An Order of Magnitude Calculus
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Stage 1: the Number Sequence
1 stage 1: the number sequence Big Idea: Quantity Quantity is the big idea that describes amounts, or sizes. It is a fundamental idea that refers to quantitative properties; the size of things (magnitude), and the number of things (multitude). Why is Quantity Important? Quantity means that numbers represent amounts. If students do not possess an understanding of Quantity, their knowledge of foundational mathematics will be undermined. Understanding Quantity helps students develop number conceptualization. In or- der for children to understand quantity, they need foundational experiences with counting, identifying numbers, sequencing, and comparing. Counting, and using numerals to quantify collections, form the developmental progression of experiences in Stage 1. Children who understand number concepts know that numbers are used to describe quantities and relationships’ between quantities. For example, the sequence of numbers is determined by each number’s magnitude, a concept that not all children understand. Without this underpinning of understanding, a child may perform rote responses, which will not stand the test of further, rigorous application. The developmental progression of experiences in Stage 1 help students actively grow a strong number knowledge base. Stage 1 Learning Progression Concept Standard Example Description Children complete short sequences of visual displays of quantities beginning with 1. Subsequently, the sequence shows gaps which the students need to fill in. The sequencing 1.1: Sequencing K.CC.2 1, 2, 3, 4, ? tasks ask students to show that they have quantity and number names in order of magnitude and to associate quantities with numerals. 1.2: Identifying Find the Students see the visual tool with a numeral beneath it. -
Using Concrete Scales: a Practical Framework for Effective Visual Depiction of Complex Measures Fanny Chevalier, Romain Vuillemot, Guia Gali
Using Concrete Scales: A Practical Framework for Effective Visual Depiction of Complex Measures Fanny Chevalier, Romain Vuillemot, Guia Gali To cite this version: Fanny Chevalier, Romain Vuillemot, Guia Gali. Using Concrete Scales: A Practical Framework for Effective Visual Depiction of Complex Measures. IEEE Transactions on Visualization and Computer Graphics, Institute of Electrical and Electronics Engineers, 2013, 19 (12), pp.2426-2435. 10.1109/TVCG.2013.210. hal-00851733v1 HAL Id: hal-00851733 https://hal.inria.fr/hal-00851733v1 Submitted on 8 Jan 2014 (v1), last revised 8 Jan 2014 (v2) 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. Using Concrete Scales: A Practical Framework for Effective Visual Depiction of Complex Measures Fanny Chevalier, Romain Vuillemot, and Guia Gali a b c Fig. 1. Illustrates popular representations of complex measures: (a) US Debt (Oto Godfrey, Demonocracy.info, 2011) explains the gravity of a 115 trillion dollar debt by progressively stacking 100 dollar bills next to familiar objects like an average-sized human, sports fields, or iconic New York city buildings [15] (b) Sugar stacks (adapted from SugarStacks.com) compares caloric counts contained in various foods and drinks using sugar cubes [32] and (c) How much water is on Earth? (Jack Cook, Woods Hole Oceanographic Institution and Howard Perlman, USGS, 2010) shows the volume of oceans and rivers as spheres whose sizes can be compared to that of Earth [38]. -
MATH 304: CONSTRUCTING the REAL NUMBERS† Peter Kahn
MATH 304: CONSTRUCTING THE REAL NUMBERSy Peter Kahn Spring 2007 Contents 4 The Real Numbers 1 4.1 Sequences of rational numbers . 2 4.1.1 De¯nitions . 2 4.1.2 Examples . 6 4.1.3 Cauchy sequences . 7 4.2 Algebraic operations on sequences . 12 4.2.1 The ring S and its subrings . 12 4.2.2 Proving that C is a subring of S . 14 4.2.3 Comparing the rings with Q ................... 17 4.2.4 Taking stock . 17 4.3 The ¯eld of real numbers . 19 4.4 Ordering the reals . 26 4.4.1 The basic properties . 26 4.4.2 Density properties of the reals . 30 4.4.3 Convergent and Cauchy sequences of reals . 32 4.4.4 A brief postscript . 37 4.4.5 Optional: Exercises on the foundations of calculus . 39 4 The Real Numbers In the last section, we saw that the rational number system is incomplete inasmuch as it has gaps or \holes" where some limits of sequences should be. In this section we show how these holes can be ¯lled and show, as well, that no further gaps of this kind can occur. This leads immediately to the standard picture of the reals with which a real analysis course begins. Time permitting, we shall also discuss material y°c May 21, 2007 1 in the ¯fth and ¯nal section which shows that the rational numbers form only a tiny fragment of the set of all real numbers, of which the greatest part by far consists of the mysterious transcendentals. -
On the Rational Approximations to the Powers of an Algebraic Number: Solution of Two Problems of Mahler and Mend S France
Acta Math., 193 (2004), 175 191 (~) 2004 by Institut Mittag-Leffier. All rights reserved On the rational approximations to the powers of an algebraic number: Solution of two problems of Mahler and Mend s France by PIETRO CORVAJA and UMBERTO ZANNIER Universith di Udine Scuola Normale Superiore Udine, Italy Pisa, Italy 1. Introduction About fifty years ago Mahler [Ma] proved that if ~> 1 is rational but not an integer and if 0<l<l, then the fractional part of (~n is larger than l n except for a finite set of integers n depending on ~ and I. His proof used a p-adic version of Roth's theorem, as in previous work by Mahler and especially by Ridout. At the end of that paper Mahler pointed out that the conclusion does not hold if c~ is a suitable algebraic number, as e.g. 1 (1 + x/~ ) ; of course, a counterexample is provided by any Pisot number, i.e. a real algebraic integer c~>l all of whose conjugates different from cr have absolute value less than 1 (note that rational integers larger than 1 are Pisot numbers according to our definition). Mahler also added that "It would be of some interest to know which algebraic numbers have the same property as [the rationals in the theorem]". Now, it seems that even replacing Ridout's theorem with the modern versions of Roth's theorem, valid for several valuations and approximations in any given number field, the method of Mahler does not lead to a complete solution to his question. One of the objects of the present paper is to answer Mahler's question completely; our methods will involve a suitable version of the Schmidt subspace theorem, which may be considered as a multi-dimensional extension of the results mentioned by Roth, Mahler and Ridout. -
Common Units Facilitator Instructions
Common Units Facilitator Instructions Activities Overview Skill: Estimating and verifying the size of Participants discuss, read, and practice using one or more units commonly-used units, and developing personal of measurement found in environmental science. Includes a fact or familiar analogies to describe those units. sheet, and facilitator guide for each of the following units: Time: 10 minutes (without activity) 20-30 minutes (with activity) • Order of magnitude • Metric prefixes (like kilo-, mega-, milli-, micro-) [fact sheet only] Preparation 3 • Cubic meters (m ) Choose which units will be covered. • Liters (L), milliliters (mL), and deciliters (dL) • Kilograms (kg), grams (g), milligrams (mg), and micrograms (µg) Review the Fact Sheet and Facilitator Supplement for each unit chosen. • Acres and Hectares • Tons and Tonnes If doing an activity, note any extra materials • Watts (W), kilowatts (kW), megawatt (MW), kilowatt-hours needed. (kWh), megawatt-hours (mWh), and million-megawatt-hours Materials Needed (MMWh) [fact sheet only] • Parts per million (ppm) and parts per billion (ppb) Fact Sheets (1 per participant per unit) Facilitator Supplement (1 per facilitator per unit) When to Use Them Any additional materials needed for the activity Before (or along with) a reading of technical documents or reports that refer to any of these units. Choose only the unit or units related to your community; don’t use all the fact sheets. You can use the fact sheets by themselves as handouts to supple- ment a meeting or other activity. For a better understanding and practice using the units, you can also frame each fact sheet with the questions and/or activities on the corresponding facilitator supplement. -
Order-Of-Magnitude Physics: Understanding the World with Dimensional Analysis, Educated Guesswork, and White Lies Peter Goldreic
Order-of-Magnitude Physics: Understanding the World with Dimensional Analysis, Educated Guesswork, and White Lies Peter Goldreich, California Institute of Technology Sanjoy Mahajan, University of Cambridge Sterl Phinney, California Institute of Technology Draft of 1 August 1999 c 1999 Send comments to [email protected] ii Contents 1 Wetting Your Feet 1 1.1 Warmup problems 1 1.2 Scaling analyses 13 1.3 What you have learned 21 2 Dimensional Analysis 23 2.1 Newton’s law 23 2.2 Pendula 27 2.3 Drag in fluids 31 2.4 What you have learned 41 3 Materials I 43 3.1 Sizes 43 3.2 Energies 51 3.3 Elastic properties 53 3.4 Application to white dwarfs 58 3.5 What you have learned 62 4 Materials II 63 4.1 Thermal expansion 63 4.2 Phase changes 65 4.3 Specific heat 73 4.4 Thermal diffusivity of liquids and solids 77 4.5 Diffusivity and viscosity of gases 79 4.6 Thermal conductivity 80 4.7 What you have learned 83 5 Waves 85 5.1 Dispersion relations 85 5.2 Deep water 88 5.3 Shallow water 106 5.4 Combining deep- and shallow-water gravity waves 108 5.5 Combining deep- and shallow-water ripples 108 5.6 Combining all the analyses 109 5.7 What we did 109 Bibliography 110 1 1 Wetting Your Feet Most technical education emphasizes exact answers. If you are a physicist, you solve for the energy levels of the hydrogen atom to six decimal places. If you are a chemist, you measure reaction rates and concentrations to two or three decimal places. -
Metric Prefixes and Exponents That You Need to Know
Remember, the metric system is built upon base units (grams, liters, meters, etc.) and prefixes which represent orders of magnitude (powers of 10) of those base units. In other words, a single “prefix unit” (such as milligram) is equal to some order of magnitude of the base unit (such as gram). Below are the metric prefixes that you are responsible for and examples of unit equations and conversion factors of each. It does not matter what metric base unit the prefixes are being applied to, they always act in the same way. Metric prefixes and exponents that you need to know. Each of these 1 Tfl 1×1012 fl tera T = 1x1012 1 Tfl = 1x1012 fl or 1x1012 fl = 1 Tfl or have positive 1×1012 fl 1 Tfl exponents because each prefix is larger than the 1 GB 110× 9 B giga G = 1x109 1 GB = 1x109 B or 1x109 B = 1 GB or base unit 1×109 B 1 GB (increasing orders of magnitude). 6 Remember, the 1 MΩ 1×10 Ω mega M = 1x106 1 MΩ = 1x106 Ω or 1x106 Ω = 1 MΩ or power of 10 is 1×106 Ω 1 MΩ always written with the base unit 1 kJ 110× 3 J whether it is on kilo k = 1x103 1 kJ = 1x103 J or 1x103 J = 1 kJ or the top or the 3 1×10 J 1 kJ bottom of the Larger than the base unit base the than Larger ratio. 1 daV 1×101 V deka da = 1x101 1 daV = 1x101 V or 1x101 V = 1 daV or 1×101 V 1 daV -- BASE UNIT -- (meter, liter, gram, second, etc.) 1 dL 110× -1 L deci d = 1x10-1 1 dL = 1x10-1 L or 1x10-1 L = 1 dL or Each of these 1×10-1 L 1 dL have negative exponents because 1 cPa 1×10-2 Pa each prefix is centi c = 1x10-2 1 cPa = 1x10-2 Pa or 1x10-2 Pa = 1 cPa or smaller than the -2 1×10 Pa 1 cPa base unit (decreasing orders 1 mA 110× -3 A of magnitude). -
On Number Numbness
6 On Num1:>er Numbness May, 1982 THE renowned cosmogonist Professor Bignumska, lecturing on the future ofthe universe, hadjust stated that in about a billion years, according to her calculations, the earth would fall into the sun in a fiery death. In the back ofthe auditorium a tremulous voice piped up: "Excuse me, Professor, but h-h-how long did you say it would be?" Professor Bignumska calmly replied, "About a billion years." A sigh ofreliefwas heard. "Whew! For a minute there, I thought you'd said a million years." John F. Kennedy enjoyed relating the following anecdote about a famous French soldier, Marshal Lyautey. One day the marshal asked his gardener to plant a row of trees of a certain rare variety in his garden the next morning. The gardener said he would gladly do so, but he cautioned the marshal that trees of this size take a century to grow to full size. "In that case," replied Lyautey, "plant them this afternoon." In both of these stories, a time in the distant future is related to a time closer at hand in a startling manner. In the second story, we think to ourselves: Over a century, what possible difference could a day make? And yet we are charmed by the marshal's sense ofurgency. Every day counts, he seems to be saying, and particularly so when there are thousands and thousands of them. I have always loved this story, but the other one, when I first heard it a few thousand days ago, struck me as uproarious. The idea that one could take such large numbers so personally, that one could sense doomsday so much more clearly ifit were a mere million years away rather than a far-off billion years-hilarious! Who could possibly have such a gut-level reaction to the difference between two huge numbers? Recently, though, there have been some even funnier big-number "jokes" in newspaper headlines-jokes such as "Defense spending over the next four years will be $1 trillion" or "Defense Department overrun over the next four years estimated at $750 billion". -
Solution Set for the Homework Problems
SOLUTION SET FOR THE HOMEWORK PROBLEMS Page 5. Problem 8. Prove that if x and y are real numbers, then 2xy x2 + y2. ≤ Proof. First we prove that if x is a real number, then x2 0. The product of two positive numbers is always positive, i.e., if x 0≥ and y 0, then ≥ ≥ xy 0. In particular if x 0 then x2 = x x 0. If x is negative, then x is positive,≥ hence ( x)2 ≥0. But we can conduct· ≥ the following computation− by the associativity− and≥ the commutativity of the product of real numbers: 0 ( x)2 = ( x)( x) = (( 1)x)(( 1)x) = ((( 1)x))( 1))x ≥ − − − − − − − = ((( 1)(x( 1)))x = ((( 1)( 1))x)x = (1x)x = xx = x2. − − − − The above change in bracketting can be done in many ways. At any rate, this shows that the square of any real number is non-negaitive. Now if x and y are real numbers, then so is the difference, x y which is defined to be x + ( y). Therefore we conclude that 0 (x + (−y))2 and compute: − ≤ − 0 (x + ( y))2 = (x + ( y))(x + ( y)) = x(x + ( y)) + ( y)(x + ( y)) ≤ − − − − − − = x2 + x( y) + ( y)x + ( y)2 = x2 + y2 + ( xy) + ( xy) − − − − − = x2 + y2 + 2( xy); − adding 2xy to the both sides, 2xy = 0 + 2xy (x2 + y2 + 2( xy)) + 2xy = (x2 + y2) + (2( xy) + 2xy) ≤ − − = (x2 + y2) + 0 = x2 + y2. Therefore, we conclude the inequality: 2xy x2 + y2 ≤ for every pair of real numbers x and y. ♥ 1 2SOLUTION SET FOR THE HOMEWORK PROBLEMS Page 5. -
Proof Methods and Strategy
Proof methods and Strategy Niloufar Shafiei Proof methods (review) pq Direct technique Premise: p Conclusion: q Proof by contraposition Premise: ¬q Conclusion: ¬p Proof by contradiction Premise: p ¬q Conclusion: a contradiction 1 Prove a theorem (review) How to prove a theorem? 1. Choose a proof method 2. Construct argument steps Argument: premises conclusion 2 Proof by cases Prove a theorem by considering different cases seperately To prove q it is sufficient to prove p1 p2 … pn p1q p2q … pnq 3 Exhaustive proof Exhaustive proof Number of possible cases is relatively small. A special type of proof by cases Prove by checking a relatively small number of cases 4 Exhaustive proof (example) Show that n2 2n if n is positive integer with n <3. Proof (exhaustive proof): Check possible cases n=1 1 2 n=2 4 4 5 Exhaustive proof (example) Prove that the only consecutive positive integers not exceeding 50 that are perfect powers are 8 and 9. Proof (exhaustive proof): Check possible cases Definition: a=2 1,4,9,16,25,36,49 An integer is a perfect power if it a=3 1,8,27 equals na, where a=4 1,16 a in an integer a=5 1,32 greater than 1. a=6 1 The only consecutive numbers that are perfect powers are 8 and 9. 6 Proof by cases Proof by cases must cover all possible cases. 7 Proof by cases (example) Prove that if n is an integer, then n2 n. Proof (proof by cases): Break the theorem into some cases 1. -
Lie Group Definition. a Collection of Elements G Together with a Binary
Lie group Definition. A collection of elements G together with a binary operation, called ·, is a group if it satisfies the axiom: (1) Associativity: x · (y · z)=(x · y) · z,ifx, y and Z are in G. (2) Right identity: G contains an element e such that, ∀x ∈ G, x · e = x. (3) Right inverse: ∀x ∈ G, ∃ an element called x−1, also in G, for which x · x−1 = e. Definition. A group is abelian (commutative) of in addtion x · y = y · x, ∀x, y ∈ G. Definition. A topological group is a topological space with a group structure such that the multiplication and inversion maps are contiunuous. Definition. A Lie group is a smooth manifold G that is also a group in the algebraic sense, with the property that the multiplication map m : G × G → G and inversion map i : G → G, given by m(g, h)=gh, i(g)=g−1, are both smooth. • A Lie group is, in particular, a topological group. • It is traditional to denote the identity element of an arbitrary Lie group by the symbol e. Example 2.7 (Lie Groups). (a) The general linear group GL(n, R) is the set of invertible n × n matrices with real entries. — It is a group under matrix multiplication, and it is an open submanifold of the vector space M(n, R). — Multiplication is smooth because the matrix entries of a product matrix AB are polynomials in the entries of A and B. — Inversion is smooth because Cramer’s rule expresses the entries of A−1 as rational functions of the entries of A. -
MAT 240 - Algebra I Fields Definition
MAT 240 - Algebra I Fields Definition. A field is a set F , containing at least two elements, on which two operations + and · (called addition and multiplication, respectively) are defined so that for each pair of elements x, y in F there are unique elements x + y and x · y (often written xy) in F for which the following conditions hold for all elements x, y, z in F : (i) x + y = y + x (commutativity of addition) (ii) (x + y) + z = x + (y + z) (associativity of addition) (iii) There is an element 0 ∈ F , called zero, such that x+0 = x. (existence of an additive identity) (iv) For each x, there is an element −x ∈ F such that x+(−x) = 0. (existence of additive inverses) (v) xy = yx (commutativity of multiplication) (vi) (x · y) · z = x · (y · z) (associativity of multiplication) (vii) (x + y) · z = x · z + y · z and x · (y + z) = x · y + x · z (distributivity) (viii) There is an element 1 ∈ F , such that 1 6= 0 and x·1 = x. (existence of a multiplicative identity) (ix) If x 6= 0, then there is an element x−1 ∈ F such that x · x−1 = 1. (existence of multiplicative inverses) Remark: The axioms (F1)–(F-5) listed in the appendix to Friedberg, Insel and Spence are the same as those above, but are listed in a different way. Axiom (F1) is (i) and (v), (F2) is (ii) and (vi), (F3) is (iii) and (vii), (F4) is (iv) and (ix), and (F5) is (vii). Proposition. Let F be a field.