Monday, June 15, 2009
"On The Road Again" With 'TC' -- A Real World Application of Geometry
As my devoted readers know, Totally Clueless, affectionately known as TC, has contributed many insightful comments and profound ideas for us to think about. His sobriquet belies a brilliant creative mind of course. He recently sent me a geometry problem which was motivated by his own experiences driving to work. The problem itself is accessible to advanced middle and secondary students but the result is interesting in its own right and should generate rich discussion in class. I recommend giving this as a group activity, allowing about 15 minutes for students to work on, then another 15 minutes to discuss it. Save it for an end-of-year activity or bookmark it for the future. Beyond the problem, there are important pedagogical issues here:
- How to introduce this
- Asking questions to provoke deeper thought
- Drawing conclusions and further generalizations
- Connecting this problem to other circle or geometry problems
- Maximizing student involvement
I told TC I would need some time to rework the original problem for the younger students so here goes...
Diagram for Parts I and II
Part I (middle and secondary students)
In my city, there are two circular roads "around the center" of the city, of radii 6 and 4. There are a number of radial roads that connect the two loops. Points A and B in the diagram above are at opposite ends of a diameter of the outer loop and the dashed segment is a diameter of the inner loop.
If I have to go from point A to point B on
the outer loop, I have two options:
(1) Drive along the outer loop (black arc in diagram) OR
(2) Drive radially (blue) to the inner loop, drive along the inner loop (red), and then drive radially out (blue). (Assume that there are radial roads that end at point A and point B).
Show that Option 2 is shorter than Option 1.
Part II (middle and secondary students)
Same diagram but now the radii are R and r with R> r.
Show algebraically that Option 2 is shorter.
Part III (secondary students)
To generalize even further, points A and B are distinct arbitrary points on the circle, central angle AOB has radian measure θ where θ ≤ π. OC and OD are radii of the inner loop; OA and OB are radii of the outer loop. Again the radii of the two circles are R and r, where R> r.
As before, there are two options in going from A to B:
(1) Drive along the outer loop (black arc in diagram) OR
(2) Drive radially from A to C (blue), then along the inner loop from C to D (red), then radially outward from D to B (blue).
Show that Option 2 will be shorter provided π ≥ θ> 2.
Click Read More for further discussion...
Further Comments
(1) TC's original problem was Part III. I decided to add Parts I and II to provide 'scaffolding' for students. Was this really necessary in your opinion?
(2) The results of these questions are independent of the actual radii. TC felt this was an interesting aspect of this problem and I agree. Do you think students will be surprised by this? Do we need to point this out to them? Are there other circle problems you can recall which have a similar feature?
Thanks TC for providing us with another stimulating challenge!
...Read more
Posted by Dave Marain at 8:15 AM 7 comments
Labels: circles, geometry, middle school, more, real-world applications, tc'sTotal Challenges
Tuesday, November 13, 2007
Drum Roll Please: The Debut of TC's Total Challenge
As you may have read in an earlier comment, I've invited one of MathNotations' most dedicated and talented contributors to go beyond commenting and share some of his creative ideas and insights by being an occasional guest blogger - he has graciously accepted.
For his inaugural offering, tc is challenging you and/or your students to solve a classic calculus problem using non-calculus methods. I have made a few minor edits, but the activity is essentially what tc sent to me.
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I give you tc's Total Challenge I:
One of my math professors in college used to say there were three ways
of tackling any problem: the right way, the wrong way and the Navy way
(correct, but extremely roundabout).
In this exercise, we will look at three ways (not necessarily the ones
named above) of doing the following problem:
Determine the rectangle of maximum area that can be inscribed
in a circle of given radius r.
Let the inscribed rectangle have sides a and b. The diagonal of the rectangle passes through the center of the circle (this can be shown, but you can assume it is true).
(1) Express r in terms of a and b.
(2) Express the area in terms of a and r.
(3) Instead of maximizing the area, we can maximize the square of the area.
(a) Express the square of the area as a quadratic in a2 (you may want to substitute c for a2).
(b) By completing the square, determine the value of a for which the area is a maximum.
(c) Determine the value of b and the maximum area.
(d) What conclusion can you draw about the rectangle of maximum area?
(This is the first way, which I call the Algebra way)
(4) Divide the rectangle into 2 congruent triangles, using a diagonal. Draw a half
diagonal that intersects this diagonal.
(a) Write an inequality for the area of one of these triangles in terms of r alone. The inequality should be of the form Area ≤ _______.
(b) If you can achieve equality, then you have maximized the area of the rectangle! Find out when this occurs, and if it does, find the lengths of a and b. (The Geometry way).
(5) Method 3 - the Calculus way of course.
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Additional comments from DM:
(i) thanks, tc!
(ii) tc's geometric approach in (4) also suggests a connection to the famous AM-GM Inequality. Visit this link and see if you can make the connection. This is not obvious.
Hint: Apply the AM-GM to a2 and b2.
Posted by Dave Marain at 10:18 PM 2 comments
Labels: calculus, inscribed rectangle, maxima/minima problem, tc'sTotal Challenges