Arithmetic Sequences and Series
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Topic 7 Notes 7 Taylor and Laurent Series
Topic 7 Notes Jeremy Orloff 7 Taylor and Laurent series 7.1 Introduction We originally defined an analytic function as one where the derivative, defined as a limit of ratios, existed. We went on to prove Cauchy's theorem and Cauchy's integral formula. These revealed some deep properties of analytic functions, e.g. the existence of derivatives of all orders. Our goal in this topic is to express analytic functions as infinite power series. This will lead us to Taylor series. When a complex function has an isolated singularity at a point we will replace Taylor series by Laurent series. Not surprisingly we will derive these series from Cauchy's integral formula. Although we come to power series representations after exploring other properties of analytic functions, they will be one of our main tools in understanding and computing with analytic functions. 7.2 Geometric series Having a detailed understanding of geometric series will enable us to use Cauchy's integral formula to understand power series representations of analytic functions. We start with the definition: Definition. A finite geometric series has one of the following (all equivalent) forms. 2 3 n Sn = a(1 + r + r + r + ::: + r ) = a + ar + ar2 + ar3 + ::: + arn n X = arj j=0 n X = a rj j=0 The number r is called the ratio of the geometric series because it is the ratio of consecutive terms of the series. Theorem. The sum of a finite geometric series is given by a(1 − rn+1) S = a(1 + r + r2 + r3 + ::: + rn) = : (1) n 1 − r Proof. -
Number Theory
“mcs-ftl” — 2010/9/8 — 0:40 — page 81 — #87 4 Number Theory Number theory is the study of the integers. Why anyone would want to study the integers is not immediately obvious. First of all, what’s to know? There’s 0, there’s 1, 2, 3, and so on, and, oh yeah, -1, -2, . Which one don’t you understand? Sec- ond, what practical value is there in it? The mathematician G. H. Hardy expressed pleasure in its impracticality when he wrote: [Number theorists] may be justified in rejoicing that there is one sci- ence, at any rate, and that their own, whose very remoteness from or- dinary human activities should keep it gentle and clean. Hardy was specially concerned that number theory not be used in warfare; he was a pacifist. You may applaud his sentiments, but he got it wrong: Number Theory underlies modern cryptography, which is what makes secure online communication possible. Secure communication is of course crucial in war—which may leave poor Hardy spinning in his grave. It’s also central to online commerce. Every time you buy a book from Amazon, check your grades on WebSIS, or use a PayPal account, you are relying on number theoretic algorithms. Number theory also provides an excellent environment for us to practice and apply the proof techniques that we developed in Chapters 2 and 3. Since we’ll be focusing on properties of the integers, we’ll adopt the default convention in this chapter that variables range over the set of integers, Z. 4.1 Divisibility The nature of number theory emerges as soon as we consider the divides relation a divides b iff ak b for some k: D The notation, a b, is an abbreviation for “a divides b.” If a b, then we also j j say that b is a multiple of a. -
Writing Mathematical Expressions in Plain Text – Examples and Cautions Copyright © 2009 Sally J
Writing Mathematical Expressions in Plain Text – Examples and Cautions Copyright © 2009 Sally J. Keely. All Rights Reserved. Mathematical expressions can be typed online in a number of ways including plain text, ASCII codes, HTML tags, or using an equation editor (see Writing Mathematical Notation Online for overview). If the application in which you are working does not have an equation editor built in, then a common option is to write expressions horizontally in plain text. In doing so you have to format the expressions very carefully using appropriately placed parentheses and accurate notation. This document provides examples and important cautions for writing mathematical expressions in plain text. Section 1. How to Write Exponents Just as on a graphing calculator, when writing in plain text the caret key ^ (above the 6 on a qwerty keyboard) means that an exponent follows. For example x2 would be written as x^2. Example 1a. 4xy23 would be written as 4 x^2 y^3 or with the multiplication mark as 4*x^2*y^3. Example 1b. With more than one item in the exponent you must enclose the entire exponent in parentheses to indicate exactly what is in the power. x2n must be written as x^(2n) and NOT as x^2n. Writing x^2n means xn2 . Example 1c. When using the quotient rule of exponents you often have to perform subtraction within an exponent. In such cases you must enclose the entire exponent in parentheses to indicate exactly what is in the power. x5 The middle step of ==xx52− 3 must be written as x^(5-2) and NOT as x^5-2 which means x5 − 2 . -
FROM HARMONIC ANALYSIS to ARITHMETIC COMBINATORICS: a BRIEF SURVEY the Purpose of This Note Is to Showcase a Certain Line Of
FROM HARMONIC ANALYSIS TO ARITHMETIC COMBINATORICS: A BRIEF SURVEY IZABELLA ÃLABA The purpose of this note is to showcase a certain line of research that connects harmonic analysis, speci¯cally restriction theory, to other areas of mathematics such as PDE, geometric measure theory, combinatorics, and number theory. There are many excellent in-depth presentations of the vari- ous areas of research that we will discuss; see e.g., the references below. The emphasis here will be on highlighting the connections between these areas. Our starting point will be restriction theory in harmonic analysis on Eu- clidean spaces. The main theme of restriction theory, in this context, is the connection between the decay at in¯nity of the Fourier transforms of singu- lar measures and the geometric properties of their support, including (but not necessarily limited to) curvature and dimensionality. For example, the Fourier transform of a measure supported on a hypersurface in Rd need not, in general, belong to any Lp with p < 1, but there are positive results if the hypersurface in question is curved. A classic example is the restriction theory for the sphere, where a conjecture due to E. M. Stein asserts that the Fourier transform maps L1(Sd¡1) to Lq(Rd) for all q > 2d=(d¡1). This has been proved in dimension 2 (Fe®erman-Stein, 1970), but remains open oth- erwise, despite the impressive and often groundbreaking work of Bourgain, Wol®, Tao, Christ, and others. We recommend [8] for a thorough survey of restriction theory for the sphere and other curved hypersurfaces. Restriction-type estimates have been immensely useful in PDE theory; in fact, much of the interest in the subject stems from PDE applications. -
Appendix a Short Course in Taylor Series
Appendix A Short Course in Taylor Series The Taylor series is mainly used for approximating functions when one can identify a small parameter. Expansion techniques are useful for many applications in physics, sometimes in unexpected ways. A.1 Taylor Series Expansions and Approximations In mathematics, the Taylor series is a representation of a function as an infinite sum of terms calculated from the values of its derivatives at a single point. It is named after the English mathematician Brook Taylor. If the series is centered at zero, the series is also called a Maclaurin series, named after the Scottish mathematician Colin Maclaurin. It is common practice to use a finite number of terms of the series to approximate a function. The Taylor series may be regarded as the limit of the Taylor polynomials. A.2 Definition A Taylor series is a series expansion of a function about a point. A one-dimensional Taylor series is an expansion of a real function f(x) about a point x ¼ a is given by; f 00ðÞa f 3ðÞa fxðÞ¼faðÞþf 0ðÞa ðÞþx À a ðÞx À a 2 þ ðÞx À a 3 þÁÁÁ 2! 3! f ðÞn ðÞa þ ðÞx À a n þÁÁÁ ðA:1Þ n! © Springer International Publishing Switzerland 2016 415 B. Zohuri, Directed Energy Weapons, DOI 10.1007/978-3-319-31289-7 416 Appendix A: Short Course in Taylor Series If a ¼ 0, the expansion is known as a Maclaurin Series. Equation A.1 can be written in the more compact sigma notation as follows: X1 f ðÞn ðÞa ðÞx À a n ðA:2Þ n! n¼0 where n ! is mathematical notation for factorial n and f(n)(a) denotes the n th derivation of function f evaluated at the point a. -
How to Write Mathematical Papers
HOW TO WRITE MATHEMATICAL PAPERS BRUCE C. BERNDT 1. THE TITLE The title of your paper should be informative. A title such as “On a conjecture of Daisy Dud” conveys no information, unless the reader knows Daisy Dud and she has made only one conjecture in her lifetime. Generally, titles should have no more than ten words, although, admittedly, I have not followed this advice on several occasions. 2. THE INTRODUCTION The Introduction is the most important part of your paper. Although some mathematicians advise that the Introduction be written last, I advocate that the Introduction be written first. I find that writing the Introduction first helps me to organize my thoughts. However, I return to the Introduction many times while writing the paper, and after I finish the paper, I will read and revise the Introduction several times. Get to the purpose of your paper as soon as possible. Don’t begin with a pile of notation. Even at the risk of being less technical, inform readers of the purpose of your paper as soon as you can. Readers want to know as soon as possible if they are interested in reading your paper or not. If you don’t immediately bring readers to the objective of your paper, you will lose readers who might be interested in your work but, being pressed for time, will move on to other papers or matters because they do not want to read further in your paper. To state your main results precisely, considerable notation and terminology may need to be introduced. -
Pure Mathematics
Why Study Mathematics? Mathematics reveals hidden patterns that help us understand the world around us. Now much more than arithmetic and geometry, mathematics today is a diverse discipline that deals with data, measurements, and observations from science; with inference, deduction, and proof; and with mathematical models of natural phenomena, of human behavior, and social systems. The process of "doing" mathematics is far more than just calculation or deduction; it involves observation of patterns, testing of conjectures, and estimation of results. As a practical matter, mathematics is a science of pattern and order. Its domain is not molecules or cells, but numbers, chance, form, algorithms, and change. As a science of abstract objects, mathematics relies on logic rather than on observation as its standard of truth, yet employs observation, simulation, and even experimentation as means of discovering truth. The special role of mathematics in education is a consequence of its universal applicability. The results of mathematics--theorems and theories--are both significant and useful; the best results are also elegant and deep. Through its theorems, mathematics offers science both a foundation of truth and a standard of certainty. In addition to theorems and theories, mathematics offers distinctive modes of thought which are both versatile and powerful, including modeling, abstraction, optimization, logical analysis, inference from data, and use of symbols. Mathematics, as a major intellectual tradition, is a subject appreciated as much for its beauty as for its power. The enduring qualities of such abstract concepts as symmetry, proof, and change have been developed through 3,000 years of intellectual effort. Like language, religion, and music, mathematics is a universal part of human culture. -
From Arithmetic to Algebra
From arithmetic to algebra Slightly edited version of a presentation at the University of Oregon, Eugene, OR February 20, 2009 H. Wu Why can’t our students achieve introductory algebra? This presentation specifically addresses only introductory alge- bra, which refers roughly to what is called Algebra I in the usual curriculum. Its main focus is on all students’ access to the truly basic part of algebra that an average citizen needs in the high- tech age. The content of the traditional Algebra II course is on the whole more technical and is designed for future STEM students. In place of Algebra II, future non-STEM would benefit more from a mathematics-culture course devoted, for example, to an understanding of probability and data, recently solved famous problems in mathematics, and history of mathematics. At least three reasons for students’ failure: (A) Arithmetic is about computation of specific numbers. Algebra is about what is true in general for all numbers, all whole numbers, all integers, etc. Going from the specific to the general is a giant conceptual leap. Students are not prepared by our curriculum for this leap. (B) They don’t get the foundational skills needed for algebra. (C) They are taught incorrect mathematics in algebra classes. Garbage in, garbage out. These are not independent statements. They are inter-related. Consider (A) and (B): The K–3 school math curriculum is mainly exploratory, and will be ignored in this presentation for simplicity. Grades 5–7 directly prepare students for algebra. Will focus on these grades. Here, abstract mathematics appears in the form of fractions, geometry, and especially negative fractions. -
SE 015 465 AUTHOR TITLE the Content of Arithmetic Included in A
DOCUMENT' RESUME ED 070 656 24 SE 015 465 AUTHOR Harvey, John G. TITLE The Content of Arithmetic Included in a Modern Elementary Mathematics Program. INSTITUTION Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning, SPONS AGENCY National Center for Educational Research and Development (DHEW/OE), Washington, D.C. BUREAU NO BR-5-0216 PUB DATE Oct 71 CONTRACT OEC-5-10-154 NOTE 45p.; Working Paper No. 79 EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Arithmetic; *Curriculum Development; *Elementary School Mathematics; Geometric Concepts; *Instruction; *Mathematics Education; Number Concepts; Program Descriptions IDENTIFIERS Number Operations ABSTRACT --- Details of arithmetic topics proposed for inclusion in a modern elementary mathematics program and a rationale for the selection of these topics are given. The sequencing of the topics is discussed. (Author/DT) sJ Working Paper No. 19 The Content of 'Arithmetic Included in a Modern Elementary Mathematics Program U.S DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS SEEN REPRO Report from the Project on Individually Guided OUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN Elementary Mathematics, Phase 2: Analysis IONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of LOU Of Mathematics Instruction CATION POSITION OR POLICY V lb. Wisconsin Research and Development CENTER FOR COGNITIVE LEARNING DIE UNIVERSITY Of WISCONSIN Madison, Wisconsin U.S. Office of Education Corder No. C03 Contract OE 5-10-154 Published by the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the United States Office of Education, Department of Health, Educa- tion, and Welfare. -
9.4 Arithmetic Series Notes
9.4 Arithmetic Series Notes PreAP Algebra 2 9.4 Arithmetic Series *Objective: Define arithmetic series and find their sums When you know two terms and the number of terms in a finite arithmetic sequence, you can find the sum of the terms. A series is the indicated sum of the terms of a sequence. A finite series has a first terms and a last term. An infinite series continues without end. Finite Sequence Finite Series 6, 9, 12, 15, 18 6 + 9 + 12 + 15 + 18 = 60 Infinite Sequence Infinite Series 3, 7, 11, 15, ... 3 + 7 + 11 + 15 + ... An arithmetic series is a series whose terms form an arithmetic sequence. When a series has a finite number of terms, you can use a formula involving the first and last term to evaluate the sum. The sum Sn of a finite arithmetic series a1 + a2 + a3 + ... + an is n Sn = /2 (a1 + an) a1 : is the first term an : is the last term (nth term) n : is the number of terms in the series Finding the Sum of a finite arithmetic series Ex1) a. What is the sum of the even integers from 2 to 100 b. what is the sum of the finite arithmetic series: 4 + 9 + 14 + 19 + 24 + ... + 99 c. What is the sum of the finite arithmetic series: 14 + 17 + 20 + 23 + ... + 116? Using the sum of a finite arithmetic series Ex2) A company pays $10,000 bonus to salespeople at the end of their first 50 weeks if they make 10 sales in their first week, and then improve their sales numbers by two each week thereafter. -
Summation and Table of Finite Sums
SUMMATION A!D TABLE OF FI1ITE SUMS by ROBERT DELMER STALLE! A THESIS subnitted to OREGON STATE COLlEGE in partial fulfillment of the requirementh for the degree of MASTER OF ARTS June l94 APPROVED: Professor of Mathematics In Charge of Major Head of Deparent of Mathematics Chairman of School Graduate Committee Dean of the Graduate School ACKOEDGE!'T The writer dshes to eicpreßs his thanks to Dr. W. E. Mime, Head of the Department of Mathenatics, who has been a constant guide and inspiration in the writing of this thesis. TABLE OF CONTENTS I. i Finite calculus analogous to infinitesimal calculus. .. .. a .. .. e s 2 Suniming as the inverse of perfornungA............ 2 Theconstantofsuirrnation......................... 3 31nite calculus as a brancn of niathematics........ 4 Application of finite 5lflITh1tiOfl................... 5 II. LVELOPMENT OF SULTION FORiRLAS.................... 6 ttethods...........................a..........,.... 6 Three genera]. sum formulas........................ 6 III S1ThATION FORMULAS DERIVED B TIlE INVERSION OF A Z FELkTION....,..................,........... 7 s urnmation by parts..................15...... 7 Ratlona]. functions................................ Gamma and related functions........,........... 9 Ecponential and logarithrnic functions...... ... Thigonoretric arÎ hyperbolic functons..........,. J-3 Combinations of elementary functions......,..... 14 IV. SUMUATION BY IfTHODS OF APPDXIMATION..............,. 15 . a a Tewton s formula a a a S a C . a e a a s e a a a a . a a 15 Extensionofpartialsunmation................a... 15 Formulas relating a sum to an ifltegral..a.aaaaaaa. 16 Sumfromeverym'thterm........aa..a..aaa........ 17 V. TABLE OFST.Thß,..,,..,,...,.,,.....,....,,,........... 18 VI. SLThMTION OF A SPECIAL TYPE OF POER SERIES.......... 26 VI BIBLIOGRAPHY. a a a a a a a a a a . a . a a a I a s . -
Outline of Mathematics
Outline of mathematics The following outline is provided as an overview of and 1.2.2 Reference databases topical guide to mathematics: • Mathematical Reviews – journal and online database Mathematics is a field of study that investigates topics published by the American Mathematical Society such as number, space, structure, and change. For more (AMS) that contains brief synopses (and occasion- on the relationship between mathematics and science, re- ally evaluations) of many articles in mathematics, fer to the article on science. statistics and theoretical computer science. • Zentralblatt MATH – service providing reviews and 1 Nature of mathematics abstracts for articles in pure and applied mathemat- ics, published by Springer Science+Business Media. • Definitions of mathematics – Mathematics has no It is a major international reviewing service which generally accepted definition. Different schools of covers the entire field of mathematics. It uses the thought, particularly in philosophy, have put forth Mathematics Subject Classification codes for orga- radically different definitions, all of which are con- nizing their reviews by topic. troversial. • Philosophy of mathematics – its aim is to provide an account of the nature and methodology of math- 2 Subjects ematics and to understand the place of mathematics in people’s lives. 2.1 Quantity Quantity – 1.1 Mathematics is • an academic discipline – branch of knowledge that • Arithmetic – is taught at all levels of education and researched • Natural numbers – typically at the college or university level. Disci- plines are defined (in part), and recognized by the • Integers – academic journals in which research is published, and the learned societies and academic departments • Rational numbers – or faculties to which their practitioners belong.