Archimedes and Numerical Roots
The problem is how did Archimedes calculate the lengths of the sides of the polygons which needed him to be able to calculate square roots?
Problem
This problem builds on Approximating Pi. This brilliant man Archimedes managed to establish that $3 1/10 < \pi < 3 1/7$.
The problem is how did he calculate the lengths of the sides of the polygons, which he needed to be able to calculate square roots? He didn't have a calculator but needed to work to an appropriate degree of accuracy. To do this he used what we now call numerical roots.
How might he have calculated $\sqrt{3}$?
This must be somewhere between 1 and 2. How do I know this?
Now calculate the average of $3/2$ and $2$ (which is 1.75) - this is a second approximation to $\sqrt{3}$. i.e. we are saying that a better approximation to $\sqrt{3}$ is $(3/n + n)/2$ where $n$ is an approximation to $\sqrt{3}$.
We then repeat the process to find the new (third) approximation to $\sqrt{3}$. $$\sqrt{3} \approx {(3 / 1.75 + 1.75) \over {2}} = 1.73214\dots$$ to find a fourth approximation repeat this process using 1.73214 and so on...
How many approximations do I have to make before I can find $\sqrt{3}$ correct to five decimal places?
Why do you think it works?
Will it always work no matter what I take as my first approximation and does the same apply to finding other roots?
Student Solutions
There was a correct solution from Andrei Lazanu (School 205, Bucharest). The first part is very clear but I have tried to simplify his solution to the second part for inclusion here. Perhaps someone could improve on this for us. Thank you for your hard work Andrei. First, I approximated $\sqrt{3}$ using the method given in the problem. I know that $\sqrt{3}$ is between 1 and 2 because $1^2 < (\sqrt{3})^2 < 2^2$ or $1 < 3 < 4$.
I know that the approximation of $\sqrt{3}$ correct to five decimal places is: $$\sqrt{3} \approx {1.73205}$$
Now I show each of the approximation steps:
First approximation: $$\sqrt{3} \approx {2}$$Second approximation: $$\sqrt{3}\approx {{{3\over{2}} + 2} \over {2}} ={1.75}$$ Third approximation: $$\sqrt{3} \approx {{{3\over{1.75}} + 1.75} \over {2}} = {1.732142857}$$ Fourth approximation: $$\sqrt{3} \approx {{{3\over{1.732142857}} + 1.732142857} \over {2}} = {1.73205081}$$ So, four approximations are sufficient to approximate $\sqrt{3}$ correct to 5 decimal places.
You could think of the above as $$\sqrt{a^2}\approx {{{a^2\over{n}} + n} \over {2}} ={m}$$
Where n is the approximation to the root of a 2 (that is "a") and m the next approximation.
The first approximation (n) differs from a by k. I can therefore write n as a + k where k is numerically less than a (k could be negative).
So I have $$\mbox{The next approximation} = {{{a^2\over{a+k}} + a+k} \over {2}}$$ But $${{{a^2\over{a+k}} + a+k} \over {2}} = {{2a^2 + 2ak + k^2} \over{2(a+k)}}$$ and $${{2a^2 + 2ak + k^2} \over{2(a+k)}} = {{2a(a+k)+ k^2} \over{2(a+k)}}= {{2a(a+k)} \over{2(a+k)}} + {{k^2} \over{2(a+k)}} = a + {{k^2} \over{2(a+k)}}$$ While a is positive, $${{k^2} \over{2(a+k)}}$$must be positive as k is numerically less than a.
So $$a< {{{a^2\over{a+k}} + a+k} \over {2}}$$But the same equation could be written as: $$ {{2a^2 + 2ak + k^2} \over{2(a+k)}} = {{a^2+ (a+k)^2} \over{2(a+k)}}= {{(a+k)^2} \over{2(a+k)}} + {{a^2} \over{2(a+k)}} = {{a+k} \over{2}} + {{a^2}\over {2(a+k)}}$$The following number is equal to a+k: $${{a+k} \over{2}} + {{a^2}\over {2(a+k)}} + {{2ak+k^2}\over{2(a+k)}} = {{(a+k)^2 + a^2 + 2ak + k^2}\over{2(a+k)}} = {{a^2 + k^2 + 2ak + a^2 + 2ak + k^2}\over{2(a+k)}} = {{2(a^2 + 2ak + k^2)}\over{2(a+k)}}={{(a+k)^2}\over{(a+k)}} = (a+k)$$
This means that $${{{a^2\over{a+k}} + a+k} \over {2}}< {a+k}.$$
From the two inequalities I obtain that: $$a< {{{a^2\over{a+k}} + a+k} \over {2}}< {a+k}.$$
This means that the solution obtained goes closer and closer at each step to the real value of whether k is positive or negative.
Teachers' Resources
Using NRICH Tasks Richly describes ways in which teachers and learners can work with NRICH tasks in the classroom.
Why do this problem?
This problem offers students the opportunity to engage with and make sense of a numerical method for finding roots.
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