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Mathematics N4. New Syllabus

Mathematics (Thekwini TVET College)

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MATHEMATICS N4
New Syllabus

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MATHEMATICS N4
New Syllabus

MJJ van Rensburg

",TROUPANT
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Preface

There is no generally accepted theory of how to teach or learn; there

are only guidelines which often overlap and supplement each other. It
is generally accepted that when you understand something, it is much
easier to learn. It is also true that if you do not initially understand
something, constant repetition will eventually result in understanding.
The emphasis in this book is on understanding. When you understand
something, however, it does not necessarily mean that you will be able
to do it. Ample provision has therefore been made for practice.
One of the characteristics of Mathematics is that it is compact and that
mathematical problems lend themselves to very short solutions. How-
ever, for students to master the subject in a meaningful way, the material
must be covered in greater detail. The first examples in this book will
therefore be set out properly, and will not necessarily demonstrate the
shortest methods of solving problems. It is, after all, a fact of life that
before you can run, you must first learn to walk. Properly set out ex-
amples are also beneficial for exam revision, since by this time students
have often forgotten the short-cut methods and are unable to work them
out by themselves.

THE AUTHOR

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Contents

Subject aims and general information xv

Important symbols and abbreviations xviii

Module 1: Equations, manipulation and word problems 1

1.1 Factorising the sum of and difference between two cubes 1
1.1.1 Common factors 1
1.1.2 Grouping 2
1.1.3 The difference between two squares 2
1.1.4 The quadratic trinomial 2
1.1.5 The sum of and difference between two cubes 3

Exercise 1.1 4
1.2 Exponents 5
1.2.1 The exponent laws 5

Exercise 1.2 7
1.2.2 The solution of exponential equations 8

Exercise 1.3 9
1.3 Logarithms 10
1.3.1 Exponential and logarithmic forms 10
1.3.2 Calculations without using a calculator 11

Exercise 1.4 12
1.3.3 Logarithmic laws 12

Exercise 1.5 15
1.3.4 Logarithms and anti-logarithms using a calculator 16
1.3.5 Changing the base 16

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Exercise 1.6 17
1.3.6 Solution of equations using logarithms 17

Exercise 1.7 20
1.4 The solution of simultaneous equations 21
1.4.1 One variable in one equation 21
1.4.2 Two equations containing two variables 21
1.4.3 Three equations with three unknowns 24

Exercise 1.8 25
1.5 Word problems 25
1.5.1 Compiling and solving simultaneous equations 25

Exercise 1.9 27
1.5.2 Compiling and solving quadratic equations 28
Exercise 1.10 31

Module 2: Determinants 34
2.1 The origin of determinants 34
2.2 The development of a second order determinant 35
2.3 The solution of two equations simultaneously using
determinants 36

Exercise 2.1 38
2.4 Third order determinants 38
2.5 Cramer's rule for three unknowns in three linear equations 41

Exercise 2.2 42

Module 3: Complex numbers 44

3.1 Introduction 44
3.2 The natural numbers (N) 44
3.3 Integers (whole numbers) (Z) 45
3.4 Rational numbers (Q) 45
3.5 Irrational numbers 45
3.6 Real numbers (R) 45
3.7 Imaginary numbers 45
3.8 Graphical representation of imaginary numbers 46

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3.9 Powers of i (or J) 46

3.10 Multiplication of real numbers by imaginary numbers 47
3.11 Addition and subtraction of imaginary numbers 47
3.12 Division of imaginary numbers 47

Exercise 3.1 49

3.13 Complex numbers 49

3.14 Argand diagrams 50
3.15 The polar form of complex numbers 51
3.16 The relation between the rectangular and polar forms 51

Exercise 3.2 56

3.17 Addition and subtraction of complex numbers 56

3.18 Multiplication of complex numbers 58
3.18.1 A complex number multiplied by a real number 58
3.18.2 Multiplication oftwo complex numbers in the rectangular
form 58
3.18.3 Multiplication of complex numbers in the polar form 58

Exercise 3.3 59

3.19 Division of complex numbers 60

3.19.1 When the divisor is a real number 60
3.19.2 The conjugate of a complex number (rectangular form) 60
3.19.3 Division oftwo complex numbers in the rectangular form 61
3.19.4 Division in the polar form 62
3.20 Powers in the polar form 63

Exercise 3.4 64
3.21 Identical complex numbers 66
3.22 Complex roots (or zero points) 66

Exercise 3.5 68

3.23 Practical applications 68

Exercise 3.6 72
3.24 Exponents and complex numbers 75

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Module 4: Trigonometry 78
4.1 Exact values 78
4.1.1 General 78
4.1.2 Exact values in the first quadrant 82
4.1.3 Exact values in other quadrants 83
4.1.4 Another figure to help you remember signs 88
4.1. 5 Solving easy trigonometric equations using exact values 89
4.1.6 Arc functions (inverse trigonometric functions) 92

Exercise 4.1 95
4.1.7 Using the calculator to determine function and arc
function values 97
4.1.8 The solution of 'easy' trigonometric equations 100
4.1.9 More advanced trigonometric equations 102

Exercise 4.2 105

4.2 Trigonometric ratios of compound angles 106
4.2.1 sin (A ± B) and cos (A ± B) 106
4.2.2 tan (A ± B) in terms of tan A and tan B 108
4.2.3 Double angles 109
4.2.4 Application of compound angles 111

Exercise 4.3 115

4.2.5 Co-functions 117

Exercise 4.4 122

Module 5: Sketch graphs 123

5.1 Coordinates 124
5.2 The domain and range 124
5.3 Dependent and independent variables 125
5.4 Functions and relations 125
5.5 Function values 127
5.6 The inverse of functions and relations 128
5.7 Continuous and discontinuous functions or relations 130
5.8 Symmetry 131

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Exercise 5.1 132

5.9 Sketching the graphs 135
5.9.1 Important information for identifying graphs 135
5.9.2 The straight line (ax + by + c = 0) 138
5.9.3 The ellipse (a,xl + by = ~ or rid 2 + yll!" = 1) 139
5.9.4 The circle (a,xl + at
= r or r + y = r
or y = ± .jr - y) 140
5.9.5 The rectangular hyperbola (xy = c) 141
5.9.6 The hyperbola (rla 2 - ylb 2 = 1 or ~ r dy = e)- 143
5.9.7 Exponential or logarithmic graphs 143
5.9.8 Trigonometric graphs 150
5.9.9 The parabola 162
5.9.10 The cube functions 165

Exercise 5.2 165

Module 6: Limits and differentiation 168

6.1 Limits 168
6.1.1 A general concept of a limit 168
6.1.2 Theorems on limits 170
6.1.3 Limits of the form 010 173
6.1.4 Limits of the form 00/00 174

Exercise 6.1 176

6.2 The binomial theorem 177

Exercise 6.2 179

6.3 Differentiation from first principles 180
6.3.1 The gradient of a straight line 180
6.3.2 The gradient of a tangent to a curve 181

Exercise 6.3 186

6.4 Differentiation 187
6.4.1 Introduction 187
6.4.2 Symbols for differentiation 187
6.4.3 Standard differential coefficients (and rules) 188
6.4.4 Application of the differentiation rules 191

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Exercise 6.4 196

6.4.5 The chain rule 198

Exercise 6.5 204

6.4.6 A shorter method ofdifferentiating a function ofa function 205

Exercise 6.6 212

6.4.7 The product rule 214

Exercise 6.7 216

6.4.8 The quotient rule 217

Exercise 6.8 221

6.5 Maximum and minimum values 222
6.5.1 Successive differentiation 222
6.5.2 Maximum and minimum turning points 223

Exercise 6.9 229

6.5.3 Point of inflection 230

Exercise 6.10 233

6.5.4 Sketching graphs using maximum and minimum values 234

Exercise 6.11 236

6.5.5 Sketching graphs with the form
y = aXJ + bXJ + ex + d 237

Exercise 6.12 241

Module 7: Integration 243

7.1 Introduction 243
7.2 Standard integrals 244
7.3 Summary of all the relevant standard integrals 246

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Exercise 7.1 249

7.4 Integrals of trigonometric functions 250
7.5 Integrals of l/x. e' and a' 251

Exercise 7.2 252

7.6 Integrals of the trigonometric functions if the angle
(e.g. x) is multiplied by a constant 253
7.7 Integrals of e'" and aI.' 254

Exercise 7.3 255

7.8 Definite integrals 256
Exercise 7.4 258
7.9 Calculations of areas using integration 259
Exercise 7.5 265

Module 8: Summary 267

Module 9: Criteria tests 289

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Subject aims and general

information

1. General subject aims

Mathematics N4 for engineering students should:
1.1 equip the students with the necessary knowledge of mathematical
language, concepts and operations to enable them to apply this
knowledge in other engineering fields and their place of work.
1.2 develop clarity of thought, logical and critical thought processes,
and the higher cognitive skills of application, analysis, synthesis
and evaluation in the students.
1.3 enable the students to interpret physical problems, given in words
or sketches, in mathematical terms, solve these problems, and tran-
slate the solutions into the original physical context.
1.4 foster an appreciation for the aesthetic balance, flawless precision
and limitless scope of Mathematics as a powerful instrument to
solve problems in different fields of study.

2. Specific subject aims

The instructional offering should be taught in such a way that:
2.1 the use of the correct mathematical terminology is mastered by the
students.
2.2 although formal proofs of theorems are not required for exami-
nation purposes, these proofs are an integral part ofthe presentation
of the instructional offering.
2.3 word problems and problem solving are the focal points of each
module.
2.4 the students master the learning content by means of illustration
and visual aids.

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3. Duration of the course

One trimester (full-time or part-time).

4. Evaluation
Candidates should be evaluated on a continuous basis by means of class
tests and assignments.

5. Examination
Reproduction, application, analysis and evaluation are important as-
pects in determining the degree of difficulty of the subject. The division
of these aspects should be as follows:
• Recall and reproduction ± 30%
• Understanding and application ± 400A>
• Analysis, synthesis and evaluation ± 30%
A three-hour examination paper totalling 100 marks will be set in April,
August and November of each year. The pass mark is 40%.

6. General guidelines
6.1 Problems should be taken from the physical world and the business
world so that the students can relate theory to practice.
6.2 Emphasis should be placed on the correct formulation ofdefinitions
and principles and the use ofacceptable mathematical terminology.
6.3 If formulae are used in the solution of a problem, the formulae
must be stated before any substitutions are done.
6.4 Students should be encouraged to memorise the basic formulae
applicable to N4 Mathematics.
6.5 Calculators may be used to do mathematical calculations.
6.6 Answers to all calculations must be approximated correctly to three
decimal places. Approximations may not be done during calcula-
tions. The final answer must be approximated to the stipulated
degree of accuracy.
6.7 The weighted value of a module gives an indication of the time
that should be spent on teaching the module, as well as the relative
percentage of the total marks allocated to the module in the final
exam paper.
6.8 The syllabus provides didactic guidelines at the end ofeach module
where necessary. Numbered in accordance with the sections they
refer to, these guidelines provide relevant examples, appropriate
procedures and other pertinent information.

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7. Subject matter

Weighted
Module Theme value

1. Equations, manipulation and word

problems (12)
2. Determinants (8)
3. Complex numbers (10)
4. Trigonometry (20)
5. Sketch graphs (10)
6. Limits and differentiation (20)
7. Integration (20)
Total (100)

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Important symbols and

abbreviations

is equal to
is not equal to
'" or = approximately
> is greater than (x > I)
< is smaller than (x < I)
'j is not greater than
<f.. is not smaller than
~ is smaller than or equal to
~ is greater than or equal to
- is congruent to
III is similar to
.1 is perpendicular to
II is parallel to
therefore
because
=> implicates
~ implicates and being implicated
E an element of
Ii not an element of
Ixl absolute value
~ or- is equivalent to
j-I inverse ofj
e 2,71828183
00 infinity

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Module 1
Equations, manipulation
and word problems

Objectives and overview

On completion of this section you should be able to:
1. factorise the sum of or difference between two cubes.
2. apply the basic operations and the laws of indices and logarithms
to manipulate formulae and solve equations.
3. solve three simultaneous equations with three unknowns by elim-
ination and substitution.
4. translate word problems into mathematical equations and solve
them.

1.1 Factorising the sum of and difference between two cubes

The following four types of factors have already been done in Nl to
N3:

1.1.1 Common factors

2ax + 4ay + lOar
= 2a(x + 2y + 5x)
or written out fully:
2ax + 4ay + IOar

= ~: (2ax + 4ay + lOar) [x :~ = 1]

1
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= 2a(2ax
2a
+ 4ay
2a
+ lOar)
2a

= 2a (x + 2y + 5x)

1.1.2 Grouping
6ab - 4ax + 3bx - 2~
= 2a(6ab _ 4ax) + x(3bX _ 2~)
2a 2a x.x
= 2a(3b - 2x) + x(3b - 2x)
= (3b _ 2x) [2a(3b - 2x) + x(3b - 2X)]
3b - 2x 3b - 2x
= (3b - 2x)(2a + x)
or in a shorter form:
6ab - 4ax + 3bx - ~2
= 2a(3b - 2x) + x(3b - 2x)
= (3b - 2x)(2a + x)

1.1.3 The difference between two squares

a2 - ~ = (a + b)(a - b)

1.1.4 The quadratic trinomial

2~ - 5xy + 3y2 yx3-~X2

(2x - 3y)(x - y) ;:<y ~
.'-.-./ - 5xy
or
- 5xy + 31
2~ a = 2, b = - 5 and c = 3
= ~ + (p + q)xy + 3y2 ac = 6
6=3x2
= ~ + (-3 - 2)xy + 31 -+-3 - 2 = -5
= 2~ - 3xy - 2xy + 31 ... p = - 3 and q = - 2
= 2x(x - y) - 3y(x - y)
= (2x - 3y)(x - y)

2
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1.1.5 The sum of and difference between two cubes

Note: This work has not been done previously.
Examine the following two solutions:

x2 + ax + a 2

x - a)r _a J x + a)r + aJ
r - ar r + ar
+ar . - ar
ar - a2x - ar - a2x
+ a2x _ a J . + a2x + aJ
a2x _ aJ a2x + aJ

... (x - a)(r + ax + a 2) ... (x + a)(r - ax + a2)

= r - aJ = r + aJ
These results can be applied to determine the factors of all sums of and
differences between two cubes.
r +a J
= (x + a)(r - ax +a 2
)

r - a J
= (x - a)(r + ax +a 2
)

On examination we can see that:

• Only the signs differ.
• The first and last terms of the trinomial are the same.
• The middle terms of the trinomials are the same but the signs differ.
The signs are the opposite of the signs of the factors consisting of
two terms.

Example
r - 8
= r - 2J
The procedure can be described as follows:
1. The first factor is obtained by taking the cube root of the two terms
separately, while the sign remains unchanged.
... r - 2 3 = (x - 2)( )
2. The second factor is obtained by squaring the first term (r). Then
the two terms are multiplied by each other and the sign is changed
( +2x).
The last term is squared and added to the second term.
... r - 2 3 = (x - 2)(r + 2x + 4)

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Example

r + 27y3
= r + (3y)3
= (x + 3y)(r - 3xy + 90

Example

6r - 48Y
= 6(r - 8Y')
= 6 [r - (203]
= 6(x - 2y)(r + 2xY + 4y")

Exercise 1.1

Factorise:
I. 21tX + nr 2. 2r - 5x +3 3. X- - 1
4. a3 - b3 5. r
+ y3 6. p3 + 1
7. a3 + 64 8. a3 - 125 9. a6 + b9
10. X l2 - y3 II. 8ry +y 12. 3a + 81
3

1
13. 2p 9 +2 14. 16X- - 54xy
3
15. a - b3
a3 _ 64 4
16. (x - y)3 _ (x + y)3 17 . 8 b3 18. 3nr - 4nr

Answers
I. 1tX(2 + x) 2. (2x - 3)(x - 1)
3. (r + I)(x + I)(x - 1) 4. (a - b)(a 2 + ab + b2)
5. (x + y)(r - xy + y) 6. (p + I)(P2 - P + 1)
7. (a + 4)(a2 - 4a + 16) 8. (a - 5)(a2 + 5a + 25)
9. (a 2 + b3)(a4 - aW + b6) 10. (X- - y)(X' + X-y + y)
II. (2xy + y)(4ry 4 - 2xy + y) 12. 3(a + 3)(a2 - 3a + 9)
13. 2(p3 + I)(P6 _ p3 + 1) 14. 2x(2x - 3y)(4r + 6xy + 9y)

15. (a - ~)(a2 + E+ ~2) 16. -2y(3r + y)

17. ~( _ ~)( ~ + 2: + ~) 18. 4nr(i - 1)

4
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1.2 Exponents

1.2.1 The exponent laws

The following laws were explained in N3:

• am an = am + n
X
• am an = am -"
-7

• (am)" = a lJ1xn
• (ambny = am"bnp
• (am)p = amp
bn bnp
• aO = I, a =t- 0
m I
• a- =am
-

m
a7; is called the exponential form and~ is called the root form.
Please note the following:
• These laws are not valid for the operations + and -. They are only
valid for X, ~ and powers. Thus (a X W = a2 X b2 but (a + W =t-
a 2 + b2 •
• If a and b are negative, then m, nand p cannot be fractions. If the
exponent laws are applied in such a case some solutions will be "lost"
(see 3.24).
• Except for the above restrictions, a and b can be real numbers and
m, nand p rational numbers, i.e. fractions of the form ~ where q and
r
r are whole numbers and r =t- O.

Examples

Simplify the following:

I
2. (8XJ)3 3. (4y)-2
ISX . 4x + 2
6. SX. 12 x - 1

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Solutions
1
1. 2p X p3 X p-2 2. (8XJ)3
= 2p l+3-2 I
= 2p 2 = [8(1)]3

=2

3. (4y)-2 4. ( 32X')~3
2x-2
1
= (4y)2 = (25X')~3
2x- 2
1
= 16y

1
= 2 3X'
1
= 8X'

6
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6. 15" . 4>+2
5' . 12"-1
I I I
= [(20)2 + (45)2]4 (3 . 5)" . 4" . 4 2
I I I 5" . (4 X 3Y-1
= [(4 X 5)2 + (9 X 5)2]4 3' . 5" . 4' . 42
I I I I I 5" . 4X - 1 • 3' 1
= [42 . 52 + 92 . 52]4 3' . 5" . 4" . 42
I 5' . 4' . 4- 1 • 3' . 3- 1
= [2J5 + 3J5]4 = 3'-'-(-1) . 5'-' ·4,+2-,-(-1)
I
= 31 • 5°.4 3
= (5J5)4
=3·1·64
I I I
= 192
= 54 . (52)4
I I
= 54. 58
2 I
= 58 . 58
3
= 58
=@
=~125

Exercise 1.2
Simplify the following without using a calculator:

3 3
l.aO+a+a4 2. aO X a X a4
-4
2'·4'-2
3. g;=i 4. 643

6. (-278)-4 3

6(3 n + I) . 2(9r 1
7. ~)r94(
9y 4 8. (31 n- , . .,. . (2n-1r I
20 _ 2- 2
10. ~ - 1
9. 2 _ 2(2) 2 1 - l!'
(-13 - .Ji)2
12. r;
5 - 2,,6

7
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Answers
3 7
1 1
1.1+a+a4 2. a4 3. 2 4. 256

5. 2 1 + 2n - n' 81 (7X)3
6. 16 7. (3y)l

'n)~(
1
8. 9. 2 10. -e'-1

15 n2 _ I

11. 64 12. 1 13. _n_

x"'-n'

1.2.2 The solution of exponential equations

1.2.2,1 Equations of the form a" = aY

Ifd' = a- -+ x = y V

Examples

1. 2.8 x = J2
1
.'. 2.(2 3y = 22
I
... 2 lx + 1 = 22
1
... 3x+l=2

... 3x=!-1
2
1
... 3x=-2
- 1
... x=2x3
-1
=""6
2. 22x + I _ 2 x = 0
... 22x + 1 = 2'
... 2x + 1 = x
... x = - 1

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1.2.2.2 Common factors

Example
2x+2 _ 20 = 3.2 x - 1

:. 2x+2 _ 3.2 x- 1 = 20
x
:. 2 ·2 2
- 3·2 ·2- x 1
= 20
2
:. 2{ 2 - ~ ] = 20

... 2
x
[~ - ~ ] = 20

:. 2{~J = 20

... 2x = 20 x 2
5
:.2' = 23
:. x = 3

1.2.2.3 The quadratic trinomial

Example
52< + 5' +1 = 50
:. 52< + 5 1.5' = 50
••• J<l + 5k - 50 = 0 [let 5x = k]
:. (k + 1O)(k - 5) = 0

:. k + 10 = 0 or k - 5 = 0
:.k=-lO :.k =5
:. 5' = - 10 :. 5x = 51
There is no solution because ... x = 1
x = 10g5 (- 10) and the
logarithm of a negative
number does not exist.

Exercise 1.3
Solve for x if:
1. 4' + I = 162 ' - I 2. 3'+1 + 3'-1 = 90
3. 2·3' - 3 x = 81 4. 22.<+ 1_ 22.<-2 = 28

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5. 5 l ' - I = (625)' 6. 4' + 4' = 4

7. 2.2 2 ' - 2' - 1 = 0 8. 32 \+ I - J' = 0
9. 82 ' + 1 = 4 1 - , 10. 22 '+1 - 2' = 0
11. 52.' + 3·5'+1= 100 12.22'+1 - 6·2' - 8 = 0
13. 42> - 10(4') + 16 = 0 14. 2 h - 5.4'+1 + 38 = 0
15. 8P'- 1 = 27.9 2 ' + 1 16. 3' - 6 Jf - 27 = 0
1)'+ I
17. e' + I + e' - 1 = l! + 1 18. ( 3 = 3a

2x ,
19. 23 - 4 . 23 - 32 = 0 20. (a + 1)2' - (a + 1)' + 1 = 0
21. 2 . 22 ' - 2' - 1 = 0

Answers
1. 1 2. 3 3. 4
1
4. 2 5. -1 6. 2
-1
7. 0 8. -1 9·
S
10. -1 11. 1 12. 2
3 1 1 9
13. 2; 2 14. 2 15. "8
1
16. 2; 4 17. 18. -3
19. 9; 6 20. 21. 0

1.3 Logarithms
1.3.1 Exponential and logarithmic forms

Exponential form Logarithmic form

100 = 102 log lO 100 = 2
16 = 42 log.. 16 = 2
25 = 52 logs25 = 2
16 = 24 log2 16 = 4
0,1 = 10- 1 loglOO,l = -1
N= bl logiN = 1

N = bl +-+ logiN = I, N > 0, b "* 1 and b >0

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The above relationship is called the definition of a logarithm.

If the base is lOwe need not write it down. For example,
log 8,76 = 10gI08,76. Natural logarithms are logarithms to the base e,
where e = 2,7183 and they are written as 10&1,8 = In 2,8.

1.3.2 Calculations without using a calculator

Example
Calculate the logarithm of 49 to the base 7.

Solution
Let x = 10g,49
... 49 = 7'
... 72 = 7'
... x = 2

Examples
Solve for x:
1. x = 10g2128 2. 2 = 10g7x
2
3. 5 = log., 100 000 4. 10g3162 = x
5. 10g.{3,2 x 10- 4
) = 5

Solutions
1. x = 10g2128 2. 2 = 10g7x
... 128 = 2' ... X = 72
... 27 = 2' ... X = 49
... x = 7
3. 5 = log,l 00 000 4.
".IOOOOO=x s
... lOS = x S
... x = 10

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5. log..(3,2 x 10- 4 ) = 5
... 3,2 X 10- 4 = x 5
.'. 0,00032 = x 5
.'. (0,2)5 = X5
:. X = 0,2

Exercise 1.4
Solve for x without using a calculator if:

2. log) 91 = x
3. x = log..e 4. logx256 = 8
1 1
5. x = log~8i 6. -3 = log -
x 125
3
1 1
7. x = log~ 128 8. logx 125 = 3
2
9. log<0,125 = 3 10. logxO,008l = 4
11. log,.e3 = x 12. log..x = 1
1
13. logqx = 2

Answers
1. 5 2. -2 3. 1 4. 2 5. 4
1
6. 5 7. 7 8. "5 9. 0,5 10. 0,3

11. 3 12. e 13. 3 14. 2

1.3.3 Logarithmic laws

The following laws are very useful and they are easy to prove. Loga-
rithmic laws were dealt with in N3.
a
1. log,il . b = log,il + log,b 2. log,.b = log,il - log,b
m
3. log,il = m log,il 4. log"a = 1
log,il 1
5. ~ol =-- 6. log"b = -
log,b log"b

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Examples

Simplify:
32
I. IOg2(8 x 32) 2. IOg2"8 3. log,a8
I
5. 2 log 3 + 3 log 2 - 2 log 81 + 3 log 5

Solutions
32
I. IOg2(8 x 32) 2. log2"8
= IOg2(2 3 x 2 5)
8
= logA
= log22 = IOg2 22
= 81og22 = 21og22
= 8x I = 2 x I
= 8 =2
3. Let x = log_8 4. IOg82 + IOg832
,2
= IOg82 x 32
... 8 = CJ2)'
= IOg8 64

= IOg8 82

I
=21og88
... 2' = 22' =2xl
I =2
.'. 2x = 3
... x = 6
I
5. 2 log 3 + 3 log 2 - 2 log 81 + 3 log 5
I
= log 32 + log 2' - log 812 + log 53
3 2 X 2 3 X 53
= log I

812
= log 9 x 8 x 125
9
= log 1000
= log lO 103
= 3 log lO 10
= 3(1)
= 3

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Examples
Calculate the following without using a calculator:

1. log8128 2. log,. ~ 3. log e . log 10

4. (el)ln 6
5. 102 log 4

Solutions
1. log8128 2.
_ log2 128 6
[law 5] = log"e3
- log28
6
log2 27 = - log"e
3
= log2 23
= 2(1)
7 log22 =2
= 310g22
7
-3
3. log e x In 10
log 10
= log e x - - [law 5]
log e
= log 10
I

4. Let x = (~)" 6

.'. loglx = In 6 [definition of a logarithm]

e

. log x
.. --1 = 10~6
log-
e
log x log 6
- - I = log e [law 5]
log-
e
. log 6 I
.. log x = -I
2 x log -
og e
log 6
... log x = -- x log e- I
log e

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· 1 log 6 x-I log e

., ogx = I
og e
... log x = - 1 log 6
... log x = log 6- 1
... X = 6- 1
1
=6
5. Let x = 102 10 84
.'. 10g,oX = 2 log 4 [definition of a logarithm]
.'. 10g,oX = log 4 2
... X = 42
= 16

Exercise 1.5
Simplify without using a calculator:
1. log381 2. log813 3. log2h 4. 10&>,30,027
1
5. 612~0 6. log 20 + log 50
7. log 250 + log 2 - log 5 8. 10g2 m - log3m
111
9. log22 - log2 6 + IOg24
1
10. log 0,001 + log 1 + 21080,1

108432 + 10842
II. log2(log381) 12. 108416 _ 1084 1
13. 5 log 2 + log 27 - 3 log 6 + log 25

16. en 4

lnlO
18. ~nI 19. In 0,001
Solve for x:
20. lo~ + lo~(x + I) = 1
21. 2 log2(x - I) = 10gA
22. log3(1 - x) - log3(x - I) = log~
23. 2 log x + log 2 - log (3x + 2) = 0
24. 1084X + 1084(X + 3) - I = 0
25. Solve for x and y if: 2' = 82y - 1 and 9x = 27 Y
26. Solve for x if: 3 log~ + -1_1_ = 4
o~

27. Solve for x if: log2<64 = -2

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Answers
1 1
1. 4 2. 4 3. 2 4. 3 5. -3
1
6. 3 7. 2 8. 1 9. 1 10. -2
2
3 1
11. 2 12. 2 13. 2 14. -2
15. 9 16. 4 17. 64 18. 2
1
19. 20. 2; -3 21. -1; 3 22. ± 1
3
24. 1; -4 25. (1; j) 26. 93; 9
I
27.
1
16

1.3.4 Logarithms and anti-logarithms using a calculator

Examples
Calculate the value of x if:
1. x = log 0,416 2. x = In 42,16 3. x = 10g,.526,3
4. x = log (10g,.15) 5. log x = 0,016 6. log x = -3,21
7. 10g,x = 4,2

Solutions

1. x = -0,381 press D [!] [!] @] Ilog I

2. x = 3,741 press [!] ~ D [!] @] ~
3. x = 6,266 press rn ~ @] D Q] ~
4. x = 0,433 press [!] rn
[§] Ilog I
5. x = 1,038 press D [Q] [!] @] It <Y I
6. x = 0,001 press Q] D rn
[!] 0 11<Y1
7. x = 66,686 press [!] D ~ ~

1.3.5 Changing the base'

Examples
Calculate the following:
1. 10g27 2. 10g3e 3. 10g2•s3,7
4. 52~01 - 10g,18

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Solutions
1. log27 2. 10gJe
log107 1
[law 5] = 10g..3 [law 6]
= log lO 2
0,845 1
= 0,301 = 1,099
= 2,807 = 0,910
3. log2.83,7 4. 10~25 - log118
In 3,7 log 25 log 18
[taw 5]
= In 2,8 = log 4 - log 7
1,308 1,398 1,255
= 1,030 = 0,602 - 0,845
= 1,271 = 2,322 - 1,485
= 0,836

Exercise 1.6
Calculate the following:
1. log29 2. 10&.39 3. 10&2
4. log30,418 5. 10g..3,5 6. 10gJ.se
7. 10&.s412,6 8. log,,£' 9. log2.418,3
10. 2 log43 - log815 11. 2 10gIOe - 3 10g..10
12. 3'01,'0 - i og/ 13. log2Jr + 10gn2
1
14. ~gol 25 + log52
2

Answers
1. 3,170 2. -1,825 3. 0,315
4. -0,794 5. 1,253 6. 0,798
7. -26,989 8. 0,874 9. 3,320
10. 0,283 11. -6,039 12. 8,585
13. 2,257 14. -5,075

1.3.6 Solution of equations using logarithms

If the variable that must be calculated occurs in the exponent, the equa-
tion cannot be solved without using logarithms.

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Examples
Solve for x if:
1. 16,3 = 4x 3. 4,62.>:+ 1 =7X
-
1

Solutions
1. 4 x = 16,3 2. . 2X + 1 = 7
:. log 4 x = log 16,3 :. log 2x + 1 = log 7
:. x log 4 = log 16,3 ... (x + I) log 2 = log 7
:. 0,602x = 1,212 ... (x+ 1)0,301 = 0,845
. 1,212 :. 0,301x + 0,301 = 0,845
.. x = 0,602 :. 0,301x = 0,845 - 0,301
= 2,013 :. 0,301x = 0,544
. 0,544
.. x = 0301
,
= 1,808
3. 4,6 2'<+1 = 7'-1
:. log 4,62.'+1 = log 7 x - 1
:. (2x+ I) log 4,6 = (x-l)log 7
:. (2x + 1) 0,663 = (x - I) 0,845
:. 1,326x + 0,663 = 0,845x - 0,845
:. 1,326x - 0,845x = -0,845 - 0,663
:. 0,480x = -1,508
. -1,508
.. x = 0,480
= -3,139

Example
Calculate the value of n if 5" . 7" = 68.

Solution
5"·7" = 68
:. (5·7)" = 68
:. 35" = 68
... log 35" = log 68
:. n log 35 = log 68
:. n(l,544) = 1,833
. 1,833
.. n = 1544
,
= 1,187

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Example

Calculate the value of PI if a = 10 log (~J, a = 4,1 and P=

2 18.

Solution

a = 10 log (~J
.
.. 4, I = 10 log (PI)
18
.
. . 10 log (PI)
18 = 4, I
. (PI) 4,1
.. log 18 = 10
... log PI - log 18 = 0,41
... log PI - 1,255 = 0,41
... log PI = 0,41 + 1,255
.'. loglO PI = 1,665
... PI = 10 1 665
[definition ofa logarithm]
•

= 46,267

Example

Calculate the value of 9 in ~ = £1'9 if T I = 14,8, T2 = 0,786,

E = 8,6 and J.l = 0,2.

Solution

£1'9 = T,
T2
(8 W.29 = 14,8
, 0,786
... (8,6)°·29 = 18,830
... log 8,6°·29 = log 18,830
... 0,29 log 8,6 = 1,275
... 0,29(0,934) = 1,275
. 1,275
.. 9 = 0,2(0,934)
= 6,821

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Exercise 1.7
Calculate the value of the variable in brackets.
1. 0,842 = 0,3" (n)
2. T = ar'- 1(n) if T = 306, a = 4 and r = 2,1
3. P = Ce- kh (h) if P = 112, C = 14,6 and k = -2

4. ~ = eJ'B (9) if T I = 240, T 2 = 180 and Jl = 0,4

5. 6 = e In" (n)
6. 7" = In)2 (n)

7. p( 1 + 1~0)" = A (n) if A = 320, P = 250 and r = 4

a(r' - 1)
8. S = r _ 1 (n) if S = 450, a = 6 an~ r = 3

9. log a:; = S (n) if S = 14, a = 2, b = 7 and x = 3

10. log x + log 4 = 2 (x)

11. i = I( 1 - e~), (1) if i = 2, I= 8 and t = 6

12. 40·(3)"-1 = 16 (n)
13. 4,162:< = 26 (x)
14. T = t,e- kt (t) if T = 200, t, = 14,6 and k = 3
15. Solve for x if (2'+ 1)(3'-2) = 42:<- I
16. Make d the subject of the equation and solve for d if:
d r-
c In ( - - r) = k, if c = 2, r = 3 and k = 7

17. Solve for () if!.. = en slOB where T = 16,8, t = 3,2 and m = 3

t
18. Solve for x if log (x + 2) + log (x -3) = 1
19. Solve for x if 2 log (x - 1) + 3 log 2 = log (x + 2)
20.
21.
Solve for x if 10&1 x - I + 10Mx - 1) =
4,162< = In 26
°
Answers
1. 0,143 2. 6,846 3. 1,019
4. 0,719 5. 2,449 6. -1,074
7. 6,294 8. 4,567 9. 30,491
10. 25 11. -20,856 12. 0,166

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13. 1,143 14. -0,872 15. -0,120

16. 102,346 17. 0,586 18. 4,531
19. 1,678 20. 2,561 21. 0,414

1.4 The solution of simultaneous equations

1.4.1 One variable in one equation
Example
2x+4=6
... 2x + 4 - 4 = 6 - 4
... 2x = 2
2x 2
... 2 = 2:
... x = 1

1.4.2 Two equations containing two variables

Example
Solve the following equations simultaneously:
2x + 3y = 6 and 3x - 2y = 4

Solution
This means that we are looking for values for x and y so that both
equations are true. For example, x = 8 and y = - 3~ will satisfy the
first equation:
LHS = 2x + 3y
= 2(8) + 3(- 3~)
= 16 - 10
=6
= RHS
but will not satisfy the second equation at all:
LHS = 3x - 2y

= 3(8) - 2( -3~)
2 ~
= 24 + 6 = 303
3 "* RHS

The answer can be obtained where the two graphs intersect, Le. where
the two equations are equal.

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Method 1: Equate the following two equations

6=~+h 4=~-h
... 3y = -2x + 6 ... -2y = 4 - 3x
. -2 6 ... 2y = 3x - 4 [x (-1)]
.. y = T X +"3 . 3 4
-2 .. Y = "2x - "2
... y = T X + 2 ... <D 3
.'. y = "2x - 2 ... ®

But Y = y
3 2
.'. "2x - 2 = -"3x + 2
3 2
.""2x +"3x = 2 + 2
3 3 2 2
.'. "2 x "3x + "3 x "2x = 4
9 4
"''6x +'6x =4
... 13x = 4
6
4 x 6
... x = ----0-
= 1,846
Substitute x· = 1,846 in ®
3
... y = 2(1,846) - 2

= 0,769
... The solution is (1,846; 0,769)

Method 2
+ 3y = 6 ... <D
h
3x - 2y = 4 .,. ®
<D X 3: 6x + 9y = 18 @
® X 2: 6x - 4y = 8 @
@ - @: + l3y = 10° 10
... y = 13
= 0,769

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Substitute y = 0,769 in any equation from <D to @, say ®:

2x + 3(0,769) = 6
... 2x = 6 -2,308
. 3,692
.. x = -2-
= 1,846

... The solution is (1,846; 0,769)

Method 3

3x -+ 2y3y
2x =
=
6 '" <D
4 ... ®
From <D: 3y = -2x + 6
-2
... y = TX + 2

Substitute y = -jx + 2 in ®

.'. 3x - 2( -jx + 2) 4 =

4
.'. 3x + '3x - 4 = 4
3 4
... 3 x '3x + '3x = 8 [+ 4 on both sides]
9 4
.'. '3x + '3x = 8

... 13x = 8
3
3
... x=8x
13
= 1,846
Substitute x = 1,846 in <D
2 (1,846) + 3y = 6
... 3y = 6 - 3,692
. 2,308
.. y = -3-
= 0,769

.'. The solution is the same.

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1.4.3 Three equations with three unknowns

Example

Solve the following equations simultaneously:

2x + 3y + 2z = 1
3x + 2y - z = 4
5x - y + 4z = 7

Solution

By using elimination:
2x + 3y + 2z = 1 CD
3x +
2y - z = 4 ®
5x - y + 4z = 7 @
® x 2: 6x + 4y - 2z = 8 @ [to make the coefficients of z equal]
CD + @: 8x + 7y = 9 ... @
Equation @ now represents equations CD and ®.

We can also eliminate z in CD and @ or in ® and @.

® x 4: 12x + 8y - 4z = 16 ®
@ + ®: 17x + 7y = 23 ®
We can solve @ and ® because they represent CD, ® and @.
®- @: 9x = 14
14
".x = 9"
= 1,556
Substitute x = 1,556 in @
... 8(1,556) + 7y = 9
... 7y = 9 - 12,444
. -3,444
.. y = 7
= -0,492
Substitute x = 1,556 and y = -0,492 in ®
... 3(1,556) + 2(-0,492) - z = 4
... - z = 4 - 4,668 + 0,984
= 0,317
... z = -0,317
Solution: x = 1,556; y = -0,492 and z = -3,684

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Exercise 1.8
Solve the following systems of equations simultaneously:
1. 2x + 5y = 6 and x - 7y = 12
2. 4x + 6y = 12 and 3x + 5y = 7
3. x + Y + z = I
x-y+z=4
x + Y - z = 12
4. x + Y + z = 4 5. a + 2b + c = 7
4x - 2y + 3z = 6 3a - b + 2c = 6
2x - 3y + z = 3 2a - 3b + 4c = 12
6. 4p + 6q - r =
2p + q + 3r = 4
° 7. 5x + 2y - z = 7
4x - y + z = 2
p - 2q + 2r = 10 x - 3y + 5z = 10
8. 2x + 3y - z = 5 9. x + 2y + 3z = 4
2x + 2y = 7 4x + 3y + 2z = I
8x - 2y + 3z = 15 2x + 4y + 3z = I
10. x + y -3z = 7 II. -x + 3Y = 4
x+z=5 2
y - z = 12 z
x+-=3
5
x - 2y - z = 4

Answers
1. x = 5,368; y = -0,947
2. x = 9; y = -4
3. x = 8; y = -1,5 and z = - 5, 5
4. x = 19; y = 5 and z = - 20
5. a = -0,381; b = 1,524 and c = 4,333
6. p = 7,162; q = -0,645 and r = 0,774
7. x = 0,486; Y = 4,622 and z = 4,676
8. x = 0,786; Y = 2,714 and z = 4,714
9. x = 0,333; y = -1,667 and z = 2,333
10. x = 1,667; Y = 15,333 and z = 3,333
II. x = 3,422; y = 0,763 and z = -2,11

1.5 Word problems

1.5.1 Compiling and solving simultaneous equations
These types of problems are known by students as word problems. The
solution is obtained by substituting a variable (x or y etc.) for the un-
known. Rewrite the problem in terms of symbols and solve.

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Example
Calculate the value of two numbers if their sum is 6 and their difference
is 12.

Solution
Let one number be x and the other y.
".x+y=6 (1)
and x - y = 12 @ [why not y - x = 12?]
... (1) + @: 2x = 18
2x 18
"'2=2
... x = 9
Substitute x = 9 in (1)
9+y=6
... 9+y-9=6-9
... y = -3
... 9 and -3
If we had taken y - x = 12:
".x+y=6 (1)
and y - x = 12 @
... (1) + @: 2y = 18
. 2y 18
"2=2
... y = 9
Substitute y = 9 in (1)
... x+9=6
... x = -3

Example
Two litres of oil and 30 litres of fuel together cost R45. Calculate the
price of oil and fuel if 5 litres of oil and 15 litres of fuel together cost
R40.

Solution
Let the price of fuel be Rx per litre and that of oil Ry per litre.
... 2y + 30x = 45 (1)
... 5y + 15x = 40 @
@ x 2: lOy + 30x = 80 @
@ - (1): 8y + 0 = 35

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35
:, y = 8
= R4,38
Substitute y = 4,38 in <D
:, 2(4,38) + 30x = 45
:, 30x = 45 - 8,76
,', 30x = 36,24
, 36,24
"x=3Q
= Rl,21

Example
A boat sails downstream at 50 kmlh, Upstream it can travel 60 km in
2 hours, Calculate the velocity of the boat in stagnant water and also
the velocity of the water.

Solution
Let the maximum velocity of the boat in stagnant water be x km/h
and let the velocity of the water be y km/h,
.'. x + Y = 50, .. <D
Upstream: 60 km in 2 hours
:,30 kmlh
.', x - y = 30 ... ®
<D+®:2x=80
:, x = 40
Substitute x = 40 in <D
,',40 + Y = 50
:, y = 10
:, x = 40 kmlh and y = 10 kmlh

Exercise 1.9
I. Calculate the value of two numbers if their sum is 20 and the
difference between them is 11.
2, The sum of twice a number and three times another number is 120,
Four times the first number plus the second number is 64, Calculate
the value of the two numbers,
3. A quarter of the sum of two numbers is 16 and three times the
difference between the numbers is 30, Calculate the value of the
two numbers,

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4. The price of two globes and three pockets of cement is R40. Cal-
culate the price of a globe and a pocket of cement if the price of
12 globes and 2 pockets of cement is R32.
5. Half a number is three times bigger than another number. Calculate
the value of the numbers if the difference between them is 12.
6. If a heater is used for 2 hours and an electric motor for 4 hours,
they consume 25 kJ of energy. If the heater is used for 3 hours and
the electric motor for 2 hours, they consume 18 kJ of energy. Cal-
culate the energy consumption per hour of the heater and of the
electric motor.
7. Two vehicles move at a constant velocity in a straight line. If they
move in opposite directions, the vehicles will be 600 m apart after
30 seconds. If they move in the same direction, they will be 25 m
apart after 25 seconds. Calculate their velocities in mls.
8. An athlete runs for 2 hours and walks for 1 hour to cover a distance
of 40 km. Ifhe runs for 2,5 hours and walks for 0,5 hours, he covers
45 km. Calculate the running speed and walking speed if we assume
each is constant.
9. A student obtains 6 marks less than the class average. If we double
his marks, they will be 40 above the average. Calculate the student's
marks and the average of the class.
10. A shop sells steel nails at 50 c each and screws at R 1,25 each. It
sells 300 items for R252. Calculate the number of nails sold.

Answers

1. 15,5 and 4,5 2. 7,2 and 35,2

3. 27 and 37 4. R13 and RO,50
5. 2,4 and 14,4 6. 2,75 kJ/h and 4,875 kJ/h
7. 9,5 m/s and 10,5 m/s 8. 16,667 kmlh and 6,667 kmIh
9. 46 and 52 10. 164

1.5.2 Compiling and solving quadratic equations

Example

Calculate the value of two successive uneven numbers if their square

is 16.

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Solution
Let one number be x
... The other number will be x + 2
... The sum of the two numbers is x + 2 + x = 2x + 2
.'. The square of the sum is (2x + 2f = (2x + 2)(2x + 2)
.. , (2x + 2)2 = 16
... 4x 2 + 8x + 4 = 16
.. , 4x 2 + 8x - 12 = 0
... x 2 +2x-3=0
... (x + 3)(x - 1) = 0
".x+3=0 or x-I=O
... x = -3 ... x = I
Therefore the two numbers are I and 3 or - 3 and -1.

Example
The length of the hypotenuse of a right-angled triangle is 50 mm. Cal-
culate the lengths of the other sides if the perimeter of the triangle is
120 mm.

Solution

x
FIG. 1.I

Using Pythagoras's theorem: x 2 + y2 = 502

... x 2 = 2 500 _ y2
.. , X = ~2 500 - y2 ... G)

Perimeter = 120
.. , 50 +x+Y= 120
.'. x + Y = 70
,'. x = 70 - y ... @

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Because x = .J2 500 - y2 and x = 70 - y

.... .J2500 - y2 = 70 - Y
... (.J2 500 - y)2 = (70 _ y)2
... 2 500 - y2 4 900 - 140y + y2
=
... 0 2y 2 - 140y - 2 400
=
·'. y2 _ 70y - 1 200 = 0
... (y - 40)(y - 30) = 0
... y-40=0 or y - 30 = 0
... y = 40 ... y = 30
Substitute in ®: Substitute in ®:
.'. x = 70 - 40 .'. x = 70 - 30
= 30 = 40
The lengths are 40 mm and 30 mm.

Example

The length of a rectangle is 6 m longer than its width. Calculate the

width if the area is 160 m 2•

Solution

Let the width be x m

·'. the length is x + 6 m
·'. the area is x(x + 6)
... x(x + 6) = 160
... x 2 + 6x - 160 = 0
... (x - lO)(x + 16) = 0
... x - 10 = 0 or x + 16 = 0
".x=lOm ... x = -16
... the width = 10 m not possible
and the length = 16 m

Example

Calculate the quadratic equation if the zero points (roots) are

1 1
-6 and 2 ,
4 2
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