Bernoulli Numbers Juan Rojas
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Bernoulli Edition the Collected Scientific Papers of the Mathematicians and Physicists of the Bernoulli Family
Bernoulli2005.qxd 24.01.2006 16:34 Seite 1 The Bernoulli Edition The Collected Scientific Papers of the Mathematicians and Physicists of the Bernoulli Family Edited on behalf of the Naturforschende Gesellschaft in Basel and the Otto Spiess-Stiftung, with support of the Schweizerischer Nationalfonds and the Verein zur Förderung der Bernoulli-Edition Bernoulli2005.qxd 24.01.2006 16:34 Seite 2 The Scientific Legacy Èthe Bernoullis' contributions to the theory of oscillations, especially Daniel's discovery of of the Bernoullis the main theorems on stationary modes. Johann II considered, but rejected, a theory of Modern science is predominantly based on the transversal wave optics; Jacob II came discoveries in the fields of mathematics and the tantalizingly close to formulating the natural sciences in the 17th and 18th centuries. equations for the vibrating plate – an Eight members of the Bernoulli family as well as important topic of the time the Bernoulli disciple Jacob Hermann made Èthe important steps Daniel Bernoulli took significant contributions to this development in toward a theory of errors. His efforts to the areas of mathematics, physics, engineering improve the apparatus for measuring the and medicine. Some of their most influential inclination of the Earth's magnetic field led achievements may be listed as follows: him to the first systematic evaluation of ÈJacob Bernoulli's pioneering work in proba- experimental errors bility theory, which included the discovery of ÈDaniel's achievements in medicine, including the Law of Large Numbers, the basic theorem the first computation of the work done by the underlying all statistical analysis human heart. -
The Bernoulli Family
Mathematical Discoveries of the Bernoulli Brothers Caroline Ellis Union University MAT 498 November 30, 2001 Bernoulli Family Tree Nikolaus (1623-1708) Jakob I Nikolaus I Johann I (1654-1705) (1662-1716) (1667-1748) Nikolaus II Nikolaus III Daniel I Johann II (1687-1759) (1695-1726) (1700-1782) (1710-1790) This Swiss family produced eight mathematicians in three generations. We will focus on some of the mathematical discoveries of Jakob l and his brother Johann l. Some History Nikolaus Bernoulli wanted Jakob to be a Protestant pastor and Johann to be a doctor. They obeyed their father and earned degrees in theology and medicine, respectively. But… Some History, cont. Jakob and Johann taught themselves the “new math” – calculus – from Leibniz‟s notes and papers. They started to have contact with Leibniz, and are now known as his most important students. http://www-history.mcs.st-andrews.ac.uk/history/PictDisplay/Leibniz.html Jakob Bernoulli (1654-1705) learned about mathematics and astronomy studied Descarte‟s La Géometrie, John Wallis‟s Arithmetica Infinitorum, and Isaac Barrow‟s Lectiones Geometricae convinced Leibniz to change the name of the new math from calculus sunmatorius to calculus integralis http://www-history.mcs.st-andrews.ac.uk/history/PictDisplay/Bernoulli_Jakob.html Johann Bernoulli (1667-1748) studied mathematics and physics gave calculus lessons to Marquis de L‟Hôpital Johann‟s greatest student was Euler won the Paris Academy‟s biennial prize competition three times – 1727, 1730, and 1734 http://www-history.mcs.st-andrews.ac.uk/history/PictDisplay/Bernoulli_Johann.html Jakob vs. Johann Johann Bernoulli had greater intuitive power and descriptive ability Jakob had a deeper intellect but took longer to arrive at a solution Famous Problems the catenary (hanging chain) the brachistocrone (shortest time) the divergence of the harmonic series (1/n) The Catenary: Hanging Chain Jakob Bernoulli Galileo guessed that proposed this problem this curve was a in the May 1690 edition parabola, but he never of Acta Eruditorum. -
Newton.Indd | Sander Pinkse Boekproductie | 16-11-12 / 14:45 | Pag
omslag Newton.indd | Sander Pinkse Boekproductie | 16-11-12 / 14:45 | Pag. 1 e Dutch Republic proved ‘A new light on several to be extremely receptive to major gures involved in the groundbreaking ideas of Newton Isaac Newton (–). the reception of Newton’s Dutch scholars such as Willem work.’ and the Netherlands Jacob ’s Gravesande and Petrus Prof. Bert Theunissen, Newton the Netherlands and van Musschenbroek played a Utrecht University crucial role in the adaption and How Isaac Newton was Fashioned dissemination of Newton’s work, ‘is book provides an in the Dutch Republic not only in the Netherlands important contribution to but also in the rest of Europe. EDITED BY ERIC JORINK In the course of the eighteenth the study of the European AND AD MAAS century, Newton’s ideas (in Enlightenment with new dierent guises and interpre- insights in the circulation tations) became a veritable hype in Dutch society. In Newton of knowledge.’ and the Netherlands Newton’s Prof. Frans van Lunteren, sudden success is analyzed in Leiden University great depth and put into a new perspective. Ad Maas is curator at the Museum Boerhaave, Leiden, the Netherlands. Eric Jorink is researcher at the Huygens Institute for Netherlands History (Royal Dutch Academy of Arts and Sciences). / www.lup.nl LUP Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. 1 Newton and the Netherlands Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. 2 Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. -
0.999… = 1 an Infinitesimal Explanation Bryan Dawson
0 1 2 0.9999999999999999 0.999… = 1 An Infinitesimal Explanation Bryan Dawson know the proofs, but I still don’t What exactly does that mean? Just as real num- believe it.” Those words were uttered bers have decimal expansions, with one digit for each to me by a very good undergraduate integer power of 10, so do hyperreal numbers. But the mathematics major regarding hyperreals contain “infinite integers,” so there are digits This fact is possibly the most-argued- representing not just (the 237th digit past “Iabout result of arithmetic, one that can evoke great the decimal point) and (the 12,598th digit), passion. But why? but also (the Yth digit past the decimal point), According to Robert Ely [2] (see also Tall and where is a negative infinite hyperreal integer. Vinner [4]), the answer for some students lies in their We have four 0s followed by a 1 in intuition about the infinitely small: While they may the fifth decimal place, and also where understand that the difference between and 1 is represents zeros, followed by a 1 in the Yth less than any positive real number, they still perceive a decimal place. (Since we’ll see later that not all infinite nonzero but infinitely small difference—an infinitesimal hyperreal integers are equal, a more precise, but also difference—between the two. And it’s not just uglier, notation would be students; most professional mathematicians have not or formally studied infinitesimals and their larger setting, the hyperreal numbers, and as a result sometimes Confused? Perhaps a little background information wonder . -
Understanding Student Use of Differentials in Physics Integration Problems
PHYSICAL REVIEW SPECIAL TOPICS - PHYSICS EDUCATION RESEARCH 9, 020108 (2013) Understanding student use of differentials in physics integration problems Dehui Hu and N. Sanjay Rebello* Department of Physics, 116 Cardwell Hall, Kansas State University, Manhattan, Kansas 66506-2601, USA (Received 22 January 2013; published 26 July 2013) This study focuses on students’ use of the mathematical concept of differentials in physics problem solving. For instance, in electrostatics, students need to set up an integral to find the electric field due to a charged bar, an activity that involves the application of mathematical differentials (e.g., dr, dq). In this paper we aim to explore students’ reasoning about the differential concept in physics problems. We conducted group teaching or learning interviews with 13 engineering students enrolled in a second- semester calculus-based physics course. We amalgamated two frameworks—the resources framework and the conceptual metaphor framework—to analyze students’ reasoning about differential concept. Categorizing the mathematical resources involved in students’ mathematical thinking in physics provides us deeper insights into how students use mathematics in physics. Identifying the conceptual metaphors in students’ discourse illustrates the role of concrete experiential notions in students’ construction of mathematical reasoning. These two frameworks serve different purposes, and we illustrate how they can be pieced together to provide a better understanding of students’ mathematical thinking in physics. DOI: 10.1103/PhysRevSTPER.9.020108 PACS numbers: 01.40.Àd mathematical symbols [3]. For instance, mathematicians I. INTRODUCTION often use x; y asR variables and the integrals are often written Mathematical integration is widely used in many intro- in the form fðxÞdx, whereas in physics the variables ductory and upper-division physics courses. -
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. -
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 -
The Bernoullis and the Harmonic Series
The Bernoullis and The Harmonic Series By Candice Cprek, Jamie Unseld, and Stephanie Wendschlag An Exciting Time in Math l The late 1600s and early 1700s was an exciting time period for mathematics. l The subject flourished during this period. l Math challenges were held among philosophers. l The fundamentals of Calculus were created. l Several geniuses made their mark on mathematics. Gottfried Wilhelm Leibniz (1646-1716) l Described as a universal l At age 15 he entered genius by mastering several the University of different areas of study. Leipzig, flying through l A child prodigy who studied under his father, a professor his studies at such a of moral philosophy. pace that he completed l Taught himself Latin and his doctoral dissertation Greek at a young age, while at Altdorf by 20. studying the array of books on his father’s shelves. Gottfried Wilhelm Leibniz l He then began work for the Elector of Mainz, a small state when Germany divided, where he handled legal maters. l In his spare time he designed a calculating machine that would multiply by repeated, rapid additions and divide by rapid subtractions. l 1672-sent form Germany to Paris as a high level diplomat. Gottfried Wilhelm Leibniz l At this time his math training was limited to classical training and he needed a crash course in the current trends and directions it was taking to again master another area. l When in Paris he met the Dutch scientist named Christiaan Huygens. Christiaan Huygens l He had done extensive work on mathematical curves such as the “cycloid”. -
Infinitesimal Calculus
Infinitesimal Calculus Δy ΔxΔy and “cannot stand” Δx • Derivative of the sum/difference of two functions (x + Δx) ± (y + Δy) = (x + y) + Δx + Δy ∴ we have a change of Δx + Δy. • Derivative of the product of two functions (x + Δx)(y + Δy) = xy + Δxy + xΔy + ΔxΔy ∴ we have a change of Δxy + xΔy. • Derivative of the product of three functions (x + Δx)(y + Δy)(z + Δz) = xyz + Δxyz + xΔyz + xyΔz + xΔyΔz + ΔxΔyz + xΔyΔz + ΔxΔyΔ ∴ we have a change of Δxyz + xΔyz + xyΔz. • Derivative of the quotient of three functions x Let u = . Then by the product rule above, yu = x yields y uΔy + yΔu = Δx. Substituting for u its value, we have xΔy Δxy − xΔy + yΔu = Δx. Finding the value of Δu , we have y y2 • Derivative of a power function (and the “chain rule”) Let y = x m . ∴ y = x ⋅ x ⋅ x ⋅...⋅ x (m times). By a generalization of the product rule, Δy = (xm−1Δx)(x m−1Δx)(x m−1Δx)...⋅ (xm −1Δx) m times. ∴ we have Δy = mx m−1Δx. • Derivative of the logarithmic function Let y = xn , n being constant. Then log y = nlog x. Differentiating y = xn , we have dy dy dy y y dy = nxn−1dx, or n = = = , since xn−1 = . Again, whatever n−1 y dx x dx dx x x x the differentials of log x and log y are, we have d(log y) = n ⋅ d(log x), or d(log y) n = . Placing these values of n equal to each other, we obtain d(log x) dy d(log y) y dy = . -
A Study on University Education of Medieval European Mathematicians 1K
International Journal of Pure and Applied Mathematics Volume 116 No. 22 2017, 265-273 ISSN: 1311-8080 (printed version); ISSN: 1314-3395 (on-line version) url: http://www.ijpam.eu Special Issue ijpam.eu A Study on University Education of Medieval European Mathematicians 1K. Rejikumar and 2C.M. Indukala 1Deptment of Mathematics, N.S.S. College, Pandalam, Kerala, India. [email protected] 2University of Kerala, Palayam, Thiruvananthapuram, Kerala, India. [email protected] Abstract Higher educational institutions in a country play an important role in the cultural transformation of people. Its role in the coordination and strengthening of new knowledge and its proper dissemination in the community is an important factor in the development of any country. In this paper we compare the importance of role played by higher educational institutions in the development of Kerala School of Mathematics and European School of Mathematics. Key Words:Kerala school of mathematics, european school of mathematics, institutions of higher learning. 265 International Journal of Pure and Applied Mathematics Special Issue 1. Introduction The word university is originated from the Latin word “Universitas”, means the whole, the world or the universe. Before Universities were established, the main centers for education were monastic schools. Because of the increasing necessity for acquisition of knowledge, there happened the migration of cathedral schools to large cities. At the early stage Universities were consisted of a group of individuals assembled at some available spaces such as church or homes. Gradually Universities were established in secluded buildings and teachers were granted remuneration [1]. This paper deals with a cursory overview on the education details of eminent European scholars who made significant contributions in mathematics and other fields of interest during the period from 1300 to 1700. -
Leonhard Euler - Wikipedia, the Free Encyclopedia Page 1 of 14
Leonhard Euler - Wikipedia, the free encyclopedia Page 1 of 14 Leonhard Euler From Wikipedia, the free encyclopedia Leonhard Euler ( German pronunciation: [l]; English Leonhard Euler approximation, "Oiler" [1] 15 April 1707 – 18 September 1783) was a pioneering Swiss mathematician and physicist. He made important discoveries in fields as diverse as infinitesimal calculus and graph theory. He also introduced much of the modern mathematical terminology and notation, particularly for mathematical analysis, such as the notion of a mathematical function.[2] He is also renowned for his work in mechanics, fluid dynamics, optics, and astronomy. Euler spent most of his adult life in St. Petersburg, Russia, and in Berlin, Prussia. He is considered to be the preeminent mathematician of the 18th century, and one of the greatest of all time. He is also one of the most prolific mathematicians ever; his collected works fill 60–80 quarto volumes. [3] A statement attributed to Pierre-Simon Laplace expresses Euler's influence on mathematics: "Read Euler, read Euler, he is our teacher in all things," which has also been translated as "Read Portrait by Emanuel Handmann 1756(?) Euler, read Euler, he is the master of us all." [4] Born 15 April 1707 Euler was featured on the sixth series of the Swiss 10- Basel, Switzerland franc banknote and on numerous Swiss, German, and Died Russian postage stamps. The asteroid 2002 Euler was 18 September 1783 (aged 76) named in his honor. He is also commemorated by the [OS: 7 September 1783] Lutheran Church on their Calendar of Saints on 24 St. Petersburg, Russia May – he was a devout Christian (and believer in Residence Prussia, Russia biblical inerrancy) who wrote apologetics and argued Switzerland [5] forcefully against the prominent atheists of his time. -
Calculation and Controversy
calculation and controversy The young Newton owed his greatest intellectual debt to the French mathematician and natural philosopher, René Descartes. He was influ- enced by both English and Continental commentators on Descartes’ work. Problems derived from the writings of the Oxford mathematician, John Wallis, also featured strongly in Newton’s development as a mathe- matician capable of handling infinite series and the complexities of calcula- tions involving curved lines. The ‘Waste Book’ that Newton used for much of his mathematical working in the 1660s demonstrates how quickly his talents surpassed those of most of his contemporaries. Nevertheless, the evolution of Newton’s thought was only possible through consideration of what his immediate predecessors had already achieved. Once Newton had become a public figure, however, he became increasingly concerned to ensure proper recognition for his own ideas. In the quarrels that resulted with mathematicians like Gottfried Wilhelm Leibniz (1646–1716) or Johann Bernoulli (1667–1748), Newton supervised his disciples in the reconstruction of the historical record of his discoveries. One of those followers was William Jones, tutor to the future Earl of Macclesfield, who acquired or copied many letters and papers relating to Newton’s early career. These formed the heart of the Macclesfield Collection, which has recently been purchased by Cambridge University Library. 31 rené descartes, Geometria ed. and trans. frans van schooten 2 parts (Amsterdam, 1659–61) 4o: -2 4, a-3t4, g-3g4; π2, -2 4, a-f4 Trinity* * College, Cambridge,* shelfmark* nq 16/203 Newton acquired this book ‘a little before Christmas’ 1664, having read an earlier edition of Descartes’ Geometry by van Schooten earlier in the year.