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Code No.
Module:
Performing Mensuration and
Calculations
Date
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Developed by
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April, 2009
Mr. LRTEscobar
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This module contains training materials and activities for you to complete.
The unit of competency Perform Mensuration and Calculation
contains knowledge, skills and attitudes required for a Computer Hardware
Servicing NC II course.
You are required to go through a series of learning activities in order to
complete each of the learning outcomes of the module. In each learning
outcome there are Information Sheets, Task Sheets and Activity Sheets.
Follow these activities on your own and answer the Self-Check at the end of
each learning activity.
If you have questions, dont hesitate to ask your teacher for assistance.
Recognition of Prior Learning (RPL)
You may already have some of the knowledge and skills covered in this
module because you have:
o been working for some time
o already have completed training in this area.
If you can demonstrate to your teacher that you are competent in a
particular skill or skills, talk to him/her about having them formally recognized
so you dont have to do the same training again. If you have a qualification or
Certificate of Competency from previous trainings show it to your teacher. If the
skills you acquired are still current and relevant to this module, they may
become part of the evidence you can present for RPL. If you are not sure about
the currency of your skills, discuss it with your teacher.
After completing this module ask your trainor/facilitator to assess your
competency. Result of your assessment will be recorded in your competency
profile. All the learning activities are designed for you to complete at your own
pace.
Inside this module you will find the activities for you to complete followed
by relevant information sheets for each learning outcome. Each learning
outcome may have more than one learning activity.
Code No.
Module:
Performing Mensuration and
Calculations
Date
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Mr. LRTEscobar
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MODULE OF INSTRUCTION
Qualification
Unit of Competency
Module Title
Nominal Duration
: (
) Hrs
Introduction
This module contains information and suggested learning activities on
Computer Hardware Servicing II. It includes training materials and activities
for you to complete.
Completion of this module will help you better understand the
succeeding module on the Preparing and Interpreting Technical Drawing.
This module consists of 3 learning outcomes. Each learning outcome
contains learning activities supported by each instruction sheets. Before you
perform the instructions read the information sheets and answer the self-check
and activities provided to as certain to yourself and your trainer that you have
acquired the knowledge necessary to perform the skill portion of the particular
learning outcome.
Upon completion of this module, report to your trainer for assessment to
check your achievement of knowledge and skills requirement of this module. If
you pass the assessment, you will be given a certificate of completion.
Learning Outcomes:
Upon completion of this module, the trainee/trainee must be able to:
1. Select measuring instrument
2. Carry out measurements and calculations
3. Maintain measuring instruments
Code No.
Module:
Performing Mensuration and
Calculations
Date
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Mr. LRTEscobar
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Introduction
This Unit is concerned with measuring, calculating and estimating
lengths, areas and volumes, as well as the construction of three-dimensional
(3D) objects.
What is Mensuration?
In the broadest sense, mensuration is all about the process of
measurement. Mensuration is based on the use of algebraic equations and
geometric calculations to provide measurement data regarding the width, depth
and volume of a given object or group of objects. While the measurement
results obtained by the use of mensuration are estimates rather than actual
physical measurements, the calculations are usually considered very accurate.
Mensuration is often based on making use of a model or base object that
serves as the standard for making the calculations. From that point, advanced
mathematics is employed to project measurements of length, width, and weight
associated with like items. The end result is data that can help to make the
best use of resources available today while still planning responsibly for the
future.
Units and Measuring
Different units can be used to measure the same quantities. It is
important to use sensible units. Some important units are listed below.
Task 1.1-1
What would be the best units to use when measuring,
(a)
(b)
(c)
(d)
(e)
(f)
Code No.
Module:
Performing Mensuration and
Calculations
Date
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Mr. LRTEscobar
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(g)
Solution
(a)
(b)
Use mm or cm.
(c)
Use kg.
(d)
Use grams.
(e)
Use tonnes
(f)
Use ml.
(g)
Use m3.
Task 1.1-2
(a)
(b)
(c)
(d)
Solutions
(a)
1 m = 1000 mm
So,
3.72 m = 3.72 1000
= 3720 mm
(b)
1 m = 100 cm
So,
4.23m = 4.23 100
= 423cm
1 km = 1000 m
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Module:
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Date
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So,
102.5 km
= 102 5 1000
= 102 500 m
(d)
1 ton = 1000 kg
So
4.32 km = 4.32
1000 = 4320 kg
Task 1.1-3
What value does each arrow point to?
Solution
(a)
(b)
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Module:
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Calculations
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Exercises
1.
Measure each line below. Give the length to the nearest mm.
(a) __________________________________________________________
(b) _______________________________________
(c) ______________________________________________
(d) _______________
(e) __________________________
2. Which units do you think would be the most suitable to use when
measuring:
(a)
(b)
(c)
(d)
(e)
(f)
3.
Compute
(a)
(b)
(c)
(d)
(e)
(f)
4.
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6.
(a)
(b)
A glass holds 200 ml of water. How many glasses could be filled from a
full jug?
7.
nearest m, cm or mm.
a. Your height
b. The height of a hill
c. The height of a building
d. The width of a matchstick
e. The length of a ship
f. The thickness of a book
8.
9.
Each length below is given in mm. Give each length to the nearest cm.
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10.
(a)
What metric unit of length would you use to measure the length of a
large coach?
(b)
Using the unit you gave in part (a) estimate the length of a large coach.
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Module:
Performing Mensuration and
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Estimating Areas
A square with sides of 1 cm has an area of 1
cm
Task 1.1-4
Find the area of the shaded shape
Solution.
2
Task 1.1-5
Find the area of the shaded triangle
Solution.
The triangle covers 6 full squares marked F,
and 4 half squares marked H.
Area
6 2
2
= 8 cm
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Task 1.1-6
Estimate the area of the shape shaded in the diagram
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Exercises
1. Find the area of the following shapes.
2. By counting the number of whole squares and half squares, find the area
of each of the following shapes.
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4. The diagrams below shows the outlines of two islands, A and B. The grid
squares have sides of length 1 km. Find the approximate area of each
island.
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Calculations
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5.
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Task 1.1-7
What solid is made when the net shown is folded and glued?
Solution
It is important to add tabs to the net so that it
can be glued. You could put tabs on every
edge, but this would mean gluing tabs to
tabs.
The diagram opposite shows one possible
position of the tabs.
Before gluing, crease all the folds.
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Exercises
1. Copy and cut out larger versions of the following
nets. Fold and glue them to obtain cubes. Do not
forget to add tabs to the nets.
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2. The diagram shows the net for a dice with some of the spots in place. Fill
in the missing spots so that the opposite faces add up to 7. Then make
the dice.
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Module:
Performing Mensuration and
Calculations
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Constructing Nets
A net for a solid can be visualized by imagining that the shape is cut along its
edges until it can be laid flat.
Task 1.1-8
Draw the net for the cuboid shown in the
diagram.
Solution
Imagine making cuts as below:
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Task 1.1-9
Draw the net for this square based pyramid.
Solution
First imagine cutting down the edges AD and AC and
opening out a triangle.
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Exercises
1.
2.
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3.
(a)
(b)
joined together?
One example is shown.
(c) Which of your arrangements of triangles form a net for a
tetrahedron?
4. The diagrams below show the ends of two of prisms that each have
length of 8 cm. Draw a net for each prism.
5.
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6. The diagram above shows a pyramid with four equal triangular faces.
Each edge is 4 cm long.
Below is one of the faces.
(a)
Conversion of Units
It is useful to be aware of both metric and imperial
units and to be able to convert between them.
Task 1.1-9
John is measured. His height is 5 feet and 8
inches.
Find his height in:
(a)
inches,
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(c)
meters.
Solution.
(a)
There are 12 inches in one foot, so
Johns height
= 5 x 12 + 8
= 60 + 8
= 68 inches
= 68 x 2.5
= 170 cm
= 1.7 m
Task 1.1-10
A family travels 365 miles on holiday. Convert this distance to km.
Solution.
As 5 miles is approximately equal to 8 km, first divide by 5 and then multiply
by 8.
265 / 5 = 73
73 x 8 = 584
As 5 miles is approximately equal to 8 km, first divide by 5 and then multiply
by 8.
Task 1.1-11
Jared weighs 8 stone and 5 pounds. Find Jared's weight in:
(a)
pounds,
(b)
kg.
Solution
(a)
Jared's weight
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= 8 x 14 + 5
Module:
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Calculations
Date
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(b)
112 + 5
117 lbs
Jared's weight
=
=
117 0 45
53 kg (to the nearest kg)
Task 1.1-12
A line is 80 cm long. Convert this length to inches.
Solution
1 inch =
2 5. cm
= 32, so the line is about 32 inches long.
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Exercises
3. A car travels on average 10 km for every liter of petrol. The car is driven
from Bayugan to Butuan, a distance of 41 miles.
(a)
(b)
(c)
4.
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5. The Krishnan family is going on holiday with their caravan. The length of
their car is 12 feet 10 inches and the length of their caravan is 16 feet 8 inches.
Find the total length of the car and caravan in
(a)
inches,
(b)
cm,
(c)
meters.
Rohan is going to buy a new car. He tries out two different ones.
The first car he tries out travels 50 miles on 2 gallons of petrol.
The second car travels 100 km on 12 litres of petrol.
Find the petrol consumption in litres per km for both cars.
Which is the more economical?
10.
(a)
(b)
(c)
11.
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(b)
13.
14.
3,
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Date
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8 ounces sugar
14 ounces flour
pint milk
16 ounces = 1 pound
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Module:
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Task 1.1-13
Find the area of each triangle below
Solution.
Task 1.1-14
Find the perimeter and area of each shape below.
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Solution.
(a) The perimeter is found by adding the lengths of all sides.
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Exercises
1. Find the area of each triangle.
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4. The diagram shows the end wall of a shed built out or concrete bricks.
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How many blocks would be needed to build the wall? (The blocks can
be cut)
5. The shades area on the speed time graph represents the
distance travelled by a car.
Find the distance.
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10. The diagram shows how the material required for one side of a tent is
cut out.
11.
The
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13.
14.
15.
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Task 1.1-15
Find the circumference and area of a circle
Solution.
Task 1.1-16
Find the radius of a circle.
Solution.
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Task 1.1-17
Find the area of the door shown in the diagram
The top part of the door is a semicircle.
Solution.
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Exercises
1. Find the circumference and area of each circle shown below.
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(a) Find the area of the smaller circle that represents the surface of
the yolk
(b) Find the area of the surface of the whole egg.
2
(c) Find the area of the surface of the white of the egg, to be nearest cm .
6. The shapes shown below were cut out of card, ready to make cones.
Find the area of each shape.
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10.
semicircle is 1 m .
11.
12.
14.
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15.
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Task 1.1-18
The diagram shows a lorry.
= 2 x 2.5 x 4
= 20 m
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Task 1.1-19
The cylindrical body of a fire extinguisher has the dimensions
shown in the diagram. Find the maximum volume of water the
extinguisher could hold.
Solution.
The body of the extinguisher is a cylinder with radius 10 cm and
height 60 cm, so its volume is given by
V
= x 10 x 60
3
Task 1.1-20
A 'sleeping policeman' (traffic calming road hump) is made of concrete and
has the dimensions shown in the diagram. Find the volume of concrete
needed to make one 'sleeping policeman'.
Solution.
The shape is a triangular prism with b = 80
h=10
l = 300
given by
V = 80 10 300
= 120 000 cm
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Exercises
1. Find the volume of each solid shown below
2.
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The pillar is made of concrete, but contains 10 steel rods of length 1.8 m
and diameter 1.2 cm.
(b)
Find the volume of one of the rods and the volume of steel in the
pillar.
(c)
Find the volume of concrete contained in the pillar.
5. The box shown in the diagram contains
chocolate.
(a)
(b)
7. Each diagram below shows the cross section of a prism. Find the volume of
the prism, given the length specified.
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8. The diagram shows the cross section of a length of guttering. Find the
maximum volume of water that a 5 m length of guttering could hold.
9. The diagram shows the cross section of a skip that is 15 m in length and is
used to deliver sand to building sites. Find the volume of sand in the
11.
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(b)
(a)
(b)
Mark has a full tin of tomato soup for dinner. He pours the soup into a
cylindrical bowl of radius 7 cm.
14.
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(b)
15.
Calculate the volume of paint which the trough can hold when it is full.
16.
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(a)
(b)
(ii)
17.
(a) Calculate
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Jason has to design a new packet that will contain 100 grams of tea when it is
full.
(b) (i) Work out the volume of the new packet.
(ii)
(i) Work out the area of the base of the new packet.
(ii)
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Task 1.1-21
Draw the plan, front elevation and side elevation of
the shed in the diagram.
Solution.
To draw the plan and elevation, look at the shed as shown below.
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Task 1.1-22
Draw the front elevation, side elevation and plan of this shape.
Solution.
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Exercises
1. Draw the front elevation, plan and side elevation for each solid shown
below.
2. Draw the plan and front elevation of a square based pyramid that has a
height of 6 cm and base with sides of 5 cm.
3. Draw a plan and front elevation for:
a. Tin of baked beans
b. A letter box
c. A roll of sellotape
d. A ball
4. A pencil with hexagonal cross section stands on one end with its
point up. Draw a plan, front elevation and side elevation of the pencil.
5. Draw the front elevation , side elevation and plan of the solids below.
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Task 1.1-23
Draw a cube with sides of 2 cm on isometric paper.
Solution.
The diagrams show the three stages needed to draw the cube.
Task 1.1-24
The diagrams below show the plan and elevations of a solid object.
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Exercises
1. The diagram shows part of the drawing of a cuboid. Copy and complete
the cuboid.
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Find other ways in which the four cubes could be joined together.
6. Complete the drawing of a cuboid. One edge is drawn for you.
7. The diagram below is the net of a small open box, with no top face.
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0, 1, 2, 3,
Quantities that can take any value within a range are said to be continuous.
For example, height, weight, Time
Task 1.1-25
Which of the following are discrete and which are continuous? For those that
are discrete give an example of an impossible value.
(a)
Temperature in a classroom.
(b)
(c)
(d)
Solution.
(a)
continuous.
(b)
discrete.
1
value.
Task 1.1-26
(a) The length of a piece of rope is given as 21.4 m. What range of possible
values could the length of rope lie within?
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(b) The number of cars parked in a car park is said to be 43. Is this number
exact or does it represent a range?
Solution.
a. As the length of the rope is a continuous quantity it could take any
value. If it is quoted as being 21.4 m it must lie in the range
21 35 length < 21 45
b. As the number of cars is a discrete quantity, the number is exact and
does not represent a range.
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Task 1.1-27
1. State whether each of the following is discrete or continuous
a. Volume of water in a glass
b. Number of fish in a tank
c. The population of France
d. The length of a phone call
e. The lengths of plants
f. The number of words in an essay
g. The time spent on homework
h. The number of computers in a school
i. The time it takes to get to school
j. The weight of a cake
k. The number of pupils in a school
l. The distance pupils travel to school
2. Give an example of a continuous quantity and a discrete quantity
3. In each case state whether the value given is exact or give the range of
values in which it could lie.
a. Distance school is 4.63 miles.
b. Shirt size is 12
c. Weight of an apple is 125 grams.
d. Height is 162 cm.
e. Number of pages in a book is 264.
f. Volume of drink in a glass is 52.2 cm
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Parallelogram
Trapezium
Kite
Task 1.1-28
Find the area of this kite.
Solution.
Task 1.1-29
Find the area of this shape.
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Solution.
The shape is made up of a parallelogram and a trapezium.
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Exercises.
1. Find the area of the following shape.
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(b)
(c)
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Code No.
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h = 2 cm
ii.
h = 4 cm
iii.
h = 5 cm
10.
a. Find the area of parallelogram ABCD.
b. Find the area of the triangle ABC.
11.
What is the area of the kite ABCD equal to twice the area of the triangle
ABD?
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Surface Area
The net of a cube can be used to find its surface area.
6x .
If x, y and z are the lengths of the sides of the cuboid, then the area of
the rectangles in the net are as shown here.
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Task 1.1-28
Find the surface area of the cuboid shown
in the diagram.
Solution.
The diagram shows the net of the cuboid and the areas of the rectangles that
it contains.
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Task 1.1-29
Cans are made out of aluminum sheets, and are cylinders of radius 3 cm and
height 10 cm. Find the area of aluminum needed to make one can.
Solution.
The diagram shows the two circles and the rectangle from which cans will be
made.
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Exercises.
1.
2.
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3. Show that each of the cylinders below has the same surface area and
find which has the biggest volume.
4. Show that each of the three cuboids below has the same volume. Which has
the smallest surface area?
Find the area of grass that the roller covers as the cylinder completes 1
rotation.
(b)
If the roller is pulled 5 m, what area of grass does the roller flatten?
6.
The volume of a cube is 343 cm . Find the surface area of the cube.
7.
The surface area of a cube is 150 cm . Find the volume of the cube.
8.
A matchbox consists of a tray that slides into a sleeve. If the tray and
sleeve have the same dimensions and no material is used up in joins, find:
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(a)
(b)
(c)
9. Draw a net of the prism shown in the diagram and use it to find the
surface area of the prism.
10. A car tire can be thought of as a hollow cylinder with a hole cut out of
the center.
Find the surface area of the outside of the tire.
11.
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(a)
(i)
(ii)
of R,
of B.
(b)
Write down the lengths of each of the following edges of the cuboid.
(i)
PQ,
(ii)
QR.
(c)
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Task 1.1-30
Find the mass of water in the fish tank shown in the diagram.
Solution
First calculate the volume of water.
V
= 25 30 20
= 15 000 cm
Now use
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Task 1.1-31
The block of metal shown has a mass of 500
grams.
Find its density in
(a) g/cm
(b) kg / m
Solution
(a) First find the volume.
Volume
= 5 x 8 x 10
= 400 cm
Then use
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Exercises
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Task 1.1-32
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Glossary
AND Gate: a logic circuit designed to compare TRUE-FALSE (or on-off or one-zero) inputs and pass a
resultant TRUE signal only when all the inputs are TRUE.
Binary: having two components or possible states.
Binary code: a system for representing things by combinations of two symbols, such as one and zero,
TRUE and FALSE, or the presence or absence of voltage.
Binary number system: a number system that uses two as its base and expresses numbers as strings
of zeros and ones.
Bit: the smallest unit of information in a computer, equivalent to a single zero or one. The word "bit" is a
contraction of binary digit.
Boolean algebra: a method for expressing the logical relationships between entities such as propositions or
on-off computer circuit; invented by the 19th Century English mathematician George Boole.
Byte: a sequence of bits, usually eight, treated as a unit for computation or storage.
Carry: the digit added to the next column in a an additional problem when the sum of the numbers in a
column equals or exceeds the number base.
Kilobyte: 1,024 bytes (1,024 being one K, or two to the 10th power); often used as a measure of
memory capacity.
Logic Gate: a circuit that accepts one or more than one input and always produces a single predicatable
output.
OR gate: a circuit designed to compare binary TRUE-FALSE (or on-off or one-zero) inputs and pass a
resultant TRUE signal if any input is TRUE.
XOR gate: a circuit designed to compare binary TRUE-FALSE (or on-off or one-zero) inputs and pass a
resultant TRUE signal if a single input is TRUE, otherwise the output is FALSE.
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The concept of using two symbols to encode information is an old one. African bush
tribes sent messages via a combination of high and low pitches. Australian aborigines
and New Guinea Tribesman counted by two's. Even more recently, Morse code consists
of groups of dots and dashes which represents letters of the alphabet in another twosymbol code.
Timeline
In 1666, Gottfried Wilhelm Leibniz wrote the essay "De Arte Combinatoria" which laid a
method for expressing all things in law of thought which consists of pecision mathematics.
In
the 19th Century, British mathematician George Boole invents the system of symbolic logic
call Boolean algeba.
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In 1867, Charles Sanders Peirce introduces Boolean algebra to the United States.
In 1936 Claude Shannon bridges the gap betwen algebraic theory and practical application.
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Binary Addition
Example 1
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Example 2
Example 3
Example 4
Example 5
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Binary Multiplication
Example 1
Example 2
Example 3
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ACKNOWLEDGEMENT
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