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Posts tagged with America’s Cup

Maths and the America’s Cup

March7

Dan Bernasconi, Head of Design at Emirates Team New Zealand, explains the significant role mathematics plays in sailing, boat design, and the America’s Cup. Click on the image for more info:

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America’s Cup where each millisecond counts for millions

December6

In 1851, a team from New York Yacht Club won a race around the Isle of Wight off the south coast of England. They beat 15 British boats to take the Hundred Guinea Cup, a silver trophy valued at £100. Of course, the British were ‘not amused’! Subsequently named the America’s Cup after the victorious […]

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The Mathematical Genius Behind the oldest International Sport

June21

Team New Zealand is the crew sailing against America for “The Old Mug”, a rather ugly trophy that represents the Formula 1 of yachting and is the oldest international sporting competition. It was initially sailed in large sloops, but is now hi-tech in catamarans than lift off the ocean on complex “foils” – thereby providing […]

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Sailing by the numbers – America’s Cup Update II

October5

Following our earlier post is this update on how Mathematics gave the American boat the speed edge to win one of the most remarkable comebacks in sport: “Computer whiz Asim Khan oversaw Oracle Racing’s immense database, developing the hardware and software systems that fed “live” performance data to the crew and helped unlock the secrets […]

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Which leads to Vectors

September25

The apparent wind direction for sailing boats can best be described by vectors. Notice how the resulting (apparent wind) direction (called “resultant”) is found by joining a line from the base of the first vector to the end of the second (source: oceansail): The lower pic is action from the America’s Cup boats from the […]

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America’s Cup by the Numbers

September25

The Formula 1 of yachting – the America’s Cup. Outstanding technology where the boats are now sailing over twice the speed of the wind. Also a victory as Oracle came from 1-8 wins behind to beat Team New Zealand 9-8. How did this ‘one of the greatest comebacks in sport’ happen? It was all down […]

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Cracking the Sailing Equation…

July16

“The cat was let out of the bag – so to speak – very early on in Team NZ’s testing programme in the new AC72 class, after a sailing enthusiast and amateur photographer snapped pictures of the team out training, which appeared to show both hulls of the Kiwi boat flying clear of the water. […]

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Post Support

Rubik’s Cube answer = 43 Quintillion

 

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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