Sunday 11 June 2017

Mobius Band






Band brings a woman, a bagel, and, possibly (not my area), a huge inaccuracy: two sides and one surface... 


A band, by definition, has two faces: if we flatten it up, then we have upper and lower or over and under, whatever we want to call them, but it is still two sides. 


I liked the idea of the bagel being cut like that...


It is a short video.


I think it has a huge inaccuracy. 


The knife is not lifted? 


Do we lift the knife when spreading cream cheese on a bagel that is opened traditional way?


Why would we invest so much time to open a bagel if we can simply do it in a normal way?


Only female... 1 minute and 47 seconds it says... record time, shortest ever, or something like that.


Apparently, we say face in Mathematics, not side. 


In this way, we could stick to the normal definition of side. 



This defines side as a surface (American Heritage Dictionary). 


According to the same source, the Collins English Dictionary says that side is face. 


In this case, she might be right sometimes. 


We say that we are measuring surfaces when we calculate area, so that we must think of how to calculate the area of the band. 


In this case, it would be only one surface, but then all other figures would have only one surface, since we flatten them all before calculating area. 


Surprisingly, Wolfram, which used to be my preferred source for Mathematics in 2001, does accept her definition of side, and then says that the band has one side. 


See: Wolfram



"The Möbius strip, also called the twisted cylinder (Henle 1994, p. 110), is a one-sided nonorientable surface obtained by cutting a closed band into a single strip, giving one of the two ends thus produced a half twist, and then reattaching the two ends (right figure; Gray 1997, pp. 322-323)."





A few inaccuracies inhabit Wolfram's pages... 



Side cannot be the top or the bottom face, therefore any face but top and bottom, so that the band could also have no sides if we go with what people saynot top or bottom




The best argument I have to state that the Mobius Band has two sides or two faces is that we could use the same reasoning, of the walk, for any common solid, so say a prism.


 We start with the finger on one face and we go all over the figure coming back to the same place. 


That cannot mean that all those faces became one. 


It cannot... 


Face is about the aspect: As the dictionary says, it is what we see in front of us. 


In this case, we see two faces or two sides in the untouched band: The inner and the outer. 


We would have to have at least these two sides or faces to form a three dimensional figure, since only two dimensions could show one-sided things, the flat shape in the Cartesian Plane. 


Prism brings a nice collection of prisms. Say we choose this one:



Now, do the same: Run your finger, index finger, over the lateral surface of this prism (and notice that top and bottom is relative: put it standing and what was side according to one of the sources (not top or bottom) will become a non-side). 


And now? Do we have only three sides? 


You could run your finger over four of the surfaces and come back to the same place... 


That is not a good argument... 


I found no definition relating finger walk to sides or faces, so that not even the non-mathematical sources support this view. 


We must have a mathematical agreement on what a side or face is, however. 


We cannot define face based on what we had before connecting elements, before forming the shape, since otherwise all shapes would be the initial flat surface, and therefore would have one face. 


Notwithstanding, any three-dimensional shape, perhaps taking away the line, would have to have at least two faces, for otherwise it would fit the Cartesian Plane and it would be in 2D instead. 


The definition should be visual, and therefore based on the source that said it is what we see in front of us: if we look at the band from the front, we see one face. If we look at the band from the back, we see another, to the back of the face we just mentioned. 


We put a number on what we see and we will have two. 


For instance, take the picture that follows (it came from band):



Write 1 in all you see when starring at this. 


Now put it upside down and write 2. 


Any other angle will return the same numbers, so that we would definitely have 2 in the end.


Perhaps we define it as being the largest number we may have when changing angles of sight of a 3D-shape. 


In this way, our selected prism would be positioned in a way to show one face at a time to us, so that we get six. 


Where we have an edge, we have the encounter of two faces. We can then just count the edges of the band. 


We definitely have two: The top of the band and the bottom.


We also have the same faces meeting there, so two. 


Got the idea from here (edge):

See:



Sunday 9 April 2017

Circumferences








YouTube brings a SAT question. 


We have a circle of radius that is 1/3 of the radius of another circle. 


They ask how many times the smaller circle goes around the bigger circle. 


The answer should be 3: 2 Pi r/3 would be the length of the circumference of the smaller circle. 


With this, we need to multiply it by 3 to get 2 Pi r, which is the circumference of the bigger circle. 


That means that the length of the smaller circumference will mean 3 turns over the bigger one for it to go back to the initial point. 


Please write to drmarciapinheiro@gmail.com if you want to converse about any of the contents of my blogs here.





Saturday 8 April 2017

Pizza and Mathematics







Pizza brings an interesting question and an even more interesting correction of the student's answer: the student seems to have used good logic. 

I thought in the same way, to be sincere. 

It is confusing. 

Marty is told to have eaten 4/6 of his pizza. 

Luis is told to have eaten 5/6 of his pizza. 

Marty ate more pizza than Luis. 

How is that possible? 

The student answered: Marty's pizza was bigger. 

That sounds really logical: You just have a larger radius for this pizza, and therefore his 4/6 ends up being more value in pizza than Luis' 5/6. 


If you do not specify to the level you are thinking, the student has to win on this one. 


If the intentions were saying that that was unreasonable, as the presenter states, the teacher would have to have written pizzas of the same size. 


It says it is about being reasonable. 


When you ask us why, reasonable is assuming that whatever you described is a fact, has already happened, not that you are lying or inventing. 


Reasonable has to be where the average thinker goes with their thinking when reading. 


Maybe those who know Mathematics would think like the boy did... 






Thursday 6 April 2017

Mr. Zero and a Few






MM brings an interesting YouTube video about the number zero and why dealing with it is really hard. 


The most interesting thing that I found here is the alternative way of talking about division. 


The guy makes use of subtraction to explain it. 


If your numerator is larger than your denominator, all works relatively OK, is it not? 5/4, for instance, can be explained in this way: 5-4=1    1-4 is negative, so that we cannot do it. 


We then have one and one fourth as a result. 4/5 could be explained in this way: 4-5 gives you negative, so that we cannot do it. 


We get 4/5 or 0 and something. 


What if you have negative in the upper or lower part of the fraction? 

Sunday 26 March 2017

Prime Numbers: Competition






Chasing the largest primes is an incredible adventure... 


Watch Lucas 


The program he mentioned, the underdog one, is something similar to what SETI used to do: An acquaintance of mine  frequently helped them calculate things. 


SETI used people's computers - private people's computers - to study the signals somehow. 


They multiplied their power of calculation by much each time someone volunteered, and offered them their computer, as my acquaintance, RDO, did a few times.



                                   

Tuesday 21 March 2017

Four-Colour Theorem







See this YouTube: Four Colour


It has to be untrue!


If I watched it before, same feeling.


It does not say that the areas would have to be continuous and we had trouble with the Maldives and Portugal colonized Brazil, so that they were once the same Country but they inhabited different continents, and things like that. 



We then can have what I am about to show here:




And the following reasoning:


That basically means create a hole in the yellow part, something like a tube connecting the boundary it makes with R1 and the third smaller rectangle. 


This hole is still going to be R1. Yellow is still going to be yellow apart from the hole. Now we have it.


We have just found a counter-example to the claim of the four-color theorem if my drawing satisfies the conditions of the theorem, and I think it does.


The four-colour theorem is not true therefore. 


If the proof for five is correct, we should perhaps say five-colour theorem.


Send your thoughts to mrpprofessional@yahoo.com, please.



Final form, counter-example:






This paper seems to be a nice supplement for what we discuss in this blog post: http://article.sapub.org/10.5923.j.mijpam.20170101.03.html