What is the meaning of T_1 = 1 in this problem?

  • Thread starter ehrenfest
  • Start date
  • Tags
    Mean
In summary, The problem is to find the maximum number of non-intersecting line segments that can be drawn in a polygon by joining its vertices, where the order in which the vertices are chosen to draw the lines is not considered. Examples of this include T_1 (triangle) = 1 because there is one way to draw internal vertices i.e. drawing none at all, and T_2 (square) = 2 because there are two different internal diagonals to draw. In general, the formula for T_n is T_n = n-1, where n is the number of vertices in the polygon.
  • #1
ehrenfest
2,020
1

Homework Statement


Can someone just explain to me what this problem is asking? The words that got cut off are "number" and "resulting". For example, why T_1 = 1?

Homework Equations


The Attempt at a Solution

 

Attachments

  • larsen2512.jpg
    larsen2512.jpg
    9.8 KB · Views: 429
Physics news on Phys.org
  • #2
The sum is a sum of pairs of numbers, the first of each pair starts at [itex]T_0[[/itex] up to [itex]T_{n-1}[/itex] while the second number goes the other way. For example that formula asserts that [itex]T_1= T_0T_0= 1[/itex] and [itex]T_2= T_0T_1+ T_1T_0=1+ 1= 2[/itex].

[itex]T_1[/itex] is "the number of ways it is possible to join the vertices of a triangle (1+ 2= 3 vertices) in pairs so that they do not intersect each other". We can connect two vertices by drawing a side of the triangle. If we drew another side, it would have to intersect the first at an endpoint so we can draw only one line. [itex]T_2[/itex] would be the number of ways we can connect the vertices of a square so that they do not connect: [itex]T_2= 2[/itex] as the formula said because we can draw to parallel sides that do not connect.

I will agree that the wording, "the number of ways", is misleading. If we have triangle ABC, I would have thought we could have drawn AB and no other side, or BC and no other side, or AC and no other side, giving 3 "ways" but that is clearly not what is intended.
 
  • #3
But in the triangle you can join AB, BC, or AC, right? Why are there not three ways?
 
  • #4
Yes, that was why I said the phrasing was misleading. Since the three points A, B, and C could be labeled in different ways, so that any side could be labeled "AB", they are not considering those as "different ways" of drawing a line. You can pick anyone of the three sides to draw first- then there are no other lines to be drawn that do not intersect the side already drawn. One way of drawing lines that do not intersec.
 
  • #5
ehrenfest said:
But in the triangle you can join AB, BC, or AC, right? Why are there not three ways?

Gosh. Sorry, I just reread your first post and saw how you literally answered that question in the last paragraph.

So, if I understand this right, it is really the maximum number of non-intersecting line segments that you can draw in the circle each of which joins two vertices, right?
 
Last edited:
  • #6
I think that is a much better way of stating the problem!
 
  • #7
ehrenfest said:
So, if I understand this right, it is really the maximum number of non-intersecting line segments that you can draw in the circle each of which joins two vertices, right?

Wait. T_3 = 5 means that it is possible to draw five such lines, but that is impossible since there are a maximum of two disjoint pairs of vertices--so there can only be two such lines! I mean that in ABCDE, you can take two pairs of letters and draw lines between them, and then there is nothing else you can do since there is only one letter left!
 
Last edited:
  • #8
ehrenfest said:
Wait. T_3 = 5 means that it is possible to draw five such lines, but that is impossible since there are a maximum of two disjoint pairs of vertices--so there can only be two such lines! I mean that in ABCDE, you can take two pairs of letters and lines between them, and then there is nothing else you can do since there is only one letter left!

I think the sense of the problem is that you just keep drawing segments until you can't draw any more without crossing another. In the n=3 case (pentagon) you connect the consecutive vertices to get the pentagon and then you can draw two more interior diagonals. However you do this one vertex has four edges attached to it. There are five choices for this vertex, so T_3=5.
 
  • #9
Dick said:
I think the sense of the problem is that you just keep drawing segments until you can't draw any more without crossing another. In the n=3 case (pentagon) you connect the consecutive vertices to get the pentagon and then you can draw two more interior diagonals. However you do this one vertex has four edges attached to it. There are five choices for this vertex, so T_3=5.

I think HallsofIvy suggested that the question meant something different in the previous posts. From your explanation, T_2 would equal 3 because you could join any to vertices. I think that the problem does not distinguish between the different vertices.

EDIT: I meant T_1
 
Last edited:
  • #10
No, I would say T_2 (square)=2. Because there are two different internal diagonals to draw. I don't think that's what Halls meant. The vertices are distinguishable. The order in which you choose them to draw isn't.
 
  • #11
Dick said:
No, I would say T_2 (square)=2. Because there are two different internal diagonals to draw. I don't think that's what Halls meant. The vertices are distinguishable. The order in which you choose them to draw isn't.
So, T_1 (triangle) = 1 because there is one way to draw internal vertices i.e. drawing none at all?

HallsofIvy said:
[itex]T_1[/itex] is "the number of ways it is possible to join the vertices of a triangle (1+ 2= 3 vertices) in pairs so that they do not intersect each other". We can connect two vertices by drawing a side of the triangle. If we drew another side, it would have to intersect the first at an endpoint so we can draw only one line. [itex]T_2[/itex] would be the number of ways we can connect the vertices of a square so that they do not connect: [itex]T_2= 2[/itex] as the formula said because we can draw to parallel sides that do not connect.

Dick, I really think your explanation is different than HallsofIvy because if you reread post #2, some of which I have quoted, it seems like HallsofIvy is assuming that the polygon is not already drawn--only the vertices around the circle are. Also, HallsofIvy talks about drawing parallel sides for the T_2 case while you talk about drawing diagonals.
 
Last edited:
  • #12
Mmm. Maybe we are saying two different things. I was taking it to mean draw without INTERNAL intersections. In which case you can always draw the usual polygon lines for free and then just worry about number of ways to draw the internal lines. I checked that T_4=14 and thought I had counted all of the diagrams correctly. Try it for T_3 and see what you conclude.
 

FAQ: What is the meaning of T_1 = 1 in this problem?

What is T_1?

T_1 is a symbol commonly used in mathematical equations and scientific research. It represents a variable or parameter that can take on different values depending on the context.

What does T_1 = 1 mean?

When T_1 is set equal to 1, it means that the variable or parameter represented by T_1 has a specific value of 1 in the given equation or experiment. This value may be chosen arbitrarily or based on previous research and data.

How is T_1 = 1 determined?

The value of T_1 = 1 is determined through various methods such as experimentation, mathematical calculations, or statistical analysis. It depends on the specific research question and the variables involved.

What is the significance of T_1 = 1 in a scientific context?

T_1 = 1 is significant in a scientific context as it represents a specific value that can help researchers to make predictions, draw conclusions, and understand the relationship between variables in a given system or experiment.

Can T_1 = 1 have different meanings in different contexts?

Yes, the meaning of T_1 = 1 can vary depending on the context in which it is used. It is important for scientists to clearly define and explain the variables and parameters they use in their research to avoid confusion and ensure accurate interpretation of their findings.

Back
Top