ET NEWS
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NEWS AND INFORMATION FOR ENGINEERING TECHNICIANS

Issue No. 73 11172002
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Contents

 News
 ET Journal
 NICET Test Dates
 AFAA Class Schedule
 Comments and Contacts
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NEWS
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The 2003 NICET test schedule has been posted here:
http://63.70.211.210/cfdocs/nicetschedule1.cfm

I'm off to Salt Lake City this week.
Have fun!
Mike
P.S. Because I'm in a different city every week, please use email
mailto:mbbaker@attbi.com if you have a question or comment.
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ET JOURNAL
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This section includes material that appears in my NICET Test
Preparation handbooks. For more information about these books and
where to purchase them, please visit my web site:
http://www.etnews.org/index.php?tb=index1&s=11
NICET Fire Alarm Systems Level II
33029^ INTERMEDIATE MATHEMATICS

33029 is a Level II General NonCore Work element.
The caret (^) following 33029 means generic crossover credit.
Once you pass this exam element, you will receive credit in other
fields/subfields when you first test in the other field/subfield.
Read the information on crossover work elements on pages 4 and 5
of the Program Detail Manual found at
http://www.nicet.org/nicetmanuals/alarms.pdf.
A crossover table reference document is available at
http://www.geocities.com/michaelbaker/docs/crossover.pdf
33029 DESCRIPTION
Perform mathematical calculations utilizing basic algebra
(fundamental laws, algebraic expressions), geometry, and the
trigonometric functions of triangles. (See basic textbooks on
algebra and trigonometry)
33029 REFERENCES:
Basic textbooks on algebra and trigonometry
33029 DESCRIPTION BREAKDOWN:
"Perform mathematical calculations utilizing basic algebra
(fundamental laws, algebraic expressions), geometry, and the
trigonometric functions of triangles."
Decimals

One decimal place to the right of the decimal point is the
"tenths" place, but one decimal place to the left of the decimal
point is the "ones" place. The "tens" place is two places to the
left.
To add and subtract decimals, line up the decimal points, use
placeholding zeros. Note: Whole numbers are understood to have
a decimal point to the right of the ones place.
12.00
 4.08

7.92
When multiplying decimals, don't consider decimal places until
the problem is solved. Count all places to the right of the
decimal point in the problem. Count that number of places in the
product (the answer) starting from the right.
0.004
x 0.02

0.00008
Dividing Decimals:
If the number in a division box has a decimal, but the number
outside of the division box does not have a decimal, place the
decimal point in the quotient (the answer) directly above the
decimal point in the division box.
If both the numbers inside and outside of the division box have
decimals, count how many places are needed to move the decimal
point outside of the division box (the divisor) to make it a
whole number. Move the decimal point in the number inside of the
division box (the dividend) the same number of places. Place
the decimal point in the quotient (the answer) directly above
the new decimal point.
If the number outside of the division box has a decimal, but the
number inside of the division box does not, move the decimal
place on the outside number however many places needed to make
it a whole number. Then to the right of the number in the
division box (a whole number with an "understood decimal" at the
end) add as many zeros to match the number of places the decimal
was moved on the outside number. Place the decimal point in the
quotient directly above the new decimal place in the division box.
Rounding Decimals:
To round a number to the nearest tenth (one place to the right
of the decimal point), compute the number to the hundredths
place (two places after the decimal) . If the number in the
hundredths place is "five" or more , add "one" to the number in
the tenths place and drop the number in the hundredths place. If
the number in the hundredths place is under "five," leave the
number in the tenths place as is and drop the number in the
hundredths place.
To round a number to any decimal place, just compute the number
one place value position farther to the right. The extra place
is a gauge which indicates whether the number is close to what
it reads (if the next number is less than "5") or is closer to
one number higher (if the next number is "5" or more).
"Decimals" source: http://www.mccc.edu/~kelld/decff.htm
Linear Equations

What is a linear equation?
Let's glance at an example:
The initial cost for setting up a new helipad is estimated to be
50 thousand dollars. The maintenance cost for the helipad
increases with the number of helicopters using it. So if the
number of helicopters using the helipad is H and the maintenance
cost per helicopter is 2.5 thousands dollars per month, the total
amount spent on this project at the end of the first month is
estimated to be:
C = 2.5 H + 50
where C is the cost in thousands of dollars spent.
If the amount allotted for this project for the first month is
equal to 100 thousand dollars (including the set up cost), how
many helicopters can be allowed to use the helipad during the
first month?
Let's consider a solution:
The total cost is equal to the sum of the setup cost plus the
maintenance cost.
2.5 H + 50 = 100
Using the properties we learned, we can solve the equation as
follows:
2.5 H + 50  50 = 100  50
2.5 H = 50
(2.5/2.5) H = 50 / 2.5
H = 20
So the number of helicopters allowed during the first month is20.
A few simple facts that you should know
Did you know that the above example is a linear equation?
A Linear Equation is an equation of the form:
m * X + c = 0
where X is the unknown.
The name "linear" stems from the fact that the graph of this
equation is a straight line. If we plot a graph of mx + c we
will see a straight line with a slope of m that intersects the
y axis at y = c. Solving the equation means finding the value of
x where the line intersects the xaxis.
"Linear Equations" source:
http://cne.gmu.edu/modules/dau/algebra/equations/linear1_frm.html
Simultaneous Equations

Simultaneous equations are a set of equations which have more
than one value which has to be found.
Example:
A man buys 3 fish and 2 chips for $2.80
A woman buys 1 fish and 4 chips for $2.60
How much are the fish and how much are the chips?
There are two methods of solving simultaneous equations. Use the
method which you prefer.
Method 1: elimination
First form 2 equations. Let fish be f and chips be c.
We know that:
3f + 2c = $2.80 (1)
1f + 4c = $2.60 (2)
Doubling (1) gives:
6f + 4c = $5.60 (3)
(3)(2) is:
(6f + 4c) = $5.60
(1f + 4c) = $2.60

(5f + 0c) = $3.00
5f = $3.00
Therefore: f = $3.00/5 = $0.60
The price per piece of fish is $0.60
Substitute this value into (1):
3($0.60) + 2c = $2.80
$1.80 + 2c = $2.80
2c = $2.80  $1.80
2C = $1.00
Therefore: c = $0.50
The price of one order of chips is $0.50
Method 2: Substitution
Rearrange one of the original equations to isolate a variable.
Rearranging (2): f = $2.60  4c
Substitute this into the other equation:
3($2.60  4c) + 2c = $2.80
$7.80  12c + 2c = $2.80
$7.80 10c = $2.80
$7.80  $2.80 = 10c
$5.00 = 10c
$0.50 = c
Substitute this into one of the original equations to get
f = $.060.
Harder simultaneous equations:
To solve a pair of equations, one of which contains
x², y² or xy, we need to use the method of substitution.
Example:
2xy + y = 10 (1)
x + y = 4 (2)
Take the simpler equation and get y = .... or x = ....
from (2), y = 4  x (3)
this can be substituted in the first equation. Since y = 4  x,
where there is a y in the first equation, it can be replaced by
4  x
sub (3) in (1), 2x(4  x) + (4  x) = 10
8x  2x² + 4  x  10 = 0
2x²  7x + 6 = 0
2x  3)(x  2) = 0
either 2x  3 = 0 or x  2 = 0
therefore x = 1.5 or 2
Substitute these x values into one of the original equations.
When x = 1.5, y = 2.5
when x = 2, y = 2
"Simultaneous Equations" source:
http://www.gcsemaths.fsnet.co.uk/Simultaneous%20Equations.htm
Percentages

Percent means per hundred. 10 percent is just another way of
saying "ten out of a hundred," or ten hundredths. If exactly 10
percent of your 100 M&Ms are yellow, then 90 of them are some
other color and 10 of them are yellow.
To convert a fraction to a percentage, divide the numerator by
the denominator. Then move the decimal point two places to the
right (which is the same as multiplying by 100) and add a percent
sign.
For example: Given the fraction 5/8 what is the percentage?
.625 .625 x 100 = 62.5 or 62.5%

8 )5.000
4 8

20
16

40
40
So 5/8 of your M&Ms would be 62 1/2 of every 100.
To change a percentage to a fraction, divide it by 100 and reduce
the fraction or move the decimal point to the right until you
have only integers:
10% = 10/100 = 1/10
62.5% = 62.5/100 = 625/1000
625/1000 = 125/200 = 25/40 = 5/8
"Percentages" source:
http://mathforum.org/dr.math/faq/faq.fractions.html
For more information regarding Percent Increase or Decrease, visit Purplemath:
http://www.purplemath.com/modules/percntof.htm
Areas and Volumes

pi = 3.1415926...
Areas:

SQUARE = a^2
++
 
 
 
++
< a >
RECTANGLE = ab
++ 
  ^
  
  
  b
  
  
  
++ 
< a >
PARALLELOGRAM = bh
++ 
/ / 
/ / h
/ / 
++ 
< b >
TRAPEZOID = 1/2(b1 + b2)) x h
< b2 >
++ 
/ 
/ h
/ 
++ 
< b1 >
CIRCLE = pi*r^2
_.""""._
.' `.
/
. .
 '< r >
' '
/
`._ _.'
`....'
TRIANGLE = (1/2) b * a
B
 . 
/ / ^
/ /  
/ /  
c /  
/ /  a
/ /  
/ /  
 A ++ C 
< b >
EQUILATERAL TRIANGLE = (1/4)sqrt(3)a^2
Volumes

CUBE = a^3
CYLINDER = b * h = pi * r^2 * h
PYRAMID = (1/3) * b * h
CONE = (1/3) * b * h = 1/3 * pi * r^2 * h
SPHERE = (4/3) * pi * r^3
Surface Area

CUBE = 6 * a^2
SPHERE = 4 * pi * r^2
Pythagorean Theorem

a^2 + b^2 = c^2
.



 c
a


+b+
a = height
b = base
c = hypotenuse
EXAMPLE:
NFPA 721999 22.4.1 Smooth Ceiling Spacing. One of the following
requirements apply:
(1) The distance between detectors will not exceed their listed
spacing, and there will be detectors within a distance of 1/2 the
listed spacing, measured at a right angle, from all walls or
partitions extending to within 18 inches of the ceiling.
(2) All points on the ceiling will have a detector within a
distance equal to 0.7 times the listed spacing (0.7S). This is
useful in calculating locations in corridors or irregular areas.
S = Listed Spacing
a^2 + b^2 = c^2
(0.5S)^2 + (0.5S)^2 = c^2
(0.25)S^2 + (0.25)S^2 = c^2
(0.5)S^2 = c^2
sqrt(0.5)S^2 = c
.707S = c
"Areas and Volumes" source:
http://www.math2.org/math/geometry/areasvols.htm
Trigonometry

http://aleph0.clarku.edu/~djoyce/java/trig/
Trigonometric Functions

I learned a silly phrase to remember the three basic functions
SIN COS TAN:
"Oscar Had A Hairy Old Ass"
Oscar > Opposite
  = SIN
Had > Hypotenuse
A > Adjacent
  = COS
Hairy > Hypotenuse
Old > Opposite
  = TAN
Ass > Adjacent
THE INFORMATION HEREIN IS PROVIDED AS A GUIDE ONLY AND IS
INTENDED TO ASSIST YOU IN PREPARING FOR AN EXAM. IT IS NOT
INTENDED TO BE INCLUSIVE OF ALL INFORMATION THAT MAY BE ON AN
EXAM BUT RATHER IT IS INTENDED TO BE A SMALL SAMPLE OF THE KIND
OF MATERIAL THAT YOU MAY BE EXPECTED TO KNOW.
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NICET TEST DATES
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OREGON

PCC Sylvania, Portland;
Test 1/25/03. Postmark deadline 12/7/03.
Test 4/26/03. Postmark deadline 3/8/03.
Clackamas Community College, Oregon City;
Test 1/25/03. Postmark deadline 12/7/03.
Test 6/21/03. Postmark deadline 5/3/03.
WASHINGTON

Bates Technical College, Tacoma;
Test 12/14/02. Postmark deadline 10/26/02.
Test 2/22/03. Postmark deadline 1/4/03.
Walla Walla Community College;
Test 2/22/03. Postmark deadline 1/4/03.
Test 5/17/03. Postmark deadline 3/29/03.
Spokane Community College;
Test 2/22/03. Postmark deadline 1/4/03.
Test 5/17/03. Postmark deadline 3/29/03.
These dates are from the NICET web site. For a complete list of
all test centers and test dates, visit
http://63.70.211.210/cfdocs/nicetschedule.cfm
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AFAA CLASS SCHEDULE
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November 1921, 2002 Salt Lake City, UT

Intermediate Fire Alarm Seminar.
http://www.afaa.org/afaa/PDF/IntFA_SaltLakeCity_Nov20021.pdf

December 25, 2002 Orlando, FL

Fire Alarm System Testing and Inspections Seminar 12/2
http://www.afaa.org/afaa/PDF/INT_TI_Orlando_Dec2002.pdf
Intermediate Fire Alarm Seminar 12/35
http://www.afaa.org/afaa/PDF/INT_TI_Orlando_Dec2002.pdf

December 35, 2002 Seattle, WA

Advanced Fire Alarm Seminar.
http://www.afaa.org/afaa/PDF/ADV_Seattle_Dec2002.pdf

January 1416, 2003 Denver, CO  Sponsored by the Rocky Mountain AFAA

Advanced Fire Alarm Seminar.
http://www.afaa.org/afaa/PDF/ADV_Denver_Jan2003.pdf

January 2123, 2003 Oklahoma City, OK  Sponsored by OK AFAA

Intermediate Fire Alarm Seminar.
http://www.afaa.org/afaa/PDF/IntFA_OKC_Jan2003.pdf

February 46, 2003 Orlando, FL

Advanced Fire Alarm Seminar.
http://www.afaa.org/afaa/PDF/ADV_Orlando_Feb2003.pdf

February 1921, 2003 Raleigh, NC

Intermediate Fire Alarm Seminar.
More information will be available soon!

April 79, 2003 New Orleans, LA  Sponsored by LA AFAA

Advanced Fire Alarm Seminar.
http://www.afaa.org/afaa/PDF/ADV_NewOrleans_April2003.pdf
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COMMENTS AND CONTACTS
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ET News is published weekly and, if possible, sent out on Sunday
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The NICET acronym found herein refers to: http://www.nicet.org
NATIONAL INSTITUTE FOR CERTIFICATION IN ENGINEERING TECHNOLOGIES

The AFAA acronym found herein refers to: http://www.afaa.org
AUTOMATIC FIRE ALARM ASSOCIATION "We're celebrating 50 years!"

Some information may be found within this email message that is
reprinted with permission from one or more of the following;
NFPA 70 National Electrical Code(r), NFPA 72 National Fire Alarm
Code(r), and NFPA 101(r) Life Safety Code(r), Copyright(c)
National Fire Protection Association, Quincy, MA 02269
http://www.nfpa.org. This reprinted material is not the complete
and official position of the National Fire Protection Association
on the referenced subject, which is represented only by the
standard in its entirety.
================================================================
Michael Baker & Associates, Inc.
5036578888 Voice  mbbaker@etnews.org  5036551014 Fax

ET News Copyright(c) 2002 by Michael B Baker all rights reserved
