International Foundation Program

Engineering and Physical Sciences

Skills for Sciences

1. Basic Mathematical Skills

Tutor: Dr. Alifah Rahman

1
1. Basic Mathematical
Skills

2
Who Wants to be a Millionaire
When multiplied by itself, which number is equal to 12,345,678,987,654,321?
A. 1,111,111
B. 111,111,111
C. 11,111,111,111
D. 111,111,111,111

3
Standard Units
 All quantities must have a commonly understood unit, so that comparisons can be
made.
 E.g. We all know how long a meter is, so if I state that something is 5m long. We have
a common point of comparison, and therefore a common judgement as to how long 5m
is.
 If I state that I have walked 5 Furlongs, then not all of us know how far a Furlong is, and
therefore we have no common point of comparison and, therefore, no common
judgement.
 ( 5 Furlongs is approximately 1000m.)

4
SI Units
 The International System of Units (SI) defines seven units of measure as a basic set
from which all other SI units can be derived. The SI base units and their physical
quantities are the meter for measurement of length, the kilogram for mass,
the second for time, the ampere for electric current, the kelvin for temperature,
the candela for luminous intensity, and the mole for amount of substance.
 The SI base units form a set of mutually independent dimensions as required
by dimensional analysis commonly employed in science and technology.

5
SI Units

6
SI Units

7
SI Units
 All other units can be broken down into SI Units.
 i.e. Force is measured in Newtons (N).
 F=ma : mass X acceleration = kg X ms-2 = kg.ms-2
 Energy is measured in Joules (J)
 Kinetic Energy = ½ mv2 = kg (ms-1)2 = Kg m2 s-2
 Potential Energy = mgh (g is acceleration due to gravity) = Kg ms-2 m = Kg m2 s-2

 For any equation to be correct it must have the same units on both sides. If it
has, it may be correct. If it has not, it is not correct.
 i.e. x = vt : m= (ms-1) * s = m : Therefore m=m
 This may be true.
 S= at : m= (ms-2)*s : Therefore m= ms-1
 This is not true.

8
Standard Form
 When dealing with numbers within a Scientific context, they can be large, 5000000 or
small 0.0000005. To help us we write them in Standard Form.
 This means that we put the number first i.e. 5, and then the power of ten required to get
the number.
 i.e 103 = 10x10x10 = 1000.
 So 5000000 = 5x (10x10x10x10x10x10) = 5 x 106
 So 500 = 5x (10x10) = 5x102
 And 50 = 5x (10) = 5x101

 When we have numbers less than 1 we need to divide by powers of ten.

 i.e. 0.05 = 5 / (10*10)= 5x10-2
 0.0000005 = 5/ (10*10*10*10*10*10*10) = 5x10-7
 0.005 = 5/ (10*10*10) =5x10-3

9
Standard Form
 If we have more than one number at the front, we must always use a number between
one and 10.
 i.e. 5600 = 5.6 x (10*10*10) = 5.6x103

 32400 = 3.24 x (10*10*10*10) = 3.24x104

 0.25 = 2.5 / (10) = 2.5x10-1

 0.0073 = 7.3 / (10*10*10) = 7.3x10-3

10
Standard Form in Calculations
 When we have a calculation in standard form, we must follow the procedure:
 Addition & Subtraction.
 We must have both numbers in one power.
 i.e. 2.3 x103 + 4.2x102 = 2.3 x103 +0.42 x103 = 2.72 x103.
 2.3 x103 - 4.2x102 = 2.3 x103 - 0.42 x103 = 1.88 x103

 Multiplication.
 We multiply the numbers but add the powers.
 2.3x103 x 4.2x102 = (2.3*4.2) x10 (3+2) = 9.66x105

 Division.
 We divide the numbers but subtract the powers.
 2.3x103 / 4.2x102 = (2.3/4.2) x10 (3-2) = 0.55x101

11
Standard Form in Calculations
 When putting numbers into your calculator using Standard Form, you must use this
button. Otherwise your answer will be incorrect.

12
Prefixes
 To save us time in writing
out standard forms, in
Science, we use a
PREFIX.

 This is a letter, before the

symbol for the unit, that
denotes the power of ten.

 i.e. 2.7mm is the same as

2.7x10-3 m.

13
Session Overview

Before we start, can anyone prove that

2+2=5

14
Fractions
 A fraction consists of a numerator and a
denominator.
 It expresses how many parts you have.
 A proper fraction has the numerator less
than the denominator. 2/5
 An improper fraction has the numerator
larger than the denominator. 4/3
 A mixed fraction has whole numbers and
a proper fraction, i.e 5 1/3.

15
Fractions
 Fraction Rules
+–×÷
 Always convert mixed fractions into top heavy fractions before you start

 When adding or subtracting the “bottoms” need to be made the same

 When multiplying two fractions, multiply the “tops” together and the “bottoms”
together to get your final fraction

 When dividing one fraction by another, turn the second fraction on its head
and then treat it as a multiplication

16
Fractions
 Adding or Subtracting Fractions.
 We must use a Common Denominator.
 E.g. ½ - 1/3
 The Common Denominator of 2 and 3 is
6. (sometimes it is easy just to multiply
the numbers)
 ½ = 3/6. 1/3 =2/6
 So 3/6 -2/6 = 1/6

 ½ + ¼ Common Denominator is 4
 2/4 +1/4 = ¾

17
Fractions
 Multiplying Fractions  Dividing Fractions

 Turn the second fraction upside down,

 Simplify the fractions if it is not in its then multiply.
lowest terms.  Examples:
 Multiply the numerators of the fractions
to get the new numerator.  ½ / ¼ = ½ * 4/1 = 2
 Multiply the denominators of the fractions
to get the new denominator.  ¼ / ½ = ¼ * 2/1 = 2/4 = ½

 Simplify the resulting fraction if possible.

 Examples:
 ¾ * 2/5 = 6/20 = 3/10.
 1 ½ * ¼ = 3/2 * ¼ = 3/8.

18
Fractions - Exercise

  2 1
4 +1
3 2

  2 1
4 ÷1
3 2

  3 5
9 −5
5 18

 5 3 4
× ×
8 10 9

19
Percentages
 'Percent' means 'out of 100'. If 90 per  Example:
 Sarah is buying a pair of jeans. The
cent of the population owns a mobile
original price was £75, but there is a
phone, this means 90 out of every 100 discount of 30%. How much will the
discount be? How much will they cost?
people have one. The symbol '%' means
 0.3 * £75 = £22.50 This is the Discount.
per cent.
 So Actual Price = £75 - £22.50 = £52.50
 Finding percentages
 A percentage is a fraction of 100.
 30% (30 in each 100) as a fraction
is 30/100
 30% as a decimal is 0.3.
 Often, in real life you must find a
percentage of a quantity. First, write the
percentage as a fraction or a decimal,
then multiply by the quantity.
20
Percentage
 A percentage is simply a fraction out of 100.
 Example:
In the 100 square A how many squares are coloured blue?
In the 100 square B how many squares are coloured red?

10/100 = 10% 20/100 = 20%

100 Square 100 Square

A B
21
Percentage Exercises
1. An antique dealer buys a chair for £250 and sells it for £300. Find the
percentage profit that she made on the sale.

Buying Price Selling Price

50 300
£2 £
Profit = £300 - £250
= £50

profit
Percentage profit = x 100
buying price

50
Percentage profit = x 100 = 20%
250

22
Ratios
 A ratio is a relationship between two
numbers indicating how many times the
first number contains the second. For
example, if a bowl of fruit contains eight
oranges and six lemons, then the ratio of
oranges to lemons is eight to six (that is,
8:6, which is equivalent to the ratio 4:3). 
 Ratios are always expressed as whole
numbers, i.e. 2:1.
 2.1:1 would be expressed as 21:10

23
Ratios and Fractions
There is a close relationship between fractions and ratios. The
diagram below should help make this link become clear.
Fractions Ratios
Compare the parts into which Compare the parts into which
an object is divided with the an object is divided with each
whole object. other.

Red:Green = 3:4
Fraction red =
Green:Red = 4:3
Reads
Red:Yellow = as3:5
Fraction green = Red to Green
equals 3=to 5:3
Yellow:Red 4.
Green:Yellow = 4:5
Fraction yellow = 12 parts The order is
Yellow:Green = 5:4
important. 24
Equivalent Ratios

?:6
? : 12
? : 10

14 : ?
1:?

49 : ?
7:2 ? : 12

21 : ?
0.5 : ?

?:1 2100 : ?

25
Ratios - Exercises

1. Share £48 between Alan and Barbara in the ratio 2 : 1

2. Share £60 between Laura and Robert in the ratio 1 : 3

3. Share 80 coloured beads between Stuart and Carl in the ratio 4 : 1

4. Share 91 sweets between Peter and Becky in the ratio 4 : 3

5. £600 is split between Anne, Bill and Claire in the ratio 2:7:3. How much does each
receive?

26
Magic Math

Now, can anyone show that

2+2=5
https://www.youtube.com/watch?v=BVI5s6CyoUY

27
Algebra
 Algebra is a branch of mathematics
dealing with symbols and the rules for
manipulating those symbols. In
elementary algebra, those symbols
(today written as Latin and Greek letters)
represent quantities without fixed values,
known as variables. Just as sentences
describe relationships between specific
words, in algebra, equations describe
relationships between variables. 

 E = mc2

28
Algebra
 The key thing to understand about Algebra  As long as we do exactly the same to
is that the letters stand for numbers. both sides, then we have not changed
 So whatever you can do with numbers, you the equation, and it is still valid.
can do with letters.  Examples:
 Example:  2+5 = 4+3. i.e. 7=7
 6/2 =3 If I multiply both sides by 2, then:  If I multiply both sides by 3, then:
(6/2) *2 = 3*2 i.e. 6=6 6+15 = 12+ 9 i.e. 21=21
 But if I multiply one side by 3 and the
 So 6/x =3 If I multiply both sides by x, then: other by 2, then:
 (6/x) *x = 3*x i.e. 6 = 3x. If we divide by 3 6+15 = 8+6. i.e. 21=14 This is not true.
 6/3 = (3x) /3 i.e. 2 = x.  I have changed the equation.

29
Algebra – Changing the Subject
 
 If we have the equation and we want r to
be the subject. ( This means we get r =
something)
 Then we need to move terms across the
equals sign, so:
 Take away 8e from both sides:

 Now divide both sides by n

30
Algebra – Changing the Subject
 Sometimes it is necessary to rewrite a formula in order to find a new subject.

F the subject C the subject

C
o o
F

0 32

V the subject
r the subject
r

Intro 31
Algebra – Changing the Subject
Sometimes it is necessary to rewrite a formula in order to find a new subject.
The operations involved in changing the subject of formulae are the same as those
involved in solving equations.
Example Question 1: Make t the subject of the formula:

m = 6p + t subtract 6p from both sides

m - 6p = t Re-write with the new subject on

the left as usual.

t = m - 6p
Example Question 2: Make y the subject of the formula:

Dy - 3e = 2g + 5 add 3e to both sides

Dy = 2g + 3e + 5 Divide both sides by D
y= 2g + 3e + 5
D Examples 1 32
Algebra – Changing the Subject

Example Question 3: Example Question 3 (alternative)

Make S the subject Make
of the formula: S the subject of the formula:Divide by a
Expand
brackets

Subtract ay Subtract y

Divide by a

Equivalent

33
Algebra – Changing the Subject

Example Question 4: Example Question 4 (alterative)

Make q the subject Make q
of the formula: Expand the subject of the formula:
Divide by 5
brackets

Subtract 5p
Subtract p
Divide by 5

 both sides
 both sides

Equivalent

34
Algebra – Changing the Subject
   
 Example1:  Example4:
 Make m the subject  Make m the subject
 Make a the subject  Make n the subject

   
 Example2:  Example5:
 Make a the subject  Make r the subject
 Make u the subject
 Make t the subject  
 Example6:
   Make x the subject
 Example3:
 Make a the subject
 
 Make b the subject  Example7:
 Make k the subject  Make p the subject

35
Significant Figures
 When we give a measured number,
there is always an error involved.
 How far away is the Sun?
 93 Million miles….
 But how accurate is this?

 Can we say 93,000,000 miles when it

varies from 91,400,000 to 94,500,000
miles?
 No.
 This is why Significant Figures are so
important.
 They give you the accuracy of a number.

36
Significant Figures
 What numbers are significant?
 All numbers except 0 are significant.
 Zeros after numbers are significant.
 Zeros before a number are not
significant.

 So 125,000 has six significant figures.

 To express this as three significant

figures we use standard form.

 1.25 x105 has three significant figures.

37
Significant Figures - Rounding

 It is often necessary/convenient/sensible to give approximations to real life situations or

as answers to certain calculations.

 If you read in the Saturday sports section of the paper that the attendance at a football
match was exactly 43,786 and a friend asked you about the attendance at school on
Monday, you would probably say about 44,000. In this case you are giving an
approximate answer to 2 s.f.

38
Significant Figures – Rounding to s.f.
 Numbers can be rounded to 1,2, 3 or more significant figures.
We count the number of figures from the first non-zero digit.

Rounding to 1 s.f
First non-
zero digit.

4.3325 5. 7 4 2 5 0. 0 4 2 5

5 or bigger ? 5 or bigger ? 5 or bigger ?

No Yes No

4 6 0.04

39
Significant Figures – Exercise Rounding
 Round to 2 s.f.

8.4456

11.8901

10.0058

1.09

40
Exact and Measured Numbers
 Exact Numbers: An exact number has no error or estimation.
 e.g. How many people are in this classroom.
 The answer is Exact.
 Measured Numbers: These are measured or estimated and so have an error.
 e.g. How long does this lesson last?
 1 hour? Roughly? +/- 5 mins?

41
Significant Figures - Accuracy
 Accuracy: If we say that the length of
something is 30cm, we are stating that the
length is between 29.5cm and 30.49cm.
 If we say that the length is 30.0cm, we are
stating that the length is between 29.95cm and
30.049cm. A far higher degree of accuracy.
 This is why significant figures are so important
when expressing values.

42
Significant Figures
 Examples:
 243564 to two significant figures.  0.00341 to two significant figures.

2.4 x 105 0.0034 or 3.4 x10-3

 12423 to three significant figures.  0.0231702 to three significant figures.

1.24 x104 0.0232 or 2.32 x10-2

 3036213 to three significant figures.  0.005101 to three significant figures.

3.04 x10 (3 rounded up to 4)

6 0.00510 or 5.10x10-3

 We abbreviate significant figures to sig

figs or sf.

43
Significant Figures - Calculations
 
 If we are asked to work out the area of a circle of radius 1.5cm, then we use
 r = 1.5 x10-2m This is given to two sig figs.
 So A = 3.14 * (1.5x10-2)2 = 7.068583471 x10-4 m2
 This answer is far to accurate with ten significant figures.
 As the radius was given to two sig figs, then the answer should also be given to two sig
figs. i.e.: 7.1 x10-4 m2

 If we have a calculation with more than

one given value, the answer should have
the same number of sig figs as the
lowest number of sig figs in the question.
 Example: If a car does 278 miles on
11.70 gallons of petrol, then how many
miles/gallon does it achieve?
44