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Equations and Inequalities

1
CHAPTER
C
IN this chapter we look at techniques for solving linear equations and inequalities.
We introduce complex numbers and examine solution methods for several types
of nonlinear equations. Throughout the chapter, we consider applications that can
be solved using these techniques. Additional techniques for solving polynomial
equations will be discussed in Chapter 4.

SECTIONS

1-1 Linear Equations and

Applications
1-2 Linear Inequalities
1-3 Absolute Value in Equations
and Inequalities
1-4 Complex Numbers
1-5 Quadratic Equations and
Applications
1-6 Additional Equation-Solving
Techniques
Chapter 1 Review
Chapter 1 Group Activity:
Solving a Cubic Equation
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76 CHAPTER 1 EQUATIONS AND INEQUALITIES

1-1 Linear Equations and Applications

Z Understanding Basic Terms
Z Solving Linear Equations
Z Using a Strategy to Solve Word Problems
Z Solving Number and Geometric Problems
Z Solving Rate–Time Problems
Z Solving Mixture Problems

After discussing terminology and solution methods for linear equations, we consider
a variety of word problems. The solutions of these word problems involve setting up
and solving an appropriate linear equation. The solution of this linear equation then
produces a solution to the word problem.

Z Understanding Basic Terms

An algebraic equation is a mathematical statement that relates two algebraic expressions
involving at least one variable. Some examples of equations with x as the variable are

1 x
3x  2  7 
1x x2
2x2  3x  5  0 1x  4  x  1

The replacement set, or domain, for a variable is defined to be the set of numbers
that are permitted to replace the variable.

Z ASSUMPTION On Domains of Variables

Unless stated to the contrary, we assume that the domain for a variable in an
algebraic expression or equation is the set of those real numbers for which
the algebraic expressions involving the variable are real numbers.

For example, the domain for the variable x in the expression

2x  4

is R, the set of all real numbers, since 2x  4 represents a real number for all replace-
ments of x by real numbers. The domain of x in the equation

1 2

x x3
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S E C T I O N 1–1 Linear Equations and Applications 77

is the set of all real numbers except 0 and 3. These values are excluded because the
expression on the left is not defined for x  0 and the expression on the right is not
defined for x  3. Both expressions represent real numbers for all other replacements
of x by real numbers.
The solution set for an equation is defined to be the set of elements in the domain
of the variable that makes the equation true. Each element of the solution set is called
a solution, or root, of the equation. To solve an equation is to find the solution set
for the equation.
An equation is called an identity if the equation is true for all elements from the
domain of the variable. An equation is called a conditional equation if it is true for
certain domain values and false for others. For example,

5 5
2x  4  2(x  2) and 
x2  3x x(x  3)

are identities, since both equations are true for all elements from the respective
domains of their variables. On the other hand, the equations

2 1
3x  2  5 and 
x1 x

are conditional equations, since, for example, neither equation is true for the domain
value 2.
Knowing what we mean by the solution set of an equation is one thing; finding
it is another. We introduce the idea of equivalent equations to help us find solutions.
We will call two equations equivalent if they both have the same solution set for a
given replacement set. To solve an equation, we perform operations on the equation
to produce simpler equivalent equations. We stop when we find an equation whose
solution is obvious. Then we check this obvious solution in the original equation. Any
of the properties of equality given in Theorem 1 can be used to produce equivalent
equations.

Z THEOREM 1 Properties of Equality

For a, b, and c any real numbers:

1. If a  b, then a  c  b  c. Addition Property
2. If a  b, then a  c  b  c. Subtraction Property
3. If a  b and c  0, then ca  cb. Multiplication Property
a b
4. If a  b and c  0, then  . Division Property
c c
5. If a  b, then either may replace the Substitution Property
other in any statement without changing
the truth or falsity of the statement.
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78 CHAPTER 1 EQUATIONS AND INEQUALITIES

Z Solving Linear Equations

We now turn our attention to methods of solving first-degree, or linear, equations in
one variable.

Z DEFINITION 1 Linear Equation in One Variable

Any equation that can be written in the form

ax  b  0 a0 Standard Form
where a and b are real constants and x is a variable, is called a linear, or
first-degree, equation in one variable.
5x  1  2(x  3) is a linear equation, since it can be written in the standard
form 3x  7  0.

EXAMPLE 1 Solving a Linear Equation

Solve 5x  9  3x  7 and check.

SOLUTION

We use the properties of equality to transform the given equation into an equivalent
equation whose solution is obvious.

5x  9  3x  7 Add 9 to both sides.

5x  9  9  3x  7  9 Combine like terms.

5x  3x  16 Subtract 3x from both sides.

5x  3x  3x  16  3x Combine like terms.

2x  16 Divide both sides by 2.

2x 16
 Simplify.
2 2
x8

The solution set for this last equation is obvious:

Solution set: {8}

And since the equation x  8 is equivalent to all the preceding equations in our
solution, {8} is also the solution set for all these equations, including the original
equation. [Note: If an equation has only one element in its solution set, we generally
use the last equation (in this case, x  8) rather than set notation to represent the
solution.]

CHECK 5x  9  3x  7 Substitute x  8.
?
5(8)  9  3(8)  7 Simplify each side.
?
40  9  24  7
✓
31  31 A true statement 
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S E C T I O N 1–1 Linear Equations and Applications 79

MATCHED PROBLEM 1

Solve and check: 7x  10  4x  5 

We frequently encounter equations involving more than one variable. For exam-
ple, if l and w are the length and width of a rectangle, respectively, the area of the
A  lw w
rectangle is given by (see Fig. 1).

l A  lw

Z Figure 1 Depending on the situation, we may want to solve this equation for l or w. To solve
Area of a rectangle.
for w, we simply consider A and l to be constants and w to be a variable. Then the
equation A  lw becomes a linear equation in w that can be solved easily by divid-
ing both sides by l:

A
w l0
l

EXAMPLE 2 Solving an Equation with More Than One Variable

Solve for P in terms of the other variables: A  P  Prt

SOLUTION

A  P  Prt Factor to isolate P.

A  P(1  rt) Divide both sides by 1  rt.

A
P
1  rt
A
P Restriction: 1  rt  0 
1  rt

MATCHED PROBLEM 2

Solve for F in terms of C: C  59(F  32) 

Z Using a Strategy to Solve Word Problems

A great many practical problems can be solved using algebraic techniques—so many,
in fact, that there is no one method of attack that will work for all. However, we can
put together a strategy that will help you organize your approach.
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80 CHAPTER 1 EQUATIONS AND INEQUALITIES

Z STRATEGY FOR SOLVING WORD PROBLEMS

1. Read the problem carefully—several times if necessary—that is, until you

understand the problem, know what is to be found, and know what is given.
2. Let one of the unknown quantities be represented by a variable, say x, and
try to represent all other unknown quantities in terms of x. This is an
important step and must be done carefully.
3. If appropriate, draw figures or diagrams and label known and unknown parts.
4. Look for formulas connecting the known quantities to the unknown
quantities.
5. Form an equation relating the unknown quantities to the known quantities.
6. Solve the equation and write answers to all questions asked in the problem.
7. Check and interpret all solutions in terms of the original problem—not
just the equation found in step 5—because a mistake may have been made
in setting up the equation in step 5.

ZZZ EXPLORE-DISCUSS 1

Translate each of the following sentences involving two numbers into an

equation.
(A) The first number is 10 more than the second number.
(B) The first number is 15 less than the second number.
(C) The first number is half the second number.
(D) The first number is three times the second number.
(E) Ten times the first number is 15 more than the second number.

The remaining examples in this section contain solutions to a variety of word

problems illustrating both the process of setting up word problems and the techniques
used to solve the resulting equations. It is suggested that you cover up a solution, try
solving the problem yourself, and uncover just enough of a solution to get you going
again in case you get stuck. After successfully completing an example, try the matched
problem. After completing the section in this way, you will be ready to attempt a fairly
large variety of applications.

Z Solving Number and Geometric Problems

The first examples introduce the process of setting up and solving word problems in a
simple mathematical context. Following these, the examples are of a more concrete nature.
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S E C T I O N 1–1 Linear Equations and Applications 81

EXAMPLE 3 Setting Up and Solving a Word Problem

Find four consecutive even integers such that the sum of the first three exceeds the
fourth by 8.

SOLUTION

Let x  the first even integer, then

x x2 x4 and x6

represent four consecutive even integers starting with the even integer x. (Remember,
even integers increase by 2.) The phrase “the sum of the first three exceeds the fourth
by 8” translates into an equation:

Sum of the first three  Fourth  Excess

x  (x  2)  (x  4)  (x  6)  8 Collect like terms.
3x  6  x  14 Subtract 6 from both sides.

2x  8 Divide both sides by 2.

x4

The four consecutive integers are 4, 6, 8, and 10.

CHECK 4  6  8  18 Sum of first three 

8 Excess
10 Fourth

MATCHED PROBLEM 3

Find three consecutive odd integers such that 3 times their sum is 5 more than 8 times
the middle one. 

ZZZ EXPLORE-DISCUSS 2

According to property 1 of Theorem 1, multiplying both sides of an equation

by a nonzero number always produces an equivalent equation. By what number
would you choose to multiply both sides of the following equation to eliminate
all the fractions?

x1 x 1
 
3 4 2

If you did not choose 12, the LCD of all the fractions in this equation, you
could still solve the resulting equation, but with more effort. (For a discus-
sion of LCDs and how to find them, see Section R-6.)
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82 CHAPTER 1 EQUATIONS AND INEQUALITIES

EXAMPLE 4 Using a Diagram in the Solution of a Word Problem

If one side of a triangle is one-third the perimeter, the second side is one-fifth the
perimeter, and the third side is 7 meters, what is the perimeter of the triangle?

a b SOLUTION

c Let p  the perimeter. Draw a triangle and label the sides, as shown in Figure 2.
pabc Then
p p
3 5 pabc
p p Multiply both sides by 15, the LCD. This and
7 meters p  7 the next step usually can be done mentally.
3 5
Z Figure 2 *
15  p  15  a   7b
p p
3 5
p p
15p  15   15   15  7
3 5

15p  5p  3p  105 Collect like terms.

15p  8p  105 Subtract 8p from both sides.

7p  105 Divide both sides by 7.

p  15

The perimeter is 15 meters.

p 15
CHECK  5 Side 1
3 3
p 15
 3 Side 2
5 5
7 Side 3
15 meters Perimeter 

MATCHED PROBLEM 4

If one side of a triangle is one-fourth the perimeter, the second side is 7 centimeters,
and the third side is two-fifths the perimeter, what is the perimeter? 

*Throughout the book, dashed boxes—called think boxes—are used to represent steps that may be
performed mentally.
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S E C T I O N 1–1 Linear Equations and Applications 83

ZZZ CAUTION ZZZ

A very common error occurs about now—students tend to confuse algebraic

expressions involving fractions with algebraic equations involving fractions.
Consider these two problems:
x x x x
(A) Solve:   10 (B) Add:   10
2 3 2 3
The problems look very much alike but are actually very different. To solve the
equation in (A) we multiply both sides by 6 (the LCD) to clear the fractions.
This works so well for equations that students want to do the same thing for
problems like (B). The only catch is that (B) is not an equation, and the multi-
plication property of equality does not apply. If we multiply (B) by 6, we simply
obtain an expression 6 times as large as the original! Compare the following:
x x x x
(A)   10 (B)   10
2 3 2 3
x x 3x 2x 6  10
6  6   6  10   
2 3 32 23 61
3x  2x  60 3x 2x 60
  
5x  60 6 6 6
x  12 5x  60

6

Z Solving Rate–Time Problems

There are many types of quantity–rate–time problems and distance–rate–time prob-
lems. In general, if Q is the quantity of something produced (kilometers, words, parts,
and so on) in T units of time (hours, years, minutes, seconds, and so on), then the
formulas given in the box are useful.

Z QUANTITY–RATE–TIME FORMULAS

Q Quantity
R Rate 
T Time
Q  RT Quantity  (Rate)(Time)
Q Quantity
T Time 
R Rate
If Q is distance D, then
D D
R D  RT T
T R
[Note: R is an average or uniform rate.]
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84 CHAPTER 1 EQUATIONS AND INEQUALITIES

ZZZ EXPLORE-DISCUSS 3

A bus leaves Milwaukee at 12:00 noon and

travels due west on Interstate 94 at a constant
rate of 55 miles per hour. A passenger that was
left behind leaves Milwaukee in a taxicab at
1:00 P.M. in pursuit of the bus. The taxicab
travels at a constant rate of 65 miles per hour.
Let t represent time in hours after 12:00 noon.
(A) How far has the bus traveled after t hours?
(B) If t  1, how far has the taxicab traveled
after t hours?
(C) When will the taxicab catch up with the bus?

EXAMPLE 5 A Distance–Rate–Time Problem

The distance along a shipping route between San Francisco and Honolulu is 2,100
nautical miles. If one ship leaves San Francisco at the same time another leaves
San Francisco
Honolulu, and if the former travels at 15 knots* and the latter at 20 knots, how long
will it take the two ships to rendezvous? How far will they be from Honolulu and
2,100 miles San Francisco at that time?

SOLUTION
Honolulu

Let T  number of hours until both ships meet. Draw a diagram and label known and
unknown parts. Both ships will have traveled the same amount of time when they
meet.

D1  20T D2  15T

20 knots 15 knots

H Meeting SF

Distance ship 1 Distance ship 2

Total distance
± ≤  ± ≤  ° from Honolulu ¢
from Honolulu from San Francisco
travels to travels to
to San Francisco
meeting point meeting point
D1  D2  2,100
20T  15T  2,100
35T  2,100
T  60

*15 knots means 15 nautical miles per hour. There are 6,076.1 feet in 1 nautical mile, and 5,280 feet in
1 statute mile.
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S E C T I O N 1–1 Linear Equations and Applications 85

Therefore, it takes 60 hours, or 2.5 days, for the ships to meet.

Distance from Honolulu  20  60  1,200 nautical miles

Distance from San Francisco  15  60  900 nautical miles

CHECK 1,200  900  2,100 nautical miles 

MATCHED PROBLEM 5

An old piece of equipment can print, stuff, and label 38 mailing pieces per minute.
A newer model can handle 82 per minute. How long will it take for both pieces of
equipment to prepare a mailing of 6,000 pieces? [Note: The mathematical form is the
same as in Example 5.] 

Some equations involving variables in a denominator can be transformed into lin-

ear equations. We can proceed in essentially the same way as in Example 5; however,
we must exclude any value of the variable that will make a denominator 0. With these
values excluded, we can multiply through by the LCD even though it contains a variable,
and, according to Theorem 1, the new equation will be equivalent to the old.

EXAMPLE 6 A Distance–Rate–Time Problem

An excursion boat takes 1.5 times as long to go 360 miles up a river as to return. If
the boat cruises at 15 miles per hour in still water, what is the rate of the current?

SOLUTION

Let

x  Rate of current (in miles per hour)

15  x  Rate of boat upstream
15  x  Rate of boat downstream
360 miles
Time upstream  (1.5)(Time downstream)
Distance upstream Distance downstream D
 (1.5) Recall: T 
R
Rate upstream Rate downstream
360 360
 (1.5) x  15, x  15
15  x 15  x
360 540 Multiply both sides by
 (15  x)(15  x).
15  x 15  x
360(15  x)  540(15  x) Remove parentheses.

5,400  360x  8,100  540x Add 540x to both sides.

5,400  900x  8,100 Subtract 5,400 from both sides.

900x  2,700 Divide both sides by 900.

x3

Therefore, the rate of the current is 3 miles per hour. The check is left to the reader. 
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86 CHAPTER 1 EQUATIONS AND INEQUALITIES

MATCHED PROBLEM 6

A jetliner takes 1.2 times as long to fly from Paris to New York (3,600 miles) as to
return. If the jet cruises at 550 miles per hour in still air, what is the average rate of
the wind blowing in the direction of Paris from New York? 

ZZZ EXPLORE-DISCUSS 4

Consider the following solution:

x 2x  2
2
x2 x2
x  2x  4  2x  2
x2

Is x  2 a root of the original equation? If not, why? Discuss the importance

of excluding values that make a denominator 0 when solving equations.

EXAMPLE 7 A Quantity–Rate–Time Problem

An advertising firm has an old computer that can prepare a whole mailing in 6 hours.
With the help of a newer model the job is complete in 2 hours. How long would it
take the newer model to do the job alone?

SOLUTION

Let x  time (in hours) for the newer model to do the whole job alone.

a b  (Rate)(Time)
Part of job completed
in a given length of time
1
Rate of old model  job per hour
6
1
Rate of new model  job per hour
x
Part of job completed Part of job completed
° by old model ¢  ° by new model ¢  1 whole job
in 2 hours in 2 hours

a ba ba ba b  1 Recall: Q  RT
Rate of Time of Rate of Time of
old model old model new model new model
1 1
(2)  (2) 1 x0
6 x
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S E C T I O N 1–1 Linear Equations and Applications 87

1 2
 1 Multiply both sides
3 x by 3x, the LCD.

3x a b 3x a b
1 2
  3x
3 x

x  6  3x Subtract x from
each side.
6  2x Divide both
sides by 2.
3 x

Therefore, the new computer could do the job alone in 3 hours.

CHECK Part of job completed by old model in 2 hours  2(16)  13

Part of job completed by new model in 2 hours  2(13)  23
Part of job completed by both models in 2 hours  1 

MATCHED PROBLEM 7

Two pumps are used to fill a water storage tank at a resort. One pump can fill the
tank by itself in 9 hours, and the other can fill it in 6 hours. How long will it take
both pumps operating together to fill the tank? 

Z Solving Mixture Problems

A variety of applications can be classified as mixture problems. Even though the prob-
lems come from different areas, their mathematical treatment is essentially the same.

EXAMPLE 8 A Mixture Problem

How many liters of a mixture containing 80% alcohol should be added to 5 liters of
a 20% solution to yield a 30% solution?

SOLUTION

Let x  amount of 80% solution used.

BEFORE MIXING AFTER MIXING

80% solution 20% solution 30% solution

 

x liters 5 liters (x  5) liters

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88 CHAPTER 1 EQUATIONS AND INEQUALITIES

Amount of Amount of Amount of

° alcohol in ¢  ° alcohol in ¢  ° alcohol in ¢
first solution second solution mixture
0.8x  0.2(5)  0.3(x  5)
0.8x  1  0.3x  1.5
0.5x  0.5
x1

Add 1 liter of the 80% solution.

CHECK
Liters of Liters of
solution alcohol Percent alcohol

First solution 1 0.8(1)  0.8 80

Second solution 5 0.2(5)  1 20
Mixture 6 1.8 1.86  0.3, or 30%

MATCHED PROBLEM 8

A chemical storeroom has a 90% acid solution and a 40% acid solution. How many
centiliters of the 90% solution should be added to 50 centiliters of the 40% solution
to yield a 50% solution? 

ANSWERS TO MATCHED PROBLEMS

1. x  5 2. F  95C  32 3. 3, 5, 7 4. 20 centimeters
5. 50 minutes 6. 50 miles per hour 7. 3.6 hours 8. 12.5 centiliters

1-1 Exercises

In Problems 1–16, solve each equation. 9. 0.1(t  0.5)  0.2t  0.3(t  0.4)
1. 4(x  5)  6(x  2) 2. 3(y  4)  2y  18 10. 0.1(w  0.5)  0.2w  0.2(w  0.4)
3. 5  4(w  1)  2w  2(w  4) 11. 0.35(s  0.34)  0.15s  0.2s  1.66
4. 4  3(t  2)  t  5(t  1)  7t 12. 0.35(u  0.34)  0.15u  0.2u  1.66
3a  4 7  2a 3b 2b  5 2 5 2 3w 1 4
5. 5   6.   4 13.  4 14.  
5 2 7 2 y 2 3y 6w 2w 3
x 2x  1 3x  4 x 3x  1 6x  5 z 1 t 2
7.   8.   15.  2 16.  2
2 3 4 5 2 4 z1 z1 t1 t1
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S E C T I O N 1–1 Linear Equations and Applications 89

In Problems 17–24, solve each equation. x2  1 x2  4x  3

38. 
x1 x1
2m m4 4m  1
17.   2 x2  1  x2  4x  3
5 6 4
x1
3(n  2) 2n  3 4n  1
18.   2
5 6 9 In Problems 39–41, solve for x.
x3 2x  3 2x  3 3x  1 1 1
19. 1   20. 2 x x
x2 x2 x1 x1 x x
39. 3 40. 1
6 5 4y 12 1 2
21. 1 22. 5 1 x1
y4 2y  8 y3 y3 x x

3a  1 3 3 2
23.  2  x1
a  4a  4
2
a  2a a x
41. x2
1
1 10 1 1
24.  2  x
b5 b  5b  25 b5 3
a b
y x
42. Solve for y in terms of x:
In Problems 25–28, use a calculator to solve each equation to 1y 1x
3 significant digits.* a
43. Solve for x in terms of y: y 
25. 3.142x  0.4835(x  4)  6.795 b
1
xc
26. 0.0512x  0.125(x  2)  0.725x
44. Let m and n be real numbers with m larger than n. Then
2.32x 3.76 6.08 4.49x
27.   2.32 28.  4.49  there exists a positive real number p such that m  n  p.
x2 x x x3 Find the fallacy in the following argument:

In Problems 29–36, solve for the indicated variable in terms of mnp

the other variables. (m  n)m  (m  n)(n  p)
29. an  a1  (n  1)d for d (arithmetic progressions) m2  mn  mn  mp  n2  np
m  mn  mp  mn  n2  np
2
30. F  95C  32 for C (temperature scale)
m(m  n  p)  n(m  n  p)
1 1 1
31.   for f (simple lens formula) mn
f d1 d2
1 1 1
32.   for R1 (electric circuit) APPLICATIONS
R R1 R2
33. A  2ab  2ac  2bc for a (surface area of a rectangular These problems are grouped according to subject area. As
solid) before, the most difficult problems are marked with two stars
(★★), the moderately difficult problems are marked with one
34. A  2ab  2ac  2bc for c star (★), and the easier problems are not marked.
2x  3 3y  2
35. y  for x 36. x  for y
3x  5 y3 Numbers

In Problems 37 and 38, imagine that the indicated “solutions” 45. Find a number such that 10 less than two-thirds the number
were given to you by a student whom you were tutoring in this is one-fourth the number.
class. Is the solution right or wrong? If the solution is wrong, 46. Find a number such that 6 more than one-half the number is
explain what is wrong and show a correct solution. two-thirds the number.
x 2x  3 47. Find four consecutive even integers so that the sum of the
37. 4
x3 x3 first three is 2 more than twice the fourth.
x  4x  12  2x  3
x3 48. Find three consecutive even integers so that the first plus
twice the second is twice the third.
*Appendix A contains a brief discussion of significant digits.
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90 CHAPTER 1 EQUATIONS AND INEQUALITIES

Geometry (A) Let

49. Find the dimensions of a rectangle with a perimeter of VS  Takeoff ground speed at sea level for a particular
54 meters, if its length is 3 meters less than twice its width. plane (in miles per hour)
50. A rectangle 24 meters long has the same area as a square that A  Altitude above sea level (in thousands of feet)
is 12 meters on a side. What are the dimensions of the rectangle? V  Takeoff ground speed at altitude A for the same plane
(in miles per hour)
51. Find the perimeter of a triangle if one side is 16 feet,
another side is two-sevenths the perimeter, and the third side Write a formula relating these three quantities.
is one-third the perimeter. (B) What takeoff ground speed would be required at Lake Tahoe
airport (6,400 feet), if takeoff ground speed at San Francisco
52. Find the perimeter of a triangle if one side is 11 centimeters, airport (sea level) is 120 miles per hour?
another side is two-fifths the perimeter, and the third side is one- (C) If a landing strip at a Colorado Rockies hunting lodge
half the perimeter. (8,500 feet) requires a takeoff ground speed of 125 miles per hour,
what would be the takeoff ground speed in Los Angeles (sea level)?
Business and Economics (D) If the takeoff ground speed at sea level is 135 miles per hour
and the takeoff ground speed at a mountain resort is 155 miles
53. The sale price on a camera after a 20% discount is $72.
per hour, what is the altitude of the mountain resort in thousands
What was the price before the discount?
of feet?
54. A stereo store marks up each item it sells 60% above whole-
★★59. An earthquake emits a primary wave and a secondary wave.
sale price. What is the wholesale price on a cassette player that
Near the surface of the Earth the primary wave travels at about
retails at $144?
5 miles per second, and the secondary wave travels at about
55. One employee of a computer store is paid a base salary of 3 miles per second. From the time lag between the two waves
$2,150 a month plus an 8% commission on all sales over $7,000 arriving at a given seismic station, it is possible to estimate the
during the month. How much must the employee sell in 1 month distance to the quake. Suppose a station measures a time differ-
to earn a total of $3,170 for the month? ence of 12 seconds between the arrival of the two waves. How
far is the earthquake from the station? (The epicenter can be lo-
56. A second employee of the computer store in Problem 55 is
cated by obtaining distance bearings at three or more stations.)
paid a base salary of $1,175 a month plus a 5% commission on
all sales during the month. ★★60. A ship using sound-sensing devices above and below water
(A) How much must this employee sell in 1 month to earn a total recorded a surface explosion 39 seconds sooner on its under-
of $3,170 for the month? water device than on its above-water device. If sound travels
(B) Determine the sales level where both employees receive the in air at about 1,100 feet per second and in water at about
same monthly income. If employees can select either of these 5,000 feet per second, how far away was the explosion?
payment methods, how would you advise an employee to make
this selection? Life Science

Earth Science 61. A naturalist for a fish and game department estimated
the total number of trout in a certain lake using the popular
★57. In 1970, Russian scientists began drilling a very deep bore- capture–mark–recapture technique. She netted, marked, and
hole in the Kola Peninsula. Their goal was to reach a depth of released 200 trout. A week later, allowing for thorough mixing,
15 kilometers, but high temperatures in the borehole forced she again netted 200 trout and found 8 marked ones among
them to stop in 1994 after reaching a depth of 12 kilometers. them. Assuming that the ratio of marked trout to the total num-
They found that below 3 kilometers the temperature T increased ber in the second sample is the same as the ratio of all marked
2.5°C for each additional 100 meters of depth. fish in the first sample to the total trout population in the lake,
(A) If the temperature at 3 kilometers is 30°C and x is the depth estimate the total number of fish in the lake.
of the hole in kilometers, write an equation using x that will give
62. Repeat Problem 61 with a first (marked) sample of 300 and
the temperature T in the hole at any depth beyond 3 kilometers.
a second sample of 180 with only 6 marked trout.
(B) What would the temperature be at 12 kilometers?
(C) At what depth (in kilometers) would they reach a tempera-
ture of 200°C? Chemistry

★58. Because air is not as dense at high altitudes, planes require ★63. How many gallons of distilled water must be mixed with
a higher ground speed to become airborne. A rule of thumb 50 gallons of 30% alcohol solution to obtain a 25% solution?
is 3% more ground speed per 1,000 feet of elevation, assuming ★64. How many gallons of hydrochloric acid must be added to
no wind and no change in air temperature. (Compute numerical 12 gallons of a 30% solution to obtain a 40% solution?
answers to 3 significant digits.)
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S E C T I O N 1–1 Linear Equations and Applications 91

★65. A chemist mixes distilled water with a 90% solution of frequency of 264 hertz (middle C on the piano), find the fre-
sulfuric acid to produce a 50% solution. If 5 liters of distilled quencies of the other two notes. [Hint: Set up two proportions
water is used, how much 50% solution is produced? using 4:5 and 4:6.]
★ 66. A fuel oil distributor has 120,000 gallons of fuel with 0.9% ★72. A minor chord is composed of notes whose frequencies are
sulfur content, which exceeds pollution control standards of in the ratio 10:12:15. If the first note of a minor chord is A, with
0.8% sulfur content. How many gallons of fuel oil with a 0.3% a frequency of 220 hertz, what are the frequencies of the other
sulfur content must be added to the 120,000 gallons to obtain two notes?
fuel oil that will comply with the pollution control standards?
Psychology
Rate–Time
73. In an experiment on motivation, Professor Brown trained a
★67. An old computer can do the weekly payroll in 5 hours. A newer group of rats to run down a narrow passage in a cage to receive
computer can do the same payroll in 3 hours. The old computer food in a goal box. He then put a harness on each rat and con-
starts on the payroll, and after 1 hour the newer computer is nected it to an overhead wire attached to a scale. In this way he
brought on-line to work with the older computer until the job is could place the rat different distances from the food and mea-
finished. How long will it take both computers working together to sure the pull (in grams) of the rat toward the food. He found that
finish the job? (Assume the computers operate independently.) the relationship between motivation (pull) and position was
given approximately by the equation
★68. One pump can fill a gasoline storage tank in 8 hours. With
a second pump working simultaneously, the tank can be filled in p  15d  70 30 d 170
3 hours. How long would it take the second pump to fill the tank
where pull p is measured in grams and distance d in centimeters.
operating alone?
When the pull registered was 40 grams, how far was the rat from
★★69. The cruising speed of an airplane is 150 miles per hour the goal box?
(relative to the ground). You wish to hire the plane for a 3-hour
74. Professor Brown performed the same kind of experiment as
sightseeing trip. You instruct the pilot to fly north as far as she
described in Problem 73, except that he replaced the food in the
can and still return to the airport at the end of the allotted time.
goal box with a mild electric shock. With the same kind of ap-
(A) How far north should the pilot fly if the wind is blowing
paratus, he was able to measure the avoidance strength relative
from the north at 30 miles per hour?
to the distance from the object to be avoided. He found that the
(B) How far north should the pilot fly if there is no wind?
avoidance strength a (measured in grams) was related to the dis-
★70. Suppose you are at a river resort and rent a motor boat for tance d that the rat was from the shock (measured in centime-
5 hours starting at 7 A.M. You are told that the boat will travel at ters) approximately by the equation
8 miles per hour upstream and 12 miles per hour returning. You
a  43d  230 30 d 170
decide that you would like to go as far up the river as you can
and still be back at noon. At what time should you turn back, If the same rat were trained as described in this problem and in
and how far from the resort will you be at that time? Problem 73, at what distance (to one decimal place) from the
goal box would the approach and avoidance strengths be the
Music same? (What do you think the rat would do at this point?)

★71. A major chord in music is composed of notes whose fre-

Puzzle
quencies are in the ratio 4:5:6. If the first note of a chord has a
75. An oil-drilling rig in the Gulf of Mexico stands so that one-
fifth of it is in sand, 20 feet of it is in water, and two-thirds of it
is in the air. What is the total height of the rig?
76. During a camping trip in the North Woods in Canada, a
couple went one-third of the way by boat, 10 miles by foot, and
one-sixth of the way by horse. How long was the trip?
★★77. After exactly 12 o’clock noon, what time will the hands of
a clock be together again?