Simultaneous Equation from Word Problems

Form simultaneous equation from word problems

LINEAR PROGRAMMING.
Linear programming - is a branch of mathematics which deals with either minimizing
the cost or maximizing the profit.

It gives the best way of utilizing the scarce resources available.

It is so called because it only involves equations and inequalities which
are linear.
Simultaneous Equation.
One of the methods used in solving linear simultaneous equations is a graphical
method. Two linear simultaneous equations in two unknowns can be graphically solved
by passing through the following procedures.

a.

Draw the two lines which represent the two equations on the xy plane
this is done by deter mining at least two points through which each line
passes, the intercept are commonly used

b.

Determine the point of intersection of the two lines. This point of

intersection is the solution to the system of equations.
FACT:

If two straight lines are not parallel then they meet at only one point:
In case the lines do not meet, there is no solution to the corresponding
system of simultaneous equations.
Example 1
Graphically solve the following system of simultaneous equations.

Example 2
Find the solution to the following system of simultaneous equations by graphical
method.

Simultaneous Equations Graphically

Solve simultaneous equations graphically

Example 3
Solve the following simultaneous equations graphically and check your solution by a
non-graphical method:

Example 4
Find the solution to the following system of simultaneous equations by graphical
method.

Exercise 1

Find the solution to the following systems of simultaneous equations graphically.

Try: Ali paid 34 shillings for 10 oranges and 35 mangoes. Moshi went to the same
market and paid 24 shillings for 16 oranges and 18 mangoes. What was the price for a
mango and for an orange?
Linear inequalities

Normally any straight line drawn on xy plane separates it into two

disjoint sets. These sets are called half planes

Consider the equation y = 5 drawn on the xy plane as shown below.

From the figure above, all points above the line, that is all points in the half plane A
which is above the line satisfy the relation y>5 and those lying in the half plane B
which is below the given line, satisfy the relation y< 5.

Shading of Regions

In linear programming usually the region of interest is left clear that is

we shade unwanted region(s).
NB:
When shading the half planes we consider the inequalities as the equations but dotted
lines are used for the relations with > or < signs and normal lines are used for those
with or signs.
Consider the inequalities x>0, y>0 and 2x + 3y >12 represented on the xy-plane In this
case we draw the line x=0, y= 0 and 2x+3y=12 but the point about the inequality signs
for each equation must be considered.

From the figure above, the clear region satisfy all the inequalitiesx>0, y>0 and 2x + 3y
>12, these three lines are the boundaries of the region.
The Solution Set of Simultaneous Linear Inequalities Graphically
Find the solution set of simultaneous linear inequalities graphically
Example 5
Draw and show the half plane represented by 8x + 2y 16

Feasible Region
Definition: In the xy plane the region that satisfies all the given inequalities is called
the feasible region (F.R)
Example 6
Indicate the feasible region for the inequalities 2x+3y 12 and y-x 2.

Determine the solution set of the simultaneous inequalities y + x 3 and x-2y 9.

Example 7
Fatuma was given 30 shillings to buy oranges and mangoes. An orange costs 2shillings
while a mango costs 3 shillings. If the number of oranges bought is at least twice the
number of mangoes, show graphically the feasible region representing the number of
ranges and mangoes she bought, assuming that no fraction of oranges and mangoes
are sold at the market.
Solution:Le x be the number of oranges she bought and y the number of mangoes she bought.
Now the cost of x and y together is 2x + 3y shillings which must not exceed 30
shillings. Inequalities:
2x + 3y 30 (i) and x2y .. (ii),
Also because there is no negative oranges or mangoes that can be bought,
then x and y0 .. (iii)

Now the line 2x + 3y 30 is the line passing through (0, 10) and (15,0) and the line
x2y or x 2y 0 is the line which passes through (0,0) and (2,1).

Exercise 2
For practice.
1.

Draw the graph of the equation 2x y = 7 and show which half plane is
represented by 2x y >7 and the one represented by 2x y <7

2.

On the same coordinate axes draw the graphs of the following

inequalities: x + 2y 2, y-x 1 and y 0.

3.

Draw the graphs of y < 2x -1 and y > 3 x on the same axes and
indicate the feasible region.

4.

A post office has to transport 870 parcels using a lorry, which takes
150 parcels at a time and a van which can take 60 at a time. The cost of
each journey is 350 shillings by lorry and 280 shillings by van. The van
makes more trips than the lorry and the total cost should not exceed 3080
shillings. Show graphically the feasible region representing the number of
trips that a lorry and a van can make.
The Objective Function
An Objective Function from Word Problems
Form an objective function from word problems
Linear programming components

Any linear programming problem has the following:

a.

Objective

b.

Alternative course (s) of action which will achieve the objective.

c.

The available resources which are in limited supply.

d.

The objective and its limitations should be able to be expressed as

either linear mathematical equations or linear inequalities. Therefore linear
programming aims at finding the best use of the available resources.
Programmingis the use of mathematical techniques in order to get the best possible
solution to the problem
Steps to be followed in solving linear programming problems;

a.

Read carefully the problem, if possible do it several times.

b.

Use the variables like x and y to represent the resources of interest.

c.

Summarize the problem by putting it in mathematical form using the

variables let in step (b) above. In this step you need to formulate the
objective function and inequalities or constraints.

d.

Plot the constraints on a graph

e.

From your graph, identify the corner points.

f.

Use the objective function to test each corner point to find out which
one gives the optimum solution.

g.

Make conclusion after finding or identifying the optimum point among

the corner points.
Corner Points on the Feasible Region
Example 8

Locate corner points on the feasible region

A student has 1200 shillings to spend on exercise books. At the school shop an exercise
book costs 80shillings, and at a stationery store it costs 120 shillings. The school shop
has only 6 exercise books left and the student wants to obtain the greatest number of
exercise books possible using the money he has. How many exercise books will the
student buy from each site?

Therefore the student will buy 6 exercise books from each site.
Example 9
A nutritionist prescribes a special diet for patients containing the following number of
Units of vitamins A and B per kg, of two types of food f1 and f2

If the daily minimum in take required is 120 Units of A and 70 units of B, what is the
least total mass of food a patient must have so as to have enough of these vitamins?
Solution:
Let x be the number of kg(s) of F1 that patient gets daily and y be the number of kg(s)
of F2 to be taken by the patient daily.
Objective function: F (x, y) = (x + y) minimum

f (C) = 10 + 0 = 10
So f (B) = 6.8 is the minimum

Therefore the least total mass of food the patient must have is 6.8 kilograms
The Minimum and Maximum Values using the Objective Functio
Find the minimum and maximum values using the objective function
Example 10
A farmer wants to plant coffee and potatoes. Coffee needs 3 men per hectare while
potatoes need also 3 men per hectare. He has 48 hired laborers available. To maintain
a hectare of coffee he needs 250 shillings while a hectare of potatoes costs him 100
shillings. .
Find the greatest possible land he can sow if he is prepared to use 25,000 shillings.
Solution:
Let x be the number of hectares of coffee to be planted and y be the number of
hectares of potatoes to be planted.
Objective function: f (x, y) = (x, + y) maximum
3x + 3y 48 or x + y 16 .(i)
250x + 100y 25,000 Or 5x + 2y 500(ii)
x 0 ...(iii)
y 0 ...(iv)

Using the objective function f (x, y) = (x + y) maximum,

f (A) = (0 + 250) = 250

f (B) = (0+16) = 16
f (C) = (16+0) = 16 <!--EndFragment-->
f(D) = (100+0)= 100 (maximum)
Therefore the greatest possible area to be planted is 250 hectors of potatoes.
NB: In most cases L.P problems must involve non-negativity constraints (inequalities)
that are x 0 and y 0. This is due to the fact that in daily practice there is no use of
negative quantities.
Example 11
A technical school is planning to buy two types of machines. A lather machine needs
3m2 of floor space and a drill machine needs 2m2 of floor space. The total space
available is 30m2. The cost of one lather machine is 25,000 shillings and that of drill
machine is 30,000 shillings. The school can spend not more than 300,000 shillings,
what is the greatest number of machines the school can buy?
Solution:
Let x be the number of Lather machines and y be the number of drill machines to be
bought
Objective function: f(x, y) = (x + y) max
Inequalities:
3x + 2y 30.. .(i)
25,000x + 30,000y 300,000
Or 5x + 6y 60..(ii)
x 0 .(iii)
y 0 .(iv)

Since the incomplete machine cant work, then B = (8, 3) or (7, 4).That is
approximating values of x and y to the possible integers without affecting the given
inequalities or conditions.
Now by using the objective function,
f (A) = 0 + 10 = 10
f(B) = 7 + 4 0r f (B) = 8 + 3 = 11
f (C) = 10 + 0 = 10
f (D) = 0 + ) = 0
So f (B) gives the maximum number of machines which is 11.
Therefore the greatest number of machines that can be bought by the school is 11
machines.
Exercise 3
1. Show on a graph the feasible region for which the restrictions are:

y 2x, x 6, y2 and 2x + 3y 30
From the graph at which point does:
a.

y x take a maximum value?

b.

x + y take a maximum value?

c.

y x take a maximum value?

2. With only 20,000 shillings to spend on fish, John had the choice of buying two types
of fish. The price of a single fish type 1 was 2,500shillings and each fish of type 2 was
sold at 2,000 shillings. He wanted to buy at least four of type 1. What is the greatest
number of fish did John buy? How many of each type could he buy?
3. How many corner points does the feasible region restricted by the inequalities?
x0, y 0, 3x + 2y 18 and 2x + 4y 16 have?
Which corner point maximizes the objective function f (x, y) = 2x + 5y?

PROBABILITY
Normally we are living in the world full of uncertainties.
For example when two equally strong foot ball teams play a match it is not easy to
predicate the outcome of the game. Also for a pregnant woman it is not easy to
predict what will be the sex of the born. Under such uncertainties the theory of
probability is applied.
Definition; Probability is a branch of mathematics which deals with and shows how to
measure the occurrence of events in daily life. Or it can simply be defined as a
measure of chances.
Probability of an Events
The Probability of an Even Through Experiments
Determine the probability of an event through experiments
Probability set (s)
Definition: Probability set is the set of all outcomes/results from the experiment
being performed.
For example when tossing once a fair coin the expected outcomes are either head(H)
or tail(T) to be shown up.
In this case the probability set is

S = {H, T}
Also if a fair die is tossed once what is expected to show up is only one number among
the six numbers, that is 1,2,3,4,5,6.
Now the probability set is
S = {1, 2, 3, 4, 5, 6}.
An event (E); An event is a specified outcome from the probability set.
For example a head (H) in the experiment of tossing a fair coin is an event and it is a
sub set of the probability set,
Thus, S = {H, T} and E ={H}.
An event may or may not occur. For example if the event that a head occurs in tossing
a fair coin once but a tail occurs instead , then the event did not occur and it is
dented by E which is the complement of E.
So if S = {H, T} and the event E = {H}, then E is the event that H does not occur,
hence E ={T}.
NB: A probability set is also called a sample space
Example 1
1. A dieis tossed once and the results are recorded. Find
a.

The probability set (sample space)

b.

The event that an even number occurs.

c.

The event that an even number does not occur.

Solution;

a.

The sample space S ={1,2,3,4,5,6}

b.

The event that an even number occurs is E = {2,4,6}.

c.

The event that an even number does not occur is E' ={1,3,5}
Example 2
Give the probability set of the experiment of selecting even numbers less than 20.
Solution
S = {2, 4, 6, 8, 10, 12, 14, 16, 18}.
Example 3
Give the probability set of not selecting an even number from a set of counting
numbers less than 9.

Solution
S= {1, 2, 3, 4, 5, 6, 7, 8}
E = {2, 4, 6, 8}
So E' = {1, 3, 5, 7}
where E is the event of selecting an even number and E' is the event of not selecting
even number less than 9.
Exercise 1
1. Write theprobability set of each of the following experiments:
a.

A die is tossed and the face showing up is read.

b.

A friend is asked for the month of his birth.

c.

The sex of a human being is asked.

d.

A card is drawn from a box containing five cards bearing the numerals
2,4,6,8 and 10.
2. Write inset notation the elements of the following events:

a.

A fair die is rolled and the number obtained is greater or equal to 5.

b.

A prime number between 20 and 40 is chosen.

3. Write inset notation the elements of the event of not choosing an even number
between 25 and 55
Experimental Results in Relation to Real Life Occurrences
Interpret experimental results in relation to real life occurrences
For example when tossing once a fair coin the expected outcomes are either head(H)
or tail(T) to be shown up.
In this case the probability set is
S = {H, T}
Also if a fair die is tossed once what is expected to show up is only one number among
the six numbers, that is 1,2,3,4,5,6.
Now the probability set is
S = {1, 2, 3, 4, 5, 6}.
The Formula for Finding the Probability of an Event
Write the formula for finding the probability of an event
Probability of an event:

Definition: The probability of an event is the ratio between the number of times the
event has occurred to the total number of experiments that have been done.
If P(E) Is the probability of the event E, then

Also the probability found by experimenting is referred to as experimental probability.

The Formula to Calculate the Probability of an Event
Apply the formula to calculate the probability of an event
Example 4
A drawing pin was tossed 1000 times. The number of tosses where the pin fell flat was
563. Calculate the probability that when such a pin is tossed, it will fall flat.

Example 5
5% of torch bulbs manufactured by a certain factory were defective. What is the
probability that when a bulb from that factory is tested it will be defective?
Solution:
P(E) = 5% = 5/100 = 0.05
Note that the probability of an event is defined under the condition that every
outcome has an equal chance of occurring as other outcomes. Here we say the
outcomes are equally likely or equiprobable.
Words like random selection, fair die and a fair coin are used mean that the choice is
impartial (unbiased)

Example 6
A piece of chalk is picked from a box containing 5 identical pieces two of which are
red and the remaining are white. Find the probability that the piece of chalk picked is
red

Example 7
Find the probability that a ling appears in a drawing a single card from an ordinary
deck of 52 cards.

Example 8
What is the probability of not getting an even number when a fair die is tossed?

Example 9
What is the probability of selecting a green ball from the box containing red and
green balls if the probability of selecting red ball is 1/4?

Example 10
When tossing a die what is the probability of getting a number greater or equal to 1?

Exercise 2
For practice.
1.

Find the probability of choosing a number divisible by 2 from a set of

numbers between 20 and 45.

2.

The total number of red and white pieces of chalk that are contained in
a box is 20. How many pieces of white chalk are in the box if the probability
of choosing a red piece of chalk is 2/5, given that the pieces are identical?

3.

What is the probability that a month selected at random from the

twelve months of the year will have 31 days?

4.

A survey conducted at certain maternity ward showed that 60% of

children born were female. What is the probability that Moses child, who was
born in that ward is a male?

5.

A die was tossed 100 times, the six numbers with their frequency of
occurrence were recorded in the following table:

Combined Events
Experiments of Two Combined Events
Perform experiments of two combined events

If two or more simple events may occur or take place at the same time then the
events are combined events.
For instance when the experiment of tossing two coins at the same time is done, then
the event of interest cant simply be determined.
Let E = {Obtaining two heads}
In this case there are two simple events which are obtaining the head on the first coin
and obtaining the head on the second coin.
So E1 = {Obtaining the head on the first coin}
E2 = {Obtaining the head on the second coin}
A Tree Diagram of Combined Events
Draw a tree diagram of combined events
The event E can be found by using what is referred to as a tree diagram.

Therefore, S = {(H, H), (H, T), (T, H), (T, T)} is the sample space.
Example 11
A die and Coin are tossed together. Draw a tree diagram to find the Sample space and
hence determine the probability that a head and a number less than 3 occurs.

Example 12
A fraction is written by selecting the numerator from the digits 1, 2, 3 and the
denominator from the digits 6, 8.
a.

Draw a tree diagram to find the sample space of this experiment.

b.

Find the probability that a the fraction written is less than

Example 13
In a family of 3 children what is the probability that
a.

All are girls

b.

At least two are boys

Example 14
Three coins are tossed simultaneously. Find the probability that
a.

3 heads appear

b.

2 tails and one head appear

Exercise 3
1. If two digitsnumeral is written choosing tens digits from the set {1, 2, 3, 4,} and
the units digit from {5,6} what is the probability that a number greater than 20 will
appear?
2. A pair of dice istossed. Find the probability that the sum of the two numbers
obtained is
a.

At least 8

b.

at most 1

c.

Exactly 6
3. In a familywith two children, what is the probability that:

a.

Both are boys

b.

At least one is a boy

4. A die and twocoins are tossed at the same time find the probability that

a.

A number 6 and two heads will appear.

b.

A number less than 4, a head and tail will appear.

c.

A number multiple of 2 and two tails will appear.

The Probability of Two Combined Events using the Formula
Find the probability of two combined events using the formula
Mutually Exclusive Events;
Two or more events are said to be mutually exclusive if the occurrence of one event
hinders the occurrence of the other. This means that for mutually exclusive events,
only one event may occur at a time, e.g., it is impossible for two numbers say 1 and 6
on a single die to show up for one tossing.

Therefore if A and B are two events, then the probability of A or B is given by

Example 15
If in a class there are 34 students instead of 35 and Issa, anna, Eliza and Juma apply
for the one chance remaining what is the probability that either Anna or Juma will be
chosen?

Example 16
Find the probability that an even or an odd number which is greater than 1 occurs
when a die is tossed once.

Example 17
The following table shows years of experience for plumbers in a builders company.

Independent Events
Definition: Two or events are said to be independent events if the occurance of one
event does not affect the occurrence of other event(s)
For example when a die and a coin are tossed together, the occurrence of a tail on
the coin does not hinder the occurrence of the number 5 on the die.

Example 18
A die and coin are tossed. Find the probability that a number greater than 4 appears
on the die and a tail appears on the coin:

Example 19
A box contains 9 oranges, 7 mangoes and 2 lemons. A fruit is drawn from the box and
then replaced. Another draw is made. What is the probability that both fruits drawn
are mangoes.

Example 20
The probability that a man and his wife will be alive for 50 years are 3/10 and 1/3
respectively. Find the probability that

Exercise 4
Self test.
1.

A coin is tossed and a card is drawn from an ordinary pack of

52cards.Find the probability that an ace is drawn and a head is obtained on
the coin (There 4 aces in a pack of cards)

2.

Two numbers are selected from the integers 1 to 11 inclusively,

repeation being allowed. Find the probability that (a) Both prime (b) Both are
powers of 2
3. In the village,the probability that a man selected at random on a Sunday morning is
carrying more than is 0.7. Find the probability that;

a.
b.

Two men selected at random on a Sunday morning is carrying more

than 30kg
Three men selected at random are all carrying more than 30kg
4. A letter is chosenfrom the word random What is the probability that it is an n or
d?
5. (a) What does itmean by saying that the probability of an event is (i) 0 (ii) 1 (b)
Give two examples of impossible of events.

MATRICES AND TRANSFORMATIONS

s farmed, this can be done by removing the headings and the bracket enclosing the
numbers (elements) and given a name (normally a capital letter).
Nowthe above information can be presented in a matrix form as

Any matrix has rows and columns but sometimes you may find a matrix with only row
without Colum or only column without row.
In the matrix A above, the numbers 38, 36 an 40 form the first column and 38, 35, 40
and 28 form the first row.
Matrix A above has three (3) rows and four (4) columns.
In the matrix A, 34 is the element (entity) in the second row and third column while
28 lies in the first row and fourth column. The plural form of matrix is matrices.
Normallymatrices are named by capital letters and their elements by small letters
which represent real numbers.

Order of a matrix (size of matrix)

The order of a matrix or size of a matrix is given by the number of its rows and the
number of its columns.
So if A has m rows and n columns, then the order of matrix is m x n.
It is important to note that the order of any matrix is given by stating the number of
its rows first and then the number of its columns.

Types of matrices:
The following are the common types of matrices:-

Matrices of order up to 2 X 2
Add matrices of order up to 2 X 2
When adding or subtracting one matrix from another, the corresponding elements
(entities) are /added or subtracted respectively.
This being the case, we can only perform addition and subtraction of matrices with
the same orders.
Example 1
Given that

Matrices of order up to 2 X 2
Example 2
Given that

Subtract matrices of order up to 2 X 2

Example 3
Solve for x, y and z in the following matrix equation;

Exercise 1
Determine the order of each of the following matrices;

2. Given that

3. Given that

4. A house wife makes the following purchases during one week: Monday 2kg of meat
and loaf of bread Wednesday, 1kg of meat and Saturday, 1kg of meat and one loaf of
bread. The prices are 6000/= per kg of meat and 500/= per loaf of bread on each
purchasing day
a.

Write a 3x2 matrix of the quantities of items purchased over the three
days .

b.

Write a 2x1 column matrix of the unit prices of meat and bread.
5. Solve for x, y and z in the equation

Additive identity matrix.

If M is any square matrix, that is a matrix with order mxm or nxn and Z is another
matrix with the same order as m such that
M+ Z= Z+M = M then Z is the additive identity matrix.

The additive inverse of a matrix.

If A and B are any matrices with the same order such that A+B = Z, then it means that
either A is an additive inverse of B or B is an additive inverse of A that is B=-A or A= -B

Example 4
Find the additive inverse of A,

Example 5
Find the additive identity of B if B is a 33 matrix.

A Matrix of Order 2 X 2 by a Scalar

Multiply a matrix of order 2 X 2 by a scalar
A matrix can be multiplied by a constant number (scalar) or by another matrix.
Scalar multiplication of matrices:
Rule: If A is a matrix with elements say a, b, c and d, or

Example 6
Given that

Solution;

Example 7
Given,

Solution;

Two Matrices of order up to 2 X 2

Multiplication of Matrix by another matrix:

Multiply two matrices of order up to 2 X 2

AB is the product of matrices A and B while BA is the product of matrix B and A.

In AB, matrix A is called a pre-multiplier because it comes first while matrix B is

called the post multiplier because it comes after matrix A.
Rules of finding the product of matrices;
1.
2.

The pre multiplier matrix is divided row wise, that is it is divided

according to its rows.
The post multiplier is divided according to its columns.

3.

Multiplication is done by taking an element from the row and multiplied

by an element from the column.

4.

In rule (iii) above, the left most element of the row is multiplied by the
top most element of the column and the right most element from the row is

multiplied by the bottom most element of the column and their sums are
taken:

Therefore it can be concluded that matrix by matrix multiplication is only possible if

the number of columns in the pre-multiplier is equal to the number of rows in the
post multiplier.
Example 8
Given That;

From the above example it can be noted that ABBA, therefore matrix by matrix
multiplication does not obey commutative property except when the multiplication
involves and identity matrix i.e. AI=IA=A
Example 9
Let,

Example 10
Find CD if

Product of a matrix and an identity matrix:

If A is any square matrix and I is an identity matrix with the same order as A, then
AI=IA=A
Example 11
Given;

Exercise 2
<!-- [if !supportLists]-->1. Given that A= (3 4) and

2. If,

3.Using the matrices

4.Find the values of x and y if

Inverse of a Matrix
The Determinant of a 2 X 2 Matrix
Determinant of a matrix

Calculate the determinant of a 2 X 2 matrix

Now the determinant of matrix A is then defined as the difference of the product of
elements in the leading diagonal and the product of the elements in the main
diagonal.

Example 12
Find

Example 13
Considering

Example 14
Find the value of x

Singular and non singular matrices:

Definition:
Asingular matrix is a matrix whose determinant is zero, while non singular matrix is
the one with a non zero determinant.

Example 15
Find the value of y

The Inverse of a 2 X 2 Matrix

Inverse of matrices

Find the inverse of a 2 X 2 matrix

Definition: If A is a square matrix and B is another matrix with the same order as A,
then B is the inverse of A if AB=BA=I where I is the identity matrix.
Thus AB=BA=I means either A is the inverse of B or B is the inverse of A.

Where B=A-1, that is B is the inverse of matrix A

Since we need the unknown matrix B, we can solve for p and q by using equations (i)
and (iii) and we solve for r and s using equations (ii) and (iv)

To get p proceed as follows

Alsoto get r and s, the same procedure must be followed:

And

Note that, if |A|= 0, Then

Example 16
Given that,

Solution:

Example 17
Which of the following matrices have inverses?

Exercise 3
1. Find the determinant of each of the following matrices.

2. Which of the following matrices are singular matrices?

3. Findinverse of each of the following matrices.

2 X 2 Matrix to Solve Simultaneous Equations

Apply 2 X 2 matrix to solve simultaneous equations
Solving simultaneous equations by matrix method:

Now by equating the corresponding elements, the following simultaneous equations

are obtained.

Then B= A-1C

Example 18
By matrix method solve the following simultaneous equations:

Multiplying A-1 an each side of the equation, gives,

Example 19
Solve

Multiplying A-1 on each side of the equation gives,

Example 20
By using matrix method solve the following simultaneous equations:

Multiplying A-1 on each side of the equation gives,

Cramers Rule

So

Example 21
Find

Example 22
By using Cramers rule

Example 23
Byusing Cramers rule,

Exercise 4
1. Use the matrix method to solve the following systems of simultaneous equations.

Use Cramers rule to solve the following simultaneous equation

3. Whythe system of simultaneous equations

Matrices and Transformations

Definition: A transformation in a plane is a mapping which moves an object from one
position to another within the plane. Figures on the plane can also be shifted from
one position by a transformation.
A new position after a transformation on is called the image.
Examples of transformations are (i) Reflection (ii) Rotation (iii) Enlargement (iv)
Translation.
Any Point P(X, Y) into P(X,Y) by Pre-Multiplying ( ) with a Transformation
Matrix T
Transform any point P(X, Y) into P(X,Y) by pre-multiplying () with a
transformation matrix T
- Suppose a point P(x,y) in the x-y plane moves to a point P (x,y) by a
transformation T,

A transformation in which the size of the image is equal that of the object is called an
ISOMETRIC MAPPING.
The Matrix to Reflect a Point P(X, Y ) in the X-Axis
Apply the matrix to reflect a point P(X, Y ) in the x-axis
Reflection;
When you look at yourself in a mirror you seem to see your body behind the mirror.
Your body is in front of the mirror as your image is behind it.

An object is reflected in the mirror to form an image which is;

a.

The same size as the object

b.

The same distance from the mirror as the object

So reflection is an example of ISOMETRIC MAPPING.

The mirror is the line of symmetry between the object and the image.
Example 24
Find the image of the point A (2,3) after reflection in the x axes.
Solution;
Plot point A and its image A such that AA crosses the x axis at B and also
perpendicular to it.
For reflection AB should be the same as BA i.e. AB = BA

From the figure, the coordinates of A are A (2,-3). So the image of A (2,3) under
reflection in the x-axis is A (2,-3)
Normally the letter M is used to denote reflection and thus Mx means reflection in the
x axis.
So Mx(2,3) =- (2,-3).

Where Mx means reflection in the x axis and My means reflection in the y-axis.
The Matrix to Reflect a Point P(X, Y) in the Y-Axis
Apply the matrix to reflect a point P(X, Y) in the Y-Axis
Example 25
Find the image of B(3,4) under reflection in the y- axis.
Solution:

From My (x.y)= (-x,y)

My (3 ,4 ) =( -3,4)
Therefore the image of B(3,4) is B'(-3,4) .
Reflection in the line y = x.
The line y=x makes an angle 450 with x and y axes. It is the line of symmetry for the
angle YOX formed by two axis. By using isosceles triangle properties, reflection of the
point (1,0) in the line y=x will be ( 0,1) while the reflection of (0,2) in the line y=x
will be ( 2, 0) it can be noticed that the coordinates are exchanging positions. Hence
the reflection of the point (x,y) in the line y=x is ( y,x).

Where My =xmeans reflection in the line y=x.

Example 26
Find the image of the point A(1,2) after reflection in the line y = x . Draw a sketch.

Reflection in the line y = -x

The reflection of the point B(x,y) in the line y = -x is B'(-y,-x).

Example 27
Find the image of B (3,4) after reflection in the line y=-x followed by another
reflection in the line y=0.Draw a sketch.
Solution;
Reflection of B in the line y=-x is B'(-4,-3). The line y=0 is the x axis. So reflection (4,-3) in the x-axis is (-4,3)
Therefore the image of B (3,4) is B(-4,3).
The image of a point P (x,y) when reflected in the line making an angle with positive x-axis
and passing through the origin.

If the line passes through the origin and makes an angle a with x axis in the positive
direction, then its equation is y= xtan where tanis the slope of the line.
Consider the following diagram.

But OPQ is a right angled triangle.

So x = OP Cos and y = OPSin .

Again OPR is a right angled triangle and the angle PQR = a - + a- + , this is due
to the fact that reflection is an isometric mapping.
Now the angle POR = 2 a-, then

It follows therefore that if M is a reflection in the line inclined at a, then

Example 28
Find the image of the point A (1, 2) after a reflection in the line y = x.

Example 29

Find the image of B (3,4) after reflection in the line y = -x followed by another
reflection in the line y = 0.

But the line y = 0 has 0 slope because it is the x axis,

Example 30
Find the equation of the line y = 2x + 5 after being reflected in the line y = x,
Solution:
The line y = x has a slope 1
So tan a = 1 which means a = 450
To find the image of the line y = 2x + 5, we choose at least two points on it and find
their images, then we use the image points to find the equation of the image line.
Now y = 2x + 5

The points (0,5) and (1,7) lie on the line

So the image line is the line passing through (5,0) and (7,1) and it is obtained as
follows;

Exercise 5
Self Practice.
1.

Find the image of the point D (4,2) under reflection in the x axis

2.

Point Q (-4,3) is reflected in the y axis. Find its image coordinates.

3.

Reflect the point (5,4) in the line y = x

4.

Find the image of the point (1,2) after a reflection in the line y = x
followed by another reflection in the line y = -x.

5.

Find the equation of the line y = 3x -1 after being reflected in the line x
+ y = 0.
A Matrix Operator to Rotate any Point P( X, Y ) Through 90 180, 270 and 360
about the Origin
Use a matrix operator to rotate any point P( X, Y ) through 90 180, 270 and 360
about the Origin
Rotation:
Definition; A rotation is a transformation which moves a point through a given angle
about a fixed point.

Rotation is an isometric mapping and it is usually denoted by R.

Therefore Rmeans rotation of an object through an angle.
In the xy plane, whenismeasured in the clockwise direction it is negative and when it
is measured in the anticlockwise direction it is positive.

Example 31

Find the image of the point P(1,0) after a rotation through 900 about the origin in the
anti clockwise direction.

P is on the x axis, so after rotation through 900 about the origin it will be on the y
axis. Since P is 1unit from O, P is also 1 unit from O, the coordinates of P (0,1) are
P (0,1). Therefore R 900(1,0) = (0,1).
Example 32
Find the image of the point B (4,2) after a rotation through 900 about the origin in the
anticlockwise direction.
Solution;
Consider the following figure,

Exercise 6
Find the matrix of rotation through
a.

900 about the origin

b.

450 about the origin

c.

2700 about the origin

Find the image of the point (1,2) under rotation through 1800 ant clockwise about the
origin.
Find the image of the point (-2,1) under rotation through 2700 clockwise about the
origin
Find the image of (1,2) after rotation of -900.
Find the image of the line passing through points a (-2,3) and B(2,8) after rotation
through 900 clockwise about the origin

General formula for rotation

Consider the following sketch,

Example 33
Find the image of the point (1,2) under a rotation through 180 0 anticlockwise

Therefore the image of (1, 2) after rotation through 1800 anticlockwise is (-1,-2).
Example 34
Find the image of the point (5,2) under rotation of 900 followed by another rotation of
1800 anticlockwise.
Solution:

Therefore the image of (5,2) under rotation of 900 followed by another rotation of
1800 anticlockwise is (2,-5) .
Translation
Definition: A translation is a mapping of a point P (x, y) into P' (x', y') by the Vector
(a, b) such that (x', y') = (x, y) + (a, b), translation is denoted by the letter T. So T
maps a point (x, y) into x', y')
Where (x', y') = (x, y) + (a, b)

Consider the triangle OPQ whose vertices are (0,0), (3,1) and (3,0) respectively which
is mapped into triangle OPQ by moving it 2 units in the positive x direction and 3
units in the positive y direction

Example 35
If T is a translation by the vector (4,3), find the image of (1, 2) under this translation.

Example 36
A translation T maps the point (-3, 2) into (4, 3). Find where (a) T maps the origin (b)
T maps the point (7, 4).

Example 37
Find the translation vector which maps the point (6,-6) into (7,16).
Solution
Given that (x, y) = (6,-6) and (x, y) = (7,16), (a, b) =?
From T (x, y) = (x, y) + (a, b) = (x', y'),
then (7,16) = (6,-6)+(a,b) which means a=7-6 = 1 and b=16+6 = 22. Therefore
translation vector (a,b) = (1,22).
The Enlargement Matrix E in Enlarging Figures
Use the enlargement matrix E in enlarging figures
Definition: Enlargement is the transformation which magnifies an object such that its
image is proportionally increases on decreased in size by some factor k. The general
matrix of enlargement

Example 38

Find the image of the square with vertices O(0,0), A (1,0), B (1,1) and C (0,1) under
the

Example 39

Find the image of (6, 9) under enlargement by the matrix

Example 40
Draw the image of a unit circle with center O (0,0) under

Now the images of these points are (0,3), (3,0), (0,-3), (-3,0) and other points
respectively, where the centre remains (0,0) and the radius becomes 3 units.

I n the figure above, the circle with radius 1 unit and its image with radius 3 units
C1and C2 respectively are shown.
Linear Transformation:
Definition:
For any transformation T, any two vectors U and V and any real number t, T is said to
be a linear transformation if and only if
T(t U) = tT(U) and T (U+V) = T(U) + T(V)
Example 41
Show that the rotation by 900about O(0,0) is a linear trans formation
Solution
Let U=(U1,U2) and V =(V1 , V2) be any two vectors in the plane and t be any real
number
To show that R900 is the linear transformation we must show that
R900 (tU)= t R900 (U) and
R900 (U + V) = R900 (U) + R900 (V)

Therefore, since R900 (U) + R900 (V) = R900 (U+V) and R900 (tU)= t R900 (U), then R900is
a linear trans formation.
Example 42
Suppose that T is a linear transformation such that
T(U) = (1,-2), T(V) = (-3,-1) for any vectors U and V, find
(a) T(U+ V) (b) T(8U) (c) T(3U -2V)
Solution
(a)Since T is a linear Transformation then
T( U+ V) = T(U) + T(V)

Exercise 7
1. If

2. Is the matrix of reflection in a line inclined at angle a, U=(6,1) , V=(-1,4) and

a13500, find (a) m(U+V) (b) m(2V)
If U =(2,-7) and V=(2,-3), find the matrix of linear transformation T such that T(2U)=(4,14) and T(3V) = (6,9)
4. What is the image of (1,2) under the transformation

5. Given that I is the identify transformation such that I(U) =U for any Vector U, prove
that I is a linear transformation.

TRIGNOMETRY
Trigonometry is a branch of mathematics that deals with relationship (s) between angles and sides of
triangles.

Trigonometric Ratios
The Sine, Cosine and Tangent of an Angle Measured in the
Clockwise and Anticlockwise Directions
The Sine, Cosine and Tangent of an Angle Measured in the
Clockwise and Anticlockwise Directions

Determine the sine, cosine and tangent of an angle measured in the clockwise and
anticlockwise directions
The basic three trigonometrical ratios are sine, cosine and tangent which are written
in short as Sin, Cos, and tan respectively.
Consider the following right angled triangle.

Also we can define the above triangle ratios by using a unit Circle centered at the
origin.

If is an obtuse angle (900<<1800) then the trigonometrical ratios are the same as the
trigonometrical ratio of 1800-

If is a reflex angle (1800< <2700) then the trigonometrical ratios are the same as
that of - 1800

If is a reflex angle (2700< < 3600), then the trigonometrical ratios are the same as
that of 3600 -

We have seen that trigonometrical ratios are positive or negative depending on the
size of the angle and the quadrant in which it is found.
The result can be summarized by using the following diagram.

Trigonometric Ratios to Solve Problems in Daily Life

Apply trigonometric ratios to solve problems in daily life

Example 1
Write the signs of the following ratios
a.

Sin 1700

b.

Cos 2400

c.

Tan 3100

d.

sin 300
Solution
a)Sin 1700
Since 1700 is in the second quadrant, then Sin 1700 = Sin (1800-1700) = Sin 100
Sin 1700 = Sin 100
b) Cos 2400 = -Cos (2400-1800)= -Cos 600
Therefore Cos 2400= -Cos 600
c) Tan 3100 = -Tan (3600-3100) = - Tan 500
Therefore Tan 3100= -Tan 500
d) Sin 3000= -sin (3600-3000) = -sin 600

Therefore sin 3000= - Sin 600

Relationship between Trigonometrical ratios

The above relationship shows that the Sine of angle is equal to the cosine of its
complement.
Also from the triangle ABC above

Again using the ABC

b2 = a2+c2 (Pythagoras theorem)
And

Example 2
Given thatA is an acute angle and Cos A= 0.8, find
a.

Sin A

b.

tan A.

Example 3
If A and B are complementary angles,

Solution
If A and B are complementary angle
Then Sin A = Cos B and Sin B = Cos A

Example 4
Given that and are acute angles such that + = 900 and Sin= 0.6, find tan
Solution

Exercise 1
For practice

Sine and Cosine Functions

Sines and Cosines of Angles 0 Such That -720 720
Find sines and cosines of angles 0 such that -720 720
Positive and Negative angles
An angle can be either positive or negative.
Definition:
Positive angle: is an angle measures in anticlockwise direction from the positive Xaxis
Negative angle: is an angle measured in clockwise direction from the positive X-axis

Facts:

a.
b.

From the above figure if is a positive angle then the corresponding

negative angle to is (- 3600) or (+ - 3600)
.If is a negative angle, its corresponding positive angle is (360+)
Example 5
Find thecorresponding negative angle to the angle if ;

a.

= 580

b.

= 2450

Example 6

What is the positive angle corresponding to - 46?

SPECIAL ANGLES
The angles included in this group are 00, 300, 450, 600, 900, 1800, 2700, and 3600
Because the angle 00, 900, 1800, 2700, and 3600, lie on the axes then
theirtrigonometrical ratios are summarized in the following table.

The ABC is an equilateral triangle of side 2 units

For the angle 450 consider the following triangle

The following table summarizes the Cosine, Sine, and tangent of the angle 30 0 ,
450 and 600

NB: The following figure is helpful to remember the trigonometrical ratios of special
angles from 0to 90

If we need the sines of the above given angles for examples, we only need to take the
square root of the number below the given angle and then the result is divided by 2.

Example 7
Find the sine, cosine and tangents of each of the following angles
a.

-1350

b.

1200

c.

3300

Example 8
Find the value of if Cos = - and 360
Solution
Since Cos is (ve), then lies in either the second or third quadrants,
Now - Cos (180 = - Cos (+1800) = -= -Cos600
So = 1800-600 = 1200 or = 1800 + 600 = 2400
= 1200 0r =2400
Example 9
Consider below

Exercise 2
Solve the Following.

The Graphs of Sine and Cosine

Draw the graphs of sine and cosine
Consider the following table of value for y=sin where ranges from - 360to 360

For cosine consider the following table of values

From the graphs for the two functions a reader can notice that sinand cosboth lie in
the interval -1 and 1 inclusively, that is -1sin1 and -1cos1 for all values of .
The graph of y= tanis left for the reader as an exercise
NB: - tanthe symbol means infinite
Also you can observe that both Sinnd cosrepeat themselves at the interval of
360, which means sin= sin(+360) = sin(+2x3600) etc
and Cos=(Cos+3600)= Cos(+2x3600)
Each of these functions is called a period function with a period 360 0
1. Usingtrigonometrical graphs in the interval -36003600
Find such that
a.

Sin= 0.4

b.

Cos= 0.9
solution

Example 10
Use the graph of sinto find the value ofif
4Sin= -1.8 and -3600 3600
Solution
4Sin= -1.8
Sin= -1.84 = -0.45
Sin= -0.45
So = -1530, -270, 2070, 3330

The graphs of sine and cosine functions

Interpret the graphs of sine and cosine functions

Example 11
Use thetrigonometrical function graphs for sine and cosine to find the value of
a.

Sin (-400)

b.

Cos (-400)
Solution

a.

Sin (-400)= - 0.64

b.

Cos (-400)= 0.76

Sine and Cosine Rules

The Sine and Cosine Rules
Derive the sine and cosine rules
Consider the triangle ABC drawn on a coordinate plane

From the figure above the coordinates of A, B and C are (0, 0), (c, 0) and (bCos,
bSin) respectively.
Now by using the distance formula

SINE RULE
Consider the triangle ABC below

From the figure above,

Note that this rule can be started as In any triangle the side are proportional to the
Sines of the opposite angles

The Sine and Cosine Rules in Solving Problems on Triangles

Apply the sine and cosine rules in solving problems on triangles

Example 12
Find the unknown side and angle in a triangle ABC given that
a= 7.5cm
c= 8.6cm and C= 80

Find the unknown sides and angle in a triangle ABC in which a= 22.2cmB= 86and A=
26
Solution
By sine rule
Sin A= sin B= Sin C

Example 13
Find unknown sides and angles in triangle ABC
Where a=3cm, c= 4cm and B= 30
Solution
By cosine rule,

Example 14
Find the unknown angles in the following triangle

Exercise 3
1. Given thata=11cm, b=14cm and c=21cm, Find the Largest angle of ABC
2. If ABCD is a parallelogram whose sides are 12cm and 16cm what is the length of the
diagonal AC if angle B=119?

3.If A and B are two ports on a straight Coast line such that B is 53km east of A. A ship
starting from A sails 40km to a point C in a direction E65N. Find:
a.

The distance a of the ship from B

b.

The distance of the ship from the coast line.

c. 4. Find the unknown angles and sides in the following triangle.

d.
e. 5. A rhombus has sides of length 16cm and one of its diagonals is 19cm long.
Find the angles of the rhombus.

Compound Angles
The Compound of Angle Formulae or Sine, Cosine and Tangent in
Solving Trigonometric Problems

Apply the compound of angle formulae or sine, cosine and tangent in solving
trigonometric problems
The aim is to express Sin () and Cos () in terms of Sin, Sin, Cosand Cos
Consider the following diagram:

From the figure above <BAD=and <ABC=thus<BCD=+

From BCD

For Cos() Consider the following unit circle with points P and Q on it such that
OP,makes angle with positive x-axis and OQ makes angle with positive x-axes.

From the figure above the distance d is given by

In general

Example 15
1. Withoutusing tables find the value of each of the following:
a.

Sin 75

b.

Cos105
Solution:

Example 16
Find:
a.

Sin150

b.

Cos 15

Exercise 4
1. Without using tables, find:

a.

Sin15

b.

Cos 120
2. Find Sin 225 from (180+45)
3. Verify that

a.

Sin90 = 1 by using the fact that 90=45+45

b.

Cos90=0 by using the fact that 90=30+60

4. Express each of the following in terms of sine, cosine and tangent of acute angles.

a.

Sin107

b.

Cos300
5. By using the formula for Sin (A-B), show that Sin (90-C)=Cos C

VECTORS
Displacement and Positions of Vectors
The Concept of a Vector Quantity
Explain the concept of a vector quantity
A vector - is a physical quantity which has both magnitude and direction.

The Difference Between Displacement and Position Vectors

Distinguish between displacement and position vectors
If an object moves from point A to another point say B, there is a displacement

There are many Vector quantities, some of which are: displacement, velocity,
acceleration, force, momentum, electric field and magnetic field.
Other physical quantities have only magnitude, these quantities are called Scalars.
For example distance, speed, pressure, time and temperature
Naming of Vectors:
Normally vectors are named by either two capital letters with an arrow above e.g.

Equivalent Vectors:

Therefore two or more vectors are said to be equivalent if and only if they have same
magnitude and direction.

Position Vectors;
In the x plane all vectors with initial points at the origin and their end points
elsewhere are called position vectors. Position vectors are named by the coordinates
of their end points.
Consider the following diagram.

Components of position vectors:

Example 1
Write the position vectors of the following points: (a) A (1,-1), (b) B (-4,-3)
(c) C= (u, v) where U and V are any real numbers and give their horizontal and
vertically components

Example 2
For each of vectors a and b shown in figure below draw a pair of equivalent vectors

Solution:
The following figure shows the vectors a and b and their respective pairs of
equivalent vectors

Any Vector into I and J Components

The unit Vectors i and j.

Resolving any vector into I and J components

Definition: A unit vector is a position vector of unit length in the positive direction of
x axis or y axis in the xyplane.
The letters iand jare used to represent unit vectors in the X axis and y axis
respectively.
Consider the following sketch,

Example 3
Write the following vectors in terms of i and j vectors:

Example 4
Write the following vectors as position vectors.

Magnitude and Direction of a Vector

The Magnitude and Direction of a Vector
Magnitude (Modules) of a Vector

Calculate the magnitude and direction of a vector

Definition: The magnitude / modules of a vector is the size of a vector, it is a scalar

quantity that expresses the size of a vector regardless of its direction.
Finding the magnitude of given vector.

Normally the magnitude of a given vector is calculated by using the distance formula
which is based on Pythagoras theorem.

Using Pythagoras theorem

Example 5
Calculate the magnitude of the position vector v=(- 3 , 4)

What is the magnitude of the vector U if U = 4i 5j?

Unit Vectors:
Definition: A unit of Vector is any vector whose magnitude or modulus is one Unit.

Example 6
Find a Unit Vector in the direction of Vector U = (12, 5)

Direction of a vector:
The direction of a Vector may be given by using either bearings or direction Cosines.
(a) By Bearings:

Bearings are angles from a fixed direction in order to locate the interested places on
the earth's surface.
Reading bearings: There are two method used to read bearings, in the first method
all angles are measured with reference from the North direction only where by the
North is taken as 0000, the east 0900, the South is 1800 and West 2700

From the figure above, point P is located at a bearing of 0500, while Q is located at a
bearing of 1350.
Commonly the bearing of point B from point A is measured from the north direction at
point A to the line joining AB and that of A from B is measured from the North
direction at point B to the line joining BA.

From the figure above the bearing of B from A, is 0600 while that of A from B is 2400 In
the second method two directions are used as reference directions, these are North
and south.
In this method the location of places is found by reading an acute angle from the
north eastwards or westwards and from the south eastwards or westwards.

From figure above, the direction of point A from O is N 460 E , that of B is N500W while
the direction from of C is S200E.
Example 7
Mikumi is 140km at a bearing of 0700f from Iringa. Makambako is 160km at bearing of
2150 from Iringa. Sketch the position of these towns relative to each other, hence
calculate the magnitude and direction of the displacement from Makambako to
Mikumi.

Sketch

Using the cosine rule

The displacement from Makambakoto Mikumiis 12 286kmBy sine rule

Alternatively by using the scale AB is approximately14.3 cm Therefore AB = 14.3x 20

km = 286km and the bearing is obtained a protractor which is about N51 0E
(b) Direction cosines

Where Cos A and Cos B are the direction cosines of OP

Example 8
If a = 6i + 8j find the direction cosine of aand hence find the angle made by awith the
positive x axis.

Exercise 1
1. Find the magnitude of

Sum and Difference of Vectors

The Sum of Two or More Vectors

Find the sum of two or more vectors

Addition of vectors
The sum of any two or more vectors is called the resultant of the given vectors. The
sum of vectors is governed by triangle, parallelogram and polygon laws of vector
addition.
(1) Triangle law of vector Addition
Adding two vectors involves joining two vectors such that the initial point of the
second vector is the end point of first vector and the resultant is obtained by
completing the triangle with the vector whose initial point is the initial point of the
first vector and whose end points the end point of the second vector.

From the figure above a + b is the resultant of vectors a and b as shown below

(2) The parallelogram law

When two vectors have a common initial point say P, then their resultant is obtained
by completing a parallelogram, where the two vectors are the sides of the diagonal
through P and with initial point at P

Example 9
Find the resultant of vectorsuandvin the following figure.

Solution
To get the resultant of vectors u and v, you need to complete the parallelogram as
shown in the following figure

From the figure above, the result of u and v is PR = U + V = U + V

Note that by parallelogram law of vector addition, commutative property is verified.
Polygon law of vector addition:
If you want to add more than two vectors, you join the end point to the initial point
of the vectors one after another and the resultant is the vector joining the initial
point of the first vector to the end point of the last vector
Example 10
Find the resultant of vectors a, b, c and d as shown in the figure below.

Solution

In the figure above P is the initial point of a, b has been joined toaat point Q and c is
joined to b at R, while d is joined to c at point S and PT = a + b + c + d which is the
resultant of the four vectors.
Opposite vectors
Two vectors are said to be opposite to each other if they have the same magnitude
but different directions

From the figure above a and b have the same magnitude (3m) but opposite direction.
So a and b are opposite vectors.
Opposite vectors have zero resultant that is if a and b are opposite vectors, then

Example 11
Find the vector p opposite to the vector r = 6i 2j

The Difference of Vectors

Find the difference of vectors

Normally when subtracting one vector from another the result obtained is the same as
that of addition but to the opposite of the other vector.
Therefore the different of two vector is also the resultant vector
Consider the following figure

A Vector by a Scalar

Multiply a vector by a scalar

If a vector U has a magnitude m units and makes an anglewith a positive x axis, then
doubling the magnitude of U gives a vector with magnitude 2m.

Generally if U = (u1, u2) and t is any non zero real number while (u1, u2) are also real
numbers, then

Example 12
If a = 3i + 3j and b = 5i + 4j
Find 5a + 3b

Example 13
Given that p = (8, 6) and q = (7, 9). Find 9p 8q

Application of Vectors
Vectors in Solving Simple Problems on Velocities, Displacements
and Forces

Apply vectors in solving simple problems on velocities, displacements and forces

Vector knowledge is applicable in solving many practical problems as in the following
examples.
A student walks 40 m in the direction S 450 E from the dormitory to the parade ground
and then he walks 100m due east to his classroom. Find his displacement from
dormitory to the classroom.
Solution
Consider the following figure describing the displacement which joins the dormitory
D. parade ground P and Classroom C.

From the figure above the resultant is DC. By cosine rule

Example 14
Three forces F1 = (3,4), F2 = (5,-2) and F3 = (4,3) measured in Newtons act at point O
(0,0)
a.

Determine the magnitude and direction of their resultant.

b.

Calculate the magnitude and direction of the opposite of the resultant

force.

(b) Let the force opposite to F be Fo, then Fo = -F = - (12, 5) = (-12, -5)
Fo= 13N and its bearing is (67.40+1800) = 247.40
So the magnitude and direction of the force opposite to the resultant force is 13N and
S67.40W respectively..
Exercise 2
1. Given that U = (3, -4), V= (-4, 3) and W = (1, 1), calculate.
a.
b.

The resultant of U + V + W
The magnitude and direction of the resultant calculated in part (a)
above.
2. A boat moves with a velocity of 10km/h upstream against a downstream current of
10km/h. Calculate the velocity of the boat when moving down steam.
3. Two forces acting at a point O makes angles of 300 and 1350 with their resultant
having magnitude 20N as shown in the diagram below.

Calculate the magnitude and direction of the resultant of the velocities V 1=5i + 9j,V2 =
4i + 6j and V3 = 4i 3j where i and j are unit vectors of magnitude 1m/s in the positive
directions of the x and y axis respectively.