Derive the continued fraction of √7. Find the value of β, given its continued fraction expression β = [1, ̄7], i.e., a0 = 1 and ai = 7 for all i ∈ {1, 2, . . .}.

Introduction to number theory

MA2011/21

Section A

1. (a) Use Fermat’s Method to factorize 1147. [5]

(b) Euclid’s algorithm applied to two numbers a and b computed the quotients

q1 = 3, q2 = 3, q3 = 3, q4 = 3, q5 = 3 (in this order) and their greatest common divisor gcd(a, b) = 3.

Compute a and b. [5]

2. Using the extended version of Euclid’s algorithm, find a solution to the following Diophantine linear equation.

77x + 91y + 143z = 2 [10]

3. Find all solutions for the following pair of simultaneous congruences.

262x 3 mod 807  3x 2 mod 5 [10]

4. Show that the equation

2x3 + 7y3 = 4 has no solution in integers. [10]

5. (a) Derive the continued fraction of 7. [5]

(b) Find the value of β, given its continued fraction expression β = [1, ̄7], i.e., a0 = 1 and ai = 7 for all i ∈ {1, 2, . . .}. [5]

MA2011/21

Section B

6. The Euler’s function φ(m) counts the number of integers a with 0 a < m and gcd(a, m) = 1.

(a) Let m = pa where p is prime. Show that φ(m) = m(1 1/p). [5]

(b) Let m = pa and n = qb where p and q are distinct primes. Show that

φ(mn) = φ(m)φ(n). [5]
(c) Compute φ(17) and φ(77). [4]
(d) Show that if gcd(a, m) = 1, then
aφ(m) 1 mod m. [11]

7. (a) Show that there exists a constant c > 0 such that  |b7 a| ≥ 1 cb , for all natural numbers a, b (b 6 = 0). [7]

(b) Compute two distinct, positive integer solutions to x2 17y2 = 1. [7]

(c) Let α > 0 be a real number and let pn/qn denote the corresponding n-th convergent.

Watch the following videos and write a sentence about what the children are learning in maths for each link .

Learning maths in early childhood

Watch the following videos and write a sentence about what the children are learning in maths for each link .

Webinar: Playful Math—How to Teach Essential Concepts with

Fun Mathematical Games

Kindergarten STEM Lesson

Number Concept for Children with Special Needs | Special

Education | Help 4 Special

Kindergarten Place Value Lesson

How to Analyze Child’s Counting

Didax Virtual Math Manipulatives:

Toy Theater:

Dream Box Learning:

1st grade math lesson-Find the missing part of 10

1st grade Number Talks

2nd grade Geometry Video

2nd grade Everyday Math Lesson

2nd Grade Math Lesson- comparing two 3-digit numbers (CCSS:

2.NBT.A.4)

1st Grade – Virtual Math Lesson – Geometry

Math Lessons for 1st Grade | Distance Learning for Kids

Kindergarten Math Lesson: Decomposing

Decomposing Numbers and Number Bonds

How many weekly hours do you get exercise? How many photos are in your camera roll? How many languages do you speak? How many televisions do you have in your house?

Statistics

Hours Worked Per week?
How tall are you?
How much water do you drink daily?
Number of sodas you drink in a day?
Number of pets in your house?
Number of fast food meals you eat in a week?
How many weekly hours do you get exercise?
How many photos are in your camera roll?
How many languages do you speak?
How many televisions do you have in your house?
How many Youtube videos do you watch per day?
Hours your play electronic games survey?
How many hats do you own?
How many hours you spend on school work each week?
how many tik toks do you watch a day?

Describe what you are comparing. State your hypothesis in a sentence. Indicate the appropriate t-test that you will use to evaluate your hypothesis.

Part I

Typically when researching a business or academic issue, you would ask a question about something and form a hypothesis. You would then collect the data and test it to see if the null hypothesis (no difference) is supported or refuted. Then you would present the findings.

Now, open and carefully examine the data on the STAT 211 Altimeter Error spreadsheet (XLSX).
Then, construct a hypothesis and address the following in a document.

Describe what you are comparing.
State your hypothesis in a sentence.
Indicate the appropriate t-test that you will use to evaluate your hypothesis.
State the alpha (α) level.

How well does your numerical result agree with the quasi-linear value D = K2/4? (Possibly, you should not take p modulo 2π when looking at its spread)

Process and energy department

Assignments week 2 CHAOS, 2021

Hamiltonian Chaos
Write a small report about the assignments listed below. Add (your extensions to) the computer scripts as an appendix.

In this assignment we study two Hamiltonian systems: the periodically kicked rotator, and fluid flow due to vortices which are switched periodically. In both systems, chaos leads to intense mixing in phase space. For the kicked rotator, we can even have an analogy to diffusion, while the vortex flow can mix added tracer particles. In both cases transport is
possible due to nonlinearity and time dependence.

1. Blinking vortex

In this exercise we are going to look at fluid mixing through chaotic advection. We will restrict ourselves to the situation of two-dimensional incompressible flow, where the velocity field satisfies ∇ · v = 0. This is the same as saying that there is a stream function Ψ, with vx = Ψ
∂y (1)
vy = Ψ
∂x .
These two equations are Hamilton’s canonical equations for one degree of freedom. We can identify the stream function Ψ with the Hamiltonian H, x with the momentum p and y with the ‘position’ q.
An example of such a system is the ‘blinking vortex’ flow, described by Aref in [1]. The flow consists of two vortices of equal strength, Ω, one located at (x, y) = (b, 0) and the other located at (x, y) = (b, 0). Now we will switch the vortices on and off with time period T . This is the ‘blinking’ of the vortices. In this time-periodic flow field, passive tracer particles follow very complicated trajectories. For these particles the equations of motion are:
̇x = y
x2
s + y2 (2)
̇y = xs
x2
s + y2 ,
with the position xs = x + b for 0 < t < T/2 and xs = x b when T/2 < t < T . We represent the dynamical state of this system by a stroboscopic map where we register the position of a particle at t = kT , with k an integer number. Such a registration still completely determines the dynamical state of the system. The attractor of this map depends on the dimensionless parameter μ = ΩT/b2 (check it !). We expect that for small μ the map is very close to the integrable case, where we only have fixed points and limit cycles. For larger μ chaotic behavior is expected, and the area occupied by the attractor will grow. In this case there is mixing by chaotic advection.

There is a program showing the tractories of fluid parcels blink w.m, and a template program of the stroboscopic map blink map.m. You can read more about the blinking vortex model in [1] and [2] 1

(1.a) To get started, explore with blink w.m the trajectories of a tracer for Ω = 10, T = 10 and b = 5 (the program asks for T, Ω). Collect some pretty pictures.

(1.b) We just explained how a map can be created by sampling the position of the particles at t = kT . That is done in the template program blink map.m. Create a map for Ω = 10, b = 5 and T = 0.5, starting from a range of initial conditions
(which still has to be programmed).

(1.c) Now we want to vary the strength parameter μ. You can do this by varying T and keep Ω = 10 and b = 5 fixed. Show maps for different values of μ, starting from T = 0.125. Collect some pretty pictures.

(1.d) In the chaotic region, pick many pairs of close points, and see how, on average, their distance increases: mixing ! Try to quantify this mixing process. Get inspiration from Chapter VI of the lecture notes. Or… show the fate of a small
square of initial conditions. (This is an open-ended question…)

2. The periodically kicked rotor.

(From the lecture notes) Consider a a frictionless rotor, which at times t = receives a kick with strength K in the xdirection. We can derive a mapping for this system. The Hamiltonian does not explicitly depend on time; it is
H(pθ, θ, t) = p2
θ
2I + K cos θ
n
δ(t ),
with I the moment of inertia of the rotor. The equations of motion then become
dpθ
dt = ∂H
∂θ = K sin θ
n
δ(t )
dθ
dt = ∂H
∂pθ
= pθ
I . (3)

1The program integrates the ordinary differential equations Eq. 3, but for this system the trajectories are pieces of circles, so that we could have done the integration analytically. It then amounts to inverting sines and cosines, which is not very insightful.

2In between two kicks pθ is constant, while the angle θ increases with a constant velocity. We can integrate the equations of motion from kick to kick
pn+1 pn =
(n+1)τ +0
+0
K sin θ
n
δ(t ) dτ = K sin θn+1
θn+1 θn = pn
τ
I
When we set τ/I = 1, we arrive at the standard map, pn+1 = pn + K sin θn+1 (4)
θn+1 = (θn + pn) mod 2π.

(2.a) A computer program standard.m is provided that lets you play. It provides a beautiful illustration of chaos in Hamiltonian systems. Make pretty pictures of (a) a KAM surface, (b) a Poincar ́e Birkhoff chain.

Chaotic transport

The famous Tokamak fusion plasma reactor, now being built in the south of France, is our hope to solve the energy crisis. I will generate unlimited energy from nuclear fusion using water as a fuel. The tokamak (a torus) is an instance of a Hamiltonian system. The hot plasma is trapped in stable islands. A great concern, however, is the breakup of islands in a chaos transition. The leakage of energy can be understood using the standard map, see the article by Rechester et al. [4].
When K is large there are no visible KAM surfaces present in the standard map, and the entire region of p modulo 2π versus θ is covered by a single chaotic orbit. Also we see that the the change in momentum, according to equation 4, is large. As a result we expect θ to vary wildly and we can treat θn as random and uniformly distributed


In other words, pn increases with random jumps ξn (with average 0), pn+1 = pn + ξn.
After m steps,
pn+m = pn +
m
i=1
ξn+i,
with root mean square (rms) distance
p2
m =
(pn+m pn)2
=
m
i=1
m
j=1
ξi+nξj+n = m
ξ2
= m D, (5)
because ξi and ξj are uncorrelated. Therefore the squared momentum (half the energy)
increases linearly with time: diffusion [3]. When using sin2 θn+1 = 1

2 we find for the diffusion coefficient
D = K2
2 ,
see Edward Ott’s nice book on Chaos [3]. When we take initial conditions uniformly spread in θ and p, the momentum distribution function will follow a Gaussian distribution (which must be checked !).


(2.b) Plot p modulo 2π versus θ for orbits with K = 1 and the following five initial conditions:

(θ0, p0) = (π, π/5); (π, 4π/5); (π, 6π/5); (π, 8π/5); (π, 2π).
(2.c) For K = 21 plot the average value of p2 versus iterate number. Average over 100 different initial conditions:

(θ0, p0) = (2nπ/11, 2mπ/11) for n = 1, 2, …, 10 and m = 1, 2, …, 10 and estimate the diffusion coefficient D from equation 5.
How well does your numerical result agree with the quasi-linear value D = K2/4? (Possibly, you should not take p modulo 2π when looking at its spread)

References

[1] Hassan Aref. Stirring by chaotic advection. Journal of Fluid Mechanics, 143(1):1–21,
1984.
[2] G K ́arolyi and T T ́el. Chaotic tracer scattering and fractal basin boundaries in a blinking
vortex-sink system. Physics Reports, 290:125–147, 1997.
[3] Edward Ott. Chaos in Hamiltonian systems. In Chaos in dynamical systems, pages
208–264. 1993.
[4] A. B. Rechester, M. N. Rosenbluth, and R. B. White. Electron heat transport in a
Tokamak with destroyed magnetic surfaces. Phys. Rev. Lett., 40:38, 1978.
4

How many weekly hours do you get exercise? How many photos are in your camera roll? How many languages do you speak? How many televisions do you have in your house? How many Youtube videos do you watch per day?

Statistics

Hours Worked Per week?
How tall are you?
How much water do you drink daily?
Number of sodas you drink in a day?
Number of pets in your house?
Number of fast food meals you eat in a week?
How many weekly hours do you get exercise?
How many photos are in your camera roll?
How many languages do you speak?
How many televisions do you have in your house?
How many Youtube videos do you watch per day?
Hours your play electronic games survey?
How many hats do you own?
How many hours you spend on school work each week?
how many tik toks do you watch a day?

How long will the activity take when implemented in the classroom? Describe any materials that are needed to conduct the lesson.

lesson plan and presentation at an Elementary math level about Stem Leaf Plots

Include the following:

Slide 1&2: Lesson Plan: Stem Leaf Plots

Slide 1:

Overview: Write an introduction to the class activity. Include the purpose of the activity and desired outcome.

Objectives: The objectives should be specific and measurable.

Time: How long will the activity take when implemented in the classroom?

Materials: Describe any materials that are needed to conduct the lesson.

Slide 2:

Activity: Provide a detailed description of the activity. Write all steps from the instruction of the assessment.

Slides 3-7:Presentation for lesson plan

1. Presentation: Complete a PowerPoint presentation that could be used in class to teach the lesson plan.

2. Notes Section: The PowerPoint must include presentation notes at the bottom of each slide.

Instructions and scoring guide in the attached file.

Determine the total number of cycles during the time. What is fatigue strength (i.e. S in the Figure above) in [MPa] at the cycles calculated in (a) for this aluminium alloy ?

Help with problem

A 2014-T6 aluminium rod (3.5 cm in diameter) is subjected to a repeated tension-compression load cycling along its axis at a frequency of 100 Hz. If the part must last approximately 278 hours before failure, calculate the maximum allowable load amplitude (in N).
400 300 200 tr, 0 103 — – 1045 steel — — — —40 — 80 70 60 50 a 10 2014-76 aluminum alloy I Red bens I 104 105 104 lot 10° Cycles to failure. N 109

(a) Determine the total number of cycles during the time .
(b) What is fatigue strength (i.e. S in the Figure above) in [MPa] at the cycles calculated in (a) for this aluminium alloy ?
(c) Calculate the maximum allowed load in [N] .

Using probability, statistics, and mathematics, investigate: The Correlation Between COVID-19 Mortality Rates and the GDP per capita of a Country.

The Correlation Between COVID-19 Mortality Rates and the GDP per capita of a Country

Using probability, statistics, and mathematics, investigate: The Correlation Between COVID-19 Mortality Rates and the GDP per capita of a Country.

On a scale of 1 to 5, how challenging did you find this game (5 is most challenging)? On a scale of 1 to 5, how challenging would this be for a 6th grade student with average mathematical ability? Justify your selection.

Making Sense of Numbers

Students’ mathematical sophistication should increase as they progress through school even as they are encountering similar tasks and problems. Although tasks and problems use easy-to-manipulate numbers at first, if students develop key conceptual understanding of the underlying mathematical structures, they should be able to transition to more complex number sets and operations easily.

Option A:

Watch the video “What is Number Sense?” linked on the Learning Objects page. Then develop an original response guided by these prompts:

Research, summarize, and comment upon the value of number sense competitions sponsored by the University Interscholastic League.
Demonstrate at least one mental “shortcut” similar to or different from Dr. Boaler’s methods to mentally solve one of the problems in a Sample UIL Number Sense Test.. APA citations are required only for the original response.

OR

Option B:

Play the game “Bridge Builder Fractions” linked on the Learning Objects page. Then develop an original response to these prompts:

What was your “cost?”
On a scale of 1 to 5, how challenging did you find this game (5 is most challenging)? Justify your selection.
On a scale of 1 to 5, how challenging would this be for a 6th grade student with average mathematical ability? Justify your selection.
According to research, would this game support student learning of fractions? Justify your answer.