I woke up a few days ago with the sobering realization: actually, I do NOT really understand groups actions.
Spoiler: I do now, but it took some work. And now I realize how incomplete my understanding was. 😳
Let me explain, I think some of you might enjoy this!
1/12 🧵👇
See those "orbit diagrams" above? I got to thinking: "how can we characterize all possible diagrams?" Equivalently, all transitive actions of D_4 (or a group G in general).
Playing around with things, I came up with a few more. But I still didn't know the answer. Do you?
2/12
For example, how many of the following are possible?
Before reading on, see if you can answer this, and generalize to arbitrary groups.
There's a simple elegant answer, that I was never aware of. And I suspect that the majority of people who teach algebra aren't either.
3/12
I was stumped, so I asked @chadgiusti, who is at the same conference as me, and who's teaching #VisualAlgebra this fall using these methods! 😍
It was fun to bat around some ideas, and I got new perspectives from him, but we still didn't have "clean answer."
4/12
But here's the key: in proving the orbit-stabilizer theorem, we exhibit a bijection between elements in the orbit, and (right) cosets of the stabilizer.
And stabilizers for elts in an orbit are conjugate.
I.e., each orbit corresponds to a conjugacy class of subgroups.
5/12
Now, the action of G on the (right) cosets of H can be realized in a (right) Cayley diagram by collapsing the *right* cosets of H.
In contrast, collapsing the *left* cosets results in the quotient G/H, but this only works if H is normal.
6/12
Do you see where I'm going with this? Could it possibly be that...every transitive group action (=1 orbit), is equivalent to...just collapsing by the right cosets of a group, namely the stabilizer???
Google, is this true??
OMG, I'm first aware of this...in my 40s?!?
🙀🤯
7/12
And that gives me a *fantastic* idea for a new visual! I made this one this evening by the pool in my South Florida hotel.
I now have an answer to my question in tweet #3 above, of which of those diagrams are possible.
8/12
My Chapter 4 is titled: "Maps Between Groups". This is basically "the theory of collapsing a diagram by LEFT cosets.
Chapter 5 is: "Group Actions". This is basically "the theory of collapsing a diagram by its RIGHT cosets". But only for normal subgroups.
9/12
And now I have new ideas for HW exercises! Here's the reduced subgroup lattice of D_6.
Exercise: construct the corresponding "lattice of transitive D_6 actions".
We've already seen one of them in this thread.
10/12
And next semester, I'm going to incorporate that into this HW problem, which you may remember from #Week10. Construct the action diagram, and find orbits, stabilizers, fixed points, etc.?
11/12
And that's my story of how I only came to finally "holistically understand" THIS WEEK what groups actions really are.
I love what @danaernst said when I texted him about it: "we don't know what we don't know!"
Anyone else realizing this for the first time today? 🙋♂️
12/12
CORRECTIOM: in tweet 9/12 above, I said “but only for normal subgroups”. That should have been in reference to taking a quotient (Ch 4 / collapsing left cosets) rather than Ch 5 / collapsing right cosets / defining an action.
• • •
Missing some Tweet in this thread? You can try to
force a refresh
Finishing up our🧵👇 #VisualAlgebra class in #Week15 with divisibility and factorization. I'm a little short on visuals, but here are two really nice ones on what we'll be covering, made by @linguanumerate.
Henceforth, we'll assume that R is an integral domain.
1/8 Mon
The integers have nice properties that we usually take for granted:
--multiplication commutes
--there aren't zero divisors
--every nonzero number can be factored into primes
--any 2 nonzero numbers have a unique gcd and lcm
--the Euclidean algorithm can compute these
2/8 M
Some, but not all of these hold in general integral domains. This is what we'd like understand!
If b=ac, we say "a divides b", or "b is a multiple of a".
If a | b and b | a, they're "associates", written a~b.
We started #Week11 of #VisualAlgebra with a new diagram of one of the isomorphism theorems. I made this over spring break. The concept is due to Douglas Hofstadter (author of "Gödel, Escher, Bach"), who calls this a "pizza diagram".
1/14 Mon 🧵👇
Though we constructed semidirect products visually last week, we haven't yet seen the algebraic definition. On Friday, we saw inner automorphisms, which was the last step we needed.
Recall the analogy for A⋊B:
A = automorphism, B = "balloon".
2/14 M
Next, we asked when a group G is isomorphic to a direct product or semidirect product of its subgroups, N & H.
Here are two examples of groups that we are very familiar with.
Here are two ways to think about it. One involves cosets as "boxes" in a grid, and the other is in terms of the subgroup lattice: to find the index [H:K], just take the product of the edges b/w them.
1/8 Mon
Pause for a quick comment about cosets in additive groups. Don't forget to write a+H, rather than aH. Here's a nice way to see the equality of a left coset and a right coset.
2/8 M
Next, we proved that if [G:H]=2, then H is normal. Here's a "picture proof": one left (resp., right) coset is H, and the other is G-H.
WEEK 2 of #VisualAlgebra! This is only Lecture #2 of the class.
Monday was MLK Day, but on Wed, we learned about the Rubik's cube! I got to show up my rare signed cube with Ernő Rubik himself from 2010! Did a shout out to @cubes_art's amazing talents.
1/8 W
We learned some neat facts about the Rubik's cube, like how the group has just 6 generators, but 4.3 x 10^{19} elements, and a Cayley diagram with diameter of 20 or 26, depending on whether you count a 180 degree twists as 1 or 2 moves.
2/8 W
I showed 3 different groups of order 8, and asked if any are isomorphic. At this point, all they know about what that means is that two groups must have identical Cayley diagrams *for some generating set*.
"The mathematician's patterns, like the painter's or the poet's must be beautiful; the ideas like the colours or the words, must fit together in a harmonious way."
― G.H. Hardy, A Mathematician's Apology
1/4
We have not yet defined a group. Rather, we are exploring the intuition of them via symmetries. This will *motivate the axioms*, rather than the other way around.
What properties does this group have what might not hold more generally?
2/4
For further insight, consider the symmetries of a triangle. This motivates the idea of relations, and why this "group calculator" tool is useful.
I got so many really good questions and comments in class today. How often does that happen on *Day 1* of abstract algebra??
Happy New Year #MathTwitter! Let's start 2022 w/ Part 1 of a fun series: "Groups you Never Knew Existed...and others you can't POSSIBLY live without!"
Today we'll see the "diquaternions", a term you've never heard of b/c I made it up last month. Let's dig in! 🧵👇
1/17
We'll start with the familiar quaternion group Q_8. Shown here are several Cayley diagrams, a Cayley table, cycle diagram, subgroup lattice, its partition by conjugacy classes, and an action diagram of Aut(Q_8). Each of these highlights different structural features.
2/17
Next, have you ever wondered what would happen if you replace i=e^{2\pi i/4} in Q_8 with a larger root of unity?
These are the dicyclic groups. Here is Dic_6, for n=6. Note that n=4 gives Q_8.
The last two pictures highlight the orbit structure (cyclic subgroups).