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terça-feira, 1 de outubro de 2013

18th Chinese Mathematical Olympiad 2003 Problems & Solutions

A1.  ABC is an acute-angled triangle with AB and AC unequal, incenter I and orthocenter H. BB1 and CC1 are medians. The line IB1 meets the line AB at B2, and the line IC1 meets the line CA at C2. The line B2C2 meets the line BC at K. The circumcenter of BHC is O'. Show that A, I and O' are collinear iff area BKB2 = area CKC2.


A2.  S is a subset of {1, 2, 3, ... , 100} such that given any two elements a, b in S, there is an element c in S coprime to a and b, and there is an element d in S which has a common factor with a and a common factor with b. What is the largest possible number of elements in S?

A3.  The reals x1, x2, ... , xn all satisfy 0 < xi < π/2. Also tan x1 tan x2 ... tan xn = 2n/2. Find the smallest L such that cos x1 + cos x2 + ... + cos xn ≤ L for all such xi.

B1.  Find all positive integer triples (d, m, n) with d > 1, m> 1 such that dm + 1 divides dn + 203.

B2.  There are 10 applicants for a job, labeled 1, 2, ... , 10. Their suitability for the job is ranked in this order (so 1 is more suitable than 2, who is more suitable than 3 and so on). But an applicant's ability is only measured when they are interviewed. They are interviewed in the order a1, a2, ... , a10. The first three interviewed are automatically rejected. Thereafter if an applicant's suitability is better than that of all previous applicants they are accepted (without interviewing the other applicants). If the first nine applicants interviewed are not accepted, then the tenth is automatically accepted. Let ni be the number of permutations a1, ... , a10 which result in applicant i getting the job. Show that n1 > n2 > ... > n8 = n9 = n10. Show that the probability that one of 1, 2, 3 gets the job is over 70% and that the probability of one of 8, 9, 10 getting the job is not more than 10%.

B3.  a, b, c d are positive reals satisfying ab + cd = 1 and the four points (x1, y1), (x2, y2), (x3, y3), (x4, y4) lie on the circle x2 + y2 = 1. Show that (ay1 + by2 + cy3 + dy4)2 + (ax4 + bx3 + cx2 + dx1)2 ≤ 2(a/b + b/a + c/d + d/c). 

Solutions

Problem A1
ABC is an acute-angled triangle with AB and AC unequal, incenter I and orthocenter H. BB1 and CC1 are medians. The line IB1 meets the line AB at B2, and the line IC1 meets the line CA at C2. The line B2C2 meets the line BC at K. The circumcenter of BHC is O'. Show that A, I and O' are collinear iff area BKB2 = area CKC2.
Solution
Thanks to Allen Zhang
We show that A, I and O' are collinear iff angle BAC = 60o. Take O as the circumcenter of ABC and let the line AI meet the circumcircle again at P. Since O' and P both lie on the perpendicular bisector of BC, O' lies on the line AI iff O' = P. ∠HBC = 90o-∠C, ∠HCB = 90o-∠B, so ∠BHC = ∠B + ∠C. So if P = O', then ∠BPC = 2 x ∠ at circumference = 2(180o - ∠B - ∠C) = 2∠A. But BACP is cyclic, so ∠A + 2∠A = 180o. Hence ∠A = 60o.
Conversely, if ∠A = 60o, then ∠BO'C = 2(180o - ∠BHC) = 2∠A = 120o, so BACO' is cyclic, so O' = P.
Note that area BKB2 = area CKC2 iff area ABC = area AB2C2. But area ABC = AB·AC sin A, area AB2C2 = AB2·AC2 sin A, so area BKB2 = area CKC2 iff AB·AC = AB2·AC2.
We have area AIB2 = rAB2/2, area AIB1 = ½ area AIC = br/4, area AB1B2 = AB2 x height/2 = AB2 (ht C from AB)/4 = AB2 r(a+b+c)/4c. Hence 2c AB2 + bc = AB2(a+b+c), so AB2 = bc/(a+b-c). Similarly, AC2 = bc/(a-b+c).
Thus AB·AC = AB2·AC2 is equivalent to bc = (a+b-c)(a-b+c) = a2-b2+2bc-c2, or (b2+c2-a2)/2bc = 1/2. But by the cosine rule, lhs = cos A. So AB·AC = AB2·AC2 iff A = 60o

Problem A2
S is a subset of {1, 2, 3, ... , 100} such that given any two elements a, b in S, there is an element c in S coprime to a and b, and there is an element d in S which has a common factor with a and a common factor with b. What is the largest possible number of elements in S?
Answer 72
Solution
Thanks to Polly T Wang
Let S be the set of all integers n ≤ 100 divisible by just one or two elements of T = {2, 3, 5, 7, 11}. If m, n are two elements in S, then they can be divisible by at most four elements of T, so the fifth member of T is relatively prime to m and n. does not divide either. Also we can pick a prime p in T which divides m and a prime q in T which divides n. If p = q, then p is in S and has a common factor with m and n. If p and q are unequal, then pq is in S and has a common factor with m and n.
The 50 even numbers 2, 4, ... , 100 are in S, except for 30, 60, 90, 42, 84, 66, 70, giving 43 members. The odd multiples of 3 are also in S - 3, 9, 15, ... , 99, giving a further 17 members. The multiples of 5 not divisible by 2 or 3 are in S - 5, 25, 35, 55, 65, 85, 95, giving a further 7 members. Finally, 7, 49, 77, 91, 11 are in S, giving a total of 72 members.
We show that we cannot do better. Clearly 1 ∉ S. There are 21 primes > 10: 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97. Not more than one of these primes can be in S, for if two were in S, then the smallest number having a common factor with both is > 100. So we have a total so far of 1 + 20 = 21 exclusions.
Suppose no prime > 10 is in S. Then 3 and 70 cannot both be in S, because there cannot be an element coprime to both. Similarly, at least one of (5,42), (7,30), (6,35), (10,21), (14,15), (28,45) is not in S. So we have an additional 1 (the other prime > 10) + 7 (one from each of 7 pairs) = 8 exclusions and hence a total of 29 exclusions, so S cannot have more than 71 members.
So suppose there is a prime p > 10 in S.
(1) If 7p ∈ S, then 30, 60, 90 ∉ S (because there is no available number coprime to both). If 7p ∉ S, then 7, 49, 77, 91 ∉ S (if 7 and p are in S, then 7p must be in S).
(2) if 5p ∈ S, then 42, 84 ∉ S. If 5p ∉ S, then 5, 25 ∉ S.
(3) one of 3p, 70 is not in S.
(4) one of 6p, 35 is not in S.
(5) if 5p and 7p are not in S, then 35 is not in S.
If p = 11 or 13, then (1), (2), (3), (4) exclude 3+2+1+1 = 7 elements. If p = 17 or 19, then 7p ∉ S, so (1) excludes 4 elements and (1), (2), (3) exclude 4+2+1 = 7 elements. If p ≥ 23, then (1), (2), (5) exclude 4+2+1 = 7 elements. So we always get at least 21 + 7 = 28 exclusions, implying that S has at most 72 elements. 

Problem A3
The reals x1, x2, ... , xn all satisfy 0 < xi < π/2. Also tan x1 tan x2 ... tan xn = 2n/2. Find the smallest Ln such that cos x1 + cos x2 + ... + cos xn ≤ Ln for all such xi.
Answer
L1 = 1/√3, L2 = 2/√3, Ln = n-1 for n > 2.
Solution
Thanks to Li Yi
The case n = 1 is trivial, because x1 is fixed.
For n = 2 we wish to prove that if tan x1 tan x2 = 2, then cos x1 + cos x2 ≤ 2/√3. That is equivalent to cos2x1 + cos2x2 + 2 cos x1 cos x2 ≤ 4/3, or 1/(1 + tan2x1) + 1/(1 + tan2x2) + 2/√((1 + tan2x1)(1 + tan2x2)) ≤ 4/3. Put k = √((1 + tan2x1)(1 + tan2x2)) = √(5 + tan2x1 + tan2x2). Then we wish to show that (k2 - 3)/k2 + 2/k ≤ 4/3 or 2/k - 3/k2 ≤ 1/3 or (k-3)2 ≥ 0, which is obviously true. Moreover, if we take x1 = x2 = tan-1√2, then tan x1 tan x2 = 2, and cos x1 = cos x2 = 1/√3, so cos x1 + cos x2 = 2/√3. Hence 2/√3 is best possible.
Now take n = 3. We show that if tan x1 tan x2 tan x3 = 2√2, then cos x1 + cos x2 + cos x3 < 2. Take x1 ≥ x2 ≥ x3. If tan2x2 + tan2x3 ≥ 7, then tan2x1 ≥ tan2x2 ≥ 7/2, so cos x1 and cos x2 ≤ (√2)/3 and hence cos x1 + cos x2 + cos x3 ≤ (2√2)/3 + 1 < 2. So assume tan2x2 + tan2x3 < 7.
We have cos x2 ≤ (1 + cos2x2)/2 = 1 - ½sin2x2. Similarly for x3, so cos x2 + cos x3 ≤ 2 - (sin2x2 + sin2x3)/2 ≤ 2 - sin x2 sin x3. Also cos x1 = 1/√(1+tan2x1) = 1/√(1+8/(tan2x2 tan2x3)) = sin x2 sin x3/√(8 cos2x2 cos2x3 + sin2x2 sin2x3). So cos x1 + cos x2 + cos x3 ≤ 2 - sin x2 sin x3 (1 - 1/√(8 cos2x2 cos2x3 + sin2x2 sin2x3). So we have to show that 8 cos2x2 cos2x3 + sin2x2 sin2x3 > 1, or 8 + tan2x2 tan2x3 > sec2x2 sec2x3 (= (1 + tan2x2)(1 + tan2x3) ), or tan2x2 + tan2x3 < 7.
Finally, if we take x1 and x2 close to zero, so that cos x1 and cos x2 > 1 - ε/2, then we can take x3 so that tan x1 tan x2 tan x3 = 2√2. We have cos x3 > 0, so cos x1 + cos x2 + cos x3 > 2 - ε. Thus 2 is the best possible limit.
For n > 3, take x1, x2, x3 to be the three largest xi. Then we must have tan x1 tan x2 tan x3 ≥ 2√2. Take y1 ≤ x1 so that tan y1 tan x2 tan x3 = 2√2. Then cos x1 + cos x2 + cos x3 ≤ cos y1 + cos x2 + cos x3 < 2. But cos xi < 1 for i > 3, so cos x1 + cos x2 + ... + cos xn < n-1.
An alternative solution
First we establish a more general result for n = 2, that if tan x tan y = c ≥ 2, then cos x + cos y ≤ c/√(c2-1).
Put 1/w2 = (1 + tan2x)(1 + tan2y) = sec2x sec2y, so 2 cos x cos y = 2w and cos2x + cos2y = (sec2x + sec2y)/(sec2x sec2y) = w2(2 + tan2x + tan2y) = w2(1/w2 + 1 - c2). So (cos x + cos y)2 = 1 + 2w - w2(c2 - 1) = c2/(c2-1) - (c2-1)(w - 1/(c2-1) )2 ≤ c2/(c2-1).
For c = 2 we can exhibit x, y which achieve this limit (as in the first solution), thus demonstrating that it is best possible. For c > 2 we do not need to show it is best possible. Take n = 3, so that tan x tan y tan z = 2√2. Take x to be the smallest, so that tan y tan z ≥ 2. Then, using the extended result for n = 2, cos x + cos y + cos z ≤ cos x + (2√2)/√(8 - tan2x). We wish to show that this is < 2. Squaring, that is equivalent to 8 ≤ (8 - tan2x)(4 - 4 cos x + cos2x). Expanding and putting k = cos x, we get 0 ≤ 23 - 32k + 9k2 - 4(1-k2)/k2 + 4(1-k2)/k, or 9k4 - 36k3 + 27k2 + 4k - 4 > 0. Factorising, (k-1)(9k3 - 27k2 + 4) > 0 (*). But tan x ≤ √2, so k ≥ 1/√3 and hence 9k3 - 27k2 + 4 = 9k2(k - 3) + 4 < 3(1-3) + 4 < 0. Since x > 0, k < 1, so (*) holds and hence the limit 2 holds for n = 3. We show that 2 is best possible as in the first solution. The case n > 3 also follows as in the first solution. 

Problem B1
Find all positive integer triples (d, m, n) with d > 1, m > 1 such that dm + 1 divides dn + 203.
Answer
(d,m,n) = (2,2,1), (2,3,2), (2,4,8), (2,6,9), (3,2,3), (4,2,4), (5,2,1), (8,2,3), (10,2,2), (203,m,m+1)
Also if (d,m,n) is a solution, then so is (d,m,n+2km) for any positive integer k.
Solution
Thanks to Polly T Wang
(d2m - 1) = (dm - 1)(dm + 1) is a factor of (d2mk - 1) and hence also of (dn+2mk - dn) for any positive integer k. Hence dm + 1 divides dn + 203 iff it divides dn+2mk + 203. Thus we need only consider 1 ≤ n ≤ 2m. We consider separately the cases n = m, n = 2m, 1 ≤ n ≤ m-1, and m+1 ≤ n ≤ 2m-1.
Case 1. n = m. Then dm + 1 divides dm + 203 and hence also 202 = 2·101. But d, m > 1, so d = 10, m = 2 and (d,m,n) = (10,2,2) is a solution.
Case 2. n = 2m. Then dm + 1 divides d2m + 203 and d2m - 1 and hence 204 = 223·17. The only possibility is dm = 16, giving (4,2,4) and (2,4,8).
Case 3. 1 ≤ n ≤ m-1. Then d(d-1) ≤ dm - dm-1 ≤ dm - dn ≤ 202 (since we must have dn + 203 ≥ dm + 1). Hence d ≤ 14. We now use dm-1(d-1) ≤ 202 to give: if d=2, m-1 ≤ 7; if d=3, m-1 ≤ 4; if d=4, m-1 ≤ 3; if d=5,6, m-1 ≤ 2; if d=7,...,14 then m-1 = 1. We now check all these cases.
For d=2, we have 2m+1 = 5, 9, 17, 33, 65, 129, 257 for m=2,...,8, and 2n+203 = 205=5·41, 207=9·23, 211, 219=3·73, 235=5·47, 267=3·89, 331. So the only cases where 2m+1 divides 2n+203 and n ≤ m-1 are: (d,m,n) = (2,3,2), (2,2,1). For d=3, we have 3n+203 = 206=2·103, 212=4·53, 230=2·5·23 or 284=4·71 and 3m+1 = 10, 28, 82 or 244, which gives no solutions. For d=4, we have 4n+203 = 207=9·23, 219=3·73 or 267=3·89 and 4m+1 = 17, 65, 257, which gives no solutions. For d=5, we have 5n+203 = 208=16·13 or 228=4·3·19 and 5m+1 = 26 or 126, which gives the solution (d,m,n) = (5,2,1). For d=6, we have 6n+203 = 209=11·19 or 239, and 6m+1 = 37 or 217, which gives no solutions. For d=7, we must have 72+1=50 divide 71+203=210, which fails. Similarly, 82+1=65 does not divide 8+203=211, 92+1=82 does not divide 212, 102+1 does not divide 213, 112+1=122 does not divide 214, 122+1=145 does not divide 215, 132+1=170 does not divide 216, and 142+1=197 does not divide 217.
Case 4. m+1 ≤ n ≤ 2m-1. We have dn + 203 = a(dm + 1), so a = dn - adm + 203 = 203 mod dm. So put a = bdm + 203. If b > 0, then a ≥ dm + 203, so a(dm + 1) > d2m + 203 > dn + 1. Contradiction, so b ≤ 0.
We have dn + 203 = a(dm + 1) = bd2m + 203dm + bdm + 203, so dn-m = 203 + bdm + b. Hence dn-m divides b+203. Put c = (b+203)/dn-m. Then dn-m + 203dm = bdm + 203 + b + 203dm = (b + 203)(dm + 1) = cdn-m(dm+1), so c(dm+1) = 203d2m-n + 1. Hence dm+1 ≤ 203d2m-n + 1, so dm ≤ 203d2m-n, so dn-m ≤ 203 (*).
Suppose n=m+1. Then dm+1 divides dm+1+203 and d(dm+1) and hence their difference 203-d (**) (which is positive by (*) ). If d = 203, then it is easily checked that any m works, giving the solution (203,m,m+1). If d < 203, then dm + 1 ≤ 203 - d, so dm + d ≤ 202 (**). But m ≥ 2 (given), so d ≤ 13. It is easily checked that the pairs (d,m) satisfying (**) are (13,2), (12,2), (11,2), (10,2), (9,2), (8,2), (7,2), (6,2), (5,2), (5,3), (4,2), (4,3), (3,2), (3,3), (3,4), (2,2), (2,3), (2,4), (2,5), (2,6), (2,7). It is easy to check that of these only (8,2) and (3,2) satisfy (**), giving the solutions (3,2,3), (8,2,3).
Finally suppose n-m ≥ 2. The condition (*) implies d = 2 and n-m ≤ 7, d = 3 and n-m ≤ 4, d = 4 or 5 and n-m ≤ 3, or d = 6,7, ...,13 and n-m = 2. We have dn-m = 203 + b(dm+1). If b = 0, then a = 203, so dn = 203dm, giving d = 203 and n = m+1. But we are assuming n-m > 1, so we must have b ≠ 0. Hence dm + 1 divides 203 - dn-m (***).
We now have to examine the twenty odd cases to see if they satisfy (***). Take d = 2. We are looking for a factor of 203 - dn-m which is 1 more than a power of 2. For dn-m = 4, 199 is prime and 198 not a power of 2. For dn-m = 8, 195 = 3·5·13 with factors 2+1, 4+1 and 64+1. 2+1 gives m = 1, 4+1 gives n>2m, but 64+1 gives the solution (2,6,9). For dn-m = 16, 187 = 11·17, the only factor of the required form is 17, but that gives n=2m. For dn-m = 32, 171 = 9·19 has no factors of the required form. For dn-m = 64, 139 is prime and 138 is not a power of 2. For dn-m = 128, 75 has no factors of the required form. That exhausts d = 2.
Take d = 3. 203 - 32 = 194 = 2·97 has no factors of the form 3k+1. Similarly, 203 - 33 = 176 = 16·11 has no factors of the required form. Similarly, 203 - 34 = 122 = 2·61 has no factors of the required form.
Take d = 4. 203 - 42 = 187. The only factor of the required form is 17, but then n>2m. 203 - 43 = 139, which has no factors of the required form.
Take d = 5. 203 - 52 = 2·89, which has no factors of the required form. 203 - 53 = 78 = 2·3·13, which has no factors of the required form.
Similarly for d = 6, 7, ... , 13, we note that 203 - 36 = 167 is not divisible by 37 (the only possible candidate, since 63+1 is too big), 203 - 49 is not divisible by 50, 203 - 64 is not divisible by 65, 203 - 81 is not divisible by 82, 203 - 100 is not divisible by 101, 203 - 121 is not divisible by 122, 203 - 144 is not divisible by 145, 203 - 169 is not divisible by 170. 

Whilst I am grateful for this solution, it seems a fairly horrendous slog. Any more elegant solutions would be welcome.

Problem B2
There are 10 applicants for a job, labeled 1, 2, ... , 10. Their suitability for the job is ranked in this order (so 1 is more suitable than 2, who is more suitable than 3 and so on). But an applicant's ability is only measured when they are interviewed. They are interviewed in the order a1, a2, ... , a10. The first three interviewed are automatically rejected. Thereafter if an applicant's suitability is better than that of all previous applicants they are accepted (without interviewing the other applicants). If the first nine applicants interviewed are not accepted, then the tenth is automatically accepted. Let ni be the number of permutations a1, ... , a10 which result in applicant i getting the job. Show that n1 > n2 > ... > n8 = n9 = n10. Show that the probability that one of 1, 2, 3 gets the job is over 70% and that the probability of one of 8, 9, 10 getting the job is not more than 10%.
Solution
Thanks to Li Yi
Let A(i, j) be the number of permutations in which i is the highest ranked in the first three applicants, and j gets the job. Evidently, A(1, 1) = 0, and A(1, j) = 3·8! for j > 1, because there are 3 possibilities for 1's position, j must come last, then there are 8! possibilities for the other 8.
Obviously A(9, j) = A(10, j) = 0, because the highest ranked in the first three must be 8 or better. For 9 > i > 1, A(i, j) = 0 for j ≥ i, and 3( 7C(i-1) ) (i-2)! (10-i)! for j < i. Because there are 3 possibilities for i's position. All of 1, 2, ... , i-1 must come in the last 7 ( 7C(i-1) possibilities), and j must be the first of them. There are then (i-2)! possibilities for the others amongst 1, 2, ... , i-1. Finally the remaining numbers i+1, i+2, ... , 10 can be arranged in (10-i)! ways. It is convenient to put k = 3·8!, ai = A(i,j) for i > j (and i = 2, 3, ... , 8). So we have:
n1 = a2 + a3 + ... + a8
n2 = k + a3 + ... + a8
n3 = k + a4 + ... + a8
...
n7 = k + a8
n8 = n9 = n10 = k
It is now immediate that n2 > n3 > ... > n7 > n8 = n9 = n10 and (n8 + n9 + n10)/10! = 1/10. Moreover a2 = 3·7·8! > k, so n1 > n2.
Finally, we find n1 = 3·7!·3349/35, n2 = 3·7!·1669/35, n3 = 3·7!·934/35, and hence (n1 + n2 + n3)/10! = 124/175 > 70%.

 Problem B3
a, b, c d are positive reals satisfying ab + cd = 1 and the four points (x1, y1), (x2, y2), (x3, y3), (x4, y4) lie on the circle x2 + y2 = 1. Show that (ay1 + by2 + cy3 + dy4)2 + (ax4 + bx3 + cx2 + dx1)2 ≤ 2(a/b + b/a + c/d + d/c).
Solution
Thanks to Li Yi
We have (ay1 + by2)2 ≤ (ay1 + by2)2 + (ax1 - bx2)2 = a2 + b2 + 2ab(y1y2 - x1x2). Similarly, (cx2 + dx1)2 ≤ c2 + d2 + 2cd(x1x2 - y1y2).
Hence (ay1 + by2)2/ab + (cx2 + dx1)2/cd ≤ (a2 + b2)/ab + (c2 + d2)/cd = (a/b + b/a + c/d + d/c). The same argument shows that (ax4 + bx3)2/ab + (cy3 + dy4)2/cd ≤ (a/b + b/a + c/d + d/c).
But now Cauchy-Schwartz gives ( (ay1 + by2) + (cy3 + dy4) )2 = ( √(ab) (ay1 + by2)/√(ab) + √(cd) (cy3 + dy4)/√(cd) )2 ≤ (ab + cd)( (ay1 + by2)2/ab + (cy3 + dy4)2/cd ) = (ay1 + by2)2/ab + (cy3 + dy4)2/cd. Similarly ( (ax4 + bx3) + (cx2 + dx1) )2 ≤ (ax4 + bx3)2/ab + (cx2 + dx1)2/cd. So, adding, (ay1 + by2 + cy3 + dy4)2 + (ax4 + bx3 + cx2 + dx1)2 ≤ 2(a/b + b/a + c/d + d/c)

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19th Chinese Mathematical Olympiad 2004 Problems & Solutions

A1.  ABCD is a quadrilateral. E, F, G, H are points on AB, BC, CD, DA respectively such that (AE/EB)(BF/FC)(CG/GD)(DH/HA) = 1. The lines through A parallel to HE, through B parallel to EF, through C parallel to FG, and through D parallel to GH form a quadrilateral E1F1G1H1 (E1 is the intersection of the lines through A and B, F1 is the intersection of the lines through B and C, and so on). Find CF1/CG1 in terms of AH1/AE1.
A2.  a1/, a2, a3, ... is a sequence of integers with a1 positive and an = [(1 + 2/n)(an-1 - 1)] + 1. Find an in terms of a1 and n.
A3.  S is a set of n points. It contains a convex 7-gon and given any convex pentagon in S, there is a point of S inside it. Find the minimum possible value of n. (Note that 5 points are not considered to form a convex pentagon if any of them lies in the convex hull of the other 4, so in particular they cannot form a convex pentagon if three of them are collinear.)
B1.  a is a real. The sequence of reals x0, x1, ... , xn+1 satisfies x0 = xn+1 = 0 and (xi-1 + xi+1)/2 = xi + xi3 - a3 for i = 1, 2, ... , n. Show that the sequence is uniquely determined by n and a and that |xi| ≤ |a|.
B2.  a1 < a2 < ... < an is a sequence of positive integers with ∑ 1/ai ≤ 1. Prove that (∑ 1/(ai2 + x2) )2 ≤ 1/(2a12-2a1+2x2) for any real x.
B3.  Show that any sufficiently large integer can be expressed as a sum of distinct positive integers a1, a2, ... , a2004 such that each ai is divisible by its predecessor. 

Solutions

Problem A1
ABCD is a quadrilateral. E, F, G, H are points on AB, BC, CD, DA respectively such that (AE/EB)(BF/FC)(CG/GD)(DH/HA) = 1. The lines through A parallel to HE, through B parallel to EF, through C parallel to FG, and through D parallel to GH form a quadrilateral E1F1G1H1 (E1 is the intersection of the lines through A and B, F1 is the intersection of the lines through B and C, and so on). Find CF1/CG1 in terms of AH1/AE1.
Answer
CF1/CG1 = 1/(AH1/AE1)
Solution
Let the diagonals AC, BD meet at O. Suppose the lines EF and AC meet at P (we consider later what happens if they are parallel). Then the heights of A and C above EF are proportional to PA and PC, so area AEF/area CEF = PA/PC. But area AEF/area BEF = AE/BE, and area CEF/area BEF = CF/BF, so PA/PC = (AE/EB)(BF/CF). Similarly, if GH meets AC at Q, then QA/QC = area AGH/area BGH = (AH/DH)(GD/CG). But (AE/EB)(BF/CF) = (AH/DH)(GD/GC), so PA/PC = QA/QC and hence P and Q coincide.
Let E1F1 and G1H1 meet at R. Then area PAD/area PDH = AD/DH = area ARH1/area HRH1. Similarly, area PBA/area PBE = BA/BE = area ARE1/area ERE1. Hence (area PAD/area PDH)(area PBE/area PBA) = (area ARH1/area HRH1)(area ERE1/area ARE1). But area PAD/area PBA = DO/BO and area ARH1/area ARE1 = AH1/AE1, so (DO/BO)(area PBE/area PDH) = (AH1/AE1)(area ERE1/area HRH1). Now the bases PE and RE1 of PBE and ERE1 are parallel and the heights are the same, so area PBE/area ERE1 = PE/RE1. Similarly, the bases PH and RH1 of PDH and HRH1 are parallel and the heights are the same, so area PDH/area HRH1 = PH/RH1. Also triangles PHE and RH1E1 are similar (corresponding sides are parallel, so the angles are equal). Hence PE/RE1 = PH/RH1. Hence AH1/AE1 = DO/BO.
A similar argument gives CG1/CF1 = DO/BO. Hence AH1/AE1 = CG1/CF1.
It remains to consider the case where EF is parallel to AC. In that case AE/EB = CF/FB. Hence AH/DH = CG/GD, so GH is also parallel to AC. Hence E1F1 and H1G1 are parallel to AC. So AH1/E1H1 = area AH1G1/area E1H1G1 = area CH1G1/area F1H1G1 = CG1/F1G1. Hence AH1/AE1 = CG1/CF1.
Thanks to Polly T Wang

Problem A2
a1/, a2, a3, ... is a sequence of integers with a1 positive and an = [(1 + 2/n)(an-1 - 1)] + 1. Find an in terms of a1 and n.
Answer
If a1 = 3k, then an = 1 + [(n+2)2/4] + (k-1)(n+1)(n+2)/2
if a1 = 3k+1, then an = 1 + k(n+1)(n+2)/2
if a1 = 3k+2, then an = (n+1)(1 + k(n+2)/2)
Solution
It is convenient to put bn = an - 1, so bn = [bn-1(n+2)/n]. It is a trivial induction that bn = k(n+1)(n+2)/2 is a solution for k a positive integer. Note that in this case we do not need the [ ], so we can add this solution to others. It gives b1 = 3k and hence a1 = 3k+1.
We claim that bn = n is also a solution. For [(n-1)(n+2)/n] = [(n2+n-2)/n] = [n+1-2/n] = n (for n ≥ 2). We can add this to the previous solution to get bn = n + k(n+1)(n+2)/2 which gives b1 = 3k+1 and hence a1 = 3k+2.
Finally, we claim that bn = [(n+2)2/4] is also a solution. That implies b2m = (m+1)2 and b2m-1 = m(m+1). Then b2m+1 = [(m+1)2(2m+3)/(2m+1)] = [(m+1)2 + 2(m+1)2/(2m+1)] = [(m+1)2 + (m+1)(2m+1)/(2m+1) + (m+1)/(2m+1)] = [(m+1)(m+2) + (m+1)/(2m+1)] = (m+1)(m+2). Also b2m+2 = [(m+1)(m+2)(2m+4)/(2m+2)] = [(m+2)(m+2)] = (m+2)2, which proves the claim. It gives b1 = 2. Adding to the first solution we get the solution bn = [(n+2)2/4] + (k-1)(n+1)(n+2)/2 which gives b1 = 3k-1 and hence a1 = 3k.
The sequence is obviously determined by a1 and the recurrence rule, so we have found solutions for all positive integers a1


Problem A3
S is a set of n points. It contains a convex 7-gon and given any convex pentagon in S, there is a point of S inside it. Find the minimum possible value of n. (Note that 5 points are not considered to form a convex pentagon if any of them lies in the convex hull of the other 4, so in particular they cannot form a convex pentagon if three of them are collinear.)
Answer
11
Solution
Thanks to Polly T Wang
We show that there must be at least 4 points inside the convex 7-gon.
There must be at least one, because there must be a point inside the convex hull formed by 5 of the points. If there is just one, X, then take a line through the point which does not contain any other points in the set. At least 4 points must lie on one side of the line. With X they form a convex pentagon, which must have a point inside. Contradiction.
If there are just two, X and Y. Take the line through X and Y. It can pass through at most 2 of the 7 points, so at least 3 of the 7 points must lie on one side of the line. With X and Y they form a convex pentagon, which must have a point inside. Contradiction.
Finally, suppose there are just three, X, Y and Z. Let HZ be the open half-plane on the opposite side of XY to Z. Similarly, let HY be the open half-plane on the opposite side of ZX to Y, and HX the open half-plane on the opposite side of YZ to X. Then HX ∪ HY ∪ HZ is the whole plane outside XYZ. So all 7 vertices of the convex 7-gon belong to HX ∪ HY ∪ HZ. Hence one of HX, HY, HZ contains at least 3 vertices of the 7-gon. With the two points on the line they form convex 5-gon. Contradiction.
So we have shown that 11 points are necessary. The diagram shows that they are sufficient.

Problem B1
a is a real. The sequence of reals x0, x1, ... , xn+1 satisfies x0 = xn+1 = 0 and (xi-1 + xi+1)/2 = xi + xi3 - a3 for i = 1, 2, ... , n. Show that the sequence is uniquely determined by n and a and that |xi| ≤ |a|.
Solution
Suppose first a = 0. Suppose some xi > 0. Then take xj to be the largest xi. We have xj > 0 and hence j ≠ 0 or n+1. So (xj-1 + xj+1)/2 = xj + xj3 > xj. So xj-1 or xj+1 > xj. Contradiction. So all xi ≤ 0. Similarly, if some xi < 0, the take xj to be the smallest. But then (xj-1 + xj+1)/2 = xj + xj3 < xj. Contradiction. So all xi ≥ 0. Hence all xi = 0. It is easy to check that for a = 0, x0 = x1 = ... = xn+1 = 0 satisfies the conditions and so is the unique solution for any n.
Now suppose a > 0. Suppose some xi < 0. Then take xj to be the smallest xi. But then (xj-1 + xj+1)/2 = xj + xj3 - a3 < xj. Contradiction. So all xj ≥ 0. Suppose some xi = 0 for i ≠ 0 or n+1. Then (xi-1 + xi+1)/2 = xi + xi3 - a3 = -a3 < 0, so xi-1 or xi+1 < 0. Contradiction. Thus all the terms except the first and last are positive. Let xj be the largest term. Then we must have xj ≤ a, because otherwise (xj-1 + xj+1)/2 = xj + xj3 - a3 > xj. Contradiction. In fact we must have xj < a, because if xj = a, then (xj-1 + xj+1)/2 = xj + xj3 - a3 = xj and hence xj-1 = xj+1 = a. Repeating, we get eventually x0 or xn+1 = a. Contradiction.
Now suppose x1 = x. We ignore for the moment the requirement that xn+1 = 0. We show by induction on k that xk and xk-xk-1 are continuous, strictly increasing functions of x. That is obvious for k=1. Put k=2. We have x2 = 2x + 2x3 - 2a3, and x2-x1 = x + 2x3 - 2a3, which are both continuous, strictly increasing functions of x. Suppose it is true for k. Then xk+1 = 2xk + 2xk3 - 2a3 - xk-1 = xk + 2xk3 - 2a3 + (xk - xk-1) and xk+1 - xk = 2xk3 - 2a3 + (xk - xk-1). Since both xk and (xk - xk-1) are both continuous, strictly increasing functions of x, so are xk+1 and (xk+1 - xk).
In particular, if follows that xn+1 is a continuous, strictly increasing function of x. Put xn+1 = f(x). Now if we take x = a, then x2 = 2a > a, and by a trivial induction xk > a for all k > 1. So, in particular, f(a) > a. On the other hand, if we take x = 0, then x2 = -2a3 < 0, and by a trivial induction xk < 0 for all k > 1. So, in particular f(0) < 0. Thus there must be a unique x in the interval (0,a) such that f(x) = 0. Since x uniquely determines the entire sequence, we have established that the entire sequence is uniquely determined by n and a.
Now suppose a < 0. If xi is the sequence uniquely determined by n and -a, then it is clear that the sequence -xi is a solution for n and a. Conversely, if yi is a solution for n and a, then -yi is a solution for n and -a and hence must be the unique sequence xi. So the result is also true for a negative. 

Problem B2
a1 < a2 < ... < an is a sequence of positive integers with ∑ 1/ai ≤ 1. Prove that (∑ 1/(ai2 + x2) )2 ≤ 1/(2a12-2a1+2x2) for any real x.
Solution
Appying Cauchy-Schwartz, we have lhs = (∑ (√ai/(ai2+x2))(1/√ai) )2 ≤ (∑ ai/(ai2+x2)2 )(∑ 1/ai) ≤ ∑ ai/(ai2+x2)2.
Now (ai2+x2)2 > (ai2+x2)2 - ai2 > 0, so ∑ ai/(ai2+x2)2 < (1/2) ∑ (1/(ai2+x2-ai) - 1/(ai2+x2+ai) ).
Now ai+1 ≥ ai+1, so ai+12-ai+1+x2 ≥ ai2+ai+x2 and hence ∑ (1/(ai2+x2-ai) ≤ 1/(a12+x2-a1) + (∑ 1/(ai2+x2+ai) ) - 1/(an2+x2+an) ≤ 1/(a12+x2-a1) + (∑ 1/(ai2+x2+ai) ). Hence lhs < (1/2) 1/(a12+x2-a1), as required. 

Thanks to Li Yi

WEBSITE ORIGINAL SOURCE
http://www.kidsmathbooks.com/2011/01/19th-chinese-mathematical-olympiad-2004.html 

William Lowell Putnam Mathematical Competition

64th Putnam Mathematical Competition 2003 Problems
A1.  Given n, how many ways can we write n as a sum of one or more positive integers a1 ≤ a2 ≤ ... ≤ ak with ak - a1 = 0 or 1.
A2.  a1, a2, ... , an, b1, ... , bn are non-negative reals. Show that (∏ ai)1/n + (∏bi)1/n ≤ (∏(ai+bi))1/n.
A3.  Find the minimum of |sin x + cos x + tan x + cot x + sec x + cosec x| for real x.
A4.  a, b, c, A, B, C are reals with a, A non-zero such that |ax2 + bx + c| ≤ |Ax2 + Bx + C| for all real x. Show that |b2 - 4ac| ≤ |B2 - 4AC|.
A5.  An n-path is a lattice path starting at (0,0) made up of n upsteps (x,y) → (x+1,y+1) and n downsteps (x,y) → (x-1,y-1). A downramp of length m is an upstep followed by m downsteps ending on the line y = 0. Find a bijection between the (n-1)-paths and the n-paths which have no downramps of even length.
A6.  Is it possible to partition {0, 1, 2, 3, ... } into two parts such that n = x + y with x ≠ y has the same number of solutions in each part for each n?
B1.  Do their exist polynomials a(x), b(x), c(y), d(y) such that 1 + xy + x2y2 ≡ a(x)c(y) + b(x)d(y)?
B2.  Given a sequence of n terms, a1, a2, ... , an the derived sequence is the sequence (a1+a2)/2, (a2+a3)/2, ... , (an-1+an)/2 of n-1 terms. Thus the (n-1)th derivative has a single term. Show that if the original sequence is 1, 1/2, 1/3, ... , 1/n and the (n-1)th derivative is x, then x < 2/n.
B3.  Show that ∏i=1n lcm(1, 2, 3, ... , [n/i]) = n!.
B4.  az4 + bz3 + cz2 + dz + e has integer coefficients (with a ≠ 0) and roots r1, r2, r3, r4 with r1+r2 rational and r3+r4 ≠ r1+r2. Show that r1r2 is rational.
B5.  ABC is an equilateral triangle with circumcenter O. P is a point inside the circumcircle. Show that there is a triangle with side lengths |PA|, |PB|, |PC| and that its area depends only on |PO|.
B6.  Show that ∫0101 |f(x) + f(y)| dx dy ≥ ∫01 |f(x)| dx for any continuous real-valued function on [0,1].
WEBSITE ORIGINAL
http://www.math-olympiad.com/64th-putnam-mathematical-competition-2003-problems.htm#3

sábado, 28 de setembro de 2013

PERU GANHA MEDALHAS DE PRATA E BRONZE NA XVIII OLIMPIADA IBEROAMERICANA DE MATEMATICAS

AGRADECENDO A COLABORAÇÃO DO SITE PERUANO MATEMATICAS E OLIMPIADAS
LINK http://www.matematicasyolimpiadas.org/
Resultados de la Olimpiada Iberoamericana de Matemática
==============================================
Christian Altamirano Modesto 41 puntos Medalla de Plata

Christian Suyo Burga 35 puntos Medalla de Plata

Kevin Aza Valencia 30 puntos Medalla de Bronce

Jimmy Espinoza Palacios 29 puntos Medalla de Bronce

Cabe mencionar los cortes de puntajesde medallas, que por cierto estuvieron bastante altos, sobre todo el de oro.
Medalla de oro 42 puntos, es decir puntaje perfecto, solo se dieron 5 medallas de oro.
Medalla de plata 31 puntos
Medalla de bronce 21 puntos



PARABENS PELA MEDALHAS DE PRATA E BRONZE VOCES SÃO A DEMOSTRAÇAO QUE COM DISCIPLINA,ESTUDO,PERSEVERANCIA SE VÃO LONGE,A CONTINUAR TREINANDO E ESTUDANDO HOJE PRATA E BRONZE,AMANHA A CONQUISTAR AS MEDALHAS DE OURO ,FELICIDADES.


Journal of Classical GEOMETRY

The Journal of Classical Geometry is a refereed electronic journal devoted to problems of classical Euclidean geometry. It is addressed for school teachers, advanced high-school students, and everyone with an interest in classical geometry. The journal values synthetic arguments, intelligibility and illustration.

The journal focuses on new results in triangle geometry, geometry of conics, non-Euclidean and elementary combinatorial geometry. New synthetic proofs for known facts and interesting unsolved problems are also welcome.

Volume 1 (2012)

Order the paper version

1. Ilya I. Bogdanov, Two theorems on the focus-sharing ellipses: a three-dimensional view, pp. 1-5.
Abstract    Article

2. Alexey A. Pakharev, On certain transformations preserving perspectivity of triangles, pp. 6-16.
Abstract    Article

3. Lev A. Emelyanov and Pavel A. Kozhevnikov, Isotomic similarity, pp. 17-22.
Abstract    Article

4. Arseniy V. Akopyan, Conjugation of lines with respect to a triangle, pp. 23-31.
Abstract    Article

5. Nguyen Minh Ha, A proof of Vittas’ Theorem and its converse, pp. 32-39.
Abstract    Article

6. Darij Grinberg, Ehrmann’s third Lemoine circle, pp. 40-52.
Abstract    Article

7. Nikolai Ivanov Beluhov, An elementary proof of Lester’s theorem, pp. 53-56.
Abstract    Article

8. Dmitry S. Babichev, Circles touching sides and the circumcircle for inscribed quadrilaterals, pp. 57-61.
Abstract    Article

9. Vladimir N. Dubrovsky, Two applications of a lemma on intersecting circles, pp. 62-64.
Abstract    Article

10. Alexey A. Zaslavsky, Geometry of Kiepert and Grinberg–Myakishev hyperbolas, pp. 65-71.
Abstract    Article

11. Problem section, pp. 72-74. pdf

12. Geometrical olympiad in honor of I.F. Sharygin, pp. 75-86. pdf

DOWNLOAD the whole volume:pdf.
WEBSITE ORIGINAL
http://jcgeometry.org/articles.php

IX Geometrical Olympiad in honour of I.F.Sharygin Final round. Ratmino, 2013, August 1


IX Geometrical Olympiad in honour of I.F.Sharygin
Final round. Ratmino, 2013, August 1
Solutions
DOWNLOAD
http://www.mediafire.com/?pumhui2tpipu1xd

Касание окружностей Conferencia PA Kozhevnikov en la final de la geometría Olimpiada Sharygin

Math Problem Book I compiled by Kin Y. Li Hong Kong Mathematical Society International Mathematical Olympiad Hong Kong Committee


HOJE SABADAO SURFANDO ENCONTREI UM LIVRO PARA TREINAMENTO DOS ESTUDANTES NINJA E TIGRES DE MATEMATICA DE TUDO MUNDO ESPERO QUE SE
DIVIERTAM E DESCUBRAM A BELEZA DAS MATEMATICAS SAUDAÇÕES DESDE SÃO PAULO DE ARMANDINHO CAVERO.
ESTE LIVRO O PODES BAIXAR NO SEGUINTE SITE;
DOWNLOAD
http://matematica.cubaeduca.cu/medias/pdf/843.pdf

sexta-feira, 27 de setembro de 2013

PERU GANHA MEDALHAS EM OLIMPIADA IBEROAMERICANA DE FISICA 2013


GRANDE ATUAÇÃO DO EQUIPE PERUANO NA OLIMPIADA IBEROAMERICANA DE FISICA MEUS PARABENS VOCES SÃO ORGULHO DO PERU,A CONTINUAR ESTUDANDO COM DISCIPLINA HUMILDADE E MENTALIDADE GANHADORA.
Diego Quispe, medalla de plata
Alexis Muñoz Huamani, Medalla de plata
Ricardo Rodriguez Carlos, Medalla de bronce
Cesar Rodriguez, Medalla de Bronce

Brasil vence a Olimpíada Ibero-Americana de Matemática em PANAMA


Brasil vence a Olimpíada Ibero-Americana de Matemática


  • Divulgação/OBM
    Equipe do Brasil na Olimpíada Ibero-Americana de matemática no Panamá 
  •  Equipe do Brasil na Olimpíada Ibero-Americana de matemática no Panamá
O Brasil conquistou o primeiro lugar na 28ª OIM (Olimpíada Ibero-Americana de Matemática). Quatro estudantes brasileiros ganharam medalhas de ouro e prata na competição, que encerrou nesta sexta-feira (27), na capital do Panamá.
O evento contou com a participação de 78 jovens com idades que variam entre 13 e 18 anos de 20 países da América Latina, Portugal e Espanha.
As provas foram realizadas de forma individual nos dias 24 e 25 de setembro contendo problemas que abrangem as disciplinas de álgebra, teoria dos números, geometria e combinatória. Foram três problemas a cada dia, com valor de sete pontos cada, aplicados em quatro horas e meia.

Rodrigo Sanches Ângelo foi o destaque da equipe brasileira, conquistando a medalha de ouro com a pontuação máxima da prova, 42 pontos. Os estudantes Franco Matheus de Alencar Severo, Victor Oliveira Reis e Rafael Kazuhiro Miyazaki obtiveram a prata com 41, 40 e 35 pontos respectivamente.
Com este resultado o Brasil garantiu, por segundo ano consecutivo, a primeira posição na classificação geral por países, com ­­­­­158 pontos, seguido pela equipe de Portugal que obteve 154 pontos e México com 153 pontos. O time brasileiro foi liderado pelos professores Eduardo Wagner, do Rio de Janeiro e Pablo Rodrigo Ganassim, de São Paulo.
A 29ª edição da OIM acontecerá em Honduras. Como pré-requisito para participar do evento, os competidores precisam ter no máximo 18 anos de idade e não podem ter participado da competição em duas edições anteriores.
WEBSITE ORIGINAL
http://educacao.uol.com.br/noticias/2013/09/27/brasil-vence-a-olimpiada-ibero-americana-de-matematica.htm

RICHARD LONDOÑE SULLCA O MENINO GENIO QUE COM 12 ANOS INGRESOU A FACULDADE MATEMATICAS PURAS DA UNIVERSIDADE NACIONAL MAIOR DE SAO MARCOS LIMA PERU

REPRODUZCO COMO HOMENAJE A ESTE GRANDIOSO COMPATRIOTA PERUANO JOVEN RICHARD LONDOÑE SULLCA  ARTICULO DIARIO LA PRIMERA-LIMA PERU

Richard Londoñe Sullca, un asombroso niño de solo12 años de edad, que aprobó el examen de ingreso a San Marcos para estudiar Matemática Pura.

Un niño genio que vive en la pobreza



Richard Londoñe Sullca es un niño que a los 12 años de edad ha aprobado el examen de admisión a la facultad de Matemática Pura de la Universidad Nacional Mayor de San Marcos, alcanzando uno de los puntajes más altos.

Muy buena noticia
El congresista Yonhy Lescano, de la Comisión de Educación (CE), dijo a LA PRIMERA que ayudará a Richard para que su talento no sea desperdiciado. “Qué bueno que siendo un niño haya logrado eso”, indicó y que coordinará con el ministerio de Educación para materializar la ayuda. El presidente de la CE Daniel Mora debe ayudarlo a preservar y profundizar su genio.
Richard y su profesora conversaron con LA PRIMERA y, aunque ponerle la grabadora para sacarle su historia fue una tarea difícil, logramos que el niño nos cuente detalles de su vida y los problemas que tiene que afrontar a pesar de su inteligencia.

A diferencia de otros superdotados, Richard no ha perdido el espíritu infantil. No es un “niño viejo” que imita torpemente a los adultos. Aunque sea un “tiburón” de las matemáticas que acaba de aprobar en el examen de ingreso a la facultad de Matemática Pura, no pierde la inocencia y parece un chico que se encuentra en su primer día de clases.
La historia de Richard no es común: estudiaba hasta el año pasado en el modesto colegio Alipio Ponce de Chorrillos y mediante una beca ingresó en marzo último al colegio Gastón María, de Villa María del Triunfo. Seis meses después rindió un examen de admisión a San Marcos, logrando un puntaje aprobatorio de 1034.1250 puntos.

“Los profesores me animaron”, dice, mientras su madre Anita Sullca (43) agrega que “sabía que iba a ingresar porque es muy inteligente”.

“En la mañana voy al colegio y en la tarde voy al grupo de preparación para los concursos”, señala el escolar que ha participado en seis certámenes académicos de matemáticas y los ha ganado todos.

MÁS TRIUNFOS, MÁS ESFUERZOSu madre indica que cuando obtiene la medalla no se pone contento, más bien puntualiza los errores que pudo cometer.

Su rutina diaria se desarrolla entre el colegio, las tareas que resuelve en casa y sus amigos con quienes también repasa los libros. Ve un poco de televisión, odia los programas de moda y prefiere los dibujos animados.

En su casa de la urbanización La Campiña en Chorrillos nos dice: “El fútbol es un tema que poco me importa, no estoy para tonterías. No soy hincha de equipos de futbol y si veo a Messi haciendo un golazo por la tele puedo tranquilamente cambiar de canal”, afirma sin dudar.

Más cómodo, obviamente, se encuentra cuando entramos al tema de las matemáticas. Entre las ramas de esta materia le gusta más el Álgebra por la sencilla razón que es –según él- “más fácil”.

Con los ojos brillando, agrega que le resulta más complicada la Trigonometría.
ALUMNO COMPLETO “Richard es un alumno completo”, señala Patricia Contreras, coordinadora del colegio Gastón María, quien nos indica que el niño es retraído, aunque participa en los juegos de los recreos.

“No participa tan a gusto, pero participa. No es un deportista destacado, pero sí juega en las canchas”, señala.

Cuando llegamos al colegio, el aula donde estudia Richard estaba vacía. Solo estaba él, sentado con la vista clavada en un libro. Su profesora nos dice que los demás estaban en el curso de Educación Física y Richard había preferido quedarse a continuar estudiando.

“Aún no sé qué ser cuando sea grande. Solo sé que me gustan las matemáticas”, nos dice el niño.

El profesor de Matemáticas de los alumnos más dotados de la escuela, César Sanizo Ascencio, indica que a Richard le gustaría ser médico o ingeniero y que postuló a Matemáticas en San Marcos porque busca perfeccionarse en la materia.

“Cuando resuelve un problema matemático da todo para lograrlo y recién cuando tiene un inconveniente, pregunta acerca de su duda”, expresa.

LA INCOMPRENSIÓNRichard ha aprobado el examen de admisión a San Marcos pero eso no significa que haya ingresado, pues recién podrá estudiar cuando termine la secundaria, pues así lo determinan las normas académicas.

Patricia Contreras quisiera que lo acepten sin esperar que culmine la secundaria y argumente que en otros países, como Alemania, existe la universidad precoz para niños con gran inteligencia y capacidad.

“No va a desarrollarse por falta de apoyo. Los niños como Richard necesitan los retos. Quieren saber cada vez más. Si no les das retos su talento se va marchitando”, afirma. Pero la ley es la ley y ésta indica que todos para estudiar en la universidad tienen que terminar la secundaria.

“El ministerio de Educación debería tener un rubro especial para los chicos superdotados. Se vuelven emocionalmente conflictivos, llevan una rabia adentro, se vuelven rebeldes y atrevidos porque no tienen retos que los alienten”, manifiesta Contreras.

LA CASA DEL GENIOLA PRIMERA visitó el hogar de Richard en la urbanización La Campiña, en Chorrillos. Su modesta casa no está acorde con la brillantez del niño. El lugar de estudios, que podría considerarse apenas un patio, tiene como techo a una gigantografía de una publicidad política, que no cubre totalmente el área.

Su madre, trabajadora de limpieza en el excolegio de Richard, nos dice que su hijo estudia allí, a pesar del frío, para no distraerse con la televisión. En una sala-dormitorio, un pequeñísimo cuarto, duermen todos los integrantes de la familia. En una cama, Richard duerme con su hermano menor Max, mientras su hermana mayor, de 23 años, comparte otra cama con su abuela y sus padres comparten la última cama.

Doña Anita nos cuenta llorando que no puede comprarle una computadora a Richard para que estudie y que el improvisado salón de estudios se inunda cuando llueve, por la falta de techo.

“Él nunca se queja y estudia igual. Cuando hace demasiado frío se va a su cuarto”, expresa.

La señora también nos muestra su satisfacción por el cambio de colegio de su hijo. “Cuando estaba en Alipio Ponce sus compañeros lo apartaban, y lo callaban cuando demostraba su entusiasmo por los estudios. Ahora en el Gastón María está feliz, hasta canta. Lo comprenden”, señala.

Finalmente, nos dice que hay tres requisitos para que un niño genio pueda desarrollar correctamente su talento:

“El apoyo de los padres, buena plana docente del colegio donde estudie, y la actitud del alumno”, condiciones que en este caso se cumplen a cabalidad.

La ministra de Educación Patricia Salas debe ayudar a este niño para proteger su genialidad.


Gustavo Alvarado
Redacción

WEBSITE ORIGINAL
http://www.laprimeraperu.pe/online/especial/un-nino-genio-que-vive-en-la-pobreza_150108.html 

quarta-feira, 25 de setembro de 2013

BRASIL Pólos Olímpicos de Treinamento MATEMATICAS POTI


 Os POT, Pólos Olímpicos de Treinamento, foram criados em 2012 para difundir a preparação para as Olimpíadas de Matemática em todo o Brasil. A página do POT é bastante interessante:

http://pot.impa.br/

Ela contém materiais em formato PDF com teoria e exercícios, que podem ser baixados aqui: http://pot.impa.br/index/material e também vídeos com aulas baseadas neste material, que podem vistos aqui: http://pot.impa.br/index/videos.

Sobre o POTI

A Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP), Olimpíada Brasileira de Matemática (OBM) e o Instituto Nacional de Matemática Pura e Aplicada (IMPA) estão dando continuidade em 2013 ao programa Polos Olímpicos de Treinamento Intensivo (POTI) onde serão oferecidos, ao longo de todo o ano, cursos gratuitos de matemática para os estudantes de todo o Brasil.
O programa é destinado aos interessados em participar da OBM e ou OBMEP e que estejam matriculados no oitavo ou nono anos do Ensino Fundamental (nível II) ou em qualquer uma das séries do Ensino Médio (nível III).
O curso para cada um dos níveis cobrirá os conteúdos de Álgebra, Combinatória, Geometria Plana e Teoria dos Números. O site oficial disponibiliza todo material teórico e os vídeos das aulas correspondentes.
Atualmente, existem Polos com aulas presenciais em Fortaleza, Rio de Janeiro, Parnaíba, Salvador, São Bernardo do Campo, São José dos Campos e São Paulo. Para aqueles que estudam em uma destas cidades, os convidamos a participar do POTI da sua cidade efetuando a inscrição no link abaixo:
Para quaisquer informações que desejarem, entrem em contato conosco através do e-mail:
poti@impa.br
 

terça-feira, 24 de setembro de 2013

Revista Escolar de la Olimpíada Iberoamericana de Matemática Número 48 (marzo - junio 2013)

Club GeoGebra Iberoamericano. Abierta la convocatoria de IBERTIC
14 de junio de 2013
La Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI) desde sus Instituto Iberoamericano de TIC y Educación (IBERTIC) e Instituto Iberoamericano de Enseñanza de la Ciencia y la Matemática (IBERCIENCIA) invitan a los profesores y estudiantes iberoamericanos a incorporarse al Club GeoGebra Iberoamericano. Esta iniciativa cuenta con el apoyo e impulso de la Consejería de Economía, Innovación, Ciencia y Empleo de la Junta de Andalucía y la coordinación académica se lleva desde la Universidad de Córdoba (España).
Más información [+]

Necrológica: Prof. Angelo Barone Netto, por el Editor.
 In memoriam
ANGELO BARONE NETTO
1937-2013
El pasado día 5 de abril falleció en Sao Paulo (Brasil) una de las
personalidades más relevantes de la Olimpiada Matemática Brasileña, así
como de la Iberoamericana e Internacional : Angelo Barone.

Artículos, notas y lecciones de preparación olímpica (48)
F. Bellot Rosado: Aproximación a los números primos.
E. Pérez Almarales : La desigualdad de las medias aritmética y geométrica en problemas de Olimpiadas.

Problemas para los más jóvenes (48)
Cinco problemas de la Coppa Italo D’Ignazio 2012, competición por equipos creada por el Prof. Ercole Suppa y su esposa, en honor de la memoria del Prof. D’Ignazio.
Solución al problema PMJ-47-2, por Luis Maraví Zavaleta, Huamachuco, Perú.

Problemas de nivel medio y de Olimpiadas (48)
Problemas propuestos en la Fase Regional de Castilla y León de la 49 O.M.E., León 2013 (pruebas del 22 de febrero y 8 de marzo)

Problemas 48
Problemas propuestos 236-240
Problemas resueltos
El editor presenta excusas al Prof. Paolo Perfetti, Universitá degli Studi Tor Vergata, Roma, Italia, por no haber incluido su nombre entre quienes han resuelto los problemas 217 y 230 de esta REOIM.
Solución del problema 231
Recibidas soluciones de: Ricardo Barroso Campos, Sevilla, España, y Floro Damián Aranda Ballesteros, Córdoba, España (conjuntamente); Daniel Lasaosa Medarde, Pamplona, España; Bruno Salgueiro Fanego, Vivero, España; Cristóbal Sánchez-Rubio García, Benicassim, España; y los proponentes.
Las soluciones de Barroso-Aranda y de Salgueiro utilizan coordenadas; las de Lasaosa y Sánchez-Rubio son de Geometría sintética.
Como homenaje a la memoria de uno de los proponentes del problema (Prof. Juan Bosco Romero Márquez ), presentamos las 4 soluciones recibidas.
Barroso-Aranda
Salgueiro
Lasaosa y
Sánchez-Rubio
Solución al problema 232
Recibidas soluciones de: Roberto Bosch Cabrera, La Habana, Cuba; Daniel Lasaosa Medarde, Pamplona, España; Bruno Salgueiro Fanego, Vivero, España; Paolo Perfetti, Universitá Tor Vergata, Roma, Italia; y el proponente. Presentamos la solución de Bosch.
Solución al problema 234
Recibidas soluciones de: Roberto Bosch Cabrera, La Habana, Cuba; Daniel Lasaosa Medarde, Pamplona, España; Daniel López Aguayo, Morelia, México; Paolo Perfetti, Universitá Tor Vergata, Roma, Italia; Bruno Salgueiro Fanego, Vivero, España; una solución anónima y la de los proponentes. Presentamos la solución de Lasaosa. 

Solución al problema 235
Recibidas soluciones de: Roberto Bosch Cabrera, La Habana, Cuba (que presentamos) y del proponente.

Comentario de páginas web , noticia de congresos y reseña de libros (48)
Crossing the bridge y The Geometry of the triangle;  dos libros de Gerry Leversha.

WEBSITE ORIGINAL
http://www.oei.es/oim/revistaoim/numero48.htm




segunda-feira, 23 de setembro de 2013

"Electromagnetic Field Theory" by Bo Thid Classical Electrodynamics

HOJE REAIZANDO PESQUISAS ENCONTRE ESTE LIBRO PARA OS APAXIONADOS PELA ELECTRODINAMICA CLASSICA ES UN LIVRO DE LEITURA GRATUITA E VOCE PODE BAIXAR TRANQUILAMENTE NO WEBSITE SEGUINTE:
http://www.plasma.uu.se/CED/Book/index.html#download
TAMBEM PODES BAIXAR EM:

The current draft version (second edition) was uploaded Monday, 29-Oct-2012 16:55:25 MET. Download it here:
 OUTRA ALTERNATIVA:
http://www.mediafire.com/?2pgu6h58p5538t4

L’Aventure de la Physique Volume I Chute, Flux et Chaleur VOLUME I


SURFANDO HOY EN EL CYBERESPACIO ENCONTRE ESTE DESAFIANTE LIBRO DE FISICA
ES UN PROYECTO INTERESANTE E PARADIGMATICO
O projeto Montanha Movimento publicou um livro GRATUITO de Fisica relatando, de modo tão divertido quanto possível, já que foram encontrados ao longo de 2500 anos de pesquisa, as respostas a estas perguntas. Em uma maneira surpreendente e provocante, com pouco de matemática, o texto destaca a necessidade de avançar em áreas onde tempo e espaço não existem. O texto, em Inglês, é um guia para esta aventura. Cada página contém, pelo menos, um resultado surpreendente e um novo desafio. Um livro para todos os que estão interessados ​​na descrição precisa da natureza.
WEBSITE ORIGINAL;

DOWNLOAD BOOK

domingo, 22 de setembro de 2013

An Introduction to Geometry by Wong Yan Loi

An Introduction to Geometry
by Wong Yan Loi - National University of Singapore , 2009
Contents: A Brief History of Greek Mathematics; Basic Results in Book I of the Elements; Triangles; Quadrilaterals; Concurrence; Collinearity; Circles; Using Coordinates; Inversive Geometry; Models and Basic Results of Hyperbolic Geometry.
 Download or read it online here:
 (1.3MB, PDF)
WEBSITE ORIGINAL
http://www.e-booksdirectory.com/details.php?ebook=9218

WONG Yan Loi

Description: Description: Description: Description: W:\public_html\wongyanloi_photo.JPG

Education

  • B.Sc., University of Hong Kong
  • M.Phil., University of Hong Kong
  • Ph.D., University of California, Berkeley

Current interests

  • Knot Theory
  • Low-dimensional Topology

Selected publications

Course teaching (2013-2014, S1) :  Multivariable Calculus MA1104

The Belt Trick: An Introduction                    See the trick 

Introduction to Geometry : Lecture Notes

Ordinary Differential Equations : Lecture Notes

Geometry: from ancient to modern : Lecture Notes

A course in Point Set Topology : Lecture Notes

A course in Multivariable Calculus : Lecture Notes
 
WONG Yan Loi
Department of Mathematics,
Faculty of Science,
Block S17, 10 Lower Kent Ridge Road,
Singapore 119076, Republic of Singapore
matwyl@nus.edu.sg   sciwyl@nus.edu.sg
(65) 6516 2947 (Office)
(65) 6516 8696 (Dean's office)
(65) 6779 5452 (Fax)
Singapore International Mathematical Olympiad

WEBSITE SOURCE
http://www.math.nus.edu.sg/~matwyl/

Plane Geometry by George Wentworth, David E. Smith


Plane Geometry
by George Wentworth, David E. Smith
Publisher: Ginn and Company 1913
ISBN/ASIN: B000NMJGVO
Number of pages: 304
Description:
For a generation this was the leading textbook on the subject of plane geometry in America. Topics covered: rectilinear figures, the circle, proportion, similar polygons, areas of polygons, regular polygons and circles, etc.
 Download or read it online here:
 (14MB, PDF)
WEBSITE ORIGINAL
http://www.e-booksdirectory.com/details.php?ebook=4072

Foundations of geometry for university students and high-school students Ruslan Sharipov

Foundations of geometry for university students and high-school students
Ruslan Sharipov
(Submitted on 1 Feb 2007)

    This book is a textbook for the course of foundations of geometry. It is addressed to mathematics students in Universities and to High School students for deeper learning the elementary geometry. It can also be used in mathematics coteries and self-education groups.

Download:

WEBSITE SOURCE ORIGINAL  CORNEL UNIVERSITY LIBRARY
http://arxiv.org/abs/math/0702029v1

GEOMETRY


GEOMETRY
In this series we give you the resources for downloading high quality content developed by ck-12 organization which is doing great workings in making education affordable by all. The foundation is funded by Amar foundation, whose founder is honorable Vinod and Neeru Khosla.
Download the free Geometry book for K-12 standard
P.S: The K-12 standard should be matched with your specific country courses. In India even IITs and medical students itself will get surprised by this content. We are thankful o CK-12 foundation and great Mr. & Mrs. Khosla.
WEBSITE ORIGINAL
http://blog.educationjelly.com/2010/03/k-12-free-books-download-co-ordinate-geometry/

trigonométrie -1èreS-

segunda-feira, 16 de setembro de 2013

Geometria Nível 2 (playlist) AULAS DE OLIMPIADAS DE MATEMATICAS

Geometria (Teorema de Ptolomeu) - Nível 2 - Aula 9

Aplicaciones de la Ley Electrostática de Gauss

POTENCIAL ELECTRICO , DIFERENCIA DE POTENCIAL Y ENERGIA POTENCIAL ELECTR...

CAMPO ELECTRICO EJERCICIOS RESUELTOS DE FISICA 3 EXCELENTE VIDEO

FISICA EXAMEN UNI 2013 II SOLUCIONARIO

ECUACION CANONICA DE LA HIPERBOLA CON EJE FOCAL EN EL EJE DE LAS ORDENAD...

MATEMATICAS EXAMEN UNI 2013 II SOLUCIONARIO COMPLETO