Idaho Society of Professional Engineers
Friday Update – 04/27/07
UPCOMING EVENTS:
• May 11, 2007 – National
MATHCOUNTS Competition –
Convention Center, Fort Worth, Texas
• May 11, 2007 –
ISPE
Southwest Chapter Spring Fundraiser Golf Tournament - 4-Person Scramble -
1:00 PM - Purple Sage Golf Course
• May 15, 2007 -
ISPE Southwest Chapter Noon Meeting – 12:00
Noon – Washington Group International – Training Room
• July 26 – 29, 2007 –
NSPE 2007 Annual
Conference – Denver, Colorado
HELP WANTED: A FEW GOOD VOLUNTEERS…
The ISPE Southwest Chapter is looking for volunteers and/or nominations for 2007
– 2008 Chapter officers. For additional information, or if you have a nomination
or are interested in volunteering, please contact Southwest Chapter President
Dustin Commons.
NEW
ONLINE SEMINARS AVAILABLE FROM NSPE PRODUCT CATALOG!
NSPE is offering new on-demand courses! Did you miss a web seminar
because of your busy schedule? Take the course now and earn your PDHs from the
comfort of your home or office. Choose from a variety of topics presented by
leading experts in the field. Special NSPE member pricing available.
100 YEARS
OF ENGINEERING LICENSURE
This year marks the 100th anniversary of engineering licensure in the U.S. To
commemorate the anniversary, NSPE is planning celebration activities, contests,
and outreach materials to continue the promotion of licensure and its importance
to the engineering profession and public health, safety, and welfare.
MATHCOUNTS PROBLEM OF THE WEEK
Can you solve this MATHCOUNTS problem? The answer will appear in next
week's edition of the Friday Update!
Pizza Party
A pizza restaurant offers circular pepperoni and green pepper pizzas in 3 sizes.
The small pizza has diameter 10 inches and sells for $15.20. The medium pizza
has diameter 12 inches and sells for $18.85. The large pizza has diameter 14
inches and sells for $22.70. What is the cost per square inch for each size
pizza? Express your answer in cents to the nearest whole number.
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The box for the circular large pizza is a rectangular prism whose length and
width are one-half inch greater than the diameter of the circular large pizza
and whose height is 1 inch. What is the surface area in square inches of the
outside of the box for the circular large pizza?
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One of the circular large pizzas is placed in the box for a large circular
pizza. How many square inches greater is the area of the bottom of the box than
the area of the circular large pizza? Express your answer to the nearest whole
number.
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Mr. Reynolds says he will use less material to make a pizza box if he makes a
rectangular pizza instead of a circular pizza. He plans to make a rectangular
large pizza whose area is equivalent to the area of the circular large pizza in
square inches to the nearest whole number. The sides of the rectangular large
pizza will be of integer lengths and have the least possible perimeter. The
length and width of the bottom and the top of the box will be one-half inch
greater than the length and width of the pizza. The sides of the box will be 1
inch high. What is the surface area in square inches of the outside of the box
for the rectangular large pizza?
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What percent less material will Mr. Reynolds use to make a rectangular large
pizza box if he changes from a circular large pizza to a rectangular large pizza
of equal area? Express your answer to the nearest whole number.
Answer to last week’s MATHCOUNTS problem:
The fractional part of the students that gave Mrs. Smedema a cookie is 1/3 + 1/6
+ 1/4 = 9/12 = 3/4. The remaining 9 students represent 1/4 of the students. The
number of students in Mrs. Smedema’s 8th grade math class is 4 × 9 = 36.
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We don’t know how many students are in Mr. Terpathi’s 7th grade math class.
There are twice as many girls as boys so Mr. Terpathi receives two oatmeal
cookies for every chocolate cookie. He places a chocolate cookie farthest to the
right. If there are 3 students in his class we have OOC and A is false.
If there are 6 students in his class we could have COOOOC so B and C are false.
The difference between the number of spaces between the oatmeal cookies and the
number of chocolate cookies that can be placed in those spaces is the number of
spaces between the oatmeal cookies that do not have a chocolate cookie leaving
two oatmeal cookies next to each other. Let C represent the number of chocolate
cookies and 2C the number of oatmeal cookies. There are 2C – 1 spaces between
oatmeal cookies and C – 1 chocolate cookies to place between the oatmeal cookies
so that two oatmeal cookies are not next to each other. (2C – 1) – (C – 1 ) = C.
For C ≥ 1, at least two oatmeal cookies must be next to each other and D is
true.
Mr. Terpathi received two oatmeal cookies for every chocolate cookie so E is
false.
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4 oatmeal = 8 cinnamon, so 1 oatmeal = 2 cinnamon.
3 oatmeal = 2 chocolate, so 6 cinnamon = 3 oatmeal = 2 chocolate and 3 cinnamon
weigh the same as 1 chocolate.
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If the array is 4 x 2 = 8 or 6 x 3 = 18 there are not enough students. If the
array is 8 x 4 = 32 there are enough students but not too many. If the array is
10 x 5 = 50 there are too many students. There are 32 students in Mrs. Sneed’s
6th grade class.
If you want to see last week's problem again, click
http://www.mathcounts.org/webarticles/anmviewer.asp?a=1007&z=110
Idaho Society of Professional Engineers
PO Box 170239
Boise, ID 83717-0239
208-426-0636
Fax: 208-426-0639
E-Mail: ispe@idahospe.org
Web Site: www.Idahospe.org
Idaho
Society of Professional Engineers
