How can I determine the G 1:3 using given midpoints?

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In summary: With all due respect, I beg to differ. It may well be obvious to you, it was not obvious to me (I had to spend about a minute thinking about it).Imagine I ask you "why it is obvious?". The two types of triangles are not congruent. How would you answer such a question?There is nothing "harder" about what I posted, than what you suggested, in fact, they are in essence the same approach. I just filled in "more blanks" to make what I said transparent.
  • #1
squexy
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Can someone show me how to resolve this question?

View attachment 2902
The answer is G 1:3

Thanks ^.^
 

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  • #2
This is how I would do it: image drawing a line between E and F, this splits the larger rectangle into 2 equal smaller rectangles, since these are midpoints.

Each smaller rectangle is then split into 4 triangles. Let's say the top and bottom ones have base length $a$ and the side ones have base length $b$.

The entire larger rectangle has area:

$(a + a)(b) = 2ab$.

It is easy to see that the top and bottom triangles have height $\dfrac{b}{2}$, so their area (each) is:

$\dfrac{1}{2}\cdot a\cdot \dfrac{b}{2} = \dfrac{ab}{4}$.

We have 2 of then, so their total area is $2\cdot\dfrac{ab}{4} = \dfrac{ab}{2}$.

The two side triangles must then together have total area:

$ab - \dfrac{ab}{2} = \dfrac{ab}{2}$ (Each smaller rectangle has area $ab$).

Since the white area is just two side triangles put together (one from each smaller rectangle made from the large rectangle cut in half), it must have area $\dfrac{ab}{2}$.

Thus the shaded area is $2ab - \dfrac{ab}{2} = \dfrac{3ab}{2}$.

So the ratio of the white area to the shaded area is:

$\dfrac{\dfrac{ab}{2}}{\dfrac{3ab}{2}} = \dfrac{ab}{2}\cdot \dfrac{2}{3ab} = \dfrac{1}{3}$
 
  • #3
squexy said:
Can someone show me how to resolve this question?

View attachment 2902
The answer is G 1:3

Thanks ^.^

An easier way:

Draw the segment EF. This cuts the entire rectangle in half. Surely you can see that of these two halves, the resulting white triangles each make up 1/4 of these halves, so 1/8 of the entire rectangle's area.

Since there will be two of these triangles, the white region is 1/4 of the rectangle's area.

Compared to the remaining area of the rectangle (3/4), this gives a ratio of 1/4 : 3/4, or simply 1:3.
 
  • #4
Prove It said:
An easier way:

Draw the segment EF. This cuts the entire rectangle in half. Surely you can see that of these two halves, the resulting white triangles each make up 1/4 of these halves, so 1/8 of the entire rectangle's area.

Since there will be two of these triangles, the white region is 1/4 of the rectangle's area.

Compared to the remaining area of the rectangle (3/4), this gives a ratio of 1/4 : 3/4, or simply 1:3.

It is (or at least was) not immediately apparent (to me) that the four triangles of each half of the entire rectangle all have the same area. It turns out that they do, because the formula (in terms of the sides of the "half-rectangles"), namely what I have called:

$\dfrac{ab}{4}$

is symmetric in $a$ and $b$ (on the top versus the sides, the two "swap places", $a$ is the base of one pair, and $b$ is twice the height, while on the other pair $b$ is the base, and $a$ is twice the height).

The reason I stress this, is because if $a$ and $b$ were *very* different (and not so close as they are for this diagram), it would be even less clear that all 8 triangles we can make all have the same area (although each pair of 4 clearly do).

This, in my opinion, is one of the "boons" of mathematics: it allows us to discover we knew more than we thought we did.
 
  • #5
Deveno said:
It is (or at least was) not immediately apparent (to me) that the four triangles of each half of the entire rectangle all have the same area. It turns out that they do, because the formula (in terms of the sides of the "half-rectangles"), namely what I have called:

$\dfrac{ab}{4}$

is symmetric in $a$ and $b$ (on the top versus the sides, the two "swap places", $a$ is the base of one pair, and $b$ is twice the height, while on the other pair $b$ is the base, and $a$ is twice the height).

The reason I stress this, is because if $a$ and $b$ were *very* different (and not so close as they are for this diagram), it would be even less clear that all 8 triangles we can make all have the same area (although each pair of 4 clearly do).

This, in my opinion, is one of the "boons" of mathematics: it allows us to discover we knew more than we thought we did.

It IS immediately apparent when you are told that the points given are midpoints of the given sides...
 
  • #6
Prove It said:
It IS immediately apparent when you are told that the points given are midpoints of the given sides...
With all due respect, I beg to differ. It may well be obvious to you, it was not obvious to me (I had to spend about a minute thinking about it).

Imagine I ask you "why it is obvious?". The two types of triangles are not congruent. How would you answer such a question?

There is nothing "harder" about what I posted, than what you suggested, in fact, they are in essence the same approach. I just filled in "more blanks" to make what I said transparent.

I suppose I could have just said: it is obvious the answer is 1:3, by similar reasoning as yours. In my mind, however, that seems a tad unhelpful.
 

FAQ: How can I determine the G 1:3 using given midpoints?

What is "Finding the G 1:3"?

"Finding the G 1:3" refers to the process of identifying and locating the gene responsible for a specific trait or characteristic that follows a 1:3 ratio in genetic inheritance. This ratio is commonly observed in monohybrid crosses, where one allele is dominant and the other is recessive.

Why is it important to find the G 1:3?

Finding the G 1:3 is important because it allows us to better understand the genetic basis of a particular trait or characteristic. This information can be used in various fields such as medicine, agriculture, and evolution. It also helps in predicting the likelihood of certain traits being passed on to future generations.

What are the steps involved in finding the G 1:3?

The first step is to identify the trait or characteristic that follows a 1:3 ratio in genetic inheritance. Then, a cross is made between two organisms that exhibit the trait in question. The offspring from this cross are observed, and the ratios of dominant to recessive traits are recorded. Finally, genetic analysis is conducted to determine the G 1:3 and its location on the genome.

What challenges may arise when trying to find the G 1:3?

One of the main challenges in finding the G 1:3 is the presence of other genes that may influence the trait being studied. This can lead to unexpected ratios in the offspring and make it difficult to identify the G 1:3. Additionally, environmental factors can also affect the expression of genes, further complicating the process.

How is the information from finding the G 1:3 used?

The information obtained from finding the G 1:3 can be used in various ways. In medicine, it can help identify genetic diseases and develop treatments. In agriculture, it can be used to breed crops with desired traits. In evolution, it can provide insights into the genetic mechanisms behind the diversity of life. Overall, it contributes to our understanding of genetics and its applications in different fields.

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