Saturday, December 8, 2012

Winning the Ultimatum Game (Tuklas Vol. 14, No. 4 - Dec. 8, 2012)

WINNING THE ULTIMATUM GAME

In Mathematics and Economics, game theory serves as a powerful tool for determining a set of strategies that will maximize the reward (called the payoff) for an individual as he or she "plays" the game. This approach can be useful for answering questions as surprising as gender ratios, or straightforward competitions that are more in line with the idea of a game. In fact, mathematician John Nash, a Nobel Prize in Economics winner, studied game theory intensively, and was able to construct a procedure to determine maximizing strategies. This is now known as the Nash Equilibrium, which simply put says that no player can increase his or her payoff without decreasing other players' payoffs.

We'll mainly use utility, which is just another word for satisfaction. Utility functions can help us relate the monetary amounts with the satisfaction that each player will get by receiving, or being deprived of, the said amount. From there, we define payoff as the utility of a certain outcome. That is, if we denote the payoff by \(\pi\), the utility function \(u\), and a certain action \(a\), and its outcome \(\omega(a)\), then \(\pi(a)=u(\omega(a))\).

The Game
Imagine this scenario: You and an enemy are strolling until you pick up 100 pesos. Now the two of you decide to divide the money in the following manner: You propose the division, and your enemy will decide whether he'll accept your proposal or not. If he or she accepts, you both get the proportion according to the offer. However, if he/she rejects, then both of you leave the money where you found it, and go along your way. This scenario actually provides the framework for games that involve competition, revenge and other similar cases.

Utility Functions, Payoff and Nash Equilibrium
Let's call the first and second players \(P1\) and \(P2\), respectively. In addition, we denote the fixed amount to be shared by \(x\). We will assume that the offers that \(P1\) can propose are discrete. This way, we can use a matrix of payoffs to determine the Nash Equilibrium.

Ultimatum Game With Discrete Strategies
We denote the strategies of \(P1\) by the percentage he or she will receive in his proposal. On the other hand, the strategies of accepting and rejecting an offer for \(P2\) will be denoted by \(A\) and \(R\), respectively. For argument's sake, we divide the amount in portions of 10. That is, \[\sigma_1=\{ 0,10,20,30,40,50,60,70,80,90,100\}, \]\[\sigma_2=\{A, R\}.\]Now let's go to the specifics of the payoff matrix. When \(P2\) accepts the offer of \(P1\), the payoff that they will receive is equal to the utility of the amount based from the offer. On the other hand, if \(P2\) rejects the offer, the payoff for \(P1\) will be \(u_1(0)\), the utility of gaining nothing. But for \(P2\), the payoff is equal to the utility of the deprived amount from \(P1\). Say both players have the same utility when receiving the amount, and for that we would use \(u(w)=w^{0.5}\) [2]. However, for \(P2\), there will be an added utility when he or she rejects the offer since \(P2\) acquires some satisfaction by depriving the first player of utility. Here, we will use the second utility function \(u_2(w)=w^2-0.00025w^4\) [1]. But since this utility will come from \(P1\)'s supposed satisfaction, \[u_2(w^{0.5})=w-0.00025w^2. (1)\]Hence, if \(P2\) rejects an offer where \(P1\) gets \(w\),\[ \pi_2(w,R)=u_2(\text{depriving }P1\text{ of }w)=w-0.00025w^2. \]Without evaluating for each of the utility values, our desired payoff matrix will look like the one found below.
Table 1: Payoff Matrix with Discrete Strategies
Based from this table and Equation (1), we can get each of the specific values.
Table 2: Payoff Matrix with Evaluated Values
To determine what is called the Pure Strategy Nash Equilibria, we just look at the cell/s in the matrix wherein both payoff values are both underlined. Looking at the table, there will be 5 Pure Strategy Nash Equilibria, namely: (60, R), (70, R), (80, R), (90, R), and (100, R) which is the same as saying \(P2\) would actually reject the proposal if he doesn’t receive at least 50% of the fixed amount.

There is actually another approach to the ultimatum game. It is a set of strategies called the cake-cutting algorithm for two players. It involves a cut-and-choose optimization, where the first player cuts the cake into whichever way he finds fair and the other chooses the half that he prefers. This algorithm accounts for the fact that distributions unequal in size can still be considered an equilibrium.

Some Applications
  1. In an episode of the television show Numb3rs, the mathematician explains to an FBI agent how sometimes, when under pressure, one can act illogically. To put a prison situation in context, he brings out $100, and explains the ultimatum game. The FBI agent divides the money 70:30, where she gives herself $70. The mathematician says that he will reject the offer. He emphasizes that one's desire for revenge can affect the choices he makes, and the seeming punishment that the other person will receive might be enough for the player. 
  2. Let the Spratlys group of islands be our fixed amount, and assume that the only competing countries are the Philippines and China. Being that China is the more powerful nation, they can be the one who proposes some amount to the Philippines. The question now is, what is the amount of land that China would propose to ultimately end the debate, assuming that both countries want to maximize their payoffs?
    Based from our findings, the split should have been 50-50. But we are actually forgetting several key information. The Philippines doesn't have the luxury to reject something like these islands because of the vast resources that they contain. In addition, we are not familiar with China's motivations behind the acquisition of these islands, so we may not be able to model it well.
    A possibly more appropriate way of analyzing this is through the leader-follower environment, rather than Nash Equilibrium. This serves as a dynamic approach to the Spratlys problem, where the more powerful country, China, moves first, and we base our strategies on that move.
ABOUT THE AUTHOR:
Victor Andrew Antonio is a Lecturer at the Ateneo de Manila University. He obtained his B.S. in Mathematics at the Ateneo de Manila University in 2012 and is currently taking his M.S. in Mathematics at the same university.

REFERENCES:
[1] Bowers Jr., et al. Actuarial Mathematics. 1997. The Society of Actuaries, Schaumburg, Illinois, USA.
[2] Norstad, J. An Introduction to Utility Theory. 1999. 1-27.

OLYMPIAD CORNER
from the Austrian Mathematical Olympiad, 2007

Problem: Let \(0 < x_0, x_1, x_2, \ldots, x_{669} < 1\) be pairwise different real numbers. Show that a pair \((x_i, x_j)\) exists such that \[ 0 < x_i x_j ( x_j - x_i ) < \frac{1}{2007} \]holds.

Solution: 


Without loss of generality, we assume \(0 < x_0 < x_1 < \ldots <x_{669} < 1\). 

Let \(a(i, j) = x_i x_j( x_j - x_i)\). Note that \[ ( x_i - x_j )^2 > 0 \Rightarrow {x_i}^2 + {x_j}^2 > 2x_i x_j \]Hence \[ \begin{align*} 3a(i, j) &= 3x_i x_j (x_j - x_i) \\ &= (2x_i x_j + x_i x_j)(x_j - x_i) \\ &< ({x_i}^2 + x_i x_j + {x_j}^2)(x_j - x_i) \\ &= {x_j}^3 - {x_i}^{3} \end{align*} \]for all indices \(i\) and \(j\). We therefore have \[ \sum_{i=1}^{669} 3a(i-1, i) < \sum_{i=1}^{669}({x_i}^{3}-{x_{i-1}}^3) ={x_{669}}^3 - {x_0}^3 < 1 \] and thus there exists an index \(i\) such that \[ 3a(i-1, i) < \frac{1}{669} \Rightarrow a(i-1, i)  < \frac{1}{2007}. \]
PROBLEMS
  1. Sherlock and Mycroft play a game which involves flipping a single fair coin. The coin is flipped repeatedly until one person wins. Sherlock wins if the sequence TTT (tails-tails-tails) shows up first while Mycroft wins if the sequence HTT (heads-tails-tails) shows up first. Who among the two has a higher probability of winning?
  2. In \(\Delta ABC\), \(D\) is the midpoint of \(AB\), \(E\) and \(F\) are on \(AC\) and \(BC\) respectively. Prove that the area of \(\Delta DEF\) is not greater than the sum of the areas of \(\Delta ADE\) and \(\Delta BDF\).
  3. Let \(n \geq 3\) be an odd number. Show that there is a number in the set \[ \{ 2^n - 1, 2^2 - 1, \ldots, 2^{n-1} - 1 \} \]which is divisible by \(n\).
We welcome readers to submit solutions to the problems posed below for publication consideration. Solutions may be submitted to the PEM facilitators on the deadline date or online via mactolentino@math.admu.edu.ph. Solutions must be preceded by the solver's name, school affiliation and year level. The deadline for submission is 12:00 PM January 12, 2013

SOLUTIONS
(for December 1, 2012)
  1. Let \(S(x)\) be the sum of the digits of the positive integer \(x\) in its decimal representation. Show that \(\frac{S(3x)}{S(x)}\) is bounded, or provide a counterexample that says otherwise. (Modified problem from the Mathematical Olympiad Summer Program, 1998)
    (partial credit for Clyde Wesley Ang [Chiang Kai Shek College], Hans Jarett Ong [Chiang Kai Shek  College], Jan Kedrick Ong [Chiang Kai Shek College] and Farrell Eldrian Wu [MGC New Life Christian Academy])

    SOLUTION: 
    Let \(M(x) = \frac{S(3x)}{S(x)}\). Since \(x\) is a positive integer, it is easy to see that \(M(x)\) is bounded below by 0. We now find an upper bound for \(M(x)\).

    Suppose we let \(a_k\ldots a_1\) and \(b_{k+1}b_k\ldots b_1\) be the decimal representations of \(x\) and \(3x\) respectively; that is, \[ x = a_1 + a_2*10 + a_2*10^2 \ldots a_k*10^{k-1}, \] \[ 3x = b_1 + b_2*10 + \ldots + b_{k+1}*10^k. \]If for each multiplication operation \(3a_i\) we denote the carry by \(c_i\), we obtain the set of equations\[ \begin{align*}
                3a_1 &= 10c_1 + b_1 \\
                3a_2 + c_1 &= 10c_2 + b_2 \\
                \vdots \quad & \quad \quad \vdots \\
                3a_{k-1} + c_{k-2} &= 10c_{k-1} + b_{k-1} \\
                3a_k + c_{k-1} &= 10b_{k+1} + b_k.
              \end{align*} \] Taking the sum, we have  \[ 3\sum a_i + \sum c_i = 10\sum c_i + \sum b_i + 9b_{k+1} \] \[ 3 = \frac{\sum b_i + 9b_{k+1} + 9\sum c_i}{\sum a_i} \Leftrightarrow 3 = M(x) + 9\left(\frac{b_{k+1} + \sum c_i}{\sum a_i}\right), \]where the terms on the right side are nonnegative. Furthermore, \(x=1\) yields \(M(x) = 3\). Hence, \(0 < M(x) \leq 3\) and is thus bounded.
  2. From the \(xy\)-plane, select five distinct points that have integer coordinates. Find the probability that there is a pair of points among the five whose midpoint has integer coordinates. (15th Philippine Mathematical Olympiad, Area Stage)
    (solved by Jecel Manabat [Valenzuela City Sci HS], Jan Kedrick Ong [Chiang Kai Shek College], Jazzrine Tagle [Valenzuela City Science High School] and Farrell Eldrian Wu [MGC New Life Christian Academy]; partial credit for Clyde Wesley Ang [Chiang Kai Shek College], Kimberly Co [St. Stephen's], Hans Jarett Ong [Chiang Kai Shek College], Carl Joshua Quines [Valenzuela City Science HS] and Terence Tsai [Chiang Kai Shek College])

    SOLUTION: 
    A pair of points will have a midpoint with integer coordinates if both their \(x\) and \(y\) coordinates share the same parity. There are at most four ordered pairs with distinct parities, namely (odd, odd), (even, even), (odd, even) and (even, odd). Since there are five points, there will always be a pair of points that share the same parity and will thus have a midpoint with integer coordinates. Thus, the probability that a pair of points will have a midpoint with integer coordinates is equal to 1.
  3. Let \(ABCD\) be a convex quadrilateral. Prove that \(AC \perp BD\) if and only if \(AB^2+CD^2=AD^2+BC^2\). (Hungary Mathematical Competition, 1912)
    (solved by Farrell Eldrian Wu [MGC New Life Christian Academy]; partial credit for Clyde Wesley Ang [Chiang Kai Shek College], Kimberly Co [St. Stephen's], Hans Jarett Ong [Chiang Kai Shek College], Jan Kedrick Ong [Chiang Kai Shek College] and Terence Tsai [Chiang Kai Shek College])

    SOLUTION: 
    Suppose that \(AC\perp BD\) and let \(O\) be the point of intersection of \(AC\) and \(BD\). Then \[ \begin{align*}
                {AB}^2+{DC}^2 &= ({AO}^2+{BO}^2)+({CO}^2+{DO}^2) \\
                              &= ({AO}^2+{DO}^2)+({BO}^2+{CO}^2) \\
                              &= {AD}^2 + {BC}^2.
              \end{align*} \]Now suppose that \({AB}^2+{DC}^2={AD}^2+{BC}^2\) or equivalently, \({AB}^2-{AD}^2={BC}^2-{DC}^2\). Let \(A'\) and \(C'\) be the perpendicular projections of \(A\) and \(C\) on \(BD\) (respectively). Then we have \[ \begin{align*}
                {AB}^2 - {AD}^2 &= {A'B}^2 - {A'D}^2 &= BD(A'B-A'D), \\
                {BC}^2 - {DC}^2 &= {BC'}^2 - {C'D}^2 &= BD(BC'-C'D),
              \end{align*} \]therefore \(BA' - A'D = BC' - C'D\), implying that \(A'\) and \(C'\) are coincident, hence \(AC \perp BD\).
ERRATA
Renzo Tan [Chiang Kai Shek College] was not credited for answering problems 4 and 6.

Wednesday, December 5, 2012

Saturday, December 1, 2012

The Rewards of Risk (Tuklas Vol. 14, No. 3 - Dec. 1, 2012)

THE REWARDS OF RISK

In our capitalist society, money is power. Money drives the economy on a large scale. On a basic level, money allows us to buy the things we want and/or need. However, some people have lots of money and some don't. This now creates an interesting phenomenon wherein some people have more money than what they need and some need more money than what they have. Since there is a discrepancy, those who are in need borrow money from those who have a lot. We distinguish between these two types of people by calling them borrowers and lenders (respectively). 

Borrowers need money for reasons as varied as starting up a business, buying a car or a house, or paying for tution. Lenders, on the other hand, lend money primarily because they have a lot of it. Nevertheless, lending is not the only option they have. They may opt to spend the money, keep it in their wallets, invest it in their existing or start-up business, or lend it. The question now is, what do they do with the money?

Since we're assuming that the money in question is in excess of what they spend (a surplus, if you will) then we can assume that they will not choose to spend the money. Choosing to keep the money in their wallets, inside their safes or under their mattresses would not be a very wise decision. When you keep P1000 in your wallet, it will still be P1000 by the end of the day. Keep it in your wallet for a year, and it will still be P1000 after a year.

What may be better options? Bank deposits return 0.375% annually. That means, if you deposit P1000 in your bank, your money will be P1003.75 after 1 year. On the other hand, starting up a business may give a higher return for your investment. I emphasize the word may since there is a chance that won't happen. Consider the likes of Mark Zuckerberg, the founder of Facebook. He invested his money to start up a business and it is now worth $50 billion. This business can and will earn so much more than choosing to deposit your money in a bank. Of course, that's one out of the hundreds and thousands of people struggling to establish their own business. How many other Zuckerbergs have you heard of? Furthermore, by starting up a business, you will need to invest a lot of time, effort and courage to take risks for you to end up with that return... and that return might not even materialize.

Entrepreneurs like Mark Zuckerberg might not have much money to start the business but need to borrow to be able to provide the resources. That is where lenders come to the picture. To simplify things, let's say these lenders, also called investors, will help finance the project for an exact return. For example, Zuckerberg borrows $40,000 from Investor A for an interest of 30% after a year. Investor A will receive $52,000 after a year. If \(r\) is the interest rate, \(P\) is the principal or initial amount and \(A\) is the final amount, the equation of interest is \[ \begin{align*} A &=P+Pr \\ A &=P(1+r) \\ 52,000&=40,000*(1+0.3), \end{align*} \] which means Mark Zuckerberg pays $12,000 extra at the end of the year to borrow $40,000.

Aside from start-up businesses, governments can also borrow money from the public to build roads and other projects. The Philippine government issues what is called Treasury bills and Treasury bonds. Interest will be around 4% per annum. That means, if the government borrowed $40,000 from you, you will only expect $41,600 at the end of the year earning only $1,600. Why is there a discrepancy?

First, we have to understand that there is much larger risk in investing in a start-up business compared to investing in the government. Start-up businesses are more likely to be unable to pay back the debt due to bad management, uncontrollable market conditions, operational risks, etc. The Philippine Government, on the other hand, will never run out of cash because it can always print more money. If both of them have an interest of 4%, of course you would prefer the one with the higher chance to pay back. That is why riskier borrowers increase their interest rate to attract lenders.

There are many things that one can do with excess money to produce even more money. It all  just depends on the amount of money that one wishes to make versus the level of risk that one is willing to take.

ABOUT THE AUTHOR:
Allen Dominique Torres is an Instructor at the Ateneo de Manila University. He obtained his B.S. and Master's degree in Applied Mathematics, major in Mathematical Finance at the Ateneo de Manila University in 2010 and 2011, respectively.

OLYMPIAD CORNER
from the Singapore National Team Selection Test for IMO, 2001/2002

Problem: In the acute \(\Delta ABC\), let \(D\) be the foot of the perpendicular from \(A\) to \(BC\), let \(E\) be the foot of the perpendicular from \(D\) to \(AC\), and let \(F\) be a point on the line segment \(DE\). Prove that \(AF\) is perpendicular to \(BE\) if and only if \(FE/FD=BD/DC\).

Solution: 
Let \(G\) be the point on \(CE\) such that \(DG\) is parallel to \(BE\). Hence \(\Delta EBC\sim \Delta GDC\), which implies that \(\angle EBC=\angle GDC\) and \(EG/GC=BD/DC\). 

Note also that \(\Delta ADE\sim \Delta DCE\), since \(\Delta ADC\) is a right triangle and \(DE\perp AC\). 

Let \(H\) be the point of intersection between \(AF\) and \(BE\). We now make the following equivalent statements. \[ \begin{align*} FE/FD &= BD/DC \\ &\Leftrightarrow FE/FD=EG/GC \\ &\Leftrightarrow \Delta ADF\text{ }\sim \Delta DCG \\ &\Leftrightarrow \angle DAF=\angle GDC \\ &\Leftrightarrow \angle DAF=\angle EBD \\ &\Leftrightarrow \text{quadrilateral }ABDH\text{ is cyclic} \\ &\Leftrightarrow \angle ADB=\angle AHB=90^{\circ } \\ &\Leftrightarrow AF\perp BE \end{align*} \]

Remark: The statement \(FE/FD=EG/GC\Leftrightarrow \Delta ADF \sim \Delta DGC\) is based on the similarity of \(\Delta ADE\) and \(\Delta DCE\), where the cevians \(AF\) and \(DG\) divide \(DE\) and \(EC\), respectively, in the same proportion (\(FE/FD=EG/GC\)).

PROBLEMS
  1. Let \(S(x)\) be the sum of the digits of the positive integer \(x\) in its decimal representation. Show that \(\frac{S(3x)}{S(x)}\) is bounded, or provide a counterexample that says otherwise.
  2. From the \(xy\)-plane, select five distinct points that have integer coordinates. Find the probability that there is a pair of points among the five whose midpoint has integer coordinates.
  3. Let \(ABCD\) be a convex quadrilateral. Prove that \(AC \perp BD\) if and only if \(AB^2+CD^2=AD^2+BC^2\).
We welcome readers to submit solutions to the problems posed above for publication consideration. Solutions may be submitted to the PEM facilitators on the deadline date or online via mactolentino@math.admu.edu.ph. Solutions must be preceded by the solver's name, school affiliation and year level. The deadline for submission is 12:00 PM December 8, 2012

SOLUTIONS
(for November 24, 2012)
NOTE: The answers sent via email have not yet been checked. Those who provided correct and complete solutions prior to this problem set's deadline (12:00PM December 1, 2012) will be credited within the week.
  1. Prove that the sum of squares of 3, 4, 5, or 6 consecutive integers is not a perfect square.  (Mathematical Olympiad Summer Program, 1998)
    (solved by Clyde Wesley Ang [Chiang Kai Shek College], Jecel Manabat [Valenzuela City Sci HS], Jazzrine Tagle [Valenzuela City HS], Renzo Tan [Chiang Kai Shek College], Terence Tsai [Chiang Kai Shek College] and Farrell Eldrian Wu [MGC New Life Christian Academy]; partial credit for Kimberly Co [St. Stephen's])

    SOLUTION: 
    Define \(S(n,k)\) to be \[S(n,k)=n^2+(n+1)^2+\ldots+(n+k-1)^2,\] or the sum of squares of \(k\) consecutive integers starting with \(n\). We now consider each case separately.
         
    CASE 1: \(S(n-1,3)=3n^2+2\equiv 2\text{ mod }3\) hence the sum of 3 consecutive integers is not a perfect square.
         
    CASE 2: \(S(n,4)=4(n^2+3n+3)+2\equiv 2\text{ mod }4\) hence the sum of 4 consecutive integers is not a perfect square.
         
    CASE 3: \(S(n-2,5)=5(n^2+2)\equiv 2\text{ mod }4\) if \(n\) is even or \(3\text{ mod }4\) if \(n\) is odd, hence the sum of 5 consecutive integers is not a perfect square.

    CASE 4: \(S(n-2,6)=6n(n+1)+19\equiv 3\text{ mod }4\) since \(6n(n+1)\) is always even, hence the sum of 6 consecutive integers is not a perfect square.

    Note that \(16 = 4^2 = 3^2 + 5 + 2\) is an example indicating that a perfect square may not necessarily be expressed as a perfect square trinomial.
  2. If it is possible to construct a triangle with side length \(a<b<c\), prove that it is possible to construct a triangle with side lengths \(\sqrt{a}<\sqrt{b}<\sqrt{c}\); also, show that the converse is false. (Taken from Inequalities by Manfrino, Ortega, and Delgado)
    (solved by Clyde Wesley Ang [Chiang Kai Shek College], Hans Jarett Ong [Chiang Kai Shek College], Jan Kedrick Ong [Chiang Kai Shek College] and Farrell Eldrian Wu [MGC New Life Christian Academy]; partial credit for Gabrielle Bruce [AC] and Terence Tsai [Chiang Kai Shek College])

    SOLUTION: 
    Note that \[ c<a+b \Rightarrow c<a+b+2\sqrt{ab} = \left(\sqrt{a} + \sqrt{b}\right)^2 \Rightarrow \sqrt{c}<\sqrt{a}+\sqrt{b}. \] To disprove the converse, consider the example with \(a=4\), \(b=9\) and \(c=16\).
  3. Prove that among any seven distinct integers, there must be two such that their sum or difference is divisible by 10. (China Mathematical Competitions for Secondary Schools, 2002)
    (solved by Clyde Wesley Ang [Chiang Kai Shek College], Milet Aquino [Saint Pedro Poveda College], Jecel Manabat [Valenzuela City Sci HS], Hans Jarett Ong [Chiang Kai Shek College], Jan Kedrick Ong [Chiang Kai Shek College], Renzo Tan [Chiang Kai Shek College], Terence Tsai [Chiang Kai Shek College], Farrell Eldrian Wu [MGC New Life Christian Academy])

    SOLUTION: 
    We replace the integers by their remainder modulo 10. Recall that a number is divisible by 10 if its ones digit is a zero.

    Any pair of numbers whose sum or difference is divisible by 10 would fall under one of the following sets: \[ \{0,0\}, \{5,5\}, \{1,9\}, \{2,8\}, \{3,7\}, \{4,6\}. \]Since there are 7 remainders to choose from, we are assured that at least one set pair will appear, and thus would have a sum or difference divisible by 10.

ERRATA
There was a typographical error in the solution to Problem #1 that read \(\sin^\theta(2)\), which has been corrected to read \(\sin^2\theta(2)\).
There have been typographical errors in the past issues of Tuklas regarding the directions for the Problems section; "posed below" has been changed to "posed above."

Wednesday, November 28, 2012

Saturday, November 24, 2012

Reflections on Light, of Light (Tuklas Vol. 14, No. 2 - Nov. 24, 2012)

REFLECTIONS ON LIGHT, OF LIGHT

The theory of light is an interesting phenomenon to study because of its curious mathematics (such as in this article [1]) and the many discoveries it leads to. Light has many uses, ranging from the prehistoric to the modern: keeping us warm, cooking the food of our neighborhood caveman, and decorating our Christmas trees with dancing colors. Let us now take a look at some of light's quirks and behaviors.

Images are formed when light rays strike an object from all directions and then come together to converge at a single point. The image is formed at the point where the light rays converge. A very common example is found in a very unlikely location: the bathroom, where mirrors are placed so that ladies and gents can spend countless hours preserving their vanity! A movie projector, on the other hand, uses light to broadcast the image on a screen. Note that the most common light that we see is one that is incoherent in nature. It comes from all directions, like light from the sun, or the common fluorescent light. Since the light comes from everywhere without a single direction, we naturally need to have a screen where the image is to be seen, otherwise there is no image at all!

So is it possible to form an image without a screen? Is it possible to bring light rays that travel in all direction to converge at one point?

Welcome the parabolic mirror. This novelty device sold in many toy shops is shaped like a three-dimensional parabola (for which the proper term is a paraboloid). This device is made of two mirrors: one opening up and one facing down. They are shaped in such a way that the focus of the lower mirror is the vertex of the upper mirror, and vice versa. The construction of these mirrors are very meticulous so that the entire setup works fabulously!

Let the lower mirror have an equation \(y=ax^2\). The vertex of the parabola is conveniently located at the origin. The focus of the parabola is located at the point \(\left (0, \frac{1}{4a} \right )\). This focus should be the vertex of the inverted parabola. So the upper mirror must have an equation \(y-\frac{1}{4a} = -x^2\). The line segment containing the intersections of the parabola is the width of the mirror. This is how wide any parabolic mirror should be for a given value of \(a\); otherwise, the desired 'wow-factor' cannot be achieved.
Figure 1: A schematic of the parabolic mirror.
Light, such as that which comes from the sun, comes from all directions. When it strikes a surface at an angle, it will reflect light at the same angle (Snell's Law). This phenomenon is easily seen on flat surfaces, but presents a challenge to surfaces like parabolas since their surfaces are not flat at all! To solve this problem, the measurements of angles are made with respect to the normal of the surface.
When light rays strike the surface, they bounce within the two enclosed mirrors. Since the focus of one parabola is the vertex of the other, then the only way the light goes out is through the focus of the lower parabola. Hence, all light converges at the point \(\left (0,\frac{1}{4a}\right)\). A 'floating' image then appears at that point. 
Figure 3: In this image [2], the espresso cup and the coffee beans are just an image. It floats at the point where the focus of the lower parabola coincide.
ABOUT THE AUTHOR:
Clark Kendrick Go is an Instructor at the Ateneo de Manila University. He is currently taking his M.S. in Physics at the same university.

REFERENCES:
[1] Clark Kendrick Go, "Some Mathematics of Light", Tuklás Matemátika (Vol. 13, No. 8).
[2] Image taken from http://en.wikipedia.org/wiki/File:Mr._Espress_Cup_Web_copy.jpg.

OLYMPIAD CORNER
from the Canadian Mathematical Olympiad, 2002

Problem: Call a positive integer \(n\) practical if every positive integer less than or equal to \(n\) can be written as the sum of distinct divisors of \(n\). For example, the divisors of 6 are 1, 2, 3, and 6 . Since \[ 1=1,\quad 2=2,\quad 3=3,\quad 4=1+3,\quad 5=2+3,\quad 6=6, \] we see that 6 is practical.

Prove that the product of two practical numbers is also practical.

Solution: 
Let \(M\) and \(N\) be practical. Any \(k\leq MN\) can be expressed as \[ k=pN+q \] where \(0\leq p\leq M\) and \(0\leq q\leq N\).

Since \(M\) and \(N\) are practical, we can write \[p=a_1+\cdots+a_m,\quad q=b_1+\cdots+b_n, \] where the \(a_i\)'s are distinct divisors of \(M\) and the \(b_j\)'s are distinct divisors of \(N\). Hence \[ \begin{align*} k &= \left( a_1+\cdots+a_m\right)N+b_1+\cdots+b_n \\ &= a_1 N+\cdots +a_m N+b_1+\cdots +b_n \end{align*} \] Note that each \(a_i N\) and \(b_j\) are divisors of \(MN\). Since \(b_j\leq N\leq a_i N\) for any \(i, j\) and the \(a_i N\)'s and \(b_j\)'s are distinct, then the product \(MN\) is also practical.

PROBLEMS
  1. Prove that the sum of squares of 3, 4, 5, or 6 consecutive integers is not a perfect square.
  2. If it is possible to construct a triangle with side length \(a<b<c\), prove that it is possible to construct a triangle with side lengths \(\sqrt{a}<\sqrt{b}<\sqrt{c}\); also, show that the converse is false.
  3. Prove that among any seven distinct integers, there must be two such that their sum or difference is divisible by 10.
We welcome readers to submit solutions to the problems posed below for publication consideration. Solutions may be submitted to the PEM facilitators on the deadline date or online via mactolentino@math.admu.edu.ph. Solutions must be preceded by the solver's name, school affiliation and year level. The deadline for submission is 12:00 PM December 1, 2012

SOLUTIONS
(for November 17, 2012)
  1. Find the solution set in \((-\frac{\pi}{2},\frac{\pi}{2})\) of the equation \[\log_2(1+\sin^2\theta+\sin^4\theta+\sin^6\theta+\ldots) = 1.\]
    (solved by Clyde Wesley Ang [Chiang Kai Shek College], Jecel Manabat [Valenzuela City Sci HS], Andrew Brandong Ong [Chiang Kai Shek College], Hans Jarett Ong [Chiang Kai Shek College] and Jan Kedrick Ong [Chiang Kai Shek College]; partial credit for Hanz Manguiat [Ateneo HS], Christian Jon Patagan [Regional Science HS III], Iliana Tan [Jubilee Christian Academy] and Farrell Eldrian Wu [MGC New Life Christian Academy])

    SOLUTION: 
    We have \[ \log_2(1+\sin^2\theta+\sin^4\theta+\sin^6\theta+\ldots) = \log_2\left(\sum_{i=0}^{\infty}\left[\sin^2\theta\right]^i\right) \] which (restricting \(\left|\sin^2\theta\right|<1\)) is an infinite geometric series thus \[ \log_2\left(\sum_{i=0}^{\infty}\left[\sin^2\theta\right]^i\right) = \log_2\left(\frac{1}{1-\sin^2\theta}\right) = 1, \] giving us \[ \frac{1}{1-\sin^2\theta} = 2 \] which yields \(\theta = \pm\frac{\pi}{4}\).

    Alternatively, we have \[ \begin{align*} 1+\sin^2\theta+\sin^4\theta+\sin^6\theta+\ldots &= 2 \\ \sin^2\theta+\sin^4\theta+\sin^6\theta+\ldots &= 1 \end{align*} \] hence \[ \begin{align*} 1 &= \sin^2\theta+\sin^4\theta+\sin^6\theta+\ldots \\ &= \sin^2\theta(1+\sin^2\theta+\sin^4\theta+\sin^6\theta+\ldots) \\ &= \sin^2\theta(2), \end{align*} \] which yields the same answer.
  2. Given that \(R\) is an inner point of \(\Delta ABC\). Prove that \[\frac{1}{2}(AB+BC+CA)<RA+RB+RC<AB+BC+CA.\] (Taken from Lecture Notes on Mathematical Olympiad Courses by Xu Jiagu)
    (solved by Clyde Wesley Ang [Chiang Kai Shek College], Hans Jarett Ong [Chiang Kai Shek College], Jan Kedrick Ong [Chiang Kai Shek College], Christian Jon Patagan [Regional Science HS III] and Farrell Eldrian Wu [MGC New Life Christian Academy]; partial credit for Kimberly Co [St. Stephen's] and Hanz Manguiat [Ateneo HS])

    SOLUTION: 
    We make extensive use of the triangle inequality. Extend \(BR\) to intersect \(AC\) at \(S\). Then  \[ AB+AC=AB+(AS+SC)>BS+SC=BR+(RS+SC)>BR+RC. \] This result can also be obtained by noting that since Heron's formula is a product of the side lengths, it is directly proportional to the side lengths (and thus the semiperimeter) giving us \[ \frac{AB+AC+BC}{2}>\frac{RB+RC+BC}{2}. \] Similarly, we have \(BA+BC>RC+RA\) and \(BC+CA>RA+RB\). Adding them together, we have \[ 2(AB+BC+CA)>2(RA+RB+RC), \] giving us \[ RA+RB+RC<AB+BC+CA. \] By the triangle inequality we have \(RA+RB>AB\), \(RB+RC>BC\), and \(RC+RA>CA\). Adding them together, we have \[ \frac{1}{2}(AB+BC+CA)<RA+RB+RC. \]
  3. Find the probability of obtaining two numbers \(x\) and \(y\) in the interval \([0,1]\) such that \[x^2-3xy+2y^2>0.\] (13th Philippine Mathematical Olympiad, Area Stage)
    (solved by Clyde Wesley Ang [Chiang Kai Shek College], Andrew Brandong Ong [Chiang Kai Shek College], Hans Jarett Ong [Chiang Kai Shek College], Jan Kedrick Ong [Chiang Kai Shek College]; partial credit for Jecel Manabat [Valenzuela City Sci HS] and Farrell Eldrian Wu [MGC New Life Christian Academy])

    SOLUTION: 
    Obtaining two numbers \(x\) and \(y\) in the interval \([0,1]\) is equal to obtaining ordered pairs \((x,y)\) in the unit square \([0,1]^2\).
    Furthermore, we note that \(x^2-3xy+2y^2 = (x-2y)(x-y) > 0\) implies that \[ P(x^2-3xy+2y^2 > 0) = P\left(\{x>2y,x>y\}\cup\{x<2y,x<y\}\right). \] Graphing the lines \(x=2y\), \(x=y\) and the unit square on the Cartesian plane, we can see that the shaded regions (see above) contain the points that satisfy our condition. Hence, the probability is \[ \frac{\frac{1}{2}+\frac{1}{4}}{1} = \frac{3}{4}. \]

ERRATA
The previous issue (released November 17, 2012) incorrectly numbered the Problems section.

Monday, November 19, 2012

Announcements (for Weeks 2 and 3)


The venue for the PEM session for teachers will be at the JG School of Management building, room SOM 111 (8:30AM-12:30PM).

The first PEM session for provincial students is moved to December 1, 2012 (instead of November 24, 2012). The venue is at the SEC C building, room SEC-C 201.

Please be guided accordingly.

Saturday, November 17, 2012

The Attraction of Mathematics (Tuklas Vol. 14, No. 1 - Nov. 17, 2012)

THE ATTRACTION OF MATHEMATICS

The physicist Eugene Wigner expressed awe at what he considered a mystery and a miracle, "The Unreasonable Effectiveness of Mathematics in the Natural Sciences." This is in fact the title of a now famous essay that he had written. It expounds on the power of mathematics when applied to the various fundamental theories in Physics. Wigner had in mind Newton's calculus as applied to his theory of mechanics and gravitation, Maxwell's equations on electromagnetism, Dirac's mathematical formalism of quantum theory, and Einstein's General Theory of Relativity. Wigner's work itself is about the so called group theoretical model of elementary particles and requires several years of study for students of Physics and Mathematics to understand.

For those of us without much mathematical preparation, mathematics can also be a source of awe, similar to what Wigner had experienced. To see what I mean, we look at a few aspects of mathematics (albeit superficial in such a short note) which hold some of its characteristic attractions for many people.

Math is a source of understanding and illumination. For instance, what does it mean for an Olympic sprinter to run a world record of 9.87 seconds in the 100-meter dash? If we divide both numbers by ten, we see that, on the average, the athlete ran 10 meters in less than one second.  Using a meter tape, one can see that 10 meters is a significant distance. To take another example, around 6 million Jews were killed in the Second World War, from 1939 to 1945. As the mind is unused to such a large number, try dividing 6 million by 6, then by 364. This comes out to 2747 Jews killed everyday for six years! As a last example, try to gain an understanding of the following phenomena: at the height of Michael Jordan's power and popularity in the NBA, his salary was 36 million dollars in one year.

These examples, simple as they are, show the great aid mathematics adds to our understanding. In the second example, our emotional response, one would hope, was heightened because of the real horror of more than a couple of thousand of murders daily. In the first and third, in addition to illumination, we experience that element which is common to good stories, that of surprise. Lest we belittle these small demonstrations, employing as they are only the basic operations, we can imagine that schoolchildren and accountants alike in the times of the Roman Empire had a grand time multiplying, say, XXIV (24) by XIX (19). To keep track of the Empire's population must have been quite difficult. 

More than simple understanding, mathematics shed deeper light on a few things we take for granted such as counting, the computation of areas, and the twin concepts of being outside and being inside a closed curve. 

To count the number of persons in a room, we mentally tick off one, two, three, etc. while pointing at each person in turn. We know that there are sufficient chairs in the room if there are empty chairs after everyone is seated, that is, there are chairs not corresponding to any person in the room. This one-to-one correspondence between objects counted and the abstract set of natural numbers is the essence of counting. That is why it takes a very little leap of the imagination to count to "infinity": after ticking off any number, however large, we just add 1. If we are now asked if there are many more natural numbers than positive even integers, it should not be too difficult to observe that the answer is no. One set has as much elements as the other. Indeed, the correspondence \(1\leftrightarrow 2,2\leftrightarrow 4,3\leftrightarrow 6\), etc. demonstrates the equality of the number of elements between the two sets. Similarly, there are as much natural numbers as there are odd numbers, and as much natural numbers as the squares 1, 4, 9, 16, and so on. Much more surprising is the fact that there are the same number of elements in the set of natural numbers as in the set of positive fractions. This is made much more counter-intuitive by the fact that the integers are "far" away from each other while between any two fractions, however close, there is a fraction in the middle of them.

In calculus, a very powerful result (the Fundamental Theorem) and a very simple algorithm (subtract the values of the antiderivative at the endpoints) will tell us that a figure such as the first curve shown below has a finite area, although it is not "closed" or "bounded." This considerably generalizes our notion of area and is one source of the power of the calculus. 
As a final example, look at the middle figure above and determine if the dots are inside or outside the closed curve. How do we determine the answer? The surprising solution is the same as the way we determine whether a point is inside or outside a circle. Indeed, it is not at all easy to determine if one is in or out. 

Mathematics, just like art, is a source of great creativity from its practitioners. Just witness the inexorable logic and beauty of two of the earliest mathematical proofs known to the ancient Greeks. The first is the incommensurability of the number \(\sqrt{2}\). This just means that \(\sqrt{2}\) is not a fraction. To begin the proof, suppose it is equal to the fraction \(\frac{p}{q}\) written in lowest terms.  Simple manipulation will give \(2p^2=q^2\). This implies that \(q^{2}\), hence also \(q\), is an even integer. Write \(q=2k\) and substitute it into our first equation to obtain \(2p^2=4k^2\), or \(p^{2}=2k^{2}\). This, in turn, means that \(p^{2}\), hence \(p\), is an even integer. The fact that both \(p\) and \(q\) are even contradicts our initial assumption that the fraction \(\frac{p}{q}\) is in lowest terms.

Now take a look at the second proof, this time on the fundamental result claiming the infinitude of primes. The prime numbers are the basic building block of all integers and hence of all numbers. They are the integers greater than 2 which are not divisible by any integer except 1 and itself. To show that the set of prime numbers has infinitely many elements, assume the contrary. To this end, suppose we have the complete list of all primes: \(p_1, p_2, p_3, \ldots, p_n\). Consider the number \(N = p_1p_2\cdots p_n + 1\). Then this number is not divisible by any of the primes \(p_{k}\) in our list, as the division always leaves the remainder 1. This indicates that \(N\) is itself prime. We have reached a contradiction to our assumption that we already have the complete list of all primes. 

The infinitude of primes is one of those simple statements in the Theory of Numbers whose proofs are either of great complexity or as yet undiscovered. Some of these are the Prime Number Theorem on the number of primes less than a given number, the twin prime conjecture on the infinitude of twin primes such as 11 and 13, 17 and 19, 29 and 31, etc., and Goldbach's conjecture which states that all large odd numbers can be written as the sum of two primes. Fairly recent mathematical achievements are the Fermat-Wiles Theorem (formerly Fermat's Last Theorem) and the solution by G. Perelman of the Poincare Conjecture on the possible shapes of 4-dimensional objects with given special properties. Mathematics is thus full of beautiful and immensely difficult problems the solution of which will bestow more than passing fame to those lucky and persistent enough to solve them.

ABOUT THE AUTHOR:
Job A. Nable is an Assistant Professor at the Ateneo de Manila University. He obtained his Ph.D. in Mathematics at the University of the Philippines.

OLYMPIAD CORNER
from the 51st National Mathematical Olympiad of Romania, 2000

Problem: Let \(p\) and \(q\) be positive integers such that \(1<q<p\), and \(a = \left( p + \sqrt{p^2+q} \right)^2\). Prove that \(a\) is an irrational number and that its fractional part is greater than \(0.75\).
Solution: 
It is easy to see that \(p^{2}<p^{2}+q<(p+1)^{2}\) therefore \(p^{2}+q\) is not a square, so \(\sqrt{p^{2}+q}\) is an irrational number. It follows that \[a=\left(\sqrt{p^2+q}+p\right)^2=2p^2+q+2p\sqrt{p^2+q}\] is also irrational. Let us consider the number \(b=\left(\sqrt{p^2+q}-p\right)^2\). Clearly, \(b\) is also irrational, hence, we have \(b>0\). By AM-GM inequality, \[\sqrt{p^2\left(p^2+q\right)}<\frac{p^2+\left(p^2+q^2\right)}{2}\] which leads to \[\sqrt{p^2+q}<\frac{2p^2+q}{2p}=p+\frac{q}{2p}\leq p+\frac{1}{2}.\] Then \(\sqrt{p^2+q}-p<\frac{1}{2}\) so that \(b=\left(\sqrt{p^2+q}-p\right)^2<\frac{1}{4}\). This means that \(b\in (0,1/4)\) and since \(a+b\) is obviously a positive integer, it follows that the fractional part of \(a\) is greater than \(3/4=0.75\).

PROBLEMS
  1. Find the solution set in \((-\frac{\pi}{2},\frac{\pi}{2})\) of the equation \[\log_2(1+\sin^2\theta+\sin^4\theta+\sin^6\theta+\ldots) = 1.\]
  2. Given that \(R\) is an inner point of \(\Delta ABC\). Prove that \[\frac{1}{2}(AB+BC+CA)<RA+RB+RC<AB+BC+CA.\]
  3. Find the probability of obtaining two numbers \(x\) and \(y\) in the interval \([0,1]\) such that \[x^2-3xy+2y^2>0.\]
We welcome readers to submit solutions to the problems posed below for publication consideration. Solutions may be submitted to the PEM facilitators on the deadline date or online via mactolentino@math.admu.edu.ph. Solutions must be preceded by the solver's name, school affiliation and year level. The deadline for submission is 12:00 PM November 24, 2012

Handouts - Week 1


The handouts for the Week 1 PEM sessions can be downloaded via the links below.




Wednesday, October 10, 2012

PEM 2012-2013 brochure and documents

The Program of Excellence in Mathematics for 2012-2013 is now open for registration. The registration form can be downloaded by clicking this link. For more information, please see the brochure attached below.


Saturday, February 4, 2012

Some Mathematics of Light (Tuklas Vol. 13, No. 8 - Feb. 4, 2012)

SOME MATHEMATICS OF LIGHT

Light, in all intents and purposes, can be classified into two broad forms depending on how 'compact' their waves of propagation are. We have the ordinary household light, when turned on, brightens the room and stuns the would-be thief. On the other hand, there is the LASER, containing different combinations of gasses and emitting different colors after excitation due to electricity.

LASER, even when turned on (and even if they cost over US$1000), doesn't really make reading novels as comfortable as does your cheap reading light. What makes LASERs really expensive is its ability to compress and concentrate light waves into beams and avoid its travel to all directions. Hence a single beam of LASER contains an unbelievable amount of energy, sometimes enough to burn a piece of paper.

Naturally, how bright, how light behaves and what happens before and after passing something will all need to be quantified mathematically.

Matrices are extensively used in optics to compare beams before and after passing through a certain medium, be it a speck of dust, a lens, or mirror. These matrices are called Ray Transfer Matrices (RTM). Different matrices are derived and used in different instances to represent the media where light passes through. For example, if light just travels in free space with a distance \(d\), then the RTM associated with this is: \[M = \begin{pmatrix} 1&d\\ 0&1 \end{pmatrix}.\] If light passes through a thin lens of focal length \(f\), then the associated matrix would be: \[M = \begin{pmatrix} 1&0\\ -\frac{1}{f}&1 \end{pmatrix}.\] And if light passes through free space and then to a thin lens, then the new matrix will just be a product of the individual matrices: \[ M = \begin{pmatrix} 1&d\\ 0&1 \end{pmatrix} \begin{pmatrix} 1&0\\ -\frac{1}{f}&1 \end{pmatrix}.\] We now define a transformation to link these matrices before and after hitting a medium: \[q_2 = \frac{Aq_1+B}{Cq_1+D},\] where \(q_1\) is the beam parameter before, \(q_2\) is the beam parameter after, and \(ABCD\) are the individual entries of the matrix \[M = \begin{pmatrix} A&B\\ C&D \end{pmatrix}.\] In general, if light hits medium 1, then 2, then 3, and so on, the effective RTM would be: \[M= \text{[Matrix 1]}\text{[Matrix 2]}\text{[Matrix 3]}\cdots \text{[Matrix n]}.\] The transformation happens to be the same Möbius Transformation we find in Complex Analysis. This transformation proves to be useful since, together with the \(ABCD\) matrices, they are able to derive very fundamental relations such as the focal length of a spherical lens, and a host of other confusing consequences. [1]

As with all scientific relations obtained in various fields, equations are idealized relationships with various assumptions aimed at simplifying matters. The Ray Transfer Matrix is no exception to this rule; where simplifications do not reflect the imperfections of lenses which are almost always present during the lens-making process. Such imperfections, or aberrations, are also accounted for in RTM's and are introduced through an addition we call perturbation. 

A perturbation, to say it simply, is a deviation from the original term. So if aberrations have caused a thin lens presented above to be imperfect, then the new matrix should read \[M = \begin{pmatrix} 1&0\\ -\frac{1}{f} + \Delta f&1 \end{pmatrix}.\] Achievements have been made on the analysis of matrices and light: by just looking at the matrix, know the standard combinations of some RTM, then we can immediately describe what imperfections exist on the lenses. [2]

ABOUT THE AUTHOR:
Clark Kendrick Go is an Instructor at the Ateneo de Manila University. He is currently taking his M.S. in Physics at the same university.

REFERENCES:
[1] Johanna Mae Indias, Clark Kendrick Go, "Ray Transfer Matrix Model of an Elastomeric Lens", Applied Mechanics and Materials, Mechanical and Aerospace Engineering 110-116 (2011), 4145-4148.
[2] Jerry Barretto and Clark Kendrick Go, "A qualitative approach to aberrations of optical elements," Chin. Opt. Lett. 8 (2010), 1022-1024.

OLYMPIAD CORNER
from the Romanian National Contest, 2000

Problem: Show that there exist infinitely many 4-tuples of positive integers \((x,y,z,t)\) such that the four numbers' greatest common divisor is \(1\) and such that \[ x^{3}+y^{3}+z^{2}=t^{4}.\]
Solution: 
Setting \(a=k^{3}\) for any even \(k>0\), we have the identity \[ (a+1)^{4}-(a-1)^{4}=8a^{3}+8a \] which yields \[ (2k^{3})^{3}+(2k)^{3}+\left[ \left( k^{3}-1\right) ^{2}\right]^{2}=(k^{3}+1)^{4}. \]Because \(k^{3}+1\) is odd, \(\gcd (2k^{3},k^{3}+1)=\gcd (k^{3},k^{3}+1)=1\). Hence, there are infinitely many quadruples of the form \((x,y,z,t)=(2k^{3},2k,(k^{3}-1)^{2},k^{3}+1)\), for \(k>0\) even, satisfying the required conditions.

SOLUTIONS
(for January 28, 2012)

  1. If \( a_{n+1} = \frac{1}{1+\frac{1}{a_n}}, n = 1, 2, \ldots, 2011\) and \(a_1 = 1\), find the value of \[ a_1 a_2 + a_2 a_3 + a_3 a_4 + \ldots + a_{2011} a_{2012}. \] (Taken from Lecture Notes on Mathematical Olympiad Courses by Xu Jiagu)

    SOLUTION: 
    Note that for \(n = 1, 2, \ldots, 2011\), \[ a_{n+1} = \frac{1}{1+\frac{1}{a_n}} = \frac{a_n}{a_n + 1} \Rightarrow a_{n+1} a_n + a_{n+1} = a_n \] giving us \[ a_n a_{n+1} = a_n - a_{n+1} \] thus \[ \begin{align*} a_1 a_2 + a_2 a_3 + a_3 a_4 + \ldots + a_{2011} a_{2012} \\ = (a_1 - a_2) + (a_2 - a_3) + \ldots + (a_{2011} - a_{2012}) \\ = a_1 - a_{2012}. \end{align*} \] Also, note that the relation gives us the pattern \[ a_2 = \frac{1}{2}, a_3 = \frac{1}{3}, a_4 = \frac{1}{4}, \ldots , a_{n-1} = \frac{1}{n-1}, \] from which \(a_n = \frac{\frac{1}{n-1}}{\frac{1}{n-1}+1} = \frac{1}{n}\), thus \(a_{2012} = \frac{1}{2012}\) and \[a_1 a_2 + a_2 a_3 + a_3 a_4 + \ldots + a_{2011} a_{2012} = 1 - \frac{1}{2012} = \frac{2011}{2012}. \]
  2. One commercially available ten-button lock may be opened by depressing - in any order - the correct five buttons. Suppose that these locks are redesigned so that sets of as many as nine buttons or as few as one button could serve as combinations. How many additional combinations should this allow? (American Invitational Mathematics Examination, 1988)

    SOLUTION: 
    The total number of combinations would be equal to \( \binom{10}{1} + \binom{10}{2} + \ldots + \binom{10}{9} = 2^{10} - 2 = 1022 \), which implies that the total number of additional combinations is simply \( 1022 - \binom{10}{5} = 770\).
  3. Let \(a\), \(b\) and \(c\) be three distinct positive integers. Show that among the numbers \[ a^5 b - ab^5, b^5 c - bc^5, c^5 a - ca^5, \] there must be one that is divisible by 8. (Taken from Lecture Notes on Mathematical Olympiad Courses by Xu Jiagu)

    SOLUTION: 
    Factoring, we have \[\begin{align*} a^5 b - a b^5 = ab(a-b)(a+b)(a^2+b^2), \\ b^5 c - b c^5 = bc(b-c)(b+c)(b^2+c^2), \\ c^5 a - c a^5 = ca(c-a)(c+a)(c^2+a^2). \end{align*} \] If \(a\) and \(b\) have the same parity, then \(a-b\), \(a+b\) and \(a^2 + b^2\) are all even, hence \(a^5 b - ab^5\) is divisible by 8. If \(a\) and \(b\) are of different parity, then \(c\) must be of the same parity as either of the two, and the same result follows (using the other two equations).