CSEC Mathematics STUDY NOTES . NOTES TO STUDENTS . UNITS UNIT UNIT UNIT UNIT UNIT UNIT UNIT UNIT UNIT 1 — CONSUMER ARITHMETIC 2-SETS 3 — GEOMETRY AND MEASUREMENTS 4-CONSTRUCTION 5 — RIGHT SOLIDS WITH UNIFORM CROSS-SECTION 6 — COORDINATE GEOMETRY 7 — FUNCTIONS AND RELATIONS 8 — GRAPHS 1 9 - CIRCLE THEOREM UNIT 10 — SINE RULE, COSINE RULE AND BEARING UNIT 11 — SIMULTANEOUS LINEAR QUADRATIC UNIT 12 - COMPLETING THE SQUARE UNIT 13 — LINEAR INEQUALITY AND LINEAR PROGRAMMING UNIT 14 —- TRAVELLING GRAPHS UNIT 15 —- MATRICES UNIT 16 — TRANSFORMATION UNIT 17 - VECTORSNOTES TO STUDENTS ‘The key to succeeding at Mathematics is having sufficient knowledge of the subject and ‘practice, practice and more practice!’ To this end, this booklet is designed to empower you to better practice Mathematics by providing you with summary notes of some of the topics ‘covered in the CSEC Mathematics syllabus. This booklet is intended to: 1. Provide a condensed yet insightful coverage of various areas of the CSEC Mathematics curriculum. Consequently, the book is designed in a manner to bring about quick understanding while giving attention to full scope of and depth of knowledge covered in the syllabus. 2. Assist with maximizing student learning by providing supplementary instructional material to be used in a time constraint leaming environment. As a complement to the teaching sessions, the booklet reduces the amount and type of notes the student has to record, thereby helping to remove and/or reduce any error(s), omission(s) or misunderstanding(s) that sometimes occur when students are recording notes quickly. 3. Allow students to spend more time listening and engaging in the learning material during face-to-face learning sessions. The booklet contains topics for which note taking may be time consuming and in some cases detract from the focus necessary to grasp the concept(s) being taught. 4, Give students an opportunity to pre-read and engage with the material related to various topics before they are taught. In many instances the material will equip students with the basic or pre-requisite knowledge upon which the required level of understanding may be built. Notwithstanding the above, this booklet is not intended to be a stand alone, all inclusive document, nor is it meant in any way to replace or be used as a substitute for regularly attending classes. Therefore, if a student misses classes and attempts to use this booklet as their only source of knowledge, to gain a comprehensive understanding the full requirements of any topic, that student would not be utilizing the booklet how it was intended to be used,UNIT 1 - CONSUMER ARITHMETIC. Salary A salary is paid to monthly paid workers Gross salary is the salary of a monthly paid employee before deduction Net salary or ‘take home pay’ is the salary after deductions. gross annual salary = gross monthly salary x 12 gross monthly salary = gross annual salary + 12 net monthly salary = gross monthly salary — monthly deductions net annual salary = net monthly salary x 12 Wages Hourly Paid Work Basic Week - Number of Hours worked per week at the basic rate (40 hrs). Basic Rate — Amount Eamed for every hour of work ($15/hr), Basic Wages = Basic Week x Basic Rate Basic Wages = 40hr x $15/hr = $600 Overtime Overtime (OT) — Number of hours an hourly worker works above the regular hours. Overtime hours is paid at an overtime rate.Overtime Rates Time-and-a-quarter = 14 x basic Rate = 1.25 x8 = ‘Time-and-a-half = 13 x basic Rate = 1.5 x 22 Double =2 x basic Rate = 2 x = $30.00/hr Triple = 3 x basic Rate = 3. x 42 = $45,00/hr OT Wages = OT Rate x OT hours worked Total Wages = Basic Wages + OT Wages Commission Persons working in sales are often paid a portion of their wages as a commission of the sales they make. 4% of Total Sales asic Wage + Commission Commission = Gross Wage - Basic Wage Income Tax (PAYE) Income Tax Threshold: A fixed portion of the annual income of citizens of a country that is tax free. Citizens whose annual income is less than the tax threshold do not pay income tax, Allowance — that part of the gross income that is non- taxable (i.e. tax-free income). Taxable income = gross income ~ total taxfree income (allowances) The net income = gross income ~ tax paidSimple Interest (I or S!) ‘Simple Interest is the interest earned on an investment or the interest the bank earns on a loan. PRT 100 P — Principal — The amount of money invested or borrowed. R — Rate % — The percentage of the principal earned on an investment or paid on a loan per annum. T Time in years. (For example, 6 months = = 0.75 years) .5 years, 18 months = 1.5 years, 9 months p= 100 ~ RT 1007 R= —— PT _ 1007 ~ PR In simple interest the principal remains the same. ‘Amount accruing, A =P +/ Hi Hire Purchase is a method of payment offered to customers of business selling high priced, tangible items. The customer makes a DEPOSIT (usually a percentage of the price of the item). The OUTSTANDING BALANCE is the difference between the Marked Price and the Deposit. Purchase Outstanding Balance = Marked Price - Deposit The business then lends the customer the money to pay the outstanding amount and then charges the customer an interest on that loan. The customer agrees to pay the outstanding amount plus the interest in equal monthly installments over an agreed time (usually years). Balance Payable = Outstanding Balance + Interest Balance Payable = Monthily Installment x Time of loan (in number of months) Hire Purchase price = Deposit + Balance Payable Marked Price + Interest (on outstanding balance)‘The MONTHLY INSTALLMENT is the amount of money paid by the customer, in consecutive months, until the amount payable is completely covered Monthly Installment = = Buying and Selling (Percentage profit and Percentage loss) Profit (SP > CP) Loss (CP > SP) Cost Price - CP Loss Selling Price -— SP Loss % Profit = SP — CP Profit % =" Profit % = 2A x 100% prot 4 = 22 Loss = x% of CP oft % = SE x 100% CP — Loss % of CP 100 —x) % of CP P + Profit (Where xis the loss percentage) P = (100 + x) % of CP (Where «is the profit percentage) Discount Normally the discount is caloulated as a percentage of the selling price or marked price. Discount = x% of the selling price Discount price = selling price — discount = (100— 2) % of the selling price Selling price (price before discount) = Discount price x (@o00=x)Sales Tax — VAT (Value Added Tax) Sales Tax (GCT or VAT) = x% of the marked price Price inclusive of sales tax = Marked price + Sales tax = (100 + x)% of the marked price Price inclusive fsales tax ~ Sales tax Price inclusive of sales tax x G@00+x)UNIT 2- SETS Aset is a collection of items usually of the same kind. The members of a set are called the elements of the set. Aset is usually denoted by a capital. Defining a Set ‘Aset may be defined by describing the members or by listing the members. A set is said to be well-defined when all its members can be listed. Examples: {the set of vowels in the English alphabet} fa, €, i, 0, u} the set of factors of 12} 1, 2,3, 4, 6, 12} ‘Symbols used in Sets + n(B) = the number of elements in set B * @aaxd + €=isan elements of is not an element of is contained in * (oro =the null set intersection © U=union ite and Infinite Set Ina itis not possible to count or name all the elements. ite set it is possible to count and name alll the elements in the set. In an Infinite set Examples of a Finite Set (@.€, ,0, u) 1, 2,3, 4, 6, 12} Examples of an infinite Set the set of Natural Numbers}D The Ni {the set of stars in the universe} Set The null or empty set contains no elements. Examples {the number of days of weeks of the month with eight days} F = {people with six legs} Equivalent Sets ‘Two sets are equivalent if they have the same number of elements The Number of Subsets ‘The number of subsets of a given finite set, S, is given by the formula S = 2" where nis the number of members of the set. (X, YZ} The subsets of P: {x), fy) (2), & yb & Zh Ys Zh Ch & ys 2} - The null set is a subset of all sets and every set is a subset of itself. The number of Subsets Calculation Asset with 3 elements has 8 subsets. Complement A’= Acomplements is the set of all the elements in the Universal Set that is NOT in Set, A. Therefore, if an element is not in Set A it is in A complements. Example: U=[1, 2,3, 4, 5,6, 7,8, 9, 10} A=(2,3,5, 7} A’={1, 4,6, 8, 9, 10) Remember, A’is the set of all the elements in the universal (set U) that is not in A. On a diagram A'is any area not covered by set A. In the Venn diagram below A'is the grey area of the rectangle representing the universal set, itis, the area in the universal set outside of the set A. 91,4,6,6,9, 10 "= (a:x €U but x € 4}= A complements the set of all x such that x is an element of the universal set but x is not an element of set A. U Intersection of Two Sets AnB =A intersect B is the set of all elements common to both Set A and Set B. Ona Venn diagram A intersect B is the area where A and B overlap. Example: U=[1,2, 3,4, 5,6, 7, 8, 9, 10} A={2,3,5, 7} B= {1, 3, 5, 7, 9} = the set of odd numbers less than 10 AnB =43,5, 7}= the set of elements common to both Set A and Set BAnB= (3,5, 7}is the set of elements that are in both set A and set B. A intersect B are the elements that are both prime numbers (set A) and odd numbers (set B). Itis the area of overlap between A and B. AnB=({x:x € A and x € B}=A intersect B is the set of all x such that x is an element of, Set A and x is an element of set B. B'= {2, 4, 6, 8, 10} — all the elements in the universal set that is not in set B — All the elements in the universal set that are not odd numbers. A'= (1,4, 6, 8, 9, 10} all the elements in the universal set that is not in set A — All the elements in the universal set that are not prime numbers. A‘/B = {1, 9} = the set of elements common to both set A' and set B = these are the elements that are in set B only (odd numbers only). B' NA = (2) = the set of elements common to both set B'and set A= these are the ‘elements that are in set A only (prime numbers) - This is the set of prime numbers that are not odd numbers (B'. A’nB'= (4, 6, 8, 10} = the set of elements common to both set A' and set B'= these are the elements that are not in set A or set B. These are numbers that are neither prime numbers or odd numbers. i‘Aorly 4,6,|8, 10 \ Bonly And A’n By or AUBY | +f De Morgan's Law In the Venn diagram below An Bis shaded area U AnB [ab] [ae]The Union of Two Sets AUB =A union B is the set of the elements in set A or in set B or both. Itis the set of all the elements in set A and set B combined. {1, 2, 3, 5, 7,9} = The set of elements in A and B combined. (4, 6, 8, 10} = This is the set of elements that is not in set (AU B) From above A’n B'= {4, 6, 8, 10} Therefore: A'nB'= (AUB)' (1,2, 4,6, 8, 9, 10} 1,2, 4, 6,8, 9, 10} Shaded Regions rU 13In the Venn diagram below A U Bis the shaded area Subsets Ais a subset of B means that all the elements in set A are also in set B. We say that ACB (Ais contained in B). — —— U——_ AoB 14Aub IfA is a subset of B, A= An Band B=AUB The Disjoint Set Disjoint sets have no common elements. U — aun pu In the figure above A and B are disjoint sets Ao B = {} or @ and the shaded area is Au B. AnB={} because A and B do not overlap and the shaded area A u Bis the area covered by A and B combined,UNIT 3 - GEOMETRY AND MEASUREMENTS Measuring an Angle ‘A protractor is an instrument used for measuring angles in degrees. On your protractor there is a scale going clockwise from 0° to 180° (i.e. from left to right). And there is another scale going anti- clockwise from 0° to 180° (i.e. from right to left). Using either of these scales we can measure angles from 0° to 180°, In order to measure an angle, the centre of the protractor is placed at the vertex of the angle. And the horizontal base is placed along an arm of the angle (this corresponds to the 0° position). The magnitude of the angle is then read off the protractor using the correct scale (je. the scale that goes from 0° to x°).. Examples Measuring an acute angle Measuring an obtuse angle The acute angle x = 70°. ‘The obtuse angle y = 135°. The 180° protractor cannot be used to directly measure an angle between 180° and 360°. 16Application Use your protractor to measure each angle marked by a letter: (a) Polygons. As previously mentioned, a polygon is a plane geometric shape bounded by three or more straight sides. Properties of all polygons 4. Sum of internal angles (int.2), S = (nm — 2) x 180°, where S is the sum of the internal angle and nis the number of sides. tg tty tty thy + ty = (n—2) x 180°2. Sum of extemal angles (ext.2) =360° enter teste, tes = 360° 3. The number of sides (n) = the #int.2 = the #ext.2 4, int. 2+ext.2 = 180° (45 on a straight line) Regular Polygon Properties 1. Allsides are equal All intemal angles are equal 3. Oneint. 4 = G=22a80" 2608 4, Oneext. 2 Greets Examples of regular polygons 18X suitatera Square Hexagon Triangle Name of | Number] _ Sum of internal ‘One int. Z One ext. 2 polygon 2) x 180° 360° ints = a2) 180" exts = Triangle = 180" | 360 120° (Equilateral) x 180°= 180° | 1imta=—-= 3 = 120 ‘Quadrilateral 4 (4 — 2) x 180° 1 _ 360" 360" (Square) x 180° = 360° mt sie sir Pentagon 5 5 — 2) x 180° a 7 = $x1s0°= 540° _|tints=—-—= 108° | = 72 = . T20F TOO" Hexagon e Cee ye [tits =—— = 120° |= = 60 Heptagon 7 7 — 2) x 180° Deans ot st x 180° = 900° eee de z= . i maT [Oa eae [ieee a Bo Nonagon 9 (9 — 2) x 180° _ 20" a x 180° = 1260° ine= so a Decagon 70 10 — 2) x 180° TO = x 180° = 1440 _| 1mb4 =o = 144 | “o = 36 Property Sheet: Plane Geometric Shapes Shape Properties: ‘Area & Perimeter 19Two pairs of equal adjacent sides. One pairs of equal ” opposite angles. Diagonals intersect at right angles. . One diagonal is bisected by the other diagonal Opposite sides are parallel. . All four sides are equal. . All four angles are right angles. Diagonals bisect each other at right angles. Diagonals bisect the angles at the vertices. Hence each angle formed is equal to 45°. Diagonals are equal in length. (d, = ds) Pal+l+l+l I Rectangle Opposite sides are parallel, Opposite sides are equal. . All four angles are right angles. Diagonals bisect each other. Diagonals are equal in length. A=lxw Palewslew 21+2w =2(1+w) 20a) Pe i Parallelogram 1. Opposite sides are parallel. 2. Opposite sides are equal. 3. Opposite angles are equal. 4. Diagonals bisect each other, A=bxh ‘Area of a parallelogram given the length of two adjacent sides and the magnitude of the included angle. A=absin@ and b are the lengths of adjacent sides of the parallelogram and @ is the included angle. T. Opposite sides are parallel. 2. Allfour sides are equal. 3. Opposite angles are equal 4. Diagonals bisect each other at right angles, 5. 5. Diagonals bisect the angles at the vertices. 6. (usually) the diagonals are not equal in length A=bxh=bh A=1axd, 5d; A=absin@ P=b+b+b+b =4b 21Ll b+ Trapezium 2 A=H(a+6)h Area= 5 (sumof parallel sides) xheight One pair of opposite sides are parallel: Area of a Triangle IN fe Acute Angle Triangle Obtuse Angle Triangle If the length of the height and the length of the base is known A=ton 2 Given the length of two sides and the included angle between 22l a Right Angle Triangle them A= absinc 2 Classification of Triangles by the length of the sides Type Property Scalene triangle 1. No two sides equal. 2. No two angles equal 23Side opposite the apex Base Isosceles triangle Two sides are equal Two base angles are equal. The vertex where the two equal sides meet is called an apex. lo 60° 60° Equilateral Triangle All three angles are equal. Hence each angle is equal to 60°. All three sides are equal Angle Properties of a Triangle Properties 1 2. The sum of the three interior angles of a triangle is equal to 180° (or 2 right angles). The longest side of a triangle is opposite to the largest angle, the shortest side is opposite the smallest angle and equal sides are opposite to equal angles Ifany side of a triangle is produced, (i.e. extended) then the exterior angle so formed is equal to the sum of the two interior opposite angles.A OBS, Cc | Side aC Produced to D ZACB = interior adjacent angle A= ZBAC = interior opposite angle, and 2B = ZABC = interior opposite angle. ext.2 jum of 2 int.opp.2 + ZACD = BAC + 2ABC Example Determine the size of angle x +.95° = 147? (ext. Z = sum of2int. opp Zs) & = 147° — 95° # = 52° The bisector of the-apex of arr tsoscetes Trangte-(atso-equttateral triangle) is the perpendicular bisector of the base. 25@ The Circle Isosceles triangle Equilateral triangle Area, Circumference, Sector and Arc A-Area C — Circumference - Length of one complete distance around a circle A=ar C=2ar NR Sector—A slice of the circle Arc — A fraction (or part) of the circumferenceTength of arc P| Sector =r+r+1 =2rdl Area of a shaded part of a plane shape Area of shaded portion of shape = Area of entire shape — Area of unshaded shape Segment Area, Circumference, Sector and Arc Chord — A line drawn across the circle and touches the circumference in two distinct locations. The chord divides the g circle into segments. 27A segment is a part of a sector. AlSegment = AlSector - A|SOAB A| Segment = we ~ hr Sino 28UNIT 4 - CONSTRUCTION Constructing a Line Segment Example: Construct a line segment AB of length 6.5 cm. 1. Draw a straight line longer than 6.5 cm. Then mark off the point A to the left of the line. 2. Open the compass to a radius of 6.5 cm and with A as centre scribe an arc to cut the line at B. 3. Brighten the line between A and B. Bisect a line segment by constructing the perpendicular bisector Example: Bisect line segment AB STEP 1: Open the compass to a radius of more than half the length of AB and with A as centre, scribe two ares, one above AB and the other below AB.STEP 2: Without shifting the compass and with B as centre, scribe two additional arcs to intersect the first two arcs at C and D. (2) (3) 30STEP 4: Line CD is the ‘perpendicular bisector of AB. Therefore CDis at right angles to AB and it cuts AB into two halves (AX = BX). (4) ecting an Angle Example: Bisect angle ABC STEP 1: Open the compass to a suitable radius and with B (vertex) as centre, scribe an arc to cuts the arms BC and BA at X and Y respectively, a) STEP 2: Again (if necessary), open the compass to a suitable radius and with X and Y as centers scribe two arcs to intersect at Z. 31(2) STEP 3: Draw a line from B through Z. STEP 4: Line BZ is the ‘bisector’ of angle ABC, that is, it divides the angle into two halves (£CBZ = 2ZBA) Construct a 60° angle Example: Construct BAD = 60° STEP 4: Using a pencil and a ruler draw line segment AB, then open the compass to a suitable radius and with A as centre scribe an arc that cuts AB at C. 32ote B (1) STEP 2: Without shifting the compass and with C as centre scribe an arc to the first arc at D. (2) STEP 3: Draw a straight line from A through D. (3) 33STEP 4: ZBAD = 60° (4) Construct a 30° angle by bisecting a 60° angle Example: Construct a 30° angle STEP 1: Construct a 60° angle STEP 2: Open the compass to a suitable radius and with A as centre, scribe an aro that intersects the two arms of the angle {already done (arc CD) as part of the 60° angle construction} STEP 3: With C and Das centers, scribe two arcs to intersect at E. 34(4) 35STEP 5: ZDAE = 2EAB = 30° (5) Construct a 120° angle Example: Construct 2BAE = 120° STEP 1: Using a pencil and a ruler raw line segment AB, then open the compass to a suitable radius and with A as centre, scribe an arc that cuts AB at C. $C B (1) STEP 2: Without shifting the compass and with C as centre, scribe an arc to the first arc at dD. 36STEP 3: Again, without shifting the compass and with D as centre, scribe another arc to the first arc at E. « le B STEP 5: 2BAE = 120° Construct 90° angle Example: Construct 2 BAF = 90° STEP 4: Using a pencil and a ruler raw line segment AB, then open the compass to a ‘suitable radius and with A as centre, scribe an arc that cuts AB at C. Construct a 60° angle 37D. (2) STEP 3: Again, without shifting the compass and with D as centre, scribe another arc to the first arc at E. STEP 4: With E and D as centers, scribe two arcs to intersect at F above A. 38(4) STEP 6: 2 BAF = 90° Construct a 45° angle by bisecting a 90° angle STEP 4: Construct a 90° angleSTEP 2: Open the compass to a suitable radius and with A as centre, scribe an arc that intersects the two arms of the angle {already done (arc CG) as part of the 90° angle construction} STEP 3: With Cand G as centers, scribe two arcs to intersect at H. rm 7 lea STEP 5: LFAH = 2HAB = 45°Construct a perpendicular to a line segment from an external point Example: Construct a perpendicular to line segment AB from an external point C STEP 1: Open the compass to a suitable radius and with the external point C as centre, scribe an arc that intersects line AB at X and Y. Cc A (1) STEP 2: Open the compass to a radius of more than half the length of XY and with X and Yas centers, scribe two arcs to intersect at Z. Cc (2) 41STEP 3: Draw a straight line from C through Z. Cc (3) STEP 4: Line CZ is perpendicular to line segment AB.UNIT 5 — RIGHT SOLIDS WITH UNIFORM CROSS-SECTION Right prism and other right solids with uniform cross-sections A prism is a solid shape that has a uniform cross-section (in the shape of a polygon) and rectangular sides. The cylinder is a solid shape with a uniform circular cross-section. Therefore by definition a cylinder is not a prism. Examples: Right Prism Pentagonal Prism Hexagonal Prism Cylinder RAH Ener Canaan cana rooney Naty See \. be, / CRA Re Ce EEE II aVolume of a solid is a measure of the amount of space that the solid occupies. The units of volume are mm3, cm®, m3, km3, etc. Length is one dimensional, area is two dimensional and volume is three dimensional. Capacity of a container is measure of the total volume of the space inside the container available to store something, Volume of a liquid is measured in litres ‘’, Now, 11 = 1.dm* = 1000 cm* Volume and Area of a right solid shape with uniform cross-section Solids with Uniform Cross-Section V=Ah, V= volume, A = area of the cross-section and h = height along the length of the right solid with uniform cross-section Total Surface Area (TSA) = Flat Surface Area (FSA) + the Curved Surface Area (CSA) TSA =FSA+ CSA TSA =2A+Ph FSA = Area of the top and base = 2 times the area of the uniform cross-section = 2A\ CSA (total area of the sides of the solid) = Perimeter of the uniform cross-section times the height = Ph 44Shape 1 Net Shape l+w+l+wh 21+ 2w)h (l+w)h h Al +hw + hl+wh FSA TSA TSA TSA FSA+ CSA A+ Ph lw + 21+ w)h 45Shape Net Shape Volume & Area =Ah V=arh v TSA = 2nr?+2nrh 46Right Pyramid Cone TSA =nr?+nrl Tetrahedronx V=ZabSinexh Square Pyramid Apex — 1 ves gah A pyramid is a solid shape with a base in the shape of a polygon and with triangular sides meeting a point called the apex. Volume of a Pyramid V= gah Total Surface Area (TSA) of a Pyramid TSA = FSA + CSA TSA = A + Sum of area of Asides A- Area of base of the Pyramid V— Volume of Pyramid 48Sphere Volume and Total Surface Area v =4nr* TSA = 4nr? 49UNIT 6 - COORDINATE GEOMETRY General form of a Linear Graph yemxtc is the general form of a linear equation. Where: ‘mis the gradient of the line cis the y ~ intercept ( where the graph cuts the y-axis) (0.c) are the coordinates of the intercept y | The greater the gradient the greater (steeper) the slope The gradient is a measure of the steepness or slope of a line. The steepest line has the greatest gradient. 50(0), (+), () and (#) gradient way = F grado) yore Gradient and direction of slope: ‘All horizontal ines: (m = 0) Al vertical ines: (m = =) From bottom left to top right: (m is [+]) From top left to bottom right: (m is [-]) Horizontal lines are of the form y = k where kis a constant. For example, y = 2, = 0 (axis) and y = 3.25 are all horizontal lines. All vertical I vertical lines. Vertical lines are in the form x = lines, for example, x = —2.5, x = 0 (y-axis) and x = 3 are all where k is a constant. Parallel to the line y = mx ines in the form y = mx. 1. The c part of the line y = mx + cis missing because y = mx passes through the origin (0, 0), therefore the y-intercept c is zero. 51Line connecting two points A and B on the Cartesian plane vertical Rise Gradiont = 5 rzontal sf Line AB (above) Gradient, m Coordinates of the midpoint, M = (=, 422), Length of line, /=,/G:z— x)? + G2 —y.)? The angle the line makes with the horizontal, @= tan~* 52Parallel lines have the same gradient y, 1. Parallel lines have the same gradient, therefore m, =m, =m; =2 2. The y-intercept of a line passing through the origin is 0 Perpendicular lines 1. The product of the gradients of two perpendicular lines is —1 2, m,xm,=-1, 2 om i.e., to find the gradient of ALL lines perpendicular to a given line, change the sign of the gradient of the given line and invert i. 53(Change the sign{from {+} to -}] and invert. Perpendicular Bisector of a Line ‘The midpoint of a given line is common to that line and its perpendicular bisector. That is, the midpoint ofa line is the point of intersection of that ine and its perpendicular bisector.UNIT 7 - FUNCTIONS AND RELATIONS A relation is a set of ordered pairs that obeys a particular law, Ways of representing a function yo2xt3 1._An equation ya2xt3 x} 3] 2] 17 Oy] 47 27 3 xl 6, 4[ 2{ of 2] 4] 6 +3) 3) 3] 3] 3] 3] 3] 3 y| 3) a] 7] 3f 5] 7] 9 Table of values {(-3, -3), (-2, A), (-1, 1), (0, 3), (1, 5), (2; 7), (3, 9)} 2. Asetof ordered pairs x i I>] -3 3. Asan arrow I——>| -1 diagram I——>] 1 I>] 3 I——>| 5 I——>| 7 I——] 9 554, Asagraph Functions A function is a relation in which each element in the domain (X- values) maps unto only ‘one element in the range (Y-values). Test for a function How to determine if a graph is a graph of a function Vertical line test: Draw a vertical line through the graph. Ifthe line cuts the graph more than once the relation is not a function 2x43 Six) (Function) (Function) 562 _ (Not a function) How to determine if an arrow diagram is representing a function x YX Y x 4 -3 |—»[ 3 ][3 “3 0 3 2 |——| -1 |} -2 2 -1 |——>] 1 |} 2 “ 1 a o |—>] 3 |} o ° 1 |—>} 5 |] 2 1 4 di 2 |—>| 7 |] 2 2 3 |——>L» ILs 6 9 3 One to one mapping Many to one mapping (One to many mapping (function) (function) (not a function) Arrow diagram test: If more than one arrow leaves any of the elements of the domain (X-values) the relation is not a function. How to determine if a set of ordered pairs is representing a function {(-3,-3), (2-1), 61,1), (0,3), (1,5), (2, 7), (3.9)} (function) {(-3, 6), (-2, 1), (-1, -2), (0, -3), (1, -2), (2,1), (3,6)} (function) {(9,3), (4,2), (1.1), (0,0), (11-1), (4-2), (9-3)} (not a function) 357Set of Ordered pair test: If any of the domain elements (X-values) is repeated the relation is not a function Inverse of a function To find the inverse of a function we simply interchange the domain and the range elements, that is, we switch around the x and y’ values. One-to-one mapping Function, Inverse How? 7) (3.3), (2-1). © | FG) ={3,-3), (1-2), [1. Switch around the x andy 1,1), (0,3), (1,5), (2,7), | (11), (3,0), (5,1), (7,2), | values (3,9)} (9,3) X Y = 7. Interchange the domain : elements and the range I——>]| 3 elements I——>| 1 3 Note |__| 4 “l 2. The inverse of a one-to- S| 3 1 ‘one mapping is another one-to-one mapping. I>] 5 3 3. Allone-to-one mapping I——>] 7 5 relations are functions I——>| 9 7 4. The inverse of a many-to- One-to-one mapping 3 one relation is a one-to- many relation. All one-to- many relations are not functions. 58fo) Tho inverse ofa Ap =pe 43 function, represented as.a graph, is the ake reflection of that 7 function in the line x, Four Step Process 1. y=2x +3 (Defining equation) 2. x=2yt3 (Interchange x and y) 3. x—3=2y (Make y the subject of the formula) x-3 4. £70) = write in function notation)UNIT 8 —- GRAPHS 1 The Cartesian plane Features of the Cartesian plane (a) The vertical reference line is usually the y axis or the /(x) axis (b) The horizontal axis is usually the x ~axis. (c) Each axis (vertical and horizontal) is like a number line. (a) The origin, symbol ‘O’, is the point of intersection of the zero on both axes (x ~axis and y~axis). The coordinates of the origin is (0, 0). () Vertical lines are the x lines, for example, x = —1 is a vertical line passing through —1 on the horizontal, x ~axis. Similarly, x =—3, x = 2.5 and x = 1.3are all vertical ines passing through -3, 2.5 and 1.3 respectively on the x ~axis. () Allpoints on the same vertical line have the same x coordinate. (g) The set of x —coordinates is often referred to as the domain (h) The y —axis is the line x= 0. 60(i) Horizontal lines are the y lines, for example, y = ~2, y = 0.5 and y = 2.4 are horizontal lines passing through —2, 0.5 and 2.4 respectively on the —axis. () The x ~axis is the line y = 0. (&) All points on the same horizontal line have the same y —coordinate. ()) Apoint on the Cartesian plane may be uniquely identified by stating the numeric value of the vertical and horizontal line passing through the point. Plotting Points on the Cartesian Plane (a) The coordinates of all points in the Cartesian plane is in the form (x, »). (b) The x coordinate of a point is the numeric value of the vertical line passing through that point. (0) The y coordinate of a point is the numeric value of the horizontal line passing through that point. 61Activity (1) 1, State the coordinates of all the points marked by a capital letter. y 2. State what is common among points A, B and C 3. What can be said about points I, O and G? 4, What is/are the y coordinate(s) of the points D, O and E? 5. — What is common among points F, G and H? Scales Scales lets us know how to space or position units on the axes of a Cartesian plane. The ‘same scale may be used for both axes, or each axis is fitted with different scales. To make plotting of points and labeling of axes easy, graphs are drawn on graph sheets with gridlines. There are usually major gridlines and minor gridiines. On some graph sheets major gridlines are further separated by making some lines thicker than others. Traditionally the major ines on the graph paper are evenly positioned at 1cm intervals. Examples: 1. 1 cm to 1 unit on both axes: Moving in a positive direction from the origin, the scale means that the units increase by 1 unit at 1 cm intervals. The numbering on the scale (1, 2,3, 4, ...) would be done at 1 om intervals. 622. 2¢m to one unit of the x - axis: The units increase by 1 unit at 2 cm intervals on the x axis. Therefore, the numbers on the axis (1, 2, 3, 4.....) are placed at 2 cm intervals. 3. 1.¢m to 5 units on the y-axis. This means that every tom on the axis the units increase by 5. Since 1 cm represents 1 unit it means that 2 cm would represent 10 units. Therefore the scale 1 em to 5 units and the scale 2 cm to 10 units are the same scale. General Form of a linear Function y = mx + cis the general form of a linear function. Where: ‘mis the gradient of the line, c is the y-~ intercept ( where the graph cuts the y-axis) and (0.c) are the coordinates of the y-intercept. y Drawing the Straight Line Graph The graph of a linear function (equation) is a straight line. Once a linear equation is given in the form y = mx + cat least one point on the line is know, the y — intercept. The ‘coordinates of the y-intercept are (0, c). Only two points are needed to plot a straight line graph. 63Example: Using a scale of 1om to represent one unit on both axes, draw the graph of 2y = 3x +4 within the domain —3s x <3. Solution 1. Rearrange the linear equation to get it in the form, How? =mx+c Therefore 2. Once iin this form we know that the gradient of the line is = (which indicates the direction and magnitude of the slope) and we also know the coordinates of the y — intercept (0, 2). (0, 2) is the coordinate of one point on the line. 3. Determine the coordinates of at least one other point. The coordinates of a third point may be used to validate the accuracy of the graph. How? = Select a value of x within the domain 3s x <3, for example x = 3, and substitute it in the given equation - The expression #**is used to calculate the y-coordinates of all points on the line. When x = 3 axes 2 _ Since when x = 3, the corresponding value of yis y = 6.5, (3.6.5) are the coordinates for another point on the line. 4, Step 3 may be repeated using the other extreme value of the domain; x = —3. When x=-3, 5. Plots the points on a graph sheet and connect them using a ruler and pencil 2.5. Therefore (~3,—2.5) are the coordinates of a third point on the line. 646. Label the graph (3,225) Solution of Simultaneous Linear Equation (in two unknowns) by the Method of Intersecting Graphs Solving an equation means finding the value of the unknown that makes the equation true. This means that if the value of the unknown is substituted into the equation it would make the LHS of the equation be equal to the RHS of the equation A linear equation in two unknowns is solved by solving two equations with the same unknowns simultaneously. Using a graphical method, the solution to two simultaneous linear equations in two unknowns is at the point of intersection of the graphs of the two equations. The point of intersection is common to both graphs. Tips on to position the axes on the graph paper 1. The domain interval, example: ~1 ysitis= Therefore x = 1 and y = 2 are the solutions Using a Graphical Method Solution 4. Express equations (1) and (2) in the form y = mx +c. yoxd1 (1) yo-dxt4 (2) 2. Determine at least two points on each line and draw a graphs of each on the same graph sheet y 1Using this method the solution are the coordinates of the point of intersection. The coordinates of the point of intersection are (1, 2). Therefore the solutions are x = 1 and y=2. Solving a Quadratic Equation by Method of intersecting graphs Example Draw the graph of y=x2+ 2r-3 in the domain —5< x <3 and using a scale of 1 cm to 2 units ‘on the y-axis and 7 om to 1 unit on the x-axis. i) Draw the graph of y = 5 il) Use the graphs to solve the equation x? +2x-3= 5. Analysis ‘The point of intersection is common to intersecting graphs. Therefore at the point of intersection the y coordinates are the same. The y coordinates of the graph of y =x2+ 2r-3 is x2 2x — 3 for any value of xin the stated domain and the y coordinate of all points on the of graph of y = 4is 4. Therefore at the point of intersection of these two graphs, where the y coordinate and the x coordinate of both graphs is the same, P+ 2-3 = 4. Solving x2+ 2x-3 = 4 using a calculation method 42x-3=5 = x +2x-3-5=0 => x +2x-8=0 ac=-8 b=2 => x 44x-2x-8=0 => xr 4)-2(x+4)=0 => (wt 4)(x-2)=0 => x+4=0or x-2=0 => x=-dorx=2 RSolution of x’+ 2x-3 = 4 using a graphical method fe you te-3 Solution The solutions of x°+ 2x-3 = 4 are x = —4and x = 2. Observation The solution of the equation formed by equating the expressions of the y coordinates of the two graphs, is the value of x at the point of intersections of the two graphs. That is, the solution of x?+ 2x—3 = 4 are the values of x at the points of intersections of y =x 2x-3 =4andy=4 Implications Ifa quadratic graph is used to solve a quadratic equation the particular equation must frst be manipulated so that the expression of the y component of the graph draw is on one side of the equation. Once this is done the solution of the equation is the x values at the points of intersection of the graph already drawn, and the graph of the other side of the equation. 3Example Use the graph below to solve the following equations: i) x842x il) x242x-3= 2x41 fix) 74Solutions (i) First manipulate the equation so that the expression for y in the equation on the graph given is on one side of the equation. x? +2x=0 3x? 42x-3=-3 The solutions of x? + 2x y=x?+2x-3andy =-3. are the value of x at the points of intersection of Therefore from the graph the solutions of x? + 2x = 0 are x =—2and x =0. 15Solutions (ii) te of the graph given is already on one side of the Since the expression for the y coordi 2x + 1 lies at the points of intersections of the equation. The solution of x? + 2x — graphs y =x? +2x—3and y=2x+1. fx) ESE a ASE The solutions of x* + 2x - 3 = 2x+ 1are x =—2and x =2. 16Gradient of a curve at a point The gradient of a curve at a point is obtained by drawing a tangent to the curve at the point and finding its gradient. The gradient of the tangent is equal to the gradient of the curve at the specified point. (R. Toolsie. (1997). Mathematics: A Complete Course, Volume 2, p. 834). Example Calculate the gradient of the curve below at the point on the curve where x fs) fet) ' ‘ x 1 ve \ SS vR grad,m = 6 Ooms o5+35 3 Therefore, at the point on the curve where x = 2, the gradient, m = 2. 7UNIT 9 - CIRCLE THEOREM Angles in the same segment (a) (b) (ce) (1) Angles in the same segment of a circle are equal Lines AB, PQ and WX are chords of their respective circles. A cord divides a circle into segments. Angles in a Semicircle (2) The angle in a semicircle is equal to 90° Angles at the centre 78(a) (b) (©) (3) The angle at the centre is two times the angle at the circumference when both angles are on the same arc Other observations ‘As AOB, POQ and XOZ are isosceles triangles (any line drawn from the centre of a circle to the circumference is a radius) Cyclic Quadrilateral A cyclic quadrilateral is a quadrilateral in which each of the four vertices touches the circumference of the circle. Examples (a) WKY + 2YZW = 180° ora+6 80°; (4) Opposite angles of a cyclic quadrilateral are supplementary 19If one side of a cyclic quadrilateral is extended (produced) the extemal angle so formed is ‘equal to the opposite internal angle. In figure (a) below HI is produced to J and the external angle formed is 2JIF. The internal angle opposite to the external angle formed at lis 2FGH. ZJIF = 2FGH =6 and 2¥YZA=2WXY=a (9) The exterior angle of a cyclic quadrilateral is equal to the opposite interior angle 80Tangents to a Circle A tangent to a circle is a straight line drawn outside the circle, so as to touch a single point only on the circumference. This point is called the point of contact or point of tangency. (R. Toolsie, 1996. Mathematics, A Complete Course, Volume 2. p. 1087). Q Tengen T_ Paton Reino Tngeney P (6) The tangent to a circle is perpendicular to the radius at the point of contact Z0QR = 90° ZRTU = 90° (a) (b) U R T F g R Ss Angle between a Tangent and a Chord 81(7) The angle between a tangent and chord at the point of contact is equal to the angle in the alternate segment 2DCA is the angle between chord AC and Tangent DE at the point of contact C. Chord AC divided the circle into two segments. Therefore, 1st quadrant direction (b). 90° = East (c). 90°—180° = 2nd quadrant direction (A). 180° => South (e). 180° - 270° => 3rd quadrant direction (). 270°= West (g). 270° - 360° = 4th quadrant direction INTERPRETING A BEATING DIAGRAM Example The angle Bis a measure of which bearing? {a) © (063°) is the bearing of B from A(b) @ (1489) is the bearing of C from A B Cc (€) 9 (2138) is the bearing of C from B(4) 9 (241°) is the bearing of A from B ¢ (e) @ (3289) is the bearing of A from C B 94() © (036°) is the bearing of B from C B Representing Bearing information on a sketch Example ()) Sketch a diagram to represent the information given below. (a) Qis 125m due east of P. 95(b) The bearing of R from Q is 190° and QR = 75m, (0) Determine the size of = PQR. (ii) Calculate the (a) length of PR (b) bearing of R from P (i) Step (a) - Ata suitable point on the paper identify point P. Since Q is east of P, draw the N/S line at P and extend the east line to Q. P| 125 km Q Step (b) - Draw N/S line at Q (Direction given from Q). Bearing is measured clockwise from North so a bearing of 190°is 3 quadrant direction. QR (75km) must be visually shorter than PQ (125km). Draw a line to connect P and R. N N() (©) Since Qis east of P, P is west of Q. Therefore the angle between north/south line ‘at Q and the line QP is 2702, = 4PQR = 270°— 190° = 80° (i) ‘APQRis a non-right £4, with 2 sides and the inclusive between them given. Therefore to find the length of PR we must apply the cosine rule. Cosine Rule a? = b? +c? — 2bcCosA => (PR)? = 75? + 125? —2 x 75 x 125Cos80° = (PR)? = 5625 + 15625 — 18750Cos80° = (PR)? = 21250 - 18750Cos80° = (PR)? = 17994.09667 = PR = V17994.09667 PR = 134.1km 97(ii) (b) The bearing of R from P = 90 +B Sin@ _ Sin80° 75 1341 75Sing0* sin g = 255in80 134.1 =The bearing of R from P = 90° + 33° = 123° 98UNIT 11 — SIMULTANEOUS LINEAR QUADRATIC General - Two (2) equations; one linear and the other quadratic to be solved simultaneously. - Asimultaneous, linear quadratic question has four (4) answers; two (2) values of x and two (2) values of y. Solution key. in equation 1 is equal to y in equation 2 and x in equation 1 is equal to x in equation 2. Steps (1). Where necessary transpose the linear equation to make y the subject. (2). Substitute this value of y (expression in x, from the linear equation) into the quadratic equation to eliminate y. (3). Solve the resulting quadratic equation to obtain the 2 values of x. 99(4). Substitute each of the values of x from (3) above, into the linear equation to obtain the 2 values of y. Example 1 Solve the pair of simultaneous equations (5 marks) wa 4-y == 0 x=yt2 (2) x=y+2___@) sr-2=y (2) Substitute (x - 2) for y in equation 4 a4-y() = xt = 4-(x-2) sexta 4ext2 tx-4-2= xtx-6=0 (6) = 6 ac b= xt. 2x + 3x-6 = 0 x(x- 2) +3(x-2) = (-2D@ +3) =0 x-2=0orx+3=0 3 =x = 2orx When x = 2 yox-2 2) y=2-2=0 When x = —3 x-2 x 00y= 7-3-2 y=-5 =x = Qandx = -3 =y = Oandy = -5 Example 2 — June 2003/Q10a Solve for p and r 3p + 2r=7 __(1) p?-2r=11 (2) Solution 2r=7-3p __(1) Substitute (7 - 3p) for 2r in equation 2 =p?-(7-3p) = 11 __@ pe-7+3p-11=0 p?+ 3p- 18 = ac = 1(-18) = -18,b=3 = p?-3p + 6p-18 =0 p(p- 3) + 6(p- 3) =0 @- 3@+ 6) =0 =p-3=0or(p+6)=0 =p = 3orp =-6 when p = 3 2r =7-3p __(1) 2r = 7-3(3) =7-9 =2r =re when p = OLdr =7-3p __) 2r = 7- 3(-6) 7+ 18=25 25 r ay ri2% Example 3 (June 2012) Solve the pair of simultaneous equation ya8-x a) 2x? + xy = -16 ) Substitute (8 - x) for y in equation 2 = 2x? + x(8-x) = -16 = 2x? + 8x- x7 = -16 = 2x? - x7? +8x +16 =0 =x? +8xt+16=0 ac = 1(16) = 16 b=8 Sx? + 4x + 4x + 16 =0 Sx +4) +4Q4+4H = S++ 4) =0 Sxt4=0orx+4=0 =x = -$orx = -4 =x = —4twice when x —__ 2) UNIT — 12 COMPLETING THE SQUARE General form of a Quadratic Expression ODax? + bx + cis the general form a quadratic expression, where: ais the x? coefficient bis the x coefficient and is the constant term ax? + bx + cmay be expressed in the form a(x + h)? +k, {a is (#)} or in the form k+a(x + h)?, {ais (—)}. Where: h=* aco? 2nd k= ax? + bx +c = Ois the same as a(x+h)?+k=0 Graphs of y = ax? +bxt+c (a) syimereope, x : cm) Minimum Turing Point Characteristics 1. ais (+) OB,2. (-h.k) is the minimum turing point x=—horx is the equation of the line of symmetry and it is the value of x that makes y a minimum. 3. y=kory is the minimum value of y. 4, cis the y’— intercept and (0.c) are the coordinates of the ¥ ~intercept (b) Maximum Turning Point 1. ais (-) 2. (hk) is the maximum turning point » 3, x=—hor is the equation of the line of symmetry and it is the value of x that makes ya maximum. 0-08 45< is the maximum value of y. 4. y=kory 5. cisthey June 2005/Q9 (Formula Approach) i itercept and (0.c) are the coordinates of the y — intercept(a). 5x? + 2x-7 5, =a a(x +b +csa(r+ hk ’ 21 est es se = 2a 2KS OS 4ac—b? 4a 4xs (-7)-2? 4xs -140-4 (b). (©), () Yin = k= (ix is the value of x for which y is a minimum. 5x7 +2x-7=0 ax? + bxtc=0 ~b sve Fa * 2a 2+ JF=BSCTH 2x5 TOS,June 2005/Q9 (Calculation Method) OG(a). Sx?+ 2x-7 S a(x t bP te ‘Sx7+ 2x)-7 8(x? + 2x)-7 =9(x? +2x =223)-7 =s(et 42x ix4(3)'-(9))-7 role t2x gat d)-5x 5-7 =5(x+4) -2-7 =5(r+4)-74 (b). ymin = = (ii) x+ = =0 tow TEor-72 = x = — Sis the value of x for which y is a minimum (c). 5x? +2x -7=0 ac =5(-7)= -35 b = $x? —Sx+7x -7=0 = 5x(x —1) + 7(x- 1) =0 @-1)Gx+7)=0 = Sx? -Sx+7x-7=0 = 5x(x-1) + 7-1) =0 @-1)Gr+7) x71 =OorSx +7 OT=x =0orSx+7=0 (-02, -72) January 2013/9b (Formula Approach) (i) FG) = 3x? -Sx4+1=a(x-hytk Sx+1= a(x-hy+k 5 2x3 08_4x3x1 - (5)? “Exs _12-25 12 5, 13 = fG) = 3x7 Sx $1= 30-2 -G i) (i) xSxd = 1.44 oF = 0.23 o2 decimal paces) January 2013/Q9b (Altemative Approach) TT 09f(x) = 3x? -Sxt+1=a(x-hyPt+k = a(x? — 2h +h?) +k = ax? - 2ahx+ ah? +k =a=3 —2ah=-5 3x3-Sx+1=0 =ei-8 “tf 0 10=x = 144 or 0.23 (to2 decimal places) UNIT 13 — LINEAR INEQUALITY AND LINEAR PROGRAMMING Graph of x <5Features 1. The area shaded is the section on the Cartesian plane where the inequality x < 5, is true. It covered the areas where x is less than or equal to 5. This area is left of the line x5. 2. The unbroken line x = 5 indicates that all points on the line x = 5 are a part of the solution. 3. The section on the Cartesian plane right of the line = 5 is the area where x > 5. Graph of x >-2.5 y Features OT 21. The area shaded is the section on the Cartesian plane where the inequality x > ~2.5, is true. It covered the areas where x is greater than ~2.5. This area is right of the line x=-25 2. The broken line x = 2.5 indicates that all points on the line x = 2.5 are a part of the solution. 3. The section on the Cartesian plane leff of the line x = —2.5 is the area where x < 2.5 Graph of -2.5 —2.5and Xx <5. Itis the area where xis simultaneously greater than —2. 5 and less than or equal to. 5, Graph of -1.5 < x <2 Features -1.5 < y <2isthe area on the Cartesian plane common to the inequalities y > —1. 5 and y <2. Itis the area where y is simultaneously greater than or equal —1.5 and less than 2. Graph of 2y = 3x -2 aFeatures 4. Atall points on the line y = 32-1 2. The shaded area is the region on the Cartesian plane where y > 3x—1. (All points above the line y > 3x~1) 3. The un-shaded region, below th where y <3x—1 Graph of 3y = LS,Features 4. The broken line indicates that the points on the line are not a part of the solution 2. The area below the line is shaded because all points below the line satisfies the inequality y < -3 +3. TGSimultaneous Linear Inequality The area that is simultaneously common to a set of inequalities is called the ‘common area’ or ‘the solution set’. This area is the region on the Cartesian plane that satisfies all the inequalities simultaneously. Example Identify the area common to the following inequalities: (a) ys3-x (b) ye-t () x>-1 Linear Programming 1. Only points within the common area are possible solutions. 2. Maximum and minimum lies at the vertices of the common area. ATExample (2008 / Question 10b / Set A) pm = $ : @ (a) No. The point (10, 5) which represents 10 boys and 5 girls is not in the ‘common area (b) Yes. The point (6, 6) which represents 6 boys and 6 gifs lies within the ‘common area 4 (ii) y22,ys2xandys—ox+12 (iil) (a) Total Profit = 3x +5y. (b) Maximum and minimum lies at the vertices of the common area (1,2) imum Profit = 3x 1+5x2 =34+10=$13 Example (2007 / Question 10 / Set A) (@) -y215,x+y<60 (b) The number of gold star in a packet is less than two times the number of silver stars in the same packet (o) x+y =60 When x = 20 20+y =60 TB> y=60-20=40 (20, 40) == 60-15=45 (45, 15) x=2y When x = 20 20=2y 20 sya T=10 (20, 10) x=2y When y = 15 x=2x15=30 (30, 15) LDwe cop (4) Packets A and C satisfy all of the conditions UNIT 14 —- TRAVELLING GRAPHS. 1. Average Speed (Speed) = "= {ms~* or kmh-) 2. Distance = Speed x Time {meter (m) or kilometer (km)} Distance ‘Speed 3. Time = {seconds (s) or hours (h)} Distance Time GraphFeatures 1. Horizontal lines are the distance lines and each connects points of equal distance from a stated point 2. Vertical lines are the time lines and they connect points of equal time (all points on the same vertical line has the same time), 3. Average speed = Gradient of Dist/Time graph 4. tito 5. dy — dp = Distance between ‘Place A and Place B' which is the Distance travelled ime it takes to travel from ‘Place A to Place B’ between times ty and ty 6. Between to and t; = same gradient = constant or uniform speed (the speed does not change with time) = average speed between to and t 7. Between t; and ty — horizontal line — gradient of a horizontal line = 0, therefore the speed = 0. The distance from ‘Place A’ has not changed, therefore we say that the person joumeying has stopped (at Place B) oris at rest (not moving to or from ‘Place A’). 8. t;—t,=thme the person spent at ‘Place A’ —rrae[aereerewnvnmeananererererrerrererererrrerrer'st219. Between te and ts, the person continued their journey stil moving in a direction away from ‘Place A’. 10. Steeper graph = greater gradient = higher speed 11. ty ~t = time it takes to travel from ‘Place B to Place C’ 12. d; ~ d, = Distance between ‘Place B and Place C’ which is the Distance travelled between times ts and te 13, Between ts and t, the person journeying stopped at ‘Place C. Gradient = speed = zero (person has stopped journeying) 14, Between ts and te, the person journeying returned to ‘Place A, going pass ‘Place B without stopping. This section of the graph is the steepest = greatest gradient = highest speed. 15. Negative gradient indicates that the person is travelling in the oppo (return journey). direction Acceleration Acceleration is the rate of change of velocity with time. The units of acceleration are meters per second square (ms~? or mis®) and kilometers per hour square (kmh~* or kmih?). ‘An acceleration of say 10m/s® means that the speed increases by 10 m/s every second. Positive (+) acceleration means the speed is increasing as time increases (speeding up). ‘A negative (—-) acceleration means that the speed is decreasing as time increases (slowing down) Velocity Time GraphSpeed (ms or kmh’) Time (s, minutes or h) Key Features 1. Gradient of a Velocity/Time Graph = Acceleration 2. Area under the graph = distance travelled Other Feature 4. Horizontal lines connect points of equal velocity. 2. Vertical lines connect points of equal time. 3. Between times to and ts, (+) gradient = (+) acceleration = increase in speed. Area under the graph (area of triangle A) = distance travelled when the vehicle was accelerating. 4. ty ~ty = time vehicle take to accelerate from vo to v1 5, Between , and , gradient = acceleration = 0, the speed or velocity of the vehicle has not changed, constant or uniform speed, the speed is constant at vs. 6. The area under the graph (area of rectangle B) = the distance travelled while the vehicle was moving at constant speed or the distance travelled between ty and ta DS7. Between ts and ts, (-) gradient (-) acceleration or deceleration (decrease in speed). The area under the graph (area of triangle C) = distance travelled while the vehicle is decelerating = distance travelled between ts and t 8. Total distance travelled = ArealA + Area|B + ArealC = Area of the trapezium under the graph Example (June 2010 / Question 9) (a) The diagram below shows the speed-time graph of the motion of an athlete during a race. Spee or (Using the graph, determine a) the MAXIMUM speed b) the number of seconds for which the speed was constant ©) the TOTAL distance covered by the athlete during the race. (4 marks)(ii) During which time-period of the race was a) the speed of the athlete increasing b) the speed of the athlete decreasing ©) the acceleration of the athlete zero? (3 marks) Solution 1 (i) a) maximum speed reached = 12ms~* b) Speed Constant = 10 ~ 6 = 4 seconds ©) Distance Travelled = Area under the graph a Area | Trapezium => (a+ b)h 1 = Distance Travelled => (4 +13) x 12 2 25X17 x12 = 17%6 = 102m (ii) a) between 0 ~ 6 seconds speed increasing b) between 10 — 13 seconds speed decreasing c) between 6 — 10 seconds acceleration is equal to zero 25UNIT 15 — MATRICES = ‘A matrix is a rectangular array of numbers or letters consisting of m rows and n columns enclosed in a pair of curved or square brackets and usually denoted by a capital letter. Order of a Matrix - The order of a matrix is the number of rows by the number of columns. Example: State the order ofthe following matrices. @ & a] => 2x2 (square matrix + o. & 4 3) 2x3 matrix 5 2 (©. |1 4] 3x 2matris 30. (d@. &] = 2x 1(column matrix) (©. [6 7 3]=91x3 (row matrix) (fH. [-3] 1x1 matrix ‘Addition and Subtraction of Matrices Matrices of the same order can be added or subtracted by adding or subtracting corresponding elements. Example: f4=([3 +9] 7 4 [3 SJonac= 2] Determine’ TG@ A+B (i) B+A (i (G+By+c (wv) A+(@+0) Oo A-B wi) B-A 0 ave=[ S1+13 3] _ pts) -8+5 “Upto 444 =Ps? 3 7 8 -G al (i s+a-[2 +8 343 5-8) O+7 44 -f al A+B=A-B, therefore the addition of matrices is commutative. Commutative = An operation (+,—,x,& +) is commutative if the answer remains the ‘same even after the order is changed. (ii) (A+B)+C 27=f sib 4 =fo+3 -3+2 740 8-2 =5 31 m aero=f P+ J+6 3} 3 -8),[-34+3 542 -G Glove 372 = Web =Bt? 3+ “W740 4+2 =4+6+0=F 3] (A+B) +C=A+(B +C) = Therefore, the addition of matrices is commutative. 3 -8)_/-3 5] “) a-s=[ Y)-f 2 = 25 273) “t 7-0 4-4 = te Bi “t7 0 eae 8 ZI DBares 3 =[% 3 A-B#B—A, therefore, the subtraction of Matrices is not commutative. Scalar Multiplication of Matrices Example af? 2 és (a). as[ 7 {] determine the matrix 3A =3[-3 3 C3) 3x2 sa=aly d= (xe axa) _[-9 6 sa=[9 s] (b). a=[e 9 | evaluate =B . 9 12 3 1 a 2,2 ;-6 9 3° 3l5 12! 1 6 4_% fe aoa 91 XT 4X12 P=[% SJondg=[3 4] evamuate2P-@ (0). =[5 3 ADDve-e=2[%, I-67 12 12) 3 1 -8 ello 7 12-3 12-1) Multiplication of Matrices Two (2) matrices are compatible for multiplication if the number of columns in the first is ‘equal to the number of rows in the second. If A = [m x n] matrix (m rows and n columns) and B = [n x p] matrix (n rows and p columns), it is possible to obtain the matrix product AB. The number of rows in the first matrix (m) by the number of columns in the second matrix (p) is the order of the matrix product AB. Ax B=[m «Gxt p) Compatible for Multiplication [m x p] Order of matrix product 30How? When multiplying 2 matrices we multiply rows in the first matrix by columns in the 2r# matrix. Agorit (2 th elementin the ow, 2rd courn of mati A) Therefore is A = “te 3) and B= [* Ps] 2a D2! a | Es ee] Flas az |b.. boa AB= [= mee Os2X Daa ee eal 2a X Ds + 22% Bos G24 X Daa t Oz2 X bz Example wa=[} Hq aJanai =[3 9] -3 d 1 Evaluate: (@) AB (i) BA (ii) (AB) (iv) A IA ap -2 slit a 1x342x1 1(-2)4+2x4 =3X3+5x1 -3(-2)+5 x4] 342 -24+8) 945 6+20: =f5 6 “lL 26 : AL? 2 TS (i) BA3+6 6-10 =l 201 1-12 2+ -[9 -4 11 22) AB = BA, therefore the multiplication of matrices is not commutative qi) ae= (5, SP J = [rote 15+0 “lg+26 -12+0 =[-4+ 15 34-12! wm aeo=[4, 2 Zt? al “Ly dg3) Stal “(2 4? =, #47986 “124410 -27+ 15: apres ~t34 -12 (AB)C = A(BC), therefore the multiplication of matrices is associative. Equal Matrices If 2 matrices are equal they are of the same order and corresponding elements are equal. Example A=[2 3,.8=[5 G]andC= (13 2],determine the value of if AB = C 32Solution: AB=C e aR J=03 2 = [4+9 2a+0]=[13 2] = [13 2a)=[13 2) = 2a=2 zi sa=5=4 2 Determinant of a 2x2 matrix =@ 2 wa=[2 3] |Al = the determinant of Matrix A |Al =ad —be Ifthe determinant of a matrix is equal to zero, the matrix is a singular matrix and if the determinant is not equal to zero the matrix is a non-singular matrix. Example Given that 4=[6 4P]is a singular matrix, determine the value(s) of p. Solution: [Al =36—4p? = 36 = 4p? udu Inverse of a 2x2 matrix A*+ = Ainverse om: At = px A adjoint aS ES)fa by wa=[2 3] a _* bj aim ret gl Example A=[5 |] determine a-* At = x Aadjoint lal ee (-10) = 3+10 = lAl= ara 9 1 Example ta=[} Ty] show that a+ = a-*A=1 a=— | -E = A*=—x Aadjoint 1Al = |Al =-4-(-6) 446 cet dl 1 ft -2yy-4 272 a= TIES ile _p-4+6 2-22 -12+12 6-412 =P 2 aa ELTherefore AA~* Solving a pair of simultaneous linear equation using a matrices method Principle (1), Ad = Ata (2). IB=B, IA=A = If AX = B,is.a matrix equation in which A,X and B are matrices = AMAX = A“B = X=A7B = XaAte ‘Therefore to solve a matrix equation in the form of AX = B, simply multiply both sides of the ‘equation by A+ Example Solve the following pair of simultaneous equation using a matrices method. x-2y=-4 a) Bxty=-9 ______(2) ‘Step? - Represent the pair of simultaneous equations as set of matrix equations in the form AX = B and determine the A~* matrix. & Tl-G1 BSAX=B sot i 4 =] x Aadjoint A=t- f= ane= 7. a (2 2p-4+19) 7l124+9 at 7 Gl-8) =x=2andy=3 UNIT 16 - TRANSFORMATION ‘A transformation is one of a set of pre-defined movements of a plane shape and/or a point. ‘The OBJECT or PRE-IMAGE under a transformation is the plane shape or point that is about to change position. The IMAGE under a transformation is the plane shape or point resulting from a change in position of the object. ‘Types of Transformation Translation Reflection Rotation Congruent Transformation Enlargement———>}_ Similar Transformation Congruent Transformation = One in which the object and image are identical shapes. (4s and lengths of sides are preserved). 36Similar Transformation = One in which the object and image are similar shapes. (4s are preserved). Translation ‘translation is a transformation in which the object is mapped onto the image by moving in a straight line without turning, A translation may be expressed as a column matrix. t=f]) +r x = Horizontal Movement t y = Vertical Movement t Example Draw A.4',B',C’ the image of AABC under translation T = (_*.), Solution 37Matrix Equation of Translation A+T=At Object + Translation = Image 1)4(4)_(1+4)_(5 ()+(4)=G79=G) MDa ty e(it4 OF4 344 47 10 U(it4 044 34 5 GPs)*(Q)-G73 473 373)-Gid) Inverse Transformation The inverse of a transformation is that transformation that retums the image of a point or plane shape to its original position. If Tmaps AABC onto A4’B’C’ then translation,—T will map 44’B’C’ back to AABC. Therefore —T is the inverse translation of T. Example BBTranstation T = (_*,) maps AABC onto 4A’B'C’ with coordinates A'(5,-1),B'4,1)and C'(7,0). State the coordinates of the vertices of AABC. AABC +T = A4'B'C" = MABC = AA'B'C’ + (—T) 5 4 4 _(3-4 a =4) eae 0+3 -G 43) Coordinates A (1, 2), B (0, 4) & C (3, 3) Example Translation T maps A ABC, A (2, 6), B (4, 7) and C (3, 9) onto Aa’ A'(-1,2) B'(4.3) & C'(0.5). Describe Translation T completely. A+T=a r 3a translation of 3 units left parallel to the x-axis and 4 units down parallel to the yr axis. Reflection Reflection is a transformation in which the object laterally inverted in a straight ine called the mirror line onto the image. TDTPT Mirror line ; Object Features (1). The mirror line is the perpendicular bisector of the line connecting corresponding object and image points (e.g. AA’.BB',and CC}. — The object and image are the same perpendicular distance from the mirror line — Line connecting object and image is always at right 45 to the mirror line (2). Points on the mirror lines are invariant. — Points on the mirror line do not move under a reflection — Under a reflection a point on the mirror line is both the object and the image (3). 2 Reflection in parallel lines is equivalent to a translation. (4). 2 Reflection in non-parallel lines is equivalent to a rotation. Examples (a) Draw 44’B'C’ the image of AABC under a reflection in the y — axis aS |)Solution (i) The mirror liv is vertical therefore the lines connection object and image points must be horizontal (li) Ais 2 units from the mirror line, therefore A’ is also 2 units from the mirror line on the opposite side (iii) C and. C’are both 4 units on either sides of the mirror line on the same horizontal line (iv) All points on the mirror line are invariant under a reflection therefore B and B'is the ‘same point on the mirror line (b) (i) Draw quadtiiowiuio wie wnage writ ensue Grom + sae titror line ms (ii) Draw quadrilateral C the image of B under a reflection in the mirror line mz TNRotation ‘A rotation is a transformation in which the object is mapped onto the image by rotating about a fixed point (centre of rotation) in a stated direction. angle of oO rotation centre of rotation rotation Features — Oiis the centre of rotation 42— 4AQA' = 4BOB’ = 4COC’= @ (4 of rotation) — Under a rotation each point on the object moves on the circumference of a circle of its ‘own radius about the centre of rotation as centre. — Under a rotation points at the centre of rotation are invariant. That is, under a rotation a point at the centre of rotation does not move. Examples (a) Draw A4’B'C’ the image of ABC under a anticlockwise rotation of 90° about the origin (b) Draw 40’P’Q’ the image of AOPQ under a rotation of 180° about the origin SS)Enlargement ‘A transformation in which the object is expanded or reduced onto the image from a fixed point called the centre of enlargement. Features (1). The lengths of sides of image are k times lengths of sides of object. Length of 1 side of image Scale factor ke = 7 TE oF corresponding sides of object atc! ac 3 A'B'=kXABorA'C’ AC or B'C’ xBC TLCe of ne he iA Object Image, k= — 0.5 Image, k= —1 F | (2). The distance from centre of enlargement to the image is equal to k times the distance from the centre to the object. Scale factor ke = Pistanee from centre to imag = oa ~ on ~ 0cbject and image on same side of centre of enlargement. K—z Object and image on opposite sides of centre of enlargement. (4). K> = Image is larger than object. image is smaller than object. = Image and object are the same size. (5). The Area of the image is equal to k? times the Area of the object _ Area of Image rea of Object = Area of Image = k? x Area of Object Locating the Centre of Enlargement Principle The line connecting corresponding object and image points is a straight line that passes through the centre of enlargement. How? Draw converging straight lines through corresponding object and image vertices. The centre of enlargement is where the converging lines meet. Example The diagram on the answer sheet shows ALMN, and it image under an enlargement ALM'N’. (i) State the coordinates of the points L’, M’ and N’ (ii) Find C the centre of enlargement TG