Archive for February, 2009

Mathematical Chuck Norris Facts

Sunday, February 22nd, 2009

For the unfamiliar, there is a class of jokes about how awesome Chuck Norris is. Here I will post those with mathematical twist.

• Chuck Norris counted to infinity, twice.
[, as of 2009-02-22]

• Chuck Norris knows the last digit of pi.
[, as of 2009-02-22]

• Chuck Norris can divide by zero.
[, as of 2009-02-22]

• If you have five dollars and Chuck Norris has five dollars, Chuck Norris has more money than you.
[, as of 2009-02-22]

• The square-root of -1 is not imaginary. It is just hiding from Chuck Norris.
[Ben, 2009-02-22]

• The shortest distance between two points is Chuck Norris.
[original, 2009-02-22]

• The square root of 2 is rational number for Chuck Norris.

• Chuck Norris can square the circle, double the cube and trisect an angle using only his fingers for a compass and his arm for a straight edge.

Subtraction Without Borrowing

Saturday, February 21st, 2009
clipped from

Subtraction Without Borrowing by MathVentures [Video Prototype 01]

This is my first video prototype. Lots of room for improvement,

Self-Reference in Musical Theater — Show Off from Drowsy Chaperone

Thursday, February 12th, 2009
clipped from

Show Off – The Drowsy Chaperone – Tony Awards
(The final part about no more encore is not included.)

Testing Probability

Monday, February 9th, 2009

Flummoxed by his true-false final exam, a student decides to toss a coin up in the air. Heads means true; tails, false. Thirty minutes later, he is done, well before the rest of the class. But then the student startsd flipping the coin again. And soon he’s swearing and sweating over each question.

“What’s wrong?” asks the concern teacher.

“I’m rechecking my answers,” says the student.

[Comic Wendell Potter, Laugh!:), Reader Digest, March 2009, p. 81]

Uri’s Comment: It is interesting to note that the student can change any answer that is not confirmed without affecting the probable grade of the test. Of course, for this to be true, the number of questions should be as large as possible. Considering that (a) it took the students 30 min. to finish the test and (b) it takes under 6 seconds to toss a coin and jot down the result, the test could have consisted of 150-300 questions (no need to spend time on reading each question). This test consists of a sufficient number of questions for probability to determine the overall grade.