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Archive for September, 2013

Quadratic Equations are used in everyday situations!

September10

The question was begging. After all, the teacher had just introduced the concept of Quadratic Equations by walking the students around the school quad – which is really an “x squared”! Then, after solving some simple quadratic equations, the question was asked, “What use are these Quadratic Equations in real life”? Well click on the […]

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Take one tablet a day to become a better mathematician

September7

This is an ancient clay tablet (aka school book) discovered in Babylonia in the second millennium B.C. – some 1000 years before Pythagoras. You will notice that is shows, within the square, an isosceles triangle with a diagonal hypotenuse. The Babylonians understood the relationship between the sides of a right-angled triangle, and, in solving for the hypotenuse, […]

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Mathematics and Medicine

September5

It is fascinating that mathematics, especially a branch of mathematics which is basically applied geometry, can help in treating bacterial diseases and cancer! Marco Narajos says, “I hope that this post has given a sense of just how much amazing it is that mathematics affects medicine, especially in medical research. It gives me great pleasure to know […]

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Snail pace lights the way…

September2

In similar fashion to the crab patterns in the previous post, researchers recently attached LED lights to snails in order to monitor their movements and help work out how to limit the spread of lungworm to dogs:

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Crabs think the same?

September1

It was a weekend visiting friends with a short stop beachside to enjoy the warmth of an early spring. Then our mathematical eyes noticed an unusual pattern formed by sand crabs, who had burrowed their way deep into the tidal zone, depositing small sand balls in a geometric pattern away from their holes as in […]

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NCEA Level 2 Algebra Problem. Using the information given, the shaded area = 9, that is:
y(y-8) = 9 –> y.y – 8y – 9 =0
–> (y-9)(y+1) = 0, therefore y = 9 (can’t have a distance of – 1 for the other solution for y)
Using the top and bottom of the rectangle,
x = (y-8)(y+2) = (9-8)(9+2) = 11
but, the left side = (x-4) = 11-4 = 7, but rhs = y+? = 9+?, which is greater than the value of the opp. side??
[I think that the left had side was a mistake and should have read (x+4)?]

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