Module 4: Problem Solving

Module Introduction
This module focuses on the concept of problem solving. Lesson 1: Foundations of Problem Solving Lesson 2: Problem Solving with Quadratics Functions and Equation Lesson 3: Problem Solving in Calculus

Module 4: Problem Solving

Lesson 1. Foundations of Problem Solving
Objectives
1. 2. 3. 4. 5. 6. 7. 8. Preamble and the TEKS Definitions Challenges to teaching problem solving Research on problem solving Blooms taxonomy and other classifications The Plya method and general strategies Discussion questions and activities Bibliography

Preamble and the TEKS

Problem solving is an important component of the high school TEKS. Implicit in many of the tenets, problem solving can be difficult to teach. Though problem solving is often regarded as a higher-order skill than, say, algebraic manipulation, it is itself a skill that when practiced helps students become better and better. In fact, for some of the most famous mathematical contests such as the Math Olympiad, the Mathematical Tripos, and the Putnam exam, competitors practice problem solving for hundreds and even thousands of hours. Indeed, problem-solving practice is one of the four pillars of the Polya problem solving method. The TEKS contain numerous references to "problem-solving" and "problem" situations such as modeling. For Algebra I and II, such references are listed below. For Precalculus and Geometry, the references have a similar tone.

Algebra I
Under (b) Knowledge and skills: (A.1)(E).The students are supposed to interpret and make decisions, predictions, and critical judgments from functional relationships. (A.2) (D).The students are expected to collect and organize data, make and interpret scatter plots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations. (A.6) (F).The students are expected to interpret and predict the effects of changing slope and y-intercept in applied situations. (A.7) (C).The students are expected to interpret and determine the reasonableness of solutions to linear equations and inequalities. (A.8) (C).The students are expected to interpret and determine the reasonableness of solutions to systems of linear equations. (A.9) (D).The students are expected to analyze graphs of quadratic functions and draw conclusions. (A.11)(B).The students are expected to analyze data and represent situations involving inverse variation using concrete models, tables, graphs, or algebraic methods. (A.11)(C).The students are expected to analyze data and represent situations involving exponential growth and decay using concrete models, tables, graphs, or algebraic methods.

Algebra II
Under (b) Knowledge and skills: (2A.1) (B).The students are expected to collect and organize data, make and interpret scatter plots, fit the graph of a function to the data, interpret the results, and proceed to model, predict, and make decisions and critical judgments. (2A.3) (C).The students are expected to interpret and determine the reasonableness of solutions to systems of equations or inequalities for given contexts. (2A.4) (C) .The students are expected to describe and analyze the relationship between a function and its inverse.

(2A.8) (A).The students are expected to analyze situations involving quadratic functions and formulate quadratic equations or inequalities to solve problems. (2A.8) (B).The students are expected to analyze and interpret the solutions of quadratic equations using discriminants and solve quadratic equations using the quadratic formula. (2A.9)(F).The students are expected to analyze situations modeled by square root functions, formulate equations or inequalities, select a method, and solve problems. (2A.10) (F).The students are expected to analyze a situation modeled by a rational function, formulate an equation or inequality composed of a linear or quadratic function, and solve the problem. (2A.11)(F).The students are expected to analyze a situation modeled by an exponential function, formulate an equation or inequality, and solve the problem.

Precalculus
Under (c) Knowledge and skills: (P.6) (B).The students are expected to analyze and solve vector problems generated by real-life situations. Subparagraph (6) under TEKS Geometry, (a) Basic understandings, expresses the nature of problem solving as follows: "Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem solving, language and communication, connections within and outside mathematics, and reasoning (justification and proof). Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem solving contexts." Students need a strong set of problem-solving skills in order to increase their understanding of mathematics. By proving mathematical laws, using counterexamples, and learning about inductive and deductive reasoning, students can increase their problem-solving abilities.

Activity 1.
From the TEKS for Geometry identify all sections pertaining to problem solving and compare with Algebra I.

2. Definitions

What is a problem?
There are likely to be as many answers to that question as there are problems. What is problematic for one person may not be problematic for another. For our purposes, a problem is a situation in which a person or group is asked to perform a task for which there is no readily accessible algorithm or method which completely determines a solution [Lester, (1978); Yackel, (1984)]. Additionally, Yackel differentiated between a problem and an exercise. If an individual already has an accessible algorithm, or understands the conceptual structure of the task, then it is an exercise and not a problem.

What is problem solving?

Problem solving is a cognitive process regarded by many as essential mental equipment for success regardless of the endeavor. Definitions abound. Let us consider a few of them. 1. An individual's capacity to use cognitive processes to confront and resolve real, cross-disciplinary situations where the solution is not immediately obvious, and where the literacy domains or curricular areas that might be applicable are not within a single domain of mathematics, science, or reading. NCES (National Center for Educational Statistics): http://nces.ed.gov/programs/coe/glossary/p.asp 2. A systematic approach utilizing multiple perspectives to uncover the issues related to a particular problem, design an intervention plan, and evaluate the outcome. Online Academy, at the University of Kansas, funded by the Office of Special Education Programs in the U.S. Department of Education to support preservice teacher education programs nationwide: http://rrtcpbs.fmhi.usf.edu/rrtcpbsweb/glossary.htm 3. A quality improvement approach that involves objectively identifying the causes of a problem and proposing potential, often creative, solutions to the problem,

which will be agreeable to multiple parties or individuals. Quality Assurance Project (QAP), funded by the U.S. Agency for International Development (USAID): http://www.qaproject.org/methods/resglossary.html 4. An instructional approach that involves the use of the scientific method and advanced inquiry in solving carefully selected and designed problems. Students play an active role in determining and seeking the critical information needed to solve the problem. Problems often have multiple solutions and relate to the real world. The Centers for Quality Teaching and Learning: http://www.teachercentral.org 5. An instructional approach that involves the use of the scientific method and advanced inquiry in solving carefully selected and designed problems. Students play an active role in determining and seeking the critical information needed to solve the problem. Problems often have multiple solutions and relate to the real world. The Centers for Quality Teaching and Learning: http://www.teachercentral.org 6. Problem solving forms part of thinking. Considered the most complex of all intellectual functions, problem solving has been defined as higher-order cognitive process that requires the modulation and control of more routine or fundamental skills (McCarthy & Worthington, 1990). It occurs if an organism or an artificial intelligence system does not know how to proceed from a given state to a desired goal state. It is part of the larger problem process that includes problem finding and problem shaping. Wikipedia : http://en.wikipedia.org/wiki/Problem_solving Problem-solving ability, like learning, usually proceeds gradually. One major theoretical issue concerns whether associations grow in strength with exercise or whether they are fully established all at once. Even when a problem is solved insightfully or "in a flash," one might say, practice with similar tasks tends to improve performance. Many, if not all, learning theorists concur that repetition gradually enhances underlying processes.

Activity 2.
Give examples of problem-solving situations in mathematics. Give examples of word problems that are technically not problem-solving situations.

3. Challenges teaching problem solving

Teach problem solving is one of the most challenging of the educator's responsibilities. It demands patience, experience, skill, and a total familiarity with the subject at hand. Problem solving is loosely structured with most, if not all, problems having multiple methods of solution. It therefore requires the ability to approach a problem from the student's viewpoint and see one or more paths to the solution, if a solution exists. While educators face challenges in relaying problem-solving concept, students too may struggle with difficulties accessing the process of problem solving. Students who cannot solve problems can have, in part, an even larger learning mathematics disability. When a child is identified as having a math disability, the difficulty may stem from problems in one or more of the following areas: memory, cognitive development, and visual-spatial ability. [See Bryant, et.al., (1990), Geary, (2000), Geary, (2003), and Jordan, et. al., (2003)]. Memory problems may affect a student's math performance in several ways. Examples include memory problems that 1. interfere with his ability to remember basic arithmetic facts quickly [Garnett and Fleischner, (1983), Geary, (2004)], 2. retard his ability to recall the steps needed to analyze or solve more difficult word problems [Bryant, Bryant and Hammill, (1990)], and 3. impede his ability to recall steps for solving algebraic equations, or perhaps the meanings of specific symbols such as .

Cognitive problems are more directly related to the subject of this lesson. Students with a math disability may have trouble because of delays in cognitive development, which hinder learning and information processing [Geary, (2000)]. This might lead to problems with skills such as 1. understanding relationships between numbers (e.g., fractions and decimals), 2. solving word problems,

3. understanding number systems, 4. using symbols to represent quantities, and 5. using effective problem solving strategies. Difficulties with visual-spatial skills may also interfere with a student's ability to solve math problems correctly when the problem at hand has a visual or spatial component. In fact, since the virtual elimination of solid geometry as a high school subject, many college students have serious problems with spatial visualizations and perceptions that pertain to problems of two- and three-dimensional calculus and engineering design.

Activity 3
. Read the report based on a workshop developed by Robert Keller (Mathematics), Graduate Teaching Consultant, Center for Teaching and Learning, and Thomas Concannon (Physics & Astronomy), Graduate Teaching Assistant Liaison to the Center. See, http://ctl.unc.edu/fyc20.html. Outline what are perceived their as barriers to teaching problem solving.

4. Research on problem solving

The nature of problem solving has been studied by educators, specialists, and psychologists for at least the past century. Various methods have been used to study problem solving. These include introspection, behaviorism, simulation and computer modeling, and experiment. Most research involves simple tasks solved in a laboratory setting, and is based on the assumption that the cognitive processes observed in the lab will be the same when applied to real-world, often more complex, problems. However, as we intuitively know, there are two categories of problems that differ fundamentally in this respect: those with "high information" and those with "little or low information". The former requires the problem solver to synthesize a large number of facts into a cohesive problem-solving strategy, while the latter involves making substantial and complex assumptions to render a workable solution to the problem at hand. The first type of problem is most often the type used in mathematics classes what we know as "word problems", and the type at which many mathematicians excel to an amazing level. Problems with little or low information are encountered in everyday situations. Often, these problems do not come with enough information to optimally solve them. Assumptions must be made and partial solutions accepted. Another problem-solving research venue involves using cognitive tools (Jonassen, 2003). Cognitive tools are technologies that engage and facilitate specific cognitive activities. Examples include databases, spreadsheets, expert systems, communications on-line collaborative knowledge construction environments, multimedia/ hypermedia construction software. One genre of cognitive tools includes systems modeling thorough which students construct their knowledge themselves using the tools rather than memorizing knowledge. Systems modeling and systems design approaches to teaching are increasingly important (see, for example, Rose, Le Heron, Sofat, 2005). The state of Texas is currently sponsoring a system of grants for improving high school Science, Technology, Engineering and Mathematics (STEM) education through through the engineering design process. Another classification of problems is those distinguished as open-ended problems. The open-ended problem is the type of problem that has several or many correct answers, and several ways to determine the correct answer(s). In responding to such problems, students are asked not only to show all work, but also to explain how they arrived at their answers and why they chose a particular method. Below is a simple example suitable for middle school. Jack and Luis mow lawns to earn money in the summer. Jack has a riding mower, and Luis has a push-type mover. Jack charges $30 a yard and pays his brother $5 to help. He is able to do 7 yards in a day. Luis charges $22 a yard and does 8 yards a day. Who does better? Explain your answer.

Activity 4.
Give an example of an open-ended problem pertaining to Algebra I. It should have at least two "correct" answers depending on the assumptions made.

5. Bloom's taxonomy and other classifications

There are two main classifications of learning and understanding that impact problem solving. The most famous is Bloom's taxonomy. In its most robust form it has six levels of development, each of which pertains to some stage of problem solving. Students must advance through these levels in sequence, because each level is built on those that precede it. Advanced problem solving often involves reducing a problem to one of a more basic nature for which lower level problem solving can be applied. In fact, most guidelines for problem solving advocate this reduction type of process. The description below is adapted from Bell and Folger, (1995). 1. Knowledge (basic) - The remembering of previously learned material. Other words used in posing knowledge questions include "Who"..., "When" ..., "Where"..., "Identify"..., and "What formula." 2. Comprehension - This is the first level of understanding. Given a familiar piece of information, such as a mathematical fact, can a given problem be resolved by using the appropriate information in conjunction with manipulation, translation, interpretation, or extrapolation of the mathematical information? Other comprehension words include "relate," "show," "distinguish," "construct," and "extrapolate." 3. Applications - The next higher level of understanding is recognizing which set of principles ideas, rules, equations, or methods can or should be applied, given all

the pertinent data. Once the principle is identified, the necessary knowledge is recalled and the problem is solved as if it were a comprehension problem. Other words include "apply," "demonstrate," "determine," "illustrate." 4. Analysis - This is the process of breaking the problem into a cascade of sub problems or ideas that make clearer the relationships between the information given in the problem. In addition, one identifies missing, redundant, and contradictory information. In some cases the result of the analysis is that the problem has no realistic solution. Other words include organize, arrange, what are the causes, and what are the components. 5. Synthesis - This is the putting together of parts to form a new whole. Synthesis enters problem solving in many ways. A synthesis problem would be one requiring the type and coefficients of a polynomial that might form the path to landing a space craft with minimal impact. Other words include speculate, devise, design, develop, what alternative, suppose, create, what would it be like, imagine, and what might you see. 6. Evaluation - This pertains to making qualitative and quantitative judgments about the solution. In most mathematical problem solving tasks, there is one correct answer only. For more information see: http://www.engin.umich.edu/~CRE/probsolv/open/blooms/index.htm

Activity 5
Give five problems illustrating the first five levels of Bloom's taxonomy pertaining to problems of finding the area of a circle. For example, for level 1 the question could be: State the formula for the area of a circle.

Teaching mathematical problem solving at each of these successive levels requires the teacher to be capable at the same levels and highly experienced at problem solving. In grades 9-12, problem solving up to level 3 is a reasonable goal, though many students can be tasked to levels 4 and 5 if only on a qualitative basis. Indeed, some students excel at the analysis and synthesis levels of problem solving, although without mathematical formulation. This should not diminish the value of their abilities because as mentioned above, many situations in life may involve "low-information" or non-mathematical problems. For testing purposes there is a simplified form of Bloom's taxonomy: 1. Knowledge (basic) 2. Understanding - ability to restate, interpret 3. Applications - beyond restatement to include analysis, synthesis, and evaluation From the National Academy of Science, "How Students Learn Mathematics" we have five levels of mathematics understanding. Problem solving is a key component in this hierarchical arrangement: 1. Conceptual understanding - comprehension 2. Procedural fluency - skills 3. Strategic competence - problem solving

4. Adaptive reasoning - capacity for logical thought 5. Productive disposition - inclination to see mathematics as sensible useful, worthwhile and a belief in diligence and one's own efficacy. A great many cognitive theories have in common their primary reliance on what is called the serial processing of information. Basically, this means that cognitive processes are executed in a series steps, one after another. The theoretical assumption is that people process information in "chunks," seeking to combine the chunks into an overall strategy for solving a problem. For example, in solving an algebra problem, there is a sequence of steps usually applied such as: 1. The problem is studied and understood. 2. An attempt is made to formulate some equations to define knowns and unknowns, i.e. the variables and relations between them. 3. The equations may be used to solve for the unknowns.

6. The Plya Method and general problem solving strategies

George Plya was born December 13, 1887, in Budapest, Hungary, and died September 7, 1985, in Palo Alto, California. A brilliant research mathematician, Plya worked in probability, analysis, number theory, geometry, combinatorics and mathematical physics while at the University of Budapest, Brown University, and Stanford University. Plya's problem-solving schema is comprised of four steps (1957). We summarize them here: 1. Understanding the problem. (recognizing what is asked for.) By being able to point out the relevant parts (the given data) and identify the unknown, the student has a base from which to begin. 2. Devising a plan. (responding to what is asked for.) A second alternative is to consider if there is another problem similar to this one that the student knows how to solve. This may result in a few false starts that will not lead to the solution, which will in turn frustrate some students. 3. Carrying out the plan. (developing the result of the response.) If the plan does not work, then the student will need to return to step two to make a new plan. If it does work, the student would then proceed to step four. 4. Looking back. (checking. What does the result tell me? ) This step is checking the solution to guarantee that it makes sense with the information given in the problem. Plya stresses the importance of finding different ways to solve the problem. Plya felt strongly that students must gain problem-solving abilities or skills through experience with mathematical problems. The steps above seem simple enough but for someone with little experience might lead nowhere. This was echoed by Mayer (1982), Silver (1982), and Schoenfeld (1982). Each noted that prior knowledge is a necessary component in successful problem solving. Prior knowledge influences the problem

solver's understanding of the problem, as well as the strategies that he or she will utilize in trying to solve the problem. Silver mentions that Plya's fourth step, sometimes called looking back, "makes connections in memory to previously acquired knowledge ... and further establishes knowledge in long-term memory that may be elaborated in later problem-solving encounters" (p. 20). It is imperative that teachers provide problemsolving opportunities so that students may construct their own knowledge base from which to solve future problems. Problem solving in the context of Polya's schema can be viewed as a learning transfer problem (Sutton, 2003) as illustrated in the graphic below.

Learning Transfer Triad Here Plya's steps 2 and 3 are more or less grouped as Representation in the graphic. Step 4 ("looking back") is paired with actual problem-solving experiences. This graphic tells us that problem solving is a relatively complex process that involves six channels of activity. Representation of the problem helps in understanding it and vice versa. Certainly, the double channel between understanding and experiences is an important component of problem solving. But to the experienced problem solver, the double channel between Representations and Experiences may be the most important. Plya hoped to alter the student's perception of mathematics through problem solving. Perhaps the student would come to view mathematics as a puzzle and might even grow to enjoy mathematics. Problem solving strategies, for the most part, are somewhat researched, partially because setting research problems to study strategies is difficult. One approach for researchers to understand the process is the "thinking out loud" procedure has met with limited success [Clement, et. al. (1981)]. In other work, Kantowski (1981) writes that problem solving can mean different things to different people; many people believe that it is solving word problems, including non-routine problems and real problems. Numerous tips on using the thinking out loud procedure are available at http://www.stcsig.org/usability/topics/articles/tt-think_outloud_proc.html. Key reasons why a student may fail at problem solving:

1. The student may not understand the problem. There can be no strategy if a student does not understand what is needed to be done. 2. The student may have no interest in the problem. Problems should be chosen to have some relevance to the student. 3. The student does not have sufficient mathematical ability to solve the problem at hand. The list of problem-solving strategies below was adapted from various sources. It is important for students to have a productive disposition when approaching problems - a belief in themselves and a basic set of skills to apply. Often, students will make remarks such as, "I'm never lucky with problem solving." This is not a good sign. It indicates the student may rely on simply putting numbers together in some familiar way without thought about a process or strategy. 1. Strategies to understand the problem a. Clarify the problem. b. Identify key elements of the problem. c. Draw a picture or diagram of the problem. d. Consider specific examples. e. Consider extreme cases. f. Strategies to simplify the problem. g. Simplify the problem. h. Solve one part of the problem at a time. i. Rewrite the problem in other terms. 2. Strategies to solve a problem a. Reason by analogy in using what you have learned about similar problems b. Use deductive and/or inductive reasoning. c. Question your assumptions. d. Guess, check, and adjust. e. Work backward. 3. Strategies to function optimally a. b. c. d. e. f. Think of alternatives without immediately evaluating them. Avoid distractions. Change your work setting. Think clearly and confidently. Take a break. Be persistent.

This last point, be persistent, is remarkably important. Many more challenging problems cannot be solved in a single attempt. A cognitive incubation-like process is sometimes needed for the student to discover the correct solution method.

7. Discussion Questions

1. Distinguish between the six definitions of problem solving given above. Convert them, insofar as is possible, to definitions of mathematical problem solving. 2. In what ways is mathematical problem solving unique from other types of problem solving? 3. Using specific examples, explain how one could work backward through Bloom's levels 5 through 1 to open-ended problems. (This may be challenging.) 4. What is a learning disability? Explore various ways children can have learning disabilities with respect to learning mathematics. 5. Select a mathematical problem and illustrate the Polya steps while solving it.

8. Bibliography
Problem solving is a popular topic for writers. Once a mathematician, engineer, or educator learns to solve problems, it seems to inspire them to write about how to do it.
Alexanderson, G., Klosinski, L., & Larson, L. (Eds.). (1985). The William Lowell Putnam Mathematical Competition problems and solutions: 1965-1984. Washington, DC: The Mathematical Association of America. Dorrie, H. (1989). 100 great problems of elementary mathematics: Their history and solution. New York: Dover Publications. Frederick M. (1965). Fifty challenging problems in probability with solutions. New York: Dover Publications. Gleason, A.M., Greenwood, R. E., & Kelly, L. M. (Eds.). (1980). The William Lowell Putnam Mathematical Competition problems and solutions: 1938-1964. Washington, DC: The Mathematical Association of America. Kedlaya, K. S., Poonen, B., & Vakil, R. (Eds.). (2002). The William Lowell Putnam Mathematical Competition 1985-2000: Problems, solutions and commentary. Washington, DC: The Mathematical Association of America. Newman, D. J. (1982). A problem seminar. In P. R. Halmos (series Ed.), Problem books in mathematics (vol. 8). New York: Springer-Verlag. Posamentier, A. S., & Salkind, C. T. (1988). Challenging problems in algebra. New York: Dover Publications. Posamentier, A. S., & Salkind, C. T. (1988). Challenging problems in geometry. New York: Dover Publications. Shkliarskii, D. O., Chentzov, N. N., & Yaglom, I. M. (1993). The USSR Olympiad problem book: Selected problems and theorems of elementary mathematics (J. Maykovich, Trans.). I. Sussman (Ed.). San Francisco: Freeman. Steinhaus, H. (1979). One hundred problems in elementary mathematics. New York: Dover Publications.

Wickelgren, W. A. (1995). How to solve mathematical problems. New York: Dover Publications. Yaglom, A. M., & Yaglom, I. M. (1967). Challenging mathematical problems with elementary solutions (J. McGawley, Trans.). In E. E. Coddington & E. M Gleason (series Eds.), HoldenDay series in mathematics: Vol. 2. San Francisco: Holden-Day. (Original work published 1954) Zeitz, P. (1999). The art and craft of problem solving. New York: John Wiley & Sons, Inc.

Module 4: Problem Solving

Lesson 2. Problem Solving with Quadratics Functions and Equation
Objectives
1. Introduction 2. Where in the world are quadratics? 3. Problem categories with examples 1. Area and other measurement problems 2. Number facts problems 3. Rates problems 4. Projectile problems 4. Problem examples as activities 5. Discussion questions and activities

Introduction
As indicated previously, teaching mathematics to the drumbeat of some examination may not be successful. To be successful in mathematics, students need a solid foundation that can be applied to literally thousands of variations on standard problems. Students can be taught to solve specific problem types, but when this is done, often all they have learned is procedure. It is procedure that can become muddled when not frequently used. In this lesson we will focus on quadratics first because of their importance in many applications. Secondly, functions involving quadratics are generally beyond students' informal knowledge. While many students intuitively grasp the idea of linearity, few understand the quadratic nature of some quantities or events. Thus, teaching quadratics provides teachers with the opportunity to make a real impact on students' knowledge and understanding. This is significant for the high school teacher, for their success at this stage will impact student understanding of higher order polynomials and other important functions.

1. Where in the world are quadratics?

Quadratics are everywhere in nature, science, engineering, and business. They form the basis for projectile problems, scientific devices, logistic differential models, profitrevenue models, and more. The shape of quadratics (the parabola) is a familiar sight. Here are a few illustrations. Suspension bridges. One structure with a parabolic shape is the suspension bridge.

Telescopes. The radio telescope is actually a surface shaped as a paraboloid, the surface formed by rotating a parabola about its axis. The reason for this is that rays or signals traveling parallel to its axis and reflecting from the surface pass through the focus of the parabolic shape.

The principle of it is of course that such rays are reflected to the focus of the parabola. This allows all the energy striking the surface to be concentrated at the focus. Applications work both ways --- for receiving such as the telescope and for sending such as for an automobile headlight. Those on the playing field microphones that allow us to hear the players talk are parabolically shaped.

The large reflecting telescopes, such as the one at the Mount Palomar Observatory near San Diego also have a paraboloid shaped mirrors. Projectiles. What we commonly teach our students is that the path a ball thrown into the air follows the path of a parabola. However, it is very important for the teacher to know that certain factors such as air resistance must be ignored for this to be so. Precisely, the approximate path of a ball thrown into the air follows the path of a parabola. This is not true for a very fast moving object such as a bullet because at high speeds air resistance is a significant mitigating factor.

2. Problem categories with examples

We categorize quadratic problems into just four groups, though they could be further subdivided. These are the four main categories: 1. 2. 3. 4. Area and other measurement Number facts Rates Projectile motion

The best way to describe each category is by example. This section shows typical quadratic-based problems, all of which are within the context of the TEKS and the TAKS.

Area and other measurement problems

1. A picture has a height that is 4/3 its width. It is to be enlarged to have an area of 192 square inches. What will be the dimensions of the enlargement?

2. The length and width of a rectangle are (x + 4) cm and x cm respectively. Write the expression for: 1. the perimeter of the rectangle. 2. the length of the side of a square with the same perimeter. 3. A pole 13 m long leans against a wall. The bottom of the pole is 5 m from the wall. If the bottom of the pole is pulled away x cm so that the top slides down by the same amount, find x. (Note the change of units.) 4. A garden measuring 12 meters by 16 meters is to have a pedestrian pathway installed all around it, increasing the total area to 285 square meters. What will be the width of the pathway? 5. A corral is to be built on the bank of a river. There are 300 feet of fencing material. It is assumed the riverside does not need to be fenced. What are the dimensions of the fence that will give a corral of maximum area? 6. Jaime has a 500-foot roll of fencing and a large field. He wants to construct a rectangular playground area. What are the dimensions of the largest such yard? What is the largest area? 7. Pedro has a 1600-foot roll of fencing and a large field. He wants to make two paddocks by splitting a rectangular enclosure in half. What are the dimensions of the largest such enclosure? 8. Bill has to make a square-bottomed, open box with a height of three inches and a volume of approximately 42 cubic inches. He will be taking a piece of cardboard, cutting three-inch squares from each corner, scoring between the corners, and folding up the edges. What should be the dimensions of the cardboard, to the nearest quarter inch? 9. A piece of wire 24 inches long is to be cut into two pieces, one of which is shaped into a square and the other into an equilateral triangle. How should the wire be cut in order that the total area enclosed by the square and the triangle together is a maximum?

Number facts
1. There is a two-digit number such that the sum of its digits is 6 while the product of the digits is 1/3 the original number. Find this number. 2. Find two numbers whose sum is a, and whose product is a maximum. 3. The product of two consecutive negative integers is a. What are the numbers? (Note that if we want three consecutive numbers, the problem becomes cubic. Show this.) 4. You know the product of two numbers, a and b, is 10. What numbers will give the maximum value of the quantity 2a+b ?

Rates
1. A small swimming pool can be filled by two pipes in 4 hours. If the larger pipe alone takes 8 hours less than the smaller pipe to fill the pool, find the time in which it will be filled by each pipe singly.

2. A group of students are on a tour. The total fare is $140 and this is to be shared equally among all. If two more students join the tour, each will pay $2 less. Find the original number of students in the group. 3. It takes Bill two hours more to complete a 40 km journey than it takes for Ken to complete a 30 km journey. If Bill's average speed for the journey is 5 km/hr less than Ken, calculate the average speed of each boy. 4. Gadgets Corp. produces lemon-scented widgets. The manager knows that each unit is cheaper the more produced, but also knows that costs will eventually go up if you make too many widgets, due to storage requirements. Marty, in accounting, says that the cost for producing x thousands of units per day can be approximated . Find the daily production level that by the formula will minimize costs. 5. Aragorn runs a canoe-rental business on a river in Texas. He currently charges $10 per canoe and average 30 rentals a day. An economist claims that for every fifty-cent increase in rental price, the average business can expect to lose two rentals a day, and vice versa. Use this information to attempt to maximize Aragorn's income. What should Aragorn charge?

Projectile Problems
If an object is moving along the x-axis without a force acting on it, then it continues to move in that direction with a constant velocity. The velocity is usually a vector quantity, meaning it has a magnitude and direction. This is distinguished from speed, which refers only the magnitude of the velocity. If the particle starts at the point x=0 and moves in this way for a time t, then its resulting position is given by x=vt If the object stated at x=b, the resulting position is given by x=b+vt In all real-life situations, the object does indeed have a force acting on it. Air resistance, friction, or brakes are three important examples. If the force is constant, then this gives the object a constant acceleration, a. Acceleration is basically measured as the rate of change of the velocity, which is of course the rate of change of distance. Thus, we have for an object starting at rest (v=0) and traveling at constant acceleration for a time t, the resulting velocity is given by v=at If the object started with a velocity u, the resulting velocity after time t is v=u+at Galileo, in a series of actual experiments, theorized that the connection between distance and acceleration can be determined as

This quadratic has profound implications. For example, if we drop an object from a building, we can determine how long it will take to reach the ground, knowing the acceleration of gravity. Another very important application is to find the stopping distance of a car traveling at a given velocity u. Suppose that a car is traveling at such a speed, and you apply the brakes, how long will it take to stop? It turns out that doubling your speed quadruples, rather than doubles, your stopping distance. Here is the fundamental formula needed for projectile problems. The distance x traveled in time t by an object starting at position b with initial velocity u and at constant acceleration a is given by

1. An object in launched directly upward at 100 feet per second (ft/s) from a platform 50 feet high. What will be the object's maximum height? When will it attain this height? Note. The acceleration of gravity is 9.8 meters/sec2 in the metric system or 32 ft/sec2 in the English system. Be sure to use the correct units. 2. An object is launched from ground level directly upward at 40 m/s. For how long is the object at or above a height of 29 meters? 3. You and a friend go to the roof of a twelve-story building and look over the edge to the pond 150 feet below. You drop a golf ball over the edge at the same time your friend hurls his golf ball downward at 60 feet/second. By how many seconds does his ball beat yours into the water? Subsidiary questions about the resulting quadratics are many and varied. Among them are questions concerning:

Relative domain and range Extraneous solutions Maximum and minimum Making tabular information type questions Fitting data to quadratic models

4. Problem examples as activities.

In this section we state a problem. The activities for students appear as exercises. You are asked to follow the template in working through the solution and lesson plan. In many

cases teaching tips and extra explanation are offered. Depending on time availability, these activities can be covered in 10 minutes to a full class period. When teaching modeling, it is important to constantly emphasize that we are working with a model of some phenomena. Rarely is the model an actual Law of Nature. Importantly, the function and equation notations are used interchangeably.

Activity 1
Demand and Revenue The unit price that can be demanded in order to sell bicycles is given by p=250-2x (or in function notation, p(x)=250-2x). This linear function has a negative slope, meaning that the more bicycles desired sold, the lower the price that can be asked. (This makes a good lesson on supply and demand.) We can now compute the revenue achieved as follows:

Thus, the revenue obtained on the sale of bicycles is

This gives a "natural" quadratic. Often, we will see the expression with the variables reversed. For example, we may state the price of each bike sold is the dependent variable on the number sold. With respect to the above example, we would solve for to obtain

Then the revenue would be

This gives the revenue as a function of numbers sold, rather than price. (Note, it is always a bad idea to write an expression of the type as it makes x the independent variable. This is particularly difficult for students just trying to get a grip on functions.

Students usually associate x with the dependent variable. We should exercise some restraint in using a multitude of letters to denote variables, dependent or independent, for the same reason. Experience shows that the concept of function takes some time to absorb, at least symbolically, and too much variability in notation can be counterproductive. In the following, verify the correctness of each of the answers given. 1. Referring to the revenue function find the unit price in order to

achieve a revenue of $4000. Solve . Clearly there are two solutions. These are not "pretty'' solutions. They are real world-type solutions. It is better to get students to apply the quadratic formula than use their calculators in any capacity.

2. What is the maximum revenue that can be obtained? factor the function: the roots.)

(Here, it is possible to

, and note the vertex is always the average of

3. What are the natural domain and range of this problem? (Domain = [0,129]; Range = [0,$7812.50]) This is an interesting case where both independent and dependent variables involve cash, though the dependent variable is technically in dollars/unit, while the dependent variable is in dollars.

4. What does it mean, in actuality, when x=150? (Here we are beyond this function having any physical meaning as a negative revenue would be generated. The model does not allow for prices to go above $125. )

5. Graph the revenue function and discuss its features. Choose an appropriate scale on the grid. Identify the answers you have already determined in 1. - 4. on the graph.

Activity 2
Home on the Range. A rancher needs to construct a rectangular stock pen, using the local creek as one of the sides. The other three sides will be constructed out of 800 m of fencing material. (see diagram).

He can make the stock pen a variety of shapes - long and thin, short and fat, square or any shape in between. We want to determine which rectangular shape will give him the maximum area. The area is A=lw and the perimeter for fencing is P = w+2l. With 800 m of fencing material we know that

Now substitute into the area expression to obtain

Here is a good case for us to use variables other than X, as students are already accustomed to using these four symbols for the quantities under consideration. However, you may wish to use particularly if you will use a graphing calculator in this problem. 1. What are the domain and range?

2. For what values of is the area zero?

3. For what value of

is the area a maximum?

4. Make of table of values of the area for differing values of the length.

5. Graph the function. (This can be done with a graphing calculator or using a spreadsheet - or with pencil and paper. ) For the graph paper below, you should choose an appropriate scale (e.g. each unit represents 100 feet).

Activity 3
Divided in Two. A piece of wire 24 inches long is to be cut into two pieces, one of which is shaped into a square and the other into an equilateral triangle. How should the wire be cut in order that the total area enclosed by the square and the triangle together is a maximum? NOTE: Mathematically, as well as practically, the instruction to "cut" a wire into two pieces includes the case in which one of the pieces has no length and the other has the full length. Solution. The situation is visualized in the illustration below. While this problem is a little "cooked" up, there are numerous problems where a resource (in this case the wire) must be divided between two options with the intent to maximize or minimize something or other.

Remark. The student needs to know the formula for an equilateral triangle based on knowing one side. This is easy to derive using the Pythagorean Theorem to find the height ( 1. ) and then the formula Express the total area as a quadratic. for the area.

In this problem the coefficients are not so nice. It is not so much for you to give your students, but to determine the issues involved in working through a problem where the calculator may not help that much. 2. Find the domain and range - for this problem. You should know the domain simply from the problem description itself.

3. Make a table of lengths x and the various areas of the two figures combined.

4. For what values of x (if any) is the area zero?

5. Make of table of values of the area for differing values of the length.

6. Graph the function. (This can be done with a graphing calculator or using a spreadsheet - or with pencil and paper. In the graph below, we have graphed from 0 to 40, while the effective domain is . )

7. For what value of x is the area a maximum? (This is an interesting problem in that one of the figures will have zero area and most students should see this from their table.)

8. For what value of x is the area a minimum?

9. Change the original length (i.e. 24) in the problem so that the resulting numbers become much simpler to work with.

Extension. Any two figures can be compared similarly. A particularly interesting set of examples is the comparison of a circle and any other plane figure. It will always happen that the maximum area will occur when all of the wire is committed to the circle and none to the other figure - no matter which was selected. For example, with the square and the circle we have the following problem: Assume that we are using a a piece of wire 24 inches long. Let x be the circumference of the circle. It's radius must then be total area is . Therefore, its area is . Finally the

As in the previous case the natural domain is [0,24]. Be sure to adjust this problem if you edit the original problem. Graphing the total area over this domain we have a parabolic arc which is a maximum when x=24, i.e. when all the wire is used for the circle and not for the square.

Note: There is an interesting historical anecdote of how Elissa founded Carthage in about 850BC. She was given the land that could be contained by an ox hide. Elissa cut the hide into thin strips and formed a great circle encompassing an entire hill. This became the site of ancient Carthage.

Activity 4
World Track Records. Below is a table of world track records, as taken from the Guinness Book of Records. What we wish to do in this problem is model the time versus distance as a quadratic.

In this problem, it is best to use the graphing calculator or a spreadsheet. Either will do. So, assume you have entered the data. 1. Plot the data with time as the independent variable on the x-axis. 2. Find a regression line of degree 2. This should be done on your graphing calculator.

3. Explain why the coefficient of is negative. (Longer distances degrade average time. But notice how small the effect of distance is.)

4. Explain what the coefficient of x means. (The approximate velocity in meters/second. In this case the average velocity is about 6.27 m/s. This is not exactly correct because the quadratic term also contributes to the velocity. In fact, here we have a good calculus problem where the velocity (i.e. speed) is the derivative of position.)

5. Discuss the domain and range of this problem from a realistic viewpoint. Do a thorough experiment in which the distance becomes extremely large, really beyond the human capacity. (For example, what would you expect to happen to the nice quadratic model?)

6. Fit a linear function to the data and notice its relative appearance to the actual plot of the data (or quadratic regression) line.

7. Invert the data; i.e., plot Distance versus Time and find the regression curve. In this case we get a positive coefficient for in this case? . Can you interpret why it is positive

Activity 5
Find all references to quadratics in the Algebra I, Algebra II, and Precalculus TEKS. Compile them into a table. Algebra I Algebra II Precalculus

Discussion questions and activities

1. For each of the following problems make up a lesson plan and study guide for your students. 1. A picture has a height that is 4/3 its width. It is to be enlarged to have an area of 192 square inches. What will be the dimensions of the enlargement?

2. The length and breadth of a rectangle are (x + 4) cm and x cm, respectively. Write the expression for: 1. the perimeter of the rectangle. 2. the length of the side of a square with the same perimeter

3. The product of two consecutive negative integers is a even. What are the numbers? (Note that if we want three consecutive numbers, the problem becomes cubic. You should lead the students to this conclusion. But the problem is more difficult to solve.)

4. You know the product of two numbers a and b is 10. What numbers will give the maximum value of the quantity 2a + b.

2. Make up a general lesson plan template for activities involving rate. This is a good exercise for every teacher. It helps to codify those common items in rate problems and develop a common and consistent format for teaching rate problems. 3. Make a lesson plan that explains the fundamental equation for projectile motion. Since many students have difficulty understanding the difference between acceleration and velocity, be sure to include that as a component of your lesson. 4. Find another data set; for example, swimming records at various distances. Create a similar set of plots as for Activity 4. Ask similar questions. This could make a good group project. 5. Here is data on reaction time distances and braking distances for stopping an automobile. (The second column is the distance traveled in the reaction period.)

Create a similar set of plots as for activity 4. Ask similar questions. This could make a good group project.

Module 4: Problem Solving

Lesson 3. Problem solving in precalculus. Building a model, approximating the solution, checking for reasonableness.
Objectives
1. Model a real-life situation using a function model and assess the results on the basis of reasonableness. 2. Apply a graphing calculator to a situation where no other tools are available. 3. Note how different problems can be formulated within the same physical setting.

Materials
Pencil, paper, and graphing calculator.

Lifeguard Problem
A lifeguard on a beach with a straight shoreline sees a swimmer needing help 70 yards down the beach and 40 yards out in the water. The lifeguard wishes to reach the swimmer in the fastest possible time. He can run down the beach at 7 yards/second and swim 2 yards/second. What path should he take to arrive in the minimum time? Solution This is a classical calculus problem students will usually see in their first semester of college calculus. What troubles the students most is setting up the problem from the given description? One reason is that there are so many possible paths available. The student must assign a variable to the problem and work exclusively from that variable and the given data in the problem.

Assumption The lifeguard will run down the beach parallel to the shoreline a certain distance and then enter the water and swim in a straight line to the swimmer. Any other variation will intuitively make the trip take longer. This can be proved mathematically using an advanced subject called the calculus of variations, but doing so would take us far past the scope of this problem. Make a diagram. It is important to make a diagram of the situation, as it is difficult to build a mental image of what is required.

Here is a possible path for the lifeguard. Run x yards down the beach and then swim.

Information needed. From this diagram, it is clear that two distances are involved in the problem, the distance the lifeguard runs down the beach, and the distance from the water's edge to the swimmer. Thus, we need the following information: 1) the distance between two points and 2) the formula relating distance and time given velocity. 1. Given two points (a,b) and (c,d), the distance between them is given by

2. For an object traveling x meters at a velocity of v meters/second, the distance traveled in t seconds is

Since we will be seeking a "shortest time," we solve for t to get

Both formulas should be familiar to the student. Without such familiarity, the student will not know how to proceed. Be sure the students have the proper mathematical tools before setting them on a problem-solving task. On the other hand, this problem could be rephrased solely in terms of what measures are needed to solve the problem. In this inquiry-based approach, students will be ready for the formulas, knowing that their purpose is to solve an interesting problem. Setting up the problem. Set up a coordinate system. Place the origin at the lifeguard stand. The positive x-axis will be the beach at the water's edge. The positive y-axis will be perpendicular to the beach in the direction of the water. The swimmer is located at the point (70,40), i.e. 70 yards down the beach and 40 yards out into the water

As mentioned earlier there must be a variable that represents at least part of the quantity in question. Let the distance the lifeguard runs down the beach be denoted by x. Clearly, ; the lifeguard would certainly not overshoot the swimmer laterally. Sometimes the dual use of the symbol x to label the axis and also to denote a variable point on it causes confusion. The alternative is adding another variable - this causes unneeded complexity. So, the two legs of the trip are from the point (0,0) to the point (x,0) and then from (x,0) to the point (70,40). The two distances (in yards) are

from (0,0) to (x, 0) from (x, 0) to (70, 40)

We now compute the times traveled (in seconds) using the distance and velocity of each leg.

This gives the total time T to be

This expression gives the transit time as a function of how far the lifeguard runs down the beach before entering the water. It remains to minimize T, that is, to find x where the time function is minimized. To achieve this requires some calculus, and this cannot be assumed in a precalculus course. Approximating the solution. A graphing calculator can be used to approximate the is shown below. Since minimum. The graph of the function the vertical axis, y, represents time, we see the minimum time is in the vicinity of x = 57 (yards).

Using a TI-84 graphing calculator we see

We have turned on the trace function and placed the cursor at approximately the minimum value. It seems to be about 57.45. But moving the cursor every so slightly, we see this

The minimum is now closer to 58.51. In fact, using calculus we can verify the minimum is exactly at

Greater accuracy with the graphing calculator can be achieved by zooming in. In the screen shot below, we've selected the vertical range to be from 29 to 30 and the horizontal range from 50 to 60.

This is a good approximation. The lifeguard should run down the beach just over 58 yards and then swim directly to the swimmer. The total transit time is just over 29 seconds. Note. With some graphing calculators, the exact minimum can be found by pressing the minimization button. It is not necessarily advisable to do this. Students have much greater ownership with a problem when they have participated in achieving the solution or approximate solution. Reasonableness. Are these results reasonable? For example, when the problem gives the running speed to be 7 yards/second, can someone actually run this fast? Seven yards per second translates to 70 yards in 10 seconds. If we recall that a very, very good time in the 100 dash is 10 seconds we can be assured that the lifeguard is speedy but not unreasonably so. The same type of reasonableness assessment can be applied to the swimming speed. How about the transit time of 29 seconds? Is it reasonable? If the lifeguard took a rectangular path, running 70 yards down the beach and then swimming 40 yards to the swimmer, the total time would be 70/7 + 40/2 = 30 seconds. If the lifeguard swam all the way from the lifeguard station, a distance of would be just over 40 seconds. yards, the transit time

Simple Activity.
Work through this same problem with the runner with a speed of 8 yards/second on the beach. What very interesting phenomenon happens then? That is where is the minimum of the time function? (You may need extra paper.)

Analysis
One point to note is the formation of the diagram above. It is read left to right. This makes the value of x positive. This is particularly important for many students as they have a tenuous grip on notation and representation. Similarly, the swimmer is placed at the positive 40 yard mark, and this is reflected accurately in the picture. Had we used the picture just below, some students would rightly believe the swimmer's coordinates are at (70, -40).

Activity 1
Analyze this problem from the Bloom's taxonomy perspective. Where does it fit in? That is, compare each step followed in this problem to the levels in Bloom's taxonomy.

The Pony Problems. Following are three problems similar in that they have the same setting and different because they ask for solutions to different problems. The solutions are in an appendix at the end of the Module. It is not in your best interest to consult them too soon.

Activity 2
The Pony Problem I A pony is situated on a long straight road. On that road the pony can run at 12 miles per hour. Alongside the road is a field, where the pony can run at only 10 miles per hour. The pony begins running at the point (-6,0) and needs to get to the point (6,5). Find the path so that the time of transit is exactly 1.3 hours.

Typical path of the pony Set up your coordinates. What is the variable in the problem?

What is the information needed? How should each piece of information be represented using the chosen variable?

What is the total distance of the path the pony should take? This is determined by finding how far the pony travels on the road and how far in the field.

What is the total time of transit? Graph the function of the transit time with respect to the chosen variable.

Set the total transit time equal to 1.3 and solve the resulting equation. Remember to keep your units consistent. (Notice in this case you can actually solve the problem.)

What special facts do you notice about the solution? How many solutions did you find? What does this mean?

Check the solution for reasonableness.

Postscript. Here is a graph depicting the distance traveled by the pony and the horizontal line . Note the two intersections.

Activity 3
The Pony Problem II A pony is situated on a long straight road. On that road the pony can run at 12 miles per hour. Alongside the road is a field, where the pony can run at only 10 miles per hour. The pony will only run either down the road or perpendicular to the road. Find all the points in the field the pony can reach in exactly one hour. Note: In this problem, it is best to assume the pony runs down the road first and then turns left and runs into the field perpendicular to the road.

Typical path of the pony

Set up your coordinates. What is the variable in the problem? Sketch a few sample paths. Do you notice a pattern?

What is the information needed?

What is the total distance of the path the pony should take? That is, how far will the pony travel on the road and how far will the pony travel through the field?

What is the total time of transit? Graph the function of the transit time with respect to the chosen variable.

What is the underlying function of points reached dependent on how far down the road the pony travels first. In other words, describe how the pony's final stopping point is a function of how far he traveled on the road. Write a function that describes this relationship.

Check the solution for reasonableness.

Activity 4
The Pony Problem III A pony is situated on a long straight road. On that road the pony can run at 12 miles per hour. Off the road is a field, where the pony can run at only 10 miles per hour. Find all the points in the field the pony can reach in exactly one hour. This problem is a little different from Activity 3, in that the pony can run in any direction off the road. The point of this exercise is to set up the problem and write an equation that describes the situation. (This problem is quite difficult and you may not be able to solve it.)

Activity 5
Create a quadratic problem with multiple distances similar to either the lifeguard or pony problems. To do this it is common to have two media of transit, e.g. water and beach, road and field. Note the lifeguard is an optimization problem and the pony problem is a straight solution problem. How do you know it will be quadratic? How can you slightly change the problem to make it linear?

Bibliography
Embse, C. V., & Yoder, V. (1998). Multiple representations and connections using technology. Mathematics Teacher, 91, 62-67.

Appendix Pony Problem Solutions

Activity 2
The pony problem I. A pony is situated on a long straight road. On that road the pony can run at 12 miles per hour. Off the road is a field, where the pony can run at only 10 miles per hour. The pony begins running at the point (6, 0) and needs to get to the point (6, 5). Find the path so that the time of transit is exactly 1.3 hours.

Solution. First, there are two distances involved, one on the road and one through the field. Assume the pony travels down the road to the point and then from there to point , i.e., the coordinate ,

on a straight line. The transit times are

We want the total transit time to be 1.3 hours. The relevant equation is

and This means there are two possible Now solve to get two solutions paths the pony can take, one straight on the field to the point, and the other down the road from to and then through the field on a straight path.

Activity 3
The pony problem II. A pony is situated on a long straight road. On that road the pony can run at 12 miles per hour. Off the road is a field, where the pony can run at only 10 miles per hour. The pony will run either down the road or perpendicular to the road. Find all the points in the field the pony can reach in exactly 1 hour. Note. In this problem, it is

best to assume the pony runs down the road first and then turns left and runs into the field perpendicular to the road.

Solution. Lets suppose the pony begins at the origin, and travels miles on vertically on the field. The time of transit is

miles on the road and

This is to be set to 1 hour. Thus

This is a straight line with negative slope. Clearly in the first quadrant the pony can reach any point on this line and inside the triangle formed by the line and the axes. By symmetry we conclude the pony can reach any point inside the diamond like region shown below.

If the pony were to begin at left.

, the diagram above would be shifted six units to the

Activity 4.
The Pony Problem III. A pony is situated on a long straight road. On that road the pony can run at 12 miles per hour. Off the road is a field, where the pony can run at only 10 miles per hour. Find all the points in the field the pony can reach in exactly 1 hour. Note, this problem is a little different from Activity 3, in that the pony can run in any direction off the road. This problem is quite difficult and you may not be able to solve it. But the point of this exercise is to set up the problem and then determine in equation form how to solve it.

Solution. This problem is a little more challenging. Again, let the pony begin at the origin. We will compute the boundary of the region in the first quadrant the pony can reach in 1 hour. Select a value Try to find the maximum height the pony can reach on the vertical line through . Assume the pony travels to the point on the road and then to some maximum vertical point given is 1 hour. through the field. The total transit time for a

Maximize over all values of . (Note, solve this equation for . This is

is fixed in this calculation.) We need to

At this point we can apply calculus to find the maximum. Or we can simply square the expression and find the vertex of the resulting parabola (in ). We will use calculus. Find and solve for the critical points

This means to solve the numerator equal to zero.

The original model was built upon that if . Hence for

being non negative. (Why?) It is easy to compute , must be taken to be zero and thus the , then

boundary of the path is a circular region of radius 10. When , and this gives the curve

The red portion of the graph below is circular of radius 10 with center at the origin, and the green portion is the curve above. The green part looks like a line segment but of course it is not.

Apply symmetry to get the solution in the other quadrants. Remark 1. All in all this is a most interesting problem. It has many of the challenges of calculus optimization problems but involves only quadratic functions. Moreover, it can be completely solved without calculus.

This concludes the problem solving module. You may select the previous button below to go back or choose a new option from the menu at the left of this page.