Bird s basic engineering mathematics

8th Edition John O Bird

Visit to download the full and correct content document:
https://textbookfull.com/product/bird-s-basic-engineering-mathematics-8th-edition-joh
n-o-bird/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Bird s engineering mathematics 9th Edition John Bird

https://textbookfull.com/product/bird-s-engineering-
mathematics-9th-edition-john-bird/

Basic Engineering Mathematics 7th Edition John Bird

https://textbookfull.com/product/basic-engineering-
mathematics-7th-edition-john-bird/

Higher Engineering Mathematics 8th Edition John Bird

https://textbookfull.com/product/higher-engineering-
mathematics-8th-edition-john-bird/

Bird s Higher Engineering Mathematics 9th Edition John

Bird

https://textbookfull.com/product/bird-s-higher-engineering-
mathematics-9th-edition-john-bird/
Basic engineering mathematics Seventh Edition. Edition
Bird

https://textbookfull.com/product/basic-engineering-mathematics-
seventh-edition-edition-bird/

Bird’s Comprehensive Engineering Mathematics Second

Edition John Bird

https://textbookfull.com/product/birds-comprehensive-engineering-
mathematics-second-edition-john-bird/

Electrical Circuit Theory and Technology 6th Edition

John O. Bird

https://textbookfull.com/product/electrical-circuit-theory-and-
technology-6th-edition-john-o-bird/

Mathematics Pocket Book for Engineers and Scientists

5th Edition John Bird

https://textbookfull.com/product/mathematics-pocket-book-for-
engineers-and-scientists-5th-edition-john-bird/

Mathematics Pocket Book for Engineers and Scientists

5th Edition John Bird

https://textbookfull.com/product/mathematics-pocket-book-for-
engineers-and-scientists-5th-edition-john-bird-2/
Bird’s Basic Engineering Mathematics
Why is knowledge of mathematics important in engineering?
A career in any engineering or scientific field will
require both basic and advanced mathematics. Without
mathematics to determine principles, calculate dimen-
sions and limits, explore variations, prove concepts, and
so on, there would be no mobile telephones, televisions,
stereo systems, video games, microwave ovens, com-
puters or virtually anything electronic. There would be
no bridges, tunnels, roads, skyscrapers, automobiles,
ships, planes, rockets or most things mechanical. There
would be no metals beyond the common ones, such as
iron and copper, no plastics, no synthetics. In fact, soci-
ety would most certainly be less advanced without the
use of mathematics throughout the centuries and into
the future.
Electrical engineers require mathematics to design,
develop, test, or supervise the manufacturing and instal-
lation of electrical equipment, components or systems
for commercial, industrial, military or scientific use.
Mechanical engineers require mathematics to perform
engineering duties in planning and designing tools,
engines, machines and other mechanically functioning
equipment; they oversee installation, operation, mainte-
nance and repair of such equipment as centralised heat,
gas, water and steam systems.
Aerospace engineers require mathematics to perform
a variety of engineering work in designing, construct-
ing and testing aircraft, missiles, and spacecraft; they
conduct basic and applied research to evaluate adapt-
ability of materials and equipment to aircraft design and
manufacture and recommend improvements in testing
equipment and techniques.
Nuclear engineers require mathematics to conduct
research on nuclear engineering problems or apply
principles and theory of nuclear science to problems
concerned with release, control and utilisation of
nuclear energy and nuclear waste disposal.
Petroleum engineers require mathematics to devise
methods to improve oil and gas well production and
determine the need for new or modified tool designs;
they oversee drilling and offer technical advice to
achieve economical and satisfactory progress.
Industrial engineers require mathematics to design,
develop, test and evaluate integrated systems for man-
aging industrial production processes, including human
work factors, quality control, inventory control, logis-
tics and material flow, cost analysis and production
coordination.
Environmental engineers require mathematics to
design, plan, or perform engineering duties in the
prevention, control and remediation of environmen-
tal health hazards, using various engineering disci-
plines; their work may include waste treatment, site
remediation or pollution control technology.
Civil engineers require mathematics in all levels in
civil engineering – structural engineering, hydraulics
and geotechnical engineering are all fields that employ
mathematical tools such as differential equations, ten-
sor analysis, field theory, numerical methods and oper-
ations research.
Knowledge of mathematics is therefore needed by each
of the engineering disciplines listed above.
It is intended that this text – Bird’s Basic Engineering
Mathematics – will provide a step by step approach to
learning all the early, fundamental mathematics needed
for your future engineering studies.
Now in its eighth edition, Bird’s Basic Engineer-
ing Mathematics has helped thousands of students
to succeed in their exams. Mathematical theories
are explained in a straightforward manner, supported
by practical engineering examples and applications
to ensure that readers can relate theory to practice.
Some 1,000 engineering situations/problems have been
‘flagged-up’ to help demonstrate that engineering can-
not be fully understood without a good knowledge of
mathematics.
The extensive and thorough coverage makes this a
great text for introductory level engineering courses –
such as for aeronautical, construction, electrical, elec-
tronic, mechanical, manufacturing engineering and
vehicle technology – including for BTEC First,
National and Diploma syllabuses, City & Guilds Tech-
nician Certificate and Diploma syllabuses, and even for
GCSE revision.
Its companion website provides extra materials for
students and lecturers, including full solutions for all
1,700 further questions, lists of essential formulae,
multiple choice tests, and illustrations, as well as full
solutions to revision tests for course instructors.
John Bird, BSc (Hons), CEng, CMath, CSci, FIMA,
FIET, FCollT, is the former Head of Applied Electron-
ics in the Faculty of Technology at Highbury College,
Portsmouth, UK. More recently, he has combined free-
lance lecturing at the University of Portsmouth, with
Examiner responsibilities for Advanced Mathematics
with City and Guilds and examining for the Inter-
national Baccalaureate Organisation. He has over 45
years’ experience of successfully teaching, lecturing,
instructing, training, educating and planning trainee
engineers study programmes. He is the author of 146
textbooks on engineering, science and mathematical
subjects, with worldwide sales of over one million
copies. He is a chartered engineer, a chartered math-
ematician, a chartered scientist and a Fellow of three
professional institutions. He has recently retired from
lecturing at the Defence College of Marine Engineer-
ing in the Defence College of Technical Training at
H.M.S. Sultan, Gosport, Hampshire, UK, one of the
largest engineering training establishments in Europe.
To Sue
Bird’s Basic Engineering Mathematics

Eighth Edition

John Bird
Eighth edition published 2021
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN

and by Routledge
52 Vanderbilt Avenue, New York, NY 10017

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

© 2021 John Bird

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

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

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

First edition published by Newnes 1999

Seventh edition published by Routledge 2017

British Library Cataloguing-in-Publication Data

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

Library of Congress Cataloging-in-Publication Data

A catalog record has been requested for this book

ISBN: 9780367643706 (hbk)

ISBN: 9780367643676 (pbk)
ISBN: 9781003124214 (ebk)

Typeset in Times by
Cenveo Publisher Services
Visit the companion website: www.routledge.com/cw/bird
Contents

Preface xi 6.3 Direct proportion 50

6.4 Inverse proportion 54
Acknowledgements xiii
1 Basic arithmetic 1
1.1 Introduction 1 7 Powers, roots and laws of indices 57
7.1 Introduction 57
1.2 Revision of addition and subtraction 2
7.2 Powers and roots 57
1.3 Revision of multiplication and division 3
7.3 Laws of indices 59
1.4 Highest common factors and lowest
common multiples 5
1.5 Order of operation and brackets 7 8 Units, prefixes and engineering notation 64
8.1 Introduction 64
2 Fractions 10 8.2 SI units 64
2.1 Introduction 10 8.3 Common prefixes 65
2.2 Adding and subtracting fractions 11 8.4 Standard form 68
2.3 Multiplication and division of fractions 13 8.5 Engineering notation 70
2.4 Order of operation with fractions 15 8.6 Metric conversions 72
8.7 Metric - US/Imperial conversions 76
Revision Test 1 18
Revision Test 3 82
3 Decimals 19
3.1 Introduction 19
3.2 Converting decimals to fractions and 9 Basic algebra 83
vice versa 19 9.1 Introduction 83
3.3 Significant figures and decimal places 21 9.2 Basic operations 84
3.4 Adding and subtracting decimal 9.3 Laws of indices 87
numbers 22
3.5 Multiplying and dividing decimal
10 Further algebra 91
numbers 23
10.1 Introduction 91
10.2 Brackets 91
4 Using a calculator 26
4.1 Introduction 26 10.3 Factorisation 93
4.2 Adding, subtracting, multiplying and 10.4 Laws of precedence 94
dividing 26
4.3 Further calculator functions 28 11 Solving simple equations 97
4.4 Evaluation of formulae 32 11.1 Introduction 97
11.2 Solving equations 97
5 Percentages 38 11.3 Practical problems involving simple
5.1 Introduction 38 equations 101
5.2 Percentage calculations 39
5.3 Further percentage calculations 40
Revision Test 4 107
5.4 More percentage calculations 42

Revision Test 2 46 12 Transposing formulae 108

12.1 Introduction 108
6 Ratio and proportion 47 12.2 Transposing formulae 108
6.1 Introduction 47 12.3 Further transposing of formulae 110
6.2 Ratios 48 12.4 More difficult transposing of formulae 113
viii Contents

13 Solving simultaneous equations 118 18 Graphs reducing non-linear laws to linear form 185
13.1 Introduction 118 18.1 Introduction 185
13.2 Solving simultaneous equations in two 18.2 Determination of law 185
unknowns 118 18.3 Revision of laws of logarithms 188
13.3 Further solving of simultaneous equations 120 18.4 Determination of laws involving
13.4 Solving more difficult simultaneous logarithms 189
equations 122
19 Graphical solution of equations 194
13.5 Practical problems involving
19.1 Graphical solution of simultaneous
simultaneous equations 124
equations 194
13.6 Solving simultaneous equations in three
19.2 Graphical solution of quadratic equations 196
unknowns 128
19.3 Graphical solution of linear and
quadratic equations simultaneously 200
Revision Test 5 131 19.4 Graphical solution of cubic
equations 200
20 Graphs with logarithmic scales 203
14 Solving quadratic equations 132
20.1 Logarithmic scales and logarithmic
14.1 Introduction 132
graph paper 203
14.2 Solution of quadratic equations by
factorisation 133 20.2 Graphs of the form y = axn 204
14.3 Solution of quadratic equations by 20.3 Graphs of the form y = abx 207
‘completing the square’ 135 20.4 Graphs of the form y = ae kx 208
14.4 Solution of quadratic equations by
formula 137 Revision Test 7 211
14.5 Practical problems involving quadratic
equations 138 21 Angles and triangles 213
14.6 Solution of linear and quadratic 21.1 Introduction 213
equations simultaneously 141 21.2 Angular measurement 213
21.3 Triangles 219
15 Logarithms 143 21.4 Congruent triangles 223
15.1 Introduction to logarithms 143 21.5 Similar triangles 225
15.2 Laws of logarithms 145 21.6 Construction of triangles 227
15.3 Indicial equations 147 22 Introduction to trigonometry 230
15.4 Graphs of logarithmic functions 149 22.1 Introduction 230
22.2 The theorem of Pythagoras 230
16 Exponential functions 151 22.3 Sines, cosines and tangents 233
16.1 Introduction to exponential functions 151 22.4 Evaluating trigonometric ratios of acute
16.2 The power series for e x 152 angles 235
16.3 Graphs of exponential functions 154 22.5 Solving right-angled triangles 238
16.4 Napierian logarithms 156 22.6 Angles of elevation and depression 241
16.5 Laws of growth and decay 159
Revision Test 8 245
Revision Test 6 164
23 Trigonometric waveforms 247
23.1 Graphs of trigonometric functions 247
23.2 Angles of any magnitude 248
17 Straight line graphs 165
17.1 Introduction to graphs 165 23.3 The production of sine and cosine waves 251
17.2 Axes, scales and co-ordinates 165 23.4 Terminology involved with sine and
cosine waves 251
17.3 Straight line graphs 167
23.5 Sinusoidal form: A sin(ωt ± α) 254
17.4 Gradients, intercepts and equations
of graphs 170
17.5 Practical problems involving straight
line graphs 177
 Contents ix

24 Non-right-angled triangles and some practical 29 Irregular areas and volumes and mean values 318
applications 258 29.1 Areas of irregular figures 318
24.1 The sine and cosine rules 258 29.2 Volumes of irregular solids 321
24.2 Area of any triangle 259 29.3 Mean or average values of waveforms 322
24.3 Worked problems on the solution of
triangles and their areas 259
Revision Test 11 327
24.4 Further worked problems on the solution
of triangles and their areas 261
30 Vectors 329
24.5 Practical situations involving
30.1 Introduction 329
trigonometry 262
30.2 Scalars and vectors 329
24.6 Further practical situations involving
30.3 Drawing a vector 330
trigonometry 264
30.4 Addition of vectors by drawing 331
30.5 Resolving vectors into horizontal and
25 Cartesian and polar co-ordinates 268
vertical components 333
25.1 Introduction 268
30.6 Addition of vectors by calculation 334
25.2 Changing from Cartesian to polar
30.7 Vector subtraction 338
co-ordinates 268
30.8 Relative velocity 339
25.3 Changing from polar to Cartesian
co-ordinates 270 30.9 i, j and k notation 340
25.4 Use of Pol/Rec functions on
calculators 271 31 Methods of adding alternating
waveforms 343
31.1 Combining two periodic functions 343
Revision Test 9 273
31.2 Plotting periodic functions 344
31.3 Determining resultant phasors by
drawing 345
26 Areas of common shapes 274
31.4 Determining resultant phasors by the
26.1 Introduction 274
sine and cosine rules 347
26.2 Common shapes 274
31.5 Determining resultant phasors by
26.3 Areas of common shapes 277
horizontal and vertical components 348
26.4 Areas of similar shapes 285

Revision Test 12 352

27 The circle and its properties 287
27.1 Introduction 287
27.2 Properties of circles 287 32 Presentation of statistical data 354
27.3 Radians and degrees 289 32.1 Some statistical terminology 355
27.4 Arc length and area of circles and 32.2 Presentation of ungrouped data 356
sectors 290 32.3 Presentation of grouped data 359
27.5 The equation of a circle 294
33 Mean, median, mode and standard deviation 367
Revision Test 10 297 33.1 Measures of central tendency 367
33.2 Mean, median and mode for discrete
data 368
28 Volumes and surface areas of common solids 299 33.3 Mean, median and mode for grouped
28.1 Introduction 299 data 369
28.2 Volumes and surface areas of common 33.4 Standard deviation 370
shapes 299 33.5 Quartiles, deciles and percentiles 372
28.3 Summary of volumes and surface areas
of common solids 306 34 Probability 375
28.4 More complex volumes and surface 34.1 Introduction to probability 376
areas 306 34.2 Laws of probability 377
28.5 Volumes and surface areas of frusta of
pyramids and cones 312 Revision Test 13 384
28.6 Volumes of similar shapes 316
x Contents

35 Introduction to differentiation 385 37 Number sequences 416

35.1 Introduction to calculus 385 37.1 Simple sequences 416
35.2 Functional notation 385 37.2 The nth term of a series 417
35.3 The gradient of a curve 386 37.3 Arithmetic progressions 418
35.4 Differentiation from first principles 387 37.4 Geometric progressions 421
35.5 Differentiation of y = axn by the
38 Binary, octal and hexadecimal numbers 425
general rule 388
38.1 Introduction 425
35.6 Differentiation of sine and cosine
38.2 Binary numbers 426
functions 391
38.3 Octal numbers 430
35.7 Differentiation of e ax and ln ax 393
38.4 Hexadecimal numbers 432
35.8 Summary of standard derivatives 394
35.9 Successive differentiation 395
Revision Test 15 437
35.10 Rates of change 395
35.11 Differentiation of a product 397
35.12 Differentiation of a quotient 398 List of formulae 438
35.13 Function of a function 399 Answers to Practice Exercises 442
36 Standard integration 402
Index 463
36.1 The process of integration 402
36.2 The general solution of integrals of the
form axn 403
36.3 Standard integrals 403
36.4 Definite integrals 406
36.5 The area under a curve 408

Revision Test 14 414

Preface
Bird’s Basic Engineering Mathematics 8 th Edition
introduces and then consolidates basic mathematical
principles and promotes awareness of mathematical
concepts for students needing a broad base for further
vocational studies. In this eighth edition, examples and
problems where engineering applications occur have
been ‘flagged up’, new multiple-choice questions have
been added to each chapter, the text has been added to
and simplified, together with other minor modifications.
The text covers:
(i) Basic mathematics for a wide range of introduc-
tory/access/foundation mathematics courses
(ii) Mathematics contents of courses on Engineering
Principles
(iii) ‘Mathematics for Engineering Technicians’ for
BTEC First NQF Level 2; chapters 1 to 12, 16 to
18, 21, 22, 24, and 26 to 28 are needed for this
module.
(iv) The mandatory ‘Mathematics for Technicians’
for BTEC National Certificate and National
Diploma in Engineering, NQF Level 3; chapters
7 to 10, 14 to 17, 19, 21 to 24, 26 to 28, 32, 33, 35
and 36 are needed for this module. In addition,
chapters 1 to 6, 11 and 12 are helpful revision
for this module.
(v) GCSE revision, and for similar mathematics
courses in English-speaking countries world-
wide.
Bird’s Basic Engineering Mathematics 8th Edition pro-
vides a lead into Bird’s Engineering Mathematics 9th
Edition.
Each topic considered in the text is presented in a way
that assumes in the reader little previous knowledge of
that topic.
Theory is introduced in each chapter by an outline of
essential theory, definitions, formulae, laws and pro-
cedures. However, these are kept to a minimum, for
problem solving is extensively used to establish and
exemplify the theory. It is intended that readers will gain
real understanding through seeing problems solved and
then solving similar problems themselves.
This textbook contains over 800 worked problems,
followed by some 1700 further problems (all with
answers - at the end of the book). The further prob-
lems are contained within 201 Practice Exercises; each
Practice Exercise follows on directly from the relevant
section of work. Fully worked solutions to all 1700
problems have been made freely available to all via the
website www.routledge.com/cw/bird – see below. 427
line diagrams enhance the understanding of the the-
ory. Where at all possible the problems mirror potential
practical situations found in engineering and science. In
fact, some 1000 engineering situations/problems have
been ‘flagged-up’ to help demonstrate that engineering
cannot be fully understood without a good knowledge
of mathematics.
At regular intervals throughout the text are 15 Revi-
sion Tests to check understanding. For example, Revi-
sion Test 1 covers material contained in chapters 1
and 2, Revision Test 2 covers the material contained
in chapters 3 to 5, and so on. These Revision Tests
do not have answers given since it is envisaged that
lecturers/instructors could set the Tests for students
to attempt as part of their course structure. Lectur-
ers/instructors may obtain solutions to the Revision
Tests in an Instructor’s Manual available online at
www.routledge.com/cw/bird – see below.
At the end of the book a list of relevant formulae con-
tained within the text is included for convenience of
reference.
‘Learning by Example’ is at the heart of Bird’s Basic
Engineering Mathematics 8th Edition.
JOHN BIRD
formerly Royal Naval Defence College of Marine
and Air Engineering, HMS Sultan,
University of Portsmouth
and Highbury College, Portsmouth
xii Preface

Free Web downloads at For instructors/lecturers

www.routledge.com/cw/bird
For students 1. Full solutions to the 1700 questions contained
in the 201 Practice Exercises
1. Full solutions to the 1700 questions contained
in the 201 Practice Exercises 2. Full solutions and marking scheme to each of
the 15 Revision Tests
2. List of essential formulae
3. Revision Tests – available to run off to be
3. Famous engineers/scientists – From time
given to students
to time in the text, 18 famous mathemati-
cians/engineers are referred to and empha- 4. List of essential formulae
sised with an asterisk∗ . Background infor- 5. Illustrations – all 427 available on Power-
mation on each of these is available via the Point
website. Mathematicians/engineers involved
6. Famous engineers/scientists – 18 are men-
are: Boyle, Celsius, Charles, Descartes,
tioned in the text, as listed previously.
Faraday, Henry, Hertz, Hooke, Kirchhoff,
Leibniz, Morland, Napier, Newton, Ohm,
Pascal, Pythagoras, Simpson and Young.
Acknowledgements

The publisher wishes to thank CASIO Electronic Co. The publisher also wishes to thank the AA Media Ltd
Ltd, London for permission to reproduce the image of for permission to reproduce the map of Portsmouth on
the Casio fx-991ES calculator on page 27. page 166.
 Chapter 1
Basic arithmetic
Why it is important to understand: Basic arithmetic
Being numerate, i.e. having an ability to add, subtract, multiply and divide whole numbers with some
confidence, goes a long way towards helping you become competent at mathematics. Of course electronic
calculators are a marvellous aid to the quite complicated calculations often required in engineering;
however, having a feel for numbers ‘in our head’ can be invaluable when estimating. Do not spend too
much time on this chapter because we deal with the calculator later; however, try to have some idea
how to do quick calculations in the absence of a calculator. You will feel more confident in dealing with
numbers and calculations if you can do this.

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

• understand positive and negative integers

• add and subtract integers
• multiply and divide two integers
• multiply numbers up to 12 × 12 by rote
• determine the highest common factor from a set of numbers
• determine the lowest common multiple from a set of numbers
• appreciate the order of operation when evaluating expressions
• understand the use of brackets in expressions
• evaluate expressions containing +, −, ×, and brackets

Examples of integers include . . . − 5, −4, −3, −2, −1,

1.1 Introduction 0, 1, 2, 3, 4, 5, . . .
Arithmetic operators
Whole numbers
The four basic arithmetic operators are add (+), subtract
Whole Numbers are simply the numbers 0, 1, 2, 3,
(−), multiply (×) and divide (÷).
4, 5, . . .
It is assumed that adding, subtracting, multiplying and
Counting numbers dividing reasonably small numbers can be achieved
Counting Numbers are whole numbers, but without the without a calculator. However, if revision of this area
zero, i.e. 1, 2, 3, 4, 5, . . . is needed then some worked problems are included in
Natural numbers the following sections.
Natural Numbers can mean either counting numbers or When unlike signs occur together in a calculation, the
whole numbers. overall sign is negative. For example,
Integers
Integers are like whole numbers, but they also include 3 + (−4) = 3 + −4 = 3 − 4 = −1
negative numbers.
2 Bird’s Basic Engineering Mathematics

and (ii) Place 3 in the units column.

(+5) × (−2) = −10 (iii) 2 − 6 is not possible; therefore change one hun-
Like signs together give an overall positive sign. For dred into ten tens (leaving 5 in the hundreds col-
example, umn). In the tens column, this gives us 12 − 6 =
6
3 − (−4) = 3 − −4 = 3 + 4 = 7
(iv) Place the 6 in the tens column.
and
(v) 5−3 = 2
(−6) × (−4) = +24
(vi) Place the 2 in the hundreds column.
Prime numbers
A prime number can be divided, without a remainder, Hence, 632 − 369 = 263
only by itself and by 1. For example, 17 can be divided
only by 17 and by 1. Other examples of prime numbers Problem 3. Add 27, −74, 81 and −19
are 2, 3, 5, 7, 11, 13, 19 and 23.
This problem is written as 27 − 74 + 81 − 19.
Adding the positive integers: 27
1.2 Revision of addition and 81
subtraction
Sum of positive integers is 108
You can probably already add two or more numbers
together and subtract one number from another. How- Adding the negative integers: 74
ever, if you need revision then the following worked 19
problems should be helpful. Sum of negative integers is 93

Problem 1. Determine 735 + 167 Taking the sum of the negative integers
from the sum of the positive integers gives 108
HTU −93
7 35
+1 67 15
Thus, 27 − 74 + 81 − 19 = 15
9 02
1 1 Problem 4. Subtract −74 from 377

(i) 5 + 7 = 12. Place 2 in units (U) column. Carry 1 This problem is written as 377 − −74. Like signs
in the tens (T) column. together give an overall positive sign, hence
(ii) 3 + 6 + 1 (carried) = 10. Place the 0 in the tens 377 − −74 = 377 + 74 377
column. Carry the 1 in the hundreds (H) column. + 74
(iii) 7 + 1 + 1 (carried) = 9. Place the 9 in the hun- 451
dreds column.
Thus, 377 − −74 = 451
Hence, 735 + 167 = 902
Problem 5. Subtract 243 from 126
Problem 2. Determine 632 − 369
The problem is 126 − 243. When the second number is
HTU larger than the first, take the smaller number from the
6 32 larger and make the result negative. Thus,
−3 69
126 − 243 = −(243 − 126) 243
2 63 −126

(i) 2 − 9 is not possible; therefore change one ten 117

into ten units (leaving 2 in the tens column). In
Thus, 126 − 243 = −117
the units column, this gives us 12 − 9 = 3
 Basic arithmetic 3

Problem 6. Subtract 318 from −269 110

The problem is −269 − 318. The sum of the negative B

integers is
269 12
+318
d
587
A
Thus, −269 − 318 = −587

60
Now try the following Practice Exercise

Practice Exercise 1 Further problems on

addition and subtraction (answers on 50 38
page 442)
120
In Problems 1−15, determine the values of the
Figure 1.1
expressions given, without using a calculator.
1. 67 kg − 82 kg + 34 kg

2. 73 m − 57 m 1.3 Revision of multiplication and

3. 851 mm − 372 mm division
4. 124 − 273 + 481 − 398 You can probably already multiply two numbers
together and divide one number by another. However, if
5. £927 − £114 + £182 − £183 − £247 you need a revision then the following worked problems
should be helpful.
6. 647 − 872

7. 2417 − 487 + 2424 − 1778 − 4712 Problem 7. Determine 86 × 7

8. −38419 − 2177 + 2440 − 799 + 2834 HTU

86
9. £2715 − £18250 + £11471 − £1509 + × 7
£113274
6 02
10. 47 + (−74) − (−23) 4
11. 813 − (−674) (i) 7 × 6 = 42. Place the 2 in the units (U) column
and ‘carry’ the 4 into the tens (T) column.
12. 3151 − (−2763)
(ii) 7 × 8 = 56; 56 + 4 (carried) = 60. Place the 0 in
13. 4872 g − 4683 g the tens column and the 6 in the hundreds (H)
column.
14. −23148 − 47724
Hence, 86 × 7 = 602
15. $53774 − $38441 A good grasp of multiplication tables is needed when
multiplying such numbers; a reminder of the multipli-
16. Calculate the diameter d and dimensions A cation table up to 12 × 12 is shown below. Confidence
and B for the template shown in Fig. 1.1. All with handling numbers will be greatly improved if this
dimensions are in millimetres. table is memorised.
4 Bird’s Basic Engineering Mathematics

Multiplication table
× 2 3 4 5 6 7 8 9 10 11 12
2 4 6 8 10 12 14 16 18 20 22 24
3 6 9 12 15 18 21 24 27 30 33 36
4 8 12 16 20 24 28 32 36 40 44 48
5 10 15 20 25 30 35 40 45 50 55 60
6 12 18 24 30 36 42 48 54 60 66 72
7 14 21 28 35 42 49 56 63 70 77 84
8 16 24 32 40 48 56 64 72 80 88 96
9 18 27 36 45 54 63 72 81 90 99 108
10 20 30 40 50 60 70 80 90 100 110 120
11 22 33 44 55 66 77 88 99 110 121 132
12 24 36 48 60 72 84 96 108 120 132 144

Hence, 764 × 38 = 29032

Problem 8. Determine 764 × 38
Again, knowing multiplication tables is rather impor-
tant when multiplying such numbers.
764
It is appreciated, of course, that such a multiplication
× 38
can, and probably will, be performed using a calcula-
6 112 tor. However, there are times when a calculator may not
2 2 920 be available and it is then useful to be able to calculate
the ‘long way’.
2 9 032

(i) 8 × 4 = 32. Place the 2 in the units column and Problem 9. Multiply 178 by −46
carry 3 into the tens column.
(ii) 8 × 6 = 48; 48 + 3 (carried) = 51. Place the 1 in When the numbers have different signs, the result will
the tens column and carry the 5 into the hun- be negative. (With this in mind, the problem can now
dreds column. be solved by multiplying 178 by 46.) Following the
procedure of Problem 8 gives
(iii) 8 × 7 = 56; 56 + 5 (carried) = 61. Place 1 in the 178
hundreds column and 6 in the thousands col- × 46
umn.
1068
(iv) Place 0 in the units column under the 2 7120
(v) 3 × 4 = 12. Place the 2 in the tens column and 8188
carry 1 into the hundreds column.
(vi) 3 × 6 = 18; 18 + 1 (carried) = 19. Place the 9 in
the hundreds column and carry the 1 into the Thus, 178 × 46 = 8188 and 178 × (−46) = −8188
thousands column.
(vii) 3 × 7 = 21; 21 + 1 (carried) = 22. Place 2 in the Problem 10. Determine 1834 ÷ 7
thousands column and 2 in the ten thousands
column.
(viii) 6112 + 22920 = 29032 ) 262
7 1834
 Basic arithmetic 5

(i) 7 into 18 goes 2, remainder 4. Place the 2 above
the 8 of 1834 and carry the 4 remainder to the
next digit on the right, making it 43
(ii) 7 into 43 goes 6, remainder 1. Place the 6 above
the 3 of 1834 and carry the 1 remainder to the
next digit on the right, making it 14
(iii)7 into 14 goes 2, remainder 0. Place 2 above the
4 of 1834
Now try the following Practice Exercise
Practice Exercise 2 Further problems on
multiplication and division (answers on
page 442)
Determine the values of the expressions given in
Problems 1 to 9, without using a calculator.
1. (a) 78 × 6 (b) 124 × 7

Hence, 1834 ÷ 7 = 1834/7 =

1834
= 262 2. (a) £261 × 7 (b) £462 × 9
7
The method shown is called short division. 3. (a) 783 kg × 11 (b) 73 kg × 8
4. (a) 27 mm × 13 (b) 77 mm × 12

Problem 11. Determine 5796 ÷ 12 5. (a) 448 × 23 (b) 143 × (−31)

6. (a) 288 m ÷ 6 (b) 979 m ÷ 11
1813 896
) 483 7. (a) (b)
12 5796 7 16
48 21424
99 8. (a) (b) 15900 ÷ − 15
13
96
36 88737
36
9. (a) (b) 46858 ÷ 14
11
00
10. A screw has a mass of 15 grams. Calculate,
in kilograms, the mass of 1200 such screws
(i) 12 into 5 won’t go. 12 into 57 goes 4; place 4
(1 kg = 1000 g).
above the 7 of 5796
11. A builder needs to clear a site of bricks and
(ii) 4 × 12 = 48; place the 48 below the 57 of 5796
top soil. The total weight to be removed is
(iii) 57 − 48 = 9 696 tonnes. Trucks can carry a maximum
load of 24 tonnes. Determine the number of
(iv) Bring down the 9 of 5796 to give 99 truck loads needed to clear the site.

(v) 12 into 99 goes 8; place 8 above the 9 of 5796 12. A machine can produce 400 springs in a
day. Calculate the number of springs that can
(vi) 8 × 12 = 96; place 96 below the 99 be produced using 7 machines in a 5-day
working week.
(vii) 99 − 96 = 3

(viii) Bring down the 6 of 5796 to give 36

1.4 Highest common factors and
(ix) 12 into 36 goes 3 exactly.
lowest common multiples
(x) Place the 3 above the final 6
When two or more numbers are multiplied together, the
(xi) 3 × 12 = 36; Place the 36 below the 36 individual numbers are called factors. Thus, a factor is a
number which divides into another number exactly. The
(xii) 36 − 36 = 0 highest common factor (HCF) is the largest number
5796 which divides into two or more numbers exactly.
Hence, 5796 ÷ 12 = 5796/12 = = 483 For example, consider the numbers 12 and 15
12
The method shown is called long division. The factors of 12 are 1, 2, 3, 4, 6 and 12 (i.e. all the
numbers that divide into 12).
6 Bird’s Basic Engineering Mathematics

The factors of 15 are 1, 3, 5 and 15 (i.e. all the numbers The factors which are common to each of the numbers
that divide into 15). are 3 in column 2 and 5 in column 3. Hence, the HCF
1 and 3 are the only common factors; i.e. numbers is 3 × 5 = 15
which are factors of both 12 and 15
Hence, the HCF of 12 and 15 is 3 since 3 is the highest Problem 14. Determine the LCM of the numbers
number which divides into both 12 and 15 12, 42 and 90
A multiple is a number which contains another number
an exact number of times. The smallest number which The LCM is obtained by finding the lowest factors of
is exactly divisible by each of two or more numbers is each of the numbers, as shown in Problems 12 and 13
called the lowest common multiple (LCM). above, and then selecting the largest group of any of the
For example, the multiples of 12 are 12, 24, 36, 48, factors present. Thus,
60, 72, . . . and the multiples of 15 are 15, 30, 45,
12 = 2 × 2 × 3
60, 75, . . .
60 is a common multiple (i.e. a multiple of both 12 and 42 = 2 × 3 ×7
15) and there are no lower common multiples.
Hence, the LCM of 12 and 15 is 60 since 60 is the 90 = 2 × 3×3 × 5
lowest number that both 12 and 15 divide into.
Here are some further problems involving the determi- The largest group of any of the factors present is shown
nation of HCFs and LCMs. by the broken lines and is 2 × 2 in 12, 3 × 3 in 90, 5 in
90 and 7 in 42
Hence, the LCM is 2 × 2 × 3 × 3 × 5 × 7 = 1260 and
Problem 12. Determine the HCF of the numbers
is the smallest number which 12, 42 and 90 will all
12, 30 and 42
divide into exactly.
Probably the simplest way of determining an HCF is
Problem 15. Determine the LCM of the numbers
to express each number in terms of its lowest factors.
150, 210, 735 and 1365
This is achieved by repeatedly dividing by the prime
numbers 2, 3, 5, 7, 11, 13, . . . (where possible) in turn.
Thus, Using the method shown in Problem 14 above:
150 = 2 × 3 × 5 × 5
12 = 2 × 2 × 3
210 = 2 × 3 × 5 × 7
30 = 2 ×3×5
735 = 3 ×5 × 7×7
42 = 2 ×3×7
1365 = 3 ×5 × 7 × 13
The factors which are common to each of the numbers
are 2 in column 1 and 3 in column 3, shown by the bro- Hence, the LCM is 2 × 3 × 5 × 5 × 7 × 7 × 13
ken lines. Hence, the HCF is 2 × 3; i.e. 6. That is, 6 is = 95550
the largest number which will divide into 12, 30 and 42.
Now try the following Practice Exercise
Problem 13. Determine the HCF of the numbers
30, 105, 210 and 1155 Practice Exercise 3 Further problems on
highest common factors and lowest common
Using the method shown in Problem 12: multiples (answers on page 442)
Find (a) the HCF and (b) the LCM of the following
30 = 2 × 3 × 5 groups of numbers.
105 = 3×5×7 1. 8, 12 2. 60, 72
210 = 2 × 3 × 5 × 7 3. 50, 70 4. 270, 900

1155 = 3 × 5 × 7 × 11 5. 6, 10, 14 6. 12, 30, 45

 Basic arithmetic 7

Brackets and operators

7. 10, 15, 70, 105 8. 90, 105, 300
The basic laws governing the use of brackets and
9. 196, 210, 462, 910 10. 196, 350, 770 operators are shown by the following examples.
(a) 2 + 3 = 3 + 2; i.e. the order of numbers when
adding does not matter.
1.5 Order of operation and brackets (b) 2 × 3 = 3 × 2; i.e. the order of numbers when
multiplying does not matter.
Order of operation
(c) 2 + (3 + 4) = (2 + 3) + 4; i.e. the use of brackets
Sometimes addition, subtraction, multiplication, divi- when adding does not affect the result.
sion, powers and brackets may all be involved in a
calculation. For example, (d) 2 × (3 × 4) = (2 × 3) × 4; i.e. the use of brackets
when multiplying does not affect the result.
5 − 3 × 4 + 24 ÷ (3 + 5) − 32
(e) 2 × (3 + 4) = 2(3 + 4) = 2 × 3 + 2 × 4; i.e. a
This is an extreme example but will demonstrate the number placed outside of a bracket indicates that
order that is necessary when evaluating. the whole contents of the bracket must be multi-
When we read, we read from left to right. However, plied by that number.
with mathematics there is a definite order of precedence (f ) (2 + 3)(4 + 5) = (5)(9) = 5 × 9 = 45; i.e. adja-
which we need to adhere to. The order is as follows: cent brackets indicate multiplication.
Brackets (g) 2[3 + (4 × 5)] = 2[3 + 20] = 2 × 23 = 46; i.e.
Order (or pOwer) when an expression contains inner and outer bra-
Division ckets, the inner brackets are removed first.
Multiplication
Addition Here are some further problems in which BODMAS
Subtraction needs to be used.

Notice that the first letters of each word spell BOD-

MAS, a handy aide-mémoire. Order means pOwer. For Problem 16. Find the value of 6 + 4 ÷ (5 − 3)
example, 42 = 4 × 4 = 16
5 − 3 × 4 + 24 ÷ (3 + 5) − 32 is evaluated as The order of precedence of operations is remembered
follows: by the word BODMAS. Thus,

5 − 3 × 4 + 24 ÷ (3 + 5) − 32 6 + 4 ÷ (5 − 3) = 6 + 4 ÷ 2 (Brackets)
= 5 − 3 × 4 + 24 ÷ 8 − 3 2
(Bracket is removed and = 6+2 (Division)
3 + 5 replaced with 8) =8 (Addition)
= 5 − 3 × 4 + 24 ÷ 8 − 9 (Order means pOwer; in
this case, 32 = 3 × 3 = 9) Problem 17. Determine the value of
13 − 2 × 3 + 14 ÷ (2 + 5)
= 5−3×4+3−9 (Division: 24 ÷ 8 = 3)
= 5 − 12 + 3 − 9 (Multiplication: − 3 × 4 = −12)
= 8 − 12 − 9 (Addition: 5 + 3 = 8) 13 − 2 × 3 + 14 ÷ (2 + 5) = 13 − 2 × 3 + 14 ÷ 7 (B)
= −13 (Subtraction: 8 − 12 − 9 = −13) = 13 − 2 × 3 + 2 (D)

In practice, it does not matter if multiplication is per- = 13 − 6 + 2 (M)

formed before division or if subtraction is performed = 15 − 6 (A)
before addition. What is important is that the process
=9 (S)
of multiplication and division must be completed
before addition and subtraction.
8 Bird’s Basic Engineering Mathematics

Now try the following Practice Exercise

Problem 18. Evaluate
16 ÷(2 + 6) + 18[3 + (4 × 6) − 21]
Practice Exercise 4 Further problems on
order of precedence and brackets (answers
16 ÷ (2 + 6) + 18[3 + (4 × 6) − 21]
on page 442)
= 16 ÷ (2 + 6) + 18[3 + 24 − 21] (B: inner bracket
is determined first) Evaluate the following expressions.
= 16 ÷ 8 + 18 × 6 (B) 1. 14 + 3 × 15
= 2 + 18 × 6 (D) 2. 17 − 12 ÷ 4
= 2 + 108 (M) 3. 86 + 24 ÷ (14 − 2)
= 110 (A) 4. 7(23 − 18) ÷ (12 − 5)
Note that a number outside of a bracket multiplies all
5. 63 − 8(14 ÷ 2) + 26
that is inside the brackets. In this case,
40
6. − 42 ÷ 6 + (3 × 7)
18[3 + 24 − 21] = 18[6], which means 18 × 6 = 108 5
(50 − 14)
7. + 7(16 − 7) − 7
Problem 19. Find the value of 3
(144 ÷ 4) (7 − 3)(1 − 6)
23 − 4(2 × 7) + 8.
(14 − 8) 4(11 − 6) ÷ (3 − 8)
(144 ÷ 4) 36 ( )
23 − 4(2 × 7) + = 23 − 4 × 14 + (B) 3+9×6 ÷3−2÷2
(14 − 8) 6 9. ( )
3 × 6 + 4 − 9 − 32 + 5
= 23 − 4 × 14 + 6 (D)
( )
= 23 − 56 + 6 (M) 4 × 32 + 24 ÷ 5 + 9 × 3
10. +
2 × 32 − 15 ÷ 3
= 29 − 56 (A)
= −27 (S) 2 + 27 ÷ 3 + 12 ÷ 2 − 32
( )
5 + 13 − 2 × 5 − 4
√
Problem 20. Evaluate
√( 1 + 25 + 3 × 2 − 8 ÷ 2
) 11. √( ) −
3+ 52 − 32 + 23 15 ÷ 3 + 2 × 7 − 1 3×4− 32 + 42 + 1
( ) ( )+ √
1+ 4×6 ÷ 3×4 3 × 4 + 8 − 32 + 1 ( )
4 × 2 + 7 × 2 ÷ 11
√( ) √
3+ 52 − 32 + 23 9 + 12 ÷ 2 − 23
15 ÷ 3 + 2 × 7 − 1
( ) ( )+ √
1+ 4×6 ÷ 3×4 3 × 4 + 8 − 32 + 1
Practice Exercise 5 Multiple-choice
3+4+8 15 ÷ 3 + 2 × 7 − 1
= + questions on basic arithmetic (answers on
1 + 24 ÷ 12 3×2+8−9+1 page 442)
3+4+8 5+2×7−1 Each question has only one correct answer
= +
1+2 3×2+8−9+1
1. (−5) − (−2) + (−3) is equal to:
15 5 + 14 − 1
= + (a) −4 (b) 0 (c) −6 (d) −10
3 6+8−9+1
2. Which of the following numbers is not an
18
= 5+ integer?
6 1
= 5+3 = 8 (a) 0 (b) 2 (c) (d) −3
4
 Basic arithmetic 9

3. 6 × (−2) − 18 ÷ 2 − 5 is equal to:

10. 18 ÷ 2 + 4 − 10[4 + (5 × 3) − 21] is equal
(a) −18 (b) −26 (c) 16 (d) −6
to:
4. Which of the following is not a prime num- (a) 11 (b) 33 (c) 23 (d) −11
ber?
11. The value of 2 + 2 − 2 × 2 ÷ 2 is:
(a) 8 (b) 7 (c) 2 (d) 11
(a) 0 (b) 10 (c) 8 (d) 2
5. 15 − 3 × 2 + 16 ÷ 2 + 6 is equal to:
12. The H.C.F. of 8, 9 and 25 is:
(a) 23 (b) 26 (c) 38 (d) 11
(a) 8 (b) 9 (c) 25 (d) 1
6. Which prime numbers lies between 19
13. (−5)2 × 3 is equal to:
and 28?
(a) −75 (b) 15 (c) 75 (d) −15
(a) 20 (b) 23 (c) 25 (d) 27
(4 + 2)
7. The lowest common multiple of 15 and 18 is: 14. The value of 3(27 − 19) ÷ + (−1) is:
3
(a) 90 (b) 180 (c) 270 (d) 360 (a) 10 (b) 24 (c) 13 (d) 11
8. 45 + 30 ÷ (21 − 6) − 2 × 5 + 1 is equal to: 15. The ratio between the L.C.M and H.C.F. of
(a) −4 (b) 35 (c) −7 (d) 38 5, 15 and 20 is:
9. The highest common factor of 54 and 60 is: (a) 9:1 (b) 12:1 (c) 11:1 (d) 4:3
(a) 2 (b) 3 (c) 6 (d) 12

For fully worked solutions to each of the problems in Practice Exercises 1 to 4 in this chapter,
go to the website:
www.routledge.com/cw/bird
 Chapter 2
Fractions
Why it is important to understand: Fractions
Engineers use fractions all the time, examples including stress to strain ratios in mechanical engineering,
chemical concentration ratios and reaction rates, and ratios in electrical equations to solve for current
and voltage. Fractions are also used everywhere in science, from radioactive decay rates to statistical
analysis. Calculators are able to handle calculations with fractions. However, there will be times when
a quick calculation involving addition, subtraction, multiplication and division of fractions is needed.
Again, do not spend too much time on this chapter because we deal with the calculator later; however,
try to have some idea how to do quick calculations in the absence of a calculator. You will feel more
confident to deal with fractions and calculations if you can do this.

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

• understand the terminology numerator, denominator, proper and improper fractions and mixed numbers
• add and subtract fractions
• multiply and divide two fractions
• appreciate the order of operation when evaluating expressions involving fractions

A mixed number is a combination of a whole number

2.1 Introduction 1
and a fraction. 2 is an example of a mixed number. In
2
A mark of 9 out of 14 in an examination may be writ- 5 1
fact, = 2
9 9 2 2
ten as or 9/14. is an example of a fraction. The There are a number of everyday examples in which
14 14
number above the line, i.e. 9, is called the numera- fractions are readily referred to. For example, three peo-
tor. The number below the line, i.e. 14, is called the 1
ple equally sharing a bar of chocolate would have
denominator. 3
1
When the value of the numerator is less than the each. A supermarket advertises off a six-pack of
value of the denominator, the fraction is called a 5
beer; if the beer normally costs £2 then it will now
9 3
proper fraction. is an example of a proper cost £1.60. of the employees of a company are
14 4
fraction. women; if the company has 48 employees, then 36 are
When the value of the numerator is greater than the women.
value of the denominator, the fraction is called an Calculators are able to handle calculations with frac-
5
improper fraction. is an example of an improper tions. However, to understand a little more about frac-
2
fraction. tions we will in this chapter show how to add, subtract,
 Fractions 11

multiply and divide with fractions without the use of a 72

The fraction of girls is
calculator. 180
Dividing both the numerator and denominator by the
lowest prime number, i.e. 2, gives
Problem 1. Change the following improper
fractions into mixed numbers: 72 36
=
9 13 28 180 90
(a) (b) (c)
2 4 5 Dividing both the numerator and denominator again by
2 gives
9 9
(a) means 9 halves and = 9 ÷ 2, and 9 ÷ 2 = 4 72 36 18
2 2 = =
and 1 half, i.e. 180 90 45
9 1 2 will not divide into both 18 and 45, so dividing
=4 both the numerator and denominator by the next prime
2 2
number, i.e. 3, gives
13 13
(b) means 13 quarters and = 13 ÷ 4, and 72 36 18 6
4 4 = = =
13 ÷ 4 = 3 and 1 quarter, i.e. 180 90 45 15
13 1 Dividing both the numerator and denominator again by
=3 3 gives
4 4
28 28 72 36 18 6 2
(c) means 28 fifths and = 28 ÷ 5, and 28 ÷ = = = =
5 5 180 90 45 15 5
5 = 5 and 3 fifths, i.e. 72 2
So = in its simplest form.
28 3 180 5
=5 2
5 5 Thus, of the students are girls.
5
Problem 2. Change the following mixed
numbers into improper fractions:
2.2 Adding and subtracting fractions
3 7 3
(a) 5 (b) 1 (c) 2
4 9 7 When the denominators of two (or more) fractions to
be added are the same, the fractions can be added ‘on
3 3 sight’.
(a) 5 means 5 + . 5 contains 5 × 4 = 20 quarters.
4 4
3 2 5 7 3 1 4
Thus, 5 contains 20 + 3 = 23 quarters, i.e. For example, + = and + =
4 9 9 9 8 8 8
3 23 In the latter example, dividing both the 4 and the 8 by
5 =
4 4 4 1
4 gives = , which is the simplified answer. This is
8 2
3
The quick way to change 5 into an improper called cancelling.
4
4 × 5 + 3 23 Addition and subtraction of fractions is demonstrated in
fraction is = the following worked examples.
4 4
7 9 × 1 + 7 16
(b) 1 = = 1 1
9 9 9 Problem 4. Simplify +
3 2
3 7 × 2 + 3 17
(c) 2 = =
7 7 7 (i) Make the denominators the same for each frac-
Problem 3. In a school there are 180 students of tion. The lowest number that both denominators
which 72 are girls. Express this as a fraction in its divide into is called the lowest common multiple
simplest form or LCM (see Chapter 1, page 6). In this example,
the LCM of 3 and 2 is 6
12 Bird’s Basic Engineering Mathematics

(ii) 3 divides into 6 twice. Multiplying both numera- 2 1 2 1

4+ − 1 − which is the same as 3 + − which
1 3 6 3 6
tor and denominator of by 2 gives
3 4 1 3 1
is the same as 3 + − = 3 + = 3 +
6 6 6 2
1 2 2 1 1
= = Thus, 4 − 1 = 3
3 6 3 6 2

(iii) 2 divides into 6, 3 times. Multiplying both numer- 1 3

1 Problem 7. Evaluate 7 − 5
ator and denominator of by 3 gives 8 7
2
( ) ( )
1 3 1 3 1 3 1 3
= = 7 −5 = 7+ − 5+ = 7+ −5−
2 6 8 7 8 7 8 7

(iv) Hence, 1 3 7×1−8×3

= 2+ − = 2+
8 7 56
1 1 2 3 5 7 − 24 −17 17
+ = + = + = = 2+ = 2+ = 2−
3 2 6 6 6 56 56 56
112 17 112 − 17 95 39
= − = = =1
3 7 56 56 56 56 56
Problem 5. Simplify −
4 16
Problem 8. Determine the value of
(i) Make the denominators the same for each frac- 5 1 2
tion. The lowest common multiple (LCM) of 4 4 −3 +1
8 4 5
and 16 is 16
(ii) 4 divides into 16, 4 times. Multiplying both ( )
3 5 1 2 5 1 2
numerator and denominator of by 4 gives 4 − 3 + 1 = (4 − 3 + 1) + − +
4 8 4 5 8 4 5
5 × 5 − 10 × 1 + 8 × 2
3 12 = 2+
= = 40
4 16
25 − 10 + 16
= 2+
7 40
(iii) already has a denominator of 16
16 31 31
= 2+ =2
(iv) Hence, 40 40

3 7 12 7 5
− = − =
4 16 16 16 16
Problem 9. A small concert hall is used for an
2
engineering conference. of the delegates were sat
5
− = 4
in the stalls, were sat in the upper circle and the
15
remaining 210 were sat in the circle. Calculate the
number of delegates at the conference.
2 1
Problem 6. Simplify 4 − 1
3 6 The fraction of delegates in the stalls and upper circle
( ) ( ) 2 4 6 + 4 10 2
2 1 2 1 = + = = =
4 − 1 is the same as 4 − 1 which is the 5 15 15 15 3
3 6( ) ( 3) 6 2 1
2 1 Therefore, 1 − i.e. of the delegates are sat in the
same as 4 + − 1+ which is the same as 3 3
3 6 circle.
 Fractions 13

1
This means that 210 delegates is of the total.
3 3 2 1 4 5
Hence, the number of delegates at the conference 18. 10 − 8 19. 3 − 4 + 1
7 3 4 5 6
is 3 × 210 = 630 delegates
3 2 1
20. 5 −1 −3
4 5 2
Now try the following Practice Exercise
21. The movement ratio, M, of a differential
2R
Practice Exercise 6 Introduction to pulley is given by the formula: M =
R−r
fractions (answers on page 442) where R and r are the radii of the larger and
15 smaller portions of the stepped pulley. Find
1. Change the improper fraction into a the movement ratio of such a pulley block
7
mixed number. having diameters of 140 mm and 120 mm.
37
2. Change the improper fraction into a
5
mixed number.
2.3 Multiplication and division of
4
3. Change the mixed number 2 into an
9
fractions
improper fraction.
7 Multiplication
4. Change the mixed number 8 into an
8 To multiply two or more fractions together, the numera-
improper fraction.
tors are first multiplied to give a single number and this
5. A box contains 165 paper clips. 60 clips becomes the new numerator of the combined fraction.
are removed from the box. Express this as a The denominators are then multiplied together to give
fraction in its simplest form. the new denominator of the combined fraction.
6. Order the following fractions from the small- 2 4 2×4 8
For example, × = =
est to the largest. 3 7 3 × 7 21
4 5 3 1 3
, , , , 2
9 8 7 2 5 Problem 10. Simplify 7 ×
5
7. A training college has 375 students of which
120 are girls. Express this as a fraction in its
simplest form. 2 7 2 7 × 2 14 4
7× = × = = =2
5 1 5 1×5 5 5
Evaluate, in fraction form, the expressions given in
Problems 8 to 20. 3 14
Problem 11. Find the value of ×
7 15
1 2 5 4
8. + 9. −
3 5 6 15 Dividing numerator and denominator by 3 gives
1 2 7 1
10. + 11. − 3 14 1 14 1 × 14
2 5 16 4 × = × =
7 15 7 5 7×5
2 3 2 1 2
12. + 13. − + Dividing numerator and denominator by 7 gives
7 11 9 7 3
2
14. 3 − 2
1 7 2 5 1 × 14 1 × 2 2
15. − + = =
5 3 27 3 9 7×5 1×5 5
3 3 5 2 This process of dividing both the numerator and denom-
16. 5 +3 17. 4 −3
13 4 8 5 inator of a fraction by the same factor(s) is called
cancelling.
14 Bird’s Basic Engineering Mathematics

3 4 3 1
Problem 12. Simplify × Problem 16. Find the value of 5 ÷ 7
5 9 5 3

3 4 1 4 The mixed numbers must be expressed as improper

× = × by cancelling
5 9 5 3 fractions. Thus,
4 3 1 28 22 28 3 14 3 42
= 5 ÷7 = ÷ = × = × =
15 5 3 5 3 5 22 5 11 55

3 1 3 2 3 3
Problem 13. Evaluate 1 × 2 × 3 Problem 17. Simplify 3 × 1 ÷ 2
5 3 7 3 4 4

Mixed numbers must be expressed as improper frac- Mixed numbers must be expressed as improper frac-
tions before multiplication can be performed. Thus, tions before multiplication and division can be per-
( ) ( ) ( ) formed:
3 1 3 5 3 6 1 21 3
1 ×2 ×3 = + × + × + 2 3 3 11 7 11 11 7 4
5 3 7 5 5 3 3 7 7 3 ×1 ÷2 = × ÷ = × ×
3 4 4 3 4 4 3 4 11
8 7 24 8 × 1 × 8 64
= × × = = 1×7×1
5 3 7 5×1×1 5 = by cancelling
4 3×1×1
= 12
5 7 1
= =2
3 3
1 2 3
Problem 14. Simplify 3 × 1 × 2
5 3 4 Now try the following Practice Exercise

The mixed numbers need to be changed to improper Practice Exercise 7 Multiplying and
fractions before multiplication can be performed. dividing fractions (answers on page 443)
1 2 3 16 5 11
3 ×1 ×2 = × × Evaluate the following.
5 3 4 5 3 4
2 4 4
4 1 11
= × × by cancelling
1. × 2. 5×
1 3 1 5 7 9
4 × 1 × 11 44 2 3.
3
×
8
4.
3 5
×
= = = 14
1×3×1 3 3 4 11 4 9
17 15 3 7 2
5. × 6. × ×1
35 68 5 9 7
Division
13 7 4 1 3 5
The simple rule for division is change the division 7. ×4 ×3 8. × ×1
17 11 39 4 11 39
sign into a multiplication sign and invert the second
2 4 3 45
fraction. 9. ÷ 10. ÷
9 27 8 64
2 3 2 4 8
For example, ÷ = × = 3 5 3 4
3 4 3 3 9 11. ÷ 12. ÷1
8 32 4 5
3 8 1 2 1 5
Problem 15. Simplify ÷ 13. 2 × 1 14. 1 ÷2
7 21 4 3 3 9
4 7 3 2
15. 2 ÷ 16. 2 ÷3
3 8 3 21 3 3 5 10 4 3
÷ = × = × by cancelling
7 21 7 8 1 8 1 3 1 1 3 2
3×3 9 1
17. × ×1 18. 3 ×1 ÷
= = =1 9 4 3 4 5 5
1×8 8 8
Another random document with
no related content on Scribd:
 THE PRESENT BOARD.
The members of the present board have served Co-operation well
in many capacities, and several of them have had long years of
service on the board of the Baking Society. Mr Buchanan, the present
chairman, for instance, was elected to the board of the Society in the
year in which Mr Bain became secretary. Mr M‘Lean has represented
Glasgow Eastern Society for many years, and Mr Young St Rollox for
a long period. Mr Monteith had done good work in St George Society
before he came to M‘Neil Street, while this is equally true of Mr
M‘Lay’s connection with Cowlairs. Mr Hamilton was for a number of
years the representative of Pollokshaws Society, and his untimely
death while this book was being written served to act as a reminder
that “life is but a fleeting vapour.” Another member of the group who
has done good service to Co-operation in his own society as well as in
the Baking Society’s board is Mr Cadiz, for a number of years the
energetic secretary of the Glasgow and Suburbs Conference
Association. Mr Johnstone has done good service in Shettleston
Society, and Mr Simpson in London Road Society; while Mr Walker,
the “baby” of the board—he only joined it two months before the end
of the fiftieth year—has been well known for a number of years as a
representative of Clydebank Society.
Nor can we close this record of “men who wrought” without
reference to some of the men who, while not quite so prominent in
its affairs as others, yet had something to do with shaping the
destinies of the Society. Prominent amongst such was Mr Alexander,
who represented Paisley Provident Society on the board from the
election of Mr Brown as president until their society withdrew from
the Federation. For the greater part of the time he acted as treasurer
of the Federation. Mr Ballantyne, of Thornliebank, also was one of
the earliest members of the board, and continued to be associated
with its work, as stable inspector, for many years. The late Mr James
M‘Murran, of Glasgow Eastern, was the Federation’s last treasurer,
the office being abolished during his tenure. Nor must the names of
the late Homer Robertson and Michael Shiels be omitted. For a
number of years Mr Robertson represented St George Society on the
board, while Mr Shiels was for long the representative of Cowlairs
Society, and both gentlemen died in harness within a few months of
each other. For a long time two gentlemen very well known in
another section of the Co-operative movement, Messrs Robert
Macintosh and Allan Gray, acted together as auditors of the Society.
Mr Wells, the respected secretary of Cambuslang Society, was an
auditor of later date, retiring when the amended Industrial and
Provident Societies Act of 1913 made it compulsory that auditors of
Co-operative societies must be public auditors. He was succeeded by
Mr John M. Biggar. The auditor who has served the members of the
Society for the longest period, however, is Mr William H. Jack, who
has audited the Society’s books for over twenty-one years, having
been elected in September 1897 on the retiral of Mr Allan Gray.
The work of many others, who in one way and another helped
while they could, has gone to build up the Society. They are gone,
leaving often not even a name behind them, but the result of their
labours is preserved as by a monument in the strong, virile Society of
which we speak so familiarly as “The U.C.B.S.”
 STATISTICS.

In general readers do not care much for statistics, but no record of the Society would be complete
which did not give in some statistical form the growth which the Society has made during fifty years. The
table given is not long, however, nor is it difficult to follow. It gives the position of the Society at the end
of the first year, and at the end of each tenth year thereafter. In addition there are given the first
balance-sheet issued by the Society and that issued for the 200th quarter. Readers can thus see for
themselves the marvellous growth which we have tried, however inadequately, to picture.
 Statistical Statement showing the development of the Federation during the Jubilee Period.
Ten-year No. of Paid for Pai
Periods. Federated Shares Shares and Reserve Educational Char
Societies. Held. Deposits. Sales. Profits. Fund. Depreciation. Purposes. Purp
£ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £
1869
(Commencement
of Society) 8
1869 (January
1870) 8 193 12 0 5,081 13 6 23 3 1 30 15 8
1878 (January
1879) 23 4,217 6,251 6 7 27,433 6 10 1,850 5 5 696 11 5 440 1 3 8 2 0 5
1888 (January
1889) 39 10,037 33,209 9 10 55,699 15 9 3,313 0 5 1,352 10 0 913 9 9 6 0 0 21
1898 (January
1899) 94 80,231 143,681 12 3 327,328 3 4 26,845 0 2 7,400 0 0 8,890 6 1 474 3 8 309
1908 (January
1909) 169 155,915 356,254 19 3 567,604 19 5 43,561 9 0 37,400 0 0 13,967 4 9 876 13 10 907
1918 (January
1919) 211 241,643 556,841 16 6 1,251,224 5 9 62,615 15 5 89,500 0 0 29,845 12 6 1,424 13 1 643
Dr. CAPITAL ACCOUNT
Liabilities.
To Members’ Claims, as per Share Ledger £193 12 0
„ „ Building Fund 145 0 0
„ Owing Messrs Penman £104 0 0
„ „ Gibson & Walker 150 15 0
„ „ Scottish Wholesale Society 86 19 7
„ „ R. Geddes & Sons 18 7 6
„ „ M. Muir & Sons 34 15 0
„ „ R. Taylor 6 14 0
„ „ P. Bertram 1 5 9
402 16 10
„ Profit 64 4 10

£805 13 8

Dr. CAPITAL ACCOUNT

Liabilities.
241,643 Shares at 20 each £241,643 0 0
Less Unpaid 703 10 0
£240,939 10 0
Societies’ Deposits at 12 Months’ Notice of
Withdrawal 93,571 6 1
Societies’ Deposits at Call 104,462 6 6
Surplus Credited to Societies’ Deposits Account 31,837 4 0
£470,810 6 7
Deposits (Private) at 12 Months’ Notice of Withdrawal £55,838 7 8
Deposits (Private) at Call 30,193 2 3
86,031 9 11
Societies Overpaid 5,980 1 1
Bonus for Half-year 4,770 0 4
Rents 12 15 0
St Mungo Hall Rents Paid in Advance 5 0 0
Balance of Taxes, Insurance, and Telephones 4,974 13 5
Goods Account 13,075 14 0
Expenses Account 1,863 9 2

Total Liabilities £587,523 9 6

Reserves—
Reserve Fund £89,500 0 0
Insurance Fund—
Fire and Marine £24,900 0 0
Employers’ Liability 5,680 0 0
Third Party 2,180 0 0
32,760 0 0
Educational and Benevolent Fund 2,337 8 4
Balance to next Half-year 1,845 15 4
126,443 3 8

£713,966 13 2

1869 (January 1870). Cr.

Assets.
By Cash in Bank and on hand £118 2 10
„ Flour, etc., in Stock £87 10 7
„ Rent Due 1 10 0
„ Owing by Societies 244 5 1
„ Fixed Stock 243 15 8
„ New Buildings, Paid to Account 110 9 6
687 10 10

£805 13 8

1918 (January 1919). Cr.

Assets.
Investments, as per Investment Account—
Shares £33,812 18 7
Deposits 348,257 18 6
£382,070 17 1
Goods in Stock—
M‘Neil Street £28,384 13 9
Clydebank Branch 7,255 16 8
Rothesay Branch 278 15 4
Belfast Branch 5,922 15 8
Camp 18 0 0
Purvey Department 413 11 1
St Mungo Halls 17 7 4
42,290 19 10
Stock of Provender in Stables—
Glasgow £445 0 7
Clydebank 101 17 5
546 18 0
Goods Account Prepaid 47,236 8 5
Goods Account £27,841 1 1
Sundries Account 242 7 9
Bread Delivery, Hire, and Shoeing Account 16 17 0
Manure and Hayseed 33 4 10
28,133 10 8
Rents—
Tenements—Govan Street £87 7 6
M‘Neil Street East 96 10 0
Belfast 29 5 0
St Mungo Halls 46 1 3
259 3 9
Land and Buildings 201,500 0 0
Cash in Banks £11,764 14 11
Cash on hand 164 0 6
11,928 15 5

£713,966 13 2
OUR FALLEN HEROES

Pro patria mortui

 GLASGOW

Seaman JOHN FRASER.

 Drummer ROBERT M‘DONALD, H.L.I.
Pte. GEORGE BANKS, Scottish Rifles
Tinsmith
Mason
Died, 5th September 1915
Killed, July 1915
Sergt. JAMES COLLINS, Seaforths Pte. HARRY MEDDICKS, H.L.I.

Biscuit Baker Biscuit Baker

Killed, 15th September 1915 Killed, 15th September 1915

Seaman JAMES NICOL, R.N.D.

Warehouseman

Died, 30th November 1915

 Pte. DOUGAL FERGUSON, H.L.I.
Pte. CHARLES SMITH ANDERSON, Gordons
Mason
Pastry Baker
Killed, 27th January 1916
Killed, 17th March 1916
Pte. WILLIAM C. FULTON, Camerons
Pte. JAMES JACK JARVIE, Gordons
Pastry Baker
Pastry Baker
Died of Wounds, 21st August 1916
Died of Wounds, 2nd July 1916
 Pte. JOHN DELAHUNTY, Irish Guards

Baker’s Assistant

Killed, 15th September 1916

Pte. WILLIAM H. CULLEN, H.L.I.

Pastry Baker

Killed, 31st October 1916

Pte. ALEXANDER M‘LEOD. H.L.I.

Pastry Baker

Killed, 18th November 1916

 Pte. JOHN NEWLANDS, Gordons
Sergt. ALEXANDER STEEL, H.L.I.
Pastry Baker
Storeman
Killed, 29th March 1917
Killed, 17th November 1916
 Pte. JOHN CAMPBELL SINCLAIR, Seaforths
Pte. WILLIAM NIMMO, Gordons
Pastry Baker
Pastry Baker
Killed, 23rd April 1917
Killed, 4th March 1917
Pte. JOHN BALLANTYNE, Royal Scots
Pte. JOHN KENNEDY, Royal Scots Fusiliers
Clerk
Clerk
Killed, 23rd April 1917
Killed, 23rd April 1917
 Pte. JAMES KENNEDY, H.L.I.
Pte. CHARLES HAMILTON, Scottish Rifles
Biscuit Baker
Warehouseman
Killed, 27th June 1917
Killed, 3rd May 1917
 Gunner ROBERT SUMMERS, R.F.A.

Vanman

Killed, 21st July 1917

Pte. PETER THOMSON, Gordons

Pastry Baker

Killed, 31st July 1917

 Pte. JOSEPH M‘ALEER, H.L.I.
Pte. GEORGE DODDS, Camerons
Painter
Vanman
Killed, 10th July 1917
Killed, 1st August 1917

Pte. THOMAS URQUHART, Camerons

Hoistman

Died of Wounds, 22nd September 1917