What Is a Logarithm? Log Base 10
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Distributions:The Evolutionof a Mathematicaltheory
Historia Mathematics 10 (1983) 149-183 DISTRIBUTIONS:THE EVOLUTIONOF A MATHEMATICALTHEORY BY JOHN SYNOWIEC INDIANA UNIVERSITY NORTHWEST, GARY, INDIANA 46408 SUMMARIES The theory of distributions, or generalized func- tions, evolved from various concepts of generalized solutions of partial differential equations and gener- alized differentiation. Some of the principal steps in this evolution are described in this paper. La thgorie des distributions, ou des fonctions g&&alis~es, s'est d&eloppeg 2 partir de divers con- cepts de solutions g&&alis6es d'gquations aux d&i- &es partielles et de diffgrentiation g&&alis6e. Quelques-unes des principales &apes de cette &olution sont d&rites dans cet article. Die Theorie der Distributionen oder verallgemein- erten Funktionen entwickelte sich aus verschiedenen Begriffen von verallgemeinerten Lasungen der partiellen Differentialgleichungen und der verallgemeinerten Ableitungen. In diesem Artikel werden einige der wesentlichen Schritte dieser Entwicklung beschrieben. 1. INTRODUCTION The founder of the theory of distributions is rightly con- sidered to be Laurent Schwartz. Not only did he write the first systematic paper on the subject [Schwartz 19451, which, along with another paper [1947-19481, already contained most of the basic ideas, but he also wrote expository papers on distributions for electrical engineers [19481. Furthermore, he lectured effec- tively on his work, for example, at the Canadian Mathematical Congress [1949]. He showed how to apply distributions to partial differential equations [19SObl and wrote the first general trea- tise on the subject [19SOa, 19511. Recognition of his contri- butions came in 1950 when he was awarded the Fields' Medal at the International Congress of Mathematicians, and in his accep- tance address to the congress Schwartz took the opportunity to announce his celebrated "kernel theorem" [195Oc]. -
Db Math Marco Zennaro Ermanno Pietrosemoli Goals
dB Math Marco Zennaro Ermanno Pietrosemoli Goals ‣ Electromagnetic waves carry power measured in milliwatts. ‣ Decibels (dB) use a relative logarithmic relationship to reduce multiplication to simple addition. ‣ You can simplify common radio calculations by using dBm instead of mW, and dB to represent variations of power. ‣ It is simpler to solve radio calculations in your head by using dB. 2 Power ‣ Any electromagnetic wave carries energy - we can feel that when we enjoy (or suffer from) the warmth of the sun. The amount of energy received in a certain amount of time is called power. ‣ The electric field is measured in V/m (volts per meter), the power contained within it is proportional to the square of the electric field: 2 P ~ E ‣ The unit of power is the watt (W). For wireless work, the milliwatt (mW) is usually a more convenient unit. 3 Gain and Loss ‣ If the amplitude of an electromagnetic wave increases, its power increases. This increase in power is called a gain. ‣ If the amplitude decreases, its power decreases. This decrease in power is called a loss. ‣ When designing communication links, you try to maximize the gains while minimizing any losses. 4 Intro to dB ‣ Decibels are a relative measurement unit unlike the absolute measurement of milliwatts. ‣ The decibel (dB) is 10 times the decimal logarithm of the ratio between two values of a variable. The calculation of decibels uses a logarithm to allow very large or very small relations to be represented with a conveniently small number. ‣ On the logarithmic scale, the reference cannot be zero because the log of zero does not exist! 5 Why do we use dB? ‣ Power does not fade in a linear manner, but inversely as the square of the distance. -
The Five Fundamental Operations of Mathematics: Addition, Subtraction
The five fundamental operations of mathematics: addition, subtraction, multiplication, division, and modular forms Kenneth A. Ribet UC Berkeley Trinity University March 31, 2008 Kenneth A. Ribet Five fundamental operations This talk is about counting, and it’s about solving equations. Counting is a very familiar activity in mathematics. Many universities teach sophomore-level courses on discrete mathematics that turn out to be mostly about counting. For example, we ask our students to find the number of different ways of constituting a bag of a dozen lollipops if there are 5 different flavors. (The answer is 1820, I think.) Kenneth A. Ribet Five fundamental operations Solving equations is even more of a flagship activity for mathematicians. At a mathematics conference at Sundance, Robert Redford told a group of my colleagues “I hope you solve all your equations”! The kind of equations that I like to solve are Diophantine equations. Diophantus of Alexandria (third century AD) was Robert Redford’s kind of mathematician. This “father of algebra” focused on the solution to algebraic equations, especially in contexts where the solutions are constrained to be whole numbers or fractions. Kenneth A. Ribet Five fundamental operations Here’s a typical example. Consider the equation y 2 = x3 + 1. In an algebra or high school class, we might graph this equation in the plane; there’s little challenge. But what if we ask for solutions in integers (i.e., whole numbers)? It is relatively easy to discover the solutions (0; ±1), (−1; 0) and (2; ±3), and Diophantus might have asked if there are any more. -
The Enigmatic Number E: a History in Verse and Its Uses in the Mathematics Classroom
To appear in MAA Loci: Convergence The Enigmatic Number e: A History in Verse and Its Uses in the Mathematics Classroom Sarah Glaz Department of Mathematics University of Connecticut Storrs, CT 06269 [email protected] Introduction In this article we present a history of e in verse—an annotated poem: The Enigmatic Number e . The annotation consists of hyperlinks leading to biographies of the mathematicians appearing in the poem, and to explanations of the mathematical notions and ideas presented in the poem. The intention is to celebrate the history of this venerable number in verse, and to put the mathematical ideas connected with it in historical and artistic context. The poem may also be used by educators in any mathematics course in which the number e appears, and those are as varied as e's multifaceted history. The sections following the poem provide suggestions and resources for the use of the poem as a pedagogical tool in a variety of mathematics courses. They also place these suggestions in the context of other efforts made by educators in this direction by briefly outlining the uses of historical mathematical poems for teaching mathematics at high-school and college level. Historical Background The number e is a newcomer to the mathematical pantheon of numbers denoted by letters: it made several indirect appearances in the 17 th and 18 th centuries, and acquired its letter designation only in 1731. Our history of e starts with John Napier (1550-1617) who defined logarithms through a process called dynamical analogy [1]. Napier aimed to simplify multiplication (and in the same time also simplify division and exponentiation), by finding a model which transforms multiplication into addition. -
Exponent and Logarithm Practice Problems for Precalculus and Calculus
Exponent and Logarithm Practice Problems for Precalculus and Calculus 1. Expand (x + y)5. 2. Simplify the following expression: √ 2 b3 5b +2 . a − b 3. Evaluate the following powers: 130 =,(−8)2/3 =,5−2 =,81−1/4 = 10 −2/5 4. Simplify 243y . 32z15 6 2 5. Simplify 42(3a+1) . 7(3a+1)−1 1 x 6. Evaluate the following logarithms: log5 125 = ,log4 2 = , log 1000000 = , logb 1= ,ln(e )= 1 − 7. Simplify: 2 log(x) + log(y) 3 log(z). √ √ √ 8. Evaluate the following: log( 10 3 10 5 10) = , 1000log 5 =,0.01log 2 = 9. Write as sums/differences of simpler logarithms without quotients or powers e3x4 ln . e 10. Solve for x:3x+5 =27−2x+1. 11. Solve for x: log(1 − x) − log(1 + x)=2. − 12. Find the solution of: log4(x 5)=3. 13. What is the domain and what is the range of the exponential function y = abx where a and b are both positive constants and b =1? 14. What is the domain and what is the range of f(x) = log(x)? 15. Evaluate the following expressions. (a) ln(e4)= √ (b) log(10000) − log 100 = (c) eln(3) = (d) log(log(10)) = 16. Suppose x = log(A) and y = log(B), write the following expressions in terms of x and y. (a) log(AB)= (b) log(A) log(B)= (c) log A = B2 1 Solutions 1. We can either do this one by “brute force” or we can use the binomial theorem where the coefficients of the expansion come from Pascal’s triangle. -
Arxiv:1404.7630V2 [Math.AT] 5 Nov 2014 Asoffsae,Se[S4 P8,Vr6.Isedof Instead Ver66]
PROPER BASE CHANGE FOR SEPARATED LOCALLY PROPER MAPS OLAF M. SCHNÜRER AND WOLFGANG SOERGEL Abstract. We introduce and study the notion of a locally proper map between topological spaces. We show that fundamental con- structions of sheaf theory, more precisely proper base change, pro- jection formula, and Verdier duality, can be extended from contin- uous maps between locally compact Hausdorff spaces to separated locally proper maps between arbitrary topological spaces. Contents 1. Introduction 1 2. Locally proper maps 3 3. Proper direct image 5 4. Proper base change 7 5. Derived proper direct image 9 6. Projection formula 11 7. Verdier duality 12 8. The case of unbounded derived categories 15 9. Remindersfromtopology 17 10. Reminders from sheaf theory 19 11. Representability and adjoints 21 12. Remarks on derived functors 22 References 23 arXiv:1404.7630v2 [math.AT] 5 Nov 2014 1. Introduction The proper direct image functor f! and its right derived functor Rf! are defined for any continuous map f : Y → X of locally compact Hausdorff spaces, see [KS94, Spa88, Ver66]. Instead of f! and Rf! we will use the notation f(!) and f! for these functors. They are embedded into a whole collection of formulas known as the six-functor-formalism of Grothendieck. Under the assumption that the proper direct image functor f(!) has finite cohomological dimension, Verdier proved that its ! derived functor f! admits a right adjoint f . Olaf Schnürer was supported by the SPP 1388 and the SFB/TR 45 of the DFG. Wolfgang Soergel was supported by the SPP 1388 of the DFG. 1 2 OLAFM.SCHNÜRERANDWOLFGANGSOERGEL In this article we introduce in 2.3 the notion of a locally proper map between topological spaces and show that the above results even hold for arbitrary topological spaces if all maps whose proper direct image functors are involved are locally proper and separated. -
MATH 418 Assignment #7 1. Let R, S, T Be Positive Real Numbers Such That R
MATH 418 Assignment #7 1. Let r, s, t be positive real numbers such that r + s + t = 1. Suppose that f, g, h are nonnegative measurable functions on a measure space (X, S, µ). Prove that Z r s t r s t f g h dµ ≤ kfk1kgk1khk1. X s t Proof . Let u := g s+t h s+t . Then f rgsht = f rus+t. By H¨older’s inequality we have Z Z rZ s+t r s+t r 1/r s+t 1/(s+t) r s+t f u dµ ≤ (f ) dµ (u ) dµ = kfk1kuk1 . X X X For the same reason, we have Z Z s t s t s+t s+t s+t s+t kuk1 = u dµ = g h dµ ≤ kgk1 khk1 . X X Consequently, Z r s t r s+t r s t f g h dµ ≤ kfk1kuk1 ≤ kfk1kgk1khk1. X 2. Let Cc(IR) be the linear space of all continuous functions on IR with compact support. (a) For 1 ≤ p < ∞, prove that Cc(IR) is dense in Lp(IR). Proof . Let X be the closure of Cc(IR) in Lp(IR). Then X is a linear space. We wish to show X = Lp(IR). First, if I = (a, b) with −∞ < a < b < ∞, then χI ∈ X. Indeed, for n ∈ IN, let gn the function on IR given by gn(x) := 1 for x ∈ [a + 1/n, b − 1/n], gn(x) := 0 for x ∈ IR \ (a, b), gn(x) := n(x − a) for a ≤ x ≤ a + 1/n and gn(x) := n(b − x) for b − 1/n ≤ x ≤ b. -
Analysis of Functions of a Single Variable a Detailed Development
ANALYSIS OF FUNCTIONS OF A SINGLE VARIABLE A DETAILED DEVELOPMENT LAWRENCE W. BAGGETT University of Colorado OCTOBER 29, 2006 2 For Christy My Light i PREFACE I have written this book primarily for serious and talented mathematics scholars , seniors or first-year graduate students, who by the time they finish their schooling should have had the opportunity to study in some detail the great discoveries of our subject. What did we know and how and when did we know it? I hope this book is useful toward that goal, especially when it comes to the great achievements of that part of mathematics known as analysis. I have tried to write a complete and thorough account of the elementary theories of functions of a single real variable and functions of a single complex variable. Separating these two subjects does not at all jive with their development historically, and to me it seems unnecessary and potentially confusing to do so. On the other hand, functions of several variables seems to me to be a very different kettle of fish, so I have decided to limit this book by concentrating on one variable at a time. Everyone is taught (told) in school that the area of a circle is given by the formula A = πr2: We are also told that the product of two negatives is a positive, that you cant trisect an angle, and that the square root of 2 is irrational. Students of natural sciences learn that eiπ = 1 and that sin2 + cos2 = 1: More sophisticated students are taught the Fundamental− Theorem of calculus and the Fundamental Theorem of Algebra. -
Operations with Algebraic Expressions: Addition and Subtraction of Monomials
Operations with Algebraic Expressions: Addition and Subtraction of Monomials A monomial is an algebraic expression that consists of one term. Two or more monomials can be added or subtracted only if they are LIKE TERMS. Like terms are terms that have exactly the SAME variables and exponents on those variables. The coefficients on like terms may be different. Example: 7x2y5 and -2x2y5 These are like terms since both terms have the same variables and the same exponents on those variables. 7x2y5 and -2x3y5 These are NOT like terms since the exponents on x are different. Note: the order that the variables are written in does NOT matter. The different variables and the coefficient in a term are multiplied together and the order of multiplication does NOT matter (For example, 2 x 3 gives the same product as 3 x 2). Example: 8a3bc5 is the same term as 8c5a3b. To prove this, evaluate both terms when a = 2, b = 3 and c = 1. 8a3bc5 = 8(2)3(3)(1)5 = 8(8)(3)(1) = 192 8c5a3b = 8(1)5(2)3(3) = 8(1)(8)(3) = 192 As shown, both terms are equal to 192. To add two or more monomials that are like terms, add the coefficients; keep the variables and exponents on the variables the same. To subtract two or more monomials that are like terms, subtract the coefficients; keep the variables and exponents on the variables the same. Addition and Subtraction of Monomials Example 1: Add 9xy2 and −8xy2 9xy2 + (−8xy2) = [9 + (−8)] xy2 Add the coefficients. Keep the variables and exponents = 1xy2 on the variables the same. -
SHEET 14: LINEAR ALGEBRA 14.1 Vector Spaces
SHEET 14: LINEAR ALGEBRA Throughout this sheet, let F be a field. In examples, you need only consider the field F = R. 14.1 Vector spaces Definition 14.1. A vector space over F is a set V with two operations, V × V ! V :(x; y) 7! x + y (vector addition) and F × V ! V :(λ, x) 7! λx (scalar multiplication); that satisfy the following axioms. 1. Addition is commutative: x + y = y + x for all x; y 2 V . 2. Addition is associative: x + (y + z) = (x + y) + z for all x; y; z 2 V . 3. There is an additive identity 0 2 V satisfying x + 0 = x for all x 2 V . 4. For each x 2 V , there is an additive inverse −x 2 V satisfying x + (−x) = 0. 5. Scalar multiplication by 1 fixes vectors: 1x = x for all x 2 V . 6. Scalar multiplication is compatible with F :(λµ)x = λ(µx) for all λ, µ 2 F and x 2 V . 7. Scalar multiplication distributes over vector addition and over scalar addition: λ(x + y) = λx + λy and (λ + µ)x = λx + µx for all λ, µ 2 F and x; y 2 V . In this context, elements of F are called scalars and elements of V are called vectors. Definition 14.2. Let n be a nonnegative integer. The coordinate space F n = F × · · · × F is the set of all n-tuples of elements of F , conventionally regarded as column vectors. Addition and scalar multiplication are defined componentwise; that is, 2 3 2 3 2 3 2 3 x1 y1 x1 + y1 λx1 6x 7 6y 7 6x + y 7 6λx 7 6 27 6 27 6 2 2 7 6 27 if x = 6 . -
Two Fundamental Theorems About the Definite Integral
Two Fundamental Theorems about the Definite Integral These lecture notes develop the theorem Stewart calls The Fundamental Theorem of Calculus in section 5.3. The approach I use is slightly different than that used by Stewart, but is based on the same fundamental ideas. 1 The definite integral Recall that the expression b f(x) dx ∫a is called the definite integral of f(x) over the interval [a,b] and stands for the area underneath the curve y = f(x) over the interval [a,b] (with the understanding that areas above the x-axis are considered positive and the areas beneath the axis are considered negative). In today's lecture I am going to prove an important connection between the definite integral and the derivative and use that connection to compute the definite integral. The result that I am eventually going to prove sits at the end of a chain of earlier definitions and intermediate results. 2 Some important facts about continuous functions The first intermediate result we are going to have to prove along the way depends on some definitions and theorems concerning continuous functions. Here are those definitions and theorems. The definition of continuity A function f(x) is continuous at a point x = a if the following hold 1. f(a) exists 2. lim f(x) exists xœa 3. lim f(x) = f(a) xœa 1 A function f(x) is continuous in an interval [a,b] if it is continuous at every point in that interval. The extreme value theorem Let f(x) be a continuous function in an interval [a,b]. -
Leonhard Euler: His Life, the Man, and His Works∗
SIAM REVIEW c 2008 Walter Gautschi Vol. 50, No. 1, pp. 3–33 Leonhard Euler: His Life, the Man, and His Works∗ Walter Gautschi† Abstract. On the occasion of the 300th anniversary (on April 15, 2007) of Euler’s birth, an attempt is made to bring Euler’s genius to the attention of a broad segment of the educated public. The three stations of his life—Basel, St. Petersburg, andBerlin—are sketchedandthe principal works identified in more or less chronological order. To convey a flavor of his work andits impact on modernscience, a few of Euler’s memorable contributions are selected anddiscussedinmore detail. Remarks on Euler’s personality, intellect, andcraftsmanship roundout the presentation. Key words. LeonhardEuler, sketch of Euler’s life, works, andpersonality AMS subject classification. 01A50 DOI. 10.1137/070702710 Seh ich die Werke der Meister an, So sehe ich, was sie getan; Betracht ich meine Siebensachen, Seh ich, was ich h¨att sollen machen. –Goethe, Weimar 1814/1815 1. Introduction. It is a virtually impossible task to do justice, in a short span of time and space, to the great genius of Leonhard Euler. All we can do, in this lecture, is to bring across some glimpses of Euler’s incredibly voluminous and diverse work, which today fills 74 massive volumes of the Opera omnia (with two more to come). Nine additional volumes of correspondence are planned and have already appeared in part, and about seven volumes of notebooks and diaries still await editing! We begin in section 2 with a brief outline of Euler’s life, going through the three stations of his life: Basel, St.