Eigenvalues and Eigenvectors
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Matrix Analysis (Lecture 1)
Matrix Analysis (Lecture 1) Yikun Zhang∗ March 29, 2018 Abstract Linear algebra and matrix analysis have long played a fundamen- tal and indispensable role in fields of science. Many modern research projects in applied science rely heavily on the theory of matrix. Mean- while, matrix analysis and its ramifications are active fields for re- search in their own right. In this course, we aim to study some fun- damental topics in matrix theory, such as eigen-pairs and equivalence relations of matrices, scrutinize the proofs of essential results, and dabble in some up-to-date applications of matrix theory. Our lecture will maintain a cohesive organization with the main stream of Horn's book[1] and complement some necessary background knowledge omit- ted by the textbook sporadically. 1 Introduction We begin our lectures with Chapter 1 of Horn's book[1], which focuses on eigenvalues, eigenvectors, and similarity of matrices. In this lecture, we re- view the concepts of eigenvalues and eigenvectors with which we are familiar in linear algebra, and investigate their connections with coefficients of the characteristic polynomial. Here we first outline the main concepts in Chap- ter 1 (Eigenvalues, Eigenvectors, and Similarity). ∗School of Mathematics, Sun Yat-sen University 1 Matrix Analysis and its Applications, Spring 2018 (L1) Yikun Zhang 1.1 Change of basis and similarity (Page 39-40, 43) Let V be an n-dimensional vector space over the field F, which can be R, C, or even Z(p) (the integers modulo a specified prime number p), and let the list B1 = fv1; v2; :::; vng be a basis for V. -
LINEAR ALGEBRA METHODS in COMBINATORICS László Babai
LINEAR ALGEBRA METHODS IN COMBINATORICS L´aszl´oBabai and P´eterFrankl Version 2.1∗ March 2020 ||||| ∗ Slight update of Version 2, 1992. ||||||||||||||||||||||| 1 c L´aszl´oBabai and P´eterFrankl. 1988, 1992, 2020. Preface Due perhaps to a recognition of the wide applicability of their elementary concepts and techniques, both combinatorics and linear algebra have gained increased representation in college mathematics curricula in recent decades. The combinatorial nature of the determinant expansion (and the related difficulty in teaching it) may hint at the plausibility of some link between the two areas. A more profound connection, the use of determinants in combinatorial enumeration goes back at least to the work of Kirchhoff in the middle of the 19th century on counting spanning trees in an electrical network. It is much less known, however, that quite apart from the theory of determinants, the elements of the theory of linear spaces has found striking applications to the theory of families of finite sets. With a mere knowledge of the concept of linear independence, unexpected connections can be made between algebra and combinatorics, thus greatly enhancing the impact of each subject on the student's perception of beauty and sense of coherence in mathematics. If these adjectives seem inflated, the reader is kindly invited to open the first chapter of the book, read the first page to the point where the first result is stated (\No more than 32 clubs can be formed in Oddtown"), and try to prove it before reading on. (The effect would, of course, be magnified if the title of this volume did not give away where to look for clues.) What we have said so far may suggest that the best place to present this material is a mathematics enhancement program for motivated high school students. -
C H a P T E R § Methods Related to the Norm Al Equations
¡ ¢ £ ¤ ¥ ¦ § ¨ © © © © ¨ ©! "# $% &('*),+-)(./+-)0.21434576/),+98,:%;<)>=,'41/? @%3*)BAC:D8E+%=B891GF*),+H;I?H1KJ2.21K8L1GMNAPO45Q5R)S;S+T? =RU ?H1*)>./+EAVOKAPM ;<),5 ?H1G;P8W.XAVO4575R)S;S+Y? =Z8L1*)/[%\Z1*)]AB3*=,'Q;<)B=,'41/? @%3*)RAP8LU F*)BA(;S'*)Z)>@%3/? F*.4U ),1G;^U ?H1*)>./+ APOKAP;_),5a`Rbc`^dfeg`Rbih,jk=>.4U U )Blm;B'*)n1K84+o5R.EUp)B@%3*.K;q? 8L1KA>[r\0:D;_),1Ejp;B'/? A2.4s4s/+t8/.,=,' b ? A7.KFK84? l4)>lu?H1vs,+D.*=S;q? =>)m6/)>=>.43KA<)W;B'*)w=B8E)IxW=K? ),1G;W5R.K;S+Y? yn` `z? AW5Q3*=,'|{}84+-A_) =B8L1*l9? ;I? 891*)>lX;B'*.41Q`7[r~k8K{i)IF*),+NjL;B'*)71K8E+o5R.4U4)>@%3*.G;I? 891KA0.4s4s/+t8.*=,'w5R.BOw6/)Z.,l4)IM @%3*.K;_)7?H17A_8L5R)QAI? ;S3*.K;q? 8L1KA>[p1*l4)>)>lj9;B'*),+-)Q./+-)Q)SF*),1.Es4s4U ? =>.K;q? 8L1KA(?H1Q{R'/? =,'W? ;R? A s/+-)S:Y),+o+D)Blm;_8|;B'*)W3KAB3*.4Urc+HO4U 8,F|AS346KABs*.,=B)Q;_)>=,'41/? @%3*)BAB[&('/? A]=*'*.EsG;_),+}=B8*F*),+tA7? ;PM ),+-.K;q? F*)75R)S;S'K8ElAi{^'/? =,'Z./+-)R)K? ;B'*),+pl9?+D)B=S;BU OR84+k?H5Qs4U ? =K? ;BU O2+-),U .G;<)Bl7;_82;S'*)Q1K84+o5R.EU )>@%3*.G;I? 891KA>[ mWX(fQ - uK In order to solve the linear system 7 when is nonsymmetric, we can solve the equivalent system b b [¥K¦ ¡¢ £N¤ which is Symmetric Positive Definite. This system is known as the system of the normal equations associated with the least-squares problem, [ ¦ £N¤ minimize §* R¨©7ª§*«9¬ Note that (8.1) is typically used to solve the least-squares problem (8.2) for over- ®°¯± ±²³® determined systems, i.e., when is a rectangular matrix of size , . -
A Singularly Valuable Decomposition: the SVD of a Matrix Dan Kalman
A Singularly Valuable Decomposition: The SVD of a Matrix Dan Kalman Dan Kalman is an assistant professor at American University in Washington, DC. From 1985 to 1993 he worked as an applied mathematician in the aerospace industry. It was during that period that he first learned about the SVD and its applications. He is very happy to be teaching again and is avidly following all the discussions and presentations about the teaching of linear algebra. Every teacher of linear algebra should be familiar with the matrix singular value deco~??positiolz(or SVD). It has interesting and attractive algebraic properties, and conveys important geometrical and theoretical insights about linear transformations. The close connection between the SVD and the well-known theo1-j~of diagonalization for sylnmetric matrices makes the topic immediately accessible to linear algebra teachers and, indeed, a natural extension of what these teachers already know. At the same time, the SVD has fundamental importance in several different applications of linear algebra. Gilbert Strang was aware of these facts when he introduced the SVD in his now classical text [22, p. 1421, obselving that "it is not nearly as famous as it should be." Golub and Van Loan ascribe a central significance to the SVD in their defini- tive explication of numerical matrix methods [8, p, xivl, stating that "perhaps the most recurring theme in the book is the practical and theoretical value" of the SVD. Additional evidence of the SVD's significance is its central role in a number of re- cent papers in :Matlgenzatics ivlagazine and the Atnericalz Mathematical ilironthly; for example, [2, 3, 17, 231. -
QUADRATIC FORMS and DEFINITE MATRICES 1.1. Definition of A
QUADRATIC FORMS AND DEFINITE MATRICES 1. DEFINITION AND CLASSIFICATION OF QUADRATIC FORMS 1.1. Definition of a quadratic form. Let A denote an n x n symmetric matrix with real entries and let x denote an n x 1 column vector. Then Q = x’Ax is said to be a quadratic form. Note that a11 ··· a1n . x1 Q = x´Ax =(x1...xn) . xn an1 ··· ann P a1ixi . =(x1,x2, ··· ,xn) . P anixi 2 (1) = a11x1 + a12x1x2 + ... + a1nx1xn 2 + a21x2x1 + a22x2 + ... + a2nx2xn + ... + ... + ... 2 + an1xnx1 + an2xnx2 + ... + annxn = Pi ≤ j aij xi xj For example, consider the matrix 12 A = 21 and the vector x. Q is given by 0 12x1 Q = x Ax =[x1 x2] 21 x2 x1 =[x1 +2x2 2 x1 + x2 ] x2 2 2 = x1 +2x1 x2 +2x1 x2 + x2 2 2 = x1 +4x1 x2 + x2 1.2. Classification of the quadratic form Q = x0Ax: A quadratic form is said to be: a: negative definite: Q<0 when x =06 b: negative semidefinite: Q ≤ 0 for all x and Q =0for some x =06 c: positive definite: Q>0 when x =06 d: positive semidefinite: Q ≥ 0 for all x and Q = 0 for some x =06 e: indefinite: Q>0 for some x and Q<0 for some other x Date: September 14, 2004. 1 2 QUADRATIC FORMS AND DEFINITE MATRICES Consider as an example the 3x3 diagonal matrix D below and a general 3 element vector x. 100 D = 020 004 The general quadratic form is given by 100 x1 0 Q = x Ax =[x1 x2 x3] 020 x2 004 x3 x1 =[x 2 x 4 x ] x2 1 2 3 x3 2 2 2 = x1 +2x2 +4x3 Note that for any real vector x =06 , that Q will be positive, because the square of any number is positive, the coefficients of the squared terms are positive and the sum of positive numbers is always positive. -
Problems in Abstract Algebra
STUDENT MATHEMATICAL LIBRARY Volume 82 Problems in Abstract Algebra A. R. Wadsworth 10.1090/stml/082 STUDENT MATHEMATICAL LIBRARY Volume 82 Problems in Abstract Algebra A. R. Wadsworth American Mathematical Society Providence, Rhode Island Editorial Board Satyan L. Devadoss John Stillwell (Chair) Erica Flapan Serge Tabachnikov 2010 Mathematics Subject Classification. Primary 00A07, 12-01, 13-01, 15-01, 20-01. For additional information and updates on this book, visit www.ams.org/bookpages/stml-82 Library of Congress Cataloging-in-Publication Data Names: Wadsworth, Adrian R., 1947– Title: Problems in abstract algebra / A. R. Wadsworth. Description: Providence, Rhode Island: American Mathematical Society, [2017] | Series: Student mathematical library; volume 82 | Includes bibliographical references and index. Identifiers: LCCN 2016057500 | ISBN 9781470435837 (alk. paper) Subjects: LCSH: Algebra, Abstract – Textbooks. | AMS: General – General and miscellaneous specific topics – Problem books. msc | Field theory and polyno- mials – Instructional exposition (textbooks, tutorial papers, etc.). msc | Com- mutative algebra – Instructional exposition (textbooks, tutorial papers, etc.). msc | Linear and multilinear algebra; matrix theory – Instructional exposition (textbooks, tutorial papers, etc.). msc | Group theory and generalizations – Instructional exposition (textbooks, tutorial papers, etc.). msc Classification: LCC QA162 .W33 2017 | DDC 512/.02–dc23 LC record available at https://lccn.loc.gov/2016057500 Copying and reprinting. Individual readers of this publication, and nonprofit libraries acting for them, are permitted to make fair use of the material, such as to copy select pages for use in teaching or research. Permission is granted to quote brief passages from this publication in reviews, provided the customary acknowledgment of the source is given. Republication, systematic copying, or multiple reproduction of any material in this publication is permitted only under license from the American Mathematical Society. -
Abstract Algebra
Abstract Algebra Martin Isaacs, University of Wisconsin-Madison (Chair) Patrick Bahls, University of North Carolina, Asheville Thomas Judson, Stephen F. Austin State University Harriet Pollatsek, Mount Holyoke College Diana White, University of Colorado Denver 1 Introduction What follows is a report summarizing the proposals of a group charged with developing recommendations for undergraduate curricula in abstract algebra.1 We begin by articulating the principles that shaped the discussions that led to these recommendations. We then indicate several learning goals; some of these address specific content areas and others address students' general development. Next, we include three sample syllabi, each tailored to meet the needs of specific types of institutions and students. Finally, we present a brief list of references including sample texts. 2 Guiding Principles We lay out here several principles that underlie our recommendations for undergraduate Abstract Algebra courses. Although these principles are very general, we indicate some of their specific implications in the discussions of learning goals and curricula below. Diversity of students We believe that a course in Abstract Algebra is valuable for a wide variety of students, including mathematics majors, mathematics education majors, mathematics minors, and majors in STEM disciplines such as physics, chemistry, and computer science. Such a course is essential preparation for secondary teaching and for many doctoral programs in mathematics. Moreover, algebra can capture the imagination of students whose attraction to mathematics is primarily to structure and abstraction (for example, 1As with any document that is produced by a committee, there were some disagreements and compromises. The committee members had many lively and spirited communications on what undergraduate Abstract Algebra should look like for the next ten years. -
The Column and Row Hilbert Operator Spaces
The Column and Row Hilbert Operator Spaces Roy M. Araiza Department of Mathematics Purdue University Abstract Given a Hilbert space H we present the construction and some properties of the column and row Hilbert operator spaces Hc and Hr, respectively. The main proof of the survey is showing that CB(Hc; Kc) is completely isometric to B(H ; K ); in other words, the completely bounded maps be- tween the corresponding column Hilbert operator spaces is completely isometric to the bounded operators between the Hilbert spaces. A similar theorem for the row Hilbert operator spaces follows via duality of the operator spaces. In particular there exists a natural duality between the column and row Hilbert operator spaces which we also show. The presentation and proofs are due to Effros and Ruan [1]. 1 The Column Hilbert Operator Space Given a Hilbert space H , we define the column isometry C : H −! B(C; H ) given by ξ 7! C(ξ)α := αξ; α 2 C: Then given any n 2 N; we define the nth-matrix norm on Mn(H ); by (n) kξkc;n = C (ξ) ; ξ 2 Mn(H ): These are indeed operator space matrix norms by Ruan's Representation theorem and thus we define the column Hilbert operator space as n o Hc = H ; k·kc;n : n2N It follows that given ξ 2 Mn(H ) we have that the adjoint operator of C(ξ) is given by ∗ C(ξ) : H −! C; ζ 7! (ζj ξ) : Suppose C(ξ)∗(ζ) = d; c 2 C: Then we see that cd = (cj C(ξ)∗(ζ)) = (cξj ζ) = c(ζj ξ) = (cj (ζj ξ)) : We are also able to compute the matrix norms on rectangular matrices. -
Abstract Algebra
Abstract Algebra Paul Melvin Bryn Mawr College Fall 2011 lecture notes loosely based on Dummit and Foote's text Abstract Algebra (3rd ed) Prerequisite: Linear Algebra (203) 1 Introduction Pure Mathematics Algebra Analysis Foundations (set theory/logic) G eometry & Topology What is Algebra? • Number systems N = f1; 2; 3;::: g \natural numbers" Z = f:::; −1; 0; 1; 2;::: g \integers" Q = ffractionsg \rational numbers" R = fdecimalsg = pts on the line \real numbers" p C = fa + bi j a; b 2 R; i = −1g = pts in the plane \complex nos" k polar form re iθ, where a = r cos θ; b = r sin θ a + bi b r θ a p Note N ⊂ Z ⊂ Q ⊂ R ⊂ C (all proper inclusions, e.g. 2 62 Q; exercise) There are many other important number systems inside C. 2 • Structure \binary operations" + and · associative, commutative, and distributive properties \identity elements" 0 and 1 for + and · resp. 2 solve equations, e.g. 1 ax + bx + c = 0 has two (complex) solutions i p −b ± b2 − 4ac x = 2a 2 2 2 2 x + y = z has infinitely many solutions, even in N (thei \Pythagorian triples": (3,4,5), (5,12,13), . ). n n n 3 x + y = z has no solutions x; y; z 2 N for any fixed n ≥ 3 (Fermat'si Last Theorem, proved in 1995 by Andrew Wiles; we'll give a proof for n = 3 at end of semester). • Abstract systems groups, rings, fields, vector spaces, modules, . A group is a set G with an associative binary operation ∗ which has an identity element e (x ∗ e = x = e ∗ x for all x 2 G) and inverses for each of its elements (8 x 2 G; 9 y 2 G such that x ∗ y = y ∗ x = e). -
The Electromagnetic Spectrum
The Electromagnetic Spectrum Wavelength/frequency/energy MAP TAP 2003-2004 The Electromagnetic Spectrum 1 Teacher Page • Content: Physical Science—The Electromagnetic Spectrum • Grade Level: High School • Creator: Dorothy Walk • Curriculum Objectives: SC 1; Intro Phys/Chem IV.A (waves) MAP TAP 2003-2004 The Electromagnetic Spectrum 2 MAP TAP 2003-2004 The Electromagnetic Spectrum 3 What is it? • The electromagnetic spectrum is the complete spectrum or continuum of light including radio waves, infrared, visible light, ultraviolet light, X- rays and gamma rays • An electromagnetic wave consists of electric and magnetic fields which vibrates thus making waves. MAP TAP 2003-2004 The Electromagnetic Spectrum 4 Waves • Properties of waves include speed, frequency and wavelength • Speed (s), frequency (f) and wavelength (l) are related in the formula l x f = s • All light travels at a speed of 3 s 108 m/s in a vacuum MAP TAP 2003-2004 The Electromagnetic Spectrum 5 Wavelength, Frequency and Energy • Since all light travels at the same speed, wavelength and frequency have an indirect relationship. • Light with a short wavelength will have a high frequency and light with a long wavelength will have a low frequency. • Light with short wavelengths has high energy and long wavelength has low energy MAP TAP 2003-2004 The Electromagnetic Spectrum 6 MAP TAP 2003-2004 The Electromagnetic Spectrum 7 Radio waves • Low energy waves with long wavelengths • Includes FM, AM, radar and TV waves • Wavelengths of 10-1m and longer • Low frequency • Used in many -
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 -
History of Algebra and Its Implications for Teaching
Maggio: History of Algebra and its Implications for Teaching History of Algebra and its Implications for Teaching Jaime Maggio Fall 2020 MA 398 Senior Seminar Mentor: Dr.Loth Published by DigitalCommons@SHU, 2021 1 Academic Festival, Event 31 [2021] Abstract Algebra can be described as a branch of mathematics concerned with finding the values of unknown quantities (letters and other general sym- bols) defined by the equations that they satisfy. Algebraic problems have survived in mathematical writings of the Egyptians and Babylonians. The ancient Greeks also contributed to the development of algebraic concepts. In this paper, we will discuss historically famous mathematicians from all over the world along with their key mathematical contributions. Mathe- matical proofs of ancient and modern discoveries will be presented. We will then consider the impacts of incorporating history into the teaching of mathematics courses as an educational technique. 1 https://digitalcommons.sacredheart.edu/acadfest/2021/all/31 2 Maggio: History of Algebra and its Implications for Teaching 1 Introduction In order to understand the way algebra is the way it is today, it is important to understand how it came about starting with its ancient origins. In a mod- ern sense, algebra can be described as a branch of mathematics concerned with finding the values of unknown quantities defined by the equations that they sat- isfy. Algebraic problems have survived in mathematical writings of the Egyp- tians and Babylonians. The ancient Greeks also contributed to the development of algebraic concepts, but these concepts had a heavier focus on geometry [1]. The combination of all of the discoveries of these great mathematicians shaped the way algebra is taught today.