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    Mathematics

    My Favorite Theorem

    Join us as we spend each episode talking with a mathematical professional about their favorite result. And since the best things in life come in pairs, find out what our guest thinks pairs best with their theorem.

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    Copyright: © Kevin Knudson & Evelyn Lamb

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    Latest Episodes:
    Episode 85 - Matthew Kahle Jun 02, 2023
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    Episode 85 - Matthew Kahle Kevin Knudson & Evelyn Lamb Download Kevin Knudson: Welcome to My Favorite Theorem, the math podcast with no quiz at the end. I'm Kevin Knudson, professor of mathematics at the University of Florida, and I am joined today as always by my fabulous co-host. Evelyn Lamb: Well, thank you. I'm Evelyn Lamb, a freelance math and science writer in Salt Lake City. And anyone who's on this Zoom, which is only us and our guest, can see that I am bragging with my Zoom background right now. We just got back from a trip to southern Utah, and I took possibly the best picture I've ever taken in my life. And 95% of the credit goes to the clouds because they just — above these red rock hoodoos outside of Bryce Canyon, I turned around and looked at it while we were hiking, and I was like, Oh, my gosh, I have to capture this. KK: It is quite the picture. EL: My little iPhone managed. KK: Yeah. Well, they're pretty good now. Yeah. Anyway, so yeah, I'm getting ready to — I have three trips in the next three weeks. So lots and lots of travel, and I'm gonna make sure I mask up and hopefully I don't come home with COVID, but we'll see. EL: Yes. KK: Anyway. So today, we are pleased to welcome Matthew Kahle. Matt, why don’t you introduce yourself? Matthew Kahle: Hi, everyone. Thanks for having me, Kevin and Evelyn. I'm a mathematician here at The Ohio State University in Columbus, Ohio. I've been here for 11 or 12 years now, and before that, I spent a good part of my life in the western United States. So those clouds look familiar to me, Evelyn. I miss the Colorado sky sometimes. EL: Yeah, just amazing here.KK: You did your degree in Seattle, right?MK: I did. I did my PhD at the University of Washington.KK: Yep. Yep. EL: Great. And what is your general research field?MK: I work a little bit between fields. My main interests are topology, combinatorics, and also probability and statistical physics. And I think I usually feel most comfortable, or maybe I should say most excited mathematically, when there's sort of more than one thing going on, or when it's in the intersection of more than one field.KK: Yeah, lots of randomness in your work. He’s got this very cool stuff with random topology. And I remember, some paper you had few years ago, I remember really sort of blew my mind, where you had some, you're just computing homology of these random simplicial complexes, and, like, some four- or five-complex had torsion of order, you know, I don't know, 10 to the 12th, or some crazy torsion coefficient. Yeah.MK: Yeah. So we were really surprised by this too, and we still don't really have any way to prove it, or really understand it very deeply. Kevin was mentioning some experimental work I did with some collaborators a few years ago. But yeah, that is the gist of a lot of what I think about, is random topology, which I sometimes try to sum up as the study of random shapes. And one of the original motivations for this was as sort of a null hypothesis for topological data analysis, that if you want to do statistical methods — if you want to use topological and geometric methods, and statistics and data science, you need a probabilistic foundation. But one of the things we've discovered over the last 15 years or so is that these random shapes are interesting for their own sake as well. And sometimes they have very interesting, even bizarre, properties, where we don't even know how to construct shapes that have these properties at all, but they're they are there. And we know they exist, because of the probabilistic method. Yeah.EL: So let me be the very naive person who asks, like, how do you, I guess, come up with — like, what do you randomize about shapes? Or you know, if I think about, I don't know, randomly drawing from from some sort of, I don't know, bucket of properties, is it that or is it… Just what is random? What quantity or quality is being randomized?MK: Right. So a lot of the random shapes or spaces that I've studied have have been on the combinatorial or discrete side. So for example, there are lots of different types of random simplicial complex that people have studied by now. And typically, you have just some probability distribution, some way of making a random simplicial complex on n vertices. And n can be anything, but then the yoga of the subject is that typically n goes to infinity. And then we're interested in sort of the asymptotic properties as your random shape grows. So one of the early motivations, or early inspirations, for the subject of random, simplicial complexes was random graph theory. So you can create random networks various ways, and people have been studying that for for a bit longer, probably at least 60 years or so now, with new models and new interesting ideas coming along all the time. For example, there was originally the Erdős–Rényi model of random graph where the edges all have equal probability, and they're all independent. This is a beautiful model mathematically, and it's been studied extensively. We really know lots and lots about that model of random graph now, although surprisingly, people can continue to discover new things about it as well. But in today's world, some people have studied other models of random graphs that they say may have made better model real world networks, for example, social networks, or what we see in epidemiology, and so on. The Erdős–Rényi model is something that's tractable, and that we can prove deep math theorems about, but it might not be the best model for real world networks. But, you know, I think of the random simplicial complexes that I study sometimes as just higher-dimensional versions of random graphs. EL: Okay.MK: So as well as as well as vertices and edges, we can have higher-dimensional cells in there, and and that starts to sort of enrich the space. It's not just one-dimensional now, it could be two-dimensional, or it could be any dimension.EL: So you might not know. You've got some large number n, and you might not know what dimension this random — you’re, like ,attaching with edges with some sort of probability between any two things. And so you might not know what dimension your simplicial complex is going to be until after you randomly assign all of these edges and faces and, you know, and n- whatever the word is for that, n-things. [Editor’s note: it’s n-simplex.] MK: Yeah, absolutely. That's right. It could be that the dimension of the random simplicial complex is itself a random variable. And you know, that we don't ahead of time even know what the dimension of it is.EL: Cool!KK: So there's lots to do here. This is why Matt has lots of students and lots of lots of good projects to work on. But anyway, we invited you on not just to talk about this really interesting mathematics, but to find out what your favorite theorem is. So what is it?MK: Okay, so I've been thinking about this. Well, I have to admit, I think I asked myself this just knowing of your podcast in case I ever got invited on. And then I've been thinking about it since you invited me. I would say my favorite math theorem, probably the one I've thought about the most, the one maybe that affects me the most, is Euler’s polyhedral formula, which is V−E+F=2. Right? So let's just start out saying, well, you know, what do we mean by this? I think my understanding of the history of it is that it was something that as far as we know, the Greeks didn't observe even though they were interested in convex polyhedra. And sometimes people consider the classification of the perfect Platonic solids is one of the peak contributions of Euclid’s Elements. But we don't know that they recognized this pattern that Euler noticed thousands of years later. If you take any convex polyhedron, a cube or an icosahedron, or a pyramid, a bi-pyramid, any kind of three dimensional polyhedral shape that you can imagine that's convex, V, the vertices is the sort of number of corners of the shape and E is the number of edges. And then F is the faces. It always is the case that V−E+F=2. So Euler noticed this. And it's not clear if he gave a rigorous proof or not. I don't even know if he felt like anything needed to be proved, maybe it was obvious to him. And nowadays, we have many, many beautiful proofs of this fact. But one of the things that strikes me about it is that, it’s sort of in hindsight, is that this is just sort of the tip of a very big iceberg. There's a much more general fact that we are just kind of getting our first glimpses of, and nowadays, we would think of this as not just a phenomenon about convex polyhedron, 3-dimensional space, that it’s just a general phenomenon in algebraic topology, or you can say =more generally, in homological algebra. It's just sort of a feature of nature somehow. KK: Right, right.EL: I think something that I really enjoy about this fact is you can present it at first as a theorem or as a fact. But then this fact kind of leads you to this new definition that you can observe about all sorts of different shapes, you know, this number that is the vertices minus the edges plus the faces, hopefully, I got it in the right order, yes. Then you can assign that, you know, you can say, like, what does, you know, if you've got a torus, like a polyhedral torus, or, you know, a higher-genus object or a higher-dimensional thing, you can sort of use this, and so it's like a fact becomes a definition or a new thing to observe.MK: That’s right. Are you saying, for example, you know, we have the Euler characteristic is an invariant of a space?EL: Right.MK: And that might, if you're introduced to a new topological space, that might be one of the first things you might like to know about it. And so yeah, it becomes its own invariant. It’s a way of telling some different spaces apart, for example.EL: Yeah. So do you have a favorite proof of this favorite theorem?MK: I do. I present it and the graduate combinatorics and graph theory course when I teach this course. So already, we're looking at a little bit more general formulation than what Euler looked at. We don't just have a convex polyhedron in 3-dimensional space, what we have is a connected planar graph. So we have some kind of network with nodes and connections between them, and it's one that you can draw on the plane without any of the edges or connections crossing. And in this case, the faces now are just going to be the connected components, or the regions, in the complement of the graph that then comes with an embedding into the plane. And then V is the number of vertices of the graph, and E is the number of edges. So V−E+F=2 in this case, so for for just any connected planar graph, this might seem totally unrelated, but it's actually a more general version than what we just saw with convex polyhedra because you could take any convex polyhedron and unwrap it, or stereographically project it into the plane and get a planar graph. But planar graphs could have lots of other features. So when I present this in class, I tend to give three or four different proofs of it. There's a beautiful proof that I've heard attributed to John Conway, where he says something about, like, letting in the ocean or something. So your graph is connected, but there may be some cycles in it. And anytime you have cycles, the Jordan curve theorem tells us there's an inside and outside. So John Conway wants to let the ocean in. The ocean is the sea, is the outside of the graph, let it in until it touches. So what he's saying is if there's any cycle, delete one edge from it, and so what this does is it reduces the number of edges by one because you deleted an edge, but it also reduces the number of faces by one because that two regions that were inside and outside of that cycle are now the same region, so V−E+F has stayed the same.KK: Right.MK: And then eventually, you've just got a tree. There's no more cycles left, but your graph is still connected, so it must be a tree. And we know that every finite tree with at least two vertices has a leaf, has a vertex of degree one. And again, you can prune away that, and then you've reduced the number of vertices by one and the number of edges by one. And V−E+F is again not changed. So at the very, very end, we're just left with a single vertex in the plane. There's one vertex and there's one region, which is everything except that vertex. So at the very end, V−E+F=2. But through all those steps, we know that it never changed. So it must have been V−E+F, it must have been 2 at the very beginning. So I love that proof. EL: Yeah.MK: There's another proof that I think I like even better, which is that you consider the dual graph and a spanning tree. You pick a spanning tree on the original graph and a spanning tree and a dual graph at the same time.EL: So the dual graph being where you replace, you swap vertices and faces. KK: Yes. For every face there’s a vertex and you join two when the two faces share an edge.MK: That’s right, exactly. So one thing that's tricky about that is that now the dual of even just a nice planar graph might be a multi-graph. So just imagine a triangle in the plane. The dual graph has two vertices, one inside the triangle and one outside, but there's three edges connecting those two vertices, because there's three edges in the original graph. And the edges in the dual graph have to correspond to edges in the original graph, and that's important. They cross them transversely. So then you choose a spanning tree on each one, and you and you realize that — you count the number of edges in each and you somehow — now I'm getting a little stuck remembering the proof, but the punch line is in the original graph, I guess the number of edges is V−1. And then the dual graph, the spanning tree, the number of edges is F−1. And these have to be in correspondence. So you just immediately just write down V−1=, sorry, no, I don't remember exactly how that the end of that proof goes. But there was something about it I liked. It seemed like the other proofs, you're kind of doing induction on either the number of vertices or the number of edges or the number of faces, and that you have to make some arbitrary choices. And this proof by duality doesn't use any induction and doesn't require any choices. It just kind of comes for free. And you sort of immediately see where the 2 comes from, because there's a V−1 on one side and an F−1 on the other side, so the 2 just sort of pops out immediately from the proof. There’s — I think it’s Eppstein? — some mathematician collects proofs of Euler’s polyhedra formula on his website, and he has at least 10 or 20 different proofs. And when you read them all, some of them start to remind you of each other, and who knows what counts as the same proof or different proofs. KK: Sure. MK: But there are some neat contributions in there. One of them he attributes to Bill Thurston in the middle of some very influential notes that Thurston had in differential geometry. And he's talking, he's giving his own proof, I think, that the Euler characteristic of a differential manifold really is an invariant of the manifold, for a smooth manifold, let’s say. You could triangulate it, and then the Euler formula, the Euler characteristic, you could just say is the alternating sum of the faces of every dimension. But why doesn't that depend on which triangulation you pick? And Thurston gave a really beautiful kind of almost physical argument with, like, moving charges around. I like to show the class this one also. At that point, we leave — I don't know how to make that proof work…

    Full show notes at the publisher

    Episode 84 - The Students of TCU May 02, 2023
    Show notes

    Episode 84 - The Students of TCU Kevin Knudson & Evelyn Lamb Download Kevin Knudson: Welcome to My Favorite Theorem, the math podcast with no quiz at the end. I'm Kevin Knutson, professor of mathematics at the University of Florida. And today I am flying solo while I am at Texas Christian University in Fort Worth, where I'm serving as the Green Honors Chair for the week. And I've been given some talks and meeting the fine folks here at TCU. And today, I have the pleasure to talk with some of their students. And they're going to tell us about their favorite theorems and what they pair well with. And we're just going to jump right in. So my first guest is Aaryan. Can you introduce yourself? Aaryan Dehade: My name is Aaryan. I'm a sophomore computer science major at TCU, and I'm from India. And I've chosen to go with the fundamental theorem of calculus. KK: Okay. The fundamental calculus. AD: Yeah. KK: Okay, so now there are two parts of the fundamental theorem of calculus. Do you have a favorite part? AD: So that's what I like about it. Honestly, I can't choose a favorite part because one of the parts is very important, and the other is interesting. KK: Yes.AD: So the first part, basically, it tells us the relationship between the integral and derivative. The second part tells us — like, basically, you can use that second part supply and to get solutions for questions in calculus. Does that makes sense? KK: Sure. AD: So what I like about this theorem is that it's not like other theorems where it has two parts. So it's kind of interesting how everything in calculus is based off of these two theorems. And if you didn't know what the relationship between the derivative and the integral was, probably you wouldn't be able to do anything with mathematics with it. KK: Sure, maybe. Yeah. So you said one part was useful, and one part was interesting. Which part do you think is interesting? AD: I feel like the first part is interesting, because it's almost intuitive. Like, you know that should happen, like the relationship between integrals and derivatives should be, like, one is an inverse of the other. And that is intuitive. So it's almost given. And it's interesting that we have to say that. KK: Really, you think that’s intuitive? I mean, I’m not — I don’t know, when I first learned the fundamental theorem, I thought it was kind of shocking that somehow this this thing, this integral, which is sort of defined as in terms of these Riemann sums, somehow that went, you know, if you let x be the upper limit there, and you differentiate that function, you get your original function back. That’s intuitive? That’s amazing. AD: Yeah, basically what it is, it's just an area of a rectangle. So I just thought of it as just decreasing the width of the rectangles, and then you get smaller and smaller rectangles, so you get the area. And then if you take the function at that point…that’s what I think. KK: You’re cleverer than I am. I was just kind of dim, I guess, and I didn't think it was so intuitive. I mean, I saw the proof and believed it. But then, yeah, then the second part is how you actually evaluate integrals. AD: Yeah, so that's what you use to calculate the area between two points. KK: Yeah. Although I guess the problem is, right. So the theorem says that, you know, if you want to find the, the integral, the value of this definite integral, all you have to do — and our listeners can't see me doing the scare quotes — “all” you have to do is find an antiderivative of the function. Right? AD: Right. KK: Yeah. And then you spend all of Calc II learning how to find antiderivatives. AD: Yeah. KK: And even then, if I hand you an arbitrary function, you can't even do it, right? Like that's the sort of disappointing part of that theorem, is that most functions, you can't find a closed form antiderivative for. And so what do you do? But you’re a computer science major. You know what you do, right? You do it numerically, right? AD: Yeah. KK: Okay. Very cool. So you've known this theorem for quite some time, I guess. AD: Yeah, I've done it since high school. KK: So you love the theorem. AD: I really, yeah, I do. Because when I was in high school, I used to sit at my dining table and study because I wanted to have some snacks at the same time. KK: Sure. As we all do. AD: I would just spend hours just doing sums on integrals, or basically just integrals. That was difficult at that point. KK: Sure. AD: And yeah, it was interesting, because I got used to that at some point. And then it got easier. And I just started liking the satisfaction of being able to do this. That was fun. KK: Cool. All right. So on this podcast, we also like to ask our guests to pair their theorem or something. So what pairs well with the fundamental theorem? AD: So as I said, I used to sit at the dining table and have snacks. And there's this really, really popular biscuit in India called Parle-G. And I used to have that with tea while doing my sums. So that was the highlight of it, that's why I used to look forward to studying, just for those biscuits. KK: Okay, so I assume there's an Indian market in town somewhere, right? Can you get these? AD: Yeah, I do have them in my dorm right now. Yeah. I have them every day. KK: All right. So what are these called again? AD: Parle-G. KK: Parle-G. Okay. So I'll have to go to the Indian market when I get back home and see if I can find these because I am always on the lookout for a good new biscuit. AD: Yeah, they’re amazing. Okay, so you should you should know, our very first episode of this podcast, aur guest, who was Amie Wilkinson, who is on the faculty at University of Chicago, chose the fundamental theorem as her favorite theorem. So you're in very good company, because she's a phenomenal mathematician. And okay, thanks. AD: Awesome. Thanks so much. KK: All right, up next, we have Toan. So why don't you tell us about yourself and what your favorite theorem is? Duc Toan Nguyen: Okay. My name is Duc Toan Nguyen. People usually call me Toan. I’m an international student from Vietnam, and I'm a sophomore majoring in math and computer science KK: Okay, great. So, favorite theorem. What’ve you got? DTN: Yeah. So as my peer Aaryan, he chose the fundamental theorem of calculus, right? KK: Yes. DTN: But I want to bring another fundamental theorem in analysis, which is the mean value theorem. KK: Oh, okay. So I have a theory, okay. I call the mean value theorem, the real fundamental theorem of calculus. DTN: Yeah, me too! KK: So why do you like it so much? DTN: Yeah, I think I have the same idea with you of why it is called the real fundamental theorem. I think, because to prove the fundamental theorem of calculus, you need the mean value theorem. KK: You absolutely do. DTN: Also for analysis, the most popular and common tool in calculus, which is a derivative test, also has the mean value theorem behind it. KK: That's right. Yeah, that's right. DTN: So when I first so I first approached the mean value theorem when I was in high school. I took the Math Olympiad in Vietnam. So I had to prepare for that, and there is a section about that. KK: Okay. DTN: So it's called the Lagrange Theorem, it was kind of very fancy. Yeah. And it usually applies to — so you know, in the exam, we had some of the problems related to the continuous version, and f(a) minus f(b), something like that. Most of time, we used the mean value theorem. So yeah, it was kind of cool at the time, but I really enjoyed that until last semester, I took real analysis. So I could see the whole process was using the mean value theorem. That's why it can be taught in one lecture or one unit. Even today, this semester, I’m taking multivariate analysis. And it's also a very fundamental thing in proof, everything from differentiability on. It also even has a mean value theorem in it higher-dimensional space. KK: So maybe we should remind our listeners what the mean value theorem actually says, DTN: Oh, okay. So, let f be a function defined on an interval [a,b], so that f is continuous on the closed interval [a,b] and differentiable on the open interval (a,b). So the theorem say that there exists a point c between a and b that is not is not inclusive so that f(b)−f(a) is equal to f’(c)(b−a). So I think the mean value theorem, the name comes from the quantity f(b)−f(a) divided by (b−a). KK: Yeah. Right. So the average rate of change over the interval is equal somewhere to the instantaneous rate. DTN: Yeah. KK: Yeah, that's right. That's how you prove the fundamental theorem, too, because it's just a telescoping sum when you write it out correctly. And the mean value theorem sort of pushes everything away, and then you're done. DTN: Yeah, that's also my favorite part. Because it can tell you the relationship between the integral of functions and their derivatives. KK: Right, right. So what do you want to pair with your theorem, what pairs with the mean value theorem? DTN: Yeah, I want to pair with something really weird. Which is a phone with FaceTime. Okay, so I'm here. I study. I'm far from my home. My home is in Vietnam, which is on the other side of the Earth. KK: Almost exactly opposite, right? DTN: Actually it takes 20 hours from this time to my country time. So it's actually like, opposite, it's more. So yeah, and the FaceTime, why? Because through FaceTime, I can see what people in my home are doing and they also [can see me]. So it's kind of a bridge or relationship that connects what I'm doing here and what my family is doing there. And, you know, my family is always wants the best for me and hopes everything is good for me here. And me too. So that's a very meaningful thing for me. KK: Yeah. That's great. And I'm glad that technology exists. When I was in college, the internet didn't exist. So you know, I had to call people on the phone and phone calls to Vietnam, I imagine, would be — I can't imagine what that would cost. It was expensive enough to call my girlfriend who lived four hours away. DTN: It’s kind of more romantic. And you can give them a love letter. KK: We wrote letters too. All right. Well, Toan, thanks so much. That was great. DTN: Yeah. Thank you. KK: Up next, we have Maiyu Diaz. You can introduce yourself. Maiyu Diaz: My name is Maiyu Diaz. I'm a second-year graduate student here at the department of mathematics at TCU. KK: Cool, and you have the best shirt. You win the shirt contest today. MD: Oh, thank you. KK: I’m actually kind of wishing you would like give me that shirt. [Editor’s note: How dare you say that and not send us a picture?!] All right, so you’re a second-year grad student here in the math department. Okay, great. And so yeah, so what your favorite theorem? MD: So my favorite theorem is — I don't see it really formally presented, but Stirling's formula where n factorial can be approximated by n^n e^−n times square root of 2πn. KK: Yes. MD: That is my favorite theorem. KK: Yeah. So that’s a really interesting approximation for factorials. So okay, where did you come across this? MD: I first came across this, I want to say, when I was first studying the factorial back in grade school, and it was just more of like, looking up on a Wikipedia page, which was something that I really relied on when it came to writing essays for my English classes. And when I found out that it could also be used as a resource for mathematics as well, I thought, oh, factorial, let's learn interesting things about this. And that's where I found an example about Stirling's formula, under that. It wasn’t until much later that I was able to understand how that was derived, and there were a variety of proofs for proving Stirling's formula. One of them relies on probability distributions, which are looking at how the factorial works. And then there's another way of finagling a little bit with the integral formula for n factorial that comes from the gamma function, and that's another way of deriving Stirling's formula. KK: Do you have a favorite proof of your favorite theorem? MD: I do, but it's a very uncommon proof. KK: Okay. MD: The proof relies on a contour integral involving the derivative of the Riemann zeta function. KK: Oh! I don't know if I know this proof, but what contour do you use?MD: So you're going to go ahead and do a contour that is on the half strip, so you're just going to fix a number like σ and since the derivative of the Riemann zeta function, you just want to pick a σ just a little bit to the right of where it converges. So real part greater than one, and that's going to be a line integral from σ − i infinity to σ + i infinity, okay? And what you want to do is that you kind of want to start pushing that back a little bit so you can start picking up the residues of the derivative of the zeta function. You’re going to go ahead and possibly the non trivial zeros you could possibly hit, though. You’re definitely going to hit the pole at s=1. That's where the n log n minus n term comes from, when you look at the log of n factorial. KK: Right, okay, sure. MD: You keep pushing that more, and then you're going to be picking up the rest of the terms from the Stirling’s formula as well. It's pretty interesting. KK: Yeah. All right. I haven't seen this proof. That's very cool. Yeah, okay. Cool. All right. So what do you think pairs well with Stirling's formula? MD: I am going to say chicken tikka masala. KK: Chicken Tikka Masala. Okay. I do like chicken tikka masala. What in particular makes you want to link those two things together? MD: So Stirling's formula, I would say is a little bit spicy. And I underestimated it at first. KK: Right. MD: Because that was just something I would not have been — I just, if you’d asked me if the formula was intuitive, it’s just like, absolutely not. Where's where does this e term come from? Where does the square root of two pi come from? KK: Sure. MD: It’s not until you start familiarizing with the proof more. It's like, okay, at this point, it's not that I'm used to that, I’ve just seen this too many times. kk: Sure. Sure. Yeah. MD: But I want to say it’s spicy because of a paper, a PhD thesis, that was published in 2014 by Matthew Lamoureux, whose advisor is Keith Conrad, who wrote a paper on Stirling's formula, just devoting a series of notes on it, you can see all the things he has compiled and I like reading through his notes. And this PhD thesis, he was looking at a generalization of the factorial, which is the factorial for number fields. So instead of looking at the derivative of the zeta function, what it was looking at was a modification of the derivative of the Dedekind zeta function because they had a function defined over number fields. And that's the same technique as well. You want to keep pushing it along the line, be able to pick up non-zeros, possible poles, and it just more or less the same outline as well, and spicy because number one, there is a ton of information coming about the factorial just from the location of zeros and poles of these zeta functions. I was like, Whoa, this is some pretty advanced stuff. I don’t want to be messing with this. But then it's also really delicious because one, I think chicken tikka masala is very delicious. KK: It is. Agreed. MD: But also delicious in the context of these formulas, because the approximation formula for factorials is reliant on the poles and zeros of these zeta functions. So it's like, whatever I want to know about on the left side over here, the approximation for the factorials I'm looking at, all…

    Full show notes at the publisher

    Episode 83 - Cihan Bahran Feb 16, 2023
    Show notes

    Episode 83 - Cihan Bahran Kevin Knudson & Evelyn Lamb Download Evelyn Lamb: Hello, and welcome to My Favorite Theorem, the math podcast with no quiz at the end. I'm Evelyn Lamb, one of your co-hosts, coming to you from snowy Salt Lake City, Utah, where I feel like I've said that the past few times we've been taping. Which is great, because we really need the water. It is beautiful today, and I am ever so grateful that the life of a freelance writer does not require me to drive in conditions like this, especially as someone who grew up in Texas where conditions like this did not exist, and so I am extremely unconfident in snow and ice. So yeah, coming to you from the opposite side of the weather spectrum is our other host. Kevin Knudson: I’m Kevin Knudson, professor of mathematics at the University of Florida. It's true. It's the opposite end of the spectrum, but hey, you know, I was putting up my Christmas tree the week before last and I was sweating. So this is my reality. EL: Yeah.KK: It’s hard to get in the mood, you know, you put on the Christmas music and you you get the tree out of the attic. And then I'm in, like, shorts and a t-shirt and sweating.EL: You can sympathize with Australians, who have to deal with that every single year. KK: That’s right. That's right. Yeah. So anyway, we're looking forward to a nice holiday. My son's going to come home after Boxing Day because he has a part time job at a bookstore in Vancouver and his boss said no one gets Boxing Day off.EL: Yeah, that's that's a thing in some places.KK: In the Commonwealth. I think it's a big thing. Right? So yeah, he'll be home on the 28th. So we're looking forward to that. But anyway, anyway, this will be after this will be after the holidays when people hear this anyway. So they'll go, gee, I wonder how that went? EL: Yeah. Waiting with bated breath for updates about your son’s Boxing Day experience. KK: That’s right. That's right. Yes. Well, today we are very happy to have on the show Cihan Bahran, coming to us from I don't know what kind of weather. So yeah, could you introduce yourself and tell us about the local conditions?Cihan Bahran: Yeah. Thanks for having me. I am joining you from Ankara, Turkey, which is the capital of Turkey in the middle. So it's a continental climate, I would say. But it has been rather mild. We haven't had any snow yet or really anything that close to freezing temperature. So yeah, it's chilly, but yeah, I like it.EL: Yeah. And so what what kind of math are you interested inCB: Right. So I am interested in representation theory, especially with functorial methods, and I am doing a postdoc here about that at this at this time. So actually, maybe I'm at a little bit of a disadvantage in that the theorem I will share is not necessarily directly from my expertise, so I'm not really, maybe on top of the literature or the methods, but I thought I would pick that because I find it really interesting.EL: Sometimes, honestly, that could be a little better, because we are also not experts in that.KK: That’s right. Yeah.EL: But yeah, and you run a Twitter account, and I meant to look up the exact — is it called some theorems?CB: Yeah, it's called some some theorems. The username is something like Cihan posts theorems [Editor’s note: It’s @CihanPostsThms] Okay, let me talk about that a bit. So I guess it goes back to maybe 2020 or something, not this account, so that was the pandemic time and for me, maybe psychologically a difficult time that I was seeking out somewhere to connect with the math world. And I found initially a Facebook page called Theorems. And it is it is still running, I guess. But I started posting there. And I had a lot of, like, some bits of knowledge about some interesting theorems that I would, like, share with my friends. And it became like, I was almost daily posting, like the group became dominated by my posts, to the point that people started asking, like, what are you really doing, et cetera. And then maybe since last year, I've been more on Twitter, and I posted some of these on my personal Twitter account. But then for some reasons, I had to make my personal account private. And at some point, I thought I might repost these things that I have had collected, because that group in Facebook was actually a private group, not everyone can see it before joining. And I thought I would post those on Twitter, and I find it, like, when it gets some responses, it's like a dopamine hit for me. KK: Sure.CB: And I was actually almost aggressively posting in the summer because I had all this sort of backlog. And at this point in time, I have posted most of the past stuff, and I post much less regularly. When I see something interesting, I post them to the to that account. And I suppose how that's how I am maybe known in math Twitter-verse.EL: Yeah. And so as a person with with much knowledge and love for theorems, what is your favorite favorite zero?CB: Okay, so I don't know if it's my favorite, but at least for this episode of My Favorite Theorem, the theorem I would like to share is the so-called — well, so there's this problem, and the theorem says that this is algorithmically undecidable. So what's the problem? The problem is called matrix mortality.EL: Which is a really an inviting name.KK: It’s a great name, right? It sounds like a video game or something. Yeah.CB: Yeah. So, in the most general sense it asks, so the input is a finite list of square matrices of the same size. And the the the decision problem is whether a product of these things in some order, possibly with repetitions, could be ever zero or not. So, if an algorithm would say yes or no to each such collection. And I think at first this was shown to be undecidable for already 3 × 3 matrices in the 70s. And then there were some further developments as to because of course, if I give you one matrix, then matrix mortality becomes is this matrix nilpotent, and you can determine that by the characteristic polynomial, so that is decidable. So how few, how short can the list get and remain undecidable? I think for 3 × 3 matrices, it has been shown in 2014 or so that six 3 × 3 matrices, the problem is undecidable. So like A, B, C, D, E, F, F, that’s six 3 × 3 matrices. So that's like, what, like 54 entries of integers? These are all integer matrices, by the way.KK: Okay. I was going to ask that.CB: Snd then the question is, is some product ever zero or not? There can be no algorithm answering that for every possible input. And if you make the, if we allow the matrices to be a bit bigger, there is a version which says that when you make the size 15 × 15, it is undecidable for even two matrices. So just, like, two matrices of size 15, A and B, the decision problem, is ever a sequence of A's and B's equal to the zero matrix? And such an algorithm cannot exist, it's undecidable. It's rather striking.EL: Yeah, I guess — I'm actually a little more upset about the six, 3 × 3 than the two 15 × 15’s. Because honestly, I just imagined trying to write down the entries of a 15 × 15 matrix, and I give up maybe 30% of the way through, I'll just, okay, whatever.CB: Well, there is still a gap in knowledge. So let me talk a bit about what's known. For I think, two, 2 × 2 matrices, just two of them, it has been maybe recently shown that that is decidable. So but when the list is, when you have three or more matrices, I believe open. Also, I believe it's still open, whether if you're given, like, five, 3 × 3 or four the lowest boundary we know is six, although from from the development, you might — I would guess that it will remain undecidable for even two 3 × 3 matrices. But that's, I think, unknown at the moment.KK: So once you show that it's undecidable for a certain, so for six, 3 × 3’s is undecidable, so that means it's undecidable for six of any size larger than 3 × 3, correct? CB: Yeah.KK: Because it sort of stabilizes, right? You can put those inside of the next size up by just sticking a one down on the lower corner with a block.CB: Exactly, you can even you can even pad them by zeros, right? KK: Sure. Sure. CB: The mortality problem will not change once you've artificially made your 6 × 6 matrices into 10 × 10 matrices by writing zeros everywhere else.KK: I see. So the question is for a fixed n, can you what's the minimal number k for which it's undecidable? Right?CB: Yeah. So there are two parameters, how many matrices and the size of the matrices.EL: But I guess there's a chance that it's three for 2 × 2 and two for everything else.CB: Maybe. If I were to bet, I might bet that 2 × 2 is special and would be decidable always, and like the 3 × 3 introduces — but that's just a hunch. I don't really know much about how these things are done, because, like — I mean, I did look a bit to the into the two 2 × 2 matrices, and the algorithm is by computing some some eigenvalues or such, and I and 2 × 2 is so small that I would guess that is enough information somehow, but I don’t know.KK: Now, I'm just thinking about this, right? This is sort of different from — so I would think of this in terms of the group generated by these matrices, but that's not at all what you're doing, right?CB: Yeah, it's more like a monoid because it becomes zero. Also, I would like to, for people who know about the word problem, this this reminds people of the word problem for groups. And there is, of course, a relationship, but I would object to the argument that, “Oh, because the word problem is undecidable, that’s not so surprising.” And my objection is that we can always multiply the matrices. A specific instance is always decidable. We can just multiply them and see. For the word problem, there are even specific instances, which remain, like, is deciding whether a word is trivial can be made into a specific presentation and remain undecidable already there. It’s not like because you have maybe relations between the words, you don't know how to change your word into something. But with matrices, we can always, we can multiply like multiplications doable. But when you when we allow, is there ever zero among arbitrarily long multiplication that that is where the problem is. I think the word problem, the problem arises earlier than that.KK: And that direct analogy with the word problem, you'd be looking for products where you get the identity, right, as opposed to zero. So I guess you don't want any of these matrices to be invertible. It's allowable, I imagine. But but if you have an invertible one, that’s not going to help.CB: Yeah, I mean, the invertible ones, you can always — I guess, well…KK: I don't know, though, maybe you need a permutation matrix to make some product work out correctly? I don't know. This is an interesting question. I like this question. EL: Yeah.KK: We’re not going to try to solve it on the spot.CB: I’m not sure. Like, my first thought is that you can probably even, like, throw the invertible ones out. But now I'm not so sure. Maybe they might help in some way of arranging the zeros.KK: So where did you come across this theorem? This is an interesting result.CB: Yeah, well, undecidable problems always have fascinated me, and I guess I might have been looking at some of these, maybe it was, I don't know where I came across it. Maybe it was some survey paper of undecidable problems, or maybe a Math Overflow question. I'm not sure. But yeah, somewhere along those lines.EL: But it's a nice one that's maybe a little more accessible to most people who have taken, you know, a few upper-level math classes than some of the undecidability things, which are just like, Okay, I need to climb this whole mountain to even understand this. You know, we all take linear algebra at some point, you know, if you're a math major or something, and so it's very concrete, you can immediately understand what it is if you’ve seen matrices.CB: I agree. The description is rather elementary. You don't need to introduce Turing machines and halting arrays or some abstract presentations of groups and such. It's rather — the operations are ones that, as you said, any linear algebra student has seen before, but somehow the problem is already like, not even difficult, it's impossible in some sense.EL: It is always really interesting to see, like, what are the limits, not just of our knowledge, but of what we can know about our possible knowledge.KK: Right. Yeah. So the other thing we do on this podcast is we invite our guests to pair their theorem with something. So what pairs with this theorem that doesn't really have a name, but we'll call it the undecidability matrix theorem or something?CB: Yeah, okay. So I'm not really a food person, so I didn't think of a food. What this — I would say that it pairs well with a decent table tennis service. Because it — there’s some, like, it’s not a killer service but decent, so you can have a decent back and forth, as we have just had, as to like, how small you can make it, how bad is it, that sort of thing. So that's what it reminds me of.KK: Yeah. All right. EL: Do you do you play table tennis?CB: I like table tennis. I don't play as much as I would like to, but occasionally I do play it, and I like playing it.KK: I’m much better on the Wii than I am in real life. The Wii table tennis is really fun. CB: Ah, okay. KK: In real life, not so much. I mean, I like it, but I'm not very good.CB: I also heard people play on VR online. You can even like see a table.KK: It’s not quite the same.EL: I have not played since I was probably in sixth grade or something, when I think I was pretty capable of beating all of my opponents, who were my younger siblings. So, you know, at that age, you’ve kind of got just some advantage by being a little older. And so I tried to take advantage of that whenever I could, as the oldest sibling. You know, I really, we played two-on-one basketball sometimes, and I always kicked their butts at that because, you know, I was way taller. It helped a lot. I couldn't really play but like, against someone four or five years younger…KK: My problem with all racket sports is that I played a lot of tennis when I was in high school. And so I play all racket sports like tennis. So you know, with big swings, so that doesn't work in table tennis. I's a much faster, yeah, just shorter.CB: Much more of a wrist play than the whole arm. KK: That’s right. Yeah. And racquetball is the same way. Like, I want the ball at my waist. I don't want to be reaching down to my ankles. I'm too tall. I can't get there. You know. So all these things were a challenge for me.EL: Yeah, well, I do really like this pairing, because just like this theorem is sort of this meta- about, not just a specific case of matrices, but like, what we can know in general, given, you know, any set of information, your pairing was not just about the theorem, but was also about our discussion of the theorem. CB: Yeah. EL: So I think this was this was very elegant. I appreciate that. CB: Thank you. I also like that we still have a gap in knowledge. I think that as, I don't know, like, teachers, we introduce — I remember being as a student, that that would really pique my interest, like, when teachers discover, you know, this is not known. And I think it offers a different landscape versus a completely furnished theory.EL: Yeah, well, I know, when I was in college, I liked my math classes, but I didn't understand that math was still this active area of research. I was very naive about that kind of thing, and even now, you know, you've run into…

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    Episode 82 - Juliette Bruce Dec 30, 2022
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    Episode 82 - Juliette Bruce Kevin Knudson & Evelyn Lamb Download Evelyn Lamb: Hello and welcome to My Favorite Theorem, the math podcasts with no quiz at the end. I'm your host Evelyn Lamb. I'm a freelance math and science writer in Salt Lake City, Utah. And this is your other host. Kevin Knudson: I’m Kevin Knudson, professor of mathematics at the University of Florida. How's it going? EL: All right. I got to take an overnight Amtrak trip last weekend, my first time, so that was pretty fun. Went from Salt Lake to Sacramento and got to see lots of beautiful Nevada and California landscapes on the way. KK: Yeah, I did an overnight Amtrak once and it was less fun. It was from Jackson, Mississippi to Chicago. And — which, I mean, it's, you know, it's all night, right? So you don't really see anything. And it's remarkable how many times have to pull over for the freight trains, right? EL: Yeah. KK: This is how American rail is really different from European rail. You're at the mercy of all the freight, but that's okay. Anyway, yeah. EL: I guess, today, living on the only portion of Amtrak's corridor for which they actually own the tracks, is our guest, Juliette Bruce. At least I hope I'm correct, that that's where you're living. Otherwise, that was a weird introduction. So please tell us a little bit about yourself. Juliette Bruce: Thank you so much for the introduction. I'm Juliette Bruce, as you said, and I am a postdoc at Brown University. So in fact, I am in the northeast along the Acela Express corridor. In fact, I've never taken that Amtrak corridor, I've only taken the very slow ones that you were talking about, but I hope to take it soon. EL: Yes. Find yourself someplace to go between New York, DC, Boston, I guess to Boston, you don't really need the Acela. It's already pretty close. KK: You can walk to Boston. EL: If you're really dedicated. JB: It’s a pretty far walk. EL: Yes. So I guess this isn't the train cast. This is a math podcast. So, so yeah. What are your mathematical interests at Brown? JB: Yeah, so my area of math is kind of in the intersection of algebraic geometry and commutative algebra, which is all about studying the interaction between this algebra, coming from kind of the symbolic equations we get when we write down systems of polynomial equations, and the kind of geometry we can look at when we study the zero set of those equations. So we can look at the simultaneous solutions to the system of polynomials, and that's some lovely geometric object. And alternatively, we can look at these symbols we write on our paper, and somehow, in some point in math, we learned that we can do lovely things, like finding the roots of a quadratic polynomial by graphing them on our graphing calculator pictorially, or we learn we can use symbols and write down things like the quadratic formula, and magically they give the same answer. A lot of my research is sometimes a generalization of this fact that there's two different ways to study the solutions to a system of polynomial equations. EL: Right. I must admit, I'm pretty naive about algebraic geometry, but there is this kind of magic in it, which is — you know, like, in, what, seventh or eighth grade or something, you start learning to graph the zeros of polynomials. Maybe you might not use that exact language for it, but you start to understand that you can intersect two different polynomial equations and find these intersection points and stuff like that. And yet, this is also like cutting edge math, you know, just add a few variables, or bump up the powers of the the numbers that you're using. And suddenly, this is stuff that, you know, people are getting PhDs in. I's kind of kind of cool, KK: Right? Or work over a finite field, whatever those are. Yeah. JB: I mean, I always find it fascinating with just how many different areas algebraic geometry has touched in mathematics and in the world. It seems to start from such a lovely and beautiful, simple idea that we learn in, you know, middle school or high school, and just kind of grows exponentially. And it turns out, it's actually a very deep idea that maybe we don't always appreciate when we first see it. I know I certainly did not. EL: Yeah. KK: All right. EL: So then what is your favorite theorem? JB: So my favorite theorem, or the theorem I want to talk about today, I know it as Petri’s theorem. I know some people know it as the Babbage-Enriques-Noether-Petri theorem. I'm not sure exactly on the correct attribution here, so I'll stick with Petri’s thereom and apologize to Babbage, Noether, and Enriques, who maybe want the appropriate attribution here. And this is a theorem from classical algebraic geometry, which means from the 19th century, and it's about understanding the interaction between thinking about systems of solutions of polynomial equations abstractly, and how we can realize that abstract solution set concretely as solutions to an honest-to-God set of polynomial equations that we could write down and describing what those polynomials might look like. KK: Okay. JB: And so the statement of the theorem, I'll state the theorem, and then we'll walk through it, maybe. And you can ask questions, because I know when it’s stated, it's a little bit of a mouthful and a little scary, is that if I have a curve that is non-hyperelliptic, and I embed it via the canonical embedding, then the image of the canonical embedding is cut out by quadratics unless the curve is trigonal, meaning it admits a three-to-one map to the Riemann sphere, or it's a curve in the plane of degree five. So that's the statement of the theorem. That's a mouthful, I know, to get through. KK: Yeah, sure. Right. EL: That’s interesting. So, you know, as I already confessed, this is outside of maybe my, my mathematical comfort zone a little bit. And how, how should I think about these exceptions? Like how exceptional are the exceptions? Is it, like, a lot of things? Or just a couple of little things that and otherwise, everything falls under this umbrella? JB: Yeah, so that's a fabulous question. And so I gave — there are two exceptions to this theorem, right? If a curve admits a three-to-one map to Riemann sphere, so there's a map that goes to the Riemann sphere, that kind of every preimage has three points, it kind of looks like a sheet wrapped up three times around the sphere. Or it's a very specific curve in the plane of degree five. And so these exceptions, there's an infinite number of them. But it turns out if you think about them correctly, it's kind of a small proportion, or it's not most curves that will satisfy this. So this is somehow saying, with these few exceptions aside, we can actually understand the image of what's called the canonical bundle. So maybe I should say, what is actually going on here. It's something a little deep. So kind of the starting point of algebraic geometry is that we want — I said, we want to study the solution sets of polynomial equations. Well, it turns out that that's how the field started. But pretty quickly, people realized, well, this is some geometric space, it's a set of points. And instead of looking at the solution set to a particular set of polynomial equations, we can kind of abstract this away and forget the polynomial equations together and just think about what possible sets of solutions could I have, and think about that kind of abstractly in the ether. There's no polynomial in sight, we can just say, oh, you know, this is a solution set to some system of polynomial equations. We don't know which. And it's a lovely theorem that, you know, if we're talking about curves, it turns out algebraic geometers have this very weird convention that curves would look to people like us, like a two-dimensional surface. This is because I like to work over the complex numbers. So my polynomials have solutions and the complex plane is two-dimensional. So we have this weird terminology. So abstractly, a curve, if it's smooth and has to satisfy some other conditions, just looks like a closed surface, possibly with some holes in it. So we'd have a genus g surface. So if you've seen a doughnut, or a torus, that's just an algebraic curve of genus one. And if you seen a sphere, that's just an abstract algebraic curve of genus zero. And the beauty of these is that somehow, if we take these objects, we can realize them in space, we can put them into some large, complex space, or some large projective space, and once we've done that, you can ask, well, I know there is some set of polynomials that cut the space out, we have this algebraic variety. It's a system where we know it's by definition, a solution set to some polynomials. And you could ask what polynomials actually cut it out under this realization in space. And often, there are many different realizations. So for example, you could look at the parabola, a very simple example. We can look at the parabola, x2−y=0. This gives us the normal parabola going through the origin. It’s realized in space. But we can also abstractly think about just kind of the parabola floating around, no coordinate system at all. And we could also realize that same parabola in space by just, you know, shifting it up or down the y-axis and moving it around, and the polynomials that cut it out when I start moving it around, we learn, are different, right? We learn how to do transforms, we knew somehow, like (x−1)2−y=0 gives a different solution set, but it looks the same in the plane, just moved around. So you could ask, when I put my abstract curves in space, what are the polynomials that actually cut this thing out? And so those are kind of the input to the theorem, is these abstract curves. And we put them into space. And what are they cut out by? So that's kind of the input. And the theorem is answering that question, what are they cut out by? What are they defined by? KK: Right. So are you assuming you're starting with a plane curve? Or? JB: No, so this curve doesn't have to be in the plane, although it's kind of just this abstract notion of a curve, so it’s somehow, just in general, a kind of smooth looking surface that's compact and has g holes, so maybe like a 2-holed torus or a 3-holed torus. It's kind of some very weird donut-looking shapes, essentially, is what the curve goes in, what is the input of this theorem? KK: Right. And you mentioned something called the canonical embedding. So that might require a little terminology. JB: Exactly. So what do I mean by the canonical embedding? Defining it exactly is complicated. And it's not something I would want to try to do on this podcast. EL: Especially with audio. JB: Especially with audio. But instead, let me just kind of give this notion. I said, you know, if we're looking at perhaps standard parabolas in the plane, there's a lot of different ways we could put it in the plane. We could put it through the origin, we could put it so like the vertex is at (1,1) or (2,1), or we could do all these things, and there isn't, doesn't seem to necessarily be a natural best choice for how we put a parabola in the plane. EL: Right. It feels very arbitrary. JB: It’s very arbitrary. And when we change our arbitrary choice, we change the set of polynomials that define the parabola in the plane. It turns out that when we're kind of working in a slightly more abstract setting, where instead of looking at parabolas in the plane, but we're looking at these two-dimensional surfaces, which are what algebraic geometers will think of as curves, because we're looking at the complex set of points, there’s an almost canonical way to put them into some kind of space. And that's called the canonical embedding. It kind of arises by looking at ways you can kind of differentiate on your surface. It comes from looking at what are known as differentials on your surface. And I won't say anything more than that, other than to say somehow, it's this beautiful fact that was developed by people in the 19th century that there exists such a thing that allows you to transport these abstract curves into different spaces in a way that has beautiful properties. And somehow, it's a great tool for studying curves. EL: Not quite sure if this is the right question asked, but you know, you have this input to this theorem, and then it tells you something about like, you know, what polynomials can be your solutions? How specific is it? Like, would it output something that, you know, we would have recognized as a polynomial in seventh grade? Or does it output something that maybe has a little more technical machinery behind it? JB: This is an absolutely fantastic question. This is a fantastic question. So, right, as you're saying, the input is I input this abstract surface abstract Riemann surface of genus g that satisfies some properties and the output of the theorem and saying if it doesn't satisfy, if it doesn't fall into these two exceptional collections, which are relatively small when it comes to lists of exceptions, then we know that the defining equations are degree two. And you might ask, well, does the proof actually give — like what are the polynomials? Can you actually write them down? And in part, the version of Petri’s theorem I know, in fact, gives you those polynomials in some sense. There are some choices that have to be made, and those choices kind of arise from some technicalities about defining exactly what is the canonical embedding. There are some choices there. But once you've made those choices, Petri’s theorem actually comes down and says we can write down an honest set of degree two polynomials in a lot of variables now. The number of variables is the number of holes on my surface, is the genus of my surface. So it's a lot of variables. But we can write down an honest set of equations that cut this out. And this is this beautiful thing that takes an extremely abstract thing, you know, this curve that's abstract sitting in our mind, and realize it in space, and it outputs a list of polynomial equations. EL: Okay, wow. KK: So okay, so now I'm thinking about elliptic curves in particular. So you mentioned there's just one variable. So that's a torus. Right? You can you can actually write this with one variable? JB: Yes. Yeah. So if you're looking at elliptic curves, KK: But I always think of elliptic curves as being, like, y2=x3 plus some change, right? That's not degree two, is it? JB: That’s not degree two. Right. And you're calling me on a on a little technical point that I swept away in the beginning, which is that I said — when I said theorems carefully, I said that if our curve is non-hyperelliptic, right, and it happens, that elliptic curves will kind of not be in a case where the canonical embedding is, in fact, an embedding. Somehow you can talk about what that map might be, and for an elliptic curve, that map would take your elliptic curve and map it all to a single point. KK: Yeah, that's a bummer. JB: And that's a bummer. So sadly, elliptic curves, it doesn't quite work. So it is this interesting issue where if we're looking at abstract curves of small genus, so like elliptic curves are doughnuts of genus one, so there's one hole, or if we're looking at curves of genus two, so there's donuts with two holes, this theorem doesn't really apply, because those curves are extra special. And in fact, that's some of the beauty of things like elliptic curves. But once we're looking at more higher genuses, like genus three or four, and s…

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    Episode 81 - Christopher Danielson Nov 26, 2022
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    Episode 81 - Christopher Danielson Kevin Knudson & Evelyn Lamb Download Kevin Knudson: Welcome to My Favorite Theorem, the math podcast with no quiz at the end. I'm Kevin Knudson, professor of mathematics at the University of Florida and I am joined as always by my fabulous other host, co-host? I don't know, Evelyn Lamb: Co-host. It’s a host but going in the opposite direction. KK: That’s right. We reverse the arrows. Haha, math joke. EL: Yes, I'm Evelyn Lamb, a freelance math and science writer in Salt Lake City, Utah. Actually just got back to Salt Lake from a wonderful trip this past week where I got to meet two new additions to my family, ages three months and three weeks. So that was, that was pretty fun, to hold one of the tiniest babies I've ever held. So yeah, very nice little fall trip to take. And now I'm back here and talking about math. KK: Yeah, well, last Friday night, I drove two hours over to Ponte Vedra, which is sort of near Jacksonville, by myself to a concert. So this is where I am in life. So I went to see Bob Mould, who many people may or may not know, but he was — Yeah, Christopher's shaking his head yeah. He was at Hüsker Dü and then Sugar. He's been doing solo albums forever. And I've been a fan for going on 40 years, which is also weird to say. Had a great time, though. By myself, that's great. This is what one does in his 50s I suppose. Anyway, not as exciting as holding a newborn but, but still pretty good. So anyway, hey, let's talk math. So today, we are pleased to welcome Christopher Danielson to the show. Why don’t you tell us about yourself. Christopher Danielson: Yeah, I am coming to you from St. Paul, Minnesota. KK: Nice. CD: Bob Mould, also a fellow Minnesotan. [Ed. note: Bob Mould is actually from upstate New York.] KK: He went to McAllister, right. Yeah.CD: Nice. Right up the street from where I'm standing right now. I work a day job at Desmos Classroom, which is now part of Amplify, designing — working with a number of colleagues to design math curricula. We are currently working on an Algebra I curriculum, about to wrap that up, and moving on to Geometry. And then on the side, I have many projects, some of which will come up in our work today. But I think I understand that you two are familiar with the Talking Math With Your Kids blog that grew into then a large-scale playful annual family math event at the Minnesota State Fair called Math on a Stick. KK: Cool. CD: And I also am Executive Director at a small nonprofit that seeks to create playful, informal math experiences for children and families in the same spirit as the work we do at Math on a Stick, but designed for a variety of other sorts of spaces. That nonprofit is called Public Math. KK: Very cool. EL: So I'm probably doing that thing where I generalize from a small number of examples. One of my best friends in grad school was from Minnesota, and just loved the State Fair. So I think that Minnesotans just have it this special relationship with the State Fair. And so I did — I am really interested in hearing more about how you do Math on a Stick at the Minnesota State Fair. CD: Yeah. Should I pick that up right now? Or is there more on the agenda? EL: Yeah, that would be great! KK: No, go ahead. CD: Yeah, so the Minnesota State Fair, it's the second largest state fair in the country behind only of course, Texas. EL: Where I am from. CD: Oh, nice. Texas lasts for a month. Ours is 12 days. 12 days of fun ending Labor Day is one of the mottos. The other is the great Minnesota get-together. The location of the fairgrounds is especially convenient for large attendance. The fairgrounds are right, sort of on the border between Minneapolis and St. Paul. And they have been, for probably the past 20 years, have been working on developing some educational and family friendly spaces, out of a perception that it is expensive to go to the fair, which is true, but then once you're in that there isn't much to do besides look at animals and buy a bunch of food. EL: On a stick. CD: Yeah, on a stick. So they’ve been working on that. And that led to a lovely literacy space called the alphabet forest that is about 12 years old now. And the first time I sat down there, it was their fifth year and was like the sky, the clouds parted and the angels sang, and I was like, I’ve got to figure out how to build a math version of this. And so together with some organizational support from the Minnesota Council of Teachers of Mathematics and a bunch of expertise from folks that I know through the blog work and through my work in math education, put together a pitch, and after many very boring meetings, it became a thing. So we've got about 15 to 20, different mathematical, playful, creative math activities, everything from a big table full of tiling turtles, to a set of numbered stepping stones that you just see kids jumping up and down happily counting, counting by twos, creating all sorts of fun things to do with. We have a different visiting mathematician or mathematical artist every day, each of the 12 days and they bring whatever sort of hands-on thing they're into. Sometimes that's sort of the standard stuff with, like, Mobius strips and hexaflexagons, and sometimes it is new and new and delightful, creative things that the world has never seen before. So yeah, Math on a Stick, come on out and play with us. 12 days of fun ending Labor Day, always starts on a Thursday, runs through a full week, two weekends and then ends on Monday. EL: Yeah, that does sound like a neat thing. Sometimes I go to the farmers market here or something like that, and I just think, like, where are there opportunities to kind of create, like you said, these playful, you know, a non-classroom math experience for people? CD: Yeah, my, one of my Public Math colleagues has a project called Math Anywhere, Molly Daley. She's in Vancouver, Washington, and also does some stuff across the river in Portland, Oregon. And farmers markets are one of the more successful spaces for her. So she'll pay for, for a booth, she has grant money, she'll pay for a booth and just set up a much smaller version of Math on a Stick stuff, as well as some other stuff that she's designed or harvested from other places, but three or four activities, and yeah, delightful times ensue. However, I had a recent experience at the Mall of America, largest shopping complex, also here in the Twin Cities. And it was really interesting, because the way that kids’ families move through the Mall of America is wildly different from how they move through the state fair. So just an invitation to a big STEM/STEAM carnival. And we brought some — one of our favorite things is called a pattern machine or punchy buttons, a nine by nine grid of punchy buttons that you can drop pictures on. And each button is clicky and on a ballpoint pen. So we bought a bunch of those. And then we also had the mega pattern machine, which is just thousands of buttons from all these machines smashed together to make a nice big floor space. But the way that kids come into Math on a Stick is that there’s, like, this long elastic band between parents and children at the fair, not in the super crowded spaces in the fair, but in the less crowded spaces. And so often kids will see those stepping stones that, by the way, start at zero, and then continue on to 23. Yeah, so they'll start on the zero, and they'll lead the way into the space, like we deliberately set up those stepping stones to that the edge of this outdoor space. And by the time kids get to 23, now they're surrounded by eggs that they can put into — little plastic eggs they can put into large egg crates, and tiling turtles and pattern machines and all sorts of fun things to do. And families will sort of follow along behind. At the mall, there’s none of that. There's none of that. Families move in really tight units. There's no, like ,a child leading the family into a space, which is just a really interesting dynamic. And having been out in Portland a couple of weeks ago with Molly when she was at one of the farmers markets, it felt very much more like the fair. A mom or a dad might be much more likely to say, okay, sweetie, you keep playing with these turtles, I'm going to hop over there and buy some apples and I’ll be back in two minutes. They kind of keep their eye on them and everything, but that that elastic band is much longer. Nobody ever says, okay, sweetie, you know, their four year old, I'm going to I'm going to just hop across to, you know, the department store over here, you keep playing with something in the hallway. So Public Math is our project where we're trying to think about how do you design for those kinds of spaces? What would have been a better design than the one we had for something like them our time at the Mall of America? EL: Yeah. Interesting different kinds of math problems to solve. Different optimization. KK: That’s right. Yeah. All right. So this podcast does have a name, though. So presumably, you have a favorite theorem. So you want to tell us what it is? CD: I do! And it is — Yeah, my favorite theorem is, I'll state it simply. And then I guess we get to talk about like, why it’s my favorite and things? KK: Yeah, sure. EL: Yeah. CD: It doesn't have a name. I feel like maybe, maybe it should have — maybe it has a name. Maybe you'll know a name for well, EL: We’ll brainstorm about it. CD: But yeah, let me state it simply, which is that the vertices in a polygon are in one to one correspondence with the sides of the polygon. So for example, the three-sided polygon has three vertices. Is there a name for this? EL: So, yeah, well… CD: The polygon theorem or something? EL: I don't know. Yeah, that’s KK: I mean, a polygon is just a cyclic graph. There must be some graph theory name or something. EL: I kind of you know, this has a little bit of an interesting linguistic thing, right? Because we call polygons a little bit differently at different sizes, like we call it we talk about triangles not trigons, or trilaterals. When we talk about quadrilaterals, like I think I have heard quadrangle, that must be the tipping point. Then we get to pentagon, so I guess that's not lateral or angle. KK: That’s just gon. Then it’s gon after five. CD: But gons are angles. So you are counting — EL: Okay, is that the Greek word for for angle, and angle is Latin? CD: So goniometer is the is the thing that you can use to measure your range of motion. I'm gesturing, so that's great on a podcast. KK: We do it all the time. CD: Like in your arm or knee? Yeah. So yeah, gon is angle. EL: Okay. Learn something new. CD: So it's only the quadrilaterals whose sides you count. Everything else, you count the angles. And, by the way, we also have elided the fact that the vertices and the angles themselves are in one to one correspondence, right? That’s also, maybe a corollary perhaps. EL: Yeah. Okay. So maybe I'm playing devil's advocate a little bit here. But why is it a theorem that the angles and sides are in one to one correspondence? Why is it not obvious, other than the fact that, like, I've experienced these shapes my entire life and have never experienced one that did not have this property? CD: Yeah! So I learned that this was a theorem, and its necessity, by working with five-year-olds. So I wrote a book called Which One Doesn't Belong, which was an adaptation, both of the Sesame Street routine, but also playing on some of the routines that I had seen other people playing around with. But for me, the thing that was novel about which one doesn't belong, was that when my children were small, all the shapes books that they had an opportunity to encounter were wildly simplistic. There would be, you know, a triangle page, and then there'd be a square page, and then a rectangle page, and never a square, never a square on the rectangle page. That's confusing for kids. And all of the triangles would be equilateral and oriented on one of their sides, all the hexagons were regular, and again, sitting by their sides, or maybe if they're feeling a little wild, straight up and down balanced on a vertex. But orientation isn't a thing, like, there's all this work that we know is important to come to understand a mathematical idea that just doesn't get doesn't happen in books that get published for young children, even though if you've ever been around four or five or six year old children, they can think about complex relationships, they can think about complex ideas. But somehow we don't understand or value that when we're creating books for kids. So Which One Doesn't Belong was my way of producing, taking ideas that other people had had and condensing them down into what I thought of as a shapes book that was more worthy of children's minds. EL: I just want to insert that it is a really fun book. I don't remember when or how I obtained a copy. But I have enjoyed going through it myself, and I probably should have asked permission, but I actually used it as an inspiration for one of the pages in this page-a-day calendar I put together a couple of years ago, where I made just one where, you know, it's a bunch of shapes that all have slightly different properties, and you know, you decide which one doesn't belong. CD: By the way, I’ll give you a little tip before explaining again, why this theorem is important. If you ever try to design a “which one doesn't belong” set, what you want to do is think about whatever your domain is, so say it's shapes, you want to think about four properties of shapes, and then cover up the first one, and design one that has these three, but doesn't have the first one. And then cover up the next one, design one that has those three, but doesn't have this one. And by the time you're done, you'll either realize that your set of four properties is more intertwined than you had originally thought, and now you’ve got to go back and revise, or you'll have a set where you know for sure that there's at least one reason for each not to belong. But then extra, an important key to this is that you have to be open to the possibility that some kid will see a reason for a shape to not belong that wasn't the reason you'd intended. Right? EL: Yeah. CD: this isn't a game of “guess which of the four is right.” But it's also not a game of “guess what was in my head when I designed the set.” Instead, we want to offer up something that we know is rich, and then be open to learning from the kids. So I made this book. I was trying to shop it around to get it published, but also needed to, you know, test drive it with children. So I went on what I called my Twin Cities shapes tour. And visited, I think it was three different elementary schools per week for four or five weeks. So I got into just a ton of different situations, worked with kids, kindergarteners, through, like, fourth graders, all in classrooms, like 20 minute bits, and we just had a ball. And frequently, I would hear from kids, like, one kid would say, you know, that shape doesn't belong because it has three sides and the others have four. The opening page of the book is a triangle, and then there are three rhombuses of various types and orientations. So a kid would say that one doesn't belong, because it has the wrong number of sides, right? It has three sides, the others have four. And then somebody else would talk about some other shape. And then another kid would say that one doesn't belong, because it has three corners, and the others have four corners. And in my mind, the first, like, 12 times I heard this from children, I thoug…

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    Episode 80 - Kimberly Ayers Oct 21, 2022
    Show notes

    Episode 80 - Kimberly Ayers Kevin Knudson & Evelyn Lamb Download Evelyn Lamb: Hello and welcome to My Favorite Theorem, the math podcast with no quiz at the end. My name is Evelyn Lamb. I'm a freelance math and science writer in beautiful Salt Lake City, Utah, where fall is just gorgeous and everyone who's on this recording, which means no one listening to it, gets to see this cute zoom background I have from this fall hike I did recently with this mountain goat, like, posing for me in the back. It kind of looks like a bodybuilder, honestly, like really beefy. But yeah, super cute mountain goat. So yeah, that really helpful for everyone at home. Here is our other host. Kevin Knudson: I’m Kevin Knudson, a professor of mathematics at the University of Florida on the internet, they would call him an absolute unit, right? EL: Definitely. At least they would have five years ago. Who knows these days? KK: Shows how out of touch I am. That's right. Yeah, here we are. Yeah, it's actually lovely in Gainesville. Like I've got short sleeves on, but it's like 75 and sunny and just everything you want it to be. EL: Perfect. KK: And tomorrow, tomorrow's homecoming at the university, which means that it's closed — this is bizarre — for a parade. But as it happens, tomorrow is also my birthday. EL: Wow! KK: So I get the day off, and it’s unclear what I'm going to do yet. EL: Well, just having a day off to lie in bed as long as he want, you know, drink your your coffee at a leisurely pace. KK: Absolutely. EL: It’ll be great. Yeah, and we are recording this shortly after Hurricane Ian. And so you're here, so you made it through okay. I actually don't know my Florida geography well enough to remember where Gainesville is. KK: Gainesville is north central. And weirdly, this cold front sort of pushed just south of town right before. It was about 65 degrees for three or four days, which is freakish. The hurricane, of course, took its very destructive path entering around Fort Myers, went across over Orlando, then to the Atlantic side. We got about a half inch of rain. It was — I mean, we were expecting, like, 10 inches, and then that that weird path happened. Of course, a lot of a lot of our students, you know, their homes have just been devastated. It's a rough time, but you know, the governor and the President are at least putting aside their differences temporarily and making some good progress. Well, we'll see. It's gonna be a long rebuild down there. EL: Yeah. KK: And it's a beautiful part of the state, and I feel bad for everyone down there. EL: Definitely. KK: But yeah, it's not the first time, you know? EL: Yeah. Well, yeah, I hope it it continues to progress on the cleanup and everything. And today, shifting gears entirely, we are very excited to have Kimberly Ayers on the show. Welcome, Kimberly, would you like to tell us a little bit about yourself? Kimberly Ayers: Hi, thank you. Yeah, I'm super excited to be here. And happy early birthday, Kevin. KK: Thanks. KA: So I am an assistant professor in the math department at California State University San Marcos, which is about half an hour north of San Diego, so for those of you who are less familiar with California geography, and my research is in dynamical systems and ergodic theory. KK: Cool. EL: Nice. And I said “shifting gears” because I know you're also a biking enthusiast like I am. KA: I am. Yes. I love to get out on my bike. And California weather is — San Diego weather, it’s hard to be outside. So I’m a big bike fan. EL: Yeah, I — the other day, someone on a local social media thread was posting like, you know, “We shouldn't have good bike infrastructure in Salt Lake because, you know, we're not San Diego, so there's so little time that you can bike here.” And I was like, well, first of all, that's just not true. But you do live that dream of the, like, San Diego biking weather all year. KA: Yeah, it’s — I can't complain about it. KK: Sure. Well, it doesn't really snow that much in Salt Lake right. I mean, it hits the mountains. But yeah, I mean, so when I was a postdoc in Chicago, I cycled a lot, but come November I was finished, right? EL: Yeah, because the roads just never get all the way clear, but here it's dry enough that they do get cleared. And so — you know, I am not an especially hardy person. But, you know, if you’ve got some layers on and the ice is off the road, it's actually doable. KK: It’s not a problem. EL: I discovered. I mean, this was a pandemic discovery because I grew up in Texas, and I would just put my bike away in, like, November here, but decided I mental health-wise that I really needed that during especially the height of that covid winter — our first covid winter. Anyway, lovely to have, I guess three people who enjoy biking on this show, but we are not here to talk about biking. We are here to talk about Kimberly's favorite theorem. So yeah, what is that? KA: So my favorite theorem is a theorem called Sharkovskii's theorem, which is a pretty famous theorem in dynamics. To back up a little bit, when I talk about dynamics, right now I'm talking about discrete dynamical systems, where the idea is if you have a function that has the same domain and codomain, you can think about compositions of that function with itself, right? You can take successive compositions over and over again. And so as a dynamicist, I'm interested in looking at these sequences, like if I start with the point x in my domain, and then I apply f, so I get f(x), and then apply f again, get f(f(x)), and then f(f(f(x))), and so on and so forth, right? This is a sequence. And so we can ask questions about sequences, right? We can ask, like, do they converge? Or maybe if they don't converge, do they have a convergent subsequence? Do they ever repeat themselves, and that repeating themselves is actually what Sharkovskii’s theorem is all about. So Sharkovskii's theorem is about continuous functions on the real line. So it's important to say that there is at the moment, no, like higher dimensional-analog to Sharkovskii’s theorem. This only applies to one-dimensional functions. But Sharkovskii’s theorem says, okay, so we have to take a really weird ordering on the natural numbers. So we're going to start with all of the odd numbers except for 1. So starting at three, we'll take all the odd numbers in a row, so 3, 5, 7, 9, 11, so on and so forth. And then, once you're “done” with all the odd numbers, yes, then you'll consider 2×3, 2×5, 2×7. And again, all of those, right, and then 22×3, 22×5, taking higher powers of to multiplied by 3, 5, 7,.… And then again, once you're “done” with all of those, the only numbers that you haven't included are the powers of 2, so then you take all of the powers of 2 in descending order, until you get back to 1. So it's not a well-ordering, right? You have to kind of wrap your mind around this fact of like, once you're “done” with the odd numbers, then… EL: Yeah, right. KA: But it is a total ordering. EL: Yeah, so you can take any two numbers, you can tell, like, which one is before the other one. KA: Exactly. KK: Right. EL: But you can't say this one is 17th. Well, you can actually say which one is 17th in the series, but, like, a number that isn't an odd number, you can’t say what position it has. KA: Exactly, exactly. If I were to count, like, the natural numbers in their usual ordering, you know that eventually, you're going to get— like, if you asked me are you eventually going to hit 571? Yes, I will. Right. But if I were to try to do this with the with Sharkovskii ordering, that’s not going to happen, right? So it's kind of weird that there's a minimal and a maximal element in the Sharkovskii ordering. So I haven't told you the punchline yet. EL: Yeah, we’re just wrapping our head around. KA: But yeah, exactly, right. So we start by taking this really strange ordering on the natural numbers. And then what Sharkovskii’s theorem says is if you have a period — so I guess I didn't quite define which way which the ordering goes, but let's say that 3 is the maximal element and 1 is the minimal element. So Sharkovskii’s theorem says that if you have a period N orbit for some discrete mapping on the real numbers, then for every M that's less than N, you also have a periodic orbit of that period. So, for instance, if you have a period 2 orbit, you have to have a period 1 orbit, which is what we just call a fixed point, right? If you have period 64, then you also have a period 32, 16, 8, 4, 2, 1, etcetera, and probably most excitingly, is that if you have a period 3 orbit, then you are guaranteed to have periodic orbits of any other period. KK: Right. KA: So sometimes people talk about Sharkovskii’s theorem, and what they say is period 3 implies chaos. EL: Yeah. KA: Now, I haven't told you what chaos is. And I kind of joke, actually, that chaos in the dynamics community is sort of a bit of a chaotic concept in and of itself. Because there is no really one universally accepted definition of chaos. There's several different types of chaos. There's what we call like Devaney chaos or Li–Yorke chaos. But this definition of chaos, which I believe is Li–Yorke, says that in order to have what we call chaos, you need periodic orbits of all periods. So there's that period 3 gives you that condition, you also need an orbit that is going to be dense in your space. So an orbit that kind of fills up your entire space. And then you need this other thing, which is probably the most famous aspect of chaos theory, which is the sensitive dependence on initial conditions, otherwise sometimes termed the butterfly effect, which basically says that if you have two points, no matter how close together, your initial points are, if you apply f enough times, their sequences, their orbits eventually grow some distance apart from each other, no matter how close together, they start. So there's essentially like no room for error if you have a chaotic system. KK: Right, right. KA: Sothat's why once you have period 3, you're guaranteed at least one of the requirements for a chaotic system, right? So my students asked me the other day, they were like, what's your favorite number? And I was like, Oh, that's a really hard question to answer. KK: Three! KA: But I think it has to be three because of this, like, you see a period 3 orbit, you kind of automatically get excited, because those are, like, pretty rare. So that is, yeah, I guess I have to say that three is my favorite number EL: So we get a favorite number for free on this episode. KA: A favorite number and a favorite theorem! EL: Okay, so I want — I'm dragging a little bit this morning. And so having a little trouble with, you know, putting these things together. So what I mean, so we have this weird order on the natural numbers. Like sure, I'll let you do that. Can't really stop you. So what kind of — what is our f? What? What kinds of dynamical systems are we talking about here? KA: Yeah, so let's talk about a couple of famous examples. So oftentimes, I'm talking, I've been talking about functions on the real line, but I guess really dynamicists really like studying functions on compact sets. Because if you have compactness, you're guaranteed things have convergent subsequences. So so we get what we call this limit behavior. So a lot of dynamicists study functions on, like, the closed unit interval. And so some examples are what's called the logistic map, which is a quadratic function. So it's some parameter R times x times 1−x. So it looks like an upside down parabola, right, it intersects the x-axis at 0 and 1. And then in order to make sure that you map back to things in between the 0 and 1 interval, we're going to require that R be between 0 and 4, right? KK: Right. KA: If R is bigger than 4, then the top of that parabola bumps up above 1, and, and there are actually cool things that you can study with that as well. But I'll talk about that another day. KK: Oh, the bifurcation diagrams. That's what you want to talk about. Right? KA: Yeah, once you vary that, so that's the cool thing, is like as you vary this parameter R, if you start at 0, and then kind of think about what happens is you increase R a little bit, you see these periodic orbits appear in exactly the order that Sharkovskii tells you, they're going to happen. So you start with a fixed point, so that's your period 1 orbit, right? And then I believe it as once R gets above 3, that's when that period 2 orbit shows up, right? And then if you bump up R a little bit more, then you see a period 4 orbit appear, and then a period 8, and we call this a period doubling cascade. And then, of course, as you can imagine, there's only finite room for R, right, we only consider up to 4, but there's infinitely many kinds of periodic orbits that have to appear, so they have to start coming at you faster and faster and faster. And then once R gets above — I want to say it's roughly 3.87, and it's only a number that we've sort of gotten that numerically, unfortunately — then you enter what we call the chaotic regime, which means that period 3 orbit shows up. And then we know we have out there somewhere periodic orbits of all periods. So people might be familiar with this bifurcation diagram, which shows kind of like, where the periodic orbits appear. And it starts off, like on the left hand side, looking pretty simple and smooth. But as you go to the right hand side, it gets more, like, fractally looking. And that's because, once again, those periodic orbits have to show up more and more and more quickly, right, as R increases in value. It’s very cool. EL: You are just blowing my mind, that there isn't just, like, what I thought was going to happen here was like, we would only get these powers of 2 ones. And then you're going to tell me a different dynamical system later that would have — but like, because it makes sense, it somehow makes sense to be like, at 3, we get this, at, you know, 3 1/2, we get this, at 3 3/4, we get that and, like, the fact that, that like, we some at some point do shift to this period 3 place? KA: Right! EL: And we can't even know what the number is? I’m sorry! KK: And these functions are so simple, right? It's just a quadratic. It's a tent map, basically. Right? KA: I know! It blows my mind every time I think about it. Yeah, so okay, so you're seeing the beauty in this theorem now. Like, just how cool it is. And I guess I'm gonna, you know, shift gears, pun completely intended there, once again, because not only is the statement of the theorem really cool, but the proof of the theorem is really incredibly beautiful. And so I'm going to do my best to explain it without being able to draw anything. But let's talk specifically about the period 3 implies periodic orbits of every other period, that kind of statement right there. So let's suppose that you have a period 3 orbit, so you've got three points on the real line, call them a, b, and c, such that f(a)=b, f(b)=c, f(c)=a, so they go in this cycle, right? You can label — so that's going to partition, at least between those, into two different intervals, right? So let's say that you have a, b, and c arranged from left to right. And I'm going to, for purposes, it's going to be a little bit weird. But there's a reason I'm going to call I1, the interval between b and c, and I2 the interval between a and b. So what you see happening, then, is that because of continuity, that interval I1, when you when y…

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    Episode 79 - Philip Ording Sep 15, 2022
    Show notes

    Episode 79 - Philip Ording Kevin Knudson & Evelyn Lamb Download Kevin Knudson: Welcome to My Favorite Theorem, the math podcast with no quiz at the end. I'm Kevin Knudson, professor of mathematics at the University of Florida, and here is your other host. Evelyn Lamb: Hi, I'm Evelyn Lamb, a freelance math and science writer in Salt Lake City, Utah, trying to rehydrate myself after taking a long bike ride yesterday in the Utah desert in July, basically. KK: That’s not cool. Okay, so here's my here's my story. So the last 10 days of June, my wife and I were out in Vancouver visiting our son. And it was lovely. It was, you know, 65 degrees every day, and we took a side trip to Banff. And which, if you've never been, I cannot recommend enough expect ACULA really beautiful. We had a wonderful time. We took the redeye Wednesday night back from Seattle to Orlando. Thursday morning. I had a sore throat for a couple of days. EL: Uh oh. KK: Yeah. I took a COVID test and it was negative. Okay, but I still don't feel great. Thursday I didn’t feel good. Friday morning I'm feeling worse. Take another COVID test. Guess what? EL: It got you? KK: It got me. I had a good run. It was two and a half years. But anyway, so EL: This is a podcast from quarantine, although it's exactly the same as all our other podcasts because we’re always on Zoom anyway. KK: Yeah, so anyway, here I am. So if I sound a little froggy, that’s why. I'm feeling a lot better and so is Ellen, but yeah, it's been a rough few days in the Knudson house. And it's 100 degrees here and miserable. EL: Right? Yeah. A little less conducive to fun. KK: Yeah, yeah. But enough of my petty problem problems, which — look, you know, everybody, if you're not vaccinated, get vaccinated, right? I'm of an age where I can be double boosted. And you know, I just, I got a bad cold. That's it. So get your shots, people. There, enough political — anyway. It shouldn't be political, but somehow it is. So today, we are pleased to welcome Philip Ording to the show. Phillip, why don't you introduce yourself? Philip Ording: Hi, thank you, Kevin. Thanks, Evelyn, for having me on the show. Yeah, I am a mathematician and a writer and I teach at Sarah Lawrence College in Westchester, New York state. It's not as hot here right now. It was over the weekend. EL: You’ve got your moments up there, I’m sure. It can be very oppressive. KK: Yep. PO: And if you hear some some child background noise, that's because COVID got the summer camp up here. My son came back from upstate Catskills camp, because they had to shut it down after a week. KK: That’s a bummer. EL: Oh, man. Yeah, that's rough. Well, we have invited you on the show to talk about your favorite theorem. But first, I wanted to sort of digress to a theorem that you have written about quite extensively.KK: A lot! EL: That apparently is not your favorite theorem. But I wanted to invite you on here because of this amazing book 99 Variations on a Proof that came out a few years ago, and I read it, you know, last year, or something, and I kept thinking, “Oh, I should invite him on here.” And it's 99 proofs of a theorem — maybe we might not even call it a theorem, a statement. PO: It’s generous to call it a theorem. EL: Yeah, that about the roots of a cubic polynomial, one particular cubic polynomial, and you just talk about it, you have 99 different ways to prove that the roots of this polynomial are 1 or 4. Sorry, a little minor spoiler for this book. I think you’ll still be able to enjoy it. So yeah, can you talk about that? Like the how you had the idea to write this book and kind of maybe tell us about some of the styles of proof or styles of presentation that you've included in here? PO: Yeah, sure. Thanks for bringing that up. And the, the book, yeah, it’s not my favorite theorem. I chose it almost at random. And the book is really about everything around it. So I was interested in whether or not you could fill a book by thinking about the expressive material of mathematics outside of the content, or almost parallel to the content. I had a friend in grad school who said that he — he said this, I think, over drinks, but with gravitas — that he thought that the thing that mathematics had over other subjects was that it has so much content; you know, if you make one statement in mathematics, it's the kind of thing that not only is very condensed, and is probably the result of a long, long track to study, but it's also something you can return to a lot. So I was interested whether or not even a very humble equation and solution, something that anybody who has been exposed to math would recognize as mathematics, would be able to support that kind of an investigation of something — mathematicians don't talk about style that much. I think philosophers maybe are starting to talk about it more recently — and just carry it through the things that I like about math, the things I don't like, the history, and some of the folklore as well. So the titles are kind of the style for each of those chapters. And they range from things like “Psychedelic” to “Medieval” to “A proof that's found in a book.” And everything in between. So there are proofs from school, from graduate school, from college. There are person different languages. There are proofs that are linguistic, I guess, you could say, that draw attention to the particular notations, or the sound, that the proof reads as. Yeah. And it was a lot of fun. It kind of was a project that once it started, it took over and had a life of its own, which was probably what what got me to the very end of it, even though it was a long project. EL: Yeah, a long time to be thinking about one cubic equation. I was flipping through today, and I did you know, towards the back, you have a mondegreen, which is one of those kind of misheard lyrics sort of things. “Their omelet: eggs, beer, eel” is the the first line of it. So you know, “their omelet” instead of “theorem: Let” KK: Yeah. Yeah. EL: And I read through it. This is one, you just have to concentrate so hard to read it and try to figure out the math version of it, but yeah, so you got, yeah, so many different ways to roll over this equation. So yeah, I hope people will check that out. It's a lot of fun. PO: That was a that particular proof was a lot of fun to work on. I had some students helping me in the summer, and we just turned over the language of one of the simplest proofs in the book from a mathematical point of view. I think it comes from a kind of sleight of hand that could easily be misunderstood if somebody wasn't paying attention. And I remember when I was in college, I had a friend who said that she liked math, and she'd taken some courses but gave up after a calculus course in which she couldn't understand what the professor was saying. And all she remembers is this professor would get very excited and say “Knees the baby, knees the baby.” And she didn't have any idea what that meant, but she knew it was important. And so I tried to think of things that sounded very similar. KK: Yeah. PO: And I think it's an experience that everybody has, at some point, you're sitting in a talk and you kind of are reading the person's emotions as much as you're reading, you're listening, to that particular details of the techniques that are used, and there's often things that are lost in that channel. So it was fun to make fun of that phenomenon that I think most people who have studied mathematics at a certain level have experienced. KK: What’s knees the baby? I can't figure it out. PO: I still don't know. If anyone figures it out. EL: Listener submissions. PO: Multivariable calculus KK: Okay, well, anyway, that’s, okay. We’ll try to figure it out offline. EL: We’ll try not try to be thinking about that the whole time we’re recording this. KK: That’s right. Okay, so you've told us what isn't your favorite theorem. You do have an actual favorite theorem. Why don’t you tell us about it? PO: I do. And I love this question, because it’s, to me, it's very appealing. It's also very challenging. It's not the first time, actually, somebody asked me for my favorite theorem. The first time it wasn't for a podcast, it was for bathroom. I had a friend, some family friends, that had remodeled their apartment and they thought that this bathroom they had designed, it was like black paint or wallpaper inside. And they thought it would be fun to have their mathematician friend make a theorem or some kind of statement of gravitas in the bathroom. Or maybe they just thought it would go well with the marble sink or something. I'm not sure. But I thought about it for a long time. And I thought, okay, you know, is this going to be like something that is, I think, the most important piece of mathematics? Or is it going to be something really personally meaningful? Or maybe, like, I was in a bathroom at a bar once downtown and some, I think it was a grad student at NYU maybe, had done, like, the de Rham cohomology sequences, and I thought that looked cool. Maybe it should just be graffiti. But yeah, I sort of never got around to it, because I felt like I didn't really attach that much meaning to particular theorems. But anyway, what I came up with is something that's instead of a theorem, it's an idea. So it's called the Erlangen program. KK: Okay. PO: And it's credited to Felix Klein, German mathematician, 19th century. And a program — yes, so it's kind of a project or an assessment of the state of mathematics at the time, but also a direction forward. So to say what it is, it's, I reread the Erlangen program, which is a lecture that he prepared, actually. It’s named after the university that he was going to be teaching at, a professor. And actually, there are no theorems in it. The thing that's maybe closest is a statement that says that if you want to learn about geometry, you can find everything that you want to know by studying the motions of geometric objects in that space. So what does that mean, to give some example — Have you heard of this, by the way? I don’t — EL: I definitely knew the name. I could not have told you. The first thing of what it actually was. KK: I think it's actually been a remarkably influential idea for the last 150 years, right? I mean, I think it's driven a lot of of what happened in the 20th century. PO: I think so. My background is in geometry and topology. So I might, you know, I might be biased. KK: Yeah, me too. PO: Yeah, so, I mean, to give an example, if you wanted to understand, say, points in the plane, the idea is that you can understand points just as well as anything that you might do with, say, intersections of lines, or coordinates, or quadrants, or distance, by just studying, say, rotations of the plane that fix that point. Or collections of rotations that fix a set of points. Or if you wanted to study line geometry in the plane, you could study, well, I don't know if this qualifies as a motion, but the transformation takes every point on one side of the line to the point reflected across the line. So just studying reflections in the plane that fix axes, you can really express everything you'd want to know about lines in the plane. And just to give some sense of, you know, why is this interesting, and not just a complication, so if you wanted to have — say you had two reflections, and you compose them, so you reflect across your first line, and then you reflect across the second line — and that's two operations, you can you can combine them, you're going to get something back — the result is going to be a rotation about — if there's a point where those lines meet, when lines typically do — you're going to get a rotation about that point. And when I first sort of started to get this idea, and use it, it's sort of a yoga, you get used to it after a while, of going back and forth between the world of geometric objects and the world of the structure of motions, or the group of motions. I loved it, and it was very useful, and it seemed like it joined together areas of my brain that were were divided before. So I think that's why it’s my favorite, but I could say more than that too.EL: Yeah, so where did you first encounter it?PO: I think it was in my senior year in undergraduate, I was given a project by my senior thesis advisor, wonderful professor and Troels Jørgensen, and he cut his teeth studying hyperbolic geometry. So one of the things that I think is really amazing — and this was maybe Klein's motivation for introducing the Erlangen program — is that if you have many different geometries, so if you've been introduced to the idea that there isn't an absolute singular geometry out there, what we call now Euclidean geometry, that used to be just geometry, and now there are non Euclidean geometries or even wilder things, like topology that we don't call a geometry, exactly, then you might want to know, how are you going to do anything in those weird spaces? And if you have the Erlangen program, it's telling you, as long as you can understand the structure of the transformations, which we think of as generalization, or restriction of congruence. So congruence is the word we usually use for those motions of the plane that that fix them, that preserve them. Okay, so what I had to do is understand something about the hyperbolic, the non-Euclidean analog of a pyramid, tetrahedron is the term. And so tetrahedra are kind of, like, the dumbest of the platonic solids, I mean, maybe it's got four sides, four corners, it's a good shape for a die if you want to have just four options, because it's so symmetric. But when you go into the this world of negatively curved space, you can study tetrahedra that are formed by points that are at infinity, meaning that you don't see, actually, a finite object in front of you, you just see these sets of lines that are going off into space. But it turns out, they bound a finite volume, which is very, very bizarre. And if you want to understand anything about them, you're kind of left scratching your head, if you're just going to be limited to the tools of Euclidean geometry, measuring things like area and volume in the traditional way. It turns out that if you take that idea of, okay, I'm not going to think about the tetrahedron as made up of lines, I'm going to think of it as constituted by rotations in that space, it turns out, you can write down those rotations, that whole set, quite easily using once you've gotten used to using some matrix algebra, so kind of higher dimensional generalization of the regular algebra on the real numbers. And that — so combining those kinds of representatives of lines, you can just go to town computing things, and you can compute intersections, just like I said, with these compositions of reflections in planes, instead of say, instead of Euclidean planes, now hyperbolic planes. So that's a long answer to where I first encountered it. And yeah, I wouldn't have known really how to approach the problem I was assigned if I hadn't had those tools. KK: Sure. Yeah. I mean, trying to think about the actual geometry of 3d hyperbolic space is sort of weird, right? I mean, like you say, you can't see it. You can, but you can't, and you might draw it, but you have to remember the metric is different and the distances don't look — things that look finite aren’t. And, yeah, it's a very bizarre feeling to try to move into that space. EL: I love those representations of hyperbolic space. I mean, they're stunning. And they produce some of the most inter…

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    Episode 78 - Daina Taimina Aug 11, 2022
    Show notes

    Episode 78 - Daina Taimina Kevin Knudson & Evelyn Lamb Download Evelyn Lamb: Hello and welcome to My Favorite Theorem, the math podcast with no quiz at the end. I like how we're always besmirching other math podcasts, which as far as I know, also don't have quizzes at the end. I am your host Evelyn lamb. I am a freelance math and science writer in Salt Lake City, Utah. And this is your other host. Kevin Knudson: Hi, I'm Kevin Knudson, professor of mathematics at the University of Florida. Okay, full confession. I don't listen to other podcasts, so I don't know if they have quizzes at the end or not. EL: Shame. They probably don't. I mean, how would you even administer that? KK: That’s right. That's right. Yeah. Yeah. We don't need to find this out. EL: Yeah. Well, we are, we should, we should just get right. KK: Let’s do it. Yeah. EL: We are very happy today to invite Daina Taimina onto the show. So Daina, please introduce yourself, tell us a little bit about yourself, and we'll get started. Daina Taimina: Hello. Thank you for inviting me. And, actually, I didn't prepare much to tell about myself. Because usually, I tell my students, you know, just search for me on the internet. That knows more about me than myself. EL: Maybe even some of it’s true. DT: Maybe, yes. Sometimes it's true. Yeah. So well, okay. Well, I was teaching about 20 years, I was teaching mathematics at the University of Latvia. And at about the same time, I was teaching in Cornell, where I, now I have stopped teaching. And I officially count as a retired, so it means I have free time to do whatever I want. KK: Nice. DT: Yes. And then sometimes, well, it has been now for 25 years, I have crocheted hyperbolic planes. And I guess that's what people know most. Because sometimes I am introduced on people. “Oh, yeah.” And then this person who is introducing me says, “You know, she's the one with hyperbolic planes.” “Oh, yeah! Yes, yes, I know that!” Okay, I guess that's my other name. EL: Yeah. And our in your multitalented our listeners can't see it, but when we were saying hi we saw that you have some of your very own paintings in the background on Zoom, where I'm seeing right now, and they look very lovely. So you do art in addition to crochet and math? DT: Actually, that was before, and I and the reason why I was doing I was doing art, is I signed up for a watercolor lessons because I knew that I'm very bad at art. Because when I was in school, I was told I can do anything but that. And at that time in Cornell, I was teaching students who were very afraid of maths, and most most of them were actually architecture art students or music students, and I really wanted to experience how it is to take some subject where you are told, and you believe all your life, that you are bad and you can’t do it. So I did it. And so yes, that was interesting experience. EL: Well, and it looks like with some practice, you gained skills. Amazing how that works. KK: I did that to actually about a year ago. I cannot draw. I'm terrible. So maybe we have the same issues here. DT: Yes, yes. Yes, exactly. KK: And I took it I took like a just a two hour drawing workshop online where we draw birds, and I actually drew something that looked like a bird at the end. So you know, it can be done. DT: Yes, because this is what you what you learn, is that — and then I was explaining to my students, too —I brought in one of my paintings, and I said, it's actually, what I realize is that it was things which I knew. I knew, well, perspective. I knew how to do composition from photography, you know, just like doing some photography. And all I needed was, you know, I did need some technical skills, and that is the same in math. You do need to learn some technical skills, and then you can then you can get on, so it's not that different. EL: Yeah, that's a great, a great lesson to learn and to help share with your students like, “Hey, we're all learning various things. I have this background, you have this background, but we can all improve in various areas of our lives.” KK: Yeah. EL: Well, the name of this podcast is My Favorite Theorem. So, what is your favorite theorem? DT: Well, as I told you, my favorite theorem is Desargues’ theorem. Yes, and then, well, actually it started with some more ancient theorem, which was Pappus’s theorem. And it was somewhere, I think I was in middle schoo, and I was reading something in a math history, and I read that there is this ancient theorem, where if you are having two lines, and then you choose three points on each of them and those lines are non-parallel. Well, if they parallel than they are, that’s a very simple case. But if you have like two lines at some kind of angle, and then you choose, and then you then you connect in pairs points from these lines, and you always have three points which are on the same line. And I know like I was just like, that's — okay, I'm so old that at that time, there was no Geometry Sketchpad or any of these programs, there was no computer. So I just kept drawing these lines and finding those points, then it was just amazing. And then of course, I was like, “Oh, what else is there?” And that's when I discovered this, this Desargues’ theorem, which said, okay, if two triangles are situated so that three lines joining their corresponding vertices all meet at a single point, then the points of intersection of the two triangles’ corresponding sides, if those intersection points exist, all lie on one line. I couldn't — I read it, and I couldn't believe that. So again, I took a pencil and took a straightedge and I started to draw, like, various ways, and it was really finding these points and having them and, and then later learning that the converse of this Desargues’ theorem is also true, and then that’s a converse, theorem, that's also a dual theorem. So it was just so fascinating. So that was something, like, different from the geometry, you know, like, exactly the geometry we were having going to school, and so that's kind of led to perspective. And yes, I was just like, really it was fascinating. EL: Yeah, this is one that has come up a few times for me in things I've read, or people I've talked to in the past few years. But yeah, I loved geometry for a long time, and this is not a theorem that I was exposed to, in most of my geometry education. KK: Yeah. DT: And it's very interesting that you can you can prove this theorem using another ancient theorem, Menelaus’s theorem — okay, I'm not going to talk about that — but that sounds very algebraic, because that uses uses proportions, and it's totally in Euclidean geometry. But I like the way how Desargues himself saw, and he actually was thinking about it in three dimensions, and then it's simple. When you are cutting, like, a triangular pyramid with two planes, and then it's just totally obvious. EL: Okay, I'll have to sit down and try to visualize that a little better. KK: Right, isn't the simplest proof, don't you use three, you have to go into 3d and then it sort of, like you say, sort of becomes obvious? DT: Exactly, yes, yes. Yes. That's one of those. Yeah, that's one of those cases, and that was so great! You know, you just jump out, and then it's obvious. And then it's also, the other thing is, if you are having — so you know, like you can imagine that you are having a book, or though now you're having a point, and then you are projecting a triangle, and then all you do is, you imagine that those lines, that it stretches, and then all you do is you open it up in one plane. And there's the theorem. KK: There’s the proof. Yep, I wish our listeners could have just seen that. DT: I don't know how to describe. KK: So this actually came up for you in school in Latvia? Like, your instructor actually taught? DT: No, I believe I was reading something from Martin Gardner, or something outside, but I did have a wonderful geometry teacher. EL: So you were interested in math very early in your education? DT: It was just one of my easiest subjects. I was interested more in literature and languages. That's what you are saying, you know, like an art. Math, it’s just something that comes by nothing. It’s just simple, just seeing things. KK: I mean, well, so Evelyn, maybe you had this experience. I mean, I became a mathematician because I was always good at math, right? It was the thing that I could easily do. And so it's sort of interesting that it was sort of the easy thing you could do, but you liked something else more? DT: Yes, that’s true. Yeah. EL: Yeah. I I had sort of a similar experience to you Daina, I think, where I was, you know,“good at math” — good at arithmetic, basically — in elementary school. And I liked the proofs in geometry, although I didn't understand that those were “real math” also. I thought it was just a diversion. KK: The two-column proofs? EL: Yeah, I liked the logic part of it. You're working it through, but I thought arithmetic was real math. And so yeah, I wasn't as interested in that. I was more interested in — I really liked science, but I did a lot of music also and stuff. But eventually, it wasn't until college, that I really kind of fell in love with it, and decided to devote my life to it in at least some form. KK: Including podcasts at this point. So yeah. DT: Well, you've been successful. KK: Sure. So, have you used this at all? I mean, Is this a theorem that you use in your own in your own mathematical work? Or is it just something that you just love? DT: No, I this is something which I love. Yes. Because, ya know, it’s — well, using it in teaching, you know, and sometimes I have used it talking in schools, you know, you go meet students and show them something, like, here are some fun and some beautiful things. But no, also I was teaching history of mathematics for many years, too. And I loved that Desargues himself, he never published his theorem. It was it was published by his student, Abraham Bosse. And I think he mentions exactly that Desargues had this three-dimensional proof. But also there was an interesting thing: When Desargues — he belonged to Mersenne’s circle circle, and that is the same circle where there were also Descartes and Pascal. And there was all this mathematical writing and just that exchanging of ideas, so that's fun. I was trying to find out, I know there was a some, in discrete mathematics, there is this 10-line configuration, and then that can be used to solve some problem. And I remember there was some sports problem, but I didn't remember like, you know, just precisely what. It’s interesting. And then the other thing which I like, about this, not only this perspective, but that you can exchange points with lines and lines with points. EL: Yeah. DT: Yeah, so in some ways, maybe this is why I was getting more interested in mathematics, like what's beyond what we learned in school. This was this was like, I guess a very first example that I found that is something more about math, you know, more fun than you'll learn in school — which I wouldn't say that I was bored, but still, that there was something more. EL: Yeah, well, and you mentioned exchanging points for lines, which, I always feel like I've sort of pulled one over on someone if you could do that kind of duality thing. And you know, move intersections of lines to a different line, and then the points intersect at where the lines were, something like that, and so yeah, that's always very satisfying, I think. So part of this podcast is that we ask our guests to pair their theorem with something the way you might pair food and wine or food and your favorite jazz CD or something like that. I’m not appealing to the youths if I say CDs. I don't know if Gen Z knows what that is. DT: Yeah, it's like floppy disks. KK: You have to say vinyl now. EL: Or Spotify. But anyway, what have you chosen to pair with this theorem? DT: With travel. KK: Okay, yeah. DT: So for me like it is exactly because you can change these points and lines. And then if we go back to that, what I was talking about ,projecting the triangle through that one point. And that's what I was imagining if I was that point, and then I'm looking on someplace on this first triangle. but when I travel, it really expands what I'm seeing when I get to that second triangle and see it in reality, and then I can go back. And that would be like, exchanging, so that would be this duality. From that place, now I can see myself differently. EL: Oh, I love that. KK: This is a very thoughtful pairing. EL: Yeah. And where are some of your favorite places that you've traveled? DT: Well, there are places like, I always like to travel to Sicily. So this is a very, very significant place for me, because that's where I met my husband, and then we had returned back there, and it's never too much to go back there. So I liked that, well, we managed to travel, and I liked my travel to South Africa. And actually, what I like in my travels is to meet people. And I think that's what those those big triangles when you project is, you meet the people and you talk with people, and I don't travel like without some purpose. And mostly it can be like really meeting people and doing some workshop or talk, and then of course learning about the place where I am. EL: Yeah. And I always love how you learn both that the way you're used to doing things isn't the only way to do things, and that there are similarities across cultures, that we're all kind of the same in some way. So they're kind of those two contrasting ideas, but maybe they're dualistic in some way as well. DT: Yeah, it’s like one of the things, since I was in Europe, and I have been knitting a lot. And I come here, and I see that there is another way of knitting, and I'm just staring and it’s just so totally different. But at the end, well, we get we get to same thing. EL: Yeah, well, and since you bring that up, I did want to mention, as you said, you might be best known in the math community for your hyperbolic crocheting. And I know that Desargues’s theorem is from Euclidean geometry, not hyperbolic. But I would love to talk a little bit about kind of where hyperbolic crochet came from and how you got the idea to do that. Everyone loves it. DT: No, I'm glad. It's just because I had to teach hyperbolic geometry, and, well, it happened. It's like this. So it’s summer, so in a month, it's 25 years since I crocheted my very first plane. And I'm really surprised people are still interested in that. And then it's kind of now a usual thing. It’s also like with Desargues’s theorem, you go into 3-d and then the hyperbolic plane, you can see only in 3d, because if you if you project then those are maps, like on in 2-d, but in 3-d and then particularly, you can just touch it. And you can do a tactile exploration. My main purpose was exactly for my students, so that they could touch and explore it. Because I saw a paper model, which was done, but one thing is to glue a paper model, which I did, but then once you fold it, for the next class, you have to do it again. And it was like, okay, no, I need something more durable. Yeah, so it was really for teaching. And then it's interesting that this hyperbolic plane started to teach me. When I got suddenly, unexpectedly for me, invited for the first art show, you know, now I had to learn, okay, what does that mean? So finding colors and ways to express, so and it has been going on and on. KK: So, my wife actually crocheted me one once. So she, she can crochet really well, and it is remarkable to hold…

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    Episode 77 - Tien Chih Jul 13, 2022
    Show notes

    Episode 77 - Tien Chih Kevin Knudson & Evelyn Lamb Download Evelyn Lamb: Hello, and welcome to My Favorite Theorem, the math podcast with no quiz at the end. I'm Evelyn lamb, one of your hosts. I'm a freelance math and science writer in Salt Lake City, Utah, currently enjoying very beautiful spring mountains, which my guest and my cohost can see behind me in my Zoom background. And this is my co host. Kevin Knudson: Hi, I’m Kevin Knudson, professor of mathematics at the University of Florida. My wife and I are off to California this weekend. So, you know, she's she's a book artist, and there's a there's a big biannual, every two years is biannual, right? Or is that semiannual? EL: Maybe? KK: Who knows? EL: Biennial is also a word. Maybe they’re the same word? [Editor’s note: dictionary.com says biannual can mean the same thing as biennial (every two years) or semiannual (twice a year). The Oxford English Dictionary, on the other hand, says biannual means twice a year and biennial means every two years.] KK: Every two years. Except that this two years is this two years is three years, because two years ago was, well, anyway. EL: Right. KK: So yeah, so it's called CODEX, and she is exhibiting there, and I am tagging along because I like Berkeley. EL: Fun! KK: And we're going to do stupid things like spend too much for a meal at Chez Panisse. EL: That sounds great. KK: Yeah, we're really looking forward to it. So anyway, but let's talk math. EL: Yes. And we are excited today to be talking with Tien Chih. Tien, would you like to introduce yourself? Tien Chih: Hi, my name is Tien Chih, and I'm currently an assistant professor of mathematics at Montana State University Billings, which is a comprehensive teaching school in the middle of Montana. But later on this fall, I will be joining the faculty of Oxford College at Emory University. Oxford is college separate from the main campus of Emory that's a small liberal arts spin off, so students can do a small liberal arts experience with the first two years of their undergraduate degree at Emory and then go to the main campus to finish, so I'm really excited for that. KK: Yeah. And that's that that's a little bit outside of town, right? So Emory itself is in Decatur, correct? And the Oxford College is where? I know it's not right there. TC: Oxford, Georgia, about a half hour or 45 minutes or so east, I think. KK: Okay. Nice. EL: Yeah. Well, I am excited that we got you while you're still in Montana, because I just love having guests who are also in the Mountain Time Zone because that they don't think I'm, you know, a layabout because I never want to do anything before 11am. KK: This is a common problem we have. EL: Yeah, I am excited, I'll be going to Glacier, or I'm working on planning a trip to Glacier National Park for this summer, which I know isn't actually that close to Billings, because Montana is enormous. But I think it will be very beautiful. Some of the pictures that you post sometimes are really beautiful with the scenery up there in Montana. I'm sure, maybe you're a little behind us on the spring timeline, but similar mountain beauty. TC: Yeah, I went to graduate school, actually at the University of Montana in Missoula, which is much closer to Glacier. So while I was a grad student I managed to go up there a couple of times, and you're in for a really good time this summer. EL: Yeah, I'm excited. KK: Excellent. EL: Yeah, well, let's dive into the math. What math would you like to talk about today? TC: Okay, so my favorite theorem is not exactly a theorem, or is a theorem, depending on your point of view. But my favorite math concept that I'm going to talk about today is mathematical induction. There are a couple of reasons why I chose this. One is that I am a combinatorialist/graph theorist. In our field, we don't have a lot of big foundational theorems or theories. In our line of research, we tend not to build skyscrapers, we tend to sprawl. And so because of that there aren't like these big foundation things, so it's hard to point at, like, one theorem and say this is a key theorem in our discipline, but the idea of induction is always present in our work, and especially in my work. Another reason I like induction is because I do a lot of math outreach kind of things. I'm involved in the Math Circle community quite heavily. I run a student circle here at MSU Billings. And mathematical induction is one of those things that almost all students, even children, intuitively understand. The actual mechanisms and formal logic, of course, is not something most people are familiar with. But this idea of if you have something that's true, and you know, you can do this thing, and it's still true, that this means that it just keeps being true, that’s something that students inherently just grasp right away, especially if you compare it with visuals. So I think there's a lot of concepts in math that are like this, that are technically kind of difficult results to articulate, but intuitively, everyone already understands them to some extent. KK: Right. EL: Yeah. And you mentioned visuals. So what are some of the visuals you might use to describe induction? TC: So one of the classic induction proofs that you would give as an example or an exercise in an intro to proofs class is the proof that the sum of the first n odds is n squared. And very often with as presented, that's done with the usual algebra, and the flip, and then the 2k+1 and all of that. But you can easily show that if you take a square, and you take a two by two square, you have to draw a one by one by one extra L around the original square to get the two by two square. And then you get the three by three square by drawing a two by two by one L around the two by two square. And then you just say, Okay, you keep doing that, right. And most students or people without formal mathematical training will recognize, oh yeah, that just keeps happening. But the “keeps happening” is induction, right? That's what we don't say out loud, but that's inherently in this reasoning. KK: That’s a good visual, because as you say, the algebra — I mean, so when we teach our sort of intro to proofs course, this is where students really get their first taste of induction. And I think it's kind of cold, right? So you say, okay, yeah, so it works for the base case: check. You know, so 1=1. All right, we understand that. And then you say, assume it's true for k and then show it's true for k+1. And I think students learn this mechanically, but I'm never sure that they really grasp what's going on. EL: Yeah, well, and you if you've learned it by manipulating, you know, like k+1, and, you know, multiply that out to square it or something, that sometimes does remove you from actually thinking about the concepts. I mean, it's an important way to be able to work, but if you have pennies that you're arranging on a desk, or cards, or something in a square, that can be a lot more like, yeah, look what's happening. Here's the next odd number, here we go. Yeah. So just maybe to back up for a moment. Maybe we should actually, state, you know, what induction is? Because it is I mean, it as you said, it's an idea that a lot of people will intuitively feel is correct, but might not have have actually seen as you know, this like packaged, you know, with a little definition bow on the top kind of thing. TC: Right. So the idea of induction is you need two prerequisites. One is a statement, at least one typically integer value for which that statement is true. So you have a statement, let's say capital P, at an integer k, and we verify that P(k) is true. And then we couple that with an argument that shows that anytime something is true for, say, an n, it must also be true for n+1. So P(n) implies P(n+1), then starting at k, the statement is true for all n greater than or equal to k, so for k and then k+1, and then the implication gives you k+2, and so on. And then you keep going. KK: And so the visual that I sometimes use with students is you know, it's imagine you have an infinite line of dominoes. If you knock down the first one, they're all going to fall down, right? Which isn't exactly correct, but it's a reasonable visual. EL: There’s this TV show — not to derail totally, but I'm about to — I think, I don't remember if it's called Domino Wars, or Domino Masters, or something like that it [Editor’s note: It is called Domino Masters, and mathematician Danica McKellar is one of the hosts]. We were in a hotel room flipping through channels, and we saw this and they make these domino things, and in fact, sometimes not all the dominoes fall down when you push the first domino because there's some sort of problem in the the domino line of implications there. But in mathematics, the dominoes are all set up at you know, just the right distance or angle that they do fall down. KK: Ideal dominoes, right? EL: Yes.TC: Although sometimes the dominoes, you can find arguments that that end up skipping a step in some of the dominoes. And so I don't know if you've ever seen these induction, like non-proofs. But I give this one as a challenge to my discrete math students: All cows have the same color. KK: Yes. TC: Yes. EL: I don't think I — so this sounds familiar, but I don't remember what it is. KK: Well, I’ll let Tien tell us, but I have a story about this. So when I was an undergrad at Virginia Tech and MAA members almost universally heard of Bud Brown, who was very well-known among the MAA community and really entertaining and won the Polya award several times for the things he wrote. And this was his standard joke about induction. He used horses instead of cows. But yeah, let us let us hear the theorem that all cows are the same color. TC: So let's prove via induction that all cows are the same color. So we start with a base case, n=1, and we say, all right, if we have one cow it’s the same color as itself, ergo for a size of set n=1, all cows are the same color. And then, all right, we assume that it’s true for a set of size k and say, all right, so let's take a set of k+1 cows. Well, by induction, we know the first k cows are the same color. And by induction, we also know the last k cows have the same color. And so ergo the k−1 cows in the overlap, they're also the same color. And more importantly, the first cow has to be the same color as the k−1. The last cow must also be the same color as the k−1. So all k+1 cows are the same color, right? EL: Yeah. Convinced me. KK: Sure. EL: We only see one color of cow. KK: Right? But you know, for Bud’s joke, it was somehow he made this work where it's like, well, that's a horse of a different color. And now the trick, of course, is to get your students to understand why that proof doesn't work. Because it seems convincing. Right? TC: Yes. KK: It feels pretty good. So why don't you explain to our readers why it doesn't work. TC: So it is a true statement at a certain point that this first cow — in a sense, a true statement that the first call has to be the same color as the middle k−1, as does the last cow. But of course, if k is 1 as in the base case, then that’s zero cows, so it's vacuously true. So the first and the second cow are not not the same color as the middle k−1. But that’s not useful information. So this is what what pops into my — visually, how I interpret this, is as that missing domino, right? We actually took away the second domino, right, the n=2 case, and so because that domino is missing, that induction obviously does not carry through and we have more than one color of cow on this planet. KK: Yeah. And what's fun about induction is you never stop using it. So you know, you're a combinatorialist, you're clearly going to use it all the time. I'm teaching graduate algebraic topology this term and just maybe two weeks ago, I used induction. I was computing the cohomology of the Eilenberg-MacLane spaces of type K(Z,n). And it's a double induction, because you know case 1 and so you pull yourself from something odd to something even. And then it's a different argument for something even to something odd. So, it just never stops. EL: So I guess I'm going to betray my naivety about like what combinatorialists do, but as a combinatorialist are you kind of mostly using like the regular induction, not transfinite or you know, some spicier flavor of induction. I don't know, do you have to induction — I’m even forgetting, there are a few different ones that you know go for, like different types of sets. So rather than the integers, you can do induction on real numbers, right, if you set things up right. But are you basically just doing it on the integers mostly? That's the only place I would want to do it. TC: Yeah. Don't feel bad if you don't know what combinatorialists are doing. Most of us don't know what each other are doing. Right? Again, the sprawl that we talked about. Yes. So in my case, I try not to even deal with infinite things that aren't countable. I have to for some of my constructions, but I would prefer not to have to do anything uncountable. And so yeah, I'm only doing, me in particular, I'm only doing induction on integers. I'm certain if you define graphs on uncountable sets, or this sort of thing, then it would make sense possibly to invoke Zorn's lemma or those other kinds of induction-ish things, but that's not what I do. EL: So well, the base version is powerful enough, I mean, I don't want to besmirch the fine name of induction. So you know, of course, this is important in your work. My big experience, really learning about induction in my first heavy-duty proofs class in college was a transformative moment, for me, in really being able to work with axioms and stuff. So it's also really important to me, maybe from a pedagogical — I mean, I was the one being pedagog’d at — but, you know, from a pedagogical point of view, I think it is also really important. Do you find that too? Is this a really important moment for your students? TC: I think so. I think — again, like I said, the idea of induction is something that’s inherent in us, I think, but it's like this idea that you're able to keep doing something. And so when I cover induction, I kind of also use it as maybe one of the first examples where you try to you try to formalize what your intuition told you to do anyway. And there is often a tendency I notice when teaching entrance to proofs type classes that because the idea of writing proofs is such a new thing, that somehow, it's totally like — when they write these proofs, they want to use a lot of jargon, and symbols and theorems maybe that they learn. And it sometimes can get away from their actual understanding of what it is they're trying to prove. So when we start with induction, it’s like, look, you tell me why this is true without trying to prove it, just tell me why it's true. And our goal is to turn that into math, and then also clean up any loose bits or cases or whatever, along the way. But that's really what we're trying to do. So if we're trying to improve that, you know, again, the sum of the first n odds is n squared. It's like, all right, why is that? Tell me why I keep adding these rows, and it still keeps being a square. Okay, now what we need to do is just make that concrete. And that's such an important skill throughout, right, because you can't reasonably prove anything unless you have some idea of why this thing might be true. And…

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    Episode 76 - Math Students of CSULA Jun 09, 2022
    Show notes

    Episode 76 - Math Students of CSULA Kevin Knudson & Evelyn Lamb Download Kevin Knudson: Welcome to my favorite theorem, a math podcast with no quiz at the end. I'm Kevin Knudson, professor of mathematics at the University of Florida, and I am joined by your other co-host person. Evelyn Lamb: Hi, I am Evelyn Lamb, a freelance math and science writer in Salt Lake City, Utah. And I was actually thinking we should have a quiz at the end of this one. KK: We really should. EL: It’s just so jam-packed. There's gonna be so many different things floating around. So, like, be prepared…actually don't because we haven't prepared a quiz for you, so we don’t want you to be disappointed. KK: I’ll start writing the quiz now. Yeah, today we have an interesting new experiment that we're going to try. So Mike Krebs from Cal State University in Los Angeles reached out to us with an idea. Mike, why don't you just introduce yourself and explain? Mike Krebs: Hi, my name is Mike Krebs. I'm a professor of mathematics at California State University Los Angeles. Graduation is tomorrow, and I think our students have had enough of quizzes, so thank you for passing on the quiz. Yeah, I listen to a lot of podcasts, and my origin story of finding your podcast is sometimes to find a new one, I will go to Wikipedia and click the “random article” button, and then whatever comes up, search to find a podcast on that. KK: Okay. MK: I found various things that way like the story of Sylvia Weiner, an octogenarian marathon runner, and so on and so forth. And then one time, I clicked “random article,” and up came a page on differential geometry of surfaces. KK: Okay. MK: And one Google Search later, I started screaming at my laptop, “There’s a podcast called My Favorite Theorem!” So, yeah, I discovered that at the time I was teaching, this past semester, a capstone course for our math majors, in which students select a topic and then have to write about it and present about it. And I said, “Oh, I wonder if the good folks at my favorite theorem would be interested in doing something like that with students.” So I recruited some students from that class, as well as a bunch of other students from our university. And here we are now. KK: All right. EL: That’s amazing. And so you're mostly graduating seniors about to graduate and you're spending the morning before your graduation with us? I feel so honored. KK: I really do. This is something else. Yeah. EL: Well, let's get to it. KK: We have nine students. And so as Mike pointed out, there are nine factorial or 362,880 possibilities here. And we have chosen one of those orders. EL: Yes. You know, if you so choose, you can always divide this into tracks and listen to them in every possible order and then get back to us and tell us what the optimal order would have been. But for now, it's the order in which they appeared on my Zoom screen. So our first guest today is Pablo Martinez Gutierrez. Great to have you. Would you like to say a little bit about yourself and let us know your favorite theorem? Pablo Martinez Gutierrez: Hi, thank you for having me on the show. Yes, I'm Pablo. I'm currently a math undergraduate at Cal State LA, hoping to complete my Bachelor's, not this semester, but hopefully next fall next semester. And my favorite theorem that I'm covering for today is Euler’s formula and Euler’s identity. It's something that I got exposed to back in Professor Krebs’s class when I took his class for differential equations. He was teaching us about second order linear homogeneous differential equations. And in one class session, he introduced the topic of Euler’s formula and identity as a side gem. And I was like, “Oh my goodness, this thing is so incredibly beautiful.” The way that I learned it in his class was he introduced the mathematical expression ex as a Taylor series, and he expanded it out as a series. And then when plugging in eix, then you spat out that series and because of the i, something interesting happens where it starts to be, you could split it up into two individual, or two smaller series, so to speak, of cosine, and i sine x. So you would have the expression eix equal to cosine x plus i sine x. And that to me just seemed that for me, it was like I was gobsmacked. It was just baffling. It was incredible. EL: Yeah, everything just falls out after that, right? PMG: Yeah, you're seeing all these terms that come from math, you have e, that comes from compounded interest back when you're learning about it in algebra, you have sine and cosine, that are coming in from the unit circle and trig. And then you have i from complex numbers. So all those just coming in together is is like mind-boggling, right? And then if that wasn't amazing in and of itself, something interesting and amazing, even more amazing, happens when you plug in π for x, right? So you have eiπ is equal to cosine π plus i sine π. And so the cosine π just becomes negative one. And the i sine π becomes zero, which just goes away. So then you have eiπ equal to negative one. And then if you add one to both sides, you get eiπ+1 is equal to zero. And that's just — when I saw it, I was in awe. And I was just like, how do these things align and assemble so beautifully and neatly and concisely? It doesn't seem like, it seems crazy that it would happen that way. EL: I have an unpopular, or possibly controversial opinion about this, which is, it's cooler to leave it with the minus one on the other side, instead of doing the plus one equals zero. Don't cancel me for my controversial Euler formula takes, but I’ve just got to put that out there. KK: My favorite part about complex exponentials like this is that you can forget all of those sum formulas, right? Like, if you want to know the cosine of three theta, you just use the complex exponential. It makes your life so much simpler. So that's my fun thing. Okay, this is a really beautiful fact. So what have you chosen to pair with this fact? PMG: So my pairing for this formula and identity is this. I don't know if anyone's seen the Stephen Hawking movie Theory of Everything. The ending scene of that movie has this musical score that I like to listen to, that evokes a similar feeling of elegance and beauty, and awe about the universe, which is the same feeling I get from this identity and formula. It's called the Arrival of the Birds by the Cinematic Orchestra and the London Metropolitan Orchestra. You can give it a listen on YouTube. And any you as you listen to it, it elicits that feeling of awe. EL: Yeah, listen to it while you do some complex integrals, maybe. I like it. Yeah. Thank you. KK: All right. PMG: Thank you. EL: Yes, well, the bar has been set high. But yeah, we will see — no, I won’t pit anyone against each other. Our next guest is Holly Kim. So yes, Holly, if you'd like to tell us about yourself, and tell us your favorite theorem.Holly Kim: Hi. So my name is Holly. And I'm currently a grad student at Cal State Los Angeles. And I'm not graduating this semester, so I still have about, like a year or year and a half before I graduate. But I'm happy to be here. So thank you for having me on the show as well. KK: Absolutely. HK: My favorite theorem is currently Ore’s theorem from graph theory, which states that for a given graph that’s simple and finite, and for two vertices that are distinct and non-adjacent, if the sum of the degrees of those two vertices is greater than or equal to the total number of vertices of your graph, then the graph is Hamiltonian, meaning you can find a Hamiltonian cycle, meaning you can find a spanning cycle that reaches every vertex once it's in the graph. So that one is my favorite. And it's interesting because I was not a math person when I got my bachelor's. So when I took my first proof-based course, the professor quickly mentioned Hamiltonian graphs. And I had not seen graph theory, I think in that form, at least, ever. So it was really interesting at that time. And he had made a joke about like, “It's not the Hamilton that they made the musical about.” And around that time, I thought that was so funny because I was also listening to Hamilton the musical, or had started listening to it, even though it had been out for a while by the time I'd taken that course. But it just sort of stuck with me, and I thought Hamiltonian graphs, and Hamilton the musical, they’re just sort of like, every time I thought about it, I thought, oh, how fun and how interesting and how funny Hamiltonian graphs are. And then what makes them even more interesting is that unlike Eulerian graphs, where you can tell a graph is Eulerian quickly by looking at the — you know, it's if and only if every vertex has an even degree. So then you know that graph is definitely learning. The Hamiltonian graphs don't have sort of a defining characteristic, like Eulerian graphs. So Hamiltonian graphs are sort of elusive, like there are some theorems that will work for certain families, or types of graphs, but nothing that quite, I think, captures, yes, for sure every graph — or this graph is Hamiltonian if and only if these conditions are satisfied. So it's not been discovered or found out yet. So that's my current favorite theorem. KK: I don't know this theorem. So this is sort of interesting, right? So it basically says that if you have two vertices in the graph that have enough edges out of them, basically, you're guaranteed a Hamiltonian cycle. That's just, that's pretty remarkable, actually. HK: Yeah, and the proof has like a funny — it's like a proof by contradiction, but there are certain edges, like you cannot have, as you construct this proof, otherwise, you will end up having a Hamiltonian cycle. So it's like, you’ve got to have just enough, but not too many, or where you actually end up with another, like a Hamiltonian cycle kind of embedded in, in your graph. And so it's very fun. The converse is of course not true. You can see, the other direction would not. EL: I'm sitting here trying to doodle myself a graph and see, but I think I think I need to do it a little bigger graph, because there weren't enough vertices in this one. And I can't doodle and talk at the same time. KK: I can’t either. What’s that about? EL: So yeah, no multitasking for me. KK: So what pairs well, with this theorem? HK: Well, it might be on the nose, but I'm going to do it anyway. I paired it with Hamilton the musical. And I've mentioned it before, but beyond just, it being a good soundtrack to listen to with just about everything, I thought, well, certainly, there must be a deeper connection I can draw between the musical and Hamiltonian graphs. And if you listen to the musical, a motif of it is that oh, Alexander Hamilton is just like never satisfied in terms of his goals and ambitions always wants to do more. And he's never at a point where he's like, Oh, I'm, I'm good. And I don't need to keep going. Just based on the musical. And I kind of thought that Hamiltonian graphs, they aren’t personifications of Alexander Hamilton, but that you know, there is nothing that quite satisfies them at this time, or at least as a whole, like Hamiltonian graphs as a whole. So, there is nothing that that would satisfy like, oh yeah, for sure, I am a Hamiltonian graph if these conditions are met. And so that was my connection. And if you want to go further, that symbol, like the iconic logo of Hamilton, or the Hamiltonian graph of Hamilton the musical, there is a star, which is isomorphic to a C5, a five-cycle, so my pairing was Hamilton the musical. EL: I like that. Well, just in case you have not seen it, there is an excellent parody of it. (singing) William Rowan Hamilton (end singing) of the the Alexander Hamilton song, done by, I'm forgetting the name of the YouTube channel [Editor’s note: it’s A Cappella Science]. I think it's it's run by a guy called Tim Blais, B-L-A-I-S. So, yeah, check that out. I was actually, I was trying to write a parody, I just would always get in my head that (singing) William Rowan Hamilton (end singing). HK: That’s so funny. EL: Then I discovered some other person did it already. But they've got a bunch of people coming in. They've got, like, someone playing Emmy Noether, and a few other math contemporaries. So yes, definitely check that out. We'll include a link to that in the show notes. Yes, excellent. We're doing great here. KK: Yeah. Who’s next? EL: So thank you, Holly. Bryce Van Ross, welcome to the podcast! BVR: Hi, thanks for having me. Excited to be here. I guess I'll introduce myself. EL: Yes, please do. BVR: My name is Bryce. Come tomorrow, I'll be a master's graduate in math from Cal State LA. So I'm pretty excited about that. KK: Congratulations! BVR: Thank you. Yeah, so the theorem today, I like learning a lot and learning new things. So in the process of choosing a theorem was like, find something new. I found the Hales–Jewett theorem, I believe that's how it's pronounced. The general idea is it's a combinatorial theorem, usually applied to game theory, and you start off with two positive integers, N and C. N would correspond to, for example, like a grid, right, like how many columns or how many rows you have in a grid, and C would correspond to the amount of players alternating in some game. So, the Hales–Jewett Theorem states that for any two positive integers N and C, there will exist some H-dimensional cube corresponding to that N and C. So by cube I mean, like an N by N by N by N H-many times, grid. Now, more than that, that theorem says that corresponding to that cube, there has to exist some, at least one, row, column, or diagonal that is all of the same color, which is pretty impressive. Yeah. And a great way to conceptualize that is, for example, like generalizing the notion of Tic-Tac-Toe, where you have a bunch of like Tic-Tac-Toe, grids as faces of some very big cube. This theorem tells us that, at some point, you're going to find a very long line that's either a row, a column or a diagonal where someone wins, guaranteeing that also someone loses. So that's the theorem I picked. KK: Wow, okay. EL: Yeah, so what what kind of — so you gave the example of Tic-Tac-Toe. I must admit I'm fairly ignorant in game theory. It's like, I sort of get, I like the part where you're like, Oh, you've got an N-dimensional, or H-dimensional cube. It’s the part where it's actually the games, that’s why I don't know that much about game theory. Because like, I'm a little bored by my that kind of thing. So what other kinds of games can show up in this? BVR: Yeah, I'm also unfamiliar with game theory, never even like read a book on game theory or taking a course, but from my understanding, you could extend it towards notions are familiar games like Connect 4, any turn-based game such that it requires somebody satisfying a line of something of the same color. EL: I know Game Theorists always have these super tricksy ways of like, oh, yeah, a chess game you could just make into this or, you know, Nim you can represent by this or, you know, any game you want, whether it's like a real game, like chess, or a math game like Nim. Yeah. Sorry, hashtag not all math games. But yeah, that's interesting. So you just kind of stumbled on this theorem in a some sort of curiosity rabbit hole? BVR: Lots of googling at 2am. And Wiki-ing at 2 am. KK: That's what happens. This sort of reminds me of Sperner’s lemma, right, where you try to, if you're coloring the vertices, you start coloring vertices, then you have to get a triangle with all the same colo…

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