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	<title>Math Goes Pop! &#187; the simpsons</title>
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	<description>Ruminations on the Intersection Between Mathematics and Popular Culture</description>
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		<title>Putting the &#8220;e&#8221; in &#8220;The Simpsons&#8221;</title>
		<link>http://www.mathgoespop.com/2010/12/putting-the-e-in-the-simpsons.html</link>
		<comments>http://www.mathgoespop.com/2010/12/putting-the-e-in-the-simpsons.html#comments</comments>
		<pubDate>Thu, 23 Dec 2010 03:57:19 +0000</pubDate>
		<dc:creator>Matt</dc:creator>
				<category><![CDATA[Math on TV]]></category>
		<category><![CDATA[e]]></category>
		<category><![CDATA[sesame street]]></category>
		<category><![CDATA[the simpsons]]></category>

		<guid isPermaLink="false">http://www.mathgoespop.com/?p=993</guid>
		<description><![CDATA[<p style="text-align: left;">I think we can safely agree that The Simpsons isn&#8217;t the show that it used to be, but there are moments when its former charm shines through.  As it pertains to the material of this blog, I was particularly pleased with a joke that ran on their Christmas episode.  I have been meaning to <span style="color:#777"> . . . &#8594; Read More: <a href="http://www.mathgoespop.com/2010/12/putting-the-e-in-the-simpsons.html">Putting the &#8220;e&#8221; in &#8220;The Simpsons&#8221;</a></span>]]></description>
			<content:encoded><![CDATA[<p style="text-align: left;">I think we can safely agree that <a href="http://en.wikipedia.org/wiki/The_Simpsons">The Simpsons</a> isn&#8217;t the show that it used to be, but there are moments when its former charm shines through.  As it pertains to the material of this blog, I was particularly pleased with a joke that ran on their Christmas episode.  I have been meaning to tip my hat to this joke for some time, but it has been hard to find a spare moment to do so.</p>
<p style="text-align: left;">The joke ran at the end of a muppet-themed segment of the show.  In an homage to <a href="http://en.wikipedia.org/wiki/Sesame_Street">Sesame Street</a>, after the segment finished (but before the somewhat racy <a href="http://www.nydailynews.com/entertainment/tv/2010/12/06/2010-12-06_katy_perrys_simpsons_guest_appearance_takes_multiple_jabs_at_sesame_street_elmo_.html">joke</a> involving a very physical muppet Moe) an announcer stopped to give thanks to the sponsors of the show.  Unlike Sesame Street, however, which is sponsored every day by two letters and a number, this episode of The Simpsons was sponsored by one symbol and one number that looks like a letter:</p>
<p style="text-align: center;"><object classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" width="512" height="288" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="allowFullScreen" value="true" /><param name="src" value="http://www.hulu.com/embed/VZoD1vhnH-Jv28kx-enKgg/1254/1264" /><param name="allowfullscreen" value="true" /><embed type="application/x-shockwave-flash" width="512" height="288" src="http://www.hulu.com/embed/VZoD1vhnH-Jv28kx-enKgg/1254/1264" allowfullscreen="true"></embed></object></p>
<p style="text-align: left;">In case you&#8217;re late to the party (since I don&#8217;t think that clip will be online forever), let me quote: &#8220;Tonight&#8217;s Simpsons episode was brought to you by the symbol umlaut, and the number <a href="http://en.wikipedia.org/wiki/E_(mathematical_constant)">e</a>.  Not the letter e, but the number, whose exponential function is the <a href="http://en.wikipedia.org/wiki/Derivative">derivative</a> of itself.&#8221;</p>
<p style="text-align: left;">Kudos to the writers for incorporating some choice math humor into the tail end of this episode (I&#8217;m willing to overlook some qualms with their wording).  Perhaps Simpsons aficianados would can begin preparations for next year&#8217;s <a href="http://www.mathgoespop.com/2010/01/e-day.html">e day</a>.</p>
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		<title>Addendum to Math Gets Around: The Humanities</title>
		<link>http://www.mathgoespop.com/2010/12/humanities2.html</link>
		<comments>http://www.mathgoespop.com/2010/12/humanities2.html#comments</comments>
		<pubDate>Fri, 17 Dec 2010 16:58:16 +0000</pubDate>
		<dc:creator>Matt</dc:creator>
				<category><![CDATA[Math Gets Around]]></category>
		<category><![CDATA[combinatorics]]></category>
		<category><![CDATA[exams]]></category>
		<category><![CDATA[immigration]]></category>
		<category><![CDATA[probability]]></category>
		<category><![CDATA[the simpsons]]></category>

		<guid isPermaLink="false">http://www.mathgoespop.com/?p=981</guid>
		<description><![CDATA[<p>Last week we discussed an example of when a mathematical background might prove useful even in the least quantitative of liberal arts courses.  More specifically, we asked the question: if a teacher gives you a list of N questions, tells you that M will be on an exam, and you must answer K of the questions given <span style="color:#777"> . . . &#8594; Read More: <a href="http://www.mathgoespop.com/2010/12/humanities2.html">Addendum to Math Gets Around: The Humanities</a></span>]]></description>
			<content:encoded><![CDATA[<p>Last week we <a href="http://www.mathgoespop.com/2010/12/humanities.html">discussed</a> an example of when a mathematical background might prove useful even in the least quantitative of liberal arts courses.  More specifically, we asked the question: if a teacher gives you a list of <em>N</em> questions, tells you that <em>M</em> will be on an exam, and you must answer <em>K</em> of the questions given on the exam, what&#8217;s the minimum number of questions you should prepare to guarantee that you will be able to answer <em>K</em> of the questions on the exam?  (Answer: <em>N + K &#8211; M.</em>)<em> </em>We also looked at the question probabilistically &#8211; namely, we saw that of the questions appearing on the exam, the number that you&#8217;ve prepared for follows a <a href="http://en.wikipedia.org/wiki/Hypergeometric_distribution">hypergeometric distribution</a>.</p>
<p>As a concrete example I considered the case <em>N</em> = 6, <em>M</em> = 5, <em>K = </em>3 &#8211; in this case, the minimum number of questions you should prepare to guarantee that you can answer 3 of 5 problems on the exam is 4, and we saw that if you only prepare 3 questions, you have a 50% chance of those 3 questions appearing on the list of 5.</p>
<p>Late last week, however, I was made aware of another example, one for which the probabilities might prove more interesting (since there are more cases to consider).  Specifically, let us consider the case of a person studying to become a U.S. citizen.  As part of this process, one must submit to an interview in which one is asked 10 questions, and must answer 6 of those 10 questions correctly.  However, the potential list of questions is made available to people beforehand; there are 100 questions from which the 10 questions can be drawn.  In other words, we have <em>N</em> = 100, <em>M</em> = 10, and <em>K</em> = 6.</p>
<p>In this case, to guarantee that you will be able to answer 6 of the 10 questions presented, our analysis from last time tells you that you should prepare 100 + 6 &#8211; 10 = 96 of the questions.  Indeed, this makes sense, since the worst that can happen is that the 4 questions you don&#8217;t prepare happen to be precisely 4 of the 10 questions you are asked in the interview.  This also reflects the fact that the closer <em>M</em> is to <em>K</em>, the more questions the test taker will have to prepare (note that if <em>M</em> were closer to <em>N</em>, say <em>M</em> = 90, the test taker would only have to prepare 16 questions).</p>
<p>Still, preparing 96 of the questions may seem like a little much, especially since only 10 questions will come up in the interview.  So, let&#8217;s see what happens if someone prepares for fewer than 96 questions.  Obviously one should know how to answer at least 6 of the questions, but what about values between 6 and 96?﻿</p>
<p>Here is a graph showing the probability that one will pass the interview given that one has learned the answer to <em>n</em> questions, for some <em>n</em> between 6 and 96.<a href="http://www.mathgoespop.com/wp-content/uploads/2010/12/Picture-11.png"><img class="aligncenter size-full wp-image-985" title="CitizenGraph" src="http://www.mathgoespop.com/wp-content/uploads/2010/12/Picture-11.png" alt="" width="600" height="383" /></a>This graph tells you that, for example, even if one only had time to learn the answers to 73 out of the 100 questions, one&#8217;s chances of passing the exam would still be over 90%.  Those are pretty good odds, for only learning the answers to roughly three quarters of the questions.  On the other hand, one needs to learn the answers to 37 questions before one&#8217;s odds of passing rise above 10%, so it&#8217;s certainly not likely that someone will pass by learning the answers to only a handful of questions (which is probably what the government intends).</p>
<div id="attachment_988" class="wp-caption aligncenter" style="width: 411px"><a href="http://en.wikipedia.org/wiki/Much_Apu_About_Nothing"><img class="size-full wp-image-988" title="Picture 2" src="http://www.mathgoespop.com/wp-content/uploads/2010/12/Picture-2.png" alt="" width="401" height="315" /></a><p class="wp-caption-text">If only Apu had known of these findings, perhaps he could have saved himself some trouble.</p></div>
<p>Anyway, I just wanted to highlight another example where these ideas apply.  If you can think of any others, let me know!  Also, if you are interested in the content of the 100 questions that can be asked of our future citizens, you can find the full list (along with acceptable answers) <a href="http://www.immihelp.com/citizenship/naturalization-civics-test-questions.html">here</a>.</p>
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		<title>Judge v. Justices</title>
		<link>http://www.mathgoespop.com/2010/01/judge-v-justices.html</link>
		<comments>http://www.mathgoespop.com/2010/01/judge-v-justices.html#comments</comments>
		<pubDate>Mon, 18 Jan 2010 18:31:00 +0000</pubDate>
		<dc:creator>Matt</dc:creator>
				<category><![CDATA[Et cetera]]></category>
		<category><![CDATA[beavis and butthead]]></category>
		<category><![CDATA[mike judge]]></category>
		<category><![CDATA[supreme court]]></category>
		<category><![CDATA[the simpsons]]></category>

		<guid isPermaLink="false">http://www.mathgoespop.com/2010/01/judge-v-justices.html</guid>
		<description><![CDATA[Just as you can&#8217;t judge a book by its cover, it is not always easy to determine a person&#8217;s mathematical background based on his or her occupation.  Sure, a burger flipper at McDonald&#8217;s may not look like the next Einstein, but how can you be sure she&#8217;s not just working a summer job to afford <span style="color:#777"> . . . &#8594; Read More: <a href="http://www.mathgoespop.com/2010/01/judge-v-justices.html">Judge v. Justices</a></span>]]></description>
			<content:encoded><![CDATA[<div style="text-align: justify;">Just as you can&#8217;t judge a book by its cover, it is not always easy to determine a person&#8217;s mathematical background based on his or her occupation.  Sure, a burger flipper at McDonald&#8217;s may not look like the next Einstein, but how can you be sure she&#8217;s not just working a summer job to afford university?  Conversely, just because someone is highly educated doesn&#8217;t mean he knows the difference between a prime and a composite number (although I&#8217;d argue that it should).</div>
<div style="text-align: justify;">Case in point: Supreme Court justices may or may not know the meaning of the word <a href="http://en.wikipedia.org/wiki/Orthogonality">orthogonal</a>.  Here&#8217;s a snippet from the oral arguments in the case of Briscoe v. Virginia (courtesy of blog <a href="http://volokh.com/2010/01/11/orthogonal-ooh/">The Volokh Conspiracy</a>):</p>
<blockquote><p>MR. FRIEDMAN: I think that issue is entirely orthogonal to the issue here because the Commonwealth is acknowledging -<br />
CHIEF JUSTICE ROBERTS: I’m sorry. Entirely what?<br />
MR. FRIEDMAN: Orthogonal. Right angle.  Unrelated. Irrelevant.<br />
CHIEF JUSTICE ROBERTS: Oh.<br />
JUSTICE SCALIA: What was that adjective? I liked that.<br />
MR. FRIEDMAN: Orthogonal.<br />
CHIEF JUSTICE ROBERTS: Orthogonal.<br />
MR. FRIEDMAN: Right, right.<br />
JUSTICE SCALIA: Orthogonal, ooh.<br />
(Laughter.)<br />
JUSTICE KENNEDY: I knew this case presented us a problem.<br />
(Laughter.)<br />
MR. FRIEDMAN: I should have — I probably should have said -<br />
JUSTICE SCALIA: I think we should use that in the opinion.<br />
(Laughter.)<br />
MR. FRIEDMAN: I thought — I thought I had seen it before.<br />
JUSTICE SCALIA: Or the dissent.<br />
(Laughter.)<br />
MR. FRIEDMAN: That is a bit of professorship creeping in, I suppose.</p></blockquote>
<p>While Friedman uses &#8220;orthogonal&#8221; in a bit of a metaphorical sense, this use is far from unprecedented &#8211; indeed, this use is even documented in the venerable internet database <a href="http://www.urbandictionary.com/define.php?term=orthogonal">ubrandictionary.com</a>, which defines orthogonal as a term that is &#8220;used to describe two things that are independent of one another.  One does not imply the other.&#8221;  Claiming that this usage is just a &#8220;bit of professorship&#8221; sounds a bit like a cop out.  I wish Friedman had embraced it more completely.</p>
<p>In any event, the mathematical definition of orthogonal should be given in any halfway decent high school geometry course, if only as a synonym for perpendicular.  The fact that Scalia and Roberts seem so unfamiliar with the concept is, at the very least, a little disappointing.</p>
<p>But all is not lost.  On the other hand, last weekend Fox aired a special commemorating 20 years of The Simpsons, appropriately titled <a href="http://www.hulu.com/watch/119821/the-simpsons-anniversary-special-in-3-d-on-ice">The Simpsons Anniversary Special: In 3-D! On Ice!</a>.  Several people contributed interviews to the special, including Mike Judge, creater of <span style="font-style: italic;">Beavis and Butthead</span> and <span style="font-style: italic;">King of the Hill</span>, among other comedic gems.  Watch the clip below for a bombshell revelation:</p>
</div>
<p><center><object classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" width="432" height="250" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0"><param name="allowFullScreen" value="true" /><param name="src" value="http://www.hulu.com/embed/cyibH1_kb6BdYMyT9ApwWg/2358/2447" /><param name="allowfullscreen" value="true" /><embed type="application/x-shockwave-flash" width="432" height="250" src="http://www.hulu.com/embed/cyibH1_kb6BdYMyT9ApwWg/2358/2447" allowfullscreen="true"></embed></object></center></p>
<div style="text-align: justify;">That&#8217;s right &#8211; without <span style="font-style: italic;">The Simpsons</span>, Judge believes he would be a math teacher.  In fact, after doing some research online, I discovered that Judge didn&#8217;t begin playing with animation until the age of 26, while he was doing graduate studies in mathematics in the hopes of becoming a teacher.</div>
<div style="text-align: justify;">
<p>Does this mean that Beavis and Butthead are smarter than Roberts and Scalia?  Of course, some may cry out that this is an unfair comparison, but I think I can provide a fair answer.</p>
</div>
<div style="text-align: center;"><a href="http://4.bp.blogspot.com/_fM0L9abY3bo/S1S_VTFcMmI/AAAAAAAAAUg/3IGUqcGLwa0/s1600-h/bb.jpg" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img id="BLOGGER_PHOTO_ID_5428173823509541474" style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 254px; height: 320px;" src="http://4.bp.blogspot.com/_fM0L9abY3bo/S1S_VTFcMmI/AAAAAAAAAUg/3IGUqcGLwa0/s320/bb.jpg" border="0" alt="" /></a><span style="font-size: 78%;">Yes.</span></div>
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		<title>Optimization at the Checkout</title>
		<link>http://www.mathgoespop.com/2009/03/optimization-at-the-checkout.html</link>
		<comments>http://www.mathgoespop.com/2009/03/optimization-at-the-checkout.html#comments</comments>
		<pubDate>Sat, 07 Mar 2009 02:13:00 +0000</pubDate>
		<dc:creator>Matt</dc:creator>
				<category><![CDATA[Et cetera]]></category>
		<category><![CDATA[optimization]]></category>
		<category><![CDATA[the simpsons]]></category>

		<guid isPermaLink="false">http://www.mathgoespop.com/2009/03/optimization-at-the-checkout.html</guid>
		<description><![CDATA[On more than one occasion, while waiting in line to buy my lunch on campus, the cashiers at the front have asked those of us in the line to split into smaller lines &#8211; one line for each cashier.  This seems to be met with hesitation on the part of those of us who are <span style="color:#777"> . . . &#8594; Read More: <a href="http://www.mathgoespop.com/2009/03/optimization-at-the-checkout.html">Optimization at the Checkout</a></span>]]></description>
			<content:encoded><![CDATA[<div>On more than one occasion, while waiting in line to buy my lunch on campus, the cashiers at the front have asked those of us in the line to split into smaller lines &#8211; one line for each cashier.  This seems to be met with hesitation on the part of those of us who are in line, and rightly so.  Perhaps I am simply projecting, but it seems like they all know the same thing I do: that having only one line feed into all the cashiers is the most efficient way to manage a queue.  </div>
<div></div>
<div>One would think the cashiers should know this as well, but apparently not.  So, if you have ever asked people to form separate lines when waiting to be helped, pay attention, because you need to learn why people in line rarely pay attention to you.</div>
<div></div>
<div>For a person waiting in a single line, there is little incentive to break into smaller lines.  This is because using several lines leads to longer wait times on average.  You don&#8217;t need any sophisticated machinery to explain why this is true &#8211; if you ruminate on the two choices for a moment, the benefits of the single line system should make themselves apparent.</div>
<div></div>
<div>With only one line, you never have to worry about getting stuck behind a coupon-clipper or a check-writer.  You move forward whenever anyone&#8217;s transaction is completed, which means that even though a single line will be longer than several shorter lines, it will also move much faster.</p>
<p>This is also a plus for those of us who have trouble with decision-making.  With only one queue, there is no decision to make.  You needn&#8217;t worry about developing a strategy when picking your checkout line; for example, you don&#8217;t have to size up those ahead of you to discern whether or not they are the type who will take a long time paying.  Just get in the line and move &#8211; it&#8217;s really as simple as that.</p>
<p><center><object height="296" width="450"><param name="movie" value="http://www.hulu.com/embed/PrAt425nDvh9JVxfT5Wn_A/88"><param name="allowFullScreen" value="true"><embed src="http://www.hulu.com/embed/PrAt425nDvh9JVxfT5Wn_A/88" type="application/x-shockwave-flash" allowfullscreen="true" height="296" width="450"></embed></object></center>
<div style="text-align: center;"><span style="font-size:78%;">If only everyone could be as line savvy as Apu, perhaps we would have no need to study queue management.<br /></span></div>
<p>How much more efficient is the single line queue?  Apparently there are <a href="http://www.business.ualberta.ca/aingolfsson/QTP/">tools</a> available that allow to model these sorts of situations, but here is one such example, courtesy of the <a href="http://mat.tepper.cmu.edu/blog/?p=164">blog</a> of Dr. Michael Trick:<br />
<blockquote>Suppose you have a single queue with 20 customers arriving per hour. If the cashier can handle (on average) 22 customers per hour (close to saturation, but probably roughly what “efficient” managers would aim for), then the queue will grow so long that the average wait will be 27 minutes! Five such queues would end up with about 50 people waiting in line on average. If you go over to one line (with 100 arrivals/hour) being served by five cashiers, the average wait goes down to under 5 minutes, and the number of people waiting in line is only 12 on average.</p></blockquote>
<p>This simple example shows that the benefit to a single line is quite significant.  So significant, in fact, that many grocery stores are now organizing their checkouts to have a single queue.  Whole Foods is perhaps the most prominent example, because of an <a href="http://www.nytimes.com/2007/06/23/business/23checkout.html?_r=1">article</a> the New York times wrote nearly 2 years ago, which came to the unavoidable conclusion that the single line queue is the only way to play.</p>
</div>
<p>2 years seems like enough time for such an unequivocal conclusion to have begun seeping into our collective consciousness, but apparently not.  I welcome the day when I am no longer asked to form separate lines while buying my lunch &#8211; it&#8217;s like asking me to give you even more of my (quite valuable) time.  It&#8217;s not that we can&#8217;t hear you, cashier, it&#8217;s that we know what&#8217;s in our own best interest.  And frankly, so should you.</p>
<p>Is there any advantage to using multiple lines?  There may be some psychological benefit to having many short lines rather than one longer line, especially for people who, for example, may go to the grocery store only to pick up one or two items.  For them, the sight of a single line may be overwhelming, even if that line does move much faster than separate shorter lines would.</p>
<p>Also, there is perhaps something to be said for the use of express lines, which cater to those people who would be most turned off by a long line.  However, with the single line system, that one line is already express!  Neither of these points seem to matter much in the face of the data, which strongly points to having your customers stay put in a single line.</p>
<p>So, the next time you&#8217;re waiting in line, and the cashier asks you to split into smaller lines, feel free to hold your head up high and ask what&#8217;s in it for you.  You certainly aren&#8217;t doing yourself any favors by complying.</p>
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