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MATH ON KEYS
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The Great International

“MATH ON KEYS”
BOOK

Getting together the basic information, formulas,

facts, and mathematical tools you need to “unlock”
all the power of your Hand-held Calculator— at home —
in school or college — throughout your everyday life.

RS
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(Note: The calculator keystrokes and descriptions Pe

used in this book were based on the TI-30 (or SR-40)
Electronic Slide Rule Calculator, with Algebraic Operating
System. The facts and information included will be
useful when working with amy calculator, but the keystroke
sequences described will only be similar when
using a calculator with AOS.)
aa

This book was developed by:

The Staff of the

Texas Instruments Learning Center
Ralph A. Oliva
M. Dean LaMont
Linda R. Fowler

with contributions by:

Elizabeth McIntosh
Joe Poyner
Jerry Moore
Joe Prock

in cooperation with:
ee

The Staff of the University of Denver Mathematics Laboratory

Dr. Ruth I. Hoffman, Director
Michael R. Zastrocky
Richard Reeser
Lucille P. Grogan
Re

Artwork and layout were coordinated and executed by:

Barbara Beasley
Mary and Gary Schenck

é7 Copynght © 1976 by Texas Instruments Incorporated. All Rights

Reserved. Printed in the United States of America. No part of this
publication may be reproduced, stored in a retneval system, or
transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the pnor wnitten
permission of Texas Instruments Incorporated.

3
 Re
Table of
Contents
INTRODUCTION... ..............048.

SRB RARER
BASIC KEYS
Introduction. . ....... 2.5.2.4. 2 + eee
Battery Installation/Considerations .........

[o}]-(9]) -L-]- (#-|;—DataEntry Keys. ....

f=] OO CeJand [=] —TheBasics ...
AOS — The Algebraic OperatingSystem .......
((] [1] —TheParenthesesKeys ........
(EE4] _Scientific Notation. .........2.2..
(Ee4) and the Exponential Shift. .......2.2.~.
— Inverse Function or “Reciprocal” Key. . . ..
[Rc.] [sum [Exc] — The Memory Keys
[=2] — Square and Square Root Keys .....
and [inv] [¥*] —PowersandRoots......
[x] —Calculations witha Constant. ......2.~.
[w)—“Pi’?Key .............22..
%e|—PercentKey.............4..
—Angular MeasureKey ...........
[sin] —Trig FunctionKeys. ......
(inx] —Logarithm Keys. ..........
[wv] _Inverse KeySummary...........
“Error” Indication ............8888-.
KEYING UP CONVERSIONS
Introduction. ........... 20.0585 88.
Use of Alphabetical Table ......... e
Common Conversions. ..............
Englishto MetricTable .........2.2.2.2.2..
MetrictoEnglish Table ........2.2.2..2.2..
MakingaFactor ............4..++..
Datafor MakingaFactor ..........2...
Metric Factors and Examples. ...........
KEYS TO HOME MANAGEMENT
Introduction. .........2.. 2.802288.
Balancing Your Checkbook. .......2.2.2.2..
Payday... .. 2... eee ee eee ee
Keys to Good Cooking— Recipe Conversions .....
Diet Planning—On Keys. ..............
CreditCardBuying. .............4.-.
Grocery Shopping on Limited Budget. . . ......
Keys to Comparative Shopping . ..... ae
Buying by Area— Paint, Fertilizer, etc... ......
Buying by Length— Fence, Curtains, etc... ......
 Buying by Volume — Concrete, Sand, etc... . .....
Keys to Calculating Series Discounts. . .......
Gas Mileage. ...........2...2.048.4
Keys to Mortgage Calculations ........2.2..
Keys to Saving Energy (and Money). ........
Truth-In-Lending. ........2...2.2.2.4..
Hauling and Holding. . .........2.2.2.2..
UNLOCKING ALGEBRA
Introduction. ..........2.2...808.4
Opening Up Expressions. .........2.2.2..
Simplifying Expressions ...........4.2..
Vocabulary of Simple Equations . ..........
Moving Terms in Simple Equations .........
Simple Equations — Step-by-Step Procedure. . . ...
Equations, Fractions, and Your Calculator. . .....

Adding Equations to Eliminate an Unknown .. ... .

Solution of Two Linear Equations ........2..
Solution of anInvestment Problem. .........
Linear Equations with Fractions. . .......2..
Scientific Notation ..............0-.
Paper Pythagorean Theorem. ........2.2..
Examples of the Pythagorean Theorem. . ......
Distance Between Two Points ........2.2..
Graphing, Distance, andthe Pythagorean Theorem. . .
Use of the Distance Formula... ......2.2..
Factoring a Quadratic Equation . . . .... 2...
Derivation of the Quadratic Formula . . .......
Using the Quadratic Formula. . . .......2..
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Graphing, Roots ofa Polynomial. . . ........

TURNING TO BUSINESS & FINANCE
Introduction. .......... 2.262828 es
Figuring Points. . ........2.2.2 +488.
Foreign Travel Money Mixup. ...........

é7
Foreign Travel Devaluation. ........2.2...
Buying a Car Early Payoff ....... .....
Interestonthe Interest .........2.2.2...

‘9
Marketable “Money” ...........2.2.4.8.
Deepening Depreciation. ........2.2.2.4.-.
Interest PaidandEamed. ........2.2.2.2..

é7
LATCHING ONTO TRIGONOMETRY
Introduction: The Story of Tnigonometry. ......
TngonKeys ............ 2.25884

2
Angle Conversions — Degrees/Radians/Grads . . . . .
Basic “Trig Aroundthe House”. ..........
TrigandLandArea. ........2..2.2.224.

é7
Keys to Quick Graphs. . ..........2..-.
Unlocking Rectangular and Polar Coordinates . ....
Rectangular and Spherical Coordinates . .......
Rectangular and Cylindrical Coordinates .......
LawofCosines ........... 2.280684
LawofSines. ............2 8282885
 Vectors ... 2... eee ee ee ee ee 6-26
CRACKING PROBABILITY & STATISTICS
Introduction. . ........ 2.606888 288. 7-1
Basic Keysto Probability ............. 7-2
Dice Probability ...........4.2..22.. 7-3
Permutations ............+ 228884 7-4
A Permutation Taken3ataTime .......... 7-6
General Keys into Permutations. .......... 7-7
Combinations— A Helpful Formula. . ........ 7-8
CardsonKeys..............2 288.4 7-9
The Same Birthday. .......2.2..2.2.2.2.. 7-10
Factorial . . 2... ww ee ee ee ee 7-12
Average andMedian .........2.2.2.2.4.. 7-13
A Standard Deviation Story. .........2.2.. 7-14
SECURING PHYSICS AND CHEMISTRY
Introduction. ........... 50 +8 2288488 8-1
Scientific Notation on the SpeedofLight ....... 8-2
Free Fall... 2... 2... ee ee ee ee 8-3
Constant Acceleration Problems. .......... 8-4
Work-Power ........... 2.4.04 886 85
Keysto VectorsandForce. ............ 8-6
CircularMotion ........2..2.22..28428-. 8-8
Simple Lenses. . . .. 1... 2 ee ee ee 8-10
EnergyandE=mc*> ..........2.2.22.2.. 8-11
Half-Life 2... 2... ee ee ee 8-12
Astronomy— Universal Gravitation Soe ee ee ee 8-14
Conservationof Momentum ............ 8-15
Electrical Resistance andOhm’sLaw. ........ 8-16
GasLaws.......... 00.8. eee eee 8-17
Keying into Avogadro’s Number. . ......... 8-18
Density—Volume ................ 8-19
Formula Determination ........2.2.2.22.2.. 8-20
Keys into Quantitative Analysis... ........ 8-21
CLOSING ON PUZZLES AND GAMES
Introduction. ............ 2. 888. 9-1
Numbers, Life, the Universe, andYou!. ....... 9-2
Hexagon38 ..... 2... ee ee ee ee 9-4
Days of YourLife. .........2....0222.22. 9-5
Fun with Biorhythm. .......2..2.2.2.22.2.42. 9-6
For Four4’s. .......0....20.082 28 28% 9-8
Magicalc .... 2... 2. 2. ee ee ee 9-9
Gotcha. ..... 2... ee 9-10
Fantasy Tip. ....... 2... ee ee ee 9-11
Flipit Crossword Puzzle. .......2.2.22.2.. 9-16
APPENDIX A-1
Pere

BIBLIOGRAPHY B-1
INDEX I-1
'ULS
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Introduction
7eS

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This book is designed for you. Its main purpose Is to get to-

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gether in one place a wide variety of useful and interesting
information involving calculators, the world around you, and
mathematics. It’s designed to be a working tool that, when
used with your calculator, becomes a system for problem solv-
ing as well as a key to discovery. We hope you'll have fun
reading and exploring with it.

The Story of Mathematics

It is said that mathematics began long ago in Early Egypt. The

QI? AUG
Nile River would flood on occasion and wash away all landmarks
and monuments. People needed a way to know where their land
was after these floods, so methods of earth measurement (later
to be called Geometry) were invented. The Greeks, always
thinking, picked up those techniques, developed them further, 3
and added new ideas such as Algebra and Trigonometry. Math was
off and running. It was used in oceanic exploration. It was
interesting. It was fun. Mathematics was used to help learn
about the ways in which the world worked, what it looked like, "
and how much things cost. Calculus, statistics, and income
taxes were invented. Pe

The Story of Calculators

As mathematics began to grow, people started to notice that
there were some parts of it that were not nearly as much fun as
others. Downright tedious, in fact. Getting answers not only
involved looking carefully at nature and people and analyzing
them (fun part), but also often involved adding, subtracting,
multiplying and dividing very cumbersome numbers (not so much 5
fun part). People began looking for tools to help them handle
the arithmetic part of mathematics more easily. 3

First, stones were used for counting things and keeping track.
Then these were placed on a lined table or strung on a frame
to form the abacus (a device still widely used in many parts
of the world.) Calculating tools then evolved — somewhat slow-
ly —and a series of mechanical devices developed starting in PE

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the 1600’s with ideas from men such as John Napier. The first
RRB RRR

real calculating machine was invented by a Frenchman named

Blaise Pascal — for handling monetary transactions. It was a
complex entanglement of gears, wheels and windows. Next came
even more complex whirling and whizzing mechanical units, with
buttons, wheels and hand cranks. Bigger machines using relays
and punched cards came about as electricity was applied to math-
ematics in helping take the 1890 U.S. Census.

Computers were born and began to grow. Sliderules (easy to use

and much more accessible than computers) were invented to help
take some of the tedium out of long calculations.

Math on Keys
Then, a few years ago, people working in electronics began making
some breakthroughs that resulted in the inexpensive, accurate
and reliable hand held calculator. “Math on Keys” became
available to everyone. Now, throughout the world, people are
finding these little devices to be powerful allies as they
handle numbers and math in their everyday lives.

Math is all around us and is part of many daily activities.

Your calculator allows you to handle many of these problems
quickly and accurately — without having to hassle with lengthy,
 ARS
tedious computations. This book has been designed to show
you how. What we’ve tried to do is put together an accessible
and compact package of the principles you need to take

A
your problems and easily work them with keyboard solutions.
This book was designed to work together with your calculator—
to open up all its secrets and let you have more complete
access to its power. Use them together! Both of them have
been designed for you.

ER
Experiment! Find how many heartbeats in a lifetime. How many
Saturday nights are there until you’re 85? What’s the best buy?
What’s your correct change?

The first step is to really get acquainted with your calculator —

to put it through its paces and see all aspects of how it oper-
ates. Chapter I of this book is a quick “tour” of the features and
keys on your calculator; along with a brief look at why each
key or feature is there, as well as how each can be useful.
REAR RR
This “tour” is important — it will familiarize you with the full
scope and power of your machine. The subsequent chapters are
packed with approaches to common mathematical problems in a
variety of fields and the details you'll need in putting
together quick, accurate solutions on your calculator. Along
the way you'll find some bits of history or challenging ideas
that may take you beyond a specific problem into further
explorations with numbers.

Remember, too, that although your calculator is packed with

the latest m state of the art solid state technology, it
needs love and respect, as well as occasional use as a toy.
Don't be afraid to play with it — it’s rugged and durable
enough to be used anywhere. You may find yourself exploring
patterns and relationships which can lead you toa
whole new appreciation of the beautiful side of numbers and
mathematics.
SRB
BASIC KEYS .

Introduction

Today’s handheld calculators are rugged and inexpensive

enough to be a natural and go anywhere “tool” for help-
ing to handle the side of your life that involves numbers
and mathematics. Your calculator can help in exploring
and learning about mathematics itself, as well as in

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solving a variety of number problems from everyday living.

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They are a natural part of living today — a technological

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answer to the real need we all have for quick, accurate

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calculations. Any calculator, however, is “no more func-
tional than the knowledge of the person who operates it”.

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As with any convenience or tool, whether it’s a pen, wrench,
car, radio or whatever, it’s important to get the “feel”

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of it. Check out all of its features — get familiar with
what it will (and will not) do for you.

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To better help you get acquainted, this chapter is a quick

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tour of the essential features and keys of your calcula-
tor. Some information is included on why each key is im-
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portant, as well as how each works. After completing this x)

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tour, you'll be better able to use your calculator to un- AS,
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lock the world of mathematics — whether tallying your gro-
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cery bill or exploring the behavior of some new function

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or concept you haven’t seen before. Above all — have fun

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with your calculator! We hope “Math on Keys” will pro-

vide some new ways for you to look at an important side
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of your life.
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(Note: The keys and features described in this section

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are for the TI-30 and other TI-30 type calculators, with
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AOS. Features of other calculators may vary — check your

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owner’s manual for details of operation.)

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 BASIC KEYS
Battery Installation/
Considerations
If your calculator is of the TI-30 type, it operates ona
standard 9-volt (non-rechargeable) battery. For best re-
sults, and up to 20 hours of calculating time, it’s
recommended that you use an ALKALINE battery in your cal-
culator. If you use a non-alkaline battery, it’s impor-
tant to remove it before storing your calculator or at
the first signs of discharge. (If you don’t —there’s
danger of damage to the unit from battery leakage.)
It’s time for a new battery at the first signs of erratic
7
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display or calculating behavior, and replacing the battery

right away is always the best practice.
Pan)

To install a battery, just insert a small coin into the

slot on the back of the calculator case, and pry up the
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cover gently. Be careful not to tug on the battery wires

when handling the snap connectors on the battery.
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When your new battery’s connected, position it as shown

on the diagram inside the back cover (tilting the bottom
of the calculator upward a little helps). Slide the
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ridged edge of the cover into the case and snap down the
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edge with the little latch. That’s all there is to it!

An optional rechargeable battery kit (Model RK-1) is

available for TI-30 calculators, which eliminates the need
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for periodically buying a new battery. The kit includes

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a special battery pack, and an AC adapter/charger.

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(For more information consult your Texas Instruments

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dealer).
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BASIC KEYS
Key —
Turn It On!
The upper rightmost key on the calculator keyboard turns
the calculator on (power “on” is indicated by lighted
digits in the display). Just turning the calculator on
from the “off” condition clears everything inside to
zero, anda Q. should appear in the display.

Once your calculator is on, is also the key that

clears your calculator for new calculations:
@ ONE Push on clears the last number you entered
into the calculator, as long as the number wasn’t followed
by a function or operation key. (So if you hit a 5 in-
stead of a 6 in the middle of a problem, just hit
once, and try again.)

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@ If is pushed right after an operation or function

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key (including the [=/ key), the display, constant and

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all operations are cleared.

@ TWO Pushes on clears the entire calculator, except \/

for what’s in memory. (The memory is a storage place ry

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for numbers you need to use over and over — we'll

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say more about it later on.)

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 BASIC KEYS
The Display
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To check out your calculator’s display, press fwd and then

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push the _8) key until the display is filled with 8’s. (There
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should be 8 of them, and check to be sure that all of

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the parts of all your 8’s are lit up.) You can enter up
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to eight digits into the calculator at any one time;

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digit keys pressed after the 8th key are ignored. (In-
ternally, however, your calculator works with 11 digits
for accuracy — see “Data Entry” section).

Now press twice and press the decimal point key L:_]
and the change sign key [+ . The change sign key changes
the sign of any displayed number, and allows you to enter
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negative numbers — those numbers less than zero that we all

have to deal with from time to time (such as money owed, etc. ).
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Now press the key until the display fills up with 8’s.
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Notice that the negative sign always stays to the imme-

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diate left of the displayed number for easy reading, and

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that your display will handle up to 8 negative digits.

Also, be sure that all of the decimal points light up
from right to left as you push the key.
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Your bright, friendly L.E.D. (Light Emitting

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Diode) display really has a powerful bundle of

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technology behind it. Each display segment is a little

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diode made of Gallium arsenide (GaAs), a substance which

emits light when electric current is passed through it under
just the right conditions.
Each number you see isn’t lit up all at
once either. All the display segments are turned on and off
very rapidly (“‘strobed’”’) by the electronic “brain” of your
calculator, so fast that your eye puts the segments together
into numbers. (Shake your calculator slightly while watching
the display, and you'll begin to catch the display in the
act.) Once the number is lit up, specially designed lens
systems and colored windows are used to get the light to you
as a clean, easy to read display.
BASIC KEYS.
— Key and
POWER SAVER!!

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The key just turns off the calculator, plain and

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simple. Turning the calculator off and on (hitting

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and ) clears the calculator completely — including

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the memory.

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TI-30 type calculators have an added bonus feature — auto-
matic shutoff power saving circuitry. If you leave the

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calculator on without activating any keys, the calcula-

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tor takes these steps to save power:
1) After typically 25 to 30 seconds the display (which
consumes the most power) shuts down to a single traveling
decimal point which moves across the display from left to
right. As soon as any key 1s depressed the display comes
“back to life”. (A good way to reactivate the display is

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to press the Exc] key twice. This makes sure that any
calculations in progress or data in the machine are all

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unaffected.)

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2) If the calculator continues in the traveling decimal
mode uninterrupted for 7 to 14 minutes, it quietly shuts
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itself off!
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Working together these two features can save up to 50% on

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battery life. The common problem of inadvertently leaving

your calculator on when not in use is solved!

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 BASIC KEYS

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Data Entry Keys
Your calculator operates with a full floating decimal
point, and numbers are entered into the machine with
the data entry keys: Lo] - (9) C-J 4 . As you
press number keys, the decimal point remains to the
right of your entry until the decimal point key [-_]
is pressed. The fractional part of the number is then
keyed in and the decimal point floats to the left with
it. To change the sign of a number in the display just push
the change sign key |+/-] once. (Pressing again changes
the sign back again).

ACCURACY:
Using these keys you can directly enter numbers up to 8
digits in length. Your calculator holds and works inter-
nally with eleven digits — for extra accuracy. You can
enter numbers to eleven digits as the sum of two numbers
as shown below. (By the way — results of calculations
are computed to eleven digits in your calculator, and then
rounded off to 8 digits in the display).

Example: To enter an eleven digit number — 418413. 23106.

Press Display/Comments
418413 418413. The whole part of
the number.
.23106 [=] 418413.23

All eleven digits are now in the circuits, ready

for calculations.
EeibJe3
BASIC KEYS

and [ = |— The Basics

If you’re looking at buying a new car, there are certain
basic things you've just got to have — before you start

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checking out the extra options. Calculators have “basics”,
too — the four basic operations. Your calculator’s alge-
braic operating system allows you to truly enter a problem

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or example the way it’s written, press [=] , and get your
result. (More will be said about how the algebraic opera-
ting system frees you from hassle in the next section).

When you press the [=] key, all pending operations (things
waiting to happen inside the calculator) are completed, you
get your result, and the calculator is cleared — ready to
start on the next problem. Here are a couple of quick
examples:

[=]
You start with $150 in your checking account, and write
checks for $10, $45.25, $15, and then make a $50 deposit;
what’s your balance?

Press Display/Comments
150 L=J] 10 L~) 45.25
IS

[=] 15 50 [=] 129.75 Your balance.

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Lo) L£) : If pencils cost $6.48 per gross, how much

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will 47 of them cost? (A “gross” of anything is 144

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of them.)
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6.48 [=] 144 Dd $6.48 L=] 144 is how much

1 pencil costs
47 [=] 2.115 Cost of 47 pencils
(You’d probably pay $2.12.)
 BASIC KEYS
AOS — The Algebraic
Operating System
Mathematics is a science which is persnickety about some
things. One of them is that it never permits two different
answers to the same series of computations. Because of this
requirement — one solution for any computation — mathematicians
have established a set of accepted (and universal) rules when
mixed operations are in one calculation. For example,
the problem:
3+10-2x14+7=?
has only one nght answer! (Know what it is? It’s 9.)

You can key the above problem directly, left to nght, into
your (TI-30 type) calculator with AOS and you'll get the cor-
rect answer. (Not all calculators will do this.) A calcu-
lator with AOS or Algebraic Operating System, receives all
the numbers and operations in the problem, automatically sorts
them out for you, and applies them all according to the cor-
rect rules of mathematics — letting you see intermediate
steps along the way. A calculator with AOS automatically
performs operations in the following order:

1) Single Variable Functions (the keys [sin] {cos) [tan]

[Inz] [22] [Ax and (#] working with them) act on t!
displayed number immediately. (All these keys are discussed
for you later in this chapter). Then:
2) Exponentiation [7%] , androots, Wy ( [)] [J ), are
performed as soon as single variable functions are completed.
(More on these functions later).
3) Multiplications and divisions are completed next, then
4) Additions and subtractions are completed.
Finally, the equals key completes all operations.
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In elementary school you may have heard the memory aid “My
Dear Aunt Sall y” (MDAS) applied to help you remember the last
part of this hierarchy (multiplications and divisions first —

we) AVX
in order left to nght — then additions and subtractions
in the same way). Ina calculator equipped with AOS — all
of this is remembered for you.

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There are cases in problem solving when you want to specify
the order in which an expression 1s evaluated, or the way

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in which numbers and operations are grouped. In these
cases you'd use the parentheses keys: (1) 1] , which are

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discussed in the next section. Parentheses always demand a
special first level of attention in mathematics, and they
are treated that way by your calculator. (Parentheses say
“Do Me First”.)

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 BASIC KEYS

| ( |}L) }—The
| Parentheses Keys
In a variety of problems, you may need to specify the exact
order in which expressions are evaluated, or the way in which
numbers are grouped, as a problem is solved. The parentheses
keys allow you to do this. Parentheses give you a way to
“cluster” numbers and operations. By putting a series of num-
bers and operations m parentheses you tell the calculator.
“Evaluate this little problem first — down to a single number
result, then use this result for the rest of the calculation.”
Within each set of parentheses, the calculator operates ac-
cording to the rules of algebraic hierarchy. You should make
use of parentheses whenever you need the calculator to make an
“intermediate” calculation, or if you have any doubts in your
mind about how the calculator is gomg to reduce an expres-
sion.

Note that different calculators have different limits as to

the number of parentheses that can be opened at any one time,
and how many “pending” operations that can be handled. (In a
calculator of the TI-30 type, you can open up to 15 sets of
parentheses at any one time, with up to 4 operations pend-

3 ing. Exceeding these limits results in an Ervor indication.)

In practice, it’s difficult to exceed the parentheses and

Ti

pending operation limits of your calculator, except in the

most complex situations. This is because as soon as you
‘
i

close any set of parentheses, all of the calculations in-

side are performed immediately. This gives you a one num-
ber result in place of the parenthetical expression, and
“frees up” the capacity of the machine to accept addi-
tional parentheses and pending operations.

“(0)” {0°
TM 1-10
Notice the following important point when using paren-
theses. Often you'll see an equation or expression with
parentheses indicating an implied multiplication:
(2 + 1) (3 + 2) = 15. Your calculator will not perform
implied multiplications. You have to key in the
operation between parentheses:
02-4310)
6) 0) 343/20) ©.

Kk SuJ WM,
Here’s an example on the use of parentheses:

Evaluate:
(8 x 4) + (9 x -19) _

a
(3+10+7)x2~

C33
Solution: Here it’s important that the calculator evalu-

wW
Y,

f
ates the entire numerator, and then divides by the entire

Cc a
denominator. In problems of this type, you can be sure of

Py
Al
this by placing an extra set of parentheses around the nu-

=
merator and denominator as you key the problem in.

IK A\ \
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Press Display/Comments

ZZ LWA NSG / IJ
Bs RY /
Ne
f\ 3
o
CO 4) 80040) 32. (8x4) displayed
CC) 9 x) 19 bE DJ DD) L)-139. This is the value of
the entire numerator
et

L() LQ) 3 10 =] 70) 4.4285714 Thisis3+

ey
aye \

10 ~ 7)
Oo 2D) 8.8571429 This is the
4
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denominator.
Y,

f'
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[=] —15.693548 | The final

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result. The L=] key

Yaw x

completes the division

and the entire problem.
Ki Vf AY —PNK) AYY, V/x oO K\ WN
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 BASIC KEYS

Scientific Notation
Very often, particularly in problems that relate to sci-
<i
Ds A

ence or engineering, you find yourself needing to handle

eG LI
a)
a

an astronomically huge or really small number. Such num-

ART ON

bers are easily handled (by you and your calculator)

using scientific notation. A number in scientific nota-
“N/

Sy ANC ws

tion is expressed as a base number (or “mantissa’’) times

Au

ten raised to some power (or “exponent”.

t

Mantissa x 10?e“er
(Raising a number to a power or exponent just means to
AS
eS)
\j

multiply it by itself the number times the power indi-

cates: 10% = 10 x 10 x 10.) To enter a number in scien-
4)

tific notation:
lee
SS
as Kus Gis
AZ 7

@ Enter the mantissa (then press if it’s negative)

@ Press [Ee] (EE stands for “Enter Exponent”)
aa o

@ Enter the power of ten (then press G4 if it’s

9
we, i”

negative.)
‘
Pp Vie Be NAV o
UH NYSi).a NSTy 0

A number such as —3.6089 x 10*? will look like this in

the calculator display:
<
C
Pie AY
ne)

| a “een
OA RP
ae Z

-36049 Je
ea
os
f\
7

| Wo _,_4
oY,
f'
%

integer decimal
KS
i)
ATO © => A

floating minus sign

Las (2)

In scientific notation the power. of ten tells you where

the decimal point would have to be if you were going to
write the number out longhand.

A positive exponent tells you how many places the deci-

mal point should be shifted to the right.

Bers 1-12
Example: 2.9979 x 10" equals

AT ONAN
299, 790, 000.

mea
Cee D
Move decimal 8 places nght, add zeros as needed.
A negative exponent tells you how many places the deci-
mal point should be shifted left.
Example: 1.6021 x 107'* equals

=)

f\
o
/
-000 000 000 000 000 000 16021
Move decimal 19 places left, add zeros as needed.

Le
ey
D
=
It’s easy to see why most folks prefer to handle very large

K
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4
a
and small numbers in Scientific Notation!

RAG
CATA
A few points on your calculator and scientific notation:
@ No matter how you enter a 5 digit mantissa the calcula-
tor will convert it to standard scientific form; with one

© oe
digit to the left of the decimal point, when any function

f\
a
or operation key is pressed.
@ Note that all calculations are handled to 11-digit

oo
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f
7

=
We
internal accuracy. Mantissas in the correct form can be

a
a
entered up to 8 digits, but only 5 of these (correctly

ED
<
rounded) will be displayed.
@ Numbers in scientific notation can be mixed with num-
ro
‘ge
Kae)

S
bers in standard form in any calculation.

aK IAT ISAK
PTA
Example: How many 0.5 meter footsteps are there from here
to the moon? (Moon-Earth distance is approximately
3.8 x 10* meters)
KasAx 1sANS iSik
Press Display/Comments
3.8 (ce 8 Le)
2

5 &) 7.6 08
760 million footsteps!
C/\3
Ai.
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f}
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Ik
 BASIC KEYS
[EE] and the
Exponential Shift
To help you learn a little more about how scientific nota-
tion works, you can explore with the [EE] key. Once you’ve
entered a number in scientific notation, and pressed [=] or
some other operation key, each push of the [EE key
decreases the exponent by 1, and moves the decimal point
one place to the nght. (This doesn’t change the value of
the number— just the way it looks.) In this way, you can
explore how the position of the decimal point is related
to the value of the exponent.
If you press [#v) [4] , just the reverse happens. The ex-
ponent goes up by one, and the decimal moves one place to the
left. (The inverse key— (*¥] — works with several keys on the
calculator, and will be discussed later on in this chapter.)

As an example, you might try exploring with the following

numbers:
The speed of light is 2.9979250 x 10* m/sec.
How many million meters per second is that?

Press Display/Comments
2.9979250 [ee] 8 [=] 2.9979 08
(Ee) 29.979 07
(Ee) 299.79 06
Since one million is 1 x
10®, the speed of light is
over 299 million meters per
second.
Try moving things the
other way with the [i]
(EEs] sequence:
29.979 07
aaa
Bee

2.9979 08
29979 09
[wev] (EE) .02997 10

With the [EE] and [#) keys, you can put the decimal just
about anywhere you'd want to in the mantissa. The exponent
automatically changes to keep the value of the displayed num-
wr a 1 14 ber the same.
Py
PS
 wANw

BASIC KEYS
— Inverse Function
or “Reciprocal” Key
The ('4&] key just takes the number in the display and divides
it nto 1. (By the way — the letter “x”, used m the 3 keys
on the top left of your calculator keyboard, just means “any
number that may be in the display.”) The [4] key can be
used at any time: it acts mmediately on whatever number is
in the display, and doesn’t affect other calculations in
progress.

Now — why have a whole key just for [“%] ? Well, this
operation is useful and important in a vanety of problem
solving situations:

Example:
You're trying to fill up a swimming pool and want to speed up
the process. You turn on a mam fill faucet that would fill
the pool by itselfim 10 hours, set up a garden hose that
would do it m 28 hours, and a fire hose that would take 6
hours on its own. How long does it take with all three
working?

Solution:
Doda
Time Total
T, * T. * T,
where T,, T., and T; are the times for the faucet, garden
hose and fire hose, respectively.

Press Display/Comments
10 [A&) C+; 28 [s)
6 (4) (=) [é&) 3.3070866 hours, or about3
hours, 18 mmutes.

Note that the [4] key “inverts” or flips over fractions;

and this process can be useful in evaluating expressions
you'll find in many situations — especially m basic science
(See Physics section).
 BASIC KEYS
[STO] |RCL| |SUM| |EXC} —
The Memory Keys
J ISJ Z } KD : Ly
RY SORT eT NRT

The memory in your calculator is a special place in the

machine to store numbers you may need to use in calculations
later on. It’s sort of a “calculator within a calculator”
since you can store numbers, or add to what’s in memory,
without affecting any other calculations you may have in
\)

progress. The will not clear out what’s in memory.

f
WW d V7

f}
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[sto] — The “Store” key, just “stores” the displayed number

in the memory, without removing it from the display. (Any
CTS ey

number previously stored in memory Is cleared out first.)

A\Ws
\

By pressing
eZ
-

Ly Ax)p

— (Recall key) any time after a number is stored

WN/ SY La WAT Z
yy, © <i)
SySs PF

in memory, the number reappears on the display and can be

‘4

used in operations and calculations. The number remains in the

KC

memory after you press the key, and can be recalled as

many times as you need it any time after that. The number will
remain in memory until you alter it with one of the memory -
keys, or until you turn the calculator off. (Turning the calculator
and completely clears everything!)

Here’s a quick example on the use of memory:

a=3 (44-16)
b = 144 — 9a, and you need to find b:

Press Display/Comments
3C2) 8 BOD LO 44 EE) 16 DI)
[=] [sto 10.5 The value for a,
store it.
144 (=) 9 GW) (=) 49.5 The value of b.
 a

Del
cy

Sw
PA
aD
lon
Another way of looking at memory is to consider that
is a key that has a number value you can decide. If you

Ss % CIS
AD
need some weird number a lot of times in different calcula-
tions, just key it into your calculator and press .
Every time you need it later on press , and there it is!

i)Si
Di
\
— Key allows you to algebraically add whatever's in

=)

f}
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Ki ym 7

Z =
Sa WY

DS
the display directly to what’s in the memory. (This doesn’t

x ad
é (
¥,
affect any calculation in progress.) This key comes in handy

MWS
AZ
when you want to keep a running total on something (say your

eee
grocery bill), while keeping the rest of the calculator clear
for other things (such as calculating best unit prices or
discounts.)

[Exc] — “Exchange” Key. This key “swaps” what’s stored in

os
memory with what’s in the display. (The display value gets
stored, while the stored number is recalled.) This key

Cy AKC
WM AY
doesn’t affect any calculation in progress (none of the

4
memory keys do), and can come in handy in a variety of aa
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 BASIC KEYS
[ x2] [vz ]|—Square
and Square Root Keys
The square key, Lz?) , just takes the number in the dis-
play and multiplies it by itself. (This key can be used
at any time — it doesn’t affect calculations in progress
and acts zmmediately on the number in the display.)

This process, squaring, is a very handy one in a whole

variety of situations in mathematics and in problems from
everyday life — so your calculator has a whole key just
for it.

One place squaring is handy is in calculating areas. For

Y,

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example, if you have a square field that is 5 kilometers on

a side, its area is 5 squared (5”) or 25 square kilometers.
eS
CW
2
f
0
o

Ki \\NSSh NC mC AK y

k—— 5 km ——> “
S \ Ve
(4)
VE.KTVA
ot
ge
=

Skm] (5km)? = 25km?

io Y,

o
J

ys
ye
N
TN WA)
OSG A (x)
ww

ae

This illustration also suggests the origin of the term

<)

oa

“square root” (x). Let’s say you have a square field

1/ Ms
Os

that covers 25 square kilometers (25 km?) area and need

to know how long it is on a side. Looking at the figure,
oe rsdD

you can see that the answer is 5 km. Well, the square
2°

root of 25 equals 5. You might say that the 5 km sides

oe
~)

of the field give rise to its 25 km? area, in much the

>Co
oy

same way a “root” gives rise to a plant. Notice that the

a2

wf” symbol means square root, so you write the phrase

at a Rs

“the square root of 25 is 5” simply: V25 = 5.

V7

o
. J Kyy?D VEN
ee

BS iG| we Sas
WY

1-18
2
Na
 5 (x)
{'
w
/

ad ae cS oe SS i OO [ae Slae DES OS CS ie es Ce oO

The square root key .@_ takes the square root of the number
in the display. It acts immediately on the number in the
display, and doesn’t affect calculations that may be in

[\
V
w
progress. The square root of any number (say x) is another
number (\x), that when multiplied by itself gives you back

<}

f'
a
the original number. (Got that?)

(x)
\/

4
“
Example: Evaluate:
(3 x 8)

t'
+6x3.1°
V2

(\
J
"
Press Display/Comments
(33008 DJ FE 2

a
a
if: (+) 6 OJ 3.1 Le?)

y;

f\
(=) 74.630563

In expressions like those above, again notice that the

a
[z?’ and .@. functions do not act to complete a calcu-

f'
/
lation that is not complete (such as 6 x 3.1) but only act
on the number in the display. An “Error” indication will
result if the.@. key is pressed with a negative number in
the display. Scuare roots of negative numbers are called

[}
“
V

o
“imaginary” numbers, and your calculator is not equipped
to handle these (see “Error” indications section).

y
\/

[\
)

x
/
“

{
£9
Uy

(x) a
ww

{'
J
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J

a)
a
is

Wy
S

ad
I
VP
 BASIC KEYS
and INV} | ¥* |—
Powers and Roots
A power (or “exponent” is a number that’s wnitten above and
to the right of another number (called the base).
—~ axe,
~y* ™/ power or exponent
base r >
y* just means:
Take the number y, and multiply it by itself x times — and
that’s just what the key does for you! This process
is quite often required in problem solving, and.can be a
tedious process prone to all sorts of errors. With the L¥*]
key helping you, however, much of the hassle is eliminated.

To use the [¥*] key just:

@ Enter the base (y)
@ Press [77]
@ Enter the power (x)
@ Press [=]
NSat
CAN
= ¥

nal
al

Example: You have a cubic bin that’s exactly 3.21413 meters

iyq Z
ee

“)
.

on a side. What’s its volume in m*?

J
J
ae aRP~~

Solution:
z J Ie Cw)
J
J

co

The volume of the bin

Oo
eo

is 3.21413".
XKweS
ww

ae o
=)

3.21413
.) ae se
J

(x)
7

Press Display/Comments
°NIN Sins

3.21413 Ly*) 3 (=) 33.203993 cubic meters

A VA

Important Note: Notice how the nght-most digit flashes

during the short time the calculator is “grinding out”
the result. Be sure the calculator has completely finished
an operation before pressing the next key!

a 1-20
 Pr
As

Using the key sequence ['8¥] [¥*%) gives you the “xth root of
I

aoe D> Ion

SANTA
y”, which is often written as Vy. The xth root of a num-

eT3 Ze
S
ber y, is another number (Vy), that when multiplied by itself

Se
x times, gives you back y. (Got that one?) Mathematically

ss
you would wnte: .

esA TA3)
(Wy)* = y.

~~
Y
This process of taking roots also crops up quite often in

) ap
various applications of mathematics, and it’s a downright

EDD
“bear” of a task in many situations! “On Keys” it’s easy and
accurate. To compute the xth root of y:

Cy SS
@ Enter the base (y)
@ Press [inv] Ly*]

JO
RDP
@ Enter the root (x)
@ Press [=]

sy Ne X/i IS ANS
Vy

4
Example: Compute Lp
~"V'1460

KR DA
(This would be tough, without your calculator) mW

f'
a
7
aw
Press Display/Comments

Cy
aACS
ES<
1460 Uv) [y=] 3.12 =) 10.332744

,
o

<> SE SEASIEDS
Additional important notes on and [wv] [y*] :
These two functions are the only special functions that do
not act on the displayed value immediately. The second
number (x value) must be entered in each case, before the
function can be completed. The [=] key or any arithmetic
RY
—
J

function key completes the calculation. (Closing a paren-

He
ne)
U

ANS ew)
—~
ad
—

thesis that contains either of these functions will complete

MY

the operation also.)

aD
I A)

There is a restriction on these functions — the variable y

Sd
S

c
WZ

iS

must ot be negative (this has to do with the way the calcula-

¥

tor goes about computing the functions.) If you try either of

ITNT Bi R Roooor

these with a negative number — you'll get an “Error” indica-

OSES

tion. (Trying to calculate a “zeroth” root also gives you an

error!)
ANS S)%, DLSEK N¥ AT
2 A
a

1-21
2 (x)
J
7
 BASIC KEYS
[ « ]— Calculations
with a Constant
Here’s a real labor-saving feature — one that can increase
accuracy and reduce tedium when you've got to do a whole
load of repetitive calculations. With the L«_) key you
can store a number and an operation sequence, and then
these can be used by the calculator to operate on any
displayed number. This type of feature is really handy if
you have to “mark down” all the items m a store, or multi-
ply all the ingredients m a recipe by 3, or in any repeti-
tive situation!

To use the («] feature:

@ Enter the repetitive number, m.
@ Enter the desired operation.
@ Press (x).

From then on in, all you do is enter the string of numbers

you want to operate on, and press [=] after each entry to
complete each calculation. The table below summanizes how
the (4) feature will work m each case:
m Ce) adds m to each subsequent entry, when [=]
is pressed.
m (=) («] subtracts m from each subsequent entry.
m Od («) multiplies each subsequent entry by m.
m [=] (J divides each subsequent entry by m.
m [¥*] Ce) raises each subsequent entry to the m power.
m [ww] [y*} [x] takes the m'" root of each subsequent entry.

Example: Multiply the numbers 81, 67, 21, 32 by .69174385.

Press Display/Comments
.69174385 DQ Od Enter the repetitive number m
and the operation ( Gc] ), then
press Lx] .
81 (=) 56.031252
67 =) 46.346838
21 (=) 14.526621
32 [=] 22.135803

Note: Clearing the calculator or entering any of the arith-

metic functions clears the L*] constant feature.
par 1-22
BASIC KEYS
[ a ] —“Pi” Key
The L#)} key, when pressed, displays the first 8 digits of the

oi) NOS)
quantity “zr”. (That’s the Greek letter Pi, pronounced

AR
Ps
en S
“pie”.) The number you'll see in the display is 3. 1415927. w
The quantity is actually entered into your calculator cor-

INC
rect to 11 digits, but the value is rounded to 8 digits for

o
ONO
S
display.

Ba
Piis a very special number that represents a relationship

Y RIA RN
€ ais NOR WO
that is found in all circles. The Greeks were the first to
discover this relationship.

The Greeks probably studied thousands of circles before they

!
determined the following fact: In any circle if you take the
distance around tts edge (called the circumference), and di-

AY PN
37
vide that by the distance across 1ts middle (the diameter),
the result is always the same number. That number is 7, or SY
about 3. 1415927.

?Y
mK

= 7, C= 7d
ul

a is found in almost any problem or calculation involving

circles, and since circles are pretty common things, a whole
key on your calculator is devoted to remembering 7 for you.
The L#) key displays 7 immediately, does not affect calcu-
lations in progress, and can be used at any time in
tei€ Ma C3 RE Ms

a calculation.
t)
om)
WV

1-23
Cw)

arr.
 BASIC KEYS
— Percent Key

Taxes, discounts, inflation, etc. all involve percentages—

the number of “cents per dollar” or parts per hundred. The
key on your calculator is a genuine labor-saving device
that handles more than it appears to at first glance.

When the key is pressed, the number in the display is

immediately converted to a decimal percent (multiplied by
0.01). If you enter 43.9 and press , 0.439 appears
in the display.

The real power of the key is turned on when

it’s used in combination with an operation key, which allows a
wide variety of percentage problems to be tackled. The
following key sequences, each operating on the displayed num-
ber, will handle the most common problems involving percentage.

n [=] adds n% to the number displayed.

Example: What will the cost of a new $75 jacket be with a

6.5% sales tax?
Press Display/Comments
75 6.5 4.875 Note: At this point
6.5 per cent of 75 is computed
and displayed. Pressing [=]
adds this amount to 75 and
completes the calculation.
[=] 79.875
(You'd pay $79.88).
ONY

5 icsAN
Di ‘
iN 7)'\
ee

aa
A
ZT Si
LP

eee R 1-24
 Ih Abo) Ly, CRS ne
VA Pe
“s/s p yj

Ly KC
ar

|
[<]n (=) subtracts n% from the number displayed.

VAY
)
Example: You want to buy a stereo headset for $35; and a

DA(43
sale sign states 38% off. What’s the actual price?

V
Press Display/Comments

1)
¥,

Wi
35 C=] 38 13.3. At this point, 38%

A
o
UN,
of 35 is computed and

ay
displayed.

4
can ci a
Pressing [=] subtracts it
from 35 and completes the

MUAY
calculation.

ee
\/

f
o
(=) 21.7 ‘(You'd get the phones

NOK
TTESES o, AP
for $21.70)

me a
wee
Dd n (=) multiplies the number in the display by n%.

%
\/

f\
°
o
LP
This sequence is for straight percentage calculations:

a
What’s 31.258% of $270.00?

VAY WSADVADY
iy Oe ye
Press Display/Comments
,RIA

270 (x) 31.258 (=) ~ 84.3966

(+) n [=] divides the displayed number by n%.
A
9

oO(2

This key sequence helps to solve those “inverted” percentage

VJ
1

problems.
eo

Example: 25 is 15% of what number?

f}
V
DBNS VAY
AC

Press Display/Comments
i)
U
4

25 (=) 15 [=] 166.66667

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2
f\
7

o
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Le Ko
=)

f\
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ant
IN \J)SIN Hi

1-25
 BASIC KEYS

— Angular
Measure Key
Angles are measurements that describe how 2 lines or sur-
K P VAAL

faces meet each other. As discussed later on in the tng-

<i 3 OSI

onometry section, angles are an important part of your

life — and if you look around you you'll see angles every-
where.
oO
oO

SoA
ANS
y
<p
DB\3 KR a
2
0
VA —sit
Ly a)
A

“Acute” Angles Right Angle ‘“Obtuse” Angles

ao
4
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A most common angle is the right angle (the angle at which

i)

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walls meet floors), shown above. Angles smaller than right

angles are called “acute”, larger angles are called “obtuse.”

There are 3 common sets of mathematical units you can use to

ww

f'
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specify angular measure, and they’re all related to how they

divide up a circle as follows:
The degree: 1° = 1/360 ofacircle
NAN'sKi xe

The radian: lrad= 1 of a circle

KZ ISAS

21

The grad: 1 grad = in of a circle

oy
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7

a
°

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90° = right angle 5 radians = right angle 100 grads = right angle

180° 0°, 360° 7 0,27 200 0, 4

270° 37 300
2

1°= == of a circle 1 radian = L of circle 1 grad = 1 of circle

360 2a 400

Degrees Radians Grads

ue 1-26
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Your calculator can handle all three of these units and the

ORO
PRG key specifies which units the calculator assumes will
be entered into its display. The key works with the Tng

A\! VA CNS
functions ( {sin} {cos} [tan] ) described in the next section, and

CT S AS
can be used with them to convert between systems of angu-

Dy
lar units.

2G

in
SH
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The key is actually a 3-position switch that works as

SIS Ln y OM IAS ) C/ DS
RiGey NT P
-,
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follows:

on

mA.
AS ae
When your calculator is turned on, it is automatically

Oe
in the degree mode.

;
Is
Pressing once puts the calculator in radian mode:

CAVA? A p J
an apostrophe (’) at the left of the calculator display
indicates this.
Pressing PRG once again puts the calculator in grad
mode: a set of quotation marks (") at the left of the

A
9

a
7
display indicates this mode.
(If you don’t see an apostrophe or quotation marks at the
left of the display — you’re in degree mode.) iS ime co AS Ko Ro
J ¥

A}

Note that the has absolutely no effect on any calcula-

WAT A)

tions except those involving the [sin] ‘cos: and keys.

It does, however, have a profound effect on these — so be
sure is set correctly when solving Trig problems!
J
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AY \
A
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WA
RAGORS
RPA
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1-27 ¢ » 4
a
 BASIC KEYS
[sin ||cos}|tan} — Trig
Function Keys
Triangles! There are whole courses of study devoted to
7N
NSA AN NSSHA

7 them — and three whole keys on your calculator (4 if you

V/s By o FS

count the key) dedicated to functions that describe

them. (There’s also a whole section of this book devoted
to them—see Latching onto Tngonometry, Chapter 6.)
9

Why? Well, triangles are very common shapes — found in

a variety of natural situations, they’re ideal for cer-
tain construction and architectural applications, part of
inclined planes and roadbeds, etc. In addition, the re-
lationships between the sides and angles of the nght
triangle (that’s a triangle with one right angle), are seen
to crop up again and again in nature. The three “trigonome-
tric functions”, called the sine, cosine, and tangent, are
an important part of the way scientists describe electrical
and wave phenomena, as well as many kinds of periodic motion
of mechanical systems.
The relationships are related to the right triangle as
shown below: Hypotenuse a
37 Opposite side
8 Adjacent side
The angle we'll focus on is 9, and notice the side of the
triangle opposite to 9 is labelled “Opposite”, while the
side next to O is labelled “Adjacent”. The side opposite
to the right angle is called the Hypotenuse. The three
trigonometric functions are defined as follows:
Length of Opposite Side _O
SIN @ = Length of Hypotenuse ~ +H
_ Length of Adjacent Side _ A
COS © = Length of Hypotenuse §_H
TAN © = Length of Opposite Side _ O
Length of Adjacent Side A

The [sia] and [tan] keys each assume that there is an

angle in the display, 12 units specified by the setting of
the key. When any of these 3 keys are pressed, the ap-
propriate function (sine, cosine, or tangent) of the dis-
played angle is computed and displayed immediately. These
3 keys do not affect calculations in progress, and can be
used at any time.
 (i

SS
iC iC
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AN ORY
ee
Example: Compute the sine, cosine, and tangent of 90 degrees

WARS
and 90 grads.

eB
iS
AIP
Press Display/Comments

I
KC i ‘yhod is af'Od
beRA
This makes certain the cal-

7
'
culator is in degree mode.
90 [sin] 1.

AY e)
90 0.
90 Error. (The tangent of

aye

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90° is undefined.)

eC
Clears “Error” condition.

AS
si
DRG prG " 0. Converts to grads

i f
TONY
mode.
90 [sin] ".98768834
90 cos! ",15643447

US.
Rise
90 [tan "6.3137515

f’
> dyTESANS
The “ARC” trigonometric functions — ARCSINE,

=)
VP
ARCCOSINE and ARCTANGENT,

\Z
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are the trigonometric functions in “reverse.” The term Arc-

iN
KX wD VAY OK Y
sine (often wnitten sin~') means “The Angle whose SINE is.”

wy ay) J S AS CIES
Y
You calculate arcsines, arccosines, and arctangents using the
inv) key, with the [sin] jcos) and keys on your calcula-
tor. The result of an “arc” calculation is an angle, that
will be in the units specified by the setting of the key.
[wv] [sin] — Calculates the smallest angle whose sine is in the
Cz)

A
i
7

display (first or fourth quadrant).

VAY

[inv] — Calculates the smallest angle whose cosine is

Py

in the display (first or second quadrant).

AC

[wv] — Calculates the smallest angle whose tangent is

in the display (first or fourth quadrant). (For more in-
KS

formation on these key sequences — see Chapter 6.)

\db \y)a / SJ)
KR DPA vBs K! Px

Examples: Calculate the arcsin of .514

arccos of 1.4
7

and arctan of 15, all in degrees.

Press Display/Comments
MASSAS

This makes sure you're in degree

mode.
WA we RP 7

.514 L[inv) [sin] 30.930637 degrees

mG Ay

1.4 [tev] Error. Note: The argument of

the sine or cosine is always be-
tween plus and minus 1.
15 [wv] 86.185925 degrees.
 BASIC KEYS

[!og} |Inx| —
Logarithm Keys
as
PD

Logarithms, or “Logs” as they are commonly called, were

oy

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a
0

originally worked up by mathematicians to make computa-

TAY ai AD
UIRSy KS

tions easier (much as calculators have been devised to-

day). Logarithmic functions have gone on to be involved
in man’s mathematical descriptions of many natural phe-
nomena. They are found to be helpful describing many nat-
“)

ural effects — so you'll be seeing them in a variety

Dy.
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of situations.
YES
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f\
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Logarithms are related to exponential functions, and work

an £2 E>

like this: If you pick a number called a base (b) then any
a
~

isk

other number, (say x) can be expressed as b raised to

some power (y).
oo
\/
w
AX

x = b*
e
2
7

ay

The logarithm is the inverse of this exponential function,

SERIS
W

and may be written:

aCZ WAIS/

y = log, x.
which Is stated: “y equals log to the base b of x.”
Ki BX

Now why all of this? Logs are very useful (your calcula-
V7

NS

tor even uses them internally) in handling complex prob-

Sy X %

lems, because using logs allows multiplication, division, and

A) DP

exponentiation (raising to a power) to be replaced by the

@

simpler operations of addition, subtraction and multipli-

S J SX yy AIA aS
eC RZ y AD Ay, %AD,

cation. The rules for math with logs are as follows;

logy (xy) = log, (x) + log,(y)
o
U

log, (x/y) = log,x — log, (y)

log, (x") = n log, x
oA

To do math with logs (before your calculator came along)

you would first look up logarithms of the numbers
Oe)
0

NC LS ans): oO

x and y (in bulky tables), perform the operations you need,

KR Won
x

longhand, according to the rules above, then take the

D>

antilogarithm (using tables again) of your results to get

your final answers.
There are two common bases used for logarithms, and hence
your calculator’s two log keys. Logarithms to the base 10
are convenient for use in calculating, and are called the com-
mon logarithms. The key on your calculator immediately
displays the common logarithm (base 10) of the number in
the display.
The other common base for logarithms is a special number
called “e”, whose value is 2.7182818 .... Logs with this

V7

f'
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base are called the natural logarithms, and occur in many

SSS
formulas in higher mathematics. (Natural logs are often
abbreviated “In x”.)The [x] key on your calculator im-

J
_

o
‘4
mediately displays the natural logarithm (base e) of the
number in the display.

Note: When calculating logarithms with either the or

(ye)
J

f'
(inz] keys, the number in the display must be positive,
or an “Error” indication will result.

The [Nv] key works with the and {inx] keys to calculate

A
a
antilogarithms:

VARNA
XA
The common antilogarithm (10 to the x power) sequence
LInv) calculates the common antilogarithm of the
displayed value. This sequence raises 10 to the displayed
power.

oe
The natural antilogarithm (e to the x power) sequence

a“
t\
}
[inv] {Inz] calculates the natural antilogarithm of the
number in the display. This sequence raises the number
e to the displayed power.

(ye)
f)
v
Examples:

Kok
Calculate: log 15.32
In 203.451
e693
CSS
RD CAINS

107
f\
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0

Press Display/Comments
15.32 [1g] 1.1852588
Ox)

203.451 [inx] §.3154252

.693 [Inv] [Inz] 0.5000736
=)
0

o
f\

La) [inv] 1385.4557

ISAS
(x)
U
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= <n
ry
o J

t\
3
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 BASIC KEYS
[Inv] — Inverse
Key Summary
The inverse key has been described throughout this chap-
ter, in each situation where it works in a sequence with
other keys. Here is a summary of where it works and what
it does.
[wv] [€€+) adds one to the exponent and moves the decimal
one place to the left.

[inv] [¥*) takes the x'" root of the displayed value y.

Order of entry is y [wv] [¥*] x. y cannot be negative,
but both x and y can be fractional.

[inv] [sin] Arcsine (sin~') Sequence — Calculates the smallest

angle whose sine is in the display (first or fourth quadrant).

[inv] {cos} Arccosine (cos~') Sequence — Calculates the smallest

angle whose cosine is in the display (first or second
quadrant).

[inv] Arctangent (tan~') Sequence — Calculates the small-

est angle whose tangent is in the display (first or fourth
quadrant).

LINV] Common Antilogarithm (10 to the x power) Sequence —

Calculates the common antilogarithm of the displayed value
(raises 10 to the displayed power).

Linv) [inx] Natural Antilogarithm (e to the x power) Sequence —

Calculates the natural antilogarithm of the number in the
display (raises e to the displayed power).
f
AAV
CS
Ky iX
 BASIC KEYS , . ;

“Error” Indications

If there’s an “Error” indication in your calculator’s dis-

play, you probably asked it to try to do something it

Ng
couldn’t do. (It tnes to do everything you ask it to;

ey
when it can’t, it signals for help with the Error Signal.)

Y
When this occurs, any entry from the keyboard is not

Pw
accepted until or is pressed. This clears the

f}
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error condition and all pending operations. Then, you

fx)
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have to begin the problem from scratch — starting nght

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at the top. You'll get an error message for the
following reasons:
1. Number entry or calculation result (including summa-

ww

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GS S WIS(| <i i A ZN <A aNé
tion into memory) outside the range of the calculator,

q Pp ioe) AY Wy ie K
+1.0 x 10-” to +9.9999 x 10% (underflow or overflow).
Dividing a number by zero.

Pr
A
o
mewn

The mantissa is zero and , Gex] or is pressed.

The mantissa is negative and , , LY*) , [nx]

°
—_ Ai
or [txv) [y*) is pressed. -
5. Inverse of sine or cosine (arcsine, arccosine) when the
oo
1)
y,

mantissa is greater than 1. Win)

6. Tangent of 90°, 270°, 7/2, 37r/2, 100 grads, 300 grads

em

or their rotation multiples like 450°, etc.

f'
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—

7. Having more than 15 open levels of parentheses with each

iS
pending operation or more than four pending operations.
=)

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<P
CVA
WANs
oO
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fy
oi
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=)
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KEYING UP CONVERSIONS

Introduction

Lee
Everything that’s measured or measurable needs some sort of
unit to be measured in. Folks need to know how far, how long,
how fast, and how much — in terms they'll recognize and
agree on. Up until quite recently folks in the U.S. were
using the “English” system of units, where distances were
measured in feet (or miles), forces were measured in pounds,
and gasoline was bought by the gallon. Now the metric system
is being adopted, in which lengths are in meters, mass is in
kilograms, and gas is bought by the liter. For awhile, having
to convert between these two systems of units will be a common
situation.

Changing units from the English system to the metric system

will be very easy with this book and your calculator. All you
do is press the correct keys.

DS
ey—_
 KEYING UP CONVERSIONS
Use of
Alphabetical Table
An alphabetical table of units is contained in Appendix 1.
This table contains many uncommon as well as common units.
Most units in this list are related to several other units
(both metric and English).

An example: Find the number of square meters in 0.5 acres.

Procedure: You know the number of acres so look up acres in
the alphabetical table. Note that this table shows how to
convert acres to square feet, square yards, and square miles,
as well as square meters. From the table, acres [Xx] 4047 [=]
square meters.

Press Display/Comments
0.5 Ox) 4047 [=] 2023.5
There are 2023.5 square
meters in 0.5 acres.

You may want to make up a few problems of your own and use this
table until you feel comfortable with it.
KEYING UP CONVERSIONS

Common
Conversions
The following two tables will allow conversions of commonly
used units. The first table gives conversions from English
to metric units. For example, the first listing states:
inches LX] 2.540 [=] centimeters. This would allow you to
quickly handle a conversion such.as: “How many centimeters are
contained in 8 inches?”
Press Display/Comments
8 1) 2.540 &) 20.32 # That’sall there
is to it! There are
20.32 centimeters in 8
inches.

Another example: “How many yards long is a 100 meter football

field?” Look at the metric to English conversion table since
the number of meters is given. Also, note that the meter is
a unit of length, so look in the length section. You should
find meters LX) 1.0936 [=] yards.

Press Display/Comments
100 D<) 1.0936 [=] 109.36 Inother words,
a 100-meter football field
will be 109.36 yards in
length.

The metric unit for temperature is degrees Celsius. Although

conversions involving temperature are not as simple as length
conversions, they can be done easily with your calculator.

Note that (°F) means degrees Fahrenheit and (°C) means degrees
Celsius. If body temperature is 98.6°F, how many °C is it?
Look at the table under temperature conversions (English to
metric. ) You should see Fahrenheit (°F) C=] 32 C=] Gx] 5
(+] 9 [=] Celsius (°C).

Press Display/Comments
98.6 [=] 32 (=) DA 5E)9CE 37. Body temperature
is 37° Celsius.
 —~

KEYING UP CONVERSIONS
.

worst
English to
OS
Metric Table
CJ

Length
O
C3 inches [xX] 2.540 [=] centimeters
feet [x] 30.48 (=) centimeters
J
C) yards Gc 91.44 [=] centimeters
yards DJ 0.9144 [=] meters
/
a
miles Lx} 1.609 [=] kilometers

SK@,
Area
C)
square inches Lx] 6.452 L=) square centimeters
square inches 0) 645.2 [=] square millimeters
L=] square centimeters
i,
) square feet Dx] 929.0
square yards Lx] 0.8361 (=) square meters
Y
C) acres [x] 4047 [=] square meters
square mile Cx] 2.590 (=) square kilometer
ww,

Volume (U.S.)
()

eo
pints [xX] 0.4732 (=J liters
*
quarts Ox) 0.9464 [=J liters
@,
gallons Lx] 3785 [=] cubic centimeters
()
gallons LX] 3.785 (=) liters
DKA
cubic inches DJ 16.39 (=) cubic centimeters
C3

Weight
DK_/
*
pounds Lx] 4.448 [=] newtons
pounds LX] 0.4536 [=] kilogram force
DKwe, tons (short) Lx] 907.2 [=] kilogram force
a

tons (short) LX] 0.9072 [=] tons (metric)

we,
C)
Power
horsepower Lx} 0.7457 =) kilowatts
eo,

Energy
British thermal units LX] 1055 [=] joules
Bnitish thermal units Lx] 2.930 x 1074 [=] kilowatt-hours

Angle Measures
degrees Cx) 0.01745 [=] radians
degrees O00 1.111 [=] grads

Temperature
Fahrenheit (°F) (=) 32)
DSK
O

2-4
Ix]5 (39 [=] Celsius (°C)
 KEYING UP CONVERSIONS Pat yh ©
Metric to oan
e i a)

English Table | |
Length
centimeters Lx] 0.3937 (=) inches 0
centimeters (0) 0.0328 (=) feet
centimeters [x] 0.0109 [=] yards ©
meters Lx] 1.0936 C=) yards
kilometers (3) 0.6215 [=] miles é
Area
square centimeters LX) 0.1550 [=] square inches °
square millimeters 0x 0.00153 [=] square inches
square centimeters [XJ 0.001076 (=) square feet “
square meters Lx] 1.1960 [=] square yards
square meters LXJ2.471x10-* (=Jacres 5
square kilometers Lx] 0.3861 [=] square miles

Volume (U.S.)
liters LX] 2.1133 (=I pints A
liters (J 1.0567 (=) quarts y
cubic centimeters (J 2.642 x10-4 [=] gallons
liters LX] 0.2642 (=) gallons y
cubic centimeters J 0.0610 [=] cubic inches

Weight
newtons LJ 0.2248 [=] pounds é
kilogram force Lx) 2.2046 [=] pounds
kilogram force 10 0.00110 [=] tons (short) A
tons (metric) Gq 1.1023 [=] tons (short)
Power 5

bs
kilowatts [x] 1.3410 (=) horsepower

joules [X] 9.478 x 10-4 =] Bnitish thermal units 74

kilowatt hours (30) 3413.1 (=) British thermal units SK
FIX
Angle measures x
radians 0c) 57.30 (=) degrees
grads (J 0.900 [=] degrees %

Temperature DK
Celsius (°C) 1x) 9 C=) 5 32 (=) Fahrenheit CP),
5K
; Y é
 KEYING UP CONVERSIONS

Making
a Factor
This method of making conversions is helpful when complex
A units are being handled, since it allows many steps to be
systematically recorded. This method is based on what happens
A to a quantity multiplied by one. Does the quantity change in
dK value? No, but it may be converted to another system of units.
dC For instance, to change 1 foot to inches you would multiply
12inches\_,,.
SK by 12. This can be thought of as 1 foot ee
x ( = 12 inches.

Thus (Bases) is a conversion factor for feet to inches.

A conversion factor ts a quantity which ts equal to

one and relates two units.

1 meter
Most people agree that ( is equal to one. Also it is
1 meter
true that 1 meter represents 3.281 feet, so whenever you see
1 meter you may replace it by an equivalent 3.281 feet. For
instance, the quantity ( 1 meter
meet) is the same as ( 1 meter which
1 meter 3.281 feet
. 3.281 feet 1 meter
) The quantity ( ) can be used
is the same as ( 1 meter 3.281 feet
3.281 feet
to change feet to meters, and ( I meter can be used to change
meters to feet. For instance, “How many meters are contained
in 50 feet?”

The conversion factor needs to “cancel”

feet so the form to be used is
lmeter \ _ ; :
50 feet x (soRttet) = You may complete this conversion
with your calculator.

Press Display/Comments
50 (XJ 3.281 (vx) C=) 15.239256 There are
about 15.2 meters in
50 feet.
KEYING UP CONVERSIONS
Data for
Making a Factor
When you're making conversions using conversion factors you
need only a few basic facts. The following list will enable you to
perform many conversions including those you'll find necessary in 5
the study of chemistry and physics. Using these facts, and your
calculator, could save you the trouble of hunting through a long
list of conversions.
Distance, Area, and Volume
Conversions

1 m = 3.2808399 ft
1 m= 1.0936133 yd
1 km = 0.62137119 mi Miscellaneous Conversions
1 cm = 0.39370079 in.
1 mi = 5280 ft
1 mi = 0.86897624 naut. mi
Mass and Weight Conversions 1 mi/h = 0.86897624 knots
- 1 hp-h = 1.98 x 10° ft-Ib
1 kg = 2.2046226 Ib 1 joule = 2.777 x 10-7 kw-h
ig= Ry saeaee onearth) in. of Hg = 3.342 x 102 atm
(approximate onearth) _! Ib/in.* = 6.804 x 10°* atm
1N =0.224 lb 1 ft-lb = 1.285 x 10-3 Btu
1 gal = 231.0 cu.in.
1 kg = 0.0685 slugs
1 hp = 550 ft-lb/s
1 metric ton = 1.1023113
short tons
1 fl.oz = 0.125 cups
1 cup = 16 tbs
Power and Efficiency Conversions 1 ths = 3 tsp
1 lb = 16 oz
1 kw = 1.341003 hp 1 gal = 4 qt
1 kw hr = 2.656 x 10® ft-lb 1 qt =2 pints
1 Joule = 9.480 x 10-4 Btu 1 pint = 2 cups
1 erg = 7.3756103 x 10-8 ft-lb 1 cord = 128 ft?
1 m/s = 2.2369363 mi/h 1 radian = 57.2958°
1° = 1.1111 grads
1m? = 104 cm?
1 km/h = 0.62137119 mi/h 1 Angstrom = 10-'°m
1 km/i = 2.3521458 mi/gal
1 cal-gram = 3.96832 x 10-3 Btu
1 Pascal (N-m?) = 1.45136 x 10~4 Ib/in.?
c=2 (°F
— 32) and F=2°C + 32
 KEYING UP CONVERSIONS

Metric Factors
and Examples
Now for a more complex example: Let’s say you have to convert
0.2 meters per second to miles per hour. Use the information
1 meter = 3.281 feet, 5280 feet = 1 mile, 60 seconds = 1 minute,
and 60 minutes = 1 hour.
Start by writing the data in the units you’re given, and then
multiply by the necessary conversion factors until you get the
units you want.
meters _ 3.281 feet 1 mile 60 seconds _ 60 minutes
second lmeter 5280 feet 1 minute 1 hour
mile(s)
The remaining units are hour 2° desired. You may complete
this conversion with your calculator.
Press Display/Comments
0.2 OC 3.281 Gd) 5280
Gc 60 Dd) 60 [=] 0.44740909 so 0.2
meters/second is about
0.45 miles/hour

If you will be converting meters

——— to miles
—— quite often you
second hour
might want to design a conversion factor. All that is
necessary is to multiply the conversion factors without the
given data.

Press Display/Comments
3.281 DC) 5280
bq) 60 Od 60 C=) 2.2370455 —— Probably you
nil will need accuracy to only 2.
meters es
SO cond
~ (x) 2.237 EJ hour’
RRS

Conversions within the Metric System

Conversions within the metric system are easily handled
since the names of the units carry descriptive prefixes. For
example, kilo means 1000 so a kilometer is 1000 meters or
1 kilometer = 1000 meters. The resulting conversion factors are
 IEDR DRADER DR DAD RADDA DADC DAD PP PSPSPS
(sooo ees) (Thomas Looking at another example,
1000 meters 1 kilometer
Centi means 0.01, so a centimeter is 0.01 meter.
The resulting conversion factors are ([eeeeter
ee)
0.01 meter
d ( 0.01 meter )
1 centimeter/’

Metric System Prefixes

Prefix Numerical Meaning Example Symbol
Tera 10!” Terameter Tm
Mega 106 Megaliters Ml
kilo 10° kilograms kg
hecto 10? hectoliter hl
deka 10 dekagram dag
meter m
deci 107! deciliter dl
centi 10°? centimeter cm
milli 10-3 milliliter ml
micro 10-6 microgram pg
nano 10-9 nanometer 5
pico 10°” picometer pm

Example: How many cubic millimeters are there in 2 cubic meters?

A millimeter is 10-7 meters, or 1 millimeter = 10-* meters.
so the conversion factor to change meters to millimeters is
(eee) Now to convert cubic meters the conversion factor
10~* meters
must be: cubed. Remember (=)
a\" =_(@)\(a\(a)_ a
(E)(=)(e) = po

an: 5 _ ,
The conversion factor cubed is (Fates) _ _1 millimeter
10-* meters/ = (10-*)* meters?
Multiply the 2 cubic meters in the problem by the conversion
factor. (Remember 10-* = 1 x 107°.)

9 meters? x —_Millimeter* _
(10-*)* meters?

Press Display/Comments
2) 1 (ke) 364 OD 3E) 2. 09 # There are
2 billion mm? in 2m*.
a©
 en
\o DRS NL Re
Fada} on {cB ) C qo Be, fa; s J be, ) “aS Br MS Sa aaCe GENS oqRee
 KEYS TO HOME MANAGEMENT
Introduction

Your calculator can be a powerful tool to keep handy for

many everyday activities. Calculating best buys, check-
ing on sales tax, keepmg the checkbook balanced, or
planning home projects are all made easier and more ac-
curate “on keys”. We’ve tned to include examplesm
this chapter that cover a wide spectrum of “round the
house” situations, as well as those calculations you come
up against
in stores, auto service stations, banks, hard-
ware and building supply houses, etc. Why leave it to
the salesclerk (or to chance) when you can check and be
sure?
=)
 KEYS TO HOME MANAGEMENT
Balancing
Your Checkbook
Each month when the bank sends you a statement of your account,
sit down and take a few minutes to balance your checkbook.
What you’re really doing is just rnaking sure that you and
your bank agree about just how much of your money they have.
With your calculator, you'll get a fast and accurate picture.

When the bank’s statement arrives, it will have a list of de-

posits, withdrawals, and miscellaneous charges or credits.
Check these against your record. When you have done this,
there will probably be some checks which have not yet been
paid by the bank (checks outstanding); some deposits may not
yet be accounted for (deposits in transit), and there may be
some service charges that you have not yet deducted from your
checkbook balance (bank debit memos). To balance your check-
book: (Statement Balance Deposits in Transit [=] Checks Out-
standing) [=] (Checkbook Balance [=] Debit Memos).

Use this information to reconcile this account:

Balance in checkbook record = $209.15
Balance shown on statement = $940.96-
Checks outstanding = #119 (76.83), #131 (122.87), #132
(219.50), #133 (397.31), #134 (231.00), #135 (138.25).
Debit memo = $3.95 Deposits in transit = $450.00

Press Display/Comments
209.15 [=] 3.95 [=] 205.2 ~—«‘ First, enter any
debit memos into your check-
book record and subtract
from your balance to get
your New Checkbook Balance:
$205. 20. (The tally on the
rest of your account should
agree with this.)
 72)

Add your statement balance XY

to your deposits in transit U
and store: »
940.96 450.00 C=] [sto 1390.96 vc
Next, add up all your checks a
76.83 122.87 219.50 outstanding: |
397.31 C4) 231.00 C4) 138.25 (=) 1185.76 Vr
Subtract this from memory 4
(make it negative and press
). Ve
[Ret 205.2 This agrees with
your new checkbook balance — y
your account is O. K. Vy
Try it on your own checkbook. Common errors might be made re-
. . . . \
cording a check or deposit amount incorrectly, totalling wrong, Wc
or forgetting to record a check or deposit. ~
Here’s a trick to help find mistakes — if your checkbook bal-
ance and statement balance differ by an amount that is even- PD
ly divisible by 9, chances are that your error is one of x
transposing two numbers (i.e., recording 54 instead of 45, ‘
or 329 instead of 239). a
 KEYS TO HOME MANAGEMENT
Payday

The type of work you do usually determines how your salary

is calculated. Check on it with your calculator!
Example:
Find your gross weekly wages for the following situations.
a) You work at a bakery for $2.75 an hour. You work 4-1/2
hours per day Monday through Friday. Saturday you work
8 hours regular plus 3 hours overtime at 1-1/2 times
the straight time rate.
Total pay = (Hourly pay x hours worked) + (overtime hours x
overtime rate x hourly pay)
Press Display/Comments
2.75 DO LO Hourly pay
4.5 1x) 5 8D) 30.5 _ hours regular time
[=] [sto 83.875 Regular time pay
3 BOO 1.5 BO 2.75
[=] 96.25 Total pay for the week.
b) You work on a potato farm. You are paid 55¢ per box of
potatoes. You pick boxes of potatoes for the week as
follows:
Monday: 54 Thursday: 49
Tuesday: 63 Friday: 58
Wednesday: 56 Saturday: 52
Equation: Total boxes x amount per box = wages
Press Display/Comments
54 63 56
49 58 [4+] 52 (=) 332. boxes
O90 .55 (=) 182.6 (wages)

c) You work ona base salary of $800.00 per month plus com-
mission of 4.25% on all sales over $900.00. Your sales
for the month are $1,328.57.
Equation: Base salary + (sales — 900) x commission rate =
Total pay.
Press Display/Comments
800 Base salary
CO) 1328.57 [) 900 0) 428.57 (Sales over $900)
0) 4.25 (=) 818.21 Total pay
KEYS TO HOME MANAGEMENT
Keys to Good Cooking
— Recipe Conversions
Often you may have a recipe for something good, but find that
you need more or less of the final product than it specifies.
Your calculator makes recipe conversions quick, accurate and
easy.

For example:
In arecipe, you need (among other things) 2-1/3 cups of
flour, 1-1/4 cups of sugar, 4 tablespoons of chocolate, and
3/4 cup of water. You want to make 1/3 of this recipe.
Original recipe ingredient quantity C=] 3 [=]
New (1/3) ingredient quantity
(Remember that dividing by 3 is the same as mul-
tiplying by 1/3).
Press Display/Comments
1) 3 E&I .33333333 First, store
1/3 in memory.
2 3 [=] 2.3333333 Enter the
amount of flour, and mul-
tiply by to get new
amount:
bq [=] -77777778 cups of flour
1 4 [vx] (=) 1.25
od (=) .41666667 cups of sugar
4 (x) [=] 1.3333333 tbs. of chocolate
3 146d (=) .25 cups of water

So, you would need 3/4 cup (plus a little more) flour,
about halfway between 1/3 and 1/2 cup of sugar, 1-1/3
tablespoons (1 tbs + 1 tsp) of chocolate, and 1/4 cup of
water.
 KEYS TO HOME MANAGEMENT
Diet Planning
— On Keys
Diets often mvolve careful planning, which your calcula-
PR

tor can make easier and more accurate (especially if

WY

metric units are involved.) Here’s an example:

a Def

Your ideal weight is 60.7 kg (about 134 Ib). You weigh 70

Sq

kg (about 154 Ib). Since you're an active person, you re- |

Sey

quire about 44 calories of food energy per day for every :

kilogram of body weight. To lose 1 kilogram per week of
body weight you must cut your weekly calone intake by ,
9,720 calories. To get to your ideal weight in 12 weeks, a
Rel? Fe

how many calories must you have per day?

Here are the formulas youl need:

Weight [—] ideal weight [=) required loss
Loss (kg) (=! weeks [=] kg loss per week ;
Kg loss per week (X) toweekly calories to cut [=] week
lose 1 kg
Caloriesto cut each
to lose weight
. . . — Calories to
Sy

Calories
to cut per week [=] days
in week (=] cut per day
XK

44 Calories LX) Ideal weight (=: Weight maintenance level

(calories)
Weight maintenance level [=] Calories to cut [=] Total
ee

(calories) to lose weight calories

per day
a
XK

Press Display/Comments
70 (=] 60.7 (=) 9.3 kg (Required loss) :
Waa)
Nes” ~

[=] 12 (=) 0.775 kg (Required loss per

week for 12 weeks)
(x3 9,720) 7533. fewer calories per week
37 Ee} 1076.1429 fewer calories per
x ae:

day
4400 60.7 (=) 2670.8 calories/day (main-
tenance level)
(=) (=) 1594.6571 (1595 calories/day)
 ¢
ERT
V) ww
Ne
ey
To plan a balanced menu, use a chart. Allow one gm of protem
for each kg of ideal body weight (so, you require 61 grams of

Nek
AY
protein). You must carefully calculate foods and portion
sizes to limit calorie mtake. Here’s a sample.

a)
Breakfast Calones Protetn (g)

ig D
(150 g medium orange) 68 1.4
1 thm slice crisp toast 65 1.6

Son?
(23 g)

OARS
1 boiledegg (54 g) 77 6.1
skim milk (246 g) _87 8.6

a)
297 17.7

he s
Lunch
240 g clear soup (broth)

Nef
Ws
113 g small serving
fillet
of sole
1 slice bread

d)
Large serving green
salad w/lemon juice
120 grams cottage cheese
,)

1 medium apple (25g)

ay)!
y

Dinner
Bowl clear soup
aenBs

Medium hamburger (80 g)

,)

1 serving green beans (100 g)

aS

1 small potato (boiled) (100 g)

a}

Tossed salad w/low calorie

v

dressing
shes

120 g gelatin
mi

Glass whole milk (244 g)

))
Vso SS

Total
D
My

Protem
= 95.6
Calories
= 1449
Fe
~ SO
2)
£
 KEYS TO HOME MANAGEMENT
Credit Card
Buying
When making a large purchase, especially one that may involve
some credit buying, it may be very worthwhile to spend a few
minutes with your calculator first. Play “what if’ on keys!
Try some alternatives. Be satisfied that the whole purchase,
including any costs of credit, is a good deal before commit-
ting your money. Here’s an example:
You are buying a 4-piece stereo component system at a large
department store. The cost is $559.95. You decide to charge
the purchase on the store’s revolving charge account. The
following rates and minimum payments apply:
Monthly
Unpaid Balance Interest Rate Balance Minimum Payment
0-$500 1-1/2% Under $200 $10
Over $500 1% Over $200 5% of new
balance

To find the opening balance, interest and minimum payment for

a six-month period:
Balance x Monthly Interest Rate = Monthly Interest
Balance + Monthly Interest = Unpaid Balance
Unpaid Balance x 5% = Minimum monthly Payment (for amount
over $200)
Unpaid Balance — Minimum Monthly Payment = Balance (for
next month)
Reea

3-8
 aaa
(SQ

EL
Press Display/Comments p72)

ER <<
559.95 1 5.5995 (At this point the
display reads out 1% of
559.95 — your first month’s

ay Le
interest, $5.60).
(=) 565.5495 (Unpaid Balance =
$565.55)
Od) 5 C=) [sto 28.277475 (Minimum Payment =

a Bx
$28.28)
565.55 [-] (=) 537.27253 Balance (for 2nd
month) = $537.27

oS
Repeat this sequence for six months and put in chart form as

o
YY
shown here:
Opening Mmimum
Month Balance Interest Unpaid Balance Payment

ZK
1 559.95 5.60 (1%) 565.55 28.28
2 537.27 5.37(1%) 542.64 27.13
3
4
515.51
494.64
5.16(1%)
7.42 (1-1/2%)
520.67
502.06
26.03
25.10
RR
5 476.96 7.15 (1-1/2%) 484.11 24.21
6 459.90 6.90 (1-1/2%) 466.80 23.34
EL

Notice the difference in interest in the fourth menth. Also,

notice the amount of interest you will have already paid —
IS

after only six months, it already totals $37.60! And

e

you ve only paid for about $100 of the cost of the stereo!
PS

Try contrasting the cost of this credit card purchase of the

stereo with the cost of taking out a short term loan to pur-
chase it.

Sometimes, sale “bargains” are not bargains at all. If a

<\J oS

stereo you want is on sale for $525, marked down from $600,
you may pay less by waiting to save the $600 than paying the
sale price plus interest.
48<
oS

3-9
 KEYS TO HOME MANAGEMENT
Grocery Shopping
on Limited Budget
Have you ever gone to the grocery store with your very last
ten dollar bill? You carefully pick and choose your prod-
ucts until you get close to $10, hoping that the adding
on of tax will not exceed your limit. With your calculator,
you can calculate exactly what the bill will be.

You have in your basket items priced at $0.17, 3.22, 4.10,

1.06, .89, and .45; and a 6.5% tax to pay. Did you get
too much? If you wanted to take back just one item to make
the total less than $10 (but as large as possible), which
item should you take back? How much change would you
a
v

get from a $10 bill?

Press Display/Comments
17 3.22 4.1
i+} 1.06 .89
45 (=) 9.89 Subtotal
6.5 0.64285 = (tax)
l=) 10.53285 Total = $10.53
(too much)
9.89 [=] .89 [=] 9. (Take back .89 item
Subtotal = $9.00)
6.5 [=] 9.585 Total: $9.59
10
(=) 0.415 Yourchange.
Notice the 9.585 becomes
9.59 and the .415 then must
ane? an

become 41¢.

Would you get the same results by adding the tax to each
item as you placed it in the basket?

(33-10
 <_/Ni

KEYS TO HOME MANAGEMENT

Keys to
Comparative Shopping
Like most of us, you’re probably interested in getting the Ke
most for your money. One easy way to compare items and check X
which is really the best buy is to compare the unit price of Wc
each. The item with the lowest unit price is most economical. »
To find the unit price of any item, just divide the item’s Ne
cost by the number of units contained. ay

Here’s an example: You’re buying laundry detergents, and are

you're confronted with a shelf full of (essentially) the same
product in boxes labeled with different weights and prices. ve
Which is the best buy? Ee
Box a) $8.83 / 9,072 grams
b) $4.68 / 4,848 grams (assume each requires the af
c) $3.96 / 4,451 grams same amount of product ay?

xc
d) $2.35 / 2,381 grams per washer load.)
Equation: Cost + units = cost per unit (or, in this case,
since units are so small, it may be easier to figure cost per oye
hundred units: (Cost + units) x 100 = cost per 100 gms.) a
y
Press Display/Comments
V7
8.83 C=) 9,072 Gx) 100L=).09733245 cost of aper 100 grams
4.68 [=] 4,848 GC) 100 (=).09653465 cost of b per 100 grams \
3.96 [=] 4,451 Gc) 100(C=).08896877 costofcper100 grams @
2.35 L=] 2,381 DX) 100[=).09869803 cost of d per 100 grams
So, “c” is the least expensive and the best buy, “d” is the
most expensive. WV?
When buying detergents, it’s a good idea to keep in mind other
important considerations such as which brands are biodegrade-
able, and which may require less product per wash load.
 KEYS TO HOME MANAGEMENT
Buying by Area —
Paint, Fertilizer, etc.

a= nr’

w JP.

x b

7 a=+bh
eo x 2

Vv a= x?

The need for some quick calculations can arise when you're
0 buying a can of paint, a bag of fertilizer, or anything de-
ke signed to be spread over an area. Your calculator can help
X you to be sure you’ve bought the right amount. (With the
Wc metric system coming in keep an eye on the various area
units that will be in use.)

Example:
y You have to put two coats of paint on 4 walls, each 10 feet
PD high by 22 feet wide. One can of paint covers 400 square feet
(1 coat). Paint costs $8.10 per can. Find the total cost.

» Press Display/Comments
x 10 (<<) 22 Cx) 4 ) 880. _ square feet of wall area
y Gd 2) 1760. square feet for 2 coats
apr 400 Divide by the number of square
feet covered with 1 can
\ (=) 4.4 cans. (You'd have to buy
mR 5 cans)
x 501810 40.5 Total job cost $40.50
V

Vn
Here’s another one:
You have the happy chore of fertilizing a 100 by 100 meter
lawn. The fertilizer you’re using should be applied at a
rate of 5 lbs per 1000 square feet, and comes in 50 Ib
bags. How many bags do you need?
Solution:
One way to do this is to first find the area of the lawn in
square feet; then find the amount of fertilizer you need, and
then the number of bags:

Press Display/Comments
100 C<) 3.28 (=) Lz) 107584. This is the area of
your lawn in square feet. Then:
C=) 1000 00 55 =) 537.92 This is the number of
pounds you need. Finally,
[=] 50 (=) 10.7584 So, the number of
bags you would need is 11.

3-13
 KEYS TO HOME MANAGEMENT
Buying by Length —
Fence, Curtains, etc.
1 Cc = 2nr p=4l

p = 21+ 2w . ON )
p=a+b+t+c c
If you have to figure the total cost of fence, curtains, or
other such items, just be sure to find the total length and
multiply by the cost per unit length (be sure the units
of length are the same before you multiply).

Example:
A rectangular field is 40 meters on one side and 60 meters on
the other. You want to fence its perimeter with fence that
costs $2.50 per foot. What is the total cost?

<— 6m —>| 4

Solution: First, find the field perimeter:

Press Display/Comments
2 Cx) 40 (4) 2 CX) 60 [C= ) 200. This is the field perim-
eter in meters (Notice how
easy calculations such as
this are on calculators with
AOS.) Now convert to feet:
Gd 3.28 C=) 656. and multiply by
the cost per foot
00 2.50 I 1640. (abig job!)
With the metric system now being adopted, you'll be
seeing a lot of problems like this one with “mixed”
metric and English units. Your calculator and this book (Key-
ing Up Conversions section and Appendix) will make handling
these problems much easier.
3-14
KEYS TO HOME MANAGEMENT
Buying by Volume —
Concrete, Sand, etc.
Before ordering trucks to deliver large loads of rather bulky
stuff, your calculator can be a big help. Some simple calcu-
lations can make sure you don’t wind up storing extra
material, or paying for extra deliveries if you run short!

Items bought in bulk — such as concrete, sand, crushed stone,

etc. are often sold by the cubic yard or “yard”.
Example:
You're helping to put in a patio that'll be 6 inches thick,
12 feet wide and 20 feet long. Instead of mixing the con-
crete yourself, you’re thinking that you'll buy it premixed,
if you can do the whole job for less than $100. The best
price you can find is $36 per cubic yard. Will $100 be
enough?

Press Display/Comments
First — Find the volume of the
patio:
0.5 Gd 12 Gd) 20 (=) 120. Patio volume in cubic
feet. Next, divide by the
number of cubic feet in a cu-
bic yard:
L=) 27 =) 4.4444444 You'll need this
many cubic yards.
The cost:
G0) 36 (=) 160. $100 is not enough by a
long shot. (Start mixing.)

Formulas to help you find the volume of common shapes you may
find yourself “filling up” are in the appendix.
 KEYS TO HOME MANAGEMENT
Keys to Calculating
Series Discounts
The key on your calculator handles add on or dis-
count percentages with ease — it keeps track of intermediate
results for you and lets you get instant answers when “bar-
gaining”.
Here’s an example:
You buy a motorcycle direct from the factory. Catalog list
price is $750.00. A series of discounts are offered on the
bike: 25% (factory discount), 10% (employees’ discount), and
5% (racer’s discount). Calculate the invoice price you will
pay, assuming that each discount, in order, is taken from
the previous total and not from the list price.
Here’s the series of calculations:
750 — 25% (750) = Price,
Price, — 10% (Price,) = Price,
Price, — 5% (Price,) = Price,
On your calculator:
Press Display/Comments
750 C=) 25 187.5 = Discount at 25%
(=) 562.5 (Price,)
[=] 10 56.25 = Discount at 10%
(=) 506.25 (Price,)
[-] 5 25.3125 = Discount at 5%
(=) 480.9375 Final price:
$480.94

Notice how the calculator displays just the discount when

you hit the key, and then the discounted price when you
hit =].

What would the cost be if these discounts were all taken

from the $750 list price?
Answer: $450.

3-16
KEYS TO HOME MANAGEMENT
Gas Mileage

On a full tank of gas, you drove 350 miles home from the
beach before refilling. To fill the gas tank, it took
12.5 gallons of gas. During the next week, you drove a
total of 225 miles in the city, and when you stopped for
gas, the car took 9.5 gallons. What gas mileage, highway
and city, is your car getting?
Equation: Miles + gallons = miles per gallon (mpg)

Press Display/Comments
350 CE) 12.5 E) 28. mpg (highway)
225 C=) 9.5 C=) 23.684211 mpg (city)

With the advent of the metric system we'll be buying liters

of gas and driving kilometers of distance, so keep in mind
that:
Miles per Gallon (<] 0.4251 C=) Kilometers per Liter
Kilometers per Liter D<) 2.352 [=] Miles per Gallon
Miles per Hour [X] 1.609 [=] Kilometers per Hour
Kilometers per Hour [XJ] 0.6214 C=] Miles per Hour
If your car averages 13.2 km/l, how many miles/gal. does it
achieve?

Press Display/Comments
13.2 LX) 2.352 [=] 31.0464 mpg
 KEYS TO HOME MANAGEMENT
Keys to
xt

Mortgage Calculations
¢

p72) One area where your calculator will be invaluable, is in cal-

culations involving mortgages and long term payments. Usu-
ally you'd have to wade through tables to check out alterna-
Je

tives for yourself. With your calculator, and the step by

e
G)

step procedure shown below, you're in contro!!

aS ey 4

For example:
What is the difference in monthly payments between a 9% loan
and an 8% loan on a $30,000., thirty-year house mortgage?

Formula: PMT = B + atte) Where PMT = monthly

QO)
G)

payment, B = Balance owed, n = number of payments, i = month-

RS ESree

inters =< 2” and 2%12°

ly interest = 12 and
—360
[1 — (1 + a ]
Equations: P, = 30,000 + 8%
YJ
CA)

- 12
—360
ry (1 14 1
P, = 30,000 + 9%
L 12 J
QO)
G)

eee
Ss
eR
RP aR
 TROY FERRY
Take it one step at a time — and remember to put parentheses

WER
around numerators and denommators.

Press Display/Comments
30,000 [+] Enter balance owed
Co) Lo Open large parentheses and
parentheses for numerator
1 (=)
(O14)8
&) G20) 1.0066667 This is the
value of the expression

rit
in the innermost set of
parentheses
(7*] 360 Ge) Raise small parentheses
to negative power
.90855664 Close nu-
merator parentheses and

SS Ry g
allow enough time for the
calculator to finish cal-
culating y*. Now divide
by the denominator.
=) CO 8 f&) ) 120) 00666667 (Value of de-
nominator.)
OJ (=) 220.12937 Close large

aD ab 4 ARS wot
parentheses and press =
to complete division you
entered first. Store for
later.
Monthly payment at 8% (P,) =
$220.13.
Now, you're doing the same
A WHS + il
] S88ShR = As

calculation for a 9% loan

“} (=) 12D)
aS
p=

(Remember to allow some

f 1)

time for y* calculations.)

ES

9 (%) (=) 12 DJ
241.38678
g ERY

P, = $241.39
21.257415 =P, — P, = $21.26
W

savings in monthly payment

a oS
<<

3-19
 KEYS TO HOME MANAGEMENT
Keys to Saving
Energy (and Money)
Suppose that you have one light in your apartment that you
like to leave on all of the time. The lightbulb in it is a
100-watt bulb. If the power company rate is approximately
4¢ per kilowatt-hour, how much does that one light cost you
over a period of 30 days? NOTE: A kilowatt-hour is 1,000
watts for one hour. How much would you save by changing
the bulb to a 60-watt bulb?
Equations: Bulb wattage + 1,000 x cost per kilowatt hour =
cost for that light for one hour.
Cost for one hour < hours in day x days = cost for light for
any # of days.

Press Display/Comments
100 1,000 GC) .04 C=) 0.004 Cost for 100-watt bulb
on for one hour
Ox) 24 L=) 0.096 Cost for one 100-watt
bult on for one day
Od 30 &) & 2.88 Cost for one 100-watt
bulb kept on for 30 days
60 L=] 1,000 Cx) .04 C=) 0.0024 Cost of 60-watt bulb on
for one hour
Ox) 24 Gd 30 EI 1.728 Cost of 60-watt bulb on
for 30 days
Exc} [=] (=) 1.152 (About $1.15 savings
per month by changing
to 60-watt bulb)

A water leak can also cost you money. It is estimated that,

with a water pressure of 50 pounds, a leak through a hole
the size of a straight pin will waste 5,100 gallons per
month. A leak through a hole the size of a thin pencil
lead can lose 29,100 gallons per month. And if the hole is
the size of a b-b shot, you'll lose 108,000 gallons in one
month. (If it’s a hot water leak, you also lose the cost of
heating the water).
KEYS TO HOME MANAGEMENT
Truth-In-Lending

The Truth-In-Lending law demands that money lending insti-

tutions fully disclose the annual interest rate on loans.
The approximate rate can be found by the formula:
R= 2NI
P(n + 1)
where N = number of payments per year, I = finance charge
in dollars, P = principal, and n = number of scheduled in-
stallment payments.

Assume you make a loan for $5,000 for 36 months. If the

payments are made monthly and are $162.50 each, what is the
annual percentage rate?
N=12 P=5000 n=36
I = 162.5 x 36 — 5000
2 X 12 x (162.5 x 36 — 5,000)
R= (5,000 x (36 + 1))

Press Display/Comments
2 (x) 12 Gd)
Cc) 162.5 Ox) 36 C-) 5,000 DJL) 20400. Numerator.
(Ct) 5,000 Gb) (1) 36 10] ~~ Remember to put
L)) parentheses around the
entire denominator.
(=) 0.11027027
R= 11% annual
percentage rate

The Federal Truth-In-Lending law requires a full disclosure

of annual interest rates. It ordinarily saves you from
having to figure it. But, if your case is not covered
by the law, the above formula is your own do-it-yourself
kit. Keep it handy.
 KEYS TO HOME MANAGEMENT
Hauling
and Holding
You can use your calculator to help estimate weights for
common objects and substances you handle. A very handy table
containing “Weights of Common Substances” is included here to
help you. Here are a few examples.

Your mom puts an aquarium 1 foot by 2 feet by 2.5 feet on the

glass coffee table in the living room and starts filling it.
Is this advisable?

Press Display/Comments
First find the volume
of the aquarium:
1 Od 2 6) 2.5 EI 5. cu ft
Now, look up the weight
of one cubic foot of
water and multiply:
Od) 62.5 C=) 312.5 lbs. (don’t do it!)

Another example:
You have 2 “yards” (cubic yards) of sand delivered in the
front yard of your house, and want to move it to the back yard.
You know you can handle 150 lbs. at a time in your wheelbarrow.
How many trips will it take?

Solution:
First, find the total volume of the sand delivered in cubic feet,
then look up the weight of sand per cubic foot in the table and
multiply. Finally divide by 150 Ibs. per wheelbarrow trip, to
find the number of trips.

Press Display/Comments
2 Od) 27 Gd 90 (=) 4860. lbs. (approximate weight
of delivered sand)
150 (=) 32.4 about 33 trips!
 ee
2)

Weights of

oy
Common Substances
Approximate weight in
Substance pounds per cubtc foot
Aluminum 162

ROP GR
Books 30 to 40
Brass 500 to 525
Brick, common 125
Charcoal 15 to 30
Clothing, firmly packed 10 to 15
Concrete 145
72)
Copper 540 to 555
Cork 15
Earth, moist, loose 70 to 80

Je
Gasoline, kerosene, etc. 45 to 50

ES wot
Glass 160 to 180 y
Gold 1204
p72)
Ice 57
Iron, cast 450
Lead 710 Ge

Mud 110 to 130

Oils, vegetable or mineral 55 to 60 Y
Sand 90 to 120 72)

Silver 655
Snow, fresh fallen 5 to 12
Snow, wet and compacted 15 to 50
Steel 490
Stone, unbroken 160 (varies
with type)
*Water 62.5
**Wood, hard 45
**Wood, soft 30
*Use the weight of water for all water-like sub-
stances, such as canned vegetables, fruit juice,
beverages or milk.
ARQ

**Varies widely with type and moisture content.

2g

3-23
UNLOCKING ALGEBRA

Introduction

A whole spectrum of problems from nature, the business world,

science, (and required classes) involve algebra. Your calcu-
lator can really be a key that “unlocks” algebra for you.
Why, you say? Well, many of the problems people have with al-
gebra aren’t really problems with algebra at all! They’re
problems with arithmetic. Trying to keep all the additions,
squarings, multiplications and other things straight — night while
you're trying to concentrate on the construction of an equa-
tion or the real “whys” of a problem — can be very tricky.
That’s where your calculator can be a real key. It'll keep
tabs on the numbers — while you concentrate on the algebra.

The following examples cover a variety of algebraic situa-

tions, and shows how some of the standard tools of algebra _
can be worked with “on Keys.” We hope these examples will
be just the beginning for you! Once you’re a little freer
of the number juggling — you may find algebra “unlocks” itself!

4-1
 UNLOCKING ALGEBRA

Opening Up
Expressions
Many “expressions” are just collections of numbers, operations
and/or terms that can be evaluated to one final number.
You will find your calculator to be a very powerful tool in
evaluating such expressions, but be careful to enter the
expression properly. The following examples have been carefully
put together to show you the ropes.

A. Sums and differences

(12 — 3) — (6+ 9) =

Press Display/Comments
Cd12EI30) &) CO 6
90) 6. Note that negative
numbers are entered by
pressing after the
number is entered.

B. Products

(3+3) (6-4)
1 3\ |

Press Display/Comments
C1) 1 Ce) 2 30) Bd 6
E)3H)40) & 18.375 Note: You
must provide the
operation sign between
the parentheses.
C. Quotients
7
a72
12+4-6
If you visualize this problem as
(F- 2) + (12 +4- 6) =, then entry
into the calculator will be simple.

4-2
Press Display/Comments
LO 7iG 8eJ20IE)
12 4(-)6D) ©) —0.1125 Note: When
more than one number is
contained in the
denominator, put parentheses
around the whole thing.

D. Powers
3.13
(2 + 2 + i) =

Press Display/Comments
Lt] 2 3 L=) 2 1 L=)
4D] 3 (=) 52.734375 Caution:
The operation will
not handle a negative
value for y. You’ll have
to keep track of the sign
yourself when y is nega-
tive.

E. Mixed Operations
(6x (B—9-5)*)) _
(2 + 6) (5 - ;) (Good luck on this one!)

Press Display/Comments
L136 Od C4) 3 f£) LO 9l=) Remember to mentally
50) 30) 09 CE) WO rewrite
as done in
C92 14)60) OO CO 1) Example C.
265364/40) DOI & 183. is the answer.

In this last example, keep two things in mind. First, the

denominator contains lots of terms, so it should be enclosed in
its own set of parentheses. Second, allow some time for your
calculator to finish working between key strokes, particularly
when closing parentheses with the 1.1] key.
 UNLOCKING ALGEBRA
Simplifying
| Expressions
Often in algebra you may be asked to szmpl1fy an expression.
In these cases you are not given enough information to reduce
the expression to a single number, but you can combine terms.
For example:
Simplify the expression 13xy — 12x + 4ly — 14(2x + y + 3xy)
Remember that terms containing x, xy, and y cannot be added or
subtracted from each other unless the values of x and y are
known. Since, in this case such information is not provided,
all you can do is simplify the expression by combining all the
terms that contain x, y, or xy separately. (This process is
called combining like terms). Remember a(b+c) = ab + ac.

Press Display/Comments
First combine the terms
containingx
12 64 4) 1464 OD 26 —40.x
Then combine the xy term:
13 4) 1464 BOD 3E&) —29. xy
Then add the y terms
4114) 1464 Bd 1) 27.y

The expression may be simplified to —40x — 29xy + 27y.

It is accepted practice to write expressions of this sort
in alphabetical order of the variables.
ee
eee

4-4
Ee
UNLOCKING ALGEBRA
Vocabulary of
Simple Equations
You'll find your calculator to be a big help in performing the
arithmetic associated with equations — but you have to supply
the algebra. In many algebra classes a lot of time will be
spent solving simple equations, so it will be handy to know
how your calculator can help.

Some special words are used when talking about equations. The
equal sign is understood to separate the equation into two
parts: a left side, and a right side. The numbers which multiply
the unknowns are called coeffictents and the other numbers
in the equation are called constants.

Now look at the equation 3x = 18. The method used to find the
number represented by x is to divide both sides by 3.
3 y = BY lx = 18 or xX = 18 (since 1x is just
3 3 3 3
written as x.) To solve with your calculator:

Press Display/Comments
18 3 f=) 6. sox=6

Now solve 3x + x = 11 — 6.3

First combine all of the unknown terms on the left and then
combine all of the constants on the right; the result will be
a simple equation of the same form as the first example.

Press Display/Comments
344)1 I) Ss 4.x onthe left side
stored for later.
11) 6.3E) 4.7 onthe right side.
At this point the equation
has been simplified to
4x = 4.7
[=] (=) 1.175 Youjust
divided both sides of
the equation by 4.
So, x = 1.175.

4-5
 ho eee
UNLOCKIN G ALGEBRA .

Moving Terms in

att
Simple Equations

-
Often in solving simple equations it will be necessary to
move terms from one side of the equals sign to the
other — to separate the known from the unknown terms.
Your calculator will make things easier by keeping track
of the arithmetic — you'll have to help it by keeping in
mind some of the rules illustrated below.

Example:
Solve 4.2x — 16.3 = 6x — 7.6 for x.

Solution: First, move the 6x term to the left side of the

equation. This can be done by adding —6x to both sides. In
this way the quantity 6x is removed from the right side and
appears on the left side as —6x. (Many people just remember
to change the sign of a term as it moves across the equal
sign.) Next, the —16.3 needs to be moved to the nght side,
so add 16.3 to both sides. The —16.3 becomes +16.3 on the
nght side. To solve this equation with your calculator

Press Display/Comments
4.2 [-16C€) So -1.8x onthe left side
stored for later
7.6 16.3 (=) 8.7 onthe right side.
The equation is now
—1.8x = 8.7
(=) [=] —4.8333333 You just
divided both sides of
the equation by —1.8,
x = —4,8333333.
Checking Your Results
A big advantage to solving equations using the calculator
is that checking your result is very easy. You can always
know that you are right (or wrong). Just store the value of
Xx In memory, and then use it to evaluate both sides of the
equation. If you have correctly solved the equation, the
left side should always equal the right side.
For example, in the previous equation the result was
x = —4,8333333. Store this value in memory. Now evaluate
both sides of the equation:
4,.2x — 16.3 = 6x — 7.6, and use the recall key for x,
wherever it appears.

Press Display/Comments
4.2 Od C=] 16.3 [=] —36.6 Value of the right
side. You need to record
this value or remember
it.
6 xd (=3 7.6 ©) —36.6 The equation is
correctly solved since
the two sides are equal.

Sometimes the value of the two sides will not be precisely

equal, even when the equation is solved properly, because
the calculator will “round off’ numbers internally.

47
 UNLOCKING ALGEBRA .

Simple Equations-
Step-by-Step Procedure
Here are some steps to follow in using your calculator to help
in solving simple equations.

Step 1. Combine all variable term coefficients on the left

side of the equation and store in the memory. (Remember to
change the sign of any value that you “take” from the nght
side of the equation and move to the left.)
Step 2. Combine all nonvariable terms on the right side of
the equation. (Remember to change the sign on any value that
you “take” from the left side and move to the right side.)
Step 3. Press =] (=) The number in the display is the
correct value for x.
Step 4. To check, store your result in memory, and use it to
separately evaluate the two sides of the equation (Just press
when the value of x is to be inserted.)
Try this one:
Solve for x when 3(0.2x + 0.6) = 0.5x — 7
In this problem be careful in handling the parentheses. They
must be handled using the distributive law. Remember that
3(0.2x + 0.6) equals 3(0.2x) + 3(0.6) — so both of the numbers
in parentheses are multiplied by 3. To solve this equation
with your calculator:
Press Display/Comments
3 090.2 10.5 &) So 0.1 Step 1. (Combine‘
terms)
3 OX) 0.6 (37 —8.8 Step 2. (Combine
constant terms)
C+)- fra) (=) —88. Step3. x = —88
To check:
[sto] Step 4. First store your
result, and then use it to
evaluate both sides of the
3 BI LO 0.2 BA equation.
060) & —51. Value of the
right side.
0.5 Ox) EI7E —51. Value of the
4-8 left side. Solution correct.
UNLOCKING ALGEBRA
Equations, Fractions,
and Your Calculator
Equations with fractions may look tricky, but with your
calculator helping you with accurate arithmetic (and a check
on your results) you can handle them with little hassle.
Here’s an example which involves two sets of parentheses as
well as fractions.

Solve forx when: , 3.5 (31 ;) =F (2

_3\_3 - x).
Press Display/Comments
3.5 00) 1 CE) 3 3 5
Oj 2 9 (=) 1.3 This is the coefficient
of x on the left side
(Step 1)
3.5 01315413 E56
2 (=) 3.3 Sum of constants on
the right side (Step 2)
[=] fra) (=) 2.5384615 Value of x
(Step 3)

Store your result, and

evaluate both sides of the
equation.
86153846 Value of left
side.
.86153846 Value of
right side.
The solution is correct.

4-9
 UNLOCKING ALGEBRA
Adding Equations
— Why? How?
Many problems, particularly word problems, will result in
two linear equations which must then be solved for two un-
knowns. The following examples will introduce concepts that
will be handy in solving such equations.
Example 1. Adding Equations.
One dollar is equivalent in value to 10 nickels and 2 quarters.
A debt of 25¢ may be thought of as owing 5 nickels. You can
express these two statements in “equation” form, and then add
them as follows:
1 dollar = 10 nickels + 2 quarters
plus —25¢ =—5 nickels
1 dollar — 25¢ = 10 nickels + 2 quarters — 5 nickels
or 100¢ — 25¢ = 50¢ + 50¢ — 25¢
or 75¢ = 75¢. Notice that
it is correct to add two equations because you really are just
adding equivalent quantities to each side of the first equation.

Example 2. Add the equations 3x + 4y = 7, 2x — 3y = —5

3x + 4y =7
plus 2x — 3y = —5
3x + 4y + 2x —3y=7-5
Combining terms gives 5x + y = 2. This equation was
generated from the two previous equations using sound
mathematics. This equation will have the same solutions
for x and y as the original two equations.
Example 3. Add the equations 3x + 4y = 7 and —3x + 5y = 8

3x + 4y =7
plus —3x + 5y = 8
Sy
= 15
When these two linear equations are added the result is
a simple equation which can be solved for y. This value
for y is the solution for y in the original equations. The
x terms “vanished” when the equations were added. Think
about this — can you always cause one of the unknowns to
vanish when adding 2 equations?
(The answer is YES!) This procedure is illustrated in the
next examples — and is the first step in solving 2 equations
with 2 unknowns.
 fa >

UNLOCKING ALGEBRA

Adding Equations to
Eliminate an Unknown
Example 1. Cause the x terms to vanish when adding the
equations x + 3y = 7 and —2x + 2y =3
One way to arrange for the x terms to vanish is to multiply
both sides of the first equation by 2.
2(x + 3y) = 2(7) Remember a(b + c) = ab + ac
SO 2x + 6y = 14 Now add this equation to the second
equation —2x + 2y = 3
8y = 17 is the result. This equation
could now be solved for y.

Example 2. Cause the x terms to vanish when adding the

equations 4x + 3y = 3 and 3x + 4y = 6.
The trick is to make the x terms have equal values, but opposite
signs. Focus on what is necessary to change 4x to —3x. One
way Is to divide 4x by 4 leaving 1x, and then to multiply by
—3. Dividing by 4 and multiplying by —3 is the same as
multiplying by — :. so multiply both sides of the first equation by — S

3
- a(4x + 3y __3
=— x(3) , becomes:
which . gy —3x 9.
=]9

Now, adding the second equation: 3x + 4y =6

9 + 4y=-_9 4+ 6
—qy

which can be further reduced to: 1.75y = 3.75

The x terms vanished when the equations were added. The

resulting equation may be solved for y. Adding equations
to eliminate one of the variables is the first step in
solving two simultaneous linear equations with 2 unknowns by
the addition method.

4-11
 UNLOCKING ALGEBRA

Solution of Two
Linear Equations
The solution to many problems, both from algebra class and
everyday life, often boils down to solving 2 equations with
2 unknowns. Your calculator will help by keeping track of
the arithmetic — while you handle the algebra. (The previous
2 sections get together the facts you'll need).

Example:
Find x and y when x + y = 2 and 2x — 3y = 5.

Solution:
First, use the addition method to eliminate the x terms. In
order for the x term in the first equation to equal the nega-
tive of the x term in the second equation, it should be mul-
tiplied by —2.
—2(x + y) = —2(2) or —2x — 2y = —4
Now add this equation to the second equation 2x — 3y = 5
The result is —5y =1
This equation may be solved for y giving y = —
|—on

Now substitute this value of y back into the first equation and
find x. Inx+y=2ify=—thenx—-+=2. On your calcu-
lator: ° °

Press Display/Comments
2 115.) 2.2 This is the value
ofx, so x = 2.2 and y = -%
Next check these values to make sure
they also work in the second equation: 2x — 3y = 5.

Does 2(2.2) - 3(- 5) = 5?

20012.2E6)3001 64 5
(=) 5. The equations are
both true when x = 2.2 and
y
__l
~ 5

4-12
UNLOCKING ALGEBRA

Solution of an
Investment Problem
Ms. Johnson would like to invest her savings of $20, 500 in
both government bonds paying 5.5% interest and stock which
she expects to pay 8% interest. She would like an income from
her investment of $120 per month. Let B represent the amount
to be invested in bonds and S represent the amount to be
invested in stock.
B + S = 20,500 dollars (total amount)
and 055B + 0.08S = 120(12) (yearly income)
The first equation can be multiplied by —0.055 and then
added to the second equation to remove the B terms.
—0.055 (B + S) = —0.055 (20,500)

Press Display/Comments
0.055 (x) 20,500 C=) —1127.5
So the first equation becomes: —0.055B — 0.055S = —1127.5
adding the second equation to it 0.055B + 0.08 S = 120(12)

Press Display/Comments
0.055 0.08 L=] [Sto] 0.025 the coefficient of S
1127.5 Ge 120 Gb 12 C=) 312.5 So, adding the two
equations gives:
To finish the solution for S: 0.025S = 312.5
[+] (=) 12500. __ dollars to be
invested in stock (S).
To find the amount to be invested in bonds substitute 12500
for S in the first equation: B + 12500 = 20,500

Press Display/Comments
20500 [=] 12500 L=] 8000. dollars to be
invested in bonds (B).
Now, check in the second equation, substituting for B and S
0.055 (8000) + 0.08 (12500) = 120(12)

Press Display/Comments
.055 Dx) 8000 0.08 Gx) 12500
Se 1440.
120 OS) 12 (=) 1440. The solutions are
correct.

4-13
 UNLOCKING ALGEBRA |

Linear Equations
with Fractions
With your calculator helping to handle the arithmetic,
even equations involving fractions can be tackled with
much less chance for error. For example:
Find x and y when Ss — y = —].2 and a + 2y = 10.4
First, change the x term in the first equation so that it
equals the negative of the x tem in the second equation.
To do this, first multiply by — = (what you
want the coefficient to be), and then divide by 23 (the
present coefficient). (This method always works!)
Press Display/Comments
44 G15) (24)30)
[=] [sto] —1.2 Use this number
to multiply the first
equation.
DJ —0.8x
: i]b4 ww
DO

Aye
igo

15 0.96y
a
hm

Od 1.44 |
The first equation is 1
now —0.8x + 0.96y = 1.44
Next, add the second equation 4+
5
ty = 10.4
0.8 4(4)5 &) 0. as desired—the
x term has vanished.
0.96 2 (=) (0) 2.96 y. (yisnow
the only variable.)
1.44 10.4 ] 11.84

(=) 4. soy=4 !
Substitute this value of y into the
first equation to find x. Solve
: X 0, = -1.2 !

1.2 4@)/5604E)
Ss) CO 264)30) & 3. sox=3.
Now check in the second equation:
4(4#)/5003G@4)2 k)4& 10.4 whichis correct.
UNLOCKING ALGEBRA

Scientific Notation

Handling very large and very small numbers becomes a snap

on your calculator. This enables you to ponder on some
pretty wild things! For example:
If one piece of paper is 10~‘*m thick, how many pieces of
paper piled flat will it take to make a pile as high as the
moon? (The distance to the moon is about 3.8 x 10°m.)

Solution: The distance to the moon (d) equals the

number of pages (n) times the thickness per page (t) so:
d=nt

or n=!
t
n= 3.8 x 108m
10-*m
Note:
10-4 must be entered into the calculator as 1 x 10~* if scientific
notation is used.

Press Display/Comments
3.8 (ce) 8 Le) 1 (fe 4 eS EE 3.8 12 The number
of sheets is 3.8 x 10",
or 3,800, 000,000,000.

Think about this one: If all of the people in a city witha

population of 1 million had a phone book, and they stacked
them all up, how high would they go?

4-15
 UNLOCKING ALGEBRA

Paper Pythagorean
Theorem
Many years ago, a sharp man named Pythagoras developed a
formula which is now often referred to as the Pythagorean
theorem:
c? = a? + b?
This equation applies to all nght triangles. Since right
triangles are pretty common things, the Pythagorean theorem
is a very useful little formula. It basically states that
no matter how a right triangle is constructed, the square
of the longest side equals the sum of the squares of the
other two sides. You might like to see this for yourself.

Try this — take a sheet of paper and use a corner as the

right angle. Draw a straight line across the paper to form
a triangle.
t— sheet of paper

Cc b triangle

straight line
a
Here, c represents the length of the longest side (opposite the
right angie), and a and b represent the length of the other
two sides. With a ruler you can measure a, b, and c for
yourself, and substitute your values into the formula
c? = a? + b?, to check it out.

You should find that the value you obtain for c? will be
approximately (you can’t measure the lengths exactly) the
value obtained for a? + b?.

Press Display/Comments
(your value for c) L=?] Value for c?
(your value for a) Cz?)
(your value for b) (22) [=] Value for a? + b?
Are they equal?

The Pythagorean formula is used extensively in mathematics

so make sure that you understand it.

4-16
UNLOCKING ALGEBRA

Examples of the
Pythagorean Theorem
Example 1.
Suppose you have just purchased a tower for a radio antenna
which is 10 meters tall. You want to suspend the tower by
3 guy wires which will be located 6 meters from the base. How
much guy wire should you buy?

The tower and the distance along the ground to the guy
wires form right angles, so the Pythagorean
formula may be used. q
c? = a? + b?
(length of guy wire)? = (height of tower)?
+ (distance along the ground)?
(length of guy wire)? = 10” + 6°. tower
length of guy wire = V 10? + 6 ke—6m—>|
Press Display/Comments
10 Lz?) 6 Lz] (=) 11.661904 length of 1 wire
Gd 3 EE) 34.985711 so you need
at least 35 meters of
guy wire for the 3
supports.

Example 2.
If your desk top is 75cm wide and 130cm long, how long is
a diagonal of the desk top?

Press Display/Comments
75 (2?) 130 Lz?] L=) =] = 150.08331 or about
150 cm

4-17
 UNLOCKING ALGEBRA

Distance Between
Two Points
Often, mathematics can be useful when calculating distances,
whether it’s navigating across an ocean, plotting points ona
graph, or solving a problem in algebra class. A formula can be
derived to help handle distance problems (often just called the
“distance formula’). The distance formula is a special form of
the Pythagorean theorem. Examine the examples shown below.
They'll introduce some concepts used in deriving the distance
formula — to show you how it works and where it came from.

Example 1. Two of your friends are walking away from you along a
straight path. One friend walks 5 meters and the other walks
10 meters in the same direction. How far apart are your friends?
(You probably can easily figure that the answer to this problem
is 5 meters.) Examining a sketch of this problem:
¥ % ——
0123 45 67 8 9 10 x direction
Start X, X>

If you wanted to keep track of the direction your friends

walked you could call it the x direction. You could represent
the distance one friend walked as x,, and the distance
your other friend walked as x,. Then you could write a formula
for the distance they are apart: It would be x, — x;.
So the distance is x, — x, = 10 -5 = 5 meters.
Now suppose that one friend walks 3 meters in the opposite
direction. Will the formula x, — x, still apply?

x ° x x direction
-3-2-1 Q1 23 45 67 8 9 10

X; t X
Start

x, — x, = 10 — (-3) = 13 The formula still works!

(Note: If you reversed the order of this formula and found

X, — X» you would get (—3) — 10 equals —13. This is the same
distance, but is negative. As you'll see, when using the
distance formula this is no problem since all distances are
squared, and (—13)? = 137.)
UNLOCKING ALGEBRA

Graphing, Distance,
Pythagorean Theorem
Graph the points (6, 2) and (3,5) and find the distance between
the two points (the length of line segment labeled “c” in the
diagram). Use the Pythagorean theorem.
y
By looking at the graph, you can sh (3,5)
see that the length of side b is
6 — 3, and the length of ap NE
side ais 5 — 2. Inserting 9 (6, 2)
these lengths into the b
Pythagorean formula gives >x
c? = (6 — 3)? + (5 — 2)? 0 3 6

Press Display/Comments
1196 (£) 3 D) Le)
C95 )20) &) E 4.2426407 The points
are about 4.2 units
apart.

If you think about this example, you'll begin to see that a

general formula for the distance between two points may be
found as follows. Find the distance between the points (x,, y,)
and (x., y»), on the diagram below, using the Pythagorean
formula.
d? = a? + b’.
Looking at the graph you can see that the distance a = (y, — y;)
and the distance b = (x, — x,), So
d? = (y, — y,)? + (% — x,)° yor (X2, V2)
Take the positive square root of
both sides of this equation and d
you'll get:
(x,,Y1) b
d= V(y, — y,)? + &— x) y,
This useful result is often called
the distance formula. 0 x, Xx

4-19
 UNLOCKING ALGEBRA
Use of the
Distance Formula
Here are a few examples of how the distance formula (derived
in the previous section) can come in handy. Your calculator
makes using the formula quite easy.

Example 1.
Find the distance between these two graphed points: (6, 34)
and (80, 37), using the distance formula.

Solution:

Let the first point be (x,, y,) sox, =6 and y, = 34

Let the second point be (x., y.) so x. = 80 and y,, = 37
The distance formula is:

d= V(y2 — y,)? + (& — x,)?.

Substitute in the values for x,, X:, y,, and y,.
d = V(37 — 34)? + (80 — 6)?

Press Display/Comments
CC) 37 (2) 34D)
CC) 80 L-J 6 1) Le) (=) L)74.060786 The points are
about 74 units apart.

Example 2.
Find the distance from (—6, 34) to (—30, 78). Notice that this
problem involves negative numbers, so be careful when substi-
tuting them into the distance formula.

Solution:
Let the first point be (x,, y,) so x, = —6 and y, = 34
Let the second point be (x., y.) so x. = —30 and y,, = 78
d= Vy, — y,)* + (x, — x,)?
d = V(78 — 34)? + (-30 — (-6))? |
Press Display/Comments

+/-

(=) 50.119856 These points are

about 50 units apart.
UNLOCKIN G ALGEBRA

Factoring a
Quadratic Equation
There are a variety of problems in nature that involve equa-
tions which contain both an x? and an x term (these are called
quadratic equations). Solving these equations requires some
special techniques which your calculator can make easier to
handle and check on. For instance, solve for x when
x? + 5x +6=0.
One technique for solving equations of this type is called
factoring. This technique is based on a law from algebra
called the distributive law. A special form of this law tells
you that (a + b) (c + d) =a(c + d) + b(c + d) = ac + ad + be + bd.
This type of multiplication process is important in algebra and
in handling quadratic problems — it’s a good idea to get familiar
with it. (You can substitute numbers into this and check it
with your calculator if you have difficulty believing it.)

Now using this rule try multiplying (x + 2) (x + 3). You should

get x? + 3x + 2x + 6, which is equal to x” + 5x + 6. Compare
this to the original equation.

Looking at the original equation x” + 5x + 6 = 0, it is now

apparent that this equation may be wnitten as
(x + 2) (x +3) =0
For this equation to be true, either the (x + 2) or the (x + 3)
must equal 0. (Remember that any number times 0 is 0.)
When x + 2 = 0, adding —2 to both sides gives x = —2; and
when x + 3 = 0, adding —3 to both sides gives x = —3.
So x? + 5x + 6 = 0 when x = —2 or x = —3. These are the two
solutions or “roots” of the quadratic equation. Check by
substitution.

Press Display/Comments
2 [x2] 5 Od 2
6 (=) 0. Sox?+5x+6=0 when
x = -2.
3 [x2] 5 Dd 3
6 [=] 0. Sox?+5x+6=0
When Sy
x =-3.
The solutions to the original equation
are x = —2 and x=-3., 4-21
 UNLOCKIN G ALGEBRA

Derivation of the
Quadratic Formula
There is an important formula in algebra which allows you to
solve even tough quadratic equations fairly easily especially
with your calculator handling the arithmetic. A look at an
example will help show how this formula came about:

Example:
Find x when 3x” + 2x — 15 =0
(You can try all day to factor this equation and it won’t do
much good.) There is another method of solving these equations
which is called “completing the square.” Completing the square
is a lot of work though, so it is generally done for a
generalized form of the equation. The resulting formula for
the values of x is called the quadratic formula. The following
is a “tour” of the steps it takes to cook up the quadratic
formula.

The generalized form of a quadratic equation is ax” + bx +c = 0.

All quadratic equations may be written in this form.
Divide both sides of the equation by a, giving x? + b. + - = 0.
a
Add te b? c des ving
x Px a BL BE_e
a to both sides giving x? + ax + tet
da a
Now the left side of the equation may be factored to give you:
( b ) b> Cc
x+ = =
2a) 4a a
Taking the square root of both sides of the equation gives

b _ = ¢
X+ 94> = Vaa a

Now adding — 7 to both sides gives x = -2+ Vie-s

The general equation has now been solved for x. This equation
is normally wnitten in another form for ease of calculation, as
we'll now show.

4-22
Multiply the — £ term by 7 giving x = — bg
2a
[Pe _ sae
V4a> 4a?~

Add the terms under the radical: x= -—

b fraaae
2a 4a *

R emempbDer
d
be \i-¥4,
e Ve
Vd _ db _ Via dae
~ Qa 2a

Adding gives the accepted form of the quadratic formula:

xX =
—b + Vb? — 4ac
2a

4-23
 UNLOCKING ALGEBRA

Using the
Quadratic Formula
The quadratic formula (derived in the previous section), may
look tricky to evaluate — but with your calculator handling
the squares, square roots and keeping accurate track of what’s
going on, it’s much less hassle.

Example:
Find the values of x which satisfy the equation 3x? + 2x — 15 = 0.
This is a quadratic equation written in the form
ax? + bx + c = 0. The values of a, b and care a = 3, b = 2 and
c =-—15. Substituting these values into the quadratic formula:

—b + Vb? — 4ac .
x= ——5,__ Bives values for x of

—2 + V2? — 4(3) (—15) and 22 V2? — 4(3) (—15)

2(3) 2(3)
Since the radical term is the same in these two solutions, it
will be evaluated first.

Press Display/Comments
2 f=) G-I400 3 0015
(=) [sto] 13.56466
Value of the radical term
now stored for later use.
2 br) C=) Ce) (4) 2 One solution is x =
69300 & 1.9274433
2 G-] (=) C=) C) CO 2 Another solution is x =
bd 3 DI ©) S& —2.59411 (Store it for
checking)
These values may be checked in the original equation.

Press Display/Comments
3 Od [x2] 2 Od
(-J 15 &) —2.4 — 08 or —0.000000024
which is very nearly 0.
3 GO) 1.9274433 [sto) Lx?) 2
Gd (-) 15 &) —.00000038 whichis
very nearly equal to
The solutions are x = 1.9274433 zero (within the limits
Pete) 4-24 and x = —2.59411 of the calculator).
UNLOCKING ALGEBRA
Graphing, Roots
of a Polynomial
Graphs of equations are often intriguing (and sometimes beau-
tiful) pictures that show how functions work. They can be
used in tackling some solutions that might otherwise be
next to impossible. Your calculator makes graphing much easi-
er than ever before. For example:
Find the values of x which are solutions (roots) of the
equation.
x? — 14x? + 63x” — 106x + 56 = 0
This is a polynomial equation, and these are normally very dif-
ficult to solve, but your calculator will greatly reduce the
difficulty. Polynomials often have several roots and the
easiest method of solution may be to assume that the equation
equals y and graph it. The points where the curve crosses the x axts
are roots (where the polynomial equals zero).

Evaluate the polynomial when x = 3.

Press Display/Comments
3 [sto Store the value of x
since it will be needed
several times.
I) 40)14 [¥*] 3
63 Ox) (z?7]} [-) 106 KD
56 [=] 8.0000005 When x equals
3, y equals approximately 8.
As many points as needed may be evaluated with your calculator.
y axis | x! — 14x" + 63x? — 106x + 56 = y

1 fGN 8 * axisx
+8+ (3,8)
o

VS

af YU \
Note: This method will not work to find negative roots Z
unless you keep track of the signs mentally, since
[¥*] cannot be used with a negative value for y.
Also, remember to allow some time for your calculator to
“think” between keystrokes — particularly when using the
[y*) key. 4-25
mm

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WALL STREET
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TURNING TO BUSINESS & FINANCE

Introduction

Until now, the math for your major financial decisions may
have been “handled” by others — you've had to take your lumps
“trusting” someone else’s calculations. But now, using your
calculator, you can personally check the weird-looking
formulas and calculations related to finances. Even interest
problems are easy with the help of the [¥*) key.

a
The examples in this section will not only illustrate the
[¥*] key, but will also show with some everyday examples,
how your calculator can help you check financial math and
assist you in making money-saving decisions.

a
ee a
Ce
i i ss

§-1
 TURNING TO BUSINESS AND FINANCE
| Figuring Points

When selling a house, you often have to “pay real estate

points”. This means that due to differences in interest
rates the seller has to pay extra interest (called points)
on a house that is re-financed through FHA. Real estate
points are often charged on the basis of 4 points for
each 1% difference in interest rates between the FHA or VA
loan and the conventional bank-type loan.

As an example, consider that you're selling a house for

$28, 000 through an FHA loan with 4% down (you don’t pay
points on the down payment) and at a 9% interest rate on
the balance. Let’s say that the conventional loan rate on
the same amount is 9%% interest. On this basis,
a) How many points do you as seller have to pay? and
b) How much money do these points represent? (Each point
represents 1% of the selling price less the down payment.)

Solution:
a) Number of points = (9% — 9) x 4
(Note 9% = 9.75)
b) Cost of points = (28,000 — 4 ) x (¥ of points )
Press Display/Comments
a)
LO) 9.75 (-) 9 DO)
Od 4 ) 3. points
b)
Lc] 28000 [=] 4
Do) Od 3 (=) 806.4 cost of points
The “point” system is part of the settlement cost to the
seller of real estate. However, in anticipation of this
cost, the seller usually prices the property higher. The
result is that points effectively increase the interest
rate on the loan to the buyer.
 TURNING TO BUSINESS & FINANCE
Foreign Travel
Money Mixup

ee
Someday we all want to take an international trip. When you
do, though, one item will be of central importance. .. your
money. You’re concerned not only with the money you start
with, but also how much your money is worth in another coun-
try’s currency. For example, if you’re quoted foreign prices
for various expenses of hotel, entertainment, etc., you need

ee
to know how much money to take. To do this, you have to know
the value of the U.S. dollar with respect to the currency of
the country you're going to visit.

oe
For example, the imaginary country of Xero has a monetary ex-
change rate such that one dollar equals 1.3 Z’s (the Z is
their unit of currency). O.K., you know your total expenses
will be $351 for air fare, 2413 Z’s for hotel, guide, and en-

eo
tertainment, and $672 for a return boat trip (including mis-
cellaneous expenses). _
a) How much money in dollars will you need for the trip?

oe
b) You saved 200 Z’s as souvenirs. But, on your boat
trip, you needed the extra cash at one of the island stops.

ee
If the island’s currency, the KO, has an exchange rate of
0.79 KO’s to one U.S. dollar, how many KO’s did you get for
the 200 Z’s?
Solution:
a) To solve, first convert the Z’s to dollars and then add
the dollar amounts together for the total. Since 1.3 Z’s =
$1, the conversion factor 1 = ( $1 is used.
1.3Z
$1 + $672
he

Total dollars = $351 + (2413 Z) (2)

b) Since 1.3Z = $1 and0.79KO =$1, 1.3Z’s = 0.79 KO.
0.79 KO. .
This means that 132 is the conversion factor.
A

Total KO’s, = 200Z’s, x CS)

0.79 KO

Press Display/Comments
i

a) 351 351.
Ct) 2413 OO 1 C=) 1.300)1856.1538 (This is the
number of dollars in 2413 Z’s.)
{+] 672 ©) 2879.1538 Total dollars
b) 200 DD .79 11.3 =) 121.53846 Number of KO’s
 TURNING TO BUSINESS & FINANCE
{Foreign Travel
| Devaluation
The value of the U.S. dollar varies throughout the world as
the world economy fluctuates. A particularly important aspect
of this can affect you if you’re travelling in a country that
devaluates its currency while you’re there. Basically, de-
valuation means that a country changes its rate of currency
exchange such that its currency is worth less (devaluated)
with respect to other world monies.

For example, consider the country of Randia with its currency

(the Rand) valued at 0.71 Rand for $1.00 (American). Assume
that you traveled into Randia with $824 and transferred all
of this money into the Rand (R).
a) How much money in Rands did you receive?

Now, during your visit in Randia, you spent 319 Rands and,
before leaving, you returned to exchange the remainder of
the money back into dollars. However, the Rand had just been
devalued by the local government to 0.85 Rand per American
dollar.
b) How much money in dollars did you receive after the
devaluation?
c) If you had exchanged your money back to dollars before
the devaluation, how many dollars would you have received?
d) How much money (American dollars) did you lose as a result
of the devaluation?

Solution:
TR)
a) # of Rands you receive= ($824) (oe
b) Dollars you receive back after devaluation:
_ $1
= (a— 319 R) («aeR SR) = b
c) Dollars you would have received back before
2 $1
devaluation = (a— 319 R) (air IR) = ¢
d) Money you lost = c — b
Press Display/Comments
a)
824 Lx) .71 C=) [st 585.04 Rands now
stored for next step.

b)
LO [=] 319 DJ
[sto] 266.04 (a—319)
stored for c below.
[=] 0.85 =) 312.98824 or $312.99
dollars received
[Exc 266.04 Exchange recalls the

AM a
(a — 319) and places the
312.98824 in storage
C)
(=) .71 (=) 374.70423 or $374.70 you
would have received
before devaluation.
d)
L=J fra) (=) $61.71599 loss
Devaluation of money can spell sudden loss for international
tourists or merchants. Devaluation of money spells bank-
ruptcy for governments which practice it too much and too
often.
i
i

5-5
i
 -| TURNING TO BUSINESS AND FINANCE
Buying a Car
Early Payoff
You've just received a nice raise and it’s time to buy a new car.
However, you're still making payments on your present car.
Before you go shopping for a new car, you need to determine
how much you have left to pay off on your old car, so you can
determine how much of the trade-in offer will be left toward
the down payment on the new one.

As a guess on the amount you still owe on your old car, you
can take the number of remaining payments times your monthly
payment. This actually is too large a figure, though, since
it also includes the interest you're paying. To get the exact
figure you need to use this formula:
_ a\K—n
where

Bal = Payoff balance

Pmt = current monthly payment
1 = monthly interest rate or the (ee)
k = number of payments already made, and
n = total number of monthly payments.

This formula may look tricky; however, your calculator makes

it easy. For example, say your original loan was for 36
months (n) and you’ve just made the 23rd payment (k) of
$103.23. What’s your payoff balance if the interest is
11.88% per year? (“7) = .99% per month.
12
To use this formula, follow this keystroke pattern on your
AOS calculator: Pmt CO) CO 1 CG) CO 1 i DJ
YW) COokEeIJn DOD) DO) Ei [=) for balance due.
Solution:

er ie ne
Press Display/Comments
103.23 Ob CLO 1 [)
Loo 1 .99 (J 1.0099
(y=) LC) 23 L-) 36 J DJ .12020566 = Note: After

ee ie
pushing this second 11] wait for the calculator, as it takes some
time for this [¥*] calculation. Do not press the next key until the
. 12020566 appears.
[=] .99 (=) 1253.4172 so the payoff

ee
amount is $1253.42 (your loan company may charge extra for
early payoff, though.)

ie ie
Now, you know your payoff, you’ve shopped around, and you
fairly well know the price on your new car. However, you
want to check on what your new monthly payments will be.
This same formula will work if you rearrange it to this:

ee
Pmt = fl-d+i*
mt = Bal + joe

Find your new monthly payment using k = 0 (no payments yet),

36-month loan, 1% per month interest (12% per year) ona
principal of $4620.

ee oe ee
Keystrokes:
Ba C=] COD CLO 1 EJ CO 1G4)i
&
OJ) Ginbs OF eim D&S
Press Display/Comments
4620 [=] LO 1) 1 FE)
Lt) 1 1 OJ 1.01
[¥*] 36 (>) .30107505
oe ee

Again, wait until the number in the display is completed

before proceeding. Also, notice the use of the key to make
the 36 negative. This avoids using an extra L(] and
entering 0-36 since K is 0. (Note: Do not try to make the 36
negative by this sequence [=] 36 as this produces an error.)
=)1 DO) 153.45011 payment
per month
ee
ee

——
SS P-L © 9
ee

5-7
 TURNING TO BUSINESS AND FINANCE
Interest on
the Interest
Each of us should have some sort of plan for financial
security for our future. This can include everything from
gum ball banks to savings accounts, annuities, or even prop-
erty and equipment for investments. Getting into various
plans and understanding them can be a rather complex pro-
cess at first glance. Some business math situations can
seem to be an unreal maze of formulas involving long periods
of interest, numbers raised to the 200th power and so on.
Your calculator, however, can help make the math involved
much more “doable” and understandable. Solving some of
these problems can be almost impossible by conventional
methods of logarithms and compound interest tables, etc.
However, your calculator enables solutions that are strik-
ing examples of its outstanding labor-saving capabilities.

For example, consider regular deposits into an interest-

bearing account, like a savings account. If you deposit
$180 each month into an account that pays 6%
annually, how much money would you have in 10 years?
Well, at first this doesn’t seem too bad. You could just
multiply the number of months in ten years by $180. But
what about the interest? Then, after the first year,
there’s interest on the interest and so on. ..To get the
exact amount after 10 years, all this may be figured by
using the formula:

C = Pmt [oem where

C = final “accrued” amount

Pmt = amount of regular payment
- ; ap as 6%
1 = interest rate per deposit period (in this case 12%
0.5% per month)
n = total number of deposit periods (here n = 12 x 10 or
120 months)

5-8
 a

A
A
This formula can be worked using this set of keystrokes:
PmtOX (CO CO1G4Ii1@% OI OJ) nel
DI Ci (=)
:
Press Display/Comments s
180 b LO 1 5 EN
(9) [Ly] 120 L-) 1.8193967 (Note: Pause for =

10) &).5 [=]

calculation to complete.)
29498.28 total accrued amount é
in 10 years.
:
How much would accrue after 2 years? The only thing char ‘ed
isn. For
2 yearsn = 12 < 2 or 24. :
Press Display/Comments
180
5
DO) CO CO 1 &)
Lo! [yj 24 () 1.1271598 Pause for
=
calculation to complete. S
10) © .5 [=] 4577.7516
2
=.
:
a
2
&
EASY AND NOVEL WAYS eI
2
MAKE MONEY. é
©
6
Sure Guarantees, Ten Cents Each. |

5-9
&
 TURNING TO BUSINESS AND FINANCE
| Marketable “Money”
|

When you think about savings and investments, several dif-

ferent methods usually come to mind; savings accounts, cer-
tificates of deposit, bonds, etc. But one that may not
readily come to mind is investment in U.S. Treasury Bills.
U.S. Treasury Bills are among the most marketable securities
in the world. They are issued at less than face value and
then redeemed at face value on a specified maturity date,
within a year or less. However, you have the nice option of
being able to sell these bills on the open market before the
maturity date. If you do, though, it’s a good idea to know
the interest rate being earned by the bill so that you won't
lose in the transaction.

Consider a hypothetical example: Let’s say that a $250

Treasury Bill is sold for $244.33 and it matures in 90 days.
a) Find the annual percent of interest earned.
b) If you have a chance to sell the bill for $247.92 after
60 days, will this be a higher or lower interest rate than
you found in part a)?
Solution: The interest, I, is given by
OO

I = PRT where
I = interest earned in dollars,
P = principal
wu

R = annual rate of interest

T = time in years

We want R, the interest rate, so solving for R gives

R= a (x 100 to get answer in %)

a) The interest rate R =

(250
44. —30(
244.33)
2) x 100

. (90 days ) ; _
Note: (se days gives the time in years and I equals money
aR

earned or the difference in purchase price and sale price

cn.) (22)
b) R= (247.92 — 244.33) x 100
CR

5-10
CO
 =

=
=
Press Display/Comments
=
a)
Le} 250 (=) 244.33 €
DI C2) CO) 244.33 bd =
90 (=) 365 DJ C=) .09411452 e
OJ 100 L=) 9.4114517
interest
or 9.41%
.
&
b)
LO} 247.92 [=] 244.33 =
DO) Ce) ) 244.33 Od =
60 (=) 365 D7) [=) .08938389 =
Oc) 100 8.9383893 or 8.94%
interest =

The interest rate for the early sale is lower, so your reasons
for selling the bill would have to outweigh the slight loss! 2
=
=
=I
Ae edt YOY =
OM N74°70 | Wt) Oy LYE
: ONE SIXTHOFA SPANISH =

Mill Dollar-ocriheValue
thereofim GoldorSilver KS =
40 6c givenin exchange at SS |
Treasury of VIRGINIAN =
Pursuant to ACT
\AS SEMEL =

Vf O14 I "777.
=
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©

©
e
 TURNING TO BUSINESS AND FINANCE
Deepening
“S
Depreciation
You may have heard the term “depreciation” and wondered
about it. Basically, depreciation is a decrease or loss
3 in value because of wear, age, or other cause. This is
used more often than not by businesses to help them figure
3= the normal life span of equipment for tax purposes, replace-
a ment, etc.
=
For example: Let’s assume a business executive buys new cars
S| for $4200 each which he depreciates at an average rate of 27%
= of the remaining value per year. This means he will take 27%
= of the value and subtract it at year’s end. This is the same
e as multiplying the new value by 73%, since 100% — 27% = 73%.
Each year the previous year’s value is reduced by 27% or mul-
S tiplied by 73%. Since this particular executive finds it un-
profitable to keep cars which are worth less than $1000, how
3 many years should the cars be kept? What is the value of a
=" car after one year, two years, three years, four years, and
= five years?
SI Solution:
= Let C, represent the value of the new car, then
= 73% of Cy is the value of the car at the end of
3 the first year (C,). The value of the car at the end of the
second year (C.) is 73% of the value at the end of the first
a year or 73% x 73% x Cy, or C, = (73%)* C,.
This pattern continues for each year and in general, C for any
= year (C,) is C, = (73%)" C,.

Logarithms can be used, but the calculator provides a much

easier way. The calculator’s automatic constant can come into
= play for this one.

=
=
©
e
eS
 :
:
Display/Comments
73 Db Ok) 0.73 Nowsimply enter the
original value and press
equals for as many years as
you want to check
3066.
2238.18
value after 1 year
value after 2 years :
1633.8714 value after 3 years
:
:
1192.7261 _ value after 4 years
870.69007 value after 5 years

:
During the 5th year, the car
should be sold.

:
:
.
:
:
:
:
:
:
:
:
————

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|
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$-13
:
 TURNING TO BUSINESS AND FINANCE

Interest Paid
}and Earned
A friend of yours poses an interesting question. It seems
to your friend that borrowing $1000 costs a lot more in
interest than you earn in interest if you deposit $1000
in a Savings account. You know it costs more to borrow — but
how much? Assume the finance company’s interest rate is 1.01%
per month and that the savings account earns 5.5% compounded
quarterly.

To solve this problem, you have to make two calculations.

The first determines what the finance company will charge
for financing the $1000, and the second is to calculate
how much money the $1000 earns in a savings account during
the same time period. Assume a time period of 36 months.

First, find the interest charge to finance the $1000. Re-

member, you will be making equal monthly payments for the en-
tire 36 months.
Use this formula: _

I= np[>—+9") — P where

n = number of monthly payments

1 = monthly interest
P = pnincipal
This formula again looks tough, but it works
if you use the following keystroke sequence:
nOOP OO OI O16) O1eim oo [y¥*)
nlé-] OJ) Glifm OO) G71) CIP &)
Press Dispiay/Comments
36 GC) 1000 DD CQ) LO
1eJCO 1 1.01 [%] a
Lo) (¥*) 36 Note the use of [+4] to
make the exponent 36 mto
e
—36. Use of the [—] key
to do this results in an
e
(J
error.
.30356171 Note: Wait for the S
number in the display to com- a
plete before proceeding.
&
{J 1.01 J 0) =
(W431 64 EE) 1197.7795 (again, wait)
1000 L=) 197.77954 interest charged by =
[sto]
finance agent.
To save this for later. e
Now calculate the interest earned in the savings account :
using this formula: =
I = P(1 + i)" — P where
i = interest rate per compounding period
n
P
= number of interest compounding penods
= pmincipal. °
A
=

Note: Since the interest rate is 5.5% per year compounded S

quarterly, 1 will equal 2% Also, since the loan is for &
=
36 months or 3 years, there will be 12 quarters, son = 12. &
Press Display/Comments
S
1000 9X) CO) 1 5.5
[vw] (+) 4 DO) &
=
(¥*] 12 (£) 1178.0681
&
1000 [=] 178.06812 interest earned =
from savings
In borrowing $1000 for 3 years you not only have to make
e
monthly payments, but you pay $197.79 interest. If you de- =
posit $1000 in savings, you earn $178.07 interest.
c=
=
e
§-15
eS
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LATCHING ONTO TRIGONOMETRY

Introduction: The
Story of Trigonometry
If you look around you carefully, at buildings, desks,
chairs, signs, and other structures you encounter, you'll
notice that triangles are everywhere. Indeed, the triangle
should be thought of as a friendly thing— it adds strength
to structures, allows for support for signs, aids in navi-

NARRATE
gation, and has a wide variety of other useful applica-
tions. The early Greek mathematicians (sharp as they were)
realized that triangles were important — and would continue
to be important, so they invented a whole science devoted
to studying triangles: TRIGONOMETRY.

A very important part of trigonometry focuses on a

special type of triangle that is found especially often in
nature, called nght triangles. Many of you are probably
familiar with right triangles, but for those who aren’t, a
quick review:

The Story of Right Tnangles

First of all, this is an angle . Angles are a
way to describe the way in which two lines or surfaces
touch each other. Angles can be measured in one of 3
common types of units: degrees, radians, or grads (see
Basic Keys section), and are usually labelled with Greek
letters (ike 0 — “theta’”).
Some angles:

= eb a
bigger | nght bigger straight
sree angle angle | angle angle
“acute” angles “obtuse” angles
Notice the angle in the center is called a right angle, and
is an especially common type of angle. (The corner of this
book, the floor meeting the wall, etc. — all form right angles.)
£
 Angles smaller than a nght angle are called “acute”
ee ee ee SS Neh Mar eS Da Dad DSA DSA SSA DA cA eA Ne Re angles, while angles larger than a nght angle are called “obtuse”
angles. The most common unit you'll see for measuring
angles is the “degree”, which is defined as 1/360 of a circle:

(7 right angle = 90°

1 degree (1°)
180° WT

270°

A nght angle is one that contams ninety degrees (90°).

Now, tnangies have 3 angles, and in nght tnangiles one
of these is a right angle.

Right Triangle

Right triangles pop up all over the place, and the Greeks
wanted to be able to describe all of the parts of this type
of triangle, and how they are related. To do this, they identi-
fied three relationships in right triangles, that have stood
the test of time and are still popular today!
SA
 RAE
The “Trig Functions”
These relationships are called the SINE, COSINE, AND
TANGENT functions. Here’s how they work:

O
H (hypotenuse) SIN 6 = H
O _A
(opposite) COS 0 = H
9 TANO =>
right angle A (adjacent)

In the triangle above — just find 9, the angle we'll be

talking about. The side of the triangle straight across
from the angle 0 is called the opposite side to 9, labelled
“O”. Next, find the right angle, and notice that the side
across from it has the long name “hypotenuse”, (that’s
high-pot’-in-noose), and is labelled H. The other side is
next to (“adjacent”) to ©, and is labelled A.
Now here’s what the Greeks discovered: The lengths of
the sides of the triangle were related to the size of the
angle 9 as follows:
_ Length of Opposite Side
SINE © = Length of Hypotenuse
_ Length of Adjacent Side
COSINE © = Length of Hypotenuse
_ Length of Opposite Side
TANGENT 6 = Length of Adjacent Side

These three functions are very important, so three keys on

your calculator are devoted entirely to them: [sin] , [ces] , [tan] .
(See Basic Keys section for additional details). The ~
rest of this chapter is devoted to examples of how these
functions can be useful — at home and in trig class — and
how your calculator can make handling trigonometry problems
easy, more accurate, and even fun.

There’s more on trigonometry, — including many handy

NAAR

formulas and identities , in the Appendix.

oN)
P
 LATCHING ONTO TRIGONOMETRY
Tnig on Keys

oe
ab
;
DNA Dt Ds aA Ds Desc Di Ds Disa Di Ds Ds sc Ds De Dts

Four keys on your calculator will be helpful in han-

dling problems involving trigonometry: (See Basic Keys
section for more on these keys.)

key: This is actually a 3-position key that selects

the angular units of measure you want to use in a problem:
Degrees, Radians, or Grads. These 3 units for angle measure-
ment are illustrated below:

Degrees Radians Grads

T
90° 2 100

180° 0°, 360° 7 0,27 200 0, 400

270° 3m 300
2
I= of acircle 1 radian = 57.3° 1 grad = 7h ofa circle
=0.9°

Display
Indication: None ’ (Apostrophe in ”* (Quote marks
far left of display) _ in far left of
display)
When your calculator is first turned on — it is automatically
in degree mode. Push the key once for Radians mode, in-
dicated with an apostrophe (’) in the far left of the display.
Push the key once more for Grads mode, indicated by quote
marks (’’) in the far left of the display.

Be careful to be sure that the calculator is in the cor-

rect mode before performing any calculations involving trig.
Your calculator will assume that any angles you enter are
measured in the units specified by its mode setting.
eA
 [sin] [cos} [tan] — These keys assume that the number in the
display is an angle, measured in the units you’ve selected — and
indicated by the mode indication in the display (none, ’, or ”).

RARE
When you press one of these keys the sin, cos or tan appears
in the display. This calculation happens night away — and
doesn’t affect other calculations in progress.

[wv] key—when pressed before either one of the [sin] {cos} or

[tan} keys, computes the arcsine, arccosine or arctangent of the
number in the display. Answers are in degrees, radians or
grads, depending on the angular mode you select.

For example:
[wv] [sin] calculates the arcsine (sin~').
This instructs the calculator to find the
smallest angle whose sine is in the display.
(First or fourth quadrant).
[wv] [cos] calculates the arccosine (cos~').
This instructs the calculator to find the
smallest angle whose cosine is in the display.
(First or second quadrant).
[wav] calculates the arctangent (tan-").
This instructs the calculator to find the
smallest angle whose tangent is in the display.
(First or fourth quadrant).

CREAT SMALL ONCE -ACCENTED TWICE-

OCTAVE OCTAVE OCTAVE ACCENTED
eg

Key buard
on
ad
 LATCHING ONTO TRIGONOMETRY
Angle Conversions —
Degrees/Radians/Grads
You may sometimes find it necessary to convert angular values
Det Ps Def Dh Ds DN ise aD aN Ds a aD Ds Dea aN Nas aN BaD Ba

from one unit system to another. While your calculator has no

special conversion keys for this purpose, the key sequences to
convert angular units are pretty easy, and can be used without
affecting anything you may have stored in memory, or other
calculations in progress. First, be sure the calculator is in
the correct angular mode for entry of the angle to be converted.
Then:
Conversion Key Sequence
Degrees to Radians [sin] pra [inv] [sin]
Degrees to Grads [sin] [inv] [sin]
Grads to Degrees [sin] [wv] [sin]
Grads to Radians [sin] PRG pre [iv] [sin]
Radians to Degrees [sin] PRG prq [iv] [sin]
Radians to Grads [sin] Ra [we] [sin]
Note:
The angular range of the above conversions must be limited to
the first and fourth quadrants:
0 +90 degrees
0+ 7/2 radians
0+ 100 grads
Here's an example: Express 50 degrees in radians, and then in
grads.

Press Display/Comments
ONC This makes certain you
are in degree mode —
all set to enter 50°.
50 [sin] [inv] [sin] ‘87266463 Thisis 50 de-
grees in radians.
(Note: Be sure to allow
enough time for your cal-
culator to finish working
when using the tng keys)
[sin] [inv] [sin] "55.555556 This is 50 degrees
expressed in grads.
For converting angles in any quadrant from one system to
another, the following table of conversion factors can be
used.
TO
FROM degrees radians grads
degrees 7
Xi80 ,- 0.9

radians 180 200

T WT
T
grads x 0.9 X00

Note that these calculations are performed without using any

trig function keys, so they don’t depend on the setting of
the key. (Be certain your calculator is in correct an-
gular mode if you’re using conversion results as part of
another tng problem. )

Example: Convert 120 degrees to radians, then grads.

Press Display/Comments
120 OD Ce) EC! 180 (=) 2.0943951 Thisis 120°
expressed in radians.
DO 200 =) Fs) &) 133.33333 = This is 120°
expressed in grads.

NARA
~)
m
 LATCHIN G ONTO TRIGONOMETRY

Basic “Trig
Around the House”
Here are some “around the house” applications of the basic
aD

trig functions.

If the sun is at a 30° angle off the horizon at 5 P.M.,

how far from your 2 meter tall West fence should you start
your cactus garden —in order for it to get the full sun
until then?
AES a
IEEE

W +> J
s Cactus Garden
N

topposite side)
a a
x = shadow 0 = 30°

(adjacent side)

Solution: Given one side (2m) and one angle (30°) of a nght
triangle, you can find the length of any one of its other
sides, (x). To find x, you can use the formula:
Tan © = Length of side opposite O
Length of side adjacent to O
2 meters
tan 30° = ————,, so
x

ya~ tan2 30°

(Before you begin, be sure that you are in “degree” mode.)

Press Display/Comments
2 30 (tan) (=) 3.4641016 m — Putting your
cactus garden at least this far
away will keep it in the sun
until 5 P.M.
6°
-P
 Anno
Here’s another one:
You have the happy chore of erecting a TV antenna.
You decide that the guy wires should be at a 35° angle with
respect to your roof, and that you'll need 3 of them.
How much guy wire do you need, if your antenna is 4 meters
high? How far away from the antenna base should you put the
roof supports?

35°
T |length (y)
WAKAREAARAARKRSS
Roof
Solution:
- aro _ 4M o_ 4m
in 35 ~ length of guy (x) tan So" =
50. x = 4m _4m
** sin 35° y= tan 35°
Press Display/Comments
4 [=] 35 [sin] C=] 6.9737872 Length of one guy
wire. (Allow time for your cal-
culator to compute the sine).
bd 3 =) 20.921362 _‘ Pick up at least
21 meters of wire.
4 (=) 35 (=) 5.7125921 Anchor the wire
about 5.7 meters away from the
base.
Yo)
P
 LATCHING ONTO TRIGONOMETRY
Tng and Land Area
TARR RRA =
Your calculator and its trig function capability can help
you in getting the “lay of the land”. Here’s an example:
You're looking over a piece of property that’s bounded
by 2 farm roads that intersect at right angles, and a state
highway that cuts across at a 20° angie as shown. The pre-
vious owner just put a fence around the land, and tells you it
took 750 meters of fence. What’s the area of the land in
square meters (m7)?

20°
°
>
 Solution:
The formula for the area of a triangle tells you:
AREA OF LAND = 1/2 A xB
You also know:
A+B+C = 750.
Now
oA A
tan 20° = B 9° B= 290°

. o_A _A
sin 20 = © so C = = 50°
0° . Substituting:

A A
A+ on 20° * sin 20° > 10.

doi
A(1 + tan 20° sin 20°
) = 750
A= 750
1 1
(1 * tan 20° * sin aa)

Looks tough you say? At this point your calculator is

ready to take action. Just key in the nght side of this
equation carefully — and allow time for your calculator to
“digest” the problem.

Press Display/Comments
750 [=] LO) 1 C4) 20 [taq) (4)
20 (sin) (Ae) (1) C=) SO) =—«112.42217m = Thisis the
length of side A in meters.
Now to find B:
[=] 20 [tan] [=] 308.87738 m (length of B)
Next, to find the area
Lx) iS) 2) 17362.333 m? — the land area.
(RRR

6-11¢
 LATCHING ONTO TRIGONOMETRY
Keys to
Quick Graphs
There are some ways to explore mathematics that are made
IRI RI RAPALA

much easier now that you’re doing math “on keys”. One
of these is graphing. Drawing a graph of a function shows
you how it “works”; and you may be surprised at the symmetry,
beauty, and intriguing behavior of trig-related functions.
Your calculator can make graphing these functions a cinch!
PIRIRIR IAEA

For example: Graph the function:

_ tan9e
f) = (1 — sin 8)
for 6 = 0°, 30°, 45°, 60°, 90°, 135°, 180°

Press Display/Comments
0 (tee) 401-10) DICE) oO (C€ord0=0°, fe) =9)
30 (tae) =)0O1 CE) 30s) DJ C=) 1.1547005
For 8 = 30°, f(@) = about
1.2
45 (tan) (+) 001 C&) 45 (se) (0 C=) 3.4142136
For 8 = 45°, f(0) = about
3.4
60 [tae] (=) LO1 (-) 60[sa) DJ C=) 12.928203
For 8 = 60°, f(@) = about
12.9
90 (tan) (=) C0) 1 (©) 90[se] (1) C=) Error
For 6 = 90°, f(O) is
undefined.
135 (tan) (031 C&) 135(se) (0 '=)-3.4142136
For 8 = 135°, f(@) is about!
—3.4
180 (tan) (=) 001 C£) 180s) DI C=J0.
For 6 = 180°, {(@) = 0.
 el De
ml Peed Poe Mee rved oe sed renee oe pe pe De ved ped we pe ed bed Deve
If you graph these points as shown — you begin to see an
interesting function “picture”. Fill m a few more pomts!
What can you tell about this function from its picture?

2 +
10 —

-—

0° m | \ 1 ! oe
F(O) 1 | J |
2-—- 30 45 60 90 135 180

4‘T 8
6 +
8 +
10 —

12
e
 LATCHING ONTO TRIGONOMETRY
Unlocking Rectangular
and Polar Coordinates
Stn alls]

There are two common ways you can use to locate a point in
a plane. You can specify its rectangular coordinates or its
polar coordinates.

In the rectangular coordinate system, point (x, y) is located

Lr oM lo Alo BsHb Astin Aina dindlinadtndinadinadtloadtnadts

at a distance “x” along the horizontal axis and a distance

“y” along the vertical axis. In the polar coordinate system,
point (r, 8) is located at a distance “r” from the origin, and
at an angie “©” from the horizontal axis (as shown below).

Often you may find that you need to convert between these
two representations — and your calculator can simplify this
process. The formulas you'll need for these conversions
are given below.

rectangular coordinates

,
ais (x, y)
x To convert use:
r= Vx’? + y?
y
© = Arctan y

x
axis

polar coordinates

(r, O)
To convert use:
x =rcos9
r y=rsn9O
6
 UD td wed He eee pe ed sed ee eee pe pe el ed we pe pe re ewe oe
Here’s anexample;s x=5, y=6
Transform the rectangular coordinates (5,6) to polar coordinates.

Press Display/Comments
(OFF) This makes certain that you
are in degree mode.
5 Ce) 167) EE) 7.8102497) r= V2 + y?
6 =) 5) ee) a] =) ~—- 50.194429 © = ARCTAN ()
so r = 7.8, 8 = 50.2°

Convert the polar coordinates (7.8102497, 50.194429) back to

rectangular coordinates. Are you in degree mode?
Press Display/Comments
7.8102497 Lx} 50.194429 [=] 5. x=rcosO
7.8102497 Lx] 50.194429 [sin] C=] 6 y=rsnO
Answer: (5,6)
(x = 5, y = 6)
Ure

16
 LATCHING ONTO TRIGONOMETRY
Rectangular and
‘Spherical Coordinates
‘s
Many people who apply trig to real life problems need
©aU Ds hh eo Dh Do ND eb hse Da Ds Ds aN Ds Ds Ds! Ds sa DA Ds oN Ds) sD a

methods of mathematically locating points in 3 dimension-

al space (navigators, space scientists, air traffic control-
lers, etc.) There are several methods available, and the
problem of converting from one method to another is a com-
mon one — and one easily handled with your calculator.

The most common coordinate system is the Rectangular system

for specifying a point in space. Three axes (x, y, & z)
are used that intersect at one common point called the
origin: any point (x, y, z) is located x units along the
direction of the x-axis, y units along the direction of the
y-axis, and z-units along the z-axis.
z4 (x, y, z)
”

»>y
xX

An alternate system that utilizes angles to locate the point

is the spherical coordinate system. In this system a point
(p,9, ) is located 6 degrees
away from the x-axis in the x-y
plane, @ degrees from the z-axis,
and a distance p from the origin.

To transform the rectangular coordinates (x, y, .2) to spheri-

cal coordinates (p, 9, @), use these formulas:
p= Vx +y? +7? © = ARCTAN 2, ¢ = ARCCOS ———=z———
x (x? + y? + z?)
To transform the sphencal coordtnates (p,0, ) to rectangu-
lar coordinates (x,y,z), uses these formulas: x = p sin ¢ cos 9,
y=psnqgdsn 90, z=pcos@

The following examples show how the coordinates are trans-

formed from one system to the next, using the calculator to
make the process much easier and more accurate.

6-16
Example:

RMKnnnnnnnMnnnnnnnnnnneiae
An airplane beginning its landing approach is 2 km east (x),
4 km north (y) and at 5 km altitude (z) with respect toa
control tower. Find the angles a directional radar antenna
should be aimed to spot the plane (0, and @), and the distance
the radar signal will have to travel (p).

Plane

as (x)

This amounts to converting (x, y, and z) to (p,0, @).

Press Display/Comments

p=V¥P+ty+7=
2) G14) 25) &
[v=] [sto] 6.7082039 kilometers
© = Arctan (y/x) =
4 Ce) 2 (=) Lexy) [tan] 63.434949 degrees
@ = Arccos (z/p)
GIVE
+ +2) =
Arccos (z/p)
3 C=) (Ra) (=) [wv] icos! (=) 41.810315 degrees
Here’s another example:
Convert the spherical coordinates p = 2.1, 0 = 7°, @ = 46°
to rectangular coordinates. (First, be sure you're mn degree mode.)
Press Display/Comments
x =psin @ cos 8
2.1 LX)
46 [sin] Dx] 7 cos) [=] 1.4993537
y=psngdsnO
2.1 OC)
46 (sin) OX) 7 [sin] (=) .18409749
Z=pcos d
2.1 DX) 46 cos) [=] 1.4587826
Answer: (1.50, 0.18,
1.46)
3
o
 LATCHING ONTO TRIGONOMETRY
Rectangular and
eH
Cylindrical Coordinates
We'll cover one more common coordinate system for specifying
where something is in space: the cylindrical coordinate
| system. Here are the formulas you'll need for converting
| from rectangular coordinates to cylindrical coordinates, and
nas vice versa:

EF
EF ' (x, y, Z)

EF a
“
=
, a
a“
a

as
“as a x To convert use:
r= Very
“as @= tan"! y/x

a ;
ras 4 (r,O,z)
To convert use:
rae x =rcos 9

Ss
y=rsnod a
-

a7 «(2

a r 7
a e
(A
Fay «1s
 Rinhinnninnhhinhnnnnnnnnnnnile
Examples:

Try converting the rectangular coordinates (5, 10, 15) to

cylindrical coordinates. Remember to work in degree mode.

Press Display/Comments

r=Vxe+y¥ =
5 Cz] 4) 10?) ©) ) 11.18034
Ge= tan7! y/x =

10 C=) 5 C=) [ny) [tan] 63.434949°

z=z=15
Answer: (11.18, 63.43°, 15)

Now convert thel cylindricali coordinates (r= 1, 0 = 45°, z= 1)

to rectangular coordinates.
Press Display/Comments
x =rcos 9
1 (3X) 45 [cos] Cay) .70710678
y=rsn9e
1 LO) 45 [sin] Gs) .70710678
Z=z=1
Answer: (.71, .71, 1)
©
>
 LATCHING ONTO TRIGONOMETRY

Law of Cosines
Ds Ds cD oN DASA DON WS aN Desa DLCON DSA 4

Law(s) of Cosines are very helpful in finding sides and angles

of any triangle, given two sides and an angle to begin with.
Let’s take a look at how the Law of Cosines comes about.
Given a triangle with angles a, b, and c and sides opposite,
A, B, and C, respectively, draw a perpendicular from c to C
and call it “x”. Take a look at triangle Bxy, and the
following implications:

Reason
1) BP=y?+x Pythagorean theorem
2) xX = B? -y° subtraction
3) A? = x? + (C-y)? Pythagorean theorem
4) A? = (B? — y”) + (C-y?? substitution
5) =B? - y? + C? — 2Cy + y?
6) =B?+C?—- 2Cy
Ds a DD

7) cos a = y/B definition of cosine

8) y=Bcosa multiplication
9) A? = B? + C? — 2BC cosa substitution (8 in 6)
SN Dh NDPDscs ND ND

Using similar geometric and algebraic properties, you can

derive these Law(s) of Cosines:
A? = B? + C? — 2BC cosa
B? = A? + C? — 2AC cos b
C? = A? + B? — 2AB cosc
Problem: Given the same triangle with B = 6.21 meters,
C = 9.62 meters and a = 61°, find A and b.
Formula: A? = B? + C? — 2BC cos a (Law of Cosines)
First, find A.

RnR
Press Display/Comments

RANMA
6.21 Lx?) 9.62 [x7] (=) 200) A? =6.21" + 9.62? -
2(6.21) (9.62) (cos 61)
6.21 DX) 9.62 Dx) 61 [cos! (=) = 73.183253 meters?
8.5547211 meters = A

Formula: B? = A? + C? — 2AC cos b. Therefore:

b _ B2 — A? — C?
cos b= 5467 > 80

b = Arccos (B? — A? — C?/ —2AC)

Press Display/Comments
6.21 (2?) [-) 8.5547211 27] B?-A?-C?=
9.62 [x7] (=) [sO —127.16355

2 LX) 8.5547211 DC 9.62 L=) (B? — A? — C?) / —2AC =

exc) (=) [=] .77259471
Liv] 39.412533 = b

4
onde, e pert a
td tnttt sudutlal Ee
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 LATCHING ONTO TRIGONOMETRY

Law of Sines
‘3
The Law of Sines is another useful relationship for finding
lols AksNocloe Das loallcN boat

the sides and angles of any triangle, given two sides and an
angle, or two angles and a side. (As is the Law of Cosines,
discussed previously. ) Given a triangle with angles a, b, and
c and sides opposite A, B, and C, respectively, the Law
of Sines states that:

A Quick Example:
In the triangle above,if a = 29°, b = 60° and C = 2 meters,
find c, A and B.
To begin, remember that any triangle contains 3 angles
that must total up to 180°. So angle c in the triangle can
A

be calculated as follows:
c= 180 -—a-b
NTA

. sina sinc
Since A =e you can rearrange to get

_Csina
sinc’
TN
 at at atl at Sat at a at at at ak at at a at ak at ak at
. sina _snb , Asnb
since ~~ = B’ B= sin a
on your calculator:

Press Display/Comments
C=180-a-—b=
180 [=] 29 (£) 60 [=] 91.
A=Csina/ sinc =
(2 sin 29°) /sin91° =
2 GO 29 [sin] C=) 91 [sin] C=) .96976694 meters
B = A sin b/sina
B = .96976694 sin 60/sin 29 =
Lx] 60 [sin] CL) 29 [sin] C=) 1.7323146 meters

at a atl
?nN
 LATCHING ONTO TRIGONOMETRY
Limits of
|} Tng Functions
CDs eV DNseeN DNseb NS eb Dseh Ds eh Ds Das a Da Dsl Ds Cbs a Ds Ds Ds Us Ds Ds cL aN Ds

The behavior of functions ts something that you can really

explore with your calculator. One aspect of functions that
the calculator makes easier to examme ts the concept of [zwet.
A leit ts sort of a number that a functon can get close to,
but never quite arrive at. For example, the imutof the
function > as x gets closer and closer to zero (written
lim 2, ss infinity. We e can
can write this: ms
lim!, = x,

By graphing functions near their imits, (with the aid of your

calculator), you can spot the trends m the function’s behavior
and see where it’s “headed”. Thus ts often a helpful techmque
for finding the imits of functions that are not obvious.
Consader the following: Hf we graph 7 for exceedingly small
values
of x, what happens?

Press Display/Comments
For x= 1, 2 =
1 is) f(x) 1.
For x = .5, —=
5 [va] 2.
10 For x = .25, 2 =
25 [s) 4.
5 For x = .20,
==
20 (x) x ®
r 1 For x = .125, >=
125 (%) 8.
For x = .120 +=
.120 (%) 83333333
 ANDE
For x = .100, = =
-100 [) 10.
For x = .005, 7 =

AR MNRAR AMMAR
005 (x) 200.

The smaller xis, the larger * is. By observing

the trends
in thes function you could see for yourself that the Imut
of? = x, asx+0.

Now, some functions have Emuts that are not obvious at all,
and graphing them will let you see the trends m thes behaijor
that will lead you to the mat. For example: you now know that
(n> = =. You also can look up the fact that as x->0

tan x0. So think about ths: What’s the mut as x approaches

0, of the function, tan x
f(x) = x ?

To check this out set your calculator m radian mode 21: -

examine the trends:

Press Display/Comments
f(1)=
lme1e 15574077
f(-5)=
5 fem] (C=) 5 EE) 1.082605
f(.1)=
lt Eo 1S!) 1.0033467
{01 =
01 3 .01 l=) 1.0000332

Graphing
f(x) for x = 1, 0.5, 0.1 and 0.01 can help you see that
im tax _y
x0 x

Try evaluatmng im sin (=) using trends.

x0 x
What can you tell about this function?
R
@
 LATCHING ONTO TRIGONOMETRY

Vectors

er What are vectors? Quantities, like forces and velocities,

in which the direction as well as the magnitude is important,

Bs are Called vectors.

Bs
Bs
[as
Bs
Bs
Ba
[aa How are they represented? By a directed Ime segment whose
direction represents the direction of the vector and whose

Bs length (in terms of some chosen unit of length) represents

the magnitude. The unit vector i along the x-axis and j

BS along the y-axis are vectors whose length ts L. Every vector

m the plane may be expressed m terms of i and j. Two

Bs vectors are equal provided they have the same direction and
the same magnitude. So, as can be observed above, vector AB

Bs ts equal to ai and vector OP is also equal to ai. Therefore

AB = OP.

Es
Es
Bs
Bs
Bs
Bs
fas 6-26
 OK, here’s an example of one apphcationof “vector” math:
You need to cross a stream. The current flows at 15 km/hr.,

nnn RAAR
and the maximum boat speed (relative to the water) ts 25 km/hr.
What angle should you pomt the boat upstream to arrive directly
opposite on the other side? With what actual speed (relative
to the earth) will you travel?

>
>
Hl
co
®
®
2.
wn)
“a
3
-
o
<

RR
Solution: Let V, = the speed at which the river flows and
r = the speed of the boat relative to the water. Find the speed
(V.) and angle (6) of your boat. By examination of the diagram
shown.
V,=Vr-V = V2 - 15
V V
sn@ = “b= 3 6 = sn” 5

Press Display/Comments
actual speed V, =
53D) &) 20 km/hr
© upstream=
15 C=) 25 EE) fw) (=) 36.869898 degrees
8
?
 Bh 4, Mee
7 i “iM a
mee A, AE J

om | ; " ee ;
i“ (if i
mei
wy
=
=
—
CRACKING PROBABILITY & STATISTICS

Introduction

In moving through your life, you may encounter a variety of

problems or situations where risk or chance are involved.
The actual result of the situation hasn’t happened yet —
but you’d like to know what the chances are that things will
work out for the best. What outcome is most probable? What
are the chances it will rain on your picnic? What are the
odds that you can drive your car coast to coast without a
breakdown? What’s the chance that your next card will be
the Ace of Spades? Probability won’t tell your fortune
exactly, but based on a study of the situation the science
of probability may give you an idea of what the “odds” are
of a certain outcome.

Likewise in some related problem situations you’re faced

with a large amount of data and need to spot trends, to see
the type of event occurring most often, or to “boil
down” the facts to a form that’s useful. The science of
statistics can help you here. Working with your calculator
to calculate mean values, standard deviations, etc., statistical
problems — whether it’s batting averages, grades on an exam,
mean temperature in an area— whatever— become less hassle
“on Keys”!

This chapter contains a selection of example situations

designed to show you how your calculator can help “crack”
the world of probability and statistics. Several special
features of your calculator — notably AOS and the
feature of the memory — will be especially helpful here.

The science of probability describes many natural phenom-

ena such as the movement of electrons, chemical reactions,
the life cycle of stars, etc. You can also see probabili-
ty in action in a variety of games of chance.
>
62
Fei
 CRACKING PROBABILITY & STATISTICS
Basic Keys
to Probability
Here are a few examples which may open up an idea of your
“chances” in various games.

Example 1:
Assume that your name has been placed in a box with 99 other
names. What is the probability that your name will be select-
ed for the prize?

The way to predict your chance of winning is to divide the

total number of ways you can win by the total number of
possibiltties. In this case, there is only one way for you
to win and there are 100 possibilities. Your chance of winning
is 1 out of 100 which is ww or 0.01. In other words, if

you entered many, many such contests, you would win about
1 out of 100.

Example 2: If you have shuffled a deck of cards, what is the

probability that the top card is the Queen of Spades?

Since there are 52 cards and only one Queen of Spades, the
probability is 1 l=] 52.

Press Display/Comments
1 (=) 52 E) 01923077 is the probability.
This rounds to 0.019

If you shuffled the cards 1000 times, the Queen of Spades

would be the top card about 19 times. Want to try your luck?

Example 3: If you roll a standard die, what are the chances

of rolling a six?

Each time you roll the die there are 6 equally probable
ways for the die to land, so your chance of getting
a six on a single roll of a single die is just 1 L=] 6.

Press Display/Comments
1 =) 6 (©) - 16666667 or about
17 times out of 100 tnes
CRACKING PROBABILITY & STATISTICS
Dice Probability

Many games are based on the rolling of dice. Have you ever
wondered about the chance of obtaining a particular value?
One way to get a handle on the chances is to construct a

SMIOISIS BICIICICIS) SII

table which shows all possible combinations. In this table
you represent the results of a toss of 2 dice as a pair of
numbers (eg. 1, 1 for a roll with two ones, etc.).

Possible Values of One Die

Possible 1 2 3 4 5 6 Theboxes now
Values of 1} 11412 {13 {14 }15] 16] contain all the
Another Die 2 | 21 | 22 | 23 | 24 | 25 | 26 | combinations possible.
3 | 31 | 32 | 33 | 34 | 35 | 36) For example, the
4 41 | 42 | 43 |44 | 45 | 46] box [46] represents
5 51 | 52 | 53 | 54 | 55 | 56] dice values[ 4 | [6 ].
6 | 61 | 62 | 63 | 64 | 65 | 66

/
Next create another table, where you add the values on the 2 dice.
5| 6| 7
B] co] do

co

6| 7| 8| The bexes now

C0] 00/3]
I] [on]

00/3]

a] on]

8| 91 contain the sum

>} CN}

NI

8| 9/10] ofeach
9/1011} possibility.
10}11 412

What is the probability of rolling a 7? All that you do is

count the number of sevens in the table and divide by the
total number of possibilities. If you look at these tables
you see that for any toss of 2 dice there are a total of 36
possibilities. (That’s 6 x 6 — the number of boxes in the
table.) There are 6 sevens (all along a diagonal) so the
chance of rolling a seven is 6 [=] 36, or 1 out of 6.

Press Display/Comments
6 C=) 36 (=) . 16666667 or about 17
out of 100 rolls.
With this process you can make estimates on other numbers.
wo
“
 CRACKING PROBABILITY & STATISTICS

Permutations

Permutations can tell you the number of arrangements that

are possible in given situations. For example, suppose you
have three squares[ | [ | [__] . How many different ways
can you arrange (one to a square) the letters A, B, and C?
One way to figure this out is to chart the possibilities:
You may choose any of Then youmay choose Only 1 choice
—

the 3 letters for either of the remains for the

the first square remaining 2 for third square
the second square
B C
——
A
C B

A C #of
FP

_— possibilitie:
C A equals 6.
PAE

A B
FE

C—
B A
Le HME

There are six possible arrangements. Three choices for the

first square, two choices for the second square, and one
f

choice for the third square. Mathematically, these choices

may be thought of as 3 x 2 x 1 = 6. This type of multiplication
sequence of 3 is called 3 factonal, and wnitten as 3 with
an exclamation point after it (3!). So: 3! = 3 x 2 x 1 =6.
/

Now try this: you have four objects which may be placed in
each corner of your room. How many different room
arrangements are possible?
There are four choices for the first, three for the second,
two for the third and one for the fourth.
4!=4x 3x2 x 1 = 24 possibilities
c#,
c #
 CII
The number of different arrangements (or permutations) possible

/
in some situations is staggering. Try this. Ina class of

LP,
17 students with 17 chairs in the classroom, how many different
seating charts could a creative teacher produce? That’s correct,

ie @,
17! (It is easier to multiply factorials “backwards”, as
illustrated below.)

eH,
Press Display/Comments

v #,
100 2003004005 kX)
6x) 700 8 Gd 9 0) 10d)

ev Hr.
11 GO 12 GC 1369 144 6) 156d
16 x) 17 (=) 3.5569 14 or
355,690,000, 000, 000

LR MWe
If it took your teacher 10 minutes to make a seating chart,
how long would it take to make all the possible seating charts

@,
providing, of course, the teacher works 24 hours per day?

GF MT
14
10min _ lhour _ 1 day 1 year
3.9569 x 10" charts x “yo < 60 min ~ 24h ~ 365 days ~
GE

Press Display/Comments
GANT

3.5569 (Ee) 14 Od 10)

60 [=] 24 L=) 365 [=] 6.7673 09 That’s nght!
eG IE

It would take over 6

billion years.

As you can see, the number of permutations or arrangements

can be very numerous even in simple situations. Maybe
that’s why the world seems to be constantly changing!
©
/
MSH
LOMO
 CRACKING PROBABILITY & STATISTICS

A Permutation
Taken 3 at a Time
Here’s another permutation situation with a new twist. What
if you had three squares [| [ | [__]| and were asked how
many different arrangements you could make using all the letters
of the alphabet (one letter to a square). Could you figure
it out?

How many possibilities would you have to fill the first square?
26. That would leave 25 for the second square and 24
possibilities for the third. The total number of possibilities
is 26 x 25 x 24.

Press Display/Comments
26 LX] 25 DG 24 (=) 15600. arrangements

Actually, this is a sort of upper limit (15,600) to the

total possible number of 3 letter “words” in the English
language. In your lifetime you'll probably get to know all
of the 2 letter words in the language. Perhaps a more interesting
question is: how many 4 letter words are possible?

. wet eek
Ew

SO
~
a
CRACKING PROBABILITY & STATISTICS
General Keys
into Permutations
If you were calculating permutations every day, or taking a
statistics course or trying to impress your friends, it would
be nice to have a formula for the proper procedure.

Consider these special cases: when you arrange three different

letters in three squares (one letter to a square) in all z
possible permutations, the number of permutations is 3! This (Se)

~
is often restated by those into “stat” as “the number of
permutations of three objects taken three at a time”. A

~
shorthand for wniting this is ,P3, and would be written
nr, for any number of objects (n) taken n at a time. ,P,, = n!
Now, if you were to arrange all 26 letters of the alphabet
in three squares (one to a square), the total number of
permutations would be 26 x 25 x 24 (see previous section.)
This can be restated as the number of permutations of 26

BIS ITITIC ITT IG IO ICICI ID

objects taken three at a time. The shorthand for this is
x6P3 = 26 X 25 X 24.

The next step may seem unnecessary, but it will pay off in
26! '
the long run. 26 x 25 x 24 may be written as
(26 — 3)!
Notice that the (26 — 3)! i the denominator just “cancels” off
all of 26! except the desired 26 x 25 x 24. Now the example may
26!
be written as ».P, = This allows you to get toa
(26 — 3)!
general formula for the permutations of n objects taken r
at a time (r would be 3 in this example)!
n!
nPr = (n—r)!

This formula applies in general to permutations of distinct

objects. You'll probably see it around, and remember,
it’s not hard to understand with your calculator helping’
you with the mathematics.
De~)
 CRACKING PROBABILITY & STATISTICS

Combinations —
| A Helpful Formula
Sometimes you will not be concerned with the way in which
objects are ordered, but only with the makeup of the group.
For example, suppose you like 10 particular foods, and each
day you have someone pack three of these in your lunch sack.
You don’t care with what order they are put in the sack; you

:
just want them to be in there. You might ask yourself how many
different combinations of foods (different menus) might

:
appear for your lunch?
Calculating this one is not an easy task. Think about it!

:
The best method of attacking this situation is to come in
the “back door”, so to speak. First ask yourself how many
a permutations are possible for the 10 foods, taken three at
a time: 10!
s 10P 3
~ (10 — 3)! =10x9x8

Press Display/Comments
10 00) 9 Od) 8 f=) 720.

Now notice this: 720 is not the number of combinations

of foods, but the number of permutations. In counting
permutations a group of foods such as
apple is counted separately, along | cookie
cookie with groups that have the cheese sandwich
cheese sandwich | same foods but ina different { apple
order, such as:

In fact each of these groups of 3 identical foods was counted

3! or 6 times in the permutation calculation. That's the
key to the difference between permutations and combinations!
The number of combinations in this case:
720 C=) 6 [=) 120.
The number of combinations equals the total number of permutations
(720) divided by the number of permutations of each three foods (3!).
The special notation for the number of combinations of 10
foods taken three at a time is ('?). The general formula

(2) =a
for n combinations taken r at a time is

Su
c r! sor! (n—r)!
oo
~
CRACKING PROBABILITY & STATISTICS
Cards on Keys

Here’s an example you may have thought about: How many

different poker hands (5 cards) could you be dealt from a
deck of 52 cards? Stating this problem mathematically
you'd say: what is the number of combinations of 52 things
taken 5 at a time? You can use the formula (see previous
section):

n\ _ n!
(*) ~ rt (n—)! $}
(*") _ 52! or 52! e&
5 5! (52-5)! 5! (47!) .
If you look carefully, you can see that: &)
52! = 52 x 51 x 50 x 49 x 48 x 47! ae
So you can cancel 47! from the numerator and denominator 6)
of the equation above to get:
=
(52) = 52x 1 x 50 x 49 x 48 ¢
5) 5! e
(2) - Sees bh
SJ) = (5x 4x3x2x1) ~

Press Display/Comments
LO 52 Gd) 51 Gd 50 Ex) 49 .
O097048 DI ) 0O5)4
bDJ3 60269010) & 2598960. isthenumber
of possible hands. >

What is the probability that you will be dealt a royal flush? a

Only 4 of the 2,598, 960 hands are royal flushes. Your chances
are: =

Press Display/Comments zi
4 L=) 2598960 L=] .00000154 are your chances, ~“
take (A) . é
649740. You may expect “
to be dealt a royal é
flush once out of every ~
649, 740 hands.
 CRACKING PROBABILITY & STATISTICS
The Same

:
Birthday
Probability is full of surprises. Sometimes events which
seems very unlikely to our “common sense” are really not so
unlikely at all. Assume that you are in a room with 25
people. What are the chances that two of you have the same
birthday?

As is sometimes the case in the study of probability

this situation is best explored in reverse. So first consider
how you would calculate the probability that 20 two people
in the room have the same birthday? You then subtract that
probability from 1, to get the probability of the reverse
outcome.

Start with one person. Whatever the day, he or she has a

birthday. The PaO that another person does not have
that day as a birthday1 is g- (Assume 365 days ina
year.) The probability that, a third person does not have
the same birthday as the previous two is so The
pattern continues for each of the 25 people. The probability
that all of the people have different birthdays is the product
of all the independent probabiltties, so the probability
- that no two people have the same birthdayis 364
——- 363 x
365 *~ 365
362 361 360 359 358 357. 356 355 354
365~ 365 * 365 * 365 < 365 < 365 ~ 365 ~ 365 * 365 ~
353 352 351 350 349. 348 347. 346 345
365 ~~ 365 * 365 ~ 365 < 365 « 365 ~ 365 ~ 365 ~ 365 ~
365 ~ 365 * 365 * 365
This calculation would take a long time (it would take some
of us forever) without using your calculator. Note that the
denominator is 365 to the 24th power. Multiply the numerators
Pee ee

first (it is easier to multiply in reverse).

7-10
 CITI)
Press Display/Comments
341 DG 342 DO 343 DO 344 DG
345 DX) 346 DX) 347 Bd 348 Od
349 Dx] 350 Ox) 351 Oc) 352 Od)
353 DOC 354 Gc) 355 Dd 356 Bd z
357 OC) 358 Dd 359 Od) 360 Dd re
361 OC 362 LX) 363 60) 364[=) 1.3484 61 z
C=) 365 [y*) 24 =) 0.4313003 probability of no C6
two people having the same a
birthday.
1 &) 0.5686997 a
There is almost a 60% chance of at least two birthdays on
the same day! ' é

Try thts: There are 5 people in your.office. What’s the A

probability that 2 of you have the same birthday? (Ans: é
Less than 3%)
6

é
< #
 CRACKING PROBABILITY & STATISTICS
Factorial!

By now you've seen that you often need to compute factorials

(n!) when considering problems in probability. (Some calculators
have special keys dedicated to this function). One method
of getting to an approximate value of n! that may save some
time for large values of n, is to use the following formula:
IE

n! is approximately equal to: V27n n" e-"

The keystroke sequence for this is:
=nbO200 #* E& bd nBAnOdn
(inv) (Inz} [=]
This value will be a close approximation to n!, and will
save keystrokes if nis over 8.

Example: calculate 8! — using both “longhand”,

and the formula approach:

Press Display/Comments
800 70060050046
3002001CI 40320. 8! calculated direct
sd0 20 wee &
8 (¥*] 8 OC 8 f= [inv] finx} (= =: 39902.395 8! by formula.
(Note: The quantity 0! is defined to be 1.)
A —
' :

NO
CRACKING PROBABILITY & STATISTICS
Average
and Median
Possibly the most commonly used statistical calculation is .
the average, and they’re easy to handle using your calculator.
The word “average” is usually used to refer to a value ‘SA
obtained by adding together a set of measurements and then oN
dividing by the number of measurements in the set. Actually, a
this is a special type of average and is technically called
the arithmetic mean. “

Example 1: Five racers ran the hundred meter dash. Their

times were recorded as 10.4 seconds, 11.5 seconds, 9.9 seconds,
10.5 seconds and 12 seconds. What was the average time
for the racers? . (

Press Display/Comments a
10.4 C4] 11.5 (4) 9.9 4 10.5
2Ee) G5 &) 10.86 seconds is the € ‘
average time. a
The median is a value such that half the observations fall oy
above it and half below it. es

Example 2: What is the median time in the 100 meter race

if the times are 10.4 seconds, 11.5 seconds, 9.9 seconds,
10.5 seconds and 12 seconds? It is easy to spot the median
if the times are arranged in order by value. Starting from
the shortest time the values are:
9.9 seconds
10.4 seconds
10.5 seconds
11.5 seconds
12.0 seconds
6
The median is the middle time (10.5 seconds). ZI
(If the number of data values is an even number, then the
average of the two middle values is the median.) zi
6
 CRACKING PROBABILITY & STATISTICS
A Standard
| Deviation Story
Once there was a football coach who divided his physical
education class into groups of five students and, unfair as
HONGHTNONS NONDNG NS NTNG NS HONG NOHO HONS
it may seem, gave everyone in each group the same grade.
The grades were based on the average performance of each
group. Here’s how two groups of five students compared in
the activity called “pull up”. In group one, Fred and John
both did 7 pull ups, and the other members of the group did
5, 6 and 8. In group two, Joe Stat did 16 and the others
did 1, 10, 2 and 4. When grade time rolled around, the
coach had his student teacher average the grades.

Press Display/Comments
7 7 5 6 8 (=)
[=] 5 (=) 6.6 was the average for
Group 1
16 (+) 104)
2 G4) 1414 &)
(=15 (=) 6.6 was the average for
Group2

As you can see, both groups (everyone) got the same grade.
And guess who was mad? You guessed it — Joe Stat. Joe
complained about this to the coach, but the grades were already
turned in and there was nothing which could be done. The coach
said that he would have done something about it, if he had
only known, but all he saw were group averages and he wasn’t
about to look at all the individual scores. Joe resolved
to find some way to alert the coach to such large variations
in a group’s performance, so other stars (such as himself),
would not be slighted in the future. Later on, Joe took
a Statistics class and found what he was looking for —a
measure of how much variation ts hidden tn averages. It’s
called the standard deviation.

S.D. = IS (x — x)?
1

N-1—

7-14
 N
Where >— is a symbol which means the sum from 1 to N.
1

X represents each score

SMITA
X represents the average score
N is the number of scores

Joe got out his calculator, and found the standard deviation
for the two groups of scores. (Remember it was previously
calculated that the average score for each group x, was 6.6. )
The scores, Group 1: 7, 7, 5, 6, 8
Group 2: 16, 10, 2, 1, 4

The Lk] key on your calculator, along with the key will
really help in this case:

Press Display/Comments
6.6 C-) Ox) 6.6 is set up as a constant
for subtraction
72) & so 0.16 :
7 f=) 0.16
5 (=) LT] 2.56 “
6 (=) 0.36
8 =) & 1.96 oy
4) 4 E& 1.1401754 ey

6.6) ?
16 [=] Lz) [sto 88.36 Cea)
10 =) [#) 11.56 7
22) 21.16 oN
1 & 31.36 ?
4) Be 6.76 tS
[=] 4 f=) 6.3087241

Thus the difference in standard deviation shows that although

the average for each group was the same (6.6), the individual
folks in group 2 differed from this average (above or below
SITE

it) more than in group one. This measure would be enough

to warn the coach!

7-15
SECURING PHYSICS AND CHEMISTRY
Introduction

nn
Your calculator can be a tool that helps “secure” your ex-

yn
Mu
plorations im your science classes, or as you find science

P
i

A
applied around the home m everyday Ife. Scientists often

“¢
7

Pay
work with mathematical “models” of phenomena — numerical

any
NI
descriptions of how the world is put together. Your AOS

r
an
er
calculator, equspped with scientific notation, ts a “natural”

NJ
Se,

Sard
.
for helping you m quickly and accurately handling scientific

ro

a
nl
math. In this way, your mand may be a ittle freer — to fo-

e
‘
cus on the whys and hows of physical laws or natural events.

a
’

se
,
The formulas you'll find in the followmg sections are usually

-
a
bs

wed
lettered m a common sense way and related to a dagram or

i
description of the problem. Thss chapter 1s a selection of

ir
ae

a
*
basic problems from physics and chemsstry, along with some
“astronomical” calculations. These examples are selected to

ee
famsiarize you with how your calculator can be a great ve-
hicle for exploration m the “basics” of science. You take
itt from there!

7
ae
a
ee
f
Wt

Si.
‘
 SECURING PHYSICS AND CHEMISTRY

Scientific Notation
and the Speed of Light
» (Ca) (CPS
i

CHa) © (Cane
IE

Your calculator is equipped to handle both the very large and

the very small numbers that come up in physics and astronomy.
a

RO

It allows you to manipulate them with relative ease and accuracy,

so you can keep your eye on what’s going on in the problem.
© (BAND) © ( Cone an) © (COREA) » ( COR AnD) © (Cae)
y aA

es ER
roe wns) (Ce nd) no (

For example: Light travels incredibly fast!

Ne:

Speed of light 2.9979 x 10° meters per second

ss Ds AE es

= 186,000 miles per second

ar

SD

At the same time, the universe is incredibly large — so large

aw OIG 2 wp
an)

that the light-year (distance light travels in 1 year) is

NZ
4

often used as a unit in describing it. So calculate this: if

an

our nearest neighboring star is 4.3 light-years away, how

ND
© (CUES)

many meters is that? How many years would it take to drive

ann

TA es I
cr a

there at 88.5 km/hr (55 mph)?

SZ
fy

© (CORA)
ED es Re
ann
aw

: 365.24 days _ 24hours _ 3600 seconds

4.3 light-years x years x day x hour
S2
v

© (CORED) © (COREL AOD) » ( CORED) © (COCA)

Pee) ns (Cor ee en
ann

x 2.9979 x 10° meters _

Si

ND

second
ann

RZ
oO
Aan) , (APIA), (CAPES). (RAMEN)

Press Display/Comments
ST MO
Oi am

4.3 (XJ 365.24 Dd 24 7X) 3600

na

Lx} 2.9979 [ee 8 (=) [Sto 4.068 16 meters tothe

KR?
\ o

© (Conan) © (COs)

nearest star: 4.068 x 10'S.

ban al

To determine the number of years required to drive there at

_

88.5 kilometers per hour, you might convert 88.5 km/hr to meters
ny.Ga
R2
“ea

(PSE)

per year and divide the total distance by the rate.

SOE
a
a
ves

NF
A).

88.5 kilometers x 24 hours x 365.24 days x 1000 meters

© (Ca)
men

hour day year kilometer

ay

CF
a r ND).
le)
DE OR oO
ik

Press Display/Comments
-
gy

R27
©
AB).
oe)

88.5 Oc) 24 OC) 365.24 OO

i

© (a
GRAND).(a
ay

1000 =) 7.7577 08 meters

a2
(Law) © (ae)

year
ai

(7 ND)
ay

RZ

xq (+) (=) 5.2438 07 years

NX

A long drive!
er
A)
a)
ac

Here's another: At 28 miles per gallon, how much gas would

Ss
me

3 it take? You're on your own.

SECURING PHYSICS AND CHEMISTRY
Free Fall

,7 ..
It took until the 17th century for mankind to realize that

may E.G
ah
the acceleration of objects in free fall was a constant

a
(this was one of Galileo’s many accomplishments). The

a
“e
acceleration due to gravity is usually labelled with the

‘ RP
~
as
letter g, and is equal to:

SZ
ar

a a Rn).
~
g=9.81% (metric) g = 32.2 s (English)

ae
an

a py) “(e
a

a RE)
mn

Io
An Example:

R BG
ah

Pa
A rock is thrown into a well 214 meters deep (d) at an

ae
a

(PND),PCr i
initial velocity of 4 m/s (V,). How long (t) will it take

re

\
Ce) © (Ce)
the rock to hit the bottom of the well? (This assumes no

ah
“wind resistance” is present).

ae i).
+

aia

N¥
S
Formula:

RE te
MOM
yi AB)
ake) 4k
d= set? + V.t,

5)
7°
., (PEND).(C Fano)» ¢ (Cr RS

oy
an

3
AES
rh

x0,
SO sat’ + V,t — d = 0. With our values inserted:
DIAGN OO
on EE akan EE cain EE at OD mn a

39.81)? + 4t —214=0. 7
CAINE), GPRD)

KZ
AG

4,905t? + 4t — 214 =0
TS GMS SD
OMIGS 7

Use the quadratic formula to solve:

6 OMIG.S 6
(6 FIND),

_ —b + Vb? — 4ac
t where a = 4.905
a

4ORGS

2a
Ua, AS oS

b=4
as
D S 6

c= -214
sy Bb) .@
OMG a
ain

Press Display/Comments
aA

G Rae
BG
as

RZ
»)

Li) 4 CO)4 Le?) [)

ae

ae

82 ae5
aT

4 1x) 4.905 DO) 214 G&A) 2) Store the radical term.

a
gd

SEFos
AS)
a

[sto] 64.920567
a

1G.8«
an?)YING,
Thy

Db) CF) CO 2 0) 4.905D) EI) 6.2100476 Ist root

SING
La)
ae S

Lo) 4 = Dj C&) ee
2 6 4.905 0 =) “7.025542 2ndroot
re
>
;
Cae)
a
ns ie

Time in this case cannot be negative, so take the positive

at
ae

root. The answer is approximately 6.2 seconds.

ay
a
= Y

8-3
 SECURING PHYSICS AND CHEMISTRY

Constant
z
Acceleration Problems:
2% A whole series of problems in basic physics (that are appii-
a cable in a variety of everyday life situations) are solvable
oe with the formulas for motion with constant acceleration—
Ag which are discussed in the example below:
ise
(ar) i) s (ar)

|__ sax >

ee Oe
Son "

\
& t=0 d t
D)

‘3g For example:

Yn (PED)

A rocket sled under a constant acceleration (a) raced

4 300 meters (d) in 5 seconds (t) starting from rest.
3 Find: a) the acceleration; b) the average speed (V);
: c) the speed at the end of the 5 seconds (V) and
B 4) the distance traveled
in 25 seconds (d,).
: Formulas: a) d= Jat soa= b) V=S

ey c) V=at d) d= Sate
ro
oh ; Equations: a) a= ae b) V= ~

S c) V =a(5) d) d= 5 a(2.5)
aS
Ss Press Display/Comments
S 2205S s 2. ms*=a
8% = 300 [415 I) 60. m/s = V, (avg. speed)
a bd 5 &) 120. m/s = V (velocity at
Gar 2 (w) Od [x] 2.5 [z?} 5 seconds)
ea

x (=) 75. m=d,

© (CO

F
eae)

Now try this: A car accelerates from rest to 120 m/sec in

5) (Can
SONG

7.2 sec. Using a= V/t, find the average acceleration.

Find the total distance traveled in 7.2 sec. Ans:
C0‘ DING
SyY [re

a = 16.67 m/s? d = 432 m.

ee
C
SECURING PHYSICS AND CHEMISTRY

Work — Power

Gin
Power is the time rate of doing work; and is commonly measured e

© CC
. _ work (joules) a

(CU)
in watts (or kilowatts). P (watts) = time (seconds)’ *
ee

© (CE) © (COR)
Work is calculated as Force x distance: c

ay
(If all forces and motions are along the same line.) Here’s a a
problem illustrating how your calculator with AOS and scientific -%
notation can help simplify work and power problems: i

(CD MS) © (CO BD) © (COR)

PEND), PEND OOF wo (ar)
gS y
A large elevator uses a diesel engine with lift power P of 500 kw

PI
to pull a cable lift which has a 1000 newton pull Fprag when

ey
empty. The total vertical lift distance (d) is 400 meters. How many

ey
60 kg boxes can the elevator accommodate at one time if the

-
4»

RD) © (CMD)
vertical speed (v) of the elevator is 2 m/s?

Ae)
Yy
4

(i)
Re) 4 (rd A
») iS 3 PAS) (Con aS)” (CR MEARS)
© (COR
erat
aS
PoP ra
ENG), (PRN) 1sPr PEN) 1

Solution: First, the total time for the elevator to lift SY

PR A

NZ

400 meters can be found from: t = ees = 200 seconds. oe

POP a

Next, calculate the total work output of the elevator during

ID
a)

that time using: W = P x t. Then, use the formula x

He
<“
Ba POP
PINS) 5,

F, x distance = work, to calculate the number of boxes: Se

F, = [(# of boxes) x 60 x 9.8 + Farag], SO: eS
Wea he Weal lin Wel lane
on

so [(# of boxes) x 60 x 9.8 + Fyae] x d = W. >>

; W — Faraedrag ©d x:
Solving: . (# of boxes) — 60 x A9.8 2oe
a

xd
W =P x t where P = 500kw, t = 200s and
eh
a© 5
CREDaD)
mt aK

Farag = 1000, d = 400 m.

oe
* (CAD) (Ca
a5

Press Display/Comments ‘
RO
oC
VE
ca))
Dd

Lt) 500,000 Ga) 200 C=) 1. 08 Thisis W, thetota &

work done by the elevator in gp
OC
i)

200 s (1 x 10® joules). we

EST Cd

(=J 1000 GQ 400 D4

gy

PSST
Re), en

CO 60 BO 9.8 Gd 4000)
SA)

(=) 423.46939 or 423 boxes. 8-5

<
rd
a
 SECURING PHYSICS AND CHEMISTRY
Keys to Vectors
and Force
Forces are vectors which may be resolved into “components”
along rectangular axes, using trigonometry as shown below.
Your calculator, with its trig function capability, will keep
tabs on the mathematics for you:
ay

ST
Zz
F, = Fsino «ek 2
(y component of F) ¥°
0 al ~
xX
F, =F cos 8
(x component of F)
Here’s an example:
A water skier is pulled simultaneously by two boats running
parallel to each other. The boats pull with an equal rope
force (F) of 800 N. Each tow rope is 20 m long, and the
boats are 5 m apart. With what force (F,) is the skier actu-
ally pulled?

ce
2.5m
Sideways
F.x+ F,,= F,

x
2.5m

Cc
Solution:
Examining the diagram carefully, you can see that the

A)
(Cone
“sideways pull” the boats exert on the skier cancels to zero

(Clea

nk
PG
©
Dadin
(since they are equal and opposite in direction), while the

We)
ae)
rie
aR
forward pull exerted on the sker (F,) is equal to the sum of

us?
Gs
i aM
the x components of the force exerted by each boat (F,, +

ra
HOE
a)

=
Py
a
F,,,). Since the force exerted by each boat is the same

PGK

cP
SOR os°
a4 AP).
(800N), the total force can be calculated as just 2 times F,,.

aat)

‘ran
0) , \F
RR
» 7).
From the diagram:

0
Ars)

Ne
(Cr
; 2.5m ,_.._, (2.5

1 Bde >AO AZ
5Z
sn 0 = 8 =sin (5)

AIR. CI
oan
aw

42
cos 0 = AB, F,, = F cos 8

"
2

Y (Cm
F, = 2F;,

CSS
en OMG. or) D)
Awan
;

Cape DES).
;
On your calculator just calculate 6, then F,,, then F,

AG.
rh
as follows:

Cd
ae
PY) (Or
») rrr
RZ
Press Display/Comments

a at SF
ann
no)
7

x
ed
it)
é
or
2.5 L=) 20 =) Ly) [sin] [Sto] —s- 7.1807558° = ©
800 (9c) [Ra] [cos] [=] 793.7254 =F,,

aR
a &
aan
(This is the forward force
exerted on the skier by 1
boat)
Dd 2 I) 1587.4508 N The total for- (car a ied)

ward force on the skier, F,. oa ROIS pe RMI pc 9

>Z
(ara)
NC
at
py
aw),Syn. 7)
an
! \
oe
fi im)

4 RUE
na

“Y
f
im

Das
 SECURING PHYSICS AND CHEMISTRY
Circular Motion
»)
4
Se

For any object to move in a circle, a force called the

.
* (a

as
NP

centripetal force must be applied to it:

(as)
RE)

Y
GS
‘
SZ
LD)©
RP)”

tee
Caw) © (a
RS) a

v = linear speed (m/s)

(GINS), CPN). GPSS). (Ge
"(ey

object of mass M (kg)

9,
7.9AG

centripetal force,
Daa
4
ae
5 Sy
# 2

F (newtons)
Prox
Nr ty IGS
y

5 radius of circle,
<3 r (meters).

Re The centripetal force can be found using the formula:

, ,
ee)
oe F (newtons) = M (kg) v? (m/s)? . The centripetal acceleration
» Ir (m)
673)
x is given by a = + m/sec’).

5 Example:
< You’re driving a 1000 kg car and go into a circular turn of
yy radius 60 meters at 60 km/h. What force must your tires and
ok the road provide to keep you in that turn?

5 F = om where m = 1000 kg
Sy
ER: m)\_ ,, km h 1000m,
v( 2) = 60 x sen5e x km ’

ay r= 60m
 S
r
ors

BOON
y
a
‘eo
oa
“
“yy

a)
oun

XS SOREve we
WISe

ne RUE
By
G7
ar)
>) 1 (Cras
Press Display/Comments

ors
ry

J
OR
1000 Lx) LO 60 L=) 3600

Gale)

Cae
ae PG Caw
Sop (A aw
i.
Lx] 1000 0) Lz] L=) 60

7
,

Ces,
OD
(=)

at
4629.6296 newtons

vas

x?
ar wy

That’s a little over 1000 Ibs — think you'll stay in the a

awe)
a

turn —or will you “spin out”?

ya =
”
oe)
(aD) ,
ee
oei EY:
a
Here’s another one: ~
or)
v7

ED)
b
A model airplane flyer flies a 1.23 kg plane in a circular

ASS
wd
(are hd) 1 (Cr

5
om
path at the end of a 15 meter long wire. He needs to cal-

a»

EY) ND
wwe BS) (9 La) ©
an
culate the top linear speed (v in m/s) of his plane. With

a
NA
>
a spring balance scale on the wire, he can tell that at top

(ri)
0

WA5
;
speed the force on the wire is 50 newtons.

4
“>

AZ
Ct)

CIES G2
(oran eh) 1 (Ce)
;
ae
Solution:

;
(Ce
Sywra
‘>
. mv? rF

aie)
Since F = —-; v = ,/—

NA
Le
r m om > s
v7 EU “'

a>
(are) ,
where r = 15 meters C8 4g
a)
v7 IY A

P 2X
F = 50 newtons . (Sar ed)
Gre)

m = 1.23 kg BS
cy
5
ee)
(carat We>),
re)
Press Display/Comments ba3
~
EY:
#

oe)
(Care) ,

15 LX) 50 L=) 1.23 Cre)

SR
So = 3
=) = 24.69324 m/sec — the plane’s top ioeo)
(are),

speed. (What’s that in mph?) Cue)

{A Se AS

a
(Car eed) ,
Gre”
Ke > 3
a Sy x

er)
(Care Ned) ,
Gre)
bs Se
Px <x EY
.
so)
(Sand)
(Oee)
,La 2k
“Ee
7

WF EA
ao
wr ied) ,
Cre)
&, Wh WT te,

re
4 (Cor

RD
fs
we) )
iN

we
[rin

(rm
(a
Dn82
fi,

er e
a)
! sj
at

ane)

cy
2

A La) © (Ce xs
i

ran ee) ») A ‘(cor

a
On

a)

=) > _ orn as Yy ~
ot.

CA

oo Dole Te ==
’

_ . a. . -—
GS a)
ona)

8-9
) » (Cre

iS
*
“é
 SECURIN G PHYSICS AND CHEMISTRY

Simple Lenses
SE ai I akon

ot ROOK os OO

The relationships between images, objects, and distances

AS), (Ga
(CRS) © (CREED) © (REND) © (ERS) © (OO

when you’re working with simple lenses are particularly

easy to work with on your calculator. (The [4] key is
i

especially helpful here.)

SG ale SG ai
NS), (ar Ae). (a
oe Ke

(Height, H,)
SZ

lens with focal length f

ROOK otAZ A

! Object Distance /
EK a

S. Image
osSZ
A) A y mG
CARD) ©

Object Image Distance

EN i
(ra
PKS
|

Si
SE al
Ne
A 7 A), (a
y)

(Height, Hj)
SG an

wy
;
ran
SZ
We ’ AD)
(oa) © (rae) © (Cea) © (CO)

The two equations that describe this lens situation are:

ain

Se

112.1
\%,
RE

SS f
4
Ne,

SP
ro . by

and ie
H,
ee Na ge Nee

KZ
A 7 A).

I oo

Example:
52
© (Con Uae) ©
» (Gar, Reh).

Find the distance from the lens to a focused image (S,) and
the wmage height (H;), if the object is 25 cm from the lens
RZ
* iw)
(Coa)

(S,), the lens focal length (f) is 12 cm, and the object is
ain

3 cm tall (H,).
a

cD) ee) ©
SZ
‘ AD).
i

ae
om

Solution:
cP
‘

‘yacP0 Sa)»
a v7 AS)

First, rearrange your first equation

ic)

wd
ae
as

1 1_ i
>

f So
va AS)
a)

Si
.%, . aS
a
7a

*. py

and solve for S,, then use H, = 2 H, to find H;.

a v7 NS)
ao)

RZeee
IGS
‘>

a) n (Crd A).
DAG.S 7
ic)

ET

Press Display/Comments
ms
)

Sa
ve?

12 (4) (©) 25 [4]

7
arn
a)

a ¥) AG
7 a |G

(=) (é) 23.076923 cm is the image dis-

Ky

iters
~

KP?ce .)
GER

tance (S;).
5
om

Bp) (CnYS
aS

Next to find H;:

(Coa)
7 ND)
OPP
(aa,

ay;

(=) 25 0O 3 &) 2.7692308

cm
aS

<>
©
ND)
io)
~

arn

yg
i

pana
a8
Le

So
» ¢ (ir

’
as)
SECURING PHYSICS AND CHEMISTRY
Energy and E = mc’

g
,
cue
Albert Einstein first wrote the equation above, which is a

7
yon N
fundamental relationship between mass and energy. There is a

ae
Nal
Sew
lot of energy “stored” in matter!

W (Vn
,
Ct
(Energy in joules) = (mass in kg) x (speed of light in m/s).

we
© (Ce
The speed of light (c) is approximately 2.9979 x 10° m/s.

eas)
Oe,
.
‘
In addition to the joule, another unit scientists use to specify

Y(t
.
ne
energy is the electron volt (ev):

were
a
OS
* (Con
1 electron volt = 1.6022 x 107'® joules.

nO,
ras)
i
energy injoules [=] 1.6022 x 10~'9 [=] electron volts.

>) 5 (Gi
pg
MP

Re
Here are some examples that explore the kinds of numbers

Sey
© CG
oa

<
D) iG
involved when discussing mass and energy:

Sh
re way)
oa7
a) Find the Energy equivalent in Mev (Million electron volts)

(Cer
a
at
4
of 1 atomic mass unit (amu = 1.6605 x 10-27 kg).

MOST DE A Oe D
See)
ae
a
b) If 1 kg of matter is converted completely to energy, what

* (Cn
« SS) (a
74%
would the resultant energy be in joules? If 1 joule equals

(Ce A ra)
Cw
a
2.78 < 1077 kilowatt hours, how many kilowatt hours would be

gS
OO MRO VO STONE OE
(ae OWT
(Ce aes)
produced? How long would that keep ten 100-watt light bulbs
v
burning? Ten 100 watt bulbs are a 1 kilowatt “load”. tty

*
eae)
7

Solutions:
a 5) * (Con
1» (a7
4.

Press Display/Comments
“+ iae. We gy TE
A ‘d n (CD)
a

ramp) © (Ce

a)
1.6605 [e€) 27 [x]
Lamp) * (Com

2.9979 [ee] 8 [x2] [=] 1.4924 —10 joules per amu:

NS)
Gio)
Cae

1.4924 x 107'°
gt
et et
or AS)

C=) 1.6022 (ce) 19 [=] 9.3144 08 evperamu:

“
Vr

9.3144 x 108
n (rg RS)
rey)

L=] 1 (eet) 6 (=) 9.3144 02 Mevperamu:

* (Cone
.

s
-
7y

Oe Ae OO

931.44
9 (Oe ee) (Oar AS). a NS) an (PL) 1 (CPE)
us oy GN vy Dah. s ra pg % a D) * (Ca)

b)
Z
gS

1 LX) 2.9979 [ee] 8 Lz?) (=) 8.9874 16 joulesinlkg:

ne
Re OPE ew)oe
a

8.9874 x 107°
i
Sy

OP

Lx] 2.78 [ee 7 [=] 2.4985 10 kwhinlkg:

are
D

2.4985 x 10!°
CEPOL OP ae OP A
iY

B i Eee” ORE SE OIE

fl
oF

Nous

This means if 1 kg of mass could be converted entirely

.
aS

to energy, it would keep ten 100-watt bulbs lit for

(, arr
,

2.4985 x 10'° hours, or about 2.9 million years!

oS

ms Cawr)

What would happen if a ton of coal could be completely converted g 1,

ee)
.

to energy?!
 SECURING PHYSICS AND CHEMISTRY
mey }| Half-Life

“Px —_- Radioactive elements “decay” according to an exponential

7, _ law. If you start out with a sample of radioactive materi-
:¢% —_ al with some number of atoms (N,), the number of radioactive
Pst atoms left after a time t (N,) is given by formula
2X N, = N, e7*, where k is called the disintegra-
Se —sition constant. Since your calculator can handle calcula-
mS. tions involving logarithms and “e”, it will be helpful in
: Ps handling problems involving radioactivity.

Se, The half-life (T) of a radioactive substance is the time it

on takes for half the sample to decay. If you put N, = N,/2 and t = T
S Py in the equation above, and solve for T you get:
- xe = N,e~*T so 5 =e kT Now take [inz] of both sides:

-on in(5)1\ _= kT
g¥ Using your calculator you can quickly compute
Si in(5) = —.693141718
= (Press1 (=) 2 (=) [re])
a So —.693 = —-kT, or T = -
a3 | 0.693
Ed Half-life (1) = disintegration constant
giaet
Se =—s- Here's an example:
¢x The disintegration constant of Radium is k = 1.36 x
, 10s. a) Findits half-life.
ae b) If you have a sample of radium containing (N,) atoms,
ee what fraction of them will be left after 10 years?
on Solution:
<8 1
ae a) T = __0.693_ or more precisel _ ah)
5 1.36 x 10-" P Y 1.36 x 10-"
aay _ -11
gi a b) N, = N,e' or x =e 1.36 x 10 t substitute
‘se 2 years for t (in seconds).
ORC:
‘Dah
ad

ead
dN
Co
G
 Press Display/Comments
a) 2 [Aé&) [ing] f-] C=)
1.36 (ee) 11 +/-, [=] 5.0967 10 seconds =
half-life (Check this out —
that’s about 1600 years!)
Now to find number of atoms
left in a sample after 2
years, just convert 2 years
to seconds:
b) 2 DX) 365 Od) 24 Gd) 60)
60 [=] 6.3072 07 = or 63072000 sec-
onds m 2 years.
Note: [Lv] [Inz} is equivalent to
e*

9.9914 -01
Answer 99.914%, almost all
of it is left.

(S ya)
ee

awe
oSwe s
is. 9
27

(car
AGENTS FOR Ge
ee

Ladies’ Y ear-Delaying Time-Keepers. Lo

ee

cars
oe
2my sd K
< : 7
wee we > epee

con

Ta wd
awa
 SECURING PHYSICS AND CHEMISTRY
Astronomy —
| Universal Gravitation
It took man centuries to just write the laws which
describe the effects of gravity. Of all natural phenomena,
gravity — the fact that everything attracts everything else —
is one of the most interesting. Gravity is also one of the
most elusive phenomena to explain. All we really know about
gravity are its effects. We know little about its cause. The
gravitational force between two objects is given by:

F = Gan where m, and m, are the masses of each

object, R the distance between their
centers, and G the universal gravitation
constant:
G = 6.6732 x 107"! (N — m?/kg’)
Example:
a) What acceleration due to gravity does the moon experience
toward the earth? b) With what linear velocity (relative to
the earth) does the moon travel in its orbit?
Solution: a) Newton’s Law states:

Vv F = ma
\ m,, Here:
G m
Gm,
orp, =a
* (on a am

Gs w_)

oEA b) The acceleration of the moon is centripetal, toward the cen-

FO

(an ter of the earth, and we can compute:

LD)

ee

‘y
OO

2
pa

me a=]; sov = VaR mg = 5.98 x 10** kg,

BSy
(“ae

R = 3.80 x 10° m
Oe

f
Ae4

“a Press Display/Comments
a)

(cA
Oe
yh (Con)

+Ms a)
ms
(“ar
6.6732 (ee) 11 Lx
ra) ™ @* td yr (aid

2
5.98 [EE 24
ra SS

a
“
Dy

: 3.80 fee) 8 Lz?) ) 2.7636 —03

a
wv:

os
Oy a
x8.

(Gad moon’s acceleration:

.0027636 m/sec
in

b)
Oc) 3.80 ed 8 (=) 1.0248 03 Speed
in orbit:
1024.8 m/sec
SECURING PHY SICS AND CHEMISTRY

Conservation
of Momentum
Two bodies of mass m, and m, are moving through space at nght
angles to each other. They collide and stick together as shown
below. Collisions such as this are called completely inelastic
collisions. Find the direction and speed of the resulting
object (m, + m,), if m, = 60 kg, m, = 75 kg, V, = 30 m/s and
V, = 25 m/s.

The conservation of momentum is a vector relation which in this

case states: m,V, + m.V., = (m, + m,)Vr
In our case, since V,is only in the x direction, and V, is
only in the y direction, the conservation of momentum gives
us two scalar equations:
m,V, mgs

m,V, = (m, + m,) Vix or Vix =

(m, + m,)
m, V.
m, V, = (m,+m,)V;,, or Vy =
(m, + m,)
Once V,, and V,, are known, we can calculate the final speed
*&

R
DOhfG

V,, and the angie 9, from the equations:

U
7
ad

q3 2
(¢

Ve = VVin2 + Vey? ; © = tan” Vyy/V ix.

v
Ot

)
(rn
an
Cen

On your calculator find V,, and V,, first:

Wert

‘ A)
faa)
ra
oo

Press Display/Comment
BG

60 3) 30)
CO 60
iS
A
¥

m3 oe
ay.

13.333333 m/sec = V,,

ES
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a

Store this for use later.

an
(Crd
a

C25) 60
a

7
(Card Dn
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75 OO) =
oNy

13.888889 m/sec = V,,.

me Fe)
Id

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Now to find V;:

nN -)
Sa

Ca.

19.253026 m/sec = final

MI

a AD)

speed. To find 0:
aim
ao

1 .888889
[=] fra) [=]
0
i’ BG

46.16914°. 8-15 ee
Ny

[tan]
fg}
 SECURING PHY SICS AND CHEMISTRY
Electrical Resistance
and Ohm’s Law
In your home, when different appliances are plugged mto
your wall outlets, they all get connected in parallel,
across the house supply voltage. Ohm’s Law relates the
voltage (E) in the outlet, measured in volts (v), the total
current (I) that will flow, measured in amperes (a), and
the total resistance (R), measured in ohms (10), of the
appliances:
Ohm's Law states: E =I x R.
Resistances in parallel add according to the equation:

Ll
RR +Riia +R?

Example:
In your house you plug in 5 appliances having resistances
of 52, 120, 170, 23Q, and 492. What is the total re-
sistance (R,) of all these appliances when connected in
parallel?

If these appliances were all turned on, how much current would
they draw?
Assume the supply voltage is 115v.

Press Display/Comments
5 [é) 12 [%)
17 [) 23 (¥z)
49 (a) (=) (4) 2.4627916Q This is the total
resistance of the appliances:
[sto]. Store it.
115 C=) (=) 46.694978 amperes.

If all these appliances were left on all day for a month

(31 days), what would your electric bill be at 4¢ per
kilowatt-hour? (Power in Watts = Volts x Amps).
Answer: around $160.
SECURING PHYSICS AND CHEMISTRY

Gas Laws

A driver puts 20 N/cm? pressure im each tire of a car n wes

a
iz)

ey
Death Valley (temperature = 35° C or 308° K). He then drives to

s')

7
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aan

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the top of Pike’s Peak (temperature = 0° C or 273° K).

J
cy

cs
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What is the pressure in each tire on Pike’s Peak, assuming

i)

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the tire has stiff enough walls to prevent any change mm its

AW» (Carey EG
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volume?

a) * On
ee
ee
Formula: . PiTT,
_ Ps (T,, T.m °0 K)

ra

SY
ee

ut
DG p)
thy
Equation: or P, = 273 x 2

CaP Pw) os ' (Cray

Sa
308 273

a
he
Press Display/Comments

GHD.
273 LX) 20 =) P=

CIN),
308 [=] 17.727273 Nicm? =
new pressure.

I,
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pe
Actually, the tire walls would not retain constant volume with

wy
CC
the change in temperature and pressure. In actual cases, the

end
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 SECURING PHYSICS AND CHEMISTRY
Keying into
| Avogadro’s Number
Some of the basic formulas and definitions in chemistry in-
volve handling very large or small numbers. Your calculator
can help keep accurate tabs on the arithmetic while you con-
centrate on the chem. A case in point: problems that in-
volve Avogadro's number.

Examine the following definitions:

1 mole of a substance is an amount equal to its molecular
weight in grams. Avogadro’s number is the number of mole-
cules in a mole of any substance, and equals 6.02217 x 107%.
At standard conditions (STP), 1 mole of any gas occupies
22.414 liters of volume.
(74

A typical example:
How many a) moles and
b) molecules are there in 50 grams of SO, gas?
c) What’s its volume at STP?
AGS *,
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a Ran) 2 ( a

Solution:
SE

mass of gas
i

GS

a) # of moles =
N By 2 (
MI

ee

Atomic weight of SO,

_
“
s

5h RE

(a look in the periodic table in the Appendix will tell you

ay.
SO

the atomic weights of the various elements)

to
a.

eas Pate
s

50
SOC

RZ
a

# of moles =
32.064 + 3(15.9994)
Ole
r

b) #of molecules = # of moles x Avogadro’s number

Dd
aa
no

c) Volume (STP) = # of moles x 22.414 liters/mole

J
ee
=
Wee
An).

Bere
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Press Display/Comments
a_—

7 Q ) NC

Beer

50 LC) 32.064(4) 3G0 a)

am)

15.9994 L) (=) [st .62451444 number of moles

(a

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13.998 liters.
a)
a.

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Amadeo Avogadro (1776-1856) was an Italian physicist who

4

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sought to reconcile findings by Dalton and Gay-Lussac and

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proposed that at equal temperatures and pressures, equal

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volumes of gases have the same number of molecules.

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SECURIN G PHYSICS AND CHEMISTRY
Density-Volume

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a)
~

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Density is the measure of how much mass per unit volume a

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substance has. Density x volume = mass.

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Example:

ca) *
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Gold has a density of 19.28 gm/cm?, and an atomic weight of

(Cony
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Ca)»
196.967. If you have a cubic piece 5mm on a side, find:

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(cm

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b) the number of atoms in the cube

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Solution:

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wa
mass of cube

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b) # of atoms = atomic weight x Avogadro’s number

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mass of cube

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aN
number of atoms in cube

oPaEN
volume of cube

CGN * (Co
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ay
number of atoms in cube
ae)
f
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OPA
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6.02217 (ee) 23 (=) 7.3685 21Number of atoms =

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7.3685 (ee) 21 (=) 1.6964 -—23 Volume ofone

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 SECURING PHYSICS AND CHEMISTRY

Formula Determination

Using your calculator to help you with trials and estimates —

you can determine chemical formulas from analysis results.
Here’s an example: What is the formula of calcium pyrophosphate
if it’s found that it is:
25.3% calcium
39.2% phosphorus and
35.5% oxygen?
Solution:
If you assume that you had 100 grams of the compound then:
a) Decimal percent x 100g + atomic weight = Relative amount
(RA), in moles.
b) (RA for any atom) = (Smallest RA) = Ratio value.
Look at the periodic table in the appendix for the atomic
weights of the elements:
Ca = 40.08
P = 30.9738
0 = 15.9994
Press Display/Comments
25.3 L=) 40.08 [=] 63123752 — RA for calcium
in moles.
39.2 L=] 30.9738 [=] 1.2655858 __ RA for phosphorus
in moles.
35.5 Le] 15.9994 [=] 2.2188332 RA for oxygen
in moles.
Now, calcium has the smallest
RA — so divide each of the
other RA’s by it, and the
ratio value for calcium is
taken to be 1.
.63123752 [Sto] 1.2655858
(=) 2.0049280 2is the ratio
value for phosphorus
2.2188332 (=) 3.5150528 3.5 isthe ratio
value for oxygen
So using these ratio values, you’d find the formula for this
compound to be Ca, P, O,,,. Normally, formulas should include
ratio values expressed as whole numbers — so you would double
these values to find the final formula: Ca, P, O,.
SECURING PHYSICS AND CHEMISTRY

Keys Into
Quantitative Analysis

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(COLORED)© (COR Me) © (COA) (CRS) © (CD) © (CR)
gy Ce
A balanced equation for a chemical reaction provides you with

PS
a convenient way to calculate the mass relationships in a

fae
reaction. The ratio for any two of the substances in the

Holt
reaction are related:

f ans
mass of substance 1 (grams) _ mass of substance 2 (grams)

ay
ns (Oar SD) 5
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gram molecular weight of gram molecular weight of

») 4 (Gee)
substance 1 involved in reaction substance 2 involved in reaction

3006
Example:

faa
alr o~
The equation for a reaction is:

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© (COR aS) © (CHR EDD)
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Na, CO, + 2HNO, — 2NaNO, + H,O + CO.

Pe
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If 10 grams of Na,CO, is consumed in this reaction, how

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fom’
PaO
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much NaNO,, H,O, + CO, are produced?

oye
Te, Ves
(omen
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Solution: By looking up atomic weights in the Appendix

gy a
Ps
(and adding) you can calculate the molecular weights:

fara
CH)
i

2
Na,CO, = 105.9888
as

(COS) PC
VOI
Caen
NaNO, = 84.9947 p
?

H,O = 18.0154
ay

ne)
MD)
mY
oa.

CO, = 44.0098
Y (CO
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aS

10 grams (Na,CO,) _ Mass of NaNO,

any
Mr)
Ge e ae
—~"

105.9888 ~ 2(84.9947)
© (COL MO) ©( CO
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(wri ‘ da

10 (Na,CO;) _ Mass of H,O

105.9888 = —s-: 18.0154
oy

MAS)

10 (Na,CO,) _ Mass of CO, a

© (COR

105.9888 —-_- 44.0098 ‘a

IAS)
© (COR UE aD) '" (CHR

Press Display/Comments a
10 C=] 105.9888 =) S00 *
(CORED)

DO 2 BO 84.9947 (=) 16.03843 gramsofNaNO, &

OJ 18.0154 C=) 1.6997456 grams of H,O x
Gs La) * (Ce pace) * (CREED) ©
ND) 4
Gams t

Dc) 44.0098 C=] 4.1523067 grams of CO,

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CLOSING ON PUZZLES AND GAMES

Introduction

The first time someone picks up a handheld calculator,

what happens? Do they immediately balance a check-
book? Calculate a best unit price? Do a science
problem? No way! They play with it, that’s what
they do!

And well they should — because the handheld calculator, in

addition to being a powerful tool, is also a great toy!
Toddlers enjoy pressing the keys and watching the dis-
play light up at their command. Adults appreciate the
“heft” of the little devices — packed with technological
marvels, yet portable and rugged enough to tote every-
where. Nearly everybody loves watching the little
things gobble up problems like 96385274 L=] 12345678
[=] . They do ina split second what might take us
a half hour of pure drudgery. This feeling is one reason
the calculator is making such an impact on the way we
do mathematics today. With the arithmetic quickly and
accurately handled on the calculator, we are freer
to focus attention on the relationships — on the “how to”
part of solving problems, and on the fun side of the
world of numbers.

The following chapter is devoted to uses for the cal-

culator that are primarily “recreational”. All of
them have their utilitarian or educational side, too.
We hope you'll have fun exploring with these activities,
and that they may help spark some of your own!
 CLOSING ON PUZZLES AND GAMES
Numbers, Life, the
Universe, and You!
With your calculator, you can explore and get the “feel”
KSHODBRSOHDRCUDROMHDRCOGROODRCOGROHL

of some of the numbers in the world around you. Here are

some random questions with interesting answers you can cal-
culate. Then think up a few of your own!

Life Questions:
@ How many times has your heart beat since you were born?
Solution: Get a watch and check your pulse.
Pulse rate (beats/min) DC) 60 DQ 24 DO 365.25 Gd
(your age) [=] # of beats.

@ How many Saturday nights are there until you’re 100?

(Assume a long life!)
Solution: (©) 100 (<} yourage DJ OO 52 &)
Ever thought about that? Does the number seem large or
small to you?

@ How much arr do you breathe while you’re alive?

Solution: Again assume you'll live to be 100! (Your
lungs breathe in about 1 pmt = .47 liters at a time.
Check your # of breaths per minute with a watch (that’s
tricky to do!). Then:
# of breaths/min DC) .47 DQ 60 DC) 24 GO 365
1x} 100 C=.

Astronomical Problems:
@ Here’s a table with some facts about our solar system.
Your calculator can help you come up with some answers to
questions about the planets:
Planet Mercury Venus’ Earth Mars Jupiter Satum Uranus Neptune Pluto

Mean
diameter 5.000 12.400 12,742 6.870 139,760 115.100 51,000 50,000 12,700(?)
(kan)

Earth
diameter 0.39 .973 1.00 .532 10.97 9.03 4.00 3.90 .46

Surface
gravity as 27 .86 1.00.37 2.64 1.17 -92 1.44 ?
a function
of Earth’s
a) How much would you weigh on Saturn?
Solution:
Your weight O<] 1.17 [=]
b) If you drove around the equator (of the Earth) at
88 km/hour, how long would a round trip take? How about on
Saturn? Mars?
Solution:
[=] (x3 diameter = 88 [=] # of hours.
c) How many Earths could fit inside Saturn?
d) What others can you think up?

“Auto-Math”:
@ How many revolutions does a car’s engme make m a mile?
Duning its lifetime? (Hint: For most cars the engine runs
at about 3500 rpm at 88 km/h).
@ If there are about 130 milion cars, buses and trucks m
the U.S., how much do they weigh?
@ If they all drive 5000 miles per year at 20 miles per
gallon, how much gasoline will they need in a year?
@ If there are 3.8 million miles of highway mn the United
States, how much is there for each car (if they were all
“out” at once?).
@ A steel belted radial tire is guaranteed for 40,000 miles
(64,000 km). If the tread depth of the tire is 1 cm, and
the average diameter of the tire 65 cm, how much rubber
comes off the tire n 1 revolution?
(You actually “unwind” your tires ma ribbon several
molecules thick!)

Inflation:
If the inflation rate stays at about 11.5%, how much will a
$10.00 bag of groceries cost in 5 years? 10 years? 25 years?
What about the cost of a $6000 car?
Solution: You can calculate the inflated rate by multiplymg
by 1.115 (100% + 11.5%) using your _«! key.
Enter: 1.115 <x! cK? 10.0
Now press the [= key once for each year of inflation you'd
like to check. (After 25 years, the groceries cost $152!)

Problems with large and smal] numbers are around you all the
time. They can come at you in advertising, get quoted m
newspapers and magazines, or just arise m conversation.
Remember — these can be easy and fun to handle on keys!
 CLOSING ON PUZZLES AND GAMES
Hexagon 38

Your calculator and some logical thinking make this puzzle

fun. Fill in each hexagon below with one of the whole num-
bers from 1 to 19, in such a way that all the numbers along
eee

any straight line adds up to 38. (Don’t use any of the num-
bers between 1 and 19 more than once.) A few have been put
in to help out.

One Possible Solution to Hexagon 38:

eee
©to
CLOSING ON PUZZLES AND GAMES
Days of
Your Life
It’s fun to use your calculator as a tallier of num-
bers that are often too large, small, or tedious to
be routinely done on pencil and paper. One such num-
ber is the exact number of days you’ve been alive.
With this number and a little “Biorhythm” theory you
can see if you're “calculated” to have a good or bad day
(see following section).
Here’s how to calculate the exact number of days
you've been alive:
@ Enter your age, press (XX) 365 (C=) and store this: [STO .
@ Add the number of leap days you've been alive. Just
enter the number of leap days and press .) The chart
below will help you count the leap years:
Leap Year Chart:
(Note: If you were born in a leap year before Feb 29,
count that year. If this is a leap year after Feb 29,
count this year.)
1904 08 12 16 20 24 48 32 36 40 44 48 52 56 60 64 68
72 76 80 84 88
@ add 1 day for your last birthday SUM .
@ add the number of days since your last birthday SUM .
Note: If this is a leap year, be sure not to count
Feb 29 this time — you should have already counted it
in the leap day calculation above.

For those of you having trouble with “30 days hath Sep-
tember...” here’s a chart of the number of days
per month:
Jan 31 April 30 Juy 31 Oct 31
Feb 28 May 31 Aug 31 Nov 30
March 31 June 30 Sept 30 Dec 31

The memory now contains the exact number of days you’ve

been alive. (You may want to wnite this down so you'll
have it for future checks.) With this information you
can now check out your “Biorhythm” condition — the next
section shows you how!
 CLOSING ON PUZZLES AND GAMES
Fun with
Biorhythm
The previous page shows how to use your calculator to quickly
tally the exact number of days you’ve been alive. Once you
have this number stored in memory, you can check out your
DRO ORS

“Biorhythm” picture as follows.

RRO

The Theory of Biorhythms states that there are 3 “cycles”

to your life, which started on the day you were born:
The Physical Cycle: 23 days long
The Emotional Cycle: 28 days long
The Intellectual Cycle: 33 days long
You can check each of these — with the aid of the bio-
ORO ORO DRO

rhythm chart included. The first half of each cycle are

said to be “up” days, the last half “down” days. Days where
FRAOORRVOO

a cycle curve is crossing the horizontal are said to be

“critical days”.

To check your “physical” cycle:

Press. (=) 23 and (=). From this result subtract
the number to the left of the decimal point (the “whole
number part”.) Then, press C=] DO 23 (=).
This result is the number of days you are “into” your
current physical cycle. Look this number up on the center
line of the chart, and then locate the position of the
“Physical” cycle curve with respect to it. (Up above
for good “awake” day, down for less active day).

To check your “emotional” cycle:

Press [=] 28 (=) . From this result subtract the
number to the left of the decimal. Press C=] Gd)
28 (=).
This is the number of days you are now into your “emotional”
or “sensitivity” cycle. Locate this number on the chart
and find the position of the emotional cycle line.
(Up for good day — down for “the blues”.)
nn
©
 To check your “intellectual cycle:
Press [+] 33 C=] . Subtract the number to the left
of the decimal.
Press C=) DO 33 [=].
This is the number of days you are now into your
“intellectual” cycle. Locate it on the chart and
note the position of the “intellectual” cycle lme.
(Up for bright day, down for “forgetful” day.)
Note: According to the Biorhythm theory, cycle
curves are crossing the honzontal line “cnitical
days”. Have a good day!

w
wo &
3g Po
Dm Os
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 CLOSING ON PUZZLES AND GAMES

For Four 4’s

Here’s a brain teaser! Can you (with the help of your

calculator, as needed) “build” all the whole numbers be-
tween 1 and 100 using only four 4’s? Use only the
GC) EC) BD &) CO 0D) CI) CEand (4) keys
on your calculator. (4! = 4 x 3 x 2 x 1 is allowed, too!)
The first 8 are shown below. (All the whole numbers up to
119 have been “built” with just four 4’s — how many can
you find?)

_ 44
l=
4 4
2=4+4
3=(4+4+4) + 4
4=(44 -4-4) + 4
-_4x4+4
9 4
4+4
6=4+——-

4
T=4+4+4-7

8=4+4+4-4

NS 9.8
 CLOSING ON PUZZLES AND GAMES
Magicalc

Amaze your friends with this (old, tried and true) mathemati-
cal trick — on keys! Hand a buddy your calculator and have
him or her key in a favorite 3 digit number. Then have
your friend:
a) Repeat the digits — making a 6 digit number (while doing
this you can be playing Swami, Mr. Moto, the Great Zomboni,
etc. for “effect”.)
b) Say that your magical power tells you that the number is
divisible by 13. Have your friend hit C=] 13 [=] . (Your
friend will gasp — right! No remainder.)
c) Now you “feel” the result is divisible by 11: Have your
friend key in L=] 11 C=) . Once again you’re right.
d) Now that you’ve gone through divisions by “unlucky” 13,
and magic number 11 — you make a final suggestion; have your
friend key in [=] 7 C=).
SHAZAM!!
Back comes the original number — unharmed after all those
divisions. (Be gracious about accepting applause.)
 CLOSING ON PUZZLES AND GAMES
Gotcha!

b Gotcha is a calculator game for 2 or more players that can

f be played anywhere you've got your calculator (in your car,
while camping, etc.). Two or more can play.

Fy.) Player 1 enters 50 into the display, and then secretly

= _ presses one of the operation keys ,» Ct), Cd, Elor
[y*] . He or she then gives the calculator to the next
player.

Player2 then must enter any number (except 1), and then
es =opresses [=].

If the display then displays a negative number, a number

over 200, or “Error”, player 2 loses and must leave the game.

If the display shows a number between 0 and 200, player 2

<7 secretly presses , C=), CO, CI or 1) , andpasses
the calculator, and the game goes on.

The game is over when only one player is left — the winner!

9-10
CLOSING ON PUZZLES AND GAMES
Fantasy Trip

Travel! It’s good for the soul. Your calculator can be

very handy for planning tnps — no matter what the route,
or whatever way you're getting there. A little planning
can also save much hassle and help make a trip more enjoy-
able. (It’s a lot easier to run out of gas (or money) on
your calculator, before you actually do on the highway!)

The following pages contain facts and tables that may help
you in planning or executing a trip (either a real one,
or one you'd just like to take sometime in the future).
If you’re driving, you may want to keep the following in mind:
Metric Conversions:
1 mile per gallon = .425 km/liter
55 mph = 88.5 km/h

Formulas/F acts:
@ If you drive 6 hours in a day you cover 6 x 55 = 330
miles/day.
@ If your car’s gas tank holds 20 gallons, at 20 miles per
gallon you'll go 400 miles on one tank of gas.
@ Time to destination = distance [=] average speed
@ Distance covered = speed (X] time
@ Gasoline required = distance [=] mpg
The following tables show approximate distances between
selected cities, to help you in planning your trip.
INTERSTATE APPROXIMATE

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"SSeJQ ‘UO}SOg
‘PIN ‘sz0unIeg
eysery ‘aseioyouy

9-12
 9-13
“OSIM ‘aHNeMTIN]
ILEAGE CHART FOR SELECTED CITIES

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"uuay ‘stydwayy
‘AY ‘oTASMO]
‘Jey ‘sajasuy soy
“AON ‘SBZ9A SP]
‘Blq ‘aqauosyoef
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'B’] ‘SUBILIO MON
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UU] “Med IG UU]

9-14
 9-15
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"yseyy ‘apjeaS
‘FleD ‘oBaiq ues
‘Jey ‘Oosiouely] ues
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YEN ‘AID aE] WES
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"BA ‘puoUNyoTY
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 CLOSING ON PUZZLES AND GAMES

| Flipit — Puzzles
ODRCODR IC ODR IODA

By now everyone’s realized that when you flip your calcu-

lator over— some of the numbers look like letters. Some
numbers do a better job at this than others — but witha
little imagination you can see that the following numbers
correspond to the letters shown when the calculator ts
“flipped”:
0=0 5=S
1=I 6=g*
2=Z* 7=L
3=E 8=B*
4=h 9=G*
*(These “letters” are often tougher to “see” —
until you get used to them.)
OVDRP ODOR

Flipit Crossword
ROPEDRC EDR
 Across Down
1) COO 2689 C+) .954 DJ GA I) 30 [xj 100 [+] 718
2000 [=] (=]
4) 2 7 (= 2) 175 Gx) 100 Ge) 2
[+]9 (=)
5) CO) 30 BU 500 L+) 469 3) 1753.5 Oc) 2 (=)
DO) OJ 5[=
6) 315 (<) 100 G@) 73) 4)1 [©] .2266 (=)
8) 4 D0 4 (x) 100 ©) =] 7) (©) .4 C=) .0061
9) 60 Lx] 1000 C=] 2292 [=] DIE) 3 &
12) 34225 (xX) 4 CE) Le] 10) 185 [x2] 7x) 4
13) 17LK) 2 (=) L=; [=]
14) CC) 300 (4) 79 DJ GA 11) 800 (+) 105 l=)
1000 L+] 919 [=; 15) 1 (-).3 &)

Answers
0|
a} 119) 911) 9 Be a LH
10 a 1
one SBOE

SES,
IN|O a
‘TR Bat st ala
‘T{T}
a fH] Ss
a| [0 OSE
 APPENDIX 1
Alphabetical
A

Conversion Tables
Unless designated otherwise, the English measures of capacity
SSN

are those used in the United States, and the units of weight
and mass are avoirdupois units.
A

MULTIPLY BY TO OBTAIN
Acres 43560 Square feet
Acres 4047 Square meters
Acres 0.0016 Square miles
Acres 4840 Square yards
Acre feet 43560 Cubic feet
Acre feet 1233.48 Cubic meters
Atmospheres 76.0 Centimeters — mercury
Atmospheres 29.92 Inches — mercury
Atmospheres 14.70 Pounds/in.?
Atmopsheres 1.058 Tons/ft.?
Barrels — oil 42 Gallons — oil
Board feet 144 Cubic inches
British Thermal Units 777.6 Foot-pounds
British Thermal Units 3.927 x 10-4 Horsepower-hours
British Thermal Units 2.928 x 10-4 Kilowatt-hours
Btu/min 12.96 Foot-pounds/s
Btu/min 0.0236 Horsepower
Btu/min 17.57 Watts
Centares (Centiares) 1 Square meters
SA NAN

Centigrams 0.01 Grams

Centimeters 0.3937 Inches
Centimeters 0.01 Meters
Centimeters 10 Millimeters
Centimeters — mercury 0.0132 Atmospheres
Centimeters — mercury 0.4460 Feet — water (4° C)
AAS SA NAN

Centimeters — mercury 136.0 Kilograms/m?

Centimeters — mercury 27.85 Pounds/ft?
Centimeters — mercury 0.1934 Pounds/in.?
Centimeters/s 0.0328 Feet/s
Centimeters/s 0.036 Kilometers/h
Centimeters/s 0.6 Meters/min
Centimeters/s 0.0224 Miles/h
Centimeters/s 0.0004 Miles/min
MULTIPLY BY TO OBTAIN

Cubic centimeters 3.531 x 10-5 Cubic feet

Cubic centimeters .0610 Cubic inches
Cubic meters

IOI AOIPOVONON BROS

Cubic centimeters 1x10°*
Cubic centimeters 1.3079 x 10° Cubic yards
Cubic centimeters 2.642 x 107+ Gallons
Cubic centimeters 0.0010 Liters
Cubic centimeters 0.0021 Pints (liq.)
Cubic centimeters 0.0011 Quarts (lig.)
Cubic feet 1728 Cubic inches
Cubic feet 0.0283 Cubic meters
Cubic feet 7.4805 Gallons
Cubic feet 28.32 Liters
Cubic feet 59.84 Pints (liq.)
Cubic feet 29.92 Quarts (liq.)
Cubic feet/mm 0.1247 Gallons/s
Cubic feet/mm 0.4719 Liters/s
Cubic feet/s 448.831 Gallons/mm
Cubic inches 16.39 Cubic centimeters
Cubic inches 0.0005787 Cubic feet
Cubic inches 1.6387 x 10-> Cubic meters
Cubic nches 2.1433 x 10°-> Cubic yards
Cubic inches 0.004329 Gallons
Cubic inches 0.0164 Liters
Cubic inches 0.0346 Pints (lig.)
Cubic inches 0.0173 Quarts (hq.)
Cubic meters 1x 10° Cubic centimeters
NOOO
Cubic meters 35.31 Cubic feet
Cubic meters 61023 Cubic inches
Cubic meters 1.308 Cubic yards
Cubic meters Gallons
Cubic meters Liters
Cubic meters Pints (liq.)
Cubic meters Quarts (liq.)
Cubic yards Cubic feet
Cubic yards Cubic inches
Cubic yards Cubic meters
Cubic yards Gallons
Cubic yards Liters
Cubic yards Pints (liq.)
Cubic yards Quarts (liq.)
Cubic yards/min Cubic feet/s
Cubic yards/min Gallons/s
Cubic yards/min Liter/s
nN
>
sl

Se MULTIPLY BY TO OBTAIN
ee Degrees (angle) 60 Minutes
Degrees (angle) 0.0174 Radians
ee Degrees (angle) 3600 Seconds ;
Degree/s 0. 1667 Revolutions/min —
Sy Degree/s 0.0028 Revolutions/s
Drams 27.34 Grains
3 Drams 0.0625 Ounces
Drams 1.7718 Grams
SS Fathoms 6 Feet
Feet 30.48 Centimeters :
ee Feet 12 Inches 7
Feet 0.3048 Meters 4
ee Feet 0.3333 Yards
Feet — water (4° C) 0.8826 Inches — mercury
ee Feet — water 62.43 Pounds/ft?
Feet/min 0.5080 Centimeters/s
SS Feet/min 0.0183 Kilometers/h |
Feet/min 0.3048 Meters/min
ee Feet/min 0.0114 Miles/h
Feet/s 30.48 Centimeters/s
SS Feet/s 1.097 Kilometers/h |
Feet/s 18.29 Meters/min |
eS Feet/s 0.6818 Miles/h !
Feet/s 0.0114 Miles/min |
Sr Foot-pounds 0.0013 British Thermal Uniti
Foot-pounds 5.0505 x 1077 Horsepower-hours
ey Foot-pounds 3.766 x 1077 Kilowatt-hours
Foot-pounds/min 0.0167 Foot-pounds/s
ee Foot-pounds/min 3.030 x 1075 Horsepower
Foot-pounds/min 2.2597 x 1075 Kilowatts
Sy Gallons 3785 Cubic centimeters
Gallons 0.1337 Cubic feet
Sy Gallons 231 Cubic inches
Gallons 0.0038 Cubic meters
ee Gallons 3.785 Liters
Gallons 8 Prints (liq.)
Se Gallons 4 Quarts (liq.)
Gallons, Imperial 1.2009 U.S. gallons
ee Gallons, U.S. 0.8327 Imperial gallons
Gallons — water 8.34 Pounds — water
Sy Grams 980.7 Dynes
Grams 15.43 Grains
Bn ajorams 0.0353 Ounces
 RA ISAS SAASSAR AS AAG
MULTIPLY TO OBTAIN
Grams Ounces (troy)
Grams Pounds
Grams/cm? Pounds/in.*
Hectares Acres
Horsepower Btu/min
Horsepower Foot-pounds/min

RISA ARASAIN
Horsepower Foot-pounds/s
Horsepower Horsepower (metric)
Horsepower Kilowatts
Horsepower-hours Kilowatt-hours
Inches Centimeters
Inches — mercury Atmospheres
Inches — mercury Kilograms/m?
Inches — mercury Pounds/ft?
Inches — water Inches — mercury
Kilograms Dynes
Kilograms Pounds
Kilometers Feet
Kilometers Meters.
Kilometers Miles
Kilometers Yards
Kilometers/h Feet/min
Kilometers/h Knots
Kilowatts Btu/min
Kilowatts Foot-pounds/min
Kilowatts Foot-pounds/s
Kilowatts Horsepower
Kilowatt-hours British Thermal Units
 MULTIPLY BY TO OBTAIN
POOP PPPs Kiowatt-hours 2.655 x 10* Foot-pounds
Kilowatt-hours 1.341 Horsepower-hours
Liters 0.0353 Cubic feet
Liters 61.02 Cubic inches
Liters 0.0010 Cubic meters
Liters 0.2642 Gallons
Liters 2.113 Pints (liq.)
Liters 1.507 Quarts (liq.)
Meters 3.281 Feet
Meters 39.37 Inches
Meters 0.001 Kilometers
Meters 1.094 Yards
Meters/mm 3.281 Feet/mm
Meters/mmn 0.06 Kilometers/h
Meters/mmn 0.0373 Miles/h
Meters/s 196.8 Feet/mm
Meters/s 3.281 Feet/s
Meters/s 3.6 Kilometers/h
Meters/s 0.03728 Miles/min
Microns 1x 10° Meters
Miles 5280 Feet
Miles 1.609 Kilometers
Miles 1760 Yards
Miles/h 44.70 Centimeters/s
Miles/h 88 Feet/min
Miles/h 1.467 Feet/s
SE
 caveat cal,
MULTIPLY

cca covcatat caveat atcal

BY TO OBTAIN

Miles/h 1.609 Kilometers/h

Miles/h 0.8690 Knots
Miles/h 26.82 Meters/min
Miles/min Centimeters/s
Miles/min Feet/s
Miles/min Kilometers/min

east ecsveaatcat scat ccovcateantecstcotc

Miles/min Miles/h
Milligrams Grams
Milhiliters Liters
Millmeters Centimeters
Millmeters Inches
Ounces Drams
Ounces Grains
Ounces Pounds
Ounces Ounces (troy)
Ounces Tons (me ic)
Ounces (troy) Ounces (a vor.)
Ounces (fluid) Cubic inches
Ounces (fluid) Liters
Pounds Ounces
Pounds Drams
Pounds Grains
Pounds Tons (shc °)
Pounds Pounds (. .y)
Pounds/in.? Pounds/ft.*
Pounds/ft. Kilograms/m
Pounds/in. Grams/cm
Pounds/ft.2 Kilograms/m7?
Pounds/in.” Atmospheres
Pounds/in.? Inches — mercury
Quadrants (angle) 1.571 Radians
Quarts (liq.) 97.75 Cubic inches
Quintal, metric 220.46 Pounds
Radians 57.30 Degrees
Radians 3438 Minutes
Radians 0.637 Quadrants
Radians/s 9.549 Revolu: 3/mm
Revolutions/s 360 Degrees:s
Revolutions/s 6.283 Radians/s
Revolutions/s 60 Revolutions/mmn
Seconds (angie) 4.8481 x 10° Radians
Square centimeters 0.0011 Square fc
Square centimeters 0.1550 Square i: hes
A-6
}
4
DR MULTIPLY
Square centimeters
BY
0.0001
TO OBTAIN
Square meters
Square centimeters 100 Square millimeters
Square feet 2.2957 x 10-5 Acres
Square feet 929.0 Square centimeters:
Square feet 144 Square inches
Square feet 0.0929 Square meters
Square feet 3.5870 x 10-° Square miles
ee

Square feet 0.1111 Square yards

Square inches 6.452 Square centimeters :
Square inches 0.0069 Square feet
Square kilometers 247.1 Acres
Square kilometers 1.0764 x 10’ Square feet
Square kilometers 1x 106 Square meters
IEPP

Square kilometers 0.3861 Square miles

Square kilometers 1.1960 x 10° Square yards
Square meters 10.76 Square feet
Square meters 1.1960 Square yards !
Square miles 640 Acres |
Square miles 2.590 Square kilometers
Square miles 3.0976 x 10° Square yards
Square millimeters 0.01 Square centimeters:
Square millimeters 0.0016 Square inches
Square yards 9 Square feet
Square yards 0.8361 Square meters |
Square yards 3.2283 x 1077 Square miles i
Tons (metric) 1000 Kilograms
Tons (metric) 2205 Pounds
Tons (short) 2000 Pounds
Tons (short) 0.89286 Tons (long)
Tons (short) 0.9072 Tons (metric)
Watts 0.0586 Btu(mean)/min
Watts 0.7377 Foot-pounds/s
Watts 0.0013 Horsepower
Watts 0.001 Kilowatts
Watt-hours 3.4144 British Thermal Um
Watt-hours 2655 Foot-pounds
Watt-hours 0.00134 Horsepower-hours :
Watt-hours 0.001 Kilowatt-hours
Yards 91.44 Centimeters
Yards 3 Feet
Yards 36 Inches
Yards 0.9144 Meters
~]
>
 OIOI OIRO OIRO OVO
APPENDIX 2

Reference Tables

Table 1
Areas of Common Plane Figures

Circle

circumference = 2zr

area = aT™

Ellipse

area = arab

Triangle OMOI OL OI
area = 5 ab

Square
\OVOAOA COON

area
= 2”

Rectangle

Ww area
= lw
>
fe
 Table 2
Areas and Volumes of Common Shapes
(Surface)
Area Volume

Cube:

6 a” a’
eS EGE

a
a

Rectangular Prism

flr
Zhw + l+wxh
2hl + 2iw

Sphere

C\) Ant? 43 on

Cylinder r

h 2nth + 2ar” ah

aVr +b ah

(+n if you 3
add the base)
 Table 3 RD
Mathematical Expressions eH

Trigonometric Relations eb

sino = ¥r Ke
oot
mot
r

sin? 6 + cos? 6 = 1 eb

e® = cos6 + isinO i= V-l ed

a

Law of Cosines
© KE

a? + b? —2ab cos 9 = c” 8
b

Laws of Exponents Laws of Logarithms eh

a* x a¥ = ax t Y =a Ln(y*) = xLny Ke

(ab)* = a* x b* aaxny Ln(ab) = Ln a+ Lnb eb

(a*)® = a® a=] Ln(-} =Lna-Lnb eb

Here are a few fundamental identities that are frequently used eS

in trigonometry. A and B represent any angles. Ke

, ; _, 1 _ 1 _ 1
Reciprocal relations sin A = cscA’ ©°S A= secA’ tan A cotA eb

__1 __1 __l

cscA = sin A’ sec A = cos A’ cot A = tan A Ke
 Product relations
sin A = tanAcosA, cosA =cotAsinA, tanA = smAsecA,
cot A =cosAcscA, secA =cscAtanA, cscA = secAcotA

Pythagorean relations
sm A + cos?A=1, 1+ tan?A=sec?A, 1+ cot?A=csc’A

Angle-sum and angle-difference relations

sin (A+ B) = sin AcosB + cosAsinB
cos(A+ B) = cosAcosB + sin AsinB
_ tan A= tanB _ cot BcotA+1
tan (A+ B)= 7 tan A tanBr Ot A+B)= “CRs cot A
sin (A + B) sin (A — B) = sin?A — sin?B = cos?B — cos?A
cos(A + B) cos(A — B) = cos?A — sin?B = cos?B — sm?A

Double-angle relations
sin 2A = 2 sinA cosA = 1+
2204
tan’A
cos 2A = cos?A— sin’?A
= 2cos*7A —-1=1-2 sin?A = }— tant
A

tan 2a = 2 A cot 24 = SEF

Function-product relations
sn A sin B = .5cos(A —B) — .5cos(A + B)
cos A cos B = .5cos(A — B) + .5 cos(A + B)
sm A cosB = .5sn(A +B) + .5 sin (A — B)
cos A sm B = .5sin(A+ B) — .5 sin (A—B)

Function-sum and function-difference relations

sm A+ sin B = 2sin.5(A+B)cos.5 (A+B)
cos A + cos B = 2cos ..5(A + B) cos .5 (A — B)
cosA — cosB = —2 sin.5(A+ B) sin .5(A — B)
_ sin(A+B)
tan A + tan B ~ cosA cosB

Power relations
sm’A = .5(1-—cos 2A), sin?A = .25 (3 sin A- sin 3A),
sm‘A = .125(3—4cos 2A + cos 4A), cos?A = .5(1 + cos 2A), |
cos*A = .25(3cos A+ cos 3A), cos!A = .125(3 + 4cos2A + cos 4A.
tan?A == 1—c0s 2A 2Qq _— ~1+cos2A
7 COS eh |
1 + cos 2A’ cot*A 1—cos2A
?
-
 OE
APPENDIX 3
Hyperbolic
Functions
Solving problems involving hyperbolic functions uses the
exponential ( [iNv) [Inx) ) capability of your calculator.

Hyperbolic Sine (sinh) x = 1/2(e* — e-*) = =

IRR
Hyperbolic Cosine (cosh) x = 1/2(e* + e~*) = es 1
; _e*-e* e*—1

Hyperbolic Tangent (tanh) x = epe* exXq]

Example: tanh 2.99 = .99495511

Press Display/Comments

IIR
2.99 [Xx] 2.99
2 [=] 5.98
(wv) [tnx] [Sto] [—] 395.44037
le) & 394.44037
Le) @) 395.44037
1QO) & 99495511

Inverse Hyperbolic Functions

sinh-'x = Ln(x + Vx? + 1)

VOLO OSORIO
cosh7'x = Ln(x + Vx? — 1)
1+x
tanh~'x = 1/2 Ln (=)

Example: sinh 86.213 = 5.1500018

Press Display/Comments
86.213 Lc] 86.213
[x?] 7432.6814
1 DJ 7433.6814
86.218799
(=) 172.4318
[Inz] 5.1500018

A-12
 APPENDIX 4
Physical Constants
Constant Symbol Value
Speed of Light Cc 2.9979250 10%m sec!
Electron Charge e 1.6021917 107'9C
Avogadro Number N 6.022169 107*k mole7!
Electron Rest
Mass mM, 9.109558 10-*"'kg
Me 5.485930 10-*amu
Proton Rest Mass M, 1.672614 10-?"*kg
M, 1.00727661 amu
BN

Neutron Rest Mass. M,, 1.674920 10-*"*kg

M,, 1.00866520 amu
Atomic Mass Unit amu 1.660531 10-?"kg
Electron Charge
to Mass ratio e/m, 1.7588028 10"'C kg"!
Planck Constant h 6.626196 10-*4J-sec
Rydberg Constant Ro 1.09737312 10’m"
Gas Constant R, 8.31434 10*J-k mole“'K—!
Boltzmann Constant’ k 1.380622 10°-JK"
Gravitational
Constant G 6.6732 10-"'N-m*kg~?
Bohr Magneton Lp 9.274096 10°JT-!
Electron Magnetic
Moment Me 9.284851 10-*4JT-!
Proton Magnetic
Moment Lp 1.4106203 10-*5JT"!
Compton Wavelength
of the Electron Ae 2.4263096 10-'"*m
Compton Wavelength
of the Proton hep 1.3214409 10-"*m
Compton Wavelength
of the Neutron Neon 1.3196217 107m
Faraday Constant F 9.648670 10’C k mole!
DDD PD
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Bibliography
BASIC CALCULATOR USAGE
Fundamental Mathematics Teacher's Guide. Calculator Math
Fundamental Mathematics. Dallas, Texas: The Texas
Instruments Education and Communications Center, 1976.
Immerzeel, George. Ideas & Activities for Using Calculators
tn the Classroom. Dansville, New York: The Instructor
Publications, Inc., 1976.
Roberts, Edward M. Fingertsp Math. Dallas, Texas: Texas
Instruments, Inc., 1974.
Rudolph, William B., Claassen, A.D. The Calculator Book.
PE

Boston: Houghton Mifflin Company, 1976.

HOME MANAGEMENT
Bogart, L. Jean. Nutrition and Phystcal Fitness. Phila-
delphia: W.B. Saunders Co., 1960.
Langford, Francis G., Jr., Goe, William E. Consumer Mathe-
SY

matics. New York: Harcourt Brace Jovanovich, Inc., 1974.

Meyer, Robert. Consumer and Business Mathematics. Garden
City, N.Y.: Simon and Schuster, Inc., 1975.
ASAE ESE SEY SEP

ALGEBRA
Ayers, Frank, Jr. Theory and Problems of Modern Algebra.
New York, Schaums Outline Series, Schaum Publishing Co.,
1965.
Johnson, Richard E., Johnson, Cheryl G. Algebra, The Lan-
guage of Mathematics. Menlo Park, California: Addison-
Wesley Publishing Co., Inc., 1975.

FINANCE
Ayers, Frank, Jr. Theory and Problems of Mathematics of
Finance. New York: Schaum’s Outline Series, Schaum
Publishing Co., 1963.
Bowen, Earl K. Mathematics with Applications in Manage-
ment and Economics. Homewood, Illinois, Richard D.
Irwin, Inc., 1972.
Campbell, Colin D., Campbell, Rosemary G. An Introduction
to Money and Banking. Hinsdale, Illinois: The Dryden
Press, 1975.
B-1
Weston, J. Fred, Brigham, Eugene F. Managerial Finance.
Hinsdale, Illinois: The Dryden Press, 1975.

GEOMETRY AND TRIG

AISI
Jurgenson, Ray C., Maier, John E., Donnelly, Alfred J.
Modern Basic Geometry. Boston: Houghton Mifflin Co., 1976.
Wooton, William, Beckenbach, Edwin F., Buchanon, O. Lexton,

SOOO
Jr., Dolciam, Mary P. Modern Trigonometry. Boston:
Houghton Mifflin Co., 1976.
SCIENCE
Chemical Education Material Study, Chemistry, An Experimental
Science. San Francisco: W. H. Freeman and Co., 1973.
Halliday, David. Introductory Nuclear Physics. New York:
John Wiley & Sons, Inc., 2d ed., 1962.
Physical Science Study Committee. Physics. Boston: D.C.
Heath and Co., 1970.
Physics for Students of Science and Engineering, Part II.
New York: John Wiley & Sons, Inc., 1960.
Project Physics Course. New York: Holt Rinehart, and Winston,
Inc., 1974.
Sisler, Harry H., Vanderwerf, Calvin A., Davidson, Arthur W.
General Chemistry, A Systematic Approach. New York: The
Macmillan Company, 2d ed., 1959.

STATISTICS
Kreyszig, Ervin. Introductory Mathematical Statistics:
Principles and Methods. New York: John Wiley & Sons,
Inc., 1970.
Weaver, Warren. Lady Luck. New York: Anchor Books,
Doubleday & Company, Inc., 1963.
Mosteller, Frederick, Rourke, Robert E., Thomas, George B..,
Jr. Probability: A First Course. Reading, MA.: Addison-
Wesley Publishing Co., 1970.
Spiegel, Murray R. Theory and Problems of Statistics. New
York: Schaums Outline Series, McGraw-Hill Book Company,
1961.

GENERAL
Adler, Irving. Magic House of Numbers. New York: The New
American Library of World Literature, Inc., 1957.
i)
@
BIEN B BEEBE N Burns, Marilyn. The I Hate Mathematics! Book. Boston: Little,
Brown and Company, 1975.
The World Almanac & Book of Facts 1976. New York: Newspaper
Enterprise Association, Inc., 1975.
Selby, Samuel M. Standard Mathematical Tables. Cleveland:
21st ed. The Chemical Rubber Co., 1973.
Wallechinsky, David, Wallace, Irving. The People’s Almanac.
Garden City, N.Y.: Doubleday & Company, Inc., 1975.

PUZZLES AND GAMES

Dudeney, Henry Ernest. 536 Puzzles & Curious Problems. New
York: Charles Scribner’s Sons, 1967.
Judd, Wallace. Games, Tricks, and Puzzles for a Hand Calcu-
lator. Menlo Park, California: Dymax, 1974.
Judd, Wallace. Games Calculators Play. New York: Warner
Books, Inc., 1975.
Rogers, James T. The Calculating Book, Fun and Games with
your Pocket Calculator. New York: Random House, 1975.
Schlossberg, Edwin, Brockman, John. The Pocket Calculator
Gamebook. New York: William Morrow and Company, Inc., 1975:
AGNGI GBI GN ENGI MEISE

Thommen, George S. Is This Your Day? How Biorhythm Helps You

Determine Your Life Cycles. New York: Crown Publishers,
Inc., Rev. ed., 1973.
Vine, James. Boggle, Calculator Word/Number Games. Los Angeles:
Price/Stern/Sloan, 1975.
Wylie, C.R., Jr. 101 Puzzles in Thought and Logic. New York:
Dover Publications, Inc., 1957.
A
Aan wei
 OIOV OO OVON
Index
A Conversion
Accuracy, 1-6 factors, 2-6
Acceleration, constant, 8-4 facts, 2-7
Algebra, 1;4-1 Conversions, 2-1
Algebraic operating system, 1-8 alphabetical table, 2-2
Angles, 1-26 making a factor, 2-8
acute, 6-1 use of tables, 2-3
calculator mode, 1-27 volume, 2-9
conversion, 6-6 Coordinates
obtuse, 6-1
Antilogarithm, 1-30 polar, 6-14
Arccosine, 1-29 rectangular, 6-14
Arcsine, 1-29 spherical, 6-16
Arctangent, 1-29 Cosine, definition, 1-28

MOIO OL OV OIA
Areas, calculation of, 1-18 Cost per unit, 3-11
Atomic mass unit, 8-11 Credit buying, 3-8
Atomic weight, 8-18 Crossword puzzle, 9-14
Average, 7-13
D
Avogadro, Amadeo, 8-18
Decimal, movement, 1-14
Avogadro’s number, 8-18
Degrees, 1-26; 6-2
B Density, 8-19
Balance Depreciation, 5-12
checkbook, 3-2 Devaluation, 5-4
credit, 3-8 Diet, balanced, 3-7
Balancing checkbook, 3-2 Diet planning, 3-6
Basics, 1-7 Discounts, 1-24
Batteries, 1-2 series, 3-16
Biorhythm, 9-5 Dismtegration constant, 8-12
Display, 1-4
Cc
memory, 1-17
Calories, 3-6
Distance
Centripetal force, 8-9
between pomts, 4-18
Checking, equations, 4-7
formula, 4-19
Circles, 1-23
Circumference, 1-23 E
Clearing, memory, 1-16 Egypt, i
OMEN O ONO

Clearing the calculator, 1-3 Einstein, Albert, 8-11

Coefficient, 4-5 Electricity, cost, 3-20
Combinations, 7-8 Electron volt, 8-11
Commissions, 3-4 Energy, mass relationship, 8-11
Components, force, 8-6 Equations
Constant, 4-5 adding, 4-10
Constant key, 1-22 procedure, 4-8
simple, 4-5
with fractions, 4-9
a"
=
EPP PPP NPP Pia
Error Inverse functions, 1-32
reasons for, 1-33 Inverse, trig functions 6-5
square roots, 1-19
K
Exchange, memory, 1-17
Kelvin temperature, 8-17
Exploring, 1-1
Kilowatt hour, cost, 3-20
Exponent, 1-12
Kilowatt hours, 8-11
Exponential functions, 1-30
Expressions, simplifying, 4-2 L
F Law of cosines, 6-20
Law of sines, 6-22
Factorial, formula, 7-12
Lenses, 8-10
Factoring, 4-21
Light Emitting Diode, 1-4
Fence, length, 3-14
Light, speed of, 1-14
Fertilizer, quantity, 3-12
Light year, 8-2
Flashing, display, 1-20
Limits, trig, 6-24
Floating decimal, 1-6
Linear equations, 4-12
Focal length, 8-10
Loan, payoff, 5-6
Force, 8-6
Logarithm, 1-30
Formula, chemical, 8-20
Free fall, 8-3 M
Functions, trigonometry, 6-3 Mantissa, 1-12
Mathematics, story of, i
G
Gas laws, 8-17 Median, 7-13
Gas mileage, 3-17 Memory, 1-16
Geometry, development of, i Metric prefixes, 2-9
Grads, 1-26; 6-4 Mole, 8-18
Graphing, trig, 6-12; 6-24 Momentum, 8-15
Gravitation Money, conversions, 5-3
constant, 8-14 Mortgage, calculations, 3-18
formula, 8-14 Multiplication, implied, 1-11
Gravity, acceleration, 8-3 My Dear Aunt Sally, 1-9
Greeks, 1-23 N
Napier, John, i
H
Natural logarithms, 1-31
Half-life, 8-12
Numbers, large or small, 1-12
Heart beats, i; 9-2
Hexagon, 9-5 Oo
Hypotenuse, 1-28 Ohms, 8-16
i On-clear, 1-3
Inflation, 9-3 P
Interest, 5-14 Paint, quantity, 3-12
monthly, 3-8 Paper, thickness, 4-15
rate, 3-21 Payments
Savings account, 5-8 loan, 3-18
treasury bills, 5-10 monthly, 3-18
OR
 ALOIPOL OIL OV OV OOIOS
Parentheses, limit, 1-10 Ss
Parenthesis, 1-10 Salary, determination, 3-4
extra, 1-11 Saturday nights, 9-2
Pay, amount, 3-4 Scientific notation, 1-12; 4-15; 8-2
Pending operations, 1-7; 1-8 Shutoff, 1-5
Percent, 1-24 Sine, definition, 1-28
Periodic motion, 1-28 Sliderules, ii
Permutations, 7-4 Square, 1-18
formula, 7-7 Square root, 1-18
Pi, value, 1-23 definition, 1-19
Planets, chart, 9-2 Standard deviation, 7-14
Polynomial, roots of, 4-25 Stroke of display, 1-4
Points, real estate, 5-2 Sum, memory, 1-17
Poker, possible hands, 7-9
T
Power, 8-5
Tangent, definition, 1-28
Powers, 1-20
Tax, sales, 3-10
Probability
Terms
definition, 7-2
adding, 4-4
dice, 7-3
moving, 4-6
independent, 7-10
Theta, 1-26
Protein, 3-7
Toy, ii
Pythagorean theorem, 4-16;
4-17; 4-19
Trig
applications, 6-8
Q area, 6-10
Trigonometry, i

Bi OA SOO OVO OV OL OI
Quadrant, 6-7 keys, 1-28
Quadratic formula story of, 6-1
derivation, 4-22 Truth-in-lending, 3-21
use of, 4-24
Quantitative analysis, 8-21 U
Unit prices, 3-11
R Unknowns, 4-5
Radians, 1-26; 6-4 elimination of, 4-11
Recall, memory, 1-16
Rechargeable battery kit, 1-2 Vv
Recipes, conversions, 3-5 Vectors, 8-6; 6-26
Reciprocal, 1-15 Ww
operation, 1-15 Weights, common, 3-22
Repeated calculations, 1-22 Work, 8-5
Resistance, electrical, 8-16
Roots, 1-20 Y
restrictions, 1-21 Yard, volume, 3-15
eo
™
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