Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Flexi Quads

Age 16 to 18
Challenge Level Yellow star
  • Problem
  • Getting Started
  • Student Solutions

This excellent solution came from Shu Cao of Oxford High School. Well done Shu!

FlexiQuads Image

A convex quadrilateral $Q$ is made from four rigid rods with flexible joints at the vertices so that the shape of $Q$ can be changed while keeping the lengths of the sides constant.

Let ${\bf a}_1$, ${\bf a}_2$, ${\bf a}_3$ and ${\bf a}_4$ be vectors representing the sides (in this order) so that ${\bf a}_1+{\bf a}_2+{\bf a}_3+{\bf a}_4 = {\bf 0}$ (the zero vector). Now let ${\bf d}_1$ and ${\bf d}_2$ be the vectors representing the diagonals of $Q$. We may choose these so that ${\bf d}_1={\bf a}_4+{\bf a}_1$ and ${\bf d}_2={\bf a}_3+{\bf a}_4$.

As ${\bf d}_1={\bf a}_4 + {\bf a}_1$ and ${\bf d}_2 = {\bf a}_3 + {\bf a}_4$ it follows that ${\bf a}_1 + {\bf a}_2 = -{\bf d}_2,\ {\bf a}_2 + {\bf a}_3 = -{\bf d}_1.$

$$\eqalign{ {\bf a}_2^2+{\bf a}_4^2-{\bf a}_1^2-{\bf a}_3^2 &=({\bf a}_2^2-{\bf a}_1^2)+({\bf a}_4^2-{\bf a}_3^2) \cr &=({\bf a}_2-{\bf a}_1)({\bf a}_2+{\bf a}_1)+({\bf a}_4-{\bf a}_3)({\bf a}_4+{\bf a}_3)\cr &=-{\bf d}_2({\bf a}_2-{\bf a}_1)+{\bf d}_2({\bf a}_4-{\bf a}_3)\cr &={\bf d}_2({\bf a}_4-{\bf a}_3-{\bf a}_2+{\bf a}_1)\cr &={\bf d}_2(({\bf a}_4+{\bf a}_1)-({\bf a}_3+{\bf a}_2))\cr &={\bf d}_2({\bf d}_1+{\bf d}_1)\cr &=2{\bf d}_2 {\bf .} {\bf d}_1 }.$$

Now ${\bf a}_1+{\bf a}_2+{\bf a}_3+{\bf a}_4=0$ implies that ${\bf a}_4=-{\bf a}_1-{\bf a}_2-{\bf a}_3$.

$$\eqalign{ {\bf a}_1 \cdot {\bf a}_3-{\bf a}_2 {\bf .} {\bf a}_4 &= {\bf a}_1 {\bf .} {\bf a}_3-{\bf a}_2(-{\bf a}_1-{\bf a}_2-{\bf a}_3) \cr &={\bf a}_1 {\bf .} {\bf a}_3+{\bf a}_2 {\bf .} {\bf a}_1+{\bf a}_2{\bf .} {\bf a}_2+{\bf a}_2{\bf .} {\bf a}_3 \cr &={\bf a}_1({\bf a}_2+{\bf a}_3)+{\bf a}_2({\bf a}_2+{\bf a}_3) \cr &=({\bf a}_1+{\bf a}_2)({\bf a}_3+{\bf a}_2) \cr &=(-{\bf d}_1)(-{\bf d}_2) \cr &={\bf d}_1{\bf .} {\bf d}_2}.$$

Hence

$$\eqalign{ 2({\bf a}_1 {\bf .} {\bf a}_3-{\bf a}_2 {\bf .} {\bf a}_4) &=2{\bf d}_1 {\bf .} {\bf d}_2 \cr &={\bf a}_2^2+{\bf a}_4^2-{\bf a}_1^2-{\bf a}_3^2 .}$$

If the diagonals of $Q$ are perpendicular in one position of $Q$, then $2{\bf d}_1 {\bf .} {\bf d}_2={\bf a}_2^2+{\bf a}_4^2-{\bf a}_1^2-{\bf a}_3^2 =0$. As ${\bf a}_1,{\bf a}_2,{\bf a}_3,{\bf a}_4$ are constant in length ${\bf a}_2^2+{\bf a}_4^2-{\bf a}_1^2-{\bf a}_3^2$ will always be zero which implies that ${\bf d}_1 {\bf .} {\bf d}_2=0$, so they are perpendicular in all variations of $Q$.

You may also like

A Knight's Journey

This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.

8 Methods for Three by One

This problem in geometry has been solved in no less than EIGHT ways by a pair of students. How would you solve it? How many of their solutions can you follow? How are they the same or different? Which do you like best?

Which Twin Is Older?

A simplified account of special relativity and the twins paradox.

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo