Math Challenge - June 2021

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Discussion Overview

The discussion revolves around a series of mathematical challenges, including topics such as Lie algebras, continuity, gas laws, permutation groups, coding theory, fractals, harmonic numbers, and probability. Participants are sharing solutions, checking correctness, and engaging in clarifications and debates regarding various mathematical proofs and concepts.

Discussion Character

  • Exploratory
  • Technical explanation
  • Debate/contested
  • Mathematical reasoning
  • Homework-related

Main Points Raised

  • Post 1 presents multiple mathematical problems, including the generation of Lie algebras, properties of continuity, and various proofs related to gas laws and combinatorial identities.
  • Some participants propose solutions to specific problems, such as uniform continuity and the properties of automorphisms in symmetric groups.
  • There is a discussion about the nature of irrational numbers and their sums, particularly in relation to problem 11, where participants question assumptions made in earlier posts.
  • Technical details regarding derivatives in the context of gas laws are provided, with participants sharing their methods for calculating partial derivatives.
  • Clarifications are sought regarding the definitions and forms of variables in mathematical expressions, particularly in relation to the proofs being discussed.
  • Some participants express confusion over notation and the implications of certain mathematical statements, leading to further exploration of the problems at hand.

Areas of Agreement / Disagreement

Participants generally agree on the existence of solutions to the problems presented, but there are multiple competing views on the correctness of specific solutions and the assumptions made in the proofs. The discussion remains unresolved on several points, particularly regarding the implications of irrational sums and the correctness of certain mathematical arguments.

Contextual Notes

Some discussions highlight limitations in assumptions made about the nature of numbers involved in the problems, as well as the dependence on specific definitions and interpretations of mathematical terms. There are unresolved mathematical steps in the proofs shared, particularly in the context of derivatives and continuity.

Who May Find This Useful

This discussion may be useful for students and enthusiasts of mathematics, particularly those interested in advanced topics such as algebra, analysis, and combinatorics. It may also benefit those preparing for mathematical competitions or seeking to deepen their understanding of mathematical proofs and reasoning.

  • #61
julian said:
Problem #8:

By definition

\begin{align*}
H (p) = 1 + \frac{1}{2} + \frac{1}{3} + \cdots + \frac{1}{p -1} = \frac{a}{b} .
\end{align*}

If we can show that:

\begin{align*}
(p - 1)! \left( 1 + \frac{1}{2} + \frac{1}{3} + \frac{1}{4} + \frac{1}{5} + \frac{1}{p - 1} \right) = k p^2
\end{align*}

where ##k## is an integer then we would have

\begin{align*}
H (p) = \frac{k p^2}{(p - 1)!} .
\end{align*}

Since none of the factors in ##(p - 1)!## divide ##p## no ##p## in the numerator can be canceled out. Thus ##p^2## would divide the numerator.

In the polynomial

\begin{align*}
g (x) = (x-1)(x-2) \cdots (x - (p - 1)) = x^{p-1} + a_1 x^{p - 2} + \cdots + a_{p -2} x + a_{p - 1} \quad (*)
\end{align*}

the term ##a_{p - 2}## is given by

\begin{align*}
a_{p -2} = - (p -1)! \left( 1 + \frac{1}{2} + \cdots + \frac{1}{p - 1} \right)
\end{align*}

If we can show that ##- a_{p - 2} = k p^2## that will solve the problem.

We have ##a_{p - 1} = (p - 1)!##.

Fermat's little theorem says that ##a^{p - 1} \equiv 1 \; (\text{mod } p)## for any integer ##a##. It follows that modulo ##p##, that ##x^{p - 1} - 1## has the roots ##p - 1## roots ##1,2, \dots , p-1##. So that:

\begin{align*}
h (x) = x^{p - 1} - 1 \equiv (x-1)(x-2) \cdots (x - (p - 1)) \; (\text{mod } p) .
\end{align*}

Note that modulo ##p##, ##h (x)## and ##g (x)## have the same roots.

Also, Wilson's theorem says that:

\begin{align*}
(p - 1)! \equiv -1 \; (\text{mod } p)
\end{align*}

Using all of the above in the polynomial ##g (x) - h (x)## we obtain

\begin{align*}
f (x) & = g (x) - h (x)
\nonumber \\
& = x^{p-1} + a_1 x^{p - 2} + \cdots + a_{p -2} x + a_{p - 1} - x^{p - 1} + 1
\nonumber \\
& \equiv a_1 x^{p - 2} + a_2 x^{p -3} + \cdots + a_{p -2} x \; (\text{mod } p)
\nonumber \\
& \equiv 0 .
\end{align*}

As this is a polynomial of degree ##p - 2## with the ##p - 1## solutions by Lagrange's theorem ##p## divides all the coefficients.

Putting ##x = p## in ##(*)## gives

\begin{align*}
(p-1)! = p^{p-1} + a_1 p^{p - 2} + a_2 p^{p -3} + \cdots + a_{p -2} p + a_{p - 1}
\end{align*}

Subtracting ##(p - 1)!## from both sides, dividing by ##p##, and then rearranging gives

\begin{align*}
- a_{p - 2} = p^{p-2} + a_1 p^{p - 3} + \cdots + a_{p - 3} p .
\end{align*}

As we are taking ##p \geq 5##, and as each of the coefficients ##a_1, a_2, \dots a_{p - 3}## is proportional to ##p## the RHS is equal to ##k p^2## where ##k## is an integer.

If ##p## were equal to 3 we couldn't say that the term ##a_1 p^{p - 3}## is proportional to ##3^2## as ##a_1 p^{p - 3} = a_1##. The result clearly doesn't apply to ##H (3)##:

\begin{align*}
H (3) = 1 + \frac{1}{2} + \frac{1}{3} = \frac{11}{6} .
\end{align*}
Right. The result is known as the Theorem of Wolstenholme.
 
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  • #62
julian said:
Problem #6:

By definition

\begin{align*}
d = \min_{(x,y) \in C^2 , x \not= y} d (x,y)
\end{align*}

where ##d(x,y)## be the Hamming distance of ##x## and ##y##. A bound is proved by bounding the quantity

\begin{align*}
\sum_{(x,y) \in C^2 , x \not= y} d (x,y)
\end{align*}

in two different ways. On the one hand, there are ##\# C## choices for ##x## and for each such choice, there are ## \# C - 1## choices for ##y##. Since by definition ##d (x,y) \geq d## for all ##x## and ##y## (##x \not= y##), it follows that

\begin{align*}
\sum_{(x,y) \in C^2 , x \not= y} d (x,y) \geq \# C (\# C - 1) d .
\end{align*}

The other inequality is obtained by writing down all the ##\# C## codewords of ##C## into a ##\# C \times n##-matrix. Let ##n_{i , \alpha}## denote the number of times the element ##\alpha## of the alphabet (with ##q## elements) occurs in the ##i##th column. For each choice of ##\alpha## in the ##i##th column there are ##\# C - n_{i , \alpha}## elements not equal to ##\alpha## in the same column. Then

\begin{align*}
\sum_{(x,y) \in C^2 , x \not= y} d (x,y) & = \sum_{i = 1}^n \sum_{\alpha} n_{i , \alpha} (\# C - n_{i , \alpha})
\nonumber \\
& = \sum_{i = 1}^n \left( (\# C)^2 - \sum_\alpha n_{i , \alpha}^2 \right) \qquad ( \sum_{\alpha} n_{i , \alpha} = \# C)
\nonumber \\
& \leq \sum_{i = 1}^n \left( (\# C)^2 - \frac{(\# C)^2}{q} \right) \qquad ( (\# C)^2 = (\sum_{\alpha} n_{i , \alpha} \cdot 1)^2 \leq (\sum_{\alpha} n_{i , \alpha}^2) (\sum_{\alpha} 1^2) )
\nonumber \\
&= n \cdot (\# C)^2 \cdot \left( 1 - \frac{1}{q} \right) .
\end{align*}

Combining the two bounds gives

\begin{align*}
\# C (\# C - 1) d \leq (\# C)^2 \cdot n \cdot \left( \frac{q - 1}{q} \right)
\end{align*}

or

\begin{align*}
d (\# C - 1) \leq \# C \cdot n \cdot \left( \frac{q - 1}{q} \right) \qquad (*)
\end{align*}

If ##d < n \cdot \dfrac{q - 1}{q}## the bound ##(*)## can be rearranged as

\begin{align*}
\# C \leq \frac{d}{d - n \cdot \dfrac{q - 1}{q}} .
\end{align*}
The bound is called Plotkin bound.
 

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