Solving Polynomials with Ordinary Differential Equations
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1. Make Sense of Problems and Persevere in Solving Them. Mathematically Proficient Students Start by Explaining to Themselves T
1. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 2. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize —to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize , to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. -
Solving Cubic Polynomials
Solving Cubic Polynomials 1.1 The general solution to the quadratic equation There are four steps to finding the zeroes of a quadratic polynomial. 1. First divide by the leading term, making the polynomial monic. a 2. Then, given x2 + a x + a , substitute x = y − 1 to obtain an equation without the linear term. 1 0 2 (This is the \depressed" equation.) 3. Solve then for y as a square root. (Remember to use both signs of the square root.) a 4. Once this is done, recover x using the fact that x = y − 1 . 2 For example, let's solve 2x2 + 7x − 15 = 0: First, we divide both sides by 2 to create an equation with leading term equal to one: 7 15 x2 + x − = 0: 2 2 a 7 Then replace x by x = y − 1 = y − to obtain: 2 4 169 y2 = 16 Solve for y: 13 13 y = or − 4 4 Then, solving back for x, we have 3 x = or − 5: 2 This method is equivalent to \completing the square" and is the steps taken in developing the much- memorized quadratic formula. For example, if the original equation is our \high school quadratic" ax2 + bx + c = 0 then the first step creates the equation b c x2 + x + = 0: a a b We then write x = y − and obtain, after simplifying, 2a b2 − 4ac y2 − = 0 4a2 so that p b2 − 4ac y = ± 2a and so p b b2 − 4ac x = − ± : 2a 2a 1 The solutions to this quadratic depend heavily on the value of b2 − 4ac. -
Higher Mathematics
; HIGHER MATHEMATICS Chapter I. THE SOLUTION OF EQUATIONS. By Mansfield Merriman, Professor of Civil Engineering in Lehigh University. Art. 1. Introduction. In this Chapter will be presented a brief outline of methods, not commonly found in text-books, for the solution of an equation containing one unknown quantity. Graphic, numeric, and algebraic solutions will be given by which the real roots of both algebraic and transcendental equations may be ob- tained, together with historical information and theoretic discussions. An algebraic equation is one that involves only the opera- tions of arithmetic. It is to be first freed from radicals so as to make the exponents of the unknown quantity all integers the degree of the equation is then indicated by the highest ex- ponent of the unknown quantity. The algebraic solution of an algebraic equation is the expression of its roots in terms of literal is the coefficients ; this possible, in general, only for linear, quadratic, cubic, and quartic equations, that is, for equations of the first, second, third, and fourth degrees. A numerical equation is an algebraic equation having all its coefficients real numbers, either positive or negative. For the four degrees 2 THE SOLUTION OF EQUATIONS. [CHAP. I. above mentioned the roots of numerical equations may be computed from the formulas for the algebraic solutions, unless they fall under the so-called irreducible case wherein real quantities are expressed in imaginary forms. An algebraic equation of the n th degree may be written with all its terms transposed to the first member, thus: n- 1 2 x" a x a,x"- . -
Section X.56. Insolvability of the Quintic
X.56 Insolvability of the Quintic 1 Section X.56. Insolvability of the Quintic Note. Now is a good time to reread the first set of notes “Why the Hell Am I in This Class?” As we have claimed, there is the quadratic formula to solve all polynomial equations ax2 +bx+c = 0 (in C, say), there is a cubic equation to solve ax3+bx2+cx+d = 0, and there is a quartic equation to solve ax4+bx3+cx2+dx+e = 0. However, there is not a general algebraic equation which solves the quintic ax5 + bx4 + cx3 + dx2 + ex + f = 0. We now have the equipment to establish this “insolvability of the quintic,” as well as a way to classify which polynomial equations can be solved algebraically (that is, using a finite sequence of operations of addition [or subtraction], multiplication [or division], and taking of roots [or raising to whole number powers]) in a field F . Definition 56.1. An extension field K of a field F is an extension of F by radicals if there are elements α1, α2,...,αr ∈ K and positive integers n1,n2,...,nr such that n1 ni K = F (α1, α2,...,αr), where α1 ∈ F and αi ∈ F (α1, α2,...,αi−1) for 1 <i ≤ r. A polynomial f(x) ∈ F [x] is solvable by radicals over F if the splitting field E of f(x) over F is contained in an extension of F by radicals. n1 Note. The idea in this definition is that F (α1) includes the n1th root of α1 ∈ F . -
Positivity Conditions for Cubic, Quartic and Quintic Polynomials Arxiv:2008.10922V10 [Math.GM] 18 Sep 2020
Positivity Conditions for Cubic, Quartic and Quintic Polynomials Liqun Qi,∗ Yisheng Song,y and Xinzhen Zhang,z August 17, 2021 Abstract We present a necessary and sufficient condition for a cubic polynomial to be positive for all positive reals. We identify the set where the cubic polynomial is nonnegative but not all positive for all positive reals, and explicitly give the points where the cubic polynomial attains zero. We then reformulate a necessary and sufficient condition for a quartic polynomial to be nonnegative for all posi- tive reals. From this, we derive a necessary and sufficient condition for a quartic polynomial to be nonnegative and positive for all reals. Our condition explic- itly exhibits the scope and role of some coefficients, and has strong geometrical meaning. In the interior of the nonnegativity region for all reals, there is an ap- pendix curve. The discriminant is zero at the appendix, and positive in the other part of the interior of the nonnegativity region. By using the Sturm sequences, we present a necessary and sufficient condition for a quintic polynomial to be positive and nonnegative for all positive reals. We show that for polynomials of a fixed even degree higher than or equal to four, if they have no real roots, then their discriminants take the same sign, which depends upon that degree only, except on an appendix set of dimension lower by two, where the discriminants attain zero. arXiv:2008.10922v10 [math.GM] 18 Sep 2020 Key words. Cubic polynomials, quartic polynomials, quintic polynomials, the Sturm theorem, discriminant, appendix. AMS subject classifications. -
Quartic Equation of General Form
EqWorld http://eqworld.ipmnet.ru Exact Solutions > Algebraic Equations and Systems of Algebraic Equations > Algebraic Equations > Quartic Equation of General Form 8. ax4 + bx3 + cx2 + dx + e = 0 (a ≠ 0). Quartic equation of general form. 1±. Reduction to an incomplete equation. The quartic equation in question is reduced to an incom- plete equation y4 + py2 + qy + r = 0.(1) with the change of variable b x = y − 4a 2±. Decartes–Euler solution. The roots of the incomplete equation (1) are given by 1 ¡p p p ¢ 1 ¡p p p ¢ y1 = z1 + z2 + z3 , y2 = z1 − z2 − z3 , 2 2 2 1 ¡ p p p ¢ 1 ¡ p p p ¢ ( ) y3 = 2 − z1 + z2 − z3 , y4 = 2 − z1 − z2 + z3 , where z1, z2, z3 are roots of the cubic equation z3 + 2pz2 + (p2 − 4r)z − q2 = 0,(3) which is called the cubic resolvent of equation (1). The signs of the roots in (2) are chosen so that p p p z1 z2 z3 = −q. The roots of the incomplete quartic equation (1) are determined by the roots of the cubic resolvent (3); see the table below. TABLE Relation between the roots of the incomplete quartic equation and the roots of its cubic resolvent Cubic resolvent (3) Quartic equation (1) All roots are real and positive* Four real roots All roots are real, Two pairs of complex conjugate roots one positive and two negative* One roots is positive Two real and two complex conjugate roots and two roots are complex conjugate 2 * By Vieta’s theorem, the product of the roots z1, z2, z3 is equal to q ≥ 0. -
Fundamental Theorems in Mathematics
SOME FUNDAMENTAL THEOREMS IN MATHEMATICS OLIVER KNILL Abstract. An expository hitchhikers guide to some theorems in mathematics. Criteria for the current list of 243 theorems are whether the result can be formulated elegantly, whether it is beautiful or useful and whether it could serve as a guide [6] without leading to panic. The order is not a ranking but ordered along a time-line when things were writ- ten down. Since [556] stated “a mathematical theorem only becomes beautiful if presented as a crown jewel within a context" we try sometimes to give some context. Of course, any such list of theorems is a matter of personal preferences, taste and limitations. The num- ber of theorems is arbitrary, the initial obvious goal was 42 but that number got eventually surpassed as it is hard to stop, once started. As a compensation, there are 42 “tweetable" theorems with included proofs. More comments on the choice of the theorems is included in an epilogue. For literature on general mathematics, see [193, 189, 29, 235, 254, 619, 412, 138], for history [217, 625, 376, 73, 46, 208, 379, 365, 690, 113, 618, 79, 259, 341], for popular, beautiful or elegant things [12, 529, 201, 182, 17, 672, 673, 44, 204, 190, 245, 446, 616, 303, 201, 2, 127, 146, 128, 502, 261, 172]. For comprehensive overviews in large parts of math- ematics, [74, 165, 166, 51, 593] or predictions on developments [47]. For reflections about mathematics in general [145, 455, 45, 306, 439, 99, 561]. Encyclopedic source examples are [188, 705, 670, 102, 192, 152, 221, 191, 111, 635]. -
(Trying To) Solve Higher Order Polynomial Equations. Featuring a Recall of Polynomial Long Division
(Trying to) solve Higher order polynomial equations. Featuring a recall of polynomial long division. Some history: The quadratic formula (Dating back to antiquity) allows us to solve any quadratic equation. ax2 + bx + c = 0 What about any cubic equation? ax3 + bx2 + cx + d = 0? In the 1540's Cardano produced a \cubic formula." It is too complicated to actually write down here. See today's extra credit. What about any quartic equation? ax4 + bx3 + cx2 + dx + e = 0? A few decades after Cardano, Ferrari produced a \quartic formula" More complicated still than the cubic formula. In the 1820's Galois (age ∼19) proved that there is no general algebraic formula for the solutions to a degree 5 polynomial. In fact there is no purely algebraic way to solve x5 − x − 1 = 0: Galois died in a duel at age 21. This means that, as disheartening as it may feel, we will never get a formulaic solution to a general polynomial equation. The best we can get is tricks that work sometimes. Think of these tricks as analogous to the strategies you use to factor a degree 2 polynomial. Trick 1 If you find one solution, then you can find a factor and reduce to a simpler polynomial equation. Example. 2x2 − x2 − 1 = 0 has x = 1 as a solution. This means that x − 1 MUST divide 2x3 − x2 − 1. Use polynomial long division to write 2x3 − x2 − 1 as (x − 1) · (something). Now find the remaining two roots 1 2 For you: Find all of the solutions to x3 + x2 + x + 1 = 0 given that x = −1 is a solution to this equation. -
Low-Degree Polynomial Roots
Low-Degree Polynomial Roots David Eberly, Geometric Tools, Redmond WA 98052 https://www.geometrictools.com/ This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. Created: July 15, 1999 Last Modified: September 10, 2019 Contents 1 Introduction 3 2 Discriminants 3 3 Preprocessing the Polynomials5 4 Quadratic Polynomials 6 4.1 A Floating-Point Implementation..................................6 4.2 A Mixed-Type Implementation...................................7 5 Cubic Polynomials 8 5.1 Real Roots of Multiplicity Larger Than One............................8 5.2 One Simple Real Root........................................9 5.3 Three Simple Real Roots......................................9 5.4 A Mixed-Type Implementation................................... 10 6 Quartic Polynomials 12 6.1 Processing the Root Zero...................................... 14 6.2 The Biquadratic Case........................................ 14 6.3 Multiplicity Vector (3; 1; 0; 0).................................... 15 6.4 Multiplicity Vector (2; 2; 0; 0).................................... 15 6.5 Multiplicity Vector (2; 1; 1; 0).................................... 15 6.6 Multiplicity Vector (1; 1; 1; 1).................................... 16 1 6.7 A Mixed-Type Implementation................................... 17 2 1 Introduction Consider a polynomial of degree d of the form d X i p(y) = piy (1) i=0 where the pi are real numbers and where pd 6= 0. A root of the polynomial is a number r, real or non-real (complex-valued with nonzero imaginary part) such that p(r) = 0. The polynomial can be factored as p(y) = (y − r)mf(y), where m is a positive integer and f(r) 6= 0. -
The Conditions for Multiple Roots in Cubic and Quartic Equations
Fort Hays State University FHSU Scholars Repository Master's Theses Graduate School Summer 1953 The Conditions For Multiple Roots In Cubic and Quartic Equations Laurence Dryden Fort Hays Kansas State College Follow this and additional works at: https://scholars.fhsu.edu/theses Part of the Algebraic Geometry Commons Recommended Citation Dryden, Laurence, "The Conditions For Multiple Roots In Cubic and Quartic Equations" (1953). Master's Theses. 508. https://scholars.fhsu.edu/theses/508 This Thesis is brought to you for free and open access by the Graduate School at FHSU Scholars Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of FHSU Scholars Repository. THE CONDITIONS FOR MULTIPLE ROOTS IN CUBI C AND QUARTIC EQUATIONS being A Thesis Presented to the Graduate F aculty of the Fort Hays Kansas State College in Partial Fulfillment of the Requireme nts for t h e De gree Master of Science by Laurence A. Dryden, B.S. in Education Ohio State University Approved~,R;I;_#~ Major Departme Date 7- '-?.. - ..,-.3 ACKNOWLEDGlvIENT The writer of this thesis wishes to acknowledge all sources of information used in its preparation and is especially indebted to the Head of the Mathematics Department, Professor Emmet C. Stopher, for his assistance, criticisms, and advice. \ TABLE OF CONTENTS CHAPTER PAGE INTRODUCTION 1 I. DISCRil'HNANT 1. Definition of Discriminant ••• . 2 2. Definition of Resultant 2 3. Relation between Discriminant and Resultant 3 4. Definition of Sylvester's Determinant D(f,g) •••• 3 S. Relation between Sylvester's Determinant and Resultant 6. Relation between Discriminant and Sylvester's Determinant 7 7. -
A Student's Question: Why the Hell Am I in This Class?
Why Are We In This Class? 1 A Student’s Question: Why The Hell Am I In This Class? Note. Mathematics of the current era consists of the broad areas of (1) geometry, (2) analysis, (3) discrete math, and (4) algebra. This is an oversimplification; this is not a complete list and these areas are not disjoint. You are familiar with geometry from your high school experience, and analysis is basically the study of calculus in a rigorous/axiomatic way. You have probably encountered some of the topics from discrete math (graphs, networks, Latin squares, finite geometries, number theory). However, surprisingly, this is likely your first encounter with areas of algebra (in the modern sense). Modern algebra is roughly 100–200 years old, with most of the ideas originally developed in the nineteenth century and brought to rigorous completion in the twentieth century. Modern algebra is the study of groups, rings, and fields. However, these ideas grow out of the classical ideas of algebra from your previous experience (primarily, polynomial equations). The purpose of this presentation is to link the topics of classical algebra to the topics of modern algebra. Babylonian Mathematics The ancient city of Babylon was located in the southern part of Mesopotamia, about 50 miles south of present day Baghdad, Iraq. Clay tablets containing a type of writing called “cuneiform” survive from Babylonian times, and some of them reflect that the Babylonians had a sophisticated knowledge of certain mathematical ideas, some geometric and some arithmetic. [Bardi, page 28] Why Are We In This Class? 2 The best known surviving tablet with mathematical content is known as Plimp- ton 322. -
Cardano's Method for Roots of Cubic Equations
Lecture 23 : Solutions of Cubic and Quartic Equations Objectives (1) Cardano's method for roots of cubic equations. (2) Lagrange's method for roots of quartic equations. (3) Ferrari's method for roots of quartic equations. Keywords and Phrases : Cubic equations, quartic equations. In this section we present algorithms for finding roots of cubic and quartic polynomials over any field F of characteristic different from 2 and 3: This is to make sure that irreducible cubics and quartics are separable. Cubic polynomials Cardano published Tartaglia's method to find roots of cubic polynomials in 1545. This is known as Cardano's method. We may assume that the given cubic is of the form f(x) = x3 + px + q since a general cubic can be transformed into this form without changing its splitting field. One begins by introducing two unknowns u and v: Put x = u + v into f(x) = 0 to get u3 + v3 + 3u2v + 3uv2 + p(u + v) + q = u3 + v3 + q + (3uv + p)(u + v) = 0: We set u3 + v3 + q = 0 and 3uv + p = 0: Hence v = −p=3u: Put this into the first equation to get u6 + qu3 − p3=27 = 0: This is a quadratic equation in u3: Put D = −(4p3 +27q2): By the quadratic formula we get −q ± pq2 + (4p3=27) q u3 = = − ± p−D=108: 2 2 Set A = −q=2 + p−D=108 and B = −q=2 − p−D=108: By symmetry of u and v; we set u3 = A and v3 = B: Let ! be a primitive cube root of unity. Then p p p p p p u = 3 A; ! 3 A; !2 3 A; and v = 3 B; ! 3 B; !2 3 B: 97 98 p p We must choose cube roots of A and B in such a way that 3 A 3 B = −p=3: Having chosen these we see that the three roots of f(x) are p p p p p p 3 A + 3 B; ! 3 A + !2 3 B; !2 3 A + ! 3 B: Example 23.1.