Exponentiation with Arbitrary Bases, Exponents
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The Enigmatic Number E: a History in Verse and Its Uses in the Mathematics Classroom
To appear in MAA Loci: Convergence The Enigmatic Number e: A History in Verse and Its Uses in the Mathematics Classroom Sarah Glaz Department of Mathematics University of Connecticut Storrs, CT 06269 [email protected] Introduction In this article we present a history of e in verse—an annotated poem: The Enigmatic Number e . The annotation consists of hyperlinks leading to biographies of the mathematicians appearing in the poem, and to explanations of the mathematical notions and ideas presented in the poem. The intention is to celebrate the history of this venerable number in verse, and to put the mathematical ideas connected with it in historical and artistic context. The poem may also be used by educators in any mathematics course in which the number e appears, and those are as varied as e's multifaceted history. The sections following the poem provide suggestions and resources for the use of the poem as a pedagogical tool in a variety of mathematics courses. They also place these suggestions in the context of other efforts made by educators in this direction by briefly outlining the uses of historical mathematical poems for teaching mathematics at high-school and college level. Historical Background The number e is a newcomer to the mathematical pantheon of numbers denoted by letters: it made several indirect appearances in the 17 th and 18 th centuries, and acquired its letter designation only in 1731. Our history of e starts with John Napier (1550-1617) who defined logarithms through a process called dynamical analogy [1]. Napier aimed to simplify multiplication (and in the same time also simplify division and exponentiation), by finding a model which transforms multiplication into addition. -
Exponent and Logarithm Practice Problems for Precalculus and Calculus
Exponent and Logarithm Practice Problems for Precalculus and Calculus 1. Expand (x + y)5. 2. Simplify the following expression: √ 2 b3 5b +2 . a − b 3. Evaluate the following powers: 130 =,(−8)2/3 =,5−2 =,81−1/4 = 10 −2/5 4. Simplify 243y . 32z15 6 2 5. Simplify 42(3a+1) . 7(3a+1)−1 1 x 6. Evaluate the following logarithms: log5 125 = ,log4 2 = , log 1000000 = , logb 1= ,ln(e )= 1 − 7. Simplify: 2 log(x) + log(y) 3 log(z). √ √ √ 8. Evaluate the following: log( 10 3 10 5 10) = , 1000log 5 =,0.01log 2 = 9. Write as sums/differences of simpler logarithms without quotients or powers e3x4 ln . e 10. Solve for x:3x+5 =27−2x+1. 11. Solve for x: log(1 − x) − log(1 + x)=2. − 12. Find the solution of: log4(x 5)=3. 13. What is the domain and what is the range of the exponential function y = abx where a and b are both positive constants and b =1? 14. What is the domain and what is the range of f(x) = log(x)? 15. Evaluate the following expressions. (a) ln(e4)= √ (b) log(10000) − log 100 = (c) eln(3) = (d) log(log(10)) = 16. Suppose x = log(A) and y = log(B), write the following expressions in terms of x and y. (a) log(AB)= (b) log(A) log(B)= (c) log A = B2 1 Solutions 1. We can either do this one by “brute force” or we can use the binomial theorem where the coefficients of the expansion come from Pascal’s triangle. -
Analysis of Functions of a Single Variable a Detailed Development
ANALYSIS OF FUNCTIONS OF A SINGLE VARIABLE A DETAILED DEVELOPMENT LAWRENCE W. BAGGETT University of Colorado OCTOBER 29, 2006 2 For Christy My Light i PREFACE I have written this book primarily for serious and talented mathematics scholars , seniors or first-year graduate students, who by the time they finish their schooling should have had the opportunity to study in some detail the great discoveries of our subject. What did we know and how and when did we know it? I hope this book is useful toward that goal, especially when it comes to the great achievements of that part of mathematics known as analysis. I have tried to write a complete and thorough account of the elementary theories of functions of a single real variable and functions of a single complex variable. Separating these two subjects does not at all jive with their development historically, and to me it seems unnecessary and potentially confusing to do so. On the other hand, functions of several variables seems to me to be a very different kettle of fish, so I have decided to limit this book by concentrating on one variable at a time. Everyone is taught (told) in school that the area of a circle is given by the formula A = πr2: We are also told that the product of two negatives is a positive, that you cant trisect an angle, and that the square root of 2 is irrational. Students of natural sciences learn that eiπ = 1 and that sin2 + cos2 = 1: More sophisticated students are taught the Fundamental− Theorem of calculus and the Fundamental Theorem of Algebra. -
SHEET 14: LINEAR ALGEBRA 14.1 Vector Spaces
SHEET 14: LINEAR ALGEBRA Throughout this sheet, let F be a field. In examples, you need only consider the field F = R. 14.1 Vector spaces Definition 14.1. A vector space over F is a set V with two operations, V × V ! V :(x; y) 7! x + y (vector addition) and F × V ! V :(λ, x) 7! λx (scalar multiplication); that satisfy the following axioms. 1. Addition is commutative: x + y = y + x for all x; y 2 V . 2. Addition is associative: x + (y + z) = (x + y) + z for all x; y; z 2 V . 3. There is an additive identity 0 2 V satisfying x + 0 = x for all x 2 V . 4. For each x 2 V , there is an additive inverse −x 2 V satisfying x + (−x) = 0. 5. Scalar multiplication by 1 fixes vectors: 1x = x for all x 2 V . 6. Scalar multiplication is compatible with F :(λµ)x = λ(µx) for all λ, µ 2 F and x 2 V . 7. Scalar multiplication distributes over vector addition and over scalar addition: λ(x + y) = λx + λy and (λ + µ)x = λx + µx for all λ, µ 2 F and x; y 2 V . In this context, elements of F are called scalars and elements of V are called vectors. Definition 14.2. Let n be a nonnegative integer. The coordinate space F n = F × · · · × F is the set of all n-tuples of elements of F , conventionally regarded as column vectors. Addition and scalar multiplication are defined componentwise; that is, 2 3 2 3 2 3 2 3 x1 y1 x1 + y1 λx1 6x 7 6y 7 6x + y 7 6λx 7 6 27 6 27 6 2 2 7 6 27 if x = 6 . -
Two Fundamental Theorems About the Definite Integral
Two Fundamental Theorems about the Definite Integral These lecture notes develop the theorem Stewart calls The Fundamental Theorem of Calculus in section 5.3. The approach I use is slightly different than that used by Stewart, but is based on the same fundamental ideas. 1 The definite integral Recall that the expression b f(x) dx ∫a is called the definite integral of f(x) over the interval [a,b] and stands for the area underneath the curve y = f(x) over the interval [a,b] (with the understanding that areas above the x-axis are considered positive and the areas beneath the axis are considered negative). In today's lecture I am going to prove an important connection between the definite integral and the derivative and use that connection to compute the definite integral. The result that I am eventually going to prove sits at the end of a chain of earlier definitions and intermediate results. 2 Some important facts about continuous functions The first intermediate result we are going to have to prove along the way depends on some definitions and theorems concerning continuous functions. Here are those definitions and theorems. The definition of continuity A function f(x) is continuous at a point x = a if the following hold 1. f(a) exists 2. lim f(x) exists xœa 3. lim f(x) = f(a) xœa 1 A function f(x) is continuous in an interval [a,b] if it is continuous at every point in that interval. The extreme value theorem Let f(x) be a continuous function in an interval [a,b]. -
Arithmetic Algorisms in Different Bases
Arithmetic Algorisms in Different Bases The Addition Algorithm Addition Algorithm - continued To add in any base – Step 1 14 Step 2 1 Arithmetic Algorithms in – Add the digits in the “ones ”column to • Add the digits in the “base” 14 + 32 5 find the number of “1s”. column. + 32 2 + 4 = 6 5 Different Bases • If the number is less than the base place – If the sum is less than the base 1 the number under the right hand column. 6 > 5 enter under the “base” column. • If the number is greater than or equal to – If the sum is greater than or equal 1+1+3 = 5 the base, express the number as a base 6 = 11 to the base express the sum as a Addition, Subtraction, 5 5 = 10 5 numeral. The first digit indicates the base numeral. Carry the first digit Multiplication and Division number of the base in the sum so carry Place 1 under to the “base squared” column and Carry the 1 five to the that digit to the “base” column and write 4 + 2 and carry place the second digit under the 52 column. the second digit under the right hand the 1 five to the “base” column. Place 0 under the column. “fives” column Step 3 “five” column • Repeat this process to the end. The sum is 101 5 Text Chapter 4 – Section 4 No in-class assignment problem In-class Assignment 20 - 1 Example of Addition The Subtraction Algorithm A Subtraction Problem 4 9 352 Find: 1 • 3 + 2 = 5 < 6 →no Subtraction in any base, b 35 2 • 2−4 can not do. -
Leonhard Euler: His Life, the Man, and His Works∗
SIAM REVIEW c 2008 Walter Gautschi Vol. 50, No. 1, pp. 3–33 Leonhard Euler: His Life, the Man, and His Works∗ Walter Gautschi† Abstract. On the occasion of the 300th anniversary (on April 15, 2007) of Euler’s birth, an attempt is made to bring Euler’s genius to the attention of a broad segment of the educated public. The three stations of his life—Basel, St. Petersburg, andBerlin—are sketchedandthe principal works identified in more or less chronological order. To convey a flavor of his work andits impact on modernscience, a few of Euler’s memorable contributions are selected anddiscussedinmore detail. Remarks on Euler’s personality, intellect, andcraftsmanship roundout the presentation. Key words. LeonhardEuler, sketch of Euler’s life, works, andpersonality AMS subject classification. 01A50 DOI. 10.1137/070702710 Seh ich die Werke der Meister an, So sehe ich, was sie getan; Betracht ich meine Siebensachen, Seh ich, was ich h¨att sollen machen. –Goethe, Weimar 1814/1815 1. Introduction. It is a virtually impossible task to do justice, in a short span of time and space, to the great genius of Leonhard Euler. All we can do, in this lecture, is to bring across some glimpses of Euler’s incredibly voluminous and diverse work, which today fills 74 massive volumes of the Opera omnia (with two more to come). Nine additional volumes of correspondence are planned and have already appeared in part, and about seven volumes of notebooks and diaries still await editing! We begin in section 2 with a brief outline of Euler’s life, going through the three stations of his life: Basel, St. -
The Axiom of Choice and Its Implications
THE AXIOM OF CHOICE AND ITS IMPLICATIONS KEVIN BARNUM Abstract. In this paper we will look at the Axiom of Choice and some of the various implications it has. These implications include a number of equivalent statements, and also some less accepted ideas. The proofs discussed will give us an idea of why the Axiom of Choice is so powerful, but also so controversial. Contents 1. Introduction 1 2. The Axiom of Choice and Its Equivalents 1 2.1. The Axiom of Choice and its Well-known Equivalents 1 2.2. Some Other Less Well-known Equivalents of the Axiom of Choice 3 3. Applications of the Axiom of Choice 5 3.1. Equivalence Between The Axiom of Choice and the Claim that Every Vector Space has a Basis 5 3.2. Some More Applications of the Axiom of Choice 6 4. Controversial Results 10 Acknowledgments 11 References 11 1. Introduction The Axiom of Choice states that for any family of nonempty disjoint sets, there exists a set that consists of exactly one element from each element of the family. It seems strange at first that such an innocuous sounding idea can be so powerful and controversial, but it certainly is both. To understand why, we will start by looking at some statements that are equivalent to the axiom of choice. Many of these equivalences are very useful, and we devote much time to one, namely, that every vector space has a basis. We go on from there to see a few more applications of the Axiom of Choice and its equivalents, and finish by looking at some of the reasons why the Axiom of Choice is so controversial. -
17 Axiom of Choice
Math 361 Axiom of Choice 17 Axiom of Choice De¯nition 17.1. Let be a nonempty set of nonempty sets. Then a choice function for is a function f sucFh that f(S) S for all S . F 2 2 F Example 17.2. Let = (N)r . Then we can de¯ne a choice function f by F P f;g f(S) = the least element of S: Example 17.3. Let = (Z)r . Then we can de¯ne a choice function f by F P f;g f(S) = ²n where n = min z z S and, if n = 0, ² = min z= z z = n; z S . fj j j 2 g 6 f j j j j j 2 g Example 17.4. Let = (Q)r . Then we can de¯ne a choice function f as follows. F P f;g Let g : Q N be an injection. Then ! f(S) = q where g(q) = min g(r) r S . f j 2 g Example 17.5. Let = (R)r . Then it is impossible to explicitly de¯ne a choice function for . F P f;g F Axiom 17.6 (Axiom of Choice (AC)). For every set of nonempty sets, there exists a function f such that f(S) S for all S . F 2 2 F We say that f is a choice function for . F Theorem 17.7 (AC). If A; B are non-empty sets, then the following are equivalent: (a) A B ¹ (b) There exists a surjection g : B A. ! Proof. (a) (b) Suppose that A B. -
Calculus Terminology
AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential -
Hydraulics Manual Glossary G - 3
Glossary G - 1 GLOSSARY OF HIGHWAY-RELATED DRAINAGE TERMS (Reprinted from the 1999 edition of the American Association of State Highway and Transportation Officials Model Drainage Manual) G.1 Introduction This Glossary is divided into three parts: · Introduction, · Glossary, and · References. It is not intended that all the terms in this Glossary be rigorously accurate or complete. Realistically, this is impossible. Depending on the circumstance, a particular term may have several meanings; this can never change. The primary purpose of this Glossary is to define the terms found in the Highway Drainage Guidelines and Model Drainage Manual in a manner that makes them easier to interpret and understand. A lesser purpose is to provide a compendium of terms that will be useful for both the novice as well as the more experienced hydraulics engineer. This Glossary may also help those who are unfamiliar with highway drainage design to become more understanding and appreciative of this complex science as well as facilitate communication between the highway hydraulics engineer and others. Where readily available, the source of a definition has been referenced. For clarity or format purposes, cited definitions may have some additional verbiage contained in double brackets [ ]. Conversely, three “dots” (...) are used to indicate where some parts of a cited definition were eliminated. Also, as might be expected, different sources were found to use different hyphenation and terminology practices for the same words. Insignificant changes in this regard were made to some cited references and elsewhere to gain uniformity for the terms contained in this Glossary: as an example, “groundwater” vice “ground-water” or “ground water,” and “cross section area” vice “cross-sectional area.” Cited definitions were taken primarily from two sources: W.B. -
The Logarithmic Chicken Or the Exponential Egg: Which Comes First?
The Logarithmic Chicken or the Exponential Egg: Which Comes First? Marshall Ransom, Senior Lecturer, Department of Mathematical Sciences, Georgia Southern University Dr. Charles Garner, Mathematics Instructor, Department of Mathematics, Rockdale Magnet School Laurel Holmes, 2017 Graduate of Rockdale Magnet School, Current Student at University of Alabama Background: This article arose from conversations between the first two authors. In discussing the functions ln(x) and ex in introductory calculus, one of us made good use of the inverse function properties and the other had a desire to introduce the natural logarithm without the classic definition of same as an integral. It is important to introduce mathematical topics using a minimal number of definitions and postulates/axioms when results can be derived from existing definitions and postulates/axioms. These are two of the ideas motivating the article. Thus motivated, the authors compared manners with which to begin discussion of the natural logarithm and exponential functions in a calculus class. x A related issue is the use of an integral to define a function g in terms of an integral such as g()() x f t dt . c We believe that this is something that students should understand and be exposed to prior to more advanced x x sin(t ) 1 “surprises” such as Si(x ) dt . In particular, the fact that ln(x ) dt is extremely important. But t t 0 1 must that fact be introduced as a definition? Can the natural logarithm function arise in an introductory calculus x 1 course without the