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2007-2008
TRY-MATH-A-LON TOOLKIT
Revision 0
Updated August 20, 2007
Shannon Grady, Ph.D.
National Alumni PCI Chairperson
National Society of Black Engineers Alumni Extension
Many changes were made to the program over the last two years. The first was the change to
SAT style questions. The next change was the addition of a second national competition. This
was probably a lot to get used to in a short period of time; however they were changes for the
betterment of the program, but most importantly for the welfare of the student participating in the
program. I wish I could say the time for change has come to an end, but there are ways to track
student progress that have yet to be explored. The goal of the program is to increase the math
skills of at risk black students in preparation for standardized testing as well as success in
college. We have this goal, but no way to track student progress. Grade point average
confirmation in NSBE online (NOL) has been added as a requirement for participation in the
program in order to capture this metric, as well as the addition of an exit survey at each
competition level. This makes it imperative that you use the current year toolkit and forms. We
hope that you will find the additions to not significantly impact the registration process for your
teams. Taking a little extra time up front could have a tremendous impact on the level of
programming.
Although every effort has been made to ensure that there are no errors in this documents,
mistakes can still happen. If you find any errors please indicate where you found it and send the
information via email to pci@nsbe-ae.org.
I would like to conclude with a reminder that Try-Math-A-Lon is supposed to be a fun learning
experience for the participating students. While the program culminates in a competition, the
most important aspect of the program is the coaching and tutoring that takes place. This is what
will make a difference in student progress and achievement. As long as that remains the focus,
this program can really make a difference. Tutoring is supposed to happen year round, not just
the month before the competition. So, please, do not use the competitions as the goal of your
tutoring and coaching sessions, use the fact that their participation could have a significant
impact on their college careers, or lack thereof.
Thank you for your participation and dedication to the academic excellence of the participating
students.
Shannon Grady
National Alumni PCI Chairperson
National Society of Black Engineers Alumni Extension
Financial Contributions
To become a TMAL partner, send your financial contributions to:
Volunteers
If you would like to become a TMAL volunteer, please contact us at pci@nsbe-ae.org,
tmal@nsbe-ae.org, or aepcichair@board.nsbe.org.
NSBE is comprised of more than 300 chapters on college and university campuses, 75 Alumni
Extension chapters nationwide and 298 NSBE Jr. chapters. These chapters are geographically
divided into six regions. The NSBE mission is to increase the number of culturally responsible
Black engineers who excel academically, succeed professionally and positively impact the
community. For more information on NSBE, please visit www.nsbe.org.
In fulfillment of the NSBE objective to “stimulate and develop student interest in the various
engineering disciplines”, the Try–Math-A-Lon (TMAL) program and competition was created
for pre-college students.
PCI
The Pre-College Initiative (PCI) Program is the focus of the NSBE effort to promote college,
academics, technology, and leadership to pre-college students. Our primary focus is to encourage
students in grades 6-12 to develop interest in Science, Technology, Engineering and
Mathematics (STEM).
The mission of PCI is to lead the world in enhancing the pre-college students' academic,
technical, and leadership skills in order to maximize their success in life. The vision is to
establish PCI as an incubator for our youth, where they can be nurtured and guided in their
academic careers.
NSBE Chapters support PCI through the TMAL program and competition. The purpose of the
TMAL program is to increase at-risk Black students’ capabilities when preparing for
standardized tests that will allow them to excel academically and succeed in college. The goal of
TMAL is to pr their interest and STEM skills in order to prepare them for SAT/ACT
standardized testing. TMAL is a national program that holds local, regional, and national
competitions.
NSBE Jr.
A vital component of the PCI program is NSBE Jr., which serves as the membership category for
pre-college students and institutions that are officially chartered with NSBE. NSBE Jr. members
and chapters are at the core of PCI, as they are the primary focus and beneficiaries of PCI
programs such as TMAL.
NSBE Jr. focuses on enhancing the education received by African-American and other minority
pre-college students, as well as influencing these students to become tomorrow's corporate
Students seeking to become NSBE Jr. members should go to https://nol.nsbe.org and create an
account with their parents permission. A valid email address is required to set up this account.
Membership dues for NSBE Jr. members are $5 and can be made online or via check or money
order. For more information on how to become a NSBE Jr. member, please email pci@nsbe.org.
For more information on PCI and NSBE Jr. please visit: www.nsbe.org/precollege.
INTRODUCTION TO TMAL
TMAL PROGRAM is MORE than a COMPETITITION
Try-Math-A-Lon is a tutoring program meant to foster good study habits for at-risk Black
students, help prepare for standardized test exams such as the ACT and SAT, promote
competition and good sportsmanship. The TMAL competition is held between teams composed
of high school students in grades 9-12. The purpose of the competition is to help groom TMAL
team members for success in STEM courses and prepare them for standardized SAT/ACT
testing.
TMAL Goals
TMAL aims to
• Develop a positive attitude for at-risk Black students towards academic excellence
• Develop a positive attitude towards self
• Stimulate enthusiasm about engineering and science
• Utilize NSBE collegiate and Alumni members as role models
TMAL coaching can begin as early as the summer through March of the next year. The
competition season begins with the local competition in each NSBE zone/region or city. Local
winning TMAL teams go on to compete for the regional title at the Fall Regional Conferences
(FRC). Regional winning teams go on to compete for the national titles at the National
Convention. Please see the NSBE WORLD and NSBE USA national competition in the New
This Year Section for more information on winning and non-winning teams.
The TMAL toolkit includes the “TMAL Team Package” which is explained below. All forms in
the Team Package are located in the Appendices of the toolkit.
The TMAL Team Package is vital to the success of the program and is used to track student
progress throughout the year. The pre-test results and the aptitude survey provide good statistical
data to the National Try-Math-A-Lon committee in order to gauge the success of the program.
All forms are located in the Appendices of this toolkit and must be sent to the Regional Try-
Math-A-Lon Coordinator PRIOR to the local competition. Please see the Critical Dates
section for important TMAL dates.
IMPORTANT NOTE: A TMAL coach can prepare more than one TMAL team for the local
competition. Winning teams from the local competition become the priority of the TMAL coach who
represents the winning team. Please see the description of the NSBE WORLD competition for more
information on winning team. Coaches of “non-winning” TMAL teams should continue to tutor the
team(s) to fulfill program objectives.
Aptitude Survey
The Aptitude Survey should be given to the students first. The students’ answers to the survey
questions will help the chapter identify focus areas that will need to be addressed during the
training/tutoring sessions.
Pre-Test
All TMAL teams are administered a mathematics Pre-Test to assess each student’s mathematical
skills. From that point, TMAL coaches serve as mentors and role models for the students to
coach and encourage team members to improve their math skills.
The Pre-Test should be administered after the Aptitude Survey and must be given to each student
before any tutoring takes place. The test is an overview of basic math concepts and the results
will help to identify a student’s weaknesses in math skills and understanding. The TMAL coach
and team can then use the test results along with a variety of tools (e.g. SAT/ACT workbooks),
to focus on these problem areas and provide additional tutoring.
The Pre-Test is not a pass/fail test, but there is a 30 minute time limit. After the tests have been
taken, the team should begin training/tutoring sessions to help prepare students for the
competitions.
In order for a student’s G.P.A. to be confirmed in NOL they must send an official transcript to
world headquarters (WHQ). The address for submission of transcripts is given below:
The G.P.A. confirmation in NOL must be completed before competing in the first level of
competition. Therefore, if the team is planning on participating in the TMAL World track of
competition, the students must have their transcripts in to WHQ prior to competing in the local
competition. For TMAL USA participants, the transcripts must be received with the TMAL
USA team registration. This means that time should be allotted in the registration process for
each particular institution’s transcript turn around time. Questions concerning G.P.A.
confirmation can be directed to pci@nsbe-ae.org.
For further information on the upcoming NSBE conferences, please visit www.nsbe.org. For
more information on NSBE events and programs login on NOL and view events, scholarships
and competitions.
TMAL COMPETITION
The aim of NSBE is for each TMAL team to compete in a local competition held in a NSBE
zone or in your area in order to advance to Fall Regional Conference (FRC) TMAL competition
to compete. Winning local teams from each zone go on to compete at the regional TMAL
All TMAL teams who do not become winners of the regional TMAL competition automatically
qualify to enter the TMAL USA national competition. The entry form for the TMAL USA
competition is in the Appendices of this toolkit, and must be submitted by February 1, 2008.
Team Requirements
Every TMAL team must:
• Consist of four members and an optional alternate
• Be a combination of students in grades 9-12
TMAL teams CANNOT CONSIST OF FOUR SENIORS!!!!!
• Be paid NSBE Jr. Members
• Have a current advisor/coach that is a paid NSBE Alumni member
• Have confirmed grade point averages in NOL for each student
• Register with the Regional TMAL coordinator (Please contact the National
TMAL Coordinator at pci@nsbe-ae.org to get the contact information for your Regional
coordinator or see the 2007 - 2008 TMAL Committee section).
TMAL teams that do not meet all the above criteria will not be allowed to participate in ANY
Try-Math-A-Lon competitions.
Cost
There is no cost to participate in the TMAL competition. TMAL funding is provided by gifts and
volunteering to NSBE. If you or another party would like to contribute to the NSBE TMAL
program, please see the Contributions to TMAL section in this toolkit.
Competition Curriculum
TMAL questions are written with the curricula for grades 9-12 in mind. In addition, many
problems are designed to challenge and accelerate student learning, and questions become
progressively more difficult at each level of the TMAL competition. Math, science, and
engineering topics include:
• Algebra and Functions
• Data Analysis, Statistics and Probability
• Geometry and Measurements
• Numbers and Operations
• Problem Solving
• Real World Engineering Questions
• African American Inventors, Scientists and African American Firsts
How to score the PAT – all 5 team members can take the PAT, however the alternate’s score is
not included in the final PAT score, there the maximum points is 400 which is 100 maximum
points per member of the team.
How to score the TEC - The total score for the TEC is 100 pts.
All regional winning teams are representatives for their region and compete at the national
TMAL WORLD competition held at the NSBE national conference, to be held in Orlando,
Florida March 19, 2008 - March 23, 2008.
The TMAL USA national competition is an alternate competition created to ensure that all
students receive year round tutoring and training. It provides an opportunity for students who are
not high achievers to receive the same level of attention and tutoring that the top students
receive.
TMAL teams who come to the national conference to participate in the TMAL USA national
competition will not receive any awards, trophies, or scholarships until they become winning
teams at the TMAL USA national competition.
NSBE will recognize both winning teams of the TMAL World and the TMAL USA competition
winners at the national conference with different awards, trophies, and scholarships according to
NSBE allocations.
Local competitions awards and trophies will be supplied by the sponsoring/participating local
NSBE alumni chapters.
Former TMAL coaches and NSBE advisors have built websites with TMAL information and
photos of previous TMAL competitions. TMAL coaches can create math questions and
engineering problems for their students, or they can consult SAT preparatory manuals and
Physics text books. Practice problems are also located in the Appendices of this toolkit. It is
suggested that the tutoring sessions occur weekly or biweekly to ensure retention of information.
There is no set curriculum for the tutoring sessions. It is highly suggested that an SAT
preparatory manual be consulted for content and followed during the tutorial sessions. Try-
Math-A-Lon coaches should be knowledgeable in basic math and science, and capable of making
it interesting to the participating students.
Mathematics
The Math section has expanded to include Absolute Value, Rational Equations and Inequalities,
Radical Equations, Integer and Rational Exponents, Direct and Inverse Variation, Function
Notation, Concepts of Domain and Range, Functions as Models, Linear Functions, and Quadratic
Functions. Note: SAT/ACT Math Workbooks are good resources to help prepare the students for the
Local, Regional, and National Competitions.
http://www.blackinventor.com
http://www.infoplease.com/spot/bhmfirsts.html
http://www.swagga.com/inventors.htm
http://www.aaregistry.com
Engineering
The Engineering Contest (TEC) focuses heavily on physics. Teams should be tutored in high
school level physics to prepare for this section of the competition. We suggest that the training
sessions begin at least two to three months prior to the local competition. TMAL teams should
study regularly and be given problems to take home and complete prior to each session.
Please keep in mind that our goal is to reach as many students as possible to help them improve
their science, technology, engineering and math skills. Thus, all training should continue
throughout the school year whether a team is competing in the local, regional and national
competitions or not.
Try-Math-A-Lon Teams
All members of Try-Math-A-Lon teams must be paid NSBE Jr. Members with confirmed grade
point averages in NSBE online.
Local Competitions
In an effort to allow Try-Math-A-Lon to reach more students, it is highly encouraged that all
Alumni chapters develop teams and host a Local Competition. If an Alumni Chapter needs
assistance in developing a TMAL Team or hosting a local competition, the chapter is encouraged
to partner with a community group and/or a collegiate NSBE Chapter. Each chapter should
verify the existence of a NSBE Jr. chapter in their city prior to local competition team(s)
selection. If a NSBE Jr. chapter is in the city, an effort should be made to include them as a local
competing team. If you need to verify the existence of a NSBE Jr. chapter please contact the
National Alumni PCI Chair at pci@nsbe-ae.org.
Local competitions awards and trophies may be purchased by the sponsoring/participating local
chapters. The Local Competition tests (PAT, TEC and Quiz Bowl software and questions) will
be sent to host chapters after the Regional Try-Math-A-Lon Coordinator receives the TMAL
Team Package which includes:
• TMAL Team Lists
• Student Information & Aptitude Survey
• Pre-Tests
Local TMAL coordinators must send the local winning TMAL team scores, which include the
graded PAT scores, TEC score and Quiz Bowl results, to the Regional Try-Math-A-Lon
Coordinator or Regional Alumni PCI Chair by the dates listed in the Critical Dates section. Any
TMAL team who did not register in time to participate or win the local competition can register
for the TMAL USA National Competition. Please see the TMAL Competition Section for more
information about TMAL USA.
Please see the TMAL Competition Section for more information on the TMAL WORLD
National Competition. There must be a minimum of 4 teams competing at the regional level.
The maximum number of competing teams is 6.
Any TMAL team who did not win the regional competition can register for the TMAL USA
National Competition. Please see the TMAL Competition Section for more information about
TMAL USA.
Regional Winning TMAL Team Requirements for the TMAL WORLD National
Competition
The winning regional teams MUST provide the following information in order to compete in the
TMAL WORLD National Competition:
• TMAL WORLD Entry Form
• Permission Slips and Medical Forms
• Chaperone Information Sheet
• Student Information & Aptitude Survey
• TMAL Team List
These forms are located in the Appendices of this toolkit.
This information must be provided IMMEDIATELY after winning the regional competition and
prior to December 1, 2007. Please submit all information online via NOL and please mail, fax or
email all documents to the National Alumni PCI Chair at the following address:
All TMAL teams who choose to enter TMAL USA MUST provide the following information in
order to compete in the TMAL USA National Competition:
• TMAL USA Entry Form
• Permission Slips and Medical Forms
• Chaperone Information Sheet
• Student Information & Aptitude Survey
• TMAL Team List
These forms are located in the Appendices of this toolkit.
This information must be provided by February 1, 2008. Please mail or fax all documents to the
following address:
Competition Components
The following activities are administered during the Local, Regional and National TMAL
Competitions.
Pre-Test
The pretest is administered prior to the team registration process before any tutoring has begun.
It is designed as the performance baseline for participating students. This is a 10 question test
with 5 questions from each math category. The suggested time period for this test is 30 minutes.
The goal is to mimic the time constraints with which the students are presented during
standardized testing.
The Progress Assessment Guidelines & Rules section of this document will define the rules for
this test.
TEC Guidelines & Rules section of this document will define the rules for this test.
Quiz Bowl
The Quiz Bowl is the final event in the competition. The Quiz Bowl Guidelines & Rules section
of this document will define the rules for this test.
Rules
The rules for each event of the competition are subject to change. In the event of a change, the
Alumni PCI Chairperson/Try-Math-A-Lon Coordinator will be responsible for communicating
the rule changes to participating NSBE Jr. chapters as well as host NSBE Alumni chapters.
Judges
Each region is responsible for selecting a two judges to serve at the TMAL competitions at
National Convention. All Judge information MUST be sent to the National Alumni PCI Chair at
pci@nsbe-ae.org by February 1, 2008. If the region does not select a judge a judge will be
appointed for that region. Note: The selected judge may or may not be from that region. In
addition the National Alumni PCI Chair reserves the right to appoint two NSBE members as
impartial judges who are responsible for awarding scores to each team. The Alumni PCI Chair
will appoint the Head Judge.
The judges’ decisions are final. The judges may confer with the National Alumni PCI Chair,
National PCI Chair or the Try-Math-A-Lon Coordinators prior to their final decision.
Format
The PAT is an individual test and shall be conducted as such. Contestants must not communicate
with anyone other than a contest official during the test. Students will be disqualified if caught
cheating or talking during the test. All questions should be directed toward a contest official.
Scoring
The maximum possible score per test is 100 points. Point values are dependent upon the number
of questions. Each individual’s score will be tabulated based on the number of problems
answered correctly. No partial credit will be awarded.
The scores assigned by the judges will be the individual’s final score. After each individual is
awarded a score, the team’s scores shall be computed. Only the four team members scores are
recorded for the PAT. The alternates score is not used in the calculation of the total. The team
with the highest cumulative score shall be declared the overall PAT winner(s) and their points
will be recorded. The scores on the PAT should not be seen by any participants or coaches before
the winners are announced. Student may be allowed to view their individual scores at a
prearranged time, but they should not be handed back the test. All scores are final. The
maximum score is 400 points.
Supplies
The following items are needed for the Pre-Test & PAT:
Pencils Enough for each student
Erasers Enough for each student
Ink Pens (blue or black ink) One (1) per judge
Answer Keys One (1) per judge
Correction pens (red ink) One (1) per judge
Stop Watch
Format
Each team should be separated to maximize privacy. Teammates are strongly encouraged to
discuss and work with one another to formulate a solution. Each team must do its work
independent of the other teams in the competition.
Scratch paper, pencils and one calculator will be provided to each team. All teams will have the
exact same calculator. All work must be shown on either TEC paper or numbered on the scratch
paper supplied. Each sheet of scratch paper must be numbered and include the team name. For
clarification, all final answers must be circled.
At the end of the allotted time each team will immediately cease work on the problem. All TEC
papers, scratch paper and calculators will be collected.
Scoring
The maximum score for TEC is 100 points. Some problems rely on the correct answer to a
previous question, thus, partial credit will be given. The scores assigned by the judges are the
team’s final score in the competition.
Each test is graded by a group of judges. After each team is awarded a score, an overall TEC
winner(s) is recorded. No one may receive a copy of the ENG test. Student may be able to view
their individual scores at a prearranged time but should not be handed back their copy of the test.
All scores are final.
Supplies
The following items are needed for TEC:
Pencils Enough for each student
Erasers Enough for each student
Answer Keys One (1) per judge
Red pens One (1) per judge
Calculators One (1) per team
Stop Watch
Stapler
There is no time limit on this event. The contestants are not allowed to use calculators.
The teams shall be called by their team name to select the category and point value of the contest
question. When a selection is made, the contest will proceed according to the rules outlined in
the Problem Resolution Section. After a problem is resolved, the choice of problem category and
point value will proceed to the next team. The contest is concluded after the master game board
has been cleared.
Each team will be asked to select a number from a container. The teams participating in the Quiz
Bowl will be ordered by the number selected.
Scoring
If there is a discrepancy in the answer to a given question, the contest judges will discuss the
error and the corrective action that will be taken.
Problem Resolution
After a team chooses a question category and point value, the appropriate question is displayed.
The team that selected the problem will be given the first opportunity to answer the question.
The point value of the problem shall be equivalent to the number of seconds the teams shall be
given to solve the problem. The exception to this rule shall be the 60 point questions for which
90 seconds will be allotted. When the time to solve the problem has elapsed, the Head Judge will
call on the team to supply an answer. Each team should be instructed to write its answer to each
problem on a piece of paper and circle it. This team will have 5 seconds from the time they are
called upon to supply the answer. At the end of 5 seconds, the Moderator shall call “Time!” The
last answer given before the 5 seconds expire shall be considered the team’s answer. If the Head
Judge cannot make a determination with regard to the last spoken answer, the Team Judge shall
ask for it to be repeated at least once. The Team Judge’s decision regarding a team’s answer shall
be final.
In the event multiple answers are given, the Team Judge shall look at the team’s paper to
determine the team’s answer.
A team may answer a question prior to time elapsing; however all other teams may continue to
work on the problem until time has elapsed or a correct answer is given.
Upon receiving a correct answer, the team that gave the answer shall be awarded the point value
assigned to the question. Once a correct answer is given, the correct solution/answer will be
revealed to the teams.
Upon receiving an incorrect answer, the point value of the question shall be halved and rounded
up to the nearest denomination of 5. At that time, the team with the lowest score shall be given
the opportunity to answer the question. That team must supply their answer within 5 seconds of
being acknowledged. If this answer is incorrect, the point value of the problem shall be halved
and rounded again and given to the team with the next lowest score. This process repeats until a
correct answer is given or until all teams have failed to supply the correct answer. If all teams
fail to supply the correct answer, the solution will be revealed.
All Teams shall have the same time allotted to answer each question. When the Moderator calls
“Time!” all teams must put down their pencils. During the course of the competition the
Moderator has the option of asking a team’s judge if the all team members at their table have put
their pencils down in time. In the event that the team members did not put their pencils down in
time, the team will not be allowed to answer the displayed question. The next team will have the
opportunity to answer the question.
There will be one or two optional Judges who will work along with the Head Judge. The judges
will help the Head Judge determine whether an answer is acceptable and will help to resolve
problems.
There will be a Quiz Bowl Moderator who will call upon the appropriate teams to select
categories, answer questions, regulate disputes with the assistance of the Judges and will direct
the overall flow of the contest. The Moderator also reads the question after a team has made a
selection.
There will be one Selector/Displayer assigned the task of selecting the questions and answers
once a category and point value is chosen.
The Team/Table Judges’ responsibilities will be to determine which answer is accepted from
the assigned team and to ensure that the assigned team competes fairly. The Team/Table Judges
will be impartial to the teams to which they are assigned. No judge will be allowed to sit with the
team representing his or her area, city or region. Judges are not allowed to assist the teams in
question resolution. The team judge will also verify answers on paper for the participants.
Supplies
The following items are needed for the Quiz Bowl competition:
Quiz Bowl Software Questions & Answers
Pencils Enough for each student
Erasers Enough for students
Scratch Paper Enough for each student
Projector Screen
Laptop Two (2) (one for presenting and one for viewing answers)
LCD Projector
Microphone & podium
If a team does not have an alternate it may proceed with three members. If a team decides to
compete with only three students, they will awarded the points of the lowest scoring team
member on the PAT, however no further accommodations shall be made them for the missing
team member during the TEC and Quiz Bowl portions of the competition.
The Try-Math-A-Lon competition is a tutoring program meant to foster good study habits, help
prepare for ACT & SAT, and promote competition and good sportsmanship among African-
American students. Students competing in the Try-Math-A-Lon should conduct themselves in a
professional manner. All cases of disorderly conduct must be presented to the Head Judge and or
the National Try-Math-A-Lon Coordinator. At that point, the Head Judge, the National Try-
Math-A-Lon Coordinator, and the Team Judges have ten minutes to listen to the complaint and
make a majority ruling. The rulings are as follows:
Condition Ruling
1st Offense Verbal Warning
2nd Offense Deduct 100 Points and/or Eject Offender
3rd Offense Eject Offender
Should a player be ejected from the competition the Alternate rules will apply.
Aptitude Survey
Transcript submitted to WHQ? yes no
My math ability is: (Circle only one) My feeling about math is: (Circle only one)
1 2 3 4 5 1 2 3 4 5
Poor Exceptional I hate it I love it
The likelihood that I will pursue a career in some sort of Science, Technology, Engineering, or Math
(STEM) related field is: (Circle only one)
1 2 3 4 5 (1 = no chance, 5= definitely will)
Have you taken the ACT/SAT? Yes or No
If so, what was the score? ACT_______SAT Writing_______ Math _______ Verbal _______
When do you plan to take the ACT/SAT? Please specify month and year. _________
Do you plan to go to college? (If yes, when and where)__________________________
TEAM LIST
TMAL Team Name________________________________________________________________
Select Region: 1 2 3 4 5 6
1) ___________________________________________________________________________________________________
2) ___________________________________________________________________________________________________
3) ___________________________________________________________________________________________________
4) ___________________________________________________________________________________________________
5) ___________________________________________________________________________________________________
5) is Alternate
COACH INFORMATION
Name: _______________________________________________________________________________________________
Last First Middle Initial
Address: _____________________________________________________________________________________________
Street City State Zip
Cellular (if applicable) ( _____ ) ________________ Age (if under 30 years): _______________________________
Name: _______________________________________________________________________________________________
Last First Middle Initial
Address: ______________________________________________________________________________________________
Street City State Zip
Address: ______________________________________________________________________________________________
Street City State Zip
Cellular (if applicable) ( _____ ) ________________ Age (if under 30 years): _______________________________
Name: _______________________________________________________________________________________________
Last First Middle Initial
Address: ______________________________________________________________________________________________
Street City State Zip
1) ___________________________________________________________________________________________________
2) ___________________________________________________________________________________________________
3) ___________________________________________________________________________________________________
4) ___________________________________________________________________________________________________
5) ___________________________________________________________________________________________________
5) is Alternate
______________________________________________________________________________________________________
Print Name Signature Date
Alternate Chaperone
As an Alternate Chaperone, I, ___________________________________________________,
understand that I might be asked to complete the duties detailed in the above paragraph, in the
case of any emergency, and I am able to do so, and I commit to fulfilling all of its terms if such a
need arises.
Alternate Chaperone
______________________________________________________________________________
Print Name Signature Date
This permission slip should be completed and returned to the TMAL Coordinator before any
TMAL related activity and AFTER the student has registered. THIS IS NOT A REGISTRATION
FORM.
Please contact your TMAL Coordinator or the National TMAL Coordinator at tmal@nsbe-ae.org
if you have questions about this form.
This form has legal consequences. Read it carefully before signing. If you do not understand any of
its provisions, ask for an explanation. Please print legibly or type.
Event: _______________________________________________________
Event Location:________________________________________________
Chaperone Name:_______________________________________________________________________
Student First Name: ___________________________ Last Name: __________________________
Student Cell Phone: (_____)_______________ Student Email: ______________________________
Parent/Guardian Information
Name:_______________________________________________________________________
Address: ____________________________________________________________________
Day Phone: (____)______________ Evening/Cellular Phone: (____)________________
Email:___________________________________
I am the parent, one of the parents or guardian with whom the above child/ward resides and have
legal custody. I assume all risks associated with participation in this event. I, the parent and
anyone entitled to act on my behalf, waive and release the National Society of Black Engineers
including regional, chapter, or other subdivisions thereof, their agents, employees, chaperones,
representatives and successors from all claims or liabilities of any kind arising out or of my
child/ward’s participation in this event.
________________________ _____________
Signature of Parent/Guardian Date
Try-Math-A-Lon 2007-2008
TMAL WORLD NATIONAL COMPETITION ENTRY FORM
(FOR REGIONAL WINNING TMAL TEAMS ONLY)
1) ___________________________________________________________________________________________________
2) ___________________________________________________________________________________________________
3) ___________________________________________________________________________________________________
4) ___________________________________________________________________________________________________
5) ___________________________________________________________________________________________________
5) is Alternate
COACH INFORMATION
Name: _______________________________________________________________________________________________
Last First Middle Initial
Address: _____________________________________________________________________________________________
Street City State Zip
Cellular (if applicable) ( _____ ) ________________ Age (if under 30 years): _______________________________
Try-Math-A-Lon 2007-2008
TMAL USA COMPETITION ENTRY FORM
(Alternate Competition for All Other TMAL Teams)
1) ___________________________________________________________________________________________________
2) ___________________________________________________________________________________________________
3) ___________________________________________________________________________________________________
4) ___________________________________________________________________________________________________
5) ___________________________________________________________________________________________________
5) is Alternate
COACH INFORMATION
Name: _______________________________________________________________________________________________
Last First Middle Initial
Address: _____________________________________________________________________________________________
Street City State Zip
Cellular (if applicable) ( _____ ) ________________ Age (if under 30 years): _______________________________
Directions:
This test is to be taken individually, and is used as a mathematics assessment. No calculators are
allowed. Each question is worth 10 points. You have 30 minutes to complete problems 1-10.
(Show all of your work). Please note that there will be an additional 5 to 10 NSBE facts and or
history questions added to the PAT at competitions.
12
Problem 1. If = x , what is the value of 4 x + 2 ?
4
A) 2
B) 3
C) 4
D) 12
E) 14
Problem 2. If the circle with center O has a diameter of 9, then what is the area of the circle with
center O?
A) 81π
9
B) π
2
81
C) π
4
D) 18π
E) 9π
A) 40
1
B) 51
2
1
C) 56
4
D) 75
1
E) 93
4
Problem 4. The chart above shows the number of red and blue parrots Toby sold in May and the
average weight of each type of bird sold. If Toby sold no other parrots, what was the average
(arithmetic mean) weight, in pounds, of the parrots that Toby sold in May?
A) 2
4
B) 2
9
1
C) 2
2
D) 5
E) 9
1
A)
2
1
B)
8
3
C)
20
2
D)
19
3
E)
18
A) 3n – 2
B) 3(n + 1)
C) n–2
n
D)
3
E) n2
Problem 7. How many even integers are there between 2 and 100, not including 2 and 100?
A) 98
B) 97
C) 50
D) 49
E) 48
Problem 8. Six cups of flour are required to make a batch of cookies. How many cups of flour
are required to make enough cookies to fill 12 cookie jars, if each cookie jar holds 1.5 batches?
A) 108
B) 90
C) 81
D) 78
E) 72
A) (1.5,2)
B) (5,0)
C) (2.5,0)
D) (3.5,3.5)
E) (1.75, 1.75)
Problem 10. x 4 − x 9 =
A) -5x
B) −x 5
C) -x
D) x
E) 3x
A) 9
B) 27
C) 81
D) 243
E) 729
Problem 2. If x = 2 2 , then x =
A) 1
B) 2
C) 4
D) 8
E) 16
A) -2
B) -1
C) 1
D) 2
E) 3
2x 2
Problem 4. If = , what is the value of x?
x +1 x + 2
2
1
A) −
4
1
B)
4
1
C)
2
D) 0
E) 2
A) -2
B) -1
C) 0
D) 1
E) 2
A) -1
B) 0
C) 1
D) 2
E) 4
A) 2x + 2y = 2z
B) x–y=0
C) x–z=y–z
z
D) x=
2
E) z – y = 2x
A) 3
B) 4
C) 9
D) 12
E) 15
8a 2
A)
3
10a 2
B)
3
24a
C)
3
D) 8a 2
E) 24a 2
2
Problem 10. If a = b and b = c −2 , what is the value of a in terms of c?
3
A) 4
c3
1
B)
3
c4
C) − 3 c4
4
D)
c3
E) − 4 c3
F) 9
81
b=
9
9 • 3 3(9 ) = 3 • 3 (3)(3)(3)
= (3)(3) = 9
Problem 2. If x = 2 2 , then x =
E) 16
x = 22
x =4
( x) 2
= 42
x = 16
D) 2
f (1) = (1 − 3)
= (1 − 3)
= −2
=2
1
C)
2
2x 2
=
x +1 x + 2
2
(
2 x( x + 2 ) = 2 x 2 + 1 )
x( x + 2 ) = x 2 + 1
x2 + 2x = x2 +1
2x = 1
1
x=
2
E) 2
A squared number must be zero or positive, therefore the least possible value for x2 is 0. This
means that the least possible value of x2 +2 is 2. So f(0) = 2.
B) 0
2+a = 2−a
2a = 0
a=0
E) z – y = 2x
x= y
z − y = 2x
z = 2x + y
z ≠ x+ y
D) 12
3x − 5 = 4
3x = 9
x=3
9(3) − 15 = 27 − 15 = 12
4a
Problem 9. Which of the following is equivalent to • 6a ?
3
D) 8a 2
4a
• 6a
3
24a 2
3
8a 2
2
Problem 10. If a = b and b = c −2 , what is the value of a in terms of c?
3
1
B)
3
c4
2
a = b3
b = c −2
( )
2
a = c −2 3
4
−
=c 3
= 3 c −4
1
=
3
c4
Problem 1. If the statement above is true, which of the following statements must be true?
MERCHANDISE SALES
Type Amount of Sales Percent of Total Sales
Shoes $12,000 15%
Coats $20,000 25%
Shirts $x 40%
Pants $y 20%
A) $32,000
B) $48,000
C) $60,000
D) $68,000
E) $80,000
Problem 3. A survey of Town X found a mean of 3.2 persons per household and a mean of
1.2 televisions per household. If 48,000 people live in Town X, how many televisions are in
Town X?
(A) 15,000
(B) 16,000
(C) 18,000
(D) 40,000
(E) 57,6000
π −2
(A)
πr 2
π −2
(B)
π
1
π−
(C) 2
π
1− r
(D)
π
r
(E)
π
Problem 5. In a list of seven integers, 13 is the lowest member, 37 is the highest member, the
mean is 23, the median is 24, and the mode is 18. If the numbers 8 and 43 are added to the list,
which of the following will change?
I. The mean
II. The median
III. The mode
A) I only
B) I and II only
C) I and III only
D) II and III only
E) I, II, and III
Problem 6. Computer production at a factory occurs during two shifts, as shown in the chart
above. If computers are only produced during the morning and afternoon shifts, on which pair of
days is the total number of computers produced greatest?
A) Black
B) Blue
C) Brown
D) Orange
E) Red
A) 5
B) 5.5
C) 25
D) 50
E) 99
Problem 9. Points P and Q lie on the circle with center O, as shown in the figure above.
What is the probability that a randomly selected point inside the circle does NOT lie inside
ΔOPQ?
1
A)
2
π −1
B)
2
2 −π
C)
π
1
D)
2π
2π − 1
E)
2π
A) 13
B) 21
C) 36
D 42
E) 49
Problem 1. If the statement above is true, which of the following statements must be true?
MERCHANDISE SALES
Type Amount of Sales Percent of Total Sales
Shoes $12,000 15%
Coats $20,000 25%
Shirts $x 40%
Pants $y 20%
B) $48,000
An alternative solution would be to calculate the total amount of sales then calculate what 60%
of that value would be. Since we know that 25 goes into 100 four times, we can calculate the
total sales from the amount of sales of coats.
($20,000)(4) = $80,000
⎛ 60 ⎞
⎜ ⎟($80,000 ) = $48,000
⎝ 100 ⎠
Problem 3. A survey of Town X found a mean of 3.2 persons per household and a mean of
1.2 televisions per household. If 48,000 people live in Town X, how many televisions are in
Town X?
(C) 18,000
48,000
= 15,000
3.2
(15,000)(1.2) = 18,000
π −2
(B)
π
To calculate the area of the square you will need to do a little geometry. The diagonal of the
square is equal to the diameter of the circle. This diagonal forms a 45-45-90 triangle, the sides of
which are equal to r 2 . This would make the area of the square 2r2. The area of the circle in
this problem is πr2. The area of the figure not occupied by the square is πr 2 − 2r 2 = r 2 (π − 2) .
r 2 (π − 2) π − 2
The probability that the point will be in the circle but not in the square is = .
πr 2 π
Problem 5. In a list of seven integers, 13 is the lowest member, 37 is the highest member, the
mean is 23, the median is 24, and the mode is 18. If the numbers 8 and 43 are added to the list,
which of the following will change?
I. The mean
II. The median
III. The mode
A) I only
Since 8 is lower than every other number in the list and 43 is higher, they won’t change the
median. This means option II is incorrect, and answer choices B, D, and E can be eliminated.
The mode is the number most repeated, and since 8 and 43 were not in the original list, they
cannot change the mode. Therefore, option III is not valid. This eliminates answer choice C and
leaves answer choice A remaining.
Problem 6. Computer production at a factory occurs during two shifts, as shown in the chart
above. If computers are only produced during the morning and afternoon shifts, on which pair of
days is the total number of computers produced greatest?
Monday + Thursday
200 + 375 + 250 + 315 = 1140
Tuesday + Thursday
245 + 330 + 250 + 315 = 1140
Tuesday + Wednesday
245 + 330 + 255 + 340 = 1170
Tuesday + Friday
245 + 330 + 225 + 360 = 1160
Monday + Friday
200 + 375 + 225 + 360 = 1160
E) Red
The fraction representing the cost per red button is greater than one-half. The remaining
fractions of costs per button are all less than one-half.
Problem 8. S is the set of all positive numbers n such that n < 100 and n is an integer.
What is the median value of the numbers of set S.
C) 25
n n
1 1
2 4
3 9
4 16
5 25
6 36
7 49
8 62
9 81
2π − 1
E)
2π
2
Solve this problem the same as Problem 4. The area of the circle is π OP . The area of the
1
2
( )( ) ( ) 1
2
2
triangle is OQ OP = OP . The probability that the point will lie in the circle but outside
( ) 2 1
π OP − OP
2
( )
2
π−
1
2 = 2π − 1 .
the triangle is =
π OP( )2
π π
Problem 10. The Tyler Jackson Dance Company plans to perform a piece that requires 2
dancers. If there are 7 dancers in the company, how many possible pairs of dancers could
perform the piece?
B) 21
There are (7 )(6) = 42 possible combinations; however pair 1 – 2 is the same as pair 2 – 1, so we
will need to divide this number by two to eliminate duplicate pairs. This means the number of
distinct possible pairs is 21.
2
Problem 1. If the perimeter of rectangle ABCD is equal to p, and x = y , what is y in perms
3
of p?
p
A.)
10
3p
B.)
10
p
C.)
3
2p
D.)
5
3p
E.)
5
A.) 90 + x
B.) 90 - x
C.) 180 + x
D.) 270 - x
E.) 360 - x
B (0,5)
5
4
C
(5,4)
3
0
-2 -1 0 1 2 3 4 5 6
A -1
(-1,0)-2
D (4,-1)
A.) 25
B.) 18 2
C.) 26
D.) 25 + 2
E.) 36
1
A.)
2
B.) 2
C.) 7
D.) 4
E.) 8
A.) 3
B.) 4
C.) 5
D.) 3 3
E.) It cannot be determined from the information given.
A.) 24
B.) 36
C.) 64
D.) 72
E.) 81
Z
135°
W Y
Problem 7. If WY and XZ are diameters with lengths of 12, what is the area of the shaded
region?
A.) 36
B.) 30
C.) 18
D.) 12
E.) 9
b° c°
A.) 180
B.) 240
C.) 270
D.) 360
E.) It cannot be determined from the information given.
B C
3
A 5 D
A.) 12
B.) 15
C.) 18
D.) 20
E.) It cannot be determined from the information given.
A.) 3
B.) 5
C.) 8
D.) 12
E.) 15
2
Problem 1. If the perimeter of rectangle ABCD is equal to p, and x = y , what is y in perms
3
of p?
3p
B.)
10
p = 2x + 2 y
2
x= y
3
4
p = y + 2y
3
10
= y
3
3p
y=
10
A.) 90 + x
α + θ + x = 90
α + a = 90
θ + b = 90
α + a + θ + b = 180
− (α + θ + x = 90)
= a + b − x = 90
a + b = 90 + x
B(0,5)5
4 C(5,4)
s 3
2
5
1
A-1 0
}
-2 0 1 2 3 4 5 6
1
-1 D (4,-1)
-2
C.) 26
A = s2
s 2 = 52 + 12
= 25 + 1
= 26
B.) 2
1
A = bh
2
1
= (4)(1)
2
=2
x° x°
A.) 3
Alternate interior angles are equivalent, therefore the two bottom angles of triangle ACE are
equal to x°. Since these two angles are equal, the two sides are equal, therefore the length of AC
is 3.
E.) 81
A A = 16 = s A2
s=4
PA = 4 + 4 + 4 + 4 = 16
3 3
PB = PA = (16) = 24
2 2
3 3
PC = PB = (24 ) = 36
2 2
36
sC = =9
4
AC = s C2 = 9 2 = 81
Problem 7. If WY and XZ are diameters with lengths of 12, what is the area of the shaded
region?
C.) 18
a 2
sin 45o = =
6 2
a=3 2
1 1
area = bh = 3 2 3 2
2 2
( )( )
1
area = (9 )(2) = 9
2
2 × area = 18
a°
b° c°
C.) 270
b o + c o = 180o
a o = 90o
a o + b o + c o = 270
A 5 D
A.) 12
5 2 = 32 + b 2
b 2 = 52 − 9 = 16
b=4
1 1
area = bh = (4 )(3) = 6
2 2
2 × area = 12
A.) 3
You have to draw the figure to solve this problem. After drawing the bisected line segments it is
obvious that this is a 3-4-5 right triangle.
A.) 8
B.) 12
C.) 16
D.) 24
E.) 28
A.) x is positive
B.) 2x is positive
1
C.) is positive
x
D.) x2 is positive
E.) x3 is positive
900 90 9
Problem 3. + + =
10 100 1000
A.) 90.09
B.) 90.099
C.) 90.909
D.) 99.09
E.) 999
A.) I only
B.) II only
C.) I and II only
D.) I and III only
E.) I, II, and III
A.) 53 x 1012
B.) 52 x 1015
C.) 1015
D.) 10017
E.) 100100
I. 2n < n 2
II. 2n < n
III. n 2 < −n
A.) I only
B.) II only
C.) I and II only
D.) I and III only
E.) I, II, and III
5
Problem 8. If b is a prime number such that 3b > 10 > b , what is the lowest possible value
6
of b?
A.) 2
B.) 3
C.) 5
D.) 7
E.) 9
A.) 46
B.) 45.8
C.) 45.9
D.) 45.86
E.) 45.87
4
Problem 10. If x = 8 , what is the value of x?
3
3
A.) 4
4
B.) 6
2
C.) 10
3
D.) 12
E.) 16
D.) 24
The factors of 12 are 1, 2, 3, 4, 6, and 12. The positive even factors of 12 are 2, 4, 6, and 12,
whose sum is 24.
D.) x2 is positive
The square of any non-zero number, either positive or negative, is always positive.
900 90 9
Problem 3. + + =
10 100 1000
C.) 90.909
900
= 90
10
90
= 0.9
100
9
= 0.009
1000
90 + 0.9 + 0.009 = 90.909
I. 2 + 3 = 5
3+ 4 = 7
II. 2 + 3 + 4 = 9
III. 2 + 3 + 4 = 9
3 + 4 + 5 = 12
4 + 5 + 6 = 15
A.) 53 x 1012
55 × 2 2 ×1010
= (5 × 2 ) × 53 × 1010
2
= 10 2 × 53 ×1010
= 53 ×1012
I. 2n < n 2
II. 2n < n
III. n 2 < −n
This is a COULD be question, so you have to be careful. Plugging in is the way to answer this
1
question. In this instance, n = − was chosen.
2
2
⎛ 1⎞ ⎛ 1⎞ 1
I. 2n = 2⎜ − ⎟ = −1 < n 2 = ⎜ − ⎟ =
⎝ 2⎠ ⎝ 2⎠ 4
True
⎛ 1⎞ ⎛ 1⎞
II. 2n = 2⎜ − ⎟ = −1 < n = ⎜ − ⎟
⎝ 2⎠ ⎝ 2⎠
True
2
⎛ 1⎞ 1 ⎛ 1⎞ 1
III. n = ⎜ − ⎟ = < −n = −⎜ − ⎟ =
2
⎝ 2⎠ 4 ⎝ 2⎠ 2
True
You know that 33 is equal to 27, therefore the correct answer has to be some multiple of three.
Since the lowest answer choice is multiplied by 10 to the 11th power, you can start guessing at
3000.
3000 = 3 × 103
(3 ×10 ) = (3) (10 )
3 3 3 3 3
= 27 ×109 = 2.7 × 1010
30,000 = 3 × 10 4
(3 ×10 ) = (3) (10 )
4 3 3 4 3
= 27 × 1012 = 2.7 ×1013
C.) 5
b=2
5 ⎛5⎞ 10 2
3b = (3)(2 ) = 6 > 10 > b = ⎜ ⎟(2 ) = =1
6 ⎝6⎠ 6 3
False
b=3
5 ⎛5⎞ 15 1
3b = (3)(3) = 9 > 10 > b = ⎜ ⎟(3) = = 2
6 ⎝6⎠ 6 3
False
b=5
5 ⎛5⎞ 25 1
3b = (3)(5) = 15 > 10 > b = ⎜ ⎟(5) = =4
6 ⎝6⎠ 6 6
True
E.) 45.87
The hundredths place is two places past the decimal. In this case you round up to the next
highest number because the number in the thousandths place is greater than 5. Therefore 45.867
rounded to the nearest hundredth is 45.87.
4
Problem 10. If x = 8 , what is the value of x?
3
E.) 16
A) 54
B) 512
C) 1,536
D) 3,072
E) 6,144
Problem 2. Carol subscribed to four publications that cost $12.90, $16.00, $18.00, and $21.90
per year, respectively. If she made an initial down payment of one-half of the total yearly
subscription cost, and paid the rest in four equal monthly payments, how much was each of the
four monthly payments?
A) $8.60
B) $9.20
C) $9.45
D) $17.20
E) $34.40
Problem 3. A basketball team had a ration of wins to losses of 3:1. After the team won six
games in a row, its ration of wins to losses became 5:1. How many games had the team won
before winning six games in a row?
A) 3
B) 6
C) 9
D) 15
E) 24
Problem 4. Fifteen Percent of the coins in a piggy bank are nickels and five percent are
dimes. If there are 220 coins in the bank, how many are not nickels or dimes?
A) 80
B) 176
C) 180
D) 187
E) 200
A) 2
B) 5
C) 7.5
D) 10
E) 12.5
Problem 6. At the beginning of 1999, the population of Rockville was 204,000. and the
population of Springfield was 216,000. If the population of each city increased by exactly 20%
in 1999, how many more people lived in Springfield than in Rockville at the end of 1999?
A) 9,600
B) 10,000
C) 12,000
D) 14,400
E) 20,000
Problem 7. Rock climbing routes are rated on a scale of difficulty with the higher the number
the more difficult the route. Sally tried several shoe sizes on each of several routes of varying
difficulty and found that when she wore smaller shoes, she could climb routes of greater
difficulty. If D represents the difficulty rating of a rock climbing route Sally could climb, and s
represents the size of the shoes Sally wore on such a route, then which of the following could
express D as a function of s?
A) D(s ) = s 2
B) D (s ) = s
C) D (s ) = 4 s
D) D ( s ) = s − 3 .5
45
E) D (s ) =
s
A) 9
B) 12
C) 16
D) 24
E) 30
Problem 9. A college student bought 11 books for fall classes. If the cost of his anatomy
textbook was three times the mean cost of the other 10 books, then the cost of the anatomy
textbook was what fraction of the total mount he paid for the 11 books?
2
A)
13
3
B)
13
3
C)
11
3
D)
10
10
E)
13
Problem 10. On a map, 1 centimeter represents 6 kilometers. A square on the map with a
perimeter of 16 centimeters represents a region with what area?
A) 64 square kilometers
B) 96 square kilometers
C) 256 square kilometers
D) 576 square kilometers
E) 8,216 square kilometers
D) 3,072
Problem 2. Carol subscribed to four publications that cost $12.90, $16.00, $18.00, and $21.90
per year, respectively. If she made an initial down payment of one-half of the total yearly
subscription cost, and paid the rest in four equal monthly payments, how much was each of the
four monthly payments?
A) $8.60
Problem 3. A basketball team had a ratio of wins to losses of 3:1. After the team won six
games in a row, its ratio of wins to losses became 5:1. How many games had the team won
before winning six games in a row?
C) 9
w 3
=
l 1
w+6 5
=
l 1
w = 3l
3l + 6 5
=
l 1
3l + 6 = 5l
2l = 6
l =3
w = 3l = 9
NSBE TRY-MATH-A-LON PROGRAM 2007 - 2008
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Revision 0
Problem 4. Fifteen Percent of the coins in a piggy bank are nickels and five percent are
dimes. If there are 220 coins in the bank, how many are not nickels or dimes?
B) 176
Problem 5. A bakery uses a special flour mixture that contains corn, wheat, and rye in the
ratio of 3:5:2. If a bag of the mixture contains 5 pounds of rye, how many pounds of wheat does
it contain?
E) 12.5
5 w
=
2 5
25 = 2 w
w = 12.5
Problem 6. At the beginning of 1999, the population of Rockville was 204,000. and the
population of Springfield was 216,000. If the population of each city increased by exactly 20%
in 1999, how many more people lived in Springfield than in Rockville at the end of 1999?
D) 14,400
45
E) D (s ) =
s
Since smaller shoes allow Sally to climb more difficult routes, the relationship between shoe size
and route difficulty is inverse. The only answer choice that represents an inverse relationship is
45
E, D(s ) = .
s
Problem 8. Steve ran a 12-mile race at an average speed of 8 miles per hour. If Adam ran the
same race at an average speed of 6 miles per hour, how many minutes longer than Steve did
Adam take to complete the race?
E) 30
Problem 9. A college student bought 11 books for fall classes. If the cost of his anatomy
textbook was three times the mean cost of the other 10 books, then the cost of the anatomy
textbook was what fraction of the total mount he paid for the 11 books?
3
B)
13
c A = 3c10
cT = c A + 10c10
cT = 3c10 + 10c10 = 13c10
c A 3c10 3
= =
cT 13c10 13
ΔK
10. % lost =
K initial
An iceboat is at rest on a perfectly frictionless horizontal surface. What constant horizontal force
F do we need to apply (along the direction of the runners) to give the iceboat a velocity of 4.0
m/s at the end of 2.0 s? The mass of the iceboat and rider is 200,000 g.
Problem 2. Mechanics
N Pt
W E
Pc θ
S
A 1400 kg car, heading north and moving at 35 miles per hour collides in a perfectly inelastic
collision with a 4000 kg truck going East at 20 miles per hour.
a. What is the speed and direction of the wrecked vehicles just after collision?
b. What percentage of the total mechanical energy is lost from the collision?
Use the following units when solving this problem:
2
p (momentum) by using (kg ⋅ mi ) and for energy ( kg ⋅ mi 2 )
h h
NSBE TRY-MATH-A-LON PROGRAM 2007 - 2008
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Revision 0
Problem 3. Kinematics
A train is moving towards a destroyed bridge. The velocity of the train remains constant at
20m/s. A person inside the train realizes that they will die unless they run to the back of the train
and jump out. If the person is 15m from the back of the train and the back of the train is 50m
from the break in the track, what velocity must the person run with to make it to the back of the
train just as the back of the train goes over the break in the bridge?
Find the mass of air, and its weight, in a Recreational Vehicle with a 4.0 m x 5.0 m floor and a
ceiling 3.0 m high. Also, what would be the mass and weight of an equal volume of water?
An iceboat is at rest on a perfectly frictionless horizontal surface. What constant horizontal force
F do we need to apply (along the direction of the runners) to give the iceboat a velocity of 4.0
m/s at the end of 2.0 s? The mass of the iceboat and rider is 200,000 g.
v − v0 4 .0 m / s − 0
a= = = 2.0 m / s 2
t 2 .0 m / s
The sum of the x-component of force is simply
∑ Fx = F ,
Note that you do not need the y-component at all in this problem. Here they are anyway:
a y = 0,
∑F y = η + ( − mg ) = ma y = 0,
η = mg = ( 200 kg ) ( 9 . 8 m / s 2 ) = 1960 N .
N Pt
W E
Pc θ
S
A 1400 kg car, heading north and moving at 35 miles per hour collides in a perfectly inelastic
collision with a 4000 kg truck going East at 20 miles per hour.
a. What is the speed and direction of the wrecked vehicles just after collision?
b. What percentage of the total mechanical energy is lost from the collision?
Use the following units when solving this problem:
2
p (momentum) by using (kg ⋅ mi ) and for energy ( kg ⋅ mi 2 )
h h
Part 1: Momentum is conserved in an inelastic collision, which means the total momentum of
the entire system will be the same before and after the crash. If we find the sum of the momenta
of the car (Pc) & the truck (Pt) before the crash, we will have the momentum of the resulting
“MERGEMOBILE” (Pres) afterwards.
pc = m cvc
= (1400 kg )( 35 mi / h )
= 49000 kg ⋅ mi / h
pt = m tvt
= ( 4000 kg )( 20 mi / h )
= 80000 kg ⋅ mi / h
Since the two vectors are perpendicular (north & east) we can use the Pythagorus’ equation to
find the total momentum of the system, and therefore the momentum of the smashed mess
(merged vehicles).
2
p res = Pt 2 + Pc2
p res = 49000 2
+ 80000 2
= 93800 kg ⋅ mi / h
NSBE TRY-MATH-A-LON PROGRAM 2007 - 2008
94 of 103
Revision 0
Now to find the velocity of the whole mass
p res = m ⋅ v res
p
v res =
m
93800 kg ⋅ mi / h
=
400 kg + 4000 kg
= 17 . 4 mi / h
Δ KE = KE f − KE i
= − 84300 kg ⋅ mi 2
/ h 2 And the % by which it changed
Δ KE
= x 100
KE i
(you don’t really need to worry about the sign here, as long as you day that energy is “lost”.)
KE lost = 50 . 8 %
A train is moving towards a destroyed bridge. The velocity of the train remains constant at
20m/s. A person inside the train realizes that they will die unless they run to the back of the train
and jump out. If the person is 15m from the back of the train and the back of the train is 50m
from the break in the track, what velocity must the person run with to make it to the back of the
train just as the back of the train goes over the break in the bridge?
We find the time it takes for the train to get to the hole. Note: That the subscripts for the
velocities show how the velocities are measured. vtg means the velocity of the train (t) relative to
the ground (g) and so on, with p = person.
vtg = 20 m / s dt = 50 m
d 50 m
t= = = 2.5 s
v 20 m / s
d − 15 m
v pt = =
t 2.5 s
v pt = − 6.0 m / s
SOLUTION – PART 2
The person's velocity relative to the ground is the trains velocity relative to the ground added to
the persons velocity relative to the train:
v = 14 m / s
Find the mass of air, and its weight, in a Recreational Vehicle with a 4.0 m x 5.0 m floor and a
ceiling 3.0 m high. Also, what would be the mass and weight of an equal volume of water?
SOLUTION – PART 1
SOLUTION – PART 2
The weight is
w = mg = (6.0 x10 4 kg )(9.8 / s 2 ) = 5.9 x10 5 N = 1.33 x10 5 lb = 66 tons
Basically, this much weight would certainly collapse the floor of an ordinary recreational
vehicle.
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http://www.swagga.com/inventors.htm
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http://www.infoplease.com/spot/bhmscientists1.html
Initial Step: Take the TMAL PowerPoint Presentation and save to .wmf format to export the
PowerPoint presentation.
Step 5. This will create a subdirectory named "Round1" in the directory where you saved the
files.
Step 6. In this Round1 directory the wmf files are numbered from 1 to 73
Note : The attached cmd file will rename the wmf files as follows:
All questions begin with: qna_q_c1
All answers begin with: qna_a_c1
The fourth position is the topic and the number represents the question value as such we have the
following:
a = Algebra and Functions
b = Geometry and Measurements
c = Numbers and Operations
d = Data Analysis
e = Problem Solving
f = African American Inventors and Scientists
Note: Questions 2 – 13 are Algebra, 14 - 25 Geometry and Measurements , 26 - 37 Numbers and
Operations, 38 - 49 Data Analysis, 50 - 61 Problem Solving and 62 - 73 African American
Inventors and Scientists
Step 7. Copy the ren_quizbowl.cmd into the same folder as the wmf files and open the file.
Opening the file will run the commands to rename the wmf files accordingly.
Step 8. Repeat steps 1 through 7 for round 2. Be sure to name round 2 Round2
Step 9. In the Competition Folder, where round1 and round2 are located, place a copy of the
setup.txt, quizhelp.gid, quizhelp.hlp and quizshow.exe files.
Note: For additional assistance see the quizhelp.hlp