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If you are a teacher then please also visit my new site: intermathematics.com for over 2000+ pdf pages of resources for teaching IB maths!

**Sierpinski Triangle: A picture of infinity**

This pattern of a Sierpinski triangle pictured above was generated by a simple iterative program. I made it by modifying the code previously used to plot the Barnsley Fern. You can run the code I used on repl.it. What we are seeing is the result of 30,000 iterations of a simple algorithm. The algorithm is as follows:

**Transformation 1:**

x_{i+1} = 0.5x_{i}

y_{i+1}= 0.5y_{i}

**Transformation 2:**

x_{i+1} = 0.5x_{i} + 0.5

y_{i+1}= 0.5y_{i}+0.5

**Transformation 3:**

x_{i+1} = 0.5x_{i} +1

y_{i+1}= 0.5y_{i}

So, I start with (0,0) and then use a random number generator to decide which transformation to use. I can run a generator from 1-3 and assign 1 for transformation 1, 2 for transformation 2, and 3 for transformation 3. Say I generate the number 2 – therefore I will apply transformation 2.

x_{i+1} = 0.5(0) + 0.5

y_{i+1}= 0.5(0)+0.5

and my new coordinate is (0.5,0.5). I mark this on my graph.

I then repeat this process – say this time I generate the number 3. This tells me to do transformation 3. So:

x_{i+1} = 0.5(0.5) +1

y_{i+1}= 0.5(0.5)

and my new coordinate is (1.25, 0.25). I mark this on my graph and carry on again. The graph above was generated with 30,000 iterations.

**Altering the algorithm**

We can alter the algorithm so that we replace all the 0.5 coefficients of x and y with another number, *a*.

a = 0.3 has disconnected triangles:

When a = 0.7 we still have a triangle:

By a = 0.9 the triangle is starting to degenerate

By a = 0.99 we start to see the emergence of a line “tail”

By a = 0.999 we see the line dominate.

And when a = 1 we then get a straight line:

When a is greater than 1 the coordinates quickly become extremely large and so the scale required to plot points means the disconnected points are not visible.

If I alternatively alter transformations 2 and 3 so that I add b for transformation 2 and 2b for transformation 3 (rather than 0.5 and 1 respectively) then we can see we simply change the scale of the triangle.

When b = 10 we can see the triangle width is now 40 (we changed b from 0.5 to 10 and so made the triangle 20 times bigger in length):

**Fractal mathematics**

This triangle is an example of a self-similar pattern – i.e one which will look the same at different scales. You could zoom into a detailed picture and see the same patterns repeating. Amazingly fractal patterns don’t fit into our usual understanding of 1 dimensional, 2 dimensional, 3 dimensional space. Fractals can instead be thought of as having fractional dimensions.

The Hausdorff dimension is a measure of the “roughness” or “crinkley-ness” of a fractal. It’s given by the formula:

D = log(N)/log(S)

For the Sierpinski triangle, doubling the size (i.e S = 2), creates 3 copies of itself (i.e N =3)

This gives:

D = log(3)/log(2)

Which gives a fractal dimension of about 1.59. This means it has a higher dimension than a line, but a lower dimension than a 2 dimensional shape.

Essential resources for IB students:

Revision Village has been put together to help IB students with topic revision both for during the course and for the end of Year 12 school exams and Year 13 final exams. I would strongly recommend students use this as a resource during the course (not just for final revision in Y13!) There are specific resources for HL and SL students for both Analysis and Applications.

There is a comprehensive Questionbank takes you to a breakdown of each main subject area (e.g. Algebra, Calculus etc) and then provides a large bank of graded questions. What I like about this is that you are given a difficulty rating, as well as a mark scheme and also a worked video tutorial. Really useful!

The Practice Exams section takes you to a large number of ready made quizzes, exams and predicted papers. These all have worked solutions and allow you to focus on specific topics or start general revision. This also has some excellent challenging questions for those students aiming for 6s and 7s.

**Essential Resources for IB Teachers**

If you are a **teacher** then please also visit my new site. This has been designed specifically for teachers of mathematics at international schools. The content now includes over **2000 pages of pdf content** for the entire SL and HL Analysis syllabus and also the SL Applications syllabus. Some of the content includes:

**Original pdf worksheets**(with full worked solutions) designed to cover all the syllabus topics. These make great homework sheets or in class worksheets – and are each designed to last between 40 minutes and 1 hour.**Original Paper 3 investigations**(with full worked solutions) to develop investigative techniques and support both the exploration and the Paper 3 examination.- Over 150 pages of
**Coursework Guides**to introduce students to the essentials behind getting an excellent mark on their exploration coursework. - A large number of
**enrichment activities**such as treasure hunts, quizzes, investigations, Desmos explorations, Python coding and more – to engage IB learners in the course.

There is also a lot more. I think this could save teachers 200+ hours of preparation time in delivering an IB maths course – so it should be well worth exploring!

**Essential Resources for both IB teachers and IB students**

1) Exploration Guides and Paper 3 Resources

I’ve put together a **168 page** Super Exploration Guide to talk students and teachers through all aspects of producing an excellent coursework submission. Students always make the same mistakes when doing their coursework – get the inside track from an IB moderator! I have also made **Paper 3 packs** for HL Analysis and also Applications students to help prepare for their Paper 3 exams. The Exploration Guides can be downloaded here and the Paper 3 Questions can be downloaded here.

If you are a teacher then please also visit my new site: intermathematics.com for over 2000+ pdf pages of resources for teaching IB maths!

**Sphere packing problem: Pyramid design**

Sphere packing problems are a maths problems which have been considered over many centuries – they concern the optimal way of packing spheres so that the wasted space is minimised. You can achieve an average packing density of around 74% when you stack many spheres together, but today I want to explore the packing density of 4 spheres (pictured above) enclosed in a pyramid.

**Considering 2 dimensions**

First I’m going to consider the 2D cross section of the base 3 spheres. Each sphere will have a radius of 1. I will choose A so that it is at the origin. Using some basic Pythagoras this will give the following coordinates:

**Finding the centre**

Next I will stack my single sphere on top of these 3, with the centre of this sphere directly in the middle. Therefore I need to find the coordinate of D. I can use the fact that ABC is an equilateral triangle and so:

**3D coordinates**

Next I can convert my 2D coordinates into 3D coordinates. I define the centre of the 3 base circles to have 0 height, therefore I can add z coordinates of 0. E will be the coordinate point with the same x and y coordinates as D, but with a height, *a*, which I don’t yet know:

In order to find *a *I do a quick sketch, seen below:

Here I can see that I can find the length AD using trig, and then the height DE (which is my *a* value) using Pythagoras:

**Drawing spheres**

The general equation for spheres with centre coordinate (a,b,c) and radius 1 is:

Therefore the equation of my spheres are:

Plotting these on Geogebra gives:

**Drawing a pyramid**

Next I want to try to draw a pyramid such that it encloses the spheres. This is quite difficult to do algebraically – so I’ll use some technology and a bit of trial and error.

First I look at creating a base for my pyramid. I’ll try and construct an equilateral triangle which is a tangent to the spheres:

This gives me an equilateral triangle with lengths 5.54. I can then find the coordinate points of F,G,H and plot them in 3D. I’ll choose point E so that it remains in the middle of the shape, and also has a height of 5.54 from the base. This gives the following:

As we can see, this pyramid does not enclose the spheres fully. So, let’s try again, this time making the base a little bit larger than the 3 spheres:

This gives me an equilateral triangle with lengths 6.6. Taking the height of the pyramid to also be 6.6 gives the following shape:

This time we can see that it fully encloses the spheres. So, let’s find the density of this packing. We have:

Therefore this gives:

and we also have:

Therefore the density of our packaging is:

Given our diagram this looks about right – we are only filling less than half of the available volume with our spheres.

**Comparison with real data**

[Source: Minimizing the object dimensions in circle and sphere packing problems]

We can see that this task has been attempted before using computational power – the table above shows the average density for a variety of 2D and 3D shapes. The pyramid here was found to have a density of 46% – so our result of 44% looks pretty close to what we should be able to achieve. We could tweak our measurements to see if we could improve this density.

So, a nice mixture of geometry, graphical software, and trial and error gives us a nice result. You could explore the densities for other 2D and 3D shapes and see how close you get to the results in the table.

Essential resources for IB students:

Revision Village has been put together to help IB students with topic revision both for during the course and for the end of Year 12 school exams and Year 13 final exams. I would strongly recommend students use this as a resource during the course (not just for final revision in Y13!) There are specific resources for HL and SL students for both Analysis and Applications.

There is a comprehensive Questionbank takes you to a breakdown of each main subject area (e.g. Algebra, Calculus etc) and then provides a large bank of graded questions. What I like about this is that you are given a difficulty rating, as well as a mark scheme and also a worked video tutorial. Really useful!

The Practice Exams section takes you to a large number of ready made quizzes, exams and predicted papers. These all have worked solutions and allow you to focus on specific topics or start general revision. This also has some excellent challenging questions for those students aiming for 6s and 7s.

**Essential Resources for IB Teachers**

If you are a **teacher** then please also visit my new site. This has been designed specifically for teachers of mathematics at international schools. The content now includes over **2000 pages of pdf content** for the entire SL and HL Analysis syllabus and also the SL Applications syllabus. Some of the content includes:

**Original pdf worksheets**(with full worked solutions) designed to cover all the syllabus topics. These make great homework sheets or in class worksheets – and are each designed to last between 40 minutes and 1 hour.**Original Paper 3 investigations**(with full worked solutions) to develop investigative techniques and support both the exploration and the Paper 3 examination.- Over 150 pages of
**Coursework Guides**to introduce students to the essentials behind getting an excellent mark on their exploration coursework. - A large number of
**enrichment activities**such as treasure hunts, quizzes, investigations, Desmos explorations, Python coding and more – to engage IB learners in the course.

There is also a lot more. I think this could save teachers 200+ hours of preparation time in delivering an IB maths course – so it should be well worth exploring!

**Essential Resources for both IB teachers and IB students**

1) Exploration Guides and Paper 3 Resources

I’ve put together a **168 page** Super Exploration Guide to talk students and teachers through all aspects of producing an excellent coursework submission. Students always make the same mistakes when doing their coursework – get the inside track from an IB moderator! I have also made **Paper 3 packs** for HL Analysis and also Applications students to help prepare for their Paper 3 exams. The Exploration Guides can be downloaded here and the Paper 3 Questions can be downloaded here.

If you are a teacher then please also visit my new site: intermathematics.com for over 2000+ pdf pages of resources for teaching IB maths!

**Square Triangular Numbers**

Square triangular numbers are numbers which are both square numbers and also triangular numbers – i.e they can be arranged in a square or a triangle. The picture above (source: wikipedia) shows that 36 is both a square number and also a triangular number. The question is how many other square triangular numbers we can find?

The equation we are trying to solve is:

a^{2} = 0.5(b^{2}+b)

for some a, b as positive integers. The LHS is the formula to generate square numbers and the RHS is the formula to generate the triangular numbers.

We can start with some simple Python code (which you can run here):

for c in range(1,10001):

for d in range(1,10001):

if c**2 == (d**2+d)/2:

print(c**2, c,d)

This checks the first 10000 square numbers and the first 10000 triangular numbers and returns the following:

1 1 1

36 6 8

1225 35 49

41616 204 288

1413721 1189 1681

48024900 6930 9800

i.e 1225 is the next square triangular number after 36, and can be formed as 35^{2} or as 0.5(49^{2}+49). We can see that there are very few square triangular numbers to be found in the first 50 million numbers. The largest we found was 48,024,900 which is made by 6930^{2} or as 0.5(9800^{2}+9800).

We can notice that the ratio between each consecutive pair of square triangular numbers looks like it converges as it gives:

36/1 = 36

1225/36 = 34.027778

41616/1225 = 33.972245

1413721/41616 = 33.970612

48024900/1413721 = 33.970564

So, let’s use this to predict that the next square triangular number will be around

48024900 x 33.9706 = 1,631,434,668.

If we square root this answer we get approximately 40391

If we solve 0.5(b^{2}+b) = 1,631,434,668 using Wolfram we get approximately 57120.

Therefore let’s amend our code to look in this region:

for c in range(40380,40400):

for d in range(57100,57130):

if c**2 == (d**2+d)/2:

print(c**2, c,d)

This very quickly finds the next solution as:

1631432881 40391 57121

This is indeed 40391^{2} – so our approximation was very accurate. We can see that this also gives a ratio of 1631432881/48024900 = 33.97056279 which we can then use to predict that the next term will be 33.970563 x 1631432881 = 55,420,693,460. Square rooting this gives a prediction that we will use the 235,416 square number. 235,416^{2} gives 55,420,693,056 (using Wolfram Alpha) and this is indeed the next square triangular number.

So, using a mixture of computer code and some pattern exploration we have found a method for finding the next square triangular numbers. Clearly we will quickly get some very large numbers – but as long as we have the computational power, this method should continue to work.

**Using number theory**

The ever industrious Euler actually found a formula for square triangular numbers in 1778 – a very long time before computers and calculators, so let’s have a look at his method:

We start with the initial problem, and our initial goal is to rearrange it into the following form:

Next we make a substitution:

Here, when we get to the equation 1 = x^{2} – 2y^{2} we have arrived at a Pell Equation (hence the rearrangement to get to this point). This particular Pell Equation has the solution quoted above where we can define P_{k} as

Therefore we have

Therefore for any given k we can find the kth square triangular number. The a value will give us the square number required and the b value will give us the triangular number required. For example with k = 3:

This tells us the 3rd square triangular number is the 35th square number or the 49th triangular number. Both these give us an answer of 1225 – which checking back from our table is the correct answer.

So, we have arrived at 2 possible methods for finding the square triangular numbers – one using modern computational power, and one using the skills of 18th century number theory.

Essential resources for IB students:

Revision Village has been put together to help IB students with topic revision both for during the course and for the end of Year 12 school exams and Year 13 final exams. I would strongly recommend students use this as a resource during the course (not just for final revision in Y13!) There are specific resources for HL and SL students for both Analysis and Applications.

There is a comprehensive Questionbank takes you to a breakdown of each main subject area (e.g. Algebra, Calculus etc) and then provides a large bank of graded questions. What I like about this is that you are given a difficulty rating, as well as a mark scheme and also a worked video tutorial. Really useful!

The Practice Exams section takes you to a large number of ready made quizzes, exams and predicted papers. These all have worked solutions and allow you to focus on specific topics or start general revision. This also has some excellent challenging questions for those students aiming for 6s and 7s.

**Essential Resources for IB Teachers**

If you are a **teacher** then please also visit my new site. This has been designed specifically for teachers of mathematics at international schools. The content now includes over **2000 pages of pdf content** for the entire SL and HL Analysis syllabus and also the SL Applications syllabus. Some of the content includes:

**Original pdf worksheets**(with full worked solutions) designed to cover all the syllabus topics. These make great homework sheets or in class worksheets – and are each designed to last between 40 minutes and 1 hour.**Original Paper 3 investigations**(with full worked solutions) to develop investigative techniques and support both the exploration and the Paper 3 examination.- Over 150 pages of
**Coursework Guides**to introduce students to the essentials behind getting an excellent mark on their exploration coursework. - A large number of
**enrichment activities**such as treasure hunts, quizzes, investigations, Desmos explorations, Python coding and more – to engage IB learners in the course.

There is also a lot more. I think this could save teachers 200+ hours of preparation time in delivering an IB maths course – so it should be well worth exploring!

**Essential Resources for both IB teachers and IB students**

1) Exploration Guides and Paper 3 Resources

I’ve put together a **168 page** Super Exploration Guide to talk students and teachers through all aspects of producing an excellent coursework submission. Students always make the same mistakes when doing their coursework – get the inside track from an IB moderator! I have also made **Paper 3 packs** for HL Analysis and also Applications students to help prepare for their Paper 3 exams. The Exploration Guides can be downloaded here and the Paper 3 Questions can be downloaded here.

**When do 2 squares equal 2 cubes?**

Following on from the hollow square investigation this time I will investigate what numbers can be written as both the sum of 2 squares, 2 cubes and 2 powers of 4. i.e a^{2}+b^{2} = c^{3}+d^{3} = e^{4}+f^{4}.

Geometrically we can think of this as trying to find an array of balls such that we can arrange them into 2 squares, or we can rearrange them and stack them to form 2 cubes, or indeed we can arrange them into 2 4-dimensional cubes. I’ll add the constraints that all of a,b,c,d,e,f should be greater than 1 and that the pair of squares or cubes (etc) must be distinct. Therefore we can’t for example have 2 squares the same size.

**Infinite solutions**

Let’s look at why we can easily find infinite solutions if the squares or cubes (etc) can be the same size.

We want to find solutions to:

a^{2}+b^{2} = c^{3}+d^{3} = e^{4}+f^{4}.

so we look at the powers 2,3,4 which have LCM of 12. Therefore if we choose powers with the same base we can find a solution. For example we chose to work with base 2. Therefore we choose

a = 2^{6}, b = 2^{6}, which gives 2^{12}+2^{12}

c = 2^{4}, d = 2^{4}, which gives 2^{12}+2^{12}

e = 2^{3}, f = 2^{3}, which gives 2^{12}+2^{12}

Clearly these will be the same. So we can choose any base we wish, and make the powers into the same multiples of 12 to find infinite solutions.

**Writing some code**

Here is some code that will find some other solutions:

list1=[]

for a in range(2, 200):

for b in range(2,200):

list1.append(a**2+b**2)

list2=[]

for j in list1:

for c in range(2,200):

for d in range(2,200):

if c**3+d**3 == j:

list2.append(c**3+d**3)

print(list2)

`for k in list2:`

for e in range(2,200):

for f in range(2,200):

if k == e**4+f**4:

print(k,e,f)

This returns the following solutions: 8192, 18737, 76832. Of these we reject the first as this is the solution 2^{12}+2^{12} which we found earlier and which uses repeated values for the squares, cubes and powers of 4. The 3rd solution we also reject as this is formed by 14 ^{4} + 14 ^{4}. Therefore the only solution up to 79202 (we checked every value up to and including 199^{2} + 199^{2}) is:

18737 = 64^{2}+121^{2} = 17^{3}+24^{3} = 11^{4}+8^{4}.

Therefore if we had 18,737 balls we could arrange them into 2 squares, a 64×64 square and a 121×121 square. Alternatively we could rearrange them into 2 cubes, one 17x17x17 and one 24x24x24. Or we could enter a higher dimensional space and create 2 tesseracts one with sides 11x11x11x11 and the other with 14x14x14x14.

With only 1 solution for around the first 80,000 numbers it looks like these numbers are quite rare – could you find another one? And could you find one that also satisfies g^{5}+h^{5}?

Essential resources for IB students:

Each course also has a dedicated video tutorial section which provides 5-15 minute tutorial videos on every single syllabus part – handily sorted into topic categories.

2) Exploration Guides and Paper 3 Resources

I’ve put together four comprehensive pdf guides to help students prepare for their exploration coursework and Paper 3 investigations. The exploration guides talk through the marking criteria, common student mistakes, excellent ideas for explorations, technology advice, modeling methods and a variety of statistical techniques with detailed explanations. I’ve also made 17 full investigation questions which are also excellent starting points for explorations. The Exploration Guides can be downloaded here and the Paper 3 Questions can be downloaded here.

**Hollow Cubes investigation**

Hollow cubes like the picture above [reference] are an extension of the hollow squares investigation done previously. This time we can imagine a 3 dimensional stack of soldiers, and so try to work out which numbers of soldiers can be arranged into hollow cubes.

Therefore what we need to find is what numbers can be formed from a^{3}-b^{3}

**Python code**

We can write some Python3 code to find this out (this can be run here):

for k in range(1,200):

```
``` for a in range(0, 100):

for b in range(0,100):

if a**3-b**3 == k :

print(k,a,b)

This gives the following: (the first number is the number of soldiers and the 2 subsequent numbers are the 2 cubes).

1 1 0

7 2 1

8 2 0

19 3 2

26 3 1

27 3 0

37 4 3

56 4 2

61 5 4

63 4 1

64 4 0

91 6 5

98 5 3

117 5 2

124 5 1

125 5 0

127 7 6

152 6 4

169 8 7

189 6 3

We could perhaps investigate any patterns in these numbers, or explore how we can predict when a hollow cube has more than one solution. I’ll investigate which numbers can be written as both a hollow square and also a hollow cube.

**Hollow squares and hollow cubes**

```
```list1=[]

for a in range(2, 50):

for b in range(2,50):

if a**2-b**2 !=0:

if a**2-b**2 > 0:

list1.append(a**2-b**2)

list2=[]

for j in list1:

for c in range(2,50):

for d in range(2,50):

if c**3-d**3 == j:

list2.append(c**3-d**3)

print(list2)

This returns the following numbers which can all be written as both hollow squares and hollow cubes.

[56, 91, 19, 117, 189, 56, 208, 189, 217, 37, 279, 152, 117, 448, 513, 504, 448, 504, 387, 665, 504, 208, 875, 819, 936, 817, 61, 999, 988, 448, 728, 513, 189, 1216, 936, 784, 335, 469, 1323, 819, 1512, 1352, 1197, 992, 296, 152, 1519, 1512, 1197, 657, 1664, 1323, 1647, 1736, 1701, 1664, 936, 504, 2107, 1387, 1216, 1027, 91, 2015, 279, 2232]

**Hollow squares, cubes and hypercubes**

Taking this further, can we find any number which can be written as a hollow square, hollow cube and hollow hypercube (4 dimensional cube)? This would require our soldiers to be able to be stretch out into a 4th dimensional space – but let’s see if it’s theoretically possible.

Here’s the extra code to type:

```
```list1=[]

for a in range(2, 200):

for b in range(2,200):

if a**2-b**2 !=0:

if a**2-b**2 > 0:

list1.append(a**2-b**2)

list2=[]

for j in list1:

for c in range(2,200):

for d in range(2,200):

if c**3-d**3 == j:

list2.append(c**3-d**3)

print(list2)

for k in list2:

for e in range(2,200):

for f in range(2,200):

if k == e**4-f**4:

print(k)

Very pleasingly this does indeed find some solutions:

9919: Which can be formed as either 100^{2}-9^{2} or 22^{3}-9^{3} or 10^{4}-3^{4}.

14625: Which can be formed as either 121^{2}-4^{2} or 25^{3}-10^{3} or 11^{4}-2^{4}.

Given that these took some time to find, I think it’ll require a lot of computer power (or a better designed code) to find any number which is a hollow square, hollow cube, hollow hypercube *and* hollow 5-dimensional cube, but I would expect that there is a number out there that satisfies all criteria. Maybe you can find it?

**The Van Eck Sequence**

This is a nice sequence as discussed in the Numberphile video above. There are only 2 rules:

- If you have not seen the number in the sequence before, add a 0 to the sequence.
- If you have seen the number in the sequence before, count how long since you last saw it.

You start with a 0.

0

You have never seen a 0 before, so the next number is 0.

00

You have seen a 0 before, and it was 1 step ago, so the next number is 1.

001

You have never seen a 1 before, so the next number is 0.

0010

You have seen a 0 before, it was 2 steps ago, so the next number is 2.

00102.

etc.

I can run a quick Python program (adapted from the entry in the Online Encyclopedia of Integer Sequences here) to find the first 100 terms.

```
```A181391 = [0, 0]

for n in range(1, 10**2):

for m in range(n-1, -1, -1):

if A181391[m] == A181391[n]:

A181391.append(n-m)

break

else:

A181391.append(0)

print(A181391)

This returns:

[0, 0, 1, 0, 2, 0, 2, 2, 1, 6, 0, 5, 0, 2, 6, 5, 4, 0, 5, 3, 0, 3, 2, 9, 0, 4, 9, 3, 6, 14, 0, 6, 3, 5, 15, 0, 5, 3, 5, 2, 17, 0, 6, 11, 0, 3, 8, 0, 3, 3, 1, 42, 0, 5, 15, 20, 0, 4, 32, 0, 3, 11, 18, 0, 4, 7, 0, 3, 7, 3, 2, 31, 0, 6, 31, 3, 6, 3, 2, 8, 33, 0, 9, 56, 0, 3, 8, 7, 19, 0, 5, 37, 0, 3, 8, 8, 1, 46, 0, 6, 23]

I then assigned each term an x coordinate value, i.e.:

0 , 0

1 , 0

2 , 1

3 , 0

4 , 2

5 , 0

6 , 2

7 , 2

8 , 1

9 , 6

10 , 0

11 , 5

12 , 0

13 , 2

14 , 6

15 , 5

16 , 4

17 , 0

18 , 5

19 , 3

20 , 0

etc.

This means that you can then plot the sequence as a line graph, with the y values corresponding to the sequence terms. As you can see, every time we hit a new peak the following value is 0, leading to the peaks and troughs seen below:

Let’s extend the sequence to the first 1000 terms:

We can see that the line y = x provides a reasonably good upper bound for this data:

But it is not known if every number would actually appear in the sequence somewhere – so this bound may not hold for larger values.

**Length of steps before new numbers appear.**

We can also investigate how long we have to wait to see each number for the first time by running the following Python code:

```
```A181391 = [0, 0]

for n in range(1, 10**3):

for m in range(n-1, -1, -1):

if A181391[m] == A181391[n]:

A181391.append(n-m)

break

else:

A181391.append(0)

for m in range(1,50):

if A181391[n]==m:

print(m, ",", n+1)

break

This returns the following data:

1 , 3

2 , 5

6 , 10

5 , 12

4 , 17

3 , 20

9 , 24

14 , 30

15 , 35

17 , 41

11 , 44

8 , 47

42 , 52

20 , 56

32 , 59

18 , 63

7 , 66

31 , 72

33 , 81

19 , 89

etc.

The first coordinate tells us the number we are interested in, and the second number tells us how long we have to wait in the sequence until it appears. So (1 , 3) means that we have to wait until 3 terms in the sequence to see the number 1 for the first time.

Plotting this for numbers 1-50 on a graph returns the following:

So, we can see (for example that we wait 66 terms to first see a 7, and 173 terms to first see a 12. There seems to be a general trend that as the numbers get larger we have to wait longer to see them. Testing this with a linear regression we can see a weak to moderate correlation:

Checking for the numbers up to 300 we get the following:

For example this shows that we have to wait 9700 terms until we see the number 254 for the first time. Testing this with a linear correlation we have a weaker positive correlation than previously.

So, a nice and quick investigation using a combination of sequences, coding, graphing and regression, with lots of areas this could be developed further.

Computers can brute force a lot of simple mathematical problems, so I thought I’d try and write some code to solve some of them. In nearly all these cases there’s probably a more elegant way of coding the problem – but these all do the job! You can run all of these with a Python editor such as Repl.it. Just copy and paste the below code and see what happens.

1) **Happy Numbers.**

Happy numbers are defined by the rule that you start with any positive integer, square each of the digits then add them together. Now do the same with the new number. Happy numbers will eventually spiral down to a number of 1. Numbers that don’t eventually reach 1 are called unhappy numbers.

As an example, say we start with the number 23. Next we do 2²+3² = 13. Now, 1²+3² = 10. Now 1²+0² = 1. 23 is therefore a happy number.

k= int(input("type a 2 digit number "))

a = int(k%10)

c = int(k//100)

b = int(k//10 -10*c)

print (a**2+b**2+c**2)

```
```for k in range (1,20):

` k = a**2+b**2 + c**2`

a = int(k%10)

c = int(k//100)

b = int(k//10 -10*c)

print (a**2+b**2+c**2)

2) **Sum of 3 cubes**

Most (though not all) numbers can be written as the sum of 3 cubes. For example:

1^{3} + 2^{3} + 2^{3} = 17. Therefore 17 can be written as the sum of 3 cubes.

This program allows you to see all the combinations possible when using the integers -10 to 10 and trying to make all the numbers up to 29.

for k in range(1,30):

```
```

` for a in range(-10, 10):`

for b in range(-10,10):

for c in range (-10, 10):

if a**3+b**3+c**3 == k :

print(k,a,b,c)

3) **Narcissistic Numbers**

A 3 digit narcissistic number is defined as one which the sum of the cubes of its digits equal the original number. This program allows you to see all 3 digit narcissistic numbers.

```
```for a in range (0,10):

for b in range(0, 10):

for c in range(0,10):

if a**3 + b**3 + c**3 ==100*a + 10*b + c:

print(int(100*a + 10*b + c))

4) **Pythagorean triples**

Pythagorean triples are integer solutions to Pythagoras’ Theorem. For example:

3^{2} + 4^{2} = 5^{2} is an integer solution to Pythagoras’ Theorem.

This code allows you to find all integer solutions to Pythagoras’ Theorem for the numbers in the range you specify.

```
```k = 100

`for a in range(1, k):`

for b in range(1,k):

for c in range (1, 2*k):

if a**2+b**2==c**2:

print(a,b,c)

5) **Perfect Numbers**

Perfect numbers are numbers whose proper factors (factors excluding the number itself) add to the number. This is easier to see with an example.

6 is a perfect number because its proper factors are 1,2,3 and 1+2+3 = 6

8 is not a perfect number because its proper factors are 1,2,4 and 1+2+4 = 7

Perfect numbers have been known about for about 2000 years – however they are exceptionally rare. The first 4 perfect numbers are 6, 28, 496, 8128. These were all known to the Greeks. The next perfect number wasn’t discovered until around 1500 years later – and not surprisingly as it’s 33,550,336.

The code below will find all the perfect numbers less than 10,000.

```
```for n in range(1,10000):

list = []

for i in range (1,n):

if n%i ==0:

list.append(i)

if sum(list)==n:

print(n)

**Friendly Numbers**

Friendly numbers are numbers which share a relationship with other numbers. They require the use of σ(a) which is called the divisor function and means the addition of all the factors of a. For example σ(7) = 1 + 7 = 8 and σ(10) = 1 +2 +5 + 10 = 18.

Friendly numbers therefore satisfy:

σ(a)/a = σ(b)/b

As an example:

σ(6) / 6 = (1+2+3+6) / 6 = 2,

σ(28) / 28 = (1+2+4+7+14+28) / 28 = 2

σ(496)/496 = (1+2+4+8+16+31+62+124+248+496)/496 = 2

Therefore 28 and 6 are friendly numbers because they share a common relationship.

This code will help find some Friendly numbers (though these are very difficult to find, as we need to check against every other integer until we find a relationship).

The code below will find some Friendly numbers less than 200, and their friendly pair less than 5000:

for n in range(1,5000):

list = []

```
``` for i in range (1,n+1):

if n%i ==0:

list.append(i)

Result1 = sum(list)

for m in range(1,200):

list2 = []

for j in range (1,m+1):

if m%j ==0:

list2.append(j)

Result2 = sum(list2)

` if Result2/m ==Result1/n:`

if n != m:

print(n,m)

**Hailstone numbers**

Hailstone numbers are created by the following rules:

if n is even: divide by 2

if n is odd: times by 3 and add 1

We can then generate a sequence from any starting number. For example, starting with 10:

10, 5, 16, 8, 4, 2, 1, 4, 2, 1…

we can see that this sequence loops into an infinitely repeating 4,2,1 sequence. Trying another number, say 58:

58, 29, 88, 44, 22, 11, 34, 17, 52, 26, 13, 40, 20, 10, 5, 16, 8, 4, 2, 1, 4, 2, 1…

and we see the same loop of 4,2,1.

The question is, does every number end in this loop? Well, we don’t know. Every number mathematicians have checked do indeed lead to this loop, but that is not a proof. Perhaps there is a counter-example, we just haven’t found it yet.

Run the code below, and by changing the value of n you can see how quickly the number enters the 4,2,1 loop.

n = 300

for k in range(1,40):

```
```

` if n%2 ==0:`

print(n/2)

n =n/2

elif n%2 !=0:

print(3*n+1)

n =3*n+1

**Generating the Golden ratio**

The Golden ratio can be approximated by dividing any 2 successive terms of the Fibonacci sequence. As we divide ever larger successive terms we get a better approximation for the Golden ratio. This code returns successive terms of the Fibonacci sequence and the corresponding approximation for the Golden ratio.

a = 0

b = 1

print(a)

print(b)

for k in range(1,30):

```
``` a = a+b

b = a+b

` print(a,b, b/a)`

**Partial sums**

We can use programs to see if sums to infinity converge. For example with the sequence 1/n, if I add the terms together I get: 1/1 + 1/2 + 1/3 + 1/4…In this case the series (surprisingly) diverges. The code below shows that the sum of the sequence 1/n^{2} converges to a number (pi^{2}/6).

```
```

`list = []`

for n in range(1,100):

n = 1/(n**2)

list.append(n)

print(sum(list))

**Returning to 6174**

This is a nice number trick. You take any 4 digit number, then rearrange the digits so that you make the largest number possible and also the smallest number possible. You then take away the smallest number from the largest number, and then start again. For example with the number 6785, the largest number we can make is 8765 and the smallest is 5678. So we do 8765 – 5678 = 3087. We then carry on with the same method. Eventually we will arrive at the number 6174!

k= int(input("type a 4 digit number "))

a = int(k%10)

d = int(k//1000)

c = int(k//100 - 10*d)

b = int(k//10 -10*c-100*d)

```
```for n in range(1,10):

list = []

list = [a,b,c,d]

list.sort()

a = list[0]

d = list[3]

c = list[2]

b = list[1]

print(1000*d+100*c+10*b+a -1000*a-100*b-10*c-d)

k = int(1000*d+100*c+10*b+a -1000*a-100*b-10*c-d)

a = int(k%10)

d = int(k//1000)

c = int(k//100 - 10*d)

b = int(k//10 -10*c-100*d)

list = []

list = [a,b,c,d]

list.sort()

a = list[0]

d = list[3]

c = list[2]

b = list[1]

` print(1000*d+100*c+10*b+a -1000*a-100*b-10*c-d)`

**Maximising the volume of a cuboid**

If we take a cuboid of length n, and cut squares of size x from the corner, what value of x will give the maximum volume? This code will look at initial squares of size 10×10 up to 90×90 and find the value of x for each which give the maximum volume.

def compute():

```
``` list1=[]

k=6

z = int(0.5*a*10**k)

for x in range(1,z):

list1.append((10*a-2*x/10**(k-1))*(10*a-2*x/10**(k-1))*(x/10**(k-1)))

print("length of original side is, ", 10*a)

y= max(list1)

print("maximum volume is, ", max(list1))

q = list1.index(y)

print("length of square removed from corner is, ", (q+1)/10**(k-1))

`for a in range(1,10):`

print(compute())

**Stacking cannonballs – solving maths with code**

Numberphile have recently done a video looking at the maths behind stacking cannonballs – so in this post I’ll look at the code needed to solve this problem.

**Triangular based pyramid.**

A triangular based pyramid would have:

1 ball on the top layer

1 + 3 balls on the second layer

1 + 3 + 6 balls on the third layer

1 + 3 + 6 + 10 balls on the fourth layer.

Therefore a triangular based pyramid is based on the sum of the first n triangular numbers.

The formula for the triangular numbers is:

and the formula for the sum of the first n triangular numbers is:

We can simplify this by using the identity for the sum of the first n square numbers and also the identity for the sum of the first n natural numbers:

Therefore:

and the question we want to find out is whether there is triangular based pyramid with a certain number of cannonballs which can be rearranged into a triangular number i.e.:

here n and m can be any natural number. For example if we choose n = 3 and m = 4 we see that we have the following:

Therefore we can have a triangular pyramid of height 3, which has 10 cannonballs. There 10 cannonballs can then be rearranged into a triangular number.

**Square based pyramids and above.**

For a square based pyramid we would have:

1 ball on the top layer

1 + 4 balls on the second layer

1 + 4 + 9 balls on the third layer

1 + 4 + 9 + 16 balls on the fourth layer.

This is the sum of the first n square numbers. So the formula for the square numbers is:

and the sum of the first n square numbers is:

**For a pentagonal based pyramid we have:**

1 ball on the top layer

1 + 5 balls on the second layer

1 + 5 + 12 balls on the third layer

1 + 5 + 12 + 22 balls on the fourth layer.

This is the sum of the first n pentagonal numbers. So the formula for the pentagonal numbers is:

and the formula for the first n pentagonal numbers is:

**For a hexagonal based pyramid we have:**

The formula for the first n hexagonal numbers:

and the formula for the sum of the first n hexagonal numbers:

For a **k-agon based pyramid we have**

and the formula for the sum of the first n k-agon numbers:

Therefore the general case is to ask if a k-agonal pyramid can be rearranged into a k-agon number i.e:

**Computers to the rescue**

We can then use some coding to brute force some solutions by running through large numbers of integers and seeing if any values give a solution. Here is the Python code. Type it (taking care with the spacing) into a Python editor and you can run it yourself.

You can then change the k range to check larger k-agons and also change the range for a and b. Running this we can find the following. (The first number is the value of k, the second the height of a k-agonal pyramid, the third number the k-agon number and the last number the number of cannonballs used).

**Solutions:**

3 , 3 , 4 , 10

3 , 8 , 15 , 120

3 , 20 , 55 , 1540

3 , 34 , 119 , 7140

4 , 24 , 70 , 4900

6 , 11 , 22 , 946

8 , 10 , 19 , 1045

8 , 18 , 45 , 5985

10 , 5 , 7 , 175

11 , 25 , 73 , 23725

14 , 6 , 9 , 441

14 , 46 , 181 , 195661

17 , 73 , 361 , 975061

20 , 106 , 631 , 3578401

23 , 145 , 1009 , 10680265

26 , 190 , 1513 , 27453385

29 , 241 , 2161 , 63016921

30 , 17 , 41 , 23001

32 , 298 , 2971 , 132361021

35 , 361 , 3961 , 258815701

38 , 430 , 5149 , 477132085

41 , 204 , 1683 , 55202400

41 , 505 , 6553 , 837244045

43 , 33 , 110 , 245905

44 , 586 , 8191 , 1408778281

50 , 34 , 115 , 314755

88 , 15 , 34 , 48280

145, 162, 1191, 101337426

276, 26, 77, 801801)

322, 28, 86, 1169686

823, 113, 694, 197427385

2378, 103, 604, 432684460

31265, 259, 2407, 90525801730

For example we can see a graphical representation of this. When k is 6, we have a hexagonal pyramid with height 11 or the 22nd hexagonal number – both of which give a solution of 946. These are all the solutions I can find – can you find any others? Leave a comment below if you do find any others and I’ll add them to the list!

**What’s so special about 277777788888899?**

Numberphile have just done a nice video which combines mathematics and computer programing. The challenge is to choose any number (say 347)

Then we do 3x4x7 = 84

next we do 8×4 = 32

next we do 3×2 = 6.

And when we get to a single digit number then we have finished. It took 3 steps to get from 347 to a single digit number, therefore 347 has a *persistence* of 3. The challenge is to find a number with as big a persistence as possible. The current world record is 277777788888899 which is the smallest number with a persistence of 11. No numbers with a persistence of greater than 11 have ever been found. In the video Matt writes a Python program to check this, though I tried to make my own version below. It’s not very sophisticated, but it gets the job done (with a small glitch of returning a 0 followed by 1s when it should just return 0s!)

The full code should be available to run here, or download here. If you run the program above in an online Python site like repl.it you can choose any number you like as see what its persistence is.

If you find any number that hasn’t gone to a single digit after 11 rounds, you’ve found a new world record persistence!

To very briefly explain the code used above:

We start by defining “result” as 1. We then have some add any integer number on the screen (let’s use 347). We then do 347 mod 10 (number % 10) which gives 7, and do result (which is 1) multiplied by 7. We then do 347 divided by 10 ignoring remainders (number//10). This gives 34.

We then start the process again. 34 mod 10 = 4. So now we have 1 x 7 x 4. Next we do 34 divided by 10 ignoring remainders which gives 3. Last we do 3 mod 10 = 3. So we have 1 x 7 x 4 x 3. If we carried on the loop we would next have 3/10 = 0 ignoring remainders, therefore our loop would stop.

The program then defines the *new* starting number as 7x4x3 = 84 and then starts again. So, a nice use of mathematics and computing – see what levels of persistence you can find!

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