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UNITED STATES
CALCULUS
EARLY TRANSCENDENTALS
SIXTH EDITION
JAMES STEWART
McMASTER UNIVERSITY
Publisher
N
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Assistant Editor
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K05T07
Calculus Early Transcendentals, 6e
James Stewart
iii
Preface xi
To the Student xxiii
Diagnostic Tests xxiv
A PREVIEW OF CALCULUS 2
FUNCTIONS AND MODELS 10
1.1
Four Ways to Represent a Function 11
1.2
Mathematical Models: A Catalog of Essential Functions 24
1.3
New Functions from Old Functions 37
1.4
Graphing Calculators and Computers 46
1.5
Exponential Functions 52
1.6
Inverse Functions and Logarithms 59

Applied Project
N
Building a Better Roller Coaster 182
3.2
The Product and Quotient Rules 183
3.3
Derivatives of Trigonometric Functions 189
3.4
The Chain Rule 197
Applied Project
N
Where Should a Pilot Start Descent? 206
3.5
Implicit Differentiation 207
3.6
Derivatives of Logarithmic Functions 215
3.7
Rates of Change in the Natural and Social Sciences 221
3.8
Exponential Growth and Decay 233
3.9
Related Rates 241
3.10
Linear Approximations and Differentials 247
Laboratory Project
N
Taylor Polynomials 253
3.11
Hyperbolic Functions 254
Review 261

Problems Plus 351
4
3
0
y
0
π
2
m=1 m=_1
m=0
π
2
π
π
iv
||||
CONTENTS
CONTENTS
||||
v
INTEGRALS 354
5.1
Areas and Distances 355
5.2
The Definite Integral 366
Discovery Project
N
Area Functions
379
5.3

Trigonometric Integrals 460
7.3
Trigonometric Substitution 467
7.4
Integration of Rational Functions by Partial Fractions 473
7.5
Strategy for Integration 483
7.6
Integration Using Tables and Computer Algebra Systems 489
Discovery Project
N
Patterns in Integrals 494
7
6
5
vi
||||
CONTENTS
7.7
Approximate Integration 495
7.8
Improper Integrals 508
Review 518
Problems Plus 521
FURTHER APPLICATIONS OF INTEGRATION 524
8.1
Arc Length 525
Discovery Project
N
Arc Length Contest 532

Models for Population Growth 591
Applied Project
N
Calculus and Baseball 601
9.5
Linear Equations 602
9.6
Predator-Prey Systems 608
Review 614
Problems Plus 618
9
8
PARAMETRIC EQUATIONS AND POLAR COORDINATES 620
10.1
Curves Defined by Parametric Equations 621
Laboratory Project
N
Running Circles around Circles 629
10.2
Calculus with Parametric Curves 630
Laboratory Project
N
Bézier Curves 639
10.3
Polar Coordinates 639
10.4
Areas and Lengths in Polar Coordinates 650
10.5
Conic Sections 654
10.6

Writing Project
N
How Newton Discovered the Binomial Series 748
11.11
Applications of Taylor Polynomials 749
Applied Project
N
Radiation from the Stars 757
Review 758
Problems Plus 761
11
10
CONTENTS
||||
vii
viii
||||
CONTENTS
VECTORS AND THE GEOMETRY OF SPACE 764
12.1
Three-Dimensional Coordinate Systems 765
12.2
Vectors 770
12.3
The Dot Product 779
12.4
The Cross Product 786
Discovery Project
N
The Geometry of a Tetrahedron 794

14.4
Tangent Planes and Linear Approximations 892
14.5
The Chain Rule 901
14.6
Directional Derivatives and the Gradient Vector 910
14.7
Maximum and Minimum Values 922
Applied Project
N
Designing a Dumpster 933
Discovery Project
N
Quadratic Approximations and Critical Points 933
14
13
12
LONDON
O
PARIS
CONTENTS
||||
ix
14.8
Lagrange Multipliers 934
Applied Project
N
Rocket Science 941
Applied Project
N

Change of Variables in Multiple Integrals 1012
Review 1021
Problems Plus 1024
VECTOR CALCULUS 1026
16.1
Vector Fields 1027
16.2
Line Integrals 1034
16.3
The Fundamental Theorem for Line Integrals 1046
16.4
Green’s Theorem 1055
16.5
Curl and Divergence 1061
16.6
Parametric Surfaces and Their Areas 1070
16.7
Surface Integrals 1081
16.8
Stokes’ Theorem 1092
Writing Project
N
Three Men and Two Theorems 1098
16
15
x
||||
CONTENTS
16.9
The Divergence Theorem 1099

Complex Numbers A57
I
Answers to Odd-Numbered Exercises A65
INDEX A131
17
xi
A great discovery solves a great problem but there is a grain of discovery in the
solution of any problem.Your problem may be modest; but if it challenges your
curiosity and brings into play your inventive faculties, and if you solve it by your
own means, you may experience the tension and enjoy the triumph of discovery.
GEORGE POLYA
PREFACE
The art of teaching, Mark Van Doren said, is the art of assisting discovery. I have tried to
write a book that assists students in discovering calculus—both for its practical power and
its surprising beauty. In this edition, as in the first five editions, I aim to convey to the stu-
dent a sense of the utility of calculus and develop technical competence, but I also strive
to give some appreciation for the intrinsic beauty of the subject. Newton undoubtedly
experienced a sense of triumph when he made his great discoveries. I want students to
share some of that excitement.
The emphasis is on understanding concepts. I think that nearly everybody agrees that
this should be the primary goal of calculus instruction. In fact, the impetus for the current
calculus reform movement came from the Tulane Conference in 1986, which formulated
as their first recommendation:
Focus on conceptual understanding.
I have tried to implement this goal through the Rule of Three: “Topics should be pre-
sented geometrically, numerically, and algebraically.” Visualization, numerical and graph-
ical experimentation, and other approaches have changed how we teach conceptual
reasoning in fundamental ways. More recently, the Rule of Three has been expanded to
become the Rule of Four by emphasizing the verbal, or descriptive, point of view as well.
In writing the sixth edition my premise has been that it is possible to achieve concep-

At the beginning of the book there are four diagnostic tests, in Basic Algebra,
Analytic Geometry, Functions, and Trigonometry. Answers are given and students
who don’t do well are referred to where they should seek help (Appendixes, review
sections of Chapter 1, and the website).
N
In response to requests of several users, the material motivating the derivative is
briefer: Sections 2.7 and 2.8 are combined into a single section called Derivatives and
Rates of Change.
N
The section on Higher Derivatives in Chapter 3 has disappeared and that material is
integrated into various sections in Chapters 2 and 3.
N
Instructors who do not cover the chapter on differential equations have commented
that the section on Exponential Growth and Decay was inconveniently located there.
Accordingly, it is moved earlier in the book, to Chapter 3. This move precipitates a
reorganization of Chapters 3 and 9.
N
Sections 4.7 and 4.8 are merged into a single section, with a briefer treatment of opti-
mization problems in business and economics.
N
Sections 11.10 and 11.11 are merged into a single section. I had previously featured
the binomial series in its own section to emphasize its importance. But I learned that
some instructors were omitting that section, so I have decided to incorporate binomial
series into 11.10.
N
The material on cylindrical and spherical coordinates (formerly Section 12.7) is moved
to Chapter 15, where it is introduced in the context of evaluating triple integrals.
N
New phrases and margin notes have been added to clarify the exposition.
N

N
The symbol has been placed beside examples (an average of three per section) for
which there are videos of instructors explaining the example in more detail. This
material is also available on DVD. See the description on page xxi.
FEATURES
CONCEPTUAL EXERCISES
The most important way to foster conceptual understanding is through the problems that
we assign. To that end I have devised various types of problems. Some exercise sets begin
with requests to explain the meanings of the basic concepts of the section. (See, for
instance, the first few exercises in Sections 2.2, 2.5, 11.2, 14.2, and 14.3.) Similarly, all the
review sections begin with a Concept Check and a True-False Quiz. Other exercises test
conceptual understanding through graphs or tables (see Exercises 2.7.17, 2.8.33–38,
2.8.41– 44, 9.1.11–12, 10.1.24–27, 11.10.2, 13.2.1–2, 13.3.33–37, 14.1.1–2, 14.1.30–38,
14.3.3–10, 14.6.1–2, 14.7.3 – 4, 15.1.5–10, 16.1.11–18, 16.2.17–18, and 16.3.1–2).
Another type of exercise uses verbal description to test conceptual understanding (see
Exercises 2.5.8, 2.8.56, 4.3.63–64, and 7.8.67). I particularly value problems that combine
and compare graphical, numerical, and algebraic approaches (see Exercises 2.6.37–38,
3.7.25, and 9.4.2).
GRADED EXERCISE SETS
Each exercise set is carefully graded, progressing from basic conceptual exercises and skill-
development problems to more challenging problems involving applications and proofs.
REAL-WORLD DATA
My assistants and I spent a great deal of time looking in libraries, contacting companies
and government agencies, and searching the Internet for interesting real-world data to intro-
duce, motivate, and illustrate the concepts of calculus. As a result, many of the examples
and exercises deal with functions defined by such numerical data or graphs. See, for
instance, Figure 1 in Section 1.1 (seismograms from the Northridge earthquake), Exercise
2.8.34 (percentage of the population under age 18), Exercise 5.1.14 (velocity of the space
shuttle Endeavour), and Figure 4 in Section 5.4 (San Francisco power consumption).
Functions of two variables are illustrated by a table of values of the wind-chill index as a

(see, for instance, Group Exercise 5.1: Position from Samples).
PROBLEM SOLVING
Students usually have difficulties with problems for which there is no single well-defined
procedure for obtaining the answer. I think nobody has improved very much on George
Polya’s four-stage problem-solving strategy and, accordingly, I have included a version of
his problem-solving principles following Chapter 1. They are applied, both explicitly and
implicitly, throughout the book. After the other chapters I have placed sections called
Problems Plus, which feature examples of how to tackle challenging calculus problems. In
selecting the varied problems for these sections I kept in mind the following advice from
David Hilbert: “A mathematical problem should be difficult in order to entice us, yet not
inaccessible lest it mock our efforts.” When I put these challenging problems on assign-
ments and tests I grade them in a different way. Here I reward a student significantly for
ideas toward a solution and for recognizing which problem-solving principles are relevant.
TECHNOLOGY
The availability of technology makes it not less important but more important to clearly
understand the concepts that underlie the images on the screen. But, when properly used,
graphing calculators and computers are powerful tools for discovering and understanding
those concepts. This textbook can be used either with or without technology and I use two
special symbols to indicate clearly when a particular type of machine is required. The icon
;
indicates an exercise that definitely requires the use of such technology, but that is not
to say that it can’t be used on the other exercises as well. The symbol is reserved for
problems in which the full resources of a computer algebra system (like Derive, Maple,
Mathematica, or the TI-89/92) are required. But technology doesn’t make pencil and paper
obsolete. Hand calculation and sketches are often preferable to technology for illustrating
and reinforcing some concepts. Both instructors and students need to develop the ability
to decide where the hand or the machine is appropriate.
TEC is a companion to the text and is intended to enrich and complement its contents.
(It is now accessible from the Internet at www.stewartcalculus.com.) Developed by Har-
vey Keynes, Dan Clegg, Hubert Hohn, and myself, TEC uses a discovery and exploratory

tutorials through text examples, with links to the textbook and to video solutions.
This site has been renovated and now includes the following.
N
Algebra Review
N
Lies My Calculator and Computer Told Me
N
History of Mathematics, with links to the better historical websites
N
Additional Topics (complete with exercise sets): Fourier Series, Formulas for the
Remainder Term in Taylor Series, Rotation of Axes
N
Archived Problems (Drill exercises that appeared in previous editions, together
with their solutions)
N
Challenge Problems (some from the Problems Plus sections from prior editions)
N
Links, for particular topics, to outside web resources
N
The complete Tools for Enriching Calculus (TEC) Modules, Visuals, and
Homework Hints
CONTENT
Diagnostic Tests
The book begins with four diagnostic tests, in Basic Algebra, Analytic Geometry, Func-
tions, and Trigonometry.
A Preview of Calculus
This is an overview of the subject and includes a list of questions to motivate the study of
calculus.
1
N

Mean Value Theorem. Graphing with technology emphasizes the interaction between cal-
culus and calculators and the analysis of families of curves. Some substantial optimization
problems are provided, including an explanation of why you need to raise your head 42°
to see the top of a rainbow.
5
N
Integrals
The area problem and the distance problem serve to motivate the definite integral, with
sigma notation introduced as needed. (Full coverage of sigma notation is provided in Appen-
dix E.) Emphasis is placed on explaining the meanings of integrals in various contexts and
on estimating their values from graphs and tables.
6
N
Applications of Integration
Here I present the applications of integration—area, volume, work, average value—that
can reasonably be done without specialized techniques of integration. General methods are
emphasized. The goal is for students to be able to divide a quantity into small pieces, esti-
mate with Riemann sums, and recognize the limit as an integral.
7
N
Techniques of Integration
All the standard methods are covered but, of course, the real challenge is to be able to recog-
nize which technique is best used in a given situation. Accordingly, in Section 7.5, I
present a strategy for integration. The use of computer algebra systems is discussed in
Section 7.6.
Here are the applications of integration—arc length and surface area—for which it is use-
ful to have available all the techniques of integration, as well as applications to biology,
economics, and physics (hydrostatic force and centers of mass). I have also included a sec-
tion on probability. There are more applications here than can realistically be covered in
a given course. Instructors should select applications suitable for their students and for

Parametric Equations
and Polar Coordinates
8
N
Further Applications
of Integration
PREFACE
||||
xvii
13
N
Vector Functions
This chapter covers vector-valued functions, their derivatives and integrals, the length and
curvature of space curves, and velocity and acceleration along space curves, culminating
in Kepler’s laws.
14
N
Partial Derivatives
Functions of two or more variables are studied from verbal, numerical, visual, and alge-
braic points of view. In particular, I introduce partial derivatives by looking at a specific
column in a table of values of the heat index (perceived air temperature) as a function of
the actual temperature and the relative humidity. Directional derivatives are estimated from
contour maps of temperature, pressure, and snowfall.
15
N
Multiple Integrals
Contour maps and the Midpoint Rule are used to estimate the average snowfall and average
temperature in given regions. Double and triple integrals are used to compute probabilities,
surface areas, and (in projects) volumes of hyperspheres and volumes of intersections of
three cylinders. Cylindrical and spherical coordinates are introduced in the context of eval-

Lila Roberts, Georgia College and State University
17
N
Second-Order
Differential Equations
xviii
||||
PREFACE
Maria Andersen, Muskegon Community College
Eric Aurand, Eastfield College
Joy Becker, University of Wisconsin–Stout
Przemyslaw Bogacki, Old Dominion University
Amy Elizabeth Bowman, University of Alabama in Huntsville
Monica Brown, University of Missouri–St. Louis
Roxanne Byrne, University of Colorado at Denver
and Health Sciences Center
Teri Christiansen, University of Missouri–Columbia
Bobby Dale Daniel, Lamar University
Jennifer Daniel, Lamar University
Andras Domokos, California State University, Sacramento
Timothy Flaherty, Carnegie Mellon University
Lee Gibson, University of Louisville
Jane Golden, Hillsborough Community College
Semion Gutman, University of Oklahoma
Diane Hoffoss, University of San Diego
Lorraine Hughes, Mississippi State University
Jay Jahangiri, Kent State University
John Jernigan, Community College of Philadelphia
Brian Karasek, South Mountain Community College
Jason Kozinski, University of Florida

Martina Bode, Northwestern University
Barbara Bohannon, Hofstra University
Philip L. Bowers, Florida State University
Jay Bourland, Colorado State University
Stephen W. Brady, Wichita State University
Michael Breen, Tennessee Technological University
Robert N. Bryan, University of Western Ontario
David Buchthal, University of Akron
Jorge Cassio, Miami-Dade Community College
Jack Ceder, University of California, Santa Barbara
Scott Chapman, Trinity University
James Choike, Oklahoma State University
Barbara Cortzen, DePaul University
Carl Cowen, Purdue University
Philip S. Crooke, Vanderbilt University
Charles N. Curtis, Missouri Southern State College
Daniel Cyphert, Armstrong State College
Robert Dahlin
Gregory J. Davis, University of Wisconsin–Green Bay
Elias Deeba, University of Houston–Downtown
Daniel DiMaria, Suffolk Community College
Seymour Ditor, University of Western Ontario
Greg Dresden, Washington and Lee University
Daniel Drucker, Wayne State University
Kenn Dunn, Dalhousie University
Dennis Dunninger, Michigan State University
Bruce Edwards, University of Florida
David Ellis, San Francisco State University
John Ellison, Grove City College
Martin Erickson, Truman State University

Melvin Hausner, New York University/Courant Institute
Curtis Herink, Mercer University
Russell Herman, University of North Carolina at Wilmington
Allen Hesse, Rochester Community College
Randall R. Holmes, Auburn University
James F. Hurley, University of Connecticut
Matthew A. Isom, Arizona State University
Gerald Janusz, University of Illinois at Urbana-Champaign
John H. Jenkins, Embry-Riddle Aeronautical University,
Prescott Campus
Clement Jeske, University of Wisconsin, Platteville
Carl Jockusch, University of Illinois at Urbana-Champaign
Jan E. H. Johansson, University of Vermont
Jerry Johnson, Oklahoma State University
Zsuzsanna M. Kadas, St. Michael’s College
Matt Kaufman
Matthias Kawski, Arizona State University
Frederick W. Keene, Pasadena City College
Robert L. Kelley, University of Miami
Virgil Kowalik, Texas A&I University
Kevin Kreider, University of Akron
Leonard Krop, DePaul University
Mark Krusemeyer, Carleton College
John C. Lawlor, University of Vermont
Christopher C. Leary, State University of New York
at Geneseo
David Leeming, University of Victoria
Sam Lesseig, Northeast Missouri State University
Phil Locke, University of Maine
Joan McCarter, Arizona State University

Theodore Shifrin, University of Georgia
Wayne Skrapek, University of Saskatchewan
Larry Small, Los Angeles Pierce College
Teresa Morgan Smith, Blinn College
William Smith, University of North Carolina
Donald W. Solomon, University of Wisconsin–Milwaukee
Edward Spitznagel, Washington University
Joseph Stampfli, Indiana University
Kristin Stoley, Blinn College
M. B. Tavakoli, Chaffey College
Paul Xavier Uhlig, St. Mary’s University, San Antonio
Stan Ver Nooy, University of Oregon
Andrei Verona, California State University–Los Angeles
Russell C. Walker, Carnegie Mellon University
William L. Walton, McCallie School
Jack Weiner, University of Guelph
Alan Weinstein, University of California, Berkeley
Theodore W. Wilcox, Rochester Institute of Technology
Steven Willard, University of Alberta
Robert Wilson, University of Wisconsin–Madison
Jerome Wolbert, University of Michigan–Ann Arbor
Dennis H. Wortman, University of Massachusetts, Boston
Mary Wright, Southern Illinois University–Carbondale
Paul M. Wright, Austin Community College
Xian Wu, University of South Carolina
xx
||||
PREFACE
In addition, I would like to thank George Bergman, David Cusick, Stuart Goldenberg,
Larry Peterson, Dan Silver, Norton Starr, Alan Weinstein, and Gail Wolkowicz for their

Contains all art from the text in both jpeg and PowerPoint
formats, key equations and tables from the text, complete
pre-built PowerPoint lectures, and an electronic version of
the Instructor’s Guide.
Tools for Enriching™ Calculus
by James Stewart, Harvey Keynes, Dan Clegg,
and developer Hu Hohn
TEC provides a laboratory environment in which students
can explore selected topics. TEC also includes homework
hints for representative exercises. Available online at
www.stewartcalculus.com
.
Instructor’s Guide
by Douglas Shaw and James Stewart
ISBN 0-495-01254-8
Each section of the main text is discussed from several view-
points and contains suggested time to allot, points to stress, text
discussion topics, core materials for lecture, workshop /discus-
sion suggestions, group work exercises in a form suitable for
handout, and suggested homework problems. An electronic
version is available on the Multimedia Manager Instructor’s
Resource CD-ROM.
Instructor’s Guide for AP
®
Calculus
by Douglas Shaw and Robert Gerver, contributing author
ISBN 0-495-01223-8
Taking the perspective of optimizing preparation for the AP
exam, each section of the main text is discussed from several
viewpoints and contains suggested time to allot, points to

Contact your local Thomson representative to learn more about
JoinIn on TurningPoint and our exclusive infrared and radio-
frequency hardware solutions.
Text-Specific DVDs
ISBN 0-495-01243-2
Text-specific DVD set, available at no charge to adopters. Each
disk features a 10- to 20-minute problem-solving lesson for
each section of the chapter. Covers both single- and multi-
variable calculus.
Solution Builder
www.thomsonedu.com/solutionbuilder
The online Solution Builder lets instructors easily build and save
personal solution sets either for printing or posting on password-
protected class websites. Contact your local sales representative
for more information on obtaining an account for this instructor-
only resource.
Stewart Specialty Website
www.stewartcalculus.com
Contents: Algebra Review
N
Additional Topics
N
Drill
exercises
N
Challenge Problems
N
Web Links
N
History of

make teaching and learning an interactive and intriguing
experience.
Maple CD-ROM
ISBN 0-495-01237-8 (Maple 10)
ISBN 0-495-39052-6 (Maple 11)
Maple provides an advanced, high performance mathematical
computation engine with fully integrated numerics & symbolics,
all accessible from a WYSIWYG technical document environ-
ment. Available for bundling with your Stewart Calculus text
at a special discount.
Tools for Enriching™ Calculus
by James Stewart, Harvey Keynes, Dan Clegg,
and developer Hu Hohn
TEC provides a laboratory environment in which students
can explore selected topics. TEC also includes homework
hints for representative exercises. Available online at
www.stewartcalculus.com
.
Interactive Video SkillBuilder CD-ROM
ISBN 0-495-01237-8
Think of it as portable office hours! The Interactive Video
Skillbuilder CD-ROM contains more than eight hours of video
instruction. The problems worked during each video lesson are
shown next to the viewing screen so that students can try work-
ing them before watching the solution. To help students evalu-
ate their progress, each section contains a ten-question web
quiz (the results of which can be emailed to the instructor)
and each chapter contains a chapter test, with answers to
each problem.
Study Guide

ISBN 0-495-01231-9
CalcLabs with Mathematica
Single Variable by Selwyn Hollis
ISBN 0-495-38245-0
Multivariable by Selwyn Hollis
ISBN 0-495-11890-7
Each of these comprehensive lab manuals will help students
learn to effectively use the technology tools available to them.
Each lab contains clearly explained exercises and a variety of
labs and projects to accompany the text.
A Companion to Calculus
by Dennis Ebersole, Doris Schattschneider, Alicia Sevilla,
and Kay Somers
ISBN 0-495-01124-X
Written to improve algebra and problem-solving skills of stu-
dents taking a calculus course, every chapter in this companion
is keyed to a calculus topic, providing conceptual background
and specific algebra techniques needed to understand and solve
calculus problems related to that topic. It is designed for calcu-
lus courses that integrate the review of precalculus concepts or
for individual use.
Linear Algebra for Calculus
by Konrad J. Heuvers, William P. Francis, John H. Kuisti,
Deborah F. Lockhart, Daniel S. Moak, and Gene M. Ortner
ISBN 0-534-25248-6
This comprehensive book, designed to supplement the calculus
course, provides an introduction to and review of the basic
ideas of linear algebra.
TEC
STUDENT

mine, don’t immediately assume you’re wrong. For example,
if the answer given in the back of the book is and you
obtain , then you’re right and rationalizing the
denominator will show that the answers are equivalent.
The icon
;
indicates an exercise that definitely requires
the use of either a graphing calculator or a computer with
graphing software. (Section 1.4 discusses the use of these
graphing devices and some of the pitfalls that you may
encounter.) But that doesn’t mean that graphing devices can’t
be used to check your work on the other exercises as well. The
symbol is reserved for problems in which the full resources
CAS
1͞
(
1 ϩ
s
2
)
s
2 Ϫ 1
of a computer algebra system (like Derive, Maple, Mathe-
matica, or the TI-89/92) are required.
You will also encounter the symbol
|
, which warns you
against committing an error. I have placed this symbol in the
margin in situations where I have observed that a large propor-
tion of my students tend to make the same mistake.

TEC
TO THE STUDENT
xxiii
DIAGNOSTIC TESTS
Success in calculus depends to a large extent on knowledge of the mathematics that
precedes calculus: algebra, analytic geometry, functions, and trigonometry. The fol-
lowing tests are intended to diagnose weaknesses that you might have in these areas.
After taking each test you can check your answers against the given answers and, if
necessary, refresh your skills by referring to the review materials that are provided.
1.
Evaluate each expression without using a calculator.
(a) (b) (c)
(d) (e) (f)
2.
Simplify each expression. Write your answer without negative exponents.
(a)
(b)
(c)
3.
Expand and simplfy.
(a) (b)
(c) (d)
(e)
4.
Factor each expression.
(a) (b)
(c) (d)
(e) (f)
5.
Simplify the rational expression.

2
ϩ 3x ϩ 2
x
2
Ϫ x Ϫ 2
x
3
y Ϫ 4xy3x
3͞2
Ϫ 9x
1͞2
ϩ 6x
Ϫ1͞2
x
4
ϩ 27xx
3
Ϫ 3x
2
Ϫ 4x ϩ 12
2x
2
ϩ 5x Ϫ 124x
2
Ϫ 25
͑x ϩ 2͒
3
͑2x ϩ 3͒
2
(

b
3
͒͑4ab
2
͒
2
s
200

Ϫ
s
32

16
Ϫ3͞4
ͩ
2
3
ͪ
Ϫ2
5
23
5
21
3
Ϫ4
Ϫ3
4
͑Ϫ3͒
4

෇
1
a Ϫ b
1
x Ϫ y
෇
1
x
Ϫ
1
y
1 ϩ TC
C
෇ 1 ϩ T
s
a
2
ϩ b
2

෇ a ϩ b
s
ab

෇
s
a

s
b

x Ϫ 4
Խ
෇ 10x
4
Ϫ 3x
2
ϩ 2 ෇ 0
2x
2
ϩ 4x ϩ 1 ෇ 0x
2
Ϫ x Ϫ 12 ෇ 0
2x
x ϩ 1
෇
2x Ϫ 1
x
x ϩ 5 ෇ 14 Ϫ
1
2
x
2x
2
Ϫ 12x ϩ 11x
2
ϩ x ϩ 1
s
4 ϩ h

Ϫ 2

,
22
3
Ϯ1, Ϯ
s
2

Ϫ1 Ϯ
1
2
s
2

Ϫ3, 416
2͑x Ϫ 3͒
2
Ϫ 7
(
x ϩ
1
2
)
2
ϩ
3
4
1
s
4 ϩ h


x Ϫ 2
xy͑x Ϫ 2͒͑x ϩ 2͒3x
Ϫ1͞2
͑x Ϫ 1͒͑x Ϫ 2͒
x͑x ϩ 3͒͑x
2
Ϫ 3x ϩ 9͒͑x Ϫ 3͒͑x Ϫ 2͒͑x ϩ 2͒
͑2x Ϫ 3͒͑x ϩ 4͒͑2x Ϫ 5͒͑2x ϩ 5͒
x
3
ϩ 6x
2
ϩ 12x ϩ 8
4x
2
ϩ 12x ϩ 9a Ϫ b
4x
2
ϩ 7x Ϫ 1511x Ϫ 2
x
9y
7
48a
5
b
7
6
s
2
1