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CHAPTER 1a Real Analysis
CHAPTER 1a Real Analysis
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 1
Section 1.1
Logical Connectives
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 2
A sentence that can be classified as true or false is called a statement.
The truth or falsity of a statement is known as its truth value.
Example
Which of the following are statements?
Two plus two equals four. This is a statement and it is True.
Two plus two equals five. This is a statement and it is False.
Every even number greater than two is the sum of two primes.
It is not known whether this sentence is True or False,
but it must be one or the other, so it is a statement.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 3
There are many ways to change or combine statements.
The italicized words are called sentential connectives, and each pattern
has a special name.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 4
Negation
Let p represent a given statement.
Then ~ p (read not p) represents the logical opposite of p.
When p is true, then ~ p is false; when p is false, then ~ p is true.
We may summarize this in a “truth table” where T = True and F = False.
p ~p
T F
F T
Examples:
negation
p: Today is Monday. ~ p: Today is not Monday.
negation
p: 5 is an even number. ~ p: 5 is not an even number.
OR ~ p: 5 is an odd number.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 5
Conjunction
p q pq
T T T
T F F
F T F
F F F
For example, the statement “It is windy and the waves are high” is true only
when it is windy and the waves are high. It either part is false, the compound
statement is false.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 6
Disjunction
The disjunction of p and q is denoted by p q (read p or q).
In common English, the word or is used in two different ways.
In the sentence
I’m going to buy a Ford or a Chevy.
the intended meaning is a Ford or a Chevy, but not both.
This is the exclusive meaning of the word “or.”
In the sentence
Do you want cake or ice cream for dessert?
the intended meaning may include the possibility of having both.
This is the inclusive meaning of the word “or.”
In mathematical logic, we always mean the inclusive “or.”
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 7
Disjunction
p q pq
T T T
T F T
F T T
F F F
So, the statement “It is windy or the waves are high” is false only when it is
not windy and the waves are not high. It either part is true (or both parts are true),
the compound statement is true.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 8
Conditional
A statement of the form “If p then q” is called a conditional statement
or an implication.
The if-statement p is called the antecedent.
The then-statement q is called the consequent.
To see how an implication works, consider the following sentence:
“If it stops raining by Saturday, then I will go to the football game.”
What circumstances would make this statement untrue?
If it stops raining and I don’t go, then I haven’t told the truth.
But what if the rain doesn’t stop. I haven’t said what I’ll do then.
Whether I got or not, either is OK.
So for the conditional statement to be false, the antecedent must be true and
the consequent must be false.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 9
Conditional
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 10
Conditional
If p then q q if p
p only if q q whenever p
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 11
Example
1. The car will not run whenever you are out of gas.
2. You can work here only if you have a college degree.
3. Continuity is a necessary condition for differentiable.
4. If n is an integer, then 2n is an even number.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 12
Conditional
One way to visualize an implication B R is to picture two sets B and R, with
B inside R. Here are several object of different shapes and colors.
Objects that are round are in set R, and objects that are blue are in set B.
■ ▲ The relationship can be stated in many ways:
▼
If it is blue (B), then it is round (R).
R
B It is round (R) whenever it is blue (B).
It is blue (B) only if it is round (R).
■
It is round (R) provided that it is blue (B).
■
Being blue (B) is a sufficient condition for
it to be round (R).
▼
■ Being round (R) is a necessary condition for
it to be blue (B).
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 13
Biconditional
The biconditional statement “p if and only if q” is denoted by p q.
In writing, the abbreviation “iff” is sometimes used.
It is the conjunction of the two conditional statements p q and q p.
Let’s construct the truth table.
The conditional p q is true except
p q ( p q) (q p) when the antecedent p is true and the
consequent q is false.
T T T T T The conditional q p is true except
T F F F T when the antecedent q is true and the
F T T F F consequent p is false.
F F T T T The conjunction is true only when both
parts are true.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 14
Practice 1.1.7(a)
p q ~ ( p q) [(~ p) (~ q)]
T T F T T F F F
T F T F T F T T
F T T F T T T F
F F T F T T T T
We start inside the parentheses and work our way out. So we begin with the
conjunction of p and q. Then do its negation.
Now do the negation of p and the negation of q. Then take their disjunction.
Finally, compute the biconditional.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 15
Practice 1.1.7 (a)
p q ~ ( p q) [(~ p) (~ q)]
T T F T T F F F
T F T F T F T T
F T T F T T T F
F F T F T T T T
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 16
Practice 1.1.7(b)
p q ~ ( p q) [ p (~ q)]
T T F T T T F F
T F T F T T T T
F T F T T F F F
F F F T T F F T
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 18
Practice 1.1.9* *Similar to Practice 1.1.9 in the text.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 19
Section 1.2
Quantifiers
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 20
Is the sentence “x2 – 5x + 6 = 0” a statement?
No, as it stands it is not a statement because it is true for some values of x
and false for others.
When a sentence involves a variable, we often refer to it using functional notation.
p(x): x2 – 5x + 6 = 0
For a specific value of x, p(x) becomes a statement that is true or false.
For example, p(2) is true and p(4) is false.
When a variable is used in an equation or an inequality, we assume that the general
context for the variable is the set of real numbers unless told otherwise.
Within this context, we may remove the ambiguity of p(x) by using a quantifier.
The sentence “For every x, x2 – 5x + 6 = 0” is a statement since it is false.
In symbols we write “ x, p(x).”
The universal quantifier is read “for every,” “for all,” “for each,” etc.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 21
The sentence “There exists an x such that x2 – 5x + 6 = 0”
is a statement and it is true.
In symbols we write “ x p(x).”
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 22
How do we negate a quantified statement?
Consider the statement
“Everyone in the room is awake.”
What condition must apply to the people in the room for this to be false?
Must everyone be asleep? No, it is sufficient that at least one person be asleep.
On the other hand, in order for the statement
“Someone in the room is asleep.”
to be false, it must be the case that everyone is awake.
Symbolically, if p(x): x is awake
then ~ [ x, p(x)] [ x ~ p(x)]
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 23
Practice 1.2.3
Negate the following statements.
(b) “There exists a positive number y such that 0 < g( y) 1.”
Symbolically, we have “ y>0 0 < g( y) 1.”
Note that 0 < g( y) 1 means 0 < g( y) and g( y) 1.
So the negation is “ y > 0, g( y) 0 or g( y) > 1.”
In words we have “For every positive number y, g( y) 0 or g( y) > 1.”
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 24
Practice 1.2.3(d)
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 25
Caution:
Take careful note of the order in which quantifiers are used.
Changing the order or two quantifiers can change the truth value.
For example, when talking about real numbers, the following statement is true.
xy y > x.
Given any real number x, there is always a real number y that is greater than that x.
There is no fixed real number y that is greater than every real number.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 26
Section 1.3
Techniques of Proof l and II
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 27
Example 1.3.1
Consider the function f (n) = n2 + n + 17.
If we evaluate this function for various positive integers, we observe that we always
seem to obtain a prime number.
f (1) = 19, f (2) = 23, f (3) = 29, f (4) = 37, …, f (8) = 89, …, f (12) = 173, …, f (15) = 257
All of these numbers (and the ones skipped over) are prime.
On the basis of this experience we might conjecture that the function f (n) = n2 + n + 17
will always produce a prime number when n is a positive integer.
Drawing a conclusion of this sort is an example of inductive reasoning.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 28
If p(n): “n2 + n + 17 is a prime number,” how can we prove n, p(n) is true?
In this case we can’t because, in fact, n, p(n) is false.
To prove it is false, we need to find one example where n2 + n + 17 is not prime.
Such an example is called a counterexample.
One such example is n = 17:
172 + 17 + 17 = 17(17 + 1 + 1) = 17 · 19
There are others as well. For example when n = 16:
162 + 16 + 17 = (16)(16 + 1) + 17
= (16)(17) + 17 = (16 + 1)(17) = 172
In this case there is more than one counterexample, but it only takes one counterexample
to prove that “ n, p(n)” is false.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 29
Example 1.3.3
Consider the function g(n, m) = n2 + n + m.
In Example 1.3.1 we saw that g(16, 17) = 162 + 16 + 17 = 172.
We also note that
g(1, 2) = 12 + 1 + 2 = 4 = 22
g(2, 3) = 22 + 2 + 3 = 9 = 32
..
.
g(5, 6) = 52 + 5 + 6 = 36 = 62
..
.
g(12, 13) = 122 + 12 + 13 = 169 = 132.
On the basis of these examples (using inductive reasoning) we form the conjecture
n, q(n)
where q(n) is the statement “g(n, n + 1) = (n + 1)2.
This time our conjecture is true. We can prove it using the familiar laws of algebra.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 30
We have g(n, m) = n2 + n + m and q(n): g(n, n + 1) = (n + 1)2.
Since our reasoning at each step does not depend on n being any specific integer,
we conclude that “" n, q(n)” is true.
Now that we have proved the general statement “" n, q(n),” we can apply it to any
particular case.
For example, we know that g(124, 125) = 1252 without having to do any computation.
This is an example of deductive reasoning.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 31
The most common type of mathematical theorem can be symbolized as p q, where
p and q may be compound statements.
To assert that p q is a theorem is to claim that p q is a tautology; that is, that it is
always true.
From Section 1.1 we know that p q is true unless p is true and q is false.
So to prove that p implies q, we have to show that whenever p is true it follows that
q must be true.
When an implication p q is identified as a theorem, it is customary to refer to
p as the hypothesis and q as the conclusion.
The construction of a proof of the implication p q can be thought of as building a
bridge of logical statements to connect the hypothesis p with the conclusion q.
The building blocks that go into the bridge consist of four kinds of statements:
(1) definitions,
(2) assumptions or axioms that are accepted as true,
(3) theorems that have previously been established as true, and
(4) statements that are logically implied by the earlier statements in the proof.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 32
In building a bridge from the hypothesis p to the conclusion q, it is often useful to start at
both ends and work toward the middle.
We might begin by asking,
“What must I know in order to conclude that q is true?” Call this q1.
Then ask,
“What must I know to conclude that q1 is true?” Call this q2.
Continue this process as long as it is productive, thus obtaining a sequence of implications:
… q2 q 1 q
Then look at the hypothesis p and ask,
“What can I conclude from p that will lead me toward q?” Call this p1.
Then ask, “What can I conclude from p1?” And continue this process as long as it is
productive. …
p p1 p 2
We hope that at some point the part of the bridge leaving p will join with the part that
arrives at q, forming a complete span:
p p1 p 2 … q2 q 1 q
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 33
Given any conditional statement p q, there are three related conditional statements.
Symbols Words
Original statement: pq if p, then q
Converse: qp if q, then p
Equivalent Equivalent
Inverse: ~ p ~q if not p, then not q
Contrapositive: ~ q ~p if not q, then not p
It is easy to show using a truth table that the original statement and the contrapositive
are logically equivalent.
It is also true that the converse and the inverse are equivalent to each other.
But neither the converse nor the inverse are equivalent to the original statement.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 34
Example 1.3.7
To prove the theorem “If 7m is an odd number, then m is an odd number”
we look at its contrapositive:
“If m is not an odd number, then 7m is not an odd number.”
OR “If m is an even number, then 7m is an even number.”
Here is a simple proof of the contrapositive.
This is much easier that trying to show directly that 7m being odd implies that m is odd.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 35
Example 1.3.12 in the text gives 17 tautologies that are useful in constructing proofs.
It is not necessary to memorize all of them, but they should be studied to see what
each one says. Here is a sampling:
(a) ( p q) [( p q) (q p)]
One way to prove the biconditional p q is to prove the conditional
p q and its converse q p.
(c) ( p q) (~ q ~ p)
One way to prove the conditional p q is to prove its contrapositive
~ q ~ p.
(i) [( p q) ~ q] ~ p
If you know p implies q, but you don’t have q, then you can’t have p.
(j) [( p q) ~ p] q
If you know p or q is true, but you don’t have p, then you must have q.
(p) [ p (q r)] [( p ~ q) r]
One way to prove that p implies q or r is to prove if you have p and don’t
have q, then you must have r.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 36
Section 1.4
Techniques of Proof Il
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 37
Mathematical theorems and proofs do not occur in isolation, but always in the
context of some mathematical system. Knowing the context is particularly
important when dealing with quantified statements.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 38
How do we prove quantified statements?
The only properties that we can use about x are those that apply to all the
members of the system.
For example, if the system consists of the integers, we cannot use the property
that x is even, since this does not apply to all the integers.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 39
How do we prove quantified statements?
To prove an existential statement
x p (x),
we have to prove there is at least one member x in the system under consideration
for which p(x) is true.
The most direct way of doing this is to construct (produce, guess, etc.) a
specific x that has the required property.
Sometimes this is difficult and we must use an indirect method.
One indirect method is to use the contrapositive.
Another indirect method is to use a proof by contradiction.
Note: a contradiction is a statement that is always false.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 40
Example 1.4.3 illustrates using the contrapositive.
1
THEOREM: Let f be an integrable function. If 0 f ( x) dx 0 , then there exists a
point x in the interval [0, 1] such that f (x) 0.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 41
There are two basic forms of a proof by contradiction.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 42
Example 1.4.4 illustrates a proof by contradiction.
But (x)(1/x) = 1 and (x)(0) = 0, so we have 1 0, a contradiction to the fact that 1 > 0.
Having shown that p ~ q leads to a contradiction, we conclude that p q.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 43
Some proofs naturally divide themselves into the consideration of two (or more)
cases. For example, integers are either even or odd. Real numbers are positive,
negative, or zero.
Tautology (q) in Example 1.3.12 shows us how to combine the cases:
[( p q) r] [( p r) (q r)]
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 44
Our theorem now is to prove ( p q) r, where
p: x 0, q: x < 0, and r: x | x |.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 45
Our next example illustrates what can be done when a conjunction is in the consequent
of an implication. It is based on tautology (p) in Example 1.3.12:
[ p (q r)] [( p ~ q) r].
Example 1.4.7
THEOREM: If the sum of a real number with itself is equal to its square, then
the number is 0 or 2.
p: x + x = x2, q: x = 0, and r: x = 2.
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 46
Review
Copyright © 2013, 2005, 2001 Pearson Education, Inc. Section 1.1, Slide 47