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Discuss and apply comprehensively the concepts, properties and theorems of functions, limits, continuity and the derivatives in determining the derivatives of algebraic functions
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Discuss and apply comprehensively the concepts, properties and theorems of functions, limits, continuity and the derivatives in determining the derivatives of algebraic functions
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Understanding the "Chain Rule" for Derivatives by Deriving Your Own VersionJames Smith
Because the Chain Rule can confuse students as much as it helps them solve real problems, we put ourselves in the shoes of the mathematicians who derived it, so that students may understand the motivation for the rule; its limitations; and why textbooks present it in its customary form. We begin by finding the derivative of sin2x without using the Chain Rule. That exercise, having shown that even a comparatively simple compound function can be bothersome to differentiate using the definition of the derivative as a limit, provides the motivation for developing our own formula for the derivative of the general compound function g[f(x)]. In the course of that development, we see why the function f must be continuous at any value of x to which the formula is applied. We finish by comparing our formula to that which is commonly given.
Mathematics (from Greek μάθημα máthēma, “knowledge, study, learning”) is the study of topics such as quantity (numbers), structure, space, and change. There is a range of views among mathematicians and philosophers as to the exact scope and definition of mathematics
Integral Calculus. - Differential Calculus - Integration as an Inverse Process of Differentiation - Methods of Integration - Integration using trigonometric identities - Integrals of Some Particular Functions - rational function - partial fraction - Integration by partial fractions - standard integrals - First and second fundamental theorem of integral calculus
SAMPLE QUESTIONExercise 1 Consider the functionf (x,C).docxanhlodge
SAMPLE QUESTION:
Exercise 1: Consider the function
f (x,C)=
sin(C x)
Cx
(a) Create a vector x with 100 elements from -3*pi to 3*pi. Write f as an inline or anonymous function
and generate the vectors y1 = f(x,C1), y2 = f(x,C2) and y3 = f(x,C3), where C1 = 1, C2 = 2 and
C3 = 3. Make sure you suppress the output of x and y's vectors. Plot the function f (for the three
C's above), name the axis, give a title to the plot and include a legend to identify the plots. Add a
grid to the plot.
(b) Without using inline or anonymous functions write a function+function structure m-file that does
the same job as in part (a)
SAMPLE LAB WRITEUP:
MAT 275 MATLAB LAB 1 NAME: __________________________
LAB DAY and TIME:______________
Instructor: _______________________
Exercise 1
(a)
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
f= @(x,C) sin(C*x)./(C*x) % C will be just a constant, no need for ".*"
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % supressing the y's
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
Command window output:
f =
@(x,C)sin(C*x)./(C*x)
C1 =
1
C2 =
2
C3 =
3
(b)
M-file of structure function+function
function ex1
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % function f is defined below
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
end
function y = f(x,C)
y = sin(C*x)./(C*x);
end
Command window output:
C1 =
1
C2 =
2
C3 =
3
More instructions for the lab write-up:
1) You are not obligated to use the 'diary' function. It was presented only for you convenience. You
should be copying and pasting your code, plots, and results into some sort of "Word" type editor that
will allow you to import graphs and such. Make sure you always include the commands to generate
what is been asked and include the outputs (from command window and plots), unless the pr.
This topic on matrix theory and linear algebra is fundamental. The focus is on subjects like systems of equations, vector spaces, determinants, eigenvalues, similarity, and positive definite matrices that will be helpful in other fields.
Visit mathsassignmenthelp.com or email info@mathsassignmenthelp.com.
You can also call on +1 678 648 4277 for any assistance with linear algebra assignment.
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Understanding the "Chain Rule" for Derivatives by Deriving Your Own VersionJames Smith
Because the Chain Rule can confuse students as much as it helps them solve real problems, we put ourselves in the shoes of the mathematicians who derived it, so that students may understand the motivation for the rule; its limitations; and why textbooks present it in its customary form. We begin by finding the derivative of sin2x without using the Chain Rule. That exercise, having shown that even a comparatively simple compound function can be bothersome to differentiate using the definition of the derivative as a limit, provides the motivation for developing our own formula for the derivative of the general compound function g[f(x)]. In the course of that development, we see why the function f must be continuous at any value of x to which the formula is applied. We finish by comparing our formula to that which is commonly given.
Mathematics (from Greek μάθημα máthēma, “knowledge, study, learning”) is the study of topics such as quantity (numbers), structure, space, and change. There is a range of views among mathematicians and philosophers as to the exact scope and definition of mathematics
Integral Calculus. - Differential Calculus - Integration as an Inverse Process of Differentiation - Methods of Integration - Integration using trigonometric identities - Integrals of Some Particular Functions - rational function - partial fraction - Integration by partial fractions - standard integrals - First and second fundamental theorem of integral calculus
SAMPLE QUESTIONExercise 1 Consider the functionf (x,C).docxanhlodge
SAMPLE QUESTION:
Exercise 1: Consider the function
f (x,C)=
sin(C x)
Cx
(a) Create a vector x with 100 elements from -3*pi to 3*pi. Write f as an inline or anonymous function
and generate the vectors y1 = f(x,C1), y2 = f(x,C2) and y3 = f(x,C3), where C1 = 1, C2 = 2 and
C3 = 3. Make sure you suppress the output of x and y's vectors. Plot the function f (for the three
C's above), name the axis, give a title to the plot and include a legend to identify the plots. Add a
grid to the plot.
(b) Without using inline or anonymous functions write a function+function structure m-file that does
the same job as in part (a)
SAMPLE LAB WRITEUP:
MAT 275 MATLAB LAB 1 NAME: __________________________
LAB DAY and TIME:______________
Instructor: _______________________
Exercise 1
(a)
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
f= @(x,C) sin(C*x)./(C*x) % C will be just a constant, no need for ".*"
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % supressing the y's
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
Command window output:
f =
@(x,C)sin(C*x)./(C*x)
C1 =
1
C2 =
2
C3 =
3
(b)
M-file of structure function+function
function ex1
x = linspace(-3*pi,3*pi); % generating x vector - default value for number
% of pts linspace is 100
C1 = 1, C2 = 2, C3 = 3 % Using commans to separate commands
y1 = f(x,C1); y2 = f(x,C2); y3 = f(x,C3); % function f is defined below
plot(x,y1,'b.-', x,y2,'ro-', x,y3,'ks-') % using different markers for
% black and white plots
xlabel('x'), ylabel('y') % labeling the axis
title('f(x,C) = sin(Cx)/(Cx)') % adding a title
legend('C = 1','C = 2','C = 3') % adding a legend
grid on
end
function y = f(x,C)
y = sin(C*x)./(C*x);
end
Command window output:
C1 =
1
C2 =
2
C3 =
3
More instructions for the lab write-up:
1) You are not obligated to use the 'diary' function. It was presented only for you convenience. You
should be copying and pasting your code, plots, and results into some sort of "Word" type editor that
will allow you to import graphs and such. Make sure you always include the commands to generate
what is been asked and include the outputs (from command window and plots), unless the pr.
This topic on matrix theory and linear algebra is fundamental. The focus is on subjects like systems of equations, vector spaces, determinants, eigenvalues, similarity, and positive definite matrices that will be helpful in other fields.
Visit mathsassignmenthelp.com or email info@mathsassignmenthelp.com.
You can also call on +1 678 648 4277 for any assistance with linear algebra assignment.
Similar to Differential Equations Assignment Help (20)
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Are complex math problems giving you a hard time? Our team of skilled mathematicians is here to provide you with top-notch math assignment help. Say goodbye to stress and hello to better grades! 🌟
🔥 Why Choose Us for Math Assignment Help? 🔥
✅ Experienced Mathematicians: Our experts have years of experience tackling math problems of all levels.
✅ Customized Solutions: We provide tailored solutions to match your unique assignment requirements.
✅ On-Time Delivery: Tight deadline? No problem! We ensure your assignments are delivered promptly.
✅ 24/7 Support: Got a question at midnight? Our support team is ready to assist you anytime.
✅ Plagiarism-Free Work: Your assignments are crafted from scratch, guaranteeing originality.
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🔹 Algebra, Geometry, Calculus, Statistics, and more!
🔹 High School, College, and University level assignments.
🔹 Problem-solving, proofs, equations, and data analysis.
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1️⃣ Visit our website: https://www.mathsassignmenthelp.com/
2️⃣ Fill in the assignment details and requirements.
3️⃣ Get a quote and make a secure payment.
4️⃣ Relax while our experts work on your assignment.
5️⃣ Receive your completed assignment, review it, and excel in your academics!
🌐 Don't let math assignments stress you out. Our reliable and affordable math assignment help is just a click away. Trust the experts to guide you toward academic success. Get started now at mathsassignmenthelp.com!
Unlock Your Mathematical Potential with MathAssignmentHelp.com! 🧮✨Maths Assignment Help
Are complex equations and theorems giving you a tough time? Say goodbye to math-related stress because MathAssignmentHelp.com is here to rescue you! 🚀📚
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📊 **2. Homework Assistance:** Don't let assignments weigh you down! We offer top-notch homework help that ensures your work is accurate and submission-ready.
🧭 **3. Exam Prep:** Tackling upcoming exams? Our comprehensive study materials and expert insights will boost your confidence and help you excel.
📈 **4. Concept Clarification:** Whether it's calculus, algebra, statistics, or any other math branch, we specialize in clarifying concepts, filling in knowledge gaps, and helping you truly grasp the subject.
🤝 **Why Choose Us?**
✅ **Qualified Experts:** Our team consists of math aficionados with profound expertise in various mathematical domains.
⏱️ **Timely Assistance:** Tight deadlines? No problem! We're equipped to handle urgent assignments without compromising on quality.
🌐 **User-Friendly Platform:** Our website's intuitive interface ensures a seamless experience from start to finish.
🔒 **100% Confidential:** Your privacy matters. We ensure all your information and interactions with us remain strictly confidential.
🌈 **Embrace the Joy of Learning Math:** Mathematics is not just about numbers; it's about problem-solving, critical thinking, and unlocking new perspectives. Let's make your math journey exciting and fulfilling together!
📣 **Special Offer:** For a limited time, new users get an exclusive discount on their first service. Don't miss out on this opportunity to experience stress-free math learning!
👉 **Visit Us Today:** [MathAssignmentHelp.com](https://www.mathsassignmenthelp.com/)
📱 **Follow Us:** Stay updated with math tips, fun facts, and more on our social media channels! 📚🎉
Let's conquer math together! 🚀🧮
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Digital Tools and AI for Teaching Learning and Research
Differential Equations Assignment Help
1. Linear Partial Differential Equations:
Analysis and Numeric Assignment Help
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2. Problem 1: Distributions
This problem concerns distributions as defined in the notes: continuous linear
functionals f{φ} from test functions φ ∈ D, where D is the set of infinitely
differentiable functions with compact support (i.e. φ = 0 outside some region with
finite diameter [differing for different φ], i.e. outside some finite interval [a, b] in
1d).
In this part, you will consider the function and its (weak)
derivative, which is connected to something called the Cauchy Principal Value.
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3. (i) Show that f(x) defines a regular distribution, by showing that f(x) is locally
integrable for
all intervals [a, b].
(ii) Consider the 18.01 derivative of f(x), which gives
Suppose we
just set “f'(0) = 0” at the origin to define Show that this g(x) is not
locally
integrable, and hence does not define a distribution.
But the weak derivative f'{φ} must exist, so this means that we have to do something
different from the 18.01 derivative, and moreover f'{φ} is not a regular distribution.
What is it?
(iii) Write where
since this limit exists and equals f{φ} for all φ from your proof in the previous part.
Compute the distributional derivative and show that f'{φ} is
precisely the Cauchy Principal Value (google the definition, e.g. on Wikipedia) of the
integral of g(x)φ(x).
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4. (iv) Alternatively, show that (which is a well-
defined integral for all φ ∈ D).
(b) In class, we only looked explicitly at 1d distributions, but a distribution in d
dimensions Rd can obviously be defined similarly, as maps f{φ} from smooth localized
functions φ(x) to numbers. Analogous to class, define the distributional gradient 'f by
'f{φ} = f{−'φ}.
Consider some finite volume V with a surface ∂V , and assume ∂V is differentiable so
that at each point it has an outward-pointing unit normal vector n, as shown in figure
1. Define a “surface delta function” δ(∂V ){φ} = φ(x)dd−1x to give the surface integral of
the test function.
Suppose we have a regular distribution f{φ} defined by the function
where we may have a discontinuity f2 − f1 =0 at ∂V .
(i) Show that the distributional gradient of f is
where the second term is a regular distribution given by the ordinary 18.02 gradient of
f1 and f2 (assumed to be differentiable), while the first term is the singular
distribution
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5. You can use the integral identity that to help you integrate by
parts.
(ii) Defining '2f{φ} = f{'2φ}, derive a similar expression to the above for '2f. Note that you
should have one term from the discontinuity f1 − f2, and another term from the
discontinuity 'f1 −'f2. (Recall how we integrated '2 by parts in class some time ago.)
Problem 2: Green’s functions
Consider Green’s functions of the self-adjoint indefinite operator Aˆ= −'2 − ω2 (κ> 0)
over all space (Ω= R3 in 3d), with solutions that → 0 at infinity. (This is the
multidimensional version of problem 2 from pset 5.) As in class, thanks to the
translational and rotational invariance of this problem, we can find G(x, x')= g(|x − x'|)
for some g(r) in spherical coordinates.
(a) Solve for g(r) in 3d, similar to the procedure in class.
(i) Similar to the case of Aˆ= −'2 in class, first solve for g(r) for r> 0, and write g(r) =
limf→0+ ff(r) where ff(r)=0 for r ≤ E. [Hint: although Wikipedia writes the spherical
'2g(r) as 1/r2 (rg')', it may be more convenient to write it equivalently as '2g =1/2 (rg)'',
as in class, and to solve for h(r)= rg(r) first.
Hint: if you get sines and cosines from this differential equation, it will probably be
easier to use complex exponentials, e.g. eiωr, instead.]
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6. (ii) In the previous part, you should find two solutions, both of which go to zero at
infinity. To choose between them, remember that this operator arose from a e−iωt time
dependence. Plug in this time dependence and impose an “outgoing wave” boundary
condition (also called a Sommerfield or radiation boundary condition): require that
waves be traveling outward far away, not inward.
(iii) Then, evaluate Agˆ= Ag){q} = g{ ˆ= q(0) for an arbitrary (smooth,
δ(x) in the distributional sense: (ˆAq}localized) test function q(x) to solve for the
unknown constants in g(r). [Hint: when evaluating g{ Aq}, you may need to integrate
by parts on the radial-derivative term of '2q; don’t forget the boundary term(s).]
(b) Check that the ω → 0+ limit gives the answer from class.
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7. Problem 1:
(a) Solutions:
f(x) is bounded in every interval except intervals containing x =0, so local integrability
is trivial except for intervals containing x =0. It is sufficient to consider integrals
because any interval [a, b] containing 0 can be broken up into and f(−x)= f(x)
so we only need to show that the latter is finite. But we can now just do the integral
explicitly:
since
as can easily be seen e.g. by L’Hôpital’s rule applied to
(ii) g(x) is not locally integrable for intervals containing the origin. For example
Therefore, f'{φ} = f{−φ'} is a singular distribution.
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8. (iii) We write f'{φ} = liml→0+ fl'{φ}, and integrate by parts in fl'{φ} = fl{−φ'}:
In the last line, the first limit is precisely the Cauchy Principal Value of g(x)φ(x)dx
(CPV = remove a ball of radius E around the singularity, do the integral, and then take
the E → 0+ limit). The second term vanishes because, since φ(x) is continuous and
infinitely differentiable, φ(E)−φ(−E) vanishes at least as fast as E as E → 0, so its
product with ln E vanishes in the limit as in part (i)
(iv) Use f'{φ} = f{−φ'} = f{−[φ − φ(0)]'} = f'{φ − φ(0)}. Then substitute φ − φ(0) into the
previous part, and note that since the integrand is now finite as x → 0 [since
φ(x) − φ(0) goes to zero as x → 0, at least proportionally to x or faster as in the previous
part], we can now just take the limit to write without using
the CPV.
(b) Solutions:
(i) Let V c denote the complement of V (the exterior region outside V , i.e. V c = RdV ),
and note that ∂V c = ∂V (but with the outward-normal vector reversed in sign). We
write:
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9. as desired.
(ii) In this case, we will need to integrate by parts twice, but we can just quote the
results from the “notes on elliptic operators” from class (where we integrated by parts
twice with −V2 already), albeit keeping the boundary terms from ∂V that were zero in
the notes:
But the first term is δ(∂V )[f1(x) − f2(x)] {n·Vφ} =(n·V)δ(∂V )[f2(x) − f1(x)] {φ} by the
definition (note the sign change) of the distributional derivative n·V (note that this is
a scalar derivative in the n direction, not a gradient vector). The second term is a
surface delta function weighted by (n ·Vf1 − n ·Vf2) ,the discontinuity in the normal
derivative. And the last terms are just a regular distribution. So, we have
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10. As noted in class, n ·V of a delta function is a “dipole” oriented in the n direction, so
the first term is a “dipole layer”.
Problem 2:
(a) We solve for g(r) in 3d as follows:
(i) For r> 0, −V2g − ω2g =0 and hence −ω2g = V2g =1/r(rg)'' =⇒ = −ω2h where h(r)=
rg(r)the solution to this is h(r)= cefor some constants c and d, or
It is a little more tricky to determine whether we should use the c or the d term than
in class, since both decay at the same rate. The ratio c/d will be determined by some
kind of boundary condition at infinity, but what might this be? It is acceptable for
you to just punt on this here; since e±iωr are complex conjugates of each other, your
analysis will apply equally well to either one, and you can arbitrarily pick one, say
ceiωr/r, to analyze.
However, to see why there should be a sensible choice, recall that this operator arose
in pset 5 by assuming a time dependence eiωtmultiplying the solution, in which case
we are looking at wave solutions
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11. where the c term describes waves moving out towards r →∞, while the d term
describes
waves moving in from infinity. In wave problems, we typically impose a boundary
condition of outgoing waves at infinity, in which case we must set d =0. (However, the
choice would have been reversed if we picked the opposite sign convention, e+iωt, for the
time dependence.)
(ii) Let’s focus on g(r)= ceiωr/r. As in class, the 1/r singularity is no problem in 3d (it is
cancelled by the Jacobian factor r2dr), so g is a regular distribution. Given an arbitrary
test function q(x), we now evaluate
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12. and hence c =1/4π . Thus,
assuming boundary conditions such that d =0. More generally, since exactly the same
result applies to the de−iωr/r term, we obtain,
for c + d =1/4π , with the ratio c/d being set by the boundary conditions at ∞. The value
at x = x being irrelevant in the distribution sense, e.g. we can assign it to zero, since
this is a regular distribution with a finite integral, similar to class.)
(b) The ω → 0 limit gives 1/4π|x − x'| as in class, by inspection.
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