Mathematics for Physics

The module covers concepts such as:

 Patterns
 Basic Algebra
 Solving Equations
 Unit Conversion
 Algebra Problem Solving

www.jcu.edu.au/students/learning-centre
Mathematics for Physics
Contents

1. What is Algebra?
2. Glossary
3. Patterns and Simple Algebra
4. Some Basic Algebra Rules
5. Addition and Multiplication Properties
6. Collecting Like Terms
7. Solving Equations
8. Rearranging Formulas
9. Measurement Units
10. Approaching Problem Solving
11. Answers
12. Helpful Websites

2
1. What is Algebra
Algebraic thinking spans all areas of mathematics. It goes beyond simply manipulating symbols, to
understanding mathematical structure and exploring generalisations. It involves forming and recognising
number relationships, and expressing these relationships using symbols. Developing algebraic thinking is
best achieved through practical problem solving.

For example: When describing an odd number, we could say that, ‘An odd number is any number that when
divided by two will leave a remainder of one’. This sentence describes the mathematical concept of odd
numbers. We can also describe this relationship using algebra:

"When has a remainder of 1, is an odd number."

 Importantly " " can vary and therefore represent any number
 Also note that " " is not an abbreviation or shorthand, such as “m” for metres, or “p” for perimeter

Hence, algebra provides the written algebra form to firstly express mathematical ideas and then
relationships.

An Example: If I had a bag of apples that were to be shared between four people, I could represent the
number of apples with the letter . The letter ‘n’ is known as a variable when used in this way. I can express
the process of sharing apples between four people mathematically. Each person will receive apples.

This workbook encourages algebraic thinking and assumes a certain level of mathematical ability. Algebraic
thinking is then applied in the form of physics concepts and questions.

If you feel you need more support with other areas of Maths, further resources are available from The
Learning Centre: https://www.jcu.edu.au/students/learning-centre/maths-and-statistics

Until the 17th century, algebra was expressed in words without the use of
Mathematical symbols.
Describing an equation such as (10‐x)(10+x)=x2‐100 could be expressed in up to 15
lines!

3
2. Glossary

, 2 , 3 & 17 are TERMS x4 + 2 + 3 = 17 is an EQUATION 17 is the SUM of 2 +3

4 is an EXPONENT 2 3 17
3 is a CONSTANT

2 is a COEFFICIENT

is a VARIABLE

2 + 3 is an EXPRESSION is an OPERATOR

Equation: A mathematical sentence containing an equal sign. The equal sign demands that the
expressions on either side are balanced and equal.

Expression: An algebraic expression involves numbers, operation signs, brackets/parenthesis and

variables that substitute numbers but does not include an equal sign.

Operator: The operation , , , which separates the terms.

Term: Parts of an expression separated by operators which could be a number, variable or product
of numbers and variables. Eg. 2 , 3 & 17

Variable: A letter which represents an unknown number. Most common is , but can be any symbol.

Constant: Terms that contain only numbers that always have the same value.

Coefficient: A number that is partnered with a variable. The term 2 is a coefficient with variable.
Between the coefficient and variable is a multiplication. Coefficients of 1 are not shown.

Exponent: A value or base that is multiplied by itself a certain number of times. Ie. represents
or the base value multiplied by itself 4 times. Exponents are also known as
Powers or Indices.

In summary:

Variable: Operator:
Constant: 3 Terms: 3, 2 (a term with 2 factors) & 17
Equation: 2x 3 17 Left hand expression: 2 3
Coefficient: 2 Right hand expression 17 (which is the sum of the LHE)

4
3. Patterns and Simple Algebra
Algebra provides a clear and descriptive way to explain everyday activities using maths. A useful basic
application for algebra is to describe and predict patterns. This allows you to create your own algebraic
equation describing a pattern that you can draw and confirm.

When representing an unknown number using a variable, the choice of letter is not significant
mathematically although a distinctive choice can aid memory. For example, “v” can be used to represent
velocity. In the following example “n” represents “Number of Hours” worked.

For example:

The table below represents the salary that Petra earns for various hours of work if she is paid $24 an hour.

Number of Hours Salary Earned($)

1 24 x 1 = 24
2 24 x 2 = 48
3 24 x 3 = 72
n 24 x n = 24n

In this example, an algebraic expression is used to represent a number pattern. The pattern is described
using a general rule or equation: Salary Earned = 24n

Question 1:

a. Using the provided formula, calculate Petra’s earnings after working 12 hours.

b. Describe the formula in sentence form

Question 2:

a. Create a general rule for the pattern below relating “number of triangles” to “number of matches”,
using algebra where:
n = Number of triangles
m = Number of matches

b. Using your formula, calculate the number of matches required for 10 triangles

c. How many triangles could be created with 60 matches?

(If you are uncertain about rearranging the equation, see page 10)

d. Describe the formula in sentence form

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Question 3:

a. Complete the table below and create a general rule using algebra to describe the pattern:

Number of triangles (n) 1 2 3 4 5

Number of matches (m)

b. Using your formula, calculate the number of matches required for 15 triangles

c. How many triangles could be created with 21 matches?

d. Describe your formula in sentence form

Question 4:

a. Complete the table below and create a general rule (in the form of ax2+bx+c) to describe the
pattern:

Width(w) 1 2 3 4 5
Number of dots (d) 1 5 11

b. Using your formula, calculate the number of dots required for a shape that is 10 dots wide

[Extension Question]

c. What length of shape could be created with 419 dots?

Hint: https://www.khanacademy.org/math/algebra/quadratics

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4. Some Basic Algebra Rules
Expressions with zeros and ones:
Zeros and ones can be eliminated. For example:
When zero is added the number isn’t changed, 0 or 0
6 0 6, 6 0 6
If a number is multiplied by positive 1, the number stays the same, 1 or
6 1 6, 6
Note: Using indices (powers), any number raised to the power of zero is 1.
2 4 2
1 2 2 1
2 4 2
 Additive Inverse: 0
 Any number multiplied by its reciprocal equals one. 1; 4 1
 Symmetric Property:
 Transitive Property: ,
For example, if apples cost $2 and oranges cost $2 then apples and oranges are the same price.

The Order of Operations is remembered using the mnemonic known as the BIDMAS or BOMDAS (Brackets,
Order, Multiplication/Division, and Addition/Subtraction).

Also a golden rule:

“What we do to one side we do to the other”

Question 5:

Here are some revision examples for practise:

a. 10 2 5 1

b. 10 5 2 3

c. 12 2 2 7

d. 48 6 2 4

e. 18 _ 3 2 2 14

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5. Addition & Multiplication Properties
Maths Property Rule Example
Commutative 1 3 3 1
The number order for 2 4 4 2
addition or multiplication
doesn’t affect the sum or
product
Associative 1 2 3 1 2 3
Since the Number order 2 2 3 2 2 3
doesn’t matter, it may be
possible to regroup numbers
to simplify the calculation
Distributive 2 3 1 2 3 2 1

Zero Factor 0 0 2 0 0
If 0, then either
0 or 0

Rules for Negatives 3 3

2 3 2 3
2 3 2 3
1 2 3
2 3
1 2 2

Rules for Division 4 4 4

2 2 2

6 6
3 3

1 3
1 4
: 2 4
2 3

(multiply everything by b)

(multiply by d)

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6. Collecting Like Terms
Algebraic thinking involves simplifying problems to make them easier to solve. The problem below consists
of several related or “like” terms. Like terms can be grouped or collected, creating a smaller or simpler
question.

7 2 3 6 2 14

A like term is a term which has the same variable (it may also have the same power/exponent/index), with
only a different coefficient. In the equation above, there are four different coefficients 7, 2, 3, & 6 with the
same variable, , and no exponents to consider.

Like terms (multiplied by ‘ ’) can be collected: 2 14

(+2 isn’t a like term as it doesn’t share the variable ‘ ’)

The coefficients can be added and subtracted separate to the variables: 7 2 3 6 6

Therefore: 7 2 3 6 6

The original equation simplifies to 6 2 14

Now we solve the equation:
6 2 2 14 2
6 12
6 6 12 6
2
EXAMPLE PROBLEM:

1. Collect the like terms and simplify:

5 3 2 2 3
Step 1: Recognise the like terms (note: is the same as ; commutative property)
5 3 2 2 3
Step 2: Arrange the expression so that the like terms are together (remember to take the
operator with the term).
5 2 3 2 3
Step 3: Simplify the equation by collecting like terms: 5 2 1 3
Note: a coefficient of 1 is not usually shown ∴ 5 2 3
Question 6

Simplify: Expand the brackets then collect like terms

a. 3 2 d. 3 2 4 2

b. 3 2 3 7 e. 4 7 3 2 2

c. 2 3 2

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7. Solving Equations
The equal sign of an equation indicates that both sides of the equation are equal. The equation may contain
an unknown quantity (or variable) whose value can be calculated. In the equation, 5 10 20, the
unknown quantity is . This means that 5 multiplied by something ( ) and added to 10, will equal 20.

 To solve an equation means to find all values of the unknown quantity so that they can be
substituted to make the left side and right sides equal
 Each such value is called a solution (e.g. 2 in the equation above)
 The equation is rearranged and solved in reverse order of operation (SADMOB – see page 7) to find a
value for the unknown
Eg. 5 10 20 First rearrange by subtracting 10 from the LHS and the RHS
5 10 10 20 10
5 10
Divide both LHS and RHS by 5
2

To check the solution, substitute 2; 5 2 10 20 ∴ 10 10 20

Four principles to apply when solving an equation:

1. Work towards solving the variable:

2. Use the opposite mathematical operation: Remove a constant or coefficient by doing the opposite
operation on both sides:
Opposite of Opposite of √
Opposite of – Opposite of √
3. Maintain balance: “What we do to one side, we must do to the other side of the equation.”
4. Check: Substitute the value back into the equation to see if the solution is correct.

One‐step Equations

Addition Subtraction
5 8 6 6 4 6
5 — 5 8 5 So 4 6
8 5 ∴ 2
∴ 13

Check by substituting 13 for Check by substituting 2 for

13 5 8 2 6 4
13 5 8 4 4
8 8

Question 7

Solve for : b. 7 9

a. 6 3 18

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 c. 12 3 d. 18 10 6

Two‐step Equations

The following equations require two steps to single out the variable (i.e. To solve for ).

ADDITION EXAMPLE: 2 6 14

Step 1: The constant 6 is subtracted from both sides, creating the following equation:

2 6 6 14 6 (The opposite of is )
2 8

Step 2: Next both sides are divided by two, creating the following equation:
(The opposite of is )
∴ 4

Check. Substitute = 4 into the equation: 2 4 6 14

8 6 14
14 14 (The answer must be correct)

SUBTRACTION EXAMPLE:

Solve for j: 3 5 16

Step 1: 3 5 16 (deal with the subtraction first)

3 5 5 16 5 (Opposite of 5 5)
Thus, 3 21 (the multiply second)
Step 2: (the opposite of 3 3)
∴ 7
Check: 3 7 5 16

MULTI‐STEP EXAMPLE :

Solve for T:

7 7 6 7
Set your work 13
out in logical 12 13 12
clear to
3 156
follow steps

∴ 52
Check: ( 3 52 12 7 6

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Question 8:
Solve the following to calculate the unknown variable:
a. 5 9 44

b. 12 30

c. 3 13 49

d. 4 10 42

e. 16 30

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8. Rearranging Formulas
A formula uses symbols and rules to describe a relationship between quantities. In mathematics, formulas
follow the standard rules for algebra and can be rearranged as such. If values are given for all other variables
described in the formula, rearranging allows for the calculation of the unknown variable. This is a
mathematical application of working with variables and unknowns in physics and engineering problems. In
this section, rearranging equations and substituting values is practiced with common physics formulas to
determine unknowns. The next section applies these skills to problem solving including application of
appropriate units.

Basic Rearranging Example:

Calculate the density of Lithium

Given: Mass (m) = 268 Volume (v) = 0.5

[density is defined by this relationship]

268
0.5
536

Alternatively, calculate the Mass (m) of Lithium

Given: Density ( = 536 and Volume (V) = 0.5

(rearrange to calculate m)

0.5 536 (substitute values and calculate)

268

Finally, calculate the Volume (V) of Lithium

Given: Density ( = 536 and Mass (m) = 268

(as above)

= 0.5
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Many other equations use exactly the same process of rearranging Note that each formula
describes a relationship
∆
For example: and between values:

Question 9:
a. Using
i. Given f = 3 and = 9, calculate v

ii. Given v = 40 and = 5, rearrange the equation to

calculate f

iii. Given v = 60 and = 3, rearrange the equation to calculate

b. Using
i. Given m = 12 and = 4, calculate

ii. Given = 81 and =3, calculate m

iii. Given = 48 and calculate m=12, calculate

c. Using ∆ ∆
i. Given ∆ = 5 and ∆ = 50, rearrange the equation to calculate

ii. Given = 5 and ∆ = 30, rearrange the equation to calculate ∆

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 ∆
d. Using
i. Given ∆ = 60 and t = 12, calculate

ii. Given ∆ = 124 and = 4 , calculate

e. Using
i. Given = 4416 and μ = 48, calculate

ii. Given = 1050 and = 42, calculate μ

f. Using
i. Given = 15 , = 25 and t = 10, calculate

ii. Given = 60 , = 90 and = 225, calculate t

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g. Using 2
i. Given = 9 , a = 6 and x = 12, calculate

ii. Given = 10 , a = 8, x = 4, calculate

iii. Given = 12 , a = 8, = 8, calculate x

h. Using
i. Given = 96 and v=4, calculate m

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9. Unit Conversion
Measurements consist of two parts – the number and the identifying unit.

In scientific measurements, units derived from the metric system are the preferred units. The
metric system is a decimal system in which larger and smaller units are related by factors of 10.

Table 1: Common Prefixes of the Metric System

Prefix Abbreviation Relationship to Unit Exponential Example

Relationship to
Unit
6
mega‐ M 1 000 000 x Unit 10 x Unit 2.4ML ‐Olympic sized
swimming pool
kilo‐ k 1000 x Unit 103 x Unit The average newborn
baby weighs 3.5kg
‐ ‐ Units Unit metre, gram, litre,
sec
deci‐ d 1/10 x Unit 10−1 x Unit 2dm ‐ roughly the
or length of a pencil
0.1 x Unit
centi‐ c 1/100 x Unit 10−2 x Unit A fingernail is about
or 1cm wide
0.01 x Unit
milli‐ m 1/1000 x Unit 10−3 x Unit A paperclip is about
or 1mm thick
0.001 x Unit
micro‐ µ 1/1 000 000 x Unit 10−6 x Unit human hair can be up
or to 181 µm
0.000001 x Unit
nano‐ n 1/1 000 000 000 x Unit 10−9 x Unit DNA is 5nm wide
or
0.000000001 x Unit

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Table 2: Common Metric Conversions

Unit Larger Unit Smaller Unit

1 metre 1 kilometre = 1000 metres 100 centimetres = 1 metre
1000 millimetres = 1 metre

1 gram 1 kilogram = 1000 grams 1000 milligrams = 1 gram

1 000 000 micrograms = 1 gram
1 litre 1 kilolitre = 1000 litres 1000 millilitres = 1 litre

Example:

Convert 0.15 g to kilograms and milligrams Convert 5234 mL to litres

Because 1 kg = 1000 g, 0.15 g can be Because 1 L = 1000 mL, 5234 mL can be

converted to kilograms as shown: converted to litres as shown:

. . 5234 .

Also, because 1 g = 1000 mg, 0.15 g can be

converted to milligrams as shown:

Question 10:

1 a) Convert 600 g to kilograms and milligrams

b) Convert 4.264 L to kilolitres and millilitres

c) Convert 670 cm to metres and kilometres

18
10. Working with Units
In real world mathematical applications, physical quantities include units. Units of measure (eg.
metres, Litres or kilograms) describe quantities based on observations or measurement. Units can
also describe mathematical relationships between measurements of different properties. Different
quantities of the same unit can be directly compared numerically, e.g. 4kg of sugar is much greater
than 1kg of sugar. However it is meaningless to compare measurements of different units, e.g. 4m
and 40min are not comparable. It is important to understand correct working with units if they are
to be used effectively.

Table 3: Base SI Units and Associated Symbol:

Base Unit Unit Quantity

Name Symbol
Metre m Length
Kilogram kg Mass
Second s Time
Ampere A Electric Current
Kelvin K Temperature
Mole mol Amount of a Substance
Candela cd Luminous Intensity

Two Methods:
Method 1: Base Unit Method

The International System of Units (SI) describes physical properties in what are known as base units.
The base unit of length, mass, time are metres, kilograms and seconds respectively (see Table 3).
Base units are derived from constants of nature such as the speed of light in a vacuum e. g. 1
distance travelled by light in a vacuum in seconds which can be measured with great
accuracy. A unit that is derived from another unit is not considered a base unit (e.g. Volume in unit
m3 is derived from metres). Most formulas are written using base units, meaning any value in the
correct base unit form can be used.

Base Unit Example:

The specific heat of gold is 129 . What is the quantity of heat energy required to raise the
∙
temperature of 100 g of gold by 50.0K?

The solution is derived from the specific heat formula: Q mc∆T

Q=heat energy (base unit Joules, J)

m = mass (base unit kilograms, kg)

19
c = specific heat (derived unit )
∙
∆ = change in temperature (T) (base unit Kelvin, K)

Given:

The mass is currently in the mass unit g and must first be converted to the SI base unit kg.
1
100 0.1
1000

129
∙

∆ 50

The unit for specific heat & temperature are already in their base SI unit and do not require
conversion.

Required:

Analysis:

Applying the values to the variables in the equation gives:

0.1 129 50

Solution:

645 (Joules is the base SI unit for heat energy)

∴ The quantity of heat required to raise the temperature of 100g of gold to 50K is 645J

Method 2: Factor Label Method

Expressing a formula with units and working with units algebraically (or “dimensional analysis”) has
several advantages, especially when working with non‐standard units. Units can be converted, the
change from initial units to final unit is immediately clear and the formula may even be derived
directly from the final unit. The process of working with algebra associates variables with units,
allowing for the substitution and cancellation of units.

Unit Conversion Example:

Convert 10km per hour into metres per second.

This question can be split into 3 parts: find a conversion factor for kilometres to metres, find a
conversion factor for hours to seconds, and multiply the initial value by the conversion factors to
find a final value in correct units.

20
1. The relationship between kilometres and metres is 1km = 1000m. This is used to create a
conversion factor.
a. 10km/hr is written as a unit fraction (10km is travelled per 1 hr)

b. The unit being converted is multiplied on the opposite side of the fraction
Converting from km which was on top so written on bottom
c. The desired final unit is then written to complete the fraction
Converting to m

d. The new fraction is made to equal 1 using the relationship between units. The
conversion factor is now created.
Remember:

2. The relationship between hours and minutes is 1hour = 60min, and the relationship
between minutes and seconds is 1min = 60sec. This conversion will take 2 steps and create 2
conversion factors.
a. 10km/hr is written as a unit fraction

b. The unit being converted is multiplied on the opposite side of the fraction

c. The desired final unit is written to complete the fraction

d. The new fraction is made to equal 1 using the relationship between units. The
conversion factor is now created.

e. The process is repeated to convert minutes to seconds

3. The initial value of 10km/hr is then multiplied by the conversion factors:

4. Values and units appearing on both the top and bottom of the division cancel out.
(Any value divided by itself is equal to 1 (ie. 2 2 1 1) and anything
multiplied by 1 is itself)

5. The remaining values and units are multiplied and divided following normal conventions.
2.78 / = 2.78m/s

21
Solving the Equation Example:

The specific heat of gold is 129 J/kg∙K. What is the quantity of heat energy required to raise
the temperature of 100 g of gold by 50.0K?

The formula for specific heat is: ∆

Variables:
Q = units J
m = 100g
C = 129 J/kg∙K
∆ = 50K

∆
Units g and kg are both units of mass but incompatible with each other.
100 50 One must be converted to the other.

100 1 129 50
A conversion factor is needed (1kg = 1000g)
1 1000 1

100 1 129 50
Units are cancelled where they appear either side of the fraction
1 1000 1

100 1 129 50
Equation is solved using normal conventions
1 1000 1

645000
645 Final and remaining unit is Joules (J)
1000

∴ The quantity of heat required to raise the temperature of 100g of gold to 50K is 645J

Question 11:
a. A baby elephant walks at a constant velocity of 0.5 m/sec, having a kinetic energy of 14.125J.
What is the mass of the baby elephant?

The formula for specific heat is:

Variables:
Ek = Kinetic Energy = 320, 000J
v = velocity = 0.5m/s
m = mass in units kg

b. Calculate the mass of the baby elephant if it walks at a constant velocity of 2km/h?

22
11. An Approach to Solving a Problem
Problems involving mathematical relationships between two or more variables can be expressed using
algebraic formula. The algebraic expression of these relationships allows for mathematically sound
manipulation of variables to investigate, list and calculate different aspects of their relationship.

1. Put the problem in your own words and/or draw a sketch

2. Pull out the facts given in the question Draw a
3. What do you already know? sketch:
4. What are the units? Do you need to complete conversions?
5. What will the answer look like (and in what units)? r
2
Area = πr
= 12mm2
For Example:

A circle has an area of 12mm2, what is its radius?

Put it in your own words: The question asks for the radius of a circle, given an area of 12mm2.

What do I already know?:

Area: A = 12mm2

The formula for area of a circle is Area = πr2

What are the units? Is a conversion needed? What will the answer look like?:
Calculate radius (r) using area in mm2. The radius will therefore be in mm.

Solve:

12 Substitute in known variables

12

12
Rearrange to solve for r

1.954 Solve the equation

Radius is a length that must be positive. A negative radius can be rejected. The radius of a circle with an area
of 12mm2 is 1.95mm.

It is important to always have a problem solving process that is simple and familiar when answering
questions in a test. The process may not be used on every question and will be refined over time and regular
use. When stuck and all else has failed, you’ll be glad that you at least have a plan.

23
Geometry

Question 12:

a. A circle has an area of 25cm, what is its radius? ( )

b. A circle has a circumference of 38cm, what is its radius? ( 2

c. A cube has a volume of 125mm3, what is its surface area?

(v &

Forces and Motion

Question 13:

a. An airplane flies at 600km/h. It flew for 240min. How far did it travel in kilometres? ( )

b. A force of 250N is applied to an object that accelerates at a rate 5m/sec2. What is the mass of the
object? (F=ma)

c. A dropped object near the earth will accelerate (a) downward at 9.8 ms‐2. If the initial velocity (v0) is
1 m/s downward, what will be its velocity (v) at the end of t=3 sec?
(v = at + v0)

24
Challenge Questions:
Question 14:

a. The security tower for a palace is on a small square piece of land 20m by 20m with a moat of width
m the whole way around.
a. Find an expression, in expanded form, for the entire area occupied by the moat and the land

b. Write an expression for the area of the moat.

Question 15:

A cheetah can accelerate from rest to a speed of 126km/h in 7.00 s. What is its acceleration (in ms‐2)?
(v = at + v0)

Question 16:

Mercury has a density of 13.56 / . Calculate the weight of 2L of mercury.

( , where

25
12. Answers
1. a. 288 b. Petra earns $24 for every hour worked Q4. Working:
419 1
2. a. m = 3n b. 30 matches c. 20 triangles 0 420 (a quadratic)
Factorize:
3. a. m = 2n + 1 b. 31 c. 10
0 21 20
w=‐21 or w=+20
4. a. d = w2 + w – 1 b. 109 c. 20 (see note)
You can’t have a negative width,
therefore the answer is 20
5. a. 1 b. 22 c. 10 d. 12 e.

6. a. 2x + 2y b. 2m + 5n ‐7 c. ‐3x3 – x2 ‐2x d. 11m + 10n e. 10x + 22

7. a. x = 15 b. x = 16 c. x = 9 d. x = 14

8. a. x = 7 b. x = 162 c. y = 12 d. x = 13 e. x = 154

9. a. i. 27 ii. 8 iii. 20 b. i. 48 ii. 27 iii. 4 c. i. 10 ii. 6 d. i. 5 ii. 31 e. i. 92 ii. 25

f. i. 200 ii. 3 g. i. 15 ii. 6 iii. 5 h. i. 12 ii.12

10. a. 0.6kg, 600,000mg b. 0.004264kL, 4264mL c. 6.7m, 0.0067km

11. a. 113kg b. 91.4kg

12. a. 2.82cm b. 6.05cm c. 150mm2

13. a. 2400km b. 50kg c. 30.4m/s

14. a. 4x2 + 80 b. 4x2 + 80x + 400 15. 5ms‐2 16. m = 27120g or 17.12kg

13. Helpful Websites

Algebraic Expressions: https://www.khanacademy.org/

BIDMAS: https://www.educationquizzes.com/

Commutative, Associative and Distributive Laws: https://www.mathsisfun.com/

Learning Algebra: Pre‐algebra: https://www.lynda.com/

Like Terms: https://www.freemathhelp.com/

Rearranging Equations: https://www.khanacademy.org/

Solving Equations: https://www.khanacademy.org/

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