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  Discussion about math, puzzles, games and fun.   Useful symbols: ÷ × ½ √ ∞ ≠ ≤ ≥ ≈ ⇒ ± ∈ Δ θ ∴ ∑ ∫ • π ƒ -¹ ² ³ °

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#76 Re: Help Me ! » Unknown Constants » 2006-03-05 11:39:49

Ah, that would explain it then. Saying something has (x^2 - 1) as a factor is actually saying it has two different factors - that is, anything that is a factor of (x^2-1) must also be a factor of the equation you're trying to solve for. Try breaking (x^2-1) up into its constituent factors and applying them part by part and see if that gets you anywhere. Good luck, and feel free to ask for more help if you get stuck with that.

#77 Re: Puzzles and Games » Think different! » 2006-03-05 11:35:53

No idea how to do piecewise functions in LaTeX, however the center of mass represents the point at which the object could balance, which does not gaurantee that drawing a line through it would split the area equally.

Say you were drawing a vertical line, for example. The center of mass on the x axis is 1.3 unless I messed up my calculation, whereas what we might call the "center of area is 1.25". The explanation for this has to do with torque, which is getting more into physics than math. Basically, the farther a mass is from the pivot point, the more effect it has on the making the object want to pivot in that direction. That's why longer levers are more effective. As a result, since there is less material farther out on the right side than on the left, the center of mass needs to be slightly to the right of the "center of area". That's how I understand it anyway, I'd be happy to be corrected.

krassi, what's this circle problem you're mentioning? I can't really picture a circular version of this puzzle.

#78 Re: Help Me ! » Unknown Constants » 2006-03-05 08:40:48

rickyoswaldiow,

It looks to me as though you're saying the question is:

f(x) = 3x^4 + ax^3 + bx^2 - 7x - 4, find a and b such that f(x) has (x-1) as a factor. Are you sure that is what the question is asking, because I don't think that's enough information to solve it.

In general, I'd say you can't pin down two unknowns from one factor. When you work through the polynomial division, you need to end up with a remainder of zero at the end, but your equation for the remainder will be in terms of both a and b. And one equation just isn't enough to solve for two unknowns.

#79 Re: Puzzles and Games » Think different! » 2006-03-05 06:33:50

I worked out that this can be done using a straightedge only. Ashwil's solution a) can be accomplished as well, but I think you'd need some other tool like a protractor as well. We'll see if I'm right smile

My solution using only a straightedge was

#80 Re: Puzzles and Games » Think different! » 2006-03-05 04:17:14

Errr ...

question 2 is really going to bother me for a while I think smile

#81 Re: This is Cool » Proof that 1 = -1 » 2006-03-04 12:46:04

When I first went through this exercise a long time ago, it also got me thinking about more general problem solving strategies. Let's say you have a proof like this that you know is wrong but you can't figure out where the problem was introduced. If the proof was really long then it could take forever to go through it line by line to find the mistake. A good trick is to evaluate it at key points throughout your work.

For example, if your proof is 100 lines long and you know you got the wrong answer at the end, then instead of scanning back line by line for your mistake, try going back to line 50 and evaluating both sides of your equation. If they come out to the same number, then you made a mistake after line 50, otherwise, you must have a mistake before line 50. You can narrow down where your mistake occured in this way.

In this proof, you could eventually evaluate line 3 and see that what is says is i = i. That's ok.

Line 4, however, says that i = i^-1 which is the same as -i. That's not correct.

So in this case the mistake must have been introduced between lines 3 and 4.

Just trying to get a little useful problem solving strategy out of this puzzle. smile

#82 Re: This is Cool » Proof that 1 = -1 » 2006-03-04 12:29:26

Now I see what you were saying. When solving algebra equations, if you apply a square root to both sides it is then necessary to be careful to choose the correct + or - sign when you apply it, because the correct solution to your equation might only be valid in one of those cases.

For this problem, it really doesn't matter which square root you do in line 2 (+sqrt) or (-sqrt) as long as you do the same one to both sides because you aren't trying to solve for a variable from line 1. Line 2 is a fully correct statement by itself: the sqaure root of -1 does equal the square root of -1. It probably would have been clearer if I had just started the proof from line 2.

It is the second mistake that Ricky found that I claim is the real problem with this proof. You can't go from root(1/-1) to root (1)/root(-1). The first equals i, and the second equals i raised to the minus one power. The cyclical property of imaginary numbers was one thing I was hoping to get to here:
.
.
i^0 = 1
i^1 = i
i^2 = -1
i^3 = -i
i^4 = 1
i^5 = i
.
.
.
And so on in both directions. So by splitting the square root on the right side in line 4, you are effectively saying i^1 = i^-1, which is not true, it's two off on the sequence.

#83 Re: Introductions » Yeah, me too » 2006-03-04 10:19:27

"Where's your towel?  Bet you never heard that one."

Never, though I do get asked if I'm a Prefect occasionally. smile

Hi Espeon, you say that you're year six about to go into high school. Does that mean that you skipped a couple grades? I'm used to high school being after eighth grade. I went through the secondary school system in Livermore, which is a medium sized town a bit east of San Francisco. Yeah, I think it would be fun to be a teacher, though at this point it's one of three possible career directions I'm considering.

Do you really want an explanation of triangular numbers? (I actually had forgotten this name for them, I had to look the name up online wink ). If so, maybe you could be a bit more specific about what it is you're trying to understand - is there any particular point that's confusing you about them?

#84 Re: This is Cool » Proof that 1 = -1 » 2006-03-04 10:05:26

I assume you mean a second degree polynomial equation here? There are two (though once in a while they are the same as each other). I think I see where you're going with this, but it is also quite possible to find the problem with this proof using only what we know about the properties of complex numbers. These are properties that I believe are taught in the second year of Algebra at most high schools.

#86 Re: Help Me ! » Math problem : 2 objects on an infinite axis » 2006-03-04 06:40:23

I'm not 100% sure that I understand the rules in your question, but it sounds to me as though your concern is that on an infinite axis, you can't tell the robots to go in a given direction because if you pick the wrong direction then they'll never hit an end and so they'll never know that they're getting farther apart.

A recommendation for how you might get around this: do a scan. As an example, take a step to the right, check for a flag. If you don't find one, take two steps back to the left, check for a flag. If you don't find one, take three steps back to the right, and so on, going out in both directions from the center. If you're goal is to maximize efficiency then I'm sure this isn't the fastest way, but something along those lines would work. You just have to make sure you don't take such big steps that one robot might miss the flags left by the other. You then have to deal with what to do when one robot finds a flag left by the other, but I hope something like this could at least get you started.

#87 This is Cool » Proof that 1 = -1 » 2006-03-04 05:41:52

fgarb
Replies: 17

Here's a simple "proof" of something impossible that one of my friends came up with in high school. Someone who really understands second year high school algebra ought to be able to see the mistake in it, but at least half the math teachers at school couldn't figure it out! Here goes.

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[/align]

Sorry, I'll stop making equation images unless I need them for something complicated. This was just I test to see if I understood the system.

#88 Re: Introductions » Yeah, me too » 2006-03-04 05:16:07

Ah, I did not look at the sticky at the top of the page. Yes, LaTeX is nice.

#89 Introductions » Yeah, me too » 2006-03-04 05:13:33

fgarb
Replies: 16

Hi all, I'm another newbie here. I graduated from college not too long ago and I'm now in graduate school in a field where we use math all the time. I think there are two reasons why I'm here. First, I kind of miss the days when I used to play around with math ideas just for fun, so I thought I'd check out this forum to see what sorts of cool puzzles/problems there are, and maybe add some of my own. I enjoy what I do - don't get me wrong - but sometimes I get a little tired of grinding through long, messy equations.

And second, I am considering teaching as a possible career after I graduate, so I thought I should probably see how good I am at explaining math to people down in the trenches. I'm sure it would be better for me to try tutoring someone in person, but that's not really an option for me at the moment, so I thought I'd see if I can help anyone on this forum. We'll see how much time I have to post. Being busy is the real obstacle for me to overcome.

My name is Ford (I never hear jokes about that!), and I live in California. I'm looking forward to some good conversations here.

btw, those are some impressive equations I see people using in their posts. Is there a link that explains how to make them?

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