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HARCOURT MATHEMATICS 12
Advanced Functions and
Advanced Functions and Introductory Calculus
Introductory Calculus
HARCOURT MATHEMATICS 12
EDITORS AUTHORS
Ronald Dunkley Ruth Malinowski
Enzo Carli Dean Murray
Ronald Scoins Jeffrey Shifrin
Loraine Wilson
Harcourt Mathematics 12—Advanced Functions and Introductory Calculus has been
designed to give students a solid foundation for university studies. This text offers a
balance of instructional and investigative lessons.
Concepts and skills are presented through worked examples and solutions, investiga-
tions, opportunities for communication, and the use of technology. Exercises are levelled
for difficulty.
The text guides students through a review of prerequisite skills, worked examples and
solutions, a performance-assessment format that builds investigation and inquiry skills
within a real-life application framework, chapter summaries, chapter tests, and cumu-
lative reviews to reinforce and build students’ understanding.
ISBN 0-7747-1454-9
HARCOURT MATHEMATICS 12
Advanced Functions and
Introductory Calculus
Editors Authors
Ronald Dunkley Ruth Malinowski
Enzo Carli Dean Murray
Ronald Scoins Jeffrey Shifrin
Loraine Wilson
Performance Assessment Contributors
Consultant Ray MacDonald
Richard Long Bluewater District School Board
Hastings and Prince Edward Gordon Nicholls
District School Board
Frank Rachich
C. Gary Reid
Technology Consultant
York Region District School Board
Atul Kotecha
Anita Santin
Limestone District School Board
Dan Schnabel
York Region District School Board
Copyright © Harcourt Canada Ltd.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing
from the publisher. Reproducing passages from this book without such written permission is an infringement of copyright law.
Requests for permission to photocopy any part of this work should be sent in writing to: Schools Licensing Officer, CANCOPY,
1 Yonge Street, Suite 1900, Toronto, ON, M5E 1E5. Fax: (416) 868-1621. All other inquiries should be directed to the
publisher.
Every reasonable effort has been made to acquire permission for copyright material used in this text, and to acknowledge such
indebtedness accurately. Any errors or omissions called to the publisher’s attention will be corrected in future printings.
Canadian Cataloguing in Publication Data
Main entry under title:
Harcourt advanced functions and introductory calculus
Includes index.
ISBN 0-7747-1454-9
1. Calculus. 2. Functions. I. Dunkley, Ronald G. II. Carli, E. G. III. Scoins, Ronald G.
QA303.H37 2002 515 C2002-900446-2
Project Manager: Deborah Davidson
Editor: Sasha Patton
Production Manager: Cheryl Tiongson
Production Editors: Sharon Dzubinsky, Jane A. Clark
Photo Researcher: Karen Becker
Cover and Interior Design: Sonya V. Thursby/Opus House Incorporated
Page Composition, Technical Art, and Illustrations: Brian Lehen • Graphic Design Ltd.
Printing and Binding: Friesens
Photo credits: Cover photo: Getty Images/Eyewire; Chapter 1 Chapter Opener: COMSTOCK IMAGES/Mike & Carol
Werner; Career Link: CP Picture Archive; Chapter 2 Chapter Opener: COMSTOCK IMAGES; Career Link: COMSTOCK
IMAGES; Chapter 3 Chapter Opener: Geostock/Getty Images Photodisc; Career Link: Superstock/ J. Silver;
Chapter 4 Chapter Opener: Ivy Images; Career Link: Corbis/Magma; Chapter 5 Chapter Opener: Getty Images Photodisc;
Career Link: CP Picture Archive/Aaron Harris; Chapter 6 Chapter Opener: COMSTOCK IMAGES; Career Link:
COMSTOCK IMAGES/Bruce Hands; Chapter 7 Chapter Opener: Superstock/Ron Brown; Career Link: Corbis/Magma;
Chapter 8 Chapter Opener: CP Picture Archive/Scott Macdonald; Career Link: Getty Images Photodisc/Ryan McVay;
Chapter 9 Chapter Opener: Superstock; Career Link: CP Picture Archive.
This book is printed in Canada on acid-free paper.
4 5 06 05 04
Acknowledgements
A special thanks to the reviewers listed below for their helpful observations and recommendations. Feedback from
reviewers has been extremely valuable in creating a text that fulfills the requirements of both teachers and students
in Ontario.
Michael Cafferata Ed D’Andrea Elizabeth Fraser
Head of Mathematics Head of Mathematics Mathematics Department Head
Agincourt Collegiate Institute Father John Redmond Catholic Glebe Collegiate Institute
Toronto District School Board Secondary School Ottawa-Carleton District School Board
Toronto Catholic District School Board
Atul Kotecha Mike McGibbon
Mathematics Teacher Stephanie Leonard Head of Mathematics
Frontenac Secondary School Mathematics Teacher Aurora High School
Limestone District School Board Napanee District Secondary School York Region District School Board
Limestone District School Board
David McKay Colleen Morgulis
Mathematics Teacher Henry Mengers Curriculum Chair of Mathematics
Westdale Secondary School Mathematics Teacher All Saints Catholic Secondary School
Hamilton-Wentworth District School Board John Diefenbaker Secondary School Durham Catholic District School Board
Bluewater District School Board
David Nicholson Susan Smith
Mathematics Teacher Linda Obermeyer Mathematics Teacher
St. Mary’s College Department Head of Mathematics Bramalea Secondary School
Huron-Superior Catholic District Notre Dame Secondary School Peel District School Board
School Board Halton Catholic District School Board
Paul Wren
Marjorie Tellis Joan Tomiuk Mathematics and Computer Teacher
Mathematics Teacher Mathematics Teacher Georgetown District High School
Norwood District High School Glebe Collegiate Institute Halton District School Board
Kawartha Pine Ridge District School Board Ottawa-Carleton District School Board
Gene Yawny
Chair of Mathematics
St. Theresa’s High School
Simcoe Muskoka Catholic District
School Board
We gratefully acknowledge the following educators for participating in our mathematics discussion group meet-
ings throughout Ontario.
Jeff Anderson Ken Billey Chris Brady
Head of Mathematics Head of Mathematics Mathematics Teacher
Forest Heights Collegiate Institute Holy Names High School Sherwood Secondary School
Waterloo Region District School Board Windsor-Essex Catholic District Hamilton-Wentworth District School Board
School Board
Lorenzo Ciapanna Wendy Fitzsimmons
Head of Mathematics W.K. Dutton Mathematics Teacher
St. Jean de Brebeuf Catholic Secondary Mathematics Teacher Milton District Secondary School
School Lester B. Pearson High School Halton District School Board
Hamilton-Wentworth Catholic District Halton District School Board
School Board continued
iii
Michele Goveia Patrick Grew John C. Holden
Head of Mathematics Head of Mathematics Math Teacher
Father Henry Carr Frontenac Secondary School Ridgemont High School
Toronto Catholic District School Board Limestone District School Board Ottawa-Carleton District School Board
Garry Kiziak Mike Lawson Frank LoForte
Head of Mathematics and Science Head of Mathematics Head of Mathematics
Burlington Central High School Father Michael Goetz Secondary School Riverdale Collegiate Institute
Halton District School Board Dufferin-Peel Catholic District Toronto District School Board
School Board
Darren Luoma Bob McRoberts
Mathematics Teacher Glenn McDermott Head of Mathematics
Bear Creek Secondary School Head of Mathematics Dr. G.W. Williams Secondary School
Simcoe County District School Board Woodstock Collegiate Institute York Region District School Board
Thames Valley District School Board
Cheryl McQueen Peter O’Hara
Head of Mathematics Chris Monk Mathematics Teacher
Central Elgin Collegiate Institute Head of Mathematics Glendale High School
Thames Valley District School Board Marc Garneau Collegiate Thames Valley District School Board
Toronto District School Board
David Rushby
Mark Pankratz
Head of Mathematics
Math Teacher C. Gary Reid
Martingrove Collegiate Institute
Hillcrest High School Head of Mathematics
Toronto District School Board
Ottawa-Carleton District School Board Sutton District High School
York Region District School Board Jenny Stillman
John Santarelli Head of Mathematics
Head of Mathematics Dwight Stead Central Secondary School
Cathedral High School Head of Mathematics Thames Valley District School Board
Hamilton-Wentworth Catholic District Cardinal Leger Secondary School
School Board Dufferin-Peel Catholic District Jane Uloth
School Board Mathematics Teacher
Scott Taylor Lester B. Pearson High School
Head of Mathematics Joan Tomiuk Halton District School Board
Bell High School Mathematics Teacher
Ottawa-Carleton District School Board Glebe Collegiate Institute Beryl Wong
Ottawa-Carleton District School Board Mathematics Teacher
Peter Wei Holy Name of Mary Secondary School
Head of Mathematics Shelley Wilton Dufferin-Peel Catholic District
North Toronto Collegiate Institute Head of Mathematics School Board
Toronto District School Board Westminster Secondary School
Thames Valley District School Board
Laurie A. Zahnow
Head of Mathematics John Yakopich
Silverthorn Collegiate Institute Head of Mathematics
Toronto District School Board Sandwich Secondary School
Greater Essex County District
School Board
iv ACKNOWLEDGEMENTS
Contents
A Guided Tour of Your Textbook … ix
CHAPTER 1
Polynomial Functions 1
Review of Prerequisite Skills … 2
Career Link … 5
1.1 Graphs of Polynomial Functions … 6
1.2 Polynomial Functions from Data … 10
1.3 Division of Polynomials … 15
1.4 The Remainder Theorem … 20
Key Concepts Review … 26
Career Link Wrap-Up … 27
Review Exercise … 28
Chapter 1 Test … 30
CHAPTER 2
Polynomial Equations and Inequalities 31
Review of Prerequisite Skills … 32
Career Link … 34
2.1 The Factor Theorem … 35
2.2 The Factor Theorem Extended … 42
2.3 Solving Polynomial Equations … 45
2.4 Properties of the Roots of Quadratic Equations … 52
2.5 Solving Polynomial Inequalities … 57
2.6 Absolute Value Functions … 60
Key Concepts Review … 65
Career Link Wrap-Up … 66
Review Exercise … 67
Chapter 2 Test … 69
CHAPTER 3
Introduction to Calculus 71
Review of Prerequisite Skills … 72
Career Link … 74
What Is Calculus? … 75
3.1 The Slope of a Tangent … 76
Slopes and Lines … 76
The Slope of a Tangent at an Arbitrary Point … 79
v
3.2 Rates of Change … 87
An Alternative Form for Finding Rates of Change … 91
3.3 The Limit of a Function … 95
3.4 Properties of Limits … 100
3.5 Continuity … 108
Key Concepts Review … 113
Career Link Wrap-Up … 114
Review Exercise … 115
Chapter 3 Test … 119
CHAPTER 4
Derivatives 121
Review of Prerequisite Skills … 122
Career Link … 124
4.1 The Derivative Function … 125
The Derivative Function … 127
The Existence of Derivatives … 129
Other Notation for Derivatives … 130
4.2 The Derivatives of Polynomial Functions … 133
4.3 The Product Rule … 141
The Power of a Function Rule for Positive Integers … 143
4.4 The Quotient Rule … 147
Memory Aid for the Product and Quotient Rules … 147
4.5 Composite Functions … 151
4.6 The Derivative of a Composite Function … 154
Technology Extension … 160
Key Concepts Review … 161
Career Link Wrap-Up … 162
Review Exercise … 163
Chapter 4 Test … 166
Cumulative Review Chapters 1–4 … 168
CHAPTER 5
Applications of Derivatives 171
Review of Prerequisite Skills … 172
Career Link … 174
5.1 Implicit Differentiation … 175
5.2 Higher-Order Derivatives, Velocity, and Acceleration … 180
Higher-Order Derivatives … 180
Velocity and Acceleration—Motion on a Straight Line … 181
Motion Under Gravity Near the Surface of the Earth … 184
5.3 Related Rates … 189
vi CONTENTS
5.4 Maximum and Minimum on an Interval … 196
Checkpoint: Check Your Understanding … 197
5.5 Optimization Problems … 203
5.6 Optimizing in Economics and Science … 209
Key Concepts Review … 217
Career Link Wrap-Up … 218
Review Exercise … 219
Chapter 5 Test … 223
CHAPTER 6
The Exponential Function 225
Review of Prerequisite Skills … 226
Career Link … 228
6.1 Laws of Exponents … 229
6.2 Investigating f (x) 5 bx … 232
6.3 Investigating f (x) 5 abx 1 c … 236
6.4 Exponential Growth and Decay … 238
6.5 Modelling Data Using the Exponential Function … 244
Key Concepts Review … 250
Career Link Wrap-Up … 251
Review Exercise … 252
Chapter 6 Test … 255
CHAPTER 7
The Logarithmic Function and Logarithms 257
Review of Prerequisite Skills … 258
Career Link … 260
7.1 The Logarithmic Function … 261
The History of Logarithms … 265
7.2 Properties of Logarithms … 266
Basic Properties of Logarithms … 266
7.3 Solving Logarithmic Equations … 273
7.4 Where We Use Logarithms … 276
Logarithms and Earthquakes … 276
Logarithms and Sound … 277
Logarithms and Chemistry … 280
7.5 Change of Base … 283
Key Concepts Review … 287
Career Link Wrap-Up … 288
Review Exercise … 289
Chapter 7 Test … 290
Cumulative Review Chapters 5–7 … 291
CONTENTS vii
CHAPTER 8
Derivatives of Exponential and Logarithmic Functions 295
Review of Prerequisite Skills … 296
Career Link … 298
8.1 Derivatives of Exponential Functions … 299
8.2 The Derivative of the Natural Logarithmic Function … 305
8.3 Derivatives of General Exponential and Logarithmic Functions … 312
8.4 Optimization Problems … 318
8.5 Logarithmic Differentiation … 324
Key Concepts Review … 328
Career Link Wrap-Up … 329
Review Exercise … 330
Chapter 8 Test … 333
CHAPTER 9
Curve Sketching 335
Review of Prerequisite Skills … 336
Career Link … 338
9.1 Increasing and Decreasing Functions … 339
9.2 Critical Points, Relative Maxima, and Relative Minima … 345
9.3 Vertical and Horizontal Asymptotes … 352
Vertical Asymptotes and Rational Functions … 352
Horizontal Asymptotes … 354
9.4 Concavity and Points of Inflection … 363
9.5 An Algorithm for Graph Sketching … 372
Key Concepts Review … 376
Career Link Wrap-Up … 377
Review Exercise … 378
Chapter 9 Test … 381
Cumulative Review Chapters 3–9 … 383
Appendix A: Derivatives … 388
Appendix B: Antiderivatives … 406
Appendix C: Technical Assistance … 424
Appendix D: Performance Assessment and
Career Link Letterhead Tasks … 448
Glossary … 455
Answers … 462
Index … 481
viii CONTENTS
Using Advanced Functions
and Introductory Calculus
A GUIDED TOUR OF YOUR TEXTBOOK
CHAPTER OPENER
You will be introduced to each
chapter by reading about some
real-life applications of the Chapter 6
mathematical concepts that will THE EXPONENTIAL
be presented within the chapter. FUNCTION
A colourful image accompanies this
introduction. Are you thinking of buying a computer? Moore’s
Law suggests that the processing power of
computers doubles every eighteen months, which
means that in a year and a half from today,
computers will be twice as powerful as they are
now! This is an example of exponential growth. In
this chapter, you will study the exponential
functions that can be used to describe and make
predictions about the growth of biological
populations, including human populations and
populations of cancerous cells, the growth of
financial investments, the growth of the Internet,
and the decaying of radioactive substances.
Another application of exponential functions
occurs in psychology, where it has been noted
that, in certain circumstances, there is an
exponential relationship between the size of a
A list of skills identifies the stimulus and a nerve’s response to the stimulus.
The common feature in all these situations and
specific curriculum expectations many others is that the amount of growth or
decline at any point in time is directly
addressed in the chapter. proportional to the size of the thing that is
growing or declining.
CHAPTER EXPECTATIONS In this chapter, you will
References point you • identify key properties of exponential
to the section in which each functions, Section 6.1, 6.2
• determine intercepts and positions of the
expectation is addressed. asymptotes to a graph, Section 6.2, 6.3
• describe graphical implications of changes in
parameters, Section 6.3
• describe the significance of exponential
growth or decay, Section 6.4, 6.5
• pose and solve problems related to models of
exponential functions, Section 6.4, 6.5,
Career Link
• predict future behaviour by extrapolating from
a mathematical model, Section 6.5
A G U I D E D TO U R O F YO U R T E X T B O O K ix
REVIEW OF PREREQUISITE SKILLS
Narrative and exercises allow you
to review the knowledge and skills you
need in order to proceed successfully Review of Prerequisite Skills
to the new concepts introduced in the
chapter. Before beginning your study of Polynomial Functions, you may wish to review
the following factoring methods that you learned in previous courses.
Common Factor
• 4x2 8x 4x(x 2)
Grouping
• By grouping terms together it is often possible to factor the grouped terms.
Factor fully ax cx ay cy (ax cx) (ay cy)
x(a c) y(a c)
(a c)(x y)
Trinomial Factoring
• Factor fully 3x2 7x 4.
Solution 1 (by decomposition) Solution 2 (by inspection)
3x2 7x 4 3x2 3x 4x 4 3x2 7x 4 (x 1)(3x 4)
3x(x 1) 4(x 1)
(x 1)(3x 4)
Factor 12x2 x 20.
Solution
Create a chart using factors of 12 and –20.
12 6 4 20 – 20 10 – 10 5 –5 1 –1 2 –2 4 –4
1 2 3 –1 1 –2 2 –4 4 – 20 20 – 10 10 –5 5
Notice that what looks like a lot of work can be greatly simplified when numbers
From the numbers that remain, we see that 4 (4) 16, and 3 5 15 in the upper right that have common factors with 12, 6, and 4 are crossed out.
gives 16 15 1. Therefore, 12x2 x 20 (4x 5)(3x 4). The reduced chart is
Difference of Squares 12 6 4 5 –5 1 –1
• Because (a b)(a b) a2 b2, it is always possible to factor the difference 1 2 3 –4 4 – 20 20
between two perfect squares.
16x2 81 (4x 9)(4x 9)
2 CHAPTER 1
Special Cases
• Sometimes by grouping terms, the difference between squares can be created.
a2 p2 1 2a (a2 2a 1) p2
(a 1)2 p2
[(a 1) p][(a 1) p]
(a 1 p)(a 1 p)
Exercise
1. Factor fully.
a. p2 2pr r2 b. 16n2 8n 1 c. 9u2 30u 25
d. v2 4v 3 e. 2w2 3w 1 f. 3k2 7k 2
g. 7y2 15y 2 h. 5x2 16x 3 i. 3v2 11v 10
2. Factor fully.
a. 25x2 y2 b. m2 p2 c. 1 16r2
d. 49m2 64 e. p2r2 100x2 f. 3 48y2
g. (x n)2 9 h. 49u2 (x y)2 i. x4 16
3. Factor fully.
a. kx px – ky py b. fx – gy gx fy c. h3 h2 h 1
d. x – d (x d)2 e. 4y2 4yz z2 1 f. x2 y2 z2 2xz
REVIEW OF PREREQUISITE SKILLS 3
x A G U I D E D TO U R O F YO U R T E X T B O O K
LESSONS
Lessons and investigations provide
you with opportunities to explore Section 2.1 — The Factor Theorem
concepts independently or working with The Remainder Theorem tells us that when we divide x2 5x 6 by x 3, the
remainder is
f(3) (3)2 5(3) 6
others. 9 15 6
0.
Since the remainder is zero, x2 5x 6 is divisible by (x 3). By divisible, we
mean evenly divisible. If f(x) is divisible by x p, we say x p is a factor of
f(x). On the other hand, if we divide x2 5x 6 by (x 1), the remainder is
f(1) (1)2 5(1) 6
2.
The fact that the remainder is not zero tells us that x2 5x 6 is not evenly
divisible by (x 1). That is, (x 1) is not a factor of x2 5x 6.
The Remainder Theorem tells us that if the remainder is zero on division by
Many examples with solutions help (x p), then f (p) 0. If the remainder is zero, then (x p) divides evenly into
f(x), and (x p) is a factor of f(x). Conversely, if x p is a factor of f(x), then
you build an understanding of a the remainder f(p) must equal zero. These two statements give us the Factor
Theorem, which is an extension of the Remainder Theorem.
concept. Definitions and tips are The Factor Theorem
(x ⴚ p) is a factor of f(x) if and only if f(p) ⴝ 0.
easily found in highlighted boxes.
EXAMPLE 1 Show that x 2 is a factor of x3 3x2 5x 6.
Solution 1
f (2) 23 3(2)2 5(2) 6
0
Since f (2) 0, x 2 is a factor of x3 3x2 5x 6.
Solution 2
x2 x 3
Dividing x 2冄x苶3苶
苶x
3苶2苶苶x
5苶苶苶6
x3 2x2
x2 5x
x 2x
2
3x 6
3x 6
0
2 . 1 T H E FA C TO R T H E O R E M 3
EXERCISES
Exercises follow each lesson, and are
Exercise 2.5
organized by level of difficulty.
Questions allow you to master essential Knowledge/
Part A
1. Use the graphs of the following functions to state when
mathematical skills, communicate about Understanding
(i) f (x) 0
a. b.
(ii) f (x) 0
c.
mathematics, and attempt more
y y y
y = f(x)
y = f(x)
y = f(x)
x x x
challenging and thought-provoking –3 0 4 –2 01 4 –3 0 2 4
problems. Part B
2. Solve each of the following, x 僆 R.
a. x(x 2) 0 b. (x 3)(x 1) 0
c. x2 7x 10 0 d. 2x2 5x 3 0
e. x2 4x 4 0 f. x3 9x 0
g. x3 5x2 x 5 h. 2x3 x2 5x 2 0
Some questions are tagged with i. x3 10x 2 0 j. x2 1 0
categories from Ontario’s t chnology 3. The viscosity, v, of oil used in cars is related to its temperature, t, by the for-
e
mula v t 3 9t2 27t 21, where each unit of t is equivalent to 50°C.
a. Graph the function of v t3 9t2 27t 21 on your graphing
achievment chart, highlighting calculator.
b. Determine the value of t for v 0, correct to two decimal places.
knowledge/understanding; c. Determine the value of t for v 20, correct to two decimal places.
thinking/inquiry/problem solving; Application 4. A projectile is shot upwards with an initial velocity of 30 m/s. Its height at
time t is given by h 30t 4.9t2. During what period of time is the projec-
communication, and application. tile more than 40 m above the ground? Write your answer correct to two
decimal places.
Thinking/Inquiry/ 5. A rectangular solid is to be constructed with a special kind of wire along all
Problem Solving the edges. The length of the base is to be twice the width of the base. The
height of the rectangular solid is such that the total amount of wire used (for
the whole figure) is 40 cm. Find the range of possible values for the width of
Multiple opportunities occur for the base so that the volume of the figure will lie between 2 cm3 and 4 cm3.
Write your answer correct to two decimal places.
you to practise concepts 2 . 5 S O LV I N G P O LY N O M I A L I N E Q UA L I T I E S 59
introduced in each lesson. There
are many opportunities to use
technical tools.
A G U I D E D TO U R O F YO U R T E X T B O O K xi
CAREER LINK
The Career Link feature at the beginning
investigate
of each chapter presents a real-world C H A P T E R 8 : R AT E - O F - C H A N G E M O D E L S I N M I C R O B I O L O G Y
scenario and allows students the How would you find the slope of the function
5
(7x 3) 2 (3x 2)4
opportunity to apply their learning to y
兹苶2x3 苶 6
using each of the Power, Product, Quotient, and Chain Rules? While this task
real issues. would be very difficult using traditional methods of differentiation, it will be pain-
free when you use the logarithmic and exponential differential calculus methods
of this chapter. In addition to developing ideas and skills, you will also take the
logarithmic and exponential models constructed in Chapters 6 and 7 and utilize
them in rate-of-change applications.
Case Study — Microbiologist
Microbiologists contribute their expertise to many fields, including
medicine, environmental science, and biotechnology. Enumerating, the
process of counting bacteria, allows microbiologists to build mathematical
models that predict populations. Once they can predict a population
accurately, the model could be used in
Discussion questions require medicine, for example, to predict the dose of
medication required to kill a certain bacterial
Time
(in hours)
Population
infection. The data set in the table was used by 0 1000
students to explain how a microbiologist to produce a polynomial-
based mathematical model to predict
0.5 1649
1.0 2718
mathematical principles will be population p(t), as a function of time t, in
hours, for the growth of a certain bacteria:
1.5 4482
2.0 7389
applied. You are encouraged to p(t) 1000 冢1 t 12 t2 16 t3 214 t4 1120 t5冣
think about and use prior
DISCUSSION QUESTIONS
knowledge in math, and reflect on 1. How well does the equation fit the data set? Use the equation, a graph,
and/or the graphing calculator to comment on the “goodness of fit.”
your own life experiences to guide 2. What is the population after 0.5 h? How fast is the population growing at
this time? (Use calculus to determine this.) Complete these calculations for the
you through these investigations. 1.0 h point.
3. What pattern did you notice in your calculations? Explain this pattern by
examining the terms of this equation to find the reason why.
The polynomial function in this case is an approximation of the special function
in mathematics, natural science, and economics, f(x) e x, where e has a value
of 2.718 28…. At the end of this chapter, you will complete a task on rates of
change of exponential growth in a biotechnology case study. ●
298 C H A P T E R 8
CAREER LINK WRAP-UP
At the conclusion of the chapter,
investigate and apply
the Career Link Wrap-Up allows wrap-up
C H A P T E R 8 : R AT E - O F - C H A N G E M O D E L S I N M I C R O B I O L O G Y
you to combine the skills you To combat the widespread problem of soil and groundwater contamination,
scientists and engineers have investigated and engineered bacteria capable of
have learned through the chapter destroying environmental toxicants. The use of bacteria in environmental
clean-ups, known as bioremediation, has been proven effective in destroying
toxic compounds ranging from PCBs to gasoline additives such as benzene. An
exercises with the challenges of an environmental engineer conducting a lab study found the growth in mass of a
quantity of bioremediation bacteria follows a “logistic” growth pattern. The
logistic model is characterized by the familiar “S”-shaped graph and equation as
expanded version of the real-world follows:
m(t)
scenarios introduced earlier. mb (t)
L
L m0
1冢 m 冣eLkt
0
t
where mb(t) is the mass of bacteria at time t, L is bounded/maximum mass, k is
the growth constant, and m0 is the initial mass. The model can be constructed by
substituting values of m0, L, and a known ordered pair for (t, mb) into the
equation and solving for k.
The engineer conducting the study found that starting from an initial mass of
0.2 kg, the bacteria grow to a maximum mass of 2.6 kg following a logistic
growth pattern. The mass after five days for this experiment was 1.5 kg. The
engineer has modelled the mass of contaminant remaining in kilograms as
mc (t) log3(兹t苶 1) 2.5
where mc (t) is the mass of contaminant remaining (kilograms) in t days.
a. Develop the logistic growth function model for the bacterial mass.
b. Like humans, many bacteria also need oxygen to survive. The oxygen
demand for bacteria is
dm
DO2 10(mc )冢 dt b 冣 [litres per hour]
What is the oxygen demand after five days?
c. The experiment is re-inoculated (new bacteria added) when the amount of
contamination has reached 50% of the initial mass. When must the new
bacteria be added, and how quickly is the contamination being destroyed at
this time? ●
CAREER LINK WRAP-UP 329
xii A G U I D E D TO U R O F YO U R T E X T B O O K
TECHNOLOGY
Technology features are integrated
throughout in a flexible and optional Section 5.4 — Maximum and Minimum on an Interval
manner.
INVESTIGATION The purpose of this investigation is to determine how the derivative can be used in
determining the maximum (largest) value or the minimum (smallest) value of
a function on a given interval.
1. For each of the following functions, determine, by completing the square, the
value of x that produces a maximum or minimum function value on the given
interval.
a. f(x) x2 6x 3, interval 0 x 5
b. f(x) x2 2x 11, interval 3 x 4
Technology icons highlight c. f(x) 4x2 12x 7, interval 1 x 4
opportunities for you to 2. For each function, determine the value of c such that f ’(c) 0.
choose to use calculators, 3. Compare the values obtained in Questions 1 and 2 for each function.
graphing calculators, and 4. Using your calculator, graph each of the following functions and determine all
t chnology
e
computers. APPENDIX P. 444
values of x that produce a maximum or minimum function value on the given
interval.
a. f(x) x3 3x2 8x 10, interval 2 x 4
Some icons have page references b. f(x) x3 12x 5, interval 3 x 3
that direct you to the technology c. f(x) 3x3 15x2 9x 23, interval 0 x 4
d. f(x) 2x3 12x 7, interval 2 x 2
appendix. e. f(x) x3 2x2 15x 23, interval 4 x 3
5. For each function in Question 4, determine all values of c such that f’(c) 0.
6. Compare the values obtained in Questions 4 and 5 for each function.
t chnology 7. From your conclusions in Questions 3 and 6, state a method for using the
e
derivative of a function to determine values of the variable that determine
maximum or minimum values of the function.
8. Repeat Question 4 for the following functions, using the indicated intervals.
a. f(x) x2 6x 3, interval 4 x 8
b. f(x) 4x2 12x 7, interval 2 x 6
c. f(x) x3 3x2 9x 10, interval 2 x 6
d. f(x) x3 12x 5, interval 0 x 5.
e. f(x) x3 5x2 3x 7, interval 2 x 5
196 C H A P T E R 5
A G U I D E D TO U R O F YO U R T E X T B O O K xiii
KEY CONCEPTS REVIEW
At the end of each chapter, the
principles taught are clearly restated in Key Concepts Review
summary form. You can refer to this
summary when you are studying or In this chapter, you saw that calculus can aid in sketching graphs. Remember that
things learned in earlier studies are useful and that calculus techniques help in
sketching. Basic shapes should always be kept in mind. Use these together with
doing homework. the algorithm for curve sketching, and always use accumulated knowledge.
Basic Shapes to Remember
y y
4 4
y = x2 Cubic
3 3
2 2
1 1
x x
–4 –3 –2 –1 1 2 3 4 5 –4 –3 –2 –1 1 2 3 4 5
y y
4 y = ex 4
3 3 y = ln x
2 2
1 1
x x
–4 –3 –2 –1 1 2 3 4 5 –4 –3 –2 –1 1 2 3 4 5
y y 1
3 4 y=
1 x2 – k
2 y= 3
x
1 2
x
1
–3 –2 –1 1 2 3
x
–4 –3 –2 –1 1 2 3 4
376 C H A P T E R 9
REVIEW EXERCISE
The chapter Review Exercise addresses
and integrates the principles taught Review Exercise
throughout the chapter, allowing
you to practise and reinforce your 1. a. If f(3) 0, state a factor of f (x).
b. If f 冢 23 冣 0, find a factor of f (x), with integral coefficients.
understanding of the concepts and skills 2. a. Find the family of cubic functions whose x-intercepts are 4, 1, and 2.
you have learned. b. Find the particular member of the above family whose graph passes
through the point (3, 10).
3. a. Determine if x 2 is a factor of x5 4x3 x2 3.
b. Determine if x 3 is a factor of x3 x2 11x 3.
4. Use the Factor Theorem to factor x3 6x2 6x 5.
5. a. If x 1 is a factor of x3 3x2 4kx 1, what is the value of k?
b. If x 3 is a factor of kx3 4x2 2kx 1, what is the value of k?
6. Factor each of the following:
a. x3 2x2 2x 1 b. x3 6x2 11x 6
c. 8x3 27y3 d. 3(x 2w)3 3p3r3
7. Use the Factor Theorem to prove that x2 4x 3 is a factor of
x5 5x4 7x3 2x2 4x 3.
8. Use your graphing calculator to factor each of the following:
a. 2x3 5x2 5x 3 b. 9x3 3x2 17x 5
9. If f (x) 5x4 2x3 7x2 4x 8,
a. is it possible that f 冢 54 冣 0? b. is it possible that f 冢 45 冣 0?
10. Factor fully:
a. 3x3 4x2 4x 1 b. 2x3 x2 13x 5
c. 30x3 31x2 10x 1
11. Solve for x, x 僆 C.
a. x2 3x 10 0 b. x3 25x 0
c. x3 8 0 d. x3 x2 9x 9 0
e. x4 12x2 64 0 f. x3 4x2 3 0
REVIEW EXERCISE 67
xiv A G U I D E D TO U R O F YO U R T E X T B O O K
CHAPTER TEST
The Chapter Test allows you to
measure your understanding and Chapter 2 Test
allows you and your teachers to relate
results to the curriculum achievement
Achievement Category Questions
charts. Knowledge/Understanding 1, 2, 3, 4, 7
Thinking/Inquiry/Problem Solving 8
Communication 6
Application 5, 9
1. Without using long division, determine if (x 3) is a factor of
x3 5x2 9x 3.
2. Factor each of the following:
a. x3 3x2 2x 2
The achievement chart indicates how b. 2x3 7x2 9
c. x4 2x3 2x 1
questions correlate to the achievement 3. Use your graphing calculator to factor 3x3 4x2 2x 4.
categories in Ontario’s Mathematics 4. Solve for x, x 僆 C.
a. 2x3 54 0 b. x3 4x2 6x 3 0
Curriculum. c. 2x3 7x2 3x 0 d. x4 5x2 4 0
5. Find the quadratic equation whose roots are each three greater than the roots
of x2 2x 5 0.
6. The Math Wizard states that the x-intercepts of the graph of
f (x) x3 9x2 26x 24 cannot be positive. Is the Math Wizard correct?
Explain.
7. Solve for x, x 僆 R.
a. (x 3)(x 2)2 0 b. x3 4x 0 c. 2x 5 9
CHAPTER 2 TEST 69
C U M U L AT I V E R E V I E W
This feature appears at the end of
chapters 4, 7, and 9. Cumulative Review
CHAPTERS 5–7
Concepts covered in the preceding
chapters are further practised dy
1. Find dx for the following:
a. x2 y2 324 b. 4x2 16y2 64 c. x2 16y2 5x 4y
through additional exercises and d. 2x2 xy 2y 5
1
e. 1x y 1 f. (2x 3y)2 10
2. Find an equation of the tangent to the curve at the indicated point.
word problems. a. x2 y2 13 at (2, 3) b. x3 y3 y 21 at (3, 2)
d. y2 73xx2
2 9
c. xy2 x2y 2 at (1, 1) 4
at (1, 2)
3. Find f ‘ and f ” for the following:
a. f (x) x5 5x3 x 12 b. f (x) x22
4
c. f (x) d. f (x) x4 x14
兹x苶
d 2y
4. Find dx2 for the following:
a. y x5 5x4 7x3 3x2 17 b. y (x2 4)(1 3x3)
5. The displacement at time t of an object moving along a line is given by
s(t) 3t3 40.5t2 162t for 0 t 8.
a. Find the position, velocity, and acceleration.
b. When is the object stationary? advancing? retreating?
c. At what time t is the velocity not changing?
d. At what time t is the velocity decreasing; that is, the object is decelerating?
e. At what time t is the velocity increasing; that is, the object is accelerating?
6. A particle moving on the x-axis has displacement
x(t) 2t3 3t2 36t 40.
a. Find the velocity of the particle at time t.
b. Find the acceleration of the particle at time t.
c. Determine the total distance travelled by the particle during the first three
seconds.
C U M U L AT I V E R E V I E W C H A P T E R S 5 – 7 291
A G U I D E D TO U R O F YO U R T E X T B O O K xv
APPENDICES
The Technical Assistance Appendix teaches
techniques for using the graphing calculator.
The Derivatives Appendix takes concepts
covered in the text and extends and applies DERI
VAT I V
ES OF Appen
them to the area of trigonometric functions. TRIGO
NOM
E
dix A
So far in TRIC
ou FUNC
exponenti r study of ca TION
lcu
modelli al, and logarithm lus, we have S
The Antiderivatives Appendix gives you the the rise
ng oscil
an
latory ph ic functions.
en
will deve d fall of tides, omena and pe
an
Tr
wo rked wi
igonome
riodic mo
th
tric
po
fu
lynomial
nctions
, rational,
ous prob
lop the
derivati d the current tio are centr power,
opportunity to “work backward,” applying lems. ves of the
trigono
in electr
ica
n, su ch as pla
ne
al in
metric fu l circuits. In thi tary orbits,
nctions s
and apply appendix, we
Review
the concepts of derivatives in order to of Basi
c Prop
erties
them in
vari-
Radian
determine the original functions. A radian
at the ce
Measu
re
is the me
asure of
ntr
to the rad e of a circle by an angle subte r r
ius of the an arc eq nded
radians circle. ual in len
The Performance Assessment and Career The Sine
180°
and Co
gth
= 1 rad
ian
r
sine Fu
Link Appendix expands on the real-world Domain
Range x僆R
nctions
1
y
1 sin y = sin
x
applications of the Career Links with a series Periodic
ity
1 co x 1
sin(x
s x 1 0
3
2 2
cos(x ) sin x
–1
of “Letterhead Tasks” that present opportuni- 2 2 x
2 ) co y = cos
x
Transfor sx
mations
For y of Sine
and Co
ties to apply calculus methodologies to solving the perio
a sin k(x
the ampli
tude is
p)
a,
d an d
sine Fu
y a co
nctions
s k(x
d is 2 p) d,
problems for government and corporate the phas
the verti
k ,
e shift is
cal trans
p, and
lation is
clients. d.
388 A
PPEND
IX A
Appendix C
T E C H N I C A L A S S I S TA N C E
OVERVIEW
This appendix provides an overview of the instructions for using a graphing cal-
culator. Use this appendix whenever you are not sure of the next step to take with
xB
your calculator. For more detailed information on using a graphing calculator,
ndi
you may wish to refer to a more comprehensive graphing calculator guidebook.
pe Contents
Ap they re
how they a g
are Instructions for the TI83 Plus Graphing Calculator
Home Screen
425
425
ons— d how oin Entering an Equation 425
ncti n re g
e s of fu lated, a ix, we a dix, it Changing the Viewing Window 426
tiv u d e n
riva are calc appen is app Displaying the Format Settings 427
S e de is th PER
V E ie d th ow they s. In th tle for Changing the Number of Decimal Places Displayed 427
TI CAR FORMA
d
stu on, h lem ative ti
I VA ave ti
we h terpreta pes of an altern
prob Plotting the Function 427
EER N
ER text, in
the metric ferent to give
ty Free-Moving Cursor 428
LIN CE AS App
TID out S
AN h ro ugh eir geo solve dif e were rds.”
th w a AT
IVE
Trace
Zoom
428
429 Adva
K L
ETT ESSM
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end
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p li th
help
defi ed—to process ing B
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. If
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ackw
T IDE
RIV Split Screens 432 En d of
nced
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Chap nctions a
ERH
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E ix D
a p
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e
ed “
W A N Graphing a Family of Curves 433 This ter Ta nd
sk Ge Introdu TA S D
to re be call ING quir
e Establishing a Table of Values for a Function 434 st ud
forman ent rubr neric ctory KS
could IND 4x. we re ves R C
x2
ic ubric a
– F 3 then derivati a-
Calculating Roots and Zeroes of a Function 435 use ce re m
this ge lated to ay assist yo
lculu
s Stu
B1 f (x) nd, v Finding the Intersection of Functions 435 neral Car u dent
I O N e is to fi d for deri • iden rubric eer Link in unders Rubri
E CT ri vativ tr ying learne and the Exploring Function Transformations 436 tify w to Wrap- tandin c
S e re e
e a that w 3 is 3x , 2x2 . ha Up ta
d 437 • outline g
2 t to pa
hose at w Graphing Functions and Inverses sks an general as
x3
s y atte
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x
) 2 4
x. th
437 • help sp e criteria ntion d othe se
r mat ssment cr
ncti ncti Graphing Inequalities to;
a fu e fu . Using deriva then F(x x)
3x 438• deve
ot an cl
d solv early; hemat it
ics as eria and de
Find of th x e , Graphing Piecewise Functions and Exploring Continuity
n a me x2 4 that th x2 4x g e t F ‘( Drawing Line Segments 440
lop m
ore in
e wea
knesse
signm
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e 3 w to Howev
1 tion F be th ‘(x) we kno x) 3 gF ), form s in yo You m ls
p le S o lu ‘( ti n f (x Drawing Tangents lop m er, it is im
441 ative ur ow ay wis of per-
Exa
m e let or F rds, if F ntia )ⴝ ore sp portan feedba n h to
If w ) f (x) backwa 4x. So y dif
fere F‘(x Using a Table of Values to Explore Limits of Functions 442
many ec t ck abou w or k and
that 4x. decisi ific coachi to note th
F ‘(x inking 2(2x) er b t st in
answ such x2 - Finding the Numerical Derivative at a Given Point 443
minin ons, in ng or e gene re ngths th e wor
th
and f 2x2 is our on F 3 n 444 g levels, de cluding de scoring ric nature and ar k of ot
eck ncti f (x) can co Calculating Max/Min Values
criteri eas th hers;
v e o c h fu e of e velopi fi ni ng of this at an
ti
W e ca
n
n fi nd a of f. e rivativ ? No, w Instructions for Zap-A-Graph 446
Asse
ng de a.
script quality, de Helpful ru rubric. You
ne ed im
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: e ca tiv e ti d 4 x Technology Extension for Section 8.1 447 ss ors, an te br
Note if w tideriva 2 is a
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xvi A G U I D E D TO U R O F YO U R T E X T B O O K
Chapter 1
P O LY N O M I A L
FUNCTIONS
Have you ever wondered how computer graphics
software is able to so quickly draw the smooth,
life-like faces that we see in video games and
animated movies? Or how in architectural projects
builders compensate for the fact that a horizontal
beam, fixed in position at both ends, will bend
under its own weight? Can you imagine how
computers mould automotive body panels?
Believe it or not, all three tasks are possible
thanks to polynomials! Polynomials are composed
by applying addition, subtraction, and
multiplication to numbers and variables. The
information needed to perform certain tasks like
the ones listed above is reduced to the
polynomial segments between key points. Much
like words in language, polynomials are the
vocabulary of algebra, and, as such, they are used
in a wide variety of applications by designers,
engineers, and others. Calculus, the study of
motion and rates of change, requires a clear
understanding of polynomials, so we’ll begin our
study there.
CHAPTER EXPECTATIONS In this chapter, you will
• determine properties of the graphs of
polynomial functions, Section 1.1
• sketch the graph of a polynomial function,
Section 1.1
• describe the nature of change in polynomial
functions, Section 1.2
• determine an equation to represent a given
graph of a polynomial function, Career Link
• understand the Remainder and Factor
Theorems, Section 1.3, 1.4
Review of Prerequisite Skills
Before beginning your study of Polynomial Functions, you may wish to review
the following factoring methods that you learned in previous courses.
Common Factor
• 4x2 8x 4x(x 2)
Grouping
• By grouping terms together it is often possible to factor the grouped terms.
Factor fully ax cx ay cy (ax cx) (ay cy)
x(a c) y(a c)
(a c)(x y)
Trinomial Factoring
• Factor fully 3x2 7x 4.
Solution 1 (by decomposition) Solution 2 (by inspection)
3x2 7x 4 3x2 3x 4x 4 3x2 7x 4 (x 1)(3x 4)
3x(x 1) 4(x 1)
(x 1)(3x 4)
Factor 12x2 x 20.
Solution
Create a chart using factors of 12 and –20.
12 6 4 20 – 20 10 – 10 5 –5 1 –1 2 –2 4 –4
1 2 3 –1 1 –2 2 –4 4 – 20 20 – 10 10 –5 5
Notice that what looks like a lot of work can be greatly simplified when numbers
in the upper right that have common factors with 12, 6, and 4 are crossed out.
The reduced chart is
12 6 4 5 –5 1 –1
1 2 3 –4 4 – 20 20
2 CHAPTER 1
From the numbers that remain, we see that 4 (4) 16, and 3 5 15
gives 16 15 1. Therefore, 12x2 x 20 (4x 5)(3x 4).
Difference of Squares
• Because (a b)(a b) a2 b2, it is always possible to factor the difference
between two perfect squares.
16x2 81 (4x 9)(4x 9)
Special Cases
• Sometimes by grouping terms, the difference between squares can be created.
a2 p2 1 2a (a2 2a 1) p2
(a 1)2 p2
[(a 1) p][(a 1) p]
(a 1 p)(a 1 p)
Exercise
1. Factor fully.
a. p2 2pr r2 b. 16n2 8n 1 c. 9u2 30u 25
d. v2 4v 3 e. 2w2 3w 1 f. 3k2 7k 2
g. 7y2 15y 2 h. 5x2 16x 3 i. 3v2 11v 10
2. Factor fully.
a. 25x2 y2 b. m2 p2 c. 1 16r2
d. 49m2 64 e. p2r2 100x2 f. 3 48y2
g. (x n)2 9 h. 49u2 (x y)2 i. x4 16
3. Factor fully.
a. kx px – ky py b. fx – gy gx fy c. h3 h2 h 1
d. x – d (x d)2 e. 4y2 4yz z2 1 f. x2 y2 z2 2xz
REVIEW OF PREREQUISITE SKILLS 3
4. Factor fully.
a. 4x2 2x 6 b. 28s2 8st 20t2 c. y2 (r n)2
d. 8 24m 80m2 e. 6x2 13x 6 f. y3 y2 5y 5
g. 60y2 10y 120 h. 10x2 38x 20 i. 27x2 48
5. Factor fully.
a. 36(2x y)2 25(u 2y)2 b. g(1 x) gx gx2
c. y5 y4 y3 y2 y 1 d. n4 2n2w2 w4
e. 9(x 2y z)2 16(x 2y z)2 f. 8u2(u 1) 2u(u 1) 3(u 1)
g. p2 2p 1 y2 2yz z2 h. 9y4 12y2 4
i. abx2 (an bm)x mn j. x2 2 x12
4 CHAPTER 1
investigate
C H A P T E R 1 : M O D E L L I N G WAT E R D E M A N D
Imagine if you woke up one morning looking forward to a shower only to have
your mom tell you the local water utility ran out of water because they made a
mistake in predicting demand. That does not happen, in part, because water
utilities develop reliable mathematical models that accurately predict water
demand. Of particular use in mathematical modelling are the polynomial
functions that you will investigate in this chapter. You are already familiar with
two classes of polynomials: the linear (y mx b) and the quadratic (y ax2
bx c). You can find polynomial mathematical models in a multitude of places,
from computers (e.g., Internet encryption), to business (e.g., the mathematics of
investment), to science (e.g., population dynamics of wildlife).
Case Study — Municipal Engineer/Technologist
Civil Engineers and Technologists frequently model the relationship
between municipal water demand and time of day to ensure that
water supply meets demand plus a factor of safety for fire flows.
Water demand data for a city with a population of 150 000 is
presented in the table below.
Water
WaterDemand
Demand for
for Blueborough, Ontario
Blueborough, Ontario
Time of Day t Water Demand
(in hours) (in cubic metres per hour)
13:00 1 5103
14:00 2 4968
15:00 3 5643
16:00 4 7128
17:00 5 8775
18:00 6 9288
19:00 7 6723
DISCUSSION QUESTIONS
1. Plot a rough sketch of the data in the table above. What kind of relationship,
if any, does the data show? Remember that you have been investigating
linear, quadratic, rational, and periodic functions. Does the hour-to-hour
trend in the data make sense? Explain.
2. Sketch the water demand over a 24-h period for your community. Use an
average daily demand of 600 L per capita and a peak hourly flow of about
2.5 times the average hourly flow. Explain the peaks and valleys.
3. Find out how much water costs in your community and estimate the cost per
hour of operating your community’s water distribution system at the peak
flow rate determined in Question 1.
At the end of this chapter you will develop and utilize a mathematical model for
the data presented in this case study. ●
CAREER LINK 5
Section 1.1 — Graphs of Polynomial Functions
The graph of a linear function of the form f (x) ax b has either one x-intercept
or no x-intercepts.
Function Graph Number of x-intercepts
f (x) 2x 1 1
y
f(x)
f (x) 2 No x-intercepts
y f(x)
1
x
1
By graphing a quadratic function of the form f (x) ax2 bx c, a 0, we can
determine the number of x-intercepts. Each x-intercept indicates a real root of the
corresponding quadratic equation.
Function Graph Number of x-intercepts
f (x) x2 7x 10 2
y f(x)
chart continued
6 CHAPTER 1
f (x) x2 6x 9 1
y
When a curve touches the
x-axis, there are two equal
x roots for the corresponding
f(x)
f (x) 2x2 3x 4 0
f(x) y There are no real roots.
INVESTIGATION 1: 1. Use a graphing calculator or a computer to graph each of the following cubic
CUBIC FUNCTIONS functions. Sketch each of the graphs in your notebook so that you can
make observations about the shapes of the graphs and list the number
t chnology of x-intercepts.
e
APPENDIX P. 427
a. y x3 b. y x3 2x
c. y x3 2x2 d. y 2x3 3
e. y 2x3 5x2 8x 12 f. y x3 3x 2
g. y 4x3 16x2 13x 3 h. y x3 5x2 2x 8
i. y (x 2)(x 1)(3x 1)
2. From your observations, list the possible numbers of real roots for a cubic
equation.
3. a. Explain how you would graph the cubic function y (x 2)(x 3)(x 4)
without using a graphing calculator.
b. Draw a sketch of the function in part a.
1 . 1 G R A P H S O F P O LY N O M I A L F U N C T I O N S 7
4. Sketch two possible general shapes for the graph of a cubic function that has
a coefficient of x3 that is positive.
5. For the functions in Question 1, change the coefficient of x3 from positive to
negative and redraw the graphs. For example, y x3 2x2 changes to
y x3 2x2. What observation do you make for the general shape of the
graph of a cubic function that has a coefficient of x3 that is negative?
INVESTIGATION 2: 1. Use a graphing calculator or a computer to graph each of the following
QUARTIC FUNCTIONS quartic functions. Sketch each of the graphs in your notebook so that you can
make observations about the shapes of the graphs and list the number
t chnology of x-intercepts.
e
a. y x4 b. y x4 4
c. y x4 3x3 d. y x4 3x3 12x2
e. y x4 3x3 6x2 2x 3 f. y (x 1)(x 2)(x 3)(2x 3)
2. From your observations, list the possible numbers of real roots for a quartic
equation.
3. a. Explain how you would graph the quartic function
y (x 3)(x 2)(x 1)(x 4) without using a graphing calculator.
b. Draw a sketch of the function in part a.
4. Sketch two possible general shapes for the graph of a quartic function that has
a coefficient of x4 that is positive.
5. For the functions in Question 1, change the coefficient of x4 from positive to
negative and redraw the graphs. For example, y x4 3x3 changes to
y x4 3x3. What observation do you make for the general shape of the
graph of a quartic function that has a coefficient of x4 that is negative?
INVESTIGATION 3 1. Use your graphing calculator to graph each of the following:
t chnology a. y x(x 3)2 b. y (x 1)(x 2)(x 1)2
e
c. y (x 2)2(x 2)2
Based on these graphs, draw a sketch of what you think the graph of
y (x 2)(x 1)2 looks like.
8 CHAPTER 1
2. Use your graphing calculator to graph each of the following:
a. y (x 2)3 b. y x(x 3)3 c. y (x 1)2(x 1)3
Based on these graphs, draw a sketch of what you think the graph of
y (x 1)(x 1)3 looks like.
Exercise 1.1
Part A
Knowledge/ 1. Check your conclusions about the shape of the graphs of functions by using
Understanding your graphing calculator to draw each of the following:
t chnology a. y x3 12x 16 b. y x3 x2 10x 15
e
c. y 2x3 11x 6 d. y 2x4 3x3 5
e. y (2x 3)(3x 1)(x 2)(x 3) f. y (x 1)(x2 3)(9x2 4)
g. y x5 2x4 4x3 4x2 5x 6 h. y x5 4x3 x2 3x 3
Part B
Application 2. Draw a rough sketch (without using your graphing calculator) of each
of the following:
a. y (x 1)(x – 2) b. y (x 2)(x – 1)(x 3)
c. y (x – 2)(x 3)(x 1)(x – 4) d. y (x – 1)(x 2)2
Communication 3. a. Draw as many different shapes as possible of a cubic function.
b. Draw as many different shapes as possible of a quartic function.
Thinking/Inquiry/ 4. You have investigated the general shape of the graphs of cubic and quartic func-
Problem Solving tions. Sketch a possible general shape for the graphs of each of the following:
a. A fifth-degree function that has a coefficient of x5 that is
(i) positive (ii) negative
b. A sixth-degree function that has a coefficient of x6 that is
(i) positive (ii) negative
1 . 1 G R A P H S O F P O LY N O M I A L F U N C T I O N S 9
Section 1.2 — Polynomial Functions from Data
In earlier courses, you used finite differences as a means of identifying
polynomial functions. If we have the right data we can obtain a sequence of first
differences, second differences, and so on. The purpose of the investigation in this
section is to determine the pattern of finite differences for given polynomials.
The table below lists finite differences for the linear function f(x) x.
x f(x) ∆f(x)
1 1 211
2 2 321
3 3 431
4 4
m1 m1 m (m 1) 1
m m m1m1
m1 m1
The set of first differences of a linear function is constant.
INVESTIGATION The purpose of this investigation is to determine the pattern of finite
differences for quadratic and cubic functions.
1. For the function f(x) x2, copy and complete the table below, calculating first
differences, second differences, and so on, to determine whether or not the
sequence of entries becomes constant.
x f(x) ∆f(x) ∆2f(x)* ∆3f(x)
first difference second difference third difference
1
2
3
m2
m1
m
m1
m2
*∆2 f (x) means second difference.
10 CHAPTER 1
2. For the function f(x) x3, copy and complete the table below, calculating first
differences, second differences, and so on, to determine whether or not the
sequence of entries becomes constant.
x f(x) ∆f(x) ∆2f(x)* ∆3f(x)
first difference second difference third difference
1
2
3
m2
m1
m
m1
m2
*∆2 f (x) means second difference.
If the set {m 2, m 1, m, m 1, m 2} describes every set of five consecu-
tive x values, can you make a general statement about the pattern of successive
finite differences for polynomial functions?
EXAMPLE Given that the points (1,1), (2, 3), (3, 5), (4, 37), (5, 105), and (6, 221) lie on the
graph of a polynomial function, determine a possible expression for the function
t chnology having integer coefficients.
e
Solution
Input the data in your graphing calculator as follows:
1. Select the STAT function and press ENTER to select EDIT mode.
2. In the L1 column, input 1, 2, 3, 4, 5, 6, and for the L2 column,
input 1, 3, 5, 37, 105, 221.
LIST
3. Move the cursor to the L3 column. Select 2nd STAT for the LIST
function. Move the cursor to OPS and then select option 7:∆List(.
4. Enter L2 in the ∆List (L2) to obtain the first finite differences for L2.
5. Move the cursor to the L4 column. Repeat steps 3 and 4 to obtain the second
finite differences for L3. Note: Enter L3 in the ∆List (L3).
6. Move the cursor to the L5 column. Repeat steps 3 and 4 to obtain the third
finite differences for L3. Note: Enter L4 in the ∆List (L4).
1 . 2 P O LY N O M I A L F U N C T I O N S F R O M D ATA 11
If the first finite difference is constant, then f(x) is a linear function. If the second
finite difference is constant, then f(x) is a quadratic function.
The third finite difference in column L 5 is
constant. If f(x) is a polynomial function,
then it must be cubic, of the form
f(x) ax3 bx2 cx d. Use the CubicReg
function to obtain the following result. The
CubicReg function is located in the CALC
mode on the STAT key.
Note that c 2.4 1011 is a very small
number, so let c 0 and the required result
is f(x) 2x3 6x2 5.
A second method, using algebra, is as follows.
Let the function be f(x).
Using differences, we obtain the following:
x f(x) ∆f(x) ∆2f(x) ∆3f(x)
1 1 4 12 12
2 3 8 24 12
3 5 32 36 12
4 37 68 48
5 105 116
6 221
From the data, ∆3 f(x) is constant. If f(x) is a polynomial, it must be cubic,
therefore f(x) must be of the form f(x) ax3 bx2 cx d.
Using the given ordered pairs, we get
f(1) a b c d 1
1
f(2) 8a 4b 2c d 3
2
f(3) 27a 9b 3c d 5
3
f(4) 64a 16b 4c d 37
4
12 CHAPTER 1
Solving these equations, we have
2 1 7a 3b c 4
5
3 2 19a 5b c 8
6
4 3 37a 7b c 32
7
6 5 12a 12b 12
8
7 6 18a 2b 24
9
9 8 6a 12
a 12
Substituting into
8 24 2b 12
b 6
Substituting into
5 14 – 18 c 4
c0
Substituting into
1 260d1
d5
Therefore, the function is f(x) 2x3 – 6x2 5.
Exercise 1.2
Part A
t chnology In each of the following, you are given a set of points that lie on the graph of a
e
function. Determine, if possible, the equation of the polynomial function using
a graphing calculator or the algebraic method.
Knowledge/ 1. (1, 0), (2, 2), (3, 2), (4, 0), (5, 4), (6, 10)
Understanding
2. (1, 1), (2, 2), (3, 5), (4, 8), (5, 11), (6, 14)
3. (1, 4), (2, 15), (3, 30), (4, 49), (5, 72), (6, 99)
4. (1, 9), (2, 10), (3, 7), (4, 0), (5, 11), (6, 26)
5. (1, 12), (2, 10), (3, 18), (4, 0), (5, 56), (6, 162)
6. (1, 34), (2, 42), (3, 38), (4, 16), (5, 30), (6, 106)
7. (1, 10), (2, 0), (3, 0), (4, 16), (5, 54), (6, 120), (7, 220)
8. (1, 4), (2, 0), (3, 30), (4, 98), (5, 216), (6, 396)
9. (1, 2), (2, 4), (3, 6), (4, 8), (5, 14), (6, 108), (7, 346)
10. (1, 1), (2, 2), (3, 4), (4, 8), (5, 16), (6, 32), (7, 64)
1 . 2 P O LY N O M I A L F U N C T I O N S F R O M D ATA 13
Part B
Application 11. The volume, V, of air in the lungs during a 5 s respiratory cycle is given
by a cubic function (with time t as the independent variable).
a. The following data was recorded:
t (in seconds) V (in litres)
1 0.2877
2 0.6554
3 0.8787
4 0.7332
t chnology Determine the cubic function that satisfies this data.
e
b. Using your graphing calculator, find the maximum volume of air in the
lungs during the cycle, and find when during the cycle this maximum
occurs.
Thinking/Inquiry/ 12. a. The population of a town is given by a polynomial function. Let time, t, be
Problem Solving the independent variable, t 0 in 1981, and use the data below to deter-
mine the function.
Year Population
1981 4031
1982 4008
1983 3937
1984 3824
1985 3675
1986 3496
b. The town seemed destined to become a “ghost town” until oil was
discovered there and the population started to increase. In what year did
this happen?
c. If the function continues to describe the population correctly, what will the
population be in 2030?
14 CHAPTER 1
Section 1.3 — Division of Polynomials
Division of polynomials can be done using a method similar to that used to divide
whole numbers. Since division of polynomials cannot be done on all calculators,
let’s first review the division process in arithmetic.
EXAMPLE 1 Divide 579 by 8.
Solution
72 Step 1: Divide 8 into 57, obtaining 7.
8579 Step 2: Multiply 8 by 7, obtaining 56.
56 Step 3: Subtract 56 from 57, obtaining 1.
19 Step 4: Bring down the next digit after 57.
16 Step 5: Repeat steps 14 using the new number, 19.
3 Step 6: Stop when the remainder is less than 8.
We can state the results in the form of the division statement 579 8 72 3.
Division with polynomials follows the same procedure. When you are performing
division, you should write both the divisor and dividend in descending powers of
the variable.
EXAMPLE 2 Divide x2 7x 10 by x 2.
Solution
x9 Step 1: Divide first term of the dividend (x2 7x – 10)
x2 x2
x
7
0
1 by the first term of the divisor [i.e., x2 x x].
x2 2x Step 2: Multiply (x(x 2) x2 2x), placing the terms
9x 10 below those in the dividend of the same power.
9x 18 Step 3: Subtract and bring down the next term.
8 Step 4: Repeat steps 13.
Step 5: Stop when the degree of the remainder is less
than that of the divisor.
We can express the results as x2 7x 10 (x 2)(x 9) 8.
Note: This is of the form dividend divisor quotient remainder
or f(x) d(x)q(x) r(x).
EXAMPLE 3 Perform the following divisions and express the answers in the form
f(x) d(x)q(x) r(x).
a. (2x3 3x2 4x 3) (x 3) b. (x3 x2 4) (x 2)
1 . 3 D I V I S I O N O F P O LY N O M I A L S 15
Solution
a. 2x2 – 3x 5 b. Insert 0x in the function so
x 3 2
x
3 x
32x43 that every term is present.
2x 6x2
3
x2 x 2
3x2 4x x – 2 x3–x2
x0–
4
3x2 9x x 2x
3 2
5x 3 x2 0x
5x 15 x2 2x
12 2x 4
Since the remainder, r(x) 12, is of a 2x 4
degree less than that of the divisor, the 0
division is complete. Since the remainder is 0, x 2
2x 3x 4x 3 (x 3)(2x 3x 5) 12 is a factor of x x 4.
3 2 2 3 2
The other factor is x2 x 2.
x3 x2 4 (x2)(x2 x 2)
EXAMPLE 4 Perform the following division and express the answer in the form
f(x) d(x)q(x) r(x).
(3x 4 2x3 4x2 7x 4) (x2 3x 1).
Solution
3x2 7x 22
x2 3x 1 3
x4x
234
x2
x
74
3x 9x 3x
4 3 2
7x3 x2 7x
7x3 21x2 7x
22x2 14x 4
22x2 66x 22
52x 18
Since the remainder, r(x) 52x 18, is of a lower degree than the divisor,
x2 3x 1, the division is complete.
3x 4 2x3 4x2 7x 4 (x2 3x 1)(3x2 7x 22) (52x 18)
EXAMPLE 5 Determine the remainder when 9x3 3x2 4x 2 is divided by:
a. 3x 2 b. x 23
16 CHAPTER 1
Solution
a. 3x2 x 23 b. 9x2 3x 2
3x 2 9
x3
x
32x
42 x 23 9
x3
x
32
x
4
2
9x3 6x2 9x3 6x2
3x2 4x 3x2 4x
3x2 2x 3x2 2x
2x 2 2x 2
2x 43 2x 43
2 2
3 3
The remainders are equal. Is this always true if a function is divided by px t and
by x pt? Suppose that f(x) divided by d(x) px t produces quotient q(x) and
remainder r(x). We can write f(x) (px t)q(x) r(x).
Now f(x) (px t)q(x) r(x)
px ptq (x) r(x)
x pt[p • q (x)] r(x).
From this it is clear that division by x pt produces a quotient greater by
a factor p than that of division by (px t), but the remainders are the same.
Exercise 1.3
Part A
1. Perform each of the following divisions and express the result in the form
dividend divisor quotient remainder.
a. 17 5 b. 42 7 c. 73 12
d. 90 6 e. 103 10 f. 75 15
Communication 2. a. In Question 1 a, explain why 5 is not a factor of 17.
b. In Question 1 b, explain why 7 is a factor of 42.
c. In Questions 1 d and 1 f, what other divisor is a factor of the dividend?
1 . 3 D I V I S I O N O F P O LY N O M I A L S 17
Communication 3. Explain the division statement f(x) d(x)q(x) r(x) in words.
Part B
Knowledge/ 4. For f(x) (x 2)(x2 3x 2) 5,
Understanding
a. identify the linear divisor d(x).
b. identify the quotient q(x).
c. identify the remainder r(x).
d. determine the dividend f(x).
5. When a certain polynomial is divided by x 3, its quotient is x2 5x 7
and its remainder is 5. What is the polynomial?
Application 6. When a certain polynomial is divided by x2 x 1, its quotient is
x2 x 1 and its remainder is 1. What is the polynomial?
7. In each of the following, divide f(x) by d (x), obtaining quotient q (x) and
remainder r. Write your answers in the form f(x) d (x)q (x) r(x).
a. (x3 3x2 x 2) (x 2) b. (x3 4x2 3x 2) (x 1)
c. (2x3 4x2 3x 5) (x 3) d. (3x3 x2 x 6) (x 1)
e. (3x2 4) (x 4) f. (x3 2x 4) (x 2)
g. (4x3 6x2 6x 9) (2x 3) h. (3x3 11x2 21x 7) (3x 2)
i. (6x3 4x2 3x 9) (3x 2) j. (3x3 7x2 5x 1) (3x 1)
Communication 8. For the pairs of polynomials in Question 7, state whether the second is
a factor of the first. If not, compare the degree of the remainder to the degree
of the divisor. What do you observe?
Knowledge/ 9. Perform the following divisions:
Understanding
a. (x4 x3 2x2 3x 8) (x 4) b. (2x4 3x2 1) (x 1)
c. (4x3 32) (x 2) d. (x5 1) (x 1)
10. One factor of x3 3x2 16x 12 is x 2. Find all other factors.
11. Divide f(x) x3 2x2 4x 8 by x 3.
12. Divide f(x) x4 x3 x2 x by d(x) x2 2x 1.
13. Divide f(x) x4 5x2 4 by d(x) x2 3x 2.
18 CHAPTER 1
Thinking/Inquiry/ 14. In f(x) d(x)q(x) r(x), what condition is necessary for d (x) to be
Problem Solving a factor of f(x)?
15. If f(x) d (x)q (x) r(x) and r(x) 0, given that the degree of d (x) is 2,
what are the possible degrees of r(x)?
Part C
Thinking/Inquiry/ 16. If x and y are natural numbers and y x, then whole numbers q and r must
Problem Solving exist such that x yq r.
a. What is the value of r if y is a factor of x?
b. If y is not a factor of x, what are the possible values of r
if y 5, y 7, or y n?
17. a. Divide f(x) x3 4x2 5x 9 by x 2 and write your answer in the
form f(x) (x 2)q (x) r1. Now divide q(x) by x 1 and write your
answer in the form q (x) (x 1)Q(x) r2.
b. If f (x) is divided by (x 2)(x 1) x2 x 2, is Q(x) in part a the
quotient obtained? Justify your answer.
c. When f(x) is divided by (x – 2)(x 1), can the remainder be expressed in
terms of r1 and r2?
1 . 3 D I V I S I O N O F P O LY N O M I A L S 19
Section 1.4 — The Remainder Theorem
With reference to polynomial functions, we can express the division algorithm
as follows:
When a function f(x) is divided by a divisor d(x), producing a quotient q (x)
and a remainder r(x), then f(x) d (x)q (x) r(x), where the degree of r(x) is
less than the degree of d(x).
Note that if the divisor is a linear function then the remainder must be a constant.
INVESTIGATION The following investigation will illustrate an interesting way in which this
relationship can be used.
1. a. For the function f(x) x3 x2 7, use long division to divide
(x3 x2 7) by (x 2).
b. What is the remainder?
c. What is the value of f (2)?
2. a. Use long division to divide (x3 3x2 2x 1) by (x 1).
b. What is the remainder?
c. What is the value of f(1)?
3. a. What was the relationship between f(2) and the remainder in the first
division?
b. What was the relationship between f(1) and the remainder in the second
division?
c. Why do you think we chose the value 2 to use in Question 1 c?
d. Why do you think we chose the value 1 to use in Question 2 c?
Based on these examples, complete the following statement:
When f(x) is divided by (x 2), then the remainder r(2) f( ).
When f(x) is divided by (x 1), then the remainder r( ) f( ).
When f(x) is divided by (x a), then the remainder r( ) f( ).
20 CHAPTER 1
EXAMPLE 1 Show that for the function f(x) x3 x2 4x 2, the value of f(2) is equal to
the remainder obtained when f(x) is divided by (x 2).
Solution
f(2) (2)3 (2)2 4(2) 2
8 4 8 2
6
x2 – 3x 2
x2 x
3 –x–
2 x
4–
2
x3 2x2
3x2 4x
3x2 6x
2x 2
2x 4
6
Since the remainder is 6, then the remainder equals f(2).
It appears that there is a relationship between the remainder and the value of the
function. We now address this in general terms.
If the divisor is the linear expression x p, we can write the division statement as
f(x) (x p)q(x) r. This equation is satisfied by all values of x. In particular,
it is satisfied by x p. Replacing x with p in the equation we get
f(p) (p p)q(p) r
(0)q(p) r
r.
This relationship between the dividend and the remainder is called the
Remainder Theorem.
The Remainder Theorem If f(x) is divided by (x p), giving a quotient q (x)
and a remainder r, then r f(p).
The Remainder Theorem allows us to determine the remainder in the division of
polynomials without performing the actual division, which, as we will see, is a
valuable thing to be able to do.
1.4 THE REMAINDER THEOREM 21
EXAMPLE 2 Find the remainder when x3 4x2 5x 1 is divided by
a. x 2 b. x 1
Solution
Let f(x) x3 4x2 5x 1; therefore,
a. when f(x) is divided by x 2, the remainder is f(2).
r f(2)
(2)3 4(2)2 5(2) 1
1
b. when f(x) is divided by x 1, the remainder is f(1).
r f(1)
( 1)3 4(1)2 5(1) 1
11
What do we do if the divisor is not of the form (x p), but of the form (kx p)?
We have already seen that the remainder in dividing by (kx p) is the same as in
dividing by x pk, so there is no difficulty. In this case, r f pk.
EXAMPLE 3 Find the remainder when f(x) x3 4x2 5x 1 is divided by (2x 3).
Solution
To determine the remainder, we write 2x 3 2x 32 and calculate f 32.
3 2
The remainder is r f 32 32 432 532 1
49
28
7
4
15
1
2
78.
EXAMPLE 4 When x3 3x2 kx 10 is divided by x 5, the remainder is 15. Find the value
of k.
Solution
Since r 15 and r f(5), where f(5) 125 75 5k 10,
then 210 5k 15 (by the Remainder Theorem)
5k 195
k 39.
22 CHAPTER 1
We have noted that the remainder is always of a degree lower than that of the
divisor. In the examples so far, the divisor was a linear function, so the remainder
had to be a constant. In the next example, the divisor is a quadratic expression, so
the remainder can be a linear expression.
EXAMPLE 5 Find the remainder when x4 2x3 5x2 x 3 is divided by (x 2)(x 1).
Solution 1 Using Long Division
Expand (x 2)(x 1) x2 x 2.
x2 x 4
x2 x 2 x4x
23x
52x
3
x x 2x
4 3 2
x3 3x2 x
x3 x2 2x
4x2 3x 3
4x2 4x 8
7x 5
The remainder is 7x 5.
Solution 2 Using the Remainder Theorem
We have f(x) x4 2x3 5x2 x 3. 1
Then f(x) (x 2)(x 1)q(x) r(x) where r(x) is at most a linear expression.
Let r(x) Ax B.
Now f(x) (x 2)(x 1)q (x) (Ax B). 2
From 2 f(1) (3)(0)q(1) A B
A B.
From 1 f(1) 14 2(1)3 5(1)2 1 3 2.
So A B 2. 3
Similarly f(2) (0)(3)8(x) (2A B) 2A B
and f(2) (2)4 2(2)3 5(2)2 2 3 19
so –2A B 19. 4
We solve equations 3 and 4 for A and B.
AB2
2A B 19
Subtracting 3A 21
A 7 and B 5
Since r(x) Ax B, the remainder is 7x 5.
1.4 THE REMAINDER THEOREM 23
Exercise 1.4
Part A
Communication 1. Explain how you determine the remainder when x3 4x2 2x 5 is divided
by x 1.
2. What is the remainder when x3 4x2 2x 6 is divided by
a. x 2 b. x 1 2 c. x1 d. 2x 3
3. Determine the remainder in each of the following:
a. (x2 3) (x 3) b. (x3 x2 x 2) (x 1)
c. (2x3 4x 1) (x 2) d. (3x4 2) (x 1)
e. (x4 x2 5) (x 2) f. (2x4 3x2 x 2) (x 2)
Part B
Knowledge/ 4. Determine the remainder in each of the following using the Remainder
Understanding Theorem:
a. (x3 2x2 3x 4) (x 1) b. (x4 x3 x2 3x 4) (x 3)
c. (x3 3x2 7) (x 2) d. (x5 1) (x 1)
e. (6x2 10x 7) (3x 1) f. (4x3 9x 10) (2x 1)
g. (x3 3x2 x 2) (x 3) h. (3x5 5x2 4x 1) (x 1)
Application 5. Determine the value of k in each of the following:
a. When x3 kx2 2x 3 is divided by x 2, the remainder is 1.
b. When x4 kx3 2x2 x 4 is divided by x 3, the remainder is 16.
c. When 2x3 3x2 kx 1 is divided by 2x 1, the remainder is 1.
Thinking/Inquiry/ 6. If f(x) mx3 gx2 x 3 is divided by x 1, the remainder is 3. If f(x)
Problem Solving is divided by x 2, the remainder is 7. What are the values of m and g?
7. If f(x) mx3 gx2 x 3 is divided by x 1, the remainder is 3. If f(x)
is divided by x 3, the remainder is 1. What are the values of m and g?
24 CHAPTER 1
Part C
8. Determine the remainder when (x3 3x2 x 2) is divided by (x 3)(x 5).
9. Determine the remainder when (3x5 5x2 4x 1) is divided by
(x 1)(x 2).
Thinking/Inquiry/ 10. When x 2 is divided into f(x), the remainder is 3. Determine the remainder
Problem Solving when x 2 is divided into each of the following:
a. f(x) 1 b. f(x) x 2 c. f(x) (4x 7)
d. 2f(x) 7 e. [f(x)]2
11. If f(x) (x 5)q (x) (x 3), what is the first multiple of (x 5) greater
than f(x)?
12. The expression x4 x2 1 cannot be factored using known techniques.
However, by adding and subtracting x2, we obtain x4 2x2 1 x2.
Therefore, x4 2x2 1 x2 (x2 1)2 x2
(x2 x 1)(x2 x 1).
Use this approach to factor each of the following:
a. x4 5x2 9 b. 9y4 8y2 4
c. x4 6x2 25 d. 4x4 8x2 9
1.4 THE REMAINDER THEOREM 25
Key Concepts Review
After your work in this chapter on Polynomial Functions, you should be familiar
with the following concepts:
Factoring Types
You should be able to identify and simplify expressions of the following types:
• common
• trinomial
• grouping
• difference of squares
Sketching Polynomial Functions
• Make use of the relationships between x-intercepts and the roots of the corre-
sponding equation to sketch the graph of functions.
Division of Polynomials
Remainder Theorem
• If f(x) is divided by (x – a), giving a quotient q(x) and a remainder r, then r
f(a).
Polynomial Functions from Data
• The first differences of a linear function are constant.
• The second differences of a quadratic function are constant.
• The third differences of a cubic function are constant.
26 CHAPTER 1
investigate and apply
wrap-up
C H A P T E R 1 : M O D E L S F O R WAT E R F L O W R AT E S
1. Using the data presented in the Career Link, develop and utilize a
polynomial mathematical model of the flow-rate and time relationship
[Q f(t)] by
a. determining the degree of the polynomial, then using the graphing
calculator to obtain an algebraic model for Q f(t) with the appropriate
polynomial regression function.
b. using the graphing calculator to determine the peak flow. When does this
occur? Is this a reasonable time for a peak daily flow? Explain.
c. determining an algebraic model for the velocity [V(t)] of the water in the
pipe (metres per hour) leaving the water plant if the cross-sectional area
[A(t)] of the pipe changes over time with the relationship:
A(t) 0.1t 0.4
where A(t) is cross-sectional area in square metres, t is time in hours,
and Q(t) A(t) V(t).
d. verifying that your model in part c is correct using the graphing calculator.
Explain how you did this.
2. Water travelling at high velocities can cause damage due to excessive
forces at bends (elbows) in pipe networks. If the maximum allowable
velocity in this specific pipe is 2.5 m/s, will the pipe be damaged at the
peak flow rate? ●
CAREER LINK WRAP-UP 27
Review Exercise
1. Draw a sketch of each of the following without using your graphing calculator.
a. y (x 2)(x 3) b. y (x 3)2 1
c. y x(x 1)(x 3) d. y (x 2)(x 4)(x 2)
e. y (x 2)3 f. y (x 4)(x 1)(x 3)
g. y (x 2)2 (x 4) h. y (x 2)2(x 1)2
i. y x2(x 3)(x 2) j. y (x 4)(x 1)(x 2)(x 3)
k. y (x 2)3(x 3) l. y x(x 2)(x 3)
2. In each of the following, you are given a set of points that lie on the graph of
a polynomial function. If possible, determine the equation of the function.
a. (1, 27), (0, 11), (1, 5), (2, 3), (3, 1), (4, 13)
b. (0, 4), (1, 15), (2, 32), (3, 67), (4, 132), (5, 239)
c. (1, 9), (2, 31), (3, 31), (4, 51), (5, 299), (6, 821)
d. (1, 1), (2, 2), (3, 5), (4, 16)
e. (2, 75), (1, 11), (0, 21), (1, 27), (2, 53)
3. Perform the following divisions:
a. (x3 2x2 3x 1) (x 3) b. (2x3 5x 4) (x 2)
c. (4x3 8x2 x 1) (2x 1) d. (x4 4x3 3x2 3) (x2 x 2)
4. Without using long division, determine the remainder when
a. (x2 x 1) is divided by (x 2).
b. (x3 4x2 2) is divided by (x 1).
c. (x3 5x2 2x 1) is divided by (x 2).
d. (x4 3x2 2x 3) is divided by (x 1).
e. (3x3 x 2) is divided by (3x 1).
28 CHAPTER 1
Other documents randomly have
different content
“I suppose we are going to the theatre; and its certainly no use
our lingering over this travesty of a Christian meal. I must apologise
to you, Miss Norah, for what you have suffered; but I trust you will
do me the justice to admit that the fault is hardly mine.”
“Thank you; I have enjoyed my dinner very much.”
“Dinner? You call it dinner? Really, Miss Norah, you allow your
goodness of heart to carry you too far. I don’t know which was
worse, the food itself, the way in which it was prepared, or the
service.”
They followed one after the other.
“The service in particular was bad.”
“Shocking. Never saw worse. Stable boy could have done
better.”
“Perhaps we have been unfortunate in our attendants.”
“There is no perhaps in the case. We have been.”
Then came my postscript.
“I thought the service excellent.”
“To have pleased madame is very much.”
That manager of the private rooms favoured me with a bow and
a smile, for which—from the expression of their countenances—I
should scarcely have been surprised if they had attacked him tooth
and nail. The Major spluttered.
“I suppose there is something to pay—though we have had
practically nothing. Waiter,”—with an accent on the “waiter,”—“let us
know at once what there is to pay.”
The personage retired, presently to return with a document
which he placed before the Major. The Major’s face at sight of it was
a study.
“What! This! For such a meal! Monstrous, absolutely monstrous!
Rank robbery, nothing else.”
He passed the document round the table. By each it was
commented on with equal freedom, which was nice for me, who had
consumed the repast to the charge for which my hosts objected to
with so much vigour. The imposing personage’s attitude made it
even nicer.
“These gentlemen object to the bill?”
“Object? I should think we do object. We object very much to
being robbed.”
“If these gentlemen do not wish to pay the bill they need not.
We shall not try to make them, not at all. We will make them a
present of the food, the wine, the service, everything. Only—they
will not be served in the house again.”
That, as I have said, was the climax. The bill was paid. My hosts
did not propose to allow themselves to be regarded as recipients of
charity. That manager of the private rooms showed, as I quitted the
apartment, that his temper was still unruffled.
“Madame will permit that I offer her a flower.”
He held out a white rose. I placed it among Basil Carter’s lilies-
of-the-valley. I sincerely trusted that Audrey had never seen such an
expression on Mr Carter’s face. To me it looked like murder.
CHAPTER XVII.
THE BROWN MAN
I was enjoying myself pretty fairly, taking it altogether. I wished I was
better dressed. It made me wild to see women in such lovely things.
Not that I envied them their clothes. I can safely say that about a
good many of them, that was all there was to envy; and, after all,
clothes are not quite everything. But it was disgusting that I should
be so dowdy. And the consciousness was forcing itself on me
momentarily more and more, that Jane’s shoes were tight, even for
shoes. Still, there were alleviations. It was not so unpleasant as one
might think, to feel that five grown men were hanging on your skirts
—even if they were not in the latest fashion—as if it was painful to
be more than a yard or so away from you. The ill-concealed fury
with which they resented the interest which I roused in the breasts
of other men was not without its amusing side.
There could be no doubt that I did arouse interest, not the very
slightest. As we passed through the hall to the omnibus—that
undignified vehicle!—I accidentally dropped Audrey’s fan—at least,
almost accidentally. I ought not to have dropped it, because it was a
lovely fan, and it was awfully good of Audrey to lend it me, and it
might have been damaged by the fall. But it was not; it fell on the
carpet, and was not hurt a bit. And I could not help but drop it. The
men of the hall looked at me in one kind of queer way, and the
women looked at me in another, so I felt bound to try an
experiment; and down went the fan.
The result was most surprising. In an instant every male
creature there came rushing to pick it up, guests and attendants. It
was so odd; and not the least odd part of it was the faces of the
women. I doubt if some of them had ever been more astonished in
their lives before, or angrier. For every one of them to be deserted,
without a moment’s warning, for a dowdily-dressed girl’s fan—and,
oh dear! I did not need their critical glances to tell me I was dowdy
—was a trifle marked. There was quite a scramble to pick up
Audrey’s fan. It ran more risk of being damaged in the scrimmage
than by the fall.
“I am sorry to give you all so much trouble,” I murmured.
But they did not seem to mind in the least. They appeared, if
anything, to like it.
The fan was returned to me by a man who was really better-
looking than that manager of the private rooms—at least, in my
opinion. And he had as fine a moustache, though there was not such
an ostentatious quantity of it, and it stood out straight at either end
in the daintiest way. He was what I should call a brown man, with a
pair of eyes which positively laughed at you. He had on a white
waistcoat, which fitted him like a glove, and was both a dandy and a
man.
He stood in front of me, with Audrey’s fan in his hand, and
something in his eyes which sent a thrill all over. I fancy it must have
been because he looked so masterful.
“It is very good of you to take so much trouble. I am very
awkward.”
“I am very fortunate.”
That was all he said. I do not think I ever heard a more musical
voice in a man. With a graceful movement of his handsome head he
handed me the fan. But he did not move. And, somehow, I did not
seem to mind his continuing to stand there with his eyes looking into
mine. But my escort did. The Major began to fuss.
“Now, are we going to that theatre or are we not? Because, if
we are, we shall have to make haste if we want to get there before
the piece is over.”
The procession continued towards the door, the men giving way
to let us pass, following me with their eyes in a manner which was
pronounced. I was conscious that the women also were following me
with their eyes, in a manner which was equally pronounced, in an
entirely different sense. I knew they were picking me to pieces,
failing to see anything in me of any sort or kind, and disapproving of
me most heartily. But I was also aware that the brown man was
coming after us towards the door. As we were climbing into the
omnibus he stood on the top of the steps, out in the open street,
and watched us. When Mr Hammond told the coachman to drive to
the Gaiety Theatre I felt sure he heard. He gave a little inclination of
his head as we drove off which as good as said he did.
In the omnibus the atmosphere was not less charged with
electricity than it had been before. Indeed, I should have said that it
even more inclined to give off sparks. As soon as we had started, Mr
Carter observed, with his very sweetest air:
“There seem to be a great many impertinent persons about to-
night.”
I knew he had the brown man in his mind’s eye. He had glared
at him throughout.
“One does meet impertinent persons sometimes. Occasionally
one even goes out with them.”
He looked as if he could have said a good deal, but he managed
to refrain. The others, apparently, were warned by his fate; they
joined him in an ominous silence. So I went on, sweetly:
“What a handsome man that head-waiter was, wasn’t he? And
wasn’t he big? I couldn’t see what fault you had to find with him, I
thought he was most attentive; and it was nice of him to give me
this rose. One values small attentions from persons in his position.”
I thought that that most innocent remark would have had the
effect of a lighted match dropped into a barrel of gunpowder. But I
was mistaken. They all, with one accord, persisted in saying nothing
at all. I knew that they thought the more. Still, their dumbness had
an effect which was disconcerting. I was just beginning to wonder if
I was to spend the evening in the society of a company of deaf-
mutes, when a remark from Mr Hammond loosed their tongues in
earnest.
“By the way, about sitting in the theatre, you’ll sit with me first,
won’t you, Miss Norah? Now say you will?”
Mr Rumford interposed, before I could reply:
“That sort of thing is contrary to our agreement, Mr Hammond,
entirely contrary. Personal appeals were expressly forbidden. We
arranged the order in which the sitting was to be; and by that
arrangement you undertook to stand.”
“That’s all very well, but according to that arrangement she was
to sit first with you.”
“Precisely. Which makes my astonishment the greater that you
should attempt to upset it.”
“And afterwards with Purchase.”
Then came Mr Purchase’s turn.
“Quite so; after sitting for twenty minutes with Mr Rumford.”
“And then with Carter.”
“Perfectly correct.” This Mr Carter. “Unfortunately, Miss Norah, I
have not been able to get another box. So we have agreed that I
shall remain outside Purchase’s box while he enjoys your company,
and that then he shall go down to Mr Rumford’s stall when my turn
comes.”
“There promises to be a good deal of transferring,” I observed.
“Something like not having more than one dance with a single
partner.”
“And afterwards,” continued the injured Mr Hammond, “Miss
Norah is to sit with Tibbet.”
“And I shall be only too charmed to have her,” simpered the
Major. “Better late than never. Only unluckily, Miss Norah, I’m in an
almost worse plight than Mr Carter, inasmuch as I have only
succeeded in procuring two seats, in what, I am given to
understand, is called the upper circle—wretched places in the
clouds.”
“They’re not seats in which a lady ought to be asked to sit,
certain fact.”
“Then,” suggested Mr Rumford, “when it is the Major’s turn, you
might let him have your two stalls.”
“Capital notion, Mr Rumford, excellent. I am sure that Mr
Hammond will be only too delighted.”
Mr Hammond might be delighted, but he did not show it. He
preferred to air a grievance which evidently lay heavy on his mind.
“What I have to say is this. When we made the arrangement
you’re all so keen about, it was understood that we should be in the
theatre by eight. But it’s now past nine.”
“We are hardly to blame for that.”
“Don’t say you are—don’t say anyone’s to blame,—only stating a
fact. But as things are, it comes to this—that, by the time you’ve all
had your turns, the performance will be over, and then where shall I
be? That’s what I want to know.”
“A bargain is a bargain, Mr Hammond; and when one is signed
and sealed one generally has to adhere to it.”
“It may be a bargain for you, Rumford, but don’t call it a
bargain for me. The entire arrangement was based on the
presumption that we should be in the theatre at eight o’clock, and,
as we’re not, then the whole thing falls to the ground.”
“An astounding proposition, Mr Hammond! A most astounding
proposition!”
Then they all began to talk at once, in tones which did not
suggest that they would quickly arrive at a clear and amicable
common understanding. It struck me that it was about time for me
to say a word. So I said one.
“It seems to me, if I may be allowed to speak—and I really
don’t care to hear people bawling in an omnibus, at least not more
than two or three at once, unless I am first permitted to get out—I
say that it seems to me that you are drawing up the programme of
how I am to spend the evening without the slightest reference to my
wishes. So far as I understand I am to be passed round and round
the theatre, as if I were an old shoe, in a sort of game of hunt-the-
slipper.”
“Say, rather, like some priceless jewel, which each desires to
regard—though only for a few fleeting moments—as his own.”
“That may sound prettier, Mr Purchase, but the idea does not
appeal to me, and I’m not fond of trotting in and out of stalls and
boxes.”
“But the arrangement was made, Miss Norah.”
“Really, Mr Carter, you seem to have arrangements on the brain.
Have I not already told you that I care nothing for arrangements,
whether made or unmade? You are taking me to the theatre at a
ridiculously late hour. I cannot understand why you went through
the farce of asking me to go if you did not propose to get me there
before the performance was over. I exceedingly dislike arriving after
the piece has commenced. The least you could do was to manage
matters so as to ensure that I didn’t.”
The pause which followed was instinct with the silence of
speechlessness. The audacity of my method of presenting the case
took those five men’s breath away. I looked into each of their faces
with a look which dared them to contradict me. And none of them
dared. It was delicious. The idea that if I chose to say that black was
white I could induce normally reasonable people to refrain from, at
any rate openly, attempting to demonstrate the contrary was a novel
one. Yet I could not but feel that such a power might become
dangerous if it were carried too far. It would not be pleasant for
persons to be compelled to regard chalk as cheese.
I was not, however, disposed to consider that I had carried that
power too far as yet. So I continued my observations in a strain
which was intended to impress them with my conviction that I was
the injured party.
“Since, owing to your curious method of managing affairs, so
much of the evening has been already wasted, all that remains is for
you to do your utmost to enable me to enjoy those portions of the
performance which we may still be in time to see.”
“That is our one desire, Miss Norah; our one desire!”
“If that is the case then you will not consider yourselves at all,
you will only consider me.”
“How are we to do that, Miss Norah?”
“By observing my wishes.”
“What—wh—what are your wishes?”
The question was asked with a faltering intonation which spoke
volumes.
“They are very simple. It is plain that we cannot all sit together.
It is equally plain that you cannot agree as to how the division is to
be effected. I will solve the difficulty by telling you what are my own
wishes in the matter. If you have any regard for me, whatever, you
will observe them. Mr Purchase will sit in the stalls with Mr
Hammond; Mr Carter with Mr Rumford; Major Tibbet will have his
two seats in the upper circle to himself, and I will occupy the box—
alone.”
My proposal was not greeted with any greater warmth than I
expected. I never saw five blanker looking faces.
“Miss Norah, you’re not—you’re not—very complimentary to us
all.”
“I did not intend to be. I did not know you brought me out to
pay you compliments.”
“You’ve hit the nail in pointing out that you ought to consider
the box as yours, and only yours. That’s right enough. We’re pretty
idiots not to have seen it all along. But mayn’t some of us come up
and talk to you now and then?”
“I’d rather you didn’t. You might spoil my enjoyment of what
was taking place upon the stage.”
“Miss Norah!”
“However, I have no desire to enjoy myself at your expense. So,
when we reach the theatre, you go to your seats—and ask the
coachman to drive me home.”
As it happened, just then we reached the theatre. The door of
the omnibus was opened, and, almost before I knew it, I was being
handed out of it on to the pavement. It was all done so quickly that
I really had no time to remonstrate. Still less to carry the trampling
process to a further stage. Those five men had more ways of
obtaining their own ends than one might suppose. And when a
brougham dashed up, and the brown man sprang out of it, almost
within a couple of feet of where I was standing, in a manner of
speaking I lost my head completely.
CHAPTER XVIII.
BEFORE THE CURTAIN
There is more depth in a man than one might imagine. I am not sure
that that is exactly what I mean, but then I do not know how to
describe just what I do mean; it sometimes is so difficult. One thing
is certain, that a man does keep his presence of mind, and that not
always in a manner which he has any reason to consider creditable.
I am not able to state what happened with so much clearness as I
should wish, or, indeed, with any clearness at all. Under the
circumstances, to expect lucidity from me is out of the question. I
know that I lost my presence of mind. I have a vague impression
that during the time I was wholly without it, I was hurried
somewhere, by some one, in a manner which was beyond my
comprehension. When I regained it, at least in part—for I never did
altogether during the entire remainder of that evening; that I do
most solemnly assert—I was in a seat, with a stage in front of me,
on which something was going on, and people all round me, who
were apparently in a state of dissatisfaction with someone, about
something. Voices were saying behind me:
“Sit down in front!”
I looked, and there, actually, was Walter Hammond settling
himself in a seat at my side. A gentleman on the other side of him
leant forward and said:
“I don’t know if you’re aware that you’ve trodden on my hat,
sir.”
Mr Hammond’s manner did not betray the mental disturbance
which his reply suggested.
“Frightfully sorry! Delighted to provide you with another, sir!”
I was lost in amazement as to how I had come to be where I
was; above all, how he had come to be there too. Where were the
four? How was it that they had calmly acquiesced in my being
whipped off from underneath their very noses? Where was the
brown man, and everything? Some observations from Mr Hammond
threw a little light upon the matter, but not much.
“Very neatly done—the riding did it—bad starters—left them at
the post—romped in before they knew we’d begun to make the
running.”
“Where,” I inquired, “are the others? And how is it that, after
what I have just now been saying, I find myself here?”
“Question of jockeyship, Miss Norah. Good seat in the saddle—
quick hands—made up my mind you and I should be snug together.”
“I wish to understand,” I began.
“Will you pardon my pointing out to you, madam, that a lady is
singing on the stage?”
Hardly had I opened my mouth than this remark, or question, or
whatever it was intended for, was addressed to me by a woman who
occupied the seat upon my left. There was not much of her, but she
made up in acidity—or it seemed as if she did—what she lacked in
size. The undressed portion of her—which was disproportionately
large—was covered with jewels. She looked to me to be about fifty,
though, I daresay, she would have given her age as thirty-five. Being
spoken to in such a fashion by a perfect stranger, and such a shrimp
of a thing, precipitated me back into the condition of mental
confusion from which I had just been emerging. When I myself get
to a theatre early, and am enjoying the performance, I hate people
to come in late. And when to that offence they add the capital crime
of talking out loud, or even in an audible whisper—and there is a
certain sort of whisper which is almost more audible than a shout—I
sometimes ask myself why they were not drowned when they were
young. In a mazy sort of mist I was disposed to wonder if other
people could possibly be asking themselves the same question about
me. I became hazily conscious that I was an object of general
attention. People were murmuring among themselves. I even
suspected the performers on the stage of regarding me with a
malevolent eye.
It was a painful situation. I could not stand up and explain to
the audience that it was not my fault I had entered in such a
whirlwind fashion, apparently in the very middle of a song. I could
not tell them that if I had had my way I should not have been there
at all. Still less could I rise up, then and there, and march straight
out again. All I could do was sit still, and burn.
On the other hand, Mr Hammond showed not the slightest sign
of discomfiture. I was not only aware that he was smiling in a most
significant manner, but he went so far as to allow himself to touch
me with the point of his elbow, nudged me, in fact, with it in the
side. And he said:
“Gay old kicker.”
I do not pretend to be versed in stable slang, but it was
impossible to suppose that the phrase conveyed a compliment,
especially as a reference from a gentleman to a lady of ripened
years—I should not have been surprised if she had been more than
fifty. Unfortunately, the reference was as obvious as it was audible. I
felt my next-door neighbour draw herself up in a way which made a
creepy-crawly feeling go all over me. I looked at her with what was
intended to be an air of deprecation, and an intimation that I was in
no way to be confounded with that dreadful Walter Hammond. And
as I did so I became conscious that on the other side of her was a
man—an old man, a very old man, and, also, I am afraid, a wicked
old man. He was big and bald, with a red face, a weedy, white
moustache, and an expression which I should describe as a mixture
of ferocity, depravity, and—though I am reluctant to write it—drink.
Picture my sensations when—as I turned to the little woman, who, I
fear, poor thing, was his wife; before I really realised his presence,
or how he was staring at me with his great eyes: and, emphatically,
before I had the dimmest suspicion of what he was about to do—he
winked at me—positively winked, not once, nor twice, but thrice—
ostentatiously, without the least attempt at concealment. The little
woman did not catch him in the act; goodness only knows what
would have happened if she had. What he meant by it, or what he
took me for, I have not the faintest notion. I was beginning to
wonder what everyone took me for. Although I know my face
became as red as fire, I went cold all over. Just then the singing on
the stage ceased, people broke into applause. In the midst of their
clapping I became aware that Walter Hammond was addressing me
in a strain which as nearly as possible deprived me of the small
remainder of my breath.
Whether, under any circumstances, a reasonable being would
have supposed that that was a proper place, or a fitting moment, to
enter on a subject of the kind, I cannot say, but, considering that, to
all intents and purposes, we were strangers, and how he had treated
me in the days gone by—not to speak of the way in which he had
behaved to Eveleen—his doing so, then and there, was—well,
beyond anything. I was so bewildered, and the people made such a
noise, and he had such a queer way of expressing himself, that at
first I did not understand what he was after.
“Don’t believe in entering a filly unless you mean running her to
win.” I repeat that I have no pretension whatever to an
acquaintance with the language of the turf; so that if there is
anything muddled about his metaphors as I repeat them, I presume
that the fault is mine. “If I had my way should always penalise
entries which weren’t on the job. Whenever I’m in I’m there to win.
That’s me, Miss Norah, straight. I’m no mole—always do what I do
do out in the open—no burrowing for me. When I go for a mark, I
aim for all I’m worth. Same with a girl. Mayn’t seem like a marrying
man—have been told I’m like a cock, hard to bag. As girls go, small
wonder they only bag crocks. But when I’m in for marriage, I mean
getting there—there’s no stopping me—foul riding couldn’t do it—
and there’s no fear of foul riding from you, because you’re different
from any girl I ever met. Miss Norah, I love you!”
As ill luck would have it the applause died away just as he
uttered those words—and just as I was approaching the
dumfounded stage. An encore had been conceded; the singer was
preparing to re-commence, when Mr Hammond delivered himself of
that paralysing piece of information in a tone of voice which had
been designed to reach my ears in spite of the din, and which rose
above the sudden silence in a sort of roar. In consequence, those
fatal words—“Miss Norah, I love you!”—must have been heard all
over the stalls, by nearly everyone in the pit, and by goodness
knows who else besides. It was delightful for me. I should have liked
to have sunk into the ground. A voice came from somewhere at the
back—a vulgar voice.
“You’re quite right, sir; and so say all of us; we all love Norah.”
Giggles came from every side. Regardless of what I felt, that
extraordinary man did not seem to care in the least what anybody
thought of him. Merely dropping his voice a tone or two, he actually
went straight on:
“Never mind those beggars—time’s precious—must make the
running while you can. I say, Miss Norah, that I love you.”
A gentleman in the row of stalls behind us leant forward,
thrusting his head between Mr Hammond’s and mine, and observed
—think of it!—
“We have heard you say so once already, sir. Would you mind
postponing the repetition of the statement till after the singer has
finished. We are waiting to hear the song?”
So far from being nonplussed, or disconcerted, or ashamed, or
anything he ought to have been, all that Mr Hammond did do was to
adjust his monocle more securely in his eye, and to look at the
stage. Seeing that the fact was as stated, and that somebody was
about to sing, he apparently appreciated the reasonableness of the
stranger’s request, and held his peace; and the singer sang.
What she sang about—she was one of those lovely ladies whom
you do find at the Gaiety—I have not an idea. All my ideas were
gone. I was more than speechless. There was Walter Hammond,
sitting all at once as if he had been carved out of stone, glaring at
the stage as if he took not the slightest interest in what was taking
place on it. The man behind, when making that unutterably
impertinent remark, had slipped a scrap of paper over my shoulder,
unnoticed, I presume, by Mr Hammond, and, I hope, by everyone
else. It had slid down my bare neck, and had lodged in the top of
my bodice. That wicked old person who sat on the other side of the
little woman kept his beetroot-coloured face turned almost
constantly in my direction; when I moved so much as an eyelash in
his, he winked. Short of provoking a scandalous scene, I did not see
what I could do to stop it, even if I had had my senses sufficiently
about me to do anything, which I really had not. For, endeavouring
to avoid his winks, my glances reached a box which was, so to
speak, on the other side of the top of his bald head. In it was the
brown man. He was standing up in the centre of it, well to the front.
Although he shared the box with a lady, he did not allow her
presence to deter him in the least. So soon as he caught my eye, he
inclined his head in my direction in the most noticeable way, as if we
had been quite old friends. The lady, who was young and pretty, and
most beautifully dressed, was sitting down on his right, an opera-
glass before her eyes, pointed straight at me. When he presumed to
bestow on me that movement of recognition, she put down her glass
and smiled, and, unless I was mistaken, nodded at me. I was
convinced that I had never seen her in my life before. What did she
mean? and what did he mean? and what should I do?
Of course, noticing his impertinence was out of the question,
though he did look so distinguished standing up there in his
beautiful white waistcoat, really my ideal of a handsome man. To
avoid him, and to mark my sense of his misconduct, I turned my
head right round, so that my glance lighted on the box which was
exactly opposite the one in which he was.
It was occupied by the four men.
They were standing up, all in a row. At one end, a little back,
was Mr Rumford. He had his hands in his pockets. On his face was
an expression which hardly betokened enjoyment of the actors’ and
actresses’ efforts to amuse. Next to him was Basil Carter, to whom,
from what I had understood, the box belonged. He was apparently
not in the best of tempers. Resting his hands on the edge of the
box, he glared, first at Mr Hammond, then at me, then at the brown
man over the way. I could not honestly assert that he looked
pleasantly at either of us. I had learned a good deal about his
temper since leaving home. I wondered if Audrey had an inkling of
what sort of one he really had. Beside him was Jack Purchase. His
arms were crossed upon his chest in what I imagine that he perhaps
supposed was a tragic attitude. It reminded me of the pictures in the
novelettes which I used to read when I was little—“Lady Lucy’s
Lingering Love,” and that sort of thing. They were rather fond of
giving illustrations of gentlemen with their arms folded across their
chests; and there was something in his face which was a good deal
like what used to be on theirs. He looked alternately at the brown
man and Mr Hammond as if he would have liked to eat them,
though, I daresay, that that was not the impression which the look
was intended to convey. With the fingers of one hand he held the
brim of his crush hat. Personally, I should not have been a bit
surprised if it had come spinning down at Mr Hammond at my side,
or if it had gone whirling through the air at the brown man opposite.
If he could have used it as a boomerang, and flung it at both, it is
my private impression that, in spite of the scandal it would have
occasioned, he would have done it. I never saw two men in worse
tempers than he and Mr Carter seemed to be just then.
At the further end of the row, completing the quartette, was
little Major Tibbet. He was really a pitiable figure. What, I suspect,
was his partial consciousness of the fact made it more obvious still.
He kept fidgeting from foot to foot, touching himself furtively here
and there, as if he doubted if everything was right. And it was not.
He seemed to have been in the wars. His wig was on one side, one
eyebrow was not only smudgy, but distinctly higher than the other,
and something dreadful had happened to his complexion. An
earthquake, or some similar cataclysm, seemed to have cracked it,
so that on one side of his face quite a large patch of it was missing.
I could not but feel that mamma would not have liked to have
seen him in his then condition. She is so particular about men’s
appearance, especially those whom she honours with her
acquaintance. And if she has the faintest suspicion that her own
transformation is in the very slightest degree out of the straight, she
nearly worries herself into a fit. What would she have felt if she had
seen the singular angle at which the Major’s wig was poised?
CHAPTER XIX.
AN UNREHEARSED EFFECT
I would have given the world to have been able to rise from my seat,
leave the theatre, and go straight home. But the power to do it was
not in me. I knew there was a storm in the air. I felt it about me on
every side. I am sure I am not a nervous person, as a rule. But just
then I was simply a bundle of nerves; on tenterhooks all the time as
to what was going to happen next. And then Jane’s shoes were
inflicting such agonies on my unfortunate feet that I would have
slipped them off had it not been for the conviction that I should
never be able to get into them again if I did; and what would
happen if I had to march out of the theatre in my crimson-
stockinged feet? In such a case, would it be more dignified to carry
Jane’s shoes with me in my hand, or to leave them behind me on
the floor?
That pretty lady on the stage finished her encored song, and I
had not caught a word or a note!—and generally I do not allow a
single thing to escape me. Under cover of the clapping, an attendant
handed Mr Hammond a note. I knew in an instant who it was from,
if only by the eagerness with which the four in the box observed the
manner of its reception. Not that I looked at them. I looked at no
one, I did not dare, keeping my eyes fixed as much as possible on
vacancy. For, wherever I looked, there was some presumptuous man
who looked back at me in a manner which was simply indescribable.
But one need not look to see; and I was quite aware that each of
those four men was leaning as far over the edge of the box as was
consistent with safety, in order that they might have the earliest
possible information of the adventures of that missive.
They soon had it. Mr Hammond rent the envelope open; took
out a card—something told me it was Basil Carter’s—read what was
written on the back of it, and tore it into shreds, which he dropped
between his knees.
“No answer,” he said to the attendant, “except that you can tell
’em to go to blazes.”
Then, as if such language was a matter of no consequence, he
turned to me, continuing his previous most extraordinary remarks,
completely regardless of the performance on the stage, and of the
people all around us, too.
“Frightfully sorry to seem to rush you, Miss Norah. Fact is, when
judge’s box is within a furlong, if you don’t want to get left behind,
you’re bound to bustle. I’ve got it all on this time—every copper—
must bar taking chances—a certainty is what I’m after. A certainty it
is, if you’ll consent. Let’s put our piles together—come in with me on
the same horse—Matrimony, out of True Love, by Unbounded
Admiration. She’s the mare to carry two as if they were one; and if
you ride her with a gentle hand, she keeps on winning all the time.
Miss Norah, say that it’s a go.”
I suppose, looking back, that that extraordinary speech was
intended to be regarded as a proposal of marriage. I do not see,
now, what else it could have been meant for. But I did not see it
then. Considering the circumstances under which it was made, it
was not strange.
I do not know if it is customary for proposals to be made in the
stalls of a theatre. I sincerely hope, for the lady’s sake, that it is not;
especially if the subject is treated in the singular manner in which it
was treated then. Not only was the phraseology very peculiar, but
many of the people about us could not help hearing most of what he
said; so that I had a dreadful feeling that they were more amused
by his remarks than by those of the performers on the stage. No
woman, I suppose, likes the declaration of a man’s passion to be
made a public mock of, even when it comes from such a ridiculous
creature as Walter Hammond.
Voices came to us from the pit—as before, vulgar voices.
“Silence! Shut up there in front! Can’t the gentleman in the
stalls go outside if he wants to talk to his young lady?”
In desperation, I endeavoured to induce him to respect their
most reasonable wishes.
“Mr Hammond,” I whispered, “can’t you keep still? You prevent
the people from enjoying the performance.”
“Hang the performance!” was his answer. “And hang the people,
too! Say yes, Miss Norah—only say yes!—and I’ll be silent as the
grave.”
He reached out—in the stalls!—for my hand. I had the greatest
difficulty in keeping it from him. If I had allowed him to get it into
his, what he would have tried to do next, I do not dare to think. Had
I had the vaguest conception of what kind of person he really was,
nothing would have induced me to have any connection with him
whatever. I pitied Eveleen, from the bottom of my heart, if she ever
allowed her path in life to become associated with his.
The same attendant who had brought Mr Carter’s card—or, at
least, what I believed to have been Mr Carter’s card—re-appeared.
All round us people were smiling, some of them giggling outright.
They were whispering among themselves. I saw that we were
targets for everybody’s eyes. I had a horrid feeling that we were
even attracting the attention of the actors and actresses on the
stage. There was no doubt as to our being observed by the band.
One of the clarionet players was grinning with such intense
enjoyment that it was a miracle how it was that he managed to
blow. The reappearance of that attendant was a distinct relief. She
held out an envelope, which Mr Hammond snatched at with an air of
resentment. She drew it back, saying, beneath her breath:
“It’s for the lady, sir.”
I took it, with trembling fingers. I managed, after a deal of
ridiculous fumbling, to get it open. Inside were no less than four
visiting cards. There was no need to refer to their fronts to
understand from whom they came; I felt those four men glaring at
me from the box above. On the back of one of them something was
written. I did not look to see whose it was, but I knew it was Basil
Carter’s. It was written so very badly, apparently with a blunt lead
pencil, and I myself was in such a state of fluster, that I had
difficulty in making out what it was.
“My dear Miss Norah,—I implore you to come up to my
box at once! Mr Hammond undertook to conduct you to it,
but, with monstrous perfidy, he enticed you to his own stall
instead. This is not the time, and I have not the space, to
give you my candid opinion of his behaviour, but I appeal to
your sense of justice——”
That was all I could read. Several more words—or what I
supposed were words—were crammed into the corner, which were
beyond my powers of deciphering. But I had deciphered enough.
What an awful character Mr Hammond appeared to be, to have
played such a trick upon his friends—and upon me!—with the
seemingly express intention of making a laughing-stock of me in
front of all the theatre. I stood up on the instant, trembling—at
least, partly—with rage. He stood up, too.
“What’s the matter? Miss Norah, where are you going?”
“I am going to Mr Carter’s box.”
He had the assurance to seem surprised.
“Miss Norah! Not before giving me an answer! Say yes! Be a
sportsman, Miss Norah, and put my number up!”
Naturally, the whole place was in commotion.
“Sit down in front!” exclaimed half-a-dozen voices.
One unmannerly creature made himself clearly heard above the
others. One of the many objectionable things about Mr Hammond
was that he had such a strident voice, and that he would speak so
loudly.
“Put the gentleman’s number up, if it’s only up the spout, Miss
Norah; and then, perhaps, he will sit down!”
I distinctly heard the acid lady beside me say:
“I cannot understand how it is that they admit such creatures. I
certainly should have thought that they would not have been
allowed in the stalls of a respectable theatre.”
What she meant I did not know, and I could scarcely inquire.
Anyhow, it was not an agreeable thing to have said of one. The man
in the row behind stood up, also, again thrusting his head between
Mr Hammond and me, and actually forcing a scrap of paper into my
hand.
“Pardon me once more, sir, but some of us have paid for our
seats with the idea of witnessing the performance, which, I believe,
still is going on.”
The impertinence of the man’s manner, and the absolute
insolence of his behaviour to me, stung me to sudden fury. I can get
into a rage if I like! I held out the piece of paper which he had just
insinuated between my fingers.
“Mr Hammond, this person has just forced this into my hand,
and a few minutes ago he dropped this down my neck.”
I extracted the three-cornered fragment, which still reposed
where it had fallen, inside my bodice, offering it to Mr Hammond
with the other. He took them both, opened one, glanced at it, then
said, in a tone of inquiry:
“This the Johnny?”
“That is the man.”
I do not know what was on that scrap of paper. I have
sometimes wondered; but I never did know, and I never shall.
Whatever it was, I can scarcely conceive that it could have been an,
in any way, adequate excuse for what Mr Hammond immediately
did. Yet there was a workmanlike promptness about the fashion in
which it was done which, in a sense, appealed to me. Though it
must not be, for a moment, supposed that I regarded his action as
anything but shocking.
He turned round, and he hit that insolent man in the centre of
his face with such force that he knocked him over the back of his
own stall right into the row behind. Whatever else it was, it was a
magnificent hit.
CHAPTER XX.
THE BROUGHAM
I am afraid that, in my nature somewhere, there must be a touch of
the original savage. It is a painful thing to have to admit, but when
one is so full of faults, as I confessedly am, I fancy that one or two,
more or less, can hardly make much difference. I only know that,
when I saw that person go flying over the back of his own stall, I
was obliged to Mr Hammond for having sent him there. More, a
good deal more!—I should not have minded if he had sent a good
many of the people round us after him, especially—in spite of his
age—that barefaced old man on the other side of the vinegary little
woman, who, under cover of the excitement which immediately
ensued, came to my side, and took my hand in his, and began to
look at me in a fashion, and to say things, which made me burn with
a desire to throw him into the middle of the band.
Of course there was a disturbance. All the people in the theatre
jumped to their feet; the band ceased playing; the performance on
the stage stopped also. Shouts and noises came from all parts of the
building. Half-a-dozen men came towards us as quickly as the
cramped space permitted. Mr Hammond confronted them as coolly
as you please; he could keep his presence of mind.
“Only gave the fellow a taste of what he deserves. Chap who
behaves like a blackguard to a woman wants drowning. Sorry,
though, to have had to make a mess with him in a place like this.”
Attendants seemed to be advancing on us from all sides.
Suddenly I found that Basil Carter was standing in front of me. He
was white with anxiety, or agitation, or rage, or something. He
began to order me about as if I were a child.
“Miss Norah, come up to my box, at once. Mr Hammond, I shall
call you to a personal account for this.”
That fired me.
“Account! Why should you call him to account? He has merely
marked his sense of an insult which was offered me. Do you
consider that he is to blame for that?”
“There is a right and wrong way of doing that sort of thing, Miss
Norah, as Mr Hammond knows. Will you be so good as to come up
into my box?”
That ridiculous Mr Hammond turned to me—his tenacity of
purpose, in his own absurd way, was wonderful.
“Miss Norah, you’ll give me an answer before you go!”
“If it had not been for the almost insane manner in which you
have behaved, there might never have been this trouble. That is the
answer I give you, and that is the only one you ever will receive.”
I marched off. In the corridor I found myself in the company of
the four. I was in a towering passion, and they also were in a rage,
each in his own way.
“The man is a scoundrel—perfect scoundrel—ought to be
treated as such!”
This was the Major.
“Who is a scoundrel, Major Tibbet?”
“Man Hammond—regular ruffian!”
“I should recommend you to go back and tell him so. You will
find that, in the proceedings which will follow, he will be disposed to
do his share.”
“He hasn’t behaved well, Miss Norah—really, he hasn’t!” This
was Mr Rumford; his manner I should describe as cattish. There was
something about him which reminded me of an elderly tabby.
“Hoodwinked us in a most ungentlemanly manner. Induced us to
entrust him with you, on what were absolutely false pretences. He
really did.”
“If that is so, I am more indebted to him than I imagined. That
is all I can say, Mr Rumford.”
“It isn’t fair of you to say such things, Miss Norah.” Mr Purchase
had the audacity to say that. “You came with us as our common
guest——”
“Please don’t speak of me as your common guest, or as your
guest at all, Mr Purchase.”
“You purposely twist my words. You know perfectly well——”
“I know perfectly well that I wish to have nothing to say to you,
nor do I wish you to have anything to say to me—thank you very
much indeed, Mr Purchase. Gentlemen, I need not trouble you to
come any farther—I am going home.”
“Going home!” cried Mr Carter. “You are coming to my box, Miss
Norah.”
“I am going to do nothing of the kind.”
“But, Miss Norah, surely you will not punish us because of
Hammond’s misconduct; surely——”
“Do not trouble yourself to say anything more, Mr Carter; and
be so good as to understand me clearly. I am indebted to you,
separately and collectively, for a very unpleasant evening. I will not
apportion the blame among you; I will leave you to do that
yourselves. I can only say that had I known what sort of persons
you were I should not have trespassed on your generosity, in search
—in vain search—of an evening’s entertainment. You have already
caused me to be a principal figure in a most disagreeable scene; you
see how, thanks to you, the people are staring at me now—it’s a
wonder the police do not turn me out! Being fearful lest you may
drag me into another, I will say good-evening to you now—and
thank you very much. Please do not come with me another inch.”
“But, Miss Norah, you will at least allow us to see you home.”
“See me home!—you! I would sooner ride with a cabman on his
box.”
“But you have no carriage!”
“I have no omnibus, you mean. It’s a kind of vehicle I never
cared about. If you persist in following me I shall have to appeal to
the attendants for protection. There are cabs. I will get one for
myself.”
Someone touched me on the arm. It was the girl who had been
in the brown man’s box. She looked up at me with the most lovely
smile, speaking in the sweetest voice:
“Perhaps you will allow me to relieve you of that difficulty. I
have a carriage at the door. It is at your service to take you home.”
“It is very good of you to make me such an offer, but I could not
think of troubling you—of putting you to so much inconvenience.”
“There will be no inconvenience, and no trouble. I have some
friends here with whom I am going on. If you don’t use it it will go
home empty, so it may as well take you.”
“But—the gentleman who was with you in the box?”
“My brother?” Somehow I was pleased to hear that the brown
man was her brother. “He is looking for my friends; you needn’t
worry about him. Come, I’ll show you which my carriage is.”
She laid her hand lightly on my arm. All at once I found myself
walking at her side, as if we were old acquaintances. The four stood
staring after us. It was quite a comfort to be walking with a woman,
after being the observed of all those men—particularly as she was so
pretty and so beautifully dressed. As we went she talked—always
with that lovely smile.
“You’re a girl of many adventures.”
“To-night I am—too many.”
“Oh, I don’t know. A girl can’t have too many adventures,
especially if they’re amusing ones. Do you think she can? There isn’t
a man in the theatre who has eyes for anyone but you.”
“It’s not my fault. I’d almost rather they hadn’t any eyes at all.”
She laughed, as if something I had said had tickled her.
“It’s not good wishing that; they have—big ones where a
women is concerned. There is my carriage. The commissionaire will
open the door for you; I didn’t bring a footman. Tell them where to
drive. Good-night. No thanks! Delighted it’s of use to you.”
I left her at the top of the steps which led into the street. At the
foot a brougham was standing. As I went down the steps she
signalled to the porter, or commissionaire, or whatever he was, who,
I suppose, was attached to the theatre. He held the brougham door
open for me to enter. I stepped in, waving my hand to her in
farewell greeting, and the door was closed. I gave the
commissionaire my address, leaned back among the cushions—
lovely cushions they were, like down to one’s back!—congratulating
myself on having got rid of my late companions, and of being in the
possession of so charming a conveyance. Jane’s shoes were pinching
me cruelly. I was thinking to myself that since, fortunately, I was
alone, I should be able to take them off at once—even if I had to
enter the house barefooted. The brougham moved off. I took it for
granted that we had started, and was already leaning forward to
take off those wretched shoes—the agony they were occasioning me
seemed to have suddenly become more intense than ever—when,
before we could have gone more than three or four yards, with a
little jerk we stopped. The door was opened, someone came
floundering in, the door was shut with a bang; we were off again—
this time at a good round pace, which plainly meant business.
They say that women are fond of italics and notes of
exclamation, and I daresay I am fonder of them than I ought to be—
it is so convenient to put a mark which expresses a great deal
without your having to go to the trouble of explaining just what. But
all the italics and notes of exclamation put together would be
incapable of even hinting at what my feelings were when I realised
that the object who had come blundering in upon my privacy was
the bald-headed creature who had been sitting on the other side of
the sour little woman. The discovery of his identity set my brain—
which had been settling down into a condition of normal quiescence
—in a whirl again. Had I been the victim of a deep-laid plot? What
was the meaning of the wretch’s presence there?
His demeanour, the words with which he addressed me, the
matter-of-fact air with which he uttered them, made the confusion
worse confounded.
“The idea of finding you in here! Best joke I ever had in my life!
You little dear!”
He put out his hand and felt for mine. I fancy that the rapidity
with which I withdrew myself as far as possible from him into the
opposite corner a little startled him.
“How dare you intrude yourself in here?”
He laughed—actually laughed.
“You can carry things off with an air. I thought you could, by the
way you treated that chap who tried to spoon you—in the middle of
the stalls. He had a nerve. It was as good as a play to watch him.
Not that I blame him for wanting to spoon you—there isn’t a man
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