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OTIS 2024-2025 Application Homework

The OTIS application for the 2024-2025 year emphasizes that the problems are meant for practice and assessment of applicants' writing skills rather than a competitive test. Applicants are encouraged to solve geometry and inequality problems, submit their solutions by August 1, 2024, and may request help if needed. Late applications are accepted until April 30, 2025, but will not include instructor pairing, and financial aid requests must be clearly stated in the submission.

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Jatin aggarwal
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0% found this document useful (0 votes)
404 views6 pages

OTIS 2024-2025 Application Homework

The OTIS application for the 2024-2025 year emphasizes that the problems are meant for practice and assessment of applicants' writing skills rather than a competitive test. Applicants are encouraged to solve geometry and inequality problems, submit their solutions by August 1, 2024, and may request help if needed. Late applications are accepted until April 30, 2025, but will not include instructor pairing, and financial aid requests must be clearly stated in the submission.

Uploaded by

Jatin aggarwal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

OTIS Application Homework

Year X — OTIS 2024-2025

Evan Chen
Due: August 1, 2024, at 11:59PM PT

§1 Philosophy: this is not a test


The application problems are treated differently from what you may be used to. Many
programs have an “entrance exam” or “qualifying test” or similar, which serve as an
exam, and the highest scores get in. This is not the intention of the OTIS application;
which is not meant to compare applicants. I like the FAQ from the Euler Circle, which
I’ve adapted for OTIS:

The traditional way admissions are competitive is there are N applicants and
M  N spaces available. That is NOT the case for OTIS, where M > N
at present. We dislike the idea of depriving students of an education; we will
certainly not take any pride in doing so, and will never release statistics.

Instead, the OTIS application problems are meant mostly for a different purpose:

• It implicitly serves as your summer reading. Part I of my geometry book is basically


a pre-requisite for OTIS, so working through the geometry problems in section A
will check that you actually know the background.

• It lets me see your writing. If I have an easy time reading and understanding your
solutions, that’s usually a good sign that OTIS will work well. (This means it’s to
your advantage to write up solutions well!)

• It gives you some practice asking for help (see item 4 in instructions).

• It helps serve as a sanity check that you will have enough time to work on OTIS
during the year. This packet consists of actual olympiad-level problems, so you can
see what you are getting yourself into.

So, please treat this like homework rather than a test. In particular, you can even ask
me for help on the problems (see item 4 in instructions). I will not just grade out of 7
and sum the scores (in fact, I probably won’t even bother assigning scores). Instead, I
am looking to see whether you are someone who is willing and able to solve olympiad
problems and take the time to write them up cleanly.
Don’t be discouraged if you find the problems challenging! If you start early, work
diligently, and are willing to ask for hints, then I think you’re likely to do well.

1
Evan Chen — Due: August 1, 2024, at 11:59PM PT OTIS Application Homework

§2 Instructions on solving
1. Returners: If you attended OTIS or MOP in any previous year, you do not have
to do the problems. Skip to the next section (and ignore the PDF upload).
Newcomers: Try to solve as many problems as you can.

2. You must write the solutions yourself; don’t copy-paste someone else’s work.

3. If you have seen a problem before, you may write any solution you remember, or
use any solution that you’ve written yourself in the past.

4. You can ask me for help if you’re stuck on something! Just send me an email
telling me what you’ve tried, and I’ll try to push you in the right direction.1 This
is how OTIS works for admitted students, so why not practice now?
For the geometry problems, you can also use the hints in the back of the textbook.

5. You can also use any other online or print references, e.g. searching the web. You
may also ask other people for aid. However, I ask that you reference any “outside
sources” that you used, for each problem, other than those in item 4. This is only
for my interest and does not count negatively at all.

6. Try to write your solutions clearly and completely; this matters significantly for
decisions. See [Link] for
some suggestions.

§3 Instructions on submitting before August 1, 2024


7. Until August 1, 2024, at 11:59PM PT, applications may be submitted at:
[Link]
This form will also contain some questions for you to fill out, such as your grade
level and background.

8. Solutions to the problems should be submitted as a single PDF, which is not to


exceed 10 megabytes. Scans might exceed that limit, so LATEX is encouraged.

9. If you require financial aid, you must also fill out the separate form https://
[Link]/UbfH7uMrzSGwfMSv6. No need to submit this form if you don’t require
financial aid.

10. The standard deadline is August 1, 2024, at 11:59PM PT. You should try to
apply by this date if at all possible.

§4 Instructions on submitting before April 30, 2025


11. You can submit late applications up until April 30, 2025. Note that you will not be
paired with an instructor, though. (If you send a late application before September
1, 2024, it could take a while to process because August is a busy month for OTIS.)

12. The cost is still $240 per semester; joining late does not decrease the cost. That
is, the cost is not pro-rated, even if you join on the last day.
1
Warning: I travel for MOP/IMO over the summer, so responses then will be slower. Start early.

2
Evan Chen — Due: August 1, 2024, at 11:59PM PT OTIS Application Homework

13. Late applications should be submitted by email instead of the form above. The
email should be sent to evan@[Link] and include:
• Full name
• Country (and state if you are from USA)
• Statement of purpose: say a couple sentences about yourself, why you want to
do OTIS, and what you’re aiming for this year.
• A single PDF attachment with your solutions, at most 10 megabytes.
• Financial aid requests, if any. In this case, please also fill out [Link]
gle/UbfH7uMrzSGwfMSv6 in addition to stating the aid request on the email.
This is important — you MUST follow BOTH steps. If you forget to
state in the email you need financial aid, then you cannot request aid later on
in the process.
• Your answers to the reading comprehension test.

§5 Meme for your amusement

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Evan Chen — Due: August 1, 2024, at 11:59PM PT OTIS Application Homework

Homework problems
§A Geometry homework problems from my textbook
• Reading: It’s suggested to read Part I of my book as the material there is necessary
(and sufficient) to solve these problems.
• All problems are themselves from the first three chapters of my geometry book and
you can use the hints provided.
• It is not essential that you typeset diagrams for these problems.
• All problems admit synthetic solutions, but computational approaches are okay too.
Do whatever you need to.

Problem A.1 (#2.28, JMO 2012). Given a triangle ABC, let P and Q be points on
segments AB and AC, respectively, such that AP = AQ. Let S and R be distinct
points on segment BC such that S lies between B and R, ∠BP S = ∠P RS, and
∠CQR = ∠QSR. Prove that P , Q, R, S are concyclic.
Problem A.2 (#2.35, IMO 2009). Let ABC be a triangle with circumcenter O. The
points P and Q are interior points of the sides CA and AB respectively. Let K, L, M
be the midpoints of BP , CQ, P Q, respectively, and let Γ be the circumcircle of 4KLM .
Suppose that P Q is tangent to Γ. Prove that OP = OQ.
Problem A.3 (#3.25, USAMO 1993). Let ABCD be a quadrilateral whose diagonals
are perpendicular and meet at E. Prove that the reflections of E across the sides of
ABCD are concyclic.

§B Inequalities homework problems


• Reading: You should read §2.1, §2.2, §2.4 of The OTIS Excerpts as the material
there is necessary (and sufficient) to solve these problems.

Problem B.1. Suppose that a2 + b2 + c2 = 1 for positive real numbers a, b, c. Find the
minimum possible value of
ab bc ca
+ + .
c a b
Problem B.2. Let a, b, c be positive real numbers such that a2 +b2 +c2 +(a+b+c)2 ≤ 4.
Prove that
ab + 1 bc + 1 ca + 1
2
+ 2
+ ≥ 3.
(a + b) (b + c) (c + a)2
Problem B.3. Let a, b, c, d be positive reals with (a + c)(b + d) = 1. Prove that
a3 b3 c3 d3 1
+ + + ≥ .
b+c+d c+d+a d+a+b a+b+c 3

§C Additional homework problems


• Reading: If you don’t know how to code, I suggest reading up to §4.4 of
[Link] If you are new to func-
tional equations, read Chapter 3 of [Link]

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Evan Chen — Due: August 1, 2024, at 11:59PM PT OTIS Application Homework

Problem C.1 (Learn to code, please, I implore you). Write a computer program to find
the number of ordered pairs of prime numbers (p, q) such that when

N = p2 + q 3

is written in decimal (without leading zeros), each digit from 0 to 9 appears exactly once.
For example, (109, 1163) is one such pair because 1092 + 11633 = 1573049628.
Submit the numerical answer and the source code for the program.

Remark. Some tips for the programming problem:


• If you use C/C++, be careful of integer overflow.
• If you’re using LATEX to type your homework submission, the listings package lets
you include arbitrary code snippets.
• As a confirmation, the correct answer is 10 times a prime number.

Problem C.2. Find all functions f : R → R for which

f (xf (x) + f (y)) = f (x)2 + y

holds for all real numbers x and y.


Problem C.3. Let a, b, c, d be real numbers such that b − d ≥ 5 and all zeros x1 , x2 ,
x3 , and x4 of the polynomial P (x) = x4 + ax3 + bx2 + cx + d are real. Find the smallest
value the product (x21 + 1)(x22 + 1)(x23 + 1)(x24 + 1) can take.
Problem C.4. Ana and Banana are playing a game. First Ana picks a word, which
is defined to be a nonempty sequence of capital English letters. Then Banana picks a
nonnegative integer k and challenges Ana to supply a word with exactly k subsequences
which are equal to Ana’s word. Ana wins if she is able to supply such a word, otherwise
she loses. For example, if Ana picks the word “TST”, and Banana chooses k = 4, then
Ana can supply the word “TSTST” which has 4 subsequences which are equal to Ana’s
word. Which words can Ana pick so that she can win no matter what value of k Banana
chooses?

§D Reading comprehension
This is designed to make sure you actually read the entire OTIS syllabus before you
submit a complete application. Don’t include these answers in your solution PDF.

• If you are applying at the normal time, enter your answers in the Google form.

• If you are applying late, include your answers in the email.

Problem D.1. What was the answer in the example outline?


Problem D.2. If you have 500♣ + 300♥ + 75♠ + 40♦ then what level are you?
Problem D.3. How many of the ten practice exams are graded?

Remark. As a check, if x, y, z ∈ N are the three answers, then x+y+z


6 is prime.

5
Evan Chen — Due: August 1, 2024, at 11:59PM PT OTIS Application Homework

§E Extra credit (for fun, not considered for admissions)


This section is only if you’re really bored over the summer or something and are looking
to pick up new hobbies.
Problem E.1. You’re playing a beginner game of Hanabi with Evan and Eva using
the conventions listed in [Link] It’s the first turn
and the game looks as shown below.

(a) What are the legal moves under this convention set?

(b) Of these, which one do you think is the best and why?

If you play with higher-level conventions, you can answer for those instead.

Full image: [Link]

Problem E.2. Drop by [Link] and solve as many of the puzzles


as you can.
Note for the 2021 hunt, you’ll want to have looked at the statements of the USAMO
2021 problems that year, since they are used in some of the puzzles. The 2021 hunt has
solutions available, the 2022 hunt does not.
Problem E.3. Which Dreamcatcher song is the best?

Common questions

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The OTIS application process diverges from traditional exam-based admissions by emphasizing the educational journey rather than competitive selection. Unlike programs with limited slots (M << N for N applicants), OTIS maintains more spaces than applicants (M > N), thus rejecting the concept of exclusion based on test scores. Instead of merely comparing scores, the application tasks are designed to assess whether applicants can tackle olympiad problems and articulate solutions clearly, functionally serving as preparatory homework rather than a high-stakes test .

The geometry section in the OTIS application, drawn from specific chapters of Evan Chen's textbook, sets the stage for the complexity and rigor expected in the program. It functions as both a test of prerequisite knowledge and an orientation to the types of problems students will tackle, requiring both synthetic and computational approaches. This deliberate choice in content mirrors program expectations for versatile problem-solving skills and adaptability in mathematical reasoning, ensuring a rigorous foundational understanding before students embark on more advanced studies .

Allowing late applications without instructor pairing enhances OTIS's inclusivity by broadening access beyond standard timelines, catering to diverse applicant circumstances. However, the absence of instructor pairing may limit personalized mentorship, potentially affecting educational outcomes. The policy reflects a balance between inclusivity and the practical constraints of resource allocation, highlighting OTIS's flexibility while maintaining commitment to its educational values .

Clear and complete solution submissions are crucial in the OTIS application as they reflect an applicant's ability to communicate effectively, an essential skill for success in the program. The capability to articulate complex solutions coherently demonstrates not only understanding but also how the applicant interacts with challenging material. This aligns with the program’s educational philosophy, prioritizing depth of knowledge and clarity of thought over superficial correctness .

Applicants are encouraged to seek help to simulate the actual OTIS learning process, where collaboration and resourcefulness are key. This approach reflects the program's emphasis on learning and comprehension over rote examination. By promoting interaction with mentors and the use of diverse resources, it reinforces the importance of understanding and engaging with material beyond mere performance metrics, indicating a formative evaluation approach rather than summative .

Incorporating computer programming problems, such as finding prime pairs with specific properties, complements the mathematical focus by promoting analytical and algorithmic skills crucial for modern problem-solving. This integration of programming not only emphasizes a comprehensive skill set but also aligns with contemporary educational trends where computational thinking complements traditional mathematical education. It broadens the scope of problem-solving approaches and prepares students for the interdisciplinary nature of mathematical sciences .

To accommodate financial aid, OTIS requires applicants to fill out a specific form and mention the request in their application email. This dual-step process is essential to ensure aid consideration; failing to state need in the email disqualifies applicants from later requesting aid. The clear procedural requirement underscores the program's commitment to accessibility, provided applicants explicitly meet the outlined submission criteria .

The OTIS application provides a sanity check for the time commitment required during the program. By assigning olympiad-level problems that mimic the difficulty of the program's regular workload, applicants can self-assess their capacity to manage time. The process of solving these problems, laying out well-written solutions, and leveraging external resources tests students' readiness to handle comparable challenges during the actual coursework .

Providing detailed instructions and resource references facilitates successful preparation by guiding applicants through complex problems while promoting self-directed learning. References to textbook sections and online resources ensure applicants are well-equipped to tackle problems, reflecting an educational ethos centered on resourcefulness and independent study. This approach not only aids comprehension of challenging material but also simulates the real-time use of tools available to students in the actual program .

The categorization of problems into geometry, inequalities, and additional topics aligns with OTIS's pedagogical goals by ensuring a comprehensive assessment of mathematical skills. Each category addresses different aspects of analytical thinking: geometry develops spatial reasoning and problem visualization; inequalities test optimization and algebraic manipulation; additional topics expand creativity and logic. This multifaceted design mirrors the diversity of mathematical challenges encountered in competitions and academia, ensuring a holistic preparation that trains versatile, adaptable thinkers .

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