Integrated Training System Designed in association with the club66pro.com question practice aid Module 1 Mathematics EASA P 3rd Edition Exclusively from WWW. airtechbooks.comi Integrated Training System Des / Preface Thank you for purchasing the Total Training Support Integrated Training System. We are sure you will need no other reference material to pass your EASA Part-66 exam in this Module. These notes have been written by instructors of EASA Part-66 courses, specifically for practitioners of varying experience within the aircraft maintenance industry, and especially those who are self-studying to pass the EASA Part-66 exams. They are specifically designed to meet the EASA Part-66 syllabus and to answer the questions being asked by the UK CAA in their examinations. The EASA Part-66 syllabus for each sub-section is printed at the beginning of each of the chapters in these course notes and is used as the “Learning Objectives’. We suggest that you take each chapter in-tumn, read the text of the chapter a couple of times, if only to familiarise yourself with the location of the information contained within. Then, using your club66pro.com membership, attempt the questions within the respective sub-section, and continually refer back to these notes to read-up on the underpinning knowledge required to answer the respective question, and any similar question that you may encounter on your real Part-66 examination. Studying this way, with the help of the question practice and their explanations, you will be able to master the subject piece-by-piece, and become proficient in the subject matter, as well as proficient in answering the CAA style EASA part-66 multiple choice questions We regularly have a review of our training notes, and in order to improve the quality of the notes, and of the service we provide with our integrated Training System, we would appreciate your feedback, whether positive or negative. So, if you discover within these course notes, any errors or typos, or any subject which is not particularly well, or adequately explained, please tell us, using the ‘contact-us' feedback page of the club66pro.com website. We will be sure to review your feedback and incorporate any changes necessary. We look forward to hearing from you Finally, we appreciate that self-study students are usually also self-financing. We work very hard to cut the cost of our Integrated Training System to the bare minimum that we can provide, and in making your training resources as cost efficient as we can, using, for example, mono printing, but providing the diagrams which would be better provided in colour, on the club66pro.com website. In order to do this, we request that you respect our copyright policy, and refrain from copying, scanning or reprinting these course notes in any way, even for sharing with friends and colleagues. Our survival as a service provider depends on it, and copyright abuse only devalues the service and products available to yourself and your colleagues in the future, and makes them more expensive too. i TTS Integrated Training System Module 1 PrefaceIntegrated Training System Intentionally Blank " Module 1 Preface TTS Integrated Training Systm © Copyght 2011Integrated Training System Ly Module 1 Chapters 1. Arithmetic 2. Algebra 3. Geometry ili Module 1 Preface TTS Integrated Training Systom€ Intentionally Blank iv Module 1 Preface TTS integrated Training System © Copyright 2011op Integrated Training System TTS Integrated Training System Module 1 Licence Category B1 and B2 Mathematics 1.1 ArithmeticIntegrated Training System py Copyright Notice © Copyright. All worldwide rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form by any other means whatsoever: i.e. photocopy, electronic, mechanical recording or otherwise without the prior written permission of Total Training Support Limited. Knowledge Levels — Category A, B1, B2 and C Aircraft Maintenance Licence Basic knowledge for categories A, B1 and B2 are indicated by the allocation of knowledge levels indicators (1, 2 or 3) against each applicable subject. Category C applicants must meet either the category B1 or the category B2 basic knowledge levels, The knowledge level indicators are defined as follows: LEVEL 1 ‘A familiarisation with the principal elements of the subject. Objectives: The applicant should be familiar with the basic elements of the subject. The applicant should be able to give a simple description of the whole subject, using common words and examples. The applicant should be able to use typical terms. LEVEL 2 A general knowledge of the theoretical and practical aspects of the subject. An abilty to apply that knowledge. Objectives: The applicant should be able to understand the theoretical fundamentals of the subject. The applicant should be able to give a general description of the subject using, as appropriate, typical examples. ‘The applicant should be able to use mathematical formulae in conjunction with physical laws describing the subject. ‘The applicant should be able to read and understand sketches, drawings and schematics describing the subject The applicant should be able to apply his knowledge in a practical manner using detailed procedures. LEVEL 3 A detailed knowledge of the theoretical and practical aspects of the subject. ‘A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive manner. Objectives: The applicant should know the theory of the subject and intertelationships with other subjects. The applicant should be able to give a detailed description of the subject using theoretical fundamentals and specific examples. The applicant should understand and be able to use mathematical formulae related to the subject. ‘The applicant should be able to read, understand and prepare sketches, simple drawings and schematics describing the subject. ‘The applicant should be able to apply his knowledge in a practica manner using manufacturer's instructions. The applicant should be able to interpret results from various sources and measurements and apply corrective action where appropriate. 1 a Use ae tenure TTS Integrated Training System evomacty he semen © Copyright 2011 page ote carIntegrated Training System Table of Contents Module 1.1 Arithmetic__ 7 Fractions 7 Types of Fractions 7 Working with Fractions - 7 Decimals, _ 17 Working with Decimals, 17 Conversion Between Fractions and Decimals Convert a Decimal to a Fraction Convert a Fraction to a Decimal Percentages. Definition Changing a Fraction to a Percentage Changing a Percentage to a Fraction Changing a Percentage to a Decimal Changing a Decimal to a Percentage Values of a Percentage of a Quantity — Expressing one Quantity as a Percentage of Another Rounding, Significant Figures, and Decimal Places Rounding _ Significant Figures Decimal Places Mean, Median, Mode and Range Definitions Calculating Mean Calculating Median _ Calculating Mode Calculating Range Angles Definitions and Conversions Degrees and Radians: Measuring Angles Acute Angles Obtuse Angles Reflex angles Right Angles Complementary Angles Supplementary Angles Perpendicular Lines. Triangles Properties of shapes. Definitions Module 1.1 Arithmetic 13 saree dase ‘TTS inlograted Training Systom Epes din caper © Copyright 2011Integrated Training System Areas and Volume of Common Shapes 61 Rectangle. 7 61 Square _ _ 61 Triangle _ 62 Parallelogram _ - 62 Rhombus 63 Trapezium _ 64 Kite _ _ 65 Circle _ _ 65 Other Regular Polygons. 66 Summary of Quadrilateral 67 Surface Area and Volume of Common Solids _69 Introduction _ 69 Common Solids _ 69 Common Conversions 79 Length 79 Area __ _ 79 Volume _ 79 Mass __ — _ 79 1-4 Module 1.1 Arithmetic se anerassonue ie TIS Integrates Trinng System covananty eon © Copyight 2011 Savant ne canecw Integrated Training System 1660 Gem queshor a Module 1.1 Enabling Objectives and Certification Statement Certification Statement These Study Notes comply with the syllabus of EASA Regulation 2042/2003 Annex Ill (Part-66) Appendix I, and the associated Knowledge Levels as specified below: Objective EASA 66 Reference Level Bi B2 [ Arithmetic 1 Arithmetical terms and signs, methods of multiplication and division, fractions and decimals, factors and multiples, weights, measures and conversion factors, ratio and proportion, averages and percentages, areas and volumes, squares, cubes, square and cube | roots. | 2 2 L Module 1.1 Arithmetic 1-5 TTS Integrated Training Systom ‘© Copyright 2011Integrated Training System Intentionally Blank 16 Module 1.1 Arithmetic TTS integrated Training System © Copyrignt 2011Integrated Training System Module 1.1 Arithmetic Fractions Types of Fractions 1. Proper Fractions. Proper fractions may be defined as fractions less than 1 For example: 1 1 2 11 sot ta ot 2°53 ° 5° 17 2. Improper Fractions. These are fractions which are greater than 1 For example: 28 7 8B ay 3°3'° 11'S , 278 etc 7 4. Forall fractions, the number above the bar is called the numerator and the number below the bar is called the denominator. 5. Simplest Form. The simplest form of 3 is 3 Fractions can be expressed in simplest form by dividing numerator and denominator by equal numbers until they will not divide further. For example: 8 12 denominator by 4). = 2 in simplest form (after dividing numerator and Working with Fractions 6. Cancelling. The process of dividing numerator and denominator by equal values is called cancelling. For example: ao et 27 -3.1 9° 3 Module 1.1 Arithmetic 17 ‘TTS integrated Training System ‘© Copyright 2011Integrated Training System cy 7. Converting. To convert mixed numbers to improper fractions, multiply the whole number by the denominator and add to the numerator. For example. 22 - 8 5 5 To convert improper fractions to mixed numbers, divide the numerator by the denominator to give a whole number - the remainder gives a new numerator. For example: 25 Lgl 4 8. Cancelling. Cancelling improper fractions involves exactly the same process as cancelling vulgar fractions. For example: ce and 4 I al 407 6 2 2 9. Multiplication (a) — Express all mixed numbers as improper fractions (b) Cancel vertically if possible (c) Cancel across the multiplication sign if possible (4) Multiply numerators together, multiply denominators together (e) __ If the result is an improper fraction, convert to a mixed number (ft) Check that your answer is in the simplest form Examples: ty) 2xae 2a ed 9 91 9 304 1 @ t4xetyS 22,2 ,HX 23251 47 BK 2 2 174 72 10. Division (a) Convert all mixed numbers to improper fractions (b) Invert the fraction you are dividing by (c) Proceed as for multiplication. 18 Module 1.1 Arithmetic canst ossbsueis TTS Integrated Training System ‘governedty the salemert © Copyrght 2011 crlonecseIntegrated Training System Design in esi Examples: 345 _3 1 WoT 7 a $ 8.3 2B 1 42,2 22 4 7° 4 =#7 4 ¥, 16 e 2% 72 38,1 2.3 4 4a" 7 28 2 3 5 _ 3,6 6 @ 5 2-3x2 -2 = 8 6 £5 5 i 11. Mixed Multiplication and Division (a) (b) Invert all the fractions preceded by a division sign Treat the calculations as multiplication only. Example: 12. (a) (b) (c) atx id= 7 2 7 ~ rie You only turn upside down the fraction you are dividing by, i.e. the fraction after the division sign " ein Addition Express all fractions as mixed numbers in lowest terms ‘Add the whole numbers together To add the vulgar fractions, you must convert each fraction so that their denominators are all the same. This is done by finding the lowest common multiple (LCM) of the denominators. 1-9 TTS Integrated Training System ‘© Copyngat 2011 Module 1.1 ArithmeticIntegrated Training System ie oe wih te Examples: ) 244,32 845*9 | 5 6 10 30 @ 245413 201,25 .43 4 12 8 4 12 8 1 5 3 =3 —+ — = * a* 12 * 8 = 34 S1104+9 3. 8 24 24 1 =3 1— = +134 Note: If your addition of fractions results in an improper fraction, you must convert this to a mixed number as shown in example (2) 13. Subtraction The same basic procedure should be used for Examples: 8 2 2 7 8.22. -2 “ 9 3 9 8 4 2 4 2 2 £.15 222 14 2442. a 3:7 3° 7 *3 (3) 12+4-9 pa 1-10 TTS Integrated Training System © Copyright 2011 subtraction as for addition. As numerator (4 - 9) give a negative value, one whole unit has to be converted to z before the subtraction of fractions is carried out. Module 1.1 Arithmetic cage Zattecranerlem 14, — Mixed addition and subtraction can be carried out exactly as above Examples: 1 7 3 6-% 9 8 1) 44 -55432 22429" 2245 (D495 S55 + 85 2 2 = 22 3 @ 2et-1244) 2543588 8 4 3 24 ogg SAHS1B BL IT 24 24 18. Remember that your final step in any calculation must be to simplify (cancel fractions). Example 33 + =2 5 15 3 = 2 = 2= 20 4 Module 1.1 Arithmetic tt Clete TTS imegrated Training System Sepuge cme cor ‘© Copyright 2011,Integrated Training System bens com noice ald Intentionally Blank 1-12 Module 1.1 Arithmetic TTS integrated Training System © Copyright 2011pro com question practice i Integrated Training System ow Worksheet 1. Convert the following mixed numbers to improper fractions: 6 4 3 21 1 a) 22 () 3t 21> d) 5 e) 2a @ 22 & 32 @ a2 @ 8 2, 2. Convert the following improper fractions to mixed numbers: WW 21 53 210 99 @ > ) = © > dW = = 3. Multiply and simplify the following: @ 8x4 ) 2xetx12 @| 12x3x2 7 45 3 PZ XS 58 * 2 4. Divide and simplify the following} 3 9 2 2 2 b) 32 at + gt @ to 3 id 7 @ 93 3% 5. Evaluate the following 7,5,3 1,15 3 7 ZxSxS wm ix 3 % pty7t @ o*e% ia © 73%ae 5 © a5 2Q* 6. Add the following fractions and mixed numbers: w Ee ow bbb w feted (d) ge getetet @ on+2 7. Subtract the following: @ 14- 2 wy) 13-22 @ 12 -2t (a) < - 2 () 74-82 1-13 TTS integrated Training System ‘© Copyright 2011Integrated Training System be 8. —_ Evaluate the following: 1,25 2,5 4 1,1 5 3.7 6 25432-1- (b) 1-2 374 @ 2ssstg © Det ge ©) 3,3 4°7 141 4 5 Copyright 2011Integrated Training System Intentionally Blank 1-26 Module 1.1 Arithmetic TTS Integrated Training System © Copyright 2011a Integrated Training System Answers 73 1 1 1 a ob) °) ) 500 ) 50 350 2 a) 0630.87 0.02 a) ©, + ando.t67 » 2, Zando.as 20' 6 5’ 16 Module 1.1 Arithmetic 1.27 ‘TTS inegrated Training System ‘© Copyright 2011Integrated Training System Intentionally Blank 1-28 Module 1.1 Arithmetic TTS integrated Training Systom © Copyright 2011 ; XEp’ Integrated Training System Percentages Definition. A percentage is a fraction whose denominator is 100. Example: 3% means — 100 Changing a Fraction to a Percentage To change a fraction to a percentage, multiply by 100%. Example: 2 asa percentage = 2 x 100% = 60% Changing a Percentage to a Fraction To change a percentage to a fraction, divide by 100%. 8% 8 2 Examples: a) 8% asatfraction = 100% 100 25 b) 12% % asafraction = Changing a Percentage to a Decimal To convert a percentage to a decimal, firstly, convert the percentage to a fraction, then convert the fraction to a decimal. Examples: a) 65% asatfraction = Te 45° O38 22.5° __ 7 Obtuse Angles ‘An obtuse angle is an angle measuring between 90 and 180 degrees. Example: The following angles are all obtuse. \ 138° 174° So Reflex angles A reflex angle is an angle measuring between 180 and 360 degrees Module 1.1 Arithmetic 1-49 gander deci “TTS Integrated Training System Spey be me ‘© Copyright 2011Integrated Training System ein essovitton wit Right Angles A right angle is an angle measuring 90 degrees. Two lines or line segments that meet at a right angle are said to be perpendicular. Note that any two right angles are supplementary angles (a right angle is its own angle supplement). Complementary Angles Two angles are called complementary angles if the sum of their degree measurements equals 90 degrees. One of the complementary angles is said to be the complement of the other. Example: These two angles are complementary. / 58° 32° a Note that these two angles can be “pasted! together to form a right angle! 1-50 Modul 1.1 Athmeti seuss sass TTsimepass reg Stn peesay’ Integrated Training System Supplementary Angles Two angles are called supplementary angles if the sum of their degree measurements equals 180 degrees. One of the supplementary angles is said to be the supplement of the other. Example: These two angles are supplementary. \ 4 fo 139° vA ° Note that these two angles can be "pasted" together to form a straight line! Yo 139° #41 Perpendicular Lines Two lines that meet at a right angle are perpendicular. They are also said to be “normal” to each other. Module 1.1 Arithmetic 1-51 earners “TTS Integrated Training System one ‘© Copyright 2011Intentionally Blank 1-52 Module 1.1 Arithmetic TTS integrated Training System © Copyaght 2011Integrated Training System § Worksheet 1. Convert the following angles to radians 90° Module 1.1 Arithmetic 1-53 ese tame TTS Integrated Training System Bo Ssseasc" ‘© Copyngnt 2011Intentionally Blank 1-54 Module 1.1 Arithmetic TTS Integrated Training System © Copynght 2011 at1 a) YT radians b) ‘7 radians c) %T radians 4) an radians e) 2/51 radians) 2/37 radians Module 1.1 Arithmetic 1-55 ana o TTS inlograted Training System mmced meow ‘©Copyright 2011i Integrated Training System I Dosigned ina i i i a a Intentionally Blank i i 1-56 Module 1.1 Arithmetic TS integted Taig Sytem scene © copygnt 2011 Soelanacase(ay Integrated Training System Triangles Properties of shapes. The 3 properties of shapes that we are going to look at are: 1. The number of sides 2. The interior angles (the angles inside). 3. The length of the sides. These properties help use to remember which shapes are which and why they are so called (in some cases). Let's start with a shape that has 3 sides: TRIANGLES (tri- means 3). Triangles ALWAYS have 3 sides. The interior angles of a triangle add up to 180 degrees. Definitions Here are the triangles you are expected to know about: Equilateral Triangle Isosceles Triangle Right- Angled Triangle Scalene Triangle PeRo 2. Congruent and Similar Triangles Congruent and Similar are two words usually applied to triangles but can equally be applied to other shapes. Congruent triangles are two triangles which have equal angles and are the same size (ie. identical in every way) but may be oriented differently. Similar triangles are two triangles which have the same angles but are of different size. Module 1.1 Arithmetic 1-57 ‘TTS integrated Training System ‘© Copyright 2011Integrated Training System oe aid 3. Equilateral Triangle An equilateral triangle has got 3 sides of equal length and 3 angles that are equal. Since ALL the angles in a triangle add up to 180° then 180 divided by 3 must be 60°. 60° 60° 60° The clue is in the name EQUILateral. 4. Isosceles Triangle An Isosceles triangle has got two sides of equal length and 2 angles equal. 50° 50° What is the value of the angle at the top of this Isosceles triangle? The answer is 80: All angles in a triangle add up to 180’so 180 - (50 + 50) = 80° So an isosceles triangle has only got two sides of equal length and two angles the same. 1-58 Module 1.1 Arithmetic sunutusiuayee TIS tegrated Tang Systm seesencene S conan ott cmarineeaeIntegrated Training System ined i the 5. _ Right- Angled Triangle The right angled triangle contains a right angle (an angle of 90) [1 oN the | Shows a tight angle In a right angled triangle what must the other two angles add up to 90"because alll the angles in jy a triangle add up to 180’and a Right Angled Triang le has got one angle of 90: 6. Scalene Triangle A scalene triangle is the easiest of them all. The scalene triangle has got NO sides of equal length and NO angles the same. Module 1.1 Arithmetic 1-59 se aa ssa ‘TTS Integrated Training S @ Saks ‘© Copyngnt 20111-60 TTS Integrated Training System © Copynght 2011 wa Integrated Training System Intentionally Blank Module 1.1 Arithmetic azvenasty he atlemer age tine aporIntegrated Training System eBtpua sam aon Areas and Volume of Common Shapes Rectangle The area A of any rectangle is equal to the product of the length /and the width w. Formula: A = Iw Square The area A of any square is equal to the square of the length s of a side. Formula: A = 8 A . + Module 1.1 Arithmetic 1-61 aera TTS itgrated Training System renege Tring GreerIntegrated Training System Triangle The area A of any triangle is equal to one-half the height h. Formula: A = 4bh Parallelogram Product of any base b and corresponding A parallelogram is a 4 sided shape with the 2 opposing sides parallel to each other. The area A of any parallelogram is equal to the product of any base b and the corresponding height A. Formula: A = bh 1-62 TTS Integrated Training System © Copyright 2011 Module 1.1 Arithmetic Guy Integrated Training System Rhombus ‘A rhombus is a parallelogram with all 4 sides equal length. The diagonals bisect the interior angles equally and the diagonals intersect each other at right angles. The area A of any rhombus is equal to one-half the product of the lengths d; and d, of its diagonals. Formula: A = 4d 1d2 or Formula: A = bh as in the parallelogram Module 1.1 Arithmetic ee ano acu ‘TTS Integrated Training Groat mechone ‘©Copyright 2011Integrated Training System Trapezium A trapezium has only 2 sides parallel. (UK definition) The area A of any trapezium is equal to one-half the product of the height h and the sum of the ~ bases, b; and by. Formula: A = 6h (b 1 + ba) = om 1-64 Module 1.1 Anthmetic senate 113 mega Tring Sytem ceases copy so11 ocd3 op Integrated Training System Kite A Kite shape has no sides parallel. The area can be found by Formula: A = % d1d2 Circle The area A of any circle is equal to the product of x and the square of the radius r. Formula: A nr? Sector Area Theorem The area A of any sector with an arc that has degree measure n and with radius ris equal to the product of the arc's measure divided by 360 multiplied by 7 times the square of the radius. Formula: A = (n/360)t70") Module 1.1 Arithmetic 1-65 ‘TTS integrated Training Systom, ‘© Copyright 2011Integrated Training System din assocsaton with Other Regular Polygons Regular polygons are any polygons that are equilateral and equiangular, The area A of any regular polygon with perimeter P and apothem of measure a is equal to one- half the product of the perimeter and the apothem. This formula can be derived if you make § triangles inside the shape. The area of each triangle is % Sa (1/2 base x height). The total area is therefore 5 x Ye Sa (in the case of the pentagon shown ~ the 5 only represent the number of sides). But 5 x S is the total perimeter of the shape, so: Formula: A = %aP- Regular Pentagon (shape could be any regular shape} P=Ss_ — Scould be anything. depending on no. of sides The angle shown @ is one equal portion of 360 degrees. In the case of the pentagon, it is 360/5 = 72°. Hence the intemal angle of any polygon can be found by calculating the supplement of the external angle, 1-66 Module 1.1 Arithmetic in enseeducesve's TTS Integrated Training System vemedsy neste © Copyngnt 2011 SopagsZottne SaneIntegrated Training System Summary of Quadrilaterals SQUARE 4 Sides equal | 4 right angles Diagonals bisect each other at right angles Diagonals are equal RECTANGLE 2 pairs of opposite sides equal and parallel 4 right angles Diagonals are equal and bisect each other RHOMBUS 4 sides equal , opposite sides parallel Diagonals bisect each other but are not of equal length PARALLELOGRAM 2 pairs opposite sides equal and parallel Diagonals bisect each other but are not of equal length TRAPEZIUM / TRAPEZOID / \ a 1 pair opposite sides parallel \ || KITE 2 pairs of adjacent sides equal Longer diagonal bisects shorter at right angles Module 1.1 Arithmetic 1-67 ‘vemnod Oy stent ‘TTS Integrated Training System soe chao ‘© Copyright 2011raining System Intentionally Blank 1-68 Module 1.1 Arithmetic TS Integrated Training System © Copyright 2011op Integrated Training System he Designed in association with the Surface Area and Volume of Common Solids Introduction There are special formulas that deal with solids, but they only deal with right prisms. Right prisms are prisms that have two special characteristics - all lateral edges are perpendicular to the bases, and lateral faces are rectangular. The figure below depicts a right prism. an Common Solids 1. Right Prism Area The lateral area L (area of the vertical sides only) of any right prism is equal to the perimeter of the base times the height of the prism (L = Ph). The total area T of any right prism is equal to two times the area of the base plus the lateral area. Formula: T = 2B + Ph B=lw P=21+2w who | (The base's formula could change depending on the base's shape.} (The perimeter’ formula could change depending or the base's shape.) Module 1.1 Arithmetic 1-69 4 ‘TTS integrated Training System ‘© Copyright 2011Inte rated Training System if 2. Right Prism Volume The volume V of any right prism is the product of B, the area of the base, and the height h of the prism. Formula: B=lw h w 1 (The base's formula could change depending on the base's stape.} 1-70 Module 1.1 Arithmetic ‘TTS Integrated Training System ses ye ene © Copyright 2011 raged ee natspy Integrated Training System 3. Pyramid Volume A pyramid is a polyhedron with a single base and lateral faces that are all triangular. All lateral edges of a pyramid meet at a single point, or vertex. The volume V of any pyramid with height / and a base with area Bis equal to one-third the product of the height and the area of the base. This applies even if the prism is not a ‘right- prism’ i.e. the axis is not perpendicular to the base. The height however, is still measured perpendicular to the base as shown below. Formula: V = ¥. Bh B=wl (Base's formula coule change sepending on ts shape ) A regular pyramid is a pyramid that has a base that is a regular polygon and with lateral faces that are all congruent isosceles triangles. Module 1.1 Arithmetic 1-71 TTS Intograted Training System ‘© Copyright 2011Integrated Training System wy 4. Cylinder Volume The volume V of any cylinder with radius rand height his equal to the product of the area of a base and the height. Formula: V scarh 5. Cylinder Surface Area For any right circular cylinder with radius rand height h, the total surface area Tis two times the area of the base (#77 7) plus the curved surface area (27 rh). Formula: T=2%rh + 207° 1-72 Module 1.1 Arithmetic ue wr duccavets TTS Integrated Training System oeemesty estat © Copyright 2011 ‘zone otha cherIntegrated Training System 6. Cone Volume The volume V of any cone with radius rand height his equal to one-third the product of the height and the area of the base. Formula: V = A7i°h 7 Cone Surface Area The total surface area T of a cone with radius rand slant height /is equal to the area of the basef7 7) plus 7 times the product of the radius and the slant height. Formula: Trl +70? Module 1.1 Arithmetic 1-73 snore TTS integrated Training System arabe erent ‘© Copyright 2011Integrated Training System pre.com question prac aid x 8 Sphere Volume and Surface Area | The volume V for any sphere with radius ris equal to four-thirds times the product of ’and the Cube of the radius. The area A of any sphere with radius ris equal to 471 times the square of a the radius. Volume Formula: V = yaar u Surface Area Formula: A = Az? t 1-74 Module 1.1 Arithmetic TTS Integrated Training System © Copyright 2011ow Integrated Training System Worksheet 1. ‘A grave is dug 2m x 1m x 1m deep. The earth removed is piled into a pyramid of circular base 2m diameter. Find the height of the pyramid (in tems of n) Give the answer in m, cm and mm. 2. Aright prism has ends 10 cm x 10 m and is 50 om long. Its drilled lengthwise with an 8 cm drill through its full length. Find 2) the remaining volume of the prism material. Give the answer in terms of m and in mm b) the surface area of the inside of the hole. Give the answer in terms of r and in mm 3. Find the surface area of a right cone with base radius 3 inches and perpendicular height of 4 inches. Leave the answer in terms of x and include the base area. 4. Find the ratio of the ‘surface area to volume’ of spheres of the following diameters: a) 2m b) 4m c) 8m Module 1.1 Arithmetic 4-75 uses ean TIS Integrated Telning System ne art rang SseIntegrated Training System Designed in association eth the Intentionally Blank 1-76 TTS Integrated Training System ©Copyright 2011 Module 1.1 Arithmetici cop’ Integrated Training System gore 1. Gixm, 600/n cm, 6000/x mm i 2 a) (5 x 10°) - (8 x 10°) mm? i by) 400ncm*, 40,000n mm® 1 3. 24m in? 4a) 31 b) eH i co) 4 i Module 1.1 Arithmetic 4-77 sen eee “TS iniogiated Training System Bo Sscencese © Copynght 2011Integrated Training System Intentionally Blank 1-78 Module 1.1 Arithmetic TTS Integrated Training System © Copyright 2011ow Common Conversions Length metric> imperial 7 miter rm] 7 entimatre fem) Tate 1.0996 9 Thiomete inj [000m [Ds2r4mie Area imperial> metre [ea neh] [east6 car 75 fot] Term [o.oveam 1a yee) on 0.8961 acre aoa} _[aoaeam Teamieimiel — [eaoacres [259K Volume mmetrie> imperial cu om om] 1 cu decimetre fam") 0.0366 1 Integrated Training System USA measure > 1.0808 UK oz 0.8327 UK pt 0.8227 UK gal 1 cu metre fr] [1.000 am? [1.3080 ya" Tie [ram five recone [1001 Yevse7 ga 1 tid ounce 1 pint (16 02) 7 gallon Mass metric> imperial 1 aia Fa] 0.0158 grain [Foamial __| .000m9 [00059 02 Thiogram kal] 1.0009 [22040 “Tlogram To Hone) | 1.0009. 9.9642 '0ng ton (UK) Module 1.1 Arithmetic imperial > ‘metic “inch Tn 254m “foot ty 12in (0.9088 1 yare yah st 0.9144 Tele 1760 ya | .6003 Kn Trauticalmie | 1.15mie [1.852 km metric> impr tsqom lem} [100 ma 0.1550 0" isqmim'} _[10000em" _ | 1.1960 ya ‘hectare hal [10000m! [24711 actos Tsqamikm) —_[100na 0.3861 re imperiat > metric 1 euinch tin) 16.387 em 1 eu foot) a7e8in’ [00283 mr" 1 fui ounce (8 92) 26.413 ml 7 pint ot) otice [056831 7 gallon (gal feet as46t metre (20.574 mi imperial> metric 1 ounce [oz] 497.5 gran [28.95 9 7 pound i] téoz [0.4506 kg 7 atone ta [6.9509 kg Thuncreaweight wi) [1121 | 50.802 kg sug Ta Kg 1 fong ton (UK) 20cm [rover 1 short ton (US) 2.000% foso7t 1-79 “TTS integrated Training Syetem ‘© Copyrignt 2011Intentionally Blank 1-80 Module 1.1 Arithmetic ‘TTS Integrated Training System © Copyright 2011 < &TTS Integrated Training System Module 1 Licence Category B1 and B2 Mathematics 1.2 Algebra Module 1.2 AlgebraIntegrated Training System py Designed in asociatlon wth he ‘lub66pr0.com question practice aid Copyright Notice ‘© Copyright. All worldwide rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form by any other means whatsoever: i.e. photocopy, electronic, mechanical recording or otherwise without the prior written permission of Total Training Support Limited Knowledge Levels — Category A, B1, B2 and C Aircraft Maintenance ence Basic knowledge for categories A, B1 and B2 are indicated by the allocation of knowledge levels indicators (1, 2 or 3) against each applicable subject. Category C applicants must meet either the category B1 or the category 82 basic knowledge levels. The knowledge level indicators are defined as follows: LEVEL 1 ‘A familiarisation with the principal elements of the subject. Objectives: The applicant should be familiar with the basic elements of the subject. ‘The applicant should be able to give a simple description of the whole subject. using common words and examples. ‘The applicant should be able to use typical terms. LEVEL 2 A general knowledge of the theoretical and practical aspects of the subject. ‘An abilly to apply that knowledge. Objectives: The applicant should be able to understand the theoretical fundamentals of the subject. ‘The applicant should be able to give a general description of the subject using, as appropriate, typical examples The applicant should be able to use mathematical formulae in conjunction with physical laws describing the subject. The applicant should be able to read and understand sketches, drawings and schematics describing the subject. The applicant should be able to apply his knowledge in a practical manner using detailed procedures. LEVEL 3 ‘A detailed knowledge of the theoretical and practical aspects of the subject. A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive manner. Objectives: The applicant should know the theory of the subject and interrelationships with other subjects The applicant should be able to give a detailed description of the subject using theoretical fundamentals and specific examples. The applicant should understand and be able to use mathematical formulae related to the subject. ‘The applicant should be able to read, understand and prepare sketches, simple drawings and schematics describing the subject. ‘The applicant should be able to apply his knowledge in a practical manner using manufacturer's instructions. The applicant should be able to interpret results from various sources and measurements and apply corrective action where appropriate. 22 Module 1.2 Algebra na ace cones TTS Integrated Training System sxe eteTable of Contents Integrated Training System Designed in associaiion with the clubépre.com question practice aid Module 1.2 Algebra _ 4 Transposition. 7 5 Basic Rules 5 Common Factors 1 Powers and Roots 7 Complex Formulae 25 Linear Equations 35 Introduction 35 Indices and Powers__ _45 Basic Laws of Indices and Powers. 45 ‘Standard Form Introduction Number Systems 59 Binary_ 59 Octal - 65 Hexadecimal - 71 Binary Coded Decimal 7 Summary - 83 Simultaneous Equations 85 Methods of Solving 85 Quadratic Equations - 91 Introduction 91 Solution by Factorisation 93 Logarithms - 103 Why Logs? 103 Definition _ 103 Common Logarithms 105 Natural Logarithms 105 Rules of Logarithms _ 107 Further Logarithms — 109 Some special properties of logarithms es 111 Complex Numbers —_ 17 The Number i 117 The Complex Plane 118 Complex Arithmetic 119 se ante anon a Module 1.2 Algebra 23 TTS Integrated Training System ‘©.Canvrant 2011Integrated Training System Designed in association wih the clubséro cam qoeston practice ak (em Module 1.2 Enabling Objectives and Certification Statement Certification Statement These Study Notes comply with the syllabus of EASA Regulation 2042/2003 Annex II! (Part-66) Appendix |, and the associated Knowledge Levels as specified below: ect EASA 66 Level ] Objective Reference | _B1 B2 | Algebra _ 1.2 _ _ (a) 2 Evaluating simple algebraic expressions, addition, subtraction, multiplication and division, use of brackets, simple algebraic |___ fractions; _ ) 2 2 Linear equations and their solutions Indices and powers, negative and fractional indices Simultaneous equations and second degree | equations with one unknown Logarithms 2-4 Module 1.2 Algebra TTS Integrated Training Systea m= = = a Integrated Training System Designed in association withthe cubs6pro.com question practce ald Module 1.2 Algebra Transpo: Basic Rules 1. Most formulae are remembered in a standard form, but for the purpose of solving a Particular problem, it is often necessary to express a formula differently. This involves changing the subject of the formula and this process is called transposition Note: (a) Inthe formula, A = LB, Ais the subject (b) Inthe formula, C = nd, C is the subject (c) Inthe formula, S = ut + % at, S is the subject 2. The basic rules of algebra apply equally to transposition of formulae as to solution of equations. The most important concept being that whatever we do to the left hand side, ‘we must also do the right hand side. Examples: (a) If A = LB, transpose this formula to make L the subject. Divide both sides by B: 2 =L A Reverse the formula; L = (bs) tY = %, transpose the formula to make X the subject. Multiply both sides by Z: | YZ = X YZ () ta = ©, transpose this formula to make ¢ the subject: c Multiply both sides byc: ac = b Module 1.2 Algebra 25 TTS Integrated Training System overeat re riage 2Integrated Training System Designad in association wit the ‘hibobprecom question prac aid (e) 2-6 Divide both sides bya: pic Ity = x + c, transpose this formula to make x the subject. Subtract c from both sides: y-o=x xey-c Itp = a , transpose this formula to make q the subject Multiply both sides by r: pr=q-m ‘Add m to both sides: pr+m=q rem Module 1.2 Algebra TTS Integrated Training Systomi Integrated Training System wT Designed in association with the clubé6pro.com question practice aid Worksheet Transpose the following formulae to make the letter in the brackets the subject. 1 ys xez (x) 2 a=b-c (b) 3 p=q+s (s) 4. l=m-n (n) 5 y= 2x (x) 9 v=u+at (u) 10. y=m+e (ce) 1. V=E-IR 12. v=eud+at (t) 14 1. >==5 a“p © Used dene Module 1.2 Algebra 27 pape ne ape TTS integrated Trinng SystmIntegrated Training System Designod in aesociaton with the chagpro.com question prachee aid Intentionally Blank 2-8 Module 1.2 Algebra TTS integrated Training Systemfaa Integrated Training System oe’ Designedin bsoison nth he clubopre.com queston practice ad Answers 1 xsy-z 2 besarte 3. s=p-q 4. nem-l 5 xed z 6 m=% x 7 z= yx 8 c= 2 a 10. c=y-m nw 12 EV R 2. t= V8 a 3. T= R 14. us. 2 t 2 15. PER Module 1.2 Algebra 29Integrated Training System op’ clubébpro.com question practice aid Intentionally Blank 2-40 Module 1.2 Algebra ‘TTS integrated Training Systemcop’ Integrated Training System Designed in association withthe club66pr0.com question practice aid Common Factors 1. When the subject exists in 2 or more terms the formulae can only be transposed correctly when the subject is taken out as a common factor. Examples: a) b) Transpose the formula be +¢ = a to make c the subject. Take out c as a common factor: ob+t)=a If2r = pq + Fs, make r the subject. Subtract rs from both sides: 2-18 = pq Take out ras a common factor: (2-s) = pq re Pa 2-5 tx = S2*© make c the subject arc Multiply both sides by (a +) Kae) = ab +c Remove brackets: ax + cx = ab+c Collect terms containing c onto one side: Module 1.2 Algebra 2-11 TTS integrated Training SystemIntegrated Training System Designed in association wth the ‘hibebro com question practice ai Intentionally Blank 242 Module 1.2 Algebra TTS integrated Training Systemfoun) Integrated Training System apy Desgnedinabsociaton wit he clubbgpo.com queston prac a Worksheet Transpose the following formulae to make the letter in the brackets the subject. 10 WXY#X = 7 2. Ifab-b=c (b) 3. Ifp = st - pq (p) 4 tx = 43 y y 5 4 ab ic a 6 1_2,3 : 3 7 tt22+2 @ (Hint: Take the = to the left side of the equation a bc then find the Common Multiple of ‘a’ and ‘c’) 8 ne (R) (Hint: Find the Common Multiple of Ry and Ro) ant dose 6 Module 1.2 Algebra 243 Sieege aus ono TIS integrated Training SystemIntegrated Training System meee ra ow cement Intentionally Blank 214 Module 1.2 Algebra TTS Integrated Training Systemcw Answers 1 X= 2 b= 3 4 5 6 7 bs 8 R= Module 1.2 Algebra Integrated Training System Designed assocahon wth the ubbepre com queston paces ad 215 TTS integrated Training SystemIntegrated Training System Designed in association wth the club68p0 com question pracice ai Intentionally Blank 2-16 Module 1.2 Algebra TIS integrated Training SystemIntegrated Training System ¢ Designed in associalion with the clubépx0.com question practice aid Powers and Roots 1. The square root of a given number is such that, when the square root is multiplied by itself, the original number is again obtained. Examples: a) The square root of 4 is 2 because 2? = b) The square root of 9 is 3 because 3° = 9 c) The square root of 25 is 5 because 5° = 25 Instead of writing or saying ‘square root’, we write Examples: a) The square root of 16 can be written /16 b) _ ¥36 simply means the square root of 36 The cube root of a given number is such that, when itis cubed, the original number is again obtained, Examples: a) The cube root of 8 is 2, because 2° = 8 b) The cube root of 125 is 5, because 5° = 125 Instead of writing or saying ‘cube root’, we write 4. Examples: a) ¥27 simply means the cube root of 27 b) The cube root of 64 can be written V64 It follows from the above the nth root of a given number is such that when it is raised to the power n, the original number is obtained. Examples: a) YK = y, thenx b) fx = y"\then Vx = y ee ante dens 6 Module 1.2 Algebra 247 rea cine osc ‘TTS intograted Training SystemIntegrated Training System Designed in association with the ‘lub66ro.com question practice aid 6. You should remember that, providing we add or subtract equal numbers or letters to both sides of equations or formulae, or multiply or divide both sides of equations or formulae by the same number or letter, the truth of the equation or formula is unaffected. We can now extend this concept to include powers and roots. Examples: a) Taking square roots of both sides: ve = 19 x= 3 7. Consider the following examples: a) It Vx = y, make x the subject. Squaring both sides: Wa =y so xy b) Ifx* = y, make x the subject. ‘Square rooting both sides: Vx = Jy so W c) Ifa = bvc , make c the subject. ‘Squaring both sides: = (bve)? b? (Vey? Divide through by b* : Reverse: 80: 218 ‘TTS Integrated Training System 1% ° be Module 1.2 Algebra sm ee = @€ 8. You should note that /4 can be either +2 or -2 because both (+2)? and (-2)? = +4. Similarly, V9 = +3and, in general, Vx’ = + x Module 1.2 Algebra Integrated Training System Designed in associaiion withthe club66pro.com question practice id TTS IntegrateIntegrated Training System Designed in association with he ‘bpm com question practice id Intentionally Blank 2-20 Module 1.2 Algebra TTS integrated Training SystemDesigned in association withthe clubéépro.com question practice ald Integrated Training System Worksheet Transpose the following formulae to make the letter in brackats the subject: 1. (A) 2. () 3. (x) 4 (a) 5. Aare (O) 6. (n- 1h st (n) 7 p=avr ) 8. Pax %) 9. a= V2be (co) 10. xX’ = yz* (2) Leaner dae Module 1.2 Algebra 2-21 Enpagescime crap TIS Integrated Training SystemIntegrated Training System foamy Designad in association withthe a Euosope com cueson pace ‘ Intentionally Blank 2-22 Module 1.2 Algebra TTS Integrated Training SystemIntegrated Training System Z . « Designed in association with the clubéépro.com question practice ld Answers 1 A=& 2 pada 3 x=y~ 4 a= %b 5 =f © 6 n=Vt+1 7 += (2) \q 8. x =V2°-1? 9 2 2b Module 1.2 AlgebraIntegrated Training System Designed in association with he Ctubétpro.com dvestion practice ad Intentionally Blank 2-24 Module 1.2 Algebra TTS Integrated Training Systemnm a= aE es = Integrated Training System a Designed in association with the ‘lub66pr0.com question practice aid Complex Formulae 1. In previous periods, you were shown some of the basic types of situations that can arise when changing the subject of a formula. These basic types are often combined into a single problem. Such problems can be treated in a variety of ways, but, if you are in any doubt at all, the following sequence should be followed: a) First: remove root signs These 3 steps may be carried out in a different order for b) Second: —_ remove fractions certain problems, but all roots, fractions and brackets should ce) Third: remove brackets be removed before carrying out the fourth step. d) Fourth: rearrange formula, collecting all terms containing the required letter on one side of the equation and all other terms on the other side. e) Fifth take the subject out as a common factor f) Sixth divide through by the coefficient of the subject 9) Seventh: take roots (if necessary) It may not always be necessary to use alll the above steps, but, nevertheless, the sequence should be followed Examples: a) Transpose v’ = u? + 2fs to make u the subject. There are no root signs, fractions or brackets, therefore rearrange: Vv - ats There are no common factors or coefficients, therefore take roots: us Jord ce Module 1.2 Algebra 2-25 ‘age 2chine coger TTS integrated Training SystemIntegrated Training System Dasignad in assocaton win the clubépro.com question practice aks b) —Transpose T = 2x £ , to make g the subject. ‘Square both sides: Pos ext Multiply through by g: Tg 0 Divide through by coefficient T: 2-26 Module 1.2 Algebra TTS Intograted Training System c) 9)ow Worksheet Integrated Training System Designed in association wth the clubéépro.com question practice aid Transpose the following formulae to make the letter in the brackets the subject. 1 2. c=nd v = 2gh pe = ~ oT+R v = J2gh T = 2n ft 9 s = ut + weft? a o 12 Ptr 100 (a) w Module 1.2 Algebra 2-27 TTS integrated Training SystemIntegrated Training System ‘ Intentionally Blank 2-28 Module 1.2 Algebra ‘TTS Integrated Training SystemIntegrated Training System « Deseret sen nh . cactieb mp nS Answers 1 d= x 2. v= J2gh 3. R= eo 4. h= ¥ 29 5 ~ ot (QR)* 6. us ve Ty 7 tage 5.) a p= 2Sou t xb-a SS Ey 1001 10. -_”@ PT Module 1.2 AlgebraIntegrated Training System Designed in association with the cub com question practice ai Intentionally Blank 2-30 Module 1.2 Algebra TTS Integrated Training SystomWorksheet Solve the following equations. 1 n+8=17. 3. 3y = 20 5 8x =0 7 3n-2=10 9 4y-y=at 11, 3c=0+5 13. t+7=17- 4t 15. 7m-9-m= 3m 17, (2k - 1) = 20 19, 4(t-5)=0 21 m+ Da 42 5 x 2 2 =>-==0 8. 5 7 aia 25. = = 1 3°75 a Wri ls 2 3 4 3_ 9 29. == 8. p10 Integrated Training System Designed in associaiion withthe ‘lubé6pro.com question practice aid 20 n-5=11 4 9 6 x + ox = 18 a at4_> 3 x+2 to. Sf 25 4 12, 2p-8=p-3 14. 2a+4=19-a 16. 3(n-7) = 12 18. 5(2r+3) = 15 20. *+2=5 4 2. 241238 3 4 va, KK Ly 3 2. Xe Xp key 2°3"*4 2 422 x 7 x. 243.8 3 Module 1.2 Algebra 2-31 ‘TTS Integrated Training SystemIntegrated Training System b Intentionally Blank 2:32 Module 1.2 Algebra ‘TTS Integrated Training SystomAnswers 1 n=9 4.0 x= 18 7 on=4 10. x= 18 13. t=2 16 n= 11 19. t= 5 22. a=-12 25. a = 1.875 28. " 14, 17. 20, 23. 26. 29. q 12 1.4287 0.9230 = 3.3333 Module 1.2 Algebra Integrated Training System 12 15. 18. at 24. 27. 30. Designed in associaiton with the clubéépro.com question practice aid y = 6.666 x=6 y=7 p= m=3 r=0 m= 10 k=6 W = 0.1666 v= 12 2:33 TTS integrated Training System eCIntegrated Miri System espn nasnton n CE Intentionally Blank 2-34 Module 1.2 Algebra TTS imegrated Training Systemsf Integrated Training System Designed in association with the ky ‘lub 6px0.com question practice aid Linear Equations Introduction Any statement of equality between two quantities is an equation. This chapter is concemed with the solution of equations that can be rearranged into the form ax+b=0 where x is the unknown (variable), and a and b are constants. To solve equations of this form (variable) in the equation, we may first need to manipulate the equation so that all the terms involving the unknown (variable) appear on one side of the equation, and only constants appear on the other side. Note. When manipulating the terms of an equation it must remembered that whatever arithmetic operation is performed to one side of the equation must also be performed to the other side Example: Solve 2x-4 = 10 We want to find the numerical value of x that satisfies this equation. By moving -4 to the R.H.S. of the equation, remembering that we must change the sign (ie. by adding +4 to both sides of the equation) we obtain 2x 2x 0+4 4. now, by dividing both sides of the equation by 2, we obtain x=7 Hence x = 7 is the solution to the equation 2x - 4 = 10. We can check our answer by substituting it back into the original equation Since this is true, our solution is correct. Ure onde danse Module 1.2 Algebra 2:35 gap ne ae ‘TTS Intograted Training System ‘© Coownant 2011Integrated Training System op Designed in association wih he elus6tpo.com question prac id Example: Solve 3x-2=2x4+4 We aim to get the terms in x on one side of the equation and the constants on the other, Now, by moving -2 to the R.H.S. of the equation (i.e. by adding + 2 to both sides of the equation), we obtain Bx =2x4+442 3x =2x+6 Now by moving 2x to the L.H.S. of the equation (i.e. by subtracting 2x from both sides of the equation), we obtain This is the solution and we can check it by substituting back into the original equation ie, 3x-2=2x44 3(6) -2 = 2(6) +4 18-2=1244 16=16 Since this is true, our solution is correct. Example: soe 4% 5 By multiplying both sides of the equation by 5, we obtain by dividing both sides of the equation by 4, we obtain 5[2] =5(1) 4x55 x=1% 2-36 Module 1.2 Algebra a ane sabes e TTS integrated Training System everest he ssIntegrated Training System pe Designed in association with the lubépro.com question practice aid We can check this answer by substituting it back into the original equation Since this is true our solution is correct. Example: Solve %(8x- 1) =7 This equation can be written as 3x multiplying both sides of the equation by 2, we obtain 3x1] _ af > |= 2) 3x 1214 by moving -I to the R.H.S. of the equation (i.e. by adding +1 to both sides of the equation), we obtain Bx= 1444 x= 15 by dividing both sides of the equation by 3, we obtain This is the solution. Example: Solve Ft) = Y(2x-3) sane oxtave s Module 1.2 Algebra 237 rena ro kamen TTS integrated Training System ‘© Camvent>04Integrated Training System Designed in association wit the ‘lub66pr0.com question practice ald ¢ & This equation can he written as 2(x-1) _ 4(2x-3) 5 Using the process of cross-multiplication, we obtain 5[2(x - 1)] = 3[4(2x—3)] 10(x =!) = 12(2x - 3) eliminating the brackets, we obtain 10x - 10 = 24x - 36 rearranging the equation so that the terms in x are on the R.H.S. of the equation, and the constants are on the L.H.S., we obtain 10 + 3 2 24x — 10x 14x dividing both sides of the equation by 14, we obtain 26 tax 14° 14 26 14 6 =18 x 7 This is the solution. Example: Solve +3) 7_ 5x 9 Sa 4 3(x-1 ( 10 \3 2 set) 2-38 Module 1.2 Algebra {TTS Integrated Training SystemZi » Integrated Training System a Designed in association wit the clubéspre com question proceed In order to first simplify this equation we can multiply both sides of the equation by 10, thus eliminating the denominators. We then have: Expanding the brackets we have: 9(x + 3) +35 = 25x + 30(x - 1) 9x +27 +35 = 25x + 30x - 30 9x + 62 = 5x - 30 Rearranging the equation so that the terms in x are on the R.H.S. of the equation, we have: 30 + 62 = 55x - 9x 92 = 46x x=2 ves nde dace Module 1.2 Algebra 2-39 eoerate ceqeer TTS integrated Training System Seager che Training SystomIntegrated Training System Designed in association wit the ‘lubé6pro.com question practice aid Intentionally Blank 2-40 Module 1.2 Algebra TTS integrated Training System6 344x=5 i) 4x41=3x4+2 ii) 2-x=7x-6 i) ii i iv) vy) %4{6 - Bx) = 15 4(x-3)=3(x-1) 14(4-2x) = 3(6x+1) 3(x-2)=$(3-2x) -4(x-3)=4x 24(x-9)=-2% Module 1.2 Algebra Integrated Training System Designed in association withthe ‘lub6tpe0.com question practice aid 2-44 TIS Integrated Teining System ‘© Goounant 2011Integrated Training System Designed in association wit the elubBtprecom question practice aid 6. xii) xii) 2x-4 2(1—4x) xv) 32 4x 3x41 ) gu 5x) =%43 4 xvi) 2(3t + 7) + 4(8 -t) = 8(t + 2) xvii) 94 + 2(3-z) = % (2 - 62) veil) 4 ano dte-9) Baz 2,3 XW) 30-74 _5 x ») {a2 ix-2)+%09 2-42 Module 1.2 Algebra TTS Integrated Training SystemAnswers. 1 Use andor decors Module 1.2 Algebra Integrated Training System eeignad in association withthe ‘lubé6pro.com question practice aid 2-43 ‘TTS integrated Training System ‘© Copyright 2011Integrated Training System Designed in association withthe ‘lubéepro.com question practice aid 6. <. th o Forexample = = a°? = af a 3 (a7 =a™ tm] For example (a°)° =a®° =a’® 4 am =a™ tv] For example a”? = Va’ [Vv] For example: @ is ar ance © Module 1.2 Algebra 2-45 Gieaeedmecane TTS Integrated Training System ‘© Coovnant 2011Integrated Training System Designed in association with the club66pr0.com question practice aid and expressing a‘ x a’ with a positive index gives a’? =a (by law [I]) 1 (by law [V]) (vq we Example: = = (by law [1]) a’ a == (by law [IN 2 =1 (by law [VI]) Example: Simplify a’b°c x ab*c® and evaluate when a= 1, b= % andc=2 Grouping like terms this becomes a* x a x b°x b’x c x c°and since a = a’ and c=c', using law [I] this becomes al) xb x cll) = a8x Bex ot =a’b’ct When a=1,b=% andc=2, a%b’c* =(1)%(%)(2)* = % 2-46 Module 1.2 Algebra TTS Integrated Training System © Conweant 9014 pZi 5 Integrated Training System cy Designed in aocion withthe ctubéspro.com question practice aid Worksheet 1 Simplify p°q°r x pq’r° and evaluate when p = 3, q=2andr=% ity? 232 2 Simplify ________ and evaluate when x yz =2andz=9 2, 3 Simplify a“ b®’c® x b~?c® and evaluate when a = 16, b = 1/9 andc=6 Simply the following 4 a’b*c x a®b *c?, expressing the answer with positive indices only parr’ 5 — ary? 6 (x? y * 29) x (x28 y 2z"5)"8 expressing the answer with positive indices only a’b*c™ x (ab)* 7 " Va® vb% 0” K(vl) m2? x. 1 vm? 3 ———— KI 8 Module 1.2 Algebra 2-47 ecto trent TTS integrated Training System Site cine ease "© Ganvrinnt 2017Integrated Training System Designed in association wih the cibéopro.com question prachow aid Intentionally Blank 2-48 Module 1.2 Algebra TTS Integrated Training SystemIntegrated Training System ¢ Designed in asociion wit the ak ciubespre cam question pace? 8d Answers 1 par 13% 2 xPy*z% 6 3 a*b*c 4 3 40— ab? 5 gpa yezere 6 ee 7 alt psi gnaie Bk 228 em 22 Module 1.2 Algebra 2-49 TIS integrates Training System ‘cant ont?Integrated Training System Designed in association wth the {fubS5po sm question practee aid Intentionally Blank 2-50 Module 1.2 Algebra TTS Integrated Training System7 Integrated Training System cy Design in astciaon ith he club6dr@ som question proce Standard Form Introduction To multiply a decimal fraction by 10 the decimal point is moved one place to the right, by 100 two places to the right and so on. To divide a decimal fraction by 10, the decimal point is moved one place to the left and to divide by 100, two places to the left. The value of a number is unaltered if the number is both multiplied and divided by the same number. For example, the number 3 is not altered if multiplied by 1000 and divided by 1000, for 3x10 + 10° = 3. When solving problems containing decimal or other fractions, the fractions can be expressed in decimal fraction form with one figure only in front of the decimal point by multiplying or dividing the number by 10 raised to some power. When this way of writing a number is used itis said to be written in standard form. Thus a number written in standard form is a number between 1 and 10 multiplied by 10 raised to a power. To write 43.7 in standard form, for example, it is first divided by 10 by moving the decimal point ‘one place to the left to give 4.37. But it must now be multiplied by 10 to retain the value of the original number. So, 43.7 = 4.37 x 10 when written in standard form. Again, to write 0.0437 in standard form, it is multiplied by 100 or 10? by moving the decimal Point two places to the right and then divided by 100 (or multiplied by 10%) to retain its original value, Thus 0.0437 = 4.37 x 10? when written in standard form. Writing a number in standard form enables a quick check to be made on the approximate value of a calculation to make sure an error in the position of the decimal point has not occurred. Also a similar principle is used to denote the size of certain physical quantities. The SI system of units has adopted the metre as its basic unit of linear measure (length or distance). To measure the distance between two towns, thousands or tens of thousands of metres would be required, whereas the length of a smalll insect such as an ant would be expressed in thousandths of a metre. Since length and distance can vary so much, large distances are measured in kilometres or metres x 10°. The Table below gives some of the powers of 10 used to express numbers as a reasonable size, together with the abbreviations used for these powers of 10 and the name given to them. Uso ader acess Module 1.2 Algebra 2-51 Site reine TTS integrated Training SystemIntegrated Training System Designed in association with the clubé66p10.com question practice aid Powers of ten in common use: When multiplying The prefix The abbreviation a number by used is used is 10° Giga G 10° Mega M 10° kilo k 10" deci d 107 cent c 10° milli m 10° micro 10° nano n 10°? pico Pp 10° femto f To measure the power output from a large modern alternator in a power station, megawatts (MW) are used, but the power to drive a small transistor radio would be measured in milliwatts (mW). The distance between London and Birmingham would be stated in kilometres (km) but the distance between the ends of a pencil would be measured in centimetres (cm). These units are selected to keep numbers to a reasonable size. Other units used such as velocity, whose SI unit is metres per second, will be writen as ms-' or m/s and acceleration, having an SI unit of metres per second squared, will be written as ms-* or m/s. When a number is written in standard form, the number is called the mantissa and the factor by which it is multiplied the exponent. Thus 4.3 x 10° has a mantissa of 4.3 and an exponent of 10°. Addition and subtraction of numbers in standard form can be achieved by adding the mantissae provided the exponent is the same for each of the numbers being added. For example: 4x10? + 5.6.x 10 = 9.6x 10° This can be verified by writing the numbers as integers, for 4x 10? + 5.6x 10 = 400 + 560 = 960 Also 9.6 x 10? = 960 hence 4x 10° + 5.6x 10 = 9.6x 10? When the exponents are not the same it is usually better to write the numbers in decimal fraction form before adding or subtracting 2-62 Module 1.2 Algebra Ue we geo TS tntegeated Training System seventy ret mA‘lub 5pre.com question practice ald Integrated Training System The laws of indices are used when multiplying or dividing numbers given in standard form. For example: (3x 10%) x (5x 10°) = (3x5) x (104) = 15x 10°=1.5x 108 Simitarty, — = 2x 10° 8x 10° 8 =| x (10%) = 4x10? 2 Use andres Module 1.2 Algebra 2-53 os TS inet traning SytemIntegrated Training System Designed in association wth he Cub6pro.com question practic ad & % es: Intentionally Blank 2:54 Module 1.2 Algebra TTS integrated Training SystemIntegrated Training System Designed in association withthe clubépro.com question practioe ald € Worksheet Express the following numbers in standard form: 1 (a) 47.44 (b) 83.6 (c) 91.274 (d) 387.7 2 (a) 563 (b) 7210 (c) 63.000 0000 (d) 76271. 85 3 (a) 0.375 (b) 0.14 (c) 0.6 (d) 0.0026 (e) 0.00302 4 (a) 0.0000017 (b)0.0001015 —(c) 0.10002 (a) 0.07073 5 (a) 63 7/8 (b) 3/20 (c) 468 4/5 (d) 1/500 In the following problems, change the numbers from standard form to integers or decimal fractions: 6 (a)3.72x 10? (b)6.2174x 107 (c) 1.1004x 10° (d) 3.27 x 10" (e) 8.27 x 10" 7. (a)5.21x 10° (b) 3x 10% (c) 1.4771x 10% — (d) 5.87 x 10 8. (a) 7.176 x 10° (b) 9.98 x 10% (c) 4x 10° 9. Change the following numbers from standard form to proper or improper fractions: (a) 9.375 x 10? (b) 1.8735 x 10° (c) 5.625 x10 (d) 3.2475 x 10? Je eau Module 1.2 Algebra 2:55 one eres TTS nograte Training SystemIntegrated Training System Designed in association wih the cluboar com question practice aid 10. Evaluate and express the answer in standard form (a) 3.774x 10% + 7.28x 10" (b) 6.3x 10° + 5.381 x 10° (c) 1.476x10% - 1.471 x 10° (d) 3.576x 10% - 4.211x 10* 11. Find the value of the following, giving the answer in standard form: (a) 1.874x 10? + 2.227x10% — (b) 5.2710 + 8.371 42x 10" (c) 7.2873 x 10% - 3.8771 x 10% (a) 9.71.x 10? - 9.998 x 10° 12 Rewrite the following statements without using powers of 10: {a) the freezing temperature of copper is 1.3576 x 10° Kelvin (b) one kilowatt hour has the same energy as 3.6 x 10° joules (c) the reciprocal of 1.609 x 10° is 6.214 x 10% (d) the volume of one fluid ounce is 2.841 x 10° cubic metres {e) the square root of 4x 10% is +2x 10? 13. In these problems, evaluate giving the answers in standard form: (a) (4.75 x 10°)(8 x 10°) (b) 3 x (4.4 x 10°) (c) 8x 10% (d) (4.5 x 10°)(3 x 10%) 5x 10° 27x 10° 2-56 Module 1.2 Algebra sa unser cncin'e ‘TTS integrated Training Systom soni aratDesigned in association with the clubéépro.com question practice aid ¢ Integrated Training System AE Answers 1 (a)4.744x 10 (b) 8.36 x 10 (0) 9.1274x10 — (d) 3.877 x 10° 2 (a)5.63x 10? (b) 7.21 x 10° (c) 6.3 x 10° (d) 7.627185 x 10° 3 (a)3.75x10" (b) 1.4x 107 (c) 6x 107 (d) 2.6 x 10° (e) 3.02 x 10% 4 (a)1.7x10% (b)1.015x10% — (c) 1.0002x 10" —(d) 7.073 x 10% 5 (a) 6.3875 x 10 (b) 1.5.x 10" (c) 4.688 x 107 (d) 2x 10% 6 (a)372 (bv) 0.062174 (0) 1 100.4 (d) 32700 (e) 0.827 7 (a)5.21 — (b) 0.000003 (c) 0.001471 (d) 587 8 (a)7 176.000 (b) 0.000998 (c) 0.00004 9 (a)3/82 —(b) 3747/20 (9/16 ~— (ad) 1299/4 10 (a) 1.1054 x 107 (b) 1.1681 x 10 (c) 5x 10% (d) 6.35 x 10° 11 (a)2.0967x10% ——(b) 1.364142 x 10° (0) 3.4102 x 10% (d) -9.027 x 10° 12 (a) 1357.6 K (b) 3 600 000 joules (c) 1609; 0.006214 (d) 0.00002841 m? (e) 0.0004; + 0.02 13 (a) 3.8x 10° (b) 1.32 x 10* (c) 1.6 x 10? (d) 5x 10% Use ance acon Module 1.2 Algebra 2-57 TTS integrated Training SystemIntegrated Training System Designed in association wth the csub6pro.com question practice aid Intentionally Blank 2-58 Module 1.2 Algebra TIS integrated Training SystemDesigned in associaiion withthe clubéépro.com question practice ald Z Integrated Training System Number Systems Binary Every number that can be written in decimal can also be written in another system called Binary. Binary is the main number systems used by computer scientists. The binary number system is a base 2 number system which uses only the digits 0 and 1. Itis also a place value system which means that each place represents a power of 2, just as the place represents a power of 10 in the decimal system: Powers of 2: a at a? at atop? Decimal No.: 32.16 8 4 2 1 . 05 0.25 €.g.: 1010.012 o 0 4 0 4 0 o 4 The number 1010.01 therefore means: 1x8 =8 41x2 +1x0.25 0.25 So, 1010.012 = 10.2510 Binary to Decimal Conversions Example: Convert 1001001 to Decimal Write down the powers of 2, and the number to be converted below them, as follows 64 32 16 8 4 21 1 0 0 1 004 Then add all the numbers above the 1's ie. 644+8+1=73 season deeave Module 1.2 Algebra 2-59 Sctmase amour ‘TTS intograted Training SystemDesigned in association wth the ‘lubéépro.com question practice aid Integrated Training System op’ Decimal to Binary Conversions Example: Convert 271 to Binary Write down the powers of two up to the next higher number (256 in this case)than the number to be converted 256 128 64 32 16 8 4 2 1 Next write in the first digit 1 under the highest number (256). Subtract the 256 from 271 271-256 = 15 Insert 1’s under the numbers which, when added, come to 15. 256 128 64 32 16 8 4 2 1 1 1 1 1 1 The Decimal number 27110 is therefore 1000011112 Adding Binary Numbers Example: Add 1100010 to 1000111 Line up the numbers as shown, and add each column starting from the left (as you would when adding decimal numbers). When two 1's are added, this would normally be 2. But 2 is not allowed in binary, so write 0 and carry 1 to the next column to the left and include it in the addition of the next column. 1100010 1's carried to next left column +1000111 10101001 Module 1.2 Algebra Training Systema Integrated Training System cy Desgnedn ascent ne ‘lubé6pro.com question practice aid Worksheet 1. Convert the following Binary numbers to Decimal: (a) 1101.1 (b) 1001110.11 (c) 100100.1 Convert the following Decimal numbers to Binary: (a) 62 (b) 1,024 (c) 42.25 (d) 51.125 ‘Add the following Binary numbers: (a) 111.and100 — (b) 10010 and 1101 (c) 10110001 and 11100010 Yor ascoswe is Module 1.2 Aigebra 2-61 aby neasene TTS integrated Training SystemIntegrated Training System Dasignad in association with the ubepro.com question practice aid Intentionally Blank 2-62 Module 1.2 Algebra TTS Integrated ing SystemAnswers 1. 2, 3, (a) 135 (b) 78.75 (¢) 36.5 (a) 1111140 (a) 1011 (b) 10000000000 Integrated Training System cues com qunston nacho a (c) 10101001 (d) 110011.001 (b) 11144 (c) 110010011 Module 1.2 AlgebraIntegrated Training System Designed in association with the celubé6pr0.com question practice aid 2-64 ‘TTS Integrated Training System Intentionally Blank Module 1.2 AlgebraIntegrated Training System Designed in association wth the ub6pr.com queston pracice ad @ Octal Every number that can be written in decimal can also be written in another system called octal. Like binary, octal is one of the three main number systems used by computer scientists. The octal number system is a base 8 number system which uses only the eight digits 0, 1, 2, 3, 4, 5, 6, and 7. It is also a place value system which means that each place represents a power of 8, just as the place represents a power of 10 in the decimal system Powers of 8: 8 & 8 8 @ 8" 8° Decimal No: 4096 512 64 8 1 0.125, 0.015625 €.g.: 2379 2 3 7 Thus, an octal number such as 2375 = 2 x 8° + 3x 8'+ 7 x 8°= 128 + 2447 = 1599, Converting Binary to Octal and Octal to Binary To convert a binary number to an octal number, construct a 3-bit binary / octal lookup table like the one below. Starting at the binary decimal point of the binary number, take the first 3 bits and find the corresponding octal value from the table. Repeat with next 3 bits and so on. If less than 3 bits remain, pad them with 0's until there are 3 bits. Again use the table, 3-bit binary octal 000 001 010 ont 100 101 110 Wt binary / octal table Noanenso Use ander aoe Module 1.2 Algebra 2-65 Simoes cute TTS integrated Training SystomIntegrated Training System Designed in association withthe ‘lube 6pro.com question practice aid Example: Convert 11010010 to octal. 1. Take the 3 most right bits, 010 and find the corresponding octal value in the above lookup table. The octal value is ‘2’ 2. Take the next 3 bits, 010. The corresponding octal value from the lookup table is '2' again. 3. Now, only 2 bits, 11 of the binary number remain. Pad the left hand side with a 0 to get 011. The corresponding octal value from the lookup table is '3'. So, 110100102 = 3225 To convert from octal to binary, write down the binary representation of each octal digit. Note that each octal digit should take up 3 bits. Example: Convert 322s to binary 3=011 2=010 2=010 So, 322g = 0110100102 2-66 Module 1.2 Algebra TIS integrated Training SystemWorksheet 1 2. Convert the following Binary numbers to Octal (a) 101010100 (b) 011110100000 (c) 111101001 Convert the following Octal numbers to Binary: (a) 1263 (b) 65217 (c) 426 (d) 5625 ee acer esr Module 1.2 Algebra Integrated Training System Designed in association withthe clubépr0.com question practice ald 2-67 TTS Integrated Training System "ernment 04Integrated Training System usope.com aveton pacts sd Intentionally Blank 2-68 Module 1.2 Algebra TTS Integrated Training SystemIntegrated Training System Designed in asSociaiion withthe ‘lubéopro.com question practice aid 1. (a) 524 (b) 3640 (c) 754 | a 2. (a) 1010110011 {b) 110101010001111 (c) 100010110 | (d) 101110010101 u G Module 1.2 Algebra 2-69 TTS integrated Training SystemIntegrated Training System op’ Designed in ascocaton wi the Ee ubebpro com question practe ais . Intentionally Blank 2-70 Module 1.2 Algebra TTS Integrated Training Systemfi Integrated Training System cp Designed in association wt the ‘lubéépro.com question practice ala Hexadecimal Every number that can be written in decimal can also be written in another system called hexadecimal. Hexadecimal is the last of the three main number systems used by computer scientists. ‘The hexadecimal number system is a base 16 number system which uses the sixteen digits 0, 1, 2,3, 4, 5, 6, 7, 8, 9, A, B, C, D, E, and F. Here, we need the extra digits A, B, C, D, E, and F to represent the numbers 10, 11, 12, 13, 14, and 15, since there are no digits in the decimal numeral system to do this. decimal hexadecimal TAMDODSOOVOGRAONAO Hexadecimal is also a place value system which means that zach place represents a power of 16, just as the place represents a power of 10 in the decimal system: Powers of 16: 16° 16° 16' 16° 16" DecimalNo: 4096 256 16 1 . 0.0625 €.9.: 3AF is 3 AF Thus, a hexadecimal number such as 3AF js = 3 x 16° + 10 x 16'+ 15 x 16° = 768 + 160 + 15 = 94350. Note: It is much more difficult to convert from decimal to hexadecimal than it is to convert from hexadecimal to decimal. If you are asked in the exam to do the latter, take each answer provided and convert to decimal, until you get the number in the question. Use ar dace Module 1.2 Algebra 2-71 Siawednecune TTS integrated Training SystemIntegrated Training System Designed in association vith the {tub5pr com Question prackoe aid Converting Hexadecimal to Binary and Binary to Hexadecimal ow To convert a binary number to an hexadecimal number, construct a 4-bit binary / hexadecimal lookup table like the one below. Starting at the binary decimal point of the binary number, take the first 4 bits and find the corresponding hexadecimal value from the table. Repeat with next 4 bits and so on, If there is less than 4 bits remaining, pad them out to 4 bits. 4-bit binary hexadecimal 0000 0001 0010 0011 0100 0101 0110 0111 1000 1001 1010 1011 1100 1101 1110 qint AMIODFOOVB®HROMAO Example: Convert 11010010 to hexadecimal. 4. Take the 4 most right bits, 0010 and find the corresponding hexadecimal value in the above lookup table. The hexadecimal value is '2'. 2. Take the next 4 bits, 1101. Find the corresponding hexadecimal value in the above lookup table. The hexadecimal value is 'D'. So, 110100102 = D2ig To convert from hexadecimal to binary, write down the binary representation of each hexadecimal digit. Note that each hexadecimal digit should take up 4 bits. Example: Convert 2CFie to binary 2=0010 C=1100 Feit So, 2CFy = 0010110011112 2-72 Module 1.2 Algebra ‘TTS Integrated Training SystemIntegrated Training System Designed in associaiion with the ‘lubé.ipro.com question practice aid Worksheet 1. y 2 - Convert the following Binary bits to Hexadecimal code: (a) 11100001 (b) 101110001111 (©) 11111100 Convert the following Hexadecimal codes to Binary bits: (a) 4F (b) 1AC (©) 67 (d) 208 Convert the following Hexadecimal codes to Decimal: (a) 2D (b) 1AF (0) 21a (d) 1AE Convert the following Decimal numbers to Hexadecimal codes: (a) 1632 (b) 494 (c) 5174 (d) 67 soa cn Module 1.2 Algebra 2-73 TTS integrated Training System Conn 3044Integrated Training System Designed in association vn tho clubbbpro com avestenpreciee aid Intentionally Blank 2-74 Module 1.2 Algebra TTS integrated Training Systemcw Answers 1 @) ON (b) BEF () FC 2 (a) 1001111 3 (a) 45 (by 4. (a) 660 (by (overeat atone Integrated Training System Designadin association wth te ceubespro.com question practice a (b) 110101100 (c) 1100111 (a) 1010101000 431 (c) 538 (d) 430 1EE (c) 1436 (d) 43 Module 1.2 Algebra 2-75 TTS Integrated Training SystomIntegrated Training System Designed in association withthe lubéépro.com question practice aid 2-76 TTS Integrated Training Syston Intentionally Blank Module 1.2 Algebra =Integrated Training System Designed in assocaiion withthe lubsépro.com question practice aid € Binary Coded Decimal The BCD system is a four-bit system representing a decimal character for use with digital display readouts. It can also be used for addressing to make it more convenient for humans to use BCD number 1001 0010 0011 0000 Decimalequivalent 9 2 3 0 Thus, a BCD number such as 10010010001 10000 is 4 sets of 4-bit binary numbers 9, 2, 3 and 0, which, when decoded means decimal 9230. Lean assess Module 1.2 Algebra 277 ‘ong ee casa TTS Integrated Training SystemIntegrated Training System Designed in association wth the {hubbepre com question practic aid Intentionally Blank 2-78 Module 1.2 Algebra TTS integrates Training SystemIntegrated Training System if. 4 Designed in associaiton withthe ‘lub6épro.com question practice aid Worksheet 1 Convert the following Decimal numbers to BCD: (a) 94 (b) 429 (©) 2947 (a) 1736 2. Convert the following BCD numbers to Decimal: (a) 10000101 (b) 011100001001 — (c)_-:001101100100 Use ar aco Module 1.2 Algebra 2-79 rere te satenert {TTS integrated Training SystemIntegrated Training System Designed in association wit he «su66p0 com question practice cd Intentionally Blank 2-80 Module 1.2 Algebra TIS inograted Training System FaAnswers. 1 (a) 10010100 (b) 010000101001 = (c)_-—:0010100101000111 (a) 0001011100110110 2 (a) 85 (b) 709 (c) 364 Module 1.2 Algebra TTS Integrated TeIntegrated Training System Designed in association with the lub66pro.com question practice aid Intentionally Blank 2-82 Module 1.2 AlgebraBINARY DECIMAL Summary EX 0 0 1 1 2 10 3 "1 4 100 5 101 6 110 7 1 8 1000 9 1001 A 1010 B 1011 c 1100 D 1101 E 1110 F 11 10 10000 " 10001 12. 10010 13° 10011 14 10100 15 10101 16 10110 1710011 18 = 11000 1911001 1A 11010 1B 11011 ic 11100 1D 11101 1£ 11110 1F 41111 BCD OCTAL 0000 0000 0 0000 0001 1 0000 0010 2 0000 0011 3 0000 0100 4 0000 0101 5 0000 0110 6 0000 0114 7 00001000 = 10 0000 1001 "1 0001000012 0001 0001 13 | 0001 0010 14 | 0001 0011 15 0001010016 0001 0101 7 00010110 =—.20 0001011124 00011000 22 00011001 23 00100000 24 0010 0001 25 00100010 26 0010 0011 27 | 00100100 = 30 | 0010 0101 31 | 00100110 = 32 00100111 33 0010100034 00101001 35 00110000 36 0011 0001 37 Module 1.2 Algebra Integrated Training System Designed in assoion wit the ctunéspo.com question practice aid 2-83 TTS Integrated Training System ‘© Comnnnt 2041Integrated Training System Designed in association withthe ‘hub66ro.com question practoe aid Intentionally Blank 2-84 Module 1.2 Algebra TTS Integrated Training SystemDasignad in association with the ‘lubéépro.com question practice aid Integrated Training System Simultaneous Equations Methods of Solving Method 1: By Substitution Let 2x+3y=11 (1) and 4x+2y=10 (2) 11-3 Then from equation (1), x = 2 Let this expression for x be substituted into equation (2). Thus 11 - 3y 4 + 2y = 10 2 This is now a simple equation in y and may be solved. Multiplying both sides of the equation by 2 gives 4(11-3y) +4y = 20 Removing brackets gives 44 -12y+ 4y =20 Rearranging gives 44-20 = 12y-4y 24 = By Hence y=3 This value of y may be substituted into either equation (1) or equation (2). (The result should be the same in both cases.) Substituting in equation (1) gives 2x+3(3)=11 Therefore 2x+9 =11 ax = 11-9 ax = 2 Hence x=1 care 8 Module 1.2 Algebra 2-85 ‘TTS Integrated Training SystemIntegrated Training System ow Designed in association with the ‘lube 6pro.com question practice aid Therefore the solution of the simultaneous equations 2x + 3y = 11 and 4x + 2y=10is x=1 and y = 3. This is the only pair of values that satisfies both equations. Method 2: By Elimination let 2x4+3y = 11 (1) and 4x+2y = 10 (2) if equation (1) is multiplied throughout by 2 the resulting equation will be 4x +6y = 22 (3) The reason that equation (1) is multiplied by 2 is that the coefficient of x (i.e. the number multiplying x) in equation (2) and equation (3) is now the same. Sometimes it is necessary to multiply both equations by constants chosen so that the coefficients of x or y in each equation become the same. Equation (2) can now be subtracted from equation (3). Thus 4x + 6y = 22 (3) 4x +2y= 10 (2) Subtracting O +4y = 12 Hence ay = 12 Therefore y=3 This value of y may now be substituted in equation (1) or equation (2) exactly as in method 1 to find the value of x. It will be found from experience that in many cases method 1, that of substitution is unnecessarily cumbersome, so that method 2, the elimination procedure will be employed. Module 1.2 Algebra sear doses raining System onxcay te erta] Integrated Training System « Designed in aSsociaion wit the Worksheet Solve the following equations for the unknowns: 1oxty x-y =5 =2 2. 2s+3t=5 s+t= 2 3. 3g-2h g+2h 4, 4x-3y x+2y 5. 7a-4b = 37 6a+3b= 51 6. 4c=2-5d 3d+c+3=0 7. 3a+4b-5 =0 12 =5b-2a 14 6m-19 = 3n 13 = 5m+6n 15 4a-6b+2.5 = 0 Ta-5b+0.25 = 0 Module 1.2 Algebra 2:87 TS integrated Tearing System ‘© Copyraht 2011Integrated Training System Designed in association wth the Ctabb6pr0 com queston proves ais Ws + t= 15 t =—=1 elo ~ 7 183 1 19 1.2a - 1.8b = -21 2.5a + 0.6b = 65 20 2.5x + 0.45 - 3y = 0 1.6x + 0.8y - 08 =0 2-88 Module 1.2 Algebra TTS Integrated Training Systom © Coovnant 2011Integrated Training System Designed in association withthe ‘ub6épr.com question practice 24 50, q= -1.20 Module 1.2 Algebra 2-89 ‘TTS Integrated Training SystemIntegrated Training System op Designedin association with ho (a ‘lube bpre.com question practice ald Intentionally Blank 2-90 Module 1.2 Algebra TTS Integrated Training System caste ert= Integrated Training System Designed in asociion wth the Quadratic Equations Introduction A quadratic function is a function of the form y=ax’*+bx+e (1) where a, b, c are constants, and a * 0 Examples of the graphs of quadratic functions are given below: Higt Fig2 ‘A quadratic equation may be written in the form ax’+ bx+0=0 (2) where a, b, care constants, anda 0 Note that this corresponds to putting y = 0 in the quadratic function (1) The solution of the quadratic equation (2) is given by ~btvb®—4ac 2a 8) N. B. The derivation of formula (3) is not considered here. It should be noted that if b® - 4ac < 0 then (3) involves taking the square root of a negative number. This is not possible in terms of real numbers and such cases are not considered here. se an data 2 Module 1.2 Algebra 2-91 Sromaee dine cur TTS integrated Training SystmDesigned in association withthe Integrated Training System ow clube com question practve ad Example: Solve x -4x+3=0 Comparing this equation with (2) we see that a=tjb=-4; ¢=3 (ais the coefficient of x”; b is the coefficient of x; and c is the constant term) Using (3) we obtain xerbevby=4a0 | 4 v4)? = 4108) 2a ~ 2(1) 42Jie-12 | 4tJ4 _ 442 _ 6 2 2 2 3and1 This can be verified by looking at Fig. 1 (i.e. the solution occurs where the curve y=x2 - 4x +3 cuts the x axis). Module 1.2 Algebra sera a i i i i i i i i i The solution of x°-4x+3=0 isx=1andx=3 i i t i i i i i i I IIntegrated Training System Designed in associaiion withthe ‘lubéépro.com question practice aid Solution by Factorisation An alternative method of solving a quadratic equation is factorisation. However, this method is only easily applied to some quadratic equations. The method is illustrated as follows: x -4x+3=0 To factorise the left hand side of this equation we require two numbers the sum of which is -4 (the coefficient of x) and the product of which is 3 (the constant term). These numbers are -3 and -1, and the factors are (x - 3) and (x - 1). We now have: x -4x4+3=0 (x- 3) (x-1)=0 The two terms (x - 3) and (x - 1) have a product of zero if either one of the terms equals zero. Therefore the solution of our quadratic equation is (x-3) =Oor(x-1)=0 x=3 or x=1 Use andior dsctosure Module 1.2 Algebra. 2-93 oie TrSinqrate Teg System oreing orcaIntegrated Training System Designed in ascociation with the clubeepro.com question practice id Example: Solve + 6x-8=0 Comparing this equation with (2), we have a=-1; b=6; c=-8 Using (3) we obtain =btvb*-4ac = 6 +6 -4(-1)(-8) 2a - 2(-1) -62V36-32 _ = 2822 _ -8 ang -4 -2 “32 22 -2 x=4and2 This can be verified by looking at Fig. 2. Altematively, using the method of factorisation described in example 1, we have: + 6x-8=0 + 6x+8=0 (x- 4) (x-2)=0 x 4and2 Example: Solve 4x*- 14x+12=0 The calculations can be made simpler here if the equation is first divided through (on both sides) by 2. Hence we obtain 2x -7x+6=0 In this case we have a=2; b=-7; c=6; 2-94 Module 1.2 Algebra sean tuneae TTS integrated Training System owvemedey te satenertIntegrated Training System Designedin associaon with the and hence xe —bivb—4ac = 7+ 4941216) 2a 7 2(2) Tei 2 7818 ang & 4 4° 4 4 x=2and1% Example: Solve 3x? - 48 =0 Here we have 0; c=-48 -bivb’-4ac = 0+ JO 4(8)-48) 2a 2(3) _ 2N576 _ £24 - 6 6 xeid This example is a special case because b = 0. Whenever this case arises it is not necessary to. employ the quadratic formula given by (3). Instead we could have treated this example as follows: 3x° -48=0 Moving -48 to the R.H.S. of the equation (i.e. by adding 48 to both sides of the equation) we obtain Use ane secon 6 Module 1.2 Algebra 2-95 speedy e atement TTS integrated Training SystemIntegrated Training System Designed in association wit the kbp com question pect id 3x2 = 48 dividing through by 3 we obtain x= 48/3 = 16 = 16 Hence x=ad Example: Solve x - 8x=0 Here we have a=1; b Hence (-8)° - 4(1)(0) 21) This example is a special case because c = 0. Whenever this case arises it is not necessary to employ the quadratic formula given by (3). Instead we could have treated this example as follows: ¥-8x=0 Because both terms on the L.H.S. contain x, we can write this equation as x(x-8)=0 That is x = 0 or (x-8) =0 Hence the solution is x = 0 and 8 2.96 Module 1.2 Algebra setovrsns TTS Integrated Training System nv es= Integrated Training System Designed in associalion withthe ‘lub66pro.com question practice aid Example: Solve (x - 2) (x- 3) =2x-6 The first step is to expand the brackets and we have: («= 2) (x-3) = 5x + Rearranging this equation we have 7x +1220 We can now solve in the usual way. We have a= 1; b =-7; c= 12; and hence xarbtvb'-4ac 7449-48 2a ~ 2 7H _ 8 = = Sande 2° 2 2 Module 1.2 Algebra 2:97 TTS integrated Training System Sowemasoy me atenarIntegrated Training System cw Designed in association wit the a club6pr0.com question practice aid Intentionally Blank 2-98 Module 1.2 Algebraww Worksheet 1 np 2 > Goremasby me datenert Solve the following ij) @-5x44=0 fi) — x?-3x=10 iii) 6x?=1-x iv) ¥*-4x44=0 Solve the following: i) x= 25 =0 i) @=49 ii) iv) v) Solve the following: i) x -6x=0 ii) — -3x°+6 iii) 4x°-12x=0 iv) 3x°-x=0 v) 7x? Solve the following: i) x°-8x+7=0 ii) 8x°- 14x+8=0 iii) -8x® - 6x - 1=0 iv) 3x°-300 vy l0x’—x vi) 42x? = 13x-14 vil) (x= 8)(x-4)+3=0 vill) -227+ 192-24 =0 ix) -y?-l0y +2 x) 4x? = 3x Module 1.2 Algebra Integrated Training System Designed in association with the lub6épro.com question practice aid 2-99 TTS Integrated Training System "@.Camnnht ntIntegrated Training System Designed in association withthe celubépro.com question practice aid Intentionally Blank Module 1.2 AlgebraAnswers 1. ny e s ii) iv) vy) i) ii) ii) iv) v) vi) vii) viii) ix) x) santo seonsre Module 1.2 Algebra Integrated Training System Designed in assacion wit he club6p@ cam question practice ais 2-101 TTS Integrated Training SystemIntegrated Training System Designed in association wt the _subpo som question pracice ad Intentionally Blank 2-102 Module 1.2 Algebra TTS Integrated Training SystemIntegrated Training System Designed in associalon with the Logarithms Why Logs? In the discussion of indices it was noted that whenever a number is raised’ to a power then we write that in exponential notation and the meaning of it is thal the number appearing in the base is being multiplied by itself the number of times that is indicated by the exponent. The notation used was such that if we write 5°, what we actually mean is "5 multiplied by itself 3 times" Logarithms are mathematical inventions in order to answer a slightly different question (notice the word ‘invention’; logarithms make certain operations easier to handle and that is all they do, $0 you should think of them as a definition). In order to motivate why logarithms are introduced in the first place, let us invent a scenario. Suppose someone asked you the following question: What number do | have to raise to the power of 3 in order to get 1,000? Well... this might seem pretty simple and obvious. If you multiply 10 x 10 you get 100, and if you multiply 100 x 10 you get 1,000. So, you would say that 10 multiplied by itself 3 timas - or, in our power notation, 10° - is equal to 1,000. Now, this is easy to answer by thinking about powers because the above example is simple powers and simple number, and once can reason it out relatively quickly. However, things can get more complicated. Suppose now that you were asked “what number do | have to raise 10 to in order to get 735. All of a sudden the answer is not very obvious. What is so different about this question? There is actually nothing different about this question. You still can try doing the same process, but now the number isn't that pretty and it's not exactly obvious how many times you should multiply 10 by itself to get 735. If you multiply it by itself 2 times you get 100, but 3 times gives 1,000, and you have already exceeded 735! How do we “get out" this power that we need? Logarithms are - at the most basic level - invented to answer the more general question of how does one extract the base or exponent of an algebraic power when one of these is an unknown. Definition Continuing on the above reasoning, let us take our simple example again: what number raised to the power of 3 gives 1,000? If we invent an unknown variable - call it ‘y’ and try to write out our question in terms of the notation of algebraic powers we have the following situation: 10” = 1,000 The question is: what is 'y’ in the above formula? How do we solve for 'y’? We invent an operation called the logarithm - abbreviated to Log - and we apply this operation to the above relation. Module 1.2 Algebra 2-103 TTS Integrated Training System overly re 3Integrated Training System Designed in association with tho clubeepr.com question practice aid Thus: It bY This is the definition of a log x then logs(x) =y How does this help us with anything? It seems like we went in a big loop, and we knew the answer to begin with anyway! But ... now consider the slightly more complicated question that we had above: "what number do I raise 10 to, in order to get 7352". Let us apply the logarithmic process to this situation: 10'= 735 Logio735 = y If you take the Log of 735 on your calculator you get, 2.866...! So, 10 raised to the power of 2.866... gives you 735, and the question is answered. Recall that algebraic powers need NOT be integers, and here we have a clear example of a non-integer power. A series of logs can be drawn on a graph as shown below y Logiox =y i . 1 10 100 4000 Thus it can be seen that Logiol =0 Logio10 = 1 Logio100 = 2 Logio1000 = 3 Logio10000 = 4 etc. And the log of anything between 10 and 100 is between 1 and 2 (but not on a linear relationship) Module 1.2 AlgebraEE a ms =n = Integrated Training System Designed in associaiion withthe clubéépr0.com question practice aid It can be said then, that Logio150 = 2.xxx, where the x's are any numbers after the decimal point. The ‘2' is known as the Characteristic of the Log, and the decimals are known as the Mantissa. Hence, the characteristic of the Log of any number between 100 and 999 is 2. (The ‘Characteristic’ is in fact ‘n-1' where ‘n’ is the quantity of digits you are taking a log of). Common Logarithms There are two basic types of logarithms that are important to know. In the previous section, where logarithms were defined, you already saw the definition of one kind of logarithms; that was the so called "log base 10°. The logarithmic operation that we have introduced serves the main purpose of extracting the exponents in an algebraic power. This is true of the operation of “taking the logarithm". The logarithm of base 10 is most often useful when powers of 10 are involved, but not necessarily. It can be used in many other situations. For instance, suppose you were asked the following question: 3 raised to what power gives 16.8? Again, applying our definition of logarithm of base 10 - as defined in the previous section - we can answer this question ... but, in order to do this we need to define some rules of operation for logarithms (this is outlined in the next few pages) Logarithms having a base of 10 are called common logarithms and log10 is often abbreviated to ig Natural Logarithms There is another logarithm that is also useful (and in fact more common in natural processes). Many natural phenomenon are seen to exhibit changes that are either exponentially decaying (radioactive decay for instance) or exponentially increasing (population growth for example). ‘These exponentially changing functions are written as ex, where x represents the rate of the exponential In such cases where exponential changes are involved we usually use another kind of logarithm called natural logarithm. The natural log can be thought of as Logarithm Base-e. What this, means is that it is a logarithmic operation that when carried out on e raised to some power gives us the power itself. This logarithm is labelled with Ln (for “natural log") and its definition is: Ln(e’) =x Logarithms having a base of e (where ‘e’ is a mathematical constant approximately equal to 2.7183) are called hyperbolic or natural logarithms, and loge is often abbreviated to ‘In’. dn wer dears Module 1.2 Algebra 2-105 serosa rt TTS Integrated Training System rs ‘© Crnnwnnht 9044Integrated Training System Designed in association wth the ub6pro.com question practes aid Intentionally Blank 2-106 Module 1.2 Algebra TTS integrated Training SystemDesigned in assaciaiion withthe Integrated Training System Rules of Logarithms There are three rules of logarithms, which apply to any base. Rule 1. To multiply two numbers: log AB = log A + log B The following may be checked by using a calculator: Ig10=1 Also Ig5 + Ig2 = 0.69897 + 0.301029 = 1 Hence Ig(5 x 2) =Ig 10 =1g 5 + Ig 2 Rule 2. To divide two numbers: A log — = log A- log b B The following may be checked using a calculator: In— = In25 = 0.91629... Also In 5 - In2_ = In2.5 = 1.60943 - 0.69314 = 0.91629 5 Hence In —=In 5 In 2 2 Vass conse Module 1.2 Algebra 2107 rae gains TS integrates Training SystemIntegrated Training System Design in asociaton withthe csubegpr.com question paces ais Rule 3. To raise a number to a power The following may be checked using a calculator: i i log A" = nlog A i i Ig5* = Ig 25 = 1.39794 } Also 2Ig5 = 2(0.69897) = 1.39794 Hence Ig 5° = 21g 5 Module 1.2 AlgebraIntegrated Training System Designed in associlon with the clube som question praciee ai 4 Further Logarithms Example Solve the equation 3**' = 2”-* Taking logarithms to base 10 of both sides gives logio3**" = logio2 *°% 9 (x +1) logio3 = (2x~3) logio 2 xlogio3 + logio3 = 2xlogin2 - 3logio2 A calculator or log tables are required for the next line. It is given here as an example only. However the CAA question may give you the values of logiod and logio2 x(0.4771) + 0.4771 = 2x(0.3010) - 3(0.3010) x = 11.05 Example Solve the equation x25 = 37.5 Taking logarithms to base 10 of both sides gives. logyo x°* = logio 37.5 2.5 logiox = logio 37.5 logiox =logio37.5 2.5 A calculator or log tables are required for the next line. It is given here as an example only. However the CAA question may give you the values of log;o37.5 logiox = 0.6296 X = antilog 0.6296 = 4.262 Module 1.2 Algebra 2-109 TTS integrated Training System ‘@ Cinnwnnbt 2041Integrated Training System Designed in association withthe ‘lube pr0.com question practice aid Intentionally Blank Module 1.2 Algebra/ Integrated Training System op Designed in associa wth he ‘lub6ro.com question practice aid Some special properties of logarithms (i) logy 1 = 0 Let log, 1 =x then b* = 1 from the definition of a logarithm If b* = 1 then Hence logy 1 = 0 0, from the laws of indices. (logio 1 = 0, for example) (ii) logyb = 1 Let log, b= x then b* =b from the definition of a logarithm. Ifb*=b then x = 1, from the laws of indices Hence log, b = 1 (logio 10 = 1, for example) Module 1.2 Algebra 2411 Sepmgee lee cpr TTS integrated Training System ‘© Gamnnnt D011Integrated Training System Designed in association with he ctusépre.com question practoe aid Z a Intentionally Blank 2-112 Module 1.2 Algebra TS Integrated Tesning SystemIntegrated Training System Designed in association withthe clube épro.com question practice aid Worksheet In problems 1 to 3, solve the equations for x. 1. (a) logiox=4 (b)Igx=5 2. (a) logsx =2 (b) gx =-2 4 3. (a) logsx = - (b) Inx=4 eo In problems 4 to 8, evaluate the given expressions. 4. (a) logio 100 (b) loge 16 5. (a) log, 343 (b) Ig 1000 6. (a) logs 125 (b) loge 1/8 7. (a) logs8 (b) loger 3 8. (a) logo 10° (b) Ine” In problems 9 and 10, write the given expressions in terms of log 2, log 3 and log 5 to any base. 9. (a) log 60 (b) log 300 8x 5 125 x * 14 10. (a) log| (b) log | ——— 9 “ars 11. Simplify the following: (a) log 64- log 128 +10g 32 (b)_log 125 + log 25 - log 625 earn decane Module 1.2 Algebra 2413 sent er TTS Integrated Training SystemIntegrated Training System Designed in association withthe clube pr0.com question practice ald Intentionally Blank 2-114 Module 1.2 Algebra TTS Integrated Training System Zé 4b ane me ao eewr Answers 1 (a) 10000 (b) 100.000 2 (a) 9 (b) 0.01 3 (a) 116 (b) e* 4 (a2 (b) 4 5 (a3 (b)3 6 (a) 3 (b)-3 7 (a 1% (b) 18 8 (a) 5 (b) 7 9 (a) log2+log3+log5 (b) 10 (a) Slog2+ %log5—2log3 11 (a) 4log2 (b) log 5 Module 1.2 Algebra Integrated Training System Designed in associailon withthe lub 5pro.com question practice aid 2log 2+ log 3 + 2leg 5 log 2 + 3log5 — 3 log 3 2-115 TTS integrated Training SystemIntegrated Training System Designed in association wit the cup com question practen aid Intentionally Blank 2-116 Module 1.2 Algebra TIS integrated Training System Z. ¢ ses Sm we we oe a anDesigned in association with the lubéépro.com question practice aid Integrated Training System Complex Numbers The Number i Consider the Equations 1 and 2 below. Equation 1 Equation 2 X-1=0. +150. x x Equation 1 has solutions because the number 1 has two square roots, 1 and -1. Equation 2 has no solutions because -1 does not have a square root. In other words, there is no number such that if we multiply it by itself we get -1. If Equation 2 is to be given solutions, then we must create a square root of -1. Definition: The imaginary unit /is defined by The definition of i tells us that i? = -1. We can use this fact to find other powers of i. Example: ’xistxi sci. 1) x(4)=4 We treat i like other numbers in that we can multiply it by numbers, we can add it to other numbers, etc. The difference is that many of these quantities cannot be simplified to a pure real number. For example, 3 i just means 3 times i, but we cannot rewrite this product in a simpler form, because it is not a rea/ number. The quantity 5 + 3 i also cannot be simplified to a real number. However, (-i)° can be simplified. (-/)® = (-1 x i)? = (-1)? x i? = 1x (-1) Because i and (-i)® are both equal to -1, they are both solutions for Equation 2 above se ae danse Module 1.2 Algebra 2-417 ena eee ‘TTS Integrated Training System ae {© Cnunght 9041Integrated Training System ow Designed in association wth he a lubéepro.com question practice aid The Complex Plane Definition: A complex number is one of the form a + b i, where a and b are real numbers. a is called the real part of the complex number, and b is called the imaginary part. ‘Two complex numbers are equal if and only if their real parts are equal and their imaginary parts are equal. ie., a+b i = c+d iif and only ifa=c, and b =d. Examples: 2-5i 644i 0+2i 440i The last example above illustrates the fact that every real number is a complex number (with imaginary part 0). Another example: the real number -3.87 is equal to the complex number -3.87 + 01. Itis often useful to think of real numbers as points on a number line. For example, you can define the order relation c < d, where c and d are real numbers, by saying that it means c is to the left of d on the number line. We can visualize complex numbers by associating them with points in the plane. We do this by letting the number a + b i correspond to the point (a, b). 2-418 Module 1.2 Algebra TTS integated Training SystemIntegrated Training System Designed in association withthe cub66pxe cam question practice ad Complex Arithmetic When a number system is extended the arithmetic operations must be defined for the new numbers, and the important properties of the operations should still hold. For example, addition of whole numbers is commutative. This means that we can change the order in which two whole numbers are added and the sum is the same: 3+ 5 =8 and 5 +3=8 We need to define the three arithmetic operations on complex numbers. 1. Addition and Subtraction To add or subtract two complex numbers, you add or subtract the real parts and the imaginary parts. (at+bi)+(c+di=(a+e)+(b+d)i (at+bi)-(¢+di)=(a-c)+(b-d)i Example: (3-51) +(6+7 i) =(3 +6) +(-5+7)i=942i. (8-5i)- (6 +7) = (3-6) + (5-7) i=-3- 121, Note: These operations are the same as combining similar terms in expressions that have a variable. For example, if we were to simplify the expression (3 - 5x) + (6 + 7x) by combining similar terms, then the constants 3 and 6 would be combined, and the terms -5x and 7x would be combined to yield 9 + 2x. 2. Multiplication The formula for multiplying two complex numbers is (a+bi)x (c+ di) = (ac - bd) + (ad + be) i You do not have to memorize this formula, because you can arrive at the same result by treating the complex numbers like expressions with a variable, multiply them as usual, then simplify. The only difference is that powers of i do simplify, while powers of x do not. Example 2x4 + 2X7 i+ 4x31 + Bx7x i? =8414i+121+21x(-1) (8-21) + (14 +12) “13 + 261. (24+3(4+7)) Notice that in the second line of the example, the i? has been replaced by -1. Using the formula for multiplication, we would have gone directly to the third line. rr dco is Module 1.2 Algebra 2419 Gioopee daca TTS integrated Training SystemIntegrated Training System Designed in association withthe ‘lubé6pro.com question practice a 3. Division Definition: The conjugate (or complex conjugate) of the complex number a +b i is a-bi Conjugates are important because of the fact that a complex number times its conjugate is real; ie,, its imaginary part is zero. (a+b i(a- bi) =(a?+b’) +0f= Example: Number 243i 3-5i 4i Conjugate 2-31 34+5i 4i 2 be Product 449=13 9425=34 16 Suppose we want to do the division problem (3 + 2 i) + (2 + 5 i). First, we want to rewrite this as +2i a fractional expression 7 +5i Even though we have not defined division, it must satisfy the properties of ordinary division. So, a number divided by itself will be 1, where 1 is the multiplicative identity; i.e., 1 times any number is that number. 342i 2+51 Si So, when we multiply by <= we are multiplying by 1 and the number is not changed Notice that the quotient on the right consists of the conjugate of the denominator over itself. This choice was made so that when we multiply the two denominators, the result is a real number. Here is the complete division problem, with the result written in standard form. 3+2i 2451 342i 2+5i 2-5i xo 2-51 _ (B+2i)(2-5i) ~ (2+5i)(2-5i) 16-111 29 =16 U1; er) 2-120 Module 1.2 Algebra veandutete TTS integrated Tearing System enanad eso( y Integrated Training System cy Designed in ssociaion wth the ciuvespacom auestonprasiee ad Worksheet 1. Evaluate the following complex expressions: (a) (8-7) +(2+31) (bt) (8-4-6 +51) Perform the following operations: (a) (-34+4)+(2-59). (ob) 3i-(2-43). (c) (2-7 (3 +49). @ (1492-39. Write (2 - i) + (8 +2 i) in standard form se andor aon Module 1.2 Algebra 2-121 eer eer TTS Integrated Training System ‘© Coowant 2077Integrated Training System ( Intentionally Blank 2-122 Module 1.2 Algebra TTS Integrated Training SystemAnswers 1 (a) 10-47 (b) 943 2. (a) -t-i (b+) -2+7% (0) 34-137 () 5-1 oes 1313 fered hoster Module 1.2 Algebra Integrated Training System Designed in associaion wi tho lube com question practes aid 2-123 ‘TTS integrated Training SystemIntegrated Training System Designed in association withthe {ub som question practoe aid Intentionally Blank 2-124 Module 1.2 Algebra TTS itepiated Training SystomIntegrated Training System Designed in association with the clud66pr0.com question practice aid TTS Integrated Training System Module 1 Licence Category B1 and B2 Mathematics 1.3 GeometryIntegrated Training System Designed in association withthe ‘lubebpro.com question practoe aid iP Copyright Notice © Copyright. All worldwide rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form by any other means whatsoever: ie. Photocopy, electronic, mechanical recording or otherwise without the prior written permission of Total Training Support Limited, Knowledge Levels — Category A, B1, B2 and C Aircraft Maintenance Licence Basic knowledge for categories A, B1 and B2 are indicated by the allocation of knowledge levels indicators (1, 2 or 8) against each applicable subject. Category C applicants must meet either the category Bt or the category B2 basic knowledge levels. The knowledge level indicators are defined as follows: LEVEL 1 ‘A familiarisation with the principal elements of the subject Objectives: The applicant should be familiar with the basic elements of the subject. The applicant should be able to give a simple description of the whole subject, using common words and examples. 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Objectives: The applicant should know the theory of the subject and interrelationships with other subjects. The applicant should be able to give a detailed description of the subject using theoretical fundamentals and specific examples. The applicant should understand and be able to use mathematical formulae related to the subject. ‘The applicant should be able to read, understand and prepare skeiches, simple drawings and schematics describing the subject. The applicant should be able to apply his knowledge in a practical manner using manufacturer's instructions. The applicant should be able to interpret results from various sources and measurements and apply corrective action where appropriate. 32 Module 1.3 Geometry worsen TTS integra rnin System omens are Scope 2018op Integrated Training System Design in association wh he clube com queston proces a Table of Contents Module 1.3 Geometry _ 7 5 Trigonometry Trigonometrical Relationships The Sine Curve _ The Cosine Curve __ The Tan Curve Other Trigonometric Functions ___ To Find the Length of an Unknown Side _ Coordinates and Graphs. The x and y Axis _ ~ : Graphical Representations of an Equation The Straight Line Derivation of the Equation Cartesian and Polar Coordinates, Cartesian Coordinates Polar Coordinates mx +c Converting __ anaes Module 1.3 Geometry 3-3 pvemesoy beer TTS integrated Training System Srbapeza nec rating SystmIntegrated Training System Designed in association withthe ‘lubéépro.com question practice ald Module 1.3 Enabling Objectives and Certification Statement Certification Statement These Study Notes comply with the syllabus of EASA Regulation 2042/2003 Annex Ill (Part-66) Appendix |, and the associated Knowledge Levels as specified below: a EASA 66 Level Objective Reference | BT B2 | Geometry _ 1.3 (a) 1 __Simple geometrical constructions : ® 2 2 Graphical representations; nature and uses of graphs, graphs of equations/functions (c) 2 — polar coordinates Simple trigonometry; trigonometrical relationships, use of tables and rectangular and 4 TTS integrated Teinng System Benen ont Module 1.3 GeometryDesigned in association with tho club66pro.com question practice id Pz ) Integrated Training System cw Module 1.3 Geometry Trigonometry Trigonometrical Relationships 1. oveaby he aatanert eames menace ‘© Copyright 2011 By using Pythagoras, you are now able to partially solve right-angled triangles, i.e. you can find the third side of a right-angled triangle when given its other 2 sides. This chapter is concemed with establishing the basic trigonometrical concepts which will later enable you to completely solve right-angled triangles, i.e. to find all their 6 elements (angles and sides). Similar triangles are triangles which are the same shape, one is simply an enlargement of the other. Two important properties of similar triangles are: a) their corresponding angles are equal. b) their corresponding sides are proportional. Consider the triangles: (1) (2) E | B 10 6 5 3 A D. F 4 8 The above triangles are similar since they are equiangular and the ratios of their corresponding sides are constant, ie BC EF 6 3 a BCS. 8.5 AB DE 10 5 AC b AS ar) gq AC 4 DF ; Module 1.3 Geometry 35 TTS integrated Training SystemIntegrated Training System Designed in association with ne chubsépre.com auestionprachce aid B B e a c a A c A c b b 4. Now consider the following similar triangles: In both cases side ‘c' is the hypotenuse. Taking angle A as the reference: Taking angle B as the reference: a) Side 'a' is the side opposite a) Side 'b’ is the side opposite b) Side 'b' is the adjacent side b) Side 'a'is the adjacent side Since the triangles are similar, the ratios of corresponding sides are constant, ie., the ratios 2B and = are the same for all similar right-angled triangles. c'c 5. Ina right-angled triangle the ratio: side opposite the angle a) hypotenuse is called the SINE of the reference angle opposite a .sinA = a hypotenuse ¢ by SWeadiacent to the angle i. ated the COSINE of the reference angle hypotenuse cos = —adjacent_ _ b hypotenuse side opposite the angle =~ OPI is called the TANGENT of the angle. side adjacent that angle stan a = Sppesite _ a adjacent b The above are the fundamental trigonometrical ratios for right-angled triangles and must be remembered. A convenient method to help you to remember them is ‘“SOHCAHTOA’ or ‘SoHCaHTos’ where S=sin, C=cos and T=tan 36 Module 1.3 Geometry esis deta TTS igrate Training Systm ooeeteeceaaeme © Copynant 2011ow Example: Integrated Training System Designadin association with he clube com question practoo ad For the triangle shown find: a) sineofangleB —b)_—cosine of angle c) _ tangent of angle B B 5 4 A 3 c a) sinB = SP - 3 _ og hyp 5 ad) _ 4 b) cosB = 24 4 _ og ) hyp 5 co) tanB= SP _ 3 _ 75 ad 4 6. We will now investigate how the values of sin, cos and tan vary with the magnitude of the angle. a) When angle A is very small D c or a (1) sina = SPP — 2 andis very small. hyp When angle A is zero, sin A = 0 (2) cos A = os = 2 andb=c. yp When angle A is zero, cos A = 1 Module 1.3 Geometry 3-7 TTS Integrated Training System ‘@ Copyright 2011Integrated Training System jay Designed in associa wi te q club6€pro.com question practice aid (3) tanA = SPP = 3 andis very small. adj b When angle A is zero, tan A = 0 b) When angle A is large: B c/la alic 1) sin = c. a) h (2) cos A = and is small When angle A = 90°, cos A=0. (3) tanA = and is very large. " When angle A = 90°, tanA = ©. We can summarise the above: ANGLE 0° 90° sin 0 1 cos 1 0 tan 0 co Note: The maximum value of sin and cos is 1, but the maximum value of tan is infinity (*). oe Module 1.3 Geometry emu anoane TTS integrated Training System eae ante © Cowra 2011 B |) Integrated Training System X euuseepra com question practee ai 8. We have seen that trigonometrical ratios vary as the angle varies and have calculated values for 0° and 90°. We will now calculate the values for 30° and 60°. Consider the equilateral triangle ABC of sides 2 units. B Line BD bisects ABC and is perpendicular to AC A a c 2 In triangle ABD, A=60°, B=30°and D=90° side d = 2 (given) side b = 1 (half of AC) side a = 2-1 (Pythagoras) a= Thus, in right-angled triangle ABD: a) singor = 2 _ VB _ 17921 _ gaee9 hyp 2 2 ») cos 60° = “FI - 1 g5000 hyp c) tango? = SPP _ WB 17321 adj 1 d) — singor = SPP _ 1 _os000 hyp 2 adj e) cos 30° = =O hyp f) tango’ = OPP _ adj ‘Use angior disclosure is Module 1.3 Geometry 3-9 ecient TTS integrated Training System Semee care ‘© Copynen 201Integrated Training System Designed in association with the ‘lubépro.com question practice aid cap’ 9. We can now collect all our information and show graphically how the basic trigonometrical ratios change as the angle increases from zero to 90°, The functions alll give graphs which are important. You should know how to sketch them all and know how to use them The Sine Curve x | 0 | a0 | 60 | 90 120 sin 0.00 | 0.50 [ 0.86 | 1.00 0.86 240 300 | 330 | 360 0.86 | -1.00 | -0.86 | -0.50 [0.00 ] This is the curve drawn when you put all | the figures on the graph from the table + above. As you can see, this curve is in a | wave form. This wave can continue past 05 | ® J J 360°and go into the negatives The Cosine Curve x fo [xo feo [x0 cosx’ 1.00 [ose ]o.so_|o.00 [270 [300 [330 [360 fo.00 [oso fo.e7 [1.00 210 [240 -0.87 _|-0.50 If you look at this curve you can see it is actually the same as the sine curve except itis a different section (i.e. this peaks at 0°where the sine curve peaks at 909, jo 3-10 TTS integrated Training System © Ganwrinns 9041 Module 1.3 Geometry |The Tan Curve Integrated Training System Designed in association withthe ‘lup6epr0.com question practic aid FS CR AO fare oo los fume [= |r73 ose ooo Jose [iva [= [a73 [ose ooo The tan curve is very different from the + others. It is a non-continuous which breaks as the value at the breaking point | (when x=90° or x=270%) is infinity. Again this curve can be continued with the 1: section from x=90° to x=270° repeated From the curves we can see there is always more than one possible value for any number you are working out the inverse of ( sin” 0.5 = 30°or 150°). The problem is that your calculator only gives you one of the values ( the one below 90. You must remember the curves to find the position of the second angle. 10. You can, of course, use a graph to find the sin and cos of angles between 0 and 90°. For tan, this is only practical (because of length of axis) up to about 45°. You should note from the curves of y = sin @ andy = cos 0 that there is a definite relationship between sin and cos, e.g.: a) sin 30° = b) sin 45° = ©) sin 60° = d) — sin80° = owemaoty ta sananent cos 60° cos 45° cos 30° cos 10° 0.5000 0.7071 0 0.8660 and so on. Module 1.3 Geometry 3-11 ‘TTS integrated Training Systom ‘© Copyright 2011Integrated Training System . ieee Other Trigonometric Functions Although less often used, other trigonometrical terms can be derived from the basic terms sin and cos. These terms are called cot (cotangent), sec (secant) and cosec (cosecant). They are determined as follows: sin tan = —— cos cos cot = 2S sin Reciprocal relations: sin = cosec 1 cosec = — sin 1 cos = — sec 1 sec = —— cos 1 tan =— cot Square relations (also known as the Fundamental Identities): sin? +cos? =1 sec? - tan? cosec? - cot? 3412 Module 1.3 Geometry TTS integrated Training System serene ye emant © Copyright 2011Integrated Training System clubé6010.com question practice aid To Find the Length of an Unknown Side 1. So far we have evaluated the sine, cosine and tangent of angles, given the 3 sides of a right-angled triangle. In the following text it is shown how to solve completely a right- angled triangle, given any side and 2 angles. A c From the triangle shown: a) sing = SPB b) coso= 24. hyp hyp sing = 2 cos = 2 ¢ c asc sino bee cos8 c) tang = 2 d) By Pythagoras: adj tang = = =a + bP b a= btane isan ascosures Module 1.3 Geometry 3-13 poker TS integrated Training System Sees saree ‘© Copyaght 2011‘lubéépro.com question practice aid Integrated Training System Z ) 3. The following examples involve the use of trigonometry, or combinations of trigonometry and Pythagoras, to solve right-angled triangles. a) __ Inthe right-angled triangle ABC, find angle A and side c 12 (1) Tofind angle A. Note: In terms of angle a, we are given the side opposite and the side adjacent. Since 222 — tan, this is the ratio we use. adj tanA = 2.4 67° 23' (after using a calculator or tables) (2) Tofind side Note: If we use trig. to find side ‘c’, it necessitates our using angle A which we have just found. If we have made an error in calculating angle A, this would also result in an error in side ‘c’. By using Pythagoras, we use only given information and thus the possibility of ‘carrying’ an error is eliminated. ale Module 1.3 Geometry _ TTS Integrated Training System arse seas © Copyrint 2011 si=a? +b? os fiero c= fiaars c= 169 c= 13 Module 1.3 Geometry Integrated Training System Designedn asociton with he clubo6pro.com queston practice ad 3-15 TTS Integrated Training System ‘© Copyright 2011Integrated Training System oi dq Deg hmio uite (oy Intentionally Blank 3-16 'TS Intograted Training System mn 3014 Module 1.3 Geometry T © ContiIntegrated Training System Designed in associalion withthe clubéspr0.com question practice aid B Wortsret i 1. Forthe triangle shown, find the sine, cosine and tangent of Aand C. A i 10 8 BO c 6 . eaten Module 1.3 Geometry 3-17 (rere) a aatonect TTS integrated Training System (age oe capor ‘© Copyright 2011| Traini i free) itograted Training System op’ ‘lubéépro.com question practice aid Intentionally Blank 3-18 TTS Integrated Training System © Coownaht 2011 Module 1.3 GeometryZ Integrated Training System u Designedin association wi the mo cneepro.cam queston practee ad Answers 1. sin A = 06 sin C = 08 cos A = 08 cos C = 06 tan A = 0.75 tan C = 1.33 Module 1.8 Geometry 3-19 TTS Integrated Training System rantIntegrated Training System Designed in association wt Sep Som cuecion prac ald 3-20 “TTS ttegrats Traring Systom Contant Intentionally Blank Module 1.3 GeometryDesigned in association withthe clubéépro.com question practice aid é Integrated Training System Coordinates and Graphs The x and y Axis An equation involving two variables can be represented by a graph drawn on ‘Coordinates Axes’. Coordinate axes (illustrated below) consist of a horizontal line (usually referred to as the x axis) and a vertical line (usually referred to as the y axis). The point of intersection of these two lines is called the origin (usually denoted by the letter yaxis 0 xaxis Along the x and y axes we can mark off units of measurement (not necessarily the same on both axes). The origin takes the value zero on both axes. The x axis takes positive values to the right of the origin and negative values to the left of the origin. The y axis takes positive values above the origin and negative values below the origin Any point on this diagram can be defined by its coordinates (consisting of two numbers). The first, the x coordinate, is defined as the horizontal distance of the point from the y axis; the second, the y coordinate, is defined as the vertical distance of the point from the x axis. In general, a point is defined by its coordinates which are written in the form (a, b) Example: The point (3, 2) may be plotted on the coordinate axes as follows:- Uae anaer dcnes Module 1.3 Geometry 3-21 Seetby as dtone TIS integrates Traning System Speedo {© Copynght 2011Integrated Training System Designed in association withthe ‘lubéépre.cam question pracice aid Example: Consider the following diagram The points A, B, C, D, E and F above are defined by their coordinates as follows: A (1,4) D- (4,1) B (3,2) E c @i) oF 3-22 Module 1.3 Geometry abs TTS Integrated Training System ihe satnert f © Comunnnt 2044 onecaceIntegrated Training System 4 & Designed in association wit the clubépro.com question practice ais Worksheet 1 Piot the following points on coordinate axes. i) (2,3) ii) (1,4) ii) (6,0) iv) (0,2) vy (3-1) vi) (2,4) vil) (-1, -3) viii) (0-4) ix) (5,0) x) 64,1) xi) (-3,-1) xii) (3, -3) se ar coe 2 Module 1.3 Geometry 3-23 Dimas ty neem TTS integrated Training System ocr ‘© Copyright 2011Integrated Training System Designed in association wth the ‘lub6Epre.com question practice aid Intentionally Blank 3-24 TTS integrated Training System ©Copyright 2011 Module 1.3 GeometryAnswers 1. Integrated Training System Designed in associaion withthe clubéepro.com question practice ag Module 1.3 Geometry 3-25 TTS Integrated Training System ‘© Copyriant 2011Integrated Training System Designed in association with the ‘lubéépro.com question practice aid Intentionally Blank 3-26 Module 1.3 Geometry TTS Intograted Training System © Canwinht 9011CY Integrated Training System a Designed in associaon wth tho clubé6pr0.com question practice aid Graphical Representations of an Equation An equation involving two variables can be represented, on coordinate axes, by means of a graph. For a given range of values of x, the corresponding y values can be calculated from the equation being considered. The points obtained can then be plotted and joined together to form the graph. Before plotting the points on a graph, the axes must be drawn in a way that takes into account the range of the x-values and the range of the y-values. If graph paper is used (which is desirable) you should use a scale that involves a sensible number of units per square ie. you should use steps of, for example, 1, 2, 5 or 10 etc. units per square depending on the question. You should avoid using steps along the axes of, for example. 7 or 9 units per square as this can complicate the graph unnecessarily. Module 1.3 Geometry 3-27 TTS Integrated Training System (© Copyright 2011Designed in association with the ‘lubé6pro.com question practice aid Integrated Training System Tw Example Draw the graph of y=2x+1 for0 0 x 3-40 TTS Integrated Training System © Copwnant 2011 Module 1.3 GeometryDesigned in associaion withthe lube 6pro.com question practice aid Zz Integrated Training System Worksheet For each of the following equations identify the gradient and the y-intercept i) ii) iil) vi) vi) 8y=x-8 Use an « Module 1.3 Geometry 3-41 poremasty me sateen ‘TTS integrated Training System Sepage 2 ti chaser ‘© Copynght 2011Integrated Training System op Designed in association wit the (EB ‘lubé6pro.com question practice ald Intentionally Blank 3-42 TTS integrated Teaining System © Copynant 2011 Module 1.3 Geometryfy Integrated Training System oy Des nneaain a Answers m =gradient, c = y-intercept i) i) i) iv) y vi) vii) m=4,c=5 m=9,c=0 m=0,c=8 m=-3,c=4 Module 1.3 Geometry rs inpaied Tining oe Integrated Training System © Copyright 2011Integrated Training System Designed in association wit the clubeepro com question practice aid Intentionally Blank 3-44 Module 1.3 Geometry TTS integrated Training System © Coowiaht 2011j Integrated Training System Z Retest Derivation of the Equation y = mx +c Given the coordinates of two points, (x1, ys) and (Xe, yz) say, we can calculate the equation of the straight line that passes through these points. y Two methods of calculating this equation are illustrated below: Example: The question is: Find the equation of the straight line that passes through the points (1, 4) and (3, 10) Method 1 The general equation of a straight line is given by y = mx +¢ and it is necessary to find numerical values for m and c. If the straight line in question passes through the two given points, then each of these points must satisfy the equation of this straight line. That is, we can substitute the coordinates of each point as follows: y=mx+e substituting (1, 4) we have 4=mec (1) likewise, substituting (3, 10) we have 10=3m+e (2) Now (1) and (2) give us two equations in two unknowns, m and ¢, (i.e. simultaneous equations) which we can solve. sean desea « Module 1.3 Geometry 3-45 orcas ne tavret TTS integrated Training System wn me rae (© Copyright 2011Integrated Training System Designed in association win the cubsopro com queston practice ait We have 4=mec (1) 10=3m+¢ (2) Subtracting (1) from (2) to eliminate c we obtain 6 = 2m m=3 substituting this value of m back into (1) we obtain 'f we now substitute these numerical values of m and c into the equation y = mx +c, we obtain the equation of the straight line passing through the points (1, 4) and (3, 10). That is y=3x44 Method 2 In general, we can consider any two points (x; y;) and (%2, yz). The straight line passing through these points can be written as Y¥~Y1 = M(x — x) (m is the gradient of the line) Xp Ky Applying this to the points (1, 4) and (3, 10) we have x1=1; yi =4; x2=3; yo=10; and we hence obtain: NB. In this example, the point (1, 4) corresponded to (x1, y:) and the point (3, 10) corresponded to (xe, ya). lt we had worked through this example with the point (3, 10) corresponding to (x:, yx), and the Point (1, 4) corresponding to (xe, ye), the answer would have been exactly the same. 3-46 Module 1.3 Geometry “ TTS integrated Training Sytem at erat © Copyight 1fy Integrated Training System CE Designed in atccaon nth be Ss casbeaalson quoter ocloe sd Worksheet 1. Calculate the equation of the straight line that passes through the following points. i. (1, 3) and (3, 7) li (0,2) and (5, 22) li (1, -8)and (-1, -9) i 2. Calculate the equation of the straight line that passes through the following points: i. (1,7) and (3, 11) ii, (0,0) and (1, 6) ii, (3, -2) and 2, 1) iv. (0,0) and (-2, 8) v, (6,1) and (4, -1) vi. (0, -3) and (-2, 1) vii, (2, 6) and (7, 6) vii. (-5, -47) and (-2, -26) ix. (3, 1) and (3, -2) x. (1,114) and (2, 234) Use anor deca s Module 1.3 Geometry 3-47 gonna tyne ster TTS Integrated Training System ge? neon ‘© Copyright 2011Integrated Training System Designad in association with the ‘lub6épr0.com question practice aid Intentionally Blank 3-48 TS Integrated Training System (© Copyright 2011 Module 1.3 Geometrya Integrated Training System Designed in sociation wh he SS ‘ubegpro.com question practoe aid Answers 1 i, y=2x+1 ii, y=4x42 ii, y=2x-7 (y = mx + ¢ does not work with lines of infinite gradient) Module 1.3 Geometry srsimoorated 349 Integrated Training System ‘© Copyright 2011Integrated Training System Designed in association wit the {lube 6pro.com question practice aid Intentionally Blank 3-50 TTS Intagratod Training System © Copyright 2011 Module 1.3 GeometryIntegrated Training System Designed in association withthe club6p°0.com question practice aid Cartesian and Polar Coordinates To pinpoint where you are on a map or graph there are two main systems: Cartesian Coordinates Using Cartesian Coordinates you mark a point by how far along and how far up it is (x and y coordinates): Polar Coordinates Using Polar Coordinates you mark a point by how far away, and what angle it is (rand coordinates) ‘evened ne satenert Module 1.3 Geometry 3-51 TTS inlograted Training System ‘© Copynght 2011Integrated Training System Designed in assoclaton withthe clubéépro.com question practice aid Converting To convert from one to the other, you need to solve the triangle: To Convert from Cartesian to Polar Ifyou have a point in Cartesian Coordinates (x, y) and need it in Polar Coordinates (r, 6), you need to solve a triangle where you know two sides. Example: What is (12, 5) in Polar Coordinates? Use Pythagoras Theorem to find the long side (the hypotenuse): 12° 45% (12? + 5°) (144 + 25) = V (169) = 13 r Use the Tangent Function to find the angle: tano= > @= tan" 2 5 ° 72 7228 So, to convert from Cartesian Coordinates (x, y) to Polar Coordinates (r, 8): =V(x?+y) @=tan’ ¥ x 3-52 Module 1.3 Geometry

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