Chapter 14 Algebraic Fractions, and Equations
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Algorithmic Factorization of Polynomials Over Number Fields
Rose-Hulman Institute of Technology Rose-Hulman Scholar Mathematical Sciences Technical Reports (MSTR) Mathematics 5-18-2017 Algorithmic Factorization of Polynomials over Number Fields Christian Schulz Rose-Hulman Institute of Technology Follow this and additional works at: https://scholar.rose-hulman.edu/math_mstr Part of the Number Theory Commons, and the Theory and Algorithms Commons Recommended Citation Schulz, Christian, "Algorithmic Factorization of Polynomials over Number Fields" (2017). Mathematical Sciences Technical Reports (MSTR). 163. https://scholar.rose-hulman.edu/math_mstr/163 This Dissertation is brought to you for free and open access by the Mathematics at Rose-Hulman Scholar. It has been accepted for inclusion in Mathematical Sciences Technical Reports (MSTR) by an authorized administrator of Rose-Hulman Scholar. For more information, please contact [email protected]. Algorithmic Factorization of Polynomials over Number Fields Christian Schulz May 18, 2017 Abstract The problem of exact polynomial factorization, in other words expressing a poly- nomial as a product of irreducible polynomials over some field, has applications in algebraic number theory. Although some algorithms for factorization over algebraic number fields are known, few are taught such general algorithms, as their use is mainly as part of the code of various computer algebra systems. This thesis provides a summary of one such algorithm, which the author has also fully implemented at https://github.com/Whirligig231/number-field-factorization, along with an analysis of the runtime of this algorithm. Let k be the product of the degrees of the adjoined elements used to form the algebraic number field in question, let s be the sum of the squares of these degrees, and let d be the degree of the polynomial to be factored; then the runtime of this algorithm is found to be O(d4sk2 + 2dd3). -
Arithmetic of Algebraic Fractions 1.4
Arithmetic of Algebraic Fractions 1.4 Introduction Just as one whole number divided by another is called a numerical fraction, so one algebraic expression divided by another is known as an algebraic fraction. Examples are x 3x + 2y x2 + 3x + 1 , , and y x − y x − 4 In this Section we explain how algebraic fractions can be simplified, added, subtracted, multiplied and divided. Prerequisites • be familiar with the arithmetic of numerical fractions Before starting this Section you should ... Learning Outcomes • add, subtract, multiply and divide algebraic fractions On completion you should be able to ... 62 HELM (2008): Workbook 1: Basic Algebra ® 1. Cancelling common factors 10 Consider the fraction . To simplify it we can factorise the numerator and the denominator and then 35 cancel any common factors. Common factors are those factors which occur in both the numerator and the denominator. Thus 10 6 5 × 2 2 = = 35 7× 6 5 7 Note that the common factor 5 has been cancelled. It is important to remember that only common 10 2 factors can be cancelled. The fractions and have identical values - they are equivalent fractions 35 7 2 10 - but is in a simpler form than . 7 35 We apply the same process when simplifying algebraic fractions. Example 49 Simplify, if possible, yx x x (a) , (b) , (c) 2x xy x + y Solution yx (a) In the expression , x is a factor common to both numerator and denominator. This 2x common factor can be cancelled to give y 6 x y = 2 6 x 2 x 1x (b) Note that can be written . -
Lesson 2 Polinomials and Algebraic Fractions LESSON 2 POLINOMIALS and ALGEBRAIC FRACTIONS
Lesson 2 Polinomials and algebraic fractions LESSON 2 POLINOMIALS AND ALGEBRAIC FRACTIONS I would advise you Sir, to study algebra, if you are not already an adept in it: your head would be less muddy, and you will leave off tormenting your neighbors about paper and packthread, while we all live together in a world that is bursting with sin and sorrow. Samuel Johnson (1709-1784) British author. 1. POLINOMIAL FRACTIONS Monomial Fractions If there is only one term (monomial) in the numerator and denominator, then common factors may be reduced directly. Example: Reduce to lowest terms: Solution: Look at the "top" and the "bottom" of this fraction. Find a common number that will divide evenly into both 36 and 24 (answer is 12). Also, notice where the larger exponents of x and y are located. It may help to expand the fraction to see what the exponents are doing. After reducing by a common constant factor of 12 and leaving "leftover" variables on the "top" and "bottom", the answer is: 1 IES UNIVERSIDAD LABORAL Mercedes López Lesson 2 Polinomials and algebraic fractions Remember: There will always be a larger number (coefficient) "leftover" where there was a larger number "to begin with". Similarly, there will be variables "leftover" where there were "more" (larger exponents) to begin with. The "leftover" variables are determined by subtracting their exponents. 1 Practise with monomial fractions. Division of polinomials It is similar to usual numbers division. Example: Calculate the quotient and remainder of (x3+2x2-4x+3) ÷ (x2-1) Start by rewriting the problem in long division notation. -
Some Properties of the Discriminant Matrices of a Linear Associative Algebra*
570 R. F. RINEHART [August, SOME PROPERTIES OF THE DISCRIMINANT MATRICES OF A LINEAR ASSOCIATIVE ALGEBRA* BY R. F. RINEHART 1. Introduction. Let A be a linear associative algebra over an algebraic field. Let d, e2, • • • , en be a basis for A and let £»•/*., (hjik = l,2, • • • , n), be the constants of multiplication corre sponding to this basis. The first and second discriminant mat rices of A, relative to this basis, are defined by Ti(A) = \\h(eres[ CrsiCij i, j=l T2(A) = \\h{eres / ,J CrsiC j II i,j=l where ti(eres) and fa{erea) are the first and second traces, respec tively, of eres. The first forms in terms of the constants of multi plication arise from the isomorphism between the first and sec ond matrices of the elements of A and the elements themselves. The second forms result from direct calculation of the traces of R(er)R(es) and S(er)S(es), R{ei) and S(ei) denoting, respectively, the first and second matrices of ei. The last forms of the dis criminant matrices show that each is symmetric. E. Noetherf and C. C. MacDuffeeJ discovered some of the interesting properties of these matrices, and shed new light on the particular case of the discriminant matrix of an algebraic equation. It is the purpose of this paper to develop additional properties of these matrices, and to interpret them in some fa miliar instances. Let A be subjected to a transformation of basis, of matrix M, 7 J rH%j€j 1,2, *0). -
A Historical Survey of Methods of Solving Cubic Equations Minna Burgess Connor
University of Richmond UR Scholarship Repository Master's Theses Student Research 7-1-1956 A historical survey of methods of solving cubic equations Minna Burgess Connor Follow this and additional works at: http://scholarship.richmond.edu/masters-theses Recommended Citation Connor, Minna Burgess, "A historical survey of methods of solving cubic equations" (1956). Master's Theses. Paper 114. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. A HISTORICAL SURVEY OF METHODS OF SOLVING CUBIC E<~UATIONS A Thesis Presented' to the Faculty or the Department of Mathematics University of Richmond In Partial Fulfillment ot the Requirements tor the Degree Master of Science by Minna Burgess Connor August 1956 LIBRARY UNIVERStTY OF RICHMOND VIRGlNIA 23173 - . TABLE Olf CONTENTS CHAPTER PAGE OUTLINE OF HISTORY INTRODUCTION' I. THE BABYLONIANS l) II. THE GREEKS 16 III. THE HINDUS 32 IV. THE CHINESE, lAPANESE AND 31 ARABS v. THE RENAISSANCE 47 VI. THE SEVEW.l'EEl'iTH AND S6 EIGHTEENTH CENTURIES VII. THE NINETEENTH AND 70 TWENTIETH C:BNTURIES VIII• CONCLUSION, BIBLIOGRAPHY 76 AND NOTES OUTLINE OF HISTORY OF SOLUTIONS I. The Babylonians (1800 B. c.) Solutions by use ot. :tables II. The Greeks·. cs·oo ·B.c,. - )00 A~D.) Hippocrates of Chios (~440) Hippias ot Elis (•420) (the quadratrix) Archytas (~400) _ .M~naeobmus J ""375) ,{,conic section~) Archimedes (-240) {conioisections) Nicomedea (-180) (the conchoid) Diophantus ot Alexander (75) (right-angled tr~angle) Pappus (300) · III. -
501 Algebra Questions 2Nd Edition
501 Algebra Questions 501 Algebra Questions 2nd Edition ® NEW YORK Copyright © 2006 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: 501 algebra questions.—2nd ed. p. cm. Rev. ed. of: 501 algebra questions / [William Recco]. 1st ed. © 2002. ISBN 1-57685-552-X 1. Algebra—Problems, exercises, etc. I. Recco, William. 501 algebra questions. II. LearningExpress (Organization). III. Title: Five hundred one algebra questions. IV. Title: Five hundred and one algebra questions. QA157.A15 2006 512—dc22 2006040834 Printed in the United States of America 98765432 1 Second Edition ISBN 1-57685-552-X For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com The LearningExpress Skill Builder in Focus Writing Team is comprised of experts in test preparation, as well as educators and teachers who specialize in language arts and math. LearningExpress Skill Builder in Focus Writing Team Brigit Dermott Freelance Writer English Tutor, New York Cares New York, New York Sandy Gade Project Editor LearningExpress New York, New York Kerry McLean Project Editor Math Tutor Shirley, New York William Recco Middle School Math Teacher, Grade 8 New York Shoreham/Wading River School District Math Tutor St. James, New York Colleen Schultz Middle School Math Teacher, Grade 8 Vestal Central School District Math Tutor -
The Evolution of Equation-Solving: Linear, Quadratic, and Cubic
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2006 The evolution of equation-solving: Linear, quadratic, and cubic Annabelle Louise Porter Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Mathematics Commons Recommended Citation Porter, Annabelle Louise, "The evolution of equation-solving: Linear, quadratic, and cubic" (2006). Theses Digitization Project. 3069. https://scholarworks.lib.csusb.edu/etd-project/3069 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. THE EVOLUTION OF EQUATION-SOLVING LINEAR, QUADRATIC, AND CUBIC A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degre Master of Arts in Teaching: Mathematics by Annabelle Louise Porter June 2006 THE EVOLUTION OF EQUATION-SOLVING: LINEAR, QUADRATIC, AND CUBIC A Project Presented to the Faculty of California State University, San Bernardino by Annabelle Louise Porter June 2006 Approved by: Shawnee McMurran, Committee Chair Date Laura Wallace, Committee Member , (Committee Member Peter Williams, Chair Davida Fischman Department of Mathematics MAT Coordinator Department of Mathematics ABSTRACT Algebra and algebraic thinking have been cornerstones of problem solving in many different cultures over time. Since ancient times, algebra has been used and developed in cultures around the world, and has undergone quite a bit of transformation. This paper is intended as a professional developmental tool to help secondary algebra teachers understand the concepts underlying the algorithms we use, how these algorithms developed, and why they work. -
Advanced Higher Notes Sample Chapter
Advanced Higher Mathematics Notes © Dynamic Maths (dynamicmaths.co.uk) Methods in Algebra and Calculus Unit Topic 1∙1: Partial Fractions Algebraic Long Division Long division is a written division algorithm where written subtraction sums are also used to calculate the remainders at each stage (instead of calculating them mentally). We use long division when we have an improper (also known as ‘top‐heavy’) fraction where the numerator is greater than the denominator, such as 7 or 23 . 4 5 It is not just numerical fractions that can be improper/top‐heavy. There are also improper algebraic fractions. An improper algebraic fraction is a fraction in which where the biggest power of x in the numerator is greater than or equal to the biggest power of x in the denominator. Examples of improper algebraic x2 1 x5 xx3 21 , , fractions. x x4 21x x3 54x Examples of algebraic fractions x 4 21xx , that are not improper. x2 1 x5 When we have an improper fraction, we need to be able to split it up into a quotient (something that is not a fraction), plus a proper fraction. A numerical example might be to 23 3 split up to be 4 . To do this with an algebraic fraction, we must use algebraic long 5 5 division. In short, the method involves repeatedly following a sequence of steps: (1) divide the first term from the numerator by the first term from the denominator. (2) multiply the result of step (1) by the full denominator. (3) subtract the result of step (2) from the numerator to create a new numerator which will be used in the next step. -
Interactive Mathematics Program Curriculum Framework
Interactive Mathematics Program Curriculum Framework School: __Delaware STEM Academy________ Curricular Tool: _IMP________ Grade or Course _Year 1 (grade 9) Unit Concepts / Standards Alignment Essential Questions Assessments Big Ideas from IMP Unit One: Patterns Timeline: 6 weeks Interpret expressions that represent a quantity in terms of its Patterns emphasizes extended, open-ended Can students use variables and All assessments are context. CC.A-SSE.1 exploration and the search for patterns. algebraic expressions to listed at the end of the Important mathematics introduced or represent concrete situations, curriculum map. Understand that a function from one set (called the domain) reviewed in Patterns includes In-Out tables, generalize results, and describe to another set (called the range) assigns to each element of functions, variables, positive and negative functions? the domain exactly one element of the range. If f is a function numbers, and basic geometry concepts Can students use different and x is an element of its domain, then f(x) denotes the output related to polygons. Proof, another major representations of functions— of f corresponding to the input x. The graph of f is the graph theme, is developed as part of the larger symbolic, graphical, situational, of the equation y = f(x). CC.F-IF.1 theme of reasoning and explaining. and numerical—and Students’ ability to create and understand understanding the connections Recognize that sequences are functions, sometimes defined proofs will develop over their four years in between these representations? recursively, whose domain is a subset of the integers. For IMP; their work in this unit is an important example, the Fibonacci sequence is defined recursively by start. -
Algebraic Expressions
Algebraic Expressions Grade 8 Chapter 9 : Algebraic Expressions Algebra is a generalized form of Arithmetic. In Arithmetic, we use numbers that have one single definite value while in Algebra we use alphabets that may have any value we assign to them. These letters are called Variables. Term Any constant or any variable or a combination of constants and variables is a term if 2푥 in combination only product or quotient is used e.g 3,푥, 5 푥, etc. 3푦 Like Terms The terms having same variable factors are called like terms e.g 3x2y and -5 x2y are like terms. Unlike Terms The terms having different variable factors are called unlike terms e.g 3x2y and -5 xy2 are unlike terms. Constant Term The term not containing any variable factor is a constant term e.g 3,-5 and 17 are constant terms. Algebraic Expressions A single or a combination of two or more terms connected by the fundamental operators form an algebraic expression. Example 5-3x+4x2y is an algebraic expression with three terms namely 5, -3x and 4x2y. Depending upon the number of terms present in an algebraic expression, we can define various types of algebraic expressions as follows: i) Monomials: An expression which contains only one term is known as a monomial. e.g 3x, 5x2y, -2abc, -8 etc. are all monomials. ii) Binomials: An expression containing two terms is known as a binomial. e.g 6-y, 5x+2y, x2-5xyz2 etc. are all binomials. __________________________________________________________________________________ 1 www.eduinfinite.com Algebraic Expressions Grade 8 iii) Trinomials: An expression containing three terms is known as a trinomial. -
Solving Polynomial Equations
Seminar on Advanced Topics in Mathematics Solving Polynomial Equations 5 December 2006 Dr. Tuen Wai Ng, HKU What do we mean by solving an equation ? Example 1. Solve the equation x2 = 1. x2 = 1 x2 ¡ 1 = 0 (x ¡ 1)(x + 1) = 0 x = 1 or = ¡1 ² Need to check that in fact (1)2 = 1 and (¡1)2 = 1. Exercise. Solve the equation p p x + x ¡ a = 2 where a is a positive real number. What do we mean by solving a polynomial equation ? Meaning I: Solving polynomial equations: ¯nding numbers that make the polynomial take on the value zero when they replace the variable. ² We have discovered that x, which is something we didn't know, turns out to be 1 or ¡1. Example 2. Solve the equation x2 = 5. x2 = 5 2 p x p¡ 5 = 0 (x ¡ 5)(x + 5) = 0p p x = 5 or ¡ 5 p p ² But what is 5 ? Well, 5 is the positive real number that square to 5. ² We have "learned" that the positive solution to the equation x2 = 5 is the positive real number that square to 5 !!! ² So there is a sense of circularity in what we have done here. ² Same thing happens when we say that i is a solution of x2 = ¡1. What are \solved" when we solve these equations ? ² The equations x2 = 5 and x2 = ¡1 draw the attention to an inadequacy in a certain number system (it does not contain a solution to the equation). ² One is therefore driven to extend the number system by introducing, or `adjoining', a solution. -
The Roots of Any Polynomial Equation
The roots of any polynomial equation G.A.Uytdewilligen, Bergen op Zoomstraat 76, 5652 KE Eindhoven. [email protected] Abstract We provide a method for solving the roots of the general polynomial equation n n−1 a ⋅x + a ⋅x + . + a ⋅x + s 0 n n−1 1 (1) To do so, we express x as a powerseries of s, and calculate the first n-1 coefficients. We turn the polynomial equation into a differential equation that has the roots as solutions. Then we express the powerseries’ coefficients in the first n-1 coefficients. Then the variable s is set to a0. A free parameter is added to make the series convergent. © 2004 G.A.Uytdewilligen. All rights reserved. Keywords: Algebraic equation The method The method is based on [1]. Let’s take the first n-1 derivatives of (1) to s. Equate these derivatives to zero. di Then find x ( s ) in terms of x(s) for i from 1 to n-1. Now make a new differential equation dsi n 1 n 2 d − d − m1⋅ x(s) + m2⋅ x(s) + . + m ⋅x(s) + m 0 n−1 n−2 n n+1 ds ds (2) di and fill in our x ( s ) in (2). Multiply by the denominator of the expression. Now we have a dsi polynomial in x(s) of degree higher then n. Using (1) as property, we simplify this polynomial to the degree of n. Set it equal to (1) and solve m1 .. mn+1 in terms of s and a1 .. an Substituting these in (2) gives a differential equation that has the zeros of (1) among its solutions.