總站該設在哪裡？—另類費馬點的研究
The definition of "Fermat Point" is that a dot, which lies in a triangle, has the minimum distance to the three apexes. In other words, "Fermat Point" has the minimum distance to three dots which are not on the same line. In the broad sense, then, in a N polygon, a dot which has the minimum distance to the N apexes could be named "Fermat Point." But what if we link up the N apexes and find out that they cannot make a convex polygon? The above is what we wish to fully discuss. Our inspiration comes from a paper on"Fermat Point." It just describes N convex polygon, so we think of putting the case to naturally polygon. The case may be that it is a concave polygon or part of the apexes which lies on the same line. We would not base our study on the conventional methods. Moreover, strictly defined, the repeated line segment will not be taken into account. That is, if the "Fermat Point" drops on the line with more than two dots on it, we just count the\r line segments except for the shorter line segments which were originally included in other studies. According to the theorem, our conclusions are as follows: 1. If N points lie on the same line segment, then the "Fermat Point"can be any point on the line segment. 2. If (N-1) points are on the same line segment, then the "Fermat Point" is on the point which two lines join together. One is that the line segment, and the other is the one which passes the remaining point and\r perpendicular to the first line segment. 3. Now there are (M+N) points. Among them, M points will make a M jog-polygon. The others all drop in the polygon. As the diagram shown beneath, we know that the "Fermat Point" drops on the point which two lines join together. The two lines must pass as many points as possible. 所謂的「費馬點」是指三角形內到三頂點距離和最小的點。換言之，「費馬點」就是到平面上不共線三點距離和最小的點。因此，我們可定義，廣義的「費馬點」即是n 多邊形內到各頂點距離和最小的點，亦即到平面上不共線n 點距離和最小的點，但若平面上n 點不能恰為n 多邊形的頂點呢？這就是我們所要討論的。由於我們的靈感來自一份關於「費馬點」的科展作品，所以我們想到，當平面上n 點不能恰為n 凸多邊形的頂點，甚或其中有一部分的點共線時，將不能以n邊形的方法來探討，但我們可以將之化為m 邊形內（n-m）個點來討論。而更重要的是，我\r 們增加了另一個限制，重複的線段將不被我們列入計算。亦即當所求點落在某一多點共線的線段上時，我們只計算該線段的總長，而不計其中重複的較短線段。根據這個原則，我們試行證明平面上三點、四點、五點及六點的可能情況，期望能從中找出足以推廣至平面上n 點的一般性。結果雖不完美，但我們總算差強人意的歸納出了下列結論：1.若n 點共線段，所求點可為所共線段上任一點。2.若（n-1）點共線段，則由該不共線點引一線與共線段垂直，其交點即為所求。3.若（n+m）個點中有m 個點為一m 多邊形的頂點，另外n 個點落在該m 多邊形內，則由兩個外頂點引直線盡可能通過最多點，該兩直線的交點即為所求。
長方體內最少完全城堡數
我們試著尋找所需最小的城堡個數以看守整個a × b × c (a,b,c ? N) 的長方體。所謂城堡是一種棋子，當放置城堡的位置是(x, y, z) ，則(x, y,t)、(x,t, z)、(t, y, z) (t 是任何不超出邊界的正整數)是這個城堡可以看守的格子。我們用這些城堡來完全看守長方體，試著找出其最小值。在2005 年我們猜測了a = b = c 、a = b c 、a > b > c 的上界，而在2006 年時完成了a = b = c 、a = b c 的大部分情況的證明，少數不能解決的部份也提供了不錯的上界。目前我們在a = b = c 、a = b c 的情況幾乎完全解決，目前正在向a > b > c 的部份發展。A generalized searching method of finding the minimum number of castle which can oversee all over the rectangular box, defined as a × b× c (a,b,c ? N) , is presented. The castle here is defined as one kind of chess. The castle positioned as (x, y, z) can direct the lattice points of (x, y,t) 、(x,t, z) 、(t, y, z) (t is the positive integer and smaller than the box size). These castles we use here is to oversee the rectangular box and to help us to find the minimum number. In 2005, we got the upper bound of overseeing the rectangular box in the conditions of a = b = c、a = b c、a > b > c , while in 2006 we complete the proofs of the minimum number of castles based on the conditions of a = b = c 、a = b c . The further work we want to attain is to complete the case of a > b > c.
一個也沒漏掉，一個正有理數的排序的研究
本文中我們探討一個有趣的數列。這個數列有一個非常特殊的性質：將數列相鄰兩項的前項當分子，後項當分母，所產生的分數數列，恰好會出現所有的正有理數。 這個特殊的性質表示，可以將正有理數按照這個方式作排序，這個排序將完全不同於常見的正有理數排序的方法。
(1). 在正有理數的排序的結構中，我們做出許多有關於此數列的定理。
(2). 用數學歸納法證明此分數數列涵蓋所有正有理數，且每一正有理數只出現過一次。
(3). 將數列分割後，利用試算表製成數列規則表，並整理出快速的方法將數列表達出來。
(4). 將an 數列排成“樹＂的模式，可更快速的把正有理數寫下來。
(5). 最後，設計出搜尋正有理數的演算法，解決在分數數列中第n個正有理數會是多少；以及正有理數會出現在數列中第幾項的問題。
Let’s discuss an interesting sequence. There is a very special quality in it. In this sequence, choose two numbers, which are close to each other, and suppose the first number as “member” while the second one as “denominator.” Then we can get a fraction sequence that includes all of the positive rational numbers! According to this special quality, we can arrange positive rational numbers by the following method. Then we can get a brand-new way of the arrangements.
(1). We can find many theorems about this sequence according to this special arrangement of the positive rational numbers.
(2). We can prove the rule that this fraction sequence includes all of the positive rational numbers by mathematical induction. Furthermore, every positive rational number appears only once.
(3). After dividing this sequence into several parts, we can get a sequence rule list by using trial balance and find a faster method to express the sequence.
(4). Arrange the an sequence by the tree model. By this way, we can get all of the positive rational numbers much faster.
(5). Finally, we can develop the operation method to solve the questions that what position would one positive rational number be in the sequence and what is the first, second, third or nth positive rational number of the sequence.
A New 3-Dimensional Model for the Periodic Table of Codons
a. Purpose of research- Since the discovery of genetic codes and the dogma of 64 codons coding for 21 amino acids, scientists worldwide have been interested to know the reason(s) behind this unique number ratio (64:21). This ratio indicates certain form of inefficiency in the replication of amino acids. Such inefficiency can be explained through symmetries in the condons coding for the same amino acids. In the light of that, my project looks for patterns in the properties of amino acids and symmetries in the codons combinations. Using these analysis findings, I invented a three dimensional periodic table for the codons and amino acids that has a points to layers ratio of 64:21. b. Procedures- To get started with the project, I searched for relevant information in books and the Internet. After locating the relevant materials, I began my analysis by looking for non-random patterns in the correlation between codons and the respective amino acids they code for. At the same time, I try to look for symmetries in the codon distributions and suggest new and innovative models for a periodic table of codon combinations. I have come out with mainly a new model, with its own unique ideas and concepts behind it. Finally, I will try to match a property of the amino acids to the positions of the codons such that the table shows a gradual change in property of the amino acids, together with the symmetries. This will effectively explain the unique codons to amino acids ratio and lead to discovery of possible amino acids. c. Data- This research is primarily conducted based on the conventional 2D periodic table and no experimental data is collected. After much analysis, I have come up with the 3-sided triangular pyramid model. This model is inspired by the ratio of 64 codons coding for 21 amino acids, which can be easily approximated to 3:1. It is made up of a triangular pyramid that is three-faced, with the bottom side unutilized. As a triangular structure, each layer has dimensions in the multiples of 3. Layer 1 consists of 1 point, layer 2 with 3 points, layer 3 with 6 points and so on… until layer 7 with 18 points, having a total of 64 points. This 64 points to 21 layers ratio is consistent with the codons to amino acids ratio! d. Conclusions- The unique 64:21 ratio suggest certain form of inefficiency in the replication of amino acids. This may be explained through symmetries in condons coding for the same amino acids. A general 3:1 ratio can be approximated and this suggests a high possibility for the existence of a three-sided symmetry in codon combinations. Thus, this idea of a three-sided symmetry gives rise to my 3-sided triangular pyramid model. This new model of a 3-dimensional periodic table for codon combinations would be useful in explaining such a unique 64:21 ratio and serves to provide a basis for better understanding of the relationship between codons and amino acids. This new model may also lead to the discovery of currently unknown amino acids.
Dynamic Geometry and Problem Solving
Within the framework of the new educational model for mathematics based on constructivism, results are presented of the design, application, and evaluation processes of a series of didactic sequences aimed at developing the student’s abilities for problem solving as part of the geometry curriculum for technological preparatory schools, using the Cabri-Geometre II software. In this case, subjects of study were ten newly enrolled students from CETis 18 preparatory school in Mexicali, Baja California, Mexico. The theoretical basis for this work is the constructivist approach, mainly emphasizing Mashbits views (1997) regarding problem solving. This didactic proposal was longitudinally applied in a quasi-experimental qualitative design under the following analysis categories: problem solving skills and the impact of Cabri- Geometre II in geometry learning. Recognizing the potentiality this research can have with the proper follow-up, it is intended to include it in the preparatory school curricula. For this purpose, teachers should be trained to focus their work on learning instead of on teaching. As a result of this, designing educational programs will require for teachers to become more knowledgeable not only in discipline, but in the use of computer technology, the teaching process, learning, and the students themselves. The final objective of this project is to instill educators to play this new role. As a final point, conclusions on various psychological, pedagogical, and technological aspects are given placing emphasis on the creation of learning situations with their appropriate theoretical support. Using the Cabri-Geometre II as a resource, these situations will provide geometry teaching with a more dynamic and interesting concept applicable to real-life situations.