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	<title>Comments on: The Perils Of Plucking Eyebrows At An Unfamiliar Place</title>
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		<title>By: The 2009 GCE O Level E-Maths Prayer &#124; Jφss Sticks</title>
		<link>http://www.exampaper.com.sg/questions/e-maths/the-perils-of-plucking-eyebrows-at-an-unfamiliar-place#comment-31193</link>
		<dc:creator>The 2009 GCE O Level E-Maths Prayer &#124; Jφss Sticks</dc:creator>
		<pubDate>Mon, 26 Oct 2009 09:32:07 +0000</pubDate>
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		<description>[...] Miss Loi babbled &quot;There are two main instances in the new Emaths syllabus where...&quot; [...]</description>
		<content:encoded><![CDATA[<p>[...] Miss Loi babbled &quot;There are two main instances in the new Emaths syllabus where...&quot; [...]</p>
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		<title>By: Miss Loi</title>
		<link>http://www.exampaper.com.sg/questions/e-maths/the-perils-of-plucking-eyebrows-at-an-unfamiliar-place#comment-31121</link>
		<dc:creator>Miss Loi</dc:creator>
		<pubDate>Sat, 24 Oct 2009 15:08:16 +0000</pubDate>
		<guid isPermaLink="false">http://www.exampaper.com.sg/questions/e-maths/the-perils-of-plucking-eyebrows-at-an-unfamiliar-place#comment-31121</guid>
		<description>There are two main instances in the &lt;a rel=&quot;external nofollow&quot; href=&quot;http://seab.gov.sg/SEAB/oLevel/syllabus/2009_GCE_O_Level_Syllabuses/4016_2009.pdf&quot; rel=&quot;nofollow&quot;&gt;new Emaths syllabus&lt;/a&gt; where students would need to invoke the mouthful that&#039;s the &lt;span class=&quot;highlight&quot;&gt;completing the square method&lt;/span&gt; i.e. when 
&lt;ol&gt;
&lt;li&gt;you&#039;re specifically asked to use it solve a quadratic equation &lt;var&gt;a&lt;/var&gt;&lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt;+&lt;var&gt;b&lt;/var&gt;&lt;var&gt;x&lt;/var&gt;+&lt;var&gt;a&lt;/var&gt;&lt;var&gt;c&lt;/var&gt;=0&lt;/li&gt;
&lt;li&gt;you need to express a quadratic function &lt;var&gt;y&lt;/var&gt;=&lt;var&gt;a&lt;/var&gt;&lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt;+&lt;var&gt;b&lt;/var&gt;&lt;var&gt;x&lt;/var&gt;+&lt;var&gt;a&lt;/var&gt;&lt;var&gt;c&lt;/var&gt; into a graph of the form: &lt;var&gt;y&lt;/var&gt; = &#177;(&lt;var&gt;x&lt;/var&gt;&#8722;&lt;var&gt;p&lt;/var&gt;)&lt;sup&gt;2&lt;/sup&gt;+&lt;var&gt;q&lt;/var&gt;&lt;/li&gt;
&lt;/ol&gt;

Though the two cases look similar to the untrained eye, the perennial sin of treating the &lt;em&gt;equation&lt;/em&gt; &lt;var&gt;a&lt;/var&gt;&lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt;+&lt;var&gt;b&lt;/var&gt;&lt;var&gt;x&lt;/var&gt;+&lt;var&gt;a&lt;/var&gt;&lt;var&gt;c&lt;/var&gt;=0 and the &lt;em&gt;function&lt;/em&gt; &lt;var&gt;y&lt;/var&gt;=&lt;var&gt;a&lt;/var&gt;&lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt;+&lt;var&gt;b&lt;/var&gt;&lt;var&gt;x&lt;/var&gt;+&lt;var&gt;a&lt;/var&gt;&lt;var&gt;c&lt;/var&gt; as the same thing has brought many students to grief (and blood-soaked test papers), especially after they &lt;i&gt;anyhow&lt;/i&gt; bring terms left and right of the = sign when dealing with a function. 

Obviously we&#039;re dealing with the second instant here as we need to find &lt;var&gt;a&lt;/var&gt;, &lt;var&gt;b&lt;/var&gt; and &lt;var&gt;c&lt;/var&gt; in order to save Miss Loi&#039;s eyebrow, and we&#039;ll now attempt to dissect &lt;b&gt;Ron&lt;/b&gt;&#039;s late night solution in a series of &lt;em&gt;robust&lt;/em&gt; steps:

&lt;ol&gt;
&lt;li&gt;

&lt;b&gt;Step 1:&lt;/b&gt; Bring out coefficient of &lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt; and put the &lt;var&gt;x&lt;/var&gt; and &lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt; terms inside brackets:

&lt;var&gt;y&lt;/var&gt; = &lt;span class=&quot;highlight&quot;&gt;−(&lt;/span&gt;&lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt; &lt;span class=&quot;highlight&quot;&gt;−&lt;/span&gt; 3&lt;var&gt;x&lt;/var&gt;&lt;span class=&quot;highlight&quot;&gt;)&lt;/span&gt; + 5

The coefficient of &lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt; is −1, so bringing it out will change the + 3&lt;var&gt;x&lt;/var&gt; to  − 3&lt;var&gt;x&lt;/var&gt; inside the bracket (&lt;i&gt;DUH!&lt;/i&gt; - yes simple algebra but then ...)

&lt;/li&gt;
&lt;li&gt;

&lt;b&gt;Step 2:&lt;/b&gt; + (half of &lt;var&gt;x&lt;/var&gt;-coefficient)&lt;sup&gt;2&lt;/sup&gt;  &#8722; (&lt;var&gt;x&lt;/var&gt;-coefficient)&lt;sup&gt;2&lt;/sup&gt; &lt;em&gt;within&lt;/em&gt; the brackets 

&lt;var&gt;y&lt;/var&gt; = −(&lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt; − 3&lt;var&gt;x&lt;/var&gt; &lt;span class=&quot;highlight&quot;&gt;+ (3/2)&lt;sup&gt;2&lt;/sup&gt; &#8722; (3/2)&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt;) + 5

&lt;/li&gt;
&lt;li&gt;

&lt;b&gt;Step 3:&lt;/b&gt; Move the new &lt;strong&gt;minus(&#8722;)&lt;/strong&gt; term &lt;em&gt;carefully&lt;/em&gt; out of the brackets, and be mindful of the need to multiply it with an constant outside the brackets.  

&lt;var&gt;y&lt;/var&gt; = −(&lt;var&gt;x&lt;/var&gt;&lt;sup&gt;2&lt;/sup&gt; − 3&lt;var&gt;x&lt;/var&gt; + (3/2)&lt;sup&gt;2&lt;/sup&gt;) &lt;span class=&quot;highlight&quot;&gt;+ (3/2)&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; + 5

Note that the &#8722;(3/2)&lt;sup&gt;2&lt;/sup&gt;  has become a + (3/2)&lt;sup&gt;2&lt;/sup&gt; because of the &#8722; sign outside the brackets.

Tread carefully here, for this is careless mistake territory.

&lt;/li&gt;
&lt;li&gt;

&lt;b&gt;Step 4:&lt;/b&gt; Transform everything inside the brackets into a square term. Whatever constant that&#039;s outside the brackets, STAYS outside the brackets.

&lt;var&gt;y&lt;/var&gt; = &lt;span class=&quot;highlight&quot;&gt;−(&lt;var&gt;x&lt;/var&gt; − (3/2))&lt;sup&gt;2&lt;/sup&gt;&lt;/span&gt; + (3/2)&lt;sup&gt;2&lt;/sup&gt; + 5
 
Note that its (&lt;var&gt;x&lt;/var&gt; − (3/2))&lt;sup&gt;2&lt;/sup&gt; NOT (&lt;var&gt;x&lt;/var&gt; + (3/2))&lt;sup&gt;2&lt;/sup&gt; because of the negative &lt;span class=&quot;highlight&quot;&gt;−&lt;/span&gt; 3&lt;var&gt;x&lt;/var&gt; within the brackets.

You&#039;re deep, deep into careless mistakes territory now ...

&lt;/li&gt;
&lt;li&gt;

&lt;b&gt;Step 5:&lt;/b&gt; Sum up the constant terms outside the brackets to obtain the final expression &lt;span class=&quot;highlight&quot;&gt;&lt;var&gt;y&lt;/var&gt; = &#177;(&lt;var&gt;x&lt;/var&gt;&#8722;&lt;var&gt;p&lt;/var&gt;)&lt;sup&gt;2&lt;/sup&gt;+&lt;var&gt;q&lt;/var&gt;&lt;/span&gt;, where (&lt;var&gt;p&lt;/var&gt;, &lt;var&gt;q&lt;/var&gt;) are the coordinates of the:
&lt;ul&gt;
&lt;li&gt;Min. point if (&lt;var&gt;x&lt;/var&gt;&#8722;&lt;var&gt;p&lt;/var&gt;)&lt;sup&gt;2&lt;/sup&gt;+&lt;var&gt;q&lt;/var&gt; (Recall the happy ∪ quadratic curve)&lt;/li&gt;
&lt;li&gt;Max. point if &#8722;(&lt;var&gt;x&lt;/var&gt;&#8722;&lt;var&gt;p&lt;/var&gt;)&lt;sup&gt;2&lt;/sup&gt;+&lt;var&gt;q&lt;/var&gt; (Recall the sad ∩ quadratic curve  )&lt;/li&gt;
&lt;/ul&gt;

&lt;strong class=&quot;highlight&quot;&gt;&lt;var&gt;y&lt;/var&gt; = −(&lt;var&gt;x&lt;/var&gt; − (3/2))&lt;sup&gt;2&lt;/sup&gt; + 7.25&lt;/strong&gt;

&lt;/li&gt;
&lt;/ol&gt;

&lt;img src=&quot;http://www.exampaper.com.sg/blog/wp-content/uploads/2009/10/graph-completing-the-square.gif&quot; alt=&quot;Graph for completing the square&quot; /&gt;

Miss Loi&#039;s eyebrow - fierce isn&#039;t it?

And so from our final expression above, the &lt;em&gt;maximum&lt;/em&gt; (since there&#039;s a -ve sign outside the brackets) point of the graph is (3/2, 7.25)
&#8658; &lt;var&gt;c&lt;/var&gt; = 7.25
&#8658; &lt;var&gt;b&lt;/var&gt; = 3/2 = 1.5
To find the &lt;var&gt;y&lt;/var&gt;-intercept &lt;var&gt;a&lt;/var&gt;, simply equate &lt;var&gt;x&lt;/var&gt; to 0 to get &lt;var&gt;a&lt;/var&gt;=5.

N.B. Performing the 5 steps above is completely safe whether you&#039;re completing the square for a function or an equation, as there&#039;s no moving of terms left and right of the = sign.</description>
		<content:encoded><![CDATA[<p>There are two main instances in the <a rel="external nofollow" href="http://seab.gov.sg/SEAB/oLevel/syllabus/2009_GCE_O_Level_Syllabuses/4016_2009.pdf" rel="nofollow">new Emaths syllabus</a> where students would need to invoke the mouthful that's the <span class="highlight">completing the square method</span> i.e. when </p>
<ol>
<li>you're specifically asked to use it solve a quadratic equation <var>a</var><var>x</var><sup>2</sup>+<var>b</var><var>x</var>+<var>a</var><var>c</var>=0</li>
<li>you need to express a quadratic function <var>y</var>=<var>a</var><var>x</var><sup>2</sup>+<var>b</var><var>x</var>+<var>a</var><var>c</var> into a graph of the form: <var>y</var> = &plusmn;(<var>x</var>&minus;<var>p</var>)<sup>2</sup>+<var>q</var></li>
</ol>
<p>Though the two cases look similar to the untrained eye, the perennial sin of treating the <em>equation</em> <var>a</var><var>x</var><sup>2</sup>+<var>b</var><var>x</var>+<var>a</var><var>c</var>=0 and the <em>function</em> <var>y</var>=<var>a</var><var>x</var><sup>2</sup>+<var>b</var><var>x</var>+<var>a</var><var>c</var> as the same thing has brought many students to grief (and blood-soaked test papers), especially after they <i>anyhow</i> bring terms left and right of the = sign when dealing with a function. </p>
<p>Obviously we're dealing with the second instant here as we need to find <var>a</var>, <var>b</var> and <var>c</var> in order to save Miss Loi's eyebrow, and we'll now attempt to dissect <b>Ron</b>'s late night solution in a series of <em>robust</em> steps:</p>
<ol>
<li>
<p><b>Step 1:</b> Bring out coefficient of <var>x</var><sup>2</sup> and put the <var>x</var> and <var>x</var><sup>2</sup> terms inside brackets:</p>
<p><var>y</var> = <span class="highlight">−(</span><var>x</var><sup>2</sup> <span class="highlight">−</span> 3<var>x</var><span class="highlight">)</span> + 5</p>
<p>The coefficient of <var>x</var><sup>2</sup> is −1, so bringing it out will change the + 3<var>x</var> to  − 3<var>x</var> inside the bracket (<i>DUH!</i> - yes simple algebra but then ...)</p>
</li>
<li>
<p><b>Step 2:</b> + (half of <var>x</var>-coefficient)<sup>2</sup>  &minus; (<var>x</var>-coefficient)<sup>2</sup> <em>within</em> the brackets </p>
<p><var>y</var> = −(<var>x</var><sup>2</sup> − 3<var>x</var> <span class="highlight">+ (3/2)<sup>2</sup> &minus; (3/2)<sup>2</sup></span>) + 5</p>
</li>
<li>
<p><b>Step 3:</b> Move the new <strong>minus(&minus;)</strong> term <em>carefully</em> out of the brackets, and be mindful of the need to multiply it with an constant outside the brackets.  </p>
<p><var>y</var> = −(<var>x</var><sup>2</sup> − 3<var>x</var> + (3/2)<sup>2</sup>) <span class="highlight">+ (3/2)<sup>2</sup></span> + 5</p>
<p>Note that the &minus;(3/2)<sup>2</sup>  has become a + (3/2)<sup>2</sup> because of the &minus; sign outside the brackets.</p>
<p>Tread carefully here, for this is careless mistake territory.</p>
</li>
<li>
<p><b>Step 4:</b> Transform everything inside the brackets into a square term. Whatever constant that's outside the brackets, STAYS outside the brackets.</p>
<p><var>y</var> = <span class="highlight">−(<var>x</var> − (3/2))<sup>2</sup></span> + (3/2)<sup>2</sup> + 5</p>
<p>Note that its (<var>x</var> − (3/2))<sup>2</sup> NOT (<var>x</var> + (3/2))<sup>2</sup> because of the negative <span class="highlight">−</span> 3<var>x</var> within the brackets.</p>
<p>You're deep, deep into careless mistakes territory now ...</p>
</li>
<li>
<p><b>Step 5:</b> Sum up the constant terms outside the brackets to obtain the final expression <span class="highlight"><var>y</var> = &plusmn;(<var>x</var>&minus;<var>p</var>)<sup>2</sup>+<var>q</var></span>, where (<var>p</var>, <var>q</var>) are the coordinates of the:</p>
<ul>
<li>Min. point if (<var>x</var>&minus;<var>p</var>)<sup>2</sup>+<var>q</var> (Recall the happy ∪ quadratic curve)</li>
<li>Max. point if &minus;(<var>x</var>&minus;<var>p</var>)<sup>2</sup>+<var>q</var> (Recall the sad ∩ quadratic curve  )</li>
</ul>
<p><strong class="highlight"><var>y</var> = −(<var>x</var> − (3/2))<sup>2</sup> + 7.25</strong></p>
</li>
</ol>
<p><img src="http://www.exampaper.com.sg/blog/wp-content/uploads/2009/10/graph-completing-the-square.gif" alt="Graph for completing the square" /></p>
<p>Miss Loi's eyebrow - fierce isn't it?</p>
<p>And so from our final expression above, the <em>maximum</em> (since there's a -ve sign outside the brackets) point of the graph is (3/2, 7.25)<br />
&rArr; <var>c</var> = 7.25<br />
&rArr; <var>b</var> = 3/2 = 1.5<br />
To find the <var>y</var>-intercept <var>a</var>, simply equate <var>x</var> to 0 to get <var>a</var>=5.</p>
<p>N.B. Performing the 5 steps above is completely safe whether you're completing the square for a function or an equation, as there's no moving of terms left and right of the = sign.</p>
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		<title>By: Nash</title>
		<link>http://www.exampaper.com.sg/questions/e-maths/the-perils-of-plucking-eyebrows-at-an-unfamiliar-place#comment-31078</link>
		<dc:creator>Nash</dc:creator>
		<pubDate>Fri, 23 Oct 2009 08:05:01 +0000</pubDate>
		<guid isPermaLink="false">http://www.exampaper.com.sg/questions/e-maths/the-perils-of-plucking-eyebrows-at-an-unfamiliar-place#comment-31078</guid>
		<description>wah u stayed up til 12:58 to be the first to solve =X proness..
But u misread the most important bit, it should be a=5 ,b=1.5 ,c= 7.25. Must ans to the question...teachers minus marks for not answering to the point.(recalls blood soaked test paper)</description>
		<content:encoded><![CDATA[<p>wah u stayed up til 12:58 to be the first to solve =X proness..<br />
But u misread the most important bit, it should be a=5 ,b=1.5 ,c= 7.25. Must ans to the question...teachers minus marks for not answering to the point.(recalls blood soaked test paper)</p>
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		<title>By: Ron</title>
		<link>http://www.exampaper.com.sg/questions/e-maths/the-perils-of-plucking-eyebrows-at-an-unfamiliar-place#comment-31062</link>
		<dc:creator>Ron</dc:creator>
		<pubDate>Thu, 22 Oct 2009 16:58:49 +0000</pubDate>
		<guid isPermaLink="false">http://www.exampaper.com.sg/questions/e-maths/the-perils-of-plucking-eyebrows-at-an-unfamiliar-place#comment-31062</guid>
		<description>y = −x&lt;sup&gt;2&lt;/sup&gt; + 3x + 5 = - (x&lt;sup&gt;2&lt;/sup&gt; - 3x) + 5 = - (x&lt;sup&gt;2&lt;/sup&gt; - 2(1.5)x + (1.5)&lt;sup&gt;2&lt;/sup&gt;) + 5 + (1.5)&lt;sup&gt;2&lt;/sup&gt; = - (x - 1.5)&lt;sup&gt;2&lt;/sup&gt; + 7.25

Is this enough to tide you over miss loi?
cuts y-axis at y = 5, arch at x = 1.5, max value of y is at y=7.25.</description>
		<content:encoded><![CDATA[<p>y = −x<sup>2</sup> + 3x + 5 = - (x<sup>2</sup> - 3x) + 5 = - (x<sup>2</sup> - 2(1.5)x + (1.5)<sup>2</sup>) + 5 + (1.5)<sup>2</sup> = - (x - 1.5)<sup>2</sup> + 7.25</p>
<p>Is this enough to tide you over miss loi?<br />
cuts y-axis at y = 5, arch at x = 1.5, max value of y is at y=7.25.</p>
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		<title>By: Miss Loi</title>
		<link>http://www.exampaper.com.sg/questions/e-maths/the-perils-of-plucking-eyebrows-at-an-unfamiliar-place#comment-36929</link>
		<dc:creator>Miss Loi</dc:creator>
		<pubDate>Thu, 22 Oct 2009 07:38:17 +0000</pubDate>
		<guid isPermaLink="false">http://www.exampaper.com.sg/questions/e-maths/the-perils-of-plucking-eyebrows-at-an-unfamiliar-place#comment-36929</guid>
		<description>&lt;span class=&quot;topsy_trackback_comment&quot;&gt;&lt;span class=&quot;topsy_twitter_username&quot;&gt;&lt;span class=&quot;topsy_trackback_content&quot;&gt;The perils of plucking eyebrows at an unfamiliar place: http://bit.ly/3ukhWG&lt;/span&gt;&lt;/span&gt;</description>
		<content:encoded><![CDATA[<p><span class="topsy_trackback_comment"><span class="topsy_twitter_username"><span class="topsy_trackback_content">The perils of plucking eyebrows at an unfamiliar place: <a href="http://bit.ly/3ukhWG" rel="nofollow">http://bit.ly/3ukhWG</a></span></span></span></p>
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