An English translation of portions of seven letters between Euler and Goldbach on Euler s complex exponential paradox and special values of cosine
|
|
- Dayna Campbell
- 6 years ago
- Views:
Transcription
1 An English translation of portions of seven letters between Euler and Goldbach on Euler s complex exponential paradox and special values of cosine Elizabeth Volz August 0, 008 The following is an English translation of portions of seven correspondences between Leonard Euler and Christian Goldbach dated between December, 1741 and June 174. These letters discuss many mathematical topics; however, this translation focuses on portions which deal with a paradox discovered by Euler involving complex exponentials and special values taken on by the corresponding cosine function. These results are important since they represent some of Euler s earliest applications of his formula ix e = cos x+ isin x, which he first published in 1748 in his pre-calculus textbook, Introductio in analysin infinitorum [E101] 1. These letters show that Euler certainly knew of this formula much earlier. Acknowledgement: The author wishes to thank Reinert Schmidt for his help in the translation of these letters. I. Euler to Goldbach: Berlin Dec 9, 1741 ([1], p. 91) I have lately also found a remarkable paradox. Namely that the value of the expression + + is approximately equal to 10/13 and that this fraction differs only in parts per million from the truth. The true value of this expression however is the cosine of the arc or the arc of 39 degrees 4 min. 51 sec. 5 tenths of sec. and 9 hundredths of sec. in a circle of radius one. I have also made several important discoveries over the integration of such formulas as Pdx all where P and Q are rational functions of x. At a different time the honor will be Q had to write this in a more noble and detailed way. Euler mentions that he has discovered the curiosity that the complex expression + + = can be approximated by10 /13 = to five decimal places. 1 Available at The Euler Archive: 1
2 II. Goldbach to Euler: St. Petersburg Feb 13, 174 ([1], p. 45) + + With the observation as it was communicated to me that is approximately equal to 10/13 I have noticed that if you wanted to make it so that p + = 0 then p would have to be smaller than 3 and larger than. I confess that these limits are large but I do not have the curiosity to determine them any closer. Goldbach explores what value the exponent p must be in order to make the equation p 0 + = true, but only mentions that it must be between and 3.
3 III. Euler to Goldbach: Berlin March 6, 174 ([1], p. 96) Now that I have the curiosity to investigate when p + = 0, it has given me the opportunity to remark that this can happen in infinitely many ways. First observed that p π is between and 3, namely The true value is p = where l π = and l= etc. = All following values are derived out of this in that you multiply these with 3,5,7,9 etc. Euler solves for p in the equation p + = 0 and finds its exact value to be π p =. He then mentions the cyclic nature of the others solutions, namely ln (n + 1) π p =, where n = 1, 3, 5, 7,9,.... Observe that Euler writes l to denote ln. ln 3
4 IV. Goldbach to Euler: St. Petersburg April 1, 174 ([1], p. 100) At the opportunity where you wrote p + = 0 I have observed that when the n variable n is placed and np + = that as often as n is an even number they on the contrary equal -, as often as n is an odd number there is an integer q so that (4 n+ q) p (4 n+ q) p qp qp + = +. It is in my opinion also remarkable that when you determine p through p + = 3 also then this will become x+ 1 x+ 1 x x xp xp (1+ 5) ( 1+ 5) (1+ 5) ( 1+ 5) + = as long as x is an x+ 1 x integer. Goldbach introduces an additional variable in the exponent to explore solutions to n np n + = and notes that when n is an even integer np + =. For n (4 n+ q) p (4 n+ q) p qp qp odd he claims there exists an integer q so that + = +, which turns out to not be entirely true as Euler points out in his next letter to Goldbach (May 8, 174). Goldbach then claims that if p + = 3, then x+ 1 x+ 1 x x xp xp (1+ 5) ( 1+ 5) (1+ 5) ( 1+ 5) + =. x+ 1 x 1 This can be shown as follows: Let y p 1 =. Then y + = 3. It follows from the y p 1 3± 5 quadratic formula that y = = = 3 ± 5 and so xp xp 3+ 5 x 3 5 x + = ( ) + ( ). x+ 1 x+ 1 x x (1+ 5) ( 1+ 5) (1+ 5) ( 1+ 5) = x+ 1 x Observe that this expression in turn equals ( Fn+ 1+ Fn 1), where { F n } is the Fibonacci sequence. It is unclear whether Goldbach or Euler noticed this connection. 4
5 V. Euler to Goldbach: Berlin May 8, 174 ([1], p. 101) p p Generalizing a + a = b so that xp xp 1 b+ bb 4 b bb 4 x a + a = ( ) + ( ) And when p + = 3 so will xp xp x 3 5 x 5+ 1 x 5 x + = ( ) + ( ) = ( ) + ( ) p p Otherwise I observe that with my general theorem a + a = cos( apln) in most (4 n+ q) p (4 n+ q) p qp qp part agree only that + is not equal to + when neither ( n+ q) pln nor np ln is equal to mπ denoted 1: π There is an error in the translation involving the exponent in the second formula, which should be x instead of x : xp xp + + ( ) x ( ) x ( ) x + = + = + ( ) x p p In this letter Euler considers the generalization a + a = and mentions that he only agrees with Goldbach claim (stated in his previous letter) to the extent that (4 n+ q) p (4 n+ q) p qp qp + + when neither ( n+ q) pln nor np lnare equal to mπ. This is because if ( n+ q) pln = npln = mπ, then (4 n+ q) pln = mπ and qp ln = 0. It follows that cos[(4 n+ q) pln ] = cos[ qpln ]. Thus, + = + (4 n + q ) p (4 n + q ) p qp qp 5
6 VI. Goldbach to Euler: Moscow June 7, 174 ([1], p. 103) xp xp As much as I can remember the formula + where p + = 0 has application as a serpentine curve whose abscissa y (introduced) and which the axis is intersected as often as the formula equals 0 so that when the formula equals then the maximum application below or above comes out. It follows that countless other must be equal to each other. None the less, an error crept in to my original expression which can easily be corrected in that it should be that when q is a number such that p 0 + = then (8n 4 q) p (8n 4 q) p qp qp + = +. xp xp Goldbach mentions that the expression + has application as a serpentine curve. He then admits an error in his original expression and provides a new one. This is true because if we choose q= 8n 4 m, where m is any integer, then π π (8n 4 q) = q + mπ (8n 4 q) p ln = qp ln + mπ cos[(8n 4 q) p ln ] = cos[ qp ln ] + = + (8n 4 q) p (8n 4 q) p qp qp 6
7 VII. Euler to Goldbach: Berlin June 30, 174 ([1], p. 109) p p In general + = cos( Apln). When p + = 0 also there must be p ln in such a circular arc the cosine of which equals 0. All the arcs have the formula (n + 1) π (n + 1) π (n + 1) π and consequently will p =. If p = or p + = 0 so l l 1 1 ( 1) will cos lncos n x xp xp + π + = Axp = A. When therefore it should be that qp qp rp rp ( 1) ( 1) + = +, so must cos n + q π cos n + A A r π = but the cosine from two different arcs are equal to each other when either the sum or the difference of the arcs are equal to a multiple of the entire perimeter π. Therefore it will be ( n+ 1) qπ ( n+ 1) rπ 4m ± = mπ and from that it follows that q± r = so that it n + 1 will become ( 4m q) p ( 4m q) p n+ 1 n+ 1 qp qp + = +. Note: Euler appears to further his generalization by using the symmetry of the cosine function to find a relation between the quantities q and r when qp qp rp rp + = +. 7
8 References [1] Leonhard Euler und Christian Goldbach: briefwechsel Berlin: Akademie- Verlag, [] The Euler Archive: Department of Mathematics Rowan University Glassboro, NJ
Polynomials and Rational Functions (2.1) The shape of the graph of a polynomial function is related to the degree of the polynomial
Polynomials and Rational Functions (2.1) The shape of the graph of a polynomial function is related to the degree of the polynomial Shapes of Polynomials Look at the shape of the odd degree polynomials
More informationTable of Contents. Number and Operation. Geometry. Measurement. Lesson 1 Goldbach s Conjecture Lesson 2 Micro Mites... 11
Table of Contents Number and Operation Lesson 1 Goldbach s Conjecture........................ 5 Prime Factorization Lesson 2 Micro Mites.................................... 11 Division with Decimals Lesson
More informationUNIVERSITY OF NORTH CAROLINA CHARLOTTE 1995 HIGH SCHOOL MATHEMATICS CONTEST March 13, 1995 (C) 10 3 (D) = 1011 (10 1) 9
UNIVERSITY OF NORTH CAROLINA CHARLOTTE 5 HIGH SCHOOL MATHEMATICS CONTEST March, 5. 0 2 0 = (A) (B) 0 (C) 0 (D) 0 (E) 0 (E) 0 2 0 = 0 (0 ) = 0 2. If z = x, what are all the values of y for which (x + y)
More informationHomework. Basic properties of real numbers. Adding, subtracting, multiplying and dividing real numbers. Solve one step inequalities with integers.
Morgan County School District Re-3 A.P. Calculus August What is the language of algebra? Graphing real numbers. Comparing and ordering real numbers. Finding absolute value. September How do you solve one
More informationCourse Outcome Summary
Course Information: Algebra 2 Description: Instruction Level: 10-12 Total Credits: 2.0 Prerequisites: Textbooks: Course Topics for this course include a review of Algebra 1 topics, solving equations, solving
More informationPre-Calculus MATH 119 Fall Section 1.1. Section objectives. Section 1.3. Section objectives. Section A.10. Section objectives
Pre-Calculus MATH 119 Fall 2013 Learning Objectives Section 1.1 1. Use the Distance Formula 2. Use the Midpoint Formula 4. Graph Equations Using a Graphing Utility 5. Use a Graphing Utility to Create Tables
More informationEuler s Rediscovery of e
Euler s Rediscovery of e David Ruch May 9, 2018 1 Introduction The famous constant e is used in countless applications across many fields of mathematics, and resurfaces periodically in the evolution of
More informationAlgebra 2 Standards. Essential Standards:
Benchmark 1: Essential Standards: 1. Alg2.M.F.LE.A.02 (linear): I can create linear functions if provided either a graph, relationship description or input-output tables. - 15 Days 2. Alg2.M.A.APR.B.02a
More informationI can translate between a number line graph, an inequality, and interval notation.
Unit 1: Absolute Value 2 I can translate between a number line graph, an inequality, and interval notation. 2 2 I can translate between absolute value expressions and English statements about numbers on
More informationxvi xxiii xxvi Construction of the Real Line 2 Is Every Real Number Rational? 3 Problems Algebra of the Real Numbers 7
About the Author v Preface to the Instructor xvi WileyPLUS xxii Acknowledgments xxiii Preface to the Student xxvi 1 The Real Numbers 1 1.1 The Real Line 2 Construction of the Real Line 2 Is Every Real
More informationReview for Cumulative Test 2
Review for Cumulative Test We will have our second course-wide cumulative test on Tuesday February 9 th or Wednesday February 10 th, covering from the beginning of the course up to section 4.3 in our textbook.
More informationSince x + we get x² + 2x = 4, or simplifying it, x² = 4. Therefore, x² + = 4 2 = 2. Ans. (C)
SAT II - Math Level 2 Test #01 Solution 1. x + = 2, then x² + = Since x + = 2, by squaring both side of the equation, (A) - (B) 0 (C) 2 (D) 4 (E) -2 we get x² + 2x 1 + 1 = 4, or simplifying it, x² + 2
More informationSection 11.1: Sequences
Section 11.1: Sequences In this section, we shall study something of which is conceptually simple mathematically, but has far reaching results in so many different areas of mathematics - sequences. 1.
More informationBasic properties of real numbers. Solving equations and inequalities. Homework. Solve and write linear equations.
August Equations and inequalities S. 1.1a,1.2a,1.3a, 2.1a, 2.3 a-c, 6.2a. Simplifying expressions. Algebra II Honors Textbook Glencoe McGraw Hill Algebra II and supplements McDougal Littell Houghton Miffin
More informationApril 28, 2017 Geometry 11.1 Circumference and Arc Length
11.1 Warmup April 28, 2017 Geometry 11.1 Circumference and Arc Length 1 Geometry 11.1 Circumference and Arc Length mbhaub@mpsaz.org 11.1 Essential Question How can you find the length of a circular arc?
More informationEuler s Identity: why and how does e πi = 1?
Euler s Identity: why and how does e πi = 1? Abstract In this dissertation, I want to show how e " = 1, reviewing every element that makes this possible and explore various examples of explaining this
More informationReference Material /Formulas for Pre-Calculus CP/ H Summer Packet
Reference Material /Formulas for Pre-Calculus CP/ H Summer Packet Week # 1 Order of Operations Step 1 Evaluate expressions inside grouping symbols. Order of Step 2 Evaluate all powers. Operations Step
More informationMATH: A2. ADE Summer Item Writing Institute. Performance-Based Assessment. x f(x) g(x)
Date: 6/11/2013 A-REI.11-2 Task Type: I II III Math Practice: 1 2 3 4 5 6 7 8 x f(x) g(x) If g(x) = 1 4 (x 2)2 + 1, find all values of x to the nearest tenth where f(x) = g(x). X= Click to enter Another
More informationCURRICULUM MAP. Course/Subject: Honors Math I Grade: 10 Teacher: Davis. Month: September (19 instructional days)
Month: September (19 instructional days) Numbers, Number Systems and Number Relationships Standard 2.1.11.A: Use operations (e.g., opposite, reciprocal, absolute value, raising to a power, finding roots,
More informationA Library of Functions
LibraryofFunctions.nb 1 A Library of Functions Any study of calculus must start with the study of functions. Functions are fundamental to mathematics. In its everyday use the word function conveys to us
More informationAn 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: http://scholar.rose-hulman.edu/rhumj
More information1 Abstract. 3.New symbol definitions. (1) Concept of rims
Proof of Goldbach conjecture for the integer system Affiliation : University of Seoul Email : kghasdf12@gmail.com Name : Kim Geon Hack December 11, 2018 1 Abstract According to Goldbach's conjecture, every
More informationPhasor mathematics. Resources and methods for learning about these subjects (list a few here, in preparation for your research):
Phasor mathematics This worksheet and all related files are licensed under the Creative Commons Attribution License, version 1.0. To view a copy of this license, visit http://creativecommons.org/licenses/by/1.0/,
More informationChapter 1: Fundamentals of Algebra Lecture notes Math 1010
Section 1.1: The Real Number System Definition of set and subset A set is a collection of objects and its objects are called members. If all the members of a set A are also members of a set B, then A is
More informationRegion 16 Board of Education. Precalculus Curriculum
Region 16 Board of Education Precalculus Curriculum 2008 1 Course Description This course offers students an opportunity to explore a variety of concepts designed to prepare them to go on to study calculus.
More informationMathematics skills framework
Mathematics skills framework The framework for MYP mathematics outlines four branches of mathematical study. Schools can use the framework for mathematics as a tool for curriculum mapping when designing
More informationChapter 0 Preliminaries
Chapter 0 Preliminaries MA1101 Mathematics 1A Semester I Year 2017/2018 FTMD & FTI International Class Odd NIM (K-46) Lecturer: Dr. Rinovia Simanjuntak 0.1 Real Numbers and Logic Real Numbers Repeating
More informationParadoxical Euler: Integrating by Differentiating. Andrew Fabian Hieu D. Nguyen. Department of Mathematics Rowan University, Glassboro, NJ 08028
Paradoxical Euler: Integrating by Differentiating Andrew Fabian Hieu D Nguyen Department of Mathematics Rowan University, Glassboro, NJ 0808 3-3-09 I Introduction Every student of calculus learns that
More informationwondered what would happen if they extended their table. Do you agree or disagree with each conjecture below? Explain.
. Several students were working on Question A of Problem 5.. They wondered what would happen if they extended their table. Do you agree or disagree with each conjecture below? Explain. Heidi s conjecture:
More information5.3 Other Algebraic Functions
5.3 Other Algebraic Functions 397 5.3 Other Algebraic Functions This section serves as a watershed for functions which are combinations of polynomial, and more generally, rational functions, with the operations
More information3.9 My Irrational and Imaginary Friends A Solidify Understanding Task
3.9 My Irrational and Imaginary Friends A Solidify Understanding Task Part 1: Irrational numbers Find the perimeter of each of the following figures. Express your answer as simply as possible. 2013 www.flickr.com/photos/lel4nd
More informationMath Exam Jam Concise. Contents. 1 Algebra Review 2. 2 Functions and Graphs 2. 3 Exponents and Radicals 3. 4 Quadratic Functions and Equations 4
Contents 1 Algebra Review 2 2 Functions and Graphs 2 3 Exponents and Radicals 3 4 Quadratic Functions and Equations 4 5 Exponential and Logarithmic Functions 5 6 Systems of Linear Equations 6 7 Inequalities
More informationEuler s Multiple Solutions to a Diophantine Problem
Euler s Multiple Solutions to a Diophantine Problem Christopher Goff University of the Pacific 18 April 2015 CMC 3 Tahoe 2015 Euler 1/ 28 Leonhard Euler (1707-1783) Swiss Had 13 kids Worked in St. Petersburg
More informationBasic Fraction and Integer Operations (No calculators please!)
P1 Summer Math Review Packet For Students entering Geometry The problems in this packet are designed to help you review topics from previous mathematics courses that are important to your success in Geometry.
More informationPrepared by Sa diyya Hendrickson. Package Summary
Introduction Prepared by Sa diyya Hendrickson Name: Date: Package Summary Defining Decimal Numbers Things to Remember Adding and Subtracting Decimals Multiplying Decimals Expressing Fractions as Decimals
More informationIndependent Study Project: Chapter 4 Exponential and Logarithmic Functions
Name: Date: Period: Independent Study Project: Chapter 4 Exponential and Logarithmic Functions Part I: Read each section taken from the Algebra & Trigonometry (Blitzer 2014) textbook. Fill in the blanks
More informationName: Class: Math 7B Date:
1. Match the given differential equations to their families of solutions. 2. Match the given differential equations and the graphs of their solutions. PAGE 1 3. Match the differential equation with its
More informationFurther Applications of Advanced Mathematics (FP3) THURSDAY 14 JUNE 2007
ADVANCED GCE UNIT 4757/01 MATHEMATICS (MEI) Further Applications of Advanced Mathematics (FP3) THURSDAY 14 JUNE 2007 Afternoon Time: 1 hour 30 minutes Additional materials: Answer booklet (8 pages) Graph
More informationFinding the sum of a finite Geometric Series. The sum of the first 5 powers of 2 The sum of the first 5 powers of 3
Section 1 3B: Series A series is the sum of a given number of terms in a sequence. For every sequence a 1, a, a 3, a 4, a 5, a 6, a 7,..., a n of real numbers there is a series that is defined as the sum
More informationCatholic Central High School
Catholic Central High School Course: Basic Algebra 2 Department: Mathematics Length: One year Credit: 1 Prerequisite: Completion of Basic Algebra 1 or Algebra 1, Basic Plane Geometry or Plane Geometry,
More informationAP Calculus Summer Packet
AP Calculus Summer Packet Going into AP Calculus, there are certain skills that have been taught to you over the previous tears that we assume you have. If you do not have these skills, you will find that
More informationTopics from Algebra and Pre-Calculus. (Key contains solved problems)
Topics from Algebra and Pre-Calculus (Key contains solved problems) Note: The purpose of this packet is to give you a review of basic skills. You are asked not to use the calculator, except on p. (8) and
More informationPolynomial Functions
Polynomial Functions Equations and Graphs Characteristics The Factor Theorem The Remainder Theorem http://www.purplemath.com/modules/polyends5.htm 1 A cross-section of a honeycomb has a pattern with one
More informationSept HS.F.IF.C.07c (polynomial) HS.A.APR.B.03 (polynomial) Sept HS.A.REI.A.02 (rational) HS.F.IF.B.04 (rational)
Algebra II Dates # of Days Standard Description August 3-7 Pre-Test/Galileo August 10-18 7 HS.F.IF.C.07a (linear) HS.F.IF.B.06 (linear) HS.F.LE.A.02 (linear) August 19- Sept 1 10 HS.F.IF.C.07a (quadratic)
More informationACCUPLACER Sample Questions for Students
ACCUPLACER Sample Questions for Students Math Sample Questions for Students (ANSWER KEYS ARE FOUND AT THE END OF THIS DOCUMENT) 0 The College Board. College Board, ACCUPLACER, WritePlacer and the acorn
More informationAP Calculus (BC) Chapter 9 Test No Calculator Section Name: Date: Period:
WORKSHEET: Series, Taylor Series AP Calculus (BC) Chapter 9 Test No Calculator Section Name: Date: Period: 1 Part I. Multiple-Choice Questions (5 points each; please circle the correct answer.) 1. The
More information6.4. The Quadratic Formula. LEARN ABOUT the Math. Selecting a strategy to solve a quadratic equation. 2x 2 + 4x - 10 = 0
6.4 The Quadratic Formula YOU WILL NEED graphing calculator GOAL Understand the development of the quadratic formula, and use the quadratic formula to solve quadratic equations. LEARN ABOUT the Math Devlin
More informationarxiv: v1 [math.ho] 30 Nov 2007
arxiv:07.4986v [math.ho] 30 Nov 007 On highly transcendental quantities which cannot be expressed by integral formulas Leonhard Euler. Integral formulas, whose integration cannot be obtained in terms of
More informationThe Number System (NS) 8.NS.1 Standards for Mathematical Practice (MP): Connections
Domain: The Number System (NS) Cluster: Know that there are numbers that are not rational, and approximate them by rational numbers. Standard: 8.NS.1. Know that numbers that are not rational are called
More informationIntegrated CME Project Mathematics I-III 2013
A Correlation of -III To the North Carolina High School Mathematics Math I A Correlation of, -III, Introduction This document demonstrates how, -III meets the standards of the Math I. Correlation references
More informationCopyright 2018 UC Regents and ALEKS Corporation. ALEKS is a registered trademark of ALEKS Corporation. 2/10
Prep for Calculus This course covers the topics outlined below. You can customize the scope and sequence of this course to meet your curricular needs. Curriculum (281 topics + 125 additional topics) Real
More informationHonors Precalculus Semester 1 Review
Honors Precalculus Semester 1 Review Name: UNIT 1 1. For each sequence, find the explicit and recursive formulas. Show your work. a) 45, 39, 33, 27 b) 8 3, 16 9 32 27, 64 81 Explicit formula: Explicit
More informationAcademic Outcomes Mathematics
Academic Outcomes Mathematics Mathematic Content Standards Overview: TK/ Kindergarten Counting and Cardinality: Know number names and the count sequence. Count to tell the number of objects. Compare numbers.
More informationInfinity and Infinite Series
Infinity and Infinite Series Numbers rule the Universe Pythagoras (-580-500 BC) God is a geometer Plato (-427-347 BC) God created everything by numbers Isaac Newton (1642-1727) The Great Architect of
More informationPre-Calculus Chapter 0. Solving Equations and Inequalities 0.1 Solving Equations with Absolute Value 0.2 Solving Quadratic Equations
Pre-Calculus Chapter 0. Solving Equations and Inequalities 0.1 Solving Equations with Absolute Value 0.1.1 Solve Simple Equations Involving Absolute Value 0.2 Solving Quadratic Equations 0.2.1 Use the
More information2008 Euclid Contest. Solutions. Canadian Mathematics Competition. Tuesday, April 15, c 2008 Centre for Education in Mathematics and Computing
Canadian Mathematics Competition An activity of the Centre for Education in Mathematics and Computing, University of Waterloo, Waterloo, Ontario 008 Euclid Contest Tuesday, April 5, 008 Solutions c 008
More informationPre-calculus 12 Curriculum Outcomes Framework (110 hours)
Curriculum Outcomes Framework (110 hours) Trigonometry (T) (35 40 hours) General Curriculum Outcome: Students will be expected to develop trigonometric reasoning. T01 Students will be expected to T01.01
More informationMath 527 Lecture Notes Topics in Calculus and Analysis Northern Illinois University Spring, Prof. Richard Blecksmith
Math 527 Lecture Notes Topics in Calculus and Analysis Northern Illinois University Spring, 2014 Prof. Richard Blecksmith Contents Module 4. Further Applications of Derivatives 47 1. Direction of a Curve
More informationCoach Stones Expanded Standard Pre-Calculus Algorithm Packet Page 1 Section: P.1 Algebraic Expressions, Mathematical Models and Real Numbers
Coach Stones Expanded Standard Pre-Calculus Algorithm Packet Page 1 Section: P.1 Algebraic Expressions, Mathematical Models and Real Numbers CLASSIFICATIONS OF NUMBERS NATURAL NUMBERS = N = {1,2,3,4,...}
More informationChapter 12: Ruler and compass constructions
Chapter 12: Ruler and compass constructions Matthew Macauley Department of Mathematical Sciences Clemson University http://www.math.clemson.edu/~macaule/ Math 4120, Spring 2014 M. Macauley (Clemson) Chapter
More informationIndex. Excerpt from "Art of Problem Solving Volume 1: the Basics" 2014 AoPS Inc. / 267. Copyrighted Material
Index Ø, 247 n k, 229 AA similarity, 102 AAS congruence, 100 abscissa, 143 absolute value, 191 abstract algebra, 66, 210 altitude, 95 angle bisector, 94 Angle Bisector Theorem, 103 angle chasing, 133 angle
More informationProblems with an # after the number are the only ones that a calculator is required for in the solving process.
Instructions: Make sure all problems are numbered in order. All work is in pencil, and is shown completely. Graphs are drawn out by hand. If you use your calculator for some steps, intermediate work should
More informationMATH 0960 ELEMENTARY ALGEBRA FOR COLLEGE STUDENTS (8 TH EDITION) BY ANGEL & RUNDE Course Outline
MATH 0960 ELEMENTARY ALGEBRA FOR COLLEGE STUDENTS (8 TH EDITION) BY ANGEL & RUNDE Course Outline 1. Real Numbers (33 topics) 1.3 Fractions (pg. 27: 1-75 odd) A. Simplify fractions. B. Change mixed numbers
More informationSummer Review for Students Entering AP Calculus AB
Summer Review for Students Entering AP Calculus AB Class: Date: AP Calculus AB Summer Packet Please show all work in the spaces provided The answers are provided at the end of the packet Algebraic Manipulation
More informationMath Review for AP Calculus
Math Review for AP Calculus This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence to meet
More informationChapter 8: More on Limits
Chapter 8: More on Limits Lesson 8.. 8-. a. 000 lim a() = lim = 0 b. c. lim c() = lim 3 +7 = 3 +000 lim b( ) 3 lim( 0000 ) = # = " 8-. a. lim 0 = " b. lim (#0.5 ) = # lim c. lim 4 = lim 4(/ ) = " d. lim
More informationRemember, you may not use a calculator when you take the assessment test.
Elementary Algebra problems you can use for practice. Remember, you may not use a calculator when you take the assessment test. Use these problems to help you get up to speed. Perform the indicated operation.
More informationAccelerated Integrated Geometry Instructional Resource Calendar
1 st Semester AKS/Topics Geometric concepts review. 1 week Handouts, review packets, Loaded on MOCC McDougal Littell Geometry Textbook MA2G1 Students will identify and use special right triangles.(20)
More informationWA State Common Core Standards - Mathematics
Number & Quantity The Real Number System Extend the properties of exponents to rational exponents. 1. Explain how the definition of the meaning of rational exponents follows from extending the properties
More informationReading Mathematical Expressions & Arithmetic Operations Expression Reads Note
Math 001 - Term 171 Reading Mathematical Expressions & Arithmetic Operations Expression Reads Note x A x belongs to A,x is in A Between an element and a set. A B A is a subset of B Between two sets. φ
More informationAP Calculus Summer Homework MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
AP Calculus Summer Homework 2015-2016 Part 2 Name Score MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Find the distance d(p1, P2) between the points
More informationNumerical Methods. Exponential and Logarithmic functions. Jaesung Lee
Numerical Methods Exponential and Logarithmic functions Jaesung Lee Exponential Function Exponential Function Introduction We consider how the expression is defined when is a positive number and is irrational.
More informationAlgebraic. techniques1
techniques Algebraic An electrician, a bank worker, a plumber and so on all have tools of their trade. Without these tools, and a good working knowledge of how to use them, it would be impossible for them
More informationMini Lecture 1.1 Introduction to Algebra: Variables and Mathematical Models
Mini Lecture. Introduction to Algebra: Variables and Mathematical Models. Evaluate algebraic expressions.. Translate English phrases into algebraic expressions.. Determine whether a number is a solution
More informationb = 2, c = 3, we get x = 0.3 for the positive root. Ans. (D) x 2-2x - 8 < 0, or (x - 4)(x + 2) < 0, Therefore -2 < x < 4 Ans. (C)
SAT II - Math Level 2 Test #02 Solution 1. The positive zero of y = x 2 + 2x is, to the nearest tenth, equal to (A) 0.8 (B) 0.7 + 1.1i (C) 0.7 (D) 0.3 (E) 2.2 ± Using Quadratic formula, x =, with a = 1,
More informationChapter 06: Analytic Trigonometry
Chapter 06: Analytic Trigonometry 6.1: Inverse Trigonometric Functions The Problem As you recall from our earlier work, a function can only have an inverse function if it is oneto-one. Are any of our trigonometric
More informationNYS Algebra Regents Curriculum Map
NYS Algebra Regents Curriculum Map Section 1: Introduction to the Real Number Set (8 days instruction, 1 1/2 day assessment) Explore the real number set and its subsets. Develop rules for operations with
More informationMILLIS PUBLIC SCHOOLS
MILLIS PUBLIC SCHOOLS Curriculum Guide High School Math The Millis Public Schools Curriculum Guide highlights the Power Standards for each grade level, Grade 9 through Grade 12 for the Math department.
More informationAn integer p is prime if p > 1 and p has exactly two positive divisors, 1 and p.
Chapter 6 Prime Numbers Part VI of PJE. Definition and Fundamental Results Definition. (PJE definition 23.1.1) An integer p is prime if p > 1 and p has exactly two positive divisors, 1 and p. If n > 1
More informationMATH Calculus I - Prerequisite Review
MATH 241 - Calculus I - Prerequisite Review Give eact answers unless a problem specifies otherwise. + 5 1. Rationalize the numerator and simplify: 10 2. Simplify and give your answer in simplified radical
More informationBishop Kelley High School Summer Math Program Course: Honors Pre-Calculus
017 018 Summer Math Program Course: Honors Pre-Calculus NAME: DIRECTIONS: Show all work in the packet. Make sure you are aware of the calculator policy for this course. No matter when you have math, this
More informationOn the remarkable Properties of the Coefficients which occur in the Expansion of the binomial raised to an arbitrary power *
On the remarkable Properties of the Coefficients which occur in the Expansion of the binomial raised to an arbitrary power * Leonhard Euler THEOREM If for the power of the binomial raised to the exponent
More informationPHASE 9 Ali PERFECT ALI-PI.
PHASE 9 PERFECT ALI-PI Pi as a Fraction pi is written and expressed as definite fraction and ratio of two numbers: pi = 19 /6 = 3.16666666. pi = 3 + 1/6 Any rational number which cannot be expressed as
More informationPart I: Multiple Choice Questions
Name: Part I: Multiple Choice Questions. What is the slope of the line y=3 A) 0 B) -3 ) C) 3 D) Undefined. What is the slope of the line perpendicular to the line x + 4y = 3 A) -/ B) / ) C) - D) 3. Find
More informationHow to use this Algebra II - Semester 2 Study Packet
Excellence is not an act, but a habit. Aristotle Dear Algebra II Student, First of all, Congrats! for making it this far in your math career. Passing Algebra II is a huge mile-stone Give yourself a pat
More informationCHAPTER 0: Preliminary Topics
(Exercises for Chapter 0: Preliminary Topics) E.0.1 CHAPTER 0: Preliminary Topics (A) means refer to Part A, (B) means refer to Part B, etc. (Calculator) means use a calculator. Otherwise, do not use a
More informationMath 4C Fall 2008 Final Exam Study Guide Format 12 questions, some multi-part. Questions will be similar to sample problems in this study guide,
Math 4C Fall 2008 Final Exam Study Guide Format 12 questions, some multi-part. Questions will be similar to sample problems in this study guide, homework problems, lecture examples or examples from the
More informationSUMMER MATH PACKET. Geometry A COURSE 227
SUMMER MATH PACKET Geometry A COURSE 7 MATH SUMMER PACKET INSTRUCTIONS Attached you will find a packet of exciting math problems for your enjoyment over the summer. The purpose of the summer packet is
More informationReview Notes for IB Standard Level Math
Review Notes for IB Standard Level Math 1 Contents 1 Algebra 8 1.1 Rules of Basic Operations............................... 8 1.2 Rules of Roots..................................... 8 1.3 Rules of Exponents...................................
More information11.10a Taylor and Maclaurin Series
11.10a 1 11.10a Taylor and Maclaurin Series Let y = f(x) be a differentiable function at x = a. In first semester calculus we saw that (1) f(x) f(a)+f (a)(x a), for all x near a The right-hand side of
More informationUNIT 4 NOTES: PROPERTIES & EXPRESSIONS
UNIT 4 NOTES: PROPERTIES & EXPRESSIONS Vocabulary Mathematics: (from Greek mathema, knowledge, study, learning ) Is the study of quantity, structure, space, and change. Algebra: Is the branch of mathematics
More informationALGEBRA II CURRICULUM MAP
2017-2018 MATHEMATICS ALGEBRA II CURRICULUM MAP Department of Curriculum and Instruction RCCSD Common Core Major Emphasis Clusters The Real Number System Extend the properties of exponents to rational
More informationMath Requirements for applicants by Innopolis University
Math Requirements for applicants by Innopolis University Contents 1: Algebra... 2 1.1 Numbers, roots and exponents... 2 1.2 Basics of trigonometry... 2 1.3 Logarithms... 2 1.4 Transformations of expressions...
More informationOn Various Ways of Approximating the Quadrature of a Circle by Numbers. 1 Author Leonh. Euler
On Various Ways of Approximating the Quadrature of a Circle by Numbers. Author Leonh. Euler Translated and Annotated by Thomas W. Polaski. Archimedes and those who followed him investigated the approximate
More informationWhat students need to know for CALCULUS (Regular, AB and BC) Students expecting to take Calculus should demonstrate the ability to:
What students need to know for CALCULUS (Regular, AB and BC) Students expecting to take Calculus should demonstrate the ability to: General: keep an organized notebook take good notes complete homework
More informationFOUNDATION MATHEMATICS
FOUNDATION MATHEMATICS CLASS - IX Module - Sr. No. Chapters Page No.. Number System 60. Polynomials 6. Co-ordinate Geometry 6 4. Linear Equations in Two 7 7 Variables ETOOS EDUCATION PVT. LTD. Corporate
More informationREVIEW Chapter 1 The Real Number System
REVIEW Chapter The Real Number System In class work: Complete all statements. Solve all exercises. (Section.4) A set is a collection of objects (elements). The Set of Natural Numbers N N = {,,, 4, 5, }
More informationThe exponent of a number shows you how many times the number is being multiplied by itself.
Name Evaluating Numerical Expressions with Exponents- Step-by-Step Lesson Lesson 1 Exponent Problem: Write the expression as an exponent. 4 x 4 x 4 x 4 x 4 Explanation: The exponent of a number shows you
More informationContents. 2 Lesson. Common Core State Standards. Lesson 1 Irrational Numbers Lesson 2 Square Roots and Cube Roots... 14
Contents Common Core State Standards Lesson 1 Irrational Numbers.... 4 Lesson 2 Square Roots and Cube Roots... 14 Lesson 3 Scientific Notation... 24 Lesson 4 Comparing Proportional Relationships... 34
More information