Lectures are informal by design: we meet to discuss algebra and chart our course through the subject. I talk to you, you talk to me. We generate ideas to craft a narrative. We then retire to our respective domiciles to polish that narrative. My job is to identify the key large scale ideas, treating these as girders which I assemble into an overarching structure presented in the lecture notes. I also identify important small-scale ideas which play the role of joists supporting the overarching structure. Your job is to install these joists, which you do in the homework problems. In order for this collaborative endeavor to succeed, there must be committed and earnest effort from both parties.
If I was a telepath, I would read your mind to determine if you are supplying this effort and base your grade on the results of this brain scan. Although I am not a telepath, I can gauge your earnestness to a certain extent based on verbal interactions. However, this measurement is imperfect and moreover I do not interact verbally with every student, though I am willing to do so. Therefore, your written solutions must communicate your commitment to the cause.
Below is an exemplar on which you can model your work in terms of level of detail and tone, should you wish to do so. My process was the following: I discussed the problem with two people for about fifteen minutes after lecture; I thought about it more on my fifteen minute drive home; I thought about it again while falling asleep, probably another fifteen minutes; I woke up and worked out the solution carefully, which took about an hour.
Problem 1.1. Find a formula for the number of walks of given length between two given vertices of the complete graph.
Solution: Let be the complete graph on
. Given
and
let
denote the number of
-step walks
in
Observe that
Indeed, at the each step of the walk we have choices for the next vertex to visit. We claim that
Intuitively, this is because the complete graph is completely homogeneous. Let us translate this intuition into a precise argument.
Let be the symmetric group on
and let
be the transposition which transposes
and
Let
act on the set of walks
by
In words, acts on an input walk by replacing all occurrences of
with
, and vice versa. This is a bijective mapping from the set of
-step walks
to the set of
-step walks
, and in fact this bijection is an involution because
is. Consequently,
The same argument shows that
, just use
instead.
We now know that
If we can find a second linear equation satisfied by these numbers, we can solve the resulting system. We will find a second relation by haruspication, which in the present situation means looking at small values of
For we have
and
For
we have
and
We thus conjecture that
and we can prove this by induction on The base step of the induction has been completed; the inductive step is to show that
We have
and
where in both equations the overline denotes an omitted term. Subtracting the second equation from the first, we get
where the second equality is the induction hypothesis.
We have arrived at a system of two linear equations in two unknowns,
Subtracting the second equation from the first, we arrive at
Now substitute this value into the second equation to arrive at