Monday, 8 August 2016

Topic 8: Sets

Introduction to Sets

  •          Forget everything you know about numbers.
  •          In fact, forget you even know what a number is.
  •          This is where mathematics starts.
  •          Instead of math with numbers, we will now think about math with "things".


What is set?

Definition
What is a set? Well, simply put, it's a collection.

First we specify a common property among "things" (this word will be defined later) and then we gather up all the "things" that have this common property
For example, the items you wear: shoes, socks, hat, shirt, pants, and so on.
I'm sure you could come up with at least a hundred.
This is known as a set.

Or another example is types of fingers.
This set includes index, middle, ring, and pinky.


So it is just things grouped together with a certain property in common.
Notation

There is a fairly simple notation for sets. We simply list each element (or "member") separated by a comma, and then put some curly brackets around the whole thing:

The curly brackets { } are sometimes called "set brackets" or "braces".

This is the notation for the two previous examples:

{socks, shoes, watches, shirts, ...}
{index, middle, ring, pinky}
Notice how the first example has the "..." (three dots together).

The three dots ... are called an ellipsis, and mean "continue on".
So that means the first example continues on ... for infinity.
(OK, there isn't really an infinite amount of things you could wear, but I'm not entirely sure about that! After an hour of thinking of different things, I'm still not sure. So let's just say it is infinite for this example.)
So:
·         The first set {socks, shoes, watches, shirts, ...} we call an infinite set,
·         the second set {index, middle, ring, pinky} we call a finite set.
But sometimes the "..." can be used in the middle to save writing long lists:
Example: the set of letters:
{a, b, c, ..., x, y, z}
In this case it is a finite set (there are only 26 letters, right?)


Numerical Sets
So what does this have to do with mathematics? When we define a set, all we have to specify is a common characteristic. Who says we can't do so with numbers?
Set of even numbers: {..., -4, -2, 0, 2, 4, ...}
Set of odd numbers: {..., -3, -1, 1, 3, ...}
Set of prime numbers: {2, 3, 5, 7, 11, 13, 17, ...}
Positive multiples of 3 that are less than 10: {3, 6, 9}
And the list goes on. We can come up with all different types of sets.
There can also be sets of numbers that have no common property, they are just defined that way. 

For example:
{2, 3, 6, 828, 3839, 8827}
{4, 5, 6, 10, 21}
{2, 949, 48282, 42882959, 119484203}
Are all sets that I just randomly banged on my keyboard to produce.
Why are Sets Important?
Sets are the fundamental property of mathematics. Now as a word of warning, sets, by themselves, seem pretty pointless. But it's only when we apply sets in different situations do they become the powerful building block of mathematics that they are.
Math can get amazingly complicated quite fast. Graph Theory, Abstract Algebra, Real Analysis, Complex Analysis, Linear Algebra, Number Theory, and the list goes on. But there is one thing that all of these share in common: Sets.
Universal Set
At the start we used the word "things" in quotes. We call this the universal set. It's a set that contains everything. Well, not exactly everything. Everything that is relevant to our question.



Then our sets included integers. The universal set for that would be all the integers. In fact, when doing Number Theory, this is almost always what the universal set is, as Number Theory is simply the study of integers.

However in Calculus (also known as real analysis), the universal set is almost always the real numbers. And in complex analysis, you guessed it, the universal set is the complex numbers




Notation

When talking about sets, it is fairly standard to use Capital Letters to represent the set, and lowercase letters to represent an element in that set.

So for example, A is a set, and a is an element in A. Same with B and b, and C and c.



Now you don't have to listen to the standard, you can use something like m to represent a set without breaking any mathematical laws (watch out, you can get π years in math jail for dividing by 0), but this notation is pretty nice and easy to follow, so why not?
Also, when we say an element a is in a set A, we use the symbol   to show it. 
And if something is not in a set use  .
Example: Set A is {1,2,3}. We can see that 1   A, but 5   A
Equality
Two sets are equal if they have precisely the same members. Now, at first glance they may not seem equal, so we may have to examine them closely!
Example: Are A and B equal where:
A is the set whose members are the first four positive whole numbers
B = {4, 2, 1, 3}

Let's check. They both contain 1. They both contain 2. And 3, And 4. And we have checked every element of both sets, so: Yes, they are equal!
And the equals sign (=) is used to show equality, so we write:
A =B
Subsets
When we define a set, if we take pieces of that set, we can form what is called a subset.
So for example, we have the set {1, 2, 3, 4, 5}. A subset of this is {1, 2, 3}. Another subset is {3, 4} or even another, {1}. However, {1, 6} is not a subset, since it contains an element (6) which is not in the parent set. In general:
A is a subset of B if and only if every element of A is in B.
So let's use this definition in some examples.
Is a subset of B, where A = {1, 3, 4} and B = {1, 4, 3, 2}?
  •          1 is in A, and 1 is in B as well. So far so good.
  •          3 is in A and 3 is also in B.
  •          4 is in A, and 4 is in B.



That's all the elements of A, and every single one is in B, so we're done.

Yes, A is a subset of B

Note that 2 is in B, but 2 is not in A. But remember, that doesn't matter, we only look at the elements in A.

Let's try a harder example.

Example: Let A be all multiples of 4 and B be all multiples of 2. Is A a subset of B? And is B a subset of A?

Well, we can't check every element in these sets, because they have an infinite number of elements. 

So we need to get an idea of what the elements look like in each, and then compare them.
The sets are:

A = {..., -8, -4, 0, 4, 8, ...}
B = {..., -8, -6, -4, -2, 0, 2, 4, 6, 8, ...}

By pairing off members of the two sets, we can see that every member of A is also a member of B, but every member of B is not a member of A:


 So:
A is a subset of B, but B is not a subset of A.


Proper Subsets
If we look at the definition of subsets and let our mind wander a bit, we come to a weird conclusion.
Let A be a set. Is every element in an element in A? (Yes, I wrote that correctly.)
Well, umm, yes of course, right?
So doesn't that mean that A is a subset of A?
This doesn't seem very proper, does it? We want our subsets to be proper. So we introduce (what else but) proper subsets.
A is a proper subset of B if and only if every element in A is also in B, and there exists at least one element in B that is not in A.
This little piece at the end is only there to make sure that A is not a proper subset of itself. Otherwise, a proper subset is exactly the same as a normal subset.
Example:
{1, 2, 3} is a subset of {1, 2, 3}, but is not a proper subset of {1, 2, 3}.

Example:
{1, 2, 3} is a proper subset of {1, 2, 3, 4} because the element 4 is not in the first set.
Notice that if A is a proper subset of B, then it is also a subset of B.
Even More Notation
When we say that A is a subset of B, we write A   B.
Or we can say that A is not a subset of B by A   B ("A is not a subset of B")
When we talk about proper subsets, we take out the line underneath and so it becomes A   B or if we want to say the opposite, A   B.
Empty (or Null) Set
This is probably the weirdest thing about sets.
As an example, think of the set of piano keys on a guitar.
"But wait!" you say, "There are no piano keys on a guitar!"
And right you are. It is a set with no elements.
This is known as the Empty Set (or Null Set). There aren't any elements in it. Not one. Zero.
It is represented by:
Or by {} (a set with no elements)
Some other examples of the empty set are the set of countries south of the south pole.
So what's so weird about the empty set? Well, that part comes next.
Empty Set and Subsets
So let's go back to our definition of subsets. We have a set A. We won't define it any more than that, it could be any set. Is the empty set a subset of A?
Going back to our definition of subsets, if every element in the empty set is also in A, then the empty set is a subset of A. But what if we have no elements?
It takes an introduction to logic to understand this, but this statement is one that is "vacuously" or "trivially" true.
A good way to think about it is: we can't find any elements in the empty set that aren't in A, so it must be that all elements in the empty set are in A.
So the answer to the posed question is a resounding yes.
The empty set is a subset of every set, including the empty set itself.
Order
No, not the order of the elements. In sets it does not matter what order the elements are in.
Example: {1,2,3,4} is the same set as {3,1,4,2}
When we say "order" in sets we mean the size of the set.
Just as there are finite and infinite sets, each has finite and infinite order.
For finite sets, we represent the order by a number, the number of elements.
Example: {10, 20, 30, 40} has an order of 4.
For infinite sets, all we can say is that the order is infinite. Oddly enough, we can say with sets that some infinities are larger than others, but this is a more advanced topic in sets.

QUESTIONS?











Topic 7: Sequence and Number Patterns

Sequence and Number Patterns


Numbers can have interesting patterns. 

Here we list the most common patterns and how they are made.

Arithmetic Sequences
An Arithmetic Sequence is made by adding the same value each time.

Example:         

                                                1, 4, 7, 10, 13, 16, 19, 22, 25, ...


This sequence has a difference of 3 between each number.
The pattern is continued by adding 3 to the last number each time, like this:


Example:
3, 8, 13, 18, 23, 28, 33, 38, ...

This sequence has a difference of 5 between each number.
The pattern is continued by adding 5 to the last number each time, like this:

The value added each time is called the "common difference"
What is the common difference in this example?
19, 27, 35, 43, ...

Answer: The common difference is 8
The common difference could also be negative:
Example:
25, 23, 21, 19, 17, 15, ...
This common difference is −2
The pattern is continued by subtracting 2 each time, like this:

What we multiply by each time is called the "common ratio".
In the previous example the common ratio was 3:
We can start with any number:
Example: Common Ratio of 3, But Starting at 2
2, 6, 18, 54, 162, 486, ...
This sequence also has a common ratio of 3, but it starts with 2.


Example:
1, 2, 4, 8, 16, 32, 64, 128, 256, ...
This sequence starts at 1 and has a common ratio of 2.

The pattern is continued by multiplying by 2 each time, like this:

The common ratio can be less than 1:
Example:
10, 5, 2.5, 1.25, 0.625, 0.3125, ...
This sequence starts at 10 and has a common ratio of 0.5 (a half).

The pattern is continued by multiplying by 0.5 each time.
But the common ratio can't be 0, as we would get a sequence like 1, 0, 0, 0, ...



Special Sequences

Triangular Numbers
1, 3, 6, 10, 15, 21, 28, 36, 45, ...

This Triangular Number Sequence is generated from a pattern of dots which form a triangle.
By adding another row of dots and counting all the dots we can find the next number of the sequence:


Square Numbers
0, 1, 4, 9, 16, 25, 36, 49, 64, 81, ...
They are the squares of whole numbers:
0 (=0×0)
1 (=1×1)
4 (=2×2)
9 (=3×3)
16 (=4×4)


Cube Numbers
1, 8, 27, 64, 125, 216, 343, 512, 729, ...
They are the cubes of the counting numbers (they start at 1):
1 (=1×1×1)
8 (=2×2×2)
27 (=3×3×3)
64 (=4×4×4)





QUESTIONS 

[1] What is the next number of the sequence 1, 3, 7, .... , given that the rule for the sequence is:
x1 = 1
xn = xn-1 + 2n-1 , n ≥ 2

[2] What is the next number of the sequence 0, 2, 5, 9,... , given that the rule for the sequence is:
xn = ½(n2 + n - 2)

[3] Use differences to find the rule for the sequence {0, 2, 6, 12, 20, ...}

[4] Use differences to find the rule for the sequence {1, 5, 14, 28, 47, ...}

[5] Use differences to find the rule for the sequence {3, 11, 24, 42, 65, ...}



Topic 6: Inequalities

Inequalities

Sometimes we need to solve Inequalities like these:

symbol
Words
Example
> 
greater than
x + 3 > 2
< 
less than
7x < 28
greater than or equal to
5 ≥ x - 1
less than or equal to
2y + 1 ≤ 7



Solving:

Our aim is to have x (or whatever the variable is) on its own on the left of the inequality sign:

Something like:

x < 5
or:

y ≥ 11



We call that "solved". 

How to Solve:

Solving inequalities is very like solving equations, we do most of the same things, but we must also pay attention to the direction of the inequality.


Direction: Which way the arrow "points"

Some things we do will change the direction!

< would become >
> would become <
 would become 
 would become 


Safe Things to Do:

These are things we can do without affecting the direction of the inequality:
·         Add (or subtract) a number from both sides
·         Multiply (or divide) both sides by a positive number
·         Simplify a side

Example: 3x < 7+3

We can simplify 7+3 without affecting the inequality:
3x < 10

But these things will change the direction of the inequality ("<" becomes ">" for example):

Multiply (or divide) both sides by a negative number
Swapping left and right hand sides.

Example: 2y+7 < 12

When we swap the left and right hand sides, we must also change the direction of the inequality:
12 > 2y+7

Here are the details:

Adding or Subtracting a Value

We can often solve inequalities by adding (or subtracting) a number from both sides (just as in Introduction to Algebra), like this:

Solve: x + 3 < 7

If we subtract 3 from both sides, we get:
x + 3 - 3 < 7 - 3    
x < 4

And that is our solution: x < 4
In other words, x can be any value less than 4.

What did we do?

We went from this:

To this:
x+3 < 7

x < 4

What did we do?
We went from this:

To this:



x+3 < 7

x < 4





And that works well for adding and subtracting, because if we add (or subtract) the same amount from both sides, it does not affect the inequality
Example: Alex has more coins than Billy. If both Alex and Billy get three more coins each, Alex will still have more coins than Billy.

What If I Solve It, but "x" Is On the Right?
No matter, just swap sides, but reverse the sign so it still "points at" the correct value!

Example: 12 < x + 5
If we subtract 5 from both sides, we get:
12 - 5 < x + 5 - 5    
7 < x

That is a solution!
But it is normal to put "x" on the left hand side, so let us flip sides (and the inequality sign!):
x > 7

Do you see how the inequality sign still "points at" the smaller value (7)?
And that is our solution: x > 7

Note: "x" can be on the right, but people usually like to see it on the left hand side.

Multiplying or Dividing by a Value

Another thing we do is multiply or divide both sides by a value (just as in Algebra - Multiplying).
But we need to be a bit more careful (as you will see).


Positive Values
Everything is fine if we want to multiply or divide by a positive number:

Solve: 3y < 15
If we divide both sides by 3 we get:
3y/3 < 15/3
y < 5

And that is our solution: y < 5


Negative Values
When we multiply or divide by a negative number 
we must reverse the inequality.

Why?
Well, just look at the number line!

For example, from 3 to 7 is an increase,
but from -3 to -7 is a decrease.






See how the inequality sign reverses (from < to >)?

Let us try an example:
Solve: -2y < -8

Let us divide both sides by -2, and reverse the inequality!
-2y < -8
-2y/-2 > -8/-2
y > 4

And that is the correct solution: y > 4

(Note that I reversed the inequality on the same line I divided by the negative number.)

So, just remember:
When multiplying or dividing by a negative number, reverse the inequality
Multiplying or Dividing by Variables

Here is another (tricky!) example:
Solve: bx < 3b

It seems easy just to divide both sides by b, which would give us:
x < 3
but wait, if b is negative we need to reverse the inequality like this:
x > 3
But we don't know if b is positive or negative, so we can't answer this one!
To help you understand, imagine replacing b with 1 or -1 in that example:
  •    if b is 1, then the answer is simply x < 3
  •  but if b is -1, then we would be solving -x < -3, and the answer would be x > 3

So:
Do not try dividing by a variable to solve an inequality (unless you know the variable is always positive, or always negative).

A Bigger Example
Solve: (x-3)/2 < -5

First, let us clear out the "/2" by multiplying both sides by 2.
Because we are multiplying by a positive number, the inequalities will not change.

(x-3)/2 ×2 < -5 ×2  
(x-3) < -10

Now add 3 to both sides:
x-3 + 3 < -10 + 3    
x < -7

And that is our solution: x < -7

Two Inequalities at Once!
How do we solve something with two inequalities at once?
Solve: -2 < (6-2x)/3 < 4

First, let us clear out the "/3" by multiplying each part by 3:

Because we are multiplying by a positive number, the inequalities will not change.
-6 < 6-2x < 12

Now subtract 6 from each part:

-12 < -2x < 6
Now multiply each part by -(1/2).

Because we are multiplying by a negative number, the inequalities change direction.
6 > x > -3

And that is the solution!

But to be neat it is better to have the smaller number on the left, larger on the right. So let us swap them over (and make sure the inequalities point correctly):
-3 < x < 6



QUESTIONS OF INEQUALITIES 

Q1) Draw the following inequalities on graph paper.

a. y<2x+4

b. x+y ≥5



Q2) Solve the inequality.

        4x+3>2(3x-1)


Q3) List the positive integers greater than 10 which satisfy the following inequality.

5a-40≤2a+1


Q4)  a,b,c integers

            -a<a≤1
            -6.7<b≤5
            -5≤c<-2.8