DOCUMENT RESUME SE 004 990 ED 024 576. By- Durst, Lincoln K., Ed. Geometry Conference, Part1: Convexity and Committee on the UndergraduateProgram in Mathematics Applications. Committee on the UndergraduateProgram in Mathematics,Berkeley, Calif. Spons Agency-National ScienceFoundation, Washington, D.C. Report No-16 Pub Date Aug 67 Note- 156p. EDRS Price MF-$0.75 HC-$7.90 Report s, *Curriculum, *Geometr y, Mathematics, Descriptors- *College Mathematics, *Conference Undergraduate Study Identifiers-California, National ScienceFoundation, Santa Barbara volume oftheproceedingsofthe Committee onthe Thisisthefirst Conference, held atSanta Undergraduate Program inMathematics (CUPM) Geometry conference was to considerthe status of Barbara in June, 1967.The purpose of the fended by geometry incolleges at theundergraduate level.The conference, at teachers,involvedlectures on variousaspects of undergraduate mathematics of the relevanceof geometry, analysisof material presented,and an examination In PartIof the proceedings are geometry to theundergraduate curriculum. Sets introduction by WalterPrenowitz and (2) thelectures on Convex contained (1) an of Geometry, by and the CombinatorialTheory of ConvexPolytopes and Applications Branko Grunbaum andVictor Klee. (RP) 6'-E-ao579,9 COMMITTEE ON THUNORGRAHATE PROGRAMIN MAREMATICS
j
//k
NUMBER 16 AUGUST 1967
CUM%GEOMETRYCONFERENCE
PROCEEDINGS PART I: CONVEXITYAND APPLICATIONS Lectures by BrankoGrUnbaum and VictorKlee
EDUCATION & WELFARE U.S. DEPARTMENTOF HEALTH, OFFICE OF EDUCATION
EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HASBEEN REPRODUCED ORIGINATING It POINTSOF VIEW OROPINIONS PERSON OR ORGANIZATION OFFICIAL OFFICE OFEDUCATION STATED DO NOTNECESSARILY REPRESENT POSITION OR POLICY.
M ATHEMATICAL ASSOCIATION OF A MERIC A CUPM GEOMETRYCONFERENCE
Santa Barbara,California
June 12 - June30, 1967
PROCEEDINGS OF THECONFERENCE
Edited by Lincoln K.Durst
PART I: CONVEXITY ANDAPPLICATIONS
Lectures by BrankoGrUnbaum and Victor Klee
COMMITTEE ON THEUNDERGRADUATE PROGRAM INMATHEMATICS
Mathematical Associationof America ©1967, Mathematical Association of America, Inc.
"PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEENGRANTED By E. A. Cameron Treasurer MAA TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S.OFFICE OF EDUCATION. FURTHER REPRODUCTIONOUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER."
Financial support for the Committee on the Undergraduate Program in Mathematics has been provided by the National Science Foundation. A limited number of copies of these Proceedings is available from CUPM, Post Office Box 1024 Berkeley, California 94701. FOREWORD
Conference The Proceedingsof the CUEM Geometry will be issued inthree parts:
(Lectures by I Convexity andApplications GrUnbaum and Klee). (Lectures by II Geometry in OtherSubjects Gleason andSteenrod). ,Groups, and Other IIIGeometric Transformation and others). Topics (Lectures by Coxeter,
The texts printedhere are based onrecordings and were made of the lecturesand the discussions, prepared for publicationby the assistants(Hausner, themselves were able Reay, and Yale). The lecturers the final to make minorchanges and corrections on revision sheets, but an earlydeadline prevented major The typing for or extensivepolishing of the texts. offset was done byMks. K. Blackand the figures were prepared by Mr. DavidM. Youngdahl.
Lincoln K. Durst Executive Director,CUPti CONTENTS
INTRODUCTION
LECTURE TOPICS 3
MEMBERS OF THE CONFERENCE 4
APPLICATIONS OF GEOMETRY 7 Victor Klee
CONVEX SETS AND THE COMBINATORIAL THEORY OF CONVEX POLYTOPES 43 Branko GrUnbaum INTRODUCTION
A Geometry Conference,sponsored by the Committee on theUndergraduate held on Program in Mathematics of theMathematical Association of America, was the Santa Barbara campus of theUniversity of California from June12 to
June 30, 1967.
The conference had its genesis in ameeting of geometers which wascalled
(/' by P. C. Hammer to consider the statusof geometry in our schools andcolleges.
The meeting was held in Chicago on January27, 1966 and was attended by more than twenty mathematicians includingR. D. Anderson, Chairman ofthe Committee on the UndergraduateProgtam in Mathematics, and E. G.Begle, Director of the
School Mthematics Study Group. It was generally agreedthat the immediate
focus of the problem of geometry lay atthe undergraduate level (althoughits
solution was related to questionsinvolving the graduate curriculumand pre-
college mathematics) and that theproblem should be referred to CUPM. In May,
CUPM authorized a smallconference to consider theqiiestion further. A meeting was held in the fall of1966 at UCLA, attended by S. S. Chern, L.K. Durst,
P. C. Hammer, P. J. Kelly, V. L. Klee,Jr., W. Prenowitz, N. E. Steenrod,with
Anderson as chairman.After preliminary discussion of theproblem, Chern pro-
posed a summer conference ofundergraduate mathematics teachers whowould attend
lectures on various aspects of geometry,analyze the material presented, and
examine its relevance to theundergraduate curriculum.Steenrod suggested that
in addition lectures be given onthe geometric underpinning ofother branches
of mathematics. This new and experimental format,which would involve features
of a summer institute and a seminar oncurriculum, quickly received approvalof
the group and of CUPM itself. Anderson appointed a Planning Committeeconsist-
1 of Hammer, Kelly and Klee, with Prenawitz as chairman.
The Planning Committee proposed a conference of four weeks duration but consented to a reduction to three weeks for fiscal and other reasons, despite misgivings that there might not be enough time for a natural development of curriculum discussion.Twenty-one college teachers were chosen as participants by invitation, since the experimental nature of the conference did not require a large membership.
The following mathematicians lectured for a period of one or more weeks:
H. S. M. Coxeter; A. H. Gleason, B. GiUnbaum, V. L. Klee, Jr., N. E. Steenrod.
Shorter series of lectures were given by H. Busemann, G. Culler, P. C. Hammer,
P. J. Kelly and W. Prenawitz. Each lecture was followed by a discussion period--
this helped to contribute a freshness of spirit to the discussion since ques- tions, remarks and challenges did not have a chance to be forgotten or lose their cutting edge. Several discussions on curriculum were scheduled as the need arose.The program was supplemented by the showing of several films pro- duced by the College Geometry Project of the University of Minnesota.
An important innovation was the selection of three assistants to the lecturers, younger mathematicians who were responsible for writing up the lecture notes and leading discussions on the material and its relation to the undergraduate curriculum.M. Hausner, J. R. Reay, and P. B. Yale were chosen for these assignments and carried them out with singular dedication.
The text which follows gives a record, sometimes in summary form, of the lectures and discussions of the conference.
Walter Prenawitz
2 LECTURE TOPICS
Herbert Busemann
The Simultaneous Approximation ofn Real Numbers by Rationals. An Application of Integral Geometry to theCalculus of Variations.
H. S. M. Coxeter Transformation Groups from the Geometric Viewpoint.
Glen J. Culler Some Computational Illustrations ofGeometrical Properties in Functional Iteration.
Andrew M. Gleason Geometry in Other Subjects.
Branko GrUnbaum Convex Sets and the Combinatorial Theoryof Convex Polytopes,
Preston C. Hammer Generalizations in Geometry.
Paul J. Kelly The Nature and Importance of Elementary Geometry in aModern Education.
Victor Klee Applications of Geometry
Walter Prenawitz Joining and Extending as Geometric Operations: A Coordinate-Free Approach to n-space.
Norman E. Steenrod Geometry in Other Subjects.
3 MEMBERS OF THE CONFERENCE
Russell V. Benson Murray S. Klamkin California State College,Fullerton Ford Scientific Laboratory (Lecturer) Gavin Bjork Victor L. Klee, Jr. Portland State College University of Weshington John W. Blattner Rev. John E. Koehler San Fernando Valley StateCo/lege Seattle University Herbert Busemann (Lecturer) Sister/4. Justin Merkham University of SouthernCalifornia St. Joseph College Jack G. Ceder (Visitor) Michael H. Millar University of California, Stanford University Santa Barbara H. Stewart Mbredock Sacramento State College G. D. Chakerian University of California,Davis Richard B. Paine H. S. M. Coxeter (Lecturer) Colorado College University of Toronto Walter Prenawitz (Chairman) Glen J. Culler (Lecturer) Brooklyn College University of California, John R. Reay (Assistant) Santa Barbara Western Washington State College Andrew M. Gleason (Lecturer) Paul T. Rygg Harvard University Western Weshington State College Neil R. Gray George T. Sallee Western Washington StateCollege University of California, Davis Helmut Groemer James14. Sloss (Visitor) University of Arizona University of California, Bradko GrUnbaum (Lecturer) Santa Barbara University of Washington Norman E. Steenrod (Lecturer) Preston C. Hammer (Lecturer) Princeton University Pennsylvania State University George Stratopoulos Melvin Hausner (Assistant) Webtr State College New York University Robert/4. Vogt Norman W. Johnson San Jose State College Michigan State University William B. Woolf Mervin L. Reedy University of Washington Purdue University Paul B. Yele (Assistant) Paul J. Kelly(Lecturer) Pomona College Untversity of California, Santa Barbara Raytond B. Killgrove California State College, Los Angeles PROCEEDINGS APPLICATIONS OF GEOMETRY Lectures by Victor Klee (Lecture notes by Melvin Hausnerand John Reay)
Lecture I.
During the past few years, wehave witnessed the effects ofthe many
efforts to revise and improvethe mathematical curriculum(SMSG, CUFM, etc.).
These efforts have proved tobe widely influential andbeneficial--much more However, the possi- so than we mighthave imagined when they wereinitiated.
bility of further progress should notbe ignored. In particular, an informal
session at the 1966 Chicago A.M.S.meeting made it clear that manygeometers
favor a broad further revisionof the geometry curriculum fromthe kindergarten clearly through the senior undergraduatelevel. Since such a broad attack was
not feasible, it wasdecided to start at the collegelevel. Hence we are
gathered here.
Let us consider thefollowing four questions.
decline? 1. Is collegiate geometryinstruction in a state of
2. If so, is this undesirable?
situation? 3. If this is undesirable, whatshould be done to improve the
4. What should a college geometry courseconsist of?
Our assumption is that questions1 and 2 have affirmative answersand
that questions 3 and 4 are onlyslightly different.Once question 4 has been
answered, the next step will be towrite the appropriate books.
that of (It is profitable to comparethe situation of geometry with books by algebra. In algebra, thousands ofstudents have learned from the Hence the van der Waerden orfrom Birkhoff and MacLane or theirimitators.
algebraists have a common experiencewhich serves to strengthentheir subject.
g /7 I do not believe theuniversality of these books was aresult of general agree- ment on what belonged in analgebra course at the time they werewritten.
Rather, it occurred because thebooks were written so well thattheir readers
came to think thatthis was the only natural way toproceed.)
What are the desirablecharacteristics of an undergraduatecollegiate geom- Except etry course? In my opinion, they shouZdinclude the following points.
for the first and third,these apply as well to anycollege mathematics course. if a) The course should be n-dimensional,and even infinite-dimensional letdown for this is possible with little extracost. Anything less will be a
the student and will minimizethe usefulness of the course. For example, b) There should be a unifyingtheme throughout the course. differentiable manifolds or it might be thestudy of certain objects, such as such as invariance or symmetry. convex bodies.Or it might be some notion, their structure c) It is more important tostudy the geometric objects, One and their properties, than tohave an estheticallypleasing axiom scheme. Thus should use the mlst powerfulapproach rather than the mostesthetic one. in nature only if no the axiomatic basis shouldbe specifically "geometrical"
loss of efficiencyresults from this. other areas of mathe- d) It should emphasize thepoints of contact with
matics. technology wherever e) It should includeapplications to science and
possible. mentioned in order to whet thestudents' f) Unsolved problems should be
interest.
Subjects which mightsatisfy these criteriafor a geometry course are n-dimensional projective geometry, differentiable manifolds,algebraic topology,
8 other possibil- and the geometry of convexbodies.There are of course several ities.
My candidate is a course on convexbodies. As far as point a) is concern- ed, the subject is easilycarried out inn dimensions. As GrUnbaum pointed out, many of the methodsused for n-space areessentially two- or three- dimensional, making motivation andintuition very easy inn dimensions even theme is the study of the for the inexperienced.As to point b), the unifying
properties of convex sets. This is very pictorial,and close in spirit to the
familiar Euclidean geometry, butit makes much more contactwith modern mathe- c) is to use matics. The method which seems tofit the criterion of point
real vector spaces as the settingfor the theory. Hawever, if Prenowitz's
"join geometry" approach canbe developed in moredetail, it might very well GrUnbaum's be used instead. The possibilities for pointf) are excellent (cf. of convexity with other areas lectures). Finally there are many connections Let us of mathematics, and manyapplications in science andtechnology.
mention just a few. tools are separa- 1. In functional analysis,three of the most important
tion theorems for convex sets(the basic separation theorembeing equivalent for convex sets, and fixed- to the Hahn-Banachtheorem),, extreme-point theorems
point theorems for convex sets. Inclusion of these topics in aconvexity geometrical course servessimultaneously to teach thestudent some interesting
facts and to prepare him for alater course in functionalanalysis. be brought 2. In a very natural way, anumber of topological notions can characteristic can be into a course on convexity.For example, the Euler
approached in a combinatorial waybased on convex sets. Having defined subdivisions of simplicial subdivisions andproved that a simplex admits
9 combinatorial lemmas(taking arbitrarily small mesh,then by using Ky Fan's (perhaps in two hours) suchbasic perhaps one hour), it ispossible to prove Borsuk-Ulam antipodal mapping results as Brouwer's fixedpoint theorem, the Lebesgue tiling theorem, etc. theorem, the invariance ofdomain theorem, the obtaining further propertiesof One can then proceedto use these results in convex sets. combinatorial properties of convexsets, various 3. In a study of the of course there are many combinatorial identities enterin a natural way and do not seem to arise contacts with graphtheory. At present, matroids probably naturally in such a course,but techniques nawbeing developed will (Jon Folkman has a newcombinatorial change this situation in afew years. related to linear notion which is relatedto positivebases as matroids are
bases.) best viewed from thepoint of 4. In inequalitytheory, many results are of convexity Lnsummability view of convexfunctions. There are applications
theory and in manyother parts of mathematics. mathematics which useconvexity There are many areasof modern applied
belaw. in a significant way. Some of them are listed theory, the study of convexpolytopes forms the 5. In linear programming
essential geometricbackground. programming theory, convex orconcave functions 6. In much of nonlinear
form the background. well as Liapounoff's 7. Control theory usesthe separation theorems, as measure. theorem asserting theconvexityof the range of a vector
classification uses separatinghyperplanes in 8. The theory of pattern Schlafli's theorem on the numberof regions a fundamental way,and in particular
10 determined by a finite set of hyperplanesin general position through the origin.
9. Parts of information theory areclosely related to packing problems for
convex bodies.
I readily confess that I have notattained a sufficiently high degree of
organization to cover all the above topics in a one-yearcourse, but I believe
it to be possible. The unifying theme makes this less of ahodge-podge than
it appears to be.
Discussion.
The question of a unifying theme wasbrought up. In particular, Klee
admitted that this was not so apparent inBirkhoff and McLane, although the
notion of a group permeates this text. In this connection Klee feltthat a
course based on the notion oftransformation as a unifying theme would be too
bland in nature, with too few deep or excitinggeometrical results.
Point c) of the ideal geometry course wasdiscussed in some detail. This
led to the general question of whetherthe course should be content-oriented
or foundation-oriented,with Klee and most of the vocal participantschoosing
the former.However, when it was suggested that amathematics course without
axioms is simply not a mathematics course,Klee stressed that he did not wish
to eliminate the axioms--hewanted to use an efficient axioms systemand not
concentrate on esthetics. In any event, the underlyingaxioms would be stated.
When the question of the importanceof n-dimensional space wasbrought up,
it was pointed out that a junior orsenior level course was underdiscussion
11 and that this should not cause problems at thatlevel.
Finally, there was general agreement that ayear's course on convex bodies should not be the sole upper level geometry course. It should be one of several. But Klee felt that one geometry course whichhas some depth is better than the customory hodge-podge course.
12 Lecture II.
We shall naw discuss someapplications of convexity whichmight be in-
cluded in the sort of courseGrUnbaum is discussing. These are not applica- of tions in the strictest senseof the term. Rather, they illustrate the sort objects which come from IIpure appliedmathematics" in which one takes certain
applied mathematics and then onestudies them for their awnsake, just as one has would any other mathematicalobject. (Note that much of mathematics
developed in exactly this way.)
We now introduce a fewmathematical notions which formthe necessary
backgrouad for the material. These will be elaborated inGrUnbaum's lectures.
C Definition. An extreme point p of a convex set C is a point p of for set-theoretic such that C (p) is convex. (We use the notation A ^dB the convex setC if p difference.) Equivalently, p is an extreme point of points of C. is in C but is not the mid-pointof any segment joining two polygon are the vertices For example, the extremepoints of a plane convex
of that polygon. constitute one of the Extreme points and techniquesfor manipulating them
three aspects of convex setswhich are most important inconnection with (rhe other two applications of convexity toother portions of mathematics. The importance of are separationtheorems and fixed-pointproperties.)
extreme points isdue in part to the followingfact. thenK is Theorem. If K is compact, convex,and finite dimensional,
the convex hull of its extremepoints; that is, K = con ext K.
(This result goes back toMinkowski. In the correspondinginfinite-
dimensional result of Kreinand Milman it is necessaryto take the closed
convex hull of the extremepoints.)
13 If we abandon the restriction of compactness, we have the following analogous result.
Theorem. If Kis closed, convex, finite-dimensional, and line-free
(no line is contained in K), then Kis the convex hull of its extreme points and its extreme rays; that isK = con(ext K U rex K). (An extreme ray of a convex set Kis a half line contained in K which is not crossed by any segment in K.)
A ray which is not extreme An extreme ray
Amother important reason for studying extreme points is in their applica- tion to a wide variety of practical optimization problems. For example, suppose one has a cost function which is to beminimized. In many cases, this function f is defined.over a convex set C and iu many applications f is affine, or at least concave. A basic property of such functions is as follows.
Theorem. If a concave function attains its minimum on a line-free closed convex set, it does so at an extreme point.
For the above result, as for the remainder of these lectures, we are assuming that the convex set is finite-dimensional.
We would like to indicate a more or less constructivemethod of obtain-
ing this minimizing extreme point, starting from an arbitraryminimizing
point. Let us consider for the sake of simplicity a compact set,and
let us first consider the simpler problem of finding an extreme point.
14 GrUnbaum will probably describe a quick inductiveproof of the existence of
extreme points, but the followingprocedure is more constructive in nature.
In the diagram, we start at any point xl. If it is not extreme, it is
the mid-point of some segment. Extend this segment in one direction as far as
possible, to a boundary point x2. We continue the process withx2, and in this way we obtain a sequence x1,x2,... of points. We claim that this procedure must terminate after.at most d+1 steps, where d is the dimension of the set.
To see this, note that the point x3 cannot be on the line x1:x2, by the
special choice of x We claim similarly thatx cannot be in the plane 2. 4
xxx and so on. The reason is indicated in the following flgus. If it 123
were possible to continuealong the line L in the plane x1x2x3, then, since
we are in a convex set, theshaded triangle would be in that set. This implies
thatxx can be extended beyond x which is a contradiction of the choice 12 2 of x Similar arguments hold for higher dimensions.Of course, the pictor- 2' ial argument can be made formal. Now, if f is a given concave function,
assumed continuous for the purposes of illustration,then a similar process may
be applied to find its minimum.For if the minimum is attained at xl, and if
x is not extreme, it is an immediate consequenceof the notion of concavity 1
15 that the minimum is also attained at one or the other endpoint ofany segment
throughx , say atx We may then continue as above to prove the stated 1 2' theorem.
The required definitions of concavity and convexity, along with the pic-
torial idea are as follows.
Definition.Let C be a convex set, and let f be a real-valued func- tion on C. Then
1) f is concave iff(Xx + (l-X)y) Xf(x) + (1-X)f(y) for all xand y inC and all X between 0 and 1:
2) f is convex if the above inequality is reversed. Equivalently, f is convex if -f is concave:
3) f is affine if it is both convex and concave; the above inequality is replaced by an equality:
These formulations translate the usual geometric notions. Thus, f is concave, convex, or affine if the graph lies respectively above, below, or on any chord.
It is clear why the minimum of a concave function on a line segment must be attained at an endpoint.For if not, we would have a graph with points:
which is clearly not possible for a concave function.
We now consider a specific class of minimization problems, namely, the transportation problems. Such a problem (an m X ntransportation problem) is specified by a positive m-vector a mi ai > 0, and a positive n-vector b (b1,...sbn), bi >0, where 41.1ai =13.1 bi. We suppose that we have a homogeneous, infinitely divisible commodity located at the sources
16 All,aileTheamounta.of the commodity is at the sourceAi.The problem is to transport this commodity tothe destinations (or sinks) Bj in such a way that the total amount bj of the quantity arrives at A solution of
matrix x = ( xij ), wherex is the amount of the this problem is an m x n ij material from source A which is sent to the sink Bj Thus, the solution i xis a matrix which satisfies theconditions:
a 1. x 0 xl1x12 1 ij
2, e.;.1xij ai (row sum) am bn 3. Em x = b (column sum) bl i=1 ij j
The rectangle is a convenient pictorialdevice to help us remember the size of xand the row and column conditions. The solutions, as a set of m X n matrices, form a subset ofErna. Furthermore, the defining equations and in- equalities forxshow that the set of such x's is a convex polytope.To see this, note that each ofthe mninequalities x 0 defines a closed ij halfspace, and each of the equalitiesdetermines a hyperplane which is the
intersection of the two closed halfspacesdetermined by that hyperplane. Thus
the set of matricesx satisfying the required conditions is anintersection
of finitely many closed halfspaces, namely apolyhedron. It is clearly bounded,
since each component is bounded byEi ai. Thus it is a polytope.
Definition. If a andbare vectors as above, the setof matrices x
satisfying the above conditions is calledthe transportation polytope T(a,b).
Now suppose there ate costifunctions cij, where cij(a) is the cost of
sending an amount afrom source Alto sinkB Then the cost of a
particular transportation scheme xis simply
C(x) E cij(xi )
17 In most practical problems the functions c.. will be concave, whence C is 13 also concave. When the c 's are linear this is an example of a problem in ij linear programming, namely to minimize a linear function over a convex poly- hedron.We know that the minimum is attained at some vertex of the polytope.
(A vertex is an extreme point of a polyhedron.) It is also easy to see that the set of minimizing points is the convex hull of the set of minimizing vertices. The subject of linear programming involves various algorithms to find these minimal vertices. We should like to point out that sometimes this is not-a simple problem even though there are only finitely many vertices. The number of vertices may be very large, so that a direct search is impractical.
Further, the polyhedron is generally not given in terms of its vertf.ces but only as the solution set of a system of linear inequalities,
It is not the purpose of these lectures to discuss practical methods of solving linear programming problems.However we can sketch the practical technique usually employed. First find one vertex. (Often this is not trivial.) There are computationally practical ways whereby, having a vertex of the polyhedron, one can "look" at all of the adjacent vertices.
Of the adjacent vertices, choose the one which gives the smallest value to the cost function or which in some other sense represents a maximum improvement. Then continue the process. It must terminate at a minhmiz- ing vertex, as follows from a simple theorem in the geometry of polytopes.
This is all for linear cost functions. For concave functions the situation is much more complicated.
Although linear programming problems are concerned with finding an optimizing vertex of the feasible region, there are closely related problems in which one may want to know all of the vertices. An example would be a
18 transportation problem in which an enemy is choosing the non-negative coeffi- cients c.. of the linear cost function (subject to E c.. = I) in the 13 13 hope of maximizingC(x).
We now study the geometry of T(a,b).We precede this sequence of results by the remark that the subject itself is not of overwhelmingmathematical interest. It is given simply as a sample of what could bedone, in a course treating convex polytopes, to increase the students' contactwith the more applied aspects of the subject.
Theorem 1. dim T(a,b) = (m-1)(n-1)
We prove this result in several steps.
a) The equality constraints (the row and column conditions)define a flat of dimension (n-1)(n-1). Each of the row and column sum conditions defines a hyperplane.The claim is that the intersection of these hyperplaneshas the required dimension.Momentarily, the inequality constraints are being ignored.
To prove a), we note that there arem+nlinear functions here. Let, for th .th example, p (x) = E. x. (= i-- row sum) andy (x) = E. x. (= 3 column ij i J l sum). These m+nlinear functions are not linearly independent, since
E. p. = E. y., However, if we delete y , the remaining m + n - 1 linear 1 1 J J n functionals are linearly independent, (For example, we may easily arrange to make any one of these equal to 1, while the others equal 0.) Thus the rank
of this system of linear functionsequals m + n - 1and the dimension of the
flat in question ismn - (m+n-1) =(m-1)(n-1).
%mark. Using the theorem ofCaratheodory, this result shows that each
feasible transportation scheme (point of T(a,b)) is a convex combination of
(m-1)(n-1) + 1 or fewer vertices. For n X n doubly stochastic matrices,
the vertices may be identified as the permutationmatrices. Thus, everS7
19 2 n X ndoubly stochastic matrix is a convex combination of n -2n -I- 2 or fewer permutation matrices.)
b) For each i and j, there exists a vertexx of T(a,b) such thatx.. > O. 13 With no losslaigenerality, we may assume i = m, and j = n. Then we use the "southeast corner rule,"x = min(a ,b) and proceed at each stage to mn mn fill in the southeast corner
a sb m n
a m-1
. . a 0 . 0 0 m a b 1 n with as large an entry as possible; that is
xij = min(a. - E. x. 2 b.- E. xrj). 3 Then we claim that the matrix so constructed is a vertex. The proof is by an easy induction which is left to the reader. c) There is a point ofT(a,b) which is interior to the positive or thant determined by the inequalities2c. > 0. 13 To see this, let p be themn vertices determined in partb). Now take their average, p = (E. . p..)/mn. Then p is a convex combination of 1,3 13 vertices, hence an element of the polytope. But p clearly has all of its entries positive and hence is in the interior of the positive orthant. Finally, the proof of Theorem 1 follows immediatelyfrom a) and c), since T(a,b) is the intersection of a flat of dimension (m-1)(n-1) which passes through an interior point of the positive orthant. 20 Discussion. The discussion clarified the final partof the proof of Theorem 1. In addition, the formal definitions of convex and concavefunctions were pre- sented, as gtven in the notes. The importance of these functions were stressed by Klee, insofar as practical maximum and minimumproblems were concerned. For example, the minimum of a concave function isalways attained at an extreme point, while for convex functions, a localminimum is a global minimum. Problems of minimizing or maximizing nonconvexand nonconcave functions tend to be much more difficult. Klee pointed out that transportation problems are areal application, not a contrived one. In particular, a significant portionof present day computer time is devoted to the solution of linearprogramming problems. The question of computing volumes of polytopes wasbrought up as a practical one in geometric probability. The difficulty even for dimensions 2 and 3 was indicated. Two-dimensional problems can be done with some in- genuity, and higher dimensional problems with alarge amount of symmetry can also be handled. But otherwise, nobody can do it.Klamkin pointed out that POlya, in his thesis, considered the problem of finding the volume cutoff by two parallel hyperplanes in a cube. Explicit formulas were given and were derived by Laplace transforms. 21 Lecture III. We continue thediscussion of the propertiesof transportation polytopes (A facet of a d-dimen- with a theorem about thenumber of facets ofT(a,b). the sional polytope is a faceof dimension d-1. In the study of polytopes, vertices) are usually faces of extrem dimension(namely the facets and the great importance as the most interestingfaces.) The theorem is not of any will learn things far as applications areconcerned, but in proving it we about the structure of theproblem which are of interestfor the applications. Assume from now on that m g n.This is really not anessential limitation, since mathematically there is nodistinction between sourcesand sinks. and two facets Theorem 2. T(a,b) has exactly one facet when m =1 and mn, when m = n = 2.The number of facets isotherwise between (m-1)n each possibility beingrealized by some transportationpolytope. We prove a number ofstatemedts, Proof. The first two cases aretrivial. each of which is easy byitself. I a particular a) Each facet of T(a,b) is of the form (x E T(a,b) each set of this form is a coordinate x = 03. (This does not assert that ij the number of facets.) facet. Note that this does givethe upper bound on orthant, but this T(a,b) is the intersectionof a flat with the positive that when orthant itself has exactly mnfacets. Thus it suffices to prove P n Vthen F is Pis a polyhedron,Vis a flat, and Fis a facet of the intersection ofV with som facet ofP. (For example if P is a cube, Va plane 1.0 NUN albowlell11111111111111...110.11 cutting its middle, thefacets ofP n V 01111111VO are the fouredges of the (middle)square.) Pnv t The proof uses acharacterization of facets Fof a polyhedron asmaximal convex subsets 22 of the boundaryof the polyhedron. and only if itsdimension b) A set of the formin a) is a facet if is (n-1)(n-1) - 1. form is the intersectionof the This is evident, sinceeach set of this hyperplane. polytope (of dimension(n-1)(n-1)) with a supporting does this form give afacet Thus we want todecide for which pairs (i0j) of the polytope. (i,j). Note that a is the Let a =Em a =En h , and fix c) r=1 r c=1 c ai + bj is the sum ofthe total amount of thecommodity shipped,while received by the sink B. amount shippedfrom source Aiand the amount 03 misses T(a,b) a < a. + b iff (x E T(a,b) I xij = T(a,b), iff (xlx =03 determines a vertex of a = ai +bj ij T(a,b). iff (xlx =03 determines a facet of a> ai +bj ij orthant and the flatdetermined by This gives a relationbetween the positive intersection of asupporting hyperplanewith a the set of a). In general the dimension. polytope may be a facet or avertex, or aface of some intermediate cannot occur. But here theintermediate possibilities picture of thesituation.Each Rather than provethis, we consider a Assume (for notationalsimplicity, point of T(a,b) is a matrixx, as shown. and without lossof generality) that a 1 (i,j) = (msn). The question is:What can we say aboutmatrices x inT(a,b) with x = 0? If Et + b> a, i.e., mn n bn > a - a= a there can be no m i=1 is b non-negative xin T(a,b) for which 1 b= x Ltn?-1a If x = 0, for any such xwould give i=1 in i=1 mn n 23 be am + b= ait follows that all elementsin the last row and column must n as large as possible.Thus the rest of the matrix mustbe zero, i.e., the this point is a vertex of hyperplane meetsT(a,b) at exactly one point, so and column may the polytope. Ifam + bn < a, the entries in the last row be chosen less than the maximum amount (e.g., xln < al, etc.), and aresub- Thus ject only to the two restrictions el x = b and E 111.=1 x = am. i=1 in n mi (within restrictions) we have a"frce choice" of (m-2)(n-2) elements of the and column, reduced matrix and (n-2) and (n-2) free choices in the last row Thus i.e., (im-2)(n-2) + (m-2) + (n-2) =(m-l)(n-1) - 1 free choices. =03 determines a facet ofT(a,b). [xixmn Note that this result isof interest because if an opponentis choosing if the cost functioncij, he may make use of thefollowing fact: scheme must send somethingfrom a + b >.a then clearly every feasible i source A to sink Bj. d) If aNa+ b and aga +b with r4 u,s0v, then r s u v in distinct rows and m = n 2. That is, if we have two critical points columns of x, then m = n = 2. a - au = E , a a , This is clear since a a-b=E b by r r s n = 2 with the second and fourth eWebeing "=" only if respectively and m = 2.Thus41 these "bad points" (i,j) must be in the same row or in the same column,and there can be at most nof them (since m n). where But these points (i,j) are precisely theplaces in thein X n matrix c). Thus at least [x E T(a,b) 1 x = 0) is not a facet, by part ij This proves the mn n = (m-1)n ofthese sets must be facets ofT(a,b). and inn theorem except for showingthat all possibilities between (31-1)n are actuallyrealized. 24 We now turn to the number of vertices ofT(a,b). We first characterize the vertices in a useful way. This characterization will not be explicit enough to allow us to count them in general.Leading up to this, I would like to mention a standard correspondencebetween matrices and bipartite graphs which will be useful in some of the counting processes. Associated with any m x n matrix we have anundirected graph whose nodes or vertices are divided into two sets; one setof nodes corresponding to the rows of the matrix, theother set of nodes corresponding to thecolumns th th of the natrix.We connect the I: row node to the column node if and only if the corresponding entry in the matrix is non-zero. For example, this matrix and graph correspond. (rows) 1 6 0 0 0 0 0 3 5 8 0 0 0 0 9 2 7 0 0 0 0 4 411100014 (columns) (numbers in each node are raw or column sums) These graphs are associated with the transportationproblem in a natural way, since we can thinkof the raw nodes as sources and thecolumn nodes as sinks. The arcs may then be labeled with the amountof shipment along that arc.We will prove that the feasibletransportation schemes (i.e., points x E T(a,b))which are vertices of T(a,b) are exactly thosewhose graphs are trees or"forests" (unions of a finite set of disjointtrees). Definition. A 122p for the matrix xis a sequence (i1d1)(i1d2) 1) where we successively change only oneof the two numbers 25 i or j, such that a) there are no repetitions, and b) the matrix has non-zero entries in all the indicated places. Equivalently, a matrix has a loop if and only if its graph has a circuit, since the only way you can leave a "row" node is to go to a "column" node in a bi- partite graph, and to leave a column node you must go to a raw node. Thus the following theorem has a geometric as well as graph-theoretic interest. Theorem 3.The vertices of the polytope T(a,b) are exactly those x E T(a,b) such that the matrix x admits no loop. Proof.Supposex E T(a,b) and xhas a loop (11,j1)(i2,j1)...(is,j5) listed) > 0. Define a matrix y by (i j 5) Set 2e = min (x I (i,j) 1, ij = xij if (i,j) is not listed in the loop, = x e if (i,j) is in the loop ij where e is alternately added and subtracted as we go around the loop. This has the effect of leaving all row sums and all column SUMS fixed and hence y,i(x+y), and i(x-y) are all members of the convex polytopeT(a,b). But x =i(x+y) + i(x-y) and thus xis not an extreme point. Conversely, if x E T(a,b) ev ext T(a,b) we will show that the matrixx has a loop. If x is not a vertex of T(a,b) then there is some y such thatx y E T(a,b), and the row SUMS and column sums ofy must necessarily all be zero. Now choosey 0 0. Since all row and column sums of y are ili1 zero we can continue to choose pairs (i,j) which define a loop in yfor which the correspondingyij are non-zero.Sincex+y and x-y, being in T(a,b) must have all non-negative entries, it followsthat each xij must be posittve and me thus have a loop in matrixx. This completes the proof. 26 following are equivalent: Theorem 4. For any matrix, the a) x admits no loop b) x E T(a,b) is a vertex of T(a,b) (obtained by deleting certain rowsand columns) c) every submatrixof x A row or column is admits a distinguished row orcolumn. (Definition: distinguished if it has at most onenon-zero element.) r c I distinguished rows d) anyr x c submatrix has at least whenr g c(distinguished columns when c r). distinguished row or adistinguished e) every squaresubmatrix has a column distinguished row and adistinguish- f) every squaresubmatrix has both a ed column has at most 2k - 1 non-zero g) every squaresubmatrix of order k entries. be put into gtaph The conditions of thistheorem could, of course, that the bipartitegraph of the matrix theoretic terms. For example, c) implies is distinguished x must have atleast one "dead-end," To say a certain row node is joined to at most oneother corresponds to sayingthat a particular row if we pick any set ofnodes containing the node.Condition e) asserts that nodes, and the arcswhich join these chosen same numberof row nodes as column dead-end in that subgraph. Condition nodes, then there mustbe at least one node and a dead-endcolumn node in f) asserts thatthere is a dead-end row each such subgraph. the vertices of areally None of theseconditions allows us te count they do allow us tolook at complicated transportationpolytope, although that they are notvertices. certain pointsx E T(a,b) and say immediately 27 Discussion. Housner pointed out that there are only finitely many combinatorial types of the polytopeT(r,b) c: en and yet the combinatorial structure depends upon ,m+n the continuous parameter (a,b) E L He asked what determined the boundary n of a set of points (a,b) E Elm+ which gave a transportation polytope T(a,b) c en of a particular combinatorial type. (Definition: Polytopes P and P' are of the same combinatorial type if the lattices 5(P) and 5(P') of their faces are isomorphic.) Klee answered that this was typical of a class of similar questions that could be asked, most of which arehard. Perhaps you could prove that two transportation polytopes inen had the same combinatorial type provided a certain characteristic functionx(a,b) assumed the same value on the pairs (a,b) and (a',b') which defined the given transportation polytopes.The characteristic function x would be defined in terms of the class of all subsets of the set of m + ncoordinates of (a,b). Certain game theory results have applications to econamics or business, but no one suggested any peaceful applications of the game-theoretic trans- portation problem in which an enemy is determining the cost function. Klee remarked that since all "bad points" of a matrix x (i.e., pairs (i,j) for which a.< a+ b in the notation of Theorem 2) must occur on one row or one i column, there will be one critical source or sink in these cases whose lines of communication must be closely guarded. 28 T.ecture IV. AO.% .4:1/101/11111 We will continue our discussion of transportation polytopes, but will omit the details of some of the counting arguments. These would be similar in spirit to those done above, but c.onsiderably more complicated and time-consum- ing. We first consider the possible number of vertices. A transportation problem determined by (a,b)c:Em-1-11 is called degenerate if the sum of the elements of same proper subset of(ai Ilgig m3 is equal to the sum of some proper subset of (bi 1 g j g n3. A problem is degenerate if and only if some feasible solution has a graph which is disconnected. Theorem 5. For a general m x ntransportation problem (in g n), the minimum number of vertices is (n-m41): and this is achieved in certain examples.For m x nnon-degenerate problems -1 the minimum number of vertices is WI This gives a complete solution for the minimum number of vertices. Only partial results are known about the maximum number of vertices of the general m x n problem. Theorem 6. For m x ntransportation problems, the number of vertices of T(a,b) is achieved by non-degenerate problems. Sketch of proof. Each T(a,b) is the intersection of a posittve orthant with a flat.This polytope can clearly be approximated as closely as desired by a polytope which represents a non-degenerate problem. One then makes use of the fact that the number of vertices of a polytope is a lower semi-continuous function of the polytope. 29 We next consider themaximum number of verticesfor regular (= non-degenerate) problems. Lemma 7. Two vertices ofT(a,b) which have the same pattern of non- zero entries mustbe identical. characterized as matrices withoutloops. Proof. Verticesx and y were i(x+y). Clearly If x and y have the same non-zero pattern,then so must must also be a vertex. this cannot happen unlessx = ybecausei(x+y) Since every extreme pointof T(a,b) has a graph which is a tree, we can of get upper estimates ofthe number of verticesby counting certain classes trees. number of vertices Theorem 8. For any m X ntransportation problem the n-1m-1 is at most the number m n of spanning trees ofthe complete bipartite graph with m vertices in oneset, n in the other. rather than forests (i.e., We can restrictourselves to (connected) trees because we have restrictedthe unions of disjointtrees) in the above theorem, n-1m-1 problem to the non-degenerate case. It should be noted that m n is the in the following number of "generalized" verticesof the d-polytope T(a,b) hyperplanes determined sense. Each genuine vertex is theintersection of d hyperplanes may or may not be in by d-facets. However the intersectionof d the the polytope and thus itmight not be a vertex. The above number counts bound on the number of number of such intersectionsand thus is only an upper n-1m-1vertices can you get genuine vertices. One could ask, howclose tom n be a very hard with a transportation polytope?At present this seems to problem, although some progresshas been made. supply l/n, and As an example, suppose wehave n sources, each with Then several observations maybe made n+1 sinks, each with demand 1/(n+1). 30 about the graph of a vertexof this polytope: least two arcs leading tosinks, since a) Each source must have at l/n > 1/(n+1). exactly two arcs leading tosinks, since any b) Each source must have edges. Thus the bi- (connected) tree with 2n+1 nodes must have exactly2n partite graph mightlook like this: graph which is 2-valent ateach source node, c) For every bipartite be assigned to the graph. there is a feasibletransportation scheme which may For the graph shownabove the assignedscheme will be k/n(n+1) of the total (where the amountkshown on each arc denotesthat commodity movesaiong that arc). if there were n d) The above argumentswould work in a similar way each source was (01)-valent. sources, pn + 1sinks, and therefore the number of verticesto the transporta- e) The problem of determining conditions is again a matterof tion polytope when weimpose these symmetry )n-1 (n!) when there aren counting trees. The number turns out tobe (n+1 equal source nodesand n+1equal sink nodes, or (111n4.1)n."1 (on)! (119n 31 when there are n equal sources and pm + 1 equal sinks. Our discussion of transportation polytopes willend with the following comment. Much of the material presentedabove is well-known but some of it is new.A much more careful exposition, accompanied by completereferences and proofs, can be found in a forthcoming paper by V. Kleeand C. Witzgall. Discussion. It was pointed out that the upperbound in Theorem 8 was frequently quite a bit too large. Several other problems were mentioned which appearsimilar to the transportation problem, but whichapparently are related only in that combinatorial techniques are needed. The symmetry of the last transportation problemexample (nequally strong sources, n+1 equally strong sinks) leads to a question aboutthe symmetry of the corresponding polytope T(a,b) and the determination of its facial structure.Klee mentioned that GrUnbaum would consider theproblem of determining the number of facets of a d-polytopewith v vertices, and remarked that it would be interesting tohave similar results for the class of polytopes which had a group of symmetriesof a particular order.GrUnbaum remarked that almost no results of this type areknown. Klee pointed out that theorems on the facial structure of polytopes areof direct interest to linear programming problems. Woolf asked how proponents of a geometry coursebased on convexity, as GrUnbaum and Klee have discussed, would meet theclaim that geometry courses based on algebraic topology anddifferential geometry would be of more use to 32 that to do something a student inhis further work. Klee was of the opinion and level of maturity is well in those two areas, amuch better background In particular many necessary than todo a careful treatmentof convexity. elementary. If a topics in convexity are moreintuitively accessible and background student were going on toresearch in those areas,then a thorough but for an undergraduate at the undergraduatelevel could be preferable, in Klee's opinion,be general training, a coursebased on convexity would, conference, it was felt better. Paul Kelly pointed outthat in planning this neglected was in differential that the place college geometrywas least lecturers who would concentrate geometry, and that itwould be better to invite the college level. on the other partsof geometry which arein more trouble at 33 Lecture V. We will next consideranother topic related to linear programming. Perhaps this should be called aproblem whose answer would lead to anapplica- tion rather than an application of geometry.Much of this lecture can be found in the last chapters ofGrUnbaum's book, Convex Polytopes. Linear programming problems arefrequently solved by choosing a vertexof the polytope described by thelinear constraints, investigatingthe neighboring vertices, and thus searchingfrom one vertex to the next forthe maximizing vertex. In such a search process we movealong the edges from one vertex to the next, and it would be useful tohave results which give upperbounds to the number of such iterations that a computermight have to perform. (The usefulness of a computer in solvingproblems often depends upon whether you know the problem will take at most2 minutes, 2 days, or 2years!) Definition.Let Gbe a graph (for example, the setof edges and vertices of a polytope). The distance 8(x,y) between verticesxand y is the length of the shortest path(counting edges) between x and y. The diameter of ofGis max(6(x,y) I x,y vertices G3. If P is a polytope, 6(P) denotes the diameter of the graph of P. For example, if P is a cube, then6(P) = 3. n Definition. Ab(d,n) is the maximum diameter of ad-polytope with is omitted.it is the samedefini- facets. (rhe b is for bounded, if the b tion for the class of (possiblyunbounded) polyhedra.) Definition. A graph G is d-connected if it cannotbe separated between edges. any two verticesby removing fewer than d vertices and their adjoint 34 (See GrUnbaum's For example, thegraph of the cube shawnabove is 3-connected. lectures, Section 12, forfurther related results.) Before stating the maintheorems, we make a fewobservations. Equivalently, for Lemma 1. The graph of a d-polytopeis d-connected. d disjoint paths each pair of distinctvertices of a d-polytope,there exist connecting these verticeswith only the end-pointsin common. The proof is omitted. of a d-polytope with Lemma 2. (GrUnbaum-Motzkin) The maximum diameter vertices is r:EZZ1+ 1. d d independent paths Proof. Suppose xand y are vertices. Consider shortest. Internal to each from x and yand let kbe the length of the 2, so path there must be atleastk-1vertices. Thus v (k-1)d v-2 k-1 andk g [(v-2)/d] 1. Lemma 3. Ab(d) is achieved by asimple d-polytope with n facets. (P is simple if each vertexis d-valent.) Proof sketch. A small amountof "wiggling" of eachface of the polytope d-valent, and will not increase thenumber of faces, but canmake each vertex and edges out of oldmulti-valent in general willproduce additional vertices vertices.ThusP may be assumed tobe simple. This is useful in the3-dimensional case. Lemma 4. If d = 3, Ab(3,n) =411]- 1. edges, and faces, Proof. Lettingv, el fdenote the number of vertices, is simple impliesthat 2e = 3v. Thus e f = 2by Euler's formula. P Ab(3,f) g [(v-2)/3] + 1 =[2f/3] - 1. Easy m 2f -4. By Lemma 2 and 3, examples shaw the bound isactually assumed. 35 or whenn g d+5, Theorem.Ab(d2n) =[151511113-d + 2 when d 3 except thatAb(4,9) = 5. Ab(d,n) The proof is omitted. These give the only specificvalues of that are known. outstanding problem in linear The determination ofAb(d,2d) was a long programming, and the conjecturethatP(d,2d) = dwas "proved"for d 5 4 Thus problems of this before it was recently shown tobe false even in E . type are difficult eventhough they are veryeasily stated. The conjecture of Hirsch wasthat A(d,n) g n - d. This has been shawn 4 of the conjecture false even in E . However the bounded version conjecture that is very easy tostate, (d,n) g n-d is still open. A related b polytope can be joined by apath and yet unsolved is: Any two vertices of a of which does not "revisit" anyfacet (i.e., considering a path as a sequence vertices, a path may travelaround the vertices of afacet as far as desired, but once it leaves a facet it may neverrevisit the facet later inthe true, then the boundedversion of sequence). If the latter conjecture were form of the Hirsch's conjecture wouldbe true. Actually, the following stronger conjecture might be true. In any cell-camplex any two vertices maybe connected by a path not revisiting anycell. It is not known whetherthis conjecture is true even for2-dimensional cell complexes 3 that these embedded in E . I would expect conjectures are probablyfalse when d gets large, say d 9. be found in Details of these and similarresults and problems may Grunbaum's book. 36 Applications of Helly'sTheorem. theorem or related There are several applicationsto science of Helly's could well be brought into a results (see GrUnbaum'slectures, Section 5) which do with molecular classroom discussion onHelly's theorem. One of these has to genetics. In studying DNA moleculeswhich specify the structureof certain phage The phage particles particles, the following investigationprocedure was used. Each mutant arises exist both in certain standardforms and in mutant forms. DNA from some blemish in the geneticstructure. If the structure of the molecule is represented by agraph, we are interested inknowing the structure graph which contains the of this graph, and particularlyin the part of the blemished part which producesthe mutant forms. There seemed to be experi- mental reasons for assumingthat the blemished portionof each graph was a Further there was sub-arc of the graph rather thanjust some random subset. The research- a way of tellingwhen two of the blemishedsub-arcs overlapped. pattern is consistentwith ers then askedwhether this observed intersection linear part of the the hypothesis that allblemished intervals came from a graph of theDNA molecule. Or is it necessary to use morecomplicated structures than a line toobserve the intersectionpattern? This leads to the followingmathematical problem.Determine completely of intervals on a what intersection patterns canarise from finite families limitation at once; namely,if line. Helly's theorem on the line gives one is such that each twohave a common a finite familyof intervals on the line apply directly point then their intersectionis non-empty. But this does not The intersection here for we areconcerned only with pairwiseintersections. matrix of zeros and ones,with pattern itself could bethought of as a square = 0 for the mutants i and j, and 1 0 in the (i,j)-place when Ii n I 37 this in the (i,j)-place if n I. 0 0. The question then becomes, is matrix consistent with theassumption that the intervals arechosen from a line? A more convenient way ofdescribing this is in graph-theoreticlanguage. The intersection graph of anyfinite family of sets is thegraph whose nodes represent the sets, and twonodes are connected by an edgeif and only if the corresponding sets have non-empty intersection.For example, the intersection graph of the line segments on theline at the left is the graph atthe right. 4 3 16 : rrn. We will say that a graph is aninterval graph if it is the intersectiongraph of a finite number of intervals onthe line. The problem is now to character- ize all interval graphs in auseful way.We will state only one of the more satisfying characterizations ofinterval graphs.Mbst parts of the proof of this theorem would be understandableand interesting to undergraduates. A graph has the rigid circuit propertyif each circuit is decomposable into triangles, that is, each circuitwith more than 3 edges has crossings. Theorem. G is an interval graph if andonly if (1) it has the rigid circuit property,and (2) each three vertices of the graphadmit an ordering so that every path from vertex 1 to vertex 3either goes through vertex 2 or isonly one edge away from vertex 2. To finish the story, it wasshown that for the experimentalresults which were obtained,the intersection graph of theseveral hundred blemished 38 Examples intervals in the DNA molecules didindeed form an interval graph. useful and interesting things of this sort point out tostudents that there are properties of convex sets on a that can be said evenabout the intersection line. References of the S. Benzer, On thetopology of the geneticfine structure, Proceedings National Academy of Sciences U. S. A. 45(1959) 1607-1620. 206(1962) 70-84. The fine structure ofthe gene, ScientificAmorican for complementation mappings E. A. Carlson, Limitationsof geometrical models of allelic series, Nature191(1961) 788-790. matrices with the consecutive l's D. R. Fulkenson and O.A. Gross, Incidence 70(1964) 681-684. property, Bulletinof the American MathematicalSociet P. C. Gilmore and A. J.Hoffman, A characterizationof comparability graphs 16(1964) 539-548. and of interval graphs,Canadian Journal of Mathematics of a finite graph by a C. G. Lekkerkerkerand J. Ch. Bolawl, Representation 51(1962) set of intervals onthe real line, FundamentaMathematicae 45-64. An application ofbarycentric coordinates. This application of geomotryis of interest inconnection with mineral situation engineering. It deals with thephase diagram of a multicomponent solutions are formed. which is isobaric, isothermal,and in which no solid example with just three For the sake ofillustration, let us consider an interested in all the primary components,labeled A, B, C. Suppose we are from combiningdifferent possible chemical compoundswhich could be formed stable at the amounts of these threeprimary componentsand which would be 39 given pressure and temperature. Each such compoundD can be represented as a point in thetriangleABC, where the unique barycentriccoordinates of D with respect toA, B, and C determine the relative amounts of components A, B, andC that are present in D. (Generally it is possible only in parts of inorganic chemistry to determine a compoundin terms of the amounts ofthe elements of primary components fromwhich it is formed. This cannot be done with carbohydrates, for example, butthere are large areas withininorganic chem- this tri- istry where this ruledoes apply.) Along with all the vertices in has a angle which represent thedifferent possible stable compounds, one decomposition of the triangle intosmaller triangles, as shown.Of course, decompositions possible, but for a given set of verticesthere are many such in fact there is only onesuch decompositionwhich represents the following important aspect of thesituation. Suppose we started with aparticular of each mixture of the compoundsA, B, andC, and the relative amounts the obvious way. determine the barycentriccoordinates of the point K in that all sorts of decom- If this mixture isheated to a high temperature, so and position take place, andthen is slowly cooled tothe original temperature 3 compounds pressure, theresulting mixture does notconsist of the original will consist of the com- A, B, C.Rather almost all ofthe resulting mixture AED which pounds which arerepresented by the verticesof the small triangle 40 of the compounds A, E, and contains K. Furthermore, the relative amounts 't in terms ofA, E, D will bedetermined by the barycentriccoordinates of and D. It is easy to seethe importance of this incertain refinery processes. this type of scheme isuseful in Given a particular typeof ore, for example, and in what amounts.This determining what kinds ofcompounds can be produced and c) and determining amounts to knowing thecompounds in the ore (A, B, E) lies in, and what itsbary- which small simplex(triangle) the ore (point in the 2-dimensional case centric coordinates are. This is rather trivial In fact, this is since you can just draw apicture and see what isgoing on. coordinates just what people do. In the higherdimensional cases, barycentric is the must be computed inthe standard ways.The problem mathematically, d-dimensional simplex following. Let po,p1,..,pd bethe vertices of a and which contains the smallersimplex whose vertices are cloAy...cid, know whether suppose z Econv(po,p12...2pd). We wish to the affine coordinatesof z z Econv(cj02q1,...qd), and if so, what are in terms of the qi. there really are situations This sort of problemshows the student that coordinates is desirableand for which the actual computationof barycentric computing barycentriccoordinates a naturalthing to do.The first ideas in determinants, but there are are justthe usual techniqueswith quotients of lead to the attempt to practical refinements ofthese techniques which soon compute the coordinatesin the most efficientmanner. 41 Discussion. It was asked how thedecomposition of the triangle intosmaller triangles was determined fromknowing just the 3 originalvertices and the locations of knew from the experiment the interior vertices. Suppose for example, that you that DEFG was a part of thediagram, and you wondered which of the two diagonals DForGEshould be added. The standard technique is to form a mixturewhose relative amounts determine thecoordinates of the point K, heat it, then cool it, and observe whethercompounds E andGor compounds Dand F result.Analogous techniques existfor the higher dimensional cases. References for this whole topic are: P. A. Beck, Journal ofApplied Physics 16(1945) 808-815. Chemistry 52(1948) 698-760. L. A. Dahl, journalof Physical and Colloid V. Klee, Problem inBarycentric Coordinates, Journalof Apslied physics Vol. 36, No. 6(1965)1854-1856. P. M. Pepper, Journalof Applied Physics 20(1949) 754-760. Johnson pointed out thatanother application ofbarycentric coordinates legislature seats among has been in the partitioningof an integer number of certain percentage of various political parties,each of which has received a the vertices the total vote. In this setting thepolitical parties determine which represent certain of a simplex, and thesimplex is subdivided into areas this is in Mathematical divisions of the legislature.An article describing Smapshots by Steinhaus. 42 CONVEX SETS AND THE COMBINATORIALTHEORY OF CONVEX POLYTOPES Lectures by BrankoGrUnbaum (Lecture notes by John Reay) Convexity is a subject that can easilybe taught to undergraduates at the junior or senior levels, and there areseveral good reasons for doing so. First, it is possible to reach significantresults without the necessity of a strong background in other fields. There is no prerequisite of any extensive techniques. Secondly, convexity is a tool which may beapplied in many other fields of mathematics, including number theory,functional analysis, complex variables, and others.Also it develops a student's geometric intuitionand intuitive comprehension of the proofs andtheorems. It introduces combinatorial reasoning which has application in many otherfields. One of its main advan- tages, which is rare in other areas of geometry,is that it is possible to introduce students to many open problems early inthe course. This makes it possible to show that there is much work yet to bedone, and problems that have challenged our best efforts to find a solution.This type of course can be quite a contrast to many courses whichwould lead the student to believe that all mathematics is done and comes in a completedpackage. Finally, many proofs of convexity have arguments in 2- and 3-dimensional seJcewhich makes for easy understanding, even though the proofs are valid in higherdimensions. These notes cover only a small fraction of thedirections in which con- vexity has developed. In the first part of the notes(Sections 1-9) a basic introduction is given to convexity and someof its main tools, applications, and references. Sample proofs are included, but manyof the results are left in the form of unproved statements orexercises. These sections are not meant to be a complete review of thetopics usually covered in a course oncouvexity, 43 foundtion for the combinatorialtheory but they are rather meantto supply a of convexity. This of convex polytopes, oneof the rapidly expanding areas designed to give an second part of the notes(Sections 10-14) is primarily problems and basictechniques intuitive grasp ofthe important results, open of this area. TABLE OF CONTENTS Part I. 45 1. Algebraic prerequisites properties of convex sets 51 2. Definition and elementary 60 3. Separation and support 72 4. Convex hulls 78 5. Helly's theorem 85 6. Extreme and exposedpoints; faces and poonems 93 7. Unbounded convex sets 100 8. Polyhedral sets 103 9. Bibliographic notes Part II. 109 10. Number of facets ofpolyhedra 128 11. Related results andproblems 3 137 12. Polytopes inE 149 13. Polytopes with rationalvertices 152 14. Bibliographic notes 44 1. Algebraic prerequisites. easily proved, will be The following facts,generally known from algebra and used--without special mention--inthe sequel. reels R, and if A = (a2... ,a) is a If Xis a vector space over the 1 n sequence of n vectors in X, any expression ofthe typeEi=1 Xiai,where We shall say that eachX. E R, is a linear combination ofthe vectors in A. = Xn = 0; Ais linearly independentprovided 4.1 Xiai= 0 implies Xi = ife.lx.a.=Oispossiblewithsomex.00, we shall say that A is 1=1 if and only if some member linearly dependent. Hence Ais linearly dependent of Ais a linear combinationof the other members ofA. A maximal linearly independent sequence iscalled a linear basis of X; this clearly means that each vectorx E X is alinear combination of the elements of a linear basis ofX.Moreover, this linear combinationis unique; basis. its coefficients are thecoordinates of x relative to the given linear Any two bases of the same space Xhave the same cardinality, known asthe d, (linear) dimension ofX. If Xis d-dimensional for somefinite cardinal of X, ane ifA = (al,...,ad) and B = (hl,...,bd) are two linear bases there exists a regular lineartransformation Tof X onto itself such that and Ta. = b for i = 1, Conversely, if Ais a linear basis of X i andT is a regular linear transformationof X onto itself, then in X (Tal,...,Tad) is a basis forX. Any linearly independent sequence may be extended to alinear basis for X. If X is d-dimensional, a sequenceA = (a1,...,an) of vectors in X is linearly independent if andonly if the matrix 45 a . . . a nl nd a arethecoordinatesofa.relative to a has rank n, where 2eee,aid given linear basis ofX. d The linear dimension of the Euclideand-space E is d. A convenient d linear basis ofE is the standard basis formedby the vectors el = e2 = ed = (0,...,0,l). d, and ifx If X and X*are two vector spacesof dimension 1 d form a basis ofX, and form a basis of X*,a mapping Tfrom 12* 2 d d * X.x. . This mappingT is toX* may be defined byT(E1. X.x ) = E. X 1 an algebraic isomorphismbetween X andX*; moreover, if both Xand X* are topological vector spaces,Tis a homeomorphism. d The scalar product (a,b) of vectors a,b E E is the real number defined by (a,b) =4=1alpi . The most important properties ofthe scalar product are (a,b) = (b,a) (Xa,b) = x(a2b) (a..03,c) = (a,c) + (b,c) (a,a) 0 with equality if and only ifa = 0. If (a,b) = 0, then a andb are said to be orthogonal, toeach other. If (a,a) = 1, then a is called a unit vector. In the sequel, the letter u (with or without subscripts) shall beused only for unit vectors. 46 A hyperplane H inE is a set which maybe defined as y 4 0, anda. An open H = (x EEd (x,y) = al, for suitable y EEd, I I (x,y) > a) (respec- halfspace (closed halfspace)is defined as (x EEd for suitable y EEd,y 0, anda. Clearly, tively (x EEd I (x,y) 2:oi)