Kvant 1971, No. 11 · Pages
Popular science physics and mathematics
quantum
11
1971
magazine
Academy
Sciences of the USSR
And
Academy of Pedagogical
Sciences of the USSR
In the room:
Interaction of atoms and molecules 1 G. Ya. Myakishchev
On the best approximations 8 D. B. Fuks, M. B. Fuks
Gravity field of a spherically homogeneous body 16 I. I. Otsenevtsky
“Irreducible” case 20 V. G. Yankelevich
Laboratory “Quenta”
Demonstration of the orbits of bodies moving under the influence of central gravity 22 R. Wood
Problem “Quenta”
Problems 24
Problem solutions
M70-M73; F79-F82 26
N. V. Vasiliev, A. L. Toom, B. V. Bukhovtsev, I. Sh. Slobodetsky
V Weighing mathematical optimization 35 V. L. Gutenmacher
V Weighing physical optimization 42 I. A. Zaitsev
Applicant’s workshop
Graphs in problems on uniform processes 48 B. A. Kordemsky
Statics 54 L. G. Aslamazov
Information
Correspondence Optimization of the Asian Part of the USSR 58
Reviews, bibliography
From galaxies to elementary particles 63 V. A. Leitskovtsev
Answers, directions, solutions 64
Collector’s Corner
Badges of the Weighty Union Optimka, 3rd page, region.
Crossword 4th page region.
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Electromagnetic nature
intermolecular forces
It was almost impossible to begin a theoretical study of mechanical forces before the beginning of the 20th century. Simple and well-studied boundary forces during the interaction of bodies of columnar mass like a molecule could not play a noticeable role. It remained to propose that molecular forces are of an electromagnetic nature. Nothing was known about any other forces at that time.
Any atom, and especially molecules, is a complex system of a large number of loaded particles. It was not known how it worked. But the strength of their interaction undoubtedly depends on the structure of the molecules. However, the research began and began, naturally, with the simplest cases.
Orientation forces
For many molecules, such as water, the distribution of positive and negative charges is such that, on average, the centers of these charges do not coincide. Such a molecule can be approximately considered as an electric diopole: a combination of two exact charges +q and –q at a small distance l from each other (Fig. 1). The electrical properties of such a molecule are characterized by the diopole moment
At first they were not able to calculate the values of the diopole moments of molecules. Before the advent of quantum mechanics, this was generally impossible.
But, if we consider the diopole moments and of two molecules to be known, then the strength of interaction between the molecules depends. They will arise between two molecules, one of which has a diopole moment, and the second does not.
A diopole molecule creates an electric field that polarizes molecules with electric charges uniformly distributed throughout the volume.
to him. Positive charges will mix in the direction of the electric field, and negative charges will mix against it. As a result, the nonpolar molecule distances itself a little in this case as well. It is proportional to the dipole moment of a polar molecule, the coefficient , which characterizes the ability of a non-polar molecule to polarize and is again inversely proportional to the seventh power of the distance between the molecules:
These tensile forces are called inductive or polarization forces, since they arise due to the polarization of molecules caused by electrostatic induction.
Dispersion forces
It is well known that tensile forces also exist between nonpolar molecules. For example, atoms of noble gases do not have a dipole moment, but nevertheless interact with each other. The nature of these forces was clarified only after the creation of quantum mechanics.
The qualitative and roughly approximate appearance of these forces can be explained as follows. In atoms and molecules, electrins move around the nuclei in some complex way. And on average over time, the dipole moments of molecules may turn out to be zero.
But at each moment of time, electrins occupy a specific position. Therefore, the instantaneous value of the dipole moment is from zero. An instantaneous dipole creates a field that polarizes neighboring nonpolar atoms. Because of this, the interaction of instantaneous dipoles appears. The total interaction between nonpolar molecules is the average result of the interaction of all possible instantaneous
dipoles with dipole moments that they induce in neighboring molecules due to induction.
Quantum calculation leads to the conclusion that the interaction force in this case is proportional to the product of molecules and and inversely proportional to the seventh power of the distance:
These forces are called dispersive for the reason that the dispersion of a substance (the dependence of the refractive index of light on frequency) is determined by the same properties of molecules as these forces.
Dispersion forces act between all atoms and molecules, since the mechanism of their appearance does not depend on whether they have permanent dipole moments or not. Typically, these forces exceed in magnitude both orientational and inductive forces. Only during the interaction of molecules with large dipole moments, for example, water molecules, the orientational force is greater than the dispersion force (three times for water molecules). When polar molecules (CO, HCl, etc.) interact, the dispersion forces are ten and hundreds of times greater than all others.
But the main thing is that all three types of tension decrease in the same way with distance as . However, at large distances compared to the size of molecules, the finite speed of propagation of electromagnetic interactions begins to affect. Because of this, at distances of the order of cm, the gravitational forces begin to decrease as much as . This was discovered in Deryagin’s experiments.
Pushback forces
Now let’s turn our attention to the repulsive forces acting between molecules at very short distances. On the one hand, there is a
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On the other hand, it’s easier, but on the other hand, it’s more difficult. It is simpler in the sense that these forces grow very quickly as the molecules approach each other, and therefore this or that rapid change in force with distance does not have a noticeable effect on the course of various processes.
The difficulty is that the pushing forces, to a much greater extent than the attractive forces, depend on the individual molecules. Knowing how molecule A pushes molecules B and C away, we are not yet able to judge what pushing forces will act between molecules B and C. When molecules come together in a non-presidential manner, the individuality of their structure is more pronounced than when there are large distances between them.
The assumption that the pushing forces return according to the law leads to a fairly good result
Considering that the attractive forces with decreasing distance increase in proportion to , and the pushing forces increase as , we can draw an approximate dependence of the force on the distance. At figure 4, pushing forces are considered positive and attractive forces are considered negative. At a distance , approximately equal to the sum of the radii of the molecules, the force is zero.
Potential energy of molecular interaction
When studying the behavior of a large set of molecules, it is more convenient to use not the interaction force of molecules, but potential energy.
It is necessary to calculate the average characteristics of the system, and the concept of the average force of interaction between molecules is meaningless, since the sum of all forces acting between molecules, according to Newton’s third law, is zero. The average potential energy, as we will soon see, largely determines the state and properties of matter.
Since the change in potential energy is equal to the work done by the force, then from the known dependence of the force on the distance one can find the dependence of the potential energy on the distance*).
It should be taken into account that if the force changes with distance as , where is a certain number, then the potential energy will be less according to the law . This can already be seen from the dimension messages. Energy has the dimension of work, that is, the product of force and distance. Therefore, the dimension of energy is equal to the dimension of force multiplied by the dimension of distance.
*) See the article by R. G. Mints “Graphs of potential energy”, «Kvant» No. 5, 1971, pp. 8-16.
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piya. This point is called the turning point. Subsequently, the molecule moves in the positive direction and goes to infinity.
A completely different picture will be observed at (see Fig. 9). In this case, the molecule is in a potential well and cannot leave it. At the turning points and the kinetic energy is zero. A so-called bound state arises. molecules vibrate to each other. The division of the system into two independent particles is impossible without increasing the total energy to .
Energy of interaction of molecules in gases, liquids and solids
Let us now establish the number of criteria for various gases, liquids and solids from the point of view of molecular-kinetic theory.
Gases
You can get a deeper understanding of the state of matter called a real gas if you picture the dependence of the potential energy of one of the molecules on the distance to its close neighbors (Fig. 10). When a molecule moves, its potential energy is almost exactly zero over most of its path, since the distance between molecules in a gas is, on average, much greater than their size. At points 1 and 2 there are close neighbors of the molecule in question. This molecule passes through a fairly significant
a considerable distance from neighbor 1 and closer from neighbor 2.
The average potential energy of a molecule is negative and very small. Its magnitude is equal to the area of the figure limited by the potential curve between points 1 and 2 and the axis, divided by the length of the segment 1-2 (the average value of the segment 1-2). The total average energy is necessarily greater than zero (straight line at Fig. 10), since at we would have a bound state of molecules. This is possible only if the average kinetic energy of a molecule in a gas is greater than the average value of its potential energy:
After all
and is negative.
Liquids
In liquids and solids, molecules are located at a small distance from each other. Therefore, each molecule interacts with several of its molecules at once. Let us limit ourselves to taking into account the interaction of a given molecule with two close neighbors located approximately at a distance of from each other.
The desired potential curve can be obtained superimposed by the curve depicted on figure 7 (pair interaction) on the same curve, shifted relative to the first by a distance slightly greater than . The potential energies add up, and therefore the depth of the potential well almost doubles, and the maximum
energy simuts decrease (Fig. 11). The course of the potential curve, taking into account interactions with other molecules, is shown in figure 12.
In order for a molecule to be unable to leave the liquid, its average energy must be negative (). Only in this case the molecule remains inside the potential well formed by its neighbors. If , then the molecule will not stay inside the liquid and will leave it.
Since and , then in a liquid the average kinetic energy is less than the absolute value of the average potential energy: , and only slightly less (), so is the minimum (in absolute value) value of the potential energy. That is why the oscillations of the molecule in the hole do not last long. Due to the randomness of the movement of molecules, their energy continuously changes and becomes too more, then less energy .
As soon as the energy of a molecule exceeds the height of the potential barrier separating one well from another, the molecule jumps from one equilibrium position to another. This is precisely what determines the nature of the thermal motion of molecules in a liquid and a flowing liquid. The “settled life” time of a molecule is the time it remains inside a certain potential well. With increasing temperature, the average energy increases, and jumps occur more frequently.
Solids
The potential energy of interaction of a solid molecule with its nearest neighbors is similar to the interaction energy of liquid molecules (Fig. 12). Only the depth of the potential well here is somewhat greater, since the molecules are located closer to each other. Condition is also satisfied for solid bodies. But the kinetic energy of solid molecules is significantly less than that of liquid molecules. After all, solids form liquids when cooled. Accordingly, in solids the average kinetic energy of molecular motion is significantly less than the absolute value of the average potential energy:
At figure 12, the average energy of a molecule inside a potential well is depicted by a straight line segment. The particle oscillates in the potential well. The height of the barriers between adjacent wells is large, and the molecules hardly move from one equilibrium position to another. To move molecules must receive energy that significantly exceeds the average energy. This event is unlikely. That’s why solids, unlike liquids, retain their shape.
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we beam the point . We denote the vector by , from the point we put aside , etc.
We get two broken lines: and , volumetric axis (Fig. 3). It may happen that one of the points lands directly on - this is where the process stops. It may turn out that this will not happen - then the process will be endless.
All together is called the nose-pulling algorithm (ABH).
Let us now project all the constructions onto a straight line perpendicular to the axis. The axis itself will go into one point, the vectors into segments, which we denote by . Let us obtain the Euclidean algorithm already known to us for the segments and . In particular,
and, therefore,
Now we will show how to use ABH to solve our geometric problem (see § 1). Let us consider the lattice mentioned in § 1, the points of which correspond to the approximation of the number (it is convenient for us to assume that ; obviously, when proving the Hurwitz-Borel theorem we can limit ourselves to such numbers).
Let us take ABH to the vectors and , on which our lattice is built, and to the axis . It turns out two broken lines , , solid axis (Fig. 4).
The numbers appearing in ABH are nothing more than partial partial numbers . More precisely, the expansion of into a continued fraction looks like this:
(recall that ).
Let us now prove several properties of our broken lines.
Theorem 1. The points are lattice points.
The validity of this assertion is clear from figure 4. Its complete proof is based on Theorem 2 of Part I. We leave the details to the reader.
Theorem 2. Between the broken lines and (maybe in the protected area in the drawing) the power of the lattice is mute.
Proof. ABH consists of sequential deposition of vectors: . For each such vector, we construct a parallelogram, the sides of which are this vector and the vector to which it is parallel. We obtain a sequence of parallelograms
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Theorem 3. Point () we answer the ()th suitable fraction of number .
Proof.
For and this is clear: corresponds to , , that is, an approximation equal to (recall that ); corresponds to , (Fig. 8), that is, an approximation of .
Let us already know that for , where , the point corresponds to the approximation . Let us show that corresponds to .
We must prove that , (Fig. 9). Triangle is similar to triangle ; triangle is similar to triangle ; The similarity coefficient in both cases is equal to . We have:
(see article by N. M. Beskin).
The theorem has been proven.
Theorem 3, together with the corollary of Theorem 2, leads us to the following conclusion:
If for a given irrational number there are an infinite number of approximations with a quality coefficient less than the given one, then there are an infinite number of them among the suitable fractions of the number .
The last question remains: how to find the quality coefficients of suitable fractions?
Fortunately, this question can be completely resolved, and the answer is written down in an elegant and convenient formula.
§ 3. Quality coefficients of suitable fractions.
Theorem 4. Let , be the quality coefficient of the th suitable fraction. Then:
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Proof.
Consider the points and , corresponding to the approximations and (Fig. 10). Through , ; , we denote their distances to the axes , . We know that (see § 3). Let’s prove the formula:
(3)
(4)
(5)
Formula (3) proves this. Divide the parallelogram with straight lines parallel to the coordinate axes into triangles: , , , and a straight line (see Fig. 11). The area of the parallelogram is 1, since this is the main parallelogram of our lattice. Finding the areas of the parts:
Formula (4), in essence, is already known to us: if we discard the part of our nose-pulling algorithm that precedes obtaining the point , we obtain the same algorithm for the vectors , . Therefore, formula (4) follows directly from formula (2).
The most necessary proof is found in formula (5). Let us construct the broken line (Fig. 12), symmetrically to the broken line relative to the point . This broken line, together with the broken line , is, as can be seen, the result of applying to the vectors , and negative
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direction of the axis. This algorithm, as we see, is finite and ends at point . It is structured like this: first, from the point it lays down the vector times, then from the point it lays down the vector times, etc. The last laying down: the vector lays down times.
By virtue of formula (4) we have:
So, all formulas have been proven. Let us now prove Theorem 4.
We have:
Q.E.D.
§ 4. Proof of the Hurwitz-Borel theorem.
We must show that the infinite set of suitable fractions of the number has quality coefficients less than , that is, that for the infinite many the inequalities or hold. Let’s use Theorem 7.
There are three possible cases.
1°. Among the infinite numbers many different from 1 and 2. This case is the simplest. If , then and .
2°. Among the numbers there are only a finite number different from 1 and 2, but two are an infinite number. In this case, for infinite many we have:
3°. Starting at some point, all partial partials are equal to 1. Let, say, and for . If the difference is even, then
(We used here the fact that if is even and , then
and equality ).
Prove these facts yourself).
Strictly speaking, the case when all incomplete partials are equal to 1 has not been considered. In this case we have
and for even we get
due to the properties of continued fractions.
In all cases, the existence of an infinite multi-approximation with a quality coefficient less than is proven.
It is clear that at the same time in the case and only in this case the number cannot be notified. Strictly speaking, in this case
that is, for very large , the number is very close to .
Thus, we have proven all statements of the Hurwitz-Borel theorem.
In fact, we have proven even more. It is clear that Theorem 7 allows us to solve the question of the best approximations of the individual for each . For example, if the partial partials of a given number are not all 1, starting from some number, that is, if the case does not occur, then, as can be seen from our reasoning, can be replaced by (and in fact even by ; prove). From Theorem 7 it follows that
From this it is clear that if incomplete partial numbers grow unlimitedly, then the number can be arbitrarily large, that is, the number can be arbitrarily small, that is, for a given there are approximations with an arbitrarily small quality factor.
If the numbers are all smaller than a certain number , then the quality coefficient of approximations of this number cannot be less than . For example, the quality coefficient of rational approximations of the number cannot be less than (in fact, the smallest quality coefficient among the approximations of the number has the fraction ; this coefficient is equal to ).
So, surprisingly, it turns out that the “best” approximate numbers, like , are the worst approximations by rational numbers.
16
Field of softness of a spherical-homogeneous body
I. I. Ogievetsky
Newton’s law of universal gravitation equally determines the fall of an apple to the ground, the movement of the Moon around the Earth, and the orbits of the planets. It is based on the fact that the tension force between material points with masses and , located at a distance from each other, is equal to
(1)
where is the gravitational constant (in the SI system). But the Earth, Moon and other real bodies are not exact, they have finite sizes. How to determine the tension force between stranded bodies?
The solution to this problem led Newton to the creation of the most important branch of mathematics - integral calculus. To find the force of constriction of a material point to a conjugate body, you should mentally divide this body into small (in the limit - infinitesimal) parts, calculate the contribution to the constriction force from each of these parts using formula (1) and then add (interpret) these contributions. Celestial bodies can be approximately considered spherical-homogeneous, that is, such that at any given point their density is entirely determined by the distance of this point from the center of the body. Newton discovered a remarkable fact:
(2)
where is the surface mass. In other words, the tensile force outside the spherical surface is the same as if the entire mass of the surface were concentrated at its center. This immediately implies a similar statement for a spherical homogeneous body.
*) This property is often used as very important, without proof. Use it in some articles «Kvant». Therefore, it is very useful to understand how it proves.
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Fig. 3.
Let us now use inversion and replace in (6) with according to (4):
(7)
where the values are entered
Let’s make an important observation. Note that is also the angle between the normal (radius ) to the surface element and the direction , and cosa is set for any point .
It is therefore easy to verify that is the solid angle at which the surface element is visible from point .
If you introduce a cone with the vertex at point and a running contour is formed, then the solid angle at the vertex of this cone will be (Fig. 3).
Numerically, the angle is equal to the area that this cone cuts out from a sphere of unit radius with center at point .
*) This is where the inversion operation is essential. With its help, we introduced the distance into the denominator (6) instead of the distance , thanks to which the solid angle appeared in the formula.
Full acceptance of all surfaces :
(8)
since is the total solid angle at which the entire sphere is visible from the interior point , and is the total mass of the spherical surface. Thus, Statement 1 is proven.
Let us now consider a material point of mass inside a hollow spherical surface. Again from the messages of symmetry it is very clear that the force generated by the spherical surface as a whole can only be directed along the line .
Therefore, we need to add the components of the force from the elements of the sphere , equal to
(9)
if we use it again, we take it from inversion and replace with according to correspondence (4).
Calculation of the sphere into two parts and by a plane passing through the point perpendicular to the line
O and the images at the intersection with the disk sphere (Fig. 4). It is obvious that parts of the spherical surface and , lying to the right and left of this disk, will attract the material point in different directions, to the right and to the left. Matching (see Fig.4), for points from and for points from . Let us now take into account that \Delta SQ^*\Delta F_{o\bar{Q}}S_\piS_\pi\sum_S \Delta \omega = \sum_S \Delta \omega = \omega_D - \text{solid angle} at which element is visible from point . Indeed (see Fig. 4), for a cone with vertex Fig. 4.
formed by the tangents to the sphere , the line of tangency is precisely the circle (check this). Thus,
(*) As for a point outside the sphere, when calculating the force at a point inside the sphere we find that the formula includes a solid angle, this time for an inverted point lying outside the sphere.
for any point lying inside . The proof of statement 2 is complete; inside a homogeneous spherical surface, the gravitational force of the real becomes zero.
It is very noteworthy that Newton attached great importance to the above-proven assumption about the gravitational properties of extended spherical-homogeneous bodies and surfaces. Only after proving these assumptions did Newton publish the derivation he had obtained many years earlier of Kepler’s laws of planetary motion from formula (1) for exact bodies (see J. Orir, “Popular Physics”, Moscow, 1964, pp. 87-98).
Exercises
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A remarkable property of mathematical methods is that the same “mathematical model” can describe facts from seemingly completely different areas of physics. Refer to the fact that Coulomb’s law; describing the interaction of two precise electric charges, written mathematically in the same way as Newton’s gravitational law, formulate the “electrostatic analogues” of assumptions 1 and 2.
-
Prove that the force of attraction of an exact mass by a homogeneous unbounded plate is inversely proportional to the distance of this mass from the plate.
-
Find the force of attraction exerted by a homogeneous material hemisphere on an exact mass located on a straight line connecting the center of the sphere with its pole.
-
In Hinton’s imaginary flat world (see «Kvant» No. 4, 1970), the force of interaction between exact masses is inversely proportional to the distance between them. Keeping in mind that the “spheres” of a flat world are circles, formulate and prove propositions for the Hinton world similar to propositions 1 and 2. Show that the force of attraction experienced by an imaginary inhabitant of one of the planets of the Hinton system is proportional to the distance of the inhabitant from the center of the planet. If there are collebose planets in the system, then there is no gravitational field in the interior of the collebose (it is assumed that the planets are made of homogeneous matter).
20
V. G. Yankelevich
Our reader, seventh grader Misha Balkin, asks: “I saw in the reference book the Cardan formula for solving the cubic equation :
where .
But it seems to me that this formula cannot always be used. For example, if we want to find the roots of the equation () using this formula, we get
This is some kind of minimum number, and the equation has three crowns: 0, 1 and -1. How to establish this contradiction?>
The editors believe that the answer to this question will be of interest to many of our readers. We are publishing an article by V. G. Yankelevch, a 10th grade student from the city of Kustanay, who tells how cubic equations can be solved in the case when the Kardanov formula produces negative numbers under the square root sign.
Back in the 16th century, a general formula was found that made it possible to express the solution to a third-degree equation
(1)
through its coefficients using arithmetic operations and knowledge of the roots. This formula (it is called the Del Ferro formula or the Tartaglia-Cardano formula) can be written as follows:
(2)
where ; . Afterwards, as soon as the concept of a complex number took shape, it became clear that this formula allows us to obtain all solutions to equation (1) with any (complex) coefficients . But, unfortunately, even if all the coefficients of the equation are general action numbers, then to find (hereinafter action!) solutions using formula (2) you have to extract the numbers; this difficulty arises when (this is precisely the case when the equation has three different real roots).
Consider the cubic equation (1) with real and positive discriminants ).
We will show that any equation (1) can be reduced to an equation of the form
(3)
where and are real numbers and .
First we prove that equation (3) has roots
*) is called the discriminant of the polynomial . It can be shown that , where are the roots of equation (1). If the coefficients are real and , then the equation has two conjugate complex roots and one real one, which is immediately found by formula (2).
22
Demonstration of the orbits of bodies moving under the influence of central gravity
R. Wood
In the last issue of our magazine, an article by the remarkable American physicist R. Wood about artificial mirages and tornadoes was published. Below we place another article by Wood, devoted to the study of the orbits of bodies in the central field. This article was published in the Physical Review in 1897.
After Wood published an article on the LABORATORY Demonstration of the orbits of planets and comets around the Sun using a steel ball and an electromagnet, the journal Nature published a letter from a professor at the University of London, which stated that this experiment does not demonstrate orbits in a gravitational field, since the force of attraction of the ball by a magnet varies inversely to the fifth power, and not to the square of the distance, as in the case of gravity.
Wood set to work always, drew a detailed diagram and realized that the ball intersects the magnetic lines at an angle and that its orbit depends only on the horizontal component of the tension. After careful measurements of the magnetic field strength in the stack plane, it was found to be almost exactly inversely proportional to the square of the distance.
Meanwhile, critical reports appeared in several other English technical journals, and Wood was pleased to send confirmation of the validity of his experiment, citing the results of measurements.
Do six pins on his sleeve point to the laboratory’s surface, the movement tells the planet no eliptical轨道, parabolic轨道 and hyperbolic轨道 under the influence of a central force, the magnitude of which would vary inversely with the square of the distance. I conducted several experiments examining the motion of a small steel ball around a magnetic field. Obits of length give good results, and I believe that they can be useful when giving lectures.
The device for demonstration is very simple. It consists of a glass disk about 40 cm in diameter, with a small hole in the center. The cone of a large electromagnet is passed into this hole. The surface of the disk is covered with smoke (Fig. 1). You need to try to give the plate a horizontal position and the magnet axis a vertical position as accurately as possible.
A small polished steel ball about 5 mm in diameter (for example, from a wave bearing)
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TASKS
M111. The square on side 1 contains a figure whose distance between any two points is not equal to 0.001. Prove that the area of this figure does not exceed 0.34. (We can assume that the boundary of the figure referred to in the conditions consists of straight line segments and circular arcs.)
Try to get a more accurate estimate and prove a similar theorem in space.
G. V. Rosenblum
M112. In the table the numbers are written so that for any two rows and any two columns, the sum of the numbers in the two opposite vertices of the rectangle they form is equal to the sum of the numbers in its two other vertices. Some of the numbers were erased, but let’s say you can restore the erased ones. Prove that there are at least numbers left.
M113. Prove that for any natural number there is a number made up of the digits 1 and 2 that is divisible by .
B. M. Ivlev
M114. Several numbers are written in a circle. If for some four consecutive numbers it turns out that , then the numbers and can be swapped. Prove that this operation can be performed only a finite number of times.
V. B. Alekseev
M115. A whole number of liters of water are poured into three vessels. It is allowed to pour a column of water into any vessel, as much as it already contains, from any other vessel. Prove,
Fig. 1.
a voltmeter, a current source and connected wires, is it possible to change the value of one of the resistances without breaking a single contact in the circuit?
A. R. Zilberman
F119. Light from source on its way to the screen passes through a resting glass cube with edge (Fig. 2). How much faster is light?
will reach the screen if the cube is moved at speed ? The speed of light in air is , the refractive index of the stack is ().
G. V. Meledin
F120. There is water in a cylinder with a piston, inside of which at the initial moment there is a cavity of volume . The gas pressure in the cavity is negligible. The piston exerts constant pressure on the water. What kinetic energy will the water acquire at the moment when the cavity disappears? The initial speed of water is zero. The force of gravity can be ignored.
G. L. Komkin
F121. Estimate the maximum force that the diameter will show when attached to the planes covering the Magdeburg hemispheres (hemispheres) with a radius
Fig. 3.
cm (Fig. 3). The hemispheres stretch in opposite directions as . Atmospheric pressure is 1 atm.
F122. A ball is thrown into a glass of water, rotating around its axis, and floats on the surface of the water. Where on the surface will the ball be located?
Amendment
In «Kvant» No. 8 for 1971 on page 3, due to the fault of the editors, “a portrait from the bronze medal of Euclid” was mistakenly placed. In fact, images of Euclid’s mathematics have not reached our time. The image placed appears to be a portrait of the philosopher Euclid of Megara.
Find the error
As is known, by a point, the sum of the distances from the bark to the vertices of a given quadrilateral is minimal,
Fig. 1.
is the point of intersection of its diagonals (Fig. 1). We will reduce one of the sides of the quadrilateral, for example, (Fig. 2), until the side
Fig. 2.
will not turn into a point. In this case, the point will approach and at figure 3 will merge with it.
Fig. 3.
This means that the point whose sum of distances from the crust to the vertices of a given trigon is minimal is one of its vertices. But there is a theorem that states that such a point is the point from which all three sides of the triangle are visible at an angle , and not one of the vertices.
Where is the mistake?
A. Skovlin
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In this issue we publish the solution to problems M70–M73
M70
Let be several lines in the plane, among which there are two intersecting lines. Prove that it is possible, and in a unique way, to choose on each of these lines at the point so that the redistribution restored at the point to the line passes through the point (for all ), and the redistribution restored to at the point passes through the point .
Try to formulate and prove a similar theorem in space.
This problem can also be formulated as follows. Let be a mapping that assigns to each point (on the plane) its projection onto the line , that is, is the base of the redistribution dropped from the point to the line . It is required to prove that on the line there is a unique point such that after mappings
turns into itself.
For an arbitrary point of the line denotes through the point on the line at which it passes
after mappings (Fig. 1); it is written like this:
Let’s choose the origin and direction on each of our lines , that is, we’ll turn each of them into a numerical axis (we choose the same scale unit on all lines). (We identify a point (on a line) and its corresponding number—its coordinate—so that the maps and can now be considered functions that
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Each number is assigned a new number.
Let us prove that the mapping is linear: .
To do this, it is enough to prove the following three obvious statements.
(1) If and are two straight lines and is a map that associates each point with its projection onto , then is a linear map.
(2) If and are linear maps, then so is .
(3) If are linear maps, then is also a linear map.
It is clear that (3) is derived from (2) by induction. Check (2): if and , then . To prove (1), check this formula:
where is the angle between the positive direction of the axes and , is the coordinate of the point in the system (Fig. 2; consider also the case when the lines and are parallel).
Now, to solve the problem, it is enough to show that the linear equation has a solution, and only one. If this is not the case (that is, if there are no solutions or more than one), then . Let us prove that this cannot be. Note that with each projection : the distance between any two points does not increase:
and if the lines and are not parallel, then strictly decreases. It follows that for any two points and
But if , that is, if , then preserves the distances between any two points (it simply shifts them all by the distance ). We got a contradiction. The proof is legal.
Problem M70 and our solution have been re-established without any changes for the case when the lines are located not on a plane, but in space (they can also be intersecting). In this case, means projection onto the line in space: a mapping that corresponds to each point the base of the perpendicular dropped from this point onto the line .
Fig. 2. A mapping that assigns to each point on one line its projection onto another line is written as a linear function.
Fig. 3. Point , for which , it is practically easy to find a method of successive approximations: starting from an arbitrary point , lower the perpendiculars to the given lines and find the successive after each “cycle” of the point and so on. It is not difficult to prove that the distances , … form an infinite decreasing geometric progression with the value , so that by repeating the construction several times, we can find the position of the point with any ironclad accuracy. A similar method is very used to find a solution to an equation of the form ; it will be applied when the function decreases the distance between any two points. In our case, when is a linear function, labeled, the solution to equation can be found exactly (think about how to find the point if and are known).
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There is another possibility of generalization:
look at straight planes together. Can
prove, for example, the following fact: if the data
planes in space, among which
there are three intersecting at one point,
then it is possible and in the only way
select on each of these planes
point () so that the
ndikulier, restored at point to co-
corresponding plane, passed through
point (and ). Now it’s already
will be a linear mapping
plane to plane and coordinates will be written as follows: , where , .
Prove that if the system of equations
has no solutions or has more than one
solutions (this happens if ), then the system , has a solution , different from , and that the mapping does not change the dis-
standing between points and , which cannot happen in our problem.
Nanmore complete solutions to the problem
Slania F. Schmidel from Moscow, Yu. Obolonkov from Voronezh, M. Rozov from Minsk.
M71
A rectangular table of rows and columns is filled with numbers. Let’s rearrange the numbers in each line in ascending order. Prove that if you then rearrange the numbers in each column in ascending order, then in each row they will still appear in ascending order.
Think about what will happen if you act in a different order: in the original table, first rearrange the numbers in ascending order in the columns, and then in the rows: will the result be the same table as in the first case or a different one?
Let’s consider a table in which in each row the numbers are in ascending order, and prove that if , then the largest number in the th column (we denote it by ) is not less than the largest number in the th column (we denote it by ). Indeed, the number at the intersection of the line where is and the column is no less than (because the numbers in the line are in ascending order).
Similarly, one can prove that the th largest number (counting from the largest number in the -column ) is no less than the th largest number in the th column
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Different tables are read. To verify this, it is enough to give an example (Fig. 5).
The problem was solved correctly by P. Ayulov, A. Brevdo, L. Brauzinsky, G. Vysotskaya, S. Grigoryan, A. Gordenko, I. Jabbarov, A. Kleyin, A. Kmizhnerman, I. Kochubeevsky, G. Levin, M. Preezer, E. Skryt, A. Slinkin, A. Chernyak and others. In addition to the solution, there are many others close to ours in which induction is carried out; In some works it has been proven that it is possible to rearrange each column in succession so that the numbers will always appear in the rows in ascending order.
N. B. Vasiliev
M72
Solve the equation
(1)
where is an arbitrary real number.
A naive attempt at a solution: cube both sides of the equation
(2)
and substitute here the original equality (1):
(3)
Now it’s easy to find :
(4)
We were sent many letters where this answer was received (in this and other ways). There were also quite a few letters in which it was correct to find a set of values of for which formula (4) makes sense:
Some even noticed that the value should be discarded, since the value given by the formula is not suitable. But it was not proven that for all , the value given by formula (4) are solutions. (Usually such a proof is a test, but here it is very difficult to do.) And this must be proven, since not all transformations performed above remain equivalent: equation (2) is not equivalent to (3). To see this, substitute , in (2) and (3). Equality (3) will return to the same place, but (2) will not. Therefore, the statements found in the letters that this transformation is equivalent are incorrect. (Indeed: try to derive (2) from (3). You will have to use equality (1), the conditions of the problem, and this cannot be done, since this is precisely what needs to be proven.) If this is so, then other roots may be constructed.
Let us examine in more detail the transformations we made to the equation. Let us denote and for brevity.
From Eq.
we moved on to the equation
(2)
using an equivalent transformation (raising the object into a cube). The next step is to substitute together with and go to the equation
(3)
which we will write like this:
Let’s apply the formula for the difference of two cubes and then put out of brackets:
(3’)
So, we managed to write equation (3) in this form (3’), from which it is easy to study why it is not equivalent to (2). It is clear that the left side of (3’) is equal to zero when at least one parenthesis is equal to zero:
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The first equality is our original equation. This means that the entire construction of the solution is related to the second one and we need to find out when it is executed. Multiplying it by 2, you can write it like this:
This equality holds only for .
In application to our equation:
This means that for is the only constructed root. All other roots given by formula (4) for satisfy equation (1).
Let us write down again the identities that we have successfully established (for symmetrina we replace with ):
They are often useful in proving inequalities and in other problems.
M73
On a lottery ticket you need to mark 8 cells out of 64. What is the probability that after a drawing in which 8 cells out of 64 are also chosen (and we consider all such possibilities to be equally probable), it turns out that exactly 4 cells are guessed? 5 cells?…all 8 cells?
As is known, 8 cells out of 64 can be chosen in ways ( is the product of all integers from 1 to inclusive) ). All these methods are equally reliable. Therefore, the probability of getting any one particular way is . Now we need to calculate what time the case turned out to be exactly cells (). The number of such cases is equal to the number of methods
) See, for example, the article by N. Ya. Vilenkin “Combinatorics” in «Kvant» No. 1, 1971.
Fig. 6. Red cells are winners; The 8 cells we have selected are marked with a cross. On this figure , .
methods in which cells are selected from 8 marked and cells from 56 unmarked. Therefore it is equal to . To find the desired time - the probability of guessing exactly cells, you need to multiply the probability of one method by this number. We get
Thus, the probabilities of guessing 0,1, …, 8 cells are equal to the corresponding ones.
The sum of these nine numbers is, of course, equal to one.
Formally, the problem is a solution, but from a practical point of view this is not yet the case. I would like to imagine how great the chances are of guessing a particular number of cells if we buy and fill, say, ten lottery tickets. To do this, you need to approximately represent these numbers in the form of decimal fractions. This can be done using a slide rule; for example, directly use formulas (1). This is what A. Zlomnik from the city of Zhukovsky did. We will describe another, as it seems to us, simpler method.
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Fig. 7. Shown here are the numbers – the probabilities of guessing cells (). At the values of are very close to zero.
First, let’s calculate the ratio of the th of these numbers to the th one:
in part,
By calculating the ratio of to with two decimal places:
It is clear that and, for the chosen degree, exactly are equal to zero. We can make an equation
whence . Now finding :
Thus, if you fill out ten tickets, then the average ones will most likely all be those on which 0, 1, 2 and, perhaps, 3 cells are guessed; The probability of guessing 4 or more cells is very low. By multiplying by and so on, approximations of can be obtained. In part, . This means that in order to have a real chance of guessing all 8 cells, you need to fill out several tens of billions of tickets.
Using the approximate calculation method that we applied, it can be shown that if the number of cells on a lottery ticket is much greater than the number of cells that need to be eliminated, and is sufficiently large, then the probability of guessing cells of the approximate is equal to
where and is a constant number (), so we need to use the fact that for any ).
A. L. Toom
In this issue we publish solutions to problems F79—F82
F79
The level of water entering the boat coincides with the water level in the lake. Where will the water level be higher if you throw a log into the boat?
When lowering a log into a boat, the boat will plunge into the lake, you will receive an additional volume of water ( is the mass of the log, is the density of water). On the other hand, since the log floats in water, the water level in the boat should change in the same way as it would change if water with a mass equal to the mass of the log and a volume equal to the volume of the immersed part of the log, that is, , was added to the boat. (We can mentally remove the log and fill the resulting water with water, but the water level in the boat will not change.) The same volume of water additionally flows out from the boat when the log is thrown into it. Therefore, the water level in the boat will be the same as the water level in the boat.
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low water in the lake if the thickness of the walls of the boat is negligible, and will be slightly higher than the water level in the lake if the walls are thick.
The correct solution was sent by R. Khasnumdinov (Oktyabrsky BASSR village), A. Zisman (Pskov), I. Vidorovich (Simferopol), O. Masliok (Novomirgorod, Kirovograd region), V. Rudko (Kyiv), A. Smarchenko (Petropavlovsk village, Dnepropetrovsk region), A. Demidov (Moscow), L. Bratsensky (Frunze), F. Tukhvatullin (Tashkent), N. Shishkin (Nalchik), N. Filippov (Leningrad), N. Sidorov (Moscow).
I. Sh. Slobodetsky
F80
A die is thrown along an inclined plane at an angle β to the direction of descent (Fig. 8). Find the steady speed of motion of the cube if its friction coefficient o plane k = tanα, where α is the angle of inclination of the plane k to the horizon.
The cube is acted upon by the force of gravity P = mg, the normal reaction force N = mg cosα and the friction force F_tp (Fig. 8).
Let us consider the components of the force along the plane. Down to the side
Fig. 8.
the fastest descent (y-axis) is affected by the gravity component F = mg sinα; in the direction opposite to the speed, the friction force F_tp = kN = kmg cosα acts. By condition, k = tanα, therefore F_tp = tanα kmg cosα = mg sinα = F.
Thus, the problem comes down to considering the movement of a cube under the influence of two forces of equal magnitude. One of them is always directed against the speed of the cube, the other along the y axis.
Fig. 9.
Let at some moment the speed v make an angle φ (Fig. 9) with the y axis. The tangential (direction tangent to the trajectory) acceleration a of the cube is determined by the force F_tp = F and the projection F cosφ of the force F to the same direction:
Acceleration a_y (along the y axis) is determined by the force F and the projection F_tp cosφ of the force F_tp onto the y axis. It is easy to see that the magnitude of this acceleration is equal to the tangential one:
Thus, the rate of change in the magnitude of the plane velocity a = \frac{\Delta v}{\Delta t} and the rate of change in the magnitude of the force component along the y axis a_y = \frac{\Delta v_y}{\Delta t} are the same. But if the rate of change in time of two quantities is the same, then these quantities themselves differ only by a constant that does not depend on time. Let us denote this constant by V. Then at any time v = v_y + V.
You can find the constant V by substituting the values v and v_y into this formula
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at the initial moment of movement of the cube (, ):
From here
Hence,
Where
After a sufficiently long time, the “transverse” component of the cube’s speed will decrease to zero. The cube will move down along the axis. In this limiting state , that is ; .
For steady speed we can write the equation
From here
Knowing that , the problem can also be solved graphically. Indeed, if the change of the total speed is equal to the change , then it is easy to find the values
Knowing that , the problem can also be solved graphically. Indeed, if the change of the total speed is equal to the change , then it is easy to find the values
Let after time the component of the speed of the cube changes to , and the total speed - to . Consequently, after time the vector will be shorter, and the value of its projection onto the axis changes by the same amount.
Through the point , which lies below the point (the end of the vector ) to the segment , we draw a horizontal line . With a radius equal to , draw arcs from the point as from the center. The point will mark the length of the new vector . With a radius equal to , draw an arc from the point as from the center. The point of intersection of the arcs with the line is the end of the desired vector , equal to .
This construction can be done for any time intervals . It shows that the velocity vector of the cube accelerates and approaches the axis (Fig. 11). From the drawing it is clear that in the limiting case
From here
The correct solution was sent by P. Belyakov (Moscow).
B. B. Bukhovtsev
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F81
Currently, solenoids with superconducting windings are used. Such solenoids can create a magnetic field for a long time without consuming energy. However, if any section of the winding loses its superconducting properties, an accident will occur. In this area, more colic tella will be released and an explosion will occur.
Come up with the simplest device to prevent such accidents.
Schemes with relays are not suitable - their comparison time is too long. An explosion will occur before the relay trips. Therefore, the only way out is to short-circuit the solenode to resistance. This is how they usually do it. The wire for the solenoid is made reinforced with copper. If superconductivity is lost, the armature will serve as a buffer through which current appears, and the body release will be distributed throughout the circuit.
The correct solution was sent by S. Chernikov (Semipalatinsk). N. Efimov (Voronezh), V. Skvortsov (Leningrad).
F82
Find the conditions under which no current will flow through the resistance connected at points and of the circuit shown in figure 12.
So it will not go through resistance if the potential difference between points and is zero. Let us take the potential of point to be zero. then the potential of point is equal to , and the potential of point is equal to . Current flows through resistance ,
Fig. 12.
and therefore the voltage drop across resistance is equal to , and the potential of point is equal
Similarly, we find the potential of point :
From condition we obtain
This is the general condition for the absence of a point through resistance . It also includes the very symmetrical case , and .
I. Sh. Slobodetsky
FIGURES ON SCALES
On one yoke of the scale (see figure on the cover) there is an octaed, on the other there are four terraeds. It turns out that if the edges of all figures are equal, then the volume of the octaed is equal to the sum of the volumes of the four terraeds, and therefore the scales are in equilibrium. Try to prove this statement. Use the similarity transformation and prove that
that if an octaed with edges half as large as the edges of the original bodies is cut out of a tatraed, then four terraeds will remain (the same with half as many ribs). So, if all bodies are solid, then one octaed is balanced by four terraeds. What if the bodies are hollow or consist only of ribs?
35
V Weighing mathematical optimization.
V. L. Gutenkhær
From April 15 to April 20, the V Weighing Mathematical Optimization took place in Prgue. But the jury was optimized (chairman Jan Bardzin, deputy chairman Nikolai Vasiliev) began its work on April 13. From these tasks that the jury members brought with them, it was necessary to display the most interesting and original tasks. This time, unlike previous years, the jury decided to give schoolchildren problems that would be close to serious mathematical science, and in the second round they even conducted a small experiment: to offer one more difficult problem, breaking it down into a series of gradually conditioned questions, in the solution of which it would be proposed to advance as far as possible.
The first and second rounds of optimization took place on April 16 and 17 separately for the 8th, 9th and 10th grades.
We place below a list of 23 tasks that were offered to schoolchildren. The average ones are essentially 14 different problems in total. We publish 10 problems in the “Kvant Problem Book” (see «Kvant» No. 10, 11).
TASKS
8th grade (first day)
-
Prove that there is a value of a number divisible by 2, in whose decimal notation only the digits 1 and 2 are involved.
-
Given a triangle . On its side the points and are taken, on the side - points and , on the side - points and so that if we construct parallelgrams , and , then the lines , and will intersect at one point. Prove that if and , then .
-
Two people play this game. The first ones write two rows of 10 numbers one below the other so that the following rule is satisfied: if the number is written under the number , and the number is written under the number , then . The second player, knowing this rule, wants to determine all the written numbers.
He is allowed to ask the first player a question like “What number is in third place in the first line?” or “What number is in ninth place on the second line?” etc. In what is the smallest number of such questions can the second player find out all the numbers?
- See problem M111.
8th grade (second day)
-
See problem M108.
-
Prove that from 25 different positive numbers it is possible to choose two numbers such that none of the remaining numbers is equal to either the sum or the difference (between double and small) of the selected numbers.
-
See problem M109.
9th grade (first day)
-
See problem M113.
-
On each side of triangle ABC two points are taken: on AB - points D and E, on BC - points F
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and G and on CA are points H and K. It is given that AD=BE, BF=CG and CH=AK. In triangles ADK, BEF and CGH, medians are drawn from vertices A, B and C. Prove that the lines on which these medians lie intersect at one point.
3. See problem M115.
4. See problem M111.
5. See problem M112.
9th grade (second day)
- A cube with an edge of length n is divided into unit cups. Let’s select several cups and draw three straight lines parallel to the edges through the center of each of them. What is the smallest number of cups that can be chosen so that a straight line drawn through them will cross out all the cubes?
Solve this problem if:
a) ,
b) ,
b) — any natural number. - Prove that all straight lines dividing both the area and perimeter of a triangle in half intersect at one point.
- See problem M110.
10th grade (first day)
- See problem M106.
- See problem M107, a.
- Projections of the body onto two planes are circles. Prove that these circles have equal radii.
- See problem M111.
- See problem M114.
10th grade (second day)
- A cube with an edge of length n is divided into unit cups. Let’s select several cups and draw three straight lines parallel to the edges through the center of each of them. What is the smallest number of cups that can be chosen so that a straight line drawn through them will cross out all the cubes:
a) Give the answer for small values of n: for n=2, 3, 4.
- Try to find the answer with n=10.
b) Solve the general problem. If you were unable to find the answer, prove some inequalities that estimate the number of marked cups from above and below.
d) Note that this problem can be formulated like this.
Consider all possible sets , where each of the letters takes one of n values 1, 2,…, n. What is the smallest number of sets that must be chosen so that for each of the remaining sets of the environment chosen, we find one that differs from it only in one place (by the value of only one of the coordinates )? Try to find estimates for a more general problem where sets of not three, but four or a large number of letters are considered.
- a) Consider the function . Prove that for any point there are also integers , which
- Let us denote by the smallest of the numbers for all integers m and n. The assertion of problem a) is that the inequality holds for all . Prove that the stronger inequality is in fact true. Find all points for which the equality holds.
b) Consider the function
Find some number C (depending on a) such that all satisfy the inequality . Try to find an accurate estimate.
38
methods of proof unknown to the jury.
The stumbling block was task No. 4, proposed in all classes. Many problems solved this problem, but at the same time they lost sight of the fact that the arrangement of the circles can be quite exotic: the circles can overlap each other, their centers can be located close to each other, etc. Essentially, in this problem, a figure covered with circles can have an almost arbitrary shape, and you need to come up with a reasoning that works for any such figure. This problem has a very short and red solution. In each class, only one student managed to solve it (the table on page 39 shows how many people solved each problem completely or with minor steps). Other tasks were also repeated in equal classes, but their formulations differed from each other. For example, problem 1 in the ninth grade differed from problem 1 in the eighth grade in that the number was placed together with the number 100. Problem 7 of the ninth grade differed from task 5a of the eighth grade in that the point at which the lines intersect was not named and, thus, was essentially conditional.
As a more interesting example of development, we will give problems 3 (8th grade) and 5 (9th grade). The first of these problems is simply a special case of the second (for , ), but in the 8th grade formulation it is more clearly highlighted what exactly is required in its solution: (1) indicate the answer (this answer - 11 questions - was found almost
39
All); (2) prove that it is possible to find out all the numbers in 11 questions (this is very simple); (3) prove that it is impossible to find out the numbers in 10 or fewer questions.
Task 3 (8th grade). Let and be some two numbers in the top line, and and be the numbers below them:
The only condition that this number will satisfy is that . Let’s rewrite this condition as follows: . It follows that the difference between the number in the top row and the number below it is the same for all columns; Let’s denote this difference by . The table can be written like this:
, are arbitrary numbers. This table can be determined in 11 questions. For example, in 10 questions you can find 10 numbers from the first line, and then, by asking one question “what number comes first in the second line?”, find .
It is almost very indo that in less than 11 questions it is impossible to find 11 unknowns. However, the jury did not consider this to be very indo and demanded clarification
neniya. The greatest difficulty for the participants was recording their complete and clear solutions to the problems. Writing rows and tables consisting of a large number of elements, and handling them fluently, can very little not be used as a difficulty of this kind.
Task 6 (8th grade). We will prove the statement of the problem by contradiction. Let us assume that either the sum of two numbers out of 25 or their difference is contained among the remaining numbers.
Let’s arrange these numbers in ascending order:
Consider most of the numbers paired with any of the other numbers. Obviously, the sum of such numbers is not contained among the given numbers, since
Therefore, the differences of these numbers
must be contained among the given numbers. The only possible option:
or, what is the same,
Number of participants who solved each problem
| 8th grade | Task No. | Day I | | | II day | | | | |
| :— | :— | :— | :— | :— | :— | :— | :— | :— | :— |
| | Decided | 1 | 2 | 3 | 4 | | 5 | 6 | 7 | 8 |
| | | 30 | 7 | 22 | 1 | | | 42 | 15 | 13 |
| 9th grade | Task No. | 1 | 2 | 3 | | 4 | 5 | 6 | 7 | 8 |
| | Decided | 56 | 31 | 0 | | 1 | 6 | 9 | 1 | 16 |
| 10th grade | Task No. | 1 | 2 | 3 | | 4 | 5 | 6* | 7* | 8* |
| | Decided | 26 | 43 | 65 | | 1 | 5 | 32 | 1 | 18 |
- The various results obtained by participants on these tasks do not fit neatly into the framework of the formulated questions; the number of schoolchildren, the most complete and accurate results obtained, examples constructed, etc. are indicated.
40
Now consider the number in pala with any of the first twenty-three numbers. The pair of numbers and is fine because . Sums of numbers
are not included among these numbers, since
().
Therefore, the differences of these numbers must be contained among the given numbers. Let’s write them in ascending order:
From the equality it follows that and therefore the only possible option is:
But in this case, the difference is not contained among the remaining numbers, and the sum is not contained among the given numbers at all. We got a contradiction. Thus, the statement of the problem is proven.
The problem turns out to be true for numbers, where . The proof can be verified in a similar way, and for even we can obtain a contradiction at the very first step of our reasoning deniens. Try to write down this proof yourself.
What was unexpected for the jury was the comparatively easy theoretic problem 3 (grade 10). The task turned out to be feasible for only one third of tenth graders. This indicates, perhaps, that the spatial understanding of the majority of Olympiad participants is insufficiently developed.
Task 3 (grade 10). Here we are talking about a general orthogonal projection. The definition of the projection of a body onto a given plane is contained in the school textbook. We will need to determine the projection of the body onto a straight line.
The projection of a point onto a given line is called onto a given line, then its projection will be this point itself.
The projection of a body onto a given line is called onto a given line, then its projection will be this point itself.
Let be a plane and a line lying on . From the theorem on three redistributions it follows that the projection of any point onto the line can be obtained by successively projecting this point onto the plane and projecting the resulting point onto the line.
According to the conditions of the problem, the projection of a body onto two planes is a circle. Let us assume that these planes intersect along the straight line . From the above it follows that the projection of the body onto the straight line coincides with the projections of each of the circles onto . From here we conclude that the projections of the circles coincide with each other.
It is clear that the projection of a circle onto the straight line lying in its plane is a segment equal to the diameter of the circle. Consequently, these circles have the same diameters and the same radii.
The case when these planes are parallel to each other is very convenient.
We can say that the remaining problems of the first day for the tenth graders, although they were more difficult, all allowed a significant number of solutions than the solution to problem No. 3 given above.
The ninth grade option must be admitted as somewhat overloaded: there was not a single “completely simple” task here. In particular, problem 3 has not been completely solved.
The second round was especially difficult, containing tasks that required lengthy thinking. And since the same as in the tenth grade,
solve only one problem, then, trying to do everything, the non-trivial ones did nothing.
The first round in 8th grade was directed. Not a single student managed to solve all the problems. However, in the second round, to Zhorny’s surprise, three people solved all the problems. Two of the three problems of the second type consisted of several questions. In problem 5, point 6) was a generalization of point a), and the complete solution of problem 7 a), 6), c) allowed the student to formulate and prove a statement that naturally generalizes all three points of this problem.
Experiment 11 was carried out most consistently in 10th grade, where participants were asked to choose only one problem and devote all five hours to solving it. It is curious that all three tasks turned out to be of equal value. The 10th graders were divided into three approximately equal groups of “specialists” for each task. In each of the tasks there was a “ceiling” - the task was completed (or almost completed) to the end, that is, to the results that the zhurni had. For example, in task 6, points a) - b); in Problem 7 for 0≤a≤2 an exact estimate was found. Problems 6-8 will be discussed in separate articles in the first issues «Kvant» next year, and if you have managed to obtain interesting results on these problems so far, write to us!
Zhurni members checked each work of more than 500 Olympiad participants at least twice, and the most controversial works were reviewed by 10 or even more people. In conclusion, all schoolchildren were told the solutions to the problem and an individual analysis of their work was carried out.
42
At these meetings, the guys could look at their notebooks and talk with the jury members, find out all the questions they were interested in regarding the assignments, and learn new tasks. For example, jury member N. Konstantinov conducted a two-hour circle in which schoolchildren proposed problems they had invented and solved them together. We could not solve only one problem proposed by Olympiad participant N. Romanov.
Task. Which point on the plane is colored in one of three colors: red, blue or yellow. Is it necessary to find three points of a single point that form a triangle similar to this one?
Team leaders did not stand aside either. The jury members gave several lectures for them.
We conclude with another research problem from the jury’s portfolio that was intended for Type II but was not included due to option overload.
Task a. Let . If for some , poppy, that , , then for any , poppy, that , .
Prove this statement:
a) at ; 6) at ;
b) for arbitrary .
V All-Union Physical Olympiad
I. A. Zaitsev
From April 15 to 20, the 5th Weight-Union Physics Olympiad was held in Novosibirsk. According to the already established tradition, it took place in two rounds: theoretical and experimental. When selecting problems, the jury sought to ensure that when solving them there was enough knowledge assumed by a high school programmer, but it would require “physical thinking”, an understanding of what can be neglected, an understanding of how the process described in the task occurs, etc. The jury had the most difficulty with the problems of the experimental round. They should not take too much time to solve and they should be “olympiad”:
When making a decision, it was necessary to show resourcefulness and think about how best to set up the experiment in order to obtain the most accurate result possible. This, however, applied to both theoretical and experimental problems.
In total, the jury selected 14 theoretical and 10 experimental problems. Some tasks were repeated in different classes. Below we publish all the tasks that were offered at the Olympiad (some of them have already been published in «Kvant» No. 10, some we publish in this issue in “Problem «Kvant»”).
Each of the works of the Olympiad participants was carried out twice - first by one of the jury members, then
43
Each of the tasks in the work was checked separately by “experts” on this task. This allowed the requirements to be successful and reduce the likelihood of errors. The best and worst works were also checked by the senior according to the variant.
The work on preparing the task and checking the work was led by: the chairman of the jury - academician S. T. Bellev, his deputies - E. I. Bichenkov and I. Sh. Slobodetsky.
Let us give, as an example, solutions to two characteristics of “Olympic” problems of a theoretical type.
- Two protons and two positrons, initially ending up at the vertices of the square on the (Fig. 1) side, are separated. The ratio of their masses is , and the charges are the same. Find the ratio of the velocities of protons and positrons after decomposition (at infinity). (10th grade).
Initially, all particles are subject to equal forces. But the masses of protons are 2000 times greater than the masses of positrons. This means that the acceleration of positrons will be 2000 times greater than the acceleration of protons. Therefore, positrons quickly spread out to infinity, and then protons will spread out, interacting only with each other. This makes it possible to consider protons as stationary when calculating the velocities of positrons.
Let’s find the total potential energy of positrons before decay. If there were no protons, then the potential energy of interaction between two positrons would be equal to (i.e., the work that needs to be spent to merge two positrons). The field potential that each proton creates at the point where the positron is located is very high. Therefore, the total potential energy of positrons will be equal to
(We can ignore the potential energy of interaction of protons, since it does not change - protons are motionless.) All this energy will turn into the kinetic energy of positrons as they disperse. It is clear that the velocities of positrons at infinity are the same. That’s why
Now let’s consider the expansion of protons. Their potential energy before decomposition, very high, is equal to , and the total kinetic energy after decomposition is equal to (and is the speed of protons). According to the law of conservation of energy
Now dividing equation (2) by equation (1), we get
where
- On the main table there is a weight system shown in figure 2. The friction coefficient between weights and is . The lower right weight is pulled along the table with a force of , as indicated at figure. Find the accelerations of all loads in the system. (8th grade).
This is how Vadim Mirny (school No. 2, Moscow) solved this problem, and received the optimal grade II range.
Let’s renumber the weights as shown in figure 2. Select the reporting system associated with the table and the positive direction to the right. Then the lower one cannot have negative acceleration.
Let together weights 3 and 4 on the table the post to which the thread is attached. In this case, threading
46
cut glass cubes and of length each (Fig. 6). The speed of light in air is , in stationary glass - . How much faster will light travel along the lower path if cube is set in motion at speed ? (77)
This problem had to be solved in the approximation and . Many participants, however, solved the problem in the general case, using formulas from the theory of relative energy.
- Three bodies with masses can slide along a horizontal line without friction (Fig. 7), and and . Determine the maximum velocities of the two edges of these bodies, if at the initial moment of time they accumulated, and the middle body had a speed of . The impacts are considered to be absolutely elastic. (43)
You should not solve this problem “head-on” by composing a large number of equations. Here it was necessary to obtain the consequences of the conditions and .
-
A ball of radius slides down a staircase whose width and height of steps are (Fig. 8). The covariate sphere with steps is inelastic, there is no friction. What is the maximum speed the ball will reach when it reaches the big staircase? (16)
-
There is water in a cylinder with a piston, inside of which at the initial moment there is a cavity of volume (Fig. 9). The vapor pressure in the cavity is negligible. The piston exerts constant pressure on the water. What kinetic energy will the water acquire at the moment when the cavity disappears? The initial speed of water is zero. Strength can be ignored. (109)
-
The mass of hydrogen and the amount of oxygen required for complete combustion enters the jet propulsion chamber per second. The cross section of the output response of the motion nozzle is , the pressure at this second is , the temperature is K. Determine the traction force of the motion.
30 ninth-graders who participated in the Olympiad did not solve a single problem, 45 solved one problem, 51 solved two, 29 solved three, 13 solved it on Thursday. Only two completed all the tasks.
10th grade (249 participants)
- figure 10 shows part of a circuit consisting of unknown resistances. How, having an ammeter, a voltmeter, a current source and connected wires, can you measure the value of one of the resistances without breaking a single contact in the circuit? (45)
The problem has a very short and interesting solution. Try to find it.
-
A pendulum with a ball of mass (Fig. 11) is suspended from the pendulum with a ball of mass . Point oscillates in the horizontal direction with a period of . Find the length of thread if it is known that thread remains vertical all the time. (35)
-
See task 5 for grade 9. (120)
-
Two protons and two positrons, initially rummaged in the ver-
47
The square tires on the side (see Fig. 1 on page 44) fly apart. The ratio of their masses is , and the charges are the same. Find the ratio of the velocities of protons and positrons after decomposition (at infinity). (5)
The main thing in this task is to understand how the particles will disperse.
- Light from source passes through a glass cube with edge (Fig. 12) on its way to the screen. How much faster does light reach the screen if the cube is moved at a speed of ? The speed of light is , the refractive index of glass is . (97)
See substitution for task 1 for 9th grade.
74 tenth-class Olympiad participants did not solve a single problem, 69 solved only one, 52 - two, 25 - third, 13 - quadruple. Only one Olympiad participant solved all the problems.
Experimental tour assignment
When performing experimental work, it was important not only to do it correctly, but also to do it simply, witty and original. It was necessary to consider whether it was possible to verify the required measurements using several methods.
8th grade
-
Determine the efficiency of an inclined plane using a stopwatch, a ruler and a block.
-
Find the ratio of the static and sliding friction coefficients, given a bar and two round wooden sticks.
-
There are two balls suspended on threads of equal length to one point, a piece of plasticine and a protractor. The mass of one of the balls is known. Determine the mass of the second.
-
There are two black boxes. One of them contains a light bulb, and the other contains a resistor. Find where what is, using a battery, an ammeter and a voltmeter.
9th grade
-
See task 2 for grade 8.
-
Determine the specific gravity of the liquid using a tube, vessels with liquid and a ruler.
-
Determine the dependence of the period of oscillation of the physical matrix (stick with answers) on the length. There are two identical sticks with responders and a shatter with a pin on which these sticks can be put on.
-
Determine the heat of melting of ice using a calorimeter, thermometer, ice, and beakers.
10th grade
-
Determine e. d.s. and internal resistance of the source, having a source with known e. d.s., micropermeter, two identical capacitors, known resistance.
-
Determine the refractive index of a plane-parallel glass plate.
-
Determine the moisture content of snow using a calorimeter, thermometer, beaker and water.
-
See task 3 for grade 9.
Try to do this work yourself.
48
Traffic
IN TASKS
ON UNIFORM
PROCESSES
B. A. Kordemsky
Mathematics entrance exams offer a wide variety of equation problems. Many of them fall into the category of tasks that describe uniform processes: moving at a constant speed, supplying water through a pipe with a constant throughput, performing work at constant labor productivity, paying for a process at a constant rate, and others.
Often, such problems are easiest to solve geometrically, by constructing a graph of the relationship between the quantities discussed in the conditions of the problem.
On the graph, a uniform process is depicted by a straight line (Fig. 1); in this case, the dependent and independent variables and are interconnected by correspondence
Each point of the graph depicts a certain “state” of the uniform process under consideration: abscissa and ordinata points tell about the magnitude values characterizing the process.
For example, when a body moves uniformly along a straight line, taken as the coordinate axis, the graph of its coordinate versus time is represented as a straight line **).
At figure 2 the abscissa and ordinate of the point show that someone, having traveled 3.5 km (OA km) by taxi, paid 45 kopecks (OB kopeck) for the journey.
At figure 3 straight line is a graph of the length of the arc of a uniformly burning candle. Line segment (taken on the scale of axis )
*) In general, a straight line can also be specified by a correspondence (y is arbitrary), but such equations usually do not arise in problems, since in this case does not depend on .
**) See article by Yu. V. Zaichkov “Motion Graphs”, «Kvant» No. 6, 1970, pp. 39-45.
49
means the initial length of the candle; segment BM (taken on the same scale) is the length of the cinder after t time units (t=OB on the scale of the Ox axis). In turn, the segment MC tells us about the length of the burnt part of the candle at the same moment of time t, and the segment OD gives us the time after which the candle burns completely. Obviously, the ratio characterizes the speed with which the candle.
Note that straight line AD on figure 3 can also be considered as a graph of the length of the burnt part of the candle, if the axis on which the length of the burnt part of the candle is plotted is considered straight AO (A is the origin, AA’ is the time axis).
This example is useful when constructing graphs of counter movements or “counter” work on the same drawing (when two people perform one task, the pool is filled with two pipes).
When solving problems involving uniform processes, it is important to learn how to translate the algebraic condition of the problem into the geometric language of graphs. In this case, there is no need to draw up an equation of a straight line depicting a uniform process. To construct it in accordance with a direct coordinate system, it is enough to know any two “states” of this process.
At figure 4 a geometric model of the following problem is presented (the text of the condition is commented on with substitutions about the correspondence of the geometric interpretation).
Problem 1. The steamship began to be loaded by 4 cranes of equal power. (Let the segment OA produce–
Fig. 2. Taxi fare graph.
Fig. 3. Graph of the length of the candle stub.
wave length - the volume of all work, OA’ - the estimated work schedule of these four cranes.) After they worked for 2 hours (OB = AB’ = 2 hours), they were joined by 2 more cranes of lower power (broken line AB’C - the graph of the “counter” work of these two cranes, relative to the system of axes AA’ and AO; the scales on these axes are the same as on the axes Ox and Oy), and after that the cutting was finished in 3 hours (BE=3 hours; DE and DE’ - the amount of work performed by the corresponding and two cranes when they act together).
If all the cranes started working at the same time (the new schedule for the two cranes is direct AF, with AF || B’C), then the cutting would be completed in 4.5 hours (segment ON = 4.5 hours).
Fig. 4. Crane operating schedules.
50
Determine how many hours it will take us to finish one crane less power.
Of course, this problem can be solved in the usual way: introduce unknowns and create a system of two equations, and then solve it *). But the use of graphs greatly facilitates the rational choice of unknowns and finding connections between given quantities and the desired ones. In this case, the solution turns out to be shorter and more clear, since a perfect law appears and it becomes possible to use geometric properties, for example, the similarity of triangles.
Solution. Two low-power cranes complete the entire job (OA) in OF hours; Let’s find the length of this segment. To do this, consider two pairs of similar triangles:
from where
from where
or Hence the finding OF = 18. Since 18 hours is the operating time of two low-power cranes, one such crane will complete the movement in 36 hours.
Reasoning using graphic interpretation can be successfully used to solve problems involving alloys or mixtures of two substances.
Problem 2. There are two alloys of gold and silver; in one the amount of these metals is in the ratio 2:3, in the other - in the ratio 3:7. How much should be taken from each alloy to obtain 8 kg of a new alloy in which gold and silver would be in a ratio of 5:11?
Solution. We will solve the problem of the shares of gold in alloys. Gold constitutes of the first alloy, of the second and of the desired one; leading to general
*) See N. P. Antonov, M. Ya. Vygodsky, V. V. Nikitin, A. I. Sanik, “Collection of problems in elementary mathematics”, M., “Nauka”, 1960, problem No. 462.
Fig. 5. Graph of the mass of gold in alloy No. 3.
denominator, we get the fractions
Let us take x kg of alloy No. 2 and 8 - x kg of alloy No. 1. It is clear that the mass of gold in alloy No. 2 is proportional to the mass x of this alloy, and the mass of gold in alloy No. 1 is proportional to the mass 8 - x of this alloy, that is, it depends linearly on x. Therefore, the mass of gold in alloy No. 3, composed of alloys No. 1 and No. 2, also depends linearly on x. Let’s construct a graph of this dependence in a coordinate system with axes: Ox - “mass of alloy No. 2 in 8 kg of alloy No. 3” and Oy - “ mass of gold in 8 kg of alloy No. 3”; you will get a straight line (Fig. 5).
This line can be constructed from its two points: (8, 24) and (0, 32). They arise from the boundary values for x: if the required alloy consists of kg of alloy No. 2 (and 0 kg of alloy No. 1), then, very indo, ; if alloy No. 3 consists of 8 kg of alloy No. 1 (that is, ), then . Now we need to find the abscissa x of point M (red line) with ordination y=25; from the similarity of triangles we get
whence x=7 (kg).
52
at a distance of the length of the highway, azonchik - in front of the end to the maximum distance. Gontsik donated for the first time. B at the moment when finished his first line, and after another 10 minutes donated the end of for the first time. Gonzik will arrive on the edge 2.5 minutes less than . How long will it take for the tip to arrive?
It is not surprising to get confused in this network of intertwining movements, if therefore, in the “habitual” scheme of composing a control system*. But this entire network becomes transparent and leads to only one equation if we use graphs.
Solution i.e. Let be the time axis, the distance axis (Fig. 7), the length of the ring highway, the second “turn” of the same highway. The points , and are such that
Straight line is the expected movement schedule of the messenger . Let’s construct a straight line and mark the point of its intersection with ; according to the condition, is the movement schedule of the messenger . Let be the abscissa of the point ; Let’s mark a point on the axis such that , and draw a straight line to the intersection with at point . Then, by condition, is the movement schedule of the messenger .
From figure we find
in addition, according to the condition,
Let’s build ; it is clear that the difference between the paths of the messengers and in time (min.) is . We get the equation
Solving it, we find (min.). During this time, the messenger makes a circle
*) See the article by N. N. Kolesikov “Written exam in mathematics at MSU mexmate in 1970”, «Kvant» No. 3, 1971, pp. 45-50.
Fig. 7. Movement schedules of messengers starting at the same time.
53
Fig. 8. Graphs of the movement of racers starting from one point.
line II and point 3 x on the Ox axis. Straight 1 B - graph of racer B’s movement (every overtaking when moving around a circle and when overtaking took one lap more than the one being overtaken).
Similarly, at the point B₁ of the intersection of lines 1B and IV, we find point C on line III, determine its abscissa 2(3x-1)+1 and construct a graph—line 2C—of the movements of racer C.
The length of the ring highway can be taken as one and the speeds of the racers can be found (tangents of the slope angles of the graphs, determined from the corresponding right triangles):
According to the conditions of the problem, at the moment 3x+3, the second overtaking of driver A by driver C will occur, therefore, the difference in the distances traveled by them (segment A’C’) is equal to 2. We create the equation:
or
Of its two roots, only x=3 (min.) satisfies the condition.
Exercises
-
The watermelons brought to the base are intended for two matagazins. The first matagazin immediately began transporting watermelons and transported them daily in equal weight portions. The second store arrived at the transportation of watermelons a days later and also transported them in identical, but different weight portions than the first store. Under these conditions, after b days from the start of transportation operations, half of the first initial quantity of watermelons remained at the base. How many days did it take for all the watermelons to be transported from the base if the stores finished transporting at the same time and the weight of the watermelons received by the first store is equal to the weight of the watermelons received by the second store?
-
(MSU, Faculty of Biology, 1968). The tank is filled with water using several pumps. First, three pumps of the same capacity were turned on, and 2.5 hours after the start of their operation, two more pumps of a different, but also identical capacity, were connected. As a result, 1 hour after connecting the two pumps, the water in the tank was 15 m³ short of its full volume, and the tank was still full. One of the two subclavian pumps could fill the tank in 40 hours. Find the volume of the tank.
-
(MSU, Faculty of Chemistry, 1970). An automatic vehicle went from point A to point B, and at the same time a velocipedict left from point B to point A. After the meeting they continued on their way. The car, having reached point B, immediately turned back and caught up with the vehicle two hours after the first meeting. How much time after the first meeting did the egal bicycle travel to point A, if it is known that by the time of the second meeting he had covered 2/3 of the entire path from B to A?
-
Two athletes run out simultaneously (the first from A to B, the second from B to A) and meet at a distance of a m from A. Having run the path AB to the end, each of them turns back, and they meet again at a distance of b m from B. Find the length of the path *).
-
(MSU, mechanics, 1970). Two runners start from one point on the standard ring road, and the third runner starts simultaneously with him in the same direction from a diametrically opposite point. After running 3 laps, the third runner for the first time since the start of the road. 2.5 minutes after this first, the runner reached third for the first time. How many laps per minute does the second runner run if the first one overtakes him once every 6 minutes?
*) This is problem No. 190 from N. S. book 3 of the algorithm “Competition problems in mathematics”. Kyiv, 1964. The use of graphs will suggest the complete condition for the existence of a solution to this problem: 3a>2b, which eludes the external author of the book (he only indicates the condition 3a>b, which is not sufficient).
55
hebric sum (that is, the sum, taking into account signs) of the moments of all forces relative to an arbitrary point. It is often convenient to use the following first condition: the equality to zero of the algebraic sum of the projections of all forces onto an arbitrary chosen direction.
It would seem (since the direction in which we project the forces and the point about which we calculate the moments can be arbitrary), by choosing different directions and different points, we can obtain as many angular equations for finding the forces applied to the body. However, this is not true. Most of the resulting equations turn out to be the following. For the case when the forces lie in the same plane, only three equations can be written.
Which equilibrium conditions are more convenient to use depends on the specific problem.
Problem 1. A pipe of mass lies on the ground. What minimum vertical reinforcement must be applied in order to lift it by one of its ends (Fig. 3)?
Solution problem in one line, if you use the equation of moments about the point
whence . The correct choice of point allows us to exclude from consideration the unknown force , which did not interest us in this case.
Fig. 3.
Problem 2. A ball of mass (Fig. 4) is suspended from the vertical main wall at point on a rope of length . What are the tension forces of the rope and the pressure force of the ball on the wall , if the radius of the ball is ?
Let us use the equation of moments about the center of the ball . The moments of forces and relative to point are equal to zero. Consequently, the line of action of the tension force also passes through the center of the ball.
As two other conditions, we can take, for example, the equality to zero of the projections of all forces on the horizontal and vertical directions:
From the drawing it is found that , and .
In some cases it is convenient to use only the moment equation.
57
pass through the point of intersection of the linear action of forces and , since the sum of the moments of all forces relative to this point is equal to zero.
Thus, we found that to achieve equilibrium, the friction force must be equal to stg . This is possible if the friction coefficient is . At the friction force stg is equal to the maximum possible value ; at large , a certain part of the maximum possible friction force is sufficient to achieve equilibrium.
Note that the value of needed for equilibrium depends on the angle: when is close to zero (the staircase is almost horizontal), a large friction coefficient is needed, and as approaches it tends to zero.
Problem 5. What is the minimum horizontal force that can be used to tip a cube lying on a horizontal plane over an edge?
Typically, when solving such a problem, they proceed from the fact that when overturning, the moment of the applied force relative to the rotation axis (Fig. 7) is balanced by the moment of gravity. This is, of course, correct. But why don’t we take into account the moment of pressure from the floor ? This question is often answered incorrectly. The fact is that strength is not always
Fig. 7.
passes through the center of the cube. When we apply force to the cup, the line of action of force (equilibrium pressure forces) moves towards point , and at the moment of overturning forces passes through this point, and its moment is equal to zero.
By choosing the point for the moment equation, we exclude the floor reaction force from the distance and simplify the solution of the problem. It is clear that the force will be minimal when it is applied to the top face of the cube and is equal to .
Is such an overturn possible at any coefficient of friction between the cup and the floor? Obviously not. For tipping, it is necessary that at the cube has not yet begun to slide along the plane. Therefore, , or .
It is interesting that the cube can be overturned even with a less friction coefficient by a force less than . Think about how to direct the force.
Exercises
-
What should the coefficient of friction be so that a wedge hammered into a log does not slip out of it? The angle at the top of the wedge is .
-
On an inclined plane with an angle of inclination to the horizon there is a cylinder of radius . What is the highest height of the cylinder at which it still does not tip over? The cylinder is made of a homogeneous material.
-
A wheel of radius and mass stands in front of a step of height . What is the smallest horizontal force that must be applied to the axis of the wheel so that it can rise up the step?
-
Two identical cylindrical logs lie close together on the ground. The same log is placed on top of them. At what minimum coefficient of friction between the logs will they not roll out?
58
Correspondence Olympiad
Aznat part of the USSR
We publish texts of correspondence Olympiad problems in mathematics, physics and chemistry for students of schools and other secondary educational institutions in Siberia, Kazakhstan, the Far East and Central Asia.
Those who successfully cope with the tasks of the correspondence Olympiad will be invited to regional, regional, resource Olympiads on an equal basis with the winner of the regional Olympiads. Invitations will be sent to public education organizations at home addresses. The best of the winners of regional and resource olympids will take part in the final type of the All-Oplympids, and will also be invited to the summer school of the Siberian branch of the USSR Academy of Sciences.
After each problem, the classes for whose students it is intended are indicated in parentheses, but you can also try your hand at problems for older classes. To become an Olympiad winner, you don’t have to solve many problems. Another ingenious solution alone is enough. But solving a problem doesn’t just mean giving an answer; it is necessary to justify it, to give precise evidence. The tasks do not require any knowledge beyond the high school curriculum. Solutions to the problem for each prerequisite must be sent in a separate standard format envelope. Write the name of the item on the envelope. The letter must be enclosed in an envelope with a return home address and a stamp; In this envelope you will be sent a notice of the results of the work. Solutions must be written very legibly. The conditions of the tasks are not rewritten, but their numbers are indicated.
At the beginning of the letter, do not forget to indicate (legibly):
- Your last name, first name and patronymic.
- Postal home address (detailed).
- Class, school, college, technical, etc., address.
- Last name, first name and patronymic of your teacher for this subject.
The last day you can still send a decision is February 1, 1972, postmarked. Letters sent later will not be considered.
Olympida participants send decisions to the address: Novosibirsk, 90, Olympida.
We wish all Olympiad participants the greatest success.
Olympics Committee
Siberian branch
Academy of Sciences of the USSR
59
MATHEMATICS
-
Three points are given on the plane that do not lie on the same line. The fourth point , different from them, is symmetrically reflected with respect to , the resulting point is symmetrically reflected with respect to , the new point is reflected with respect to , then with respect to , and so on. Does the resulting point necessarily coincide with the original point at some step? (10)
-
A quadrilateral is inscribed in the circle, after which a circle is inscribed in each of the four formed segments, touching the corresponding side of the quadrilateral in its middle (Fig. 1). For each quadrilateral, the sum of the lengths of the resulting four circles will be the smallest? (10)
-
It is easy to prove that the square , etc., are covered by figures of the form
Graph
from the heel of the cells, but the square is not (the side of the cell is taken as one).
Is it possible to cover squares , etc. with such figures? (9-10)
-
Five nodes are selected on an infinite sheet of checkered paper (a node is the point where linear lines intersect). Prove that from these five nodes it is certainly possible to choose two such that the segment connecting them passes through another grid node. (9-10)
-
Draw a chord that is divided by two given radii of given
Fig. 1.
of the circle in this relation . (9-10)
-
Inscribe in this triangle a parallelogram so that the points lie on the sides and , respectively, and so that the diagonal has the given length. (9)
-
Prove that the number 11…11, written in units, has at least different divisors (including 1 and the number itself). (8-9)
-
Prove that in a right-angled triangle the ratio of the square of the sunny circle to the sum of the squares of the lengths of the medians drawn from the acute angles does not exceed 1/5. (8-9)
-
Ten backpacks contain 50 cans of canned food, and different backpacks contain different numbers of cans. It is allowed to “equalize” the number of cans in two backpacks, that is, transfer several cans from a backpack with a large number of cans to a backpack with a smaller number so that the difference in the number of cans in them becomes minimal. Prove that after a certain number of such “equalizations” it is possible to achieve that there are equal to 5 cans in each backpack. (8)
60
- In one of the two isolated rooms there is an electric light bulb, and in the other there are five switches, one of which is connected to the light bulb. Two experimenters need to find out which switch is connected to a light bulb that operates as follows. They go to different rooms, one switches (whatever) the switches, the other watches the light bulb, and then they meet.
How can they solve the problem (they don’t have a clock)? (8)
- Prove that is not divisible by 19 or any integer . (8)
PHYSICS
- A straw of length , mass falls, maintaining a vertical position. An ant of mass flies along it with a constant speed . How much work will an ant do by sifting from one end of a straw to the other?
Neglect air compliance. (8)
- Is the equilibrium of a ruler lying symmetrically on a fixed cylinder stable?
There is no slippage. All sizes are given. (8-9)
-
Boil water in a saucepan with a heavy lid. The pan was taken off the stove, after which the tea leaves were poured into the calm water. The water boiled violently. Explain this phenomenon. (8-9)
-
A flat figure was cut into two parts along a straight line passing through the center of gravity. Are the masses of these parts equal? (8)
-
He brought it in on a nail, and then began to slide off a uniform rope of length . The weight of a piece of rope of a single length is . Find the force of pressure of the rope on the nail when the distance between its ends is . Ignore friction. (8-10)
-
Why are the spokes of a bicycle wheel not arranged radially, but slightly obliquely? (Fig. 2) (9)
Fig. 2.
-
Indicate the direction of the friction forces acting on the front and rear wheels of an automatic vehicle, if only the rear wheels are driven. (8)
-
At the bottom of a hermetic sealed vessel, directed to the top with water, finding two identical
Fig. 3.
air bubble (Fig. 3). The pressure at the bottom is . One of the bubbles floats up. What will the pressure be at the bottom? (9-10)
-
Why does a skater bring the toes of his skates together when braking, and not his heels? (9-10)
-
A box is attached to the cart of mass , the mass of which is neglected.
Fig. 4.
61
mode is small. To the upper edge of the
shyly attached pendulum (Fig. 4).
The length of the pendulum is , the weight of the load is .
Neglecting the friction of the cart on the horizontal plane, find the peri-
odes of small vibrations of the pendulum. (9-10)
- Two concentric spheres with
radiuses and are grounded (Fig. 5).
Fig. 5.
Between spheres at a distance from
their common center is the charge .
Find the total charges on each
sphere. (10)
- On ande triode with flat
electrodes hold the direction (Fig. 6). The lamp cathode is grounded and the grid is insulated. Square
Fig. 6.
plates , the distance between the anomer and the cathode , between the cathode and the grid - . At what charge on the grid will the current through the lamp stop? (10)
CHEMISTRY
8th grade
-
During synthesis from ammonia elements, 11 kcal/mol is released, and during synthesis from hydrazine elements 10 kcal/mol is absorbed.
Determine the binding energy - and - , if the binding energy in molecular hydrogen is 104 kcal/mol, and in molecular nitrogen 170 kcal/mol. -
It is known that in some natural silicate minerals the anions have structures in which the terzadras form infinite two-dimensional chains in such a way that some of the oxygen atoms belong simultaneously to two tetradras. (Such oxygen atoms are called bridging.) What will be the formula of a mineral anion in which three oxygen atoms in any tetra are bridging? Draw a fragment of the structure of this anion. What minerals with this anion do you know? What are their mechanical properties and how are they related to the structure of the mineral?
-
It is known that sodium acetate forms supersaturated solutions much more easily than sodium chloride. Suggest an explanation for this phenomenon.
-
A sample of magnesium structure in air and the ash were dissolved in 60 ml of 1 M hydrochloric acid. To neutralize this solution, 12 ml of 1 M sodium hydroxide solution was used. After adding the excess, the solution was boiled, and the gas released was passed into a flask with 10 ml of 1 M hydrochloric acid. To neutralize the solution in the flask, 6 ml of 1 M sodium hydroxide solution was used. Determine the weight of the magnesium sample and the percentage composition of the ash.
9th grade
- The solubility of iodine in water is 0.00134 mol/l, and in 0.0070 M potassium dissolver it is 0.0048 mol/l. Calculate the solubility of iodine in 0.1 M iodide solution
potassium Show that the solubility value you determined does not depend on the assumption of which of the annons - or - iodine goes into when dissolving potassium iodide in a solution.
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It is known that in hydrochloric acid solutions, barium metal is a stronger reducing agent than calcium, and in alkaline solutions, on the contrary, calcium is a stronger reducing agent than barium. Explain this phenomenon.
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The vessel contains molecules of hydrogen (), deuterium () and deuterium hydrogen (HD) with a total number of molecules. Analysis of this mixture showed that the number of deuterium atoms in it is 0.1 am%. Determine what is the content of molecules of each type in this mixture if the distribution of deuterium atoms among different types of molecules is random.
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Compound is a slightly colored gas that easily dissolves in water without releasing any gaseous products, forming an acidic solution . If mega is dissolved in water, then 10 ml of 0.1 M sodium hydroxide solution will be required to neutralize the resulting solution. Solution does not react with solutions of silver nitrate and potassium iodide, but gives a white precipitate with solution of potassium nitrate. When the solution interacts with a solution of ferrous sulfate acidified with concentrated sulfuric acid, the solution acquires a brown color. When the solution reacts with aluminum and excess sodium hydroxide, gas is released, which changes the color of the wet indicator paper. The solution , when left in a glass flask for a long time, corrodes it. Determine the content of and write the equations for all the described reactions.
10th grade
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Determine the value to which the ratio of the constant of the first and second stages of dissociation for organic dibasic acids of the type HOOC - - COOH tends with increasing length of the hydrocarbon chain. Why does the ratio for acids with short chains differ significantly from the value obtained by you?
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The substance called 3-methyl5-ethylpyrazole is actually a mixture of isomeric compounds in mobile equilibrium. What are these connections? Explanation: prizol is a five-membered heterocyclic compound of composition . The two nitrogen atoms in the ring are directly bonded to each other. The numbering of the atoms forming a ring begins with the nitrogen atom that forms bonds with a large number of other atoms, and continues towards the second nitrogen atom.
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Describe the relative strengths of pentamethylbenzoic, pentafluorobenzoic, and benzoic acids.
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As a result of the interaction of carboxylic acid with bromine, an inorganic salt and a mixture of two gaseous substances were obtained. The resulting salt is very slightly soluble in water, but dissolves much better in aqueous solutions of ammonia and alkali metal halides. In addition, this salt decomposes when exposed to light. When a mixture of gaseous products is passed through a potassium hydroxide solution, one of them is completely absorbed and a more crystalline substance is precipitated. The substance passing through the solution, when interacting with sodium, turns into a gaseous hydrocarbon, which at 50 ° C and 600 mm Hg takes up a volume of 15 liters. Write the equations for the reactions in question.
63
From galaxies to elementary particles
In 1970, the Atomizdat publishing house published an interesting book by F. S. Zavelsky, “Weighing Worlds, Atoms and Elementary Particles” *). The author himself defined the main idea of his book as follows:
“When describing the structure of a structure, I generally outline several of its projections (top view, side view, …). If the structure is complex, then, in addition, one or more of its sections are drawn and, moreover, so that the sections pass through the most complex nodes.
This book gives a “cross-section” of the World by mass. Mass is one of the main characteristics of a thing, so it is natural that a story about it, to one degree or another, touches on the purpose of a number of important scientific and technical problems.”
Indeed, all bodies, starting from the smallest elementary particles and ending with the Universe, have mass - this universal characteristic of materials. The author begins his story with a description of the design of the most ancient scales and units of measurement and ends with the gaps that modern physicists are thinking about.
Relatively recently, physicists have learned to measure the magnitude of the mass of various ancient scales and units of measurement and ends with gaps, which physicists of our days are thinking about.
Relatively recently, physicists have learned to measure the magnitude of the mass of various ancient scales and units of measurement and ends with gaps, which physicists of our days are thinking about.
*) F. S. Zavelsky, Weighing of worlds, atoms and elementary particles, Atomizdat, 1970, 31,000 copies, price 31 kopecks.
use, and described in the book by F. S. Zavelsky. But this is only one side of the problem of mass measurement considered by the author.
The second side of the problem, also considered by the author, is that the very concept of body mass became clearer and deeper as physics developed. F. S. Zavelsky in his book shows how scientific ideas about mass arose and were formed, how they changed over time.
In Newtonian mechanics, the mass of a body is a constant quantity and does not depend on the nature of the movement of this body. In the special theory of relative mass, the mass of a body changes with a change in the speed of its movement. In addition, even a body at rest has a huge supply of energy, which is uniquely determined by the mass of the body according to the value of the formula . It also turned out that the formation of a system of interacting bodies is inevitably associated with the loss of a certain proportion of the body mass included in the system. But even today, after all these discoveries, physicists do not consider that they already know what mass is.
The author’s original approach to the problem of mass forced him to bring into his book weight general material from the fields of physics and astronomy. This wealth of material made the book very interesting, but inevitably led to the fact that in some places the presentation of the issues under consideration turned out to be too complex.
Cursory, superficial. Often the author quickly talks about the idea of a measurement, without allowing the reader to delve deeper into the essence of this method. This is reflected even in those places where we are talking about certain basic concepts, for example, in the next first part when determining weight and mass. But what can you do - after all, in books there is a “law of conservation of volume”, as a result of which the breadth of presentation is to some extent inevitably associated with a decrease in its depth.
The book by F. S. Zavelsky is, of course, an interesting attempt to survey the general range of problems associated with the measurement of mass. After reading this book, you will learn many interesting facts, getting a clearer idea of how complex and diverse the problem of measuring the mass of various bodies is. Well, for those who want to study in depth any questions that interested him in the book, the author provides a list of additional literature at the end.
V. A. Leshkovce
All Olympiad badges
The first school Olympiad in mathematics was held in Leningrad in the spring of 1934.
On the initiative of the Moscow Mathematical Society, the First Moscow Mathematical Olympiad for schoolchildren was held in 1935. Moscow mathematicians treated it with great enthusiasm. The organizing committee included all the leading Moscow mathematicians (academicians A. N. Kolmogorov, P. S. Aleksandrov, S. L. Sobolev; corresponding members L. A. Lyusternik, L. G. Shnirelman; professor V. F. Kagan; S. A. Yanovskaya, etc.).
From that time on, the Olympiads were held daily. They gained great popularity. Following the mathematicians, physicists, chemists, astronomers, geographers, biologists, and then linguists began to hold their Olympiads.
In 1960, the organizing committee of the XXIII Moscow Mathematical Olympiad, together with the Ministry of Education of the RSFSR, held the Mathematical Olympiad on a larger scale. Teams from the 13th region of the RSFSR and 9 allied resource teams took part in it.
This experiment turned out to be successful in the spring and since 1961 the All-Russian Mathematical Olympiads have already begun to be held regularly. They are held in four rounds: school, district, regional and final.
Since 1967, All-Russian Physics, Mathematics and Chemistry Olympiads have been held. Teams from all regions, territories, as well as autonomous and allied resource areas that do not have regional divisions took part in them. To hold the Olympiads, a Central Organizing Committee was organized under the Ministry of Education of the USSR, the chairman of which is Academician I. K. Kion.
Four winners from 8-10 classes from each region, territory, autonomous and allied resource are invited to the final round, in which several tasks of varying difficulty are offered for each class.
The winners of the Olympiad are awarded special prizes and certificates of honor.
By decision of the Central Organizing Committee, starting from the IV All-Russian Olympiad (1963), special signs are issued that are worn by all participants in the Olympiad.
G. N. Dyachenko
CROSSWORD
Horizontal:
4. Objective reality given to us by perception.
7. A value characterizing the part of the occurrence of an event during multiple repetitions of tests.
10. An event originating in nature.
11. Slowdown in development or transition to less advanced forms.
- Chemical element of the third group of the periodic system of elements.
- Bleeding resin, which is a good dielectric.
- Electroacoustic system for transmitting sounds over a distance.
- Outstanding Russian crystallographer.
- A representative of one of the rapidly developing clouds of science.
- The science that studies the behavior of atoms and molecules.
- Outstanding Russian physicist.
Vertical:
- Unit of heat quantity.
- Middle.
- Rebound after impact.
- Transmitting images over a distance using radio waves.
- Reproduction of sounds while maintaining surround sound.
- An ensemble of four elements.
- The result of one of the arithmetic operations.
- Substance, a state of macromolecules.
- Unit of sound volume.
- Aggregate state of water.