‫ﺭﺍﺑﻄﻪﻫﺎﻯ ﻫﻢﺍﺭﺯﻯ ﻛﻼﺱﻫﺎﻯﻫﻢﺍﺭﺯﻯ‬

‫ﺣﻤﻴﺪﺭﺿﺎ ﺍﻣﻴﺮﻯ‬

‫ﺣﻞ‪ :‬ﻣﻰﺩﺍﻧﻴﻢ ﺻﻔﺮ ﻣﻀﺮﺏ ﻫﺮ ﻋﺪﺩ ﺍﺳﺖ‪ ،‬ﺑﻪ ﺧﺼﻮﺹ ‪:0 = m # 0‬‬ ‫ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺭﻭﻯ ﻣﺠﻤﻮﻋﻪﻯ ﻧﺎﺗﻬﻰ ‪ A‬ﻣﻰﺗﻮﺍﻧﺪ ﺩﺍﺭﺍﻯ ﺧﻮﺍﺹ‬
‫‪1) x - x = 0 = m # 0 + xRx‬‬ ‫ﭘﺲ‪:‬‬ ‫ﺗﻌﺪﻯ )ﺗﺮﺍﮔﺬﺍﺭﻯ( ﺑﺎﺷﺪ‪.‬‬
‫ﺑﺎﺯﺗﺎﺑﻰ )ﺍﻧﻌﻜﺎﺳﻰ(‪ ،‬ﺗﻘﺎﺭﻧﻰ‪ ،‬ﭘﺎﺩﺗﻘﺎﺭﻧﻰ ﻭ ّ‬
‫‪2) xRy & x - y = mk1‬‬ ‫ﺑﺮﺍﻯ ﻣﺜﺎﻝ‪ ،‬ﺍﮔﺮ }‪ A = {a, b, c, d‬ﻭ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ‪:‬‬
‫)‪& y - x = m (- k1‬‬ ‫})‪ R = {(a, a),( b, b),( c, c),( d, d),( a, b),( b, a‬ﺗﻌﺮﻳﻒ ﻛﻨﻴﻢ‪،‬‬
‫‪S‬‬
‫‪k2 ! Z‬‬ ‫ﻣﺸﺎﻫﺪﻩ ﻣﻰﺷﻮﺩ ﻛﻪ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺳﻪ ﺧﺎﺻﻴﺖ ﺍﻧﻌﻜﺎﺳﻰ‪ ،‬ﺗﻘﺎﺭﻧﻰ ﻭ‬
‫‪& y - x = mk2 & yRx‬‬ ‫ﺗﻌﺪﻯ ﺭﺍ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺣﺎﻟﺖ ﻛﻠﻰ‪ ،‬ﺑﻪ ﭼﻨﻴﻦ ﺭﺍﺑﻄﻪﻫﺎﻳﻰ ﻛﻪ ﻫﺮ ﺳﻪ ﺧﺎﺻﻴﺖ‬ ‫ّ‬
‫ﻳﻌﻨﻰ‪ ،‬ﺑﺎ ﻓﺮﺽ ﺍﻳﻦ ﻛﻪ ‪ ،xRy‬ﺛﺎﺑﺖ ﻛﺮﺩﻳﻢ ﻛﻪ ‪ ،yRx‬ﭘﺲ ﺧﺎﺻﻴﺖ‬ ‫ﺗﻌﺪﻯ ﺭﺍ ﺑﺎ ﻫﻢ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ ،‬ﻳﻚ ﺭﺍﺑﻄﻪﻯ ﻫﻢﺍﺭﺯﻯ‬
‫ﺍﻧﻌﻜﺎﺳﻰ‪،‬ﺗﻘﺎﺭﻧﻰ ﻭ ّ‬
‫ﺗﻘﺎﺭﻧﻰ ﻧﻴﺰ ﺑﺮﻗﺮﺍﺭ ﺍﺳﺖ‪.‬‬ ‫ﻣﻰﮔﻮﻳﻨﺪ‪ .‬ﻻﺯﻡ ﺍﺳﺖ ﻳﺎﺩﺁﻭﺭﻯ ﻛﻨﻴﻢ ﻛﻪ ﺍﮔﺮ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺳﻪ ﺧﺎﺻﻴﺖ‬
‫‪3) xRy , yRz & x - y = mk1 , y - z = mk2‬‬ ‫ﻓﻮﻕ ﻭ ﻋﻼﻭﻩ ﺑﺮ ﺁﻥ ﺧﺎﺻﻴﺖ ﺩﻳﮕﺮﻯ ﺭﺍ ﻧﻴﺰ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺑﺎﺯ ﻫﻢ ﻳﻚ‬
‫ﺭﺍﺑﻄﻪﻯ ﻫﻢﺍﺭﺯﻯ ﻧﺎﻣﻴﺪﻩ ﻣﻰﺷﻮﺩ‪.‬‬
‫)‪& x - z = m (k1 + k2‬‬
‫‪S‬‬
‫‪k3 ! Z‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺭﻭﻯ ‪ ، Z‬ﺑﻪ ﺻﻮﺭﺕ ﺯﻳﺮ ﺗﻌﺮﻳﻒ ﻣﻰﺷﻮﺩ‪ .‬ﺛﺎﺑﺖ‬
‫ﻛﻨﻴﺪ ﻛﻪ ﺍﻳﻦ ﺭﺍﺑﻄﻪ‪ ،‬ﻳﻚ ﺭﺍﺑﻄﻪﻯ ﻫﻢﺍﺭﺯﻯ ﺍﺳﺖ‪ m) .‬ﻋﺪﺩﻯ ﺻﺤﻴﺢ ﻭ‬
‫‪& x - z = mk3 & xRz‬‬ ‫ﺗﻌﺪﻯ ﺩﺍﺭﺩ(‬
‫)ﺧﺎﺻﻴﺖ ّ‬ ‫ﺛﺎﺑﺖ ﺍﺳﺖ‪(.‬‬
‫‪xRy + x - y = mk‬‬ ‫)‪(k ! Z‬‬

‫ﻣﺘﻮﺳﻄﻪ‬
‫ﺩﻭﺭﻩﻱ ﺑﻴﺴﺘﻢ‪ /‬ﺷﻤﺎﺭﻩﻱ ‪2‬‬
‫ﺯﻣﺴﺘﺎﻥ ‪1389‬‬
‫‪19‬‬
 ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺭﺍﺑﻄﻪﻯ ‪ ،R‬ﻳﻚ ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ﺍﺳﺖ‪.‬‬
‫‪5(a, b)? = #(x, y) ! R2 | (x, y) R (a, b)-‬‬ ‫)ﻻﺯﻡ ﺍﺳﺖ ﺗﻮﺿﻴﺢ ﺩﻫﻴﻢ ﻛﻪ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺩﺭ ﻣﺜﺎﻝ ﻗﺒﻞ ﺑﻪ ﺭﺍﺑﻄﻪﻯ‬
‫‪= #(x, y) ! R2 | x + b = y + a -‬‬ ‫ﻫﻢ ﻧﻬﺸﺘﻰ ﺑﻪ ﭘﻴﻤﺎﻧﻪﻯ ‪ m‬ﻣﻌﺮﻭﻑ ﺍﺳﺖ‪(.‬‬
‫‪= #(x, y) ! R2 | y = x + (b - a)-‬‬
‫ﺗﻌﺪﻯ ﺩﺭ ﻳﻚ ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ﻣﺎﻧﻨﺪ‬‫ﺧﻮﺍﺹ ﺍﻧﻌﻜﺎﺳﻰ‪ ،‬ﺗﻘﺎﺭﻧﻰ ﻭ ّ‬
‫‪& 6(1, 2 )@ = #(x, y) ! R2 | y = x + ( 2 - 1)-‬‬
‫‪ R‬ﻛﻪ ﺭﻭﻯ ﻣﺠﻤﻮﻋﻪﻯ ‪ A‬ﺗﻌﺮﻳﻒ ﺷﺪﻩ ﺍﺳﺖ ﻭ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺍﻳﻦ ﺳﻪ‬
‫ﻭ ﻫﻤﺎﻥﻃﻮﺭ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻰﺷﻮﺩ‪ ،‬ﻧﻤﻮﺩﺍﺭ ﺩﺳﺘﻪﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺍﻳﻦ‬
‫ﺧﺎﺻﻴﺖ ﻣﻰﺗﻮﺍﻧﺪ ﺑﻴﻦ ﺍﻋﻀﺎﻳﻰ ﺍﺯ ‪ A‬ﻛﻪ ﺑﺎ ﻫﻢ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪،‬‬
‫ﺭﺍﺑﻄﻪ‪ ،‬ﺧﻂﻫﺎﻳﻰ ﺑﻪ ﺷﻜﻞ )‪ y = x + (b - a‬ﺍﺳﺖ ﻛﻪ ﻣﻰﺑﻴﻨﻴﻢ ‪ a‬ﻭ‬
‫ﺍﺭﺗﺒﺎﻃﻰ ﺧﺎﺻﻰ ﺑﺮﻗﺮﺍﺭ ﻛﻨﺪ‪ .‬ﺑﺮﺍﻯ ﻣﺜﺎﻝ‪ ،‬ﺍﮔﺮ ﺩﺭ ﻣﺜﺎﻝ ﻗﺒﻞ ﻗﺮﺍﺭ ﺩﻫﻴﻢ‬
‫‪ b‬ﺗﺄﺛﻴﺮﻯ ﺩﺭ ﺿﺮﻳﺐ ﺯﺍﻭﻳﻪﻯ ﺍﻳﻦ ﺧﻂﻫﺎ ﻧﺪﺍﺭﻧﺪ ﻭ ﻓﻘﻂ ﻋﺮﺽ ﺍﺯ ﻣﺒﺪﺃ‬
‫‪ ، m = 3‬ﺩﺍﺭﻳﻢ‪:‬‬
‫ﺭﺍ ﺗﻌﻴﻴﻦ ﻣﻰﻛﻨﻨﺪ؛ ﻳﻌﻨﻰ‪ ،‬ﻧﻤﻮﺩﺍﺭ ﻫﻤﻪﻯ ﻛﻼﺱﻫﺎﻯ ﻫﻢﺍﺭﺯﻯ‪ ،‬ﺧﻂﻫﺎﻳﻰ‬
‫‪xRy + x - y = 3k‬‬ ‫)‪(k ! Z‬‬
‫ﻣﻮﺍﺯﻯ ﺑﺎ ﻫﻢ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺩﺭ ﺣﻘﻴﻘﺖ‪ ،‬ﺍﻋﺪﺍﺩﻯ ﺍﺯ ‪ Z‬ﺑﺎ ﻫﻢ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺩﺍﺭﻧﺪ ﻛﻪ ﺗﻔﺎﺿﻞ‬
‫ﻣﺜﺎﻝ‪ :‬ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺭﺍ ﺭﻭﻯ ﻣﺠﻤﻮﻋﻪﻯ ‪ A = !2, 4, 6, 8+‬ﺑﻪ ﺷﻜﻞ‬
‫ﺁﻥﻫﺎ ﻣﻀﺮﺏ ‪ 3‬ﺑﺎﺷﺪ‪ .‬ﺑﺮﺍﻯ ﻣﺜﺎﻝ‪ ،6R15 ،‬ﺯﻳﺮﺍ ‪ 6 - 15 =- 9‬ﻳﺎ‬
‫ﺯﻳﺮ ﺗﻌﺮﻳﻒ ﻣﻰﻛﻨﻴﻢ‪:‬‬
‫)‪ . 6 - 15 = 3 # (- 3‬ﺣﺎﻝ ﺍﮔﺮ ‪ a‬ﻋﻀﻮﻯ ﺍﺯ ‪ Z‬ﺑﺎﺷﺪ ﻭ ﻫﻤﻪﻯ‬
‫‪R = !(2, 2),( 4, 4),( 6, 6),( 8, 8),( 4, 6),( 6, 4)+‬‬
‫ﺍﻋﺪﺍﺩ ﺻﺤﻴﺢ ﻛﻪ ﺑﺎ ‪ a‬ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺩﺍﺭﻧﺪ )ﺗﻔﺎﺿﻞ ﻫﺮ ﻳﻚ ﺍﺯ ﺁﻥﻫﺎ ﺑﺎ‬
‫ﻭﺍﺿﺢ ﺍﺳﺖ ﻛﻪ ﺭﺍﺑﻄﻪﻯ ‪ ،R‬ﻳﻚ ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ﺍﺳﺖ‪ .‬ﺣﺎﻝ‬
‫‪ a‬ﻣﻀﺮﺏ ‪ 3‬ﺑﺎﺷﺪ( ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﻢ‪ ،‬ﻣﺠﻤﻮﻋﻪﺍﻯ ﺣﺎﺻﻞ ﻣﻰﺷﻮﺩ ﻛﻪ‬
‫ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻰﺩﻫﻴﻢ‪:‬‬
‫ﺁﻥ ﺭﺍ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ‪ a‬ﻣﻰﻧﺎﻣﻨﺪ ﻭ ﺑﺎ ﻧﻤﺎﺩ ]‪ [a‬ﻧﻤﺎﻳﺶ ﻣﻰﺩﻫﻨﺪ‪ .‬ﺩﺭ‬
‫‪5 2 ? = !x ! A | xR2+ = ! 2 +‬‬ ‫ﺣﺎﻟﺖ ﻛﻠﻰ ﺩﺍﺭﻳﻢ‪:‬‬
‫‪5 4 ? = !x ! A | xR4+ = !4, 6+‬‬ ‫ﺍﮔﺮ ‪ R‬ﻳﻚ ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ﺭﻭﻯ ﻣﺠﻤﻮﻋﻪﻯ ‪ A‬ﺑﺎﺷﺪ ﻭ ‪، a ! A‬‬
‫‪5 6 ? = !x ! A | xR6+ = !6, 4+‬‬ ‫ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ‪ a‬ﺭﺍ ﺑﺎ ﻧﻤﺎﺩ ]‪ [a‬ﻧﺸﺎﻥ ﻣﻰﺩﻫﻴﻢ ﻭ ﺑﻪ ﺻﻮﺭﺕ ﺯﻳﺮ‬
‫‪5 8 ? = !x ! A | xR8+ = ! 8 +‬‬ ‫ﺗﻌﺮﻳﻒ ﻣﻰﻛﻨﻴﻢ‪:‬‬
‫}‪[a] = {x ! A | xRa‬‬
‫ﻫﻤﺎﻥﻃﻮﺭ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻰﻛﻨﻴﺪ‪ّ ،‬ﺍﻭ ًﻻ ﻫﻴﭻ ﻛﺪﺍﻡ ﺍﺯ ﻛﻼﺱﻫﺎﻯ‬
‫ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ‪x ! [a] + xRa :‬‬
‫ﻫﻢﺍﺭﺯﻯ ﺍﻳﻦ ﺭﺍﺑﻄﻪﻯ ﻫﻢﺍﺭﺯﻯ‪ ،‬ﺗﻬﻰ ﻧﻴﺴﺖ‪ ،‬ﺛﺎﻧﻴ ًﺎ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ‪،‬‬
‫ﺑﺮﺍﻯ ﻣﺜﺎﻝ‪ ،‬ﺩﺭ ﺭﺍﺑﻄﻪﻯ ﺯﻳﺮ ﺩﺍﺭﻳﻢ‪:‬‬
‫ﻳﺎ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﻫﺴﺘﻨﺪ ﻭ ﻋﻀﻮ ﻣﺸﺘﺮﻛﻰ ﻧﺪﺍﺭﻧﺪ ﻳﺎ ﺑﺮﺍﺑﺮﻧﺪ )? ‪(5 4 ? = 5 6‬‬
‫‪xRy + x - y = 3k‬‬
‫ﺛﺎﻟﺜ ًﺎ ﺍﺟﺘﻤﺎﻉ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺭﺍﺑﻄﻪﻯ ‪ ،R‬ﺑﺮﺍﺑﺮ ﺑﺎ ﻣﺠﻤﻮﻋﻪﻯ ‪A‬‬
‫}‪[a] = {x ! Z | xRa} = {x ! Z | x - a = 3k‬‬
‫ﺍﺳﺖ؛ ﻳﻌﻨﻰ‪:‬‬
‫‪5 2 ? , 5 4 ? , 5 8 ? = ! 2 + , !4, 6+ , ! 8 + = !2, 4, 6, 8+ = A‬‬
‫ﺍﮔﺮ ‪ ، a = 1‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﺩﺍﺭﻳﻢ‪:‬‬
‫}‪ x = 3k + 1‬ﻳﺎ ‪[1] = {x ! Z | x - 1 = 3k‬‬
‫ﺩﺭ ﺍﻳﻦ ﺟﺎ‪ ،‬ﺧﻮﺍﺻﻰ ﺭﺍ ﻛﻪ ﺩﺭﺑﺎﺭﻩﻯ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺩﺭ ﻣﺜﺎﻝ‬
‫}‪& [1] = {..., - 5, - 2, 1, 4, 7,...‬‬
‫ﻗﺒﻞ ﻣﺸﺎﻫﺪﻩ ﻛﺮﺩﻳﺪ‪ ،‬ﺩﺭ ﺣﺎﻟﺖ ﻛ ّﻠﻰ ﻭ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﻗﻀﻴﻪ‪ ،‬ﻣﻄﺮﺡ ﻭ‬
‫ﺣﺎﻝ ﺍﮔﺮ ﺭﺍﺑﻄﻪﻯ ﻫﻢﺍﺭﺯﻯ ‪ R‬ﺭﻭﻯ ﻣﺠﻤﻮﻋﻪﻯ ‪ A2‬ﺗﻌﺮﻳﻒ ﺷﺪﻩ‬
‫ﺍﺛﺒﺎﺕ ﻣﻰﻛﻨﻴﻢ‪.‬‬
‫ﺑﺎﺷﺪ‪ (R 1 A2 # A2) ،‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ‪ ،‬ﺑﺮﺍﻯ ﻫﺮ ‪(a, b) ! A2‬‬
‫ﻗﻀﻴﻪ‪ :‬ﺍﮔﺮ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺭﻭﻯ ﻣﺠﻤﻮﻋﻪﻯ ﻧﺎﺗﻬﻰ ‪ A‬ﻳﻚ ﺭﺍﺑﻄﻪﻯ ﻫﻢ‬
‫ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ )‪ (a, b‬ﻳﺎ ?)‪ 5(a, b‬ﻣﻄﺎﺑﻖ ﺗﻌﺮﻳﻒ ﺍﺻﻠﻰ ﺑﻪ ﺷﻜﻞ‬
‫ﺍﺭﺯﻯ ﺑﺎﺷﺪ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﺩﺍﺭﻳﻢ‪:‬‬
‫ﺯﻳﺮ ﺗﻌﺮﻳﻒ ﻣﻰﺷﻮﺩ‪:‬‬
‫ﺍﻟﻒ( ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺭﺍﺑﻄﻪﻯ ‪ ،R‬ﻧﺎﺗﻬﻰﺍﻧﺪ‪.‬‬
‫ﺏ( ﺍﮔﺮ ? ‪ ، b ! 5 a‬ﺁﻥﮔﺎﻩ ? ‪.5 a ? = 5 b‬‬
‫‪5(a, b)? = #(x, y) ! A2 | (x, y) R (a, b)-‬‬
‫ﺝ( ﺍﺟﺘﻤﺎﻉ ﻫﻤﻪﻯ ﻛﻼﺱﻫﺎﻯ ﻫﻢﺍﺭﺯﻯ ﺭﺍﺑﻄﻪﻯ ‪ ،R‬ﺑﺮﺍﺑﺮ ﺑﺎ‬
‫ﻣﺠﻤﻮﻋﻪﻯ ‪ A‬ﺍﺳﺖ‪.‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ‪ R‬ﺭﻭﻯ ‪ R2‬ﺑﻪ ﺻﻮﺭﺕ ﺯﻳﺮ ﺗﻌﺮﻳﻒ ﺷﺪﻩ‬
‫ﺍﺛﺒﺎﺕ‪ :‬ﺍﻟﻒ( ﻓﺮﺽ ﻛﻨﻴﻢ ]‪ [a‬ﻳﻚ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ﺩﻟﺨﻮﺍﻩ ﺑﺎﺷﺪ‪.‬‬ ‫ﺍﺳﺖ‪ .‬ﺍﻭ ًﻻ‪ ،‬ﻧﻮﻉ ﻧﻤﻮﺩﺍﺭ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺭﺍ ﻣﺸﺨﺺ ﻛﻨﻴﺪ‪ .‬ﺛﺎﻧﻴ ًﺎ‪،‬‬
‫ﭼﻮﻥ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﻫﻢ ﺍﺭﺯﻯ ﺍﺳﺖ‪ ،‬ﭘﺲ ﺧﺎﺻﻴﺖ ﺍﻧﻌﻜﺎﺳﻰ ﺩﺍﺭﺩ‪ ،‬ﻟﺬﺍ‬ ‫@) ‪ 6(1, 2‬ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﻣﺠﻤﻮﻋﻪﺍﻯ ﺗﺸﻜﻴﻞ ﺩﻫﻴﺪ‪.‬‬
‫‪ .aRa‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﻃﺒﻖ ﺗﻌﺮﻳﻒ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ? ‪ ، a ! 5 a‬ﭘﺲ‪:‬‬ ‫‪(a, b) R (c, d) + a + d = b + c‬‬
‫! ? ‪.5 a‬‬
‫&‪Y‬‬‫‪Y‬‬ ‫ﺣﻞ‪ :‬ﺑﺎ ﻧﻮﺷﺘﻦ ﻳﻚ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ﺩﻟﺨﻮﺍﻩ ﻣﺎﻧﻨﺪ ?)‪ ،5(a, b‬ﻧﻤﻮﺩﺍﺭ‬
‫ﺏ( ﺑﺮﺍﻯ ﺍﻳﻦ ﻛﻪ ﺛﺎﺑﺖ ﻛﻨﻴﻢ ? ‪) ،5 a ? = 5 b‬ﺑﺎ ﻓﺮﺽ ? ‪( b ! 5 a‬‬ ‫ﻫﺮ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ﻣﺸﺨﺺ ﻣﻰﺷﻮﺩ‪:‬‬

‫ﻣﺘﻮﺳﻄﻪ‬
‫ﺩﻭﺭﻩﻱ ﺑﻴﺴﺘﻢ‪ /‬ﺷﻤﺎﺭﻩﻱ ‪2‬‬
‫ﺯﻣﺴﺘﺎﻥ ‪1389‬‬
‫‪20‬‬
 ‫ﻛﺎﻓﻰ ﺍﺳﺖ ﺛﺎﺑﺖ ﻛﻨﻴﻢ ? ‪ 5 a ? 1 5 b‬ﻭ ? ‪.5 b ? 1 5 a‬‬
‫‪y‬‬
‫ﻓﺮﺽ ﻛﻨﻴﻢ‪:‬‬
‫‪x ! 5 a ? & xRa; b ! [a] & aRb‬‬
‫ﻭ ﺩﺍﺭﻳﻢ‪:‬‬
‫‪xRa‬‬
‫‪aRb‬‬ ‫)‪xRb & x ! 5 b ? & 5 a ? 1 5 b ? (1‬‬
‫‪1‬‬ ‫)‪(1,1‬‬
‫ﺣﺎﻝ ﺍﮔﺮ‪:‬‬
‫‪o‬‬
‫‪1‬‬
‫‪x‬‬ ‫‪x ! 5 b ? & xRb; b ! [a] & bRa‬‬
‫ﻭ ﺩﺍﺭﻳﻢ‪:‬‬
‫‪xRb‬‬
‫‪bRa‬‬ ‫)‪x ! 5 a ? & 5 b ? 1 5 a ? (2‬‬
‫? ‪ (2) & 5 a ? = 5 b‬ﻭ )‪(1‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺭﺍ ﺭﻭﻯ ‪ R2‬ﺑﻪ ﺻﻮﺭﺕ ﺯﻳﺮ ﺗﻌﺮﻳﻒ ﻣﻰﻛﻨﻴﻢ‪:‬‬
‫ﺗﺬﻛﺮ‪ :‬ﻗﺴﻤﺖ )ﺏ( ﻧﺸﺎﻥ ﻣﻰﺩﻫﺪ ﻛﻪ ﻫﺮ ﺩﻭ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ‪ ،‬ﻳﺎ‬
‫‪(x, y) R (z, t) + y - x2 = t - z2‬‬
‫ﻣﺴﺎﻭﻯ ﻳﻜﺪﻳﮕﺮﻧﺪ ﻳﺎ ﻫﻴﭻ ﺍﺷﺘﺮﺍﻛﻰ ﺑﺎ ﻫﻢ ﻧﺪﺍﺭﻧﺪ‪.‬‬
‫ﺍﻟﻒ( ﺛﺎﺑﺖ ﻛﻨﻴﺪ ﻛﻪ ‪ R‬ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ﺍﺳﺖ‪.‬‬
‫ﺝ( ﺍﺟﺘﻤﺎﻉ ﻫﻤﻪﻯ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺭﺍ ﺑﺎ ‪ E‬ﻧﺸﺎﻥ ﻣﻰﺩﻫﻴﻢ‪،‬‬
‫ﺏ( ﻧﻤﻮﺩﺍﺭ ﻫﺮ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ﺩﺭ ﺍﻳﻦ ﺭﺍﺑﻄﻪ‪ ،‬ﭼﻪ ﺷﻜﻠﻰ ﺭﺍ ﺩﺭ‬
‫ﭼﻮﻥ ﻃﺒﻖ ﺗﻌﺮﻳﻒ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ‪ ،‬ﻫﺮ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ﺯﻳﺮ‬
‫ﺻﻔﺤﻪﻯ ﻣﺨﺘﺼﺎﺕ ﻣﻌﻴﻦ ﻣﻰﻛﻨﺪ؟‬
‫ﻣﺠﻤﻮﻋﻪﻯ ‪ A‬ﺍﺳﺖ‪ ،‬ﭘﺲ ﺍﺟﺘﻤﺎﻉ ﺍﻳﻦ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ‪ ،‬ﻳﻌﻨﻰ ‪E‬‬
‫ﺍﺛﺒﺎﺕ‪ :‬ﺍﺛﺒﺎﺕ ﻗﺴﻤﺖ )ﺍﻟﻒ( ﺑﻪ ﻋﻬﺪﻩﻯ ﺧﻮﺍﻧﻨﺪﻩ‪.‬‬
‫ﻧﻴﺰ ﺯﻳﺮﻣﺠﻤﻮﻋﻪﻯ ‪ A‬ﺍﺳﺖ؛ ﺑﻨﺎﺑﺮﺍﻳﻦ ‪ . E 3 A‬ﺣﺎﻝ ﺍﮔﺮ ﻓﺮﺽ ﻛﻨﻴﻢ‬
‫ﺏ( ﺑﺮﺍﻯ ﻣﺸﺨﺺ ﻛﺮﺩﻥ ﻧﻤﻮﺩﺍﺭ ﻫﺮ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ‪ ،‬ﻳﻚ ﻛﻼﺱ‬
‫‪ x ! A‬ﻭﺍﺿﺢ ﺍﺳﺖ ﻛﻪ ? ‪ . x ! 5 x‬ﭘﺲ ﻫﺮ ﻋﻀﻮ ﺍﺯ ‪ ،A‬ﺩﺭ ﻳﻜﻰ ﺍﺯ‬
‫ﻫﻢ ﺍﺭﺯﻯ ﺩﻟﺨﻮﺍﻩ ﻣﺎﻧﻨﺪ ?)‪ 5(a, b‬ﺭﺍ ﺩﺭ ﻧﻈﺮ ﻣﻰﮔﻴﺮﻳﻢ‪:‬‬
‫ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﺑﻨﺎﺑﺮﺍﻳﻦ ﺩﺭ ﺍﺟﺘﻤﺎﻉ‬
‫‪5(a, b)? = #(x, y) ! R2 | (x, y) R (a, b)-‬‬ ‫ﻛﻼﺱﻫﺎ‪ ،‬ﻳﻌﻨﻰ ‪ E‬ﻭﺟﻮﺩ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ؛ ﻳﻌﻨﻰ ‪ A 3 E‬ﻭ ﺩﺭ ﻛﻞ ﺛﺎﺑﺖ‬
‫‪= #(x, y) ! R2 | y - x2 = b - a2-‬‬ ‫ﺷﺪ ‪. A = E‬‬
‫‪= #(x, y) ! R2 | y = x2 + (b - a2)-‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﻣﺠﻤﻮﻋﻪﻯ ‪ A = !x ! R | 0 # x # 1+‬ﺭﺍ ﺩﺭ ﻧﻈﺮ‬
‫ﻣﻰﮔﻴﺮﻳﻢ ﻭ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﺭﺍ ﺭﻭﻯ ‪ A2‬ﺑﻪ ﺷﻜﻞ ﺯﻳﺮ ﺗﻌﺮﻳﻒ ﻣﻰﻛﻨﻴﻢ‪:‬‬
‫ﻫﻤﺎﻥﻃﻮﺭ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻰﻛﻨﻴﺪ‪ ،‬ﻧﻤﻮﺩﺍﺭﻫﺎﻯ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ‬ ‫‪(x, y) R (z, t) + y = t‬‬
‫ﺍﻳﻦ ﺭﺍﺑﻄﻪ‪ ،‬ﺳﻬﻤﻰﻫﺎﻳﻰ ﺑﻪ ﺷﻜﻞ )‪ y = x2 + (b - a2‬ﻫﺴﺘﻨﺪ‪ .‬ﺑﺮﺍﻯ‬ ‫ﻛﻪ‬ ‫‪: A2 = A # A = "(x, y)| 0 # x # 1, 0 # y # 1,‬‬
‫ﻣﺜﺎﻝ‪ ،‬ﻧﻤﻮﺩﺍﺭ ?)‪ ،5(1, 2‬ﺳﻬﻤﻰ ‪ y = x2 + 1‬ﺍﺳﺖ‪.‬‬ ‫)ﻣﺠﻤﻮﻋﻪﻯ ‪ A = !x ! R | 0 # x # 1+‬ﺭﺍ ﺑﻪ ﺷﻜﻞ ?‪A = 50, 1‬‬
‫ﻧﻴﺰ ﻧﺸﺎﻥ ﻣﻰﺩﻫﻨﺪ‪(.‬‬
‫‪y‬‬
‫ّﺍﻭ ًﻻ‪ ،‬ﺑﻪ ﺭﺍﺣﺘﻰ ﻣﻰﺗﻮﺍﻥ ﺛﺎﺑﺖ ﻛﺮﺩ ﻛﻪ ﺭﺍﺑﻄﻪﻯ ‪ R‬ﻳﻚ ﺭﺍﺑﻄﻪﻯ ﻫﻢ‬
‫ﺍﺭﺯﻯ ﺍﺳﺖ )ﺍﺛﺒﺎﺕ ﺑﻪ ﻋﻬﺪﻩﻯ ﺧﻮﺍﻧﻨﺪﻩ(‪.‬‬
‫‪y=x2+3‬‬ ‫‪2‬‬
‫ﺛﺎﻧﻴ ًﺎ‪ ،‬ﻫﻤﺎﻥﻃﻮﺭ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻰﻛﻨﻴﺪ‪ ،‬ﻣﺠﻤﻮﻋﻪﻯ ‪ ، A‬ﻳﻌﻨﻰ‬
‫‪4‬‬
‫?‪ ،50, 1? # 50, 1‬ﺳﻄﺢ ﻣﺮﺑﻊ ﻭﺍﺣﺪ ﺭﺍ ﻧﺸﺎﻥ ﻣﻰﺩﻫﺪ ﻭ ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ‬
‫‪3‬‬ ‫ﻧﻤﻮﺩﺍﺭ ﻫﺮ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﺭﺍ ﺑﺸﻨﺎﺳﻴﻢ‪ ،‬ﺩﺍﺭﻳﻢ‪:‬‬
‫‪2‬‬
‫‪y=x2‬‬ ‫‪5(a, b)? = #(x, y) ! A2 | (x, y) R (a, b)-‬‬
‫‪1‬‬
‫‪= #(x, y) ! A2 | y = b-‬‬
‫‪x‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫ﻳﻌﻨﻰ ﻧﻤﻮﺩﺍﺭ ﻫﺮ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ‪ ،‬ﭘﺎﺭﻩ ﺧﻄﻰ ﺍﺳﺖ ﺩﺍﺧﻞ ﺳﻄﺢ‬
‫‪2‬‬
‫‪-1‬‬ ‫‪y=x -3‬‬ ‫ﻣﺮﺑﻊ ﻭﺍﺣﺪ ﻭ ﻣﻮﺍﺯﻯ ﺑﺎ ﻣﺤﻮﺭ ‪x‬ﻫﺎ‪ ،‬ﻛﻪ ﻫﻴﭻ ﻛﺪﺍﻡ ﺍﺯ ﺍﻳﻦ ﭘﺎﺭﻩ ﺧﻂﻫﺎ‬
‫ﻳﻜﺪﻳﮕﺮ ﺭﺍ ﻗﻄﻊ ﻧﻤﻰﻛﻨﻨﺪ‪ ،‬ﺯﻳﺮﺍ ﻫﺮ ﻳﻚ ﺍﺯ ﺍﻳﻦ ﭘﺎﺭﻩﺧﻂﻫﺎ ﺑﻪ ﻳﻚ ﻛﻼﺱ‬
‫‪-2‬‬ ‫ﻫﻢ ﺍﺭﺯﻯ ﺗﻌﻠﻖ ﺩﺍﺭﺩ ﻭ ﻣﻰﺩﺍﻧﻴﻢ ﻛﻪ )ﺛﺎﺑﺖ ﺷﺪﻩ( ﻛﻪ ﻛﻼﺱﻫﺎﻯ ﻫﻢ‬
‫ﺍﺭﺯﻯ‪ ،‬ﻋﻀﻮ ﻣﺸﺘﺮﻙ ﻧﺪﺍﺭﻧﺪ‪.‬‬

‫ﻣﺘﻮﺳﻄﻪ‬
‫ﺩﻭﺭﻩﻱ ﺑﻴﺴﺘﻢ‪ /‬ﺷﻤﺎﺭﻩﻱ ‪2‬‬
‫ﺯﻣﺴﺘﺎﻥ ‪1389‬‬
‫‪21‬‬
‫ﺑﺎﺷﺪ ﻭ ﺑﺘﻮﺍﻧﻴﻢ ﺗﻌﺪﺍﺩﻯ ﻣﺘﻨﺎﻫﻰ ﺍﺯ ﺯﻳﺮﻣﺠﻤﻮﻋﻪﻫﺎﻯ ﻣﺘﻤﺎﻳﺰ ‪ A‬ﻣﺎﻧﻨﺪ‬ ‫‪5(1, 1)? " y = x2‬‬
‫‪ A n,..., A2, A1‬ﺑﻴﺎﺑﻴﻢ‪ ،‬ﺑﻪ ﻗﺴﻤﻰ ﻛﻪ ّﺍﻭ ًﻻ ﻫﺮ ﻳﻚ ﺍﺯ ﺯﻳﺮﻣﺠﻤﻮﻋﻪﻫﺎ‬ ‫‪5(0, 3)? " y = x2 + 3‬‬
‫ﻧﺎﺗﻬﻰ ﺑﺎﺷﻨﺪ‪ ،‬ﺛﺎﻧﻴ ًﺎ ﻫﻴﭻ ﺩﻭﺗﺎﻳﻰ ﺍﺯ ﺁﻥﻫﺎ ﺑﺎ ﻫﻢ ﺍﺷﺘﺮﺍﻛﻰ ﻧﺪﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‬ ‫‪5(- 1, - 1)? " y = x2 - 2‬‬
‫)ﺩﻭ ﺑﻪ ﺩﻭ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﺑﺎﺷﻨﺪ( ﻭ ﺛﺎﻟﺜ ًﺎ ﺍﺟﺘﻤﺎﻉ ﺍﻳﻦ ﺯﻳﺮﻣﺠﻤﻮﻋﻪﻫﺎﻯ ﺑﺮﺍﺑﺮ‬
‫ﻣﺜﺎﻝ‪ :‬ﺭﺍﺑﻄﻪﻱ ﻫﻢﺍﺭﺯﻱ ‪ R‬ﺭﻭﻱ ‪
2‬ﺑﻪ ﺻﻮﺭﺕ ﺯﻳﺮﺗﻌﺮﻳﻒ ﻣﻲﺷﻮﺩ‪،‬‬
‫ﺑﺎ ﻣﺠﻤﻮﻋﻪﻯ ‪ A‬ﺷﻮﺩ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﻣﻰﮔﻮﻳﻴﻢ ﻛﻪ ﻣﺠﻤﻮﻋﻪﻫﺎﻯ‬
‫ﺷﻜﻞ ﻛﻼﺳﻲ ﻫﻢﺍﺭﺯﻱ ])‪1‬ﻭ‪ [(0‬ﺭﺍ ﻣﺸﺨﺺ ﻛﺮﺩﻩ ﻭ ﻧﺤﻮﻩﻱ ﺍﻓﺮﺍﺯ ‪
2‬‬
‫‪ ... ، A2 ، A1‬ﻭ ‪ A n‬ﻣﺠﻤﻮﻋﻪﻫﺎﻯ ﺍﻓﺮﺍﺯ ﻛﻨﻨﺪﻩﻯ ﻣﺠﻤﻮﻋﻪﻯ ‪ A‬ﻫﺴﺘﻨﺪ‬
‫ﺭﺍ ﺗﻮﺳﻂ ﻛﻼﺱﻫﺎﻱ ﻫﻢﺍﺭﺯﻱ ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫ﻭ ﻣﺠﻤﻮﻋﻪﻯ ‪ E = " A1, A2,..., A n ,‬ﻳﻚ ﺍﻓﺮﺍﺯ ‪ n‬ﻋﻀﻮﻯ ﺍﺯ‬
‫ﻣﺠﻤﻮﻋﻪﻯ ‪ A‬ﺍﺳﺖ‪.‬‬ ‫| ‪( x , y)R (z, t ) ⇔| x | + | y |=| z | + | t‬‬
‫ﺗﺒﺼﺮﻩ‪ -‬ﺩﺭ ﺣﺎﻟﺘﻰ ﻛﻪ ‪ ، n = 1‬ﻳﻌﻨﻰ ‪ E‬ﻳﻚ ﺍﻓﺮﺍﺯ ﻳﻚ ﻋﻀﻮﻯ ﺍﺯ‬ ‫ﺣﻞ‪:‬‬
‫ﻣﺠﻤﻮﻋﻪﻯ ‪ A‬ﺑﺎﺷﺪ‪ ،‬ﺩﺍﺭﻳﻢ‪ . E = {A} :‬ﺣﺎﻝ ﺍﮔﺮ ﺑﺨﻮﺍﻫﻴﻢ ﺗﻌﺮﻳﻒ‬ ‫‪[(0, 1)] = #(x, y ! R2 | x |+| y | = | 0 |+| 1 |-‬‬
‫ﺍﻓﺮﺍﺯ ﻳﻚ ﻣﺠﻤﻮﻋﻪ ﺭﺍ ﺗﻮﺳﻂ ﻧﻤﺎﺩﻫﺎﻯ ﺭﻳﺎﺿﻰ ﻳﺎ ﺑﻪ ﺯﺑﺎﻥ ﺭﻳﺎﺿﻰ ﺑﻴﺎﻥ‬ ‫‪= #(x, y) ! R2 | x |+| y | = 1-‬‬
‫ﻛﻨﻴﻢ‪ ،‬ﻣﻰﮔﻮﻳﻴﻢ‪:‬‬
‫‪y‬‬
‫ﻣﺠﻤﻮﻋﻪﻯ ‪ E = " A1, A2,..., A n ,‬ﻳﻚ ﺍﻓﺮﺍﺯ ‪ n‬ﻋﻀﻮﻯ ﺑﺮﺍﻯ‬
‫ﻣﺠﻤﻮﻋﻪﻯ ﻧﺎﺗﻬﻰ ‪ A‬ﺍﺳﺖ‪ ،‬ﻫﺮﮔﺎﻩ‪:‬‬
‫& ! ‪Ai‬‬ ‫‪ (1‬ﺑﺮﺍﻯ ﻫﺮ ‪Y : 1 # i # n‬‬ ‫‪1‬‬

‫& = ‪Ai + A j‬‬‫‪ (2‬ﺑﺮﺍﻯ ﻫﺮ ‪ j‬ﻭ ‪ i‬ﻛﻪ ‪ j # n‬ﻭ ‪ 1 # i‬ﻭ ‪Y ، i ! j‬‬ ‫‪-1‬‬ ‫‪1‬‬
‫‪x‬‬
‫‪n‬‬
‫= ‪. A1 , A2 , ... , A n‬‬ ‫‪'Ai = A (3‬‬ ‫‪-1‬‬
‫‪i=1‬‬

‫ﻣﺜﺎﻝ‪ :‬ﻳﻚ ﺍﻓﺮﺍﺯ ‪ 4‬ﻋﻀﻮﻯ‪ ،‬ﻳﻚ ﺍﻓﺮﺍﺯ ‪ 3‬ﻋﻀﻮﻯ ﻭ ﻳﻚ ﺍﻓﺮﺍﺯ ‪2‬‬

‫ﻋﻀﻮﻯ ﺑﺮﺍﻯ ﻣﺠﻤﻮﻋﻪﻯ ‪ A = !1, 2, 3, 4+‬ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫ﻫﻤﺎﻥﻃﻮﺭ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻲﺷﻮﺩ ﻧﻤﻮﺩﺍﺭ ﻫﺮ ﻛﻼﺱ ﻫﻢﺍﺭﺯﻱ ﻣﺎﻧﻨﺪ‬
‫ﺣﻞ‪ -1 :‬ﺍﮔﺮ ﻓﺮﺽ ﻛﻨﻴﻢ ﻛﻪ }‪ A1 = {1‬ﻭ }‪ A2 = {2‬ﻭ‬
‫])‪ [(a,b‬ﻳﻚ ﻣﺮﺑﻊ ﺍﺳﺖ ﻛﻪ ﭼﻬﺎﺭ ﺭﺃﺱ ﺁﻥ ﺭﻭﻱ ﻣﺤﻮﺭﻫﺎﻱ ﻣﺨﺘﺼﺎﺕ‬
‫}‪ A3 = {3‬ﻭ }‪ ، A4 = {4‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ‪E1 = " A1, A2, A3, A4,‬‬
‫ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﻣﺮﻛﺰ ﻫﻤﻪﻱ ﺍﻳﻦ ﻣﺮﺑﻊﻫﺎ )ﺑﺎ ﻃﻮﻝ ﺍﺿﻼﻉ ﻣﺘﻤﺎﻳﺰ( ﻣﺒﺪﺃ‬
‫ﻳﻚ ﺍﻓﺮﺍﺯ ‪ 4‬ﻋﻀﻮﻯ ﺑﺮﺍﻯ ‪ A‬ﺍﺳﺖ‪.‬‬
‫ﻣﺨﺘﺼﺎﺕ ﺍﺳﺖ ﻭ ﺑﻨﺎﺑﺮﺍﻳﻦ ﻫﻴﭻﻛﺪﺍﻡ ﺩﻳﮕﺮﻱ ﺭﺍ ﻗﻄﻊ ﻧﻤﻲﻛﻨﺪ ﺩﺭ ﻭﺍﻗﻊ‬
‫‪ -2‬ﺍﮔﺮ ﻓﺮﺽ ﻛﻨﻴﻢ ﻛﻪ }‪ B3 = {3‬ﻭ }‪ B2 = {2‬ﻭ }‪، B1 = {1, 4‬‬
‫‪
2‬ﺗﻮﺳﻂ ﺍﻳﻦ ﻣﺮﺑﻊﻫﺎﻱ ﻫﻢ ﻣﺮﻛﺰ ﺍﻓﺮﺍﺯ ﻣﻲﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ‪ E2 = "B1, B2, B3,‬ﻳﻚ ﺍﻓﺮﺍﺯ ‪ 3‬ﻋﻀﻮﻯ ﺑﺮﺍﻯ ‪A‬‬
‫ﺍﺳﺖ‪.‬‬
‫‪y‬‬
‫‪ -3‬ﻭ ﺑﺎﻻﺧﺮﻩ ﺍﮔﺮ ﻓﺮﺽ ﻛﻨﻴﻢ ﻛﻪ }‪ C2 = {3, 4‬ﻭ }‪C1 = {1, 2‬‬
‫‪ ،‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ‪ E3 = "C1, C2,‬ﻳﻚ ﺍﻓﺮﺍﺯ ‪ 2‬ﻋﻀﻮﻯ ﺍﺯ ‪ A‬ﺍﺳﺖ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺑﺮﺍﻯ ﻣﺠﻤﻮﻋﻪﻯ ﺍﻋﺪﺍﺩ ﺣﻘﻴﻘﻰ‪ ،‬ﻣﻰﺗﻮﺍﻥ ﺑﻪ ﺻﻮﺭﺕ‬
‫‪ E = "R+, R-,{ 0},‬ﻳﻚ ﺍﻓﺮﺍﺯ ‪ 3‬ﻋﻀﻮﻯ ﻧﻮﺷﺖ‪.‬‬
‫‪x‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﮔﺮ ﻣﺠﻤﻮﻋﻪﻯ ﺍﻋﺪﺍﺩ ﺻﺤﻴﺢ ﺯﻭﺝ ﺭﺍ ﺑﺎ ‪ Z E‬ﻭ ﻣﺠﻤﻮﻋﻪﻯ‬
‫ﺍﻋﺪﺍﺩ ﺻﺤﻴﺢ ﻓﺮﺩ ﺭﺍ ﺑﺎ ‪ ZO‬ﻧﻤﺎﻳﺶ ﺩﻫﻴﻢ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ‪،‬‬
‫‪ E = "Z E, ZO,‬ﻳﻚ ﺍﻓﺮﺍﺯ ‪ 2‬ﻋﻀﻮﻯ ﺑﺮﺍﻯ ‪ Z‬ﺍﺳﺖ‪.‬‬
‫ﺣﺎﻝ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻗﻀﻴﻪﺍﻯ ﻛﻪ ﺩﺭﺑﺎﺭﻩﻯ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﻳﻚ‬
‫ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ﻣﺎﻧﻨﺪ ‪ R‬ﺍﺛﺒﺎﺕ ﺷﺪ ﻭ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻌﺮﻳﻒ ﺍﻓﺮﺍﺯ‪ ،‬ﺑﺪﻳﻬﻰ‬ ‫ﺍﺭﺯﻱ ﺯﻳﺮ ﺭﻭﻱ ‪
2‬ﺗﻌﺮﻳﻒ ﺷﺪﻩ ﺍﻳﻦ ﺭﺍﺑﻄﻪ‪،‬‬ ‫ﺗﻤﺮﻳﻦ‪ :‬ﺭﺍﺑﻄﻪﻱ ﻫﻢ ِ‬
‫ﺍﺳﺖ ﻛﻪ‪:‬‬ ‫ﻣﺠﻤﻮﻋﻪﻱ ‪
2‬ﺭﺍ ﺗﻮﺳﻂ ﭼﻪ ﻧﻤﻮﺩﺍﺭﻫﺎﻳﻲ ﺍﻓﺮﺍﺯ ﻣﻲﻛﻨﺪ؟‬
‫ﺍﮔﺮ ‪ R‬ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ﺭﻭﻯ ﻣﺠﻤﻮﻋﻪﻯ ﻧﺎﺗﻬﻰ ‪ A‬ﺑﺎﺷﺪ‪،‬‬ ‫‪( x , y ) R ( z , t ) ⇔ x 2 + y2 = z 2 + t 2‬‬
‫ﻣﺠﻤﻮﻋﻪﻯ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺭﺍﺑﻄﻪﻯ ‪ ،R‬ﻳﻚ ﺍﻓﺮﺍﺯ ﺑﺮﺍﻯ ﻣﺠﻤﻮﻋﻪﻯ‬ ‫ﺗﻌﺮﻳﻒ ﺍﻓﺮﺍﺯ ﻳﻚ ﻣﺠﻤﻮﻋﻪ‪ :‬ﻫﺮﮔﺎﻩ ‪ A‬ﻳﻚ ﻣﺠﻤﻮﻋﻪﻯ ﻧﺎﺗﻬﻰ‬

‫ﻣﺘﻮﺳﻄﻪ‬
‫ﺩﻭﺭﻩﻱ ﺑﻴﺴﺘﻢ‪ /‬ﺷﻤﺎﺭﻩﻱ ‪2‬‬
‫ﺯﻣﺴﺘﺎﻥ ‪1389‬‬
‫‪22‬‬
 ‫ﻣﻌﺮﻓﻰﺳﺎﻳﺖﻫﺎﻯ‬
‫ﺭﻳﺎﺿﻰ ﺟﻬﺎﻥ‬
‫ﺍﺭﺯﻯ ﺭﻭﻯ ‪ Z‬ﺍﺳﺖ ﻭ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﺑﻪ ﻗﺮﺍﺭ ﺯﻳﺮﻧﺪ‪:‬‬
‫ﺍﺣﺴﺎﻥ ﻳﺎﺭﻣﺤﻤﺪﻯ‬
‫}‪[0] = {..., - 6, - 3, 0, 3, 6,...‬‬
‫‪www.combinatorics.org‬‬
‫}‪[1] = {...., - 5, - 2, 1, 4, 7,....‬‬
‫ﺍﻳﻦ ﺳﺎﻳﺖ ﺑﻪ ﻣﻌﺮﻓﻰ ﻳﻚ ﻣﺠﻠﻪﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺭﻳﺎﺿﻰ ﺩﺭ ﺯﻣﻴﻨﻪﻯ‬
‫}‪[2] = {..., - 4, - 1, 2, 5, 8,...‬‬
‫ﺭﻳﺎﺿﻴﺎﺕ ﮔﺴﺴﺘﻪ ﻣﻰﭘﺮﺩﺍﺯﺩ ﻛﻪ ﺩﺭﺑﺮﮔﻴﺮﻧﺪﻩﻯ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺘﻨﻮﻉ‬
‫ﺭﻳﺎﺿﻴﺎﺕ ﮔﺴﺴﺘﻪ ﺷﺎﻣﻞ ﻣﺒﺎﺣﺚ ﻧﻈﺮﻳﻪﻯ ﮔﺮﺍﻑﻫﺎ‪ ،‬ﺗﺮﻛﻴﺒﻴﺎﺕ ﻭ‪...‬‬
‫ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺳﻤﺖ ﭼﭗ ﺻﻔﺤﻪﻯ ﺍﺻﻠﻰ ﺍﻳﻦ ﺳﺎﻳﺖ ﻣﻰﺗﻮﺍﻧﻴﺪ ﺑﺎ ﺍﻋﻀﺎﻯ‬
‫ﺩﺳﺖﺍﻧﺪﺭﻛﺎﺭ ﺩﺭ ﺍﻳﻦ ﻣﺠﻠﻪﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺑﻪ ﺷﺮﺡ ﺯﻳﺮ ﺁﺷﻨﺎ ﺷﻮﻳﺪ‪.‬‬
‫ﻭﻳﺮﺍﺳﺘﺎﺭ ﺍﻓﺘﺨﺎﺭﻯ )‪(Honorary Editor‬‬
‫ﻣﺪﻳﺮﺍﻥ ﻣﺴﺌﻮﻝ )‪(Editors- in- Chief‬‬
‫ﻛﻤﻚ ﻭﻳﺮﺍﺳﺘﺎﺭﺍﻥ )‪(Associate Editors‬‬
‫ﻣﺪﻳﺮ ﻣﺴﺌﻮﻝ )‪(Managing Editors‬‬
‫ﻫﻴﺌﺖ ﺗﺤﺮﻳﺮﻳﻪ )‪(Editorial Board‬‬
‫ﺻﻔﺤﻪﻯ ﺍﺻﻠﻰ ﺍﻳﻦ ﺳﺎﻳﺖ ﻧﻴﺰ ﺩﺭﺑﺮﮔﻴﺮﻧﺪﻩﻯ ﻋﻨﺎﻭﻳﻦ ﺯﻳﺮ ﺍﺳﺖ ﻛﻪ‬
‫ﻫﺮ ﻳﻚ ﺍﺯ ﺁﻥﻫﺎ ﺣﺎﻭﻯ ﺯﻳﺮﻋﻨﻮﺍﻥﻫﺎ ﻭ ﻣﻄﺎﻟﺐ ﻣﺘﻨﻮﻉ‪ ،‬ﺟﺎﻟﺐ ﺗﻮﺟﻪ ﻭ‬
‫ﭘﻴﺸﺮﻓﺘﻪ ﺩﺭﺑﺎﺭﻩﻯ ﻣﺒﺎﺣﺚ ﺭﻳﺎﺿﻴﺎﺕ ﮔﺴﺴﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﻧﻤﺎﻳﻰ ﻛﻠﻰ ﺍﺯ ﻣﺠﻠﻪ )‪(View the Journal‬‬
‫ﻣﺠﻠﺪﻫﺎﻯ ﻓﻌﻠﻰ ﻭ ﺍﺧﻴﺮ )‪(Current and Recent Volumes‬‬
‫ﺗﻤﺎﻡ ﻣﺠﻠﺪﻫﺎ )‪(All Volumes‬‬
‫ﺿﻤﻴﻤﻪﻯ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ )‪(Index of Authors‬‬
‫ﺑﺎﺯﺩﻳﺪﻫﺎﻯ ﭘﻮﻳﺎ )‪(Dynamic Surveys‬‬
‫ﺩﺭﺑﺎﺭﻩﻯ ﻣﺠﻠﻪ )‪(About the Journal‬‬
‫ﻫﺪﻑ ﻣﺠﻠﻪ )‪(The Purpose of the Journal‬‬
‫ﻫﻴﺌﺖ ﺗﺤﺮﻳﺮﻳﻪ )‪(Editorial Board‬‬
‫ﺍﻃﻼﻋﺎﺕ ﺑﺮﺍﻯ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ )‪(Information for Authors‬‬
‫ﺳﺎﻳﺖﻫﺎﻯ ﻛﭙﻰ ﺑﺮﺍﺑﺮ ﺍﺻﻞ‪(Mirror Sites) 1‬‬
‫ﺛﺒﺖ ﻧﺎﻡ ﺑﺮﺍﻯ ﺩﺭﻳﺎﻓﺖ ﺍﻃﻼﻋﺎﺕ ﺍﺯ ﺭﺍﻩ ﭘﺴﺖ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ‪.‬‬
‫)‪(Sign up to Receive Abstract Via E- mail‬‬
‫ﻧﺴﺨﻪﻯ ﭼﺎﭘﻰ ﺍﺯ ﻣﺠﻠﻪ )‪(The Print Version of the Journal‬‬
‫ﺳﭙﺎﺱﮔﺰﺍﺭﻯ )‪(Thanks‬‬
‫ﺗﺒﺎﺩﻝ ﺗﺮﻛﻴﺒﻴﺎﺕ ﺟﻬﺎﻧﻰ‬
‫)‪(The World Combinatorics Exchange‬‬
‫ﺑﻘﻴﻪ ﺩﺭ ﺻﻔﺤﻪﻱ ‪27‬‬
‫ﻣﺘﻮﺳﻄﻪ‬
‫ﺩﻭﺭﻩﻱ ﺑﻴﺴﺘﻢ‪ /‬ﺷﻤﺎﺭﻩﻱ ‪2‬‬
‫ﺯﻣﺴﺘﺎﻥ ‪1389‬‬
‫‪23‬‬
‫‪ A‬ﺍﺳﺖ‪) .‬ﻃﺒﻖ ﻗﻀﻴﻪﻯ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ‪ ،‬ﻫﺮ ﺳﻪ ﺧﺎﺻﻴﺖ ﺍﻓﺮﺍﺯ‬
‫ﺭﺍ ﺩﺍﺭﻧﺪ‪(.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺩﻳﺪﻳﻢ ﻛﻪ ﺭﺍﺑﻄﻪﻯ ‪ xRy + x - y = 3k‬ﻳﻚ ﺭﺍﺑﻄﻪﻯ ﻫﻢ‬
‫ﻳﻌﻨﻰ‪:‬‬ ‫ﻭ ﻭﺍﺿﺢ ﺍﺳﺖ ﻛﻪ ]‪ Z = [0] , [1] , [2‬؛‬
‫}]‪ E = {[0],[ 1],[ 2‬ﻳﻚ ﺍﻓﺮﺍﺯ ‪ Z‬ﺍﺳﺖ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ‪ R‬ﺭﻭﻯ ‪ R2‬ﺑﻪ ﺻﻮﺭﺕ ﺯﻳﺮ ﺗﻌﺮﻳﻒ‬
‫ﻣﻰﺷﻮﺩ‪ ،‬ﺷﻜﻞ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ?)‪ 5(0, 1‬ﺭﺍ ﻣﺸﺨﺺ ﻛﺮﺩﻩ ﻭ ﻧﺤﻮﻩﻯ‬
‫ِ‬
‫ﺍﺭﺯﻯ ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬ ‫ﺍﻓﺮﺍﺯ ‪ R2‬ﺭﺍ ﺗﻮﺳﻂ ﻛﻼﺱﻫﺎﻯ ﻫﻢ‬
‫| ‪(x, y) R (z, t) + | x |+| y | = | z |+| t‬‬
‫‪5(0, 1)? = #(x, y) ! R2 | x |+| y | = | 0 |+| 1 |-‬‬ ‫ﺣﻞ‪:‬‬
‫‪= 7(x, y) ! R2 | x |+| y | = 1A‬‬
‫ﻫﻤﺎﻥ ﻃﻮﺭ ﻛﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻰﺷﻮﺩ ﻧﻤﻮﺩﺍﺭ ﻫﺮ ﻛﻼﺱ ﻫﻢ ﺍﺭﺯﻯ ﻣﺎﻧﻨﺪ‬
‫?)‪ 5(a, b‬ﻳﻚ ﻣﺮﺑﻊ ﺍﺳﺖ ﻛﻪ ﭼﻬﺎﺭ ﺭﺃﺱ ﺁﻥ ﺭﻭﻯ ﻣﺤﻮﺭﻫﺎﻯ ﻣﺨﺘﺼﺎﺕ‬
‫ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﻣﺮﻛﺰ ﻫﻤﻪﻯ ﺍﻳﻦ ﻣﺮﺑﻊﻫﺎ )ﺑﺎ ﻃﻮﻝ ﺍﺿﻼﻉ ﻣﺘﻤﺎﻳﺰ( ﻣﺒﺪﺃ‬
‫ﻣﺨﺘﺼﺎﺕ ﺍﺳﺖ ﻭ ﺑﻨﺎﺑﺮﺍﻳﻦ ﻫﻴﭻﻛﺪﺍﻡ ﺩﻳﮕﺮﻯ ﺭﺍ ﻗﻄﻊ ﻧﻤﻰﻛﻨﺪ ﺩﺭ ﻭﺍﻗﻊ‬
‫‪ R2‬ﺗﻮﺳﻂ ﺍﻳﻦ ﻣﺮﺑﻊﻫﺎﻯ ﻫﻢ ﻣﺮﻛﺰ ﺍﻓﺮﺍﺯ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﺍﺭﺯﻯ ﺯﻳﺮ ﺭﻭﻯ ‪ R2‬ﺗﻌﺮﻳﻒ ﺷﺪﻩ ﺍﻳﻦ ﺭﺍﺑﻄﻪ‪،‬‬ ‫ِ‬ ‫ﺗﻤﺮﻳﻦ‪ :‬ﺭﺍﺑﻄﻪﻯ ﻫﻢ‬
‫ﻣﺠﻤﻮﻋﻪﻯ ‪ R2‬ﺭﺍ ﺗﻮﺳﻂ ﭼﻪ ﻧﻤﻮﺩﺍﺭﻫﺎﻳﻰ ﺍﻓﺮﺍﺯ ﻣﻰﻛﻨﺪ؟‬
‫‪(x, y) R (z, t) + x2 + y2 = z2 + t2‬‬
‫ﻣﺸﺎﻫﺪﻩ ﻛﺮﺩﻳﺪ ﻛﻪ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﻫﺮ‬
‫ﺭﺍﺑﻄﻪﻯ ﻫﻢ ﺍﺭﺯﻯ ﻣﺎﻧﻨﺪ ‪ R‬ﺭﻭﻯ‬
‫ﻣﺠﻤﻮﻋﻪﻯ ‪ ،A‬ﻳﻚ ﺍﻓﺮﺍﺯ‬
‫ﺑﺮﺍﻯ ‪ A‬ﺍﺳﺖ‪ .‬ﺣﺎﻝ ﺍﻳﻦ‬
‫ﺳﺆﺍﻝ ﭘﻴﺶ ﻣﻰﺁﻳﺪ ﻛﻪ ﺁﻳﺎ‬
‫ﻋﻜﺲ ﻣﻄﻠﺐ ﻓﻮﻕ ﻧﻴﺰ ﺑﺮﻗﺮﺍﺭ‬
‫ﺍﺳﺖ؟ ﻳﻌﻨﻰ ﺁﻳﺎ ﺑﻪ ﺍﺯﺍﻯ ﻫﺮ ﺍﻓﺮﺍﺯ ﺑﺮﺍﻯ ‪،A‬‬
‫ﺭﺍﺑﻄﻪﺍﻯ ﻫﻢ ﺍﺭﺯﻯ ﺭﻭﻯ ‪ A‬ﻣﻰﺗﻮﺍﻥ ﺗﻌﺮﻳﻒ ﻛﺮﺩ ﻛﻪ‬
‫ﺍﻳﻦ ﺍﻓﺮﺍﺯ‪ ،‬ﻫﻤﺎﻥ ﻛﻼﺱﻫﺎﻯ ﻫﻢ ﺍﺭﺯﻯ ﺁﻥ ﺭﺍﺑﻄﻪ ﺑﺎﺷﻨﺪ؟‬
‫ﺟﻮﺍﺏ ﻣﺜﺒﺖ ﺍﺳﺖ ﻭ ﺑﺮﺍﻯ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻥ ﺁﻥ ﺭﺍﺑﻄﻪﻯ‬
‫ﻫﻢ ﺍﺭﺯﻯ ﻛﺎﻓﻰ ﺍﺳﺖ ﻫﺮ ﻳﻚ ﺍﺯ ﻣﺠﻤﻮﻋﻪﻫﺎﻯ ﺍﻓﺮﺍﺯ‬
‫ﻛﻨﻨﺪﻩ ﺭﺍ ﺩﺭ ﺧﻮﺩﺵ ﺿﺮﺏ ﺩﻛﺎﺭﺗﻰ ﻛﺮﺩﻩ ﻭ ﺍﺟﺘﻤﺎﻉ‬
‫ﻫﻤﻪﻯ ﺁﻥﻫﺎ‪ ،‬ﻫﻤﺎﻥ ﺭﺍﺑﻄﻪ ﻫﻢ ﺍﺭﺯﻯ ﺍﺳﺖ‪.‬‬