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AnIntroductiontoComplexAnalysisfor  Engineers  
MichaelD.Alder June3,1997 
 
1 
Preface   
ThesenotesareintendedtobeofusetoThirdyearElectricalandElec- tronicEngineersattheUniversityofWesternAustraliacomingtogripswith ComplexFunctionTheory. Therearemanytextbooksforjustthispurpose,andIhaveinsucienttime towriteatextbook,sothisisnotasubstitutefor,say,MatthewsandHow- ell's 
ComplexAnalysisforMathematicsandEngineering 
,[1],butperhapsa complementtoit.Atthesametime,knowinghowreluctantstudentsareto useatextbook(exceptasatalismantowardoevil)Ihavetriedtomake thesenotessucient,inthatastudentwhoreadsthem,understandsthem, anddoestheexercisesinthem,willbeabletousetheconceptsandtech- niquesinlateryears.Itwillalsogetthestudentcomfortablythroughthe examination.Theshortnessofthecourse,20lectures,forcoveringComplex Analysis,eitherpresupposesgenius(90%perspiration)onthepartofthe studentsormaterialskipped.Thesenotesareintendedtollinsomeofthe gapsthatwillinevitablyoccurinlectures.Itisasourceofsomedisappoint- menttomethatIcancoversolittleofwhatisabeautifulsubject,richin applicationsandconnectionswithotherareasofmathematics.Thisis,then, asortofsampler,andonlytouchestheelements. StylesofMathematicalpresentationchangeovertheyears,andwhatwas deemedacceptablerigourbyEulerandGaussfailstokeepmodernpurists content.McLachlan,[2],clearlysmartedunderthecriticismsofhispresen- tation,andhegoestosometroubletoexplaininlatereditionsthatthebook isintendedforadierentaudiencefromthepuristswhodamnedhim.My experienceleadsmetofeelthattheneedforrigourhasbeendevelopedto thepointwheretheintuitiveandgeometrichasbeenstunted.Bothhavea partinmathematics,whichgrowsoutoftheconictbetweenthem.Butit seemstomemoreimportanttopenetratetotheideasinasloppy,scruy butserviceableway,thantoreduceasubjecttopredicatecalculusandomit thewholereasonforstudyingit.Thereisnoknownmeansofpersuadinga hardheadedengineerthatasubjectmeritshistimeandenergywhenithas beenturnedintoanelaborategame.He,orincreasinglyshe,wantstoseetwo elementsatanearlystage:proceduresforsolvingproblemswhichmakea dierenceandconceptswhichorganisetheproceduresintosomethingintelli- gible.Carriedtoexcessthisleadstoavoidanceofabstractionandconsequent 
 
2 lossofpowerlater;thereisagoodreasonforthepurist'sdesireforrigour. Butitaskstoomuchofathirdyearstudenttofocusontheunderlyinglogic andomitthegeometry. Ihavedeliberatelyerredintheoppositedirection.Itiseasyenoughforthe studentwithatasteforrigourtoclarifytheideasbyconsultingotherbooks, andtowindupasalogicianifthatishischoice.Butitishardtondin theliteratureanyexplicitcommitmenttogettingthestudenttodrawlots ofpictures.Itusedtobetakenforgrantedthatastudentwoulddothat sortofthing,butnowthattheschoolsyllabushashadEuclidexpunged,the undergraduatescannotbeexpectedtoseedrawingpicturesorvisualisingsur- facesasanaturalpreludetocalculation.Thereisaschoolofthoughtwhich considersgeometricvisualisationasimmoral;andanotherwhichsanctionsit onlyifdoneinprivate(andwashyourhandsbeforeandafterwards).Tomy mindthisimposessterility,andconstitutesanattemptbythebureaucratto strangletheartist. 
1 
WhileIdonotwanttoimposemyinformalimageson anybody,ifnomentionismadeofinformal,intuitiveideas,manystudents neverrealisethatthereareany.AllthegoodmathematiciansIknowhavea richsupplyofinformalmodelswhichtheyusetothinkaboutmathematics, anditwereaswelltoshowstudentshowthismaybedone.Sincethisseems tobetherespectinwhichmostofthetextbooksareweakest,Ihaveperhaps gonetoofarintheotherdirection,butthen,Idonotoerthisasatext book.Moreofanantidotetosomeoftheothers. IhavetalkedtoElectricalEngineersaboutMathematicsteaching,andthey arestrikinglyconsistentinwhattheywant.Priortotalkingtothem,I fearedthatI'dndEngineerssayingthingslike`Don'tbotherwiththeideas, forgetaboutthepictures,justtrainthemtodothesums'.Thereare,alas, MathematicianswhoareconvincedthatthisishowEngineersseetheworld, andIhadsupposedthattheremightbesomethinginthisbelief.Sillyme. Infact,itissimplyquitewrong. TheEngineersIspoketowantMathematicianstogetacrosstheabstract ideasintermsthestudentscangraspanduse,sothattheEngineerscan subsequentlyrelyonthestudenthavingthoseideasaspartofhisorher 
1 
Thebureaucratictemperisattractedtomathematicswhilestillatschool,becauseit appearstobeallaboutfollowingrules,somethingthebureaucratcherishesasthesolution totheproblemsoflife.Humanbeingsontheotherhandndthissucientlyrepellant tobeputomathematicspermanently,whichisoneoftheironiesofeducation.Myown attitudetothebureaucratictemperisratherthatofDaveAllen'sfeelingsaboutpoliticians. Hehasasoftspotforthem.It'sabogintheWestofIreland. 
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potrajaya

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reply03 / 24 / 2010
potrajaya

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03 / 24 / 2010
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03 / 24 / 2010
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