Ecen30024 Ims

Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND CAMPUSES
MARAGONDON BRANCH
INSTRUCTIONAL MATERIALS
FOR
ECEN 30024
ADVANCED ENGINEERING MATHEMATICS FOR ECE
Compiled by: Checked by:
Inst. Mariz N. Lansak Engr. Rosalia P. Pinlac, LPT, MEM

Faculty Chairman
Instructional Materials
Date: _________________ Date: ___________________
Approved by:
Dr. Agnes Y. Gonzaga Assoc. Prof. Denise A. Abril

Head, Academic Programs Director
Date: _________________ Date: _________________

INTRODUCTION
Welcome to the Polytechnic University of the Philippines. This module will help you become an
effective learner and successfully meet the requirements of the course. You will discover that you
can learn in a very challenging way at your own pace.
THE POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
VISION
PUP: The National Polytechnic University
MISSION
Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities
through a re-engineered polytechnic university by committing to:
• provide democratized access to educational opportunities for the holistic development of

individuals with global perspective
• offer industry-oriented curricula that produce highly-skilled professionals with managerial
and technical capabilities and a strong sense of public service for nation building
• embed a culture of research and innovation
• continuously develop faculty and employees with the highest level of professionalism
• engage public and private institutions and other stakeholders for the attainment of social
development goal
• establish a strong presence and impact in the international academic community
PHILOSOPHY
As a state university, the Polytechnic University of the Philippines believes that:
• Education is an instrument for the development of the citizenry and for the enhancement
of nation building; and
• That meaningful growth and transmission of the country are best achieved in an
atmosphere of brotherhood, peace, freedom, justice and nationalist-oriented education
imbued with the spirit of humanist internationalism.
TEN PILLARS
Pillar 1: Dynamic, Transformational, and Responsible Leadership

Pillar 2: Responsive and Innovative Curricula and Instruction
Pillar 3: Enabling and Productive Learning Environment
Pillar 4: Holistic Student Development and Engagement
Pillar 5: Empowered Faculty Members and Employees
Pillar 6: Vigorous Research Production and Utilization
Pillar 7: Global Academic Standards and Excellence
Pillar 8: Synergistic, Productive, Strategic Networks and Partnerships
i
SUBJECT: ECEN 30024- ADVANCED ENGINEERING MATHEMATICS FOR ECE
PREPARED BY: MARIZ N. LANSAK, LPT
Pillar 9: Active and Sustained Stakeholders’ Engagement
Pillar 10: Sustainable Social Development Programs and Projects
SHARED VALUES AND PRINCIPLES
• Integrity and Accountability

• Nationalism
• Spirituality
• Passion for Learning and Innovation
• Inclusivity
• Respect for Human Rights and The Environment
• Excellence
• Democracy
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

MARAGONDON BRANCH
GOALS
• Quality and excellent graduates

• Empowered faculty members
• Relevant curricula
• Efficient administration
• Development – oriented researches
• State-of-the-art physical facilities and laboratories
• Profitable income – generating programs
• Innovative instruction
• ICT – driven library
• Strong local and international linkage
PROGRAM OBJECTIVES
The College of Engineering aims to:

1. Strengthen the Engineering program consistent with global trends;
2. Develop faculty as competent mentors and quality researchers, through advanced study
and other facets of continuing professional education;
3. Develop critical thinking and communication skills of students, giving emphasis to research
and extension services;
4. Equip graduates with appropriate knowledge and technical skills, imbued with desirable work
attitude and moral values through enhanced teaching/learning process by using multi-media
facilities on top of traditional methods;
5. Create a conducive teaching and learning atmosphere with emphasis to faculty and
students’ growth and academic freedom;
6. Establish network with educational institution industry, GO’s and NGO’s, local and
international which could serve as:
ii
a. funding sources and/or partners of researches;
b. sources of new techniques;
c. centers for faculty and student exchange program and On the Job Training; and
d. grantees of scholarship/additional facilities
7. Continuously conduct action researches on the needs of laboratory and other facilities that
could be locally produce or innovated using local materials and adapted technology.
iii
ECEN 30024 – ADVANCED ENGINEERING MATHEMATICS
FOR ECE
COURSE DESCRIPTION
COURSE TITLE: Advanced Engineering Mathematics for ECE

COURSE CODE: ECEN 30024
COURSE CREDIT: 4 units
PRE-REQUISITE: Differential Equations
A study of selected topics in mathematics and their applications in advanced courses in

engineering and other allied sciences. It covers the study of Complex numbers and complex
variables, Laplace and Inverse Laplace Transforms, Power series, Fourier series, Fourier
Transforms, z-transforms, power series solution of ordinary differential equations, partial
differential equations, and numerical methods in engineering.
COURSE OBJECTIVES
After completing this course, you must be able to:

1. Solve different types of Matrices.
2. different properties of determinants.
3. Evaluate Laplace Transform and Inverse Laplace transform.
4. Explain Power and Fourier Series.
5. Discuss complex numbers and its applications.
COURSE REQUIREMENTS
The course requirements are as follows:

1. Students are encouraged to attend the class sessions (online students) and complete all
the requirements (online and offline students).
2. The course is expected to have a minimum of four (4) quizzes and two (2) major
examination (Midterm and Final Examination).
3. Other requirements such as written outputs, exercises, assignments and the likes will be
given throughout the sessions. These shall be submitted on the due dates set by the
teacher.
GRADING SYSTEM
The grading system will determine if the student passed or failed the course. There will be two
grading periods: Midterm and Final Period. Each period has components of: 70% Class Standing
+ 30% Major Examination. Final Grade will be the average of the two periodical grades.
Midterm Grading Final Grading
Class Standing 70% Class Standing 70%
• Quizzes • Quizzes
• Activities • Activities
Midterm Examination 30% Final Examination 30%
100% 100%
FINAL GRADE = Midterm Grade + Final Grade
2
RUBRICS
iv
Exemplary Satisfactory Developing Beginning Non-compliance
Criteria
1.00 - 1.25 1.50 – 1.75 2.00 - 2.50 2.75 - 3.50 4.00 - 5.00
The submitted The submitted The submitted The submitted No submitted
Assignment/ output manifests output manifests output partially output does not output
Activity qualities which go the required manifests the manifest any of
beyond the qualities required qualities. the requirements
requirements Certain aspects or certain aspects
are incomplete. are incorrect
COURSE GUIDE
Regular class (18 weeks, 6hrs/week, 108hrs)

Wk Topic Learning Outcomes Methodology Resources Assessment
1 Introduction/ Orientation on • Discuss and Explain the PUP * PUP Participation
PUP VMGO; PUP Graduate VMGO, PUP Graduate Attributes, Orientation Student
Attributes; Program Institutional Learning Outcomes, Discussion Handbook
Educational Objectives/ Program Educational Objectives/ * Couse
Student Outcomes; Course Course Intended Learning Syllabus
Objectives; Course Policies Outcomes, Course Policies
2-3 Matrices and Determinants • Demonstrate and Discuss the Discussion See the list Activity
introduction, principles, and process Lecture of references Quiz
of solving of matrices and Problem Solving
determinants
4-5 System of Linear Equations • Discuss and explain the system of Discussion See the list Activity
by Gauss Elimination linear equations and the process of Lecture of Quiz
solving using Gauss Elimination Problem Solving references
Method
• Define Laplace Transforms of Discussion Activity
6-7 Laplace Transforms of Functions. Lecture See the list Quiz
Functions • Discuss Transform of Derivatives Problem Solving of
and Integral ODE’s references
8-9 Inverse of Laplace • Determine the inverse transform of Discussion See the list Activity
Transforms of Functions a Laplace transforms. Lecture of Quiz
• Discuss the fundamentals of Problem Solving references
Inverse Laplace Transform and its
Application
10 MIDTERM EXAM
11-13 Sequences and Series • Discuss and explain the principles Discussion See the list Activity
of sequences and series of equations Lecture of Quiz
Problem Solving references
14-15 Fourier Series and Integral • Discuss and explain the process of Discussion See the list Activity
solving Fourier Series and Integrals Lecture of Quiz
references
16-17 Complex Variables • Discuss and explain the process of Discussion See the list Activity
solving complex variables and its Lecture of Quiz
theories and applications. Problem Solving references
18 FINAL EXAM
v
TABLE OF CONTENTS
Topic Page
Introduction i
Orientation iv
Lesson 1 Matrices and Determinants 1
Unit 1: Matrix 1
Unit 2: Addition and Scalar Multiplication of Matrices and Vectors 4
Unit 3: Matrix Multiplication 6
Unit 4: Determinants 9
Lesson 2 Systems of Linear Equation by Gauss Elimination 12
Unit 1: Linear System, Coefficient and Augmented Matrix 12

Unit 2: Gauss Elimination, Back Substitution 14
Lesson 3 Laplace Transforms of Functions 17
Unit 1: Laplace Transform Concept 17
Lesson 4 Inverse of Laplace Transforms 22
Unit 1: Inverse of Laplace Transform 22

Unit 2: Heaviside Unit-Step Function 25
Lesson 5 Sequence and Series 28
Unit 1: Sequence and Convergence Test 28

Unit 2: Series and Convergence Test 30
Unit 3: Power Series 32
Lesson 6 Fourier Series and Integral 34
Unit 1: Fourier Series 34
Lesson 7 Complex Numbers 37
Unit 1: Complex Numbers and Geometric Representation 37

Unit 2: Analytic Functions and Cauchy-Reiman Equations 41
References
vi
ECEN 30024 – ADVANCED ENGINEERING MATHEMATICS
FOR ECE
LESSON 1 MATRICES AND DETERMINANTS
Overview
Matrices, which are rectangular arrays of numbers or functions, and vectors are the main tools of
linear algebra. Matrices are important because they let us express large amounts of data and
functions in an organized and concise form. Furthermore, since matrices are single objects, we
denote them by single letters and calculate with them directly. All these features have made
matrices and vectors very popular for expressing scientific and mathematical ideas.
Learning Objectives:
After successful completion of this module, you should be able to:

1. Discuss the definition, principles, and process of solving of matrices and determinants.
2. Perform addition and scalar multiplication.
Course Materials:
Unit 1: Matrix
A matrix is a rectangular array of numbers or functions which we will enclose in brackets.

For example,
are matrices.
The numbers (or functions) are called entries or, less commonly, elements of the matrix.
The first matrix in (1) has two rows, which are the horizontal lines of entries. Furthermore, it
has three columns, which are the vertical lines of entries.
The second and third matrices are square matrices, which means that each has as many
rows as columns— 3 and 2, respectively. The entries of the second matrix have two indices,
signifying their location within the matrix. The first index is the number of the row and the second
is the number of the column, so that together the entry’s position is uniquely identified. For
example, (read a two three) is in Row 2 and Column 3, etc. The notation is standard and applies
to all matrices, including those that are not square.
Matrices having just a single row or column are called vectors. Thus, the fourth matrix in
(1) has just one row and is called a row vector. The last matrix in (1) has just one column and is
called a column vector. Because the goal of the indexing of entries was to uniquely identify the
1
position of an element within a matrix, one index suffices for vectors, whether they are row or
column vectors. Thus, the third entry of the row vector in (1) is denoted by 𝑎3 .
Matrices are handy for storing and processing data in applications.
Example 1. Linear Systems, a Major Application of Matrices
We form the coefficient matrix, call it A, by listing the coefficients of the unknowns in the
position in which they appear in the linear equations.
by augmenting A with the right sides of the linear system and call it the augmented matrix
of the system. Since we can go back and recapture the system of linear equations directly from
the augmented matrix, contains all the information of the system and can thus be used to solve
the linear system. This means that we can just use the augmented matrix to do the calculations
needed to solve the system.
Example 2. Sales Figures in Matrix Form
Sales figures for three products I, II, III in a store on Monday (Mon), Tuesday (Tues), may
for each week be arranged in a matrix.
If the company has 10 stores, we can set up 10 such matrices, one for each store. Then,
by adding corresponding entries of these matrices, we can get a matrix showing the total sales of
each product on each day. Can you think of other data which can be stored in matrix form? For
instance, in transportation or storage problems? Or in listing distances in a network of roads?
2
General Concepts and Notations
Matrices
We shall denote matrices by capital boldface letters A, B, C,…, or by writing the general
entry in brackets; thus A = [𝒂𝒋𝒌 ], and so on. By a m x n matrix (read m by n matrix) we mean a
matrix with m rows and n columns— rows always come first! m x n is called the size of the
matrix. Thus an matrix is of the form
The matrices in the previous examples are of sizes 2 x 3, 3 x 3, 2 x 2, 1 x 3 and 2 x 1,

respectively.
Each entry in (2) has two subscripts. The first is the row number and the second is the
column number. Thus, is the entry in Row 2 and Column 1.
If m = n, we call A an n x n square matrix. Then its diagonal containing the entries 𝑎11 ,
𝑎22 , … , 𝑎𝑛𝑛 is called the main diagonal of A. Thus, the main diagonals of the two square matrices
in (1) are 𝑎11 , 𝑎22 , … , 𝑎33 and 𝑒 −𝑥 , 4x, respectively.
Square matrices are particularly important, as we shall see. A matrix of any size is called
a rectangular matrix; this includes square matrices as a special case.
Vectors
A vector is a matrix with only one row or column. Its entries are called the components
of the vector. We shall denote vectors by lowercase boldface letters a, b, or by its general
component in brackets, , and so on. Our special vectors in (1) suggest that a (general) row vector
is of the form
a= [ 𝑎1 𝑎2 . . . 𝑎𝑛 ]. For instance, a = [ -2 5 0.8 0 1].
A column vector is of the form
Activities:
Exercises
Look for 5 real-life application of matrices and vectors in the field of engineering.
Name it and identify its parts, sizes and main diagonal.
3
Unit 2: Addition and Scalar Multiplication of Matrices and Vectors
We now introduce rules for addition and for scalar multiplication (multiplication by numbers) that
were suggested by practical applications. (Multiplication of matrices by matrices follows in the
next section.) We first need the concept of equality.
Addition of Matrix
As a special case, the sum a + b of two row vectors or two column vectors, which must have
the same number of components, is obtained by adding the corresponding components.
4
Scalar Multiplication
Rules for Matrix Addition and Scalar Multiplication.
From the familiar laws for the addition of numbers we obtain similar laws for the addition of
matrices of the same size m x n, namely,
Here 0 denotes the zero matrix (of size m x n), that is, the m x n matrix with all entries zero. If
m = 1 or n = 1, this is a vector, called a zero vector.
Hence matrix addition is commutative and associative. Similarly, for scalar multiplication we
obtain the rules
Activities:
Exercises. Let
5
Find the following expressions, indicating which of the rules they illustrate or give reasons why
they are not defined.
1. 2A + 4B, 4B +2A, 0A + B, 0.4 -4.2 A

2. 3A, 0.5B, 3A + 0.5B, 3A + 0.5B + C
3. (C + D) + E, (D+ E) + C
4. 8C + 10D, 2(5D + 4C)
5. 4(3A), 14B- 3 B, 11B
Unit 3: Matrix Multiplication
Matrix multiplication means that one multiplies matrices by matrices. Its definition is standard,
but it looks artificial. Thus, you have to study matrix multiplication carefully, multiply a few
matrices together for practice until you can understand how to do it.
The condition r = n means that the second factor, B, must have as many rows as the first factor
has columns, namely n. A diagram of sizes that shows when matrix multiplication is possible is
as follows:
A B = C
[ m x n] [n x p] = [ m x p]
The entry 𝑐𝑗𝑘 in (1) is obtained by multiplying each entry in the jth row of A by the corresponding
entry in the kth column of B and then adding these n products. For instance, 𝑐21 = 𝑎21 𝑏21 +
𝑎22 𝑏21 + … + 𝑎2𝑛 𝑏𝑛1 and so on. One calls this briefly a multiplication of rows into columns.
For n = 3 , this is illustrated by
6
Examples:
1.
2.
3.
*CAUTION! Matrix Multiplication Is Not Commutative. The order of factors must always be
observed very carefully.
Transpositions
We obtain the transpose of a matrix by writing its rows as columns (or equivalently its
columns as rows). This also applies to the transpose of vectors. Thus, a row vector becomes
a column vector and vice versa. In addition, for square matrices, we can also “reflect’ the
elements along the main diagonal, that is, interchange entries that are symmetrically
positioned with respect to the main diagonal to obtain the transpose. Also note that, if A is the
given matrix, then we denote its transpose by 𝐴𝑇 .
7
Transposition gives us a choice in that we can work either with the matrix or its
transpose, whichever is more convenient.
Rules for transposition are
Activities:
Given the following matrices and vectors, calculate the following expressions or give reasons why
they are undefined.
8
1. AB, A𝐵𝑇 , BA, 𝐵𝑇 𝐴
2. A𝐴𝑇 , 𝐴2 , 𝐵𝐵𝑇 , 𝐵2
3. 3A – 2B, (3𝐴 − 2𝐵)𝑇 , 3𝐴𝑇 - 2𝐵𝑇
4. Aa, A𝑎𝑇 , (𝐴𝑏)𝑇 , 𝑏 𝑇 𝐴𝑇
5. ABC, Aba, abB, C𝑎𝑇
Unit 4: Determinants
A determinant of order n is a scalar associated with an n x n (hence square!) matrix A=

[𝑎𝑗𝑘 ], and is denoted by
For n=1, this determinant is defined by
D = 𝑎11
For n≥ 2, by
D = 𝑎𝑗1 𝑐𝑗1 + 𝑎𝑗2 𝑐𝑗2 + ⋯ + 𝑎𝑗𝑛 𝑐𝑗𝑛 (j = 1, 2, …, or n)
or D = (−1)𝑗+𝑘 𝑀𝑗𝑘
Terms used in connection with determinants are taken from matrices. In D we

𝟐
have 𝒏 𝒆𝒏𝒕𝒓𝒊𝒆𝒔 𝒂𝒋𝒌 , also n rows and n columns, and a main diagonal on which
9
𝑎11, 𝑎22,…, 𝑎𝑛𝑛 stand. Two terms are new: 𝑀𝑗𝑘, is called the minor of 𝑎𝑗𝑘, in D, and 𝐶𝑗𝑘, the
cofactor of in D. For later use we note that they may also be written in terms of minors
10
General Properties of Determinants
There is an attractive way of finding determinants that consists of applying elementary row operations. By
doing so we obtain an “upper triangular” determinant whose value is then very easy to compute, being just
the product of its diagonal entries. This approach is similar (but not the same!) to what we did to matrices.
In particular, be aware that interchanging two rows in a determinant introduces a multiplicative factor of to
the value of the determinant! Details are as follows.
Activities:
Determine the determinants of the ff.
1 2
3 4
References:
• Advanced Engineering Mathematics by Erwin Kreyszig. 10th Edition
• Advanced Engineering Mathematics by Erwin Peter V. O’Neil. 8th Edition
• Differential Equations for Engineers by Jiri Lebl.
• Calculus. Early Transcendentals. James Stewart. 6th Edition.
• https://www.pdfdrive.com/schaums-easy-outlines-of-advanced-calculus-d6635396.html
• https://tutorial.math.lamar.edu/Classes/DifferentialEquation.aspx
11
LESSON 2 SYSTEMS OF LINEAR EQUATION BY GAUSS
ELIMINATION
Overview
We now come to one of the most important use of matrices, that is, using matrices to solve
systems of linear equations. Representing the information contained in a system of linear
equations by a matrix is called the augmented matrix. This matrix will then be used in solving the
linear system of equations. Our approach to solving linear systems is called the Gauss elimination
method. Since this method is so fundamental to linear algebra, the student should be alert. A
shorter term for systems of linear equations is just linear systems. Linear systems model many
applications in engineering, economics, statistics, and many other areas. Electrical networks,
traffic flow, and commodity markets may serve as specific examples of applications.

1. Discuss and explain the system of linear equations.
2. Identifying coefficient and Augmented Matrix
3. Solve linear equations using Gauss Elimination Method
Course Materials:
Unit 1: Linear System, Coefficient Matrix, Augmented Matrix
A linear system of m equations in n unknowns 𝒙𝟏 , … , 𝒙𝒏 is a set of equations of the

form
The system is called linear because each variable appears in the first power only, just
as in the equation of a straight line. 𝒂𝟏𝟏 , … , 𝒂𝒎𝒏 are given numbers, called the coefficients of
the system. 𝒃𝟏 , … , 𝒃𝒎 on the right are also given numbers. If all the 𝒃𝒋 are zero, then it is called
a homogeneous system. If at least one 𝒃𝒋 is not zero, then it is called a nonhomogeneous
system.
A solution for this is a set of numbers that satisfies all the m equations. A solution
vector is a vector x whose components form a solution of the given m equations. If the system
is homogeneous, it always has at least the trivial solution 𝒙𝟏 = 0, … , 𝒙𝒏 = 0.
12
Matrix Form of the Linear System. From the definition of matrix multiplication
we see that the m equations may be written as a single vector equation.
Ax = b
where the coefficient matrix A = [𝒂𝒋𝒌 ] is the m x n matrix.
are column vectors. We assume that the coefficients 𝒂𝒋𝒌 are not all zero, so that A is not a zero
matrix. Note that x has n components, whereas b has m components. The matrix
is called the augmented matrix of the system. The dashed vertical line could be omitted, as we
shall do later. It is merely a reminder that the last column of did not come from matrix A but came
from vector b. Thus, we augmented the matrix A.
Note that the augmented matrix 𝐴̃ determines the system completely because it contains
all the given numbers appearing.
Activities:
Exercises
Solve the given linear system given explicitly or by its augmented matrix. Show details.
1 2
13
Unit 2: Gauss Elimination, Back Substitution
The Gauss elimination method can be motivated as follows. Consider a linear system
that is in triangular form (in full, upper triangular form) such as
2𝑥1 + 5𝑥2 = 2
13𝑥2 = -26
(Triangular means that all the nonzero entries of the corresponding coefficient matrix lie above
the diagonal and form an upside-down 90° triangle.) Then we can solve the system by back
substitution, that is, we solve the last equation for the variable, 𝑥2 = -26/13 = -2, and then work
backward, substituting 𝑥2 = -2 into the first equation and solving it for 𝑥1 , obtaining 𝑥1 =
1 1
(2 − 5𝑥2 ) = (2 − 5(−2)) = 6. This gives us the idea of first reducing a general system to
2 2
triangular form. For instance, let the given system be
We leave the first equation as it is. We eliminate 𝑥1 from the second equation, to get a triangular
system. For this we add twice the first equation to the second, and we do the same operation on
the rows of the augmented matrix. This gives -4𝑥1 + 4𝑥1 +3𝑥2 + 10𝑥2 = -30 + 2(2) that is,
where Row2 + 2Row 1 means “Add twice Row 1 to Row 2” in the original matrix. This is the
Gauss elimination (for 2 equations in 2 unknowns) giving the triangular form, from which back
substitution now yields and 𝑥2 = -2 and 𝑥1 = 6, as before.
Since a linear system is completely determined by its augmented matrix, Gauss
elimination can be done by merely considering the matrices, as we have just indicated. We
do this again in the next example, emphasizing the matrices by writing them first and the
equations behind them, just as a help in order not to lose track.
Example:
14
Solution:
Step 1. Elimination of 𝑥1 .
Call the first row of A the pivot row and the first equation the pivot equation.
This corresponds to row operations on the augmented matrix as indicated in BLUE behind the
new matrix. So the operations are performed on the preceding matrix. The result is
Step 2. Elimination of 𝑥2 .
The first equation remains as it is. We want the new second equation to serve as the next pivot
equation. But since it has no 𝑥2 -term (in fact, it is 0 = 0), we must first change the order of the
equations and the corresponding rows of the new matrix. We put 0 = 0 at the end and move the
third equation and the fourth equation one place up. This is called partial pivoting (as opposed
to the rarely used total pivoting, in which the order of the unknowns is also changed). It gives
15
Step 3. Back Substitution.
Operations of the Gauss elimination.

These are the first two of three operations, which are called Elementary Row Operations for
Matrices:
1. Interchange of two rows
2. Addition of a constant multiple of one row to another row
3. Multiplication of a row by a nonzero constant c
Gauss Eliminations: Three Possible Solutions Cases of Systems

1. Unique Solution or one solution (called consistent)
2. Many Solutions (called inconsistent)
3. No Solution
Activities:
Apply Gauss Elimination for each of the following:
References:
16
LESSON 3 LAPLACE TRANSFORMS OF FUNCTIONS
Overview
Maybe you are already familiar with some operators that transform functions into another
functions. Using operator D is a useful treatment of linear differential equations with constant
coefficient. Now, another operator will be introduced which is effective in the study of initial value
problems involving linear differential equations with constant coefficient.

1. Understand the concept of Laplace transform.
2. Find the Laplace transform using the operator L.
Course Materials:
Unit 1: Laplace Transform
Definition:
Laplace transform is an integral transform that converts a function of a real variable to a
function of a complex variable.
Let F(t) be any function such that the integrations encounterd amy be legitimately
performed on F(t). The Laplace Transform of F(t) is denoted by L{F(t)} and is defined by
∞
ℒ{𝑓(𝑡)} = ∫ 𝑒 −𝑠𝑡 𝑓(𝑡)𝑑𝑡
0
The integral of Laplace Transform is a function of the parameter s which is called as

funtion f(s).
∞
ℒ{𝑓(𝑡)} = ∫0 𝑒 −𝑠𝑡 𝑓(𝑡)𝑑𝑡 = f (s)
It is customary to refer to f(s), as well as to the symbol ℒ{𝑓(𝑡)}, as the transform of the
Laplace transfrom of F(t).
Transform of Elementary Functions
17
The ideas of the Laplace method will be illustrated for the solution y(t) = −t of the problem
y’ = −1, y(0) = 0. The method, entirely diﬀerent from variation of parameters or undetermined
coeﬃcients, uses basic calculus and college algebra.
In Lerch’s law, the formal rule of erasing the integral signs is valid provided the integrals
are equal for large s and certain conditions hold on y and f.
The L-notation for the direct Laplace transform produces briefer details,
18
Example 1.1. Solve the Laplace’s method the initial value problem y’ = 5 -2t, y(0) = 1
Example 1.2. Solve the Laplace’s method the initial value problem y’ = 5 -2t, y(0) = 1
The Laplace transform is a method of solving ODEs and initial value problems. The crucial idea
is that operations of calculus on functions are replaced b y operations of algebra on transforms.
Roughly, differentiation of f(t) will correspond to multiplication of ℒ(𝑓) by s and integration of f(t)
to division of ℒ(𝑓) by s.
19
Example:
20
Laplace Transform Table:
Example 1.1. F(s) = t (t-1) – sin 2t +𝑒 3𝑡
Solution:
ℒ(f(s)) = ℒ(𝑡 2 − 5𝑡 − 𝑠𝑖𝑛2𝑡 + 𝑒 3𝑡 )
= ℒ(𝑡 2 ) − ℒ(5𝑡) − ℒ(𝑠𝑖𝑛2𝑡) + ℒ(𝑒 3𝑡 )

2 5 2 1
= 𝑠3 − 𝑠2 − 𝑠2 +4 + 𝑠−3
Activities:
Direction: Solve the given initial value problems using Laplace’s method.
1. y' = -2, y(0) = 0
2. y’ = t, y(0) = 0
3. y’ = 3 -2t y(0) = 0
4. y’’ = -2 y(0) = y’(0) = 0
5. y’’ 1+ t y(0) = y’(0) = 0
References:

21
LESSON 4 INVERSE OF LAPLACE TRANSFORMS
Overview
For the inverse Laplace transform to the time domain, numerical inversion is also a reasonable
choice. Among the various numerical inversion methods, the Gaver-Stehfest algorithm (Stehfest,
1970; Jacquot et al., 1983) and the algorithm based on Fourier series (Ichikawa and Kishima,
1972; Crump, 1976) are often applied. Let f(z) and F(s) be a Laplace-transform pair.

1. Understand the concept of Inverse of Laplace transform.
2. Find the inverse of Laplace transform.
Course Materials:
Unit 1: Inverse of Laplace Transform

Inverse Laplace transform of F(s) is in the notation
22
More Examples
6 1 4
Example 1.1. F(s) = 𝑠 − 𝑠−8 + 𝑠−3
Solution:
1 1 1
F(s) = 6 𝑠 − 𝑠−8 + 4 𝑠−3
= 6(1) - 𝑒 8𝑡 + 4(𝑒 3𝑡 )
f(t) = 6 - 𝑒 8𝑡 + 4𝑒 3𝑡
23
19 1 7
Example 1.2. H(s) = − +
𝑠+2 3𝑠−5 𝑠5
Solution:
4!
19 1 7
4!
H(s) = 𝑠−(−2) − 5 + 𝑠4+1
3(𝑠− )
3
1 1 1 7 4!
= 19 𝑠−(−2) − 3 5 + 4! 𝑠4+1
𝑠−
3
1 5𝑡 7
h(t) = 19𝑒 −2𝑡 − 3 𝑒 3 + 24 𝑡 4
6𝑠 3
Example 1.3 F(s) = + 5
𝑠2 +25 𝑠 +25
Solution:
5
𝑠 3
5
F(s) = 62 +
𝑠 +(5)2 𝑠2 +(5)2
𝑠 3 5
=6 +
𝑠2 +(5)2 5 𝑠2 +(5)2
3
= 6 cos(5𝑡) + sin (5𝑡)
5
Activities:
Direction: Find the inverse of the following:
24
Unit 2: The Heaviside Unit- Step Function
The function is the Heaviside function and is defined as,
Heaviside functions are often called step functions. Here is some alternate notation for Heaviside
functions.
uc (t) = u (t − c) = H (t − c)
We can think of the Heaviside function as a switch that is off until t=c at which point it turns on
and takes a value of 1.
To get the Laplace transform of a Heaviside function, we use
There are three sudden shifts in this function and so (hopefully) it’s clear that we’re going to need
three Heaviside functions here, one for each shift in the function.
In the first interval, t < 6 all three Heaviside functions are off and the function has the value
f(t)= −4
In the next interval, 6 ≤ t < 8, f(t) = −4 + 29 = 25
In the third interval, 8 ≤ t < 30, f(t) = −4 + 29 - 9 = 16
In the last interval, t ≥ 30, f(t) = −4 + 29 – 9 - 6 = 10
Here’s the function in terms of Heaviside functions.
f (t) = −4 + 29u6 (t) −9u8 (t) −6u30 (t) Heaviside Function
Find the Laplace transform of the given Heaviside Function:
Example 1.1
25
Answer
Example 1.2
Answer
Given the Laplace transform, give its Heaviside Function:
Example 1.1
Laplace Transform
Heaviside Function
26
Activities:
Direction: Find the Laplace transform of the following Heaviside Function:
Given the Laplace transform, give its Heaviside Function:
Graph the heaviside function and explain the discontinuity of the function.
References:
27
LESSON 5 SEQUENCE AND SERIES
Overview
Much of the theory of complex sequences and series is analogous to that encountered in real
calculus. In this section we explore the definitions of convergence and divergence for complex
sequences and complex infinite series. In addition, we give some tests for convergence of infinite
series.
Many of the functions that arise in mathematical physics and chemistry, such as Bessel functions,
are defined as sums of series, so it is important to be familiar with the basic concepts of
convergence of infinite sequences and series.

1. Explain, solve, and implement Sequence, Series and Convergence test.
2. Discuss Power Series Function given by power series.
Course Materials:
Unit 1: Sequence and Convergence Test
Definition and Examples

A sequence can be thought of as a list of numbers written in a definite order:
𝑎1 , 𝑎2 , 𝑎3 , . . . , 𝑎𝑛 , …
The number 𝑎1 is called the first term, 𝑎2 is the second term, and in general 𝑎𝑛 is the nth
term. We will deal exclusively with infinite sequences and so each term will have a successor
𝑎𝑛+1.
Notice that for every positive integer there is a corresponding number 𝑎𝑛 and so a
sequence can be defined as a function whose domain is the set of positive integers. But we
usually write 𝑎𝑛 instead of the function notation f(n) for the value of the function at the number n.
The sequence {𝑎1 , 𝑎2 , 𝑎3 , . . . , 𝑎𝑛 } is also denoted by {𝑎𝑛 } or {𝑎𝑛 }∞

𝑛=1
Some sequences can be defined by giving a formula for the nth term. In the following examples
we give three descriptions of the sequence: one by using the preceding notation, another by using
the defining formula, and a third by writing out the terms of the sequence. Notice that n does not
have to start at 1.
28
29
Limit Laws of Sequence
Activities:
Exercises
Determine whether the sequence converges or diverges. If it converges, find the limit.
Unit 2: Series and Convergence Test
If we try to add the terms of an infinite sequence {𝑎𝑛 }∞𝑛=1 , we get an expression of the form
𝑎1 + 𝑎2 + 𝑎3 + . . . +𝑎𝑛 + …
which is called an infinite series (or just a series) and is denoted, for short, by the symbol
∑∞
𝑛=1 𝑎𝑛 𝑜𝑟 ∑ 𝑎𝑛
30
Thus, the sum of a series is the limit of the sequence of partial sums. So, when we write
∑∞𝑛=1 𝑎𝑛 =s, we mean that by adding sufficiently many terms of the series we can get as
close as we like to the number. Notice that
∑∞ ∞
𝑛=1 𝑎𝑛 = lim ∑𝑛=1 𝑎𝑛
𝑛→∞
31
Activities:
Exercises
Determine whether the series converges or diverges. If it converges, find its sum.
Unit 3: Power Series

A power series is a series of the form
∞
∑ 𝑐𝑛 𝑥 𝑛 = 𝑐0 + 𝑐1 𝑥 + 𝑐3 𝑥 2 + ⋯
𝑛=1
where x is a variable and the 𝑐𝑛 ’s are constants called the coefficients of the series. For
each fixed x, the series is a series of constants that we can test for convergence or divergence.
A power series may converge for some values of and diverge for other values of x. The sum of
the series is a function
f(x) = 𝑐0 + 𝑐1 𝑥 + 𝑐3 𝑥 2 + ⋯ + 𝑐3 𝑥 𝑛 + ⋯
whose domain is the set of all x for which the series converges. Notice that f resembles a
polynomial. The only difference is that f has infinitely many terms.
The number R in case (iii) is called the radius of convergence of the power series. By
convention, the radius of convergence is R = 0 in case (i) and R = ∞ in case (ii). The interval of
convergence of a power series is the interval that consists of all values of x for which the series
converges. In case (i) the interval consists of just a single point a. In case(ii) the interval is (∞, −∞).
In case (iii) note that the inequality l x – a l < R can be rewritten as a- R< x< a + R. When x is an
endpoint of the interval, that is, x= a ±𝑅, anything can happen—the series might converge at one
or both endpoints or it might diverge at both endpoints. Thus, in case (iii) there are four possibilities
for the interval of convergence:
(a – R, a + R) (a – R, a + R] [a- R, a + R) [a- R, a + R]
32
Activities:
Exercises
Find a power series representation for the function and determine the interval of convergence.
1 5
2 6
3 7
4 8
References:
33
LESSON 6 Fourier Series and Integral
Overview
The central starting point of Fourier analysis is Fourier series. They are infinite series designed to
represent general periodic functions in terms of simple ones, namely, cosines and sines. This
trigonometric system is orthogonal, allowing the computation of the coefficients of the Fourier
series by use of the well-known Euler formulas.

1. Discuss and explain the process in Fourier Series.
2. Explain arbitrary period, even and odd functions expansions.
3. Discuss approximation of Trigonometric polynomial.
4. Discuss, Solve and Implement Fourier Integral, Fourier Cosine and Sine Transform.
Course Materials:
Unit 1: Fourier Series

Fourier series are infinite series that represent periodic functions in terms of cosines and
sines. A function is called a f(x) periodic function if is defined for all real f(x) x, except possibly at
some points, and if there is some positive number p, called a period of f(x), for all x, such that
f(x + p) = f(x)
The representation of various functions of period in terms of the simple functions’ cos x, sin x, cos
2x, sin 2x, …
The series to be obtained will be a trigonometric series, that is, a series of the form
𝑎0 + 𝑎1 cos 𝑥 + 𝑏1 sin 𝑥 + 𝑎2 cos 2𝑥 + 𝑏2 sin 2𝑥 + ⋯
𝑛𝜋𝑥 𝑛𝜋𝑥
= 𝑎0 + ∑∞ 𝑛=1(𝑎𝑛 𝑐𝑜𝑠 + 𝑏𝑛 𝑠𝑖𝑛 )
2 2
Now suppose that is a given function of period and is such that it can be represented by
a series, that is converges and, moreover, has the sum f(x). Then, using the equality sign, we
write
1 𝑛𝜋𝑥 𝑛𝜋𝑥
f(x) = 𝑎0 + ∑∞ 𝑛=1(𝑎𝑛 𝑐𝑜𝑠 + 𝑏𝑛 𝑠𝑖𝑛 )
2 2 2
Example1. Construct the Fourier Series over the interval -𝜋 < x < 𝜋
34
For the function defined by
f(x) = 𝑥 2
Solution:
Using
1 𝑛𝜋𝑥 𝑛𝜋𝑥
𝑥 2 = 𝑎0 + ∑∞ 𝑛=1(𝑎𝑛 𝑐𝑜𝑠 + 𝑏𝑛 𝑠𝑖𝑛 )
2 2 2
1 𝜋 𝑛𝜋𝑥
𝑎𝑛 =
𝜋
∫−𝜋 𝑥 2 𝑐𝑜𝑠 2
dx n = 0, 1, 2, …,
1 𝜋 𝑛𝜋𝑥
𝑏𝑛 = 𝜋
∫−𝜋 𝑥 2 𝑠𝑖𝑛 2
dx n = 0, 1, 2, …,
Then,
2 𝜋
𝑎𝑛 = 𝜋
∫0 𝑥 2 cos 𝑛𝑥 dx n = 0, 1, 2, …,
𝜋
2 𝑥 2 sin 𝑛𝑥 2𝑥 cos 𝑛𝑥 2 sin 𝑛𝑥
𝑎𝑛 = 𝜋
[ 𝑛 + 𝑛2
− 𝑛3
]
0
2 2𝜋 cos 𝑛𝜋 4(−1)𝑛
𝑎𝑛 = [ 𝑛2 ]= , n = 0, 1, 2, …,
𝜋 𝑛2
2 𝜋 2 2 𝜋3 2𝜋2
𝑎𝑛 = 𝜋 0
∫ 𝑥 dx = 𝜋
( 3
) = 3
Therefore, the interval -𝜋 < x < 𝜋

𝟐𝝅𝟐 (−𝟏)𝒏 𝐜𝐨𝐬 𝒏𝒙
𝒙𝟐 = 𝟑
+ 𝟒 ∑∞
𝒏=𝟏 𝒏𝟐
Convergence and Sum of a Fourier Series

Representation by a Fourier Series
Let f(x) be periodic with period 2𝜋 and piecewise continuous in the interval -𝜋 ≦
𝑥 ≦ 𝜋. Furthermore, let have a left-hand derivative and a right-hand derivative at each
point of that interval. Then the Fourier series of f(x) with coefficients converges. Its sum is
f(x), except at points 𝑥0 where f(x) is discontinuous. There the sum of the series is the
average of the left- and right-hand limits of at f(x) at 𝑥0 .
35
Even and Odd Functions
If f(x) is an even function, that is, f(-x) = f(x), its Fourier series reduces to a Fourier
cosine series
If f(x) is an odd function, that is, f(-x) = -f(x), its Fourier series reduces to a Fourier sine
series
Activities:
Exercises
Construct the Fourier Series over the indicated interval for the given function.
1. Interval -𝑐 < x < 𝑐; function, f(x) = x.
2. Interval -𝜋 < x < 𝜋; function, f(x) = 𝑥 3 .
3. Interval -2 < x < 2; function, f(x) = x + 1.
References:
36
LESSON 7 COMPLEX NUMBERS
Overview
Complex numbers can be defined as ordered pairs (x, y) of real numbers that are to be interpreted
as points in the complex plane, with rectangular coordinates x and y, just as real numbers x are
thought of as points on the real line. When real numbers x are displayed as points (x, 0) on the
real axis, it is clear that the set of complex numbers includes the real numbers as a subset.
Complex numbers of the form (0, y) correspond to points on the y axis and are called pure
imaginary numbers. The y axis is, then, referred to as the imaginary axis.

1. Define complex numbers and its geometric representations.
2. Explain the derivative analytic function, Cauchy-Riemann equations, and Laplace
Equations.
3. Solve exponential function, trigonometric and hyperbolic functions, and Euler’s
formula.
4. Apply complex numbers in Logarithm, General Power, and Principal value.
Course Materials:
Unit 1: Complex Number and its Geometric Representation
Definition and Examples of Differential Equation

Equations without real solutions, such as 𝑥 2 = −1 or 𝑥 2 − 10𝑥 + 40 = 0, were observed
early in history and led to the introduction of complex numbers. By definition, a complex number
z is an ordered pair (x, y) of real numbers x and y, written
z (x, y)
x is called the real part and y the imaginary part of z, written
x = Re z, y= Im z
In practice, complex numbers z = (x, y) are written
z = x + iy
Two complex numbers 𝑧1 (𝑥1 , 𝑦1 ) and 𝑧2 (𝑥2 , 𝑦2 ) are equal if and only if their real parts are
equal and their imaginary parts are equal. Thus, the statement 𝑧1 = 𝑧2 means that 𝑧1 and 𝑧2
corresponds to the same point in the complex, or z, plane.
37
Addition and Multiplication Notation z = x + iy
Addition of two complex numbers 𝑧1 = (𝑥1, 𝑦1 ) and 𝑧2 = (𝑥2, 𝑦2 ) is defined by
𝑧1 + 𝑧2 = (𝑥1, 𝑦1 ) + (𝑥2, 𝑦2 ) = (𝑥1 + 𝑥2 , 𝑦1 + 𝑦2 )
Multiplication is defined by
𝑧1 𝑧2 = (𝑥1, 𝑦1 ) (𝑥2, 𝑦2 ) = (𝑥1 𝑥2 − 𝑦1 𝑦2 + 𝑦2 , 𝑥1 𝑦2 + 𝑥2 𝑦1 )
These two definitions imply that (𝑥1, , 0) + (𝑥2 , 0) = (𝑥1 + 𝑥2, 0) and (𝑥1, , 0)(𝑥2 , 0) = (𝑥1 𝑥2, 0)
As for real numbers 𝑥1 , 𝑥2 . Hence complex numbers “extend” the real numbers. Thus, (x, 0) = x
Similarly, (0, y) = iy
For Addition, the standard notation
(𝑥1, 𝑖𝑦1 ) + (𝑥2, 𝑖𝑦2 ) = (𝑥1 + 𝑥2 ) + 𝑖(𝑦1 + 𝑦2 )
For Multiplication, the standard notation
(𝑥1 + 𝑖𝑦1 ) (𝑥2 + 𝑖𝑦2 ) = (𝑥1 𝑥2 − 𝑖𝑥1 𝑦2 + 𝑖𝑦1 𝑥2 + 𝑖 2 𝑦1 𝑦2)
Subtraction and Division Notation z = x + iy
Subtraction and division are defined as the inverse operations of addition and multiplication,
respectively. Thus, the difference z = 𝑧1 + 𝑧2 is the complex number z for which 𝑧1 = z + 𝑧2 .
For Subtraction, the standard notation
𝑧1 - 𝑧2 = (𝑥1 − 𝑥2 ) + 𝑖(𝑦1 - 𝑦2 )
The quotient z = 𝑧1 /𝑧2 ( 𝑧2 ≠ 0) is the complex number z for which z𝑧1 = z𝑧2 .
For Division, the standard notation

𝑥 +𝑖𝑦 (𝑥1 +𝑖𝑦1 )(𝑥2 − 𝑖𝑦2 ) 𝑥1 𝑥2 + 𝑦1 𝑦2 𝑥1 𝑥2 − 𝑦1 𝑦2
z = 𝑥 1+ 2𝑦1 = = +𝑖
2 2 (𝑥2 + 𝑖𝑦2 )(𝑥2 − 𝑖𝑦2 ) 𝑥22 + 𝑦22 𝑥22 + 𝑦22
38
Complex Plane
Consider the geometric representation of complex numbers, which is of great practical
importance. We choose two perpendicular coordinate axes, the horizontal x-axis, called the real
axis, and the vertical y-axis, called the imaginary axis. On both axes we choose the same unit of
Length. This is called a Cartesian coordinate system.
39
Complex Conjugates
The complex conjugate, or simple the conjugate of a complex number z = x + iy is
defined as the complex number x – iy and is denoted by 𝑧̅; that is,
𝑧̅ = 𝑥 − 𝑖𝑦
The number 𝑧̅ is represented by the point (x, -y), which is the reflection in the real axis of the point
(x,y) representing z.
Function of a Complex Variable

Example 1. Let w = f(z) = 𝑧 2 + 3𝑧. Find u and v and calculate the value of f at z = 1 +3i.
Solution:
u = Re f(z) = 𝑥 2 + 𝑦 2 + 3x and v = 2xy + 3y. Also
f (1 + 3i) = (1 + 3𝑖)2 + 3(1 + 3i) = 1-9 + 6i + 3 + 9i = -5 +15i
1
Example 2. Let w = f(z) = 2𝑖𝑧 + 6𝑧̅. Find u and v and calculate the value of f at z = 2 +4i.
Solution:
f(z) = 2i (x + iy) + 6(x – iy) gives u(x, y) = 6x – 2y and v(x, y) = 2x -6y. Also
1 1 1
f ( +4i) = 2i( +4i) + 6( +4i) = i -8 + 3 - 24i = -5 -23i
2 2 2
Activities:
Exercises
Let 𝑧1 = −2 + 11𝑖, 𝑧2 = 2 − 𝑖. Showing the details of your work, find, in the form x + iy;
1. 𝑧1 𝑧2 ( 𝑧1 𝑧2 )
2. 𝑅𝑒 1/𝑧22 ), 1/Re𝑧22
3. (𝑧1 − 𝑧2 )2 /16
4. 𝑧1 / 𝑧2 , 𝑧2 /𝑧1
5. 4(𝑧1 + 𝑧2 )( 𝑧1 - 𝑧2 )
40
Unit 2: Analytic Functions and Cauchy-Reimann Equations
Analytic Functions
Complex analysis is concerned with the theory and application of “analytic functions,” that is,
functions that are differentiable in some domain, so that we can do “calculus in complex.” The
definition is as follows:
Hence analyticity of f(z) at 𝑧0 means that f(z) has a derivative at every point in some
neighborhood of (including 𝑧0 itself since, by definition, 𝑧0 is a point of all its neighborhoods). This
concept is motivated by the fact that it is of no practical interest if a function is differentiable merely
at a single point 𝑧0 but not throughout some neighborhood of 𝑧0 .
Cauchy-Reimann Equations
The Cauchy– Riemann equations provide a criterion (a test) for the analyticity of a
complex function.
41
Example 1. Cauchy-Riemann Equations. Exponential Function
Is f(z) = u(x, y) + iv(x, y) = 𝑒 𝑥 (cos 𝑦 + 𝑖 sin 𝑦) analytic?
Solution:
We have u = 𝑒 𝑥 cos 𝑦, 𝑣 = 𝑒 𝑥 sin 𝑦 and by differentiation
𝑢𝑥 = 𝑒 𝑥 cos 𝑦, 𝑣𝑦 = 𝑒 𝑥 cos 𝑦
𝑢𝑦 = -𝑒 𝑥 sin 𝑦, 𝑣𝑥 = 𝑒 𝑥 sin 𝑦
Cauchy-Reimann equations satisfied and conclude that f(z) is
analytic for all z.
Solutions of Laplace’s equation having continuous second-order partial derivatives are

called harmonic functions and their theory is called potential theory. Hence the real and
imaginary parts of an analytic function are harmonic functions.
If two harmonic functions u and v satisfy the Cauchy–Riemann equations in a domain D,
they are the real and imaginary parts of an analytic function f in D. Then v is said to be a harmonic
conjugate function of u in D.
42
How to Find a Harmonic Conjugate Function by the Cauchy–Riemann Equations
Example 1. Verify that u = 𝑥 2 − 𝑦 2 − 𝑦 is harmonic in the whole complex plane and
find a harmonic conjugate function v of u.
Solution. ∇2 𝑢 = 0 by direct calculation. Now 𝑢𝑥 = 2𝑥 and 𝑢𝑦 = −2𝑦 − 1.Hence
because of the Cauchy–Riemann equations a conjugate v of u must satisfy
𝑣𝑦 = 𝑢𝑥 = 2𝑥, 𝑣𝑥 = −𝑢𝑦 = 2𝑦 + 1
Integrating the first equation with respect to y and differentiating the result with respect to
x, we obtain
𝑑ℎ
. v = 2xy + h(x) , 𝑣𝑥 = 2𝑦 + 𝑑𝑥
A comparison with the second equation shows that dh/dx = 1.This gives h(x) = x +
c. Hence v = 2xy + x+ c (c any real constant) is the most general harmonic conjugate of
the given u. The corresponding analytic function is
f(z) = u + iv = 𝑥 2 − 𝑦 2 − 𝑦 + i(2xy + x + c) = 𝑧 2 + 𝑖𝑧 = 𝑖𝑐
Then, it illustrates that a conjugate of a given harmonic function is uniquely determined

up to an arbitrary real additive constant.
Activities:
Identify if the the functions are analytic.
References:
43

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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Compiled by: Checked by:

Inst. Mariz N. Lansak Engr. Rosalia P. Pinlac, LPT, MEM

Date: _________________ Date: ___________________

Dr. Agnes Y. Gonzaga Assoc. Prof. Denise A. Abril

Date: _________________ Date: _________________

THE POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

PUP: The National Polytechnic University

• provide democratized access to educational opportunities for the holistic development of

As a state university, the Polytechnic University of the Philippines believes that:

Pillar 1: Dynamic, Transformational, and Responsible Leadership

SHARED VALUES AND PRINCIPLES

• Integrity and Accountability

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

• Quality and excellent graduates

The College of Engineering aims to:

COURSE TITLE: Advanced Engineering Mathematics for ECE

A study of selected topics in mathematics and their applications in advanced courses in

After completing this course, you must be able to:

The course requirements are as follows:

Regular class (18 weeks, 6hrs/week, 108hrs)

Lesson 1 Matrices and Determinants 1

Lesson 2 Systems of Linear Equation by Gauss Elimination 12

Unit 1: Linear System, Coefficient and Augmented Matrix 12

Lesson 3 Laplace Transforms of Functions 17

Unit 1: Laplace Transform Concept 17

Lesson 4 Inverse of Laplace Transforms 22

Unit 1: Inverse of Laplace Transform 22

Lesson 5 Sequence and Series 28

Unit 1: Sequence and Convergence Test 28

Lesson 6 Fourier Series and Integral 34

Unit 1: Fourier Series 34

Lesson 7 Complex Numbers 37

Unit 1: Complex Numbers and Geometric Representation 37

LESSON 1 MATRICES AND DETERMINANTS

After successful completion of this module, you should be able to:

A matrix is a rectangular array of numbers or functions which we will enclose in brackets.

Matrices are handy for storing and processing data in applications.

Example 1. Linear Systems, a Major Application of Matrices

Example 2. Sales Figures in Matrix Form

The matrices in the previous examples are of sizes 2 x 3, 3 x 3, 2 x 2, 1 x 3 and 2 x 1,

a= [ 𝑎1 𝑎2 . . . 𝑎𝑛 ]. For instance, a = [ -2 5 0.8 0 1].

A column vector is of the form

Rules for Matrix Addition and Scalar Multiplication.

1. 2A + 4B, 4B +2A, 0A + B, 0.4 -4.2 A

Unit 3: Matrix Multiplication

A determinant of order n is a scalar associated with an n x n (hence square!) matrix A=

For n=1, this determinant is defined by

Terms used in connection with determinants are taken from matrices. In D we

Determine the determinants of the ff.

After successful completion of this module, you should be able to:

Unit 1: Linear System, Coefficient Matrix, Augmented Matrix

A linear system of m equations in n unknowns 𝒙𝟏 , … , 𝒙𝒏 is a set of equations of the

Operations of the Gauss elimination.

Gauss Eliminations: Three Possible Solutions Cases of Systems

Apply Gauss Elimination for each of the following:

After successful completion of this module, you should be able to:

Unit 1: Laplace Transform

The integral of Laplace Transform is a function of the parameter s which is called as

Transform of Elementary Functions

Example 1.1. F(s) = t (t-1) – sin 2t +𝑒 3𝑡

ℒ(f(s)) = ℒ(𝑡 2 − 5𝑡 − 𝑠𝑖𝑛2𝑡 + 𝑒 3𝑡 )

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Date: _ Date: _