More on BibTeX

Posted February 3, 2010 by christopherdrup
Categories: Mathematics

Tags: , , ,

I continued to play around with my BibTeX style files today. I had been using the style plainurl, because it supported hyperlinks in the bibliography to eprints on the arXiv, but other than the hyperlinks, I wasn’t very happy with the way it formatted things. So today I finally got around to running the Perl script urlbst on my amsplain style file. The upshot is that my bibliography now has AMS style formatting and hyperlinks to eprints on the arXiv. The downside, if you want to call it that, is that the references in my bibliography are now numbered in the form [1], [2], [3], etc., instead of 1., 2., 3., etc. There’s probably a way to change it back to the non-bracketed numbering style, though these BibTeX style files are so unreadable that I’ll be darned if I can figure it out.

Something else I figured out how to do: Suppress the Mathematical Reviews information that the AMS BibTeX style files append to the end of each bibliographic entry. Just comment out the line “mrnumber output.nonempty.mrnumber” in the function fin.entry.original in the AMS BibTeX style file. But as soon as I figured that out, I started to wonder why the AMS style files don’t just automatically create hyperlinks in the bibliography to the relevant page on MathSciNet. It looks like some of the code to make that happen is already there in the style file. Maybe there are customized style files for certain AMS publications that already create hyperlinks to MathSciNet? If the Mathematical Reviews information is going to appear in my bibliography anyway, I’d just assume it be a clickable hyperlink when I read the paper as a pdf.

Size and age of the universe

Posted February 3, 2010 by christopherdrup
Categories: Uncategorized

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Last semester I was very excited to watch Carl Sagan’s Comos on Hulu.com. In one episode they discussed the discovery of the cosmic microwave background radiation by Arno Penzias and Robert Wilson at Bell Telephone Laboratories. The study of this radiation has enabled cosmologists to estimate the age of the universe, though I don’t know what particular estimate, if any, was provided in that episode of Comos

This afternoon I read the article New Look at Big Bang Radiation Refines Age of Universe over at Wired.com. According to the article, a team of scientists has used data from NASA’s Wilkinson Microwave Astronomy Probe, together with studies of supernovae and other phenomena, to refine the estimated age of the universe to 13.75 billion years, plus or minus 0.11 billion years (i.e., plus or minus 110 million years). The article goes on to discuss implications of the team’s work to things like the theory of inflation for the early universe.

Here’s the part that interested me: According to the article, the theory of inflation posits that during the first 10-33 seconds of the universe, the universe expanded from subatomic size to about the size of a soccer ball. First, how did they come up with soccer ball size? Second, what does it even mean to say that the universe was the size of a soccer ball, there being no point outside the universe from which to measure the size of the universe? What would it even mean to describe the current size of the universe?

Progress report

Posted February 2, 2010 by christopherdrup
Categories: Research, Teaching

Tags: , ,

I have now finished processing the first three written homework assignments for my Calculus II class, and I think the policy of letting students rewrite solutions for a higher score is working out okay. The pre/post rewrite average scores on the first three assignments have been 6.2/6.9, 6.5/8.6, and 7.6/8.4. That first assignment was “review” of limits of Reimann sums. Needless to say, it could have gone smoother, and for whatever reason not many people took advantage of the opportunity to redo the problems. Other than that, I think we’re getting into the swing of things. The first exam is next Thursday. We’ll see how things go there.

In other news, a number of us in the Algebra VIGRE Research Group (VRG) have started using the program Dropbox to synchronize the latest versions of our project files between all of our computers. I made quite a few changes to our TeX file yesterday afternoon and evening, and I tend to compile new versions of the document quite frequently as I work on it. Anyway, the other members of the VRG who were sharing the project folder had Dropbox set to produce Growl notifications whenever a file was changed, and every time I recompiled the TeX file, Dropbox updated not only the TeX file and the pdf output, but also the three or four other auxiliary files produced at each compilation. Brian and Niles reported coming home last night to find their screens covered in Growl’s pop-up windows, to the point that Brian had to reboot just to regain control of his computer. We are currently exploring options to cut down on the number of pop-ups. (I think Brian and Niles turned off or turned down their Growl notifications from Dropbox.)

A wpLaTeX Blog Entry

Posted January 30, 2010 by christopherdrup
Categories: Uncategorized

Tags:

This is a test blog post using Eric’s new wpLaTeX script.

More GAP

Posted January 26, 2010 by christopherdrup
Categories: Research

Tags: , , ,

I spent more time working with GAP this evening, in anticipation of maybe starting some calculations in Magma tomorrow, provided I can get some help from Jon Carlson, who is an expert on using Magma.

The overall project Dan, Nham and I are working on, and which I mentioned before in my previous two blog posts, is to compute the ring structure of the cohomology ring {{\textup H}^\bullet(U_1,k)}. Here {U_1} is the first Frobenius kernel of the unipotent radical of a Borel subgroup of a simple, simply-connected algebraic group {G} over the field {k}. The field {k} is assumed to have prime characteristic {p}, with {p} greater than the Coxeter number {h} of the root system {\Phi} of {G}.

We know the structure of {{\textup H}^\bullet(U_1,k)} as a vector space, and we know a set of generators for {{\textup H}^\bullet(U_1,k)} as a ring. We also know the cup products between some of the generators. It’s those remaining cup products that I want to investigate with Magma.

Based on the data I collected in yesterday’s post, one example I want to compute with Magma is the case when {p=5} and {G} is an algebraic group of type {B_2}. This is a borderline case for type {B_2}, because we already have complete knowledge of the cup products for {p \geq 7}, and our conjecture for the structure of {{\textup H}^\bullet(U_1,k)} doesn’t apply when {p=3} in type {B_2}. I’m actually hoping for the Magma calculations to give us a counterexample to our conjecture on the ring structure. Then we could say that our conjecture is only generically true for {p > 2(h-1)}, the region for which we already have a proof in hand. (In type {B_2}, {2(h-1) = 6}.)

Now, I figured that to be on the safe side, I should probably have two examples ready to run through Magma. That’s why this evening I started running through the same kinds of calculations I discussed in yesterday’s post, this time for a root system of type {A_3}. The calculations I wanted to do get messier as the rank of the root system increases ({B_2} has rank {2}, while {A_3} has rank {3}), and that’s why I was using GAP.

I won’t go into the details of any of my calculations here (mostly because I haven’t finished them yet), but I will say that in doing the calculations, I learned the following things about how to use GAP:

  • How to define and write functions (functions in the programming sense).
  • How to define free groups.
  • Given a group {G} with a set of generators {S}, and given an element {g} of {G}, how to express {g} as a word in elements of {S}.

I probably won’t remember how to do those things again off the top of my head the next time I use GAP, but that’s why I saved a transcript of my GAP session as a reference.

More TeX and a calculation

Posted January 25, 2010 by christopherdrup
Categories: Research

Tags: ,

Today I received official notification of my enrollment into TUG, the TeX User’s Group, so it was fitting that today I also finally learned how to install files into my local TeX tree. I copied all of the eprint-supporting BibTeX style files available on the arXiv into my /Library/texmf/bibtex/bst/ directory, and I placed a symbolic link pointing to my BibTeX database file in the directory /Library/texmf/bibtex/bib/. Now when I type a document in LaTeX, I don’t have to make sure the BibTeX database or style files are in the same directory any more! I’m sure this will save many precious fractions of a second each time I start a new project.

I also performed another calculation related to my ongoing project with Dan and Nham. Part of our project involves looking at equations of the form

\displaystyle  -w_1 \cdot 0 - w_2 \cdot 0 = -w_3 \cdot 0 + p \sigma. \ \ \ \ \ (1)

Here {w_1,w_2,w_3} are elements in the Weyl group {W} of an indecomposable root system {\Phi}, {p} is a prime number greater than the Coxeter number {h} of the root system {\Phi}, {\sigma} is a sum of positive roots, and {w_i \cdot 0 = w(\rho)-\rho}, where {\rho} is one half the sum of all the positive roots in {\Phi}. Each term {-w_i \cdot 0} is a sum of distinct positive roots in {\Phi}.

We know that if {p > 2(h-1)}, then any solution to Equation (1) will have {\sigma = 0}. I wanted to know if Equation (1) could have a solution with {\sigma \neq 0}. First I looked at the case when the root system {\Phi} was of type {A_2}. There {h = 3} and {2(h-1) = 4}. In retrospect, it was a bit silly to look at that example, because if {p} is a prime number greater than {h}, then automatically {p} will also be greater than {2(h-1)}. So of course I found no solutions with {\sigma \neq 0} there.

Next I looked at the case when the root system has type {B_2}. There {h = 4} and {2(h-1) = 6}. That gave me the prime {p=5} to consider, and it turns out there is a solution when {p=5}. To describe the solution, I’ll need to introduce some notation: Let {\{\alpha,\beta\}} be a set of simple roots for {\Phi}, with {\alpha} long and {\beta} short. Then {(\alpha,\beta^\vee) = -2} and {(\beta,\alpha^\vee) = -1}. Let {s_\alpha \in W} and {s_\beta \in W} be the corresponding simple reflections. These two simple reflections generate {W} as a group. Then {\Phi^+ = \{ \alpha,\beta,\alpha+\beta,\alpha+2\beta\}}, and we have

\displaystyle  \begin{array}{rcl}  s_\alpha(\alpha) &=& -\alpha \\ s_\alpha(\beta) &=& \alpha + \beta \\ s_\beta(\alpha) &=& \alpha + 2\beta \\ s_\beta(\beta) &=& -\beta. \end{array}

Now, let {w_1 = s_\alpha s_\beta}, let {w_2 = s_\alpha s_\beta s_\alpha s_\beta} (the longest element of {W}), and let {w_3 = e}, the identity element in {W}. Then {-w_1 \cdot 0 = (\alpha)+(\alpha+\beta) = 2\alpha+\beta}, {-w_2 \cdot 0 = (\alpha)+(\beta)+(\alpha+\beta)+(\alpha+2\beta) = 3\alpha+4\beta}, and {-w_3 \cdot 0 = 0}. Then

\displaystyle  -w_1 \cdot 0 -w_2 \cdot 0 = -w_3 \cdot 0 + 5(\alpha + \beta).

I won’t say I was surprised to find this solution, but I am disappointed. It means we’ll have to find another (and, hence, probably harder) way to prove the result we’re looking for. Or maybe the result we want isn’t even true in the generality we think it is. Who knows?

Congruent weights

Posted January 24, 2010 by christopherdrup
Categories: Research

Tags: ,

In this post I am going to talk the result of some GAP calculations I have done that involve the roots of an indecomposable root system {\Phi}, as well as the associated lattice {X} of weights. If you don’t know what a root system is, go read The Unapologetic Mathematician’s blog post on root systems. If you don’t know what I mean by the associated lattice of weights, then you can either wait and see whether The Unapologetic Mathematician gets around to addressing that topic, or you can go read, say, Part II of James Humphreys’ book on Lie algebras.

The root system {\Phi} decomposes into a disjoint union of two subsets, the set {\Phi^+} of positive roots, and the set {\Phi^-} of negative roots. If {\alpha} is a positive root, then its opposite, {-\alpha}, is a negative root. The weight lattice {X} is an abelian group, containing {\Phi} as a subset. The subgroup in {X} generated by {\Phi} is called the root lattice. The root lattice is often denoted by the symbol {{\mathbb Z}\Phi}.

Let {Y} be the subset of {{\mathbb Z}\Phi} consisting of all elements {y \in {\mathbb Z}\Phi} that can be written in the special form {y = \sigma^+ - \sigma^-}, with {\sigma^+} a sum of distinct positive roots, and {\sigma^-} a sum of distinct negative roots. If you are familiar with the theory of Lie algebras, then {Y} is precisely the set of weights of {\Lambda^* {\mathfrak g}}, the exterior algebra on the simple, complex Lie algebra {{\mathfrak g}} associated to the root system {\Phi}.

The set {Y} is a subset of the weight lattice {X}. Given a prime number {p}, one can ask, “When is an element of {Y} equal to {p} times an element of {X}?” According to a result in a paper by Andersen and Jantzen, if {p} is greater than the Coxeter number {h} of {\Phi}, and if {y \in Y}, then {y \in pX} implies {y = 0}.

Now let {y} and {y'} be distinct elements of {Y}. One could now ask, “When is {y - y'} equal to {p} times an element of {X}?” Equivalently, “When are two elements of {Y} congruent modulo {pX}?” This is a generalization of the first question, since we could have {y'=0}.

I wanted to say that if {p> h}, then two distinct elements of {Y} are congruent modulo {pX} if and only if they were equal to begin with, but it turns out that this is not the case.

Let {\Phi} be a root system of type {A_3}. Then the Coxeter number of {\Phi} is 4. I ran a program in GAP to search for pairs of distinct elements in {Y} that were congruent modulo {5X}. I will describe below one solution (out of several) found by my program.

Let {\Pi = \{\alpha_1,\alpha_2,\alpha_3\}} be a set of simple roots for {\Phi}. Let {y = 3\alpha_1+4\alpha_2+3\alpha_3}, the sum of all positive roots in {\Phi}, and let {y' = -(2\alpha_1 + \alpha_2+2 \alpha_3)}, the sum of the negative roots {-\alpha_1}, {-\alpha_3}, and {-(\alpha_1+\alpha_2+\alpha_3)}. Then {y - y' = 5\alpha_1 + 5\alpha_2+5\alpha_3 \in 5X}.

In hindsight, maybe I could have found this solution by hand, if I had looked long and hard enough. But the computer did it faster, and I learned a few basic GAP commands while I was at it.

What are the practical applications of this discovery? Well, it means I need to find another way to try to solve the research problem I’m working on.

Homework rewrites

Posted January 22, 2010 by christopherdrup
Categories: Teaching

Tags: ,

I handed back our second written homework assignment in Calculus II today. We spent the first half hour talking about notational issues, and about how bad or incorrect notation could lead to confusion.

One of the homework problems was to compute the value of the definite integral

\displaystyle  \int_2^{16} \frac{1}{x\sqrt{\ln(x)}}\,dx,

and here was a typical solution, making use of the {u}-substitution {u=\ln(x)} and {du = \frac{1}{x}\,dx}:

\displaystyle  \begin{array}{rcl}  \int_2^{16} \frac{1}{x\sqrt{\ln(x)}}\,dx &=& \int_2^{16} \frac{1}{2}u^{-1/2}\,du \\ &=& \sqrt{\ln(x)}|_2^{16} = \sqrt{\ln(16)} - \sqrt{\ln(2)}. \end{array}

We talked about how the first and second expressions are not equal, because the second definite integral evaluates to {\sqrt{16} - \sqrt{2}}, which is not the correct answer. For the same reason, the second and third expressions in the above equation are not equal. We talked about how you could change the bounds of integration, and then not need to undo the substitution, or about how you could choose to do the indefinite integral separately instead.

I think some students gave me the benefit of the doubt today, but others looked like they thought it was all so much unnecessary pedantry. I expect some students will grudgingly rewrite their solutions, and others will forget about it or otherwise not bother. Anyway, I’m keeping detailed records of the pre- and post-rewrite scores on homeworks, so that at the end of the semester I can try to figure out if the rewrites actually had a positive impact on student performance.

Start of semester

Posted January 22, 2010 by christopherdrup
Categories: Research, Teaching

Tags: , , ,

Wow. I just read Eric’s post over at Curious Reasoning, and I have to say that I am all fired up to start blogging directly in LaTeX. Plus, I’m listed in his blogroll! If I don’t have to jump through all those crazy hoops to typeset LaTeX on the blog anymore, what excuse do I have not to write? I mean, besides the excuses of teaching Calculus, doing research, writing up results, going to seminars, developing my CV, keeping an eye out for job prospects…

So, what have I been up to teaching and research-wise lately? Our semester started two weeks ago today, though I was gone most of last week while attending the Joint Mathematics Meetings. I didn’t go to very many research talks (I even skipped my own advisor’s talk so I could go see Alcatraz with Katherine and Jimbo!), but it was probably the most productive week I’ve had in a long time when it comes to writing up research results.

I’m teaching Calculus II, and as I mentioned in a previous post, I’m doing my best to implement some new course policies this semester. The biggest change, and probably the single greatest increase in work for me, is that I’m going to have students rewrite homework solutions if they don’t meet my (high) standards. I just finished grading the second written homework assignment today, and a lot of students will be doing rewrites because of notational errors (e.g., writing an equals sign when two things aren’t really equal, or not changing the bounds of integration when integrating by substitution). I need to do a good job of selling this rewriting enterprise when I hand back the homework tomorrow. If I don’t, then I’m sure I’ll get slammed when it comes to teaching evaluations at the end of the semester.

Research-wise, my research advisor Dan Nakano is currently 9300 miles away (more or less) in Sydney, Australia, spending the semester on sabbatical at the University of Sydney. And you know what they say, “When the research advisor is away, the postdocs will play.” We’re in contact by email, but he’s only been there a few days, so I haven’t heard very much lately.

But seriously, I have a number of projects on my plate that I am or should be working on. One project is writing up the results from my thesis for publication. I artificially set a deadline of the end of this month to have a draft of that project completed, but that’s definitely not going to get done before the end of February.

The second research project I’m working on is joint work with Dan and his PhD student Nham Ngo. We’re looking at the ring structure of the cohomology ring {{\textup H}^\bullet(U_1,k)}. Here {U_1} is the first Frobenius kernel of the unipotent radical of the Borel subgroup of a simple, simply-connected linear algebraic group {G} over an algebraically closed field {k} of characteristic {p > 0}. Equivalently, we’re studying the cohomology ring for the restricted enveloping algebra of a certain nilpotent Lie algebra {\mathfrak{u}} (the nilradical of the Borel subalgebra of the Lie algebra of {G}).

Anyway, it has been known for something like 25 years (due to an observation of my advisor Brian Parshall) that there is a filtration on {{\textup H}^\bullet(U_1,k)} such that the associated graded ring is isomorphic to {S^\bullet(\mathfrak{u}^*)^{(1)} \otimes {\textup H}^\bullet(\mathfrak{u},k)}, the tensor product of a symmetric algebra (polynomial ring) with the ordinary Lie algebra cohomology of {\mathfrak{u}}. And in her 1983 PhD thesis, UVA graduate Ronny Crane proved that this lifts to an ungraded ring isomorphism in type {A}, assuming {p=\text{char}(k)} is greater than the Coxeter number {h} of {G}. But nobody seems to have studied this problem very much since then.

So, Dan, Nham and I started looking at this problem before Dan left for down under. We’re pretty sure we can extend the ring isomorphism to all Lie types, provided {p > 2 (h-1)}. We ran into some trouble trying to lower the bound to {p > h}, but I had some ideas last night that might enable us to do it. The tricky part is that my idea involves getting our hands dirty with explicit cocycle representatives, and arguing that certain coproducts are zero by explicitly showing that certain maps are coboundaries. It could get messy.

More as it develops…

Homework Expectations

Posted December 29, 2009 by christopherdrup
Categories: Teaching

Tags: ,

This coming semester I will make a good faith effort to finally attack my oft-stated goal of teaching my students to be better writers of mathematics (and, thereby, better writers in general). To that end, I have prepared a list of Expectations for an Ideal Written Homework Solution, which I will be distributing with the syllabus on the first day of class. The list is perhaps as much for me as it is for the students, to make sure I stay focused on those things I think are important in a written homework solution.

I’ve tried to keep my list of expectations in priority order. First are the mechanical issues that frustrate me the most. I really hate it when students turn in rough draft quality work. If my students have done it in the past, it was because I let them. So that stops now. If I accomplish one thing this semester, it will be to not accept any more un-stapled or obviously slipshod work.

Second on the list of expectations is some stuff about writing in complete sentences, giving adequate explanations, defining notation, and being careful to label all diagrams and tables. Honestly, these are things I stole from one of Mitch’s problem-solving rubrics. (Sorry, I don’t have the link to the specific file. It must be something Mitch shared over Twitter at some point.)

Third on the list of expectations are the the kinds of mathematical errors I want my students to avoid. Maybe mathematical is the wrong word. These are really logical and notational errors. This section could afford to grow a bit. (I’m teaching Calculus II next semester, hence the items included in this section so far.) I should search on Twitter for the #needaredstamp posts to recall the kinds of errors and omissions everyone was talking about at the end of last semester. When writing this section I also had in mind the discussion going on over at Division By Zero.

Finally, last on the list, is whether or not the final answer is correct.

Even though I’ll give my students the list of expectations on the first day, I don’t think it’ll sink in immediately. I still expect them to make errors as we go along the course, and to make new kinds of errors as we introduce new material and new notation. But I want to give them the opportunity to recognize and correct their mistakes. So I plan to make a habit of letting students rewrite homework assignments, to fix their errors or to improve their explanations. In an English course you can get feedback on a paper before turning in the final draft, so why not with Calculus homework also?

The departmental syllabus calls for using the first five days of class to review material from the very end of Calculus I. Stuff like the definition of the definite integral, how to compute definite and indefinite integrals, and how to integrate using the substitution technique. I want to use this review time to not only refresh all our memories of the things we (should have) learned in the fall, but also to drill in the proper way to write it all. I’m hoping that a day or two spent on good writing habits at the beginning of the course will pay off in the long run.