(A new question of the week) A question from the end of August led a student and a Math Doctor to an extra challenge, by way of an apparent typo in the problem. We particularly enjoy working with students who are willing to take on extra work in order to learn more than they need …
(A new question of the week) Some questions we get, while small, raise interesting issues. In a question we got last month, there are several little issues pertaining to how the final answer should be chosen; as is too often the case, it seems that a diligent student who cares about accuracy might be penalized. …
A Test Dilemma: Do As You’re Told, or Do What’s Right? Read More »
Last week we looked at counting the maximum number of pieces into which a circle can be cut by n chords (straight lines). Here we will look at a similar-sounding problem where we use all the chords formed by n points on the circle. We’ll also see an important example of why we shouldn’t jump …
We’ve looked at how to count diagonals in a polygon; this week and next, I want to consider two different problems (though they look similar at first) dealing with chords of a circle (which are practically the same thing as diagonals of a polygon). In each, what we count will be the regions into which …
Last week we looked at problems about counting diagonals in a polygon, and the very similar problem of counting handshakes when everyone in a group shakes with everyone else. In the course of searching for those problems, I also found some very different problems that are also about handshakes. We’ll look at those here, just …
(A new question of the week) We have had a lot of interesting questions recently. This one involved inverse trigonometric equations that led to cubic and quartic equations. We’ll observe here one of the benefits of embedding the original discussion in a blog format where I can add information that will help you, the reader, …
Challenging Inverse Trig and Polynomial Equations Read More »
(An archive question of the week) We’ve looked at the scalar (dot) product and the vector (cross) product; but there is one answer in the Ask Dr. Math archives that was too long to fit in either post. Here we’ll see again where the two familiar products come from, while looking deeper into the math …
Last time, we looked at the scalar, or dot, product of vectors, focusing on proving the equivalence of two ways to define it. This time, we’ll look at the vector, or cross, product in the same way. The distinction between dot and cross product reflects the symbol used, u · v vs. u × v, …
(A new question of the week) A recent question provided an opportunity to examine some ideas about ratios, and also ways to tame a potentially huge product.
Having covered the basics of defining and adding vectors, multiplying by scalars and finding unit vectors, it’s time to look at multiplying vectors together. What makes this entirely unlike working with numbers is that there are two ways (in fact, more than two!) to multiply two vectors. We’ll look at one of those today, the …