SMK St.

Mark, Butterworth Scheme of Work Form 4 Mathematics ( 2013 ) First Term ( 20 weeks )
Weeks Topics Learning Objectives Learning Outcomes Teaching And Learning Activities Discuss the significance of zero in a number. - Working out mentally. - Identifying relations. Discuss the use of significant figures in everyday life and other areas. Vocabulary

1-2

1. Standard Form

1.1 Understand and use the concept of significant figure.

i. round off positive numbers to a given number of significant figures when the number are : a) greater than 1. b) less than 1 ii .perform operations of addition , subtraction , multiplication and division involving a few numbers and state the answer in specific significant figures . iii. solve problems involving significant figures .

significance significant figure relevant round off accuracy single number approximate

1.2 Understand and use the concept of standard form to solve problems

i. state positive numbers in standard form when the numbers are : a) greater than or equal to 10. b) less than 1. ii. convert numbers in standard form to single numbers. iii. perform operations of addition, subtraction , multiplication and division , involving any two numbers and state the answer in standard form iv. solve problems involving numbers in standard form.

Use everyday life situations such as in health,technology ,industry ,construction and business involving numbers in standard form. Use the scientific calculator to explore numbers in standard form.

standard form single number scientific notation

Week 34

Topics 2. Quadratic Expressions And Equations

Learning Objectives 2.1 Understand the concept of quadratic expression.

Learning Outcomes i. identify quadratic expressions . angles of a polygons. ii. form quadratic expressions by multiplying any two linear expressions. iii. form quadratic expressions based on specific situations. polygon given the number of sides.

Teaching And Learning Activities Discuss the characteristics of quadratic expressions of the form ax2 + bx + c = 0, where a , b and c are constants , a 0 and x is an unknown.

Vocabulary quadratic expression constant constant factor unknown highest power coefficient expand term factorise common factor perfect square cross method inspection complete factorisation

2.2 Factorise quadratic expression.

i. factorise quadratic expressions of the form ax2 + bx + c , where b = 0 or c = 0. ii. factorise quadratic expressions of the form px2 q ,p and q are perfect squares. iii. factorise quadratic expressions of the form ax2 + bx + c, where a,b and c are not equal to zero. iv. factorise quadratic expressions containing coefficients with common factors. i. identify quadratic equations with one unknown. ii. write quadratic equations in general form i.e ax2 + bx + c = 0 iii. form quadratic equations based on specific situations. i. determine whether a given value is a root of a specific quadratic equation. ii. determine the solution for quadratic equations by ; a) trial and error method / b) factorization iii.solve problems involving quadratic equations

Discuss the various methods to obtain the desired product. Begin with the case a =1 Explore the use of graphing calculator to factorise quadratic expressions.

2.3 Understand the concept of quadratic equation

Discuss the characteristics of quadratic equations.

quadratic equations general form

2.4 Understand and use the concept of roots of quadratic equations to solve problems.

Discuss the number of roots of a quadratic equation. Use everyday life situations.

substitute root trial and error method solution.

Week 5

Topics 3. Sets

Learning Objectives 3.1Understand the concept of set.

Learning Outcomes i. sort given objects into groups. ii. define sets by ; a) descriptions. b) using set notation. iii. identify whether a given object is an element of a set and use the symbol or

Teaching And Learning Activities Use everyday life examples to introduce the concept of set.

Vocabulary set element description label set notation denote equal set

iv.represent sets by using Venn diagrams. v. list the elements and state the number of elements of a set. vi. determine whether a set is an empty set. vii. determine whether two sets are equal.

Discuss why { o }and { } are not empty sets.

3.2 Understand and use the concept o f subset , universal set and the complement of a set.

i. determine whether a given set is a subset of a specific set and use the symbol or

Comparing and contrasting Drawing diagrams Discuss the relationship between sets and universal sets. Identifying relations

subset universal set complement of a set

ii. represent subset using Venn diagram. iii.list the subjects for a specific set. iv. illustrate the relationship between set and universal set using Venn diagram. v. determine the complement of a given set. vi. determine the relationship between set , subset ,universal set and the complement of a set.

Weeks 6

Topics

Learning Objectives 3.3 Perform operations on sets The intersection of sets The union of sets

Learning Outcomes i. determine the intersection of ; a) two sets b) three sets and use the symbol . ii. represent the intersection of sets using Venn diagram iii. state the relationship between a) A B and A b) A B and B iv. Determine the complement of the intersection of sets. v. solve problems involving the intersection of sets. vi. determine the union of a) two sets b) three sets and use the symbol vii. represent the union of sets using Venn diagram. viii.state the relationship between a) A B and A b) A B and B ix. determine the complement of the union of sets. x. solve problems involving the union of sets. xi. determine the outcome of combined operations on sets . xii. solve problems involving combined operations on sets.

Teaching And Learning Activities Discuss cases when; AB= A B

Vocabulary intersection common elements

Include everyday life situations.

Chinese New Year Holidays (11th February 17th February)

Weeks 8

Topics 4.Mathematical Reasoning

Learning Objectives 4.1 Understand the concept of statement .

Learning Outcomes i) determine whether a given sentence is a statement ii) determine whether a given statement is true or false. iii) construct true or false statement using given numbers and mathematical symbols.

Teaching And Learning Activities Introduce this topic using everyday life situations. Focus on mathematical sentences. Discuss sentences consisting of : 1.words only 2. numbers and words 3. numbers and mathematical symbols.

Vocabulary statement true false mathematical sentence mathematical statement mathematical symbols

4.2 Understand the concept of quantifiers all and some

i) construct statements using the quantifier : a) all b) some ii) determine whether a statement that contains the quantifier allis true or false iii) determine whether a statement can be generalized to cover all cases by using the quantifier all iv) construct a true statement using the quantifier all or some given an object and a property.

Quantifiers such as every and any can be introduced based on context. Other quantifiers such as several ,one of and part of can be used based on context.

quantifier all every any some several one of part of

4.3 Perform operations involving the words not for no , and and or on statement.

i) change the truth value of a given statement by placing the word not into the orginal statement.

The symbol ~ ( tilde ) denotes negation. ~p denotes negation of p which means not p or no p .

negate contrary object negation not p no p truth table truth value

Weeks 9

Topics

Learning Objectives

Learning Outcomes ii) identify two statements from a compound statement that contains the word and. iii) form a compound statement by combining two givens statements using the word and iv) identify two statements from a compound statement that contains the word or v) form a compound statements by combining two given statements using the word or vi) determine the truth value of a compound statement which is the combination of two statements with the word and vii) determine the truth value of a compound statement which is the combination of two statements with the word or

Teaching And Learning Activities

Vocabulary and compound statement or

4.4 Understand the concept of implication

i) identify the antecedent and consequent of an implication if p, then q . ii) write two implication from a compound statement. iii) construct mathematical statement in the form of implication a) if p , then q b) p if and only if q iv) determine the converse of a given implication. v) determine whether the converse of an implication is true or false.

implication antecedent consequent

converse

10

Assessment 1 (4th March 8th March)

Weeks 11 - 12

Topics

Learning Objectives 4.5 Understand the concept of argument.

Learning Outcomes i) identify the premise and conclusion of a given simple argument ii) make conclusion based on two given premises for : a) Argument Form I b) Argument Form II c) Argument Form III iii) complete an argument given a premise and the conclusion.

Teaching And Learning Activities Limit to arguments with true premises. Encourage students to produce arguments based on previous knowledge .

Vocabulary argument premise conclusion

4.6 Understand and use the concept of deduction and induction to solve problems.

i) determine whether a conclusion is made through a) reasoning by deduction b) reasoning by induction. ii) make a conclusion for a specific case based on a given general statement ,by deduction . iii) make generalization based on the pattern of a numerical sequence ,by induction. iv) use deduction and induction in problem solving .

Limit to cases where formulae can be induced. Specify that: * making conclusion by deduction is definite. * making conclusion by induction is not necessarily definite.

reasoning deduction induction pattern special conclusion general statement general conclusion specific case numerical sequence.

Mid-term School Holidays (23rd March 31st March)

Weeks 13

Topics 5. The Straight Line

Learning Objectives 5.1 Understand the concept of gradient of a straight line.

Learning Outcomes i) determine the vertical and horizontal distances between two given points on a straight line. ii) determine the ratio of vertical distance to horizontal distance.

Teaching And Learning Activities Use technology such as the Geometers Sketchpad , graphing , calculators , graph boards , magnetic boards , topo maps as teaching aids where appropriate. Discuss : * the relationship between gradient and tan . Discuss the value of gradient if * P is chosen as ( x1 , y1 ) and Q is ( x2 , y2 ) * P is chosen as ( x2 , y2 ) and Q is ( x1 , y1 ).

Vocabulary straight line steepness horizontal distance vertical distance gradient ratio

5.2 Understand the concept of gradient of a straight line in Cartesian coordinates.

i) derive the formula for the gradient of a straight line. ii) calculate the gradient of a straight line passing through two points. iii) determine the relationship between the value of the gradient and the a) steepness b) direction of inclination of a straight line. i). determine the x intercept and the yintercept of a straight line. ii) derive the formula for the gradient of a straight line in terms of the x- intercept and the y- intercept iii) Perform calculations involving gradient , x intercept and y- intercept i) draw the graph given an equation of the form , y = mx +c ii) determine whether a given point lies on a specific straight line.

acute angle obtuse angle inclined up wards to the right inclined downwards to the right undefined

5.3 Understand the concept of intercept.

x-intercept y-intercept

5.4 Understand and use equation of a straight line

Discuss the change in the form of the straight line if the values of m and c are changed.

Weeks 14

Topics

Learning Objectives

Learning Outcomes iii) write the equation of the straight line given the gradient and y intercept. iv) determine the gradient and y- intercept of the straight line which equation is the form : a). y = mx + c b). ax + by = c v) find the equation of the straight line which : a) is parallel to the x- axis b) is parallel to the y- axis c) passes through a given point and has a specific gradient. d) passes through two given points. vi) find the point of intersection of two straight lines by : a) drawing the two straight lines. b) solving simultaneous equations.

Teaching And Learning Activities Carry out activities using the graphing calculator , Geometers Sketchpad or other teaching aids. Verify that m is the gradient and c is the y intercept of a straight line with equation y = mx + c Discuss and conclude that the point of intersection is the only point that satisfies both equation.

Vocabulary

linear equation graph table of values coefficient constant satisfy

parallel point of intersection simultaneous equation.

5.5 Understand and use the concept of parallel lines.

i) verify that two parallel lines have the same gradient and vice versa. ii) determine from the given equation whether two straight lines are parallel. iii) find the quation of the straight line which passes through a given point and is parallel to another straight line. iv) solve problems involving straight lines

Explore properties of parallel lines .

parallel lines .

Weeks

Topics

Learning Objectives

Learning Outcomes

Teaching and Learning Activities Use data obtained from activities and other sources such as research studies to introduce the concept of class interval

Vocabulary

15

6. Statistics

6.1 Understand the concept of class interval

i) complete the class interval for a set of data given one of the class intervals . ii) determine : a) the upper limit and lower limit . b) the upper boundary and lower boundary of a class in a grouped data. iii) calculate the size of a class interval. iv) determine the class interval given a set of data and the number of classes v) determine a suitable class interval for given set of data. vi) construct a frequency table for a given set of data.

Size of class interval = [ upper boundary lower boundary ]

statistics class interval data grouped data upper limit lower limit upper boundary lower boundary size of class interval frequency table

Discuss criteria for suitable class intervals

6.2 Understand and use the concept of mode and mean of grouped data

i) determine the modal class from the frequency table of grouped data. ii) calculate the midpoint of a class iii) verify the formula for the mean of grouped data . iv) calculate the mean from the frequency table of grouped data . v) discuss the effect of the size of class interval on the accuracy of the mean for a specific set of grouped data.

Midpoint of class = ( lower limit + upper limit )

mode mode class mean midpoint of a class

10

Weeks

Topics

Learning Objectives

Learning Outcomes

Teaching and Learning Activities Discuss the difference between histogram and bar chart . Use graphing calculator to explore the effect of different class interval on histogram When drawing a frequency polygon add a class with 0 frequency before the first class and after the last class . Include everyday life situations.

Vocabulary

16

6.3 Represent and interpret data in histograms with class intervala of the same size to solve problems.

i) draw a histogram based on the frequency table of a grouped data. ii) interpret information from a given histogram. iii) solve problems involving histograms.

uniform class interval histogram vertical axis horizontal axis

6.4 Represent and interpret data in frequency polygons to solve problems.

i) draw the frequency polygon based on a) a histogram b) a frequency table ii) interpret information from a given frequency polygon. iii) solve problems involving frequency polygon

frequency polygon

17

6.5 Understand the concept of cumulative frequency

i) construct the cumulative frequency table for : a) ungrouped data b) grouped data ii) draw the ogive for : a) ungrouped data b) grouped data When drawing ogive : use the upper boundaries add a class with zero frequency before the first class.

cumulative frequency ungrouped data ogive

11

Weeks

Topics

Learning Objectives 6.6 Understand and use the concept of measures of dispersion to solve problems.

Learning Outcomes i) determine the range of a set of data ii) determine : a) the medium b) the first quartile c) the third quartile d) the interquartile range;from the ogive iii) interpret information from an ogive . iv) solve problems involving data representations and measures of dispersion.

Teaching and Learning Activities For grouped data : Range = [ midpoint of the last class midpoint of the first class ] Emphasise the importance of honesty and accuracy in managing statistical research

Vocabulary range measures of dispersion median first quartile third quartile interquartile range

18 19

Mid-year Examination (6th May 17th May)

20

Discussion of the mid-year examination paper

Mid-year School Holidays (25th May 9th June)

12

Second Term (22 weeks)

Weeks Topics Learning Objectives Learning Outcomes Teaching and Learning Activities Use concrete examples such as throwing a die and tossing a coin . Classifying Identifying relations Drawing diagrams Vocabulary

21

7. Probability 1

7.1 Understand the concept of sample space.

i) determine whether an outcome is a possible outcome of an experiment. ii) list all the possible outcomes of an experiment : a) from activities b) by reasoning iii) determine the sample space of an experiment iv) write the sample space by using set notations. i) identify the elements of a sample space which satisfy given conditions . ii) list all the elements of a sample space which satisfy certain conditions using set notation . iii) determine whether an event is possible for a sample space.

sample space outcome experiment possible outcome

7.2 Understand the concept of events .

An impossible event is an empty set . Discuss that an event is a subset of the sample space. Discuss also impossible events for a sample space. Discuss that the sample space itself is an event.

event element subset empty set impossible event

13

Weeks

Topics

Learning Objectives

Learning Outcomes Teaching And Learning Activities

Vocabulary

22 - 23

7.3 Understand and use the concept of probability of an event to solve problems

i) find the ratio of the number of times an event occurs to the number of trials . ii) find the probability of an event from a big enough number of trials. iii) calculate the expected number of times an event will occur ,given the probability of the event and number of trials. iv) solve problems involving probability. v) predict the occurrence of an outcome and make a decision based on known information.

Carry out activities to introduce the concept of probability . The graphing calculator can be used to simulate such activities. Probability is obtained from activities and appropriate data. Discuss situation which results in : probability of event =1 probability of event =0 Emphasise that the value of probability is between 0 and 1. Predict possible events which might occur in daily situations.

probability

14

Weeks

Topics

Learning Objectives

Learning Outcomes

Teaching and Learning Activities Develop concepts and abilities through activities using technology such as the Geometers Sketchpad and graphing calculator .

Vocabulary

24 - 25

8. Circles II

8.1 Understand and use the concept of tangents to a circle .

i) identify tangents to a circle . ii) make inference that the tangent to a circle is a straight line perpendicular to the radius that passes through the contact point. iii) construct the tangent to a circle passing through a point : a) on the circumference of the circle b) outside the circle . iv) determine the properties related to two tangents to a circle from a given point outside the circle. v) solve problems involving tangents to a circle . i) identify the angle in the alternate segment which is subtended by the chord through the contact point of the targent. ii) verify the relationship between the angle formed by the tangent and the chord with the angle in the alternate segment which is subtended by the chord. iii) perform calculations involving the angle in alternate segment . iv) solve problems involving tangent to a circle and angle in alternate segment.

tangent to a circle circle perpendicular radius circumference semicircle

Relate to Pythagoras theorem. congruent

WT e o e p k i s c s

L e a r n i n g

8.2 Understand and use the properties of angle between tangent and chord to solve problems.

Explore the property of angle in alternate segment using Geometers Sketchpad or other teaching aids

chords alternate segment major sector subtended

V o c a b u l a r O O a y b u n j t d e c c o L t m e i e a v s r e n s i n g A c t i v

L e a r n i n g

T e a c h i n g

15

i t i e s 2 8 8 6 . . 3 - C i U 2 r n 7 c d l e e r s s t I a I n d a n d u s e t h e i ) D i s d c e u t s e s r m t i h n e e m t a h x e i m n u u m m b n e u r m b o e f r

c o m m o n t a n g e n t s

p c o r o f o m

16

p e r t i e s o f c o m m o n

m c o o n m m o t n a n t g a e n n g t e s n t w s h i f c o h r c t a h n e b t e h r d e r e a w c n a s t e o s .

t a n g e n t s t o s o l v e

17

t w E p o m r p o h b c a l i s e r i m c s s l e e s t h w a h t i c t h h e : l a e ) n g i t n h t s e r o s f e c c t o m a m t o

18

n t w t o a n p g o e i n n t t s s a b r ) e i n t e r s e c t o n l y e q u a l .

I n c l u a d t e o p n r e o

19

p o i n t

b l e m s

i c n ) v o d l o v i n n o g t P i y n t t h e a r g s o e r c a t s i i t ) h e d o e r t e e m r . m I

20

i d n e e n t t i h f e y i p n r g o p r e e r l t a i t e i s o n r s e l a t e d t o t h e c o

21

m m o n t a n g e n t s t o t w o c i r c l e s w h i c h :

22

a ) i n t e r s e c t a t t w o p o i n t s b ) i n t e r

23

s e c t o n l y a t o n e p o i n t c ) d o n o t i n t

24

e r s e c t i i i ) s o l v e p r o b l e m s i n v o l v i n g

25

c o m m o n

t a n g e n t s t o t w o c i r c l e s . i v )

26

s o l v e p r o b l e m s i n v o l v i n g t a n g e n t s a n

27

c o m m o n t a n g e n t s

28

Weeks

Topics

Learning Objectives

Learning Outcomes

Teaching and Learning Activities Explain the meaning of unit circle. The unit circle is the circle of radius 1 with its centre at the origin . Begin with definitions of sine ,cosine and tangent of an acute angle.

Vocabulary WT e o e p k i s c s L e a r n i n g V o c a b u l a r O O a y b u n j t d e c c o L t m e i e a v s r e n s i n g A c t i v i t i e s 9 9 i C . . x o L e a r n i n g T e a c h i n g

28 - 30

9. Trigonometry ( II )

9.1Understand and use the concept of values of sin , cos , tan ( 00 3600 ) to solve problems

i) identify the quadrants and angles in the unit circle . ii) determine : a) the value of y-coordinate ; b) the value of x- coordinate ; c) the ratio of y coordinate to x coordinate ; of several points on the circumference of the unit circle ; iii) verify that , for an angle in quadrant 1 of the unit circle; a) sin = y- coordinate b) cos = x coordinate c) tan = y coordinate x coordinate iv) determine the values of a) sine b) cosine c) tangent of an angle in quadrant 1 of the unit circle v) determine the values of: a) sine b) cosine c) tangent for 900 3600 vi) determine whether the values of : a) sine b) cosine c) tangent of an angle in a specific quadrant is positive or negative; vii) determine the values of sine ,cosine and tangent for special angles viii) determine the values of the angles in quadrant 1 which correspond to the values of the angles in other quadrant

quadrant

sine cosine tangent

Explain that the concept sin = y- coordinate cos = x coordinate tan = y coordinate x coordinate can be extended to angles in quadrant II , III and IV.

29

n s U s i n t d d a e e t r r e s s t t p a h e n e c d i r a ( a e l n l I d a a t n 3 I u i g 1 ) s o l e n e s s t h h i s e p u c b h c e o t a n w s c e e e 0 p n 0 t t , o h f e 3 T r i g o n o m e t r y

1 )

30

0 v a l u e s
0

v a , l u 4 e 5 s 0 , 6 0
0

o f o f s i : n a ) ,

, 9 0

s 0 i n , c e o 1 s b 8 ) 0 0 c , o , s t i 2 a n 7 n e 0
0

, a , ( n d 3

31

0
0

6 0

c 0 ) . t a n g e 3 n 6 t 0 0 o f ) a t n o g l s e o s l v i e n p r o b l e m s q u a d r a n t I

T e a c h i n g c a n b e e x p a n d e d t h

32

I , I I I

r o u g h

9 . 2 D r a w a n d

a a n c d t i I v V i t w i i e t s h s u t c h h e i a r s r e f l e c t i o n .

u r s e e s p t e h c e t i g v r e a

33

p v U h a s s l e u e t o s h f e o s f G i e n t o e h m e e , t e c c r o o s r s i r n e S e s k p e a o t n n c d d h i p n a t g d a n a t g n o e g n l e t e x p i l

34

n o r q e u a t d h r e a n c t h a I n g . e x ) i n f i t n h d e t v h a e l u v e a s l u o e f s s o i f n e

35

s i , n e c o , s c i o n s e i n a e n d a n t d a n g t e a n n t g e r n e t l a o t f i v t e h e t o a n t g h

36

l e e s c h b a e n t g w e e e i n n 9 a 0 n 0 g l a e n s d . R 3 e 6 l 0 a 0 t e x i t ) o f i n d t d a i l y

37

h s e i t a u n a g t l i e o s n b e t w e e n 0
0

U s e t h e g r a p h i n g c a l c u l a t

a n d 3 6 0
0

g i v e n

38

o t r h e a n v d a l G u e e o s m e o t f e r s i s n e S , k c e o t s c i h n p e a d o r t o t a n g e e x p l o

39

n t x i i ) s o l v e

r e t h e

f e a t u r p e r o o b f l e t m h s e i n v o l v i n g g r a p h s o f y

s i = n e s

40

, c o s i n e

i n , y

= a n c d o s t a n g , e n y t = i ) . d r a w t a n

D i t s h c e u s g s

41

r a t p h h e s f o e f a t s u i r n e e o , f c o t s h i e n e g r a a n p d h s t a n g e n t f o f y = s i

42

o n r a n , g l y e s = b e t w e e n
0

c o s ,

0 y = a n t d a n 3 6 0
0

i i ) . c

43

o m p a r e t h e g r a p h s o f s i n e , c o s i n e a n

44

t a n g e n t f o r a n g l e s b e t w e e n 0
0

a n d

45

3 6 0
0

i i i ) . s o l v e p r o b l e m s i n v o l v i n g

46

g r a p h s o f

s i n e , c o s i n e a n d t a n g e n t 3 Assessment

47

2 2 (2nd September 6th September) Weeks Topics Learning Objectives Learning Outcomes Teaching and Learning Activities Use daily situations to introduce the concept Include two observations on the same horizontal plane. Involve activities outside the classroom Vocabulary

33

10. Angles Of Elevation And Depression

10.1Understand and use the concept of angle of elevation and angle of depression to solve problems .

i) identify ; a) the horizontal line , b) the angle of elevation c) the angle of depression for a particular situation . ii) represent a particular situation involving a) the angle of elevation b) the angle of depression using diagrams . iii) solve problems involving the angle of elevation and the angleof depression. i) identify planes . ii) identify horizontal planes ,vertical planes and inclined planes . iii) sketch a three dimensional shape and identify the specific planes . iv) identify ; a) lines that lies on a plane b) lines that intersect with a plane. v). identify normals to agiven plane . vi) determine the orthogonal projection of a line on a plane . vii) draw and name the orthogonal projection of a line on a plane. viii) determine the angle between a line and a plane. ix) solve problems involving the angle

angle of elevation angle of depression horizontal line

34

11. Lines and Planes In 3 Dimensions

11.1 Understand and use the concept of angle between lines and planes to solve problems .

Carry out activities using daily situations and 3 dimensional models . Differentiate between 2 dimensional and 3 dimensional shapes. Involve planes found in natural surroundings. Begin with 3 dimensional models Include lines in 3 dimensional shapes Use 3 dimensional

horizontal plane vertical plane 3- dimensional normal to a plane orthogonal projection space diagonal

48

between a line and a plane .

models togive clearer pictures .

Weeks 35 36

Topics

Learning Objectives

Learning Outcomes

Teaching and Learning Activities

Vocabulary

11. Lines and Planes In 3 Dimensions

11.2 Understand and use the concept of angle between two planes to solve problems.

i) identify the line of intersection between two planes . ii) draw a line on each plane which is perpendicular to the line of intersection of the two planes at a point on the line of intersection . iii) determine the angle between two planes on a model and a given diagram . iv) solve problems involving lines and planes in 3dimensional shapes .

Angle between two planes

37 40 41 - 42

Final Year Examination (7th October 29th October) Discussion of the final year examination paper Revision

49