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Maths Joke! watch

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    For maths students out there, you may have seen some of these proofs before:


    Proof of Blatant Assertion: Use words and phrases like
    "clearly...,""obviously...," "it is easily shown that...," and "as any fool
    can plainly see..."

    Proof by Seduction: "If you will just agree to believe this, you might get
    a better final grade."

    Proof by Intimidation: "You better believe this if you want to pass the
    course."

    Proof by Interruption: Keep interrupting until your opponent gives up.

    Proof by Misconception: An example of this is the Freshman's Conception of
    the Limit Process: "2 equals 3 for large values of 2." Once introduced, any
    conclusion is reachable.

    Proof by Obfuscation: A long list of lemmas is helpful in this case - the
    more, the better.

    Proof by Confusion: This is a more refined form of proof by
    obfuscation. The long list of lemmas should be arranged into circular
    patterns of reasoning - and perhaps more baroque structures such as
    figure-eights and fleurs-de-lis.

    Proof by Exhaustion: This is a modification of an inductive proof. Instead
    of going to the general case after proving the first one, prove the second
    case, then the third, then the fourth, and so on - until a sufficiently
    large n is achieved whereby the nth case is being propounded to a soundly
    sleeping audience.

    More proof methods: Proof by passion: The author gives the proof with a lot
    of passion,
    expressive eyes and vigorous movements...

    Proof by example: The author gives only the case n = 2 and suggests that
    it contains most of the ideas of the general proof.

    Proof by intimidation: 'Trivial.'

    Proof by vigorous handwaving: Works well in a classroom or seminar
    setting.

    Proof by cumbersome notation: Best done with access to at least four
    alphabets and special symbols.

    Proof by exhaustion: An issue or two of a journal devoted to your proof
    is useful.

    Proof by omission: 'The reader may easily supply the details.' 'The other
    253 cases are analogous.' '...'

    Proof by obfuscation: A long plotless sequence of true and/or
    meaningless syntactically related statements.

    Proof by wishful citation:
    The author cites the negation, converse, or generalization of a
    theorem from literature to support his claims.

    Proof by funding: How could three different government agencies be
    wrong?

    Proof by personal communication: 'Eight-dimensional colored cycle
    stripping is NP-complete [Karp, personal communication].'

    Proof by reduction to the wrong problem: 'To see that infinite-
    dimensional colored cycle stripping is decidable, we reduce it to
    the halting problem.'

    Proof by reference to inaccessible literature: The author cites a simple
    corollary of a theorem to be found in a privately circulated memoir
    of the Slovenian Philological Society, 1883.

    Proof by importance: A large body of useful consequences all follow from
    the proposition in question.

    Proof by accumulated evidence: Long and diligent search has not revealed
    a counterexample.

    Proof by cosmology: The negation of the proposition is unimaginable or
    meaningless. Popular for proofs of the existence of God.

    Proof by mutual reference: In reference A, Theorem 5 is said to follow
    from Theorem 3 in reference B, which is shown from Corollary 6.2 in
    reference C, which is an easy consequence of Theorem 5 in reference
    A.

    Proof by metaproof: A method is given to construct the desired proof.
    The correctness of the method is proved by any of these techniques.

    Proof by picture: A more convincing form of proof by example. Combines
    well with proof by omission.

    Proof by vehement assertion: It is useful to have some kind of authority
    in relation to the audience.

    Proof by ghost reference: Nothing even remotely resembling the cited
    theorem appears in the reference given.

    Proof by forward reference: Reference is usually to a forthcoming paper
    of the author, which is often not as forthcoming as at first.

    Proof by semantic shift: Some standard but inconvenient definitions are
    changed for the statement of the result.

    Proof by appeal to intuition: Cloud-shaped drawings frequently help
    here.
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    Even more Proof Techniques

    Methods for getting people to believe you (as good as, if not better than,
    proof). A collection of proof techniques that will prove invaluable to
    both mathematicians and members of the general public.

    PROOF TECHNIQUE #1 - 'Proof By Induction'

    1. Obtain a large power transformer.
    2. Find someone who does not believe your theorem.
    3. Get this person to hold the terminals on the HV side of the
    transformer.
    4. Apply 25000 volts AC to the LV side of the transformer.
    5. Repeat step (4) until they agree with the theorem.

    PROOF TECHNIQUE #2 - 'Proof By Contradiction'

    1. State your theorem.
    2. Wait for someone to disagree.
    3. Contradict them.

    PROOF TECHNIQUE #3 - Fire Proof

    1. Summon all your inferiors for a departmental meeting.
    2. Present your theorem.
    3. Fire those who disagree.

    PROOF TECHNIQUE #4 - The Famous Water Proof

    1. State your theorem.
    2. Wait for someone to disagree.
    3. Drown them.

    NB. This is closely related to the 'bullet' proof, but is easier
    to make look like an accident.

    PROOF TECHNIQUE #5 - Idiot Proof

    1. State your theorem.
    2. Write exhaustive documentation with glossy colour pictures
    and arrows about which bit goes where.
    3. Challenge anyone to not understand it.

    PROOF TECHNIQUE #6 - Child Proof

    1. State your theorem.
    2. Encapsulate it in epoxy and shape it into an ellipsoid.
    3. Put it in a jar with all the other proofs (one with one of
    those Press-to-Open lids).
    4. Give it to a professor and challenge him to open it.

    PROOF TECHNIQUE #7 - Rabbit Proof

    1. Generate theorems at an altogether startling rate, much
    faster than anybody is able to refute them. Use up every
    body else's paper. Run away at the slightest sign of danger.
    2. Leave any crap in small, easily identified piles, in
    prominent places where you no longer are, and it cannot in
    fact be proven that you ever were.

    PROOF TECHNIQUE #8 - Fool Proof

    1. State your theorem.
    2. Invite colleagues to comment.
    3. If they don't agree, exclaim loudly, "You Fools!"

    PROOF METHODS

    WIPE-METHOD: One wipes the blackboard, immediately after writing. (write
    to the right, wipe to the left.)
    METHOD OF EXACT DESCRIPTION: Let p be a point q, that we will call r.
    PREHISTORIC METHOD: Somebody has once proven this.
    AUTHORITY BELIEVE METHOD: That must be right. It stands in Forster.
    AUTHORITY CRITICAL METHOD: That must be wrong. It stands in Jaenich.
    COGNITION PHILOSOPHY, METHOD 1: I recognized the problem!
    COGNITION PHILOSOPHY, METHOD 2: I believe, I recognized the probelm!
    PACIFISTIC METHOD: Thus, before we fight about it, let's just believe it
    COMMUNICATIVE METHOD: Does anybody of you know it?
    KAPITALISTIC METHOD: The profit is maximal, if we do not proof anything,
    because that costs the leasts pieces of chalk.
    COMMUNISTIC METHOD: We proof it together. Everybody writes a line and the
    result is government property.
    NUMERICAL METHOD: Roughly rounded, it is correct.
    SMART GUYS METHOD: We do not proof that now. Anyway, it is to complicated
    for the physicists.
    TIMELESS METHOD: We proof so long till nobody knows wether the proof is
    ended or not.
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    Exercise 125821 G, page 314159
    1)i)a)I)what is the plural of 1/cos
    answer- secs (sex)

    1)i)a)II)what number can blonds count up to
    answer- 68, 69 is a bit of a mouthful
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    Did you know it is now illegal to do calculus while under the influence of alcohol?

    You can get arrested for drink deriving
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    ouch!
    :rofl:
    So glad my music is (hopefully) drowning out my laughing :toofunny:
    :rofl:
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    Teacher: What is 2k + k?
    Student: 3000


    Q: What is the difference between a Ph.D. in mathematics and a large pizza?
    A: A large pizza can feed a family of four...


    Math problems? Call 1-800-[(10x)(13i)^2]-[sin(xy)/2.362x]
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    Q: What is the difference between a Ph.D. in mathematics and a large pizza?
    A: A large pizza can feed a family of four...
    Brilliant! :toofunny:
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    (Original post by rpotter)
    Teacher: What is 2k + k?
    Student: 3000


    Q: What is the difference between a Ph.D. in mathematics and a large pizza?
    A: A large pizza can feed a family of four...


    Math problems? Call 1-800-[(10x)(13i)^2]-[sin(xy)/2.362x]
    *must not laugh**must not laugh**laughs*
    :toofunny::rofl:
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    Three teachers are sitting in the staff room, and discussing their classes. A teacher asks the philosophy teacher what do you say to your class when they come in? He replies well I say good morning and we discuss philosophy. The same question is asked to a biology teacher and she replies well I say good morning and we talk about the biology. The maths teacher replies well I say good morning and my class writes it down!
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    A newlywed husband is discouraged by his wife's obsession with mathematics. Afraid of being second fiddle to her profession, he finally confronts her: "Do you love math more than me?"
    "Of course not, dear - I love you much more!"
    Happy, although sceptical, he challenges her: "Well, then prove it!"
    Pondering a bit, she responds: "Ok... Let epsilon be greater than zero..."

    Statistics Canada is hiring mathematicians. Three recent graduates are invited for an interview: one has a degree in pure mathematics, another one in applied math, and the third one obtained his B.Sc. in statistics.
    All three are asked the same question: "What is one third plus two thirds?"
    The pure mathematician: "It's one."
    The applied mathematician takes out his pocket calculator, punches in the numbers, and replies: "It's 0.999999999."
    The statistician: "What do you want it to be?"
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    PROOF THAT GIRLS ARE EVIL

    Girls require time and money G = TM
    Time is money G = MM = M²
    But money is the root of all evil M =√E

    So we are forced to conclude that G = (√E)²
    G = E
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    A quick limerick:

    (say z as an American would i.e. zeeee)

    the integral of z squared dz
    between 1 and the cube root of 3
    multiplied by the cosine
    of 3 pi over 9
    is the log of the cube root of e

    Sorry for taking up loads of posts - got these of another thread and have them on my pen drive. Some are good - some bad
 
 
 
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