A rejoinder to the 'Discovery'

[et_pb_section fb_built="1" admin_label="Blog" _builder_version="3.22" custom_margin="|||" custom_padding="0px|0px|53px|0px|false|false"][et_pb_row _builder_version="4.3.4" background_size="initial" background_position="top_left" background_repeat="repeat" max_width="960px" custom_padding="0|0px|24px|0px|false|false" use_custom_width="on" custom_width_px="960px"][et_pb_column type="4_4" _builder_version="3.25" custom_padding="|||" custom_padding__hover="|||"][et_pb_text _builder_version="4.3.4" hover_enabled="0"]Nehru writes, 'very little original work on mathematics was done in India after the twelfth century till we reach the modern age. 'Discovery of India' was written over five months when Nehru was imprisoned in the Ahmednagar Fort. It was first published in 1946. However, exactly 132 years before Nehru penned his treatise, in 1834, Charles M. Whish published a paper in Transactions of the Royal Asiatic Society of Great Britain and Ireland. This paper is available today for free in JSTOR (and is attached to this article).

Read Charles Whish's paper

In his paper, Whish explains how Kerala School of Mathematics, under the leadership of Madhava of Sangamagrama, discovered the first principles of classical Mathematical Analysis and calculus. This happened about 200 years before the work of Leibniz and Newton's work, around 1340 AD. The Kerala School of Mathematics remained active for about 200 more years, after this. Madhava discovered the infinite series for sine and cosine. He also expressed clear intuition about convergence, which is a cornerstone of Mathematical Analysis (Wikipedia has a long article on Madhava). It is unclear why Nehru chose not to investigate more, before making up his mind. Journal publication was available for hundreds of years before he wrote his piece. More importantly, this great factual error was not amended in the subsequent editions; not even an editorial comment was added as a follow-up. Should we believe that hundreds of learned people who read the book and were acquainted with Nehru did not know about these later adventures of Indians in Mathematics? Nehru was a key leader of Indian National Congress who boasted the title of ‘Pandit’ (the learned one). More importantly, his exposition on India went on to create an impression of India in the world. This is why he should have been extremely careful about this type of definitive assertion. There might be a combination of Eurocentrism and sly communalism at play here. After all, in his own words, Nehru was the last Englishman to rule India. [/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section]

Adventures in Geometry 1

Preface

In geometry, transformation refers to the movement of objects. Adventures in Geometry 1 is the first part of  "Adventures in Geometry" series.The content is presented as a relatively free-flowing dialogue between the Teacher and the Student.

Also Visit: Math Olympiad Program


Teacher: Stationary objects such as triangles, points or circles are not that interesting in their own right. Instead, we will explore motion.

Fix a point O on a piece of paper. Pick any point A. Draw an arrow from O to A. Now begin pushing the arrow OA (keeping A fixed).

What type of motion is this?

Student: This looks like a rotation. The point A will be moving ‘around’ the fixed point O.

Teacher: That is correct. This motion is indeed a rotation. We will be measuring this motion. How do you think we can do that?

Student: We can measure the angle.

Teacher: And what do you understand by an angle?

Student: Suppose after we push OA a little, it has reached OA’. Then the angle is ( \angle AOA’ ).

Angle

Teacher: But what IS that? Is it the ‘shape’ of AOA’ that you are referring to?

Student: May be not the shape. Angle is the thing enclosed by OA and OA’. I have read that we can use degrees to measure that.

Teacher: Clearly when you say ‘the thing enclosed’, the idea remains vague. What is this ‘thing’?

Student: Now that I think closely about it, I am not sure what it is.

Teacher: Let us examine it closely. For the purpose of this examination, temporarily forget whatever you have learned about degrees and angles.

Before measuring rotation lets measure another motion: Translation.

Translation is just parallel shift. Draw a segment BC on the paper. Now push it (without fixing any point). BC will slide to B'C'.

Translation

How much has BC moved?

Student: We can measure the distance from B to B'.

Teacher: Excellent! The distance between a point and its image is indeed a good way to measure translation.

Student: What do you mean by 'image'?

Teacher: Image of a point is the place where it moved to, after the motion. For example, in the above translation motion, B has moved to B' after BC 'slide' to B'C'.

Here, for the point, B, the image (under translation motion) is B'. The point-image distance is the length of the segment BB'.

Point Image distance

Student: I see.

Teacher: Point-image distance is a good way to measure translation because its value does not depend on a particular choice of a point on BC. For example, if you chose C instead of B to measure translation, then the point - image distance would be the length of CC'. This is same as the length of BB'.

Student: But if we change the quantity of translation, the point-image distance will change.

Teacher: Correct! So for every 'translation', point-image distance is fixed (invariant), no matter which point you choose to use for your measurement.

Student: I understand.

Teacher: Will the point-image distance be a good way to measure Rotation?

Student: I don't think so. If I choose a point B closer to the fixed O, for the purpose of measurement, then BB' will surely be smaller than AA'.

Rotation 1

Teacher: Very good observation. In fact, as point-fixed point distance (OB), decreases, what will happen to point-image distance (BB')?

Student: It will decrease.

change in point image

Teacher: So the point-image distance changes, even when the quantity of rotation remains same (just by changing our point of observation). Clearly, point-image distance is not a good tool for measuring rotation.

Note that Point-Image distance decreases, as Point-Center distance decreases. On the other hand, Point-Image distance increases, as Point-Center distance increases.

So these two distances increase or decrease simultaneously. Can you guess, what remains constant?

Student: Maybe their ratio?

Teacher: Absolutely! In fact, as you slide A, along the ray OA, ( \Delta OAA' ) forms a bunch of similar triangles, hence having proportional side lengths.

Let's record this observation.

For a fixed quantity of rotation, the ratio: ( \displaystyle { \frac {point-image-distance}{ point-center-distance} } ) remains unchanged no matter which point you choose to observe from.

We may use this ratio to measure rotation.

Student: Oh! Is this what 'angle' is?

Teacher: Almost. There is a catch though. We won't be able to add rotations if we use this definition.

Lets explain further. Suppose, pushing OA a little, we get to OA'. Pushing OA' a bit more, we get to OA''. Also assume the length of OA = OA' = OA'' = R

Rotation 1 = OA to OA'

Rotation 2 = OA' to OA''

Add Rotations

Define Rotation 3 = Rotation 1 + Rotation 2 = OA to OA''

Measure of Rotation 1 is ( \frac {AA'}{OA} = \frac {AA'}{R} ).

Measure of Rotation 2 is ( \frac{A'A''}{OA'} = \frac{A'A"}{R} )

Measure of Rotation 3 is ( frac{AA''}{OA} = \frac{AA''}{R} )

We would like to have Measure of Rotation 1 + Measure of Rotation 2 = Measure of Rotation 3. But that cannot happen because ( \frac{AA'}{R} + \frac{A'A''}{R} \neq \frac{AA''}{R} )

Can you guess why?

Student: Well, this one is easy. AA' + A'A'' > AA''. This follows from the triangular inequality: sum of two sides in the triangle AA'A'' is greater than the third side.

Triangular Inequality

Teacher: Precisely. In fact the shortest path from A to A'' is the segment AA''. So A to A' and then A' to A'' is a longer path from A to A'' (this argument is roughly the proof of triangular inequality).

The point is, we cannot add rotations in a natural way, because our formula does not work.

How do you think we can fix this problem?

Student: Now I remember reading something about arcs and radians though I was not sure why people were using arcs.

Teacher: Yes. Using point-image arcs instead of point-image segments will fix the problem. In fact note that arc AA' + arc A'A'' = arc AA''.

Arcs and angle

Hence we will define our measuring tool for rotation to be ( \frac{point-image-arc}{point-center-distance} ). Now everything will work out. Intuitively it is clear that for a fixed quantity of rotation this ratio remains fixed no matter what is your point of observation. Using arcs instead of segments solves the addition problem.

We will call this ratio angle. This ratio (angle) will be our tool for measuring rotation.

To be continued

After all, functors are well known! 

After all, functors are well known! When you convert an object into another kind, surely functions in-between those objects also transform into a new breed. Let's look at one example:


Objects: Topological Spaces (X)

Functions between Objects: Continuous maps (f)


Objects: Groups (G)

Functions between Objects:  Group Homomorphism (\( \phi \))


We wish to convert X into G (spaces into groups). If by some magical tool, we can do such a conversion, clearly that process will also affect the respective types of functions. We will want the f's to get converted into (\phi )'s. The word 'convert' is a bit strong. In fact, it is much better to use 'extract' instead. [/accordion] [accordion title="The Recipe" connect="816"] Here is the recipe for such a conversion.

  1. Start with two reasonably nice topological spaces X, Y.
  2. Choose preferred points in each space; suppose \( x \in X \) and \( y \in Y \)
  3. Now draw loops in X starting (and ending) at x (do the same with Y).
  4. We will declare two loops to be same if one of them can be 'pushed nicely' into another. In the picture, the black and red are same loops. But red and green are not! Why not? Because when you start pushing the green loop toward the red one, you are forced to give up! There is a hole in your way.
  5. We have set of loops now. Actually, each element of the set of loops is a representative of a bunch of loops. Each pair in that bunch can be pushed easily into one another.
  6. Declare G = { set of (bunches of) loops in X based at x } 

What is the identity loop in G? The one that does nothing but sits at the base point. Formally, it is the constant map ( \alpha ) from a closed interval [0, 1] to the base point x. ( \alpha (t) = x \forall t\in[0,1] ) How do you combine two loops? You go along one first and then go along the other one. Clearly, this 'combined' loop hits the base point at least twice. But that is okay. What is the inverse loop? Just go along the same loop in the reverse direction.

So we have extracted a group from a space!

Let us call this group (G_X ) corresponding to the space X.


Next: what happens to the functions? There were functions between topological spaces. There are functions between groups. We converted ( X \to G_X ). Similarly we may extract ( Y \to G_Y ).  We are interested in a function f between X and Y. $ X \overset {f} \rightarrow Y $ After all the loops are 'living inside' the space X and space 'Y'. When f takes points in X to points in Y, it is reasonable to expect that it may take loops to loops (that is members of ( G_X ) to ( G_Y ) Does it? Let us look at functions that take the preferred base point x of space X to the preferred base point y of the space Y.


What are loops? Take a segment. Bend it so that its endpoints meet at a point. Formally, it is a map ( \alpha: [0, 1] \to X ) such that ( \alpha (0) = \alpha (1) = x ) where x is the base point at which the loop is glued. Of course, instead of [0, 1], we can use any other closed interval. [0,1] is just more convenient. Anyway, so we have a formal definition of a loop. Now 'hit' the image [0, 1] under ( \alpha ) with the function f.  ( f \cdot \alpha ) is a map from [0, 1] to Y!

After all ( f( \alpha (0) ) = f(x) = y )  (remember we are looking at functions f such as f(x) = y; that is one that takes base point to base point). Also ( f( \alpha (1) ) = f(x) = y ). This is because ( \alpha (0) = \alpha (1) = x ). Therefore the loop ( \alpha ) in X has now become a loop ( f \cdot \alpha ) in Y. Wow


Things are looking good so far. f sends loops to loops. But if you remember, our Group members are bunches of loops that can be pushed into one another.  Does send a bunch to bunch? It does! Here is how:

  1. Suppose a particular bunch contains a Red loop (R) and a Green loop (G) . That is the red loop can be pushed into the green one.
  2. sends R to some loop f(R) and G to some loop f(G) in Y (we know it sends loops to loops)
  3. Are R' and G' members of the same bunch? If that happens we will be really happy! Because that would mean, not only loops are becoming loops under the effect of , but a bunch is becoming another bunch.
  4. We can make this happen using a very simple method:
    1. Push the loop R a little toward the loop G. Suppose this motion, position of loop R is the loop R'
    2. Clearly, the loop f(R) becomes f(R') in this process.
    3. Keep on pushing R toward G. At each moment, f(R) will also deform into some loop inside space Y.
    4. Finally, R reaches G. But then f(R) reaches f(G)! Why? Because at each moment (of pushing activity), the function was transporting the interim loop inside X to a loop inside Y. So the intial loop f(R) was also getting push to somewhere. Since the loops inside X, in the pushing process, ends up at G, the transported loops end up at f(G). 

You have guessed it right. A little more mathematical rigor is warranted here. However, our goal is to remain conversational. So if the 'intuition' is clear, then the rest can be achieved. So the 'pushing the loop' process inside space indirectly 'pushes the image loops' in the target space Y. Therefore bunches go to bunches.


Functor

Clearly f sends ( \alpha ) (a loop inside space X) to ( f \cdot \alpha )  (a loop inside space Y). Moreover, it sends bunches to bunches. We have found a map between the groups ( G_X ) and ( G_Y ) (remember, that members of (G_X) were the bunches of loops inside X and that members of (G_Y) are the bunches of loops inside Y and we found that f takes bunches to bunches). Let us call the map from ( G_X \to G_Y ) given by ( [\alpha] \to [ f \cdot \alpha ] ), by (f_). We are using the square brackets to indicate 'bunch' instead of a 'single loop'. We need to clarify whether (f_) is a group homomorphism. We also want to know what happens to the identity element of (G_X) under (f_*).

  1. \(f_*\) is a group homomorphism. Why? \(f_* ([\alpha]\cdot [\beta]) = [f([\alpha]\cdot [\beta])] \). That is we are applying f to the combined loop \([\alpha]\cdot [\beta])] \). But this same as applying on \(\alpha\) and then on \(\beta\) and then combine them inside Y. That is  perform \( (f \cdot \alpha) \cdot (f \cdot \beta) \). But this is in the bunch \( [f \cdot \alpha] \cdot [f \cdot \beta] \) = \(f_* ([\alpha])\cdot f_*( [\beta]) \)
  2. Using similar arguments we have identity element of \(G_X\) going to identity element of \(G_Y \).

So clearly f (a function between spaces) gets converted into group homomorphism ( (f_* ) (a function between groups). But we have more! This 'starring' process is now converting maps between spaces into homomorphism between groups (and of-course spaces into groups) However, there are two more properties of this 'starring' process.

  1. The identity map between spaces gets converted into identity group homomorphism
  2. If you compose f and g (two maps between spaces) and then compute the stars, it turns out, you could have computed stars of those maps first and then combined them. That is $ (f \cdot g)_{*} = f_* \cdot g_* $

It is an exercise to 'say' what these statements mean! Can you articulate it?

The identity map between spaces gets converted into identity group homomorphism

This one is easy but we need to be a little careful. Here both spaces are same: X. We are examining ( X \overset{f} \to X ) where f(x) = x for all ( x \in X )

Now it becomes absolutely obvious. After all, f takes each point to itself. Clearly, it will map each to loop to itself and hence each bunch of loops to the same bunch of loops and so on. Hence it \(f_* \) is identity group homomorphism from \( G_X \to G_X \)

$ (f \cdot g){} = f \cdot g_* $ Again we need to be careful about domain and co-domain. Here we have potentially three spaces involved! $ X \overset {g} \rightarrow Y \overset {f}  \rightarrow Z $ The recipe is simple:

Start with a loop R in X

g takes that loop R to g(R) which happens to be a loop in Y

f takes the loop g(R) to the space Z, where the image is again a loop: f(g(R))

Is this in the same bunch as \(  f_*((g_* ([R])) \)

But this is obvious because:

\( g_*([R]) = [g \cdot R ] \)

And then

\( f_*(g_*([R])) = f_*([g (R) ] ) =[ f(g(R)) ] )\)


$ \begin{array} XX & \overset {f} \rightarrow & Y   \ \downarrow &  & \downarrow  \ G_X & \overset{f_*} \rightarrow & G_Y  \end{array} $ The first row of the diagram has spaces and map between the spaces. The second row has groups and homomorphisms between the groups. Our process extracted the second row from the first row. Not only that, it did it quite naturally:

  1. Identity map between spaces got converted into identity homomorphism between groups.
  2. The composition of maps between spaces led to the composition of respective homomorphisms.

This 'process' is a functor.

A familiar Functional Equation

Cauchy's functional equations are very simple. The most familiar one has a simple formula:

f(x + y) = f(x) + f(y)

But first, for the uninitiated, what is a functional equation after all? 

What is a functional equation?

Usually, functions appear as formulae. For example ( f(x) = x^2 ) is a function. It takes in a number and gives out one. If you wanted to do away with the formula, you describe the function as follows: square the input number. 

There is another way of describing a function. It is by describing abstractly what it does. For example, you could say the function f always gives a non-negative output.

But there is one problem with this method. There could be more than one function that fits that description. For example, 

"always gives a non-negative output"

is satisfied by 

\( f(x) = x^2, g(x) = e^x \)

This alternative description of a function is known as a functional equation (our example was more of a functional inequality). All the functions that satisfy a particular functional equation are known as solutions to that functional equation.

It is hard to find solutions to functional equations. That is because there can be multiple (weird) functions satisfying the given conditions. 

First Example

One of the most important examples of functional equation is Cauchy's functional Equation. We will examine it in a moment. But before that, let's pick a geometric example. 

Suppose C is a unit circle with O as the center (you may take it to be the origin) on Euclidian Plane. Define \(f \) to be a function from \( \displaystyle{\mathbb{R}^2 - \{0\}\to \mathbb{R}^2 - \{0\}  }\) such that:

** f(P) = P if P is on C.

** f(P) is outside C if P is inside C and vice-versa.

** If P is on a circle orthogonal to C then f(P) is in that circle.

Show that such a function exists and is unique. Find a geometric description of f. Also find an explicit formula for it.

This function f is known as inversion.

Here is a hint. Pick a point P outside the circle C. Draw tangent PT and PT' from P to the circle. Join OP and TT'. Suppose the intersection is P'.

Show that f(P) = P' (and vice versa).

Any circle passing through PP' is necessarily orthogonal to the circle C (why?!)

A Typical Problem

(INMO 2018) Let N denote the set of all natural numbers and let f: N→N be a function such that
(a) f(mn)=f(m)f(n) for all m,n in N ;
(b) m+n divides f(m)+f(n) for all m, n in N
Prove that there exists an odd natural number k such that \(f(n)=n^k\) for all n in N.

 This problem is immediately reminiscent of Cauchy's functional equation. Therefore let's work on it first.

Cauchy's Functional Equation: Find f, such that f(x+y) = f(x) + f(y).

If Domain and Co-Domain are sets of Natural Numbers,  then clearly f(x) = cx where c is a constant (=f(1) ). Why?

This is readily showed using induction.

Suppose f(1) = c (afterall f(1) is SOME natural number; lets name it c )

Then f(2) = f(1+1) = f(1) + f(1) = c +c = 2c. Now use induction to show f(n) = n*c.

What happens if we extend the Domain and Co-Domain to sets of Integers. It is still easy to show f(x) = cx.

Hint: Show that f(x) is an odd function.

Next, extend the Domain and Co-Domain to sets of Rational Numbers. We will show that f(x) = cx where x is rational.

Suppose ( x = \frac{p}{q} ). Therefore ( qx = p ). Hence f(qx) = f(p). But f(p) =cp and f(qx) = qf(x).

Hence ( q f(x) = c \times p \rightarrow f(x) = c \times \frac{p}{q} = cx )

So, up to rational numbers, Cauchy's functional equation describes a family of linear functions (which look similar and only differ by constant multiplication).

It is not possible to extend the domain to sets of real numbers and conclude that the function is still linear. For that, we need at least one additional condition (like continuity or monotonicity or continuity at one point). 

Finally solve the INMO 2018 problem by using Cauchy's Functional Equation.

Hint: Set f = g o log and apply Cauchy


This is the supplemental document for Cheenta Open Seminar on Functional Equation. Most of the discussions are sketches which are expanded in the live discussion. 

http://cheenta.wiziq.com/online-class/5325506-functional-equation-cheenta-open-seminar

Geminid Meteor Shower

The brightest meteor shower of the year is here! From December 14th to 17th, look at the North-Eastern sky above the Gemini constellation. (It won't be prominent in Southern Hemisphere, so our students in Singapore and Australia will miss it).

In India, try moving to a less polluted region (and also out of the glare zone of city lights). The meteor shower will be prominent 10 PM onwards on December 13th. 
Here is a schematic diagram from NASA. We will discuss more on this in Thousand Flower's Program coming Saturday!

Thousand Flowers Program: Paradigm shift in Olympiad Training

The central theme of the thousand flowers program is: connected ideas and connected problems. We will illustrate the idea using some examples.

But before we do so, let's point out the theoretical motivation behind such a program. It is greatly borrowed from the pedagogical experiments of Rabindranath Thakur. (Reference: https://bn.m.wikisource.org/wiki/বিশ্বভারতী). One of his major criticisms of existing pedagogical methods is this (I won't try to translate this):

এই শিক্ষাপ্রণালীর সকলের চেয়ে সাংঘাতিক দোষ এই যে, এতে গোড়া থেকে ধরে নেওয়া হয়েছে যে আমরা নিঃস্ব। যা-কিছু সমস্তই আমাদের বাইরে থেকে নিতে হবে—আমাদের নিজের ঘরে শিক্ষার পৈতৃক মূলধন যেন কানাকড়ি নেই। এতে কেবল যে শিক্ষা অসম্পূর্ণ থাকে তা নয়, আমাদের মনে একটা নিঃস্ব-ভাব জন্মায়। আত্মাভিমানের তাড়নায় যদি-বা মাঝে মাঝে সেই ভাবটাকে ঝেড়ে ফেলতে চেষ্টা করি তা হলেও সেটাও কেমনতরো বেসুরো রকম আস্ফালনে আত্মপ্রকাশ করে। আজকালকার দিনে এই আস্ফালনে আমাদের আন্তরিক দীনতা ঘোচে নি, কেবল সেই দীনতাটাকে হাস্যকর ও বিরক্তিকর করে তুলেছি।

Opposing the piggy bank method of education (where there is a teacher who 'knows' and a student who 'does not know') we want to seek the students' input to solve problems with their own creativity. We are assuming that the student 'knows' and is 'creative'; that he/she can do stuff. While he/she explores that inner strength, we catalyze the process with some inputs (skills, interesting problems) from time to time.

(Note that this program is run by Cheenta for young students, usually of age 7/8 to 10/11. It is designed as a launching pad for advanced Olympiad programs. Our central goal is to expose the students to rigorous creative problem-solving. This cannot be achieved by simple formula-learning. We must allow young minds to be creative. It takes years of hard work).

Examples

(each of the themes presented below may span over 6 to 8 classes (of 90 minutes). They should be punctuated by exercises and software simulations):

Primes and Algorithm of the Sieve of Eratosthenes (Connecting Mathematics and Computer Science)

Area, Irrationals and Algebraic Identities (Connecting Algebra and Geometry)

Vectors, Angle and Motion (Connecting Mathematics and Physics)

As students, we mostly want to be inspired. A closely followed (connected) second would be to get intellectually challenged. A holistic problem-oriented approach to mathematical science (mathematics + computer science + physics and part of natural sciences) may serve both purposes.

Note for teachers: It is useless to lecture for a large span of time. In fact, it is extremely important to throw clever problems every now and then, that puts all the beads of ideas together.

Note for students/parents: The world is not separated by subjects and classrooms. It is important to approach a problem in a holistic manner. This approach, in fact, provides room for creativity and experiments.

We want to create a futuristic program for our children who will grow in a world of artificial intelligence and advanced technologies. If children of today are not allowed to be creative, then they won't be able to respond to a world where most mundane tasks will be done by machines anyways.

I will add more ideas and themes here. Let me know your opinion in the comments section or at helpdesk@cheenta.com. We are still a development stage for this program.

Link to our YouTube Channel: https://www.youtube.com/channel/UCK2CP6HbbQ2V6gn8Xp_vM-Q

Preserving angle and orientation, new programs

Notes in Mathematics
A Cheenta Newsletter
I hope you are doing well. 
 
First, let me congratulate all students from India and abroad who did exceptionally well in contests like I.S.I. and C.M.I. Entrance, Math Olympiads, and other science olympiads. Among our students, Aniruddha, Sambudda, and Mary deserve a special mention. 
 
Today I wish to discuss a small and simple idea: preserving angle and orientation. This notion, apart from being an interesting mathematical topic, is also an exceptionally useful tool for physicists and chemists. 
 
Preserving Angle and Orientation
Imagine a map from F: \mathbb{R}^2 \to \mathbb{R}^2 (that is mapping x-y plane to x-y plane). There are a couple of ways of visualizing this. You may think about points moving on the same plane. Alternatively, you may also think of three-dimensional space, where input (x, y) is mapped to (z, w) with w suppressed. 
 
No matter how you visualize it, some information will be lost in the picture, as ideally to imagine such a map we will need four dimensions. 
 
Now think about two curves intersecting in the domain plane.
We wish to know what happens to these two curves after the x-y plane (domain plane) is acted upon by the function F
 
One interesting question is this: what happens to the angle between the two curves? (How to measure the angle between two curves? Draw tangents at the point of intersection, if possible, and then measure the angle between them. Of course, this necessitates the curves to be smooth).
 
What if we want the angle to be preserved even after the map acts on the x-y plane. That is no matter how the two curves are crumpled after the transformation, the angle at which they intersect each other is preserved under the map F.
 
Also what if we wish to 'preserve' orientation (that is the order of the tangent lines at the point of intersection).
 
Turns out F has to be very very special in order to preserve both the angle and orientation. One way to study these type of functions is to understand how complex numbers work. Turns out these special functions are precisely those which are complex differentiable at every point in the domain (in more formal terms, at least locally analytic. Caution: the notions of complex differentiability at every point is a bit more stringent than locally analyticity).
 
This beautiful idea will be tackled partially in the complex analysis course conducted at Cheenta College Program. Even high school and middle school students may enjoy the beauty of this topic.
 
New Programs
 
Cheenta has recently launched a few new programs. We remain focused at our core principle: outstanding problem-oriented courses for brilliant students. Visit https://cheenta.com/academy/ for more information. 
  • The Thousand Flower program for class 1 through 6 students is a futuristic program that makes students ready for rigorous Olympiad programs later. We emphasize on creativity and imagination instead of memorizing and parroting. 
  • Physics and Informatics Olympiad are new additions to our Olympiad Programs. The key idea is to develop problem-solving skills so that brilliant students may reach far beyond regular school curriculum
 
Regards,
 
Dr. Ashani Dasgupta
Cheenta
 
vidya dadati vinayam
 

How to Solve a Math Problem | Anatomy of a Problem

How to Solve a Math Problem? A very common question. Here is how to understand the anatomy of a problem and also why problem-solving is important.
 
Artificial Intelligence, Raychaudhuri Mathematics Award, PreRMO
 
Have you read Polya's 'How to Solve It'? This is a pioneering work on problem-solving strategies. 
 
Why is this important? Of course, learning great problem-solving techniques is useful for mathematicians. But there is another important reason.
 
If we understand how our brain solves problems then we may teach machines to do that. This brings us to the domain of artificial intelligence. AI-driven machines are now touted as the harbingers of the fourth industrial revolution.
 
As students of mathematics, we are extremely interested in artificial intelligence and machine learning. At Cheenta, we plan to launch a learning program geared toward that in the near future. (We are presently developing an Informatics Olympiad Program that will incorporate an introduction to AI.)
 
Exciting things are happening in the world of Artificial Intelligence. On February 2017, Google launched the first stable version of TensorFlow. It is a library of ready-to-use tools of machine learning. For a gentler introduction to the world of Artificial Intelligence, check out AIY Projects by Google and Raspberry Pi.
 
Raychaudhuri Mathematics Award
 
Amal Kumar RayChaudhuri is a celebrated mathematical physicist credited for outstanding contributions in Relativity and Cosmology. The Raychaudhuri-Landau equations are sometimes regarded as the starting point of String Theory.
 
On Sunday, 30th July 2017, we will have the Raychaudhury Mathematics Contest. It consists of an online live test and possibly an interview. The problems are similar to both present-day olympiads and yesteryear’s Tournament of Towns.
 
There are three levels:
 
  • Early Bird (Eighth Grade or below)
  • Junior (Ninth through twelfth grade)
  • Senior (College and grad school)
 
The registration deadline is 15th June 2017. There is no registration fee. Email us to register. We will also send you access to the preparation kit. 
 
The awards include certificates, cash reward worth of Rs. 20,000, and other rewards worth Rs. 50,000. 
 
Finally, let me remind you:
 
  • PreRMO is mandatory now for Indian math olympiad candidates. Registrations begin on May 20, 2017
  • We are now taking application to a mentoring program for Google Science Fair 2018. It is a part of our Physics Olympiad Program. 
  • I.S.I. & C.M.I. Entrance is scheduled this month! ALL THE BEST to all our existing students. 
 
Happy problem-solving!
 
Ashani Dasgupta
Cheenta
 
vidya dadati vinayam

Some Useful Links:

Notes in Mathematics (March, 2017)

Dear students,
 
I hope you are doing well. 
 
French mathematician Yves Meyer won the Abel Prize for his work in Wavelet theory. You may read more about his work in the words of celebrated mathematician Terence Tao here.
 
Presently I am reading a cult classic by Hilbert: Geometry and Imagination. In introductory remarks he suggests a generalization of the construction of a circle: something that I describe as an 'ellipse compass'.
 

In constructing the circle by means of a thread, we had to hook the closed thread around a fixed poinr, the center and keep it stretched while drawing the circle. We obtain a similar curve if we keep the closed thread stretched around two fixed points. This curve is called an ellipse, and the two fixed points are called its foci, The thread construction characterizes the ellipse as the curve with the property that the sum of the distances from two given points to any point on the curve is constant. If the distance between the two points is diminished until the points coicide, we obtain the circle h ellipse rctle as a  limiting case of the ellipse.

 
constructing circle by thread

 

 
 
Geometry and imagination go hand in hand. An exponent of this imagination is topology. A beautiful construct from topological consideration is the Borromean ring. It is basically three rings 'knotted' in a manner such that, if one of them was absent, the other two would fall apart. Here is a picture of the Borromean ring : 
 
borromean ring
 
It is easy to construct a Borromean ring, using paper, scissors, and tape. Here is a sample. (Possibly I will upload a short video on this later).
 
Borromean ring alternative

 

 
Have fun with mathematics. The International Math Olympiad Training camp and I.S.I. & C.M.I. Entrance is coming up for school goers. For college students, May and June are busy months as well.

All the best to you.

Ashani Dasgupta
Cheenta
 
vidya dadati vinayam.

Inversion and Price Change | Notes in Mathematics

In this post, the notes in Mathematics are based on inversion and price change.
 
Notes in Mathematics
A Cheenta Newsletter
 
Hello friend,
 
Suppose there is a lion inside a round field (not at the center). The field has a boundary wall. You are standing outside the field.  How can the lion catch you?
 
A running joke amongst mathematicians is this: the lion must invert!
 
Inversion is a very powerful geometric transformation. It converts lines into circles and vice versa.
 
Consider a circle with center O and radius 1. P be a point inside the circle. Draw OP and produce it toward P. Then the inverse of P, is a point P' on the ray OP, such that OP*OP' = 1. Clearly, if P is inside the circle P' must be outside (OP*OP' cannot equal to 1). 
 
Learning about inversion quickly takes you to the world of Mobius Transformations. From a geometer's point of view, this is the entry point of complex numbers. (Think about a complex number z taken to 1/(conjugate of z) ).
 
A fantastic introduction inversive geometry can be found in Yaglom's Geometric Transformations. 
 
Price Change
 
Perhaps, most of you already know, that GST is commencing soon in India. We are aligning our course fee accordingly. 
  • Regular Mathematics Course (I.S.I., Math Olympiad, College): ₹ 29,000
  • Boot Camp: ₹ 9000
  • Informatics Olympiad / Physics Olympiad: ₹ 29,000
This fee structure is subject to change after 31st March 2017.
 
All the best!

 

 

Ashani Dasgupta
Cheenta
 
vidya dadayati vinayam.
 

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