The problem involves finding the length XY in a rectangular diagram, with participants discussing various geometric and trigonometric approaches to the solution. The context includes assumptions about the rectangle's dimensions and properties.
There is ongoing exploration of different interpretations of the problem, with some participants suggesting that the solution may be simpler than initially thought if certain assumptions about the rectangle hold true. Guidance has been offered regarding the potential use of geometric properties without extensive calculations.
Some participants express uncertainty about the given dimensions of the rectangle and the angles involved, questioning whether the information provided is sufficient to arrive at a solution. The discussion reflects a mix of assumptions and interpretations regarding the problem setup.
I disagree. A simple approach is generally better than one that is more complicated. What's the value in doing calculations that don't need to be done?chwala said:I appreciate your approach ...its good but I think my approach would be better for students who may want to find value of the length segment ##YX## by way of calculations...cheers
The problem was rigged to be solvable without any significant calculations. I'm afraid that your method is not using the principles that the problem was made to exercise. And I am not sure that you understood what many people were trying to tell you about the simpler solution.chwala said:I appreciate your approach ...its good but I think my approach would be better for students who may want to find value of the length segment ##YX## by way of calculations...cheers
Mark44 said:I disagree. A simple approach is generally better than one that is more complicated. What's the value in doing calculations that don't need to be done?
FactChecker said:The problem was rigged to be solvable without any significant calculations. I'm afraid that your method is not using the principles that the problem was made to exercise. And I am not sure that you understood what many people were trying to tell you about the simpler solution.
phinds said:I strongly agree w/ both of these. @chwala, you seem to have missed the point of the exercise.
##8.485## is indeed the length of the hypotenuse, but it is not ##\sqrt{5.5^2+6^2}##. How did you arrive at ##8.485## ?chwala said:Square root of ## 5.5^2 + 6^2##
hmmm27 said:##8.485## is indeed the length of the hypotenuse, but it is not ##\sqrt{5.5^2+6^2}##. How did you arrive at ##8.485## ?
The main thing that makes this problem "complicated." Is not that its a hard problem. As I believe phinds pointed out, is that the use of the "circle" marks on the diagram implies that those angles are congruent. I believe some users, including myself, are more familiar with the tick markings to illustrate angles are congruent.chwala said:aaaaaaaarrgh...i made the same mistake just like the silly mistakes i make in chess,... sorry that was very silly of me ..to respond without thinking.
i used SOHCAHTOA,##cos 45^0##=##\frac {6}{h}##
##h##=##\frac {6}{cos 45^0}##=##8.485281374##
Oh, okay, now that makes sense.chwala said:aaaaaaaarrgh...i made the same mistake just like the silly mistakes i make in chess,... sorry that was very silly of me ..to respond without thinking.
i used SOHCAHTOA,##cos 45^0##=##\frac {6}{h}##
##h##=##\frac {6}{cos 45^0}##=##8.485281374##