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 Applied Calculus for the Managerial, Life, and Social © 2015, 2012 Cengage Learning
Sciences: A Brief Approach, Tenth Edition WCN: 02-200-203
Soo T. Tan
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 To Pat, Bill, and Michael 

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 Contents
Preface  xi

Chapter 1 Preliminaries  1
1.1 Precalculus Review I   3
1.2 Precalculus Review II   15
1.3 The Cartesian Coordinate System   25
1.4 Straight Lines  33
Chapter 1 Summary of Principal Formulas and Terms   47
Chapter 1 Concept Review Questions   48
Chapter 1 Review Exercises   48
Chapter 1 Before Moving On 50

Chapter 2 Functions, Limits, and the Derivative   51

2.1 Functions and Their Graphs   52
Using Technology: Graphing a Function   65
2.2 The Algebra of Functions   69
2.3 Functions and Mathematical Models   77
Portfolio: Todd Kodet  85
 Using Technology: Finding the Points of Intersection of Two Graphs and Modeling   96
2.4 Limits  101
Using Technology: Finding the Limit of a Function   119
2.5 One-Sided Limits and Continuity   121
Using Technology: Finding the Points of Discontinuity of a Function   135
2.6 The Derivative  137
Using Technology: Finding the Derivative of a Function for a Given Value of x  154
Chapter 2 Summary of Principal Formulas and Terms 155
Chapter 2 Concept Review Questions 156
Chapter 2 Review Exercises 157
Chapter 2 Before Moving On 160

Chapter 3 Differentiation  161
3.1 Basic Rules of Differentiation   162
Using Technology: Finding the Rate of Change of a Function   173
3.2 The Product and Quotient Rules   175
Using Technology: The Product and Quotient Rules   185
3.3 The Chain Rule   186
Using Technology: Finding the Derivative of a Composite Function   198
3.4 Marginal Functions in Economics   199
3.5 Higher-Order Derivatives  214
Using Technology: Finding the Second Derivative of a Function at a Given Point   220
3.6 Implicit Differentiation and Related Rates   222

vii

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
viii contents

3.7 Differentials  234
Using Technology: Finding the Differential of a Function   243
Chapter 3 Summary of Principal Formulas and Terms   245
Chapter 3 Concept Review Questions   246
Chapter 3 Review Exercises   247
Chapter 3 Before Moving On 250

Chapter 4 Applications of the Derivative   251

4.1 Applications of the First Derivative   252
Using Technology: Using the First Derivative to Analyze a Function   270
4.2 Applications of the Second Derivative   272
4.3 Curve Sketching  290
 Using Technology: Analyzing the Properties of a Function   303
4.4 Optimization I  305
Using Technology: Finding the Absolute Extrema of a Function   319
4.5 Optimization II  320
Chapter 4 Summary of Principal Terms 332
Chapter 4 Concept Review Questions 332
Chapter 4 Review Exercises 333
Chapter 4 Before Moving On 336

Chapter 5 Exponential and Logarithmic Functions   337

5.1 Exponential Functions  338
Using Technology   344
5.2 Logarithmic Functions  346
5.3 Compound Interest  354
Using Technology: Finding the Accumulated Amount of an Investment, the Effective Rate
of Interest, and the Present Value of an Investment   368
5.4 Differentiation of Exponential Functions   370
Using Technology  380
5.5 Differentiation of Logarithmic Functions   382
5.6 Exponential Functions as Mathematical Models   390
Portfolio: Carol A. Reeb, Ph.D.   391
Using Technology: Analyzing Mathematical Models   403
Chapter 5 Summary of Principal Formulas and Terms 405
Chapter 5 Concept Review Questions 405
Chapter 5 Review Exercises 406
Chapter 5 Before Moving On 408

Chapter 6 Integration  409
6.1 Antiderivatives and the Rules of Integration   410
6.2 Integration by Substitution   424
6.3 Area and the Definite Integral   433
6.4 The Fundamental Theorem of Calculus   444
Portfolio: Molly H. Fisher, David C. Royster, and Diandra Leslie-Pelecky   445
Using Technology: Evaluating Definite Integrals   456

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 contents ix

6.5 Evaluating Definite Integrals   456

Using Technology: Evaluating Definite Integrals for Piecewise-Defined Functions   467
6.6 Area Between Two Curves   468
Using Technology: Finding the Area Between Two Curves   480
6.7 Applications of the Definite Integral to Business and Economics   480
Using Technology: Business and Economic Applications/Technology Exercises   493
Chapter 6 Summary of Principal Formulas and Terms 494
Chapter 6 Concept Review Questions 496
Chapter 6 Review Exercises   496
Chapter 6 Before Moving On 500

Chapter 7 Additional Topics in Integration   501

7.1 Integration by Parts  502
7.2 Integration Using Tables of Integrals   510
7.3 Numerical Integration  517
7.4 Improper Integrals  532
7.5 Applications of Calculus to Probability   541
Chapter 7 Summary of Principal Formulas and Terms 554
Chapter 7 Concept Review Questions 556
Chapter 7 Review Exercises 556
Chapter 7 Before Moving On 558

Chapter 8 Calculus of Several Variables   559

8.1 Functions of Several Variables   560
8.2 Partial Derivatives  572
Portfolio: Karthik Ramachandran   574
Using Technology: Finding Partial Derivatives at a Given Point   586
8.3 Maxima and Minima of Functions of Several Variables   587
8.4 The Method of Least Squares   598
Using Technology: Finding an Equation of a Least-Squares Line   608
8.5 Constrained Maxima and Minima and the Method of Lagrange Multipliers   610
8.6 Double Integrals  621
Chapter 8 Summary of Principal Terms 634
Chapter 8 Concept Review Questions 635
Chapter 8 Review Exercises 635
Chapter 8 Before Moving On 638

Appendix A
A.1 The Inverse of a Function   640
A.2 The Graphs of Inverse Functions   642
A.3 Functions That Have Inverses   642
A.4 Finding the Inverse of a Function   643

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
x contents

Appendix B
B.1 Indeterminate Forms  645
B.2 The Indeterminate Forms 0>0 and `>` and l’Hôpital’s Rule   645

Answers  649
Index  689

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Preface

Math plays a vital role in our increasingly complex daily life. Applied Calculus for the
Managerial, Life, and Social Sciences attempts to illustrate this point with its applied
approach to mathematics. Students have a much greater appreciation of the material if
the applications are drawn from their fields of interest and from situations that occur
in the real world. This is one reason you will see so many exercises in my texts that
are modeled on data gathered from newspapers, magazines, journals, and other media.
In addition, many students come into this course with some degree of apprehension.
For this reason, I have adopted an intuitive approach in which I try to introduce each
abstract mathematical concept through an example drawn from a common life expe-
rience. Once the idea has been conveyed, I then proceed to make it precise, thereby
ensuring that no mathematical rigor is lost in this intuitive treatment of the subject.
This text is intended for use in a one-semester or two-quarter introductory calcu-
lus course.

The Approach
Presentation
Consistent with my intuitive approach, I state the results informally. However, I have
taken special care to ensure that mathematical precision and accuracy are not com-
promised.

Problem-Solving Emphasis
Special emphasis is placed on helping students formulate, solve, and interpret the
results of applied problems. Because students often have difficulty setting up and solv-
ing word problems, extra care has been taken to help them master these skills.
■ Very early in the text, students are given guidelines for setting up word problems
(see Section 2.3). This is followed by numerous examples and exercises to help
students master this skill.
■ Guidelines are given to help students formulate and solve related-rates problems in
Section 3.6.
■ First, in Section 4.4, techniques of calculus are used to solve optimization prob-
lems in which the function to be optimized is given. Later, in Section 4.5, optimi-
zation problems that require the additional step of formulating the problem are
treated.

xi
xi
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 306 CHAPTER 4 ApplicAtions of the DerivAtive

xii preFAce
A precise definition of the absolute extrema (absolute maximum or absolute
minimum) of a function follows.

Modeling
the Absolute extrema of a function f
One importantIfskill
f 1 x 2 #that
f 1 c 2 every
for all x student should
in the domain acquire
of f, then is the
f 1 c 2 is called the ability
absolute to translate a
real-life problem into avalue
maximum mathematical
of f. model. In Section 2.3, the modeling process is
f 1 x 2 $ f 1 c 2 for all x in the domain of f, then f 1 c 2 is called the absolute
discussed, and Ifminimum
students are asked to use models (functions) constructed from real-life
value of f.
data to answer questions. Additionally, students get hands-on experience constructing
these models in Figure
the Using57 shows Technology sections.
the graphs of several functions and gives the absolute maximum
and absolute minimum of each function, if they exist.
y
Motivation y y y

4 Illustrating
y=x 2
the practical
4
y=4–x
value of mathematics
2 y = x 1 in– x applied areas2 is an objective of my
1
y=x
2
3

3
approach. Concepts are introduced with concrete, real-life examples wherever appro-
3 2 1
2 2 x x
1
priate. These examples 1
and other applications
–1 1 have been chosen
1
–2
–1
from
1 2 current topics
and issues
x in the media and serve x to answer a question often posed 2
–2 by students: “What
– 2 –1 1 2 –2 –1 1 2
will I ever use this for?” In this new edition, for example, the concept of finding the
(a) f102 5 0 is the absolute
absolute extrema
(b) f102 5 over a closed interval
4 is the absolute is5introduced
(c) f 1 !2>22 1/2 is the absolute as (d)
follows:
f has no absolute extrema.
minimum of f; f has no maximum of f; f has maximum of f; f 12 !2>22 5 21/2
absolute maximum. no absolute minimum. is the absolute minimum of f.
figure 57

Absolute extrema on a closed interval

As the preceding examples show, a continuous function defined on an arbitrary inter-
val does not always have an absolute maximum or an absolute minimum. But an
important case arises often in practical applications in which both the absolute maxi-
mum and the absolute minimum of a function are guaranteed to exist. This occurs
when a continuous function is defined on a closed interval.
Before stating this important result formally, let’s look at a real-life example. The
graph of the function f in Figure 58 shows the average price, f 1 t 2 , in dollars, of
domestic airfares by days before flight. The domain of f is the closed interval
3 2210, 21 4 , where 2210 is interpreted as 210 days before flight and 21 is inter-
preted as the day before flight.

y ($)

700

600

500

400

300
t (days)
–200 –150 –100 –50

figure 58
Average price before flight
Source: Cheapair.com.
4.4 OptimizatiOn i 307
Unless otherwise noted, all content on this page is © Cengage Learning.

Observe that f attains the minimum value of 395 when t 5 249 and the maximum
value of 614 when t 5 21. This result tells us that the best time to book a domestic
flight is seven weeks in advance and the worst day to book a domestic flight is the day
before the flight. Probably most surprising of all, booking too early can be almost as
64640_ch04_p251-336.indd 306 12/23/13 10:37 AM
expensive as booking too late. Note that the function f is continuous on a closed inter-
val. For such functions, we have the following theorem.

theOrem 3
If a function f is continuous on a closed interval 3 a, b 4 , then f has both an abso-
lute maximum value and an absolute minimum value on 3 a, b 4 .

New to this Edition Observe that if an absolute extremum of a continuous function f occurs at a
point in an open interval 1 a, b2 , then it must be a relative extremum of f, and hence its
The focus ofx-coordinate
this revisionmust be
hasa critical
beennumber of f. Otherwise,
the continued the absolute
emphasis onextremum of f
illustrating the math-
must occur at one or both of the endpoints of the interval 3 a, b 4 . A typical situation is
ematical concepts in Applied
illustrated in Figure 59. Calculus by using more real-life applications that are
relevant to the everyday life of students and to their fields of study in the managerial,
y
Absolute
maximum
Relative y = f (x)
maximum

Unless otherwise noted, all content on this page is © Cengage Learning.

Relative
minimum Absolute
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some minimum
third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content atxany time if subsequent rights restrictions require it.
a x1 x2 x3 b
 preface xiii

life, and social sciences. Over 200 new applications have been added in the examples
and exercises. A sampling of these new applications is provided on the inside front
cover pages.
Many of the exercise sets have been revamped. In particular, the exercise sets
were restructured to follow more closely the order of the presentation of the material
in each section and to progress more evenly from easier to more difficult problems in
both the rote and applied sections of each exercise set. Additional concept questions,
rote exercises, and true-or-false questions were also included.

More Specific Content Changes

Chapters 1 and 2 In Section 1.4, parts (b) and (c) of Example 12 illustrate how to
determine whether a point lies on a line. A new application, Smokers in the United
States, has been added to the self-check exercises in Section 1.4. The U.S. federal bud-
get deficit graphs that are used as motivation to introduce “The Algebra of Functions”
in Section 2.2 have been updated to reflect the current deficit situation. In Section 2.3,
a new application of linear functions, Erosion of the Middle Class, has been added.
New models and graphs for the Global Warming, Social Security Trust Fund Assets,
and Driving Costs applications have also been provided in Section 2.3.

Chapters 3 and 4 A wealth of new application exercises has been added through­-
out these chapters. A new subsection on relative rates of change and a new application,
Inflation, have been added to Section 3.4. In Section 4.1, the U.S. budget deficit (sur-
plus) graph that is used to introduce relative extrema has been updated. The absolute
extrema for the deficit function are later found in the Federal Deficit application in
the exercise set for Section 4.4. Also in Section 4.4, a new application, Average Fare
Before a Flight, has been added to introduce the concept of absolute extrema on a
closed interval.

Chapter 5 Section 5.3 has been expanded and now includes two new applications,
Investment Options and IRAs. The interest rate problems in the exercise set for Section
5.3 were also revised to reflect the current interest rate environment. A new model
and graph, Income of American Households, have been added as an introduction to
exponential models in Section 5.4. This is followed with an analysis of the function
describing the graph in the Using Technology exercises for that section.

Chapters 6 and 7 The intuitive discussion of area and the definite integral at the
beginning of Section 6.3, as illustrated by the total daily petroleum consumption of
a New England state, is given a firmer mathematical footing at the end of the sec-
tion by demonstrating that the petroleum consumption of the state is indeed given by
the area under a curve. In Section 7.1, an example has been added to show how the
integration by parts formula can be applied to definite integrals. In Section 7.5, a new
subsection on uniform density functions has been added. Two new examples, includ-
ing an application involving the “Fountains of Bellagio” show in Las Vegas, have been
added.

Chapter 8 The 3-D art in the text and exercises has been further enhanced. A new
application, Erosion of the Middle Class, has been added to the Using Technology in
Section 8.4, “Finding an Equation of a Least-Squares Line.”

Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 296 CHAPTER 4 ApplicAtions of the DerivAtive

Step 4 Since f is a polynomial function, there are no asymptotes.

xiv preface
Step 5 f 91x 2 5 3x 2 2 12x 1 9 5 3 1x 2 2 4x 1 32
5 31x 2 12 1x 2 32
+ + + + + +0 – – – 0+ + + +
Features
0 1 2 3
x
Setting f 91 x 2 5 0 gives x 5 1 or x 5 3. The sign diagram for f 9 shows that f
figure 49 is increasing on the intervals 1 2`, 1 2 and 1 3, ` 2 and decreasing on the
lCulus of several variables
sign diagram for f 9 Real-World
intervalConnections
1 1, 32 (Figure 49).
Step 6 From the results of Step 5, we see that x 5 1 and x 5 3 are critical numbers
sOmeOne UMotivating
nder 18 The percentage
Applicationsof 20. Online
of f.VideO AdVertisingf 9Although
Furthermore, changesstill
signa small
from percent-
positive to negative as we move
hich someone
Manywasnew
under 18 years
applied old
examples age of all online advertising, online video advertising is
across x 5 1, so a relative maximum of f occurs at x 5 1. Similarly, we see
gh 2011 isand
given in the following
exercises have beentable:
added growing. The following table gives the projected spend-
that a relative minimum of f occurs at x 5 3. Now,
ing on Web video advertising (in billions of dollars)
in the Tenth Edition. Among
007 2008 2009 2010 2011 through 2016: f 112 5 1 2 6 1 9 1 2 5 6
the
– – topics– –of–the
– –33.4 –new
–33.10 + + 32.7
+ +
4.4 34.1
applications are Cyber x
Year 2011
f2012 33 2 62014
132 5 2013 13 2 2 12015
9132 1 252
2016
0 1 2
Monday,
0 denote 2007, find family insurance
figure 50an equation of the so f 1 1 2y
Spending, 5 62.0is a relative
3.1 maximum
4.5 6.3 of 7.8 1 3 2 5 2 is a relative minimum
f and f9.3
coverage,
line for these
sign leveraged
data. for
diagram f0 return, of f.
credit
of part (a) card debt,
to estimate tax refundof
the percentage a. Letting x 5 0 denote 2011, find an equation of the
which someone was under
Step 7 f 0 1 x 2 5 6x 2 12 5 6 1x 2 2 2
fraud, salaries of18 years old
married least-squares line for these data.
ming that women,
the trend and
continued.
online video b. Use
whichthe is
result of part
equal (a) towhen
to zero estimate
x 5the2.projected
The signrate of
diagram of f 0 shows that the
Bureau. advertising. growth
graph ofof video advertising
f is concave from 2011
downward onthrough 2016. 1 2`, 22 and concave upward
the interval
y
UniOns Credit union membership is on on eMarketer.
Source: 1 2, `2 (Figure 50).
the interval
owing table7gives the number (in mil-
(1, 6) 21. 8U.s.From
Step OUtdOOr
the Aresults U.S. 7,
of Step
dVertising outdoor advertising
we see that f 0 changes sign as we move across 85
nion members
6 from 2003 Relative maximum
through 2011 expenditure (in billions of dollars) from 2011 through
x 5 2. Next,
s:
Portfolios 2015 is given in the following table (x 5 0 corresponds
5 Point of inflection
These interviews share f 12 2 5 23 2 6 12 2 2 1 9 122 1 2 5 4
4 to 2011):
003 the
2005 varied
2007experiences
2009 2011 so the required inflection point of f is 1 2, 42 .
82.0 of3 professionals
84.7 Intercept
86.8 who use91.8
89.7 Year 2011 2012 2013 2014 2015
Step 9 Summarizing, we have the following:
mathematics
2 in theRelative
workplace. Expenditure, y 6.4 6.8 7.1 7.4 7.6
(3, 2) minimum
0 denote 2003,
1 find those
Among an equation of the
included are a
line for these data.Vice President of
Senior x
a. Find an1 2`,
Domain: equation
`2 of the least-squares line for these
t the trendSupply
continued, estimate
3 4 5the Farms
1 at2Earthbound 6num- data.
Intercept: 1 0, 22
union members in 2013 1 x 5 52 . b. Use the result of part (a) to estimate the rate of change
and an51
figure associate at JP Morgan 1 x 2advertising
limoffthe ; lim f 1 x 2 :expenditures
2`; `
edit Union Association.
We first plot the intercept, the relative for the period in
Chase. xS2` xS`
extrema, and the inflection point. question. None
Asymptotes:
VOlUme As more and more people turn to
Source: Outdoor Advertising Association.
t and phones to pay bills and to commu- Intervals where f is Q or R: Q on 1 2`, 1 2 and 1 3, `2 ; R on 1 1, 32
letters, the first-class mail volume is Online sAles
22. Relative Of Used AUtOs The amount (in millions of
extrema: Relative maximum at 1 1, 62 ; relative minimum at 1 3, 22
ne until 2020. They following table gives dollars) of used autos sold online in the United States is
llions of pieces) of first-class mail from Concavity: Downward
expected to grow on 1 2`,
in accordance with22the
; upward on 1 2,in`2
figures given
11: 7 Point table (x 15
of inflection:
the following 2, 042corresponds to 2011):
(1, 6)
6
07 2008 5 2009 2010 2011 Year, x 0 1 2 3 4
.9 91.7 83.8 78.2 73.5
InSales,
general,
y
it12.9
is a good13.9
idea to14.65
start graphing
15.25
by15.85
plotting the intercept(s), relative
4 extrema, and inflection point(s) (Figure 51). Then, using the rest of the information,
Explorations
we complete and
graphTechnology
1 denote 2007, 3 find an equation of the a. Find anthe
equation of the
of f, asleast-squares
sketched inline
Figure 52.
for these
line for these2 data. data. Market equilibrium
Explore
s of part (a) and(3,the
1to estimate Discuss
2) volume of b. Use the result of part (a) to estimate the sales of used
il in 2014,These
assumingoptional
that thequestions
trend con- x
Explore and Discuss
autos online in 2016, equilibrium
assuming quantity
that the predicted trend equilibrium price
h that year.can be 1discussed
2 3 4in class5 6 continued.
The average price of gasoline at the pump over a 3-month period, during which there was a
Figure

Service. or assigned as homework.

figure 52
Source: comScore
temporary shortageNetworks, described by the function f defined on the interval 3 0, 3 4 . Dur-
of oil, isInc.
They
the generally
graph of y 5 x 3 2require
6 x 2 1 9x more
criBers The number of satellite and tele-
12 ing the first month, the price was increasing at an increasing rate. Starting with the second
23. BOUnced-check chArges Overdraft fees have become an
thought and effort thanover
the month, the good news was that the rate of increase was slowing down, although the price of
subscribers has continued to grow important piece of a bank’s total fee income. The follow-
usual exercises. They gas was still increasing. This pattern continued until the end of the second month. The price
llowing table gives the number of may
sub- ing table gives the bank revenue from overdraft fees (in
of gas peaked at t 5 2 and began to fall at an increasing rate until t 5 3.
ons) from also
2006be used to
through 2010:add a writing billions of dollars) from 2004 through 2009. Here, x 5 4
component to the class or as 1.corresponds
Describe thetosigns of f r 1t2
2004. $ and f s 1 t2EXAMPLE
APPLIED 5 of the intervals 10, 12, 11, 22, and 12, 32.
over each
006 2007 2008
team projects. 2009 2010 2. Make a sketch showing a plausible graph of f over 3 0, 3 4 .
29.4 32.2 34.8 37.7 40.4 Figure
Year, x 4 5 6 7 8 9
Revenue, y 27.5 29 31 34 36 38 noted, all content on this page is © Cengage Learning.
Unless otherwise
0 denote 2006, find an equation of the
line for these data. a. Find an equation of the least-squares line for these
of part (a) to estimate the average rate data.
the number of subscribers between 2006 b. Use the result of part (a) to estimate the average Unless rate
otherwise noted, all content on this page is © Cengage Learning.
Solution
of increase in overdraft fees over the period under
296 2015 Cengage Learning. All Rights Reserved. May notconsideration.
. 64640_ch04_p251-336.inddCopyright be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). 12/10/13 9:47 AM
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 A5 1 e0.8 2 12
0.05
< 49,021.64
Thus, Marcus had approximately $49,022 in his account at the beginningpreface
of 2014. xv

Exploring with Technology Exploring with TECHNOLOGY

These optional discussions
appear throughout the main Refer to Example 4. Suppose Marcus wished to know how much he would have
body of the text and serve in his IRA at any time in the future, not just at the beginning of 2014, as you
to enhance the student’s were asked to compute in the example.
understanding of the concepts
1. Using Formula (18) and the relevant data from Example 4, show that the
and theory presented. Often
required amount at any time x (x measured in years, x . 0) is given by
the solution of an example in
the text is augmented with a A 5 f 1x 2 5 40,000 1e0.05x 2 1 2
graphical or numerical 2. Use a graphing utility to plot the graph of f, using the viewing window
solution. 3 0, 30 4 3 3 0, 200,000 4 .
3. Using zoom and trace, or using the function evaluation capability of your
graphing utility, use the result of part 2 to verify the result obtained in Exam-
ple 4. Comment on the advantage of the mathematical model found in part 1.

8.4 The MeThod of LeasT squares 609

Using Equation (19), we can derive the following formula for the present value of
Using Technology an annuity.
Written in the traditional appLIED EXaMpLE 2 erosion of the Middle Class The idea of a large,
example-exercise format, these stable, middle class (defined as those with annual household incomes in 2010
present
between Value ofand
$39,000 an $118,000
Annuity for a family of three), is central to America’s sense
optional sections show how to
use the graphing calculator The present value of an annuity
of itself. The following table gives is
thegiven by
percentage of middle-income adults 1 y 2 in
as a tool to solve problems. the United States from 1971 through 2011. mP
Illustrations showing graphing PV 5 1 1 2 e 2rT 2 (21)
r
calculator screens are used Year 1971 1981 1991 2001 2011
extensively. In keeping with where P, r, T, and m are as defined earlier.
the theme of motivation Percent, y 61 59 56 54 51
through real-life examples,
many sourced applications are Let t be measured in decades with t 5 0 corresponding to 1971.
included. a. Find an equation of the least-squares line for these data.
b. If this trend continues, what will the percentage of middle-income adults be in
A How-To Technology Index 2021?
is included at the back of the Source: Pew Research Center.
book for easy reference to
Using
64640_ch06_p409-500.indd 487Technology examples. Solution 12/10/13 9:47 AM

a. First we enter the data as follows:

x1 5 0 y1 5 61 x2 5 1 y2 5 59 x3 5 2
y3 5 56 x4 5 3 y4 5 54 x5 5 4 y5 5 51

LinReg
Then, using the linear regression function from the statistics menu, we obtain the
y=ax+b output shown in Figure T2. Therefore, an equation of this least-squares line is
a=-2.5
b=61.2
y 5 22.5t 1 61.2
b. The percentage of middle-income adults in 2021 will be
y 5 2 1 2.52 1 5 2 1 61.2 5 48.7
figure T2
The Ti-83/84 linear regression screen or approximately 48.7%.

TeChNoLogY eXerCises

in exercises 1–4, find an equation of the least-squares line for a. Find an equation of the least-squares line for these
the given data. data.
1. x b. Use the results of part (a) to estimate the average rate
2.1all content3.4
on this page is4.7 5.6 6.8 7.2
Unless otherwise noted, © Cengage Learning. of increase of worldwide consulting spending over the
y 8.8 12.1 14.8 16.9 19.8 21.1
period under consideration.
c.
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic
2. review Use
rights, somethe results
third party ofbepart
content may (a)from
suppressed totheestimate the amount of
eBook and/or eChapter(s).
Editorial x has deemed 1.1 2.4 content
that any suppressed 3.2does not materially
4.7 affect5.6 7.2 experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
the overall learning
spending in 2010, assuming that the trend continued.
 a b c d e f g

Figure 61
the graph of this function is not differentiable at the numbers a–g.

Solution The function fails to be differentiable at x 5 a, b, and c because it is dis-

xvi preface continuous at each of these numbers. The derivative of the function does not exist at
x 5 d, e, and f because it has a kink at each point on the graph corresponding to
these numbers. Finally, the function is not differentiable at x 5 t becausex the tan-
Concept Building and Critical Thinking a b c
gent line is vertical at the corresponding d e on thef graph.g
point
Figure 61
the graph of this function is not differentiable at the numbers a–g.

Self-Check Exercises 2.6 self-check exercises Solution The function fails to be differentiable at x 5 a, b, and c because it is dis-
Offering students immediate continuous at each of these numbers. The derivative of the function does not exist at
2
1. Let f 1 x2 5 2x 2 2x 1 3. x 5 d, e, and f because it has 2. The losses
at each(inpoint
millions of dollars) due to bad loansto
feedback on key concepts, these a. Find the derivative f 9 of f, using the numbers.
definition Finally,
a kink
extended
of the the function
on the graph corresponding
these is notchiefly in agriculture,
differentiable at x real
5 t estate,
becauseshipping, and
the tan-
exercises begin each end-of- derivative. energy by the Franklin Bank are estimated to be
gent line is vertical at the corresponding point on the graph.
b. Find the slope of the tangent line to the graph of f at
section exercise set and contain the point 1 0, 32.
A 5 f 1 t 2 5 2t 1 10t 1 30 1 0 # t # 102 2

where t is the time in years (t 5 0 corresponds to the

both rote and word problems c. Find the rate of change of f when x 5 0.
beginning of 2007). How fast were the losses mounting at
(applications). Fully worked- 2.6
d. Find self-check
an equation of exercises
at the point 1 0, 32.
the tangent line to the graph of f
the beginning of 2010? At the beginning of 2012? At the
beginning of 2014?
out solutions can be found e. Sketch the graph
1. Let f 1 x2 5 2x 2 2x 1 3.
of f and the tangent line to the curve 2
2. The losses (in millions of dollars) due to bad loans
at the point 1 0, 32. Solutions to Self-Check
at the end of each exercise a. Find the derivative f 9 of f, using the definition of the extended chiefly in Exercises 2.6real
agriculture, canestate,
be found on and
shipping,
derivative. pageenergy
153. by the Franklin Bank are estimated to be
section. If students get stuck b. Find the slope of the tangent line to the graph of f at A 5 f 1 t 2 5 2t 1 10t 1 30 1 0 # t # 102 2

while solving these problems, the point 1 0, 32.

where t is the time in years (t 5 0 corresponds to the
2.6
c. Find the rate of change of f when x 5 0.
they can get immediate help before attempting concept Questions
to solve
d. Find an equation the homework
of the tangent line to the graph of f beginning of 2007). How fast were the losses mounting at
at the point 1 0, 32. the beginning of 2010? At the beginning of 2012? At the
exercises. Applications have been included
For Questions here
e. Sketch1the
because
andgraph
2, refer
of to
students
the the
f and following
tangentfigure.
line to the curve Let P1 2, f 1of
1. beginning 2 and Q1 2 1 h, f 1 2 1 h2 2 be points on the
22 2014?
often need extra practice with setting upatand solving
they point 1 0, 32. these problems. graph of a function f.
Solutions to Self-Check Exercises 2.6 can be found on
a. Find an expression for the slope of the secant line
page 153.
y  f(x) passing through P and Q.
b. Find an expression for the slope of the tangent line
passing through P.
Concept Questions 2.6
f(2  h) concept Questions
Q(2  h, f(2  h))
2. Refer to Question 1.
Designed to test students’ f(2  h)  f(2) a. Find an expression for the average rate of change of f
For Questions 1 and 2, refer P(2,
to the following figure. 1. Letover
P1 2,the
f 1 22interval
2 and Q1 [2,2211h,h].
f 1 2 1 h 2 2 be points on the
understanding of the basic f(2))
f(2) b. Find
graph of an expression
a function f. for the instantaneous rate of
2.6 The DerivaTive 149
concepts discussed in the y
h change
c. Compare
of f
your
at 2.
a. Find an expression for the slope of the secant line
answers for parts (a) and (b) with those
x passing through P and Q.
section, these questions 3. a. Give a geometric and a physical
2
y  f(x)
interpretation
2h of the 5. Theof
b.
total cost
Question (in
Find anisexpression
1. dollars) incurred in producing x units of
forCthe
expression a product C1 x 2, where is slope of the tangent
a differentiable line
function.
encourage students to explain f 1 x 1 h2  fh,1 xf(2
Q(22 2  h)) passing
Interpret thethrough
following:P.
Unless otherwise noted, all content on this page is © Cengage Learning.
f(2  h)
learned concepts in their own h a. C1to
2. Refer 5002
Question 1. b. Cr 1 5002
a. Find an expression for(in
thethousands)
average rate of change
time t of
(inf
words. b. Give a geometric and a physical interpretation of the
P(2, f(2))
f(2  h)  f(2) 6. The population of a city
over the interval [2, 2 1 h].
at any
expression
f(2) years) is given by P 1 t2 , where P is a differentiable func-
b. Find an expression for the instantaneous rate of
f 1 x 1 h2 2 f 1 xh2 tion. Interpret
change of f the
at 2.following:
lim a. P 1 52
c. Compare your answers for Pr 1 52(a) and (b) with those
b. parts
64640_ch02-p051_160.indd 148 hS0 h x 12/10/13 9:49 AM
2 2h of Question 1.
4. Under what conditions does a function fail to have a deriv-
ative at a number? Illustrate your answer with sketches. Unless otherwise noted, all content on this page is © Cengage Learning.

Exercises 2.6 exercises

Each section contains an
ample set of exercises of a 1. A W
verAge 148
64640_ch02-p051_160.indd i
eight of An nfAnt The following graph shows 3. tv-vieWing PAtterns The following graph shows the per- 12/10/13 9:49 AM
the weight measurements of the average infant from the centage of U.S. households watching television during a
routine computational nature time of birth 1 t 5 0 2 through age 2 1 t 5 242 . By comput- 24-hr period on a weekday (t 5 0 corresponds to 6 a.m.).
followed by an extensive set of ing the slopes of the respective tangent lines, estimate the
rate of change of the average infant’s weight when t 5 3
By computing the slopes of the respective tangent lines,
estimate the rate of change of the percent of households
modern application exercises. and when t 5 18. What is the average rate of change in watching television at 4 p.m. and 11 p.m.
the average infant’s weight over the first year of life? Source: A. C. Nielsen Company.

y y (%)
T2
30 70 T2
3.5
Average weight of infants (in pounds)

60
T1 6 50 T1 2
22.5 40 12.3
20 30 42.3
4
20
7.5 10
t (hr)
5 2 4 6 8 10 12 14 16 18 20 22 24
10
7.5 4. CroP yield Productivity and yield of cultivated crops are
often reduced by insect pests. The following graph shows
the relationship between the yield of a certain crop, f 1 x2 ,
t as a function of the density of aphids x. (Aphids are small
2 4 6 8 10 12 14 16 18 20 22 24 insects that suck plant juices.) Here, f 1 x2 is measured in
3 Months
kilograms per 4000 square meters, and x is measured in
2. forestry The following graph shows the volume of wood hundreds of aphids per bean stem. By computing the
produced in a single-species forest. Here, f 1 t2 is measured slopes of the respective tangent lines, estimate the rate of
in cubic meters per hectare, and t is measured in years. change of the crop yield with respect to the density of
By computing the slopes of the respective tangent lines, aphids when that density is 200 aphids/bean stem and
estimate the rate at which the wood grown is changing at when it is 800 aphids/bean stem.
the beginning of year 10 and at the beginning of year 30. Source: The Random House Encyclopedia.
Source: The Random House Encyclopedia.
y
y
T2
p yield (kg/4000 m 2 )
e of wood produced

Unless otherwise noted, all content on this page is © Cengage Learning.

ic meters/hectare)

30
y = f(t ) 1000 300
25 10
20 500
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in8whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
15 affect the overall learning experience. Cengage Learning reserves the right to remove
Editorial review has deemed that any suppressed content does not materially 500
additional content at any time if subsequent rights restrictions require it.
300
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