Bird’s Electrical and Electronic Principles and Technology

What skills are needed for a career in electrical and electronic engineering?
When you decide to become an electrical or electronic engineer, you’re committing yourself to a profession that
involves developing, designing, testing and supervising the manufacturing of electrical devices and equipment,
including navigation systems, electric motors and power generation equipment. Therefore, to be able to handle such
complex concepts and theories, and understand how to apply them to real-life projects, you need to possess a unique
and tailored skillset. Indeed, it’s no secret that a high proportion of engineering students drop out or change course,
with a lack of preparedness often cited as the biggest reason for this unusually high attrition rate.
So, to see if you have what it takes to stay the course and develop a promising career in the field, here are the top 10
electrical and electronic engineering skills that you will need.
1. Problem-Solving Skills
Regardless of their discipline, engineers are, at their core, problem-solvers. This is particularly true in electrical and
electronic engineering, where you are often required to think logically and apply a particular rule or concept to a
problem in order to solve it.
2. Basic Circuit Knowledge
Electrical design can become an extraordinarily complex topic, especially where large installations are concerned
(such as energy grids), or even within highly advanced pieces of small hardware, such as those used in smartphones.
Therefore, if you are to have any hopes of getting to grips with it all, you need to first have a solid understanding of
basic circuit design.

Sunshine Seeds/Shutterstock.com

3. Enthusiasm for Learning

Although it is an essential and unavoidable step, having a degree or a high qualification is not the end of the edu-
cational road for an electrical/electronic engineer; in fact, it is just the beginning of your active learning journey.
Much of this is borne out of necessity. Electrical and electronic engineering is one of the fastest evolving and fiercely
competitive engineering fields, so you will need to be constantly up to date (for example, with IEE wiring regs, and
particularly if you work in the product design and manufacturing sector).
4. Communication Skills
There is barely a profession in the world where the ability to communicate is not important, and electrical and
electronic engineering is no different. Whether it’s understanding the needs and requirements of a client, working
within project teams to develop or improve a piece of hardware/software, or working with other departments and
stakeholders, communication skills are an essential part of the role.
5. Organisational Skills
The ability to organise and manage your time is important for an electrical/electronic engineer, as much of your work
will likely be time-sensitive or project-based, regardless of which area of engineering you specialise in.
6. Numerical Skills
A common issue for electrical and electronic engineering students is that their mathematical background is not strong
enough. Therefore, it is important to focus on mathematics at college or university. Understanding engineering is
extremely difficult without a good knowledge of mathematics.
7. Work Ethic
A strong work ethic is another hugely important part of a successful engineer’s makeup. Therefore, you must be
determined and willing to work until you find a solution to whatever technical problems you encounter in your role.
8. Critical Thinking Skills
Critical thinking is a broad skill that can be applied to a wide array of situations, but it is just as important in electrical
and electronic engineering. Possessing the ability to approach things differently or take a different view to the norm
can make a big difference when you are trying to achieve a certain goal with your project.
9. Creative Thinking Skills
Engineers are not just problem-solvers - they are pioneers. Whether it’s on a grand scale or a simple one, the solutions
they provide change the way we live; therefore, to be able to explore and implement such radical ideas, you need
to be able to think ‘outside the box’. This is especially true in the commercial sector, where electronics giants are
constantly competing to develop new and exciting technologies. You can have all the knowledge in the world, but if
you don’t know how to be creative and explore new possibilities with it, then you’re going to be left behind.
10. Programming Skills
Although the importance of programming is higher in some areas of electrical and electronic engineering than others,
it is still a very useful skill to possess, particularly when working with low-level embedded systems or when analysing
data.

Gorodenkoff/Shutterstock.com

As you can see, the career of an electrical/electronic engineer is demanding. Apart from possessing the requisite
technical knowledge, it is also mandatory for you to incorporate other key soft skills into your employability
repertoire, such as decision-making, leadership and attention to detail. The rewards are high though, with
electrical and electronic engineering one of the highest-paying sectors in the industry.

Hopefully, Bird’s Electrical and Electronic Principles and Technology will help you on your first important
steps in a long career in electrical and/or electronic engineering.

There is a lot to learn; stay with it - it will be worth it.

Bird’s Electrical and Electronic Principles and Technology

Now in its seventh edition, Bird’s Electrical and Electronic Principles and Technology introduces and covers theory
through detailed examples and laboratory experiments, enabling students to gain knowledge required by technicians
in fields such as engineering, electronics, and telecommunications. This edition includes several new sections, includ-
ing glass batteries, climate change, the future of electricity production, and discussions concerning everyday aspects
of electricity, such as watts and lumens, electrical safety, AC vs DC, and trending technologies.
The extensive and thorough topic coverage makes this a great text for a range of level 2 and 3 engineering courses,
which has helped thousands of students succeed in their exams. It is also suitable for BTEC First, National and
Diploma syllabuses, City & Guilds Technician Certificate and Diploma syllabuses, and Foundation Degrees in
engineering.
Its companion website at www.routledge.com/cw/bird provides resources for both students and lecturers, including
full solutions for all 900 further questions, lists of essential formulae, multiple-choice tests and illustrations, as well
as full solutions to revision tests for course instructors.

John Bird, BSc (Hons), CEng, CMath, CSci, FIMA, FIET, FCollT, is the former Head of Applied Electronics in the
Faculty of Technology at Highbury College, Portsmouth, UK. More recently, he has combined freelance lecturing
at the University of Portsmouth, with Examiner responsibilities for Advanced Mathematics with City & Guilds
and examining for the International Baccalaureate Organisation. He has over 45 years’ experience of successfully
teaching, lecturing, instructing, training, educating, and planning trainee engineers study programmes. He is the
author of 146 textbooks on engineering, science, and mathematical subjects, with worldwide sales of over one million
copies. He is a chartered engineer, a chartered mathematician, a chartered scientist and a Fellow of three professional
institutions. He has recently retired from lecturing at the Royal Navy’s Defence College of Marine Engineering in
the Defence College of Technical Training at H.M.S. Sultan, Gosport, Hampshire, UK, one of the largest engineering
training establishments in Europe.
Besides this text, Electrical and Electronic Principles and Technology 7th Edition,

other books written by John Bird, and published by Routledge, include:

• Bird’s Basic Engineering Mathematics 8th Edition

• Bird’s Engineering Mathematics 9th Edition

• Bird’s Higher Engineering Mathematics 9th Edition

• Bird’s Comprehensive Engineering Mathematics 2nd Edition

• Mathematics Pocket Book for Engineers and Scientists 5th Edition

• Electrical Circuit Theory and Technology 7th Edition

• Science and Mathematics for Engineering 6th Edition

• Mechanical Engineering Principles 4th Edition

• Mechanics of Solids 3rd Edition

Bird’s Electrical and Electronic Principles
and Technology

Seventh Edition

John Bird
Seventh edition published 2022
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN

and by Routledge
605 Third Avenue, New York, NY 10158

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2022 John Bird

The right of John Bird to be identified as author of this work has been asserted by him in accordance with sections 77 and 78
of the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification
and explanation without intent to infringe.

First edition published by Newnes 2000

Sixth edition published by Routledge 2017

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data

Names: Bird, J. O., author.
Title: Bird’s electrical and electronic principles and technology / John
Bird.
Other titles: Electrical and electronic principles and technology |
Electrical and electronic principles and technology
Description: Seventh edition. | Abingdon, Oxon ; New York, NY : Routledge,
2021. | Revised edition: Electrical and electronic principles and
technology.
Identifiers: LCCN 2020053419 (print) | LCCN 2020053420 (ebook) | ISBN
9780367672379 (hbk) | ISBN 9780367672355 (pbk) | ISBN 9781003130406
(ebk)
Subjects: LCSH: Electrical engineering.
Classification: LCC TK146 .B57 2021 (print) | LCC TK146 (ebook) | DDC
621.3–dc23
LC record available at https://lccn.loc.gov/2020053419
LC ebook record available at https://lccn.loc.gov/2020053420

ISBN: 978-0-367-67237-9 (hbk)

ISBN: 978-0-367-67235-5 (pbk)
ISBN: 978-1-003-13040-6 (ebk)

Typeset in Times
by KnowledgeWorks Global Ltd.

Access the companion website: www.routledge.com/cw/bird

To Sue
Taylor & Francis
Taylor & Francis Group
http://taylorandfrancis.com
Contents
Preface xiv 3.8 Electrical power and energy 60
3.9 Summary of terms, units and
their symbols 61
Section 1 Revision of some basic
mathematics 1 4 An introduction to electric circuits 63
4.1 Electrical/electronic system
1 Some mathematics revision 3 block diagrams 64
1.1 Use of calculator and evaluating formulae 3 4.2 Standard symbols for electrical components 65
1.2 Fractions 6 4.3 Electric current and quantity of electricity 65
1.3 Percentages 8 4.4 Potential difference and resistance 66
1.4 Ratio and proportion 10 4.5 Basic electrical measuring instruments 66
1.5 Laws of indices 13 4.6 Linear and non-linear devices 67
1.6 Brackets 15 4.7 Ohm’s law 67
1.7 Solving simple equations 16 4.8 Multiples and sub-multiples 67
1.8 Transposing formulae 18 4.9 Conductors and insulators 69
1.9 Solving simultaneous equations 20 4.10 Electrical power and energy 69
4.11 Main effects of electric current 72
2 Further mathematics revision 22 4.12 Fuses 73
2.1 Radians and degrees 23 4.13 Insulation and the dangers of constant
2.2 Measurement of angles 24 high current flow 73
2.3 Trigonometry revision 25
2.4 Logarithms and exponentials 27
Practical laboratory experiment: Ohm’s law 76
2.5 Straight line graphs 32
2.6 Gradients, intercepts and the equation
Which light bulb to choose? Watts or lumens? 78
of a graph 34
2.7 Practical straight line graphs 36
What uses the most energy in your home? 80
2.8 Calculating areas of common shapes 38

Formulae for revision of some 5 Resistance variation 81

basic mathematics 44 5.1 Resistor construction 81
5.2 Resistance and resistivity 82
Multiple choice questions on 5.3 Temperature coefficient of resistance 84
chapters 1 and 2 46 5.4 Resistor colour coding and ohmic values 86

6 Batteries and alternative sources of energy 90

Section 2 Basic electrical and electronic 6.1 Introduction to batteries 91
engineering principles 53 6.2 Some chemical effects of electricity 91
6.3 The simple cell 92
3 Units associated with basic electrical quantities 55 6.4 Corrosion 93
3.1 SI units 55 6.5 e.m.f. and internal resistance of a cell 93
3.2 Charge 56 6.6 Primary cells 95
3.3 Force 57 6.7 Secondary cells 96
3.4 Work 57 6.8 Lithium-ion batteries 98
3.5 Power 58 6.9 Cell capacity 101
3.6 Electrical potential and e.m.f. 59 6.10 Safe disposal of batteries 101
3.7 Resistance and conductance 59 6.11 Fuel cells 101
x Contents

6.12 Alternative and renewable energy sources 102 9.7 Composite series magnetic circuits 163
6.13 Solar energy 103 9.8 Comparison between electrical and
6.14 Glass batteries 105 magnetic quantities 166
9.9 Hysteresis and hysteresis loss 167
Revision Test 1 109
Revision Test 2 170
Some interesting facts about electricity 110
10 Electromagnetism 171
Where is energy wasted in the home? 112 10.1 Magnetic field due to an electric current 172
10.2 Electromagnets 173
7 Series and parallel networks 114 10.3 Force on a current-carrying conductor 175
7.1 Series circuits 114 10.4 Principle of operation of a simple
7.2 Potential divider 116 d.c. motor 178
7.3 Parallel networks 117 10.5 Principle of operation of a moving-coil
7.4 Current division 120 instrument 178
7.5 Loading effect 124 10.6 Force on a charge 179
7.6 Potentiometers and rheostats 125
7.7 Relative and absolute voltages 127 Why are relays so important in electrical
7.8 Earth potential and short circuits 129
circuits? 182
7.9 Wiring lamps in series and in parallel 129

11 Electromagnetic induction 184

Practical laboratory experiment:
11.1 Introduction to electromagnetic induction 185
Series-parallel d.c. circuit 132 11.2 Laws of electromagnetic induction 186
11.3 Rotation of a loop in a magnetic field 189
8 Capacitors and capacitance 134 11.4 Inductance 190
8.1 Introduction to capacitors 135 11.5 Inductors 192
8.2 Electrostatic field 135 11.6 Energy stored 192
8.3 Electric field strength 136 11.7 Inductance of a coil 193
8.4 Capacitance 136 11.8 Mutual inductance 195
8.5 Capacitors 137
8.6 Electric flux density 138 12 Electrical measuring instruments
and measurements 199
8.7 Permittivity 138
12.1 Introduction 200
8.8 The parallel plate capacitor 140
12.2 Analogue instruments 200
8.9 Capacitors connected in parallel and series 141
12.3 Shunts and multipliers 200
8.10 Dielectric strength 145
12.4 Electronic instruments 202
8.11 Energy stored in capacitors 146
12.5 The ohmmeter 202
8.12 Practical types of capacitor 147
12.6 Multimeters 203
8.13 Supercapacitors 149
12.7 Wattmeters 203
8.14 Discharging capacitors 150
12.8 Instrument ‘loading’ effect 203
12.9 The oscilloscope 205
Electrical safety is essential – electricity 12.10 Virtual test and measuring instruments 210
KILLS …! 153 12.11 Virtual digital storage oscilloscopes 211
12.12 Waveform harmonics 214
9 Magnetic circuits 155 12.13 Logarithmic ratios 215
9.1 Introduction to magnetism and magnetic 12.14 Null method of measurement 218
circuits 156 12.15 Wheatstone bridge 218
9.2 Magnetic fields 157 12.16 d.c. potentiometer 219
9.3 Magnetic flux and flux density 158 12.17 a.c. bridges 220
9.4 Magnetomotive force and magnetic field 12.18 Q-meter 221
strength 158 12.19 Measurement errors 222
9.5 Permeability and B – H curves 159
9.6 Reluctance 162 Are you competent to do electrical work? 227
 Contents xi

What is the difference between electrical and 15.3 The superposition theorem 280
15.4 General d.c. circuit theory 283
electronic devices? 229
15.5 Thévenin’s theorem 285
15.6 Constant-current source 290
13 Semiconductor diodes 230 15.7 Norton’s theorem 290
13.1 Types of material 231
15.8 Thévenin and Norton equivalent networks 293
13.2 Semiconductor materials 231
15.9 Maximum power transfer theorem 296
13.3 Conduction in semiconductor materials 233
13.4 The p–n junction 233
13.5 Forward and reverse bias 234 Practical laboratory experiment:
13.6 Semiconductor diodes 237 Superposition theorem 302
13.7 Characteristics and maximum ratings 238
13.8 Rectification 238 Practical laboratory experiment: Thévenin’s
13.9 Zener diodes 239 theorem 305
13.10 Silicon controlled rectifiers 240
13.11 Light emitting diodes 241
13.12 Varactor diodes 241 16 Alternating voltages and currents 308
13.13 Schottky diodes 241 16.1 Introduction 309
16.2 The a.c. generator 309
14 Transistors 245 16.3 Waveforms 310
14.1 Transistor classification 246
16.4 a.c. values 311
14.2 Bipolar junction transistors (BJTs) 246
16.5 Electrical safety – insulation and fuses 315
14.3 Transistor action 247
16.6 The equation of a sinusoidal waveform 315
14.4 Leakage current 248
16.7 Combination of waveforms 317
14.5 Bias and current flow 249
16.8 Rectification 321
14.6 Transistor operating configurations 249
16.9 Smoothing of the rectified output
14.7 Bipolar transistor characteristics 249 waveform 322
14.8 Transistor parameters 251
14.9 Current gain 253
Practical laboratory experiment: Use of an
14.10 Typical BJT characteristics and
maximum ratings 253 oscilloscope to measure voltage, frequency and
14.11 Field effect transistors 254 phase 325
14.12 Field effect transistor characteristics 255
14.13 Typical FET characteristics and Practical laboratory experiment: Use of an
maximum ratings 257
14.14 Transistor amplifiers 257 oscilloscope with a bridge rectifier circuit 327
14.15 Load lines 259
Revision Test 4 328
Revision Test 3 266

Electric shock! 329

Formulae for basic electrical and electronic
principles 267
The war of the currents: AC v DC 331
What does an engineer do? 268

17 Single-phase series a.c. circuits 333

17.1 Purely resistive a.c. circuit 334
Section 3 Further electrical and 17.2 Purely inductive a.c. circuit 334
electronic principles 273 17.3 Purely capacitive a.c. circuit 335
17.4 R–L series a.c. circuit 336
15 d.c. circuit theory 275 17.5 R–C series a.c. circuit 340
15.1 Introduction 275 17.6 R–L–C series a.c. circuit 341
15.2 Kirchhoff’s laws 276 17.7 Series resonance 345
xii Contents

17.8 Q-factor 346 Practical laboratory experiment: Charging

17.9 Bandwidth and selectivity 347
and discharging a capacitor 412
17.10 Power in a.c. circuits 348
17.11 Power triangle and power factor 349
HSE and electrical safety 414
Practical laboratory experiment:
What is electroplating? 416
Measurement of the inductance of a coil 355

21 Operational amplifiers 418

Practical laboratory experiment: Series a.c.
21.1 Introduction to operational amplifiers 419
circuit and resonance 357 21.2 Some op amp parameters 420
21.3 Op amp inverting amplifier 421
18 Single-phase parallel a.c. circuits 359 21.4 Op amp non-inverting amplifier 424
18.1 Introduction 360 21.5 Op amp voltage-follower 424
18.2 R–L parallel a.c. circuit 360 21.6 Op amp summing amplifier 425
18.3 R–C parallel a.c. circuit 361 21.7 Op amp voltage comparator 426
18.4 L–C parallel circuit 362 21.8 Op amp integrator 427
18.5 LR–C parallel a.c. circuit 364 21.9 Op amp differential amplifier 427
18.6 Parallel resonance and Q-factor 367 21.10 Digital to analogue (D/A) conversion 429
18.7 Power factor improvement 371 21.11 Analogue to digital (A/D) conversion 431

Practical laboratory experiment: Parallel a.c. Revision Test 5 434

circuit and resonance 378
Formulae for further electrical and electronic
What everyday items in the home use motors? 380 principles 435

How does a car electrical system work? 381 Section 4 Electrical power technology 437
19 Filter networks 383
19.1 Introduction 383 22 Global climate change and the future of
19.2 Two-port networks and characteristic electricity generation 439
impedance 384 22.1 Introduction 440
19.3 Low-pass filters 384 22.2 Global climate change 440
19.4 High-pass filters 387 22.3 Evidence of rapid climate change 441
19.5 Band-pass filters 391 22.4 Consequences of global climate change 441
19.6 Band-stop filters 392 22.5 How does electric power production
affect the global climate? 442
20 d.c. transients 395 22.6 Generating electrical power using coal 443
20.1 Introduction 396 22.7 Generating electrical power using oil 444
20.2 Charging a capacitor 396 22.8 Generating electrical power using
20.3 Time constant for a C–R circuit 397 natural gas 445
20.4 Transient curves for a C–R circuit 397 22.9 Generating electrical power using
20.5 Discharging a capacitor 401 nuclear energy 446
20.6 Camera flash 403 22.10 Generating electrical power using hydro
20.7 Current growth in an L–R circuit 403 power 448
20.8 Time constant for an L–R circuit 404 22.11 Generating electrical power using
20.9 Transient curves for an L–R circuit 404 pumped storage 449
20.10 Current decay in an L–R circuit 406 22.12 Generating electrical power using wind 450
20.11 Switching inductive circuits 408 22.13 Generating electrical power using tidal
20.12 The effects of time constant on a power 450
rectangular waveform 408 22.14 Generating electrical power using biomass 451
 Contents xiii

22.15 Generating electrical power using solar 25.7 Types of d.c. generator and their
energy 452 characteristics 511
22.16 Harnessing the power of wind, tide and 25.8 d.c. machine losses 515
sun on an ‘energy island’ – a future 25.9 Efficiency of a d.c. generator 515
possibility? 453 25.10 d.c. motors 516
25.11 Torque of a d.c. motor 517
Could we live without electricity? 455 25.12 Types of d.c. motor and their
characteristics 519
23 Three-phase systems 457 25.13 The efficiency of a d.c. motor 522
23.1 Introduction 458 25.14 d.c. motor starter 525
23.2 Three-phase supply 458 25.15 Speed control of d.c. motors 525
23.3 Star connection 458 25.16 Motor cooling 528
23.4 Delta connection 462
26 Three-phase induction motors 531
23.5 Power in three-phase systems 463
26.1 Introduction 532
23.6 Measurement of power in three-phase
26.2 Production of a rotating magnetic field 532
systems 465
26.3 Synchronous speed 534
23.7 Comparison of star and delta connections 470
26.4 Construction of a three-phase induction
23.8 Advantages of three-phase systems 470
motor 535
24 Transformers 473 26.5 Principle of operation of a three-phase
24.1 Introduction 474 induction motor 535
24.2 Transformer principle of operation 474 26.6 Slip 536
24.3 Transformer no-load phasor diagram 477 26.7 Rotor e.m.f. and frequency 537
24.4 e.m.f. equation of a transformer 478 26.8 Rotor impedance and current 538
24.5 Transformer on-load phasor diagram 480 26.9 Rotor copper loss 538
24.6 Transformer construction 481 26.10 Induction motor losses and efficiency 539
24.7 Equivalent circuit of a transformer 482 26.11 Torque equation for an induction
24.8 Regulation of a transformer 484 motor 540
24.9 Transformer losses and efficiency 484 26.12 Induction motor torque–speed
24.10 Resistance matching 487 characteristics 543
24.11 Auto transformers 489 26.13 Starting methods for induction motors 544
24.12 Isolating transformers 491 26.14 Advantages of squirrel-cage
24.13 Three-phase transformers 491 induction motors 544
24.14 Current transformers 493 26.15 Advantages of wound rotor
24.15 Voltage transformers 494 induction motors 545
26.16 Double cage induction motor 545
26.17 Uses of three-phase induction motors 546
Revision Test 6 497

Revision Test 7 549

Ten trending technologies 498

25 d.c. machines 506 Formulae for electrical power technology 550

25.1 Introduction 507
25.2 The action of a commutator 507 Future technology snippets 551
25.3 d.c. machine construction 508
25.4 Shunt, series and compound windings 508 Answers to Practice Exercises 553
25.5 e.m.f. generated in an armature winding 509
25.6 d.c. generators 511 Index 570
Preface
Electrical and Electronic Principles and Technology Section 2, comprising chapters 3 to 14, involves essen-
7th Edition introduces the principles which describe the tial basic electrical and electronic engineering prin-
operation of d.c. and a.c. circuits, covering both steady ciples, with chapters on electrical units and quantities,
and transient states, and applies these principles to filter introduction to electric circuits, resistance variation,
networks, operational amplifiers, three-phase supplies, chemical effects of electricity, series and parallel net-
transformers, d.c. machines and three-phase induction works, capacitors and capacitance, magnetic circuits,
motors. electromagnetism, electromagnetic induction, electri-
cal measuring instruments and measurements, semicon-
In this new seventh edition, new material added
ductors diodes and transistors.
includes the development of glass batteries, mention of
the vast topic of global climate change and the future Section 3, comprising chapters 15 to 21, involves fur-
of electricity production, practical laboratory experi- ther electrical and electronic principles, with chap-
ments have been reorganised alongside the topics they ters on d.c. circuit theory, alternating voltages and cur-
are covering, along with other minor modifications. rents, single-phase series and parallel networks, filter
networks, d.c. transients and operational amplifiers.
The text is essentially, as the title suggests, all about the
important principles of electrical and electronic work, Section 4, comprising chapters 22 to 26, involves elec-
and to add too many practical descriptions would have trical power technology, with chapters on global cli-
unduly added to its extent. However, a number of asso- mate change and the future of electricity production,
ciated electrical topics, hopefully of interest and help three-phase systems, transformers, d.c. machines and
to its readers, have been added, each on one or two three-phase induction motors.
pages, some with photographs, adding practical, every-
Each topic considered in the text is presented in a
day aspects of electricity, showing how the principles
way that assumes in the reader little previous knowl-
explained in the text are commonly used.
edge of that topic. Theory is introduced in each chapter
This seventh edition of the textbook provides cover- by a detailed outline of essential information, defini-
age of the latest BTEC syllabuses for Level 2 and 3 tions, formulae, procedures etc. The theory is kept to
National Specifications in Engineering involving Elec- a minimum, for problem solving is extensively used
trical and Electronic Principles, Electrical Technology to establish and exemplify the theory. It is intended
and some Principles and operation of three-phase sys- that readers will gain real understanding through see-
tems. Also, various parts of City & Guilds Technician ing problems solved and then through solving similar
Certificate/Diploma in Electrical and Electronic Engi- problems themselves.
neering/Telecommunication Systems are covered, as is
Electrical and Electronic Principles and Technology
‘Electrical and Electronic Principles’ (EAL Advanced
7th Edition contains some 500 worked problems to
Diploma in Engineering and Technology). In fact, the
aid understanding. Also included are over 500 short
text is suitable for any introductory/Access/Foundation
answer questions, the answers for which can be deter-
course involving electrical and electronic engineering
mined from the preceding material in that particular
principles. Included in the text is some important revi-
chapter, together with over 400 multi-choice ques-
sion of the essential mathematics needed for engineer-
tions, and some 900 further questions, arranged in 172
ing.
practice exercises, all with answers at the back of the
The text is set out in four main sections: book. The Practice Exercises appear at regular inter-
vals - every 3 or 4 pages - throughout the text. 627 line
Section 1, comprising chapters 1 and 2, involves revi-
diagrams further enhance the understanding of the the-
sion of some basic mathematics needed for electrical
ory. All of the problems - multi-choice, short answer
and electronic principles.
 Preface xv

and further questions - mirror practical situations found

in electrical and electronic engineering. Free Web downloads
At regular intervals throughout the text are seven revi- The following support material is available from
sion tests to check understanding. For example, revi- http://www.routledge.com/cw/bird
sion test 1 covers material contained in chapters 3 to
6, revision test 2 covers the material contained in chap- For students:
ters 7 to 9, and so on. These revision tests do not have
answers given since it is envisaged that lecturers/in- 1. Full solutions to all 900 further questions in
structors could set the tests for students to attempt as the practice exercises
part of their course structure. Lecturers/instructors may 2. A set of formulae for each of the first four
access a free Internet download of full solutions of the sections of the text
revision tests from the website
http://www.routledge.com/cw/bird 3. Multiple choice question sheets

I am grateful to Mike Tooley for his help and advice in 4. Information on 26 engineers/scientists
the work involved in preparing the previous edition of mentioned in the text
the text.
For Lecturers/Instructors:
A list of relevant formulae is included at the end of each
of the first four sections of the book. 1. Full solutions to all 900 further questions in
the practice exercises
Learning by example is at the heart of Electrical and
Electronic Principles and Technology 7th Edition. 2. Full solutions and marking scheme for each
of the 7 revision tests. Also, each test may be
JOHN BIRD
downloaded.
Formerly Royal Naval Defence College of Marine
and Air Engineering, HMS Sultan, 3. Laboratory experiments. Throughout the
University of Portsmouth text, 10 practical laboratory experiments are
and Highbury College, Portsmouth included. It maybe that tutors will want to edit
these experiments to suit their own equipment/
component availability.
4. A set of formulae for each of the first four
sections of the text
5. Multiple choice question sheets
6. Information on 26 engineers/scientists
mentioned in the text
7. All 627 illustration used in the text may be
downloaded for use in PowerPoint presen-
tations
Taylor & Francis
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 Section 1
Revision of some basic
mathematics
Taylor & Francis
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http://taylorandfrancis.com
 Chapter 1
Some mathematics revision
Why it is important to understand: Some mathematics revision
Mathematics is a vital tool for professional and chartered engineers. It is used in electrical and elec-
tronic engineering, in mechanical and manufacturing engineering, in civil and structural engineering, in
naval architecture and marine engineering and in aeronautical and rocket engineering. In these various
branches of engineering, it is very often much cheaper and safer to design your artefact with the aid of
mathematics – rather than through guesswork. ‘Guesswork’ may be reasonably satisfactory if you are
designing an exactly similar artefact as one that has already proven satisfactory; however, the classifi-
cation societies will usually require you to provide the calculations proving that the artefact is safe and
sound. Moreover, these calculations may not be readily available to you and you may have to provide
fresh calculations, to prove that your artefact is ‘roadworthy’. For example, if you design a tall building
or a long bridge by ‘guesswork’, and the building or bridge do not prove to be structurally reliable, it
could cost you a fortune to rectify the deficiencies. This cost may dwarf the initial estimate you made
to construct these structures, and cause you to go bankrupt. Thus, without mathematics, the prospec-
tive professional or chartered engineer is very severely disadvantaged. Using a calculator, evaluating
formulae, manipulating fractions, understanding and performing calculations with percentages, appre-
ciating ratios and direct and inverse proportion, understanding and using the laws of indices, expanding
equations containing brackets, solving simple equations, transposing formulae and solving simultaneous
equations are all important aspects of early mathematics that may need to be revised.
Knowledge of mathematics provides the basis for all engineering.

At the end of this chapter you should be able to:

• use a calculator and evaluate formulae
• manipulate fractions
• understand and perform calculations with percentages
• appreciate ratios and direct and inverse proportion
• understand and use the laws of indices
• expand equations containing brackets
• solve simple equations
• transpose formulae
• solve simultaneous equations in two unknowns

arithmetic. However, when numbers are larger an elec-

1.1 Use of calculator and evaluating tronic calculator needs to be used.
formulae In engineering calculations it is essential to have a
scientific notation calculator which will have all the
In engineering, calculations often need to be performed. necessary functions needed, and more. This chap-
For simple numbers it is useful to be able to use mental ter assumes you have a CASIO fx-991ES PLUS
4 Section 1

calculator, or similar. If you can accurately use a cal-

culator, your confidence with engineering calculations 56.43 × 10−3 × 3 × 104
22. Evaluate correct to
will improve. 8.349 × 103
3 decimal places
Check that you can use a calculator in the following
Practice Exercise 99 × 105 × 6.7 × 10−3
23. Evaluate correct to 4
36.2 × 10−4
Practice Exercise 1 Use of calculator significant figures
(Answers on page 553) 4 1
24. Evaluate − as a decimal, correct to 4
5 3
1. Evaluate 378.37−298.651 + 45.64−94.562 decimal places
17.35 × 34.27
2. Evaluate correct to 3 decimal 2 1 3
41.53 ÷ 3.76 25. Evaluate − + as a fraction
places 3 6 7
( )
4.527 + 3.63 5 5
3. Evaluate ( ) + 0.468 correct 26. Evaluate 2 + 1 as a decimal, correct to 4
452.51 ÷ 34.75 6 8
to 5 significant figures significant figures
( )
912.5 ÷ 41.46 6 1
4. Evaluate 52.34 − ( ) correct to 27. Evaluate 5 − 3 as a decimal, correct to 4
24.6 − 13.652 7 8
3 decimal places significant figures
52.14 × 0.347 × 11.23 3 4 2 4
5. Evaluate correct to 4 28. Evaluate × − ÷ as a fraction
19.73 ÷ 3.54 4 5 3 9
significant figures
8 2
6. Evaluate 6.852 correct to 3 decimal places 29. Evaluate 8 ÷ 2 as a mixed number
( )2 9 3
7. Evaluate 0.036 in engineering form 1 1 7
30. Evaluate 3 × 1 − 1 as a decimal, cor-
8. Evaluate 1.33 5 3 10
( )3 rect to 3 decimal places
9. Evaluate 0.38 correct to 4 decimal places ( )
1 2
( )3 4 −1
10. Evaluate 0.018 in engineering form 5 3 2
31. Evaluate ( ) − as a decimal,
1 3 9
11. Evaluate
1
correct to 1 decimal place 3 ×2
0.00725 4 5
correct to 3 significant figures
1 1
12. Evaluate − correct to 4 signifi- In questions 32 to 38, evaluate correct to 4 decimal
0.065 2.341
cant figures places.
13. Evaluate 2.14 32. Evaluate sin 67◦
( )5
14. Evaluate 0.22 correct to 5 significant 33. Evaluate tan 71◦
figures in engineering form 34. Evaluate cos 63.74◦
( )7 35. Evaluate tan 39.55◦ − sin 52.53◦
15. Evaluate 1.012 correct to 4 decimal places
36. Evaluate sin(0.437 rad)
16. Evaluate 1.13 + 2.94 − 4.42 correct to 4 sig-
37. Evaluate tan(5.673 rad)
nificant figures ( )( )
√ sin 42.6◦ tan 83.2◦
17. Evaluate 34528 correct to 2 decimal places 38. Evaluate
√ cos 13.8◦
18. Evaluate 3 17 correct to 3 decimal places
√ √ In questions 39 to 45, evaluate correct to 4 signif-
19. Evaluate 6 2451 − 4 46 correct to 3 decimal
icant figures.
places
39. 1.59π 40. 2.7(π − 1)
Express the answers to questions 20 to 23 in engi-
neering form. (√ )
41. π2 13 − 1 42. 8.5e −2.5
−3
20. Evaluate 5 × 10 × 7 × 10 8

6 × 103 × 14 × 10−4
21. Evaluate
2 × 106
 Some mathematics revision 5

mass 6.45 kg
( ) √[ ] Density = = = 21500 kg/m3
43. 3e 2π−1
5.52π volume 300 × 10−6 m3
44. √
v ( 2e −2 × 26.73
u √ ) 
u 2− 3 Problem 5. The power, P watts, dissipated in an
u e 
45. t √ V2
π × 8.57 electrical circuit is given by the formula P =
R
.
Evaluate the power, correct to 4 significant figures,
given that V = 230 V and R = 35.63 Ω
Evaluation of formulae
V2 (230)2 52900
The statement y = mx + c is called a formula for y in P= = = = 1484.70390 . . .
terms of m, x and c where y, m, x and c are called R 35.63 35.63
symbols. Press ENG and 1.48470390.. × 103 appears on the
When given values of m, x and c we can evaluate y. screen.
There are a large number of formulae used in engineer-
ing and in this section we will insert numbers in place Hence, power, P = 1485 W or 1.485 kW correct to
of symbols to evaluate engineering quantities. 4 significant figures.
Here are some practical examples. Check with your
calculator that you agree with the working and answers. Problem 6. Resistance, R Ω, varies with
temperature according to the formula
Problem 1. In an electrical circuit the voltage V
R = R0 (1 + αt). Evaluate R, correct to 3 significant
is given by Ohm’s law, i.e. V = IR. Find, correct to
figures, given R0 = 14.59, α = 0.0043 and t = 80.
4 significant figures, the voltage when I = 5.36 A
and R = 14.76 Ω
R = R0 (1 + αt) = 14.59[1 + (0.0043)(80)]
V = IR = I × R = 5.36 × 14.76
= 14.59(1 + 0.344) = 14.59(1.344)
Hence, voltage V = 79.11 V, correct to 4 significant
figures Hence, resistance, R = 19.6 Ω, correct to 3 signifi-
cant figures
Problem 2. Velocity v is given by v = u + at. If
u = 9.54 m/s, a = 3.67 m/s2 and t = 7.82 s, find v, Problem 7. The current, I amperes, in an a.c.
correct to 3 significant figures. V
circuit is given by: I = √
(R + X2 )
2

v = u + at = 9.54 + 3.67 × 7.82 Evaluate the current, correct to 2 decimal places,

when V = 250 V, R = 25.0 Ω and X = 18.0 Ω.
= 9.54 + 28.6994 = 38.2394
Hence, velocity v = 38.2 m/s, correct to 3 significant V 250
I= √ = √( ) = 8.11534341 . . . . . .
figures 2 2
(R +X ) 25.02 +18.02
Problem 3. The area, A, of a circle is given by Hence, current, I = 8.12 A, correct to 2 decimal
A = πr2 . Determine the area correct to 2 decimal places
places, given radius r = 5.23 m
Now try the following Practice Exercise
2 2
A = πr = π(5.23) = π(27.3529)
Practice Exercise 2 Evaluation of formulae
Hence, area, A = 85.93 m2 , correct to 2 decimal
(Answers on page 553)
places
1. The area A of a rectangle is given by the
mass formula A = l × b. Evaluate the area, correct
Problem 4. Density = . Find the density
volume to 2 decimal places, when l = 12.4 cm and
when the mass is 6.45 kg and the volume is b = 5.37 cm.
300 × 10−6 m3 .
6 Section 1

2. The circumference C of a circle is given by 12. The potential difference, V volts, available
the formula C = 2πr. Determine the circum- at battery terminals is given by V = E − Ir.
ference, correct to 2 decimal places, given Evaluate V when E = 5.62, I = 0.70 and
r = 8.40 mm. R = 4.30
3. A formula used in connection with gases is 13. The current I amperes flowing in a number
PV nE
R= . Evaluate R when P = 1500, V = 5 of cells is given by I = . Evaluate the
T R + nr
and T = 200. current, correct to 3 significant figures, when
4. The velocity of a body is given by v = u + at. n = 36. E = 2.20, R = 2.80 and r = 0.50
The initial velocity u is measured when time 14. Energy, E joules, is given by the formula
t is 15 seconds and found to be 12 m/s. If the
1
acceleration a is 9.81 m/s2 calculate the final E = LI2 . Evaluate the energy when
velocity v. 2
L = 5.5 H and I = 1.2 A.
5. Calculate the current I in an electrical
15. The current I amperes in an a.c. circuit
circuit, correct to 3 significant figures, when
V
I = V/R amperes when the voltage V is is given by I = √ . Evaluate the
measured and found to be 7.2 V and the (R + X2 )
2

resistance R is 17.7 Ω. current, correct to 4 significant figures, when

1 V = 250 V, R = 11.0 Ω and X = 16.2 Ω.
6. Find the distance s, given that s = gt2 .
2
Time t = 0.032 seconds and acceleration due
to gravity g = 9.81 m/s2 . Give the answer 1.2 Fractions
in millimetres correct to 3 significant
figures. 2
An example of a fraction is where the top line, i.e. the
3
7. The energy stored in a capacitor is given 2, is referred to as the numerator and the bottom line,
1 i.e. the 3, is referred to as the denominator.
by E = CV2 joules. Determine the energy
2 A proper fraction is one where the numerator
when capacitance C = 5 × 10−6 farads and is smaller than the denominator, examples being
voltage V = 240 V. 2 1 3 5
, , , , and so on.
8. Find the area A of a triangle, correct to 1 dec- 3 2 8 16
1 An improper fraction is one where the denomina-
imal place, given A = bh, when the base tor is smaller than the numerator, examples being
2 3 2 8 16
length b is 23.42 m and the height h is 53.7 m. , , , , and so on.
2 1 3 5
9. Resistance R2 is given by R2 = R1 (1 + αt). Addition of fractions is demonstrated in the following
Find R2 , correct to 4 significant figures, worked problems.
when R1 = 220, α = 0.00027 and t = 75.6
mass 1 1
10. Density = . Find the density, correct Problem 8. Evaluate A, given A = +
volume 2 3
to 4 significant figures, when the mass is
2.462 kg and the volume is 173 cm3 . Give The lowest common denominator of the two denomina-
the answer in units of kg/m3 . Note that tors 2 and 3 is 6, i.e. 6 is the lowest number that both 2
1 cm3 = 10−6 m3 . and 3 will divide into.
1 3 1 2 1 1
11. Evaluate resistance RT , correct to 4 signif- Then = and = i.e. both and have the
1 1 1 1 2 6 3 6 2 3
icant figures, given = + + common denominator, namely 6.
RT R1 R2 R3
The two fractions can therefore be added as:
when R1 = 5.5 Ω, R2 = 7.42 Ω and
1 1 3 2 3+2 5
R3 = 12.6 Ω. A= + = + = =
2 3 6 6 6 6
 Some mathematics revision 7

2 3 1 2
Problem 9. Evaluate A, given A = + Problem 12. Evaluate + using a calculator
3 4 4 3

A common denominator can be obtained by multiply- □

(i) Press function
ing the two denominators together, i.e. the common □
denominator is 3 × 4 = 12. (ii) Type in 1
The two fractions can now be made equivalent, (iii) Press ↓ on the cursor key and type in 4
2 8 3 9
i.e. = and = 1
3 12 4 12 (iv) appears on the screen
so that they can be easily added together, as follows: 4
(v) Press → on the cursor key and type in +
2 3 8 9 8 + 9 17
A= + = + = = □
3 4 12 12 12 12 (vi) Press function
2 3 5 □
i.e. A = + = 1 (vii) Type in 2
3 4 12
(viii) Press ↓ on the cursor key and type in 3
1 2 3
Problem 10. Evaluate A, given A = + + (ix) Press → on the cursor key
6 7 2 11
(x) Press = and the answer appears
A suitable common denominator can be obtained by 12
(xi) Press S ⇔ D function and the fraction changes
multiplying 6 × 7 = 42, and all three denominators
to a decimal 0.9166666….
divide exactly into 42.
1 7 2 12 3 63 1 2 11
Thus, = , = and = Thus, + = = 0.9167 as a decimal, correct
6 42 7 42 2 42 4 3 12
to 4 decimal places
1 2 3 7 12 63
Hence, A= + + = + +
6 7 2 42 42 42
It is also possible to deal with mixed numbers on the
7 + 12 + 63 82 41 calculator.
= = = □ □
42 42 21 Press Shift then the function and □ appears
□ □
1 2 3 20
i.e. A= + + =1
6 7 2 21 1 3
Problem 13. Evaluate 5 − 3 using a
5 4
Problem 11. Determine A as a single fraction, calculator
1 2
given A = +
x y □ □
(i) Press Shift then the function and □
□ □
A common denominator can be obtained by multiplying appears on the screen
the two denominators together, i.e. xy (ii) Type in 5 then → on the cursor key
1 y 2 2x (iii) Type in 1 and ↓ on the cursor key
Thus, = and =
x xy y xy 1
(iv) Type in 5 and 5 appears on the screen
1 2 y 2x y + 2x 5
Hence, A= + = + i.e. A = (v) Press → on the cursor key
x y xy xy xy
□
(vi) Type in − and then press Shift then the
□
Note that addition, subtraction, multiplication and divi- 1 □
function and 5 − □ appears on the screen
sion of fractions may be determined using a calculator. 5 □
□ □ (vii) Type in 3 then → on the cursor key
Locate the and □ functions on your calculator
□ □ (viii) Type in 3 and ↓ on the cursor key
(the latter function is a shift function found above the 1 3
□ (ix) Type in 4 and 5 − 3 appears on the screen
function) and then check the following worked 5 4
□ 29
problems. (x) Press = and the answer appears
20
8 Section 1

9
(xi) Press shift and then S ⇔ D function and 1 Problem 15. Express 17.5% as a decimal number
20
appears
(xii) Press S ⇔ D function and the fraction changes 17.5
17.5% = = 0.175
to a decimal 1.45 100
1 3 29 9
Thus, 5 − 3 = = 1 = 1.45 as a decimal 5
5 4 20 20 Problem 16. Express as a percentage
8

Now try the following Practice Exercise 5 5 500

= × 100% = % = 62.5%
8 8 8
Practice Exercise 3 Fractions (Answers on
page 553) Problem 17. In two successive tests a student
gains marks of 57/79 and 49/67. Is the second mark
In problems 1 to 3, evaluate the given fractions. better or worse than the first?
1 1 1 1 1 1 1
1. + 2. + 3. + − 57 57 5700
3 4 5 4 6 2 5 57/79 = = × 100% = % = 72.15%
79 79 79
In problems 4 and 5, use a calculator to evaluate correct to 2 decimal places.
the given expressions.
49 49 4900
1 3 8 3 4 2 4 49/67 = = × 100% = % = 73.13%
4. − × 5. × − ÷ 67 67 6
3 4 21 4 5 3 9
correct to 2 decimal places.
3 5 1
6. Evaluate + − as a decimal, correct to 4 Hence, the second test mark is marginally better
8 6 2
decimal places. than the first test.
This question demonstrates how much easier it is to
8 2
7. Evaluate 8 ÷ 2 as a mixed number. compare two fractions when they are expressed as per-
9 3 centages.
1 1 7
8. Evaluate 3 × 1 − 1 as a decimal, cor- Problem 18. Express 75% as a fraction
5 3 10
rect to 3 decimal places.
75 3
2 3 75% = =
9. Determine + as a single fraction. 100 4
x y
75
The fraction is reduced to its simplest form by
100
1.3 Percentages cancelling, i.e. dividing numerator and denominator
by 25.
Percentages are used to give a common standard. The
use of percentages is very common in many aspects Problem 19. Express 37.5% as a fraction
of commercial life, as well as in engineering. Interest
rates, sale reductions, pay rises, exams and VAT are all 37.5
37.5% =
examples where percentages are used. 100
Percentages are fractions having 100 as their denom- 375
inator. = by multiplying numerator and
40 1000
For example, the fraction is written as 40% and is denominator by 10
100
read as ‘forty per cent’. 15
The easiest way to understand percentages is to go = by dividing numerator and
40
through some worked examples.
denominator by 25
Problem 14. Express 0.275 as a percentage 3
= by dividing numerator and
8
0.275 = 0.275 × 100% = 27.5% denominator by 5
 Some mathematics revision 9

Now try the following Practice Exercise

Problem 20. Find 27% of £65

27 Practice Exercise 4 Percentages (Answers

27% of £65 = × 65 = £17.55 by calculator on page 553)
100
In problems 1 and 2, express the given numbers as
Problem 21. A 160 GB iPod is advertised as percentages.
costing £190 excluding VAT. If VAT is added at
20%, what will be the total cost of the iPod? 1. 0.057 2. 0.374
20 3. Express 20% as a decimal number
VAT = 20% of £190 = × 190 = £38
100 11
Total cost of iPod = £190 + £38 = £228 4. Express as a percentage
16
5
A quicker method to determine the total cost is: 5. Express as a percentage, correct to 3 dec-
1.20 × £190 = £228 13
imal places
Problem 22. Express 23 cm as a percentage of 6. Place the following in order of size, the small-
72 cm, correct to the nearest 1% est first, expressing each as percentages, cor-
12 9 5
rect to 1 decimal place: (a) (b) (c)
23 21 17 9
23 cm as a percentage of 72 cm = × 100% 6
72 (d)
11
= 31.94444 . . . . . . %
7. Express 65% as a fraction in its simplest form
= 32% correct to the
8. Calculate 43.6% of 50 kg
nearest 1%
9. Determine 36% of 27 m
Problem 23. A box of screws increases in price 10. Calculate correct to 4 significant figures:
from £45 to £52. Calculate the percentage change (a) 18% of 2758 tonnes (b) 47% of 18.42
in cost, correct to 3 significant figures. grams (c) 147% of 14.1 seconds
11. Express: (a) 140 kg as a percentage of 1 t
new value − original value (b) 47 s as a percentage of 5 min
% change = × 100%
original value (c) 13.4 cm as a percentage of 2.5 m
52 − 45 7 12. A computer is advertised on the internet at
= × 100% = × 100
45 45 £520, exclusive of VAT. If VAT is payable at
= 15.6% = percentage change in cost 20%, what is the total cost of the computer?
13. Express 325 mm as a percentage of 867 mm,
Problem 24. A drilling speed should be set to correct to 2 decimal places.
400 rev/min. The nearest speed available on the
machine is 412 rev/min. Calculate the percentage 14. When signing a new contract, a Premiership
over-speed. footballer’s pay increases from £15,500 to
£21,500 per week. Calculate the percentage
pay increase, correct 3 significant figures.
available speed−correct speed
% over-speed = ×100% 15. A metal rod 1.80 m long is heated and its
correct speed
length expands by 48.6 mm. Calculate the
412−400 12 percentage increase in length.
= ×100%= ×100% = 3%
400 400
16. A production run produces 4200 components
of which 97% are reliable. Calculate the num-
ber of unreliable components.
10 Section 1

Hence, 2.08 m divides in the ratio of 7:19 as 56 cm to

1.4 Ratio and proportion 152 cm
(Check: 56 + 152 must add up to 208, otherwise an
Ratios error would have been made.)
Ratio is a way of comparing amounts of something; it
shows how much bigger one thing is than the other. Problem 28. Express 45 p as a ratio of £7.65 in
Ratios are generally shown as numbers separated by a its simplest form.
colon ( : ) so the ratio of 2 and 7 is written as 2:7 and
we read it as a ratio of ‘two to seven’. Changing both quantities to the same units, i.e. to pence,
Here are some worked examples to help us understand gives a ratio of 45:765
more about ratios. Dividing both quantities by 5 gives: 45 : 765 ≡ 9 : 153
Dividing both quantities by 3 gives: 9 : 153 ≡ 3 : 51
Dividing both quantities by 3 again gives:
Problem 25. In a class, the ratio of female to
3 : 51 ≡ 1 : 17
male students is 6:27. Reduce the ratio to its
Thus, 45p as a ratio of £7.65 is 1:17
simplest form.
45:765, 9:153, 3:51 and 1:17 are equivalent ratios and
1:17 is the simplest ratio
Both 6 and 27 can be divided by 3
Thus, 6:27 is the same as 2:9 Problem 29. A glass contains 30 ml of whisky
which is 40% alcohol. If 45 ml of water is added
6:27 and 2:9 are called equivalent ratios.
and the mixture stirred, what is now the alcohol
It is normal to express ratios in their lowest, or simplest, content?
form. In this example, the simplest form is 2:9 which
means for every 2 female students in the class there are The 30 ml of whisky contains 40% alcohol
40
9 male students. = × 30 = 12 ml
100
After 45 ml of water is added we have 30 + 45 = 75 ml
Problem 26. A gear wheel having 128 teeth is in
of fluid of which alcohol is 12 ml
mesh with a 48 tooth gear. What is the gear ratio?
12
Fraction of alcohol present =
Gear ratio = 128 : 48 75
12
A ratio can be simplified by finding common factors. Percentage of alcohol present = × 100% = 16%
75
128 and 48 can both be divided by 2, i.e. 128:48 is the
same as 64:24
Now try the following Practice Exercise
64 and 24 can both be divided by 8, i.e. 64:24 is the
same as 8:3
There is no number that divides completely into both Practice Exercise 5 Ratios (Answers on page
8 and 3 so 8:3 is the simplest ratio, i.e. the gear ratio 553)
is 8:3 1. In a box of 333 paper clips, 9 are defec-
128:48 is equivalent to 64:24 which is equivalent to 8:3 tive. Express the non-defective paper clips
8:3 is the simplest form. as a ratio of the defective paper clips, in its
simplest form.
Problem 27. A wooden pole is 2.08 m long. 2. A gear wheel having 84 teeth is in mesh with
Divide it in the ratio of 7 to 19. a 24 tooth gear. Determine the gear ratio in its
simplest form.
Since the ratio is 7:19, the total number of parts is 3. A metal pipe 3.36 m long is to be cut into two
7 + 19 = 26 parts in the ratio 6 to 15. Calculate the length of
26 parts corresponds to 2.08 m = 208 cm, hence, 1 part each piece.
208
corresponds to =8 4. In a will, £6440 is to be divided between three
26
Thus, 7 parts corresponds to 7 × 8 = 56 cm, beneficiaries in the ratio 4:2:1. Calculate the
and 19 parts corresponds to 19 × 8 = 152 cm amount each receives.
 Some mathematics revision 11

(a) Stress is directly proportional to strain.

5. A local map has a scale of 1:22,500. The dis- When the stress is 63 MPa, the strain is 0.0003,
tance between two motorways is 2.7 km. How hence a stress of 1 MPa corresponds to a strain of
far are they apart on the map? 0.0003
63
6. Express 130 g as a ratio of 1.95 kg
and the value of strain when the stress is 42 MPa
7. In a laboratory, acid and water are mixed in the 0.0003
ratio 2:5. How much acid is needed to make = × 42 = 0.0002
63
266 ml of the mixture?
(b) If when the strain is 0.0003, the stress is 63 MPa,
8. A glass contains 30 ml of gin which is 40% 63
then a strain of 0.0001 corresponds to MPa
alcohol. If 18 ml of water is added and the 3
mixture stirred, determine the new percentage and the value of stress when the strain is 0.00072
alcoholic content. 63
= × 7.2 = 151.2 MPa
9. A wooden beam 4 m long weighs 84 kg. 3
Determine the mass of a similar beam that is
Problem 33. Ohm’s law state that the current
60 cm long.
flowing in a fixed resistance is directly proportional
10. An alloy is made up of metals P and Q in the to the applied voltage. When 90 mV is applied
ratio 3.25:1 by mass. How much of P has to across a resistor the current flowing is 3 A.
be added to 4.4 kg of Q to make the alloy. Determine (a) the current when the voltage is
60 mV (b) the voltage when the current is 4.2 A.

(a) Current is directly proportional to the voltage.

Direct proportion
When voltage is 90 mV, the current is 3 A,
Two quantities are in direct proportion when they hence a voltage of 1 mV corresponds to a current
increase or decrease in the same ratio. 3
of A
Here are some worked examples to help us understand 90
more about direct proportion. and when the voltage is 60 mV,
3
the current = 60 × =2A
Problem 30. 3 energy saving light bulbs cost 90
£7.80. Determine the cost of 7 such light bulbs. (b) Voltage is directly proportional to the current.
When current is 3 A, the voltage is 90 mV,
If 3 light bulbs cost £7.80 hence a current of 1 A corresponds to a voltage of
7.80 90
then 1 light bulb cost = £2.60 mV = 30 mV
3 3
Hence, 7 light bulbs cost 7 × £2.60 = £18.20
and when the current is 4.2 A,
the voltage = 30 × 4.2 = 126 mV
Problem 31. If 56 litres of petrol costs £65.52,
calculate the cost of 32 litres.
Now try the following Practice Exercise
If 56 litres of petrol costs £65.52
65.52 Practice Exercise 6 Direct proportion
then 1 litre of petrol costs = £1.17 (Answers on page 554)
56
Hence, 32 litres cost 32 × 1.17 = £37.44 1. Three engine parts cost £208.50. Calculate the
cost of 8 such parts.
Problem 32. Hooke’s law states that stress, σ, is 2. If 9 litres of gloss white paint costs £24.75,
directly proportional to strain, ε, within the elastic calculate the cost of 24 litres of the same paint.
limit of a material. When, for mild steel, the stress
3. The total mass of 120 household bricks is
is 63 MPa, the strain is 0.0003. Determine (a) the
57.6 kg. Determine the mass of 550 such
value of strain when the stress is 42 MPa (b) the
bricks.
value of stress when the strain is 0.00072
12 Section 1

4
Hence, 3 designers would take years, i.e. 1 year 4
4. Hooke’s law states that stress is directly pro- 3
portional to strain within the elastic limit of months
a material. When, for copper, the stress is
60 MPa, the strain is 0.000625. Determine Problem 35. A team of five people can deliver
(a) the strain when the stress is 24 MPa, and leaflets to every house in a particular area in four
(b) the stress when the strain is 0.0005. hours. How long will it take a team of three
people?
5. Charles’s law states that volume is directly
proportional to thermodynamic temperature
for a given mass of gas at constant pressure. A If 5 people take 4 hours to deliver the leaflets, then 1
gas occupies a volume of 4.8 litres at 330 K. person would take 5 × 4 = 20 hours
Determine (a) the temperature when the vol- 20 2
Hence, 3 people would take hours, i.e. 6 hours, i.e.
ume is 6.4 litres, and (b) the volume when the 3 3
6 hours 40 minutes
temperature is 396 K.
6. Ohm’s law states that current is proportional Problem 36. The electrical resistance R of a
to p.d. in an electrical circuit. When a p.d. of piece of wire is inversely proportional to the
60 mV is applied across a circuit a current of cross-sectional area A. When A = 5 mm2 ,
24 µA flows. Determine: R = 7.2 ohms.
(a) the current flowing when the p.d. is 5 V,
Determine (a) the coefficient of proportionality
and
and (b) the cross-sectional area when the resistance
(b) the p.d. when the current is 10 mA
is 4 ohms.
7. If 2.2 lb = 1 kg, and 1 lb = 16 oz, determine
the number of pounds and ounces in 38 kg 1 k
(a) Rα i.e. R = or k = RA. Hence, when R = 7.2
(correct to the nearest ounce). A A
and A = 5, the coefficient of proportionality,
8. If 1 litre = 1.76 pints, and 8 pints = 1 gal-
lon, determine (a) the number of litres in 35 k = (7.2)(5) = 36
gallons, and (b) the number of gallons in 75 k
(b) Since k = RA then A =
litres. R
When R = 4, the cross sectional area,
Inverse proportion 36
A= = 9 mm2
4
Two variables, x and y, are in inverse proportion to one
1
another if y is proportional to , Problem 37. Boyle’s law states that at constant
x
1 k temperature, the volume V of a fixed mass of gas is
i.e. y α or y = or k = xy where k is a constant,
x x inversely proportional to its absolute pressure p. If a
called the coefficient of proportionality. gas occupies a volume of 0.08 m3 at a pressure of
Inverse proportion means that as the value of one vari- 1.5 × 106 pascals, determine (a) the coefficient of
able increases, the value of another decreases, and that proportionality and (b) the volume if the pressure is
their product is always the same. changed to 4 × 106 pascals.
Here are some worked examples on inverse proportion.
1 k
Problem 34. It is estimated that a team of four (a) Vα i.e. V = or k = pV
p p
designers would take a year to develop an
engineering process. How long would three Hence, the coefficient of proportionality,
designers take? k = (1.5 × 106 )(0.08) = 0.12 × 106
k 0.12 × 106
If 4 designers take 1 year, then 1 designer would take 4 (b) Volume, V = = = 0.03 m3
p 4 × 106
years to develop the process.
 Some mathematics revision 13

Now try the following Practice Exercise am

More generally, = am−n
an
Practice Exercise 7 Further inverse c5
For example, = c5−2 = c3
proportion (Answers on page 554) c2

Law 3: When a number which is raised to a

1. A 10 kg bag of potatoes lasts for a week with a
power is raised to a further power, the indices are
family of 7 people. Assuming all eat the same
multiplied.
amount, how long will the potatoes last if there
were only two in the family? ( 2 )3
For example, 2 = 22×3 = 26
2. If 8 men take 5 days to build a wall, how long ( 4 )2
would it take 2 men? and 3 = 34×2 = 38
3. If y is inversely proportional to x and y = 15.3 More generally, (am )n = amn
when x = 0.6, determine (a) the coefficient of ( 2 )5
proportionality, (b) the value of y when x is For example, d = d2×5 = d10
1.5, and (c) the value of x when y is 27.2
Law 4: When a number has an index of 0, its value
4. A car travelling at 50 km/h makes a journey in is 1.
70 minutes. How long will the journey take at
70 km/h? For example, 30 = 1

5. Boyle’s law states that for a gas at con- and 170 = 1

stant temperature, the volume of a fixed mass More generally, a0 = 1
of gas is inversely proportional to its abso-
lute pressure. If a gas occupies a volume of Law 5: A number raised to a negative power is the
1.5 m3 at a pressure of 200 × 103 Pascals, reciprocal of that number raised to a positive power.
determine (a) the constant of proportionality, 1 1
(b) the volume when the pressure is 800 × 103 For example, 3−4 = and = 23
34 2−3
Pascals and (c) the pressure when the volume
1
is 1.25 m3 More generally, a−n =
an
1
For example, a−2 =
1.5 Laws of indices a2
Law 6: When a number is raised to a fractional
The manipulation of indices, powers and roots is a
power the denominator of the fraction is the root of
crucial underlying skill needed in algebra.
the number and the numerator is the power.
2 √3
Law 1: When multiplying two or more num- For example, 8 3 = 82 = (2)2 = 4
bers having the same base, the indices are added. 1 √2
√
and 25 2 = 251 = 251
22 × 23 = 22+3 = 25 √ √
For example, = ±5 (Note that ≡ 2 )
and 54 × 52 × 53 = 54+2+3 = 59 m √
More generally, a n = n am
More generally, am × an = am+n 4
√3
For example, x 3 = x4
For example, a3 × a4 = a3+4 = a7

Law 2: When dividing two numbers having the same

Problem 38. Evaluate in index form 53 × 5 × 52
base, the index in the denominator is subtracted
from the index in the numerator.
53 × 5 × 52 = 53 × 51 × 52 (Note that 5 means 51 )
25
For example, = 25−3 = 22 = 53+1+2 = 56 from law 1
23
78
and = 78−5 = 73
75
14 Section 1

35 Problem 45. Evaluate (a) 41/2 (b) 163/4 (c) 272/3

Problem 39. Evaluate 1
34 −
(d) 9 2
35
From law 2: = 35−4 = 31 = 3 √ √
34 41 = 4 = ±2
2
(a) 41/2 =
√4
24 (b) 163/4 = 163 = (2)3 = 8
Problem 40. Evaluate (Note that it does not matter whether the 4th root of
24
16 is found first or whether 16 cubed is found first
– the same answer will result)
24 √
= 24−4 from law 2 3
(c) 272/3 = 272 = (3)2 = 9
24
= 20 = 1 from law 4 1
− 1 1 1 1
(d) 9 2= =√ = =±
1 9 ±3 3
Any number raised to the power of zero equals 1 9 2

3 × 32 Problem 46. Simplify a2 b3 c × ab2 c5

Problem 41. Evaluate
34 a2 b3 c × ab2 c5 = a2 × b3 × c × a × b2 × c5
3 × 32 31 × 32 31+2 33 = a2 × b3 × c1 × a1 × b2 × c5
4
= 4
= 4 = 4 = 33−4 = 3−1 from
3 3 3 3
Grouping together like terms gives:
laws 1 and 2
1 a2 × a1 × b3 × b2 × c1 × c5
= from law 5 Using law 1 of indices gives:
3
a2+1 × b3+2 × c1+5 = a3 × b5 × c6
103 × 102 i.e. a2 b3 c × ab2 c5 = a3 b5 c6
Problem 42. Evaluate
108
x5 y2 z
Problem 47. Simplify
10 × 10
3 2
10 3+2
10 5
x2 y z3
= = 8 from law 1
108 108 10
x5 y2 z x5 × y2 × z x5 y2 z
= 105−8 = 10−3 from law 2 = 2 = 2× 1× 3
2
x yz 3 x ×y×z 3 x y z
1 1
= +3
= from law 5 = x5−2 × y2−1 × z1−3 by law 2
10 1000
x3 y
103 × 102 1 = x3 × y1 × z−2 = x3 y z−2 or by law 5
Hence, = 10−3 = = 0.001 z2
108 1000
Now try the following Practice Exercise
Problem 43. Simplify: (a) (23 )4 (b) (32 )5
expressing the answers in index form.
Practice Exercise 8 Laws of indices
3 4 3×4 12 (Answers on page 554)
From law 3: (a) (2 ) = 2 =2
(b) (32 )5 = 32×5 = 310 In questions 1 to 18, evaluate without the aid of a
calculator.
(102 )3
Problem 44. Evaluate: 1. Evaluate 22 × 2 × 24
104 × 102
2. Evaluate 35 × 33 × 3 in index form
(102 )3 10(2×3) 106
From laws 1, 2, and 3: 4 = (4+2) = 6 = 27 33
10 × 10 2 10 10 3. Evaluate 4. Evaluate
106−6 = 100 = 1 from law 4 23 35
 Some mathematics revision 15

Problem 48. Expand the bracket to determine A,

5. Evaluate 70 23 × 2 × 26
6. Evaluate given A = a(b + c + d)
10 × 106 27
7. Evaluate
105 8. Evaluate 104 ÷ 10 Multiplying each term in the bracket by ‘a’ gives:
103 × 104 A = a(b + c + d) = ab + ac + ad
9. Evaluate
109
Problem 49. Expand the brackets to determine
10. Evaluate 56 × 52 ÷ 57
A, given A = a[b(c + d) − e(f − g)]
11. Evaluate (72 )3 in index form
12. Evaluate (33 )2 When there is more than one set of brackets the inner-
most brackets are multiplied out first. Hence,
37 × 34
13. Evaluate in index form A = a[b(c + d) − e(f − g)] = a[bc + bd − ef + eg]
35
(9 × 3 )
2 3
(16 × 4)2 Note that − e × −g = +eg
14. Evaluate 15. Evaluate
(3 × 27)2 (2 × 8)3
Now multiplying each term in the square brackets by
5−2 32 × 3−4 ‘a’ gives:
16. Evaluate −4 17. Evaluate
5 33 A = abc + abd − aef + aeg
72 × 7−3
18. Evaluate
7 × 7−4 Problem 50. Expand the brackets to determine
In problems 19 to 36, simplify the following, giv- A, given A = a[b(c + d − e) − f(g − h{j − k})]
ing each answer as a power:
The inner brackets are determined first, hence
19. z2 × z6 20. a × a2 × a5
A = a[b(c + d − e) − f(g − h{j − k})]
21. n8 × n−5 22. b4 × b7 = a[b(c + d − e) − f(g − hj + h)]
23. b2 ÷ b5 24. c5 × c3 ÷ c4 = a[bc + bd − be − fg + fhj − fhk]
m5 × m6 (x2 )(x)
25. 26. i.e. A = abc + abd − abe − afg + afhj − afhk
m4 × m3 x6
( 3 )4 ( 2 )−3
27. x 28. y Problem 51. Evaluate A, given
( )2 ( )−2 A = 2[3(6 − 1)− 4(7{2 + 5} − 6)]
29. t × t3 30. c−7
( )3 ( )4 A = 2[3(6 − 1) − 4(7{2 + 5} − 6)]
a2 1
31. 32. = 2[3(6 − 1) − 4(7 × 7 − 6)]
a5 b3
( )−2 1 = 2[3 × 5 − 4 × 43]
b2 34. ( )3
33. s3 = 2[15 − 172] = 2[−157] = −314
b7
x3 y2 z Now try the following Practice Exercise
35. p3 qr2 ×p2 q5 r×pqr2 36.
x5 y z3
Practice Exercise 9 Brackets (Answers on
page 554)
1.6 Brackets
The use of brackets, which are used in many engi- In problems 1 and 2, evaluate A.
neering equations, is explained through the following 1. A = 3(2 + 1 + 4)
worked problems.
2. A = 4[5(2 + 1) − 3(6 − 7)]
16 Section 1

Expand the brackets in problems 3 to 7. Problem 55. Solve the equation: x + 3 = 7

3. 2(x − 2y + 3) Subtracting 3 from both sides gives: x + 3 − 3 = 7 − 3

4. (3x − 4y) + 3(y − z) − (z − 4x) i.e. x = 7−3
i.e. x=4
5. 2x + [y − (2x + y)]
which is the solution of the equation x + 3 = 7
6. 24a − [2{3(5a − b) − 2(a + 2b)} + 3b] Note that subtracting 3 from both sides of the above
7. ab[c + d − e(f − g + h{i + j})] equation results in the ‘+3’ moving from the LHS to
the RHS, but the sign is changed to ‘−’
So we can move straight from x + 3 = 7 to: x = 7 − 3
Thus a term can be moved from one side of an equation
1.7 Solving simple equations to the other as long as a change in sign is made.
To ‘solve an equation’ means ‘to find the value of the
unknown’. Problem 56. Solve the equation: 6x + 1 = 2x + 9
Here are some examples to demonstrate how simple
equations are solved. In such equations the terms containing x are grouped
on one side of the equation and the remaining terms
Problem 52. Solve the equation: 4x = 20 grouped on the other side of the equation. As in Prob-
lems 54 and 55, changing from one side of an equation
4x 20 to the other must be accompanied by a change of sign.
Dividing each side of the equation by 4 gives: =
4 4 Since 6x + 1 = 2x + 9
i.e. x = 5 by cancelling then 6x − 2x = 9 − 1
which is the solution to the equation 4x = 20 i.e. 4x = 8
The same operation must be applied to both sides of an 4x 8
equation so that the equality is maintained. Dividing both sides by 4 gives: =
4 4
We can do anything we like to an equation, as long as
Cancelling gives: x=2
we do the same to both sides.
which is the solution of the equation 6x + 1 = 2x + 9
2x
Problem 53. Solve the equation: =6
5 In the above examples, the solutions can be checked.
( ) Thus, in problem 56, where 6x + 1 = 2x + 9, if x = 2
2x then:
Multiplying both sides by 5 gives: 5 = 5(6)
5 LHS of equation = 6(2) + 1 = 13
Cancelling and removing brackets gives: 2x = 30
RHS of equation = 2(2) + 9 = 13
Dividing both sides of the equation by 2 gives:
2x 30
= Since the left hand side equals the right hand side then
2 2 x = 2 must be the correct solution of the equation.
Cancelling gives: x = 15 When solving simple equations, always check your
2x
which is the solution of the equation =6 answers by substituting your solution back into the
5
original equation.
Problem 54. Solve the equation: a − 5 = 8
Problem 57. Solve the equation: 3(x − 2) = 9
Adding 5 to both sides of the equation gives:
a−5+5 = 8+5 Removing the bracket gives: 3x − 6 = 9
i.e. a = 8+5 Rearranging gives: 3x = 9 + 6
i.e. a = 13 i.e. 3x = 15
which is the solution of the equation a − 5 = 8 Dividing both sides by 3 gives: x = 5
Note that adding 5 to both sides of the above equation which is the solution of the equation 3(x − 2) = 9
results in the ‘−5’ moving from the LHS to the RHS, The equation may be checked by substituting x = 5
but the sign is changed to ‘+’ back into the original equation.
 Some mathematics revision 17

Cancelling gives: 4(2y) + 5(3) + 100 = 1 − 10(3y)

Problem 58. Solve the equation:
i.e. 8y + 15 + 100 = 1 − 30y
4(2r − 3) − 2(r − 4) = 3(r − 3) − 1 Rearranging gives: 8y + 30y = 1 − 15 − 100
i.e. 38y = −114
Removing brackets gives: 38y −114
8r − 12 − 2r + 8 = 3r − 9 − 1 Dividing both sides by 38 gives:
38
=
38
Rearranging gives: 8r − 2r − 3r = −9 − 1 + 12 − 8 Cancelling gives: y=–3
i.e. 3r = −6
−6 which is the solution of the equation
Dividing both sides by 3 gives: r = = –2
3 2y 3 1 3y
which is the solution of the equation + +5 = −
4(2r − 3) − 2(r − 4) = 3(r − 3) − 1 5 4 20 2
√
4 2 Problem 61. Solve the equation: 2 d = 8
Problem 59. Solve the equation: =
x 5
Whenever square roots are involved in an equation, the
The lowest common multiple (LCM) of the denomina-
square root term needs to be isolated on its own before
tors, i.e. the lowest algebraic expression that both x and
squaring both sides
5 will divide into, is 5x ( ) ( ) √ 8
4 2 Dividing both sides by 2 gives: d=
Multiplying both sides by 5x gives: 5x = 5x √ 2
x 5 Cancelling gives: d=4
Cancelling gives: 5(4) = x(2) (√ )2 ( )
2
i.e. 20 = 2x Squaring both sides gives: d = 4
20 2x i.e. d = 16
Dividing both sides by 2 gives: = √
2 2
which is the solution of the equation 2 d = 8
Cancelling gives: 10 = x or x = 10
4 2
which is the solution of the equation =
x 5 Problem 62. Solve the equation: x2 = 25
When there is just one fraction on each side of the equa-
tion as in this example, there is a quick way to arrive at Whenever a square term is involved, the square root of
equation (1) without needing to find the LCM of the both sides of the equation must be taken. √ √
denominators. Taking the square root of both sides gives: x2 = 25
4 2 i.e. x = ±5
We can move from = to: 4 × 5 = 2 × x which is the solution of the equation x2 = 25
x 5
by what is called ‘cross-multiplication’.
a c
In general, if = then: ad = bc Now try the following Practice Exercise
b d
We can use cross-multiplication when there is one frac-
tion only on each side of the equation. Practice Exercise 10 Solving simple
equations (Answers on page 554)
Problem 60. Solve the equation: Solve the following equations:
2y 3 1 3y
+ +5 = − 1. 2x + 5 = 7 2. 8 − 3t = 2
5 4 20 2
2 4. 2x − 1 = 5x + 11
3. c−1 = 3
3
The lowest common multiple (LCM) of the denomina-
tors is 20, i.e. the lowest number that 4, 5, 20 and 2 will 5. 2a + 6 − 5a = 0
divide into. 6. 3x − 2 − 5x = 2x − 4
Multiplying each term by 20 gives: 7. 20d − 3 + 3d = 11d + 5 − 8
( ) ( ) ( ) ( )
20
2y
+ 20
3
+ 20(5) = 20
1
− 20
3y 8. 2(x − 1) = 4
5 4 20 2
18 Section 1

9. 16 = 4(t + 2) Problem 63. Transpose p = q + r + s to make r

the subject
10. 5(f − 2) − 3(2f + 5) + 15 = 0
11. 2x = 4(x − 3) The object is to obtain r on its own on the left-hand side
12. 6(2 − 3y) − 42 = −2(y − 1) (LHS) of the equation. Changing the equation around
so that r is on the LHS gives:
13. 2(3g − 5) − 5 = 0
14. 4(3x + 1) = 7(x + 4) − 2(x + 5) q+r+s = p (1)
15. 11 + 3(r − 7) = 16 − (r + 2)
From the previous chapter on simple equations, a term
16. 8 + 4(x − 1) − 5(x − 3) = 2(5 − 2x) can be moved from one side of an equation to the other
1 side as long as the sign is changed.
17. d+3 = 4
5 Rearranging gives: r = p−q−s
3 2 5 Mathematically, we have subtracted q + s from both
18. 2 + y = 1 + y + sides of equation (1)
4 3 6
1 1
19. (2x − 1) + 3 =
4 2 Problem 64. Transpose v = fλ to make λ the
1 1 2 subject
20. (2f − 3) + (f − 4) + =0
5 6 15
v = fλ relates velocity v, frequency f and wavelength λ
1 1 1
21. (3m − 6)− (5m+4) + (2m − 9) = −3 Rearranging gives: fλ = v
3 4 5 fλ v
x x Dividing both sides by f gives: =
22. − =2 2 3 f f
3 5 23. = v
a 8 Cancelling gives: λ=
1 1 7 x+3 x−3 f
24. + = 25. = +2
3n 4n 24 4 5
Problem 65. When a body falls freely through a
3t 6 − t 2t 3 height h, the velocity v is given by v2 = 2gh.
26. = + −
20 12 15 2 Express this formula with h as the subject.
y 7 5−y v−2 1
27. + = 28. =
5 20 4 2v − 3 3 Rearranging gives: 2gh = v2
√
2 3 30. 3 t = 9 2gh v2
29. = Dividing both sides by 2g gives: =
a − 3 2a + 1 √( ) 2g 2g
√ 32. 10 = 5
x
−1
31. 2 y=5 2 v2
Cancelling gives: h=
√( ) 2g
t2 y+2 1
33. 16 = 34. =
9 y−2 2 V
Problem 66. If I = , rearrange to make V the
6 2a R
35. = subject
a 3
V
I= is Ohm’s law, where I is the current, V is the
R
voltage and R is the resistance.
1.8 Transposing formulae V
Rearranging gives: =I
R
There are no new rules for transposing formulae. The ( )
same rules as were used for simple equations are used, V
Multiplying both sides by R gives: R = R(I)
i.e. the balance of an equation must be maintained. R
Here are some worked examples to help understanding Cancelling gives: V = IR
of transposing formulae.
 Some mathematics revision 19
( )
An alternative method of transposing L2 = L1 1 + αθ
ρL
Problem 67. Rearrange the formula R = to for α is shown below.
A L2
make (i) A the subject, and (ii) L the subject Dividing both sides by L1 gives: = 1 + αθ
L1
L2
ρL Subtracting 1 from both sides gives: − 1 = αθ
R= relates resistance R of a conductor, resistivity L1
A L2
ρ, conductor length L and conductor cross-sectional or αθ = −1
area A. L1
L2
ρL −1
(i) Rearranging gives: =R L
A Dividing both sides by θ gives: α= 1
Multiplying both sides by A gives: θ
( ) L2
ρL −1
A = A(R) L2 − L1 L
A The two answers α = and α = 1 look
L1 θ θ
Cancelling gives: ρL = AR quite different. They are, however, equivalent. The first
Rearranging gives: AR = ρl answer looks tidier but is no more correct than the
A R ρL second answer.
Dividing both sides by R gives: =
R R Problem 70. A formula for the distance s moved
ρL 1
Cancelling gives: A= by a body is given by: s = (v + u)t. Rearrange the
R 2
ρL formula to make u the subject.
(ii) Multiplying both sides of = R by A gives:
A 1
ρL = AR Rearranging gives: (v + u)t = s
2
ρL A R Multiplying both sides by 2 gives: (v + u)t = 2s
Dividing both sides by ρ gives: =
ρ ρ (v + u)t 2s
Dividing both sides by t gives: =
AR t t
Cancelling gives: L= 2s
ρ Cancelling gives: v+u =
t
Problem 68. Transpose y = mx + c to make m 2s 2s − vt
Rearranging gives: u= − v or u =
the subject t t

y = mx + c is the equation of a straight line graph, Problem 71. In a right angled triangle having
where y is the vertical axis variable, x is the horizon- sides x, y and hypotenuse z, Pythagoras’ theorem
tal axis variable, m is the gradient of the graph and c is states z2 = x2 + y2 . Transpose the formula to find x.
the y-axis intercept.
Subtracting c from both sides gives: y − c = mx Rearranging gives: x2 + y2 = z2
or mx = y − c
y−c and x2 = z2 − y2
Dividing both sides by x gives: m= Taking the square root of both sides gives:
x √
x = z2 − y2
Problem 69. The final length, L2 of a piece of
wire heated through θ◦ C is given by the formula
Problem 72. The √ impedance Z of an a.c. circuit
L2 = L1 (1 + αθ) where L1 is the original length.
Make the coefficient of expansion, α, the subject. is given by: Z = R2 + X2 where R is the
resistance. Make the reactance, X, the subject.
Rearranging gives: L1 (1 + αθ) = L2 √
Removing the bracket gives: L1 + L1 αθ = L2 Rearranging gives: R2 + X 2 = Z
Rearranging gives: L1 αθ = L2 − L1 Squaring both sides gives: R2 + X2 = Z2
L1 αθ L2 − L1 Rearranging gives: X2 = Z2 − R2
Dividing both sides by L1 θ gives: =
L1 θ L1 θ Taking the square root of both sides gives:
L2 − L1 √
Cancelling gives: α= X = Z2 − R2
L1 θ
20 Section 1

Now try the following Practice Exercise

26. A radar has a wavelength, λ, of 40 mm.
Practice Exercise 11 Transposing formulae The radar emits and receives electromagnetic
(Answers on page 554) waves which have a speed, v, of 300 × 106 m/s.
Given that v = f λ, calculate the frequency, f,
Make the symbol indicated the subject of each
in GHz
of the formulae shown, and express each in its
simplest form.
1. a + b = c − d − e (d)
2. y = 7x (x) 1.9 Solving simultaneous equations
3. pv = c (v) The solution of simultaneous equations is demonstrated
4. v = u + at (a) in the following worked problems.
5. V = IR (R)
Problem 73. If 6 apples and 2 pears cost £1.80
6. x + 3y = t (y)
and 8 apples and 6 pears cost £2.90, calculate how
7. c = 2πr (r) much an apple and a pear each cost.
8. y = mx + c (x)
9. I = PRT (T) Let an apple = A and a pear = P, then:
10. XL = 2πf L (L) 6A + 2P = 180 (1)
E
11. I = (R) 8A + 6P = 290 (2)
R
x
12. y = + 3 (x) From equation (1), 6A = 180 − 2P
a
9 180 − 2P
13. F = C + 32 (C) and A= = 30 − 0.3333P (3)
5 6
1
14. XC =
2πf C
(f) From equation (2), 8A = 290 − 6P
a
15. S = (r) 290 − 6P
1−r and A= = 36.25 − 0.75P (4)
8
λ(x − d)
16. y = (x) Equating (3) and (4) gives:
d
3(F − f) 30 − 0.3333P = 36.25 − 0.75P
17. A = (f) i.e. 0.75P − 0.3333P = 36.25 − 30
L
A B2 and 0.4167P = 6.25
18. y = (D)
5 CD 6.25
19. R = R0 (1 + αt) (t) and P= = 15
0.4167
E−e Substituting in (3) gives:
20. I = (R)
R+r A = 30 − 0.3333(15) = 30 − 5 = 25
21. y = 4ab2 c2 (b) Hence, an apple costs 25p and a pear costs 15p
√
L The above method of solving simultaneous equations is
22. t = 2π (L) called the substitution method.
g
23. v2 = u2 + 2as (u)
√( ) Problem 74. If 6 bananas and 5 peaches cost
a+x £3.45 and 4 bananas and 8 peaches cost £4.40,
24. N = (a)
y calculate how much a banana and a peach each cost.
√
25. Transpose Z = R2 + (2πfL)2 for L, and
Let a banana = B and a peach = P, then:
evaluate L when Z = 27.82, R = 11.76 and
f = 50. 6B + 5P = 345 (1)
4B + 8P = 440 (2)
 Some mathematics revision 21

Multiplying equation (1) by 2 gives: Now try the following Practice Exercise
12B + 10P = 690 (3)
Practice Exercise 12 Simultaneous
Multiplying equation (2) by 3 gives: equations (Answers on page 555)

12B + 24P = 1320 (4) 1. If 5 apples and 3 bananas cost £1.45 and
4 apples and 6 bananas cost £2.42, determine
Equation (4) – equation (3) gives: 14P = 630 how much an apple and a banana each cost.
630
from which, P= = 45 2. If 7 apples and 4 oranges cost £2.64 and
14
3 apples and 3 oranges cost £1.35, determine
Substituting in (1) gives: 6B + 5(45) = 345
how much an apple and a banana each cost.
i.e. 6B = 345 − 5(45)
i.e. 6B = 120 3. Three new cars and four new vans supplied to
120 a dealer together cost £93000, and five new
and B= = 20
6 cars and two new vans of the same models cost
Hence, a banana costs 20p and a peach costs 45p £99000. Find the respective costs of a car and
The above method of solving simultaneous equations is a van.
called the elimination method. 4. In a system of forces, the relationship between
two forces F1 and F2 is given by:
Problem 75. If 20 bolts and 2 spanners cost £10,
and 6 spanners and 12 bolts cost £18, how much 5F1 + 3F2 = −6
does a spanner and a bolt each cost? 3F1 + 5F2 = −18

Solve for F1 and F2

Let s = a spanner and b = a bolt.
5. Solve the simultaneous equations:
Therefore, 2s + 20b = 10
(1) a+b = 7

and 6s + 12b = 18 a−b = 3

(2) 6. Solve the simultaneous equations:
Multiplying equation (1) by 3 gives: 6s + 60b = 30 8a − 3b = 51
(3)
3a + 4b = 14
Equation (3) – equations (2) gives: 48b = 12
12
from which, b= = 0.25
48
Substituting in (1) gives: 2s + 20(0.25) = 10
i.e. 2s = 10 − 20(0.25)
i.e. 2s = 5
5
and s = = 2.5
2
Therefore, a spanner costs £2.50 and a bolt costs
£0.25 or 25p

For fully worked solutions to each of the problems in Exercises 1 to 12 in this chapter,
go to the website:
www.routledge.com/cw/bird