Determine Whether Each Sequence Is Arithmetic, Geometric, Or Neither

Total Page:16

File Type:pdf, Size:1020Kb

Determine Whether Each Sequence Is Arithmetic, Geometric, Or Neither 7-7 Geometric Sequences as Exponential Functions Determine whether each sequence is arithmetic, geometric, or neither. Explain. 1. 200, 40, 8, … SOLUTION: Since the ratios are constant, the sequence is geometric. The common ratio is . 2. 2, 4, 16, … SOLUTION: The ratios are not constant, so the sequence is not geometric. There is no common difference, so the sequence is not arithmetic. Thus, the sequence is neither geometric nor arithmetic. 3. −6, −3, 0, 3, … SOLUTION: The ratios are not constant, so the sequence is not geometric. Since the differences are constant, the sequence is arithmetic. The common difference is 3. 4. 1, −1, 1, −1, … SOLUTION: Since the ratios are constant, the sequence is geometric. The common ratio is –1. Find the next three terms in each geometric sequence. 5. 10, 20, 40, 80, … SOLUTION: eSolutions Manual - Powered by Cognero Page 1 The common ratio is 2. Multiply each term by the common ratio to find the next three terms. 80 × 2 = 160 160 × 2 = 320 320 × 2 = 640 The next three terms of the sequence are 160, 320, and 640. 6. 100, 50, 25, … SOLUTION: Calculate common ratio. The common ratio is 0.5. Multiply each term by the common ratio to find the next three terms. 25 × 0.5 = 12.5 12.5 × 0.5 = 6.25 6.25 × 0.5 = 3.125 The next three terms of the sequence are 12.5, 6.25, and 3.125. 7. 4, −1, , … SOLUTION: Calculate the common ratio. The common ratio is . Multiply each term by the common ratio to find the next three terms. × = × = × = The next three terms of the sequence are , , and . 8. −7, 21, −63, … SOLUTION: Calculate the common ratio. The common ratio is –3. Multiply each term by the common ratio to find the next three terms. –63 × –3 = 189 189 × –3 = –567 –567 × –3 = 1701 The next three terms of the sequence are 189, −567, and 1701. Write an equation for the nth term of the geometric sequence, and find the indicated term. 9. Find the fifth term of −6, −24, −96, … SOLUTION: Calculate the common ratio. n – 1 Use the formula an = a1r to write an equation for the nth term of the geometric series. The common ratio is 4, n−1 so r = 4. The first term is –6, so a1 = –6. Then, an = −6 • (4) . The 5th term of the sequence is –1536. 10. Find the seventh term of −1, 5, −25, … SOLUTION: Calculate the common ratio. n – 1 Use the formula an = a1r to write an equation for the nth term of the geometric series. The common ratio is –5, n−1 so r = –5. The first term is –1, so a1 = –1. Then, an = −1 • (–5) . The 7th term of the sequence is –15,625. 11. Find the tenth term of 72, 48, 32, … SOLUTION: Calculate the common ratio. n – 1 Use the formula an = a1r to write an equation for the nth term of the geometric series. The common ratio is , so r = . The first term is 72, so a1 = 72. Then, an = 72 • . The 10th term of the sequence is . 12. Find the ninth term of 112, 84, 63, … SOLUTION: Calculate the common ratio. n – 1 Use the formula an = a1r to write an equation for the nth term of the geometric series. The common ratio is , so r = . The first term is 112, so a1 = 112. Then, an = 112 • . The 9th term of the sequence is . 13. EXPERIMENT In a physics class experiment, Diana drops a ball from a height of 16 feet. Each bounce has 70% the height of the previous bounce. Draw a graph to represent the height of the ball after each bounce. SOLUTION: Make a table of values. Bounce Ball Height 1 0.7(16) = 11.2 2 0.7(11.2) = 7.84 3 0.7(7.84) = 5.488 4 0.7(5.488) = 3.8416 5 0.7(3.8416) = 2.68912 6 0.7(2.68912) = 1.882384 7 0.7(1.882384) =1.3176688 Graph the bounce on the x-axis and the ball height on the y-axis. Determine whether each sequence is arithmetic, geometric, or neither. Explain. 14. 4, 1, 2, … SOLUTION: Find the ratios of consecutive terms. The ratios are not constant, so the sequence is not geometric. Find the ratios of the differences of consecutive terms There is no common difference, so the sequence is not arithmetic. Thus, the sequence is neither geometric nor arithmetic. 15. 10, 20, 30, 40 … SOLUTION: Find the ratios of consecutive terms. The ratios are not constant, so the sequence is not geometric. Find the differences of consecutive terms. Since the differences are constant, the sequence is arithmetic. The common difference is 10. 16. 4, 20, 100, … SOLUTION: Find the ratios of consecutive terms. Since the ratios are constant, the sequence is geometric. The common ratio is 5. 17. 212, 106, 53, … SOLUTION: Find the ratios of consecutive terms. Since the ratios are constant, the sequence is geometric. The common ratio is . 18. −10, −8, −6, −4 … SOLUTION: Find the ratios of consecutive terms. The ratios are not constant, so the sequence is not geometric. Find the differences of consecutive terms. Since the differences are constant, the sequence is arithmetic. The common difference is 2. 19. 5, −10, 20, 40, … SOLUTION: Find the ratios of consecutive terms. The ratios are not constant, so the sequence is not geometric. Find the differences of consecutive terms. There is no common difference, so the sequence is not arithmetic. Thus, the sequence is neither geometric nor arithmetic. Find the next three terms in each geometric sequence. 20. 2, −10, 50, … SOLUTION: Calculate the common ratio. The common ratio is –5. Multiply each term by the common ratio to find the next three terms. 50 × –5 = –250 –250 × –5 = 1250 1250 × –5 = –6250 The next three terms of the sequence are −250, 1250, and −6250. 21. 36, 12, 4, … SOLUTION: Calculate the common ratio. The common ratio is . Multiply each term by the common ratio to find the next three terms. 4 × = × = × = The next three terms of the sequence are , , and . 22. 4, 12, 36, … SOLUTION: Calculate the common ratio. The common ratio is 3. Multiply each term by the common ratio to find the next three terms. 36 × 3 = 108 108 × 3 = 324 324 × 3 = 972 The next three terms of the sequence are 108, 324, and 972. 23. 400, 100, 25, … SOLUTION: Calculate the common ratio. The common ratio is . Multiply each term by the common ratio to find the next three terms. 25 × = × = × = The next three terms of the sequence are , , and . 24. −6, −42, −294, … SOLUTION: Calculate the common ratio. The common ratio is 7. Multiply each term by the common ratio to find the next three terms. –294 × 7 = –2058 –2058 × 7 = –14,406 –14,406 × 7 = –100,842 The next three terms of the sequence are −2058, −14,406, and −100,842. 25. 1024, −128, 16, … SOLUTION: Calculate the common ratio. The common ratio is . Multiply each term by the common ratio to find the next three terms. 16 × = –2 –2 × = × = The next three terms of the sequence are −2, , and . 26. The first term of a geometric series is 1 and the common ratio is 9. What is the 8th term of the sequence? SOLUTION: The 8th term of the sequence is 4,782,969. 27. The first term of a geometric series is 2 and the common ratio is 4. What is the 14th term of the sequence? SOLUTION: The 14th term of the sequence is 134,217,728. 28. What is the 15th term of the geometric sequence −9, 27, −81, …? SOLUTION: Calculate the common ratio. The common ratio is –3. The 15th term of the sequence is –43,046,721. 29. What is the 10th term of the geometric sequence 6, −24, 96, …? SOLUTION: Calculate the common ratio. The common ratio is –4. The 10th term of the sequence is –1,572,864. 30. PENDULUM A pendulum swings with an arc length of 24 feet on its first swing. On each swing after the first swing, the arc length is 60% of the length of the previous swing. Draw a graph that represents the arc length after each swing. SOLUTION: Make a table of values. Swing Arc Length 1 24 2 0.6(24) = 14.4 3 0.6(14.4) = 8.64 4 0.6(8.64) = 5.184 5 0.6(5.184) = 3.1104 6 0.6(3.1104) = 1.86624 Graph the swing on the x-axis and the arc length on the y-axis. 31. Find the eighth term of a geometric sequence for which a3 = 81 and r = 3. SOLUTION: Because a3 = 81, the third term in the sequence is 81. To find the eighth term of the sequence, you need to find the 1st term of the sequence. Use the nth term of a Geometric Sequence formula. Then a1 is 9. Use a1 to find the eighth term of the sequence. The eighth term of the geometric sequence is 19,683. 32. CCSS REASONING At an online mapping site, Mr. Mosley notices that when he clicks a spot on the map, the map zooms in on that spot. The magnification increases by 20% each time. a. Write a formula for the nth term of the geometric sequence that represents the magnification of each zoom level. (Hint: The common ratio is not just 0.2.) b. What is the fourth term of this sequence? What does it represent? SOLUTION: a.
Recommended publications
  • 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 .
    [Show full text]
  • 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.
    [Show full text]
  • An Appreciation of Euler's Formula
    Rose-Hulman Undergraduate Mathematics Journal Volume 18 Issue 1 Article 17 An Appreciation of Euler's Formula Caleb Larson North Dakota State University Follow this and additional works at: https://scholar.rose-hulman.edu/rhumj Recommended Citation Larson, Caleb (2017) "An Appreciation of Euler's Formula," Rose-Hulman Undergraduate Mathematics Journal: Vol. 18 : Iss. 1 , Article 17. Available at: https://scholar.rose-hulman.edu/rhumj/vol18/iss1/17 Rose- Hulman Undergraduate Mathematics Journal an appreciation of euler's formula Caleb Larson a Volume 18, No. 1, Spring 2017 Sponsored by Rose-Hulman Institute of Technology Department of Mathematics Terre Haute, IN 47803 [email protected] a scholar.rose-hulman.edu/rhumj North Dakota State University Rose-Hulman Undergraduate Mathematics Journal Volume 18, No. 1, Spring 2017 an appreciation of euler's formula Caleb Larson Abstract. For many mathematicians, a certain characteristic about an area of mathematics will lure him/her to study that area further. That characteristic might be an interesting conclusion, an intricate implication, or an appreciation of the impact that the area has upon mathematics. The particular area that we will be exploring is Euler's Formula, eix = cos x + i sin x, and as a result, Euler's Identity, eiπ + 1 = 0. Throughout this paper, we will develop an appreciation for Euler's Formula as it combines the seemingly unrelated exponential functions, imaginary numbers, and trigonometric functions into a single formula. To appreciate and further understand Euler's Formula, we will give attention to the individual aspects of the formula, and develop the necessary tools to prove it.
    [Show full text]
  • 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.
    [Show full text]
  • Formal Power Series - Wikipedia, the Free Encyclopedia
    Formal power series - Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Formal_power_series Formal power series From Wikipedia, the free encyclopedia In mathematics, formal power series are a generalization of polynomials as formal objects, where the number of terms is allowed to be infinite; this implies giving up the possibility to substitute arbitrary values for indeterminates. This perspective contrasts with that of power series, whose variables designate numerical values, and which series therefore only have a definite value if convergence can be established. Formal power series are often used merely to represent the whole collection of their coefficients. In combinatorics, they provide representations of numerical sequences and of multisets, and for instance allow giving concise expressions for recursively defined sequences regardless of whether the recursion can be explicitly solved; this is known as the method of generating functions. Contents 1 Introduction 2 The ring of formal power series 2.1 Definition of the formal power series ring 2.1.1 Ring structure 2.1.2 Topological structure 2.1.3 Alternative topologies 2.2 Universal property 3 Operations on formal power series 3.1 Multiplying series 3.2 Power series raised to powers 3.3 Inverting series 3.4 Dividing series 3.5 Extracting coefficients 3.6 Composition of series 3.6.1 Example 3.7 Composition inverse 3.8 Formal differentiation of series 4 Properties 4.1 Algebraic properties of the formal power series ring 4.2 Topological properties of the formal power series
    [Show full text]
  • 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].
    [Show full text]
  • 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.
    [Show full text]
  • Sequence Rules
    SEQUENCE RULES A connected series of five of the same colored chip either up or THE JACKS down, across or diagonally on the playing surface. There are 8 Jacks in the card deck. The 4 Jacks with TWO EYES are wild. To play a two-eyed Jack, place it on your discard pile and place NOTE: There are printed chips in the four corners of the game board. one of your marker chips on any open space on the game board. The All players must use them as though their color marker chip is in 4 jacks with ONE EYE are anti-wild. To play a one-eyed Jack, place the corner. When using a corner, only four of your marker chips are it on your discard pile and remove one marker chip from the game needed to complete a Sequence. More than one player may use the board belonging to your opponent. That completes your turn. You same corner as part of a Sequence. cannot place one of your marker chips on that same space during this turn. You cannot remove a marker chip that is already part of a OBJECT OF THE GAME: completed SEQUENCE. Once a SEQUENCE is achieved by a player For 2 players or 2 teams: One player or team must score TWO SE- or a team, it cannot be broken. You may play either one of the Jacks QUENCES before their opponents. whenever they work best for your strategy, during your turn. For 3 players or 3 teams: One player or team must score ONE SE- DEAD CARD QUENCE before their opponents.
    [Show full text]
  • Sequences and Series
    From patterns to generalizations: sequences and series Concepts ■ Patterns You do not have to look far and wide to fi nd 1 ■ Generalization visual patterns—they are everywhere! Microconcepts ■ Arithmetic and geometric sequences ■ Arithmetic and geometric series ■ Common diff erence ■ Sigma notation ■ Common ratio ■ Sum of sequences ■ Binomial theorem ■ Proof ■ Sum to infi nity Can these patterns be explained mathematically? Can patterns be useful in real-life situations? What information would you require in order to choose the best loan off er? What other Draftscenarios could this be applied to? If you take out a loan to buy a car how can you determine the actual amount it will cost? 2 The diagrams shown here are the first four iterations of a fractal called the Koch snowflake. What do you notice about: • how each pattern is created from the previous one? • the perimeter as you move from the first iteration through the fourth iteration? How is it changing? • the area enclosed as you move from the first iteration to the fourth iteration? How is it changing? What changes would you expect in the fifth iteration? How would you measure the perimeter at the fifth iteration if the original triangle had sides of 1 m in length? If this process continues forever, how can an infinite perimeter enclose a finite area? Developing inquiry skills Does mathematics always reflect reality? Are fractals such as the Koch snowflake invented or discovered? Think about the questions in this opening problem and answer any you can. As you work through the chapter, you will gain mathematical knowledge and skills that will help you to answer them all.
    [Show full text]
  • 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.
    [Show full text]
  • 0.999… = 1 an Infinitesimal Explanation Bryan Dawson
    0 1 2 0.9999999999999999 0.999… = 1 An Infinitesimal Explanation Bryan Dawson know the proofs, but I still don’t What exactly does that mean? Just as real num- believe it.” Those words were uttered bers have decimal expansions, with one digit for each to me by a very good undergraduate integer power of 10, so do hyperreal numbers. But the mathematics major regarding hyperreals contain “infinite integers,” so there are digits This fact is possibly the most-argued- representing not just (the 237th digit past “Iabout result of arithmetic, one that can evoke great the decimal point) and (the 12,598th digit), passion. But why? but also (the Yth digit past the decimal point), According to Robert Ely [2] (see also Tall and where is a negative infinite hyperreal integer. Vinner [4]), the answer for some students lies in their We have four 0s followed by a 1 in intuition about the infinitely small: While they may the fifth decimal place, and also where understand that the difference between and 1 is represents zeros, followed by a 1 in the Yth less than any positive real number, they still perceive a decimal place. (Since we’ll see later that not all infinite nonzero but infinitely small difference—an infinitesimal hyperreal integers are equal, a more precise, but also difference—between the two. And it’s not just uglier, notation would be students; most professional mathematicians have not or formally studied infinitesimals and their larger setting, the hyperreal numbers, and as a result sometimes Confused? Perhaps a little background information wonder .
    [Show full text]
  • 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.
    [Show full text]