Merged Document

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.
Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving

by JIM WILSON
A Presentation to the Annual Meeting of School Mathematics and Science Association, Birmingham, November 8, 2012 , was prepared using some parts of this paper.
PDF version Arithmetic Mean-Geometric Mean Inequality (AM-GM Inquality) is a fundamental relationship in mathematics. It is a useful tool for problems solving and building relationships with other mathematics. It should find more use in school mathematics than currently. It what follows I present an introduction to the theorem, some background and generalizations, alternative demonstrationsof the proof, and examples of problems that can be explored by using the AM-GM Inquality. I will rely heavily on a collection of problems and essays on my web site: Http://jwilson.coe.uga.edu and the sub-directory for my mathematics problem solving course at the University of Georgia.
http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]
The
I will concentrate on the theorem for two positive numbersin my examples, but I mention the generalizations below and occasionally use the case for threepositive numbers.
Arithmetic Mean - Geometric Mean Inequality

Forrealpositive numbersa and b, the AM-GM Inequality for two numbers is:
Clearly, the AM-GM Inequality can be generalized for n positive numbers. The link poses the problem of generalizing the proof following the lines of argument advanced by Courant and Robbins (1942). That is,

The AM-GM Inequality can also be generalized to its inclusion in relation to other means such as the Harmonic Mean (HM) or the Root Mean Square (RMS -- sometimes called the Quadratic Mean). In particular, for two positive numbers a and b,

Geometric demonstration of the RMS-AM-GM-HM Inequality At a more advanced level (perhaps more fundamental?) all of these means are instances of Power Means where the power parameter p takes on different values for the different means. These may also be called Generalized Means.

What is the Value of this Theorem? An Example.

The AM-GM for two positive numbers can be a useful tool in examining some optimization problems. For example, it is well known that for rectangles with a fixed perimeter, the maximum area is given by a square having that perimeter.
Perhaps some insight is given by the graph at the right. The fixed perimeter is 2a + 2b = 10. The red graph represents the area function of the graph as either of a or b varies from 0 to 5. Let b represent the length of one side and 5 - b the length of the other.
Area = ab = b(5- b) for 0 < b < 5 When the AM-GM Inequality is applied we getArea Points on the blue curve, Area = 6.25 are always greater than points on the red curve(That is, the area of the rectangle is always less that 6.25) and the blue curve (a horizontal line representing a constant) is tangent to the red curve if and only if b = (5 - b), i.e., b =2.5. Setting this up with the usual function notation, let the Perimeter of the rectangle equal 10 and let one side be x. The the other side is 5 -x.
The utility of the AM-GM Inequality is that the replacement function after theapplication of the AM-GM inequality is a constant line tangent to the previous function. The area is always less than the constantAND it is equal to that constant whena = b. In our example for P = 10, a = b = 2.5when the rectangle is a square. From my web page, here is a problem posed for students:
The second problem, where ab is a constant rather than a + b, is a nice contrast to the first and it also follows quickly from the AM-GM Inequality:
Alternative Proofs and Demonstrations of the Arithmetic Mean-Geometric Mean Inequality

In this section, I will limit the exploration to the simplest case: The arithmetic mean and geometric mean of two positive numbers. In my Problem Solving course I pose AS AN EXPLORATIONthat the student find a least 5 demonstrations or proofs.Seeing multiple approaches to this relation can help with understanding it, seeing its importance, and finding it useful as a problem solving tool.

Some algebra
A Geometric Demonstration
Another GeometricSuggestion Construct a semicircle with a diameter a + b. The radius will be the Arithmetic Meanof a and b. Construct a perpendicular to the diameter from common endpoint of the segments of length a and b. From the intersection of this perpendicular with the semicircle construct the red segment. This segment will always have a length less than or equal to the radius of the circle and it will be equal only if a = b.
This example is closely related to the well known geometric theorem that the altitude of a right triangle from the 90 degree vertex to the hypothenuse will be the geometric mean of the two segmentscut off on the hypotenuse. Another Geometry Example
Another Algebra Demonstration This demonstration begins with the identity: Since = b. Another Geometry Example Given two tangent circles of radii a and b. Construct a common external tangent to the two circl3s and draw radii of each circle to the common tangent. Find the length indicatec by ? along the common tanget in terms of a and b. we have with equality if and only if a
Solution: by constructing a segment parallel to the one under study, a right triangle with legsof length ? and a-b, and hypotenuse of length a+b. the segment along the common tangent has length twice the geometric mean of a and b. More Geometry Consider a circle with chords AB and CD. Let the CD pass through the midpoint M of AB. Let AM = MB = z and let CM = x, MD = y. The lengths are all positive values.
By an elementary theorem of geometry the products of the parts of the chords are equal. We know that x + y 2z with equality only if M is the midpoint of CD. Algebra
Something Different
Solving Problems with the AM-GM Inequality

Cost of Fencing a Field Problem: A farmer wants to fence in 60,000 square feet of land in a rectangular plot along a straight highway. The fence he plans to use along the highway costs $2 per foot, while the fence for the other three sides costs $1 per foot. How much of each type of fence will he have to buy in order to keep expenses to a minimum? What is the minimum expense? Solution: (This is a typical calculus problembut no calculus is needed!)
Minimum of The problem is to find minimum values for this function in the range or 0 < x < . This one requires some change in the form of the equation in order to apply the AM-GM Inequality. First, however, it is helpful to see a graph and have some sense of the equation. The graph at the right suggests that there may be two minimum values in the range 0 < x < .
Construct a Square with Same Area as a Given Rectangle The problem is to construct a square with straightedge and compass that is the same area as a given rectangle. The area will be ab and so the length of the side of the square is the geometric mean.
Consider: The red segment is the geometric mean of a and b.
Maximum Area of a Sector of a Circle With Fixed Perimeter Understanding the problem. A sector of a circle has a perimeter made up of two radii and an arc of the circle connecting the endpoints of the two radii. Compare the areas of three sectors -- each with P = 100 -- central angles of 45 degrees, 90 degrees, and 180 degrees. These are sectors that are an eighth circle, quarter circle, and semicircle. As the angles increas, the radii become shorter because more of the fixed perimeter is in the arc. Note these angles are When these three areas are computed we get
Clearly, as the angle increases from 45 to 90 to 180 the area increases and then decreases. Somewhere there is a maximum area. Where? Sector as Fraction of a Circle Some students (and teachers) have an aversion to working with radian measure. For them the approach might be as follows: Let k be the fraction of a circle represented by the sector. 0 < k < 1.The Perimeter is a constant and so we can represent it as twice the radius plus the fraction of the circumference.
The area of the sector in the fraction notation can be formed as either a function of r or a function of k, depending on a subsitution of r or k from the perimeter equation. Either one can be used with the AM-GM Inequality to reach closure on the problem:
Looking back at the example when P = 100, the maximum area would be when r = 25 and therefore the arc length is 50. The angle is alittle less than 120 degrees. Sector in Radian Measure
The parallel of this solution with the one where the square was the maximum area for rectangles with fixed perimeter is worth noting. Inequalities Problems
Comparison of altitude and median in a right triangle Construct segments from the endpoints of the diameter to complete a right triangle.
Maximum and Minimum of Rewrite
For x > 0, using the arithmetic mean-geometric mean inequality,
Therefore the value of the function is always less than or equal to .5 and it is equal to .5 only when x = 1.
For x < 0, a similar argument leads to finding the minimum of the function at x = -1. Since the Arithmetic Mean -- Geometric Mean Inequality holds only for
postitive values, when x < 0 we have to apply the inequality to - x and - 1/x. We know
Keep in mind this is for x< 0 so -x and -1/x are postive. Multiplying each side of the inequality by -1 gives
and equality occurs when x = -1. Therefore the value of the function is always more than or equal to -0.5 and it is equal to -0.5 only when x = -1.
See Graphs
Maximum of f(x) = (1-x)(1+x)(1+x) Wehave three factors in the function and we want to know when the function reaches a maximum in the interval [0,1].
In order to take advantage of the AM-GM Inequality, we need the sum of these factors to equal a constant. That is we need -2x rather than -x. We can get that by the following
The function reaches this maximum value for x in [0,1] if and only if 2(1 - x) = 1 + x 2 - 2x = 1 + x 1 = 3x That is,
Minimum Surface Area of a Can of Fixed Volume In packaging a product in a can the shape of right circular cylinder, various factors such as tradition and supposed customer preferences may enter into decisions about what shape (e.g. short and fat vs. tall and skinny) can might be used for a fixed volume. Note, for example, all 12 oz. soda cans have the same shape -- a height of about 5 inches
and a radius of about 1.25 inches. Why? What if the decison was based on minimizing the material used to make the can? This would mean that for a fixed volume V the shape of the can (e.g. the radius and the height) would be determined by the minimum surface area for the can. What is the relationship between the radius and the height in order to minimize the surface area for a fixed volume? What would be the shape of a 12 ounce soda can that minimizes the amount of aluminum in the can? The Volume is fixed.
The Surface area is a function of r and h.
What is the minimum S?
( Note that we have use the AM-GM Inequality for three positive numbers )
Maximum area of a Pen, fixed length of fencing, with Partitions Parallel to a Side Suppose you have 100 feet of fencing. You want a rectangular pen with a partition parallel to a side. The 100 feet of fencing must enclose the four sides and the partition. What is the shape of the pen and what is the maximum area? Show that the dimensions of the maximum area pen is 25 ft. by 16.67 ft. with maxim area of approximately 417.7 sq. ft. Prove the Maximum Area of a Triangle with Fixed Perimeter is Equilateral
Minimum Distance from (0,0) to

Find a point on the graph of (follow the link to the discussion) that is closest to the origin.
Maximum Area of a Triangle with Sides of 9, 40x, and 41x

Given a triangle with one side of length 9 units and the ratio of the other two sides is 40/41. Find the Maximum Area. (use link for discussion)
The Box Problem

Use the Arithmetic Mean-Geometric Mean Inequality to find the maximum volume of a box made from a 25 by 25 square sheet of cardboard by removing a small square from each corner and folding up the sides to form a lidless box.
Theorem: In the Product of npositive numbers is equal to 1 then the sum if the numbers is greater than or equal to n.
Clearly, the proof of 3 implies the first two.
Inequalities and Maximum-Minimum Problems

Henry Liu, 26 February 2007 There are many olympiad level problems in mathematics which belong to areas that are not covered well at all at schools. Three major examples are geometry, number theory, and functional equations. Such areas must be learned outside class time if one wants to be successful at solving olympiad style problems. This set of notes considers another one of these areas: inequalities. This area is not covered well at schools mainly because there is a large variety of methods involved. One subarea of inequalities involves problems of the following form: Maximise or minimise some expression, subject to some constraint. We shall discuss some basic facts about inequalities, and then discuss these socalled max-min problems.
1. Well-known inequalities 1.1 The basics

We begin with some obvious rules. Theorem 1 For real numbers a, b, c, d, we have the following. (a) If a > b, then a + c > b + c; if a b, then a + c b + c. (b) If a > b and c > d, then a + c > b + d; if a b and c > d, then a + c > b + d; if a b and c d, then a + c b + d. (c) If a > b, then ac > bc if c > 0, and ac < bc if c < 0; if a b, then ac bc if c > 0, and ac bc if c < 0. (d) Let a, b, c, d > 0. If a > b and c > d, then ac > bd; if a b and c > d, then ac > bd; if a b and c d, then ac bd; (e) a2 0 always holds, with equality if and only if a = 0. (f ) Let a, b > 0. If a2 > b2 , then a > b; if a2 b2 , then a b.
1.2 Proving inequalities: some well-known techniques

How do we prove an inequality at olympiad level? We will discuss many dierent techniques. But rstly, note that such a problem usually has two parts: (a) Prove the inequality. (b) If possible, state when we have equality. 1
It is a common mistake to ignore part (b).
1.2.1 Squares are non-negative

A complicated looking inequality can be proved if we can show that it is equivalent to an inequality of the form LHS 0, where LHS is a sum of squares. Example 1. Prove that x4 7x2 + 4x + 20 0 for every real x. When do we have equality? We have x4 7x2 +4x+20 = (x4 8x2 +16)+(x2 +4x+4) = (x2 4)2 +(x+2)2 0. For equality, we need both x2 4 = 0 and x + 2 = 0. This is only possible when x = 2. b ab. Example 2. Let a, b 0. Prove that a+ 2 2 Since a, b 0, a and b are well-dened. We have 0 ( a b) = a+b a + b 2 ab, so a + b 2 ab, so 2 ab. Equality holds if and only if a b = 0, ie: when a = b since a, b 0. Example 3. Prove that x2 + y 2 + z 2 xy + yz + zx for all real x, y, z . We have 0 (x y )2 + (y z )2 + (z x)2 = 2x2 + 2y 2 + 2z 2 2xy 2yz 2zx. So 2x2 + 2y 2 + 2z 2 2xy + 2yz + 2zx, and we have the result by dividing by 2. Equality holds if and only if x y = y z = z x = 0, ie: when x = y = z .
1.2.2 The QM-AM-GM-HM inequalities

We now describe a chain of inequalities which will be extremely useful. Theorem 2 (The QM-AM-GM-HM inequalities) Let x1 , . . . , xn 0. We dene their quadratic mean to be QM = Dene their arithmetic mean to be AM = Dene their geometric mean to be GM = n x1 xn . x1 + + xn . n
2 x2 1 + + xn . n
For x1 , . . . , xn > 0, dene their harmonic mean to be n HM = 1 . + + x1n x1 Then, if x1 , . . . , xn > 0, we have QM AM GM HM. If we remove HM from above, we may have x1 , . . . , xn 0 instead. ie: For x1 , . . . , xn 0, we have QM AM GM. We have QM = AM = GM = HM if and only if x1 = = xn . 2
Taking any two of these means gives us a useful inequality. For example, the AM-GM inequality says: For x1 , . . . , xn 0, we have x1 + + xn n x1 xn , n with equality if and only if x1 = = xn . Note that Example 2 above is the AMGM inequality for two terms. The AM-HM inequality says: For x1 , . . . , xn > 0, we have x1 + + xn n
1 x1
n + +
1 xn
with equality if and only if x1 = = xn . And so on. Example 4. Let a, b, c, x, y, z > 0. Prove that a b c + + x y z x y z + + a b c 9.
Applying the AM-HM inequality, we have 1 a b c + + 3 x y z 3

x a y b z c
This easily rearranges to the required inequality. a Equality holds if and only if a, b, c, x, y, z satisfy x =
b y
c =z .
1.2.3 Cauchy-Schwarz inequality

This is another well-known inequality which is extremely useful. Theorem 3 (Cauchy-Schwarz inequality) Let x1 , . . . , xn , y1 , . . . , yn be real numbers. Then
2 2 2 (x1 y1 + + xn yn )2 (x2 1 + + xn )(y1 + + yn ).
Equality holds if and only if either there exists a real number k such that x1 = ky1 , x2 = ky2 , . . . , xn = kyn , or there exists a real number such that y1 = x1 , y2 = x2 , . . . , yn = xn . Note: Be careful! The statements there exists a real number k such that x1 = ky1 , x2 = ky2 , . . . , xn = kyn and there exists a real number such that y1 = x1 , y2 = x2 , . . . , yn = xn are not quite equivalent. We will have a problem if either all xi = 0 or all yi = 0. For example, if x1 = = xn = 0 and y1 , . . . , yn are arbitrary, not all zero, then the rst statement above is true with k = 0, but the second is false! 3
Remarkably, almost all literature about the Cauchy-Schwarz inequality are not too careful about this, merely just stating one of these statements as the condition for equality! Example 5. Let x, y, z > 0. Prove that (x2 + y 2 + z 2 )1/2 Applying Cauchy-Schwarz, we have (32 + 42 + 122 )(x2 + y 2 + z 2 ) (3x + 4y + 12z )2 , 1 x2 + y 2 + z 2 (3x + 4y + 12z )2 . 169 Since both sides are positive, the result follows by taking square roots. Equality holds if and only if x = 3k , y = 4k and z = 12k for some real number k > 0. 1 (3x + 4y + 12z ). 13
1.2.4 Jensens inequality

This is yet another very useful inequality. To state this inequality, we must rst dene a property of functions. A function f (x) dened on an interval I is said to be strictly convex on I if for every a, b I with a < b, and for every with 0 < < 1, we have f ((1 )a + b) < (1 )f (a) + f (b). Graphically, this just says that, no matter where we choose a and b within I , the chord joining (a, f (a)) and (b, f (b)) lies strictly above the graph of the function in the interval (a, b).
.... ..... ..... . . . . ..... ...... y =f (x) ...... . . . . . ...... ....... ...... .. . .. .. . .. . . .. ..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (1)f (a)+f (b) .......................... (b,f (b)) . . ........ . ............... . ......... ....... . . . ........... .......... ......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............. . . . . . . . . . . . . ..... . . ................ ..................... . .............. . ....... ............................................................. . . . . . .......................................................................................... . . . . . . . f ((1 ) a + b ) . . . . . (a,f (a)) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . .................................................................... ...................................................................................................................... .................................................................................... ................................................................. . a (1)a+b b
. .
For example, f (x) = x2 is strictly convex on (, ). g (x) = sin x is strictly convex on [, 2 ]. We say that f (x), dened on interval I , is strictly concave on I if f (x) is strictly convex on I . Graphically, for all a, b I with a < b, the chord joining (a, f (a)) and (b, f (b)) lies strictly below the graph of the function in the interval (a, b). We can now state Jensens inequality. 4
Theorem 4 (Jensens inequality) Let f (x) be a function dened on an interval I , and is strictly convex on I . Then, for every x1 , . . . , xn I , we have 1 (f (x1 ) + + f (xn )) f n 1 ( x1 + + xn ) . n
Equality holds if and only if x1 = = xn . A similar statement holds when we replace convex by concave, and reverse the inequality. Example 6. For w, x, y, z > 0, prove that 16(w3 + x3 + y 3 + z 3 ) (w + x + y + z )3 . Since f (x) = x3 is strictly convex on (0, ), by Jensens inequality, we have 1 3 (w + x3 + y 3 + z 3 ) 4 w+x+y+z 4
3
This rearranges to the required inequality. Equality holds if and only if w = x = y = z. Unfortunately, it is not always easy to decide whether a function is strictly convex/concave on a certain interval. For example, where is the function f (x) = x4 + 4x3 18x2 + 5x strictly convex/concave? One way to determine this would be to use calculus, which we will come to next.
2. Calculus 2.1 Calculus or no calculus?

Despite the fact that a lot of references suggest that the knowledge of calculus is never required in olympiad style problems, calculus is still a useful tool to have. Of course, it has advantages and disadvantages. A big advantage is that it is quite powerful and sometimes it oers a cheap way out; namely there may be elegant solutions to a certain problem, but calculus oers an easy, ugly solution (but still a solution!). Another is that calculus oers a way to determine where a function is strictly convex/concave. A big disadvantage is that calculus only locates local minima/local maxima/points of inexion. A detailed analysis of the function concerned is needed to show whether a local minimum/local maximum is also indeed global. Moreover, we may need to compute the second derivative to determine the nature of stationary values, and this is not always pleasant. Nevertheless, if the function concerned is simple enough and a detailed analysis is carried out, then calculus can oer solutions. There is the following important principle in calculus as well. Theorem 5 Suppose f : I R is twice dierentiable on the interval I . Suppose that c I is the only critical point of f (x). Then, f (c) is the global minimum of f (x) if f (c) > 0, and f (c) is the global maximum of f (x) if f (c) < 0. 5
+ 81x3/2 . Example 7. For x > 0, minimise 16 x At rst sight, this problem is crying out for a calculus solution. Let f (x) = 16x1 + 81x3/2 . We have f (x) = 16x2 + 243 x1/2 . Solving f (x) = 0 gives x = 4 . 2 9 4 243 1/2 3 We nd that f ( 9 ) = 60. Also, f (x) = 32x + 4 x . We see that f (x) > 0 for 4 ) > 0. Hence by Theorem 5, f ( 9 ) = 60 is the global all x > 0, so in particular, f ( 4 9 minimum of f (x), and 60 is the required minimum. We have equality if and only if x= 4 . 9 We may also argue without Theorem 5, by considering the graph of f (x). Observe that f (x) when x 0 and when x . Indeed f (x) has the y -axis as an asymptote, and it behaves like 81x3/2 for large x. The graph of f (x) looks like:
... . y .... . .... . . . . ..... . . . . . .... . . . . . . . . . . . . . ... . . . . .... . . . . . .... . . . . . . . . . . . .... .. . . .... . . . ... . ..... . . . . . 16 . . ... . ..... f (x) = x + 81x3/2 . ... . . ....... . . .... . . . . . . . ...... . .... . . ............ ..................... . . .............. 60 ... . . . . . . . . . . . . . . . . . . . . . ................................................... ... ...................................................................................................................................................... 4 x 0 9
We could, in fact, use the AM-GM inequality to solve this problem: apply AM16 16 16 81 3/2 81 3/2 , , , 2 x , 2 x . This does not seem as obvious as the calculus GM on 3 x 3x 3x approach. As mentioned, another thing that calculus can do is to determine where a function is strictly convex/concave. We have the following result. Theorem 6 Suppose f : I R is twice dierentiable on the interval I . Then, f (x) is strictly convex on I if f (x) > 0 for all x I , and f (x) is strictly concave on I if f (x) < 0 for all x I . Example 8. Determine where the function f (x) = x4 + 4x3 18x2 + 5x is strictly convex and strictly concave. We nd easily that f (x) = 12x2 + 24x 36 = 12(x + 3)(x 1). We have f (x) > 0 when x < 3 or when x > 1, and f (x) < 0 when 3 < x < 1. So by Theorem 6, f (x) = x4 + 4x3 18x2 + 5x is strictly convex on (, 3) and on (1, ), and strictly concave on (3, 1). In a nutshell, use calculus only when the function is suciently simple, and avoid calculus if the function is too complicated.
3. Maximum-Minimum Problems 3.1 How do we tackle them?

Problems of the type 6
Maximise and/or minimise (expression A), subject to (constraint B) can be dicult to solve. The diculty usually seems to be to decide how to incorporate constraint B into the problem of maximising and/or minimising expression A. This gets even more dicult if, for example, expression A involves more than two variables and constraint B is only a single equation relating the variables: there may be little or no hope if we try to eliminate one variable, and one would have to think of another approach. The techniques that we have already discussed more or less cover many of the strategies on how to solve such problems. One just needs to be a little clever in deciding what technique(s) to use. Finally, once the maximum and/or minimum has/have been decided, one must then show that it/they may be attained by giving an example. Example 9. Minimise the expression (x + y )(y + z ), where x, y and z are positive real numbers satisfying xyz (x + y + z ) = 1. We have (x + y )(y + z ) = xy + xz + y 2 + yz = xz + y (x + y + z ) = xz + 1 , xz
where we have used the condition xyz (x + y + z ) = 1 to get the last equality. Applying the AM-GM inequality gives (x + y )(y + z ) = xz + 1 1 2 xz = 2. xz xz
To claim that 2 is indeed the required minimum value, we must give an example of x, y, z where this minimum can be attained, and satisfying the constraint. In the 1 , so xz = 1. To make things simple, inequality above, we have equality when xz = xz choose x = z = 1. Then y must satisfy y (2 + y ) = 1; solving this gives y = 1 2. Since y > 0, we take the root with the positive sign. It is then easy to check that (x + y )(y + z ) = 2 when x = z = 1 and y = 1 + 2. Example 10. Maximise the expression 7x + 2y + 8z , where x, y and z are positive real numbers satisfying 4x2 + y 2 + 16z 2 = 1. We try to cleverly apply the Cauchy-Schwarz inequality. We have (7x + 2y + 8z )2 ((2x)2 + y 2 + (4z )2 ) 7 2
2
+ 2 2 + 22
81 , 4
where we have used the condition 4x2 + y 2 + 16z 2 = 1 to get the last equality. We 9 see that 7x + 2y + 8z 2 . Again we must show that 9 can be attained by some values of x, y, z satisfying 2 7 the given constraint. For equality to hold in Cauchy-Schwarz, we have 2x = 2 k, 2 2 2 y = 2k , 4z = 2k for some k > 0. Substituting these into 4x + y + 16z = 1 gives 7 49 2 k + 4k 2 + 4k 2 = 1, giving k = 2 . This leads to x = 18 ,y= 4 and z = 1 . It is 4 9 9 9 7
then easy to check that with these values of x, y, z , we do have 4x2 + y 2 + 16z 2 = 1 9 and 7x + 2y + 8z = 2 .
4. Problems
Here are some inequalities and maximum-minimum problems. 1. Prove that, if x is a real number and x = 0, then x8 x 5 1 1 + 4 0. x x
2. Let x and y be real numbers. Prove that (x3 + y 3 )(x5 + y 5 ) 2(x8 + y 8 ). 3. Minimise 2x2 + y 2 + z 2 , where x, y and z are real numbers satisfying x + y + z = 10. 4. Let x and y be non-zero real numbers satisfying x2 + y 2 = 4. Find the minimum value of 1 1 x4 + 4 + y 4 + 4 . x y 5. (a) Maximise the expression x2 y y 2 x when 0 x 1 and 0 y 1. (b) Maximise the expression x2 y + y 2 z + z 2 x y 2 x z 2 y x2 z when 0 x 1, 0 y 1 and 0 z 1. 6. Determine the smallest value of x2 + 5y 2 + 8z 2 , where x, y and z are real numbers satisfying yz + zx + xy = 1. Does x2 + 5y 2 + 8z 2 have a greatest value subject to the same constraint? 7. Let x, y and z be positive real numbers satisfying 1 xy + yz + zx 3. 3 Determine the range of values of (a) xyz and (b) x + y + z . 8. Let x, y and z be positive real numbers satisfying xyz = 32. Find the minimum value of x2 + 4xy + 4y 2 + 2z 2 . 9. Let x and y be non-negative real numbers satisfying x + y = 2. Show that x2 y 2 (x2 + y 2 ) 2. 10. Let x, y and z be real numbers. Prove that x6 + y 6 + z 6 + 3x2 y 2 z 2 2(x3 y 3 + y 3 z 3 + z 3 x3 ). 8
11. Let x, y and z be positive real numbers satisfying x + y + z = 1. Find the minimum value of 1 1 1 1+ 1+ 1+ . x y z 12. Let x, y and z be non-negative real numbers satisfying x + y + z = 1. Prove that 7(xy + yz + zx) 2 + 9xyz. 13. Let x and y be real numbers such that 7x2 + 3xy + 3y 2 = 1. Show that the 2 y2 is 1 . least positive value of x + y 2 14. Let x, y and z be non-negative real numbers satisfying x + y + z = 1. Prove that 4 x2 y + y 2 z + z 2 x . 27 15. Let a, b, c be positive real numbers satisfying a + b + c = 1. Prove that a2 + b2 + c2 + 2 3abc 1.
3 16. Let a, b, c be real numbers such that a, b, c 4 and a + b + c = 1. Prove that
a2
a b c 9 + 2 + 2 . +1 b +1 c +1 10
17. Let a, b, c, d be positive real numbers satisfying ab + bc + cd + da = 1. Prove that b3 c3 d3 1 a3 + + + . b+c+d c+d+a d+a+b a+b+c 3 18. Let a, b, c be positive real numbers satisfying abc = 1. Prove that a5 ab bc ca + 5 + 5 1. 5 5 + b + ab b + c + bc c + a5 + ca
This is a guest article by Mr.Dipak Singh. Today well see how to find the maximum value (greatest value ) or the minimum value (least value) of a trigonometric function without using differentiation. Take a pen and note-book, keep doing the steps while reading this article. First Remember following identities:
Trig-Identities
1. sin2 + cos2 = 1 2. 1+ cot2 = cosec2 3. 1+ tan2 = sec2 how did we get these formulas? Already explained, click me
Min-Max table
Can be written as -1 Sin n 1 -1 Cos n 1 0 +1 Can be written as 0 Sin2 n 1 cos2 , cos2 3 , cos2 8 cos2 n 0 Cos2 n 1 Sin Cos -1/2 +1/2 -1/2 Sin Cos observe that in case of sin2 and cos2, the minimum value if 0 and not (-1). Why does this happen? because (-1)2=+1 sin , sin 2, sin 9 . sin n cos , cos 4 , cos 7 cos n sin2 , sin2 4 , sin2 9 sin2 n Min value -1 Max value +1
Negative Signs inside out

Sin (- ) = - Sin () Cos (-) = Cos ()
Ratta-fication formulas
1. a sin b cos = (a2 + b2 ) { for min. use - , for max. use + } 2. a sin b sin = (a2 + b2 ) { for min. use - , for max. use + } 3. a cos b cos = (a2 + b2 ) { for min. use - , for max. use + } 4. Min. value of (sin cos )n = ()n
The AM GM Logic
Let A ,B are any two numbers then, Arithmetic Mean (AM)= (A + B) / 2 and Geometric Mean (GM) = (A.B) Hence, A.M G.M ( We can check it by putting any values of A and B ) Consider the following statement My age is greater than or equal to 25 years . What could you conclude about my age from this statement ? Answer : My age can be anywhere between 25 to infinity means it can be 25 , , 50 ,99, 786 or 1000 years etc but it can not be 24 or 19 or Sweet 16 . Infact it can not be less than 25, strictly. Means, We can confidently say that my age is not less 25 years. Or in other words my minimum age is 25 years.
Showing numerically, if Age 25 years ( minimum age = 25 ) Similarly, If I say x 56 ( minimum value of x = 56 ) If, y 77 ( minimum value of y = 77 ) If, x + y 133 ( minimum value of x + y = 133 ) If, sin - 1 ( minimum value of Sin = -1 ) If, tan + cot 2 (minimum value of tan + cot = 2 ) ]]
Sometimes, we come across a special case of trigonometric identities like to find min. value of sin + cosec or tan + cot or cos2 + sec2 etc. These identities have one thing in common i.e., the first trigonometric term is opposite of the second term or vice-versa ( tan = 1/ cot , sin = 1/ cosec , cos2 = 1/ sec2 ). These type of problems can be easily tackled by using the concept of A.M G .M Meaning, Arithmetic mean is always greater than or equal to geometric mean. For example:
Find minimum value of 4 tan2 + 9 cot2

(theyll not ask maximum value as it is not defined. ) We know that tan2 = 1/ cot2 , hence applying A.M G.M logic, we get A.M of given equation = (4 tan2 + 9 cot2) / 2 . (1) G.M of given equation = (4 tan2 . 9 cot2 ) = 4 * 9 # ( tan2 and cot2 inverse of each other, so tan x cot =1)
= 36 = 6 . (2) Now, we know that A.M G. M From equations (1) and (2) above we get, => (4 tan2 + 9 cot2) / 2 6 Multiplying both sides by 2 => 4 tan2 + 9 cot2 12 ( minimum value of tan2 + cot2 is 12 )
Deriving a common conclusion:

Consider equation a cos2 + b sec2 ( find minimum value) As, A.M G.M (a cos2 + b sec2 / 2 ) (a cos2 . b sec2 ) a cos2 + b sec2 2 (ab) ( minimum value 2 ab ) So, we can use 2 ab directly in these kind of problems.
Summary:
While using A.M G.M logic : Term should be like a T1 + b T2 ; where T1 = 1 / T2 Positive sign in between terms is mandatory. (otherwise how would you calculate mean ? ) Directly apply 2ab . Rearrange/Break terms if necessary -> priority should be given to direct use of identities -> find terms eligible for A.M G.M logic -> if any, apply -> convert remaining identities, if any, to sine and cosines -> finally put known max., min. values.
Extra facts:
The reciprocal of 0 is + and vice-versa. The reciprocal of 1 is 1 and -1 is -1. If a function has a maximum value its opposite has a minimum value. A function and its reciprocal have same sign.
Keeping these tools (not exhaustive) in mind we can easily find Maximum or Minimum values easily.
SSC CGL 2012 Tier II Question

What is The minimum value of sin2 + cos2 + sec2 + cosec2 + tan2 + cot2 A. 1 B. 3
C. 5 D. 7
Solution:
We know that sin2 + cos2 = 1 (identitiy#1) Therefore, (sin2 + cos2 ) + sec2 + cosec2 + tan2 + cot2 = (1) + sec2 + cosec2 + tan2 + cot2 Using A.M G.M logic for tan2 + cot2 we get , = 1 + 2 + sec2 + cosec2 changing into sin and cos values ( Because we know maximum and minimum values of Sin , Cos :P and by using simple identities we can convert all trigonometric functions into equation with Sine and Cosine.) = 1 + 2 + (1/ cos2 ) + (1/ sin2 ) solving taking L.C.M = 1 + 2 + (sin2 + cos2 )/( sin2 . cos2 )..eq1 but we already know two things sin2 + cos2 =1 (trig identity #1) Min. value of (sin cos )n = ()n (Ratta-fication formula #4) Apply them into eq1, and we get = 1 + 2 + (sin2 + cos2 )/( sin2 . cos2 ) = 1 + 2 + (1/1/4) = 1+2+4 = 7 (correct answer D)
The least value of 2 sin2 + 3 cos2 (CGL2012T1)

A. B. C. D. 1 2 3 5
We can solve this question via two approaches
Approach #1
Break the equation and use identity no. 1 = 2 sin2 + 2 cos2 + cos2 =2(sin2 + cos2 ) + cos2 ; (but sin2 + cos2 =1) = 2 + cos2 ;(but as per min-max table, the minimum value of cos2 =0) = 2 + 0 = 2 (correct answer B)
Approach #2
convert equation into one identity ,either sin or cos first convert it into a sin equation : = 2 sin2 + 3 (1- sin2 ) ;(because sin2 + cos2 =1=>cos2 =1- sin2 ) = 2 sin2 + 3 3 sin2 = 3 - sin2 = 3 ( 1) = 2 (but Min. value of sin2 is 0 confusing ???? ) As sin2 is preceded by a negative sign therefore we have to take max. value of sin2 in order to get minimum value . Converting into a cos equation : = 2 sin2 + 3 cos2 = 2 (1- cos2 ) + 3 cos2 = 2 2 cos2 + 3 cos2 = 2 + cos2 = 2 + 0 = 2 ( correct answer B )
The maximum value of Sin x + cos x is

A. B. C. D. 2 1/ 2 1 2
Applying Ratta-fication formulae No.1 a sin b cos = (a2 + b2 ) { for min. use - , for max. use + } in the given question, weve to find the max value of Sin x + cos x = + (12+ 12 ) = 2 ( correct answer A )
The maximum value of 3 Sin x 4 Cos x is

A. B. C. D. -1 5 7 9
Solution: Applying Ratta-fication formulae No.1 a sin b cos = (a2 + b2 ) { for min. use - , for max. use + } in the given question, weve to find the max value of 3 Sin x 4 Cos x = + (32+ 42 ) = 25 = 5 ( correct answer B )
Min Max values of sin 4x + 5 are

(A) 2, 6 (B) 4, 5 (C) -4, -5 (D) 4, 6 Solution: We know that, -1 Sin nx 1 = -1 Sin 4x 1 Adding 5 throughout, 4 Sin 4x +5 6 Therefore, the minimum value is 4 and maximum value is 6 ( correct answer D )
Minimum and maximum value of Sin Sin x is

A. B. C. D. Do not exist -1, 1 Sin -1 , Sin +1 - Sin 1 , Sin 1
We know that, -1 Sin nx 1 = Sin (-1) Sin x Sin (1) = - Sin 1 Sin x Sin 1 ; [Sin(-) is same as Sin ] Therefore, Minimum value is Sin 1 and maximum is Sin 1 ( correct answer D) The key to success is Practice! Practice! Practice! Drop your problems in the comment box. For more articles on trigonometry and aptitude, visit mrunal.org/aptitude

Merged Document

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Merged Document

Hochgeladen von

Copyright:

Verfügbare Formate

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Arithmetic Mean - Geometric Mean Inequality

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

What is the Value of this Theorem? An Example.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Alternative Proofs and Demonstrations of the Arithmetic Mean-Geometric Mean Inequality

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Solving Problems with the AM-GM Inequality

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Consider: The red segment is the geometric mean of a and b.

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Maximum and Minimum of Rewrite

For x > 0, using the arithmetic mean-geometric mean inequality,

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

The Surface area is a function of r and h.

What is the minimum S?

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

Minimum Distance from (0,0) to

Maximum Area of a Triangle with Sides of 9, 40x, and 41x

The Box Problem

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]

Using the Arithmetic Mean-Geometric Mean Inequality in Problem Solving.

http://jwilson.coe.uga.edu/EMT725/AMGM/SSMA.Bnghm.html[11/9/12 3:34:14 PM]