A cool, interesting, and practical word exercise would be as follows: "Find a game or activity which you enjoy, having a certain economy within it. Create an optimal algorithm for maximizing profit in that economy."
Virtually anything has something about it which has an application to mathematics and optimization with some sense of an "economy".
We aren't computer programs, so sometimes mixing in a relevant word problem to a lesson in mathematics can be helpful. Everyone learns in different ways.
obliv: 'gist' is a matter of opinion, if you have a graphing tool of any kind it should seem plausible that the c_1 cos + c_2 sin function could potentially take that form. formally, should you suspect that such a function does have that form, trig identities give formulas that you can use to deduce those expressions involving A and phi.
note that without any surrounding context, i dunno if anybody would automatically prefer one representation over the other. it's not a situation where there's a natural direction of complexity in which one is clearly a "simplification" of the other.
just two different ways of representing the same thing.
@Obliv Right... well math is math, not a computer program. There's something in math in any subfield thereof that is capable of appealing to anyone, but seeing as how most people these days shun intellectual pursuits in favor of satisfying concupiscence, that won't help without some encouragement. People don't know what they're missing out on. Instead of binging Netflix, they could become addicted to optimization and finding algorithms in discrete mathematics (like myself).
Alright @TedShifrin I know you will not give me the answer so let me lay out my "stream of consciousness" and maybe this will show you where I'm stuck and what I can do to correct it:
"We have shown that all the good rectangles are contained in rectangles of $P'$ and as such the good $U-L$ is at most $U(f,P’)-L(f,P’) < \epsilon/2$. The bad rectangles cannot be described by using the partition $P'$. So what do I know?...I know that the total area of the dividing hyperplanes (which are the dark lines in the figure) is $A$...I want to cover these hyperplanes by rectangles of diameter $< \delt…
It is not in fact true that everyone learns in his own way. Every man has the same process of reasoning and intuition. Intellectual capacity only changes one's capacity to reason and intuit by some quality or quantity of sorts like speed, awareness, etc.
@Obliv I question how you came to this conclusion.
@Obliv Excuse me, but what are you referring to as the assumption here, and what do you imagine to be so different between every single person in terms of how he obtains knowledge and understanding?
Yes, and that consists of presenting an essence followed by answering every question about what constitutes the essence until no more questions remain (which guarantees the student has attained to comprehension of the essence).
For memorization, the practice (application rather) of that knowledge is best.
Whether or not word problems belong depends on whether or not this kind of problem is appropriate in the first place.
I mean if you have to labor to formulate the word problem, then it probably shouldn't be a word problem.
Just have an end in mind and choose the appropriate means.
If I want to test for division, I don't contrive a scenario in which I have to divide. I just tell him to divide.
parameters like beta in models like that can carry units along with them, and they can even be physically meaningful. i'm not a physics person but think of a spring immersed in air, water, or a thick goo like cornstarch.
you jump on that spring in the cornstarch, it might not compress at all because fast movement against the cornstarch goo causes the goo to resist you more than slow movement would.
@D.C.theIII No, all that matters is fhe $A$. In the picture, $A$ is the total length of the dividing lines, not counting edges. What is the greatest area the bad rectangles can have, and what is their worst-case scenario contribution to $U-L$?
right, even air resistance would be proportional to velocity
in general if $a^2 + 2b + c^2$ where $b^2 = c^2$ it's a repeated root?
oh duh
$(a+c)^2$
for repeated root situation of such a spring we'd have $x(t) = e^{-\omega t}(c_1 + c_2 t)$ or $x(t) = e^{-\lambda t}({c_1 + c_2 t})$ where $\lambda = \frac{\beta}{2m}$
if $A$ is the total length of the dividing lines is it correct to say that $A/n$ would be the length of a side for any bad rectangle? where $n$ is the number of bad rectangles. And if this is the line of reasoning, then $A^2/n^2$ would be the area of a bad rectangle and the worst case scenario would be if all the rectangles were bad rectangles.
It is painful but it is enlightening. I have made some discoveries in my understanding through this process, though I will detail them after I finsish this question.
First of all, in option A it's given $x\geq 1$ thus |x|+|y|\geq 1+|y|. But in the question it's given for any point in $K$, $|x|+|y|\leq 1$. Thus, option A is incorrect.
In option C, by a similar reasoning, it's incorrect
Option D is false by the same reasoning
Thus, we are left with option B
But I think, my reasoning is a little off beam. That's because, $A$ is not any point. It's assumed to be a point in $K$. Can anyone please help me with this question ?
draw a picture. convince yourself from the picture that the set (A) contains points whose closest point in K is something other than (1,0), and that there are points in the plane whose closest point in K is (1,0) that are not on the x-axis.
i'm guessing that you probably wouldn't be fiddling with inequalities if you had a picture, and that if you have a picture, the inequalities you want will suggest themselves.
Murder on the Bernoulli Express, where people on the train keep killing a Bernoulli, but they're all mistakenly killing different Bernoullis from the one that they want
"did you get bernoulli?" "yes, i got him." "you sure?" "yes" another bernoulli walks into the dining car
@leslietownes I had an alternative argument. It goes like this: $(0,1)$ is a point in K and the distance between the point $F_A=(1,0)$ and $(0,1)$ is as least as possible i.e $0$. But $P=(0,1)$ is not in the set of points, specified by A,B and C. This is because, in A $x\geq 1$ while in P, the x-coordinate is 0. In C and D, y =0, but in P y is 1.
i don't understand your argument as written but you have the right answer so maybe it doesn't really matter? P = (0,1) is not very helpful for this purpose because it is not a point A for which F_A = (1,0), so i don't see the relevance of any of that discussion is
i don't care enough about the problem to micro-edit and tweak an argument that i don't understand, when it seems to have led you to the right answer
The Bernoulli family (German pronunciation: [bɛʁˈnʊli]) of Basel was a patrician family, notable for having produced eight mathematically gifted academics who, among them, contributed substantially to the development of mathematics and physics during the early modern period.
== History ==
Originally from Antwerp, a branch of the family relocated to Basel in 1620.
While their origin in Antwerp is certain, proposed earlier connections with the Dutch family Bornouilla (Bernoullie), or with the Castilian family de Bernuy (Bernoille, Bernouille), are uncertain.The first known member of the family was...
> Edward Sang (1805–1890), aided only by his daughters Flora and Jane, compiled vast logarithmic and other mathematical tables. These exceed in accuracy and extent the tables of the French Bureau du Cadastre, produced by Gaspard de Prony and a multitude of assistants during 1794–1801.
It's pretty boring & tedious work. The calculations aren't difficult, but you need to have a good workflow that catches and eliminates errors. You need to have a lot of positive attitude and a strong belief that your work will benefit future mathematicians for ages to come.
In Farkas Kra riemann surfaces textbook, it defines a meromorphic $q$-differential as follows:
Let $q$ be an integer. By a (meromorphic) $q$-differential $\omega$ on $M$ we mean an assignment of a meromorphic function $f$ to each local coordinate $z$ on $M$ so that
$$f(z)dz^q$$
is invariantly de...
@Franklin Certainly! Until the middle of the 20th century, most calculations were done manually, although we had simple calculating machines that could do addition & subtraction, and occasionally multiplication (but rarely division). The Industrial Revolution, the great engineering works of the 19th & early 20th century wouldn't have been possible without people able & willing to do manual calculations.
And let's not forget the vital importance of good navigation tables. The British Empire achieved much of its power because its navigators had the best tables & charts in the world.
@PM2Ring Ahh the Brits were bad guys at that time, colonial guys. They colonised India for a great time, and opressesed, looted , killed thousands, drove Indians to famines, crushed manpower. Divided India in my opinion.
But today's Britain is so different from that Britain. We can't compare them. Now, India and Britain have such a cordial relationship!
Sure, horrible things happened all over the world during the era of European colonialism. But eventually, the colonial powers (mostly) realised that they didn't have a God-given right to rule the world and treat other people like crap. Sometimes, bad things have to happen before people understand how & why they are bad.
@PM2Ring you have spoken true words in a right way! If you are conversent with the history ofI Indian nationalism, you will find that they heavily took advantage to divide Indians on the basis of Aryan and Dravidian race. They asserted northern part to be Aryan populated and the southern part to be Dravidian populated.
(If I remember correctly, about these division on basis of race). An interesting thing was that, some Indian leaders took help from the Axis Powers at that time to gain freedom. The then world, was so full of political tensions and hardships.
@Arthur Yes, I know a bit about Indian history. This chat room is probably not the best place to get into an in-depth discussion on this complex topic...
But consider: when the Europeans came to India it wasn't exactly a peaceful paradise. It was still in the process of being conquered by the Mughals en.wikipedia.org/wiki/Mughal_Empire
@Franklin Now, back to your question, you see, you can find a point closest to (1,0) from the left of (1,0) and as well as from above as well (i.e the points not on the x-axis). That eliminates D
The corect option is thus B
I would like @leslietownes to validate this as it seems he had looked at your problem and maybe, this is what he meant :)
First of all, any point to the right of (1,0) can never be in K
By the phrase "right of ...", I mean, right of (1,0) in x-axis
So we may consider left of (1,0) in the left of x-axis
draw a picture. convince yourself from the picture that the set (A) contains points whose closest point in K is something other than (1,0), and that there are points in the plane whose closest point in K is (1,0) that are not on the x-axis.
just looking at (1,1) and (2,1) for example is enough for the process of elimination. i think drawing a picture also makes clear why (B) would be correct even if you were not relying on the process of elimination
e.g. if it were not a multiple choice question, the picture would get you there eventually
@leslietownes Hmm..I just restated your argument conpletely in words and posted them together, I mean all my comments made under this question together again to avoid confusion( Thus the intuitive solution you may want is : @Franklin Start reading from the sentence " First of all..." in my comment tagging leslie townes ) I assume my so-called solution are in agreement with @leslietownes as I take his comments to be an affirmation of the validation, I desired so much !
I was studying about differential equation from a book called "Introductory course in Differential Equations " by D Murray. I was thinking, if there is any section in that book, dedicated to Bernoulli's equation, cause that's what is currently going on in my college. This may sound stupid, but I am unable to find if there exists any "part of the book," focussing upon Bernoulli's equation or maybe, a brief mention about it. Does anyone know about this ?
@Ajay (1) What does it mean to "solve" an integral?
(2) If you mean "I have a function which does not have an antiderivative which can be expressed in terms of elementary functions," this is not surprising. In a way that can be expressed in a mathematically rigorous fashion, "nearly every" function fails to have a "nice" antiderivative.
Yes, it is difficult to mathematically compute or measure the integral of life. With all of its ups and downs, joys and tragedies, achievements and disappointments, life is a continual and ongoing process that we all must manage in our own unique ways.
your dissapointments are the state's, your failures are humanity's
your life is the reflection and incarnation of the unstoppable progress of humanity, your individuality has been dissolved in the history of the world and nations, the moment you were born
all problems should be dealt in a highly regular and optimized way
Nevertheless, on the contrary, the reality is that all are unique individuals each given a specific purpose in the participation of human society as a whole.
I am trying to prove using elementary definition of "jordan meassurable set" IE. inner volume = to outer volume, that any subset is equally jordan meassurable
For the case that A (the bigger set that is jordan meassurable) has a meassure of zero, it is easy
However, for the general case, i am not doing good, can i get tips?
A highway patrol officer is parked off of the side of a road with a radar gun aimed so that it meets the road at an angle measuring $\pi/4$ (radians). As a car approaches, the radar gun shows that the distance from the car to the officer is decreasing at a rate of $50$~miles per hour.\medskip
If the speed limit is $65$~miles per hour, should the officer give the driver of this car a ticket for speeding?\medskip
For the purposes of this exercise, assume that $\sqrt{2} \approx 1.4 = 7/5$.
suppose $\lim \limits_{n \to \infty} \frac{a_n}{b_n} = L$. Then $a_n = b_nL + \epsilon(n)$, where $\epsilon(n)$ goes to $0$. We therefore have $\sum a_n = L\sum b_n + \sum \epsilon(n)$. is there anything at all we can tell about $\sum \epsilon(n)$ if we know $\sum a_n$ converges?
@TedShifrin The original picture I drew did put the $\pi/4$ with the officer, but it wasn't clear that the angle was with respect to a line parallel to the road. The solution was to draw out the entire triangle, but I felt that made it too easy.
Or, rather, took something from the problem that the students ought to figure out on their own.
Hey does anyone know if this problem goes by some name: "existence of classes of connected surfaces $S$ such that $\Bbb R^3$ has a smooth foliation by leaves all diffeomorphic to $S.$"
for $y'' - y = 1 + e^x$ the solution using undetermined coefficients is in the form $y_p = A(1+e^x)$ ?
or $A + Be^x$?
I think it doesn't matter but I could be wrong
Also if I'm asked to give an interval for which functions $f_1(x) = x^2, f_2(x) = x|x|$ is linearly independent or dependent does that mean I take the wronskian and observe when it's nonzero/zero
basically it's linearly dependent if $x|x|$ is $x^2$ and independent when $-x^2$
How would I show linear independence without wronskian for some other set of functions
A bit of a meta question here. I'm seeing downvotes in this question math.stackexchange.com/questions/4664375/… . I can't think of any guidelines it's violating (although it's very possible I missed one)
To me, it just seems it'll be the sort of Jeopardy question encouraged by this stackoverflow.blog/2011/07/01/… . I'm curious as to whether it is violating any guidelines
Provide Context
Context matters. A question can sometimes be answered in one sentence when the discussion is between two experts familiar with each other's background, while the same question may take many paragraphs of detailed computation when being shown to an undergraduate student. By provid...
That answer is to the question: "How to ask a good question." The other answers are also useful.
So picking up from last nights episode of "Driving Ted Loco"....
Looking at the picture in the text it eventually came to my conscious(backstory behind that) that using diameter $< \delta$ for my rectangles means that each of these rectangles would be in a ball of radius $\delta/2$ but more importantly the length of the side of each of these rectangles will be $\delta/\sqrt{n}$, where $n$ would be the dimension I am in. We know the "total length"of the side of the hyperplane is $A$. Multiplying $A$ by $\delta/\sqrt{n}$ will thus give me the total length of the rectangles that cover these h…
@TedShifrin, if someone says "A geodesic in M parametrised by constant speed", do you think they are treating a geodesic as its image? I thought all geodesics were of constant speed (as paths).
I did forget to amend my explanation that $\sqrt{n}$ should be specialized to whatever my dimension I am in. I just kept it as $n$ to have a "quasi" general explanation of the idea
@PolineSandra The reason no one is answering your question is because you have not shown what you've attempted, you have not shown where you are stuck. In essence no effort looks to have been made.
@gist076923 I don't think that the question is a good fit for Math SE. From the standpoint of question format, it is a "problem statement question": it is just a problem, with no other context. There is nothing in the question which tells anyone why the series is interesting, or why one would even care to evaluate it.
Also, questions like "I have a problem and an answer, but I just want to see if other people can figure it out" are also a poor fit for the site. Such questions are better for Puzzling SE, but my guess is that it wouldn't quite fit there, either.
i didn't downvote, but it would've looked slightly better if they'd posted their question (with context/motivation) and their answer at the same time. the techniques used in the answer might even themselves provide context for an amended question (e.g. something along the lines of "can this be done [without this tool]/[with some other tool]/[another way]").
even if it there isn't a rule specifically addressing "i'm the puzzlemaster, find an answer to my puzzle" type questions, if there isn't a given answer to compare it to, a lot of people might not engage because of the risk that they'd spend time coming up with a solution that the OP already knows.
which might as well be an answer to a question that nobody asked
@leslietownes Or, alternatively, "This series isn't, in and of itself, very interesting, but evaluating the series requires some neat techniques. I am posting this question in order to highlight those techniques. Here is the series: ..." (then post the evaluation of the series as an answer)
I still don't think it is a great fit, but it would be a better fit.
I see the issue Ted, but what do I do since the sides of the rectangle will be of different lengths?.... There isn't any general way to describe each side of that sort of rectangle.
maybe you gents can help...If I have a rectangle with sides not of equal length inscribed in a circle of radius $\delta$ is there a way to explicitly describe each side of the rectangle?
well the picture was a 2d idea, but I wanted to be able to extend it to multidimensions. the way you can for the equal length square. In that case each side would be of length $\delta / \sqrt{n}$
when you say 'explicitly describe each side,' what are you hoping to use the explicit description to do? would it be enough, for example, to know something about the average of the distances between adjacent points on the thing, or distinct points on the thing, and maybe not have an explicit formula but just some bound with a 'constant' that is independent of the specifics of the rectangle but maybe expressly dependent upon n and delta.
i've been only dimly aware of the ongoing odyssey, so this question may be out of left field and not engaging with what you are concerned with. just something i wondered to myself reading a few lines of the above.
consider an inscribed rectangle in a circle with two different edge lengths, and imagine it is an image of a sphere sliced in the middle. can you think of more than one corresponding rectangular prism?
You hit the nail on the head. The issue is I'm trying to describe the "rectangles" of my partition, but as Ted mentioned they may not be rectangles of equal length so I can't necessarily say that each side will be $\delta/ \sqrt{n}$.
@shintuku Personally, I don't really like that approach. A good puzzle is not necessarily good or interesting mathematics. There should be something in the problem that is interesting or novel or broadly appealing. "Here is a very complicated integral with a nifty simplification" is just click-bait.
And I am reasonably sure that it wouldn't be too hard to start with a really straight-forward problem and, via some complicated manipulations, turn it into a very difficult problem that you can solve with THESE THREE NEAT TRICKS YOUR CALCULUS TEACHER DOESN'T WANT YOU TO KNOW!