Study of new method used to preserve privacy with US census data suggests accuracy has suffered

A small team of political scientists, statisticians and data scientists from Harvard University, New York University, and Yale University, has found that by switching to a new method to better protect privacy, the U.S. Census Department has introduced factors that reduce accuracy in some cases.

In their paper published in the journal Science Advances, the group describes how they analysed a file provided by Census officials to measure accuracy in publicly available census data and their results.

Prior to the 2020 U.S. census, officials with the U.S. Census Bureau worried about the privacy of the people who provide answers to the census, opted to change the method by which they ensured data security.

The old method was called, “swapping.” It involved swapping data from people living in one block of a city with people in another block, thereby preventing people from being identified based on their data. The new method is called “differential privacy” and it involves adding what the Bureau describes as “noise” to each piece of data that is collected.

In this new effort, the research team could find no instance of an outside entity conducting research to determine if the new method did indeed provide more privacy or if the processed data was more or less accurate than had been the case when swapping was used. So, they began one of their own.

The study began with the research team asking the Census Bureau to give them access to what is called the noisy measurement file (NMF)—the one used for the 2020 census. The Bureau denied the request, which led the team to sue them. Eventually, the lawsuit was dropped when the Bureau agreed to give the team the NMF associated with the much smaller 2010 census—one that was carried out as a way to test the new method, and involved both swapping and differentiating.

The researchers then analysed that file as a way to study the impact on accuracy of changing to the new system. In so doing, they found that overall, the two systems provided roughly equal accuracy on a broad scale. But they also found evidence of a reduction in accuracy at the block level of a type that could adversely impact minorities and multiracial populations.

For more such insights, log into our website https://international-maths-challenge.com

Credit of the article given to Bob Yirka , Phys.org


Math degrees are becoming less accessible—and this is a problem for business, government and innovation

There’s a strange trend in mathematics education in England. Math is the most popular subject at A-level since overtaking English in 2014. It’s taken by around 85,000 and 90,000 students a year.

But many universities—particularly lower-tariff institutions, which accept students with lower A-level grades—are recruiting far fewer students for math degrees. There’s been a 50% drop in numbers of math students at the lowest tariff universities over the five years between 2017 and 2021. As a result, some universities are struggling to keep their mathematics departments open.

The total number of students studying math has remained largely static over the last decade. Prestigious Russell Group universities which require top A-level grades have increased their numbers of math students.

This trend in degree-level mathematics education is worrying. It restricts the accessibility of math degrees, especially to students from poorer backgrounds who are most likely to study at universities close to where they live. It perpetuates the myth that only those people who are unusually gifted at mathematics should study it—and that high-level math skills are not necessary for everyone else.

Research carried out in 2019 by King’s College London and Ipsos found that half of the working age population had the numeracy skills expected of a child at primary school. Just as worrying was that despite this, 43% of those polled said “they would not like to improve their numeracy skills.” Nearly a quarter (23%) stated that “they couldn’t see how it would benefit them.”

Mathematics has been fundamental in recent technological developments such as quantum computing, information security and artificial intelligence. A pipeline of more mathematics graduates from more diverse backgrounds will be essential if the UK is to remain a science and technology powerhouse into the future.

But math is also vital to a huge range of careers, including in business and government. In March 2024, campaign group Protect Pure Math held a summit to bring together experts from industry, academia and government to discuss concerns about poor math skills and the continuing importance of high-quality mathematics education.

Prior to the summit, the London Mathematical Society commissioned a survey of over 500 businesses to gauge their concerns about the potential lack of future graduates with strong mathematical skills.

They found that 72% of businesses agree they would benefit from more math graduates entering the workforce. And 75% would worry if UK universities shrunk or closed their math departments.

A 2023 report on MPs’ staff found that skills in Stem subjects (science, technology, engineering and mathematics) were particularly hard to find among those who worked in Westminster. As many as 90% of those who had taken an undergraduate degree had studied humanities or social sciences. While these subject backgrounds are valuable, the lack of specialized math skills is stark.

Limited options

The mathematics department at Oxford Brookes has closed and other universities have seen recruitment reductions or other cuts. The resulting math deserts will remove the opportunity for students to gain a high-quality mathematics education in their local area. Universities should do their best to keep these departments open.

This might be possible if the way that degrees are set up changes. For many degree courses in countries such as the US and Australia, students are able to take a broad selection of subjects, from science and math subjects through to the humanities. Each are taught in their respective academic departments. This allows students to gain advanced knowledge and see how each field feeds into others.

This is scarcely possible in the UK, where students must choose a specialist and narrow degree program at aged 18.

Another possible solution would be to put core mathematics modules in degree disciplines that rely so heavily on it—such as engineering, economics, chemistry, physics, biology and computer science—and have them taught by specialist mathematicians. This would help keep mathematics departments open, while also ensuring that general mathematical literacy improves in the UK.

The relevance of mathematics and its vast range applications would be abundantly clear, better equipping every student with the necessary mathematical skills the workforce needs.

For more such insights, log into our website https://international-maths-challenge.com

Credit of the article given to Neil Saunders, The Conversation


Maths degrees are becoming less accessible – and this is a problem for business, government and innovation

There’s a strange trend in mathematics education in England. Maths is the most popular subject at A-level since overtaking English in 2014. It’s taken by around 85,000 and 90,000 students a year.

But many universities – particularly lower-tariff institutions, which accept students with lower A-level grades – are recruiting far fewer students for maths degrees. There’s been a 50% drop in numbers of maths students at the lowest tariff universities over the five years between 2017 and 2021. As a result, some universities are struggling to keep their mathematics departments open.

The total number of students studying maths has remained largely static over the last decade. Prestigious Russell Group universities which require top A-level grades have increased their numbers of maths students.

This trend in degree-level mathematics education is worrying. It restricts the accessibility of maths degrees, especially to students from poorer backgrounds who are most likely to study at universities close to where they live. It perpetuates the myth that only those people who are unusually gifted at mathematics should study it – and that high-level maths skills are not necessary for everyone else.

Research carried out in 2019 by King’s College London and Ipsos found that half of the working age population had the numeracy skills expected of a child at primary school. Just as worrying was that despite this, 43% of those polled said “they would not like to improve their numeracy skills”. Nearly a quarter (23%) stated that “they couldn’t see how it would benefit them”.

Mathematics has been fundamental in recent technological developments such as quantum computing, information security and artificial intelligence. A pipeline of more mathematics graduates from more diverse backgrounds will be essential if the UK is to remain a science and technology powerhouse into the future.

But maths is also vital to a huge range of careers, including in business and government. In March 2024, campaign group Protect Pure Maths held a summit to bring together experts from industry, academia and government to discuss concerns about poor maths skills and the continuing importance of high-quality mathematics education.

Prior to the summit, the London Mathematical Society commissioned a survey of over 500 businesses to gauge their concerns about the potential lack of future graduates with strong mathematical skills.

They found that 72% of businesses agree they would benefit from more maths graduates entering the workforce. And 75% would worry if UK universities shrunk or closed their maths departments.

A 2023 report on MPs’ staff found that skills in Stem subjects (science, technology, engineering and mathematics) were particularly hard to find among those who worked in Westminster. As many as 90% of those who had taken an undergraduate degree had studied humanities or social sciences. While these subject backgrounds are valuable, the lack of specialised maths skills is stark.

Limited options

The mathematics department at Oxford Brookes has closed and other universities have seen recruitment reductions or other cuts. The resulting maths deserts will remove the opportunity for students to gain a high-quality mathematics education in their local area. Universities should do their best to keep these departments open.

This might be possible if the way that degrees are set up changes. For many degree courses in countries such as the US and Australia, students are able to take a broad selection of subjects, from science and maths subjects through to the humanities. Each are taught in their respective academic departments. This allows students to gain advanced knowledge and see how each field feeds into others.

This is scarcely possible in the UK, where students must choose a specialist and narrow degree programme at age 18.

Another possible solution would be to put core mathematics modules in degree disciplines that rely so heavily on it – such as engineering, economics, chemistry, physics, biology and computer science – and have them taught by specialist mathematicians. This would help keep mathematics departments open, while also ensuring that general mathematical literacy improves in the UK.

The relevance of mathematics and its vast range of applications would be abundantly clear, better equipping every student with the necessary mathematical skills the workforce needs.

 

For more such insights, log into our website https://international-maths-challenge.com

Credit of the article given to Neil Saunders, The Conversation

 


Too many vehicles, slow reactions and reckless merging: New math model explains how traffic and bacteria move

What do the flow of cars on a highway and the movement of bacteria towards a food source have in common? In both cases, annoying traffic jams can form. Especially for cars, we might want to understand how to avoid them, but perhaps we’ve never thought of turning to statistical physics.

Alexandre Solon, a physicist from Sorbonne Université, and Eric Bertin, from the University of Grenoble, both working for the Centre national de la recherche scientifique (CNRS), have done just that. Their research, recently published in the Journal of Statistical Mechanics: Theory and Experiment, has developed a one-dimensional mathematical model that describes the movement of particles in situations similar to cars moving along a road or bacteria attracted to a nutrient source, which they then tested with computer simulations to observe what happened as parameters varied.

“The model is one-dimensional because the elements can only move in one direction, like on a one-lane one-way street,” explains Solon.

It’s an idealized situation, but not so different from what happens on many roads where you can find yourself stuck in rush hour traffic. The models from which this research is derived historically come from studying the behaviour of atoms and molecules: for example, those in a gas being heated or cooled. In the case of Bertin and Solon’s model, however, the behaviour of the individual elements is a bit more sophisticated than that of an atom.

“Among other things, a component of inertia has been inserted, which can be more or less pronounced, replicating for example the reactivity of a driver at the wheel. We can imagine a fresh and reactive driver, who brakes and accelerates at just the right moments, or another one at the end of the day, more tired and struggling to stay in sync with the rhythm of the flow of cars they are in,” Solon explains.

By conducting simulations with different values of certain parameters (the density of the elements, inertia, speed), Solon and Bertin were able to determine both situations in which traffic flowed smoothly, or on the contrary, became congested, as well as the type of jams that formed: large and centralized, or smaller and distributed along the route, akin to a “stop-and-go” pattern.

Borrowing language from statistical mechanics, Solon speaks of phase transitions: “Just as when the temperature changes water becomes ice, when the values of some parameters change, a smooth flow of cars becomes a congestion, a knot where no movement is possible.”

When the system reaches a critical density or when movement conditions favour accumulation rather than dispersion, the particles begin to form dense clusters, similar to traffic jams, while other areas may remain relatively empty. Traffic jams, therefore, can be seen as the dense phase in a system that has undergone a phase transition, characterized by low mobility and high localization of particles.

Solon and Bertin have thus identified conditions that can favour this congestion. Continuing with the metaphor of cars, contributing to the formation of traffic jams is the high density of vehicles, which reduces the space between one vehicle and another and increases the likelihood of interaction (and thus slowdown). Another condition is the frequent entries and exits from the flow: The addition of vehicles from the access ramp or attempts to change lanes in dense areas increase the risk of slowdowns, especially if vehicles try to merge without leaving sufficient space.

A third factor is the already-mentioned inertia in the behaviour of drivers, who—when they react with some delay to changes in the speed of the vehicles ahead of them—create a chain reaction of braking that can lead to the formation of a traffic jam. In contrast, the aggregation observed in bacterial colony happens in absence of any inertia, and bacteria can move in any direction contrary to cars that need to follow the direction of traffic.

As Bertin says, “It is thus interesting and surprising to find that both types of behaviours are connected and can be continuously transformed into one another.”

For more such insights, log into our website https://international-maths-challenge.com

Credit of the article given to International School of Advanced Studies (SISSA)

 


A mathematical bridge between the huge and the tiny

A mathematical link between two key equations—one that deals with the very big and the other, the very small—has been developed by a young mathematician in China.

The mathematical discipline known as differential geometry is concerned with the geometry of smooth shapes and spaces. With roots going back to antiquity, the field flourished in the early 20th century, enabling Einstein to develop his general theory of relativity and other physicists to develop quantum field theory and the Standard Model of particle physics.

Gao Chen, a 29-year-old mathematician at the University of Science and Technology of China in Hefei, specializes in a branch known as complex differential geometry. Its complexity is not in dealing with complicated structures, but rather because it is based on complex numbers—a system of numbers that extends everyday numbers by including the square root of -1.

This area appeals to Chen because of its connections with other fields. “Complex differential geometry lies at the intersection of analysis, algebra, and mathematical physics,” he says. “Many tools can be used to study this area.”

Chen has now found a new link between two important equations in the field: the Kähler–Einstein equation, which describes how mass causes curvature in space–time in general relativity, and the Hermitian–Yang–Mills equation, which underpins the Standard Model of particle physics.

Chen was inspired by his Ph.D. supervisor Xiuxiong Chen of New York’s Stony Brook University, to take on the problem. “Finding solutions to the Hermitian–Yang–Mills and the Kähler–Einstein equations are considered the most important advances in complex differential geometry in previous decades,” says Gao Chen. “My results provide a connection between these two key results.”

“The Kähler –Einstein equation describes very large things, as large as the universe, whereas the Hermitian–Yang–Mills equation describes tiny things, as small as quantum phenomena,” explains Gao Chen. “I’ve built a bridge between these two equations.” Gao Chen notes that other bridges existed previously, but that he has found a new one.

“This bridge provides a new key, a new tool for theoretical research in this field,” Gao Chen adds. His paper describing this bridge was published in the journal Inventiones mathematicae in 2021.

In particular, the finding could find use in string theory—the leading contender of theories that researchers are developing in their quest to unite quantum physics and relativity. “The deformed Hermitian–Yang–Mills equation that I studied plays an important role in the study of string theory,” notes Gao Chen.

Gao Chen now has his eyes set on other important problems, including one of the seven Millennium Prize Problems. These are considered the most challenging in the field by mathematicians and carry a $1 million prize for a correct solution. “In the future, I hope to tackle a generalization of the Kähler–Einstein equation,” he says. “I also hope to work on other Millennium Prize problems, including the Hodge conjecture.”

Provided by University of Science and Technology of China

 

For more such insights, log into our website https://international-maths-challenge.com

Credit of the article given to University of Science and Technology of China


Theoretical biologists test two modes of social reasoning and find surprising truths in simplicity

Imagine a small village where every action someone takes, good or bad, is quietly followed by ever-attentive, nosy neighbours. An individual’s reputation is built through these actions and observations, which determines how others will treat them. They help a neighbour and are likely to receive help from others in return; they turn their back on a neighbour and find themselves isolated. But what happens when people make mistakes, when good deeds go unnoticed, or errors lead to unjust blame?

Here, the study of behaviour intersects with Bayesian and abductive reasoning, says Erol Akçay, a theoretical biologist at the University of Pennsylvania’s School of Arts & Sciences.

Bayesian reasoning refers to a method for assessing probability, in which individuals use prior knowledge paired with new evidence to update their beliefs or estimates about a certain condition, in this case the reputation of other villagers. While abductive reasoning involves a simple “what you see is what you get” approach to rationalizing and making a decision, Akçay says.

In two papers, one published in PLoS Computational Biology and the other in the Journal of Theoretical Biology, researchers from the Department of Biology explored how these reasoning strategies can be effectively modeled and applied to enhance biologists’ understanding of social dynamics.

Making the educated guess

The PLoS Computational Biology paper investigates how Bayesian statistical methods can be used to weigh the likelihood of errors and align the judgments of actors within a social network with a more nuanced understanding of reputation. “It’s something we may commonly do when we’re trying to offer up an explanation for some phenomena with no obvious, straightforward, or intuitive solution,” Akçay says.

Bryce Morsky, a co-author on both papers and now an assistant professor at Florida State University, began the work during his postdoctoral research in Akçay’s lab. He says that he initially believed that accounting for errors in judgment could substantially enhance the reward-and-punishment system that underpins cooperation and that he expected that a better understanding of these errors and incorporating them into the model would promote more effective cooperation.

“Essentially, the hypothesis was that reducing errors would lead to a more accurate assessment of reputations, which would in turn foster cooperation,” he says.

The team developed a mathematical model to simulate Bayesian reasoning. It involved a game-theoretical model where individuals interact within a framework of donation-based encounters. Other individuals in the simulation assess the reputations of actors based on their actions, influenced by several predefined social norms.

In the context of the village, this means judging each villager by their actions—whether helping another (good) or failing to do so (bad)—but also taking into account their historical reputation and the potential that you didn’t assess correctly.

“So, for example, if you observe someone behaving badly, but you thought they were good before, you keep an open mind that you perhaps didn’t see correctly. This allows for a nuanced calculation of reputation updates,” Morsky says. He and colleagues use this model to see how errors and reasoning would affect the villagers’ perception and social dynamics.

The five key social norms the study explores are: Scoring, Shunning, Simple Standing, Staying, and Stern Judging; each affects the reputation and subsequent behaviour of individuals differently, altering the evolutionary outcomes of cooperative strategies.

“In some scenarios, particularly under Scoring, Bayesian reasoning improved cooperation, Morsky says. “But under other norms, like Stern judging, it generally resulted in less cooperation due to stricter judgment criteria.”

Morsky explains that under Scoring a simple rule is applied: It is good to cooperate (give) and bad to defect (not give), regardless of the recipient’s reputation. Whereas under Stern judging not only are the actions of individuals considered, but their decisions are also critically evaluated based on the reputation of the recipient.

In the context of the nosy-neighbours scenario, if a villager decides to help another, this action is noted positively under Scoring, regardless of who receives the help or their standing in the village. Conversely, under Stern Judging if a villager chooses to help someone with a bad reputation it is noted negatively, the researchers say.

He adds that lack of cooperation was particularly evident in norms where Bayesian reasoning led to less tolerance for errors, which could exacerbate disagreements about reputations instead of resolving them. This, coupled with the knowledge that humans do not weigh all the relevant information prior to deciding who to work with, prompted Akçay and Morsky to investigate other modes of reasoning.

More than just a hunch

While working in Akçay’s lab, Morsky recruited Neel Pandula, then a sophomore in high school. “We met through the Penn Laboratory Experience in the Natural Sciences program,” Morsky says. “In light of the Bayesian reasoning model, Neel proposed abductive reasoning as another approach to modeling reasoning, and so we got to writing that paper for the Journal of Theoretical Biology, which he became first author of.”

Pandula, now a first-year student in the College of Arts and Sciences, explains that he and Morsky used Dempster-Shafer Theory—a probabilistic framework to infer best explanations—to form the basis of their approach.

“What’s key here is that Dempter-Shafer Theory allows for a bit of flexibility in handling uncertainty and allows for integrating new evidence into existing belief systems without fully committing to a single hypothesis unless the evidence is strong,” Pandula says.

For instance, the researchers explain, in a village, seeing a good person help another good person aligns with social norms and is readily accepted by observers. However, if a villager known as bad is seen helping a good person, it contradicts these norms, leading observers to question the reputations involved or the accuracy of their observation. Then they use the rules of abductive reasoning, specifically the Dempster-Shafer theory, considering error rates and typical behaviours to determine the most likely truth behind the unexpected action.

The team anticipated that abductive reasoning would handle errors in reputationassessments more effectively, especially in public settings in which individuals may be pressured one way or another resulting in discrepancies and errors. Under Scoring and the other norms, they found that abductive reasoning could better foster cooperation than Bayesian in public settings.

Akçay says that it came as a bit of a surprise to see that in navigating social networks, such a simple “cognitively ‘cheap, lazy’ reasoning mechanism proves this effective at dealing with the challenges associated with indirect reciprocity.”

Morsky notes that in both models the researchers chose not to factor in any cost of a cognitive burden. “You’d hope that performing a demanding task like remembering which individuals did what and using that to inform you on what they’re likely to do next would yield some positive, prosocial outcome. Yet even if you make this effort costless, under Bayesian reasoning, it generally undermines cooperation.”

As a follow up, the researchers are interested in exploring how low-cost reasoning methods, like abductive reasoning, can be evolutionarily favoured in larger, more complex social circles. And they are interested in applying these reasoning methods to other social systems.

 

 

For more such insights, log into our website https://international-maths-challenge.com

Credit of the article given to Nathi Magubane, University of Pennsylvania

 


Enhancing Mathematics Education Through Effective Feedback

Feedback plays a vital role in mathematics education, guiding students toward deeper understanding and fostering a supportive learning environment. This article delves into the importance of specific and actionable feedback in mathematics education and explores strategies for both giving and receiving feedback effectively.

Understanding Feedback:

In mathematics education, feedback transcends mere praise or criticism—it is a nuanced tool for academic growth. Effective feedback should be clear, and concise, and provide guidance for improvement. It should highlight students’ strengths, address any misunderstandings, and offer actionable steps for progress.

Key Components of Effective Feedback:

Specificity: Feedback should pinpoint areas for improvement and clarify the path to success. Students need to know precisely what they need to do to enhance their understanding.

Actionability: Feedback should be actionable, outlining steps for students to move forward. This empowers students to take ownership of their learning journey.

Importance of Feedback:

Feedback serves multiple critical purposes in mathematics education:

Promoting Learning: It catalyzes academic growth by guiding students towards deeper understanding and mastery.

Building Motivation: Constructive feedback inspires students to strive for excellence and fosters a growth mindset.

Fostering Relationships: Feedback provides an opportunity for educators to connect with students on a deeper level, building trust and rapport.

The Human Element: Empathy and Trust:

Effective feedback is rooted in empathy and trust. Creating a safe and supportive learning environment is essential for feedback to be received positively. Teachers should approach feedback with empathy, avoiding emotional reactions and prioritizing the emotional well-being of their students.

Integrating Feedback into Planning:

When planning lessons, educators should:

Set Clear Goals: Define learning objectives and success criteria to guide student progress.

Anticipate Misconceptions: Be prepared to address common misunderstandings and provide targeted support.

Establish Trust: Build a culture of trust and openness in the classroom to facilitate effective feedback exchanges.

Feedback Goes Both Ways:

Teachers should be open to receiving feedback from students. Seeking feedback encourages student engagement and provides valuable insights for improving teaching practices. Additionally, teachers can infer feedback by observing students’ understanding and addressing any gaps in comprehension proactively.

Conclusion:

Feedback is a cornerstone of effective mathematics education, fostering academic growth and cultivating a supportive learning environment. By prioritizing specificity, actionability, empathy, and trust, educators can create a feedback-rich classroom where every student has the opportunity to excel in mathematics.


Vindication For Maths Teachers: Pythagoras’s Theorem Seen in the Wild

For all the students wondering why they would ever need to use the Pythagorean theorem, Katie Steckles is delighted to report on a real-world encounter.

Recently, I was building a flat-pack wardrobe when I noticed something odd in the instructions. Before you assembled the wardrobe, they said, you needed to measure the height of the ceiling in the room you were going to put it in. If it was less than 244 centimetres high, there was a different set of directions to follow.

These separate instructions asked you to build the wardrobe in a vertical orientation, holding the side panels upright while you attached them to the base. The first set of directions gave you a much easier job, building the wardrobe flat on the floor before lifting it up into place. I was intrigued by the value of 244 cm: this wasn’t the same as the height of the wardrobe, or any other dimension on the package, and I briefly wondered where that number had come from. Then I realised: Pythagoras.

The wardrobe was 236 cm high and 60 cm deep. Looking at it side-on, the length of the diagonal line from corner to corner can be calculated using Pythagoras’s theorem. The vertical and horizontal sides meet at a right angle, meaning if we square the length of each then add them together, we get the well-known “square of the hypotenuse”. Taking the square root of this number gives the length of the diagonal.

In this case, we get a diagonal length a shade under 244 cm. If you wanted to build the wardrobe flat and then stand it up, you would need that full diagonal length to fit between the floor and the ceiling to make sure it wouldn’t crash into the ceiling as it swung past – so 244 cm is the safe ceiling height. It is a victory for maths in the real world, and vindication for maths teachers everywhere being asked, “When am I going to use this?”

This isn’t the only way we can connect Pythagoras to daily tasks. If you have ever needed to construct something that is a right angle – like a corner in joinery, or when laying out cones to delineate the boundaries of a sports pitch – you can use the Pythagorean theorem in reverse. This takes advantage of the fact that a right-angled triangle with sides of length 3 and 4 has a hypotenuse of 5 – a so-called 3-4-5 triangle.

If you measure 3 units along one side from the corner, and 4 along the other, and join them with a diagonal, the diagonal’s length will be precisely 5 units, if the corner is an exact right angle. Ancient cultures used loops of string with knots spaced 3, 4 and 5 units apart – when held out in a triangle shape, with a knot at each vertex, they would have a right angle at one corner. This technique is still used as a spot check by builders today.

Engineers, artists and scientists might use geometrical thinking all the time, but my satisfaction in building a wardrobe, and finding the maths checked out perfectly, is hard to beat.

Katie Steckles is a mathematician, lecturer, YouTuber and author based in Manchester, UK. She is also puzzle adviser for New Scientist’s puzzle column, BrainTwister. Follow her @stecks

For more such insights, log into www.international-maths-challenge.com.

*Credit for article given to Peter Rowlett*


Evolutionary algorithms

My intention with this article is to give an intuitive and non-technical introduction to the field of evolutionary algorithms, particularly with regards to optimisation.

If I get you interested, I think you’re ready to go down the rabbit hole and simulate evolution on your own computer. If not … well, I’m sure we can still be friends.

Survival of the fittest

According to Charles Darwin, the great evolutionary biologist, the human race owes its existence to the phenomenon of survival of the fittest. And being the fittest doesn’t necessarily mean the biggest physical presence.

Once in high school, my lunchbox was targeted by swooping eagles, and I was reduced to a hapless onlooker. The eagle, though smaller in form, was fitter than me because it could take my lunch and fly away – it knew I couldn’t chase it.

As harsh as it sounds, look around you and you will see many examples of the rule of the jungle – the fitter survive while the rest gradually vanish.

The research area, now broadly referred to as Evolutionary Algorithms, simulates this behaviour on a computer to find the fittest solutions to a number of different classes of problems in science, engineering and economics.

The area in which this area is perhaps most widely used is known as “optimisation”.

Optimisation is everywhere

Your high school maths teacher probably told you the shortest way to go from point A to point B was along the straight-line joining A and B. Your mum told you that you should always get the right amount of sleep.

And, if you have lived on your own for any length of time, you’ll be familiar with the ever-increasing cost of living versus the constant income – you always strive to minimise the expenditures, while ensuring you are not malnourished.

Whenever you undertake an activity that seeks to minimise or maximise a well-defined quantity such as distance or the vague notion of the right amount of sleep, you are optimising.

Look around you right now and you’ll see optimisation in play – your Coke can is shaped like that for a reason, a water droplet is spherical for a reason, you wash all your dishes together in the dishwasher for a reason.

Each of these strives to save on something: volume of material of the Coke can, and energy and water, respectively, in the above cases.

So, we can safely say optimisation is the act of minimising or maximising a quantity. But that definition misses an important detail: there is always a notion of subject to or satisfying some conditions.

You must get the right amount of sleep, but you also must do your studies and go for your music lessons. Such conditions, which you also have to adhere to, are known as “constraints”. Optimisation with constraints is then collectively termed “constrained optimisation”.

After constraints comes the notion of “multi-objective optimisation”. You’ll usually have more than one thing to worry about (you must keep your supervisor happy with your work and keep yourself happy and also ensure that you are working on your other projects). In many cases these multiple objectives can be in conflict.

Evolutionary algorithms and optimisation

Imagine your local walking group has arranged a weekend trip for its members and one of the activities is a hill climbing exercise. The problem assigned to your group leader is to identify who among you will reach the hill in the shortest time.

There are two approaches he or she could take to complete this task: ask only one of you to climb up the hill at a time and measure the time needed or ask all of you to run all at once and see who reaches first.

That second method is known as the “population approach” of solving optimisation problems – and that’s how evolutionary algorithms work. The “population” of solutions are evolved over a number of iterations, with only the fittest solutions making it to the next.

This is analogous to the champion girl from your school making to the next round which was contested among champions from other schools in your state, then your country, and finally winning among all the countries.

Or, in our above scenario, finding who in the walking group reaches the hill top fastest, who would then be denoted as the fittest.

In engineering, optimisation needs are faced at almost every step, so it’s not surprising evolutionary algorithms have been successful in that domain.

Design optimisation of scramjets

At the Multi-disciplinary Design Optimisation Group at the University of New South Wales, my colleagues and I are involved in the design optimisation of scramjets, as part of the SCRAMSPACE program. In this, we’re working with colleagues from the University of Queensland.

Our evolutionary algorithms-based optimisation procedures have been successfully used to obtain the optimal configuration of various components of a scramjet.

There are, at the risk of sounding over-zealous, no limits to the application of evolutionary algorithms.

Has this whetted your appetite? Have you learnt something new today?

If so, I’m glad. May the force be with you!

For more such insights, log into our website https://international-maths-challenge.com

Credit of the article given to Amit Saha


Particles Move In Beautiful Patterns When They Have ‘Spatial Memory’

A mathematical model of a particle that remembers its past so that it never travels the same path twice produces stunningly complex patterns.

A beautiful and surprisingly complex pattern produced by ‘mathematical billiards’

Albers et al. PRL 2024

In a mathematical version of billiards, particles that avoid retracing their paths get trapped in intricate and hard-to-predict patterns – which might eventually help us understand the complex movement patterns of living organisms.

When searching for food, animals including ants and slime moulds leave chemical trails in their environment, which helps them avoid accidentally retracing their steps. This behaviour is not uncommon in biology, but when Maziyar Jalaal at the University of Amsterdam in the Netherlands and his colleagues modelled it as a simple mathematical problem, they uncovered an unexpected amount of complexity and chaos.

They used the framework of mathematical billiards, where an infinitely small particle bounces between the edges of a polygonal “table” without friction. Additionally, they gave the particle “spatial memory” – if it reached a point where it had already been before, it would reflect off it as if there was a wall there.

The researchers derived equations describing the motion of the particle and then used them to simulate this motion on a computer. They ran over 200 million simulations to see the path the particle would take inside different polygons – like a triangle and a hexagon – over time. Jalaal says that though the model was simple, idealised and deterministic, what they found was extremely intricate.

Within each polygon, the team identified regions where the particle was likely to become trapped after bouncing around for a long time due to its “remembering” its past trajectories, but zooming in on those regions revealed yet more patterns of motion.

“So, the patterns that you see if you keep zooming in, there is no end to them. And they don’t repeat, they’re not like fractals,” says Jalaal.

Katherine Newhall at the University of North Carolina at Chapel Hill says the study is an “interesting mental exercise” but would have to include more detail to accurately represent organisms and objects that have spatial memory in the real world. For instance, she says that a realistic particle would eventually travel in an imperfectly straight line or experience friction, which could radically change or even eradicate the patterns that the researchers found.

For more such insights, log into www.international-maths-challenge.com.

*Credit for article given to Karmela Padavic-Callaghan*