Monday, April 6, 2015

Rate, Time, and Distance Question

Question: Harder SAT question: Esther drove to work in the morning at an average speed of 45 miles per hour. She returned home in the evening along the same route and averaged 30 miles per hour. If Esther spent a total of one hour commuting to and from work, how many miles did Esther drive to work in the morning?

Solutions I:
Let t be the time it took Esther to drive to work and (1-t ) be the time it took him to return home.
Since rate times time = distance, we can set the equation as 45 t = 30 (1- t), 75t = 30 so
t = \(\frac{\Large{2}}{\Large{5}}\) Plug in t to the previous equation : 45 * \(\frac{\Large{2}}{\Large{5}}\) = 18 miles ,which is the answer.

Solution II: 
Let D be the distance from Esther's home to work. 
\(\frac{\Large{D}}{\Large{45}}\) \(\frac{\Large{D}}{\Large{30}}\) = 1 (hour)
Times 90 both sides to get rid of the denominator and you have 2D + 3D = 90 
D = 18 miles
Solution III:
The rate ratio between driving to work and returning home is 45 : 30 or 3 :  2.
Since rate and time are inversely related (rt = d), the time ratio between the two is 2 : 3. 
45*\(\frac{\Large{2}}{\Large{5}}\) * 1 (hour) = 18 miles

Solution IV: (from Varun in FL)
The average speed can be found by harmonic mean: \(\dfrac {2\times 45\times 30}{45+35}\) = 36 mph. She drives for a total of 1 hour, so she drives 36 miles. Since she drives the same distance both ways, the distance to work is \(\dfrac {36} {2}\)=18 miles.

Question 1991 Mathcounts National #28 : A man is running through a train tunnel. When he is \(\frac{\Large{2}}{\Large{5}}\) of the way through, he nears a train that is approaching the tunnel from behind him at a speed of 60 mph. Whether he runs ahead or runs back, he will reach an end of the tunnel at the same time the train reaches that end. At what rate, in miles per hour, is he running? (Assume he runs at a constant rate.)





Solution : When the man went back \(\frac{\Large{2}}{\Large{5}}\) of the length of the tunnel, the train is at the beginning of the tunnel. 

Same thing happened if the men went ahead \(\frac{\Large{2}}{\Large{5}}\) of the length of the tunnel. The time it took the train to run through the length of the tunnel, the man could only run \(\frac{\Large{1}}{\Large{5}}\) of the same distance. 

So the speed of the man is \(\frac{\Large{1}}{\Large{5}}\) of the train's speed, which is \(\frac{\Large{1}}{\Large{5}}\) * 60 or 12 mph.  










Question #3: Sally drives to her aunt's house, which is 84 miles away, at 40 miles per hour and comes back home at 60 miles per hour. What is her average speed? 
Solution I: 
To find average speed, you use total distance over total time it takes Sally to drive. 
It takes Sally \(\frac{\Large{84}}{\Large{40}}\) + \(\frac{\Large{84}}{\Large{60}}\), or total 3.5 hours 
to drive 84 * 2 = 168 miles. 
\(\frac{\Large{168}}{\Large{3.5}}\) = 48 mph

Solution II: 
Similar to dimensional change question, as long as the segments are constant, the distance Sally drives is extraneous. Thus, it's much easier to use \(\frac{\Large{2}}{\frac{\Large{1}}{\Large{40}} - \frac{\Large{1}}{\Large{60}}}\)or \(\frac{\Large{2*40*60}}{\Large{40+60}}\) = 48 mph


Question #4: If Sally drives to her work at 40 miles per hour, she will be 15 minutes late. If she drives to her work at 60 miles per hour, she will be 15 minutes early, what speed will she arrive at her work on time?  How far away is her office ? 
Solution I: 
Let t be the time (hpm) Sally drives to her work on time. According to the given, we can set up 
the following equation: 
40 (t + \(\frac{\Large{1}}{\Large{4}}\)) = 60 ( t- \(\frac{\Large{1}}{\Large{4}}\) )
40 t + 10 = 60 t - 15 ;      25 = 20t ;       t = 1.25
Plug in to get the distance as 40 (1.25 + 0.25) = 60 miles

To get the average, use total distance over total time she spent \(\rightarrow\) \(\frac{D}{T}\) = \(\frac{\Large{120}}{\Large{1.5 + 1}}\) = 48 mph

Solution II :
Again, have you noticed that if  both time (late or early) to arrive to the destination is the same, the easiest
method is to still use the harmonic mean. \(\rightarrow\) \(\frac{\Large{2*a * b}}{\Large{a + b}}\)
a and b are the rates. \(\frac{\Large{2*40*60}}{\Large{40+60}}\) = 48 mph
 

Tuesday, March 24, 2015

Some Articles to Read and Ponder after Mathcounts state competition

For those students who really love problem solving, who care and are inquisitive but are disappointed at their chapter's/state's performance, I want to let you know that it's an honor meeting you online and learning from/along with you.

I know no matter how sincere I write here, it won't help much, so I'll just shut up.

However, I'm also disappointed at some students who said they need to take a break for the foreseeable future.

Well, if you love ___ (fill in the blank), you won't stop if you don't get to the chapter/state/nationals.
So there...

Here are some articles that after your taking a break from problem solving (I hope it's not too long), hope to see you come back and read them. Best of luck !!  Keep me posted !!

Pros and Cons of Math Competitions

Dealing with Hard Problems

Life After Mathcounts

Great Mathematicians on Math Competitions and "Genius"

Math Contests Kind of Suck from Mathbabe

TEDxCaltech -Jordan Theriot- The Pleasure of Finding Things Out

Why Physics? Skateboarding Physicist and Educator Dr. Yung Tae Kim

Richard Feyman --The Pleasure of Finding Things Out

Hope it helps !! 


Monday, January 26, 2015

2015 Mathcounts State/National Prep

Harder concepts from Mathcounts Mini :
Also try the follow-up problems with detailed solutions. Don't do every question. Just the ones you think is hard.

Geometry :
#27 : Area and Volume 

#30: Similar Triangles and Proportional Reasoning

#34: Circles and Right Triangles

#35: Using Similarity to Solve Geometry Problems

#41: Analytic Geometry : Center of Rotation

More questions to practice from my blog post. 

From Mathcounts Mini : Video tutorials on counting and probability for Mathcounts state/national prep concepts are in the of difficulty.

Counting the Number of Subsets of a Set

Constructive Counting

More Constructive Counting 

Probability and Counting

Probability with Geometry Representations  : Oh dear, the second half part is hilarious.

Probability with Geometry Representations : solution to the second half problem from previous video

Try this one from 1998 AIME #9. It's not too bad.

From Mathcounts Mink : Center of rotation, equal distance from a point to other two points or two lines, angle bisector (last problem on the follow-up worksheet)

Mathcounts Mini : #41 - Analytic Geometry

Monday, December 15, 2014

2013 AMC 10 A and B : Solutions to the Harder Problems

From AoPS videos :


2013 AMC-10 B #23  It's a good idea to be able to get all those split-side lengths, height to the hypotenuse fast and right. Those are basic skills.

Also, you should be able to get the area, in-radius and others fast as well of 13-14-15 and 10-17-21
triangles.

2013 AMC 10 A Math Jam from AoPS  

2013 AMC 10 B Math Jam from AoPS 


Sunday, December 7, 2014

Problem Solving Strategies: Applications of the “Choose 2” method

1. Example: How many diagonals can be drawn for a polygon with “n” sides?

Method I:

The number of diagonals in a polygon = n(n-3)/2, where n is the number of polygon sides.

For a convex n-sided polygon, there are n vertexes, and from each vertex you can draw n-3 diagonals, so the total number of diagonals that can be drawn is n (n-3).

However, this would mean that each diagonal would be drawn twice, (to and from each vertex), so the expression must be divided by 2.

Method II:

nC2 (choose 2) - n sides = n(n-1)/ 2 – n sides


2. Example: There are n people at a party, each person shakes hands with the every other person once. How many handshakes?

Method I:
nC2 in this case (10 x 9) /2 =45
__ __ First slot you have 10 persons to choose from, second slot 9 persons. Since A shakes hands with B is the same as B shakes hands with A, so you divide the number by 2 and get the answer.

Method II:
Sum of the first consecutive Natural numbers: n (n+1) /2
The first person shakes hands with 9 other person; the second person shakes hands with 8 other person, etc…
So 9 + 8 + 7 + …= (9 x 10)/ 2 = 45

3. Example: N dots evenly spaced on a circle. How many chords can you make using those dots?

Methods: This is very similar to hand-shaking questions.

I: nC2

II: Sum of the first consecutive (N-1) Natural numbers


Word problems: Answers below.

#1 : A convex polygon with n sides has 20 diagonals. How many diagonals does an (n+1)-sided convex polygon have?

#2: A polygon has n sides and n diagonals. What is n? 

#3: How many diagonals does a decagon have?

#4: How many diagonals does a dodecagon have? 


#5: How many line segments have both their endpoints located at the vertexes of a given cube?

#6: There are 8 points on a circle, how many lines can you make? How many triangles can you make?

#7: If each of the interior angles of two regular polygons adds up to 255 degrees and their diagonals add up to 29, what is the sum of their sides?



























Answers: 

# 1- 27    #2 -5     #3-35      #4-54 [12C2 -12]     #5 28 [There are 8 vertices, so 8C2]



#6  8C2 = 28 for lines and 8C3 = 56 triangles   

#7: 6[hexagon] + 8[octagon] = 14 sides