College Algebra Enhanced With Graphing Utilities 7Th Edition PDF Full Chapter

College Algebra Enhanced with
Graphing Utilities 7th Edition (eBook

PDF)
Visit to download the full and correct content document:
https://ebooksecure.com/download/college-algebra-enhanced-with-graphing-utilities-7
th-edition-ebook-pdf/
This page intentionally left blank
561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

COLLEGE ALGEBRA
Enhanced with Graphing Utilities
Seventh Edition
Michael Sullivan
Chicago State University
Michael Sullivan III

Joliet Junior College
Boston Columbus Indianapolis New York San Francisco

Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto
Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
A01_SULL1438_07_AIE_FM_ppi-xxvi.indd 5 17/11/15 12:43 pm

Editor in Chief: Anne Kelly Senior Author Support/Technology Specialist: Joe Vetere
Acquisitions Editor: Dawn Murrin Procurement Manager: Mary Fischer
Assistant Editor: Joseph Colella Procurement Specialist: Carol Melville
Program Team Lead: Karen Wernholm Text Design: Tamara Newnam
Program Manager: Chere Bemelmans Production Coordination,
Project Team Lead: Peter Silvia Composition, Illustrations: Cenveo® Publisher Services
Project Manager: Peggy McMahon Associate Director of Design,
Associate Media Producer: Marielle Guiney USHE EMSS/HSC/EDU: Andrea Nix
Senior Project Manager, MyMathLab: Kristina Evans Manager, Rights and Permissions: Gina Cheselka
QA Manager, Assessment Content: Marty Wright Art Director: Heather Scott
Senior Field Marketing Manager: Peggy Sue Lucas Cover Design: Tamara Newnam
Product Marketing Manager: Claire Kozar Cover photo: Leigh Prather, Shutterstock
Acknowledgments of third-party content appear on page C1, which constitutes an extension of this
copyright page.
Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property
of their respective owners, and any references to third-party trademarks, logos or other trade dress are for
demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship,
endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any
relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors.
MICROSOFT® AND WINDOWS® ARE REGISTERED TRADEMARKS OF THE MICROSOFT CORPORATION IN THE U.S.A. AND
OTHER COUNTRIES. SCREEN SHOTS AND ICONS REPRINTED WITH PERMISSION FROM THE MICROSOFT CORPORATION.
THIS BOOK IS NOT SPONSORED OR ENDORSED BY OR AFFILIATED WITH THE MICROSOFT CORPORATION.
MICROSOFT AND /OR ITS RESPECTIVE SUPPLIERS MAKE NO REPRESENTATIONS ABOUT THE SUITABILITY OF THE
INFORMATION CONTAINED IN THE DOCUMENTS AND RELATED GRAPHICS PUBLISHED AS PART OF THE SERVICES FOR
ANY PURPOSE. ALL SUCH DOCUMENTS AND RELATED GRAPHICS ARE PROVIDED “AS IS” WITHOUT WARRANTY OF ANY
KIND. MICROSOFT AND /OR ITS RESPECTIVE SUPPLIERS HEREBY DISCLAIM ALL WARRANTIES AND CONDITIONS WITH
REGARD TO THIS INFORMATION, INCLUDING ALL WARRANTIES AND CONDITIONS OF MERCHANTABILITY, WHETHER
EXPRESS, IMPLIED OR STATUTORY, FITNESS FOR A PARTICULAR PURPOSE, TITLE AND NON-INFRINGEMENT. IN NO EVENT
SHALL MICROSOFT AND /OR ITS RESPECTIVE SUPPLIERS BE LIABLE FOR ANY SPECIAL, INDIRECT OR CONSEQUENTIAL
DAMAGES OR ANY DAMAGES WHATSOEVER RESULTING FROM LOSS OF USE, DATA OR PROFITS, WHETHER IN AN
ACTION OF CONTRACT, NEGLIGENCE OR OTHER TORTIOUS ACTION, ARISING OUT OF OR IN CONNECTION WITH THE USE
OR PERFORMANCE OF INFORMATION AVAILABLE FROM THE SERVICES. THE DOCUMENTS AND RELATED GRAPHICS
CONTAINED HEREIN COULD INCLUDE TECHNICAL INACCURACIES OR TYPOGRAPHICAL ERRORS. CHANGES ARE
PERIODICALLY ADDED TO THE INFORMATION HEREIN. MICROSOFT AND/OR ITS RESPECTIVE SUPPLIERS MAY MAKE
IMPROVEMENTS AND /OR CHANGES IN THE PRODUCT (S) AND /OR THE PROGRAM (S) DESCRIBED HEREIN AT ANY TIME.
PARTIAL SCREEN SHOTS MAY BE VIEWED IN FULL WITHIN THE SOFTWARE VERSION SPECIFIED.
The student edition of this text has been cataloged as follows:

Library of Congress Cataloging-in-Publication Data
Sullivan, Michael, 1942-
College Algebra: enhanced with graphing utilities / Michael Sullivan, Chicago
State University, Michael Sullivan III, Joliet Junior College -- Seventh edition.
pages cm.
Includes index.
ISBN 978-0-13-411131-5
1. Algebra--Textbooks. 2. Algebra--Graphic methods. I. Sullivan, Michael, III, 1967 II. Title.
QA154.3.S765 2017
512.9dc23
2015021319
Copyright © 2017, 2013, 2009, 2006, 2003 by Pearson Education, Inc. or its affiliates. All Rights
Reserved. Printed in the United States of America. This publication is protected by copyright, and
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a
retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying,
recording, or otherwise. For information regarding permissions, request forms, and the appropriate
contacts within the Pearson Education Global Rights & Permissions department, please visit
www.pearsoned.com/permissions/.
PEARSON, ALWAYS LEARNING, and MYMATHLAB are exclusive trademarks owned by Pearson Education, Inc. or
its affiliates in the U.S. and/or other countries.
1 2 3 4 5 6 7 8 9 10—CRK—17 16 15
ISBN 10: 0-13-411131-1

www.pearsonhighered.com ISBN 13: 978-0-13-411131-5

In Memory of Mary...
Wife and Mother

This page intentionally left blank
561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

Inhalt
Three Distinct Series xvi
The Enhanced with Graphing Utilities Series xvii
Preface to the Instructor xviii
Resources for Success xxiv
To the Student xxvi
R Review 1
R.1 Real Numbers 2

Work with Sets • Classify Numbers • Evaluate Numerical Expressions
• Work with Properties of Real Numbers
R.2 Algebra Essentials 18

Graph Inequalities • Find Distance on the Real Number Line • Evaluate
Algebraic Expressions • Determine the Domain of a Variable • Use the
Laws of Exponents • Evaluate Square Roots • Use a Calculator to Evaluate
Exponents • Use Scientific Notation
R.3 Geometry Essentials 31

Use the Pythagorean Theorem and Its Converse • Know Geometry
Formulas • Understand Congruent Triangles and Similar Triangles
R.4 Polynomials 40
Recognize Monomials • Recognize Polynomials • Add and Subtract
Polynomials • Multiply Polynomials • Know Formulas for Special Products
• Divide Polynomials Using Long Division • Work with Polynomials in Two
Variables
R.5 Factoring Polynomials 50

Factor the Difference of Two Squares and the Sum and Difference of Two
Cubes • Factor Perfect Squares • Factor a Second-Degree
Polynomial: x2 + Bx + C • Factor by Grouping • Factor a Second-Degree
Polynomial: Ax2 + Bx + C, A ≠ 1 • Complete the Square
R.6 Synthetic Division 59

Divide Polynomials Using Synthetic Division
R.7 Rational Expressions 63

Reduce a Rational Expression to Lowest Terms • Multiply and Divide
Rational Expressions • Add and Subtract Rational Expressions • Use the
Least Common Multiple Method • Simplify Complex Rational Expressions
R.8 nth Roots; Rational Exponents 74

Work with nth Roots • Simplify Radicals • Rationalize Denominators •
Simplify Expressions with Rational Exponents
1 Graphs, Equations, and Inequalities 82
1.1 The Distance and Midpoint Formulas; Graphing Utilities;

Introduction to Graphing Equations 83
Use the Distance Formula • Use the Midpoint Formula • Graphing Equations
by Plotting Points • Graph Equations Using a Graphing Utility • Use a
ix

x Contents
Graphing Utility to Create Tables • Find Intercepts from a Graph • Use a

Graphing Utility to Approximate Intercepts
1.2 Solving Equations Using a Graphing Utility; Linear and

Rational Equations 99
Solve Equations Using a Graphing Utility • Solve Linear Equations • Solve
Rational Equations • Solve Problems That Can Be Modeled by Linear
Equations
1.3 Quadratic Equations 110

Solve Quadratic Equations by Factoring • Solve Quadratic Equations Using
the Square Root Method • Solve Quadratic Equations by Completing the
Square • Solve Quadratic Equations Using the Quadratic Formula • Solve
Problems That Can Be Modeled by Quadratic Equations
1.4 Complex Numbers; Quadratic Equations in the Complex

Number System 121
Add, Subtract, Multiply, and Divide Complex Numbers • Solve Quadratic
Equations in the Complex Number System
1.5 Radical Equations; Equations Quadratic in Form; Absolute

Value Equations; Factorable Equations 129
Solve Radical Equations • Solve Equations Quadratic in Form • Solve
Absolute Value Equations • Solve Equations by Factoring
1.6 Problem Solving: Interest, Mixture, Uniform Motion, Constant

Rate Jobs 137
Translate Verbal Descriptions into Mathematical Expressions • Solve
Interest Problems • Solve Mixture Problems • Solve Uniform Motion
Problems • Solve Constant Rate Job Problems
1.7 Solving Inequalities 146

Use Interval Notation • Use Properties of Inequalities • Solve Linear
Inequalities Algebraically and Graphically • Solve Combined Inequalities
Algebraically and Graphically • Solve Absolute Value Inequalities
Algebraically and Graphically
Chapter Review 158

Chapter Test 162
Chapter Projects 163
2 Graphs 164
2.1 Intercepts: Symmetry; Graphing Key Equations 165

Find Intercepts Algebraically from an Equation • Test an Equation for
Symmetry • Know How to Graph Key Equations
2.2 Lines 173

Calculate and Interpret the Slope of a Line • Graph Lines Given a Point
and the Slope • Find the Equation of a Vertical Line • Use the Point–Slope
Form of a Line; Identify Horizontal Lines • Write the Equation of a Line
in Slope–Intercept Form • Find the Equation of a Line Given Two Points •
Graph Lines Written in General Form Using Intercepts • Find Equations of
Parallel Lines • Find Equations of Perpendicular Lines
2.3 Circles 189

Write the Standard Form of the Equation of a Circle • Graph a Circle by
Hand and by Using a Graphing Utility • Work with the General Form of
the Equation of a Circle
2.4 Variation 196

Construct a Model Using Direct Variation • Construct a Model Using Inverse
Variation • Construct a Model Using Joint Variation or Combined Variation

Contents xi
Chapter Review 202

Chapter Test 204
Cumulative Review 204
Chapter Project 205
3 Functions and Their Graphs 206
3.1 Functions 207

Determine Whether a Relation Represents a Function • Find the Value of a
Function • Find the Difference Quotient of a Function • Find the Domain
of a Function Defined by an Equation • Form the Sum, Difference, Product,
and Quotient of Two Functions
3.2 The Graph of a Function 222

Identify the Graph of a Function • Obtain Information from or about the
Graph of a Function
3.3 Properties of Functions 231

Determine Even and Odd Functions from a Graph • Identify Even and Odd
Functions from an Equation • Use a Graph to Determine Where a Function
Is Increasing, Decreasing, or Constant • Use a Graph to Locate Local
Maxima and Local Minima • Use a Graph to Locate the Absolute Maximum
and the Absolute Minimum • Use a Graphing Utility to Approximate Local
Maxima and Local Minima and to Determine Where a Function Is Increasing
or Decreasing • Find the Average Rate of Change of a Function
3.4 Library of Functions; Piecewise-defined Functions 245

Graph the Functions Listed in the Library of Functions • Graph Piecewise-
defined Functions
3.5 Graphing Techniques: Transformations 256

Graph Functions Using Vertical and Horizontal Shifts • Graph Functions
Using Compressions and Stretches • Graph Functions Using Reflections
about the x-Axis and the y-Axis
3.6 Mathematical Models: Building Functions 268

Build and Analyze Functions
Chapter Review 273

Chapter Test 277
4 Linear and Quadratic Functions 280
4.1 Properties of Linear Functions and Linear Models 281

Graph Linear Functions • Use Average Rate of Change to Identify Linear
Functions • Determine Whether a Linear Function Is Increasing, Decreasing,
or Constant • Build Linear Models from Verbal Descriptions
4.2 Building Linear Models from Data 291

Draw and Interpret Scatter Diagrams • Distinguish between Linear and
Nonlinear Relations • Use a Graphing Utility to Find the Line of Best Fit
4.3 Quadratic Functions and Their Properties 298

Graph a Quadratic Function Using Transformations • Identify the Vertex
and Axis of Symmetry of a Quadratic Function • Graph a Quadratic
Function Using Its Vertex, Axis, and Intercepts • Find a Quadratic Function
Given Its Vertex and One Other Point • Find the Maximum or Minimum
Value of a Quadratic Function

xii Contents
4.4 Build Quadratic Models from Verbal Descriptions and from Data 310
Build Quadratic Models from Verbal Descriptions • Build Quadratic Models
from Data
4.5 Inequalities Involving Quadratic Functions 320

Solve Inequalities Involving a Quadratic Function
Chapter Review 324

Chapter Test 327
5 Polynomial and Rational Functions 330
5.1 Polynomial Functions and Models 331

Identify Polynomial Functions and Their Degree • Graph Polynomial
Functions Using Transformations • Identify the Real Zeros of a Polynomial
Function and Their Multiplicity • Analyze the Graph of a Polynomial
Function • Build Cubic Models from Data
5.2 The Real Zeros of a Polynomial Function 351

Use the Remainder and Factor Theorems • Use Descartes’ Rule of Signs to
Determine the Number of Positive and the Number of Negative Real Zeros
of a Polynomial Function • Use the Rational Zeros Theorem to List the
Potential Rational Zeros of a Polynomial Function • Find the Real Zeros of
a Polynomial Function • Solve Polynomial Equations • Use the Theorem for
Bounds on Zeros • Use the Intermediate Value Theorem
5.3 Complex Zeros; Fundamental Theorem of Algebra 366

Use the Conjugate Pairs Theorem • Find a Polynomial Function with
Specified Zeros • Find the Complex Zeros of a Polynomial Function
5.4 Properties of Rational Functions 372

Find the Domain of a Rational Function • Find the Vertical Asymptotes of a
Rational Function • Find the Horizontal or Oblique Asymptote of a
Rational Function
5.5 The Graph of a Rational Function 382

Analyze the Graph of a Rational Function • Solve Applied Problems
Involving Rational Functions
5.6 Polynomial and Rational Inequalities 393

Solve Polynomial Inequalities Algebraically and Graphically • Solve
Rational Inequalities Algebraically and Graphically
Chapter Review 400

Chapter Test 404
6 Exponential and Logarithmic Functions 407
6.1 Composite Functions 408

Form a Composite Function • Find the Domain of a Composite Function
6.2 One-to-One Functions; Inverse Functions 416

Determine Whether a Function Is One-to-One • Determine the Inverse of a
Function Defined by a Map or a Set of Ordered Pairs • Obtain the Graph of
the Inverse Function from the Graph of the Function • Find the Inverse of a
Function Defined by an Equation

Contents xiii
6.3 Exponential Functions 428

Evaluate Exponential Functions • Graph Exponential Functions • Define
the Number e • Solve Exponential Equations
6.4 Logarithmic Functions 445

Change Exponential Statements to Logarithmic Statements and Logarithmic
Statements to Exponential Statements • Evaluate Logarithmic Expressions
• Determine the Domain of a Logarithmic Function • Graph Logarithmic
Functions • Solve Logarithmic Equations
6.5 Properties of Logarithms 458

Work with the Properties of Logarithms • Write a Logarithmic Expression
as a Sum or Difference of Logarithms • Write a Logarithmic Expression as a
Single Logarithm • Evaluate a Logarithm Whose Base Is Neither 10 Nor e
• Graph a Logarithmic Function Whose Base Is Neither 10 Nor e
6.6 Logarithmic and Exponential Equations 467

Solve Logarithmic Equations • Solve Exponential Equations • Solve
Logarithmic and Exponential Equations Using a Graphing Utility
6.7 Financial Models 475

Determine the Future Value of a Lump Sum of Money • Calculate Effective
Rates of Return • Determine the Present Value of a Lump Sum of Money
• Determine the Rate of Interest or the Time Required to Double a Lump
Sum of Money
6.8 Exponential Growth and Decay Models; Newton’s Law; Logistic

Growth and Decay Models 484
Find Equations of Populations That Obey the Law of Uninhibited Growth
• Find Equations of Populations That Obey the Law of Decay • Use
Newton’s Law of Cooling • Use Logistic Models
6.9 Building Exponential, Logarithmic, and Logistic Models

from Data 495
Build an Exponential Model from Data • Build a Logarithmic Model from
Data • Build a Logistic Model from Data
Chapter Review 504

Chapter Test 509
7 Analytic Geometry 513
7.1 Conics 514

Know the Names of the Conics
7.2 The Parabola 515

Analyze Parabolas with Vertex at the Origin • Analyze Parabolas with
Vertex at 1h, k2 • Solve Applied Problems Involving Parabolas
7.3 The Ellipse 525

Analyze Ellipses with Center at the Origin • Analyze Ellipses with Center
at 1h, k2 • Solve Applied Problems Involving Ellipses
7.4 The Hyperbola 536

Analyze Hyperbolas with Center at the Origin • Find the Asymptotes of
a Hyperbola • Analyze Hyperbolas with Center at 1h, k2 • Solve Applied
Problems Involving Hyperbolas

xiv Contents
Chapter Review 550

Chapter Test 551
8 Systems of Equations and Inequalities 553
8.1 Systems of Linear Equations: Substitution and Elimination 554

Solve Systems of Equations by Substitution • Solve Systems of Equations
by Elimination • Identify Inconsistent Systems of Equations Containing
Two Variables • Express the Solution of a System of Dependent Equations
Containing Two Variables • Solve Systems of Three Equations Containing
Three Variables • Identify Inconsistent Systems of Equations Containing
Three Variables • Express the Solution of a System of Dependent Equations
Containing Three Variables
8.2 Systems of Linear Equations: Matrices 569

Write the Augmented Matrix of a System of Linear Equations • Write
the System of Equations from the Augmented Matrix • Perform Row
Operations on a Matrix • Solve a System of Linear Equations Using
Matrices
8.3 Systems of Linear Equations: Determinants 585

Evaluate 2 by 2 Determinants • Use Cramer’s Rule to Solve a System of Two
Equations Containing Two Variables • Evaluate 3 by 3 Determinants
• Use Cramer’s Rule to Solve a System of Three Equations Containing Three
Variables • Know Properties of Determinants
8.4 Matrix Algebra 595

Find the Sum and Difference of Two Matrices • Find Scalar Multiples of a
Matrix • Find the Product of Two Matrices • Find the Inverse of a Matrix
• Solve a System of Linear Equations Using an Inverse Matrix
8.5 Partial Fraction Decomposition 612

P
Decompose , Where Q Has Only Nonrepeated Linear Factors • Decompose
Q
P P
, Where Q Has Repeated Linear Factors • Decompose , Where Q Has a
Q Q
P
Nonrepeated Irreducible Quadratic Factor • Decompose , Where Q Has a
Q
Repeated Irreducible Quadratic Factor
8.6 Systems of Nonlinear Equations 620

Solve a System of Nonlinear Equations Using Substitution • Solve a System
of Nonlinear Equations Using Elimination
8.7 Systems of Inequalities 630

Graph an Inequality by Hand • Graph an Inequality Using a Graphing Utility
• Graph a System of Inequalities
8.8 Linear Programming 639

Set Up a Linear Programming Problem • Solve a Linear Programming
Problem
Chapter Review 646

Chapter Test 650

Contents xv
9 Sequences; Induction; the Binomial Theorem 653
9.1 Sequences 654

Write the First Several Terms of a Sequence • Write the Terms of a Sequence
Defined by a Recursive Formula • Use Summation Notation • Find the Sum
of a Sequence Algebraically and Using a Graphing Utility • Solve Annuity
and Amortization Problems
9.2 Arithmetic Sequences 667

Determine Whether a Sequence Is Arithmetic • Find a Formula for an
Arithmetic Sequence • Find the Sum of an Arithmetic Sequence
9.3 Geometric Sequences; Geometric Series 674

Determine Whether a Sequence Is Geometric • Find a Formula for a
Geometric Sequence • Find the Sum of a Geometric Sequence • Determine
Whether a Geometric Series Converges or Diverges
9.4 Mathematical Induction 684

Prove Statements Using Mathematical Induction
9.5 The Binomial Theorem 688

n
Evaluate a b • Use the Binomial Theorem
j
Chapter Review 694

Chapter Test 697
10 Counting and Probability 699
10.1 Counting 700

Find All the Subsets of a Set • Count the Number of Elements in a Set
• Solve Counting Problems Using the Multiplication Principle
10.2 Permutations and Combinations 705

Solve Counting Problems Using Permutations Involving n Distinct Objects
• Solve Counting Problems Using Combinations • Solve Counting Problems
Using Permutations Involving n Nondistinct Objects
10.3 Probability 714

Construct Probability Models • Compute Probabilities of Equally Likely
Outcomes • Find Probabilities of the Union of Two Events • Use the
Complement Rule to Find Probabilities
Chapter Review 724

Chapter Test 726
Answers AN1
Credits C1
Index I1

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

Seventh Edition
This series provides a thorough integration of graphing utilities into topics, allowing
students to explore mathematical concepts and encounter ideas usually studied in
later courses. Using technology, the approach to solving certain problems differs from
the Contemporary or Concepts through Functions Series, while the emphasis on
understanding concepts and building strong skills does not: College Algebra, Algebra &
Trigonometry, Precalculus.
Contemporary Series, Tenth Edition

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

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

The Enhanced with Graphing
Utilities Series
College Algebra
This text provides an approach to college algebra that completely integrates graphing
technology without sacrificing mathematical analysis and conceptualization. The
text has three chapters of review material preceding the chapters on functions. After
completing this text, a student will be prepared for trigonometry, finite mathematics,
and business calculus.
Algebra & Trigonometry

This text contains all the material in College Algebra, but it also develops the
trigonometric functions using a right triangle approach and shows how that
approach is related to the unit circle approach. Graphing techniques are emphasized,
including a thorough discussion of polar coordinates, parametric equations, and
conics using polar coordinates. Graphing calculator usage is integrated throughout.
After completing this text, a student will be prepared for finite mathematics, business
calculus, and engineering calculus.
Precalculus
This text contains one review chapter before covering the traditional precalculus
topics of functions and their graphs, polynomial and rational functions, and
exponential and logarithmic functions. The trigonometric functions are introduced
using a unit circle approach and show how it is related to the right triangle
approach. Graphing techniques are emphasized, including a thorough discussion of
polar coordinates, parametric equations, and conics using polar coordinates. Graphing
calculator usage is integrated throughout. The final chapter provides an introduction to
calculus, with a discussion of the limit, the derivative, and the integral of a function.
After completing this text, a student will be prepared for finite mathematics, business
calculus, and engineering calculus.
xvii

Preface to the Instructor
A
s professors at an urban university and a community New Learning, Do the Math” published in the Edurati
college, Michael Sullivan and Michael Sullivan III Review. In this article, Kevin Washburn suggests that
are aware of the varied needs of College Algebra “the more students are required to recall new content or
students. Such students range from those who have little skills, the better their memory will be.” It is frustrating
mathematical background and are fearful of mathematics when students cannot recall skills learned earlier in
courses, to those with a strong mathematical education and the course. To alleviate this recall problem, we have
a high level of motivation. For some of your students, this created “Retain Your Knowledge” problems. These are
will be their last course in mathematics, whereas others will problems considered to be “final exam material” that
further their mathematical education. We have written this students can use to maintain their skills. All the answers
text with both groups in mind. to these problems appear in the back of the text, and all
As a teacher, and as an author of precalculus, engineering are programmed in MyMathLab.
calculus, finite mathematics, and business calculus texts, • Guided Lecture Notes Ideal for online, emporium/
Michael Sullivan understands what students must know if redesign courses, inverted classrooms, or traditional
they are to be focused and successful in upper-level math lecture classrooms. These lecture notes help students take
courses. However, as a father of four, he also understands thorough, organized, and understandable notes as they
the realities of college life. As an author of a developmental watch the Author in Action videos. They ask students to
mathematics series, Michael’s son and co-author, Michael complete definitions, procedures, and examples based on
Sullivan III, understands the trepidations and skills that the content of the videos and text. In addition, experience
students bring to the College Algebra course. As the father suggests that students learn by doing and understanding
of a current college student, Michael III realizes that today’s the why/how of the concept or property. Therefore, many
college students demand a variety of media to support their sections have an exploration activity to motivate student
education. This text addresses that demand by providing learning. These explorations introduce the topic and/or
technology and video support that enhances understanding connect it to either a real-world application or a previous
without sacrificing math skills. Together, both authors have section. For example, when the vertical-line test is
taken great pains to ensure that the text offers solid, student- discussed in Section 3.2, after the theorem statement, the
friendly examples and problems, as well as a clear and notes ask the students to explain why the vertical-line test
seamless writing style. works by using the definition of a function. This challenge
A tremendous benefit of authoring a successful series helps students process the information at a higher level of
is the broad-based feedback we receive from teachers and understanding.
students. We are sincerely grateful for their support. Virtually
• Illustrations Many of the figures now have captions to
every change in this edition is the result of their thoughtful
help connect the illustrations to the explanations in the
comments and suggestions. We are confident that, building on
body of the text.
the success of the first six editions and incorporating many of
these suggestions, we have made College Algebra Enhanced • TI Screen Shots In this edition we have replaced all
with Graphing Utilities, 7th Edition, an even better tool for the screen shots from the sixth edition with screen
learning and teaching. We continue to encourage you to share shots using TI-84 Plus C. These updated screen shots
with us your experiences teaching from this text. help students visualize concepts clearly and help make
stronger connections among equations, data, and graphs
in full color.
Features in the Seventh Edition
• Exercise Sets All the exercises in the text have been
A descriptive list of the many special features of reviewed and analyzed for this edition, some have been
College Algebra can be found in the front of this text. removed, and new ones have been added. All time-
This list places the features in their proper context, as sensitive problems have been updated to the most
building blocks of an overall learning system that has been recent information available. The problem sets remain
carefully crafted over the years to help students get the classified according to purpose.
most out of the time they put into studying. Please take the The ‘Are You Prepared?’ problems have been
time to review this and to discuss it with your students at improved to better serve their purpose as a just-in-time
the beginning of your course. When students utilize these review of concepts that the student will need to apply in
features, they are more successful in the course. the upcoming section.
The Concepts and Vocabulary problems have been
New to the Seventh Edition expanded and now include multiple-choice exercises.
Together with the fill-in-the-blank and true/false
• Retain Your Knowledge This new category of problems problems, these exercises have been written to serve as
in the exercise set is based on the article “To Retain reading quizzes.
xviii

Preface xix
Skill Building problems develop the student’s R 1

computational skills with a large selection of exercises that
10 2 9
are directly related to the objectives of the section. Mixed
Practice problems offer a comprehensive assessment of 3
skills that relate to more than one objective. Often these 4 5 6 7
require skills learned earlier in the course.
8
Applications and Extensions problems have been
updated. Further, many new application-type exercises
have been added, especially ones involving information
and data drawn from sources the student will recognize, Chapter R Review
to improve relevance and timeliness. This chapter consists of review material. It may be used as
The Explaining Concepts: Discussion and Writing the first part of the course or later as a just-in-time review
exercises have been improved and expanded to provide when the content is required. Specific references to this
more opportunity for classroom discussion and group chapter occur throughout the text to assist in the review
projects. process.
New to this edition, Retain Your Knowledge exercises
consist of a collection of four problems in each exercise Chapter 1 Equations and Inequalities
set that are based on material learned earlier in the Primarily a review of intermediate algebra topics, this
course. They serve to keep information that has already material is a prerequisite for later topics. The coverage of
been learned “fresh” in the mind of the student. Answers complex numbers and quadratic equations with a negative
to all these problems appear in the Student Edition. discriminant is optional and may be postponed or skipped
The Review Exercises in the Chapter Review have entirely without loss of continuity.
been streamlined, but they remain tied to the clearly
expressed objectives of the chapter. Answers to all these Chapter 2 Graphs
problems appear in the Student Edition. This chapter lays the foundation for functions. Section 2.4
• Annotated Instructor’s Edition As a guide, the author’s is optional.
suggestions for homework assignments are indicated by
a blue underscore below the problem number. These Chapter 3 Functions and Their Graphs
problems are assignable in MyMathLab. This is perhaps the most important chapter. Section 3.6 is
optional.
Content Changes in the Chapter 4 Linear and Quadratic Functions
Seventh Edition Topic selection depends on your syllabus. Sections 4.2 and
4.4 may be omitted without loss of continuity.
• Section 3.1 The objective Find the Difference Quotient
of a Function has been added.
Chapter 5 Polynomial and Rational Functions
• Section 5.2 The objective Use Descartes’ Rule of Signs Topic selection depends on your syllabus.
has been included.
• Section 5.2 The theorem Bounds on the Zeros of a Chapter 6 Exponential and Logarithmic Functions
Polynomial Function is now based on the traditional Sections 6.1–6.6 follow in sequence. Sections 6.7, 6.8, and
method of using synthetic division. 6.9 are optional.
• Section 5.5 Content has been added that discusses the
role of multiplicity of the zeros of the denominator of a Chapter 7 Analytic Geometry
rational function as it relates to the graph near a vertical Sections 7.1–7.4 follow in sequence.
asymptote.
Chapter 8 Systems of Equations and Inequalities
Using the Seventh Edition Effectively Sections 8.2–8.7 may be covered in any order, but each
requires Section 8.1. Section 8.8 requires Section 8.7.
with Your Syllabus
To meet the varied needs of diverse syllabi, this text Chapter 9 Sequences; Induction; The Binomial
contains more content than is likely to be covered in an Theorem
College Algebra course. As the chart illustrates, this text There are three independent parts: Sections 9.1–9.3,
has been organized with flexibility of use in mind. Within a Section 9.4, and Section 9.5.
given chapter, certain sections are optional (see the details
that follow the accompanying figure) and can be omitted Chapter 10 Counting and Probability
without loss of continuity. The sections follow in sequence.

xx Preface
Acknowledgments to excellence; and the Pearson Math and Science Sales

team for their continued confidence and personal
Texts are written by authors, but they evolve from idea to support of our texts.
final form through the efforts of many people.
• Accuracy checkers: C. Brad Davis read the entire
Thanks are due to the following people for their as-
manuscript and checked the accuracy of answers. His
sistance and encouragement during the preparation of this
attention to detail is amazing. Timothy Britt created the
edition:
Solutions Manuals and accuracy-checked answers.
• From Pearson Education: Anne Kelly for her • Michael Sullivan III would like to thank his colleagues
substantial contributions, ideas, and enthusiasm; Dawn at Joliet Junior College for their support and feedback.
Murrin, for her unmatched talent at getting the details
right; Joseph Colella for always getting the reviews and Finally, we offer our sincere thanks to the dedicated
pages to us on time; Peggy McMahon for directing the users and reviewers of our texts, whose collective
always difficult production process; Rose Kernan for insights form the backbone of each text revision.
handling liaison between the compositor and author; The list of those to whom we are indebted continues
Peggy Lucas for her genuine interest in marketing this to grow. If we’ve forgotten anyone, please accept our
text; Chris Hoag for her continued support and genuine apology. Thank you to all.
interest; Paul Corey for his leadership and commitment
Ryan Adams, Northwest Florida Barry Booten, Florida Atlantic Theodore C. Coskey, South Seattle Scott Fallstrom, Shoreline
State College University Community College Community College
James Africh, College of DuPage Rebecca Bonk, Joliet Junior Rebecca Connell, Troy University Pete Falzone, Pensacola Junior
Steve Agronsky, Cal Poly State College Donna Costello, Plano Senior College
University Larry Bouldin, Roane State High School Arash Farahmand, Skyline College
Gererdo Aladro, Florida Community College Paul Crittenden, University of W.A. Ferguson, University of
International University Bob Bradshaw, Ohlone College Nebraska at Lincoln Illinois-Urbana/Champaign
Grant Alexander, Joliet Junior Trudy Bratten, Grossmont College John Davenport, East Texas State Iris B. Fetta, Clemson University
College Martin Bredeck, Northern University Mason Flake, student at Edison
Dave Anderson, South Suburban Virginia Community College Faye Dang, Joliet Junior College Community College
College (Annandale Campus) Antonio David, Del Mar College Timothy W. Flood, Pittsburg State
Richard Andrews, Florida A&M Tim Bremer, Broome Community Stephanie Deacon, Liberty University
University College University Robert Frank, Westmoreland
Joby Milo Anthony, University of Tim Britt, Jackson State Duane E. Deal, Ball State County Community College
Central Florida Community College University Merle Friel, Humboldt State
James E. Arnold, University of Michael Brook, University of Jerry DeGroot, Purdue North University
Wisconsin-Milwaukee Delaware Central Richard A. Fritz, Moraine Valley
Adel Arshaghi, Center for Joanne Brunner, Joliet Junior Timothy Deis, University of Community College
Educational Merit College Wisconsin-Platteville Dewey Furness, Ricks College
Carolyn Autray, University of West Warren Burch, Brevard Joanna DelMonaco, Middlesex Mary Jule Gabiou, North Idaho
Georgia Community College Community College College
Agnes Azzolino, Middlesex Mary Butler, Lincoln Public Vivian Dennis, Eastfield College Randy Gallaher, Lewis and Clark
County College Schools Deborah Dillon, R. L. Turner High College
Taoufik Bahadi, University of Tampa Melanie Butler, West Virginia School Tina Garn, University of Arizona
Wilson P. Banks, Illinois State University Guesna Dohrman, Tallahassee Dawit Getachew, Chicago State
University Jim Butterbach, Joliet Junior Community College University
Scott Barnett, henry Ford College Cheryl Doolittle, Iowa State Wayne Gibson, Rancho Santiago
Community College William J. Cable, University of University College
Sudeshna Basu, Howard Wisconsin-Stevens Point Karen R. Dougan, University of Loran W. Gierhart, University of
University Lois Calamia, Brookdale Florida Texas at San Antonio and
Dale R. Bedgood, East Texas State Community College Jerrett Dumouchel, Florida Palo Alto College
University Jim Campbell, Lincoln Public Community College at Robert Gill, University of
Beth Beno, South Suburban Schools Jacksonville Minnesota Duluth
College Roger Carlsen, Moraine Valley Louise Dyson, Clark College Nina Girard, University of
Carolyn Bernath, Tallahassee Community College Paul D. East, Lexington Pittsburgh at Johnstown
Community College Elena Catoiu, Joliet Junior College Community College Sudhir Kumar Goel, Valdosta State
Rebecca Berthiaume, Edison State Mathews Chakkanakuzhi, Palomar Don Edmondson, University of University
College College Texas-Austin Adrienne Goldstein, Miami Dade
William H. Beyer, University of Tim Chappell, Penn Valley Erica Egizio, Lewis University College, Kendall Campus
Akron Community College Laura Egner, Joliet Junior Joan Goliday, Sante Fe
John Bialas, Joliet Junior John Collado, South Suburban College Community College
College College Jason Eltrevoog, Joliet Junior Lourdes Gonzalez, Miami Dade
Annette Blackwelder, Florida Alicia Collins, Mesa Community College College, Kendall Campus
State University College Christopher Ennis, University of Frederic Gooding, Goucher
Richelle Blair, Lakeland Nelson Collins, Joliet Junior College Minnesota College
Community College Rebecca Connell, Troy University Kathy Eppler, Salt Lake Donald Goral, Northern Virginia
Linda Blanco, Joliet Junior College Jim Cooper, Joliet Junior College Community College Community College
Kevin Bodden, Lewis and Clark Denise Corbett, East Carolina Ralph Esparza Jr., Richland Sue Graupner, Lincoln Public
College University College Schools
Jeffrey Boerner, University of Carlos C. Corona, San Antonio Garret J. Etgen, University of Mary Beth Grayson, Liberty
Wisconsin-Stout College Houston University

Preface xxi
Jennifer L. Grimsley, University of Linda J. Kyle, Tarrant Country Jr. Kathleen Miranda, SUNY at Old Elsi Reinhardt, Truckee Meadows
Charleston College Westbury Community College
Ken Gurganus, University of H.E. Lacey, Texas A & M Chris Mirbaha, The Community Jose Remesar, Miami Dade
North Carolina University College of Baltimore County College, Wolfson Campus
James E. Hall, University of Harriet Lamm, Coastal Bend Val Mohanakumar, Hillsborough Jane Ringwald, Iowa State
Wisconsin-Madison College Community College University
Judy Hall, West Virginia University James Lapp, Fort Lewis College Thomas Monaghan, Naperville Douglas F. Robertson, University
Edward R. Hancock, DeVry Matt Larson, Lincoln Public North High School of Minnesota, MPLS
Institute of Technology Schools Miguel Montanez, Miami Dade Stephen Rodi, Austin Community
Julia Hassett, DeVry Institute, Christopher Lattin, Oakton College, Wolfson Campus College
Dupage Community College Maria Montoya, Our Lady of the William Rogge, Lincoln Northeast
Christopher Hay-Jahans, Julia Ledet, Lousiana State Lake University High School
University of South Dakota University Susan Moosai, Florida Atlantic Howard L. Rolf, Baylor University
Michah Heibel, Lincoln Public Adele LeGere, Oakton University Mike Rosenthal, Florida
Schools Community College Craig Morse, Naperville North International University
LaRae Helliwell, San Jose City Kevin Leith, University of High School Phoebe Rouse, Lousiana State
College Houston Samad Mortabit, Metropolitan University
Celeste Hernandez, Richland JoAnn Lewin, Edison College State University Edward Rozema, University of
College Jeff Lewis, Johnson County Pat Mower, Washburn University Tennessee at Chattanooga
Gloria P. Hernandez, Louisiana Community College Tammy Muhs, University of David Ruffato, Joliet Junior
State University at Eunice Heidi Lyne, Joliet Junior College Central Florida College
Brother Herron, Brother Rice Janice C. Lyon, Tallahassee A. Muhundan, Manatee Dennis C. Runde, Manatee
High School Community College Community College Community College
Robert Hoburg, Western Jean McArthur, Joliet Junior Jane Murphy, Middlesex Alan Saleski, Loyola University of
Connecticut State University College Community College Chicago
Lynda Hollingsworth, Northwest Virginia McCarthy, Iowa State Richard Nadel, Florida Susan Sandmeyer, Jamestown
Missouri State University University International University Community College
Deltrye Holt, Augusta State Karla McCavit, Albion College Gabriel Nagy, Kansas State Brenda Santistevan, Salt Lake
University Michael McClendon, University of University Community College
Charla Holzbog, Denison High Central Oklahoma Bill Naegele, South Suburban Linda Schmidt, Greenville
School Tom McCollow, DeVry Institute of College Technical College
Lee Hruby, Naperville North High Technology Karla Neal, Lousiana State Ingrid Scott, Montgomery
School Marilyn McCollum, North University College
Miles Hubbard, St. Cloud State Carolina State University Lawrence E. Newman, Holyoke A.K. Shamma, University of West
University Jill McGowan, Howard University Community College Florida
Kim Hughes, California State Will McGowant, Howard Dwight Newsome, Pasco-Hernando Zachery Sharon, University of
College-San Bernardino University Community College Texas at San Antonio
Stanislav, Jabuka, University of Dave McGuire, Joliet Junior Victoria Noddings, MiraCosta Martin Sherry, Lower Columbia
Nevada, Reno College College College
Ron Jamison, Brigham Young Angela McNulty, Joliet Junior Denise Nunley, Maricopa Carmen Shershin, Florida
University College Community Colleges International University
Richard A. Jensen, Manatee Laurence Maher, North Texas James Nymann, University of Tatrana Shubin, San Jose State
Community College State University Texas-El Paso University
Glenn Johnson, Middlesex Jay A. Malmstrom, Oklahoma City Mark Omodt, Anoka-Ramsey Anita Sikes, Delgado Community
Community College Community College Community College College
Sandra G. Johnson, St. Cloud State Rebecca Mann, Apollo High Seth F. Oppenheimer, Mississippi Timothy Sipka, Alma College
University School State University Charlotte Smedberg, University of
Tuesday Johnson, New Mexico Lynn Marecek, Santa Ana Leticia Oropesa, University of Tampa
State University College Miami Lori Smellegar, Manatee
Susitha Karunaratne, Purdue Sherry Martina, Naperville North Linda Padilla, Joliet Junior College Community College
University North Central High School Sanja Pantic, University of Illinois Gayle Smith, Loyola Blakefield
Moana H. Karsteter, Tallahassee Alec Matheson, Lamar University at Chicago Cindy Soderstrom, Salt Lake
Community College Nancy Matthews, University of E. James Peake, Iowa State Community College
Donna Katula, Joliet Junior College Oklahoma University Leslie Soltis, Mercyhurst College
Arthur Kaufman, College of James Maxwell, Oklahoma State Kelly Pearson, Murray State John Spellman, Southwest Texas
Staten Island University-Stillwater University State University
Thomas Kearns, North Kentucky Marsha May, Midwestern State Dashamir Petrela, Florida Atlantic Karen Spike, University of North
University University University Carolina
Jack Keating, Massasoit James McLaughlin, West Chester Philip Pina, Florida Atlantic Rajalakshmi Sriram, Okaloosa-
Community College University University Walton Community College
Shelia Kellenbarger, Lincoln Judy Meckley, Joliet Junior Charlotte Pisors, Baylor University Katrina Staley, North Carolina
Public Schools College Michael Prophet, University of Agricultural and Technical
Rachael Kenney, North Carolina David Meel, Bowling Green State Northern Iowa State University
State University University Laura Pyzdrowski, West Virginia Becky Stamper, Western Kentucky
John B. Klassen, North Idaho Carolyn Meitler, Concordia University University
College University Carrie Quesnell, Weber State Judy Staver, Florida Community
Debra Kopcso, Louisiana State Samia Metwali, Erie Community University College-South
University College Neal C. Raber, University of Robin Steinberg, Pima Community
Lynne Kowski, Raritan Valley Rich Meyers, Joliet Junior College Akron College
Community College Matthew Michaelson, Glendale Thomas Radin, San Joaquin Delta Neil Stephens, Hinsdale South
Yelena Kravchuk, University of Community College College High School
Alabama at Birmingham Eldon Miller, University of Aibeng Serene Radulovic, Florida Sonya Stephens, Florida A&M
Ray S. Kuan, Skyline College Mississippi Atlantic University Univeristy
Keith Kuchar, Manatee James Miller, West Virginia Ken A. Rager, Metropolitan State Patrick Stevens, Joliet Junior
Community College University College College
Tor Kwembe, Chicago State Michael Miller, Iowa State Kenneth D. Reeves, San Antonio Mary Stinnett, Umpqua
University University College Community College

Another random document with
no related content on Scribd:
cycles identically. This cast to their religion is so strong that it looks to be fairly
ancient. The beginnings of this local type of religion may therefore be set in the
Third Period. As for the Fourth Period, it may be inferred that this chiefly
accentuated the tendencies developed in the Third, the dream basis augmenting
as ceremonialism dropped away.
161. Northwestern California: World-renewal and

Wealth Display
The Third and Fourth periods are also not readily distinguishable in
Northwestern California. Yet here the rooting of these two eras in the Second is
clearer. We have seen that all through northern California there exists the First-
salmon Rite conducted by a prominent medicine-man of each locality; and we
have referred the probable origin of this rite to the Second period. The modern
Indians of Northwestern California consider their great dances of ten or twelve
days’ duration as being essentially the showy public accompaniment of an
extremely sacred and secret act performed by a single priest who recites a
magical formula. His purpose in some instances is to open the salmon season, in
others to inaugurate the acorn crop, in still others to make new fire for the
community. But whatever the particular object, it is always believed that he
renews something important to the world. He “makes the world,” as the Indians
call it, for another year. These New-year or World-renewing functions of the rites
of the modern Indians of Northwestern California thus appear to lead back by a
natural transition to the First-salmon Rite which is so widely spread in northern
California. Evidently this specific rite that originated in the Second Period was
developed in the Northwest during the Third and Fourth eras by being broadened
in its objective and having attached to it certain characteristic dances.
These dances are the Deerskin and Jumping Dances. They differ from those of
the Central and Southern tribes in that every one may participate in them. There
is no idea of a society with membership, and hence no exclusion of the
uninitiated. In fact the dances are primarily occasions for displays of wealth,
which are regarded as successful in proportion to the size of the audience. The
albino deerskins, ornaments of woodpecker scalps, furs, and great blades of flint
and obsidian which are carried in these dances, constitute the treasures of these
tribes. The dances are the best opportunity of the rich men to produce their
heirlooms before the public and in that way signalize the honor of ownership—
which is one of the things dearest in life to the Northwest Californian.
Another feature of these Northwestern dances which marks them off from the
Central and Southern ones is the fact that they can only be held in certain spots.
A Kuksu dance is rightly made indoors, but any properly built dance house will
answer for its performance. A Yurok or Hupa however would consider it
fundamentally wrong to make a Deerskin Dance other than on the accepted spot
where his great-grandfather had always seen it. The reason for this attachment to
the spot seems to be his conviction that the most essential part of the dance is a
secret, magical rite enacted only in the specified place because the formula
recited as its nucleus mentions that spot.
In the Northwest we again seem to be able to recognize, as in the Central and
Southern regions, an increasing contraction of area for each successively
developed ritual. Whereas the First-salmon Rite of the Second Period covers the
whole northern third of California and parts of Oregon, the Wealth-display dances
and World-renewing rites of the Third and Fourth Periods occur only in
Northwestern California. The Jumping Dance was performed at a dozen or more
villages, the slightly more splendid Deerskin Dance only in eight (Fig. 32). This
suggests that the Jumping Dance is the earlier, possibly going back to the Third
Period, whereas the Deerskin Dance more probably originated during the Fourth.
162. Summary of Religious Development

The history of religious cults among the Indians of California seems thus to be
reconstructible, with some probability of correctness in its essential outlines, as a
progressive differentiation during four fairly distinct periods. During these four
eras, the most typical cults gradually changed from a personal to a communal
aim, ceremonies grew more numerous as well as more elaborate, influences from
the outside affected the tribes within California, and local differences increased
until the original rather close uniformity had been replaced by four quite distinct
systems of cults, separated in most cases by transitional areas in which the less
specialized developments of the earlier stages have been preserved. This history
may be expressed in visual form, as on page 314.
Periods of Religious Development in and about Native California.

Periods of Culture Development in Native California.
163. Other Phases of Culture

A natural question arises here. Does this reconstructed history apply only to
ritual cults, or can a parallel development be traced for other elements of religion,
for industries, inventions, and economic relations, for social institutions, for
knowledge and art? The findings are that this history holds for all phases of
native culture. Material and social development progressed much as did religion.
Each succeeding stage brought in new implements and customs, these became
on the whole more specialized as well as more numerous, and differed more and
more locally in the four sub-culture-areas. Thus the plain or self bow belongs
demonstrably to an earlier stratum than the sinew-backed one, basketry
precedes pottery, twined basketry is earlier than coiled, the stone mortar
antedates the slab with basketry mortar as the oval metate does the squared
one, earth-covered sweat houses are older than plank roofed ones, and totemism
may have become established before the division of society into exogamic
moieties. It would be a long story to adduce the evidence for each of these
determinations and all others that could be made. It will perhaps suffice to say
that the principles by which they are arrived at are the same as those which have
guided us in the inquiry into religion. It may therefore be enough to indicate
results in a scheme, as on page 315. It will be seen that this is nothing but an
amplification of the preceding table. The framework there constructed to
represent the history of native rituals has here been further filled with elements of
material and social culture.
164. Outline of the Culture History of California

In general terms, the net results of our inquiry can be stated thus.
First Period: a simple, meager culture, nearly uniform throughout California,
similar to the cultures of adjacent regions, and only slightly influenced by these.
Second Period: definite influences from the North Pacific Coast and the
Southwest, affecting respectively the northern third and the southern two thirds of
California, and thus leading to a first differentiation of consequence.
Third Period: more specific influences from outside, resulting in the formation of
four local types: the Northwestern, under North Pacific influences; the Southern
and Lower Colorado under stimulus of the Southwest; and the Central, farthest
remote from both and thus developing most slowly but also most independently.
Fourth Period: consummation of the four local types. Influences from outside
continue operative, but in the main the lines of local development entered upon in
the previous era are followed out, reaching their highest specialization in limited
tracts central to each area.
This summary not only outlines the course of culture history in native
California: it also explains why there are both widely uniform and narrowly
localized culture elements in the region. It thus answers the question why from
one aspect the tribes of the state seem so much alike and from another angle
they appear endlessly different. They are alike largely insofar as they have
retained certain old common traits. They are different to the degree that they
have severally added traits of later and localized development.
165. The Question of Dating

A natural question is how long these periods lasted. As regards accurate
dating, there is only one possible answer: we do not know nearly enough.
Moreover modern historians, who possess infinitely fuller records on chronology
than anthropologists can ever hope to have on primitive peoples, tend more and
more to lay little weight on specific dates. They may set 476 A.D., the so-called
fall of Rome, as the point of demarcation between ancient and mediæval history
because it is sometimes useful, especially in elementary presentation, to speak
definitely. But no historian believes that any profound change took place between
475 and 477 A.D. That is an impression beginners may get from the way history
is sometimes taught. Yet it is well recognized that certain slow, progressive
changes were going on uninterruptedly for centuries before and after; and that if
the date 476 A.D. is arbitrarily inserted into the middle of this development, it is
because to do so is conventionally convenient, and with full understanding that
the event marked was dramatic or symbolic rather than intrinsically significant. In
fact, the value of a historian’s work lies precisely in his ability to show that the
forces which shaped mediæval history were already at work during the period of
ancient times and that the causes which had molded the Roman empire
continued to operate in some degree for many centuries after the fall of Rome.
Nevertheless there is no doubt that occasional dates have the virtue of
impressing the mind with the vividness which specific statements alone possess.
Also, if the results of anthropological studies are to be connected with the written
records of history proper, at least tentative dates must be formulated, though of
course in a case like this of the periods of native culture in California it is
understood that all chronology is subject to a wide margin of error.
History provides a start toward a computation, although its aid is a short one.
California began to be settled about 1770. The last tribes were not brought into
contact with the white man until 1850. As early, however, as 1540 Alarcón rowed
and towed up the lower Colorado and wrote an account of the tribes he
encountered there. Two years later, Cabrillo visited the coast and island tribes of
southern California, and wintered among them. In 1579 Drake spent some weeks
on shore among the central Californians and a member of his crew has left a brief
but spirited description of them. In all three instances these old accounts of native
customs tally with remarkable fidelity with all that has been ascertained in regard
to the recent tribes of the same regions. That is, native culture has evidently
changed very little since the sixteenth century. The local sub-cultures already
showed substantially their present form; which means that the Fourth Period
must have been well established three to four centuries ago. We might then
assign to this period about double the time which has elapsed since the explorers
visited California; say seven hundred years. This seems a conservative figure,
which would put the commencement of the Fourth Period somewhere about 1200
A.D.
All the remainder must be reconstruction by projection. In most parts of the
world for which there are continuous records, it is found that civilization usually
changes more rapidly as time goes on. While this is not a rigorous law, it is a
prevailing tendency. However, let us apply this principle with reserve, and
assume that the Third Period was no longer than the Fourth. Another seven
hundred years would carry back to 500 A.D.
Now, however, it seems reasonable to begin to lengthen our periods
somewhat. For the Second, a thousand years does not appear excessive:
approximately from 500 B.C. to 500 A.D. By the same logic the First Period
should be allowed from a thousand to fifteen hundred years. It might be wisest to
set no beginning at all, since our “First” period is only the first of those which are
determinable with present knowledge. Actually, it may have been preceded by a
still more primitive era on which as yet no specific evidence is available. It can
however be suggested that by 2000 or 1500 B.C. the beginnings of native
Californian culture as we know it had already been made.
166. The Evidence of Archæology

There is left as a final check on the problem of age a means of attack which
under favorable circumstances is sometimes the most fruitful: archæological
excavation, especially when it leads to stratigraphic determination, that is, the
finding of different but superimposed layers. Unfortunately archæology affords
only limited aid in California—much less, for instance, than in the Southwest.
Nothing markedly stratigraphical has been discovered. Pottery, which has usually
proved the most serviceable of all classes of prehistoric remains for working out
sequences of culture and chronologies, is unrepresented in the greater part of
California, and is sparse and rather recent in those southern parts in which it
does occur.
Still, archæological excavation has brought to light something. It has shown
that the ancient implements found in shellmounds and village sites in Southern
California, those from the shores of San Francisco Bay in Central California, and
those along the coast of Northwestern California, are distinct. Certain peculiar
types of artifacts are found in each of these regions, are found only there, and
agree closely with objects used by the modern tribes of the same districts. For
instance, prehistoric village and burial sites in Northwestern California contain
long blades of flaked obsidian like those used until a few years ago by the Yurok
and Hupa. Sites in Southern California have brought to light soapstone bowls or
“ollas” such as the Spaniards a century ago found the Gabrielino and Luiseño
employing in cooking and in jimsonweed administration. Both these classes of
objects are wanting from the San Francisco Bay shellmounds and among the
recent Central Californian tribes.
It may thus be inferred (1) that none of the four local cultures was ever spread
much more widely than at present; (2) that each of them originated mainly on the
spot; and (3) that because many of the prehistoric finds lie at some depth, the
local cultures are of respectable antiquity—evidently at least a thousand years
old, probably more. This fairly confirms the estimate that the differentiation of the
local cultures of the Third Period commenced not later than about 500 A.D.
167. Age of the Shellmounds

Archæology also yields certain indications as to the total lapse of time during
the four periods. The deposits themselves contribute the evidence. Some of the
shellmounds that line the ramifying shores of San Francisco Bay to the number of
over four hundred have been carefully examined. These mounds are refuse
accumulations. They were not built up with design, but grew gradually as people
lived on them year after year, because much of the food of their inhabitants was
molluscs—chiefly clams, oysters, and mussels—whose shells were thrown
outdoors or trodden under foot. Some of the sites were camped on only
transiently, and the layers of refuse never grew more than a few inches in
thickness. Other spots were evidently inhabited for many centuries, since the
masses of shell now run more than thirty feet deep and hundreds of feet long.
The higher such a mound grew, the better it drained off. One side of it would
afford shelter from the prevailing winds. The more regularly it came to be lived
on, the more often would the inhabitants bring their daily catch home, and,
without knowing it, thus help to raise and improve the site still further.
Some of these shellmounds are now situated high and dry, at some distance
above tide water. Others lie on the very edge of the bay, and several of these,
when shafts were sunk into them, proved to extend some distance below mean
sea level. The base of a large deposit known as the Ellis Landing mound, near
Richmond, is eighteen feet below high tide level; of one on Brooks island near by,
seventeen feet. The conclusion is that the sites have sunk at least seventeen or
eighteen feet since they began to be inhabited. The only alternative explanation,
that the first settlers put their houses on piles over the water, is opposed by
several facts. The shells and ashes and soil of the Ellis Landing mound are
stratified as they would be deposited on land, not as they would arrange in water.
There are no layers of mud, remains of inedible marine animals, or ripple marks.
There is no record of any recent Californian tribe living in pile dwellings; the shore
from which the mound rises is unfavorably situated for such structures, being
open and exposed to storms. Suitable timber for piles grows only at some
distance. One is therefore perforce driven to the conclusion that this mound
accumulated on a sinking shore, but that the growth of the deposit was more
rapid than the rise of the sea, so that the site always remained habitable.
How long a time would be required for a coast to subside eighteen feet is a
question for geologists, but their reply remains indefinite. A single earthquake
might cause a sudden subsidence of several feet, or again the change might
progress at the rate of a foot or only an inch a century. All that geologists are
willing to state is that the probability is high of the subsidence having been a
rather long time taking place.
The archæologists have tried to compute the age of Ellis Landing mound in
another way. When it was first examined there were near its top about fifteen
shallow depressions. These appear to be the remains of the pits over which the
Indians were wont to build their dwellings. A native household averages about 7
inmates. One may thus estimate a population of about 100 souls. Numerous
quadruped bones in the mound prove that these people hunted; net sinkers, that
they fished; mortars and pestles, that they consumed acorns and other seeds.
Accordingly, only part of their subsistence, and probably the minor part, was
derived from molluscs. Fifty mussels a day for man, woman, and child seem a fair
estimate of what their shellfish food is likely to have aggregated. This would
mean that the shells of 5,000 mussels would accumulate on the site daily.
Laboratory experiments prove that 5,000 such shells, with the addition of the
same percentage of ash and soil as occurs in the mound, all crushed down to the
same consistency of compactness as the body of the mound exhibits, occupy a
volume of a cubic foot. This being the daily increment, the growth of the mound
would be in the neighborhood of 365 feet per year. Now the deposit contains
roughly a million and a quarter cubic feet. Dividing this figure by 365, one obtains
about 3,500 as the presumable number of years required to accumulate the
mound.
This result may not be accepted too literally. It is the result of a calculation with
several factors, each of which is only tentative. Had the population been 200
instead of 100, the deposit would, with the other terms of the computation
remaining the same, have built up twice as fast, and the 3,500 years would have
to be cut in half. On the other hand, it has been assumed that occupation of the
site was continuous through the year. Yet all that is known of the habits of the
Indians makes it probable that the mound inhabitants were accustomed to go up
into the hills and camp about half the time. Allowance for this factor would double
the 3,500 years. All that is maintained for the computed age is that it represents a
conscientious and conservative endeavor to draw a conclusion from all available
sources of knowledge, and that it seems to hit as near the truth as a calculation
of this sort can.
One verification has been attempted. Samples of mound material, taken
randomly from different parts, indicate that 14 per cent of its weight, or about
7,000 tons, are ashes. If the mound is 3,500 years old, the ashes were deposited
at the rate of two tons a year, or about eleven pounds daily. Experiments with the
woods growing in the neighborhood have shown that they yield less than one per
cent of ash. The eleven daily pounds must therefore have come from 1,200
pounds of wood. On the assumption, as before, that the population averaged
fifteen families, the one-fifteenth share of each household would be eighty
pounds daily. This is a pretty good load of firewood for a woman to carry on her
back, and with the Indians’ habit of nursing their fires economically, especially
along a timberless shore, eighty pounds seems a liberal allowance to satisfy all
their requirements for heating and cooking. If they managed to get along on less
than eighty pounds per hut, the mound age would be correspondingly greater.
This check calculation thus verifies the former estimate rather reasonably. It
does not seem rash to set down three to four thousand years as the indicated
age of the mound.
This double archæological conclusion tallies as closely as one could wish with
the results derived from the ethnological method of estimating antiquity from the
degree and putative rapidity of cultural change. Both methods carry the First
traceable period back to about 1,500 or 2,000 B.C. After all, exactness is of little
importance in matters such as these, except as an indication of certitude. If it
could be proved that the first mussel was eaten by a human being on the site of
Ellis Landing in 1724 B.C., this piece of knowledge would carry interest chiefly in
proving that an exact method of chronology had been developed, and would
possess value mainly in that the date found might ultimately be connectible with
the dates of other events in history and so lead to broader formulations.
168. General Serviceability of the Method

The anthropological facts which have been analyzed and then recombined in
the foregoing pages are not presented with the idea that the history of the lowly
and fading Californians is of particular intrinsic moment. They have been
discussed chiefly as an illustration of method, as one example out of many that
might have been chosen. That it was the California Indians who were selected, is
partly an accident of the writer’s familiarity with them. The choice seems fair
because the problem here undertaken is rather more difficult than many. The
Californian cultures were simple. They decayed quickly on contact with
civilization. The bulk of historical records go back barely a century and a half.
Archæological exploration has been imperfect and yields comparatively meager
results. Then, too, the whole Californian culture is only a fragment of American
Indian culture, so that the essentially local Californian problems would have been
further illuminated by being brought into relation with the facts available from
North America as a whole—an aid which has been foregone in favor of compact
presentation. In short, the problem was made difficult by its limitations, and yet
results have been obtained. Obviously, the same method applied under more
favorable circumstances to regions whose culture is richer and more diversified,
where documented history projects farther back into the past, where excavation
yields nobler monuments and provides them in stratigraphic arrangement, and
especially when wider areas are brought into comparison, can result in
determinations that are correspondingly more exact, full, and positive.
It is thus clear that cultural anthropology possesses a technique of operation
which needs only vigorous, sane, and patient application to be successful. This
technique is newer and as yet less refined than those of the mechanical
sciences. It is also under the disadvantage of having to accept its materials as
they are given in nature; it is impossible to carry cultural facts into the laboratory
and conduct experiments on them. Still, it is a method; and its results differ from
those of the so-called exact sciences in degree of sharpness rather than in other
quality.
It will be noted that throughout this analysis there has been no mention of laws;
that at most, principles of method have been recognized—such as the
assumption that widely spread culture elements are normally more ancient than
locally distributed ones. In this respect cultural anthropology is in a class with
political and economic history, and with all the essentially historical sciences such
as natural history and geology. The historian rarely enunciates laws, or if he
does, he usually means only tendencies. The “laws” of historical zoölogy are
essentially laws of physiology; those of geology, laws of physics and chemistry.
Even the “laws” of astronomy, when they are not mere formulations of particular
occurrences which our narrow outlook on time causes to seem universal, are not
really astronomical laws but mechanical and mathematical ones. In other words,
anthropology belongs in the group of the historical sciences: those branches of
knowledge concerned with things as and how and when they happen, with events
as they appear in experience; whereas the group of sciences that formulates
laws devotes itself to the inherent and immutable properties of things, irrespective
of their place or sequence or occurrence in nature.
Of course, there must be laws underlying culture phenomena. There is no
possibility of denying them unless one is ready to remove culture out of the realm
of science and set it into the domain of the supernatural. Where can one seek
these laws that inhere in culture? Obviously in that which underlies culture itself,
namely, the human mind. The laws of anthropological data, like those of history,
are then laws of psychology. As regards ultimate explanations for the facts which
it discovers, classifies, analyzes, and recombines into orderly reconstructions and
significant syntheses, cultural anthropology must look to psychology. The one is
concerned with “what” and “how”; the other with “why”; each depends on the
other and supplements it.
CHAPTER XIII
THE HISTORY OF CIVILIZATION IN NATIVE
AMERICA
169. Review of the method of culture examination.—170. Limitations on

the diffusion principle.—171. Cultural ranking.—172. Cultural
abnormalities.—173. Environmental considerations.—174. Culture-
areas.—175. Diagrammatic representation of accumulation and
diffusion of culture traits.—176. Representation showing
contemporaneity and narrative representation.—177. Racial origin of
the American Indians.—178. The time of the peopling of America.—
179. Linguistic diversification.—180. The primitive culture of the
immigrants.—181. The route of entry into the western hemisphere.—
182. The spread over two continents.—183. Emergence of middle
American culture: maize.—184. Tobacco.—185. The sequence of
social institutions.—186. Rise of political institutions: confederacy and
empire.—187. Developments in weaving.—188. Progress in spinning:
cotton.—189. Textile clothing.—190. Cults: shamanism.—191. Crisis
rites and initiations.—192. Secret societies and masks.—193.
Priesthood.—194. Temples and sacrifice.—195. Architecture,
sculpture, towns.—196. Metallurgy.—197. Calendars and astronomy.
—198. Writing.—199. The several provincial developments: Mexico.
—200. The Andean area.—201. Colombia.—202. The Tropical
Forest.—203. Patagonia.—204. North America: the Southwest.—205.
The Southeast.—206. The Northern Woodland.—207. Plains area.—
208. The Northwest Coast.—209. Northern marginal areas.—210.
Later Asiatic Influences.
169. Review of the Method of Culture

Examination
In a previous chapter (VII) it has been shown that culture cannot
be adequately explained either by the innate peculiarities of racial
stocks nor by the influences of geographic environment; that the
factors to be primarily considered in the interpretation of civilization
are cultural or social ones.
In a subsequent chapter (VIII) it was made clear that civilization is
to a great extent the result of accretion. New elements are handed
down in time or passed along in space by a process which
psychologically is one of imitation and in its cultural manifestations is
spoken of as tradition or diffusion. The chapters on the arch and the
week, and the alphabet (X, XI) serve as exemplifications that the
principle holds with equal validity in the domains of mechanical,
institutional, and intellectual activity. It must be accepted therefore
purely as the consequence of an objective or behavioristic
examination of human civilization, that while the element of invention
or creative progress remains unexplained, the factor of diffusion or
imitation is the one that is operative in the majority of cultural events.
As contrasted with it, instances of the principle of independent origin
or parallel development prove to be decidedly rare, and tend to be
illusory on searching analysis or to dissolve into only partial
similarities.
In the analysis of the growth of religion in native California
(Chapter XII), the attempt was made to apply an assumption derived
from the diffusion principle—the assumption that normally the more
widely spread element would be the more ancient—to the unraveling
of the growth of a civilization which on account of its poverty has left
no chronological records; in short, to reconstruct the tentative history
of a field lacking ordinary historical data, by converting elements of
space into elements of time.
It may now be worth while to apply this method on a larger scale
and endeavor to outline the pre-Columbian history of the western
hemisphere, which, with some brief and late exceptions in Mexico
and Peru, is equally dateless. The cultural connections of native
America with the Old World are generally conceded to have been
slight: its civilization represents the most important one that in the
main developed independently of the Eur-Asiatic nexus.
170. Limitations on the Diffusion Principle

To essay, by the mere principle of converting spatial extent into
temporal duration, an accomplishment of such magnitude and
ultimately of such complexity as this, may seem simplistic; and it
would be. The distribution principle may be the most useful of the
weapons in the ethnologist’s armory. But it requires supplement and
qualification.
Fig. 33. Schematic illustration of distributions of culture traits as

indicative of their history. A, distribution corresponding to one
by accident, and suggesting that each occurrence is
independent of the others. B, distribution by contiguous
occurrences, strongly suggesting a single invention and
subsequent diffusion. C, distribution interpretable as due either
to independent, parallel origins; or to a single origin, diffusion
over the whole area, and subsequent loss of the trait in most
parts, with survival only in marginal tracts. The loss in the
central area might be due to the growth of a supplanting trait,
whose later diffusion had not yet penetrated to the farthest
ends. D, distribution suggesting a single origin old enough for
its diffusion to have become extensive, but checked in certain
directions by adverse conditions in nature, communications, or
cultural preoccupation. The specific demonstration of such
adverse factors would substantiate the interpretation.
First of all, it is obvious that spatial extension must not be

measured mechanically. To work on the assumption that a custom or
art practised over a million square miles was a third as old again as
one practised over seven hundred and fifty thousand, would be too
often contrary to the evidence of known history as well as the
dictates of reason. Culture traits do die out, from inanition, from
sterility of social soil, through supplanting by more vigorous
descendants. Continuity is therefore not a necessary ingredient of
geographical range. An ancient trait may have been displaced in all
but a few remote peripheral tracts. The areas of these may
aggregate but little. Yet the distances between them are likely to
remain greater than the longest range of a later trait which has
replaced the earlier one over most of its original territory.
Thus, alphabetic writing is more recent than the ideographic and
rebus methods, but in the year 1500 A.D. was in use over a larger
area in Europe, Africa, and Asia than the surviving Chinese and
Mexican systems occupied. Yet these two outlying systems enclosed
between them a larger tract than those over which the alphabets had
diffused.
So, at the same period, was agriculture practised by peoples
holding more area than was occupied by non-agricultural ones. But
the former constituted two great and continuous groups, one in each
hemisphere, to which the non-agricultural peoples in the north of
Asia, the south of Africa, the remote continent of Australia, the north
of North America, and the south of South America were obviously
peripheral. Agriculture being of necessity later than the non-
agricultural state, and there being thus no doubt that the marginal
hunting peoples represent the remnant of a condition that was once
world-wide, it appears that there must be a presumption of validity in
favor of reckoning the extent of a scattered custom by its included
rather than its actual area.
Of course, the situation is not always so simple. There may exist
the possibility of two or more marginal areas sharing a trait as the
result of parallelism. Half-hitch basketry coiling in Tasmania and at
Cape Horn might logically be the last survival of a very ancient
world-wide diffusion, or the product of two thoroughly independent
inventions, or of parallel processes of degeneration in isolated and
culturally unstimulated nooks. The last two interpretations in fact
seem more conservative than the first. If half-hitch coiling were as
antecedent in its nature to other coiling and to weaving as wild foods
are to cultivated ones; or if the Old Stone Age remains showed it to
have been actually so; or if it were practised by a considerable
number of tribes in four or five rather large marginal areas instead of
two quite narrow ones, diffusion, and the consequent antiquity of the
trait, could be inferred with high probability. In short, the periphery
argument must not be stretched too thin.
Obviously, too, comparables must be compared: coiling with
twining, hand-weaving with loom-weaving; not, however, the very
special variety of half-hitch coiling with the entire array of weaving
techniques. Nor would it be fair to balance the whole group of true
alphabets in the year 500 B.C. against the particular rebus system of
Egyptian hieroglyphs from which they were possibly derived but
which they had already much exceeded in their diffusion. Yet the
distribution of all alphabets as against that of all ideographic and
rebus systems would lead, at that date as two thousand years later,
to the same interpretation that the facts of history actually give.
171. Cultural Ranking

Consideration must also be allowed, within certain limits, to
cultural superiority and inferiority. This is a criterion that has been
abused in the earlier anthropology, but it is usable with caution,
especially where a measure of experience confirms the grading that
seems rational. A machine process would normally be later than a
manual one: cloth, for instance, subsequent to basketry. The
antiquity of both these products happens to be so great that little or
no direct historical evidence exists, and their perishability precludes
much help from archæology. Yet there is this indirect evidence: there
are peoples that make baskets only, others that make baskets and
cloth, none that make cloth only. Cloth thus is something
superadded, which, not coming into competition of utility with
basketry, coexists with it.
Where two devices serve the same end and come into full contact,
the issue is even simpler, because the better crowds out the worse.
There is no record of any people, once able to produce metal axes
or knives, reverting to or inventing stone ones. An adequate system
of recording events has always maintained itself. Literacy may have
become less frequent, now and then, under economic or military
stress, and literature poorer, but no recording culture has ever gone
back wholly to oral tradition. Specific systems of records have indeed
died out—witness Egyptian and Cuneiform: but only because they
were rendered useless by more efficient systems of pure phonetic
writing. These, on the other hand, have never been known to yield to
non-phonetic systems.
It is very different with culture phenomena whose ranking is based
solely on the operation of our imaginations. In such cases judgment
should if possible be wholly suspended until evidence is available.
For fifty or sixty years it has seemed eminently plausible and natural,
even inevitable to most people, that matrilinear institutions preceded
patrilinear ones, because a man must know his mother, but in a
condition of promiscuity would not know his father. Yet
incontrovertible historical evidence of a change is conspicuously
deficient, so that the belief in the antecedence of the matrilineate has
remained founded solely in hypothesis. As has been indicated above
(§ 110) and will be shown more in detail below (§ 185), the indirect
evidence of distribution indicates rather that definitely matrilinear and
patrilinear institutions have tended to be closely associated, and that
among exogamous and totemic peoples the matrilineate has usually
been the later phase.
In fact, one important stimulus to belief in matrilineal priority has
been the awareness that the most advanced cultures of the recent
period have inclined to count descent from the father. But it is
obviously unfounded to deduce from this that ancient and primitive
nations favored mother-reckoning. It would be equally logical—or
illogical—to infer that what is had always been since institutions
arose, as to argue that because a thing is now it must formerly not
have been.
This points to a further limiting consideration: that it is dangerous
to argue from a fraction of culture history to the whole. Particularly
dangerous is it to infer from the last four centuries to all that went
before. In the present era distant communications have become
infinitely more numerous and rapid. Space has in one sense been
almost abolished. Diffusions that now encircle the planet in a
hundred years would in previous ages often have required a
thousand to cross a continent by halting steps from people to people.
Similarly, the results of the diffusion principle may be vitiated by an
arbitrary bounding of the spatial field of investigation. A review of
African distributions by themselves, for instance, would lead to many
misleading conclusions, because it is obvious that African culture
has evolved not integrally but as a part of the larger complex
Europe-Asia-Africa. What from the angle of Africa thus appears
central, like iron, may really be peripheral; what appears marginal,
like Islam, is often actually central. By comparison America is so
discrete from the Old World, both geographically and historically, that
an analogous attempt is far more justifiable. Yet even here, as will
appear, some influences from the Old World have operated, whose a
priori elimination would lead to false conclusions.
As regards what is high and low, whole cultures as well as culture
elements must be considered. Between two civilizations, it is fair to
assume that the more advanced will normally radiate, the retarded
one absorb. It is known that the drift of diffusion was from western
Asia to Greece in 800 B.C., from Greece to western Asia in 300 B.C.
In the case of a still unexplained trait common to the two areas and
limited to them, the presumption of origin would thus lie in one or the
other tract according to whether its appearance fell in the period of
Asiatic or Greek culture domination. So in America, loom weaving is
shared by Mexicans and Pueblos. If nothing else were known of
them except that the former but not the latter had passed from oral
tradition to visible records, there would be justification for belief in the
probability of importation of the loom from Mexico into the adjacent
Southwest. Since this one item of Mexican superiority is reinforced
by the facts that the Mexicans cultivated a dozen plants to the
Pueblos’ three; that they were expert in several metallurgical
processes and the Pueblos at best, and rarely, hammered native
copper; that the Mexicans alone carried on elaborate astronomical
observations, computed with large figures, and had established an
intercommunal dominion, the probability of their priority in loom
weaving becomes so strong as to serve as a fairly reliable working
basis. Still, it is important to remember that in the absence of the
direct testimony of history or archæology such a probability does not
become a certainty. The Greeks were without writing, metal working,
successful astronomy, or empire while these already flourished in
Egypt and Asia and were later carried to Greece. Yet in this general
period the Greeks developed metrical poetry and vowel signs for the
alphabet.
Another limitation to the regularity of the diffusion process is to be
found in the inability or unreadiness of undeveloped culture to accept
specialized products of more advanced civilizations; and of any
culture to accept traits incompatible with its existing customs, except
on severe or long continued pressure. A backward tribe might adopt
a simple iron-working technique quite avidly, yet find the
manufacture of sewing machines beyond its endeavors and wants.
Among a people owning little property and no money and therefore
not in the habit of counting, and indifferent to their ages or the lapse
of time as expressed in numbers of years and days, a calendar
system like that of the Babylonians or Mayas would certainly not
become established merely because of contact. They might adopt
and make use of the knowledge that there are some twelve moons in
the round of the seasons, and that the solstices furnish convenient
starting points for the count within each year. But generations and
centuries of gradual preparation through acceptance of such
elementary fragments of the elaborate calendrical scheme would
ordinarily precede their ability to take the latter over in completeness.
So with a religion like Christianity or Buddhism carried by a lone
missionary, or shipwrecked sailors, to a people as simple in their life
as the Indians of California. The religion would be too abstract, too
remote, too dependent on unintelligible preconceptions, to be
embraced. A particular Christian or Buddhist trait, say a symbol like
the swastika or cross, might conceivably be taken over and
perpetuated as a decorative motive or as a magical charm. True, if
the missionary came in the company of troops and settlers, and
introduced cattle, regular meals, comfortable clothing, intertribal
peace, new occupations and diversions, the old simple culture would
often crumble rapidly, and the higher religion be adopted as part of
the larger change, as indeed happened in California when the
Franciscans entered it. But one would not argue from the
convertibility of the Indians under such circumstances to their equal
readiness to accept Buddhism from sporadic East Asiatic castaways.
172. Cultural Abnormalities

Now and then a condition of cultural pathology must be
discounted. About 1889 a messianic religious movement known as
the Ghost-dance fired half the Indian tribes of the United States for a
few years. In 1891 this had a wider diffusion than any ancient cult. It
represented something struck from the contact of two culture
systems: it was not of pure native evolution. A point had been
reached where the old cultures felt themselves suffocated by the
wave of Caucasian immigration and civilization. And in a last
despairing delirium they flung forth the delusion of an impending
cataclysm that would wipe out the white man with his labor,
penalties, and restrictions, bring back the extinct buffalo, and restore
the old untrammeled life. Such a cult could not of course have
remained permanently active. If analogous excitements occurred in
the prehistoric period, they died away without a trace and may
therefore be disregarded in a view of long perspective. Or at most
they served as ferments productive of other and more stable culture
growths. Even if all knowledge of American religion were blotted out
except its condition in 1891, the careful investigator would stand in
no serious danger of inferring a high antiquity from the broad extent
of the Ghost-dance cult, because of the conspicuous elements which
it purloined from that very Christianity and Occidental civilization
whose encroachments gave it birth.
173. Environmental Considerations

Two other qualifications on the distribution method must be
observed, although they are sufficiently obvious to carry no great
danger of oversight. The first concerns gaps or bounds due to
physical environment. Metallurgy will not be practised on an isolated
coral island. Snowshoes cannot be expected in equatorial lowlands.
The spread of the cultivation of a tropical plant like manioc is
necessarily restricted no matter how great the antiquity of its use.
Limitations of diffusion, or breaks in the continuity of distribution, thus
do not count as negative evidence if climate or soil suffice to explain
them. This is in accord with what has been previously formulated (§
83) as to environment being a limiting condition rather than a cause
of cultural phenomena.
Secondly, a marginal area need not be literally so. It may actually
be nuclear. Thus in the Philippines, older elements of culture are
best preserved in the interiors of the larger islands. The coasts show
many more imported traits. Communication in the archipelago is by
sea, internally as well as in foreign relations; resistance to travel,
conquest, intercourse, or innovation is by land. The remote area as
regards time may therefore be a mountain range fifty miles inland,
while a coast a thousand miles away is near. So a rough hill tract in a
level territory, a desert encircled by fertile lands, sometimes remain
backward because they oppose the same obstacles to diffusion as
great distances.
It is thus evident that valuable as the distribution principle is,
perhaps most important of all non-excavating methods of prehistoric
investigation, it can never be used mechanically. It must be applied
with common sense, and with open-mindedness toward all other
techniques of attack. With these provisos in mind, let us approach
the problem of American culture.

College Algebra Enhanced With Graphing Utilities 7Th Edition PDF Full Chapter

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

College Algebra Enhanced With Graphing Utilities 7Th Edition PDF Full Chapter

Uploaded by

Copyright:

Available Formats

College Algebra Enhanced with

Graphing Utilities 7th Edition (eBook

561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

Michael Sullivan III

Boston Columbus Indianapolis New York San Francisco

A01_SULL1438_07_AIE_FM_ppi-xxvi.indd 5 17/11/15 12:43 pm

The student edition of this text has been cataloged as follows:

ISBN 10: 0-13-411131-1

A01_SULL1438_07_AIE_FM_ppi-xxvi.indd 6 17/11/15 12:43 pm

A01_SULL1438_07_AIE_FM_ppi-xxvi.indd 7 17/11/15 12:43 pm

561590_MILL_MICRO_FM_ppi-xxvi.indd 2 24/11/14 5:26 PM

The Enhanced with Graphing Utilities Series xvii

Preface to the Instructor xviii

Resources for Success xxiv

To the Student xxvi

R.1 Real Numbers 2

R.2 Algebra Essentials 18

R.3 Geometry Essentials 31

R.5 Factoring Polynomials 50

R.6 Synthetic Division 59

R.7 Rational Expressions 63

R.8 nth Roots; Rational Exponents 74

1 Graphs, Equations, and Inequalities 82

1.1 The Distance and Midpoint Formulas; Graphing Utilities;

A01_SULL1438_07_AIE_FM_ppi-xxvi.indd 9 17/11/15 12:43 pm

Graphing Utility to Create Tables • Find Intercepts from a Graph • Use a

1.2 Solving Equations Using a Graphing Utility; Linear and

1.3 Quadratic Equations 110

1.4 Complex Numbers; Quadratic Equations in the Complex

1.5 Radical Equations; Equations Quadratic in Form; Absolute

1.6 Problem Solving: Interest, Mixture, Uniform Motion, Constant

1.7 Solving Inequalities 146

Chapter Review 158

2.1 Intercepts: Symmetry; Graphing Key Equations 165

2.2 Lines 173

2.3 Circles 189

2.4 Variation 196

A01_SULL1438_07_AIE_FM_ppi-xxvi.indd 10 17/11/15 12:43 pm

Chapter Review 202

3 Functions and Their Graphs 206

3.1 Functions 207

3.2 The Graph of a Function 222

3.3 Properties of Functions 231

3.4 Library of Functions; Piecewise-defined Functions 245

3.5 Graphing Techniques: Transformations 256

3.6 Mathematical Models: Building Functions 268

Chapter Review 273

4 Linear and Quadratic Functions 280

4.1 Properties of Linear Functions and Linear Models 281

4.2 Building Linear Models from Data 291

4.3 Quadratic Functions and Their Properties 298

A01_SULL1438_07_AIE_FM_ppi-xxvi.indd 11 17/11/15 12:43 pm

4.5 Inequalities Involving Quadratic Functions 320

Chapter Review 324

5 Polynomial and Rational Functions 330

5.1 Polynomial Functions and Models 331

5.2 The Real Zeros of a Polynomial Function 351

5.3 Complex Zeros; Fundamental Theorem of Algebra 366

5.4 Properties of Rational Functions 372

5.5 The Graph of a Rational Function 382

5.6 Polynomial and Rational Inequalities 393

Chapter Review 400