2014/7/11
I gave a talk on the history and story of numbers, what are they, and how we think about them. The talk is given to a local reading group: 新竹風騷讀書會
2014/7/11
I gave a talk on the history and story of numbers, what are they, and how we think about them. The talk is given to a local reading group: 新竹風騷讀書會
1) The student solved several integral evaluation problems and derivative problems.
2) They sketched the region bounded by two curves and found its area.
3) Several functions were analyzed, including finding their derivatives, extrema, concavity, asymptotes and sketching their graphs.
4) Some proofs and word problems involving applications of calculus like radioactive decay were also addressed.
This document contains the work of a student on a calculus test. It includes:
1) Solving limits, finding derivatives, and applying L'Hopital's rule.
2) Using induction to prove an identity.
3) Providing epsilon-delta proofs of limits.
4) Finding where a tangent line is parallel to a secant line.
5) Proving statements about limits of functions.
The student provides detailed solutions showing their work for each problem on the test.
1) The document discusses properties of Fermat numbers Fn = 22n + 1. It proves that F5 is divisible by 641 and that the least digit in the decimal expansion of Fn is 7 if n ≥ 2.
2) It also proves that for all positive integers n, the product of the first n Fermat numbers minus 2 equals the next Fermat number (F0F1...Fn-1 = Fn - 2).
3) Additionally, it proves that if m and n are distinct nonnegative integers, then the Fermat numbers Fm and Fn are relatively prime.
(1) The student solved several integrals and derivatives.
(2) They sketched regions bounded by curves and found the areas.
(3) Properties of functions like extremes and concavity were examined.
The document contains solutions to several exercises involving proofs of properties related to Fibonacci numbers, Lucas numbers, and Zeckendorf representations. It proves that f2n = fn2 + 2fn-1fn for positive integers n using mathematical induction. It finds the first 12 Lucas numbers and proves that Lm+n = fm+1Ln + fmLn-1 for positive integers m and n>1. It also finds the Zeckendorf representations of several integers and defines a recursive formula for negative Fibonacci numbers.
1. The document proves through mathematical induction that the formula nj=1 j^2 = n(n+1)(2n+1)/6 for the sum of squares from 1 to n is true for all positive integers n.
2. It also proves that a 2n x 2n chessboard with one square missing can be covered with L-shaped pieces that each cover three squares, again using mathematical induction.
3. Mathematical induction is used to prove both formulas by showing the base case holds and assuming the formula is true for an integer n to prove it is true for n+1.
The document proves that the square root of 24 is irrational. It assumes that the square root of 24 can be written as a/b for positive integers a and b. This would mean the set S of numbers of the form k√24 for positive integer k also only contains integers. However, S must then have a smallest element s=t√24. It shows that s√24 - 4s is also in S but is smaller than s, contradicting s being the smallest element. Therefore, the assumption that √24 can be written as a fraction of integers must be false, proving √24 is irrational.
This document contains a student's math homework. It includes their student ID, name, an integral problem, and the student's work showing the integral of (x^3/4 - 2x^1/2) from 0 to 1 is -1/7. They set up the integral, integrated term by term, and evaluated to get the final answer.
1) The student solved several integral evaluation problems and derivative problems.
2) They sketched the region bounded by two curves and found its area.
3) Several functions were analyzed, including finding their derivatives, extrema, concavity, asymptotes and sketching their graphs.
4) Some proofs and word problems involving applications of calculus like radioactive decay were also addressed.
This document contains the work of a student on a calculus test. It includes:
1) Solving limits, finding derivatives, and applying L'Hopital's rule.
2) Using induction to prove an identity.
3) Providing epsilon-delta proofs of limits.
4) Finding where a tangent line is parallel to a secant line.
5) Proving statements about limits of functions.
The student provides detailed solutions showing their work for each problem on the test.
1) The document discusses properties of Fermat numbers Fn = 22n + 1. It proves that F5 is divisible by 641 and that the least digit in the decimal expansion of Fn is 7 if n ≥ 2.
2) It also proves that for all positive integers n, the product of the first n Fermat numbers minus 2 equals the next Fermat number (F0F1...Fn-1 = Fn - 2).
3) Additionally, it proves that if m and n are distinct nonnegative integers, then the Fermat numbers Fm and Fn are relatively prime.
(1) The student solved several integrals and derivatives.
(2) They sketched regions bounded by curves and found the areas.
(3) Properties of functions like extremes and concavity were examined.
The document contains solutions to several exercises involving proofs of properties related to Fibonacci numbers, Lucas numbers, and Zeckendorf representations. It proves that f2n = fn2 + 2fn-1fn for positive integers n using mathematical induction. It finds the first 12 Lucas numbers and proves that Lm+n = fm+1Ln + fmLn-1 for positive integers m and n>1. It also finds the Zeckendorf representations of several integers and defines a recursive formula for negative Fibonacci numbers.
1. The document proves through mathematical induction that the formula nj=1 j^2 = n(n+1)(2n+1)/6 for the sum of squares from 1 to n is true for all positive integers n.
2. It also proves that a 2n x 2n chessboard with one square missing can be covered with L-shaped pieces that each cover three squares, again using mathematical induction.
3. Mathematical induction is used to prove both formulas by showing the base case holds and assuming the formula is true for an integer n to prove it is true for n+1.
The document proves that the square root of 24 is irrational. It assumes that the square root of 24 can be written as a/b for positive integers a and b. This would mean the set S of numbers of the form k√24 for positive integer k also only contains integers. However, S must then have a smallest element s=t√24. It shows that s√24 - 4s is also in S but is smaller than s, contradicting s being the smallest element. Therefore, the assumption that √24 can be written as a fraction of integers must be false, proving √24 is irrational.
This document contains a student's math homework. It includes their student ID, name, an integral problem, and the student's work showing the integral of (x^3/4 - 2x^1/2) from 0 to 1 is -1/7. They set up the integral, integrated term by term, and evaluated to get the final answer.