Rule 4: You research each location on the internet and just say you went there.
That's an idea!
Seriously, I gave some thought to always choosing the shortest path, and I don't think it will always produce the most efficient path for 'x' items. Take, for example, the cartesian coordinates:
A (0,0)
B (2,0)
C (2,1)
D (2,-2)
Starting at A, the shortest path is to B. From B, the shortest path to an unvisited point is to C. From C, the shortest path to an unvisited point is to D. But that path is not the most efficient. The most efficient is ACBD.
How does your methodology handle this?
MajP - I understand your story about just attacking the problem as if it is something that needs to be done to see what shakes out of it. I have a similar story about myself.
In middle school Geometry class, we learned how to bisect and trisect a line. We learned how to bisect an angle, but were informed by the instructor that there was no way to trisect an angle, and that the person who could come up with a way to do that would become rich/famous. Now, looking back, it seems that the answer is so straightforward that the instructor must have been mistaken in his declaration that there was no way to trisect an angle. But I digress...
I went home and worked on the problem and realized that the same way you bisect an angle (join the intersection points of a circle on the two sides of the angle, in effect, forming a chord; bisect the chord, and connect the bisection point with the vertex of the angle) is the way you would trisect an angle (simply trisect the line rather than bisect).
I took the basic write-up of the proof to the instructor to show him what I had done. He declared that my solution was not accurate because the three triangles formed by trisecting the angle
should be identical.
That is, of course, false. But he couldn't see beyond his own preconception that the problem could not be solved by a middle-schooler.
Here's the rub...
Later that year or the next, I had the same instructor for a different class. Midway through the semester, he passes out a photo-copied proof (more involved and detailed than my basic write-up had been), that he said had been developed by another student. The proof? How to trisect an angle. The method? Trisect the chord line. IOW, my exact solution.
The instructor was very excited for the student and was passing out these photocopies to every one of his classes. I didn't know what to say. But I tell you if I saw that instructor now, I'd know what to say.
In any case, good advice on trying to attack the problem with a fresh outlook.