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Posts tagged with Coronavirus

Covid-19 and the Power of Doubling

March26

Most recent data analysis on the spread of Covid-19 is that it spreads at the rate of just of 2x per day (2.1 in one reference). This “doubling” seems reasonable and controllable. However, it reminds us all of the parable (nice word that word ‘parable’) of the Tsar and the Peasant. The peasant challenges the […]

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A not entirely useless graph?

March16

The following graph came with a slider to change the number of people affected by the Covid-19 virus. However, there are no x or y-axis scales, therefore giving no really helpful information for the number/ratio/percent of infected people that will enable medical systems to cope. In other words, it is a rather simplistic graph that […]

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Coronavirus epidemic, by the numbers

March9

A mathematician who studies the spread of disease explains some of the figures that keep popping up in coronavirus news. Adam Kucharski studies how diseases spread, but he’s not handling viruses in the lab ortreating sick people in the hospital. He’s a mathematician at the London School of Hygiene & Tropical Medicine, and he uses […]

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The Math of Maps and Mapping

February11

British researchers have published a new map predicting the global spread of the novel coronavirus over the next three months. The graphic is based on the mobile phone and flight data of 60,000 of an estimated five million Wuhan residents who fled during the critical two weeks before the outbreak city was placed under lockdown. […]

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Going Viral with Dresses and Diseases

January30

  The coronavirus is spreading rapidly in China and is now appearing in different countries. Flights, trade and contact is being limited to the source region in Wuhan. This shocking event follows a mathematical model – one based on statistical probability. This video looks at what “going viral” means and begins with the analogy of […]

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Coronavirus vs SARS Graphical Error

January27

New of the fast spreading coronavirus is cause for deep concern, as well as action to contain those who have been affected. However, H3 noticed a rather erroneous graph which attempted to compare coronavirus with the SARS virus. What is wrong with this representation? (see the Post Support column for a possible answer):

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Post Support

Largest number between o and 1 million which does not contain the ‘n’ is 88

 

Rotation SAT Problem: Answer: 4 (see: https://www.youtube.com/watch?v=FUHkTs-Ipfg)

 

Which number has its letters in alphabetical order? Answer: F O R T Y

Hidden Rabbit? Clue: check the trees

How long for the stadium to fill? 45 minutes.

Where are you? the North Pole

Prize Object Puzzle: If Sue does not know where the prize is in the first question, it can’t be under the square. She must have been told it is under another shape. Apply this same logic to Colin. It is then obvious that the prize cannot be under a yellow object. That helps Sue eliminate her yellow shapes. Got the idea?

Algebra Puzzle: Answer = 1

Popular Math Problems Answers: 1, 1

Number of tabs? According to Lifehacker, the ideal number of tabs you should have open is nine. Yes, a single digit. To some, this is like playing a piano and only using a fraction of the notes!

Worst Graph? Where to start. What a visual mess and even some of the lines merge and are impossible to follow. A graph is a visual display of data, with the goal to identify trends or patterns. This is a spider’s web of information which fails to show a clear pattern at all. Solution? Well, different colors would help, or why not group in two or three graphs where trends are similar?

Number of different nets to make a cube is eleven – see this link

Homework Puzzle; The total value of the counters is 486, so halve this to get 243. Now, arrange the counters to equal this amount twice.

The graph on the left (Coronavirus) is for a time period of 30 days, while the one on the right (SARS) is for 8 months! Very poor graphical comparison and hardly relevant, unless it is attempting to downplay the seriousness of the coronavirus?

10 x 9 x 8 + (7 + 6) x 5 x 4 x (3 + 2) x 1 = 2020

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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