Number Theory Problem: a^b=b^a
Alabama School of Mathematics and Science
1255 Dauphin Street, Mobile, AL 36604
Learning Modules/Number Theory/C.Akkoc/1996
MODULE No.1
A CLASSICAL PROBLEM in NUMBER THEORY
Problem: Some positive real number pairs (a,b) have the unusual property:
a^b=b^a
A typical example would be a=2 and b=4; 2^4=4^2=16. The suggested
problem is to construct a GLOBAL CHARACTERIZATION; algebraic,
computational, geometric, and otherwise, that will determine ALL
such positive real number pairs (a,b).
Possible Course of Action:
-
Transform the given algebraic relationship a^b= b^a into an
equivalent logarithmic relation to get initial clues as to how
you might proceed with the problem.
-
Based on this logarithmic relationship, construct a related
"generic" function f(x) in terms of a single variable "x" to
assist you to see what the connection between the two numbers
ought to be.
-
Draw a graph of the relationship found/proposed in step 2 on
TWIDDLE
or
PLOT
to see the geometric connection that has to
hold for such number pairs.
-
Construct a simple procedure, an ALGORITHM, to compute such number
pairs on a pocket calculator (no computer programs please). Describe your
procedure with examples (numerical/otherwise). You might consider
building a recursive scheme that will seek the "other" positive
number (with a prescribed resolution) when the user picks the
first number.
-
Relevant Questions: Are there positive integer pairs other than
the one cited in the above example (a=2,b=4) with the said
property? If so, can you identify all such integer pairs? Are
there rational pairs with this property? Are there irrational
pairs with the same property? Can you come up with a clever scheme for
finding ALL such rational/irrational pairs with any desired level
of accuracy ?
Graph of the generic function f(x) constructed in step3 should
shed light on most of these questions, at least at an intuitive
level. Can you think of additional graphs at this point that may
take you to the "inner secrets" of this problem? If so, try drawing
such graphs on
TWIDDLE
to look at the problem from different angles.
Do you see the number "e" somehow getting into the picture?