Mathematical Constants
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Calculating Numerical Roots = = 1.37480222744
#10 in Fundamentals of Applied Math Series Calculating Numerical Roots Richard J. Nelson Introduction – What is a root? Do you recognize this number(1)? 1.41421 35623 73095 04880 16887 24209 69807 85696 71875 37694 80731 76679 73799 07324 78462 10703 88503 87534 32764 15727 35013 84623 09122 97024 92483 60558 50737 21264 41214 97099 93583 14132 22665 92750 55927 55799 95050 11527 82060 57147 01095 59971 60597 02745 34596 86201 47285 17418 64088 91986 09552 32923 04843 08714 32145 08397 62603 62799 52514 07989 68725 33965 46331 80882 96406 20615 25835 Fig. 1 - HP35s √ key. 23950 54745 75028 77599 61729 83557 52203 37531 85701 13543 74603 40849 … If you have had any math classes you have probably run into this number and you should recognize it as the square root of two, . The square root of a number, n, is that value when multiplied by itself equals n. 2 x 2 = 4 and = 2. Calculating the square root of the number is the inverse operation of squaring that number = n. The "√" symbol is called the "radical" symbol or "check mark." MS Word has the radical symbol, √, but we often use it with a line across the top. This is called the "vinculum" circa 12th century. The expression " (2)" is read as "root n", "radical n", or "the square root of n". The vinculum extends over the number to make it inclusive e.g. Most HP calculators have the square root key as a primary key as shown in Fig. 1 because it is used so much. Roots and Powers Numbers may be raised to any power (y, multiplied by itself x times) and the inverse operation, taking the root, may be expressed as shown below. -
An Introduction to Mathematical Modelling
An Introduction to Mathematical Modelling Glenn Marion, Bioinformatics and Statistics Scotland Given 2008 by Daniel Lawson and Glenn Marion 2008 Contents 1 Introduction 1 1.1 Whatismathematicalmodelling?. .......... 1 1.2 Whatobjectivescanmodellingachieve? . ............ 1 1.3 Classificationsofmodels . ......... 1 1.4 Stagesofmodelling............................... ....... 2 2 Building models 4 2.1 Gettingstarted .................................. ...... 4 2.2 Systemsanalysis ................................. ...... 4 2.2.1 Makingassumptions ............................. .... 4 2.2.2 Flowdiagrams .................................. 6 2.3 Choosingmathematicalequations. ........... 7 2.3.1 Equationsfromtheliterature . ........ 7 2.3.2 Analogiesfromphysics. ...... 8 2.3.3 Dataexploration ............................... .... 8 2.4 Solvingequations................................ ....... 9 2.4.1 Analytically.................................. .... 9 2.4.2 Numerically................................... 10 3 Studying models 12 3.1 Dimensionlessform............................... ....... 12 3.2 Asymptoticbehaviour ............................. ....... 12 3.3 Sensitivityanalysis . ......... 14 3.4 Modellingmodeloutput . ....... 16 4 Testing models 18 4.1 Testingtheassumptions . ........ 18 4.2 Modelstructure.................................. ...... 18 i 4.3 Predictionofpreviouslyunuseddata . ............ 18 4.3.1 Reasonsforpredictionerrors . ........ 20 4.4 Estimatingmodelparameters . ......... 20 4.5 Comparingtwomodelsforthesamesystem . ......... -
Example 10.8 Testing the Steady-State Approximation. ⊕ a B C C a B C P + → → + → D Dt K K K K K K [ ]
Example 10.8 Testing the steady-state approximation. Å The steady-state approximation contains an apparent contradiction: we set the time derivative of the concentration of some species (a reaction intermediate) equal to zero — implying that it is a constant — and then derive a formula showing how it changes with time. Actually, there is no contradiction since all that is required it that the rate of change of the "steady" species be small compared to the rate of reaction (as measured by the rate of disappearance of the reactant or appearance of the product). But exactly when (in a practical sense) is this approximation appropriate? It is often applied as a matter of convenience and justified ex post facto — that is, if the resulting rate law fits the data then the approximation is considered justified. But as this example demonstrates, such reasoning is dangerous and possible erroneous. We examine the mechanism A + B ¾¾1® C C ¾¾2® A + B (10.12) 3 C® P (Note that the second reaction is the reverse of the first, so we have a reversible second-order reaction followed by an irreversible first-order reaction.) The rate constants are k1 for the forward reaction of the first step, k2 for the reverse of the first step, and k3 for the second step. This mechanism is readily solved for with the steady-state approximation to give d[A] k1k3 = - ke[A][B] with ke = (10.13) dt k2 + k3 (TEXT Eq. (10.38)). With initial concentrations of A and B equal, hence [A] = [B] for all times, this equation integrates to 1 1 = + ket (10.14) [A] A0 where A0 is the initial concentration (equal to 1 in work to follow). -
UNDERSTANDING MATHEMATICS to UNDERSTAND PLATO -THEAETEUS (147D-148B Salomon Ofman
UNDERSTANDING MATHEMATICS TO UNDERSTAND PLATO -THEAETEUS (147d-148b Salomon Ofman To cite this version: Salomon Ofman. UNDERSTANDING MATHEMATICS TO UNDERSTAND PLATO -THEAETEUS (147d-148b. Lato Sensu, revue de la Société de philosophie des sciences, Société de philosophie des sciences, 2014, 1 (1). hal-01305361 HAL Id: hal-01305361 https://hal.archives-ouvertes.fr/hal-01305361 Submitted on 20 Apr 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNDERSTANDING MATHEMATICS TO UNDERSTAND PLATO - THEAETEUS (147d-148b) COMPRENDRE LES MATHÉMATIQUES POUR COMPRENDRE PLATON - THÉÉTÈTE (147d-148b) Salomon OFMAN Institut mathématique de Jussieu-PRG Histoire des Sciences mathématiques 4 Place Jussieu 75005 Paris [email protected] Abstract. This paper is an updated translation of an article published in French in the Journal Lato Sensu (I, 2014, p. 70-80). We study here the so- called ‘Mathematical part’ of Plato’s Theaetetus. Its subject concerns the incommensurability of certain magnitudes, in modern terms the question of the rationality or irrationality of the square roots of integers. As the most ancient text on the subject, and on Greek mathematics and mathematicians as well, its historical importance is enormous. -
Proofs by Cases, Square Root of 2 Is Irrational, Operations on Sets
COMP 1002 Intro to Logic for Computer Scientists Lecture 16 B 5 2 J Puzzle: Caesar cipher • The Roman dictator Julius Caesar encrypted his personal correspondence using the following code. – Number letters of the alphabet: A=0, B=1,… Z=25. – To encode a message, replace every letter by a letter three positions before that (wrapping). • A letter numbered x by a letter numbered x-3 mod 26. • For example, F would be replaced by C, and A by X • Suppose he sent the following message. – QOBXPROB FK QEB ZXSB • What does it say? Proof by cases • Use the tautology • If is ( ) ( ), 1 2 1 2 • prove 푝 ∨ 푝( ∧ 푝 → 푞 ∧). 푝 → 푞 → 푞 1 2 • Proof:∀푥 퐹 푥 ∀푥 퐺 푥 ∨ 퐺 푥 → 퐻 푥 1 2 – Universal퐺 푥 instantiation:→ 퐻 푥 ∧ 퐺“let푥 n be→ an퐻 arbitrary푥 element of the domain of ” – Case 1: ( ) – Case 2: 푆 ∀푥 ( ) 1 – Therefore,퐺 (푛 → 퐻 푛 ) ( ), 2 – Now use퐺 universal푛 → 퐻 generalization푛 to conclude that is true. 퐺1 푛 ∨ 퐺2 푛 → 퐻 푛 • This generalizes for any number of cases 2. ∀ 푥 퐹 푥 푘 ≥ (Done). □ Proof by cases. • Definition (of odd integers): – An integer n is odd iff , = 2 + 1. • Theorem: Sum of an integer with a consecutive integer is odd. ∃푘 ∈ ℤ 푛 ⋅ 푘 – ( + + 1 ). • Proof: – Suppose∀푥 ∈ ℤ 푂푂푂n is an푥 arbitrary푥 integer. – Case 1: n is even. • So n=2k for some k (by definition). • Its consecutive integer is n+1 = 2k+1. Their sum is (n+(n+1))= 2k + (2k+1) = 4k+1. (axioms). -
Differentiation Rules (Differential Calculus)
Differentiation Rules (Differential Calculus) 1. Notation The derivative of a function f with respect to one independent variable (usually x or t) is a function that will be denoted by D f . Note that f (x) and (D f )(x) are the values of these functions at x. 2. Alternate Notations for (D f )(x) d d f (x) d f 0 (1) For functions f in one variable, x, alternate notations are: Dx f (x), dx f (x), dx , dx (x), f (x), f (x). The “(x)” part might be dropped although technically this changes the meaning: f is the name of a function, dy 0 whereas f (x) is the value of it at x. If y = f (x), then Dxy, dx , y , etc. can be used. If the variable t represents time then Dt f can be written f˙. The differential, “d f ”, and the change in f ,“D f ”, are related to the derivative but have special meanings and are never used to indicate ordinary differentiation. dy 0 Historical note: Newton used y,˙ while Leibniz used dx . About a century later Lagrange introduced y and Arbogast introduced the operator notation D. 3. Domains The domain of D f is always a subset of the domain of f . The conventional domain of f , if f (x) is given by an algebraic expression, is all values of x for which the expression is defined and results in a real number. If f has the conventional domain, then D f usually, but not always, has conventional domain. Exceptions are noted below. -
PLEASANTON UNIFIED SCHOOL DISTRICT Math 8/Algebra I Course Outline Form Course Title
PLEASANTON UNIFIED SCHOOL DISTRICT Math 8/Algebra I Course Outline Form Course Title: Math 8/Algebra I Course Number/CBED Number: Grade Level: 8 Length of Course: 1 year Credit: 10 Meets Graduation Requirements: n/a Required for Graduation: Prerequisite: Math 6/7 or Math 7 Course Description: Main concepts from the CCSS 8th grade content standards include: knowing that there are numbers that are not rational, and approximate them by rational numbers; working with radicals and integer exponents; understanding the connections between proportional relationships, lines, and linear equations; analyzing and solving linear equations and pairs of simultaneous linear equations; defining, evaluating, and comparing functions; using functions to model relationships between quantities; understanding congruence and similarity using physical models, transparencies, or geometry software; understanding and applying the Pythagorean Theorem; investigating patterns of association in bivariate data. Algebra (CCSS Algebra) main concepts include: reason quantitatively and use units to solve problems; create equations that describe numbers or relationships; understanding solving equations as a process of reasoning and explain reasoning; solve equations and inequalities in one variable; solve systems of equations; represent and solve equations and inequalities graphically; extend the properties of exponents to rational exponents; use properties of rational and irrational numbers; analyze and solve linear equations and pairs of simultaneous linear equations; define, -
The Exponential Constant E
The exponential constant e mc-bus-expconstant-2009-1 Introduction The letter e is used in many mathematical calculations to stand for a particular number known as the exponential constant. This leaflet provides information about this important constant, and the related exponential function. The exponential constant The exponential constant is an important mathematical constant and is given the symbol e. Its value is approximately 2.718. It has been found that this value occurs so frequently when mathematics is used to model physical and economic phenomena that it is convenient to write simply e. It is often necessary to work out powers of this constant, such as e2, e3 and so on. Your scientific calculator will be programmed to do this already. You should check that you can use your calculator to do this. Look for a button marked ex, and check that e2 =7.389, and e3 = 20.086 In both cases we have quoted the answer to three decimal places although your calculator will give a more accurate answer than this. You should also check that you can evaluate negative and fractional powers of e such as e1/2 =1.649 and e−2 =0.135 The exponential function If we write y = ex we can calculate the value of y as we vary x. Values obtained in this way can be placed in a table. For example: x −3 −2 −1 01 2 3 y = ex 0.050 0.135 0.368 1 2.718 7.389 20.086 This is a table of values of the exponential function ex. -
Bluegrass Conference - Math
Bluegrass Conference - Math 9 rounds of 35 multiple-choice questions 2013 Copyright © 2013 Academic Hallmarks Bluegrass Conference - Math Round 1 Page 1 1. Yes We Have No Bananas 6. Cubed Numbers A door-to-door banana salesman sells B bananas at C What is the cube of 1.01? cents each day. He takes in D dollars during P days. A. 1.020201 D equals ... B. 1.030301 A. 100B/CP C. 1.040401 B. BCP/100 D. 1.050401 C. 100/BCP E. 1.060401 D. 100C/BP E. BP/100C 2. Tree Distributions 7. Linear Equations 480 pine seedlings are distributed among three What is the value of y if -2 = 22 - 4y? tree-huggers in the ratio of 2 to 4 to 6. The one A. -8 getting the smallest share will have ... B. -3 A. 40 C. 2 B. 50 D. 4 C. 60 E. 6 D. 70 E. 80 3. Lines 8. GCFs An oblique line is ... The greatest common factor of 18 and 84 is ... A. thick A. 2 B. curved B. 4 C. slanting C. 6 D. parallel to another line D. 8 E. perpendicular to another line E. 12 4. Geologic Time 9. Linear Equations The age of the Earth is estimated to be about 4.6 The sum of three integers is one hundred seventy-five. billion years. In scientific notation, that is 4.6 times The second is ten more than twice the first. The third 10 to the ---- power years. is three times the second. The smallest number is .. -
Proportional Systems the Golden Mean
Proportional systems The Golden Mean • The Golden Mean is a ratio which has fascinated generation after generation, and culture after culture. • Also known as: – The Golden Ratio – The Golden Section – The Golden Rectangle – The Golden Number – The Golden Spiral – Or the Divine Proportion The Golden Mean • The golden ratio is 1:1.618034 • It is often represented by a Greek letter Phi Φ. The Fibonacci numbers • 0, 1, 1, 2, 3, 5, 8, 13, ... • (add the last two to get the next) • follow golden ratio Construction 1. Construct a simple square 2. Draw a line from the midpoint of one side of the square to an opposite corner 3. Use that line as the radius to draw an arc that defines the height of the rectangle 4. Complete the golden rectangle A distinctive feature of this shape is that • when a square section is removed, • the remainder is another golden rectangle; • that is, with the same proportions as the first. • Each new square has a side which is as long as the sum of the latest two square's sides. • Fibonacci series Golden spiral • Square removal can be repeated infinitely • corresponding corners of the squares form an infinite sequence of points on the golden spiral Golden line • The line AC is divided at point B so that: • the ratio of the two parts, the smaller AB to the larger BC is the same as • the ratio of the larger part BC to the whole AC. Golden triangle and pentagram The golden ratio and Fibonacci numbers • sea shell shapes, • branching plants, • flower petals and seeds, • leaves and petal arrangements The Golden Spiral can be seen in the arrangement of seeds on flower heads. -
The Square Root of 2 a Dialogue Concerning a Number and a Sequence
D. Flannery The Square Root of 2 A Dialogue Concerning a Number and a Sequence The square root of 2 is a fascinating number – if a little less famous than such mathematical stars as pi, the number e, the golden ratio, or the square root of –1. (Each of these has been honored by at least one recent book.) Here, in an imaginary dialogue between teacher and student, readers will learn why v2 is an important number in its own right, and how, in puzzling out its special qualities, mathematicians gained insights into the illusive nature of irrational numbers. Using no more than basic high school algebra and geometry, David Flannery manages to convey not just why v2 is fascinating and significant, but how the whole enterprise of mathematical thinking can be played out in a dialogue that is imaginative, intriguing, and engaging. Original and informative, The Square Root of 2 is a one-of-a-kind introduction to the pleasure and playful beauty of mathematical thinking. 2006, XII, 260 p. 31 illus. Printed book Hardcover ▶ 32,99 € | £27.99 | $39.99 ▶ *35,30 € (D) | 36,29 € (A) | CHF 39.00 eBook Available from your bookstore or ▶ springer.com/shop MyCopy Printed eBook for just ▶ € | $ 24.99 ▶ springer.com/mycopy Order online at springer.com ▶ or for the Americas call (toll free) 1-800-SPRINGER ▶ or email us at: [email protected]. ▶ For outside the Americas call +49 (0) 6221-345-4301 ▶ or email us at: [email protected]. The first € price and the £ and $ price are net prices, subject to local VAT. -
Illustrative Mathematics N-RN, 8-NS Calculating the Square Root of 2
Illustrative Mathematics N-RN, 8-NS Calculating the square root of 2 Alignments to Content Standards Alignment: 8.NS.A Alignment: N-RN.B Tags • This task is not yet tagged. Jessica evaluates √2‾ on her calculator which shows a value of 1.4142136. She then writes √2‾ = 1.4142136. a. Is Jessica correct? Explain. b. Explain, in terms of the structure of the expression (1.4142136)2 , why it can not be equal to 2. c. Use the reasoning of part (b) to explain why √2‾ can not be equal to any terminating decimal. Commentary It is important in many situations to understand the level of accuracy of a calculator. Calculators round answers off so that they can display the best approximation possible on the screen. In the case of √2‾, an irrational number, it is impossible to display its full decimal expansion as this is infinite and non-repeating. The calculator displays the closest seven (or eight or nine) digit decimal number to √2‾. This task is intended for instructional purposes so that students can become familiar and confident with using a calculator and understanding what it can and cannot do. This task gives an opportunity to work on the notion of place value (in parts (b) and (c)) and also to understand part of an argument for why √2‾ is not a rational number. The argument is not complete as it is only shown here that √2‾ does not have a terminating decimal expansion. For students familiar with working in bases other than base 10, however, the argument can be made general: if p for whole numbers and then it has terminating ``decimal'' in base .