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Mathematical exploration: Introduction ‘The internally assessed component inthis course is a mathematical ‘exploration. This ia a short report eit by the student based on a topic chosen by him or her, and it should focus on the mathematies ofthat particular dea, The emphasis is on mathematical communication (including foxmnulae, diagrams, graphs and so on), with accompanying commentary, good mathematical writing and thoughtful reflection, A student should develop his or her own focus, with the teacher providing feedback via, for ‘example, discussion and interview. This will allow the students to develop areas of interest to them without « time constraint as in an examination, and allow all students to experience a feeling of success. ‘The final report should be approximately 6 to 12 pages Tong, It can be either ‘word processed (double space, please) or handwritten. The font should be 10, oF 12, Students should be able to explain al stages of their work in such a ‘way that demonstrates clear understanding. While there is no requirement ‘that students present their work in class, it should be written in such a way that their peers would be able to follow it fairly easily. ‘The report should include a detailed bibliography, and sources need to be referenced in line with the IB academic honesty policy. Direct quotes must be acknowledged, ‘Summer: Students reed examples and come up with possible IA ideas. Topies should be narrowed down, Sept 12: Due to Math SL and HL teachers...A paper with 3 ideas for possible IA with short explanation of each, Student should specifically coment on wht would be exploredinvestigated for cach ofthe possible ideas. Sopt. 19: Math $1 and HI. teachers retum student eas with any comments as to appropriateness of topic suggestions. Students choose their topic and begin writing IA (Oct. 24: IA draft is due to Math SL and HL teachers By Dec, 12: Math SL and HL teachers retum dafts to students. Drafts will not be Deavily annotated, Feb, 6: Final ey of IA due to Math 81 and HL teschers. By Mareh 31: Math Stand HI. teachers retum 1A’s to students and beginning -meparing predicted scores and TA scores for IB coordinator. Choosing a fopie ic that interests you, because then you will enjoy working on yur exploration, you will put mote effort into the exploration, and you willbe able to “demonstrate authentic personal engagement more effectively, You should diseass the ‘opie with your teacher before you put too much time and effort into writing your exploration, ‘These questions may help you to find a topic for your exploration: What aeae of the syllabi am Yenjoying the most? What areas of the syllabus am I performing best in? -Which mathematical skis are my strength? “Do prefer pure mathematies, o applied math and modeling? -What are my own special interests or hobbies? Whete is the mathematics in these areas? ‘You aro given a st of Exploration idea that might belp you to get started, Maths SL & BL. Exploration [deas/Topies Sata ote ‘bani moe ny ‘olen tas ‘ce sore Cele fate Stretton ‘open gine Pate a ge Frog ine antes Rotor Pye pes Nene pn ajerques tes ted eennpler nates ares and re ie Drs exe anata pene & usta aero 100 Goce nnn rn Femara iar Boren ial gai of ole nts Teresa | ‘pero mn Dip pln Cle mabes Oipetes amtes Sree alge be OCF Findon somien “acento ote + Aipunccmponcet ‘papain Rone uate Scns atafoaring Sen aa Grp pcan tno of on mbes Sossotuny afew opti too and conse roth Mesating oth aous Moieing spiteniesspe ins ‘Moving supe fa bese Garltineostiens ‘Motetng huge a esc peomancs fora pet poten sine Moding iar decay estos reson Regrentoeothemean “Mating roto eanpter pee ‘ehanmone sees ‘Tons sof even Geometry . Non-tucean ponetiee Conbens ree Duh 2D an 3D stapes Prey econ Hesairgien eco’ format Geoasiedanes Prot ofPthagoen theorem inary Bs ‘encase Map aoe: ‘Tighe ple testis Pent ey tea Gyeoteare Symes of sper webs Fre ings Enerline faite eat poi oygns& palybere Pies Ween tes Propet of eu pega Coniston: ‘Nine pout ele Geant of be canary cave ‘equa plea Euler's formal oe poled “Enotes - merges ccumferenee ‘Sting coon bls eve tere for eagle (Comturtnga ene eee (esis scot a af pens ‘Cone mga ans ‘Arce ofsnstipee ‘Manatee stad fact sages (Canes of const with Shopng ‘Sautrng te crle Felyominoss ester ge ‘Aehtocse td uigsnongry ‘Spleval eomery Bletiyties WEI Trngultion ‘CaelevAnavs& Foneons aa Valo tere Tara's roe {Cosh fnegraing toni ‘Appin of pone ses ‘Newon's ow of coin sent nore of est Briscoe (rine) pebim Souder dre equa Hop's ae and eating as Hyperteinctons a ‘he Net al pote ete Ct sions Rindoo walls, Franc an leg Pelton deeton ed gcse Detinaon at by baby Lceer Bij ec Bit parle "Nema ton ond nul enone repre deca Suche Ganter's sey Per and oe card aes rips aura ss Seer probe ier psina potion ‘Traveling Salem dln. ange bre problem indie poten Mobis sp tengo eae Su (Caer and ches ‘Serbo an flrs seis athena doting) Ponty eoncaiton Priest ‘Numa nats es programing Fed pat terion ethos of epaniatog © ‘Applzatons tert News's meld [Binsin i of ge cowie Genera the mane toa ering iret qutos sa Radeon doing Cray bis sep welity atamatel han exams Bloaatetes owt Costlogapby {Comping eres fuss lip ots Lourie deel, lee Fibonas segunce nd pare Fetcog i oe (Changs in BM fora pron oe time Canes feline ines Mizllascoss ape ng Designing bridges Mata opdmaing = Mater aa ss Cys pdx ising’ sae Barend ‘Appleton of penta ‘xo notes, pes sel, Voting seme Flan Bdvin Abt) ‘Termil vey “Towers offal pune Prompanhy ‘itol4. Eh ‘Rimeniemee ‘onde avieonleyens 1 Bent Mod 0) Theabens Cosi of aeatus ‘Shaeies Dien manber syste Naesne ofueng ‘Getting sem (OFS) Exploration (CHAPTER OBJECTIVES: [As part of your Mathematics course, you ned to wre an exleration, whch wil be assessed and counts as 20% of your fal grade. ‘This chapter gives you advice on planning your exploration, hints ‘and tips to help you get a good gade by making sure your exporation ‘satlfes the assessment eter, as woll as suggestions on choosing a topo and geting started on your exsloraton 216.1 About the exploration ‘The exploration isan opportunity for you to show that you ean apply mathematics to an area that interests yo. ‘You should aim to spend: ‘class tine - “your ov tm «+ Dacsnngte mzossont ems | aside explain dagen | ep stoct an appropiate tone © iccusting subi topes tes }> Researching eotecting nd organising your ata aco eforation > Aping mathematical processes: {8 Esutng that a of your resus ‘re dees using lial deste reasoning 1 Ensuing that your proof ven receasay) ee coherent and covet © pemonstting matramatoal ‘ommunieton and presentation: 1 Chedking that your notation and ‘eminology are consort eorect ski lingam, reps or chars where necessary 1 aking su0 your exgloraton fs eleay stilted and reds wel © Discussing your roses wih your teacher ‘Your school will se you deadlisesforsubmiting a draft and the final piece of work. 1 you do not submit an exploration then you receive a grade of "N" for Mathematics SL, which means you willnct receive your 13 diploma, 16.2 Internal assessment criteria ‘Your exploration willbe asessed by your teacher, agains given criteria. Twill then be externally moderated by he IB using the same ‘The inal mark Yor each explotation ithe sum ofthe scores for each ‘The maximom possble al msrkis20. ‘Thisis 20% of your final grade For Mathematics SI. ‘A good exploration sold be clear an easily understood by one of| ‘your pees, ad sef-explanatory all he way tough. ‘The cttra are split int ive areas, 0B: [Giteron A Gomimuneation Oitedon 8 | Mathers presentation ftelon ¢ | Personl engagement terion 0 | Retlecion Often EiUse of mathematics Criterion A: Communication “This criterion assesses the organization, coherene, conciseness and completeness of the exploration, ‘clorombattvel [Doseritor | “8 aso [sa scone ated rae tee arf foots tat | ar ato a eer ard 13608 i ood [4] 7a | 50 | Hout 20. amo sae. _128 se at i | aot aot eet Sal ged tes | See aa rot a. 407 i oe eee ‘da a i tas Parana se sal tH wd ee as ae ol sas to) anes Rites toy Se Cte Eemaniy ue | oa) Wiha dh pet mat , EB | one hing bic eat rm this exes that you baveso be very eel about your ‘eileand think though every move Defoe you sat you do want fl ofthe eae | Stepper tee armor ene exparince draving «aga by and because you | Know thtone fp ll mak the wale dlapranMlaed. A computer slp canbe cred beer you pnt ot the eat, My adninon fr FoesceNigngale's esnanship snes eightne by ding his “The ote hing wih ding by band rgb ut a tha, you dra the aes ian tho appropri colour, the coloating a th sco sors ai ot. Yu color om he tie nar you come to ante orth ant The cay paben came when ‘oars of diferet colour cane nex the samen gat wound thi problem by ‘cooing these reas in ally cere ele and sing so atthe se ‘itis pint nny research someone eget some mare passe websts tome, and fling these wp found copy of Nigiingale’s second gram which was lee Soh mead ert nd copy fb gin a hese The is these was na ter by Henry Woodbury soggeing tat Nighingl ot er eacuaons ‘wong andthe ai represeted th sais rater aa the are’ The eter baa | Samment post by lan Shot which fl mato a aril by hin giving the data forthe | Seon dag a expining Bow wae rae |The very clear seredution of Nakina’ second digram in Woodbury’ lt hows at ie Nightingale wete beside "The aces ofthe bu, ed an bce ‘wedge a each mens for the cea asthe common verte” Thismiakes it quite ‘ar tnt the colors ar overlap and so sles my Fst problem She also woe "in ‘Guose 1834 api 1855 the leare coco wi the She colowed the ist, | eft ine adh sso ni, commenedon test te da 0 | ake iter “The art by Short was ay to red though T oud only workout the mathematic ‘unions which wre wt out navy wih ange mofo example ‘JS ewt(Araof sector B) = aie 2} {3)-388") because lend knew what hey were The example ad sector Bina dara which could sce ad Theo things oad eching rm sale wre the tab of data whieh Nightingale wed octet th second dagen an explanation of| | hatte of morality she ted. She described hse as follows; “The rt of deaths | tsfadnsson to ore per 100 per aun ae cleus fom th meth ratios [Given in, S's Table Ban bad ot bom able to understand the meaning of this From th ferric. (Bras ds ht "Dr. Sih wash at eto ger the timp), Using Shots atte wae able to work cat wa ioe {will ean camp of dena om tabla Shot's which i ay kn fiom "A ovr othe sanitary bist ofthe Bish ying tho It wae wih {Rasa by Foes Nightingale of 1859" In Febnary 1855 he average size ofthe ay | ms 30919. thes 2120 ded of "rym doses2dind of ous & jr ad 1 ded of al eter sus’ This esa otal of 2120--42+361= 2523 dats. 2573 atone sat ce grr empl stent By Mis css Saale oF ocd ie | estas meet 24.0091 de 18 ney ‘that month. If the sizeof the army bad stayed at 30919, with 0 rvore men being shipped viet acne cab spent ‘io se pram el ee 297 or Shane doer “his underemtng of uns wed now ese Sally eden why O-Come ‘ys ofth cet rte aun 155, hiatal cenmedand roops ad ot bane amples ‘lead fementyten doce sere would tyeklled he ent Bsh ay inthe a Fein | insu The member of deta det dscase in fnuny 1858 as 2761 and he | average siz ofthe army wes 32398, This gives arate of 225% s000%12 «10228 arin oc | eats om disse po 100 pr nz. Anat ay oflecking tisha e276 had“ ‘i enc math fom ses, 27612 33152 Would hve dada 12 months, but there ‘were only 32593 in the srs ‘Avan aid, Inaead hat O' Conor qoged the mati ate fr January 185 81,023 | pee 10000 ng emanate disanea.Anater example that we shoul a st |) Srenhing we se npr. avng sorts this cut ws ready toate my eration of gue Lc > ‘he it hand ror only, cover Api 1834 to March 155. The flowing table shows theta taken om Seats rile in blu and my cleans in lk | ‘neroye Meare i Moat zymose a" zeson0-2 Rede W002 Radbe O8"100"2 Rass i ey clara He Ober fe do) ee tion, “Sey "HW 10) (Neb) Zynoke (Hap) Wee (146) Othe ese a eg Oe Ogg ao 70 82 i Wyse seta | mss fos 6 ay 42 a5 aust ssh mad 39d | igse foe ee $ bans atk 2k | Sepa toa eet a2 MS ma 27 103 | Chee Sess Soo tae ms tend are tT MA Od | Noose tome oer tos dab 081 ttSD 208 Drosera yas Tu ist NS OI aT 28 Oa danse 3203 Zoi a sae tome 2s a7 0B 200 a [ fibee fame 202 on ‘eas S613 ON a Mess cor ime ot 3 8 BB] 82 {Ata the death te por 100 par anna fn ts Aw isthe doth eye 1000 per | un fom wounds and Ao the daha pr 1000 pec aan fom ahr cass For isd 12 nh cr ag 3 a anda are of ‘ B Wahenaiss nt adeswperteaunt cr | | {il show my fn polar ren agra iy side with Mighingale's rg version: | Beat / net es | Mears 2 / Serer | / corer i east and my recreation. i ' i | | | nwt te pol a dei Hove kin th unl i | Selenber 1854 wedge ele hat the two diagrams dia’ crespnd. fn -¢@——-—— ‘Nightingales original diagram Ican se that there are more deaths from oter causes than comecio | fiom wound, ny veto hare re ever ath fom aber css than frm wounds ‘Alloter yon oft oiia note ates oped at (Gill and Gil, Brsseur, ‘O'Conner, Woodbury” Ride”, Smal" Lienhur) az asthe origina, bathe wl in i ‘Short dfnaly shows eer dus om tar nue than fm wun Constsion {started cut tean ow to reeat the polar ae dngram which lrenoe ‘Niehingle made to corsmanicatotathr pope thow bad the sian was nay kw esp Ts dram shouts need for ref, Lock, Thebaorepresats deaths e— [3 Soe ek (which could be avaded wih abit of oranistion arate, Tha red repceos dete due" tothe ata ats, Farce Nightingale copies of er root conan her ‘grt polis ater ovn expense and set han to dctrs, ay aficers, members ‘tyurnment andthe Queen Plowing hr porte eying 2 eommion wee op ‘to lnrove lta tacks and hospi, ur codes Were tale md Procedies wer ptin plac or mer orgie alan of medical satis isa ‘ery sbocking piste witha huge ssl of oil chang behind has een at Bee ‘acing advent toil down os rea derstanding of ts constuction ——————~ BL | | ® lotensesLindNL evra ” seamen fy ovo te ane son he at om isch tt you cat hi 7 Sod Asean te maine an Poke Braet Ato cnbus of esa ig ot oven Contr us enh net ‘on ins an ik Short ey hve rid ie alice Sepember 1854 Acca to Beer Force Nphingale cross check er ta Bl Paton soda systems sout adresing objections to her aa! Evejon can make “t————= oa ha Ise an errs an propagate I've us ql what omeone elie as Wout Fen a Fecking foe eonebration hve been ft witha desir to fad ot et abou this enoans woman who wou i 1 letsoiety mould hart agente! wife Als, fever gt th ches, Tan io ge look at an of ha 2000 cptes ef "Notes on Mates Acting the Beh, ney and Hospi Adnan of te Beis Army. Founded Chiefly othe Experience of the {Ege War" which rence Nightingale publi in 188, st th sca bl of dha a he th mere er September 1854. Bevo i tego ample stlent vor Th} References Bibliography | Lbuthie rid, The Children’s Book of Famous Lives.Odhams Press Ld, London 1957 | 2.DuGande Pench, 1. Florence Nightingale. Wills & Hepworth Lt, Loughborough, 1959 3. Gil, Christophe and Gil, Gillin C. Nightingale y Sexo: Hor Legacy | -Reexamined Center for Inematina Heath, Boston University Schoo! of Public Health Boston, Mgsachuses, viewed 26 July 2009, 4. Brasseur, Lee, Florence Nighthngale's Visual Rhetoric in the Rose Diagrams ‘Technical Communication Quarterly, 142), 161-182, Lavrence Enbaum Associates, Ins, 2005, viewed 26 July 2009 10, Riddle, Lary, Polar Area Diagram. 2006, hr stn dave > viewed 26% July 2009 11. Smal, High, Florence Nighngae' stil diagrams, resentation to Research Conteence organized by tho Flores Nigtngle Masa St. Thom’ Hospi, 15° Nuh 198 “pdr nein ven enlrCgtoepr epee owe 26" ly 2009 Assessment. Criterion ABCD E (SL) (HL) Total (SL) Total (HL) Achievement level awanded 43436 3 20 7 Maximum possible achievementlevel4 3.436 6 20 20 ‘Comments Criterion A: Communieation ‘Ad—The exploration is concise and easy to follow. A couple of typing exors does not detract from the lw, Criterion B: Mathematica presentation 'B3—Malipe forms are well used. Criterion C: Personal engagement (CA—The work is highly original, and the student sed historical idea to create her ovm similar situation. She is clearly engaged in the work. Criterion D: Reflection [D3~"There is critical reflection, where the stdent ties to resolve contradictions discovered. SI. Criterion R: Use of mathematies 1P6—~Areas of sectors using radians and descriptive statistis are commensurate withthe ‘mathematics SL cours, and are done well enough at achieve level 6 TIL Criterion B: Use of mathematics E3—While areas of sector using radians and descriptive statistics are commensurate with the mathematies I. cours, the mathemates is not sophisticated enough for a level 4, ‘even though is it rigorous, ‘sap brads wi ETS | The Legend (introduction) ! | ‘The Towor of Hanoi also known as The Tower of Brahma and The -— Bl Geed End of The World Pusale) was invented in 1883 by Bdouard Leas, a French mathematician. Its said that he designed the puzzle based on a legend of a Hind Temple, In the beginning of time the priests in the temple were given a tower of 64 gold disks, each smaller in size then the disk beneath. They were to transfer the disks from one of three poles to another without allowing any disk to be placed on top of smaller one | (as the weight from the disk will crush the one beneath it. Is ssid that ‘when the day the priests successfully transfer the 64 disks from one pole ‘oanother, the world will erumble and vanish, ifthis legend was true, could there be a way of predicting the end ofthe world? i ‘The Tower of Hanal isa classic puzzle forall ages as the number of | disks creates endless levels of difficulty and fun. Though the alm of this game is simple, it revesls many mathematical concepts and patterns {rough the process of playing the puzele. These patterns will be explored j and analyzed and the legend of The Tower of Hanoi will be put to the test. <-— Hl fin; Finding a Pattern ‘The task is to ind out how many moves it takes 64 disks to transfer from one pole to aiiother pole af the Tower of Hanoi. Solving the puzzle using a smaller number of disks will be easier to analyze and “understand, Let's look at how the Tower of Hanot is solved using 1, 2, and 3 dives an ~ | | Pigase A One Move ee “ee | | | ers pone ' @ latenatcsLediLachrnzpriente : pla Anottd ent vo ee. igereB Thee Mover Move A: move dak 2 to post B Mote 2 move dak to post © More 3: move disk 2 to post © ALL “htt ee el Figo C. Seven Moves More ts mmve ds to post © More 2 ved 20 pout ore 3: move dk 30 post B More 4: moved 1 0 post © Move Save disk 240 pout A Move 6: move dak 2%» post © More7: move disk fo post ‘The number of moves it takes to complete the puzzle for an amount of discs ie a recursive patfern. A recursive pattern requires | informnation from the previous term of the pattern to determine the |, following term. In this situation, ite the number of moves required for n | tito eal fom Ata iguee {°S shows that one mast frat ransfer wl discs (n being | the number of dises in the puzzle) to pole B. In Figure Cit takes three i { Bidens ose cope se ha be ‘tae cay ond alld by itty ih atk Te 2, By teas tet ie Mite ama noe det th moves to transfer two diecs to pole B (step $ of Figure C). The number of ‘moves required shall be the variable M, “The next step isto traneferthe remaining ise from A to C (top 4 of Figure C). “The lst step is to transfer the dss from pole o Ce will requis 1 the same numberof move required inthe Set sepals mown a the variable M. In igure Cit tae tree moves to ranafern- discs fom ' pole B to pole © (otep 7 o Figure}. ! Reflecting on the steps you can se that to sce the puzele you ! ‘move M amount of moves twice (fom A to B, and fom B to). You also ‘make a single move from A to C. Mathematically the recursive patern should look ike thi Feralas Fquation 1 —}—— Boje iT Baris Baye 1=7 In Table A under the Equation column, you are able to clearly see hy there is recursive pattern present. The total moves from the 1 ise ‘puzzle become the M ofthe second puzae as shown in the bold and black numbers, The total moves for the 2 dite puszle became the M of| | | the third puzele as shown in the bold and grey numbers. Using the recursive pattern, you are able to find the number of moves it takes for @ 4, dise puzie and for an n dise puzzle as shown in Table B on page 6 Totdiees Total Moves @ mens mata npc aN aA T | ple Arete nee a) | i T BOF THT 2 Bay =e 3 Bais i= 7 i 4 5 ag 1 = 15 i 5 3 piisyr i= 87 e Pr rae) #7 ee Per slag * Referring bac tothe orignal tai, the number of moves it takes O, “cance solve a 64 diac puasle is still unknown. Its possible to use the recursive ranwiit spore pattern and equation 2M+ 1 to find the answer but in order to do this cone needs to know what M is, This reveals a wealmess in recursive patterns because in order to know what M is for 64 discs, one mast know M for 62 discs, M for 62 discs, snd go on. This pracess woul be very time consuming and therefore not an efficient way of solving the ae problem. ‘Another problem with using the recursive pattern is ifyou wanted {to graph the data to compare the # of dists withthe Total Moves. 1f one ‘wanted to use the recursive equation 2M + 1 one would discover that itis i | ot possible, Ths i because of the nature ofa recursive equation. The M | variable ie unknown unless the previous terms are known, Therefore it is not possible to graph data using @ recursive equation. : Perhaps a non-recursive way of ooking atthe puszle would be | more efficient and useful. Using the data obtained from the recursive | pattern we can find an explicit pattem in the pusale. An explicit pattern is basically @ non-recursive pattern meaning it doesn't need information | | | i { 2 empl Anata Creating a Formula First, tnke the values fron the fret two columns of Table B, These values are displayed below. [At rot glance, there doesn’t seem to bean explicit relationship Detween Wf of diss and total moves. One way to find a relationship ‘between the values is by guess-and-test until a working function is made. [But thie mothad ean be very time consuming and inefficient like the previous one. Amore efficent way to finding a function for wo sete of data fe by sping them. Below isa graph of# of discs versus total Tt 1 | Lil feb i I + BD onentestrsiterespponrte amplasAmotted en wa Graph A appears to have trond which euggeste there is a | relationship between the data graphed. From past knowledge of common | tanctions, we can ty diferent functions and compare them to determine | wich is best ented for this graph, Graph A has a growth trend because the points move towards the sight and upwards. There are two common | functions that show a similar shape to Graph A. The functions are graphed and compared tothe points in Graph A below. ‘Graph B compares the data points with the quadratle function y=x2 San deat atone tat nde aoe hg wea hw cetinee ‘tin exaph m. a graph B, the quadratic function yoxt has a similar tren to the data points except the quadratic fnetion forme a parabola. This is | unsuitable tothe data pointe because they do not form a trend in the ___ Hairs wh ‘shape of a parabola. Even when negative numbers aro sed though this hn faw is unrealitie as i i have negative # of moves), the trend is. hj hse ented 2 gh yo? cds ome pre comand | @ Voteratost nai tern t still not that ofa patabola, Therefore the quadratic fonction is not a function ofthe data points. Graph C compares the deta points with the exponential function y=2s sb i + A. ‘raph. In Graph €, the exponential function y=2* has a very similar tend to the tend ofthe data points, Its important to note that the exponential function is aeoually ¥=a" where a > 0. Using y=1* would only produce & horizontal line, Therefore the nest value used was: ‘In onder to make the function fit botter withthe points we male ‘transformations that sightly change the function. The first step isto lower the line o thatthe line can become closer to the data points. This done by a transformation of 1 down, oo Sapa tnetad ene 1 eat it {lig moe leo Poh Boch Soeonton amples Anstaed ant wor | | Graph. ~ bs Ty eee eee ere eset aes | | 4 4. \ Y | , bh it Li | ee eee eee pisanrtntaninetne Tuners tettectenontty (Gabe ooh thatthe relation between # of moves and Total move is 2-1, We can oy | confirm this hypothesis by calculating the # of Discs with Total Me ‘the fuction ‘using the formala 2-1 Tak ance BY Teal Mores [Satin Tey if T Tart iE 3 FAs | 3 7 Bae? 7 5 aes | 5 aT ‘28-1531 Ti Bones mai eee rar: ote nrt i | Applying the Formula i “The formula for Badin the number of moves It takes en amount of : Alisos to move fom pole Ato C of the Tower of ano iny = 2°~ 1 where x fn tho # of discs and yi the total amount of moves Now the formula has bean found it canbe api to @ task In : ‘his ease, the tase isto find the number of moves it takes to tranefor 64 i disks from pole A to C ofthe Tower of Handi | Total moves = 26-1 =1,844674407 x 10 total moves to transfer 64 discs fom A to C a snot are . Cen 2 ‘To summarize, the legend ofthe Tower of Hani was that when all” Ciba sno the doce have ben trmnsered fom A oC, th world wllcome ton chy ond, Sappose one dite wes transferred every teond, how many ears “hr wil take to complete the pure? “osu this question, we tne the total moves called and ! Aivide them by unit of time until we obinn the numberof years it takes to complete the purl. ‘Total moves-28 <1 = 1.844674407 x 10° 1 minute of time passed move = 1 second +60 moves Converting seconds to years: ‘Total moves/60 seconds /60 minutes/24 hous/365 days= years passed 1,814674407 x 101 60/60/24 /365 » 5.849424174 x 10! years passed i =584,042,417 400 years passed 580 billion years ve Oe tone die we wanted eer ond wot take eprinaay 65S bllon yrs oat dss fom poe Ato Cf The ome fac, orl | ample Atte ra ED Reflection | chose this topic becstice I remember playing this simple but challenging game at Seionce World, While playing the game Tid not naturally think of it 28 a mathematical concept but naturally I would identify patterns in the game as I eolve the puzsle and the difficulty {nereases.I chose this topic because the history oft fascinates me, Also ‘knew that the game had several mathematical concepts that were I recently eared, L wanted to see if my mathematical knowledge of ‘transformations, functions, and patterns could be put to use and solve ‘the legend behind The Tower of Hanoi ‘When exploring the mathematics ofthis game, {learned to sce ‘things in life in « mathematical point-of-view as well as seeing mathematic ina realistic point-of-view. The process of solving the legend showed the relationships that mathematical concepts have with ‘each other as well an with life, learned that everything is connected ‘mathematically and even the simplet things can be dissected and analyzed in a mathematical way. Conclusion i ‘According ta the legend ofthe Tower of Hanal,ifone dise was transferred every second since the beginning of time, it would take about ‘580 billion years until the puzzle is eolved and the world comes to an end, | Ifthe were tm then the word still has many more years to liv, ‘This sofution was discovered through the recognition of @ recursive | patter in the puzzle, Through this recursive pattern the function y-2¢ was created, Using this formula, the number of moves it takes to solve 64 dige Tower of iano puztle was obtained. This function is useful fr obtaining the number of moves for any amount of dises in The ‘Tower of Hanel. The i useful when trying to obtain the minimal number cof moves to complete the puszle asa way to challenge one’s intellectual strength @ osanauas ssh eternppon mel Bh Pate id a ad Woo darn tar ace Be an | bled, sai pets amples Anaad sen rk Words Cited | ogreiy A "ower of ano nerve Haale Mien and i Pures iractve athomoles Melony ant Puss, det ‘Aesande Sonemol. Ws Of Jo. 2010 . \Wostten, EW. "Tower of Hao om Wotan ative tam MatiVot: The Web's Most Edens Matomats Rescue. Wea Restore ne 07 Jan. 2010 Wb 8 Jan. 2010, hipster tram con Towson i t Baden nied wpponte ” Assessment Criterion ABCDE(SL)E GL) Total (SL) Total (HL) “Achievement evel awarded 42224 2 4 2 ‘Maximum possible achievement level4 3436 6 20 20 ‘Comments Criterion A: Communication ‘A4—The exploration is well organized, coherent, concise and complete, and flfils its ‘ims. This means that it is complete and is awarded a level 4. Criterion ‘Mathematical presentation 1B2—The “approximately equal to” signi either not used, oris inconsistently used. The student didnot recognize that the data are discrete Criterion ersonal engagement (C2—Some person interest is expressed with evidence of thinking independently Criterion D: Refetion _D2—The stent inks mathematica ides and considers the sigificance ofthe results. Baio steel he cane oft explain at enough asin we ‘SL. Criterion E: Use of mathematies [B4—The mathematics used is relevant and commensurate with the level ofthe course, ‘but the knowledge shown isnot good. HL Criterion E: Use of mathematics 'F2—Although commensurate with the level ofthe couse, the knowledge demonstrated is ‘not goad, and this merits only level 2. em State vece a _iceessainese | | Maths Exploration i Newton-Raphson method : i i | | aE ! i Fert tL |B items ttm apeot mae amples ste work ABCD E (SL) E (HL) Total (SL) Total (HL) Achievement level awarded 22214 2 9 ‘Maximum possible echievementievel4 3436 © 6 20 2» Comments Criterion A: Communication ‘A2—Thete isan aim and a rationale in an introduction, but there i a lack of explenatons throughout, For example, on page 4, where do the aumbers inthe table eome from? The iagrams do not aid the explanations very much, Criterion B: Mathematical presentation 'B2—Thoe is inconsistent use of terminology, for example, “root or zero" on page 7 ‘There is some approprite use of ICT tools. Criterion C: Personal engagement (C2—The student does apply some unfamilier mathematics, and some research has tsken place. Some examples were created, but not followed through. Ciiterion D: Reflection ‘D1—Thero is very limited and superficial reflection. Opportunities for reflection were not taken, SI Criterion F: Use of mathematics E4—The mathematics used is mostly comect. The student can apply the method, but ‘there is no evidence of understanding why it works, ML, Criterion B: Use of mathematics 2—There is partial, ther thon good, undesstanding,

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