Professional Documents
Culture Documents
Licence Category
B1 and B2
Mathematics
1.2 Algebra
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 ability 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.
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:
Examples:
A
Divide both sides by B: = L
B
A
Reverse the formula: L =
B
X
(b) If Y = , transpose the formula to make X the subject.
Z
X = YZ
b
(c) If a = , transpose this formula to make c the subject:
c
x = y - c
qm
(e) If p = , transpose this formula to make q the subject.
r
q = pr + m
1. y = x+z (x)
2. a = b - c (b)
3. p = q + s (s)
4. l = m - n (n)
5. y = zx (x)
6. y = mx (m)
z
7. y= (z)
x
b
8. a = (c)
c
9. v = u + at (u)
10. y = m + c (c)
11. V = E - IR (I)
12. v = u + at (t)
RT
13. P = (T)
V
1 1
15. = (P)
R P
1. x = y - z
2. b = a + c
3. s = p - q
4. n = m - l
y
5. x =
z
y
6. m =
x
7. z = yx
b
8. c =
a
9. u = v - at
10. c = y - m
E V
11. I =
R
v u
12. t =
a
PV
13. T =
R
s at
14. u = -
t 2
15. P = R
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
c =
b1
pq
r =
2s
ab c
c) If x = , make c the subject.
ac
Remove brackets: ax + cx = ab + c
c(x - 1) = ab - ax
ab ax
c =
x1
a(b x)
c =
x1
1. If XY + X = 7 (X)
2. If ab - b = c (b)
3. If p = st - pq (p)
y3
4. If x = (y)
y
ab
5. If = c (a)
a
tu
6. If d = (u)
u
1 2 3 3
7. If = + (b) (Hint: Take the to the left side of the equation
a b c c
then find the Common Multiple of ‘a’ and ‘c’)
1 1 1
8. If = + (R) (Hint: Find the Common Multiple of R1 and R2)
R R1 R2
7
1 X =
Y 1
c
2 b =
a1
st
3 p =
1 q
3
4 y =
x1
b
5 a =
1 c
t
6 u =
d1
2ca
7 b =
c 3a
R1 R2
8 R =
R1 R2
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:
Examples:
Examples:
3
a) 27 simply means the cube root of 27
3
b) The cube root of 64 can be written 64
5. 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:
n
a) If x = y, then x = yn
Examples:
a) x2 = 9
so x = y2
so x = y
a2 = b2 ( c )2
a2 = b2c
a2
Divide through by b2 : = c
b2
a2
Reverse: c =
b2
Transpose the following formulae to make the letter in brackets the subject:
1. A = d (A)
2. p2 = q (p)
3
3. x = y (x)
4. a3 = b (a)
5. A = r2 (r)
6. (n - 1)2 = t (n)
7. p = q r (r)
8. z= r 2 x2 (x)
9. a = 2bc (c)
1. A = d2
2. p = q
3. x = y3
3
4. a = b
A
5. r =
6. n = t 1
2
p
7. r =
q
8. x = z2 r 2
a2
9. c =
2b
x2
10. z = 3
y
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:
2. It may not always be necessary to use all the above steps, but, nevertheless, the
sequence should be followed.
Examples:
u2 = v2 - 2fs
u = v2 2fs
2
2 2 L
Square both sides: T = [2]
g
2
2 L
= 4
g
L
= 42
g
4 2L
Divide through by coefficient T2: g =
T2
Transpose the following formulae to make the letter in the brackets the subject.
1. c = d (d)
2. v2 = 2gh (v)
E
3. I = (R)
r R
4. v = 2gh (h)
1 L
5. Q = (C)
R C
1 1 1
6. (u)
u v j
L
7. T = 2 (L)
g
8. s = ut + ½ ft2 (f)
sa
9. x = (s)
sb
PTR
10. I = (R)
100
2. v = 2gh
E
3. R = r
I
v2
4. h =
2g
L
5. C =
(QR)2
jv
6. u =
vj
2
T
7. L = g
2
2(s ut)
8. f =
t2
x2b a
9. s =
x2 1
100I
10. R =
PT
1. n + 8 = 17. 2. n - 5 = 11
x
3. 3y = 20 4. = 9
2
5. 8x = 0 6. x + 2x = 18
a4
7. 3n - 2 = 10 8. = 2
3
x 2
9. 4y - y = 21 10. = 5
4
11. 3c = c + 5 12. 2p - 8 = p - 3
13. t + 7 = 17 - 4t 14. 2a + 4 = 19 - a
x
19. 4(t - 5) = 0 20. +2 = 5
4
m a a
21. m + = 12 22. + 1 =
5 3 4
x 2 2k k
23. - = 0 24. - = 1
5 7 3 2
a a x x x
25. + = 1 26. + + = 1
3 5 2 3 4
5W 1 3 4 2
27. + = 28. =
2 3 4 x 7
3 9 2 3 5
29. = 30. + =
p 10 v 2 3
1. n = 9 2. n = 16 3. y = 6.666
4. x = 18 5. x = 0 6. x = 6
7. n = 4 8. a = 2 9. y = 7
ax + b = 0
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 (i.e. by adding + 4 to both sides of
the equation) we obtain
2x = 10 + 4
2x = 14
x=7
We can check our answer by substituting it back into the original equation
i.e. 2x – 4 =10
2(7) – 4 = 10
14 – 4 = 10
Solve 3x – 2 = 2x + 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
3x = 2x + 4 + 2
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
3x - 2x = 6
x=6
This is the solution and we can check it by substituting back into the original equation.
i.e. 3x - 2 = 2x + 4
3(6) - 2 = 2(6) + 4
18 - 2 = 12 + 4
16 = 16
Example:
4x
Solve =1
5
5 = 5 (1)
4x
5
4x = 5
x = 1¼
4x
i.e. =1
5
4
(1¼) = 1
5
4 5
= 1
5 4
Example:
Solve ½ (3x - 1) = 7
3x 1
=7
2
3x 1
2 = 2(7)
2
3x - 1 =14
by moving -I to the R.H.S. of the equation (i.e. by adding +1 to both sides of the equation), we
obtain
3x = 14 + 1
3x = 15
3x 15
3 3
x=5
This is the solution.
Example:
2(x 1) 4(2x 3)
3 5
10(x - l) = 12(2x - 3)
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
26 14x
14 14
26
x
14
6
x 1
7
Example:
Solve
x 3 7 5x
9 3(x 1)
10 2 2
We then have:
x 3 7 5x
109 10 3(x 1)
10 2 2
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
1.
i) x–3=4
ii) 3x – 5 = 7
iii) 2–x=1
iv) 14 - 5x = -6
v) -3 + 4x = 5
2.
i) 4x + 1 = 3x + 2
ii) 2 – x = 7x - 6
iii) 4 + 2x = 5x - 8
iv) -4 - 3x = -7 - 2x
v) 5x – 2 = -12x - 36
3.
i) 8x
3 = 16
ii) 1¾ x = -7
iii) - 2x = -6
3
iv) -3½ x = 4
v) 7x = -1
5
4.
i) 2(3x - 1) = 28
ii) 5(3 - 2x) = 35
iii) 3(2x +1)= -15
iv) -4(1 - x) = 24
v) ¾(5 - 3x) = 15
5.
i) (x 3) 21 (x 1)
2
3
ii) 1 1 (4 2x) 5 (6x 1)
4 14
iii) (x 2) 34 (3 2x)
3
2
iv) 2 (x 3) 4x
3
v) 3x
2 52 (x 3)
4
iii) x – 2 = 7 – 2x
iv) x
= -2
5
v) x
3 2 21
4
vi) x 1 3x
1
2 4 4
vii) 2 x 5
(2 3x)
3 6 6
viii) 2(3a -1) = 5(a + 7)
ix) 1
5
y
x) 2 1
3x 6
xi) 1 2
k 3 k 5
xii) 2
3
3x
xiii) 1 3
2x 4 2(1 4x)
xiv) 3 2
4x 3x 1
xv) x
3( 676 5x) 3
4
xvi) 2(3t + 7) + 4(8 – t) = 8(t + 2)
xix) 3x 2 7x
2
x
xx) 4x 7 x
3 5(x 2) 3
2 4
1.
i) x=7
ii) x=4
iii) x=1
iv) x=4
v) x=2
2.
i) x=1
ii) x=1
iii) x=4
iv) x=3
v) x = -2
3.
i) x=6
ii) x = -4
iii) x=9
iv) x = - 87
v) x = - 57
4.
i) x=5
ii) x = -2
iii) x = -3
iv) x=7
v) x = -5
5.
i) x=9
ii) x=1
iii) x = 117
25
3
iv) x= 7
6
v) x = 2 21
am = a x a x a x …….to m terms
an = a x a x a x …….to n terms
Laws:
am
2. = am-n [II]
n
a
a6
For example -- = a6-2 = a4
a2
1
-n
5. a = [V]
n
a
1
-3
For example: a =
a3
1
= (by law [V])
a3
a0 =1 [VI]
a2a3 a2+3
Example: = = (by law [I])
a5 a5
a5
= (by law [II])
a5
= a0
Example:
Simplify a2b3c x ab2c3 and evaluate when a = 1, b = ½ and c = 2
= a3b5c4
x½ y2 z3/2
2 Simplify and evaluate when x = 2, y = 2 and z = 9
3/2
y z
p1/3 q2 r1/5
5
(pq ½ r 3)1/3
6 (x-2/3 y ½ z3) x (x 2/3 y 2 z1/3)1/3 expressing the answer with positive indices only
a2 b ½ c -¼ x (a b) ¼
7
3
√a 2 √b 3 c ½
1 p3 q5 r6 13 ½
2 x½y½z½ 6
3 a¼b½c 4
c3
4
ab2
5 q 11/6 r – 4/5
y7/6 z3 1/9
6
x4/9
8 k 2 2/3 l2 m 2 1/2
3 x 103 ÷ 103 = 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 it is 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 2 by moving the decimal
point two places to the right and then divided by 100 (or multiplied by 10 -2) to retain its original
value.
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 small 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 103. 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.
109 Giga G
106 Mega M
103 kilo k
-1
10 deci d
-2
10 centi c
10-3 milli m
10-6 micro μ
10-9 nano n
10-12 pico p
-15
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 written as ms-1 or m/s and acceleration, having an SI unit of
metres per second squared, will be written as ms-2 or m/s2.
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 105 has a mantissa of 4.3 and an exponent of 105. 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:
8 x 105 8
Similarly, = - x (10 5-3) = 4 x 102
3
2 x 10 2
3 (a) 0.375 (b) 0.14 (c) 0.6 (d) 0.0026 (e) 0.00302
In the following problems, change the numbers from standard form to integers or decimal
fractions:
6 (a) 3.72 x 102 (b) 6.2174 x 10-2 (c) 1.1004 x 103 (d) 3.27 x 104
(e) 8.27 x 10-1
7. (a) 5.21 x 100 (b) 3 x 10-6 (c) 1.4771 x 10-3 (d) 5.87 x 10
9. Change the following numbers from standard form to proper or improper fractions:
(a) 9.375 x 10-2 (b) 1.873 5 x 102 (c) 5.625 x 10-1 (d) 3.2475 x 102
(a) 3.774 x 10-2 + 7.28 x 10-2 (b) 6.3 x 103 + 5.381 x 103
(c) 1.476 x 10 -6 - 1.471 x 10-6 (d) 3.576 x 104 - 4.211 x 104
11. Find the value of the following, giving the answer in standard form:
(a) 1.874 x 10-2 + 2.227 x 10-3 (b) 5.27 x 10-10 + 8.371 42 x 10-10
(c) 7.2873 x 10-4 - 3.8771 x 10-4 (d) 9.71 x 102 - 9.998 x 103
(b) one kilowatt hour has the same energy as 3.6 x 106 joules
(d) the volume of one fluid ounce is 2.841 x 10-5 cubic metres
2 (a) 5.63 x 102 (b) 7.21 x 103 (c) 6.3 x 108 (d) 7.627185 x 104
3 (a) 3.75 x 10-1 (b) 1.4 x 10-1 (c) 6 x 10-1 (d) 2.6 x 10-3
(e) 3.02 x 10-3
4 (a) 1.7 x 10-6 (b) 1.015 x 10-4 (c) 1.0002 x 10-1 (d) 7.073 x 10-2
5 (a) 6.3875 x 10 (b) 1.5 x 10-1 (c) 4.688 x 102 (d) 2 x 10-3
6 (a) 372 (b) 0.062174 (c) 1 100.4 (d) 32 700 (e) 0.827
10 (a) 1.1054 x 10-1 (b) 1.1681 x 104 (c) 5 x 10-9 (d) –6.35 x 103
13 (a) 3.8 x 106 (b) 1.32 x 104 (c) 1.6 x 102 (d) 5 x 10-3
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. It is
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:
e.g.: 1010.012 0 0 1 0 1 0 . 0 1
1x8 =8
+1 x 2 = 2
+ 1 x 0.25 = 0.25
Example:
Write down the powers of 2, and the number to be converted below them, as follows
64 32 16 8 4 2 1
1 0 0 1 0 0 1
i.e. 64 + 8 + 1 = 73
Example:
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
Example:
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.
(a) 111 and 100 (b) 10010 and 1101 (c) 10110001 and 11100010
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:
e.g.: 2378 2 3 7 .
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 = 3228
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:
3 = 011
2 = 010
2 = 010
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
0 0
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
10 A
11 B
12 C
13 D
14 E
15 F
Hexadecimal is also a place value system which means that each place represents a power of
16, just as the place represents a power of 10 in the decimal system:
e.g.: 3AF16 3 A F .
Thus, a hexadecimal number such as 3AF16 = 3 x 162 + 10 x 161+ 15 x 160 = 768 + 160 + 15 =
94310.
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.
1. 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'.
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:
2 = 0010
C = 1100
F = 1111
(a) 11100001
(b) 101110001111
(c) 11111100
1. (a) E1
(b) B8F
(c) FC
Decimal equivalent 9 2 3 0
11 – 3y
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
44 - 12y + 4y = 20
Rearranging gives
44 – 20 = 12y – 4y
24 = 8y
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.)
2x + 3(3) = 11
Therefore 2x + 9 = 11
2x = 11 - 9
2x = 2
Hence x = 1
Method 2: By Elimination
let 2x + 3y = 11 (1)
and 4x + 2y = 10 (2)
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.
4x + 6y = 22 (3)
4x + 2y = 10 (2)
Subtracting 0 + 4y = 12
Hence 4y = 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.
1. x+y = 5
x -y = 2
2. 2s + 3t = 5
s+t= 2
3. 3g - 2h = 7
g + 2h = 5
4. 4x – 3y = 18
x + 2y = -1
5. 7a - 4b = 37
6a + 3b = 51
6. 4c = 2 - 5d
3d + c + 3 = 0
7. 3a + 4b – 5 = 0
12 = 5b - 2a
8. a–b = 8
a + b = 12
9. d+e=3
3d + 2e = 7
10. x + 3y = 11
x + 2y = 8
11. 3m - 2n = -4.5
4m + 3n = 2.5
12. 3x = 2y
4x + y = -11
13. 4x - 3y = 3
3x + 5y = 111
14 6m – 19 = 3n
13 = 5m + 6n
15 4a – 6b + 2.5 = 0
7a – 5b + 0.25 = 0
s t
- = 1
3 7
17
a
- 11 = -2b
2
3
b = 9 - 3a
5
18 3 1
p - 2q = -
2 2
3
p + q = 6
2
19
1.2a - 1.8b = -21
2.5a + 0.6b = 65
20
2.5x + 0.45 - 3y = 0
1.6x + 0.8y - 0.8 = 0
21
1.2p + q = 1.8
p - 1.2q = 3.94
1 x = 3½, y = 1½
2 s = 1, t = 1
3 g = 3, h = 1
4 x = 3, y = -2
5 a = 7, b = 3
6 c = 3, d = -2
7 a= -1, b=2
8 a = 10, b = 2
9 d = 1, e = 2
10 x = 2, y = 3
11 m = - ½, n = 1½
12 x = -2, y = -3
13 x = 12, y = 15
14 m = 3, n = - 1/3
15 a = ½, b = ¾
16 s = 8, t = 7
17 a = 2, b = 5
18 p = 3, q = 2
19 a = 20, b = 25
20 x = 0.30, y = 0.40
21 p = 2.50, q = -1.20
y = ax2 + bx + c (1)
ax2 + bx + c = 0 (2)
b b 2 4ac
x (3)
2a
It should be noted that if b2 - 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.
Solve x2 - 4x + 3 = 0
a = 1; b = -4; c = 3
4 16 12 4 4 42 6 2
= = = and
2 2 2 2 2
x = 3 and 1
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).
x2 - 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:
x2 - 4x + 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) = 0 or (x - 1) = 0
x = 3 or x = 1
Solve -x2 + 6x - 8 = 0
a= -1; b = 6; c = -8
b b 2 4ac - 6 6 2 4(-1)(-8)
x =
2a 2(-1)
- 6 36 32 -6 4 -62 8 4
= = = and
-2 -2 -2 2 2
x = 4 and 2
-x2 + 6x - 8 = 0
x2 - 6x + 8 = 0
(x - 4) (x - 2) = 0
x = 4 and 2
Example:
The calculations can be made simpler here if the equation is first divided through (on both
sides) by 2.
Hence we obtain
2x2 - 7x + 6 = 0
a = 2; b = -7; c = 6;
b b 2 4ac 7 49 4(2)(6)
x =
2a 2(2)
7 1 7 1 8 6
= = and
4 4 4 4
x = 2 and 1 ½
Example:
Solve 3x2 - 48 = 0
Here we have
a = 3; b = 0; c = -48
and hence
b b 2 4ac 0 0 4(3)(-48)
x =
2a 2(3)
576 24
= =
6 6
x= 4
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:
3x2 - 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
x2 = 48/3 = 16
x2 = 16
Hence x = ±4
Example:
Solve x2 - 8x = 0
Here we have
a = 1; b = -8; c=0
Hence
8 64 0 88 16
= = = and 0
2 2 2
x = 8 and 0
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:
x2 - 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
Solve (x - 2) (x - 3) = 2x - 6
(x - 2) (x - 3) = 2x - 6
x2 - 5x + 6 = 2x - 6
x2 - 7x + 12=0
b b 2 4ac 7 49 48
x =
2a 2
7 1 8 6
= = and
2 2 2
x = 4 and 3
1.
i) x = 1, 4
ii) x = -2, 5
iii) x = -½, 13
iv) x=2
2.
i) x = ±5
ii) x = ±7
iii) x = ±12
vi) x = ±1
v) x = ±¼
3.
i) x = 0, 6
ii) x = ±1.41
iii) x = 0, 3
iv) x = 0, 13
v) x = 0, - 17
4.
i) x = 1, 7
ii) x = 23 , 4
iii) x = -½, -¼
iv) x = ±10
v) x = 0, 110
vi) x = 1 6 , 17
vii) x = 5, 7
viii) z = 1½, 8
ix) y=5
x) x= 0, -¾
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,
so 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 I 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 × 10 you get 100, and if you multiply 100 × 10 you
get 1,000. So, you would say that 10 multiplied by itself 3 times - or, in our power notation, 103 -
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 I 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:
10y = 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.
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 735?". Let us apply the logarithmic
process to this situation:
10y= 735
Log10735 = 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.
Log10x = y
2
x
1 10 100 1000
Thus it can be seen that
Log101 = 0
Log1010 = 1
Log10100 = 2
Log101000 = 3
Log1010000 = 4
etc.
It can be said then, that Log10150 = 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
‘lg’.
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(ex) = x
lg 10 = 1
Hence lg(5 x 2) = lg 10 = lg 5 + lg 2
A
log — = log A – log b
B
5
In — = ln 2.5 = 0.91629...
2
5
Hence ln — = ln 5 – ln 2
2
log An = n log A
lg52 = lg 25 = 1.39794
Hence lg 52 = 2 lg 5
Example
Solve the equation 3 x + 1 = 2 2x – 3
log10 3 x + 1 = log10 2 2x - 3
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 log103 and log102
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 log1037.5
log10x = 0.6296
x = antilog 0.6296 = 4.262
(i) logb 1 = 0
(ii) Iogb b = 1
8 x 5 125 x 416
10. (a) log (b) log
9 4
813
4 (a) 2 (b) 4
5 (a) 3 (b) 3
6 (a) 3 (b) -3
8 (a) 5 (b) 7
Equation 1 Equation 2
x2 - 1 = 0. x2 + 1 = 0.
x2 = 1. x2 = -1.
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.
The definition of i tells us that i 2 = -1. We can use this fact to find other powers of i.
Example:
i 3 = i 2 x i = -1 x i = - i.
i 4 = i 2 x i 2 = (-1) x (-1) = 1.
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 real number. The quantity 5 + 3 i also cannot be simplified to a real number.
However, (-i)2 can be simplified. (-i)2 = (-1 x i)2 = (-1)2 x i 2 = 1 x (-1) = -1.
Because i 2 and (-i)2 are both equal to -1, they are both solutions for Equation 2 above.
Two complex numbers are equal if and only if their real parts are equal and their imaginary
parts are equal. i.e., a+b i = c+d i if and only if a = c, and b = d.
Examples:
2-5i
6+4i
0+2i=2i
4+0i=4
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 + 0 i.
It is 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).
To add or subtract two complex numbers, you add or subtract the real parts and the imaginary
parts.
(a + b i) + (c + d i) = (a + c) + (b + d) i.
(a + b i) - (c + d i) = (a - c) + (b - d) i.
Example:
(3 - 5 i) + (6 + 7 i) = (3 + 6) + (-5 + 7) i = 9 + 2 i.
(3 - 5 i) - (6 + 7 i) = (3 - 6) + (-5 - 7) i = -3 - 12 i.
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
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
(2 + 3 i)(4 + 7 i) = 2x4 + 2x7 i + 4x3 i + 3x7x i 2
= 8 + 14 i + 12 i + 21x(-1)
= (8 - 21) + (14 + 12) i
= -13 + 26 i.
Notice that in the second line of the example, the i 2 has been replaced by -1.
Using the formula for multiplication, we would have gone directly to the third line.
Conjugates are important because of the fact that a complex number times its conjugate is real;
i.e., its imaginary part is zero.
Example:
Number Conjugate Product
2+3i 2-3i 4 + 9 = 13
3-5i 3+5i 9 + 25 = 34
4i -4 i 16
Suppose we want to do the division problem (3 + 2 i) ÷ (2 + 5 i). First, we want to rewrite this as
3 2i
a fractional expression .
2 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.
3 2i 2 5i
So, when we multiply by , we are multiplying by 1 and the number is not changed.
2 5i 2 5i
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 3 2i 2 5i
= x
2 5i 2 5i 2 5i
(3 2i )(2 5i )
=
(2 5i )(2 5i )
16 11i
=
29
16 11
= - i
29 29
(a) (8 - 7 i) + (2 + 3 i)
(b) (3 - 4 i) - (6 + 5 i)
1.
(a) 10 – 4 i
(b) -3 – 9 i
2.
(a) -1 - i
(b) -2 + 7 i
(c) 34 - 13 i
(d) 5-i
4 7
3. i
13 13