Linear Equations Applications and Modeling with Linear Equations ‘Complex Numbers EY quadratic Equations Chapter 1 Quiz Applications and Modeling with Quadratic Equations Other Types of Equations and ‘Applications: ‘Summary Exercises on Solving Equations Inequalities EE Absolute value Equations and Inequalities Pifer(eanifare becoming beter educated, Competition for jobe that pay more than the minimom wage has caused a scady increase in the numberof people seeking college degrees. In 2005, the average Yearly earings of high school gadoate inthe United States were nly 55.5% ofthe average earnings of a bachelor's degre holder From 1980 to 2005, the percentage of Americans holding bachelor's degrees increased by 73% o 27.6% of the population 25 years and older. (Source: US. Census Butea) Gated dations aceisedio tose! relationships between two variable, suchas your and percentage of Americans with bachelor’s degrees, In Exercise 45 of Section 1.2, we use a linear equation to determine enrollment at degree-granting institutions a384 CHAPTER1 Equations and Inequalities Linear Equations Basic Terminology of Equations » Solving Linear Equations « Identities, Conditional Equations, and Contradictions » Solving for a Specified Variable (Literal Equations) Basic Terminology of Equations An equation isa statement that {wo expressions are equal. X4+2=9, Me= Sx 46x, x= 2e-1=0 Equations To solve an equation means to find all numbers that make the equation a true statement, These numbers are called solutions or roots of the equation. A num- ber that is a solution of an equation is said to satisfy the equation, and the solu- tions of an equation make up its solution set. Equations with the same solution set are equivalent equations. For example, x= 4,x + 1 = 5, and 6x +3 = 27 are equivalent equations because they have the same solution set, {4}. However, the equations x? = 9 and x = 3 are not equivalent, since the first has solution set, {-3,3} while the solution set of the second is {3}. One way to solve an equation is to rewrite it asa series of simpler equivalent ‘equations using the addition and multiplication properties of equality. ADDITION AND MULTIPLICATION PROPERTIES OF EQUALITY For real numbers a, b, and c: Ita =b,thena +e=b +e, ‘That is, the same number may be added to both sides of an equation changing the solution set. Ifa =bandc # 0, then ac = be. ‘That is, both sides of an equation may be multiplied by the same nonzero ‘number without changing the solution set. (Multiplying both sides by zero leads to 0 = 0.) ‘These properties can be extended: The same number may be subtracted from both sides of an equation, and both sides may be divided by the same nonzero number, without changing the solution set. Solving Linear Equations We use the properties of equality to solve linear equations. PRE ed ‘A linear equation in one variable is an equation that can be written in the form ar +b=0, where a and b are real numbers with a % 0.\ 1 Linear Equations 85 A linear equation is also called a first-degree equation since the greatest degree of the variable is one. get VE=0, F212, Sle+3)= 2-6 Linareqations Vit2=5, ie 8, at +3x+.2=0 Nonlinear equations SOLVING A LINEAR EQUATION Solve 3(2x — 4) =7— (x + 5). Solution —3(2x — 4) = 7 — (x + 5) 6x — 12=7~x~4 Distributive property (Section R.2) Combiners. (eon R3) ‘Add teach de, ‘Combine terms, |Add 12 0 each side. ‘Combine terms, Divide each side by 7, Check: 3(2x — 4) = 7 — (x + 5) Original equation 3(2+2-4)=7-(2 +5) 2 Letx=2. eae wa a—7- o=0 Tne ‘Since replacing x with 2 results in a true statement, 2 is a solution of the given ‘equation. The solution set is (2). [Now TRY EXERCISE 11. <4] CLEARING FRACTIONS BEFORE SOLVING {LINEAR EQUATION +4 Solve Solution "7 Muhiply by 12, the LCD of the J) ‘actions. Geation 5) A(2t + 4) + 6m 32 — 28 Distributive property B+ 16 + 6r= 31-28 Distributive property 1dr + 16 = 31 — 28 Combine terms, u Subwract 3; subtract 16. Divide by 1186 CHAPTER1 Equations and Inequalities Ata 1 1 1 weeks AOS 4 (ye teag-t > Che 30 tg ag Tre ‘The solution set is {4}, [Now Tay exercise is, <] Identities, Conditional Equations, and Contradictions An equation satisfied by every number that is a meaningful replacement for the variable is called an identity. The equation 3(x + 1) = 3x + 3is an example of an identity. An equation that is satisfied by some numbers but not others, such as 2x = 4, is called a conditional equation. The equations in Examples | and 2 are conditional equations. An equation that has no solution, such as x =x + 1, is called a contradiction. IDENTIFYING TYPES OF EQUATIONS Decide whether each equation is an identity, a conditional equation, ot a contra- diction. Give the solution set. (a) -2x +4) +3xr—=x—8 (b) Sx—4= 11 (@) 3Gx— 1) = 9x +7 Solution (@) ~20 +4) +3x=x-8 2x — B+ 3x=x—8 Distributive property X—B=x-8 Combine terms o=0 Subtract x add 8 ‘When a rue statement such as 0 = O results, the equation is an identity, and the solution set is {all real numbers}. (b) Sx- 4 = 11 Sr 1S addd. x=3 Divide bys ‘This is a conditional equation, and its solution set is (3) © 3Gx- 1) = 947 9x — 3 = 9x +7 Distributive property -3=7 Subtract 9. ‘When a false statement such as ~3 = 7 resulis, the equation is a contradic- tion, and the solution set is the empty set or mull set, symbolized fl. INOW TRY EXERCISES.ae rae A LL Linear Equations 87 IDENTIFYING LINEAR EQUATIONS AS IDENTITIES, CONDITIONAL EQUATIONS, OR CONTRADICTIONS 1. If solving a linear equation leads to a true statement such as 0 = 0, the equation is an identity. Its solution set is (all real numbers}. (See Example 3().) 2. If solving a linear equation leads to a single solution such as x = 3, the ‘equation is conditional. Its solution set consists of a single element. (See Example 3(b).) 3, If solving a linear equation leads to a false statement such as ~3 = 7, the equation is a contradiction. Its solution set is #. (See Example 3(c),) Solving for a Specified Variable (Literal Equations) The sol tion of a problem sometimes requires the use of a formula that relates several variables. One such formula is the one for simple interest. The simple interest fon P dollars at an annual interest rater fort years is I= Prt. A formula isan ‘example of a literal equation (an equation involving letters). The methods used to solve linear equations can be used to solve some literal equations for a speci- fied variable. [EISEN sown Fora sPEciFieD VARIABLE Solve for the specified variable. (@) 1= Prt, fort (b) A~ P= Pr, forP (©) 32x — $a) + 4b= 4x -2, forx Solution (a) Treat «as if it were the only variable, and the other variables as if they were constants i-e ————s 1 _ Pri zi Bem Pr Divide both sides by Pr. I 1 1, oF Pr ” Pr (b) The formula A = P(1 + rf) gives the future or maturity value A of P dollars invested for ¢ years at annual simple interest rate r. (A — P = Preis another form of this formula.) 4-2 = Pt A= P+ Prt Transioer so that all terms involving P are on ove side, (1+ rf) Factor out P. (Section R.A) A » Or P=—S— Divide by | + rh ltn l+n8B CHAPTER1 Equations and Inequalities (©) 32x - Sa) + 4b = 4x - 2 Solve for 6x — Sa + 4b = 4x - 2 Distributive property 6x ~ 4x = 15a — 4b — 2 Isolate the terms on one side, 2x = 15a = 4b = 2 Combine erm, 4b -2 Divide by 2. INOW TRY EXERCISES 39, 47, AND 49. [SEER Areva tHe simpce inrerest FORMULA Latoya Johnson borrowed $5240 for new furniture, She will pay it off in 11 months at an annual simple interest rate of 4.5%. How much interest will she pay? Solution Here, r = .045, P = 5240, and r= 1 (ear). Using the formula, I= Prt = 5240(.045) (x) = $216.15. She will pay $216.15 interest on her purchase. [Now Tey exencise 5. <] Exercises Concept Check In Exercises 1-4, decide whether each statement is true or false. 1. The solution setof 2 +7 = x ~ Lis {-8}. 2. The equation 5(x — 10) = 5x ~ 50 is an example of an identity. 43. The equations «? = 4 and + 2 = 4 are equivalent equations 4, Its posible fora linear equation to have exactly two solutions. (2) 5. Explain the aitfrence between an identity and a conditional equation. £5). Make a complete list of the steps needed to solve a ner equation, (Some equations will noc requir every step) 1. Concept Check Which one is nota linear equation? A. Sx + Te I= =3x B. 92 - dx +3=0 C. te 8 = Be D. Ote~ 8c 40 [2)8. Insolving the equation (2x ~ 8) = Gx ~ 24, student obtains the result 0 = gives the solution set {0}. Is this correct? Explain. and Solve each equation. See Examples | and 2. 9. Set 4m 3x4 10.9 FLL = 7x41 I. 63x = 1) = 8 - (10x - 14) 12, 4-2 + 1) =6 - Qr-4) 5 7,1 3 wits 1S. 3x45 ~ S(e+1)=6r47 16, Sle +3) + 4v—3= Qe 4) +2Lal Linear Equations 89 17, Bx — (4 + 2x) + I= 2r4+2 18. 4[2x — (3-2) + SJ] = —Tx~2 0 Laegeet? a 20, F502x + 5) = ae a Seaee7 za ble =34= 208 ~ 296 ‘23, —4(2x — 6) + Bx Sx + 24-4 x 24, —8(3x + 4) + 6x = 4(x — 8) + 4x a6 ser dens 10 me bes asraxe2 Mi tbe Ode) 728 OME 2) = 1 Decide whether each equation is an identity, a conditional equation, or a contradiction. Give the solution set. See Example 3. Bedae rane siae7) a Llcrayaxea erie BL 2 8) = 3-16 32, 8x +3) =~ — 5+) BB) 3c + 2)— SQv+2)—-2x- 4 34, —6(x — 5) + B(x ~ 6) = 2-18 35. A(x + 7) = (x + 12) + 2G + 1) 36. —6(2x + 1) — 3x = 4) = - 15x +1 2137. A suudent claims tat the equation 5x = 4a contrition, since dividing both Sidesby x leads to $= 4 false statement. Explain why the students incorrect. E)38 IF k 0 is the equation x +k =.x a contradiction, a conditional equation, oF an entity? Explain Solve each formula for the indicated variable. Assume thatthe denominator is not 0 if variables appear in the denominator. See Examples 4(a) and (b). 39, V=Iwh, for! (volume of a rectangular box) 40, 1= Prt, for P (simple interest) 41. P=atb+c, fore (perimeter ofa triangle) 42, P= 21+ 2w, forw (perimeter of a rectangle) L A M(B +8), for B (area ofa trapezoid) 2 4 A= EH +O, fork (wea ofa trapezoid) 45. S—2nrh + 27, forh (surface area of aight circular cylinder) 46, s— JF, forg (itance taveled by 2 fling objec) a, = 2lw + 2wh + 2hl, fork (surface area of a rectangular box) [E)48. Refer to Exercise 45. Why is it not possible to solve this formula for r using the methods of this section? Solve each equation for x. See Example 4(c) 9. a) + b= 3x +a 580, Sx — (2a + 0) = a(x + 1) SL. ar + b= 3-0) 52. 4a — ar= 3b + br x gril 1 3 Anat 3 rer 85. ax + 3x = 2a? 56 ar+ b= bx ~ a $1 3x = Ox — 1) (m+ 4) 58, —x = (Sx + 3)(3k + 1)90 CHAPTER Equations and Inequalities Work each problem. See Example 5. 59, Simple Interest Luis Sanchez borrowed $3150 from his brother Julio to pay for books and tition. He agreed to repay Julio in 6 months with simple annual inter- est at 8%, (2) How much will the interest amount to? (b) What amount must Luis pay Julio at the end of the 6 months’? 60. Simple Interest Jennifer Johnston borrows $20,900 from her bank to open a florist shop. She agrees to repay the money in 18 months with simple annwal inter- est of 10.4%, (a) How much must she pay the bank in 18 months? (b) How much of the amount in part (a) is interest? Celsius and Fahrenheit Temperatures In the metric system of weights and measures, femperature is measured in degrees Celsius (°C) instead of degrees Fahrenheit (°F). To Convert between the two systems, we use the equations 5 9 iF 32) md P= 20432 I each exercise, convert to the other system. Round answers to the nearest tenth of a degree if necessary: a. orc 62. 200° 83. 59°F 64. 86°F 65. 100°F 66, 350°F Work each problem, 67. Temperature of Venus Venus is the hottest planet with a surface temperature of '867°R, What is this temperature in Celsius? (Source: The World Almanac, 2003.) 668. Temperature at Soviet Antarctica Station A record low temperature of ~89.4°C was recorded at the Soviet Antarctica Station of Vostok on July 21, 1983. Find the corresponding Fahrenheit temperature, (Source: The World Almanac, 2003.) 69. Temperature in Montreal Tre average low temperature in Montreal, Canada, for the date January 30 is 7°F. What is the corresponding Celsius temperature to the nearest degree? (Source: www.wunderground.com) 70, Temperature in Khartoum ‘The average annwal temperature in Khartoum, Sudan, is approximately 26.7°C. What is the corresponding Fahrenheit temperature to the neatest degree? (Source: www.world66.convatrica/sudan/climate) Applications and Modeling with Linear Equations Solving Applied Problems » Geometry Problems » Motion Problems re Problems Modeling with Linear Equations One of the main reasons for learning mathematics is to be able to solve practical problems. In this section, we give a few hints that may help. Solving Applied Problems — While there is no one method that allows us to solve all types of applied problems, the following six steps ar helpful= 5 Original Side is increased square ty3. cand x+3 ae in contimeters, Figure 1 12 Applications and Modeling with Linear Equations 91 Rome nase anos ‘Step 1 Read the problem carefully until you understand what is given and ‘what is to be found. Step 2. Assign a variable to represent the unknown value, using diagrams or tables as needed. Write down what the variable represents. Ifnec- essary, express any other unknown values in terms of the variable. ‘Step 3 Write an equation using the variable expression(s). ‘Step 4 Solve the equation. ‘Step 5 State the answer to the problem. Does it seem reasonable? Step 6 Cheek the answer in the words of the original problem. Geometry Problems [SEITEN FINDING THE DIMENSIONS OF A SQUARE If the length of each side of a square is increased by 3 em, the perimeter of the new square is 40 em more than twice the length of each side of the original square. Find the dimensions of the original square. Solution Step 1 Read the problem. We must find the length of each side of the original square. Step 2. Assign a variable. Since the length of a side of the original square is, to be found, let the variable represent this length. _ = length of side of the original square in centimeters ‘The length of a side of the new square is 3 cm more than the length of aside of the old square, so x + 3 = length of side of the new square. See Figure 1. Now write a variable expression for the perimeter of the new square, Since the perimeter of a square is 4 times the length of aside, (x + 3) = perimeter of the new square. Step 3 Write an equation. The new more wie the length ofthe side perimeter is 40 than ofthe original square 4 +3) = 40 + 2x Step 4 Solve the equation. 4x + 12 =40 + 2x Distributive property Section R2) 2x = 28 Subtract and 12, Section 1.1) =14 Divide by 2. ection 1.1)92 CHAPTERL Equations and Inequalities "Y LOOKING AHEAD TO CALCULUS In calculus the concept ofthe definite Integral is set find the distance trveled by an object avin at non-constant veloc, Step 5 State the answer. Each side of the original square measures 14 cm. ‘Step 6 Check. Go back to the words of the original problem to see that all ‘Recessary conditions are satisfied. The length of a side of the new square would be 14 + 3 = 17cm; its perimeter would be 4(17) = 668 cm. Twice the length of a side of the original square is 2(14) = 28 em. Since 40 + 28 = 68, the answer checks Now Tay EXERCISE. 4 Motion Problems > Problem Solving Ina motion problem, the components distance, rate, | and rime are denoted by the letters d, r, and 1, respectively. (The rate is also | called the speed or velocity. Here, rate is understood to be constant.) These variables are related by the equation dam, ndivrontettoms r= 4 ant oo, [SEEEIIEEN sowinc A motion prostem ‘Maria and Eduardo are traveling to a business conference. The trip takes 2 he for Maria and 2.5 hr for Eduardo, since he lives 40 mi farther away. Eduardo travels ‘S'mph faster than Maria, Find their average rates. Solution ‘Step 1 Read the problem. We must find both Maria's and Eduardo’s average rates, Step 2 Assign a variable. Let x = Maria's rate. Then x + 5 = Eduardo's rate, Summarize the given information in a table, a Bavardo [x+5| 25 | 2575) ‘Step 3. Write an equation, Use the fact that Eduardo’s distance traveled ex- ceeds Maria's distance by 40 mi. Eavardo's 40 more distance is than Maria's 25643) = et ay Step 4 Solve. 25x + 12.5 = 2x +40 Disswive propery Sx = 27.5 ‘Subtract 2x; subtract 12.5. x= 55 Divide by .5, ‘Step 5 State the answer. Maria’s rate of travel is $5 mph, and Eduardo’s rate is 55 + 5 = 60 mph.a | xk & 3L _ 12 Applications and Modeling with Linear Equations 93 Step 6 Check. The diagram shows that the conditions of the problem are satisfied, Distance traveled by Maria: 2(55)= 110 mi <_ Distance traveled by Eduardo: 2.5(60) = 150mi_ 150-110 = 40 [NOW TRY EXERCISE 19. Mixture Problems Problems involving mixtures of two types of the same substance, salt solution, candy, and 50 on, often involve percent. > Problem Solving In mixture problems, the rate (percent) of concentra- | tion is multiplied by the quantity to get the amount of pure substance present. | The concentration of the final mixture must be between the concentrations | of the two solutions making up the mixture. | [SESE sowvinc a muxrure prostem Charlotte Besch is a chemist. She needs a 20% solution of alcohol. She has a 15% solution on hand, as well as a 30% solution, How many liters of the 15% solution should she add to 3 L of the 30% solution to obtain her 20% solution? Solution ‘Step 1 Read the problem. We must find the required number of liters of 15% alcohol solution. Step 2. Assign a variable, Let x = number of liters of 15% solution to be added. Figure 2 and the table show what is happening in the problem. The ‘numbers in the last column were found by multiplying the strengths and the numbers of lites. The number of liters of pure alcohol in the 15% solution plus the number of liters in the 30% solution must equal the number of liters in the 20% solution - fom we foe | ae & = F sa) | Sem ms ely 20% G+oL 3+ | 20040 — ‘Step 3 Write an equation. Since the number of liters of pure aleohol in the 15% solution plus the numberof liters in the 30% solution must equal the number of liters inthe final 20% solution, Liters in 15% Litersin 30%, = Liters in 20% dss + 308) = 208 +).94 CHAPTER 1 Equations and Inequalities Step 4 Solve. 15x + .30(3) = 203 +x) 15x + 90 = 60 + 20x Dissiburive propery 30 = 05x Subtract 60: subleaet 18x 6=x Divide by (0s. Step 5 State the answer. Thus, 6 L of 15% solution should be mixed with 3L of 30% solution, giving 6 + 3 = 9 L of 20% solution. Step 6 Check, The answer checks, since 15) +. 9= 94+ 9=18 and 208 + 6) = 209) = 1.8 INOW TRY EXERCISE » Problem Solving In mixed investment problems, multiply each principal __ by the interest rate to find the amount of interest earned. [EERIE Sowvinc an investment prosiem ‘An artist has sold a painting for $410,000. He needs some of the money in 6 months and the rest in 1 yr, He can get a treasury bond for 6 months at 4.65% and one for a year at 4.91%. His broker tells him the two investments will earn a total of $14,961. How much should be invested at each rate to obtain that ‘amount of interest? Solution ‘Step 1 Read the problem. We must find the amount to be invested at each rate ‘Step 2. Assign a variable, Let x = the dollar amount to be invested for 6 months at 4.65%; 410,000 — x = the dollar amount to be invested for I yr at 4.91%. ‘Summarize this information in a table using the formula J = Prt, x 465 EB 36.0465) (5) 410,000 - x] 491 1 | 410.000 =.) (0491) ‘Step 3 Write an equation, Interest rom 4.65% Interest from 4.91% investment investment Sx(.0465) + .0491(410,000 - 3) =1L2 Applications and Modeling with Linear Equations 95 Step 4 Solve. ‘5x(,0465) + .0491(410,000 ~ x) = 14,961 02325x + 20,131 ~ .049Lx = 14,961 20,131 — .02585x = 14,961 .02585x = —5170 x= 200,000 Step § State the answer. The artist should invest $200,000 at 4.65% for 66 months and $410,000 — $200,000 = $210,000 at 4.91% for 1 yr to ean $14,961 in interest. Step 6 Cheek. The 6-month investment earns -5($200,000) (.0465) = $4650, ‘while the 1-yr investment earns 1($210,000) (0491) = $10,311 ‘The total amount of interest earned is $4650 + $10,311 = $14,961, as required. [Now TRY EXERCISE 35. <] Modeling with Linear Equations A mathematical model is an equation (or inequality) that describes the relationship between two quantities. A linear model is a linear equation; the next example shows how a linear mode! is, applied. In Chapter 2 we actually determine linear models, CEST MODELING THE PREVENTION OF INDOOR POLLUTANTS One of the most effective ways of removing contaminants such as carbon ‘monoxide and nitrogen dioxide from the air while cooking is to use a vented range hood. Ifa range hood removes contaminants at a rate of F liters of air per second, then the percent P of contaminants that are also removed from the sur- rounding air can be modeled by the linear equation P= 1.06F + 7.18, where 10 < F = 75. What flow F must a range hood have to remove 50% of the contaminants from the air? (Source: Rezvan, R. L., “Effectiveness of Local Ventilation in Removing Simulated Pollutants from Point Sources,” 65-75. In Proceedings of the Third International Conference on Indoor Air Quality and Climate, 1984.) Solution Since P = 50, the equation becomes 50 = 106F + 7.18 42.82 = 1.06F Subtract 7.18. F~ 40.40. Divide by 1.06 ‘Therefore, to remove 50% of the contaminants, the flow rate must be approxi- mately 40.40 L of air per second. a [NOW TRY EXERCISE 41. <|96 CHAPTER 1 Equations and Inequalities George Polya (1887-1985) [SEITE Moveuinc HEALTH care costs ‘The projected per capita health care expenditures in the United States, where y is in dollars, x years after 2000, are given by the linear equation Y= 390r + 4710, Linear moxte (Source: Centers for Medicare and Medicaid Services, Office of the Actuary, National Health Statistics Group.) (a) What were the per capita health care expenditures in the year 2008? (b) When will the per capita expenditures reach $9000? Solution In par (a) we are given a value forx and asked tofind the correspond- ing value of y, whereas in part (b) we are given a value for y and asked to find the corresponding value of x (a) ‘The year 2008 is 8 yr after the year 2000, Let.x = 8 and find the value of y. y= 390; + 4710 In 2008, the projected per capita health care expenditures were $7830. (b) Let y = 9000 and find the value of x 9000 = 390x + 4710 4290 = 390x Subir 4710. sei Divide by 390 Per capita health care expenditures are projected to reach $9000 in 2011, INOW TRY EXERCISE 45, EMESIS conc tay proposed an excellent general outline for solving applied problems in his classic book How to Solve It. 1, Understand the problem. 2. Devise a plan. 3. Camry out the plan, 4, Look back. Polya, a native of Budapest, Hungary, wrote more than 250 papers in many Janguages, as well as a number of books. He was a brilliant lecturer and ‘teacher, and numerous mathematical properties and theorems bear his ‘name. He once was asked why so many good mathematicians came out of ‘Hungary at the tum of the century. He theorized that it was because mathe- ‘matics was the cheapest science, requiring no expensive equipment, only pencil and paper. FOR DISCUSSION OR WRITING Look back at the six problem-solving steps given at the beginning of this section, and compare them to Polya’s four steps. SS. $a1.2 Applications and Modeling with Linear Equations 97 Exercises mncept Check Exercises 18 should be done mentally. They will prepare you fo some of the applications found in this exercise set. 1, Ifa train travels at 100 mph for 15 min, what isthe distance travel 2. If 120 of an acid solution is 75% acid, bow much pure acid is there in the mixture? 13, If a person invests $500 at 4% simple interest for 2 yr, how much interest is earned? 4, Ifa jar of coins contains 60 half-dollars and 200 quarters, what is the monetary value of the coins? 5. Acid Mixture Suppose two acid solutions are mixed. One is 26% acid and the other is 34% acid, Which one ofthe following concentrations cannot possibly be the concentration ofthe mixture? AL 36% © B. 28% C. 30% =D, 31% 6. Sale Price Suppose that a computer that originally sold for x dollars has been discounted 60%. Which one of the following expressions does not represent its sale price? 4 Ax= 60: BeAOe GFe Dex 60 7. Unknown Numbers Consider the following problem, One number is 3 less than 6 times a second number. Their sum is 46. Find the numbers. [fr represents the second number, which equation is correct for solving this problem? A. 46-(6+3)=6r B.S ~ 6x) +x = 46 C.46-G-6)=x D. Gr- 3) +x=46 8. Unknown Numbers Consider the following problem. The difference between seven times a number and 9 is equal to five times the ‘sum ofthe number and 2. Find the number, If represents the number, which equation is correct for solving this problem? A. Te-9= S42) B9- T= Sir +2) Co e-9=5r42 9 D.9- T= Se +2 Note: Geometry formulas can Solve each problem. See Example 1 Deland one bec nde befound en the back 9. Pont ofa Recto ‘he primero engl s294 cm. Te with i en tal at 10. Perimeter of a Storage Shed Blake Moore must build a rectangular storage shed. “He wants the length to be 6 ft greater than the width, and the perimeter will be 44 f. Find the length and the width of the shed. IL. Dimensions of a Puzzle Piece A puzzle piece in the shape of a triangle has perimeter 30 cm. Two sides of the triangle are each twice as long as the shortest side, Find the length of the shortest side. Side lengths are98 CHAPTER Equations and Inequalities 12, Dimensions of a Label The length of a rectangular la- bel is 2.5 em less than twice the width. The perimeter is 440.6 cm. Find the width 13, Perimeter of a Plot of Land The perimeter ofa tiangular plot of land is 2400 ft. ‘The longest side is 200 ft les than twice the shortest. The middle side is 200 ft less than the longest side. Find the lengths ofthe three sides of the triangular plot. 14, World's Largest Ice Cream Cake Carvel Corporation, the nation’s first retail ice ‘eream franchise, built the world’s largest ice cream cake in Union Square on ‘May 26, 2004. Weighing 12,096 th, the cake took 75 min and 54 people to build and assemble. The cake’s length was 10 ft longer than its width, and Perimeter was 56 ft. What were the width and the length of the cake, in feet? (Source: www gothamist.com) 18, World's Smallest Koran The world’s smallest Koran was published in Cairo, Egypt. in 1982, and was entered into the Guinness Book of World Records on Octo ber 15, 2004. The width of the book is .42 em shorter than its length, The book's perimeter is 5.96 om. What are the width and length of this Koran, in centimeters? (Source: www.guinnessworldrecords.com) 16. Cylinder Dimensions A tight circular cylinder has radius 6 in, and volume 14477, What is its height? (In the figure, h = height.) isin inches, 0 Recycling Bin Dimensions A recyeling bin sin the shape of a rectangular box. Find the height ofthe box if ts length is 18 ft, its width is 8 ft, and its surface area is 496 ft. (In the figure, k = height. Assume that the given surface area includes that of the top lid of the box.) an Tee isin fet. 18 Concept Check Which one or more ofthe following cannot be a correct equation {o solve a geometry problem, if x represents the length of a rectangle? (Hint> Solve each equation and consider the solution.) AL 2e+20- I= 14 B, -2x+ 75-3) =52 © Su +2)4+5x= 10 D. 2x4 2-3) =2212 Applications and Modeling with Linear Equations 99 Solve each problem. See Example 2 1. Distance to am Appoininent Inthe nor nln NGG) ing, Margaret drove toa business appointment ‘at 50 mph. Her average speed on the return Morning | 50 | x ‘wip in the afternoon was 40 mph. The return trip took 4 hr longer because of heavy traffic. Afternoon | 40 | x + ‘How far did she travel tothe appointment? Disance beneen Cites On a viction, mem pl NINN) Elwyn averaged 50 mph traveling from Den- ver to Minneapolis. Returning by a different Going sol x route that covered the same number of miles, he averaged 55 mph. What is the distance be- teen the two cities if his total traveling time was 32 he? Returning | 55 | 32 — id gets to work in 20 min when he dives his ca. Riding bis bie (by the same rout) takes him 45 min, His average driving sped is 4.5 mph sreaer han his average speed on his bike How far does he travel to work? 22, Speed ofa Plane Two planes leave Los Angeles athe sane time. One heads south to San Diego, while the other heads north to San Franelsco, The San Diego plane fies 50 mph slower than the San Francisco plane, In jh, te planes are 275 mi apart. What ae their speods? 23. Running Times Ross and Janet ate runing in the Strawberry Hil Fun Run, Russ fun at? mph Tne 5 mph If hey sara he set, how Tong wilt be be- fore they are 1m spar? 24, Running Times If the run in Exercise 23 has a staggered start, and Janet stat first, ‘with Russ starting 10 min late, how long will tbe before he catches up with her? 28, Track Event Speeds On September 14, 2002, Tim Montgomery (USA) set a world record in the 100-m dash with a time of 9.78 sec. If this pace could be maintained for an entire 26-mi marathon, what would his time be? How would this ime com- pare tothe fastest time for a marathon of 2 hr, $ min, 38 seo? (Hinu: 1 m ~ 3.281 ft.) (Source: The World Almanac, 2003.) 26, Track Event Speeds At the 1996 Olympics, Donovan Bailey (Canada) set what was ‘then the world record in the 100-m dash with a time of 9.84 sec. Refer to Exercise 25, nd answer the questions using Bailey's time, (Source: The World Almanac, 2000.) 27. Boat Speed Joann took 20 min to drive her boat upstream to water-ski at her fax ‘vorite spot. Coming back later in the day, atthe same boat speed, took her 15 min. If the current in that part ofthe river is 5 km per hr, what was her boat speed?” 28, Wind Speed Joe traveled against the wind ina small plane for 3 hr. The return trip with the wind took 2.8 hr. Find the speed ofthe wind if the speed ofthe plane in still is 180 mph.100 CHAPTER 1 Equations and Inequalities Solve each problem, See Example 3 29. Acid Mixture How many gallons of a 5% acid solution must be mixed with 5 gat of a 10% solution to obtain a 7% solution? 5% x 10% 5 1% x45 30. Alcohol Micture How many gallons of pure alcohol should be mixed with 20 gal ‘of a 15% alcohol solution o obtain a mixture that is 25% aleohol? 31, Alcohol Mixture Beau Glaser wishes to strengthen a mixture from 10% aleohol to 30% alcohol. How much pure alcohol should be added to 7 L ofthe 10% mixture? 32, Acid Mixture Matin Caswell needs 10% hydrochloric acid for @ chemistry experi- ment, How much 5% acid should she mix with 60 mL of 20% acid to get a 10% solution? (43) Saline Solurion How much water should be added to 8 mL of 6% saline solution to reduce the concentration to. 4%? 34, Acid Mixture How much pure acid should be added to 18 L of 30% acid to in- ‘The calculator isin complex number rode. Figure For a complex number a + bi, if b = 0, then a + bi = a, which is a real ‘number, Thus, the set of real numbers is a subset of the set of complex num- bers. Ifa = 0 and b # 0, the complex number is said to be a pure imaginary number. For example, 3/is a pure imaginary number. A pure imaginary num- ber, or number such as 7 + 2i with a ¥ 0 and b #0, is a nonreal complex number. A complex number written in the form a+ bi (or a + ib) is in standard form, (The form a + ib is used to write expressions such as V3, ince V5i could be mistaken for V5i.) [NOW TRY EXERCISES 9, 11, AND 13, ES _ Some graphing calculators, such as the TI-83/84 Plus, are capable of ‘working with complex numbers, as seen in Figure 4. The top screen supports the definition of i, The bottom screen shows how the calculator returns the real and imaginary parts of 7 + 2i, = For a positive real number a, V=a is defined as follows. Bia gs) et Ifa > 0, then V-a=iVa, SSUES wertins V=0 asive ‘Write asthe product of areal number andi using the definition of V=a (a) V~16 () V=70 (o) V=48 Solution @) V— iVI6 = 4 (b) V=70 = iV70 (o) V~48 = 1V88 = iVI6~ = 47V3 Product sule for radicals (Section R7) [NOW TR EXERCISES 7,19, AND 23. 4 Operations on Complex Numbers Products or quotients with neg- ative radicands are simplified by first rewriting Va as ‘Va for a positive number a. Then the properties of real numbers are applied, together withthe fact that ? = ~1. > Caution When working with negative radicands, use the definition V=a = iVa before using any of the other rules for radicals. In particular, the rule Ve - Vd = Ved is valid only when c and d are not both negative. For example, V-4(-9) = V36 = 6, while V=4 V—9 = 21031) = 67 =~ % V=4 V9 VED.1.3 Complex Numbers 105 ([GEEMIIIEER NDING probucrs AND QUOTIENTS INVOLVING NEGATIVE RADICANDS Multiply or divide, as it FW= }.V=10 v= wf (a) V=7-V=7— () V=6-V=10 OF VG licated. Simplify each answer, Solution ViVi (b) V=6-V=10 = V6 - VI “(Vie Veo 1s7 -1V40 15 ot = -1+2V15 = -2Vv15 v= _iV0_ /20 OVA wi = = VIO Quotient rule for radicals (Section R.7) v=48 VE wa @ [NOW TRY EXERCISES 25,27, 29,AND 3. 4] ‘SIMPLIFYING A QUOTIENT INVOLVING ANEGATIVE RADICAND 8+ V=128. 4 Write in standard form a + bi. Solution ~8 + V—64-2 4 8H8VE gy (sao 2 eR BVA) a ean) 7 = H242IVE Lovo aston 5) [NOW TRY EXERCISE 37. With the definitions #? = —1 and Va = V4 for a > 0, all properties of real numbers are extended to complex numbers. As a result, complex numbers are added, subtracted, multiplied, and divided using the definitions on the fol- Jowing pages and real number properties.106 CHAPTER1 Equations and Inequalities ADDITION AND SUBTRACTION OF COMPLEX NUMBERS For complex numbers a + bi and c + di, G@+ b+ C+d)=@++b+ai and (@ + di) —(¢ + di) =(a@-0) + b- dh. ‘That is, to add or subtract complex numbers, add or subtract the real parts and add or subtract the imaginary pars [SESE (00 1N ano susrracrinG CompLex NUMBERS Find each sum or difference. (@) (3 4i) + (-2 + 61) () (-9 + 7) + G - 151) © (-44+3)- 6-71) @ (12 = 5) - 6 = 3) Solution ‘Add real Add imaginary oo We ‘Commutative, associa- (0) (3 = 48) + (-2 + 6) = [3 + C2] + [4 + OB tive, csinbuive proper ‘ies ection R2) =1+ () (-9 + 71) + G15) = -6 ~ 8 (©) (-4 +3) - (6-7) =(-4- 6) +B - (DE = 10 + 101 @ (12-5) (8-3) = 4-21 NOW TRY EXERCISES 43 AND 45. ‘The product of two complex numbers is found by multiplying as if the num- bers were binomials and using the fact that i? = —1, as follows. (a+ bi(c + di) = ac + adi + bie + bidi FOIL Geaion RS) = ac + adi + bei + bai? =ac + (ad + be)i + bd(—1) Distributive property; i = =1 = (ac ~ bd) + (ad + bedi MULTIPLICATION OF COMPLEX NUMBERS For complex numbers a + biand ¢ + ai, ‘This definition is not practical in routine calculations. To find a given prod- uct, its easier just to multiply as with binomials.cru C4438 92 : fein aiS" 18-4] a a “Thissereen shows how the ‘TI-83/B4 Plus displays he resis found in Example. 1.3 Complex Numbers 107 [SEER wurriwvinc comeuex numaers Find each product. @ Q@-32GB+4) &) +3 © 6 + 5)(6-5i) Solution (a) (2 — 313 + 41) = 2(8) + 2(4i) — 31(3) — 314) FOL + 81 — 91 = 1277 =6-i- 12-1) Pen =18-i (b) (4 + 39? = 2 +24) GI + (31)? Square of abinomisl ection 3) 16 + 241 + 977 16 + 241 + 9(-1) Pe-l + 241 (©) (6 + 5i)(6 — Si) = 6 — (Si? Product of the sum and difference of two terms (Section R.3)_ = 36 - 25(-1) e=-1 = 36 +25 61, or 61+ Oi Standard form | Now TRY EXERCISES 5,55, AND 59. <] Powers of i can be simplified using the facts Peri and #= (0 =(1P=1. [ESRI simeuirvine powers oF ‘Simplify each power of i (@) i* (oe Soll Alternatively, using and i to rewrite gives {d= jai (YE © [NOW TRY EXERCISES 69 AND 77. <¢ ‘We can use the method of Example 6 to construct the list of powers of i sven on the next page.108 CHAPTER1 Equations and Inequalities lina Powers of can be found on ‘he TE-83/84 Plus clean Example 5(c) showed that (6 + 5i)(6 — Si) = 61. The numbers 6 + Si and 6 — 5i differ only in the sign of their imaginary parts, and are called eom- plex conjugates. The product of a complex number and its conjugate is ‘always a real number, This product is the sum of the squares of the real and imaginary parts. (TTT eOma esac For real numbers a and b, (@ + bia - bi) =a + BE ‘To find the quotient of two complex numbers in standard form, we multiply bboth the numerator and the denominator by the complex conjugate of the denominator, [SSRN Dviowne comptex numacrs ‘Write each quotient in standard form a + bi. 342i 3 os4 oF Solution Maly by the complex conjugate of he a 3% _ +25 +) bn oe coer cane G-)5+i) denominator, : 2 SANTI iy LB +1 — 11H ecient) Lowest cerms; standard form To check this answer, show that (¢ + $ )o =i) =3-4 2. Quotient x Divisor = Dividend7 Fal 2412 Pea s “This sree suppor he re sults in Example 7. Notice tbat he answer to part) ‘post be interpreted Fade nor ded, iw Exercises 1.3 Complex Numbers 109 Fis the conjugate of or 0 = 3i Siandasd form [NOW TRY EXERCISES 83 AND 89. Concept Check Determine whether each statement is.tmue or false. If itis false, tell why, 1, Every real number is @ complex number. 2. No teal number is pure imaginary number. 3, Every pure imaginary number is a complex number. 4. A number can be both real and complex. ‘8. There is no real number that is a complex number. 6. A complex number might not be a pure imaginary number. dentify each number as real, complex, pure imaginary, or nonreal complex. (More than ‘one of these descriptions may apply.) nad 80 9. 131 10. -1 WLS +i 2-6-1 14. V4 18. V=35 16, V—36 Write each number asthe product ofa real number and i See Example 1. a. V=3 18. V=36 9, V=i0 20, V=18 2. V=288 22, V=300 23, -V=18 2, -V-80 Multiply or divide, as indicated, Simplify each answer See Example 2. 28, V=13-V=13, 26. Va V=IT 2. V=3+V=8 8. VV wo YH = vai 2, Mas va Write each number in standard form a + bi. See Example 3. 37, eae 38. seven 7. ns vom ao, DH VOR a. tN an, TSA V=50 2 10110 CHAPTER 1 Equations and Inequalities Find each sum or difference. Write the answer in standard form. See Example 4 44. (4) +8459 46, (-3 + 2) ~(-4 + 2 43. 3 +21) + (9 = 3/) 45, (-2 + 4i) ~ (-4 + 4) 47. (2 ~ Si) - B+ 4i) + ¢ 49) -i-2- 6-41) 2+) (6-29 48. (-4-) - 2 +3) + (-4 4 51) 50, 3-4-1) ~ 48 + (-2+ 51) Find each product, Write the answer in standard form, See Example 5. SL (2+) 2) 54, (1 + 392-59) 57.3 +0G-9 60. (6 ~ 41)(6 + 49) 63. 3 — 493 + 49 66, ~si(4 = 31) 52, (-2 + 31) (4 - 2) (3 = 298 . (5+ DG - i) . (V8 + )(VE — 1) i. i(2 + 7H)(2 - Ti) 2+)Q-)4+3) Simplify each power of i. See Example 6 69, i 70, Be 74. i mi 78." 53, (2 + 4i)(-1 + 31) 56. (2 +i? 59. (-2 — 3i)(-2 + 3) @2, (V3 ~ 4i)(V3 + 4i) 68, 3i(2 — i* 68. (3 — )(3 + f)(2 — 61) j1. Suppose that your friend, Leah Goldberg, tells you that she has discovered 1a method of simplifying a positive power of i. “Just divide the exponent by 4." she says, “and then look at the remainder, Then refer to the table of powers of i in this section. The large power of iis equal to the power indicated by the remain- er, And if the remainder is 0, the result is = works, Explain why her method \82, Explain why he following method of simplifying? works a-1 Find each quotient. Write the answer n standard form a + bi. See Example 7. ota Tei 4-3 ae 83. 86. 95) Show that va + va 212 va,1 6 stow dar + 1 97, Evaluate 32 ~ Fife = 98, Evaluate ~2¢ + 2 if 4+ si 3421 is a square root of i ‘is a cube root of = 2.1.4 Quadratic Equations 111. Quadratic Equation Solving a Quadratic Equation « Completing the Square = The Quadratic Formula « Solving fora Specified Variable = The Discrimin: A quadratic equation is defined as follows. QUADRATIC EQUATION IN ONE VARIABLE ‘An equation that can be written in the form ax? + bx +0 =0, where a, b, and c are real numbers with a ¥ 0, is a quadratic equation. ‘The given form is called standard form. A quadratic equation is a second-degree equation—that is, an equation with a squared variable term and no terms of greater degree. P= 25, det tx — 50, B= 4x — 8 Quadratic equations Solving a Quadratic Equation Factoring, the simplest method of solving a quadratic equation, depends on the zero-factor property. ZERO-FACTOR PROPERTY If. and b are complex numbers with ab = 0, then a = 0 ot b = 0 or bot (ERSUIEEN) USING THE ZERO-FACTOR PROPERTY Solve 6 + 7x = 3, Solution [Bomefaetor out rhere|}— 6x? + 7x = 3 6f +7x-3=0 Standard form Gx -@r+3) Foctor Seation Ra) Br-1=0 or 2x+3=0 ——Zerorfactorpropenty Be=1 or x= =3 Solve cach equation 14 3 3 2 Check 6x2 + Tx= 3 Oxzinal equation 1) =2(4)-3 Lace} 2 3 a _ 7 +zr3 3=3 Te 3=3 Tw. Both values check, since true statements result. The solution set is {4,3}112 cHAPTER1 Equations and Inequalities ‘A quadratic equation of the form x? = k can also be solved by factoring, J P-k=0 ‘Subtract k. © (= VB)le+ Vi) Factor x-Vk or x+VE=0 ——Zeosacorpropeny reVE of x= Vie Solve each ent, This proves the square root property. eM aeraelasiaa That is, the solution set of x* = k is {Vk, Vk }, which may be abbrevi- ated {Vk}. Both solutions are real if & > 0, and both are pure imaginary if <0. If k <0, we write the solution set as {+iVk]}. (If k = 0, then there is only one distinct solution, 0, sometimes called a double solution.) (ERE using THe SQUARE ROOT PROPERTY Solve each quadratic equation. @ 2-17 (b) P= -25 © @-4h= 12 Solution (@) By the square root property, the solution set of x* = 17 is {= V7}. (b) Since VI = i, the solution set of x = -25 is {Si}. (©) Use a generalization of the square root property. @-4P=12 VIB Generalized square root property x=42VI2 das, 4#2V3 Vi = Vie} =2V3 Geetion 87) Check: (4. 2V3 ~ 4) = (2V3) = 12 (4 - 2V3 - 4P = (-2V3) = 12 ‘The solution set is {4 + 23}. ee, [NOW Tay EXERCISES 21,23, AND 25. Completing the Square Any quadratic equation can be solved by the ‘method of completing the square, as summarized on the next page.LA Quadratic Equations 113 SOM PVC Uae OIC ee RL To solve ax’ + br + c= 0,a ¥ 0, by completing the square: Step 1 Ifa % 1, divide both sides of the equation by a. Step 2 Rewrite the equation so that the constant term is alone on one side of the equality symbol. ‘Step 3 Squate half the coefficient of x, and add this square to both sides of the equation, Step 4 Factor the resulting trinomial as a perfect square and combine terms ‘on the other side Step 5 Use the square root property to complete the solution. [SESIIEISENS usin THe meTHon oF COMPLETING THE SQUARE, Solve x* ~ 4x — 14 = 0 by completing the square. Solution L ‘Step 1. This step is not necessary since a Step 2 eo deal Add 14 10 both sides. Step 2 —4x+4=14+4 — [}(--)f = 4:add 4 to both sides. Step4 (x2 = 18 Factor (Section R-4); combine terms Step 5 E-2SEVIE — Square root property E=2VIB add2. X= 2 3V2_ Simplify she radical, ‘The solution set is {2 + 3V2}. INOW TRY EXERCISE 35. <<) [SEIU usine tHe metHon oF ComPLETING THE SQUARE, a#1 Solve 9x? = 12x + 9 Solution O by completing the square, Ov = 12 +9 =0 vodrtino Divide by 9. (Step 1) 4 Poteet Aste) 3add§. (Step 3)114 CHAPTERI Equations and Inequalities Factor, combine terms. (Step 4) 2 x4 Square rot property (Step 5) 2 V0 = Va ection 1.3); erg Quotient rule for radicals (Section R.7) Add 3 The solution set is { [NOW TRY EXERCISE 41. <] The Quadratic Formula The method of completing the square can be used to solve any quadratic equation, If we start with the general quadratic equa- tion, ax? + bx + c= 0,a ¥ 0, and complete the square to solve this equation for in terms of the constants a, b, and c, the result isa general formula for solv- ing any quadratic equation. We assume that a > 0. ax + Dx + 2,5 wees Divide bya (Step 1) es 7 sabre (Step 2 (f Add £5 to each side, (Step 3) setae cats [(°)] a 1 | x ™ 1 2 als Factor, commutative property (Step 4) Write fractions with a common enominator. (Section R) aT oa ae i Ris Bis Ble xt ‘Adi fractions. (Section R.5) b ; red ‘Square root property (Step 5) b : ats Since a > 0, Vila? = 2a, (Section R7) Combining terms on the right side leads to the quadratic formula. (A slight modification of the derivation produces the same result for a < 0.)14 Quadratic Equations 115 CUD ‘The solutions of the quadratic equation ax? + bx + ¢ = ‘Throughout this text, unless otherwise specified, we use the set of complex numbers as the domain when solving equations of degree 2 or greater. USING THE QUADRATIC FORMULA (REAL SOLUTIONS) Solve x? — dx = —2. Solution a4 ¥2=0 Write in standard form. Herea = 1,b = —4,and ¢ = 2. 50 EER toe ude formule (4) * V—4P = 401) 2) x1) a=, -4c=2 2 _422V3 vi —, (ection R7) 2+ v2) Factor out inthe numerator. 2 (Section R5) 22Vv2 Lowest terms ‘The solution seis {2 + V3}. DESIR sine tHe quavearic FoRMULA (NONREAL COMPLEX SOLUTIONS) 4 Solve 2x7 Solution oeaxt =0 Write in standard form. Dt VTP =4QE@ Quacratic formula; —— so bak116 cHAPTERL Equations and Inequalities | (Section 1.3) [Now tav exercise i. ‘The equation x° + 8 = 0 that follows in Example 7 is called a eubie equa- tion because of the degree 3 term. Some higher-degree equations can be solved using factoring and the quadratic formula. (ESI sowvine a cusic EQUATION Solve x? Solution +8=0 bent 244) eter x+2=0 or -2x+4=0 ‘Zero-factor property —(-2) 4(1)(4) Quadratic formula; x=-2 of x= a=1b=-20=4 Simplify, ‘Simplify the radical Factor out 2 inthe numerator. Lowest terms ‘The solution set is {—2,1 + iV3}. [NOW TRY EXERCISE 61. 4] Solving for a Specified Variable To solve a quadratic equation for a specified variable ina formula or ina Iiteral equation (Section 1.1), we usually apply the square root property or the quadratic formula [SESZINIEEY souvinc ror A QUADRATIC VARIABLE IN A FORMULA Solve for the specified variable. Use ++ when taking square roots. nd? 7? @ A ford oe st=k (r#0), fort14 Quadratic Equations 117 Solution are | @ a=" 44 = ad? Mokiply by 4 44 Beg Divide by 7 Square root property Rationalize the denominator. (Section R.7) Vike Multiply numeratom ‘multiply denominators. Simplify, (b) Because rf? ~ st = kas terms with ? and 4, use the quadratic formula. r= si-k=0 ‘Write in standard form, Now use the quadratic formula to find -b = VF dae 2a 3) * Vics — 40)(-8 207) stVEe ak pal Ze ok Simplif oF pity. | NOW TRY EXERCISES 65 ND 6. [> Note In Example 8, we took both positive and negative square roots. However, ifthe variable represents a distance or length in an application, we | would consider only the positive square root. The Discriminant The quantity under the radical in the quadratic for- mula, 6? ~ 4ac, is called the discriminant. =b = VF = Fac Discriminant 2a ‘When the numbers a, b, and c are integers (but not necessarily otherwise), the value of the discriminant can be used to determine whether the solutions, of a quadratic equation are rational, irrational, or nonreal complex numbers.118 CHAPTERI Equations and Inequalities The number and type of solutions based on the value of the discriminant are shown in the following table, Positive, perfect square | Two Rational Positive, but not Two Irrational ‘perfect square Zer0 ‘One (a double solution) | Rational ‘Negative Two ‘Nonreal complex » Caution The restriction on a, b, and c is important, For example, for the equation #- V5x the discriminant is b? ~ 4ac = 5 + 4 = 9, which would indicate two ra- tional solutions if the coefficients were integers. By the quadratic formula, V5 +3 0, however, the two solutions x = are irrational numbers. (SINE usin tHe oisceiminant Determine the number of distinct solutions, and tell whether they are rational, irrational, o nonreal complex numbers. (a) Sx + 2x - Sol =0 @) x 10r=-25 @) 2-x+1=0 (a) For Sx? + 2x — 0,4 = 5,b = 2, and ¢ = ~4. The discriminant is BF — dac = 2 ~ 4(5)(—4) = 84, ‘The discriminant 84 is positive and not a perfect square, so there are two distinct irrational solutions. (b) First, write the equation in standard form as x? — 10x + 25 = 0, Thus, a= 1,b= 10, and ¢ = 25, and B — ac = (~10)* ~ 4(1) (25) = 0. ‘There is one distinct rational solution, a “double solution.” (© For2e? ~x + 1=0,a=2,b=-I,ande= 1,50 B — dae = (-1) = 42)(0) = ~7. There are two distinct nonreal complex solutions. (They are complex conjugates.) NOW TRY EXERCISES 73, 75, AND 77.Exercises concep: check Match the equation in Column Iw 1.4 Quadratic Equations. 119 8 solution(s) in Column Il I 1 P= 25, B. #2V5 Bet Ds Bee RE -5 de B. 22iV5 Concept Check Answer each question. 9. 10. Mu. Which one of the following equations is setup for direct use of the zero-factor property? Solve it. A. 3x 1x -6=0 B. Qx+5)'=7 CG etr=12 D. Gr-N@=N=0 Which one of the following equations is set up for direct use of the square root property? Solve it, A. 3¢ = 1x6 =0 B, (r+ 5) C¥treR D. Gr-)&-)=0 Only one of the following equations does not require Step 1 of the method for completing the square described in this section. Which one is it? Solve it A. 32° 19x-6=0 B. Qr+5'=7 CG etre2 D. Gr=1)@=7)=0 12, Only one ofthe following equations is set up so that the values of a, b, and c ean be determined immediately. Which one is i? Solve it. A BP Ik-6=0 BQx +57 =7 Ctr 2 D. r= D&-7=0 Solve each equation by the zeofacor property See Example I 13,8 — 5x +6 Movt2%-8=0 ISSA 3x 2 x- 15-0 WB a pe 18. ~6:' + 1x Solve each equation by the square root property. See Example 2. 9.8 =16 20,8 = 25 au. 27-8 =0 Ma-F=0 | Be -8 24, 2 = ~400 28. Gx ~ 1 26, (4x + 1 = 20 2. +53 28. (¢-4F ==5 29. (Sx 3) 30, (-2r+ 5) Solve each equation by completing the square. See Examples 3 and 4 Be 4r+3=0 BP Tr+12—0 38-20 M4 —3r- 1080 35, e-2x-2=0 36, 8-3-6 =0 37, 28 + r= 10 38. 30 F2e=5 39, 20? ~ 4x — 40, -30 +6r+5=0 41-4 Here 7 2-3 + ore 7 43. Concept Check Francisco claimed thatthe equation? ~ 8x = O cannot be solved boy the quadratic formula since there is no value for c. Is he correct? 44. Concept Check Francesca, Francisco's twin sister, claimed that the equation x? — 19 = 0 cannot be solved by the quadratic formula since there is no value for b Is she correct?120 CHAPTER 1 Equations and Inequalities Solve each equation using the quadratic formula. See Examples 5 and 6. 45.x2-x-1=0 46, x? -3x-2=0 47, 8 — 6x 7 48.8 — d= P= 2-5 50, x? = 2x ~ 10 Site Soros? teste sieebies S204 300 so ire 57, (Ax — Ix + 2) = 4x $8. (Ax + 2) — 1) = 3x 89. (x — 9x — 1) = -16 B}60. Expain why the equations 28+ 3x-6—0 and 2x?-3x+6=0 have the same solution set. (Do not actually solve.) Solve each cube equation Se Exanple 7 61 xP -8=0 62,0 - 27 63,8 +27 = 4. + 64—0 Solve each equation for the indicated variable. Assume no denominators are 0. See Example 8. 65. 5 ze fort 66.4 for r or, ty Genet gt tk tar Oh 16 + wt + sy fort For each equation, (a) solve for x in terms of y, and (b) solve for y in terms of x. See Example 8. Ad 4x? ~ day + 39? = 2 12. 398 + dey — Ox Evaluate the discriminant for each equation. Then use it to predict the numberof dstinet solutions, and whether they are rational, irrationel, or nonresl complex. Do not solve the ‘equation, See Example 9 T= 8+ 16=0 | tars 16, 82 = ~14y—3 Tae 7822 + act 9.98 + 1x4 4—0 80, 3x¢ 81. 8-72 82. Show that the discriminant for the equation V2.7 + 5x ~ 3V2 = 0 is 49. If this equation i completely solved itcanbe shown thatthe soluonsetis(~3V3,.2}, Here we havea discriminant that i positive anda perfect square, yet the two solutions are rational. Does this contradict the discussion in this section? Explain 15, 30 + Se +2 [P)83. 1s it possible forthe solution set of a quadratic equation with integer coefficients to consist ofa single irational number? Explain, |84. 1s it possible forthe solution set of a quadratic equation with real coefficients to con- sist of one real number and one nonteal complex nomber? ExplaiLS Applications and Modeling with Quadratic Equations 121 Find the values of a, b, and c for which the quadratic equation ax* + bx + © = 0 has the given numbers as solutions, (Hint: Use the zero-factor property in reverse.) 4,5 86, -3,2 87.1 +V2,1~ V2 88. i, 1, Solve the ar equation 3(x ~ 5) ++2= 1 (4 +20). 2, Determine whether each equation is an identity, a conditional equation, or a contra diction, Give the solution set. (@) 4x5 = 23-20) +3 () Sr-9= 5-2 +) +L (©) Sx-4=36-2) 43, Solve the equation ay + 2x = y+ Srfory. Assume a # L 4, Earning Interest Johnny Ramistella deposits some money at 2.5% annual interest ‘and twice as much at 3.0%. Find the amount deposited at each rate if his total n- nual interest income is $850. 3, (Modeling) Minimum Hourly Wage One model forthe minimum hourly wage in ‘the United States forthe period 1978-2005 is. y= Ie ~ 234.42, where x represents the year and y represents the wage, in dollars. The actual 1999 ‘minimum wage was $5.15. What does this model predict as the wage? What is the difference between the actual wage and the predicted wage? 6. Write == 7 in standard form a + bi. 71 Weite the quotient in standard form a + bi Solve each equation 8. ax'~x 10. A= ar, fort TIUCME Mc Ree ens eee ymetry Problems » Using the Pythagorean Theorem « Height of a Projected Object = ‘Modeling with Quadratic Equations ‘¥ LOOKING AHEAD TO CALCULUS Incaleuus, you wil need tobe abe to ‘write an algebeic expression from the Problem Solving When solving problems that lead to quadratic equa- tions, we may get a solution that does not satisfy the physical constraints of | the problem, For example, if x represents a width andthe ewo solutions of | the quadratic equation are ~9 and |, the value ~9 must be rejected since a || width must be a positive number,122 CHAPTER 1 Equations and Inequalities Geometry Problems Problems involving the area or volume of a geo- ‘metric object often lead to quadratic equations, We continue to use the problem solving strategy discussed in Section 1.2. SOLVING A PROBLEM INVOLVING THE VOLUME OF ABOX ‘A piece of machinery is capable of producing rectangular sheets of metal such that the length is three times the width. Furthermore, equal-sized squares ‘measuring 5 in. on a side can be cut from the comers so that the resulting piece of metal can be shaped into an open box by folding up the flaps. If specifications call for the volume of the box to be 1435 in, what should the dimensions of the original piece of metal be? Solution Step I Read the problem. We must find the dimensions of the original piece of metal, Step 2. Assign a variable. We know that the length is three times the width so let x = the width (in inches) and thus 3x = the length ‘The box is formed by cutting $ + 5 = 10 in. from both the length and the width, See Figure 5. Figure 6 indicates that the width of the bottom oF the box is x ~ 10, the length of the bottom of the box is 3x ~ 10, and the height is 5 in. (the length of the side of each cut-out square) ‘Step 3 Write an equation. The formula for volume of a box is V = lwh. Volume = length x width > height 1 1 ‘4 1435 = (Bx = 10)(x — 10)(5) (Note that the dimensions of the box must be positive numbers, so 3x ~ 10 and x ~ 10 must be greater than 0, which implies x > 4 and x > 10. These are both satisfied when x > 10.) ‘Step 4 Solve the equation, 1435 = 15x" — 200x + 500 Multiply. (Section R:3) O = 15x? = 200x — 935. Subiract 1435, Om 3x? — 40x ~ 187 Divide by 5 0=G@r+ IDG = 17) Fucwr (Section R.4) 0 oF ¥=17=0 —Zero-faewor property (ection 1.4) or x= 17 Solve. Section 1.1) ‘Step 5 State the answer. Only 17 satisfies the restriction x > 10. Thus, the dimensions of the original piece should be 17 in, by 3(17) = 51 in2+30 220 Figure 7 1LS Applications and Modeling with Quadratic Equations 123 Step 6 Check. The length of the bottom of the box is 51 — 2(5) = 41 in. The width is 17 — 2(5) = 7 in. The height is 5 in. the amount cut on each comer), $0 the volume of the box is V = lwh = 41 X 7X 5 = 1435 in?, as required, Using the Pythagorean Theorem Example 2 requires the use of the Pythagorean theorem from geometry. The’two sides that meet at the right angle are the legs, and the side opposite the right angle is the hypotenuse. aie In a right triangle, the sum of the squares of the Hypotenuse lengths of the legs is equal to the square of the length Leg of the hypotenuse, Tepe @+h ac (GSZIUEIESER) SOLVING A PROBLEM INVOLVING THE PYTHAGOREAN THEOREM Erik Van Erden finds a piece of property in the shape of a right triangle. He finds that the longer leg is 20 m longer than twice the length of the shorter leg. The hypotenuse is 10 m longer than the length of the longer leg. Find the lengths of the sides of the triangular lot. Solution Step I Read the problem. We must find the lengths of the three sides. Step 2 Assign a variable. Let s = the length of the shorter leg (in meters). Then 2s + 20 = the length of the longer leg, and (Qs +20) + 10 or 2s + 30 = the length of the hypotenuse. See Figure 7. ‘Step 3 Write an equation. cor | ame) s+ (25+20% = (2s + 30)? Pythagorean theorem Step 4 Solve the equation. + (4s* + 805 + 400) 4s? + 120s + 900 Square the binomials. (Section R33) 5 — 40s — 500 = 0 Standard form (= 50)(s + 10) =0 Factor s-50=0 of s+10=0 Zes0-factor property s=50 oF se 10 Solve,124 CHAPTER1 Equations and Inequalities ‘Step 5 State the answer. Since 5 represents a length, ~10 is not reasonable. ‘The lengths of the sides of the triangular lot are 50) m, 2(50) + 20 = 120 m, and 2(50) + 30 = 130 m. ‘Step 6 Check. The lengths 50, 120, and 130 satisfy the words of the problem, and also satisfy the Pythagorean theorem, INOW TRY EXERCISE 31, 4 Height of a Projected Object 1 air resistance is neglected, the height s (in feet) of an object projected directly upward from an initial height of 4 fet, with initial velocity vp feet per second, is = 16H + v9 + 50, ‘where #is the number of seconds afer the object is projected. The coefficient of , 16, is a constant based on the gravitational force of Earth, This constant varies on other surfaces, such as the moon and other planes. SOLVING A PROBLEM INVOLVING THE HEIGHT OF A PROJECTILE Ifa projectile is shot vertically upward from the ground with an initial velocity of 100 ft per sec, neglecting air resistance, its height s (in feet) above the ground # seconds after projection is given by 5 = 1617 + 1001 (a) After how many seconds will it be 50 ft above the ground? (b) How long will it take for the projectile to return to the ground? Solution (a) We must find value(s) of so that height s is 50 ft. Let s = 50 in the given equation. 50 = —16F? + 1000 161? ~ 100r + 50 tandard form 8? — 50r+ 25 =0 Divide by 2, =(=50) = V=50)* = 4B) 25) 2(8) Quadratic formuls (Section 1.4) 30 = V'1700 = 02 V1700 16 5S or 1 = 5.70 Use a calculator Both solutions are acceptable, since the projectile reaches 50 ft twice: once on its way up (after 55 sec) and once on its way down (after 5.70 sec). (b) When the projectile returns to the ground, the height s will be ft, so let s = Oin the given equation,Gatileo Galle (1564—1 1642) - LS Applications and Modeling with Quadratic Equations 125 0 = =16¢ + 100r 0 = —41(41 ~ 25) Factor Hat=0 or A= 25= 0 Zew-F1ewe property 1-0 oF 4t=25 Solve 1= 6.25 The first solution, 0, epresents the time at which the projectile was on the ‘ground prior to being launched, so it does not answer the question. The pro- jectle will return tothe ground 6.25 sec after itis launched. [nowTay ExERcsE 8, <] © RESINS Gc atte ca tore than construct theories w ox plain physical phenomena—he set up experiments to test his ideas. According to legend, Galileo dropped objects of different weights from the Leaning Tower of Pisa to disprove the Aristotelian view that heavier objects fall faster than lighter objects. He developed a formula for freely falling objects that stated d= 1607, where d is the distance in feet that an object falls (neglecting air resistance) in t seconds, regardless of weight. FOR DISCUSSION OR WRITING 1. Use Galileo's formula to find the distance a freely falling object will fall in (a) 5 sec and (b) 10 sec. Is the second answer twice the first? If not, how are the two answers related? Explain, 2. Compare Galileo's formula with the one we gave for the height of a pro- jected object. How are they similar? How do they differ? Modeling with Quadratic Equations [SERIE aavrzinc sporr unury venicue (suv) sates Sales of SUVs (in millions) ‘The bar graph in Figure 8 shows sales of SUVs (sport utility vebi- cles) in the United States, in mil- lions. The quadratic equation 5 = 00579% + 2579x +9703 3s models sales of SUVs from 1992 § 2B to 2008, where S represents sales 20 in millions, and x = 0 represents 15 i a ee ee a | SEE = Figure126 CHAPTER1 Equations and Inequalities (a) Use the model to determine sales in 2002 and 2003. Compare the results 10 the actual figures of 4.2 million and 4.4 million from the graph. (b) According to the model, in what year do sales reach 3.5 million? (Round down to the nearest year.) Is the result accurate? Solution (@) $= .00579x° + 2579 + 9703 Original model 5 = .00579( 10)? + .2579(10) + 9703 For 2002, « = 10. 4.1 million $= .00579(1 1)? + .2579(11) + 9703 For 2003, ¢ = 11 = 4.5 million ‘The prediction is .1 million less than the actual figure of 4.2 in 2002 and 11 million more than the actual figure of 4.4 million in 2003. (b) 3.5 = 005792 + 2579x + 9703, 35inthe ‘original model 0 = .00579x? + .2579x — 2.5297 ‘Standard form 7.2579 = V(2579)* = 4.00579)(—2.5297) cla 721,00579) = Quadratic formule x= 528 or x= 83 Reject the negative solution and round 8.3 down to 8. The year 2000 comre- sponds to x= 8. Thus, according to the model, the number of SUVs reached 3.5 million in the year 2000. The model closely matches the bar ‘raph, s0 itis accurate [NOW TRY EXERCISE 45. | Concept Check Answer each question, 1. Area of a Parking Lot For the rectangular parking, area of the shopping center shown, Which one of the following equations says that the area is 40,000 ye"? ‘A. x(2x + 200) = 40,000 B, 2x + 22x + 200) = 40,000 C. x + (2x + 200) = 40,000 D. none of the above 2. Diagonal ofa Rectangle Ifa rectangle is r feet long and 5 feet wide, which one of the following expressions is the = length ofits diagonal in terms of rand 3? we A Vi Bers CG VFFe Det1S Applications and Modeling with Quadratic Equations 127 3, Sides of a Right Triangle To solve for the lengths of, the right triangle sides, which equation is correct? a4 AL = (Qe 2P + + oF Bx + +4) = Qr- 27 ©. x= x= 2F =e 4 4? Be? D. t+ Qx 2) = (r+ 4? 4. Area ofa Picture "The mat around the picture shown 2h measures x inches across. Which one of the following ‘equations says thatthe area of the picture itself is 600 in? A. 2(34 — 22) + 2(21 ~ 2) = 600 B. (34 = 23)(21 ~ 2x) = 600 C. 4-4) 21 ~ 2) = 600 D. x(34)(21) = 600 Min, To prepare for the applications to follow later, work the following basic problems which lead to quadratic equations. Unknown Numbers In Exereises 5-15, use the following facts: If x represents an integer, then x + | represents the next consecutive integer If s represents an even integer, then x + 2 represents the next consecutive even integer If x represents an odd integer, then x + 2 represents the next consecutive odd integer. ‘5. Find two consecutive integers whose product is 56. 6, Find two consecutive integers whose product is 110, 7. Find two consecutive even integers whose product is 168, 8, Find two consecutive even integers whose product is 224 9. Find two consecutive odd integers whose product is 63. 10, Find wo consecutive odd integers whose product is 143, LL. The sum ofthe squares of two consecutive integers is 61. Find the integers. 12, The sum of the squares of two consecutive even integers is 52. Find the integers. 13, The sum of the squares of two consecutive odd integers is 202. Find the integers. 14, The difference of the squares of two positive consecutive odd integers is 32. Find the integers. 15, The lengths of the sides of a right triangle are consecutive even integers, Find these lengths. (Hint: Use the Pythagorean theorem.) 16, Jack is thinking of two positive numbers. One of them is 4 more than the other, and the sum of their squares is 208. What are the numbers? 17, The'length of each side of a square is 3 in. more than the length of each side of a smaller square. The sum of the areas of the squares is 149 in. Find the lengths of, the sides ofthe two squares. 18, The length of each side of a square is 5 in. more than the length of each side of ‘smaller squate. The difference ofthe areas ofthe squares is 95 in”, Find the lengths of the sides of the two squares,128 CHAPTER1 Equations and Inequalities Solve each problem. See Example 1. 19, Dimensions ofa Parking Lot A parking lot has a rectangular area of 40,000 ye. ‘The length is 200 yd more than twice the width. What are the dimensions of the Jot? (See Exercise 1.) 20, Dimensions of a Garden An ecology center wants to set up en experimental garden using 300 m of fencing to enclose 4 rectangular area of $000 mi. Find the d- mensions of the garden, 21, Dimensions of a Rug Cynthia Besch wants to buy a rug for a room that is 12 ft Wide and 15 ft tong. She wants to leave a uniform strip of floor around the rug. She an afford to buy 108 f of carpeting, What dimensions should the rug have? ae 15ft 22, Width of a Flower Border landscape architect has included a rectangular flower bbed measuring 9 ft by 5 ft in her plans for a new building. She wants to use two colors of flowers in the bed, one in the center and the other for a border of the ‘same width on all four sides. If she has enough plants to cover 24 ft for the bor- der, how wide can the border be? 23, Volume of a Box A rectangular piece of metal is 10 in, longer than itis wide, Squares with sides 2 in. long are cut from the four comers, and the flaps are folded "upward to form an open box. Ifthe volume of the box is 832 in, what were the ‘original dimensions of the piece of metal? 24, Volume of a Box In Exercise 23, suppose that the piece of metal has length twice the width, and 4-in, squares are cut from the corners. Ifthe volume of the box is 1536 in, what were the original dimensions of the piece of metal? 25, Radius of @ Can A can of Blue Runner Red Kidney Beans has surface area 371 em’. Its height is 12 cm, What is the radius of the circular top? Round to the ‘nearest hundredth, (Hint: The surface area consists ofthe circular top and bottom and a rectangle that represents the side cut open vertically and unrolled.) 26. Dimensions of a Cereal Box The volume of a 10-02 box of corn flakes is 182.742 in, The width of the box is 3.1875 in. less than the length, and its depth is 2.3125 in. Find the length and width of the ‘box tothe nearest thousandth,1L5 Applications and Modeling with Quadratic Equations 129 QB Manufacturing to Specifications A manufacturing firm wants to package its product ina cylindrical container 3 ft high with surface area Sor 2. What should the ‘radius of the circular top and bottom of the container be? 28, Manufacturing to Specifications In Bxercise 27, what radius would produce @ ‘container with a Volume of z times the radius? 29, Dimensions ofa Square What is the length of the side of a square if its area and perimeter are numerically equal”? 30, Dimensions of a Rectangle A rectangle has an area that is numerically twice its perimeter I the length is twice the width, what are its dimensions? Solve each problem. See Example 2. 31. Height of a Dock A boat is being pulled into a dock with a rope attached to the boat at water level. When the boat is 12 ft from the dock, the length of the rope from, the boat to the dock is 3 ft longer than twice the height of the dock above the water Find the height ofthe dock. 32. Height ofa Kite A kite is flying on 50 fof sting. ts Kite vertical distance from the ground is 10 ft more than horizontal distance from the person flying it, Assuming t that the string is being held at ground level, find its hori- ) ‘zontal distaice from the person and its vertical distance 0) +10 from the ground, GB Radius Covered by a Cireular Lawn Sprinkler A square lawn has area 800 ft, A sprinkler placed at the center of the lawn sprays water in a circular pattern as shown in the figure. What is the radius ofthe circle? 34, Dimensions of a Solar Panel Frame ‘Molly has a solar panel with a width of 26 in. To got the proper inclination for her ‘climate, she needs a right tiangular support frame that has one leg twice as long as the ‘other. To the nearest tenth of an inch, what dimensions should the frame have?130 CHAPTERI Equati and Inequalities 38. Length ofa Ladder A building is 2 f from a 9-ft fence that surrounds the property. A worker wants to wash a window in the building 13 ft from the ‘ground. He plans to place a ladder over the fence $0 itrests agninst the building. See the figure.) He de- cides he should place the ladder 8 ft from the fence for stability. To the nearest tenth of afoot, how long & ladder will he need? sa 2m Range of Walkie-Talkies Tanner Jones and Sheldon Furst have received walkie- talkies for Christmas. If they leave from the same point at the same time, Tanner ‘walking north at 2.5 mph and Sheldon walking east at 3 mph, how long will they be able to talk to each other if the range of the walkie-talkies is 4 mi? Round your answer to the nearest minute 37. Length of a Walkway A nature conservancy group decides to construct a raised ‘wooden walkway through a wetland area. To enclose the most interesting part ofthe Wetlands, the walkway will have the shape ofa right triangle with one leg 700 yd longer than the other and the hypotenuse 100 yi longer than the longer leg, Find the total length of the walkway. Broken Bamboo Problems involving the Pythagorean theorem have appeared in mathematics for thousands of| ‘years. This one is taken from the ancient Chinese work, Arithmetic in Nine Sections: There is a bamboo 10 ft high, the upper end of which, being broken, reaches the ground 3 ft from the stem. Find the height ofthe break. (Modeling) Solve each problem, See Examples 3 and 4. ‘Height of a Projectile A projectile is launched from ground level with an initial veloc- ity of wy feet per second. Neglecting air resistance, its height in feet t seconds after auch is given by s = —16F + vot. dn Exercises 39-42, find the timels) thatthe projec- tile wilt (a) reach a height of 80 f and (b) return tothe grownd, Round answers tothe nearest Tadredih if necessary, 38. y= 96 40, yy = 128 41 y= 32 42. y= 16 48, Height of « Projected Ball An astronaut on the moon throws a baseball upward, ‘The astronaut is 6 f, 6 in. tall, and the initial velocity of the ball is 30 ft per sec. The height sof the ballin feet is given by the equation = 2.77 + 30r + 65, where ris the number of seconds after the ball was thrown. (a) After how many seconds is the ball 12 ft above the moon's surface? Round to the nearest hundredth,15 Applications and Modeling with Quadrs ie Equations 131 (by How many seconds will it take forthe bal to return to the surface? Round to the nearest hundredth. 44, The ball in Exercise 43 will never reach a height of 100 f. How can this be deter- ‘mined algebraically? 45, Carbon Monoxide Exposure Carbon monoxide (CO) combines with the hemo- _lobin ofthe blood to form carboxyhemoglobin (COH®), which reduces transport of, ‘oxygen fo tissues, Smokers routinely have a 4% to 6% COHb level in their blood, ‘which can cause symptoms such as blood flow alterations, visual impairment, and poorer vigilance ability. The quadratic model T= 007873? ~ 1,528r + 7589 approximates the exposure time in hours necessary to reach this 4% to 6% level, where 50 = x = 100is the amount of carbon monoxide present inthe air in parts per million (ppm). (Source: Indoor Air Quality Environmental Information Handbook: Combus- tion Sources, Report No, DOE/EV/10450-1, U.S, Department of Energy, 1985.) (@) A kerosene heater or a room full of smokers is capable of producing 50 ppm of ‘carbon monoxide. How long would it take for a nonsmoking person to start feeling the above symptoms? (b) Find the carbon monoxide concentration necessary for a person to reach the 4% to 6% COHb level in 3 hr. Round tothe nearest tenth, 46. Carbon Dioxide Emissions The table gives carbon dioxide (CO,) emissions from all sources in the United States and Canada, 1998 1633 in millions of tons. The quadratic model 1999 1664 6ST + 50.89x + 1631 —F 2000 1s approximates the emissions for these years. ————] In the model, x represents the number of _2001 i710 yeats since 1998, so.x = O represents 1998, 2002 1733 1 represents 1999, and so on. (a) Find the year that this model predicts the Sour: Carbon Dioxide Information emissions reached 1700 million tons. Analysis Center (b) According to the model, what would be the emissions in 2003? Do you see a problem with this? 47. Carbon Monoxide Exposure Refer to Exercise 45. High concentrations of carbon ‘monoxide (CO) can cause coma and death. The time required for a person to reach & COHb level capable of causing a coma can be approximated by the quadratic model T= 0002 ~ 316r + 127.9, where Ts the exposure time in hours necessary to reach this level and 500 = x = 800 is the amount of carbon monoxide present in the air in parts per million (ppm). (Source: Indoor Air Quality Environmental Information Handbook: Combustion ‘Sources, Report No, DOE/EW/10450-1, U.S. Department of Energy, 1985.) (a) What is the exposure time when x = 600 ppm? (b) Estimate the concentration of CO necessary to produce a com in 4 hr. 48, Cost of Public Colleges The average cost for tuition and fees at public colleges from 1997-2006, in dollars, can be modeled by the equation y= 6312 + 494.6x + 8438, where x = 0 corresponds to 1997, x = 1 to 1998, and so on. Based on this model, {or what year in this period was the cost $12,400?CHAPTER 1 Equations and Inequalities 49. Online Bill Paying The number of U.S. households estimated to see and pay at least one bill online each month during the years 2000 through 2006 can be modeled by the equation y = .808r° + 2.625x + .502, where x = 0 corresponds to the year 2000, x = | corresponds to 2001, and so on, and y isin millions. Approximate the ‘number of households expected to pay atleast one bill online each month in 2004, frowih of HDTV twas projected that for the period 2002 through 2007, the ‘number of households having high-definition television (HDTV) would be modeled by the equation y = 1.318" — 3.526r + 2.189, where x = 2 corresponds to 2002, = 3 corresponds to 2003, and so on, and y is in millions, Based on this model, approximately how many households had HDTV in 2007? (Source: The Yankee Group, May 2003.) RELATING CONCEPTS Solve each problem. (See Relating Concepts Exercises 51-55.) 386, Harvesting a Cherry Orchard "Tae manager of a cherry orchard is trying to decide when to schedule the annual harvest. Ifthe cherries are picked now, the average yield per tree will be 100 Ib, and the cherries can be sold for 40 cents per pound, Past ‘experience shows that the yield per tree will increase about 5 Ib per week, while the Price will decrease about 2 cents per pound per week. How many weeks should the ‘manager wait to get an average revenue of $38.40 per tree? 51) Number of Airline Passengers A jocal club is arranging a charter flight to Miami ‘The cost of the trp is $225 each for 75 passengers, with a refund of $S per passenger for each passenger in excess of 75. How many passengers must take the flight to produce a revenue of $16,000? 58, Recycling Aluminum Cans A local group of scouts has been collecting old al- ‘minum cans for recycling. The group has already collected 12,000 Ib of cans, for which they could currently receive $4 per hundred pounds. The group can continue to collect cans atthe rate of 400 Ib per day. However, a glut in the old-can market has ‘caused the recycling company to announce that it wll lower its pric, starting imme- diately, by $.10 per hundred pounds per day. The scouts can make only one trip tothe recycling center. How many days should they waitin order to get $490 for their cans?16 Other Types of Equations and Applications 133 Other Types of Equations and Applications Rational Equations « Work Rate Problems » Equations with Radicals « Equations Quadratic in Form Rational Equations A rational equation is an equation that has rational expression for one or more terms. Because a rational expression is not defined when its denominator is 0, values of the variable for which any denominator equals 0 cannot be solutions of the equation. To solve a rational equation, begin by multiplying both sides by the least common denominator (LCD) of the terms of the equation. ~ [SESIITIESE sown rarionat EQUATIONS THAT LEAD TO LINEAR EQUATIONS Solve each equation. 2x 3x (@) 3 Solution (a) The least common denominator is 3(x ~ 1), which is equal to 0 if x= 1 Therefore, I cannot possibly be a solution of this equation. Multiply by the LCD, r= Dwhere cL (Geation 5) (x = 1)(x = 1) = 3(2x) = 3xGe = 1) simpiity on both sides. Bx? = 4x + 1 = Gr = 3x7 — 3x Multiply. (ection R3) Ie Subtract 3°; combine 1=%x Solve the linear equation. xe (Section 1.1) The restriction x ~ 1 does not affect this result. To check for correct algebra, substitute } for x in the original equation. Br-1_ de Check: = Original equation Ls ue 7 . 1? Simplitythe complex fractions. 7 (ection Rs) Lon > Tue ‘The solution set is {4}.134 CHAPTERL Equations and Inequalities ) = 2, where x 2, x Voy f_2)a 7 ayy Multiply by the Leb. see a(45) (x22 x= 2420-2) Distbutive property xa2+ 24 ection R2) Subiract 2x: combine terms x=2 Multiply by —1 The only proposed solution is 2. However, the variable is restricted to real numbers except 2; ifx = 2, then multiplying by x ~ 2 in the first step is multiplying both sides by 0, whichis not valid. Thus, the solution sets. [Now Tay EXERCISES 7 AND 9. ] ‘SOLVING RATIONAL EQUATIONS THAT LEAD TO. QUADRATIC EQUATIONS Solve each equation. Solution ax42 Factor the last denomi o x=? nator. (Seton Ra) , Maltpiy by ne (242) + ra ) ae, x2 xe r#02 23x + 2) + (x 2) Be + 2xte-2 Distributive property ae + 3e Standaed form (ection 1.4) axe + 1) =0 Factor. aa =0 or x#1=0 Zero-fator property (Gedion 1.4) Oo x=-1 Proposed solutions Because of the restriction x # 0, the only valid solution is —1. Check by substituting 1 for x inthe original equation. (What happens if you substi- tute 0 for x?) The solution set is {1} () Factor @+De-D6 Other Types of Equations and Applications 135 The restrictions on x are x »% =I, Multiply by the LCD, (x + 1)( ~ 1). 4x x= J++ nn-n(4) Axe + 1) + 4x 1) wae = axe tay = et Da of + Da (at. 3 -8 ) 8 8 Diswibusve property 42 +4=0 —— Srondard form #-1=0 Divide by ~4. @+N@-1)=0 eve xt or x= 10 Zerofacior propery x of x= 1 Proposed solutions Neither proposed solution is valid, so the solution set is . [Now TRY EXERCISES 15 AND 17. 4 Work Rate Problems In Fxample 2 of Section 1.2 (a motion problem), wwe used the formula relating rate, time, and distance, d = rt. In problems in- volving rate of work, we use a similar idea. » Problem Solving If a job can be done in units of time, then the rate of work is + of the job per time unit, Therefore, rate X time = portion of the job completed. If the letters r, 1, and A represent the rate at which work is done, the time, and the amount of work accomplished, respectively, then Azan. Amounts of work are often measured in terms of the number of jobs accom- plished. For instance, if one job is accomplished in 1 time units, then A | and [SESZIVNSEWY SOLVING A WORK RATE PROBLEM ‘One computer can do a job twice as fast as another. Working together, both com- puters can do the job in 2 ht. How long would it take each computer, working alone, to do the job? Solution Step I Read the problem. We must find the time it would take each computer working alone to do the job.136 CHAPTER1 Equations and inequalities Step 2 Assign a variable. Let x represent the number of hours it would take the faster computer, working alone, to do the job. The time for the slower computer to do the job alone is then 2x hours. Therefore, \ | = rate of faster computer (job per hour) and 41, = tae of slower computer (ob per hour). ‘The time for the computers to do the job together is 2 hr. Multi plying each rate by the time will give the fractional part of the job ac- complished by each, aster Computer Slower Computer ‘Step 3 Write an equation. The sum of the two parts of the job accomplished is 1, since one whole job is done. Part of the job Part ofthe job doneby the + — donebythe = One whole faster compuier slower computer job 2 a 1 Multiply both sides Step 4 Solve. by. Diseributive property Multiply Ade, ‘Step 5 State the answer. The faster computer would take 3 hr to do the job alone, while the slower computer would take 2(3) = 6 hr. Be sure to give both answers here. Step 6 Check. The answer is reasonable, since the time working together (2 hr, as stated in the problem) is less than the time it would take the faster computer working alone (3 hr, as found in Step 4). (Now ra excise. 4]1.6 Other Types of Equations and Applications 137 |» Note Example 3 can also be solved by using the fact that the sum of the | | rates of the individual computers is equal to their rate working together: | Lytld teiet | | x be 2 | tia 1 2e{— + 5} = 2x( =) Munipty bom sides by 2 7 eC | 2+1a=x | x3. Same solution found earlier l Equations with Radicals To solve an equation such as x— VI5 — 2x =0, in which the variable appears in a radicand, we use the following power property to eliminate the radical. eawacuuad then every solution of the equation P = Qisalso a solution of the equation P" = Q", for any positive integer n. > Caution Be very careful when using the power property. It does not say that the equations P = Q and P* = Q" are equivalent; it says only that each solution of the original equation P = Q is also a solution of the new equation P=Q) ‘When using the power property to solve equations, the new equation may hhave more solutions than the original equation. For example, the solution set of the equation x = -2 is {-2}. If we square both sides of the equation x = ~2, ‘we obtain the new equation x? = 4, which has solution set {—2,2}. Since the solution sets are not equal, the equations are not equivalent. Because of this, ‘when we use the power property to solve an equation, itis essential to check all ‘proposed solutions in the original equation. ‘To solve an equation containing radicals, follow these steps. SOLVING AN EQUATION INVOLVING RADICALS Step 1 Isolate the radical on one side of the equation. Step 2. Raise each side of the equation to a power that is the same as the index of the radical so that the radical is eliminated. Uf the equation still contains a radical, repeat Steps 1 and 2. Step 3 Solve the resulting equation. ‘Step 4 Check each proposed solution in the original equation.138 CHAPTER1 Equations and Inequalities SOLVING AN EQUATION CONTAINING A RADICAL (SQUARE ROOT) Solve x - VIS = 2x = 0. Solution x= V5 = 2 Isolate the radical. (Step 1) 2 =(VIS=2x) Square both sides. Step 2) = 15 -2e P+ 15=0 Solve the quadratic equation, (Step 3) @+5)@-3)=0 Factor. x+5=0 of x-3=0 Zero-fator property x=-S or x= Proposed solutions Checks 4 — VIS = 2x = 0 Original equation (Step 4) Ix = 5, then Ix = 3,then -5-ViS—2-5)=0 » 3-Vis—20)=0 ° -5-V%B=0 ” 3-Vo=0 2 “5-5-0 7 3-3 ’ =10=0, False 0=0. % As the check shows, only 3 is a solution, giving the solution set {3}. (NOW TRY EXERCISE [EESTI sowvine an EQUATION CONTAINING TWO RADICALS sone Vie +3 - VET Solution When an equation contains two radicals, begin by isolating one of the radicals on one side of the equation. Viev3-VeFT=1 Viva 14+-VEFi Wola VIFF (ep) (Vea) =(1+ Very Sure bth sites. (Sep 2 Wt 3=1+2VEFT + (e+ 1) Be careful: (a+ DP =a + 2ab + 6 (Section R.3) xtl=2Vee1 Isolate the remaining radical. Step 1) (+ 1) =(2Ve¥ 1) Square again, (Step 2) e+e +1440) P+Ixtl16 Other Types of Equations and Applications 139 Ba 2r-3=0 Solve the quadratic equation. (Sep) (-3)@e+)=0 x-3=0 o r+1=0 x=3 0 0 r=-1 Proposed solutions Check: Vix +3 —VeF1=1 Original equation (Step 4) Ix = 3, then If = ~1, then VIDFt5-VIFI=1 2 v2-)+3-V-T+1=1 2 Vo-Va=1 > Vi-Vo=1 > 3-2-1 2 1-0-1 2 1=1. Tue 1=1, Tne Both 3 and ~1 are solutions of the original equation, so {3, ~1} isthe solution set. NOW TRY EXERCISE 47, > Caution Remember to isolate a radical in Step 1. It would be incorrect to square each term individually asthe first step in Example 5, SOLVING AN EQUATION CONTAINING A RADICAL (CUBE ROOT) Solve Wax? — 4x +1 — We = 0. Solution Wat a+ 1 = We Isolate a radical, (Step 1) (YaF HFT) = (V9) caretoinsses ep 2 42 4x 1x 4c - Sx+1=0 Solve the quadratic equation. (Step 3) Proposed solutions Check: = 0 Original equation (Step 4) If = |, then Waly 4) +1 - Wi =0 7 Wi-Wi=0 ? 0=0, Tue Both are valid solutions, and the solution set is {3, 1}. [Now Te exencise 59. <]140. CHAPTER1 Equations and Inequalities Equations Quadratic in Form Many equations that are not quadratic ‘equations can be solved by the methods discussed in Section 1.4, The equation (+ M-@+N%-2=0 is not a quadratic equation, However, with the substitutions w=@F)™ and = [e+ DMPA + DY the equation becomes e-u-2=0, which is a quadratic equation in u. This quadratic equation can be solved to find u,and then u = (x + 1)" can be used to find the values of x, the solutions to the original equation. EWR exo ‘Am equation is said to be quadratic in form if it can be written as au? + bu +6 = 0, where a # 0 and wis some algebraic expression. [SESE sown equations QuaDRATIC IN FORM Solve each equation. @) (+ D-H =2=0 (be? + Solution (a) Since (x + 1) = (x + 1)"F, letw = @ + 1). wau-2=0 Substitute @-Du+)=0 Factor u-2=0 oF ut Zero-facror property w=2 or us aa +2 or (ee Replace w with (x + 1)" [@+ )YP=2 or [+ 1)"P= Cube each side xt1=8 or xtis x=7 or x Proposed solutions Check: (e+ IP = (e+ I= 2=0 Original equation Ix = 7, then Ix = ~2, then C+) -(+)%-2=50 » (-2+1"-(-24+ 0-2-0 2 ge — gir 2 ? (“1% -(-N¥-2=0 ° 4-2-2 : 1+1-2=0 » 0-0. Tw 0=0. te Both check, so the solution set is {2,7}.16 Other Types of Equations and Applications 141 (bo) 6x*4+x7-2—0 ‘Subtract 2. 62 +u-2=0 Leta = thus a? = 0 (u + 2)Qu~ 1) =0 Factor. Bu+2=0 or 2u—1=0 — Zero-factor property =-2 « 1 uaF on “3 2 1 zo J Sst gain 3 x ‘is the reciprocal of x, zag oF *=2 ection Rs) Both check, so the solution set is { 2}. [Now TR erRCISESTS AND. <] [SIBIIIIIEENY sown an EQUATION QUADRATIC IN FORM Solve 12x* — 11x? +2=0. Solution 12.0? - Le +2=0 face 12? = Mu +20 Let = ethos u? = x (Bu ~ 2)4u- 1) =0 Solve the quadratic equation. or 4u-1=0 Zero-factor property o uet 4 Fepace with or a enlace with x ot Square root property (ection 1.4) or Simplify radicals va check thatthe solution setis {+ ¥ (Gestion 87) sth}. INOW TRY EXERCISE 69. <4] > Note Some equations that are quadratic in form are simple enough to avoid using the substitution variable technique. For example, we could solve the equation of Example 8, 2a = 1? + 2=0, by factoring 12x — 11x + 2 directly as (317 — 2) (4x7 ~ 1), setting each factor equal to zero, and then solving the resulting two quadratic equations. It is a matter of personal preference as to which method fo use.142. CHAPTER Equations and Inequalities TE) SOwWING AN EQUATION THAT LEADS TO ONE THAT IS QUADRATIC IN FORM Solve (5x? ~ 6) = x, Solution [62 - 1 = 24 Raise both sides tothe fourth power. Power rule for exponents (Section R.3) Let = 3% thus ef = = 3)u= 20 Factor una or u=2=0 — Zero-factor property u=3 0 or =3 or x= V3 or x Checking the four proposed solutions in the original equation shows that only V3 and V2 are solutions, since the left side of the equation cannot represent a negative number. The solution setis (V2, V3}. une V2 Square root property JO TRY EXERCISE 67. | > Caution [fa substitution variable is used when solving an equation that is quadratic in form, do not forget the step that gives the sdlution in terms of the original variable. Decide what values of the variable cannot possibly be solutions for each equation. Do rot solve. See Examples and 2