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............................................................................... 49
INVERSE PROPORTION ............................................................................. 51
DIRECT PROPORTION
AVERAGES ................................................................................................. 52
AVERAGE SPEED ...................................................................................... 54
PERCENTAGES .......................................................................................... 57
PERCENTAGE OF A QUANTITY ................................................................... 58
AREAS ......................................................................................................... 61
VOLUMES .................................................................................................... 66
UNIT OF VOLUME ..................................................................................... 66
2 + 9
= 11
(not 8 13)
5 4 - 12 3 + 7 = 20 - 4 + 7 = 27 - 4 = 23
So far we have used the standard operations of add, subtract, multiply and
divide.
= 5 7
240 = 3 8 10
63
= 3 21 = 7 9
5 is a factor of 35 and so is 7.
3, 8 and 10 are all factors of 240.
63 is said to be a multiple of any of the numbers
3, 7, 9 and 21 because each of them divides
exactly into 63.
Every number has itself a 1 as factors. If a number has no other factors apart
from these, it is said to be prime number. Thus 2, 3, 7, 11, 13, 17 and 19 are
all prime numbers.
POWER NUMBERS
The quantity 2 2 2 2 is written 24 and is called the fourth power of 2.
The figure 4, which gives the number of 2's to be multiplied together is called the
index (plural: indices).
55 = 5 5 5 5 5 = 15625
73 = 7 7 7 = 343
Exercise 2 - Level 2
1. What numbers are factors of:
a) 24
b) 56
c) 42
b) 3, 4 and 5
c) 2, 6 and 12
d) 3, 6 and 8
e) 2, 8 and 10
f) 20 and 25
g) 20 and 32
h) 10, 15 and 40
i)
j)
b) 34
d) 62
e) 83
c) 53
b) 24 and 36
c) 10, 15 and 30
d) 26, 39 and 52
SEQUENCES
A set of numbers, which are connected by some definite law, is called a series or
a sequence of numbers. Each of the numbers in the series is called a term of the
series. Here are some examples:
1, 3, 5, 7
2, 6, 18, 54
Example 1
Write down the next two terms of the following series:
112, 56, 28,
The second term is found by dividing the first term by 2 and the third term is
found by dividing the second term by 2. Hence:
Fourth term
28
= 2 = 14
Fifth term
14
= 2 = 7
Exercise 3 - Level 1
Write down the next two terms of each of the following series of numbers:
1. 3, 12, 48,
2. 1, 4, 7, 10,
3. 5, 11, 17, 23,
4. 162, 54, 18,
5. 6, 12, 24
FRACTIONS
VULGAR FRACTIONS
The circle in the diagram below has been divided into eight equal parts. Each
1
part is called one-eighth of the circle and written as 8 . The number 8 below the
line shows how many equal parts there are and it is called the denominator.
The number above the line shows how many of the equal parts are taken and it is
called the numerator. If five of the eight equal parts are taken then we have
5
taken 8 of the circle.
From what has been said above we see that a fraction is always a part of
something. The number below the line (the denominator) gives the fraction its
name and tells us the number of equal parts into which the whole has been
divided. The top number (the numerator) tells us the number of these equal
3
parts that are to be taken. For example the fraction 4 means that the whole has
been divided into four equal parts and that three of these parts are to be taken.
The value of a fraction is unchanged if we multiply or divide both its
numerator and denominator by the same amount.
3
12
=
5
20
2
10
7 = 35
12
3
32 = 8
16
1
64 = 4
Example 1
2
Write down the fraction 7 with a denominator (bottom number) of 28.
In order to make the denominator (bottom number) 28, we must multiply the
original denominator of 7 by 4 because 7 4 = 28. Remembering that to
leave the value of the fraction unchanged we must multiply both numerator (top
number) and denominator (bottom number) by the same amount, then
2
2 4
8
7 = 7 4 = 28
Exercise 4 - Level 1
Write down the following fractions with the denominator (bottom number) stated.
1.
3
with denominator 28
4
3
2. 5 with denominator 20
5
3. 6 with denominator 30
1
4. 9 with denominator 63
2
5. 3 with denominator 12
1
6. 6 with denominator 24
3
7. 8 with denominator 64
5
8. 7 with denominator 35
10
9
1
=
18
2
8
2
=
12
3
21
7
24 = 8
Sometimes we can divide the top and bottom by the same number several times.
Example 2
Reduce
210
336
Hence;
210
to its lowest terms.
336
105
168
35
56
5
8
210
5
336 reduced to its lowest terms is 8 .
Questions 6 - 9 level 2.
8
16
4.
15
25
7.
210
294
2.
9
15
5.
42
48
8.
126
245
3.
8
64
6.
180
240
9.
132
198
10.
210
315
11
TYPES OF FRACTIONS
If the top number of a fraction is less than its bottom number the fraction is called
2 5
3
a proper fraction. Thus, 3 , 8 and 4 are all proper fractions. Note that a
proper fraction has a value which is less than 1.
If the top number of a fraction is greater than its bottom number then the fraction
5 3
9
is called an improper fraction or a top heavy fraction. Thus 4 , 2 and 7 are all
top heavy, or improper fractions. Note that all top heavy fractions have a
value which is greater than 1.
Every top heavy fraction can be expressed as a whole number and a proper
1 1
3
fraction. These are sometimes called mixed numbers. Thus, 12 , 53 and 94
are all mixed numbers. In order to convert a top heavy fraction into a mixed
number it must be remembered that:
top number
top number
bottom number = bottom number
Example 3
15
Express 8 as a mixed number.
15
7
8 = 18 (because 15 8 = 1 and remainder 7).
From Example 3 we see that we convert a top heavy fraction into a mixed
number by dividing the bottom number into the top number. Notice that the
remainder becomes the top number in the fractional part of the mixed number.
To change a mixed number into an improper fraction we multiply the whole
number by the bottom number of the fractional part. To this we add the
numerator of the fractional part and this sum then becomes the top number of the
improper fraction. Its bottom number is the same as the bottom number of the
fractional part of the mixed number.
Example 4
Express 3
5
as a top heavy fraction.
8
5
38 =
(8 3) + 5
8
24 + 5
29
= 8
8
12
Exercise 6
Express each of the following as a mixed number:
1.
7
2
3.
22
10
2.
8
4
4.
12
11
5.
21
8
6.
3
28
8.
2
83
7.
1
510
9.
7
620
10.
3
47
Remember (L.C.M.)
The L.C.M. of a set of numbers is the smallest number into which each of the
given numbers will divide. Thus, the L.C.M. of 4, 5 and 10 is 20 because 20 is
the smallest number into which the number 4,5 and 10 will divide exactly.
The L.C.M. of a set of numbers can usually be found by inspection.
Exercise 7 - Questions 1 - 7 level 1.
Questions 8 - 10 level 2.
4 and 6
6.
20 and 25
2.
2, 6 and 10
7.
10 and 32
3.
2, 4 and 12
8.
5, 15 and 40
4.
3, 4 and 8
9.
6, 42, 60 and 70
5.
4, 8 and 10
10.
13
5
5 5
25
8 = 8 5 = 40
7
7 4
28
10 = 10 4 = 40
11
11 2
22
20 = 20 2 = 40
11 5 7
3
20, 8, 10 and 4
or
1
2
5
6
2
3
2.
9
10
3
4
3.
13
16
11
20
7
12
4.
3
4
7
8
5.
11
16
6.
3
8
6
7
7
10
3
5
5
8
3
5
7
10
4
7
13
20
9
14
5
9
3
4
2
5
14
ADDITION OF FRACTIONS
The steps when adding fractions are as follows:
1. Find the lowest common denominator of the fractions to be added.
2. Express each of the fractions with this common denominator.
3. Add the numerators of the new fractions to give the numerator of the answer.
The denominator of the answer is the lowest common denominator found in
(1).
Example 6
Find the sum of
2
3
and .
7
4
First find the lowest common denominator (this is the L.C.M. of 7 and 4).
2
3
It is 28. Now express 7 and 4 with a bottom number of 28.
2
2 4
8
7 = 7 4 = 28
3
3 7 21
4 = 4 7 = 28
45 + 40 + 42
60
127
7
=
2
60
60
15
Example 8
1 2
2
Add together 52, 23 and 35
First add the whole numbers together, 5 + 2 + 3 = 10. Then add the
fractional parts in the usual way. The L.C.M. of 2,3 and 5 is 30.
1
2
2
15 1 + 10 2 + 6 2
52 + 23 + 35 = 10 +
30
= 10 +
15 + 20 + 12
30
= 10 +
47
17
= 10 + 1
30
30
17
= 11
30
Exercise 9 - All level 1
Add together:
1.
1
1
+
2
3
7.
3
9
1 + 3
8
16
2.
2
9
5 + 10
8.
2
3
73 + 65
3.
3
3
+
4
8
9.
3
2
3
3 + 5 + 4
8
7
4
4.
3
1
10 + 4
10.
1
5
1
42 + 36 + 23
5.
1
3
7
2 + 4 + 8
11.
3
3
7
5
78 + 24 + 8 + 16
6.
1
2
3
8 + 3 + 5
12.
2
2
3
1
73 + 5 + 10 + 22
16
SUBTRACTION OF FRACTIONS
The method is similar to that in addition. Find the common denominator of the
fractions and after expressing each fraction with this common denominator,
subtract.
Example 9
5 2
Simplify 8 - 5
The L.C.M. of the bottom numbers is 40.
5 2
5 5 - 8 2
25 - 16
9
=
=
=
8 5
40
40
40
When mixed numbers have to be subtracted the best way is to turn the mixed
numbers into top heavy fractions and then proceed in the way shown in
Example 9.
Example 10
7
3
Simplify 3
- 2
10
4
7
3
37 11
37 2 - 11 5
3
- 2 =
=
10
4
10
4
20
74 - 55
19
= 20
20
Example 11
2
7
Simplify 5 - 3
5
8
2
7
55 - 38
27 31
27 8 - 31 5
5 - 8 =
40
216 - 155
61
21
= 40 = 140
40
17
Exercise 10
1.
1 1
2 - 3
5.
7 5
8 - 6
9.
3
9
58 - 210
2.
1 1
3 - 5
6.
1
3
34 - 28
10.
7
9
432 - 310
3.
2 1
3 - 2
7.
5
3 - 7
11.
5
4
116 - 5
4.
7 3
8 8
8.
4
5 - 3
5
43 2 - 5 4 + 5 8 - 7 1
16
86 - 20 + 40 - 7
16
1
1
3
22 + 34 - 48
6.
7
1
3
1
1210 - 58 + 320 + 12
2.
1
1
1
510 - 32 - 14
7.
3
3
5
3
216 - 210 + 8 + 14
3.
3
1
48 - 22 + 5
8.
3
7
21
13
124 - 68 + 532 - 216
4.
1
1
1
3
62 - 36 + 212 - 44
9.
9
3
7
3
320 + 18 - 210 + 14
5.
3
2
3
5
116 - 25 + 34 + 58
10.
9
4
7
3
225 + 35 - 210 - 20
18
MULTIPLICATION
When multiplying together two or more fractions we first multiply all the top
numbers together and then we multiply all the bottom numbers together. Mixed
numbers must always be converted into top heavy fractions.
Example 13
5
3
Simplify 8 7
5
3
5 3
15
8 7 = 8 7 = 56
Example 14
Simplify
2
2
3
5
3
2
2 2 11 2 11 22
7
3
1
5
3 5 3
5 3 15
15
Example 15
3
1
Simplify 18 14
3
1
11
5
11 5
55
23
18 14 = 8 4 =
= 32 = 132
8 4
Exercise 12 - All level 1
Simplify the following:
1.
2
4
3 5
4.
5
11
9 4
7.
2
2
19 15
2.
3
5
4 7
5.
2
1
15 32
8.
7
4
18 17
3.
2
2
9 13
6.
1
2
22 23
19
CANCELLING
Example 16
2
7
Simplify 3 18
2
7
2
15
2 15
30
5
1
3 18 = 3 8 = 3 8 = 24 = 4 = 14
30
The step to reduce 24 to its lowest terms has been done by dividing 6 into both
the top and bottom numbers.
The work can be made easier by cancelling before multiplication as shown
below.
2/1
15
/ 5
1 5
5
1
3/1
8/4 = 1 4 = 4 = 14
We have divided 2 into 2 ( a top number) and 8 (a bottom number) and also we
have divided 3 into 15 (a top number) and 3 (a bottom number). You will see that
we have divided the top numbers and the bottom numbers by the same amount.
Notice carefully that we can only cancel between a top number and a
bottom number.
Example 17
Simplify
16 7 35
20 8 4
1 6 1 7 3 5 7 1 7 7 49
9
4
2 5 5 8 1 4 2
5 1 2 10
10
Sometimes in calculations with fractions the word 'of' appears. It should always
be taken as meaning multiply. Thus:
4
4
20
/ 4
4 4
of
20
=
5
5/1
1 = 1 1
16
= 16
1
20
3
7
1
4
9
7.
3
3
1
34 15 18
2.
1
10
55 13
8.
15
8
1
32 11 245
3.
5
7
1
8
26
9.
3
of 16
4
4.
1
2
1
12 5 22
10.
5
7 of 140
5.
5
7
2
8 10 21
11.
2
1
3 of 42
6.
1
1
2 1 1
2
3
12.
4
1
of 2
5
2
DIVISION OF FRACTIONS
To divide by a fraction, all we have to do is to invert it (i.e. turn it upside down)
and multiply. Thus:
3
2
3
7
3 7
21
1
5 7 = 5 2 = 5 2 = 10 = 210
Example 18
4
1
Divide 15 by 23
4
1
9
7
9
3
27
15 23 = 5 3 = 5 7 = 35
Exercise 14 - All level 1
1.
4
1
5 13
5.
1
3
22 34
2.
1
2 4
6.
1
5 55
3.
5
15
8
32
7.
1
5
315 29
4.
3
1
34 22
8.
3
3
210 5
21
3rd
Example 19
Simplify
1
1
1
5
2
3
1
1
1
2
1
1
5 3 2 = 5 3 1
1
2
1
3
3
= 5 3 = 5 2 = 10
Example 20
4
1
+ 1
5
4
5
Simplify
- 16 .
3
35
2
22
3
1
7
314 149 10
6.
2
2
4
33 3 + 5
2.
1
9
1
4 8 10
7.
3
1
2
55 - 32 3
1
2
3
3.
2
3
9
1
3
10
5
8.
2
2 1
1
- +
5
2
3 4
4.
17 22 - 32
5
3
8
9.
9
4
316 9
1
1
2 + 6 1
4
5
5.
2
1
23 + 15
4
55
10.
5
7
9 - 15
5
7
1 - 9 15
23
DECIMALS
THE DECIMAL SYSTEM
The decimal system is an extension of our ordinary number system. When we
write the number 666 we mean 600 + 60 + 6. Reading from left to right each
figure 6 is ten times the value of the next one.
We now have to decide how to deal with fractional quantities, that is, quantities
whose values are less than one. If we regard 666.666 as meaning
6
6
6
600 + 60 + 6 + 10 + 100 + 1000 then the dot, called the decimal point,
separates the whole numbers from the fractional parts. Notice that with the
fractional, or decimal parts, e.g. .666, each figure 6 is ten times the value of the
6
6
following one, reading from left to right. Thus 10 is ten times as great as 100 ,
6
6
and 100 is ten times as great as 1000 , and so on.
Decimals then are fractions, which have denominators of 10, 100, 1000 and so
on, according to the position of the figure after the decimal point.
If we have to write six hundred and five we write 605; the zero keeps the place for
3
5
the missing tens. In the same way if we want to write 10 + 1000 we write .305;
6
7
the zero keeps the place for the missing hundredths. Also 100 + 1000 would
be written .067; the zero in this case keeps the place for the missing tenths.
When there are no whole numbers it is usual to insert a zero in front of the
decimal point so that, for instance, .35 would be written 0.35.
Exercise 16 - All level 1
Read off as decimals:
1.
7
10
5.
3
100
2.
3
7
10 + 100
6.
1
7
100 + 1000
3.
5
8
9
+
+
10
100
1000
7.
8 +
4.
9
1000
8.
2
9
24 + 100 + 10 000
9.
8
50 + 1000
6
100
24
2.375 + 0.625
2.
4.25 + 7.25
3.
4.
5.
6.
12.48 - 8.36
7.
19.215 - 3.599
8.
2.237 - 1.898
9.
0.876 - 0.064
10.
5.48 - 0.0691
In both of the above examples you will notice that the figures have not been
changed by the multiplication; only the positions of the figures have been
changed. Thus in Example 3, 1.4 10 = 14, that is the decimal point has
been moved one place to the right. In example 4, 27.532 10 = 275.32;
again the decimal point has been moved one place to the right.
To multiply by 10, then, is the same as shifting the decimal point one place
to the right. In the same way to multiply by 100 means shifting the decimal
point two places to the right and so on.
25
Example 5
17.369 100 = 1736.9
The decimal point has been moved two places to the right.
Example 6
0.07895 1000 = 78.95
The decimal point has been moved three places to the right.
Exercise 18 - All level 1
Multiply each of the numbers in questions 1 to 6 by 10, 100 and 1000.
1.
4.1
6.
0.001753
2.
2.42
7.
0.4853 100
3.
0.046
8.
0.009 1000
4.
0.35
9.
170.06 10
5.
0.1486
10.
0.56396 10000
When dividing by 10 the decimal point is moved one place to the left, by 100, two
places to the left and so on. Thus:
154.26 10 = 15.426
The decimal point has been moved one place to the left.
9.432 100 = 0.09432
The decimal point has been moved two places to the left.
35 1000 = 0.035
The decimal point has been moved three places to the left.
In the above examples note carefully that use has been made of zeros following
the decimal point to keep the places for the missing tenths.
26
Exercise 19
Divide each of the numbers in questions 1 to 5 by 10, 100 and 1000.
1.
3.6
6.
5.4 100
2.
64.198
7.
2.05 1000
3.
0.07
8.
0.04 10
4.
510.4
9.
0.0086 1000
5.
0.352
10.
627.428 10000
LONG MULTIPLICATION
Example 7
Find the value of 36.5 3.504.
First disregard the decimal points and multiply 365 by 3504.
365
3504
1095000
182500
1460
1278960
Now count up the total number of figures following the decimal points in both
numbers (i.e. 1 + 3 = 4). In the answer to the multiplication (the product), count
this total number of figures from the right and insert the decimal point. The
product is then 127.8960 or 127.896 since the zero does not mean anything.
Exercise 20 - All level 1
Find the values of the following:
1.
25.42 29.23
4.
3.025 2.45
2.
0.3618 2.63
5.
0.043 0.032
3.
0.76 0.38
27
LONG DIVISION
Example 8
Find the value of 19.24 2.6.
First convert the divisor (2.6) into a whole number by multiplying it by 10. To
compensate multiply the dividend (19.24) by 10 also so that we now have
192.4 26. Now proceed as in ordinary division.
26)192.4(7.4
- this line 26 7
182
10 4
10 4
.. .
Notice carefully how the decimal point was obtained. The 4 brought down from
the dividend lies to the right of the decimal point. Before bringing this down put
a decimal point immediately following the 7.
The division in this case is exact (i.e. there is no remainder) and the answer is
7.4. Now let us see what happens when there is a remainder.
Example 9
Find the value of 15.187 3.57.
As before make the divisor into a whole number by multiplying it by 100 so that it
becomes 357. To compensate multiply the dividend also by 100 so that it
becomes 1518.7. Now divide.
357)1518.7(4.25406
- this line 357 4
1428
907
714
1930
1930
1785
1450
1428
2200
2142
58
The answer to 5 decimal places is 4.25406. This is not the correct answer
because there is a remainder. The division can be continued in the way shown to
give as many decimal places as desired, or until there is no remainder.
28
DECIMAL PLACES
It is important to realise what is meant by an answer given to so many decimal
places. It is the number of figures which follow the decimal point which give the
number of decimal places. If the first figure to be discarded is 5 or more then the
previous figure is increased by 1.
Thus:
85.7684
SIGNIFICANT FIGURES
Instead of using the number of decimal places to express the accuracy of an
answer, significant figures can be used. The number 39.38 is correct to 2
decimal places but it is also correct to 4 significant figures since the number
contains four figures. The rules regarding significant figures are as follows:
1. If the first figure to be discarded is 5 or more the previous figure is
increased by 1.
8.1925
29
1.
18.89 14.2
2.
0.036 2.51
3.
7.21 0.038
4.
13.059 3.18
5.
0.1383 0.0032
30
Zeros must be kept to show the position of the decimal point, or to indicate that
the zero is a significant figure.
24392
0.0858
425.804
24.865 82
(i) to 6
(ii) to 4
(iii) to 2
2.
0.008 357 1
(i) to 4
(ii) to 3
(iii) to 2
3.
4.978 48
(i) to 5
(ii) to 3
(iii) to 1
4.
21.987 to 2
5.
35.603 to 4
6.
28 387 617
(i) to 5
(ii) to 2
7.
4.149 76
(i) to 5
(ii) to 4
8.
9.204 8 to 3
(iii) to 3
31
0.23 0.56
For a rough check we will take 0.2 0.6.
Product roughly = 0.2 0.6 = 0.12.
Correct product
= 0.1288.
(The rough check shows that the answer is 0.1288 not 1.288 or 0.01288.)
2.
173.3 27.8.
For a rough check we will take 180 30.
Answer roughly = 6
Correct answer = 6.23.
3.
Answer roughly =
Correct answer
8 20 30 0.2
= 40.
6 4 1
= 50.94
(Although there is a big difference between the rough answer and the
correct answer, the rough check shows that the answer 50.94 and not
509.4.)
32
223.6 0.004 8
2.
32.7 0.259
3.
4.
78.41 23.78
5.
0.059 0.002 68
6.
7.
0.728 0.006 25
0.028 1
8.
27.5 30.52
11.3 2.73
33
96
9
hence 216 = 2.562 5.
40
32
9
= 0.562 5 and
16
80
80
34
Example 13
1
Convert 3 to decimals.
1
3 = 1 3
3)1.0(0.333
9
10
9
10
9
1
It is clear that all we shall get from the division is a succession of threes.
This is an example of a recurring decimal and in order to prevent endless
1
repetition the result is written 0.3 Therefore
= 0.3.
3
Further examples of recurring decimals are:
2
3 = 0.6
6 = 0.16
11 = 0.45
5
11 = 0.455
35
1
4
5.
1
2
9.
5
16
2.
3
4
6.
2
3
10.
7
216
3.
3
9
7.
21
32
4.
11
16
8.
29
64
0.7
16.
13.
0.13
0.18
17.
0.2 3
0.5 2
18.
0.3 6
14.
19.
20.
0.3 28
0.5 671
= 1.187 5 - 1.163 2
= 0.024 3
36
0.2
3.
0.312 5
5.
0.007 5
2.
0.45
4.
2.55
6.
2.125
7.
9
What is the difference between 0.281 35 and 32 ?
8.
19
What is the difference between 64 and 0.295?
37
FORMULAE
EVALUATING FORMULA
A formula is an equation, which describes the relationship between two or more
quantities. The statement that I PRT is a formula for I in terms of P, R and T .
The value of I may be found by substituting the values of P, R and T . The value
of I may be found by substituting the values of P, R and T .
Example 1
(a) If I = PRT find the value of I when P =20, R =2 and T =5.
Substituting the given values of P, R and T and remembering that multiplication
signs are omitted in formulae, we have
= 20 x 2 x 5
=200
=8+3x2
=8+6
= 14
2.
The formula P
3.
4.
The formula V
RT
is used in connection with the expansion of gases.
V
Find the value of P when R =25, T =230 and V =5
g 9.8 and h 7 .
5. Calculate d from the formula d
2( S an)
when S 12, a 2, n 5 and
n( n p )
p 3.
38
TRANSPOSING FORMULAE
The formula y ax b has y as is subject. By rearranging this formula we
could make x the subject.
The rules for transforming a formula are:
(1) Remove square roots or other roots
(2) Get rid of brackets
(3) Clear brackets
(4) Collect together the terms containing the required subject
(5) Factorise if necessary
(6) Isolate the required subject
These steps should be performed in the order given.
Example 2
(a) Transpose the formula V
2R
to make R the subject.
Rr
Step 1 Since there are no roots get rid of the fraction by multiplying both sides of
the equation by ( R r )
V ( R r ) 2R
Step 2 Clear the bracket
VR Vr 2R
Step 3 Collect the terms containing R on the LHS.
VR 2R Vr
Step 4 Factorise the LHS.
R(V 2) Vr
Step 5 Isolate R by dividing both sides of the equation by (V 2).
Vr
V 2
Although we used five steps to obtain the required subject, in very many cases
far fewer steps are needed. Nevertheless, you should work through the steps in
order given.
(b) Transpose d
d 2hr
Step 2 Since there are no fractions or brackets and factorisation is not needed we
can now isolate h by dividing both sides of the equation by 2r
2
39
b
for y.
y
4. I
5. S =
ta
for a.
p
6. a =b + 8 for b.
7. y =
7
for x.
4x
E
for E.
R
8. 3k = kx + 5 for k.
9. E = mv for m.
10. y =ms + c for x.
11. v = u + at for t.
12. V =
abh
for h.
3
13. M = 5 (x + y) for y.
14. C =
N n
for n.
2p
19. 6x + 2y = 8 for y.
20. y =
2 - 5x
for x.
2 3x
21. k =
3n 2
f or n.
n3
R H
for R.
g
22. T + 2
23. a =
b
for b.
bc
2
24. K = mv for v.
2g
25. r =
26. q =
A
for k.
4
m
for p.
27. x = (x - a) (x + b) for a.
40
28. y +
ax
for x.
5 bx
29. x =
5 4y
for y.
3y 2
2
30. T = 2 k h
gh
41
S I BASE UNITS
Quantity
Unit
Symbol
Length
metre
Mass
kilogram
kg
Time
second
Electric Current
Ampere
Thermodynamic
Temperature
Kelvin
Plain Angles
Radians
Rad
candela
cd.
Multiple
Prefix
Symbol
106
Mega
103
kilo
10
milli
10-6
micro
10-9
nano
pico
-3
10-
12
There are others extending beyond this range both greater and smaller.
42
Quantity
Unit
Symbol
Area
square metre
m2
Volume
cubic metre
m3
Velocity
m/s
Acceleration
m/s2
Angular Velocity
rad/s
Angular Acceleration
rad/s2
Frequency
Herts
Hz = 1/s
MECHANICS
Quantity
Unit
Symbol
Density
kg/m3
Momentum
kg m/s
Force
Newton
N = kgm/s2
Newton metre
N m
Energy, work
Joule
J = Nm
Power
watt
W = J/s
N/m2 = Pa
HEAT
Quantity
Unit
Symbol
Celsius temperature
Degrees Celsius
43
EXPRESSING SI UNITS
The symbol for SI units and the conventions which govern their use should be
strictly followed.
1.
2.
3.
4.
Always put a zero before a decimal quantity less than Unit, e.g. 0.705 m.
When two units are multiplied together use a small space between the
symbols as the multiplier, e.g.
Kilogram metre squared kg m2.
Newton metre N m.
5.
6.
7.
m/s
J/s
Use a space as a thousands marker not the comma. The comma is used
as a decimal marker in most countries using the metric system and its use as a
thousand marker will cause confusion. Up to four figures may be blocked
together but five or more figures should be grouped in threes, e.g.
1000 mm
1m
1 000 000 J
1 MJ (MegaJoule)
1 ns (nanosecond).
44
CONVERSION FACTORS
The units which it is thought most likely you will be required to know are set out
below with appropriate conversion factors.
To go from the first quantity into the second multiply by the number given.
Inches
Millimetres
25.4
Inches
39.37
Pounds
Kilograms
0.4536
Kilograms
Pounds
2.205
Imp. Galls
Litres
4.546
bar
p.s.i.
14.5
p.s.i.
Pa (Pascal)
6895
bar
Pa
105
N/m2
Pa
1bf
N (Newton)
4.45
horsepower
W (Watt)
746
B.Th.U.
KJ
1.055
ft 1bf
J (Joule)
1.356
Knot
0.5148 m/s
Knot
Knot
1.15 MPH.
Relative Density =
Density of a Substance
Density of Water (at the same temperature)
Density
Mass
Volume
(Units: kg/m3)
800 kg/m3
1000 kg/m3
= 0.8
R.D. = S.G.
45
= 4 100p = 400p
20 : 400 =
20
1
=
400
20
Example 2
Express the ratio 4 :
1
in its lowest terms.
4
1
1
4:4 = 4 4
4
= 4 1
16
1
1
4 : 4 = 16:1
Example 3
Two lengths are in the ratio 8:5. If the first length is 120 metres, what is the
second length?
5
5
The second length = 8 of the first length = 8 120 = 75 metres.
Example 4
Two amounts of money are in the ratio of 12 : 7. If the second amount is 21
what is the first amount?
12
First amount = 7 21 = 36.
46
8:3
4.
9 : 15
2.
4:6
5.
8 : 12
3.
12 : 4
6.
7.
8.
Two lengths are in the ratio 7 : 5. If the first length is 210 metres, what is
the second length?
9.
Two lengths of money are in the ratio 8 : 5. If the second is 120, what is
the first amount?
10.
1
Express 3 : 2 in its lowest terms.
PROPORTIONAL PARTS
The following diagram shows a line AB whose length is 16 centimetres divided
into two parts in the ratio 3 : 5. As can be seen in the diagram the line has been
divided into a total of 8 parts.
The length AC contains 3 parts and the length BC contains 5 parts.
Each part is
16
= 2 centimetres long; hence AC is
8
3 2 = 6 centimetres long, and BC is
5 2 = 10 centimetres long.
47
16
= 8 = 2 centimetres.
Length of AC
= 3 2 = 6 centimetres.
Length of BC
= 5 2 = 10 centimetres.
Example 5
Divide 1100 into two parts in the ratio 7:3.
Total number of parts
= 7 + 3 = 10
= 7 110 = 770
= 3 110 = 330
1100
10 = 110
Example 6
An aircraft carries 2880 litres of fuel distributed in three tanks in the ratio 3 : 5 : 4.
Find the quantity in each tank.
Total number of parts = 3 + 5 + 4 = 12.
2880
12
= 240 litres.
Amount of 3 parts
Amount of 4 parts
Amount of 5 parts
48
2.
3.
4.
A sum of money is divided into two parts in the ratio 5 : 7. If the smaller
amount is 200, find the larger amount.
5.
A alloy consists of copper, zinc and tin in the ratios 2 : 3 : 5. Find the
amount of each metal in 75 kilograms of the alloy.
6.
A line is to be divided into three parts in the ratios 2 : 7 : 11. If the line is
840 millimetres long, calculate the length of each part.
7.
Two plane maintenance hangers have a work force of 336 and 240
respectively. The two hangers are to share a bonus of 10 728 in
proportion to their work force. Calculate how much each hanger will
receive.
8.
DIRECT PROPORTION
Two quantities are said to vary directly, or be in direct proportion, if they
increase or decrease at the same rate. Thus the quantity of fuel used and the
distance travelled by an aircraft are in direct proportion. Again if a company buys
sorbsil at 20 pence for 2 kilograms then we expect to pay 40 p for 4 kilograms
and 10 p for 1 kilogram. That is if we double the amount bought then we double
the cost; if we halve the amount bought we halve the cost.
In solving problems on direct proportion we can use either the unitary method or
the fractional method.
Example 7
If 25 kilograms of dry powder fire extinguishant cost 17, how much does 8
kilograms cost?
1.
1 kilograms cost
1700
25 = 68 pence.
8 kilograms cost 8 68
= 544 pence or 5.44.
49
2.
Example 8
A recipe for Beef Stroganoff quotes the following amounts to serve four people:
450 grams of rump steak, 3 tablespoons flour, 4 tablespoons butter, 50 grams of
onion, 75 grams of mushrooms, 140 grams of sour cream. What amounts should
be used for six people?
The quantities required and the number of people are in direct proportion. Hence
the amounts must be increased in the ratio of 6 : 4 or 3 : 2.
3
450
2
Amount of flour.
3
= 2 3
Amount of butter.
Amount of onion.
3
= 2 50
= 75 grams.
Amount of mushrooms.
3
= 2 75
1
= 1122 grams.
3
= 2 140
= 210 grams.
3
4
2
= 675 grams.
1
= 42 tablespoons.
= 6 tablespoons.
2.
3.
If 40 cost rivets cost 35, how much does 1 cost? What is the cost of 55
rivets.
4.
Split pins cost 70 p per 10. How much will 25 split pins cost?
5.
50
6.
If 9 metres of asbestos tape cost 21, how much will 96 metres cost?
7.
INVERSE PROPORTION
Suppose that 8 fitters working on an aircraft 'C' check takes 10 days to complete
it. If we double the number of men then we should halve the time taken. If we
halve the number of men then the job will probably take twice as long. This is an
example of inverse proportion.
Example 9
20 men working at BA, Filton produce 3000 components in 12 working days.
How long will it take 15 men to produce the 3000 components.
15
3
The number of men is reduced in the ratio 20 = 4 .
Since this is an example of inverse proportion the number of days required must
4
be increased in the ratio 3 .
4
12.
3
= 16 days.
Exercise 32 - All level 1
1.
Bristol Flying Centre employs 12 builders to extend the hanger. They take
9 days to do the job. If they had employed 8 men how long would it have
taken them?
2.
10 men produce 500 composite panels in 5 working days. How long would
it take 15 men to produce the same amount?
3.
Two gear wheels mesh together. One has 40 teeth and the other has 25
teeth. If the larger wheel makes 100 revolutions per minute how many
revolutions per minute does the smaller wheel make?
4.
51
AVERAGES
To find the average of a set of quantities, ass the quantities together and divide
by the number of quantities in the set. Thus,
sum of the quantities
Average = number of quantities
Example 1
1.
A student falls asleep in every lesson, the following number of times: 8, 20,
3, 0, 5, 9, 15 and 12. What is his average per lesson?
Average score
2.
8 + 20 + 3 + 0 + 5 + 9 + 15 + 12
8
72
8 = 9
1
A 2 Taper Lock Fastners in a box have a mass of 4680 gm. If the
average mass of one fastners is 97.5 gm find the number of fastners in the
box.
Total mass = average mass of an fastner
number of fastners in the box.
Number of fastners in the box =
3.
4680
= 48
97.5
Find the average age of a team of boys given that four of them are each 15
years 4 months old and the other three boys are each 14 years 9 months
old.
Total age of 4 boys at 15 years 4 months
= 61 years 4 months.
Total age of 3 boys at 14 years 9 months
= 44 years 3 months.
Total age of all 7 boys
= 105 years 7 months.
Average age
= 15 years 1 month.
52
4.
the average age of the lecturers in the faculty is 39 years and their total age
is 1170 years, whereas the pupils whose average age is 14 years have a
total age 6580 years. Find the average age of all the people in the faculty.
The first step is to find the number of teachers:
Number of teachers:
1170
39
= 30
6580
14
= 470
7750
500
= 15.5 years
53
Find the average of the following readings: 22.3 mm, 22.5 mm, 22.6 mm,
21.8 mm and 22.0 mm.
2.
Find the average mass of 22 boxes if 9 boxes each have a mass of 12 kg,
1
3
8 boxes each have a mass of 122 kg and 5 have a mass of 114 kg.
3.
4.
30 litres of Mogas costing 8 p per litre is mixed with 40 litres costing 9 p per
litre. Find the average price of the mixture.
5.
The average of nine numbers is 72 and the average of four of them is 40.
What is the average of the other five?
6.
Find the average age of a team of men if 5 of them are each 25 years old
and 6 of them are 24 years 1 month old.
7.
8.
The average of three numbers is 58. The average of two them is 49. Find
the third number.
AVERAGE SPEED
The average speed is defined as total distance travelled divided by the total
time taken. The unit of speed depends on the unit of distance and the unit of
time. For instance, if the distance travelled is in kilometres (km) and the time
taken is in hours (h) then the speed will be stated in kilometres per hour (km/h).
If the distance is given in metre (m) and the time in seconds (s) then the speed is
in metres per second (m/s).
Example 2
1.
distance travelled
time taken
200
4
= 50 km/h
2.
= 1 hour
30
40
= 0.75 hour
54
= 30 + 30 = 60 km.
3.
Average speed
60
= 1.75
= 34.3 km/h
A train travels for 4 hours at an average speed of 64 km/h. For the first 2
hours its average speed is 50 km/h. What is its average speed for the last
2 hours
Total distance travelled in 4 hours
= average speed time taken = 64 4
= 256 km
Distance travelled in first two hours
= 50 2 = 100 km
Distance travelled in last two hours
= 256 - 100 = 156 km
Average speed for the last two hours
distance travelled
156
= 2
time taken
= 78 km/h
2.
3.
If a car travels for 5 hours at an average speed of 70 km/h how far has it
gone?
4.
For the first 1 hours of a 91 km journey the average speed was 30 km/h.
If the average speed for the remainder of the journey was 23 km/h,
calculate the average speed for the entire journey.
5.
55
6.
In winter a train travels between two towns 264 km apart at an
average speed of 72 km/h. In summer the journey takes 22 minutes less than in
the winter. Find the average speed in summer.
7.
A train travels between two towns 135 km apart in 4 hours. If on the
return journey the average speed is reduced by 3 km/h, calculate the time taken
for the return journey.
8.
A car travels 272 km at an average speed of 32 km/h. On the return
journey the average speed is increased to 48 km/h. Calculate the average speed
over the whole journey.
56
PERCENTAGES
When comparing fractions it is often convenient to express them with a
denominator of a hundred. Thus:
1
50
2 = 100
2
40
=
5
100
Fractions with a denominator of 100 are called percentages. Thus:
1
4
25
= 100
= 25 per cent
3
30
10 = 100
= 30 per cent
3
= 4
100 = 75
17
17
=
20
20 100 = 85
Exercise 34 - All type A
Convert the following fractions to percentages:
1.
7
10
4.
4
5
7.
7
10
2.
11
20
5.
31
50
8.
19
20
3.
9
25
6.
1
4
Decimal numbers may be converted into percentages by using the same rule.
Thus:
0.3 =
3
3
=
100 = 30%
10
10
The same rule result is produced if we omit the intermediate step of turning 0.3
into vulgar fraction and just multiply 0.3 by 100. Thus:
0.3 = 0.3 100 = 30
57
Exercise 35 - level 1
Convert the following decimal numbers into percentages:
1.
0.7
4.
0.813
2.
0.73
5.
0.927
3.
0.68
6.
0.333
7.
0.819
45%
45
= 100
3.9
3.9% = 100
= 0.45
= 0.039
Note that all we have done is to move the decimal point 2 places to the left.
Exercise 36 - Level 1
Convert the following percentages into decimal fractions:
1.
32%
5.
31.5%
9.
3.95%
2.
78%
6.
48.2%
10.
20.1%
3.
6%
7.
2.5%
4.
24%
8.
1.25%
PERCENTAGE OF A QUANTITY
It is easy to find the percentage of a quantity if we first express the percentage as
a fraction.
Example 4
1.
10
and the problem then becomes:
100
10
what is 100 of 40?
10% of 40
10
= 100 40
= 4
58
2.
25% of 50
3.
= 12.50
= 55 cm
Complete length
4.
100 55
22
100
22 55
= 250 cm
37
100
264
37 100
264
= 14.015%
59
2.
What is:
a.
20% of 50
d.
12% of 20
b.
30% of 80
e.
20.3% of 105
c.
5% of 120
f.
3.7% of 68
25 of 200
d.
29 of 178
b.
30 of 150
e.
15 of 33
c.
25 of 150
4.
5.
Given that 13.3 cm is 15% of a certain length, what is the complete length?
6.
What is:
7.
a.
9% of 80
b.
12% of 110
c.
75% of 250
b.
c.
8.
9.
10.
60
AREAS
We are already familiar with the concept of length, e.g. the distance between 2
points, we express length in some chosen unit, e.g. in meters, and if I want to fit a
picture - rail along a wall, all I need to known is the length of the wall, so that I
can order sufficient rail. But if I wish to fit a carpet to the room floor, the length of
the room is insufficient. I obviously need to know the width. This 2-dimensional
concept of size is termed Area.
53.55
- (7.3) (5.1)
53.55
- 37.23
16.32m2
Note that 600mm had to be converted to 0.6m. Don't forget to include units in the
answer e.g. m2.
61
The following table shows the formulaes for the more common shapes. Students
will require a knowledge of these formulae and attain a JAR 66 Level 2 in this
topic.
or d
or d x
0
360
62
Area of trapezium
= x 40 x (30 + 50)
= x 40 x 80
= 1600 mm
2). A hollow shaft has an outside diameter of 2.5cm. Calculate the cross-sectional
area of the shaft.
Area of cross-section
= area of outside circle area of inside circle
= x 1.626 - x 1.25
= (1.625 - 1.25)
= 3.142 x (2.640 1.563)
= 3.142 x 1.077
=3.388cm
(3) Calculate:
(a) the length of arc of a circle whose radius is 8m and which subtends an
angle of 56 at the centre, and
(b) the area of the sector so formed.
Length of arc = 2r x 0
360
63
=2xx8x
56
360
= 31.28 m
Exercise 1-3 Level 1 Level 2 remainder
1) The area of a rectangle is 220mm. If its width is 25mm find its length.
2) A sheet metal plate has a length of 147.5mm and a width of 86.5mm find its
length to the nearest four decimal places.
3) Find the areas of the sections shown in
4)Find the area of a triangle whose base is 7.5cm and whose altitude is 5.9cm.
5) Find the area of a trapezium whose parallel sides are 75mm and 82mm long
respectively and whose vertical height is 39mm.
6) The parallel sides of a trapezium are 12cm and 16cm long. If its area is
220cm, what is its altitude?
7) Find the areas of the shaded portions in each of the diagrams.
64
(b) 13.8mm
(c) 4.2cm
9) Find the diameter of a circle whose circumference is 34.4mm.
10) How many revolutions will a wheel make in travelling 2km if its diameter is
700mm?
11) If r is the radius and 0 is the angle subtended at the centre by an arc find the
length of arc when:
(a) r = 2cm, 0 =30
65
VOLUMES
The concept and calculation of volume in the logical extension of length and
area.
Instead of squares, we now consider cubes. This is a 3-dimensional concept and
the typical units of volume are cubic metres (m3).
If we have a box, length 4m, width 3m and height 2m, we see that the total
volume=24 cubic metres (24m3).
Each layer contains
4 x 3 = 12 cubes.
There are 2 layers.
Hence the volume is
12 x 2 = 24m3.
UNIT OF VOLUME
The volume of a solid figure is measured by seeing how many cubic units it
contains. A cubic metre is the volume inside a cube which has a side of 1 metre.
Similarly a cubic centimetre is the volume inside a cube which has a side of 1
centimetre. The standard abbreviations for units of volume are:
cubic metre
cubic centimetre cm
cubic millimetre mm
Example
(1) How many cubic centimetres are contained in 1 cubic metre?
1m = 10 cm
6
1m = (10 cm) = 10 cm
= 1 000 000 cm
66
UNIT OF CAPACITY
The capacity of a container is usually measured in litres ( ), such that
1 litre = 1000cm
Example
A tank contains 30 000 litres of liquid. How many cubic metres does it contain?
30 000 litres = 30 000 x 1 000 cm
= 3 x 107 cm
1cm = 102 m
1cm = (102 m) = 106 m3
3 107 cm3 = 3 107 106 m2
= 3 x 10 = 30m
Exercise- All Level 1
Convert the following volumes into the units stated:
1) 5 m into cm
2) 0.08 m into mm
3) 18 m into mm
4) 830 000 cm into m
5) 850 000 mm into m
6) 78 500 cm into m
7) A tank contains 5000 litres of petrol. How many cubic metres of petrol does
it contain?
8) A small vessel contains 2500mm of oil. How many litres does it contain?
9) A tank holds, when full, 827m of water. How many litres does it hold?
10) A container holds 8275cm when full. How many litres does it hold?
Example
A steel section has the cross-section shown. If it is 9m long calculate its volume
and total surface area.
= x 75 + 100 x 150
= 23 836 mm
=
23836 mm
2
= 0.023 836 m
(1000)
Volume of solid
= 0.023 836 x 9
= 0.214 5m
To find the surface area:
Perimeter of cross-section
= x 75 + 2 x 100 +150
=585.5mm
=
585.5
= 0.585 5m
1000
68
69
Calculate:
(a) the surface area of the vertical walls of the tank in m
(b) the area of the base in m
(c) the number of litres of water in the tank when the depth of water is 1.56m.
70
= 12 12 = 144
= 168.8 168.8
or
= 1.688 100 1.688 100
or
= (1.688)2 1002
= 2.848
Hence
(168.8)2
71
Example 2
Find (0.2388)2.
(0.2388)2
1
1
= 2.388 10 2.388 10
1
= (2.388)2 100
= (2.388)2 100
= 5.702
Hence
(0.2388)2
= 5.702 100
= 0.057 02
Example 3
Find the value of
.
0.9
0.15
0 .9
0.15
6 2 36
1.5
11.
23
2.
2.1
12.
40.6
3.
8.6
13.
3093
4.
3.15
14.
112.3
5.
7.68
15.
98.12
6.
5.23
16.
0.019
7.
4.263
17.
0.729 2
8.
7.916
18.
0.004 219
9.
8.017
19.
0.283 4
10.
8.704
20.
0.000 578 4
72
21.
22.
a.
0.75
0.15
b.
0 .8
0 .2
c.
0.25
0.36
d.
73
74
SQUARE ROOTS
The square roots of a number is the number whose square equals the given
number. Thus since 52 = 25, the square root of 25 = 5.
is used to denote a square root and hence we write 25 5 .
The sign
81 9 .
The square root of a number can usually be found with sufficient accuracy by
using the printed tables of square roots. There are two of these tables. One
gives the square roots of numbers 1 to 10 and the other gives the square roots of
numbers from 10 to 100. The reason for having two tables is as follows:
2.5 1.581
25
Thus there are two square roots for the same figures, depending upon the
position of the decimal point. The square root tables are used in the same way
as the tables of squares.
Example 4
1.
2.748 1.657
2.
92.65 9.626
3.
To find
836.3 .
Mark off the figures in pairs to the left of the decimal point. Each pair of
figures is called a period. Thus 836.3 becomes 8'36.3. The first period is 8
so we use the table of square roots from 1 to 10 and look up
8.363 2.892 . To position the decimal point in the answer remember
that for each period to the left of the decimal point in the original number
there will be one figure less to the left of the decimal point in the answer.
Thus:
836.3 28.92
4.
To find
173 900 .
Marking off in periods 173 900 becomes 17'39'00. The first period is 17 so
we use the table of square roots from 10 to 100 and look up.
17.39 4.17
173900 is four figures to the left of the decimal
point. One less is three so the answer will be
417.0
173 900 417.0
75
5.
To find
0.000 094 31 .
In the case of numbers less than 1 mark off the periods to the right of the
decimal point. 0.000 094 31 becomes 0.00'00'94'31. Apart from the zero
pairs the first period is 94 so we use the tables from 10 to 100 to look up
94.31 9.712. For each zero pair in the original number there will be
one zero following the decimal point in the answer. Thus:
0. 0 0 9 712
0.00'00'94'31
0.000 094 31 0.009 712
6.
To find
0.07365 .
Marking off in periods to the right of the decimal point 0.073 65 becomes
07'36'50. Since the first period is 07 we use the tables between 1 and 10
and look up 0.07365 2.714 .
Exercise - Questions 1 - 12, level 1. Questions 13 - 23, level 2.
Find the square root of the following numbers.
1.
3.4
13.
900
2.
8.19
14.
725.3
3.
5.264
15.
7142
4.
9.239
16.
89 000
5.
7.015
17.
3945
6.
3.009
18.
7.
35
19.
0.153 7
8.
89.2
20.
0.001 698
9.
53.17
21.
0.039 47
10.
82.99
22.
0.000 783 1
11.
79.23
23.
0.001 978
12.
50.01
76
77
78
CUBED
When a number is multiplied by itself , i.e. 3 3 = 9, it is usual to write it as 32
or 3 squared. We can take this a stage further and multiply by another 3, i.e.
3 3 3 = 27, it is usual to write it as 33 or 3 cubed.
CUBED ROOTS
The cubed root of a number is the number which cubed equals the number. E.g.
the cubed root of 64 = 4 (4 4 4).
The sign
64 4 .
79
1.2 ALGEBRA
The methods of Algebra are an extension of those used in arithmetic. In algebra
we use letters and symbols as well as numbers to represent quantities. When we
write that a sum of money is 50 we are making a particular statement but if we
write that a sum of money is P we are making a general statement. This
general statement will cover any number we care to substitute for P.
USE OF SYMBOLS
The following examples will show how verbal statements can be translated into
algebraic symbols. Notice that we can chose any symbol we like to represent the
quantities concerned.
1.
2.
3.
a
b
80
2.
3.
4.
5.
Half of a number, x.
6.
7.
8.
SUBSTITUTION
The process of finding the numerical value of an algebraic expression for given
values of the symbols that appear in it is called substitution.
Example 1
If x = 3, y = 4 and z = 5, find the values of:
a.
2y + 4
d.
y
x
b.
3y + 5z
e.
3y + 2z
x + z
c.
8 - x
Note that multiplication signs are often missed out when writing algebraic
expressions so that, for instance, 2y means 2 y. These missed multiplication
signs must reappear when the numbers are substituted for the symbols.
a.
2y + 4 = 2 4 + 4 = 8 + 4 = 12
b.
3y + 5z = 3 4 + 5 5
c.
8 - x = 8 - 3 = 5
81
d.
y
x
e.
3y + 2z
x + z
4
3
1
= 1
3
3 4 + 2 5
3 + 5
12 + 10
8
22
8
3
= 24
9 + 7
10.
4c + 6b
2.
c - 2
11.
8c - 7
3.
6 - b
12.
a + 2b + 5c
4.
6b
13.
8c - 4b
5.
9c
14.
2 a
6.
ab
15.
ab
8
7.
3bc
16.
abc
6
8.
abc
17.
2c
a
9.
5c - 2
18.
5a + 9b + 8c
a+b+c
82
POWERS
The quantity a a a or aaa is usually written as a3. a3 is called the third power
of a. The number 3 which indicates the number of a's to be multiplied together is
called the index (plural: indices).
24
= 2 2 2 2 = 16
y5
= y y y y y
Example 2
Find the value of b3 when b = 5.
b3
= 53 = 5 5 5 = 125
When dealing with expressions like 8mn4 note that it is only the symbol n which
is raised to the fourth power. Thus:
8mn4 = 8 m n n n n
Example 3
Find the value of 7p2q3 when p = 5 and q = 4.
7p2q3
= 7 52 43 = 7 25 64
= 11 200
a2
5.
ab2c3
9.
3a4
c2
2.
b4
6.
5a2 + 6b2
10.
c5
ab3
3.
ab3
7.
a2 + c2
4.
2a2c
8.
7b3c2
83
= (7 - 5 + 3)x = 5x
3b2 + 7b2
= (3 + 7)b2 = 10b2
-3y - 5y
q - 3q
= (1 - 3)q = -2q
= + (xy) = + xy = xy
5x 3y
= 5 3 x y = 15xy
(x)(-y)
= - (xy) = - xy
(2x)(- 3y)
= - (2x)(3y) = -6xy
(- 4x)(2y)
= - (4x)(2y) = 8xy
(- 3x)(- 2y)
= + (3x)(2y) = 6xy
+x
+y
x
= +y
x
= y
84
- 3x
2y
3x
= - 2y
- 5x
- 6y
5x
= + 6y
4x
- 3y
4x
= - 3y
5x
= 6y
When multiplying expressions containing the same symbols, indices are used:
m m = m2
3m 5m = 3 m 5 m = 15 m2
(- m) m2 = (- m) m m = - m
5m2n 3mn3
= 5 m m n 3 m n n n
= 15m3n4
3mn (-2n2)
= 3 m n (- 2) n n = - 6mn3
When dividing algebraic expressions, cancellation between numerator and
denominator is often possible. Cancelling is equivalent to dividing both
numerator and denominator by the same quantity:
pq
p q
q
p
p
3p 2 q 3 p p q
3p
p
6pq 2
6 p q q
6q
2q
2
18x 2 y z
18 x x y y z
3xy
6 xyz
6 x y z
85
7x + 11x
2.
7x - 5x
3.
3x -6x
4.
- 2x - 4x
5.
- 8x + 3x
6.
- 2x + 7x
7.
8a - 6a - 7a
8.
5m + 13m - 6m
9.
10.
11.
12.
- 5x + 7x - 3x - 2x
13.
- 4x2 - 3x2 + x2
14.
3x - 2y + 4z - 2x2 - 3y + 5z + 6x + 2y - 3z
15.
16.
17.
18.
19.
2x 5y
20.
3a 4b
21.
3 4m
22.
1
4 q 16p
86
23.
x (- y)
24.
(- 3a) (- 2b)
25.
8m (- 3n)
26.
(- 4a) 3b
27.
8p (- q) (- 3r)
28.
3a (- 4b) (- c) 5d
29.
12x 6
30.
4a (- 7b)
31.
(- 5a) 8b
32.
(- 3a) (- 3b)
33.
4a 2b
34.
4ab 2a
35.
12x2yz2 4xz2
36.
(- 12a2b) 6a
37.
8a2bc2 4ac2
38.
7a2b2 3ab
39.
a a
40.
b (- b)
41.
(- m) m
42.
(- p) (- p)
43.
3a 2a
44.
5X X
45.
5q (- 3q)
87
46.
3m (- 3m)
47.
(- 3pq) (- 3q)
48.
8mn (- 3m2n3)
49.
7ab (- 3a2)
50.
2q3r4 5qr2
51.
(- 3m) 2n (- 5p)
52.
53.
BRACKETS
Brackets are used for convenience in grouping terms together. When removing
brackets each term within the bracket is multiplied by the quantity outside the
bracket:
3(x + y) = 3x + 3y
5(2x + 3y) = 5 2x + 5 3y = 10x + 15y
4(a - 2b) = 4 a - 4 2b = 4a - 8b
m(a + b) = ma + mb
3x(2p + 3q) = 3x 2p + 3x 3q = 6px + 9qx
4a(2a + b) = 4a 2a + 4a b = 8a2 + 4ab
When a bracket has a minus sign in front of it, the signs of all the terms inside the
bracket are changed when the bracket is removed. The reason for this rule may
be seen from the following example:
- 3(2x - 5y)
= (- 3) 2x + (- 3) (- 5y)
= - 6x + 15y
- (m + n) = - m - n
- (p - q) = -p + q
- 2(p + 3q) = - 2p - 6q
88
When simplifying expressions containing brackets first remove the brackets and
then add the like terms together:
(3x + 7y) - (4x + 3y)
= 3x + 7y - 4x - 3y
= - x + 4y
= 6x + 9y - x - 5y
= 5x + 4y
= ax + bx - ax - 3bx
= - 2bx
= 10a + 6b + 3a - 6b
= 13a
3(x + 4)
9.
- (3p - 3q)
2.
2(a + b)
10.
- (7m - 6)
3.
3(3x + 2y)
11.
- 4(x + 5)
4.
1
(x - 1)
2
12.
- 2(2x - 5)
5.
5(2p - 3q)
13.
- 5(4 - 3x)
6.
7(a - 3m)
14.
2k(k - 5)
7.
- (a + b)
15.
- 3y(3x + 4)
8.
- (a - 2b)
16.
a(p - q - r)
17.
4xy(ab - ac + d)
18.
19.
- 7P(2P2 - P + 1)
20.
- 2m(- 1 + 3m - 2n)
89
3(x + 1) + 2(x + 4)
22.
5(2a + 4) - 3(4a + 2)
23.
3(x + 4) - (2x + 5)
24.
25.
26.
1
1
2 (y - 1) + 3 (2y - 3)
27.
28.
29.
30.
90
Example 3
1.
a
b c
Simplify 2 + 3 - 4 .
The L.C.M. of 2,3 and 4 is 12.
a
b c
2 + 3 - 4
6a
4b 3c
= 12 + 12 - 12
2.
Simplify
6a + 4b - 3c
12
2
3
4
+
+
.
x
2x
3x
12 + 9 + 8
6x
29
= 6x
The sign in front of a fraction applies to the fraction as a whole. The line which
separates the numerator and denominator acts as a bracket.
Example 4
m
2m + n m - 2n
Simplify 12 +
.
4
3
The L.C.M. of 12, 4 and 3 is 12.
m
2m + n m - 2n
+
12
4
3
m + 6m + 3n - 4m + 8n
12
3m + 11n
12
91
x
x
x
+
+
3
4
5
8.
2x
x
1 - 5 + 8
2.
5a 7a
12 - 18
9.
3m -
3.
2
3
q - 2q
10.
3a + 5b a - 3b
4
2
4.
3
5
4
y - 3y + 5y
11.
3m - 5n 3m - 7n
6
2
5.
3
2
5p 3q
12.
x - 2
2
+
4
5
6.
3x 5y
2y - 6x
13.
x - 5 x - 2
3
4
2m + n
7
92
GRAPHS OF EQUATION
One of the most important applications of the straight-line equation is the
determination of an equation connecting two quantities when values have been
obtained from an experiment.
Example
In an experiment carried out with a lifting machine the effort E and the load W
were found to have the values given in the table below:
W (kg)
15
25
40
50
60
E (kg)
2.75
3.80
5.75
7.00
8.20
Plot these results and obtain the equation connecting E and W which is thought
to be of the type E = aW + b.
If E and W are connected by an equation of the type E = aW + b then the
graph must be a straight line. Note that when plotting the graph, W is the
independent variable and must be plotted on the horizontal axis. E is the
dependent variable and must be plotted on the vertical axis.
On plotting the points (see diagram below) it will be noticed that they deviate only
slightly from a straight line. Since the data are experimental we must expect
errors in measurement and observation and hence slight deviations from a
straight line must be expected. Although the straight line will not pass through
some of the points an attempt must be made to ensure an even spread of the
points above and below the line.
To determine the equation we choose two points which lie on the straight line.
Do not use any of the experimental results from the table unless they happen to
lie exactly on the line. Choose the points as far apart as is convenient because
this will help the accuracy of your result.
The point W = 55, E = 7.5 lies on the line. Hence,
7.5
= 55a + b
[1]
= 20a + b
[2]
93
= 35a
= 0.12
= 20 0.12 + b
= 0.9
= 0.12W + 0.9
2.
3.
4.
The following equations represent straight lines. State in each case the gradient
of the line and the intercept on the y-axis.
5.
Y = x + 3
7.
Y = -5x - 2
6.
Y = -3x + 4
8.
Y = 4x - 3
9.
10.
12.
13.
14.
15.
16.
17.
18.
19.
10
12
10
16
22
28
34
40
2.5
3.5
4.4
5.8
13.6
17.6
22.2
28.0
7.5
9.6
12.0
15.1
35.5
47.4
56.1
74.6
In an experiment carried out with a machine the effort E and the load W
were found to have the values given in the table below. The equation
connecting E = aw + b. By plotting the graph check if this is so and
hence find a and b.
W (kg)
10
30
50
60
80
100
E (kg)
8.9
19.1
29
33
45
54
62
75
89
100
120
100
117
135
149
175
1.0
2.0
2.5
3.7
I (amperes)
0.24
0.5
0.63
0.92
E (volts)
4.1
5.9
6.8
8.0
I (amperes)
1.05
1.48
1.70
2.05
Plot these values with I horizontal and find the equation connecting
E and I.
95
BC
AC is called the gradient of the line,
now
BC
BC
= AC AC = AC gradient of the line
= BC + CD = BC + AO
= AC gradient of the line + AO
= x gradient of the line + c
96
But
y = mx + c
The diagram below shows the difference between positive and negative
gradients.
Example 1
Find the law of the straight line shown in the following diagram.
Since the origin is at the intersection of the axes, c is the intercept on the y axis.
From the diagram it will be seen that c = - 4. We now have to find m. Since this
is the gradient of the line we draw
QPN making the sides reasonably long
since a small triangle will give very inaccurate results. Using the scales of x and
y we see that QP = 2 units and PN = 10 units.
NP
= QP
10
2
= 5
Example 2
Find the values of m and c if a the straight line y = mx + c passes through the
point (-1,3) and has a gradient of 6.
Since the gradient is 6 we have m = 6.
y = 6x + c
Since the line passes through the point (-1,3) we have y = 3 when x = -1. By
substitution,
3 = 6 (-1) + c
3 = -6 + c
c = 9
Hence
y = 6x + 9
98
= x5-2 = x3
a3 + 4 + 8
a5 + 7
a15
= a12
3y2 2y5 5y4
6y3 4y4
= a15 - 12 = a3
30y2 + 5 + 4
24y3 + 4
30y11
5y11 - 7
5y4
=
=
7
24y
4
4
POWERS
When raising the power of a quantity to a power multiply the indices together.
(3x)3
= 31 3 x1 3 = 33x3 = 27x3
(a2b3c4)2
3m 3
5n 2
32m3 2
52n2 2
9m6
25n4
NEGATIVE INDICES
A negative index indicates the reciprocal of the quantity.
a-1
5x-3
a2b-2c-3
1
a
5
= x3
a2
= b2c3
99
FRACTIONAL INDICES
The numerator of a fractional index indicates the power to which the quantity
must be raised; the denominator indicates the root which is to be taken.
2
x3
3
ab 4
1
a2
x2
b3
(Note that for square roots the number indicating the root is usually omitted.)
64a 6
64a 6
1
2
1
2
8 2 a6
1
2
1
2
8a 3
ZERO INDEX
Any quantity raised to the power of zero is equal to 1.
a0 1
x
y
Example 1
1
1.
3
14
3 4
2.
42
3.
9x 2
81
5
2 2
25
44
14
21
5
2
32
3 x
2
1
2 2
31
1
2
x1
1
2
31 x 1 3 x
100
Example 2
If 3p + 4 = 9p - 2 find the value of p.
3p + 4 = (32)p - 2
3p + 4 = 32p - 4
Since (p + 4) and (2p - 4) are both powers of 3, they must be equal.
p + 4
p
= 2p - 4
= 8
Exercise - Questions 1 - 7
Simplify the following:
1.
35 32 37
2.
b2 b4 b5 b8
3.
57
52
4.
23 24 27
22 25
5.
(72)3
6.
(3x2y3)4
7.
(a2b3c)5
101
BINARY SYSTEM
In the ordinary decimal system the digits 0 to 9 are used.
Consider the number 23. It means:
2 10 + 3 1 = 23
Now remembering that 100 = 1, 101 = 10.
We may write 23 as follows, using decimal to base 10.
2 101 + 3 100
Now lets consider 5623 to the base 10.
5623
10111
means
1 24 + 0 23 + 1 22 + 1 21 + 1 20
16 + 0 + 4 + 2 + 1 = 23 in decimal 10
102
To convert from a Base 10 system to Binary the following method may be used.
To convert 23 to Binary:
26
25
24
23
22
21
20
64
32
16
23
1
- Binary
Step 1.
Look for the largest number that is equal to or just under the
decimal number you want to convert. In this case 16.
Step 2.
Step 3.
Step 4.
Look for the largest number that is equal to or just under 7. In this
case 4.
Step 5.
Step 6.
Take 7 from 4.
Step 7.
Look for the largest number that is equal to or just under 3. In this
case 2.
Step 8.
Step 9.
Take 3 from 2.
Step 10.
Look for the largest number that is equal to or just number 3. In this
case 1.
Step 11.
Put 1 in the box below. This final step finishes the conversion. All
gaps between the digit 1 and the extreme left are filled in with 0.
23 - 16 = 7
7 - 4 = 3
3 - 2 = 1
103
Example
The following decimal numbers have been converted to binary:
Decimal
Binary
1)
18
10010
2)
32
100000
3)
40
101000
4)
43
101011
Exercise
Convert the following decimal numbers into binary.
1.
11
2.
29
3.
30
4.
111
5.
90
6.
7.
48
8.
61
9.
119
10.
127
104
= (3 125) (4 25) (1 5) (2 1)
= 375 + 100 + 5 + 2
= 48210.
Example 2:
4638 is a number of BASE 8.
2
1
0
4638 = (4 8 ) (6 8 ) (3 8 )
= (4 64) (6 8) (3 1)
= 256 + 48 + 3
= 30710
Converting from a number in BASE 10 to a number in any other BASE use the
table shown below
ExampleConvert 41310 into BASE 8
BASE 10
BY BASE
REMAINDER
POWERS OF 8
413
= 51
51
=6
8
105
=0
635
Hence 41310
635 8
Check:
6358 (6 82) (3 81) (5 80)
= 384 + 24 + 5
= 41310
Exercise:
Convert the following numbers to BASE 8
a) 390
b) 495
c) 1102
d) 80
e) 772
OCTAL
As well as Binary (Base 2) Base 8 OCTAL and Hexidecimal Base 16 is also used
in computer technology, though OCTAL and Hexidecimal would ultimately be
converted to Binary as all internal computer operations are binary. JAR 66
Module 5 will cover more on this topic.
HEXIDECIMAL
As previously mentioned the hexidecimal is to Base 16. It differs from other
systems in using a combination of both numbers and letters. The rules for
manipulation of the arithmetic are similar to those for decimal. The chart that
follows is only an introduction. Conversions and arithmetic calculations will be
practised in Module 5.
106
107
SIMULTANEOUS EQUATIONS
Consider the two equations:
2x + 3y = 13
[1]
3x + 2y = 12
[2]
Each equation contains the unknown quantities x and y. The solutions of the
equations are the value if x and y which satisfy both equations. Equations
such as these are called simultaneous equations.
= 11
[1]
x + 7y
= 15
[2]
[3]
[3]
3x + 4y
= 11
[1]
17y
= 34
y = 2
To find x we substitute for y = 2 in either of the original equations. Thus,
substituting for y = 2 in equation [1],
3x + 4 2
= 11
3x + 8
= 11
3x
= 11 - 8
3x
= 3
= 1
2.
= 29
[1]
4x + 7y
= 37
[2]
= 116
[3]
= 185
[4]
109
3.
= 41
[1]
4x - 2y
= 2
[2]
= 4
[3]
= 45
= 3
110
4.
[1]
3x 2y
3
4 - 5 = 10
[2]
= 7
[3]
= 6
[4]
[5]
[6]
16 - 3y = 7
- 3y = -9
y = 3
Hence the solutions are:
x = 2 and y = 3
111
2.
3.
3x + 2y
= 7
x + y
= 3
x - 3y
= 1
x + 3y
= 19
x + 3y
= 7
2x - 2y
= 6
4.
5.
7x - 4y
= 37
6x + 3y
= 51
4x - 6y
= -2.5
7x - 5y
= -0.25
112
MULTIPLICATION
When multiplying power of the same quality together add the indices.
x6 x7 x67 x13
y2 y3 y4 y5 y23 45 y14
DIVISION
When dividing powers of the same quantity subtract the index of the denominator
(bottom part) from the index of the numerator (top part).
x 5 x 5 2 x 3
a3 a4 a8 a3 48
a5 a7
a5 7
15
a12 a1512 a3
a
3y2 2y5 5y 4
3
6y 4y
30y 25 4
24y
3 4
11 7
11
30y
7
24y
5y
5y
POWERS
When raising the power of a quantity to a power multiply the indices together.
3
(3x) 313 x 33 27x 3
3m
5n
3
2 32
3 2m22 9m 4
5 n
25n
6
113
NEGATIVE INDICES
A negative index indicates the reciprocal of the quantity
1
1
a a
5
3
5x x 3
a2
2 2 3
a b c b2 c 3
FRACTIONAL INDICES
The numerator of a fractional index indicates the power to which the quantity
must be raised; the denominator indicates the root which is to be taken.
2
3
3
x x
3
4
4
ab a b
1
2
a a
(Note that for square roots the number indicating the root is usually omitted).
1
6 2
1
6 2
64a (64a ) (8 a )
2
1
2
1
2
8a
ZERO INDEX
Any quantity raised to the value of zero is equal to 1.
a 1
0
x
1
y
Example 1
4
(1) 1 1 4 34 81
3
3
1
(2)
4
5
2 5
2 2
1
4 2 2
25 32
(3)
9x 3 x
2
1
2 2
2 1
31
2 1
1 2
31 x1 3x
114
Example 2
If 3p 4 9p2 find the value of p.
p2
p 4
p 4
32p 4
3
3
3) 52
5
3 4 7
4) 2 2 2
2
5
2 2
5)
7
2
6) 3x 2 y3
7)
a b c
2
50 000 5 10 000 5 10
0.003
3
3
3
1000 10
Exercise- Level 1
Express each of the following in standard form:
1) 8000
5) 0.0035
2) 92 500
6) 0.7
3) 893
7) 0.000 365
4) 5 600 000
8) 0.007 12
115
LOGARITHMS
Any positive number can be expressed as a power of 10. For instance:
3
1000 10
1.869 2
74 10
That is:
number= 10
The log tables at the end of this book give the logarithms of numbers between
1 and 10.
Thus,
log 5.176=0.714 0
To find out the logarithms of numbers outside this range we make use of
numbers in standard form and the multiplication law of indices. For example:
2
324.3 3.243 10
log 3.243 0.5109
0.5109
324.3 10
10
2.5109
10
NEGATIVE CHARACTERISTICS
0.632 0 6.321 10
116
Note that the minus sign has been written above the characteristic but it must be
clearly understood that
and
2.735 6 2 0.735 6
4.067 3 4 0.067 3
All numbers between 0 and 1 have negative characteristics which are found by
adding 1 to the number of zeros following the decimal point.
In the number 0.073 58 the characteristic is 2 .
ANTI-LOGARITHMS
The table of antilogs at the end of this book contains the numbers which
correspond to the given logarithms. In using these tables remember that only the
decimal part of the log is used.
Example 4
(1)To find the number whose log is 2.531 2. Using the mantissa .531 2, we find
3398 as the number corresponding. Since the characteristic is 2 the number
must be 339.8.
(Note the log 339.8=2.531 2.)
(2)To find the number whose log is 3.617 8. Using the mantissa .617 8 we find
4148 as the number corresponding. Since the characteristic is 3 the number
must be 0.004 148.
(Note that log 0.004 148 3.617 8. )
Exercise 106- Level 1
Write down the following numbers:
1) 7.263
7) 70.01
2) 8.197
8) 176 300
3) 63.25
9) 0.178 6
4) 716.4
5)1823
11) 0.068 91
6) 78 640
17) 1.234 5
14) 1.735 8
18) 2.600 8
15) 0.628 8
19) 4.631 8
117
16) 3.105 8
20) 3.555 7
logarithm
19.63
1.292 9
0.067 34
2.828 3
0.918 7
1.963 2
Answ er 1.215
DIVISION
0.084
Find the log of each number. Then subtract the log of the denominator (bottom
number) from the log of the numerator (top number).
Example 6
17.63
0.038 62
number
logarithm
17.63
1.246 3
0.038 62
2.586 8
Answ er 456.6
2.659 5
Example 7
0.617 8 20.31
136.5 0.092 73
In problems where there is multiplication and division a table layout like the one
below is helpful.
Numerator
number
Denominato r
logarithm
number
logarithm
1.790 8
136.5
2.135 1
1.307 7
0.097 73
numerator
1.098 5
denominato r 1.102 3
denominator
1.102 3
0.617 8
20.31
Answ er 0.991 3
2.967 2
1.996 2
118
119
120
121
GEOMETRY
RADIAN MEASURES
We have seen that an angle is measured in degrees. There is however a second
way of measuring an angle. In this second system the unit is known as the
radian. Refering to
Length of arc
Angle in radians =
r
r
But the angle at the centre subtended by a semi-circle is 180 and hence
radians 180
0
0 180 radians
60 3 radians
45 4 radians
90 2 radians
30 6 radians
Example 4
(1) Find the angle in radians subtended by an arc 12.9 cm long whose radius is
4.6 cm.
122
Angle in radians
length of arc
radius of circle
12.9
(2) Express an angle of 1.26 radians in
4.6
2.804 radians
180 1.26
72.18
Now
180
104
180
1.815 radians
Exercise- Level 1
(1) Find the angle in radians subtended by the following arcs:
(a) arc = 10.9cm, radius = 3.4cm
(b) arc = 7.2m, radius = 2.3m
(2) Express the following angles in degrees and minutes:
(a) 5 radians
(b) 1.73 radians
(c) 0.159 radians
(4)Express the following angles in radians:
(a) 83
(b) 189
(c) 295
(d) 5.21
123
TYPE OF ANGLES
Conversely if the two straight lines are cut by a transversal the lines are parallel if
any one of the following is true:
(a) Two corresponding angels are equal.
(b)Two alternate angles are equal.
(c) Two interior angles are supplementary .
Example
(1)Find the angle A shown in Fig.
B 180 138 42
B A corresponding angles
A 42
(2) In Fig. the line BF bisects ABC. Find the value of the angle .
125
c b alternate angles : BZ || EY
b 38 since
c 38
a d alternate angles :
d 80 sin ce a 80
XD || BZ
ABC b d 80 38 118
FBC 118 2 59 sin ce BF bi sec ts ABC
b 59
38 59
59 38 21
Exercise-All Level 1
1) Find x in Fig.
2) Find A in Fig.
3) Find x in Fig.
126
6) Find x in Fig.
127
12) In Fig. the lines AB, CD and EF are parallel. Find the values of x and y.
13) In Fig.
a q=p + r
b p + q + r = 360
cq=rp
d q = 360 p r
128
GRAPHICAL REPRESENTATION
Charts and Graphs are pictorial representations of date. They enable you to
quickly visualise certain relationships, completer complex calculations and predict
trends. Furthermore, charts allow you to see the rate and magnitude of changes.
Information is presented graphically in many different forms. Graphs are often
found in the form of bar charts, pictographs, broken line graphs (or continuous
curve graphs) and the circular or pie chart. Another type of graph that you will
meet in aircraft maintenance if the nomogram.
Many of the graphs that you will meet will conform to a standard layout of two
variables displayed on adjacent axes, normally vertical and horizontal. This
layout is described as Cartesian and usually has the two axes, labelled x and y
which intersect at the zero point.
129
USE OF GRAPHS
You will find many graphs also produce a straight line, which may, or may not
pass through the origin. A graph of this type is formed when load is plotted
against extension for an elastic material subjected to a tensile test.
For such a graph, it is evident that the load value is directly proportional to the
extension that the load produces.
If you plot a graph, which represents the compression of a gas in a close d
cylinder, it takes the form as shown. If the temperature of the gas remains
constant during the compression, then P x volume = constant, produces a curve
known as a Hyperbola.
130
131
Nomograms
The need to show how two or more variables affect a value is common in the
maintenance of aircraft. Nomograms also known as an alignment chart, are a
special type of graph that enables you to solve complex problems involving more
than one variable.
Most nomogram charts contain a great deal of information and require the use of
scales on three sides of the chart, as well as diagonal lines. In fact, some
charts contain so much information, that it can be very important for you to
carefully read the instructions before using the chart and to show care
when reading information from the chart itself.
Illustrated below is a graph of three variables, distance, speed and time, the
resulting distance can be extracted from the graph at the point where these
two dashed lines meet. A speed of 375 knots for 2.5 hours would result in
a distance of approximately 950 nautical miles.
132
133
TRIGONOMETRY
THE NOTATION FOR A RIGHT-ANGLED TRIANGLE
The sides of a right-angled triangle are given special names. The side AB lies
opposite the right-angle and it is called the hypotenuse. The side BC lies
opposite to the angle A and it is called the side oppostite to A. The side AC is
called the side adjacent to A.
When we consider the angle B the side AB is still the hypotenuse but AC is now
the side opposite to B and BC is te side adjacent to B.
Consider any angle 0 which is bounded by the lines OA and OB as shown. Take
any point P on the boundary line OB. From P draw line PM perpendicular to OA
to meet it at the point M. Then
the ratio
MP
is called the sine of AOB
OP
the ratio
OM
is called the cosine of AOB
OP
and
the ratio
MP
is called the tangent of AOB
OM
134
Example 1
Find by drawing a suitable triangle the value of sine 30.
Draw the lines AX and AY which intersect at A so that the angle YAX 30 as
shown. Along AY measure off AC equal to 1 unit (say 10cm) and from C draw
CB perpendicular to AX. Measure CB which will be found to be 0.5 units (5cm in
this case).
Therefore sin 30
5
0.5.
10
value 11. This is added on to the sine of 1236 and we have sin
1240=0.2181 + 0.0011= 0.219 2.
(4) To find the angle whose sine is 0.1711. Look in the table of sines to find
the nearest to find the nearest number lower than 0.1711. This is found to
be 0.1702 which corresponds to an angle of 948. Now 0.1702 is 0.000 9
less than 0.1711 so we look in the mean difference table in the row
marked 9 and find 9 in the column headed 3. The angle whose sine is
0.1711 is then 948 + 3 =951 or sin 951 = 0.1711.
Example 2
(1) Find the length of AB.
136
AB
sin 22
BC
AB BC sin 22 80 0.3746
29.97 mm
BC
sin 23 35'
AB
BC
60
AB
150 mm
(3) Find the angles CAB and ABC in ABC which is shown below..
AC 20
0.333 3
AB 60
From the sine tables
'
B 19 28
sin B
A 90 19 28' 70 32'
(b)45
(c)68
1
3
(b)
3
4
(c) 0.72
4)Use the tables to write down the angles whose sines are:
(a) 0.156 4 (b) 0.913 5 (c) 0.988 0
(d) 0.080 2 (e) 0.981 4 (f) 0.739 5
(g) 0.050 0 (h) 0.270 0
5)Find the lengths of the sides marked x
138
BC
cos 38
AC
Therefore
AB
cos 60
AC
AB
28
AC
56 cm
0.5000
cos 60
Since ABC is isosceles the perpendicular AD bisects the base BC and hence
BD=15mm.
cos 0
BD 15
0.3
AB 50
0 72 32'
2) Use the tables to write down the angles whose cosine are:
(a) 0.913 5 (b) 0.342 0 (c) 0.967 3
(d) 0.428 9 (e) 0.958 6 (f) 0.008 4
(g) 0.261 1 (h) 0.470 0
140
5) An isosceles triangle has a base of 3.4cm and the equal sides are each 4.2cm
long. Find the angles of the triangle and also its altitude.
6)In ABC, C=90, B=33 and BC-2.4cm. Find AB.
7) In ABC, =90, A=6245 and AC=4.3cm. Find AB.
8) Calculate BAC and the length BC.
141
BC
AB
AB
tan C
BC
tan A
The abbreviation tan is usually used for tangent. From the table of tangents the
tangents of angles from 0 to 90 can be read directly.
For example:
tan 37 0.753 6
and
Example 4
(1) Find the length of the side AB
tan 42
AC
AB AC tan 42 40 0.9004
36.02 mm
142
AB
AB
tan 38 or BC
BC
tan 38
Therefore BC
32
40.96 mm
0.781 3
(b) Since C 38
A 90 38 52
now
BC
tan A or BC AB tan A
AB
BC 32 1.280 40.96 mm
Both methods produce the same answer but method (b) is better because it is
quicker and more convenient to multiply than divide. Whenever possible the ratio
should be arranged so that the quantity to be found is the numerator of the ratio.
Exercise- All Level 1
1)
(a) tan 18
2)
Find the lengths of the sides marked y in the triangles being right-angled.
143
4)
5)
An isosceles triangle has a base 10cm long and the two equal angles are
each 57. Calculate the altitude of the triangle.
6) In ABC, B=90,C=49 and AB=3.2cm. Find BC.
7) In ABC, A=1223, B=90 and BC=7.31cm. Find AB.
8) Calculate the distance x
144
sin 0 P1M1 P1 M1
OP1
y co ordinate of P1
cos 01 OM1 OM1
OP1
x co ordinate of P1
tan 01
P1M 1
OM1
y co ordinate of P
x co ordinate of P
145
Hence in the first quadrant all the trigonometrical ratios are positive.
In the second quadrant
sin 02
P2M 2
P2 M2
OP 2
y co ordinate of P2
The y co-ordinate of P2 is positive and hence in the second quadrant the sine of
an angle is positive.
The x co-ordinate of P2 is negative, and hence in the second quadrant the cosine
y co ordinate of P2
of an angle is negative. tan 02 P2M 2
But the y co-ordinate
OM2
x co ordinate of P2
146
The trigonometrical tables usually give values of the trigonometrical ratios for
angles between 0 and 90. In order to use these tables for angles greater than
90 we make use of the triangle OP 2M 2
,
y co ordinate of P2
x co ordinate of P2
But
P2 M2 sin 02
Also
OM2 OP 2 cos (18002 )
- cos (180 02 )
Similarily
tan 02 tan(180 02 )
147
Example
Find the values of sin 158, cos 158 and tan 158. Referring to Fig.
sin 158
MP
sin POM
OP
sin 22 0.3746
OM
cos 158 OP cosPOM
cos 22 0.9272
MP
tan 158 OM tan POM
tan 22 0.4040
148
Example
(1) Find the sine and cosine of the following angles:
(a) 171
(b) 216
(c) 289
3
find the values of cos A .
5
OM 4
cos A
4
OM 2
5
M 2P2
sin
cos
tan
108
163
207
320
134
168
225
286
300
95
149
POLAR CO-ORDINATES
It was shown that a point on a graph may be positioned by using rectangular coordinates (sometimes called Cartesian co-ordinates). Hence if P is the point (3,4)
its position is as shown in Fig.
However, the position of P may also be indicated by stating the length OP and
the angle . Thus in Fig.
Op 3 2 4 2 25 5
(by u sin g Pythagoras ' theorem )
tan 0
and
4
1.333
3
0 53 7 '
P is then said to have the polar co-ordinates (5,537). The angle may be
expressed in degrees or in radians. If Q is the point 7, the angle is
3
radians or 60.
Example
(1) A point P has Cartesian co-ordianates (5, -7). State the polar co-ordinates of
P.
150
From Fig.
OP 52 72 74 8.602
7
tan 1.4
5
5428'
360 54 28' 305 32'
Hence the polar co ordinates of P are
(8.602,305 32')
(2) A point A has the polar co ordinates
5
8,
. Determine the Cartesian co ordinates
of A.
In Fig.
5
5 180
radians
150
6
6
180 150 30
AB OA sin 30 8 0.5000 4
Hence the Cartesian co ordiantes of A
are ( 6.928,4).
Exercise-All Level 2
1)Calculate the polar co-ordinates for the following points:
(a) (3,2)
(b) (5,8)
(c) (-4,8)
(d) (-3,-5)
(e) (6,-4)
(f) (-4,-6)
(g) (8,-7)
(h) (-1,3)
(b) (7,65)
(c) (2,112)
(d) (4,148)
(e) (7,198)
(f) (3,265)
(g) (5,297)
(h) (3,330)
151
(a) 5,
3
(b) 4,
2
3
(c) 6,
4
5
(d) 10,
3
4)Calculate the polar co-ordinates for the following points, stating the angle in
radian measure:
(a) (2,1)
(b) (-3,5)
(c) (-2,-4)
(d) (4,-2)
5)In Fig., with origin O, the polar co-ordinates of the point X are (5,40). YXP is
a straight line parallel to the x-axis.
Find:
(a)the polar co-ordinates of Y
(b)the polar co-ordinates of P
152