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Math Department

**Name: Sean Ross
**

score:

30

Write down necessary steps and answers clearly to earn full credit.

At a dinner party, cheese cakes were served. The exact size of the top view of the cheese

cake is shown below. Some attendees were mildly lactose intolerant. They would like to

know the volume of a slice of cheese cake so that they can decide how much they would

yield to the delicious temptation. (You will need a ruler to measure in cm and a protractor

to measure the angle.)

**Round your answers to 3 decimal places.
**

1. How long is the radius in cm?

5cm

2. Find the area of the top surface.

8.727cm2

3. Suppose the height of the cheese cake is two cm. Find the volume.

17.453cm3

4. Suppose a special strawberry syrup, in red, is put on the cake. Find the total length of

the syrup as indicated by the thicker lines.

6.981cm

5. Reflection:

Mathematics students often wonder when they will use problem-solving techniques

they learn in real life. Application problems in textbooks are often created artificially

so that students can apply a particular concept they learn from the section. Do you

consider learning the problem solving techniques and the critical thinking skills in

mathematics useful or useless? Do you consider knowing mathematics improves or

worsens your life? Write at least 200 words to explain your position.

Trigonometry

Page 1

© 2016 Shane Tang

**My thoughts on mathematics outside of an educational environment are not purely positive or negative
**

in any respect. Personally I find that every equation and problem solving skill may and very well could come in

handy in my chosen career of software development. The same can’t be said for every walk of life. In most cases

I feel the equations and identities are not the most useful thing to come out of a mathematics course. That being

said anyone who needs to make decisions in their career based on some data or even decisions in life can benefit

from the critical thinking skills that come from completing any mathematics course and strengthen with every

sub sequential course in mathematics. This could be deciding what kind of sprinkler head generates the correct

arc length and covers the sector of lawn needed, to business decisions based on graphs and pie charts. As well if

you were running a catering business or planning on it this exact problem may crop up one day at work

(especially in California). That being said I am sure it comes as no surprise that I suggest anyone and everyone

complete as many math courses as they can stand.

Scratch:

Θ = 40°

Θ = 2π/9

r = 5cm

A = ½r2Θ

S = rΘ

V = ½r2Θh

**syrup length = (1·2π/9) + (2·2π/9) + (3·2π/9) + (4·2π/9) =
**

(2π/9) + (4π/9) +(6π/9) + (8π/9)=

(6π/9) + (14π/9)=

(20π/9) ≈ 6.98131

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