Example 36: Open box from a 3 m by 8 m sheet: largest volume m³ at m
An open topped box is to be constructed by removing equal squares from each corner of a 3 metre by 8 metre rectangular sheet of aluminium and folding up the sides. Find the volume of the largest such box.
Let m be the side of each square removed. The box has height , length and breadth , so .
gives or . As , we take .
So , the only critical point in , gives the maximum volume.
the volume of the largest box is m³.
Want the reason behind every step, the basics and the checks?
Everything about the box is decided by one number: the side of the squares cut from the corners. Write the volume as a function of , find the allowed range of from the dimensions of the sheet, and maximise over that range. The range does real work here: one of the two critical points () is impossible and must be rejected, which is the textbook's "(Why?)".
- Given
- A rectangular sheet 8 m long and 3 m wide; equal squares are cut from the four corners and the flaps are folded up to make an open box.
- To find
- The largest possible volume of the box.
- Plan
- Let be the side of each square. Express length, breadth and height in terms of ; find the allowed range; build ; solve in the range; confirm a maximum with the second derivative test and show, with the sign of , that it is the largest value on the whole range; compute it.
Basics you need
Choose one variable that fixes the whole situation, express every dimension in it, and write down the range of values that make physical sense. Basics: building the function to optimise
A cuboid of length , breadth and height has volume . Basics: area and volume formulas
If and , then is a point of local maxima; if , a point of local minima; if the test fails. Lesson: derivative tests
A local maximum is only the largest value near . To show it is the largest on the whole range, use the sign of on either side (increasing before, decreasing after). Lesson: optimisation problems
Solution
Choose the variable and read off the dimensions
Let metres be the side of each square removed. After folding up the flaps:
- height of the box ,
- length (a square of side is removed at each end of the 8 m side),
- breadth (likewise from the 3 m side).
The sheet with the corner squares (side ) marked. The dashed rectangle becomes the base; the strips of width fold up to form the sides. Once is chosen, the box is completely determined, so the volume is a function of alone. Each long side loses two squares, one at each end, which is where the "" comes from.The allowed range of
A real box needs all three dimensions positive:
The second gives , and then the third () holds automatically. So
The narrow side of the sheet is the real limit: we cannot cut two squares from a 3 m width if together they use up all of it. At or the "box" is flat and holds nothing, so these ends are excluded.The volume as a function of
Volume = length × breadth × height. Expanding gives a polynomial, which is easy to differentiate term by term.First and second derivatives
Factorising shows at once where it is zero and what sign it has. Check: .Critical points, and why
But is not in the allowed range : squares of side 3 m cannot be cut from a sheet only 3 m wide, and the formula would give a breadth m. So the only critical point that describes a box is
This answers the textbook's "(Why?)". The function is a polynomial defined for every , so algebra alone happily produces ; only the physical range rules it out.A critical point is where or is not differentiable (Note after Theorem 2, Section 6.4). Lesson: maxima and minimaSecond derivative test at
By the second derivative test (Theorem 4), is a point of local maxima of .
and is exactly case (i) of Theorem 4: the graph is flat there and bending downwards, so it is a peak.Theorem 4 (Second Derivative Test), Section 6.4. Lesson: derivative testsIt is the largest value on the whole range
For the factor is always negative. So the sign of is opposite to the sign of :
- for : , so and is increasing;
- for : , so and is decreasing.
Hence for every other in the range: gives the largest box, not just a locally largest one.
on . It rises to a single peak at and falls back to 0 at both (excluded) ends. The second derivative test only speaks about points near . The question asks for the largest box of all, so we also need this global argument: climbs all the way up to and descends all the way after it (Theorem 1, Section 6.3).Increasing then decreasing on an interval means the turning point is the overall maximum on that interval. Basics: sign of a productThe largest volume
The box is m long, m wide and m high, and the largest volume is m³ m³.
Using the factored form avoids heavy fractions. The textbook uses the expanded form: , the same value.and .
With squares of side m cut out, for . The volume is largest when m, and the volume of the largest box is m³ (about 7.41 m³). (Textbook's own solution: m³.)
Neighbouring cuts give smaller boxes: and , while . Farther away: and . A computer search over finds no volume larger than .
- Subtracting instead of . Each side loses a square at both ends.
- Keeping . It solves but gives a negative breadth; always check the allowed range.
- Stopping at the local test. proves a local maximum only; the sign of on the whole range proves it is the largest.
- Answering . The question asks for the volume, m³.
- Optimisation routine: one variable, its allowed range, the function, critical points in the range, a test, a global argument, then answer the actual question with units.
- The physical range can eliminate solutions that the algebra produces.
- The same set-up appears in Exercise 6.3, Question 17 and Question 18 (squares cut from tin sheets).
Every fact used, and where it comes from
| Fact | Used in | Source |
|---|---|---|
| Volume of a cuboid | Step 3 | Mensuration |
| Critical point: or not differentiable | Step 5 | Note after Theorem 2, Section 6.4 (Lesson: maxima and minima) |
| Second derivative test | Step 6 | Theorem 4, Section 6.4 (Lesson: derivative tests) |
| Sign of decides increasing or decreasing | Step 7 | Theorem 1, Section 6.3 (Lesson: increasing and decreasing) |
| Optimisation set-up from a word problem | Steps 1–3 | Section 6.4 examples (Lesson: optimisation problems) |
| Textbook working, Fig 6.23 and answer | Result | Example 36, Miscellaneous Examples, Chapter 6 |
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