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Applied
Functional Analysis
THIRD EDITION
TEXTBOOKS in MATHEMATICS
Series Editors: Al Boggess and Ken Rosen
PUBLISHED TITLES
ABSTRACT ALGEBRA: A GENTLE INTRODUCTION
Gary L. Mullen and James A. Sellers
ABSTRACT ALGEBRA: AN INTERACTIVE APPROACH, SECOND EDITION
William Paulsen
ABSTRACT ALGEBRA: AN INQUIRY-BASED APPROACH
Jonathan K. Hodge, Steven Schlicker, and Ted Sundstrom
ADVANCED LINEAR ALGEBRA
Hugo Woerdeman
ADVANCED LINEAR ALGEBRA
Nicholas Loehr
ADVANCED LINEAR ALGEBRA, SECOND EDITION
Bruce Cooperstein
APPLIED ABSTRACT ALGEBRA WITH MAPLE™ AND MATLAB®, THIRD EDITION
Richard Klima, Neil Sigmon, and Ernest Stitzinger
APPLIED DIFFERENTIAL EQUATIONS: THE PRIMARY COURSE
Vladimir Dobrushkin
APPLIED DIFFERENTIAL EQUATIONS WITH BOUNDARY VALUE PROBLEMS
Vladimir Dobrushkin
A BRIDGE TO HIGHER MATHEMATICS
Valentin Deaconu and Donald C. Pfaff
COMPUTATIONAL MATHEMATICS: MODELS, METHODS, AND ANALYSIS WITH MATLAB® AND MPI,
SECOND EDITION
Robert E. White
A COURSE IN DIFFERENTIAL EQUATIONS WITH BOUNDARY VALUE PROBLEMS, SECOND EDITION
Stephen A. Wirkus, Randall J. Swift, and Ryan Szypowski
A COURSE IN ORDINARY DIFFERENTIAL EQUATIONS, SECOND EDITION
Stephen A. Wirkus and Randall J. Swift
PUBLISHED TITLES CONTINUED
Applied
Functional Analysis
THIRD EDITION
J. Tinsley Oden
Leszek F. Demkowicz
CRC Press
Taylor & Francis Group
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Boca Raton, FL 33487-2742
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and the CRC Press Web site at
http://www.crcpress.com
In Memory of
John James and Sara Elizabeth Oden
and
Wiesława and Kazimierz Demkowicz
Contents
1 Preliminaries 1
Elementary Logic and Set Theory
1.1 Sets and Preliminary Notations, Number Sets . . . . . . . . . . . . . . . . . . . . . . . . 1
ix
x Contents
3.2 I n . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Construction of Lebesgue Measure in R
3.3 The Fundamental Characterization of Lebesgue Measure . . . . . . . . . . . . . . . . . . 222
Lebesgue Integration Theory
Contents xi
Elementary Topology
4.1 Topological Structure—Basic Notions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
4.2 Topological Subspaces and Product Topologies . . . . . . . . . . . . . . . . . . . . . . . 287
4.3 Continuity and Compactness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
4.4 Sequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
4.5 Topological Equivalence. Homeomorphism . . . . . . . . . . . . . . . . . . . . . . . . . 308
Theory of Metric Spaces
4.6 Metric and Normed Spaces, Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
4.7 Topological Properties of Metric Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
4.8 Completeness and Completion of Metric Spaces . . . . . . . . . . . . . . . . . . . . . . 323
4.9 Compactness in Metric Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336
4.10 Contraction Mappings and Fixed Points . . . . . . . . . . . . . . . . . . . . . . . . . . . 349
Closed Operators
5.10 Closed Operators, Closed Graph Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . 396
5.11 Example of a Closed Operator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Topological Duals. Weak Compactness
5.12 Examples of Dual Spaces, Representation Theorem for Topological Duals of Lp Spaces . . 405
5.13 Bidual, Reflexive Spaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
5.14 Weak Topologies, Weak Sequential Compactness . . . . . . . . . . . . . . . . . . . . . . 421
5.15 Compact (Completely Continuous) Operators . . . . . . . . . . . . . . . . . . . . . . . . 430
Closed Range Theorem. Solvability of Linear Equations
5.16 Topological Transpose Operators, Orthogonal Complements . . . . . . . . . . . . . . . . 434
5.17 Solvability of Linear Equations in Banach Spaces, the Closed Range Theorem . . . . . . . 439
5.18 Generalization for Closed Operators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
5.19 Closed Range Theorem for Closed Operators . . . . . . . . . . . . . . . . . . . . . . . . 451
5.20 Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456
5.21 Equations with Completely Continuous Kernels. Fredholm Alternative . . . . . . . . . . . 461
7 References 599
Index 601
Preface to the Third Edition
Applied Functional Analysis continues to provide a crash course for beginning graduate students with non-
math majors, on the mathematical foundations of Functional Analysis, in the graduate program on Compu-
tational and Applied Mathematics at The University of Texas at Austin. Besides teaching the basics, through
carefully selected examples, the text gradually introduces the student to the variational theory of partial differ-
ential equations, distributions, and Sobolev spaces, designed to prepare them for studying the mathematical
aspects of numerical analysis and the mathematical theory of finite elements.
This third edition continues to serve both of these goals. This time, major revisions are included in Chapters
5 and 6. The section on variational (weak) formulations is new. We consider the classical example of a
diffusion-convection-reaction problem, reformulate it as a system of first order equations, and derive six
different variational formulations. The formulations differ in their functional setting; each of them may lead
to a separate Bubnov - or Petrov - Galerkin discretization and a Finite Element method that will converge
in a different norm depending on the functional setting. We demonstrate then that the six formulations are
simultaneously well posed. The proof leads naturally to the use of the Closed Range Theorems for both
continuous and closed operators.
This basic step in the underlying theory motivated us to significantly expand the exposition on the Closed
Range Theorem in Banach spaces in Chapter 5, including a new section on the (full statement of the) Closed
Range Theorem for closed operators.
Other minor changes include an expansion of the exposition on Schwartz’s spaces of test functions. The
topology of these spaces is not sequential, i.e., in general, continuity and sequential continuity of functions
defined on D(Ω) are not equivalent notions. Nevertheless, for linear functionals, the two notions coincide
and, consequently, continuity and sequential continuity of distributions are shown to be equivalent notions.
The extended discussion on D(Ω) led to necessary changes and expansions of the earlier Chapter 4.
The book continues to be used as a text for two one - semester courses. The first course covers the first
four chapters and real analysis with a look at infinite dimensional spaces. The last two chapters are used
in the second course teaching the actual theory of Banach and Hilbert spaces, motivated with variational
formulations of boundary-value problems.
xv
xvi Preface to the Third Edition
We thank a number of colleagues and students who made useful suggestions and read parts of the text
during the preparation of the third edition. In particular, we mention Prof. Issam Louhichi and our students:
Federico Fuentes, Sriram Nagaraj, Brendan Keith, and Stefan Henneking.
The rapid development of information and computer technologies and of the computational sciences has cre-
ated an environment in which it is critically important to teach applicable mathematics in an interdisciplinary
setting. The trend is best illustrated with the emergence of multiple graduate programs in applied and com-
putational mathematics, and computational science and engineering across the nation and worldwide. With a
finite number of curriculum hours and a multitude of new subjects, we are constantly faced with the dilemma
of how to teach mathematics and which subjects to choose.
The main purpose of Applied Functional Analysis for Science and Engineering has been to provide a
crash course for beginning graduate students with non math majors, on mathematical foundations leading to
classical results in Functional Analysis. Indeed, it has served its purpose over the last decade of the graduate
program on Computational and Applied Mathematics at The University of Texas. A more particular goal
of the text has been to prepare the students to learn the variational theory of partial differential equations,
distributions and Sobolev spaces and numerical analysis with an emphasis on finite element methods.
This second edition continues to serve both of these goals. We have kept the original structure of the book,
resisting temptation of adding too many new topics. Instead, we have revised many of the original examples
and added new ones, reflecting very often our own research experience and perspectives. In this revised
edition, we start each chapter with an extensive introduction and conclude it with a summary and historical
comments referring frequently to other sources. The number of exercises has been significantly increased and
we are pleased to provide a solution manual. Problems provided in the text may be solved in many different
ways, but the solutions presented are consistent with the style and philosophy of the presentation.
Main revisions of the material include the following changes:
Chapter 1: The order of presentations of elementary logic and elementary set theory has been reversed.
The section on lim sup and lim inf has been completely revised with functions taking values in the
extended set of real numbers in mind. We have complemented the exposition on elementary topology
with a discussion on connected sets.
Chapter 2: A new section on elements of multilinear algebra and determinants and a presentation on the
Singular Value Decomposition Theorem have been added.
Chapter 3: We have added an example of a Lebesgue non measurable set, a short discussion on proba-
bility and Bayesian Statistical Inference, and a short presentation on the Cauchy Principal Value and
Hadamard Finite Part integrals.
xvii
xviii Preface to the Second Edition
Chapter 5: The discussion on representation theorems for duals of Lp -spaces has been complemented with
the Generalized (Integral) Minkowski Inequality.
The book attempts to teach the rigor of logic and systematical, mathematical thinking. What makes it dif-
ferent from other mathematical texts is the large number of illustrative examples and comments. Engineering
and science students come with a very practical attitude, and have to be constantly motivated and guided into
appreciating the value and importance of mathematical rigor and the precision of thought that it provides.
Nevertheless, the class in which the book has been used focuses on teaching how to prove theorems and pre-
pares the students for further study of more advanced mathematical topics. The acquired ability to formulate
research questions in a mathematically rigorous way has had a tremendous impact on our graduates and, we
believe, it has been the best measure of the success of the text.
The book has been used as a text for a rather intensive two-semester course. The first semester focuses on
real analysis with attention to infinite-dimensional settings, and it covers the first four chapters, culminating
with the Banach Fixed Point Theorem. The second semester covers the actual Functional Analysis topics
presented in Chapters 5 and 6.
We thank a number of students and colleagues who made useful suggestions and read parts of the text
during the preparation of the second edition: Tan Bui, Jessie Chan, Paolo Gatto, Antti Niemi, Frederick Qiu,
Nathan Roberts, Jamie Wright, and Jeff Zitelli.
We thank James Goertz for helping with typing of the text.
Worldwide, in many institutions of higher learning, there has emerged in recent years a variety of new aca-
demic programs designed to promote interdisciplinary education and research in applied and computational
mathematics. These programs, advanced under various labels such as computational and applied mathemat-
ics, mathematical sciences, applied mathematics, and the like, are created to pull together several areas of
mathematics, computer science, and engineering and science which underpin the broad subjects of mathe-
matical modeling and computer simulation. In all such programs, it is necessary to bring students of science
and engineering quickly to within reach of modern mathematical tools, to provide them with the precision
and organization of thought intrinsic to mathematics, and to acquaint them with the fundamental concepts
and theorems which form the foundation of mathematical analysis and mathematical modeling. These are
among the goals of the present text.
This book, which is the outgrowth of notes used by the authors for over a decade, is designed for a course
for beginning graduate students in computational and applied mathematics who enter the subject with back-
grounds in engineering and science. The course purports to cover in a connected and unified manner an in-
troduction to the topics in functional analysis important in mathematical modeling and computer simulation;
particularly, the course lays the foundation for futher work in partial differential equations, approximation
theory, numerical mathematics, control theory, mathematical physics, and related subjects.
Prerequisites for the course for which this book is written are not extensive. The student with the usual
background in calculus, ordinary differential equations, introductory matrix theory, and, perhaps, some back-
ground in applied advanced calculus typical of courses in engineering mathematics or introductory mathe-
matical physics should find much of the book a logical and, we hope, exciting extension and abstraction of
his knowledge of these subjects.
It is characteristic of such courses that they be paradoxical, in a sense, because on the one hand they
presume to develop the foundations of algebra and analysis from the first principles, without appeal to any
previous prejudices toward mathematical methods; but at the same time, they call upon undergraduate mathe-
matical ideas repeatedly as examples or as illustrations of purpose of the abstractions and extensions afforded
by the abstract theory. The present treatment is no exception.
We begin with an introduction to elementary set theoretics, logic, and general abstract algebra, and with
an introduction to real analysis in Chapter 1. Chapter 2 is devoted to linear algebra in both finite and infinite
dimensions. These two chapters could be skipped by many readers who have an undergraduate background
in mathematics. For engineering graduate students, the material is often new and should be covered. We have
provided numereous examples throughout the book to illustrate concepts, and many of these, again, draw
xix
xx Preface to the First Edition
Zohdi, and others. We thank Ms. Judith Caldwell for typing a majority of the text.
An axiomatic treatment of algebra, as with all mathematics, must begin with certain primitive concepts that
are intuitively very simple but that may be impossible to define very precisely. Once these concepts have been
agreed upon, true mathematics can begin—structure can be added, and a logical pattern of ideas, theorems,
and consequences can be unraveled. Our aim here is to present a brief look at certain elementary, but essential,
features of mathematics, and this must begin with an intuitive understanding of the concept of a set.
The term set is used to denote a collection, assemblage, or aggregate of objects. More precisely, a set is a
plurality of objects that we treat as a single object. The objects that constitute a set are called the members
or elements of the set. If a set contains a finite number of elements, we call it a finite set; if a set contains an
infinity of elements, we call it an infinite set. A set that contains no elements at all is called an empty, void,
or null set and is generally denoted ∅.
For convenience and conciseness in writing, we should also agree here on certain standard assumptions
and notations. For example, any collection of sets we consider will be regarded as a collection of subsets of
some mathematically well defined set in order to avoid notorious paradoxes concerned with the “set of all
sets,” etc. The sets to be introduced here will always be well defined in the sense that it will be possible to
determine if a given element is or is not a member of a given set. We will denote sets by uppercase Latin
letters such as A, B, C, . . . and elements of sets by lowercase Latin letters such as a, b, c, . . . . The symbol ∈
will be used to denote membership of a set. For example, a ∈ A means “the element a belongs to the set A”
or “a is a member of A.” Similarly, a stroke through ∈ negates membership; that is, a 6∈ A means “a does
not belong to A.”
Usually various objects of one kind or another are collected to form a set because they share some common
property. Indeed, the commonality or the characteristic of its elements serves to define the set itself. If set
A has a small finite number of elements, the set can be defined simply by displaying all of its elements. For
example, the set of natural (whole) numbers greater than 2 but less than 8 is written
A = {3, 4, 5, 6, 7}
1
2 APPLIED FUNCTIONAL ANALYSIS
However, if a set contains an infinity of elements, it is obvious that a more general method must be used
to define the set. We shall adopt a rather widely used method: Suppose that every element of a set A has a
certain property P ; then A is defined using the notation
A = {a : a has property P }
Here a is understood to represent a typical member of A. For example, the finite set of whole numbers
mentioned previously can be written
Again, when confusion is likely, we shall simply write out in full the defining properties of certain sets.
Sets of primary importance in calculus are the number sets. These include:
• the set of integers (this notation honors Zermelo, a famous Italian mathematician who worked on
number theory)
I = {. . . , −3, −2, −1, 0, 1, 2, 3, . . .}
Z
We do not attempt here to give either axiomatic or constructive definitions of these sets. Intuitively, once the
notion of a natural number is adopted, Z
I may be constructed by adding zero and negative numbers, and IQ is
the set of fractions with integer numerators and natural (in particular different from zero) denominators. The
real numbers may be identified with their decimal representations, and complex numbers may be viewed as
pairs of real numbers with a specially defined multiplication.
The block symbols introduced above will be used hereafter to denote the number sets.
Subsets and Equality of Sets. If A and B are two sets, A is said to be a subset of B if and only if every
element of A is also an element of B. The subset property is indicated by the symbolism
A⊂B
which is read “A is a subset of B” or, more frequently, “A is contained in B.” Alternately, the notation
B ⊃ A is sometimes used to indicate that “B contains A” or “B is a ‘superset’ of A.”
Preliminaries 3
It is clear from this definition that every set A is a subset of itself. To describe subsets of a given set B that
do not coincide with B, we use the idea of proper subsets; a set A is a proper subset of B if and only if A is
a subset of B and B contains one or more elements that do not belong to A. Occasionally, to emphasize that
A is a subset of B but possibly not a proper subset, we may write A ⊆ B or B ⊇ A.
We are now ready to describe what is meant by equality of two sets. It is tempting to say that two sets
are “equal” if they simply contain the same elements, but this is a little too imprecise to be of much value in
proofs of certain set relations to be described subsequently. Rather, we use the equivalent idea that equal sets
must contain each other; two sets A and B are said to be equal if and only if A ⊂ B and B ⊂ A. If A is
equal to B, we write
A=B
In general, to prove equality of two sets A and B, we first select a typical member of A and show that it
belongs to the set B. Then, by definition, A ⊂ B. We then select a typical member of B and show that it also
belongs to A, so that B ⊂ A. The equality of A and B then follows from the definition.
Exercises
I = {. . . , −2, −1, 0, 1, 2, . . .} denotes the set of all integers and IN = {1, 2, 3, . . .} the
Exercise 1.1.1 If Z
set of all natural numbers, exhibit the following sets in the form A = {a, b, c, . . .}:
I : x2 − 2x + 1 = 0}
(i) {x ∈ Z
(ii) {x ∈ Z
I : 4 ≤ x ≤ 10}
(iii) {x ∈ IN : x2 < 10}
Statements. Before we turn to more complicated notions like relations or functions, we would do well to
examine briefly some elementary concepts in logic so that we may have some idea about the meaning of a
proof. We are not interested here in examining the foundations of mathematics, but in formalizing certain
types of thinking people have used for centuries to derive meaningful conclusions from certain premises.
Millenia ago, the ancient Greeks learned that a deductive argument must start somewhere. In other words,
certain statements, called axioms, are assumed to be true and then, by reasonable arguments, new “true”
statements are derived. The notion of “truth” in mathematics may thus have nothing to do with concepts
of “truth” (whatever the term may mean) discussed by philosophers. It is merely the starting point of an
exercise in which new true statements are derived from old ones by certain fixed rules of logic. We expect
4 APPLIED FUNCTIONAL ANALYSIS
that there is general agreement among knowledgeable specialists that this starting point is acceptable and that
the consequences of the choices of truth agree with our experiences.
Typically, a branch of mathematics is constructed in the following way. A small number of statements
called axioms is assumed to be true. To signify this, we may assign the letter “t” (true) to them. Then there
are various ways to construct new statements, and some specific rules are prescribed to assign the value “t” or
“f” (false) to them. Each of the new statements must be assigned only one of the two values. In other words,
no situation can be accepted in which a statement could be simultaneously true and false. If this happens, it
will mean that the set of axioms is inconsistent and the whole theory should be abandoned (at least from the
mathematical point of view; there are many inconsistent theories in engineering practice and they are still in
operation).
For a consistent set of axioms, the statements bearing the “t” value are called theorems, lemmas, corol-
laries, and propositions. Though many inconsistencies in using these words are encountered, the following
rules may be suggested:
• a lemma is a true statement, serving, however, as an auxiliary tool to prove a certain theorem or theo-
rems;
• a proposition is (in fact) a theorem which is not important enough to be called a theorem. This suggests
that the name theorem be used rather rarely to emphasize especially important key results;
Lowercase letters will be used to denote statements. Typically, letters p, q, r, and s are preferred. Recall
once again that a statement p is a sentence for which only one of the two values “true” or “false” can be
assigned.
Statement Operations, Truth Tables. In the following, we shall list the fundamental operations on state-
ments that allow us to construct new statements, and we shall specify precisely the way to assign the “true”
and “false” values to those new statements.
q ∼q
1 0
0 1
Preliminaries 5
Alternative: p ∨ q, to be read: p or q
The alternative r = p ∨ q is true whenever at least one of the two component statements p or q is true.
In other words, r is false only when both p and q are false. Again we can use the truth table to illustrate the
definition:
p q p∨q
1 1 1
1 0 1
0 1 1
0 0 0
Note in particular the non-exclusive character of the alternative. The fact that p ∨ q is true does not indicate
that only one of the two statements p or q is true; they both may be true. This is somewhat in conflict with
the everyday use of the word “or.”
Conjunction: p ∧ q, to be read: p and q
The conjunction p ∧ q is true only if both p and q are true. We have the following truth table:
p q p∧q
1 1 1
1 0 0
0 1 0
0 0 0
• p implies q
• q if p
• q follows from p
• if p then q
It is somewhat confusing, but all these sentences mean exactly the same thing. The truth table for implica-
tion is as follows:
p q p⇒q
1 1 1
1 0 0
0 1 1
0 0 1
6 APPLIED FUNCTIONAL ANALYSIS
Thus, the implication p ⇒ q is false only when “true” implies “false.” Surprisingly, a false statement may
imply a true one and the implication is still considered to be true.
Equivalence: p ⇔ q, to be read: p is equivalent to q.
p q p⇔q
1 1 1
1 0 0
0 1 0
0 0 1
Thus the equivalence p ⇔ q is true (as expected) when both p and q are simultaneously true or false.
All theorems, propositions, etc., are formulated in the form of an implication or an equivalence. Notice
that in proving a theorem in the form of implication p ⇒ q, we typically assume that p is true and attempt to
show that q must be true. We do not need to check what will happen if p is false. No matter which value q
takes on, the whole implication will be true.
Tautologies. Using the five operations on statements, we may build new combined operations and new
statements. Some of them always turn out to be true no matter which values are taken on by the initial
statements. Such a statement is called in logic a tautology.
As an example, let us study the fundamental statement known as one of De Morgan’s Laws showing the
relation between the negation, alternative, and conjuction.
∼ (p ∨ q) ⇔ (∼ p) ∧ (∼ q)
One of the very convenient ways to prove that this statement is a tautology is to use truth tables.
We begin by noticing that the tautology involves two elementary statements p and q. As both p and q
can take two logical values, 0 (false) or 1 (true), we have to consider a total of 22 = 4 cases. We begin by
organizing these cases using the lexicographic ordering (same as in a car’s odometer):
p q
0 0
0 1
1 0
1 1
It is convenient to write down these logical values directly underneath symbols p and q in the statement:
∼ (p ∨ q) ⇔ (∼ p) ∧ (∼ q)
0 0 0 0
0 1 0 1
1 0 1 0
1 1 1 1
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