Algebraic and Transcendental Numbers
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Irrational Numbers Unit 4 Lesson 6 IRRATIONAL NUMBERS
Irrational Numbers Unit 4 Lesson 6 IRRATIONAL NUMBERS Students will be able to: Understand the meanings of Irrational Numbers Key Vocabulary: • Irrational Numbers • Examples of Rational Numbers and Irrational Numbers • Decimal expansion of Irrational Numbers • Steps for representing Irrational Numbers on number line IRRATIONAL NUMBERS A rational number is a number that can be expressed as a ratio or we can say that written as a fraction. Every whole number is a rational number, because any whole number can be written as a fraction. Numbers that are not rational are called irrational numbers. An Irrational Number is a real number that cannot be written as a simple fraction or we can say cannot be written as a ratio of two integers. The set of real numbers consists of the union of the rational and irrational numbers. If a whole number is not a perfect square, then its square root is irrational. For example, 2 is not a perfect square, and √2 is irrational. EXAMPLES OF RATIONAL NUMBERS AND IRRATIONAL NUMBERS Examples of Rational Number The number 7 is a rational number because it can be written as the 7 fraction . 1 The number 0.1111111….(1 is repeating) is also rational number 1 because it can be written as fraction . 9 EXAMPLES OF RATIONAL NUMBERS AND IRRATIONAL NUMBERS Examples of Irrational Numbers The square root of 2 is an irrational number because it cannot be written as a fraction √2 = 1.4142135…… Pi(휋) is also an irrational number. π = 3.1415926535897932384626433832795 (and more...) 22 The approx. value of = 3.1428571428571.. -
Metrical Diophantine Approximation for Quaternions
This is a repository copy of Metrical Diophantine approximation for quaternions. White Rose Research Online URL for this paper: https://eprints.whiterose.ac.uk/90637/ Version: Accepted Version Article: Dodson, Maurice and Everitt, Brent orcid.org/0000-0002-0395-338X (2014) Metrical Diophantine approximation for quaternions. Mathematical Proceedings of the Cambridge Philosophical Society. pp. 513-542. ISSN 1469-8064 https://doi.org/10.1017/S0305004114000462 Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Under consideration for publication in Math. Proc. Camb. Phil. Soc. 1 Metrical Diophantine approximation for quaternions By MAURICE DODSON† and BRENT EVERITT‡ Department of Mathematics, University of York, York, YO 10 5DD, UK (Received ; revised) Dedicated to J. W. S. Cassels. Abstract Analogues of the classical theorems of Khintchine, Jarn´ık and Jarn´ık-Besicovitch in the metrical theory of Diophantine approximation are established for quaternions by applying results on the measure of general ‘lim sup’ sets. -
Algebraic Numbers As Product of Powers of Transcendental Numbers
S S symmetry Article Algebraic Numbers as Product of Powers of Transcendental Numbers Pavel Trojovský Department of Mathematics, Faculty of Science, University of Hradec Králové, 500 03 Hradec Králové, Czech Republic; [email protected]; Tel.: +42-049-333-2801 Received: 17 June 2019; Accepted: 4 July 2019; Published: 8 July 2019 Abstract: The elementary symmetric functions play a crucial role in the study of zeros of non-zero polynomials in C[x], and the problem of finding zeros in Q[x] leads to the definition of algebraic and transcendental numbers. Recently, Marques studied the set of algebraic numbers in the form P(T)Q(T). In this paper, we generalize this result by showing the existence of algebraic Q (T) Qn(T) numbers which can be written in the form P1(T) 1 ··· Pn(T) for some transcendental number T, where P1, ... , Pn, Q1, ... , Qn are prescribed, non-constant polynomials in Q[x] (under weak conditions). More generally, our result generalizes results on the arithmetic nature of zw when z and w are transcendental. Keywords: Baker’s theorem; Gel’fond–Schneider theorem; algebraic number; transcendental number 1. Introduction The name “transcendental”, which comes from the Latin word “transcendˇere”, was first used for a mathematical concept by Leibniz in 1682. Transcendental numbers in the modern sense were defined by Leonhard Euler (see [1]). A complex number a is called algebraic if it is a zero of some non-zero polynomial P 2 Q[x]. Otherwise, a is transcendental. Algebraic numbers form a field, which is denoted by Q. The transcendence of e was proved by Charles Hermite [2] in 1872, and two years later Ferdinand von Lindeman [3] extended the method of Hermite‘s proof to derive that p is also transcendental. -
Proofs, Sets, Functions, and More: Fundamentals of Mathematical Reasoning, with Engaging Examples from Algebra, Number Theory, and Analysis
Proofs, Sets, Functions, and More: Fundamentals of Mathematical Reasoning, with Engaging Examples from Algebra, Number Theory, and Analysis Mike Krebs James Pommersheim Anthony Shaheen FOR THE INSTRUCTOR TO READ i For the instructor to read We should put a section in the front of the book that organizes the organization of the book. It would be the instructor section that would have: { flow chart that shows which sections are prereqs for what sections. We can start making this now so we don't have to remember the flow later. { main organization and objects in each chapter { What a Cfu is and how to use it { Why we have the proofcomment formatting and what it is. { Applications sections and what they are { Other things that need to be pointed out. IDEA: Seperate each of the above into subsections that are labeled for ease of reading but not shown in the table of contents in the front of the book. ||||||||| main organization examples: ||||||| || In a course such as this, the student comes in contact with many abstract concepts, such as that of a set, a function, and an equivalence class of an equivalence relation. What is the best way to learn this material. We have come up with several rules that we want to follow in this book. Themes of the book: 1. The book has a few central mathematical objects that are used throughout the book. 2. Each central mathematical object from theme #1 must be a fundamental object in mathematics that appears in many areas of mathematics and its applications. -
Integers, Rational Numbers, and Algebraic Numbers
LECTURE 9 Integers, Rational Numbers, and Algebraic Numbers In the set N of natural numbers only the operations of addition and multiplication can be defined. For allowing the operations of subtraction and division quickly take us out of the set N; 2 ∈ N and3 ∈ N but2 − 3=−1 ∈/ N 1 1 ∈ N and2 ∈ N but1 ÷ 2= = N 2 The set Z of integers is formed by expanding N to obtain a set that is closed under subtraction as well as addition. Z = {0, −1, +1, −2, +2, −3, +3,...} . The new set Z is not closed under division, however. One therefore expands Z to include fractions as well and arrives at the number field Q, the rational numbers. More formally, the set Q of rational numbers is the set of all ratios of integers: p Q = | p, q ∈ Z ,q=0 q The rational numbers appear to be a very satisfactory algebraic system until one begins to tries to solve equations like x2 =2 . It turns out that there is no rational number that satisfies this equation. To see this, suppose there exists integers p, q such that p 2 2= . q p We can without loss of generality assume that p and q have no common divisors (i.e., that the fraction q is reduced as far as possible). We have 2q2 = p2 so p2 is even. Hence p is even. Therefore, p is of the form p =2k for some k ∈ Z.Butthen 2q2 =4k2 or q2 =2k2 so q is even, so p and q have a common divisor - a contradiction since p and q are can be assumed to be relatively prime. -
Rational Numbers Vs. Irrational Numbers Handout
Rational numbers vs. Irrational numbers by Nabil Nassif, PhD in cooperation with Sophie Moufawad, MS and the assistance of Ghina El Jannoun, MS and Dania Sheaib, MS American University of Beirut, Lebanon An MIT BLOSSOMS Module August, 2012 Rational numbers vs. Irrational numbers “The ultimate Nature of Reality is Numbers” A quote from Pythagoras (570-495 BC) Rational numbers vs. Irrational numbers “Wherever there is number, there is beauty” A quote from Proclus (412-485 AD) Rational numbers vs. Irrational numbers Traditional Clock plus Circumference 1 1 min = of 1 hour 60 Rational numbers vs. Irrational numbers An Electronic Clock plus a Calendar Hour : Minutes : Seconds dd/mm/yyyy 1 1 month = of 1year 12 1 1 day = of 1 year (normally) 365 1 1 hour = of 1 day 24 1 1 min = of 1 hour 60 1 1 sec = of 1 min 60 Rational numbers vs. Irrational numbers TSquares: Use of Pythagoras Theorem Rational numbers vs. Irrational numbers Golden number ϕ and Golden rectangle 1+√5 1 1 √5 Roots of x2 x 1=0are ϕ = and = − − − 2 − ϕ 2 Rational numbers vs. Irrational numbers Golden number ϕ and Inner Golden spiral Drawn with up to 10 golden rectangles Rational numbers vs. Irrational numbers Outer Golden spiral and L. Fibonacci (1175-1250) sequence = 1 , 1 , 2, 3, 5, 8, 13..., fn, ... : fn = fn 1+fn 2,n 3 F { } − − ≥ f1 f2 1 n n 1 1 !"#$ !"#$ fn = (ϕ +( 1) − ) √5 − ϕn Rational numbers vs. Irrational numbers Euler’s Number e 1 1 1 s = 1 + + + =2.6666....66.... 3 1! 2 3! 1 1 1 s = 1 + + + =2.70833333...333... -
The Evolution of Numbers
The Evolution of Numbers Counting Numbers Counting Numbers: {1, 2, 3, …} We use numbers to count: 1, 2, 3, 4, etc You can have "3 friends" A field can have "6 cows" Whole Numbers Whole numbers are the counting numbers plus zero. Whole Numbers: {0, 1, 2, 3, …} Negative Numbers We can count forward: 1, 2, 3, 4, ...... but what if we count backward: 3, 2, 1, 0, ... what happens next? The answer is: negative numbers: {…, -3, -2, -1} A negative number is any number less than zero. Integers If we include the negative numbers with the whole numbers, we have a new set of numbers that are called integers: {…, -3, -2, -1, 0, 1, 2, 3, …} The Integers include zero, the counting numbers, and the negative counting numbers, to make a list of numbers that stretch in either direction indefinitely. Rational Numbers A rational number is a number that can be written as a simple fraction (i.e. as a ratio). 2.5 is rational, because it can be written as the ratio 5/2 7 is rational, because it can be written as the ratio 7/1 0.333... (3 repeating) is also rational, because it can be written as the ratio 1/3 More formally we say: A rational number is a number that can be written in the form p/q where p and q are integers and q is not equal to zero. Example: If p is 3 and q is 2, then: p/q = 3/2 = 1.5 is a rational number Rational Numbers include: all integers all fractions Irrational Numbers An irrational number is a number that cannot be written as a simple fraction. -
Algebraic Number Theory
Algebraic Number Theory William B. Hart Warwick Mathematics Institute Abstract. We give a short introduction to algebraic number theory. Algebraic number theory is the study of extension fields Q(α1; α2; : : : ; αn) of the rational numbers, known as algebraic number fields (sometimes number fields for short), in which each of the adjoined complex numbers αi is algebraic, i.e. the root of a polynomial with rational coefficients. Throughout this set of notes we use the notation Z[α1; α2; : : : ; αn] to denote the ring generated by the values αi. It is the smallest ring containing the integers Z and each of the αi. It can be described as the ring of all polynomial expressions in the αi with integer coefficients, i.e. the ring of all expressions built up from elements of Z and the complex numbers αi by finitely many applications of the arithmetic operations of addition and multiplication. The notation Q(α1; α2; : : : ; αn) denotes the field of all quotients of elements of Z[α1; α2; : : : ; αn] with nonzero denominator, i.e. the field of rational functions in the αi, with rational coefficients. It is the smallest field containing the rational numbers Q and all of the αi. It can be thought of as the field of all expressions built up from elements of Z and the numbers αi by finitely many applications of the arithmetic operations of addition, multiplication and division (excepting of course, divide by zero). 1 Algebraic numbers and integers A number α 2 C is called algebraic if it is the root of a monic polynomial n n−1 n−2 f(x) = x + an−1x + an−2x + ::: + a1x + a0 = 0 with rational coefficients ai. -
Control Number: FD-00133
Math Released Set 2015 Algebra 1 PBA Item #13 Two Real Numbers Defined M44105 Prompt Rubric Task is worth a total of 3 points. M44105 Rubric Score Description 3 Student response includes the following 3 elements. • Reasoning component = 3 points o Correct identification of a as rational and b as irrational o Correct identification that the product is irrational o Correct reasoning used to determine rational and irrational numbers Sample Student Response: A rational number can be written as a ratio. In other words, a number that can be written as a simple fraction. a = 0.444444444444... can be written as 4 . Thus, a is a 9 rational number. All numbers that are not rational are considered irrational. An irrational number can be written as a decimal, but not as a fraction. b = 0.354355435554... cannot be written as a fraction, so it is irrational. The product of an irrational number and a nonzero rational number is always irrational, so the product of a and b is irrational. You can also see it is irrational with my calculations: 4 (.354355435554...)= .15749... 9 .15749... is irrational. 2 Student response includes 2 of the 3 elements. 1 Student response includes 1 of the 3 elements. 0 Student response is incorrect or irrelevant. Anchor Set A1 – A8 A1 Score Point 3 Annotations Anchor Paper 1 Score Point 3 This response receives full credit. The student includes each of the three required elements: • Correct identification of a as rational and b as irrational (The number represented by a is rational . The number represented by b would be irrational). -
WHY a DEDEKIND CUT DOES NOT PRODUCE IRRATIONAL NUMBERS And, Open Intervals Are Not Sets
WHY A DEDEKIND CUT DOES NOT PRODUCE IRRATIONAL NUMBERS And, Open Intervals are not Sets Pravin K. Johri The theory of mathematics claims that the set of real numbers is uncountable while the set of rational numbers is countable. Almost all real numbers are supposed to be irrational but there are few examples of irrational numbers relative to the rational numbers. The reality does not match the theory. Real numbers satisfy the field axioms but the simple arithmetic in these axioms can only result in rational numbers. The Dedekind cut is one of the ways mathematics rationalizes the existence of irrational numbers. Excerpts from the Wikipedia page “Dedekind cut” A Dedekind cut is а method of construction of the real numbers. It is a partition of the rational numbers into two non-empty sets A and B, such that all elements of A are less than all elements of B, and A contains no greatest element. If B has a smallest element among the rationals, the cut corresponds to that rational. Otherwise, that cut defines a unique irrational number which, loosely speaking, fills the "gap" between A and B. The countable partitions of the rational numbers cannot result in uncountable irrational numbers. Moreover, a known irrational number, or any real number for that matter, defines a Dedekind cut but it is not possible to go in the other direction and create a Dedekind cut which then produces an unknown irrational number. 1 Irrational Numbers There is an endless sequence of finite natural numbers 1, 2, 3 … based on the Peano axiom that if n is a natural number then so is n+1. -
The Evolution of Number in Mathematics Assad Ebrahim
THE EVOLUTION OF NUMBER IN MATHEMATICS ASSAD EBRAHIM Abstract. The number concept has evolved in a gradual process over ten millenia from concrete symbol association in the Middle East c.8000 BCE (“4 sheep-tokens are different than 4 grain-tokens”)1 to an hierarchy of number sets (N ⊂ Z ⊂ Q ⊂ R ⊂ C ⊂ H ⊂ O)2 the last four of which unify number with space and motion.3 In this paper we trace this evolution from whole numbers at the dawn of accounting with number-tokens through the paradoxes of algebraic irrationals, non-solvability by radicals4 , and uncountably many transcendentals, to the physical reality of imaginary numbers and the connection of the octonions with supersymmetry and string theory.5(FAQ3) Our story is of conceptual abstraction, algebraic extension, and analytic completeness, and reflects the modern transformation of mathematics itself. The main paper is brief (four pages) followed by supplements containing FAQs, historical notes, and appendices (holding theorems and proofs), and an annotated bibliography. A project supplement is in preparation to allow learning the material through self-discovery and guided exploration. For scholars and laymen alike it is not philosophy but active experience in mathematics itself that can alone answer the question: ‘What is Mathematics?’ Richard Courant (1941), book of the same title “One of the disappointments experienced by most mathematics students is that they never get a [unified] course on mathematics. They get courses in calculus, algebra, topology, and so on, but the division of labor in teaching seems to prevent these different topics from being combined into a whole. -
Many More Names of (7, 3, 1)
VOL. 88, NO. 2, APRIL 2015 103 Many More Names of (7, 3, 1) EZRA BROWN Virginia Polytechnic Institute and State University Blacksburg, VA 24061-0123 [email protected] Combinatorial designs are collections of subsets of a finite set that satisfy specified conditions, usually involving regularity or symmetry. As the scope of the 984-page Handbook of Combinatorial Designs [7] suggests, this field of study is vast and far reaching. Here is a picture of the very first design to appear in “Opening the Door,” the first of the Handbook’s 109 chapters: Figure 1 The design that opens the door This design, which we call the (7, 3, 1) design, makes appearances in many areas of mathematics. It seems to turn up again and again in unexpected places. An earlier paper in this MAGAZINE [4] described (7, 3, 1)’s appearance in a number of different areas, including finite projective planes, as the Fano plane (FIGURE 1); graph theory, as the Heawood graph and the doubly regular round-robin tournament of order 7; topology, as an arrangement of six mutually adjacent hexagons on the torus; (−1, 1) matrices, as a skew-Hadamard matrix of order 8; and algebraic number theory, as the splitting field of the polynomial (x 2 − 2)(x 2 − 3)(x 2 − 5). In this paper, we show how (7, 3, 1) makes appearances in three areas, namely (1) Hamming’s error-correcting codes, (2) Singer designs and difference sets based on n-dimensional finite projective geometries, and (3) normed algebras. We begin with an overview of block designs, including two descriptions of (7, 3, 1).