 Exponential and Logarithmic Functions

Exploration To see the effects of compounding interest monthly on an initial deposit of $1, r 12x graph Y1 = a1 + with r = 0.06 b 12 and r = 0.12 for 0 … x … 30. What is the future value of $1 in 30 years when the interest rate per annum is r = 0.06 (6%)? What is the future value of $1 in 30 years when the interest rate per annum is r = 0.12 (12%)? Does doubling the interest rate double the future value?

EXAMPLE 2

For example, to rework Example 1, use P = $1000, r = 0.08, n = 4 (quarterly compounding), and t = 1 year to obtain A = P # a1 +

# r nt 0.08 4 1 b = 1000 a 1 + b = $1082.43 n 4

In equation (2), the amount A is typically referred to as the future value of the account, while P is called the present value.

Now Work

PROBLEM

7

Comparing Investments Using Different Compounding Periods Investing $1000 at an annual rate of 10% compounded annually, semiannually, quarterly, monthly, and daily will yield the following amounts after 1 year:

Annual compounding 1n = 12:

A = P # 11 + r2

Semiannual compounding 1n = 22:

A = P # a1 +

= 1$1000211 + 0.102 = $1100.00 r 2 b 2

= 1$1000211 + 0.0522 = $1102.50 A = P # a1 +

Quarterly compounding 1n = 42:

r 4 b 4

= 1$1000211 + 0.02524 = $1103.81 A = P # a1 +

Monthly compounding 1n = 122:

r 12 b 12

= 1$10002a1 + A = P # a1 +

Daily compounding 1n = 3652:

0.10 12 b = $1104.71 12

r 365 b 365

= 1$10002a1 +

0.10 365 b = $1105.16 365 

From Example 2, we can see that the effect of compounding more frequently is that the amount after 1 year is higher: $1000 compounded 4 times a year at 10% results in $1103.81, $1000 compounded 12 times a year at 10% results in $1104.71, and $1000 compounded 365 times a year at 10% results in $1105.16. This leads to the following question: What would happen to the amount after 1 year if the number of times that the interest is compounded were increased without bound? Let’s find the answer. Suppose that P is the principal, r is the per annum interest rate, and n is the number of times that the interest is compounded each year. The amount after 1 year is r n A = P # a1 + b n Rewrite this expression as follows: n

r n 1 1 A = P # a1 + b = P # £ 1 + ≥ = P # C £ 1 + ≥ n n n r r

n>r

r

S = P # c a1 + c

h =

n r

r

1 h b d (3) h

491

SECTION 7.5 Financial Models

Now suppose that the number n of times that the interest is compounded per year n gets larger and larger; that is, suppose that n : q . Then h = : q , and the r expression in brackets in equation (3) equals e. That is, A : Per. r n Table 8 compares a1 + b , for large values of n, to er for r = 0.05, r = 0.10, n r n r = 0.15, and r = 1. The larger that n gets, the closer a 1 + b gets to er. No matter n how frequent the compounding, the amount after 1 year has the definite ceiling Per.

Table 8

(1 ⫹ nr )n n  100

n  1000

n  10,000

er

r = 0.05

1.0512580

1.0512698

1.051271

1.0512711

r = 0.10

1.1051157

1.1051654

1.1051704

1.1051709

r = 0.15

1.1617037

1.1618212

1.1618329

1.1618342

r = 1

2.7048138

2.7169239

2.7181459

2.7182818

When interest is compounded so that the amount after 1 year is Per, we say that the interest is compounded continuously.

THEOREM

Continuous Compounding The amount A after t years due to a principal P invested at an annual interest rate r compounded continuously is A = Pert

EXAMPLE 3

(4)

Using Continuous Compounding The amount A that results from investing a principal P of $1000 at an annual rate r of 10% compounded continuously for a time t of 1 year is A = $1000e0.10 = 1$1000211.105172 = $1105.17



Now Work

PROBLEM

13

2 Calculate Effective Rates of Return Suppose that you have $1000 and a bank offers to pay you 3% annual interest on a savings account with interest compounded monthly. What annual interest rate do you need to earn to have the same amount at the end of the year if the interest is compounded annually (once per year)? To answer this question, first determine the value of the $1000 in the account that earns 3% compounded monthly. A = $1000 a1 +

0.03 12 b 12

Use A = P a1 +

r n b with P = $1000, r = 0.03, n = 12. n

= $1030.42 So the interest earned is $30.42. Using I = Prt with t = 1, I = $30.42, and P = $1000, we find the annual simple interest rate is 0.03042 = 3.042%. This interest rate is known as the effective rate of interest. The effective rate of interest is the equivalent annual simple interest rate that would yield the same amount as compounding n times per year, or continuously, after 1 year.

492

CHAPTER 7 Exponential and Logarithmic Functions

THEOREM

Effective Rate of Interest The effective rate of interest re of an investment earning an annual interest rate r is given by r n Compounding n times per year: re = a1 + b - 1 n re = er - 1

Continuous compounding:

EXAMPLE 4

Computing the Effective Rate of Interest—Which Is the Best Deal? Suppose you want to open a money market account. You visit three banks to determine their money market rates. Bank A offers you 6% annual interest compounded daily and Bank B offers you 6.02% compounded quarterly. Bank C offers 5.98% compounded continuously. Determine which bank is offering the best deal.

Solution

The bank that offers the best deal is the one with the highest effective interest rate. Bank A re = a 1 +

Bank B 0.06 365 b - 1 365

Bank C

re = a1 +

L 1.06183 - 1 = 0.06183 = 6.183%

0.0602 4 b - 1 4

re = e0.0598 - 1

L 1.06157 - 1 = 0.06157 = 6.157%

L 1.06162 - 1 = 0.06162 = 6.162%

Since the effective rate of interest is highest for Bank A, Bank A is offering the best deal. 

Now Work

PROBLEM

23

3 Determine the Present Value of a Lump Sum of Money When people in finance speak of the “time value of money,” they are usually referring to the present value of money. The present value of A dollars to be received at a future date is the principal that you would need to invest now so that it will grow to A dollars in the specified time period. The present value of money to be received at a future date is always less than the amount to be received, since the amount to be received will equal the present value (money invested now) plus the interest accrued over the time period. We use the compound interest formula (2) to get a formula for present value. If P is the present value of A dollars to be received after t years at a per annum interest rate r compounded n times per year, then, by formula (2), A = P # a1 + To solve for P, divide both sides by a 1 + A a1 +

r b n

nt

r nt b n

r nt b . The result is n

= P or P = A # a 1 +

r -nt b n

SECTION 7.5 Financial Models

THEOREM

493

Present Value Formulas The present value P of A dollars to be received after t years, assuming a per annum interest rate r compounded n times per year, is P = A # a1 +

r -nt b n

(5)

If the interest is compounded continuously, P = Ae-rt

(6)

To derive (6), solve formula (4) for P.

EXAMPLE 5

Computing the Value of a Zero-coupon Bond A zero-coupon (noninterest-bearing) bond can be redeemed in 10 years for $1000. How much should you be willing to pay for it now if you want a return of (a) 8% compounded monthly? (b) 7% compounded continuously?

Solution

(a) We are seeking the present value of $1000. Use formula (5) with A = $1000, n = 12, r = 0.08, and t = 10. P = A # a1 +

r -nt 0.08 -121102 = $1000 a1 + = $450.52 b b n 12

For a return of 8% compounded monthly, you should pay $450.52 for the bond. (b) Here use formula (6) with A = $1000, r = 0.07, and t = 10. P = Ae-rt = $1000e-10.0721102 = $496.59 For a return of 7% compounded continuously, you should pay $496.59 for the bond.

Now Work

PROBLEM



15

4 Determine the Rate of Interest or Time Required to Double a Lump Sum of Money EXAMPLE 6

Rate of Interest Required to Double an Investment What annual rate of interest compounded annually should you seek if you want to double your investment in 5 years?

Solution

If P is the principal and we want P to double, the amount A will be 2P. We use the compound interest formula with n = 1 and t = 5 to find r. A = P # a1 +

r nt b n

2P = P # 11 + r25

A = 2P, n = 1, t = 5

2 = 11 + r25

Divide both sides by P.

1 + r = 2 52

Take the fifth root of each side.

r = 2 5 2 - 1 L 1.148698 - 1 = 0.148698 The annual rate of interest needed to double the principal in 5 years is 14.87%.

Now Work

 PROBLEM

31

494

CHAPTER 7 Exponential and Logarithmic Functions

EXAMPLE 7

Time Required to Double or Triple an Investment (a) How long will it take for an investment to double in value if it earns 5% compounded continuously? (b) How long will it take to triple at this rate?

Solution

(a) If P is the initial investment and we want P to double, the amount A will be 2P. We use formula (4) for continuously compounded interest with r = 0.05. Then A = Pert 2P = Pe0.05t 2 = e0.05t 0.05t = ln 2 t =

A = 2P, r = 0.05 Cancel the P’s. Rewrite as a logarithm.

ln 2 L 13.86 Solve for t. 0.05

It will take about 14 years to double the investment. (b) To triple the investment, we set A = 3P in formula (4). A 3P 3 0.05t

= = = =

t =

Pert Pe0.05t e0.05t ln 3

A = 3P, r = 0.05 Cancel the P’s. Rewrite as a logarithm.

ln 3 L 21.97 Solve for t. 0.05

It will take about 22 years to triple the investment.

Now Work

 PROBLEM

35

7.5 Assess Your Understanding Concepts and Vocabulary 1. What is the interest due if $500 is borrowed for 6 months at a simple interest rate of 6% per annum? 2. If you borrow $5000 and, after 9 months, pay off the loan in the amount of $5500, what per annum rate of interest was charged? 3. The total amount borrowed (whether by an individual from a bank in the form of a loan or by a bank from an individual in the form of a savings account) is called the .

4. If a principal of P dollars is borrowed for a period of t years at a per annum interest rate r, expressed as a decimal, the interest I charged is . Interest charged = according to this formula is called . 5. In working problems involving interest, if the payment period of the interest is quarterly, then interest is paid times per year. 6. The is the equivalent annual simple interest rate that would yield the same amount as compounding n times per year, or continuously, after 1 year.

Skill Building In Problems 7–14, find the amount that results from each investment. 7. $100 invested at 4% compounded quarterly after a period of 2 years

8. $50 invested at 6% compounded monthly after a period of 3 years

9. $500 invested at 8% compounded quarterly after a period of 1 2 years 2

10. $300 invested at 12% compounded monthly after a period of 1 1 years 2

SECTION 7.5 Financial Models

495

11. $600 invested at 5% compounded daily after a period of 3 years

12. $700 invested at 6% compounded daily after a period of 2 years

13. $1000 invested at 11% compounded continuously after a period of 2 years

14. $400 invested at 7% compounded continuously after a period of 3 years

In Problems 15–22, find the principal needed now to get each amount; that is, find the present value. 15. To get $100 after 2 years at 6% compounded monthly

16. To get $75 after 3 years at 8% compounded quarterly

1 17. To get $1000 after 2 years at 6% compounded daily 2

1 18. To get $800 after 3 years at 7% compounded monthly 2

19. To get $600 after 2 years at 4% compounded quarterly

20. To get $300 after 4 years at 3% compounded daily

1 21. To get $80 after 3 years at 9% compounded continuously 4

1 22. To get $800 after 2 years at 8% compounded continuously 2

In Problems 23–26, find the effective rate of interest. 23. For 5% compounded quarterly

24. For 6% compounded monthly

25. For 5% compounded continuously

26. For 6% compounded continuously

In Problems 27–30, determine the rate that represents the better deal. 1 27. 6% compounded quarterly or 6 % compounded annually 4

1 28. 9% compounded quarterly or 9 % compounded annually 4

29. 9% compounded monthly or 8.8% compounded daily

30. 8% compounded semiannually or 7.9% compounded daily

31. What rate of interest compounded annually is required to double an investment in 3 years?

32. What rate of interest compounded annually is required to double an investment in 6 years?

33. What rate of interest compounded annually is required to triple an investment in 5 years?

34. What rate of interest compounded annually is required to triple an investment in 10 years?

35. (a) How long does it take for an investment to double in value if it is invested at 8% compounded monthly? (b) How long does it take if the interest is compounded continuously?

36. (a) How long does it take for an investment to triple in value if it is invested at 6% compounded monthly? (b) How long does it take if the interest is compounded continuously?

37. What rate of interest compounded quarterly will yield an effective interest rate of 7%?

38. What rate of interest compounded continuously will yield an effective interest rate of 6%?

Applications and Extensions 39. Time Required to Reach a Goal If Tanisha has $100 to invest at 8% per annum compounded monthly, how long will it be before she has $150? If the compounding is continuous, how long will it be? 40. Time Required to Reach a Goal If Angela has $100 to invest at 10% per annum compounded monthly, how long will it be before she has $175? If the compounding is continuous, how long will it be? 41. Time Required to Reach a Goal How many years will it take for an initial investment of $10,000 to grow to $25,000? Assume a rate of interest of 6% compounded continuously.

44. Credit Card Interest A department store charges 1.25% per month on the unpaid balance for customers with charge accounts (interest is compounded monthly). A customer charges $200 and does not pay her bill for 6 months. What is the bill at that time? 45. Saving for a Car Jerome will be buying a used car for $15,000 in 3 years. How much money should he ask his parents for now so that, if he invests it at 5% compounded continuously, he will have enough to buy the car?

42. Time Required to Reach a Goal How many years will it take for an initial investment of $25,000 to grow to $80,000? Assume a rate of interest of 7% compounded continuously.

46. Paying off a Loan John requires $3000 in 6 months to pay off a loan that has no prepayment privileges. If he has the $3000 now, how much of it should he save in an account paying 3% compounded monthly so that in 6 months he will have exactly $3000?

43. Price Appreciation of Homes What will a $90,000 condominium cost 5 years from now if the price appreciation for condos over that period averages 3% compounded annually?

47. Return on a Stock George contemplates the purchase of 100 shares of a stock selling for $15 per share. The stock pays no dividends. The history of the stock indicates that it should grow at an annual rate of 15% per year.

496

CHAPTER 7 Exponential and Logarithmic Functions

How much should the 100 shares of stock be worth in 5 years? 48. Return on an Investment A business purchased for $650,000 in 2005 is sold in 2008 for $850,000. What is the annual rate of return for this investment? 49. Comparing Savings Plans Jim places $1000 in a bank account that pays 5.6% compounded continuously. After 1 year, will he have enough money to buy a computer system that costs $1060? If another bank will pay Jim 5.9% compounded monthly, is this a better deal? 50. Savings Plans On January 1, Kim places $1000 in a certificate of deposit that pays 6.8% compounded continuously and matures in 3 months. Then Kim places the $1000 and the interest in a passbook account that pays 5.25% compounded monthly. How much does Kim have in the passbook account on May 1? 51. Comparing IRA Investments Will invests $2000 in his IRA in a bond trust that pays 9% interest compounded semiannually. His friend Henry invests $2000 in his IRA 1 in a certificate of deposit that pays 8 % compounded 2 continuously. Who has more money after 20 years, Will or Henry? 52. Comparing Two Alternatives Suppose that April has access to an investment that will pay 10% interest compounded continuously. Which is better: to be given $1000 now so that she can take advantage of this investment opportunity or to be given $1325 after 3 years? 53. College Costs The average annual cost of college at 4-year private colleges was $25,143 in the 2008–2009 academic year. This was a 5.9% increase from the previous year. Source: The College Board (a) If the cost of college increases by 5.9% each year, what will be the average cost of college at a 4-year private college for the 2028–2029 academic year?

(b) College savings plans, such as a 529 plan, allow individuals to put money aside now to help pay for college later. If one such plan offers a rate of 4% compounded continuously, how much should be put in a college savings plan in 2010 to pay for 1 year of the cost of college at a 4-year private college for an incoming freshman in 2028? 54. Analyzing Interest Rates on a Mortgage Colleen and Bill have just purchased a house for $650,000, with the seller holding a second mortgage of $100,000. They promise to pay the seller $100,000 plus all accrued interest 5 years from now. The seller offers them three interest options on the second mortgage: (a) Simple interest at 12% per annum 1 (b) 11 % interest compounded monthly 2 1 (c) 11 % interest compounded continuously 4 Which option is best; that is, which results in the least interest on the loan? 55. 2009 Federal Stimulus Package In February 2009, President Obama signed into law a $787 billion federal stimulus package. At that time, 20-year Series EE bonds had a fixed rate of 1.3% compounded semiannually. If the federal government financed the stimulus through EE bonds, how much would it have to pay back in 2029? How much interest was paid to finance the stimulus? Source: U.S. Treasury Department 56. Per Capita Federal Debt In 2008, the federal debt was about $10 trillion. In 2008, the U.S. population was about 304 million. Assuming that the federal debt is increasing about 7.8% per year and the U.S. population is increasing about 0.9% per year, determine the per capita debt (total debt divided by population) in 2020.

Inflation Problems 57–62 require the following discussion. Inflation is a term used to describe the erosion of the purchasing power of money. For example, if the annual inflation rate is 3%, then $1000 worth of purchasing power now will have only $970 worth of purchasing power in 1 year because 3% of the original $1000 (0.03  1000  30) has been eroded due to inflation. In general, if the rate of inflation averages r per annum over n years, the amount A that $P will purchase after n years is A = P # 11 - r2n where r is expressed as a decimal. 57. Inflation If the inflation rate averages 3%, how much will $1000 purchase in 2 years?

60. Inflation If the amount that $1000 will purchase is only $930 after 2 years, what was the average inflation rate?

58. Inflation If the inflation rate averages 2%, how much will $1000 purchase in 3 years?

61. Inflation If the average inflation rate is 2%, how long is it until purchasing power is cut in half?

59. Inflation If the amount that $1000 will purchase is only $950 after 2 years, what was the average inflation rate?

62. Inflation If the average inflation rate is 4%, how long is it until purchasing power is cut in half?

Problems 63–66 involve zero-coupon bonds. A zero-coupon bond is a bond that is sold now at a discount and will pay its face value at the time when it matures; no interest payments are made. 63. Zero-Coupon Bonds A zero-coupon bond can be redeemed in 20 years for $10,000. How much should you be willing to pay for it now if you want a return of: (a) 10% compounded monthly? (b) 10% compounded continuously?

64. Zero-Coupon Bonds A child’s grandparents are considering buying a $40,000 face-value, zero-coupon bond at birth so that she will have enough money for her college education 17 years later. If they want a rate of return of 8% compounded annually, what should they pay for the bond?

SECTION 7.5 Financial Models

497

65. Zero-Coupon Bonds How much should a $10,000 facevalue, zero-coupon bond, maturing in 10 years, be sold for now if its rate of return is to be 8% compounded annually?

66. Zero-Coupon Bonds If Pat pays $12,485.52 for a $25,000 face-value, zero-coupon bond that matures in 8 years, what is his annual rate of return?

67. Time to Double or Triple an Investment

68. Time to Reach an Investment Goal

t =

The formula

ln m

t =

r n lna 1 + b n

The formula

ln A - ln P r

can be used to find the number of years t required for an investment P to grow to a value A when compounded continuously at an annual rate r. (a) How long will it take to increase an initial investment of $1000 to $8000 at an annual rate of 10%? (b) What annual rate is required to increase the value of a $2000 IRA to $30,000 in 35 years? (c) Give a derivation of this formula.

can be used to find the number of years t required to multiply an investment m times when r is the per annum interest rate compounded n times a year. (a) How many years will it take to double the value of an IRA that compounds annually at the rate of 12%? (b) How many years will it take to triple the value of a savings account that compounds quarterly at an annual rate of 6%? (c) Give a derivation of this formula.

Problems 69–72 require the following discussion. The Consumer Price Index (CPI) indicates the relative change in price over time for a fixed basket of goods and services. It is a cost of living index that helps measure the effect of inflation on the cost of goods and services. The CPI uses the base period 1982–1984 for comparison (the CPI for this period is 100). The CPI for January 2006 was 198.3. This means that $100 in the period 1982–1984 had the same purchasing power as $198.30 in January 2006. In general, if the rate of inflation averages r per annum over n years, then the CPI index after n years is CPI = CPI0 a1 +

r n b 100

where CPI0 is the CPI index at the beginning of the n-year period. Source: U.S. Bureau of Labor Statistics 69. Consumer Price Index (a) The CPI was 163.0 for 1998 and 215.3 for 2008. Assuming that annual inflation remained constant for this time period, determine the average annual inflation rate. (b) Using the inflation rate from part (a), in what year will the CPI reach 300? 70. Consumer Price Index If the current CPI is 234.2 and the average annual inflation rate is 2.8%, what will be the CPI in 5 years?

71. Consumer Price Index If the average annual inflation rate is 3.1%, how long will it take for the CPI index to double? (A doubling of the CPI index means purchasing power is cut in half.) 72. Consumer Price Index The base period for the CPI changed in 1998. Under the previous weight and item structure, the CPI for 1995 was 456.5. If the average annual inflation rate was 5.57%, what year was used as the base period for the CPI?

Explaining Concepts: Discussion and Writing 73. Explain in your own words what the term compound interest means. What does continuous compounding mean? 74. Explain in your own words the meaning of present value. 75. Critical Thinking You have just contracted to buy a house and will seek financing in the amount of $100,000. You go to several banks. Bank 1 will lend you $100,000 at the rate of 8.75% amortized over 30 years with a loan origination fee of 1.75%. Bank 2 will lend you $100,000 at the rate of 8.375% amortized over 15 years with a loan origination fee of 1.5%. Bank 3 will lend you $100,000 at the rate of 9.125% amortized over 30 years with no loan origination fee. Bank 4 will lend you $100,000 at the rate of 8.625% amortized over 15 years with no loan origination fee. Which loan would you take? Why? Be sure to have sound reasons for your choice. Use the

information in the table to assist you. If the amount of the monthly payment does not matter to you, which loan would you take? Again, have sound reasons for your choice. Compare your final decision with others in the class. Discuss.

Monthly Payment

Loan Origination Fee

Bank 1

$786.70

$1,750.00

Bank 2

$977.42

$1,500.00

Bank 3

$813.63

$0.00

Bank 4

$992.08

$0.00

498

CHAPTER 7 Exponential and Logarithmic Functions

7.6 Exponential Growth and Decay Models; Newton’s Law; Logistic Growth and Decay Models OBJECTIVES 1 Find Equations of Populations That Obey the Law of Uninhibited Growth (p. 498) 2 Find Equations of Populations That Obey the Law of Decay (p. 500) 3 Use Newton’s Law of Cooling (p. 501) 4 Use Logistic Models (p. 503)

1 Find Equations of Populations That Obey the Law of Uninhibited Growth Many natural phenomena have been found to follow the law that an amount A varies with time t according to the function

Figure 24 A

A1t2 = A0ekt

A0 t kt (a) A(t ) ⫽ A 0e , k ⬎ 0

Exponential growth A A0

t kt

(b) A(t ) ⫽ A 0 e , k ⬍ 0

Exponential decay

(1)

Here A0 is the original amount 1t = 02 and k Z 0 is a constant. If k 7 0, then equation (1) states that the amount A is increasing over time; if k 6 0, the amount A is decreasing over time. In either case, when an amount A varies over time according to equation (1), it is said to follow the exponential law or the law of uninhibited growth 1k 7 02 or decay 1k 6 02. See Figure 24. For example, we saw in Section 7.5 that continuously compounded interest follows the law of uninhibited growth. In this section we shall look at some additional phenomena that follow the exponential law. Cell division is the growth process of many living organisms, such as amoebas, plants, and human skin cells. Based on an ideal situation in which no cells die and no by-products are produced, the number of cells present at a given time follows the law of uninhibited growth. Actually, however, after enough time has passed, growth at an exponential rate will cease due to the influence of factors such as lack of living space and dwindling food supply. The law of uninhibited growth accurately models only the early stages of the cell division process. The cell division process begins with a culture containing N0 cells. Each cell in the culture grows for a certain period of time and then divides into two identical cells. We assume that the time needed for each cell to divide in two is constant and does not change as the number of cells increases. These new cells then grow, and eventually each divides in two, and so on.

Uninhibited Growth of Cells A model that gives the number N of cells in a culture after a time t has passed (in the early stages of growth) is N1t2 = N0 ekt

k 7 0

(2)

where N0 is the initial number of cells and k is a positive constant that represents the growth rate of the cells. In using formula (2) to model the growth of cells, we are using a function that yields positive real numbers, even though we are counting the number of cells, which must be an integer. This is a common practice in many applications.

SECTION 7.6 Exponential Growth and Decay Models; Newton’s Law; Logistic Growth and Decay Models

EXAMPLE 1

499

Bacterial Growth A colony of bacteria that grows according to the law of uninhibited growth is modeled by the function N1t2 = 100e0.045t, where N is measured in grams and t is measured in days. (a) (b) (c) (d) (e)

Solution

Determine the initial amount of bacteria. What is the growth rate of the bacteria? What is the population after 5 days? How long will it take for the population to reach 140 grams? What is the doubling time for the population?

(a) The initial amount of bacteria, N0 , is obtained when t = 0, so N0 = N102 = 100e0.045102 = 100 grams (b) Compare N1t2 = 100e0.045t to N1t2 = N0ekt. The value of k, 0.045, indicates a growth rate of 4.5%. (c) The population after 5 days is N152 = 100e0.045152 L 125.2 grams. (d) To find how long it takes for the population to reach 140 grams, solve the equation N1t2 = 140. 100e0.045t = 140 e0.045t = 1.4 Divide both sides of the equation by 100. 0.045t = ln 1.4 Rewrite as a logarithm. ln 1.4 t = Divide both sides of the equation by 0.045. 0.045 L 7.5 days (e) The population doubles when N1t2 = 200 grams, so we find the doubling time by solving the equation 200 = 100e0.045t for t. 200 = 100e0.045t 2 = e0.045t ln 2 = 0.045t ln 2 t = 0.045 L 15.4 days

Divide both sides of the equation by 100. Rewrite as a logarithm. Divide both sides of the equation by 0.045.

The population doubles approximately every 15.4 days. 

Now Work

EXAMPLE 2

PROBLEM

1

Bacterial Growth A colony of bacteria increases according to the law of uninhibited growth. (a) If N is the number of cells and t is the time in hours, express N as a function of t. (b) If the number of bacteria doubles in 3 hours, find the function that gives the number of cells in the culture. (c) How long will it take for the size of the colony to triple? (d) How long will it take for the population to double a second time (that is, increase four times)?

Solution

(a) Using formula (2), the number N of cells at time t is N1t2 = N0ekt where N0 is the initial number of bacteria present and k is a positive number.

500

CHAPTER 7 Exponential and Logarithmic Functions

(b) We seek the number k. The number of cells doubles in 3 hours, so N132 = 2N0 But N132 = N0e

k132

, so

N0ek132 = 2N0 e3k = 2 3k = ln 2 k =

Divide both sides by N0. Write the exponential equation as a logarithm.

1 ln 2 L 0.23105 3

The function that models this growth process is therefore N(t) = N0e0.23105t (c) The time t needed for the size of the colony to triple requires that N = 3N0 . Substitute 3N0 for N to get 3N0 = N0e0.23105t 3 = e0.23105t 0.23105t = ln 3 t =

ln 3 L 4.755 hours 0.23105

It will take about 4.755 hours or 4 hours, 45 minutes for the size of the colony to triple. (d) If a population doubles in 3 hours, it will double a second time in 3 more hours, for a total time of 6 hours. 

2 Find Equations of Populations That Obey the Law of Decay Radioactive materials follow the law of uninhibited decay.

Uninhibited Radioactive Decay The amount A of a radioactive material present at time t is given by A1t2 = A0 ekt

k 6 0

(3)

where A0 is the original amount of radioactive material and k is a negative number that represents the rate of decay. All radioactive substances have a specific half-life, which is the time required for half of the radioactive substance to decay. In carbon dating, we use the fact that all living organisms contain two kinds of carbon, carbon 12 (a stable carbon) and carbon 14 (a radioactive carbon with a half-life of 5600 years). While an organism is living, the ratio of carbon 12 to carbon 14 is constant. But when an organism dies, the original amount of carbon 12 present remains unchanged, whereas the amount of carbon 14 begins to decrease. This change in the amount of carbon 14 present relative to the amount of carbon 12 present makes it possible to calculate when the organism died.

EXAMPLE 3

Estimating the Age of Ancient Tools Traces of burned wood along with ancient stone tools in an archeological dig in Chile were found to contain approximately 1.67% of the original amount of carbon 14. If the half-life of carbon 14 is 5600 years, approximately when was the tree cut and burned?

SECTION 7.6 Exponential Growth and Decay Models; Newton’s Law; Logistic Growth and Decay Models

Solution

501

Using formula (3), the amount A of carbon 14 present at time t is A1t2 = A0 ekt where A0 is the original amount of carbon 14 present and k is a negative number. We first seek the number k. To find it, we use the fact that after 5600 years half of the 1 original amount of carbon 14 remains, so A156002 = A0 . Then 2 1 A0 = A0ek156002 2 1 = e5600k Divide both sides of the equation by A0. 2 1 5600k = ln Rewrite as a logarithm. 2 1 1 k = ln L -0.000124 5600 2 Formula (3) therefore becomes A(t) = A0e - 0.000124t If the amount A of carbon 14 now present is 1.67% of the original amount, it follows that 0.0167A0 = A0e - 0.000124t 0.0167 = e - 0.000124t

Divide both sides of the equation by A0.

-0.000124t = ln 0.0167

Rewrite as a logarithm.

ln 0.0167 L 33,003 years -0 .000124

t =

The tree was cut and burned about 33,003 years ago. Some archeologists use this conclusion to argue that humans lived in the Americas 33,000 years ago, much earlier than is generally accepted. 

Now Work

PROBLEM

3

3 Use Newton’s Law of Cooling Newton’s Law of Cooling* states that the temperature of a heated object decreases exponentially over time toward the temperature of the surrounding medium. Newton’s Law of Cooling The temperature u of a heated object at a given time t can be modeled by the following function: u1t2 = T + 1u0 - T2ekt

k 6 0

(4)

where T is the constant temperature of the surrounding medium, u0 is the initial temperature of the heated object, and k is a negative constant.

EXAMPLE 4

Using Newton’s Law of Cooling An object is heated to 100°C (degrees Celsius) and is then allowed to cool in a room whose air temperature is 30°C. (a) If the temperature of the object is 80°C after 5 minutes, when will its temperature be 50°C? (b) Determine the elapsed time before the temperature of the object is 35°C. (c) What do you notice about the temperature as time passes? * Named after Sir Isaac Newton (1643–1727), one of the cofounders of calculus.

502

CHAPTER 7 Exponential and Logarithmic Functions

Solution

(a) Using formula (4) with T = 30 and u0 = 100, the temperature u(t) (in degrees Celsius) of the object at time t (in minutes) is u1t2 = 30 + 1100 - 302ekt = 30 + 70ekt where k is a negative constant. To find k, use the fact that u = 80 when t = 5. Then u1t2 = 30 + 70ekt 80 = 30 + 70ek152

u(5) = 80

50 = 70e5k Simplify. 50 e5k = Solve for e5k. 70 5 5k = ln Take ln of both sides. 7 1 5 k = ln L -0.0673 Solve for k. 5 7 Formula (4) therefore becomes u(t) = 30 + 70e - 0.0673t

(5)

We want to find t when u = 50°C, so 50 = 30 + 70e - 0.0673t 20 = 70e - 0.0673t Simplify. 20 e - 0.0673t = 70 2 -0.0673t = ln Take ln of both sides. 7 2 ln 7 t = L 18.6 minutes Solve for t. -0.0673 The temperature of the object will be 50°C after about 18.6 minutes or 18 minutes, 36 seconds. (b) If u = 35°C, then, based on equation (5), we have 35 = 30 + 70e - 0.0673t 5 = 70e - 0.0673t Simplify. 5 e - 0.0673t = 70 5 -0.0673t = ln Take ln of both sides. 70 5 ln 70 L 39.2 minutes Solve for t. t = -0.0673 The object will reach a temperature of 35°C after about 39.2 minutes. (c) Look at equation (5). As t increases, the exponent -0.0673t becomes unbounded in the negative direction.As a result, the value of e - 0.0673t approaches zero so the value of u, the temperature of the object, approaches 30°C, the air temperature of the room. 

Now Work

PROBLEM

13

SECTION 7.6 Exponential Growth and Decay Models; Newton’s Law; Logistic Growth and Decay Models

503

4 Use Logistic Models The exponential growth model A1t2 = A0 ekt, k 7 0, assumes uninhibited growth, meaning that the value of the function grows without limit. Recall that we stated that cell division could be modeled using this function, assuming that no cells die and no by-products are produced. However, cell division eventually is limited by factors such as living space and food supply. The logistic model, given next, can describe situations where the growth or decay of the dependent variable is limited. Logistic Model In a logistic model, the population P after time t is given by the function P1t2 =

c 1 + ae-bt

(6)

where a, b, and c are constants with a 7 0 and c 7 0. The model is a growth model if b 7 0; the model is a decay model if b 6 0. The number c is called the carrying capacity (for growth models) because the value P1t2 approaches c as t approaches infinity; that is, lim P1t2 = c. The number t: q ƒ b ƒ is the growth rate for b 7 0 and the decay rate for b 6 0. Figure 25(a) shows the graph of a typical logistic growth function, and Figure 25(b) shows the graph of a typical logistic decay function. Figure 25

P(t )

yc

P(t )

yc

(0, P(0))

1– c 2

1– c 2

Inflection point

Inflection point

(0, P(0)) t

t (a)

(b)

Based on the figures, we have the following properties of logistic growth functions.

Properties of the Logistic Model, Equation (6) 1. The domain is the set of all real numbers. The range is the interval 10, c2, where c is the carrying capacity. 2. There are no x-intercepts; the y-intercept is P102. 3. There are two horizontal asymptotes: y = 0 and y = c. 4. P1t2 is an increasing function if b 7 0 and a decreasing function if b 6 0. 1 5. There is an inflection point where P1t2 equals of the carrying capacity. 2 The inflection point is the point on the graph where the graph changes from being curved upward to curved downward for growth functions and the point where the graph changes from being curved downward to curved upward for decay functions. 6. The graph is smooth and continuous, with no corners or gaps.

504

CHAPTER 7 Exponential and Logarithmic Functions

Fruit Fly Population

EXAMPLE 5

Fruit flies are placed in a half-pint milk bottle with a banana (for food) and yeast plants (for food and to provide a stimulus to lay eggs). Suppose that the fruit fly population after t days is given by P1t2 = (a) (b) (c) (d) (e)

230 1 + 56.5e-0.37t

State the carrying capacity and the growth rate. Determine the initial population. What is the population after 5 days? How long does it take for the population to reach 180? Use a graphing utility to determine how long it takes for the population to reach one-half of the carrying capacity by graphing Y1 = P(t) and Y2 = 115 and using INTERSECT.

230 . The carrying capacity of the half-pint 1 bottle is 230 fruit flies. The growth rate is ƒ b ƒ = ƒ 0.37 ƒ = 37% per day. (b) To find the initial number of fruit flies in the half-pint bottle, evaluate P102. (a) As t : q , e-0.37t : 0 and P1t2 :

Solution

P102 =

230

1 + 56.5e-0.37102 230 = 1 + 56.5 = 4

So, initially, there were 4 fruit flies in the half-pint bottle. (c) To find the number of fruit flies in the half-pint bottle after 5 days, evaluate P152. P152 =

230 1 + 56.5e-0.37152

L 23 fruit flies

After 5 days, there are approximately 23 fruit flies in the bottle. (d) To determine when the population of fruit flies will be 180, solve the equation P1t2 = 180. 230 = 180 1 + 56.5e-0.37t

230 = 18011 + 56.5e-0.37t2

1.2778 = 1 + 56.5e-0.37t 0.2778 = 56.5e 0.0049 = e

-0.37t

-0.37t

ln10.00492 = -0.37t t L 14.4 days

Figure 26 250 230

Divide both sides by 180. Subtract 1 from both sides. Divide both sides by 56.5. Rewrite as a logarithmic expression. Divide both sides by 0.37.

It will take approximately 14.4 days (14 days, 10 hours) for the population to reach 180 fruit flies. (e) One-half of the carrying capacity is 115 fruit flies.We solve P1t2 = 115 by graphing 230 Y1 = and Y2 = 115 and using INTERSECT. See Figure 26. The 1 + 56.5e-0.37t population will reach one-half of the carrying capacity in about 10.9 days (10 days, 22 hours).

Y1  1  56.5e0.37t Y2  115 0 50

25



SECTION 7.6 Exponential Growth and Decay Models; Newton’s Law; Logistic Growth and Decay Models

505

Look back at Figure 26. Notice the point where the graph reaches 115 fruit flies (one-half of the carrying capacity): the graph changes from being curved upward to being curved downward. Using the language of calculus, we say the graph changes from increasing at an increasing rate to increasing at a decreasing rate. For any logistic growth function, when the population reaches one-half the carrying capacity, the population growth starts to slow down.

Now Work

PROBLEM

23

Exploration On the same viewing rectangle, graph Y1 =

500 1 + 24e-0.03t

and

Y2 =

500 1 + 24e-0.08t

What effect does the growth rate ƒ b ƒ have on the logistic growth function?

EXAMPLE 6

Wood Products The EFISCEN wood product model classifies wood products according to their lifespan. There are four classifications: short (1 year), medium short (4 years), medium long (16 years), and long (50 years). Based on data obtained from the European Forest Institute, the percentage of remaining wood products after t years for wood products with long life-spans (such as those used in the building industry) is given by P1t2 =

100.3952 1 + 0.0316e0.0581t

(a) What is the decay rate? (b) What is the percentage of remaining wood products after 10 years? (c) How long does it take for the percentage of remaining wood products to reach 50%? (d) Explain why the numerator given in the model is reasonable.

Solution

(a) The decay rate is ƒ b ƒ = ƒ -0.0581 ƒ = 5.81%. (b) Evaluate P1102. 100.3952

L 95.0 1 + 0.0316e0.05811102 So 95% of long-life-span wood products remain after 10 years. P1102 =

(c) Solve the equation P1t2 = 50. 100.3952 = 50 1 + 0.0316e0.0581t

100.3952 = 5011 + 0.0316e0.0581t2 2.0079 = 1 + 0.0316e0.0581t

Divide both sides by 50.

1.0079 = 0.0316e

Subtract 1 from both sides.

31.8956 = e

0.0581t

0.0581t

ln131.89562 = 0.0581t t L 59.6 years

Divide both sides by 0.0316. Rewrite as a logarithmic expression. Divide both sides by 0.0581.

It will take approximately 59.6 years for the percentage of long-life-span wood products remaining to reach 50%. (d) The numerator of 100.3952 is reasonable because the maximum percentage of wood products remaining that is possible is 100%. 

506

CHAPTER 7 Exponential and Logarithmic Functions

7.6 Assess Your Understanding Applications and Extensions 1. Growth of an Insect Population The size P of a certain insect population at time t (in days) obeys the function P1t2 = 500e0.02t. (a) Determine the number of insects at t = 0 days. (b) What is the growth rate of the insect population? (c) What is the population after 10 days? (d) When will the insect population reach 800? (e) When will the insect population double? 2. Growth of Bacteria The number N of bacteria present in a culture at time t (in hours) obeys the law of uninhibited growth N1t2 = 1000e0.01t. (a) Determine the number of bacteria at t = 0 hours. (b) What is the growth rate of the bacteria? (c) What is the population after 4 hours? (d) When will the number of bacteria reach 1700? (e) When will the number of bacteria double? 3. Radioactive Decay Strontium 90 is a radioactive material that decays according to the function A1t2 = A0 e-0.0244t, where A0 is the initial amount present and A is the amount present at time t (in years). Assume that a scientist has a sample of 500 grams of strontium 90. (a) What is the decay rate of strontium 90? (b) How much strontium 90 is left after 10 years? (c) When will 400 grams of strontium 90 be left? (d) What is the half-life of strontium 90? 4. Radioactive Decay Iodine 131 is a radioactive material that decays according to the function A1t2 = A0 e-0.087t, where A0 is the initial amount present and A is the amount present at time t (in days). Assume that a scientist has a sample of 100 grams of iodine 131. (a) What is the decay rate of iodine 131? (b) How much iodine 131 is left after 9 days? (c) When will 70 grams of iodine 131 be left? (d) What is the half-life of iodine 131?

(b) If the population doubled in size over an 18-month period and the current population is 10,000, what will the population be 2 years from now? 8. Population Decline The population of a midwestern city follows the exponential law. (a) If N is the population of the city and t is the time in years, express N as a function of t. (b) If the population decreased from 900,000 to 800,000 from 2008 to 2010, what will the population be in 2012? 9. Radioactive Decay The half-life of radium is 1690 years. If 10 grams is present now, how much will be present in 50 years? 10. Radioactive Decay The half-life of radioactive potassium is 1.3 billion years. If 10 grams is present now, how much will be present in 100 years? In 1000 years? 11. Estimating the Age of a Tree A piece of charcoal is found to contain 30% of the carbon 14 that it originally had. When did the tree die from which the charcoal came? Use 5600 years as the half-life of carbon 14. 12. Estimating the Age of a Fossil A fossilized leaf contains 70% of its normal amount of carbon 14. How old is the fossil? 13. Cooling Time of a Pizza Pan A pizza pan is removed at 5:00 PM from an oven whose temperature is fixed at 450°F into a room that is a constant 70°F. After 5 minutes, the pan is 300°F. (a) At what time is the temperature of the pan 135°F? (b) Determine the time that needs to elapse before the pan is 160°F. (c) What do you notice about the temperature as time passes?

5. Growth of a Colony of Mosquitoes The population of a colony of mosquitoes obeys the law of uninhibited growth. (a) If N is the population of the colony and t is the time in days, express N as a function of t. (b) If there are 1000 mosquitoes initially and there are 1800 after 1 day, what is the size of the colony after 3 days? (c) How long is it until there are 10,000 mosquitoes? 6. Bacterial Growth A culture of bacteria obeys the law of uninhibited growth. (a) If N is the number of bacteria in the culture and t is the time in hours, express N as a function of t. (b) If 500 bacteria are present initially and there are 800 after 1 hour, how many will be present in the culture after 5 hours? (c) How long is it until there are 20,000 bacteria? 7. Population Growth The population of a southern city follows the exponential law. (a) If N is the population of the city and t is the time in years, express N as a function of t.

14. Newton’s Law of Cooling A thermometer reading 72°F is placed in a refrigerator where the temperature is a constant 38°F. (a) If the thermometer reads 60°F after 2 minutes, what will it read after 7 minutes? (b) How long will it take before the thermometer reads 39°F? (c) Determine the time needed to elapse before the thermometer reads 45°F. (d) What do you notice about the temperature as time passes?

SECTION 7.6 Exponential Growth and Decay Models; Newton’s Law; Logistic Growth and Decay Models

15. Newton’s Law of Heating A thermometer reading 8°C is brought into a room with a constant temperature of 35°C. If the thermometer reads 15°C after 3 minutes, what will it read after being in the room for 5 minutes? For 10 minutes?

507

325°F, at what time may the hotel serve its guests, assuming that pork is done when it reaches 175°F?

[Hint: You need to construct a formula similar to equation (4).] 16. Warming Time of a Beer Stein A beer stein has a temperature of 28°F. It is placed in a room with a constant temperature of 70°F. After 10 minutes, the temperature of the stein has risen to 35°F. What will the temperature of the stein be after 30 minutes? How long will it take the stein to reach a temperature of 45°F? (See the hint given for Problem 15.) 17. Decomposition of Chlorine in a Pool Under certain water conditions, the free chlorine (hypochlorous acid, HOCl) in a swimming pool decomposes according to the law of uninhibited decay. After shocking his pool, Ben tested the water and found the amount of free chlorine to be 2.5 parts per million (ppm). Twenty-four hours later, Ben tested the water again and found the amount of free chlorine to be 2.2 ppm. What will be the reading after 3 days (that is, 72 hours)? When the chlorine level reaches 1.0 ppm, Ben must shock the pool again. How long can Ben go before he must shock the pool again? 18. Decomposition of Dinitrogen Pentoxide At 45°C, dinitrogen pentoxide (N2O5) decomposes into nitrous dioxide (NO2) and oxygen (O2) according to the law of uninhibited decay. An initial amount of 0.25 M of dinitrogen pentoxide decomposes to 0.15 M in 17 minutes. How much dinitrogen pentoxide will remain after 30 minutes? How long will it take until 0.01 M of dinitrogen pentoxide remains?

23. Population of a Bacteria Culture The logistic growth model 1000 1 + 32.33e-0.439t represents the population (in grams) of a bacterium after t hours. (a) Determine the carrying capacity of the environment. (b) What is the growth rate of the bacteria? (c) Determine the initial population size. (d) What is the population after 9 hours? (e) When will the population be 700 grams? (f) How long does it take for the population to reach onehalf the carrying capacity? P1t2 =

24. Population of an Endangered Species Often environmentalists capture an endangered species and transport the species to a controlled environment where the species can produce offspring and regenerate its population. Suppose that six American bald eagles are captured, transported to Montana, and set free. Based on experience, the environmentalists expect the population to grow according to the model P1t2 =

500

1 + 83.33e-0.162t where t is measured in years.

19. Decomposition of Sucrose Reacting with water in an acidic solution at 35°C, sucrose (C12H22O11) decomposes into glucose (C6H12O6) and fructose (C6H12O6)* according to the law of uninhibited decay. An initial amount of 0.40 M of sucrose decomposes to 0.36 M in 30 minutes. How much sucrose will remain after 2 hours? How long will it take until 0.10 M of sucrose remains? 20. Decomposition of Salt in Water Salt (NaCl) decomposes in water into sodium (Na+) and chloride (Cl-) ions according to the law of uninhibited decay. If the initial amount of salt is 25 kilograms and, after 10 hours, 15 kilograms of salt is left, how much salt is left after 1 day? How long does it take 1 until kilogram of salt is left? 2 21. Radioactivity from Chernobyl After the release of radioactive material into the atmosphere from a nuclear power plant at Chernobyl (Ukraine) in 1986, the hay in Austria was contaminated by iodine 131 (half-life 8 days). If it is safe to feed the hay to cows when 10% of the iodine 131 remains, how long did the farmers need to wait to use this hay? 22. Pig Roasts The hotel Bora-Bora is having a pig roast. At noon, the chef put the pig in a large earthen oven. The pig’s original temperature was 75°F. At 2:00 PM the chef checked the pig’s temperature and was upset because it had reached only 100°F. If the oven’s temperature remains a constant

(a) (b) (c) (d) (e)

Determine the carrying capacity of the environment. What is the growth rate of the bald eagle? What is the population after 3 years? When will the population be 300 eagles? How long does it take for the population to reach onehalf of the carrying capacity?

25. The Challenger Disaster After the Challenger disaster in 1986, a study was made of the 23 launches that preceded the fatal flight. A mathematical model was developed involving the relationship between the Fahrenheit temperature x around the O-rings and the number y of eroded or leaky primary O-rings. The model stated that y =

6

1 + e-15.085 - 0.1156x2 where the number 6 indicates the 6 primary O-rings on the spacecraft.

* Author’s Note: Surprisingly, the chemical formulas for glucose and fructose are the same: This is not a typo.

508

CHAPTER 7 Exponential and Logarithmic Functions

(a) What is the predicted number of eroded or leaky primary O-rings at a temperature of 100°F? (b) What is the predicted number of eroded or leaky primary O-rings at a temperature of 60°F? (c) What is the predicted number of eroded or leaky primary O-rings at a temperature of 30°F? (d) Graph the equation using a graphing utility. At what temperature is the predicted number of eroded or leaky O-rings 1? 3? 5? Source: Linda Tappin, “Analyzing Data Relating to the Challenger Disaster,” Mathematics Teacher, Vol. 87, No. 6, September 1994, pp. 423–426.

7.7 Building Exponential, Logarithmic, and Logistic Models from Data PREPARING FOR THIS SECTION Before getting started, review the following: • Building Linear Models from Data (Appendix A, Section A.9, pp. A79–A82)

OBJECTIVES

1 Build an Exponential Model from Data (p. 509) 2 Build a Logarithmic Model from Data (p. 510) 3 Build a Logistic Model from Data (p. 511)

In Appendix A, Section A.9, we discussed how to find the linear function of best fit 1y = ax + b2. In this section we discuss how to use a graphing utility to find equations of best fit that describe the relation between two variables when the relation is thought to be exponential 1y = abx2, logarithmic 1y = a + b ln x2, or logistic c ¢y = ≤ . As before, we draw a scatter diagram of the data to help to 1 + ae-bx determine the appropriate model to use. Figure 27 shows scatter diagrams that will typically be observed for the three models. Below each scatter diagram are any restrictions on the values of the parameters.

Figure 27 y

y

x

y

y

x

y

x

y  ab x, a  0, b  1

y  ab x, 0  b  1, a  0

y  a b In x, a  0, b  0

Exponential

Exponential

Logarithmic

x y  a b In x, a  0, b  0 y  Logarithmic

x c 1 aebx

, a  0, b  0, c  0 Logistic

SECTION 7.7 Building Exponential, Logarithmic, and Logistic Models from Data

509

Most graphing utilities have REGression options that fit data to a specific type of curve. Once the data have been entered and a scatter diagram obtained, the type of curve that you want to fit to the data is selected. Then that REGression option is used to obtain the curve of best fit of the type selected. The correlation coefficient r will appear only if the model can be written as a linear expression. As it turns out, r will appear for the linear, power, exponential, and logarithmic models, since these models can be written as a linear expression. Remember, the closer ƒ r ƒ is to 1, the better the fit.

1 Build an Exponential Model from Data We saw in Section 7.5 that the future value of money behaves exponentially, and we saw in Section 7.6 that growth and decay models also behave exponentially. The next example shows how data can lead to an exponential model.

EXAMPLE 1

Fitting an Exponential Function to Data Kathleen is interested in finding a function that explains the growth of cell phone usage in the United States. She gathers data on the number (in millions) of U.S. cell phone subscribers from 1985 through 2008. The data are shown in Table 9.

Table 9

Year, x

Number of Subscribers (in millions), y

1985 (x  1)

0.34

1986 (x  2)

0.68

1987 (x  3)

1.23

1988 (x  4)

2.07

1989 (x  5)

3.51

1990 (x  6)

5.28

1991 (x  7)

7.56

1992 (x  8)

11.03

1993 (x  9)

16.01

1994 (x  10)

24.13

1995 (x  11)

33.76

1996 (x  12)

44.04

1997 (x  13)

55.31

1998 (x  14)

69.21

1999 (x  15)

86.05

2000 (x  16)

109.48

2001 (x  17)

128.37

2002 (x  18)

140.77

2003 (x  19)

158.72

2004 (x  20)

182.14

2005 (x  21)

207.90

2006 (x  22)

233.00

2007 (x  23)

255.40

2008 (x  24)

270.33

Source: ©2010 CTIA–The Wireless Association®. All rights reserved.

(a) Using a graphing utility, draw a scatter diagram with year as the independent variable. (b) Using a graphing utility, build an exponential model from the data. (c) Express the function found in part (b) in the form A = A0ekt. (d) Graph the exponential function found in part (b) or (c) on the scatter diagram. (e) Using the solution to part (b) or (c), predict the number of U.S. cell phone subscribers in 2009. (f) Interpret the value of k found in part (c).

Solution (a) Enter the data into the graphing utility, letting 1 represent 1985, 2 represent 1986, and so on. We obtain the scatter diagram shown in Figure 28. (b) A graphing utility fits the data in Figure 28 to an exponential function of the form y = abx using the EXPonential REGression option. From Figure 29 we find that y = abx = 0.86498(1.31855)x. Notice that ƒ r ƒ is close to 1, indicating a good fit. Figure 28

Figure 29

275

0

25 0

(c) To express y = abx in the form A = A0ekt, where x = t and y = A, proceed as follows: abx = A0ekt x = t

510

CHAPTER 7 Exponential and Logarithmic Functions

When x = t = 0, we find that a = A0 . This leads to a = A0

bx = ekt t bx = 1ek2 b = ek x = t

Since y = abx = 0.86498(1.31855)x, we find that a = 0.86498 and b = 1.31855. a = A0 = 0.86498 and b = ek = 1.31855 We want to find k, so we rewrite ek = 1.31855 as a logarithm and obtain k = ln11.318552 L 0.2765 As a result, A = A0 ekt = 0.86498e0.2765t. Figure 30

(d) See Figure 30 for the graph of the exponential function of best fit. (e) Let t = 25 (end of 2009) in the function found in part (c). The predicted number (in millions) of cell phone subscribers in the United States in 2009 is

275

A0ekt = 0.86498e0.2765(25) L 869

25

0 0

This prediction (869 million) far exceeds what the U.S. population was in 2009 (currently the U.S. population is about 304 million). See the answer in part (f). (f) The value of k = 0.2765 represents the growth rate of the number of cell phone subscribers in the United States. Over the period 1985 through 2008, the number of cell phone subscribers grew at an annual rate of 27.65% compounded continuously. This growth rate is not sustainable as we learned in part (e). In Problem 10 you are asked to build a better model from these data. 

Now Work

PROBLEM

1

2 Build a Logarithmic Model from Data Many relations between variables do not follow an exponential model; instead, the independent variable is related to the dependent variable using a logarithmic model.

EXAMPLE 2 Table 10 Atmospheric Pressure, p

Height, h

760

0

740

0.184

725

0.328

700

0.565

650

1.079

630

1.291

600

1.634

580

1.862

550

2.235

Fitting a Logarithmic Function to Data Jodi, a meteorologist, is interested in finding a function that explains the relation between the height of a weather balloon (in kilometers) and the atmospheric pressure (measured in millimeters of mercury) on the balloon. She collects the data shown in Table 10. (a) Using a graphing utility, draw a scatter diagram of the data with atmospheric pressure as the independent variable. (b) It is known that the relation between atmospheric pressure and height follows a logarithmic model. Using a graphing utility, build a logarithmic model from the data. (c) Draw the logarithmic function found in part (b) on the scatter diagram. (d) Use the function found in part (b) to predict the height of the weather balloon if the atmospheric pressure is 560 millimeters of mercury.

SECTION 7.7 Building Exponential, Logarithmic, and Logistic Models from Data

Solution Figure 31 2.4

511

(a) After entering the data into the graphing utility, we obtain the scatter diagram shown in Figure 31. (b) A graphing utility fits the data in Figure 31 to a logarithmic function of the form y = a + b ln x by using the LOGarithm REGression option. See Figure 32. The logarithmic model from the data is h1p2 = 45.7863 - 6.9025 ln p

525

775

0.2

where h is the height of the weather balloon and p is the atmospheric pressure. Notice that ƒ r ƒ is close to 1, indicating a good fit. (c) Figure 33 shows the graph of h1p2 = 45.7863 - 6.9025 ln p on the scatter diagram. Figure 33 Figure 32

2.4

775

525 0.2

(d) Using the function found in part (b), Jodi predicts the height of the weather balloon when the atmospheric pressure is 560 to be h(560) = 45.7863 - 6.9025 ln 560 L 2.108 kilometers

Now Work

 PROBLEM

5

3 Build a Logistic Model from Data Logistic growth models can be used to model situations for which the value of the dependent variable is limited. Many real-world situations conform to this scenario. For example, the population of the human race is limited by the availability of natural resources such as food and shelter. When the value of the dependent variable is limited, a logistic growth model is often appropriate.

EXAMPLE 3

Fitting a Logistic Function to Data The data in Table 11 represent the amount of yeast biomass in a culture after t hours.

Table 11

Time (in hours)

Yeast Biomass

Time (in hours)

Yeast Biomass

0

9.6

10

513.3

1

18.3

11

559.7

2

29.0

12

594.8

3

47.2

13

629.4

4

71.1

14

640.8

5

119.1

15

651.1

6

174.6 257.3

16

655.9

7

17

659.6

8

350.7

18

661.8

9

441.0

Source: Tor Carlson (Über Geschwindigkeit und Grösse der Hefevermehrung in Würze, Biochemische Zeitschrift, Bd. 57, pp. 313–334, 1913)

(a) Using a graphing utility, draw a scatter diagram of the data with time as the independent variable. (b) Using a graphing utility, build a logistic model from the data.

512

CHAPTER 7 Exponential and Logarithmic Functions

(c) Using a graphing utility, graph the function found in part (b) on the scatter diagram. (d) What is the predicted carrying capacity of the culture? (e) Use the function found in part (b) to predict the population of the culture at t = 19 hours.

Solution

(a) See Figure 34 for a scatter diagram of the data. c by 1 + ae-bx using the LOGISTIC regression option. See Figure 35. The logistic model from the data is

(b) A graphing utility fits a logistic growth model of the form y =

Figure 34 700

y =

2

20

663.0 1 + 71.6e-0.5470x

where y is the amount of yeast biomass in the culture and x is the time. (c) See Figure 36 for the graph of the logistic model.

0

Figure 36 Figure 35

700

2

20 0

(d) Based on the logistic growth model found in part (b), the carrying capacity of the culture is 663. (e) Using the logistic growth model found in part (b), the predicted amount of yeast biomass at t = 19 hours is y =

663.0 L 661.5 1 + 71.6e-0.5470(19) 

Now Work

PROBLEM

7

7.7 Assess Your Understanding Applications and Extensions 1. Biology A strain of E-coli Beu 397-recA441 is placed into a nutrient broth at 30° Celsius and allowed to grow. The following data are collected. Theory states that the number of bacteria in the petri dish will initially grow according to the law of uninhibited growth. The population is measured using an optical device in which the amount of light that passes through the petri dish is measured.

Time (hours), x

Population, y

0

0.09

2.5

0.18

3.5

0.26

4.5

0.35

6

0.50

Source: Dr. Polly Lavery, Joliet Junior College

(a) Draw a scatter diagram treating time as the independent variable. (b) Using a graphing utility, build an exponential model from the data. (c) Express the function found in part (b) in the form N(t) = N0 ekt. (d) Graph the exponential function found in part (b) or (c) on the scatter diagram. (e) Use the exponential function from part (b) or (c) to predict the population at x = 7 hours. (f) Use the exponential function from part (b) or (c) to predict when the population will reach 0.75. 2. Biology A strain of E-coli SC18del-recA718 is placed into a nutrient broth at 30° Celsius and allowed to grow. The data on the following page are collected. Theory states that the number of bacteria in the petri dish will initially grow according to the law of uninhibited growth. The population

SECTION 7.7 Building Exponential, Logarithmic, and Logistic Models from Data

is measured using an optical device in which the amount of light that passes through the petri dish is measured. Year

Cigarette Exports (in billions of pieces)

1995

231.1

Time (hours), x

Population, y

1998

201.3

2.5

0.175

1999

151.4

3.5

0.38

2000

147.9

4.5

0.63

2001

133.9

4.75

0.76

2002

127.4

5.25

1.20

2003

121.5

2004

118.7

Source: Dr. Polly Lavery, Joliet Junior College

513

Source: Statistical Abstract of the United States, 2006

(a) Draw a scatter diagram treating time as the independent variable. (b) Using a graphing utility, build an exponential model from the data. (c) Express the function found in part (b) in the form N(t) = N0 ekt. (d) Graph the exponential function found in part (b) or (c) on the scatter diagram. (e) Use the exponential function from part (b) or (c) to predict the population at x = 6 hours. (f) Use the exponential function from part (b) or (c) to predict when the population will reach 2.1. 3. Chemistry A chemist has a 100-gram sample of a radioactive material. He records the amount of radioactive material every week for 7 weeks and obtains the following data:

(a) Let t  the number of years since 1995. Using a graphing utility, draw a scatter diagram of the data using t as the independent variable and number of cigarettes as the dependent variable. (b) Using a graphing utility, build an exponential model from the data. (c) Express the function found in part (b) in the form A(t) = A0ekt. (d) Graph the exponential function found in part (b) or (c) on the scatter diagram. (e) Use the exponential function from part (b) or (c) to predict the number of cigarettes that will be exported from the United States in 2010. (f) Use the exponential function from part (b) or (c) to predict when the number of cigarettes exported from the United States will decrease to 50 billion. 5. Economics and Marketing The following data represent the price and quantity demanded in 2009 for Dell personal computers.

Week

Weight (in Grams)

0

100.0

1

88.3

2

75.9

Price ($/Computer)

Quantity Demanded

3

69.4

2300

152

4

59.1

2000

159

5

51.8

1700

164

6

45.5

1500

171

1300

176

1200

180

1000

189

(a) Using a graphing utility, draw a scatter diagram with week as the independent variable. (b) Using a graphing utility, build an exponential model from the data. (c) Express the function found in part (b) in the form A(t) = A0 ekt. (d) Graph the exponential function found in part (b) or (c) on the scatter diagram. (e) From the result found in part (b), determine the halflife of the radioactive material. (f) How much radioactive material will be left after 50 weeks? (g) When will there be 20 grams of radioactive material?

(a) Using a graphing utility, draw a scatter diagram of the data with price as the dependent variable. (b) Using a graphing utility, build a logarithmic model from the data. (c) Using a graphing utility, draw the logarithmic function found in part (b) on the scatter diagram. (d) Use the function found in part (b) to predict the number of Dell personal computers that will be demanded if the price is $1650.

4. Cigarette Exports The following data represent the number of cigarettes (in billions) exported from the United States by year.

6. Economics and Marketing The following data represent the price and quantity supplied in 2009 for Dell personal computers.

514

CHAPTER 7 Exponential and Logarithmic Functions

Price ($/Computer)

Quantity Supplied

Year

Population (in Billions)

2300

180

2001

6.17

2000

173

2002

6.25

1700

160

2003

6.32

1500

150

2004

6.40

1300

137

2005

6.48

2006

6.55

2007

6.63

2008

6.71

2009

6.79

1200

130

1000

113

(a) Using a graphing utility, draw a scatter diagram of the data with price as the dependent variable. (b) Using a graphing utility, build a logarithmic model from the data. (c) Using a graphing utility, draw the logarithmic function found in part (b) on the scatter diagram. (d) Use the function found in part (b) to predict the number of Dell personal computers that will be supplied if the price is $1650. 7. Population Model The following data represent the population of the United States. An ecologist is interested in building a model that describes the population of the United States. Year

Population

1900

76,212,168

1910

92,228,496

1920

106,021,537

1930

123,202,624

1940

132,164,569

1950

151,325,798

1960

179,323,175

1970

203,302,031

1980

226,542,203

1990

248,709,873

2000

281,421,906

Source: U.S. Census Bureau

(a) Using a graphing utility, draw a scatter diagram of the data using years since 1900 as the independent variable and population as the dependent variable. (b) Using a graphing utility, build a logistic model from the data. (c) Using a graphing utility, draw the function found in part (b) on the scatter diagram. (d) Based on the function found in part (b), what is the carrying capacity of the United States? (e) Use the function found in part (b) to predict the population of the United States in 2004. (f) When will the United States population be 300,000,000? (g) Compare actual U.S. Census figures to the predictions found in parts (e) and (f). Discuss any differences. 8. Population Model The following data represent the world population. An ecologist is interested in building a model that describes the world population.

Source: U.S. Census Bureau

(a) Using a graphing utility, draw a scatter diagram of the data using years since 2000 as the independent variable and population as the dependent variable. (b) Using a graphing utility, build a logistic model from the data. (c) Using a graphing utility, draw the function found in part (b) on the scatter diagram. (d) Based on the function found in part (b), what is the carrying capacity of the world? (e) Use the function found in part (b) to predict the population of the world in 2015. (f) When will world population be 10 billion? 9. Cable Subscribers The following data represent the number of basic cable TV subscribers in the United States. A market researcher believes that external factors, such as satellite TV, have affected the growth of cable subscribers. She is interested in building a model that can be used to describe the number of cable TV subscribers in the United States.

Year

Subscribers (1,000)

1975 (t = 5)

9,800

1980 (t = 10)

17,500

1985 (t = 15)

35,440

1990 (t = 20)

50,520

1992 (t = 22)

54,300

1994 (t = 24)

58,373

1996 (t = 26)

62,300

1998 (t = 28)

64,650

2000 (t = 30)

66,250

2002 (t = 32)

66,472

2004 (t = 34)

65,727

2006 (t = 36)

65,319

Source: Statistical Abstract of the United States, 2009

(a) Using a graphing utility, draw a scatter diagram of the data using the number of years after 1970, t, as the independent variable and number of subscribers as the dependent variable. (b) Using a graphing utility, build a logistic model from the data.

SECTION 7.7 Building Exponential, Logarithmic, and Logistic Models from Data

(c) Using a graphing utility, draw the function found in part (b) on the scatter diagram. (d) Based on the model found in part (b), what is the maximum number of cable TV subscribers in the United States? (e) Use the model found in part (b) to predict the number of cable TV subscribers in the United States in 2015. 10. Cell Phone Users Refer to the data in Table 9. (a) Using a graphing utility, build a logistic model from the data.

515

(b) Graph the logistic function found in part (b) on a scatter diagram of the data. (c) What is the predicted carrying capacity of U.S. cell phone subscribers? (d) Use the model found in part (b) to predict the number of U.S. cell phone subscribers at the end of 2009. (e) Compare the answer to part (d) above with the answer to Example 1, part (e). How do you explain the different predictions?

Mixed Practice 11. Age versus Total Cholesterol The following data represent the age and average total cholesterol for adult males at various ages.

Age

Total Cholesterol

27

189

40

205

50

215

60

210

70

210

80

194

(a) Using a graphing utility, draw a scatter diagram of the data using age, x, as the independent variable and total cholesterol, y, as the dependent variable. (b) Based on the scatter diagram drawn in part (a), decide on a model (linear, quadratic, cubic, exponential, logarithmic, or logistic) that you think best describes the relation between age and total cholesterol. Be sure to justify your choice of model. (c) Using a graphing utility, find the model of best fit. (d) Using a graphing utility, draw the model of best fit on the scatter diagram drawn in part (a). (e) Use your model to predict the total cholesterol of a 35-year-old male. 12. Income versus Crime Rate The following data represent crime rate against individuals (crimes per 1000 households) and their income in the United States in 2006.

Income

Crime Rate

$5000

217.3

11,250

195.7

20,000

183.1

30,000

179.4

42,500

166.2

62,500

166.8

85,000

162.0

Source: Statistical Abstract of the United States, 2009

(a) Using a graphing utility, draw a scatter diagram of the data using income, x, as the independent variable and crime rate, y, as the dependent variable. (b) Based on the scatter diagram drawn in part (a), decide on a model (linear, quadratic, cubic, exponential, logarithmic, or logistic) that you think best describes the relation between income and crime rate. Be sure to justify your choice of model. (c) Using a graphing utility, find the model of best fit. (d) Using a graphing utility, draw the model of best fit on the scatter diagram drawn in part (a). (e) Use your model to predict the crime rate of a household whose income is $55,000. 13. Depreciation of a Chevrolet Impala The following data represent the asking price and age of a Chevrolet Impala SS.

Age

Asking Price

1

$27,417

1

26,750

2

22,995

2

23,195

3

17,999

4

16,995

4

16,490

Source: cars.com

(a) Using a graphing utility, draw a scatter diagram of the data using age, x, as the independent variable and asking price, y, as the dependent variable. (b) Based on the scatter diagram drawn in part (a), decide on a model (linear, quadratic, cubic, exponential, logarithmic, or logistic) that you think best describes the relation between age and asking price. Be sure to justify your choice of model. (c) Using a graphing utility, find the model of best fit. (d) Using a graphing utility, draw the model of best fit on the scatter diagram drawn in part (a). (e) Use your model to predict the asking price of a Chevrolet Impala SS that is 5 years old.

516

CHAPTER 7 Exponential and Logarithmic Functions

CHAPTER REVIEW Things to Know Properties of the exponential function (pp. 444, 448, 450)

f1x2 = Cax,

Domain: the interval 1 - q , q2

a 7 1, C 7 0

Range: the interval 10, q 2

x-intercepts: none; y-intercept: C

Horizontal asymptote: x-axis 1y = 02 as x : - q Increasing; one-to-one; smooth; continuous See Figure 4 for a typical graph. f1x2 = Ca , x

0 6 a 6 1, C 7 0

Domain: the interval 1 - q , q 2 Range: the interval 10, q 2

x-intercepts: none; y-intercept: C

Horizontal asymptote: x-axis 1y = 02 as x : q Decreasing; one-to-one; smooth; continuous See Figure 8 for a typical graph. Number e (p. 451) Property of exponents (p. 452) Properties of the logarithmic function (pp. 459–462)

1 n 1 n b as n : q ; that is, lim a1 + b = e. q n: n n If au = av, where a 7 0 and a Z 1, then u = v. Value approached by the expression a1 +

Domain: the interval 10, q 2

f1x2 = loga x, a 7 1

1y = loga x means x = a 2

Range: the interval 1 - q , q 2

y

x-intercept: 1; y-intercept: none Vertical asymptote: x = 0 (y-axis) Increasing; one-to-one; smooth; continuous See Figure 22(a) for a typical graph. Domain: the interval 10, q 2

f1x2 = loga x, 0 6 a 6 1 1y = loga x means x = a 2

Range: the interval 1 - q , q 2

y

x-intercept: 1; y-intercept: none Vertical asymptote: x = 0 (y-axis) Decreasing; one-to-one; smooth; continuous See Figure 22(b) for a typical graph. Natural logarithm (p. 463)

y = ln x means x = e .

Properties of logarithms (pp. 473–474, 476)

loga 1 = 0

y

loga a = 1

aloga M = M

loga1MN2 = loga M + loga N

loga a

loga Mr = r loga M If M = N, then loga M = loga N.

loga ar = r

M b = loga M - loga N N

ax = ex ln a

If loga M = loga N, then M = N.

Formulas logb M logb a

Change-of-Base Formula (p. 477)

loga M =

Compound Interest Formula (p. 489)

A = P # a1 +

Continuous compounding (p. 491)

A = Pert

Effective rate of interest (p. 492)

r nt b n

Compounding n times per year: re = a 1 + Continuous compounding: re = er - 1

Present Value Formulas (p. 493)

P = A # a1 +

r -nt b n

or P = Ae-rt

r n b - 1 n

Chapter Review

Growth and decay (pp. 498, 500)

A(t) = A0 ekt

Newton’s Law of Cooling (p. 501)

u(t) = T + (u0 - T)ekt

Logistic model (p. 503)

P(t) =

517

k 6 0

c 1 + ae-bt

Objectives Section 7.1

You should be able to . . . 1 2 3 4

7.2

1 2 3 4 5

7.3

1 2 3 4

7.4

1 2 3

7.5

1 2 3 4

7.6

1 2 3 4

7.7

1 2 3

Example(s)

Review Exercises

Evaluate exponential functions (p. 443) Graph exponential functions (p. 447) Define the number e (p. 450) Solve exponential equations (p. 452)

1 3–6 pg. 451 7, 8

1(a), (c), 2(a), (c), 65(a) 33–38 37, 38 41–44, 49, 50, 52–54

Change exponential statements to logarithmic statements and logarithmic statements to exponential statements (p. 460) Evaluate logarithmic expressions (p. 460)

2, 3 4

Determine the domain of a logarithmic function (p. 461) Graph logarithmic functions (p. 462) Solve logarithmic equations (p. 466)

5 6, 7 8, 9

3–6 1(b), (d), 2(b), (d), 11, 12, 61(b), 62(b), 63, 64, 66(a), 67 7–10, 39(a), 40(a) 39, 40, 61(a), 62(a) 45, 46, 51, 61(c), 62(c), 66(b)

Work with the properties of logarithms (p. 472) Write a logarithmic expression as a sum or difference of logarithms (p. 474) Write a logarithmic expression as a single logarithm (p. 475) Evaluate logarithms whose base is neither 10 nor e (p. 477)

1, 2

13–16

3–5 6 7, 8

17–22 23–28 29, 30

Solve logarithmic equations (p. 481) Solve exponential equations (p. 483) Solve logarithmic and exponential equations using a graphing utility (p. 484)

1–3 4–6

45, 46, 55, 56 41–44, 47–50, 52–54, 57–60

7

47–60

Determine the future value of a lump sum of money (p. 488) Calculate effective rates of return (p. 491) Determine the present value of a lump sum of money (p. 492) Determine the rate of interest or time required to double a lump sum of money (p. 493)

1–3 4 5

68, 70, 75 68 69

6, 7

68

Find equations of populations that obey the law of uninhibited growth (p. 498) Find equations of populations that obey the law of decay (p. 500) Use Newton’s Law of Cooling (p. 501) Use logistic models (p. 503) Build an exponential model from data (p. 509) Build a logarithmic model from data (p. 510) Build a logistic model from data (p. 511)

1, 2

73

3 4 5, 6

71, 74 72 76

1 2 3

77 78 79

Review Exercises In Problems 1 and 2, f(x) = 3x and g(x) = log3 x. 1. Evaluate: (a) f142

(b) g192

(c) f1 - 22

(d) g a

1 b 27

2. Evaluate: (a) f112

(b) g1812

(c) f1 - 42

(d) g a

1 b 243

In Problems 3 and 4, convert each exponential statement to an equivalent statement involving a logarithm. In Problems 5 and 6, convert each logarithmic statement to an equivalent statement involving an exponent. 3. 52 = z

4. a5 = m

5. log5 u = 13

6. loga 4 = 3

518

CHAPTER 7 Exponential and Logarithmic Functions

In Problems 7–10, find the domain of each logarithmic function. 8. F1x2 = log512x + 12

7. f1x2 = log13x - 22

9. H1x2 = log21x2 - 3x + 22

In Problems 11–16, evaluate each expression. Do not use a calculator. 1 2 14. eln 0.1 11. log2 a b 12. log3 81 13. ln e2 8

10. F1x2 = ln1x2 - 92

16. log2 22

3

15. 2log2 0.4

In Problems 17–22, write each expression as the sum and/or difference of logarithms. Express powers as factors. 17. log3 ¢

uv2 ≤, w

20. log5 ¢

x2 + 2x + 1 ≤, x2

u 7 0, v 7 0, w 7 0 x 7 0

18. log2 A a2 2b B , 4

21. ln ¢

x4 3 x2 + 1 x - 3

In Problems 23–28, write each expression as a single logarithm. 1 23. 3 log4 x2 + log4 1x 2 25. ln a

x x - 1 b - ln1x2 - 12 b + lna x x + 1

27. 2 log 2 + 3 log x -

a 7 0, b 7 0

19. log A x24 x3 + 1 B ,

≤, x 7 3

22. ln ¢

x 7 0 2

2x + 3 ≤ , x - 3x + 2 2

x 7 2

1 1 24. - 2 log3 a b + log3 1x x 3 26. log1x2 - 92 - log1x2 + 7x + 122

1 3log1x + 32 + log1x - 224 2

28.

1 1 1 ln1x2 + 12 - 4 ln - 3ln1x - 42 + ln x4 2 2 2

In Problems 29 and 30, use the Change-of-Base Formula and a calculator to evaluate each logarithm. Round your answer to three decimal places. 29. log4 19

30. log2 21

In Problems 31 and 32, graph each function using a graphing utility and the Change-of-Base Formula. 32. y = log7 x

31. y = log3 x

In Problems 33–40, use the given function f to: (a) Find the domain of f. (b) Graph f. (c) From the graph, determine the range and any asymptotes of f. (d) Find f-1, the inverse of f. (e) Find the domain and the range of f-1 . (f) Graph f-1. 33. f1x2 = 2x - 3

34. f1x2 = - 2x + 3

35. f1x2 =

1 -x 13 2 2

36. f1x2 = 1 + 3 - x

37. f1x2 = 1 - e-x

38. f1x2 = 3ex - 2

39. f1x2 =

1 ln1x + 32 2

40. f1x2 = 3 + ln12x2

In Problems 41–60, solve each equation. Express irrational solutions in exact form and as a decimal rounded to 3 decimal places. 1 2 2 41. 41 - 2x = 2 42. 86 + 3x = 4 43. 3x + x = 23 44. 4x - x = 2 45. logx 64 = - 3

46. log22 x = - 6

49. 92x = 273x - 4

50. 252x = 5x

2

- 12

47. 5x = 3x + 2

48. 5x + 2 = 7x - 2

51. log3 2x - 2 = 2

52. 2x + 1 # 8-x = 4

53. 8 = 4x # 25x

54. 2x # 5 = 10x

55. log6(x + 3) + log6(x + 4) = 1

56. log(7x - 12) = 2 log x

57. e1 - x = 5

58. e1 - 2x = 4

2

59. 9x + 4 # 3x - 3 = 0

60. 4x - 14 # 4-x = 5

61. Suppose that f1x2 = log21x - 22 + 1. (a) Graph f. (b) What is f 162? What point is on the graph of f ? (c) Solve f1x2 = 4. What point is on the graph of f ? (d) Based on the graph drawn in part (a), solve f1x2 7 0. (e) Find f-11x2. Graph f-1 on the same Cartesian plane as f.

62. Suppose that f1x2 = log31x + 12 - 4. (a) Graph f. (b) What is f 182? What point is on the graph of f ? (c) Solve f1x2 = - 3. What point is on the graph of f ? (d) Based on the graph drawn in part (a), solve f1x2 6 0. (e) Find f-11x2. Graph f-1 on the same Cartesian plane as f.

Chapter Review

519

In Problems 63 and 64, use the following result: If x is the atmospheric pressure (measured in millimeters of mercury), then the formula for the altitude h1x2 (measured in meters above sea level) is h1x2 = 130T + 80002 log ¢

P0 ≤ x

where T is the temperature (in degrees Celsius) and P0 is the atmospheric pressure at sea level, which is approximately 760 millimeters of mercury. 63. Finding the Altitude of an Airplane At what height is a Piper Cub whose instruments record an outside temperature of 0°C and a barometric pressure of 300 millimeters of mercury?

64. Finding the Height of a Mountain How high is a mountain if instruments placed on its peak record a temperature of 5°C and a barometric pressure of 500 millimeters of mercury?

65. Amplifying Sound An amplifier’s power output P (in watts) is related to its decibel voltage gain d by the formula

compounded semiannually. How much should they pay so that the bond will be worth $85,000 at maturity?

P = 25e0.1d

70. Funding an IRA First Colonial Bankshares Corporation advertised the following IRA investment plans.

Target IRA Plans For each $5000 Maturity Value Desired Deposit:

(a) Find the power output for a decibel voltage gain of 4 decibels. (b) For a power output of 50 watts, what is the decibel voltage gain? 66. Limiting Magnitude of a Telescope A telescope is limited in its usefulness by the brightness of the star that it is aimed at and by the diameter of its lens. One measure of a star’s brightness is its magnitude; the dimmer the star, the larger its magnitude. A formula for the limiting magnitude L of a telescope, that is, the magnitude of the dimmest star that it can be used to view, is given by L = 9 + 5.1 log d where d is the diameter (in inches) of the lens. (a) What is the limiting magnitude of a 3.5-inch telescope? (b) What diameter is required to view a star of magnitude 14? 67. Salvage Value The number of years n for a piece of machinery to depreciate to a known salvage value can be found using the formula n =

log s - log i log(1 - d)

where s is the salvage value of the machinery, i is its initial value, and d is the annual rate of depreciation. (a) How many years will it take for a piece of machinery to decline in value from $90,000 to $10,000 if the annual rate of depreciation is 0.20 (20%)? (b) How many years will it take for a piece of machinery to lose half of its value if the annual rate of depreciation is 15%? 68. Funding a College Education A child’s grandparents purchase a $10,000 bond fund that matures in 18 years to be used for her college education. The bond fund pays 4% interest compounded semiannually. How much will the bond fund be worth at maturity? What is the effective rate of interest? How long will it take the bond to double in value under these terms? 69. Funding a College Education A child’s grandparents wish to purchase a bond that matures in 18 years to be used for her college education. The bond pays 4% interest

At a Term of:

$620.17

20 Years

$1045.02

15 Years

$1760.92

10 Years

$2967.26

5 Years

(a) Assuming continuous compounding, what annual rate of interest did they offer? (b) First Colonial Bankshares claims that $4000 invested today will have a value of over $32,000 in 20 years. Use the answer found in part (a) to find the actual value of $4000 in 20 years. Assume continuous compounding. 71. Estimating the Date That a Prehistoric Man Died The bones of a prehistoric man found in the desert of New Mexico contain approximately 5% of the original amount of carbon 14. If the half-life of carbon 14 is 5600 years, approximately how long ago did the man die? 72. Temperature of a Skillet A skillet is removed from an oven whose temperature is 450°F and placed in a room whose temperature is 70°F. After 5 minutes, the temperature of the skillet is 400°F. How long will it be until its temperature is 150°F? 73. World Population The annual growth rate of the world’s population in 2005 was k = 1.15% = 0.0115. The population of the world in 2005 was 6,451,058,790. Letting t = 0 represent 2005, use the uninhibited growth model to predict the world’s population in the year 2015. Source: U.S. Census Bureau 74. Radioactive Decay The half-life of radioactive cobalt is 5.27 years. If 100 grams of radioactive cobalt is present now, how much will be present in 20 years? In 40 years? 75. Federal Deficit In fiscal year 2005, the federal deficit was $319 billion. At that time, 10-year treasury notes were paying 4.25% interest per annum. If the federal government financed this deficit through 10-year notes, how much would it have to pay back in 2015? Source: U.S. Treasury Department

520

CHAPTER 7 Exponential and Logarithmic Functions

76. Logistic Growth The logistic growth model 0.8 P1t2 = 1 + 1.67e-0.16t represents the proportion of new cars with a global positioning system (GPS). Let t = 0 represent 2006, t = 1 represent 2007, and so on. (a) What proportion of new cars in 2006 had a GPS? (b) Determine the maximum proportion of new cars that have a GPS. (c) Using a graphing utility, graph P = P1t2. (d) When will 75% of new cars have a GPS?

(d) Use the function found in part (b) to predict the wind chill factor if the air temperature is 15°F and the wind speed is 23 mph.

Wind Speed (mph)

77. CBL Experiment The following data were collected by placing a temperature probe in a portable heater, removing the probe, and then recording temperature over time.

Time (sec.)

Temperature (°F)

0

165.07

1

164.77

2

163.99

3

163.22

4

162.82

5

161.96

6

161.20

7

160.45

8

159.35

Wind Chill Factor (°F)

5

7

10

3

15

0

20

⫺2

25

⫺4

30

⫺5

35 ⫺7 Source: U.S. National Weather Service

79. Spreading of a Disease Jack and Diane live in a small town of 50 people. Unfortunately, both Jack and Diane have a cold. Those who come in contact with someone who has this cold will themselves catch the cold. The following data represent the number of people in the small town who have caught the cold after t days.

9

158.61

10

157.89

Days, t

Number of People with Cold, C

11

156.83

12

156.11

13

155.08

14

154.40

15

153.72

0 1 2 3 4 5 6 7 8

2 4 8 14 22 30 37 42 44

According to Newton’s Law of Cooling, these data should follow an exponential model. (a) Using a graphing utility, draw a scatter diagram for the data. (b) Using a graphing utility, build an exponential model from the data. (c) Graph the exponential function found in part (b) on the scatter diagram. (d) Predict how long it will take for the probe to reach a temperature of 110°F. 78. Wind Chill Factor The following data represent the wind speed (mph) and wind chill factor at an air temperature of 15°F. (a) Using a graphing utility, draw a scatter diagram with wind speed as the independent variable. (b) Using a graphing utility, build a logarithmic model from the data. (c) Using a graphing utility, draw the logarithmic function found in part (b) on the scatter diagram.

(a) Using a graphing utility, draw a scatter diagram of the data. Comment on the type of relation that appears to exist between the days and number of people with a cold. (b) Using a graphing utility, build a logistic model from the data. (c) Graph the function found in part (b) on the scatter diagram. (d) According to the function found in part (b), what is the maximum number of people who will catch the cold? In reality, what is the maximum number of people who could catch the cold? (e) Sometime between the second and third day, 10 people in the town had a cold. According to the model found in part (b), when did 10 people have a cold? (f) How long will it take for 46 people to catch the cold?

The Chapter Test Prep Videos are step-by-step test solutions available in the Video Resources DVD, in , or on this text’s Channel. Flip back to the Student Resources page to see the exact web address for this text’s YouTube channel.

CHAPTER TEST In Problems 1–3, solve each equation. 1. 3 = 243

2. logb 16 = 2

x

3. log5 x = 4

In Problems 4–7, use a calculator to evaluate each expression. Round your answer to three decimal places. 4. e3 + 2

5. log 20

6. log3 21

7. ln 133

In Problems 8 and 9, use the given function f to: (a) Find the domain of f. (b) Graph f. (c) From the graph, determine the range and any asymptotes of f. (d) Find f - 1, the inverse of f. (e) Find the domain and the range of f - 1. (f) Graph f - 1. 9. f1x2 = 1 - log51x - 22

8. f1x2 = 4x + 1 - 2

In Problems 10–15, solve each equation. 10. 5x + 2 = 125

11. log(x + 9) = 2

12. 8 - 2e-x = 4

13. log(x2 + 3) = log(x + 6)

x+3

14. 7

= e

15. log2(x - 4) + log2(x + 4) = 3

x 3

4x ≤ as the sum and/or difference of x2 - 3x - 18 logarithms. Express powers as factors.

16. Write log2 ¢

17. A 50-mg sample of a radioactive substance decays to 34 mg after 30 days. How long will it take for there to be 2 mg remaining? 18. (a) If $1000 is invested at 5% compounded monthly, how much is there after 8 months? (b) If you want to have $1000 in 9 months, how much do you need to place in a savings account now that pays 5% compounded quarterly? (c) How long does it take to double your money if you can invest it at 6% compounded annually? 19. The decibel level, D, of sound is given by the equation D = 10 log ¢

I ≤ , where I is the intensity of the sound and I0

I0 = 10-12 watt per square meter. (a) If the shout of a single person measures 80 decibels, how loud will the sound be if two people shout at the same time? That is, how loud would the sound be if the intensity doubled? (b) The pain threshold for sound is 125 decibels. If the Athens Olympic Stadium 2004 (Olympiako Stadio Athinas ‘Spyros Louis’) can seat 74,400 people, how many people in the crowd need to shout at the same time for the resulting sound level to meet or exceed the pain threshold? (Ignore any possible sound dampening.)

CUMULATIVE REVIEW 1. Is the following graph the graph of a function? If it is, is the function one-to-one? y

10. Suppose that f1x2 = log31x + 22. Solve: (a) f1x2 = 0 (b) f1x2 7 0 (c) f1x2 = 3 4 x

–4

2. For the function f1x2 = 2x2 - 3x + 1, find the following: (a) f132

(b) f1 - x2

(c) f1x + h2

3. Determine which of the following points are on the graph of x2 + y2 = 1. 1 1 (a) a , b 2 2

8. Solve the equation 4x - 3 = 82x.

9. Solve the equation: log31x + 12 + log312x - 32 = log9 9

4

–4

(c) On the same graph as g, graph g-1.

1 23 b (b) a , 2 2

11. Data Analysis The following data represent the percent of all drivers by age that have been stopped by the police for any reason within the past year. The median age represents the midpoint of the upper and lower limit for the age range. (a) Using your graphing utility, draw a scatter diagram of the data treating median age, x, as the independent variable. (b) Determine a model that you feel best describes the relation between median age and percentage stopped. You may choose from among linear, quadratic, cubic, exponential, logarithmic, or logistic models. (c) Provide a justification for the model that you selected in part (b). Age Range

Median Age, x

Percentage Stopped, y

5. Graph the line 2x - 4y = 16.

16–19

17.5

18.2

6. Graph f1x2 = 31x + 123 - 2 using transformations.

20–29

24.5

16.8

7. For the function g1x2 = 3x + 2: (a) Graph g using transformations. State the domain, range, and horizontal asymptote of g. (b) Determine the inverse of g. State the domain, range, and vertical asymptote of g-1.

30–39

34.5

11.3

40–49

44.5

9.4

50–59

54.5

7.7

Ú 60

69.5

3.8

4. Solve the equation 31x - 22 = 41x + 52.

521

522

CHAPTER 7 Exponential and Logarithmic Functions

CHAPTER PROJECTS Figure 37

I.

Internet-based Project Depreciation of Cars Kelley Blue Book is an official guide that provides the current retail price of cars.You can access the Kelley Blue Book at your library or online at www.kbb.com. 1. Identify three cars that you are considering purchasing and find the Kelley Blue Book value of the cars for 0 (brand new), 1, 2, 3, 4, and 5 years of age. Online, the value of the car can be found by selecting Used Cars, then Used Car Values. Enter the year, make, and model of the car you are selecting. To be consistent, we will assume the cars will be driven 12,000 miles per year, so a 1-year-old car will have 12,000 miles, a 2-year-old car will have 24,000 miles, and so on. Choose the same options for each year, and finally determine the suggested retail price for cars that are in Excellent, Good, and Fair shape. So, you should have a total of 16 observations (one for a brand new car, 3 for a 1-year-old car, 3 for a 2-year-old car, and so on). 2. Draw a scatter diagram of the data with age as the independent variable and value as the dependent variable using Excel, a TI-graphing calculator, or some other spreadsheet. 3. Determine the exponential function of best fit. Graph the exponential function of best fit on the scatter diagram. To do this in Excel, click on any data point in the scatter

diagram. Now click the Layout menu, select Trendline within the Analysis region, select More Trendline Options. Select the Exponential radio button and select Display Equation on Chart. See Figure 37. Move the Trendline Options window off to the side and you will see the exponential function of best fit displayed on the scatter diagram. Do you think the function accurately describes the relation between age of the car and suggested retail price? 4. The exponential function of best fit is of the form y = Cerx where y is the suggested retail value of the car and x is the age of the car (in years). What does the value of C represent? What does the value of r represent? What is the depreciation rate for each car that you are considering? 5. Write a report detailing which car you would purchase based on the depreciation rate you found for each car.

The following projects are available on the Instructor’s Resource Center (IRC): II. Hot Coffee A fast-food restaurant wants a special container to hold coffee. The restaurant wishes the container to quickly cool the coffee from 200° to 130°F and keep the liquid between 110° and 130°F as long as possible. The restaurant has three containers to select from. Which one should be purchased? III. Project at Motorola Thermal Fatigue of Solder Connections Product reliability is a major concern of a manufacturer. Here a logarithmic transformation is used to simplify the analysis of a cell phone’s ability to withstand temperature change. Citation: Excel © 2010 Microsoft Corporation. Used with permission from Microsoft.

Appendix A

Review Outline A.1 Algebra Essentials A.2 Geometry Essentials A.3 Factoring Polynomials; Completing the Square

A.4 Solving Equations A.5 Complex Numbers; Quadratic Equations in the Complex Number System

A.6 A.7 A.8 A.9

Interval Notation; Solving Inequalities nth Roots; Rational Exponents Lines Building Linear Models from Data

A.1 Algebra Essentials PREPARING FOR THIS SECTION Before getting started, read “To the Student” on page ii at the beginning of this book. OBJECTIVES 1 Work with Sets (p. A1) 2 Graph Inequalities (p. A4) 3 Find Distance on the Real Number Line (p. A5) 4 5 6 7

Evaluate Algebraic Expressions (p. A6) Determine the Domain of a Variable (p. A7) Use the Laws of Exponents (p. A7) Evaluate Square Roots (p. A9)

8 Use a Calculator to Evaluate Exponents (p. A10)

1 Work with Sets A set is a well-defined collection of distinct objects. The objects of a set are called its elements. By well-defined, we mean that there is a rule that enables us to determine whether a given object is an element of the set. If a set has no elements, it is called the empty set, or null set, and is denoted by the symbol . For example, the set of digits consists of the collection of numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. If we use the symbol D to denote the set of digits, then we can write D = 50, 1, 2, 3, 4, 5, 6, 7, 8, 96 In this notation, the braces 5 6 are used to enclose the objects, or elements, in the set. This method of denoting a set is called the roster method. A second way to denote a set is to use set-builder notation, where the set D of digits is written as D ⫽

{

x

兩

x is a digit}

Read as "D is the set of all x such that x is a digit."

A1

A2

APPENDIX A

Review

EXAMPLE 1

Using Set-builder Notation and the Roster Method (a) E = 5x ƒ x is an even digit6 = 50, 2, 4, 6, 86 (b) O = 5x ƒ x is an odd digit6 = 51, 3, 5, 7, 96



Because the elements of a set are distinct, we never repeat elements. For example, we would never write 51, 2, 3, 26; the correct listing is 51, 2, 36. Because a set is a collection, the order in which the elements are listed is immaterial. 51, 2, 36, 51, 3, 26, 52, 1, 36, and so on, all represent the same set. If every element of a set A is also an element of a set B, then we say that A is a subset of B and write A 8 B. If two sets A and B have the same elements, then we say that A equals B and write A = B. For example, 51, 2, 36 8 51, 2, 3, 4, 56 and 51, 2, 36 = 52, 3, 16.

DEFINITION

EXAMPLE 2

If A and B are sets, the intersection of A with B, denoted A ¨ B, is the set consisting of elements that belong to both A and B. The union of A with B, denoted A ´ B, is the set consisting of elements that belong to either A or B, or both.

Finding the Intersection and Union of Sets

Let A = 51, 3, 5, 86, B = 53, 5, 76, and C = 52, 4, 6, 86. Find: (a) A ¨ B

Solution

(c) B ¨ 1A ´ C2

(b) A ´ B

(a) A ¨ B = 51, 3, 5, 86 ¨ 53, 5, 76 = 53, 56 (b) A ´ B = 51, 3, 5, 86 ´ 53, 5, 76 = 51, 3, 5, 7, 86 (c) B ¨ 1A ´ C2 = 53, 5, 76 ¨ 151, 3, 5, 86 ´ 52, 4, 6, 862 = 53, 5, 76 ¨ 51, 2, 3, 4, 5, 6, 86 = 53, 56

Now Work

PROBLEM



13

Usually, in working with sets, we designate a universal set U, the set consisting of all the elements that we wish to consider. Once a universal set has been designated, we can consider elements of the universal set not found in a given set.

DEFINITION

EXAMPLE 3

If A is a set, the complement of A, denoted A, is the set consisting of all the elements in the universal set that are not in A.*

Finding the Complement of a Set

If the universal set is U = 51, 2, 3, 4, 5, 6, 7, 8, 96 and if A = 51, 3, 5, 7, 96, then A = 52, 4, 6, 86. 

Figure 1 Universal set B

It follows from the definition of complement that A ´ A = U and A ¨ A = . Do you see why?

Now Work

PROBLEM

17

A C

It is often helpful to draw pictures of sets. Such pictures, called Venn diagrams, represent sets as circles enclosed in a rectangle, which represents the universal set. Such diagrams often help us to visualize various relationships among sets. See Figure 1. * Some books use the notation A¿ or Ac for the complement of A.

SECTION A.1

Algebra Essentials

A3

If we know that A 8 B, we might use the Venn diagram in Figure 2(a). If we know that A and B have no elements in common, that is, if A ¨ B = , we might use the Venn diagram in Figure 2(b). The sets A and B in Figure 2(b) are said to be disjoint. Figure 2

Universal set

Universal set

B A

A

(a) A  B subset

B

(b) A  B ⫽  disjoint sets

Figures 3(a), 3(b), and 3(c) use Venn diagrams to illustrate the definitions of intersection, union, and complement, respectively. Figure 3

Universal set

A

Universal set

Universal set

B

A

(a) A B intersection

A

B

A

(c) A complement

(b) A B union

Real Numbers Real numbers are represented by symbols such as 25,

Figure 4

p =

C d

C d

0,

-3,

1 , 2

5 - , 0.125, 4

22 ,

p,

2 3 -2 ,

0.666 Á

The set of counting numbers, or natural numbers, contains the numbers in the set 51, 2, 3, 4, Á 6. (The three dots, called an ellipsis, indicate that the pattern continues indefinitely.) The set of integers contains the numbers in the set 5 Á , -3, -2, -1, 0, 1, 2, 3, Á 6. A rational number is a number that can be a expressed as a quotient of two integers, where the integer b cannot be 0. Examples b 2 a 3 5 0 of rational numbers are , , , and - . Since = a for any integer a, every 4 2 4 3 1 integer is also a rational number. Real numbers that are not rational are called irrational. Examples of irrational numbers are 22 and p (the Greek letter pi), which equals the constant ratio of the circumference to the diameter of a circle. See Figure 4. Real numbers can be represented as decimals. Rational real numbers have decimal representations that either terminate or are nonterminating with repeating 3 2 blocks of digits. For example, = 0.75, which terminates; and = 0.666 Á , in 4 3 which the digit 6 repeats indefinitely. Irrational real numbers have decimal representations that neither repeat nor terminate. For example, 22 = 1.414213 Á and p = 3.14159. Á In practice, the decimal representation of an irrational number is given as an approximation. We use the symbol L (read as “approximately equal to”) to write 22 L 1.4142 and p L 3.1416.

A4

APPENDIX A

Review

Two properties of real numbers that we shall use often are given next. Suppose that a, b, and c are real numbers. Distributive Property a # 1b + c2 = ab + ac

Zero-Product Property

In Words If a product equals 0, then one or both of the factors is 0.

If ab = 0, then either a = 0 or b = 0 or both equal 0. The Distributive Property can be used to remove parentheses:

2(x + 3) = 2x + 2 # 3 = 2x + 6 The Zero-Product Property will be used to solve equations (Section A.4). For example, if 2x = 0, then 2 = 0 or x = 0. Since 2 Z 0, it follows that x = 0.

The Real Number Line Figure 5 Real number line 2 units Scale 1 unit O ⫺3

⫺2

⫺1 ⫺1–2 0 1–2 1 2 2

3␲

DEFINITION

The real numbers can be represented by points on a line called the real number line. There is a one-to-one correspondence between real numbers and points on a line. That is, every real number corresponds to a point on the line, and each point on the line has a unique real number associated with it. Pick a point on the line somewhere in the center, and label it O. This point, called the origin, corresponds to the real number 0. See Figure 5. The point 1 unit to the right of O corresponds to the number 1. The distance between 0 and 1 determines the scale of the number line. For example, the point associated with the number 2 is twice as far from O as 1. Notice that an arrowhead on the right end of the line indicates the direction in which the numbers increase. Points to the left of the origin correspond to the real numbers -1, -2, and so on. Figure 5 also shows 1 1 the points associated with the rational numbers - and and with the irrational 2 2 numbers 12 and p. The real number associated with a point P is called the coordinate of P, and the line whose points have been assigned coordinates is called the real number line. The real number line consists of three classes of real numbers, as shown in Figure 6.

Figure 6 O ⫺3

⫺2 ⫺ 3–2 ⫺1⫺ 1–2 Negative real numbers

0 1–2 1 3–2 2

Zero

Positive real numbers

(a) a ⬍ b

b

a b (b) a ⫽ b

b

1. The negative real numbers are the coordinates of points to the left of the origin O. 2. The real number zero is the coordinate of the origin O. 3. The positive real numbers are the coordinates of points to the right of the origin O.

Now Work

Figure 7 a

3

(c) a ⬎ b

a

PROBLEM

21

2 Graph Inequalities An important property of the real number line follows from the fact that, given two numbers (points) a and b, either a is to the left of b, or a is at the same location as b, or a is to the right of b. See Figure 7. If a is to the left of b, we say that “a is less than b” and write a 6 b. If a is to the right of b, we say that “a is greater than b” and write a 7 b. If a is at the same location as b, then a = b. If a is either less than or equal to b, we write a … b. Similarly, a Ú b means that a is either greater than or equal to b. Collectively, the symbols 6, 7, …, and Ú are called inequality symbols.

SECTION A.1

Algebra Essentials

A5

Note that a 6 b and b 7 a mean the same thing. It does not matter whether we write 2 6 3 or 3 7 2. Furthermore, if a 6 b or if b 7 a, then the difference b - a is positive. Do you see why? An inequality is a statement in which two expressions are related by an inequality symbol. The expressions are referred to as the sides of the inequality. Statements of the form a 6 b or b 7 a are called strict inequalities, whereas statements of the form a … b or b Ú a are called nonstrict inequalities. Based on the discussion so far, we conclude that a 7 0 is equivalent to a is positive a 6 0 is equivalent to a is negative We sometimes read a 7 0 by saying that “a is positive.” If a Ú 0, then either a 7 0 or a = 0, and we may read this as “a is nonnegative.”

Now Work

25

PROBLEMS

AND

35

Graphing Inequalities

EXAMPLE 4

(a) On the real number line, graph all numbers x for which x 7 4. (b) On the real number line, graph all numbers x for which x … 5.

Solution Figure 8 –2 –1

0

1

2

3

4

5

6

7

0

1

2

3

4

5

6

7

(a) See Figure 8. Notice that we use a left parenthesis to indicate that the number 4 is not part of the graph. (b) See Figure 9. Notice that we use a right bracket to indicate that the number 5 is part of the graph. 

Figure 9 ⫺2 ⫺1

Now Work

PROBLEM

41

3 Find Distance on the Real Number Line The absolute value of a number a is the distance from 0 to a on the number line. For example, -4 is 4 units from 0, and 3 is 3 units from 0. See Figure 10. Thus, the absolute value of -4 is 4, and the absolute value of 3 is 3. A more formal definition of absolute value is given next.

Figure 10 4 units

3 units

⫺5 ⫺4 ⫺3 ⫺2 ⫺1

0

1

2

3

4

DEFINITION

The absolute value of a real number a, denoted by the symbol ƒ a ƒ , is defined by the rules

ƒ a ƒ = a if a Ú 0

and

ƒ a ƒ = -a if a 6 0

For example, since -4 6 0, the second rule must be used to get ƒ -4 ƒ = -1-42 = 4.

EXAMPLE 5

Computing Absolute Value (a) ƒ 8 ƒ = 8

(b) ƒ 0 ƒ = 0

(c) ƒ -15 ƒ = -1-152 = 15 

Look again at Figure 10. The distance from -4 to 3 is 7 units. This distance is the difference 3 - 1-42, obtained by subtracting the smaller coordinate from the

A6

APPENDIX A

Review

larger. However, since ƒ 3 - 1-42 ƒ = ƒ 7 ƒ = 7 and ƒ -4 - 3 ƒ = ƒ -7 ƒ = 7, we can use absolute value to calculate the distance between two points without being concerned about which is smaller.

DEFINITION

If P and Q are two points on a real number line with coordinates a and b, respectively, the distance between P and Q, denoted by d1P, Q2, is d1P, Q2 = ƒ b - a ƒ Since ƒ b - a ƒ = ƒ a - b ƒ , it follows that d1P, Q2 = d1Q, P2.

EXAMPLE 6

Finding Distance on a Number Line Let P, Q, and R be points on a real number line with coordinates -5, 7, and -3, respectively. Find the distance (a) between P and Q

Solution

(b) between Q and R

See Figure 11. Figure 11

P

R

Q

⫺5 ⫺4 ⫺3 ⫺2 ⫺1

0

1

2

3

4

5

6

7

d(P, Q) ⫽ ⏐7 ⫺ (⫺5)⏐ ⫽ 12 d(Q, R) ⫽ ⏐ ⫺3 ⫺ 7 ⏐ ⫽ 10

(a) d1P, Q2 = ƒ 7 - 1-52 ƒ = ƒ 12 ƒ = 12 (b) d1Q, R2 = ƒ -3 - 7 ƒ = ƒ -10 ƒ = 10

Now Work

PROBLEM



47

4 Evaluate Algebraic Expressions In algebra we use letters such as x, y, a, b, and c to represent numbers. If the letter used is to represent any number from a given set of numbers, it is called a variable. A constant is either a fixed number, such as 5 or 13 , or a letter that represents a fixed (possibly unspecified) number. Constants and variables are combined using the operations of addition, subtraction, multiplication, and division to form algebraic expressions. Examples of algebraic expressions include 3 7x - 2y 1 - t To evaluate an algebraic expression, substitute for each variable its numerical value. x + 3

EXAMPLE 7

Evaluating an Algebraic Expression Evaluate each expression if x = 3 and y = -1. (a) x + 3y

Solution

(b) 5xy

(c)

3y 2 - 2x

(d) ƒ -4x + y ƒ

(a) Substitute 3 for x and -1 for y in the expression x + 3y.

x + 3y = 3 + 31-12 = 3 + 1-32 = 0 c x = 3, y = -1

SECTION A.1

Algebra Essentials

A7

(b) If x = 3 and y = -1, then 5xy = 51321-12 = -15 (c) If x = 3 and y = -1, then 31-12 3y -3 -3 3 = = = = 2 - 2x 2 - 2132 2 - 6 -4 4 (d) If x = 3 and y = -1, then

ƒ -4x + y ƒ = ƒ -4132 + 1-12 ƒ = ƒ -12 + 1-12 ƒ = ƒ -13 ƒ = 13 

Now Work

49

PROBLEMS

AND

57

5 Determine the Domain of a Variable In working with expressions or formulas involving variables, the variables may be allowed to take on values from only a certain set of numbers. For example, in the formula for the area A of a circle of radius r, A = pr2, the variable r is necessarily 1 restricted to the positive real numbers. In the expression , the variable x cannot x take on the value 0, since division by 0 is not defined.

DEFINITION

EXAMPLE 8

The set of values that a variable may assume is called the domain of the variable.

Finding the Domain of a Variable The domain of the variable x in the expression 5 x - 2 is 5x ƒ x Z 26, since, if x = 2, the denominator becomes 0, which is not defined. 

EXAMPLE 9

Circumference of a Circle In the formula for the circumference C of a circle of radius r, C = 2pr the domain of the variable r, representing the radius of the circle, is the set of positive real numbers. The domain of the variable C, representing the circumference of the circle, is also the set of positive real numbers. 

In describing the domain of a variable, we may use either set notation or words, whichever is more convenient.

Now Work

PROBLEM

67

6 Use the Laws of Exponents Integer exponents provide a shorthand notation for representing repeated multiplications of a real number. For example, 23 = 2 # 2 # 2 = 8

34 = 3 # 3 # 3 # 3 = 81

A8

APPENDIX A

Review

DEFINITION

If a is a real number and n is a positive integer, then the symbol an represents the product of n factors of a. That is, an = a # a # Á # a

(1)

n factors

Here it is understood that a1 = a. Then a2 = a # a, a3 = a # a # a, and so on. In the expression an, a is called the base and n is called the exponent, or power. We read an as “a raised to the power n” or as “a to the nth power.” We usually read a2 as “a squared” and a3 as “a cubed.” In working with exponents, the operation of raising to a power is performed before any other operation. As examples, 4 # 32 = 4 # 9 = 36 -2 = -16 4

22 + 32 = 4 + 9 = 13 5 # 32 + 2 # 4 = 5 # 9 + 2 # 4 = 45 + 8 = 53

Parentheses are used to indicate operations to be performed first. For example, 1-224 = 1-221-221-221-22 = 16

DEFINITION

If a Z 0, we define a0 = 1

DEFINITION

12 + 322 = 52 = 25

if a Z 0

If a Z 0 and if n is a positive integer, then we define a-n =

1 an

if a Z 0

Whenever you encounter a negative exponent, think “reciprocal.”

EXAMPLE 10

Evaluating Expressions Containing Negative Exponents (a) 2-3 =

1 1 = 3 8 2

(b) x-4 =

1 -2 (c) a b = 5

1 x4

1 1 a b 5

2

=

1 = 25 1 25 

Now Work

PROBLEMS

85

AND

105

The following properties, called the Laws of Exponents, can be proved using the preceding definitions. In the list, a and b are real numbers, and m and n are integers.

THEOREM

Laws of Exponents am an = am + n

1am2 = amn

1 am m-n = n-m n = a a a

n

1ab2n = anbn

if a Z 0

a n an a b = n b b

if b Z 0

SECTION A.1

EXAMPLE 11

Algebra Essentials

A9

Using the Laws of Exponents Write each expression so that all exponents are positive. (a)

Solution

(a)

x5y-2 x3 y x5y-2 3

xy

(b) ¢

x Z 0, y Z 0

=

(b) ¢

x-3 -2 ≤ 3y-1

x Z 0,

y Z 0

1 x2 x5 # y-2 = x5 - 3 # y-2 - 1 = x2y-3 = x2 # 3 = 3 3 y x y y

1x-32-2 x6 x6 9x6 x-3 -2 = = -2 -1 -2 = = 2 ≤ -1 -1 -2 1 2 3y 13y 2 3 1y 2 y y 9 

Now Work

PROBLEMS

87

AND

97

7 Evaluate Square Roots In Words 136 means “give me the nonnegative number whose square is 36.”

A real number is squared when it is raised to the power 2. The inverse of squaring is finding a square root. For example, since 62 = 36 and 1-622 = 36, the numbers 6 and -6 are square roots of 36. The symbol 1 , called a radical sign, is used to denote the principal, or nonnegative, square root. For example, 136 = 6.

If a is a nonnegative real number, the nonnegative number b, such that b2 = a, is the principal square root of a and is denoted by b = 1a.

DEFINITION

1.

2. 3. 4.

EXAMPLE 12

The following comments are noteworthy: Negative numbers do not have square roots (in the real number system), because the square of any real number is nonnegative. For example, 1-4 is not a real number, because there is no real number whose square is -4. The principal square root of 0 is 0, since 02 = 0. That is, 10 = 0. The principal square root of a positive number is positive. If c Ú 0, then 11c22 = c. For example, 11222 = 2 and 11322 = 3.

Evaluating Square Roots (a) 164 = 8

(b)

1 1 = A 16 4

(c) A 11.4 B 2 = 1.4 

Examples 12(a) and (b) are examples of square roots of perfect squares, since 1 1 2 64 = 82 and = a b . 16 4 Consider the expression 2a2. Since a2 Ú 0, the principal square root of a2 is defined whether a 7 0 or a 6 0. However, since the principal square root is nonnegative, we need an absolute value to ensure the nonnegative result. That is,

2 4a = ƒ a ƒ

a any real number

(2)

A10

APPENDIX A

Review

EXAMPLE 13

Simplifying Expressions Using Equation 2 (a) 412.322 = ƒ 2.3 ƒ = 2.3

(b) 41-2.322 = ƒ -2.3 ƒ = 2.3

(c) 4x2 = ƒ x ƒ 

Now Work

PROBLEM

93

Calculators Calculators are finite machines. As a result, they are incapable of displaying decimals that contain a large number of digits. For example, some calculators are capable of displaying only eight digits. When a number requires more than eight digits, the calculator either truncates or rounds. To see how your calculator handles decimals, divide 2 by 3. How many digits do you see? Is the last digit a 6 or a 7? If it is a 6, your calculator truncates; if it is a 7, your calculator rounds. There are different kinds of calculators. An arithmetic calculator can only add, subtract, multiply, and divide numbers; therefore, this type is not adequate for this course. Scientific calculators have all the capabilities of arithmetic calculators and also contain function keys labeled ln, log, sin, cos, tan, xy, inv, and so on. Graphing calculators have all the capabilities of scientific calculators and contain a screen on which graphs can be displayed. We use the symbol whenever a graphing calculator needs to be used. In this book the use of a graphing calculator is optional.

8 Use a Calculator to Evaluate Exponents Your calculator has either a caret key, ^ , or an xy key, which is used for computations involving exponents.

EXAMPLE 14

Solution

Exponents on a Graphing Calculator Evaluate: 12.325

Figure 12 shows the result using a TI-84 graphing calculator.

Figure 12



Now Work

PROBLEM

123

A.1 Assess Your Understanding Concepts and Vocabulary

2. On the real number line, the real number zero is the coordinate of the .

5. True or False The product of two negative real numbers is always greater than zero. 6. True or False The distance between two distinct points on the real number line is always greater than zero.

3. An inequality of the form a 7 b is called a(n) inequality.

7. True or False The absolute value of a real number is always greater than zero.

1. A(n) is a letter used in algebra to represent any number from a given set of numbers.

4. In the expression 24, the number 2 is called the is called the .

and 4

8. True or False To multiply two expressions having the same base, retain the base and multiply the exponents.

SECTION A.1

Algebra Essentials

A11

Skill Building In Problems 9–20, use U  universal set  50, 1, 2, 3, 4, 5, 6, 7, 8, 96, A = 51, 3, 4, 5, 96, B = 52, 4, 6, 7, 86, and C = 51, 3, 4, 66 to find each set. 9. A ´ B

10. A ´ C

11. A ¨ B

12. A ¨ C

13. 1A ´ B2 ¨ C

14. 1A ¨ B2 ´ C

15. A

16. C

17. A ¨ B

18. B ´ C

19. A ´ B

20. B ¨ C

3 5 21. On the real number line, label the points with coordinates 0, 1, -1, , -2.5, , and 0.25. 2 4 2 3 1 22. On the real number line, label the points with coordinates 0, -2, 2, -1.5, , , and . 2 3 3 In Problems 23–32, replace the question mark by 6, 7, or =, whichever is correct. 23.

1 ?0 2

25. -1 ? -2

24. 5 ? 6

28. 22 ? 1.41

29.

1 ? 0.5 2

30.

26. -3 ? -

1 ? 0.33 3

31.

5 2

27. p ? 3.14

2 ? 0.67 3

32.

1 ? 0.25 4

In Problems 33–38, write each statement as an inequality. 33. x is positive

34. z is negative

35. x is less than 2

36. y is greater than -5

37. x is less than or equal to 1

38. x is greater than or equal to 2

In Problems 39–42, graph the numbers x on the real number line. 39. x Ú -2

40. x 6 4

41. x 7 -1

42. x … 7

In Problems 43–48, use the given real number line to compute each distance. A

43. d1C, D2

B

C

D

⫺4 ⫺3 ⫺2 ⫺1

0

1

44. d1C, A2

45. d1D, E2

E 2

3

4

5

6

46. d1C, E2

47. d1A, E2

48. d1D, B2

In Problems 49–56, evaluate each expression if x = -2 and y = 3. 49. x + 2y 53.

50. 3x + y

2x x - y

54.

51. 5xy + 2

x + y x - y

55.

52. -2x + xy

3x + 2y 2 + y

56.

2x - 3 y

In Problems 57–66, find the value of each expression if x = 3 and y = -2. 57. ƒ x + y ƒ 62.

ƒyƒ y

ƒxƒ

58. ƒ x - y ƒ

59. ƒ x ƒ + ƒ y ƒ

60. ƒ x ƒ - ƒ y ƒ

61.

63. ƒ 4x - 5y ƒ

64. ƒ 3x + 2y ƒ

65. ƒ ƒ 4x ƒ - ƒ 5y ƒ ƒ

66. 3 ƒ x ƒ + 2 ƒ y ƒ

x

In Problems 67–74, determine which of the values (a) through (d), if any, must be excluded from the domain of the variable in each expression: (a) x = 3 x2 - 1 67. x 71.

x2 x2 + 1

(b) x = 1

(c) x = 0 x2 + 1 68. x 72.

x3 x2 - 1

(d) x = -1 69.

73.

x x2 - 9 x2 + 5x - 10 x3 - x

70.

74.

x x2 + 9 -9x2 - x + 1 x3 + x

A12

APPENDIX A

Review

In Problems 75–78, determine the domain of the variable x in each expression. x 4 -6 77. 75. 76. x + 4 x - 5 x + 4

78.

x - 2 x - 6

5 In Problems 79–82, use the formula C = 1F - 322 for converting degrees Fahrenheit into degrees Celsius to find the Celsius measure of 9 each Fahrenheit temperature. 79. F = 32°

80. F = 212°

81. F = 77°

82. F = -4°

In Problems 83–94, simplify each expression. 83. 1-422

84. -42

85. 4-2

86. -4-2

87. 3-6 # 34

88. 4-2 # 43

89. 13-22-1

90. 12-12-3

91. 225

92. 236

93. 41-422

94. 41-322

In Problems 95–104, simplify each expression. Express the answer so that all exponents are positive. Whenever an exponent is 0 or negative, we assume that the base is not 0. x2y3 2 2 3 99. 95. 18x32 97. 1x2y-12 96. 1-4x22-1 98. 1x-1y2 xy4

100.

x-2 y 2

xy

101.

1-223 x41yz22 2

3

3 xy z

102.

4x-21yz2-1 3 4

2xy

103. ¢

3x-1 4y

≤ -1

-2

104. ¢

5x-2 6y

≤ -2

-3

In Problems 105–116, find the value of each expression if x = 2 and y = -1. 105. 2xy-1

106. -3x-1y

109. 1xy22

110. 1x + y22

113. 4x2 + y2

114. 4x2 + 4y2

107. x2 + y2

108. x2 y2

111. 4x2

112. A 2x B 2

115. xy

116. yx

117. Find the value of the expression 2x3 - 3x2 + 5x - 4 if x = 2. What is the value if x = 1? 118. Find the value of the expression 4x3 + 3x2 - x + 2 if x = 1. What is the value if x = 2? 119. What is the value of

166624 122224

120. What is the value of 10.12312023?

?

In Problems 121–128, use a calculator to evaluate each expression. Round your answer to three decimal places. 121. 18.226

122. 13.725

123. 16.12-3

124. 12.22-5

125. 1-2.826

126. -12.826

127. 1-8.112-4

128. -18.112-4

Applications and Extensions In Problems 129–138, express each statement as an equation involving the indicated variables. 129. Area of a Rectangle The area A of a rectangle is the product of its length l and its width w.

131. Circumference of a Circle The circumference C of a circle is the product of p and its diameter d. C

l A

w d

130. Perimeter of a Rectangle The perimeter P of a rectangle is twice the sum of its length l and its width w.

SECTION A.1

132. Area of a Triangle The area A of a triangle is one-half the product of its base b and its height h. h

Algebra Essentials

A13

made another deposit of $25, and wrote two checks: one for $60 and the other for $32. He was also assessed a monthly service charge of $5. What was his balance at the end of the month? In Problems 141 and 142, write an inequality using an absolute value to describe each statement.

b

133. Area of an Equilateral Triangle The area A of an equilateral 13 triangle is times the square of the length x of one side. 4 x

x

141. x is at least 6 units from 4. 142. x is more than 5 units from 2. 143. U.S. Voltage In the United States, normal household voltage is 110 volts. It is acceptable for the actual voltage x to differ from normal by at most 5 volts. A formula that describes this is

ƒ x - 110 ƒ … 5 x

134. Perimeter of an Equilateral Triangle The perimeter P of an equilateral triangle is 3 times the length x of one side. 4 135. Volume of a Sphere The volume V of a sphere is times p 3 times the cube of the radius r.

(a) Show that a voltage of 108 volts is acceptable. (b) Show that a voltage of 104 volts is not acceptable. 144. Foreign Voltage In some countries, normal household voltage is 220 volts. It is acceptable for the actual voltage x to differ from normal by at most 8 volts. A formula that describes this is

ƒ x - 220 ƒ … 8 (a) Show that a voltage of 214 volts is acceptable. (b) Show that a voltage of 209 volts is not acceptable.

r

136. Surface Area of a Sphere The surface area S of a sphere is 4 times p times the square of the radius r.

145. Making Precision Ball Bearings The FireBall Company manufactures ball bearings for precision equipment. One of its products is a ball bearing with a stated radius of 3 centimeters (cm). Only ball bearings with a radius within 0.01 cm of this stated radius are acceptable. If x is the radius of a ball bearing, a formula describing this situation is

ƒ x - 3 ƒ … 0.01

137. Volume of a Cube The volume V of a cube is the cube of the length x of a side.

x

x

x

138. Surface Area of a Cube The surface area S of a cube is 6 times the square of the length x of a side. 139. Manufacturing Cost The weekly production cost C of manufacturing x watches is given by the formula C = 4000 + 2x, where the variable C is in dollars. (a) What is the cost of producing 1000 watches? (b) What is the cost of producing 2000 watches? 140. Balancing a Checkbook At the beginning of the month, Mike had a balance of $210 in his checking account. During the next month, he deposited $80, wrote a check for $120,

(a) Is a ball bearing of radius x = 2.999 acceptable? (b) Is a ball bearing of radius x = 2.89 acceptable? 146. Body Temperature Normal human body temperature is 98.6°F. A temperature x that differs from normal by at least 1.5°F is considered unhealthy.A formula that describes this is

ƒ x - 98.6 ƒ Ú 1.5 (a) Show that a temperature of 97° F is unhealthy. (b) Show that a temperature of 100° F is not unhealthy. 147. Does

1 equal 0.333? If not, which is larger? By how much? 3

148. Does

2 equal 0.666? If not, which is larger? By how much? 3

Explaining Concepts: Discussion and Writing 149. Is there a positive real number “closest” to 0? 150. Number Game I’m thinking of a number! It lies between 1 and 10; its square is rational and lies between 1 and 10. The number is larger than p. Correct to two decimal places (that is, truncated to two decimal places) name the number. Now think of your own number, describe it, and challenge a fellow student to name it.

151. Write a brief paragraph that illustrates the similarities and differences between “less than” 162 and “less than or equal to” 1…2. 152. Give a reason why the statement 5 6 8 is true.

A14

APPENDIX A

Review

A.2 Geometry Essentials OBJECTIVES 1 Use the Pythagorean Theorem and Its Converse (p. A14) 2 Know Geometry Formulas (p. A15) 3 Understand Congruent Triangles and Similar Triangles (p. A16)

1 Use the Pythagorean Theorem and Its Converse Figure 13 Hypotenuse c

b Leg 90°

a Leg

PYTHAGOREAN THEOREM

The Pythagorean Theorem is a statement about right triangles. A right triangle is one that contains a right angle, that is, an angle of 90°. The side of the triangle opposite the 90° angle is called the hypotenuse; the remaining two sides are called legs. In Figure 13 we have used c to represent the length of the hypotenuse and a and b to  represent the lengths of the legs. Notice the use of the symbol to show the 90° angle. We now state the Pythagorean Theorem.

In a right triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the lengths of the legs. That is, in the right triangle shown in Figure 13, c2 = a2 + b2

EXAMPLE 1

(1)

Finding the Hypotenuse of a Right Triangle In a right triangle, one leg has length 4 and the other has length 3. What is the length of the hypotenuse?

Solution

Since the triangle is a right triangle, we use the Pythagorean Theorem with a = 4 and b = 3 to find the length c of the hypotenuse. From equation (1), we have c2 = a2 + b2 c2 = 42 + 32 = 16 + 9 = 25 c = 125 = 5

Now Work

PROBLEM



13

The converse of the Pythagorean Theorem is also true.

CONVERSE OF THE PYTHAGOREAN THEOREM

EXAMPLE 2

In a triangle, if the square of the length of one side equals the sum of the squares of the lengths of the other two sides, the triangle is a right triangle. The 90° angle is opposite the longest side.

Verifying That a Triangle Is a Right Triangle Show that a triangle whose sides are of lengths 5, 12, and 13 is a right triangle. Identify the hypotenuse.

Solution

We square the lengths of the sides. 52 = 25,

122 = 144,

132 = 169

SECTION A.2

Geometry Essentials

A15

Notice that the sum of the first two squares (25 and 144) equals the third square (169). Hence, the triangle is a right triangle. The longest side, 13, is the hypotenuse. See Figure 14.

Figure 14 13



5

Now Work

90°

PROBLEM

21

12

Applying the Pythagorean Theorem

EXAMPLE 3

The tallest building in the world is Burj Khalifa in Dubai, United Arab Emirates, at 2717 feet and 160 floors. The observation deck is 1450 feet above ground level. How far can a person standing on the observation deck see (with the aid of a telescope)? Use 3960 miles for the radius of Earth. Source: Wikipedia 2010

Solution

From the center of Earth, draw two radii: one through Burj Khalifa and the other to the farthest point a person can see from the observation deck. See Figure 15. Apply the Pythagorean Theorem to the right triangle. 1450 mile. So we have Since 1 mile = 5280 feet, then 1450 feet = 5280 d2 + 1396022 = a3960 + d2 = a3960 +

1450 2 b 5280 1450 2 b - 1396022 L 2175.08 5280

d L 46.64 A person can see almost 47 miles from the observation tower. Figure 15

1450 ft

d

3960 mi



Now Work

PROBLEM

53

2 Know Geometry Formulas Certain formulas from geometry are useful in solving algebra problems. For a rectangle of length l and width w, w

Area = lw

Perimeter = 2l + 2w

l

For a triangle with base b and altitude h, h b

Area =

1 bh 2

A16

APPENDIX A

Review

For a circle of radius r (diameter d = 2r), d

Area = pr2

r

Circumference = 2pr = pd

For a closed rectangular box of length l, width w, and height h, h

Volume = lwh

Surface area = 2lh + 2wh + 2lw

w

l

For a sphere of radius r, r

Volume =

4 3 pr 3

Surface area = 4pr2

For a right circular cylinder of height h and radius r, r

Volume = pr2h

Surface area = 2pr2 + 2prh

h

Now Work

EXAMPLE 4

PROBLEM

29

Using Geometry Formulas A Christmas tree ornament is in the shape of a semicircle on top of a triangle. How many square centimeters (cm) of copper is required to make the ornament if the height of the triangle is 6 cm and the base is 4 cm?

Solution Figure 16 4 l6

See Figure 16. The amount of copper required equals the shaded area. This area is the sum of the areas of the triangle and the semicircle. The triangle has height h = 6 and base b = 4. The semicircle has diameter d = 4, so its radius is r = 2. Area = Area of triangle + Area of semicircle 1 1 1 1 bh + pr2 = 142162 + p # 22 2 2 2 2 = 12 + 2p L 18.28 cm2 =

b = 4; h = 6; r = 2

About 18.28 cm2 of copper is required.

Now Work

PROBLEM



47

3 Understand Congruent Triangles and Similar Triangles In Words Two triangles are congruent if they have the same size and shape.

DEFINITION

Throughout the text we will make reference to triangles. We begin with a discussion of congruent triangles. According to dictionary.com, the word congruent means coinciding exactly when superimposed. For example, two angles are congruent if they have the same measure and two line segments are congruent if they have the same length. Two triangles are congruent if each of the corresponding angles is the same measure and each of the corresponding sides is the same length. In Figure 17, corresponding angles are equal and the lengths of the corresponding sides are equal: a = d, b = e, and c = f. We conclude that these triangles are congruent.

SECTION A.2

Figure 17

A17

Geometry Essentials

Congruent triangles 100

a 30

100

d

b

e 50

30

50 c

f

It is not necessary to verify that all three angles and all three sides are the same measure to determine whether two triangles are congruent.

Determining Congruent Triangles 1. Angle–Side–Angle Case Two triangles are congruent if two of the angles are equal and the lengths of the corresponding sides between the two angles are equal. For example, in Figure 18(a), the two triangles are congruent because two angles and the included side are equal. 2. Side–Side–Side Case Two triangles are congruent if the lengths of the corresponding sides of the triangles are equal. For example, in Figure 18(b), the two triangles are congruent because the three corresponding sides are all equal. 3. Side–Angle–Side Case Two triangles are congruent if the lengths of two corresponding sides are equal and the angles between the two sides are the same. For example, in Figure 18(c), the two triangles are congruent because two sides and the included angle are equal. Figure 18

15 20

80

80 10

15 20

40 (a)

40

8

40

7

10 40

8

8

7

8 (b)

(c)

We contrast congruent triangles with similar triangles.

DEFINITION

In Words Two triangles are similar if they have the same shape, but (possibly) different sizes.

Two triangles are similar if the corresponding angles are equal and the lengths of the corresponding sides are proportional.

For example, the triangles in Figure 19 are similar because the corresponding angles are equal. In addition, the lengths of the corresponding sides are proportional because each side in the triangle on the right is twice as long as each corresponding side in the triangle on the left. That is, the ratio of the corresponding sides f e d = = 2. is a constant: = a c b

A18

APPENDIX A

Review

Figure 19 80

d ⫽ 2a a

80

30

e ⫽ 2b

b 30

70

70 f ⫽ 2c

c

It is not necessary to verify that all three angles are equal and all three sides are proportional to determine whether two triangles are congruent.

Determining Similar Triangles 1. Angle–Angle Case Two triangles are similar if two of the corresponding angles are equal. For example, in Figure 20(a), the two triangles are similar because two angles are equal. 2. Side–Side–Side Case Two triangles are similar if the lengths of all three sides of each triangle are proportional. For example, in Figure 20(b), the two triangles are similar because 10 5 6 1 = = = . 30 15 18 3 3. Side–Angle–Side Case Two triangles are similar if two corresponding sides are proportional and the angles between the two sides are equal. For example, in Figure 20(c), the two triangles are similar because 4 12 2 = = and the angles between the sides are equal. 6 18 3 Figure 20 15 80 80

30

5 10

18

6

4

(a)

EXAMPLE 5

120

120

6

35

35

18

12

(b)

(c)

Using Similar Triangles Given that the triangles in Figure 21 are similar, find the missing length x and the angles A, B, and C.

Figure 21 60

6

3

30

x B

C

5 90

A

SECTION A.2

Geometry Essentials

Because the triangles are similar, corresponding angles are equal. So A = 90°, B = 60°, and C = 30°. Also, the corresponding sides are proportional. That is, 6 3 = . We solve this equation for x. x 5

Solution

3 5 3 5x # 5 3x x

=

6 x

= 5x # = 30 = 10

6 x

Multiply both sides by 5x. Simplify. Divide both sides by 3.

The missing length is 10 units.

Now Work



PROBLEM

41

A.2 Assess Your Understanding Concepts and Vocabulary 1. A(n) triangle is one that contains an angle of 90 degrees. The longest side is called the . 2. For a triangle with base b and altitude h, a formula for the area A is

A19

9. True or False The triangles shown are similar.

25

25

.

3. The formula for the circumference C of a circle of radius r is . 4. Two triangles are if corresponding angles are equal and the lengths of the corresponding sides are proportional.

100

100

10. True or False The triangles shown are similar.

5. True or False In a right triangle, the square of the length of the longest side equals the sum of the squares of the lengths of the other two sides. 6. True or False The triangle with sides of length 6, 8, and 10 is a right triangle. 4 7. True or False The volume of a sphere of radius r is pr2. 3 8. True or False The triangles shown are congruent.

4 3 120 120 2

10

3

30 30 29 29 10

Skill Building In Problems 11–16, the lengths of the legs of a right triangle are given. Find the hypotenuse. 11. a = 5, b = 12

12. a = 6, b = 8

13. a = 10, b = 24

14. a = 4, b = 3

15. a = 7, b = 24

16. a = 14, b = 48

A20

APPENDIX A

Review

In Problems 17–24, the lengths of the sides of a triangle are given. Determine which are right triangles. For those that are, identify the hypotenuse. 17. 3, 4, 5

18. 6, 8, 10

19. 4, 5, 6

20. 2, 2, 3

21. 7, 24, 25

22. 10, 24, 26

23. 6, 4, 3

24. 5, 4, 7

25. Find the area A of a rectangle with length 4 inches and width 2 inches. 26. Find the area A of a rectangle with length 9 centimeters and width 4 centimeters. 27. Find the area A of a triangle with height 4 inches and base 2 inches. 28. Find the area A of a triangle with height 9 centimeters and base 4 centimeters. 29. Find the area A and circumference C of a circle of radius 5 meters. 30. Find the area A and circumference C of a circle of radius 2 feet. 31. Find the volume V and surface area S of a rectangular box with length 8 feet, width 4 feet, and height 7 feet. 32. Find the volume V and surface area S of a rectangular box with length 9 inches, width 4 inches, and height 8 inches. 33. Find the volume V and surface area S of a sphere of radius 4 centimeters. 34. Find the volume V and surface area S of a sphere of radius 3 feet. 35. Find the volume V and surface area S of a right circular cylinder with radius 9 inches and height 8 inches. 36. Find the volume V and surface area S of a right circular cylinder with radius 8 inches and height 9 inches.

In Problems 37–40, find the area of the shaded region. 37.

38.

2

39.

2

40. 2

2 2

2

2

2

In Problems 41–44, each pair of triangles is similar. Find the missing length x and the missing angles A, B, and C. 41. 60

42.

2

30

16

90

43.

75

4

44. 20 60

10

125

50

95 30

12

50 75

45

25

x

B

5

x A 8

6 C

A

B

A

C 30

A

8 B

B

x C

x C

SECTION A.2

Geometry Essentials

A21

Applications and Extensions 45. How many feet does a wheel with a diameter of 16 inches travel after four revolutions? 46. How many revolutions will a circular disk with a diameter of 4 feet have completed after it has rolled 20 feet? 47. In the figure shown, ABCD is a square, with each side of length 6 feet. The width of the border (shaded portion) between the outer square EFGH and ABCD is 2 feet. Find the area of the border. E

51. How Tall Is the Great Pyramid? The ancient Greek philosopher Thales of Miletus is reported on one occasion to have visited Egypt and calculated the height of the Great Pyramid of Cheops by means of shadow reckoning. Thales knew that each side of the base of the pyramid was 252 paces and that his own height was 2 paces. He measured the length of the pyramid’s shadow to be 114 paces and determined the length of his shadow to be 3 paces. See the illustration. Using similar triangles, determine the height of the Great Pyramid in terms of the number of paces.

F A

B 6 ft

D

2 ft C

H

G

48. Refer to the figure. Square ABCD has an area of 100 square feet; square BEFG has an area of 16 square feet. What is the area of the triangle CGF? A

B G

D

E F

Source: Diggins, Julia E., illustrations by Corydon Bell, String, Straightedge and Shadow: The Story of Geometry, 2003 Whole Spirit Press, http://wholespiritpress.com.

C

49. Architecture A Norman window consists of a rectangle surmounted by a semicircle. Find the area of the Norman window shown in the illustration. How much wood frame is needed to enclose the window?

52. The Bermuda Triangle Karen is doing research on the Bermuda Triangle, which she defines roughly by Hamilton, Bermuda; San Juan, Puerto Rico; and Fort Lauderdale, Florida. On her atlas Karen measures the straight-line distances from Hamilton to Fort Lauderdale, Fort Lauderdale to San Juan, and San Juan to Hamilton to be approximately 57 millimeters (mm), 58 mm, and 53.5 mm, respectively. If the actual distance from Fort Lauderdale to San Juan is 1046 miles, approximate the actual distances from San Juan to Hamilton and from Hamilton to Fort Lauderdale.

6'

4'

50. Construction A circular swimming pool, 20 feet in diameter, is enclosed by a wooden deck that is 3 feet wide. What is the area of the deck? How much fence is required to enclose the deck?

3' 20' Source: Reprinted with permission from Red River Press, Inc., Winnipeg, Canada.

A22

APPENDIX A

Review

In Problems 53–55, use the facts that the radius of Earth is 3960 miles and 1 mile = 5280 feet. 53. How Far Can You See? The conning tower of the U.S.S. Silversides, a World War II submarine now permanently stationed in Muskegon, Michigan, is approximately 20 feet above sea level. How far can you see from the conning tower? 54. How Far Can You See? A person who is 6 feet tall is standing on the beach in Fort Lauderdale, Florida, and looks out onto the Atlantic Ocean. Suddenly, a ship appears on the horizon. How far is the ship from shore?

How far can a person see from the bridge, which is 150 feet above sea level? 56. Suppose that m and n are positive integers with m 7 n. If a = m2 - n2, b = 2mn, and c = m2 + n2, show that a, b, and c are the lengths of the sides of a right triangle. (This formula can be used to find the sides of a right triangle that are integers, such as 3, 4, 5; 5, 12, 13; and so on. Such triplets of integers are called Pythagorean triples.)

55. How Far Can You See? The deck of a destroyer is 100 feet above sea level. How far can a person see from the deck?

Explaining Concepts: Discussion and Writing 57. You have 1000 feet of flexible pool siding and wish to construct a swimming pool. Experiment with rectangularshaped pools with perimeters of 1000 feet. How do their areas vary? What is the shape of the rectangle with the largest area? Now compute the area enclosed by a circular pool with a perimeter (circumference) of 1000 feet. What would be your choice of shape for the pool? If rectangular, what is your preference for dimensions? Justify your choice. If your only consideration is to have a pool that encloses the most area, what shape should you use?

58. The Gibb’s Hill Lighthouse, Southampton, Bermuda, in operation since 1846, stands 117 feet high on a hill 245 feet high, so its beam of light is 362 feet above sea level. A brochure states that the light itself can be seen on the horizon about 26 miles from the lighthouse. Verify the correctness of this information. The brochure further states that ships 40 miles away can see the light and planes flying at 10,000 feet can see it 120 miles away. Verify the accuracy of these statements. What assumption did the brochure make about the height of the ship?

120 miles 40 miles

A.3 Factoring Polynomials; Completing the Square OBJECTIVES 1 Know Formulas for Special Products (p. A22) 2 Factor Polynomials (p. A24) 3 Complete the Square (p. A25)

1 Know Formulas for Special Products Certain products, which we call special products, occur frequently in algebra. For example, we can find the product of two binomials using the FOIL (First, Outer, Inner, Last) method.

SECTION A.3

Factoring Polynomials; Completing the Square

A23

Outer First

(ax  b)(cx  d)  ax(cx  d)  b(cx  d) Inner

First

Last

EXAMPLE 1

Outer

Inner

Last

 ax • cx  ax • d  b • cx  b • d  acx2  adx  bcx  bd  acx2  (ad  bc)x  bd

Using FOIL

(a) 1x - 321x + 32 = x2 + 3x - 3x - 9 = x2 - 9 F

O

I

L

(b) 1x + 22 = 1x + 221x + 22 = x + 2x + 2x + 4 = x2 + 4x + 4 2

2

(c) 1x - 322 = 1x - 321x - 32 = x2 - 3x - 3x + 9 = x2 - 6x + 9 (d) 1x + 321x + 12 = x2 + x + 3x + 3 = x2 + 4x + 3

(e) 12x + 1213x + 42 = 6x2 + 8x + 3x + 4 = 6x2 + 11x + 4

Now Work

PROBLEM



7

Some products have been given special names because of their form. In the list that follows, x, a, and b are real numbers.

Difference of Two Squares 1x - a21x + a2 = x2 - a2

(1)

Squares of Binomials, or Perfect Squares 1x + a22 = x2 + 2ax + a2 1x - a22 = x2 - 2ax + a2

(2a) (2b)

Cubes of Binomials, or Perfect Cubes 1x + a23 = x3 + 3ax2 + 3a2 x + a3

1x - a23 = x3 - 3ax2 + 3a2 x - a3

(3a) (3b)

Difference of Two Cubes 1x - a21x2 + ax + a22 = x3 - a3

(4)

A24

APPENDIX A

Review

Sum of Two Cubes 1x + a21x2 - ax + a22 = x3 + a3

Now Work

PROBLEMS

11, 15,

AND

(5)

19

2 Factor Polynomials Consider the following product: 12x + 321x - 42 = 2x2 - 5x - 12

COMMENT Over the real numbers, 3x + 4 factors into 3(x + 34 ). It is the

The two polynomials on the left side are called factors of the polynomial on the right side. Expressing a given polynomial as a product of other polynomials, that is, finding the factors of a polynomial, is called factoring. We shall restrict our discussion here to factoring polynomials in one variable into products of polynomials in one variable, where all coefficients are integers. We call this factoring over the integers. Any polynomial can be written as the product of 1 times itself or as -1 times its additive inverse. If a polynomial cannot be written as the product of two other polynomials (excluding 1 and -1), then the polynomial is said to be prime. When a polynomial has been written as a product consisting only of prime factors, it is said to be factored completely. Examples of prime polynomials (over the integers) are

noninteger 34 that causes 3x + 4 to be  prime over the integers.

2,

3,

5,

x, x + 1,

x - 1, 3x + 4 x2 + 4

The first factor to look for in a factoring problem is a common monomial factor present in each term of the polynomial. If one is present, use the Distributive Property to factor it out.

EXAMPLE 2

Identifying Common Monomial Factors

Polynomial 2x + 4 3x - 6 2x2 - 4x + 8 8x - 12 x2 + x x3 - 3x2 6x2 + 9x

Common Monomial Factor 2 3 2 4 x x2 3x

Remaining Factor

Factored Form

x + 2 x - 2 x2 - 2x + 4 2x - 3 x + 1 x - 3 2x + 3

2x + 4 = 21x + 22 3x - 6 = 31x - 22 2x2 - 4x + 8 = 21x2 - 2x + 42 8x - 12 = 412x - 32 x2 + x = x1x + 12 x3 - 3x2 = x21x - 32 6x2 + 9x = 3x12x + 32 

Notice that, once all common monomial factors have been removed from a polynomial, the remaining factor is either a prime polynomial of degree 1 or a polynomial of degree 2 or higher. (Do you see why?) The list of special products (1) through (5) given earlier provides a list of factoring formulas when the equations are read from right to left. For example, equation (1) states that if the polynomial is the difference of two squares, x2 - a2, it can be factored into (x - a)(x + a). The following example illustrates several factoring techniques.

SECTION A.3

EXAMPLE 3

Factoring Polynomials; Completing the Square

A25

Factoring Polynomials Factor completely each polynomial. (a) x4 - 16 (d) x2 + 4x - 12

Solution

(b) x3 - 1 (e) 3x2 + 10x - 8

(c) 9x2 - 6x + 1 (f) x3 - 4x2 + 2x - 8

(a) x4 - 16 = 1x2 - 421x2 + 42 = 1x - 221x + 221x2 + 42 c c Difference of squares

Difference of squares

(b) x3 - 1 = 1x - 121x2 + x + 12 c Difference of cubes

(c) 9x2 - 6x + 1 = 13x - 122 c Perfect square

(d) x + 4x - 12 = 1x + 621x - 22 c 2

The product of 6 and -2 is -12, and the sum of 6 and -2 is 4. 12x - 2x = 10x

⁄

⁄ ⁄

⁄

(e) 3x2 + 10x - 8 = 13x - 221x + 42 ⁄ ⁄ ⁄ ⁄ 3x2

COMMENT The technique used in part (f) is called factoring by grouping. 

-8

(f) x3 - 4x2 + 2x - 8 = 1x3 - 4x22 + 12x - 82 c Group terms

= x21x - 42 + 21x - 42 = 1x2 + 221x - 42

c Distributive Property

Now Work

PROBLEMS

31, 47,

c Distributive Property

AND



81

3 Complete the Square The idea behind completing the square in one variable is to “adjust” an expression of the form x2 + bx to make it a perfect square. Perfect squares are trinomials of the form x2 + 2ax + a2 = (x + a)2 or x2 - 2ax + a2 = (x - a)2 For example, x2 + 6x + 9 is a perfect square because x2 + 6x + 9 = (x + 3)2. And p2 - 12p + 36 is a perfect square because p2 - 12p + 36 = (p - 6)2. So how do we “adjust” x2 + bx to make it a perfect square? We do it by adding a number. For example, to make x2 + 6x a perfect square, add 9. But how do we know to add 9? If we divide the coefficient on the first-degree term, 6, by 2, and then square the result, we obtain 9. This approach works in general.

Completing the Square 1 2 and then square the result. That is, determine the value of b in x2 + bx and 1 2 compute a bb . 2 Identify the coefficient of the first-degree term. Multiply this coefficient by

A26

APPENDIX A

Review

Completing the Square

EXAMPLE 4

Determine the number that must be added to each expression to complete the square. Then factor the expression. Start

Add

Result

Factored Form

y2 + 8y

a

2 1# 8b = 16 2

y2 + 8y + 16

(y + 4)2

x2 + 12x

a

2 1# 12b = 36 2

x2 + 12x + 36

(x + 6)2

a2 - 20a

a

2 1# (-20)b = 100 2

a2 - 20a + 100

(a - 10)2

p2 - 5p

a

2 1# 25 (-5)b = 2 4

p2 - 5p +

25 4

ap -

5 2 b 2

Notice that the factored form of a perfect square is either b 2 b 2 b 2 b 2 x2 + bx + a b = a x + b or x2 - bx + a b = ax - b 2 2 2 2

Figure 22 y

4

Now Work y

Area ⫽ y 2

4

Area ⫽ 4y



Area ⫽ 4y

PROBLEM

71

Are you wondering why we call making an expression a perfect square “completing the square”? Look at the square in Figure 22. Its area is (y + 4)2. The yellow area is y2 and each orange area is 4y (for a total area of 8y). The sum of these areas is y2 + 8y. To complete the square, we need to add the area of the green region: 4 # 4 = 16. As a result, y2 + 8y + 16 = (y + 4)2.

A.3 Assess Your Understanding Concepts and Vocabulary 1. 1x2 - 421x2 + 42 =

5. True or False The polynomial x2 + 4 is prime.

.

2. 1x - 221x2 + 2x + 42 =

.

6. True or False

3. If factored completely, 3x - 12x = 3

3x3 - 2x2 - 6x + 4 = 13x - 221x2 + 22.

.

4. To complete the square of the expression x + 5x, you would 2

the number

.

Skill Building In Problems 7–22, multiply out each expression. 7. 1x + 221x + 42

8. 1x + 321x + 52

10. 13x + 1212x + 12

11. 1x - 721x + 72

12. 1x - 121x + 12

13. 12x + 3212x - 32

14. 13x + 2213x - 22

15. 1x + 422

16. 1x - 522

17. 12x - 322

18. 13x - 422

19. 1x - 223

20. 1x + 123

21. 12x + 123

22. 13x - 223

9. 12x + 521x + 22

SECTION A.3

Factoring Polynomials; Completing the Square

A27

In Problems 23–70, factor completely each polynomial. If the polynomial cannot be factored, say it is prime. 23. x2 - 36

24. x2 - 9

25. 2 - 8x2

26. 3 - 27x2

27. x2 + 11x + 10

28. x2 + 5x + 4

29. x2 - 10x + 21

30. x2 - 6x + 8

31. 4x2 - 8x + 32

32. 3x2 - 12x + 15

33. x2 + 4x + 16

34. x2 + 12x + 36

35. 15 + 2x - x2

36. 14 + 6x - x2

37. 3x2 - 12x - 36

38. x3 + 8x2 - 20x

39. y4 + 11y3 + 30y2

40. 3y3 - 18y2 - 48y

41. 4x2 + 12x + 9

42. 9x2 - 12x + 4

43. 6x2 + 8x + 2

44. 8x2 + 6x - 2

45. x4 - 81

46. x4 - 1

47. x6 - 2x3 + 1

48. x6 + 2x3 + 1

49. x7 - x5

50. x8 - x5

51. 16x2 + 24x + 9

52. 9x2 - 24x + 16

53. 5 + 16x - 16x2

54. 5 + 11x - 16x2

55. 4y2 - 16y + 15

56. 9y2 + 9y - 4

57. 1 - 8x2 - 9x4

58. 4 - 14x2 - 8x4

59. x1x + 32 - 61x + 32

60. 513x - 72 + x13x - 72

61. 1x + 222 - 51x + 22

62. 1x - 122 - 21x - 12

63. 13x - 223 - 27

64. 15x + 123 - 1

65. 31x2 + 10x + 252 - 41x + 52

66. 71x2 - 6x + 92 + 51x - 32

67. x3 + 2x2 - x - 2

68. x3 - 3x2 - x + 3

69. x4 - x3 + x - 1

70. x4 + x3 + x + 1

In Problems 71–76, determine the number that should be added to complete the square of each expression. Then factor each expression. 71. x2 + 10x

72. p2 + 14p

74. x2 - 4x

75. x2 -

1 x 2

73. y2 - 6y 76. x2 +

1 x 3

Applications and Extensions In Problems 77–86, expressions that occur in calculus are given. Factor completely each expression. 77. 213x + 422 + 12x + 32 # 213x + 42 # 3

78. 512x + 122 + 15x - 62 # 212x + 12 # 2

79. 2x12x + 52 + x2 # 2

80. 3x218x - 32 + x3 # 8

81. 21x + 321x - 223 + 1x + 322 # 31x - 222

82. 41x + 5231x - 122 + 1x + 524 # 21x - 12

83. 14x - 322 + x # 214x - 32 # 4

84. 3x213x + 422 + x3 # 213x + 42 # 3

85. 213x - 52 # 312x + 123 + 13x - 522 # 312x + 122 # 2

86. 314x + 522 # 415x + 122 + 14x + 523 # 215x + 12 # 5

87. Show that x2 + 4 is prime.

88. Show that x2 + x + 1 is prime.

Explaining Concepts: Discussion and Writing 89. Do you prefer to memorize the rule for the square of a binomial 1x + a22 or to use FOIL to obtain the product? Write a brief position paper defending your choice. 90. Make up a polynomial that factors into a perfect square.

91. Explain to a fellow student what you look for first when presented with a factoring problem. What do you do next?

A28

APPENDIX A

Review

A.4 Solving Equations PREPARING FOR THIS SECTION Before getting started, review the following: • Factoring Polynomials (Appendix A, Section A.3, pp. A24–A25) • Zero-Product Property (Appendix A, Section A.1, p. A4) • Square Roots (Appendix A, Section A.1, pp. A9–A10)

• Absolute Value (Appendix A, Section A.1, p. A5) • Complete the Square (Appendix A, Section A.3, pp. A25–A26)

Now Work the ‘Are You Prepared?’ problems on page A35.

OBJECTIVES 1 Solve Equations by Factoring (p. A30) 2 Solve Equations Involving Absolute Value (p. A30) 3 Solve a Quadratic Equation by Factoring (p. A31) 4 Solve a Quadratic Equation by Completing the Square (p. A32) 5 Solve a Quadratic Equation Using the Quadratic Formula (p. A33)

An equation in one variable is a statement in which two expressions, at least one containing the variable, are equal. The expressions are called the sides of the equation. Since an equation is a statement, it may be true or false, depending on the value of the variable. Unless otherwise restricted, the admissible values of the variable are those in the domain of the variable. The admissible values of the variable, if any, that result in a true statement are called solutions, or roots, of the equation. To solve an equation means to find all the solutions of the equation. For example, the following are all equations in one variable, x: x + 5 = 9

x2 + 5x = 2x - 2

x2 - 4 = 0 x + 1

2 4x + 9 = 5

The first of these statements, x + 5 = 9, is true when x = 4 and false for any other choice of x. That is, 4 is a solution of the equation x + 5 = 9. We also say that 4 satisfies the equation x + 5 = 9, because, when we substitute 4 for x, a true statement results. Sometimes an equation will have more than one solution. For example, the equation x2 - 4 = 0 x + 1 has x = -2 and x = 2 as solutions. Usually, we will write the solution of an equation in set notation. This set is called the solution set of the equation. For example, the solution set of the equation x2 - 9 = 0 is 5-3, 36. Some equations have no real solution. For example, x2 + 9 = 5 has no real solution, because there is no real number whose square when added to 9 equals 5. An equation that is satisfied for every value of the variable for which both sides are defined is called an identity. For example, the equation 3x + 5 = x + 3 + 2x + 2 is an identity, because this statement is true for any real number x. One method for solving an equation is to replace the original equation by a succession of equivalent equations until an equation with an obvious solution is obtained.

SECTION A.4

Solving Equations

A29

For example, all the following equations are equivalent. 2x + 3 = 13 2x = 10 x = 5 We conclude that the solution set of the original equation is 556. How do we obtain equivalent equations? In general, there are five ways.

Procedures That Result in Equivalent Equations 1. Interchange the two sides of the equation: Replace

3 = x by x = 3

2. Simplify the sides of the equation by combining like terms, eliminating parentheses, and so on: Replace

1x + 22 + 6 = 2x + 1x + 12 x + 8 = 3x + 1

by

3. Add or subtract the same expression on both sides of the equation: Replace by

3x - 5 = 4

13x - 52 + 5 = 4 + 5

4. Multiply or divide both sides of the equation by the same nonzero expression: 6 3x = x Z 1 Replace x - 1 x - 1 6 # 3x # 1x - 12 = 1x - 12 by x - 1 x - 1 5. If one side of the equation is 0 and the other side can be factored, then we may use the Zero-Product Property* and set each factor equal to 0: x1x - 32 = 0

Replace

WARNING Squaring both sides of an equation does not necessarily lead to an equivalent equation. 

by

x = 0

or x - 3 = 0

Whenever it is possible to solve an equation in your head, do so. For example, The solution of 2x = 8 is x = 4. The solution of 3x - 15 = 0 is x = 5.

Now Work

PROBLEM

13

Often, though, some rearrangement is necessary.

EXAMPLE 1

Solving an Equation Solve the equation:

Solution

3x - 5 = 4

Replace the original equation by a succession of equivalent equations. 3x - 5 13x - 52 + 5 3x 3x 3 x

= 4 = 4 + 5 = 9 9 = 3 = 3

Add 5 to both sides. Simplify. Divide both sides by 3. Simplify.

The last equation, x = 3, has the single solution 3. All these equations are equivalent, so 3 is the only solution of the original equation, 3x - 5 = 4. * The Zero-Product Property says that if ab = 0, then a = 0 or b = 0 or both equal 0.

A30

APPENDIX A

Review

Check: It is a good practice to check the solution by substituting 3 for x in the original equation. 3x - 5 = 3132 - 5 = 9 - 5 = 4 The solution checks.

Now Work



27

PROBLEMS

AND

33

1 Solve Equations by Factoring EXAMPLE 2

Solving Equations by Factoring Solve the equations: (a) x3 = 4x

Solution

(b) x3 - x2 - 4x + 4 = 0

(a) Begin by collecting all terms on one side. This results in 0 on one side and an expression to be factored on the other. x3 x3 - 4x x1x2 - 42 x(x - 2)(x + 2) x = 0 or x - 2 = 0 or x + 2 x = 0 or x = 2 or x

The solution set is 5-2, 0, 26. Check:

= = = = = =

4x 0 0 0 0 -2

Factor. Factor again. Apply the Zero-Product Property. Solve for x.

x = -2: 1-223 = -8 and 41-22 = -8 -2 is a solution. x = 0: x = 2:

03 = 0 and 4 # 0 = 0 23 = 8 and 4 # 2 = 8

0 is a solution. 4 is a solution.

(b) Group the terms of x3 - x2 - 4x + 4 = 0 as follows: 1x3 - x22 - 14x - 42 = 0 Factor out x2 from the first grouping and 4 from the second. x21x - 12 - 41x - 12 = 0 This reveals the common factor 1x - 12, so we have 1x2 - 421x - 12 = 1x - 221x + 221x - 12 = x - 2 = 0 or x + 2 = x = 2 x =

0 0 0 x - 1 = 0 -2 x = 1

The solution set is 5-2, 1, 26.

Factor again. Apply the Zero-Product Property. Solve for x.

Check: x = -2: 1-223 - 1-222 - 41-22 + 4 = -8 - 4 + 8 + 4 = 0 -2 is a solution. x = 1: 13 - 12 - 4112 + 4 = 1 - 1 - 4 + 4 = 0 1 is a solution. 3 2 x = 2: 2 - 2 - 4122 + 4 = 8 - 4 - 8 + 4 = 0 2 is a solution. 

Now Work

PROBLEM

37

2 Solve Equations Involving Absolute Value On the real number line, there are two points whose distance from the origin is 5 units, 5 and 5, so the equation ƒ x ƒ = 5 will have the solution set 5-5, 56.

SECTION A.4

EXAMPLE 3

Solving an Equation Involving Absolute Value ƒ x + 4 ƒ = 13

Solve the equation:

Solution

A31

Solving Equations

There are two possibilities. x + 4 = 13 or x + 4 = -13 or x = -17 x = 9 The solution set is 5-17, 96.

Now Work



PROBLEM

49

3 Solve a Quadratic Equation by Factoring DEFINITION

A quadratic equation is an equation equivalent to one of the form ax2 + bx + c = 0

(1)

where a, b, and c are real numbers and a Z 0. A quadratic equation written in the form ax2 + bx + c = 0 is said to be in standard form. Sometimes, a quadratic equation is called a second-degree equation, because the left side is a polynomial of degree 2. When a quadratic equation is written in standard form ax2 + bx + c = 0, it may be possible to factor the expression on the left side into the product of two first-degree polynomials. Then, by using the Zero-Product Property and setting each factor equal to 0, we can solve the resulting linear equations and obtain the solutions of the quadratic equation.

EXAMPLE 4

Solving a Quadratic Equation by Factoring Solve the equation:

Solution

2x2 = x + 3

Put the equation 2x2 = x + 3 in standard form by adding -x - 3 to both sides. 2x2 = x + 3 2x - x - 3 = 0 2

Add x  3 to both sides.

The left side may now be factored as 12x - 321x + 12 = 0

Factor.

so that 2x - 3 = 0 or x + 1 = 0 x =

3 2

3 The solution set is e -1, f. 2

x = -1

Apply the Zero-Product Property. Solve.



When the left side factors into two linear equations with the same solution, the quadratic equation is said to have a repeated solution. We also call this solution a root of multiplicity 2, or a double root.

A32

APPENDIX A

Review

EXAMPLE 5

Solving a Quadratic Equation by Factoring Solve the equation:

Solution

9x2 - 6x + 1 = 0

This equation is already in standard form, and the left side can be factored. 9x2 - 6x + 1 = 0 13x - 1213x - 12 = 0

Factor.

so x =

1 3

or x =

1 3

This equation has only the repeated solution

Now Work

PROBLEM

Solve for x.

1 1 . The solution set is e f. 3 3 

67

The Square Root Method Suppose that we wish to solve the quadratic equation x2 = p

(2)

where p Ú 0 is a nonnegative number. Proceed as in the earlier examples. x2 - p = 0 1x - 1p21x + 1p2 = 0 x = 1p or x = - 1p

Put in standard form. Factor (over the real numbers). Solve.

We have the following result: If x2 = p and p Ú 0, then x = 1p or x = - 1p.

(3)

When statement (3) is used, it is called the Square Root Method. In statement (3), note that if p 7 0 the equation x2 = p has two solutions, x = 1p and x = - 1p. We usually abbreviate these solutions as x = ; 1p, read as “x equals plus or minus the square root of p.” For example, the two solutions of the equation x2 = 4 are x = ; 24

Use the Square Root Method.

and, since 24 = 2, we have x = ;2

The solution set is 5-2, 26.

Now Work

PROBLEM

81

4 Solve a Quadratic Equation by Completing the Square EXAMPLE 6

Solving a Quadratic Equation by Completing the Square Solve by completing the square:

Solution

2x2 - 8x - 5 = 0

First, rewrite the equation as follows: 2x2 - 8x - 5 = 0 2x2 - 8x = 5

SECTION A.4

A33

Solving Equations

Next, divide both sides by 2 so that the coefficient of x2 is 1. (This enables us to complete the square at the next step.) x2 - 4x =

5 2

2 1 Finally, complete the square by adding c (-4) d = 4 to both sides. 2

5 + 4 2 13 1x - 222 = 2

x2 - 4x + 4 =

x - 2 = ; x - 2 = ;

COMMENT If we wanted an approximation, say rounded to two decimal places, of these solutions, we would use a calculator to get  5-0.55, 4.556.

13 226 2

x = 2 ; The solution set is e 2 -

Now Work

Use the Square Root Method.

A2

13

A2

=

213 22

=

213 22

# 22 22

=

226 2

226 226 ,2 + f. 2 2

PROBLEM

226 2



85

5 Solve a Quadratic Equation Using the Quadratic Formula We can use the method of completing the square to obtain a general formula for solving any quadratic equation ax2 + bx + c = 0 COMMENT There is no loss in generality to assume that a 7 0, since if a 6 0 we can multiply by -1 to obtain an equivalent equation with a positive leading coefficient. 

a Z 0

As in Example 6, we rearrange the terms as ax2 + bx = -c

a 7 0

Since a 7 0, we can divide both sides by a to get x2 +

c b x = a a

Now the coefficient of x2 is 1. To complete the square on the left side, add the square 1 of of the coefficient of x; that is, add 2 b2 1 b 2 a # b = 2 a 4a2 to both sides. Then x2 +

b b2 b2 c x + = 2 2 a a 4a 4a

ax +

b 2 b2 - 4ac b = 2a 4a2

b2 b2 c 4ac b2 - 4ac = = 2 2 2 a 4a 4a 4a 4a2

Provided that b2 - 4ac Ú 0, we now can use the Square Root Method to get x +

b2 - 4ac b = ; 2a A 4a2

(4)

A34

APPENDIX A

Review

x +

The square root of a quotient equals the quotient of the square roots.

; 3b2 - 4ac b = 2a 2a x = =

Also, 44a2 = 2a since a 7 0.

2 b b 4b - 4ac Add to both sides. ; 2a 2a 2a

-b ; 4b2 - 4ac 2a

Combine the quotients on the right.

What if b2 - 4ac is negative? Then equation (4) states that the left expression (a real number squared) equals the right expression (a negative number). Since this occurrence is impossible for real numbers, we conclude that if b2 - 4ac 6 0 the quadratic equation has no real solution. (We discuss quadratic equations for which the quantity b2 - 4ac 6 0 in detail in the next section.) We now state the quadratic formula.

THEOREM

Consider the quadratic equation ax2 + bx + c = 0

a Z 0

If b2 - 4ac 6 0, this equation has no real solution. If b2 - 4ac Ú 0, the real solution(s) of this equation is (are) given by the quadratic formula.

Quadratic Formula x =

-b ; 4b2 - 4ac 2a

(5)

The quantity b2  4ac is called the discriminant of the quadratic equation, because its value tells us whether the equation has real solutions. In fact, it also tells us how many solutions to expect. Discriminant of a Quadratic Equation For a quadratic equation ax2 + bx + c = 0: 1. If b2 - 4ac 7 0, there are two unequal real solutions. 2. If b2 - 4ac = 0, there is a repeated solution, a root of multiplicity 2. 3. If b2 - 4ac 6 0, there is no real solution. When asked to find the real solutions, if any, of a quadratic equation, always evaluate the discriminant first to see how many real solutions there are.

EXAMPLE 7

Solving a Quadratic Equation Using the Quadratic Formula Use the quadratic formula to find the real solutions, if any, of the equation 3x2 - 5x + 1 = 0

Solution

The equation is in standard form, so we compare it to ax2 + bx + c = 0 to find a, b, and c. 3x2 - 5x + 1 = 0 ax2 + bx + c = 0

a = 3, b = -5, c = 1

SECTION A.4

Solving Equations

A35

With a = 3, b = -5, and c = 1, evaluate the discriminant b2 - 4ac. b2 - 4ac = 1-522 - 4132112 = 25 - 12 = 13 Since b2 - 4ac 7 0, there are two real solutions, which can be found using the quadratic formula.

x =

-b ; 4b2 - 4ac -1-52 ; 213 5 ; 213 = = 2a 2132 6

The solution set is e

EXAMPLE 8

5 - 213 5 + 213 , f. 6 6



Solving a Quadratic Equation Using the Quadratic Formula Use the quadratic formula to find the real solutions, if any, of the equation 3x2 + 2 = 4x

Solution

The equation, as given, is not in standard form. 3x2 + 2 = 4x 3x2 - 4x + 2 = 0 Put in standard form. 2 ax + bx + c = 0 Compare to standard form. With a = 3, b = -4, and c = 2, we find

b2 - 4ac = 1-422 - 4132122 = 16 - 24 = -8

Since b2 - 4ac 6 0, the equation has no real solution. 

Now Work

PROBLEMS

91

AND

97

SUMMARY Procedure for Solving a Quadratic Equation To solve a quadratic equation, first put it in standard form: ax2 + bx + c = 0 Then: STEP 1:

Identify a, b, and c. STEP 2: Evaluate the discriminant, b2 - 4ac. STEP 3: (a) If the discriminant is negative, the equation has no real solution. (b) If the discriminant is zero, the equation has one real solution, a repeated root. (c) If the discriminant is positive, the equation has two distinct real solutions.

If you can easily spot factors, use the factoring method to solve the equation. Otherwise, use the quadratic formula or the method of completing the square.

A.4 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. Factor x2 - 5x - 6. (pp. A24–A25) 2. Factor 2x - x - 3. (pp. A24–A25) 2

3. The solution set of the equation 1x - 3213x + 52 = 0 is __________. (p. A4)

4. True or False

2 4x = ƒ x ƒ . (pp. A9–A10)

5. To complete the square of x2 + 5x, you would add / subtract the number

. (pp. A25–A26)

A36

APPENDIX A

Review

Concepts and Vocabulary 6. True or False Squaring both sides of an equation results in an equivalent equation. 7. An equation that is satisfied for every choice of the variable for which both sides are defined is called a(n) __________. 8. True or False The solution of the equation 3x - 8 = 0 3 is . 8 9. True or False Some equations have no solution.

10. The quantity b2 - 4ac is called the ___________ of a quadratic equation. If it is ___________, the equation has no real solution. 11. True or False solutions.

Quadratic equations always have two real

12. True or False If the discriminant of a quadratic equation is positive, then the equation has two solutions that are negatives of one another.

Skill Building In Problems 13–78, solve each equation. 13. 3x = 21

14. 3x = -24

15. 5x + 15 = 0

17. 2x - 3 = 5

18. 3x + 4 = -8

19.

21. 6 - x = 2x + 9

22. 3 - 2x = 2 - x

23. 213 + 2x2 = 31x - 42

25. 8x - 12x + 12 = 3x - 10

26. 5 - 12x - 12 = 10

27.

1 3 x - 4 = x 2 4

28. 1 -

29. 0.9t = 0.4 + 0.1t

30. 0.9t = 1 + t

31.

2 4 + = 3 y y

32.

1 5 x = 3 12

33. 1x + 721x - 12 = 1x + 122

34. 1x + 221x - 32 = 1x - 322

36. w14 - w22 = 8 - w3

37. x2 = 9x

39. t3 - 9t2 = 0

40. 4z3 - 8z2 = 0

20.

-2 -3 = x + 4 x + 1

43. (x + 2)(3x) = (x + 2)(6)

45.

3 10 2 = + x - 2 x + 5 1x + 521x - 22

46.

24. 312 - x2 = 2x - 1 1 x = 5 2

4 5 - 5 = y 2y

35. z1z2 + 12 = 3 + z3

44. (x - 5)(2x) = (x - 5)(4)

1 1 1 + = 2x + 3 x - 1 12x + 321x - 12

49. ƒ 2x + 3 ƒ = 5

51. ƒ 1 - 4t ƒ = 5

2 9 x = 3 2

38. x3 = x2 2 3 = 41. 2x - 3 x + 5

42.

48. ƒ 3x ƒ = 12

16. 3x + 18 = 0

47. ƒ 2x ƒ = 6 50. ƒ 3x - 1 ƒ = 2

52. ƒ 1 - 2z ƒ = 3

53. ƒ -2x ƒ = 8

54. ƒ -x ƒ = 1

55. ƒ -2 ƒ x = 4

56. ƒ 3 ƒ x = 9

58. ƒ 2 - x ƒ = -1

59. ƒ x2 - 4 ƒ = 0

60. ƒ x2 - 9 ƒ = 0

1 57. ƒ x - 2 ƒ = 2 61. ƒ x2 - 2x ƒ = 3

63. ƒ x2 + x - 1 ƒ = 1

64. ƒ x2 + 3x - 2 ƒ = 2

65. x2 = 4x

66. x2 = -8x

67. z2 + 4z - 12 = 0

68. v2 + 7v + 12 = 0

69. 2x2 - 5x - 3 = 0

70. 3x2 + 5x + 2 = 0

71. x1x - 72 + 12 = 0

72. x1x + 12 = 12

73. 4x2 + 9 = 12x

74. 25x2 + 16 = 40x

75. 6x - 5 =

6 x

76. x +

12 = 7 x

77.

In Problems 79–84, solve each equation by the Square Root Method.

41x - 22 x-3

+

62. ƒ x2 + x ƒ = 12

3 -3 = x x1x - 32

78.

5 3 = 4 + x + 4 x - 2

79. x2 = 25

80. x2 = 36

81. 1x - 122 = 4

82. 1x + 222 = 1

83. 12y + 322 = 9

84. 13x - 222 = 4

In Problems 85–90, solve each equation by completing the square. 85. x2 + 4x = 21 88. x2 +

2 1 x - = 0 3 3

86. x2 - 6x = 13 89. 3x2 + x -

1 = 0 2

87. x2 -

1 3 = 0 x 2 16

90. 2x2 - 3x - 1 = 0

SECTION A.4

Solving Equations

A37

In Problems 91–102, find the real solutions, if any, of each equation. Use the quadratic formula. 91. x2 - 4x + 2 = 0

92. x2 + 4x + 2 = 0

93. x2 - 5x - 1 = 0

94. x2 + 5x + 3 = 0

95. 2x2 - 5x + 3 = 0

96. 2x2 + 5x + 3 = 0

97. 4y2 - y + 2 = 0

98. 4t2 + t + 1 = 0

99. 4x2 = 1 - 2x

100. 2x2 = 1 - 2x

101. x2 + 23 x - 3 = 0

102. x2 + 22 x - 2 = 0

In Problems 103–108, use the discriminant to determine whether each quadratic equation has two unequal real solutions, a repeated real solution, or no real solution without solving the equation. 103. x2 - 5x + 7 = 0

104. x2 + 5x + 7 = 0

105. 9x2 - 30x + 25 = 0

106. 25x2 - 20x + 4 = 0

107. 3x2 + 5x - 8 = 0

108. 2x2 - 3x - 4 = 0

Applications and Extensions In Problems 109–114, solve each equation. The letters a, b, and c are constants. 109. ax - b = c, a Z 0 112.

110. 1 - ax = b, a Z 0

b a + = c, c Z 0 x x

113.

1 1 2 + = x - a x + a x - 1

111.

x x + = c, a Z 0, b Z 0, a Z -b a b

114.

b + c b - c = , c Z 0, a Z 0 x + a x - a

Problems 115–120 list some formulas that occur in applications. Solve each formula for the indicated variable. 115. Electricity

1 1 1 = + R R1 R2

117. Mechanics

F =

119. Mathematics

mv2 R

S =

for R

116. Finance

for R

a 1 - r

for r

b 121. Show that the sum of the roots of a quadratic equation is - . a 122. Show that the product of the roots of a quadratic equation c is . a 123. Find k such that the equation kx2 + x + k = 0 has a repeated real solution. 124. Find k such that the equation x2 - kx + 4 = 0 has a repeated real solution.

A = P11 + rt2 for r

118. Chemistry

PV = nRT for T

120. Mechanics

v = -gt + v0

for t

125. Show that the real solutions of the equation ax2 + bx + c = 0 are the negatives of the real solutions of the equation ax2 - bx + c = 0. Assume that b2 - 4ac Ú 0. 126. Show that the real solutions of the equation ax2 + bx + c = 0 are the reciprocals of the real solutions of the equation cx2 + bx + a = 0. Assume that b2 - 4ac Ú 0.

Explaining Concepts: Discussion and Writing 127. Which of the following pairs of equations are equivalent? Explain. (a) x2 = 9; x = 3 (b) x = 29; x = 3 (c) 1x - 121x - 22 = 1x - 122;

130. Describe three ways you might solve a quadratic equation. State your preferred method; explain why you chose it. 131. Explain the benefits of evaluating the discriminant of a quadratic equation before attempting to solve it.

x - 2 = x - 1

128. The equation 5 8 + x + 3 = x + 3 x + 3 has no solution, yet when we go through the process of solving it we obtain x = -3. Write a brief paragraph to explain what causes this to happen. 129. Make up an equation that has no solution and give it to a fellow student to solve. Ask the fellow student to write a critique of your equation.

132. Make up three quadratic equations: one having two distinct solutions, one having no real solution, and one having exactly one real solution. 133. The word quadratic seems to imply four (quad), yet a quadratic equation is an equation that involves a polynomial of degree 2. Investigate the origin of the term quadratic as it is used in the expression quadratic equation. Write a brief essay on your findings.

‘Are You Prepared?’ Answers 1. 1x - 621x + 12

2. 12x - 321x + 12

5 3. e - , 3 f 3

4. True

5. add;

25 4

A38

APPENDIX A

Review

A.5 Complex Numbers; Quadratic Equations in the Complex Number System OBJECTIVES 1 Add, Subtract, Multiply, and Divide Complex Numbers (p. A38) 2 Solve Quadratic Equations in the Complex Number System (p. A42)

Complex Numbers One property of a real number is that its square is nonnegative. For example, there is no real number x for which x2 = -1 To remedy this situation, we introduce a new number called the imaginary unit.

DEFINITION

The imaginary unit, which we denote by i, is the number whose square is -1. That is, i2 = -1 This should not surprise you. If our universe were to consist only of integers, there would be no number x for which 2x = 1. This unfortunate circumstance was 1 2 remedied by introducing numbers such as and , the rational numbers. If our 2 3 universe were to consist only of rational numbers, there would be no x whose square equals 2. That is, there would be no number x for which x2 = 2. To remedy this, we introduced numbers such as 12 and 1 3 5 , the irrational numbers. The real numbers, you will recall, consist of the rational numbers and the irrational numbers. Now, if our universe were to consist only of real numbers, then there would be no number x whose square is -1. To remedy this, we introduce a number i, whose square is -1. In the progression outlined, each time we encountered a situation that was unsuitable, we introduced a new number system to remedy this situation.And each new number system contained the earlier number system as a subset. The number system that results from introducing the number i is called the complex number system.

DEFINITION

Complex numbers are numbers of the form a  bi, where a and b are real numbers. The real number a is called the real part of the number a + bi; the real number b is called the imaginary part of a + bi; and i is the imaginary unit, so i2 = -1. For example, the complex number -5 + 6i has the real part -5 and the imaginary part 6. When a complex number is written in the form a + bi, where a and b are real numbers, we say it is in standard form. However, if the imaginary part of a complex number is negative, such as in the complex number 3 + 1-22i, we agree to write it instead in the form 3 - 2i. Also, the complex number a + 0i is usually written merely as a. This serves to remind us that the real numbers are a subset of the complex numbers. The complex number 0 + bi is usually written as bi. Sometimes the complex number bi is called a pure imaginary number.

1 Add, Subtract, Multiply, and Divide Complex Numbers Equality, addition, subtraction, and multiplication of complex numbers are defined so as to preserve the familiar rules of algebra for real numbers. Two complex numbers

SECTION A.5

Complex Numbers; Quadratic Equations in the Complex Number System

A39

are equal if and only if their real parts are equal and their imaginary parts are equal. That is, Equality of Complex Numbers a + bi = c + di

if and only if a = c and b = d

(1)

Two complex numbers are added by forming the complex number whose real part is the sum of the real parts and whose imaginary part is the sum of the imaginary parts. That is, Sum of Complex Numbers 1a + bi2 + 1c + di2 = 1a + c2 + 1b + d2i

(2)

To subtract two complex numbers, we use this rule: Difference of Complex Numbers 1a + bi2 - 1c + di2 = 1a - c2 + 1b - d2i

EXAMPLE 1

(3)

Adding and Subtracting Complex Numbers

(a) 13 + 5i2 + 1-2 + 3i2 = 33 + 1-224 + 15 + 32i = 1 + 8i (b) 16 + 4i2 - 13 + 6i2 = 16 - 32 + 14 - 62i = 3 + 1-22i = 3 - 2i

Now Work

PROBLEM



13

Products of complex numbers are calculated as illustrated in Example 2.

EXAMPLE 2

Multiplying Complex Numbers

15 + 3i2 # 12 + 7i2 = 5 # 12 + 7i2 + 3i12 + 7i2 = 10 + 35i + 6i + 21i2 c Distributive Property

c Distributive Property

= 10 + 41i + 211-12

c i 2 = -1

= -11 + 41i



Based on the procedure of Example 2, we define the product of two complex numbers as follows: Product of Complex Numbers 1a + bi2 # 1c + di2 = 1ac - bd2 + 1ad + bc2i

(4)

Do not bother to memorize formula (4). Instead, whenever it is necessary to multiply two complex numbers, follow the usual rules for multiplying two binomials, as in Example 2, remembering that i2 = -1. For example, 12i212i2 = 4i2 = -4 12 + i211 - i2 = 2 - 2i + i - i2 = 3 - i

Now Work

PROBLEM

19

A40

APPENDIX A

Review

Algebraic properties for addition and multiplication, such as the commutative, associative, and distributive properties, hold for complex numbers. The property that every nonzero complex number has a multiplicative inverse, or reciprocal, requires a closer look.

DEFINITION

If z = a + bi is a complex number, then its conjugate, denoted by z, is defined as z = a + bi = a - bi For example, 2 + 3i = 2 - 3i and -6 - 2i = -6 + 2i.

EXAMPLE 3

Multiplying a Complex Number by Its Conjugate Find the product of the complex number z = 3 + 4i and its conjugate z.

Solution

Since z = 3 - 4i, we have

zz = 13 + 4i213 - 4i2 = 9 - 12i + 12i - 16i2 = 9 + 16 = 25



The result obtained in Example 3 has an important generalization.

THEOREM

The product of a complex number and its conjugate is a nonnegative real number. That is, if z = a + bi, then zz = a2 + b2

(5)

Proof If z = a + bi, then zz = 1a + bi21a - bi2 = a2 - 1bi22 = a2 - b2 i2 = a2 + b2



To express the reciprocal of a nonzero complex number z in standard form, 1 multiply the numerator and denominator of by z. That is, if z = a + bi is a z nonzero complex number, then 1 z 1 z a - bi 1 = 2 = = # = z z z a + bi zz a + b2 c Use (5).

=

EXAMPLE 4

Writing the Reciprocal of a Complex Number in Standard Form Write

Solution

a b - 2 i 2 a + b a + b2 2

1 in standard form a + bi; that is, find the reciprocal of 3 + 4i. 3 + 4i

The idea is to multiply the numerator and denominator by the conjugate of 3 + 4i, that is, by the complex number 3 - 4i. The result is 1 1 # 3 - 4i 3 - 4i 3 4 = = = i 3 + 4i 3 + 4i 3 - 4i 9 + 16 25 25



To express the quotient of two complex numbers in standard form, multiply the numerator and denominator of the quotient by the conjugate of the denominator.

SECTION A.5

EXAMPLE 5

Complex Numbers; Quadratic Equations in the Complex Number System

A41

Writing the Quotient of Two Complex Numbers in Standard Form Write each of the following in standard form. (a)

Solution

(a)

(b)

1 + 4i 5 - 12i

(b)

1 + 4i # 5 + 12i 5 + 12i + 20i + 48i2 1 + 4i = = 5 - 12i 5 - 12i 5 + 12i 25 + 144 -43 + 32i 43 32 = i = + 169 169 169 2 - 3i 2 - 3i # 4 + 3i 8 + 6i - 12i - 9i2 = = 4 - 3i 4 - 3i 4 + 3i 16 + 9 17 - 6i 17 6 = i = 25 25 25

Now Work

EXAMPLE 6

2 - 3i 4 - 3i

PROBLEM



27

Writing Other Expressions in Standard Form If z = 2 - 3i and w = 5 + 2i, write each of the following expressions in standard form. z (a) (b) z + w (c) z + z w

Solution

(a)

12 - 3i215 - 2i2 z#w z 10 - 4i - 15i + 6i2 = # = = w w w 15 + 2i215 - 2i2 25 + 4 =

4 19 4 - 19i = i 29 29 29

(b) z + w = 12 - 3i2 + 15 + 2i2 = 7 - i = 7 + i (c) z + z = 12 - 3i2 + 12 + 3i2 = 4



The conjugate of a complex number has certain general properties that we shall find useful later. For a real number a = a + 0i, the conjugate is a = a + 0i = a - 0i = a. That is,

THEOREM

The conjugate of a real number is the real number itself. Other properties of the conjugate that are direct consequences of the definition are given next. In each statement, z and w represent complex numbers.

THEOREM

The conjugate of the conjugate of a complex number is the complex number itself. 1z2 = z

(6)

The conjugate of the sum of two complex numbers equals the sum of their conjugates. z + w = z + w

(7)

The conjugate of the product of two complex numbers equals the product of their conjugates. z#w = z#w

(8)

A42

APPENDIX A

Review

We leave the proofs of equations (6), (7), and (8) as exercises.

Powers of i The powers of i follow a pattern that is useful to know. i5 = i4 # i = 1 # i = i i6 = i4 # i2 = -1 i7 = i4 # i3 = -i i8 = i4 # i4 = 1

i1 = i i2 = -1

i3 = i2 # i = -1 # i = -i i4 = i2 # i2 = 1-121-12 = 1

And so on. The powers of i repeat with every fourth power.

EXAMPLE 7

Evaluating Powers of i (a) i27 = i24 # i3 = 1i42

# i3 = 16 # i3 = -i 25 i101 = i100 # i1 = 1i42 # i = 125 # i = i 6

(b)

EXAMPLE 8

Solution



Writing the Power of a Complex Number in Standard Form Write 12 + i23 in standard form.

Use the special product formula for 1x + a23. 1x + a23 = x3 + 3ax2 + 3a2x + a3

COMMENT Another way to find (2 + i)3 is to multiply out (2 + i)2 (2 + i) . 

Using this special product formula,

12 + i23 = 23 + 3 # i # 22 + 3 # i2 # 2 + i3 = 8 + 12i + 61-12 + 1-i2 = 2 + 11i.

Now Work

PROBLEM



41

2 Solve Quadratic Equations in the Complex Number System Quadratic equations with a negative discriminant have no real number solution. However, if we extend our number system to allow complex numbers, quadratic equations will always have a solution. Since the solution to a quadratic equation involves the square root of the discriminant, we begin with a discussion of square roots of negative numbers.

DEFINITION

If N is a positive real number, we define the principal square root of N, denoted by 1-N , as 2 -N = 2N i

WARNING In writing 1-N = 1N i be sure to place i outside the 1 symbol.

EXAMPLE 9

where i is the imaginary unit and i2 = -1.

Evaluating the Square Root of a Negative Number (a) 1-1 = 11 i = i (c) 1-8 = 18 i = 2 12 i

(b) 1-4 = 14 i = 2i 

SECTION A.5

EXAMPLE 10

Complex Numbers; Quadratic Equations in the Complex Number System

A43

Solving Equations Solve each equation in the complex number system. (a) x2 = 4 (b) x2 = -9

Solution

(a) x2 = 4 x = ; 14 = ;2 The equation has two solutions, -2 and 2. The solution set is {2, 2}. (b) x2 = -9 x = ; 1-9 = ; 19 i = ;3i The equation has two solutions, -3i and 3i. The solution set is {3i, 3i}.

Now Work

PROBLEMS

49

AND



53

WARNING When working with square roots of negative numbers, do not set the square root of a product equal to the product of the square roots (which can be done with positive numbers). To see why, look at this calculation: We know that 1100 = 10. However, it is also true that 100 = 1-2521-42, so 10 = 2100 = 41-2521-42 Z 2-25 2 -4 = A 225 i B A 24 i B = 15i212i2 = 10i2 = -10 c Here is the error. 

Because we have defined the square root of a negative number, we can now restate the quadratic formula without restriction.

THEOREM

Quadratic Formula In the complex number system, the solutions of the quadratic equation ax2 + bx + c = 0, where a, b, and c are real numbers and a Z 0, are given by the formula -b ; 4b2 - 4ac x = 2a

EXAMPLE 11

(9)

Solving Quadratic Equations in the Complex Number System Solve the equation x2 - 4x + 8 = 0 in the complex number system.

Solution

Here a = 1, b = -4, c = 8, and b2 - 4ac = 16 - 4112182 = -16. Using equation (9), we find that x =

-1-42 ; 2 -16 4 ; 216 i 4 ; 4i = = = 2 ; 2i 2112 2 2

The equation has two solutions, 2  2i and 2  2i.The solution set is 52 - 2i, 2 + 2i6. Check: 2 + 2i: 12 + 2i22 - 412 + 2i2 + 8 = 4 + = 4 2 - 2i: 12 - 2i22 - 412 - 2i2 + 8 = 4 = 4 -

Now Work

PROBLEM

59

8i + 4i2 - 8 - 8i + 8 4 = 0 8i + 4i2 - 8 + 8i + 8 4 = 0



A44

APPENDIX A

Review

The discriminant b2 - 4ac of a quadratic equation still serves as a way to determine the character of the solutions. Character of the Solutions of a Quadratic Equation In the complex number system, consider a quadratic equation ax2 + bx + c = 0 with real coefficients. 1. If b2 - 4ac 7 0, the equation has two unequal real solutions. 2. If b2 - 4ac = 0, the equation has a repeated real solution, a double root. 3. If b2 - 4ac 6 0, the equation has two complex solutions that are not real. The solutions are conjugates of each other. The third conclusion in the display is a consequence of the fact that if b2 - 4ac = -N 6 0 then, by the quadratic formula, the solutions are x =

-b + 4b2 - 4ac -b + 2 -N -b + 2N i -b 2N i = = = + 2a 2a 2a 2a 2a

and -b - 4b2 - 4ac -b - 2 -N -b - 2N i -b 2N = = = i 2a 2a 2a 2a 2a which are conjugates of each other. x =

EXAMPLE 12

Determining the Character of the Solution of a Quadratic Equation Without solving, determine the character of the solution of each equation. (a) 3x2 + 4x + 5 = 0

Solution

(b) 2x2 + 4x + 1 = 0

(c) 9x2 - 6x + 1 = 0

(a) Here a = 3, b = 4, and c = 5, so b2 - 4ac = 16 - 4132152 = -44. The solutions are two complex numbers that are not real and are conjugates of each other. (b) Here a = 2, b = 4, and c = 1, so b2 - 4ac = 16 - 8 = 8. The solutions are two unequal real numbers. (c) Here a = 9, b = -6, and c = 1, so b2 - 4ac = 36 - 4192112 = 0. The solution is a repeated real number, that is, a double root. 

Now Work

PROBLEM

73

A.5 Assess Your Understanding Concepts and Vocabulary 5. The equation x2 = -4 has the solution set __________.

1. True or False The square of a complex number is sometimes negative. 2. 12 + i212 - i2 = __________. 3. True or False In the complex number system, a quadratic equation has four solutions. 4. In the complex number 5 + 2i, the number 5 is called the __________ part; the number 2 is called the __________ part; the number i is called the __________ __________.

6. True or False The conjugate of 2 + 5i is -2 - 5i. 7. True or False All real numbers are complex numbers. 8. True or False If 2 - 3i is a solution of a quadratic equation with real coefficients, then -2 + 3i is also a solution.

Skill Building In Problems 9–46, write each expression in the standard form a + bi. 9. 12 - 3i2 + 16 + 8i2

13. 12 - 5i2 - 18 + 6i2 17. 2i12 - 3i2

10. 14 + 5i2 + 1-8 + 2i2

14. 1-8 + 4i2 - 12 - 2i2 18. 3i1-3 + 4i2

11. 1-3 + 2i2 - 14 - 4i2

12. 13 - 4i2 - 1-3 - 4i2

15. 312 - 6i2

16. -412 + 8i2

19. 13 - 4i212 + i2

20. 15 + 3i212 - i2

SECTION A.5

21. 1-6 + i21-6 - i2 25.

2 + i i

29. a

22. 1-3 + i213 + i2 26.

1 23 2 + ib 2 2

Complex Numbers; Quadratic Equations in the Complex Number System

2 - i -2i

30. a

23 1 2 - ib 2 2

13 5 - 12i 2 + 3i 28. 1 - i

10 3 - 4i 6 - i 27. 1 + i

23.

24.

31. 11 + i22

32. 11 - i22

33. i23

34. i14

35. i-15

36. i-23

37. i6 - 5

38. 4 + i3

39. 6i3 - 4i5

40. 4i3 - 2i2 + 1

41. 11 + i23

42. 13i24 + 1

45. i + i + i + 1 6

4

2

A45

43. i711 + i22

44. 2i411 + i22

46. i + i + i + i 7

5

3

In Problems 47–52, perform the indicated operations and express your answer in the form a + bi. 47. 2 -4

48. 2 -9

49. 2 -25

52. 414 + 3i213i - 42

51. 413 + 4i214i - 32

50. 2 -64

In Problems 53–72, solve each equation in the complex number system. 53. x2 + 4 = 0

54. x2 - 4 = 0

55. x2 - 16 = 0

56. x2 + 25 = 0

57. x - 6x + 13 = 0

58. x + 4x + 8 = 0

59. x - 6x + 10 = 0

60. x2 - 2x + 5 = 0

61. 8x2 - 4x + 1 = 0

62. 10x2 + 6x + 1 = 0

63. 5x2 + 1 = 2x

64. 13x2 + 1 = 6x

65. x2 + x + 1 = 0

66. x2 - x + 1 = 0

67. x3 - 8 = 0

68. x3 + 27 = 0

69. x = 16

70. x = 1

71. x + 13x + 36 = 0

72. x4 + 3x2 - 4 = 0

2

4

2

4

2

4

2

In Problems 73–78, without solving, determine the character of the solutions of each equation in the complex number system. 73. 3x2 - 3x + 4 = 0

74. 2x2 - 4x + 1 = 0

75. 2x2 + 3x = 4

76. x2 + 6 = 2x

77. 9x2 - 12x + 4 = 0

78. 4x2 + 12x + 9 = 0

79. 2 + 3i is a solution of a quadratic equation with real coefficients. Find the other solution. 80. 4 - i is a solution of a quadratic equation with real coefficients. Find the other solution. In Problems 81–84, z = 3 - 4i and w = 8 + 3i. Write each expression in the standard form a + bi. 81. z + z

82. w - w

83. zz

84. z - w

Applications and Extensions 85. Electrical Circuits The impedance Z, in ohms, of a circuit element is defined as the ratio of the phasor voltage V, in volts, across the element to the phasor current I, in amperes, V through the elements. That is, Z = . If the voltage across a I circuit element is 18  i volts and the current through the element is 3  4i amperes, determine the impedance. 86. Parallel Circuits In an ac circuit with two parallel pathways, the total impedance Z, in ohms, satisfies the formula 1 1 1 , where Z1 is the impedance of the first pathway + = Z Z1 Z2

and Z2 is the impedance of the second pathway. Determine the total impedance if the impedances of the two pathways are Z1 = 2 + i ohms and Z2 = 4 - 3i ohms. 87. Use z = a + bi to show that z + z = 2a and z - z = 2bi. 88. Use z = a + bi to show that z = z. 89. Use z = a + bi and w = c + di to show that z + w = z + w. 90. Use z = a + bi and w = c + di to show that z # w = z # w.

Explaining Concepts: Discussion and Writing 91. Explain to a friend how you would add two complex numbers and how you would multiply two complex numbers. Explain any differences in the two explanations.

93. Use an Internet search engine to investigate the origins of complex numbers. Write a paragraph describing what you find and present it to the class.

92. Write a brief paragraph that compares the method used to rationalize the denominator of a radical expression and the method used to write the quotient of two complex numbers in standard form.

94. What Went Wrong? A student multiplied 2 -9 and 2-9 as follows: 2-9 # 2 -9 = 2(-9)(-9) = 281 = 9 The instructor marked the problem incorrect. Why?

A46

APPENDIX A

Review

A.6 Interval Notation; Solving Inequalities PREPARING FOR THIS SECTION Before getting started, review the following: • Algebra Essentials (Appendix A, Section A.1, pp. A1–A10)

Now Work the ‘Are You Prepared?’ problems on page A52. OBJECTIVES 1 Use Interval Notation (p. A46) 2 Use Properties of Inequalities (p. A47) 3 Solve Inequalities (p. A49) 4 Solve Combined Inequalities (p. A50) 5 Solve Inequalities Involving Absolute Value (p. A51)

Suppose that a and b are two real numbers and a 6 b. We use the notation a 6 x 6 b to mean that x is a number between a and b. The expression a 6 x 6 b is equivalent to the two inequalities a 6 x and x 6 b. Similarly, the expression a … x … b is equivalent to the two inequalities a … x and x … b. The remaining two possibilities, a … x 6 b and a 6 x … b, are defined similarly. Although it is acceptable to write 3 Ú x Ú 2, it is preferable to reverse the inequality symbols and write instead 2 … x … 3 so that, as you read from left to right, the values go from smaller to larger. A statement such as 2 … x … 1 is false because there is no number x for which 2 … x and x … 1. Finally, we never mix inequality symbols, as in 2 … x Ú 3.

1 Use Interval Notation DEFINITION

Let a and b represent two real numbers with a 6 b. A closed interval, denoted by [a, b], consists of all real numbers x for which a … x … b. An open interval, denoted by (a, b), consists of all real numbers x for which a 6 x 6 b. The half-open, or half-closed, intervals are (a, b], consisting of all real numbers x for which a 6 x … b, and [a, b), consisting of all real numbers x for which a … x 6 b.

In each of these definitions, a is called the left endpoint and b the right endpoint of the interval. The symbol q (read as “infinity”) is not a real number, but a notational device used to indicate unboundedness in the positive direction. The symbol - q (read as “negative infinity”) also is not a real number, but a notational device used to indicate unboundedness in the negative direction. Using the symbols q and - q , we can define five other kinds of intervals: 7a, ˆ2 1a, ˆ2 1 ˆ , a8 1 ˆ , a2 1 ˆ , ˆ2

Consists of all real numbers x for which x Consists of all real numbers x for which x Consists of all real numbers x for which x Consists of all real numbers x for which x Consists of all real numbers x

Ú 7 … 6

a a a a

Note that q and - q are never included as endpoints, since neither is a real number. Table 1 summarizes interval notation, corresponding inequality notation, and their graphs.

SECTION A.6

Table 1

EXAMPLE 1

A47

Interval Notation; Solving Inequalities

Interval

Inequality

Graph

The open interval (a, b)

a⬍x⬍b

a

b

The closed interval [a, b]

aⱕxⱕb

a

b

The half-open interval [a, b)

aⱕx⬍b

a

b

The half-open interval (a, b]

a⬍xⱕb

a

b

The interval [a, ⬁)

xⱖa

a

The interval (a, ⬁)

x⬎a

a

The interval (⫺⬁, a]

xⱕa

The interval (⫺⬁, a)

x⬍a

The interval (⫺⬁, ⬁)

All real numbers

a a

Writing Inequalities Using Interval Notation Write each inequality using interval notation. (a) 1 … x … 3

Solution

EXAMPLE 2

(b) -4 6 x 6 0

(c) x 7 5

(a) 1 … x … 3 describes all numbers x between 1 and 3, inclusive. In interval notation, we write 31, 34. (b) In interval notation, -4 6 x 6 0 is written 1-4, 02. (c) x 7 5 consists of all numbers x greater than 5. In interval notation, we write 15, q 2. (d) In interval notation, x … 1 is written 1- q , 14. 

Writing Intervals Using Inequality Notation Write each interval as an inequality involving x. (a) 31, 42

Solution

(d) x … 1

(a) (b) (c) (d)

(b) 12, q 2

(c) 32, 34

(d) 1- q , -34

31, 42 consists of all numbers x for which 1 … x 6 4. 12, q 2 consists of all numbers x for which x 7 2. 32, 34 consists of all numbers x for which 2 … x … 3. 1- q , -34 consists of all numbers x for which x … -3.

Now Work

PROBLEMS

11, 23,

AND



31

2 Use Properties of Inequalities The product of two positive real numbers is positive, the product of two negative real numbers is positive, and the product of 0 and 0 is 0. For any real number a, the value of a2 is 0 or positive; that is, a2 is nonnegative. This is called the nonnegative property. Nonnegative Property

In Words The square of a real number is never negative.

For any real number a, a2 Ú 0

(1)

A48

APPENDIX A

Review

If we add the same number to both sides of an inequality, we obtain an equivalent inequality. For example, since 3 6 5, then 3 + 4 6 5 + 4 or 7 6 9. This is called the addition property of inequalities. Addition Property of Inequalities For real numbers a, b, and c, If a 6 b, then a + c 6 b + c. If a 7 b, then a + c 7 b + c.

(2a) (2b)

The addition property states that the sense, or direction, of an inequality remains unchanged if the same number is added to each side. Now let’s see what happens if we multiply each side of an inequality by a nonzero number. We begin with 3 6 7 and multiply each side by 2. The numbers 6 and 14 that result obey the inequality 6 6 14. Now start with 9 7 2 and multiply each side by -4. The numbers -36 and -8 that result obey the inequality -36 6 -8. Note that the effect of multiplying both sides of 9 7 2 by the negative number -4 is that the direction of the inequality symbol is reversed. We are led to the following general multiplication properties for inequalities: Multiplication Properties for Inequalities For real numbers a, b, and c, If a 6 b and if c 7 0, then ac 6 bc. If a 6 b and if c 6 0, then ac 7 bc. If a 7 b and if c 7 0, then ac 7 bc. If a 7 b and if c 6 0, then ac 6 bc.

In Words Multiplying by a negative number reverses the inequality.

EXAMPLE 3

(3a)

(3b)

The multiplication properties state that the sense, or direction, of an inequality remains the same if each side is multiplied by a positive real number, whereas the direction is reversed if each side is multiplied by a negative real number.

Multiplication Property of Inequalities 1 1 (a) If 2x 6 6, then 12x2 6 162 or x 6 3. 2 2 x x (b) If 7 12, then -3 a b 6 -31122 or x 6 -36. -3 -3 -4x -8 (c) If -4x 6 -8, then 7 or x 7 2. -4 -4 (d) If -x 7 8, then 1-121-x2 6 1-12182 or x 6 -8.

Now Work

PROBLEM



45

The reciprocal property states that the reciprocal of a positive real number is positive and that the reciprocal of a negative real number is negative. Reciprocal Property for Inequalities

In Words The reciprocal property states that the reciprocal of a positive real number is positive and that the reciprocal of a negative real number is negative.

1 7 0 a 1 If a 6 0, then 6 0 a If a 7 0, then

1 7 0, then a 7 0 a 1 If 6 0, then a 6 0 a

If

(4a) (4b)

SECTION A.6

Interval Notation; Solving Inequalities

A49

3 Solve Inequalities An inequality in one variable is a statement involving two expressions, at least one containing the variable, separated by one of the inequality symbols 6, …, 7, or Ú. To solve an inequality means to find all values of the variable for which the statement is true. These values are called solutions of the inequality. For example, the following are all inequalities involving one variable x: x + 5 6 8

2x - 3 Ú 4

x2 - 1 … 3

x + 1 7 0 x - 2

As with equations, one method for solving an inequality is to replace it by a series of equivalent inequalities until an inequality with an obvious solution, such as x 6 3, is obtained. We obtain equivalent inequalities by applying some of the same properties as those used to find equivalent equations. The addition property and the multiplication properties form the basis for the following procedures.

Procedures That Leave the Inequality Symbol Unchanged 1. Simplify both sides of the inequality by combining like terms and eliminating parentheses: Replace by

1x + 22 + 6 7 2x + 51x + 12 x + 8 7 7x + 5

2. Add or subtract the same expression on both sides of the inequality: Replace by

3x - 5 6 4 13x - 52 + 5 6 4 + 5

3. Multiply or divide both sides of the inequality by the same positive expression: Replace

4x 7 16

by

4x 16 7 4 4

Procedures That Reverse the Sense or Direction of the Inequality Symbol 1. Interchange the two sides of the inequality: Replace 3 6 x by x 7 3 2. Multiply or divide both sides of the inequality by the same negative expression: Replace

-2x 7 6 by

-2x 6 6 -2 -2

As the examples that follow illustrate, we solve inequalities using many of the same steps that we would use to solve equations. In writing the solution of an inequality, we may use either set notation or interval notation, whichever is more convenient.

EXAMPLE 4

Solving an Inequality Solve the inequality: 4x + 7 Ú 2x - 3 Graph the solution set.

Solution

4x + 7 Ú 2x - 3 4x + 7 - 7 Ú 2x - 3 - 7 Subtract 7 from both sides. Simplify. 4x Ú 2x - 10

A50

APPENDIX A

Review

4x - 2x Ú 2x - 10 - 2x 2x Ú -10 -10 2x Ú 2 2 x Ú -5 Figure 23 ⫺6

⫺5

⫺4

⫺3

⫺2

Subtract 2x from both sides. Simplify. Divide both sides by 2. (The direction of the inequality symbol is unchanged.) Simplify.

The solution set is 5x ƒ x Ú -56 or, using interval notation, all numbers in the interval 3-5, q 2. See Figure 23 for the graph.

⫺1



Now Work

PROBLEM

57

4 Solve Combined Inequalities EXAMPLE 5

Solving Combined Inequalities Solve the inequality: -5 6 3x - 2 6 1 Graph the solution set.

Solution

Recall that the inequality -5 6 3x - 2 6 1 is equivalent to the two inequalities -5 6 3x - 2 and 3x - 2 6 1 We solve each of these inequalities separately. -5 6 3x - 2 -5 + 2 6 3x - 2 + 2 Add 2 to both sides. -3 6 3x Simplify. -3 3x 6 3 3 -1 6 x

3x - 2 6 1 3x - 2 + 2 6 1 + 2 3x 6 3 3x 3 6 3 3 x 6 1

Divide both sides by 3. Simplify.

The solution set of the original pair of inequalities consists of all x for which -1 6 x and x 6 1 Figure 24 ⫺3

⫺2

⫺1

0

1

2

This may be written more compactly as 5x ƒ -1 6 x 6 16. In interval notation, the solution is 1-1, 12. See Figure 24 for the graph. 

Observe in the preceding process that the two inequalities we solved required exactly the same steps. A shortcut to solving the original inequality algebraically is to deal with the two inequalities at the same time, as follows: -5 -5 + 2 -3 -3 3 -1

Now Work

6 3x - 2 6 1 6 3x - 2 + 2 6 1 + 2 6 3x 6 3 3x 3 6 6 3 3 6 x 6 1

PROBLEM

73

Add 2 to each part. Simplify. Divide each part by 3. Simplify.

SECTION A.6

Interval Notation; Solving Inequalities

A51

Using the Reciprocal Property to Solve an Inequality

EXAMPLE 6

Solve the inequality: 14x - 12-1 7 0 Graph the solution set.

Solution

1 Since 14x - 12-1 = and since the Reciprocal Property states that when 4x - 1 1 7 0 then a 7 0, we have a 14x - 12-1 7 0 1 7 0 4x - 1 4x - 1 7 0 4x 7 1 1 x 7 4

Figure 25 0

1– 4

Reciprocal Property

1 1 The solution set is e x ` x 7 f, that is, all x in the interval a , q b . Figure 25 4 4 illustrates the graph.

1

Now Work

PROBLEM



83

5 Solve Inequalities Involving Absolute Value Solving an Inequality Involving Absolute Value

EXAMPLE 7

Solve the inequality ƒ x ƒ 6 4, and graph the solution set.

Solution Figure 26 Less than 4 units from origin O

We are looking for all points whose coordinate x is a distance less than 4 units from the origin. See Figure 26 for an illustration. Because any x between - 4 and 4 satisfies the condition ƒ x ƒ 6 4, the solution set consists of all numbers x for which -4 6 x 6 4, that is, all x in the interval 1 - 4, 42. 

O ⫺5 ⫺4 ⫺3 ⫺2 ⫺1

0

1

2

3

4

Solving an Inequality Involving Absolute Value

EXAMPLE 8

Solve the inequality ƒ x ƒ 7 3, and graph the solution set.

Solution

Figure 27

We are looking for all points whose coordinate x is a distance greater than 3 units from the origin. Figure 27 illustrates the situation. We conclude that any x less than - 3 or greater than 3 satisfies the condition ƒ x ƒ 7 3. The solution set consists of all numbers x for which x 6 - 3 or x 7 3, that is, all x in 1 - q , -32 ´ 13, q 2.* We are led to the following results:

⫺5 ⫺4 ⫺3 ⫺2 ⫺1

0

1

2

3



4

THEOREM

If a is any positive number, then

ƒuƒ ƒuƒ ƒuƒ ƒuƒ

6 a is equivalent to

-a 6 u 6 a

(5)

… a is equivalent to

-a … u … a

(6)

7 a is equivalent to u 6 - a or u 7 a

(7)

Ú a is equivalent to u … - a or u Ú a

(8)

* The symbol ´ stands for the union of two sets. Refer to page A2 if necessary.

A52

APPENDIX A

Review

Solving an Inequality Involving Absolute Value

EXAMPLE 9

Solve the inequality ƒ 2x + 4 ƒ … 3, and graph the solution set.

ƒ 2x + 4 ƒ

Solution -3 -3 - 4 -7 -7 2 7 2 Figure 28 ⫺5

⫺2

7

⫺ –2

1 ⫺ –2 0

2

4

… 3

This follows the form of statement (6); the expression u = 2x + 4 is inside the absolute value bars. Apply statement (6).

… 2x + 4 … 3 … 2x + 4 - 4 … 3 - 4 Subtract 4 from each part. … 2x … -1 Simplify. 2x -1 Divide each part by 2. … … 2 2 1 Simplify. … … x 2

The solution set is e x ` -

7 1 7 1 … x … - f, that is, all x in the interval c - , - d. See 2 2 2 2

Figure 28 for a graph of the solution set.

Now Work

EXAMPLE 10

PROBLEM



89

Solving an Inequality Involving Absolute Value Solve the inequality ƒ 2x - 5 ƒ 7 3, and graph the solution set.

ƒ 2x - 5 ƒ 7 3

Solution

2x - 5 2x - 5 + 5 2x 2x 2 x Figure 29 ⫺2 ⫺1

0

1

2

3

4

5

6

7

This follows the form of statement (7); the expression u = 2x - 5 is inside the absolute value bars.

6 -3 2x - 5 7 or 6 -3 + 5 or 2x - 5 + 5 7 6 2 or 2x 7 2x 2 6 or 7 2 2 or 6 1 x 7

3 3 + 5 8 8 2 4

Apply statement (7). Add 5 to each part. Simplify. Divide each part by 2. Simplify.

The solution set is 5x ƒ x 6 1 or x 7 46, that is, all x in 1- q , 12 ´ 14, q 2. See Figure 29 for a graph of the solution set.

 WARNING A common error to be avoided is to attempt to write the solution x 6 1 or x 7 4 as the combined inequality 1 7 x 7 4, which is incorrect, since there are no numbers x for which x 6 1 and x 7 4. Another common error is to “mix” the symbols and write 1 6 x 7 4, which makes no sense. 

Now Work

PROBLEM

95

A.6 Assess Your Understanding ‘Are You Prepared?’

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

1. Graph the inequality: x Ú -2. (pp. A4–A5) 2. True or False

-5 7 -3 (pp. A4–A5)

3. ƒ -2 ƒ = 4. True or False

. (p. A5)

ƒ x ƒ Ú 0 for any real number x. (pp. A5–A6)

Concepts and Vocabulary 5. If each side of an inequality is multiplied by a(n) number, then the sense of the inequality symbol is reversed.

6. A(n) , denoted 3a, b4, consists of all real numbers x for which a … x … b.

7. The solution set of the equation ƒ x ƒ = 5 is 5 8. The solution set of the inequality ƒ x ƒ 6 5 is 5x ƒ

6.

6

9. True or False The equation ƒ x ƒ = -2 has no solution. 10. True or False The inequality ƒ x ƒ Ú -2 has the set of real numbers as solution set.

SECTION A.6

Interval Notation; Solving Inequalities

A53

Skill Building In Problems 11–16, express the graph shown in blue using interval notation. Also express each as an inequality involving x. 11. 14.

12. –1

0

1

2

3

–2

–1

0

1

2

15.

13. –2

–1

0

1

2

–1

0

1

2

3

16.

–1

0

1

2

3

–1

0

1

2

3

In Problems 17–22, an inequality is given. Write the inequality obtained by: (a) Adding 3 to each side of the given inequality. (b) Subtracting 5 from each side of the given inequality. (c) Multiplying each side of the given inequality by 3. (d) Multiplying each side of the given inequality by - 2. 17. 3 6 5

18. 2 7 1

19. 4 7 - 3

20. - 3 7 - 5

21. 2x + 1 6 2

22. 1 - 2x 7 5

In Problems 23–30, write each inequality using interval notation, and illustrate each inequality using the real number line. 23. 0 … x … 4

24. - 1 6 x 6 5

25. 4 … x 6 6

26. -2 6 x 6 0

27. x Ú 4

28. x … 5

29. x 6 - 4

30. x 7 1

In Problems 31–38, write each interval as an inequality involving x, and illustrate each inequality using the real number line. 31. 32, 54

32. 11, 22

33. 1 - 3, -22

34. 30, 12

35. 34, q 2

36. 1 - q , 24

37. 1- q , - 32

38. 1 - 8, q 2

In Problems 39–52, fill in the blank with the correct inequality symbol. 39. If x 6 5, then x - 5

40. If x 6 - 4, then x + 4

0.

41. If x 7 - 4, then x + 4

0.

42. If x 7 6, then x - 6

0.

0.

43. If x Ú - 4, then 3x

- 12.

44. If x … 3, then 2x

45. If x 7 6, then - 2x

- 12.

46. If x 7 - 2, then - 4x

8.

47. If x Ú 5, then - 4x

- 20.

48. If x … - 4, then - 3x

12.

49. If 2x 7 6, then x 1 51. If - x … 3, then x 2

6.

50. If 3x … 12, then x

3.

4.

1 52. If - x 7 1, then x 4

- 6.

-4.

In Problems 53–100, solve each inequality. Express your answer using set notation or interval notation. Graph the solution set. 53. x + 1 6 5

54. x - 6 6 1

55. 1 - 2x … 3

56. 2 - 3x … 5

57. 3x - 7 7 2

58. 2x + 5 7 1

59. 3x - 1 Ú 3 + x

60. 2x - 2 Ú 3 + x

61. - 21x + 32 6 8

62. -311 - x2 6 12

63. 4 - 311 - x2 … 3

64. 8 - 412 - x2 … - 2x

65.

1 1x - 42 7 x + 8 2

66. 3x + 4 7

68.

x x Ú 2 + 3 6

69. 0 … 2x - 6 … 4

70. 4 … 2x + 2 … 10

72. - 3 … 3 - 2x … 9

73. - 3 6

71. - 5 … 4 - 3x … 2 74. 0 6

3x + 2 6 4 2

75. 1 6 1 -

1 1x - 22 3

1 x 6 4 2

67.

x x Ú 1 2 4

2x - 1 6 0 4

76. 0 6 1 -

1 x 6 1 3

A54

APPENDIX A

Review

77. 1x + 221x - 32 7 1x - 121x + 12

78. 1x - 121x + 12 7 1x - 321x + 42

80. x19x - 52 … 13x - 122

81.

83. 14x + 22-1 6 0

84. 12x - 12-1 7 0

86. 0 6

x + 1 3 1 … 6 2 3 4

82.

1 x + 1 2 6 … 3 2 3

85. 0 6

87. 0 6 12x - 42-1 6

2 4 6 x 3

79. x14x + 32 … 12x + 122

1 2

3 2 6 x 5

88. 0 6 13x + 62-1 6

89. ƒ 2x ƒ 6 8

90. ƒ 3x ƒ 6 12

91. ƒ 3x ƒ 7 12

92. ƒ 2x ƒ 7 6

93. ƒ 2x - 1 ƒ … 1

94. ƒ 2x + 5 ƒ … 7

95. ƒ 1 - 2x ƒ 7 3

96. ƒ 2 - 3x ƒ 7 1

97. ƒ -4x ƒ + ƒ -5 ƒ … 9

98. ƒ -x ƒ - ƒ 4 ƒ … 2

99. ƒ -2x ƒ Ú ƒ -4 ƒ

1 3

100. ƒ -x - 2 ƒ Ú 1

Applications and Extensions 1 101. Express the fact that x differs from 2 by less than as an 2 inequality involving an absolute value. Solve for x. 102. Express the fact that x differs from -1 by less than 1 as an inequality involving an absolute value. Solve for x. 103. Express the fact that x differs from -3 by more than 2 as an inequality involving an absolute value. Solve for x. 104. Express the fact that x differs from 2 by more than 3 as an inequality involving an absolute value. Solve for x. 105. What is the domain of the variable in the expression 23x + 6? 106. What is the domain of the variable in the expression 28 + 2x? 107. A young adult may be defined as someone older than 21, but less than 30 years of age. Express this statement using inequalities. 108. Middle-aged may be defined as being 40 or more and less than 60. Express this statement using inequalities. 109. Life Expectancy The Social Security Administration determined that an average 30-year-old male in 2005 could expect to live at least 46.60 more years and an average 30-year-old female in 2005 could expect to live at least 51.03 more years. (a) To what age can an average 30-year-old male expect to live? Express your answer as an inequality. (b) To what age can an average 30-year-old female expect to live? Express your answer as an inequality. (c) Who can expect to live longer, a male or a female? By how many years? Source: Social Security Administration, Period Life Table, 2005

JAN 2005

JULY 2058

AUG 2054

110. General Chemistry For a certain ideal gas, the volume V (in cubic centimeters) equals 20 times the temperature T (in degrees Celsius). If the temperature varies from 80° to 120° C inclusive, what is the corresponding range of the volume of the gas? 111. Real Estate A real estate agent agrees to sell an apartment complex according to the following commission schedule: $45,000 plus 25% of the selling price in excess of $900,000. Assuming that the complex will sell at some price between $900,000 and $1,100,000 inclusive, over what range does the agent’s commission vary? How does the commission vary as a percent of selling price? 112. Sales Commission A used car salesperson is paid a commission of $25 plus 40% of the selling price in excess of owner’s cost. The owner claims that used cars typically sell for at least owner’s cost plus $200 and at most owner’s cost plus $3000. For each sale made, over what range can the salesperson expect the commission to vary? 113 Federal Tax Withholding The percentage method of withholding for federal income tax (2010) states that a single person whose weekly wages, after subtracting withholding allowances, are over $693, but not over $1302, shall have $82.35 plus 25% of the excess over $693 withheld. Over what range does the amount withheld vary if the weekly wages vary from $700 to $900 inclusive? Source: Employer’s Tax Guide. Department of the Treasury, Internal Revenue Service, Publication 2010. 114. Exercising Sue wants to lose weight. For healthy weight loss, the American College of Sports Medicine (ACSM) recommends 200 to 300 minutes of exercise per week. For the first six days of the week, Sue exercised 40, 45, 0, 50, 25, and 35 minutes. How long should Sue exercise on the seventh day in order to stay within the ACSM guidelines? 115. Electricity Rates Commonwealth Edison Company’s charge for electricity in January 2010 is 9.44¢ per kilowatt-hour. In addition, each monthly bill contains a customer charge of $12.55. If last year’s bills ranged from a low of $76.27 to a high of $248.55, over what range did usage vary (in kilowatt-hours)? Source: Commonwealth Edison Co., Chicago, Illinois, 2010. 116. Water Bills The Village of Oak Lawn charges homeowners $37.62 per quarter-year plus $3.86 per 1000 gallons for water usage in excess of 10,000 gallons. In 2010 one homeowner’s

SECTION A.7

quarterly bill ranged from a high of $122.54 to a low of $68.50. Over what range did water usage vary? Source: Village of Oak Lawn, Illinois, April 2010. 117. Markup of a New Car The markup over dealer’s cost of a new car ranges from 12% to 18%. If the sticker price is $18,000, over what range will the dealer’s cost vary? 118. IQ Tests A standard intelligence test has an average score of 100. According to statistical theory, of the people who take the test, the 2.5% with the highest scores will have scores of more than 1.96s above the average, where s (sigma, a number called the standard deviation) depends on the nature of the test. If s = 12 for this test and there is (in principle) no upper limit to the score possible on the test, write the interval of possible test scores of the people in the top 2.5%. 119. Computing Grades In your Economics 101 class, you have scores of 68, 82, 87, and 89 on the first four of five tests.To get a grade of B, the average of the first five test scores must be greater than or equal to 80 and less than 90. (a) Solve an inequality to find the range of the score that you need on the last test to get a B. (b) What score do you need if the fifth test counts double?

nth Roots; Rational Exponents

A55

120. “Light” Foods For food products to be labeled “light,” the U.S. Food and Drug Administration requires that the altered product must either contain one-third or fewer calories than the regular product or it must contain one-half or less fat than the regular product. If a serving of Miracle Whip® Light contains 20 calories and 1.5 grams of fat, then what must be true about either the number of calories or the grams of fat in a serving of regular Miracle Whip®? a + b 6 b. The 121. Arithmetic Mean If a 6 b, show that a 6 2 a+b number is called the arithmetic mean of a and b. 2 122. Refer to Problem 121. Show that the arithmetic mean of a and b is equidistant from a and b. 123. Geometric Mean If 0 6 a 6 b, show that a 6 1ab 6 b. The number 1ab is called the geometric mean of a and b. 124. Refer to Problems 121 and 123. Show that the geometric mean of a and b is less than the arithmetic mean of a and b. 125. Harmonic Mean For 0 6 a 6 b, let h be defined by 1 1 1 1 = a + b h 2 a b Show that a 6 h 6 b. The number h is called the harmonic mean of a and b. 126. Refer to Problems 121, 123, and 125. Show that the harmonic mean of a and b equals the geometric mean squared divided by the arithmetic mean.

What do I need to get a B?

82 68 89 87

127. Another Reciprocal Property Prove that if 0 6 a 6 b, then 1 1 0 6 6 . a b

Explaining Concepts: Discussion and Writing 128. Make up an inequality that has no solution. Make up one that has exactly one solution. 129. The inequality x2 + 1 6 -5 has no real solution. Explain why. 130. Do you prefer to use inequality notation or interval notation to express the solution to an inequality? Give your reasons. Are there particular circumstances when you prefer one to the other? Cite examples.

131. How would you explain to a fellow student the underlying reason for the multiplication properties for inequalities (page A48), that is, the sense or direction of an inequality remains the same if each side is multiplied by a positive real number, whereas the direction is reversed if each side is multiplied by a negative real number?

‘Are You Prepared?’ Answers 1.

⫺4

⫺2

0

2. False

3. 2

4. True

A.7 nth Roots; Rational Exponents PREPARING FOR THIS SECTION Before getting started, review the following: • Exponents, Square Roots (Appendix A, Section A.1, pp. A7–A10) Now Work the ‘Are You Prepared?’ problems on page A61.

OBJECTIVES 1 2 3 4 5

Work with nth Roots (p. A56) Simplify Radicals (p. A56) Rationalize Denominators (p. A58) Solve Radical Equations (p. A58) Simplify Expressions with Rational Exponents (p. A59)

A56

APPENDIX A

Review

1 Work with nth Roots DEFINITION

The principal nth root of a real number a, n Ú 2 an integer, symbolized by n 1a, is defined as follows: n

1a = b means a = bn where a Ú 0 and b Ú 0 if n is even and a, b are any real numbers if n is odd. n

In Words

n The symbol 2 a means “give me the number, which when raised to the power n, equals a.”

EXAMPLE 1

Notice that if a is negative and n is even, then 1a is not defined as a real number. When it is defined, the principal nth root of a number is unique. n The symbol 1a for the principal nth root of a is called a radical; the integer n is called the index, and a is called the radicand. If the index of a radical is 2, we call 1 2a the square root of a and omit the index 2 by simply writing 1a. If the index is 3, we call 1 3 a the cube root of a.

Simplifying Principal nth Roots (a) 2 3 8 = 4 3 23 = 2

(b) 2 3 -64 = 4 3 1-423 = -4

1 1 4 1 = 4 a b = (c) 4 A16 2 B 2

(d) 4 6 1-226 = ƒ -2 ƒ = 2 

These are examples of perfect roots, since each simplifies to a rational number. Notice the absolute value in Example 1(d). If n is even, the principal nth root must be nonnegative. In general, if n Ú 2 is an integer and a is a real number, we have n

if n Ú 3 is odd

(1a)

n

if n Ú 2 is even

(1b)

n 4a = a n 4a = ƒ a ƒ

Now Work

PROBLEM

7

Radicals provide a way of representing many irrational real numbers. For example, there is no rational number whose square is 2. Using radicals, we can say that 12 is the positive number whose square is 2.

EXAMPLE 2

Using a Calculator to Approximate Roots Use a calculator to approximate 1 5 16 .

Solution

Figure 30 shows the result using a TI-84 Plus graphing calculator.

Figure 30

Now Work

PROBLEM



81

2 Simplify Radicals Let n Ú 2 and m Ú 2 denote positive integers, and let a and b represent real numbers. Assuming that all radicals are defined, we have the following properties:

SECTION A.7

nth Roots; Rational Exponents

A57

Properties of Radicals n

n

n

2ab = 1a 2b

(2a)

n

a 1a = n Ab 2b n

(2b)

m m 4a = 11a2 n

n

(2c)

When used in reference to radicals, the direction to “simplify” will mean to remove from the radicals any perfect roots that occur as factors. Let’s look at some examples of how the preceding rules are applied to simplify radicals.

EXAMPLE 3

Simplifying Radicals (a) 232 = 216 # 2 = 216 # 22 = 4 22 c c Factor out 16, (2a) a perfect square.

(b) 2 3 16 = 2 3 8#2 = 2 3 8# 2 32 = 4 3 23 # 2 3 2 = 22 32 c Factor out 8, a perfect cube.

c (2a)

3 -16x4 = 4 3 -8 # 2 # x3 # x = 4 (c) 4 3 1-8x3212x2 c c Factor perfect Group perfect cubes inside radical. cubes.

= 4 3 1-2x23 # 2x = 4 3 1-2x23 # 2 3 2x = -2x2 3 2x c (2a)

2x 4 # 2x 4 # 16x5 24x4x 2x = 4 = 4 a x = 4 a ` 4 x b b 4 4 x = ` 4 A 81 A 3 3 4 B 3 B 3

(d) 4

Now Work

PROBLEMS

11

AND



17

Two or more radicals can be combined, provided that they have the same index and the same radicand. Such radicals are called like radicals.

EXAMPLE 4

Combining Like Radicals

(a) -8 212 + 23 = -8 24 # 3 + 23 = -8 # 24 23 + 23 = -16 23 + 23 = -15 23 (b) 4 3 8x4 + 1 3 -x + 4 2 3 27x = 4 3 23x3x + 2 3 -1 # x + 44 3 33 x

= 4 3 12x23 # 1 3x + 2 3 -1 # 1 3 x + 44 3 33 # 1 3x = 2x1 3x - 1# 1 3 x + 12 1 3x = 12x + 1121 3x

Now Work

PROBLEM

33



A58

APPENDIX A

Review

3 Rationalize Denominators When radicals occur in the denominator of a quotient, it is customary to rewrite the quotient so that the new denominator contains no radicals. This process is referred to as rationalizing the denominator. The idea is to multiply by an appropriate expression so that the new denominator contains no radicals. For example: If a Denominator Contains the Factor

Multiply by

23

23

23 + 1

23 - 1

22 - 3

22 + 3

25 - 23

25 + 23

2 3 4

2 3 2

To Obtain a Denominator Free of Radicals

A 23 B 2 A 23 B 2 A 22 B 2 A 25 B 2

= 3 - 12 = 3 - 1 = 2 - 32 = 2 - 9 = - 7

- A 23 B 2 = 5 - 3 = 2

2 3 4# 2 32 = 2 3 8 = 2

In rationalizing the denominator of a quotient, be sure to multiply both the numerator and the denominator by the expression.

EXAMPLE 5

Rationalizing Denominators Rationalize the denominator of each expression. (a)

Solution

(a)

4 22 4 22

4

=

# 22

æ

23 2 3 2

22

2 3 2 2 34

æ

4 22

A 22 B

2

=

1x - 2 , x Ú 0 1x + 2

4 22 = 2 22 2

.

34 23 # 2

=

Multiply by

(c)

22

(c)

2 32

=

22 22

Multiply by

(b)

23

(b)

2 3 4 2 3 4

=

34 23 2 2 38

=

34 23 2 2

.

1 1x - 222 1x - 2 # 1x - 2 1x - 2 = = 1x + 2 1x + 2 1x - 2 1 1x22 - 22 =

1 1x22 - 4 1x + 4 x - 4 1x + 4 = x - 4 x - 4 

Now Work

PROBLEM

47

4 Solve Radical Equations When the variable in an equation occurs in a square root, cube root, and so on, that is, when it occurs under a radical, the equation is called a radical equation. Sometimes a suitable operation will change a radical equation to one that is linear or quadratic. The most commonly used procedure is to isolate the most complicated radical on one side of the equation and then eliminate it by raising each side to a power equal to the index of the radical. Care must be taken because extraneous

SECTION A.7

nth Roots; Rational Exponents

A59

solutions may result. Thus, when working with radical equations, we always check apparent solutions. Let’s look at an example.

EXAMPLE 6

Solving Radical Equations 2 3 2x - 4 - 2 = 0

Solve the equation:

Solution

The equation contains a radical whose index is 3. We isolate it on the left side. 2 3 2x - 4 - 2 = 0 2 3 2x - 4 = 2 Now raise each side to the third power (since the index of the radical is 3) and solve. 3 3 2x - 4 B = 23 A2

Raise each side to the third power.

2x - 4 = 8

Simplify.

2x = 12 Simplify. x = 6 Solve for x. Check: 4 3 2162 - 4 - 2 = 2 3 12 - 4 - 2 = 2 3 8 - 2 = 2 - 2 = 0. The solution is x = 6.

Now Work

 PROBLEM

55

5 Simplify Expressions with Rational Exponents Radicals are used to define rational exponents.

DEFINITION

If a is a real number and n Ú 2 is an integer, then n

a1>n = 1a

(3)

n

provided that 1a exists. n

Note that if n is even and a 6 0, then 1a and a1>n do not exist as real numbers.

EXAMPLE 7

Writing Expressions Containing Fractional Exponents as Radicals (b) 81>2 = 28 = 2 22

(a) 41>2 = 24 = 2

(c) 1-2721>3 = 2 3 -27 = -3

(d) 161>3 = 2 3 16 = 2 2 32 

DEFINITION

If a is a real number and m and n are integers containing no common factors, with n Ú 2, then am>n = 3am = 11a2m n

n

(4)

n

provided that 1a exists. We have two comments about equation (4): m 1. The exponent must be in lowest terms and n must be positive. n n n 2. In simplifying the rational expression am>n, either 4am or 11a2m may be used, the choice depending on which is easier to simplify. Generally, taking the root n first, as in 11a2m, is easier.

A60

APPENDIX A

Review

EXAMPLE 8

Using Equation (4)

(a) 43>2 = A 24 B = 23 = 8

(b) 1-824>3 = A 2 3 -8 B = 1-224 = 16

3

4

(c) 1322-2>5 = A 2 5 32 B -2 = 2-2 =

(d) 256>4 = 253>2 = A 225 B = 53 = 125

1 4

3



Now Work

PROBLEM

59

It can be shown that the Laws of Exponents hold for rational exponents. The next example illustrates using the Laws of Exponents to simplify.

EXAMPLE 9

Simplifying Expressions Containing Rational Exponents Simplify each expression. Express your answer so that only positive exponents occur. Assume that the variables are positive. (a) 1x2>3y21x-2 y2

1>2

Solution

(a) 1x2>3y21x-2 y2

1>2

(b) ¢

2x1>3 y2>3

= 1x2>3 y231x-22

≤

-3

(c) ¢

9x2 y1>3 x1>3y

≤

1>2

y 4

1>2 1>2

= x2>3yx-1 y1>2 = 1x2>3 # x-121y # y1>22 = x-1>3 y3>2 = (b) ¢ (c) ¢

2x1>3 y2>3

≤

-3

9x2y1>3 x1>3 y

≤

= ¢ 1>2

y3>2 x1>3

y2>3 2x

= ¢

Now Work

12x1>32

9x2 - 11>32 y1 - 11>32

1y2>32

3

3

≤ = 1>3

3

≤

1>2

PROBLEM

=

= ¢

y2

=

231x1>32

3

9x5>3 y2>3

≤

y2 8x

91>21x5>32

1>2

1>2

=

1y2>32

1>2

=

3x5>6 y1>3 

75

The next two examples illustrate some algebra that you will need to know for certain calculus problems.

EXAMPLE 10

Writing an Expression as a Single Quotient Write the following expression as a single quotient in which only positive exponents appear. 1 1>2 1x2 + 12 + x # 1x2 + 12-1>2 # 2x 2

Solution

1x2 + 12

1>2

+ x#

1 2 x2 1>2 1>2 1x + 12- # 2 x = 1x2 + 12 + 1>2 2 1x2 + 12 1x2 + 12 1x2 + 12 1>2

= = =

1>2

1x2 + 12

+ x2

1>2

1x2 + 12 + x2 1x2 + 12

1>2

2x2 + 1

1x2 + 12

1>2



Now Work

PROBLEM

89

SECTION A.7

nth Roots; Rational Exponents

A61

Factoring an Expression Containing Rational Exponents

EXAMPLE 11

Factor:

Solution

4 1>3 x 12x + 12 + 2x4>3 3

We begin by writing 2x4>3 as a fraction with 3 as denominator. 4x1>3(2x + 1) 4x1>3(2x + 1) + 6x4>3 6x4>3 4 1>3 x 12x + 12 + 2x4>3 = + = 3 3 3 c 3 Add the two fractions.

2x [2(2x + 1) + 3x] 2x1>3(7x + 2) = 3 3 c c 1>3

=

2 and x1/3 are common factors.

Simplify. 

Now Work

PROBLEM

101

A.7 Assess Your Understanding ‘Are You Prepared?’ 1. 1 - 322 =

Answers are given at the end of these exercises. If you get a wrong answer, read the pages listed in red.

; - 32 =

2. 216 =

(pp. A7–A9)

; 41 - 422 =

(pp. A9–A10)

Concepts and Vocabulary n

3. In the symbol 1a, the integer n is called the 3 a the 5. We call 1

.

of a.

4. True or False

2 5 - 32 = - 2

6. True or False

4 1 - 324 = - 3 4

Skill Building In Problems 7–42, simplify each expression. Assume that all variables are positive when they appear. 8. 2 4 16

9. 2 3 -8

11. 28

12. 2 3 54

13. 4 3 -8x4

15. 4 4 x12y8

16. 4 5 x10y5

17. 4

18. 3

19. 236x

20. 49x5

21. 43x2 212x

22. 25x 420x3

25. A 326 B A 222 B

26. A 528 B A - 323 B

7. 2 3 27

23. A 25 2 3 9B

2

24. A 2 3 3 2 10 B

x9 y7 A xy3

4

3 -1 10. 2 14. 4 4 48x5 3xy2 A81x4y2

27. 3 22 + 4 22

28. 6 25 - 4 25

29. - 218 + 2 28

30. 2212 - 3 227

31. A 23 + 3 B A 23 - 1 B

32. A 25 - 2 B A 25 + 3 B

33. 52 3 2 - 22 3 54

34. 92 3 24 - 2 3 81

35. A 1x - 1 B 2

36. A 1x + 25 B 2

37. 4 3 16x4 - 2 3 2x

38. 2 4 32x + 4 4 2x5

39. 48x3 - 3 250x

40. 3x 29y + 4 225y

3 2xy + 54 3 -2xy4 41. 4 3 16x4y - 3x2

42. 8xy - 425x2y2 + 3 3 8x3y3

A62

APPENDIX A

Review

In Problems 43–54, rationalize the denominator of each expression. Assume that all variables are positive when they appear. 43.

47.

51.

1

2

44.

22 23

23 22

48.

5 - 22 5

49.

27 + 2 -2

52.

3 2 2

45.

53.

2 39

- 23

46.

25 2 - 25

50.

2 + 325 2x + h - 1x 2x + h + 1x

54.

- 23 28 23 - 1 223 + 3 2x + h + 2x - h 2x + h - 2x - h

In Problems 55–58, solve each equation. 3 2t - 1 = 2 55. 2

3 3t + 1 = -2 56. 2

In Problems 59–70, simplify each expression.

57. 215 - 2x = x

59. 82>3

60. 43>2

61. 1-2721>3

62. 163>4

65. 9-3>2

66. 16-3>2

9 3>2 67. a b 8

68. a

27 2>3 b 8

58. 212 - x = x

63. 163>2

64. 253>2

8 -3>2 69. a b 9

70. a

8 -2>3 b 27

In Problems 71–78, simplify each expression. Express your answer so that only positive exponents occur. Assume that the variables are positive. 71. x3>4x1>3x-1>2 1x2y2 1xy22 1>3

75.

73. 1x3 y62

72. x2>3x1>2x-1>4 2>3

1xy21>41x2 y22

1>2

76.

x2>3y2>3

74. 1x4y82

1>3

1x2 y23>4

3>4

116x2 y-1>32

3>4

77.

14x-1 y1>32

3>2

1xy221>4

78.

1xy23>2

In Problems 79–86, use a calculator to approximate each radical. Round your answer to two decimal places. 80. 27

79. 22

83.

2 + 23

84.

3 - 25

81. 2 34

25 - 2

85.

22 + 4

82. 2 3 -5

32 3 5 - 22

86.

23

34 2 23 - 2 22

Applications and Extensions In Problems 87–100, expressions that occur in calculus are given. Write each expression as a single quotient in which only positive exponents and/or radicals appear. 87.

x

11 + x21>2

+ 211 + x21>2

x 7 -1

88.

1 22x - 5

21 + x - x # 93.

+ 2x - 5 #

1 524x + 3

x 7 5

92.

+ x1>2

x 7 0

3 8x + 1 2

34 3 1x - 22

2

+

2 # 4x + 1 - x

1

221 + x 1 + x

2x1>2

1 90. 1x + 121>3 + x # 1x + 12-2>3 3

1 89. 2x1x2 + 121>2 + x2 # 1x2 + 12-1>2 # 2x 2 91. 24x + 3 #

1 + x

x 7 -1

94.

x Z -1

3x - 2 2

244 3 18x + 12

2

2x

24x2 + 1 x2 + 1

x Z 2, x Z -

1 8

SECTION A.7

95.

1x + 421>2 - 2x1x + 42-1>2 x + 4 x2

1>2

1x - 12

x 6 -1 or x 7 1

x2 1 + x2

96.

- 1x2 - 12

1>2

2

97.

x 7 -4

98.

99. 22x 2 11 + x22

19 - x221>2 + x219 - x22-1>2 9 - x2

x 7 0

A63

-3 6 x 6 3

1x2 + 421>2 - x21x2 + 42-1>2 x2 + 4 2x11 - x221>3 +

- 2x2x

nth Roots; Rational Exponents

100.

2 3 x 11 - x22-2>3 3

11 - x222>3

x Z -1, x Z 1

In Problems 101–110, expressions that occur in calculus are given. Factor each expression. Express your answer so that only positive exponents occur. 3 4 3>2 4>3 1>3 101. 1x + 12 + x # 1x + 121>2 x Ú -1 102. 1x2 + 42 + x # 1x2 + 42 # 2x 2 3 103. 6x1>21x2 + x2 - 8x3>2 - 8x1>2 4>3

105. 31x2 + 42

+ x # 41x2 + 42

1>3

3 1>2 x 2

x Ú 0

106. 2x13x + 424>3 + x2 # 413x + 421>3

# 2x

107. 413x + 521>312x + 323>2 + 313x + 524>312x + 321>2 109. 3x-1>2 +

104. 6x1>212x + 32 + x3>2 # 8

x Ú 0

x Ú -

3 108. 616x + 121>314x - 323>2 + 616x + 124>314x - 321>2 2 110. 8x1>3 - 4x-2>3

x 7 0

x Ú

3 4

x Z 0

111. Calculating the Amount of Gasoline in a Tank A Shell station stores its gasoline in underground tanks that are right circular cylinders lying on their sides. See the illustration. The volume V of gasoline in the tank (in gallons) is given by the formula V = 40h2

96 - 0.608 Ah

where h is the height of the gasoline (in inches) as measured on a depth stick. (a) If h = 12 inches, how many gallons of gasoline are in the tank? (b) If h = 1 inch, how many gallons of gasoline are in the tank? 112. Inclined Planes height h feet is

The final velocity v of an object in feet per second (ft> sec) after it slides down a frictionless inclined plane of

v = 464h + v20

v0

where v0 is the initial velocity (in ft/sec) of the object. (a) What is the final velocity v of an object that slides down a frictionless inclined plane of height 4 feet? Assume that the initial velocity is 0. (b) What is the final velocity v of an object that slides down a frictionless inclined plane of height 16 feet? Assume that the initial velocity is 0. (c) What is the final velocity v of an object that slides down a frictionless inclined plane of height 2 feet with an initial velocity of 4 ft/sec?

h v

Problems 113–116 require the following information. Period of a Pendulum The period T, in seconds, of a pendulum of length l, in feet, may be approximated using the formula T = 2p

l A 32

In Problems 113–116, express your answer both as a square root and as a decimal. 113. Find the period T of a pendulum whose length is 64 feet. 114. Find the period T of a pendulum whose length is 16 feet.

A64

APPENDIX A

Review

115. Find the period T of a pendulum whose length is 8 inches. 116. Find the period T of a pendulum whose length is 4 inches.

Explaining Concepts: Discussion and Writing 117. Give an example to show that 4a2 is not equal to a. Use it to explain why 4a2 = ƒ a ƒ .

‘Are you Prepared?’ Answers 1. 9; -9

2. 4; 4

A.8 Lines OBJECTIVES 1 Calculate and Interpret the Slope of a Line (p. A64) 2 Graph Lines Given a Point and the Slope (p. A67) 3 Find the Equation of a Vertical Line (p. A67) 4 5 6 7 8

Use the Point–Slope Form of a Line; Identify Horizontal Lines (p. A68) Find the Equation of a Line Given Two Points (p. A69) Write the Equation of a Line in Slope–Intercept Form (p. A69) Identify the Slope and y-Intercept of a Line from Its Equation (p. A70) Graph Lines Written in General Form Using Intercepts (p. A71)

9 Find Equations of Parallel Lines (p. A72) 10 Find Equations of Perpendicular Lines (p. A73)

In this section we study a certain type of equation that contains two variables, called a linear equation, and its graph, a line.

1 Calculate and Interpret the Slope of a Line

Figure 31 Line

Rise Run

DEFINITION

Consider the staircase illustrated in Figure 31. Each step contains exactly the same horizontal run and the same vertical rise. The ratio of the rise to the run, called the slope, is a numerical measure of the steepness of the staircase. For example, if the run is increased and the rise remains the same, the staircase becomes less steep. If the run is kept the same, but the rise is increased, the staircase becomes more steep. This important characteristic of a line is best defined using rectangular coordinates. Let P = 1x1 , y12 and Q = 1x2 , y22 be two distinct points. If x1 Z x2 , the slope m of the nonvertical line L containing P and Q is defined by the formula m =

y2 - y1 x2 - x1

x1 Z x2

(1)

If x1 = x2 , L is a vertical line and the slope m of L is undefined (since this results in division by 0). Figure 32(a) provides an illustration of the slope of a nonvertical line; Figure 32(b) illustrates a vertical line.

SECTION A.8

Figure 32

Lines

A65

L L

Q = (x 2, y2) y2

Q = (x 1, y2)

y1

P = (x 1, y1)

Rise = y2 – y1

P = (x 1, y1) y1

y2

Run = x2 – x1 x1

x2

(a) Slope of L is m =

x1

y2 – y1 _______ x2 – x1

(b) Slope is undefined; L is vertical

As Figure 32(a) illustrates, the slope m of a nonvertical line may be viewed as m =

y2 - y1 Rise = x2 - x1 Run

or m =

y2 - y1 x2 - x1

=

¢y Change in y = Change in x ¢x

That is, the slope m of a nonvertical line measures the amount y changes when x ¢y changes from x1 to x2. The expression is called the average rate of change of y, ¢x with respect to x. Two comments about computing the slope of a nonvertical line may prove helpful: 1. Any two distinct points on the line can be used to compute the slope of the line. (See Figure 33 for justification.) Figure 33 Triangles ABC and PQR are similar (equal angles), so ratios of corresponding sides are proportional. Then y2 - y1 = Slope using P and Q = x2 - x1 d(B, C) = Slope using A and B d(A, C)

y

Q = (x 2, y2) y2 – y1

P = (x 1, y1) B

x2 – x1

R x

A

C

Since any two distinct points can be used to compute the slope of a line, the average rate of change of a line is always the same number. 2. The slope of a line may be computed from P = 1x1 , y12 to Q = 1x2 , y22 or from Q to P because y1 - y2 y2 - y1 = x2 - x1 x1 - x2

EXAMPLE 1

Finding and Interpreting the Slope of a Line Given Two Points

The slope m of the line containing the points 11, 22 and 15, -32 may be computed as m =

-3 - 2 -5 5 = = 5 - 1 4 4

or as m =

2 - 1-32 1 - 5

=

5 5 = -4 4

For every 4-unit change in x, y will change by -5 units. That is, if x increases by 4 units, then y will decrease by 5 units. The average rate of change of y with respect 5 to x is - . 4 

Now Work

PROBLEMS

11

AND

17

A66

APPENDIX A

Review

Finding the Slopes of Various Lines Containing the Same Point (2, 3)

EXAMPLE 2

Compute the slopes of the lines L1 , L2 , L3 , and L4 containing the following pairs of points. Graph all four lines on the same set of coordinate axes. L1 : L2 : L3 : L4 :

Solution L4

Q4 ⫽ (2, 5) Q3 ⫽ (5, 3)

⫺5 Q1 ⫽ (⫺1, ⫺2)

m1 ⫽

5– 3

L3

5 x Q2 ⫽ (3, ⫺1) ⫺3

m4 undefined

Q1 Q2 Q3 Q4

= = = =

1-1, -22 13, -12 15, 32 12, 52

-2 - 3 -5 5 A rise of 5 divided by a run of 3 = = -1 - 2 -3 3 -1 - 3 -4 m2 = = = -4 3 - 2 1 3 - 3 0 m3 = = = 0 5 - 2 3 m4 is undefined because x1 = x2 = 2

P ⫽ (2, 3) m3 ⫽ 0

12, 32 12, 32 12, 32 12, 32

m1 =

L1

y 5

= = = =

Let m1 , m2 , m3 , and m4 denote the slopes of the lines L1 , L2, L3 , and L4 , respectively. Then

Figure 34 L2

P P P P

m2 ⫽ ⫺4

The graphs of these lines are given in Figure 34.



Figure 34 illustrates the following facts: 1. When the slope of a line is positive, the line slants upward from left to right 1L12. 2. When the slope of a line is negative, the line slants downward from left to right 1L22. 3. When the slope is 0, the line is horizontal 1L32. 4. When the slope is undefined, the line is vertical 1L42.

Seeing the Concept On the same screen, graph the following equations:

Figure 35

Y1 = 0

Y6 ⫽ 6x Y5 ⫽ 2x Y4 ⫽ x 2

1 Y2 = x 4

Y3 ⫽ 12 x ⫺3

1 x 2

Y2 ⫽ 14 x

Y3 =

3

Y4 = x

Y1 ⫽ 0

Y5 = 2x Y6 = 6x

⫺2

Slope of line is 0. 1 Slope of line is . 4 1 Slope of line is . 2 Slope of line is 1. Slope of line is 2. Slope of line is 6.

See Figure 35.

Seeing the Concept Figure 36 Y6 ⫽ ⫺6x Y5 ⫽ ⫺2x Y4 ⫽ ⫺x

On the same screen, graph the following equations: Y1 = 0 2

Y3 ⫽ ⫺ 12 x

Y3 =

Y2 ⫽ ⫺ 14 x ⫺3

Y4 =

3

Y5 =

Y1 ⫽ 0

Y6 = ⫺2

See Figure 36.

Slope of line is 0.

1 Slope of line is - . 4 1 1 - x Slope of line is - . 2 2 -x Slope of line is -1. -2x Slope of line is -2. -6x Slope of line is -6.

1 Y2 = - x 4

SECTION A.8

Lines

A67

Figures 35 and 36 illustrate that the closer the line is to the vertical position, the greater the magnitude of the slope.

2 Graph Lines Given a Point and the Slope EXAMPLE 3

Graphing a Line Given a Point and a Slope

Draw a graph of the line that contains the point 13, 22 and has a slope of: (a)

Solution Figure 37 y 6 (7, 5) Rise = 3 (3, 2)

3 4

(b) -

Rise 3 . The fact that the slope is means that for every horizontal Run 4 movement (run) of 4 units to the right there will be a vertical movement (rise) of 3 units. Look at Figure 37. If we start at the given point 13, 22 and move 4 units to the right and 3 units up, we reach the point 17, 52. By drawing the line through this point and the point 13, 22, we have the graph. (b) The fact that the slope is (a) Slope =

Run = 4 –2

y (–2, 6) 6

-

(3, 2) Run = 5 Run = –5

Rise = –4 10 x

–2 –2

-4 Rise 4 = = 5 5 Run

means that for every horizontal movement of 5 units to the right there will be a corresponding vertical movement of -4 units (a downward movement). If we start at the given point 13, 22 and move 5 units to the right and then 4 units down, we arrive at the point 18, -22. By drawing the line through these points, we have the graph. See Figure 38. Alternatively, we can set

Figure 38

Rise = 4

-

10 x

5

4 5

(8, –2)

4 Rise 4 = = 5 -5 Run

so that for every horizontal movement of -5 units (a movement to the left) there will be a corresponding vertical movement of 4 units (upward). This approach brings us to the point 1-2, 62, which is also on the graph shown in Figure 38. 

Now Work

PROBLEM

23

3 Find the Equation of a Vertical Line EXAMPLE 4

Graphing a Line Graph the equation:

Solution

x = 3

To graph x = 3, we find all points 1x, y2 in the plane for which x = 3. No matter what y-coordinate is used, the corresponding x-coordinate always equals 3. Consequently, the graph of the equation x = 3 is a vertical line with x-intercept 3 and undefined slope. See Figure 39. Figure 39

y 4 (3, 3) (3, 2) (3, 1) ⫺1 ⫺1

(3, 0) (3, ⫺1)

5 x



A68

APPENDIX A

Review

As suggested by Example 4, we have the following result:

THEOREM

Equation of a Vertical Line A vertical line is given by an equation of the form x = a where a is the x-intercept. COMMENT To graph an equation using a graphing utility, we need to express the equation in the form y = 5expression in x6. But x = 3 cannot be put in this form. To overcome this, most graphing utilities have special commands for drawing vertical lines. DRAW, LINE, PLOT, and VERT are among the more common ones. Consult your manual to determine the correct methodology for your graphing utility. 

Figure 40

4 Use the Point–Slope Form of a Line; Identify Horizontal Lines

y

L (x, y) y – y1

(x 1, y1)

Let L be a nonvertical line with slope m and containing the point 1x1 , y12. See Figure 40. For any other point 1x, y2 on L, we have

x – x1

m = x

THEOREM

y - y1 x - x1

or y - y1 = m1x - x12

Point–Slope Form of an Equation of a Line An equation of a nonvertical line with slope m that contains the point 1x1 , y12 is y - y1 = m1x - x12

EXAMPLE 5 Figure 41 y 6

Using the Point–Slope Form of a Line

An equation of the line with slope 4 and containing the point 11, 22 can be found by using the point–slope form with m = 4, x1 = 1, and y1 = 2.

(2, 6)

y - y1 = m1x - x12 y - 2 = 41x - 12 m = 4, x1 = 1, y1 = 2 Solve for y. y = 4x - 2

Rise ⫽ 4 (1, 2) Run ⫽ 1 ⫺2

10 x

5

See Figure 41 for the graph.

Now Work

EXAMPLE 6

Solution

Figure 42 y (3, 2)

1

3

5 x



PROBLEM

45

Finding the Equation of a Horizontal Line

Find an equation of the horizontal line containing the point 13, 22. Because all the y-values are equal on a horizontal line, the slope of a horizontal line is 0. To get an equation, we use the point–slope form with m = 0, x1 = 3, and y1 = 2. y - y1 y - 2 y - 2 y

4

–1

(2)

= = = =

See Figure 42 for the graph.

m1x - x12 0 # 1x - 32 0 2

m = 0, x1 = 3, and y1 = 2



SECTION A.8

Lines

A69

As suggested by Example 6, we have the following result:

THEOREM

Equation of a Horizontal Line A horizontal line is given by an equation of the form y = b where b is the y-intercept.

5 Find the Equation of a Line Given Two Points EXAMPLE 7

Solution

Finding an Equation of a Line Given Two Points

Find an equation of the line containing the points 12, 32 and 1-4, 52. Graph the line. First compute the slope of the line. m =

Figure 43

1 Use the point 12, 32 and the slope m = - to get the point–slope form of the 3 equation of the line.

y (– 4, 5) (2, 3)

1 y - 3 = - 1x - 22 3

2 –4

–2

5 - 3 1 2 = = -4 - 2 -6 3

10

x

See Figure 43 for the graph. 

In the solution to Example 7, we could have used the other point, 1-4, 52, instead of the point 12, 32. The equation that results, although it looks different, is equivalent to the equation that we obtained in the example. (Try it for yourself.)

Now Work

PROBLEM

37

6 Write the Equation of a Line in Slope–Intercept Form Another useful equation of a line is obtained when the slope m and y-intercept b are known. In this event, we know both the slope m of the line and a point 10, b2 on the line; then we use the point–slope form, equation (2), to obtain the following equation: y - b = m1x - 02 or y = mx + b

THEOREM

Slope–Intercept Form of an Equation of a Line An equation of a line with slope m and y-intercept b is y = mx + b

Now Work

PROBLEM

51 (EXPRESS

(3)

ANSWER

IN SLOPE–INTERCEPT FORM)

A70

APPENDIX A

Review

Figure 44 y = mx + 2 Y5 ⫽ ⫺3x ⫹ 2 Y3 ⫽ ⫺x ⫹ 2 4

Seeing the Concept To see the role that the slope m plays, graph the following lines on the same screen.

Y4 ⫽ 3x ⫹ 2 Y2 ⫽ x ⫹ 2

Y1 = 2 Y2 = x + 2

Y1 ⫽ 2 ⫺6

Y3 = -x + 2

6

Y4 = 3x + 2 Y5 = -3x + 2 See Figure 44. What do you conclude about the lines y = mx + 2?

⫺4

Figure 45 y = 2x + b Y4 ⫽ 2x ⫹ 4 4

Seeing the Concept

Y2 ⫽ 2x ⫹ 1 Y1 ⫽ 2x Y3 ⫽ 2x ⫺ 1 Y5 ⫽ 2x ⫺ 4

To see the role of the y-intercept b, graph the following lines on the same screen. Y1 = 2x Y2 = 2x + 1 Y3 = 2x - 1

⫺6

Y4 = 2x + 4

6

Y5 = 2x - 4 See Figure 45. What do you conclude about the lines y = 2x + b?

⫺4

7 Identify the Slope and y-Intercept of a Line from Its Equation When the equation of a line is written in slope–intercept form, it is easy to find the slope m and y-intercept b of the line. For example, suppose that the equation of a line is y = -2x + 7 Compare it to y = mx + b. y = -2x + 7 c c y = mx + b The slope of this line is -2 and its y-intercept is 7.

Now Work

EXAMPLE 8

PROBLEM

71

Finding the Slope and y-Intercept Find the slope m and y-intercept b of the equation 2x + 4y = 8. Graph the equation.

Solution

To obtain the slope and y-intercept, write the equation in slope–intercept form by solving for y. 2x + 4y = 8 4y = -2x + 8 1 y = - x + 2 2

Figure 46

1 The coefficient of x, - , is the slope, and the y-intercept is 2. Graph the line using 2 1 the fact that the y-intercept is 2 and the slope is - . Then, starting at the point 2 10, 22, go to the right 2 units and then down 1 unit to the point 12, 12. See Figure 46.

y 4 (0, 2) –3

2 1 (2, 1) 3

y = mx + b



x

Now Work

PROBLEM

77

SECTION A.8

Lines

A71

8 Graph Lines Written in General Form Using Intercepts Refer to Example 8. The form of the equation of the line 2x + 4y = 8 is called the general form.

DEFINITION

The equation of a line is in general form* when it is written as Ax + By = C

(4)

where A, B, and C are real numbers and A and B are not both 0. If B = 0 in (4), then A Z 0 and the graph of the equation is a vertical line: C x = . If B Z 0 in (4), then we can solve the equation for y and write the equation A in slope–intercept form as we did in Example 8. Another approach to graphing equation (4) would be to find its intercepts. Remember, the intercepts of the graph of an equation are the points where the graph crosses or touches a coordinate axis.

EXAMPLE 9

Graphing an Equation in General Form Using Its Intercepts Graph the equation 2x + 4y = 8 by finding its intercepts.

Solution

To obtain the x-intercept, let y = 0 in the equation and solve for x. 2x + 4y 2x + 4102 2x x

= = = =

8 8 Let y = 0. 8 4 Divide both sides by 2.

The x-intercept is 4 and the point 14, 02 is on the graph of the equation. To obtain the y-intercept, let x = 0 in the equation and solve for y. 2x + 4y = 8 2102 + 4y = 8 Let x = 0.

Figure 47 y 4

4y = 8 y = 2 Divide both sides by 4.

(0, 2) (4, 0) –3

3

x

The y-intercept is 2 and the point 10, 22 is on the graph of the equation. Plot the points 14, 02 and 10, 22 and draw the line through the points. See Figure 47. 

Now Work

PROBLEM

91

Every line has an equation that is equivalent to an equation written in general form. For example, a vertical line whose equation is x = a can be written in the general form

1#x + 0#y = a

A = 1, B = 0, C = a

A horizontal line whose equation is y = b can be written in the general form

0#x + 1#y = b

*Some books use the term standard form.

A = 0, B = 1, C = b

A72

APPENDIX A

Review

Lines that are neither vertical nor horizontal have general equations of the form Ax + By = C

A Z 0 and B Z 0

Because the equation of every line can be written in general form, any equation equivalent to equation (4) is called a linear equation.

9 Find Equations of Parallel Lines When two lines (in the plane) do not intersect (that is, they have no points in common), they are said to be parallel. Look at Figure 48. There we have drawn two parallel lines and have constructed two right triangles by drawing sides parallel to the coordinate axes. The right triangles are similar. (Do you see why? Two angles are equal.) Because the triangles are similar, the ratios of corresponding sides are equal.

Figure 48 y

Rise Run

Rise

THEOREM

Run x

Criterion for Parallel Lines

Two nonvertical lines are parallel if and only if their slopes are equal and they have different y-intercepts. The use of the words “if and only if” in the preceding theorem means that actually two statements are being made, one the converse of the other. If two nonvertical lines are parallel, then their slopes are equal and they have different y-intercepts. If two nonvertical lines have equal slopes and they have different y-intercepts, then they are parallel.

EXAMPLE 10

Showing That Two Lines Are Parallel Show that the lines given by the following equations are parallel: L1:

Solution

y 5

⫺5

2x + 3y = 6 3y = -2x + 6 2 y = - x + 2 3

5 x L1 L2

EXAMPLE 11

Solution

L2 : 4x + 6y = 0

To determine whether these lines have equal slopes and different y-intercepts, write each equation in slope–intercept form: L1:

Figure 49

2x + 3y = 6,

2 Slope = - ; y-intercept = 2 3

4x + 6y = 0 6y = -4x 2 y = - x 3 2 Slope = - ; y-intercept = 0 3 L2:

2 Because these lines have the same slope, - , but different y-intercepts, the lines are 3 parallel. See Figure 49. 

Finding a Line That Is Parallel to a Given Line

Find an equation for the line that contains the point 12, -32 and is parallel to the line 2x + y = 6. Since the two lines are to be parallel, the slope of the line that we seek equals the slope of the line 2x + y = 6. Begin by writing the equation of the line 2x + y = 6 in slope–intercept form. 2x + y = 6 y = -2x + 6

SECTION A.8

A73

The slope is -2. Since the line that we seek also has slope -2 and contains the point 12, -32, use the point–slope form to obtain its equation.

Figure 50 y

y - y1 = m1x - x12 Point–slope form y - 1-32 = -21x - 22 m = -2, x1 = 2, y1 = -3

6

y + 3 = -2x + 4 y = -2x + 1 ⫺6

2x + y = 1

6 x 2x ⫹ y ⫽ 6 (2, ⫺3) ⫺5

Lines

Simplify. Slope–intercept form General form

This line is parallel to the line 2x + y = 6 and contains the point 12, -32. See Figure 50. 

2x ⫹ y ⫽ 1

Now Work

PROBLEM

59

Figure 51

10 Find Equations of Perpendicular Lines

y

When two lines intersect at a right angle (90°), they are said to be perpendicular. See Figure 51. The following result gives a condition, in terms of their slopes, for two lines to be perpendicular.

90° x

THEOREM

Criterion for Perpendicular Lines Two nonvertical lines are perpendicular if and only if the product of their slopes is -1. Here we shall prove the “only if” part of the statement: If two nonvertical lines are perpendicular, then the product of their slopes is -1. In Problem 128 you are asked to prove the “if” part of the theorem; that is: If two nonvertical lines have slopes whose product is -1, then the lines are perpendicular.

Figure 52 y Slope m2 A = (1, m2) Slope m1

Rise = m 2 x

Run = 1 O

1

Rise = m1

B = (1, m1)

Proof Let m1 and m2 denote the slopes of the two lines. There is no loss in generality (that is, neither the angle nor the slopes are affected) if we situate the lines so that they meet at the origin. See Figure 52. The point A = 11, m22 is on the line having slope m2 , and the point B = 11, m12 is on the line having slope m1 . (Do you see why this must be true?) Suppose that the lines are perpendicular. Then triangle OAB is a right triangle. As a result of the Pythagorean Theorem, it follows that 3d1O, A242 + 3d1O, B242 = 3d1A, B242 Using the distance formula, the squares of these distances are 3d1O, A242 = 11 - 022 + 1m2 - 022 = 1 + m22 3d1O, B242 = 11 - 022 + 1m1 - 022 = 1 + m21

3d1A, B242 = 11 - 122 + 1m2 - m122 = m22 - 2m1 m2 + m21

(5)

A74

APPENDIX A

Review

Using these facts in equation (5), we get

A 1 + m22 B + A 1 + m21 B = m22 - 2m1m2 + m21 which, upon simplification, can be written as m1m2 = -1 If the lines are perpendicular, the product of their slopes is -1.



You may find it easier to remember the condition for two nonvertical lines to be perpendicular by observing that the equality m1m2 = -1 means that m1 and m2 are 1 1 negative reciprocals of each other; that is, either m1 = or m2 = . m2 m1

Finding the Slope of a Line Perpendicular to Another Line

EXAMPLE 12

2 3 If a line has slope , any line having slope - is perpendicular to it. 2 3



Finding the Equation of a Line Perpendicular to a Given Line

EXAMPLE 13

Find an equation of the line that contains the point 11, -22 and is perpendicular to the line x + 3y = 6. Graph the two lines.

Solution

First write the equation of the given line in slope–intercept form to find its slope. x + 3y = 6 Proceed to solve for y. 3y = -x + 6 1 y = - x + 2 Place in the form y = mx + b. 3

1 The given line has slope - . Any line perpendicular to this line will have slope 3. 3 Because we require the point 11, -22 to be on this line with slope 3, use the point–slope form of the equation of a line.

Figure 53 y

y ⫽ 3x ⫺ 5

6 x ⫹ 3y ⫽ 6

4

y - y1 = m1x - x12 Point–slope form

y - 1-22 = 31x - 12

m = 3, x1 = 1, y1 = -2

To obtain other forms of the equation, proceed as follows:

2 x ⫺2

2 ⫺2

4

y + 2 = 3x - 3

6

(1, ⫺2)

y = 3x - 5 3x - y = 5

⫺4

Simplify. Slope–intercept form General form

Figure 53 shows the graphs. 

Now Work

PROBLEM

65

WARNING Be sure to use a square screen when you graph perpendicular lines. Otherwise, the angle between the two lines will appear distorted. A discussion of square screens is given in Section B.5 of Appendix B. 

SECTION A.8

A75

Lines

A.8 Assess Your Understanding Concepts and Vocabulary

and the

7. Two nonvertical lines have slopes m1 and m2 , respectively. The lines are parallel if and the are unequal; the lines are perpendicular if .

3. A horizontal line is given by an equation of the form , where b is the .

9. The lines y = 2x - 1 and y = ax + 2 are perpendicular if

1. The slope of a vertical line is horizontal line is .

; the slope of a

2. For the line 2x + 3y = 6, the x-intercept is y-intercept is .

8. The lines y = 2x + 3 and y = ax + 5 are parallel if . a =

4. True or False Vertical lines have an undefined slope. 5. True or False The slope of the line 2y = 3x + 5 is 3.

a =

6. True or False The point 11, 22 is on the line 2x + y = 4.

.

10. True or False Perpendicular lines have slopes that are reciprocals of one another.

Skill Building In Problems 11–14, (a) find the slope of the line and (b) interpret the slope. y

11.

y

12.

2

(2, 1)

(–2, 2)

2

y

14. (1, 1)

2

(–1, 1)

(2, 2)

(0, 0)

(0, 0) –2

y

13.

(–2, 1) 2

2

–1

x

–2

x

2

–1

–2

x

2

–1

–2

x

2

–1

In Problems 15–22, plot each pair of points and determine the slope of the line containing them. Graph the line. 15. 12, 32; 14, 02

16. 14, 22; 13, 42

17. 1-2, 32; 12, 12

18. 1-1, 12; 12, 32

19. 1-3, -12; 12, -12

20. 14, 22; 1-5, 22

21. 1-1, 22; 1-1, -22

22. 12, 02; 12, 22

In Problems 23–30, graph the line containing the point P and having slope m.

25. P = 12, 42; m = -

23. P = 11, 22; m = 3

24. P = 12, 12; m = 4

27. P = 1-1, 32; m = 0

28. P = 12, -42; m = 0

3 4 29. P = 10, 32; slope undefined

26. P = 11, 32; m = -

2 5 30. P = 1-2, 02; slope undefined

In Problems 31–36, the slope and a point on a line are given. Use this information to locate three additional points on the line. Answers may vary. [Hint: It is not necessary to find the equation of the line. See Example 3.] 31. Slope 4; point 11, 22

32. Slope 2; point 1 -2, 32

4 34. Slope ; point 1-3, 22 3

35. Slope -2; point 1-2, -32

3 33. Slope - ; point 12, -42 2

36. Slope -1; point 14, 12

In Problems 37–44, find an equation of the line L. 37.

38.

y 2

(2, 1)

41.

2

–1

x

–2

(–1, 3)

3

42.

y

3 (3, 3)

–2

43. (1, 2)

–1

x

2

–1 L

3 x

L is parallel to y = 2 x

–1

L

(2, 2)

2

–1

44.

y 3

x

y 3

(1, 2) L

L y = 2x

2

(1, 1) –2

L

y

3

y (–1, 1)

x

2

–1

40.

y

(0, 0)

(0, 0) –2

39. L

y (–2, 1) 2

L

3 x y = –x

L is parallel to y = –x

–1 y = 2x

3 x

L is perpendicular to y = 2x

(–1, 1) –3 L

1 x y = –x

L is perpendicular to y = –x

A76

APPENDIX A

Review

In Problems 45–70, find an equation for the line with the given properties. Express your answer using either the general form or the slope–intercept form of the equation of a line, whichever you prefer. 45. Slope = 3; containing the point 1-2, 32

46. Slope = 2; containing the point 14, -32

2 47. Slope = - ; containing the point 11, -12 3

48. Slope =

49. Containing the points 11, 32 and 1-1, 22

50. Containing the points 1-3, 42 and 12, 52

51. Slope = -3; y-intercept = 3

52. Slope = -2; y-intercept = -2

53. x-intercept = 2; y-intercept = -1

54. x-intercept = -4; y-intercept = 4

55. Slope undefined; containing the point 12, 42

56. Slope undefined; containing the point 13, 82

57. Horizontal; containing the point 1-3, 22

58. Vertical; containing the point 14, -52

59. Parallel to the line y = 2x; containing the point 1-1, 22

60. Parallel to the line y = -3x; containing the point 1-1, 22

61. Parallel to the line 2x - y = -2; containing the point 10, 02

62. Parallel to the line x - 2y = -5; containing the point 10, 02

63. Parallel to the line x = 5; containing the point 14, 22

64. Parallel to the line y = 5; containing the point 14, 22

1 65. Perpendicular to the line y = x + 4; containing the point 2 11, -22

66. Perpendicular to the line y = 2x - 3; containing the point 11, -22

67. Perpendicular to the line 2x + y = 2; containing the point 1-3, 02

68. Perpendicular to the line x - 2y = -5; containing the point 10, 42

69. Perpendicular to the line x = 8; containing the point 13, 42

70. Perpendicular to the line y = 8; containing the point 13, 42

1 ; containing the point 13, 12 2

In Problems 71–90, find the slope and y-intercept of each line. Graph the line. 71. y = 2x + 3

1 y = x - 1 2

1 x + y = 2 3

75. y =

1 x + 2 2

72. y = -3x + 4

73.

77. x + 2y = 4

78. -x + 3y = 6

79. 2x - 3y = 6

80. 3x + 2y = 6

81. x + y = 1

82. x - y = 2

83. x = -4

84. y = -1

85. y = 5

86. x = 2

87. y - x = 0

88. x + y = 0

89. 2y - 3x = 0

90. 3x + 2y = 0

76. y = 2x +

1 2

74.

In Problems 91–100, (a) find the intercepts of the graph of each equation and (b) graph the equation. 91. 2x + 3y = 6

92. 3x - 2y = 6

93. -4x + 5y = 40

94. 6x - 4y = 24

95. 7x + 2y = 21

96. 5x + 3y = 18

97.

1 1 x + y = 1 2 3

98. x -

2 y = 4 3

99. 0.2x - 0.5y = 1

101. Find an equation of the x-axis.

100. -0.3x + 0.4y = 1.2

102. Find an equation of the y-axis.

In Problems 103–106, the equations of two lines are given. Determine if the lines are parallel, perpendicular, or neither. 1 x - 3 2 y = -2x + 4

103. y = 2x - 3 y = 2x + 4

105. y = 4x + 5 y = -4x + 2

104. y =

106. y = -2x + 3 1 y = - x + 2 2

In Problems 107–110, write an equation of each line. Express your answer using either the general form or the slope–intercept form of the equation of a line, whichever you prefer. 4

107. ⫺6

108.

6

⫺4

2

⫺3

109.

3

⫺2

2

⫺3

110.

3

⫺2

2

⫺3

3

⫺2

SECTION A.8

Lines

A77

Applications and Extensions 111. Geometry Use slopes to show that the triangle whose vertices are 1-2, 52, 11, 32, and 1-1, 02 is a right triangle. 112. Geometry Use slopes to show that the quadrilateral whose vertices are 11, -12, 14, 12, 12, 22, and 15, 42 is a parallelogram. 113. Geometry Use slopes to show that the quadrilateral whose vertices are 1-1, 02, 12, 32, 11, -22, and 14, 12 is a rectangle. 114. Geometry Use slopes and the distance formula to show that the quadrilateral whose vertices are 10, 02, 11, 32, 14, 22, and 13, -12 is a square. 115. Truck Rentals A truck rental company rents a moving truck for one day by charging $29 plus $0.20 per mile.Write a linear equation that relates the cost C, in dollars, of renting the truck to the number x of miles driven. What is the cost of renting the truck if the truck is driven 110 miles? 230 miles? 116. Cost Equation The fixed costs of operating a business are the costs incurred regardless of the level of production. Fixed costs include rent, fixed salaries, and costs of leasing machinery. The variable costs of operating a business are the costs that change with the level of output. Variable costs include raw materials, hourly wages, and electricity. Suppose that a manufacturer of jeans has fixed daily costs of $500 and variable costs of $8 for each pair of jeans manufactured. Write a linear equation that relates the daily cost C, in dollars, of manufacturing the jeans to the number x of jeans manufactured. What is the cost of manufacturing 400 pairs of jeans? 740 pairs? 117. Cost of Driving a Car The annual fixed costs for owning a small sedan are $1289, assuming the car is completely paid for. The cost to drive the car is approximately $0.15 per mile. Write a linear equation that relates the cost C and the number x of miles driven annually. Source: www.pacebus.com 118. Wages of a Car Salesperson Dan receives $375 per week for selling new and used cars at a car dealership in Oak Lawn, Illinois. In addition, he receives 5% of the profit on any sales that he generates. Write a linear equation that represents Dan’s weekly salary S when he has sales that generate a profit of x dollars. 119. Electricity Rates in Illinois Commonwealth Edison Company supplies electricity to residential customers for a monthly customer charge of $10.55 plus 9.44 cents per kilowatt-hour for up to 600 kilowatt-hours.

(a) Write a linear equation that relates the monthly charge C, in dollars, to the number x of kilowatt-hours used in a month, 0 … x … 600. (b) Graph this equation. (c) What is the monthly charge for using 200 kilowatt-hours? (d) What is the monthly charge for using 500 kilowatt-hours? (e) Interpret the slope of the line. Source: Commonwealth Edison Company, January, 2010. 120. Electricity Rates in Florida Florida Power & Light Company supplies electricity to residential customers for a monthly customer charge of $5.69 plus 8.48 cents per kilowatt-hour for up to 1000 kilowatt-hours. (a) Write a linear equation that relates the monthly charge C, in dollars, to the number x of kilowatt-hours used in a month, 0 … x … 1000. (b) Graph this equation. (c) What is the monthly charge for using 200 kilowatt-hours? (d) What is the monthly charge for using 500 kilowatt-hours? (e) Interpret the slope of the line. Source: Florida Power & Light Company, February, 2010. 121. Measuring Temperature The relationship between Celsius (°C) and Fahrenheit (°F) degrees of measuring temperature is linear. Find a linear equation relating °C and °F if 0°C corresponds to 32°F and 100°C corresponds to 212°F. Use the equation to find the Celsius measure of 70°F. 122. Measuring Temperature The Kelvin (K) scale for measuring temperature is obtained by adding 273 to the Celsius temperature. (a) Write a linear equation relating K and °C. (b) Write a linear equation relating K and °F (see Problem 121). 123. Access Ramp A wooden access ramp is being built to reach a platform that sits 30 inches above the floor. The ramp drops 2 inches for every 25-inch run. y Platform 30"

Ramp x

(a) Write a linear equation that relates the height y of the ramp above the floor to the horizontal distance x from the platform. (b) Find and interpret the x-intercept of the graph of your equation. (c) Design requirements stipulate that the maximum run be 30 feet and that the maximum slope be a drop of 1 inch for each 12 inches of run. Will this ramp meet the requirements? Explain. (d) What slopes could be used to obtain the 30-inch rise and still meet design requirements? Source: www.adaptiveaccess.com/wood_ramps.php 124. Cigarette Use A report in the Child Trends DataBase indicated that, in 1996, 22.2% of twelfth grade students reported daily use of cigarettes. In 2006, 12.2% of twelfth grade students reported daily use of cigarettes. (a) Write a linear equation that relates the percent y of twelfth grade students who smoke cigarettes daily to the number x of years after 1996.

A78

APPENDIX A

Review

(b) Find the intercepts of the graph of your equation. (c) Do the intercepts have any meaningful interpretation? (d) Use your equation to predict the percent for the year 2016. Is this result reasonable? Source: www.childtrendsdatabank.org 125. Product Promotion A cereal company finds that the number of people who will buy one of its products in the first month that it is introduced is linearly related to the amount of money it spends on advertising. If it spends $40,000 on advertising, then 100,000 boxes of cereal will be sold, and if it spends $60,000, then 200,000 boxes will be sold. (a) Write a linear equation that relates the amount A spent on advertising to the number x of boxes the company aims to sell.

(b) How much advertising is needed to sell 300,000 boxes of cereal? (c) Interpret the slope.

126. Show that the line containing the points 1a, b2 and 1b, a2, a Z b, is perpendicular to the line y = x. Also show that the midpoint of 1a, b2 and 1b, a2 lies on the line y = x. 127. The equation 2x - y = C defines a family of lines, one line for each value of C. On one set of coordinate axes, graph the members of the family when C = -4, C = 0, and C = 2. Can you draw a conclusion from the graph about each member of the family? 128. Prove that if two nonvertical lines have slopes whose product is -1 then the lines are perpendicular. [Hint: Refer to Figure 52 and use the converse of the Pythagorean Theorem.]

Explaining Concepts: Discussion and Writing 129. Which of the following equations might have the graph shown? (More than one answer is possible.) (a) 2x + 3y = 6 y (b) -2x + 3y = 6 (c) 3x - 4y = -12 (d) x - y = 1 (e) x - y = -1 x (f) y = 3x - 5 (g) y = 2x + 3 (h) y = -3x + 3 130. Which of the following equations might have the graph shown? (More than one answer is possible.) (a) 2x + 3y = 6 y (b) 2x - 3y = 6 (c) 3x + 4y = 12 (d) x - y = 1 x (e) x - y = -1 (f) y = -2x - 1 1 (g) y = - x + 10 2 (h) y = x + 4 131. The figure shows the graph of two parallel lines.Which of the following pairs of equations might have such a graph? (a) x - 2y = 3 y x + 2y = 7 (b) x + y = 2 x + y = -1 x (c) x - y = -2 x - y = 1 (d) x - y = -2 2x - 2y = -4 (e) x + 2y = 2 x + 2y = -1 132. The figure shows the graph of two perpendicular lines. Which of the following pairs of equations might have such a graph? (a) y - 2x = 2 y y + 2x = -1 (b) y - 2x = 0 2y + x = 0 x (c) 2y - x = 2 2y + x = -2 (d) y - 2x = 2 x + 2y = -1 (e) 2x + y = -2 2y + x = -2

133. m is for Slope The accepted symbol used to denote the slope of a line is the letter m.Investigate the origin of this symbolism. Begin by consulting a French dictionary and looking up the French word monter.Write a brief essay on your findings. 134. Grade of a Road The term grade is used to describe the inclination of a road. How does this term relate to the notion of slope of a line? Is a 4% grade very steep? Investigate the grades of some mountainous roads and determine their slopes. Write a brief essay on your findings.

Steep 7% Grade

135. Carpentry Carpenters use the term pitch to describe the steepness of staircases and roofs. How does pitch relate to slope? Investigate typical pitches used for stairs and for roofs. Write a brief essay on your findings. 136. Can the equation of every line be written in slope–intercept form? Why? 137. Does every line have exactly one x-intercept and one y-intercept? Are there any lines that have no intercepts? 138. What can you say about two lines that have equal slopes and equal y-intercepts? 139. What can you say about two lines with the same x-intercept and the same y-intercept? Assume that the x-intercept is not 0. 140. If two distinct lines have the same slope, but different x-intercepts, can they have the same y-intercept? 141. If two distinct lines have the same y-intercept, but different slopes, can they have the same x-intercept? 142. Which form of the equation of a line do you prefer to use? Justify your position with an example that shows that your choice is better than another. Have reasons. 143. What Went Wrong? A student is asked to find the slope of the line joining ( -3, 2) and (1, -4). He states that the 3 slope is . Is he correct? If not, what went wrong? 2

SECTION A.9

Building Linear Models from Data

A79

A.9 Building Linear Models from Data OBJECTIVES 1 Draw and Interpret Scatter Diagrams (p. A79) 2 Distinguish between Linear and Nonlinear Relations (p. A80) 3 Use a Graphing Utility to Find the Line of Best Fit (p. A81)

1 Draw and Interpret Scatter Diagrams Linear models can be constructed by fitting a linear equation to data. The first step is to plot the ordered pairs using rectangular coordinates. The resulting graph is called a scatter diagram.

EXAMPLE 1

Drawing and Interpreting a Scatter Diagram In baseball, the on-base percentage for a team represents the percentage of time that the players safely reach base. The data given in Table 2 represent the number of runs scored y and the on-base percentage x for teams in the National League during the 2008 baseball season.

Table 2 Team

On-Base Percentage, x

Runs Scored, y

Atlanta

34.5

753

(34.5, 753)

St. Louis

35.0

779

(35.0, 779)

(x, y)

Colorado

33.6

747

(33.6, 747)

Houston

32.3

712

(32.3, 712)

Philadelphia

33.2

799

(33.2, 799)

San Francisco

32.1

640

(32.1, 640)

Pittsburgh

32.0

735

(32.0, 735)

Florida

32.6

770

(32.6, 770)

Chicago Cubs

35.4

855

(35.4, 855)

Arizona

32.7

720

(32.7, 720)

Milwaukee

32.5

750

(32.5, 750)

Washington

32.3

641

(32.3, 641)

Cincinnati

32.1

704

(32.1, 704)

San Diego

31.7

637

(31.7, 637)

NY Mets

34.0

799

(34.0, 799)

Los Angeles

33.3

700

(33.3, 700)

Source: Based on data from http://www.baseball-reference.com. A Sports Reference, LLC, web site.

(a) Draw a scatter diagram of the data, treating on-base percentage as the independent variable. (b) Use a graphing utility to draw a scatter diagram. (c) Describe what happens to runs scored as the on-base percentage increases.

Solution

(a) To draw a scatter diagram, plot the ordered pairs listed in Table 2, with the on-base percentage as the x-coordinate and the runs scored as the y-coordinate. See Figure 54(a). Notice that the points in the scatter diagram are not connected.

APPENDIX A

Review

(b) Figure 54(b) shows a scatter diagram using a TI-84 Plus graphing calculator. (c) We see from the scatter diagrams that, as the on-base percentage increases, the trend is that the number of runs scored also increases. Figure 54 y 900

Runs Scored versus On-base Percentage in the National League, 2008

850 Runs Scored

A80

800

900

750 700 650 600 31 0

31.5

32.5 33.5 34.5 On-base Percentage

35.5

36.5

36 600

x

(a)

Now Work

PROBLEM

(b)



9(a)

2 Distinguish between Linear and Nonlinear Relations Notice that the points in Figure 54 do not follow a perfect linear relation. However, the data do exhibit a linear pattern. There are numerous explanations as to why the data are not perfectly linear, but one easy explanation is the fact that other variables besides on-base percentage play a role in determining runs scored, such as number of home runs hit. Scatter diagrams are used to help us to see the type of relation that exists between two variables. In this text, we will discuss a variety of different relations that may exist between two variables. For now, we concentrate on distinguishing between linear and nonlinear relations. See Figure 55. Figure 55

(a) Linear y ⫽ mx ⫹ b, m ⬎ 0

EXAMPLE 2

(b) Linear y ⫽ mx ⫹ b, m ⬍ 0

(c) Nonlinear

(d) Nonlinear

(e) Nonlinear

Distinguishing between Linear and Nonlinear Relations Determine whether the relation between the two variables in Figure 56 is linear or nonlinear.

Figure 56

(a)

(b)

(c)

(d)

SECTION A.9

Solution

(a) Linear

(b) Nonlinear

Building Linear Models from Data

(c) Nonlinear

A81

(d) Nonlinear 

Now Work

PROBLEM

3

In this section we study data whose scatter diagrams imply that a linear relation exists between the two variables. Suppose that the scatter diagram of a set of data appears to be linearly related as in Figure 55(a) or (b). We might want to model the data by finding an equation of a line that relates the two variables. One way to obtain a model for such data is to draw a line through two points on the scatter diagram and determine the equation of the line.

EXAMPLE 3

Finding a Model for Linearly Related Data Use the data in Table 2 from Example 1 to: (a) Select two points and find an equation of the line containing the points. (b) Graph the line on the scatter diagram obtained in Example 1(a).

Solution

(a) Select two points, say 132.7, 7202 and 135.4, 8552. The slope of the line joining the points 132.7, 7202 and 135.4, 8552 is m =

855 - 720 135 = = 50 35.4 - 32.7 2.7

The equation of the line with slope 50 and passing through 132.7, 7202 is found using the point–slope form with m = 50, x1 = 32.7, and y1 = 720. y - y1 = m1x - x12

Point–slope form of a line

y - 720 = 501x - 32.72

x1 = 32.7, y1 = 720, m = 50

y - 720 = 50x - 1635 y = 50x - 915

The Model

(b) Figure 57 shows the scatter diagram with the graph of the line found in part (a). Figure 57 y 900

Runs Scored versus On-base Percentage in the National League, 2008

Runs Scored

850 800 750 700 650 600 0

31.5

32.5 33.5 34.5 On-base Percentage

35.5

36.5 x



Select two other points and complete the solution. Graph the line on the scatter diagram obtained in Figure 54.

Now Work

PROBLEMS

9(b)

AND

(c)

3 Use a Graphing Utility to Find the Line of Best Fit The model obtained in Example 3 depends on the selection of points, which will vary from person to person. So the model that we found might be different from the model you found. Although the model in Example 3 appears to fit the data

A82

APPENDIX A

Review

well, there may be a model that “fits it better.” Do you think your model fits the data better? Is there a line of best fit? As it turns out, there is a method for finding a model that best fits linearly related data (called the line of best fit).*

EXAMPLE 4

Finding a Model for Linearly Related Data Use the data in Table 2 from Example 1. (a) Use a graphing utility to find the line of best fit that models the relation between on-base percentage and runs scored. (b) Graph the line of best fit on the scatter diagram obtained in Example 1(b). (c) Interpret the slope. (d) Use the line of best fit to predict the number of runs a team will score if their on-base percentage is 34.1.

Solution Figure 58

(a) Graphing utilities contain built-in programs that find the line of best fit for a collection of points in a scatter diagram. Upon executing the LINear REGression program, we obtain the results shown in Figure 58. The output that the utility provides shows us the equation y = ax + b, where a is the slope of the line and b is the y-intercept. The line of best fit that relates on-base percentage to runs scored may be expressed as the line y = 40.85x - 617.66

The Model

(b) Figure 59 shows the graph of the line of best fit, along with the scatter diagram. (c) The slope of the line of best fit is 40.85, which means that, for every 1 percent increase in the on-base percentage, runs scored increase 40.85, on average. (d) Letting x = 34.1 in the equation of the line of best fit, we obtain y = 40.85134.12 - 617.66 L 775 runs.

Figure 59 900



Now Work 31

36 600

PROBLEMS

9(d)

AND

(e)

Does the line of best fit appear to be a good fit? In other words, does the line appear to accurately describe the relation between on-base percentage and runs scored? And just how “good” is this line of best fit? Look again at Figure 58. The last line of output is r = 0.751. This number, called the correlation coefficient, r, -1 … r … 1, is a measure of the strength of the linear relation that exists between two variables. The closer that ƒ r ƒ is to 1, the more perfect the linear relationship is. If r is close to 0, there is little or no linear relationship between the variables. A negative value of r, r 6 0, indicates that as x increases y decreases; a positive value of r, r 7 0, indicates that as x increases y does also. The data given in Table 2, having a correlation coefficient of 0.751, are indicative of a linear relationship with positive slope.

A.9 Assess Your Understanding Concepts and Vocabulary 1. A is used to help us to see the type of relation, if any, that may exist between two variables.

2. True or False The correlation coefficient is a measure of the strength of a linear relation between two variables and must lie between -1 and 1, inclusive.

* We shall not discuss the underlying mathematics of lines of best fit in this book.

SECTION A.9

A83

Building Linear Models from Data

Skill Building In Problems 3–8, examine the scatter diagram and determine whether the type of relation is linear or nonlinear. 3.

4.

y 35 30 25 20 15 10 5 0 5 10 1520 2530 3540 x

6.

5.

y 14 12 10 8 6 4 2

⫺2

12 0

0 2 4 6 8 10 12 14 16 x

7.

50

5

22

0

30

8. 35

25

20

0

10

45 0

0

In Problems 9–14, (a) (b) (c) (d) (e) 9.

12.

Draw a scatter diagram. Select two points from the scatter diagram and find the equation of the line containing the points selected. Graph the line found in part (b) on the scatter diagram. Use a graphing utility to find the line of best fit. Use a graphing utility to draw the scatter diagram and graph the line of best fit on it. x

3 4

5

6

7

8

y

4 6

7 10 12 14 16

x

2

1

0

1

2

y

7

6

3

2

0

10.

9

13.

x

3

5

7

9

11 13

y

0

2

3

6

9

x

20 17 15

y

100

120

118

11.

11 14 10 130

140

14.

x

2 1

0

1

2

y

4

1

4

5

x

30 27

y

0

10

12

25

20

14

13

13

18

Applications and Extensions 15. Candy The following data represent the weight (in grams) of various candy bars and the corresponding number of calories.

Candy Bar

Weight, x

Calories, y

Hershey’s Milk Chocolate®

44.28

230

Nestle’s Crunch®

44.84

230

Butterfinger®

61.30

270

Baby Ruth

66.45

280

Almond Joy®

47.33

220

Twix® (with Caramel)

58.00

280

Snickers®

61.12

280

Heath®

39.52

210

®

Source: Megan Pocius, Student at Joliet Junior College

(a) Draw a scatter diagram of the data treating weight as the independent variable. (b) What type of relation appears to exist between the weight of a candy bar and the number of calories? (c) Select two points and find a linear model that contains the points.

(d) Graph the line on the scatter diagram drawn in part (a). (e) Use the linear model to predict the number of calories in a candy bar that weighs 62.3 grams. (f) Interpret the slope of the line found in part (c). 16. Raisins The following data represent the weight (in grams) of a box of raisins and the number of raisins in the box.

Weight (in grams), w

Number of Raisins, N

42.3

87

42.7

91

42.8

93

42.4

87

42.6

89

42.4

90

42.3

82

42.5

86

42.7

86

42.5 86 Source: Jennifer Maxwell, Student at Joliet Junior College

A84

APPENDIX A

Review

(a) Draw a scatter diagram of the data treating weight as the independent variable. (b) What type of relation appears to exist between the weight of a box of raisins and the number of raisins? (c) Select two points and find a linear model that contains the points. (d) Graph the line on the scatter diagram drawn in part (b). (e) Use the linear model to predict the number of raisins in a box that weighs 42.5 grams. (f) Interpret the slope of the line found in part (c). 17. Video Games and Grade-Point Average Professor Grant Alexander wanted to find a linear model that relates the number of hours a student plays video games each week, h, to the cumulative grade-point average, G, of the student. He obtained a random sample of 10 full-time students at his college and asked each student to disclose the number of hours spent playing video games and the student’s cumulative grade-point average.

Hours of Video Games per Week, h

Grade-point Average, G

0

3.49

0

3.05

2

3.24

3

2.82

3

3.19

5

2.78

8

2.31

8

2.54

10

2.03

12

2.51

(a) Explain why the number of hours spent playing video games is the independent variable and cumulative gradepoint average is the dependent variable. (b) Use a graphing utility to draw a scatter diagram. (c) Use a graphing utility to find the line of best fit that models the relation between number of hours of video game playing each week and grade-point average. Express the model using function notation. (d) Interpret the slope. (e) Predict the grade-point average of a student who plays video games for 8 hours each week. (f) How many hours of video game playing do you think a student plays whose grade-point average is 2.40? 18. Height versus Head Circumference A pediatrician wanted to find a linear model that relates a child’s height, H, to head circumference, C. She randomly selects nine children from her practice, measures their height and head circumference, and obtains the data shown. Let H represent the independent variable and C the dependent variable. (a) Use a graphing utility to draw a scatter diagram. (b) Use a graphing utility to find the line of best fit that models the relation between height and head circumference. Express the model using function notation. (c) Interpret the slope. (d) Predict the head circumference of a child that is 26 inches tall.

(e) What is the height of a child whose head circumference is 17.4 inches? Height, H (inches)

Head Circumference, C (inches)

25.25

16.4

25.75

16.9

25

16.9

27.75

17.6

26.5

17.3

27

17.5

26.75

17.3

26.75

17.5

27.5

17.5

Source: Denise Slucki, Student at Joliet Junior College

19. Demand for Jeans The marketing manager at Levi-Strauss wishes to find a function that relates the demand D for men’s jeans and p, the price of the jeans. The following data were obtained based on a price history of the jeans. Price ($/Pair), p

Demand (Pairs of Jeans Sold per Day), D

20

60

22

57

23

56

23

53

27

52

29

49

30

44

(a) Does the relation defined by the set of ordered pairs 1p, D2 represent a function? (b) Draw a scatter diagram of the data. (c) Using a graphing utility, find the line of best fit that models the relation between price and quantity demanded. (d) Interpret the slope. (e) Express the relationship found in part (c) using function notation. (f) What is the domain of the function? (g) How many jeans will be demanded if the price is $28 a pair? 20. Advertising and Sales Revenue A marketing firm wishes to find a function that relates the sales S of a product and A, the amount spent on advertising the product. The data are obtained from past experience. Advertising and sales are measured in thousands of dollars. Advertising Expenditures, A

Sales, S

20

335

22

339

22.5

338

24

343

24

341

27

350

28.3

351

SECTION A.9

(a) Does the relation defined by the set of ordered pairs 1A,S2 represent a function? (b) Draw a scatter diagram of the data. (c) Using a graphing utility,find the line of best fit that models the relation between advertising expenditures and sales.

Building Linear Models from Data

(d) Interpret the slope. (e) Express the relationship found in part (c) using function notation. (f) What is the domain of the function? (g) Predict sales if advertising expenditures are $25,000.

Explaining Concepts: Discussion and Writing 21. Maternal Age versus Down Syndrome A biologist would like to know how the age of the mother affects the incidence rate of Down syndrome. The data to the right represent the age of the mother and the incidence rate of Down syndrome per 1000 pregnancies. Draw a scatter diagram treating age of the mother as the independent variable. Would it make sense to find the line of best fit for these data? Why or why not?

A85

Age of Mother, x

Incidence of Down Syndrome, y

33

2.4

34

3.1

22. Find the line of best fit for the ordered pairs 11, 52 and 13, 82. What is the correlation coefficient for these data? Why is this result reasonable?

35

4

36

5

37

6.7

23. What does a correlation coefficient of 0 imply?

38

24. Explain why it does not make sense to interpret the y-intercept in Problem 15.

39

10

40

13.3

25. Refer to Problem 17. Solve G1h2 = 0. Provide an interpretation of this result. Find G102. Provide an interpretation of this result.

41

16.7

42

22.2

43

28.6

44

33.3

45

50

8.3

Source: Hook, E.B., Journal of the American Medical Association, 249, 2034-2038, 1983.

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Appendix B

Graphing Utilities Outline B.1 The Viewing Rectangle B.2 Using a Graphing Utility to Graph Equations B.3 Using a Graphing Utility to Locate Intercepts and Check for Symmetry

B.4 Using a Graphing Utility to Solve Equations B.5 Square Screens B.6 Using a Graphing Utility to Graph a Polar Equation

B.7 Using a Graphing Utility to Graph Parametric Equations

B.1 The Viewing Rectangle All graphing utilities, that is, all graphing calculators and all computer software graphing packages, graph equations by plotting points on a screen. The screen itself actually consists of small rectangles, called pixels. The more pixels the screen has, the better the resolution. Most graphing calculators have 2048 pixels per square inch; most computer screens have 4096 to 8192 pixels per square inch. When a point to be plotted lies inside a pixel, the pixel is turned on (lights up). The graph of an equation is a collection of pixels. Figure 1 shows how the graph of y = 2x looks on a TI-84 Plus graphing calculator. The screen of a graphing utility will display the coordinate axes of a rectangular coordinate system. However, you must set the scale on each axis. You must also include the smallest and largest values of x and y that you want included in the graph. This is called setting the viewing rectangle or viewing window. Figure 2 illustrates a typical viewing window. To select the viewing window, we must give values to the following expressions:

Figure 1 y = 2x

Figure 2

Xmin: Xmax: Xscl: Ymin: Ymax: Yscl:

the smallest value of x the largest value of x the number of units per tick mark on the x-axis the smallest value of y the largest value of y the number of units per tick mark on the y-axis

Figure 3 illustrates these settings and their relation to the Cartesian coordinate system. Figure 3

y Ymax Yscl

x

Xmin

Xmax Xscl

Ymin

B1

B2

APPENDIX B Graphing Utilities

If the scale used on each axis is known, we can determine the minimum and maximum values of x and y shown on the screen by counting the tick marks. Look again at Figure 2. For a scale of 1 on each axis, the minimum and maximum values of x are -10 and 10, respectively; the minimum and maximum values of y are also -10 and 10. If the scale is 2 on each axis, then the minimum and maximum values of x are -20 and 20, respectively; and the minimum and maximum values of y are -20 and 20, respectively. Conversely, if we know the minimum and maximum values of x and y, we can determine the scales being used by counting the tick marks displayed.We shall follow the practice of showing the minimum and maximum values of x and y in our illustrations so that you will know how the viewing window was set. See Figure 4. Figure 4

4

⫺3

3

means

Xmin = -3

Ymin = -4

Xmax = 3

Ymax = 4

Xscl = 1

Yscl = 2

⫺4

Finding the Coordinates of a Point Shown on a Graphing Utility Screen

EXAMPLE 1

Find the coordinates of the point shown in Figure 5. Assume that the coordinates are integers.

Figure 5 4

Solution First we note that the viewing window used in Figure 5 is

⫺3

Xmin = -3 Ymin = -4 Xmax = 3 Ymax = 4 Yscl = 2 Xscl = 1 The point shown is 2 tick units to the left on the horizontal axis 1scale = 12 and 1 tick up on the vertical axis 1scale = 22. The coordinates of the point shown are 1-2, 22.

3

⫺4



B.1 Exercises In Problems 1–4, determine the coordinates of the points shown. Tell in which quadrant each point lies. Assume that the coordinates are integers. 1.

2.

10

⫺5

5

3.

10

⫺5

⫺5

5

10

⫺10

5

10

⫺10

⫺5

⫺10

⫺10

4.

5

In Problems 5–10, determine the viewing window used. 4

5. ⫺6

2

6. 6

⫺3

7.

3

3 ⫺6

⫺4 ⫺9

⫺1

⫺2

4

8.

10

9.

6

10.

8

9

⫺12

3

9 2

⫺22

⫺10 4

SECTION B.2

Using a Graphing Utility to Graph Equations

B3

In Problems 11–16, select a setting so that each of the given points will lie within the viewing rectangle. 11. 1-10, 52, 13, -22, 14, -12

12. 15, 02, 16, 82, 1-2, -32

13. 140, 202, 1-20, -802, 110, 402

14. 1-80, 602, 120, -302, 1-20, -402

15. 10, 02, 1100, 52, 15, 1502

16. 10, -12, 1100, 502, 1 -10, 302

B.2 Using a Graphing Utility to Graph Equations From Examples 2 and 3 in Chapter 1, Section 1.2, we see that a graph can be obtained by plotting points in a rectangular coordinate system and connecting them. Graphing utilities perform these same steps when graphing an equation. For example, the TI-84 Plus determines 95 evenly spaced input values,* starting at Xmin and ending at Xmax, uses the equation to determine the output values, plots these points on the screen, and finally (if in the connected mode) draws a line between consecutive points. To graph an equation in two variables x and y using a graphing utility requires that the equation be written in the form y = 5expression in x6. If the original equation is not in this form, replace it by equivalent equations until the form y = 5expression in x6 is obtained.

Steps for Graphing an Equation Using a Graphing Utility STEP 1: STEP 2:

STEP 3:

Solve the equation for y in terms of x. Get into the graphing mode of your graphing utility. The screen will usually display Y1 = , prompting you to enter the expression involving x that you found in Step 1. (Consult your manual for the correct way to enter the expression; for example, y = x2 might be entered as x¿ 2 or as x*x or as x xY 2). Select the viewing window.Without prior knowledge about the behavior of the graph of the equation, it is common to select the standard viewing window** initially. The viewing window is then adjusted based on the graph that appears. In this text the standard viewing window is Xmin = -10 Xmax = 10 Xscl = 1

STEP 4: STEP 5:

EXAMPLE 1

Graph. Adjust the viewing window until a complete graph is obtained.

Graphing an Equation on a Graphing Utility Graph the equation:

Solution

Ymin = -10 Ymax = 10 Yscl = 1

6x2 + 3y = 36

STEP 1: Solve for y in terms of x. 6x2 + 3y = 36 3y = -6x2 + 36 y = -2x2 + 12

Subtract 6x2 from both sides of the equation. Divide both sides of the equation by 3 and simplify.

* These input values depend on the values of Xmin and Xmax. For example, if Xmin = -10 and Xmax = 10, 10 - 1-102 = -9.7872, then the first input value will be -10 and the next input value will be -10 + 94 and so on. ** Some graphing utilities have a ZOOM-STANDARD feature that automatically sets the viewing window to the standard viewing window and graphs the equation.

B4

APPENDIX B Graphing Utilities

STEP 2: From the Y1 =

screen, enter the expression -2x2 + 12 after the prompt.

STEP 3: Set the viewing window to the standard viewing window. STEP 4: Graph. The screen should look like Figure 6. STEP 5: The graph of y = - 2x2 + 12 is not complete. The value of Ymax must be increased so that the top portion of the graph is visible. After increasing the value of Ymax to 12, we obtain the graph in Figure 7. The graph is now complete. Figure 6

Figure 7 12

10

⫺10

10

⫺10

Figure 8

10

12 ⫺10

⫺10

 ⫺4

4

⫺10

Look again at Figure 7. Although a complete graph is shown, the graph might be improved by adjusting the values of Xmin and Xmax. Figure 8 shows the graph of y = - 2x2 + 12 using Xmin = - 4 and Xmax = 4. Do you think this is a better choice for the viewing window?

Creating a Table and Graphing an Equation

EXAMPLE 2

Create a table and graph the equation:

Solution

y = x3

Most graphing utilities have the capability of creating a table of values for an equation. (Check your manual to see if your graphing utility has this capability.) Table 1 illustrates a table of values for y = x3 on a TI-84 Plus. See Figure 9 for the graph. Figure 9

Table 1

10

⫺3

3

⫺10



B.2 Exercises In Problems 1–16, graph each equation using the following viewing windows: (a) Xmin = - 5 Xmax = 5 Xscl = 1 Ymin = - 4 Ymax = 4 Yscl = 1 1. y = x + 2

(b) Xmin Xmax Xscl Ymin Ymax Yscl

= = = = = =

- 10 10 2 -8 8 2

2. y = x - 2

3. y = - x + 2

4. y = - x - 2

5. y = 2x + 2

6. y = 2x - 2

7. y = - 2x + 2

8. y = - 2x - 2

9. y = x2 + 2

10. y = x2 - 2

11. y = - x2 + 2

12. y = -x2 - 2

14. 3x - 2y = 6

15. - 3x + 2y = 6

16. - 3x - 2y = 6

13. 3x + 2y = 6

17–32. For each of the above equations, create a table, - 3 … x … 3, and list points on the graph.

SECTION B.3 Using a Graphing Utility to Locate Intercepts and Check for Symmetry

B5

B.3 Using a Graphing Utility to Locate Intercepts and Check for Symmetry Value and Zero (or Root) Most graphing utilities have an eVALUEate feature that, given a value of x, determines the value of y for an equation. We can use this feature to evaluate an equation at x = 0 to determine the y-intercept. Most graphing utilities also have a ZERO (or ROOT) feature that can be used to determine the x-intercept(s) of an equation.

EXAMPLE 1

Finding Intercepts Using a Graphing Utility Use a graphing utility to find the intercepts of the equation y = x3 - 8.

Solution

Figure 10(a) shows the graph of y = x3 - 8.

Figure 10

10

⫺5

5

⫺20 (a)

(b)

(c)

The eVALUEate feature of a TI-84 Plus graphing calculator accepts as input a value of x and determines the value of y. If we let x = 0, we find that the y-intercept is -8. See Figure 10(b). The ZERO feature of a TI-84 Plus is used to find the x-intercept(s). See Figure 10(c). The x-intercept is 2. 

EXAMPLE 2

Graphing the Equation y  Graph the equation y =

1 x

1 . Based on the graph, infer information about intercepts x

and symmetry.

Solution

Figure 11 illustrates the graph. We infer from the graph that there are no intercepts; we may also infer that symmetry with respect to the origin is a possibility. The TABLE feature on a graphing utility can provide further evidence of symmetry with respect to the origin. Using a TABLE, we observe that for any ordered pair 1x, y2 the ordered pair 1-x, -y2 is also a point on the graph. Y1 ⫽ 1x

Figure 11

4

⫺3

3

⫺4



B6

APPENDIX B Graphing Utilities

B.3 Exercises In Problems 1–6, use ZERO (or ROOT) to approximate the smaller of the two x-intercepts of each equation. Express the answer rounded to two decimal places. 1. y = x2 + 4x + 2

2. y = x2 + 4x - 3

3. y = 2x2 + 4x + 1

4. y = 3x2 + 5x + 1

5. y = 2x2 - 3x - 1

6. y = 2x2 - 4x - 1

In Problems 7–12, use ZERO (or ROOT) to approximate the positive x-intercepts of each equation. Express each answer rounded to two decimal places. 7. y = x3 + 3.2x2 - 16.83x - 5.31

8. y = x3 + 3.2x2 - 7.25x - 6.3

9. y = x4 - 1.4x3 - 33.71x2 + 23.94x + 292.41

10. y = x4 + 1.2x3 - 7.46x2 - 4.692x + 15.2881

11. y = x3 + 19.5x2 - 1021x + 1000.5

12. y = x3 + 14.2x2 - 4.8x - 12.4

B.4 Using a Graphing Utility to Solve Equations For many equations, there are no algebraic techniques that lead to a solution. For such equations, a graphing utility can often be used to investigate possible solutions. When a graphing utility is used to solve an equation, usually approximate solutions are obtained. Unless otherwise stated, we shall follow the practice of giving approximate solutions rounded to two decimal places. The ZERO (or ROOT) feature of a graphing utility can be used to find the solutions of an equation when one side of the equation is 0. In using this feature to solve equations, we make use of the fact that the x-intercepts (or zeros) of the graph of an equation are found by letting y = 0 and solving the equation for x. Solving an equation for x when one side of the equation is 0 is equivalent to finding where the graph of the corresponding equation crosses or touches the x-axis.

Using ZERO (or ROOT) to Approximate Solutions of an Equation

EXAMPLE 1

Find the solution(s) of the equation x2 - 6x + 7 = 0. Round answers to two decimal places. The solutions of the equation x2 - 6x + 7 = 0 are the same as the x-intercepts of the graph of Y1 = x2 - 6x + 7. We begin by graphing the equation. See Figure 12(a). From the graph there appear to be two x-intercepts (solutions to the equation): one between 1 and 2, the other between 4 and 5.

Solution

Figure 12

8

8

⫺1

8

7 ⫺1 ⫺2

7 ⫺2

(a)

⫺1

7 ⫺2

(b)

(c)

Using the ZERO (or ROOT) feature of our graphing utility, we determine that the x-intercepts, and so the solutions to the equation, are x = 1.59 and x = 4.41, rounded to two decimal places. See Figures 12(b) and (c). 

A second method for solving equations using a graphing utility involves the INTERSECT feature of the graphing utility. This feature is used most effectively when one side of the equation is not 0.

SECTION B.4

EXAMPLE 2

Using a Graphing Utility to Solve Equations

B7

Using INTERSECT to Approximate Solutions of an Equation Find the solution(s) to the equation 31x - 22 = 51x - 12.

Solution

Begin by graphing each side of the equation as follows: graph Y1 = 31x - 22 and Y2 = 51x - 12. See Figure 13(a). 5

Figure 13 ⫺4

5 4

⫺4

⫺15 (a)

4

⫺15 (b)

At the point of intersection of the graphs, the value of the y-coordinate is the same. We conclude that the x-coordinate of the point of intersection represents the solution to the equation. Do you see why? The INTERSECT feature on a graphing utility determines the point of intersection of the graphs. Using this feature, we find that the graphs intersect at 1-0.5, -7.52. See Figure 13(b). The solution of the equation is therefore x = -0.5. 

SUMMARY The steps to follow for approximating solutions of equations are given next. Steps for Approximating Solutions of Equations Using ZERO (or ROOT) STEP 1: Write the equation in the form 5expression in x6 = 0. STEP 2: Graph Y1 = 5expression in x6. Be sure that the graph is complete. That is, be sure that all the intercepts are shown on the screen. STEP 3: Use ZERO (or ROOT) to determine each x-intercept of the graph. Steps for Approximating Solutions of Equations Using INTERSECT STEP 1: Graph Y1 = 5expression in x on the left side of the equation6. Graph Y2 = 5expression in x on the right side of the equation6. STEP 2: Use INTERSECT to determine each x-coordinate of the point(s) of intersection, if any. Be sure that the graphs are complete.That is, be sure that all the points of intersection are shown on the screen.

EXAMPLE 3

Solving a Radical Equation Find the real solutions of the equation 1 3 2x - 4 - 2 = 0.

Solution

Figure 14 shows the graph of the equation Y1 = 1 3 2x - 4 - 2. From the graph, we see one x-intercept near 6. Using ZERO (or ROOT), we find that the x-intercept is 6. The only solution is x = 6.

Figure 14

1 ⫺1

10

⫺4



B8

APPENDIX B Graphing Utilities

B.5 Square Screens Figure 15 4

(4, 4)

⫺4

4

(⫺4, ⫺4)

⫺4

Most graphing utilities have a rectangular screen. Because of this, using the same settings for both x and y will result in a distorted view. For example, Figure 15 shows the graph of the line y = x connecting the points 1-4, -42 and 14, 42. We expect the line to bisect the first and third quadrants, but it doesn’t. We need to adjust the selections for Xmin, Xmax, Ymin, and Ymax so that a square screen results. On most graphing utilities, this is accomplished by setting the ratio of x to y at 3 : 2.* For example, if Xmin = -6 Ymin = -4 Xmax = 6 Ymax = 4 then the ratio of x to y is 6 - 1-62 12 3 Xmax - Xmin = = = Ymax - Ymin 4 - 1-42 8 2 for a ratio of 3 : 2, resulting in a square screen.

EXAMPLE 1

(a) Xmin Xmax Xscl Ymin Ymax

Figure 16 4

⫺6

Examples of Viewing Rectangles That Result in Square Screens

(4, 4)

Yscl =

6

(⫺4, ⫺4)

⫺4

= -3 = 3 = 1 = -2 = 2 1

(b) Xmin Xmax Xscl Ymin Ymax Yscl

= -6 = 6 = 1 = -4 = 4 = 1

(c) Xmin Xmax Xscl Ymin Ymax Yscl

= -12 = 12 = 1 = -8 = 8 = 2 

Figure 16 shows the graph of the line y = x on a square screen using the viewing rectangle given in part (b). Notice that the line now bisects the first and third quadrants. Compare this illustration to Figure 15.

B.5 Exercises In Problems 1–8, determine which of the given viewing rectangles result in a square screen. 1. Xmin Xmax Xscl Ymin Ymax Yscl

= -3 = 3 = 2 = -2 = 2 = 2

2. Xmin Xmax Xscl Ymin Ymax Yscl

= -5 = 5 = 1 = -4 = 4 = 1

3. Xmin Xmax Xscl Ymin Ymax Yscl

= 0 = 9 = 3 = -2 = 4 = 2

4. Xmin Xmax Xscl Ymin Ymax Yscl

= -6 = 6 = 1 = -4 = 4 = 2

5. Xmin Xmax Xscl Ymin Ymax Yscl

= -6 = 6 = 1 = -2 = 2 = 0.5

6. Xmin Xmax Xscl Ymin Ymax Yscl

= -6 = 6 = 2 = -4 = 4 = 1

7. Xmin Xmax Xscl Ymin Ymax Yscl

= 0 = 9 = 1 = -2 = 4 = 1

8. Xmin Xmax Xscl Ymin Ymax Yscl

= -6 = 6 = 2 = -4 = 4 = 2

9. If Xmin = -4, Xmax = 8, and Xscl = 1, how should Ymin, Ymax, and Yscl be selected so that the viewing rectangle contains the point 14, 82 and the screen is square? 10. If Xmin = -6, Xmax = 12, and Xscl = 2, how should Ymin, Ymax, and Yscl be selected so that the viewing rectangle contains the point 14, 82 and the screen is square? * Some graphing utilities have a built-in function that automatically squares the screen. For example, the TI-84 has a ZSquare function that does this. Some graphing utilities require a ratio other than 3 : 2 to square the screen. For example, the HP 48G requires the ratio of x to y to be 2 : 1 for a square screen. Consult your manual.

SECTION B.7

Using a Graphing Utility to Graph Parametric Equations

B9

B.6 Using a Graphing Utility to Graph a Polar Equation Most graphing utilities require the following steps in order to obtain the graph of a polar equation. Be sure to be in POLar mode.

Graphing a Polar Equation Using a Graphing Utility STEP 1: STEP 2:

Set the mode to POLar. Solve the equation for r in terms of u. Select the viewing rectangle in polar mode. Besides setting Xmin, Xmax, Xscl, and so forth, the viewing rectangle in polar mode requires setting the minimum and maximum values for u and an increment setting for u (ustep). In addition, a square screen and radian measure should be used.

STEP 3:

Enter the expression involving u that you found in Step 1. (Consult your manual for the correct way to enter the expression.) Graph.

STEP 4:

EXAMPLE 1

Graphing a Polar Equation Using a Graphing Utility Use a graphing utility to graph the polar equation r sin u = 2.

Solution

STEP 1: Solve the equation for r in terms of u. r sin u = 2 2 sin u STEP 2: From the POLar mode, select the viewing rectangle. We will use the one given next. Xmin = -9 Ymin = -6 umin = 0 umax = 2p Xmax = 9 Ymax = 6 p Xscl = 1 Yscl = 1 ustep = 24 r =

Figure 17 6

⫺9

9

⫺6

ustep determines the number of points that the graphing utility will plot. For p , the graphing utility will evaluate r at u = 01umin2, example, if ustep is 24 p 2p 3p , , , and so forth, up to 2p1umax2. The smaller ustep is, the more 24 24 24 points that the graphing utility will plot. You are encouraged to experiment with different values for umin, umax, and ustep to see how the graph is affected. 2 . STEP 3: Enter the expression after the prompt r1 = sin u STEP 4: Graph. The graph is shown in Figure 17.



B.7 Using a Graphing Utility to Graph Parametric Equations Most graphing utilities have the capability of graphing parametric equations. The following steps are usually required to obtain the graph of parametric equations. Check your owner’s manual to see how yours works.

B10

APPENDIX B Graphing Utilities

Graphing Parametric Equations Using a Graphing Utility

EXAMPLE 1

STEP 1: STEP 2:

Set the mode to PARametric. Enter x1t2 and y1t2. Select the viewing window. In addition to setting Xmin, Xmax, Xscl, and so on, the viewing window in parametric mode requires setting minimum and maximum values for the parameter t and an increment setting for t (Tstep).

STEP 3:

Graph.

Graphing a Curve Defined by Parametric Equations Using a Graphing Utility Graph the curve defined by the parametric equations y = 2t,

x = 3t2,

Solution

STEP 1: Enter the equations x1t2 = 3t2, y1t2 = 2t with the graphing utility in PARametric mode. STEP 2: Select the viewing window. The interval is -2 … t … 2, so we select the following square viewing window: Tmin = -2

Xmin = 0

Ymin = -5

Tmax = 2

Xmax = 15

Ymax = 5

Tstep = 0.1 Figure 18 5

0

⫺5

15

-2 … t … 2

Xscl = 1

Yscl = 1

We choose Tmin = -2 and Tmax = 2 because -2 … t … 2. Finally, the choice for Tstep will determine the number of points that the graphing utility will plot. For example, with Tstep at 0.1, the graphing utility will evaluate x and y at t = -2, -1.9, -1.8, and so on. The smaller the Tstep, the more points the graphing utility will plot. The reader is encouraged to experiment with different values of Tstep to see how the graph is affected. STEP 3: Graph. Notice the direction in which the graph is drawn. This direction shows the orientation of the curve. The graph shown in Figure 18 is complete. 

Exploration Graph the following parametric equations using a graphing utility with Xmin = 0, Xmax = 15, Ymin = -5, Ymax = 5, and Tstep = 0.1. 1. x =

3t2 , 4

y = t,

-4 … t … 4

2. x = 3t2 + 12t + 12, y = 2t + 4, 3. x = 3t2>3, y = 21 3 t,

-4 … t … 0

-8 … t … 8

Compare these graphs to the graph in Figure 18. Conclude that parametric equations defining a curve are not unique; that is, different parametric equations can represent the same graph.

Exploration In FUNCtion mode, graph x =

3y2 4

aY1 =

4x

A3

and Y2 = -

4x

A3

b with Xmin = 0, Xmax = 15,

Ymin = -5, Ymax = 5. Compare this graph with Figure 18. Why do the graphs differ?

Answers CHAPTER 1 Graphs and Functions 1.1 Assess Your Understanding (page 5) 7. x-coordinate or abscissa; y-coordinate or ordinate 8. quadrants 9. midpoint 15. The points will be on a 13. (a) Quadrant II (b) x-axis 17. vertical line that is 2 units 19. (c) Quadrant III (d) Quadrant I to the right of the y-axis. (e) y-axis (f) Quadrant IV 21. 23. y (2, 4) y D  (6, 5) 6 5 (2, 1) 25. A  (3, 2) (2, 0) 27. B  (6, 0) C  (2, 2)

7 x

E  (0, 3)

31. d(A, B) d(B, C) d(A, C) (126)2 Area =

12. T d(A, B) = 113 d(B, C) = 113 d(A, C) = 126 ( 113)2 + (113)2 = (126)2 13 square units Area = 2

y A  (2, 5) 5

B  (1, 3)

C  (1, 0)

5 x

5 x (2, 3)

F  (6, 3)

= 1130 = 126 = 2 126 + (2126)2 = (1130)2 26 square units

3 37. a , 1b 2

35. (4, 0)

(2, 1)

10. F 11. F 15 29. 110 2117 185 153 2a2 + b2

y 10 A  (5, 3)

39. (5, -1)

33. d(A, B) d(B, C) d(A, C) 42 + 52 Area =

C  (5, 5) B  (6, 0) 10 x

a b 41. a , b 2 2

= 4 = 141 = 5 = (141)2 10 square units

y 5

C  (4, 2) 5 x

B  (0, 3)

A  (4, 3)

45. (3, -13), (3, 11)

43. (5, 3)

s s 53. a , b 55. d(P1, P2) = 6; d(P2, P3) = 4; d(P1, P3) = 2113; right triangle 2 2 57. d(P1, P2) = 2117; d(P2, P3) = 134; d(P1, P3) = 134; isosceles right triangle 59. 9012 L 127.28 ft 61. (a) (90, 0), (90, 90), (0, 90) 47. (4 + 3 13, 0); (4 - 3 13, 0)

51. 117; 2 15; 129

49. (1, 2)

(b) 512161 L 232.43 ft (c) 30 1149 L 366.20 ft 63. d = 50t mi

65. (a) (2.65, 1.6)

(b) Approximately 1.285 units 67. $19,182

1.2 Assess Your Understanding (page 19) 3. intercepts 4. y-axis 5. (-3, 4) 6. T 15. (0, 2) and (12, 12) are on the graph. 17. (-2, 0), (0, 2)

(2, 0)

y 10

y 5

y  2x  8 (0, 8)

(0, 2)

(4, 0) 5 x

10. F 11. (0, 0) is on the graph. 13. (0, 3) is on the graph.

21. (-1, 0), (1, 0), (0, -1)

19. (-4, 0), (0, 8)

yx2

y 5

7. F 8. radius 9. T

10 x

(1, 0)

29.

y 10 (0, 9) (2, 0)

5 x

(2, 0) 10 x

(c)  (3, 4)

9x 2  4y  36

37.

y  x2  1 (2, 0)

(1, 0) 5 x

51. (2, 5)

(0, 9)

y 5 (2, 1) (a)  (2, 1)

33. (b)  (2, 1) 5 x (c)  (2, 1)

(c)  (5, 2)

y 5

35. (a)  (5, 2)

5 x (2, 5)

y 5 , 2 2 ( , 0)  , 2 2

( , 0) (0, 0) 5 x

x

y 5 (a)  (3, 4)

(b)  (5, 2)

(5, 2) (3, 4)

47. (a) (x, 0), -2 … x … 1 (b) No symmetry

(c)  (3, 4) 5 x

5 x

(a)  (3, 4)

45. (a) (-2, 0), (0, 0), (2, 0) (b) Symmetric with respect to the origin 53.

5 (3, 0)

y  x 2  4

5 x

y 4

2x  3y  6

(0, 2)

(2, 0) 5 x

p p 39. (a) (-1, 0), (1, 0) 41. (a) a - , 0b, (0, 1), a , 0b 2 2 (b) Symmetric with respect to the (b) Symmetric with respect to the y-axis x-axis, the y-axis, and the origin

y 5 (a)  (0, 3) (c)  (0, 3) (0, 3) (b)  (0, 3)

31.

y 5 (b)  (3, 4) (3, 4)

y 5

y 5 (0, 4)

(0, 1)

27. (-2, 0), (2, 0), (0, 9)

25. (3, 0), (0, 2)

23. (-2, 0), (2, 0), (0, 4)

(b)  (3, 4)

43. (a) (0, 0) (b) Symmetric with respect to the x-axis

49. (a) No intercepts (b) Symmetric with respect to the origin

55. (-4, 0), (0, -2), (0, 2); symmetric with respect to the x-axis 57. (0, 0); symmetric with respect to the origin 59. (0, 9), (3, 0), (-3, 0); symmetric with respect to the y-axis 61. (-2, 0), (2, 0), (0, -3), (0, 3); symmetric with respect to the x-axis, y-axis, and origin 63. (0, -27), (3, 0); no symmetry 65. (0, -4), (4, 0), (-1, 0); no symmetry 67. (0, 0); symmetric with respect to the origin 69. (0, 0); symmetric with respect to the origin

AN1

AN2

ANSWERS Section 1.2

71.

73.

y 5

(1, 1)

(1, 1) 5 x (0, 0)

75. b = 13

y (1, 1) 5 (4, 2) 5 x

(0, 0)

83. x2 + y2 = 4; x2 + y2 - 4 = 0

77. a = -4 or a = 1

79. Center (2, 1); radius = 2; (x - 2)2 + (y - 1)2 = 4

5 3 5 2 9 81. Center a , 2 b; radius = ; ax - b + (y - 2)2 = 2 2 2 4

y 5

y 5

y (2, 1) 6

y 2

(0, 2)

(0, 0)

9 x (4, 3)

5 x

5 x

1 1 2 b + y2 = ; 2 4 x2 + y2 - x = 0

91. ax -

93. (a) (h, k) = (0, 0); r = 2 y (b)

4 x

97. (a) (h, k) = (1, 2); r = 3 y (b)

95. (a) (h, k) = (3, 0); r = 2 y (b)

5

5

5 (3, 0)

(0, 0)

y 2.5

1, 0 2

89. (x + 2)2 + (y - 1)2 = 16; x2 + y2 + 4x - 2y - 11 = 0

87. (x - 4)2 + (y + 3)2 = 25; x2 + y2 - 8x + 6y = 0

85. x2 + (y - 2)2 = 4; x2 + y2 - 4y = 0

5 x

5 x (1, 2)

6 x

2.5 x

(c) (;2, 0); (0, ;2)

99. (a) (h, k) = (-2, 2); r = 3 y (b) (2, 2) 6

1 1 101. (a) (h, k) = a , -1b ; r = 2 2 y (b) 1, 1 2

107. x2 + y2 = 13

103. (a) (h, k) = (3, -2); r = 5 y (b)

(2, 0)

8

5

x 5 x

(3, 2)

2.5 x

(c) (3 ; 121, 0); (0, -6), (0, 2)

(c) (0, -1)

109. (x - 2)2 + (y - 3)2 = 9

105. (a) (h, k) = (-2, 0); r = 2 y (b)

3

2.5

4 x

(c) (-2 ; 15, 0); (0, 2 ; 15)

(c) (1; 15, 0); (0, 2 ; 212)

(c) (1, 0); (5, 0)

111. (x + 1)2 + (y - 3)2 = 5

117. 4 119. (a) (0, 0), (2, 0), (0, 1), (0, -1) (b) x-axis symmetry 121. 18 units

2

127. (a) y = 2x2 and y = ƒ x ƒ have the same graph. (b) 2x2 = ƒ x ƒ

(c) (0, 0), (-4, 0)

113. (x + 1)2 + (y - 3)2 = 1

123. x2 + (y - 139)2 = 15,625

115. (-1, -2)

125. (b), (c), (e), (g)

(c) x Ú 0 for y = (1x)2, while x can be any real number for y = x.

(d) y Ú 0 for y = 2x

2

1.3 Assess Your Understanding (page 35) 5. independent; dependent 6. range 7. F 8. T 9. F 10. F 11. vertical 12. 5; 3 13. a = -2 14. F 15. F 16. T 17. Function; Domain: 5Elvis, Colleen, Kaleigh, Marissa6; Range: 5January 8, March 15, September 176 19. Not a function 21. Not a function 23. Function; Domain: 51, 2, 3, 46; Range: 536 25. Not a function 27. Function 29. Function 31. Not a function 33. Not a function 35. Function 37. Not a function 39. (a) -4 (b) 1 (c) -3 (d) 3x2 - 2x - 4 (e) -3x2 - 2x + 4 1 1 -x -x (f) 3x2 + 8x + 1 (g) 12x2 + 4x - 4 (h) 3x2 + 6xh + 3h2 + 2x + 2h - 4 41. (a) 0 (b) (c) (d) 2 (e) 2 2 2 x + 1 x + 1 x + h x + 1 2x (f) 2 (g) (h) 2 43. (a) 4 (b) 5 (c) 5 (d) ƒ x ƒ + 4 (e) - ƒ x ƒ - 4 (f) ƒ x + 1 ƒ + 4 (g) 2 ƒ x ƒ + 4 x + 2x + 2 4x2 + 1 x + 2xh + h2 + 1 1 3 1 2x - 1 -2x - 1 2x + 3 4x + 1 2x + 2h + 1 (h) ƒ x + h ƒ + 4 45. (a) (b) (c) (d) (e) (f) (g) (h) 47. All real numbers 5 2 8 3x + 5 3x - 5 3x - 2 6x - 5 3x + 3h - 5 49. All real numbers 51. 5x ƒ x Z -4, x Z 46 63. 4 65. 2x + h

67. 2x + h - 1

69.

53. 5x ƒ x Z 06

-12x + h2

x21x + h22

(e) -3, 6, and 10 (f) -3 6 x 6 6; 10 6 x … 11 (m) 0, 4

(n) -5, 8

55. 5x|x Ú 46

57. 5x ƒ x 7 96

59. 5x ƒ x 7 16

61. 5t ƒ t Ú 4, t Z 76

71. (a) f102 = 3; f1-62 = -3 (b) f162 = 0; f1112 = 1 (c) Positive (d) Negative

(g) 5x ƒ -6 … x … 116

(h) 5y ƒ -3 … y … 46

(i) -3, 6, 10

73. Not a function 75. Function (a) Domain: 5x ƒ -p … x … p6; Range: 5y ƒ -1 … y … 16

(j) 3

(k) 3 times (l) Once

(b) a -

p p , 0 b, a , 0b, 10, 12 2 2

ANSWERS Section 1.4

AN3

(c) y-axis 77. Not a function 79. Function (a) Domain: 5x ƒ x 7 06; Range: all real numbers (b) (1, 0) (c) None 81. Function (a) Domain: all real numbers; Range: 5y ƒ y … 26 (b) 1- 3, 02, (3, 0), (0, 2) (c) y-axis 83. Function (a) Domain: all real numbers; Range: 1 1 5y ƒ y Ú - 36 (b) (1, 0), (3, 0), (0, 9) (c) None 85. (a) Yes (b) f1-22 = 9; 1-2, 92 (c) 0, ; 10, -12, a , -1b (d) All real numbers 2 2 1 1 8 8 ; a2, b (e) - , 1 (f) - 1 87. (a) No (b) f142 = - 3; 14, - 32 (c) 14; (14, 2) (d) 5x ƒ x Z 66 (e) -2 (f) 89. (a) Yes (b) f122 = 2 3 17 17 7 1 (c) - 1, 1; 1- 1, 12, 11, 12 (d) All real numbers (e) 0 (f) 0 91. A = 93. A = - 4 95. A = 8; undefined at x = 3 97. A1x2 = x2 2 2 99. G1x2 = 10x 101. (a) P is the dependent variable; a is the independent variable. (b) P1202 = 197.34 million; In 2005, there were 197.34 million people 20 years of age or older. (c) P102 = 290.580 million; In 2005, there were 290.580 million people. 103. (a) 15.1 m, 14.071 m, 12.944 m, 11.719 m (b) 1.01 sec, 1.43 sec, 1.75 sec (c) 2.02 sec 105. (a) $222 (b) $225 (c) $220 (d) $230 113. Yes; f1x2 = 0, domain x = a 115. (a) II (b) V (c) IV (d) III y 117.

109. (a) About 81.07 ft (b) About 129.59 ft (c) About 26.63 ft (d) About 528.13 ft (e) 150

Distance (in feet)

107. (a) Approximately 10.4 ft high (b) Approximately 9.9 ft high (c) h (8, 10.4) (12, 9.9) 10

(15, 8.4)

5 (0, 6)

(20, 3.6)

(22.6, 0) 0

5 10 15 20 25

0

x

0

(d) The ball will not go through the hoop; h1152 L 8.4 ft. If v = 30 ft/sec, h1152 = 10 ft.

550

(f) About 115.07 ft and 413.05 ft (g) 275 ft; maximum height shown in the table is 131.8 ft (h) 264 ft

6. increasing 7. even; odd

8. T

9. T

10. F 11. Yes

13. No

15. 1 -8, -22; 10, 22; 15, q 2

(78, 19,000) 20,000 16,000 (33, 9000) (48, 9000) 12,000 8000 (13, 4000) 4000 (10, 2000) x 0 30 60 Time (in minutes)

119. (a) (7, 7.4) (b) (4.2, 6) (c) Increasing from 0 to 30 mi/hr (d) 0 mi/hr (e) 50 mi/hr (f) (2, 4), (4.2, 6), (7, 7.4), (7.6, 8)

121. Yes. f1x2 = 0 satisfies the condition that f1x2 = - f1x2.

1.4 Assess Your Understanding (page 49)

(e) I

17. Yes; 10

19. -2, 2; 6, 10

21. (a) 1 -2, 02, 10, 32, 12, 02 (b) Domain: 5x ƒ -4 … x … 46 or [-4, 4]; Range: 5y ƒ 0 … y … 36 or [0, 3] (c) Increasing on 1- 2, 02 and (2, 4); Decreasing on 1 -4, -22 and (0, 2) (d) Even 23. (a) (0, 1) (b) Domain: all real numbers; Range: 5y ƒ y 7 06 or 10, q 2 (c) Increasing on 1- q , q 2 (d) Neither 25. (a) 1-p, 02, 10, 02, 1p, 02 (b) Domain: 5x ƒ -p … x … p6 or [-p, p]; Range: 5y ƒ - 1 … y … 16 or [-1, 1] p p p p 1 5 1 (c) Increasing on a - , b; Decreasing on a - p, - b and a , pb (d) Odd 27. (a) a 0, b, a , 0 b, a , 0 b (b) Domain: 5x ƒ -3 … x … 36 or 2 2 2 2 2 3 2 [ -3, 3]; Range: 5y ƒ - 1 … y … 26 or [ -1, 2] (c) Increasing on (2, 3); Decreasing on 1- 1, 12; Constant on 1- 3, -12 and (1, 2) (d) Neither p p 29. (a) 0; 3 (b) -2, 2; 0, 0 31. (a) ; 1 (b) - ; - 1 33. Odd 35. Even 37. Odd 39. Neither 41. Even 43. Odd 45. Absolute 2 2 maximum: f112 = 4; absolute minimum: f152 = 1 47. Absolute maximum: f132 = 4; absolute minimum: f112 = 1 49. Absolute maximum: none; absolute minimum: f102 = 0 51. Absolute maximum: none; absolute minimum: none 53.

55.

4

57.

0.5

59.

0 6

2

2

2

3

2 0.5

0

Increasing: 1 -2, - 12, 11, 22 Decreasing: 1- 1, 12 Local maximum: 1-1, 42 Local minimum: (1, 0)

20

Increasing: 1-2, - 0.772, 10.77, 22 Decreasing: 1- 0.77, 0.772 Local maximum: 1- 0.77, 0.192 Local minimum: 10.77, -0.192

71. (a)

1100

0

12 0

2 0

Increasing: 1-3.77, 1.772 Decreasing: 1-6, -3.772, 11.77, 42 Local maximum: 1-1.77, -1.912 Local minimum: 1-3.77, -18.892

61. (a) - 4 (b) - 8 (c) -10 63. (a) 17 (b) - 1 (c) 11 65. (a) Odd 67. (a) Even (b) Local maximum value: 24 at x = - 2 (c) 47.4 sq. units 69. (a) V1x2 = x124 - 2x22 (b) 972 in.3 (c) 160 in.3 (d) V is largest when x = 4.

8

4

Increasing: 1-1.87, 02, 10.97, 22 Decreasing: 1-3, -1.872, 10, 0.972 Local maximum: (0, 3) Local minima: 1-1.87, 0.952, 10.97, 2.652

(b) Local maximum value: 54 at x = - 3

2500

0

40 0

73. (a) On average, the population is increasing at a rate of 0.036 g/hr from 0 to 2.5 hr. (b) On average, from 4.5 to 6 hr, the population is increasing at a rate of 0.1 g/hr. (c) The average rate of change is increasing over time.

(b) 10 riding lawn mowers/hr (c) $239/mower 77. At most one 79. Yes; the function f1x2 = 0 is both even and odd. 81. Not necessarily. It just means f152 7 f122.

AN4

ANSWERS Section 1.5

1.5 Assess Your Understanding (page 58) 4. ( -q, 0) 17.

5. piecewise-defined 6. T

7. F 8. F

19.

y 10

13. B

15. F y 5 (1, 1)

(2, 8)

(0, 0)

10 x

(4, 4)

11. E

21.

y 10

(4, 4)

(0, 0)

9. C

5 x

27. (a) -4

25. (a) 4 (b) 2 (c) 5

2.5

(c) 0

5

(1, 2)

(0, 3)

(0, 0) 5 x (1, 1)

33. (a) 5x|x Ú - 26; 3-2, q ) (b) (0, 3), (2, 0) (c) y 5 (0, 3) (2, 1)

(2, 4) (1, 1) 5 x

2.5 x

(1, 2)

(1, 1)

(d) 25

31. (a) All real numbers (b) (0, 3) (c) y

29. (a) All real numbers (b) (0, 1) (c) y (0, 1)

(b) - 2

y 5

5 x

(1, 1)

(2, 8)

23. 1 2, 2

35. (a) All real numbers (b) 1-1, 02, 10, 02 (c) y

(1, 5) (1, 4) (1, 1) (2, 0) 5 x

2.5 (0, 1) (1, 0)

2.5 x (0, 0)

(d) 5y|y Ú 16; 31, q )

(d) 5y ƒ y Z 06; 1- q , 02 ´ 10, q 2 37. (a) 5x|x Ú - 2, x Z 06; 3- 2, 0) h 10, q 2 (b) No intercepts (c) y 2.5 (2, 2)

(1, 1)

-x 39. f1x2 = e 1 2x

(d) 5y|y 6 4, y = 56; 1- q , 42h556

(d) All real numbers

if -1 … x … 0 (Other answers are possible.) if 0 6 x … 2

-x if x … 0 (Other answers are possible.) -x + 2 if 0 6 x … 2 43. (a) $39.99 (b) $46.74 (c) $40.44 45. (a) $52.45 (b) $277.36 41. f1x2 = e

(c) C1x2 = e

2.5 x

0.73006x + 15.95 0.4998x + 27.463

if 0 … x … 50 if x 7 50

(d)

C 100

(d) 5y|y 7 06; 10, q 2

(100, 77.44)

50

(50, 52.45)

(0, 15.95) 0 50

if 0 … x 6 10 if 10 … x 6 500 if 500 … x 6 1000 if 1000 … x 6 1500 if x Ú 1500

49.

y 100 80 60 40 20 20 500 1500 x Bill (dollars)

1.17 1.34 1.51 1.68 1.85 2.02 C1x2 = i 2.19 2.36 2.53 2.70 2.87 3.04 3.21

0 1 2 3 4 5 6 7 8 9 10 11 12

6 6 6 6 6 6 6 6 6 6 6 6 6

x x x x x x x x x x x x x

… … … … … … … … … … … … …

1 2 3 4 5 6 7 8 9 10 11 12 13

100 x

y Cost of Postage

x 10 47. f1x2 = e 30 50 70 Minimum Payment (dollars)

(1, 1)

2.87 2.53 2.19 1.85 1.51 1.17 2 4 6 8 10 12 x Weight (ounces)

51. Each graph is that of y = x2, but shifted horizontally. If y = 1x - k22, k 7 0, the shift is right k units; if y = 1x + k22, k 7 0, the shift is left k units. 53. The graph of y = - f1x2 is the reflection about the x-axis of the graph of y = f1x2. 55. Yes. The graph of y = 1x - 123 + 2 is the graph of y = x3 shifted right 1 unit and up 2 units. 57. They all have the same general shape. All three go through the points 1- 1, -12, (0, 0), and (1, 1). As the exponent increases, the steepness of the curve increases (except near x = 0).

1.6 Assess Your Understanding (page 71) 1. horizontal; right 2. y

3. vertical; up 4. T

5. F

6. T

7. B

9. H

11. I

13. L

15. F

17. G

19. y = 1x - 423

23. y = - x 25. y = 4x 27. y = - 12 -x + 22 29. y = - 2x + 3 + 2 31. (c) 33. (c) 35. (a) -7 and 1 (d) - 3 and 5 37. (a) 1- 3, 32 (b) (4, 10) (c) Decreasing on 1 -1, 52 (d) Decreasing on 1-5, 12 3

39.

41.

y 2.5 (1, 0)

(1, 0) 2.5 x

(0, 1)

43.

y 5 (0, 1) (1, 0)

(1, 2) 5 x

45.

y 5 (3, 1) (6, 2)

y 5 (0, 1)

(2, 0)

8 x

47. (2, 3) (1, 2) 5 x

21. y = x3 + 4

(b) -3 and 5

3

y 9

(4, 8) (1, 4) (0, 0) 8 x

Domain: 1- q , q 2; Range: 3 - 1, q )

Domain: 1- q , q 2; Range: 1- q , q 2

Domain: 32, q ); Range: 30, q )

Domain: 1- q , q 2; Range: 1- q , q 2

Domain: 30, q ); Range: 30, q )

(c) -5 and 3

ANSWERS Section 1.6 49.

51.

y (1, 1) 10 (8, 2)

(3, 5) 10 x (8, 2) (1, 1)

59.

(0, 2)

y 7 (0, 5)

(2, 2) (1, 0) 5 x

(4, 1)

y 3 (1, 0) (1, 0) 4 x (3, 2) (5, 4)

(2, 0)

(  2, 0) 2 x

(  2, 0)

, 1 4

(1, 1)

(f) g1x2 = f1-x2  ,1 2

, 1 2 2

( , 0)

y 2.5

69. f1x2 = 21x - 322 + 1 y (2, 3) 5

(8, 1) 9 x

, 1 2

71. f1x2 = -31x + 222 - 5 y 1

(4, 3)

5 x

(3, 1) 5 x

(0, 0) 5 x

x



x 1  , 2 2

7.5

(2, 5) (3, 8)

(4, 15)

(1, 8)

73. (a) 72°F; 65°F (b) The temperature decreases by 2° to 70°F during the day and 63°F overnight. T

(c) The time at which the temperature adjusts between the daytime and overnight settings is moved to 1 hr sooner. It begins warming up at 5:00 AM instead of 6:00 AM, and it begins cooling down at 8:00 PM instead of 9:00 PM. T Temperature ( F)

Temperature ( F)

1 f1x2 2

y 2.5

2 x

y

(2, 0)

, 0 2

(e) Q1x2 =

 1, 1 2

67. f1x2 = 1x - 422 - 15

y 5

( , 3) x

( , 3)

(  1, 2)

(0, 1)

 , 1 4

(1, 2)

  1, 3 2

65. f1x2 = 1x + 122 - 1

x

76 72 68 64 60 0

75.

(  1, 2)

, 4 2

 ,2 y 2 5

(2, 2)

(1, 2)

x

63. (a) F1x2 = f1x2 + 3

(2, 0) 5 x

(d) H1x2 = f1x + 12 - 2

, 1 2

(g) h1x2 = f12x2  ,0 2

(0, 2)

y 1



  2, 1 2

y 2.5

(0, 2)

y  , 1 2.5 2

 2, 1 2

(2, 2)

y 5

5 x (4, 0) (4, 2)

(c) P1x2 = -f1x2

(4, 0) 5 x

(g) h1x2 = f12x2

y 5

(4, 0) 5 x

(4, 1)

(0, 2)

(f) g1x2 = f1-x2 (2, 2)

Domain: 1- q , q 2; Range: 1- q , q 2

y 5

(6, 2)

(2, 1)

(0, 1)

(0, 2)

(4, 2)

(0, 2) (2, 0) 3 x

(2, 2)

1 f1x2 2

5 x

(1, 1)

(c) P1x2 = -f1x2

y 5

y 5

(b) G1x2 = f1x + 22 y 2.5

(b) G1x2 = f1x + 22

5 x

(e) Q1x2 =

(2, 0) 5 x (0, 2)

Domain: 1- q , 04; Range: 3-2, q 2

(4, 3)

Domain: 1- q , q 2; Range: 30, q ) (d) H1x2 = f1x + 12 - 2

(1, 1)

Domain: 32, q 2; Range: 31, q 2

(2, 5)

y 5

(4, 0)

(3, 3) (2, 1) 8 x

61. (a) F1x2 = f1x2 + 3

57.

y 5

(6, 5)

Domain: 1- q , q 2; Range: 3-3, q )

y 5

55.

y 8

(1, 5)

5 x (0, 1)

(2, 1) (1, 3)

Domain: 1- q , q 2; Range: 1- q , q 2

53.

y 6

5 10 15 20 25 t Time (hours after midnight)

0

F

F

320 256 192 128 64

320 256 192 128 64

(100, 212)

5 10 15 20 25 t Time (hours after midnight)

77. (a) 45,000

Y2

Y1

(373, 212)

(273, 32) 0 280 310 350

(0, 32) 0 20 40 60 80 100 C

76 72 68 64 60

0

K

2000

(b) 10% tax (c) Y1 is the graph of p1x2 shifted down vertically 10,000 units. Y2 is the graph of p1x2 vertically compressed by a factor of 0.9. (d) 10% tax

15,000

79. (a)

(b)

y 2.5 (1, 1) (1, 1) 2

2

x

81. (a) 1-4, 22

y 2.5 (1, 1) (1, 1) 2

2

x

(b) 11, -122

(c) 1-4, 52

83. The graph of y = f1x2 - 2 is the graph of y = f1x2 shifted down 2 units. The graph of y = f1x - 22 is the graph of y = f1x2 shifted right 2 units.

AN5

AN6

ANSWERS Section 1.7

1.7 Assess Your Understanding (page 83)

1. f(x1) Z f(x2) 2. one-to-one 3. 3 4. y = x 5. [4, q 2 15. one-to-one 17. not one-to-one 19. one-to-one 21. Annual Rainfall (inches)

6. T

7. one-to-one 9. not one-to-one 11. not one-to-one 13. one-to-one 23.

Monthly Cost of Life Insurance

Location

460.00

Mt Waialeale, Hawaii

202.01 196.46

Monrovia, Liberia Pago Pago, American Samoa

191.02 182.87

Moulmein, Burma Lae, Papua New Guinea

25. 515, -32, 19, -22, 12, -12, 111, 02, 1-5, 126 Domain: 55, 9, 2, 11, -56 Range: 5 -3, -2, -1, 0, 16

33. f1g1x22 = f A 2 3 x + 8B = A 2 3 x + 8 B 3 - 8 = 1x + 82 - 8 = x 4x - 3 b + 3 2 - x 4x - 3 + 4 2 - x 214x - 32 + 312 - x2 5x = = = x, x Z 2 4x - 3 + 412 - x2 5

x x + 2b = 4c + 2 d - 8 = 1x + 82 - 8 = x 4 4 4x - 8 g1f1x22 = g14x - 82 = + 2 = 1x - 22 + 2 = x 4

31. f1g1x22 = fa

1 35. f(g(x)) = fa b = x

3 1x3 - 82 + 8 = 2 3 x3 = x g1f1x22 = g1x3 - 82 = 2

39.

1 1 f(f (x)) = fa xb = 3 a xb = x 3 3 1 f - 1(f(x)) = f - 1(3x) = (3x) = x 3

y 2.5 (1, 2)

(2, 1) f 1 2.5 x

(2, 2)

f

f - 1(f(x)) = f - 1(4x + 2) = = ax +

5 x

= A2 3 x + 1B3 - 1 = x

f 1f1x22 = f-11x3 - 12

= 2 3 1x3 - 12 + 1 = x

4x + 2 1 4 2

1 1 b - = x 2 2

f

1

51. f - 1(x) = 2x - 4, x Ú 4 f(f (x)) = f(2x - 4) = (2x - 4) + 4 = x f - 1(f(x)) = f - 1(x2 + 4) = 2(x2 + 4) - 4 = 2x2 = x, x Ú 0

yx f 1(x)  兹x  4 8 x

1 x  2 4

53. f - 1(x) = 2

f(x)  x 2  4, xⱖ0

yx

5 x

5 x f 1(x) 

y 8

y 5

f (x)  x 3  1

f(x)  4x  2

-1

3

(x)  兹x  1

yx

y 5

1 (x)  x 3

1

f1f-11x22 = f A 2 3 x + 1B -1

= (x - 2) + 2 = x

f (x)  3x

f 1

3x + 1 49. f-11x2 = 2

x 1 4 2

-1

yx

yx

2.5 x

f 1

1 x 1 x f(f (x)) = fa - b = 4a - b + 2 4 2 4 2

-1

y 2.5

2.5 x

(1, 1)

(1, 0)

1

43. yx

(0, 1)

47. f-11x2 =

1 x 3

41.

yx

y 2.5

2x + 3 b - 3 x + 4 2x + 3 g1f1x22 = ga b = x + 4 2x + 3 2 x + 4 412x + 32 - 31x + 42 5x = = = x, x Z -4 21x + 42 - 12x + 32 5

f

1 1 1 = x; x Z 0, g(f(x)) = ga b = = x, x Z 0 x 1 1 a b a b x x

2a

4a

y 5

40 45

27. 511, -22, 12, -32, 10, -102, 19, 12, 14, 226 Domain: 51, 2, 0, 9, 46 Range: 5-2, -3, -10, 1, 26

1 1 29. f1g1x22 = fa 1x - 42b = 3 c 1x - 42 d + 4 = (x - 4) + 4 = x 3 3 1 1 g1f1x22 = g13x + 42 = [13x + 42 - 4] = 13x2 = x 3 3

45. f - 1(x) =

30

Domain: 5$7.09, $8.40, $11.296 Range: 530, 40, 456

Domain: 5460.00, 202.01, 196.46, 191.02, 182.876 Range: 5Mt Waialeale, Monrovia, Pago Pago, Moulmein, Lae6

4x - 3 37. f1g1x22 = fa b = 2 - x

Age

$7.09 $8.40 $11.29

4 x

4 f(f - 1(x)) = fa b = x

4 = x 4 a b x 4 -1 -1 4 f (f(x)) = f a b = = x x 4 a b x y 5

yx 4 f (x)  f 1(x)  x 5 x

ANSWERS Section 1.7 2x + 1 x x 1 2x + 1 = f1f-11x22 = fa b = = x x 12x + 12 - 2x 2x + 1 - 2 x 1 b + 1 2a 2 + 1x - 22 x 2 1 b = = = x f-11f1x22 = f-1 a x - 2 1 1 x - 2

55. f-11x2 =

f 1(x) 

2x  1 x

AN7

2 - 3x x 2 - 3x -1 b = f1f 1x22 = fa x

57. f-11x2 =

2 2x 2x = = x = 3x + 2 - 3x 2 2 - 3x 3 + x 2 b 2 - 3a 213 + x2 - 3 # 2 3 + x 2 2x -1 -1 f 1f1x22 = f a b = = = x = 3 + x 2 2 2 3 + x

x0 y x2 yx 5 y2 y0

5 x

f(x) 

59. f-11x2 =

1 x2

61. f-11x2 =

-2x x - 3

-2x b x - 3 -2x -1 b = f1f 1x22 = fa x - 3 -2x + 2 x - 3 31-2x2 -6x = = = x -2x + 21x - 32 -6 3a

x b = f1f 1x22 = fa 3x - 2 =

3x b x + 2 3x - 3 x + 2 -213x2 -6x = = x = 3x - 31x + 22 -6

63. f-11x2 =

3x + 4 2x - 3

= =

3a

3x + 4 b + 4 2x - 3

2a

3x + 4 b - 3 2x - 3

= = 67. f-11x2 =

3x + 4 b + 4 2x - 3

2a

3x + 4 b - 3 2x - 3

x b - 1 3x - 2 2x = = x - 22 2 2x 3x - 1 b = 1 2x 3a b - 2 3x - 1

2x 2x = = x 6x - 213x - 12 2

-2x + 3 x - 2

=

17x = x 17 3a

2x 3x -

-2x + 3 b + 3 x - 2 -2x + 3 + 2 x - 2

2a

21-2x + 32 + 31x - 22 -2x + 3 + 21x - 22

2x + 3 b = f-11f1x22 = f-1 a x + 2

=

x b 3x - 2

3a

-2x + 3 b = f1f-11x22 = fa x - 2

213x + 42 - 312x - 32

=

-x = x -1

2x + 3 b + 3 x + 2 2x + 3 - 2 x + 2

-2a

-212x + 32 + 31x + 22 2x + 3 - 21x + 22

=

-x = x -1

313x + 42 + 412x - 32 213x + 42 - 312x - 32 17x = x 17 2

21 - 2x

4 - 4 4 - 411 - 2x2 1 - 2x f1f 1x22 = fa b = = 2#4 4 21 - 2x 2# 1 - 2x 8x = = x 8 x2 - 4 2 2 b = = = 2x2 f-11f1x22 = f-1 a 2 2x2 4 x - 4 b 1 - 2a A x2 B 2x2 -1

=

313x + 42 + 412x - 32

3x + 4 f-11f1x22 = f-1 a b = 2x - 3

2x 3x - 13x

f-11f1x22 = f-1 a

65. f-11x2 =

3x + 4 b = f1f-11x22 = fa 2x - 3

2a

-1

-2 a

3x f-11f1x22 = f-1 a b = x + 2

x 3x - 2

2

= x, since x 7 0

69. 71. 75. 77.

(a) 0 (b) 2 (c) 0 (d) 1 7 73. Domain of f-1: [-2, q 2; range of f-1: [5, q 2 Domain of g-1: [0, q 2; range of g-1: ( - q , 0] Increasing on the interval (f(0), f(5)) 1 79. f-11x2 = 1x - b2, m Z 0 81. Quadrant I m 83. Possible answer: f1x2 = ƒ x ƒ , x Ú 0, is one-to-one; f-11x2 = x, x Ú 0 d + 90.39 85. (a) r1d2 = 6.97 6.97r 6.97r - 90.39 + 90.39 (b) r1d1r22 = = = r 6.97 6.97 d + 90.39 d1r1d22 = 6.97a b - 90.39 = d + 90.39 - 90.39 = d 6.97 (c) 56 miles per hour

AN8

ANSWERS Section 1.7 89. (a) 5g ƒ 33,950 … g … 82,2506

87. (a) 77.6 kg

91. (a) t represents time, so t Ú 0.

(b) 5T ƒ 4675 … T … 16,7506 T - 4675 + 33,950 (c) g1T2 = 0.25 Domain: 5T ƒ 4675 … T … 16,7506

W - 50 W + 88 (b) h1W2 = + 60 = 2.3 2.3 50 + 2.31h - 602 + 88 2.3h (c) h1W1h22 = = = h 2.3 2.3 W + 88 W1h1W22 = 50 + 2.3 a - 60 b 2.3 = 50 + W + 88 - 138 = W (d) 73 inches

H - 100 100 - H = -4.9 A 4.9 (c) 4.04 seconds (b) t1H2 =

A

Range: 5g ƒ 33,950 … g … 82,2506

-dx + b ; f = f-1 if a = - d cx - a

93. f-11x2 =

97. No

Review Exercises (page 90) 1 1. (a) 215 (b) (2, 1) 3. (a) 5 (b) a - , 1 b 2 7.

y (2, 8) 9 (1, 5)

5. (a) 12

(b) (4, 2)

9. (0, 0); symmetric with respect to the x-axis 11. (;4, 0), (0, ;2); symmetric with respect to the x-axis, y-axis, and origin 13. (0, 1); symmetric with respect to the y-axis 15. (0, 0), (-1, 0), (0, -2); no symmetry 17. (x + 2)2 + (y - 3)2 = 16 19. (x + 1)2 + (y + 2)2 = 1

(2, 8) (1, 5) (0, 4) 5 x

23. Center (1, - 2); radius  3

21. Center (0, 1); radius  2 y 5

(0, 1)

y 5

5 x

Intercepts: (- 13, 0), (13, 0), (0, -1), (0, 3)

(d) - 2x2 - 4

35. 5x ƒ x Z - 3, x Z 36 43. - 4x + 1 - 2h (f)

y 5

(1, 3)

(1, 2)

(1, 2)

(b) -2

(f) 2 2x2 - 1

39. 5x ƒ x 7 06

y 5

(h) (6, 3)

33. (a) 0

(2, 1) (0, 0)

10 x

(b) 0

(c)

(e)

31x - 22 x2 - 4x + 3

(d) -

2

x

(c) -1

x2 - 4 2

x

(d) -4

(e)

(f)

6x

31. (a) 0

4x2 - 1

x1x - 42 1x - 22

2

(f)

(b) 0

x2 - 1 x2

(e) 5x ƒ 0 6 x … 36

5 x

(d) Absolute maximum: f1-12 = 1 Absolute minimum: f132 = - 3 (e) No symmetry (f) Neither (g) x-intercepts: -2, 0, 4; y-intercept: 0 49. Odd

51. Even

53. Neither 55. Odd

61. (a) 23 71.

40

(b) 7 y 5

(4, 4) (0, 0)

2 20

x2 - 4

(b) (0, 0)

3

Local maximum value: 4.04 at x = - 0.91 Local minimum value: - 2.04 at x = 0.91 Increasing: 1 -3, -0.912; 10.91, 32 Decreasing: 1- 0.91, 0.912

3x x2 - 1

(3, 3)

59.

20

(d) -

y (4, 3) 5

(8, 3)

3

3x x2 - 1

41. 5x ƒ x Z - 3, x Z 16

47. (a) Domain: 5x ƒ - 4 … x … 46 or [ - 4, 4] Range: 5y ƒ - 3 … y … 16 or [- 3, 1] (b) Increasing on 1- 4, - 12 and (3, 4); Decreasing on 1-1, 32 (c) Local maximum value is 1 and occurs at x = - 1. Local minimum value is - 3 and occurs at x = 3. 57.

(c) -

Intercepts: (0, 0), (2, 0), (0, -4)

45. (a) Domain: 5x ƒ -4 … x … 36; Range: 5y ƒ -3 … y … 36

(0, 0) (4, 1)

5 x (1, 1)

5 x

29. (a) 2

(e) 2x2 - 4x

37. 5x ƒ x … 26

(g) (6, 3) (3, 0)

5 x

Intercepts: (1 - 15, 0), (1 + 15, 0), (0, - 2 - 2 12), (0, - 2 + 212)

27. Function; domain 5- 1, 2, 46, range 50, 36 (c) 2x2 - 4

25. Center (1, -2); radius  15

y 5

3 4

Local maximum value: 1.53 at x = 0.41 Local minima values: -0.54 at x = - 0.34 and - 3.56 at x = 1.80 Increasing: 1- 0.34, 0.412; 11.80, 32 Decreasing: 1-2, - 0.342; 10.41, 1.802

(c) 47 63. -5 73. y 5

(4, 4) 5 x

(1, 1)

65. - 17 (4, 2) (0, 0) 5 x

67. No 69. Yes

AN9

ANSWERS Chapter 1 Test 75. (4, 0)

77.

y 5

79.

(2, 4)

5 x (2, 2)

(2, 1)

(2, 4)

83.

85.

(0, 3)

y 5

(2, 3) (1, 2) 5 x

(0, 2)

91. A = 11

Intercept: (1, 0) Domain: 5x|x Ú 16 or 31, q ) Range: 5y|y Ú 06 or 30, q ) 87. (a) 5x|x 7 - 26 or 1-2, q 2 (b) (0, 0) (c) y (1, 3)

(2, 4) (1, 1) 5 x

5

(0.3, 0)

93. (a) one-to-one (b) 512, 12, 15, 32, 18, 52, 110, 626

(2, 6)

(d) 5y|y 7 - 66 or 1-6, q 2

95.

y 5 (0, 2) (2, 0) (3, 1)

2x + 3 5x - 2 2x 2a 5x -1 f1f 1x22 = 2x 5a 5x

97. f-11x2 =

f-11f1x22 =

99. f-11x2 = + 3 b + 3 - 2 + 3 b - 2 - 2

2a

2x + 3 b + 3 5x - 2

5a

2x + 3 b - 2 5x - 2

(1, 0) 5 x

Intercepts: (0, 1), (1, 0) Domain: 5x|x … 16 or (- q , 14 Range: 5y|y Ú 06 or 30, q ) 89. (a) 5x|x Ú - 46 or [-4, q 2 (b) (0, 1) (c) y 5

(2, 3) (1, 2) 5 x

Intercepts: (0, -2), 3 19 a1 , 0b or about (0.3, 0) 3 Domain: all real numbers Range: all real numbers

Intercept: (0, 3) Domain: all real numbers Range: 5y|y Ú 26 or 32, q )

(0, 1)

7 x

(1, 0)

Intercept: (0, 0) Domain: all real numbers Range: 5y|y … 06 or ( - q , 04

5

y 5

(5, 2) (3, 2)

Intercepts: 1 -4, 02, 14, 02, 10, -42 Domain: all real numbers Range: 5y|y Ú - 46 or 3 -4, q ) y

81.

y 5

(0, 0) 5 x

(4, 0) (2, 2) (0, 4)

y 2

(0, 1)

(1, 3) 5 x

(4, 4)

(d) 5y|- 4 … y 6 0 or y 7 06 or 3- 4, 0) ´ 10, q 2

yx (3, 3) 5 x

x + 1 x

f1f-11x22 =

1 = x x + 1 - 1 x 1 + 1 x - 1 -1 = x f 1f1x22 = 1 x - 1 Domain of f = range of f-1 = all real numbers except 1 Range of f = domain of f-1 = all real numbers except 0

= x

= x

2 5 2 = all real numbers except 5

Domain of f = range of f-1 = all real numbers except Range of f = domain of f-1 101. f-11x2 =

103. d1A, B2 = 211 - 322 + 11 - 422 = 213 and d1B, C2 = 21-2 - 122 + 13 - 122 = 213

27 x3

f1f-11x22 =

f-11f1x22 =

3 a

27

a

3

3

b

1>3

= x

3

= x

x 27

x1>3

b

Domain of f = range of f-1 = all real numbers except 0 Range of f = domain of f-1 = all real numbers except 0

Chapter Test (page 93) 1. d = 2113

2. (2, 1) 3.

y 1 (3, 0) (2, 5) (1, 8)

4. (3, 0) 5 x (2, 5) (1, 8) (0, 9)

y 5 (1, 1) (0, 0) (1, 1)

(4, 2)

(9, 3)

10 x (4, 2)

5. Intercepts: (-3, 0), (3, 0), (0, 9); symmetric with respect to the y-axis

6. x2 + y2 - 8x + 6y = 0

7. Center: (- 2, 1); radius: 3 (2, 1)

y 5

(9, 3) 4 x

AN10

ANSWERS Chapter 1 Test

8. (a) Function; domain: 52, 4, 6, 86; range: 55, 6, 7, 86 (b) Not a function (c) Not a function (d) Function; domain: all real numbers; 4 1 range: 5y ƒ y Ú 26 9. Domain: e x ` x … f; f1- 12 = 3 10. Domain: 5x ƒ x Z - 26; g1 -12 = 1 11. Domain: 5x ƒ x Z - 9, x Z 46; h1-12 = 5 8 12. (a) Domain: 5x ƒ -5 … x … 56; range: 5y ƒ - 3 … y … 36 (b) (0, 2), 1 -2, 02, and (2, 0) (c) f112 = 3 (d) x = - 5 and x = 3 (e) 5x ƒ -5 … x 6 - 2 or 2 6 x … 56 or [ - 5, - 22 ´ 12, 5] 13. Local maxima values: f1-0.852 L - 0.86; f12.352 L 15.55; local minima values: f102 = - 2; the function is increasing on the intervals 1- 5, - 0.852 and (0, 2.35) and decreasing on the intervals 1-0.85, 02 and (2.35, 5). 16. (a) (b) 15. 19 14. (a) (b) 10, - 42, (4, 0) y y y 10 10 3 (c) g1-52 = - 9 (2, 5) (6, 4) (2, 4) (0, 1) (1, 3) 5 x (d) g122 = - 2 2.5 x

(4, 2)

10 x

2 + 5x 5 5 ; domain of f = e x ` x Z f, range of f = E y ƒ y Z 0 F ; domain of f - 1 = E x ƒ x Z 0 F ; range of f - 1 = e y ` y Z f 3x 3 3 18. The point 1-5, 32 must be on the graph of f-1. 17. f-11x2 =

CHAPTER 2 Trigonometric Functions 2.1 Assess Your Understanding (page 105)

1 6. ru; r2u 2

3. standard position 4. central angle 5. radian 11.

13.

7. p

15.

s u ; t t

8.

9. T

17.

19.

135

30

10. F

3 4

21.

– 6

16 3

450

p 4p p 3p p 37. 39. 41. p 43. 45. 47. 60° 6 3 3 4 2 49. -225° 51. 90° 53. 15° 55. - 90° 57. - 30° 59. 0.30 61. -0.70 63. 2.18 65. 179.91° 67. 114.59° 69. 362.11° 71. 5 m 73. 6 ft p p 75. 0.6 radian 77. L 1.047 in. 79. 25 m2 81. 2 13 L 3.464 ft 83. 0.24 radian 85. L 1.047 in.2 87. s = 2.094 ft; A = 2.094 ft2 3 3 675p 1 1 89. s = 14.661 yd; A = 87.965 yd2 91. 3p L 9.42 in; 5p L 15.71 in. 93. 2p L 6.28 m2 95. L 1060.29 ft2 97. v = radian/s; v = cm/s 2 60 12 3 99. L 452.5 rpm 101. L 359 mi 103. L898 mi/h 105. L2292 mi/h 107. rpm 109. L2.86 mi/h 111. L31.47 rpm 113. L1037 mi/h 4 r1 v2 115. Radius L 3979 mi; circumference L 25,000 mi 117. v1 = r1v1, v2 = r2v2, and v1 = v2, so r1v1 = r2v2 and = . r2 v1 23. 40.17°

25. 1.03°

27. 9.15°

29. 40°19¿12–

31. 18°15¿18–

33. 19°59¿24–

35.

2.2 Assess Your Understanding (page 121) 7. cosine 8. (0, 1) 9. a 15. sin t =

22 22 , b 2 2

1 23 10. a , b 2 2

47. sin

y x ; r r

12. F 13. sin t =

23 23 223 1 ; cos t = ; tan t = ; csc t = 2; sec t = ; cot t = 23 2 2 3 3

221 2 221 5 221 5 2221 ; cos t = - ; tan t = ; csc t = ; sec t = - ; cot t = 5 5 2 21 2 21

tan t = - 1; csc t = 22; sec t = - 22; cot t = - 1 21. -1

11.

23. 0 25. - 1

27. 0

29. - 1

31.

17. sin t =

22 22 ; cos t = ; 2 2

222 22 322 1 19. sin t = - ; cos t = ; tan t = ; csc t = - 3; sec t = ; cot t = - 222 3 3 4 4

1 A 22 + 1 B 2

33. 2

35.

1 2

37. 26

39. 4

41. 0

43. 2 22 +

423 3

45. 1

2p 2p 2p 2p 2p 2p 23 1 223 23 = ; cos = - ; tan = - 23; csc = ; sec = - 2; cot = 3 2 3 2 3 3 3 3 3 3

1 23 23 223 49. sin 210° = - ; cos 210° = ; tan 210° = ; csc 210° = - 2; sec 210° = ; cot 210° = 23 2 2 3 3 51. sin

3p 22 3p 22 3p 3p 3p 3p = ; cos = ; tan = - 1; csc = 22; sec = - 22; cot = -1 4 2 4 2 4 4 4 4

53. sin

23 1 223 23 8p 8p 8p 8p 8p 8p = ; cos = - ; tan = - 23; csc = ; sec = - 2; cot = 3 2 3 2 3 3 3 3 3 3

55. sin 405° =

22 22 ; cos 405° = ; tan 405° = 1; csc 405° = 22; sec 405° = 22; cot 405° = 1 2 2

p 1 p 23 p 23 p p 223 p 57. sina - b = - ; cos a - b = ; tan a - b = ; csca - b = - 2; sec a - b = ; cot a - b = - 23 6 2 6 2 6 3 6 6 3 6 59. sin1 -135°2 = -

22 22 ; cos1- 135°2 = ; tan1-135°2 = 1; csc1-135°2 = - 22; sec1-135°2 = - 22; cot1-135°2 = 1 2 2

AN11

ANSWERS Section 2.3

61. sin

5p 5p 5p 5p 5p 5p = 1; cos = 0; tan = 1; sec = 0 is undefined; csc is undefined; cot 2 2 2 2 2 2

14p 14p 14p 14p 14p 14p 23 1 223 23 b = ; cos ab = - ; tan ab = 23; csc ab = ; sec ab = -2; cot ab = 3 2 3 2 3 3 3 3 3 3 4 3 4 5 5 3 65. 0.47 67. 1.07 69. 0.32 71. 3.73 73. 0.84 75. 0.02 77. sin u = ; cos u = - ; tan u = - ; csc u = ; sec u = - ; cot u = 5 5 3 4 3 4 63. sin a-

79. sin u = -

2 213 3 213 213 2 3 213 ; cos u = ; tan u = - ; csc u = ; sec u = ; cot u = 13 13 2 3 2 3

81. sin u = -

22 22 ; cos u = ; tan u = 1; csc u = - 22 ; sec u = - 22 ; cot u = 1 2 2

3 4 3 5 5 4 ; cos u = ; tan u = ; csc u = ; sec u = ; cot u = 5 5 4 3 4 3

83. sin u = 103. 23

105. -

23 2

107.

23 2

109.

22 4

115.

22 p 22 ;a , b 2 4 2

111. (a)

113. Answers may vary. One set of possible answers is -

85. 0

87. 0

(b) a

89. -0.1

22 p , b 2 4

91. 3

93. 5

95.

23 2

97.

1 2

99.

3 4

101.

23 2

p (c) a , -2b 4

11p 5p p 7p 13p ,, , , . 3 3 3 3 3

U

0.5

0.4

0.2

0.1

0.01

0.001

0.0001

0.00001

sin U

0.4794

0.3894

0.1987

0.0998

0.0100

0.0010

0.0001

0.00001

sin U U

0.9589

0.9735

0.9933

0.9983

1.0000

1.0000

1.0000

1.0000

sin u approaches 1 as u approaches 0. u 117. R L 310.56 ft; H L 77.64 ft 119. R L 19,541.95 m; H L 2278.14 m 121. (a) 1.20 sec (b) 1.12 sec (c) 1.20 sec 123. (a) 1.9 hr; 0.57 hr (b) 1.69 hr; 0.75 hr (c) 1.63 hr; 0.86 hr (d) 1.67 hr; tan 90° is undefined 20 125. (a) 16.56 ft (b) (c) 67.5° 127. (a) values estimated to the nearest tenth: sin 1 L 0.8; cos 1 L 0.5; tan 1 L 1.6; csc 1 L 1.3; sec 1 L 2.0; cot 1 L 0.6; actual values to the nearest tenth: sin 1 L 0.8; cos 1 L 0.5; tan 1 L 1.6; csc 1 L 1.2; sec 1 L 1.9; cot 1 L 0.6 (b) values estimated to the nearest tenth: sin 5.1 L -0.9; cos 5.1 L 0.4; 45

90

tan 5.1 L -2.3; csc 5.1 L -1.1; sec 5.1 L 2.5; cot 5.1 L -0.4; actual 0 values to the nearest tenth: sin 5.1 L -0.9; cos 5.1 L 0.4; tan 5.1 L -2.4; csc 5.1 L -1.1; sec 5.1 L 2.6; cot 5.1 L -0.4

2.3 Assess Your Understanding (page 136) 5. 2p; p

6. All real numbers except odd multiples of

23. 22

25.

7. [-1, 1]

8. T

9. 1

10. F 11.

22 2

13. 1

3 4 5 5 27. II 29. IV 31. IV 33. II 35. tan u = - ; cot u = - ; sec u = ; csc u = 4 3 4 3

22 21. 0 2 1 37. tan u = 2; cot u = ; sec u = 25; 2 15. 1

17. 23

19.

23 22 2 23 322 ; cot u = 23; sec u = ; csc u = 2 41. tan u = ; cot u = -222 ; sec u = ; csc u = -3 3 3 4 4 5 12 13 13 5 3 5 5 4 3 43. cos u = - ; tan u = - ; csc u = 45. sin u = - ; tan u = ; csc u = - ; sec u = - ; cot u = ; sec u = - ; cot u = 13 5 12 5 12 5 4 3 4 3 csc u =

25 2

23 3

p 2

39. tan u =

47. cos u = -

12 5 13 13 12 ; tan u = - ; csc u = ; sec u = - ; cot u = 13 12 5 12 5

51. cos u = -

25 25 2 25 3 325 ; tan u = ; csc u = ; sec u = ; cot u = 3 5 2 5 2

csc u = -

2 23 23 ; cot u = 3 3

49. sin u =

322 222 22 ; tan u = -222 ; csc u = ; sec u = -3; cot u = 3 4 4

53. sin u = -

23 1 ; cos u = ; tan u = - 23 ; 2 2

3 4 5 5 4 55. sin u = - ; cos u = - ; csc u = - ; sec u = - ; cot u = 5 5 3 4 3

3210 210 ; cos u = ; 10 10

22 223 71. 0 73. - 22 75. 77. 1 79. 1 2 3 p p 81. 0 83. 1 85. -1 87. 0 89. 0.9 91. 9 93. 0 95. All real numbers 97. Odd multiples of 99. Odd multiples of 101. -1 … y … 1 2 2 1 103. All real numbers 105. ƒ y ƒ Ú 1 107. Odd; yes; origin 109. Odd; yes; origin 111. Even; yes; y-axis 113. (a) (b) 1 3 115. (a) -2 (b) 6 117. (a) -4 (b) -12 119. L 15.81 min 121. Let a be a real number and P = 1x, y2 be the point on the unit circle that csc u = 210 ; sec u = -

210 ; cot u = -3 3

57. sin u =

59. -

corresponds to t. Consider the equation tan t =

y x

23 2

61. -

23 3

63. 2

65. -1

67. -1

69.

= a. Then y = ax. But x2 + y2 = 1, so x2 + a2x2 = 1. So x = ;

1 21 + a2

and y = ;

a 21 + a2

;

AN12

ANSWERS Section 2.3

that is, for any real number a, there is a point P = 1x, y2 on the unit circle for which tan t = a. In other words, the range of the tangent function is the set of all real numbers. 123. Suppose that there is a number p, 0 6 p 6 2p, for which sin1u + p2 = sin u for all u. If u = 0, then 3p p p p p , then sina + pb = sina b. But p = p. Thus, sina b = -1 = sina b = 1. This is 2 2 2 2 2 1 impossible. Therefore, the smallest positive number p for which sin1u + p2 = sin u for all u is 2p. 125. sec u = ; since cos u has period 2p, cos u so does sec u. 127. If P = 1a, b2 is the point on the unit circle corresponding to u, then Q = 1-a, -b2 is the point on the unit circle corresponding to b -b u + p. Thus, tan1u + p2 = = = tan u. Suppose that there exists a number p, 0 6 p 6 p, for which tan1u + p2 = tan u for all u. Then, if u = 0, -a a then tan p = tan 0 = 0. But this means that p is a multiple of p. Since no multiple of p exists in the interval 10, p2, this is a contradiction. Therefore, the period of f1u2 = tan u is p. a 1 1 1 1 1 1 129. Let P = 1a, b2 be the point on the unit circle corresponding to u. Then csc u = = ; sec u = = ; cot u = = = . b sin u a cos u b b/a tan u sin10 + p2 = sin p = sin 0 = 0, so p = p. If u =

131. 1sin u cos f22 + 1sin u sin f22 + cos2 u = sin2 u cos2 f + sin2 u sin2 f + cos2 u = sin2 u1cos2 f + sin2 f2 + cos2 u = sin2 u + cos2 u = 1

2.4 Assess Your Understanding (page 149) p p p 6. T 7. F 8. T 9. (a) 0 (b) - 6 x 6 (c) 1 (d) 0, p, 2p 3 2 2 5p p 7p 11p 3p p p 3p , (e) f1x2 = 1 for x = - , ; f1x2 = -1 for x = - , (f) - , - , (g) 5xƒx = kp, k an integer6 11. Amplitude = 2; period = 2p 2 2 2 2 6 6 6 6 1 4p 5 13. Amplitude = 4; period = p 15. Amplitude = 6; period = 2 17. Amplitude = ; period = 19. Amplitude = ; period = 3 2 3 3 21. F 23. A 25. H 27. C 29. J 31. A 33. B 3. 1;

35.

p 2

4. 3; p

5. 3;

37.

y (2P, 4) 5 (0, 4)

(2P, 4)

P  ,4 2

y (0, 0) 5

3P ,0 2 5P 2 (P, 4)

5P x 2 (P, 4)

y (3P, 2) 2.5 (P, 2)

2P 5

Domain: 1- q , q 2 Range: 3-4, 44

45. (2P, 0) (4P, 0)

(3P, 2) (0, 0)

0, 

Domain: 1- q , q 2 Range: 3-2, 24

51.

3  , 10 2

10

(3, 4)

x

53. (3, 4)

10 x 3 , 2 2

(0, 4)

Domain: 1- q , q 2 Range: 3-2, 104

2P

P ,0 8

(0, 3) y 6

P  ,5 2

P  ,8 4 y

Domain: 1- q , q 2 Range: 3-1, 14

(P, 3)

P

3P ,8 4 (P, 5) P ,2 4

2

3 (0, 2) (2, 2)

2

(2P, 3) 3P ,1 2P x 2

3  , 3 2

2

55.

3 5  , 4 3

P

(0, 5)

Domain: 1- q , q 2 Range: 32, 84

x

57. 9 5 , 4 3

(3, 0) 5 x 2.5 3 5 , 4 3

Domain: 1- q , q 2 5 5 Range: c - , d 3 3

3 , 3 2

(1, 8)

9

Domain: 1- q , q 2 Range: 3-8, 24

y (0, 0) 2.5 5

9 5  , 4 3

x

1 , 3 2

Domain: 1- q , q 2 Range: 31, 54

8

(P, 5) 3P  ,2 4

y (2, 2)

4

P ,5 2

P ,0 2

P , 1 4

49.

P ,5 2

P  ,1 2 2P

x

2P

(0, 0) P , 1 4

1 1 Range: c - , d 2 2

(6, 4) 10 9  , 2 10 2

3P  ,5 2

Domain: 1- q , q 2

9 , 10 2

y

(P, 0)

3P ,0 8

x

3P ,1 4

y 1.25

P  ,1 4

Domain: 1- q , q 2 Range: 3-1, 14

5P ,0 4

1 2

P 2

41.

2.5 

3P ,0 4

2P

1  ,  2

P ,0 8 y (0, 1) P ,1 2.5 2

47.

y P 1 , 2.5 2 2 P ,0 4 2P

3P ,0 8

P  2

P  , 1 4

P , 4 2

3P  , 4 2

 P  ,1 2

2P x

P ,0 2

5P x (P, 2)

39.

(2P, 0)

Domain: 1- q , q 2 Range: 3-4, 44

43.

3P ,4 2

3 ,0 2

2, (4, 2) 1 6, 2

y 2.5

1 2 (4, 2) 6, 1 2 10 x

(8, 1) (8, 1) 2.5 (0, 1)

Domain: 1- q , q 2 Range: 3-1, 24

ANSWERS Section 2.5

59. y = ;3 sin12x2

61. y = ;3 sin1px2

4p xb + 1 3 81. f1g1x22 = sin 14x2 y 1.25

1 65. y = -3 cos a xb 2

p 73. y = 3 sin a xb 75. y = -4 cos13x2 2 83. f1g1x22 = -2 cos x 85.

71. y = -cos a

P  ,0 2

p 63. y = 5 cosa xb 4

y 2.25

P, 0 2

77.

2 p

79.

y 5

y 1.25

3 , 0 2

89. (a) Amplitude = 220 V; 1 period = s 60 (b), (e)

x

x

1 15

220

(P, 1)

P, 1 2

3P , 4 2

5

I 220

g1f1x22 = cos1-2x2

P, 4 2

2P

5 , 兹2 4 2

(2P, 2)

P 2P

1 s; 30 amplitude = 220 amp

87. Period =

x

2

2P x

g1f1x22 = 4 sin x

3 69. y = -sin a xb 2

3 sin12px2 4

(P, 2)

x (0, 2)

12 p

y , 1 ( , 0) 1.25 2 (2 , 1)

(0, 0) P

67. y =

AN13

220

V

22 22

(c) I1t2 = 22 sin 1120pt2 (d) Amplitude = 22 amp; 1 period = s 60

t

1 30

I

t

220

[V0 sin 12pft2]2

V20 V20 1 sin 212pft2 (b) Since the graph of P has amplitude and period and is of the form y = A cos1vt2 + B, R R 2R 2f 2 2 2 2 2 V0 V0 V0 V0 V0 1 2p = cos 14pft2 + = [1 - cos14pft2]. then A = and B = . Since , then v = 4pf. Therefore, P1t2 = 2R 2R 2f v 2R 2R 2R 2p p 2p 93. (a) Physical potential: v = ; emotional potential: v = ; intellectual potential: v = 23 14 33 91. (a) P1t2 =

(b)

=

(c) No (d) Physical potential peaks at 15 days after 20th birthday. 95. Emotional potential is 50% at 17 days, with a maximum at 10 days and a minimum at 24 days. Intellectual potential starts fairly high, drops to a minimum at 13 days, and rises to a maximum at 29 days.

100

0

y 1.25

2P

x

36 0

97. Answers may vary. a -

5p 1 p 1 p 1 5p 1 , b, a - , b, a , b, a , b 3 2 3 2 3 2 3 2

99. Answers may vary. a -

p 5p 9p 3p , 1b , a , 1b, a , 1b, a , 1b 4 4 4 4

2.5 Assess Your Understanding (page 159) 3. origin; odd multiples of

p 2

4. y-axis; odd multiples of

p 2

5. y = cos x

11. sec x = 1 for x = -2p, 0, 2p; sec x = -1 for x = -p, p 17.

19.

y

15. -

3p p p 3p ,- , , 2 2 2 2 21.

y 5

4

1 ,1 2

Domain: 5x|x Z kp, k is an integer6 Range: 1- q , q 2

kp , k is an odd integer f 2

25. (0, 2) x

1

1  , 1 2

Domain: 5x|x does not equal an odd integer6 Range: 1- q , q 2 27.

y

(P, 1) 4P

5 x

x P  , 4 4

Range: 1- q , q 2

y

2P x

Domain: e x ` x Z

23.

9. 1

P ,4 4

16

2P P  , 3 4

7. 0

y

P ,3 4

6

6. T

3p p p 3p 13. - , - , , 2 2 2 2

(2P, 2) 2P x (P, 2)

(P, 1)

(P, 2)

Domain: 5x|x Z 4kp, k is an integer6 Range: 1- q , q 2

Domain: e x ` x Z

kp , k is an odd integer f 2 Range: 5y|y … -2 or y Ú 26

P  ,3 2

y 15

3P ,3 2 2P



3P , 3 2

x P , 3 2

Domain: 5x ƒ x Z kp, k is an integer6

Range: 5y ƒ y … -3 or y Ú 36

AN14

ANSWERS Section 2.5

29.

31.

y 16

(0, 4)

(2P, 4)

1  ,2 2

(2P, 4)

6 13 p



P , 1 16





5 2 (0, 2)

y 5

P ,1 16 P 4

P 2

4 3 + cos u sin u = 3sec u + 4 cscu

, 0 2

(c) L0.83

x ( , 1)

(b)

9P , 3 2

3P , 3 2

Domain: 5x ƒ x Z 3pk, k is an integer6 Range: 5y|y … -3 or y Ú 16

g1f1x22 = cot (-2x) y

5

2.5

x

2P

P

x

53.

25

y 5

3P 2 P 2

0 0

x

y 5

(d) L9.86 ft

3 , 兹2 4

x 2

3P ,1 2 5P x

y

P, 4 4

P  2 P  , 4 4

x

y 10

9P ,1 2

47. f1g1x22 = -2 cot x

g1f1x22 = 4 tan x

51. (a) L1u2 =

, 1 4

(0, 0)

39.

3 2

Domain: 5x ƒ x Z 2pk, k is an odd integer6 Range: 1- q , q 2

45. f1g1x22 = tan14x2

1

y 2.5

P, 

x P, 

y

49.

y 10

3 ,1 2 x

43.

Domain: 5x ƒ x Z 2pk, k is an odd integer6 Range: 1- q , q 2

5P

3 k, k is an odd integer f 4 Range: 5y|y … 1 or y Ú 36 2 13 p

5P x (3P, 0)

37.

Domain: e x ` x Z

41.

(P, 2)

(0, 1)

Range: 5y ƒ y … -2 or y Ú 26

(0, 3)

2.5

(3P, 2) 1 , 2 2

Domain: 5x ƒ x does not equal an integer6

Domain:5x ƒ x Z kp, k is an odd integer6

3  ,1 2

2.5 x

y 10

3  , 2 2

Range: 5y ƒ y … -4 or y Ú 46 y 8

33.

3 ,2 2

6

5P x

35.

y

x

y  tan x

3P 2 P y  cot x  2

2.6 Assess Your Understanding (page 170)

P ,0 2

9. Amplitude = 4 Period = 2 Phase shift = 1 2  , 1 2 P



2 , 5 P

P ,0 3

P , 2 6

11. Amplitude = 3 Period = 2 2 Phase shift = p 1

2 , 5 P

y 9

x 2

1 2  , 9 2 P

P ,2 2

P  ,3 2

2 , 5 P

3 2  , 9 2 P

2 ,8 P

2 1 ,2 P 1 

2 ,2 P

(0, 3)

3

x

p 4 3P ,0 4

x (P, 3)

P ,0 4

5P , 2 6

P  ,3 2 2

P ,3 2

P

P  ,0 4

1 b d or 2 y = 2 sin12x - 12

13. Amplitude = 3 Period = p p Phase shift = 4

2 ,8 P

y 5

2P ,0 3

P x

2 p

y 1

y 2.5

p 6

(0, 0)

3P ,0 2

2



P  ,2 6

x

2P

(P, 0) 5P , 4 4

Phase shift = -

Phase shift = 7P ,4 4

P , 4 4

2p 3

Period =

3P ,4 4

y 5

7. Amplitude = 3 Period = p

5. Amplitude = 2

1. phase shift 2. F 3. Amplitude = 4 Period = p p Phase shift = 2

3P  ,0 4

y 5

15. y = 2 sinc2ax -

P ,3 2 3P ,0 4 P

(P, 3) P  ,0 4

x

(P, 3) (0, 3)

P ,0 4

2 1 17. y = 3 sin c ax + b d or 3 3 2 2 y = 3 sina x + b 3 9

x

AN15

ANSWERS Chapter 2 Review Exercises 19.

3P  ,2 16

21.

5P ,2 16

y 5

P  ,0 4

P 2

5P  , 2 16

P ,0 4

1 s; 15 amplitude = 120 amp; 1 phase shift = s 90

3P ,3 8

P y x 4 2.5

3P  ,1 8

P  , 3 8

3P , 2 16

29. (a)

P 2

7P , 3 8 3P x 8

5P x 8

50 40 30 20 10

(c)

4

8

12

3

x

(1, 1) 1

1  , 1 2

3P , 1 8

x 1 , 1 2

x

1 4

x

3 4

x 8

12

2 t 15

80

3 1 x 4 y 4

(d) y = 15.62 sin (0.517x - 2.096) + 40.377 (e) 60

y

4

31. (a)

x

p p 2p 1x - 42 d + 40.1 or y = 15.9 sin a x b + 40.1 6 6 3

50 40 30 20 10

x

I 120

P (0, 0) x 4

P  , 1 8

(b) y = 15.9 sin c

y

25.

P ,1 8

(1, 1)

P x

x

(0, 0)

27. Period =

23.

7P P x x 8 y 8 5 5P  ,3 8

0

13 20

p p 2p (b) y = 24.95 sinc 1x - 42 d + 50.45 or y = 24.95 sin a x b + 50.45 6 6 3

y

60

(c)

40

80

(d) y = 25.693 sin (0.476x - 1.814) + 49.854 (e) 80

y

60

20 x 4

8

12

40 20 x 4

8

12 0

13 20

33. (a) 11:55 PM (b) y = 3.105 sin c

24p 24p 1x - 8.39582 d + 2.735 or y = 3.105 sinc x - 4.2485 d + 2.735 (c) 2.12 ft 149 149 2p 2p 35. (a) y = 1.6 sina x - 1.39 b + 12.15 37. (a) y = 6.97 sina x - 1.39b + 12.45 365 365 (b) 12.43 h (b) 13.67 h (c) y (c) y 20

20

10

10 x 150 280 420

x 150 280 420

(d) The actual hours of sunlight on April 1, 2010, were 12.43 hours. This is the same as the predicted amount.

(d) The actual hours of sunlight on April 1, 2010, were 13.38 hours. This is close to the predicted amount of 13.67 hours.

Review Exercises (page 176) p 1 4 23 3 22 5. 135° 7. -450° 9. 11. 13. -322 - 223 15. 3 17. 0 19. 0 21. 1 23. 1 25. 1 27. -1 29. 1 10 2 2 3 3 4 5 5 3 12 5 13 13 5 31. cos u = ; tan u = ; csc u = ; sec u = ; cot u = 33. sin u = - ; cos u = - ; csc u = - ; sec u = - ; cot u = 5 3 4 3 4 13 13 12 5 12 3 4 3 5 4 5 12 13 13 5 35. sin u = ; cos u = - ; tan u = - ; csc u = ; cot u = 37. cos u = - ; tan u = - ; csc u = ; sec u = - ; cot u = 5 5 4 3 3 13 5 12 5 12 12 5 13 13 12 210 3210 210 39. cos u = 41. sin u = ; tan u = - ; csc u = - ; sec u = ; cot u = ; cos u = ; csc u = - 210 ; sec u = ; cot u = 3 13 12 5 12 5 10 10 3

1.

3p 4

3.

43. sin u = 47.

y 2.5

P, 2 8

2 22 1 322 22 ; cos u = ; tan u = -222 ; csc u = ; cot u = 3 3 4 4 49. P y 2.5 P

x

P , 2 4

Domain: 1- q , q 2 Range: 3-2, 24

2

45. sin u =

,2

2P 3P , 2 2

Domain: 1- q , q 2 Range: 3-2, 24

25 225 1 25 ; cos u = ; tan u = - ; csc u = 25; sec u = 5 5 2 2 51. y 5

x

P x 2

Domain: e x ` x Z Range: 1- q , q 2

kp , k is an odd integer f 2

AN16 53.

ANSWERS Chapter 2 Review Exercises 55.

P 2

x

y 8 P  6

y 5P 4

P x

x

p p + k # , k is an integerf 6 3 Range: 1- q , q 2

Domain: ex ` x Z

59.

57.

3P y x 4 5

Domain: ex ` x Z Range: 1- q , q 2 61.

y

p + kp, k is an integerf 4

Domain: e x ` x Z

kp , k is an odd integer f 4 Range: {y|y … -4 or y Ú 4} 63. Amplitude = 4; period = 2p

y 5

5 x

x P , 4 2

3

65. Amplitude = 8; period = 4

3P x

7

Domain: 1- q , q 2 Range: 3-6, 24

Domain: e x ` x Z Range: 1- q , q 2

67. Amplitude = 4 2p Period = 3 Phase shift = 0 y 5

p + k # 2p, k is an integer f 2

71. Amplitude =

69. Amplitude = 2 Period = p p Phase shift = 2

Period =

P , 4 2

x 4

2 3

Period = 2

4p 3

Phase shift = y 2 3

y 1.25

3P x

P x

75. y = 5 cos

73. Amplitude =

2p Phase shift = 3

y 2.5

P, 4 6

1 2

12 P

6 p

x

2P x

77. y = -6 cosa

p xb 4

79. 0.38

81. Sine, cosine, cosecant and secant: negative; tangent and cotangent: positive

222 1 3 22 22 ; cos u = - ; tan u = -2 22; csc u = ; sec u = -3; cot u = 3 3 4 4 p p p 85. Domain: e x ` x Z odd multiple of f; range: 5y ƒ ƒ y ƒ Ú 16; period = 2p 87. L 1.05 ft; L 1.05 ft2 2 3 3 p 91. 0.1 revolution/sec = radian/sec 5 83. sin u =

95. (a)

93. (a) 120 1 (b) 60 (c)

(c)

y 90 80 70 60 50

E 120

x 4

1 30 120

97.

t

8

12

p (b) y = 19.5 sinc 1x - 42 d + 70.5 or 6 2p p b + 70.5 y = 19.5 sina x 6 3

p   1 , 兹3 2 2 p  (0, 1) 2 2 p  1 , 兹3 p  兹 , 兹 y P P 2 2 2 2 2P 2 3 P 3 2 2 3P p  兹 ,兹 4 2 2 4 P 5P 6 6 3 1 兹 , 3 1 p p  兹 , 2 2 2 2 p  (1, 0) 0 P p  (1, 0) x 1 3 1 3 1 p  兹 ,  p 兹 , 2 2 2 2 11P 7P 6 6 2 2 5P 7P p  兹 , 兹 2 2 4 4P 5P 4 3P 3 p  兹2 , 兹2 2 3 p   1 , 兹3 2 2 p  (0, 1) 2 2 p  1 , 兹3 2 2

89. L 114.59 revolutions/hr

(e)

y 90 80 70 60 50

95

x 4

8

12

(d) y = 19.52 sin10.54x - 2.282 + 71.01

0

13 45

ANSWERS Section 3.1

Chapter Test (page 178) 1.

13p 9

20p 9

3.

13p 180

16. 2.747

17.

2. -

15. -1.524

19. cos u = sec u =

4. -22.5°

9. -

8. 0

1 2

10. -

23 3

11. 2

3 A 1 - 22 B

12.

2

sin U

cos U

tan U

sec U

csc U

cot U

U in QI

+

+

+

+

+

+

U in QII

+

-

-

-

+

-

U in QIII

-

-

+

-

-

+

U in QIV

-

+

-

+

-

-

21. sin u = 26.

y 5 (4P , 2) (2P, 2)

11P , 0  2

1 2

7 2 26 5 26 726 226 ; tan u = ; csc u = ; sec u = ; cot u = 7 12 5 12 5

3 2 25 ; cot u = 2 5

25.

5. 810° 6. 135° 7.

7P , 0 2

20. sin u = -

27. y = -3 sina3x +

3p b 4

18. -

14. 0.309 3 5

25 25 3 25 ; tan u = ; csc u = ; 3 2 5

12 13 5 13 5 ; cos u = - ; csc u = ; sec u = - ; cot u = 13 13 12 5 12 (P, 3) y (0, 3) 4

13. 0.292

AN17

22.

28. 78.93 ft2

7253 53

23. -

52146 146

24. -

1 2

29. 143.5 rpm

5P x 

5P , 0 2

(5P, 2)

P

x

P (P , 2) 2 , 0

Cumulative Review (page 179) 1 1. e -1, f 2

2. y - 5 = -31x + 22 or y = -3x - 1

3. x2 + 1y + 222 = 16 5. A circle; center 11, -22; radius 3

2 4. A line; slope ; intercepts (6, 0) and 10, -42 3

6.

y 2

y 5

(2, 3)

(6, 0)

(4, 3) (3, 2) 6 x

5 x 10 x (1, 2)

(0, 4)

7. (a)

(b)

y 4.5

8. f-11x2 =

(d)

y 3 ,1 2 (0, 0)

(1, 1) 2.5 x

(1, 1)

(1, 1) 2.5 x

1 1x + 22 3

(c)

y 2.5 (0, 0)

(1, 1) (0, 0)

y 8

 , 1 4

x

 , 1 2

9. -2

10.

y , 3 3 ,0 4  ,3 2 5 4

 ,0 2  , 3 4

11. 3 -

323 2

y 2.5

12. y = 3 cosa

, 1 4 (0, 0) P x

p xb 6

P P x 2 3 , 3 4 (0, 0)

CHAPTER 3 Analytic Trigonometry 3.1 Assess Your Understanding (page 191) 7. x = sin y

8. 0 … x … p

29. 0.51 31. -0.38

9. - q 6 x 6 q

33. -0.12

35. 1.08

x-2 5 Range of f = Domain of f - 1 = 3-3, 74 p p Range of f - 1 = c- , d 2 2

53. f-11x2 = sin-1

37.

10. F 11. T 4p 5

39. -

3p 8

55. f-11x2 =

12. T 41. -

p 8

13. 0 43. -

p p p 5p 17. 0 19. 21. 23. 25. 0. 10 2 4 3 6 1 45. 47. 4 49. Not defined 51. p 4

15. p 5

1 x cos-1 a- b 3 2 Range of f = Domain of f - 1 = 3-2, 24 p Range of f - 1 = c0, d 3

27. 1.37

57. f-11x2 = -tan-11x + 32 - 1 Range of f = Domain of f - 1 = 1- q , q 2 p p Range of f - 1 = a -1 - , - 1b 2 2

AN18

ANSWERS Section 3.1 22 f 2

61. e

1 x csin-1 a b - 1 d 2 3 Range of f = Domain of f - 1 = 3-3, 34 1 p 1 p Range of f - 1 = c- - , - + d 2 4 2 4

59. f-11x2 =

1 63. e - f 4

65. E 23 F

67. 5-16

69. (a) 13.92 h or 13 h, 55 min (b) 12 h (c) 13.85 h or 13 h, 51 min 71. (a) 13.3 h or 13 h, 18 min (b) 12 h (c) 13.26 h or 13 h, 15 min

73. (a) 12 h (b) 12 h (c) 12 h (d) It is 12 h. 75. 3.35 min 77. (a)

p 5p square units (b) square units 79. 4250 mi 3 12

3.2 Assess Your Understanding (page 198) 22 23 11. 13. 2 2 3 3 210 25 214 p p p p 27. 29. 31. 33. 25 35. 37. 39. 41. 2 2 10 4 6 2 6 1 u 2u2 - 1 2u2 - 1 1 55. 2.55 57. 59. 61. 63. 65. 67. u ƒuƒ ƒuƒ 21 + u2 21 - u2 79. (a) u = 31.89° (b) 54.64 ft in diameter (c) 37.96 ft high 81. (a) u = 22.3° 83. P 4. x = sec y; Ú 1; 0; p

5. cosine 6. F 7. T

5

8. T

15. 22

9.

43.

2p 3

17. -

22 2

45. 1.32

19.

223 3

47. 0.46

21.

3p 4

49. -0.34

5 3p 3 5 69. 71. 73. 13 4 4 13 (b) v0 = 2940.23 ft/s

75.

p 6

23. -

p 3

51. 2.72

22 4

25.

53. -0.73

77. - 215

5 0

3.3 Assess Your Understanding (page 206) 7.

p 5p ; 6 6

8. e u ` u =

17. e

p 7p 11p , , f 2 6 6

31. e

3p 7p , f 4 4

p 5p + 2pk, u = + 2pk, k is any integer f 6 6

19. e

33. e

p 2p 4p 5p , , , f 3 3 3 3

11p f 6

35. e u ` u =

21. e

4p 8p 16p , , f 9 9 9

5p 5p 11p 17p 23p 29p 35p + kp f; , , , , , 6 6 6 6 6 6 6

41. e u ` u =

p 2p p 2p 4p 5p 7p 8p + kp, u = + kp f; , , , , , 3 3 3 3 3 3 3 3 47. 51.37, 4.516

59. e

p 7p 11p , , f 2 6 6

77. e

p 5p , f 3 3

61. e 0,

49. 52.69, 3.596

p 5p , f 4 4

39. e u ` u =

p 2p 4p 3p , , , f 2 3 3 2

63. e

(b) 11P 3 , 6 2

43. e u ` u =

13P 3 , 6 2 17P 3 , 6 2

y 3.75

53. 52.08, 5.226

85. 1.26

p 5p , f 4 4

3p 7p , f 4 4

27. e

2p 4p , f 3 3

15. e

29. e

p 3p 5p 7p , , , f 4 4 4 4

3p 5p , f 4 4

P, 3 6 2

(b) -

69. e 0,

57. e

p 5p , p, f 3 3 89. 0, 2.15

p 2p 4p 3p , , , f 2 3 3 2

71. e

p 5p 3p , , f 6 6 2

91. 0.76, 1.35

93.

73. e

p f 2

75. 506

p 2p 4p 5p , , , 3 3 3 3

11p 7p p 5p 13p 17p ,- , , , , f 6 6 6 6 6 6 11p 7p p 5p 13p 17p 6 x 6 or 6 x 6 or 6 x 6 f (d) e x ` 6 6 6 6 6 6 (c) e -

3P x

p + kp, k is any integer f 4

55. 50.73, 2.416

87. -1.02, 1.02

7P 3  , 6 2

97. (a) e x ` x = -

25. e

p 2p 4p 5p , , , f 3 3 3 3

8p 10p 8p 10p 20p 22p 32p 34p + 4kp, u = + 4kp f; , , , , , 3 3 3 3 3 3 3 3

65. 5p6 67. e

83. 0.52

5P 3 , 6 2 

7p 11p , f 6 6

13. e

p 3p p 3p 5p 7p 9p 11p + 2kp, u = + 2kp f; , , , , , 2 2 2 2 2 2 2 2

51. 51.82, 4.466

79. No real solution 81. -1.31, 1.98, 3.84

95. (a) -2p, -p, 0, p, 2p, 3p, 4p

23. e

7p 11p , f 6 6

p 5p p 5p 13p 17p 25p 29p + 2kp, u = + 2kp f; , , , , , 6 6 6 6 6 6 6 6

37. e u ` u =

45. 50.41, 2.736

9. F 10. F 11. e

p p p p 6 x 6 - or a - , - b 2 4 2 4

ANSWERS Section 3.4

99. (a), (d) P 7 , 12 2

y 7

(b) e

5P 7 , 12 2 g(x) 

p 5p , f 12 12

101. (a), (d)

(b) e

g(x)  2 cos x  3

2p 4p , f 3 3

4P ,2 3

2P ,2 3

7 2

2P x f(x)  4 cos x

P x f(x)  3 sin(2x)  2

(c) e x `

p 5p p 5p (c) e x ` 6 x 6 f or a , b 12 12 12 12 103. (a) 0 s, 0.43 s, 0.86 s (b) 0.21 s (c) [0, 0.03] h [0.39, 0.43] h [0.86, 0.89] 105. (a) 150 mi (b) 6.06, 8.44, 15.72, 18.11 min (c) Before 6.06 min, between 8.44 and 15.72 min, and after 18.11 min (d) No

y 5

AN19

109. (a) 30°, 60° (b) 123.6 m (c) 130

107. 2.03, 4.91

0

90

2p 4p 2p 4p 6 x 6 f or a , b 3 3 3 3 111. 28.90° 113. Yes; it varies from 1.25 to 1.34. 115. 1.47 117. If u is the original angle of incidence and f is the angle sin u of refraction, then = n2 . The angle of incidence of the sin f 1 emerging beam is also f, and the index of refraction is . n2 Thus, u is the angle of refraction of the emerging beam.

0

3.4 Assess Your Understanding (page 215) 3. identity; conditional 4. -1 19. csc u # cos u = 23. 25. 29. 33. 35.

5. 0

6. T

7. F 8. T

9.

1 cos u

11.

1 + sin u cos u

13.

1 sin u cos u

15. 2

17.

3 sin u + 1 sin u + 1

1 # cos u cos u = = cot u 21. 1 + tan21-u2 = 1 + 1-tan u22 = 1 + tan2 u = sec2 u sin u sin u sin u cos u sin2 u + cos2 u 1 1 cos u1tan u + cot u2 = cos ua + b = cos ua b = cos u a b = = csc u cos u sin u cos u sin u cos u sin u sin u 1 tan u cot u - cos2 u = tan u # - cos2 u = 1 - cos2 u = sin2 u 27. 1sec u - 121sec u + 12 = sec2 u - 1 = tan2 u tan u 1 1sec u + tan u21sec u - tan u2 = sec2 u - tan2 u = 1 31. cos2 u11 + tan2 u2 = cos2 u sec2 u = cos2 u # = 1 cos2 u 1sin u + cos u22 + 1sin u - cos u22 = sin2 u + 2 sin u cos u + cos2 u + sin2 u - 2 sin u cos u + cos2 u = sin2 u + cos2 u + sin2 u + cos2 u = 1 + 1 = 2 sec4 u - sec2 u = sec2 u1sec2 u - 12 = 11 + tan2 u2 tan2 u = tan4 u + tan2 u

37. sec u - tan u =

1 sin u 1 - sin u # 1 + sin u 1 - sin2 u cos2 u cos u = = = = cos u cos u cos u 1 + sin u cos u11 + sin u2 cos u11 + sin u2 1 + sin u

39. 3 sin2 u + 4 cos2 u = 3 sin2 u + 3 cos2 u + cos2 u = 31sin2 u + cos2 u2 + cos2 u = 3 + cos2 u 11 + sin u211 - sin u2 cos2 u 1 - sin2 u 41. 1 = 1 = 1 = 1 - 11 - sin u2 = sin u 1 + sin u 1 + sin u 1 + sin u 1 cot v + 1 1 1 + 1 + tan v cot v cot v cot v + 1 sec u sin u cos u sin u 43. 45. = = = + = + tan u = + tan u = tan u + tan u = 2 tan u 1 - tan v cot v - 1 csc u cos u cos u 1 cot v - 1 1 1 cot v cot v sin u 1 csc u + 1 1 + csc u + 1 1 + sin u csc u csc u 47. = = = 1 - sin u csc u - 1 1 csc u - 1 1 csc u csc u 11 - sin v22 + cos2 v 211 - sin v2 1 - sin v cos v 1 - 2 sin v + sin2 v + cos2 v 2 - 2 sin v 2 49. + = = = = = = 2 sec v cos v 1 - sin v cos v11 - sin v2 cos v11 - sin v2 cos v11 - sin v2 cos v11 - sin v2 cos v sin u 1 1 1 = = = sin u - cos u 1 - cot u sin u - cos u cos u 1 sin u sin u 11 - sin u22 11 - sin u22 1 2 sin u sin2 u 1 - 2 sin u + sin2 u 2 2 53. 1sec u - tan u2 = sec u - 2 sec u tan u + tan2 u = + = = = 11 - sin u211 + sin u2 cos2 u cos2 u cos2 u cos2 u 1 - sin2 u 1 - sin u = 1 + sin u cos u sin u cos u sin u cos u sin u cos2 u sin2 u 55. + = + = + = + 1 - tan u 1 - cot u cos u - sin u sin u - cos u sin u cos u cos u - sin u sin u - cos u 1 1 cos u sin u cos u sin u 1cos u - sin u21cos u + sin u2 cos2 u - sin2 u = = = sin u + cos u cos u - sin u cos u - sin u sin u11 + sin u2 + cos2 u cos u sin u cos u sin u + sin2 u + cos2 u sin u + 1 1 57. tan u + = + = = = = = sec u 1 + sin u cos u 1 + sin u cos u11 + sin u2 cos u11 + sin u2 cos u11 + sin u2 cos u 51.

AN20 59.

tan u + 1sec u - 12 tan u + 1sec u - 12 tan2 u + 2 tan u1sec u - 12 + sec2 u - 2 sec u + 1 tan u + sec u - 1 # = = tan u - sec u + 1 tan u - 1sec u - 12 tan u + 1sec u - 12 tan2 u - 1sec2 u - 2 sec u + 12 =

61.

63.

65.

67. 69. 71. 73. 75.

77.

79. 81. 83.

85. 87.

ANSWERS Section 3.4

sec2 u - 1 + 2 tan u1sec u - 12 + sec2 u - 2 sec u + 1

=

2 sec2 u - 2 sec u + 2 tan u1sec u - 12

-2 + 2 sec u sec u - 1 - sec u + 2 sec u - 1 2 sec u1sec u - 12 + 2 tan u1sec u - 12 21sec u - 121sec u + tan u2 = = = tan u + sec u 21sec u - 12 21sec u - 12 2 2 sin u - cos u sin u cos u tan u - cot u cos u sin u cos u sin u sin2 u - cos2 u = = = sin2 u - cos2 u = 2 2 tan u + cot u 1 sin u cos u sin u + cos u + cos u sin u cos u sin u sin2 u - cos2 u sin u cos u tan u - cot u cos u sin u cos u sin u + 1 = + 1 = sin2 u - cos2 u + 1 = sin2 u + 11 - cos2 u2 = 2 sin2 u + 1 = tan u + cot u sin u cos u sin2 u + cos2 u + cos u sin u cos u sin u 1 + sin u 1 sin u + 1 + sin u # sec u + tan u sin u # 1 cos u cos u cos u sin u = = = = = tan u sec u cot u + cos u cos u cos u11 + sin u2 cos u cos u cos u cos u + cos u sin u + cos u sin u sin u 1 - tan2 u 1 - tan2 u + 1 + tan2 u 2 2 + 1 = = = = 2 cos2 u 1 + tan2 u 1 + tan2 u 1 + tan2 u sec2 u sec u - csc u sec u csc u 1 1 = = = sin u - cos u sec u csc u sec u csc u sec u csc u csc u sec u 2 2 1 1 - cos u sin u sin u - cos u = = = sin u # = sin u tan u sec u - cos u = cos u cos u cos u cos u 1 1 + sin u + 1 - sin u 2 1 2 + = = = = 2 sec2 u 1 - sin u 1 + sin u 11 + sin u211 - sin u2 1 - sin2 u cos2 u sec u11 + sin u2 sec u11 + sin u2 sec u sec u # 1 + sin u 1 + sin u = = = = 2 1 - sin u 1 - sin u 1 + sin u 1 - sin u cos2 u cos3 u 2 2 sin v 1sec v - tan v22 + 1 2 - 2 sin v # sin v cos v sec2 v - 2 sec v tan v + tan2 v + 1 2 sec2 v - 2 sec v tan v cos2 v cos2 v = = = = csc v1sec v - tan v2 1 - sin v 1 - sin v 1 1 1 - sin v 1 sin v cos2 v a a b b sin v cos v sin v cos v cos v sin v cos v 211 - sin v2 # sin v = 2 sin v = 2 tan v = cos v 1 - sin v cos v sin u - cos u sin u cos u sin2 u + cos2 u 1 sin u + cos u = + 1 - 1 + = = = sec u csc u cos u sin u cos u sin u cos u sin u cos u sin u 2 2 1sin u + cos u21sin u - sin u cos u + cos u2 sin3 u + cos3 u = = sin2 u + cos2 u - sin u cos u = 1 - sin u cos u sin u + cos u sin u + cos u cos2 u - sin2 u cos2 u - sin2 u cos2 u - sin2 u = = cos2 u = 2 2 1 - tan u cos2 u - sin2 u sin u 1 cos2 u cos2 u 2 2 2 2 12 cos u - 12 [2 cos u - 1sin u + cos2 u2]2 1cos2 u - sin2 u22 = = = cos2 u - sin2 u = 11 - sin2 u2 - sin2 u = 1 - 2 sin2 u 4 4 2 2 2 2 cos u - sin u 1cos u - sin u21cos u + sin u2 cos2 u - sin2 u 2

2

11 + sin u2 + cos u 11 + sin u2 + cos u 1 + 2 sin u + sin2 u + 211 + sin u2 cos u + cos2 u 1 + sin u + cos u # = = 1 + sin u - cos u 11 + sin u2 - cos u 11 + sin u2 + cos u 1 + 2 sin u + sin2 u - cos2 u =

1 + 2 sin u + sin2 u + 211 + sin u21cos u2 + 11 - sin2 u2

=

2 + 2 sin u + 211 + sin u21cos u2

1 + 2 sin u + sin u - 11 - sin u2 2 sin u + 2 sin2 u 211 + sin u2 + 211 + sin u21cos u2 211 + sin u211 + cos u2 1 + cos u = = = 2 sin u11 + sin u2 2 sin u11 + sin u2 sin u 2

2

89. 1a sin u + b cos u22 + 1a cos u - b sin u22 = a2 sin2 u + 2ab sin u cos u + b2 cos2 u + a2 cos2 u - 2ab sin u cos u + b2 sin2 u = a21sin2 u + cos2 u2 + b21cos2 u + sin2 u2 = a2 + b2 tan a + tan b tan a + tan b tan a + tan b tan a tan b 91. = = = 1tan a + tan b2 # = tan a tan b cot a + cot b tan a + tan b 1 1 tan b + tan a + tan a tan b tan a tan b 93. 1sin a + cos b22 + 1cos b + sin a21cos b - sin a2 = 1sin2 a + 2 sin a cos b + cos2 b2 + 1cos2 b - sin2 a2 = 2 cos2 b + 2 sin a cos b = 2 cos b1cos b + sin a2 = 2 cos b1sin a + cos b2 95. ln ƒ sec u ƒ = ln ƒ cos u ƒ -1 = -ln ƒ cos u ƒ

97. ln ƒ 1 + cos u ƒ + ln ƒ 1 - cos u ƒ = ln1 ƒ 1 + cos u ƒ ƒ 1 - cos u ƒ 2 = ln ƒ 1 - cos2 u ƒ = ln ƒ sin2 u ƒ = 2 ln ƒ sin u ƒ 99. g1x2 = sec x - cos x =

1 1 cos2 x 1 - cos2 x sin2 x sin x - cos x = = = = sin x # = sin x # tan x = f1x2 cos x cos x cos x cos x cos x cos x

ANSWERS Section 3.5 1 - sin u cos u 1 - sin u # 1 + sin u cos u # cos u = cos u 1 + sin u cos u 1 + sin u 1 + sin u cos u cos2 u cos2 u = 0 = g1u2 = cos u11 + sin u2 cos u11 + sin u2

101. f1u2 =

103. 1200 sec u (2 sec2 u - 1) = 1200 =

=

AN21

1 - sin2 u cos2 u cos u11 + sin u2 cos u11 + sin u2

1200 (1 + 1 - cos2 u) 1 2 1 2 cos2 u 1 2 - cos2 u a a 1 b = 1200 b = 1200 = ¢ ≤ cos u cos2 u cos u cos2 u cos u cos2 u cos2 u cos3 u

1200 (1 + sin2 u) cos3 u

3.5 Assess Your Understanding (page 227)

1 1 1 1 A 26 + 22 B 13. A 22 - 26 B 15. - A 22 + 26 B 17. 2 - 23 19. - A 26 + 22 B 4 4 4 4 2 25 1 1 225 1125 21. 26 - 22 23. 25. 0 27. 1 29. -1 31. 33. (a) (b) (c) (d) 2 2 2 25 25 5 -240 + 169 23 4 - 323 -3 - 4 23 4 + 3 23 2523 + 48 5 + 1223 12 - 523 -5 + 1223 35. (a) (b) (c) (d) 37. (a) (b) (c) (d) 10 10 10 39 26 26 26 69 222 -2 22 + 23 -222 + 23 9 - 422 1 - 226 23 - 222 822 - 923 39. (a) (b) (c) (d) 41. 43. 45. 3 6 6 7 6 6 5 5. -

6. -

7. F 8. F 9. F 10. T

11.

p p p + ub = sin cos u + cos sin u = 1 # cos u + 0 # sin u = cos u 2 2 2 49. sin1p - u2 = sin p cos u - cos p sin u = 0 # cos u - 1-12 sin u = sin u 51. sin1p + u2 = sin p cos u + cos p sin u = 0 # cos u + 1-12 sin u = -sin u tan p - tan u 0 - tan u 3p 3p 3p = = -tan u 55. sina + ub = sin cos u + cos sin u = 1-12 cos u + 0 # sin u = -cos u 53. tan1p - u2 = 1 + tan p tan u 1 + 0 # tan u 2 2 2 47. sina

57. sin1a + b2 + sin1a - b2 = sin a cos b + cos a sin b + sin a cos b - cos a sin b = 2 sin a cos b sin1a + b2 sin a cos b + cos a sin b sin a cos b cos a sin b = = + = 1 + cot a tan b 59. sin a cos b sin a cos b sin a cos b sin a cos b cos1a + b2 cos a cos b - sin a sin b cos a cos b sin a sin b = = = 1 - tan a tan b 61. cos a cos b cos a cos b cos a cos b cos a cos b sin a cos b + cos a sin b cos a sin b sin a cos b + sin1a + b2 sin a cos b + cos a sin b cos a cos b cos a cos b cos a cos b tan a + tan b = = 63. = = sin1a - b2 sin a cos b - cos a sin b tan a - tan b cos a sin b sin a cos b - cos a sin b sin a cos b cos a cos b cos a cos b cos a cos b sin a sin b cos a cos b - sin a sin b cos a cos b cos1a + b2 sin a sin b sin a sin b sin a sin b cos a cos b - sin a sin b cot a cot b - 1 = = 65. cot1a + b2 = = = sin1a + b2 sin a cos b + cos a sin b cot b + cot a sin a cos b + cos a sin b sin a cos b cos a sin b + sin a sin b sin a sin b sin a sin b 1 1 # 1 sin a sin b sin a sin b csc a csc b 1 1 = = = = 67. sec1a + b2 = cos1a + b2 cos a cos b - sin a sin b cot a cot b - 1 cos a cos b - sin a sin b cos a cos b sin a sin b sin a sin b sin a sin b sin a sin b 69. sin1a - b2 sin1a + b2 = 1sin a cos b - cos a sin b21sin a cos b + cos a sin b2 = sin2 a cos2 b - cos2 a sin2 b = 1sin2 a211 - sin2 b2 - 11 - sin2 a21sin2 b2 = sin2 a - sin2 b 71. sin1u + kp2 = sin u cos kp + cos u sin kp = 1sin u21-12k + 1cos u2102 = 1-12k sin u, k any integer 73. 87.

23 2

75. -

24 25

u 21 - v2 - v 21 + u2

77. -

33 65

79.

63 65

81.

48 + 25 23 39

: -q 6 u 6 q; -1 … v … 1

89.

83.

4 3

85. u 21 - v2 - v21 - u2: -1 … u … 1; -1 … v … 1

uv - 21 - u2 21 - v2 v21 - u2 + u 21 - v2

: -1 … u … 1; -1 … v … 1

p 7p f 91. e , 2 6

93. e

p f 4

95. e

p p - ab, cosa - ab = cos b. 2 2 p p p p p p If v Ú 0, then 0 … a … , so a - ab and b both lie on c0, d. If v 6 0, then - … a 6 0, so a - ab and b both lie on a , p d. 2 2 2 2 2 2 p p p Either way, cosa - ab = cos b implies - a = b, or a + b = . 2 2 2 1 1 -1 1 -1 99. Let a = tan and b = tan v. Because v Z 0, a, b Z 0. Then tan a = = = cot b, and since v v tan b p p p p p tan a = cota - ab, cota - ab = cot b. Because v 7 0, 0 6 a 6 , and so a - ab and b both lie on a0, b. 2 2 2 2 2 p p p - a = b, or a = - b. Then cota - a b = cot b implies 2 2 2 97. Let a = sin-1 v and b = cos-1 v. Then sin a = cos b = v, and since sin a = cosa

11p f 6

AN22

ANSWERS Section 3.5

101. sin1sin-1 v + cos-1 v2 = sin1sin-1 v2 cos1cos-1 v2 + cos1sin-1 v2 sin1cos-1 v2 = 1v21v2 + 21 - v2 21 - v2 = v2 + 1 - v2 = 1 cos x sin h - sin x11 - cos h2 sin x cos h + cos x sin h - sin x sin h 1 - cos h = = cos x # - sin x # h h h h -1 -1 -1 1 + tan 2) + tan(tan 3) tan(tan 105. (a) tan(tan - 1 1 + tan - 1 2 + tan - 1 3) = tan((tan - 1 1 + tan - 1 2) + tan - 1 3) = 1 - tan(tan - 1 1 + tan - 1 2) tan(tan - 1 3) 103.

sin1x + h2 - sin x h

=

tan(tan - 1 1) + tan(tan - 1 2)

1 + 2 + 3 1 - 1#2 = = 1 + 2 tan(tan - 1 1) + tan(tan - 1 2) #3 1 - 1 - 1#2#3 1 1 - tan(tan - 1 1)tan(tan - 1 2)

3 + 3 0 -3 + 3 -1 = = 0 = = 1 + 9 10 3 # 1 3 -1

+ 3

1 - tan(tan - 1 1)tan(tan - 1 2)

(b) From the definition of the inverse tangent function 0 6 tan - 1 1 6 so 0 6 tan - 1 1 + tan - 1 2 + tan - 1 3 6

p p p , 0 6 tan - 1 2 6 , and 0 6 tan - 1 3 6 , 2 2 2

3p . 2

3p b , tan u = 0 if and only if u = p. Therefore, from part (a), tan - 1 1 + tan - 1 2 + tan - 1 3 = p. 2 tan u2 - tan u1 m2 - m1 = 107. tan u = tan1u2 - u12 = 1 + tan u1 tan u2 1 + m1m2 On the interval a0,

109. 2 cot1a - b2 =

1 + 1x + 121x - 12 1 + tan a tan b 1 + x2 - 1 2x2 2 = 2a b = 2a b = 2a b = = x2 tan1a - b2 tan a - tan b 1x + 12 - 1x - 12 x + 1 - x + 1 2

p p 111. tan is not defined; tana - ub = 2 2

sina

p - ub 2

p cosa - ub 2

=

cos u = cot u. sin u

3.6 Assess Your Understanding (page 237) 1. sin2 u; 2 cos2 u; 2 sin2 u 9. (a)

24 25

13. (a)

(b) -

422 9

17. (a) -

3 5

(b) (b) -

2

25.

7 25

32 + 22

4 5

2. 1 - cos u 2 25 5

(c) 7 9

(c) (c)

23 3

3. sin u

5. F 6. F 7. (a)

24 25

25 5

11. (a) -

222 3

(b)

1 3

(d)

26 3

15. (a) -

4 5

3 5

(c)

1 10 + 210 2C 5

19.

32 - 22 2

4 5

31.

1 10 - 210 2C 5

1 - cos12u2

(d) 27. -

(b)

32 - 22 2

29. -

(c)

C

C

7 25

(b)

(d) -

= A 2 - 22 B 32 + 22

41. sin4 u = 1sin2 u22 = a

4. T

3 + 26 6

5 + 225 10

(c)

(d)

(d)

C

3210 10

(d)

3 - 26 6

5 - 225 10

21. 1 - 22

310 A 5 - 25 B 10

C

210 10

33.

23. 4 3

32 + 23 2

35. -

7 8

37.

210 4

39. -

215 3

2

1 1 1 1 [1 - 2 cos12u2 + cos212u2] = - cos12u2 + cos212u2 2 4 4 2 4 1 1 + cos14u2 1 3 1 1 1 1 1 1 1 b = - cos12u2 + + cos14u2 = - cos12u2 + cos14u2 = - cos12u2 + a 4 2 4 2 4 2 8 8 8 2 8

43. cos13u2 = 4 cos3 u - 3 cos u

b =

45. sin15u2 = 16 sin5 u - 20 sin3 u + 5 sin u

1 - tan2 u 1 49. cot12u2 = = = tan12u2 2 tan u

51. sec12u2 =

cot u = 1 b 2a cot u

1 1 = = cos12u2 2 cos2 u - 1

cot2 u 2 cot u

2

1 2 sec2 u

55.

cot2 u - 1

1

1 -

47. cos4 u - sin4 u = 1cos2 u + sin2 u21cos2 u - sin2 u2 = cos12u2

= - 1

=

1 2 - sec2 u

cot2 u - 1 # cot u cot2 u - 1 = 2 2 cot u cot2 u

=

sec2 u 2 - sec2 u

53. cos212u2 - sin212u2 = cos[212u2] = cos14u2

sec2 u

cos12u2 1cos u - sin u21cos u + sin u2 1cos u - sin u21cos u + sin u2 cos2 u - sin2 u cos u - sin u = = = = 2 2 1 + sin12u2 1 + 2 sin u cos u 1sin u + cos u21sin u + cos u2 cos u + sin u sin u + cos u + 2 sin u cos u cos u - sin u cos u sin u sin u sin u sin u cot u - 1 = = = cot u + 1 cos u + sin u cos u sin u + sin u sin u sin u

57. sec2

u = 2

1 u cos a b 2 2

=

1 2 = 1 + cos u 1 + cos u 2

ANSWERS Section 3.7 sec v + 1 1 1 + 1 1 + cos v sec v sec v sec v + 1 # sec v sec v + 1 = = = = = = 1 cos v sec v sec v 1 sec v - 1 1 1 cos v sec v 1 v 1 tan2 a b 1 + cos v sec v sec v 2 1 + cos u - 11 - cos u2 u 1 - cos u 1 - tan2 a b 1 2 1 + cos u 1 + cos u 2 cos u # 1 + cos u = = = = cos u 1 + cos u 2 1 - cos u 1 + cos u + 1 - cos u 2 u 1 + 1 + tan a b 1 + cos u 1 + cos u 2 2 sin12u2 cos13u2 sin13u2 cos u - cos13u2sin u sin13u - u2 sin13u2 = = = = 2 sin u cos u sin u cos u 1 sin12u2 12 sin u cos u2 2 2 tan u tan u + tan u + tan12u2 tan u - tan3 u + 2 tan u 3 tan u - tan3 u 1 - tan2 u tan13u2 = tan1u + 2u2 = = = = 2 2 1 - tan u tan12u2 tan u12 tan u2 1 - tan u - 2 tan u 1 - 3 tan2 u 1 2 1 - tan u ƒ 1 - cos12u2 ƒ 1/2 2p 4p 1 p 2p 4p 5p 1ln ƒ 1 - cos12u2 ƒ - ln 22 = lna b = ln ƒ sin2 u ƒ 1/2 = ln ƒ sin u ƒ 69. e , , , f 71. e 0, , f 2 2 3 3 3 3 3 3

v 59. cot2 = 2

61.

63.

65.

67.

73. e 0, 93.

1

p p 2p 4p 3p 5p , , , p, , , f 3 2 3 3 2 3

p 3p , 2 2

75. No real solution 77. e 0,

95. (a) W = 2D(csc u - cot u) = 2Da

97. (a) R = = =

v20 22 cos u 1sin u - cos u2 16

23 2

81.

7 25

83.

1 cos u 1 - cos u u b = 2D = 2D tan sin u sin u sin u 2

3p or 67.5° 8 (c) 3212 - 222 L 18.75 ft

22 12 cos u sin u - 2 cos2 u2 32 32

79.

(d)

(b)

v20

v20 22

p 5p , p, f 3 3

24 7

85.

24 25

87.

1 5

89.

25 7

91. 0,

99. A =

u = 67.5°

20

a

3p radiansb makes R largest. 8 R = 18.75 ft

[sin 12u2 - cos 12u2 - 1]

45

1 1 1 u u h1base2 = h a baseb = s cos # s sin = s2 sin u 2 2 2 2 2

90

101. sin12u2 =

4x 4 + x2

103. -

1 4

a 2 sina b 2 a cosa b 2 a a a = = = 2 sina b cosa b = sina 2 # b = sin a = 105. 2 2 2 1 a a 1 + z2 1 + tan2 a b sec2 a b a 2 2 cos2 a b 2 2z

a 2 tana b 2

a 2 tana b 2

107.

y 1.25

2P x

p 22 44 - 36 - 22 = 24 4 22 p cos = 44 + 36 + 22 24 4

109. sin

111. sin3 u + sin31u + 120°2 + sin31u + 240°2 = sin3 u + 1sin u cos 120° + cos u sin 120°23 + 1sin u cos 240° + cos u sin 240°23 3 3 1 23 1 23 = sin3 u + a - sin u + cos ub + a - sin u cos ub 2 2 2 2 1 1 3 3 2 = sin u + A 323 cos u - 9 cos u sin u + 323 cos u sin2 u - sin3 u B - A sin3 u + 323 sin2 u cos u + 9 sin u cos2 u + 323 cos3 u B 8 8 3 3 9 3 3 3 2 3 2 3 = sin u - cos u sin u = [sin u - 3 sin u11 - sin u2] = 14 sin u - 3 sin u2 = - sin13u2 (from Example 2) 4 4 4 4 4

3.7 Assess Your Understanding (page 242)

13. 25.

1 23 a - 1b 2 2

1 23 3. - a + 1b 2 2

1 [cos u - cos13u2] 2 sin u + sin13u2 2 sin12u2

=

15.

5.

22 2

1 [sin12u2 + sin u] 2

2 sin12u2 cos u 2 sin12u2

= cos u

7.

1 [cos12u2 - cos16u2] 2

17. 2 sin u cos13u2 27.

sin14u2 + sin12u2 cos14u2 + cos12u2

9.

1 [sin16u2 + sin12u2] 2

19. 2 cos13u2 cos u =

5p p , p, 3 3

(b) u = 24.45°

0

1.

AN23

2 sin13u2 cos u 2 cos13u2 cos u

11.

1 [cos12u2 + cos18u2] 2

21. 2 sin12u2 cos u =

sin13u2 cos13u2

= tan13u2

23. 2 sin u sin

u 2

AN24 29.

ANSWERS Section 3.7

cos u - cos13u2 sin u + sin13u2

=

2 sin12u2 sin u 2 sin12u2 cos u

=

sin u = tan u cos u

1 31. sin u[sin u + sin13u2] = sin u[2 sin12u2 cos u] = cos u[2 sin12u2 sin u] = cos uc2 # [cos u - cos13u2] d = cos u[cos u - cos13u2] 2 sin14u2 + sin18u2

33.

cos14u2 + cos18u2

35.

sin14u2 - sin18u2

sin14u2 + sin18u2

2 sin16u2 cos12u2

= =

2 cos16u2 cos12u2 2 sin16u2 cos1-2u2 2 sin1-2u2 cos16u2

sin16u2

=

cos16u2

=

sin16u2

= tan16u2

#

cos12u2

cos16u2 -sin12u2

= tan16u2[-cot12u2] = -

tan16u2 tan12u2

a + b a - b a + b a - b cos sin cos a + b a - b 2 2 2 2 # = = tan cot 2 2 a - b a + b a + b a - b 2 sin cos cos sin 2 2 2 2 a + b a - b a + b 2 sin cos sin a + b sin a + sin b 2 2 2 = = = tan 39. cos a + cos b 2 a + b a - b a + b 2 cos cos cos 2 2 2 41. 1 + cos12u2 + cos14u2 + cos16u2 = [1 + cos16u2] + [cos12u2 + cos14u2] = 2 cos213u2 + 2 cos13u2 cos1-u2 = 2 cos13u2[cos13u2 + cos u] = 2 cos13u2[2 cos12u2 cos u] = 4 cos u cos12u2 cos13u2 sin a + sin b = 37. sin a - sin b

2 sin

p p 2p 4p 3p 5p 6p 7p 8p 9p p 2p 3p 4p , , , p, , , f 45. e 0, , , , , p, , , , f 3 2 3 3 2 3 5 5 5 5 5 5 5 5 2 2 47. (a) y = 2 sin12061pt2 cos1357pt2 49. Iu = Ix cos u + Iy sin u - 2Ixy sin u cos u = Ix cos2 u + Iy sin2 u - Ixy sin 2u (b) ymax = 2 cos 2u + 1 1 - cos 2u b + Iy a b - Ixy sin 2u = Ix a (c) 2 2 2 43. e 0,

Iy Iy Ix Ix cos 2u + + cos 2u - Ixy sin 2u 2 2 2 2 Ix + Iy Ix - Iy = + cos 2u - Ixy sin 2u 2 2 1 - cos 2u cos 2u + 1 b + Iy a b + Ixy sin 2u Iv = Ix sin2 u + Iy cos2 u + 2Ixy sin u cos u = Ix a 2 2 I I y y Ix Ix cos 2u + cos 2u + + Ixy sin 2u = 2 2 2 2 Ix - Iy Ix + Iy cos 2u + Ixy sin 2u = 2 2 =

0

0.01

2

51. sin12a2 + sin12b2 + sin12g2 = 2 sin1a + b2 cos1a - b2 + sin12g2 = 2 sin1a + b2 cos1a - b2 + 2 sin g cos g = 2 sin1p - g2 cos1a - b2 + 2 sin g cos g = 2 sin g cos1a - b2 + 2 sin g cos g = 2 sin g[cos1a - b2 + cos g] a - b + g a - b - g p - 2b p p 2a - p b = 4 sin g cos = 4 sin g cosa - b b cosaa - b = 2 sin ga2 cos cos cos 2 2 2 2 2 2 = 4 sin g sin b sin a = 4 sin a sin b sin g sin1a - b2 = sin a cos b - cos a sin b sin1a + b2 = sin a cos b + cos a sin b sin1a - b2 + sin1a + b2 = 2 sin a cos b 1 sin a cos b = [sin1a + b2 + sin1a - b2] 2 a + b a - b a + b a - b a + b a - b 2b 1 2a 55. 2 cos cos = 2 # ccosa + b + cosa b d = cos + cos = cos a + cos b 2 2 2 2 2 2 2 2 2 53.

Review Exercises (page 245) p p 3p p p p 223 9. 11. 13. 15. 0.9 17. -0.3 19. Not defined 21. 23. 25. - 23 27. 4 8 3 7 6 4 3 4 1 p p -1 -1 x -1 -1 -1 -1 31. 33. f (x) = sin a b; Range of f = Domain of f = [-2, 2]; Range of f = c- , d 35. f 1x2 = cos 13 - x2; 3 3 2 6 6 1 Range of f = Domain of f - 1 = 32, 44; Range of f - 1 = 30, p4 37. 21 - u2 39. 41. tan u cot u - sin2 u = 1 - sin2 u = cos2 u u 43. sin2 u11 + cot2 u2 = sin2 u csc2 u = 1 45. 5 cos2 u + 3 sin2 u = 2 cos2 u + 31cos2 u + sin2 u2 = 3 + 2 cos2 u 1.

47.

p 2

3.

p 4

5.

5p 6

7.

29.

4 5

11 - cos u22 + sin2 u 211 - cos u2 sin u 1 - 2 cos u + cos2 u + sin2 u 1 - cos u + = = = = 2 csc u sin u 1 - cos u sin u11 - cos u2 sin u11 - cos u2 sin u11 - cos u2

cos u cos u cos u 1 1 49. = = = cos u - sin u 1 - tan u cos u - sin u sin u 1 cos u cos u

csc u 51. = 1 + csc u

1 sin u 1 u 1 # 1 - sin u = 1 - sin2 u = 1 - sin = = 1 + sin u 1 + sin u 1 - sin u 1 1 - sin u cos2 u 1 + sin u

ANSWERS Chapter 3 Test

AN25

1 1 - sin2 u cos2 u cos u - sin u = = = cos u # = cos u cot u sin u sin u sin u sin u 2 cos u11 - sin u2 cos u 1 + sin u 1 - sin u cos3 u sin u cos2 u - sin2 u 1 - 2 sin2 u = cos u11 - sin u2 # = = = = 57. cot u - tan u = sec u 1 + sin u 1 + sin u 1 + sin u sin u cos u sin u cos u sin u cos u cos1a + b2 cos a cos b - sin a sin b cos a cos b sin a sin b = = = cot b - tan a cos a sin b cos a sin b cos a sin b cos a sin b cos1a - b2 cos a cos b + sin a sin b cos a cos b sin a sin b = = + = 1 + tan a tan b cos a cos b cos a cos b cos a cos b cos a cos b u sin u 11 + cos u2atan b = 11 + cos u2 # = sin u 2 1 + cos u 2 cos u1cos2 u - sin2 u2 cos2 u - sin2 u cos u cos 2u ba b = = = cot2 u - 1 2 cot u cot 2u = 2 a 2 sin u sin 2u 2 sin u cos u sin2 u 2 sin13u2 cos1-u2 sin12u2 + sin14u2 1 - 8 sin2 u cos2 u = 1 - 212 sin u cos u22 = 1 - 2 sin212u2 = cos14u2 69. = = tan13u2 cos12u2 + cos14u2 2 cos13u2 cos1-u2 cos12u2 - cos14u2 -2 sin13u2 sin1-u2 1 - tan u tan13u2 = - tan u tan13u2 = tan13u2 tan u - tan u tan13u2 = 0 73. A 26 - 22 B cos12u2 + cos14u2 2 cos13u2 cos1-u2 4

53. csc u - sin u = 55. 59. 61. 63. 65. 67. 71. 75.

1 A 26 - 22 B 4

16 65 63 85. (a) 65 83. (a) -

87. (a)

1 2

77.

79. 22 - 1

81. (a) -

33 65

(b) -

63 56 16 24 119 (c) (d) (e) (f) 65 65 63 25 169 16 33 63 24 119 (b) (c) (d) (e) (f) 65 65 16 25 169 (b) -

- 23 - 222 6

(b)

1 - 2 26 6

(c)

- 23 + 2 22 6

56 65

(c) -

63 65

(d)

33 56

(e)

24 25

(f)

119 169

(g)

5226 26

23 3

(h)

(h)

225 5

210 226 (h) 26 10 2213 210 (g) (h) 13 10

(g)

(d)

822 + 923 23

(e) -

23 2

(f) -

7 9

(g)

23 2

4 25 1 230 2633 - 25 4 + 323 48 + 2523 (f) (g) (h) 91. 93. 9 9 6 6 10 39 24 p 5p 3p 5p 3p 7p p 3p p 2p 4p 5p f 99. e , f 101. e , f 103. e 0, , p, f 105. e , , , f 107. 50.25, 2.896 95. 97. e , 25 3 3 4 4 4 4 2 2 3 3 3 3 p 2p 4p p 5p p p 5p p 5p p p 3p 3p 109. e 0, , p, f 111. e 0, , f 113. e , , f 115. e , f 117. e , , , f 119. e , p f 121. 0.78 123. -1.11 3 3 6 6 6 2 6 3 3 4 2 4 2 2 89. (a) 1

(b) 0 (c) -

1 9

125. 1.23

127. 51.116

129. 50.876

(d) Not defined (e)

1 - cos 30° 135. sin 15° = = B 2 T

131. 52.226 13 2

1 2

=

C

133. e -

23 f 2

2 - 23 2 - 23 ; = 4 C 2

sin 15° = sin(45° - 30°) = sin 45° cos 30° - cos 45° sin 30° =

22 # 23 22 # 1 26 22 26 - 22 = = ; 2 2 2 2 4 4 4

4 A 2 - 23 B 8 - 4 23 6 - 2212 + 2 26 - 22 2 B 42 - 23 R = 2 - 23 = = = = ¢ ≤ # 2

2

4

4

4

16

16

4

Chapter Test (page 248) p p p 7 2. 3. 4. 6 4 5 3 csc u + cot u csc u + 11. = sec u + tan u sec u + 1 = 1sec u + tan u21csc u

4 7. 0.39 8. 0.78 9. 1.25 10. 0.20 3 cot u # csc u - cot u csc2 u - cot2 u 1 = = tan u csc u - cot u 1sec u + tan u21csc u - cot u2 1sec u + tan u21csc u - cot u2 sec u - tan u sec u - tan u # sec u - tan u = = - cot u2 sec u - tan u csc u - cot u 1sec2 u - tan2 u21csc u - cot u2 2 2 2 2 sin u u u u + cos u sin cos sin 1 12. sin u tan u + cos u = sin u # + cos u = + = = = sec u cos u cos u cos u cos u cos u 2 2 2 2 sin u cos u sin u cos u sin u + cos u 1 2 2 13. tan u + cot u = + = + = = = = = 2 csc12u2 cos u sin u sin u cos u sin u cos u sin u cos u sin u cos u 2 sin u cos u sin12u2 sin1a + b2 sin a cos b + cos a sin b sin a cos b + cos a sin b sin a cos b + cos a sin b 14. = = = tan a + tan b sin b sin a cos b cos a sin b sin a cos b + cos a sin b sin a + + cos a cos b cos a cos b cos a cos b cos a cos b sin a cos b + cos a sin b # cos a cos b = cos a cos b = 1 sin a cos b + cos a sin b 1.

5. 3

6. -

15. sin13u2 = sin1u + 2u2 = sin u cos12u2 + cos u sin12u2 = sin u # 1cos2 u - sin2 u2 + cos u # 2 sin u cos u = sin u cos2 u - sin3 u + 2 sin u cos2 u = 3 sin u cos2 u - sin3 u = 3 sin u11 - sin2 u2 - sin3 u = 3 sin u - 3 sin3 u - sin3 u = 3 sin u - 4 sin3 u

AN26

ANSWERS Chapter 3 Test

sin2 u - cos2 u sin u cos u 11 - cos2 u2 - cos2 u tan u - cot u cos u sin u sin u cos u sin2 u - cos2 u = 16. = = 1 - 2 cos2 u = = tan u + cot u 1 sin u cos u sin2 u + cos2 u sin2 u + cos2 u + cos u sin u sin u cos u 2 213 A 25 - 3 B 25 12 285 2 + 23 20. 21. 22. 5 49 39 4 3p 7p 11p 15p 27. e , , , f 28. 50.285, 3.4276 29. 50.253, 2.8896 8 8 8 8 18. 2 + 23

19.

23.

26 2

24.

22 2

25. e

17.

1 A 26 + 22 B 4

p 2p 4p 5p , , , f 3 3 3 3

26. 50, 1.911, p, 4.3736

Cumulative Review (page 248) 1. e

-1 - 213 -1 + 213 , f 6 6

4.

y 8

2. y + 1 = -11x - 42 or x + y = 3; 6 22; (1, 2) 5.

(0, 5)

3. x-axis symmetry; 10, -32, (0, 3), (3, 0)

y 0.5 2P

(6, 5)

x

(3, 2) 8 x

6. (a)

y 2.5 y  x3 (0, 0) (1, 1)

(1, 1) 2.5 x

(b) 1, y 1.25 P  , 1 2

(0, 0)

(c)

P 2

P ,1 2

y  sin x P

(1, P)

y 3

f 1(x)  cos1 x

(0, 1)

x

y  cos x

P x (P, 1)

P ,0 2

3

f 1(x)  兹x

7. (a) -

f 1(x)  sin1 x

P 1,  2

25 222 222 7 422 26 2 22 22 422 7 3 + 222 3 - 222 8. 9. (a) (b) (c) (d) (e) (b) (c) (d) (e) (f) 5 3 3 9 9 3 3 4 9 9 C 6 C 6

CHAPTER 4 Applications of Trigonometric Functions 4.1 Assess Your Understanding (page 258)

12 5 12 13 13 5 ; cos u = ; tan u = ; cot u = ; sec u = ; csc u = 13 13 12 5 12 5 2 213 3213 2 3 213 213 sin u = ; cos u = ; tan u = ; cot u = ; sec u = ; csc u = 13 13 3 2 3 2 23 1 223 23 sin u = ; cos u = ; tan u = 23 ; cot u = ; sec u = 2; csc u = 2 2 3 3 26 23 22 26 sin u = ; cos u = ; tan u = 22; cot u = ; sec u = 23; csc u = 3 3 2 2 2 25 1 25 25 ; cos u = ; tan u = ; cot u = 2; sec u = ; csc u = 25 sin u = 5 5 2 2 0 21. 1 23. 0 25. 0 27. 1 29. a L 13.74, c L 14.62, A = 70° 31. b L 5.03, c L 7.83, A = 50° 33. a L 0.71, c L 4.06, B = 80° b L 10.72, c L 11.83, B = 65° 37. b L 3.08, a L 8.46, A = 70° 39. c L 5.83, A L 59.0°, B L 31.0° 41. b L 4.58, A L 23.6°, B L 66.4° 23.6° and 66.4° 45. 4.59 in.; 6.55 in. 47. (a) 5.52 in. or 11.83 in. 49. 70.02 ft 51. 985.91 ft 53. 137.37 m 55. 80.5° (a) 111.96 ft/sec or 76.3 mi/hr (b) 82.42 ft/sec or 56.2 mi/hr (c) Under 18.8° 59. (a) 2.4898 * 1013 miles (b) 0.000214° 61. 554.52 ft S76.6°E 65. The embankment is 30.5 m high. 67. 3.83 mi 69. 1978.09 ft 71. 60.27 ft 73. The buildings are 7984 ft apart. 75. 69.0° 38.9° 79. The white ball should hit the top cushion 4.125 ft from the upper left corner.

4. F 5. T 11. 13. 15. 17. 19. 35. 43. 57. 63. 77.

6. angle of elevation 7. T

8. F 9. sin u =

4.2 Assess Your Understanding (page 270) sin A sin B sin C = = 6. F 7. F 8. ambiguous case 9. a L 3.23, b L 3.55, A = 40° 11. a L 3.25, c L 4.23, B = 45° a b c 13. C = 95°, c L 9.86, a L 6.36 15. A = 40°, a = 2, c L 3.06 17. C = 120°, b L 1.06, c L 2.69 19. A = 100°, a L 5.24, c L 0.92 21. B = 40°, a L 5.64, b L 3.86 23. C = 100°, a L 1.31, b L 1.31 25. One triangle; B L 30.7°, C L 99.3°, c L 3.86 27. One triangle; C L 36.2°, A L 43.8°, a L 3.51 29. No triangle 31. Two triangles; C1 L 30.9°, A1 L 129.1°, a1 L 9.07 or C2 L 149.1°, A2 L 10.9°, a2 L 2.20 33. No triangle 35. Two triangles; A1 L 57.7°, B1 L 97.3°, b1 L 2.35 or A2 L 122.3°, B2 L 32.7°, b2 L 1.28 37. (a) Station Able is about 143.33 mi from the ship; Station Baker is about 135.58 mi from the ship. (b) Approximately 41 min 39. 1490.48 ft 41. 381.69 ft 43. The tree is 39.4 ft high. 4. oblique 5.

ANSWERS Section 4.4

AN27

45. Adam receives 100.6 more frequent flyer miles. 47. 84.7°; 183.72 ft 49. 2.64 mi 51. 38.5 in. 53. 449.36 ft 55. 187,600,000 km or 101,440,000 km 57. The diameter is 252 ft. A - B A + B p C A - B A - B 2 sina b cosa b b cosa - b b sina sina 2 2 2 2 2 2 a b sin A sin B sin A - sin B a - b 59. = = = = = = c c c sin C sin C sin C C C C C C 2 sin cos sin cos cos 2 2 2 2 2 1 sinc 1A - B2 d 2 1 1 1 a - b C tanc 1A - B2 d tanc 1A - B2 d tanc 1A - B2 d cos 2 2 2 a - b c 2 61. = = = = = a + b a + b C C 1 p 1 cot cosc 1A - B2 d tana - b tanc 1A + B2 d c 2 2 2 2 2 C sin 2

4.3 Assess Your Understanding (page 277) 3. Cosines 4. Sines 5. Cosines 6. F 7. F 8. T 9. b L 2.95, A L 28.7°, C L 106.3° 11. c L 3.75, A L 32.1°, B L 52.9° 13. A L 48.5°, B L 38.6°, C L 92.9° 15. A L 127.2°, B L 32.1°, C L 20.7° 17. c L 2.57, A L 48.6°, B L 91.4° 19. a L 2.99, B L 19.2°, C L 80.8° 21. b L 4.14, A L 43.0°, C L 27.0° 23. c L 1.69, A = 65.0°, B = 65.0° 25. A L 67.4°, B = 90°, C L 22.6° 27. A = 60°, B = 60°, C = 60° 29. A L 33.6°, B L 62.2°, C L 84.3° 31. A L 97.9°, B L 52.4°, C L 29.7° 33. A = 85°, a = 14.56, c = 14.12 35. A = 40.8°, B = 60.6°, C = 78.6° 37. A = 80°, b = 8.74, c = 13.80 39. Two triangles: B1 = 35.4°, C1 = 134.6°, c1 = 12.29; B2 = 144.6°, C2 = 25.4°, c2 = 7.40 41. B = 24.5°, C = 95.5°, a = 10.44 43. 165 yd 45. (a) 26.4° (b) 30.8 h 47. (a) 63.7 ft (b) 66.8 ft (c) 92.8° 49. (a) 492.6 ft (b) 269.3 ft 51. 342.33 ft 53. The footings should be 7.65 ft apart. 1 - cos u 1 - cos u u 55. Suppose 0 6 u 6 p. Then, by the Law of Cosines, d2 = r2 + r2 - 2r2 cos u = 4r2 a b Q d = 2r = 2r sin . 2 A 2 2 u u Since, for any angle in 10, p2, d is strictly less than the length of the arc subtended by u, that is, d 6 ru, then 2r sin 6 ru, or 2 sin 6 u. 2 2 u u u u Since cos 6 1, then, for 0 6 u 6 p, sin u = 2 sin cos 6 2 sin 6 u. If u Ú p, then, since sin u … 1, sin u 6 u. Thus sin u 6 u for all u 7 0. 2 2 2 2

57. sin

C 1 - cos C = = 2 A 2 R =

1 -

12s - 2b212s - 2a2

A

4ab

a2 + b2 - c2 1c + a - b21c + b - a2 c2 - 1a - b22 2ab - a2 - b2 + c2 2ab = = = 4ab B 4ab B A 4ab 2 =

1s - a21s - b2

A

ab

4.4 Assess Your Understanding (page 283) 2. 21. 37. 43.

51.

1 3. 2s(s - a)(s - b)(s - c); (a + b + c) 4. T 5. 2.83 7. 2.99 9. 14.98 11. 9.56 13. 3.86 15. 1.48 17. 2.82 19. 30 2 1 1 a sin B a2 sin B sin C 1.73 23. 19.90 25. K = ab sin C = a sin Ca 27. 0.92 29. 2.27 31. 5.44 33. 9.03 sq ft 35. $5446.38 b = 2 2 sin A 2 sin A 1 The area of home plate is about 216.5 in.2 39. K = r21u + sin u2 41. The ground area is 7517.4 ft2. 2 1 1 ƒ OC ƒ # ƒ AC ƒ 1 (a) Area ¢OAC = ƒ OC ƒ ƒ AC ƒ = # = sin a cos a (e) Area ¢OAB = Area ¢OAC + Area ¢OCB 2 2 1 1 2 1 1 1 ƒ BC ƒ # ƒ OC ƒ ƒ OB ƒ sin(a + b) = 1 1 1 sin a cos a + ƒ OB ƒ 2 sin b cos b (b) Area ¢OCB = ƒ BC ƒ ƒ OC ƒ = ƒ OB ƒ 2 = ƒ OB ƒ 2 sin b cos b 2 2 2 2 2 2 ƒ OB ƒ ƒ OB ƒ 1 sin(a + b) = sin a cos a + ƒ OB ƒ sin b cos b ƒ BD ƒ 1 1 1 ƒ OB ƒ (c) Area ¢OAB = ƒ BD ƒ ƒ OA ƒ = ƒ OB ƒ = ƒ OB ƒ sin1a + b2 cos b cos a 2 2 2 ƒ OB ƒ sin(a + b) = sin a cos a + sin b cos b cos a cos b ƒ OC ƒ sin(a + b) = sin a cos b + cos a sin b cos a 1 (d) = = ƒ OB ƒ 45. 31,145 ft2 47. (a) The perimeter and area are both 36. (b) The perimeter and area are both 60. cos b ƒ OC ƒ 1 1 a sin B sin C ƒ OB ƒ 49. K = ah = ab sin C Q h = b sin C = 2 2 sin A A B c sin sin 1s - b21s - c2 1s - a21s - c2 C 2 2 c cos A bc A ac C 2 r c 1s - c22 s - c = = = = cot = 2 rB r C c2 1s - a21s - b2 1s - a21s - b2 sin r 2 A ab A ab

1 ab sin C 2

53. K = area of triangle QOR + area of ROP + area of POQ = r =

1 1 1 1 ar + br + cr = r 1a + b + c2 = rs, so 2 2 2 2

1s - a21s - b21s - c2 2s1s - a21s - b21s - c2 K . = = s s A s

AN28

ANSWERS Section 4.5

4.5 Assess Your Understanding (page 293) 2. Simple harmonic; amplitude 3. Simple harmonic motion; damped 4. T 2p 11. d = -6 sin12t2 13. (a) Simple harmonic (b) 5 m (c) sec (d) 3 1 (d) oscillation/sec 17. (a) Simple harmonic (b) 3 m (c) 4p sec (d) 2 (c) 1 sec (d) 1 oscillation/sec 21.

23.

y 1.25

2P

31.

25.

y 1.25 P

t

y 2.5

y  sin x

27.

y 3P

yx

(b)

x y  sin(2 x)

29.

y 3P

yx y  sin x

y  cos x 2P x

t

33. (a) f(x) = 3P

5. d = -5 cos1pt2 7. d = -6 cos12t2 9. d = -5 sin1pt2 3 oscillation/sec 15. (a) Simple harmonic (b) 6 m (c) 2 sec 2p 1 oscillation/sec 19. (a) Simple harmonic (b) 2 m 4p

3P

1 3cos x - cos (3x)4 2

y  sin x

x

35. (a) G(x) = (b)

y 1

1 y  cos x 2

y

y 1

2P x 1 y   cos(3x) 2

39. (a) d = -10e - 0.7t>50 cos a

2

(b)

y  sin(4x)

3P

x

1 3cos(6x) + cos(2x)4 2 1 cos(2x) 2

2P x

y

37. (a) H(x) = sin(4x) + sin(2x) (b) y y  sin(2 x)

y y  cos x 1.25

2

4p 0.49 tb B 25 2500

41. (a) d = -18e - 0.6t>60 cos a (b)

10

1 cos(6x) 2

p2 0.36 tb B 4 3600

18

2P x 0

25

0

10

4p2 0.64 43. (a) d = -5e - 0.8t>20 cos a tb B 9 400 (b) 5

0

15

18

45. (a) The motion is damped. The bob has mass m = 20 kg with a damping factor of 0.7 kg/sec. (b) 20 m leftward (c) 20

0

5

47. (a) The motion is damped. The bob has mass m = 40 kg with a damping factor of 0.6 kg/sec. (b) 30 m leftward (c) 30

0

25

(d) 18.33 m leftward (e) d : 0 51. v = 1040p; d = 0.80 cos(1040pt) 53. v = 880p; d = 0.01 sin(880pt) 55. (a) V 1.25

(d) 28.47 m leftward 57.

0 3 2.5

30

15

(d) 12.53 m leftward

(e) d : 0

(b) At t = 0, 2; at t = 1, t = 3 (c) During the approximate intervals 0.35 6 t 6 0.67, 1.29 6 t 6 1.75, and 2.19 6 t … 3

(e) d : 0

2.5

t

0

35

30

20

49. (a) The motion is damped. The bob has mass m = 15 kg with a damping factor of 0.9 kg/sec. (b) 15 m leftward (c) 15

20

2

ANSWERS Chapter 4 Cumulative Review

61.

1 sin x x

63. y =

1

1

0

1

y =

x2

y =

sin x

0.1

1 x3

AN29

sin x

0.05

5P 0 0

0.3

7P 0

5P

0.3

0.06

3P

0.015

Review Exercises (page 297) 4 3 4 3 5 5 23 1 23 223 3. sin u = ; cos u = ; tan u = ; cot u = ; sec u = ; csc u = ; cos u = ; tan u = 23; cot u = ; sec u = 2; csc u = 5 5 3 4 3 4 2 2 3 3 5. 0 7. 1 9. 1 11. A = 70°, b L 3.42, a L 9.40 13. a L 4.58, A L 66.4°, B L 23.6° 15. C = 100°, b L 0.65, c L 1.29 17. B L 56.8°, C L 23.2°, b L 4.25 19. No triangle 21. b L 3.32, A L 62.8°, C L 17.2° 23. No triangle 25. c L 2.32, A L 16.1°, B L 123.9° 27. B L 36.2°, C L 63.8°, c L 4.55 29. A L 39.6°, B L 18.6°, C L 121.9° 31. Two triangles: B1 L 13.4°, C1 L 156.6°, c1 L 6.86 or B2 L 166.6°, C2 L 3.4°, c2 L 1.02 33. a L 5.23, B L 46.0°, C L 64.0° 35. 1.93 37. 18.79 39. 6 41. 3.80 43. 0.32 45. 1.92 in2 47. 23.32 ft 49. 2.15 mi p 51. 132.55 ft/min 53. 29.97 ft 55. 6.22 mi 57. 71.12 ft 59. $222,983.51 61. 76.94 in. 63. d = - 3 cos a tb 65. (a) Simple harmonic 2 1 1 (b) 6 ft (c) p sec (d) oscillation/sec 67. (a) Simple harmonic (b) 2 ft (c) 2 sec (d) oscillation/sec p 2 4p2 0.5625 -0.75t>80 69. (a) d = - 15e cos a tb B 25 6400 (b) 15 71. (a) The motion is damped. The bob has mass m = 20 kg with 73. y 1. sin u =

0

25

x 2P y  cos(2x)

0

15

y  2 sin x

2

a damping factor of 0.6 kg/sec. (b) 15 m leftward (c) 15 (d) 13.92 m leftward (e) d : 0 25

15

Chapter Test (page 300) 25 225 1 25 ; cos u = ; tan u = ; csc u = 25; sec u = ; cot u = 2 2. 0 3. a = 15.88, B L 57.5°, C L 70.5° 5 5 2 2 4. b L 6.85, C = 117°, C L 16.30 5. A L 52.4°, B L 29.7°, C L 97.9° 6. b L 4.72, c L 1.67, B = 105° 7. No triangle 8. c L 7.62, A L 80.5°, B L 29.5° 9. 15.04 square units 10. 19.81 square units 11. 61.0° 12. 1.3° 13. The area of the shaded region is 9.26 cm2. 14. 54.15 square units 15. Madison will have to swim about 2.23 miles. 16. 12.63 square units 17. The length of the sides are 15, 18, and 21. pt pt 18. d = 5(sin 42°) sina b or d L 3.346 sin a b 3 3 1. sin u =

Cumulative Review (page 301) 1 1. e , 1 f 3

2. 1x + 522 + 1y - 122 = 9 (5, 1)

3. 5x ƒ x … - 1 or x Ú 46

4.

y 5

5.

y 3

y 2.5 P

2.5 x

x

1 x

6. (a) -

2 25 5

7. (a)

60

(b)

25 5

(c) -

4 5

(d) -

3 5

(b)

(e)

B

5 - 15 10

(f) -

B

5 + 15 10 (c)

1.5

0 0

0

4 0

1.5

(d)

10

8

4

4

50

0

4 0

AN30

ANSWERS Chapter 4 Cumulative Review

8. (a)

y 5

(b)

(c)

y 10

(d)

y 5

y 5

5 x

5 x 5 x

(e)

(f)

y 9

5 x

(g)

y 5

(h)

y 1.25

8 x

x

2P

(i)

y 1.25

y 2 P

x

2P

x

5 x

9. Two triangles: A1 L 59.0°, B1 L 81.0°, b1 L 23.05 or A2 L 121.0°, B2 L 19.0°, b2 L 7.59

10. e 0,

2p 4p , f 3 3

11. p ft L 3.14 ft

CHAPTER 5 Polar Coordinates; Vectors 5.1 Assess Your Understanding (page 311) 5. pole; polar axis 6. True 7. False 8. r cos u; r sin u 19.

17. (3, 90 )

(2, 0)

9. A 11. C 13. B 15. A

21.

O

6,

90

23.

P 6

25. O

P 6

O

27.

O

P 1,  3

135

4, 

(2, 135 )

2P  3

2P 3

O



P 3

O

29.

O (2, P) P

31.

(a) a5, -

5, 2P 3

4p b 3

(b) a -5,

5p b 3

(c) a5,

8p b 3

33.

O

2P 3 O

35.

37. 1, P 2

P 2

O

O

3p (a) a1, b 2 3p (b) a -1, b 2 5p (c) a1, b 2 83. (a) 1-10, 362

39. 10, 32

P 3,  4



P 4

5p b 4 7p (b) a -3, b 4 11p (c) a 3, b 4 (a) a3, -

41. 1-2, 02

43. 1-323, 32

51. 1-2.57, 7.052

53. 1-4.98, -3.852

63. 12.47, -1.022

65. 19.30, 0.472

71. r2 sin 2u = 1

73. r cos u = 4

77. 1x2 + y223>2 - x = 0

(b) a2 2349, 180° + tan - 1 a -

18 b b L 137.36, 105.5°2 5

(2, 3P)

45. 122, - 222

55. 13, 02

67. r2 =

1 23 47. a - , b 2 2

57. 11, p2

26 3 or r = 2 2

59. a 22, -

(c) 1-3, -352

49. 12, 02 p b 4

61. a2,

1 2 1 b + y2 = 2 4

81. y2 = 81x + 22

(d) a 21234, 180° + tan - 1 a

35 b b L 135.13, 265.1°2 3

5.2 Assess Your Understanding (page 325) 7. polar equation 8. False 9. -u 13. x2 + y2 = 16; circle, radius 4, center at pole y U U

3P 4

P 2

10. p - u

11. True 12. 2n; n 15. y = 23x; line through pole, p making an angle of with polar axis 3 U U

3P 4

x 1 2 3 4 5 U0

UP

5P 4

P 2

P U 3 P U 4

x 1 2 3 4 5 U0

UP U

7P U 4 3P U 2

17. y = 4; horizontal line 4 units above the pole y

y P U 4

U

5P U 4 U

3P 2

7P 4

p b 6

69. r2 cos2 u - 4r sin u = 0

75. x2 + y2 - x = 0 or ax -

79. x2 + y2 = 4

(a) 12, -2p2 (b) 1-2, p2 (c) 12, 2p)

3P

3P U 4

U

U

P 4

x 1 2 3 4 5 U0

UP

U

P 2

U

5P 4 U

3P 2

7P 4

ANSWERS Section 5.2 19. x = -2; vertical line 2 units to the left of the pole

21. 1x - 122 + y2 = 1; circle, radius 1, center (1, 0) in rectangular coordinates

y U U

3P 4

U

U P U 4

x 1 2 3 4 5 U0

UP

5P 4

U

7P 4

U

3P 4

U

5P 4

U P U 4

U

7P 4

U

U

U

P 4

x 1 2 3 4 5 U0

3P U 4

U

1 UP

U

3P 2

U

39. Cardioid U U

3P 4

U

P U 4

4

UP

2

5P 4

x 6 8 10 U  0

U

7P 4

U

45. Limaçon with inner loop

3P 4

x 2 3 4 5 U0

U

5P 4

3P 4

P 4

U

5P 4 U

7P 4

U

3P 4

U

3P 2

P 4

7P 4

U

P 4

7P 4

U

3P 4

U

5P 4

5P 4

3P 4

P 2

U

P 4

U 3P U 2

7P 4

U

3P 4

U

5P 4

U

7P 4

P 2

U

U

P 4

x 4 6 8 10 U  0

5P 4

U

7P 4

3P U 2

U

3P 4

U

U

P 2

U

P 4

x 1 2 3 4 5 U0

UP

5P 4 U

U

7P 4

U

P 4

3P 2

55. Spiral U

y P 2

U

P 4

x 1 2 3 4 5 U0

UP

U 3P U 2

UP

y

x 1 2 3 4 5 U0

UP

x 1 2 3 4 5 U0

U

3P 2

53. Lemniscate y

P 4

y P 2

U

5P 4

U

49. Rose

x 1 2 3 4 5 U0

U

51. Rose

U

U

U

UP

P 2

y P 2

47. Limaçon with inner loop

x 1 2 3 4 5 U0

UP

U

U

7P 4

43. Limaçon without inner loop

3P U 2

U

U

UP

y P 2

U 3P U 2

3P 2

x 1 2 3 4 5 U0

y U

U

UP

3P U 2

U

3P 4

y P 2

x 2 3 4 5 U0

P 4

41. Limaçon without inner loop y

P 4

y

7P U 4

5P U 4

U

29. E 31. F 33. H 35. D 37. Cardioid

U 7P U 4

5P U 4

5P 4

U

P U 2

P 2

1

y

P U 2

3P 4

UP

3P U 2

27. x2 + 1y + 122 = 1, x Z 0; circle, radius 1, center at 10, -12 in rectangular coordinates, hole at (0, 0)

y

UP

y P 2

x 1 2 3 4 5 U0

UP

3P U 2

25. 1x - 222 + y2 = 4, x Z 0; circle, radius 2, center at (2, 0) in rectangular coordinates, hole at (0, 0)

3P U 4

23. x2 + 1y + 222 = 4; circle, radius 2, center at 10, -22 in rectangular coordinates

y P 2

U 3P U 2

7P 4

AN31

U U

3P 4

UP

U

P 2

15 30 45 60

5P 4

U 3P U 2

x U0

7P 4

AN32

ANSWERS Section 5.2

57. Cardioid

59. Limaçon with inner loop y U

3P 4

U

61.

P 2

U

UP

1

U

x U0

2

U

3P 4

U

63.

U

U

y

y

3P 4

U

P 2

UP

U

1

3P U 4

P 4

x U0

2

U

1

U

5P 4 U

67. r = 3 + 3 cos u 71.

7P 4

U

5P 4

U

U

2  兹2 , 5P 4 2

3P 2

3P 4

U

1 2 3 3

5P 4

U 3P U 2

U

P 2 U

U

U

U

3P 2

U U

P

5P 4

3P

U

83.

P 4

U

x 5P U  0

3P U 2

P 4

7P U 4

5P 4

U

5P 4

3P 2

3P 4

U

U

U

5P 4

85.

r = 2a cos u r2 = 2ar cos u x2 + y2 = 2ax x2 - 2ax + y2 = 0 1x - a22 + y2 = a2 Circle, radius a, center at 1a, 02 in rectangular coordinates

(b) r2 = sin u: r2 = sin1p - u2 r2 = sin u Test works. 1-r22 = sin1-u2 r2 = -sin u Not equivalent; new test fails.

(b) -1, 2 + i

5.3 Assess Your Understanding (page 334)

axis

8. rn; nu; nu

9. three 10. True 15.

Imaginary axis

axis 3

1

1 1

Real axis

1

2

Real axis

1

221cos 45° + i sin 45°2

21cos 330° + i sin 330°2

7P 4

3P U 2

r = 2a sin u r2 = 2ar sin u x2 + y2 = 2ay x2 + y2 - 2ay = 0 x2 + 1y - a22 = a2 Circle, radius a, center at 10, a2 in rectangular coordinates

5. real; imaginary 6. magnitude; modulus; argument 7. r1 r2; u1 + u2; u1 + u2 11. 13. Imaginary Imaginary

P 4

x 1 2 3 4 5 U0

UP

7P 4

87. (a) r2 = cos u; r2 = cos1p - u2 r2 = -cos u Not equivalent; test fails. 1-r22 = cos1-u2 r2 = cos u New test works.

P 2

Historical Problems (page 333) 1. (a) 1 + 4i, 1 + i

7P 4

y P 2

x 1 2 3 4 5 U0

UP

U

3P 4

81. r sin u = a y = a

y 3P 4

U

UP

7P 4

79.

U

x 1 2 3 4 5 U0

7P 4

3P 2

P 4

77.

U

P 4

x U0

1

P 2 U

y

U

UP

U

3P U 4

75.

U

P 4,  3

y

P 4

U

y P 2

7P 4

69. r = 4 + sin u

UP

73. U

3P 2

x U0

2

(0, P) U

P 4

U U

2  兹2 , P 2 4

P 2

UP

U

5P 4

3P 2

65. U

P 3

x 2 4 6 8 10 U  0

UP

7P U 4

5P U 4

4,

P 2

P U 4

x 1 2 3 4 5 U0

UP

3P 2

3P U 4

P 2

U

P 4

7P U 4

5P U 4

P 1, 2

y U

y

3

3

Real axis

3

31cos 270° + i sin 270°2

ANSWERS Section 5.4 17.

19.

Imaginary axis

21.

Imaginary axis

4

Imaginary axis

1

2 2

2

Real axis

4

AN33

3 1

3

Real axis 1

2

2

2

4

1

4

4 221cos 315° + i sin 315°2

Real axis

2

2131cos 123.7° + i sin 123.7°2

51cos 306.9° + i sin 306.9°2

23. -1 + 23i

25. 2 22 - 222i 27. -3i 29. -0.035 + 0.197i 31. 1.970 + 0.347i z z 1 3 = 1cos 20° + i sin 20°2 35. zw = 121cos 40° + i sin 40°2; = 1cos 220° + i sin 220°2 33. zw = 81cos 60° + i sin 60°2; w 2 w 4 z 9p 9p z p p 37. zw = 4 acos 39. zw = 4 221cos 15° + i sin 15°2; + i sin b; = cos + i sin = 221cos 75° + i sin 75°2 40 40 w 40 40 w 41. -32 + 3223i

43. 32i 45.

27 27 23 + i 2 2

47. -

25 22 2522 + i 2 2

49. -4 + 4i

51. -23 + 14.142i

6 21cos 15° + i sin 15°2, 2 6 21cos 135° + i sin 135°2, 2 6 21cos 255° + i sin 255°2 53. 2 4 81cos 75° + i sin 75°2, 2 4 81cos 165° + i sin 165°2, 2 4 81cos 255° + i sin 255°2, 2 4 81cos 345° + i sin 345°2 55. 2 57. 21cos 67.5° + i sin 67.5°2, 21cos 157.5° + i sin 157.5°2, 21cos 247.5° + i sin 247.5°2, 21cos 337.5° + i sin 337.5°2 59. cos 18° + i sin 18°, cos 90° + i sin 90°, cos 162° + i sin 162°, cos 234° + i sin 234°, cos 306° + i sin 306° 61. 1, i, -1, -i

n

63. Look at formula (8); ƒ zk ƒ = 1r for all k.

Imaginary i axis

1

65. Look at formula (8). The zk are spaced apart by an angle of

2p . n

Real axis

1

i

67. (a)

z  a0

a1

a2

a3

a4

0.1 - 0.4i

-0.05 - 0.48i

-0.13 - 0.35i

-0.01 - 0.31i

0.004 - 0.395i

-0.06 - 0.0i

-0.06 - 0.35i

0.5 + 0.8i

0.11 + 1.6i

-2.05 + 1.15i

3.37 - 3.92i

-3.52 - 25.6i

-641.7 + 180.0i

379073 - 232071i

-0.9 + 0.7i

-0.58 - 0.56i

-0.88 + 1.35i

-1.95 - 1.67i

0.13 + 7.21i

-52.88 + 2.56i

2788.5 - 269.6i

-1.1 + 0.1i

0.1 - 0.12i

-1.10 + 0.76i

0.11 - 0.068i

-1.09 + 0.085i

0.085 - 0.85i

-1.10 + 0.086i

0 - 1.3i

-1.69 - 1.3i

1.17 + 3.09i

-8.21 + 5.92i

32.46 - 98.47i

-8643.6 - 6393.7i

33833744 + 110529134.4i

1 + 1i

1 + 3i

-7 + 7i

1 - 97i

-9407 - 193i

88454401 + 3631103i

7.8 * 1015 + 6.4 * 1014i

a5

a6

(b) z1 and z4 are in the Mandlebrot set. a6 for the complex numbers not in the set have very large components. (c)

z

|z|

|a6|

0.1 - 0.4i

0.4

0.4

0.5 + 0.8i

0.9

444470

-0.9 + 0.7i

1.1

2802

-1.1 + 0.1i

1.1

1.1

0 - 1.3i

1.3

115591573

1 + 1i

1.4

7.8 * 1015

The numbers that are in the Mandlebrot set satisfy the condition ƒ an ƒ … 2.

5.4 Assess Your Understanding (page 346) 1. vector 2. 0 9.

3. unit 4. position 5. horizontal; vertical 6. resultant 7. True 8. False 11. 13. 15. 3v v

3v

u

vw w v

vw

w

3v  u  2w

2w

AN34

ANSWERS Section 5.4

17. T 19. F 43. 289

21. F 23. T

27. v = 3i + 4j

25. 12

45. 234 - 213

47. i

49.

3 4 i - j 5 5

51.

55. E - 2 + 221, -2 - 221 F

57. v =

71. (a) 1-1, 42 (b) (1, 4)

73. F = 20 23i + 20 j 5

v

22 22 i j 2 2

31. v = 8i - j

53. v =

59. v = - 7i + 723j

33. v = - i + j

35. 5

37. 22

39. 213

v u 5 x (3, 1)

41. -j

825 425 825 425 i + j or v = i j 5 5 5 5

61. v =

25 2523 i j 2 2

63. 45° 65. 150° 67. 333.4° 69. 258.7°

75. F = A 2023 + 3022 B i + A 20 - 3022 B j

91.

77. (a) va = 550j; vw = 50 22i + 5022j (b) vg = 5022i + 1550 + 50222j (c) 7vg 7 = 624.7 mph; N6.5°E

y

u (4, 5)

5 5 23 i + j 2 2

29. v = 2i + 4j

F2 P F1

79. v = 1250 22 - 302i + 1250 22 + 30232j; 518.8 km/h; N38.6°E 81. Approximately 4031 lb 83. 8.6° left of direct heading across the river; 1.52 min 85. Tension in right cable: 1000 lb; tension in left cable: 845.2 lb 87. Tension in right part: 1088.4 lb; tension in left part: 1089.1 lb 89. The truck must pull with a force of 4635.2 lb.

F3

F4

Historical Problem (page 354)

1ai + bj2 # 1ci + dj2 = ac + bd Real part [1a + bi21c + di2] = real part[1a - bi21c + di2] = real part[ac + adi - bci - bdi2] = ac + bd

5.5 Assess Your Understanding (page 355) 2. dot product 3. orthogonal 4. parallel 5. T 6. F 7. (a) 0 (b) 90° (c) orthogonal 9. (a) 0 (b) 90° (c) orthogonal 11. (a) 13 - 1 (b) 75° (c) neither 13. (a) - 50 (b) 180° (c) parallel 15. (a) 0 (b) 90° (c) orthogonal 2 5 5 1 1 1 2 6 3 14 7 1 2 17. 19. v1 = i - j, v2 = - i - j 21. v1 = - i - j, v2 = i - j 23. v1 = i + j, v2 = i - j 25. 9 ft-lb 3 2 2 2 2 5 5 5 5 5 5 5 5 27. (a) 7 I7 L 0.022; the intensity of the sun’s rays is approximately 0.022 W/cm2. 7A 7 = 500; the area of the solar panel is 500 cm2. (b) W = 10; ten watts of energy is collected. (c) Vectors I and A should be parallel with the solar panels facing the sun. 29. Force required to keep Sienna from rolling down the hill: 737.6 lb; force perpendicular to the hill: 5248.4 lb 31. Timmy must exert 85.5 lb. 33. 60° 35. Let v = ai + bj. Then 0 # v = 0a + 0b = 0. 37. v = cos ai + sin aj, 0 … a … p; w = cos bi + sin bj, 0 … b … p. If u is the angle between v and w, then v # w = cos u, since ||v|| = 1 and ||w|| = 1. Now u = a - b or u = b - a. Since the cosine function is even, v # w = cos(a - b). Also, v # w = cos a cos b + sin a sin b. So cos(a - b) = cos a cos b + sin a sin b . 39. (a) If u = a1i + b1j and v = a2i + b2 j, then, since 7u 7 = 7v7 , a21 + b21 = 7u 7 2 = 7v7 2 = a22 + b22, 1u + v2 # 1u - v2 = 1a1 + a221a1 - a22 + 1b1 + b221b1 - b22 = 1a21 + b212 - 1a22 + b222 = 0. (b) The legs of the angle can be made to correspond to vectors u + v and u - v. 41. 17 w7 v + 7 v 7 w2 # 17 w7 v - 7v7w2 = 7w7 2v # v - 7w7 7 v 7v # w + 7v7 7 w7w # v - 7v7 2w # w = 7w7 2v # v - 7v7 2w # w = 7w7 2 7v7 2 - 7v7 2 7w7 2 = 0 43. 7u + v 7 2 - 7 u - v 7 2 = 1u + v2 # 1u + v2 - 1u - v2 # 1u - v2 = 1u # u + u # v + v # u + v # v2 - 1u # u - u # v - v # u + v # v2 = 21u # v2 + 21v # u2 = 41u # v2

5.6 Assess Your Understanding (page 364) 2. xy-plane 3. components 4. 1 5. F 6. T 7. All points of the form (x, 0, z) 9. All points of the form (x, y, 2) 11. All points of the form 1- 4, y, z2 13. All points of the form (1, 2, z) 15. 221 17. 233 19. 226 21. (2, 0, 0); (2, 1, 0); (0, 1, 0); (2, 0, 3); (0, 1, 3); (0, 0, 3) 23. (1, 4, 3); (3, 2, 3); (3, 4, 3); (3, 2, 5); (1, 4, 5); (1, 2, 5) 25. 1 -1, 2, 22; 14, 0, 22; 14, 2, 22; 1 -1, 2, 52; 14, 0, 52; 1- 1, 0, 52 27. v = 3i + 4j - k 29. v = 2i + 4j + k 31. v = 8i - j 3 6 2 i - j - k 7 7 7 53. v # w = - 2, u L 100.3° 55. v # w = 0; u = 90° 57. v # w = 52; u = 0° 59. a L 64.6°; b L 149.0°; g L 106.6°; v = 71cos 64.6°i + cos 149.0°j + cos 106.6°k2 37. 222

39. -j - 2k

41. 2105

43. 238 - 217

45. i

47.

61. a = b = g L 54.7°; v = 231cos 54.7°i + cos 54.7°j + cos 54.7°k2

75. Radius =

322 , center 12, 0, - 12 2

23 23 23 i + j + k 3 3 3

35. 23

51. v # w = 0; u = 90°

63. a = b = 45°; g = 90°; v = 221cos 45°i + cos 45°j + cos 90°k2

65. a L 60.9°; b L 144.2°; g L 71.1°; v = 2381cos 60.9°i + cos 144.2°j + cos 71.1°k2

69. 1x - 322 + 1y - 122 + 1z - 122 = 1

49.

33. 7

71. Radius = 2, center 1-1, 1, 02

67. (a) d = a + b + c = 6 7, 1, 5 7

73. Radius = 3, center 12, - 2, - 12

(b) 8.66 ft

77. 2 newton-meters = 2 joules 79. 9 newton-meters = 9 joules

5.7 Assess Your Understanding (page 370) 1. T 2. T 3. T 4. F 5. F 6. T 7. 2 9. 4 11. - 11A + 2B + 5C 13. - 6A + 23B - 15C 15. (a) 5i + 5j + 5k (b) -5i - 5j - 5k (c) 0 (d) 0 17. (a) i - j - k (b) -i + j + k (c) 0 (d) 0 19. (a) -i + 2j + 2k (b) i - 2j - 2k (c) 0 (d) 0 21. (a) 3i - j + 4k (b) -3i + j - 4k (c) 0 (d) 0 23. -9i - 7j - 3k 25. 9i + 7j + 3k 27. 0 29. -27i - 21j - 9k 31. -18i - 14j - 6k 33. 0 35. - 25 37. 25 39. 0 41. Any vector of the form c1- 9i - 7j - 3k2, where c is a nonzero scalar 43. Any vector of the form c1-i + j + 5k2, where c is a nonzero scalar 45. 2166

47. 2555

49. 234

51. 2998

53.

11219 219 7219 11219 219 7219 i + j + k or i j k 57 57 57 57 57 57

ANSWERS Chapter 5 Review Exercises i 57. u * v = 3 a1 a2

j b1 b2

AN35

k c1 3 = 1b1c2 - b2c12i - 1a1c2 - a2c12j + 1a1b2 - a2b12k c2

7 u * v 7 2 = A 21b1c2 - b2c122 + 1a1c2 - a2c122 + 1a1b2 - a2b122 B 2

= b21c22 - 2b1b2c1c2 + b22c21 + a21c22 - 2a1a2c1c2 + a22c21 + a21b22 - 2a1a2b1b2 + a22b21 7 u7 = + b21 + c21, 7v 7 2 = a22 + b22 + c22 2 7 u7 7 v 7 = 1a21 + b21 + c2121a22 + b22 + c222 = a21a22 + a21b22 + a21c22 + b21a22 + b21b22 + b21c22 + a22c21 + b22c21 + c21c22 1u # v22 = 1a1a2 + b1b2 + c1c222 = 1a1a2 + b1b2 + c1c221a1a2 + b1b2 + c1c22 a21 2

2

= a21a22 + a1a2b1b2 + a1a2c1c2 + b1b2c1c2 + b1b2a1a2 + b21b22 + b1b2c1c2 + a1a2c1c2 + c21c22 = a21a22 + b21b22 + c21c22 + 2a1a2b1b2 + 2b1b2c1c2 + 2a1a2c1c2 2 2 7 u7 7 v 7 - 1u # v22 = a21b22 + a21c22 + b21a22 + a22c21 + b22c21 + b21c22 - 2a1a2b1b2 - 2b1b2c1c2 - 2a1a2c1c2, which equals 7u * v7 2.

59. By Problem 58, since u and v are orthogonal, 7 u * v 7 = 7u7 7v7. If, in addition, u and v are unit vectors, 7u * v7 = 1 # 1 = 1. 61. Assume that u = ai + bj + ck, v = di + ej + fk, and w = li + u * w = 1bn - mc2i - 1an - lc2j + 1am - lb2k, and v + w = 1u * v2 + 1u * w2 = 1bf - ec + bn - mc2i - 1af - dc + an = [b1f + n2 - 1e + m2c]i - [a1f + n2 - 1d + l2c]j + [a1e + = 1bf - ec + bn - mc2i - 1af - dc + an - lc2j + 1ae - db

Review Exercises (page 372) 1. a

3. A 1, 23 B

323 3 , b 2 2 3,

mj + nk. Then u * v = 1bf - ec2i - 1af - dc2j + 1ae - db2k, 1d + l2i + 1e + m2j + 1f + n2k. Therefore, - lc2j + 1ae - db + am - lb2k and u * 1v + w2 m2 - 1d + l2b]k + am - lb2k, which equals 1u * v2 + 1u * w2.

5. (0, 3) 2,

P 6

4P 3

P 3,  2

4P 3 O

O

P 6



P 2

O

7. a3 22,

p p 9. a2, - b, a -2, b 2 2

3p p b, a -3 22, - b 4 4

13. (a) x2 + 1y - 122 = 1 (b) circle, radius 1, center (0, 1) in rectangular coordinates

15. (a) x2 + y2 = 25 center at pole

y 3P U 4

UP

U

P 4

2

x U0

U U

7P 4

U

P 2

U

U

2,

U

5P 4

P 3 P 4

7P 4

3P U 4

U

UP

x 5 U0

1 2 3

U

5P U 4 U

3P 2

25. 221cos 225° + i sin 225°2

7P 4

x 2 4 6 8 10 U  0

UP

U

5P 4

27. 51cos 323.1° + i sin 323.1°2

5P 4

3P U 2

P 6,  2

x U0

7P 4

U 3P U 2

y

UP

U 7P U 4

P 4

23. Limaçon without inner loop; symmetric with respect to the polar axis

P U 4

(3, 0)

U

8 10

U

P 2

P 2

2 4 6

y U

U

UP

P 2 (4, 0)

3P 4

U

3P 2

21. Cardioid; symmetric with respect to p the line u = 2 P 0, 2

U

P 4

x 1 2 3 4 5 U0

UP

U

y

0,

3P U 4

3P 2

19. Circle; radius 2, center at (2, 0) in rectangular coordinates; symmetric with respect to the polar axis

3P U 4

17. (a) x + 3y = 6 (b) line through (6, 0) and (0, 2) in rectangular coordinates y

P 2

U

1

5P 4

(b) circle, radius 5,

y P 2

U

U

11. (5, 0.93), 1-5, 4.072

3P 4

U

P 2

4,

P 2 U

P 4

(3, 0)

(5, P)

1 2

x 4 5 U0

U

5P 4 U

3P 2

4, 3P 2

7P 4

AN36

ANSWERS Chapter 5 Review Exercises

31. -

29. - 23 + i

3 3 23 + i 2 2

Imaginary axis

Imaginary axis

Imaginary axis

2

0.06

3

2

0.10

Real axis

2

0.02 2

2

z = cos 30° + i sin 30° w

35. zw = cos 130° + i sin 130°; 39. zw = 51cos 5° + i sin 5°2;

z = 51cos 15° + i sin 15°2 w

Real axis

2

37. zw = 61cos 0 + i sin 02 = 6; 2723 27 + i 2 2

41.

323 323 3 3 + i, - i 2 2 2 2

v u uv

63. 25

3v

2u

59. 2i - 2j

61. -20i + 13j

225 25 323 3 i + j 69. v = i + j 5 5 2 2 75. v = 3i - 5j + 3k 77. 21i - 2j - 5k 79. 238

83. 3i + 9j + 9k

85.

87. v # w = -11; u L 169.7°

2u  3v 93. v # w = 0; u = 90°

57. v = -i + 3j; 7v7 = 210

65. 25 + 5 L 7.24

73. 243 L 6.56 81. 0

z 8p 8p 3 = acos + i sin b w 2 5 5

43. 4i 45. 64 47. -527 - 336i

55. v = 2i - 4j; 7v7 = 225

53.

Real axis

0.06

1

49. 3, 31cos 120° + i sin 120°2, 31cos 240° + i sin 240°2 or 3, 51.

33. 0.10 - 0.02i

95. Parallel 97. Parallel 99. Orthogonal 101. v1 =

67. -

71. 120°

3214 214 214 3214 214 214 i + j k; i j + k 14 14 7 14 14 7 89. v # w = -4; u L 153.4° 91. v # w = 1; u L 70.5°

4 3 6 8 i - j; v2 = i + j 5 5 5 5

103. v1 =

9 7 21 a3i + jb; v2 = - i + j 10 10 10

105. a L 56.1°; b L 138°; g L 68.2° 107. 2 283 109. -2i + 3j - k 111. 229 L 5.39 mi/hr; 0.4 mi 113. Left cable: 1843.21 lb; right cable: 1630.41 lb 115. A force of 697.2 lb is needed to keep the van from rolling down the hill. The magnitude of the force on the hill is 7969.6 lb.

Chapter Test (page 375) 1–3.

2, 3P 4

P 2

P 3

4. a 4, P 4

p b 3

5. x2 + y2 = 49

6. y

P 6

U 3P U 4

y x

= 3 or y = 3x y

P 2 U

P 4

U 3P U 4

P 2 U

0 P 3,  6

x U0

UP

P 4, 3 U

U

5P 4 U

7. 8y = x2 y U 3P U 4

P 2 U

P 4

x U0

UP

3P 2

U

5P 4 U

3P 2

7P 4

x U0

UP

U

U

5P 4 U

7P 4

3P 2

p 8. r2 cos u = 5 is symmetric about the pole, the polar axis, and the line u = . 2 p 9. r = 5 sin u cos2 u is symmetric about the line u = . The tests for symmetry about the pole and the polar 2 axis fail, so the graph of r = 5 sin u cos2 u may or may not be symmetric about the pole or polar axis. w 3 10. z # w = 61cos 107° + i sin 107°2 11. = 1cos 297° + i sin 297°2 12. w5 = 2431cos 110° + i sin 110°2 z 2 13. z0 = 2 2 3 21cos 40° + i sin 40°2, z1 = 22 3 21cos 160° + i sin 160°2, z2 = 22 3 21cos 280° + i sin 280°2 3

z1  2兹2(cos 160  i sin 160 ) Imaginary axis

U

7P 4

P 4

2

3

z0  2兹2(cos 40  i sin 40 ) 40

Real axis

2

3

z2  2兹2(cos 280  i sin 280 )

AN37

ANSWERS Section 6.2 22 22 v = h ,i 17. 315° off the positive x-axis 18. v = 522i - 522j 7v 7 2 2 20. Vectors v1 and v4 are parallel. 21. Vectors v2 and v3 are orthogonal. 22. 172.87° 23. -9i - 5j + 3k

15. 7v 7 = 10

14. v = 85 22, -5229

19. v1 + 2v2 - v3 = 86, -109

24. a L 57.7°, b L 143.3°, g L 74.5°

16. u =

25. 2115

26. The cable must be able to endure a tension of approximately 670.82 lb.

Cumulative Review (page 375) 1. 5 -3, 36

23 x 3

2. y =

4. e x ` x Z

3. x2 + 1y - 122 = 9

1 1 1 f or a - q , b h a , q b 2 2 2

5. Symmetry with respect to the y-axis

y (0, 1) 5 (0, 4) (3, 1)

6.

7.

y 1.25

(3, 1) 5 x (0, 2)

8. -

y 1.25

p 6

9.

10.

x3

y 4.5

y4

2P x

2P

11. Amplitude: 4; period: 2

y U

3P U 4

P 3 P U 4

x

r2 4 x UP

U

1

x U0

2

U

5P 4

7P 4

CHAPTER 6 Analytic Geometry 6.2 Assess Your Understanding (page 385) 6. parabola 7. (c) 8. (3, 2)

9. (3, 6)

19. y = 16x

23. y2 = -8x

y 20

V  (0, 0)

(4, 8) F  (4, 0) 20 x

(6, 3)

10 x (6, 3)

(2, 4)

5

F  (2, 0)

29. (x - 2)2 = -8(y + 3)

4 (2, 3)

(2, 3) 2, 1 3 3 2.5 x 1 1 D: y   F  0, 3 3 V  (0, 0)

D: y  1

2 1  , 3 3

(2, 5)

31. (y + 2)2 = 4(x + 1)

(3, 6)

37. Vertex: (0, 0); focus: (0, 1); directrix: y = -1

D: x  1

F  (0, 1)

2 x

y 2.5 (2, 1)

(2, 1) V  (1, 2)

V  (0, 0)

2.5 x

D: y  1

43. Vertex: 13, -12; focus: 5 3 a 3, - b; directrix: y = 4 4

45. Vertex: 12, -32; focus: 14, -32; directrix: x = 0 y 2

y 1 V  (3, 1) 3

x F  3, 

D: x  2

V  (1, 2)

(2, 2)

2.5

(2, 2) 1 1, 2

1, 1 2 x 1 D: y   2 2.5

33. (x + 3)2 = 4(y - 3) F  (3, 4) y

5 (0, 0) 5 x F  (0, 2) (0, 4)

8 (5, 4) (1, 4) V  (3, 3) D: y  2 2 x

F  (2, 5)

35. 1y + 222 = -81x + 12 (3, 2)

V  (2, 3) 10 x (6, 5)

1 F  0, 2 y

V  (0, 0)

y 10

y

F  (3, 2)

5 x

V  (0, 0) (2, 4)

y

y 2

D: x  2

F  (0, 3)

4 y 3

3 D: y   4

25. x2 = 2y

y

10 V  (0, 0) D: y  3

(4, 8)

27. x2 =

11. B 13. E 15. H 17. C

2

y D: x  4

10. y = -2

21. x = -12y

2

5 4

D: x  0

(4, 1) 8 x V  (2, 3) F  (4, 3) (4, 7)

39. Vertex: (0, 0); focus: 1-4, 02; directrix: x = 4 y 10 (4, 8) F  (4, 0) V  (0, 0) (4, 8)

y D: x  4 10 x

47. Vertex: (0, 2); focus: 1-1, 22; directrix: x = 1 y (1, 4) 8

F  (1, 2)

D: x  3 V  (1, 2)

8 (1, 6) F  (1, 2) 5 (1, 2) x

49. Vertex: 1-4, -22; focus: 1-4, -12; directrix: y = -3 F  (4, 1) y 5

D: x  1 V  (0, 2) (6, 1) 2 x

(1, 0)

41. Vertex: 1-1, 22; focus: (1, 2); directrix: x = -3

D: y  3

1 x (2, 1)

V  (4, 2)

AN38

ANSWERS Section 6.2

3 51. Vertex: 1-1, -12; focus: a- , -1b; 4 5 directrix: x = 4

53. Vertex: (2, -8); focus: a2, directrix: y = -

33 4

63. 65. 67. 71. 73.

1

2.5

5 4

8 x 2.5 x

1 3  , 2 4 V  (1, 1)

F  2, 

V  (2, 8)

F   3 , 1 4

D: y  

3 3  , 4 2

31 4

33 4

57. 1y - 122 = -1x - 22

1 1x + 22 2 1.5625 ft from the base of the dish, along the axis of symmetry 1 in. from the vertex, along the axis of symmetry 20 ft 69. 0.78125 ft 4.17 ft from the base, along the axis of symmetry 24.31 ft, 18.75 ft, 7.64 ft 625 2 x + 625 (a) y = 129922

59. x2 = 41y - 12

y

y D: x  

55. 1y - 122 = x

31 b; 4

75.

61. y2 =

(b) 567 ft: 63.12 ft; 478 ft: 225.67 ft; 308 ft: 459.2 ft 77. Cy2 + Dx = 0, C Z 0, D Z 0 Cy = -Dx 2

y2 = -

D x C

This is the equation of a parabola with vertex at (0, 0) and axis of symmetry the x-axis. D D The focus is a, 0b; the directrix is the line x = . The parabola opens to the right if 4C 4C D D 7 0 and to the left if 6 0. C C

79. Cy2 + Dx + Ey + F = 0, C Z 0

(a) If D Z 0, then the equation may be written as E 2 E2 - 4CF D ay + b = - ax b. 2C C 4CD

Cy2 + Ey = -Dx - F y2 + ay +

(c) No

E D F y = - x C C C

This is the equation of a parabola with vertex at a

E 2 D F E2 b = - x + 2C C C 4C2

E2 - 4CF E ,b 4CD 2C

and axis of symmetry parallel to the x-axis. (b)–(d) If D = 0, the graph of the equation contains no points if E2 - 4CF 6 0, is a single horizontal line if E2 - 4CF = 0, and is two horizontal lines if E2 - 4CF 7 0.

D E2 - 4CF E 2 b = - x + ay + 2C C 4C2

6.3 Assess Your Understanding (page 395) 7. ellipse 8. major 9. (0, -5); (0, 5) 17. Vertices: 1-5, 02, (5, 0) Foci: (- 221, 0), (221, 0)

(0, 5)

5 (5, 0) (兹21, 0)

11. (-2, -3); (6, -3)

19. Vertices: 10, -52, (0, 5) Foci: (0, -4), (0, 4)

y (0, 2)

10. 5; 3; x

(兹21, 0) (5, 0) 5 x (0, 2)

12. (1, 4) 2

21.

y

y x2 + = 1 4 16 Vertices: (0, -4), (0, 4)

(0, 2 兹3)

(0, 5)

2

y x2 + = 1 16 16 Vertices: 1-4, 02, (4, 0), 10, -42, (0, 4); Focus: (0, 0)

27.

y2 x2 + = 1 25 16 (3, 0)

y 5 (0, 4)

(3, 0) (5, 0) 4 x

(5, 0) (4, 0) 5 x

(4, 0)

29.

y 5 (0, 4)

(0, 4)

Foci: A - 26 , 0 B , A 26 , 0 B y 5 (0, 兹2)

(2, 0) 5 x

(2, 0)

(2 兹2 , 0)

y

(0, 兹2)

31.

2

y2 x2 + = 1 9 5 y (2, 0) 5

(0, 5)

(0, 4) (3, 0)

(2 兹2, 0) 5 x ( 兹6, 0)

(兹6, 0)

(0, 4)

y2 x2 + = 1 9 25

y2 x2 + = 1 8 2

Vertices: A -222 , 0 B , A 222, 0 B

y 5 (0, 4)

(0, 2 兹3)

25.

23.

Foci: (0, -223), (0, 223)

5 (0, 4) (3, 0) 5 x (0, 4)

(3, 0)

13. C 15. B

(3, 0) 5 x

(0, 兹5)

(3, 0)

(0, 4)

(3, 0) 5 x (2, 0)

(0, 兹5)

(0, 5)

(0, 4)

33.

y2 x2 + = 1 25 9 (4, 0)

y 5

35.

(0, 3) 3

(5, 0) (0, 3)

y2 x2 + = 1 4 13 (0, 3)

(5, 0) x (4, 0)

y 5 (0, 兹13)

(2, 0) (0, 兹13)

(2, 0) 5 x (0, 3)

37. x2 +

y2 16 y 5

(0, 兹15 ) (1, 0)

(0, 4)

1x + 122

+ 1y - 122 = 1

= 1

39.

(0, 4)

41. 1x - 122 +

(1, 0) 5 x (0, 兹15 )

4

y2 4

= 1

ANSWERS Section 6.3 43. Center: 13, -12; vertices: 13, -42, (3, 2); foci: A 3, -1 - 25 B , A 3, -1 + 25 B

45.

1x + 522

+

1y - 422

16 4 Center: 1-5, 42; vertices: 1-9, 42, 1-1, 42;

(5, 6)

x (5, 1)

(9, 4)

(5, 2)

49.

1x - 222

+

3

1y + 122 2

= 1

51.

Center: 12, -12; vertices: A 2 - 23, -1 B ;

(1, 1)

+

25

1y + 222 21

y (0, 2) 3

57.

(2, 2  兹21)

(4  兹5 , 6)

9

y 9

= 1

59.

(4, 9) (4, 8)

(4, 4)

3 x

(1, 2)

(1, 2) (0, 2)

1x - 222 16

(1, 1) (2, 1)

(4  兹5 , 6)

y 5

+

7 x

+ 1y - 222 = 1

63.

(x - 1)2 9

+

(y - 2)2 9

1y - 122 7

(1  兹10, 2)

67.

(1, 2)

(1  兹10, 2) 5 x (1, 2) (1, 1)

69.

y (2, 0) 2 (2, 0) 2.5 x

65.

= 1

y (0, 4)

6 (2, 0) 2.5 x

y 6 (1, 5) (4, 2)

(2, 2)

5 x (1, 1)

y2 x2 + = 1 100 36

71. 43.3 ft 73. 24.65 ft, 21.65 ft, 13.82 ft

75. 30 ft 77. The elliptical hole will have a

major axis of length 2 241 in. and a minor axis of length 8 in. 79. 91.5 million mi; 81. Perihelion: 460.6 million mi; mean distance: 483.8 million mi;

(0, 8)

83. (a) Ax2 + Cy2 + F = 0 Ax2 + Cy2 = -F

= 1

(2, 1  兹7 )

(2, 0) y (2, 2) 5 (1, 3) (4, 2)

(0, 4)

5

(2, 1  兹7 ) (5, 1) (6, 1) 7 x (2, 1)

(4, 6)

(4, 3)

(0, 0)

(0, 2  兹3)

(0, 2  兹3)

(1, 2  兹5 )

1y - 622

(2, 0)

foci: A 0, -2 - 23 B , A 0, -2 + 23 B

5 x (3, 2)

+

5

x (7, 2) (4, 2) (2, 2)

(2, 2  兹21)

10

1x - 422

6

(3, 2)

1x - 122

= 1

(0, 1) x

= 1 4 Center: 10, -22; vertices: 10, -42, (0, 0);

(1, 1)

(1, 2) (1, 2) (1, 5)

(2  兹3 , 1)

1y + 222

53. x2 +

y

(1, 2  兹5 )

(2, 1  兹2)

1x - 222

= 1

y 5

(2  兹3, 1) 5 x (3, 1)

(2  兹3, 1)

1y + 222

4 9 Center: 11, -22; vertices: 11, -52, (1, 1);

y 5 (2, 1  兹2)

(2, 1)

61.

+

(2, 2) (4, 1) 5 (2  兹3 , 1) (2, 1)

foci: A 1, -2 - 25 B , A 1, -2 + 25 B

A 2 + 23, -1 B ; foci: 11, -12, 13, -12

55.

1x - 122

+ 1y - 122 = 1 4 Center: 1-2, 12; vertices: 1-4, 12, (0, 1);

y 5

(1, 4) (5, 4) 1 x

(5  2 兹3, 4)

(3, 4)

1x + 222

foci: A -2 - 23, 1 B , A -2 + 23, 1 B

y 7 (5  2 兹3, 4)

(3, 2)

(3, 1  兹5 )

47.

foci: A -5 - 223, 4 B , A -5 + 223, 4 B

y (3, 1  兹5 ) 5 (1, 1) 5 (3, 1)

= 1

AN39

x2

1483.822

x2

1932

2

+

y2 8646.75

= 1

2

+

y

233,524.2

= 1

If A and C are of the same sign and F is of opposite sign, then the equation takes the form y2 x2 F F + = 1, where - and - are positive. This is the equation of an ellipse with center at (0, 0). A C F F a- b a- b A C

(b) If A = C, the equation may be written as x2 + y2 = -

F . A

This is the equation of a circle with center at (0, 0) and radius equal to

-

F

C A

.

AN40

ANSWERS Section 6.4

6.4 Assess Your Understanding (page 408) 7. hyperbola 8. transverse axis 9. b 10. (2, 4); (2, -2) 11. (2, 6); (2, -4) 12. 4 13. 2; 3; x 4 4 14. y = - x; y = x 9 9

19. x2 -

y2 8

= 1

21.

16

23.

y2 x2 = 1 9 16 y

25. (0, 4)

4 x 3

y 10

(2 兹5, 0)

V2  (3, 0)

V1  (3, 0)

10 x F2  (5, 0)

F1  (5, 0)

2

y2 x2 = 1 8 8 y 5

y  x

V2  (2 兹2, 0) 5 x F2  (4, 0)

F1  (4, 0)

(0, 2 兹2 )

y  2 x y 5

3 x 5 F2  ( 兹34, 0) 10 x

V1  (5, 0) (0, 3)

y x2 = 1 4 16 Center: (0, 0) Transverse axis: x-axis Vertices: 1-2, 02, (2, 0)

33.

y

V2  (5, 0)

2

y x2 = 1 25 25 Center: (0, 0) Transverse axis: y-axis Vertices: 10, -52, (0, 5)

y  3x

y 5

F2  (0, 兹10) V2  (0, 3)

(1, 0)

5 x F2  (2 兹5, 0)

5 x (1, 0)

V1  (0, 3)

F1  (0, 兹10)

(0, 4)

V2  (0, 5) y  x

y 10

(5, 0)

Foci: A 0, -522 B , A 0, 5 22 B

y  3x

V2  (2, 0)

F1  (2 兹5, 0)

- x2 = 1 9 Center: (0, 0) Transverse axis: y-axis Vertices: 10, -32, (0, 3) Asymptotes: y = ;3x

(0, 4) y  2x

V1  (2, 0)

y2

Foci: A 0, - 210 B , A 0, 210 B

Asymptotes: y = ;2x

y 10 (0, 3)

(0, 2 兹2 ) yx

V1  (2 兹2, 0)

Foci: A -2 25, 0 B , A 2 25, 0 B

3 Asymptotes: y = ; x 5

35.

27.

2

31.

Foci: A - 234 , 0 B , A 234, 0 B

3 x 5 F1  (兹34, 0)

x2 = 1 9

F1  (0, 6)

F1  (0, 3 兹5 )

y x2 = 1 25 9 Center: (0, 0) Transverse axis: x-axis Vertices: 1-5, 02, (5, 0)

y

36

y F2  (0, 6) 2 兹5 10 y x 5 (2 兹5, 0) 10 x

V1  (0, 4)

V1  (0, 6)

(0, 4)

29.

-

y  2兹2 x

F2  (0, 3 兹5 ) y  2x y y  2x 10 V2  (0, 6) (3, 0) (3, 0) 10 x

4 x 3

y

y2

x2 = 1 20

y

(0, 2兹2) y  2兹2x

-

2 兹5 x 5 V2  (0, 4)

y (0, 2兹2) 5 V1  (1, 0) V2  (1, 0) F2  (3, 0) F1  (3, 0) 5 x

15. B 17. A

y2

V1  (0, 5)

37. x2 - y2 = 1

F2  (0, 5 兹2 ) yx

y2

39.

36

(5, 0) 10 x

-

x2 = 1 9

F1  (0, 5 兹2 )

Asymptotes: y = ;x

41.

1x - 422 4

-

1y + 122 5

= 1

y (4, 1  兹5 ) 兹5 y1 (x  4) 2 4 F1  (1, 1) V1  (2, 1)

(4, 1  兹5 )

(4, 1) 9 x F2  (7, 1) V2  (6, 1) 兹5 y  1   (x  4) 2

43.

1y + 422 4

-

1x + 322 12

F2  (3, 0) V2  (3, 2) (3  2 兹3, 4) V1  (3, 6) F1  (3, 8)

y 6

45. 1x - 522 -

= 1

y4

兹3 (x  3) 3

8 x (3  2 兹3, 4) 兹3 y  4   (x  3) 3

1y - 722 3

= 1

(5, 7 兹3 ) y  7  兹3 (x  5) y 10 V2  (6, 7) V1  (4, 7) F2  (7, 7) F1  (3, 7) (5, 7) (5, 7 兹3 )

8

x y  7  兹3 (x  5)

ANSWERS Section 6.4

47.

1x - 122 4

-

1y + 122 9

3 y  1   (x1) 2 (1, 1)

= 1

49.

3 y (1, 2) y  1  2 (x1) 4 5 x F2  (1  兹13 , 1)

F1  (1  兹13 , 1) V1  (1, 1)

V2  (3, 1) (1, 4)

51.

1y - 222

- 1x + 222 = 1

4 Center: 1-2, 22 Transverse axis: parallel to y-axis Vertices: 1-2, 02, 1-2, 42 Foci: A -2, 2 - 25 B , A -2, 2 + 25 B Asymptotes: y - 2 = ;21x + 22 y  2  2(x  2) y F2  (2, 2 兹5 ) (2, 2)

53.

1x + 122

1y - 222

- 1x + 122 = 1 4 Center: 1-1, 22 Transverse axis: parallel to y-axis Vertices: 1-1, 02, 1-1, 42 Foci: A -1, 2 - 25 B , A -1, 2 + 25 B Asymptotes: y - 2 = ;21x + 12

V1  (1, 0)

(2, 3)

1y + 222 = 1 4 16 Center: 13, -22 Transverse axis: parallel to x-axis Vertices: 11, -22, 15, -22 Foci: A 3 - 225 , -2 B , A 3 + 225, -2 B Asymptotes: y + 2 = ;21x - 32 y  2  2(x  3) y  2  2(x  3) y (3, 2) 2 x 8 F1  (3  2兹5, 2) F2  (3  2兹5, 2)

V2  (1, 4) (0, 2) 5 x

V1  (1, 2)

F1  (1, 2  兹5 )

(3, 6)

V2  (5, 2) (3, 2)

3 y  3   (x2) 2

55. 1x - 122 - 1y + 122 = 1 Center: 11, -12 Transverse axis: parallel to x-axis Vertices: 10, -12, 12, -12 Foci: A 1 - 22, -1 B , A 1 + 22, -1 B Asymptotes: y + 1 = ;1x - 12 y 2 (1, 0)

y  1  (x  1)

y2x1

1x - 322

3 (x2) 2

6 x F2  (2  兹13 , 3) V2  (4, 3)

(2, 6)

y1x1

F1  (1  兹2 , 1)

4 x F2  (1  兹2 , 1)

V1  (0, 1)

4 x F2  (1  2 兹2, 2) V1  (3, 2) V2  (1, 2) y  2  (x  1) (1, 4) (1, 2)

F2  (1, 2  兹5 )

2

F1  (2  兹13 , 3)

F1  (1  2 兹2, 2)

59.

y3

(2, 0)

V1  (0, 3)

1y + 222

-

(1, 0) y 4

y  2  2(x  1)

5

y

= 1

= 1 4 4 Center: 1-1, -22 Transverse axis: parallel to x-axis Vertices: 1-3, -22, 11, -22 Foci: A -1 - 222 , -2 B , A -1 + 222, -2 B Asymptotes: y + 2 = ;1x + 12

F1  (2, 2 兹5 )

y  2  2(x  1) y (1, 2) (2, 2)

1y + 322

4 9 Center: 12, -32 Transverse axis: parallel to x-axis Vertices: 10, -32, 14, -32 Foci: A 2 - 213, -3 B , A 2 + 213, -3 B 3 Asymptotes: y + 3 = ; 1x - 22 2

2 x

V1  (2, 0)

57.

-

y  2  2(x  2) V2  (2, 4) 4 (1, 2)

(3, 2)

1x - 222

AN41

V2  (2, 1) (1, 2)

61.

1y - 122

- 1x + 222 = 1 4 Center: 1-2, 12 Transverse axis: parallel to y-axis Vertices: 1-2, -12, 1-2, 32 Foci: A -2, 1 - 25 B , A -2, 1 + 25 B Asymptotes: y - 1 = ;21x + 22 F2  (2, 1  兹5) y y  1  2(x  2) 6 V2  (2, 3) (2, 1) (1, 1) (3, 1)

y  1  2(x  2)

4 x

V1  (2, 1)

F1  (2, 1  兹5)

63.

65.

y

y

8

10 yx

y  x

y  2x

y  2x

10 x

5 x

67. Center: (3, 0) Transverse axis: parallel to x-axis Vertices: (1, 0), (5, 0) Foci: (3 - 229, 0), (3 + 229, 0) 5 Asymptotes: y = ; (x - 3) 2 (3, 5)

y 10 (3, 0)

F1  (3  兹29, 0) 10 x

F2  (3  兹29, 0) V2  (1, 0)

V1  (5, 0) (3, 5)

69. Vertex: (0, 3); focus: (0, 7); directrix: y = -1 F  (0, 7) y

D: y  1

(x - 5)2

+

y2

= 1 9 25 Center: (5, 0); vertices: (5, 5), (5, -5); foci: (5, - 4), (5, 4)

73. (x - 3)2 = 8(y + 5) Vertex: (3, -5); focus: (3, -3); directrix: y = -7 y

8

V  (0, 3)

71.

y

10 x

(2, 0)

V1  (5, 5) 5 F1  (5, 4) (5, 0) (8, 0) 9 x F2  (5, 4)

2 10 x

F  (3, 3)

V  (3, 5) D: y  7

V2  (5, 5)

75. The fireworks display is 50,138 ft north of the person at point A.

77. The tower is 592.4 ft tall. 79. (a) y = ;x

(b)

81. If the eccentricity is close to one, the “opening” of the hyperbola is very small. As e increases, the opening gets bigger.

y2 x2 = 1, x Ú 0 100 100

AN42 83.

ANSWERS Section 6.4

1 x2 - y2 = 1; asymptotes y = ; x 4 2 x2 1 y2 = 1; asymptotes y = ; x 4 2

x2 1 4 1 y x 2 (2, 0)

y2 

y (0, 1)

2.5

(2, 0) x

1.5

x2  y2  1 4

(0, 1)

1 y x 2

85. Ax2 + Cy2 + F = 0

If A and C are of opposite sign and F Z 0, this equation may be written as

y2 x2 + = 1, F F a- b a- b A C

F F and - are opposite in sign. This is the equation of a hyperbola with center (0, 0). A C F F The transverse axis is the x-axis if 7 0; the transverse axis is the y-axis if 6 0. A A where -

Ax2 + Cy2 = -F

6.5 Assess Your Understanding (page 417) 5. cot12u2 =

A - C B

6. Parabola 7. B2 - 4AC 6 0

17. Hyperbola 19. Circle 21. x = 25. x =

y 2.5 x (1, 0) 2.5 x

y (1, 0)

9. T

10. F 11. Parabola 13. Ellipse 15. Hyperbola

22 22 1x¿ - y¿2, y = 1x¿ + y¿2 2 2

1 1 A x¿ - 23y¿ B , y = A 23x¿ + y¿ B 2 2

31. u = 45° (see Problem 21) y¿ 2 x¿ 2 = 1 3 Hyperbola Center at origin Transverse axis is the x¿-axis. Vertices at 1;1, 02

8. T

27. x =

23. x =

22 22 1x¿ - y¿2, y = 1x¿ + y¿2 2 2

25 25 1x¿ - 2y¿2, y = 12x¿ + y¿2 5 5 33. u = 45° (see Problem 23) y¿ 2 x¿ 2 + = 1 4 Ellipse Center at (0, 0) Major axis is the y¿-axis. Vertices at 10, ;22 y

29. x =

213 213 13x¿ - 2y¿2, y = 12x¿ + 3y¿2 13 13 35. u = 60° (see Problem 25) x¿ 2 + y¿ 2 = 1 4 Ellipse Center at (0, 0) Major axis is the x¿-axis. Vertices at 1;2, 02

y

y 2.5 x

2.5 x

(0, 2) x (0, 2)

37. u L 63° (see Problem 27)

39. u L 34° (see Problem 29) 1x¿ - 222

y¿ 2 = 8x¿

4

+ y¿ 2 = 1

(2, 0)

y

2.5

2.5 x

(2, 0)

7 ; 24 3 u = sin-1 a b L 37° 5

41. cot12u2 =

Parabola

Ellipse

1x¿ - 122 = -6ay¿ -

Vertex at (0, 0)

Center at (2, 0)

Parabola

Focus at (2, 0)

Major axis is the x¿-axis.

y 5 y

Vertices at (4, 0) and (0, 0)

x (2, 0) 5 x

y

y 6

y

(2, 1) x (4, 0) 5 x (2, 1)

43. Hyperbola 45. Hyperbola 47. Parabola 49. Ellipse 51. Ellipse 53. Refer to equation (6): A¿ B¿ C¿ D¿ E¿ F¿

= = = = = =

1 Vertex at a1, b 6 4 Focus at a1, - b 3

A cos2 u + B sin u cos u + C sin2 u B1cos2 u - sin2 u2 + 21C - A21sin u cos u2 A sin2 u - B sin u cos u + C cos2 u D cos u + E sin u -D sin u + E cos u F

y

5

1,

1 6 x 5 x 1, 

4 3

1 b 6

ANSWERS Section 6.7

AN43

55. Use Problem 53 to find B¿ 2 - 4A¿C¿. After much cancellation, B¿ 2 - 4A¿C¿ = B2 - 4AC. 57. The distance between P1 and P2 in the x¿y¿-plane equals 21x2 œ - x1 œ22 + 1y2 œ - y1 œ22 . Assuming that x¿ = x cos u - y sin u and y¿ = x sin u + y cos u, then 1x2 œ - x1 œ22 = 1x2 cos u - y2 sin u - x1 cos u + y1 sin u22

= cos2 u1x2 - x122 - 2 sin u cos u1x2 - x121y2 - y12 + sin2 u1y2 - y122, and

1y2 œ - y1 œ22 = 1x2 sin u + y2 cos u - x1 sin u - y1 cos u22 = sin2 u1x2 - x122 + 2 sin u cos u1x2 - x121y2 - y12 + cos2 u1y2 - y122.

Therefore, 1x2 œ - x1 œ22 + 1y2 œ - y1 œ22 = cos2 u1x2 - x122 + sin2 u1x2 - x122 + sin2 u1y2 - y122 + cos2 u1y2 - y122

= 1x2 - x1221cos2 u + sin2 u2 + 1y2 - y1221sin2 u + cos2 u2 = 1x2 - x122 + 1y2 - y122.

6.6 Assess Your Understanding (page 423) 3. conic; focus; directrix 4. 1; 61; 71

5. T

6. T 7. Parabola; directrix is perpendicular to the polar axis 1 unit to the right of the pole. 4 9. Hyperbola; directrix is parallel to the polar axis units below the pole. 3 3 11. Ellipse; directrix is perpendicular to the polar axis units to the left of the pole. 2 13. Parabola; directrix is perpendicular to 15. Ellipse; directrix is parallel to the 17. Hyperbola; directrix is perpendicular to 8 3 the polar axis 1 unit to the right of the pole; polar axis units above the pole; the polar axis units to the left of the pole; 3 2 3p 1 8 p vertex is at a , 0 b. vertices are at a , b and a8, vertices are at 1-3, 02 and 11, p2. b. 2 7 2 2 y Directrix 1,

P 2

1,

3P 2

1 ,0 2

2

Polar x axis

2

8,

19. Ellipse; directrix is parallel to the polar axis 8 units below the pole; p 8 3p b. vertices are at a8, b and a , 2 3 2 P 2

Directrix y P 5 3, 2 (3, 0) (1, P) Polar 5 x axis 3P 3, 2

(2, 0) Polar 5 x axis

3P 2

21. Ellipse; directrix is parallel to the polar axis 3 units below the pole; p 6 3p b. vertices are at a6, b and a , 2 5 2 y 7

y 8,

8 P , 7 2

Directrix y (2, P) 2

6,

Directrix y 5 (2, P)

P 2

(4, 0) 4

(2, P)

Polar x axis 4 8 3P (4, P) , Directrix 3 2

6 3P , 5 2

25. y2 + 2x - 1 = 0

27. 16x2 + 7y2 + 48y - 64 = 0

33. 9x2 + 5y2 - 24y - 36 = 0

(2, 0)

Polar 5 x axis

3,

Directrix

29. 3x2 - y2 + 12x + 9 = 0

35. 3x2 + 4y2 - 12x - 36 = 0

23. Ellipse; directrix is perpendicular to the polar axis 6 units to the left of the pole; vertices are at (6, 0) and 12, p2.

37. r =

1 1 + sin u

3,

P 2

(6, 0) 4

Polar x axis

3P 2

31. 4x2 + 3y2 - 16y - 64 = 0 39. r =

12 5 - 4 cos u

41. r =

12 1 - 6 sin u

43. Use d1D, P2 = p - r cos u in the derivation of equation (a) in Table 5. 45. Use d1D, P2 = p + r sin u in the derivation of equation (a) in Table 5.

6.7 Assess Your Understanding (page 434) 2. plane curve; parameter 3. ellipse 4. cycloid 5. F 6. T 7. y 9. y

11.

5

13.

y 10

y 5

6 x

3

x

x - 3y + 1 = 0 15.

10 x

x

5 12

y = 2x - 2 17.

y 5

y = x - 8 19.

y 3

3 x

x = 31y - 122 21.

y 5

5 x

y 5

5 x

5 x

2y = 2 + x

y = x3

y2 x2 + = 1 4 9

y2 x2 + = 1 4 9

AN44 23.

ANSWERS Section 6.7

25.

y

27. x = t

y 1

back and forth twice

2 (兹2 , 1)

y = 4t - 1 29. x = t y = t2 + 1

1 x x

2

x = t3 y = t6 + 1

or

x = 2 3t 31. x = t or y = t3 y = t x = t3 33. x = t or 2/3 y = t ,t Ú 0 y = t2, t Ú 0 35. x = t + 2, y = t, 0 … t … 5 37. x = 3 cos t, y = 2 sin t, 0 … t … 2p

x + y = 1

x2 - y2 = 1

t + 1 4 y = t x =

or

39. x = 2 cos1pt2, y = -3 sin1pt2, 0 … t … 2 41. x = 2 sin12pt2, y = 3 cos12pt2, 0 … t … 1 43.

y (4, 16) 20

y 16

(4, 16)

(1, 1) (0, 0) C1

(1, 1) 5 x

y 20

(1, 1)

45.

C3

(1, 1) C2

C4

(1, 1) 5 x

4

6 5

(1, 1) 5 x

(4, 16)

2.5 x

47.

7

y 20

(4, 16)

6

9

6

5

49. (a) x = 3 y = -16t2 + 50t + 6 (b) 3.24 s (c) 1.56 s; 45.06 ft (d) 50

53. (a) x = 1145 cos 20°2t y = -16t2 + 1145 sin 20°2t + 5 (b) 3.20 s (c) 435.61 ft (d) 1.55 s; 43.43 ft (e) 170

51. (a) Train: x1 = t2, y1 = 1; Bill: x2 = 51t - 52, y2 = 3 (b) Bill won’t catch the train. (c) 5

Bill Train

0

0 0

5

0

440

100 120

0

55. (a) x = 140 cos 45°2t

57. (a) Camry: x = 40t - 5, y = 0; Chevy Impala: x = 0, y = 30t - 4

y = -4.9t + 140 sin 45°2t + 300 (b) 11.23 s (c) 317.52 m (d) 2.89 s; 340.82 m (e) 400 2

(b) d = 2140t - 522 + 130t - 422 (c) 7

(d) 0.2 mi; 7.68 min (e) Turn axes off to see the graph: 4

6 0

6

0.2 0

160

320

4

0

22 22 v0 t, y = -16t2 + v t + 3 (b) Maximum height is 139.1 ft. (c) The ball is 272.25 ft from home plate. 2 2 0 clear the wall by about 99.5 ft. 61. The orientation is from 1x1 , y12 to 1x2 , y22. 59. (a) x =

Review Exercises (page 438)

(d) Yes, the ball will

1. Parabola; vertex (0, 0), focus 1-4, 02, directrix x = 4 3. Hyperbola; center (0, 0), vertices (5, 0) and 1-5, 02, foci A 226, 0 B and A - 226, 0 B , 1 1 asymptotes y = x and y = - x 5. Ellipse; center (0, 0), vertices (0, 5) and 10, -52, foci (0, 3) and 10, -32 7. x2 = -41y - 12: Parabola; 5 5 y2 x2 = 1: Hyperbola; center (0, 0), vertices A 22, 0 B and A - 22, 0 B , foci A 210, 0 B and A - 210, 0 B , vertex (0, 1), focus (0, 0), directrix y = 2 9. 2 8 asymptotes y = 2x and y = -2x

3 5 11. 1x - 222 = 21y + 22: Parabola; vertex 12, -22, focus a2, - b, directrix y = 2 2

ANSWERS Chapter 6 Review Exercises

13.

15.

1y - 222

AN45

- 1x - 122 = 1: Hyperbola; center (1, 2), vertices (1, 4) and (1, 0), foci A 1, 2 + 25 B and A 1, 2 - 25 B , asymptotes y - 2 = ;21x - 12

4 1x - 222

+

9

1y - 122 4

= 1: Ellipse; center (2, 1), vertices (5, 1) and 1-1, 12, foci A 2 + 25 , 1 B and A 2 - 25, 1 B

17. 1x - 222 = -41y + 12: Parabola; vertex 12, -12, focus 12, -22, directrix y = 0 19.

1x - 122

+

4

1y + 122 9

= 1: Ellipse; center 11, -12, vertices (1, 2) and 11, -42, foci A 1, -1 + 25 B and A 1, -1 - 25 B

21. y2 = -8x

23.

y 5 (2, 4) F  (2, 0)

4

x2 = 1 12

-

5 x

27. 1x - 222 = -41y + 32

29. 1x + 222 -

D: y  2

8 x V  (2, 3)

(0, 4)

9

3

V1  (3, 3) F1  (4, 3)

(4, 4)

= 1

-

1y - 222 7

2 x F2  (0, 3)

y2 x2 + = 1 16 7 y (0, 兹7) 5 V1  (4, 0)

35.

1x - 322

-

9

1y - 122 4

F2  (3, 0)

F1  (3, 0) (0, 兹7 )

31.

1x + 422 16

+

1y - 522 25

= 1

y V2  (4, 10) 10 F2  (4, 8) (4, 5) (8, 5) x 9

(2, 3 兹3 )

= 1

V2  (4, 0) 5 x

V2  (1, 3)

(2, 3)

F  (2, 4)

1x + 122

1y + 322

y  3  兹3 (x  2) y y  3  兹3 (x  2) 2 (2, 3 兹3 )

y 2

33.

25.

V2  (0, 2) y 5 F2  (0, 4) 兹3 y x 兹3 y 3 x 3 5 x (2兹3, 0) (2兹3, 0) V1  (0, 2) F1  (0, 4)

D: x  2

V  (0, 0) (2, 4)

y2

= 1

(0, 5) F1  (4, 2) V1  (4, 0)

37. Parabola 39. Ellipse 41. Parabola 43. Hyperbola

y  2  兹7 (x  1) y (1, 2 兹7 ) 3 12 V1  (4, 2) F1  (5, 2)

y (3, 1) y  1   2 (x  3) 5 (3, 3) 3 V2  (6, 1) V1  (0, 1) F2  (3  兹13, 1) F1  (3  兹13, 1) x 5 2 y  1  (x  3) (3, 1) 3

V2  (2, 2) F2  (3, 2) 8 x

(1, 2) y  2  兹7 (x  1) (1, 2 兹7 ) 3

47. x¿ 2 -

y¿ 2

2

= 1 9 Hyperbola Center at the origin Transverse axis the x¿-axis Vertices at 1;1, 02

y

y¿ x¿ 2 + = 1 2 4 Ellipse Center at origin Major axis the y¿-axis Vertices at 10, ;22

4213 x¿ 13 Parabola Vertex at the origin 213 Focus on the x¿-axis at a , 0b 13

51. y¿ 2 = -

y

y 5

(1, 0)

49.

45. Ellipse

x (1, 0) 5 x

x

(0, 2) 2

y 5

y

x

y

5 x

x (0, 2)

53. Parabola; directrix is perpendicular to the polar axis 4 units to the left of the pole; vertex is 12, p2. Directrix y 5

P 2 (2, P) Polar 5 x axis 3P 4, 2

55. Ellipse; directrix is parallel to the polar axis 6 units below the pole; p 3p b. vertices are a6, b and a2, 2 2 y 5

4,

(3, P) 2,

3P 2

6,

P 2

(3, 0) Polar 5 x axis

57. Hyperbola; directrix is perpendicular to the polar axis 1 unit to the right of the pole; 2 vertices are a , 0 b and 1-2, p2. 3 2,

P 2

2 ,0 3 2,

Directrix

3P 2

y 1

Directrix (2, P) Polar 3 x axis

AN46

ANSWERS Chapter 6 Review Exercises

59. y2 - 8x - 16 = 0 63.

61. 3x2 - y2 - 8x + 4 = 0 65.

y

67.

y (0, 6) 7

(2, 1) 2

2 (0, 2) (3, 2)

(2, 0) (3, 2)

x

2

y

2 (1, 0)

5 x (0, 2)

1y - 222 x2 + = 1 9 16

x + 4y = 2 69. x = t, y = - 2t + 4, - q 6 t 6 q x = 77.

71. x = 4 cos a

t - 4 , y = t, - q 6 t 6 q -2

1 ft or 3 in. 79. 19.72 ft, 18.86 ft, 14.91 ft 4

(2, 1) x

1 + y = x

p p tb , y = 3 sina tb, 0 … t … 4 2 2

73.

y2 x2 = 1 5 4

75. The ellipse

y2 x2 + = 1 16 7

81. 450 ft

83. (a) x = 180 cos 35°2t

(e)

50

y = - 16t + 180 sin 35°2t + 6 2

(b) 2.9932 s (c) 1.4339 s; 38.9 ft (d) 196.15 ft

0

250

50

Chapter Test (page 440)

3 3 1. Hyperbola; center: 1 -1, 02; vertices: 1- 3, 02 and (1, 0); foci: A -1 - 213, 0 B and A -1 + 213, 0 B ; asymptotes: y = - 1x + 12 and y = 1x + 12 2 2 1 3 5 2. Parabola; vertex: a 1, - b; focus: a1, b; directrix: y = 2 2 2 3. Ellipse; center: 1-1, 12; foci: A - 1 - 23, 1 B and A - 1 + 23, 1 B ; vertices: 1-4, 12 and (2, 1) 4. 1x + 122 = 61y - 32 F  (1, 4.5)

5.

y2 x2 + = 1 7 16

y

(4, 4.5)

6.

1y - 222

-

4

y 8

y 5 V1  (0, 4)

9 (2, 4.5)

(兹7, 0) F1

D: y  1.5

V  (1, 3)

F2

5 x

(兹7, 0) 5 x

1x - 222 8

F1

(2  2兹2, 2)

= 1

V1  (2, 4) (2  兹10, 5) (2, 2) (2  2兹2, 2) 8 x

V2  (0, 4)

F2

V2  (2, 0)

7. Hyperbola 8. Ellipse 9. Parabola 10. x¿ 2 + 2y¿ 2 = 1. This is the equation of an ellipse with center at (0, 0) in the x¿y¿-plane. The vertices are at 1-1, 02 and (1, 0) in the x¿y¿-plane.

y 5 y

x

11. Hyperbola; (x + 2)2 2

y2 3

= 1

12. y = 1 -

A

x + 2 3

y 5

1 5 x

(2, 1)

(1, 0) (10, 1)

13. The microphone should be located

2 ft from the base of the reflector, along its axis of symmetry. 3

Cumulative Review (page 440) 2 x2 y + =1 9 4 p 5p p 3. u = ; pk, k is any integer; u = ; pk, k is any integer 4. u = 12 12 6

1. - 6x + 5 - 3h

5. r = 8 sin u

2. (a) y = 2x - 2

(b) (x - 2)2 + y2 = 4

6. e x ` x Z

y 10

10 x

(c)

(d) y = 2(x - 1)2

3p ; pk, k is an integer f 4

7. 522.5°6

(e) y2 -

8. y =

x2 +5 5

x2 =1 3

45 x (25, 2)

ANSWERS Section 7.1

AN47

CHAPTER 7 Exponential and Logarithmic Functions 7.1 Assess Your Understanding (page 454)

1 11. a -1, b; (0, 1); (1, a) 12. 1 13. 4 14. F a 15. (a) 11.212 (b) 11.587 (c) 11.664 (d) 11.665 17. (a) 8.815 (b) 8.821 (c) 8.824 (d) 8.825 19. (a) 21.217 (b) 22.217 (c) 22.440 (d) 22.459 21. 3.320 23. 0.427 25. Neither 27. Exponential; H1x2 = 4x 29. Exponential; f1x2 = 3(2x) 31. Linear; H1x2 = 2x + 4 33. B 35. D 37. A 39. E

6. Exponential function; growth factor; initial value 7. a

41.

43.

y 9 1,

(0, 2)

y1

y5

51. (2, 6) (1, 3) y2 6 x

(2, 5)

(1, e)

Domain: All real numbers Range: 5y ƒ y 6 26 or 1 - q , 22 Horizontal asymptote: y = 2 99.

y 8

2, 

(2, e 2) (1, e) (0, 1) 5 x

1, 

1 e2

y 3

1 e (0, 1)

Domain: 1 - q , q 2 Range: [1, q 2 Intercept: (0, 1)

1, 

1 e

y0 5 x 1 2,  2 e

(0, e2)

63. 5-46

I1 (t)  12(1  e

y 8

1 3, e

65. 526

75. 5 -4, 26

(2, 1) y05 x

Domain: All real numbers Range: 5y ƒ y 7 06 or 10, q 2 Horizontal asymptote: y = 0

3 67. e f 2

77. 5-46

69. E - 22, 0, 22 F

79. 51, 26

81.

1 49

83.

71. 566 1 4

87. f1x2 = - 6x

101. (a) 74% (b) 47% 103. (a) $12,123 (b) $6443 105. 3.35 mg; 0.45 mg

107. (a) 0.632 (b) 0.982 (c) 1 (d) y  1  e0.1t 1

0

40 0

(e) About 7 min (c) 100%

115. 36 117.

Final Value of Denominator Expression 1 2 3 4 5 6

)

5 t

119. f(A + B) = aA + B = aA # aB = f(A) # f(B)

5 3

89. f(x) = 3x + 2 1 9 9 91. (a) 16; (4, 16) (b) -4; a -4, b 93. (a) ; a -1, b 16 4 4 (b) 3; (3, 66) 95. (a) 60; 1-6, 602 (b) -4; 1- 4, 122 (c) -2

I2 (t)  24(1  e0.5 t ) 2t

y0

(1, e)

Domain: 1- q , q 2 Range: [ - 1, 02 Intercept: 10, -12

109. (a) 0.0516 (b) 0.0888 111. (a) 70.95% (b) 72.62% 113. (a) 5.41 amp, 7.59 amp, 10.38 amp (b) 12 amp (d) 3.34 amp, 5.31 amp, 9.44 amp (e) 24 amp (c), (f) I 30

55.

5 x

85. f1x2 = 3x

5 x

(2, e 2)

x

Domain: All real numbers Range: 5y ƒ y 7 - 26 or 1- 2, q 2 Horizontal asymptote: y = - 2

1 1, e

73. 5-1, 76

y2 5 x

Domain: All real numbers Range: 5y ƒ y 6 56 or 1- q , 52 Horizontal asymptote: y = 5

2.5

y  2

Domain: All real numbers Range: 5y ƒ y 7 06 or 10, q 2 Horizontal asymptote: y = 0 61. 536

y 5 (0, 1)

y0

y 8

(1, e) (0, 1) y0

Domain: All real numbers Range: 5y ƒ y 7 26 or 12, q 2 Horizontal asymptote: y = 2

(0, 4)

(0, 1)

(1, 1)

Domain: All real numbers Range: 5y ƒ y 7 06 or 10, q 2 Horizontal asymptote: y = 0

(2, e2) y2 2.5 x

59.

y 10

1, 

53.

y 8 7 2, 3 (0, 3)

3 2

2.5 x

Domain: All real numbers Range: 5y ƒ y 7 06 or 10, q 2 Horizontal asymptote: y = 0

y 8

97.

1,

(0, 3)

1 0, 3

Domain: All real numbers Range: 5y ƒ y 7 26 or 12, q 2 Horizontal asymptote: y = 2 57.

47.

y 7

(1, 6)

(1, 1) y0 2.5 x

Domain: All real numbers Range: 5y ƒ y 7 16 or 11, q 2 Horizontal asymptote: y = 1 y 8 33 1, 16

10. T

(2, 3)

2.5 x

49.

9. F

45.

y 5

(1, 3)

3 2

8. T

121. f(ax) = aax = (ax)a = 3f(x)4a

+ + + + + +

1 2 3 4 5 6

2.5 2.8 2.7 2.721649485 2.717770035 2.718348855

Compare Value to e « 2.718281828 2.5 6 e 2.8 7 e 2.7 6 e 2.721649485 7 e 2.717770035 6 e 2.718348855 7 e

AN48

ANSWERS Section 7.1 (b)

1 -x (e + e( - x)) 2 1 = (e - x + ex) 2 1 = (ex + e - x) ` 2 = f(x)

123. (a) f(-x) =

y

6

1 x (e  ex ) 2

6

(c) (cosh x)2 - (sinh x)2 2 2 1 1 = c (ex + e - x) d - c (ex - e - x) d 2 2 =

1 2x 3e + 2 + e - 2x - e2x + 2 - e - 2x4 4

=

1 (4) = 1 4

6 1

125. 59 minutes

7.2 Assess Your Understanding (page 468) 4. 5x ƒ x 7 06 or 10, q 2

1 5. a , - 1 b, 11, 02, 1a, 12 a

6. 1

7. F

9. 2 = log3 9

8. T

11. 2 = loga 1.6

13. x = log2 7.2

15. x = ln 8

1 1 33. 4 35. 37. 5x ƒ x 7 36; 13, q 2 2 2 39. All real numbers except 0; 5x ƒ x Z 06 41. 5x ƒ x 7 106; 110, q 2 43. 5x ƒ x 7 - 16; 1-1, q 2 45. 5x ƒ x 6 - 1 or x 7 06; 1- q , -12 ´ 10, q 2 47. 5x ƒ x Ú 16; [1, q 2 49. 0.511 51. 30.099 53. 2.303 55. -53.991 57. 22

17. 23 = 8

59.

19. a6 = 3

21. 3x = 2

y f (x)  3 x yx (1, 3) 5 (3, 1) 1 1, (0, 1) f 1 (x)  log 3 x 3 5 x (1, 0)

23. ex = 4

25. 0

61.

29. -4

27. 2

x

f(x) 

1 2 y

1 ,1 yx 2

5

1,

(1, 2)

5

67. A

69. E

75. (a) Domain: 10, q 2 (b) y

5

5

2

8 x

(1, 2) 5 x

2 x

x  4

65. D

1 2

73. (a) Domain: 10, q 2 y (b)

(3, 0)

(c) Range: 1- q , q 2 Vertical asymptote: x = - 4 (d) f - 1(x) = ex - 4 (e) Domain of f - 1: ( - q , q ) Range of f-1: ( -4, q ) y (f)

63. B

x f 1 (x)  log 1/2 x (2, 1)

1 , 1 3

71. (a) Domain: 1 -4, q 2 y (b)

31.

1, 3 2

x0

(c) Range: 1- q , q 2 Vertical asymptote: x = 0 (d) f - 1(x) = ex - 2 (e) Domain of f - 1: 1- q , q 2 Range of f-1: (0, q ) y (f) 8

5

x0

(c) Range: 1- q , q 2 Vertical asymptote: x = 0 1 (d) f - 1(x) = ex + 3 2 (e) Domain of f - 1: 1- q , q 2 Range of f-1: (0, q ) y (f) 8

(0, 3)

5 x y  4

(2, 1)

y0

3,

7 x

1 2

y0

77. (a) Domain: 14, q 2 (b) y x  4 2.5

79. (a) Domain: 10, q 2 (b) y 2.5

5,

(5, 2) 8 x

(c) Range: 1- q , q 2 Vertical asymptote: x = 4 (d) f - 1(x) = 10x - 2 + 4 (e) Domain of f - 1 : 1 - q , q 2 Range of f-1: (4, q ) y (f) 8 (2, 5)

81. (a) Domain: 1-2, q 2 (b) x  2 y (1, 3)

x0

(c) Range: 1- q , q 2 Vertical asymptote: x = - 2 (d) f - 1(x) = 3x - 3 - 2 (e) Domain of f - 1 : 1- q , q 2 Range of f-1: ( -2, q ) y (f) 5 (4, 1)

8

y0

(1, 4) 5 x

(c) Range: 1- q , q 2 Vertical asymptote: x = 0 1 # 2x 10 (d) f - 1(x) = 2 -1 (e) Domain of f : 1- q , q 2 Range of f-1: (0, q ) y (f)

0,

5

8 x

1, 0 2

y4

5 x

1 2

3 x

1 2

1, 5 2

y  2 5 x

5 x (3, 1)

AN49

ANSWERS Section 7.3 83. (a) Domain: 1- q , q 2 y (b)

85. (a) Domain: 1- q , q 2 y (b)

5

9

(2, 2)

(6, 8)

(0, 5) y4

5 x y  3

95. 536

97. 526

91. 526 99. e

93. 556

ln 10 f 3

103. E -222, 222 F

ln 8 - 5 f 2

105. 5-16

7 107. e 5 ln f 5 5 109. e 2 - log f 2 1 1 111. (a) e x ` x 7 - f; a- , q b 2 2 (b) 2; (40, 2) (c) 121; (121, 3)

(c) Range: 14, q 2 Horizontal asymptote: y = 4 (d) f - 1(x) = 3 log2 (x - 4) (e) Domain of f - 1 : 14, q 2 Range of f-1: ( - q , q ) (f) y

5

7 89. e f 2

101. e

8 x

(c) Range: 1- 3, q 2 Horizontal asymptote: y = - 3 (d) f - 1(x) = ln(x + 3) - 2 (e) Domain of f - 1 : 1- 3, q 2 Range of f-1: (- q , q ) y (f)

87. 596

8

(d) 4

(8, 6) (2, 2)

5 x

(5, 0) 10 x

x  3

115.

y 5

117. (a) 1 (b) 2 (c) 3 (d) It increases. (e) 0.000316 (f) 3.981 * 10-8 119. (a) 5.97 km (b) 0.90 km 121. (a) 6.93 min (b) 16.09 min 123. h L 2.29, so the time between injections is about 2 h, 17 min.

y 2.5

(1, 0) (1, 0) 5 x

5 x

(1, 0)

x0

x0

Domain: 5x ƒ x 7 06 Range: 5y ƒ y Ú 06 Intercept: (1, 0)

Domain: 5x ƒ x Z 06 Range: 1- q , q 2 Intercepts: 1-1, 02, (1, 0)

127. 50 decibels (dB) 129. 90 dB 131. 8.1 133. (a) k « 11.216 (b) 6.73 135. Because y = log1 x means 1y = 1 = x, which cannot be true for x Z 1

(c) 0.41%

125. 0.2695 s 0.8959 s y Amperes

113.

x4

2.0 1.6 1.2 0.8 0.4

(0.8959, 1)

(0.2695, 0.5) 0 0.4 1.2 2.0 Seconds

x

(d) 0.14%

7.3 Assess Your Understanding (page 479) 1. 0 2. 1 3. M 4. r 5. loga M; loga N 6. loga M; loga N 7. r loga M 8. 6 9. 7 10. F 11. F 12. F 13. 71 15. -4 17. 7 19. 1 5 1 21. 1 23. 3 25. 27. 4 29. a + b 31. b - a 33. 3a 35. 1a + b2 37. 2 + log5 x 39. 3 log2 z 41. 1 + ln x 43. ln x - x 4 5 1 45. 2 loga u + 3 loga v 47. 2 ln x + ln11 - x2 49. 3 log2 x - log21x - 32 51. log x + log1x + 22 - 2 log1x + 32 2 1 1 2 1 1 x - 1 53. ln1x - 22 + ln1x + 12 - ln1x + 42 55. ln 5 + ln x + ln11 + 3x2 - 3 ln1x - 42 57. log5 u3v4 59. log3 a 5/2 b 61. log4 c d 3 3 3 2 x 1x + 124 63. -2 ln1x - 12 79. y =

65. log2[x13x - 224]

67. loga a

log x

25x6 22x + 3

81. y =

log 4

69. log2 c

1x + 122

1x + 321x - 12

log1x + 22

d

71. 2.771

73. -3.880

83. y =

log 2 3

2

1

4

2

2

85. y = Cx

b

87. y = Cx1x + 12

3 C12x + 12 2

89. y = Ce3x

log1x + 12 log1x - 12

4

5

2

75. 5.615 77. 0.874

0

5

4

91. y = Ce-4x + 3

1>6

93. y =

1x + 421>9

95. 3

97. 1

99. loga A x + 2x2 - 1 B + loga A x - 2x2 - 1 B = loga C A x + 2x2 - 1 B A x - 2x2 - 1 B D = loga[x2 - 1x2 - 12] = loga 1 = 0

101. ln11 + e2x2 = ln[e2x1e-2x + 12] = ln e2x + ln1e-2x + 12 = 2x + ln11 + e-2x2 1 -y 103. y = f1x2 = loga x; ay = x implies ay = a b = x, so -y = log1>a x = - f1x2. a 1 1 105. f1x2 = loga x; f a b = loga = loga 1 - loga x = - f1x2 x x M -1 -1 107. loga = loga1M # N-12 = loga M + loga N-1 = loga M - loga N, since aloga N = N-1 implies a-loga N = N; i.e., loga N = - loga N-1. N

AN50

ANSWERS Section 7.4

7.4 Assess Your Understanding (page 485) 5. 5166 27. e

7. e

16 f 5

9. 566

11. 5166

1 13. e f 3

15. 536

17. 556

29. 526

9 31. e f 2

33. 586

35. {log2 10} = e

- 5 + 3 25 f L {0.854} 2

8 ln 1 8 5 39. e log2 f = d t L 50.2266 3 5 3 ln 2 49. e

51. 506

ln 3 f L 51.5856 ln 2

61. {2.79} 63. { -0.57}

89. (a), (b)

ln 3 f L 50.3076 2 ln 3 + ln 4

53. e log4 a -2 + 27b f L 5-0.3156

65. { - 0.70}

83. E ln A 2 + 25 B F L 51.4446

41. e

19. e

85. e

67. {0.57} ln 5 –ln 3 ln 15

23. 5-26

ln 10 f L {3.322} ln 2

43. e

25. E -1 + 21 + e4 F L 56.4566

37. {-log8 1.2} = e -

ln 7 f L 51.3566 ln 0.6 + ln 7

55. 5log5 46 L 50.8616

87. (a) 556; (5, 3)

91. (a), (b), (c)

y f (x)  3x  1 18

21. 5 -66

45. 506

x2

g(x)  2

y 18

2 79. e -1, f 3

93. (a), (b), (c)

ln p f L 50.5346 1 + ln p

81. 506

y 5

(log3 10, 10) 3

2.5 x

47. e

(c) 516; yes, at (1, 2)

f (x)  3x

g(x)  10

(0.710, 6.541)

(b) 556; (5, 4)

ln 1.2 f L {-0.088} ln 8

57. No real solution 59. 5log4 56 L 51.1616

71. {1.32} 73. {1.31} 75. {1} 77. 5166

69. {0.39, 1.00}

f L 51.9216

21 f 8

g(x)  2x  2

1 , 2兹2 2

f (x)  2x  1

5 x

x

(c) 5x ƒ x 7 0.7106 or 10.710, q 2 95. (a)

97. (a) 2025 (b) 2043 99. (a) After 3.1 yr (b) After 7.1 yr (c) After 10.6 yr

y 5

f (x)  2x  4

5 x y  4

(b) 5x ƒ x 6 26 or 1- q , 22

7.5 Assess Your Understanding (page 494) 1 1. $15 2. 13 % 3

3. principal 4. I; Prt; simple interest 5. 4

6. effective rate of interest 7. $108.29 9. $609.50 11. $697.09 13. $1246.08

1 27. 6 % compounded annually 29. 9% compounded monthly 4 31. 25.992% 33. 24.573% 35. (a) About 8.69 yr (b) About 8.66 yr 37. 6.823% 39. 5.09 yr; 5.07 yr 41. 15.27 yr or 15 yr, 3 mo 43. $104,335 45. $12,910.62 47. About $30.17 per share or $3017 49. Not quite. Jim will have $1057.60. The second bank gives a better deal, since Jim will have $1060.62 after 1 yr. 51. Will has $11,632.73; Henry has $10,947.89. 53. (a) $79,129 (b) $38,516 55. About $1019 billion; about $232 billion 57. $940.90 59. 2.53% 61. 34.31 yr 63. (a) $1364.62 (b) $1353.35 65. $4631.93 15. $88.72

17. $860.72

67. (a) 6.12 yr (b) 18.45 yr

19. $554.09

(c)

21. $59.71

mP = Pa1 +

23. 5.095%

r nt b n

25. 5.127%

69. (a) 2.82%

(b) In 2020 or after 12 yr 71. 22.7 yr

r nt b n r nt r ln m = ln a1 + b = nt lna1 + b n n ln m t = r n ln a1 + b n m = a1 +

7.6 Assess Your Understanding (page 506) 1. (a) 500 insects (b) 0.02 = 2% per day (c) About 611 insects (d) After about 23.5 days (e) After about 34.7 days 3. (a) -0.0244 = - 2.44% per year (b) About 391.7 g (c) After about 9.1 yr (d) 28.4 yr 5. (a) N(t) = N0 ekt (b) 5832 (c) 3.9 days 7. (a) N(t) = N0 ekt (b) 25,198 9. 9.797 g 11. 9727 yr ago 13. (a) 5: 18 PM (b) About 14.3 min (c) The temperature of the pan approaches 70°F. 15. 18.63°C; 25.1°C 17. 1.7 ppm; 7.17 days or 172 hr 19. 0.26 M; 6.58 hr or 395 min 21. 26.6 days 23. (a) 1000 g (b) 43.9% (c) 30 g (d) 616.6 g (e) After 9.85 h (f) About 7.9 h 25. (a) 9.23 * 10 - 3, or about 0 (b) 0.81, or about 1 (c) 5.01, or about 5 (d) 57.91°, 43.99°, 30.07° 6

0

100 0

ANSWERS Chapter 7 Review Exercises

AN51

7.7 Assess Your Understanding (page 512) 1. (a)

(d)

1

1

1

7 0

1

7

(c)

190

7. (a)

(b) y =

10 70,000,000

(d) 799,475,917 (e) Approximately 291,599,733 (f) 2006

799,475,916.5 1 + 9.1968e

- 0.0160x

290,000,000

110

10 70,000,000

(c)

70,000

0

38

110

70,000

0

0

11. (a)

190 900

(c)

(b) y =

38 0

67,856.6

(d) About 67,856,600 subscribers (e) About 67,711,000 subscribers

1 + 19.844e - 0.2029x

(b) Quadratic with a 6 0 because of the “upside down U-shape” of the data (c) y = - 0.0311x2 + 3.4444x + 118.2493

225

20

(d)

90

(e) 201

225

20

175

13. (a)

7

(d) Approximately 168 computers

150

290,000,000

9. (a)

1

(e) 5.3 weeks (f) 0.14 g (g) After about 12.3 weeks

2400

900

110

40

(b) y = 100.32610.87692x (c) A(t) = 100.326e-0.1314t

(b) y = 32,741.02 - 6070.96 ln x

150

7 40

(e) 0.69 (f) After about 7.26 hr

2400

(d)

110

0

(b) y = 0.090311.33842x (c) N1t2 = 0.0903e0.2915t 5. (a)

3. (a)

1

90 175

(b) Exponential because depreciation of a car is described by exponential models in the theory of finance. (c) y = 31,808.51(0.8474)x

30,000

0

5

(d)

0

15,000

(e) $13,899

30,000

5

15,000

Review Exercises (page 517) 1. (a) 81 11. -3

(b) 2 13. 22

(c)

1 9

15. 0.4

(d) -3

3. log5 z = 2

5. 513 = u

17. log3 u + 2 log3 v - log3 w

7. e x ` x 7

19. 2 log x +

2 2 f; a , qb 3 3

1 log1x3 + 12 2

9. 5x ƒ x 6 1 or x 7 26; 1- q , 12 h 12, q 2 21. ln x +

1 ln1x2 + 12 - ln1x - 32 3

23.

25 log4 x 4

AN52

ANSWERS Chapter 7 Review Exercises

25. - 2 ln1x + 12 31.

27. log a

4x3 [1x + 321x - 22]1>2

b

29. 2.124 (c) Range of f: 10, q 2 Horizontal asymptote: y = 0 (d) f-11x2 = 3 + log2 x (e) Domain of f - 1: 10, q 2 Range of f - 1: 1- q , q 2

33. (a) Domain of f: 1- q , q 2 (b) y

3

9 1

8 (4, 2) (3, 1) 9 x

3

10

9 2

1,

1 41. e f 4 55. 5- 16

77. (a)

- 1 - 23 - 1 + 23 , f L 5- 1.366, 0.3666 2 2

16 153

(b) y = 165.73(0.9951)x

47. e

ln A -2 + 27 B ln 3

(c) 10; (10, 4) 5 5 (d) e x ` x 7 f or a , q b 2 2 (e) f-11x2 = 2x - 1 + 2

0

16

5. log 20 L 1.301

1 53. e , -3 f 2

51. 5836

(c)

50

1

9 0

(d) Approximately 83 s

12 f 5

63. 3229.5 m 65. (a) 37.3 W (b) 6.9 dB 67. (a) 9.85 yr (b) 4.27 yr 69. $41,668.97 71. 24,203 yr ago 73. 7,237,271,501 75. $483.67 billion

153

2. b = 4 3. x = 625 4. e3 + 2 L 22.086 ln 21 6. log3 21 = L 2.771 7. ln 133 L 4.890 ln 3

49. e

s L 5-0.3986

79. (a)

165.1

Chapter Test (page 521) 1. x = 5

5 x y  3

(0, 2)

2 ln 3 f L 54.3016 ln 5 - ln 3

(b) 3; (6, 3)

(c)

165.1

1 45. e f 4

59. e log3 A - 2 + 27 B f = c

y f 1 (x)  2 x1  2 14 yx 5 (3, 6) 0, f (x)  log2 (x  2)  1 2 (6, 3) 10 x 5 ,0 2

0

1 ln 3, 0 2

x1

57. 51 - ln 56 L 5- 0.6096

61. (a), (e)

5 (0, 0) 5 x

9 , 2 2

1 ln3 2

(c) Range of f: 1- q , q 2 Vertical asymptote: x = - 3 (d) f-11x2 = e2x - 3 (e) Domain of f - 1: 1- q , q 2 Range of f - 1: 1-3, q 2 (f) y

(1  e, 1)

5 x

43. e

x  3

5

1 ,0 2

x0

5 x

(c) Range of f: 1- q , 12 Horizontal asymptote: y = 1 (d) f-11x2 = - ln 11 - x2 (e) Domain of f - 1: 1- q , 12 Range of f - 1: 1- q , q 2 (f) y

(c) Range of f: 10, q 2 Horizontal asymptote: y = 0 (d) f-11x2 = - log3 12x2 (e) Domain of f - 1: 10, q 2 Range of f - 1: 1 - q , q 2 (f) y

3 , 1 2

5 (2, 0)

0,

5 x

5

39. (a) Domain of f: 1-3, q 2 (b) y

y1 (0, 0) 5 x

(1, 1  e)

y0

(2, 4) (1, 3) 5 x

5 1 0, 2

3 2

y 5

x0

37. (a) Domain of f: 1- q , q 2 (b) y

35. (a) Domain of f: 1- q , q 2 (b) y 2,

y0

(f)

(b) C =

50

1

9 0

46.93 1 + 21.273e-0.7306t

(d) About 47 people; 50 people (e) 2.4 days; during the tenth hour of day 3 (f) 9.5 days

ANSWERS Appendix A.1 8. (a) Domain of f: 5x ƒ - q 6 x 6 q 6 or (- q , q ) y (b)

9. (a) Domain of f: 5x ƒ x 7 26 (e) Domain of f - 1: {x ƒ x 7 - 2} or (2, q) or ( - 2, q ) (b) y Range of f - 1: {y ƒ - q 6 y 6 q } 8 or ( - q , q ) y (f) (3, 1)

16

(1, 1)

(0, 2) 2.5 y  2

5 x

(c) Range of f: 5y ƒ y 7 - 26 or ( - 2, q); Horizontal asymptote: y = - 2 (d) f - 1 (x) = log4 (x + 2) - 1

10. 516

11. 5916

13. e

8

(0, 7) (1, 3)

x

y2

x2

8

x

(c) Range of f: 5y ƒ - q 6 y 6 q 6 or (- q , q ); vertical asymptote: x = 2 (d) f - 1 (x) = 51 - x + 2

x  2

12. 5- ln 26 L 5-0.6936

15. E 2 26 F L 54.8996

(7, 0) 5 x

(1, 1)

(e) Domain of f - 1: {x ƒ - q 6 x 6 q } or (- q , q ) Range of f - 1: 5y|y 7 2} or (2, q) (f) y

18

(2, 0)

AN53

1 - 213 1 + 213 , f L 5-1.303, 2.3036 2 2

16. 2 + 3 log2 x - log21x - 62 - log21x + 32

14. e

3 ln 7 f L 5-6.1726 1 - ln 7

17. About 250.39 days 18. (a) $1033.82 (b) $963.42 (c) 11.9 yr

19. (a) About 83 dB (b) The pain threshold will be exceeded if 31,623 people shout at the same time.

Cumulative Review (page 521) 1. Yes; no 5.

2. (a) 10

(b) 2x2 + 3x + 1 6.

y 10 (8, 0) 10 x (0, 4)

1 23 b is on the graph. 4. {-26} 3. a , 2 2 y 7. (a), (c)

(c) 2x2 + 4xh + 2h2 - 3x - 3h + 1 y 10

(0, 3)

5 g(x) y2

(0, 1) (1, 2)

x2 5 x (3, 0)

5 x yx

g1(x)

Domain g = range g-1 = 1- q , q 2 Range g = domain g-1 = 12, q 2 (b) g-11x2 = log31x - 22 3 8. e- f 2 11. (a)

9. 526

10. (a) 5 - 16

(c) 5256

(b) Logarithmic; y = 49.293 - 10.563 ln x

20

0

(b) 5x ƒ x 7 - 16 or 1-1, q 2

(c) Highest value of |r|

80 0

APPENDIX A Review A.1 Assess Your Understanding (page A10) 1. variable 2. origin 3. strict 4. base; exponent or power 5. T 6. T 7. F 8. F 9. {1, 2, 3, 4, 5, 6, 7, 8, 9} 11. {4} 13. {1, 3, 4, 6} 15. {0, 2, 6, 7, 8} 17. {0, 1, 2, 3, 5, 6, 7, 8, 9} 19. {0, 1, 2, 3, 5, 6, 7, 8, 9} 21. – 2.5 23. > 25. > 5 –1 0 31 4

2

0.25 –1 –2 27. > 29. = 31. < 33. x>0 35. x5 x 4 3 1 145. (a) Yes (b) No 147. No; is larger; 0.000333... 149. No 3

AN54

ANSWERS Appendix A.2

A.2 Assess Your Understanding (page A19) 1 bh 3. C = 2pr 4. similar 5. T 6. T 7. F 8. T 9. T 10. F 11. 13 13. 26 15. 25 17. Right triangle; 5 2 19. Not a right triangle 21. Right triangle; 25 23. Not a right triangle 25. 8 in.2 27. 4 in.2 29. A = 25p m2; C = 10p m 256 31. V = 224 ft3; S = 232 ft2 33. V = p cm3; S = 64p cm2 35. V = 648p in.3; S = 306p in.2 37. p square units 39. 2p square units 3 41. x = 4 units; A = 90°; B = 60°; C = 30° 43. x = 67.5 units; A = 60°; B = 95°; C = 25° 45. About 16.8 ft 47. 64 ft2 1. right; hypotenuse 2. A =

49. 24 + 2p L 30.28 ft2; 16 + 2p L 22.28 ft

51. 160 paces 53. About 5.477 mi 55. From 100 ft: 12.2 mi; From 150 ft: 15.0 mi

A.3 Assess Your Understanding (page A26) 25 5. T 6. F 7. x2 + 6x + 8 9. 2x2 + 9x + 10 11. x2 - 49 13. 4x2 - 9 4 19. x3 - 6x2 + 12x - 8 21. 8x3 + 12x2 + 6x + 1 23. 1x + 621x - 62 25. 211 + 2x211 - 2x2

1. x4 - 16 2. x3 - 8 3. 3x1x - 221x + 22 4. add; 15. x2 + 8x + 16

17. 4x2 - 12x + 9

27. 1x + 121x + 102

41. 12x + 32

2

29. 1x - 721x - 32

43. 213x + 121x + 12

53. -14x - 5214x + 12

63. 13x - 5219x - 3x + 72 75.

85. 613x - 5212x + 12 15x - 42 2

47. 1x - 12 1x + x + 12 2

67. 1x - 121x + 121x + 22

77. 213x + 4219x + 132

2

2

37. 31x + 221x - 62

49. x 1x - 121x + 12 5

59. 1x + 321x - 62

57. -13x - 1213x + 121x2 + 12

65. 1x + 5213x + 112

1 1 2 ; ax - b 16 4

33. Prime 35. -1x - 521x + 32

45. 1x - 321x + 321x + 92 2

55. 12y - 5212y - 32

2

73. 9; 1y - 322

31. 41x2 - 2x + 82

51. 14x + 322

61. 1x + 221x - 32

69. 1x - 121x + 121x - x + 12 2

81. 51x + 321x - 2221x + 12

79. 2x13x + 52

39. y21y + 521y + 62

71. 25; 1x + 522

83. 314x - 3214x - 12

87. The possibilities are 1x ; 121x ; 42 = x ; 5x + 4 or 1x ; 221x ; 22 = x2 ; 4x + 4, 2

none of which equals x2 + 4.

A.4 Assess Your Understanding (page A35) 6. F 7. identity 8. F 9. T

15. –3 17. 4

10. discriminant; negative 11. F 12. F 13. 7

19.

5 4

21. –1 23. –18 25. –3

3 f 53. {–4, 4} 2 1 3 55. 2 57. No real solution 59. {–2, 2} 61. {–1, 3} 63. {–2, –1, 0, 1} 65. {0, 4} 67. {–6, 2} 69. e - , 3 f 71. {3, 4} 73. 2 2 2 3 3 1 3 -1 - 17 -1 + 17 75. e - , f 77. e - , 2 f 79. {–5, 5} 81. {–1, 3} 83. {–3, 0} 85. {–7, 3} 87. e - , f 89. e , f 3 2 4 4 4 6 6 5 - 129 5 + 129 3 -1 - 15 -1 + 15 91. {2- 12, 2+ 12} 93. e , f 95. e 1, f 97. No real solution 99. e , f 2 2 2 4 4 - 13 - 115 - 13 + 115 b + c 101. e , f 103. No real solution 105. Repeated real solution 107. Two unequal real solutions 109. x= 2 2 a 27. –16 29. 0.5 31. 2

111. x=

33. 2

35. 3

37. {0, 9} 39. {0, 9} 41. 21

R1R2 mv2 abc 113. x=a¤ 115. R= 117. R= a + b R1 + R 2 F

123. k= -

1 1 or 2 2

125. The solutions of ax¤-bx+c=0 are

43. {–2, 2} 45. 6 47. {–3, 3} 49. {–4, 1} 51. e -1,

119. r=

S - a S

121.

-2b -b + 2b2 - 4ac -b - 2b2 - 4ac -b = + = 2a 2a 2a a

b + 2b2 - 4ac b - 2b2 - 4ac and . 2a 2a

127. (b)

A.5 Assess Your Understanding (page A44) 1. T 2. 5 3. F 4. real; imaginary; imaginary unit 5. {–2i, 2i} 6. F 7. T 8. F 9. 8+5i 11. –7+6i 13. –6-11i 1 6 8 5 7 13 15. 6-18i 17. 6+4i 19. 10-5i 21. 37 23. + i 25. 1-2i 27. - i 29. - + i 31. 2i 33. –i 35. i 37. –6 39. –10i 5 5 2 2 2 2 1 1 1 1 41. –2+2i 43. 0 45. 0 47. 2i 49. 5i 51. 5i 53. {–2i, 2i} 55. {–4, 4} 57. {3-2i, 3+2i} 59. {3-i, 3+i} 61. e - i, + i f 4 4 4 4 1 2 1 2 1 13 1 13 63. e - i, + i f 65. e - i, - + i f 67. {2, –1 - 13i, -1 + 13i} 69. {–2, 2, –2i, 2i} 71. {–3i, –2i, 2i, 3i} 5 5 5 5 2 2 2 2 73. Two complex solutions that are conjugates of each other 75. Two unequal real solutions 77. A repeated real solution 79. 2-3i 81. 6 83. 25 85. 2+3i ohms 87. z+z=(a+bi)+(a-bi)=2a; z-z=(a+bi)-(a-bi)=2bi 89. z + w = 1a + bi2 + 1c + di2 = 1a + c2 + 1b + d2i=(a+c)-(b+d)i=(a-bi)+(c-di)=z + w

A.6 Assess Your Understanding (page A52) 5. negative 6. closed interval 7. –5, 5 8. –5<x–9 (d) –82

43.

22 2

63. 64

89.

1 15x + 221x + 121>2 2

25. 12 23

65.

x13x2 + 22 1x2 + 121>2

1 27

AN56

ANSWERS Appendix A.7

103. 2x1>213x - 421x + 12

105. 1x2 + 421>3111x2 + 122

107. 13x + 521>312x + 321>2117x + 272

111. (a) 15,660.4 gal (b) 390.7 gal 113. 2 22p L 8.89 sec

109.

31x + 22 2x1>2

p 23 115. L 0.91 sec 6

A.8 Assess Your Understanding (page A75) 2. 3; 2 3. y = b; y-intercept 4. T

1. undefined; 0

1 2 (b) If x increases by 2 units, y will increase by 1 unit.

11. (a) Slope =

5. F 6. T

7. m1 = m2; y-intercepts; m1m2 = -1

1 3 15. Slope = 3 2 (b) If x increases by y 8 3 units, y will (2, 3) decrease by 1 unit.

13. (a) Slope = -

17. Slope = -

1 2

1 2

10. False 21. Slope undefined y

y 5

(2, 1)

5 (1, 2)

5

5 x

(4, 0)

9. -

19. Slope = 0

y 5 (2, 3)

8. 2

(3, 1) (2,1)

x

(1, 2)

5 x

8 x

23.

25.

y 8 (2, 5) 3

P  (1, 2)

27.

y 8 P  (2, 4)

3

4

1 5 x

39. x + y = 2 or y = -x + 2

P  (0, 3)

P  (1, 3) 5 x

(6, 1) 7 x

5 x

1 5 43. x + 2y = 5 or y = - x + 45. 3x - y = -9 or y = 3x + 9 2 2 1 5 1 49. x - 2y = -5 or y = x + 51. 3x + y = 3 or y = -3x + 3 53. x - 2y = 2 or y = x - 1 2 2 2 57. y = 2 59. 2x - y = -4 or y = 2x + 4 61. 2x - y = 0 or y = 2x 63. x = 4; no slope–intercept form 3 1 - 2y = -3 or y = x + 69. y = 4 2 2

67. x

71. Slope = 2; y-intercept = 3

73. Slope = 2; y-intercept = -2 y 5

y 8 (1, 5)

(0, 3)

31. (2, 6); (3, 10); (4, 14) 33. (4, -7); (6, -10); (8, -13) 35. (-1, -5); (0, -7); (1, -9) 1 37. x - 2y = 0 or y = x 2

y 5

41. 2x - y = 3 or y = 2x - 3

2 1 47. 2x + 3y = -1 or y = - x 3 3 55. x = 2; no slope–intercept form 65. 2x + y = 0 or y = -2x

29.

y 5

(0, 2)

75. Slope = y 5 (0, 2)

(1, 0) 5 x

1 ; y-intercept = 2 2

1 77. Slope = - ; y-intercept = 2 2 y 5 (0, 2)

(2, 3)

5 5 x

79. Slope =

2 ; y-intercept = -2 3

81. Slope = -1; y-intercept = 1

y 5

(0, 1) (3, 0) 5 x

(0, 2)

87. Slope = 1; y-intercept = 0

89. Slope =

21 2

(0, 5) 5 x

3 ; y-intercept = 0 2

5 x

(3, 0) 5 x

93. (a) x-intercept: -10; y-intercept: 8 (b) y

5

10 (0, 8)

(0, 0)

(10, 0)

5 (3, 0)

5 x

12

91. (a) x-intercept: 3; y-intercept: 2 (b) y (0, 2)

(2, 3)

21 95. (a) x-intercept: 3; y-intercept: 2 (b) y 0,

y 8

(4, 0)

(1, 0) 2.5 x

y 5

(2, 2) (1, 1)

85. Slope = 0; y-intercept = 5

y 5

5 x

y 5 (0, 0)

83. Slope undefined; no y-intercept

y 2.5

x

(4, 0)

5 x

x

8 x

y = 0 Parallel Neither x - y = -2 or y = x + 2 1 109. x + 3y = 3 or y = - x + 1 3

97. (a) x-intercept: 2; y-intercept: 3 99. (a) x-intercept: 5; y-intercept: -2 101. y (b) 103. y (b) 5 5 105. (0, 3) 107. (2, 0) (5, 0) 5 x

6 x (0, 2)

ANSWERS Appendix A.9

AN57

2 3 111. P1 = (-2, 5), P2 = (1, 3), m1 = - ; P2 = (1, 3), P3 = (-1, 0), m2 = ; because m1m2 = -1, the lines are perpendicular and the 3 2 points (-2, 5), (1, 3), and (-1, 0) are the vertices of a right triangle; thus, the points P1, P2, and P3 are the vertices of a right triangle. 113. P1 = (-1, 0), P2 = (2, 3), m = 1; P3 = (1, -2), P4 = (4, 1), m = 1; P1 = (-1, 0), P3 = (1, -2), m = -1; P2 = (2, 3), P4 = (4, 1), m = -1; opposite sides are parallel, and adjacent sides are perpendicular; the points are the vertices of a rectangle. 115. C = 0.20x + 29; $51.00; $75.00

117. C = 0.15x + 1289

Cost (dollars)

119. (a) C = 0.0944x + 10.55, 0 … x … 600 y (b) 100 80 60 (0, 10.55) 40 20 0 100

(600, 67.19)

300 500 x kW-hr

2 5 (°F - 32); approximately 21.1°C 123. (a) y = - x + 30 (b) x-intercept: 375; 9 25 The ramp meets the floor 375 in. (31.25 ft) from the base of the platform. (c) The ramp does not meet design requirements. It has a run of 31.25 ft long. (d) The only slope possible for the ramp to comply with the requirement is for it to drop 1 in. for every 12-in. run. 1 125. (a) A = x + 20,000 (b) $80,000 (c) Each additional box sold requires an 5 additional $0.20 in advertising. 127. All have the same slope, 2; the lines are parallel.

121. °C =

y 2x  y  0 6 (0, 4) (0, 0) 2x  y  2

(c) $29.43 (d) $57.75 (e) Each additional kW-hr used adds $0.0944 to the bill.

2 x  y  4

129. (b), (c), (e), (g) 131. (c) 137. No; no 139. They are the same line. 141. Yes, if the y-intercept is 0.

5 x (0, 2)

A.9 Assess Your Understanding (page A82) 1. scatter diagram 2. T 9. (a)

3. Linear relation, m 7 0

5. Linear relation, m 6 0 (c)

20

0

10

7. Nonlinear relation (e)

20

0

0

10

11. (a)

(d) y = 2.0357x - 2.3571 6

3

3

6

6

(b) Answers will vary. Using (-2, -4) and (2, 5), y =

25

25

0

38 46 54 62 70 x Weight (grams)

(b) Linear with positive slope

150

25

0 90

(d) y = 3.8613x + 180.2920

(d) (c) Answers will vary. Using the points (39.52, 210) and (66.45, 280), y = 2.599x + 107.288.

280 260 240 220 200

(e)

0 90

Number of Calories

y

6

150

90

(b) Answers will vary. Using (-20, 100) and (-10, 140), y = 4x + 180.

3

9 1 x + . (d) y = 2.2x + 1.2 4 2 (c)

150

Number of Calories

(e)

6

3

3

13. (a)

10 0

(c)

6

3

15. (a)

0

0

(b) Answers vary. Using (4, 6) and (8, 14), y = 2x - 2.

20

(e) 269 calories (f) If the weight of a candy bar is increased by 1 gram, the number of calories will increase by 2.599, on average.

y 280 260 240 220 200 38 46 54 62 70 x Weight (grams)

AN58

ANSWERS Appendix A.9

Demand (pairs of jeans sold per day)

19. (a) No (b)

(b)

4

1

13 0

(c) D = -1.3355p + 86.1974 (d) If the price increases $1, the quantity sold per day decreases by about 1.34 pairs of jeans, on average. (e) D(p) = -1.3355p + 86.1974 (f) 5p|0 6 p … 646 (g) About 49 pairs

D 60 55 50 45 40 18 22 26 30 34 p Price (dollars/pair)

(c) G(h) = -0.0942h + 3.2763 (d) If the number of hours playing video games in a week increases by 1 hour, the cumulative gradepoint average decreases 0.09, on average. (e) 2.52 (f) Approximately 9.3 hours

21.

y Incidence Rate (per 1000)

17. (a) The independent variable is the number of hours spent playing video games and cumulative grade-point average is the dependent variable because we are using number of hours playing video games to predict (or explain) cumulative grade-point average.

50 40 30 20 10 x 35 40 Age of Mother

No, the data do not follow a linear pattern.

23. No linear relation 25. 34.8 hours; A student whose GPA is 0 spends 34.8 hours each week playing video games.; G(0) = 3.28; The average GPA of a student who does not play video games is 3.28.

APPENDIX B Graphing Utilities B.1 Exercises (page B2) 1. (-1, 4); II 3. (3, 1); I 7. Xmin = -6, Xmax = 11. Xmin = -11, Xmax 13. Xmin = -30, Xmax 15. Xmin = -10, Xmax

5. Xmin = -6, Xmax = 6, Xscl = 2, Ymin = -4, Ymax = 4, Yscl = 2 6, Xscl = 2, Ymin = -1, Ymax = 3, Yscl = 1 9. Xmin = 3, Xmax = 9, Xscl = 1, Ymin = 2, Ymax = 10, Yscl = 2 = 5, Xscl = 1, Ymin = -3, Ymax = 6, Yscl = 1 = 50, Xscl = 10, Ymin = -90, Ymax = 50, Yscl = 10 = 110, Xscl = 10, Ymin = -10, Ymax = 160, Yscl = 10

B.2 Exercises (page B4) 1. (a)

(b)

4

5

10

5

(b)

4

5

10

5

5

(b)

10

5

(b)

5

5

4

(b)

4

15. (a)

10

8

10

5

(b)

5

4

10

8

4

5

10

8

4

8

8

8

10

5

5

10

10

(b)

4

11. (a)

10

8

4

8

4

10

5

5

10

8

4

13. (a)

7. (a)

8

4

8

4

8

4

9. (a)

5

10

(b)

4

8

4

5. (a)

3. (a)

8

8

10

10

8

ANSWERS Appendix B.5 17.

19.

21.

23.

25.

27.

29.

31.

B.3 Exercises (page B6) 1. -3.41

3. -1.71

5. -0.28

7. 3.00

9. 4.50

11. 1.00, 23.00

B.5 Exercises (page B8) 1. Yes 3. Yes

5. No 7. Yes

9. Answers may vary. A possible answer is Ymin = 4, Ymax = 12, and Yscl = 1.

AN59

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Prepare for Class “Read the Book” Feature

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Every chapter begins with…. Chapter Opening Article & Project

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The Article describes a real situation.The Project lets you apply what you learned to solve a related problem.

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The projects allow for the integration of spreadsheet technology that students will need to be a productive member of the workforce.

The projects allow the opportunity for students to collaborate and use mathematics to deal with issues that come up in their lives.

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Every section begins with….

Learning Objectives

1

Each section begins with a list of objectives. Objectives also appear in the text where the objective is covered.

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Most sections begin with a list of key concepts to review with page numbers.

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“Now Work ”

These follow most examples and direct you to a related exercise.

We learn best by doing.You’ll solidify your understanding of examples if you try a similar problem right away, to be sure you understand what you’ve just read.

111

PROBLEMS

WARNING

Warnings are provided in the text.

These point out common mistakes and help you to avoid them.

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Explorations and Seeing the Concept

These represent graphing utility activities to foreshadow a concept or solidify a concept just presented.

You will obtain a deeper and more intuitive understanding of theorems and definitions.

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121

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123

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125

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In selected exercise sets, applets are provided to give a "hands-on" experience.

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“Now Work ”

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111

These optional problems require the use of a graphing utility, and are marked by a special icon and green numbers.

Your instructor will usually provide guidance on whether or not to do these problems. If so, these problems help to verify and visualize your analytical results.

152

PROBLEMS

Graphing Calculator

CONICS Parabola

D: x = –a y V

y

D: x = a

y

V

F = (–a, 0) V

F = (a, 0) x

y

F = (0, a)

V x

x

x

D: y = –a

y2 = 4ax Ellipse

y2 = –4ax

V2 = (a, 0)

x F2 = (c, 0) (0, –b)

y2 x2 + = 1, a 7 b, a2 b2 Hyperbola

c2 = a2 - b2

x2 = –4ay y V = (0, a ) 2 F 2 = (0, c)

(0, b)

F1 = (–c, 0)

F = (0, –a)

x2 = 4ay

y V1 = (–a, 0)

F 1 = (– c, 0)

(b, 0) x

(– b, 0)

F 1 = (0, – c) V 1 = (0, – a)

y2 x2 + = 1, a 7 b, b2 a2 y

y

V 1 = (– a, 0)

D: y = a

V 2 = (a, 0) F 2 = (c, 0) x

V 1 = (0, –a )

c2 = a2 - b2

F 2 = (0, c)

V 2 = (0, a) x F 1 = (0, – c)

y2 x2 = 1, c2 = a2 + b2 a2 b2 b b Asymptotes: y = x, y = - x a a

PROPERTIES OF LOGARITHMS loga (MN) = loga M + loga N loga a

M b = loga M - loga N N

loga Mr = r loga M loga M =

log M ln M = log a ln a

ax = ex ln a

y2

x2 = 1, c2 = a2 + b2 a2 b2 a a Asymptotes: y = x, y = - x b b -

LIBRARY OF FUNCTIONS Identity Function f1x2 = x

Square Function f1x2 = x2

Cube Function f1x2 = x3

y

y 4

y 3

(1, 1)

(1, 1) (0, 0)

–3 (–1, –1)

(2, 4)

4

(–2, 4) (– 1, 1)

3x –4

(1, 1) 4x

(0, 0)

(0, 0) 4 x

–4 (–1, –1) –4

Square Root Function

Reciprocal Function 1 f1x2 = x

f1x2 = 1x y 2 (1, 1)

3x f1x2 = 1

y 3

y 1– 2

(2, )

2

(4, 2)

–2

3

Exponential Function f1x2 = ex

Natural Logarithm Function f1x2 = ln x

y

y 3

y 3

(2, e2)

(–2, 2) (– 1, 1)

6

(2, 2) (1, 1)

(e, 1) 3

3 x

(0, 0)

(–1, 1–e )

(1, e)

(1, 0) 3 x ( 1–e , 1)

(0, 1) 3 x

Sine Function f1x2 = sin x

Cosine Function f1x2 = cos x

y ⫺␲ – 2 1

⫺␲

⫺1

␲ – ␲ 2

y ⫺␲ – 2 1 2

⫺1

␲ x 2␲ 5–– 2

⫺␲ ⫺␲ –⫺1 2

2

␲ – 2

␲

3–– ␲ 2

␲ 2␲ 5–– 2

y 1 x

Secant Function f1x2 = sec x

␲ ␲ ⫺ 3–– ␲ ⫺ –– ⫺ 5–– 2⫺1 2 2

x

3␲ ⫺ ––– 2

␲ ⫺ –– 2⫺1

␲ –

3␲ –– 2

2

5␲ –– 2

Cotangent Function f1x2 = cot x

y 1

3␲ ––– 2

␲ –

Tangent Function f1x2 = tan x

y 1

3–– ␲ 2

Cosecant Function f1x2 = csc x

3␲ ⫺–––

3 x (0, 0) (1, 1)

(2, 2 ) 3

–2

–3

( 1–8 , 1–2)

3

2x

(–1, –1)

Absolute Value Function f1x2 = ƒ x ƒ

3

(2, 2 ) (1, 1)

( 1–8, 1–2)

(1, 1)

5 x

(0, 0)

–1

Cube Root Function

y 1 ␲ – 2

␲ 3–– 2

x

3␲ ⫺ ––– 2

␲ ⫺␲ – ⫺1 – 2

2

3␲ ––– 2

5␲ ––– 2

x

x

FORMULAS/EQUATIONS Distance Formula

If P1 = 1x1, y12 and P2 = 1x2, y22, the distance from P1 to P2 is 2

2

d(P1, P2) = 3(x2 - x1) + (y2 - y1) Standard Equation of a Circle Slope Formula

The standard equation of a circle of radius r with center at (h, k) is 1x - h22 + 1y - k22 = r2 The slope m of the line containing the points P1 = 1x1, y12 and P2 = 1x2, y22 is m =

y2 - y1 x2 - x1

if x1 Z x2 if x1  x2

m is undefined Point–Slope Equation of a Line

The equation of a line with slope m containing the point (x1, y1) is

Slope–Intercept Equation of a Line

The equation of a line with slope m and y-intercept b is

Quadratic Formula

The solutions of the equation ax2 + bx + c = 0, a Z 0, are

y  y1  m(x  x1)

y = mx + b

x =

-b ; 2b2 - 4ac 2a

If b2 - 4ac 7 0, there are two unequal real solutions. If b2 - 4ac = 0, there is a repeated real solution. If b2 - 4ac 6 0, there are two complex solutions that are not real.

GEOMETRY FORMULAS Circle

r = Radius, A = Area, C = Circumference

r

A = pr 2 Triangle

b = Base, h = Altitude (Height), A = area

h

A = 12 bh

b

Rectangle

l = Length, w = Width, A = area, P = perimeter

w

A = lw

l

Rectangular Box

h l

Sphere

w

P = 2l + 2w

l = Length, w = Width, h = Height, V = Volume, S = Surface area V = lwh

S = 2lw + 2lh + 2wh

r = Radius, V = Volume, S = Surface area

r

V = 43 pr3 Right Circular Cylinder

C = 2pr

r h

S = 4pr2

r = Radius, h = Height, V = Volume, S = Surface area V = pr2h

S = 2pr2 + 2prh

TRIGONOMETRIC FUNCTIONS

y

Let t be a real number and let P = 1x, y2 be the point on the unit circle that corresponds to t. y sin t = y cos t = x tan t = , x Z 0 x 1 1 x csc t = , y Z 0 sec t = , x Z 0 cot t = , y Z 0 y x y

(0, 1)

( 1–2 , ––23 ) ( ––22, ––22 ) (

3 1  –– , – 2 2

)

␲ 5–– 6

3␲ –– 4

( 1–2 , ––23 ) ␲ ( ––22, ––22 ) – 3

␲ – 2

␲ 2–– 3

␲ –

90 120 135

4

60 45

150 P ⫽ (x, y) y

y x ⫹ 2

t

⫽1

y2

P ⫽ (x, y)

x2 ⫹ y 2 ⫽ 1

6

30

180

0, 360 0, 2␲

(1, 0)

x 0 |t | units

x ␪ ⫽ t radians

( ––23, 1–2 )

x (1, 0)

␪ ⫽ t radians

s ⫽ t units t units 0

␲ t

␲ –

( ––23,  1–2 )

␲ 7–– 6

210 225 240

␲ 5–– 4

270

␲ 4–– ( ––22,  ––22 ) 3 ( 1–2 ,  ––23 )

s ⫽ |t | units

330 315 300

␲ 3–– 2 (0, 1)

5–– ␲ 3

11 ␲ ––– 6

␲ 7–– 4

( ––23,  1–2 )

( ––22,  ––22 ) ( 1–2 ,  ––23 )

TRIGONOMETRIC IDENTITIES Fundamental Identities tan u =

sin u cos u

cot u =

Half-Angle Formulas cos u sin u

1 1 sec u = sin u cos u sin2 u + cos2 u = 1 tan2 u + 1 = sec2 u cot2 u + 1 = csc2 u csc u =

sin cot u =

1 tan u

Double-Angle Formulas sin 12u2 = 2 sin u cos u cos 12u2 = cos2 u - sin2 u cos 12u2 = 2 cos2 u - 1 cos 12u2 = 1 - 2 sin2 u

u 1 - cos u = ; 2 A 2

u 1 + cos u = ; 2 A 2 u 1 - cos u tan = 2 sin u cos

tan 12u2 =

2 tan u 1 - tan2 u

Even-Odd Identities csc1-u2 = -csc u sin1-u2 = -sin u

Product-to-Sum Formulas sin a sin b = 12 [cos1a - b2 - cos1a + b2]

cos1-u2 = cos u

sec1-u2 = sec u

cos a cos b = 12 [cos1a - b2 + cos1a + b2]

tan1-u2 = -tan u

cot1-u2 = -cot u

sin a cos b = 12 [sin1a + b2 + sin1a - b2] Sum-to-Product Formulas

Sum and Difference Formulas sin1a + b2 = sin a cos b + cos a sin b sin1a - b2 = sin a cos b - cos a sin b cos1a + b2 = cos a cos b - sin a sin b cos1a - b2 = cos a cos b + sin a sin b

sin a + sin b = 2 sin

a + b a - b cos 2 2

sin a - sin b = 2 sin

a - b a + b cos 2 2 a + b a - b cos 2 2

tan1a + b2 =

tan a + tan b 1 - tan a tan b

cos a + cos b = 2 cos

tan1a - b2 =

tan a - tan b 1 + tan a tan b

cos a - cos b = -2 sin

a + b a - b sin 2 2

SOLVING TRIANGLES c

B

a

A

C b

Law of Sines sin B sin C sin A = = a c b

Law of Cosines a2 = b2 + c2 - 2bc cos A b2 = a2 + c2 - 2ac cos B c2 = a2 + b2 - 2ab cos C

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Index Abscissa, 2 Absolute maximum and minimum of functions, 46–47 Absolute value, 328, A5 inequalities involving, A51–A52 solving equations involving, A30–A31 Absolute value function, 54–55, 57 Acute angles, 251–53 complementary, 253 trigonometric functions of, 251–53 Addition, A10. See also Sum of complex numbers, A38–A39 of vectors, 340–41 geometrically, 336–37 in space, 359 Addition property of inequalities, A48 Aerodynamic forces, 376 Airplane wings, 303 Algebra essentials, A1–A13 distance on the real number line, A5–A6 domain of variable, A7 evaluating algebraic expressions, A6–A7 evaluating exponents, A10 graphing inequalities, A4–A5 Laws of Exponents, A7–A9 real number line, A4 sets, A1–A4 to simplify trigonometric expressions, 211–12 to solve geometry problems, 4 square roots, A9–A10 Algebraic vector, 338–39 Alpha particles, 410 Altitude of triangle, A15 Ambiguous case, 265–66 Amplitude of simple harmonic motion, 287 of sinusoidal functions, 143–44, 162–65 Analytic trigonometry, 181–249 algebra to simplify trigonometric expressions, 211–12 Double-angle Formulas, 230–34 to establish identities, 231–34 to find exact values, 230–31 Half-angle Formulas, 234–36 to find exact values, 235–36 for tangent, 236 inverse functions. See Inverse functions Product-to-Sum Formulas, 240–42 Sum and Difference Formulas, 218–30 for cosines, 218–19 defined, 218 to establish identities, 220–23 to find exact values, 219, 221–22 involving inverse trigonometric function, 224

for sines, 220–21 for tangents, 223 Sum-to-Product Formulas, 241–42 trigonometric equations, 200–210 calculator for solving, 203–4 graphing utility to solve, 205 identities to solve, 204–5 involving single trigonometric function, 200–203 linear, 202 linear in sine and cosine, 225–26 quadratic in form, 204 solutions of, defined, 200 trigonometric identities, 210–17 basic, 211 establishing, 212–15, 220–23, 231–34 Even–Odd, 211 Pythagorean, 211 Quotient, 211 Reciprocal, 211 Angle(s), 96–109. See also Trigonometric functions acute, 251–53 complementary, 253 trigonometric functions of. See Right triangle trigonometry central, 99 complementary, 253 defined, 96 of depression, 255–56 direction, 342 of vector, 361–64 drawing, 97–98 of elevation, 255–56 elongation, 273 Greek letters to denote, 96 of incidence, 209 inclination, 125 initial side of, 96 measurement of, 97–103 arc length, 100 degrees, 97–99, 100–102 to find the area of a sector of a circle, 103 to find the linear speed of an object traveling in circular motion, 104–5 radians, 99, 100–102 negative, 96 optical (scanning), 239 positive, 96 quadrantal, 97 of refraction, 209 of repose, 199 right, 97, A14 in standard position, 96–97 straight, 97 terminal side of, 96

between vectors, 350–51 in space, 361 viewing, 193 Angle-angle case of similar triangle, A18 Angle-side-angle case of congruent triangle, A17 Angular speed, 104 Aphelion, 397, 424, 441 Apollonius of Perga, 377 Approximate decimals, A3 Araybhata the Elder, 121 Arc length, 100 Area formulas for, A15 of parallelogram, 369 of sector of circle, 103 of triangle, 281–86, A15 SAS triangles, 281–82 SSS triangles, 282–83 Argument of complex number, 329 of function, 28 Arithmetic calculator, A10 Arithmetic mean, A55 ASA triangles, 264–65 Associative property of vector addition, 337 Asymptote(s), 69–70, 403–5 horizontal, 70 vertical, 70 Average rate of change, A65 of function, 48–49 exponential functions, 446–47 finding, 48–49 linear functions, 446–47 Axis/axes of complex plane, 328 of cone, 378 coordinate, 2 of ellipse, 388, 419 of hyperbola conjugate, 398 transverse, 398, 419 polar, 304 rotation of, 412–16 analyzing equation using, 414–16 formulas for, 413 identifying conic without, 416–17 of symmetry, of parabola, 379 Azimuth, 258 Barry, Rick, 39 Base of exponent, A8 Basic trigonometric identities, 211 Bearing (direction), 258 Bernoulli, Jakob, 325 Bernoulli, Johann, 433 Bessel, Friedrich, 261

I1

I2

Index

Best fit, line of, A81–A82 Binomial(s) cubing, A23 squares of (perfect squares), A23 Blood alcohol concentration (BAC), 467 Bonds, zero-coupon, 496–97 Bounding curves, 290 Box, volume and surface area of, A16 Brachistochrone, 433 Brancazio, Peter, 39 Branches of hyperbola, 398 Brewster’s Law, 210 Briggs, Henry, 478 Bürgi, Joost, 478 Calculator(s), A10. See also Graphing utility(ies) approximating roots on, A56 converting between decimals and degrees, minutes, seconds on, 98 converting from polar coordinates to rectangular coordinates, 307 to evaluate powers of 2, 444 functions on, 29–30 inverse sine on, 184 kinds of, A10 logarithms on, 477 trigonometric equations solved using, 203–4 Calculus, 207 area under curve, 193–94 area under graph, 51 difference quotient in, 29, 229, 480 Double-angle Formulas in, 232 e in, 451 exponential equations in, 484 functions and exponential, 443 increasing, decreasing, or constant, 44, 505 local maxima and local minima in, 45–46 independent variable in, 139 integral, 234 logarithms and, 474, 484 polar equations and, 325 projectile motion, 428–30 radians in, 123 simplifying expressions with rational exponents in, A60 Snell’s Law and, 209 tangent line and, 285 trigonometric functions and equations in, 205, 207–8, 232, 240 trigonometric identities useful in, 234 of variations, 433 Carbon dating, 500 Cardano, Girolamo, 333 Cardioid, 318–19, 324 Carlson, Tor, 511

Carrying capacity, 503 Cartesian (rectangular) coordinates converted to polar coordinates, 308–9 polar coordinates converted to, 306–7 polar coordinates vs., 304 polar equations graphed by converting to, 314–17 in space, 357 Cartesian (rectangular) form of complex number, 329–30 Catenary, 387 Ceilometer, 256 Cell division, 498, 503 Cellular telephones, 1 Center of circle, 16 of hyperbolas, 398 of sphere, 365 Central angle, 99 Change-of-Base Formula, 477–78 Circle(s), 16–19, 378 arc length of, 100 area of, A16 area of sector of, 103 center of, 16 central angle of, 99 circumference of, A16 defined, 16 general form of equation of, 18–19 graphing, 17–18, 323 inscribed, 286 intercepts of, 18 polar equation of, 314, 316–17 radius of, 16 standard form of equation of, 16–17 unit, 17, 109–12 Circular functions, 111 Circular motion, 104–5 simple harmonic motion and, 287 Circumference, A16 Clark, William, 250, 302 Clinton, Bill, 52 Clock, Huygens’s, 433 Closed interval, A46, A47 Coefficient correlation, A82 damping, 290 Cofunctions, 253 names of, 121 Common logarithms (log), 464, 477, 478 Commutative property of dot products, 350, 361 of vector addition, 336–37 Complementary angles, 253 Complementary Angle Theorem, 253 Complement of set, A2 Complete graph, 10 Completing the square, A25–A26, A32–A33 identifying conics without, 412

Complex number(s), 345, 354, A38–A42 addition, subtraction, and multiplication of, A38–A42 argument of, 329 conjugates of, 329, A40 definition of, A38 De Moivre’s Theorem and, 331–32 equality of, A39 geometric interpretation of, 328 imaginary part of, A38 magnitude (modulus) of, 328 in polar form converting from rectangular form to, 329–30 converting to rectangular form, 329–30 products and quotients of, 330 product of, 330 quotient of, 330 real part of, A38 in standard form, A38 power of, A42 reciprocal of, A40–A41 Complex number system, A38 quadratic equations in, A42–A44 Complex plane, 328–30 defined, 328 imaginary axis of, 328 plotting points in, 328–30 real axis of, 328 Complex roots, 332–33 Components of vectors, 338, 340 in space, 358 Compound interest, 488–94 computing, 488–90 continuous, 491 defined, 488 doubling or tripling time for money, 493–94 effective rates of return, 491–92 formula, 489–90 future value of lump sum of money, 488–91 present value of lump sum of money, 492–93 Compressions, 64–66, 67 Conditional equation, 210 Cone axis of, 378 generators of, 378 right circular, 378 vertex of, 378 Congruent triangles, A16–A19 Conics defined, 419 degenerate, 378 directrix of, 419 eccentricity of, 419 ellipse, 378, 388–98 with center at (h, k), 392–93 with center at the origin, 388–92 with center not at origin, 393–94

Index

center of, 388 defined, 388, 419 eccentricity of, 398, 420–22 foci of, 388 graphing of, 390–93 length of major axis, 388 major axis of, 388, 419 minor axis of, 388 solving applied problems involving, 394–95 vertices of, 388 focus of, 419 general form of, 411–12 hyperbolas, 377, 378, 398–410 asymptotes of, 403–5 branches of, 398 with center at (h, k), 405–6 with center at the origin, 398–403 with center not at the origin, 405–6 center of, 398 conjugate, 410 conjugate axis of, 398 defined, 398, 419 eccentricity of, 410, 421 equilateral, 410 foci of, 398 graphing equation of, 400–401 solving applied problems involving, 406–7 transverse axis of, 398, 419 vertices of, 398 identifying, 411–12 without a rotation of axes, 416–17 names of, 378 parabola, 378, 379–87 axis of symmetry of, 379 defined, 379, 419 directrix of, 379 focus of, 379 graphing equation of, 380 solving applied problems involving, 384–85 with vertex at (h, k), 382–83 with vertex at the origin, 379–82 vertex of, 379 paraboloids of revolution, 377, 384 parametric equations, 424–37 applications to mechanics, 433 for curves defined by rectangular equations, 431–33 cycloid, 432–33 defined, 425 describing, 427–28 graphing using graphing utility, 425–26 rectangular equation for curve defined parametrically, 426–28 time as parameter in, 428–30 polar equations of, 419–24 analyzing and graphing, 419–22 converting to rectangular equation, 423

focus at pole; eccentricity e, 420–22 rotation of axes to transform equations of, 412–14 analyzing equation using, 414–16 formulas for, 413 Conjugate of complex number, A40 of conjugate of complex number, A41 of product of two complex numbers, A41 of real number, A41 of sum of two complex numbers, A41 Conjugate axis, 398 Conjugate hyperbola, 410 Conjugate of complex numbers, 329 Constant(s), A6 Constant functions, 44–45, 46, 55 Consumer Price Index (CPI), 497 Continuous compounding, 491 Cooling, Newton’s Law of, 501–2 Coordinates, 2. See also Rectangular (Cartesian) coordinates of ordered triple, 357 of point on number line, A4 Copernicus, 105 Correlation coefficient, A82 Correspondence between two sets, 24 Cosecant defined, 251 graph of, 158–59 periodic properties of, 128 Cosecant function, 111 domain of, 126, 127 inverse, 196 approximate value of, 197 calculator to evaluate, 196–97 definition of, 196 exact value of, 196 range of, 127 Cosine(s) defined, 251 direction, 362–63 exact value of, 219 Law of, 274–80 in applied problems, 276–77 defined, 274 historical feature on, 277 proof of, 275 Pythagorean Theorem as special case of, 275 SAS triangles solved using, 275–76 SSS triangles solved using, 276 periodic properties of, 128 Sum and Difference Formula for, 218–19 trigonometric equations linear in, 225–26 Cosine function, 110 domain of, 126, 127, 142

I3

graphs of, 139–54 amplitude and period, 143–44 equation for, 148–49 key points for, 144–48 hyperbolic, 459 inverse, 186–88 defined, 186 exact value of, 187–88 exact value of expressions involving, 195–96 implicit form of, 186 properties of, 142 range of, 127, 142 Cost(s) fixed, A77 variable, A77 Cotangent defined, 251 periodic properties of, 128 Cotangent function, 111 domain of, 126, 127 graph of, 157–58 inverse, 196 approximating the value of, 197 calculator to evaluate, 196–97 definition of, 196 range of, 127 Counting numbers (natural numbers), A3 Cross (vector) product, 345, 366–71 defined, 366 determinants to find, 366–67 to find the area of a parallelogram, 369 to find vector orthogonal to two given vectors, 368–69 properties of, 367–68 algebraic, 367–68 geometric, 368 of two vectors in space, 366–67 Cube(s) of binomials (perfect cubes), A23 difference of two, A23, A25 sum of two, A24 Cube function, 28, 56 Cube root, 53–54, 56, A56 complex, 332–33 Curve(s) bounding, 290 defined by rectangular equations, 431–33 defined parametrically, 425–30 graphing utility to graph parametrically defined, B10 of quickest descent, 433 sawtooth, 295 Curve fitting sinusoidal, 165–69 hours of daylight, 168–69 sine function of best fit, 169 temperature data, 165–68 Curvilinear motion, 428 Cycle of sinusoidal graph, 139, 144 Cycloid, 432–33

I4

Index

Damped motion, 290–91 Damping factor (damping coefficient), 290 Data fitting exponential functions to, 509–10 linear models from, A79–A85 sinusoidal model from, 165–69 Day length, 95 Decay, Law of, 500–501. See also Exponential growth and decay Decimals, A3 approximate, A3 converting between degrees, minutes, seconds and, 98–99 repeating, A3 Declination of the Sun, 192–93 Decomposition, 352–53 Decreasing functions, 44–45, 46, 47–48 Deflection, force of, 303 Degenerate conics, 378 Degree of polynomial, A24 Degrees, 97–99 converting between decimals and, 98–99 converting between radians and, 100–103 historical note on, 97 De Moivre, Abraham, 331 De Moivre’s Theorem, 331–32 Denominator, rationalizing the, A58 Dependent variable, 28 Depreciation, 442 Depression, angle of, 255–56 Descartes, René, 1 Determinants, 366–67 Difference(s). See also Subtraction of complex numbers, A39 first, 161 of logarithms, 475 of two cubes, A23, A25 of two squares, A23, A24, A25 of vectors, 337 Difference quotient, 29, 229, 458 Directed line segment, 336 Direction angle, 342 Direction angles of vector, 361–64 Direction (bearing), 258 Direction cosines, 362–63 Direction of vectors, 335, 341–43 Directrix, 419 of parabola, 379 Dirichlet, Lejeune, 1 Discriminant, A34, A44 Disjoint sets, A3 Distance, mean, 397, 441 Distance formula, 3–4 proof of, 3 in space, 358 using, 4 Distributive Property of dot products, 350, 361 of real numbers, A4 Division, A10. See also Quotient(s) of complex numbers, A40–A41

Domain, 25, 30–32 of absolute value function, 57 of constant function, 55 of cosecant function, 126, 127 of cosine function, 126, 127, 142 of cotangent function, 126, 127 of cube function, 56 of cube root function, 56 defined by an equation, 31 of identity function, 55 of inverse function, 78 of linear function, 56 of logarithmic function, 461–62 of logistic models, 503 of one-to-one function, 75 of reciprocal function, 57 of secant function, 126, 127 of sine function, 126, 127, 140 of square function, 56 of square root function, 56 of tangent function, 126, 127, 156 of the trigonometric functions, 126 unspecified, 35 of variable, A7 Domain-restricted function, 82–83 Dot product, 345, 349–56 angle between vectors using, 350–51 to compute work, 354 defined, 349 finding, 350–51 historical feature on, 354 orthogonal vectors and, 351–53 parallel vectors and, 351 properties of, 350, 361 of two vectors, 349–50 in space, 359, 360–61 Double-angle Formulas, 230–34 to establish identities, 231–34 to find exact values, 230–31 Double root (root of multiplicity 2), A31 Drag, 376 e, 450–52, 458 defined, 451 Earthquakes, magnitude of, 472 Eccentricity, 419 of ellipse, 398, 420–22 of hyperbola, 410, 421 Eddin, Nasir, 105, 277 Effective rates of return, 491–92 Elements (Euclid), 277 Elements of sets, A1 Elevation, angle of, 255–56 Ellipse, 378, 388–98 with center at (h, k), 392–93 with center at the origin, 388–92 major axis along x-axis, 389–90 major axis along y-axis, 391 with center not at origin, 393–94 center of, 388 defined, 388, 419 eccentricity of, 398, 420–22

foci of, 388 graphing of, 390–93 major axis of, 388, 419 length of, 388 minor axis of, 388 solving applied problems involving, 394–95 vertices of, 388 Ellipsis, A3 Elliptical orbits, 377 Elongation angle, 273 Empty (null) sets, A1 Equality of complex numbers, A39 of sets, A2 of vectors, 336, 340 in space, 359 Equation(s) conditional, 210 domain of a function defined by, 31 equivalent, A28–A29, B3 even and odd functions identified from, 43–44 exponential, 452–54, 466, 483–84 quadratic in form, 484 as function, 27 graphing utility to graph, B3–B4 intercepts from, 11–12 inverse function defined by, 80–83 linear. See Linear equation(s) polar. See Polar equations quadratic. See Quadratic equation(s) satisfying the, 9, A28 second-degree, A31 sides of, 9, A28 solution set of, A28 solving, A28-A37 by factoring, A30, A31–A32 with graphing calculator, B6–B7 involving absolute value, A30–A31 in two variables, graphs of, 9–16 intercepts from, 11 by plotting points, 9–11 symmetry test using, 12–14 x  y2, 15 y  1  x, 15–16 y  x3, 14–15 Equilateral hyperbola, 410 Equilateral triangle, 7 Equilibrium, static, 344–45 Equilibrium (rest) position, 287 Equivalent equations, A28–A29, B3 Error triangle, 8 Euclid, 277 Euler, Leonhard, 1, 105 Even functions, 144 determining from graph, 42–43 identifying from equation, 43–44 Evenness ratio, 471 Even–Odd identity, 211 Even–Odd Properties, 135 Explicit form of function, 30

Index

Exponent(s), A8–A9 Laws of, 444, 453, A7–A9 logarithms related to, 460 Exponential equations, 452–54 defined, 452 solving, 452–54, 466, 483–84 equations quadratic in form, 484 using graphing utility, 484–85 Exponential expressions, changing between logarithmic expressions and, 460 Exponential functions, 443–59 defined, 444 e, 450–52, 458 evaluating, 443–47 fitting to data, 509–10 graph of, 447–50 using transformations, 450, 451–52 identifying, 445–47 power function vs., 445 properties of, 448, 450, 454 ratio of consecutive outputs of, 445–46 Exponential growth and decay, 444, 498–508 law of decay, 500–501 logistic models, 503–5 defined, 503 domain and range of, 503 graph of, 503 properties of, 503 uninhibited growth, 498–500 Exponential law, 498 Extraneous solutions, A58–A59 Extreme values of functions, 46–47 Extreme Value Theorem, 47 Factored completely, A24 Factoring defined, A24 equations solved by, A30, A31–A32 of expression containing rational exponents, A61 over the integers, A24 polynomials, A24–A25 by grouping, A25 Factors, A24 Family of lines, A78 Fermat, Pierre de, 459 Ferris, George W., 22, 208 Financial models, 488–97 compound interest, 488–94 doubling time for investment, 493 effective rates of return, 491–92 future value of a lump sum of money, 488–91 present value of a lump sum of money, 490, 492–93 tripling time for investment, 494 Finck, Thomas, 105, 121 First-degree equation. See Linear equation(s) First differences, 161

Fixed costs, A77 Focus/foci, 419 of ellipse, 388 of hyperbola, 398 of parabola, 379 FOIL method, A22–A23 Foot-pounds, 354 Force(s), 287 aerodynamic, 376 of deflection, 303 resultant, 343 Force vector, 342 Formulas, geometry, A15–A16 Frequency, 153 in simple harmonic motion, 288 Function(s), 1–94. See also Exponential functions; Inverse functions; Linear functions; Trigonometric functions absolute value, 54–55, 57 argument of, 28 average rate of change of, 48–49 finding, 48–49 on calculators, 29–30 circular, 111 constant, 44–45, 46, 55 cube, 28, 56 cube root, 53–54, 56 decreasing, 44–45, 46, 47–48 defined, 25 difference quotient of, 29 domain of, 25, 30–32 unspecified, 35 domain restricted, 82–83 equation as, 27 even and odd, 144 determining from graph, 42–43 identifying from equation, 43–44 explicit form of, 30 graph of, 32–35, 61–74 combining procedures, 63–64, 68–69 determining odd and even functions from, 42–43 determining properties from, 44–45 identifying, 32–33 information from or about, 33–35 using compressions and stretches, 64–66, 67 using reflections about the x-axis or y-axis, 66–67 using vertical and horizontal shifts, 61–64, 67 identically equal, 210 identity, 55 implicit form of, 30 important facts about, 30 increasing, 44–45, 46, 47–48 library of, 53–57 local maxima and local minima of, 45–48 one-to-one, 75–77 periodic, 127–28 piecewise-defined, 57–58

I5

range of, 25 reciprocal, 56–57, 158. See also Cosecant function; Secant function relation as, 24 square, 56 square root, 53, 56 sum of two, graph of, 291–93 value (image) of, 25, 27–30 Function keys, A10 Function notation, 35 Fundamental identities of trigonometric functions, 130–32 quotient, 130 reciprocal, 130 Fundamental period, 128 Future value, 488–91 Gauss, Karl Friedrich, 333 General form of conics, 411–12 of equation of circle, 18–19 linear equation in, A71–A72 Generators of cone, 378 Geometric mean, A55 Geometric vectors, 336 Geometry essentials, A14–A22 congruent and similar triangles, A16–A19 formulas, A15–A16 Pythagorean Theorem and its converse, A14 Geometry problems, algebra to solve, 4 Gibbs, Josiah, 345 Grade, A78 Graph(s)/graphing bounding curves, 290 of circles, 17–18, 323 complete, 10 of cosecant function, 158–59 using transformations, 159 of cosine function, 141–43 of cotangent function, 157–58 of ellipse, 390–93 of equations in two variables, 9–16 intercepts from, 11 by plotting points, 9–11 symmetry test using, 12–14 x  y2, 15 y  1  x, 15–16 y  x3, 14–15 of exponential functions, 447–50 using transformations, 450, 451–52 of function, 32–35, 61–74 combining procedures, 63–64, 68–69 determining odd and even functions from, 42–43 determining properties from, 44–45 identifying, 32–33 information from or about, 33–35 in library of functions, 53–57 using compressions and stretches, 64–66, 67

I6

Index

Graph(s)/graphing (Continued) using reflections about the x-axis or y-axis, 66–67 using vertical and horizontal shifts, 61–64, 67 of inequalities, A4–A5 of inverse functions, 80 of lines given a point and the slope, A67 using intercepts, A71–A72 to locate absolute maximum and absolute minimum of function, 46–47 of logarithmic functions, 462–65 base not 10 or e, 478 inverse, 463–65 of logistic models, 503–5 of parabola, 380 of parametric equations, 425–26, B9–B10 of piecewise-defined functions, 57–58 of polar equations, 313–27 cardioid, 318–19, 324 circles, 323 of conics, 420–22 by converting to rectangular coordinates, 314–17 defined, 314 lemniscate, 322, 324 limaçon with inner loop, 320–21, 324 limaçon without inner loop, 319–20, 324 by plotting points, 318–23 polar grids for, 313 rose, 321–22, 324 sketching, 324–25 spiral, 322–23 using graphing utility, 315, B9 of secant function, 158–59 using transformations, 159 of sine and cosine functions, 139–54, 165, 292–93 amplitude and period, 143–44 equation for, 148–49 key points for, 144–48 of vectors, 338 Graphing calculator(s), A10 Graphing utility(ies), B1–B10 coordinates of point shown on, B2 eVALUEate feature, B5 to fit exponential function to data, 509–10 to fit logarithmic function to data, 510–11 to fit logistic function to data, 511–12 functions on, 47–48 to graph a circle, 19 to graph equations, B3–B4 to graph parametric equations, B9–B10 to graph polar equations, B9 identity established with, 213

INTERSECT feature, B6–B7 line of best fit from, A81–A82 to locate intercepts and check for symmetry, B5–B6 logarithmic and exponential equations solved using, 484–85 MAXIMUM and MINIMUM features, 47–48 PARametric mode, 429 polar equations using, 315 REGression options, 509 sine function of best fit on, 169 to solve equations, B6–B7 square screens, B8 tables on, B4 trigonometric equations solved using, 205 viewing rectangle, B1–B3 setting, B1 ZERO (or ROOT) feature, B5, B6 ZOOM-STANDARD feature, B3n ZSQR function on, B8n Grassmann, Hermann, 345, 354 Greek letters, to denote angles, 96 Greeks, ancient, 105 Grouping, factoring by, A25 Growth, uninhibited, 498–500 Growth factor, 444 Hale-Bopp Comet, orbit of, 377, 441 Half-angle Formulas, 235–36 to find exact values, 235–36 for tangent, 236 Half-life, 500 Half-line (ray), 96 Half-open/half-closed intervals, A46, A47 Hamilton, William Rowan, 345 Harmonic mean, A55 Heron of Alexandria, 282, 283 Heron’s Formula, 282–83 historical feature on, 283 proof of, 282–83 Horizontal asymptote, 70 Horizontal component of vector, 340 Horizontal compression or stretches, 65–66 Horizontal lines, 315, 323, A68–A69 Horizontal-line test, 76–77 Horizontal shifts, 61–64, 67 HP 48G, B8n Huygens, Christiaan, 433 Huygens’s clock, 433 Hyperbolas, 377, 378, 398–410 asymptotes of, 403–5 branches of, 398 with center at (h, k), 405–6 with center at the origin, 398–403 transverse axis along x-axis, 400–401, 405 transverse axis along y-axis, 401–2, 405

with center not at the origin, 405–6 center of, 398 conjugate, 410 conjugate axis of, 398 defined, 398, 419 eccentricity of, 410, 421 equilateral, 410 foci of, 398 graphing equation of, 400–401 solving applied problems involving, 406–7 transverse axis of, 398, 419 vertices of, 398 Hyperbolic cosine function, 459 Hyperbolic sine function, 459 Hyperboloid, 410 Hypocycloid, 437 Hypotenuse, 251, A14 i, A42 Identically equal functions, 210 Identity(ies), A28 definition of, 210 polarization, 356 Pythagorean, 131, 211 trigonometric, 210–17 basic, 211 establishing, 212–15, 220–23, 231–34 Even–Odd, 211 Pythagorean, 211 Quotient, 211 Reciprocal, 130, 211 trigonometric equations solved using, 204–5 Identity function, 55 Image (value) of function, 25, 27–30 Imaginary axis of complex plane, 328 Imaginary unit, A38 Implicit form of function, 30 Incidence, angle of, 209 Inclination, 125 Increasing functions, 44–45, 47–48 Independent variable, 28 in calculus, 139 Index/indices of radical, A56 of refraction, 209 Inequality(ies) combined, A50–A51 interval notation to write, A47 involving absolute value, A51–A52 nonstrict, A5 in one variable, A49 properties of, A47–A48, A51 sides of, A5 solving, A49–A51 strict, A5 Inequality symbols, A4 Inertia moment of, 243 product of, 239

Index

Infinity, 70–71, A46–A47 Inflation, 496 Inflection point, 503 Initial point of directed line segment, 336 Initial side of angle, 96 Initial value of exponential function, 444 Input to relation, 24 Inscribed circle, 286 Integers, A3 factoring over the, A24 Integrals, 234 Intercept(s) of circle, 18 from an equation, 11–12 from a graph, 11 graphing an equation in general form using, A71–A72 graphing utility to find, B5–B6 from graph of linear equation, 14–15 graph of lines using, A71–A72 Interest compound, 488–94 computing, 488–90 continuous, 491 defined, 488 doubling or tripling time for money, 493–94 effective rates of return, 491–92 formula, 489–90 future value of lump sum of money, 488–90 present value of lump sum of money, 492–93 rate of, 488 effective, 491–92 simple, 488 Internal Revenue Service Restructuring and Reform Act (RRA), 52 Intersection of sets, A2 Intervals, A46 closed, A46, A47 endpoints of, A46 half-open, or half-closed, A46, A47 open, A46, A47 writing, using inequality notation, A47 Invariance, 418 Inverse functions, 77–83, 182–200. See also Logarithmic functions cosine, 186–88 defined, 186 exact value of, 187–88 exact value of expressions involving, 195–96 implicit form of, 186 defined by a map or an ordered pair, 77–79 domain of, 78 of domain-restricted function, 82–83 finding, 77–79, 190–91 defined by an equation, 80–83

graph of, 80 range of, 78 secant, cosecant, and cotangent, 196 approximating the value of, 197 calculator to evaluate, 196–97 definition of, 196 sine, 182–86 approximate value of, 184–85 defined, 183 exact value of, 183–84 exact value of expressions involving, 195–96, 224 implicit form of, 183 properties of, 185–86 solving equations involving, 191 Sum and Difference Formulas involving, 224–25 tangent, 188–90 defined, 189 exact value of, 189–90 exact value of expressions involving, 195–96 implicit form of, 189 verifying, 79 written algebraically, 197–98 Inverse trigonometric equations, 191 Irrational numbers, A3, A38 decimal representation of, A3 Isosceles triangle, 7 J¯I ba, 121 J¯I va, 121 Joules (newton-meters), 354 Latus rectum, 380, 381 Law of Cosines, 274–80 in applied problems, 276–77 defined, 274 historical feature on, 277 proof of, 275 Pythagorean Theorem as special case of, 275 SAS triangles solved using, 275–76 SSS triangles solved using, 276 Law of Decay, 500–501. See also Exponential growth and decay Law of Sines in applied problems, 268–70 defined, 264 historical feature on, 277 proof of, 269–70 SAA or ASA triangles solved using, 264–65 SSA triangles solved using, 265–68 Law of Tangents, 274, 277 Laws of Exponents, 444, 453, A7–A9 Left endpoint of interval, A46 Legs of triangle, 251, A14–A15 Leibniz, Gottfried Wilhelm, 1 Lemniscate, 322, 324 Length of arc of a circle, 100 Lewis, Meriwether, 250, 302

I7

Lift, 303, 376 Light detector, 256 Light projector, 256 Like radicals, A57 Limaçon with inner loop, 320–21, 324 without inner loop, 319–20, 324 Line(s), A64–A78. See also Linear equation(s) of best fit, A81–A82 family of, A78 graphing given a point and the slope, A67 using intercepts, A71–A72 horizontal, 315, 323, A68–A69 point–slope form of, A68–A69 polar equation of, 314–15, 323 slope of, A64–A67, A70 containing two points, A65 from linear equation, A70 vertical, 315, 323, A64 y-intercept of, A70 Linear equation(s). See also Line(s) defined, A72 in general form, A71–A72 given two points, A69 for horizontal line, A68–A69 in one variable, A28 for parallel line, A72–A73 for perpendicular line, A73–A74 slope from, A70 in slope–intercept form, A69–A70 for vertical line, A67–A68 Linear functions, 56 building from data, A79–A85 graphing utility to find the line of best fit, A81–A82 identifying, 445–47 nonlinear relations vs., A80–A81 scatter diagrams, A79–A80 Linear models from data, A79–A85 Linear speed, 104–5 Linear trigonometric equation, 202 Line segment, 336 midpoint of, 5 Local maxima and local minima of functions, 45–48 Logarithmic equations, 481–87 defined, 466 solving, 466–67, 481–83 Logarithmic functions, 459–72 changing between logarithmic expressions and exponential expressions, 460 defined, 460 domain of, 461–62 evaluating, 460–61 fitting to data, 510–11 graph of, 462–65 base not 10 or e, 478 properties of, 462, 468 range of, 461

I8

Index

Logarithmic spiral, 323 Logarithms, 472–80 on calculators, 477 common (log), 464, 477, 478 evaluating, with bases other than 10 or e, 477–78 historical feature on, 478 logarithmic expression as single, 475–76 logarithmic expression as sum or difference of, 475 natural (ln), 463, 477, 478 properties of, 472–78 establishing, 473 proofs of, 473–74 summary of, 478 using, with even exponents, 483 relating to exponents, 460 Logistic functions, fitting to data, 511–12 Logistic models, 503–5 defined, 503 domain and range of, 503 graph of, 503 properties of, 503 Loudness, 471 Magnitude of earthquake, 472 vector in terms of direction cosines and, 363–64 of vectors, 335, 338, 340, 341, 342–43 in space, 359 Magnitude (modulus), 328, 329, 330 Major axis, 419 Mandelbrot sets, 335 Mapping, 24 Maxima of functions absolute, 46–47 local, 45–48 Mean arithmetic, A55 geometric, A55 harmonic, A55 Mean distance, 397, 441 Mechanics, parametric equations applied to, 433 Medians of triangle, 7 Menelaus of Alexandria, 105 Metrica (Heron), 283 Midpoint formula, 5 Mind, mapping of, 181 Mindomo (software), 249 Minima of functions absolute, 46–47 local, 45–48 Minutes, 98–99 Model(s) linear, from data, A79–A85 sinusoidal, 165–69 best fit, 169

daylight hours, 168–69 temperature data, 165–68 Modulus (magnitude), 328, 329, 330 Mollweide, Karl, 273 Mollweide’s Formula, 273 Moment of inertia, 243 Monomial, common factors, A24 Monter, A78 Motion circular, 104–5, 287 curvilinear, 428 damped, 290–91 Newton’s second law of, 337 projectile, 428–30 simple harmonic, 287–89 Multiplication, A10. See also Product(s) of complex numbers, A39–A40 of vectors, by numbers geometrically, 337 Multiplication properties for inequalities, A48 Napier, John, 478 Nappes, 378 Natural logarithms (ln), 463, 477, 478 Natural numbers (counting numbers), A3 Nautical miles, 108 Negative angle, 96 Negative numbers real, A4 square root of, A9, A42–A43 Newton-meters (joules), 354 Newton’s Law of Cooling, 501–2, 506 Newton’s Law of Heating, 507 Newton’s Second Law of Motion, 287, 337 Niccolo of Brescia (Tartaglia), 333 Nonlinear relations, A80–A81 Nonnegative property of inequalities, A47 Nonstrict inequalities, A5 nth roots, A56–A57 rationalizing the denominator, A58 simplifying, A56 simplifying radicals, A56–A57 Null (empty) sets, A1 Numbers irrational, A3 natural (counting), A3 rational, A3 Oblique triangle, 263–64 Odd functions, 144 determining from graph, 42–43 identifying from equation, 43–44 One-to-one functions, 75–77 defined, 75 horizontal-line test for, 76–77 Open interval, A46, A47 Optical (scanning) angle, 239

Orbits elliptical, 377 planetary, 397 Ordered pair(s), 2 inverse function defined by, 77–79 as relations, 24–25 Ordinary (statute) miles, 108 Ordinate (y-coordinate), 2 Orientation, 425 Origin, 2, 357 of real number line, A4 symmetry with respect to, 12–14 Orthogonal vectors, 351–53 Output of relation, 24 Parabola, 378, 379–87 axis of symmetry of, 379 defined, 379, 419 directrix of, 379 focus of, 379 graphing equation of, 380 solving applied problems involving, 384–85 with vertex at (h, k), 382–83 with vertex at the origin, 379–82 finding equation of, 381–82 focus at (a, 0), a > 0, 380–81 vertex of, 379 Paraboloids of revolution, 377, 384 Parallax, 260–61 Parallelepiped, 371 Parallel lines, A72–A73 Parallelogram, area of, 369 Parallel vectors, 351 Parameter, 425 time as, 428–30 Parametric equations, 424–37 for curves defined by rectangular equations, 431–33 applications to mechanics, 433 cycloid, 432–33 defined, 425 describing, 427–28 graphing, 425–26 using graphing utility, B9–B10 rectangular equation for curve defined parametrically, 426–28 time as parameter in, 428–30 Pascal, Blaise, 433 Payment period, 488 Pendulum, period of, A63 Perfect cubes, A23 Perfect roots, A56 Perfect squares, A23, A25 Perfect triangle, 286 Perihelion, 397, 424, 441 Perimeter, formulas for, A15 Period fundamental, 128 of simple harmonic motion, 287

Index

of sinusoidal functions, 143, 144, 162–65 of trigonometric functions, 127–29 Periodic functions, 128 Period of pendulum, A63 Phase shift, 161–65 to graph y = A sin1vx - f2 + B, 161–63 Phones, cellular, 1 Physics, vectors in, 335–36 Piecewise-defined functions, 57–58 Pitch, A78 Pixels, B1 Plane(s) complex, 328–30 defined, 328 imaginary axis of, 328 plotting points in, 328–30 real axis of, 328 Plane curve, 424–25 Planets, orbit of, 397 Plotting points, 2, 304–6 graph equations by, 9–11 Point(s) coordinates of on graphing utility, B2 on number line, A4 distance between two, 3 inflection, 503 initial, 336 plotting, 2, 304–6 graph equations by, 9–11 polar coordinates of, 305–6 terminal, 336 Point–slope form of equation of line, A68–A69 Polar axis, 304 Polar coordinates, 304–13 conversion from rectangular coordinates, 308–9 conversion to rectangular coordinates, 306–7 defined, 304 plotting points using, 304–6 of a point, 305–6 polar axis of, 304 pole of, 304 rectangular coordinates vs., 304 Polar equations calculus and, 325 classification of, 323–24 of conics, 419–24 analyzing and graphing, 420–22 converting to rectangular equation, 423 focus at pole; eccentricity e, 420–22 defined, 314 graph of, 313–27 cardioid, 318–19, 324 circles, 323

by converting to rectangular coordinates, 314–17 defined, 314 lemniscate, 322, 324 limaçon with inner loop, 320–21, 324 limaçon without inner loop, 319–20, 324 by plotting points, 318–23 polar grids for, 313 rose, 321–22, 324 sketching, 324–25 spiral, 322 using graphing utility, 315, B9 historical feature on, 325 identifying, 314–17 testing for symmetry, 317 transforming rectangular form to, 310–11 transforming to rectangular form, 310 Polar form of complex number, 329–30 Polar grids, 313 Polarization identity, 356 Pole, 304 Polynomial(s) degree of, A24 factoring, A24–A25 by grouping, A25 prime, A24 special products formulas, A22–A24 Position vector, 338–40 in space, 358–59 Positive angle, 96 Positive real numbers, A4 Power(s), 153. See also Exponent(s) of i, A42 log of, 474 Power functions, exponential function vs., 445 Present value, 490, 492–93 Prime polynomials, A24 Principal, 488 Principal nth root of real number, A56 Principal square root, A9, A42 Product(s). See also Dot product; Multiplication of complex numbers, A39–A40 in polar form, 330 of inertia, 239 log of, 474 special, A22–A24 vector (cross), 345 Product-to-Sum Formulas, 240–42 Projectile motion, 428–30 Projection, vector, 352–53 Projection of P on the x-axis, 288 Projection of P on the y-axis, 288 Prolate spheroid, 397 Ptolemy, 209, 277 Pure imaginary number, A38

I9

Pythagorean Identities, 131, 211 Pythagorean Theorem, 251, A14–A15 applying, A15 converse of, A14–A15 as special case of Law of Cosines, 275 Quadrant, angle lying in, 97 Quadrantal angles, 97 trigonometric functions of, 112–14 Quadrants, 2 Quadratic equation(s) character of the solutions of, A44 in the complex number system, A42–A44 definition of, A31 factoring, A31–A32 solving completing the square, A32–A33 procedure for, A35 quadratic formula, A33–A35, A43 Square Root Method, A32 in standard form, A31 Quadratic formula, A33–A35, A43 Quaternions, 345 Quotient(s). See also Division of complex numbers in polar form, 330 difference, 29, 229, 458 log of, 474 Quotient identity(ies), 211 of trigonometric functions, 130 Radians, 99 converting between degrees and, 100–103 Radical equations, A58–A59 defined, A58 graphing utility to solve, B7 solving, A58–A59 Radicals, A56 fractional exponents as, A59 index of, A56 like, A57 properties of, A57 rational exponents defined using, A59 simplifying, A56–A57 Radical sign, A9 Radicand, A56 Radioactive decay, 500–501 Radius, 16 of sphere, 365 Range, 25 of absolute value function, 57 of constant function, 55 of cosecant function, 127 of cosine function, 127, 142 of cotangent function, 127 of cube function, 56 of cube root function, 56 of identity function, 55 of inverse function, 78

I10

Index

Range (Continued) of logarithmic function, 461 of logistic models, 503 of one-to-one function, 75 of projectile, 233–34 of reciprocal function, 57 of secant function, 127 of sine function, 127, 140 of square function, 56 of square root function, 56 of tangent function, 127, 156 of the trigonometric functions, 126–27 Rate of change average, 48–49, A65 of linear and exponential functions, 446–47 Rate of interest, 488 Rates of return, effective, 491–92 Rational exponents, A59–A61 Rationalizing the denominator, A58 Rational numbers, A3, A38 Rays (half-lines), 96 of central angle, 99 vertex of, 96 Real axis of complex plane, 328 Real number(s), A3–A6, A38 approximate decimals, A3 conjugate of, A41 defined, A3 principal nth root of, A56 Real number line, A4 Real part of complex numbers, A38 Reciprocal function, 56–57, 158. See also Cosecant function; Secant function Reciprocal identities, 130, 211 Reciprocal property for inequalities, A48, A51 Rectangle, area and perimeter of, A15, A16 Rectangular (Cartesian) coordinates converted to polar coordinates, 308–9 polar coordinates converted to, 306–7 polar coordinates vs., 304 polar equations graphed by converting to, 314–17 in space, 357 Rectangular (Cartesian) form of complex number, 329–30 Rectangular equations for curve defined parametrically, 426–28 polar equations converted to, 310, 423 transforming to polar equation, 310–11 Rectangular grid, 313 Reflections about x-axis or y-axis, 66–67 Refraction, 209

Regiomontanus, 105, 277 Relation(s), 24. See also Function(s) defined, 24 as function, 24–27 input to, 24 nonlinear, A80–A81 ordered pairs as, 24–25 Relative maxima and minima of functions, 45–46 Repeated solution, A31 Repeating decimals, A3 Repose, angle of, 199 Rest (equilibrium) position, 287 Resultant force, 343 Review, A1–A86 of algebra, A1–A13 distance on the real number line, A5–A6 domain of variable, A7 evaluating algebraic expressions, A6–A7 evaluating exponents, A10 graphing inequalities, A4–A5 Laws of Exponents, A7–A9 sets, A1–A4 square roots, A9–A10 complex numbers, A38–A42 of geometry, A14–A22 congruent and similar triangles, A16–A19 formulas, A15–A16 Pythagorean Theorem and its converse, A14–A15 inequalities combined, A50–A51 properties of, A47–A48 solving, A49–A51 interval notation, A46–A47 of nth roots, A56–A57 rationalizing the denominator, A58 simplifying, A56 simplifying radicals, A56–A57 of polynomials factoring, A24–A25 special products formulas, A22–A24 of rational exponents, A59–A61 Revolutions per unit of time, 104 Rhaeticus, 105 Richter scale, 472 Right angle, 97, A14 Right circular cone, 378 Right circular cylinder, volume and surface area of, A16 Right endpoint of interval, A46 Right-hand rule, 357 Right triangles, 251, 253–58, A14 applications of, 254–58 solving, 253–58 Right triangle trigonometry, 251–63 Complementary Angle Theorem, 253 fundamental identities, 130–32

values of trigonometric functions of acute angles, 251–53 Rise, A64 Root(s), A28. See also Solution(s) complex, 332–33 of multiplicity 2 (double root), A31 perfect, A56 Rose, 321–22, 324 Roster method, A1 Rotation of axes, 412–16 analyzing equation using, 414–16 formulas for, 413 identifying conic without, 416–17 Rounding, A10 Round-off errors, 254 Rumsey, David, 250 Run, A64 Rutherford, Ernest, 410 SAA triangles, 264–65 SAS triangles, 264, 275–76, 281–82 Satisfying equations, 9, A28 Sawtooth curve, 295 Scalar, 337 Scalar product. See Dot product Scale of number line, A4 Scanning (optical) angle, 239 Scatter diagrams, 165–66, A79–A80 Scientific calculators, A10 Secant defined, 251 graph of, 158–59 periodic properties of, 128 Secant function, 111 domain of, 126, 127 inverse, 196 approximating the value of, 197 calculator to evaluate, 196–97 definition of, 196 range of, 127 Second-degree equation. See Quadratic equation(s) Seconds, 98–99 Seed, 335 Set(s), A1–A4 complement of, A2 correspondence between two, 24 disjoint, A3 elements of, A1 empty (null), A1 equal, A2 intersection of, A2 Mandelbrot, 335 of numbers, A1–A4 union of, A2, A51n universal, A2 Set-builder notation, A1–A2 Shannon’s diversity index, 470 Shifts, graphing functions using vertical and horizontal, 61–64, 67

Index

Side–angle–side case of congruent triangle, A17 Side–angle–side case of similar triangle, A18 Sides of equation, 9, A28 of inequality, A5 Similar triangles, A16–A19 Simple harmonic motion, 287–89 amplitude of, 287 analyzing, 289 circular motion and, 287–88 defined, 287 equilibrium (rest) position, 287 frequency of object in, 288 model for, 287–89 period of, 287 Simple interest, 488 Simplifying expressions with rational exponents, A59–A61 nth roots, A56 radicals, A56–A57 Sine defined, 251 historical feature on, 121 Law of in applied problems, 268–70 defined, 264 historical feature on, 277 proof of, 269–70 SAA or ASA triangles solved using, 264–65 SSA triangles solved using, 265–68 periodic properties of, 128 Sum and Difference Formula for, 220–21 trigonometric equations linear in, 225–26 Sine function, 110 of best fit, 169 domain of, 126, 127, 140 graphs of, 139–54 amplitude and period, 143–44 equation for, 148–49 key points for, 144–48 hyperbolic, 459 inverse, 182–86 approximate value of, 184–85 defined, 183 exact value of, 183–84 exact value of expressions involving, 195–96 implicit form of, 183 properties of, 185 properties of, 140 range of, 127, 140 Sinusoidal graphs, 139–54, 292–93 amplitude and period, 143–44 equation for, 148–49

key points for, 144–48 steps for, 165 Sinusoidal models, 165–69 best fit, 169 daylight hours, 168–69 temperature data, 165–68 Six trigonometric functions exact values of, 120 of quadrantal angles, 112–14 of t, 110–11 Slope, A64–A67, A70 containing two points, A65 graphing lines given, A67 from linear equation, A70 Slope–intercept form of equation of line, A69–A70 Snell, Willebrord, 209 Snell’s Law of Refraction, 209 Solution(s), A28 extraneous, A58–A59 of inequality, A49 repeated, A31 of trigonometric equations, 200 Solution set of equation, A28 Special products, A22–A24 Speed angular, 104 linear, 104–5 Sphere, 365 volume and surface area of, A16 Spherical trigonometry, 301 Spheroid, prolate, 397 Spiral, 322–23 Square(s) of binomials (perfect squares), A23, A25 difference of two, A23, A24, A25 perfect, A23, A25 Square function, 56 Square root(s), A9–A10, A56 complex, 332 of negative number, A9, A42–A43 principal, A9, A42 Square root function, 53, 56 Square Root Method, A32 SSA triangles, 265–68 SSS triangles, 264, 276, 282–83 Standard deviation, A55 Standard form complex number in, A38 power of, A42 quotient of two, A40–A41 reciprocal of, A40–A41 of equation of circle, 16–17 quadratic equation in, A31 Standard position, angle in, 96–97 Static equilibrium, 344–45 Statute (ordinary) miles, 108 Straight angle, 97 Stretches, graphing functions using, 64–66, 67 Strict inequalities, A5

I11

Subsets, A2 Subtraction, A10. See also Difference(s) of complex numbers, A39 of vectors, 340–41 in space, 359 Sum. See also Addition of logarithms, 475 of two cubes, A24 of two functions, graph of, 291–93 Sum and Difference Formulas, 218–30 for cosines, 218–19 defined, 218 to establish identities, 220–23 to find exact values, 219, 221–22 involving inverse trigonometric function, 224–25 for sines, 220–21 for tangents, 223 Sum-to-Product Formulas, 241–42 Sun, declination of, 192–93 Surface area, formulas for, A16 Symmetry, 12–16 axis of, of parabola, 379 graphing utility to check for, B5–B6 of polar equations, 317 with respect to origin, 12–14 p with respect to the line u = 2 (y-axis), 317 with respect to the polar axis (x-axis), 317 with respect to the pole (origin), 317 with respect to the x-axis, 12, 13 with respect to the y-axis, 13 Tables, on graphing utility, B4 Tangent(s) defined, 251 graph of, 154–57 Half-angle Formulas for, 236 historical feature on, 121 Law of, 274, 277 periodic properties of, 128 Sum and Difference Formulas for, 223 Tangent function, 111 domain of, 126, 127, 156 inverse, 188–90 defined, 189 exact value of, 190–91 exact value of expressions involving, 195–96 implicit form of, 189 properties of, 156 range of, 127, 156 Tartaglia (Niccolo of Brescia), 333 Tautochrone, 433 Terminal point of directed line segment, 336 Terminal side of angle, 96 Terminating decimals, A3 3 by 3 determinants, 366

I12

Index

Thrust, 376 TI-84 Plus, B3 TI-85, B8n Time, as parameter, 428–30 Transformations, 61–74, 382, 393, 405 combining, 63–64, 68–69 compressions and stretches, 64–66, 67 cosecant and secant graphs using, 159 of cosine function, 142–43 defined, 61 graphs using, of exponential functions, 450, 451–52 reflections about the x-axis or y-axis, 66–67 of sine function, 140–42 vertical and horizontal shifts, 61–64, 67 Transverse axis, 398, 419 Triangle(s). See also Law of Sines area of, 281–86, A15 ASA, 264–65 congruent, A16–A19 equilateral, 7 error, 8 isosceles, 7 legs of, 251, A14 medians of, 7 oblique, 263–64 perfect, 286 right, 251, 253–58, A14 applied problems involving, 254–58 solving, 253–58 SAA, 264–65 SAS, 264, 275–76, 281–82 similar, A16–A19 SSA, 265–68 SSS, 264, 276, 282–83 Trigonometric equations, 200–210 calculator for solving, 203–4 graphing utility to solve, 205 identities to solve, 204–5 involving single trigonometric function, 200–203 linear, 202 linear in sine and cosine, 225–26 quadratic in form, 204 solutions of, defined, 200 Trigonometric expressions, written algebraically, 197–98, 224 Trigonometric functions of acute angles, 251–53 applications of, 250–302 damped motion, 290–91 graphing sum of two functions, 291–93 involving right triangles, 254–58 Law of Cosines, 276–77 Law of Sines, 275 Law of Tangents, 274, 277

simple harmonic motion, 287–89 calculator to approximate values of, 119–20 circle of radius r to evaluate, 120 cosecant and secant graphs, 158–59 domain and the range of, 126–27 exact value p of = 45°, 114–15, 118–19 4 p p of = 60°, 115–19 = 30° and 6 3 given one function and the quadrant of the angle, 132–35 using even–odd properties, 135 fundamental identities of, 130–32 quotient, 130 reciprocal, 130 of general angles, signs of, in a given quadrant, 129–30 historical feature on, 105, 121 period of, 127–29 phase shift, 161–65 to graph y = A sin (vx - f) + B, 161–63 properties of, 109–38 Even–Odd, 135 of quadrantal angles, 112–14 right triangle trigonometry, 251–63 Complementary Angle Theorem, 253 fundamental identities, 130–32 sine and cosine graphs, 139–54 amplitude and period, 143–44, 162–65 equation for, 148–49 key points for, 144–48 sinusoidal curve fitting, 165–69 of t, 110–11 tangent and cotangent graphs, 154–58 unit circle approach to, 109–25 Trigonometric identities, 210–17 basic, 211 establishing, 212–15 Double-angle Formulas for, 231–34 Sum and Difference Formulas for, 220–23 Even–Odd, 211 Pythagorean, 211 Quotient, 211 Reciprocal, 211 Truncation, A10 2 by 2 determinants, 366 Umbra versa, 121 Unbounded in the negative direction, 69 Unbounded in the positive direction, 70

Uninhibited growth, 498–500 Union of sets, A2, A51n Unit circle, 17, 109–12 Unit vector, 338, 341–42 in space, 360 Universal sets, A2 Value (image) of function, 25, 27–30 Variable(s), A6 dependent, 28 domain of, A7 independent, 28 in calculus, 139 Variable costs, A77 Vector(s), 335–49 adding, 336–37, 340–41 algebraic, 338–39 angle between, 350–51 components of, 338, 340 horizontal and vertical, 340 decomposing, 352–53 defined, 335 difference of, 337 direction of, 335, 341–43 dot product of two, 349–50 equality of, 336, 340 finding, 342–43 force, 342 geometric, 336 graphing, 338 historical feature on, 345 magnitudes of, 335, 338, 341, 342–43 modeling with, 343–45 multiplying by numbers geometrically, 337–38 objects in static equilibrium, 344–45 orthogonal, 351–53 parallel, 351 in physics, 335–36 position, 338–40 scalar multiples of, 337, 341, 350 in space, 356–65 angle between two vectors, 361 cross product of two, 366–67 direction angles, 361–64 distance formula, 358 dot product, 360–61 operations on, 359–60 orthogonal to two given vectors, 368–69 position vectors, 358–59 rectangular coordinates, 357 subtracting, 340–41 unit, 338, 341–42 velocity, 342–44 writing, 343 zero, 336 Vector product. See Cross (vector) product Vector projection, 352–53

Index

Velocity vector, 342–44 Venn diagrams, A2 Vertex/vertices of cone, 378 of ellipse, 388 of hyperbola, 398 of parabola, 379 of ray, 96 Vertical asymptote, 70 Vertical component of vector, 340 Vertical line, 315, 323, A64 Vertical-line test, 32–33, 35 Vertically compressed or stretched graphs, 64–65 Vertical shifts, 61–64, 67 Viète, François, 277 Viewing angle, 193

Viewing rectangle, 3, B1–B3 setting, B1 Volume, formulas for, A16

x-intercept, 11 xy-plane, 2, 357 xz-plane, 357

Wallis, John, 333 Waves, traveling speeds of, 209 Weight, 376 Whispering galleries, 394–95 Wings, airplane, 303, 376 Work, 365 dot product to compute, 354

y-axis, 2 projection of P on the, 288 reflections about, 66–67 symmetry with respect to, 13 y-coordinate (ordinate), 2 y-intercept, 11, A70 from linear equation, A70 yz-plane, 357

x-axis, 2 projection of P on the, 288 reflections about, 66–67 symmetry with respect to, 12, 13 x-coordinate, 2

Zero-coupon bonds, 496–97 Zero-level earthquake, 472 Zero-Product Property, A4 Zero vector, 336

I13