LEARNER GUIDE

Faculty APPLIED AND COMPUTER SCIENCES

Department APPLIED PHYSICAL SCIENCES

Course MATHEMATICS 1

Title AMMAT1A/AMMAA1A/AMMAT1B

Compiled By M NTSHANGASE

Year SEMESTER 1, 2025

NQF Level 5

Credits 10/12

1
INDEX
1 MODULE INFORMATION
1.1 Word of welcome ............................................................................. …. 3
1.2 Philosophy of teaching and learning ................................................. …. 3
1.3 Contact persons ............................................................................... …. 5
1.4 Rationale for the module .................................................................. …. 6
1.5 Prerequisites .................................................................................... …. 6
1.6 Learning material ............................................................................. …. 6
1.7 How to study .................................................................................... …. 6
1.8 Assessment .................................................................................... …. 7
1.9 Icons ............................................................................................... …. 8
1.10 Action verbs .................................................................................... …. 8
1.11 Module plan .................................................................................... …. 9
1.12 Learner work program ..................................................................... … 10
1.13 Time schedule.................................................................................. .... 11

2 LEARNING UNIT INFORMATION

2.1 Module outcomes ………………………………………………………….....12
Learning Unit 1: Basic algebra, functions and trigonometry …………….12
Tutorial questions …………………………………………15
Learning Unit 2: Differentiation ……………………………………………..19
Tutorial questions ………………………………………... 23
Learning Unit 3: Integration ……………………………………………….. .26
Tutorial questions ………………………………………... 29
Learning Unit 4: Vectors ………………………………………………….... 32
Tutorial questions ………………………………………... 35
Learning Unit 5: Complex numbers...…………………………………….....36
Tutorial questions ………………………………………….39

2
1 MODULE INFORMATION
1.1 WORD OF WELCOME
The Department of Applied Physical Sciences welcomes you as a learner to the Faculty of Applied and Computer
Sciences at the Vaal University of Technology.
The department strives towards integration of existing knowledge with new knowledge and to afford the learners
the ability to:
• Think creatively and logically.
• Gain knowledge and skill of solving mathematical problems, and to apply techniques of solving problems
to your related learning area of specialization, in the field of engineering.
• Apply mathematical knowledge to make a positive contribution to the fields of your career once you have
completed your studies.

1.2 PHILOSOPHY OF TEACHING AND LEARNING

1.2.1 DEPARTMENT’S view of Teaching and Learning
The Department of Mathematics’ view of learning is that it is a process that involves cognitive, emotional, and
environmental influences and experiences for acquiring, enhancing, or making changes in a learner’s knowledge,
skills, values and world views. Mathematics is a deductive science where learning starts with a few basic truths
(axioms) and proceeds by deducing further truths in a logical way. Learning Mathematics can, thus, be compared
to building a tower wherein the stability of each layer depends on both the foundation and the preceding layers.
Individual learners bring their own unique experiences, memories and attitudes into the learning environment.
Teaching is thus an opportunity to facilitate learning by formulating and effecting best practices that combine these
individual perspectives to form knowledge.

1.2.2 Department’s role in creating good learning contexts for students

A good learning context is characterized by four attributes namely; an appropriate motivational context, a well-
structured knowledge base, relevant learner activity, formative feedback, and reflective practice and self-monitoring
(Biggs & Tang, 2007). Lecturers in the Mathematics department will strive to create good learning contexts for
students through strict adherence to seven principles of good practice (Chickering & Gamson, 1987) namely:
• Encouraging frequent contact between lecturers and students in and outside classes in order to keep
students motivated. Lecturers will at all times be expected to conduct themselves in such a manner that
students will view them as role models.
• Encouraging cooperation among students and staff. Good learning, like good work, is collaborative and
social, not competitive and isolated. Learning is more enhanced when it is more like a team effort than a
solo race.
• Encouraging active learning. Students do not learn much just sitting in classes listening to lecturers,
memorizing pre-packaged assignments, and spitting out answers. Lectures must be centred on students
actively solving problems themselves.
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 • Giving prompt feedback. Lecturers will give appropriate feedback on performance for students to reflect on
what they have learnt as well as what they still need to learn.
• Emphasizing time on task. Learning to use one’s time is critical for everyone, and time plus energy equals
learning.
• Communicating high expectations. Expecting to succeed must be high priority for students and it is through
this that they will strive to conquer their studies.
• Respecting diverse talents and ways of learning. Lecturers will give students opportunities to show their
own talents and learn in ways that work for them and thereby helping others.

1.2.3 Students Responsibilities

To achieve meaningful learning, students are expected to complement the lecturers’ role of creating good learning
environment by:
• Attending lectures and tutorials regularly.
• Being able to reflect on how well they are learning.
• Monitoring their progress.
• Modifying their learning strategies, where necessary, to improve their learning.
• Actively participating in learning tasks (the learning of Mathematics is in the “doing” rather than being a
spectator).
• Observing punctuality at all times.
• Cultivating the love of learning.
• Collaborating with peers.

Ideally, knowledge is not imparted by the lecturer, but it is created by learners themselves through their interaction
and cooperation. The mind-set of the learners should not be focused on what the lecturer is doing but on what they,
as learners, should best be doing because ultimately what they learn depends on how they go about learning.

REFERENCES
Biggs, J. & Tang, C. (2007) Teaching for Quality Learning at University. Third Edition. Society for Research into
Higher Education & Open University Press. Mc-Graw Hill.
Chickering, A.W., Gamson, Z.F. (1987) Seven Principles for Good Practice in Undergraduate Education, The
Wingspread Journal.

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 1.3 CONTACT PERSONS
Contact Details
Name Designation Office No. Telephone No. & email
(Area Code 016)
950 9819
Prof. R.S Lebelo Senior Lecturer F112
radley@vut.ac.za
950 6604
Mr. M.J. Mbongwe Senior Lecturer E008-5
josephm@vut.ac.za
950 6605
Mr. P. Ndlovu Lecturer E 016-2
professorn@vut.ac.za
950 6607
Mr. T.T. Mthombeni Lecturer E008-3
thomson@vut.ac.za
950 9539
Mr. A. Bokodisa Lecturer E016-1
annelb@vut.ac.za
950 6605
Ms. L. Mokaba Junior Lecturer E016-2
lehlohonolom@vut.ac.za
950 9539
Mr. M. Kanyane Lecturer E016-1
molwantwak@vut.ac.za

Ms. N. Ntsele Junior Lecturer E08-4 950 6603

950 6609
Mr. M. Mukamuri Lecturer E016-3
mariraim@vut.ac.za
950 6608
Mr. M. Ntshangase Lecturer E016-6
mlungisin@vut.ac.za
950 6602
Dr. B. Sibanda Lecturer E016-7
bonanis@vutcloud.onmicrosoft.com
950 6601
Mr. J. Mofokeng Lecturer E008-2
jacobm2@vut.ac.za

Dial in Style Photo copies A011-1A

Maths centre Y-block

NB. Write down the name and the office number of your lecturer:
Name:_________________________ Office number:__________

1.4 RATIONALE
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On completion of this module you should be able to understand and have knowledge of basic mathematical
concepts and laws and know how to apply them. This module relates closely to all the other modules in the
programme since it will improve your ability to understand the learning contents and enhance problem solving skills.

1.5 PREREQUISITES
A pass in Mathematics at Matric at level 4, or its equivalent
1.6 LEARNING MATERIAL
This learner guide primarily defines the content of your learning material.
Prescribed Textbook:
Apart from this guide it is of utmost importance that you gain access to the following sources.
1.6.1. Prescribed Textbook:
A: Mathematics 1 Notes for Vaal University of Technology. Editors: J. Owusu-Mensah & C.R.
Makhalemele
1.6.2 Reference Textbooks:

B: Basic Technical Mathematics with Calculus (Ninth Edition) by Allyn J. Washington

C: Engineering Mathematics Through Applications (2nd edition) by Kuldeep Singh
D: Mathematics 1 for Technology Students by AM Badenhorst, CF Hitchcock
and EHA Venter.
Only non-programmable calculators may be used in tests and examinations.

1.7 HOW TO STUDY

When you study Mathematics 1 (AMMAT1A/AMMAA1A/AMMAT1B) you should:

• Read carefully through the outcomes on all levels (module, learning unit, learning section) so that
you know what is expected from you.
• Page through learning materials to determine the organization, difficulty level, and volume.
• Read the learning material according to the instructions provided in the learner guide and learning
outcomes together with your textbook and notes.
• Do all learning exercises in every learning section (or learning part) of the learner guide.
• Be well prepared for class to be able to ask meaningful questions and do the given homework
every day before you come to class.
• Do all the problems not given for homework for self-study purposes. All the answers are available
in the back of the textbook.

Problem Solving in Mathematics

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Solving problems can be a big stumbling block for many students. To be successful you need to
understand rather than memorise mathematics. A certain amount of memorisation of formulae and laws
is necessary to be able to solve certain problems. The following routine is a guideline to follow to help
you to succeed where you may have failed in the past:
• Read through the work discussed in the class within 12 hours of seeing it for the first time.
• Redo the worked examples dealt with in class without peeping at the answer.
• Attempt every problem given to you for homework. If you get stuck, try again. If you still get
stuck, try another problem and return later.
• Ask your lecturer for help during the next lesson if you have not succeeded with any of your
work.

Tutorial Attendance
There will be one tutorial period per week.

1.8 ASSESSMENT INFORMATION

DEPARTMENT OF APPLIED PHYSICAL SCIENCES
MAJOR ASSESSMENT FORMAT – AMMAT1A/AMMAA1A (SEMESTER 1 2024)
The Major Assessment is an equivalent to final examination.
1. Assessments will be as follows.
1.1. Mathematics (AMMAT1A/AMMAA1A/AMMAT1B): Four (4) Assessments – TEST 1, TEST 2,
TEST 3 and Major Assessment. More into four mentioned formal tests there is a project/tutorial form
of assessment which will be offered in quizzes, assignments and/or further test.
2. Each test will be followed by a sick test (within seven (7) days after writing the main test).
3. The Sick Test is to be written ONLY by students who for some extenuating circumstances could not
write the main test. (e.g., illness or bereavement of an immediate family member).
4. All marks will be converted to percentages; then the final mark will be calculated as follows:
4.1. Mathematics (AMMAT1A/AMMAA1A/AMMAT1B):
S/MARK = T1*0.30 + T2*0.4 + T3*0.2 + AW*0.1
AW – means Additional Work. This mark comes from tutorials, quizzes, some small tests, etc.

F/MARK = (S/MARK*0.6) + (Major Assessment*0.4)

5. To pass a module, student must obtain a final mark of 50% or more.
6. Students who missed the major assessment and or students who wrote and obtained a final mark
between 40% and 49% shall be granted a second opportunity supplementary exam (Major Re-
Assessment).
7. The Semester Mark (S/Mark) shall be carried over to the Major Re-assessment.
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8. The final pass mark for the supplementary exam (Major Re-Assessment) shall be capped at 50%.
9. All face-to-face assessments will be written on campus. In case of an event the assessment needs
to be online, online assessments will ONLY be via Respondus.
10. Lecturers are NOT responsible for Assessments scripts that are lost and submitted on wrong places.
It is the student’s responsibility to ensure that the assessment script reach the right lecturer. In case
of online assessment submission is through Respondus. Submission made via email, WhatsApp or
any other platform not sanctioned by the lecturer will NOT be marked.
11. Assessments schedule will be communicated to students on VUTela / Learner Guide.
12. Assessment schedule for the Major Assessment and Supplementary Exam (Major Re-assessment)
will be scheduled according to the Examinations Timetable as published in the university calendar.
Students are therefore advised to check the calendar and examination timetable to know and note
when the Major Assessments or Supplementary Exam (Major Re-Assessment) scheduled.
13. Whilst Minor Assessments have specific scope, which will be announced together with the
Assessment schedule, Major Assessments/Major Re-Assessments cover the whole syllabus.
14. A student may, on formal application to examinations department and after payment of the
applicable fee, have his/her Major Assessments reviewed / remarked in accordance with the
policies approved by the Senate and the Council.

Responsibilities of students
15. Students MUST visit VUTela and communicate with their lecturers on a regular basis (at least once
a day).
16. Students are responsible for Assessment submission. Lecturers are not responsible for incomplete
submissions.
16.1. In case of online assessment, once a student has logged into an Assessment, there will be a
force completion for the duration of the Assessment, (e.g., if the duration of the Assessment is one
hour, the setting will be 60 minutes for force completion).
16.2. To prevent students from entering an Assessment and consulting with others or the textbook
and then log in again to complete questions, multiple logins will not be permitted.
17. Instruction to students on VUTela and learning guides.
When a student wants to contact the department or lecturers to ask/query anything like marks on
ITS, the student must indicate the following information otherwise they will/may not be attended to:
(1) Which course? (all lecturers have many different courses or modules and must be told which one
you are querying).
(2) Who you are? (Give Surname, initials and student number).

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 (3) Which group? (Students should learn their groups from ITS and VUTela, and must correspond).
1.9 ACTION VERBS
In preparation for your studies in this module the action verbs used in the assessment of your work in this module
are given to you in advance. Make sure that you understand the meaning of each and that you deliver your work
accordingly.
• Apply
Being able to apply theory in other situations. [Example: Apply differentiation to solve a maximizing problem]

• Define
Explain the accurate meaning of a concept. [Example: Define a differential equation.]
• Name/mention/list/state
Briefly name/mention/list/state without giving details. Neither a discussion nor an explanation is necessary.
[Example: State the exactness criteria.]
• Indicate
Point out, make known, state briefly. [Example: Indicate the co-ordinates of the turning points]
• Prove
Show that a statement is true. [Example: Prove the second shifting property]
• Derive
Prove a rule or property by means of logical reasoning. [Example: Derive the general formula used to find
Laplace transforms of derivatives.]
• Describe
Say exactly what something is like, give an account of the characteristics or nature of something, and explain
how something works. No opinion or argument is needed. [Example: Describe the characteristics of a Fourier
series.]
• Illustrate
Draw a diagram, graph or sketch to show your knowledge of a concept or theorem. [Example: Illustrate the
continuity of a function by sketching the graph of the function.]
• Calculate/Determine
Obtain an answer to an operation. [Example: Calculate: sin 30 0 + cos  ]
• Represent (visually)
Describe a mathematical concept in different forms. [Example: Give the graphical representation of the complex
number 𝑧 = 𝑥 + 𝑦𝑗]
• Solve
Find a solution to a given problem or equation. [Example: Solve for x in the following equation: 𝑥: 𝑥 𝑙𝑛𝑥 = 4.]
• Distinguish
Indicate the difference between the characteristics of given data [Example: Distinguish between the maximum
and minimum points.
• Test
Compare results against given standardized values. [Example: Test whether there is a significant difference
between the two groups]
• Sketch
1
Draw a graph, indicate the critical points only. [Sketch the graph of 𝑓(𝑥) = 2]
2−𝑥
• Draw
Draw a graph to scale.
𝑥 2; 0 < 𝑥 < 2
[Example: Draw the graph of 𝑓(𝑥) = { 𝑎𝑛𝑑 𝑓(𝑥 + 4) = 𝑓(𝑥)]
−𝑥 + 4; 2 < 𝑥 < 4
• Apply
Use the theory or concept in another situation such as using a learned concept in a real life situation. [Example:
Apply the knowledge of differential equations to solve the differential equation for the population growth model.]
1.10 MODULE PLAN

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Learning unit 1 Binomial expansion, radian measure and limits of functions
Learning unit 2 Differentiation techniques
Learning unit 3 Integration techniques
Learning unit 4 Vectors
Learning unit 5* Complex numbers for AMMAT1A/AMMAT1B ONLY
Learning unit 5* Statistics for AMMAA1A ONLY

1.10.1 AMMAT1A/AMMAA1A: CURRICULUM

Lesson Subject MATHS 1 NOTES Exercise

1 Revision: exponents, logs,

2 Revision: Concept & evaluation of functions, Inverse functions

3-4 Binomial theorem 21 − 28 1.8
5 Radian measure 15 − 17 1.5
6-7 Applications of radian measure 17 − 20 1.6
8 Limits of functions 32 − 35 2.1
9 Differentiation from first principles 35 − 37 2.2
10 Derivatives of polynomials & product rule 37 − 38 2.3; 2.4
11 The quotient and chain rules 39 − 40 2.5; 2.6
12 Derivatives of trig functions 41 2.7
13 Derivatives of exponential & log functions 43 2.8; 2.9
14 Higher order derivatives 45 2.10
15 Implicit differentiation 45 − 46 2.11
16 Logarithmic differentiation 47 2.12
17-19 Applications 48 2.13; 2.14; 2.15
20 Integration (Indefinite integrals) 59 3.1; 3.2; 3.3; 3.4
21 Definite integrals 64 3.5
22 Area enclosed by two curves. 66 3.6; 3.7
23 Simpson’s rule 68 3.8
24 Rep.& magn of vectors. Resolving vectors 81 4.2; 4.3
25 Unit vectors and direction vectors. 83 4.4; 4.5
26 Scalar multiplication, addition and sub. 85 4.7
27-28 Dot product, angle between two vectors and work done 86 4.8; 4.9; 4.10
29-30 Determinant of a 2 x 2 matrix. Cross product and the moment of a vector 75; 88 4.11; 4.12
31-32* Rep. of complex numbers and operations - AMMAT[1A/1B] 93 5.1; 5.2; 5.3; 5.4
33* Equality of complex numbers - AMMAT[1A/1B] 95 5.5
34* Argand diagram, polar form & De Moivre’s - AMMAT[1A/1B] 96 5.6; 5.7
35* Calculating roots - AMMAT[1A/1B] 99 5.8
31* Representation of Data - AMMAA1A
32* Measures of Central Tendency - AMMAA1A
33* Measures of Dispersion - AMMAA1A

1.10.2 AMMAT1A/AMMAA1A: WEEKLY GUIDELINE AND ASSESSMENT PLAN

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Date Week Lesson* Date Week Lesson*
03 Feb 2025 1 1 24 March 2025 8 19
2 20
3 21
Tut 6 & 7

10 Feb 2025 2 4 31 March 2025 9 22

5 23
6 24
Tut 1 Scope: L10-L21 TEST 2 (03 April)
Tut 8
17 Feb 2025 3 7 07 April 2025 10 25
8 26
9 27
Tut 2 & 3

24 Feb 2025 4 10 14 April 2025 11 28

11 29
12 30
Scope: L1-L9 TEST 1 (27 Feb) Tut 9 & 10
18 Good Friday
03 March 2025 5 13 21 April 2025 12 31
14 21 Family Day 32, 33, 34, 35
15 Tut 11, Tut 12
Tut 4 Scope: L22-L30 TEST 3 (24 April)

10 March 2025 6 16 28 April 2025 13

17 28 Public Holiday
18
Tut 5 01 Worker’s Day
02 University Holiday
TEST 1 R (05 May)
Scope: L1-L9.
TEST 2 R (05 May)
05 May 2025 14
Scope: L10-L23.
TEST 3 R (05 May)
Scope: L24-L35
17 March 2025 7 University Recess
07 Submission of Marks

21 HR Day 12 May 2025 15 12 Publication of Marks

19 May 2025 16 Examinations

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 26 May 2025 17 Examinations
02 June 2025 18 Examinations
09 June 2025 19 Examinations
16 June 2025 20 Examinations
16 Youth Day

2 LEARNING UNIT INFORMATION

2.1 MODULE OUTCOMES
The qualifying learner should be able to:
• Manipulate standard functions and techniques.
• Perform and apply differentiation techniques.
• Perform and apply integration techniques.
• Use, analyze and apply vectors to solve problems.
• Manipulate complex numbers.

Learning Unit 1
Learning outcome 1
1111
STANDARD FUNCTIONS AND TECHNIQUES

Estimated study time

Three weeks

Intended Learning Outcomes

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 After completion of this learning unit, you should be able to:

• Apply the laws of exponents and logarithms (Revision).

• Evaluate functions and identify the domain and range of a given function (revision).
• Apply trigonometric ratios and identities (Revision).
• Expand a binomial of any power using Binomial theorem.
• Determine a given term in a binomial expansion.
• Convert angles from degrees to radians and vice versa.
• Apply radian measure to calculate arclength and areas of sectors and segments

CONTENTS
1.1. Revision: Students are to do revision on the following topics. These topics will not be part of the assessment.
1.1.1 Exponents and logarithms.
1.1.2 Concepts of Functions – domain, range, onto, one-to-one, many-to-one, inverse functions.
1.1.3 Trigonometric ratios, identities, and inverse trigonometric functions.
1.2. Binomial expansion.
1.3. Radians.
1.3.1. Arclength, area of sector and area of segment.
1.4. Limits of functions.

Study the indicated material in the recommended books (refer to 1.6 Learning Material)

UNIT 1: Tutorial Questions

Tutorial 1
1.1 Use the Binomial Theorem to expand each binomial.
1.1.1 (𝑥 − 1)5 1.1.2 (2𝑥 + 3𝑦)4
𝑥 7 1 3
1.1.3 ( + 2) 1.1.4 ( + 𝑦)
2 𝑥
1.1.5 (𝑥 2 + 2𝑥 + 1)3
1.2 Determine the first four terms of the given expansion.
−2
1.2.2 (1 − 3x)
3
1.2.1 √1 + 𝑥 1.2.3 √1 − 𝑥
−1
1.3.1 (
Expand the binomial 1 + 2𝑥 ) to the term containing 𝑥 3 and state the interval of validity.
1.3.2 Expand the binomial 3𝑥(1 − 𝑥) to the term containing 𝑥 4 and state the interval of validity.
−1
3𝑥 2
1.3.3 Expand the binomial (2−3𝑥)3 to the term containing 𝑥 4 and state the interval of validity.
1.4 Find, without expanding, the specified term.
1.4.1 The term containing 𝑥 7 of ( x + y)10 .
1.4.2 The term containing 𝑥 3 of ( x − 2)12 .
1.4.3 The term containing 𝑥 9 of (5x − 2 y)11 .

13
 1 𝑎 6
1.4.4 The term containing 2 of ( + 𝑥) .
𝑥 𝑥
1.5 Find the middle term in the expansion of the following:
2 10
1.5.1 (√𝑥 − 2) 1.5.2 (1 − 𝑥 2 𝑦 −3 )12
𝑥
1.6 Determine the indicated term in the expansion of:
1 20
1.6.1 5th term of (2𝑥 − 3𝑏)12 . 1.6.2 6th term of (𝑏 2 + 2𝑏) .
1⁄ 1 8
1.7.1 Find the coefficient of 𝑥 2 in the expansion of (3𝑥 + ) .
√𝑥
3 14
1.7.2 Find the coefficient of 𝑥 5 𝑦18 in the expansion of (2𝑥 − √3𝑦 2 ) .
1.8.1 Write down the binomial expansion of (𝑥 + 2𝑦)4 and use your expansion to evaluate (1,02)4 correct to
3 decimal places.
1
1.8.2 Expand the binomial to the term containing 𝑥 4 . State the interval of validity and find an estimate of
√2−3𝑥
3⁄
(1.04)− 2 correct to three decimal places.

Tutorial 2

2.1. Convert to radian measure:

a) 70° 𝑏) 115° 𝑐) 124°
2.2. Convert the following angles in radian measure to degrees:
𝜋
a) b) 1 c) 32 d) 5
3

2.3. a) The radius of a circle is 5.12cm and a centre angle 𝜃 = 75°. Calculate the length ( s ) of the arc that
subtends the angle, correct to 3 decimal places.

b) A circle has a radius of 10cm and an arc length of 25cm. Calculate the area AST of the sector enclosed
by the radii.

c) In the circle below, the chord AB is 30 cm and the line CD through centre O is 50 cm.

14
 Calculate

(i) The radius of the circle

(ii) The angle at the centre (correct to 3 d.p.)
(iii) The area of the shaded part (correct to 3 d.p.)

2.4. Given circle centre O with 𝜃 = 120° and DC = 2 cm, determine:

a) r , the radius of the circle.

b) the length of arc AEB.
c) the shaded area.

2.5 A pie-chart is used to represent the proportion of 452 mechanical and electrical engineers in a
certain engineering company. Given the pie with centre O and central angle 𝜃, 𝑟 = 12 𝑢𝑛𝑖𝑡𝑠, 𝐷𝐵 =
7 𝑢𝑛𝑖𝑡𝑠 as shown below. Determine the approximate number of mechanical engineers in the
company. Show all your working.

2.6
2.7
2.8

ANSWERS

Tutorial 1
1.1.1. (𝑥 − 1)5 = 𝑥 5 − 5𝑥 4 + 10𝑥 3 − 10𝑥 2 + 5𝑥 − 1
1.1.2. (2 x + 3 y ) 4 = 16 x 4 + 96 x 3 y + 216 x 2 y 2 + 216 xy 3 + 81y 4

15
 x 1 7 7 6 21 5 35 4
1.1.3. ( + 2) 7 = x + x + x + x + 70 x 3 + 168 x 2 + 224 x + 128
2 128 32 8 2
1 3 1 3𝑦 3𝑦 2
1.1.4. ( + 𝑦) = + + + 𝑦3
𝑥 𝑥3 𝑥2 𝑥
1.1.5. 1 + 6𝑥 + 15𝑥 + 20𝑥 + 15𝑥 4 + 6𝑥 5 + 𝑥 6
2 3

1 1 1
1.2.1 √1 + 𝑥 = 1 + 𝑥 − 𝑥 2 + 𝑥 3 −. ..
2 8 16

1.2.2 (1 − 3x) −2 = 1 + 6 x + 27 x 2 + 108 x 3 − ...

3 1 1 5
1.2.3. √1 − 𝑥 = 1 − 3 𝑥 − 9 𝑥 2 − 81 𝑥 3 − ⋯

1 1
1.3.1 1 − 2𝑥 + 4𝑥 2 − 8𝑥 3 + ⋯ , − < 𝑥 <
2 2
1.3.2 3𝑥 + 3𝑥 2 + 3𝑥 3 + 3𝑥 4 + ⋯ , − 1 < 𝑥 < 1
3 2 27 81 2 2
1.3.3 𝑥 + 𝑥3 + 𝑥4 + ⋯ , − < 𝑥 <
8 16 16 3 3

1.4.1 Term containing 𝑥 of 7 ( x + y) = 120 x 7 y 3

10

1.4.2 Term containing 𝑥 3 of ( x − 2)12 = - 112 640 x 3

1.4.3 Term containing 𝑥 9 of (5x − 2 y)11 =429687500𝑥 9 𝑦 2
1 𝑎 6 1
1.4.4 Term containing 𝑥 2 of (𝑥 + 𝑥) = 15𝑎4 (𝑥 2 )
8064 𝑥 12
1.5.1 − 𝑥 7.5
1.5.2 924 𝑦18
1.6.1 10264320𝑥 8 𝑏 4 1.6.2 484,5𝑏 25

1.7.1 1512 1.7.2 -1729728

1.8.1 (𝑥 + 2𝑦)4 = 𝑥 4 + 8𝑥 3 𝑦 + 24𝑥 2 𝑦 2 + 32𝑥𝑦 3 + 16𝑦 4 . (1,02)4 = 1.082
1 3 9 27 81 2 2
1.8.2 + 𝑥 + 𝑥 2 + 𝑥 3 + 𝑥 4 + ⋯ , − < 𝑥 < , 0.919
2 4 8 16 32 3 3

Tutorial 2
2.1 a) 70° = 1,221730476 b) 115 = 2,00712864 c) 124 = 2,164208272
𝜋 180
2.2. a) = 60° b) 1𝑟𝑎𝑑 = ° = 57,29577951° 𝑐) 32𝑟𝑎𝑑 = 1833,464944°
3 𝜋
d) 5𝑟𝑎𝑑 = 286,4788976°
2.3 a) s = 6,702cm b) AST = 125cm2
𝑐)(𝑖) 𝑟 = 27,25𝑐𝑚 (𝑖𝑖) 𝜃 = 1,166 (𝑖𝑖𝑖) 𝐴𝑠𝑡 = 432,914𝑐𝑚2
2.4 a) 𝑟 = 4𝑐𝑚 𝑏) 𝑠 = 16,7551608cm 𝑐) A = 33,5096cm2
2.5 288.082 (≈ 288)
2.6 a) 𝜃 = 2 𝑏) 𝑟1 = 7,5𝑐𝑚 𝑐) 𝑆2 = 10𝑐𝑚
2.7
2.8

16
 Learning Unit 2
Learning outcome 2

DIFFERENTIATION

Estimated study time

Four weeks

Intended Learning Outcomes

After completion of this learning unit, you should be able to:

• Determine the derivative of a function using the limit definition
• Find the derivative of a function using basic differentiation rules (sum, difference, product, quotient
and chain rules)
• Determine higher order derivatives
• Apply logarithmic differentiation to differentiate products, quotients and function raised to the power
a function
• Find the derivative of implicit functions
• Apply differentiation techniques to sketch the graph of a function by determining local maxima and
minima (including rational functions)
• Apply differentiation to solve velocity and acceleration problems for linear and circular motion
• Approximate roots of equations using the Newton-Raphson method

CONTENTS
2.1 Limit of a function
2.1.1 The derivative from first principles
2.1.2 Derivatives of polynomials
2.1.3 Rules of differentiation (sum and difference, product, quotient and chain rules)
2.1.4 Derivatives of trigonometric functions
2.1.5 Derivatives of exponential and logarithmic functions
2.1.6 Higher order derivatives
2.1.7 Implicit differentiation and logarithmic differentiation
2.2 Applications of differentiation
2.2.1 Curve sketching (polynomials & rational functions only, local maximum and minimum
2.2.2 Velocity and acceleration for linear and circular motion
2.2.3 Approximation of roots of equations using Newton-Raphson Method.

17
Study the indicated material in the recommended books (refer to 1.6 Learning Material)

UNIT 2: Tutorial Questions

Tutorial 3
1 Find the derivatives of the following from first principles:
2 −3
1.1 𝑓(𝑥) = −2𝑥 3 1.2 𝑓(𝑥) = 1.3 𝑓(𝑥) = √𝑥 1.4 𝑓(𝑥) =
𝑥 𝑥2

1
1.5 𝑓(𝑥) = 1.6 𝑓(𝑥) = (𝑥 + 2)2 1.7 𝑓(𝑥) = 𝑥 2 + 2𝑥
√𝑥

Evaluate the following:

𝑥 3 −1 𝑥 2 −7𝑥+10 9−𝑥
2.1 lim ( ) 2.2 lim ( ) 2.3 lim ( )
𝑥→1 𝑥−1 𝑥→2 𝑥 2 −4 𝑥→9 3−√𝑥
√𝑥+ℎ−√𝑥 𝑥−1 3𝑥 2 +4,5
2.4 lim ( ) 2.5 lim 2.6 lim
ℎ→0 ℎ 𝑥→∞ 7𝑥+4 𝑥→∞ 𝑥 2 −1,5
2𝑥 2 −3 √𝑡 2 +16 𝑡 2 +5
2.7 lim 2.8 lim 2.9 lim
𝑥→∞ 3𝑥 2 +𝑥+5 𝑡→∞ 𝑡+1 𝑡→∞ √64𝑡 4 +1
9−𝑥
2.10 lim ( )
𝑥→9 3−√𝑥

Tutorial 4
1. Differentiate the following:
2√𝑥+1 1 2 3
1.1 𝑦 = 1.2 𝑦 = + √𝑥 3 1.3 𝑦 = −
𝑥2 𝑥 𝑥2 𝑥3
1 cos 𝑥
1.4 𝑦 = 4 sin 𝜃 − cos 𝜃 1.5 𝑦 = sin 𝑥 + 1.6 𝑦 = 𝑒 𝑥 − 𝑒 −𝑥
4 2
2 2
1.7 𝑦 = 𝑒 −𝑥 1.8 𝑦 = 𝑎 𝑓(𝑥) 1.9 𝑦 = 2𝑥
5
1
1.10 𝑦 = √𝑥 + log 𝑥 1.11 𝑦 = 3 ln 𝑡 + 𝑒 −2𝑡
2

2. Chain, product and quotient rules: Determine the derivatives of each of the following:
2.1 𝑦 = (3𝑥 2 + 5)−2 2.2 𝑦 = 𝑠𝑖𝑛2 5𝑥 + 𝑐𝑜𝑠𝑒𝑐 3𝑥
2.3 𝑦 = 2𝑥 2 (5𝑥 − 3)3 2.4 𝑦 = 6𝑥(3𝑥 2 − 2𝑥)2
6𝑥 2
2.5 𝑦 = tan 𝑥 − sec 𝑥 2.6 𝑦 =
3−2𝑥
𝑒 2𝑥
2.7 𝑦 = 2.8 𝑦 = 𝑒 𝜋𝑥 cos 2𝜋𝑥
sin 2𝑥
3𝑥
2.9 𝑦 = 5𝑥 sin 2𝑥 + 𝑒 (2𝑥−1) 2.10 𝑦 =
√𝑥 2 +1

Tutorial 5
𝑑𝑦
1. Implicit differentiation: Determine in each of the following equations:
𝑑𝑥

1.1 𝑦 2 − 𝑦 = 𝑥 2 + 4𝑥 1.2 𝑥𝑦 2 + 3𝑦 + 𝑥 2 = 2𝜋 2
1.3 𝑥 2 𝑦 + cos(𝑥𝑦) − 5𝑦 + 𝑥 = 0 1.4 𝑦 − 3𝑥𝑦 − 𝑥 ln 5 = 0
2.1 Determine all the higher order derivatives of each of the given functions
a) 𝑦 = 𝑥 3 + 5𝑥 2 − 3𝑥 b) 𝑦 = 3𝑥 − 𝑥 4 c) 𝑦 = (1 − 2𝑥)4
2.2 Determine the second derivatives
a) 𝑦 = 2𝑥 − √𝑥 b) 𝑥 = sin 5𝑡 + cos 5𝑡 c) 𝑦 = 𝑥 2 ln(𝑥 − 1)

18
 𝑑𝑦
2.3 Logarithmic differentiation: Determine in each case:
𝑑𝑥
𝑒 𝑥 𝑥 3 cos 𝑥 √𝑥
2.3.1 𝑦 = ln ( ) 2.3.2 𝑦 = (2𝑥+1)4
√𝑥 (𝑥 2 +5) 𝑠𝑖𝑛2 3𝑥

2.3.3 𝑦 = (cos 𝑥)sin 𝑥 2.3.4 𝑦 = 𝑥 (1+ln 𝑥)

Tutorial 6
1.1 Determine and distinguish the turning point(s) for the functions. Sketch the graph.

a) 𝑓(𝑥) = 2 + 6𝑥 − 3𝑥 2 b) 𝑓(𝑥) = 2𝑥 3 + 6𝑥 2 − 5 c) 𝑓(𝑥) = 𝑥 4 − 6𝑥 2

1.2 a) An object is thrown into the air such that its height, ℎ metres after 𝑡 seconds is ℎ = 36𝑡 − 4𝑡 2 .

Determine: i) the velocity at 𝑡 = 2

ii) the time taken to reach the maximum height
b) 𝐴 is a fixed point on a straight line 𝐴𝐵. The displacement from 𝐴 of a particle 𝑃 moving on this
line is given by 𝑠 = 𝑡 3 − 6𝑡 2 + 9𝑡 at any time 𝑡. Determine an expression for the velocity 𝑃 at time
𝑡, and hence using metres and seconds, determine:
i) the initial velocity.
ii) the velocity when 𝑡 = 2.
iii) the times when 𝑃 is momentarily at rest.
1.3 Use the Newton Raphson method to find the roots of the following equations closest to the values
given (in brackets). Apply the rule until two successive approximations agree to 3 decimal digits.

a) 𝑓(𝑥) = 𝑥 3 − 3𝑥 + 1 (0,4) b) 𝑓(𝑥) = 𝑥 3 − 3𝑥 2 − 2𝑥 + 3 (0,5)

1.4 The velocity flow, 𝑣, of a liquid along a channel satisfies 𝑣 3 − 6𝑣 2 − 348𝑣 + 3112 = 0. Given that
this equation has a root between 𝑣 = 10 and 𝑣 = 11, find this root correct to 3 decimal places.
2 When viewed through a microscope a bacterium is seen to move in accordance with the equation
𝑠 = (3𝑡 + 4𝑡 2 ) × 10−5 . Determine the velocity after 2 seconds.
3 The displacement, 𝑥, of a particle in simple harmonic motion is given by 𝑥 = cos 3𝑡 − sin 3𝑡. Show that
𝑑2 𝑥
𝑑𝑡 2
+ 9𝑥 = 0.
4 The pressure, P, and volume, V, of a gas in a cylinder are related by 𝑃𝑉 𝑛 = 𝐶 (where C is constant). Show
𝑑2𝑃 𝑛(𝑛+1)𝑃
that = .
𝑑𝑉 2 𝑉2
5 Faraday’s law states that the electromotive force, E, induced by N turns of coil with a flux, 𝜑, passing through
𝑑𝜑
it is given by 𝐸 = −𝑁 . If 𝜑 = 𝐾 sin(2𝜋𝑓𝑡) where K and 𝑓 are constants, determine 𝐸.
𝑑𝑡
15
6 The distribution function, F, of a set of components is given by 𝐹 = 1− 𝑡 where t is in years. Determine
2+
3
𝑑𝐹
the density function .
𝑑𝑡

ANSWERS
Tutorial 3
−2 1 6
1.1. −6𝑥 2 1.2. 1.3. 1.4.
𝑥2 2√𝑥 𝑥3
−1
1.5. 1.6. 2𝑥 + 4 1.7. 2𝑥 + 2 2.1. 3
2𝑥 1.5

19
 3 1 1
2.2. − 2.3. 6 2.4. 2.5.
4 2√𝑥 7
2 1
2.6. 3 2.7 2.8. 1 2.9.
3 8

Tutorial 4
1
−3 2 −1 3 −4 9
1.1 − 1.2 + 𝑥2 1.3 + 1.4 4 cos 𝜃 + sin 𝜃
𝑥 2.5 𝑥3 𝑥2 2 𝑥3 𝑥4
1 1 −2
1.5 cos 𝑥 − sin 𝑥 1.6 𝑒 𝑥 + 𝑒 −𝑥 1.7 𝑒 −𝑥 1.8 𝑓′(𝑥)𝑎 𝑓(𝑥) ln 𝑎
4 2 5
2 1 1 3
1.9 2𝑥(2𝑥 ) ln 2 1.10 𝑥 −0.5 + 1.11 − 𝑒 −2𝑡
2 𝑥 ln 10 𝑡

2.1 −12𝑥(3𝑥 2 + 5)−3 2.2 5 sin 10𝑥 − 3𝑐𝑜𝑠𝑒𝑐 3𝑥 cot 3𝑥

2.3 2𝑥(5𝑥 − 3)2 (25𝑥 − 6) 2.4 18𝑥 2 (3𝑥 − 2)(5𝑥 − 2)
12𝑥(3−𝑥)
2.5 sec 𝑥 (sec 𝑥 − tan 𝑥) 2.6 (3−2𝑥)2

2𝑒 2𝑥 (sin 2𝑥−cos 2𝑥)

2.7 (sin 2𝑥)2
2.8 𝜋𝑒 𝜋𝑥 (cos 2𝜋𝑥 − 2 sin 2𝜋𝑥)
3
2.9 5(sin 2𝑥 + 2𝑥 cos 2𝑥) + 2𝑒 2𝑥−1 2.10
(𝑥 2 +1)√𝑥 2 +1

Tutorial 5
2𝑥+4 −(𝑦 2 +2𝑥) 𝑦 sin(𝑥𝑦)−2𝑥𝑦−1 ln 5+3𝑦
1.1 1.2 1.3 1.4
2𝑦−1 2𝑥𝑦+3 𝑥 2 −𝑥 sin(𝑥𝑦)−5 1−3𝑥
1 2𝑥 𝑥(𝑥−2)
2.2 a) b) −25(sin 5𝑡 + cos 5𝑡) c) 2 ln(𝑥 − 1) + + (𝑥−1)2
4√𝑥 3 𝑥−1

3 1 2𝑥 1 8
2.3.1 1 + − tan 𝑥 − − 2.3.2 𝑦 [ − − 6 cot 3𝑥]
𝑥 2𝑥 𝑥 2 +5 2𝑥 2𝑥+1
2 ln 𝑥+1
2.3.3 𝑦[cos 𝑥 ln cos 𝑥 − 𝑠𝑖𝑛2 𝑥 sec 𝑥] 2.3.4 𝑥 (1+ln 𝑥) [ ]
𝑥

Tutorial 6
1.1.a) Max (1, 5) b) max (−2, 3) min (0, 5)
c) max (0, 0) min(√3, −9) 𝑎𝑛𝑑 (−√3, − 9)
1.2. a) i) 20 ii) 4,5
b) i) 9 ii) −3 𝑡=1 𝑡=3
1.3 a) 0.347 b) 0,631 c) -2,457 d) 0.739
−5
1.4 10,196 2. 19 × 10 𝑢/𝑠
5. 𝐸 = −2𝑁𝐾𝜋𝑓 cos(2𝜋𝑓𝑡) 6. 45(6 + 𝑡)−2

20
 Learning Unit 3
Learning outcome 3

INTEGRATION

Estimated study time

Two weeks

Intended Learning Outcomes

After completion of this learning unit, you should be able to:

• State the relationship between integration and differentiation.
• Evaluate indefinite integrals using basic integration rules.
• Integrate simple functions (polynomials, exponential and trigonometric functions).
• Evaluate definite integrals.
• Use the definite integral to determine the area of a region enclosed by curves.
• Apply Simpson’s rule to approximate definite integrals.

CONTENTS
3.1 Integration
3.1.1 The indefinite integral as the anti-derivative and rules of integration (including method of
substitution).
3.1.2 Integration involving trigonometric functions
3.1.3 Definite integrals
3.1.4 Area of a region enclosed by curves
3.1.5 Approximation of definite integrals (Simpson’s rule)
Study the indicated material in the recommended books (refer to 1.6 Learning Material)

UNIT 3: Tutorial questions

Tutorial 7

21
3.1 Evaluate the following integrals
3⁄
a) ∫ 𝑥 7 𝑑𝑥 s) ∫(1 − sin2𝑡) 2 cos2𝑡 𝑑𝑡
8 𝑑𝑥
b) ∫ 5𝑥 4 𝑑𝑥 t) ∫
2𝑥+3
c) ∫ 0.6𝑦 5 𝑑𝑦 u) ∫ 𝑒 sin𝑥 𝑐𝑜𝑠𝑥 𝑑𝑥
3 cos 𝑥
d) ∫ 6 √𝑥 𝑑𝑥 v) ∫ (2+sin𝑥)2 𝑑𝑥
2
e) ∫ 9𝑅 −4 𝑑𝑅 w)∫ 2𝑥 𝑒 −𝑥 𝑑𝑥
4 𝑥 𝑑𝑥
f) ∫ 𝑑𝑥 x) ∫ 2
√𝑥 4𝑥 +1
2 𝑑𝑦
g) ∫(𝑥 2 − 𝑥 5 ) 𝑑𝑥 y) ∫
𝑦 ln𝑦
1⁄ 𝑑𝑥
h) ∫ 𝑥(𝑥 − 2)2 𝑑𝑥 z) ∫0 2
(2𝑥+1)3
4 𝑑𝑦
i) ∫ √𝑥(𝑥 2 − 𝑥) 𝑑𝑥 aa) ∫1
2√𝑦(1+√𝑦)2
3𝑥 2 −4 1
j) ∫ 𝑑𝑥 bb) ∫0 √5𝑥 + 4 𝑑𝑥
𝑥2
𝜋⁄ sin2𝑥
k) ∫ (𝑥 4 + 3)4 (4𝑥 3 ) 𝑑𝑥 cc) ∫0 6 (1−cos2𝑥)3 𝑑𝑥
√7 1
l) ∫ √8𝑥 + 1 𝑑𝑥 dd) ∫0 𝑥(𝑥 2 − 1) ⁄3 𝑑𝑥
𝑥 𝑑𝑥 0 1
m) ∫ ee) ∫−√7 𝑥(𝑥 2 − 1) ⁄3 𝑑𝑥
√ 6𝑥 2 +1
𝑑𝑉 𝜋⁄
n) ∫ (0.3+2𝑉)3 ff) ∫𝜋⁄ 3(1 − cos3𝑥) sin3𝑥 𝑑𝑥
6
𝜋⁄
o) ∫ sec 2 (𝑥 + 2) 𝑑𝑥 gg) ∫−𝜋⁄4 tan2 𝑥 sec 2 𝑥 𝑑𝑥
4
4 2𝑥
p) ∫ √tanx sec 2 𝑥 𝑑𝑥 hh) ∫0 2 𝑑𝑥
𝑥 +9
8 sin 𝑡 𝑙𝑛2 −𝑥
q) ∫ 𝑑𝑡 ii) ∫0 𝑒 𝑑𝑥
√5−4cos𝑡
4 𝑒 √𝑥
r) ∫ 3cos 2 𝑥sin𝑥 𝑑𝑥 jj) ∫1
2√𝑥
𝑑𝑥

Tutorial 8

1. Sketch the given functions and determine the area:

a) Between the X-axis and 𝑦 = 𝑥 2 + 1 on the interval [0; 1]
b) Between Y – axis and 𝑥 = 𝑦 2 + 1 on the interval [−2; 2]
𝜋
c) Between the X-axis and 𝑦 = sin2𝑥 on the interval [0; ]
4
𝜋
d) Between the X – axis and 𝑦 = cos𝑥 on the interval [0; ]
2
3
e) Between X-axis and 𝑦 = 𝑥 on the interval [−1; 1]
f) Of the region enclosed by 𝑦 = 𝑥 2 and 𝑦 = √𝑥
g) Of the region bounded by 𝑦 = 2𝑥 2 + 10 and 𝑦 = 4𝑥 + 16
h) Of the region bounded by 𝑦 = 2𝑥 2 + 10, 𝑦 = 4𝑥 + 16, 𝑥 = −2 and 𝑥 = 5
1
i) Of the region enclosed by 𝑥 = 𝑦 2 − 3 and 𝑦 = 𝑥 − 1
2

j) Of the region bounded by 𝑥 = −𝑦 2 + 10 and 𝑥 = (𝑦 − 2)2

2. Approximate the value of each of the given integrals by use of Simpson’s rule,
using the given value of 𝑛.

22
 8 1⁄
a) ∫0 𝑥 3 𝑑𝑥, 𝑛 = 2
4
b) ∫1 (2𝑥 + √𝑥) 𝑑𝑥, 𝑛 = 6
5
c) ∫0 √25 − 𝑥 2 𝑑𝑥, 𝑛 = 4
2.4 𝑑𝑥
d) ∫0 ⁄ 3 , 𝑛=8
(4+√𝑥) 2

5 𝑑𝑥
e) ∫1 , 𝑛 = 10
𝑥 2 +𝑥
𝑑𝑖
3. The time rate of change of electric current in a circuit is given by 𝑑𝑡 = 4𝑡 − 0.6𝑡 2 . Find an expression
for the current as a function of time if 𝑖 = 2 𝐴 when 𝑡 = 0 𝑠.
4. The rate of change of the temperature 𝑇 𝑖𝑛 °𝐶 from the centre of blast furnace to a distance 𝑟 in
𝑑𝑇
meters from the centre is given by 𝑑𝑟 = −4500(𝑟 + 1)−3 . Express T as a function of 𝑟 if 𝑇 = 2500°𝐶
for 𝑟 = 0.
3
5. 5.The displacement, s, of an object is given by 𝑠 = ∫0 (𝑡 4 + 𝑡)𝑑𝑡. Evaluate s.
6. The time taken, 𝑡 hrs, for a vehicle to reach a speed of 120km/h with an initial speed of 80km/h is
120 𝑑𝑣
given by 𝑡 = ∫80 600−3𝑣
where 𝑣 is velocity (km/h). Determine 𝑡.

ANSWERS: Tutorial 7
3.1.
𝑥8 1
a) +𝐶 aa)
8 6

5 38
b) 𝑥 + 𝐶 bb)
15
1
c) 0.1𝑦 6 + 𝐶 cc) −
16
93
d)
2
√𝑥 4 + 𝐶 dd) 3,71352
−3
e) +𝐶 ee) −3,71352
𝑅3
1
f) 8√ 𝑥 + 𝐶 ff)
2
𝑥3 𝑥6 2
g) − +𝐶 gg)
3 6 3
𝑥4 4
h) − 𝑥 3 + 2𝑥 2 + 𝐶 hh) 1.0217
4 3
2 7⁄ 2 5⁄ 1
i) 𝑥 2 − 𝑥 2 +𝐶 ii)
7 5 2
4
j) 3𝑥 + + 𝐶 jj) 4.671
𝑥
5
(𝑥 4 +3)
k) +𝐶 Tutorial 8
5
1 3⁄ 4
l) (8𝑥 + 1) 2 +𝐶 1. a)
12 3
1 28
m)
6
√6𝑥 2 + 1 + 𝐶 b)
3
−1 1
n) +𝐶 c)
4(0.3+2𝑉)2 2

23
 o) tan(𝑥 + 2) + 𝐶 d) 1
2 3 1
p) (tan𝑥) ⁄2 +𝐶 e)
3 2
1
q) 4√5 − 𝑐𝑜𝑠𝑡 + 𝐶 f)
3
3 64
r) −𝑐𝑜𝑠 𝑥 + 𝐶 g)
3
−1 5 142
s) (1 − sin2𝑡) ⁄2 +𝐶 h)
5 3

t) 4ln|2𝑥 + 3| + 𝐶 i) 18
64
u) 𝑒 sin𝑥 + 𝐶 j)
3
1
v) − +𝐶
2+sin𝑥
2
w) −𝑒 −𝑥 + 𝐶 2.(a) 11.133 (b) 19.67 (c) 19.27
1
x) ln|4𝑥 2 + 1| + 𝐶 (d) 0.2154 (e) 0.5114
8

y) 2ln|ln𝑦| + 𝐶 3. 𝑖 = 2𝑡 2 − 0,2𝑡 3 + 2
3
z) 4. 𝑇 = 2250(𝑟 + 1)−2 + 250
16

5. 53.1 6. 0.135

Learning Unit 4
Learning outcome 4

VECTORS
Estimated study time

Two weeks

Intended Learning Outcomes

24
 After completion of this learning unit, you should be able to:
• Perform elementary operations with vectors.
• Write a vector as a linear combination of standard unit vectors.
• Determine the magnitude of a vector.
• Resolve a vector into x- and y-components
• Use vectors to solve problems involving force, velocity, etc-.
• Analyse vectors in space (parallel vectors, collinear points).
• determine scalar products (dot products) of two vectors in the plane or in space.
• use the dot product to find the angle between two vectors.
• determine vector (cross) products in space.
• Determine the moment of a vector.

CONTENTS
4.1 Elementary operations with vectors
4.2 Magnitude of a vector, Unit and parallel vectors
4.3 Resolution of vectors
4.4 Unit vector and direction vectors
4.5 Multiplication of a vector by a scalar, parallel vectors & addition and subtraction of vectors
4.6 Scalar (dot) product and the angle between two vectors and work done by forces
4.7 Cross product and the moment of a vector
Study the indicated material in the recommended books (refer to 1.6 Learning Material)

Unit 4. Tutorial Questions

Tutorial 9
1 Determine the magnitude of each of the following vectors.
𝒎 = 4𝒊 − 3𝒋 + 𝒌 𝒏 = −𝒊 + 5𝒋 − 2k
2 Obtain the unit vectors parallel to each of the following vectors
𝒂 = 5𝒊 + 6𝒌 𝒃 = −2𝒊 + 6𝒋 − 6𝒌 𝒄 = 3𝒊 + 2𝒋 − 𝒌
3.1 A force of 1200 N is applied to a body at an angle of 45° to the horizontal. Determine the vertical and
horizontal components of the force.
3.2. The following are the magnitudes and the directions of given vectors. Determine their x- and y-components.
3.2.1 17.8km, 𝜃 = 75° 3.2.2 75m ,𝜃 = 98° 3.2.3. 124.8, 𝜃 = 195°
3.2.4. 46.5km, 𝜃 = 320°
4 Determine the dot products of the following pairs of vectors listed below:
4.1 𝒂 = 𝒊 − 3𝒋 + 𝒌, 𝒃 = 2𝒊 + 𝒋 − 2𝒌
4.2 𝒂 = 3𝒊 + 2𝒋, 𝒃 = 4𝒊 + 6𝒌
4.3 𝒂 = −3𝒊 + 2𝒋 − 𝒌, 𝒃 = 4𝒊 − 3𝒋 + 𝒌
5. Calculate the angle between each pair of vectors listed in problem 4 above.
6.a) Determine the value(s) of 𝑥 if the angle between the vectors 𝒂 = 3𝒊 − 4𝒋 + 2𝑥𝒌 and 𝒃 = −2𝒊 + 3𝒋 + 𝑥𝒌 is 90°.

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 b) If the two vectors 𝒂 = 2𝑥𝒊 − 𝒋 + 2𝒌 and 𝒃 = 𝒊 + 𝒙𝑗 − 𝒌 are perpendicular, determine the value(s) of 𝑥.
7. Determine the work done by a force, F, in moving an object through a displacement r in each of the following:
7.1 𝑭 = 10𝒊 + 2𝒋 − 3𝒌, 𝒓 = 𝒊 − 𝒋 − 𝒌
7.2 𝑭 = 3𝒊 − 𝒋 + 2𝒌, 𝒓 = 2𝒊 − 3𝒋 + 𝒌
8 A force 𝑭 = 5𝒊 + 3𝒋 − 2𝒌 is applied to move an object which moves from 𝐴 = (1, 1, 1) to 𝐵 =
(5, −1, 2). Determine the work done by the force.
Tutorial 10

1. Find the cross products of the pair of vectors listed below:

1.1 𝒂 = 𝒊 + 𝒋 + 𝒌, 𝒃 = 𝒊 − 𝒋 + 𝒌
1.2 𝒂 = 3𝒊 + 2𝒋, 𝒃 = 4𝒊 + 6𝒌
1.3 𝒂 = 5𝒊 + 𝒋 + 3𝒌, 𝒃 = 2𝒊 − 3𝒋 − 4𝒌
2. Determine the moment vector, 𝑀, about the origin, O, of a force 𝑭 = 2𝒊 − 𝒋 + 𝒌, passing through the
point with position vector 𝒓 = −𝒊 + 2𝒋 − 𝒌.
3. Given that 𝑎 = 5𝑖 + 2𝑗 − 𝑘 and 𝑏 = 𝑖 − 3𝑗 + 𝑘 determine (𝑎 + 𝑏) × (𝑎 − 𝑏).
4. Given the position vectors 𝑂𝐴 ⃗⃗⃗⃗⃗ = 2𝑖 − 𝑗 + 3𝑘, 𝑂𝐵
⃗⃗⃗⃗⃗ = 3𝑖 + 2𝑗 − 4𝑘, 𝑂𝐶
⃗⃗⃗⃗⃗ = −𝑖 + 3𝑗 − 2𝑘. Determine
⃗⃗⃗⃗⃗
a)the vector 𝐴𝐵
b) the vector ⃗⃗⃗⃗⃗
𝐵𝐶
⃗⃗⃗⃗⃗ × 𝐵𝐶
c) the vector product 𝐴𝐵 ⃗⃗⃗⃗⃗
5. A force 𝐹 = 5𝑖 − 𝑗 − 𝑘 passes through point 𝐴 whose position vector is 𝑎 = 3𝑖 + 𝑗 + 8𝑘. Determine
the vector moment, 𝑀, of 𝐹 about the point 𝐵 with position vector 𝑏 = 2𝑖 − 3𝑗 + 7𝑘. Also determine
the magnitude of 𝑀.

ANSWERS
Tutorial 9
1. |𝒎| = √26 |𝒏| = √30
1 1 1
̂=
2. 𝒂 (5𝑖 + 6𝑘) ̂=
𝒃 (−2𝑖 + 6𝑗 − 6𝑘) 𝒄̂ = (3𝑖 + 2𝑗 − 𝑘)
√61 √76 √14

3.1 𝐹𝑥 = 848.53 𝐹𝑦 = 848.53

4.607 −10.438 −120.548 35.621
3.2.1. ( ) 3.2.2 ( ) 3.2.3 ( ) 3.2.4 ( )
17.193 74. 270 −32.301 −29.890
4.1 −3 4.2 12 4.3 −19

5.1 𝜃 = 107,55° 5.2 𝜃 = 62.5° 5.3 𝜃 = 174,79°

6.a) ±3 b) 2
7.1 11 𝐽 7.2 11𝐽 8. 12𝐽

Tutorial 10
1.1 2𝒊 + 0𝒋 − 2𝒌 1.2 12𝒊 − 18𝒋 − 8𝒌 1.3 5𝒊 + 26𝒋 − 17𝒌
2 𝒊 − 𝒋 − 3𝒌 3. 2𝑖 + 12𝑗 + 34𝑘
4. a) 𝑖 + 3𝑗 − 7𝑘 b) −4𝑖 + 𝑗 + 2𝑘 c) 13𝑖 − 30𝑗 + 13𝑘
5. −3𝑖 + 6𝑗 − 21𝑘 22.045

26
 Learning Unit 5
Learning outcome 5

COMPLEX NUMBERS
Estimated study time

Two weeks

Intended Learning Outcomes

After completion of this learning unit, you should be able to:

• Perform operations (addition/subtraction/multiplication/division) with complex numbers in
rectangular form.
• Represent a complex number on the Argand diagram.
• Convert a complex number from the rectangular form to the polar form and vice versa.
• Use De Moivre’s theorem to find products, quotients and powers (including roots) of complex
numbers in polar form.

CONTENTS
5.1 Representation and operations with complex numbers in rectangular form.
5.2 Equality of complex numbers.
5.3 Argand diagram and polar form of complex numbers.
5.4 De Moivre’s theorem.
5.5 Using De Moivre’s Theorem to calculate powers and roots of real and complex numbers.
Study the indicated material in the recommended books (refer to 1.6 Learning Material)

Unit 5. Tutorial Questions

Tutorial 11
1. Write the following in j-notation:
1.1 √−4 1.2 √(−9)(−4) 1.3 √−9√−4
2. Solve the following quadratic equations. Write your answers in the form 𝑎 ± 𝑏𝑗
2.1) 𝑥 2 + 6𝑥 + 10 = 0 2.2) 2𝑥 2 − 4𝑥 + 4 = 0 2.3) 3𝑥 2 − 2𝑥 + 1 = 0
3. Find the complex conjugate of:
3.1 𝑧 = 5 + 𝑗4 3.2 𝑧 = −2 + 𝑗 3.3 𝑧 = −3 − 2𝑗 3.4 𝑧 = 1 − 5𝑗
27
4. Given that 𝑧1 = −2 − 7𝑗, 𝑧2 = 4𝑗, determine the following:
4.1 Re(𝑧1 ) 4.2 Im(𝑧̅2) 4.3 Re(𝑧2 ) 4.4 Im(𝑧̅1 )
̅̅̅̅̅̅
5. Determine in standard form: 1 − j + √−36 − 𝑗 5 + 𝑗 −3 − Im(−3 − 2𝑗)
6. Simplify leaving the answer in standard form / rectangular form:
1 5
6.1 (2 + 3𝑗) + (−1 + 𝑗4) 6.2 (−1 − 𝑗) − (2 − 3𝑗) 6.3 −2 ( − 𝑗 )
4 8
25 −2 (𝑗+2𝑥)
6.4 (2 + 3𝑗)(−1 + 4𝑗) 6.5 𝑗 +𝑗 6.6
𝑗

7. Determine the roots of:

7.1 𝑥 3 + 8 = 0 7.2 𝑥 2 − 𝑥 + 1 = 0 7.3 𝑥 3 − 1 = 0

8. Solve for 𝑥 and 𝑦 if:

8.1 (1 + 𝑗)(2 − 𝑦𝑗) = 𝑥 + 𝑗4 8.2 2𝑥 − 6𝑥𝑗 3 − 3𝑗 2 = 𝑦𝑗 − 𝑦 + 7𝑗 5
𝑗+2𝑥
8.3 = 𝑦 − 𝑗5 8.4 (𝑥 − 2𝑦)(3 + 𝑗4) − 𝑥(2 − 𝑗) = −4 + 2𝑗
𝑗

Tutorial 12
1. Convert the following complex numbers to polar form
1.1 -1 + √−3 1.2 3.514 - 7.256j 1.3 √3 + 𝑗√3
2. Simplify giving the answer in standard form:
𝜋
2.1 𝑗 6 + √−9 − 3𝑐𝑖𝑠 + ̅̅̅̅̅̅̅̅
3 − 2𝑗 2.2 4𝑐𝑖𝑠(−30° ) + 2𝑐𝑖𝑠90°
4

2.3 260  340  90

   3∠16° ∙(2∠40° )
2.4
∠70°
3. Express each of the given numbers in exponential form and standard form:
3.1 3 (cos 600 + 𝑗 sin 600 ) 3.2 2,56(cos 125,20 + jsin 125,20 )
0) 0 )]
3.3 375,5[cos(−95,46 + 𝑗 sin(−95,46
4. Use De Moivre’s Theorem to determine: (Give the answer in rectangular form)
3
(−1+√3𝑗)
4.1 (−1 − 𝑗)12 4.2 (2 + 2𝑗)−6 4.3
√2∠(−30° )
3
3∠16° ∙(2∠40° ) (3−𝑗4)2 (4𝑐𝑖𝑠30° )
4.4 4.5 𝜋
∠70° 10𝑐𝑖𝑠
2
5. Given that the voltage in a given circuit is 8,375 – 3,140j V and the impedance is 2,146 – 1,114j ohms, find the
magnitude and phase angle of the current.
6. In an electric circuit, the admittance is the reciprocal of the impedance. If the impedance is 2800 − 1450𝑗
ohms in a certain circuit, find the exponential form of the admittance.
7 An a.c. voltage, 𝑉 = 2.0 + 6.0𝑗 volts is applied across an impedance, 𝑍 = (8 + 𝑗)𝑜ℎ𝑚𝑠. Find the current, 𝑖 in
𝑉
polar form through the circuit given that 𝑖 = 𝑍
𝐾(𝑍 4 +16)
8 A system has the following close-loop transfer function 𝐺 = 3 where K is a non-zero constant.
𝑍 +64
The poles of the system occur where the denominator of the transfer function is zero, that is 𝑍 3 + 64 = 0.
The zeros of the system occur where the numerator of the transfer function is zero, that is 𝑍 4 + 16 = 0.
a) Determine the poles of the system and label them on an Argand diagram.
b) Determine the zeros of the system and label them on an Argand diagram.

9. Determine all the roots of the given equations:

9.1 𝑥 3 − 8 = 0 9.2 𝑥 2 + 2 = 0 9.3 𝑥4 − 1 = 0

ANSWERS
Tutorial 11
1.1 2 j 1.2 6 1.3 - 6
1±√2
2.1. −3 ± 2𝑗 2.2. 1 ± 𝑗 2.3.
3

28
3.1 5 − 4𝑗 3.2 −2 − 𝑗 3.3 −3 + 2𝑗

3.4 1 + 5𝑗
4.1 −2 4.2 −4 4.3 0 4.4 7

5. 7j+3
1 5
6.1 1 + 7𝑗 6.2 −3 + 2𝑗 6.3 − + 𝑗 6.4 −14 + 5𝑗
2 4

6.5 −1 + 𝑗 6.6 1 − 2𝑥𝑗

7.1 𝑥 = −2; 𝑥 = 1 + 1.732𝑗; 𝑥 = 1 − 1.732𝑗
7.2 𝑥 = 0.5 + 0.866𝑗; 𝑥 = 0.5 − 0.866𝑗
7.3 𝑥 = 1, 𝑥 = −0.5 + 0.866𝑗; 𝑥 = −0.5 − 0.866𝑗
8.1 𝑥 = 0 , 𝑦 = −2 8.2 𝑥 = 0.5 𝑦 = −4 8.3 𝑥 = 0.5 , 𝑦 = 1
8.4 𝑥 =2, 𝑦 =1

Tutorial 12
1.1 𝑧 = 2𝐶𝑖𝑠 120° 1.2 𝑧 = 8.06𝐶𝑖𝑠 64.16° 1.3 𝑧 = 2.449𝐶𝑖𝑠 45°
2.1 −0.121 + 2.88𝑗 2.2 3.464 + 0𝑗 2.3 −5.909 − 1.042𝑗
2.2 5.822 + 1.452𝑗
𝜋𝑗
3.1 3𝑒 3 = 1,5 + 2,598𝑗 3.2 2.56𝑒 0.6956𝜋𝑗 = −1,476 + 𝑗2,092

3.3 375.5𝑒 −0,5303𝜋𝑗 = −35,729 − 373,796𝑗

4.1 - 64 4.2 0 + 0.002𝑗 4.3 4.899+2.828𝑗
4.4 9.762 + 21.925𝑗 4.5 −5.189 − 8.548𝑗
−1
5. 5.863, 4.336° 6. 3,1714 x 10−4 𝑒 𝑗4,778𝑥 10 7. 0,030𝑐𝑖𝑠64,4°
8. a) 2 ± 2√3 , −4. b) √2(1 ± 𝑗), −√2(1 ± 𝑗)
9.1 2, −1 ± √3𝑗 9.2 ±√2𝑗 9.3 ±1, ±𝑗

29