Solution to Cubic Equation Using Java Programming
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Symmetry and the Cubic Formula
SYMMETRY AND THE CUBIC FORMULA DAVID CORWIN The purpose of this talk is to derive the cubic formula. But rather than finding the exact formula, I'm going to prove that there is a cubic formula. The way I'm going to do this uses symmetry in a very elegant way, and it foreshadows Galois theory. Note that this material comes almost entirely from the first chapter of http://homepages.warwick.ac.uk/~masda/MA3D5/Galois.pdf. 1. Deriving the Quadratic Formula Before discussing the cubic formula, I would like to consider the quadratic formula. While I'm expecting you know the quadratic formula already, I'd like to treat this case first in order to motivate what we will do with the cubic formula. Suppose we're solving f(x) = x2 + bx + c = 0: We know this factors as f(x) = (x − α)(x − β) where α; β are some complex numbers, and the problem is to find α; β in terms of b; c. To go the other way around, we can multiply out the expression above to get (x − α)(x − β) = x2 − (α + β)x + αβ; which means that b = −(α + β) and c = αβ. Notice that each of these expressions doesn't change when we interchange α and β. This should be the case, since after all, we labeled the two roots α and β arbitrarily. This means that any expression we get for α should equally be an expression for β. That is, one formula should produce two values. We say there is an ambiguity here; it's ambiguous whether the formula gives us α or β. -
Solving Cubic Polynomials
Solving Cubic Polynomials 1.1 The general solution to the quadratic equation There are four steps to finding the zeroes of a quadratic polynomial. 1. First divide by the leading term, making the polynomial monic. a 2. Then, given x2 + a x + a , substitute x = y − 1 to obtain an equation without the linear term. 1 0 2 (This is the \depressed" equation.) 3. Solve then for y as a square root. (Remember to use both signs of the square root.) a 4. Once this is done, recover x using the fact that x = y − 1 . 2 For example, let's solve 2x2 + 7x − 15 = 0: First, we divide both sides by 2 to create an equation with leading term equal to one: 7 15 x2 + x − = 0: 2 2 a 7 Then replace x by x = y − 1 = y − to obtain: 2 4 169 y2 = 16 Solve for y: 13 13 y = or − 4 4 Then, solving back for x, we have 3 x = or − 5: 2 This method is equivalent to \completing the square" and is the steps taken in developing the much- memorized quadratic formula. For example, if the original equation is our \high school quadratic" ax2 + bx + c = 0 then the first step creates the equation b c x2 + x + = 0: a a b We then write x = y − and obtain, after simplifying, 2a b2 − 4ac y2 − = 0 4a2 so that p b2 − 4ac y = ± 2a and so p b b2 − 4ac x = − ± : 2a 2a 1 The solutions to this quadratic depend heavily on the value of b2 − 4ac. -
Algorithmic Factorization of Polynomials Over Number Fields
Rose-Hulman Institute of Technology Rose-Hulman Scholar Mathematical Sciences Technical Reports (MSTR) Mathematics 5-18-2017 Algorithmic Factorization of Polynomials over Number Fields Christian Schulz Rose-Hulman Institute of Technology Follow this and additional works at: https://scholar.rose-hulman.edu/math_mstr Part of the Number Theory Commons, and the Theory and Algorithms Commons Recommended Citation Schulz, Christian, "Algorithmic Factorization of Polynomials over Number Fields" (2017). Mathematical Sciences Technical Reports (MSTR). 163. https://scholar.rose-hulman.edu/math_mstr/163 This Dissertation is brought to you for free and open access by the Mathematics at Rose-Hulman Scholar. It has been accepted for inclusion in Mathematical Sciences Technical Reports (MSTR) by an authorized administrator of Rose-Hulman Scholar. For more information, please contact [email protected]. Algorithmic Factorization of Polynomials over Number Fields Christian Schulz May 18, 2017 Abstract The problem of exact polynomial factorization, in other words expressing a poly- nomial as a product of irreducible polynomials over some field, has applications in algebraic number theory. Although some algorithms for factorization over algebraic number fields are known, few are taught such general algorithms, as their use is mainly as part of the code of various computer algebra systems. This thesis provides a summary of one such algorithm, which the author has also fully implemented at https://github.com/Whirligig231/number-field-factorization, along with an analysis of the runtime of this algorithm. Let k be the product of the degrees of the adjoined elements used to form the algebraic number field in question, let s be the sum of the squares of these degrees, and let d be the degree of the polynomial to be factored; then the runtime of this algorithm is found to be O(d4sk2 + 2dd3). -
Some Properties of the Discriminant Matrices of a Linear Associative Algebra*
570 R. F. RINEHART [August, SOME PROPERTIES OF THE DISCRIMINANT MATRICES OF A LINEAR ASSOCIATIVE ALGEBRA* BY R. F. RINEHART 1. Introduction. Let A be a linear associative algebra over an algebraic field. Let d, e2, • • • , en be a basis for A and let £»•/*., (hjik = l,2, • • • , n), be the constants of multiplication corre sponding to this basis. The first and second discriminant mat rices of A, relative to this basis, are defined by Ti(A) = \\h(eres[ CrsiCij i, j=l T2(A) = \\h{eres / ,J CrsiC j II i,j=l where ti(eres) and fa{erea) are the first and second traces, respec tively, of eres. The first forms in terms of the constants of multi plication arise from the isomorphism between the first and sec ond matrices of the elements of A and the elements themselves. The second forms result from direct calculation of the traces of R(er)R(es) and S(er)S(es), R{ei) and S(ei) denoting, respectively, the first and second matrices of ei. The last forms of the dis criminant matrices show that each is symmetric. E. Noetherf and C. C. MacDuffeeJ discovered some of the interesting properties of these matrices, and shed new light on the particular case of the discriminant matrix of an algebraic equation. It is the purpose of this paper to develop additional properties of these matrices, and to interpret them in some fa miliar instances. Let A be subjected to a transformation of basis, of matrix M, 7 J rH%j€j 1,2, *0). -
A Historical Survey of Methods of Solving Cubic Equations Minna Burgess Connor
University of Richmond UR Scholarship Repository Master's Theses Student Research 7-1-1956 A historical survey of methods of solving cubic equations Minna Burgess Connor Follow this and additional works at: http://scholarship.richmond.edu/masters-theses Recommended Citation Connor, Minna Burgess, "A historical survey of methods of solving cubic equations" (1956). Master's Theses. Paper 114. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. A HISTORICAL SURVEY OF METHODS OF SOLVING CUBIC E<~UATIONS A Thesis Presented' to the Faculty or the Department of Mathematics University of Richmond In Partial Fulfillment ot the Requirements tor the Degree Master of Science by Minna Burgess Connor August 1956 LIBRARY UNIVERStTY OF RICHMOND VIRGlNIA 23173 - . TABLE Olf CONTENTS CHAPTER PAGE OUTLINE OF HISTORY INTRODUCTION' I. THE BABYLONIANS l) II. THE GREEKS 16 III. THE HINDUS 32 IV. THE CHINESE, lAPANESE AND 31 ARABS v. THE RENAISSANCE 47 VI. THE SEVEW.l'EEl'iTH AND S6 EIGHTEENTH CENTURIES VII. THE NINETEENTH AND 70 TWENTIETH C:BNTURIES VIII• CONCLUSION, BIBLIOGRAPHY 76 AND NOTES OUTLINE OF HISTORY OF SOLUTIONS I. The Babylonians (1800 B. c.) Solutions by use ot. :tables II. The Greeks·. cs·oo ·B.c,. - )00 A~D.) Hippocrates of Chios (~440) Hippias ot Elis (•420) (the quadratrix) Archytas (~400) _ .M~naeobmus J ""375) ,{,conic section~) Archimedes (-240) {conioisections) Nicomedea (-180) (the conchoid) Diophantus ot Alexander (75) (right-angled tr~angle) Pappus (300) · III. -
501 Algebra Questions 2Nd Edition
501 Algebra Questions 501 Algebra Questions 2nd Edition ® NEW YORK Copyright © 2006 LearningExpress, LLC. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by LearningExpress, LLC, New York. Library of Congress Cataloging-in-Publication Data: 501 algebra questions.—2nd ed. p. cm. Rev. ed. of: 501 algebra questions / [William Recco]. 1st ed. © 2002. ISBN 1-57685-552-X 1. Algebra—Problems, exercises, etc. I. Recco, William. 501 algebra questions. II. LearningExpress (Organization). III. Title: Five hundred one algebra questions. IV. Title: Five hundred and one algebra questions. QA157.A15 2006 512—dc22 2006040834 Printed in the United States of America 98765432 1 Second Edition ISBN 1-57685-552-X For more information or to place an order, contact LearningExpress at: 55 Broadway 8th Floor New York, NY 10006 Or visit us at: www.learnatest.com The LearningExpress Skill Builder in Focus Writing Team is comprised of experts in test preparation, as well as educators and teachers who specialize in language arts and math. LearningExpress Skill Builder in Focus Writing Team Brigit Dermott Freelance Writer English Tutor, New York Cares New York, New York Sandy Gade Project Editor LearningExpress New York, New York Kerry McLean Project Editor Math Tutor Shirley, New York William Recco Middle School Math Teacher, Grade 8 New York Shoreham/Wading River School District Math Tutor St. James, New York Colleen Schultz Middle School Math Teacher, Grade 8 Vestal Central School District Math Tutor -
Analytical Formula for the Roots of the General Complex Cubic Polynomial Ibrahim Baydoun
Analytical formula for the roots of the general complex cubic polynomial Ibrahim Baydoun To cite this version: Ibrahim Baydoun. Analytical formula for the roots of the general complex cubic polynomial. 2018. hal-01237234v2 HAL Id: hal-01237234 https://hal.archives-ouvertes.fr/hal-01237234v2 Preprint submitted on 17 Jan 2018 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. Analytical formula for the roots of the general complex cubic polynomial Ibrahim Baydoun1 1ESPCI ParisTech, PSL Research University, CNRS, Univ Paris Diderot, Sorbonne Paris Cit´e, Institut Langevin, 1 rue Jussieu, F-75005, Paris, France January 17, 2018 Abstract We present a new method to calculate analytically the roots of the general complex polynomial of degree three. This method is based on the approach of appropriated changes of variable involving an arbitrary parameter. The advantage of this method is to calculate the roots of the cubic polynomial as uniform formula using the standard convention of the square and cubic roots. In contrast, the reference methods for this problem, as Cardan-Tartaglia and Lagrange, give the roots of the cubic polynomial as expressions with case distinctions which are incorrect using the standar convention. -
The Evolution of Equation-Solving: Linear, Quadratic, and Cubic
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2006 The evolution of equation-solving: Linear, quadratic, and cubic Annabelle Louise Porter Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Mathematics Commons Recommended Citation Porter, Annabelle Louise, "The evolution of equation-solving: Linear, quadratic, and cubic" (2006). Theses Digitization Project. 3069. https://scholarworks.lib.csusb.edu/etd-project/3069 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. THE EVOLUTION OF EQUATION-SOLVING LINEAR, QUADRATIC, AND CUBIC A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degre Master of Arts in Teaching: Mathematics by Annabelle Louise Porter June 2006 THE EVOLUTION OF EQUATION-SOLVING: LINEAR, QUADRATIC, AND CUBIC A Project Presented to the Faculty of California State University, San Bernardino by Annabelle Louise Porter June 2006 Approved by: Shawnee McMurran, Committee Chair Date Laura Wallace, Committee Member , (Committee Member Peter Williams, Chair Davida Fischman Department of Mathematics MAT Coordinator Department of Mathematics ABSTRACT Algebra and algebraic thinking have been cornerstones of problem solving in many different cultures over time. Since ancient times, algebra has been used and developed in cultures around the world, and has undergone quite a bit of transformation. This paper is intended as a professional developmental tool to help secondary algebra teachers understand the concepts underlying the algorithms we use, how these algorithms developed, and why they work. -
Interactive Mathematics Program Curriculum Framework
Interactive Mathematics Program Curriculum Framework School: __Delaware STEM Academy________ Curricular Tool: _IMP________ Grade or Course _Year 1 (grade 9) Unit Concepts / Standards Alignment Essential Questions Assessments Big Ideas from IMP Unit One: Patterns Timeline: 6 weeks Interpret expressions that represent a quantity in terms of its Patterns emphasizes extended, open-ended Can students use variables and All assessments are context. CC.A-SSE.1 exploration and the search for patterns. algebraic expressions to listed at the end of the Important mathematics introduced or represent concrete situations, curriculum map. Understand that a function from one set (called the domain) reviewed in Patterns includes In-Out tables, generalize results, and describe to another set (called the range) assigns to each element of functions, variables, positive and negative functions? the domain exactly one element of the range. If f is a function numbers, and basic geometry concepts Can students use different and x is an element of its domain, then f(x) denotes the output related to polygons. Proof, another major representations of functions— of f corresponding to the input x. The graph of f is the graph theme, is developed as part of the larger symbolic, graphical, situational, of the equation y = f(x). CC.F-IF.1 theme of reasoning and explaining. and numerical—and Students’ ability to create and understand understanding the connections Recognize that sequences are functions, sometimes defined proofs will develop over their four years in between these representations? recursively, whose domain is a subset of the integers. For IMP; their work in this unit is an important example, the Fibonacci sequence is defined recursively by start. -
Solving Polynomial Equations
Seminar on Advanced Topics in Mathematics Solving Polynomial Equations 5 December 2006 Dr. Tuen Wai Ng, HKU What do we mean by solving an equation ? Example 1. Solve the equation x2 = 1. x2 = 1 x2 ¡ 1 = 0 (x ¡ 1)(x + 1) = 0 x = 1 or = ¡1 ² Need to check that in fact (1)2 = 1 and (¡1)2 = 1. Exercise. Solve the equation p p x + x ¡ a = 2 where a is a positive real number. What do we mean by solving a polynomial equation ? Meaning I: Solving polynomial equations: ¯nding numbers that make the polynomial take on the value zero when they replace the variable. ² We have discovered that x, which is something we didn't know, turns out to be 1 or ¡1. Example 2. Solve the equation x2 = 5. x2 = 5 2 p x p¡ 5 = 0 (x ¡ 5)(x + 5) = 0p p x = 5 or ¡ 5 p p ² But what is 5 ? Well, 5 is the positive real number that square to 5. ² We have "learned" that the positive solution to the equation x2 = 5 is the positive real number that square to 5 !!! ² So there is a sense of circularity in what we have done here. ² Same thing happens when we say that i is a solution of x2 = ¡1. What are \solved" when we solve these equations ? ² The equations x2 = 5 and x2 = ¡1 draw the attention to an inadequacy in a certain number system (it does not contain a solution to the equation). ² One is therefore driven to extend the number system by introducing, or `adjoining', a solution. -
The Roots of Any Polynomial Equation
The roots of any polynomial equation G.A.Uytdewilligen, Bergen op Zoomstraat 76, 5652 KE Eindhoven. [email protected] Abstract We provide a method for solving the roots of the general polynomial equation n n−1 a ⋅x + a ⋅x + . + a ⋅x + s 0 n n−1 1 (1) To do so, we express x as a powerseries of s, and calculate the first n-1 coefficients. We turn the polynomial equation into a differential equation that has the roots as solutions. Then we express the powerseries’ coefficients in the first n-1 coefficients. Then the variable s is set to a0. A free parameter is added to make the series convergent. © 2004 G.A.Uytdewilligen. All rights reserved. Keywords: Algebraic equation The method The method is based on [1]. Let’s take the first n-1 derivatives of (1) to s. Equate these derivatives to zero. di Then find x ( s ) in terms of x(s) for i from 1 to n-1. Now make a new differential equation dsi n 1 n 2 d − d − m1⋅ x(s) + m2⋅ x(s) + . + m ⋅x(s) + m 0 n−1 n−2 n n+1 ds ds (2) di and fill in our x ( s ) in (2). Multiply by the denominator of the expression. Now we have a dsi polynomial in x(s) of degree higher then n. Using (1) as property, we simplify this polynomial to the degree of n. Set it equal to (1) and solve m1 .. mn+1 in terms of s and a1 .. an Substituting these in (2) gives a differential equation that has the zeros of (1) among its solutions. -
How Cubic Equations (And Not Quadratic) Led to Complex Numbers
How Cubic Equations (and Not Quadratic) Led to Complex Numbers J. B. Thoo Yuba College 2013 AMATYC Conference, Anaheim, California This presentation was produced usingLATEX with C. Campani’s BeamerLATEX class and saved as a PDF file: <http://bitbucket.org/rivanvx/beamer>. See Norm Matloff’s web page <http://heather.cs.ucdavis.edu/~matloff/beamer.html> for a quick tutorial. Disclaimer: Our slides here won’t show off what Beamer can do. Sorry. :-) Are you sitting in the right room? This talk is about the solution of the general cubic equation, and how the solution of the general cubic equation led mathematicians to study complex numbers seriously. This, in turn, encouraged mathematicians to forge ahead in algebra to arrive at the modern theory of groups and rings. Hence, the solution of the general cubic equation marks a watershed in the history of algebra. We shall spend a fair amount of time on Cardano’s solution of the general cubic equation as it appears in his seminal work, Ars magna (The Great Art). Outline of the talk Motivation: square roots of negative numbers The quadratic formula: long known The cubic formula: what is it? Brief history of the solution of the cubic equation Examples from Cardano’s Ars magna Bombelli’s famous example Brief history of complex numbers The fundamental theorem of algebra References Girolamo Cardano, The Rules of Algebra (Ars Magna), translated by T. Richard Witmer, Dover Publications, Inc. (1968). Roger Cooke, The History of Mathematics: A Brief Course, second edition, Wiley Interscience (2005). Victor J. Katz, A History of Mathematics: An Introduction, third edition, Addison-Wesley (2009).