Set theory proof - counter examples

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The discussion revolves around finding counterexamples to disprove set theory statements, specifically the equation A - (B U C) = (A - B) U (A - C). One participant struggles with understanding how to use Venn diagrams to visualize these relationships and seeks clarification on the necessity of using an empty set for C. Another participant explains that while A = {a}, B = {a}, and C = Ø is a simple counterexample, other combinations like A = {a}, B = {a}, and C = {c} can also work, even if they are not the simplest. The conversation emphasizes that the counterexample does not need to be the simplest, as long as it effectively disproves the statement. The use of Venn diagrams is encouraged as a helpful tool for visualizing set operations.
amp92
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I'm having a problem with providing counter examples when disproving a statement. For example A - (B U C) = (A - B) U (A - C). The solution given was A = {a}, B = {a} and C = empty set.

My question is how can you work this out - i was told it's possible from the Venn diagrams but I'm not sure how this works. My method to find counter examples is usually to make A = {a}, B = {b} and C = {c} and then show the LHS doesn't equal the RIGHT. If it does i make changes to either A,B,C (i.e. use empty sets etc.). So for the example above can't you have A = {a}, B = {a} and C = {c}. How do you know C is an empty set?

Is it ok to stick with my method or can someone explain how to use the Venn diagrams for the LHS and RHS to find the counter examples.

Thank you :)
 
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amp92 said:
I'm having a problem with providing counter examples when disproving a statement. For example A - (B U C) = (A - B) U (A - C). The solution given was A = {a}, B = {a} and C = empty set.

My question is how can you work this out - i was told it's possible from the Venn diagrams but I'm not sure how this works. My method to find counter examples is usually to make A = {a}, B = {b} and C = {c} and then show the LHS doesn't equal the RIGHT. If it does i make changes to either A,B,C (i.e. use empty sets etc.). So for the example above can't you have A = {a}, B = {a} and C = {c}. How do you know C is an empty set?

Is it ok to stick with my method or can someone explain how to use the Venn diagrams for the LHS and RHS to find the counter examples.

Thank you :)

Here's a picture of the corresponding Venn diagrams.
venn.gif


As you can see the diagrams are different in both cases.
In particular, if A ∩ B contains an element that is not part of C, we have a situation where the difference shows.
Let's say A ∩ B = {a} and {a} ⊄ C.
Then the simplest case of this would be if A=B={a} and C=Ø.
 
Ok i think i understand - you could have A=B={a} and C = {c} but it wouldn't be the simplest answer?

Also could you do exactly what you did for A ∩ B for A ∩ C instead as an alternative answer so the counter example would be A=C={a} and B = Ø?

Thank you so much for taking the time to explain this and for the diagrams :)
 
amp92 said:
Ok i think i understand - you could have A=B={a} and C = {c} but it wouldn't be the simplest answer?

Yes, but your solution is fine too!
The counter example does not have to be the simplest possible, it just needs to do the job.
Of course, as a purist mathematician, I tend to search for the simplest most elegant solution.

amp92 said:
Also could you do exactly what you did for A ∩ B for A ∩ C instead as an alternative answer so the counter example would be A=C={a} and B = Ø?

Thank you so much for taking the time to explain this and for the diagrams :)

Yes, that works just the same. :smile:
 
The standard _A " operator" maps a Null Hypothesis Ho into a decision set { Do not reject:=1 and reject :=0}. In this sense ( HA)_A , makes no sense. Since H0, HA aren't exhaustive, can we find an alternative operator, _A' , so that ( H_A)_A' makes sense? Isn't Pearson Neyman related to this? Hope I'm making sense. Edit: I was motivated by a superficial similarity of the idea with double transposition of matrices M, with ## (M^{T})^{T}=M##, and just wanted to see if it made sense to talk...

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