Ratio of interlocking circles
- Thread starter gillsimo
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D
Deleted member 4993
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Draw it and measure it!!!
Please read the post titled "Read before Posting".
We can help - we only help after you have shown your work - or ask a specific question (not a statement like "Don't know any of these")
Please share your work with us indicating exactly where you are stuck - so that we may know where to begin to help you.
Begging your pardon but I DID read before posting.
I assume that the relationship I seek is a constant...a ratio, every bit as much as is
the relationship between the two axis of a Vesica.
Do you suppose that I'll reach any kind of accurate figure for the square root of 3 if I drew a Vesica Piscis
& measured the two axis?
I'd need two circles the size of Cern!
With respect, I ask a specific question.....in forming a Vesica Piscis, then what is the relationship between the diameter of the circle/s employed & the longer axis of the Vesica formed at the centre....?
Clearly this relationship can be calculated but are you actually suggesting that I attempt this as
my
Should I dare to bother you with "What is the relationship between the two axis of a VP please?"
would you demand in bold red that I show all attemps at calculating it....or would you just tell me
.......hello mate, 1.732.....if you knew that is. I assume you don't know the answer to my question?
I wouldn't have a clue as to how to start that calculation but I can get a fairly accurate measure
of your apparent over abundance of self importance.
Is there anyone else, kind enough to want to impart a bit of their maths knowledge in reply to a specific maths question ...please?
I assume that the relationship I seek is a constant...a ratio, every bit as much as is
the relationship between the two axis of a Vesica.
Do you suppose that I'll reach any kind of accurate figure for the square root of 3 if I drew a Vesica Piscis
& measured the two axis?
I'd need two circles the size of Cern!
With respect, I ask a specific question.....in forming a Vesica Piscis, then what is the relationship between the diameter of the circle/s employed & the longer axis of the Vesica formed at the centre....?
Clearly this relationship can be calculated but are you actually suggesting that I attempt this as
my
Should I dare to bother you with "What is the relationship between the two axis of a VP please?"
would you demand in bold red that I show all attemps at calculating it....or would you just tell me
.......hello mate, 1.732.....if you knew that is. I assume you don't know the answer to my question?
I wouldn't have a clue as to how to start that calculation but I can get a fairly accurate measure
of your apparent over abundance of self importance.
Is there anyone else, kind enough to want to impart a bit of their maths knowledge in reply to a specific maths question ...please?
D
Deleted member 4993
Guest
This problem can be solved with geometry taught in middle school - not even high school needed.
First part of my suggestion was - draw it!!
Did you - instead of making excuses?
To calculate the lengths of the axes - do the following:
Join the centers of the circles.
Join the center of the circles to the top - and the bottom - of the lens.
Now you should have two equilateral triangle.
Do you know the ratio of the base of the equilateral triangle and height of the triangle (this is where middle-school geometry comes in)?
Do you see a relationship involving √3 ?
Do you see that the shorter axis of the lens is equal to the radius of the circles ? What was measure of the radius of each circle?
Now,
Do you see how you could calculate the longer axis of the lens? (This is where middle-school-arithmetic comes in)
Now measure it - to confirm accuracy of your deduction.
Since you took the name of "CERN" in vain - I am assuming you are writing somewhere from europe.
Did they (europeans) stop teaching geometry in middle-school??
I can get a fairly accurate measure of your apparent over abundance of self importance. - Yes I do have a sense of self-importance, because I can remember my middle-school geometry (and arithmetic) and I can apply those principles as needed.
Oh yes, I can also follow instruction without making excuses and refuse to be spoon-fed - skills acquired in 1st grade.
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mmm4444bot
Super Moderator
- Joined
- Oct 6, 2005
- Messages
- 10,962
And yet failed to write one iota about your situation.
I'll spell it out for future reference: Please do not post exercises with no efforts shown or questions asked of your own.
This is a tutoring site; we need to know what you've already thought about up front.
I hope that's clear, now.
Cheers :cool:
D
Deleted member 4993
Guest
Just to close the loop:
If the diameter of the circles is 2r, then the length of the short axis of the lens is 'r' (= d/2)
and the length of the long axis is r * √3 (= d/2 * √3).
Lord above....what a bunch of sanctimonious geeks you are.
It says Free Maths Help does it not?
I'm 81 years old....do excuse my inability to recall my lower/middle/high school days.....but as you will no doubt find as your years pass.....Maths is not the be all & end all of everything in a life that you obviously feel at the moment.
I politely asked a simple question, politely requesting a simple, civil, answer.....but it appears that your number skills have been acquired at the expense of your social one's.
You presumably get a buzz from bullying poor kid's who might struggle with your oh so important, specialist subject and you're presumably well used to getting away with it time after time.
It says Free Maths Help does it not?
I'm 81 years old....do excuse my inability to recall my lower/middle/high school days.....but as you will no doubt find as your years pass.....Maths is not the be all & end all of everything in a life that you obviously feel at the moment.
I politely asked a simple question, politely requesting a simple, civil, answer.....but it appears that your number skills have been acquired at the expense of your social one's.
You presumably get a buzz from bullying poor kid's who might struggle with your oh so important, specialist subject and you're presumably well used to getting away with it time after time.
Last edited:
mmm4444bot
Super Moderator
- Joined
- Oct 6, 2005
- Messages
- 10,962
Gosh -- I'm never really sure how to begin a response to such judgments and false conclusions. I'm confused, in part, because it almost seems as though you view yourself as some kind of poor, bullied kid who struggles with math.
I feel sorry that you found yourself in such a frame of mind (to post those remarks); I'm hoping that these perceptions resulted only from some type of temporary frustration, or misunderstanding of what (exactly) goes on at this site. I also hope that you will give the boards another chance, after some reflection.
We cannot determine with confidence any who, what, or why, until after a poster either tells us or puts information into their profile page. If you're not working on an assignment, please feel free to post on the Math Odds & Ends board. That place has a more relaxed atmosphere, with conversations more like a chat room than a tutoring session.
I would also like you to understand that we see a lot of dishonest students at these boards -- sometimes, dozens of cheaters per week. Their submissions share a common form, similar to your initial post. My point is that sometimes it's very hard for us to "see" the difference between a serious person and one who is not.
There are many students who, for reasons that boil down to laziness or disinterest, expect nothing other than to receive a fully-worked solution in camera-ready form. They have no time for learning. They have no interest in explanation. They don't care what the solution looks like or whether they can read it. They only want the answer, to copy and turn in as their own. Some of these students even post problems from the classroom during an exam!
It does no country any good to award degrees or diplomas to citizens who neither earn nor deserve them. (Have you noticed over the past 50 years any increase in national issues resulting directly because some people in charge don't seem to behave, speak, or reason as though truly educated?) Hence, we must take a hard line on these boards -- forcing posters to first demonstrate some effort. It is a real shame that countless, dishonest people have ruined it for people like you, but that's the way it is in the information age.
I concede that our "Read Before Posting" guidelines could stand a major overhaul. There are some basic elements that need more emphasis, and I've thought months about rewriting them. Would you like to make any suggestions for such a rewrite, to help prevent misunderstandings in the future? Feel free to post any comments on the Administrative Issues board.
Cheers ~ Mark :cool:
Mark
I think the read-before-posting guidelines should encourage posters to explain briefly where they are in their math education. I recognize that few read the guidelines, but information about the original poster and his or her math education makes it much easier to figure out how best to respond. An answer that is appropriate for a student who is 12 and just starting to study algebra will be entirely different from an answer appropriate for a student in first-year calculus who has forgotten something from algebra (say difference of powers).
It would probably be good to say in the guidelines that our primary purpose is to help students and that we do so by correcting errors, giving hints, starting solutions, rather than by providing answers, and that we have trouble with students who try by various devious means to get us to do their homework. Consequently, we should warn people who are not students that the process may be more roundabout than they would prefer. That might have prevented a tantrum from this particular poster.
All, or almost of all of us, do provide answers to those who appear not to be students, and the problems posed are frequently sufficient to resolve that question, depending on whether they appear to be neatly designed academic exercises or the messy sort of thing found in practice. In the case of this specific post, however, there was nothing to indicate that it was not an academic exercise. There was no background on the poster, no context for the problem, integer values, etc. Furthermore, although the poster claims to have read the guidelines, he seems to have missed the part about being pleasant and patient. There was nothing in the poster's problem or behavior to suggest that he was anything but a lazy and rude adolescent.
If you want to rewrite the guidelines, I'd be happy to help. Actually, I do not think they are in nearly as poor shape as you seem to. I would suggest re-ordering and maybe a few additions. Be nice. Be patient. Here is what we do. Here is how we do it. What we need from you: exact problem statement, work to date, if no work, ideas considered, proper use of PEMDAS and grouping symbols.
My most heartfelt suggestion is to force people at least to look at the guidelines before they can make an initial post. We count how many posts they have made so it should be feasible without horrible effort.