BTEC Level 3 Unit 04 - Workbook

Unit 04
Mathematics for Engineering Technicians
BTEC National – 10 Credits
The purpose of this book is to guide each student through the relevant criteria to pass this
unit. The actual assessments for the unit are separate to this booklet.
The exercises will be started in class and where students are unable to complete the exercises
in college, they are expected to complete them in their own time, prior to the next exercise
starting.
BTEC Maths Page 1 of 35 PEThorpe

Table of Contents
Unit 04 ....................................................................................................................................... 1
Mathematics for Engineering Technicians ................................................................................ 1
Indices Worksheet ...................................................................................................................... 4
Logarithms ................................................................................................................................. 6
Linear Equations ........................................................................................................................ 9
Quadratic Equations ................................................................................................................. 10
Factorising Worksheet ............................................................................................................. 13
Factorisation ............................................................................................................................. 14
The Quadratic Formula ............................................................................................................ 15
Factorising Worksheet ............................................................................................................. 16
Trigonometry ........................................................................................................................... 17
Trigonometry Worksheet A ..................................................................................................... 18
Radians and Degrees ................................................................................................................ 20
Radians and Degrees Worksheet ............................................................................................. 21
Mean, Median and Mode ......................................................................................................... 22
Mean, Median and Mode Worksheet ....................................................................................... 23
Graphs ...................................................................................................................................... 24
Charts Worksheet ..................................................................................................................... 26
Calculating the gradient of a curve at any point ...................................................................... 27
Calculating the Height ............................................................................................................. 28
Pulling it all together ................................................................................................................ 29
Calculus.................................................................................................................................... 31
Gradients .................................................................................................................................. 32
Differential Calculus ................................................................................................................ 33
Integral Calculus ...................................................................................................................... 34
Calculus Worksheet ................................................................................................................. 35

Indices Worksheet
1) Calculate the values for parts a), b) and c) and write an answer for d)
a) 101 b) 102 c) 103
d) What do you notice about your answers?
a) 100.1 b) 101.1 c) 102.1
a) 100.3 b) 101.3 c) 102.3
4) Write an answer for a) and calculate the values for parts b), c) and d)
a) What would you expect to see about the answers for b), c) and d)
b) 51.3 c) 52.3 d) 53.3
e) Was your expectation correct?
5) Calculate the values for parts a), b), c) and d) and write an answer for e)
a) 40.2 x 41.2 b) 41.4
c) 71.3 x 70.3 d) 71.6
e) What do you notice about these answers?

6) Predict an answer for each of the following, then check to see if it is correct
a) If 102.5 = 316.23 what will 103.5 equal?
b) If 101.7 = 50.12 what will 102.7 equal?
c) If 103.1 = 1258.93 what will 102.1 equal?
d) If 42.3 = 24.25 what will 43.3 equal?
7) Use trial and error to find a value for n that satisfies each of these equations
a) 4n = 16 b) 36n = 6
c) 8n = 512 d) 10n = 14
8) Write your answer to these questions in the simplest way possible, the first one
has been done for you.
a) 42 × 4n = 4(2+n) b) 63 × 6n =
c) 5n × 54 = d) 10t × 106.2 =
e) 3r × 3r = f) Fn × Fn =
g) 101.3 × 100.7 = h) 104 × F 2 =
i) 105 × 107 = j) 103 × 10−1 =
k) 105 × 10−4 = l) 103 × 10−4 =
9) Calculate the values for parts a), b), c) and d) and write an answer for e)
a) 45 ÷ 43 = b) 42 =
c) 71.5 ÷ 71.2 = d) 70.3 =
e) What do you notice about these answers?
10) Re visit question 8) replacing × with ÷.

Logarithms
The log of a number (in base 10) is defined as the power to which 10 must be raised to give
that number.
The log of a number (in base 6) is defined as the power to which 6 must be raised to give that
number. The log can have any value, it doesn’t have to be positive or even an integer.
As engineers we do use base 10 when working with logarithms, but more often we use
natural logarithms which work in exactly the same way but use a naturally occurring number
“e” as the base.
𝑒 = 2.71828 18284 59045 23536 … (truncated to 20 decimal places)
If
10𝑛 = 18 then 𝑙𝑜𝑔 18 = 𝑛
Similarly, using base e
𝑒 𝑚 = 18 then 𝑙𝑛 18 = 𝑚
Note that we use “log” when we are working in base “10” and “ln” when we are working in
base “e”
Use your calculator to complete the following table – notice that we are using natural
logarithms, there are keys dedicated to natural logarithms on your calculator.
A B ln(A) + ln(B) B ln(A) ln(AB) ln(AB)

2 3
4 10
3.2 4.5
5.7 2.6
1.2 x 103 3.6 x 102
4.6 x 10-2 2.5 x 10-4
3.2 x 104 1.2 x 10-3
Look at the different columns and describe what you notice.
Can you explain why this might be?

Laws of Logs
Due to the work we have done with indices we have realised that
log 𝑎 𝑥𝑦 = log 𝑎 𝑥 + log 𝑎 𝑦
𝑥
log 𝑎 = log 𝑎 𝑥 − log 𝑎 𝑦
𝑦
and
log 𝑎 𝑥 𝑏 = 𝑏 log 𝑎 𝑥
Most scientific calculators can work with logarithms to the base 10 and natural logarithms
(base e) but what if you needed to solve the equation
8𝑦 = 64
This is normally solved by taking the log of each side of the equation and in this case the log
would be to the base 6 ie
log 8 8𝑦 = log 8 64
𝑦 log 8 8 = log 8 64
But
log 𝑎 𝑎 = 1
So
𝑦 = log 8 64
How can we find the answer to this if our calculator will not support the use of logs to any
base?
Let
log 𝑎 𝑏 = 𝑥
Due to the relationship between logs and indices this means

𝑏 = 𝑎𝑥
Take the natural log of both sides to get

ln 𝑏 = ln 𝑎 𝑥
Using the third law of logs above we get

ln 𝑏 = 𝑥 ln 𝑎
And rearrange to get

ln 𝑏
𝑥=
ln 𝑎
This enables us to work with logs in any base as we have
ln 𝑏
log 𝑎 𝑏 =
ln 𝑎
So in the example above

ln 64 4.1589
𝑦 = log 8 64 = = = 2.00
ln 8 2.0794

Typical examples of the use of logarithms
Charging a capacitor
The voltage across a capacitor in a DC circuit changes over time. Its value is given by the
equation
𝑡
𝑣 = 𝑉 [1 − 𝑒 −𝑅𝐶 ]
If we are required to design a circuit where the voltage would have a fixed value after a
certain time then we would need to calculate one of the parameters R and C. This would
require the use of logarithms.
Extension of a steel bar
When a bar is put under a tensile load it extends, the induced strain on the bar can be
determined with the equation
𝑇𝑜𝑡𝑎𝑙 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑡𝑟𝑒𝑡𝑐ℎ𝑒𝑑 𝑜𝑏𝑗𝑒𝑐𝑡 𝑙

𝑇𝑟𝑢𝑒 𝑠𝑡𝑟𝑎𝑖𝑛 = ℰ = ln ( ) = ln ( )
𝑂𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑜𝑏𝑗𝑒𝑐𝑡 𝐿
Having calculated the strain in a bar due to an applied force we can then determine the actual
length of the bar using logarithms.
Note that in both of these cases we are using natural logarithms, not logarithms to the base
10. Within engineering you will find that natural logarithms are far more common than
logarithms to the base 10.

Linear Equations
Use Excel to plot the following graphs. Print them out and calculate the gradient of each line
and the value of y when the line crosses the y axis. Write each in the form 𝑦 = 𝑚𝑥 + 𝑐
Line "A" Line "B" Line "C"

x y x y x y
-10 -30 -10 -17 -10 -96
-8 -24 -8 -13 -8 -76
-6 -18 -6 -9 -6 -56
-4 -12 -4 -5 -4 -36
-2 -6 -2 -1 -2 -16
0 0 0 3 0 4
2 6 2 7 2 24
4 12 4 11 4 44
6 18 6 15 6 64
8 24 8 19 8 84
10 30 10 23 10 104
Line "G" Line "H" Line "I"

x y x y x y
-9 -45 8 19 3 39
-7 -35 3 4 2 14
7 35 -5 -20 -7 -211
4 20 5 10 -8 -236
-3 -15 2 1 9 189
2 10 -7 -26 1 -11
1 5 -4 -17 4 64
Line "M" Line "N" Line "O"

x y x y x y
-9 -81 -9 -112 -9 -101
-7 -64 -7 -87 -7 -81
-5 -47 -5 -63 -5 -60
-3 -27 -3 -36 -3 -34
-1 -8 -1 -7 -1 -13
1 10 1 18 1 6
3 28 3 43 3 31
5 47 5 67 5 52
7 62 7 95 7 72
9 83 9 123 9 97

Quadratic Equations
What is a quadratic equation? It is any equation that contains an element with a variable that
has been raised to the power of 2. If the equation also has an element that has been raised to a
higher power than 2 then that will take priority and the equation will be named after that
term. Eg if a term exists that has been raised to the power of 3 (x3 for example) – then the
equation is now a “cubic”, if a term like x4 exists then it a quartic and so on.
The general form for a linear equation (straight line) is 𝑦 = 𝑚𝑥 + 𝑐
The general form for a quadratic equation (parabolic curve) is 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Where a, b and c are all constants. “a” is called the coefficient of x squared, “b” is the
coefficient of x and “c” is simply referred to as the constant term.
It is sometimes possible to factorise a quadratic, giving it the form
𝑦 = (𝑥 − 𝑖)(𝑥 − 𝑗)
This can be useful when a sketch of the quadratic needs to be drawn as it simply provides the
points at which the quadratic will cross the x (horizontal) axis.
When the graph of any function that relates y and x crosses the x axis, y must equal 0. This
gives
0 = (𝑥 − 𝑖)(𝑥 − 𝑗)
And therefore
(𝑥 − 𝑖) = 0 or (𝑥 − 𝑗) = 0
So the parabolic curve will cross the x axis at two points.
𝑥 = 𝑖 𝑜𝑟 𝑥 = 𝑗
We can also determine the point at which the function crosses the y axis by making x = 0
Giving
𝑦 = 𝑖𝑗
In summary, the quadratic curve

𝑦 = (𝑥 − 𝑖)(𝑥 − 𝑗)
Crosses the x axis at the points

(𝑖, 0)𝑎𝑛𝑑 (𝑗, 0)
And crosses the y axis at the point

(0, 𝑖𝑗)

A typical quadratic curve looks like this.
y
y = (x-1)(x-5)
50
40
30
20
10
0
x
-6 -4 -2 0 2 4 6 8 10 12
-10
Look at where the function crosses the x and y axis and compare this with its equation.
The curve reaches its lowest point at (3,-4). The point at which a function changes direction is
called a “Turning Point”. In this case the gradient of the curve is changing from –ve to
positive and so this turning point is called a “Local Minimum”.

Quadratic equations are more common than you may think.
Whenever anything falls to the ground its motion

can be described by a quadratic equation.
The cables holding up a suspension bridge take

the form of a parabolic curve.
And the silver reflector behind every car head lamp

is a parabolic mirror.
If we plot a series of points
x -10 -8 -6 -4 -2 0 2 4 6 8 10
y 98 60 30 8 -6 -12 -10 0 18 44 78
20
15
10
5
0
-5 -4 -3 -2 -1 0 1 2 3 4 5
-5
-10
-15
-20
From the graph we can determine that the curve crosses the x axis at (-3,0) and (4,0) so
assuming that it is a parabola we can state
𝑦 = (𝑥 + 3)(𝑥 − 4)

Factorising Worksheet
Plot the following points on a curve using Excel and try to determine the values for “a” and
“b” in each case where 𝑦 = (𝑥 − 𝑎)(𝑥 − 𝑏)
Curve "A" Curve "B" Curve "C"

x y x y x y
-10 100 -10 143 -10 96
-8 64 -8 99 -8 60
-6 36 -6 63 -6 32
-4 16 -4 35 -4 12
-2 4 -2 15 -2 0
0 0 0 3 0 -4
2 4 2 -1 2 0
4 16 4 3 4 12
6 36 6 15 6 32
8 64 8 35 8 60
10 100 10 63 10 96
Curve "D" Curve "E" Curve "F"

x y x y x y
-10 98 -10 93.75 -10 52
-8 60 -8 57.75 -8 27
-6 30 -6 29.75 -6 10
-4 8 -4 9.75 -4 1
-2 -6 -2 -2.25 -2 0
0 -12 0 -6.25 0 7
2 -10 2 -2.25 2 22
4 0 4 9.75 4 45
6 18 6 29.75 6 76
8 44 8 57.75 8 115
10 78 10 93.75 10 162

Factorisation
One of the key goals of a mathematician is to look at the patterns within a set of numbers, as
these patterns often lead to understanding the rule that is generating that sequence of
numbers.
A key tool in doing this is to find anything that is common throughout the sequence and
putting it to one side. This process is called factorisation. Factorising an expression often
makes it easier to work with.
e.g.
𝑦 = 3𝑡 + 3 factorises to 𝑦 = 3(𝑡 + 1)
𝑦 = 4𝑚 + 8 factorises to 𝑦 = 4(𝑚 + 2)
2
𝑦 = 6𝑝 + 24𝑝 factorises to 𝑦 = 6𝑝(𝑝 + 4)
We can confirm that the factorisation has been done correctly by multiplying out the answer
to see if we get back to where we started from
𝑦 = 3(𝑡 + 1) = 3 × 𝑡 + 3 × 1 = 3𝑡 + 3
𝑦 = 4(𝑚 + 2) = 4 × 𝑚 + 4 × 2 = 4𝑚 + 8
𝑦 = 6𝑝(𝑝 + 4) = 6𝑝 × 𝑝 + 6𝑝 × 4 = 6 × 𝑝 × 𝑝 + 6 × 𝑝 × 4 = 6𝑝2 + 24𝑝
When we were working with quadratic equations we saw another method of factorising
A quadratic equation can look like 𝑦 = 𝑥 2 + 5𝑥 + 6

Or it could look like 𝑦 = (𝑥 + 2)(𝑥 + 3)
We say that the second form is the factorised form of the quadratic equation.
It takes practise to be able to factorise a quadratic equation and it is not always possible. In
this case because the coefficient of x squared is just 1 we can immediately write
𝑦 = (𝑥 + 𝑎)(𝑥 + 𝑏)
Then we just need to discover what the value for “a” and “b” is. If we multiply out the
factorisation at this point we get
𝑦 = 𝑥 2 + 𝑎𝑥 + 𝑏𝑥 + 𝑎𝑏
Comparing this with the original equation we can see that
𝑎 + 𝑏 = 5 𝑎𝑛𝑑 𝑎 × 𝑏 = 6
We just need to look at the possible values for “a” and “b” that make both results correct.
Which in this case is 𝑎 = 2 𝑎𝑛𝑑 𝑏 = 3
The same process is used when the coefficient of x squared does not equal 1, but there will be
more options to choose from, which can make the “factors” much harder to find.

The Quadratic Formula
When the solution to the quadratic equation is a fraction or a decimal it can be very hard
indeed to factorise. The solution can be found graphically as you have already done. Another
alternative is to use the quadratic formula.
For the quadratic equation
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
We can find a value of 𝑥 that makes 𝑦 = 0 [This is what we mean when we say solve the
quadratic equation] by using the formula
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎
Let’s try it out for
𝑦 = 3𝑥 2 + 7𝑥 + 2
In this case
𝑎 = 3; 𝑏 = 7 𝑎𝑛𝑑 𝑐 = 2
The formula states
−7 + √72 − 4 × 3 × 2 −7 − √72 − 4 × 3 × 2
𝑥= 𝑜𝑟 𝑥 =
2×3 2×3
Notice what we have done with the symbol ± that appeared in the formula. We use the
formula twice, the first time replacing ± 𝑤𝑖𝑡ℎ + and the second time replacing ± 𝑤𝑖𝑡ℎ −.
−7 + √49 − 24 −7 − √49 − 24
6 6
−7 + √25 −7 − √25
6 6
−7 + 5 −7 − 5
6 6
−2 −12
6 6
−1
𝑥= 𝑜𝑟 𝑥 = −2
3
So we can say that the factorised form of the quadratic equation is
𝑦 = (3𝑥 + 1)(𝑥 + 2)

Factorising Worksheet
A) Factorise these expressions ie rewrite them using brackets
2x + 6 4x + 12 9g + 15 5t + rt 8ab + 4ab
4p2 + 5p 6r – 5r2 9p2 + p 9x2 – 12x 8rt + 6r2
18c2 – 12cb 15c2 – 6bc 7a3 – 21a2 6pq – 5p2q2 18a2 – 12a3
B) Factorise these expressions, they are slightly harder
30m3 – 12m4 16p3q – 15p2q 15t3 – 20t2 28y2 – 35y3

6a2bc-2ab2c 12d3e2 – 3e 7k2h3 + k4h x3 – 7x2 + 5x
5y3 + 10y4 – 20y2 x3y3 – x2y2 + xy 4r2t – 6rt3 + 2rt 9x2 + 3x – 6xy3
C) These expressions will factorise resulting in two sets of brackets
x2 + 4x + 3 x2 + 6x + 5 x2 + 6x + 8 x2 + 7x + 10
x2 – 2x – 15 x2 – 4x – 12 x2 – 6x – 16 x2 – x – 20
x2 – x – 72 x2 – 4x – 12 x2 + 16x + 63 x2 + 7x – 144
D) And finally, try these
2x2 + 5x + 3 2x2 + 7x + 5 2x2 – 9x + 7 2x2 – 13x + 15

5x2 – 16x + 3 5x2 + 26x + 5 3x2 + 5x + 2 3x2 + x – 2
3x2 + 11x + 6 5x2 + 23x + 12 3x2 + 10x + 8 5x2 +11x + 2

Trigonometry
This is an extremely important part of mathematics. It enables us to start working with the
things that make up the world around us. Every shape that we can see can be subdivided into
a series of triangles; we are no longer restricted to working with simple squares and
rectangles. In science we will also use trigonometry to split a force that is acting in an
awkward direction into two forces acting straight up and straight across which will make it
much easier to determine what effect that force will have.
Hypotenuse
This diagram shows are starting point, and it is always worth labelling the hypotenuse on
your right angle triangle. Note that I have not labelled the other two sides of the triangle –
this can’t be done until we have decided what angle we are working with.
Hypotenuse
In this instance I have decided to work with the angle in the bottom right hand corner and
have given it the name α. Now I can label up the remaining sides.
Hypotenuse
Opposite
α
Adjacent
We use the word opposite a lot in everyday life, and its meaning here is the same as it always
is – the opposite side is the side opposite the angle we want to work with. The word adjacent
is not so common, but it means alongside, and the remaining side is alongside our chosen
angle. Don’t worry if you can’t remember what adjacent means, there is only one side left at
this stage so that must be the adjacent side. Note: that the hypotenuse is also adjacent to the
angle we are interested in, so make sure you ALWAYS label the hypotenuse first – it’s the
longest side or the side opposite the right angle – and then you won’t fall into the trap of
getting the hypotenuse and the adjacent side confused.
The three important ratios are
𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑂𝑝𝑝𝑜𝑠𝑖𝑡𝑒

𝑆𝑖𝑛𝑒 = ; 𝐶𝑜𝑠𝑖𝑛𝑒 = ; 𝑇𝑎𝑛𝑔𝑒𝑛𝑡 =
𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝐴𝑑𝑗𝑎𝑐𝑒𝑛𝑡
Write these ratios in big letters at the very front or the very back or better still the front and
the back of all your note books so you can always find them quickly.

Trigonometry Worksheet A

Sin, Cos & Tan Ratios
Lengths of Sides Ratios
Angle Opposite Adjacent Hypotenuse Sin Cos Tan
10

Radians and Degrees
There are two units that we can use when measuring angles. By now you should be very
familiar with using degrees to measure the size of any angle, and know that a full circle is
made up of 360 degrees, half a circle is 180o and a right angle or quarter of a circle is 90o.
You will remember that when calculating the circumference and area of an arc or circle you
have used the number π (3.14159265... ... ...) and that the circumference is given by the
formula
𝐶𝑖𝑟𝑐𝑢𝑚𝑓𝑒𝑟𝑒𝑛𝑐𝑒 = 2𝜋𝑟
The circumference is the distance all the way around a circle and must therefore be related to
360o in some way, and therefore the arc length of a semi circle and a quadrant must also be
linked to 180o and 90o respectively.
The number π can also prove awkward to use in many ways, even writing it can be awkward,
and it would be useful if we could find a way of using an angular measurement to calculate
an arc length and reduce the need to continually refer to π.
We can do this by introducing a new unit of angular measurement which links the two
systems. This new unit of measurement was named a “Radian” and to ensure we resolve both
issues we have to select a certain size for one radian.
The best all round solution, please excuse the pun, was to make
360
𝑂𝑛𝑒 𝑅𝑎𝑑𝑖𝑎𝑛 = ( ) 𝑑𝑒𝑔𝑟𝑒𝑒𝑠
2𝜋
To demonstrate how this odd value works effectively consider the length of the arc of a
quadrant.
From the above equation for the circumference of a circle the arc length of a quadrant must
equal
2𝜋𝑟
𝐴𝑟𝑐 𝑙𝑒𝑛𝑔𝑡ℎ = (𝑤ℎ𝑒𝑟𝑒 𝑟 = 𝑟𝑎𝑑𝑖𝑢𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐)
4
Now calculate how many radians are in 90o.
360 2𝜋
𝐼𝑓 𝑜𝑛𝑒 𝑅𝑎𝑑𝑖𝑎𝑛 = ( ) 𝑑𝑒𝑔𝑟𝑒𝑒𝑠, 𝑡ℎ𝑒𝑛 𝑜𝑛𝑒 𝑑𝑒𝑔𝑟𝑒𝑒 = ( ) 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
2𝜋 360
So
2𝜋 2𝜋
90 𝑑𝑒𝑔𝑟𝑒𝑒𝑠 = 90 ( ) = ( ) 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
360 4
Compare this answer with the calculation for the arc length of a quadrant and it can be seen
that, if we ensure our angle is measured in radians, we can simply write the arc length as
𝐴𝑟𝑐 𝑙𝑒𝑛𝑔𝑡ℎ = 𝜃𝑟 𝑜𝑟 𝑟𝜃 (𝑤ℎ𝑒𝑟𝑒 𝜃 𝑖𝑠 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑖𝑛 𝑟𝑎𝑑𝑖𝑎𝑛𝑠)
Repeat this exercise by yourself for a circle and a semi circle and see what result you get.

Radians and Degrees Worksheet
Required accuracy – 2 decimal places (2dp) or use π
1) Calculate the number of radians in 90 degrees

2) Calculate the number of degrees in 3 radians
3) Calculate the number of radians in 75 degrees
4) Calculate the number of degrees in 5 radians
5) Calculate the number of radians in 22.4 degrees
6) Calculate the number of degrees in 2.75 radians
7) An arc is formed with a radius of 5 metres and an angle of 90o.
What is the length of the arc?
8) An arc is formed with a radius of 3 metres and an angle of 2 radians.
9) An arc is formed with a radius of 2.4 metres and an angle of 75o.
10) An arc is formed with a radius of 7 metres and an angle of 3 radians.
11) An arc is formed with a radius of 1.75 metres and an angle of 125o.
12) An arc is formed with a radius of 2.6 metres and an angle of 2.7 radians.
13) An arc length of 3 metres is required from an angle of 25 degrees.
What is the radius of the arc?
14) An arc length of 2 metres is required from an angle of 1.5 radians.
What is the radius of the arc?
15) An arc length of 2 metres is required from a radius of 3m.
What is the angle in degrees?
16) An arc length of 3m is required from a radius of 1.5m.
What is the angle in radians?
17) A ship steadily changes course through an angle of 0.5 radians. During this
manoeuvre the ship travels through 2 nautical miles. What is the radius of the
track that she has followed?
18) A ships maximum rate of turn at 12 knots is 2 radians per minute. What is her
minimum turning circle at this speed? (State whether you have calculated the
radius or the diameter of this circle.)

Mean, Median and Mode
When faced with a set of data, (exam results, tree height, cloud density, body mass etc) it is natural to
try and make some sense out of it. We try to analze the data to discover the information hidden within
it. The most common way of analyzing data is to find the average value. Statisticians refer to three
types of average, called the Mean, Median and Mode. In general when people refer to the “average”
they are referring to what a statistician would call the Mean.
Let’s calculate the average length of the boats in a marina. [The marina charges are based on the
length of a boat, knowing the average length will enable quick calculations to be made on the income
that the marina can generate.]
Length in metres of boats in FMS Marina – January 2007

Berth 1 Berth 2 Berth 3 Berth 4 Berth 5 Berth 6
Pontoon 1 4 8 10 9 8 5
Pontoon 2 5 5 9 3 2 2
Pontoon 3 4 5 9 5 5 10
The mean length is the sum of all the individual lengths divided by the number of boats.
𝑆𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑙𝑒𝑛𝑔𝑡ℎ𝑠 108

𝑀𝑒𝑎𝑛 = = = 6 𝑚𝑒𝑡𝑟𝑒𝑠
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓𝑏𝑜𝑎𝑡𝑠 18
So we could say that a typical boat length in the marina is 6 metres
However looking carefully at the data it is clear to see that the typical boat length is only 5 metres. 6
of the 18 boats, one third of all the boats are 5 metres long. This result is called the modal value. The
average called the mode is simply the most commonly occurring result.
𝑀𝑜𝑑𝑒 = 𝑚𝑜𝑠𝑡 𝑐𝑜𝑚𝑚𝑜𝑛 𝑣𝑎𝑙𝑢𝑒 = 5 𝑚𝑒𝑡𝑟𝑒𝑠
This might not look like a huge difference but 6 metres is 20% bigger than 5 metres, which implies
that a forecast of potential income would be 20% larger if the mean value was used rather than the
modal value.
Finally we could just look at the length of the middle boat if they were lined up in length order
Boat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Length 2 2 3 4 4 5 5 5 5 5 5 8 8 9 9 9 10 10
From this method we see the middle length would fall half way between the length of the 9th and 10th
boat. This is called the median value.
5+5
𝑀𝑒𝑑𝑖𝑎𝑛 = 𝑚𝑖𝑑𝑑𝑙𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑜𝑟𝑑𝑒𝑟𝑒𝑑 𝑑𝑎𝑡𝑎 = = 5 𝑚𝑒𝑡𝑟𝑒𝑠
2
If there had been an odd number of boats we could have simply taken the length of the “middle” boat
In this instance the median and the mode agree. Which value do you think the owner would use and
which value would the bank manager use when discussing the value of the business?

Mean, Median and Mode Worksheet
For each of the following questions you must support your answer with a descriptive sentence.
1) Which measure would you use to find the most popular snack in your class
2) To find an average for 34 64 37 54 242 51 45 which would be the most sensible measure
3) Which measure would shop keepers use to find the best sizes of shoe in stock?
4) If I have the data 14, 34, 36, 56, 59, 68 which measures are not changed if 68 was 88
5) Which measure are you finding if you divide the sum of the middle two numbers by two?
6) Which measure would be the best to find the the average displacement of the yachts in a
marina
7) Which is the best measure to find the average wage at a large factory?
8) Which is the best measure to find the most popular flavour of ice cream on the beach?

Graphs
Another method of making the information hidden within a stream of numbers is to create charts. A
chart converts a stream of numbers into a picture and can make information hidden within the data
immediately visible.
A variety of charts exist and it may be necessary to try a number of them before any information
becomes clear. Initially we will just consider three type of chart, the pie chart, histogram and
cumulative frequency.
Pie Chart
This kind of chart is particularly good at comparing the percentage size of individual section within a
group.
Boat Length
This chart clearly shows about a
third of all the boats in the sample
are between 6 and 8 metres long, 1 - 2 metres
about a quarter are between 2 and
4 metres long and only a small 2 - 4 metres
fraction are between 4 and 6 4 - 6 metres
metres long. There are no figures
6 - 8 metres
at all, but the percentage
information is very visible. 8 - 10 metres
Histogram
Boat Length
40
35
30
25
20
15
10
5
0
1 - 2 metres 2 - 4 metres 4 - 6 metres 6 - 8 metres 8 - 10 metres
The histogram does not give a clear idea on percentages but the number of boats in each group is very
clear now.

Cumulative Frequency Curve
Boat Length
90
80
70
60
50
40
30
20
10
0
This chart shows the same data as before, but this time each point on the curve represents the total
number of boats up to a particular length. In this instance the resulting curve does not really show any
data, but compare it with the next graph.
Boat Length
140
120
100
80
60
40
20
0
Here the cumulative frequency is showing that there is a fairly even distribution of boats in the marina
up to 9 metres long, (straight-ish line) but then the increase in length tends to fall away, and you may
predict that you could expect no boats in the marina greater than say 20 metres.
Use a variety of charts when looking to interpret sets of data, and be prepared to accept that in some
cases it can be difficult to discover any underlying information, with the data appearing to be quite
random.

Charts Worksheet
Using the information in the table below, create a pie chart a histogram and a cumulative frequency curve. For each chart write a statement on the information
that has been revealed by the chart. Your charts do not need to include all of the data.
The Working Population in England and Wales (April 2005)
Under 20 20 to 29 30 to 39 40 to 49 50 to 59 60 plus Total
Wales 58,214 219,698 300,996 282,316 230,360 61,348 1,152,932
North East 53,500 192,636 273,115 258,727 189,895 42,803 1,010,676
North West 156,154 562,329 781,143 698,094 559,311 145,753 2,902,784
Yorkshire and Humber 116,901 419,195 578,775 523,926 424,365 108,532 2,171,694
East Midlands 95,766 342,525 479,366 435,325 372,322 99,892 1,825,196
West Midlands 121,671 442,974 611,609 547,401 466,731 133,117 2,323,503
East 132,637 450,756 599,415 556,859 493,798 149,747 2,383,212
London 120,518 944,847 1,143,851 828,408 589,413 178,618 3,805,655
South East 204,751 720,956 940,537 857,474 740,225 232,637 3,696,580
South West 124,163 410,662 564,699 534,741 477,992 144,563 2,256,820

Calculating the gradient of a curve at any point
A is any point on the curve and has the coordinates (x,y)

B is some other point that we have chosen to help us find an approximate value for
the gradient of the curve at the point A. We know that as the point B moves down the
curve towards the point A the calculated value of the gradient will improve.
To calculate the gradient from point A to point B we simply need to use the formula
𝑟𝑖𝑠𝑒
𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
𝑟𝑢𝑛
the rise is simply the Height as marked on the diagram and the run is our distance LJ
𝐻𝑒𝑖𝑔ℎ𝑡
𝐿𝐽
We have chosen LJ to suit ourselves, so our only problem is working out the Height.
Mathematics Page 27 of 35 PEThorpe

Calculating the Height
The first thing we need to do is find the total distance that the point B is above the
horizontal axis. We can do this by finding the “y” coordinate for the point B. This is
easy as we know the equation for the curve and we know the “x” coordinate for the
point B.
𝑥 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑓𝑜𝑟 𝐵 = 𝑥 + 𝐿𝐽
The equation for the curve is

𝑥2
𝑦= −2
4
To get the “y” coordinate for the point B just substitute into the equation for the curve
the known “x” coordinate
(𝑥 + 𝐿𝐽)2
𝑦 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑓𝑜𝑟 𝐵 = −2
4
Look back at the diagram and you can see that by itself this is too long, we need to
subtract the vertical distance below the the point A. This second distance is simply the
“y” coordinate of the point A.
(𝑥)2
𝑦 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑓𝑜𝑟 𝐴 = 𝑦 = −2
4
So the distance that we need, the Height, can be calculated by taking the value of the
“y” coordinate for the point A from the value of the “y” coordinate for the point B.
𝐻𝑒𝑖𝑔ℎ𝑡 = [y 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑜𝑓 𝐵] − [𝑦 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒 𝑜𝑓 𝑝𝑜𝑖𝑛𝑡 𝐴]
(𝑥 + 𝐿𝐽)2 (𝑥)2
𝐻𝑒𝑖𝑔ℎ𝑡 = [ − 2] − [ − 2]
4 4
This looks very complicated at the moment but it will simplify. If we first remove the
brackets ensuring we follow all the rules.
(𝑥 + 𝐿𝐽)2 (𝑥)2
𝐻𝑒𝑖𝑔ℎ𝑡 = −2− +2
4 4
The 2’s cancel
(𝑥 + 𝐿𝐽)2 (𝑥)2
𝐻𝑒𝑖𝑔ℎ𝑡 = −
4 4
Using the rules of fractions we can rewrite this as
(𝑥 + 𝐿𝐽)2 − 𝑥 2
𝐻𝑒𝑖𝑔ℎ𝑡 =
4
Multiplying out the bracket
𝑥 2 + 2𝑥𝐿𝐽 + 𝐿𝐽2 − 𝑥 2 2𝑥𝐿𝐽 + 𝐿𝐽2

𝐻𝑒𝑖𝑔ℎ𝑡 = =
4 4

Pulling it all together
We are now in a position to find a general formula for the gradient at any point.
Remember
𝐻𝑒𝑖𝑔ℎ𝑡
𝐿𝐽
Having achieved an expression for the height we can substitute this into the equation
for the gradient,
2𝑥𝐿𝐽 + 𝐿𝐽2
𝐻𝑒𝑖𝑔ℎ𝑡 =
4
So
2𝑥𝐿𝐽 + 𝐿𝐽2
4 2𝑥𝐿𝐽 + 𝐿𝐽2
𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 = =
𝐿𝐽 4𝐿𝐽
Look closely at this new equation for the gradient and we can simplify it even more.
We have a common factor of LJ both above and below the line which will cancel to
give;
2𝑥 + 𝐿𝐽
4
After all the hard work, this is a nice simple looking formula we can use use to
calculate the approximate gradient of a curve at any point.
Task
Check to see if it works by comparing the values this formula generates
for the gradients of the three lines that you originally drew along with the
original gradient calculations for those lines. Has it worked for your lines,
has it worked for everyone in the class, irrespective of where they selected
to put their points?
We realised earlier that if we continue to make LJ smaller and smaller the accuracy
of the calculated gradient gets better and better. There is no reason why we can’t we
make it so small that it is almost invisible and get the best possible degree of accuracy
for the gradient.
We can say that the gradient can be calculated exactly as
2𝑥 𝑥
𝐺𝑟𝑎𝑑𝑖𝑒𝑛𝑡 = =
4 2
and this will work for all the points on the curve
𝑥2
𝑦= −2
4

Calculus
The study of gradients forms a basis of an area of mathematics called calculus.
As you have seen over the period of this course the idea of the constant gradient of a
straight line and the changing gradient of a curve is not a difficult thing to understand,
and in the case of a straight line to calculate. The solution is slightly harder for a
curve, but for a single point it is still reasonably easy to calculate. The situation then
got a little tougher when we tried to find the general solution for any point on a
particular curve.
We now need to find the general solution for finding the gradient at any point on any
curve and to make life as simple as possible we need to find some new ways of
writing equations of curves. This will ensure that our work is not too unwieldy and
that our solutions are not confined to any particular type of curve.
Some examples of equations that you have already seen are:
𝑦 = 3𝑥 − 5
𝑦 = 𝑥2
𝑦 = 2𝑥 2 + 3𝑥 − 4
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
For each of these equations we can find a value for y based on any value of x. We can
say that for each of these equations y is a function of x. As is usual for
mathematicians, we don’t particularly like writing and prefer to shorten this mouthful
to a few symbols. We prefer to write
𝑦 = 𝑓(𝑥) "𝑦 𝑖𝑠 𝑎 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑜𝑓 𝑥"
f(x) can mean any function of x, in the case of the above equations
𝑦 = 𝑓(𝑥) = 3𝑥 − 5
𝑦 = 𝑓(𝑥) = 𝑥 2
𝑦 = 𝑓(𝑥) = 2𝑥 2 + 3𝑥 − 4
𝑦 = 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

Gradients
We can continue to use this new general form of writing equations to talk about
gradients.
𝐼𝑓 𝑦 = 𝑓(𝑥)
Then
𝑇ℎ𝑒 𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 𝑜𝑓 𝑓(𝑥) 𝑎𝑡 𝑎𝑛𝑦 𝑝𝑜𝑖𝑛𝑡 = 𝑓 ′ (𝑥)
As an example for the straight line
𝑦 = 𝑓(𝑥) = 3𝑥 − 5
We can say
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 = 𝑓′(𝑥) = 3
As we know that the gradient of this line is 3 and being a straight line the gradient is
the same at every position.
Previously we have found a general form for the gradient of the curve
𝑥2
𝑦= −2
4
We can write
𝑥2
𝑓(𝑥) = −2
4
And we discovered that a formula for the gradient at any point (x,y) exists. Refer to
your previous notes to find
𝑥
𝑔𝑟𝑎𝑑𝑖𝑒𝑛𝑡 =
2
We can write
𝑥2 𝑥
𝑖𝑓 𝑓(𝑥) = − 2 𝑡ℎ𝑒𝑛 𝑓 ′ (𝑥) =
4 2
As is clear from the sketch of this function the gradient varies, it has different values
for different points on the curve. For each point (x,y) we can calculate the gradient, we
can find the specific value of f’(x).
𝑇ℎ𝑒 𝑝𝑜𝑖𝑛𝑡 (𝑥, 𝑦)𝑐𝑎𝑛 𝑏𝑒 𝑤𝑟𝑖𝑡𝑡𝑒𝑛 𝑎𝑠 𝑡ℎ𝑒 𝑝𝑜𝑖𝑛𝑡 (𝑥, 𝑓(𝑥))
When x = 2 the curve of the function will lie on the point (2,f(2)) and the function will
have the gradient f’(2). The actual value of the gradient at the point (2,f(2)) can be
calculated by substituting x with 2 in the expression for f’(x).
𝑥 2
𝐼𝑓 𝑓 ′ (𝑥) = 𝑤ℎ𝑒𝑛 𝑥 = 2 𝑓 ′ (2) = =1
2 2
In other words
𝑥2
The gradient of the function − 2 at the point (2, 0) = 1
4

Differential Calculus
We have discovered that if
𝑦 = 𝑎𝑥 𝑛
Then
𝑑𝑦
= 𝑎𝑛𝑥 𝑛−1
𝑑𝑥
The gradients for trigonometric functions and exponential functions can also be
derived.
The results can be tabulated as follows.
Function Derivative
𝑎 0
𝑎𝑥 𝑎
𝑎𝑥 𝑛 𝑎𝑛𝑥 𝑛−1
sin(𝑥) cos(𝑥)
sin(𝑎𝑥) a cos(𝑎𝑥)
b sin(𝑎𝑥) ab cos(𝑎𝑥)
𝑐𝑜𝑠(𝑥) −sin(𝑥)
𝑐𝑜𝑠(𝑎𝑥) −𝑎 sin(𝑎𝑥)
𝑏 𝑐𝑜𝑠(𝑎𝑥) −𝑎𝑏 sin(𝑎𝑥)
𝑒𝑥 𝑒𝑥
𝑒 𝑎𝑥 a𝑒 𝑎𝑥

Integral Calculus
Integration is the reverse of differentiation. This is a table of useful results.
Function Integral
𝑎 𝑎𝑥 + 𝑐
𝑥2
𝑥 +𝑐
2
𝑥 𝑛+1
𝑥𝑛 +𝑐
𝑛+1
𝑎𝑥 𝑛+1
𝑎𝑥 𝑛 +𝑐
𝑛+1
𝑎𝑥 −1 𝑎. 𝑙𝑛(𝑥) + 𝑐
sin(𝑥) − cos(𝑥) + 𝑐
cos(𝑎𝑥)
sin(𝑎𝑥) − +𝑐
a
b cos(𝑎𝑥)
b sin(𝑎𝑥) − +𝑐
a
𝑐𝑜𝑠(𝑥) sin(𝑥) + 𝑐
sin(𝑎𝑥)
𝑐𝑜𝑠(𝑎𝑥) +𝑐
𝑎
b sin(𝑎𝑥)
𝑏 𝑐𝑜𝑠(𝑎𝑥) +𝑐
𝑎
𝑒𝑥 𝑒𝑥 + 𝑐
𝑎𝑥 𝑒 𝑎𝑥
𝑒 +𝑐
𝑎
Note that whenever we integrate we must include a constant. This is called the
constant of integration and is often symbolised with the letter “c”. Further analysis
may allow you to calculate the value of this constant.

Calculus Worksheet
Calculate the expression for the gradient for the following curves
𝑦 = 3𝑥 2
𝑦 = 4𝑥 5
𝑦 = 2𝑥 2 + 3𝑥 3
𝑦 = 4𝑥 2 + 5𝑥
𝑦 = 7𝑥 3 + 8
𝑑𝑦
Calculate the gradient ( ) for each of the following curves
𝑑𝑥
𝑦 = 10𝑥 2 + 𝑥
𝑦 = 5𝑥 −2
𝑦 = 5𝑥 −2 − 𝑥 2
𝑦 = 6𝑥 −1 + 3𝑥 + 9
𝑦 = 21𝑥 −2 + 𝑥 3 − 2𝑥 −4 + 32
Find the original equation for the curve given its gradient is
𝑑𝑦
= 3𝑥 2
𝑑𝑥
𝑑𝑦
= 8𝑥 3
𝑑𝑥
𝑑𝑦
= 6𝑥 2 + 8𝑥 3
𝑑𝑥
𝑑𝑦
= 3𝑥 2 + 5𝑥
𝑑𝑥
𝑑𝑦
= 9𝑥 3 + 4
𝑑𝑥

BTEC Level 3 Unit 04 - Workbook

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

BTEC Level 3 Unit 04 - Workbook

Diunggah oleh

Hak Cipta:

Format Tersedia

Unit 04

Mathematics for Engineering Technicians

BTEC National – 10 Credits

BTEC Maths Page 1 of 35 PEThorpe

BTEC Maths Page 3 of 35 PEThorpe

a) 101 b) 102 c) 103

d) What do you notice about your answers?

a) 100.1 b) 101.1 c) 102.1

d) What do you notice about your answers?

a) 100.3 b) 101.3 c) 102.3

d) What do you notice about your answers?

b) 51.3 c) 52.3 d) 53.3

e) Was your expectation correct?

a) 40.2 x 41.2 b) 41.4

c) 71.3 x 70.3 d) 71.6

e) What do you notice about these answers?

BTEC Maths Page 4 of 35 PEThorpe

a) If 102.5 = 316.23 what will 103.5 equal?

b) If 101.7 = 50.12 what will 102.7 equal?

c) If 103.1 = 1258.93 what will 102.1 equal?

d) If 42.3 = 24.25 what will 43.3 equal?

g) 101.3 × 100.7 = h) 104 × F 2 =

i) 105 × 107 = j) 103 × 10−1 =

k) 105 × 10−4 = l) 103 × 10−4 =

c) 71.5 ÷ 71.2 = d) 70.3 =

e) What do you notice about these answers?

10) Re visit question 8) replacing × with ÷.

BTEC Maths Page 5 of 35 PEThorpe

𝑒 = 2.71828 18284 59045 23536 … (truncated to 20 decimal places)

Similarly, using base e

A B ln(A) + ln(B) B ln(A) ln(AB) ln(AB)

Look at the different columns and describe what you notice.

Can you explain why this might be?

BTEC Maths Page 6 of 35 PEThorpe

Due to the relationship between logs and indices this means

Take the natural log of both sides to get

Using the third law of logs above we get

And rearrange to get

This enables us to work with logs in any base as we have

So in the example above

BTEC Maths Page 7 of 35 PEThorpe

Extension of a steel bar

𝑇𝑜𝑡𝑎𝑙 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑡𝑟𝑒𝑡𝑐ℎ𝑒𝑑 𝑜𝑏𝑗𝑒𝑐𝑡 𝑙

BTEC Maths Page 8 of 35 PEThorpe

Line "A" Line "B" Line "C"

Line "G" Line "H" Line "I"

Line "M" Line "N" Line "O"

BTEC Maths Page 9 of 35 PEThorpe

The general form for a linear equation (straight line) is 𝑦 = 𝑚𝑥 + 𝑐

The general form for a quadratic equation (parabolic curve) is 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

It is sometimes possible to factorise a quadratic, giving it the form

So the parabolic curve will cross the x axis at two points.

In summary, the quadratic curve

Crosses the x axis at the points

And crosses the y axis at the point

BTEC Maths Page 10 of 35 PEThorpe

BTEC Maths Page 11 of 35 PEThorpe

Whenever anything falls to the ground its motion

The cables holding up a suspension bridge take

And the silver reflector behind every car head lamp

If we plot a series of points

BTEC Maths Page 12 of 35 PEThorpe

Curve "A" Curve "B" Curve "C"

Curve "D" Curve "E" Curve "F"