Tech Maths g12 LB Eng
Uploaded by
linksaazTech Maths g12 LB Eng
Uploaded by
linksaazTechnical Mathematics
Grade 12
Learner's Book
This book was developed with the participation of the Department of Basic Education of South Africa
and funding by the Sasol Inzalo Foundation
TECH_MATHS_G12_LB_ENG.indb 1 2018/02/05 04:45
Technical Maths Grade 12 Learner’s Book
This book was developed with the participation of the Department of Basic Education (DBE) of South Africa, Zanokatleho
Projects and ACP Project Management and Publishing Services; and funded as an ongoing project by Sasol Inzalo
Foundation.
© 2017. Copyright in the work is vested in publisher. Copyright in the text remains with the contributors.
© Illustrations and design ACP Project Management and Publishing Services, 2017
First published in 2017
Contributors from Zanokatleho Projects and Consulting
Nathi Makae, Thabo Mhlongo, Mokhulu Matshika, Makgoshi Manyatshe, Gabriel Mphuthi, Welile Simelane
Contributors from the Department of Basic Education
Leonard Gumani Mudau, Gift Mfiki Ndaba, Avhafarei Edward Thavhanyedzai, Mlungiseleli Njomeni, Tiniko Trevor Dube
Cover design by Sasol Inzalo Foundation
Cover image by Kim Stevens
Illustrations by Will Alves and Nazley Samsodien
Layout and typesetting by Nazley Samsodien in ITC Stone Serif Std 10.5 pt over 13.5 pt
Editing, Proofreading and Project Management by ACP Project Management and Publishing Services
ISBN: 978-1-431-52719-9
Your freedom to legally copy this book
This work is published under a Creative Commons Attribution-Non-commercial 4.0 Unported License (CCBY-NC 4.0)
http://creativecommon.sorg/licenses/by-nc/4.0/
You are allowed to freely copy this book subject to the following criteria:
You can photocopy, print and distribute it as you like.
You may download it onto any electronic device, distribute it via email, and upload it to your website at no charge.
You may adapt the text and illustrations.
Attribution
When doing any of the above, you should provide clear acknowledgement of the license/copyright holders.
This attribution should include the name(s) of the original book(s) and the publisher, as well as acknowledgement of SaIF
and the Department of Basic Education of South Africa. You should also provide the Creative Commons web address (http://
creative commons.org/licenses/by-nc/4.0/), which explains this type of license.
If you have made any changes to the material, you must indicate what changes you made. You may not in any way suggest
that the licensor endorses you, or uses any of your materials or your changes to the material.
Restrictions
You may not make copies of this book in part or in full – in printed or electronic or audio or video or whatever form – for a
profit seeking purpose.
Rights of other copyright holders
All reasonable efforts have been made to ensure that materials included are not already copyrighted to other entities, or in a
small number of cases, to seek permission from and acknowledge copyright holders. In some cases, this may not have been
possible. The publishers welcome the opportunity to redress this with any unacknowledged copyright holders.
TECH_MATHS_G12_LB_ENG.indb 2 2018/02/05 04:45
Contents
Chapter 1 Complex numbers 7
1.1 Revision 2
1.2 Complex numbers 2
1.3 Addition, subtraction, division and multiplication of complex numbers 6
1.4 Complex conjugates 7
1.5 The Argand diagram 13
1.6 The argument of a complex number 15
1.7 The trigonometric or polar form of a complex number 18
1.8 From the trigonometric form to the Cartesian form of a complex number 21
Summary 25
Revision exercise 26
Chapter 2 Polynomials 27
2.1 Third degree polynomials 28
2.2 Dividing numbers 28
2.3 Division of polynomials 29
2.4 Revision of function notation 30
2.5 The Remainder Theorem 31
2.6 The Factor Theorem 33
2.7 Factorising a cubic function 35
2.8 Solving cubic equations 39
Summary 43
Revision exercise 43
Chapter 3 Differentiation 44
3.1 The concept of a limit 45
3.2 The average gradient of a curve between two points 47
3.3
Finding the gradient of a curve (derivative) at a point using the first
principles 50
3.4 Differentiating using the power rule 53
3.5 The equation of a tangent at a given point 54
TECH_MATHS_G12_LB_ENG.indb 3 2018/02/05 04:45
3.6 Cubic functions 56
3.7 Applications of differentiation 60
Summary 65
Revision exercise 66
Chapter 4 Integration 68
4.1 Introduction 69
4.2 The indefinite integrals 69
4.3 Definite integrals 72
4.4 The indefinite integral of an exponential function of the form f(x) = e x
82
4.5 The indefinite integral of an exponential function of the form f(x) = eax 83
4.6
The indefinite integral of an exponential function of the form f(x) = ax,
a>0 83
4.7 The indefinite integral of an exponential function of the form f(x) = anx 84
Summary 85
Revision exercise 88
Chapter 5 Analytical geometry 90
5.1 The equation of the circle with the centre at the origin 91
5.2 The equation of the tangent to a circle 93
5.3 Intersecting circles and straight lines 96
5.4 The ellipse 98
Summary 102
Revision exercise 103
Chapter 6 Euclidean Geometry: Proportionality and similarity 106
6.1 Ratio 107
6.2 Proportion 108
6.3 Similar figures 119
Summary 132
Revision exercise 134
TECH_MATHS_G12_LB_ENG.indb 4 2018/02/05 04:45
Chapter 7 Trigonometry 136
7.1 Revision 137
7.2 Solving problems in 2-D and 3-D using trigonometry 154
Summary 157
Revision exercise 158
Chapter 8 Financial mathematics 159
8.1 Revision 160
8.2 Annuities 161
8.3 Sinking funds 170
Summary 173
Chapter 9 Revision 174
Technical Mathematics Paper 1 Topics 175
Technical Mathematics Paper 2 Topics 188
Selected answers 197
TECH_MATHS_G12_LB_ENG.indb 5 2018/02/05 04:45
TECH_MATHS_G12_LB_ENG.indb 6 2018/02/05 04:45
1 Complex numbers
Objectives
In this chapter you will learn about:
• the definition of a complex number, ℂ, z = a + bi
• the conjugate of z = a + bi
• imaginary numbers
• the addition, subtraction, division and multiplication of complex numbers
• representing complex numbers in the Argand diagram
• the argument of z = a + bi
• the trigonometric or polar form of complex numbers
• solving equations with complex numbers with two variables
Complex numbers are used when we launch a satellite into space
TECH_MATHS_G12_LB_ENG.indb 1 2018/02/05 04:45
2 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 2 2018/02/05 04:45
Chapter 1 Complex numbers 3
TECH_MATHS_G12_LB_ENG.indb 3 2018/02/05 04:45
4 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 4 2018/02/05 04:45
Chapter 1 Complex numbers 5
TECH_MATHS_G12_LB_ENG.indb 5 2018/02/05 04:45
6 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 6 2018/02/05 04:45
Chapter 1 Complex numbers 7
TECH_MATHS_G12_LB_ENG.indb 7 2018/02/05 04:45
8 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 8 2018/02/05 04:45
Chapter 1 Complex numbers 9
TECH_MATHS_G12_LB_ENG.indb 9 2018/02/05 04:45
10 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 10 2018/02/05 04:45
Chapter 1 Complex numbers 11
TECH_MATHS_G12_LB_ENG.indb 11 2018/02/05 04:45
12 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 12 2018/02/05 04:45
Chapter 1 Complex numbers 13
TECH_MATHS_G12_LB_ENG.indb 13 2018/02/05 04:45
14 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 14 2018/02/05 04:45
u
Imaginary axis
x = (1; 1)
u
Real axis
Chapter 1 Complex numbers 15
TECH_MATHS_G12_LB_ENG.indb 15 2018/02/05 04:45
Imaginary axis
z = (– 4; 3)
3
u
Real axis
–4 0
Imaginary axis
u
–1
Real axis
__
–√ 3
__
z = (– 1; –√ 3 )
16 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 16 2018/02/05 04:45
Imaginary axis
u __
√
3
Real axis
–1
__
z = (–√ 3 ; – 1)
Chapter 1 Complex numbers 17
TECH_MATHS_G12_LB_ENG.indb 17 2018/02/05 04:45
Imaginary axis
z = (a; b)
u
Real axis
a
18 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 18 2018/02/05 04:45
Chapter 1 Complex numbers 19
TECH_MATHS_G12_LB_ENG.indb 19 2018/02/05 04:45
20 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 20 2018/02/05 04:45
Chapter 1 Complex numbers 21
TECH_MATHS_G12_LB_ENG.indb 21 2018/02/05 04:45
Imaginary axis
P
45º
Real axis
a
22 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 22 2018/02/05 04:45
Imaginary axis
P
100º
Real axis
N 0
Chapter 1 Complex numbers 23
TECH_MATHS_G12_LB_ENG.indb 23 2018/02/05 04:45
24 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 24 2018/02/05 04:45
Chapter 1 Complex numbers 25
TECH_MATHS_G12_LB_ENG.indb 25 2018/02/05 04:45
26 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 26 2018/02/05 04:45
2 Polynomials
Objectives
In this chapter you will revise:
• functional notation
• the long division method
You will learn about:
• the Remainder and Factor Theorems
• factorising third degree polynomials using the Remainder and Factor
Theorems
• solving third degree polynomials using the Remainder and Factor Theorems
Polynomials are an essential tool in describing and predicting traffic patterns
TECH_MATHS_G12_LB_ENG.indb 27 2018/02/05 04:46
2.1 Third degree polynomials
A third degree polynomial has the form a x3+ b x2+ cx + d where a, b, c and dare real numbers
and a ≠ 0.It must have the term in x3, but any or all of b, c, and dcan be zero. Below are some
examples of third degree polynomials:
2 x3+ 3 x2+ 4x − 2 x3+ 3 x2+ 5 5 x3 12 x3+ 4x + 5
7 x3+ 3 x2 21 x3+ 5 − 8 x3− 4x
2.2 Dividing numbers
Let us remind ourselves about what happens when we divide any two numbers.
_
17 or as 3⟌ 17
Say we divide 17 by 3. We write this mathematically as 17 ÷ 3 or as ___
3
We will get the answer 5 and have a remainder of 2. The division algorithm
We could write this using one of the three conventions as
follows: Dividend = Quotient + Remainder
_________ __________
Divisor Divisor
17 = 5 + __
___ 2
3 3
Another way of thinking about this example is to say:
17 = 5 × 3 + 2
An equivalent form of the division algorithm
The number 17 is called the dividend.
Dividend = Quotient × Divisor + Remainder
The number 5 is called the quotient.
The number 3 is called the divisor.
The number 2 is called the remainder.
Consider another example where 3405 is divided by 15. We can divide large numbers such as
3405 without the use of a calculator by using a method called the long division method as
shown below:
Quotient
_227
Divisor 15 ⟌3405 Dividend
30 Subtract
40
30 Subtract
105
105 Subtract
0 Remainder
3405
_____ 0
= 227 + ___
5 15
3405 = 227 × 15 + 0
28 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 28 2018/02/05 04:46
2.3 Division of polynomials
We can divide polynomials in the same way we divide numbers.
Worked example
Divide 3 x3− 4 x2+ 5x − 6by x
− 2using the long division method.
2
____
3x + 2x + 9 Start the division by asking the question: What
x – 2 ⟌
3x
3 2
– 4x + 5x – 6 term multiplied by x will result in 3 x3? In this
3x3 – 6x2 case the answer is 3 x2.
2x2 + 5x Multiply the answer to the question above by the
2
2x – 4x divisor (x − 2)i.e 3 x2(x − 2 ) = 3 x3− 6 x2
9x – 6
Subtract ( 3 x3− 6 x2) from ( 3 x3− 4 x2) :
9x – 18
( 3 x3− 4 x2)− (3 x3− 6 x2) = 3 x3− 4 x2− 3 x3+ 6 x2
12 Remainder 2
2 x
=
Bring down the next available term in the dividend.
Repeat steps 1 to 3 above until all terms from the
dividend have been used.
2 2
3x – 4x +
5x – 6 = 3x2 + 2x + 9 + _____
∴ _________________
12 Write the answer in terms of the division
x–2 x–2 algorithm.
3 x3− 4 x2+ 5x − 6 = (3 x2 + 2x + 9)(x − 2) + 12
Polynomial = (Quotient)( Divisor)+ Remainder
EXERCISE 1
1.1 Use the long division method to calculate the quotient and remainder when:
1.1.1
x3+ x2− x − 1 is divided by x − 1
1.1.2
8 x3+ 20 x2+ 14x + 3 is divided by 2x + 3
1.1.3
6 x3+ 17 x2− 26x + 8 is divided by 3x − 2
1.1.4
− x3+ 2 x2+ 3x − 4 is divided by x + 2
1.1.5
5 x3− 3x − 4 is divided by x − 1
1.1.6
x3+ 3 x2− 5 is divided by x + 3
1.1.7
− 8 x3+ 4xis divided by x
+ 1
1.1.8
− 8 x3+ x2− 7is divided by 2
x − 1
1.1.9
8 x3− 1divided by 2
x − 1
1.1.10 x3+ x2− x + 1is divided by x − 1
1.2 Write the answer in 1.1.1 – 1.1.10 above in terms of the division algorithm.
Chapter 2 Polynomials 29
TECH_MATHS_G12_LB_ENG.indb 29 2018/02/05 04:46
2.4 Revision of Function notation
Function notation is one of many conventions that we use to represent and name relationships
between the values of two variables.
The definition of a function consists of the following components:
• the name of the function
• the variable that represents a value to evaluate the function
• a rule that says how to calculate the function’s output for the given input value
The number that results from applying the rule to a specific input value is called a function
value or an output value and is represented by f( x).
Consider the function f(x) = x3 – 2x2 + x – 10
x3− 2 x2+ x − 10is a rule that says how to calculate the function’s
output for a given input.
x is the variable that represents a value at which to evaulate the
function.
the letter f is the name of the function.
Worked example
If f( x) = 3 x3− 4 x2+ 5x − 6, calculate
a) f ( 2)
b) f( − 1)
c) f ( 0)
a) f(x ) = 3 x3− 4 x2+ 5x − 6
f(2 ) = 3 (2)3− 4 (2)2+ 5(2)− 6
f(2) = 3(8)− 4(4)+ 10 − 6
f(2 ) = 24 − 16 + 10 − 6
f(2 ) = 12
b) f(x ) = 3 x3− 4 x2+ 5x − 6
f (− 1) = 3 ( − 1)3− 4 (− 1)2+ 5(− 1)− 6
f(− 1) = 3(− 1)− 4(1)− 5 − 6
f (− 1) = − 3 − 4 − 11
f(− 1) = − 18
c) f(x ) = 3 x3− 4 x2+ 5x − 6
f(0) = 3 ( 0)3− 4 (0)2+ 5(0)− 6
f(0) = − 6
30 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 30 2018/02/05 04:46
EXERCISE 2
For each of the following functions calculate the indicated function value
2.1
f(x ) = x
3+ x2− x − 1, f(1 ).
g(x ) = 8 x3+ 20 x2+ 14x + 3, g(– __
2)
2.2 3
h(x ) = 6 x3+ 17 x2− 26x + 8, h( __
3)
2.3 2
2 .4 k(x) = − x3+ 2 x2+ 3x − 4, k(− 2)
2 .5 q(x ) = 5 x3− 3x − 4, q(1 )
2.6 r(x ) = x
3+ 3 x2− 5, r( − 3 )
2.7 f(x ) = 2 x3+ 3 x2− x − 1, f(− 1)
2.8 h(x ) = − x3+ 7 x2+ 6x, h(2)
2 .9 3− 2 x2− 3x + 4, k(3)
k(x) = x
2.10 g(x ) = − 8 x3+ 2 x2+ 4x + 3, g(__
3 )
2
2.5 The Remainder Theorem
In this unit, we will learn how to calculate the remainder without performing division when a
third-degree polynomial is divided by a linear divisor.
The Remainder Theorem
When we divide a polynomial f ( x)by ( ax − k)the remainder Requals f( ka )
__ , where a, k ∈ ℝ.
Worked example
Use the Remainder Theorem to calculate the remainder when f( x) = − 2 x3+ 5 x2+ 7x − 10 is
divided by x
− 1.
Let x
− 1 = 0
x = 1
3 2
f(1 ) = − 2 (1) + 5 (1) + 7(1)− 10
= − 2 + 5 + 7 − 10
= 0
3 2
The remainder when f(x) = − 2 x + 5 x + 7x − 10is divided by x − 1is 0 .
Chapter 2 Polynomials 31
TECH_MATHS_G12_LB_ENG.indb 31 2018/02/05 04:46
EXERCISE 3
3.1 Use the Remainder Theorem to calculate the remainder when
3.1
f( x) = − 4 x3+ 2 x2− 2is divided by x
+ 1
3.2
f( x) = 7 x3− 6 x2+ 5x − 4is divided by x − 2
3.3
f( x) = 10 x3− x − 9is divided by x − 1
3.4
f( x) = x
3− 3 x2− 9x − 27is divided by x + 3
3.5
f( x) = 2 x3− x2− 2x + 1is divided by 2
x − 1
3.6 f(x ) = − 8 x3+ 2 x2+ 4x + 3is divided by x + 4
3.7
f(x ) = 5 x3− 3x − 4is divided by x − 2
3.8
f( x) = − x3+ 2 x2+ 3x − 4is divided by 3x + 1
3.9
f(x ) = 6 x3+ 17 x2− 26x + 8 is divided by x − 10
3.10
f(x ) = x
3+ x2− x − 1is divided by x
+ 1
3.2 Use polynomial long division to verify the calculations you did in questions 3.1 to 3.10
above.
Worked example
Calculate the value of agiven that when 4 x3+ a x2− 2x + 1is divided by x − 1the remainder
is 10.
Let f(x) = 4 x3+ a x2− 2x + 1
Let x
− 1 = 0
∴ x = 1
3 2
f(1) = 4 ( 1) + a (1) − 2(1)+ 1
f(1) = 4 + a − 2 + 1
f (1) = a + 3
a + 3 = 10 [f(1) = 10 Remainder Theorem]
∴ a = 7
EXERCISE 4
In each of the cases below calculate the value of a[a ∈ ℝ] given that when
4.1 x 3 + a x 2 + 8x − 4is divided by x
− 1the remainder is 0.
4.2 6 x 3 − 19 x 2 + 9x + ais divided by x
− 3the remainder is 28.
4.3 x 3 − 3 x 2 + ax + 12is divided by x
− 4the remainder is 12.
a x 3 − x − 9is divided by x
4.4 + 1the remainder is − 18.
4.5 2 x 3 − x 2 + ax + 1is divided by 2
x − 1the remainder 0.
4.6 a x3+ 2 x2+ x + 1is divided by x
+ 1the remainder is 5.
32 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 32 2018/02/05 04:46
4.7 − 3 x3+ a x2− x + 1is divided by x
− 1the remainder is − 5.
4.8 5 x3+ ax + 1is divided by x
− 2the remainder is 41.
4.9 4 x3+ 3 x2+ 2x + ais divided by x
+ 2the remainder is 0.
4.10 6 x3+ 7 x2− 8x − 5is divided by x
− 1the remainder is 0.
2.6 The Factor Theorem
What if we calculate f( k)and the answer is 0 ?According to the Remainder Theorem f( k) = 0
tells us that when the polynomial f( x)is divided by x − kthe remainder is 0 ;and (x − k)must be
a factor of the given polynomial.
Note:
12 ÷ 4 = 3 remainder 0
12 ÷ 9 = 1 remainder 3
We say 4 is a factor of 12 but 9 is not a factor of 12. We use the remainder to decide whether
a given divisor is a factor of the dividend or not.
Worked example
Consider the polynomial f( x) = − 2
x 3 + 5 x 2 + 7x − 10
(a) Calculate the remainder when f(x) = − 2
x 3 + 5 x 2 + 7x − 10is divided by x − 1.
(b) What can you say about the divisor x
− 1 ?
(a) Let x − 1 = 0
= 1
x
f(1) = − 2 (1) 3 + 5 (1) 2 + 7(1) − 10
= − 2 + 5 + 7 − 10
= 0
According to the Remainder Theorem when f(x) = − 2
x 3 + 5 x 2 + 7x − 10is divided by
x − 1the remainder is 0
.
(b)
x − 1is a factor of f (x) = − 2
x 3 + 5 x 2 + 7x − 10because the remainder is 0.
The Factor Theorem
When a polynomial f ( x)is divided by ax + kand f(− __
ka )
= 0then ax + k is a factor of the
polynomial.
Chapter 2 Polynomials 33
TECH_MATHS_G12_LB_ENG.indb 33 2018/02/05 04:46
EXERCISE 5
Which of the divisors are factors of the given polynomial? Explain.
5.1
f( x) = − 4 x3+ 2 x2− 2is divided by x + 1
5.2
f( x) = 7 x3− 6 x2+ 5x − 4is divided by x − 2
5.3
f( x) = 10 x3− x − 9is divided by x
− 1
5.4
f( x) = x
3− 3 x2− 9x − 27is divided byx + 3
5.5
f( x) = 2 x3− x2− 2x + 1is divided by 2x − 1
5.6
f( x) = x
3+ x2− x − 1 is divided by x − 1
5.7
f( x) = 8 x3+ 20 x2+ 14x + 3 is divided by 2x + 3
5.8
f( x) = 6 x3+ 17 x2− 26x + 8 is divided by 3x − 2
5.9
f( x) = − x3+ 2 x2+ 3x − 4 is divided by x + 2
5.10
f( x) = 5 x3− 3x − 4 is divided by x − 1
5.11
f( x) = x3+ 3 x2− 5 is divided by x + 3
Worked example
x + 2is a factor of x3+ a x2− 5x + 6. Calculate the value of a.
3+ a x2− 5x + 6
Let f(x) = x
Let x
+ 2 = 0
x = − 2
f( − 2) = 0
3 2
(− 2) + a (− 2) − 5(− 2)+ 6 = 0
− 8 + 4a + 10 + 6 = 0
4a + 8 = 0
4
a = − 8
= − 2
a
EXERCISE 6
6.1
x − 2is a factor of x3+ ax − 2.Calculate the value of a.
6.2
x + 3is a factor of 2
x3− x2− 18x + n. Calculate the value of n.
6.3
3x + 1is a factor of 3
x3+ p x2− 9x − 4. Calculate the value of p.
6.4
x + 4is a factor of x3+ 7 x2+ px − 112. Calculate the value of p.
6.5
x + 9is a factor of a
x3+ 3 x2− 61x − 63. Calculate the value of a.
6.6 x − 3is a factor of x3− 3x + k.Calculate the value of k.
34 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 34 2018/02/05 04:46
6.7 x + 3is a factor of p
x3+ 3 x2− 3x − 18.Calculate the value of p.
6.8 2x + 1is a factor of 2
x3+ k x2+ 4x − 5.Calculate the value of k.
6.9 2x − 1is a factor of a
x3− 1.Calculate the value of a.
6.10 x + 1is a factor of 9
x3+ 9 x2+ qx − 1.Calculate the value of q.
2.7 Factorising a cubic function
We can use the factor theorem to calculate one factor of a cubic polynomial and then use
methods such as polynomial long division, inspection, table method or synthetic division to
calculate the remaining factors.
Worked example
Given that x − 2is a factor of x3− x2− 4x + 4, calculate the other factors of x3− x2− 4x + 4.
3− x2− 4x + 4.
We are given that x − 2is a factor of f (x) = x
We calculate the other factors by means of long division of polynomials.
2
___
x +x–2
x – 2 ⟌
x 3
– x2 – 4x + 4
x3 – 2x2
x2 – 4x
x2 – 2x
–2x + 4
–2x + 4
0
The quotient is x2+ x − 2.
3 2
x – x – 4x
______________
0
+ 4 = ( x2 + x – 2) + _____ [Division Algorithm]
x–1 x–1
x – x – 4x + 4 = ( x – 1)(x + x – 2)
3 2 2
[Multiplying by (x – 1) on both sides]
x3 – x2 – 4x + 4 = ( x – 1)(x – 2)(x + 2) [Factorising the polynomial completely]
The other two factors are: x – 1 and x + 2
Chapter 2 Polynomials 35
TECH_MATHS_G12_LB_ENG.indb 35 2018/02/05 04:46
EXERCISE 7
7.1
x − 1is one of the factors of f (x ) = x3− x2− x + 1. Calculate the other two factors and then
factorise the polynomial completely.
7.2 Given: f ( x) = x
3− 2 x2− 4x + 8 ?
7.2.1 Which of the following divisors is a factor of f(x)? Explain.
x − 1 ; x + 1 ; x + 2 ; x − 2
7.2.1 Calculate the other two factors of f( x).
7.3
f( x) = − 3 x3+ 4 x2+ 13x − 14
7.3.1 Calculate
a)
f( − 1) b)
f(0) c)
f(1)
7.3.2 Give one factor of f (x) = − 3 x3+ 4 x2+ 13x − 14.
7.3.3 Calculate the other factors of f( x) = − 3 x3+ 4 x2+ 13x − 14
7.4 x − 1is one of the factors of 4
2 x3− 24 x2− 41x − 15. Calculate the other two factors and
then factorise the polynomial completely.
7.5
f( x) = 3 x3− 7 x2+ 4
7.5.1 Calculate
7.5.1.1 f(− 1) 7.5.1.2
f(1)
7.5.2 Write down one of the factors of f ( x).
7.5.3 Calculate the other two factors of f( x).
7.5.4 Factorise f( x)completely.
7.6
g( x) = 6 x3+ 7 x2− x − 2
7.6.1 If g (__
1 ) = 0write down one of the factors of g( x).
2
7.6.2 Factorise g( x)completely.
7.7 If x3+ 6 x2+ 3x − 52is divided by x
+ 7it leaves a 0remainder. Calculate the other two
factors of x + 6 x + 3x − 52.
3 2
7.8 h( x) = 5 x3− 12 x2− 11x + 6.
7.8.1 If h
( − 1) = 0calculate the other factors of h( x).
7.8.2 Factorise h
( x)completely.
7.9
f( x) = x
3+ 12 x2+ 44x + 48
7.9.1 Which of the following factors is a factor of f( x)? Explain.
x + 5; x + 1; x − 3
7.9.2 Calculate the other two factors of f( x).
7.9.3 Factorise f ( x)completely.
7.10 If x3− 9 x2+ 23x − 15is divided by x − 5it leaves a 0remainder. Calculate the other factors
of x3− 9 x2+ 23x − 15
36 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 36 2018/02/05 04:46
Using the grid method to calculate the other factors
We start by knowing one of the factors and by knowing what we want the product to be. We
then work backwards filling in the grid and the top edge, one cell at a time until we are done.
Let us illustrate this method with an example.
Given that x x3+ 11 x2− 43x + 10, calculate the other factors of
− 2is a factor of 4
4 x3+ 11 x2− 43x + 10.
We first create an empty grid, and then we write one of the factors along the edge of the grid as
shown below.
x
− 2
We use the highest power of the dividend to begin to fill in the grid.
x 4 x 3
− 2
To fill in the top edge we do the calculation: x( )= 4 x3[ x(4 x2) = 4 x3] . We use the answer we
get to fill in all of the first column by multiplying 4 x2by all the terms of the row entries.
4 x 2
x 4 x 3
− 2 − 8 x 2
One of the entries in the second column is − 8 x2, but the final term with x2in the dividend
must be 1 1 x2. We calculate − 8 x2+ ( )= 11 x2and so ( )= 19 x2. Having a 19 x2tells us that
the top entry must be 19xbecause x( 19x)= 19 x2. Filling in this answer in the grid helps to
calculate all the other entries in the third column.
4 x 2 19x
x 4 x 3 19 x 2
− 2 − 8 x 2 − 38x
We now have a new entry in the third column − 38xbut the final term with xin the dividend
must be − 43x.We have to calculate − 38x + ( )= − 43xand so ( )= − 5x. Having a − 5xtells us
that the top entry must be − 5because x( − 5)= − 5x. Filling in this answer in the grid helps us to
calculate all the other entries in the fourth column.
4 x 2 19x − 5
x 4 x 3 19 x 2 − 5x
− 2 − 8 x 2 − 38x 10
Chapter 2 Polynomials 37
TECH_MATHS_G12_LB_ENG.indb 37 2018/02/05 04:46
The answer at the top edge gives us the quotient: 4 x2+ 19x − 5
4 x3+ 11 x2− 43x + 10 = (x − 2)(4 x2+ 19x − 5)
= (x − 2)(4x − 1)(x + 5)
The other two factors are: ( 4x − 1)and ( x + 5).
Worked example
Factorise: x3+ 6 x2+ 11x + 6
3 2
We start by noting that we are not given any of the factors of x + 6 x + 11x + 6.
3+ 6 x2+ 11x + 6and by trial and error we calculate one of the factors.
We let f(x) = x
3+ 6 x2+ 11x + 6or not.
We start by trying out to see whether x − 1is a factor f(x) = x
We let x − 1 = 0
x = 1
3 2
f(1) = ( 1) + 6 (1) + 11(1)+ 6
= 1 + 6 + 11 + 6
= 24
3+ 6 x2+ 11x + 6 becausef(1) ≠ 0
We conclude that x − 1is not a factor of f(x) = x
We try out x
+ 1:
Let x
+ 1 = 0
x = − 1
3 2
f( − 1) = ( − 1) + 6 (− 1) + 11(− 1)+ 6
= − 1 + 6 − 11 + 6
= 0
So x + 1is one of the factors of f (x)= x3+ 6 x2+ 11x + 6because f(− 1)= 0
To calculate the other two factors we use the grid method. You may choose to use any other
method you are comfortable with.
x2 5x 6
3
x x 5 x2 6x
2
+ 1 x 5x 6
2
Quotient: x + 5x + 6
x + 6 x + 11x + 6 = (x + 1)(x + 5x + 6)
3 2 2
= (x + 1)( x + 2)( x + 3)
38 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 38 2018/02/05 04:46
EXERCISE 8
Factorise:
8.1
x3+ 2 x2− x − 2 8.2
x3+ 4 x2− 11x − 30 8.3
3 x3− 7 x2− 14x + 24
8.4
3 x3+ 7 x2− 14x − 24 8.5
7 x3− x2− 7x + 1 8.6
x3+ 9 x2+ 23x + 15
8.7
x3− 5 x2− 8x + 12 8.8
6 x3+ 23 x2− 6x − 8 8.9
12 x3− 25 x2+ x + 2
8.10 4 x3+ 3 x2− 4x − 3 8.11
x3+ x2− 17x + 15 8.12 8 x3− 36 x2+ 46x − 15
2.8 Solving cubic equations
The cubic equation a x3+ b x2+ cx + dwhere a, b, c and dare real numbers and a ≠ 0. Cubic
equations with real co-efficients have three different sets of roots:
• All three roots could be real and distinct
• There could be one pair of repeated real roots and a distinct root
• There could be one real root and a conjugate pair of complex roots
2.8.1 Three real solutions
Worked example
3− 3x − 2; x ∈ ℝ
Solve for x : f(x) = x
By trial and error we test x
= 1:
3
f(1) = ( 1) − 3(1)− 2
f(1) = − 4
∴1 is not a zero or root of f ( x)because f( 1) ≠ 0.
Next, we try x = − 1 :
3
f(− 1) = ( − 1) − 3(− 1)− 2
f (− 1) = 0
∴ (x + 1)is a factor of f ( x).
When f ( x)is divided by ( x + 1)the quotient is a quadratic expression and the remainder is
0.We rewrite x3− 3x − 2as a product of a linear factor and a quadratic expression as shown
below:
x3− 3x − 2 = (x + 1)( a x2+ bx + c)
3 3 2 2
x − 3x − 2 = a x + b x + cx + a x + bx + c [We expand the right-hand side]
3 3 2 2
x − 3x − 2 = a x + b x + a x + cx + bx + c
3 3 2
x − 3x − 2 = a x + (b + a)x + (c + b)x + c
Chapter 2 Polynomials 39
TECH_MATHS_G12_LB_ENG.indb 39 2018/02/05 04:46
We calculate the values of a, b and c by comparing co-efficients:
Value of a
Value of b Value of c
3 3 2 2
x = a x 0 x = ( b + a)x − 3 = c + b
∴ a = 1 0 = b + a c = − 3 − b
b = − a c = − 3 − (− 1)
∴ b = − 1 c = − 3 + 1
∴ c = − 2
3− 3x − 2 = (x + 1)( x2− x − 2)
f ( x) = x
3− 3x − 2 = (x + 1)(x + 1)(x − 2)
f( x) = x
3− 3x − 2we let f(x) = 0factorise f( x)completely:
To solve f( x) = x
(x + 1)( x + 1)( x − 2) = 0
x + 1 = 0 or x + 1 = 0 or x − 2 = 0
∴ x = − 1 or − 1 or 2
EXERCISE 9
Solve for x : x ∈ ℝ.
9.1
x3+ 2 x2− x − 2 9.2
x3+ 4 x2− 11x − 30
9.3
3 x3− 7 x2− 14x + 24 9.4
3 x3+ 7 x2− 14x − 24
9.5
7 x3− x2− 7x + 1 9.6
x3+ 9 x2+ 23x + 15
9.7
x3− 5 x2− 8x + 12 9.8
6 x3+ 23 x2− 6x − 8
9.9
12 x3− 25 x2+ x + 2 9.10
x3− 4 x2− 67x + 70
9.11
6 x3− 11 x2− 50x − 8 9.12
x3+ 15 x2+ 59x + 45
40 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 40 2018/02/05 04:46
For enrichment
2.8.2 One real solution and a conjugate pair of complex solutions
Worked example
3+ x2+ x − 3. x ∈ ℂ
Solve for x : f(x) = x
By trial and error: Let x = − 1
f( − 1) = ( − 1)3+ (− 1)2+ (− 1)− 3
f (− 1) = − 4
∴ x + 1is not a factor of f ( x).
By trial and error: Let x = 1
f( 1) = ( 1)3+ (1)2+ 1 − 3
f(1) = 0
∴ x − 1is a factor of f (x).
When f( x)is divided by x − 1the quotient is a quadratic expression and the remainder is 0.
3 2
We rewrite x + x + x − 3as a product of a linear factor and a quadratic expression as shown
below:
x3+ x2+ x − 3 = (x − 1)( a x2+ bx + c)
We calculate the values of a, b and cby comparing co-efficients:
x3+ x2+ x − 3 = (x − 1)(a x2+ bx + c)
3 2 3 2 2
x + x + x − 3 = a x + b x + cx − a x − bx − c
3 2 3 2 2
x + x + x − 3 = a x + b x − a x + cx − bx − c
3 2 3 2
x + x + x − 3 = a x + (b − a)x + (c − b)x − c
Value of a
Value of b Value of c
3 3 2 2
x = a x x = ( b − a)x x = ( c − b)x
∴ a = 1 1 = b − a 1 = c − b
b = 1 + a c = 1 + b
b = 1 + 1 c = 1 + 2
∴ b = 2 ∴ c = 3
x + x + x − 3 = (x − 1)( x + 2x + 3)
3 2 2
To solve for x,we let x + x + x − 3 = (x − 1)(x + 2x + 3) = 0
3 2 2
(x − 1)(x + 2x + 3) = 0
2
2
x − 1 = 0 or x + 2x + 3 = 0
x = − 1 [Real root]
Chapter 2 Polynomials 41
TECH_MATHS_G12_LB_ENG.indb 41 2018/02/05 04:46
The discriminant for x2+ 2x + 3 = 0 is negative, which means that the equation
x2+ 2x + 3 = 0has imaginary roots.
[b – 4ac = ( 2) – 4(1)(3)= 4 – 12 = –8]
2 2
2
To calculate the roots of x + 2x + 3 = 0 we use the quadratic formula:
________
–b ±√b
2
x = _____________
– 4ac
2a
____________
–2 ±√(2)
2
– 4(1)(3)
x = __________________
2(1)
______
–2
____________ ±√4 – 12
x =
2
___
–2 ±√ –8
x = ________
2
___
x = ________
–2 ±√ 8i2
2
___
x = __________
√
–2 ± 2 2i2
2
__ __
x = –1 +√2i or –1 –√2i [Complete roots]
3
The solutions__ for x +__ x2 + x – 3 =(x – 1)(x2 + 2x + 3) = 0 are:
x = 1 or –1 +√2i , –1 –√2i
For enrichment
EXERCISE 10
Solve for x, x ∈ ℂ
10.1
x3+ 5 x2+ 5x + 4 = 0 10.2
x3− 2x − 4 = 0
10.3
2 x3− 7 x2+ 4x − 3 = 0 10.4
x3− 2 x2+ 3 = 0
10.5
x3+ 2 x2+ 2x + 1 = 0 10.6
3 x3− 9 x2− 11x − 4 = 0
10.7
3 x3+ 9 x2− 11x + 4 = 0 10.8
− x3+ 2 x2− 2x + 1 = 0
10.9
− 4 x3+ 3 x2+ 8x + 4 = 0 10.10 3 x3− x2+ x − 3
42 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 42 2018/02/05 04:46
Summary
• The Remainder Theorem states: If a polynomial f ( x)is divided by ax − k, then the remainder,
R,is R = f(__
ka )
.
• The Factor Theorem states: If f ( ka )
__ = 0, then ax − kis a factor of f(x).
• To find the solution of equations f( x) = 0, first factorise f( x)by means of the Factor
Theorem.
Revision exercise
1. Calculate the remainder when f ( x) = − x3+ 3 x2− 5x + 7is divided by:
a)
x − 1
b)
x + 2
2. Show that:
a)
x + 7is a factor of f (x) = x
3+ x2− 49x − 49.
b)
x − 1is not a factor of f (x) = x
3+ x2− 49x − 49.
3. The expression 2
x3+ a x2+ bx + 1leaves a remainder of 5 when divided by x − 1and a
remainder of 13 when divided by x − 2.Calculate the values of a and b.
4. 2x − 1is a factor of f (x) = 2 x3+ a x2− bx + 3and f(2) = 15.
a) Calculate the values of a
and b.
b) Calculate the other two factors of f( x).
For enrichment
5. , x ∈ ℂ.
Solve for x
a)
3 x3− 8 x2− 5x + 6 = 0
b)
x3+ 24 x2+ 165x + 242 = 0
c)
x3− x2− x + 1 = 0
d)
x3+ 5 x − 41x − 45 = 0
Chapter 2 Polynomials 43
TECH_MATHS_G12_LB_ENG.indb 43 2018/02/05 04:46
3 Differential Calculus
Objectives
In this chapter you will learn about:
• the concept of a limit
• the average gradient of a curve between two points
• the gradient of a curve at a point
• the gradient of a tangent to the curve
• equation of the tangent
• the gradient of a curve at a point using the first principles
• differentiation using the power rule
• sketching graphs of cubic functions
• application of differential calculus
Differentiation can be used when modelling the behaviour of moving objects
TECH_MATHS_G12_LB_ENG.indb 44 2018/02/05 04:46
3.1 The concept of a limit
1 , __
Look at the following table. It represents the sequence, __ 1 , __
1 , …, ___
1n as n increases.
2 4 8 2
1
__
2 0,5
1
__
0,25
4
1
__
0,125
8
1
___
0,0625
16
1
___
0,03125
32
1
___
0,015625
64
1
____
0,0078125
128
… …
1n
___
2
As the denominator increases and the numerator remains constant, the fraction becomes
1n increases,
smaller and smaller. Thus, we can say that as n increases, the denominator of ___
2
and the value of the fraction approaches zero. However, the fraction will never be zero, but it
will continue to get closer to zero. We say the limit of this sequence equals zero.
It is represented as follows:
1n = 0
im___
ln→∞
2
The concept of the limit may be extended to a function. Consider the following:
a) What is the limit of (x + 1) as x approaches 0?
b) What is the limit of (x + 1) as x approaches 1?
Chapter 3 Differential Calculus 45
TECH_MATHS_G12_LB_ENG.indb 45 2018/02/05 04:46
y
x
0
–5 –4 –3 –2 –1 1 2 3 4 5
–1
–2
–3
–4
–5
f(1) means what is the value of the function when x equals 1, so f(1) = 2.
But lx→1
imf(x)means what is the value of the function when f(x) gets very close to 1. We read it as:
the limit of f(x) as x tends to 1. The lx→1
imf(x ) = 2: lx→1
im(x + 1 ) = 1 + 1 = 2, we simply replace x
by 1 and compute.
In this example, the answers are the same but remember that the meaning of each one is
different.
Worked example
Show that lx→4
im( x2− 4 ) = 12by substituting x with the values close to 4.
Solution
x 3,8 3,9 3,99 3,999
x2 – 4 10,44 11,21 11,9201 11,992001
x 4,1 4,01 4,001 4,0001
x2 – 4 12,81 12,0801 12,008001 12,00080001
In the first table, the values of x approaches 4 from the left, and in the second table the
values of x approaches 4 from the right. Thus, the limit of x2 – 4 as x approaches 4 is 12.
Worked example
Calculate lx→−2
im(2x − 1).
im(2x − 1 ) = 2( − 2 ) − 1 = − 5
lx→−2
46 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 46 2018/02/05 04:46
Worked example
x2− 4 .
im ______
Find lx→2 Note:
x−2 Factorise the numerator and
Solution then simplify the fraction.
(x + 2 ) (x − 2)
x2− 4 = lim _____________ Substitute x by 2.
im ______
lx→2
x−2 x→2 x−2
= lx→2
im(x + 2)
= 2+2
= 4
Worked example
1 .
im __
Find lx→0 x
Solution
1 , which is an unreal number. We therefore
If you replace x with zero, you get the fraction __
0
say the limit does not exist.
EXERCISE 1
Calculate the following limits (if they exist).
( (t − 2) )
t − 3t +
2
2
1.1 im(x3)
lx→2 im(x2− 2x + 5)
1.2 lx→3 1.3
lt→1
im _________
im(
h )
im(
z + 1)
h −
h z − 1 z + 1
2
1.4 lh→0 ______ 1.5
lz→1 _____ 1.6 im_____
lz→1
z−1
1.7
lx→4 x − 16
2
im ___________ 1.8
lx→1 x2− 1
im ______ 1.9
lx→3 x + 3
im ______
x2+ 7x + 12 x−1 x2− 9
1.10 lx→−1 x2− 1
im ______ 1.11 lx→−3 x + 3
im ______ 1.12 lx→3
im(x + 4)
x+1 x2− 9
3.2 The average gradient of a curve between two points
The average gradient between points A and B on the curve is the same as the gradient of a
straight line (secant), which passes through those points. To find the average gradient of the
y − y f(x )− f(xA)
curve between points A and B, use the equation: mAB = _______
xB− xA OR ___________
xB − x
B A B A
Consider the curve below. Suppose you are asked to find the gradient of the curve at point A.
Will the gradient of the curve be the same as the gradient of the secant AB? Let’s use the curve
below to answer this question.
Chapter 3 Differential Calculus 47
TECH_MATHS_G12_LB_ENG.indb 47 2018/02/05 04:46
y
11
10 B(3;10)
2 A(1;2)
1
x
–3 0 3
–4 –2 –1 1 2 4
–1
In this curve, we find that as point B gets closer and closer to point A, f(x) approaches 2
(indicated by the colour circles). The gap between the two points approaches 0, and finally we
will no longer have a secant, but a line touching the curve at point A. This line is the tangent to
the curve. The gradient of the curve at point A is the same as the gradient the tangent will have
at the point of contact at A.
Thus, the gradient of a curve is not the same throughout the curve.
Worked example
Calculate the average gradient of the curve defined by y = x
2between points A and B
y
11
10
9 B(3;9)
8
7
Note:
6
The gradient of a
5 curve (function)
4
is not the same
A(2;4)
throughout the curve.
3
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
y − y
mAB = _______ 9 − 4 = 5
xB− xA = _____
B A 3−2
48 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 48 2018/02/05 04:46
Worked example
Consider the function f ( x) = x
2+ 1. Calculate the average gradient of f(x)between:
A(1; 2)and B(− 1; 2)
(a)
A(2; f(2))and B
(b) ( 1; f(1))
Solution
(a)
f(x) = x
2+ 1
y − y
mAB = _______
xB − xA
A B
2 − 2
mAB = ______
−1 − 1
mAB = 0
(b)
f(x) = x
2+ 1
f(2) = 22+ 1
f(2) = 5
(2; f(2)) = ( 2; 5)
f(1) = 12+ 1
f(1) = 2
(1; f(1)) = ( 1; 2)
f(xB)− f(xA)
mAB = ____________
xB− xA
2 − 5
mAB = _____
2−1
− 3
mAB = ___
1
mAB = − 3
EXERCISE 2
2.1 Consider the function given by f ( x) = 2 x2+ 3. Calculate the average gradient of f(x)
between
A(− 1; 5)and B(− 2; 11)
2.1.1 A( 1; f(1))and B(2; f(2))
2.1.2
2.2 Given f(x) =
x 2 + 3x − 1calculate the average gradient between x
= 3 and x = 5
.
2.3 Given f(x) = −
x 2 + 3calculate the average gradient between x
= − 1 and x = 1
.
2.4 Given f( x) = x
2− 2x + 1. Determine the average gradient between the points where x = − 1
and x
= 2.
2.5 Calculate the average gradient of each of the following functions between the points
where x
= 1and x = 3
2.5.1
f(x) = x2+ 5
Chapter 3 Differential Calculus 49
TECH_MATHS_G12_LB_ENG.indb 49 2018/02/05 04:46
2.5.2
f(x) = 3x − 1
2.5.3
f(x) = x
3− 6 x2+ 11x − 6
2.6 Given f( x) = − x2+ 1. Determine the average gradient between the points wherex = − 3
and x
= 0.
2.7 Calculate the average gradient for the function given by f( x) = x
2+ x − 12between the
points (− 2; 10)and ( 4; 8).
2.8 Given f( x) = − x2+ 9. The points A(− 2; 5), B(− 1; 8)and C(2; 5)are on the graph of f( x).
2.8.1 Calculate the average gradient
2.8.1.1 from A to B
2.8.1.2 from B to C and
2.8.1.3 from A to C.
2.8.2 Which of the average gradients is the smallest?
2.9 Given f( x) = x3+ 7 x2+ 7x − 15.Calculate the average gradient between the points where
x = − 1and x = 2.
2.10 Calculate the average gradient for the function given by f( x) = x
3− 1between the points
(1; 0)and ( 2; 7).
Finding the gradient of a curve (derivative) at a point using
3.3
the first principles
The gradient of the curve at any point is called the derivative. It is defined by the following:
f(x + h ) − f(x)
im_____________
f ’(x ) = lh→0
.
h
Graphically, it can be shown as:
y
f (x + h) 9 B(x + h; f(x + h))
8
f (x) 4 A(x; f(x))
3
x
–3 –2 –1 0 1 2 3 4 5 6
x x+h
f(x + h ) − f(x)
im_____________
To use first principles means to use the definition f ’(x ) = lh→0
if it exists.
h
50 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 50 2018/02/05 04:46
Worked example
Find the derivative of f(x) = 2 using the first principles.
f(x) = 2 is the same as f(x) = 2x0 (remember x0 = 1)
f(x + h ) − f(x)
im_____________
f ’(x ) = lh→0
h
2 (x + h)0− 2
im____________
= lh→0
h
= lh→0 im_____ 2 −
2
h
= 0
Worked example
Find the derivative of f(x) = 3x using the first principles.
f(x + h ) − f(x)
im_____________
f ’(x ) = lh→0
h
3(x + h ) − 3
im___________
= lh→0
h
3x + 3h
im___________
= lh→0 − 3x
h
im___
= lh→0 3h
h
im3
= lh→0
= 3
Worked example
Find the derivative of f(x) = 4x + 2 using the first principles.
f(x + h ) − f(x)
im_____________
f ’(x ) = lh→0
h
4(x + h ) + 2 − (4x + 2)
im____________________
= lh→0
h
4x + 4h + 2
im__________________
= lh→0 − 4x − 2
h
im___
= lh→0 4h
h
im4
= lh→0
= 4
Chapter 3 Differential Calculus 51
TECH_MATHS_G12_LB_ENG.indb 51 2018/02/05 04:46
Worked example
Find the derivative of f(x) = x2 using the first principles.
f (x + h)2− x2
im____________
f ’(x ) = lh→0
h
x + 2hx + h2− x2
2
im________________
= lh→0
h
2hx + h
2
im________
= lh→0
h
h(2x + h)
im_________
= lh→0
h
im(2x + h)
= lh→0
= 2x
Worked example
Find the derivative of f(x) = –2x2 + 1 using the first principles.
f (x + h)2− x2
im____________
f ’(x ) = lh→0
h
− 2 (x + h)2+ 1 + 2 x2− 1
im_____________________
= lh→0
h
( 2 ) + 1 + 2 x2− 1
− 2 x + 2hx + h
im____________________________
= lh→0 2
h
− 2 x − 4hx – 2 h 2+ 1 + 2 x2− 1
2
im____________________________
= lh→0
h
− 4hx − 2 h
2
im___________
= lh→0
h
( 2h)
= lh→0 h − 4x −
im____________
h
im( − 4x − 2h)
= lh→0
= − 4x
EXERCISE 3
Calculate the derivative of the following functions using the first principles.
3.1
f( x) = 6 3.2
f( x) = x 3.3
f(x) = − 2x
3.4
f( x) = 3x − 1 3.5 f(x) = − 4x + 3 3.6
f(x) = x
2+ 2
3.7
f( x) = − 2 x2+ 5 3.8 f(x) = 3 x2− 2 3.9
f(x) = − 5 x2+ 3
3.10 f(x) = 2 − x2 3.11 f( x) = x
2+ 2x + 1 3.12
f( x) = 4 x2+ 3
52 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 52 2018/02/05 04:46
3.4 Differentiating using the power rule
We used the first principles to calculate the derivatives of, for example,
f( x) = x2and f ( x) = − 2 x2+ 1.
In this unit, we will use the power rule to calculate the derivatives of functions. The power rule
is defined as follows: If f (x) = a xnand n is a real number and a is a constant, then
f ′(x ) = an xn−1.
Worked example
Calculate the derivative of f ( x) = x
2using the power rule.
If f (x) = x
2
then f ′(x) = 2 x 2−1
= 2x
Worked example
Calculate the derivative of f ( x) = 3 x4
If f(x) = 3 x4
then f ′(x) = 4 × 3 x4−1
= 12 x3
Worked example
Calculate f ′(x)if f ( x) = 100
f(x) = 100
f(x) = 100 x0 [We rewrite 100 in terms of x. We also us the fact that x0 = 1]
f ′(x) = 0 × 100 x0−1
= 0
Note:
• The derivative of a constant is always 0
• We use the following notations for the derivatives of functions:
dy
• d or ___
Dx or ___ or f ′(x)
dx dx
Chapter 3 Differential Calculus 53
TECH_MATHS_G12_LB_ENG.indb 53 2018/02/05 04:46
Worked example
Calculate Dx(5 x3− 7 x2+ 3)
Dx(5 x3− 7 x2+ 3) = 3 × 5 x3−1− 2 × 7 x2−1+ 0
= 15 x2− 14x
EXERCISE 4
Calculate:
d ( 3 x2)
4.1 ___ d ( − 4 x2+ 1)
4.2 ___
dx dx
4.3 Dx(x3− 4 x2) 4.4 f ′(x ) if f(x ) = __ 1 x
4− 6
2
4.6 ___ if y = ( 5 x6− 7)
d (− 8 x __ 21 − 7 x3) dy
4.5 ___ __
dx dx 6
d (3 x __ 91 − 4 x2− 9)
4.7 ___ Dx ( − 2 x5+ x6− 9)
4.8
dx
4.9 Dx( 4 − 2 x2) 4.10 f′(x)if f( x) = 3 x2+ 2x − 1
___dy ___dy
4.11 if y = − 3 x2+ 5x 4.12 if y = 7 x3+ 3 x2+ x − 10
dx dx
3.5 The equation of a tangent at a given point
In this section, we will find the equation of a tangent at a given point. As we have learnt, a
tangent to a curve is a line that touches the curve at one point. It has the same slope as the
curve at that point.
The derivative of a function is the gradient of the curve at any point, but remember that the
gradient of the curve f at, for example x = 2, is not the same as the gradient of the curve f at,
for example x = − 1.
Worked example
Find the equation of the tangent to the curve f( x) = x
2at x = 2
(a) f( x) = x
2
f (2) = ( 2)2 = 4at x = 2
The tangent passes through the point: ( 2; 4).
The gradient of the tangent is calculated as follows:
f ′(x) = 2 x2−1
= 2x
= f ′(2)
m
= 2(2)
= 4
54 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 54 2018/02/05 04:46
The equation of the tangent is given by:
y = mx + c
y = 4x + c
4 = 4(2)+ c [We substitute the point (4; 2)]
4 = 8 + c
c = 4−8
c = − 4
∴ y = 4x − 4is the equation of the tangent.
Worked example
Find the equation of the tangent to the curve f( x) = 2 x3− x2+ x + 1at x = − 1
Solution
f( x) = 2 x3− x2+ x + 1
The tangent passes through the point (− 1; − 3)calculated as follows:
f(− 1) = 2 ( − 1)3− (− 1)2+ (− 1)+ 1
= −2 − 1 − 1 + 1
= − 3
(− 1; − 3)
The gradient of the tangent is calculated as follows:
f ′(x) = 3 × 2 x3−1− 2 x2−1+ 1 x1−1+ 0
= 6 x2− 2x + 1 x0
= 6 x2− 2x + 1
m = f ′(− 1)
= 6 (− 1)2− 2(− 1)+ 1
= 6(1)+ 2 + 1
= 6+3
= 9
The equation of the tangent is given by: Alternatively
y = mx + c y − y 1 = m(x − x 1 )
y = 9x + c y − ( − 3 ) = 9(x − ( − 1 ) )
− 3 = 9(− 1)+ c [We substitute the point (− 1; − 3)] y + 3 = 9x + 9
∴ y = 9x + 6
− 3 = − 9 + c
c = −3 + 9
c = 6
∴ y = 9x + 6is the equation of the tangent.
Chapter 3 Differential Calculus 55
TECH_MATHS_G12_LB_ENG.indb 55 2018/02/05 04:46
EXERCISE 5
Determine the equation of the tangent at the given point for the following curves.
5.1
f( x) = x
2− 4at x = 2 5.2
f(x) = − 3 x2− xat x = − 1
5.3 f( x) = x
3− x2at x = − 2 5.4
f(x) = x
2+ 3x + 2at x = 3
5.5 1 x2+ 3xat x
f( x) = − __ = 4 5.6
f(x) = x
2at x = − 1.
2
5.7 f( x) = − x + 1at x = − 1
2
5.8 f(x) = x
2+ 10x + 25at x = 1
5.9 f( x) = x
3+ 3 x2+ 1at x = 1 5.10 f( x) = − x3+ 2at x = − 1
3.6 Cubic functions
The derivative of a function can be used to sketch a graph of the function in a certain interval.
The sign of the derivative indicates whether the function is increasing or decreasing at a certain
point.
Note:
Remember that the derivative of the function at a point is the slope of the tangent line at
that point.
Consider the graph below:
• f ′(x ) < 0for a1 < x < a2therefore f( x)is increasing
• f ′(x ) > 0for x
> a2and x
< a1therefore f( x)is increasing in those two intervals
• At the turning point, the y
derivative of the function
+ 0
is zero. This point is
local max –
called the critical point +
• The critical points of the – +
function above are A and +
–
B. At these points the +
derivative is zero
+ – 0 +
• From the negative x
local min
infinity of the x values, a1 a2
the derivative of the +
function is positive
+
until point A where the
derivative is zero +
• From point A, the
derivative is negative till
point B and thereafter the derivative is positive meaning the function increases
• The function has a local minimum at point B and a local maximum at point A.
56 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 56 2018/02/05 04:46
Note:
Suppose f ′(x ) = a
• If f ′(x)changes from positive to negative as x increases through a, then f has a local
maximum at a.
• If f ′(x)changes from negative to positive as x increases through a, then f has a local
minimum at a.
Worked example
Find and classify the stationary points of f( x) = x
3 = 3 x2− 9x.
Solution
f ′(x ) = 3 x2− 6x − 9 = 3(x + 1)( x − 3)
f ′(x ) = 0at the stationary points. So, the derivative is zero when x = − 1 or x = 3
x –4 –3 –2 –1 0 1 2 3 4 5 6
f ′(x ) = 3 x − 6x − 9
2
+ + + 0 – – – 0 + + +
If you substitute x in the derivative by values that are less than –1, the derivative is positive
and it changes to negative after the stationary point where x = –1. Therefore, the local
maximum is at x = –1.
When substituting x for the values greater than –1 but less than 3, we find that the
derivative is negative. At x = 3, which is the stationary point, the derivative is zero. It then
changes to positive.
Thus, the function has a local minimum at x = 3.
EXERCISE 6
Determine and classify all stationary points of:
6.1
f( x) = 2 x2− 8x + 1 6.2
f(x) = − x2+ 6x − 3
6.3
f( x) = x
3+ 3 x2 6.4
f(x) = x
3− 2 x2− 15
6.5
f( x) = x
3− 3x 6.6
f(x) = x
3− 12x + 3
6.7
f( x) = x
3 6.8
f(x) = 3 x3− 2 x2+ 1
6.9
f( x) = x
3+ 1 6.10
f(x) = 2 x2+ 5x − 3
3.6.1 Curve sketching
In previous grades, we learnt to sketch curves like the parabola. In this chapter, we will use
all the knowledge from previous grades, as well as the new content learnt to sketch a cubic
function.
Chapter 3 Differential Calculus 57
TECH_MATHS_G12_LB_ENG.indb 57 2018/02/05 04:46
To sketch a cubic function, we need:
• all possible intercepts on the axes; and
• the stationary points.
Worked example
Sketch the graph of the function defined by y = x
3− 2 x2+ x.
Solution
y-intercept: y = 0
x-intercepts: x3− 2 x2+ x = 0
x(x2− 2x + 1) = 0
x(x − 1)(x − 1) = 0
x = 0 or x = 1
Stationary points:
___dy
= 32− 4x + 1
dx
At the stationary points, the derivative equals zero.
dy
___ = 0
dx
3 x2− 4x + 1 = 0
y
(3x − 1 ) (x − 1 ) = 0
1 or x = 1
∴ x = __
3 1; 4
3 27
Substitute the values 2of x in f(x)
f(
) = (
) − 2 (__
1 ) + __
3
1
__ 1
__ 1
3 3 3 3
( 9 )+ 3
= ___ 1 − 2 __ 1 1
__
27
2 − __
1 − __ 1 0 x
= ___
27 9 3 (1;0)
1−6+
= ________ 9
27
4
= ___
27
f( 1) = ( 1)3− 2 (1)2+ 1
= 1 − 2 + 1
= 0
The stationary points are: (__
3 27 )
1 ; ___
4 and (1; 0).
Thus, the graph will look as follows:
58 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 58 2018/02/05 04:46
Worked example
Sketch the graph of the function defined by f( x) = x
3− 6 x2+ 9x − 4.
y-intercept: y = –4
x-intercepts: x3− 6 x2+ 9x − 4 = 0
f(1) = 1 − 6 + 9 − 4 = 0 (use the factor theorem to find the factors).
Therefore, x – 1 is a factor of f.
We need to find other factors of f.
We use long method of division to calculate the quotient:
x2− 5x + 4
___
x – 1 ⟌
x 3
– 6x2 + 9x – 4
x3 – x2
–5x2 + 9x
–5x2 + 5x
4x – 4
4x – 4
0
∴ ( x − 1)(x2− 5x + 4) = 0
( x − 1)( x − 1)( x − 4) = 0
x = 1 or x = 1 or x = 4
y
3
Stationary points:
f ′(x) = 3 x2− 12x + 9 = 0 2
f(x) – x3 – 6x² + 9x – 4
x2− 4x + 3 = 0 1
(x − 3)( x − 1) = 0 x
0
∴ x = 3 or x = 1 –1 1 2 3 4
–1
The stationary points are
(3; 4)and ( 1; 0). –2
Thus, the graph will look
–3
as follows:
–4
(3;–4)
–5
–6
–7
–8
Chapter 3 Differential Calculus 59
TECH_MATHS_G12_LB_ENG.indb 59 2018/02/05 04:46
EXERCISE 7
Sketch each graph below. Clearly indicate the:
(i) intercepts (ii) coordinates of any stationary points.
7.1 f(x) = –x3 – 3x2 + 4 7.2 f(x) = x3 – 2x2 – 4x + 8
7.3 f(x) = (x – 2)2 (x + 3) 7.4 f(x) = x3 – 4x2 – 3x + 18
7.5 f(x) = x3 – 4x 7.6 f(x) = x3
7.7 f(x) = x3 – 11x2 + 24x 7.8 f(x) = –2x3
7.9 f(x) = ( x + 1)(x2− 9) 7.10 f(x) = ( x + 1)(x + 2)(x − 1)
3.7 Applications of differentiation
3.7.1 Rate of change and optimisation
Many times we are asked to calculate the velocity and acceleration of moving objects in science
courses. In this chapter we have learnt to use an algebraic method to find derivatives. This
method can be useful when we need to find an equation for velocity and acceleration.
Thus, if we are given an equation for the position (displacement) of the object, we can use an
algebraic method to calculate the derivatives. Let’s look at some examples of the application of
differentiation.
Worked example
A football is punted into the air. Its displacement is given by the equation
s( t) = − 16 t2+ 37t + 3 where s (t)is its displacement in metres and t is time in seconds.
a) Find equations for its velocity.
b) Find velocity at t = 1 and at t = 2.
c) Find its acceleration.
The velocity of the ball tells us how fast it is going, and in which direction it is moving.
Velocity is an instantaneous rate of change; therefore, it is a derivative. Thus:
Velocity = s ′(t) = − 32t + 37
a)
t = 1 :s′(1) = − 32(1 ) + 37 = 5 m/s
b)
t = 2 :s′(2 ) = − 32(2 ) + 37 = − 27 m/s
Note:
dy
The ___
symbol for the derivative helps you remember the units of velocity.
dt
dy
Because y is in metres and t is in seconds, ___
is in metres per second.
dt
c) The instantaneous rate of change of velocity is called acceleration. It is the derivative of
dv = − 32.
the velocity. Using v for velocity, v = − 32t + 37, thus acceleration = ___
dt
60 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 60 2018/02/05 04:46
Worked example
The edges of a rectangular box are x, 2x and 180 – 3x.
Determine:
a) the volume of box in terms of x
b) the value of x which will make the volume of the box a maximum
c) the dimensions of the box.
180 – 3x
x
2x
Solution
a) The volume V of the box in terms of x is given by:
V(x ) = (x ) (2x ) (180 − 3x)
= 360 x2− 6 x3
b) V = 360 x2− 6 x3
V′ (x ) = 720x − 18 x2
V′ (x ) = 0 at max or min
2− 40x = 0
x
x(x − 40 ) = 0
x = 0 or x = 40
∴ x = 40
c) The dimensions of the box are:
Height =
40 units
Breadth = 2(40)
=
80 units
180 − 3(40)
Length =
=
180 − 120
=
60 units
Chapter 3 Differential Calculus 61
TECH_MATHS_G12_LB_ENG.indb 61 2018/02/05 04:46
EXERCISE 8
8.1 The object moves in the x-direction with displacement from the y-axis given
by x = 3 t3− 30 t2+ 64t + 57, for t ≥ 0, where x is in metres and t is in hours.
8.1.1 Find the equation for its velocity.
8.1.2 Find the equation of its acceleration.
8.1.3 Find the velocity at t = 3.
8.1.4 Find the acceleration at t = 3.
8.2 When a ball is thrown straight up into the air, it travels along a straight line. Its motion
can be described in the same manner as the motion of a car, thus regard up as the positive
direction and let s(t) be the height of the ball in metres after t seconds.
Suppose that s(t) = − 16
t 2 + 128t + 5.
8.2.1 What will the velocity be after 2 seconds?
8.2.2 What will the acceleration be after 2 seconds?
8.2.3 After how many seconds will the ball attain its greatest height?
8.3 A helicopter is ascending straight up into the air. Its distance from the ground t seconds
after take-off is s(t) m, where s ( t) = t2+ t.
8.3.1 How long will it take for the helicopter to ascend 20 m?
8.3.2 Find the velocity and the acceleration of the helicopter when it is 20 m above the
ground?
8.4 Mr Smith wants to enclose his field with a rectangular fence. He has 500 m of fencing
material, and a building on one side of the field. This region will not need any fencing.
(Refer to the sketch below.)
Building
Determine the dimensions of the field that will enclose the largest area.
62 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 62 2018/02/05 04:46
8.5 A box without a lid is made by removing squares from each corner of a rectangular piece
of cardboard and then folding up the sides. The original cardboard is 75 cm long and
45 cm wide.
x cm
8.5.1 Show that the volume of the box is given by V( x) = 4 x3− 240x2 + 3375x
8.5.2 Calculate the value of xthat will result in the maximum possible volume.
8.5.3 Calculate the maximum volume.
8.6 From a thin piece of cardboard 80 cm by 80 cm, square corners are cut out so that sides
can be folded up to make a box without a lid.
8.6.1 Express the length of the box in terms of x.
8.6.2 Express the width of the box in terms of x.
8.6.3 Express the height of the box in terms of x.
8.6.4 Write an expression for calculating the volume of the box in terms of x
.
8.6.5 What dimensions (length, width and height) will result in a box with maximum
volume?
8.6.6 Calculate the maximum volume of the box.
8.7 A can with a lid is made from a sheet of aluminium that has a surface area of 4
00 c m2.
The formula for surface area of the can is given byA = 2π r + 2πrh
2
8.7.1 Show that if the radius of the can is rthen the height of the can is given by:
200πr
−
h = _________ π r2
8.7.2 Calculate the value of r that will result in the possible maximum volume.
Hint: Use the formula V = π r2h.
8.7.3 Calculate the value of h
that will result in the possible maximum volume.
8.7.4 Calculate the possible maximum volume of the can.
8.8 A rectangular storage area is constructed by fencing off a portion of the ground.
800 meters of fencing is available for this purpose.
x
y storage area y
Chapter 3 Differential Calculus 63
TECH_MATHS_G12_LB_ENG.indb 63 2018/02/05 04:46
8.8.1 Write down the formula for calculating the perimeter of the storage area. Use letters
x and yto represent the length and breadth of the storage area.
8.8.2 Show that the area that be enclosed with 800 meters of fencing is given by:
A = 400x − x2
8.8.3 Calculate the value of xthat will result in the maximum area being enclosed.
8.8.4 Calculate the value of ythat will result in the maximum area being enclosed.
8.8.5 Calculate the maximum area that can be enclosed with 800 meters of fencing.
8.9 A rectangular storage area is constructed by using an existing wall as shown below.
existing wall
x x
y
8.9.1 If 800 meters of fencing is available to secure the area, write down the formula for
calculating the perimeter (P) of the storage area.
8.9.2 Show that the storage area can be calculated by using the formula A
= 800x − 2 x2
8.9.3 Calculate the value of x
that will result in the maximum storage area.
8.9.4 Calculate the value of y that will result in the maximum storage area.
8.9.5 Calculate the maximum storage area that can be secured with 800 metres of fencing.
8.10 A steel producing company determines that in order to sell xunits of a particular type of
steel pipes, the price per unit, in rands, must be
p(x) = 1500 − x.
The company also determines that the total cost of producing xunits of steel pipes is
given by
C(x) = 4 500 + 60x
8.10.1 Show that the total revenue is given by the formula: R( x) = 1500x − x2
Hint: Revenue = quantity × price
8.10.2 Write down the formula for calculating the total profit ( P(x))in terms of x.
8.10.3 How many units must the company produce and sell in order to make maximum
profit?
8.10.4 Calculate the maximum profit.
8.10.5 What price must the company charge for the steel pipes in order to make this
maximum profit?
64 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 64 2018/02/05 04:46
Summary
1. The average gradient of a curve, as defined by f(x) between the points where x = a and x =
b, is:
f(b ) − f(a)
Average gradient = __________
b−a
or
f(a ) − f(b)
Average gradient = __________
a−b
change in distance
2. Average speed = __________________
change in time
3.
lx→a
imf(x)= k means for f(x), we can get as close to k as we want to merely by taking x close
enough to a.
f(x + h ) − f(x)
4. Differentiating f(x) from first principle: f ′(x ) = lh→0
im_____________
h
5. If f(x) = xn
Then f'(x) = nxn – 1
6. The notations for the derivative of a function, i.e.:
d dy
Dx[f(x)]; __ [f(x) ]; f'(x); ___
where y = f(x).
dx
dx
7. The gradient of a curve at any point on the curve: if y = g(x) defines the curve, then g'(x)
will give the gradient of the curve at any point x. Therefore, where x = a, g'(a) will be the
gradient of the curve at the point where x = a.
8. Turning points and sketches of polynomials:
Remember:
a) A positive gradient indicates an increasing function.
b) A negative gradient indicates a decreasing function.
c) A zero gradient indicates that there is possibly a turning point i.e. a
Relative Local Maximum or Minimum.
9. Problems involving Maxima and Mini-ma, Rates of Change and Motion
You need to know that for any modeled function, for example, motion function, volume
function, etc, always at maximum or minimum the derivative is equal to zero. In fact
what is meant here is that:
At Maximum or Minimum
dy
___ = 0
dx
Chapter 3 Differential Calculus 65
TECH_MATHS_G12_LB_ENG.indb 65 2018/02/05 04:46
Revision exercise
1. Find the following limits (if they exist).
1.1 im(2x + 5)
lx→3 1.2 im(x2− 1)
lx→2
1.3 im(_____
lx→3 1 ) im(
1.4 lx→a _____
x − a)
1
x−1
im(__________
x−2 )
x − 4x +
4 im(______
x − 1 )
2 3
1.5 lx→2 1.6
lx→3
x−1
2. Determine the average gradient of the following function between the given points.
f(x) = − 2x + 6
2.1 between x = 2 and x = 5
2.2 between x = –1 and x = 0
2.3 between x = –2 and x = 3
3. Determine the gradients and the equations of the tangents of the following curves
for the given values of x.
3.1
f( x) = − x2+ 2x at x = 4
3.2
f( x) = 2 x2− 5x + 7 at x = 2
3.3
f( x) = ( x + 4)(x + 1)2at x = –1
3.4 f( x) = 2 x3at x = –2
3.5 2
f( x) = __ x at x = 4
4. Use the first principles method to determine the derivatives of the following:
4.1
f( x) = − 2x + 6 4.2
f(x) = − 3x
4.3
h( x) = 6x + 6 4.4
f(x ) = 4 x2+ 9
4.5
f(x ) = − 7 x2− 4
5. Determine the following using the rules of differentiation.
dy d ( 3t − 4 t2)
5.1 ___ if y = x3+ 4 5.2 __
dx dt
5.3 Dx( 2 x2− x − 6) 5.4 f’(x)if f( x) = − 3 x2+ 2x
dy
5.5 ___ if y = 5x(x + 8)
dx
6. Sketch the following graphs. Show the:
(i) intercepts
(ii) coordinates of the stationary points.
6.1
f(x ) = x
3+ 3 x2− 4
6.2
f(x ) = x
3− 4x
6.3
f(x ) = 2 x3− 2 x2− 5x − 1
6.4
f(x ) = x
3− 3 x2− x + 3
66 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 66 2018/02/05 04:46
7. A rocket is fired vertically upwards and its height in metres is measured by
h(t) = 40t – 5t2.
7.1 Calculate the rocket’s initial velocity.
7.2 Determine the rocket’s maximum height.
7.3 Calculate the rocket’s acceleration.
8. A storage container takes the form of a right prism. It has a volume of 5 000 cm2.
Its length is four times its breadth.
4x
8.1 Determine the total surface area of the container in terms of x.
8.2 Determine the dimensions of the container for which the total surface will be a
minimum.
8.3 Calculate the minimum surface area.
Chapter 3 Differential Calculus 67
TECH_MATHS_G12_LB_ENG.indb 67 2018/02/05 04:46
4 Integration
Objectives
In this chapter you will learn about:
• Identify definite and indefinite integrals.
• Integrate polynomials using power rule.
• Apply standard forms of integrals as converse of differentiation.
• Calculate the area between a curve and the x-axis or by a curve, the x-axis
and the ordinates.
The severity index uses integrals to determine the severity of a head injury after an accident
TECH_MATHS_G12_LB_ENG.indb 68 2018/02/05 04:46
4.1 Introduction
In Mathematics many processes can be reversed. For example, the reverse of addition is
subtraction, the reverse process of multiplication is division, etc. These are not the only
mathematical processes that can be reversed. In the previous chapter, you learned the process
of differentiation. Like addition, multiplication, division, etc. the process of differentiation can
be reversed. The reverse process of differentiation is called integration. In this chapter we will
provide some integration rules to help you to find anti-derivative.
2is f′(x ) = 2x. How do we reversef′(x ) = 2xto get f(x)?
The derivative of f ( x) = x
We are going to use the mathematical process called integration.
4.2 The Indefinite integrals
2. We get f′(x ) = 2 x2−1 = 2x.
Suppose we differentiate the function f( x) = x
Integration reverses this process and using mathematical language we say that the integral of
2xis x2.
We can represent the relationship between integration and differentiation as follows:
Differentiate
x2 2
x
Integrate
If we differentiate the following functions:
f(x) = x
2+ 100 f(x) = x
2− 7
f(x) = x2+ 0, 75
we get 2x.
Therefore, we notice that the above functions give 2xwhen differentiated.
As you can see the above functions have a constant term which becomes zero when we
differentiate the function. When we integrate a function we have no way of telling what the
original constant term might have been. All we can do is to acknowledge the existence of such
a constant term by including in our answer an unknown constant, C, called the constant of
integration. We now say that the integral of 2xis x2+ C.
We write the statement “the integral of 2xis x2+ C” mathematically as follows: ∫2x dx = x
2+ C
We use the symbol ∫to show that we are integrating, dx tells us that the function we are
integrating is written in terms of x. The function being integrated (2x) is called the integrand.
x2+ Cis called the indefinite integral of 2x with respect to x. The indefinite integral
represents many possible anti-derivatives.
Chapter 4 Integration 69
TECH_MATHS_G12_LB_ENG.indb 69 2018/02/05 04:46
To integrate a power of x
increase the power by 1 and divide the answer you get by the new
power. Mathematically we write this statement as follows:
x + C, n ≠ − 1
n+1
∫ xn dx = _____
n+1
Going back to our example we have:
2 x + C
1+1
∫ 2x dx = _____
1+1
2
= ____ 2+ C
x
2
= x + C
2
The integral of k xn, n ≠ − 1
A constant factor in an integral can be moved outside the integral sign
∫k xn dx = k ∫xn dx
Worked example
Find the following integrals:
∫3 dx
∫3 dx = ∫3 x0 dx
= 3 ∫x0 dx
= 3(_____
0 + 1)
x
0+1
+ C
= 3(__ x ) + C
1
= 3x + C
Worked example
Find the following integrals:
∫3 x3dx
∫3 x3dx = 3 ∫x3dx
3 ∫ x3dt = 3(_____
x )+ C
3+1
3+1
= 3(___
x )+ C
4
3 x
= ____4+ C
4
70 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 70 2018/02/05 04:46
EXERCISE 1
Find the following indefinite integrals
1.1
∫5 dx 1.2 ∫ 3x3 dx 1.3
∫x3dx
1.4
∫6 x5 dx 1.5
∫8 x7 dx 1.6 ∫(− x) dx
1.7
∫x dx
4
1.8 –∫ 3x dx 1 x dx
1.9 ∫ __
2
1.10 5 ∫x4dx 1.11 ∫x6dx 1.12 ∫(− 9 x8) dx
4.2.1 The integral of f( x) + g(x)or of f ( x) − g(x) =3
We can integrate the sum or difference of two or more functions by integrating each term
separately.
Worked example
Find the following integrals:
∫( 4 x3− 2 x2+ x − 2)dx
∫( 4 x3− 2 x2+ x − 2)dx = ∫4 x3 dx− ∫2 x2 dx + ∫x dx − ∫2 dx
= 4 ∫x3 dx − 2 ∫x2 dx + ∫x dx − 2 ∫x0 dx
= 4(_____
x )− 2(_____
x )+ _____ ( x )+ C
x1+1 − 2 _____
3+1 2+1 0+1
3+1 2+1 1+1 0+1
x )− 2(___
= 4(___ x )+ ___ ( 1 )+ C
x2 − 2 __x
4 3
4 3 2
2 x
4− ____
= x
3
x − 2x + C
+ ___
2
3 2
EXERCISE 2
Find each integral.
2.1
∫(x + 1)dx 2.2
∫(− x + 1)dx
2.3 ∫ (3x + 2)dx ∫(1 − x2)dx
2.4
∫(1 − x3)dx
2.5 ∫(x2− 2x + 1)dx
2.6
∫(x3− 2 x2+ x − 5)dx
2.7 2.8 ∫(3 x4− x5)dx
∫(5 + 3x + x2) dx
2.9 2.10 ∫ (− 3 x2+ __ )
1 x + 1 dx
2
Chapter 4 Integration 71
TECH_MATHS_G12_LB_ENG.indb 71 2018/02/05 04:46
4.2.2 The integral of the form ∫ __ 1 dx, x ≠ 0
x
1
__
To calculate integrals of the form ∫ __ 1
x dxwe use the general logarithm rule∫ x dx = lnx + C, x ≠ 0.
| |
Worked example Worked example
Find the following integral: Find the following integral:
5
∫ __ x dx 6 dx
∫ ___
5x
6 (__
5 x)
5
∫ __ __ 1
x dx = 5 ∫ x dx 6 dx = ∫ __
∫ ___ 1 dx
5x
= 5 ln|x|+ C 6 ∫ __
= __ 1 dx
5 x
6 ln|x|+ C
= __
5
EXERCISE 3
Find the following integrals
7
3.1 ∫ __ 100
3.2 ∫ ____ 23 dx
3.3 ∫ ___
x dx x dx x
__ __ ___
√ √ √
x3 dx
3.4 ∫ ___ x5 dx
3.5 ∫ ___ 11
3.6 ∫ ____
x dx
3.7 ∫ ___ 2 dx 3.8 ∫ ___ 2 dx − 1 dx
3.9 ∫ ___
3x 5x 3x
__
2
3.10 ∫ __ 3 dx
3.11 ∫ ___ 7 dx
√
3.12 ∫ ___
x dx 2x x
3.13 ∫ ( x + x )dx
100
___ 2
3.14 ∫ (− x + __
5
+ 1)dx 3.15 ∫ (− __ )
1 + 6 dx
x
6x
4.3 Definite integrals
The quantity ∫abf(x) dxis called the definite integral of f( x)from a to b. The numbers a and b
are called the limits of integration. They tell us the interval we are working in. The number a is
called the lower limit and b is called the upper limit.
If f (x)is the integral of f ( x), then∫abf(x) dx = f(b ) − f(a). To evaluate the definite integral we:
• integrate the given function but we do not include the constant of integration
• then substitute the value of the upper limit into the integral f( b)
• substitute the value of the lower limit into the integral f ( a)
• subtract the value of the lower from that of the upper limit.
• i.e we calculate f( b)− f(a)
• The answer is a number
72 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 72 2018/02/05 04:46
Worked example
Evaluate the following:
a)
∫122x dx
∫13(3x − x3)dx
b)
Solution
a)
∫122x dx
∫122x dx = 2 ∫12x dx
[_____
2 x ]
1+1 2
=
1+1 1
[____
2 ]1
2 2
= 2 x
[ x2]21
=
(2)2− (1)2
=
=
4 − 1
=
3
∫13(3x − x3) dx
b)
f(x) = ∫ (3x − x3) dx
= ∫3x dx − ∫x3dx
3 x ]− [_____
= [ _____ x ]
1+1 3+1
1+1 3+1
= ____ 2+ ___
3 x x4
2 4
∫1(3x − x ) dx = f(3)− f(1)
3 3
3 (3)2 ____( )4
f ( 3) = ______
+ 3
2 4
___
= 81
27 + ___
2 4
= 135
____
4
33 __
= 3
4
3 1
( ) ____
+ 1
( )4
f( 1) = ____
2 4
3 + __
= __ 1
2 4
7
= __
4
3
= 1 __
4
Chapter 4 Integration 73
TECH_MATHS_G12_LB_ENG.indb 73 2018/02/05 04:46
f( 3)− f(1) = ____
135 7
− __
4 4
= 128
____
4
=
32
The constant C is omitted when using the integration formulas to find a definite integral.
EXERCISE 4
Calculate:
∫02(x2+ x)dx
4.1 ∫13(3 u3− 1)du
4.2
∫−2−1(x3− 2x)dx
4.3 ∫−21 (6 x2− 5x + 2)dx
4.4
_
4.6 ∫01 ( 4x − 6 x 3 ) dx
2
__
4.5 ∫04 √
t ( t + 2)dt
( 1 x2− 2)dx
0 __
4.7 ∫−2 4.8 ∫23 ( 1 x4+ x)dx
__
3 2
2( 2)
4.9 ∫ 1 − x dx
0
4.10 ∫ x + 1)dx
1(
−1
4.3.1 U
sing integration to find the area included by a curve and the x-axis or
by a curve the x-axis and the ordinates x – a and x – b, where a, b [ ℤ.
Calculating the shaded area below the curve as shown in the picture below can be very difficult.
The shaded shape is not a polygon. The upper part is a curve not a straight line. We can try and
divide the shaded area into rectangles and find the sum of the areas of the rectangles. The trick
is to make the rectangles as thin as possible and to use as many rectangles as possible. This is a
tedious exercise.
Thanks to the mathematicians who proved that these areas can be found by the reverse process
of differentiating which is integration. We do not have to calculate thousands of rectangle areas
in order to find the area of shapes like the one below.
We use the definite integral to find the area between the curve and the x-axis on the given
a
interval. The definite integral ∫b f(x)dx will give us the area under thecurve of f between a and b.
The area of the shaded region below is defined by ∫32(x2)dx
74 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 74 2018/02/05 04:46
Worked example
Calculate the shaded area using integration.
a) Differentiate
y
f(x) = x2
9
8
7
6
5
4
3
2
1
x
0 2 3 4
–4 –3 –2 –1 –1 1
–2
b) Differentiate
y
2
f(x) = 2x2 + 4x
1
x
0
–3 –2 –1 1
–1
–2
–3
O:
Chapter 4 Integration 75
TECH_MATHS_G12_LB_ENG.indb 75 2018/02/05 04:46
c) Find the total area between f(x) = x3 – x and the x-axis from x = –1 to x = 1.
y
3
2
f(x) = x3 – x
A1 x
0 A2
–4 –3 –2 –1 1
–1
–2
–3
Solution
a) The shaded area = ∫32x2 dx
= [ ___
x ] = ___
3
3 − ___ 19 = 6 __
23 = ___ 1 square units.
3 3
3 2 3 3 3 3
The definite integral will produce a positive value if f(x) > 0 in the same interval.
b) [____ ] [ + 2 (0)2]− [________ + 2 ( − 2)2]
0
2 (0)
3
2 ( − 2)
3
2 x
3+ 2 x2 = ______
3 −2 3 3
= 0 − [ ____ + 8]
− 16
3
= [ ___
16 − 8]
3
=[_______
16 − ] [ − 8 ] =
24 = ___ 8 = 2 __
__ 2 square units
3 3 3 3
The definite integral produce a negative value if f(x) < 0 in the interval x = –2 to x = 0.
Since we are calculating the area, and the area is always a positive number, the absolute
value is used. The absolute value of a number is always positive.
76 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 76 2018/02/05 04:46
c)
A1 = ∫ 0−1( x3− x)dx A2 = ∫ 10( x3− x)dx
[________ ] −1 [ 4 ] −1
0 0
( 0)4− 2 (0)2 _______________
( − 1)4− 2 ( − 1)2 (1)4− 2 (1)2 ___________
(0)4− 2 (0)2
x − 2
x2 = ___________ x4− 2
x2 = ___________
4
− ________
−
4 4 4 4 4
= [ __
1 ] = [ − __
1 ]
4 4
A = A1+ A2
= [ __
1 ]+[ − __
1 ] = __
1 + __
1 = __
1
4 4 4 4 2
1 square units
∴ The total area is __
2
Note
When a function f(x) is both positive and negative in the given interval like the
example above, and the area is to be found, the limits of integration must be split at
the zeros of the function. Areas A1 and A2 were calculated separately. The total area is
the sum of two areas.
EXERCISE 5
Use integration to find the shaded areas of the following.
5.1
y
4
3
y = – 4 + x2
2
1
x
0
–4 –3 –2 –1 1 2 3 4
–1
–2
–3
–4
Chapter 4 Integration 77
TECH_MATHS_G12_LB_ENG.indb 77 2018/02/05 04:46
y
5.2
4
3
y = –x2 + 4
2
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
–3
–4
y
5.3 4
1
x
–4 –3 –2 –1 0 1 2 3 4
–1
–2
–3
f(x) = 2x + 1 –4
y
5.4
7
6
5 f(x) = x2 –6x + 5
4
3
2
1 x
0
–1 1 2 3 4 5 6 7 8 9
–2
–3
–4
–5
–6
–7
78 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 78 2018/02/05 04:46
5.5 y
3 y = x3 – 6x2 + 11x – 6
2
1
x
0
–1 1 2 3 4 5 6 7
–1
–2
–3
–4
–5
–6
–7
y
5.6 11
10
9
8
7
6
5
4
f(x) = x2 + 2
3
2
1
x
0
–5 –4 –3 –2 –1 1 2 3 4 5
5.7
f( x) = 3x − x2 3 y
–2 –1 0 1 2 3 4
f (x) = 3x – x²
–1
–2
–3
f –4
Chapter 4 Integration 79
TECH_MATHS_G12_LB_ENG.indb 79 2018/02/05 04:46
5.8 f ( x) = − x2+ 3x + 4
y
6
x
–2 –1 0 1 2 3 4 5 f (x)= – x² + 3x + 4
–2
–4
f
–6
5.9 f ( x) = x
2− x − 6
y
3
f
2
1
x
–3 –2 –1 0 1 2 3 4 f (x) = x² – x – 6
–1
–2
–3
–4
–5
–6
80 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 80 2018/02/05 04:46
5.10 f ( x) = x
2+ 5x + 4
y
f 10
4
f(x) = x² + 5x + 4
3
1
x
–6 –5 –4 –3 –2 –1 0 1
–1
–2
5.11 f ( x) = x
3− 4x
y
4
1
x
f (x) = x³ – 4x
–3 –2 –1 0 1 2
–1
–2
–3
–4
f
Chapter 4 Integration 81
TECH_MATHS_G12_LB_ENG.indb 81 2018/02/05 04:46
y
3
5.12 f( x) = x3+ 4 x2+ x − 6
x
–4 –3 –2 –1 0 1
f(x) = x³ – 4x² + x – 2
–1
–2
–3
–4
–5
–6
f
The indefinite integral of an exponential function of the
4.4
form f(x) = ex
To integrate exponential functions of the form f( x) = e x + C
e xwe use the rule: ∫ e x dx =
Worked example
Find ∫ 3 e x dx
Solution
∫ 3 e x dx = 3
∫ e x dx
= 3 e x + C
EXERCISE 6
Find the following integrals:
6.1 ∫ 9 e x dx 6.2 ∫ 15 e t dt 6.3 ∫ (x − e x)dx
e dx 6.6 ∫ (3 e x + __
x)
2 dx
x
6.4 ∫ ( − 3) e x dx 6.5 ∫ __
2
6.7 ∫ ( 3 x 4 + 2 e x − 6) dx 6.8 ∫ ( e x + 1) dx 6.9 ∫ (__
7x − 3 e x) dx
6.10 ∫ ( e x + __
x)
1 dx 6.11 ∫ (1 + 2x + __ )
1 + e x dx
x 6.12 ∫ (2 − e x) dx
82 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 82 2018/02/05 04:46
The indefinite integral of an exponential function of the
4.5
form f ( x) = e ax
e ax
___
e ax we use the rule: ∫ e ax dx = a + C
To integrate exponential functions of the form f( x) =
Worked example
Find ∫ e 2x dx
Solution
e 2x
___
∫ e 2x dx = 2 + C
EXERCISE 7
Find the following integrals:
7.1 ∫ e 3x dx 7.2 ∫ 3 e 3x dx 7.3 ∫ 4 e 4x dx
7.4 1 e 2x dx
∫ __ 1 e 5x dx
7.5 ∫ __ 7.6 ∫ (− 3 e −3x)dx
2 3
7.7 ∫ ( 1 + e −x) dx 7.8 ∫ ( 1 + x + e 2x) dx 7.9 ∫ (e x + 4 e 4x + __
x)
1 dx
7.10 ∫ ( − e −x)dx 7.11 ∫ (100 − __
x + 3 e ) dx
3 3x
7.12 ∫ (__ e − 1) dx
3 5x
1 x 3 + __
2 2
The indefinite integral of an exponential function of the
4.6
form f ( x) = a x ,a > 0
To integrate exponential functions of the form f( x) =
a x where a > 0we use the rule:
∫ a x dx = (___
1 ) a x + C
ln a
Worked example
Find ∫ 3 x dx
Solution
( ln 3 ) 3 + C
∫ 3 x dx = 1
___ x
3 x
= ___ + C
ln 3
Chapter 4 Integration 83
TECH_MATHS_G12_LB_ENG.indb 83 2018/02/05 04:46
EXERCISE 8
Find the following integrals:
8.1 ∫ 5 x dx 8.2 ∫ 6 x dx 8.3 ∫ 4 x dx
8.4 ∫ 9 x dx 8.5 ∫ 2 x dx 8.6 ∫ 10 x dx
8.7 ∫ ( 7 x + e 7x + e x) dx 8.8 ∫ ( 8 x − 20)dx 8.9 ∫ (2 x + 2 e 2x + 1) dx
8.10 ∫ ( a x + __
x)
1 dx 8.11 ∫ (e x + __
4
e − 7 a x) dx
3 3x
8.12 ∫ (5 x + __
x )dx
5
The indefinite integral of an exponential function of the
4.7
form f ( x) = a nx
( )
To integrate a function of the form a
nx where a > 0 we use the rule ∫ a nx dx = 1 a nx + C.
____
n ln x
Worked example
Find ∫ 2 3x dx
Solution
( )
∫ 2 3x dx = 1 2 3x + C
____
3 ln 2
2 + C
= ____
3x
3 ln 2
EXERCISE 9
Find the following integrals:
9.1 ∫ 3 2x dx 9.2 ∫ 6 3x dx 9.3 ∫ 5 4x dx
9.4 ∫ 2 5x dx 9.5 ∫ 4 5x dx 9.6 ∫ 10 2x dx
9.7 ∫ 7 2x dx 9.8 ∫ 3 3x dx 9.9 ∫ 8 3x dx
9.10 ∫ ( a x + a 2x + __
x)
1 dx 9.11 ∫ (1 + 3 2x) dx 9.12 ∫ (e x − 5 a 5x − __
x ) dx
6
84 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 84 2018/02/05 04:46
Summary
Notation
• The symbol for the integral is ∫
• After the symbol for the integral we write the function we want to find the integral of,
called the integrand
• Finally we write d
x
• ∫ 5x dx
Integral symbol Function to be integrated with respect to x
The indefinite integral
• The indefinite integral is the expression ∫ f(x) dx read as: the indefinite integral of f( x) with
respect to x
.
Power rule for the indefinite integral
x
7+1
∫ x7 dx = _____ + C
x
n+1
∫ xn dx = _____ + C, n ≠ –1 7+1
n+1
x + C
8
= __
8
dx
∫ x–1 dx = ∫ ___x = ln|x| + C ∫ dx = ln|x| + C
___
x
The sum and difference rules
∫
[3x + 5]dx = ∫ 3xdx ± ∫ 5dx
3 x 1+1 5 x 0+1
∫ [ f(x) ± g(x)]dx = ∫ f(x)dx ± ∫ g(x)dx = _____ + _____ + C
1+1 0+1
3
= __ x 2 + 5x + C
2
Constant multiple rule
∫
5xdx = 5 ∫ xdx
∫ kf(x ) dx = k ∫ f(x ) dx x 1+1
= 5 _____ + C
1+1
5
= __ x 2 + C
2
Chapter 4 Integration 85
TECH_MATHS_G12_LB_ENG.indb 85 2018/02/05 04:46
Rule involving functions in exponential form
a x
____
∫ a x dx = 3 x
___
+ C, a > 0 and a ≠ 1 ∫ 3 x dx = + C
ln a ln 3
The definite integral
• A definite integral has a start and an end value.
b
• ∫ a f(x)dx reads: the integral of f ( x) from a to b.
• The numbers a and b are called the limits of integration, where a < b.
2
∫ 1 7x
The indefinite integral is
( 2 ) + C
7 ∫ x dx = 7 x 2
__
7 x 2+ C
= ____
2
7 (1
_____
at x = 1 :
) 2 7 + C
__
+ C =
2 2
7 (2
_____
at x = 2 :
) 2 7(4 )+ C
____
+ C =
b 2 2
∫ a f(x)dx = F(b) = F(a), a < b
= 14 + C
( 2 + C)
2
(14 + C) − __
7 ∫ 1 7x = 7
= 14 + C − __ 7 − C
2
= 14 − __ 7
2
= ______ 28 − 7
2
= ___ 21
2
1
= 10 __
2
Definite integral rules
b b
• ∫ a kf(x) = k ∫ a f(x)dx, k ∈ ℝ
b b b
• ∫ a[ f(x) ± g(x)]dx = ∫ a f(x)dx ± ∫ a g(x)dx
Area under a curve – region bounded by the given function, vertical lines and the
x-axis
b
Area = ∫ a f(x)dx
86 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 86 2018/02/05 04:46
When calculating area under a curve f(x) do the following:
• Sketch the area
• Determine the boundaries/limits a and b
• Set up the definite integral
• Integrate
Example
Find the area bounded by f ( x) = −
x 2 + 9 and the x-axis.
f(x) = −
x 2 + 9 f − x 2 + 9 = 0 y
x − 9 = 0
2
9
(x − 3)(x + 3) = 0
8
x − 3 = 0 or x + 3 = 0
∴ x = 3 or − 3 7
6
The boundaries are a = − 3 and b = 3
∫−33 ( − x 2 + 9) dx = (− _____
2 + 1 0 + 1 ) −3
3
x + _____
2+1
9 x
0+1 5
(− __ ) −3
3 4
= x 3 +
9x
3
= (− __ ) ( 9(− 3))
3
(− 3 +
9(3) − − _____
3 3 + ) 3
3 3
2
= (− ___ ) ( 3 − 27)
27 + 27 − − ____
− 27
3
1
= (− 9 + 27) − (9 − 27)
x
= 18 − (− 18) 0
–3 –2 –1 1 2 3
= 18 + 18
= 36 square units
Chapter 4 Integration 87
TECH_MATHS_G12_LB_ENG.indb 87 2018/02/05 04:46
Revision exercise
Find each integral.
1. ∫ (__
1 x)dx
2
2.
∫(− 2x + 3)dx
∫(4 x2+ 3x − 1)dx
3.
∫(8 x7+ 3x)dx
4.
5. Evaluate each definite integral.
∫10( 3 x2+ 7x + 1)dx
5.1 5.2 ∫0−1( 1 − x2) dx
∫54( − 7 + 6x + x2) dx
5.3 5.4
∫3−2( x + 2)( x − 3)dx
6. Use integration to find the area of the shaded region.
6.1 y
7
6
5
4
3
2
1 x
0
–4 –3 –2 –1 –1 1 2 3 4
–2
f(x) = x – 6 2 –3
–4
–5
–6
6.2
y
x
0
–6 –5 –4 –3 –2 –1 1 2 3 4 5 6
–1
–2 y = –3x2 – 2x
–3
88 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 88 2018/02/05 04:46
7. Graph each of the following functions. Then, find the area between the function and the
x-axis for the given interval using integration.
7.1
f( x) = − 2x + 3for x
= 1to x = 4
7.2
f( x) = − x2for x
= 0to x = 5
7.3
f( x) = 9 − 3 x2for x = 0 to x = 3
7.4
f( x) = x
3+ 4x for x = –2 to x = 2
7.5
f( x) = − x3for x = –4 to x = 0
Chapter 4 Integration 89
TECH_MATHS_G12_LB_ENG.indb 89 2018/02/05 04:46
5 Analytical Geometry
Objectives
In this chapter you will learn about:
• the equation of the circle with centre at the origin: x 2 + y 2 = r 2
• finding the equation of the circle when the radius is given or a point on the
circle is given
• determining the equation of a tangent to a given circle
• finding the point of intersection of the circle and a given straight line
y2
x2 + __
• plotting the graph of an ellipse, __ =1
a2 b2
Engineers use analytical geometry when designing stadia
TECH_MATHS_G12_LB_ENG.indb 90 2018/02/05 04:46
5.1 The equation of the circle with the centre at the origin
Consider the circle below. Let point P(x; y) y
represent any point on the circle whose
center is at the origin O
(0; 0). Let r represent
the radius of the circle. In the right triangle,
OPQ P
• r is the length of hypotenuse or the
radius r y
• is the horizontal length from the
x
x x
origin to point Q 0 Q
• y is the vertical length from point Q
to point Pon the circumference of the
circle
If P(x; y)is a point on the circle with centre
O(0; 0)and radius r , then the equation of the
circle is given by x2+ y2 = r2.
Worked example y
Determine the equation of the circle with
centre at the origin and a radius of 3 units.
(x:y)
x
0 3
Write down the general form of the
equation of a circle with centre at the
origin:
x2+ y2 = r2
x2+ y2 = 32
x2+ y2 = 9
Chapter 5 Analytical Geometry 91
TECH_MATHS_G12_LB_ENG.indb 91 2018/02/05 04:46
Worked example
Determine the equation of the circle with the centre at the origin that passes through ( 5; 8).
Substitute (5; 8) for x and y, respectively in x2+ y2 = r 2
52+ 82 = r2
r2 = 25 + 64
The equation is: x2+ y2 = 89
Worked example
Determine whether the points below lie on the circle given by x2+ y2 = 25?
1. ( 2; 1)
a)
( − 3; − 4)
b)
a) x2+ y2 = r 2
( 2)2+ (1)2 = r 2
+ 1 = r 2
4
r 2 = 5
∴ ( 2; 1)is not on the circumference of x2+ y2 = 25.
b) x2+ y2 = r 2
( − 3)2+ (− 4)2 = r 2
9 + 16 = r 2
r2 = 25
∴ (− 3; − 4)is on the circumference of x2+ y2 = 25.
EXERCISE 1
1.1 Determine equation of a circle with r = 9and centre at the origin.
1.2 Determine the equation of the circle with centre at the origin and passing through the
point ( − 3; 4).
1.3 Determine whether ( − 10; 7)is on the circlex2+ y2 = 149.
1.4 A circle centred at the origin passes through the points ( ± 2; 0); (0; ± 2), show that the
equation of the circle is x2+ y2 = 4
1.5 Determine the equation of a circle with centre at the origin and a radius of 7 units.
1.6 The equation of a circle is given by x2+ y2 = 16
1.6.1 Calculate the radius of the circle.
1.6.2 Draw an accurate graph of the circle.
92 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 92 2018/02/05 04:46
1.7 Determine the equation of the circle below: 1 square represents 1 unit.
y
x
0
1.8 Determine if the point (14; 8)lies on the circle that is centered at the origin and has a
diameter of 32 units.
For exercises 1.9 and 1.10 find the equation of the circle with the centre at the origin and
the given radius.
1.9 Centre ( 0; 0)and radius 5 units.
1.10 Centre ( 0; 0)and radius 2 units.
For exercises 1.11 and 1.12 find the equation of the circle with the given information
1.11 Centre at ( 0; 0)and passes through the point ( − 3; 1)
1.12 Centre at ( 0; 0)and passes through the point ( 2; 4)
5.2 The equation of the tangent to a circle
A tangent is a line that touches a circle at one point. A tangent line to a circle is perpendicular
to the radius. We know that the product of the gradients of perpendicular lines is negative one.
i.e. mtan× mrad = − 1 y
tangent
radius
x
0
A tangent is a straight line, so we use the formula y − y1 = m(x − x1). Using the gradient of the
radius to the point of contact, the gradient of the tangent can be determined.
Chapter 5 Analytical Geometry 93
TECH_MATHS_G12_LB_ENG.indb 93 2018/02/05 04:46
Worked example
Determine the equation of the tangent to x2+ y2 = 10 at the point ( 6; 8)
We determine the gradient of the radius with centre (0; 0) and point of contact (6; 8)
y − y
mrad = ______ 0 − 8
x2− x1 = _____
2 1 0−6
− 8
= ___
−6
mrad = __ 4
3
The radius is perpendicular to the tangent at the point of contact. The product of the
gradients of perpendicular lines is − 1.
Determine the gradient of the tangent:
mrad× mtan = − 1
4 × mtan = − 1
__
3
3
mtan = − 1 × __
4
3
∴ mtan = − __
4
Determine the equation of the tangent:
y − y1 = m(x − x1)
3 ( x − 6)
y − 8 = − __
4
3 x + ___
y − 8 = − __ 18
4 4
4y + 3x = 50
4y = − 3x + 50
3 x + ___
y = − __
∴ 50
4 4
94 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 94 2018/02/05 04:46
Worked example
A circle whose centre is at the origin passes through the point ( − 2; 4). Determine the
equation of the tangent to the circle at the point ( − 2; 4)
y − y
mrad = _______ 0 − 4 = _____
x2− x1 = ________ − 4 y
2 1 0 −
( − 2) 0+2
− 4 = − 2
= ___
2
mrad× mtan = − 1 (–2;4)
− 2 × mtan = − 1
− 1
mtan = ___ x
−2 0
__ 1
mtan =
2
Equation of the tangent: y − y1 = m(x − x1)
1 (x + 2)
y – 4 = __
2
1
__
y – 4 = x + 1
2
2y – x = 10
2y = x + 10
x + 5
y = __
2
EXERCISE 2
2.1Determine the equation of the tangent to the circle x2 + y2 = 11, centre (0;0) at the point
__
(√2 ; 3).
P( 2; − 3)lies on the circle x2+ y2 = r 2where O is the origin. Determine:
2.2
2.2.1
r2
2.2.2 The gradient of OP
2.2.3 The gradient of the tangent at P.
2.2.4 The equation of the tangent at P.
T( 3; − 2)lies on a circle with centre at O( 0; 0).
2.3
2.3.1 Determine the equation of the circle.
2.3.2 Determine the gradient of OT.
2.3.3 If TG is a tangent to the circle, find the equation of TG.
2.4 Given the circle x2+ y2 = 17and the point ( 4; 1)on the circle. Find the equation of
the tangent to the circle at the point ( 4; 1)
Chapter 5 Analytical Geometry 95
TECH_MATHS_G12_LB_ENG.indb 95 2018/02/05 04:46
2.5 Given the circle x2+ y2 = 25and the point ( − 3; − 4)on the circle. Find the equation of
the tangent to the circle at the point ( − 3; − 4).
2.6 Given the circle x2+ y2 = 18and the point ( 3; − 3)on the circle. Find the equation of
the tangent to the circle at the point (3; − 3).
2.7 A circle whose centre is at the origin passes through the point ( 3; 2). Determine the
equation of the tangent to the circle at the point ( 3; 2).
2.8 A circle whose centre is at the origin passes through the point ( − 2; − 3).Determine the
equation of the tangent to the circle at the point (− 2; − 3).
2.9 A circle whose centre is at the origin passes through the point ( 1; − 3).Determine the
equation of the tangent to the circle at the point ( 1; − 3).
2.10 A circle whose centre is at the origin passes through the point ( 0; − 3).Determine the
equation of the tangent to the circle at the point ( 0; − 3).
5.3 Intersecting circles and straight lines
The points of intersection of a circle and straight line are the points which have coordinates
that satisfy both the circle and the straight line, that is, the coordinates are the same. Hence,
the equations are solved simultaneously.
Worked example
The line y = 4 − 2x cuts the circle x2+ y2= 16at P and Q. Determine the coordinates of
P and Q.
Solve the equations simultaneously to find P and Q.
y = 4 − 2x . . . . . .(1)
x2+ y2 = 16 . . . . . .(2) y
Substitute ( 1)in ( 2): x2+ (4 − 2x)2 = 16
2+ 16 − 16x + 4 x2 = 16
x 4 P
5 x2− 16x = 0
x(5x − 16) = 0
= 0 or 5x − 16 = 0
x
x
5
x = 16 –4 0 4
16
x = ___
5 Q
Substitute x = 0 in(1): y = 4 − 2(0)
y = 4−0 –4
y = 4
The co-ordinates of P : P(0; 4)
96 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 96 2018/02/05 04:46
16 in ( 1): y = 4 − 2(___
Substitute x = ___ 16 )
5 5
32
y = 4 − ___
5
12
___
y = −
5
The co-ordinates of Q are (
5)
16 ; − ___
___ 12
5
EXERCISE 3
3.1 The circlex2+ y2 = 2and the line y − 2x + 3 = 0intersect at two points V and G.
Determine:
3.1.1 The coordinates of V and G.
3.1.2 The coordinates of the midpoint M of chord VG.
3.2 The circle x2+ y2 = 10 and line x + 5 = 2yintersect at two points P and Q.
3.2.1 Determine the coordinates of P and Q.
3.2.2 Determine the midpoint, J, of PQ.
3.3 Determine the point of tangency if x − 6y = 37is the tangent line to the circlex2+ y2 = 37
3.4 A point M(p; 2)lies on the circle x2 + y2 = 20 such that the equation of the tangent line at
M is y = − 2x + 10. Determine the value of p.
3.5 The line y = 3x − 5 cuts the circle x2+ y2 = 25at points A and B. Determine the
co-ordinates of A and B.
3.6 The line y + 5 = 3xcuts the circle x2+ y2 = 100at points P and Q. Determine the
co-ordinates of P and Q.
3.7 The line y = 3xcuts the circle x2+ y2 = 20at points M and M. Determine the
co-ordinates of M and N.
3.8 The line y = xcuts the circle x2+ y2 = 18at points T and S. Determine the
co-ordinates of T and S.
3.9 Without doing any calculations write down the co-ordinates of the points of
intersection of the line y = − xand the circle x2+ y2 = 18.Explain your answer.
3.10 The line y = − x + 4 cuts the circle x2+ y2 = 16at points E and F. Determine the
co-ordinates of E and F.
Chapter 5 Analytical Geometry 97
TECH_MATHS_G12_LB_ENG.indb 97 2018/02/05 04:46
5.4 The ellipse
An ellipse is the set of all points that make an oval shape.
There are two main types of ellipses:
a) The horizontal major axis ellipse
b) and the vertical major axis ellipse.
Vertex
Co–vertex f
Minor axis
a
b
a
Major axis Vertex c Minor axis
f c f Co–vertex Co–vertex
Major axis
b
Co–vertex f
Vertex
For the horizontal major axis ellipse, the major axis intersects the ellipse at the vertices
(± a; 0) and the line perpendicular to the major axis at the center intersects the ellipse at the co-
vertices (0, ± b). This line is called the minor axis of the ellipse.
General equation of the horizontal major axis ellipse is
y2
x2 + ___2 = 1
2
___
a b
Where:
• ( x; y)are the co-ordinates of any point on the ellipse
• a, bare the radii on the x
and yaxes respectively
For a horizontal ellipse:
• the major axis has length 2a.
• the minor axis has length 2b.
To find the foci which is denoted by (c) we use the formula
______
√
c = a2− b2
y2
x2 + ___2 = 1:
2
The general equation of the vertical major axis ellipse is ___
b a
98 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 98 2018/02/05 04:46
Note that the major axis and the minor axis interchange. The longer axis becomes vertical. The
co-ordinates of the vertices are now ( 0; ± a) and ( ± b; 0).
Summary of the characteristics of an ellipse (center at the origin)
Equation Ellipse Vertices Co-vertices
2
y
x2 + ___
___ = 1 Horizontal ( ± a; 0) ( 0; ± b)
a b2
2
y2
x2 + ___
___ = 1 Vertical ( 0; ± a) ( ± b; 0)
b2 a2
Worked example
y2
x + ___ = 1
2
Sketch the ellipse defined by ___
16 49
Solution
Identify the centre; and lengths of the horizontal and vertical axes for the ellipse and then
sketch.
y2
x2 + ___2 = 1
2
General form: ___
a b
y2
x + ___ = 1
2
___ y
16 49
(0;7)
____
x
2
y2
____
2 + 2 = 1
( 4) ( 7)
= 4
a b = 7
Centre: ( 0; 0)
Horizontal Axis: 8 units (–4;0) (4;0)
x
0
Vertical Axis: 14 units
Vertices are:
(0; 7)and ( 0; − 7)
( − 4; 0)and ( 4; 0)
(0;–7)
Chapter 5 Analytical Geometry 99
TECH_MATHS_G12_LB_ENG.indb 99 2018/02/05 04:46
Worked example
An ellipse centred at the origin has a horizontal axis length of 10 units and a vertical axis of
length 8 units.
a) Sketch the graph of this ellipse
b) Write the equation of this ellipse
Solution
a) y
(0;8)
(–10;0) (0;0) (10;0) x
0
(0;–8)
y2
x2 + ___
b) ___ = 1
a b2
2
y2
x 2 + ____2 = 1
2
____
( 5) ( 4)
y2
x + ___ = 1
2
___
25 16
EXERCISE 4
4.1 Determine whether the ellipses are vertical or horizontal major ellipses. Justify your
answers.
4.1.1
9 x2+ 4 y2 = 36
y2
x2 + ___
4.1.2 ___ = 1
16 49
y2
x2 + __
4.1.3 ___ = 1
81 9
4.1.4
4 x2+ 25 y2 = 100
4.2 Determine the centre, vertices, end points of the minor axis and foci for: x² + 4y² = 16
and then sketch the graph.
4.3 An ellipse has its center at the origin. Find an equation of the ellipse with Vertex (8; 0)
and minor axis 4 units long.
100 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 100 2018/02/05 04:46
4.4 Given the following equation: 9 x2+ 4 y2 = 36
4.4.1 Find the length of the major and minor axes
4.4.2 Sketch the graph of the equation.
4.5 A portion of the backyard of a building is in the form of an ellipse. The major axis is
1058 units and the minor axis is 904 units. Find the equation of the horizontal ellipse,
assuming it is centered at the origin.
4.6 An ellipse has its center at the origin. Find an equation of the ellipse with vertex
(0; − 12) and focus ( 0; − 4).
4.7 Two vertices of an ellipse centred at the origin are ( 3; 0)and ( 0; − 4).
4.7.1 What are other vertices?
4.7.2 Write down an equation in standard form for the ellipse that satisfies the given
condition.
4.8 Two vertices of an ellipse centred at the origin are ( 8; 0)and ( 0; − 6)
4.8.1 Give the co-ordinates of the other vertices.
4.8.2 Sketch the graph of the ellipse.
4.8.3 Give the equation in standard form for the ellipse that satisfies the condition
given below:
Major axis length 16 on y-axis, minor axis length 12.
4.9 Find an equation in standard from for the ellipse that satisfies the given conditions
4.10 Sketch the graph of the ellipse defined below:
y2
x + ___ = 1
2
4.10.1 ___
64 25
y2
x + ___ = 1
2
4.10.2 ___
25 49
y2
x + __ = 1
2
4.10.3 ___
4 9
Chapter 5 Analytical Geometry 101
TECH_MATHS_G12_LB_ENG.indb 101 2018/02/05 04:46
Summary
• If P
(x; y)is a point on a circle with centre O(0; 0)and radius r, then the equation of the circle
is: x2+ y2 = r2 y
_
Hence the radius of the circle is √ r .
P(x;y)
r y
x
0 x Q
• To find the equation of a tangent to a circle, we use y − y1 = m(x − x1)and the gradient of
the radius since the gradient and the radius are perpendicular and mtan× mrad = − 1
.
y
tangent
radius
x
0
• To determine the points of intersection of a circle and straight, we solve the equations of
the circle and that of the line simultaneously.
y2
x2 + ___2 = 1; where (x; y) are
2
• The general equation of a horizontal major axis ellipse is: ___
a b
the coordinates of any point on the ellipse, a and b are the radii on the x and y axes
respectively.
y2
x2 + ___2 = 1
2
• The general equation of a vertical major axis ellipse is ___
b a
• The foci for an ellipse is determined by using c = a − b2
2 2
• To sketch an ellipse, identify the centre, the lengths of the horizontal and vertical axes for
the ellipse and then sketch.
102 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 102 2018/02/05 04:46
Revision exercise
1. Determine the equation of each of the circles with:
__
1.1 Radius of √
9 units
3 units
1.2 Radius of __
4
1.3 Centre (0; 0) and passing through ( − 1; 3)
1.4 Centre (0; 0) and passing through ( − 4; 0)
2. Consider the circle given below with centre at the origin.
5 y
4
N
3
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
2.1 Find the radius of the circle
2.2 Determine the equation of the circle.
2.3 Determine the equation of the tangent to the circle at the point N.
3. Determine the equations of each of the following:
3.1 y 3.2 y
x x
0 0 √3
Chapter 5 Analytical Geometry 103
TECH_MATHS_G12_LB_ENG.indb 103 2018/02/05 04:46
3.3 y 3.4 y
1,5
x x
2
−− 0 0
3
4. Determine the equation of the tangent to the circle x2+ y2− 65 = 0at the point P (−4; 7).
5. In the figure below, the origin is the centre of the circle. A(x; y)and B (3; − 4) are two points
on the circle. AB is a diameter of the circle and BC is a tangent to the circle at B. C is the
point (k; 1)
y
A(x; y)
C(k; 1)
B(4; –3)
104 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 104 2018/02/05 04:46
5.1 Determine the equation of the circle with centre O.
5.2 Show that the length of AB is 10.
5.3 Calculate the gradient of line AB.
5.4 Determine the equation of the tangent at B.
6. A table, in the shape of an ellipse has a major axis of about 1,2 m and a minor axis of
about 60 cm. Determine the equation that can represent the table.
7. The line y + 5 = x cuts the circle x2+ y2 = 25at M and N. determine the coordinates of
M and N.
Chapter 5 Analytical Geometry 105
TECH_MATHS_G12_LB_ENG.indb 105 2018/02/05 04:46
6 Euclidean Geometry:
Proportionality and similarity
Objectives
In this chapter, you will:
• Revise the necessary and sufficient conditions for polygons to be similar.
• Learn and apply the following theorems:
◦ that a line drawn parallel to one side of a triangle divides the other two
sides proportionally;
◦ that equiangular triangles are similar; and
◦ that triangles with corresponding sides in proportion are similar.
Euclidean geometry has many practical uses; from baking a cake to building the pyramids in Egypt!
TECH_MATHS_G12_LB_ENG.indb 106 2018/02/05 04:46
6.1 Ratio
Ratios are used to describe everyday situations, for example, a comparison of the total distance
covered and the duration (total time taken) is expressed by the ratio (speed).
Definition
A ratio is an expression that results when division compares two quantities or two numbers.
In general, for any two numbers, x and y, the ratio of x to y is the quotient obtained by dividing
x
x by y. This ratio is expressed in the following way: x:y or __ y
Worked example
a) Find the ratio of trapeziums to triangles.
b) Find the ratio of squares to circles; and circles to squares.
c) Find the ratio of the shaded area to the unshaded area.
Solution
a) :5 or __
4 to 5 or 4 4
5
5 ; 3 to 5 or 3
:3 or __
b) 5 to 3 or 5 5
:5 or __
3
c) 6 to 9 or 6:9 or __ 6
9
EXERCISE 1
Look at the picture. Express each ratio as a fraction.
1.1 Shaded squares to unshaded squares.
1.2 Unshaded squares to shaded squares.
1.3 Shaded squares to all the squares.
1.4 Unshaded squares to all the squares.
1.2 Find the indicated ratios for frames A and B as shown:
10
1.2.1 Base length of Frame A to base length of Frame B ___ frame A 4 units
5
4
__
1.2.2 Height of Frame A to height of Frame B 10 units
2
frame B 2 units
5 units
Chapter 6 Euclidean Geometry: Proportionality and similarity 107
TECH_MATHS_G12_LB_ENG.indb 107 2018/02/05 04:46
frame A 4 units
10 units
1.2.3 Area of Frame A to area of Frame B ___ 40
10 frame B 2 units
28
1.2.4 Perimeter of Frame A to perimeter of Frame B ___ 5 units
14
1.3 Write each ratio in simplest form.
1.3.1
180 : 45 35
1.3.2 ___ 1.3.3 10 x2to 5x
42
1.4 Give each ratio in simplest form. Refer to the diagram
S 21
27° P
48°
15 9
Q
x
R
SR PQ RŜQ
1.4.1 ___ 1.4.2 ___ 1.4.3 _____
SP PS QŜP
6.2 Proportion
When solving a problem that requires the use of ratios, it is often necessary to use more than
one ratio.
Note
A proportion is the equality of two ratios.
Using symbols
a = __
__ c , (b ≠ 0, d ≠ 0) or
b d
a : b = c : d
in words is read: a is to b as c is to d.
A proportion is an equation that equates two ratios. In proportion, each number is called a
term, for example,
1st 2nd 3rd 4th Note
3 : 4 = 9 : 12 The product of the means equals
the product of the extremes.
The first and fourth terms are referred to as the
extremes of the proportion; the second and third terms a = __
If __ c
b d
are referred to as the means of the proportion. In a true
then a × d = b × c.
proportion, we use the following terms and property to
describe and solve problems:
Stated differently, in a proportion, the two cross products are equal.
108 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 108 2018/02/05 04:46
Worked example
1. Determine whether each pair of ratios can be written as a proportion.
3 and ___
a) __ 15 8 and __
b) ___ 6 6 and __
c) __ 7
4 20 12 9 7 8
2. Use the following set of numbers to write a true proportion.
a) 4; 7; 12; 21 b) 4; 20; 16; 5
Solutions
1. For each pair, check if the product of the means equals the product of the extremes.
a) 3 × 20 = 60and 4 × 15 = 60 . ∴ 60 = 60 ⇒ __ 3 = ___
15 is a proportion.
4 20
b) 8 × 9 = 72and 12 × 6 = 72 . ∴ 72 = 72 ⇒ ___ 8 = __ 6 is a proportion.
12 9
c) 6 × 8 = 48and 7 × 7 = 49 . ∴ 48 ≠ 49 ⇒ __ ≠ __ 6 7
is not a proportion.
7 8
2. 4 = ___
a) __ 12 ; ___
4 = ___
7 = __ 21 and ___
7 = ___ 21 = ___
12
7 2 12 21 4 1 7 4
5 ; ___
4 = ___
b) ___ 16 = ___
20 ; ___
16 = __
4 and ___ 5
20 = __
16 20 4 5 20 5 16 4
EXERCISE 2
2.1 Determine whether each pair of ratios are proportions.
2 and ___
2.1.1 __ 4
5 10
6
2 and ___
2.1.2 __
3 12
7 and ___
2.1.3 __ 28
2 8
3 and ___
2.1.4 __ 10
4 14
2.1.5
1:4and 7
:28
1 14
1 __
__ ___
2.1.6 and
4 5
2.2 Use each set of numbers to write a true proportion.
2.2.1 2; 8; 12; 3 2.2.2 3; 5; 1; 15 2.2.3 5; 18; 6; 15
2.3 Solve each proportion 1
3 = __ 5 = __ 1 __2 ___
2.3.1 __ x 2.3.2 __
y 2 2.3.3 ____ = k
2 4 4 15 60
Chapter 6 Euclidean Geometry: Proportionality and similarity 109
TECH_MATHS_G12_LB_ENG.indb 109 2018/02/05 04:46
Properties of proportions
Proportions that usually have segment lengths for terms are useful for interpreting and solving
a variety of problems in geometry. An unknown length can be found by solving a proportion,
but you may first need to rewrite a given proportion in an equivalent form. The following
summary of properties of a proportion show how to obtain equivalent forms of a proportion:
Note
a = __
If __ c and a, b, c, d ≠ 0, then each of the following is true.
b d
1. ad = bc d = __
2. __ ac a = __
3. __ b
b c d
b
__
4. a = c d
__ a+b
5. = ____
____ d+c a−b
6. = ____
____ d−c
b c b c
Worked example
Complete the statement in three different ways. Justify each answer.
15 , then
12 = ___
If ___
16 20
Solution
16 Switch the means
12 = ___
___
15 2
20 = ___
___ 15 Switch the extremes
16 12
16 = ___
___ 20 Invert the proportion
1 1
Application of the properties of proportion
Worked example
1. x
Use the proportion __ __ 2
y = 5 to complete each proportion
A
y
a) __ = _ _ _
5
x 2
2 = _ _ _
b) __
x
D E
y
c) __
x = _ _ _
y+x y 5
d) ____
x = _ _ _
B C
110 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 110 2018/02/05 04:46
2. HK = ___
Given ____ HL H
KI LJ
K L
I J
HJ
HI = ___
show that ___ .
KI LJ
Solutions
y 5 y __ 5 y+x ____5+2
1. x
a) __ = __ 2 = __
b) __
x y c) __
x = 2 d) ____
x = 2
5 2
____ HL
HK = ___ (Given)
KI LJ
HK+KI HL+LJ
_______
= ______
(Property of proportions. Add the denominator to the numerator)
KI LJ
HJ
HI = ___
___ (Segment addition property)
KI LJ
EXERCISE 3
3.1 For each of the following proportions, rewrite the proportion in five different ways,
justifying your answer.
4 = ___
3.1.1 __ 12 x = ___
3.1.2 __ 7
5 15 y 11
3.2 Complete each proportion by using the proportion __ a = __ x
y
b
a = _ _ _ _ y y
3.2.1 __
x 3.2.2 __
x = _ _ _ 3.2.3 __ = _ _ _
b
3.3 Refer to the figure on the right. Use the proportion __ 4 = __
x y to complete each proportion.
5
A
x 4
D E
y 5
B C
Chapter 6 Euclidean Geometry: Proportionality and similarity 111
TECH_MATHS_G12_LB_ENG.indb 111 2018/02/05 04:46
4 = _ _ _ _ y 9 = _ _ _ _
3.3.1 __
x 3.3.2 __ = _ _ _ _ 3.3.3 __
5 5
x−y y y+x
3.3.4 _____
y = _ _ _ _ 3.3.5 __
x = _ _ _ _ 3.3.6 _____
x = _ _ _ _
3.4 Find the value of x.
x +
3 = __
3.4.1 _____ 9 3.4.2 __ 3
5 = _____ 3 = ___
3.4.3 ______ 2x 4x = ___
3.4.4 ___ 9
4 2 x x−2 6x − 3 12 16 4x
LQ
3.5 LP = ____
Given the proportion ____ , use the figure to complete the table.
PM QN
LP PM LM LQ QN LN L
3.5.1 14 16 ___ ___ 24 ___
3.5.2 ___ 10 18 12 ___ ___
3.5.3 16 ___ ___ 24 33 ___
P Q
3.5.4 ___ ___ 16 9 15 ___
3.5.5 ___ 12 ___ 12 ___ 30
3.5.6 ___ ___ 21 12 ___ 28
N
M
3.5.7 ___ ___ 26 ___ 24 39
Segments divided proportionally and the ratio of areas of triangles with
equal altitudes
A
Worked example
Find the ratio:
area of ΔABD
a) _____________
area of ΔABC
area of ΔABD
b) _____________
area of ΔADC
area of ΔADC
c) _____________
area of ΔABC
B D C
112 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 112 2018/02/05 04:46
Solution
A
Construct the altitude AE of the ∆ABC with
BC as the base. Now triangles ABD, ADC and
ABC have equal altitude AE.
1 ⋅ BD ⋅ AE
__
BD
area of ΔABD
_____________
a) = 2
___________ = ____
area of ΔABC 1 ⋅ BC ⋅ AE
__ BC
2
1 ⋅ BD ⋅ AE
__
area of ΔABD
_____________
b)
= ___________
2 BD
= ____
area of ΔADC __ 1
⋅ DC ⋅ AE DC
2
1 ⋅ DC ⋅ AE
__
area of ΔADC
_____________
c)
= ___________2 = ____ DC
area of ΔABC __1
⋅ BC ⋅ AE BC
2 B D E C
The idea that we learn from the worked example above is that the ratio of the areas of two
triangles that have the same height equals the ratio of their bases. In other words, the areas of
triangles with equal altitudes are in the same proportion as the lengths of their bases.
Worked example A
Find the ratio:
area of ΔABD
a) _____________
area of ΔABC
area of ΔABD
b) _____________
area of ΔADC
area of ΔADC
c) _____________
area of ΔABC
Solutions B D C
1 ⋅ BD ⋅ AE
__
area of ΔABD
_____________
a) = 2
___________ = BD = _____
____ 1
BD = __ A
area of ΔABC 1 ⋅ BC ⋅ AE
__ BC 2BD 2
2
1 ⋅ BD ⋅ AE
__
area of ΔABD
_____________
b)
= ___________
2 = BD = ____
____ BD = 1
area of ΔADC __ 1
⋅ DC ⋅ AE DC BD
2
1 ⋅ DC ⋅ AE
__
area of ΔADC
_____________
c)
= ___________2 = DC = _____
____ DC = __
1
area of ΔABC 1 ⋅ BC ⋅ AE
__ BC 2DC 2
2
B D E C
Chapter 6 Euclidean Geometry: Proportionality and similarity 113
TECH_MATHS_G12_LB_ENG.indb 113 2018/02/05 04:46
R
EXERCISE 4
4.1 What can you deduce from the worked example 13?
Express the idea in words.
4.2 Refer to figure alongside and find the ratio:
area of ΔRSU
4.2.1 _____________
area of ΔRST
area of ΔRSU
4.2.2 _____________
area of ΔRSV
S U V T
area
of ΔRUT
4.2.3 _____________ M
area of ΔRSV
4.3 Find the ratio:
area of ΔMNP
4.3.1 ______________
area of ΔMNO
area of ΔMNO
4.3.2 ______________
area of ΔMNQ
2 cm 3 cm 4 cm
area of ΔMQO
4.3.3 ______________
N P Q O
area of ΔMNO
J
2
4.4 Find the ratio:
2
area of ΔJMN M
4.4.1 _____________
area of ΔJML N
area of ΔJML
4.4.2 _____________
4
area of ΔJKL 3
area of ΔJMN
4.4.3 _____________
area of ΔJKL
K L
Note V
The following result is important
U
UW ∥ VX and ΔUWV and ΔUWX have a common base UW
area of ΔUWV = ____
______________
UW = 1
area of ΔUWX UW Base
A
∴ area of ΔUWV = area of ΔUWX
W
114 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 114 2018/02/05 04:46
Note
If triangles are on the same base (or equal bases) and are between the same parallel lines,
then the triangles are equal in area.
EXERCISE 5
5.1 Find the ratio:
area of ΔJNM
5.1.1 ______________
M N
area of ΔMNK
area of ΔJNM
5.1.2 ______________
area of ΔMNL
5.2 What can you say about Δ
MNKand ΔMNLand why?
5.3 What conclusion can you draw from 5.1 and 5.2 above? K L
5.4 Express the idea in words.
Note J
The result that is drawn from exercise 5 can be expressed as a theorem
as follows
Theorem
A line parallel to one side of a triangle divides the other two M N
sides (internally or externally) into segments that has the
same proportion.
____JM JN
= ___
MK NL
K L
Applying the properties of proportions, the following results are true:
JM JN
If ____
= ___
MK NL
then
a)
JM × NL = MK × JN
JM
MK
b) ___ = ____
JN NL
MK = ___
c) ____ NL
JM NJ
JM JN JM + MK JN + NL JK JL
d) ____ + 1 = ___ + 1 ⇒ ________
= ________
⇒ ____ = ___
MK NL MK NL MK NL
Chapter 6 Euclidean Geometry: Proportionality and similarity 115
TECH_MATHS_G12_LB_ENG.indb 115 2018/02/05 04:46
It is always best to mention the lines that are parallel and the triangle concerned when using or
applying the theorem. For example: C
AQ
AP = ____
___ (Prop. Thm; PQ ∥ CB in ΔABC) P
PC QB
AQ
AP = ____ M
____ (Prop. Thm; MN ∥ PQ in ΔAPQ)
MP NQ
A N Q B
Worked example
Find the value of x given that AD = 12; DC = 9; EC = 6 and BE = x.
C
9 6
D E
12 x
A B
Solution
AD =
____ BE (Line ∥ PQ one side of Δ ; Prop. Thm)
___
DC E
12 =
___ x (substitute the given segment lengths)
__
9 6
12 × 6 = 9x (cross products)
72 = 9x (simplify)
x = 8 (divide each side by 9)
Worked example
In ΔPQR, PQ ∥ TS ; PT ∥ SU : UR = 3 : 4. Determine UR : QR.
P
S
Q
R U T Q
116 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 116 2018/02/05 04:46
Solution
Let TU = 3k, then UR = 4k and TR = TU + UR = 3k + 4k = 7k
3 (given)
TU = __
___
UR 4
7
TR = __
___
UR 4
7 × UR
TR = _______
4
TU = ___
___ PS (PT ∥ SU in ΔRTP, Prop. Thm)
UR SR
∴ ___PS = __ 3 (both = ___
TU )
SR 4 UR
QT
PS = ____
___ (PQ ∥ TS in ΔPQR; Prop. Thm)
SR TR
4 (
PS )
QT 3 both = ___
∴ ____ = __
TR TR
Let QT = 3n, then TR = 4n and QR = 3n + 4n = 7n
___ QR 7
= __
TR 4
QR
_______ = __ 7 (Substitute TR)
7 ×
_______
4
UR
4
4 4(
7 )
QR
___
= __ 7 × __ 7 multiply both sides by __
UR 4
3 (both = ___ TU )
___ QR
= __
SR 4 UR
QR
thus ___ = ___ 49
UR 16
QR : UR = 49 : 16
EXERCISE 6
6.1 In ΔCDE, JI ∥ CD.Calculate the value of x.
E
5 cm 10 cm
J I
2 cm x
C D
Chapter 6 Euclidean Geometry: Proportionality and similarity 117
TECH_MATHS_G12_LB_ENG.indb 117 2018/02/05 04:46
6.2 In ΔKLM, NO ∥ LM.Calculate the value of m.
K
m m+2
O N
2 3
M L
6.3 In ΔPQR, ST ∥ QR. PQ = 35 mm, PR = 25 mm and QS = 14 mm.Draw the diagram
(not to scale) and find the length of PT.
6.4 In ΔBDF, CG ∥ DF, CD = __ 3 , BD and BF : FE = 4 : 3. Determine EH : HC.
8
K
O N
H F
D
E
UY = __
6.5 ____ 1 , VX : XU = 1 : 2 and VZ ∥ XY.
UW 3
U
X Z
V W
6.5.1 Write down the values for UX : UV and UY : YW
6.5.2 Determine YZ : YU
6.5.3 Show that UZ = ZW
118 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 118 2018/02/05 04:46
6.6 Find x and y. Q
U
y 20
15 x
P 30 T 20 R
6.7 Given the diagram below:
P
R S Q
Determine in each case whether or not TS ∥
PR :
6.7.1 PT = 3 mm; TQ = 9 mm; RS = 4 mm; SQ = 8 mm
6.7.2 PT = 5 mm; PQ = 15 mm; RS : SQ = 1 : 2
6.7.3 PQ : QT = 4 : 1; RQ : RS = 4 : 1
6.7.4 PT = x; TQ = x + 2; RQ = 6x + 6; RS = 3x
6.3 Similar figures
Similar figures have the same shape, but 6,08 cm
the size is not necessarily the same. There
are many daily occurrences in which
objects appear the same, and yet the size is
4 cm
different. For example, an enlargement of a
photograph or a scale model of a building. 5,01 cm
The application of ratio or proportion in
the similarity of figures is largely found in
projecting images according to a specific
ratio, commonly known as the aspect ratio.
Projector
Chapter 6 Euclidean Geometry: Proportionality and similarity 119
TECH_MATHS_G12_LB_ENG.indb 119 2018/02/05 04:46
For example, computer screens, TV screen, movie screens and so on have various aspect ratios.
The figure alongside shows an example of ratio or proportion in a projected image. In this case
the aspect ratio is 4 : 3, regardless of the distance from the projector.
In geometry, the phrase ‘similar figures have the same shape’ means not only that they are the
same kind of figure but also that each is an enlargement or reduction of the other. Often scale
drawings are in the form of similar polygons or combination of similar polygons.
Note
Two polygons are similar (|||) if:
a) corresponding angles are equal, and
b) ratios of lengths of corresponding sides are equal.
Properties of similar polygons D 3
C
109º
Similar polygons have the same number of sides, 84º
equal corresponding angles, and proportional
corresponding sides.
9
Polygon ABCD is the same shape as polygon QRST.
Each side of ABCD is triple (3 times) the length
of the corresponding side of QRST. That is, the T 1 S
12
ratio of the length of each side of ABCD to its 84º
3
corresponding side of QRST is 3. One can say that
you reduced polygon ABCD 3 times. 4 A 100º
Q 100º
67º
To dilate an object is to change its size (that is, to 2
enlarge or reduce it) without changing its form. R 6
67º
The changed (enlarged or reduced) object is called
a dilatation or scale drawing of the original. B
We write QRST | | | ABCDto indicate that polygon QRST is similar to polygon ABCD. Since
similarity is a correspondence between figures, the vertices in a similarity statement must be
listed in corresponding order. Thus for the polygons above, QRST | | | ABCD, or an equivalent
statement, is true, but T QRS | | | ABCDis not true. Except in the case of triangles, if two polygons
have equal corresponding angles, it does not necessarily follow that the corresponding sides are
proportional. Equivalently, if two polygons have proportional corresponding sides, it does not
necessarily follow that the corresponding angles are equal.
If Q
RST | | | ABCD, then
a) ˆ
= ˆ
Q ˆ =
, R
A ˆ
,ˆ
B ˆ, T
S = C ˆ = ˆ , and
D
QR QT
RS =
b) ___ = ___ ST = ____
____
AB BC CD AD
Conversely, if all in (a) and (b) above are true, then you can conclude that Q
RST | | | ABCD.
The ratio of lengths of corresponding sides of two similar polygons is called the scale factor
QR
between the similar polygons. Since ___ = __ 1 , the scale factor of QRST to ABCD is __
2 = __ 1 .
AB 6 3 3
6 = 3, the scale factor of ABCD to QRST is 3.
AB = __
Similarly, since ___
QR 2
120 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 120 2018/02/05 04:46
Worked example
JKLMN | | | OPQRS. Complete each statement
a) ˆ
= ____________
O b) ˆ
=
R KL =
c) ___ d) x=
PQ
e) The scale factor of OPQRS to JKLMN is
Q
Solution
a) ˆ
= 9
O 0∘ (Corresponding angles are equal) R
Q
b) ˆ
= 120∘
R (Corresponding angles are equal)
JK P x
KL = ___
c) ___ = __ 2 (Corresponding sides are proportional)
PQ OP 3 3 R
JK
d) ___ = ____ MN
x (Corresponding sides are proportional) O 12
S
OP P x
2 = __ J N
__ 4
x (Substitute segment lengths) 32 y
3
2x = 12 (Cross product) K S
O 12
x = 6 J 120º N
M
( JK 2)
y
e) 3 .
The scale factor of OPQRS to JKLMN is __ ___ 3
OP = __ 2
2 K L
A
120º
M
EXERCISE 7 33º
CL B
A
7.1 In the figure alongside, Δ
ABC | | | ΔADE. 69º
7.1.1 Give all missing measures of angles of the triangles. E D
C 33º B
7.1.2 Name the parallel segments. Explain
7.1.3 If B = 3; AC = 4 and AD = 7, find BD, AE and CE. 69º
E D
7.1.4 If B = 1,5; BD = 3 and CE = 4, find AC, AE and AD
7.2 Pentagons ABCDE and STUVW are similar. M 10 N
The sides of ABCDE are 24; 40; 56; 24 and
48. The perimeter of STUVW is 240; find the
lengths of its sides.
9
7.3 Determine whether rectangle HJKL | | | MNPQ.
Explain your reasoning.
Q P
H 7 J
7.4 A student makes a scale drawing of a
rectangular room that measures 27 m by 3
18 m. If the student uses a scale 1 cm = 1,5 m,
what are the dimensions of his drawing?
L K
Chapter 6 Euclidean Geometry: Proportionality and similarity 121
TECH_MATHS_G12_LB_ENG.indb 121 2018/02/05 04:46
7.5 The two polygons below are similar. ∠A = ∠E; ∠B = ∠F; ∠C = ∠G; ∠D = ∠H.
H
D 6 cm
C G
8 cm
5 cm
4,5 cm
A 4,5 cm B
E F
Determine these values.
7.5.1 side EF 7.5.2 side FG 7.5.3 side GH
7.5.4 the perimeter of polygon EFGH
7.5.5 perimeter ABCD : perimeter EFGH
A
Similar triangles
7
Similar triangles have many practical
applications in industry, construction,
navigation, and land surveying. Solutions
A
to problems centered on similar triangles B a
are based on a knowledge of corresponding 7
parts. Corresponding sides of similar triangles A
Ba ß
lie opposite equal corresponding angles 7 ß
Ba ß C
as illustrated in the figure on the right. In
C
the figure ΔA’B’C’ | | | ΔABC | | | ΔA”B”C”, the C
triangles are equiangular and it can be shown ∆ ABC dilated
AB = _____
A’B’ = ___
that ____ A”B”
B’C’ BC A”B”
It is often required first to prove triangles are similar, then to determine unknown angles or
sides based on the relationship of corresponding parts. Just as there are theorems that provide
methods for proving triangles congruent, there are theorems for proving triangles similar.
Theorem
If two triangles are equiangular, their corresponding sides are in the same proportion and
thus are similar.
P
If in ΔABC and ΔPQR x
ˆ = P
A B = ˆ
ˆ, ˆ ˆ = R
Q and C ˆ, then A
AC = ___
AB = ____
___ BC x
PQ PR QR
z y z y
and ΔABC | | | ΔPQR (Δs are equiangular) B C Q R
Since the sum of angles of a
Note
triangle is 180º, then we can
generalise or restate the theorem If two angles of a triangle are equal to two corresponding
as follows: angles of another triangle, then the triangles are similar.
122 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 122 2018/02/05 04:46
Worked example A
In the figure 78º
a) Find x and y.
b) Show that ΔABC | | | ΔADE. C 33º y
B
Solution
a) x = 69º + 78º = 180º (sum of int. ∠ of ∆) x 69º
x = 33º E D
y = 69º (sum of int. )
b) In ΔABC and ΔADE,
ˆ ˆ
A = A
(Common angle)
ˆD = E
C
A ˆ
(both equal to ; proved)
ˆ
AB ˆ
C = D
(both equal to 69°; proved)
∴ ΔABC | | | ΔADE
(equiangular ∆s)
BC = ____
AB = ___
Thus ____ AC (Similar triangles)
AD DE AE
Worked example C
Given ΔCDEand a line is drawn such that FG ∥ DE, show that
∴ ΔCFG | | | ΔCDE
a)
b) What conclusion can you draw? Express the idea in words. F G
c) It is further given that points F and G are the midpoints
of CD and CE in ΔCDE, express FG in terms of DE. What
conclusion can you draw?
D E
Solution
a) In ΔCFGand Δ
CDE,
̂ =Ĉ
C (Common)
CF̂ G=CD̂ E (Alternate ∠s=; FG ∥ DE)
CĜ F=CÊ D (Alternate ∠s=; FG ∥ DE)
∴ ΔCFG | | | ΔCDE (equiangular ∠s)
b) In a triangle, if a line is drawn parallel to one side and intersects the other two sides,
then the triangle formed and the given triangle are similar.
c)
From a) above, the following is established
___ FG = ____ DE (ΔCFG | | | ΔCDE, proved)
FC DC
___ FG = ____ FC (switch the extremes)
DE DC
But DC=2FC (Fis a midpoint of DC; given)
FG
∴ ___
= ____
F C
DE 2F C
Thus F 1 DE
G= __
2
Line joining the midpoints of the sides of a triangle and parallel to the third side is equal
to half the length of the third side. Recall the midpoint theorem.
Chapter 6 Euclidean Geometry: Proportionality and similarity 123
TECH_MATHS_G12_LB_ENG.indb 123 2018/02/05 04:46
Again, the following theorem can be used to prove or show that two triangles are similar:
Theorem P
x
If two triangles have their corresponding
sides in the same proportion, then they are A
x
equiangular, and thus are similar.
z y z y
If in ΔABCand Δ
PQR B C Q R
___ BC , then ˆ
AC = ___
AB = ____ = ˆ
A ˆ = ˆ
, B
P ˆ = R
and C
Q ˆ
PQ PR QR
and ΔABC | | | ΔPQR(corres. sides in proportion)
Worked example
D P
Show that ΔDEF | | | ΔRQP
6 cm 4 cm 6 cm
Solution 3 cm
In ΔRQPand ΔDEF
PR = __
___ 3 E 8 cm F R 4,5 cm Q
DF 4
RQ 4, 5
___ = ____ = __ 3
DE 6 4
PQ
___ = __ 3
6 = __
EF 8 4
PR = ___ RQ PQ
∴ ___ = ___
DF DE EF
∴ ΔDEF | | | ΔRQP (corres. sides in proportion)
EXERCISE 8
8.1
PQRSis a rhombus. A straight line through R
cuts PQ produced at A and PS produced at B
.
ˆ
B= w
AP P
Q w
S
28˚
A 57˚ 115˚
y
z
R x
B
8.1.1 Write down, giving reasons, the values of w, y and z
8.1.2 Show that ΔBSR | | | ΔBPA
8.1.3 Show that ΔBSR | | | ΔRQA
AQ PS
8.1.4 Show that ____ = ___
QP SB
124 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 124 2018/02/05 04:46
8.2 The chords A
Band CDof the circle are produced to meet at E. Through Ea line parallel to
DAmeets CB produced at F.
A
F
B
3 4
1
5 2
B D E
Show that
8.2.1
E ˆD
ˆ = BC
1
8.2.2
ΔFCE | | | ΔFEB
F E2 = FB ⋅ FC
8.2.3
8.2.4 Hence calculate the length of BF if BC= 12units and FE = 8 units
8.3 In the figure, A ˆ
DEis the bisector of A
.
A
1 2
B C
D
8.3.1 Show that Δ
ABD | | | ΔAEC E
8.3.2 If A
C = 15 cm, AB = 12 cm and DE = 8 cm
a) calculate the length of AD
b) determine the length of BCfor which angle Bill be a right angle.
8.4
PQRis a triangle with S Tand ETparallel to PRand PQ respectively.
P
R
T
Q
Chapter 6 Euclidean Geometry: Proportionality and similarity 125
TECH_MATHS_G12_LB_ENG.indb 125 2018/02/05 04:46
8.4.1 Show that ΔSQT | | | ΔPQR
PQ 5 find, giving reasons, the value of:
8.4.2 If ___ = __
SQ 2
a) ___ ST
PR
QT
b) ____
TR
c) ___ RE
RP
8.5 In the figure,
DE = 4, 5 units, EF = 5 units, FG = 4 units, DF = 3 units and DG = 6 units.
D
4,5 6
3
E 5 F 4 G
Show that Δ
GDF | | | ΔGED.
8.6 In ΔJOB, Pis the midpoint of J Oand Qis the midpoint of BO. Use the given information
to answer the following:
O
P Q
J B
8.6.1 If P
Q = b + 4and JB = 20,find the value of b.
8.6.2 If O
P = 7x − 28and P
J = 2x − 3,find the length of PJ.
126 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 126 2018/02/05 04:46
Applications of similar triangles
Pantograph
A pantograph is an instrument (mechanical linkage) for copying something on a predetermined
scale consisting of four light rigid
bars jointed in parallelogram form, Pivot 1
so that the movement of one pen, in
tracing an image, produces identical
movements in a second pen. Arm A
Pivot 4
x2
Arm C
Arm B
Pivot 3 x6
x4
x5
Arm D
Anchor point Pivot 2 (Tracing point) Pencil
For example, if the first point traces a line drawing, an identical, enlarged, or miniaturized
copy will be drawn by a pen fixed to the other. Using the same principle, different kinds
of pantographs are used for other forms of duplication in areas such as sculpture, minting,
engraving and milling (source: Wikepedia).
The mathematical principle behind the pantograph
In the figure alongside, points B and C of the mechanism will trace figures that are similar in
shape but that differ in scale/size. If the distanceCAis five times greater than the distance BA,
then the pencil at point C will trace a figure that is five times larger than the template figure at
point B.
D
DEFG DEFG is always a parallelogram since
ED̂ G = FĜ C always. A, B and C must always lie G
in the same straight line. As B moves around
the contour of the template, so A, B and C will E
remain in a straight line. F
In ΔADC and ΔBGC
AD ∥ BG A B C
AC remains constant for a given adjustment of B
Thus BG divides AC proportionally, hence ____
AB
and C.
Chapter 6 Euclidean Geometry: Proportionality and similarity 127
TECH_MATHS_G12_LB_ENG.indb 127 2018/02/05 04:46
Indirect measurement
Worked example R
In the figure, part of the beam structure within a
building is shown. The vertical beams, MN, OP P x
and QP are parallel. The distances between the N
65,5 cm
beams are shown, determine the distance x
between P and R.
56,5 cm 77,5 cm
M O Q
Solution
ExtendNR andMQ to intersect at point H. Then use Proportionality theorem to set up the
equivalent ratios and solve. Let HN and HM be a and b respectively.
R
P x
N
65,5 cm
a
b 56,5 cm 77,5 cm
H
M O Q
a = _____
_____ b (Proportionality Theorem)
65, 56, 5
65, 5
a = _____
__ (Proportionality property)
b 56, 5
a
_______ b
= __________ (Prop. Theorem)
65, 5+x 56, 5+77,
65, 5+x
a = __________
__
b 56, 5+77, 5
65, 5+x 65, 5
__________ = _____ a)
Thus (both = __
56, 5+77,5 56, 5 b
Make x the subject of the formula:
65, 5(56, 5 + 77, 5)
65, 5 + x = _________________
56, 5
65, 5 (56 . 5 + 77, 5)
x = _________________ − 65, 5
56, 5
65, 5 × 56, 5 65, 5 × 77, 5 65, 5 × 56, 5
x = x ___________ + ___________ − ___________
56, 5 56, 5 56, 5
65, 5 × 56, 5
x = x ___________ = 89, 9 cm
56, 5
Alternatively, we can use the fact that the ratios of corresponding segments of the
transversals are equal, and write the following:
65, 5
x = _____
_____ 65, 5 × 77, 5
⇒ × x ___________ cm = 89,9 cm
77, 5 56, 5 56, 5
128 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 128 2018/02/05 04:46
EXERCISE 9
9.1 A person who is 1,60 m tall cast a 1,83 m shadow. At the same time of the day, a lamppost
casts a 5,49 m shadow. Assume that both the person and the lamppost are perpendicular
to the ground. What is the height of the lamppost?
Lamp post x
1,6 m
1,83 m 5,49 m
9.2 A 3 m wall stands 1,5 m from a building. The ends of a straight pole touch the building
and the ground 4 m from the wall. A point on the pole touches the top of the wall. How
long is the pole?
3m
4m 1,5 m
9.3 To find the width ST of a river, a surveyor places markers at P
, Q, R, and S, as shown in the figure. The markers are placed such that
QR | | ST, TR = 100 m, TP = 624 m and QR = 160 m Calculate the width of the river.
Q
R
S T
Chapter 6 Euclidean Geometry: Proportionality and similarity 129
TECH_MATHS_G12_LB_ENG.indb 129 2018/02/05 04:46
9.4 An obstruction lies between points A and B as shown in the figure below. Distance AB can
be determined by making sides AE and BE proportional to sides DE and CE. Distances AE,
ED, BE, CD, and EC are measured and marked off as shown.
A B
30 m 75 m
25 m 30 m
C D
42 m
9.5 Vertical braces A and B are added to the frame shown. Determine the lengths of ST, UV,
WX and YZ in metres.
Q
15 m
S 12 m
Y
U W
9m
F H
E G
T X Z
V
P R
Brace A Brace B
5m 3m
12 m 8m
130 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 130 2018/02/05 04:46
9.6 A cluster of 5 holes is drilled in a casting as shown in Figure below. Determine missing
dimensions x and y to 2 decimal places.
2,80 cm
5,20 cm x 6,00 cm
F
2,50 cm
C D E
y
7,20 cm
9.7 A design change is made in a building. A roof span is changed from 36 m to 30 m as
shown in the figure below. The roof pitch and rafter overhang are to remain unchanged.
The changed rafter, GE, is parallel to the original rafter, FC. Compute the changed rafter
length, GE.
original
C
rafter
length
18 m E
A D B
G
F
overhang = 1 m
changed span = 30 m
original span = 36 m
Chapter 6 Euclidean Geometry: Proportionality and similarity 131
TECH_MATHS_G12_LB_ENG.indb 131 2018/02/05 04:46
Summary
Ratio
A ratio is an expression that results when division compares two quantities or two numbers
Proportion and properties
A proportion is the equality of two ratios. Using symbols __ a = __
c (b ≠ 0, d ≠ 0)or a : b = c : d and
b d
in words is read ais to b as c is to d.
The product of the means equals the product of the extremes. If __ a = __
c then a × d = b × c
b d
a
__ __c
If = and a
, b, c, and d ≠ 0, then each of the following is true.
b d
1. ad = bc
d = __
2. __ ac
b
a = __
3. __ d
c b
b
4. __ __ d
a = c
a +
5. _____b = _____ d + c
b c
a −
6. _____b = _____ d − c
b c
Segments divided proportionally and the ratio of areas of triangles with
equal altitudes
The areas of triangles with equal altitudes are in the same proportion as the lengths of their
bases.
If triangles are on the same base (or equal bases) and are between the same parallel lines, then
the triangles are equal in area.
Theorem J
A line parallel to one side of a triangle divides
the other two sides (internally or externally) into
segments that has the same proportion.
____JM JN
= ___
M N
MK NL
K L
132 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 132 2018/02/05 04:46
Similar figures
Similar figures have the same shape, but the size is not necessarily the same.
Similar polygons have the same number of sides, equal corresponding angles, and proportional
corresponding sides.
Definition
Two polygons are similar (|| |) if
a) corresponding angles are equal, and
b) ratios of lengths of corresponding sides are equal
c) they have one angle the same, and two sides adjacent to the angle (the arms of the angle)
in the same proportion (just like the SAS criterion for congruency)
Theorem P
If two triangles are equiangular, their x
corresponding sides are in proportion and
A
thus are similar. x
If in ΔABCand Δ
PQR |
ˆ = ˆ ˆ
y y
A = ˆ
,ˆ ˆ
z z
P B and C
Q = R
, then B C Q R
AB = ____
___ BC and ΔABC | | | ΔPQR (Δsare equiangular)
AC = ___
PQ PR QR
If two angles of a triangle are equal to two corresponding angles of another triangle, then the
triangles are similar.
Theorem
If two triangles have their corresponding P
x
sides in proportion, then they are
equiangular, and thus are similar. A
If in Δ
ABCand Δ
PQR, x
___ BC then ˆ
AC = ___
AB = ____ A ˆ
= P = ˆ
ˆ
,B
Q z y z y
PQ PR QR
ˆ = R
B C Q R
and C ˆ
and Δ
ABC | | | ΔPQR(corres. sides in proportion)
Chapter 6 Euclidean Geometry: Proportionality and similarity 133
TECH_MATHS_G12_LB_ENG.indb 133 2018/02/05 04:46
Revision exercise
1. In ΔPQR, Sis a point on PQand Tis a point on PRsuch that ST | | QR. Use the given
information to solve the following: Q
P T R
1.1
QS = 3, PS = 6and S T = 8. Find the length of QR
1.2
PS = 3, PT = 5and PQ = 9. Find the length of PR
2. In the following figure: A
x
15
M
9
U
10
S
2.1 Explain why Δ
MSA | | | ΔMUN.
2.2 Find the missing length.
3. In the diagram alongside, G
M = 60 units, KM = 30 units, GK = 80 units, GS = 40 units,
TS = 15 units and GT = 30 units.
K
30 80
1 T
2
15
M
1
2 30
S 40
60 G
134 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 134 2018/02/05 04:46
Show that:
3.1
ΔGST | | | ΔGKM
3.2
ΔKMSTis a cyclic quadrilateral.
4. Refer to the figure and answer the following
AD = ___
4.1 Verify that ____ AE is a proportion.
DB EC
(Hint: calculate the lengths of the segments first)
4.2 AC = ____
Verify that ____ AB is a proportion.
AE AD
4.3 Write and verify two other proportions from this figure.
y
4
A (2; 3)
3
E (3; 2)
2
D (1; 1)
1
C (5; 0)
x
-2 -1 1 2 3 4 5 6
-1
-2
-3
B (–1;–3)
5. A 12-centimeter rod is held between a flashlight and a wall as shown. Find the length of
the shadow on the wall if the rod is 45 cm from the wall and 15 cm from the light.
Shadow
6. The students of TW High attempt to make their own
vuvuzelas by cutting off the small end of a plastic cone. If
2.5 cm
the small end of the vuvuzela is to have a radius of 2,5 cm,
what should be the height of the cone that is cut off?
60 cm
56 cm
Chapter 6 Euclidean Geometry: Proportionality and similarity 135
TECH_MATHS_G12_LB_ENG.indb 135 2018/02/05 04:46
7 Trigonometry
Objectives
In this chapter you will learn about
• Revision of solution of triangles.
• Solving problems in 2–dimensions and in 3-dimensions by constructing and
interpreting models.
Engineers used trigonometry when designing the bridge at Sundays River in the Eastern Cape
TECH_MATHS_G12_LB_ENG.indb 136 2018/02/05 04:46
7.1 Revision
In previous grades, we dealt with the types of triangles named according to side and angles. In
trigonometry, we are able to find the unknown sides and angles when given the magnitudes of
the minimum required number of angles and sides.
We looked at two main types of triangles:
• Right-angled triangles.
• Non-right-angled triangles
Right angled triangles
When a right angled triangle is given, the following may be useful:
• Pythagoras theorem
• Definitions of Trigonometric ratios
Non-right angled triangles
• Sine rule
• Cosine rule
• Area rule
Note
• Not all triangles that you need to solve are right-angled triangles. In grade 11 you
learned about rules which can be used to solve non-right-angled triangles.
• Theorems/axioms involving lines, triangles, quadrilateral and circles are also useful.
NOTE:
7.1.1 The Sine Rule
The sine rule expresses the relationship between the two of the sides of the triangles and two of
the angles.
In any triangle, a is the side opposite angle A, b is the side opposite angle B and c is the side
opposite angle C, then
the length of any side
_____________________________________ the length of any other side
= _____________________________________
the sine of the angle opposite that side the sine of the angle opposite that side
Chapter 7 Trigonometry 137
TECH_MATHS_G12_LB_ENG.indb 137 2018/02/05 04:46
That is: B
In DABC,
a = ______
______ b = ______
c c
sin A sin B sin C a
This can also be written as:
sin
A = ______
______ sin sinc
B = ______ C
a b A C
b
The sine rule can be used when the following information about a triangle is given:
• Two sides and an angle opposite to one of the two sides
• One side and any two angles
Worked example B
Solve the triangle given below. 72˚
ˆ 80º− (31∘+ 72∘)
= 1
C c
(sum of angles in a triangle) a = 4 cm
= 180∘− 103∘
∘
= 77
31˚
A C
To calculate the length of side c use: b
_____ a
c = _____
sin C sinC
a = sin C
c _____
sin A
4
= sin 77∘_______
sin 31
= 7, 5673
c ≈ 7, 6 cm
To calculate the length of side b use:
a
b = _____
_____
sin B sin A
a sin B
b = ______
sin A
4 sin 72∘
b = ______
sin 3
b = 7, 38630064
b ≈ 7, 4 cm
138 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 138 2018/02/05 04:46
Worked example
A crane is used in the construction of a shopping complex. AC is the crossbeam and is
supported by two metal stays as shown in the sketch below.
B
A C
The length of AB is 32 m and the length of BC is 15 m. B ˆA = 46º Calculate:
C
ˆ
a) the size of BA
C
b) the length of the crossbeam AC
A 2D representation of the given situation
B
32 m
15 m
46˚
A C
sin Bˆ
A sin46º
C = _______
a) ________
15 32
sin Bˆ 15 sin46º
AC = _________
32
= 0, 3371905314
Bˆ
AC = sin−1(0, 33719035314)
= 19,7º
b) Aˆ
BC = 180º – (46º + 19,7º)
= 114,3º
AC
__________ 32
= _______
sin114,3º sin46º
32 sin114,3º
AC = ____________
sin46º
AC = 40,5 m
Chapter 7 Trigonometry 139
TECH_MATHS_G12_LB_ENG.indb 139 2018/02/05 04:46
EXERCISE 1
1.1 Use the information in ∆ABC to find the length of AC. Round off your answer to 1
decimal place.
C
6 cm
46˚ 58˚
A B
1.2 In ∆PQR angle P = 60°, angle Q = 34° and PQ = 3,8 cm.
Find:
1.1.2 angle R
1.1.3 the length QR.
1.3 Solve ∆UVW U
25˚
4 cm
100˚
V
1.4 MNLP represents the playing fields at Marla Secondary School.
N
M L
P
NP = 100 m, Pˆ
ˆ
NL = 32º, N M = 36ºand Mˆ
ˆ
L = 40º, NP
P P = 45º
N
140 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 140 2018/02/05 04:46
Calculate:
ˆ
1.4.1 L
1.4.2 L
N
1.4.3 P
L
1.4.4 P
M
1.5 Consider the figure below. PR is 10 metres long and represents the jib of a crane. The
length of PQ is 4 metres.
R
Q
120°
10.0 m
4.0 m
Calculate:
ˆ(correct to one decimal place)
1.5.1 P
1.5.2 the length of QR (correct to two decimal places)
1.6 A room 8,0 m wide has a span roof which slopes which slopes at 33º on one side and 40º
on the other. A section of the roof is shown in the figure below.
33˚ 40˚
A C
8,0 m
Calculate the length of the roof slopes correct to one decimal place.
Use the sine rule to calculate the length of the side marked with a letter in each of
1.7 to 1.9:
Chapter 7 Trigonometry 141
TECH_MATHS_G12_LB_ENG.indb 141 2018/02/05 04:46
1.7
A
64°
c=8
74°
B a C
1.8 P
59°
r=6 q
56°
Q p R
1.9 A
45°
100°
B
BC = 7 m C
142 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 142 2018/02/05 04:46
1.10 Look at the figure below.
27° 65°
A D C
750 m
1.10.1 Write down an expression that can be used to calculate the length of DB.
1.10.2 Write down an expression that can be used to calculate h.
1.10.3 Calculate the value of h correct to one decimal place.
1.11 Consider the struts in the truss shown below. Each strut is 0, 75 metres long.
122° 0,75 m
122° 122°
They are welded at the lower and upper points of contact with the truss.
1.11.1 Calculate, to the nearest centimetre, the distance between each pair of welds at the
lower points of contact with the truss.
1.11.2 Calculate the height of the truss to the nearest centimetre
7.1.2 The Cosine Rule
The cosine rule expresses the relationship between the three sides of a triangle and one of its
angles.
The square of one side of a triangle is equal to the sum of the squares of the other two sides
minus twice the product of these two sides, multiplies by the cosine of the included angle,
that is:
B
In DABC
a2 = b
2+ c2 − 2bc cos A
Or c
b = a + c − 2ac cos B
2 2 2 a
Or
c2 = a2+ b2 − 2ab cos C
A C
b
Chapter 7 Trigonometry 143
TECH_MATHS_G12_LB_ENG.indb 143 2018/02/05 04:46
It can also be written in terms of the angle as follows:
b + c + a + b −
a2or cos B = __________ a + b −
c2or cos C = __________ c2
2 2 2 2 2 2
cos A = __________
2bc 2ac 2ab
The cosine rule can be used when the following information about a triangle is given:
• Two sides and an angle
• Three sides
Worked example
Solve ΔABC B
Two sides and an included angle
c2 = a2+ b2 − 2ab cos C c
_____________________ 5 cm
c = √
+ 72 – 2(5)(7)cos65º
2
5
c = 6, 66 cm
c ≈ 6, 7 cm
2 2 65˚
cos A = ___________ a2
b + c − A C
2bc 7 cm
72+ (6, 7)2− 52
= ______________
2(7)( 6, 7)
= 0, 734434968
A = cos−1(0, 734434968)
A = 42.7º
B = 180º – (42,7º + 65º)
B = 72,3º
Worked example
C
Solve ΔABC
2 2 2
b + c −
cos A = ___________ a
8 cm
2bc 6 cm
2 2 2
8 + 9 − 6
cos A = ___________
2(8)( 9)
A = cos−1(___________
2(8)( 9) )
82+ 92− 6
2
A B
9 cm
A = 40,8º
144 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 144 2018/02/05 04:46
Then use the sine rule to find one of the other angles:
sinA
_____ sinB
_____
a = b
sin40,8º
________ = _____ sinB
6 8
sinB = ( )
8 sin40,8º
__________
6
B = sin–1(__________ )
8 sin40,8º
6
ˆ
= 60,6º
B
ˆ = 180º – (40,8º + 60,6º)
C
ˆ = 78,6º
C
Worked example
The figure below shows a slider crank mechanism.
A
60 mm 180 mm
O B
200 mm
The arm is OA and is 60 mm long. The connecting rod, AB, is 180 mm in length.
^
OB is 200 mm long. Calculate the size of A
O B2 = O A2+ A B2− 2OA . AB cos A
2002 = 602+ 1802− 2(60)(180)cos A
40 000 = 3 600 + 32 400 − 21 600 cos A
40 000 = 36 000 − 21 600 cos A
21 600 cos A = 36 000 − 40 000
21 600 cos A = − 4 000
4 000
cos A = − _______ The cosine function is negative in
21 60 the second and third quadrants
cos A = − 0, 8151851852
A = cos−1(0, 8151851852)
Ain the second quadrant where the cosine is negative
A = 180º − cos−1(0, 8151851852)
A = 144,6º
Ain the third quadrant where the cosine is negative
A = 180º + cos−1(0, 8151851852)
This answer is not possible because
A = 215,4º
the sum of angles in a triangle is 180°
∴ A = 144,6º
Chapter 7 Trigonometry 145
TECH_MATHS_G12_LB_ENG.indb 145 2018/02/05 04:46
EXERCISE 2
2.1 In DLMN, L̂ = 102°, LM = 10 cm and LN = 12 cm. Find MN.
2.2 In DPQR, PQ = 1,3 m, PR = 1,4 m and QR = 2,2 m. Find Rˆ
.
2.3 A village has 3 main buildings: a church C, a shop S and a bridge B in the shape of a triangle.
CB = 120 m, SB = 80 m and S ˆ BC= 78°. Calculate how far the church is from the shop.
2.4 A piece of land has the figure of a quadrilateral ABCD with AB = 20 m, BC = 12 m,
CD = 7 m and AD = 28 m. The owner decides to divide the land into plots by creating a
fence from A to C. It is given that ˆ
= 110º.
B
B
110˚
12 m
20 m
C
A
8m
28 m
D
Calculate
2.4.1 the length of the fence AC, correct to 1 decimal place.
ˆC to the nearest degree.
2.4.2 The size of BA
2.4.3 The size of ˆ
D to the nearest degree
2.5 A jib crane is shown in the figure below.
R
Q
130°
PR is the tie rod and is 8 metres long.
The length of PQ is 4 metres.
Calculate
2.5.1 The length of RQ
2.5.2 PRQ
^
146 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 146 2018/02/05 04:46
2.6 The diagram below shows a crane C 5.7 m
offloading cargo from a ship. AB is B
perpendicular to the ground.
CB = 5,7 m, AB = 7,6 m,
and AC =11,4 m
Calculate:
2.6.1 Bˆ
AC
11.4 m
2.6.2 the height of point C above
7.6 m
the ground
In each of the following triangles calculate the length of the unknown side correct to
one decimal place.
2.7 A
c = 12
b
35°
D C
a = 14
2.8 D
e = 11
f
46°
d=9 F
E
Chapter 7 Trigonometry 147
TECH_MATHS_G12_LB_ENG.indb 147 2018/02/05 04:46
2.9 Calculate the size of P̂
P
r=7 q=7
Q R
p=9
2.10 Calculate the size of Ŝ.
R
r = 14
s=7
S T
t=9
7.1.3 The Area Rule
The area rule uses trigonometric ratios to calculate the area of triangle when only the lengths of
any two of the sides and the angle included by these two sides are given.
In DABC, B
1 bc sin A
Area ΔABC = __
2
OR c
a
Area Δ ABC = __ 1 ac sin B
2
OR
Area ΔABC = __ 1 ab sin C A C
2 b
Note
We can use the area rule when we are given two sides of a triangle and the included angle.
148 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 148 2018/02/05 04:46
Worked example
Calculate the area of Δ
ABC.
ABC = __
Area Δ 1 bc sin A.
2
__ 1
= (7)(9)sin 43º
2
= 21, 5 cm2
EXERCISE 3
3.1 Calculate the area of an equilateral triangle of side 10 cm.
3.2 Calculate the area of the quadrilateral MNLP.
N
83˚
4,2 cm 3 cm
3,2 cm
2,8 cm
108˚
P
3.3 The diagram below shows the plan of a garden (not drawn to scale). The garden is a
trapezium with AD = 26 m, AB = 29, DC = 18 m and DB ˆC = 80ºA straight path from
B to D has a length of 30 m. C
18 m
D 80˚
30 m
B
26 m
29 m
Calculate:
Dˆ
3.3.1 AB A
3.3.2 The area of the garden to the nearest hundred.
Chapter 7 Trigonometry 149
TECH_MATHS_G12_LB_ENG.indb 149 2018/02/05 04:46
3.3 Calculate the area of an equilateral triangle with a side length of 8 centimetres.
Calculate the area of each of the following triangles correct to one decimal place.
3.4 A
70°
b=7
c=7
a=8
B
3.5 A
b = 12
120°
B C
c=7
3.6 T
80°
v=5
U 33°
t = 10
V
150 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 150 2018/02/05 04:46
T
3.7
72°
p = 10
m = 10 P
3.8 A
94°
c=4 30° B
C
3.9 F
94°
h=4 30° H
f=8
3.10 A
29°
b = 13
120°
31°
C
B
Chapter 7 Trigonometry 151
TECH_MATHS_G12_LB_ENG.indb 151 2018/02/05 04:46
7.1.4 Angles of elevation and depression
To solve problems involving angles of elevation and depression, we need to know the
horizontal line (observer’s original eye level) and the non-horizontal line (observer’s lowered/
raised eye level).
Observer’s eye
(starting point)
Object Horizontal
(end point) ß
0
Horizontal
Observer’s eye Object
(starting point) (end point)
• If the endpoint is above the starting point, then we have an angle of elevation.
• If the endpoint is below the starting point, then we have an angle of depression.
Worked example
A man, 2m tall stands on horizontal
ground 30 m from a tree. The angle of
elevation of the top of the tree from his h
eyes is 23º. Estimate the height of the
tree correct to one decimal place.
23˚
h − 2
tan23º = _____
30
2m
h − 2 = 30 tan 23º
h = 2 + 30 tan 23º
h = 14, 7 m
EXERCISE 4
4.1 An observer standing on top of a vertical cliff spots a house in the adjacent valley at an
angle of depression of 12°. If the cliff is 60 m tall, how far is the house from the base of
the cliff?
4.2 A 6 m pole AB stands vertically on the ground. Point C is at the angle of depression of 53º
from B. B
A C
Calculate the distance BC.
152 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 152 2018/02/05 04:46
4.3 Buildings p and q are across the street from each other, 35 m apart. From a point on the
roof of building p, the angle of elevation at the top of building q is 24° and the angle of
depression of the base of building q is 34° as shown in the diagram below:
34˚
Q
P
24˚
35 m
How tall is each building?
4.4 MN and PQ are two poles that stand vertically on flat ground. M
N = 10 mand PQ = 4 m
The distance between these two poles is 20 m. Calculate the angle of elevation of N from
Q, correct to 1 decimal place.
N
10 m Q
O
20 m
M P
Exercise 4.5 to 4.10 does not have sketches. You must first draw a sketch from the information
given and then use your sketch to help you answer the relevant question(s).
4.5 How far from the door must a ramp begin in order to rise 1 metre with an angle of
elevation of 10°.
4.6 How far from the vertical wall of a building is the base of a 6-meter ladder which makes
75°with the ground.
4.7 A surveyor stands 60 metres from a building to take height measurements with a 1,5
metre theodolite. The angle of elevation to the top of the building is 3
0° .How tall is the
building.
4.8 Peter and Lindiwe are standing on the opposites sides of a that is 6 metres long. The angle
of elevation to the top of the tree from Peter is 40°and from Lindiwe is 60°. Between Peter
and Lindiwe who is standing closer to the tree?
4.9 An A-frame cabin is 8 metres high at the centre. From the base of the cabin to the top of
the roof the angle of elevation is 50° .Calculate the width of the cabin.
4.10 Two buildings known as Uhuru Building and Our Heritage Building are across the street
from each other, 40 metres apart. The angle of elevation of Uhuru Building to Our
Heritage Building is 3
0° .How much taller Our Heritage Building is than Uhuru Building?
Chapter 7 Trigonometry 153
TECH_MATHS_G12_LB_ENG.indb 153 2018/02/05 04:46
7.2 Solving problems in 2-D and 3-D using trigonometry
To solve problems in 2 and 3-dimensions you need to:
• interpret the given diagrams or sketches.
• identify the triangles you need to work in.
• decide which trigonometric ratios or rules to use to find the necessary information.
• Use Pythagoras theorem if a right-angled triangle is given.
Worked example A
AB is a vertical tower. C and D are points
in the same horizontal plane as B, the foot
of the tower. AB is 30 m and the angle of
Aˆ
elevation of A, measured at D is 40°.
D = 35ºAˆ
30 m
C C = 45º
D
Calculate the distance between the points
C and D.
35˚
Determine the area of triangle ADC C
B
Let us sketch the diagram 40˚ 100˚
D
We can identify the following triangles from the sketch.
A A A
40˚ 100˚ 35˚
B C B C D C
a)
We start with ∆ABD: D C
30
sin 40∘ = ____
AD
30
AD = _______
140˚
sin 40 D
∴ AD = 46, 67 m
154 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 154 2018/02/05 04:46
Now, in ∆ADC:
DC = _______
________ AD
sin 100 sin 35
46,67 sin100º
DC = _____________
sin35º
DC = 80, 13 m
b) Area ΔADC = __ 1 AD × DC sin100º
2
1
__
= × 46, 67 × 80, 13 sin100º
2
= 1 841, 43 m2
EXERCISE 5
5.1 A, B and L are points in the same horizontal plane, HL is a vertical pole of length 3 metres,
AL = 5,2 m, Aˆ
LB = 113ºand the angle of elevation of H from B is 40°.
H
3m
L 40˚ B
113˚
5,2 m
5.1.1 Calculate the length of LB.
5.1.2 Hence, or otherwise calculate the length of AB.
B
5.1.3 Calculate the area of ΔABL
5.2 The figure below represents a triangular prism with
ˆ
BA = BC = 5 units, A C = 50º
B
ˆC = 25º.
E
and F
A
5.2.1 Determine the area of triangle ABC.
5.2.2 Calculate the length of AC, correct to 1
decimal place.
5.2.3 Hence determine the height FC of the
prism. Round off your answer to 1 decimal place.
A
Chapter 7 Trigonometry 155
TECH_MATHS_G12_LB_ENG.indb 155 2018/02/05 04:46
5.3 In the figure below, Pheku is standing at point R on top of building RS that is 50 m high.
He observes two cars, M and N, which are in the same horizontal plane as S. The angle
ˆ
of elevation from M to R is 55º and the angle of elevation from N to R is 48º.
Angle M R = 71º
N
71˚
48˚
5.3.1 Calculate the lengths of RN, correct to 1 decimal place
5.3.2 Calculate the distance between the two cars that is the length of MN.
5.3.3 Calculate the area of Δ
RSN
5.4 May is standing at a point P on the horizontal ground and observes two poles of different
height, AC and BD. P, C and D are in the same horizontal plane. From P, the angle of
inclination to the top of the poles A and B are 23° and 18° respectively. May is 18 m from
the base of the pole AC. The height of the pole BD is 7 m.
B
23° 18°
C P D
Calculate the following, rounding your answers to 2 decimal places:
5.4.1 The distance from May to the top of pole BD.
5.4.2 The distance from May to the top of pole AC.
5.4.3 The distance between the top of the poles, that is the length of AB, if Aˆ
PB = 42º.
156 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 156 2018/02/05 04:46
Summary
• Solving a triangle means finding the missing sides and angles.
B
c
a
A b C
• The Sine rule states that in any ΔABC, _____ a = _____ c
b = _____
sin A sin B sin C
sinA
This can also be written as: _____ sinB
_____ sinC
_____
a = b = c
• The Cosine rule states that in any triangle ABC:
∴ c 2 = a2+ b2− 2ab cosˆ
C B
ˆ
∴ b2 = a2+ c2− 2ac cosB
∴ a2 = b ˆ
2+ c2− 2ac cosA
Rearranging the above, we have:
c a
ˆ = __________
a + c − b2
2 2
cosB
2ac
ˆ = __________
b + c − a2
2 2
cosA
2bc
ˆ = __________
a + b − c2 A C
2 2
cosC b
2ab
• The area rule is one way to calculate the area of any triangle.
Area of Δ ABC = __ 1 bc sin A
2
or
Area of ΔABC = __ 1 ac sin B
2
or
Area of Δ ABC = __ 1 ab sin C
2
What are you being asked to find?
Side Angle
Know two sides know/can work out all Know two sides know all three sides
and included angle three angles and one side and one angle
Cosine rule Sine rule Cosine rule
a2= b 2+ c 2 − 2bc cos A a b c b 2+ c 2− a2
= = cos A =
sin A sin B sin C 2bc
Chapter 7 Trigonometry 157
TECH_MATHS_G12_LB_ENG.indb 157 2018/02/05 04:46
• Heights and distances in 3-dimensions:
When working with questions involving heights and distances in trigonometry, it is important
to be able to visualise the problems, to make a rough sketch of the situation described and to
draw all the different triangles that are involved in the problem. This will enable you to DECIDE
which trigonometric formulae to use.
Revision exercise
1. In ΔXYZ, ˆ ˆ
X= 132°, Z
= 21° and YZ = 12 cm. Find the length of XY.
2. In DABC, AB = 5 cm, AC = 6 cm and A ˆ
= 48°. Find the area of DABC.
3. A man observes that the angle of elevation of the top of a tower is 25º from a point O, and
the distance to the foot of the tower on the level ground is 100m. He walks 40m towards
the tower to a point P. the height of the man is 1,5m.
3.1 Calculate the height of the tower, giving your answer to 1 decimal place
3.2 Calculate the angle of elevation of the top of the tower from P.
3.4 Hence, state the angle of depression from the top of the tower to point P.
4. In the diagram below, AB is a straight line 1500 m long, DC is a vertical tower 158 m high
ˆ
with points C, A and B on the same horizontal plane. The angles of elevation of D from
A and B are 25° and θº respectively. It is also given that C
AB = 30º
D
158 m
25˚ 0
30˚
A B
1 500 m
4.1 Determine the length of AC
4.2 Determine the length of BC
4.3 Find the value θ
.
4.4 Calculate the area of Δ
ABC
4.5 Find the length of AD.
4.6 Calculate the size of Aˆ
C.
D
158 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 158 2018/02/05 04:46
8 Financial Mathematics
Objectives
In this chapter you will learn about:
• revise Financial Mathematics done in Grade 10 and 11
• learn, derive and apply the Future Value Annuity formula
• learn, derive and apply the Present Value Annuity formula
• calculate sinking funds
Being able to work with finances is a skill that you will use on a daily basis.
TECH_MATHS_G12_LB_ENG.indb 159 2018/02/05 04:46
8.1 Revision
Simple interest Compound interest
• Interest is calculated on the original amount • Interest is calculated on the original amount
• Interest remains constant over the period of plus the interest added at each time interval
time • Effective interest rate is calculated per
• A = P(1 + in)and interest earned I = A − P
annum
• A = P ( 1 + i)n
where,
A – Accumulated amount, it includes the original amounts plus interest.
P – Principal amount, it is the original amount that is invested or borrowed.
i – interest rate
n – time period in years
Simple depreciation Compound depreciation
• Depreciation or decay occurs based on the • Depreciation or decay occurs based on the
simple interest formula compound interest formula
• Also known as “Straight-line” depreciation • Also known as “Reducing-balance”
• A = P(1 − in)
depreciation
• A = P ( 1 − i)n
Nominal and effective interest rates Time lines
• Timelines are used to visualise multiple
• Compound interest is calculated on the
deposits / withdrawals and also multiple
original amount plus the interest added at
changes in interest rates
each time interval
• Nominal interest rate is calculated at
different time intervals, for example,
monthly, daily, or half-yearly – compound
interest is calculated per time period
• Effective interest rate, compound interest is
calculated per annum
• The formula to calculate effective interest is
as follows:
m
• i = ( m)
i(m) − 1
1 + ___
160 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 160 2018/02/05 04:46
EXERCISE 1
1.1 Siyephu bought a brand new Toyota at R265 000. In five years’ time, he would like to
replace this vehicle with a new one. Siyephu decides to work on a depreciation rate of
9,25% per annum on the straight line basis. What can the expected book value of this
vehicle be five years from now?
1.2 Sihle invested R17 000 for three years. Due to the recession, the amount depreciated to
R9 832. Determine the flat rate at which Sihle’s investment depreciated.
1.3 Siphosanele invests R12 500,00 for five years at 12% per annum compounded monthly
for the first two years and 14% per annum compounded semi-annually for the next three
years. How much will Siphosanele receive in total after five years?
=3
1.4 Mabogoto Investment Club invests R120 000. The club is quoted a nominal interest rate
of 7,2% per annum compounded monthly.
1.4.1 Calculate the effective rate per annum.
1.4.2 Use the effective rate to calculate the value of Mabogoto’s investment if they invested
the money for three years.
1.4.3 Suppose Mabogoto Investment Club invests their money for four years, but after 18
months they make a R20 000 withdrawal. How much will the club receive at the end of
the four years?
1.5 Ntombikayise plan to save money for the university and decides to put her money into a
fixed deposit paying 8% per annum compounded annually. She starts her savings with
R1 500. After three years she deposits another R5 000. Ntombikayise makes a final deposit
of R 9 500 eight years after the initial deposit. How much money will Ntombikayise have
in the fixed deposit at the end of 10 years?
8.2 Annuities
The term annuity means a series of equal payments, often made under the contract, paid
at equal intervals (regular equal payments). There are different types of annuities, namely,
ordinary annuity and annuity due. An ordinary annuity is an annuity where payments are
made at the end of each payment interval and annuity due is an annuity where payments
are made at the beginning of the payment interval. Future value annuity is the value of the
investment at the end of its term. Interest grows the investment. The following formula can be
used to calculate the future value of an annuity:
x[(1 + i)n− 1]
Fv = ____________
i
These formulae deal with saving money for the future. Remember that the value of n represents the
number of payments and not necessarily the duration of the investment.
x[( 1 + i)n− 1]
Ordinary annuity formula: Fv = ____________
, use this formula if there is a gap between, and the
i
payments are made at the end of the period. Note that the last payment does not earn interest.
Chapter 9 Financial Mathematics 161
TECH_MATHS_G12_LB_ENG.indb 161 2018/02/05 04:46
Last payment does
not earn interest
Gap
T0 T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12
Derivation of future value annuity formula
Gap
x x x x x x x x x x x x
T0 T1 T2 T3 T4 T5 T6 T7 T8 T9 T10 T11 T12
x + x(1 + i) + x(1 + i)(1 + i) + x(1 + i)(1 + i)(1 + i) + . . . + x (1 + i) n−1
x + x(1 + i) + x (1 + i) 2 + x (1 + i) 3 + . . . + x (1 + i) n−1
T1 = x
T 2 = x(1 + i)
Tk T x(1 + i)
r = ____ = ___2 = _______
x = (1 + i)
T k−1 T1
a( r n − 1)
S n = ________ , r ≠ 1
r−1
x[(1 + i) n − 1)]
S n = _____________
(1 + i) − 1
x[(1 + i) n − 1)]
∴ F v = ____________ , i ≠ 0
i
x[(1 + i) n+1 − 1]
Immediate payment: F v = ______________, use this formula if the is an immediate payment
i
(T o ) made.
x(1 + i)[(1 + i) n − 1]
Annuity due: F v = _________________
i
Use this formula if payments are made at the beginning of the period. Note that the last
payment does earn interest.
162 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 162 2018/02/05 04:46
Problem solving toolkit:- questions to ask
1. Does the problem involve a single lump sum amount or a series of payments?
2. Is the rate of interest being quoted effective or nominal interest?
3. Rewrite any time to payments in terms of this newly chosen working time period unit.
4. Determine whether the interest rate is a simple or compound one.
5. Apply the appropriate formula: For Annuity formula based problems determine if the
payment is being made at the beginning or end of the period?
Worked example
Angie decides to save money for ten years in a Unit Trust fund. She immediately deposits
R800 into a savings account. Thereafter, at the end of each month, she deposits R800 into
the fund and continues to do this for the ten-year period. Interest is 15% p.a. compounded
monthly. Calculate the final value of this investment.
Solution
Step 1: Draw a timeline
Immediate
payment
R800 R800 R800
No gap
T0 T1 T2 T120
Since there is an immediate payment made at the beginning, we adjust the formula as
follows:
x[( 1 + i)n+1− 1]
Fv = ______________
i
800[(1 + _____ − 1]
12 )
(10×12)+1
0 ,15
_________________________
Fv =
0 ,15
_____
12
Fv = 223725,82
Chapter 9 Financial Mathematics 163
TECH_MATHS_G12_LB_ENG.indb 163 2018/02/05 04:46
Worked example
R2000 is deposited into a savings account. Six months later, a further R2 000 is deposited
into the account. Thereafter, amounts of R2000 were deposited every six months into the
savings account. The interest rate for the savings account is 16% p.a. compounded semi-
annually. How long will it take to accumulate R100 000?
Solution
This is an example of an ordinary annuity with immediate payment.
Step 1: Draw a timeline
ordinary annuity
Immediate
payment
00
00
00
00
0
0
R2
R2
R2
R2
No gap
T0 T1 T2 Tn
16%
Step 2: Solve the problem
x[( 1 + i)n+1− 1]
Fv = ______________
i
2000[(1 + − 1]
2 )
n+1
0 ,16
_____
100 000 = _______________________
0 . 16
_____
2
∴ ( n + 1)(log(1 + _____
2 ))
0 ,16
= log(5)
∴ n = 20,91 payments
20,91
∴ It will take him ______
years=10,46 years to raise R100 000
2
164 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 164 2018/02/05 04:46
Worked example
Nathi decides to start saving money. One month after opening the account, he invests
R2 500 per month into an account paying 11% per annum compounded monthly. At the
beginning of the second year, the interest rate changes to 12% per annum compounded
monthly. He takes advantage of this opportunity to make his money grow and increases his
monthly payment to R3 500. The revised payments start one month after the interest rate
changed. How much money will he have saved by the end of the second year?
Solution
Step 1: Draw a timeline
R2500 R2500
Gap
R3500 R3500
Gap
T0 T1 T12 T13 T24
11% 12%
Step 2: Solve the problem
Fv1 for the first year
x[( 1 + i)n− 1]
Fv = ____________
1 i
2500[(1 + − 1]
12 )
12
0 ,11
_____
= ______________________
0 ,11
_____
12
= 31559,6826
Now consider Fv1 being invested for another year
Fv2 = Fv1(1 + i)n
2500[(1 + _____ − 1]
12 )
12
0 ,11
(1 +
12 )
12
______________________ 0 ,12
_____
=
0 ,11
_____
12
= 35 562,2403
O:
Chapter 9 Financial Mathematics 165
TECH_MATHS_G12_LB_ENG.indb 165 2018/02/05 04:46
On the 2nd year, regular equal payments of R3 500 were made starting in 1 month time
3500[(1 + _____ − 1]
12 )
12
0 ,12
Fv3 = ______________________
0 ,12
_____
12
= 44388,76055
∴ Fv = Fv2+ Fv3
= 35562,2403 + 44388,76055
= R79 951,00
EXERCISE 2
2.1 Mr Gumede dream of becoming a millionaire. When he was 30 years old, he invested
R200 000 with an investment company. If the interest rate was 8.5% p.a. compounded
monthly, how old was he when he achieved his dream? Give your answer correct to the
nearest years.
2.2 Zipho decides to save R100 per month for three years at an interest rate of 12 % p.a.
compounded monthly. What will his investment worth at the end of the three-year period?
Present value and Outstanding balance calculations
Present value annuity can be defined as the current worth of a future sum of money or stream
of cash flows given a specified rate of return. Future cash flows are discounted at the discount
rate. The present value annuity can be calculated using a formula below:
[ 1 − (1 + i)−n]
Pv = ____________
i
This formula deals with loans. There must always be a gap between the time a loan has been
granted and when the first payment is made (see a timeline below). If the is no gap, the initial
payment made will be treated as a deposit.
Gap
x x x x x x
T0 T1 T2 T3 Tn-2 Tn-1 Tn
Pv = x ( 1 + i)−1+ x (1 + i)−2+ x (1 + i)−3+ … + x ( 1 + i)−(n-2)+ x (1 + i)−(n-1)+ x (1 + i)−n
x ( 1 + i)−1[ ( 1 + i)−n− 1]
Pv = ____________________
( 1 + i)−1− 1
x ( 1 + i)−1[ ( 1 + i)−n− (1 + i)−1]
Pv = __________________________
1 − 1
______
( 1 + i)
166 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 166 2018/02/05 04:46
Outstanding loan balance calculations
The outstanding loan balance at any given time during the term of a loan can be calculated by
finding the present value of the remaining payments at the given interest rate. This amount will
consist of principal only.
Worked example
Loan Amount= R100,000
Term= 20 years
Interest Rate = 7%
Amortization is monthly
Question: What is the loan balance at the end of year seven?
Solutions
Step 1:
First, calculate the monthly payments by using the loan amount (R100,000) as present
value, term as 240 (20 years x 12 months/year), Interest as ,583333% (7%/12 months
= 0,00583). This will give you a monthly payment of R775,30. The Present Value of an
Annuity formula should be used here to solve for monthly payment as follows:
x[1 − (1 + i)−n]
P = _____________
i
x[1 − (1 + ____) ]
−20×12
0 ,07
12
_____________________
100 000 =
0,07
____
12
∴ x = R775,30
Step 2:
Next, to find the outstanding loan balance, you will need to find the present value of the
remaining payments. Use the monthly payment of R775,30 as the payment function, the
term will be 156 ((20-7)x12), and 0,0583 as the rate. This will give you an outstanding loan
balance of R79 268,02. Again, the Present Value of an Annuity formula should be used as
follows:
x[1 − (1 + i)−n]
P = _____________
i
775, 30[1 − (1 + ____) ]
−13×12
0,07
12
__________________________
P =
0, 07
____
12
∴ P = R79268,02
This means that at the end of year seven the loan can be paid off in full for the amount of
R79 268,02. Typically mortgage lenders will have a balloon payment clause in the contract
that will charge a fee for early payment. This is because the lender will not get the same
yield if the loan balance is not held to maturity.
Chapter 9 Financial Mathematics 167
TECH_MATHS_G12_LB_ENG.indb 167 2018/02/05 04:46
Worked example
How much can be borrowed from a bank if the borrower repays the loan by means of 30
equal monthly payments of R1 250, starting in one month’s time if interest is 12% p.a.
compounded monthly?
Step 1: Draw a number line
Loan (P)
0
0
25
25
25
R1
R1
R1
Gap
T0 T1 T2 T30
12%
Step 2: Solve the problem
x[1 − (1 + i)−n]
Pv = _____________
i
1250[1 − (1 +
12 ) ]
−30
0 ,12
_____
= _______________________
0 ,12
_____
12
Pv = R32259, 64
Worked example
A father decided to buy a house for his family for R800 000. He agreed to pay monthly
instalments of R10 000 on a loan which incurred interest at a rate of 14% p.a. compounded
monthly. The first payment was made at the end of the first month
a) Show that the loan would be paid off in 234 months
b) Suppose the father encountered unexpected expenses and was unable to pay any
instalments at the end of the 120th, 121st, 122nd and 123rd months. At the end
of the 124th month, he increased his payment so as to still pay off the loan in
234 months by 111 equal monthly payments. Calculate the value of this new
instalment.
168 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 168 2018/02/05 04:46
Solution
Step 1: Draw a number line
4
0.14
Outstanding balance 1+
12
800 000
Loan (P) No payments
were made 111 payments
0
0
00
00
10
10
x revised
R
Gap
T0 T1 T2 T119 T120 T121 T122 T123 T123 T234
12%
Step 2: Solve the problem
x[1 − (1 + i)−n]
a) Pv = _____________
i
10 000[1 − (1 + _____
12 ) ]
−n
0 ,14
800 000 = ________________________
0 . 14
_____
12
n = 233,4699962
∴ the house will be paid up after 234 payments
b) Outstanding balance after 119 payments is given by:
10000[1 − (1 + _____ ]
12 )
−(233.4669962−119)
0 ,14
B = _________________________________
O
0 ,14
_____
12
= R629 938, 1139
Outstanding balance at the end of T123
O BT123 = 629 938,1139 (
12 )
4
0 ,14
1 + _____
= R659853 . 6883
Calculations for the revised monthly payments
x[1 − (1 + _____
12 ) ]
−111
0 ,14
659853 . 6883 = ____________________
0 ,14
_____
12
x = R10 632,39
Chapter 9 Financial Mathematics 169
TECH_MATHS_G12_LB_ENG.indb 169 2018/02/05 04:46
OR
Oustanding balance after 119 pants
OB = loan + interest - repayments + interest
10000[(1 + _____ − 1]
12 )
119
0 ,14
OB = 800000 (
12 )
119
0 ,14
1 + _____
- ________________________
0 ,14
_____
12
OB = R629 938,1139
Oustanding balance at the end of T123
4
OB = P (1 + i)n = 629 938,1139 (
12 )
0 ,14
1 + _____
= R659853,6883
Calculations revised payment
x[1 − (1 + _____
12 ) ]
−111
0 ,14
659853,6883 ____________________
=
0 ,14
_____
12
x = R10 632,39
EXERCISE 3
3.1 How much can be borrowed from a bank if the borrower repays the loan by means of
equal quarterly payments of R2 000, starting in three months’ time? The interest rate is
18% p.a. compounded quarterly and the duration of the loan is ten years.
3.2 John inherits R1 000 000 from his late father. He invests the money at an interest rate
of 14% per annum compounded monthly. He wishes to earn a monthly salary from the
investment for a period of 20 years starting one month from now. How much will he
receive each month?
3.3 What amount must be invested now in order for the investor to receive equal payments
of R2 000 per month from the bank for 3 years, starting in one month’s time? Interest is
18% p.a. compounded monthly.
8.3 Sinking funds
Companies often purchase equipment and use it for a specified period. The old equipment is
then sold at scrap value, and new upgraded equipment is bought. To finance the purchasing
of the new equipment, the company will have, well in advance, set up an annuity called a
sinking fund. A sinking fund is nothing more than a normal savings plan or future value
annuity. The sinking fund and the sale of the old equipment is then used to purchase the new
equipment
170 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 170 2018/02/05 04:46
Worked example
A school purchases a photocopying machine for R150 000. The machine depreciates in
value at 22% per annum on a reducing balance. The school wants to buy a new machine in
5 years time. A new machine will cost much more in the future, and its cost will escalate at
19% per annum effective. The old machine will be sold at scrap value after 5 years. A sinking
fund is set up immediately in order to save up for the new machine. The profit from the
sale of the old machine will be used together with the sinking fund to buy the new machine.
The school will pay equal monthly amounts into the sinking fund and the interest earned is
14,4% per annum compounded monthly. The first payment will be made immediately, and
the last payment will be made at the end of the 5-year period.
a) Find the scrap value of the old machine.
b) Find the cost of the new machine in 5 years time.
c) Find the amount required in the sinking fund in 5 years time.
d) Find the equal monthly payments made into the sinking fund.
Solutions
a) Scrap value (A) =P(1-i)n
Scrap value (A) = 150000 (1 − 0, 22)5
∴ Scrap value (A) = R43307,62
b ) Cost of new machine in 5 years time:
Cost(A ) = P (1 + i)n
C = 150 000 (1 + 0, 22)5
∴ C = R357 953,05
c ) Cost of new machine = Sinking fund + Scrap value
⇒ Sinking fund = Cost of new machine - Scrap value
⇒ Sinking fund = 357 953,05 - 43 307,62
∴ Sinking fund = R314 645,43
d) x x x x x
T0 T1 T2 T59 T60
Please note that there are 61 payments since the first payment was made
IMMEDIATELY.
Fv = x[_______]
(1+i)n− 1
i
x[(1 + 0,012)61− 1]
314 645, 43 = __________________
0,012
314 645, 43 × 0, 012
⇒ x = ___________________
[ (1 + 0,012)61− 1]
∴ x = R3 528,09
Chapter 9 Financial Mathematics 171
TECH_MATHS_G12_LB_ENG.indb 171 2018/02/05 04:46
EXERCISE 4
4.1 A printing press is bought for R140 000. The cost of a new press is expected to rise by 18%
p.a. while the rate of depreciation is 20% p.a. on the reducing balance. The life span of the
press is 6 years.
4.1.1 Find the scrap value of the old press.
4.1.2 Find the cost of a new press in 6 year’s time.
4.1.3 Find the value of the sinking fund that will be required to purchase the new press
in six year’s time, if the income from the sale of the old press (at scrap value) will be
utilised.
4.1.4 The company sets up a sinking fund to pay for the new press. Payments are to be
made into an account paying 13,2% p.a. compounded monthly. Find the monthly
payments, if they are to commence one month after the purchase of the old press
and cease at the end of the six year period.
4.2 A company bought a large generator for R227 851. It depreciates at 23% p.a. on a
reducing-balance. A new machine is expected to appreciate in value at a rate of 17% p.a. A
new machine will be purchased in five years time.
4.2.1 Find the scrap value of the old machine in five years from now.
4.2.2 Find the cost of a new machine in five years from now.
4.2.3 The company will use the money received from the sale of the old machine (at scrap
value) as part payment for the new one. The rest of the money will come from a
sinking fund that was set up when the old machine was bought. Monthly payments,
which started one month after the purchase of the old machine, have been paid into
a sinking fund account paying 11,4% p.a. compounded monthly. The payments
will finish three months before the purchase of the new machine. Calculate the
monthly payments into the sinking fund that will provide the required money for
the purchasing of the new machine.
172 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 172 2018/02/05 04:46
Summary
• Annuity means a series of equal payments, made under the contract, paid at equal intervals
(regular equal payments).
• An ordinary annuity is an annuity where payments are made at the end of each payment interval, and
• Annuity due is an annuity where payments are made at the beginning of the payment interval.
x[( 1 + i)n− 1]
• Future value annuity is the value of the investment at the end of its term. Fv = ____________
i
• Present value annuity can be defined as the current worth of a future sum of money or stream of cash flows
x[1 − (1 + i)−1]
given a specified rate of return. Pv = _____________
i
• A sinking fund is a normal savings plan or future value annuity
Chapter 9 Financial Mathematics 173
TECH_MATHS_G12_LB_ENG.indb 173 2018/02/05 04:46
9 Revision
TECH_MATHS_G12_LB_ENG.indb 174 2018/02/05 04:46
TECHNICAL MATHEMATICS PAPER 1 TOPICS
Algebraic Expressions (Grade 11)
Factorisation
1. Solve the following equations:
1.1
( x + 1)(1 − 2x) = 0
1.2
x2 = 21 − 4x
1.3 2 x2− 7x − 4 = 0
1.4 1 = 4
3x + __
_____ x
1.5 √5 − x + 1 + x = 0
__
1.6 x + 2 √x − 8 = 0
Quadratic formula
2. Solve the following equations and leave your answers to TWO decimal places:
2.1
3 x2− 5x + 1 = 0
3 = 7
2x − __
2.2 x
3x = 2(1 − x2)
2.3
2.4
( x − 3)( x − 2) = 9
Exponential equations
3. Solve the following equations:
3
__
3.1
3 x 2 = 81
2
__
3.2 2 ( x + 3) 3 = 18
1 = 1253x
3.3 _____
5x+10
Quadratic inequalities
4. Solve the following Inequalities graphically:
4.1
x2− 2x > 3
4.2
2 x2+ 5x − 3 ≤ 0
4.3
20 > ( x + 1)(x + 2)
4.4
− x2+ 4x − 3 ≥ 0
4.5
( x + 3)(1 − x) ≤ 0
Simultaneous equations
5. Solve the following simultaneous equations:
5.1
x − 2y = 7 and 2
y2− 3 x2− 2y + 3 = 0
5.2 2y
− x = 7and y + xy = 21 − x
2 2
5.3
2x = 3yand x2− xy + y2− 2 = 0
5.4
3x − y = 1and x2+ 2xy = 3 y2− 7
Chapter 8 Revision 175
TECH_MATHS_G12_LB_ENG.indb 175 2018/02/05 04:46
6. The floor of a small factory is rectangular in shape. If the perimeter of the floor is
46 metres and the length of one diagonal is 17 metres. Determine the width and the
length of the factory floor.
Nature of roots
7. Determine the nature of roots of the following.
7.1
2 x2+ 4x − 1 = 0
7.2
3 x2− 4x + 1 = 0
7.3
2 x2+ x + 1 = 0
7.4 y
5
x
–6 –5 –4 –3 –2 –1 0 1 2 3 4
–5
–10
–15
–25
7.5 y 7.6 y
6 16
14
4
12
2 10
8
x
–5 –4 –3 –2 –1 0 1 2 6
4
–2
2
–4 x
–7 –6 –5 –4 –3 –2 –1 0 1 2
–2
–6
–4
176 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 176 2018/02/05 04:46
8. 8.1 Determine the value(s) of if the roots are unequal for 2 x2+ 4x − 1 = p.
8.2 Determine the value(s) of if the roots are unequal for k x2+ kx + 1 = 0.
8.3 Given k = ( − 3; − 2; − 1; 0; 1; 2; 3; 4; 5).
_______
√
For x 4 ± 16
= ____________
− 4k determine the value(s) of kfor which the roots of the equation
k
will be:
8.3.1 rational
8.3.2 non real
8.3.3 equal.
8.4
The roots of a quadratic equation are equation are given by:
_____
− 1 ± √
3 − k
x = ___________
2
Determine the value(s) of k for which the roots will be non real.
Logarithms
9. Simplify the following by using the laws of logarithms without using a calculator:
9.1
log381 − log39
9.2 log816 + log927
___
log2√16
9.3
log 128
9.4 _______
log 8
log 9 − log 3
9.5 ___________
log 9 + log 3
9.6 1
log39 − log51 + log3__
3
10. Solve for x:
10.1
2x+1 = 10
10.2
log x + log(x + 6) = 3 log 3
1 = 2x
log3___
10.3
81
10.4 logax + loga4 + loga5 = loga12
10.5
log(x + 18) = log x + 1
Complex numbers (Grade 12)
11. Given z = 2 − 3i.
Determine:
11.1 The real number.
11.2 The imaginary number.
12. Simplify the following:
____ ____ ___
√ √ √
12.1 − 25 + − 16 − − 1
_____ ___
√ √
12.2 − 125 − − 3
Chapter 8 Revision 177
TECH_MATHS_G12_LB_ENG.indb 177 2018/02/05 04:46
____ ____
12.3 √ −
×√
____________
− 16 ____ 24
√− 12
( 3 − 2i)+ (2 + 7i)
12.4
( 3 − 5i)− (2 − 3i)
12.5
( − 1 + 3i)(2 − 5i)
12.6
( 2 + i)( 3 − i)
12.7
( 2 + i)(2 − i)
12.8
13. Express each of the following in the form a
+ ib:
30
13.1 _____
3+i
2i
13.2 _____
1−i
3 − i
13.3 ______
1 + 2i
− 1 + 3i
13.4 _______
2 + 5i
14. Determine the conjugate and modulus of the following:
14.1
1 − 2i
14.2
− 3 + 4i
14.3
3 − i
15. Show the following complex numbers on a single Argand diagram.
15.1
1 + i
15.2
− 2 + 3i
15.3
− 3 − 2i
15.4
2 − 3i
16. Find the argument of the following complex numbers (give the argument in radians either
in terms of π or correct to TWO decimal places:
16.1
3i
16.2
4
16.3
− 3i
16.4 2 + 3i
__
16.5 1 − √3i
16.6
− 3 + 7i
__
−1 − √
16.7 3i
17. Write the following in trigonometric (polar) form:
17.1 − 1 + i
17.2
1 + i
17.3
3 − 3i
178 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 178 2018/02/05 04:46
18.1 Given 1
− 2xi = y + 28i.
Determine the values of x and y.
18.2 Given 3 1 yi.
x − 2i = 27 + __
2
Determine the values of x and y.
Financial Mathematics (Grade 11)
19. A farmer bought a new tractor for R250 000.00. The tractor depreciates at a rate of 10%
yearly. Determine the value of the tractor after 5 years if the rate of depreciation is
calculated on:
19.1 Straight line method
19.2 Reducing balance method
20. After 8 years of reducing balance depreciation, the equipment now worth R120 000.00.
The rate of depreciation is 5% per annum. Determine the initial value of the equipment
when it was bought?
21. How long will a machine depreciate to half its value if the rate of depreciation is 8.2% on
reducing balance method?
22. An equipment worth R100 000.00 will worth R40 000.00 in 5 years’ time. Calculate the
rate of depreciation if calculated on:
22.1 Straight line method
22.2 Reducing balance method
23. 23.1 Convert 13.2% p.a compounded monthly to an equivalent effective rate.
23.2 Convert 11.3% p.a effective to an equivalent rate compounded quarterly.
23.3 Convert 10.4% p.a compounded semi-annually to an equivalent rate compounded
monthly.
24. Mr Nkosi deposited R5000.00 into a savings account. After 3 years another R4000.00 was
deposited into the same account. Calculate how much will he receive after 7 years if the
interest rate remains the same at 7.4% p.a compounded monthly.
25. R2200.00 was invested in a fund paying i% interest compounded monthly. After
18 months, the value of the fund was R2960.00. Calculate i, the interest rate.
26. Itumeleng deposited R10 000.00 into savings account. After 30 months she withdraw
R2000.00. She then deposited R5000.00 into the account 5 years after the first deposit. If the
interest rate was 8,4% p.a compounded monthly in the first 4 years and then changed to 9%
p.a compounded monthly thereafter. Calculate how much will she get at the end of 10 years.
27. Mark invested a certain amount of money for 5 years. He received interest of the 12%
p.a compounded monthly for the first 2 years. The interest rate changes to 12,3% p.a
compounded semi-annually for the remaining term. The money grows to R75 000.00 at
the end of the 5 year period.
Calculate how much money did Mark invested initially.
Chapter 8 Revision 179
TECH_MATHS_G12_LB_ENG.indb 179 2018/02/05 04:46
28. Raheem wins R300 000 after playing lotto and invested the whole amount into the
bank. After 2 years, he withdraws a certain amount to buy a machine and one year later
he deposited another R50 000.00 into the same bank savings account. If the bank pays
interest of 6% p.a compounded monthly.
Calculate how much Raheem withdrew to buy a machine if after 5 years he received R317
411.37 from his investment.
29. Peter and John received R10 000 each from their father and decided to invest their
monies. Peter’s investment will receive 7% p.a simple interest and will also receive a bonus
of 1% on the initial investment at the end of 5 years.
John will receive an interest rate of 6.9% p.a compounded monthly.
Who made a better investment? Justify your answer with appropriate calculations.
Polynomials (Grade 12)
30. Given f( x) = 2 x3− x2− 13x − 6.
Determine:
30.1
f( 1)
30.2
f( − 1)
30.3
f( 2)
30.4
f( − 2)
f(
30.5 3 )
__
2
f(
30.6 − __ 1 )
2
31. Given f( x) = x
3− 4 x2+ x + 6.
Determine the remainder when f(x) is divided by g(x) in each of the following cases:
31.1
g( x) = x + 1
31.2 g(x) = x − 1
31.3
g( x) = x + 2
31.4
g( x) = x − 2
32. Factorise the following completely:
32.1
f( x) = x
3− x2− 8x + 12
32.2
f( x) = − x3+ 5 x2+ 8x − 12
32.3
f( x) = 2 x3− 23 x2+ 80x − 84
32.4
f( x) = x
3− 7x + 6
32.5
f(x) = − x3+ 3 x2− 4
33. Solve the following equations completely:
33.1
x3− 6 x2+ 12x − 16 = 0
33.2
x3+ x2− 8x − 12 = 0
33.3
− x3+ 4 x2− x = 0
33.4
− x3− 8 x2− 17x − 10 = 0
180 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 180 2018/02/05 04:46
Differential calculus (Grade 12)
34. Differentiate the following using first principles:
34.1
f( x) = 4
34.2
f( x) = − 3x
34.3
f( x) = 2x − 1
34.4
f( x) = 1 − 5x
35. Differentiate the following using rules of differentiation:
35.1
f( x) = 4
35.2
f( x) = 3x + p
35.3
f( x) = x
2− 4x − 1
1
__
35.4
f( x) = 2 x−3− 4 x 2 + 10000
36. Determine the gradient and equation of the tangent to the graph of f (x) = − x2− x + 6at
x = 3using rules of differentiation.
37. Determine the gradient and equation of the tangent to the graph of f (x) = x
2− 4x − 12at
x = 1using rules of differentiation.
38. Given f( x) = x
3+ 4 x2+ 4x.
38.1 Determine the x- and y-intercepts.
38.2 Determine the stationary points.
38.3 Sketch the graph of f ( x).
38.4 For which value(s) x
is f ’( x) < 0.
39. Given f( x) = x
3− x2− 8x + 12.
39.1 Determine the x and y-intercepts.
39.2 Determine the stationary points.
39.3 Sketch the graph of f( x).
39.4 For which value(s) x
is f ( x)increasing.
40. Given f( x) = − x3+ 10 x2− 17x − 28.
40.1 Determine the x and y intercepts.
40.2 Determine the stationary points.
40.3 Classify the stationary points.
40.4 Determine the point of inflection.
40.5 Sketch the graph of f( x).
40.6 For which value(s) x
is f ( x)concave up.
Chapter 8 Revision 181
TECH_MATHS_G12_LB_ENG.indb 181 2018/02/05 04:46
41. The figure below represents the curve of f( x) = a x3+ b x2+ cx − d.
y
3
1
x
–2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
–6
–7
41.1 Determine the values of a, b, c and d.
41.2 Determine the coordinates of A, the turning point of f( x).
41.3 For which values of x
is f ( x).f ’( x) > 0.
42. The graph of f ( x) = x3− 4 x2− 11x + 30is sketched below. A and B are the turning points of
f(x). The graph intersects the x − axisat (− 3; 0).
A y
C(–3;0) D E x
0
42.1 Determine the coordinates of A and B.
42.2 Determine the coordinates of D and E, the x-intercepts.
42.3 For which values of x
is the graph decreasing.
42.4 Determine graphically the value(s) of k
for which f( x) = khas three distinct
real root.
182 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 182 2018/02/05 04:46
43. A solid rectangular brick which has a length of 2x cm breadth of x cm and height (h) cm.
43.1 If the total surface area is 1 452 cm 2. Show that the height h = ____ 2x .
242 − ___
x 3
43.2 Express the volume of the brick in terms of x.
43.3 Determine the dimensions of the brick if its volume is to be a maximum.
44. A cylindrical tinned paint has a volume of 340 cm 3 , a height h cm and radius r cm.
44.1 Express h in terms of r.
44.2 Determine the surface area in terms of r.
44.3 Determine the radius of the can that will ensure that the surface area is a maximum.
45. A stone is thrown into the air. Assuming that there is no air resistance, the displacement
of the stone is given by the formula s(t) = 20t − 5 t 2 metres after t seconds.
45.1 Calculate the initial velocity.
45.2 Calculate the velocity after 1 second.
45.3 Determine the maximum height reached by the stone.
45.4 At what time did the stone hit the ground?
46. The displacement, s(t) of a car moving towards a fixed point after t seconds, is given by
s(t) = t3 – 9t2 + 24t + 8
46.1 Determine an expression for the velocity (v) of the car.
46.2 Determine the acceleration of the car.
46.3 Calculate the time for which the car was reversing.
Integration (Grade 12)
47. Determine the following:
47.1 ∫ (2x) dx
47.2 8 dx
∫ __
x
Chapter 8 Revision 183
TECH_MATHS_G12_LB_ENG.indb 183 2018/02/05 04:46
∫02(x2+ x + 1)dx
47.3
47.4
∫−13 (4 − 2x)dx
47.5 ∫12 ( x )( x)
1 dx
1 x − __
x + __
∫21(− 2 x3− 3 x2+ 12x + 20)dx
47.6
48. Find the area between the curve f( x) = x
2− 6x + 5and the x-axisfrom x = 0and x = 5
49. Find the area between the curve f ( x) = x
2− 5x − 6and the x-axis
from x = 0and x = 6
50. Find the area between the curve f( x) = 4 + 3x − x2and the x-axisfrom x = 1and x = 4.
51. Find the area between the curve f( x) = − x3+ 10 x2− 17x − 28and the x-axisfrom
x = 0to x = 6.
y
x
0
52. Given f( x) = x
2− 2x − 3
y
f (x) = x² – 2x – 3
A B x
0
184 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 184 2018/02/05 04:46
52.1 Determine the coordinates of A and B
52.1 Determine the area between the graph and the x-axis from x
= − 1to x = 0
53. The graph below is given by f ( x) = − x2+ 4x
f (x) = – x² + 4
A B
0
53.1 Determine the coordinates of A and B
53.2 Determine the area between the graph and the x-axis between A and B
Graphs and functions (Grade 11)
54. The graph of f ( x) = axis sketched below. Point (2.9) is on the graph.
y f (x) = ax
F(2;9)
A
x
0
54.1 Determine the value of a
.
54.2 Determine the coordinates of A.
54.3 Determine the equation of the asymptote of f( x).
54.4 If m
( x)is the new graph after f( x)is reflected on the y axis. Determine the equation
of m (x).
Chapter 8 Revision 185
TECH_MATHS_G12_LB_ENG.indb 185 2018/02/05 04:46
55. The graphs of f ( x) = 2x + 3and g(x) = 2
__
x
y
55.1 Determine the
coordinates of B and C.
55.2 Determine the f(x) = 2x + 3
coordinates of A and D.
D
55.3 For which value(s) of C
xis x
is f(x) ≥ g(x). g(x) = –2x
B
55.4 Determine the equations x
0
of asymptotes of g (x). A
56. The graphs of f (x) = a x2+ bx + c and g(x) = x − 3are drawn below. The coordinates of D (0; 1)
and the axis of symmetry for the parabola is x = 1.The graphs intersect at A and B. A is on
the x-axis. E is turning point of f (x ) .
y
56.1 Determine the coordinates of A.
E
56.2 Determine the equation of
f(x)in the form f (x) = a x2+ bx + c. D
56.3 Calculate the coordinates of B.
56.4 Determine the coordinates of E. g
C A
56.5 For which value(s) of x
0
x is f (x) − g (x) > 0.
56.6 Determine the average gradient g(x) = x – 3
of f (x)between points C and E.
56.7 For which value(s) of k will B
f(x) = khave non real roots. f
186 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 186 2018/02/05 04:46
57. The graph below is given by f (x) = a bx+ q.The coordinates of B (0; –2) lies on the line BC.
The asymptote of f(x) passes through B. The coordinates of A (0;1)
y
57.1 Determine the values of g
a, b and q.
D(2;10)
57.2 Determine the range of
f(x).
57.3 write down the equation
of m(x), the resultant
function when f(x) is
reflected on the line x = 0.
y
A
x
0
B C
58. The graphs of f ( x) = − ( x + 1)2+ 4and g(x) = a. 3x+ qare sketched below. E and F the
x-intercepts of f(x). C is the y-intercept of f(x) and lies on the asymptote of g(x). CD is a
line parallel to the x-axis. The two graphs intersect at A, the turning point of f(x).
y
A
B
C D
E F x
0
58.1 Determine the nature of roots of f(x).
58.2 Calculate the average gradient of f(x) between A and C.
58.3 Determine the equation of g(x).
58.4 Write down the equation of h(x), the resultant function when f(x) is shifted two
units to the right.
Chapter 8 Revision 187
TECH_MATHS_G12_LB_ENG.indb 187 2018/02/05 04:46
TECHNICAL MATHEMATICS PAPER 2 TOPICS
Euclidean Geometry
59. D
A
15
2,5
2 C
10
B 12,5
59.1 Show that ΔABC / / / ΔEDC.
60. In the diagram below, AD
= 3; AE = 4; EF = 2; EC = 2, 5 and CF = 1, 5.
A
2 2,5
B F 1,5 C
188 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 188 2018/02/05 04:46
60.1 Show that ΔADE / / / ΔFCE.
60.2 Determine the length of BF.
61. ‖QR; PS = 63; SQ = 54; TR = 18 and PT = x
In the diagram below ST
P
63 x
S T
54 18
D R
61.1 Determine the value of x
.
62. The diagram below is the top view of a new railway system. There are seven stations being
4 .
BE = __
built labelled A to G. It is given that AE‖DG; AD : DB = 2 : 3 and ___
EC 3
A
u
v
B G E C
Chapter 8 Revision 189
TECH_MATHS_G12_LB_ENG.indb 189 2018/02/05 04:46
62.1 Calculate CF : FD.
62.2 If the straight line from B to C is 350 km. If it takes 40 hours to build one kilometre
of the track. How many hours will it take to build the section from G to E.
63. BG = 2.
In the diagram below, HG‖AC; ED‖BC; AD : DC = 3 : 2 ; and ____
GC
A
E
K D
u v
i j
B G C
63. If AB = 30 units, determine the following with reasons:
63.1 The length of A
E.
63.2 The length of A H.
63.3 GK .
The value of ____
KH
64. In the diagram below, chords PQ and RS are produced to meet at T.
Q
2 1
T
2 1
Prove that ∆TQS/ / / ∆TRP
190 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 190 2018/02/05 04:46
65. B‖TC.
In the diagram, BA and BC are tangents to the circle ACT and A
2 1
2 1
65.1 Prove that ΔACT / / / ΔBAC.
65.2 Hence show that A
C = CT . BA.
2
Euclidean Geometry (Grade 11)
66. In the diagram below, O is the centre of the circle and diameter KL is produced to meet
ˆ
= 76º.
NM at P. ON//LM and F
F
76°
L P
H
O 1
1 2
1 2
K 2
1 3 2
2 1
G 1 3
4 M
1 2
Calculate with reasons, the size of:
ˆ
66.1
L
ˆ
1
66.2
1
O
ˆ
66.3
M
ˆ
1+ ˆ
4
66.4
N 2
N
ˆ
66.5
M 1
66.6 Prove that KG = GM.
Chapter 8 Revision 191
TECH_MATHS_G12_LB_ENG.indb 191 2018/02/05 04:46
Trigonometry (Grade 12)
5m. TQ and TP are supports to the pole where PS = 4, 8 m, Tˆ
67. P, Q and S are points in the same horizontal plane. ST is a vertical electric pole of length
QS = 38º and Pˆ SQ = 100º.
T
5m
S
100°
4,8 m 38° Q
67.1 Calculate the length of SQ.
67.2 Hence or otherwise calculate the length of PQ.
67.3 Determine the area of ΔPQS
.
68. In the diagram below, C is a point on one side of the river and is 3,5m above the water.
E is a point on the other side of the river directly opposite C on the higher bank. A is a
boat on the river. A, B and D are on the same horizontal plane. The angle of depression of
A from E is 34,1º. The angle of depression C from E is 14,8º and A from C is 15,9º.
E
3,5 m
34,1° 15,9°
D A B
68.1 Calculate the length of AC
68.2 Calculate the length of AE
192 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 192 2018/02/05 04:46
68.3 Calculate the length of DE
ˆC = 100 0 ,
ˆB = 45 0 and BC = 7 m.The perpendicular height of the pyramid is 9m.
69. In the diagram, the base of the pyramid is an obtuse-angled ΔABC with BA
AC
D
9m
A
100°
E 45° C
7m
B
69.1 Calculate the length of AB.
69.2 Calculate the area of the base, that is ΔABC
69.3 Calculate the volume of the pyramid
70. In the diagram below, BC represents a vertical cliff. A and D are two boats which are 100 m
apart. The angle of depression of D from C is 70º and the angle of elevation of A to C is 84º.
The two boats are in the same horizontal plane as B, the foot of the cliff. CE is parallel to BD.
E C
70°
84°
D 100 m A B
Calculate the vertical distance BC.
Chapter 8 Revision 193
TECH_MATHS_G12_LB_ENG.indb 193 2018/02/05 04:46
Trigonometry (Grade 11)
71. Determine the solutions of the following equations for .
71.1
13 sin ( 2x + 40º)= 12
71.2
cos ( 3x)= cos ( x − 30º)
71.3
4 sin x − 3 cos x = 0
71.4
sin ( 2x)= 4 cos ( 2x)
71.5
3 sin2x = 2 ( cos x + 1)
72. Simplify the following:
sin(θ – 180º).tan(360º – θ).sin(90º – θ)
72.1 ____________________________________
cos2(180º + θ)
72.2 sin2(180º + x)–cos(360º – x).tan(90º – x).sin(180º + x)
sin(360º – x).tan(360º – x)
72.3 ___________________________
cos(180º + x).(sin2 x + cos2 x)
73. Sketch the following graphs:
73.1 On the same axes, draw a neat sketch of the following functions for x [ [0; 360º]
f(x) = cos ( 2x) and g(x ) = sin(x + 45º)
73.2 Write down the period of .
73.3 Determine the minimum value of h(x) if h(x) if h(x) = 3f(x) − 1.
73.4 Determine the equation of the graph of k(x), the resultant function after g(x) is
shifted by 30º to the right.
Analytical Geometry (Grade 12)
74. Given the equation of a circle x2+ y2 = 100 Determine the radius of the circle.
__
75. √
Determine the equation of the circle with centre at the origin and 5 as the radius.
( − 5; 2)Lies on the circle with centre at the origin.
76.
76.1 Determine the equation of the circle.
76.2 Hence determine the equation of the tangent to the circle passing through (− 5; 2)
77. Determine the equation of the tangent which touches the circle x2+ y2 = 13at the point
(3; − 2).
78. Calculate the coordinates of the point of intersection of a straight line x
− y = 3and the
circle x + y = 5.
2 2
y2
x + __ = 1.
2
79. Plot the graph of ___
4 9
194 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 194 2018/02/05 04:46
80. (3; − 4).
The diagram below is a circle with centre at the origin and passing through B
y
6
x
–8 –6 –4 –2 0 2 4 6 8
–2
B
–4
B = (3,–4)
–6
80.1 Determine the equation of the circle
80.2 (3; − 4)
Hence determine the equation of the tangent to the circle passing through B
81. The diagram below is a circle with centre at the origin and passing through A(–2; –4)
and B. Line segment AB is a diameter of the circle and BC is a tangent to the circle.
y
6
B
4
C x
–6 –4 –2 0 2 4 6 8 10 12
–2
A
–4
A = (–2,–4)
–6
81.1 Determine the coordinates of B.
81.2 Determine the gradient of line AB.
81.3 Determine the equation of the tangent BC.
Chapter 8 Revision 195
TECH_MATHS_G12_LB_ENG.indb 195 2018/02/05 04:46
82. Below is a circle with centre at the origin and a straight line with equations x2+ y2 = 10
an d f(x) = 2x + 1 respectively. They intersect at A and B.
y
6
f(x) = 2 x + 1
4
B
2
c : x 2 + y 2 = 10
x
–8 –6 –4 –2 0 2 4 6 8
–2
A
–4
–6
82.1 Determine the coordinates of A and B.
82.2 Determine the equation of the tangent to the circle passing through point A.
196 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 196 2018/02/05 04:46
SOLUTIONS
CHAPTER 1 Complex numbers
____
Exercise 1 3.8 √21i
____
1.1 −6 3.9 √21i
1.2 6
1.3 −6 Exercise
__ 4
4.1 2 √5i
1.4 −9 __
4.2 2 √7i
1.5 −9 __
4.3 4 √2i
1.6 9 __
4.4 5 √2i
1.7 12i __
4.5 5 √3i
1.8 49i __
4.6 6 √2i
1.9 − 10i __
4.7 6 √3i
__
Exercise 2 4.8 7 √2i
__
2.1 5i 4.9 √
7 3i
2.2 7i
2.3 8i Exercise 5
5.1 10 + 10i
2.4 9i
5.2 10 − 10i
2.5 10i
5.3 10 − 8i
2.6 11i
5.4 3 + 3i
2.7 12i
5.5 15 + i
2.8 15i
5.6 13 − 2i
Exercise
__ 3 5.7 1−i
3.1 √7i 5.8 − 7i
____
3.2 √10i 5.9 1 + 2i
____
3.3 √11i
____
3.4 √13i Exercise 6
____ 6.1 11 − 22i
3.5 √15i
____ 6.2 1 + 7i
3.6 √17i
____ 6.3 110 + 9i
3.7 √19i
Chapter 1 | Complex numbers 197
TECH_MATHS_G12_LB_ENG.indb 197 2018/02/05 04:46
6.4 0 Exercise 9
6.5 8i 9.1 − 3
__
6.6 − 7 9.2 15 − 4 √3i
6.7 11 9.3 0
__
6.8 − 7 + 2 √3i 9.4 7
__
6.9 11 + 2 √5i 9.5 14
9.6 15
Exercise 7
9.7 18
7.1 5
9.8 19
7.2 10
9.9 0
7.3 17
7.4 14 − 8i Exercise 10__
7.5 13 − 9i 10.1 1 − 12 √2i
__
7.6 29 − 3i 10.2 − 11 + 4 √3i
__
7.7 24 + 10i 10.3 − 14 + 12 √2i
__
7.8 99 + 20i 10.4 − 26 + 6 √3i
__
7.9 35 + 12i 10.5 1 − 56 √3i
__
7.10 5 + 5i 10.6 − 25 − 10 √2i
7.11 24i
Exercise 11
7.12 48 − 72i
11.1 = __ 7 + __
1 i
7.13 39 − 69i 2 2
7.14 − 3 + 4i 11.2 12 +
_______ 6i = ___ 6 i
12 + ___
25 25 25
7.15 − 7 − 24i 31 − ___5 i
11.3 = ___
7.16 5 − 12i 29 29
11.4 26 − ___
___ 18 i
25 25
Exercise 8
_ 11.5 ___ 59 i
17 + ___
8.1 z = 3 + 4i 29 29
_ __
8.2 z = 7 − √5i 11.6 i
_
8.3 z = 10 + 15i 11.7 i
−
_
8.4 z = 17 − 6i 11.8 __ 3 + __ 4 i
__ 5 5
_
8.5 z = √
3 − 2i
_ 11.9 __ 3 − __ 4 i
8.6 z = 2, 5 − 12i 5 5
_ 11.10 ___ 8 − ___ 6 i = __ 3 i
4 − __
8.7 z = 3, 8 − 2, 4i 10 10 5 5
_ __ __
8.8 z = 3 − √5i
2√ 11.11 __ 3 i
4 − __
_ 5 5
8.9 z = 10 + 01i
11.12 − __ 6 i
2 + __
5 5
198 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 198 2018/02/05 04:46
3 + __
11.13 = − __ 6i
5 5 Exercise 15
3 i
2 − ___ 15.1 arg(1 + 2i) = 63, 4 ∘ + 360 ∘ k, k ∈ Z
11.14 = ___
13 13 15.2 arg(2 + i) = 26, 6 ∘ + 360 ∘ k, k ∈ Z
7 + ___
11.15 ___ 21 i
15.3 arg(− 1 + 2i) = 116, 6 ∘ + 360 ∘ k, k ∈ Z
10 10
15.4 arg(2 − i) = 334, 4° + 360° k, k ∈ Z
Exercise 12
15.5 arg(4 − i) = 14, 0° + 360° k, k ∈ Z
12.1 = ___ 13 i
9 − ___
50 50 15.6 arg(− 5 − 2i) = 201, 8° + 360° k, k ∈ ℤ
12.2 1 + __
__ 1i 15.7 arg(− 2 − 5i) = 248, 2° + 360° k, k ∈ ℤ
2 2
6 − ___
11 i 15.8 arg(5) = 0 + 360 ∘ k, k ∈ Z
12.3 __
5 10 15.9 arg(2 − i) = 334, 4° + 360° k, k ∈ Z
__
15.10 arg(___
3 3 )
12.4 83 − ____
____ 47 i √
221 221 2 − __
1 i = 324, 7° + 360° k, k ∈ Z
__
√
4 3i
3 + _____
____ 8 = undefined
15.11 __
12.5
273 273 __ i
7
___ √5
___
12.6 − +
18 18
i Exercise 16__
16.1 z = 2 √2 (cos 45 ∘ + i sin 45 ∘)
__
Exercise 13 16.2 z = 2 √2 (cos 315 ∘ + i sin 315 ∘)
__
13.1 13.1.1 8 + i ohms 16.3 z = 2 √2 (cos 225 ∘ + i sin 225 ∘)
__
13.1.2 10 + 10i ohms 16.4 z = 2 √2 (cos 225 ∘ + i sin 135 ∘)
13.1.3 80 + 223i ohms 16.5 z = 2(cos 30 ∘ + i sin 30 ∘)
13.2 7 + 3i ohms 16.6 z = 2(cos 150 ∘ + i sin 150 ∘)
13.3 2, 5 ohms 16.7 z = 2(cos 210 ∘ + i sin 210 ∘)
16.8 z = 2(cos 120 ∘ + i sin 120 ∘)
Exercise 14
16.9 z = 2(cos 60 ∘ + i sin 60 ∘)
16.10 z = 2(cos 300 ∘ + i sin 300 ∘)
Exercise 17
17.1 z = 5(cos 306, 9 ∘ + i sin 306, 9 ∘)
17.2 z = 5(cos 233, 1 ∘ + i sin 233, 1 ∘)
17.3 z = 5(cos 126, 9 o + i sin 126, 9 ∘)
__
17.4 z = √5 (cos 63, 4 ∘ + i sin 63, 4 ∘)
__
17.5 z = √5 (cos 26, 6 ∘ + i sin 26, 6 ∘)
__
17.6 z = √5 (cos 296, 6 ∘ + i sin 296, 6 ∘)
__
17.7 z = √5 (cos 243, 4 ∘ + i sin 243, 4 ∘)
__
17.8 z = √5 (cos 116, 6 ∘ + i sin 116, 6 ∘)
17.9 z = 3(cos 70, 5 ∘ + i sin 70, 5 ∘)
Chapter 1 | Complex numbers 199
TECH_MATHS_G12_LB_ENG.indb 199 2018/02/05 04:46
17.10 z = 3(cos 109, 5∘+ i sin 109, 5∘) Exercise 20
17.11 z = 3(cos 250, 5+ i sin 250, 5) ∘ ∘
20.1 x = 4and y = 3
17.12 z = 3(cos 289, 5∘+ i sin 289, 5∘) 20.4 x = − 1and y = − 1
20.5 x = 4and y = 2
Exercise 18 __ 20.6 x = 10and y = 3, 5
√
5
5 + ____
__ i
3
18.1 z = 20.7 x = 4and y = − 2
2 2
P 20.8 x = − 2and y = 9
r=5
20.9 x = 5and y = − 1
60˚
0 N 20.10 y = 9and x = 3
___ __
Revision Exercise
√
15 √ 1. 5i
18.2 z = ____
+ 5 i
___ __
2 2
__ __ 2. (4 − √5 )i
√ √
18.3 z = − + 6 i
___ 2
___ 3. 4__
___
2 2 √2
___
18.4 z = − __ √15
5 + ____ i 4. 1 − 7i
2 2
__ __ 5. 5i − 1
√ √
3 i
18.5 z = − ___ 6 − ___ 6. 2 + 3i
2 2
__
__ 5 5 √3
_____ 7. 7.1
9 + 7i
18.6 z = − − i
2 2 7.2 30 − 10i
18.7 z = 1 − i
8. 8.1 1 and y = − 1
x = __
3
18.8 5__ − ___
z = ___ 5__
8.2 x = 2 andy = 13
√
2 2 √
8.3 x = 4and y = __ 1
Exercise 19 __ 2
19.1 z = 3, 2 + 3, 8i 9. 9.1 z = 3√
2 ( cos 315 + i sin 315)
19.2 z = − 0, 76 + 2, 1i 9.2 z = 5(cos 90∘+ i sin 90∘)
19.3 z = − 9, 96 − 8, 4i 9.3 z = 5(cos 0∘+ i sin 0∘)
__
3 √3 __
19.4 z = 10, 9 − 13, 0i 10. _____
10.1 + 3 i
4 4
19.5 z = 1, 3 + 0, 6i 10.2 1, 94 + 0, 52i
19.6 z = − 22, 7 − 10, 6i
19.7 z = − 1, 3 + 0, 6i
19.8 z = 4, 5 − 2, 11i
200 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 200 2018/02/05 04:46
CHAPTER 2 Polynomials
Exercise 1
1.1 1.1.1 Quotient: x2+ 2x + 1Remainder: 0
1.1.2 Quotient: 4 x2+ 4x + 2Remainder: − 3
1.1.3 Quotient: 2 x2+ 7x − 4Remainder: 0
1.1.4 Quotient: − x2+ 4x − 5Remainder: 6
1.1.5 Quotient: 5 x2+ 5x + 2Remainder: − 2
1.1.6 Quotient: x2Remainder: − 5
1.1.7 Quotient: − 8 x2+ 8x − 4Remainder: 4
3 x − __
1.1.8 Quotient: − 4 x2− __ 3 Remainder: − 7 __
3
2 2 4
1.1.9 Quotient: 4 x2+ 2x + 1Remainder: 0
1.1.10 Quotient: x2+ 2x + 1Remainder: 2
1.2 x2+ x2− x − 1 = (x − 1)(x2+ 2x + 1)
1.2.1
1.2.2 8 x3+ 17 x2+ 14x + 3 = (2x + 3)(4 x2+ 4x + 2)
1.2.3 6 x3+ 17 x2− 26x + 8 = (3x − 2)(2 x2+ 7x − 4)
1.2.4 − x3+ 2 x2+ 3x − 4 = (x + 2)(− x2+ 4x + 5)
1.2.5 − 8 x3+ x2− 7 = (2x − 1)(− 4 x2− __
3 x − __
)
3 − 7 __
3 5 x3− 3x − 4 = (x − 1)( 5 x2+ 5x + 2)− 2
2 4 4
1.2.6 x3+ 3x − 5 = (x + 3)x2− 5
1.2.7 − 8 x3+ 4x − 5 = (x + 1)+ 4
1.2.8 − 8 x3+ x2− 7 = (2x − 1)(− 4 x2− __
4)
3 x − __
3 − 7 __
3
2 4
12.9 8 x3− 1 = (2x − 1)(4 x2+ 2x + 1)
12.10 x3+ x2− x = (x + 1)(x2+ 2x + 1)+ 2
Exercise 2
2.1 f( 1) = 0 2.9 k(3) = 4
2.2 g(− __ 3 ) = 0 2.10 g( 3 ) = − ___
__ 27
2 2 2
2.3 h( ) = 0
__2
3
Exercise 3
2.4 k(− 2) = 6
3.1 3.1.1 Remainder is 4
2.5 q( 1) = − 2
3.1.2 Remainder is 38
2.6 r(− 3) = − 5
3.1.3 Remainder is 0
2.7 f( − 1) = 0
3.1.4 Remainder is -54
2.8 h( 2) = 4
3.1.5 Remainder is 0
Chapter 2 | Polynomials 201
TECH_MATHS_G12_LB_ENG.indb 201 2018/02/05 04:46
3.1.6 Remainder is 531
3.1.7 Remainder is 30
− 128
3.1.8 Remainder is _____
27
3.1.9 Remainder is 7448
3.1.10 Remainder is 0
3.2 3.2.1 When f (x)is divided by x
+ 1the remainder is 4
3.2.2 When f( x)is divided by x
− 1the remainder is 38
3.2.3 When f( x)is divided byx − 1the remainder is 0
3.2.4 When f( x)is divided byx + 3the remainder is − 54
3.2.5 When f ( x)is divided by 2
x − 1the remainder is 0
3.2.6 When f( x)is divided by x
+ 4the remainder is 531.
3.2.7 When f( x)is divided by x − 2the remainder is 30
128 .
x + 1the remainder is − ____
3.2.8 When f( x)is divided by 3
27
3.2.9 When f ( x)is divided by x
− 10the remainder is 7448 .
3.2.10 When f ( x)is divided by x
+ 1the remainder is 0.
Exercise 4
4.1 a = − 5
4.2 a = 10
4.3 a = − 4
4.4 a = 10
4.5 a = − 2
Exercise 5
5.1 not a factor o because f ( 2) ≠ 0
5.3 not a factor because f( − 3) ≠ 0
5.5 is a factor because f( 1 ) = 0
__
2
5.6 is a factor because f( 1) = 0
5.7 is a factor because f( − 3 ) = 0
___
2
5.8 is a factor because f( __ 2 ) = 0
3
5.9 is not a factor because f ( − 2) = − 10
5.10 is not a factor because f ( 1) = − 2
5.11 is not a factor because f ( − 3) = − 5
202 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 202 2018/02/05 04:46
Exercise 6 Exercise 9
6.1 a = − 3 9.1 x = 1 or x = − 1 or x = − 2
6.2 n = − 31 9.2 x = − 5 or x = − 2 or x = 3
6.3 p = 10 9.3 x = − 2 or x = __ 4 or x = 3
3
6.4 p = − 51
9.4 x = − __ 4 or x = 2 or x = 3
3
6.5 a = − 1
9.5 x = − 1 or x = __ 1 or x = 1
7
Exercise 7 9.6 x = − 5 or x = − 3 or x = − 1
3 2
7.1 f( x) = x − x − x + 1
9.7 x = − 2or 1o r 6
= (x − 1)( x 2 − 1) 1 or x = __
2
9.8 x = − 4 or x = − __
(x − 1)( x − 1)( x + 1)
f(x) = 2 3
7.2 7.2.2
f(x) = ( x − 2)( x − 2)( x + 2) 9.9 1 or x = __
x = − __ 1
4 3
7.3 7.3.1 a) − 20
Exercise 10 (For enrichment)
b) − 14 __ __
− 1 + √
3i − 1 − √
3i
c) 0 10.1 x = − 4 or x = ________
or x = ________
2 2
7.3.2 Give one factor of.
10.2 x = 2 or x = _______ − 2 + 2i or x = _______− 2 − 2i
f(1) = 0 4 4
__ __
∴
x − 1is one of the factors of 1
_______ + √7i
1
_______ − √7i
10.3 x = 3 or x = or x =
x 3 + 4 x 2 + 13x − 14
f( x) = − 3 4 4
__ __
√ √
7.3.3 ( x − 1)( − 3x + 7)( x + 2) 10.4 x = − 1or x = _______ 3i o r x = _______
3 + 3 − 3i
2 2
__ ___
− 1 + √
3i − 1 − √
31
Exercise 8 10.5 x = − 1or x = ________ or x = _________
2 2
8.1 ( x − 1)( x + 1)( x + 2) __ __
−
________ 3 + √
3i −
________ 3 − √
3i
8.2 ( x + 2)( x − 3)( x + 5) 10.6 x = 4or x = or x =
6 6
__ __
8.3 ( x + 2)( 3x − 4)( x − 3) 3 +
_______ √
3i 3
_______ − √
3i
10.7 x = − 4or x = or x =
6 6
8.4 ( x − 2)( 3x + 4)( x − 3) __ __
√ √
8.5 (x − 1)(7x − 1)(x + 1) 10.8 1 +
x = 1or x = _______ 1 −
5i or x = _______ 5i
2 2
__ __
8.6 (x + 1)(x + 3)(x + 5) − 5 + √ 7i − 5 − √
7i
10.9 x = 2or x = ________ or x = ________
8.7 (x − 1)(x − 6)(x + 2) 8 8
8.8 (x + 4)(3x − 2)(2x + 1)
8.9 (x − 2)(3x − 1)(4x + 1)
Chapter 2 | Polynomials 203
TECH_MATHS_G12_LB_ENG.indb 203 2018/02/05 04:46
Revision Exercise
1. Calculate the remainder when f( x) = − x3+ 3 x2− 5x + 7is divided by:
1.1 f( 1) = 4
1.2 f(− 2) = 37
2. 2.1 Remainder = 0 x − 7is a factor
2.2 Remainder = –96x − 1is not a factor o
3. a = –4 and b = 6
4. 4.1 a = 3 and b = 8
4.2 = (2x − 1)( x − 1(x + 3))
5. 5.1 2
x = − 1 ; x = 3 ; x = __
3
5.2 x = − 2 ; x = − 11 ; x = − 11
5.3 x = − 1 ; x = 1
5.4 x = − 1 ; x = − 5 ; x = − 9
204 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 204 2018/02/05 04:46
CHAPTER 3 Differentiation
Exercise 1 3.4 3
1.1 8 3.5 − 4
1.2 8 3.8 2x
1.3 0 3.7 − 10x
1.4 − 1
1.5
0 Exercise 4
4.1 6x
1.6 2 ∴the limit does not exist
__
0 4.2 − 8x
1.7 0 = 0
__
7 4.3 3 x2− 8x
1.8 2
4.4 2 x3
1.9 1 ∴the limit does not exist
__ 1
__
0 4.5 − 4 x − 2 − 21 x2
4.6 0 x5
3
Exercise 2
1 x − 9 − 8x
__ __ 8
4.7
2.1 2.1.1
mAB = − 6 3
4.8 − 10 x4+ 6 x5
2.1.2 mAB = 6
4.9 − 4x
2.2 mAB = 11
2.3 mAB = 0
Exercise 5
5.1 y = 4x − 8
Exercise 3
5.2 y = 5x + 3
3.1 0
5.3 y = 16x + 20
3.2 1
5.4 y = 9x − 7
3.3 − 2
5.5 y = − x + 14
Exercise 6
6.1 Stationary point ( 2; − 7). It is a minimum point.
6.2 Stationary point ( 3; 6). It is maximum point
6.3 Stationary points are ( 0; 0) and (− 2; 4)Minimum point ( 0; 0). Maximum point ( − 2; 4)
Stationary points ( 0; − 15) and (__
27 )
6.4 437 . Maximum point: ( 0; − 15). Minimum point:
4 ; − ____
3
(3 27 )
__
437
4 ; − ____
6.5 Stationary points ( 1; − 2) and (− 1; 2). Minimum point ( − 1; 2). Maximum point ( 1; − 2).
6.6 Stationary points are ( 2; − 13) and (− 2; 19). Minimum point: ( 2; − 13). Maximum point
(− 2; 19).
Chapter 3 | Differentiation 205
TECH_MATHS_G12_LB_ENG.indb 205 2018/02/05 04:46
Exercise 7
7.1 3− 3 x2+ 4
f( x) = x
y
4
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
7.2 3− 2 x2− 4x + 8
f(x) = x
2
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–2
–4
–6
–8
206 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 206 2018/02/05 04:46
7.3 f ( x) = ( x − 2)2( x + 3)
18 y
16
14
12
10
8
6
4
2
x
0
–5 –4 –3 –2 –1 1 2 3 4 5
–2
7.4 3− 4 x2− 3x + 18
f( x) = x
y
18
16
14
12
10
8
6
4
2 x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–2
7.5 3− 4x
f( x) = x
y
8
2
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–2
–4
–6
–8
Chapter 3 | Differentiation 207
TECH_MATHS_G12_LB_ENG.indb 207 2018/02/05 04:46
7.6 3
f ( x) = x
y
8
2
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–2
–4
–6
–8
7.7 3− 11 x2+ 24x
f( x) = x
y
10
5
x
–8 –6 –4 –2 0 2 4 6 8
–5
–15
–15
–20
–25
–30
–35
7.8 f( x) = − 2 x3
y
8
2
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–2
–4
–6
–8
208 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 208 2018/02/05 04:46
7.9 ( x + 1)( x2− 9)
y
6
4
2
x
0
–5 –4 –3 –2 –1 –2 1 3 2 4 5
–4
–6
–8
–10
–12
–14
–16
–18
7.10 (x + 1)(x + 2)(x − 1)
y
6
4
2
x
–5 –4 –3 –2 –1
0 1 3 2 4 5
–2
–4
–6
–8
–10
–12
–14
Exercise 8
8.1 8.1.1 ds = 9 t2− 60t + 64
v = ___
dt
d(v)
8.1.2 A = ____ = 18t − 60
dt
8.1.3 v( 3) = 9 ( 3)2− 60(3)+ 64
= − 35 m/s
8.1.4 A(3) = 18(3)− 60
= − 6 m/s 2
8.2 8.2.1 64 m/s
8.2.2 32 m.s−2
8.2.3 ∴ t = 4. The ball will attain its greatest height after 4 seconds.
8.3 8.3.1 t = 4 or t = − 5Time cannot be negative; therefore, it will take 4 seconds for the
helicopter to rise 20 metres.
8.3.2 v = 2(4)+ 1 = 9 m/s
8.4 Dimensions are: x = 250 m and y = 125 m
Chapter 3 | Differentiation 209
TECH_MATHS_G12_LB_ENG.indb 209 2018/02/05 04:46
Revision Exercise
1.1 = 11
1.2 = 3
1.3 1
= __
2
1.3 = 13
2.1 m = − 6
2.2 m = 3
3.1 y = − 6x + 16
3.2 y = 3x − 1
3.3 y = 0
3.4 fy = 24x + 32
3.5 y = − __ 1 x + 1
8
4.1 lh→0
im− 2 = − 2
4.2 f = lh→0im ____− 3h = − 3
h
4.3 = lh→0 6h = 6
im ___
h
4.4 h(8x +
4h) = 8x
im __________
lh→0
h
4.5 = − 14x
___ dy
5.1 ( x3+ 4) = 3 x2
dx
5.2 d ( 3t − 4 t2) = 3 − 8t
__
dt
5.3 Dx(2 x2− x − 6) = 4x − 1
5.4 f'(x) = − 6x + 2
___dy
5.5 ( 5 x2+ 40x) = 10x + 40
dx
6.1 3+ 3 x2− 4
f(x) = x
6.2 f (x) = − x3− 4x
6.3 f(x) = 2 x3− 2 x2− 5x − 1
6.4 f( x) = − x3− 3 x2− x + 3
7. h( t) = 40t − 5 t2
7.1 h'(0) = 40 − 10(10) = 40 m / s
7.2 h( 4)− 40(4)− 5 (4)2 = 80 m
7.3 A = h"(t) = − 10
8.1 Surface area = 2xh + 2(4xh) + 2(4x2) = 2xh + 8xh + 8x2 = 10xh + 8x2
8.2 Length = 9,2; Width = 4(9,2) = 36,8; Height = h = _______ 5 0002 = 14, 77
4 ( 9, 2)
8.3 Surface area =
12 500
_______ + 8 (9, 2) = 2 035, 82 cm
2 2
9, 2
210 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 210 2018/02/05 04:46
CHAPTER 4 Integration
__ __
√
Exercise 1 3.5 ∫ x5
___ = √5
ln|x| + C
___ ___
1.1 5x + C ____ √
11
3.6 ∫ x √
= 11 ln|x| + C
1.2 ∫ − 3dx = − 3x + C
3.7 2 ln|x| + C
__
x 3+1 + C
_____ 3
1.3 ∫ x dx =
3
3+ 3.8 ∫ ___ 2 dx = 2 ln|x| + C
__
4
1.4 x + C
__ 5x 5
4 1 ln|x| + C
3.9 ∫ ___ − 1 dx = − __
1.5 ∫ 8 x 7 dx = x 8 + C 2x 2
1.6 − __ x 2 + C
2 Exercise 4
x 5 + C
__
1.7 ∫ x 4 dx =
5 4.1 14
___
3
1.8 ∫ − 3xdx = − 3 x 2 + C
__
2 4.2 58
1.9 x 6 + C 4.3 3 − 0 = − __
− __ 3
4 4
Exercise 2 4.4 31 __1
2
2
2.1 x + x + C
__ 5
__
( ) 2 _____
3
__
( ) 2
2 4.5 2 4
_____ + 4 4 352
= ____
− x 2+ x + C 5 3 15
2.2 ∫ (− x + 1) dx = ____ 5
__
2 4.6 2( 1) − ______ 18 (1 ) 3 8
= − __
2 5 5
2.3 3 x +
____ 2x + C
2 4.7 − 10
____
x 3 + C 9
2.4 ∫ (1 − x 2) dx = x − __
3
4 4.8 118
____
2.5 x − + C
x
__ 5
4
3
2.6 x −
__ x 2 + x + C Exercise 5
3
32
___
4
2.7 x − ____
__ 2 x 3+ __ x 2 −
5x + C 5.1 square units
4 3 2 3
16
___
5
2.8 3 x − __
____ x 6 + C 5.2 square units
5 6 3
2
2.9 5x + ____ 3 x x 3 + C
+ __ 5.3 25
___ squared units
2 3 2
2.10 ∫ (− 3 x 2 + __ )
1 x + 1 dx = − x 3
+ x 2 + x + C
__
5.4 32
___ squared units
2 4 3
Exercise 3 5.5 1
__
2
3.1 1n|x| + C
5.6 38
___
3.2 100ln|x| + C 3
22
___
3.3 ∫ x = 23ln|x| + C
__ __
√
3.4 ∫ x3
=
___ √
3 ln|x| + C
Chapter 4 | Integration 211
TECH_MATHS_G12_LB_ENG.indb 211 2018/02/05 04:46
Revision Exercise
1. __ x 2 + C =
1 × __ x 2 + C
__
2 2 4
2. x 2 + 3x + C
3.
3
4 x + ____
____ 3 x 2− x + C
3 2
2
4. x 8 + ____ 3 x + C
2
5.1 1 + __ 7 + 1 = ___ 11 = 5 __
1
2 2 2
5.2 2 − ___ 32 = − ___ 26 = 8 __ 2
3 3 3
5.3 245
____ 124
− ____ 121
= ____ 1
= 40 __
3 3 3 3
5.4 − 27
____ 22 = − ____
− ___ 125 5
= 20 __
2 3 6 6
5.5 − (___
− 2 ) = __ 2
3 3
6.1 8
6.2 2
7.1 f( x) = − 2x + 3 for x = 1 to x = 4
y
5
4
3
2 y = −2x = 3
1
x
0
–3 –2 –1 0 1 2 3 4 5
–1
–2
–3
–4
–5
|| | |
= __
4
− 25
1 + ____
4
13 square units
= ___
2
212 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 212 2018/02/05 04:46
7.2 x 2 for x = 0 to x = 3
f ( x) = −
y
1
x
0
–3 –2 –1 1 2 3
–1
y = –x² –2
–3
–4
–5
| |
3
= ____ =
− 3 |− 9| = 9 square units
3
7.3 f( x) = 9 − 3 x 2 for x = 0 to x = 3
y
10
2
E x
0
–3 –2 –1 1 2
–2
–4
–6
–8
–10
–12
–14
–16
–18
–20
10, 387 + 10, 387 = 20, 774 square units
Chapter 4 | Integration 213
TECH_MATHS_G12_LB_ENG.indb 213 2018/02/05 04:46
7.4 x 3 − 4x for x = − 2 to x = 2
f ( x) =
y
5
4
3
2
1 x
–3 –2 –1 0 1 2 3
–1
–2 y = x3 – 4x
–3
–4
–5
|4 | + | − 4 | = 8 square units
7.5 x 3 for x = − 4 to x = 0
f( x) = −
y
15
10
x
–3 –2 –1 0 1 2 3
–5 y = – x³
–10
–15
= 64 square units
214 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 214 2018/02/05 04:46
CHAPTER 5 Analytical geometry
Exercise 1
1.1 x 2 + y 2 = 9 2
2 + y 2 = 81
x
1.2 x 2 + y 2 = 25
1.3 Therefore the point ( − 10; 7)does lie on the circle
1.4 x 2 + y 2 =
r 2
2 2 + 0 2 =
r 2
r 2
4 =
∴
x 2 + y 2 = 4
1.5 x 2 + y 2 = 49
1.6 1.6.1 To find the radius, we can set 16 = r2, making r = 4. r is not –4 because it is a distance
and distances are always positive.
1.6.2 To graph the circle, start at the origin and go out 4 units in each direction and
connect.
y
x
0
1.7 The radius of the circle is, r = 2 units therefore the equation is:
x 2 + y 2 = 4
1.8 The point does not lie on the circle
Exercise 2 __ __
√
2 (
2.1 ___
y − 3 = − x − √ 2 )
__3
√
___
= y = − 2 x + __
2 + 3
3 3
__
∴ 3y + √2 x = 11
Chapter 5 | Analytical geometry 215
TECH_MATHS_G12_LB_ENG.indb 215 2018/02/05 04:46
2.2 2.2.1 r 2 = 2 2 + (− 3) 2 = 13
2.2.2 m rad = m OP = ___ − 3
2
2.2.3 m tan = __ 2
3
2.2.4 3y = 2x − 13
2.3 2.3.1 ∴ x 2 + y 2 = 13
2.3.2 m or = − __ 2
3
2.3.3 2y = 3x − 13
Exercise 3
3.1.1 The coordinates of V and G are (
5)
3.1 7 ; − __
__ 1 ; (1; − 1)
5
7 + 1 − __
__ 1 + (− 1)
3.1.2 The coordinates of the midpoint M are: ( ; 5
5
_____ _________
) =
( 5 ; 5 )
6 __
__ 3
2 2
3.2 3.2.1 Solving x 2 + y 2 = 10and line x + 5 = 2ysimultaneously gives the points P(–3; 1)
and Q(1; 3).
3.2.2 Midpoint J(–1; 2)
3.3 The point of tangency is ( 1; − 6)
3.4 Substituting M(4; 2) in y = − 2x + 10shows that p = 4
Exercise 4
y 2
x 2 + __
4.1 4.1.1 9 x 2 + 4 y 2 = 36 Vertical because equation simplifies to: __ = 1 , hence a 2 is
2 4 9
under y .
2
2 y
4.1.2 ___ x + ___ = 1 The bigger denominator is 49, hence a2 is under y2, so the ellipse
16 49
has a vertical major axis.
2
2
y
x + __ = 1
4.1.3 ___ Horizontal major axis ellipse, a2 is under x2.
81 9
2 y 2
x + __ = 1, hence a2 is under x2, so the
4.1.4 4 x 2 + 25 y 2 = 100 Equation simplifies to: ___
25 4
ellipse is horizontal
2 y 2
4.2 First put the equation in the correct form by dividing everything by 16: ___ x + __ = 1
16 4
The larger value is a² = 16 and b² = 4. Since the larger value is under x, the ellipse has a
horizontal major axis.
The values are a = 4, b = 2.
Centre at ( 0; 0)
Vertices: ( 4; 0) and ( − 4; 0)
End Co-Vertices: ( 0, 2) and ( 0, − 2)
___
√12 c 2
c 2 = 16 − 4, c =
foci ( 3, 5; 0) and ( − 3, 5; 0)
216 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 216 2018/02/05 04:46
4.3 a = 8 and b = 2
The minor axis is 2b = 4, so b = 2.
2 y 2
x + __ = 1which is the same as: x 2 + 16 y 2 = 64
The equation is: ___
64 4
4.4 4.4.1 The vertical major axes is 2a = 6
The minor axes is 2b = 4
4.4.2 y
(0;3)
(–2;0) (2;0) x
(0;0)
(0;–3)
2 y 2
4.5 x 2 + _____2 = 1
_____
529 452
2 y 2
4.6 The equation is: ____ x + ____ = 1
128 144
Revision Exercise
1. 1.1 x 2 + y 2 = 9
9 or 16 x 2 + 16 y 2 = 9
1.2 x 2 + y 2 = ___
16
1.3 x 2 + y 2 = 10
1.4 x 2 + y 2 = 16
2. N(2; 3)
___
2.1 √13
r =
2.2 x 2 + y 2 = 13
2.3 3y + 2x = 13
2 y 2 2 y 2
3. x 2 + ___2 = 1 or ___
___ x 2 + ___2 = 1
a b b a
2
2 y
x + __ y 2
x 2 + ___
3.1 __ = 1 ⇒ __ = 1
3 2 4 2 9 16
Chapter 5 | Analytical geometry 217
TECH_MATHS_G12_LB_ENG.indb 217 2018/02/05 04:46
x 2 + __ y 2 y 2
x 2 + ___
3.2 _____ __ 2 = 1 ⇒ ___ = 1
4
2
32 16
( √ 3 )
x 2 + __ y 2 y 2
x 2 + __ y 2
9 x 2+ __
3.3 ______ = 1 ⇒ __ = 1 ⇒ ____ = 1
__ 4 9 4 9
( )
2
−
___ 2 3 2
3 9
2 y 2 x 2 + _____ y 2
3.4 x 2 + _____2 = 1 ⇒ __
__ = 1
3 ( 1, 5) 9 2, 25
4. 7y = 4x + 65
5. 5.1 x 2 + y 2 = 25
5.2 OB = r = 5; AB = 2r = 10
5.3 m 4
rad = − __
3
5.4 4y = 3x − 28
2 y 2 2 y 2
6. x 2 + _____2 = 1 or _____
_____ x + ____ = 1
( 0, 6) (0, 3) 3600 900
7. M( 0; − 5) and N( 5; 0)
218 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 218 2018/02/05 04:46
CHAPTER 6 Euclidean geometry
Exercise 1
1.1 8
___
16
1.2 16
___
8
1.3 8
___
24
1.4 16
___
24
Exercise 2
2.1 a =
If a × d = b × c then __ c
__
b d
2 = ___
2.1.1 __ 4 6
2 ≠ ___
2.1.2 __
5 10 3 12
28
7 = ___
2.1.3 __ 3 ≠ ___
2.1.4 __ 10
2 8 4 14
1
1 __
2.1.5 1 : 4 = 7 : 28 1
__ ___
2.1.6 = 4
4 5
2.2 3 or __
2 = ___
2.2.1 __ 8
2 = ___ 5 = __
2.2.2 ___ 5 = ___
1 or __ 15
8 12 3 12 15 3 1 3
5 = ___
2.2.3 ___ 6 or __ 15
5 = ___
15 18 6 18
Exercise 3
3.1 3.1.1 __ 4 = ___ 15 = ___
12 ; ___ 12 ; ___ 5 ; __
4 = ___ 5 = ___
15 ; _____
4 +
5 = _______
12 + 15 4 −
; _____ 5 = _______
12 − 15
5 15 5 4 12 15 4 12 5 15 5 15
y __ y x+7 y + 11 _____
x−7 y − 11
x
3.1.2 __ ___
y =
7 ; ___
11 = __ x
7 ; __ ___ 11 _____
___ ______
x 7 = 11 ; x = 7 ; 7 = 11 ; 7 = 11
______
11 y
a = b y b
3.2 3.2.1 __ x
__
y 3.2.2 __ __
x =
a
y x
3.2.3 __ = __
a
b
4 = 5 y x
3.3 3.3.1 __ x
__
y 3.3.2 __ = __
5 4
x+y x−y
3.3.3 __ 9 = _____ y 3.3.4 _____ 4−5
_____
y = 5
5
y 5 = 1 __ 1 y+x 9 = 2 __ 1
3.3.5 __ x = __ 3.3.6 _____ x =
__
4 4 4 4
3.4 3.4.1 x = 15 3.4.2
x = 5
3 or 2
__
3.4.3 x = − 3.4.4
x = ± 3
2
Chapter 6 | Euclidean geometry 219
TECH_MATHS_G12_LB_ENG.indb 219 2018/02/05 04:46
3.5
LP PM LM LQ QN LN
a) 14 16 30 21 24 45
b) 8 10 18 12 15 27
c) 16 22 38 24 33 57
d) 6 10 16 9 15 24
e) 8 12 20 12 18 30
f) 9 12 21 12 16 28
g) 10 16 26 15 24 39
Exercise 4
4.1 the ratio of the areas of two triangles that have the same height equals the ratio of
their bases.
4.2. 4.2.1 ____________ area of ΔRSU =
1
__
area of ΔRST 3
4.2.2 ____________
area of ΔRSU =
1
__
area of ΔRSV 2
4.2.3 ____________
area
of ΔRUT = 1
area of ΔRSV
4.3. 4.3.1 _____________area of ΔMNP =
2
__
area of ΔMNO 9
4.3.2 _____________ area of ΔMNO =
9
__
area of ΔMNQ 5
area of ΔMQO 4
4.3.3 _____________
= __
area of ΔMNO 9
area of ΔJMN 2
4.4. 4.4.1 ____________ =
__
area of ΔJML 5
area of ΔJML 2 = __
1
4.4.2 ____________
= __
area of ΔJKL 6 3
area of ΔJMN a
4.4.3 ____________
= ___
area of ΔJKL 3b
Exercise 5
area of ΔJNM JM
5.1 5.1.1 _____________
=
____
area of ΔMNK MK
area of ΔJNM JN
5.1.2 _____________
=
___
area of ΔMNL NL
5.2 Their areas are equal because the two triangles lie between the same parallel lines and
have the same base.
5.3 Engage with learners’ conclusions
5.4 Engage with learners’ statements
220 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 220 2018/02/05 04:46
Exercise 6
___ EJ EI ⇒ __
___ 10 ⇒ x = 4
5 = ___
6.1 = x
JC ID 2
6.2 __ m +
m = _____ 2 ⇒ 3m = 2m + 4 ⇒ m = 4
2 3
6.3 PT = × PR =
PS_______ 21 × 25
_______
= 15 6.4
PQ 35
HE ____ = 2
__ ⇒ EH : HC = 2 : 1
CH 1
6.5 UY =
____ 1 , VX : XU = 1 : 2 and VZ‖XY
__
UW 3
6.5.1 UX : UV = 2 : 3 and UY : YW = 1 : 2
6.5.2 YZ : YU = 1 : 2(In ΔUVZ, XY‖VZ; Prop. Thm)
6.5.3 ∴ UZ = 3b = ZW
___ y 30 ⇒ y =
15 × 30 45 = 22, 5
6.6 = ___ _______
= ___
15 20 20 2
30 ⇒ x =
x = ___
___ 20 × 20
_______ 40 = 13, 33
= ___
20 20 30 3
6.7 6.7.1
PT = 3 mm; TQ = 9 mm; RS = 4 mm; SQ = 8 mm
3 = __
PT =
____ __ 1 and ___ 4 = __
RS =
__ 1 ∴ ____ RS hence not parallel.
PT ≠
___
TQ 9 3 SQ 8 2 TQ SQ
6.7.2
PT = 5 mm; PQ = 15 mm; RS : SQ = 1 : 2 not parrallel
6.7.3
PQ : QT = 4 : 1; RQ : RS = 4 : 1 it is parallel
6.7.4
PT = x; TQ = x + 2; RQ = 6x + 6; RS = 3xnot parallel
Exercise 7
7.1 In the figure alongside, ∆ABC⫼∆ADE
7.1.1 ˆ = 33º; ˆ
ˆ
B = 69º; E = 180º –(33º + 69º) = 78º
A
BC‖DEset of corresponding angles are equal; similar triangles are equiangular.
7.1.2
7.1.3
CE = AE − AC = 9, 33 − 4 = 5, 33
7.1.4 If A
B = 1, 5; BD = 3, and CE = 4, find AC, AE, and AD.
7.2 The pentagons are similar implies that the ratio of the corresponding sides are in the same
proportion and the ratio of their perimeters equals a constant, that is, a scale factor. Let P1
be the perimeter of ABCDE and P2 be the perimeter of STUVW. Then
___ P 24 + 40 + 56 + 24 + 48 = ____ 192 = __
4 . Thus, the lengths of pentagon STUVW are as
1 = ___________________
P 2 240 240 5
follows: ___ 5 ⇒ ___
ST =
__ 5 ⇒ ST =
ST = __ 24 ×
______ 5 = 30. Similarly, the lengths of TU, UV,
AB 4 24 4 4
VW, and WS are 50, 70, 30, and 60 respectively.
Chapter 6 | Euclidean geometry 221
TECH_MATHS_G12_LB_ENG.indb 221 2018/02/05 04:46
7.3 HJKL is not similar to MNPQ because the ratios of the corresponding sides are not in the
10 ≠ __
same proportion. ___ 7
6 3
7.4 The dimensions of the student’s drawing are as follows: 18 cm by 12 cm
1 cm × 27 m = 18 cm and ______
_______ 1 cm × 18 m = 12 cm
1, 5 cm 1, 5
Exercise 8
8.1 z = 28º (corresponding ∠s = ; AP‖RS)
8.1.1
w = 115º ( corresponding ∠s = ; AP‖RS)
x = 180º − (28º + 115º) = 37º ( sum of interior ∠s of aΔ)
y = 37º ( corresponding ∠s = ; QR‖PB)
8.1.2 In ΔBSR and ΔBPA,
ˆ ˆ
B =
B (common)
BˆSR = Bˆ
PA (proved)
RS = Bˆ
Bˆ AS (proved)
∴ ΔBSR | | | ΔBPA (∠∠∠= )
8.1.3 In ΔBSR and ΔRQA,
Rˆ
BS = Aˆ
RQ (proved)
RS = Rˆ
Bˆ AQ (proved)
RˆSB = Aˆ
QR (third angle)
∴ ΔBSR | | | ΔRQA (∠∠∠= )
8.1.4 In ΔARB, QR | | PB (given)
AQ
____ ___
AR
= (Proportionality Theorem)
QP RB
and in ΔBPR, RS | | AP (given)
___
PS
AR = (Proportionality Theorem)
___
RB SB
Thus
= (both = )
AQ
____ ___
PS ___
AR
QP SB RB
8.2 ˆ
8.2.1 E ˆD
1 = BC
8.2.2 ΔFCE | | | ΔFEB
8.2.3 F E 2 = FB∙FC
8.2.4 FB = 4 units
222 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 222 2018/02/05 04:46
8.3 8.3.1 In ΔABD and ΔAEC
ˆ ˆ
E (subtended by the same chord AC)
B =
ˆ
A 1 = ˆ
A 2 (given)
DB = Aˆ
Aˆ (∠∠∠)
CE
8.3.2 AD = 10 cm
b) BC = 9 cm
8.4. 8.4.1 In ΔSQT and ΔPQR
ˆ ˆ
Q = Q
(common)
ˆR
Q ˆST = QP (corresponding ∡s = ; ST | | PR)
(∠∠∠)
ΔSQT | | | ΔPQR
ST = SQ __
2
8.4.2 a) ___ ___ =
PR PQ 5
____ QT 2
__
b) =
TR 3
__
RT = 3
c) RE = ___
___
RP RQ 5
8.5 ΔGDF | | | ΔGED (the ratios of corresponding sides are in the same proportion)
8.6 8.6.1
b = 6
8.6.2 x = 5
Exercise 9
1, 6 × 4, 9
1 . 6 ⇒ x =
9.1 x = ____
____ ________ = 4, 8 ⇒ the height of the lamppost = 4, 8 m
5, 4 1, 83 1, 83
9.2 p = 6,9 m
TP × QR
________ 624 × 160 ≈ 191 m
_________
9.3 ST = =
TP − TR 624 − 100
9.4 YZ = ___
___ 12 ⇒ YZ = 5 × 12
______
= 7, 5m
5 8 8
___ y 3, 2 7, 2 × 3, 2
9.5 = ___ ________
⇒ y = = 3, 84 cm
7, 2 6 6
5, 2 3, 2 × 5, 2
x = ___
___ ________
⇒ x = = 2, 77 cm
3, 2 6 6
Chapter 6 | Euclidean geometry 223
TECH_MATHS_G12_LB_ENG.indb 223 2018/02/05 04:46
Revision Exercise
1. 1.1
BC = 12
1.2 PR = 15
2. 2.1 The corresponding angles are equal.
2.2 ___ 15 ⇒ x =
x = ___ 19 ×
15 = 31, 7
_______
19 9 9
3. GM =
3.1 ____ ___ 3
60 = __
GK 80 4
∴ ΔGST | | | GKM
3.2 K = ˆS 2
ˆ (proved, ΔGST | | | ΔGMK)
∴ KMST is a cyclic quadrilateral (exterior ∠ of a cyclic quad. = int. opp ∠)
4 4.1 ____AD = AE = __
___ 1
DB EC 2
__ __
√__ √__
4.2 3
____ 2 3
= 5
____
√
2 √
5
__ __
√5__ √
4.3 ____ 5
= ____ __
3 √
5 3 √ 5
5. 6 ⇒ x =
x = ___
___ 60 ×
______6 = 24Therefore the length of the shadow is 48 cm
60 15 15
224 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 224 2018/02/05 04:46
CHAPTER 7 Integration
Exercise 1 Exercise 3
1.1 AC = 7,1 cm 3.1 43,3 cm2
1.2 ˆ = 86º
1.2.1 R 3.2 10,5 cm2
1.2.2 QR = 3,3 cm 3.3 ˆ = 65,8º
3.3.1 A
1.3 ˆ
W = 55º 3.3.2 Area of ADCB = 609, 3 cm2≈ 610 cm2
UV = 7,75 cm
UW = 9,32 cm
1.4 1.4.1 ˆ
L = 108º Exercise 4
1.4.2 NL = 67,6 m 4.1 CH = 60 tan 12º ≈ 13 m
1.4.3 LP = 55,7 m 4.2 6 ≈ 10 m
BC = _______
cos53º
1.4.4 MP = 71,6 m
4.3 p = 15,58
1.5 ˆ = 39,5º
1.5.1 P
Building p is 15,58 m
1.5.2 QR = 7,38 m
q = 51,88 m
Exercise 2 Building q is 51,88 m
2.1 MN = 17,14 cm 4.4 ˆO = 16,7º
NQ
2.2 ˆ
= 33,9º
R
Exercise 5
2.3 CB = 129,6 m
5.1 5.1.1 LB = 3,6 m
2.4 2.4.1 AC = 26,6 m
2.4.2 Bˆ
5.1.2 AB = 7,4 m
AC = 25º
2.4.3 ˆ
5.1.3 Area of ∆ABC = 8,28 m2
D = 71º
5.2 5.2.1 Area of ∆ABC = 9,58 cm2
2.5 2.5.1 RQ = 11 m
5.2.2 AC = 4,3 cm
ˆ
2.5.2 R
= 16,2º
5.2.3 FC = 2 m
2.6 2.6.1 A = 26,4
5.3 5.3.1 RN = 67,3 m
2.6.2 h = 10,21 m
5.3.2 MN = 77,7 m
5.3.3 Area of ∆RSN = 1 125 m2
5.4 5.4.1 PB = 22,65 m
5.4.2 PA = 19,55 m
5.4.3 AB = 15,4 m
Chapter 7 | Integration 225
TECH_MATHS_G12_LB_ENG.indb 225 2018/02/05 04:46
Revision exercise
1. XY = 5,79 cm
a) Aˆ
BC = 45º
b) AC = 14,17
c) ˆB = 86,41º
AC
2. Area of ∆ABC = 11,15 cm2
3. a) TF = 46,6 m
b) ˆ = 37,8º
AP
c) Angle of depression = 52,5º
4. a) AC = 338,83 m
b) BC = 1 218,4 m
c) θ = 7,4º
d) Area of ∆ABC = 127 061,25 m2
e) AD = 373,86 m
BD = 1 228,6 m
Aˆ
DB = 130,8º
226 Technical Mathematics | Grade 12
TECH_MATHS_G12_LB_ENG.indb 226 2018/02/05 04:46
You might also like
- MEI A Level Further Maths Core Year 1 (As) 4th Edition100% (8)MEI A Level Further Maths Core Year 1 (As) 4th Edition226 pages
- Module For Advanced Mathematics For ECENo ratings yetModule For Advanced Mathematics For ECE41 pages
- Advance Mathematics: Danielle Joy L. Alcantara Jan Lexver C. Tiangco100% (1)Advance Mathematics: Danielle Joy L. Alcantara Jan Lexver C. Tiangco35 pages
- Advanced Mathematics: Danielle Joy L. Alcantara100% (2)Advanced Mathematics: Danielle Joy L. Alcantara35 pages
- Edexcel AS and A Level Modular Mathematics Further Pure Mathematics 1 by Keith PledgerNo ratings yetEdexcel AS and A Level Modular Mathematics Further Pure Mathematics 1 by Keith Pledger154 pages
- Instructional Materials For Advanced Engineering Mathematics For ECENo ratings yetInstructional Materials For Advanced Engineering Mathematics For ECE48 pages
- IM ECEN 30024 Advanced Engineering Mathematics For ECENo ratings yetIM ECEN 30024 Advanced Engineering Mathematics For ECE82 pages
- 1557 (Ebook PDF) Mathematics For Engineers 5th Edition PDF Download100% (2)1557 (Ebook PDF) Mathematics For Engineers 5th Edition PDF Download55 pages
- CHAPTER 1 MODULE For Students - Numerical SolutionsNo ratings yetCHAPTER 1 MODULE For Students - Numerical Solutions10 pages
- (Ebook PDF) Mathematics For Engineers 5Th Edition DownloadNo ratings yet(Ebook PDF) Mathematics For Engineers 5Th Edition Download53 pages
- MM115 Complex Numbers FOR STUDENTS MatejaNo ratings yetMM115 Complex Numbers FOR STUDENTS Mateja22 pages
- A Research Project About Complex Numbers - Faculty of Engineering - MTI UniversityNo ratings yetA Research Project About Complex Numbers - Faculty of Engineering - MTI University28 pages
- (Ebook PDF) Mathematics For Engineers 5th Editionpdf Download100% (4)(Ebook PDF) Mathematics For Engineers 5th Editionpdf Download47 pages
- SPH 103 Mathematics For Physics: Dr. N. O.Hashim Department of Physics Kenyatta University September 19, 2017No ratings yetSPH 103 Mathematics For Physics: Dr. N. O.Hashim Department of Physics Kenyatta University September 19, 2017122 pages
- Mathematical Formulae For Electrical and Computer Engineers: Edited byNo ratings yetMathematical Formulae For Electrical and Computer Engineers: Edited by23 pages
- (Ebook PDF) Mathematics For Engineers 5th Edition Download100% (3)(Ebook PDF) Mathematics For Engineers 5th Edition Download45 pages
- (FREE PDF Sample) (Ebook PDF) Mathematics For Engineers 5th Edition Ebooks100% (1)(FREE PDF Sample) (Ebook PDF) Mathematics For Engineers 5th Edition Ebooks39 pages
- ARDUINO CODING: A Comprehensive Guide to Arduino Programming (2024 Crash Course)From EverandARDUINO CODING: A Comprehensive Guide to Arduino Programming (2024 Crash Course)No ratings yet
- A I and Contemporary Challenges TH 2024 Journal of Open Innovation TechnolNo ratings yetA I and Contemporary Challenges TH 2024 Journal of Open Innovation Technol9 pages
- Boschtrainingsolutionsleafleta 4 CroppedNo ratings yetBoschtrainingsolutionsleafleta 4 Cropped2 pages
- IoT The Network Protocols and Technologies - v4No ratings yetIoT The Network Protocols and Technologies - v428 pages
- Safety Systems and Accident Theory SSAT Reader 2021 09 29No ratings yetSafety Systems and Accident Theory SSAT Reader 2021 09 29283 pages
- Certificate Generation Using Blockchain Report-1No ratings yetCertificate Generation Using Blockchain Report-131 pages
- MGI - Thriving Amid Turbulence Imagining The Cities of The FutureNo ratings yetMGI - Thriving Amid Turbulence Imagining The Cities of The Future16 pages
- Description of Damage: 4.2.7 Brittle Fracture 4.2.7.1No ratings yetDescription of Damage: 4.2.7 Brittle Fracture 4.2.7.15 pages