Path to s3

July, 5,2015

ganira2 jFvDiK78 IGCSE Center.com, znotes

I. Proof of Heron formula

Proof of Heron Formula (given all sides of a triangle, we can calculate its area)

Area of a triangle ABC, L = ½ bc sin A, L2 = ¼ 𝑏 2 𝑐 2 (sin 𝐴)2

Half perimeter s = ½ (a+b+c),

Cos rule: a2 = b2 + c2 – 2bc cos A

1 1 (b2 +𝑐 2 −𝑎2 ) (b2 +𝑐 2 −𝑎 2 )

L = √ 𝑏 2 𝑐 2 (1 + cos 𝐴)(1 − cos 𝐴) = √ 𝑏 2 𝑐 2 (1 + )(1 − )
4 4 2𝑏𝑐 2𝑏𝑐

1 1 1 1
L = √ (𝑏 + 𝑐 + 𝑎) (𝑏 + 𝑐 − 𝑎)( ) (𝑎 + 𝑏 − 𝑐)( )(𝑎 − 𝑏 + 𝑐) = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
2 2 2 2

Examples: 1.Find max area of a triangle when the perimeter p= a+b+c =2s is fixed.

Using Heron's formula, △2=s(s−a)(s−b)(s−c), △2=s(s−a)(s−b)(s−c)

Using AM≥GM ,
(s−a+s−b+s−c)/3 ≥ {(s−a)(s−b)(s−c)} (s−a+s−b+s−c)/3≥{(s−a)(s−b)(s−c)}1/3
1/3

or (s−a)(s−b)(s−c)≤(s/3)3 (s−a)(s−b)(s−c)≤(s/3)3
the equality occurs when s−a=s−b=s−c ie when a=b=c. It is an equilateral triangle.
2. An isosceles triangle has perimeter 64m. Find the dimensions of
this triangle that make its area a maximum
Ans. let the sides are x,x, 64 – 2x

dA/dx = 0, Maximizing the area requires a little calculus. We can say that A is a
function in terms of x, and find dA/dx. However, we can also note that the value
of x that maximizes A will also be the value of x that maximizes A^2. To make
things simpler, we can find A^2:

Here, we take the derivative with respect to x:

Here, the derivative is equal to zero when x = 32 or x = 64/3. Clearly, x = 64/3
maximizes the area of the triangle. This would also imply that the maximal area
occurs when the triangle is equilateral.

3. Find a triangle with integer side lengths such that their perimeter and
area have the same numerical value (say p). Now, find all such triangles and submit
your answer as the sum of all possible values of p,that is,∑ 𝑝 .

Ans. √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐) = a+b+c, multiply by 4 and square both sides.

(a+b+c)(-a+b+c)(a-b+c)(a+b-c) = 16(a+b+c)2.

Let x=(-a+b+c), y=(a-b+c), z=(a+b-c), So a=(y+z)/2, b=((x+z)/2, c=((x+y)/2

x,y,z are all positive integers(triangular inequalities).

xyz = 16(x+y+z)., z=16(x+y)/(xy – 16), x,y,z are all positive even integers

and 16<xy .

xy x y z a b c

20 2 10 48 29 25 6

24 2 12 28 20 15 7

32 4 8 12 10 8 6

36 2 18 16 17 9 10

120 20 6 4 5 12 13

There are 5 solutions (5,12,13), (6,8,10), (9,10,17), (7,15,20), (6,25,29),

∑ 𝑝 = 30+24+36+42+60 = 192. Two of them i.e. (5,12,13), (6,8,10) are right- angled
triangle, and the others are scalene triangles. There are neither equilateral no isosceles
triangles.
July, 23, 2016

Proof of Brahma gupta Formula Area of a cyclic Quadrilateral ABCD = ½ (ad+bc) sin A,

2s =a+b+c+d

sin A = 2 sin ½ A cos ½ A, u2 = a2+d2 – 2adcosA = b2+c2 + 2bccosA

cosA = (a2+d2 –(b2+c2))/(2(ad+bc))

2 cos2 ½ A = 1 + cos A,

= [(a+d)2 – (b – c)2]/[2(ad+bc)]

= (a+d+b-c)(a+d-b+c)/[2(ad+bc)]

= (2(s – c).2(s – b)/ [2(ad+bc)], cos2 ½ A = (s – c).(s – b)/ (ad+bc)

By the same way,

2 sin2 ½ A = 1 - cosA = [-(a-d)2 + (b+ c)2]/[2(ad+bc)]

= (a-d+b+c)(-a+d+b+c)/[2(ad+bc)]

= (2(s – d).2(s – a)/ [2(ad+bc)], sin2 ½ A = (s – a).(s – d)/ (ad+bc)

Area of a cyclic Quadrilateral ABCD = ½ (ad+bc) sin A = √(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)(𝑠 − 𝑑)

The formula for the radius of the circle circumscribed about a triangle (circumcircle)
is given by

R=abc/4At,
where At is the area of the inscribed triangle.
Derivation:
If you have some questions about the angle θ
shown in the figure above, see the relationship
between inscribed and central angles.

From triangle BDO

sinθ=a/2R
At = area of triangle ABC
At=1/2bcsinθ
At=abc/4R
R=abc/4At

Example :

What is the perimeter of a triangle with heights of ha =12, hb =15, and hc = 20 ?

Ans. Area A satisfy, 2A=ha . a = hb . b = hc . c ,

1 1 1
Perimeter p = 2s = a+b+c = 2A(ℎ + ℎ + ℎ )
𝑎 𝑏 𝑐

A = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐) =

1 1 1 1 1 1 1 1 1 1 1 1
√A(ℎ + ℎ + ℎ )A(− ℎ + ℎ + ℎ )A(ℎ − ℎ + ℎ )A(ℎ + ℎ − ℎ ),
𝑎 𝑏 𝑐 𝑎 𝑏 𝑐 𝑎 𝑏 𝑐 𝑎 𝑏 𝑐

1 1 1 1
let ℎ =(ℎ + ℎ + ℎ )
𝑎 𝑏 𝑐

1 1 1 1 1 1 1 1 1 1 1 1 1
= √(ℎ + ℎ + ℎ )(− ℎ + ℎ + ℎ )(ℎ − ℎ + ℎ )\(ℎ + ℎ − ℎ ), A=150,p=60
𝐴 𝑎 𝑏 𝑐 𝑎 𝑏 𝑐 𝑎 𝑏 𝑐 𝑎 𝑏 𝑐

July, 22, 2016

Distance between a point to a line

(a) Geometry proof

P(x0,y0) and the line ax + by + c = 0.

Let S((x0,d), PS = y0 – d, d= (-a x0 – c)/b

P U m= tan S = |a/b|

R ax+by+c=0 tan U = | b/a|

S T
ΔPRS ~ ΔSTU PR/PS = ST/SU = sinU = b/√𝑎2 + 𝑏 2 ,

PR = (y0 – d) (b/√𝑎2 + 𝑏 2 ) = (a x0 + b y0 + c)/( √𝑎2 + 𝑏 2 )

(b) Algebra proof

Let R(x1,y1), d =√(𝑥0 − 𝑥1 )2 + (𝑦0 − 𝑦1 )2. R is on the line.

𝑦0 −𝑦1 𝑏
= , a(𝑦0 − 𝑦1 ) - b(𝑥0 − 𝑥1 ) = 0 ,
𝑥0 −𝑥1 𝑎

𝑎2 (𝑦0 − 𝑦1 )2 + 𝑏 2 (𝑥0 − 𝑥1 )2 = 2a(𝑦0 − 𝑦1 )b(𝑥0 − 𝑥1 ),

and [a(𝑥0 − 𝑥1 ) + b(𝑦0 − 𝑦1 )]2 = (𝑎2 + 𝑏 2 )( (𝑥0 − 𝑥1 )2 + (𝑦0 − 𝑦1 )2 )

(a𝑥0 + b𝑦0 +c)2 = (𝑎2 + 𝑏 2 )( (𝑥0 − 𝑥1 )2 + (𝑦0 − 𝑦1 )2),

(a𝑥0 + b𝑦0 +c)

d=
√ (𝑎2 +𝑏2 )

January,31, 2016

II. Borobudur is a giant Stupa ,which has self similarity property

The Borobudur was a built in the theological tradition from 760 to 825 AD Mahayana Buddhist,
located in Magelang, Central Java, Indonesia. Glance view of the Borobudur brings us to see the
complexity of architectural design implemented to the temple with specific and unique appearance
relative to other architectural and historical wonders, e.g.: Egyptian and Mayan Pyramid, Cambodian
Angkor Wat.

The temple is built upon 123 x 123 m2 land and comprises 6 square platforms and 3 circular
platforms on top with a dome as the highest points.
Glance observation to Borobudur, we can see some apparent aspects of self‐similarity – a
foundation of the fractal geometry. As the shape of stupa is presented in any view as main elements
of the temple, some observers sometimes see the Borobudur itself as a giant stupa.

Stop Teaching Calculating, Start Teaching Math—Fundamentally Reforming the Math Curriculum:
Conrad Wolfram

Use computers. I want to talk through and explain why think computers really are the silver bullet to
making math education Work but used dramatically.

What math looks like in the real world. It’s got lots of modeling, lots of simulation. It’s not just for
mathematicians but for a huge range of Other subjects: medical imaging, electrical engineering etc.

Look at math in much of education. It looks very different—lots of calculating, usually by hand or
sometimes with a calculator and dumbed down problems.

Why teach math?

Firstly there’s technical jobs. Secondly What I call everyday living. Just being able to survive in a
civilized society and prosper in it nowadays requires much more mathematical understanding than it
ever did. And thirdly, what one might call Logical mind training—being able to reason whether with
math itself or with other things. Math has given society a tremendous ability to go through logical
reason.
We insist that the entire population learns how to do step 3 by hand. Perhaps 80% of doing math
education at School is step 3 by hand and largely not doing steps 1 ,2 and 4. And Yet step 3 is the
step that computers can do vastly better than any Human at this point, so it’s kind of bizarre that
that’s the way around we’re doing things. Instead, I think we should be using computers to do step 3
and we should be using students to do steps 1, 2, and 4 to a much greater extent than we are.

So what I’m arguing for is open-ended use of computers. Use a Computer as an open-ended tool as
much as possible where the Students are trying much harder problems. And, of course, as we all
know, with a computer you can take a simple problem like solve

5x2+2x+1=7

but you can make it harder ,for example solve

5x4+2x+1=7.

The principle of the problem is still the same. The Mechanics of calculating are harder.

I think computers are the greatest tool for conceptually understanding math. As I’ve said, they
liberate you from calculating to think at a higher level. They should be setting up the problem that
the computer then solves; and working with the result.

More Practical and More Conceptual

A key point I’m making here is that we have an opportunity to reform Math education so it’s both
more practical and more conceptual.

The number one advantage of computer-based maths, I would say—massively accelerated

experience and intuition. It can be integral to their intuition, a natural way to experience the world.

Computers mean we can re-order the curriculum to be based on conceptual rather than
computational complexity.

Here’s a little example—very, very simple—but it gives a kind of intuition that one often doesn’t get
in normal school math.

So as you increase the number of sides, as you might expect, this turns into a circle.
Computer-based math: critical reform

I believe computer-based math is a critical reform and it’s not an optional extra. It’s also a reform
that has much more Importance and resonance with many more people than it did in the past; it is
vital. Let’s recognize that it’s critical part of moving economies forward.

1.Aliens Invasion
Stephen Hawking: Earth could be at risk of an invasion by aliens living in 'massive ships'

Professor Hawking said also that, we should keep our location secret as alien life may be far
from friendly and may be keen to exploit our natural resources.
Aliens from outer space can be dangerous to our existent on Planet Earth. They could invade earth
to look for resources and place to live. They are very smart but “ ugly”. While they are travelling ,
they travels very fast with the speed of light. When they arrive on earth, they can multiple its self to
become bigger in amount. After 3 hours the number of aliens are 10 000, 9 hours later becomes 20
000 in number. How many aliens will be there after after 1 day ?.

2.

Path of a Satellite

A satelite is traveling in a circular orbit 1600 km above Earth. It will pass directly over a tracking
station at noon. The satellite takes 2 hr to make a complete orbit. Assume that the radius of Earth is
6400 km. The tracking antenna is aimed 30°above the horizon. See the figure. At what time (before
noon) will the satellite pass through the beam of the antenna?

(Source: Space Mathematics by B. Kastner, Ph.D. Copyright© 1985 by the National Aeronautics and
Space Administration. Courtesy of NASA.

ANs. Sine rule : 8000/sin 120 = 6400/sin x, x=43.85. Covered angle from beam – noon =180 –
120 – 43.85 = 16.15°. Time= 12 : 00 - 16.15°/360 x 2 =11 : 55
3.

What is the percentage of the disk occupied by the star?

The smallest side = R.(sin 18/ sin 126). Area of star = 10(1/2 . R . R.(sin 18/ sin 126). sin 36)

The % occupied by the star = 5 . R2 .(sin 18/ sin 126). sin 36/ (π R2) = 35.

Math saves lives

Stopping distance.

A very important application of quadratic equation is to find the stopping distance of a car
travelling at a given velocity . Suppose that a car is travelling at such a speed, and you apply
the brakes, how long will it take to stop? Even journalists might be interested in this question,
especially if it means avoiding an accident. In particular, if a constant deceleration is applied
to slow a car down to speed 0, then it is known that the the stopping distance is directly
proportional to the square of the speed. When the speed of the car 50 km/h the stopping
distance is 7m. Find the stopping distance when the speed is doubled.

Golden ratio.

This proportion in the form of rectangle is often used in building/ Architectureand another art
forms. The picture below is the United Nations Building in America which use that ratio. We can
find the ratio between width to length (the golden ratio) by using quadratic equation.
Consider the rectangle form

The big rectangle AB is similar to the smaller one A, so we can use similarity rule

a/b = b/(a – b),

a2 – ab = b2, or

0 = b2+ ab - a2 ,

We want to find the ratio of b/a. Divide the equation by ab,

0 = (b/a) + 1 – (a/b),

Let b/a = x,

0 = x + 1 – 1/x, or x2 + x – 1 = 0, x = (-1 + √5)/2 = 0.618

(1) Right Triangles of Equal Perimeter

Problem: The two right triangles shown above have equal perimeters. The hypotenuse of the
orange triangle is one leg of the green triangle stacked on top of it. If the smallest angle of the
orange triangles is 20 degrees, what are the angles of the green right triangle?

Solution: We don't need to know the side lengths of the triangles to solve for the unknown
angles, only their relative lengths are necessary. For the sake of simplicity, let the two legs of
the orange triangle be cos(20) and sin(20), and let the hypotenuse equal 1. The green triangle
then has one leg of length 1, another length of unknown length X, and a hypotenuse of
sqrt(X^2 + 1).

Since the two triangles' perimeters are equal, we have the equation

sin(20) + cos(20) + 1 =
1 + X + sqrt(X^2 + 1)

sin(20) + cos(20) =
X + sqrt(X^2 + 1)

If we use the technique for solving algebraic equations with square root and linear terms, we
get

[sin(20) + cos(20) - X]^2 = X^2 + 1

sin(20)^2 + 2sin(20)cos(20) + 2cos(20)^2 - 2sin(20)X - cos(20)X + X^2

= X^2 + 1

1 + 2sin(20)cos(20) - 2sin(20)X - 2cos(20)X + X^2

= X^2 + 1
2sin(20)cos(20) - 2sin(20)X - 2cos(20)X = 0

X = sin(20)cos(20)/[sin(20 + cos(20)] ≈ 0.250753

The angles of the green triangle are 90 degrees, arctan(X/1) ≈ 14.08 degrees, and arctan(1/X)
≈ 75.92 degrees.

(2) Find the Missing Angles

Problem: Consider a triangle with one angle equal to 45 degrees. An altitude is drawn to
partition the original triangle into two smaller right triangles, colored yellow and purple in the
diagram above. If the area of the purple triangle is 1.5 times the area of the yellow triangle,
what are the angles of the original whole triangle?

Solution: An altitude line splits the triangle into two right triangles. The yellow triangle is a
45-45-90-degree triangle, so its legs have equal length. Without any loss of generality, we
can set that length equal to 1. If the purple triangle has 1.5 times the area, then its leg lengths
are 1 and 1.5.

Call the top unknown angle of the purple triangle x degrees and the bottom unknown angle
(90-x) degrees. From trigonometry, we know that

tan(x) = 1.5/1 = 1.5

x = arctan(1.5) ≈ 56.31 degrees

Since 90 - 56.31 = 33.69 and 45 + 56.31 = 101.31, we now have all the angles of the original
triangle: 45°, 33.69°, and 101.31°.
(3) Isosceles Integer Triangle

Problem: An isosceles triangle has a perimeter of 18 and integer side lengths. What is the
smallest possible angle measure at one of its corners?

Solution: There are only a finite number of triangles that have integer side lengths, are
isosceles, and have a perimeter of 18. They are:

{5, 5, 8}, {6, 6, 6}, {7, 7, 4}, and {8, 8, 2}

The two candidates for having the smallest angle are the triangles with sides {5, 5, 8} and {8,
8, 2}, the triangles at the extreme ends of the list. The key to solving for the angles is the use
the Pythagorean Theorem to find the heights of the altitudes.

Drawing the altitudes of the {5, 5, 8} triangle, we can see that its acute angle θ is equal to
arctan(3/4) ≈ 36.87 degrees.
Drawing the altitude of the {8, 8, 2} triangle, we can see that its smallest acute angle φ
satisfies the relation tan(φ/2) = 1/sqrt(63), and therefore φ is equal to 2*arctan(1/sqrt(63)) ≈
14.36 degrees. This means the {8, 8, 2} triangle has the smallest angle.

You can verify that the angles of the {6, 6, 6} and {7, 7, 4} triangles are all larger than 14.36
degrees. In fact, the {6, 6, 6} triangle is equilateral, so its angles are all 60 degrees.

(4) Bisected Angle

Problem: Consider a scalene right triangle such that if you draw a line that bisects the mid-
sized angle, you end up with two smaller triangles, one of which has three times the area of
the other. What are the angles of this triangle?

Solution: Though no absolute lengths are given in this problem, we can solve it by using
relative lengths. Let's set the length of the shorter leg of the large right triangle equal to 1. If
the leg of the small right triangle is x and the other sub-triangle has three times the area, then
its other side has a length of 3x (as implied by the base-height formula for the area of a
triangle, since the heights are equal).

If the line segment indicated by the red arrow is an angle bisector, then the angle θ satisfies
the two trigonometric relationships

tan(θ) = x, and

tan(2θ) = 4x

Eliminating the variable x gives us

tan(2θ) = 4tan(θ)

Here we can use the double angle trig identity tan(2θ) = 2tan(θ)/[1 - tan(θ)^2], which will
give us an equation only in the variable "tan(θ)." Plugging this identity into the equation
gives us

2tan(θ)/[1 - tan(θ)^2] = 4tan(θ)

1/[1 - tan(θ)^2] = 2

1 = 2 - 2tan(θ)^2

1 = 2tan(θ)^2

1/sqrt(2) = tan(θ)

θ = arctan(1/sqrt(2)) ≈ 35.26 degrees

The angles of the larger right triangle are 90 degrees, 2θ ≈ 70.53 degrees, and (90-2θ) ≈ 19.47
degrees.

(5) Angle at the Apex of a Cone

Problem: A quarter circular sector or is removed from a circle and the remainder is folded
into a cone by connecting the cut edges. When viewed from the side, what is the angle at the
apex of the cone?

Solution: Let the radius of the original circle be R. When the cone is folded from the 3/4
circular sector, the circumference of the cone's base is (3/4)*2*pi*R, which implies that the
cone's base radius is (3/4)*R. The side length of the cone is R. Using the Pythagorean
Theorem, the height of the cone is

sqrt[ R^2 - (9/16)*R^2 ] = R*sqrt[7/16] = R*sqrt(7)/4

Looking at the cone from the side, the side length is the hypotenuse of a right triangle with
the cone radius and cone height as legs. If we call the angle at the top θ, then θ satisfies the
trigonometric relation
sin(θ/2) = (3R/4) / R = 3/4

Solving this for θ gives us the solution θ = 2*arcsin(3/4) ≈ 97.18 degrees.

(6) Maximum Area of a Triangle

Problem: Two sides of a triangle have lengths 5 and 7. What should the length of the third
side be so that the area of the triangle is maximized?

Solution: At first glance, this optimization problem might seem like one that should be
solved with calculus rather than elementary trigonometry. If we call the missing side X, then
Heron's Formula tells us that the area of the triangle is a function A(x) given by the equation

A(x) = 0.25*sqrt[ 148*X^2 - X^4 - 576 ]

The optimal value of X is obtained by taking the derivative of A(X), setting it equal to zero,
and solving for X. However, there is a simpler trigonometric solution to this problem. Recall
the triangular area formula for a triangle with two sides of length P and Q and an angle of θ
between them:

Area = 0.5*P*Q*sin(θ)

In our problem, P = 5 and Q = 7, the only variable quantity in this equation is the angle θ,
which can range from 0 degrees to 180 degrees. The area is then (35/2)*sin(θ). This area
function is maximized when sin(θ) is maximized, and the maximum value of sin(θ) occurs at
θ = 90 degrees where sin(θ) = 1.

If θ = 90 degrees, then the triangle is a right triangle whose legs are 5 and 7 and whose
hypotenuse is sqrt(74). Thus, the missing side length should be sqrt(74) ≈ 8.6023 to achieve
the maximum area. The area of this triangle is 0.5*5*7 = 35/2 = 17.5.
(7) Right Triangles of Equal Area

Problem: Two right triangles share a common side and have equal areas. The hypotenuse of
the light green triangle is one of the legs of dark green triangle stacked on top of it. If the
smallest angle of light green triangle is 18 degrees, what are the angles of the dark green
triangle?

Solution: Hearkening back to the first problem in this set, the absolute lengths of the sides
are not necessary, only the relative lengths. Let's say the legs of the light green triangle are
cos(18) and sin(18) and the hypotenuse is 1. Then one leg of the dark green triangle is 1, the
other leg is an unknown value X, and the hypotenuse is sqrt(X^2 + 1).

If two right triangles have equal areas, then the products of their respective legs are equal.
Thus we have the relation

sin(18)*cos(18) = X*1

X ≈ 0.2938926

The angles of the dark green triangle are then 90 degrees, arctan(X/1) ≈ 16.38 degrees, and
arctan(1/X) ≈ 73.62 degrees. Algebraically, this problem was much easier to solve than the
first.
Problem 1

A circle is inscribed within an equilateral triangle. A smaller circle is inscribed in the space
between the circle and two edges of the equilateral triangle. If the triangle has an edge length
of 1, what are the radii of the large and small circles?

Solution: Call the radius of the larger circle x. Draw a 30°-60°-90° triangle whose three
vertices are one corner of the outer triangle, the center of the larger circle, and the midpoint
of the outer triangle's edge. The shortest side of this new triangle is x and the side of middle
length is 0.5. Using proportions of a 30°-60°-90° triangle, we can see that the ratio x/0.5 is
equal to 1/sqrt(3). This implies that x = 0.5/sqrt(3).

Now draw another 30°-60°-90° triangle whose hypotenuse spans the centers of the two
circles. Call the radius of the smaller circle y. We can see that the longest side of this triangle
has a length of x+y and the shortest side has a length of x-y. Since the longest/shortest ratio
equals 2/1, we have

(x+y)/(x-y) = 2/1
x + y = 2x - 2y
x = 3y
x/3 = y
(0.5/sqrt(3))/3 = y
0.5/(3*sqrt(3)) = y
1/[6*sqrt(3)]

Problem 2

A half-circle is inscribed within an equilateral triangle such that the diameter of the half-
circle is centered on one edge of the triangle and the arc is tangent to the other two sides.
What is the diameter of the semi-circle if the triangle has an edge length of 4?

Solution: Call the radius of the semi-circle r. Draw a 30°-60°-90° whose vertices are one
corner of the larger triangle, the midpoint of one side of the larger triangle, and the point of
tangency between the semi-circle and the larger triangle. The hypotenuse of this 30°-60°-90°
triangle has a length of 2. The longest leg as a length of r. Using the ratio

r/2 = sqrt(3)/2

we can see that r = sqrt(3). Therefore the diameter of the semi-circle is 2*sqrt(3).
Problem 3

Three circles each with a radius of 1 are inscribed within an equilateral triangle such that the
three circles are tangent to each other and to two edges of the triangle. What is the side length
of the triangle?

Solution: Pick two circles. Draw a line segment connecting their centers, and two line
segments connecting the centers of the circles to the nearest corner of the equailateral
triangle. Also draw line segments connecting the centers to the points of tangency along the
edge of the triangle. As you can see using proportions of 30°-60°-90° triangles, the length of
the equilateral triangles edge is

sqrt(3) + 1 + 1 + sqrt(3)
= 2 + 2*sqrt(3)
Problem 4

Three circles, each with a radius of 2, are mutually tangent. What is the area of the region
bounded by the three circles, shown in blue above?

Solution: Draw an equilateral triangle that connects the centers of the circles. The side length
of this equilateral triangle is 4. Using the area formula

Area = (s^2)*sqrt(3)/4

we can compute the area of this triangle:

Area = (4^2)*sqrt(3)/4
= 4*sqrt(3)

The three sectors shown in yellow have a combined area equal to that of a half-circle with a
radius of 2. The combined area of these sectors is thus (1/2)π*2^2 = 2π. The area of the blue
region is equal to the area of the triangle minus the area of these sectors. Thus the area of the
blue region is

4*sqrt(3) - 2π
Problem 5

An equilateral triangle is inscribed within a circle whose radius is sqrt(3). What is the area of
the triangle?

Solution: Draw a line from the vertex of the triangle to the center of the circle, and from the
center of the circle to the midpoint of the triangle's edge. This forms a 30°-60°-90° whose
side lengths are sqrt(3)/2, 3/2, and sqrt(3). The side length of the triangle is 2*3/2 = 3.
Therefore, its area is

(3^2)*sqrt(3)/4
= (9/4)*sqrt(3)
Problem 6

A circle is inscribed within an equilateral triangle. An equilateral triangle is inscribed within

this circle. What is the ratio of the area of the larger triangle to the smaller triangle?

Solution: Rotate the circle so that the vertices of the smaller triangle lie on the midpoints of
the edges of the larger triangle. That is, rotate the circle so that the smaller triangle is upside
down. Now you can see that the smaller triangle takes up exactly 1/4 the area of the larger
triangle. Thus, the ratio of their areas is 4:1.

Problem 7
Three circles are inscribed within an equilateral triangle such that they are tangent to one
another and to the midpoint of one edge of the triangle. If each circle has a radius of 1, what
is the side length of the triangle?

Solution: Draw three more circles in the corners of the triangle so that they are tangent to the
original three and to the edges of the triangle. These new circles also have a radius of 1. Draw
the line segments as shown in the figure on the right so that you create a rectangle and two
30°-60°-90° triangles. The length of the edge of the triangle is

sqrt(3) + 4 + sqrt(3)
= 4 + 2*sqrt(3)

BONUS Problem: Cut of Minimal Length That Splits

Triangle into 2 Equal Pieces

Consider an equilateral triangle whose side length is 1. What is the shape and minimal length
of a curve or line that will partition the triangle into two pieces of equal area? Some example
lines and arcs are shown above.

Solution: The curve that cuts the triangle into two pieces and has the minimum length
possible is a circular arc centered at one of the vertices of the triangle. The radius of this arc
is sqrt[3*sqrt(3)/(4*pi)] ≈ 0.643037, and the total curved length of the arc is
sqrt[pi*sqrt(3)/12] ≈ 0.673387. See image below.
To obtain this value of r, we first note that half the area of the triangle is sqrt(3)/8, and that a
circular arc centered at the vertex will create a 1/6 wedge. The means we solve the equation

sqrt(3)/8 = (pi*r^2)/6
6*sqrt(3)/(8*pi) = r^2
sqrt[3*sqrt(3)/(4*pi)] = r

The arc length is 2*pi*r/6 = (pi/3)r, or sqrt[pi*sqrt(3)/12] ≈ 0.673387.

In comparison, a straight line cut from one vertex to the midpoint of the opposite side has a
length of sqrt(3)/2 ≈ 0.866025, and a straight line cut parallel to the base has a length of
sqrt(2)/2 = 0.707107.

Stadium Sightline
One of the challenges in designing an Olympic stadium is to make sure that spectators can
see the event without their views being blocked by the spectators in front.

Your task is to design the tiered seating for the stadium. The back of each seat is 80cm
behind the back of the seat in front, but raised up so that each row can see over the row in
front.

Make some sketches showing what the cross-section (side view) of the seats might look
like. Will the seats lie on a straight line, or a curve? How steep?

What factors do you think you will need to take into account when working out how high
each seat needs to be?

The Olympic organisers have stipulated that all spectators must be able to see clearly a point
10m in front of the front row of seating:
The spectator in the second row needs to have line of sight to the same point as the spectator
in the first row, as seen in the diagram above. Notice that the spectator in the second row
needs some extra clearance in order to see comfortably over the first spectator's head.

Here is a zoomed-in diagram:

The first spectator's eye-level is 1.2m above the ground.

There is an extra 0.2m of clearance from his eye-level to the second spectator's line-of-sight.
The second spectator is a further 0.8m away from the point on the pitch.

How high above ground level does spectator 2's seat need to be?

Now draw a similar diagram with the dimensions and unknowns for spectators 2 and 3.
How high above ground level does spectator 3's seat need to be?

Finally, imagine there were 40 rows of seating in the stadium.

Can you work out the heights above ground level of each of the 40 rows, and hence plot
a side view of the seating?
It is very helpful to use a spreadsheet to perform the repeated calculations and plot the
results.

Our first step should be to generalise the dimensions shown, for the nth person in the stadium. We
shall let the point which must be visible to all be denoted as P. The distance, d, from P to the nth
person's seat is therefore given
by: dn=10+0.8(n−1)=10+0.8n−0.8=9.2+0.8n. Furthermore, let θn represent the angle
between the horizontal and the line of sight of the n-th person. We assume every person has a torso
height of 0.8m. Let xn represent the height above ground level of the n-th person's seat. We can
consider the following:

θn+1=arctan(1+xndn).

This formula is much easier to consider when we break it down step by step. Consider the zoomed
in picture from the original problem. Consider the right-angled triangle formed with the
perpendicular at person 1's seat extended to the line of sight of person 2. That triangle will enclose
the angle between person 2's line of sight and the horizontal, θ2. Its height is given by adding the
overhead clearance (0.2m), the torso height (0.8m) and person 1's chair height (x1). Its base length
is given by the distance from person 1's seat to the point P (d1). This is true generally with 1 and 2
replaced by n and n+1, by considering similar diagrams. Therefore by use of the expression
tanθ=opp/adj, we arrive at the above general formula.

Now we can replace the dn in the formula with 9.2+0.8n, to give:

θn+1=arctan(1+xn9.2+0.8n).

The last step now is to generate a recurrence relationship between xn+1 and xn, by eliminating
θ. We can do this by getting an expression for θn+1 in terms of xn+1. By again studying the
zoomed in diagram, we shall get an expression for x2 and then generalise. Consider the
triangle formed between the perpendicular at person 2's seat up to their eye-level and the
horizontal along to P. This horizontal distance is d2 and the vertical distance is x2+0.8. Therefore,
by use of the tangent formula:

θn+1=arctan(xn+1+0.8dn+1).
By eliminating θn+1 from these two equations, we eventually end up with:
xn+1=2.64+0.16n+(10+0.8n)xn9.2+0.8n and we can now set up a table using this formula to calculate
all of the values from x2 to x40, as we know that x1=0.4. The required values are:
x2=0.712
x3=1.0388…
x40=19.0444…

Fantastic!
Far Horizon

The radius of the Earth is 6367 kilometres.

An observer is on top of a lighthouse which is 25 metres high.How far from the foot of the
lighthouse, measured on the surface of the Earth, is the horizon that the observer can
see?
The solution below is based on the one sent in by Barinder of Langley Grammar School. We
had quite a number of correct, well laid out solutions to this problem this month including
those from Roy of Allerton High School, Dan (no address given) and Calum of Wayland

High School.
Although definitely not in proportion, this makes the problem seem a lot easier. The question
is asking for the length of the arc I have coloured red. To get this, I decided to find the angle
θ on the diagram, and use the equation

Arc Length =θ/360×2πr where θ is measured in degrees and r is the radius.

θ = cos-1(6367000/(6367000+25)) = 0.1606∘

Arc Length =0.1606/360×2πr.

Arc Length =0.000446×2×π×6367000=17,842.3m=17.8km

It is 32 kilometres (21 miles) across the Channel between England and France and you can
see France from the cliffs of Dover.

How high must the cliffs be for it to be possible to see that distance?

Ans.
For this next part, we are given the arc length, since this corresponds to the distance between
England and France. The diagram is therefore:

This is essentially the reverse of the previous question. We need to find the angle α first, and
to do this, we consider the arc length of the sector OAD of the circle:

Arc Length =α/360×2πr.

So 32000=α360×2×π×6367000.

Then 32000×360=α×2×π×6367000.

So α=0.288∘(3 d.p.)
Since we now have the angle α, we can consider the triangle AOB:

cosα=63670006367000+h.

So 6367000+h=6367000cos(0.288).

So 6367000+h=6367080.415

h=6367080.415−6367000=80.415 m high.

Thus, the cliffs of Dover are 80.4 metres high.

New Sports Bike : A business Venture
You have designed a new style of sports bicycle! Now you want to make lots of them and sell
them for profit.

Your costs are going to be:

 $700,000 for manufacturing set-up costs, advertising, etc

 $110 to make each bike

Based on a market study on similar bikes, You have found that the number of bicycle sold
decreases constantly as the price increases. Further you found that every $10 increase in price
there would be a decrease of 2000 number of bicycle sold, and no one will buy the bicycle
for $350..

So ... what is the best price for maximum profit.? And how many bicycle should you make?
  Unit Sales = 70,000 − 200P

Where "P" is the price.

How many you sell depends on price, so use "P" for Price as the variable

 Unit Sales = 70,000 − 200P

 Sales in Dollars = Units × Price = (70,000 − 200P) × P = 70,000P − 200P2
 Costs = 700,000 + 110 x (70,000 − 200P) = 700,000 + 7,700,000 − 22,000P =
8,400,000 − 22,000P
 Profit = Sales-Costs = 70,000P − 200P2 − (8,400,000 − 22,000P) = −200P2 + 92,000P
− 8,400,000

Profit = −200P2 + 92,000P − 8,400,000

Yes, a Quadratic Equation. Let us solve this one by Completing the Square.

Solve: −200P2 + 92,000P − 8,400,000 = 0

Step 1 Divide all terms by -200

P2 – 460P + 42000 = 0

Step 2 Move the number term to the right side of the equation:

P2 – 460P = -42000

Step 3 Complete the square on the left side of the equation and balance this by adding the
same number to the right side of the equation:
(b/2)2 = (−460/2)2 = (−230)2 = 52900

P2 – 460P + 52900 = −42000 + 52900

(P – 230)2 = 10900

Step 4 Take the square root on both sides of the equation:

P – 230 = ±√10900 = ±104 (to nearest whole number)

Step 5 Subtract (-230) from both sides (in other words, add 230):

P = 230 ± 104 = 126 or 334

What does that tell us? It says that the profit is ZERO when the Price is $126 or $334

But we want to know the maximum profit, don't we?

It is exactly half way in-between! At $230

And here is the graph:

Profit = −200P2 + 92,000P − 8,400,000

The best sale price is $230, and you can expect:

 Unit Sales = 70,000 − 200 x 230 = 24,000

 Sales in Dollars = $230 x 24,000 = $5,520,000
 Costs = 700,000 + $110 x 24,000 = $3,340,000
 Profit = $5,520,000 − $3,340,000 = $2,180,000

A very profitable venture.

Solving a Real World Example
 A student is eating an ice cream cone at the park that is 12.7cm tall. It is
extremely hot outside and the ice cream starts to melt at a constant rate of
2cm/minute. If the student didn’t eat any of the ice cream and it started to
melt, how much would be left after 3 minutes?

st
 1 : Identify the slope and y-intercept
nd
 2 : Plug into slope intercept form
 Y=-2x+12.7 (slope is negative because it is decreasing in size)
rd
 3 : Plug in 3 for x since we want to know how tall it will be after 3 minutes
th
 4 : Solve
 y=-2(3)+12.7
 y=-6+12.7
 y=6.7
 Problem Solving Strategy

Find the maximum area A of the pen.

Max Box Problem

If four square corners are cut from a piece of A4 paper (21 cm x 30 cm) and then folded to

make an open topped box, what is the maximum volume box that can be made?

Answer:
First measure the length and width of the paper.21 by 30 (this is not exact but will save having
to deal with decimals). Let the size of the square that is cut off be x cm

When folded up, the:

length of the box will be 30 – 2x
width of the box will be 21 – 2x
The height of the box will be x

Volume of the box is V = (30 – 2x)(21 – 2x)x

To find the maximum volume differentiate and make equal to zero

To differentiate we need to expand the brackets

V = (30 – 2x)(21 – 2x)x = (630 – 42x – 60x + 4x2)x = 630x -102x2 + 4x3 = 4x3 – 102x2 + 630x
Now differentiate

Either use graphic calculator in equation mode or use the quadratic formula. Either way the
two solutions are 12.94 or 4.056

dV 12.94 has to be disregarded, as it is impossible to cut a square off of

 12 x 2  204 x  630 that size.
dx
The maximum size volume is when x = 4.056
Volume of box when x = 4.056
V = (30 – 2(4.056))(21 – 2(4.056))(4.056)=(21.888)(12.888)(4.056) = 1144.17 cm3

Math Question, Biggest Possible Volume from a Paper?

Hello! We have been given the task in math to create a volume as large as possible from an
A4 paper(210 × 297 mm).

It sounds like you need to start by coming up with a formula for the volumes you could make. To
make the formula,, you cut out an x mm square. Therefore height is x, width is 210-2x, length is 297-
2x. Multiply these to get your volume. You then need to differentiate this to find your maximum
value for x (when dy/dx = 0). Use this value to work out the maximum volume.

V = x(210-2x)(297-2x) volume in mm3

To find the exact answer using calculus, we would equate the derivative of the volume function to
zero:

Take the appropriate root:

27/12/2016

PROBLEM SOLVING STRATEGIES FROM GEORGE POLYA

George Polya (1887 –1985) was one of the most famous mathematics educators of the 20th
century (so famous that you probably never even heard of him). Dr. Polya strongly believed
that the skill of problem solving could and should be taught –it is not something that you are
born with. He identifies four principles that form the basis for any serious attempt at problem
solving:

1. Understand the problem

2. Devise a plan

3. Carry out the plan

4. Look back (reflect)

1. Understand the problem

· What are you asked to find out or show?

· Can you draw a picture or diagram to help you understand the problem?

· Can you restate the problem in your own words?

· Can you work out some numerical examples that would help make the problem more

clear?

2. Devise a plan

A partial list of Problem Solving Strategies include:

Guess and check Solve a simpler problem

Make an organized list Experiment

Draw a picture or diagram Act it out

Look for a pattern Work backwards

Make a table Use deduction

Use a variable Change your point of view

3. Carry out the plan

· Carrying out the plan is usually easier than devising the plan

· Be patient –most problems are not solved quickly nor on the first attempt

· If a plan does not work immediately, be persistent

· Do not let yourself get discouraged

· If one strategy isn’t working, try a different one

4. Look back (reflect)

· Does your answer make sense? Did you answer all of the questions?

· What did you learn by doing this?

· Could you have done this problem another way –maybe even an easier way?

Example

1.Suppose that you buy a rare stamp for $15, sell it for $20, buy it back for $25, and finally
sell it for $30. How much money did you make or lose in buying and selling this stamp?

SOLUTION:

1st. Understand the problem. Note that the “most popular” wrong answer is that you make
$15.

2nd. Devise a plan.Act the situation out with another person.

3rd. Carry out the plan.

Give each of the two people slips of paper (or post-its) and have them make fake five dollar
bills –10 of them for each. That is, each person starts with $50. Call them You and Friend.

The Friend starts with the stamp.

You buy the stamp for $15 from your friend. You $35 Friend $65

Your friend buys the stamp for $20. You $55 Friend $45

You buy the stamp for $25 You $30 Friend $70

You friend buys the stamp for $30 You $60 Friend $40

Therefore your profit is $10.

4th. Look back.

Notice that You and the Friend’s total is $100, as it should be.

Try this,

Suppose that you buy a rare stamp for $15, sell it for $20, buy it back for $22, and finally sell
it for $30. How much money did you make or lose in buying and selling this stamp?

SOLUTION: You made $13

“If people do not believe that mathematics is simple, it is only because they do not realize
how complicated life is.” John von Neumann (1903-1957)

Centroid of a triangle.

Let OA=a, OB=b, OC=c.where O is the origin. G is the centroid of triangle ABC. Find OG
in term of a,b, and c.

Ans.

OG = OP + PG = PG= λPA

½ (b+c) + λ[a - 1/2 (b + c) ] =

(a) λ + (1/2 – ½ λ) (b) + (1/2 – ½ λ) (c)

OG = OR + RG = RG = μRC

½ (a+b) + μ[c - 1/2 (b +a) ] =

(a) (1/2 – μ ½) + (1/2 – ½ μ) (b) + μ (c)

So λ = μ = 1/3 , OG=1/3 (a+b+c), AG/GP = 2/1

29/3/2017

How to find integrating factor F

u(x,y) = c is the solution of diff. eqs. P(x,y) dx + Q(x,y) dy = 0

FP dx + FQ dy =0

FyP + FPy = FxQ + FQx

 P𝑦 – Q 𝑥
∫ 𝑑𝑥
a) F(x), then Fx/F = (Py - Qx )/Q, F =𝑒 Q

Q 𝑥 – P𝑦
𝑑𝑥
b) F(y), then Fx/F = (Qx – Py )/P, F =𝑒 ∫ P

An integrating factor is a function by which an ordinary differential equation can be multiplied in order to make it
integrable. For example, a linear first-order ordinary differential equation of type

(1)

where and are given continuous functions, can be made integrable by letting be a function such that

(2)

and

(3)

Then would be the integrating factor such that multiplying by gives the expression

(4)

(5)

using the product rule. Integrating both sides with respect to then gives the solution

The solution : 1+4 =5, 2+5+5 = 12, 3+6+12 = 21, 4+7+21 =32, 5+8+32=45,
6+9+45 = 60, 7+10+60=77, 8+11+77=96.

Or 1+(1 x 4) = 5, 2+(2 x 5) = 12, 3+(3 x 6) = 21, ...8+(8 x 11) = 96

 In the planet zynet far far away from earth they have
different “Math”.
1 ┼ 4 = 5,

2 ┼ 5 = 12,

3 ┼ 6 = 21,

Find 2017 ┼ 2020 = .... ?

14/4 2017

1. ∫ 𝑠𝑒𝑐 3 𝑥 𝑑𝑥 = ?

Ans.

u=sec x, du = sec x tanx dx, dv=sec2 x dx, v=tan x

∫ 𝑠𝑒𝑐 3 𝑥 𝑑𝑥 = tan x sec x - ∫ 𝑡𝑎𝑛2 𝑥 sec 𝑥 𝑑𝑥,

∫ 𝑡𝑎𝑛2 𝑥 sec 𝑥 𝑑𝑥,= ∫(−1 + 𝑠𝑒𝑐 2 𝑥) sec 𝑥 𝑑𝑥,

∫ 𝑠𝑒𝑐 3 𝑥 𝑑𝑥 = tan x sec x - ∫ 𝑠𝑒𝑐 3 𝑥 𝑑𝑥 + ∫ sec 𝑥 𝑑𝑥

𝑠𝑒𝑥 𝑥+tan 𝑥
∫ sec 𝑥 𝑑𝑥 = ∫ sec 𝑥 𝑑𝑥 , let u = sex x + tan x, du =sex x tanx + sec2 x du
sec 𝑥+tan 𝑥
 ∫ sec 𝑥 𝑑𝑥 = ln |sec x + tan x| + c

∫ 𝑠𝑒𝑐 3 𝑥 𝑑𝑥 = ½ (tan x sec x + ln |sec x + tan x| )+ C

1
2. ∫ sin 𝑥+cos 𝑥 𝑑𝑥 = ?

Ans.

sin x + cos x = √2 sin (x +π/4)

π π
1 1 𝑐𝑜𝑠𝑒𝑐 (x + )+cot(x + )
4 4
∫ 𝑑𝑥 = ( ) ∫ 𝑐𝑜𝑠𝑒𝑐 (x + π/4) π π dx =
√2 sin (x +π/4) √2 𝑐𝑜𝑠𝑒𝑐 (x + )+cot(x + )
4 4

1 π π
-( )ln| 𝑐𝑜𝑠𝑒𝑐 (x + 4 ) + cot (x + 4 ) |+ c
√2

4/5 2017

Compendendo and Dividendo

𝑎+𝑏 𝑐 𝑎 𝑐+𝑑
Prove that = 𝑑, can be changed to 𝑏 = 𝑐−𝑑
𝑎−𝑏

𝑎
+1 𝑐 𝑎 𝑐 𝑎 𝑎 𝑐 𝑐 𝑎 𝑐+𝑑
𝑏
Proof : 𝑎 =𝑑, (𝑏 − 1)(𝑑) = 𝑏 + 1, (-1 + 𝑑 ) = 1+ 𝑑 , = 𝑐−𝑑.
−1 𝑏 𝑏
𝑏

√𝑥+1+√𝑥−1 4𝑥−1 √𝑥+1 4𝑥+1

Example : 1.Solve = , can be written as = 4𝑥−3,
√𝑥+1−√𝑥−1 2 √𝑥−1

Square both sides, we have x=5/4.

𝑥 2 +8𝑥−9 𝑥+9
2. Solve = 𝑥−9
𝑥 2 −8𝑥−9

𝑥 2 −9 2𝑥
Ans. = 18, 9𝑥 2 − 81 = 8𝑥 2 , x=-9
8𝑥

𝑎−𝑏 3 5𝑎+3𝑏
3. If = 8 , Find
𝑎+𝑏 5𝑎−3𝑏

𝑎
5 +3
𝑏
Ans. a/b = 11/5, 𝑎 = 7/4
5 −3
𝑏

Sequences

For any positive integer n find the sum

Sn = 1 · 2 · 3 + 2 · 3 · 4 + 3 · 4 · 5 + · · · + n(n + 1)(n + 2)
Solution. The general term in the above sum is
k(k + 1)(k + 2)
where k = 1, 2, 3, . . . , n
Remark that
k(k + 1)(k + 2) = k(k2 + 3k + 2) = k3 + 3k2 + 2k= (k(k+1)/2)2 + 3k(k+1)(2k+1)/6 + k(k+1)
= [k(k+1)/4][k(k+1) + 2(2k+1) + 1] = [k(k+1)(k+2)(k+3)/4]

Sequences

Suppose you have a choice of two different jobs at graduation

 Start at $30,000 with a 6% per year increase

 Start at $40,000 with $1200 per year raise

Which should you choose? What will the total amount of salaries be collected
after :a. 10 years, b. 20 years

Ans.

Gp : 30000, 30000(1.06), 30000(1.06)2, 30000(1.06)3, .......

a. sn = a(1 – rn)/(1 – r), s10 = 30000(1 – 1.0610)/(1 – 1.06) = 395 424,

b. s20 = 1 103 568

AP : 40000, 40000+1200, 40000+2(1200), 40000+3(1200) , .....,

a. sn = (n/2)(2a + (n – 1) d), s10 = 5(80000+9(1200))=454000,

b. s20 = 1 028 000

After 10 years the second choice is more favorable, but after 20 years the first one is better.

28/9 Area of triangle inside a square

We have a square with 4 triangles with different areas.Let the area a=2, b=3, c=4, and d.

We want to find the relation between d, and a,b,c.

Let the side of the square is x, and the shorter side of triangle a, and c are y and z
respectively.

a+b+c+d = x2, or d = x2- (a+b+c)

xy = 2a, xz = 2c, (x – y)(x – z) = 2b,

z/y =c/a x2 – 2a – 2c + yz = 2b,

x2 + (c/a) y2 = 2(a + b + c) , remember sum of roots x1 + x2 = - b/a

(x2) (c/a) y2 = 4 ac x1 . x2 = c/a

(x2)2 - 2(a + b + c) (x2) + 4 ac = 0

2(a + b + c)+√4(a + b + c)2 −4( 4 ac)

So the bigger root x2 = =
2

x2 = (a + b + c) +√(a + b + c)2 − ( 4 ac)

S0 d = √(a + b + c)2 − ( 4 ac), or

d2 = (a + b + c)2 − ( 4 ac) = (2+3+4)2 – 4(2 .4)= 49, d=7

4/10 Invers of 3x3 matrices

Find the inverse of A =

a. det.A= -1(1) + 1(7) = 6

b. a11 = 5, a12 = 1, a13 = 7,

5 1 7
a21 = -1, a22 = 1, a23 = 1, B = (−1 1 1)
−4 −2 −2

a31 = -4, a32 = -2, a33 = -2,

c. Now attach the signs from the array

+-+
5 −1 7
-+- C=( 1 1 −1)
−4 +2 −2
+-+
 5 1 −4
d. Transpose of C , CT = (− 1 1 2)
7 −1 −2
5 1 −4
e. The invers of A A-1 = (1/6) (− 1 1 2)
7 −1 −2

Flow Rate Problem

Water is poured into a conical tank at the rate of 2.15 cubic meters per minute. The
tank is 8 meters in diameter across the top and 10 meters high. How fast the water
level rising when the water stands 3.5 meters deep.

Ans.
r/h = 4/10, r=o.4h.
V=(1/3)π(0.4h)2.h
dV/dt =(1/3) 0.16 π(3h2) dh/dt=2.15
dh/dt =0.349 m/min.

4/2/2018

Weighted A.M-G.M-H.M Inequality

In this blog I would just like to give a brief idea about the weighted A.M ≥ G.M ≥ H.M
inequality. First of all let us see how a weighted A.M or a weighted G.M or a weighted H.M
of several real numbers looks like.

Weighted Means: Let p1,...,pn and a1,....,an be positive real numbers ,

∑𝑛
𝑖=1 𝑝𝑖 𝑎𝑖
Weighted A.M = ∑𝑛
𝑖=1 𝑝𝑖

1
𝑛
Weighted G.M = (∏𝑛𝑖=1 𝑎𝑖 𝑝𝑖 )∑𝑖=1 𝑝𝑖
∑𝑛
𝑖=1 𝑝𝑖
Weighted H.M = 𝑝𝑖
∑𝑛
𝑖=1 𝑎𝑖
So these are the weighted arithmetic, geometric and harmonic means respectively.

They follow the same inequality as the normal without weights A.M-G.M-H.M follows.

So the inequality would be

W.Am ≥ W.Gm ≥ W.Hm (where W.Am is the Weighted A.M

W.Gm is the Weighted G.M

W.Hm is the Weighted H.M)

Now let us see how we can use this inequality in solving problems.

The following problem is a R.M.O 2012 problem. R.M.O is the Regional Mathematical
Olympiad of India. R.M.O is the screening phase through which a participant passes before
being able to take part in the I.N.M.O which is the Indian Mathematical Olympiad.

Problem: Let a and b be positive real numbers such that a + b=1

Prove that aabb + abba ≤ 1

Solution: Let the weight of ‘a’ be a and that of b be ‘b’ for the first part
Then by applying the Weighted A.M ≥ G.M inequality we would get

𝑎. 𝑎 + 𝑏. 𝑏 1
≥ (𝑎𝑎 𝑏 𝑏 )𝑎+𝑏
𝑎+𝑏

𝑎2 + 𝑏 2 1
≥ (𝑎𝑎 𝑏 𝑏 )1
1
(Since a + b = 1)

Again now for the second part take the weight of a as ‘b’ and the weight of b as ‘a’

Then again by applying the same inequality we would get

𝑎. 𝑏 + 𝑏. 𝑎 1
≥ (𝑎𝑏 𝑏 𝑎 )𝑎+𝑏
𝑎+𝑏
2𝑎𝑏 1
≥ (𝑎𝑏 𝑏 𝑎 )1
1
(Since a + b = 1)

Now let us add both the inequalities

𝑎2 + 𝑏 2 + 2𝑎𝑏
≥ (𝑎𝑎 𝑏 𝑏 + 𝑎𝑏 𝑏 𝑎 )1
1
Again a2 + b2 + 2ab = (a + b)2 = 1 as a + b = 1

So now we get our desired inequality

1 ≥ 𝑎𝑎 𝑏 𝑏 + 𝑎𝑏 𝑏 𝑎

𝑎𝑎 𝑏 𝑏 + 𝑎𝑏 𝑏 𝑎 ≤ 1

Hence Proved

12/2/18

The Basic Idea of Invariant

When we are examining a process that involves repeated transformations,we should explore what does not
change. This is often critical to understanding the properties of the process. Some simple examples:
• In classical physics, the total energy of a closed system is invariant.
• The parity of a number (whether it is odd or even) is invariant to multiplication by an odd number.
• Repeatedly sum the digits of a number to get a new number. For instance, we may find:
27708 → 24 → 6 → 6 . . .
The value of our number mod 9 is invariant.

• Suppose n is odd, and the numbers 1, 2, . . . , 2n are written on the blackboard. I repeatedly pick two arbitrary
numbers on the blackboard a and b, erase them, and write |a - b| instead. This continues until only one integer is
left. Is the number at the end odd or even?

Once we realize the sum of numbers on the blackboard mod 2 is invariant, this is easy!
Indeed, for any a and b, a + b ≡ a - b (mod 2). Thus when I replace two numbers by their difference, the parity
of the sum never changes. All we need to do now is calculate whether the sum 1 + 2 + . . . + 2n is odd or even:

Since n is odd, the rightmost expression is odd as well, and we can conclude that regardless of the order in
which I pick and replace the numbers, the final one will be odd.

•A dragon has 100 heads. A knight can cut off 15, 17, 20, or 5 heads, respectively, with one blow of his sword.
In each of these cases, 24, 2, 14, or 17 heads grow on its shoulders. If all heads are blown off, the dragon
dies. Can the dragon ever die?

At first glance, this problem is convoluted and intractable. Once we hit upon the idea of using invariants,
however, it becomes trivial. We note: (24 - 15) ≡ (2 - 17) ≡ (14 - 20) ≡ (17 - 5) ≡ 0 (mod 3)
The knight’s gallantry can never change the number of heads of the dragon mod 3. Since we start at 100 ≡ 1
(mod 3), we can never get to 0. The dragon lives!
20/3/2018

Rolle's and The Mean Value Theorems

The Mean Value Theorem (MVT, for short) is one of the most frequent subjects in mathematics
education literature. It is one of important tools in the mathematician's arsenal, used to prove a
host of other theorems in Differential and Integral Calculus. As a curiosity, it is most frequently
derived as a consequence of its own special case -- Rolle's theorem. The latter is named
after Michel Rolle (1652-1719), a French mathematician who established the now common
symbol for the nth root and insisted that -a > -b, for positive a and b, a < b. The feat went
against Descartes' teaching and laid the groundwork for the introduction of the
ubiquitous number line.

Rolle's Theorem
Let f be continuous on a closed interval [a, b] and differentiable on the open interval (a, b). If
f(a) = f(b), then there is at least one point c in (a, b) where f '(c) = 0.

(The tangent to a graph of f where the derivative vanishes is parallel to x-axis, and so is the line
joining the two "end" points (a, f(a)) and (b, f(b)) on the graph. The line that joins to points on a
curve -- a function graph in our context -- is often referred to as a secant. Thus Rolle's theorem
claims the existence of a point at which the tangent to the graph is parallel to the secant,
provided the latter is horizontal.)

Mean Value Theorem

Let f be continuous on a closed interval [a, b] and differentiable on the open interval (a,
b). Then there is at least one point c in (a, b) where

(1) f '(c) = (f(b) - f(a)) / (b - a).

(The Mean Value Theorem claims the existence of a point at which the tangent is parallel to the
secant joining (a, f(a)) and (b, f(b)). Rolle's theorem is clearly a particular case of the MVT in
which f satisfies an additional condition, f(a) = f(b).)

The applet below illustrates the two theorems. It displays the graph of a function, two points on
the graph that define a secant and a third point in-between to which a tangent to the graph is
attached. The graph and the three points on it are draggable.

Proof of the Mean Value Theorem

Assume Rolle's theorem. The equation of the secant -- a straight line -- through points (a,
f(a)) and (b, f(b)) is given by

g(x) = f(a) + [(f(b) - f(a)) / (b - a)](x - a).

The line is straight and, by inspection, g(a) = f(a) and g(b) = f(b). Because of this, the difference f
- g satisfies the conditions of Rolle's theorem:

(f - g)(a) = f(a) - g(a) = 0 = f(b) - g(b) = (f - g)(b).

We are therefore guaranteed the existence of a point c in (a, b) such that (f - g)'(c) = 0. But

(f - g)'(x) = f '(x) - g'(x) = f '(x) - (f(b) - f(a)) / (b - a).

(f - g)'(c) = 0 is then the same as

f'(c) = (f(b) - f(a)) / (b - a).

Isocline and Curves

Example 1. Draw the isoclines with their direction markers and sketch several solution
curves, including the the curve satisfying the given initial condition
y′ = 2x2 - y, y(0) = 0.

SOLUTIONS
The isoclines for the given equations are the parabolas 2x2 - y = C, here C is an arbitrary
Apollonius's theorem

In geometry, Apollonius's theorem is a theorem relating the length of a median of a triangle to

the lengths of its side. It states that "the sum of the squares of any two sides of any triangle
equals twice the square on half the third side, together with twice the square on the
median bisecting the third side".
Using cos rule: b2 = m2 + d2 – 2 md cos θ,
c2 = m2 + d2 + 2 md cos θ, b2 + c2 = 2(m2 + d2)

Proof of Apollonius's theorem

In triangle ABC, AB=25,AC=17 and AD=√261, where D is the midpoint of BC .

Find 32tanB.
Ans.60.