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#26 Re: This is Cool » Exploring mathematicians and smart mathematicians » 2013-03-16 06:18:07

I think I'm more of the experimental type myself.  I guess "smart" could mean conceptual and "exploring" could mean experimental.  Being an experimentalist by nature, I had a very difficult time with upper level math courses in college such as advanced calculus and abstract algebra before I got my B.S. in math.  Now for abstract algebra at least, I'm working on a Rubik's cube project which I believe is teaching me a thing or two about the real idea behind abstract algebra that I was aware of but didn't see any application for.

I am sorry to say that I can't comment on your proof (because I honestly don't care enough about calculus at the moment to have interest), but a little while back I too looked at a topic from advanced calculus which I wanted to construct a proof which I could understand better for some of the basic limit laws.  (What do you think about those?  Are they valid?).  Hopefully someone will comment on your proof, I was certainly lucky to get at least one response on mine.

I think proofs which explain more and show every step of the mind are more elegant than compact proofs which assume the reader has "mathematical maturity".

I am many things, but incapable of understanding complicated concepts is not one of them (even though I still debate that sometimes for no good reason).  For example, I created this "parity algorithm" for the 4x4x4 Rubik's cube from scratch.  I explained the entire process that went through my mind, different paths I tried before, and the logic behind the entire process in a video about an hour and a half long (in 4 parts).
Part I.
The reason why that algorithm is so significant is not just because it scrambles the cube so much (see the beginning of this video to see what a
"normal" parity algorithm
looks like.  Rather, the minimum number of 90 degree slice turns to "flip an edge" before I came around was 25 (like that "normal" algorithm has).  Mine uses only 19...

One of the lines of bobbym's signature says that "90% of mathematicians do not understand 90% of currently published mathematics."  I wonder why that is?  Hmmm?  [1] I do realize that there is so much information published now that it would be impossible for any mathematician to be able to understand a significant portion of published topics because he/she could not possibly read it all in his or her lifetime.  But I am assuming that bobbym's quote is saying that, if a mathematician is presented with published math at random, he could not understand what he reads 9 times out of 10. [2] However, I theorize that the main problem is poor communication.  That is, when most mathematicians write their papers, they assume that their readers understand every elementary concept which is prerequisite knowledge to whatever it is they are writing about.  There are so many ways to say the same thing, and we have to be careful how to write something down in technical language, especially if people's lives depend on it, but I still don't like how, say, the language in which the majority of wikipedia's math articles are written in, for example.  I thought taking discreet math would have helped me to understand proofs because I learned what the basic symbols mean, but even if we assume that a particular proof does not build upon a proven theorem or lemma, one word or term in a proof that the reader isn't familiar with might require that the reader must read another topic to become familiar with that word, and this continues...I have come to many dead ends that I cannot possibly understand what someone is trying to say because even the prerequisite knowledge is written in a language that I cannot understand nor care to spend a lifetime trying to learn.

#27 Re: Help Me ! » probability question help me » 2013-03-15 19:57:19

This problem doesn't make sense.

lucik1900 wrote:

You are holding a party at home, and everyone is about to participate in the following game.
Each person will write their name on a card. All the cards will then be collected and randomly redistributed (one per person).

Think of the "randomly distributed" deck of cards be a random permutation scramble of n objects, where n is the number of people you have in your group.  If no one gets a card with his or her own name on it, then this is a derangement.

The number of possible ways in which a deck of cards can be distributed to the party members at random is n!.  The number of derangement distributions/scrambles is subfactorial of n or !n.

Now this is where the problem doesn't make sense to me.

lucik1900 wrote:

When everyone has a card with someone else's name on it, you will call out the name on your card.

Okay, so this is telling me that only when there is a derangement will any names will be called out.

lucik1900 wrote:

If anyone’s name does not get called out at some stage during this game, they will have to drink a whole 1 litre bottle of vodka by midnight.

The phrasing of this is odd because by the quoted text above this one, no one's name will be called when there isn't a derangement.  So when the first round occurs where at least someone has his or her own card, then no body's name will be called and therefore everyone will have to drink before midnight (is this question a joke or an encrypted message saying that everyone is going to a drink vodka before midnight at a party?).

Since we weren't given a specific number of rounds the game has, and since the name card distributions are done at random, we can definitely assume that when enough rounds are executed, everyone will have to drink before midnight.

So no matter what, every round that "counts" towards determining the fate of any given players blood alcohol levels is one in which everyone will have to drink vodka.

So all I can say is the probability that no one person gets back his or her card in a single distribution round is subfactorial(n)/n!, which is a general formula which holds true for any n.

So if we were given that there were 15 rounds in the game, and we had say, 5 players, then the probability that 0 persons will not have gotten back his or own card in any of those 15 rounds would be


which pretty much guarantees that all people will have to drink before midnight.

#28 Re: Help Me ! » Derive an Equation....Please Help! :) » 2013-03-10 05:55:09

BarandaMan wrote:

They are equal, that was very useful for eliminating A, so we could make it 2A on the LHS, really thank you for the trick.

You're welcome.  Go look at the post again.  I realized I used the wrong code for phi, but I corrected it now.

#29 Re: Help Me ! » Derive an Equation....Please Help! :) » 2013-03-10 05:44:10

BarandaMan wrote:

Really appreciate the replies; but obviously a tad confused because two people have two different answers tongue

I corrected a mistake in my work (I wrote a beta in the denominator instead of a gamma) when I substituted equ3b into equ4b, and I now have the same answer as bob bundy.

BarandaMan wrote:

On cmowla's post, why does the denominator (1-theta) just change to -(theta-1) ??

Because they are equal (just multiply in that negative one).  This is useful to do sometimes for algebraic simplification.

#30 Re: Help Me ! » Derive an Equation....Please Help! :) » 2013-03-10 05:13:03

bob bundy wrote:

hi cmowla

Sorry.  I'm not getting the same as you.  sad

Bob

Is there a mistake in my work?  I provided all steps.

EDIT:
I found the mistake.  It's in the last step before "step 3".  I'll fix it and see if I got the same answer as you.

#31 Re: Help Me ! » Derive an Equation....Please Help! :) » 2013-03-10 04:33:47

I solved for A, elliminating A*,e,r, treating all symbols as variables.  Note that I capitalized a to A to differentiate it between alpha a little more.  In fact, you will find from the work below that alpha does not even make up A at all.

I provided all steps I took so that you can double check my work (I don't solve systems of equations that often anymore).

Problem:
Solve for A in terms of anything but A*,e, and r using the following system of equations:




Solution:























EDIT: I corrected the mistake and got the correct answer.

#32 Re: Help Me ! » Derive an Equation....Please Help! :) » 2013-03-10 02:37:02

It's really hard to read some of the exponents.  I think it might be better to rewrite the problem making sure that all symbols can be readable.  I "solved" a econ system of equations similar to this for a friend (but I think that was 11 equations), but I misunderstood the equations because he didn't explain it well enough to me.  So please rewrite the problem more legibly so that everyone is positive they are solving the correct problem.

In addition, are we to assume that all of these symbols represent variables (if so, is there any relationship between variables besides the given set of equations)?  Or are some of them constants?  If all are not variables, you need to specify because even if someone could have guessed correctly at what symbols you used, they will solve the wrong problem if they assume that some of these symbols are constants or not be able to solve the problem at all if indeed some symbols are variables and have a separate relationship with some or all of the other variables...and everyone loses.

Lastly, were you given any idea of what the form of the solution will be?  For example, are Taylor series expansions acceptable?

#33 Re: This is Cool » sums of power sequences » 2013-03-07 19:24:28

I know it's almost been a year since this thread's last post, but I made an "Adjusted Pascal's Triangle" to create these power sum formulas for positive integers, and I finally got around to posting it on this forum.

i67c1SgPQAHxV.png

Which I drew from the following formula I derived "from scratch":

(Putting in the n at the top of the triangle for sum of i^0 worked out perfectly, even though the formula itself cannot compute the correct value for R = 0).

Adjusting this triangle and using the method that knighthawk used in the previous post, I created an "Adjusted Pascal's Triangle" to compute the Bernoulli numbers which can be viewed here (it's too wide to post here, I think).

Basically, I found that

, and I used that to create that "Bernoulli Triangle".

I then wrote the following recursion formula from that Bernoulli triangle.

where

, where you can calculate a Bernoulli number in terms of its predecessor Bernoulli numbers.


Has anyone seen similar images like these "Adjusted Pascal Triangles" to compute the power sum and Bernoulli numbers visually?  I'm curious because I never heard of either, particularly the sum of power one, in high school or college math courses.

#34 Re: Dark Discussions at Cafe Infinity » Why math? » 2013-01-27 17:07:07

bobbym wrote:

One can do math in the way that scientists do experiments and this simplifies the usage greatly. To be able to play, "spot the pattern" is something that I do all the time. Proof comes later. This approach is gaining in popularity and I am one of its staunchest supporters here, it is called "Experimental Mathematics."

I think this approach is really what mathematics is, not the dry memorization of what theorems Cauchy or Legendre proved.

It is interesting that you mention this.  I have a B.S. in mathematics, and this is the approach that I think was forced to learn in Calculus II (indefinite integration and infinite series).

I have derived the sums of power formulas from scratch, some Bernouilli number equations, and of course I figured out how to solve problems which my instructors and my book couldn't teach me well for courses during my time at school, all of which was by experimentation.

I have created an enormous amount of 4x4x4 Rubik's cube parity algorithms as well, and have explored different "cube theory" topics, but all still experimentation...at least at the beginning.

Once I find some pattern by using experimentation, then the proof/theory comes in (just as you said).  Once I start asking "why" and "how" I got the results that I did with experimentation, then I am already more than familiar with whatever subject matter it is that I am working on enough to beginning formalizing a theory.  Proofs are very useful because they give you no doubt that you aren't missing any details, but you first need to know the details (through experimentation) before you can even can talk about them and draw conclusions.  This is of course when you explore new unknown territory and have no choice but to experiment to see how something ticks.

But the questions of "why" and "how" also feed the experimentation process as well.  So I guess if you have a curious mind (and a stubborn one), then that attitude will give you the passion to drive you through experimentation and then to make intelligent conclusions about your experiments.

#35 This is Cool » nxnxn Rubik's Cube Theory » 2012-10-21 13:53:43

cmowla
Replies: 17

The first topic of this thread is about whether or not every nxnxn Rubik's cube scramble in the commutator subgroup can be generated/solved with a single commutator solution.

#36 Re: Help Me ! » Help dividing polynomial by trinomial » 2012-08-14 13:04:49

noelevans wrote:

Hang in there!  You'll get it. smile

I hope he gets it by now.  This is a 5 year old thread.roflol

#37 Re: Help Me ! » Help with Ibn Al Haytham recursive relationship. » 2012-08-12 19:33:33

bobbym wrote:

I do not recall saying which increased his knowledge more. This is what I wrote.

bobbym wrote:

To increase your general knowledge of summations take a look at summation by parts too.

Since he was making a mistake on an exact type of SBP problem I thought he might like to look it up.

Oh.  That was actually the first thing that popped into my head, but it stayed in there for such a short time that I simply forgot.:)

I have sadly never heard of Abel's formula until today, but it definitely shows that the sum of products is not equal to the product of the sums.  Great point.  I'll have to take a closer look at the formula.

I think something that might throw off a lot of students is the fact that:

, but I could be wrong.

#38 Re: Help Me ! » Help with Ibn Al Haytham recursive relationship. » 2012-08-12 19:08:27

bobbym wrote:

Hi Especi;

I did come across the Able summation

To increase your general knowledge of summations take a look at summation by parts too.

I am not familiar with that, so I looked it up here.
http://www.proofwiki.org/wiki/Summation_by_Parts


I held myself from looking at their proof so that I could prove it on my own in my uncondensed language and extra steps.  Here's my proof.

Statement:











If the statement I proved in this post is what you were referring to, how does it increase knowledge of series more than the process I used to prove the recurrence relationship in my previous post?

Is it because in the line:

we don't include

and therefore we don't have
at the nth term?

(When I grouped common f factors of g in the step of the proof written a second time above, for the last (nth) sum pair, only the first (positive) term in the pair exists.)

In other words, are you implying that this shows the basic idea of telescoping sums from basic Calculus II?

#39 Re: Help Me ! » Help with Ibn Al Haytham recursive relationship. » 2012-08-12 14:58:50

Especi wrote:

For some reason it did not show up , thank very much for your help.

Oh, okay.  You're very welcome.  If there is any part of it which you need clarification, let me know...I didn't really write out any of the proof in English.:)

#40 Re: Help Me ! » Help with Ibn Al Haytham recursive relationship. » 2012-08-12 13:58:50

Especi wrote:

I should have seen that this does not hold up for this case , I did come across the Able summation but I assumed that this would require something simpler. Could you possibly indicate a place to start from which I could prove the relation ?

Thank you for your help.

What more is there to prove?  Did you not see my post?

#42 Re: This is Cool » Shaking The Foundations Of Mathematics. » 2012-08-04 10:00:51

Sorry Don, but even though

(where
),

Your whole argument is redundant.


Let me explain.

(Notice that it IS possible for

, and that's why I added that important detail in).

Since we have

as well as

, then your logarithmic function (if we choose not to simplify it to

) just illustrates a case where the condition
holds.

The 3D graph of your log function is different than the 3D graph of

, but that has nothing to do with the validity of your argument (it is neither for you nor against you) because the conditions for the values of
and
are not different (you just left out the fact that a can also not be equal to b in your first equation without the logs).

Here's a polynomial function which shows where the condition

must hold:

This supports the other possibility that a can be equal to b (a must be equal to b, that is...just as in your log function where a must not be equal to b....and we are assuming that we don't simplify our functions completely to (b/b)a^3).

An even more trivial case (which you probably thought of but didn't post) for when a must not equal b is:


and so suppose we have:

Again, the graph of

and
are different, but they do not disagree with the conditions.  How could they?  They are equal expressions once you simplify the more complicated one into the simpler one.

#43 Re: Help Me ! » 1=2 proof » 2012-07-31 16:44:26

anonimnystefy wrote:

Hi Ashok123

Your steps aren't algebraicly correct. How did you get that a^2-a^2=a(a-a) ?

The only flawed step was when he divided by

.  Everything else is correct.

#44 Re: This is Cool » Shaking The Foundations Of Mathematics. » 2012-07-26 10:03:34

anonimnystefy wrote:

Don't you see the difference in the graphs? There is a weird (x=y) line on the second graph.

Obviously you don't read everything in my posts...

cmowla wrote:

The 3D Graphs of the two are a little different though.  Is that what you are talking about?

You didn't comment at all about the result Mathematica gave? 

. b can equal a (so the step he did wasn't invalid like you say it is), just not as a 3D graph.

And because x cannot equal y in the 3D graph, this just explains his restriction that a cannot equal b.  But the work from Mathematica proves that he did not make an error when expressing a^3/b with logs.

#45 Re: This is Cool » Shaking The Foundations Of Mathematics. » 2012-07-26 08:09:36

anonimnystefy wrote:
Don Blazys wrote:

This is the flawed step. He turned an exponential with base a^3/b to an exponential of the form 1^(log_1(...)) (which is "against the rules") and then turned that into a fraction using logarithm rules.

Can you explain why it's against the rules?  If it means anything, (a/b)^(Log[a^3/b]/Log[a/b]) = a^3/b with Mathematica.

The 3D Graphs of the two are a little different though.  Is that what you are talking about?

jb1hrURDv7Se0J.PNG
jUWHB9Doe895a.PNG

#46 Re: This is Cool » Shaking The Foundations Of Mathematics. » 2012-07-26 05:41:10

Also, I forgot to comment on what you were actually implying when you wrote:

anonimnystefy wrote:

This step is flawed:

Don Blazys wrote:

You cannot have a 0 in the denominator of a fraction. ln(a^3/b) and ln(a/b) are both 0,so that is the flawed step. You turned a 3 into 0/0.

A 3 into (0/0)?  The exponent should be a 3?  Nope.

It's a/b raised to the exponent.  Not

.

It's not obvious why he chose to start with b(a/b)^x = a^3, where we can algebraically solve for x (as I did in my last post), but it works out nicely.

#47 Re: This is Cool » Shaking The Foundations Of Mathematics. » 2012-07-26 05:27:39

Hi, anonimnystefy,

anonimnystefy wrote:

Hi cmowla

I am not looking at your restrictions. Blazys started with the assumption that a=b and ended up with the conclusion that a=/=b. But I think I have finallfound the flawed step! It is the step I quoted in my last bost, but for different reasons.

I ask kindly that you show your reasons (in fact, I asked in my last post for you to explain yourself).


anonimnystefy wrote:

The step showed there can be brought out only if a=/=b, which contradicts the starting assumption.

The starting assumption was:

, where a = b.

This equality is true whether a = b or a does not equal b.  As long as a and b are non-zero, it's a true statement.

And yes, there is a contradiction when he wrote

(and, as I have said several times already, for non-zero a and b).
...because he cleverly made one which works for non-zero a and b.  That contradiction is the core of his argument.

So, unless I have not fully identified what you found as incorrect yet, the only portion of his argument that was incorrect was that he didn't mention that a and b must be non-zero (which was pretty obvious to me, even though he didn't state it).

#48 Re: This is Cool » Shaking The Foundations Of Mathematics. » 2012-07-26 04:38:36

Hi anonimnystefy,

anonimnystefy wrote:

Hi cmowla

is a set relation, not a number relation.

I know.  I said "It reminds me of" set theory, not that it "is".  I was giving a comparison and trying to brainstorm a way to try to interpret how this result can be explained.  Set theory is not completely solid (paradox), so I thought I could make a comparison (not that they are equal).


anonimnystefy wrote:

Hi Don Blazys

This step is flawed:

Don Blazys wrote:

You cannot have a 0 in the denominator of a fraction. ln(a^3/b) and ln(a/b) are both 0,so that is the flawed step. You turned a 3 into 0/0.

How is either zero?

unless

unless
(which he clearly gave as a restriction).

If

then that just makes the entire exponent zero.  That is,

because

.



And since he wrote

, then a and b cannot be zero...but that's the only restriction.


Also, look at this:





So between this and what I said earlier in this post, I cannot see where the errors are.

Please don't say (0/0) again unless you can show how that happens, GIVEN THE RESTRICTIONS I gave in this post.

#49 Re: This is Cool » Shaking The Foundations Of Mathematics. » 2012-07-25 18:15:40

anonimnystefy wrote:

We can substitute a/a with b/b ! You have illegal steps in your work!

I'm not sure how he made any changes to the function in his work.  You have been stating that he has made an error by subtracting 1 from the numerator and the denominator when clearly he followed the properties of logs.

Here are all of the steps (flawless):

jtzyQYDMNskOe.png

jO20mMdXWVEEq.png


Of course, those steps can only be true if he would have specified that a and b are non zero in addition to the

part.


where
AND a and b are non zero

and the properties of logarithms allow

where
AND a and b are non zero

His overall argument (if he would have put in those extra restrictions which avoids 0/0) reminds me of set theory.


This makes sense in a way why Don Blazys' argument doesn't work for a = 0 and thus b = 0, because the empty set does not have the possibility of being a proper subset of itself:

.

But then again, what about the next natural question that follows:

Is

(because he claims that
).

Certainly this cannot be true, but what happens if we exclude the empty set from set theory?  The definition of a set would change...

So maybe that's where this argument might be headed...

Very interesting argument for non-zero a (and thus non-zero b), which is a big chuck of the reals if you ask me!

I know very little about set theory, so maybe someone could add on to this/point out some things I said which might be incorrect about set theory.

#50 Re: Dark Discussions at Cafe Infinity » 0^0 equals 1 or undefined? » 2012-07-22 11:10:51

anonimnystefy wrote:

[...], so x^0=x^(1-1)=x/x. Now, when you want to see what 0^0 is, yo would get that it is the same as 0/0, which is indeterminate i.e. undefined.

JaneFairfax wrote:

Not that one. Here is the flawed step:

bossk171 wrote:

Compare that with this:

Also, http://mathworld.wolfram.com/ExponentLaws.html

anonimnystefy wrote:

Yes, it is applying that identity, which should be true for all x,a and b. But because this leads to division by zero, we rather leave 0^0 as undefined.

But by my argument (post #21), 0^0 can be defined to be either 0 or 1.  If it was undefined, then we couldn't add integers!

And I don't know about the argument

Since

is discontinuous at the origin,
is undefined

because what about

, which never goes through the origin.  And if you graph
, it has strange behavior not just at the origin.

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