Permutation Puzzles: a Mathematical Perspective Lecture Notes
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CubeRoot Contents Contents Contents Purple denotes upcoming contents. 1 Preface 2 Signatures of Top Cubers in the World 3 Quotes 4 Photo Albums 5 Getting Started 5.1 Cube History 5.2 WCA Events 5.3 WCA Notation 5.4 WCA Competition Tutorial 5.5 Tips to Cubers 6 Rubik's Cube 6.1 Beginner 6.1.1 LBL Method (Layer-By-Layer) 6.1.2 Finger and Toe Tricks 6.1.3 Optimizing LBL Method 6.1.4 4LLL Algorithms 6.2 Intermediate 进阶 6.2.1 Triggers 6.2.2 How to Get Faster 6.2.3 Practice Tips 6.2.4 CN (Color Neutrality) 6.2.5 Lookahead 6.2.6 CFOP Algorithms 6.2.7 Solve Critiques 3x3 - 12.20 Ao5 6.2.8 Solve Critiques 3x3 - 13.99 Ao5 6.2.9 Cross Algorithms 6.2.10 Xcross Examples 6.2.11 F2L Algorithms 6.2.12 F2L Techniques 6.2.13 Multi-Angle F2L Algorithms 6.2.14 Non-Standard F2L Algorithms 6.2.15 OLL Algorithms, Finger Tricks and Recognition 6.2.16 PLL Algorithms and Finger Tricks 6.2.17 CP Look Ahead 6.2.18 Two-Sided PLL Recognition 6.2.19 Pre-AUF CubeRoot Contents Contents 7 Speedcubing Advice 7.1 How To Get Faster 7.2 Competition Performance 7.3 Cube Maintenance 8 Speedcubing Thoughts 8.1 Speedcubing Limit 8.2 2018 Plans, Goals and Predictions 8.3 2019 Plans, Goals and Predictions 8.4 Interviewing Feliks Zemdegs on 3.47 3x3 WR Single 9 Advanced - Last Slot and Last Layer 9.1 COLL Algorithms 9.2 CxLL Recognition 9.3 Useful OLLCP Algorithms 9.4 WV Algorithms 9.5 Easy VLS Algorithms 9.6 BLE Algorithms 9.7 Easy CLS Algorithms 9.8 Easy EOLS Algorithms 9.9 VHLS Algorithms 9.10 Easy OLS Algorithms 9.11 ZBLL Algorithms 9.12 ELL Algorithms 9.13 Useful 1LLL Algorithms -
Mathematics of the Rubik's Cube
Mathematics of the Rubik's cube Associate Professor W. D. Joyner Spring Semester, 1996{7 2 \By and large it is uniformly true that in mathematics that there is a time lapse between a mathematical discovery and the moment it becomes useful; and that this lapse can be anything from 30 to 100 years, in some cases even more; and that the whole system seems to function without any direction, without any reference to usefulness, and without any desire to do things which are useful." John von Neumann COLLECTED WORKS, VI, p. 489 For more mathematical quotes, see the first page of each chapter below, [M], [S] or the www page at http://math.furman.edu/~mwoodard/mquot. html 3 \There are some things which cannot be learned quickly, and time, which is all we have, must be paid heavily for their acquiring. They are the very simplest things, and because it takes a man's life to know them the little new that each man gets from life is very costly and the only heritage he has to leave." Ernest Hemingway (From A. E. Hotchner, PAPA HEMMINGWAY, Random House, NY, 1966) 4 Contents 0 Introduction 13 1 Logic and sets 15 1.1 Logic................................ 15 1.1.1 Expressing an everyday sentence symbolically..... 18 1.2 Sets................................ 19 2 Functions, matrices, relations and counting 23 2.1 Functions............................. 23 2.2 Functions on vectors....................... 28 2.2.1 History........................... 28 2.2.2 3 × 3 matrices....................... 29 2.2.3 Matrix multiplication, inverses.............. 30 2.2.4 Muliplication and inverses............... -
Color Blocks
Vol-3Issue-6 2017 IJARIIE-ISSN(O)-2395-4396 COLOR BLOCKS Varun Reddy1, Nikhil Gabbeta2, Sagar Naidu3, Arun Reddy4 1 Btech, Computer Science and Engineering, SRM University, Tamilnadu, India 2 Btech, Computer Science and Engineering, SRM University, Tamilnadu, India 3 Btech, Computer Science and Engineering, SRM University, Tamilnadu, India 4 Btech, Computer Science and Engineering, SRM University, Tamilnadu, India ABSTRACT Smart Puzzle app is a classic sliding puzzle game based on Fifteen Puzzle. It allows you to choose among three levels of complexity which are: 3x3 (8- puzzle), 4x4 (15-puzzle), and 5x5 (24-puzzle).In addition to standard square boards with numbers, user can choose a board with a picture painted on it. There are three stock pictures installed with the puzzle, and user can add his/her own pictures by pressing Menu button when the picture selection page is displayed. The picture user select will be split into equal tiles. Once you select the picture, the solved puzzle is displayed for 3 seconds. Then it is randomly shuffled, and user have to move the tiles to their initial locations. When user solve the puzzle, the app will display that picture again along with the number of moves you have made. To change the puzzle's settings during the game, press Menu button. Note that when user change any settings, the game starts over. When user switch apps or exit during the game, your puzzle is stored and resumed next time user run Smart puzzle. Keyword:-Smart Puzzle; Color Blocks; 1.intoduction 1.1 Overview The COLOR BLOCKS is a sliding puzzle that consists of a frame of numbered square tiles in random order with one tile missing. -
Variations of the 15 Puzzle
VARIATIONS OF THE 15 PUZZLE A thesis submitted to the Kent State University Honors College in partial fulfillment of the requirements for University Honors by Lisa Rose Hendrixson May, 2011 Thesis written by Lisa Rose Hendrixson Approved by , Advisor , Chair, Department of Mathematics Accepted by , Dean, Honors College ii TABLE OF CONTENTS LIST OF FIGURES. .iv ACKNOWLEDGEMENTS . v CHAPTERS I INTRODUCTION . 1 II THE HISTORY OF THE 15 PUZZLE . 3 III MATHEMATICS AND THE 15 PUZZLE . 6 IV VARIATIONS OF THE 15 PUZZLE . 14 V CONCLUSION . 22 BIBLIOGRAPHY . 23 iii LIST OF FIGURES • Figure 1.The 15 Puzzle . 2 • Figure 2.Pictoral representation of the above permutation. 8 • Figure 3.The permutation multiplied by the transposition (7; 8) ..................9 • Figure 4.Two odd length cycles inside the 15 Puzzle . 10 • Figure 5.The two cycles, put together. 11 • Figure 6.Permutting 3 blocks cyclically. 12 • Figure 7.Bipartite graph of the 15 Puzzle. 13 • Figure 8.Starting position for the first variation. 15 • Figure 9.Creating a single transposition inside the variation. 16 • Figure 10.Showing the switch of the blank spaces. 16 • Figure 11.Puzzle with a fixed block. 17 • Figure 12.Bipartite graph of a puzzle wth a glued-down block. 21 iv ACKNOWLEDGEMENTS I would like to thank Dr. Donald White for all his help and support during the process of writing this thesis. Without his dedication, it would not have been possible. Also, I would like to thank Dr. Mark Lewis, Dr. Elizabeth Mann, and Dr. Sara Newman for their willingness to serve on my defense committee and for all of their helpful comments and support along the way. -
Pebble Motion on Graphs with Rotations: Efficient Feasibility Tests
1 Pebble Motion on Graphs with Rotations: Efficient Feasibility Tests and Planning Algorithms Jingjin Yu, Daniela Rus Abstract We study the problem of planning paths for p distinguishable pebbles (robots) residing on the vertices of an n-vertex connected graph with p ≤ n. A pebble may move from a vertex to an adjacent one in a time step provided that it does not collide with other pebbles. When p = n, the only collision free moves are synchronous rotations of pebbles on disjoint cycles of the graph. We show that the feasibility of such problems is intrinsically determined by the diameter of a (unique) permutation group induced by the underlying graph. Roughly speaking, the diameter of a group G is the minimum length of the generator product required to reach an arbitrary element of G from the identity element. Through bounding the diameter of this associated permutation group, which assumes a maximum value of O(n2), we establish a linear time algorithm for deciding the feasibility of such problems and an O(n3) algorithm for planning complete paths. I. INTRODUCTION In Sam Loyd’s 15-puzzle Loyd (1959), a player arranges square blocks labeled 1-15, scrambled arXiv:1205.5263v4 [cs.DS] 31 Jul 2014 on a 4 × 4 board, to achieve a shuffled row major ordering of the blocks using one empty swap cell (see, e.g., Fig. 1). Generalizing the grid-based board to an arbitrary connected graph over n vertices, the 15-puzzle becomes the problem of pebble motion on graphs (PMG). Here, up to n−1 uniquely labeled pebbles on the vertices of the graph must be moved to some desired goal config- uration, using unoccupied (empty) vertices as swap spaces.1 Since the initial work by Kornhauser Jingjin Yu and Daniela Rus are the Computer Science and Artificial Intelligence Lab at the Massachusetts Institute of Technology. -
The Cubing Community Megasurvey 2021 Acknowledgements
THE CUBING COMMUNITY MEGASURVEY 2021 ACKNOWLEDGEMENTS This work follows in the footsteps of the r/Cubers tradition of yearly Megasurveys, of which this is the fifth instalment. For the first time we've been able to integrate the responses and experience of our colleagues from China, whose communities do not always have access to the same online spaces. We're happy to present the results of this survey as a whole, reuniting these two big communities The following people contributed to this project: You guys were awesome, The r/Cubers mods: have been running the survey for the • welcoming and super supportive past 5 years, wrote and managed the bulk of it and proofread this during the whole analysis process! whole monster of a document. Thank you naliuj, gilzu, stewy, greencrossonleft, topppits, g253, pianocube93 and leinadium! It's been a blast discussing with you, Ruimin Yan / CubeRoot : provided great ideas for the • getting your ideas and seeing you recruit survey, helped coordinate between the east and the west, a thousand people in a matter of days! leveraged his online standing and following to gather all respondents across China and re-translated most this document • Justin Yang: translated the survey into mandarin and helped You have no excuse for speaking re-translate answers during the re-combination and cleanup flawless french (on top of all phase your other languages) at your ridiculously young age! About the author of this document: Basilio Noris is an older cuber, who has spent the past 15 years working on understanding and measuring human behaviour. He spends way too much time playing with data and looking for ways in which to present it. -
How to Solve the 4X4 Rubik's Cube - Beginner's Method 12/17/17, 6 29 PM
How to solve the 4x4 Rubik's Cube - Beginner's method 12/17/17, 629 PM Contribute Edit page (/edit-article/) New article (/new-article/) Home (/) Programs (/rubiks-cube-programs/) Puzzles (/twisty-puzzles/) Ruwix (/online-puzzle-simulators/) Rubik's Cube Wiki (/) (/the-rubiks-cube/how-to-solve-the-rubiks-cube-beginners-method/) Home page (/) (/online-rubiks-cube-solver-program/) (/shop/) Programs (/rubiks-cube-programs/) Rubik's Cube (/the-rubiks-cube/) (https://www.facebook.com/online.rubiks.cube.solver) Twisty Puzzles (/twisty-puzzles/) (https://twitter.com/#!/RuwixCube) Puzzles (https://ruwix.com/twisty- (https://plus.google.com/s/ruwix#112275853610877028537) puzzles/) Home (https://ruwix.com/) » Puzzles Designers (https://ruwix.com/twisty- puzzles/designers/) (https://ruwix.com/twisty-puzzles/) » 4x4x4 Puzzle Modding Rubik's Cube (https://ruwix.com/twisty-puzzles/twisty- puzzle-modding/) Siamese Twisty Puzzles (https://ruwix.com/twisty- puzzles/siamese-twisty-puzzles/) 4x4x4 Rubik's Electronic Cubes (https://ruwix.com/twisty- puzzles/electronic-rubiks-cube-puzzles- Cube - The touch-futuro-slide/) A scrambled Shape Mods (https://ruwix.com/twisty- Easiest Eastsheen puzzles/3x3x3-rubiks-cube-shape- 4x4x4 cube mods-variations/) Sticker Mods (https://ruwix.com/twisty- puzzles/rubiks-cube-sticker-mods-and- Solution picture-cubes-how-to-solve-orient- center-pieces-sudoku-shepherd-maze- The Rubik's Revenge is the 4x4 pochmann/) version of the Rubik's Cube Bandaged Cubes (https://ruwix.com/twisty- (/the-rubiks-cube/). This is also a puzzles/bandaged-cube-puzzles/) -
Permutation Puzzles: a Mathematical Perspective Lecture Notes
Permutation Puzzles: A Mathematical Perspective 15 Puzzle, Oval Track, Rubik’s Cube and Other Mathematical Toys Lecture Notes Jamie Mulholland Department of Mathematics Simon Fraser University c Draft date May 7, 2012 Contents Contents i Preface ix Greek Alphabet xi 1 Permutation Puzzles 1 1.1 Introduction . .1 1.2 A Collection of Puzzles . .2 1.2.1 A basic game, let’s call it Swap ................................2 1.2.2 The 15-Puzzle . .4 1.2.3 The Oval Track Puzzle (or TopSpinTM)............................5 1.2.4 Hungarian Rings . .7 1.2.5 Rubik’s Cube . .8 1.3 Which brings us to the Definition of a Permutation Puzzle . 12 1.4 Exercises . 12 2 A Bit of Set Theory 15 2.1 Introduction . 15 2.2 Sets and Subsets . 15 2.3 Laws of Set Theory . 16 2.4 Examples Using Sage . 17 2.5 Exercises . 19 3 Permutations 21 3.1 Permutation: Preliminary Definition . 21 3.2 Permutation: Mathematical Definition . 23 3.2.1 Functions . 23 3.2.2 Permutations . 24 3.3 Composing Permutations . 26 i ii CONTENTS 3.4 Associativity of Permutation Composition . 28 3.5 Inverses of Permutations . 29 3.5.1 Inverse of a Product . 31 3.5.2 Cancellation Property . 32 3.6 The Symmetric Group Sn ........................................ 33 3.7 Rules for Exponents . 33 3.8 Order of a Permutation . 34 3.9 Exercises . 35 4 Permutations: Cycle Notation 37 4.1 Permutations: Cycle Notation . 37 4.2 Products of Permutations: Revisited . 39 4.3 Properties of Cycle Form . 40 4.4 Order of a Permutation: Revisited . -
Gaming in Education: Using Games As a Support Tool to Teach History
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.8, No.15, 2017 Gaming in Education: Using Games as a Support Tool to Teach History Victor Samuel Zirawaga * Adeleye Idowu Olusanya Tinovimbanashe Maduku Faculty of Applied Science, Cyprus International University, Nicosia, Turkey Abstract The use of current and emerging tools in education is becoming a blistering topic among educators and educational institutions. Gaming in education may be viewed as an interference to learning but its role in education is to increase students’ motivation and engagement, to enhance visual skills, to improve students’ interaction and collaboration abilities with their peers and to enable them to apply gaming values in a real-world situation. Educational technology is being used to simplify and improve learning but using technology in education does not directly impact student achievement as the technology tools have to be in line with the curriculum for them to be effective. This paper discusses the implementation and use of gaming applications in teaching History, a subject which is mainly concerned about facts, by highlighting the role games have in education. The design of games such as word search, crossword, jigsaw puzzle, brain teasers and sliding puzzle using an open source tool called ProProfs is also discussed in this paper. Keywords: Achievement, Educational technology, Gaming, Simulations 1. Introduction A game is a type of play where participants follow defined rules. (Houghton et al., 2013) discusses educational games as the utilization of games to support teaching and learning. Games can be used as a support tool to complement traditional teaching methods to improve the learning experience of the learners while also teaching other skills such as following rules, adaptation, problem solving, interaction, critical thinking skills, creativity, teamwork, and good sportsmanship. -
General Information Project Details
MATH 304 FINAL TERM PROJECT General Information There will be no written final exam in Math 304, instead each student will be responsible for researching and producing a final project. You are to work in groups consisting of a maximum of 5 students. Short presentations will be held during the final weeks of classes. The ultimate goal is for you to have a truly enjoyable time working on your course term project. I want you to produce something that you will be proud to show your friends and family about what you’ve learned by taking this course. The expectation is that every student will wholeheartedly participate in their chosen project, and come away with some specialized knowledge for the area chosen to investigate. I expect you to let your imagination flourish and to use your familiarity with contemporary technology and both high- and pop-culture to create a product that you will be proud of for years to come. Project Details Your project should have a story/application/context that is explainable to an audience of your classmates, and include a connection to content covered in this course. The mathematical part of your poster must include an interpretation of the mathematical symbols used within your story, and a statement of a theoretical or computational result. In short, be sure your project has (i) math, and (ii) is connected to the course in some way. Here are some examples of possible topics: 1. Analyze another twisty puzzle (not the 15-puzzle, Oval Track, Hungarian Rings, or Rubik’s cube). Come up with a solvability criteria (i.e. -
Mathematics of the Rubik's Cube
Mathematics of the Rubik’s cube Associate Professor W. D. Joyner Spring Semester, 1996-7 2 Abstract These notes cover enough group theory and graph theory to under- stand the mathematical description of the Rubik’s cube and several other related puzzles. They follow a course taught at the USNA during the Fall and Spring 1996-7 semesters. ”By and large it is uniformly true that in mathematics that there is a time lapse between a mathematical discovery and the moment it becomes useful; and that this lapse can be anything from 30 to 100 years, in some cases even more; and that the whole system seems to function without any direction, without any reference to usefulness, and without any desire to do things which are useful.” John von Neumann COLLECTED WORKS, VI, p489 For more mathematical quotes, see the first page of each chapter below, [M], [S] or the www page at http://math.furman.edu/~mwoodard/mquot.html 3 ”There are some things which cannot be learned quickly, and time, which is all we have, must be paid heavily for their acquir- ing. They are the very simplest things, and because it takes a man’s life to know them the little that each man gets from life is costly and the only heritage he has to leave.” Ernest Hemingway 4 Contents 0 Introduction 11 1 Logic and sets 13 1.1 Logic :::::::::::::::::::::::::::::::: 13 1.1.1 Expressing an everyday sentence symbolically ::::: 16 1.2 Sets :::::::::::::::::::::::::::::::: 17 2 Functions, matrices, relations and counting 19 2.1 Functions ::::::::::::::::::::::::::::: 19 2.2 Functions on vectors -
Permutation Puzzles a Mathematical Perspective
Permutation Puzzles A Mathematical Perspective Jamie Mulholland Copyright c 2021 Jamie Mulholland SELF PUBLISHED http://www.sfu.ca/~jtmulhol/permutationpuzzles Licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License (the “License”). You may not use this document except in compliance with the License. You may obtain a copy of the License at http://creativecommons.org/licenses/by-nc-sa/4.0/. Unless required by applicable law or agreed to in writing, software distributed under the License is dis- tributed on an “AS IS” BASIS, WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied. See the License for the specific language governing permissions and limitations under the License. First printing, May 2011 Contents I Part One: Foundations 1 Permutation Puzzles ........................................... 11 1.1 Introduction 11 1.2 A Collection of Puzzles 12 1.3 Which brings us to the Definition of a Permutation Puzzle 22 1.4 Exercises 22 2 A Bit of Set Theory ............................................ 25 2.1 Introduction 25 2.2 Sets and Subsets 25 2.3 Laws of Set Theory 26 2.4 Examples Using SageMath 28 2.5 Exercises 30 II Part Two: Permutations 3 Permutations ................................................. 33 3.1 Permutation: Preliminary Definition 33 3.2 Permutation: Mathematical Definition 35 3.3 Composing Permutations 38 3.4 Associativity of Permutation Composition 41 3.5 Inverses of Permutations 42 3.6 The Symmetric Group Sn 45 3.7 Rules for Exponents 46 3.8 Order of a Permutation 47 3.9 Exercises 48 4 Permutations: Cycle Notation ................................. 51 4.1 Permutations: Cycle Notation 51 4.2 Products of Permutations: Revisited 54 4.3 Properties of Cycle Form 55 4.4 Order of a Permutation: Revisited 55 4.5 Inverse of a Permutation: Revisited 57 4.6 Summary of Permutations 58 4.7 Working with Permutations in SageMath 59 4.8 Exercises 59 5 From Puzzles To Permutations .................................