Wednesday, March 31, 2010

A curious property of the primes

The primes numbers hold many, many secrets --- but unfortunately for us, they guard these secrets a little too efficiently. Most of the time, when we observe a pattern in the sequence of primes, we are unable to find a satisfactory explanation or proof.

But once in a while we meet a property which is amenable to a simple proof. Here is one such property.

Let $p_n$ denote the $n$-th prime number. The sequence of primes is
\[\left\langle p_n \right \rangle_{n=1}^{\infty} \ = \ \left \langle 2, \, 3, \, 5, \, 7, \, 11, \, 13, \, 17, \, 19, \, 23, \, 29, \, 31, \, \ldots\right\rangle.\]
Let us form the partial sums of this sequence, i.e., the sums

\[2, \, 2+3, \, 2+3+5, \, 2+3+5+7, \, 2+3+5+7+11, \, \ldots.\]
We get the following sequence of numbers, which we denote by $\left \langle a_n \right \rangle_{n=1}^{\infty}$, so that $a_n = p_1 +p_2 + \cdots + p_n = \sum_{i=1}^n p_i$:

\[\left\langle a_n \right\rangle_{n=1}^{\infty} \ = \ \left\langle 2, \, 5, \, 10, \, 17, \, 28, \, 41, \, 58, \, 77, \, 100, \, 129, \, 160, \, \ldots\right\rangle.\]
Here is an interesting property of the above sequence of partial sums:

  • Between every two numbers in the sequence there exists a perfect square number

In other words, for each positive integer $n$, there exists an integer $k$ such that
\[a_n < k^2 < a_{n+1}.\]
Note that we are not asserting that there is just one such number: there may well be more than one square number between $a_n$ and $a_{n+1}$. Indeed, a counterexample to such a claim (were anyone to make it) is easily spotted: we find that $a_{11} = 160$ and $a_{12} = 197$, and between the two numbers $160$ and $197$ there lie two square numbers, $169$ and $196$.

Proof, anyone?

Tuesday, March 30, 2010

Proof of the Arbelos Theorem - 2

I have written a computational proof of the arbelos theorem and uploaded it to the "Articles" page of my website, MathCelebration. Here are the exact URLs of the two files (though clicking on them will open the documents in Google Docs):

If you glance through the proof, you will see that it is highly computational, but it uses nothing more advanced or complicated than the theorem of Pythagoras.

The link I gave earlier takes you to the original "pure geometry" proof given by Archimedes, but it shows the congruence only of $\omega_4$ and $\omega_5$. The above proof establishes that $\omega_7$ too has the same radius.

I close with a rather challenging question:


Given the configuration with circles $\omega_1$, $\omega_2$ and $\omega_3$, how will you geometrically construct circles $\omega_4$, $\omega_5$, $\omega_6$ and $\omega_7$? 

(Here, "geometrically" means that we work only with Euclidean instruments.)

Graphics in LaTeX

In today's post I will say something about the graphics capabilities that one can access from within LaTeX.

Two distinct approaches are possible:

  • the diagram to be inserted may be prepared using some external application (this includes the case when the diagram is a photograph, so it is very useful when we have to insert photographs into the document); 
  • or the commands needed to generate the diagram may be included in the LaTeX file itself, in which case the diagram is generated in real time ("on the fly"), as the document is being processed.

LaTeX allows both these approaches. The former option is used when the graphic to be inserted is available as a graphics file (a jpeg or gif or png or eps file). The command used is something like:

\includegraphics[various options, including desired size of diagram]{name of file with path and extension}

The options allow resizing in various ways, cropping, etc. Details on how this is done can be found in any of the help documents listed in the earlier post. (Note. In LaTeX, options are generally placed within square brackets.)

Here I propose to say something about the other situation - when the diagram is drawn in real time.

LaTeX itself has an inbuilt picture editor whose usage is as shown below:

\begin{picture}
... various commands to draw lines, polygons, dots, circles, etc ...
\end{picture}

This is adequate for simple pictures; but it is really very rudimentary in its scope. (I myself never use it, having gotten hooked onto PSTricks early in my LaTeX days.)

That brings me to PSTricks, which in contrast is highly sophisticated and customizable. Precisely because it has been found to be so good by so many users, the community of people working on PSTricks is vast, and new modules (packages) are constantly being released; the basic package itself is constantly undergoing improvements by its authors (Timothy Van Zandt, Denis Girou, Sebastian Rahtz and Herbert Voss).

A typical environment within which a diagram is drawn using PSTricks looks like this:


\begin{pspicture}
... various commands to draw lines, polygons, dots, circles, etc ...
\end{pspicture}


Here are some links for finding out more about PSTricks:


This list should suffice to get you started. Please examine these links - you will find PSTricks to be a really marvelous device for drawing complex diagrams. 

The best thing is that the package is still growing in usability and versatility. There is a very useful mailing list to which a serious user should certainly subscribe; here is its URL:
If you post queries there, you will find answers coming in from all parts of the world.

Do try it out!

Thursday, March 25, 2010

Proof of the Arbelos Theorem

Recently I posted an account of the beautiful Arbelos Theorem found over two thousand years back by the great Archimedes of Syracuse. (See Archimedes's Arbelos Theorem.) Here I give a link to the original proof given by Archimedes:
It is a "pure geometry" proof - it involves almost no computation, and it skillfully uses results from circle geometry and the geometry of homothetic transformations. (Comment. The word "homothety" is of relatively recent origin, but the notion of a homothety or enlargement about a point is an old one.)

However it establishes only that circles $\omega_4$ and $\omega_5$ have equal radius. I do not know any such proof that circle $\omega_7$ too has the same radius.My proof is computational, and I will post it shortly.

Wednesday, March 24, 2010

"Pattern of Signs" - two uploads

I have just posted two pdf files concerning the "Pattern of Signs" post I made earlier in March (here is the link: Pattern of signs), in which I prove the claims and explain the patterns noted in that post. Here are the links to the two files (the contents of the two files are the same, but one is suitable for reading on the screen, and the other one is suitable for printing):
Actually, these links lead to the Google Docs versions of the two articles, but the articles can be downloaded as pdf files by clicking on an appropriate button at the top.

I look forward to observations from readers.

Tuesday, March 23, 2010

A sample LaTeX document - 2

I have uploaded another LaTeX generated document to Google Docs; here is its link: 


The document described the Arbelos Theorem of Archimedes - a theorem dating from Greek times, but with a modern component, discovered less than half a century back.


The figure has been drawn using PSTricks, and the source file too is here for readers to look at:


Do check it out!


(Actually, I tried to upload a Java-enabled "live" figure, which the viewer can manipulate, but Google Docs refused to accept the upload. Or rather, I couldn't figure out a way of doing such an upload. Does anyone know how this can be done?)

Sunday, March 21, 2010

A sample LaTeX document

In my last post I made a few remarks about LaTeX and gave several links, some to sites from where the software could be downloaded, and some to LaTeX help sites and tutorials.


Just to show how a typical TeX file looks, and what kind of output it can yield, I am now posting links to some documents which I just uploaded to Google Docs (and therefore residing somewhere in the clouds). The first link leads to the pdf version of an article I recently published in Resonance, the second link leads to the LaTeX file of the article, and the third link leads to the ps (PostScript) version; it can be viewed using GhostView (or Evince, if you have a Linux based system).
Observe that the TeX file is much lighter than the other two files (just 18 K, as compared with 53K and 228K, respectively). Moreover, the TeX file is a text file (ASCII format) which can be opened by any text editor whatever; so it is platform independent.

The figure drawn on page 3 of the article has been done using PSTricks. If you look within the TeX document you will find the code for the figure in lines 89 through 154. All the commands needed to draw the figure are contained in that code. 

Saturday, March 20, 2010

Typesetting of mathematical text using LaTeX

I have often been asked about the LaTeX typesetting software. I will make a few comments here, and provide some links.


LaTeX is Open Source as well as free software. This has the consequence that it benefits from work done all over the world by extremely well intentioned people who have an interest in its development. There are numerous mailing lists, for example:
These lists are very helpful, with subscribers all over the world willing to give of their time to help you out when you are in doubt.


In working with LaTeX you actually work on a text editor. I use TeXnic Center, but there are many other editors available. See FreeTexEditors. The best and easiest to use, in my view, are: 
They are all freely downloadable.


Note that LaTeX is not WYSIWYG software. When you work on the text editor, all you will see along with the main text are a lot of markup tags - dollar symbols, backslashes, etc. It is only when the LaTex file is processed ("LaTeXed" as a LaTeX user would say) that you will see the typeset output.


Because of this, and because so many of us have been brought up on WYSIWYG software of various kinds, the initial learning curve for LaTeX is a bit steep. But it is important that we do not give up our experiments with LaTeX at this stage, because the effort will be more than worth it. There is nothing like LaTeX! You will appreciate this when you see the quality of the typeset text.


Assuming you are using Windows I recommend going in for MikTeX. Please go to MikTeX and download the entire package (the current version is MikTeX 2.8). The full instructions will be found on that webpage, for the download, installation. Then download one of the editors listed above, and configure it to MikTeX. Note that MikTeX has an inbuilt updating mechanism.


Here are some LaTeX tutorials freely available on the net (there are many more of this kind, please look on the net):
See also:
The last link (ProTeXt) is particularly convenient: it allows you to download a single archive that installs all the packages you need - MikTeX, Texnic Center, Ghostscript, Ghostview, etc. I myself did my entire LaTeX related installation using ProTeXt.


Next time I will say something about graphics editors that work with LaTeX.



Wednesday, March 17, 2010

Tests of divisibility - 3

A small variation in the tests described in the last two posts yields more findings.


Instead of the mapping $10a + b \mapsto a - k b$, what if we have $10a + b \mapsto a + k b$ (that is, with a plus sign replacing the minus sign)? 


Nearly the same steps lead us to see that this yields a test for divisibility by $10k - 1$.


Thus, we consider the following function $g_k$ which acts on the positive integers $x$ as follows: If $x = 10a + b$, where $0 \le b \le 9$, then $g_k (x) = a + k b$. Then we claim that $x$ is divisible by $10k - 1$ if and only if $g_k (x)$ is divisible by $10k - 1$.


To see that this claim is valid, observe that
\[k x - g_k (x) = k(10a + b) - (a + kb) = a(10k - 1).\]
Thus, $k x - g_k (x)$ is a multiple of $10k - 1$. Now:
  • If $x$ is divisible by $10k - 1$, then so is $k x$, and so also is $g_k (x)$ from the above relation.
  • If $g_k (x)$ is divisible by $10k - 1$, then so also is $k x$, from the above relation. And since $k$ and $10k - 1$ are coprime, this means that $x$ itself is divisible by $10k - 1$.
It follows that $x$ is divisible by $10k - 1$ if and only if $g_k (x)$ is divisible by $10k - 1$. This proves our claim.


Just like earlier we get several tests of divisibility from this fact, all at the same time.
  • Putting $k = 2$, we get a test of divisibility by $19$: The integer $10a + b$ is divisible by $19$ if and only if $a + 2b$ is divisible by $19$. So the test is: Add twice the units digit to the rest of the number, and proceed as earlier.
  • Putting $k = 3$, we get a test of divisibility by $29$: The integer $10a + b$ is divisible by $29$ if and only if $a + 3b$ is divisible by $29$. So the test is: Add three times the units digit to the rest of the number, and proceed as earlier.
  • With $k = 4$ we get a test for divisibility by $13$ (which is a divisor of $39$), namely: The integer $10a + b$ is divisible by $13$ if and only if $a + 4b$ is divisible by $13$. So the test is: Add four times the units digit to the rest of the number, and proceed as earlier.
  • Continuing, $k = 5$ yields another test for divisibility by $7$ (because $49 = 7 \times 7$), and $k = 6$ yields a test for divisibility by $59$. 
  • Of particular interest is the case $k = 10$, for then $10k - 1 = 99$, which factorizes as $9 \times 11$. So this is simultaneously a test for divisibility by $9$ as well as by $11$. The test is: Add ten times the units digit to the rest of the number, and proceed as earlier. Then the original number is divisible by $9$ if and only if the final number is divisible by $9$, and the original number is divisible by $11$ if and only if the final number is divisible by $11$.
Quite a rich set of findings, all of which emerge from such a simple observation!

Tuesday, March 16, 2010

Tests of divisibility - 2

I asked last time, "What is the significance of $2$ as a multiplier in the test for divisibility by $7$?'' I also asked, ``Are there tests similar to this for testing divisibility by other divisors - like $9$, $11$, $13$, $17$, $19$, ..."


The answer to the latter question is a loud "Yes!". Indeed, one can find such a test for any divisor which has no factors in common with $10$; that is, any divisor whose units digit is $1$, $3$, $7$ or $9$.


The logic behind this gets revealed when we understand the role played by the multiplier $2$ in the test for divisibility by $7$.


One way to understand the role played by $2$ is to note that $7$ has $21$ as a multiple (note that $21$ has $2$ as its tens digit), and if we apply the transformation $10a + b \mapsto a - 2b$ to $21$, we get $0$ right away. We also get $0$ if we apply it to multiples of $21$ like $42$, $63$, $84$, $105$, $126$, ... Try it out and you'll see this for yourself.


Noting this, we are led to invent a new test of divisibility. Let $k$ be any positive integer. Consider the following function $f_k$ which acts on the positive integers $x$ thus: If $x = 10a + b$, where $0 \le b \le 9$, then $f_k (x) = a - k b$. Then:

  • $x$ is divisible by $10k + 1$ if and only if $f_k (x)$ is divisible by $10k + 1$.

To see that this claim is valid, observe that
\[kx + f_k (x) = k(10a + b) + (a - kb) = a(10k + 1).\]
Now:
  • If $x$ is divisible by $10k + 1$, then so is $kx$, and so also is $f_k (x)$ from the above relation.
  • If $f_k (x)$ is divisible by $10k + 1$, then so also is $kx$, from the above relation. And since $k$ and $10k + 1$ are coprime (they must be, because $10k + 1$ leaves remainder $1$ when divided by $k$), this means that $x$ itself is divisible by $10k + 1$.
It follows that $x$ is divisible by $10k + 1$ if and only if $f_k (x)$ is divisible by $10k + 1$.


From this observation we quickly get many different tests of divisibility, all at the same time (in fact, infinitely many of them):
  • Putting $k = 3$, we get a test of divisibility by $31$: The integer $10a + b$ is divisible by $31$ if and only if $a - 3b$ is divisible by $31$. So the test is: Subtract three times the units digit from the rest of the number, and proceed as earlier.
  • Putting $k = 4$, we get a test for divisibility by $41$: The integer $10a + b$ is divisible by $41$ if and only if $a - 4b$ is divisible by $41$. So the test is: Subtract four times the units digit from the rest of the number, and proceed as earlier.
  • Similarly, $k = 6$ gives a test for divisibility by $61$, $k = 7$ gives a test of divisibility by $71$, and so on.
What about $k = 2$? This gives us a test for divisibility by $21$. But $21 = 3 \times 7$ is a composite number. So the same test serves as a test for divisibility by both $3$ and $7$. Hence:
  • The number $10a + b$ is divisible by $3$ if and only if $a - 2b$ is divisible by $3$.
  • The number $10a + b$ is divisible by $7$ if and only if $a - 2b$ is divisible by $7$.
Similarly, if $k = 5$ we get another composite number, $51 = 3 \times 17$. Hence:
  • The number $10a + b$ is divisible by $17$ if and only if $a - 5b$ is divisible by $17$.
(Note that from $k = 5$ we get another test for divisibility by $3$; however a bit of thought will show that it is equivalent to the test obtained by taking $k = 2$. So we need not list it here.)


If $k = 9$ we get yet another composite number, $91 = 7 \times 13$. So from this we get a test for divisibility by $13$:
  • The number $10a + b$ is divisible by $13$ if and only if $a - 9b$ is divisible by $13$.
Two values of $k$ of particular interest are $k = 1$, and $k = 8$. Let us see why.


If $k = 1$ then $10k + 1 = 11$. The test now is:
  • The number $10a + b$ is divisible by $11$ if and only if $a - b$ is divisible by $11$.
Now the mapping $10a + b \mapsto a - b$ amounts to this: Subtract the units digit from the rest of the number.


I wonder if you see that this test is just a disguised form of the usual test for divisibility by $11$.


If $k = 8$ then $10k + 1 = 81 = 9 \times 9$; so this should give us a test for divisibility by $9$. The test is:
  • The number $10a + b$ is divisible by $9$ if and only if $a - 8b$ is divisible by $9$.
Now, it is obvious that $a - 8b$ is divisible by $9$ if and only if $a + b$ is divisible by $9$ (because $(a + b) - (a - 8b) = 9b$, which is a mutiple of $9$). Hence:
  • The number $10a + b$ is divisible by $9$ if and only if $a + b$ is divisible by $9$.
Now the mapping $10a + b \mapsto a + b$ amounts to this: Add the units digit to the rest of the number.


I wonder if you see that this test too is just a disguised form of the usual test for divisibility by $9$.


In this manner we can get a test for divisibility by any number with units digit $1$, and by any number which divides a number with units digit $1$.


A very similar line of reasoning gives tests for divisibility by numbers with units digit $9$; i.e., divisors like $19$, $29$, .... But we'll leave this to the next post.

Monday, March 15, 2010

Tests of divisibility - 1

Everyone knows the tests for divisibility by $2$ and $5$; they are obvious. The tests for divisibility by $4$, $8$, $3$, $6$, $9$ and $11$ are less obvious but still well known; each one is based in some way on the digits of the given number. (The logic behind these tests may be less clear - particularly for divisibility by $11$. But we expect that most students have at least an inkling of the underlying logic. I hope so anyway!) 

What about divisibility by $7$? Some of you may know of this test: 

Given an integer $N$, let $b$ be its units digit, and let $a$ be the rest of the number, obtained by deleting the units digit; this means that $N = 10a + b$. Now replace $N$ by $a - 2b$. In other word, subtract twice the units digit from the rest of the number. Now repeat the same step for the new number, and keep doing this till you get a small number $M$ for which you can check divisibility by $7$ mentally. If this check works out (i.e., $M$ is divisible by $7$), then the original number $N$ is divisible by $7$; else it is not. 

Thus this is an ``if and only if'' test. Here are two examples:
  • If $N = 123456$, then we do $12345 - 12 = 12333$. Next we do: $1233 - 6 = 1227$. Next: $122 - 14 = 108$, and $10-16 = -6$. The last number ($-6$) is clearly not a multiple of $7$; hence, neither is the original number, $123456$.
  • Or try $N = 1504055$. We get: $150405 - 10 = 150395$. Next: $15039 - 10 = 15029$. Next: $1502 - 18 = 1484$. Next: $148 - 8 = 140$. We can stop now, since $140$ is quite visibly a multiple of $7$. We conclude that $1504055$ too is a multiple of $7$.
Why does this work? Here is a proof; it uses two simple facts: 
  • The sum and difference of two multiples of $7$ are also multiples of $7$.
  • If $y$ is an integer such that $3y$ is a multiple of $7$, then $y$ itself is a multiple of $7$. (Do you see why? The point is that $3$ and $7$ are relatively prime to each other.)
Let us now show that for any two integers $a$ and $b$, the quantities $x = 10a+b$ and $y = a-2b$ are either both divisible by $7$ or both indivisible by $7$. For we have:
\[x - 3y = (10a + b) - 3(a - 2b) = 7a + 7b = 7(a + b),\]
which tells us that $x-3y$ is a multiple of $7$. Now:
  • If $x$ is a multiple of $7$, then $3y$ is a multiple of $7$, and hence so is $y$.
  • And if $y$ is a multiple of $7$, then so is $3y$, and hence so is $x$.
This reasoning carries right through the entire working of the algorithm. 


Conclusion. The initial number is a multiple of $7$ if and only if the final number is a multiple of $7$.

So this is why the test works, but the proof raises several more questions:
  1. What is the significance of $2$ as a multiplier in the above test (i.e., "twice the units digit")? How could we have found this multiplier?
  2. Are there tests similar to this for testing divisibility by $9$? $11$? $13$? $17$? $19$?
We'll try to answer these in the next entry! Cheers till then.

Monday, March 8, 2010

The problem of the four 2's

I am basing today's entry on an entry I saw in another blog: Kolipakkam's Is there a PAM Dirac amongst us?  This in turn was brought to my attention by my colleague and good friend B Sankararaman of The Valley School.


A type of puzzle frequently seen is:
  • Using exactly four $2$'s (no less and no more), make the number $5$ (or $6$ or $10$ or $50$ any other given number).
Or:
  • Using exactly four $4$'s (no less and no more), make the number $5$ (or $6$ or $10$ or $50$ any other given number).
Or:
  • Using the digits $1$, $9$, $4$, $7$ exactly once each (no less and no more), make the number $5$ (or $6$ or $10$ or $50$ any other given number).
Obviously one can make an unlimited number of such puzzles. A popular pastime is to do this while on the road, using the license plate number of the car or bus just ahead of you. Or one can use it to set an exercise for one's students, using the digits of a particular year. This can be a lot of fun at, say, the 7th or 8th standard level.


Here I will make some remarks on the first problem (where we try to make the successive positive integers using just four $2$'s). A lot of fun can be had generating the answers:
  • $$1 = \frac{2}{2} \times \frac{2}{2}$$
  • $$2 = \frac{2}{2} + \frac{2}{2}$$
  • $$3 = 2^2 - \frac{2}{2}$$
  • $$4 = 2^2 \times \frac{2}{2}$$
  • $$5 = 2^2 + \frac{2}{2}$$
  • $$6 = 2 + 2 + \sqrt{2 \times 2}$$
  • $$8 = 2^2 + 2^2$$
  • $$9 = \left(2 + \frac{2}{2}\right)^2$$
One can go on like this, generating the positive integers one after another (but note that we skipped the entry for $7$). At some point one is bound to ask, 
  • Can this go on for ever? Can we express every integer using precisely four $2$'s? Or are there some integers for which the representation cannot be found?
Unfortunately this problem has been solved once for all! - there is a simple algorithm which yields the answer for every positive positive integer $n$. Here is how it works. Let
\[x = 2^{1/2^n}.\]
Note that $x$ depends on $n$, and can be written using just one $2$ and $n$ square root signs:
\[x = \sqrt{\sqrt{\sqrt{ \cdots \sqrt{2}}}},\]
with $n$ square root signs nested inside each other. By taking logarithms to base $2$ we get:
\[\log_2 x = \frac{1}{2^n}.\]
Inverting this relation we get $2^n = 1/\log_2 x$, and hence:
\[2^n = \log_{x} 2.\]
Now take logarithms to base $2$ yet again; we get:
\[n = \log_2 \left( \log_{x} 2 \right).\]
Now putting in the expression we had for $x$ (recall that it used just one $2$ and $n$ square root signs), we get an expression for $n$ using just three $2$'s!

For example, for $n = 5$ we have:
\[5 = \log_2 \left( \log_{\sqrt{\sqrt{\sqrt{\sqrt{\sqrt{2}}}}}} 2 \right).\]
And for $n = 7$:

\[7 = \log_2 \left( \log_{\sqrt{\sqrt{\sqrt{\sqrt{\sqrt{\sqrt{\sqrt{2}}}}}}}} 2 \right).\] 
Wow!


Note that this solution uses just three $2$'s. But we can very easily convert this to a solution using four $2$'s by (wastefully) writing one of the $2$'s using two $2$'s, say as $\sqrt{2 \times 2}$.


I am told that this solution was given by the great physicist Paul Dirac (who in spirit was a mathematician rather than a physicist; or maybe I should say that he liked to think of the world in purely mathematical terms rather than in physical terms). The story is told more fully in the blog I referred to above (Kolipakkam's Is there a PAM Dirac amongst us?). Do have a look at it.


Why do I call this "unfortunate"? Well, you don't have to take that seriously! On the one hand, Dirac's solution is neat and beautiful. At the same time it is always a matter of regret when a problem gets solved so completely that there is nothing for anyone to add any more ...! Would you agree?

Thursday, March 4, 2010

A pattern of signs

Take any four consecutive integers $a, b, c, d$. Then it is obvious that $a+d = b+c$. Let us write this relation as 
\[+a-b-c+d = 0.\]
Note the sequence of signs on the left side: $+,-,-,+$. We shall write the above statement in the following form: 
The sign sequence $+--+$ if applied to any $4$ consecutive integers yields a sum of $0$.
For example, if the 4 consecutive integers are $12$, $13$, $14$, $15$ we have: 
\[+ 12 - 13 - 14 + 15 = 0.\]
Now reverse all the signs in this string; we get the string $-++-$. If we concatenate the two strings together we get the string $+--+-++-$ (which is now of length $8$). Now here is a surprising fact:
The sign sequence $+--+-++-$ if applied any $8$ consecutive squares yields a sum of $0$.
For example, take the $8$ consecutive squares $9$, $16$, $25$, $36$, $49$, $64$, $81$, $100$. We have now:
\[+ 9 - 16 - 25 + 36 - 49 + 64 + 81 - 100 = 0.\]
Please verify this statement. Then try it out on other collections of $8$ consecutive squares.


Now take the string $+--+-++-$ and reverse all its signs; we get the string $-++-+--+$. If we concatenate these two strings together, we get the string $+--+-++--++-+--+$ (which is now of length $16$). Here is the next surprising fact:
The sign sequence $+--+-++--++-+--+$ if applied any $16$ consecutive cubes yields a sum of $0$.
Here is an example: take the $16$ consecutive cubes $27$, $64$, $125$, $216$, $343$, $512$, $729$, $1000$, $1331$, $1728$, $2197$, $2744$, $3375$, $4096$, $4913$, $5832$. Applying the sign sequence just given to these numbers, you will find you get a sum of $0$. I have not written the full "sum" here as it does not fit into this space properly: $+ 27 - 64 - 125 + 216 - 343 + 512 + 729 - 1000 - 1331 + 1728 + 2197 -2744 + 3375 - 4096 - 4913 + 5832 = 0$. But please check it out.


Then try this out for other collections of $16$ consecutive cubes.


I suppose you will now be able to guess what comes next in this sequence of statements .... 


But why do we have such a pattern?

Update on the 120 degree triangle

In the piece that I uploaded to my website (mathcelebration) a few days back, about a property that triangles with a $120^{\circ}$ angle possess, I made the following remark: 


"The pure geometry proof given above is very finely dependent on the hypotheses, and is difficult to generalize (this is a common feature of many such geometric proofs)."


I have just found that this somewhat off the cuff remark was not justified; in fact I have found a pure geometry proof of the converse proposition of that article.


That is, I have found a "pure geometry" way of showing this proposition: if $\angle A$ is not equal to $120^{\circ}$ then $\angle QPR$ is not a right angle. And to my surprise it is a very easy proof!


Here are the links:

Do have a look at them!



Tuesday, March 2, 2010

Catalog of MAA Publications 2010 Annual

Catalog of MAA Publications 2010 Annual

Trial math entries

After a bit of web search I found a blog which had something to say precisely about writing math text in blogspot using LaTeX. 


I have immediately tried to implement what I saw, and the results may be seen in the entry just below this post, on "Non-elementary integrals". It looks good on my screen (but I use the latest version of Firefox) but I do not know how it will look on other browsers, or on those without math fonts installed. Feedback wanted from readers!

Non-elementary integrals

It is a strange fact that many natural looking integrals turn out to defy solution. Students often wonder how they can be done, and are baffled by them. Unlike the case with differentiation, we seem to run into a stone wall very easily while doing integration.


There is a good reason for this bafflment: some of these integrals can be shown to be "non-elementary"! This means they cannot be expressed in terms of the usual functions we know (polynomials, rational functions, trigonometric, logarithmic and exponential functions, and all possible combinations of these). And these claims can actually be proved! Consequently, try as we might, we will not be able to do these integrals in the way we have gotten used to. The only way is to introduce entirely new functions.


Here are some integrals that fit this description: 
  • $$ \int e^{x^2} \, dx $$
  • $$ \int \frac{\sin x}{x} \, dx $$
  • $$ \int \sqrt{\sin x} \, dx $$
On the other hand, there are some definite integrals involving these very same functions which can be done in an elementary way. For example, we have the following very famous identities involving definite integrals: 
  • $$ \int_{-\infty}^{\infty} e^{-x^2} \, dx = \sqrt{\pi} $$
(this integral arises in the study of the normal distribution in probability theory) and 
  • $$ \int_{-\infty}^{\infty} \frac{\sin x}{x} \, dx = \pi. $$
But the anti-derivatives of both $e^{-x^2}$ and $\sin x/x$ are non-elementary! So the proofs of these two identities (and others like them) involve completely different ideas, not involving anti-differentiation.


Here is another such example - a rather spectacular identity (first discovered by one of the Bernoullis, I think): 

  • $$ \int_0^1 \frac{1}{x^x} \, dx = \sum_{n=1}^{\infty} \frac{1}{n^n}. $$

The last one may be done using integration by parts, after first writing $x^x$ as $$e^{x \ln x}$$.


Here are some links for those wishing to read more on this topic:

Note on notation


As I observed once earlier, it is tricky to write mathematical text in a blog; there is no good way to write mathematical symbols (I do not think the blog software allows it; if any reader knows a way out of this, please let me know!). So I have to innovate. 

Here are the symbols I will use in this and future entries. (Some of you may recognize that I am merely following the input protocol of a computer algebra software which I use a great deal: Derive. I find it a very simple and logical notation.)
  1. To denote the derivative of a function f(x) with respect to x, I write dif(f(x), x). For example, dif(x^2, x) = 2x.
  2. The symbol dif(f(x), x, 2) denotes the second derivative of f(x) with respect to x; dif(f(x), x, 3) denotes the third derivative, and so on. For example, dif(x^3, x, 2) = 6x.
  3. To denote the indefinite integral of f(x) with respect to x, I write int(f(x), x). For example, int(x^2, x) = x^3/3.
  4. To denote the definite integral of f(x) with respect to x, evaluated between two given limits a and b, I write int(f(x), x, a, b). For example, int(x^2, x, 0, 1) = 1/3.
  5. To denote the limit of f(x) as x tends to a, I write lim(f(x), x, a). For example, lim((x^2-a^2)/(x-a), x, a) = 2a.
  6. If I want to specify the direction of approach, I use an additional symbol: lim(f(x), x, a, -1) indicates that x approaches a from the left, and lim(f(x), x, a, 1) indicates that x approaches a from the right.
More such notation will follow in due course. I think the systematic use of such notation will allow us to communicate more easily with each other.