Evolutionary Algorithms for Finding Short Addition Chains: Going the Distance
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Db Math Marco Zennaro Ermanno Pietrosemoli Goals
dB Math Marco Zennaro Ermanno Pietrosemoli Goals ‣ Electromagnetic waves carry power measured in milliwatts. ‣ Decibels (dB) use a relative logarithmic relationship to reduce multiplication to simple addition. ‣ You can simplify common radio calculations by using dBm instead of mW, and dB to represent variations of power. ‣ It is simpler to solve radio calculations in your head by using dB. 2 Power ‣ Any electromagnetic wave carries energy - we can feel that when we enjoy (or suffer from) the warmth of the sun. The amount of energy received in a certain amount of time is called power. ‣ The electric field is measured in V/m (volts per meter), the power contained within it is proportional to the square of the electric field: 2 P ~ E ‣ The unit of power is the watt (W). For wireless work, the milliwatt (mW) is usually a more convenient unit. 3 Gain and Loss ‣ If the amplitude of an electromagnetic wave increases, its power increases. This increase in power is called a gain. ‣ If the amplitude decreases, its power decreases. This decrease in power is called a loss. ‣ When designing communication links, you try to maximize the gains while minimizing any losses. 4 Intro to dB ‣ Decibels are a relative measurement unit unlike the absolute measurement of milliwatts. ‣ The decibel (dB) is 10 times the decimal logarithm of the ratio between two values of a variable. The calculation of decibels uses a logarithm to allow very large or very small relations to be represented with a conveniently small number. ‣ On the logarithmic scale, the reference cannot be zero because the log of zero does not exist! 5 Why do we use dB? ‣ Power does not fade in a linear manner, but inversely as the square of the distance. -
The Five Fundamental Operations of Mathematics: Addition, Subtraction
The five fundamental operations of mathematics: addition, subtraction, multiplication, division, and modular forms Kenneth A. Ribet UC Berkeley Trinity University March 31, 2008 Kenneth A. Ribet Five fundamental operations This talk is about counting, and it’s about solving equations. Counting is a very familiar activity in mathematics. Many universities teach sophomore-level courses on discrete mathematics that turn out to be mostly about counting. For example, we ask our students to find the number of different ways of constituting a bag of a dozen lollipops if there are 5 different flavors. (The answer is 1820, I think.) Kenneth A. Ribet Five fundamental operations Solving equations is even more of a flagship activity for mathematicians. At a mathematics conference at Sundance, Robert Redford told a group of my colleagues “I hope you solve all your equations”! The kind of equations that I like to solve are Diophantine equations. Diophantus of Alexandria (third century AD) was Robert Redford’s kind of mathematician. This “father of algebra” focused on the solution to algebraic equations, especially in contexts where the solutions are constrained to be whole numbers or fractions. Kenneth A. Ribet Five fundamental operations Here’s a typical example. Consider the equation y 2 = x3 + 1. In an algebra or high school class, we might graph this equation in the plane; there’s little challenge. But what if we ask for solutions in integers (i.e., whole numbers)? It is relatively easy to discover the solutions (0; ±1), (−1; 0) and (2; ±3), and Diophantus might have asked if there are any more. -
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. -
Operations with Algebraic Expressions: Addition and Subtraction of Monomials
Operations with Algebraic Expressions: Addition and Subtraction of Monomials A monomial is an algebraic expression that consists of one term. Two or more monomials can be added or subtracted only if they are LIKE TERMS. Like terms are terms that have exactly the SAME variables and exponents on those variables. The coefficients on like terms may be different. Example: 7x2y5 and -2x2y5 These are like terms since both terms have the same variables and the same exponents on those variables. 7x2y5 and -2x3y5 These are NOT like terms since the exponents on x are different. Note: the order that the variables are written in does NOT matter. The different variables and the coefficient in a term are multiplied together and the order of multiplication does NOT matter (For example, 2 x 3 gives the same product as 3 x 2). Example: 8a3bc5 is the same term as 8c5a3b. To prove this, evaluate both terms when a = 2, b = 3 and c = 1. 8a3bc5 = 8(2)3(3)(1)5 = 8(8)(3)(1) = 192 8c5a3b = 8(1)5(2)3(3) = 8(1)(8)(3) = 192 As shown, both terms are equal to 192. To add two or more monomials that are like terms, add the coefficients; keep the variables and exponents on the variables the same. To subtract two or more monomials that are like terms, subtract the coefficients; keep the variables and exponents on the variables the same. Addition and Subtraction of Monomials Example 1: Add 9xy2 and −8xy2 9xy2 + (−8xy2) = [9 + (−8)] xy2 Add the coefficients. Keep the variables and exponents = 1xy2 on the variables the same. -
Single Digit Addition for Kindergarten
Single Digit Addition for Kindergarten Print out these worksheets to give your kindergarten students some quick one-digit addition practice! Table of Contents Sports Math Animal Picture Addition Adding Up To 10 Addition: Ocean Math Fish Addition Addition: Fruit Math Adding With a Number Line Addition and Subtraction for Kids The Froggie Math Game Pirate Math Addition: Circus Math Animal Addition Practice Color & Add Insect Addition One Digit Fairy Addition Easy Addition Very Nutty! Ice Cream Math Sports Math How many of each picture do you see? Add them up and write the number in the box! 5 3 + = 5 5 + = 6 3 + = Animal Addition Add together the animals that are in each box and write your answer in the box to the right. 2+2= + 2+3= + 2+1= + 2+4= + Copyright © 2014 Education.com LLC All Rights Reserved More worksheets at www.education.com/worksheets Adding Balloons : Up to 10! Solve the addition problems below! 1. 4 2. 6 + 2 + 1 3. 5 4. 3 + 2 + 3 5. 4 6. 5 + 0 + 4 7. 6 8. 7 + 3 + 3 More worksheets at www.education.com/worksheets Copyright © 2012-20132011-2012 by Education.com Ocean Math How many of each picture do you see? Add them up and write the number in the box! 3 2 + = 1 3 + = 3 3 + = This is your bleed line. What pretty FISh! How many pictures do you see? Add them up. + = + = + = + = + = Copyright © 2012-20132010-2011 by Education.com More worksheets at www.education.com/worksheets Fruit Math How many of each picture do you see? Add them up and write the number in the box! 10 2 + = 8 3 + = 6 7 + = Number Line Use the number line to find the answer to each problem. -
Basic Math Quick Reference Ebook
This file is distributed FREE OF CHARGE by the publisher Quick Reference Handbooks and the author. Quick Reference eBOOK Click on The math facts listed in this eBook are explained with Contents or Examples, Notes, Tips, & Illustrations Index in the in the left Basic Math Quick Reference Handbook. panel ISBN: 978-0-615-27390-7 to locate a topic. Peter J. Mitas Quick Reference Handbooks Facts from the Basic Math Quick Reference Handbook Contents Click a CHAPTER TITLE to jump to a page in the Contents: Whole Numbers Probability and Statistics Fractions Geometry and Measurement Decimal Numbers Positive and Negative Numbers Universal Number Concepts Algebra Ratios, Proportions, and Percents … then click a LINE IN THE CONTENTS to jump to a topic. Whole Numbers 7 Natural Numbers and Whole Numbers ............................ 7 Digits and Numerals ........................................................ 7 Place Value Notation ....................................................... 7 Rounding a Whole Number ............................................. 8 Operations and Operators ............................................... 8 Adding Whole Numbers................................................... 9 Subtracting Whole Numbers .......................................... 10 Multiplying Whole Numbers ........................................... 11 Dividing Whole Numbers ............................................... 12 Divisibility Rules ............................................................ 13 Multiples of a Whole Number ....................................... -
Grade 6 Math Circles Fall 2019 - Oct 22/23 Exponentiation
Faculty of Mathematics Centre for Education in Waterloo, Ontario Mathematics and Computing Grade 6 Math Circles Fall 2019 - Oct 22/23 Exponentiation Multiplication is often thought as repeated addition. Exercise: Evaluate the following using multiplication. 1 + 1 + 1 + 1 + 1 = 7 + 7 + 7 + 7 + 7 + 7 = 9 + 9 + 9 + 9 = Exponentiation is repeated multiplication. Exponentiation is useful in areas like: Computers, Population Increase, Business, Sales, Medicine, Earthquakes An exponent and base looks like the following: 43 The small number written above and to the right of the number is called the . The number underneath the exponent is called the . In the example, 43, the exponent is and the base is . 4 is raised to the third power. An exponent tells us to multiply the base by itself that number of times. In the example above,4 3 = 4 × 4 × 4. Once we write out the multiplication problem, we can easily evaluate the expression. Let's do this for the example we've been working with: 43 = 4 × 4 × 4 43 = 16 × 4 43 = 64 The main reason we use exponents is because it's a shorter way to write out big numbers. For example, we can express the following long expression: 2 × 2 × 2 × 2 × 2 × 2 as2 6 since 2 is being multiplied by itself 6 times. We say 2 is raised to the 6th power. 1 Exercise: Express each of the following using an exponent. 7 × 7 × 7 = 5 × 5 × 5 × 5 × 5 × 5 = 10 × 10 × 10 × 10 = 9 × 9 = 1 × 1 × 1 × 1 × 1 = 8 × 8 × 8 = Exercise: Evaluate. -
Meta-Complex Numbers Dual Numbers
Meta- Complex Numbers Robert Andrews Complex Numbers Meta-Complex Numbers Dual Numbers Split- Complex Robert Andrews Numbers Visualizing Four- Dimensional Surfaces October 29, 2014 Table of Contents Meta- Complex Numbers Robert Andrews 1 Complex Numbers Complex Numbers Dual Numbers 2 Dual Numbers Split- Complex Numbers 3 Split-Complex Numbers Visualizing Four- Dimensional Surfaces 4 Visualizing Four-Dimensional Surfaces Table of Contents Meta- Complex Numbers Robert Andrews 1 Complex Numbers Complex Numbers Dual Numbers 2 Dual Numbers Split- Complex Numbers 3 Split-Complex Numbers Visualizing Four- Dimensional Surfaces 4 Visualizing Four-Dimensional Surfaces Quadratic Equations Meta- Complex Numbers Robert Andrews Recall that the roots of a quadratic equation Complex Numbers 2 Dual ax + bx + c = 0 Numbers Split- are given by the quadratic formula Complex Numbers p 2 Visualizing −b ± b − 4ac Four- x = Dimensional 2a Surfaces The quadratic formula gives the roots of this equation as p x = ± −1 This is a problem! There aren't any real numbers whose square is negative! Quadratic Equations Meta- Complex Numbers Robert Andrews What if we wanted to solve the equation Complex Numbers x2 + 1 = 0? Dual Numbers Split- Complex Numbers Visualizing Four- Dimensional Surfaces This is a problem! There aren't any real numbers whose square is negative! Quadratic Equations Meta- Complex Numbers Robert Andrews What if we wanted to solve the equation Complex Numbers x2 + 1 = 0? Dual Numbers The quadratic formula gives the roots of this equation as Split- -
Reihenalgebra: What Comes Beyond Exponentiation? M
Reihenalgebra: What comes beyond exponentiation? M. M¨uller, [email protected] Abstract Addition, multiplication and exponentiation are classical oper- ations, successively defined by iteration. Continuing the iteration process, one gets an infinite hierarchy of higher-order operations, the first one sometimes called tetration a... aa a b = a b terms , ↑ o followed by pentation, hexation, etc. This paper gives a survey on some ideas, definitions and methods that the author has developed as a young pupil for the German Jugend forscht science fair. It is meant to be a collection of ideas, rather than a serious formal paper. In particular, a definition for negative integer exponents b is given for all higher-order operations, and a method is proposed that gives a very natural (but non-trivial) interpolation to real (and even complex) integers b for pentation and hexation and many other operations. It is an open question if this method can also be applied to tetration. 1 Introduction Multiplication of natural numbers is nothing but repeated addition, a + a + a + ... + a = a b . (1) · b terms | {z } Iterating multiplication, one gets another operation, namely exponentiation: b a a a ... a = a =: aˆb . (2) · · · · b terms | {z } Classically, this is it, and one stops here. But what if one continues the iteration process? One could define something like aˆaˆaˆ ... ˆa = a b . ↑ b terms | {z } But, wait a minute, in contrast to eq. (1) and (6), this definition will depend on the way we set brackets, i.e. on the order of exponentiation! Thus, we have to distinguish between the two canonical possibilities aaa.. -
LARGE PRIME NUMBERS This Writeup Is Modeled Closely on A
LARGE PRIME NUMBERS This writeup is modeled closely on a writeup by Paul Garrett. See, for example, http://www-users.math.umn.edu/~garrett/crypto/overview.pdf 1. Fast Modular Exponentiation Given positive integers a, e, and n, the following algorithm quickly computes the reduced power ae % n. (Here x % n denotes the element of f0; ··· ; n − 1g that is congruent to x modulo n. Note that x % n is not an element of Z=nZ since such elements are cosets rather than coset representatives.) • (Initialize) Set (x; y; f) = (1; a; e). • (Loop) While f > 0, do as follows: { If f%2 = 0 then replace (x; y; f) by (x; y2 % n; f=2), { otherwise replace (x; y; f) by (xy % n; y; f − 1). • (Terminate) Return x. The algorithm is strikingly efficient both in speed and in space. Especially, the operations on f (halving it when it is even, decrementing it when it is odd) are very simple in binary. To see that the algorithm works, represent the exponent e in binary, say e = 2g + 2h + 2k; 0 ≤ g < h < k: The algorithm successively computes (1; a; 2g + 2h + 2k) g (1; a2 ; 1 + 2h−g + 2k−g) g g (a2 ; a2 ; 2h−g + 2k−g) g h (a2 ; a2 ; 1 + 2k−h) g h h (a2 +2 ; a2 ; 2k−h) g h k (a2 +2 ; a2 ; 1) g h k k (a2 +2 +2 ; a2 ; 0); and then it returns the first entry, which is indeed ae. Fast modular exponentiation is not only for computers. For example, to compute 237 % 149, proceed as follows, (1; 2; 37) ! (2; 2; 36) ! (2; 4; 18) ! (2; 16; 9) ! (32; 16; 8) ! (32; −42; 4) ! (32; −24; 2) ! (32; −20; 1) ! ( 105 ; −20; 0): 2. -
The Strange Properties of the Infinite Power Tower Arxiv:1908.05559V1
The strange properties of the infinite power tower An \investigative math" approach for young students Luca Moroni∗ (August 2019) Nevertheless, the fact is that there is nothing as dreamy and poetic, nothing as radical, subversive, and psychedelic, as mathematics. Paul Lockhart { \A Mathematician's Lament" Abstract In this article we investigate some "unexpected" properties of the \Infinite Power Tower 1" function (or \Tetration with infinite height"): . .. xx y = f(x) = xx where the \tower" of exponentiations has an infinite height. Apart from following an initial personal curiosity, the material collected here is also intended as a potential guide for teachers of high-school/undergraduate students interested in planning an activity of \investigative mathematics in the classroom", where the knowledge is gained through the active, creative and cooperative use of diversified mathematical tools (and some ingenuity). The activity should possibly be carried on with a laboratorial style, with no preclusions on the paths chosen and undertaken by the students and with little or no information imparted from the teacher's desk. The teacher should then act just as a guide and a facilitator. The infinite power tower proves to be particularly well suited to this kind of learning activity, as the student will have to face a challenging function defined through a rather uncommon infinite recursive process. They'll then have to find the right strategies to get around the trickiness of this function and achieve some concrete results, without the help of pre-defined procedures. The mathematical requisites to follow this path are: functions, properties of exponentials and logarithms, sequences, limits and derivatives. -
Definition of a Vector Space
i i “main” 2007/2/16 page 240 i i 240 CHAPTER 4 Vector Spaces 5. Verify the commutative law of addition for vectors in 8. Show with examples that if x is a vector in the first R4. quadrant of R2 (i.e., both coordinates of x are posi- tive) and y is a vector in the third quadrant of R2 (i.e., 6. Verify the associative law of addition for vectors in both coordinates of y are negative), then the sum x +y R4. could occur in any of the four quadrants. 7. Verify properties (4.1.5)–(4.1.8) for vectors in R3. 4.2 Definition of a Vector Space In the previous section, we showed how the set Rn of all ordered n-tuples of real num- bers, together with the addition and scalar multiplication operations defined on it, has the same algebraic properties as the familiar algebra of geometric vectors. We now push this abstraction one step further and introduce the idea of a vector space. Such an ab- straction will enable us to develop a mathematical framework for studying a broad class of linear problems, such as systems of linear equations, linear differential equations, and systems of linear differential equations, which have far-reaching applications in all areas of applied mathematics, science, and engineering. Let V be a nonempty set. For our purposes, it is useful to call the elements of V vectors and use the usual vector notation u, v,...,to denote these elements. For example, if V is the set of all 2 × 2 matrices, then the vectors in V are 2 × 2 matrices, whereas if V is the set of all positive integers, then the vectors in V are positive integers.