This document provides an overview of foundation and materials science studies, including physics and mathematics. It covers topics such as physical quantities and units, scalars and vectors, and multiplication of vectors. Specifically, it defines basic and derived physical quantities and their SI units. It also describes vector addition and subtraction graphically using parallelograms and triangles. Vector components are resolved into x- and y-axes and unit vectors. Scalar (dot) and vector (cross) products are defined, with scalar products providing the parallel component between two vectors and vector products determining the perpendicular component. Examples of each are given using unit vectors.
Concept of Particles and Free Body Diagram
Why FBD diagrams are used during the analysis?
It enables us to check the body for equilibrium.
By considering the FBD, we can clearly define the exact system of forces which we must use in the investigation of any constrained body.
It helps to identify the forces and ensures the correct use of equation of equilibrium.
Note:
Reactions on two contacting bodies are equal and opposite on account of Newton's III Law.
The type of reactions produced depends on the nature of contact between the bodies as well as that of the surfaces.
Sometimes it is necessary to consider internal free bodies such that the contacting surfaces lie within the given body. Such a free body needs to be analyzed when the body is deformable.
Physical Meaning of Equilibrium and its essence in Structural Application
The state of rest (in appropriate inertial frame) of a system particles and/or rigid bodies is called equilibrium.
A particle is said to be in equilibrium if it is in rest. A rigid body is said to be in equilibrium if the constituent particles contained on it are in equilibrium.
The rigid body in equilibrium means the body is stable.
Equilibrium means net force and net moment acting on the body is zero.
Essence in Structural Engineering
To find the unknown parameters such as reaction forces and moments induced by the body.
In Structural Engineering, the major problem is to identify the external reactions, internal forces and stresses on the body which are produced during the loading. For the identification of such parameters, we should assume a body in equilibrium. This assumption provides the necessary equations to determine the unknown parameters.
For the equilibrium body, the number of unknown parameters must be equal to number of available parameters provided by static equilibrium condition.
Concept of Particles and Free Body Diagram
Why FBD diagrams are used during the analysis?
It enables us to check the body for equilibrium.
By considering the FBD, we can clearly define the exact system of forces which we must use in the investigation of any constrained body.
It helps to identify the forces and ensures the correct use of equation of equilibrium.
Note:
Reactions on two contacting bodies are equal and opposite on account of Newton's III Law.
The type of reactions produced depends on the nature of contact between the bodies as well as that of the surfaces.
Sometimes it is necessary to consider internal free bodies such that the contacting surfaces lie within the given body. Such a free body needs to be analyzed when the body is deformable.
Physical Meaning of Equilibrium and its essence in Structural Application
The state of rest (in appropriate inertial frame) of a system particles and/or rigid bodies is called equilibrium.
A particle is said to be in equilibrium if it is in rest. A rigid body is said to be in equilibrium if the constituent particles contained on it are in equilibrium.
The rigid body in equilibrium means the body is stable.
Equilibrium means net force and net moment acting on the body is zero.
Essence in Structural Engineering
To find the unknown parameters such as reaction forces and moments induced by the body.
In Structural Engineering, the major problem is to identify the external reactions, internal forces and stresses on the body which are produced during the loading. For the identification of such parameters, we should assume a body in equilibrium. This assumption provides the necessary equations to determine the unknown parameters.
For the equilibrium body, the number of unknown parameters must be equal to number of available parameters provided by static equilibrium condition.
Class 11 important questions for physics Scalars and VectorsInfomatica Academy
Here you can get Class 11 Important Questions for Physics based on NCERT Textbook for Class XI. Physics Class 11 Important Questions are very helpful to score high marks in board exams. Here we have covered Important Questions on Scalars and Vectors for Class 11 Physics subject.
Text Book: An Introduction to Mechanics by Kleppner and Kolenkow
Chapter 1: Vectors and Kinematics
-Explain the concept of vectors.
-Explain the concepts of position, velocity and acceleration for different kinds of motion.
References:
Halliday, Resnick and Walker
Berkley Physics Volume-1
This upload is actually experimental, so sorry for the lost animations. This is my first post on SlideShare. Future presentations will take into account the loss of animation.
Also, I saw that the titles of all my slides got covered by something, so I'll never use this theme again. The titles of the slides are:
Slide 1: Vectors and Scalars
Slide 2: In this lecture, you will learn
Slide 3: What are vectors?
Slide 4: What are scalars?
Slide 5: A joke
Slide 6: A joke
Slide 7: What was that for?
Slide 8: What was that for?
Slide 9: Vectors
Slide 10: Geometric Representation
Slide 11: Vector Addition
Slide 12: Scalar Multiplication
Slide 13: The Zero Vector
Slide 14: The Negative of a Vector
Slide 15: Vector Subtraction
Slide 16: More Properties of Vector Algebra
Slide 17: Magnitude of a Vector
Slide 18: Vectors in a Coordinate System
Slide 19: Unit Vectors
Slide 20: Algebraic Representation of Vectors
Slide 21: Algebraic Addition of Vectors
Slide 22: Algebraic Multiplication of a Vector by a Scalar
Slide 23: Example 1
Slide 24: Example 2
Slide 25: A few words of caution
Slide 26: Problems
A vector has magnitude and direction. There is an algebra and geometry of vectors which makes addition, subtraction, and scaling well-defined.
The scalar or dot product of vectors measures the angle between them, in a way. It's useful to show if two vectors are perpendicular or parallel.
Class 11 important questions for physics Scalars and VectorsInfomatica Academy
Here you can get Class 11 Important Questions for Physics based on NCERT Textbook for Class XI. Physics Class 11 Important Questions are very helpful to score high marks in board exams. Here we have covered Important Questions on Scalars and Vectors for Class 11 Physics subject.
Text Book: An Introduction to Mechanics by Kleppner and Kolenkow
Chapter 1: Vectors and Kinematics
-Explain the concept of vectors.
-Explain the concepts of position, velocity and acceleration for different kinds of motion.
References:
Halliday, Resnick and Walker
Berkley Physics Volume-1
This upload is actually experimental, so sorry for the lost animations. This is my first post on SlideShare. Future presentations will take into account the loss of animation.
Also, I saw that the titles of all my slides got covered by something, so I'll never use this theme again. The titles of the slides are:
Slide 1: Vectors and Scalars
Slide 2: In this lecture, you will learn
Slide 3: What are vectors?
Slide 4: What are scalars?
Slide 5: A joke
Slide 6: A joke
Slide 7: What was that for?
Slide 8: What was that for?
Slide 9: Vectors
Slide 10: Geometric Representation
Slide 11: Vector Addition
Slide 12: Scalar Multiplication
Slide 13: The Zero Vector
Slide 14: The Negative of a Vector
Slide 15: Vector Subtraction
Slide 16: More Properties of Vector Algebra
Slide 17: Magnitude of a Vector
Slide 18: Vectors in a Coordinate System
Slide 19: Unit Vectors
Slide 20: Algebraic Representation of Vectors
Slide 21: Algebraic Addition of Vectors
Slide 22: Algebraic Multiplication of a Vector by a Scalar
Slide 23: Example 1
Slide 24: Example 2
Slide 25: A few words of caution
Slide 26: Problems
A vector has magnitude and direction. There is an algebra and geometry of vectors which makes addition, subtraction, and scaling well-defined.
The scalar or dot product of vectors measures the angle between them, in a way. It's useful to show if two vectors are perpendicular or parallel.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. 2.MATHEMATICS PART I
1.MATHEMATICS 1
1.1 NUMBER SYSTEMS
1.2 EQUATIONS,INEQUALITIES AND ABSOLUTE
1.3 POLYNOMINALS
1.4 SEQUENCES AND SERIES
4. PHYSICS CHAPTER 1
1
CHAPTER 1:
Physical quantities and
measurements
(3 Hours)
CHAPTER 1
PHYSI CAL
QUANTI TI ES,
u n i t
AND vect or s
5. 5
At the end of this chapter, students should be able to:
• State basic quantities and their respective SI units: length (m),
time (s), mass (kg), electrical current (A), temperature (K), amount
of substance (mol) and luminosity (cd).
State derived quantities and their respective units and symbols:
velocity (m s-1), acceleration (m s-2), work (J), force (N), pressure
(Pa), energy (J), power (W) and frequency (Hz).
Learning Outcome:
1.1 Physical Quantities and Units (1 hours)
2
6. 6
• Physical quantity is defined as a physical property that can be expressed in numbers
• It can be categorized into 2 types
– Basic (base) quantity
– Derived quantity
• Basic quantity is defined as a quantity that cannot be expressed in terms of other quantities.
• Table 1.1 shows all the basic (base) quantities.
1.1 Physical Quantities and Units
7. 7
• Derived quantity is defined as a quantity which can be expressed in term of
base quantity.
• Table 1.2 shows some examples of derived quantity.
Derived quantity Symbol Formulae Unit
Velocity v s/t m s-1
Volume …….. l w t m 3
Acceleration a v/t m s-2
Density m/V …………….
Momentum p ………… kg m s-1
Force ……… m a kg m s-2 @ N
Work W F s ……….. @ J
Pressure P F/A N m-2 @ ……
Frequency f 1/T s-1 @ ……..
8. 8
It is used for presenting larger and smaller values.
Table 1.3 shows all the unit prefixes.
1.1.1 Unit Prefixes
9. 9
At the end of this chapter, students should be able to:
a)Define scalar and vector quantities,
b)Perform vector addition and subtraction operations
graphically.
c)Resolve vector into two perpendicular components (2-D)
– Components in the x and y axes.
– Components in the unit vectors in Cartesian coordinate.
Learning Outcome:
1.2 Scalars and Vectors
10. 10
At the end of this topic, students should be able to:
d) Define and use dot (scalar) product;
e) Define and use cross (vector) product;
Direction of cross product is determined by corkscrew
method or right hand rule.
Learning Outcome:
1.2 Scalars and Vectors
θ
A
B
θ
B
A
B
A cos
cos
θ
A
B
θ
B
A
B
A sin
sin
11. 11
• Scalar quantity is defined as a quantity
with magnitude only.
– e.g. mass, time, temperature, pressure, electric current, work,
energy and etc.
– Mathematics operational : ordinary algebra
• Vector quantity is defined as a quantity
with both magnitude & direction.
– e.g. displacement, velocity, acceleration, force, momentum,
electric field, magnetic field and etc.
– Mathematics operational : vector algebra
1.2 Scalars and Vectors
12. 12
• Table 1.4 shows written form (notation) of vectors.
• Notation of magnitude of vectors.
1.2.1 Vectors
s
Vector A
Length of an arrow– magnitude of vector A
displacement velocity acceleration
v
a
s a
v
v
v
a
a
s (bold) v (bold) a (bold)
Direction of arrow – direction of vector A
13. 13
• Two vectors equal if both magnitude and direction are the same. (shown in
figure 1.1)
• If vector A is multiplied by a scalar quantity k
– Then, vector A is
• if k = +ve, the vector is in the same direction as vector A.
• if k = -ve, the vector is in the opposite direction of vector A.
P
Q
Q
P
Figure 1.1
A
k
A
k
A
A
14. 14
Can be represented by using:
a) Direction of compass, i.e east, west, north, south, north-east, north-west,
south-east and south-west
b)Angle with a reference line
e.g. A boy throws a stone at a velocity of 20 m s-1, 50 above horizontal.
1.2.2 Direction of Vectors
50
v
x
y
0
18. 18
• There are two methods involved in addition of vectors graphically i.e.
– Parallelogram
– Triangle
• For example :
1.2.3 Addition of Vectors
Parallelogram Triangle
B
A
B
A
B
A
O
B
A
B
A
B
A
O
19. 19
• Triangle of vectors method:
a)Use a suitable scale to draw
vector A.
b)From the head of vector A draw a
line to represent the vector B.
c)Complete the triangle. Draw a line
from the tail of vector A to the
head of vector B to represent the
vector A + B.
A
B
B
A
Commutative Rule
B
A
A
B
O
20. 20
• For example :
1.2.4 Subtraction of Vectors
Parallelogram Triangle
D
C
O
D
C
O
......
D
C
D
C
C
D
D
C
C
D
D
C
21. 21
• notations –
• E.g. unit vector a – a vector with a magnitude of 1 unit in the direction of vector A.
• Unit vectors are dimensionless.
• Unit vector for 3 dimension axes :
1.2.5 Unit Vectors
A
â
c
b
a ˆ
,
ˆ
,
ˆ
1
ˆ
A
A
a
1
ˆ
a
)
(
@
ˆ
⇒
- bold
j
j
axis
y 1
ˆ
ˆ
ˆ
k
j
i
)
(
@
ˆ
⇒
- bold
i
i
axis
x
)
(
@
ˆ
⇒
- bold
k
k
axis
z
22. 22
• Vectors subtraction can be used
– to determine the velocity of one object relative to another object i.e. to
determine the relative velocity.
– to determine the change in velocity of a moving object.
23. 23
• Vector can be written in term of unit vectors as :
– Magnitude of vector,
x
z
y
k̂
ĵ
iˆ
k
r
j
r
i
r
r z
y
x
ˆ
ˆ
ˆ
2
z
2
y
2
x r
r
r
r
24. 24
– E.g. :
m
ˆ
2
ˆ
3
ˆ
4 k
j
i
s
m
5.39
2
3
4
2
2
2
s
ĵ
3
x/m
y/m
z/m
0
s
i
ˆ
4
k̂
2
25. 25
1.2.6 Resolving a Vector
R
y
R
x
R
0
x
y
θ
R
Rx
cos
..........
Rx
θ
R
Ry
sin
θ
Rsin
....
26. 26
• The magnitude of vector R :
• Direction of vector R :
• Vector R in terms of unit vectors written as
......
..........
or
R
R
x
y
R
R
θ
tan or
x
y
R
R
θ 1
tan
.....
..........
R
27. 27
Scalar (dot) product
• The physical meaning of the scalar product can be explained by
considering two vectors and as shown in Figure 1.4a.
– Figure 1.4b shows the projection of vector onto the direction of
vector .
– Figure 1.4c shows the projection of vector onto the direction of
vector .
1.2.7 Multiplication of Vectors
A
B
A
B
A
B
Figure 1.4a
A
B
A
B
θ
B cos
Figure 1.4b
A
B
θ
Acos
Figure 1.4c
A
B
A
B
A
to
parallel
of
component
B
A
B
B
A
to
parallel
of
component
28. 28
• From the Figure 1.4b, the scalar product can be defined as
meanwhile from the Figure 1.4c,
where
• The scalar product is a scalar quantity.
• The angle ranges from 0 to 180 .
– When
• The scalar product obeys the commutative law of multiplication i.e.
θ
B
A
B
A cos
vectors
o
between tw
angle
:
θ
θ
A
B
A
B cos
90
θ
0
scalar product is positive
180
θ
0
9
scalar product is negative
90
θ scalar product is zero
A
B
B
A
29. 29
• Example of scalar product is work done by a constant force where the
expression is given by
• The scalar product of the unit vectors are shown below :
1
1
1
cos
ˆ
ˆ 2
o
2
0
i
i
i
θ
F
s
θ
s
F
s
F
W cos
cos
x
z
y
k̂
ĵ
iˆ
1
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
k
k
j
j
i
i
1
1
1
cos
ˆ
ˆ 2
o
2
0
j
j
j
1
1
1
cos
ˆ
ˆ 2
o
2
0
k
k
k
0
9
cos
ˆ
ˆ
o
0
1
1
j
i
0
ˆ
ˆ
ˆ
ˆ
ˆ
ˆ
k
i
k
j
j
i
0
9
cos
ˆ
ˆ
o
0
1
1
k
i
0
9
cos
ˆ
ˆ
o
0
1
1
k
j
30. 30
Vector (cross) product
• Consider two vectors :
• In general, the vector product is defined as
and its magnitude is given by
where
• The angle ranges from 0 to 180 so the vector product always positive value.
• Vector product is a vector quantity.
• The direction of vector is determined by
k
r
j
q
i
p
B ˆ
ˆ
ˆ
k
z
j
y
i
x
A ˆ
ˆ
ˆ
C
B
A
θ
AB
θ
B
A
C
B
A sin
sin
vectors
o
between tw
angle
:
θ
RIGHT-HAND RULE
C
31. 31
For example:
– How to use right hand rule :
• Point the 4 fingers to the direction of the 1st vector.
• Swept the 4 fingers from the 1st vector towards the 2nd vector.
• The thumb shows the direction of the vector product.
– Direction of the vector product always perpendicular
to the plane containing the vectors and .
A
C
B
A
B
C
C
B
A
C
A
B
A
B
B
A
but
A
B
B
A
B
)
(C
A
34. 34
2.0 Kinematics of Linear motion
is defined as the studies of motion of an objects without considering
the effects that produce the motion.
There are two types of motion:
Linear or straight line motion (1-D)
with constant (uniform) velocity
with constant (uniform) acceleration, e.g. free fall motion
Projectile motion (2-D)
x-component (horizontal)
y-component (vertical)
35. 35
Learning Outcomes :
At the end of this chapter, students should be able to:
• Define and distinguish between
Distance and displacement
Speed and velocity
Instantaneous velocity, average velocity and uniform velocity
Instantaneous acceleration, average acceleration and uniform acceleration,
• Sketch graphs of displacement-time, velocity-time and acceleration-time.
• Determine the distance travelled, displacement, velocity and acceleration from
appropriate graphs.
2.1 Linear Motion
36. 36
2.1. Linear motion (1-D)
2.1.1. Distance, d
• scalar quantity.
• is defined as the length of actual path between two points.
• For example :
– The length of the path from P to Q is 25 cm.
P
Q
37. 37
vector quantity.
is defined as the distance between initial point and final point in a straight line.
The S.I. unit of displacement is metre (m).
Example 2.1 :
An object P moves 30 m to the east after that 15 m to the south
and finally moves 40 m to west. Determine the displacement of P
relative to the original position.
Solution :
2.1.2 Displacement,
N
E
W
S
O
P
30 m
15 m
10 m 30 m
38. 38
The magnitude of the displacement is given by
and its direction is
2.1.3 Average Speed, v
is defined as the rate of total distance travelled.
scalar quantity.
Equation:
interval
time
travelled
distance
total
speed
Average
Δt
d
v
40. 40
constant
dt
ds
t
s
0
t
v
limit
Instantaneous velocity, v
is defined as the rate of change of displacement at the
particular time, t
Equation:
An object moves in a uniform velocity when the magnitude and
direction of the velocity remain unchanged.
and the instantaneous velocity equals to the average velocity at
any time.
dt
ds
v
42. 42
interval
time
velocity
of
change
av
a
vector quantity.
The S.I. unit for acceleration is m s-2.
Average acceleration, aav
is defined as the rate of change of velocity.
Equation:
Its direction is in the same direction of change in velocity.
The acceleration of an object is uniform when the magnitude of velocity changes at a
constant rate and along fixed direction.
2.1.5 Acceleration,
1
2
1
2
av
t
t
v
v
a
Δt
Δv
aav
43. 43
constant
dt
dv
t
v
0
t
a
limit
Instantaneous acceleration, a
is defined as the rate of change of velocity at the particular time,t.
Equation:
An object moves in a uniform acceleration when
and the instantaneous acceleration equals to the average acceleration at
any time.
2
2
dt
s
d
dt
dv
a
44. 44
Therefore
v
t
Q
0
v1
t1
The gradient of the tangent to the curve at point Q
= the instantaneous acceleration at time, t = t1
Gradient of v-t graph = acceleration
45. 45
Deceleration, a
is a negative acceleration.
The object is slowing down meaning the speed of the object
decreases with time.
Gradient of v-t graph at point C = Negative acceleration
v
t
0
C
46. 46
Displacement against time graph (s-t)
2.1.6 Graphical methods
s
t
0
s
t
0
(a) Uniform velocity (b) The velocity increases with time
Gradient = constant
Gradient increases
with time
(c)
s
t
0
Q
R
P
The direction of
velocity is changing.
Gradient at point R is negative.
Gradient at point Q is zero.
The velocity is zero.
47. 47
From the equation of instantaneous velocity,
Therefore
48. 48
Velocity versus time graph (v-t)
The gradient at point A is positive – a > 0(speeding up)
The gradient at point B is zero – a= 0
The gradient at point C is negative – a < 0(slowing down)
t1 t2
v
t
0
(a) t2
t1
v
t
0
(b)
t1 t2
v
t
0
(c)
Uniform velocity
Uniform
acceleration
Area under the v-t graph = displacement
B
C
A
49. 49
Learning Outcome :
At the end of this chapter, students should be able to:
• Derive and apply equations of motion with uniform
acceleration:
2.2 Uniformly accelerated motion
at
u
v
2
2
1
at
ut
s
as
u
v 2
2
2
50. 50
2.2. Uniformly accelerated motion
From the definition of average acceleration,
uniform (constant) acceleration is given by
wherev : final velocity
u : initial velocity
a : uniform (constant) acceleration
t : time
at
u
v
(1)
t
u
v
a
51. 51
From equation (1), the velocity-time graph is shown in Figure 2.4 :
From the graph,
The displacement after time, s = shaded area under the
graph
= the area of trapezium
Hence,
velocity
0
v
u
time
t
Figure 2.4
t
v
u
2
1
s
(2)
52. 52
By substituting eq. (1) into eq. (2) thus
From eq. (1),
From eq. (2),
t
at
u
u
s
2
1
(3)
2
2
1
at
ut
s
at
u
v
t
s
u
v
2
multiply
at
t
s
u
v
u
v
2
as
u
v 2
2
2
(4)
53. 53
Notes:
equations (1) – (4) can be used if the motion in a straight
line with constant acceleration.
For a body moving at constant velocity, ( a = 0) the
equations (1) and (4) become
Therefore the equations (2) and (3) can be written as
u
v
vt
s constant velocity
54. 54
Learning Outcome :
At the end of this chapter, students should be able to:
• Describe and use equations for freely falling bodies.
– For upward and downward motion, use
a = g = 9.81 m s2
2.3 Freely falling bodies
55. 55
2.3 Freely falling bodies
• is defined as the vertical motion of a body at constant acceleration, g
under gravitational field without air resistance.
• In the earth’s gravitational field, the constant acceleration
– known as acceleration due to gravity or free-fall acceleration or gravitational
acceleration.
– the value is g = 9.81 m s2
– the direction is towards the centre of the earth (downward).
• Note:
– In solving any problem involves freely falling bodies or free fall motion, the
assumption made is ignore the air resistance.
56. 56
Sign convention:
Table 2.1 shows the equations of linear motion and freely falling
bodies.
Table 2.1
Linear motion Freely falling bodies
gt
u
v y
y
y
y
y gs
u
v 2
2
2
2
2
1
gt
t
u
s y
y
+
- +
-
From the sign convention
thus,
59. 59
Learning Outcome:
At the end of this chapter, students should be able to:
Identify the forces acting on a body in different situations:
◦ Weight
◦ Tension
◦ Normal Force
◦ Friction
Draw free body diagram.
Determine the resultant force.
3.1 INTRODUCTION
60. 60
• is defined as something capable of changing state of motion or size or dimension
of a body.
• There are 4 types of fundamental forces in nature:
a) Gravitational forces
b) Electromagnetive forces
c) Strong nucleur forces
d) weak nucleur forces
3.1.1 Basic of Forces & Free body diagram
• Since force has magnitude and direction, it is a vector quantity
• If several forces acts simultaneously on the same object, it is
the net force that determines the motion of the object.
• The net force is the vector sum of all the forces acting on the object
and it is often called resultant force.
The magnitude of a force can
be measured using a spring
scale.
62. 62
• It always directed toward the centre of the earth or in
the same direction of acceleration due to gravity, g.
g
m
W
Weight (Force),
• Weight is defined as the force with which a body is attracted
towards the center of the earth.
• It is dependant on where it is measured, because the
value of g varies at different localities on the earth’s
surface.
• It is a vector quantity.
Equation:
• The S.I. unit is kg m s-2 or Newton (N).
W
63. 63
W
All the W pointing downward as shown in figure 3.1.1 above
Figure 3.1.1
64. 64
Tension,
• Tension is the magnitude of the pulling force that is directed
away from the object and attempts to stretch & elongate
the object. (figure 3.1.2)
• Measured in Newton and is always parallel to the string on
which it applies.
Single string system:
T
T
T
m1 m1 m1
ϴ
Figure 3.1.2
65. 65
T T
T
T
m1
Single string system (smooth pulley)
Multiple string system
m1 m2
T2
T2 T3 T3
The tension T acts for the whole
one string but it will be different
if it acts on different masses, T1
and T2 as shown in fig 3.1.3 and
Fig 3.1.4
Fig 3.1.3
Fig 3.1.4
T1
66. 66
m4
m1
m2
m3
T3
T1 T1
T1
T1
T2 T2
T2
T2
T3 T3
T3
Multiple string system (inclined plane)
The are three different tension T1, T2 and T3
acts on different masses of m1, m2 and m3
as shown in fig 3.1.5.
Fig 3.1.5
67. 67
N1
N2
N3
m1
m2
m3
Surface 1
Surface 2
Surface 3
Normal Force (Reaction Force), N or R
is the contact force component , which is perpendicular to the surface
of contact and exerted on an object by preventing the object from
penetrating the surface. (fig 3.1.6)
Fig 3.1.6
69. 69
Figure 3.1.7
N
fs
W
F
N
W
F
N
W
F
fs = max fk
Block at rest Block about to slide Block is sliding
There are three different stages of friction acts on a block
which are going to slide as shown in figure 3.1.7.
70. Free Body Diagram
70
• is defined as a diagram showing the chosen body by
itself, with vectors drawn to show the magnitude &
directions of all the forces applied to the body by the other
bodies that interact with it.
• A single point may represent the object.
Example : Sketch free body diagrams for each case
Case 1 : Horizontal surface
a) An object lies at rest on a flat horizontal surface
m
71. F
b) A box is pulled along a rough horizontal surface by a
horizontal force, F
m
a
Case 2 : Inclined Plane
A box is pulled up along a rough inclined plane by a force, F
m
72. 72
Case 3 : Hanging object
An object is hang by using a light string
m
m
74. Learning Outcome:
At the end of this chapter, students should be able to:
State Newton’s First Law
Define mass as a measure of inertia.
Define the equilibrium of a particle.
Apply Newton’s First Law in equilibrium of forces.
State and apply Newton’s Second Law.
State and apply Newton’s Third Law.
74
3.2 Newton's Law of Motion
75. 3.2 Newton’s laws of motion
states “an object at rest will remain at rest, or continues
to move with uniform velocity in a straight line unless it
is acted upon by a external forces”
75
Inertia
is defined as the tendency of an object to resist any change
in its state of rest or motion.
is a scalar quantity.
Newton’s first law of motion
The first law gives the idea of inertia.
0
F
Fnett
76. • Figures 3.2 show the example of real experience of inertia.
76
Figure 3.2
Equilibrium of object / particle
The resultant of forces is zero. (Translational equilibrium)
Equilibrium of object / particle occurs when the net force
exerted on it is zero.
Newton’s 1st law of motion
0
F
77. interval
time
:
dt
77
its can be represented by
where force
resultant
:
F
State and apply Newton’s Second Law.
states “the rate of change of linear momentum of a moving body
is proportional to the resultant force and is in the same direction
as the force acting on it”
dp : Change in momentum
dt
dp
F
78. If the forces act on an object and the object moving at
uniform acceleration (not at rest or not in the equilibrium)
hence
78
Newton’s 2nd law of motion restates that “The acceleration of an
object is directly proportional to the nett force acting on it and
inversely proportional to its mass”.
One newton(1 N) is defined as the amount of nett force that
gives an acceleration of one metre per second squared to a
body with a mass of one kilogramme. 1 N = 1 kg m s-2
is a nett force or effective force or resultant force.
The force which causes the motion of an object.
F
m
F
a
ma
F
Fnett
79. Newton’s third law of motion
79
For example :
When the student push on the wall it will push back with
the same force. (refer to Figure 3.2.1)
A (hand)
B (wall)
Figure 3.2.1
is a force by the hand on the wall (action)
Where
is a force by the wall on the hand (reaction)
states “every action force has a reaction force that is equal in
magnitude but opposite in direction”.
BA
AB F
F
AB
F
BA
F
80. 80
A rocket moves forward as a result of the push exerted on it
by the exhaust gases which the rocket has pushed out.
Figure 3.2.2
Force by the book on the table (action)
Force by the table on the book (reaction)
When a book is placed on the table. (refer to Figure 3.2.2)
If a car is accelerating forward, it is because its tyres are pushing
backward on the road and the road is pushing forward on the tyres.
In all cases when two bodies interact, the action and reaction
forces act on different bodies.
81. 81
The motion of an elevator can give rise to the sensation
of being heavier or lighter.
Apparent weight
The force exerted on our feet by the floor of the elevator.
If this force is greater than our weight, we felt heavier, if
less than our weight , we felt lighter.
82. Case 1 : Motion of a lift
Consider a person standing inside a lift as shown in
Figures 3.2.7a, 3.2.7b and 3.2.7c.
a. Lift moving upward at a uniform velocity
82
Since the lift moving at a
uniform velocity, thus
Therefore
Figure 3.2.7a mg
N
mg
N
Fy
0
0
N
83. b. Lift moving upwards at a constant acceleration, a
83
By applying the newton’s 2nd
law of motion, thus
Figure 3.2.7b
)
( g
a
m
N
ma
mg
N
ma
F y
y
84. c. Lift moving downwards at a constant acceleration, a
84
By applying the newton’s 2nd
law of motion, thus
Figure 3.2.7c
Caution : N is also known as apparent weight and
W is true weight.
)
( a
g
m
N
ma
N
mg
ma
F y
y
mg
W
85. Case 2 : An object on Horizontal surface
Consider a box of mass m is pulled along a horizontal
surface by a horizontal force, F as shown in Figure 3.2.8
85
Figure 3.2.8
ma
F
F nett
x ma
f
F
0
y
F mg
N
x-component :
y-component :
mg
N
88. prepared by NASS
At the end of this chapter, students should be able to:
Define real numbers, all the subsets of real numbers, complex
numbers, indices, surds & logarithm.
Represent the relationship of number sets in a real number system
diagrammatically.
Understand open, closed and half-open intervals and their
representations on the number line.
Simplify union, and intersection of two or more intervals with the
aid of the number line.
Perform operations on complex number.
Simplify indices, surds & logarithm.
89. prepared by NASS
REAL LINE
0 2.5 10
-9 -1
To the right, getting bigger
To the left, getting smaller
90. prepared by NASS
Intervals of Real Numbers
Can be illustrated using:
Set Notation
Interval/Bracket Notation
Real number line
S
R
I
91. prepared by NASS
Summary of Real Numbers Interval
Set Notation Interval Notation Real Number Line Notation
b
x
a
x
:
b
x
a
x
:
a
x
x
:
a
x
x
:
a
x
x
:
a
x
x
:
,
a
a
,
a
,
b
a,
b
a,
,
a
a
a
a
a
a b
a b
92. Example:
Write the following set of real numbers using a real number line and interval notation.
1. The set of real numbers less than 10. ;
2. The set of real numbers greater than or equal to 5. ;
3. The set of real numbers greater than -5 but less than or equal to 9.
;
4. The set of real numbers between 7 and 20. ;
prepared by NASS
10
10
,
5
,
5
5 9
9
,
5
7
20
)
20
,
7
(
93. prepared by NASS
Combining Intervals
Union : the set of real numbers that belong to either one or both of
the intervals.
A B = { x | x A or x B }
Intersection : the set of real numbers that belong to both of the
intervals.
A B = { x | x A and x B }
95. Is any number of the form ,which cannot be written as a fraction of two
integers is called surd.
Properties of Surds:
b
a
a
a
b
c
a
b
c
b
a
b
a
b
a
ab
b
a
4)
3)
2)
1)
96. chapter 1 96
Conjugate Surds
a b a b
RATIONALIZING DENOMINATORS
Problem arise when algebraic fraction involving surds in the denominator.
Solution:
1) Eliminate the surd from denominator by multiplying the numerator and
denominator by the conjugate of the denominator.
97. Is a set of number in form,
Where and are real numbers and . A complex number is
generally denoted by,
prepared by NASS
bi
a
Real part, Re(z) Imaginary part, Im(z)
a b 1
i
bi
a
z
98. prepared by NASS
Equality of complex numbers .
Conjugate of complex numbers .
bi
a
z
bi
a
z
is the complex number obtained by changing the sign of the
imaginary part of .
z
99. prepared by NASS
• Addition/Subtraction
• Multiplication
• Division
i
d
b
c
a
di
c
bi
a
i
bc
ad
bd
ac
di
c
bi
a
2
2
2
2
d
c
i
ad
bc
d
c
bd
ac
di
c
bi
a
Algebraic Operations of Complex
Numbers
100. prepared by NASS
If a is a real number and n is a positive integers,
then
Where, a = base
n = index
a
a
a
a
an
...
n times
101. 1)
2)
3)
4)
5)
prepared by NASS
Rules/Law of Indices
n
m
n
m
a
a
a
mn
n
m
a
a
n
m
n
m
a
a
a
0
,
b
b
a
ab m
m
m
0
,
b
b
a
b
a
m
m
m
0
;
1
a
a
a n
n
6)
0
a
;
1
a0
7)
8)
0
a
;
a
a n m
n
m
102. prepared by NASS
Definition: The logarithm of any number of a
given base is equal to the power to
which the base should be raised to get the
given number.
From indices, a, x and n are related such that
Then, x is said to be the logarithm of n wrt the
base a.
n
ax
log𝑎 𝑛 = 𝑥
103. 1) 6)
2) 7)
3)
4)
5)
prepared by NASS
Rules/Law of Logarithm
n
log
m
log
)
mn
(
log a
a
a
n
log
m
log
n
m
log a
a
a
m
log
n
m
log a
n
a
a
log
m
log
m
log
b
b
a
0
1
loga
1
a
loga
n
a n
a
log
106. Sequence and series
•Defn of sequence
•Types of sequence
•General term of
sequence
•Defn of series
•Types of series
107. Sequence
Definition
• Sequence- A set of order numbers.
• Terms – the numbers which form
the sequence, denoted by T1,
T2,T3,…….
Type
• Finite – containing a finite number of
terms.
•Infinite – have an unlimited number of
terms. General Term
108. General term of a sequence
• The nth term of the sequence of even
numbers
Tn =2n
• The nth term of the sequence of odd
numbers
Tn =2n-1
• The nth term
of
1 1 1 1
, , ,
3 5 9 17
1
,..... is given by Tn n
2 1
109. Series
n
Definition
• The sum of the terms in a
sequence.
• Finite series
Ti T1 T2 T3 ....Tn Sn
i1
• Infinite series
T1 T2 T3 ... S
Ti
i1
110. Arithmetic Progression
• Arithmetic progression can be either
arithmetic sequence or arithmetic
series.
• Arithmetic sequence
- A sequence whose consecutive terms
have a
constant difference.
- a, a+d, a+2d,…….,a+(n-1)d.
-The first term- ‘a’
-Fixed difference – ‘d’ also known as
common difference. Can be positive or
111. Arithmetic series
Definition
• The sum of arithmetic
sequence
2 2
n n
S
n
2a (n 1)d or S
n
(a l)
l a (n 1)d
• Arithmetic mean for two numbers
- If a,b,c is an arithmetic sequence, then
b is arithmetic mean of a and c.
b
a c
2
112. Arithmetic series
If a and b are two numbers
and A1,A2,A3,…..,An are
arithmetic means between
a and b, then a,
A1,A2,A3,…..,An ,b are in
arithmeticsequence.
113. Geometric progression
sequenc
e
n
where r is common ratio
a is the first term
Geometric series – The sum of a
geometric
Geometric sequence – A sequence in
which the ratio of any two consecutive
terms is a constant. . T arn1
a(1rn
)
When r 1, use Sn
or
When r 1, use Sn
1 r
a(rn
1)
r 1
114. Geometric mean
• If a,b,c is a geometric sequence, then
the geometric mean of a and c is b,
where
b2
ac
b ac
• Sum to infinity of the geometric series
where r 1
1 r
a
S
115. Application of arithmetic and geometric series
• An engineer has an annual salary of RM24,000
in his first year. If he gets a raise of RM3,000
each year, what will his salary be in his tenth
year? What is the total salary earned for 10
years of work?
• CFS launched a reading campaign for students
on the first day of July. Students are asked to
read 8 pages of a novel on the first day and
every day thereafter increase their daily
reading by one page. If Saddam follows this
suggestion, how many pages of the novel will
116. Application of arithmetic and geometric series
• Aida deposits RM5,000 into a bank that
pays an interest rate of 5% per annum. If
she does not withdraw or deposit any
money into his account, find the total
savings after 10 years.
• Each year the price of a car depreciates
by 9% of the value at the beginning of the
year. If the original price of the car was
RM60,000. Find the price of the car after
10 years.
117. Binomial expansion
Denoted
by
Binomial
theorem
a b n
abn
n
an
b0
n
an1
b1
..............
n
a0
bn
0 1
where
n!
k!(nk)!
n
n
ab a b
nk k
k
n
n
n
k
k0
118. General term
• If n is a negative integer or a rational number, then
•1 xn
1
n
x
nn1x2
nn1n2x3
......
• 1 2! 3!
• provided -1 x 1 or x 1
General term-The (r+1)th term of
the expansion of (a+b)n is denoted
by Tr+1 .
T r1
n
anr
br
r
120. • Perform addition, subtraction, multiplication and division of
polynomials.
• Use the remainder and factor theorems in problem solving.
• Find the roots and zeros of a polynomial.
• Perform partial fraction decomposition when the denominators are
in the form of:
– A linear factor.
– A repeated linear factor.
– A quadratic factor
At the end of this chapter, student should be able to:
121. Polynomials
1 2
1 2 1 0
0
Polynomial function ( ) is
( ) .....
where,
- leading coefficient, 0
- degree of the polynomial & positive integer
- constant term
n n
n n
n n
P x
P x a x a x a x a x a
a a
n
a
126. Steps to be taken:
S1 Divide the 1st term of numerator, P(x) by the 1st term of denominator,
D(x) answer, Q(x).
S2.Multiply the denominator, D(x) by the answer and put below
numerator.
S3 Subtract to create a new polynomial.
S4.Repeat S1 using the new polynomial until the degree of new
polynomial is less than denominator.
128. Remainder Theorem
Example:
refer example 1 and 2 in textbook page 234.
Note: If a polynomial is divided by a quadratic expression, then
the remainder, R = Ax + B. Where A and B are constant to be
determined.
If R is the remainder after dividing
the polynomial P(x) at (x-a), then
P(a)=R
129. Factor Theorem
For a polynomial P(x) and a constant a,
iff P(a) = 0, then (x - a) is a factor of
P(x).
130. Zeros of Polynomials
The zeros of the polynomial can be obtained
when P(x) is completely factorised and then
solved for zero.
Therefore a, b and c are zeros of the
polynomial
P(x).
If ( ) ( )( )( ),
then ( ) 0, ( ) 0 and ( ) 0.
P x x a x b x c
P a P b P c
131. 3 2
3 2
If ( ) ( )( )( ),
then , and are called the roots of
the polynomial equation ( ) 0
Example:
( ) 2 5 6
( ) ( 1)( 2)( 3)
then the zeros are 1,-2 and 3.
1 is a root of ( ) 2 5
P x x a x b x c
x a b c
P x
P x x x x
P x x x x
x P x x x
6
since (1) 0.
x
P
132. Partial fraction
If the degree of P(x) is less than that of D(x), then
is called a proper fraction.
Only a proper rational expression can be expressed as
partial fractions.
( )
( )
P x
D x
partial fraction
decomposition
Non-
repeated
Linear
Repeated
linear
Non-
repeated
quadratic
Repeated
quadratic
133. Partial fractions decomposition
Case 1:Denominator consists of non-repeated linear factors.
Contain an expression of the form for each
non-repeated linear factor (ax+b) in the denominator.
A
ax b
134. Partial fractions decomposition
Case 2: Denominator consists repeated linear
factors.
Contain an expression of the form
for each repeated linear factor of multiplicity n.
2
1
2
..... n
n
A A
A
ax b ax b ax b
135. Partial fractions decomposition
Case 3: Denominator consists of non-repeated quadratic
factors.
If a non-reducible factor, occur
in the denominator, then the partial fraction
corresponding to this factor is
2
ax bx c
2
Ax B
ax bx c
136. Partial fractions decomposition
Case 4: Denominator consists of repeated
quadratic factors.
If the factor is repeated twice
in the denominator, then the form of the
partial fractions corresponding to this would
be
2
ax bx c
2
2 2
Ax B Cx D
ax bx c ax bx c
137. Improper rational expression
Improper rational expression is when the
degree
of P(x) greater than D(x).
S1: long division
S2: partial fraction
reduce the
improper rational
expression to proper
rational expression