Abstract: Geometry, calculus and in particular integrals, are too often seen by young students as technical tools with no link to the reality. This fact generates into the students a loss of interest with a consequent removal of motivation in the study of such topics and more widely in pursuing scientific curricula. With this note we put to the fore a simple example of practical interest where the above concepts prove central; our aim is thus to motivate students and to reverse the dropout trend by proposing an introduction to the theory starting from practical applications. More precisely, we will show how using a mixture of geometry, calculus and integrals one can easily share a watermelon into regular slices with equal volume.
Fine and dandy, given an ideal watermelon. what if its asymmetrical, or the rind is thicker on one side? Who is the lucky one who gets the slice with the worm?
The biologists have their carefully tended mouse and fruit fly lines for various purposes; perhaps there's a market for consistent Math Melons to use here.
As an added advantage that prevents arguments about who got the better piece “cube melons must be harvested before they are ripe, rendering them inedible” (https://en.wikipedia.org/wiki/Square_watermelon)
[+] [-] martingab|4 years ago|reply
[+] [-] h2odragon|4 years ago|reply
The biologists have their carefully tended mouse and fruit fly lines for various purposes; perhaps there's a market for consistent Math Melons to use here.
[+] [-] Someone|4 years ago|reply
As an added advantage that prevents arguments about who got the better piece “cube melons must be harvested before they are ripe, rendering them inedible” (https://en.wikipedia.org/wiki/Square_watermelon)