Calculus Terminology
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Simple Infinite Presentations for the Mapping Class Group of a Compact
SIMPLE INFINITE PRESENTATIONS FOR THE MAPPING CLASS GROUP OF A COMPACT NON-ORIENTABLE SURFACE RYOMA KOBAYASHI Abstract. Omori and the author [6] have given an infinite presentation for the mapping class group of a compact non-orientable surface. In this paper, we give more simple infinite presentations for this group. 1. Introduction For g ≥ 1 and n ≥ 0, we denote by Ng,n the closure of a surface obtained by removing disjoint n disks from a connected sum of g real projective planes, and call this surface a compact non-orientable surface of genus g with n boundary components. We can regard Ng,n as a surface obtained by attaching g M¨obius bands to g boundary components of a sphere with g + n boundary components, as shown in Figure 1. We call these attached M¨obius bands crosscaps. Figure 1. A model of a non-orientable surface Ng,n. The mapping class group M(Ng,n) of Ng,n is defined as the group consisting of isotopy classes of all diffeomorphisms of Ng,n which fix the boundary point- wise. M(N1,0) and M(N1,1) are trivial (see [2]). Finite presentations for M(N2,0), M(N2,1), M(N3,0) and M(N4,0) ware given by [9], [1], [14] and [16] respectively. Paris-Szepietowski [13] gave a finite presentation of M(Ng,n) with Dehn twists and arXiv:2009.02843v1 [math.GT] 7 Sep 2020 crosscap transpositions for g + n > 3 with n ≤ 1. Stukow [15] gave another finite presentation of M(Ng,n) with Dehn twists and one crosscap slide for g + n > 3 with n ≤ 1, applying Tietze transformations for the presentation of M(Ng,n) given in [13]. -
Calculus and Differential Equations II
Calculus and Differential Equations II MATH 250 B Sequences and series Sequences and series Calculus and Differential Equations II Sequences A sequence is an infinite list of numbers, s1; s2;:::; sn;::: , indexed by integers. 1n Example 1: Find the first five terms of s = (−1)n , n 3 n ≥ 1. Example 2: Find a formula for sn, n ≥ 1, given that its first five terms are 0; 2; 6; 14; 30. Some sequences are defined recursively. For instance, sn = 2 sn−1 + 3, n > 1, with s1 = 1. If lim sn = L, where L is a number, we say that the sequence n!1 (sn) converges to L. If such a limit does not exist or if L = ±∞, one says that the sequence diverges. Sequences and series Calculus and Differential Equations II Sequences (continued) 2n Example 3: Does the sequence converge? 5n 1 Yes 2 No n 5 Example 4: Does the sequence + converge? 2 n 1 Yes 2 No sin(2n) Example 5: Does the sequence converge? n Remarks: 1 A convergent sequence is bounded, i.e. one can find two numbers M and N such that M < sn < N, for all n's. 2 If a sequence is bounded and monotone, then it converges. Sequences and series Calculus and Differential Equations II Series A series is a pair of sequences, (Sn) and (un) such that n X Sn = uk : k=1 A geometric series is of the form 2 3 n−1 k−1 Sn = a + ax + ax + ax + ··· + ax ; uk = ax 1 − xn One can show that if x 6= 1, S = a . -
AP Calculus BC
Mathematics Fairfield Public Schools AP Calculus BC AP Calculus BC BOE Approved 04/08/2014 1 AP CALCULUS BC Critical Areas of Focus Advanced Placement Calculus BC consists of a full year of college calculus. This course is intended for students who have demonstrated exceptional ability and achievement in mathematics, and have successfully completed an accelerated program. To be successful, students must be motivated learners who have mathematical intuition, a solid background in the topics studied in previous courses and the persistence to grapple with complex problems. Students in the course are expected to take the Advanced Placement exam in May, at a fee, for credit and/or placement consideration by those colleges which accept AP credit. The critical areas of focus for this course will be in three areas: (a) functions, graphs and limits, (b) differential calculus (the derivative and its applications), and (c) integral calculus (anti-derivatives and their applications). 1) Students will build upon their understanding of functions from prior mathematics courses to determine continuity and the existence of limits of a function both graphically and by the formal definitions of continuity and limits. They will use the understanding of limits and continuity to analyze the behavior of functions as they approach a discontinuity or as the function approaches ± . 2) Students will analyze the formal definition of a derivate and the conditions upon which a derivatve exists. They will interpret the derivative as the slope of a tangent line and the instantaneous rate of change of the function at a specific value. Students will distinguish between a tanget line and a secant line. -
The Relationship of PSAT/NMSQT Scores and AP Examination Grades
Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered. -
1 Mean Value Theorem 1 1.1 Applications of the Mean Value Theorem
Seunghee Ye Ma 8: Week 5 Oct 28 Week 5 Summary In Section 1, we go over the Mean Value Theorem and its applications. In Section 2, we will recap what we have covered so far this term. Topics Page 1 Mean Value Theorem 1 1.1 Applications of the Mean Value Theorem . .1 2 Midterm Review 5 2.1 Proof Techniques . .5 2.2 Sequences . .6 2.3 Series . .7 2.4 Continuity and Differentiability of Functions . .9 1 Mean Value Theorem The Mean Value Theorem is the following result: Theorem 1.1 (Mean Value Theorem). Let f be a continuous function on [a; b], which is differentiable on (a; b). Then, there exists some value c 2 (a; b) such that f(b) − f(a) f 0(c) = b − a Intuitively, the Mean Value Theorem is quite trivial. Say we want to drive to San Francisco, which is 380 miles from Caltech according to Google Map. If we start driving at 8am and arrive at 12pm, we know that we were driving over the speed limit at least once during the drive. This is exactly what the Mean Value Theorem tells us. Since the distance travelled is a continuous function of time, we know that there is a point in time when our speed was ≥ 380=4 >>> speed limit. As we can see from this example, the Mean Value Theorem is usually not a tough theorem to understand. The tricky thing is realizing when you should try to use it. Roughly speaking, we use the Mean Value Theorem when we want to turn the information about a function into information about its derivative, or vice-versa. -
Thermodynamics of Spacetime: the Einstein Equation of State
gr-qc/9504004 UMDGR-95-114 Thermodynamics of Spacetime: The Einstein Equation of State Ted Jacobson Department of Physics, University of Maryland College Park, MD 20742-4111, USA [email protected] Abstract The Einstein equation is derived from the proportionality of entropy and horizon area together with the fundamental relation δQ = T dS connecting heat, entropy, and temperature. The key idea is to demand that this relation hold for all the local Rindler causal horizons through each spacetime point, with δQ and T interpreted as the energy flux and Unruh temperature seen by an accelerated observer just inside the horizon. This requires that gravitational lensing by matter energy distorts the causal structure of spacetime in just such a way that the Einstein equation holds. Viewed in this way, the Einstein equation is an equation of state. This perspective suggests that it may be no more appropriate to canonically quantize the Einstein equation than it would be to quantize the wave equation for sound in air. arXiv:gr-qc/9504004v2 6 Jun 1995 The four laws of black hole mechanics, which are analogous to those of thermodynamics, were originally derived from the classical Einstein equation[1]. With the discovery of the quantum Hawking radiation[2], it became clear that the analogy is in fact an identity. How did classical General Relativity know that horizon area would turn out to be a form of entropy, and that surface gravity is a temperature? In this letter I will answer that question by turning the logic around and deriving the Einstein equation from the propor- tionality of entropy and horizon area together with the fundamental relation δQ = T dS connecting heat Q, entropy S, and temperature T . -
Polar Coordinates, Arc Length and the Lemniscate Curve
Ursinus College Digital Commons @ Ursinus College Transforming Instruction in Undergraduate Calculus Mathematics via Primary Historical Sources (TRIUMPHS) Summer 2018 Gaussian Guesswork: Polar Coordinates, Arc Length and the Lemniscate Curve Janet Heine Barnett Colorado State University-Pueblo, [email protected] Follow this and additional works at: https://digitalcommons.ursinus.edu/triumphs_calculus Click here to let us know how access to this document benefits ou.y Recommended Citation Barnett, Janet Heine, "Gaussian Guesswork: Polar Coordinates, Arc Length and the Lemniscate Curve" (2018). Calculus. 3. https://digitalcommons.ursinus.edu/triumphs_calculus/3 This Course Materials is brought to you for free and open access by the Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) at Digital Commons @ Ursinus College. It has been accepted for inclusion in Calculus by an authorized administrator of Digital Commons @ Ursinus College. For more information, please contact [email protected]. Gaussian Guesswork: Polar Coordinates, Arc Length and the Lemniscate Curve Janet Heine Barnett∗ October 26, 2020 Just prior to his 19th birthday, the mathematical genius Carl Freidrich Gauss (1777{1855) began a \mathematical diary" in which he recorded his mathematical discoveries for nearly 20 years. Among these discoveries is the existence of a beautiful relationship between three particular numbers: • the ratio of the circumference of a circle to its diameter, or π; Z 1 dx • a specific value of a certain (elliptic1) integral, which Gauss denoted2 by $ = 2 p ; and 4 0 1 − x p p • a number called \the arithmetic-geometric mean" of 1 and 2, which he denoted as M( 2; 1). Like many of his discoveries, Gauss uncovered this particular relationship through a combination of the use of analogy and the examination of computational data, a practice that historian Adrian Rice called \Gaussian Guesswork" in his Math Horizons article subtitled \Why 1:19814023473559220744 ::: is such a beautiful number" [Rice, November 2009]. -
3.3 Convergence Tests for Infinite Series
3.3 Convergence Tests for Infinite Series 3.3.1 The integral test We may plot the sequence an in the Cartesian plane, with independent variable n and dependent variable a: n X The sum an can then be represented geometrically as the area of a collection of rectangles with n=1 height an and width 1. This geometric viewpoint suggests that we compare this sum to an integral. If an can be represented as a continuous function of n, for real numbers n, not just integers, and if the m X sequence an is decreasing, then an looks a bit like area under the curve a = a(n). n=1 In particular, m m+2 X Z m+1 X an > an dn > an n=1 n=1 n=2 For example, let us examine the first 10 terms of the harmonic series 10 X 1 1 1 1 1 1 1 1 1 1 = 1 + + + + + + + + + : n 2 3 4 5 6 7 8 9 10 1 1 1 If we draw the curve y = x (or a = n ) we see that 10 11 10 X 1 Z 11 dx X 1 X 1 1 > > = − 1 + : n x n n 11 1 1 2 1 (See Figure 1, copied from Wikipedia) Z 11 dx Now = ln(11) − ln(1) = ln(11) so 1 x 10 X 1 1 1 1 1 1 1 1 1 1 = 1 + + + + + + + + + > ln(11) n 2 3 4 5 6 7 8 9 10 1 and 1 1 1 1 1 1 1 1 1 1 1 + + + + + + + + + < ln(11) + (1 − ): 2 3 4 5 6 7 8 9 10 11 Z dx So we may bound our series, above and below, with some version of the integral : x If we allow the sum to turn into an infinite series, we turn the integral into an improper integral. -
What Is on Today 1 Alternating Series
MA 124 (Calculus II) Lecture 17: March 28, 2019 Section A3 Professor Jennifer Balakrishnan, [email protected] What is on today 1 Alternating series1 1 Alternating series Briggs-Cochran-Gillett x8:6 pp. 649 - 656 We begin by reviewing the Alternating Series Test: P k+1 Theorem 1 (Alternating Series Test). The alternating series (−1) ak converges if 1. the terms of the series are nonincreasing in magnitude (0 < ak+1 ≤ ak, for k greater than some index N) and 2. limk!1 ak = 0. For series of positive terms, limk!1 ak = 0 does NOT imply convergence. For alter- nating series with nonincreasing terms, limk!1 ak = 0 DOES imply convergence. Example 2 (x8.6 Ex 16, 20, 24). Determine whether the following series converge. P1 (−1)k 1. k=0 k2+10 P1 1 k 2. k=0 − 5 P1 (−1)k 3. k=2 k ln2 k 1 MA 124 (Calculus II) Lecture 17: March 28, 2019 Section A3 Recall that if a series converges to a value S, then the remainder is Rn = S − Sn, where Sn is the sum of the first n terms of the series. An upper bound on the magnitude of the remainder (the absolute error) in an alternating series arises form the following observation: when the terms are nonincreasing in magnitude, the value of the series is always trapped between successive terms of the sequence of partial sums. Thus we have jRnj = jS − Snj ≤ jSn+1 − Snj = an+1: This justifies the following theorem: P1 k+1 Theorem 3 (Remainder in Alternating Series). -
Antiderivatives and the Area Problem
Chapter 7 antiderivatives and the area problem Let me begin by defining the terms in the title: 1. an antiderivative of f is another function F such that F 0 = f. 2. the area problem is: ”find the area of a shape in the plane" This chapter is concerned with understanding the area problem and then solving it through the fundamental theorem of calculus(FTC). We begin by discussing antiderivatives. At first glance it is not at all obvious this has to do with the area problem. However, antiderivatives do solve a number of interesting physical problems so we ought to consider them if only for that reason. The beginning of the chapter is devoted to understanding the type of question which an antiderivative solves as well as how to perform a number of basic indefinite integrals. Once all of this is accomplished we then turn to the area problem. To understand the area problem carefully we'll need to think some about the concepts of finite sums, se- quences and limits of sequences. These concepts are quite natural and we will see that the theory for these is easily transferred from some of our earlier work. Once the limit of a sequence and a number of its basic prop- erties are established we then define area and the definite integral. Finally, the remainder of the chapter is devoted to understanding the fundamental theorem of calculus and how it is applied to solve definite integrals. I have attempted to be rigorous in this chapter, however, you should understand that there are superior treatments of integration(Riemann-Stieltjes, Lesbeque etc..) which cover a greater variety of functions in a more logically complete fashion. -
Introduction Into Quaternions for Spacecraft Attitude Representation
Introduction into quaternions for spacecraft attitude representation Dipl. -Ing. Karsten Groÿekatthöfer, Dr. -Ing. Zizung Yoon Technical University of Berlin Department of Astronautics and Aeronautics Berlin, Germany May 31, 2012 Abstract The purpose of this paper is to provide a straight-forward and practical introduction to quaternion operation and calculation for rigid-body attitude representation. Therefore the basic quaternion denition as well as transformation rules and conversion rules to or from other attitude representation parameters are summarized. The quaternion computation rules are supported by practical examples to make each step comprehensible. 1 Introduction Quaternions are widely used as attitude represenation parameter of rigid bodies such as space- crafts. This is due to the fact that quaternion inherently come along with some advantages such as no singularity and computationally less intense compared to other attitude parameters such as Euler angles or a direction cosine matrix. Mainly, quaternions are used to • Parameterize a spacecraft's attitude with respect to reference coordinate system, • Propagate the attitude from one moment to the next by integrating the spacecraft equa- tions of motion, • Perform a coordinate transformation: e.g. calculate a vector in body xed frame from a (by measurement) known vector in inertial frame. However, dierent references use several notations and rules to represent and handle attitude in terms of quaternions, which might be confusing for newcomers [5], [4]. Therefore this article gives a straight-forward and clearly notated introduction into the subject of quaternions for attitude representation. The attitude of a spacecraft is its rotational orientation in space relative to a dened reference coordinate system. -
Circle Theorems
Circle theorems A LEVEL LINKS Scheme of work: 2b. Circles – equation of a circle, geometric problems on a grid Key points • A chord is a straight line joining two points on the circumference of a circle. So AB is a chord. • A tangent is a straight line that touches the circumference of a circle at only one point. The angle between a tangent and the radius is 90°. • Two tangents on a circle that meet at a point outside the circle are equal in length. So AC = BC. • The angle in a semicircle is a right angle. So angle ABC = 90°. • When two angles are subtended by the same arc, the angle at the centre of a circle is twice the angle at the circumference. So angle AOB = 2 × angle ACB. • Angles subtended by the same arc at the circumference are equal. This means that angles in the same segment are equal. So angle ACB = angle ADB and angle CAD = angle CBD. • A cyclic quadrilateral is a quadrilateral with all four vertices on the circumference of a circle. Opposite angles in a cyclic quadrilateral total 180°. So x + y = 180° and p + q = 180°. • The angle between a tangent and chord is equal to the angle in the alternate segment, this is known as the alternate segment theorem. So angle BAT = angle ACB. Examples Example 1 Work out the size of each angle marked with a letter. Give reasons for your answers. Angle a = 360° − 92° 1 The angles in a full turn total 360°. = 268° as the angles in a full turn total 360°.