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Bolzano-Weierstrass Theorem
A set S is said to be infinite if and only if it contains an infinite
sequence of points qj (j=1,2,3, ...) with the property
that j ¹ k implies qj
¹ qk. A real number A
is said to be a limit point of a infinite set of numbers S if and only if
every interval I centered at A, no matter how small, must contain
infinitely many elements of the set S. Equivalently, a real number A
is said to be a limit point of a set S if and only if every interval I
centered at A contains at least one element s ¹
A of the set S.
Theorem B.1 [Bolzano-Weierstrass] If an infinite set S is
contained in a finite interval [a,b] then the set S has at
least one limit point A in the interval [a,b].
The main idea in the proof given next is as follows. For each whole
number k, in the finite interval [a,b] there must be a
leftmost subinterval Ik of length 10-k
which contains infinitely many points, which in turn must contain an leftmost
interval Ik+1 of length [1/2] 10-(k+1)
which contains infinitely many points, and so on. It follows that the left end
points of these nested (each inside its predecessor) intervals form a Cauchy
sequence with a limit L. This limit has the property that in every
interval of length [1/2]10-m about L,
there are infinitely many points of the infinite set S. Details follow.
Proof of the Bolzano-Weierstrass Theorem.
For each whole number k > 0, the interval [a,b] is
covered by subintervals, each of which has length 10-k.
We can choose these subintervals so that their end points have a decimal
representation that ends k places after the decimal point. If all the
subintervals contain only finitely many set members, the set S would be
finite. So at least one of the subintervals must have infinitely many elements
of S. While we don't have enough information to say which of the
finitely many subintervals must has them, there must be at least one
subinterval. Choose one, say the leftmost one, and call it Ik.
Now we have a sequence of intervals Ik. The above
choice implies that Ik+1 is contained within Ik.
The reason for this follows - a proof within a proof: The interval Ik+1
must be to the left, to the right, or inside of the interval Ik.
In the first case, Ik+1 would lie in an interval of
length 10-k which is to left of Ik
and has infinitely points, in particular, those in Ik+1.
But the latter is impossible because of the leftmost selection of Ik.
In the second case, the interval Ik contains 10
subintervals of length 10-(k+1).
But if Ik+1 is to the right of the interval Ik
then each of these ten subintervals contains only finitely many points of the
set. This contradicts the choice of Ik. The only
possibility that remains is that Ik+1 is contained
within Ik. That completes this proof within a proof.
The foregoing selection of intervals Ik yields, a
nested collection of subintervals, each of length 10-k
and each of which contains infinitely many elements of the original set.
End of proof. The above selection process implies that the left
end-point of the k-th subinterval has a finite decimal expansion 0.c1c2¼ck
which coincides with the first k places of the decimal expansion 0.c1c2¼ckck+1
of the left-end of the next subinterval. This process yields an infinite
decimal expansion 0.c1c2c3¼.
This defines a real number L = 0.c1c2c3¼
with the property that each neighborhood interval [L-10-k,L+10k]
contains infinitely many elements of the original set.
The conclusion (or assumption) that a bounded infinite set of real numbers
has a limit point has many consequences in arithmetic-based mathematics. The
above proof identifies the leftmost limit point of the set S.
| Here for the sake of contradiction, suppose B
< A is another limit point of the set S. Then A-B
> 10·10-k for some
whole number k. Further for such a whole number k, all
intervals of length 2·10-m
< 10-k centered at B
would also contain a point of S. And the latter would be imply
there was an interval Jk of length 10-k
containing B and to the left of A with infinitely many
points of S. But the decimal expansion of A to k-decimal
places, say Ak = c1c2¼cp.a1a2¼ak,
has the property that the interval Ik = [Ak,Ak+10-k]
is the leftmost interval with infinitely many points of S. Yet Jk
is to the left of Ik. This is a
contradiction. Thus the supposition that there exists a limit point B
of S with B < A must be false. |
Note the above arguments or reasoning depends on the assumption that an infinite
decimal expansions yields a real number. Base two or any other base m ³
2 could have been used instead. The selection of base ten in the above argument
is a historical and cultural preference.
FOOTNOTE: The set-theoretic formulation of modern math moves away from this
preference.
The above argument, that is proof, relies on the in principle ability
to choose subintervals, one inside another, repeatedly, one for each integer k
³ 1. The above demonstration (proof) is appealing,
but some could object to the use in-principle part of this argument. There is no
practical or constructive way to make the choice. That is, the choice is
possible in principle, but not in practice. For each whole number k, the
information that the set S is infinite is insufficient by itself to
identify in practice the leftmost interval of length 10-k
with an infinite number of points in S.
The above construction of a nested sequence of intervals is a plausible
argument for some, but only a figment of the imagination for others. There is a
division among mathematicians on whether or not thought-based but impractical
choice-based existence arguments (or constructions) are acceptable. The most
rigorous and also the most limited perspective is that the above kind of
argument is heuristic and somewhat plausible, but not reliable. Another
perspective is that the above argument is acceptable and reliable. Suffice it to
say that direct, not just in principle, existence proofs are more welcome and
more certain in the mathematical reasoning process than other kinds of proof.
However, some of the following theorems depend on the above theorem and hence
the above in-principle construction.
FOOTNOTE: More Food for thought: Compare and contrast the role of
choice in the above argument with the role of Maxwell's Demon in improbable
gas dynamics. There may be a limit to what is acceptable in principle as a
conclusion-reaching method.
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the
Real Analysis appendices of
Why Slopes
and
More Math
Volume 3
Printed in Canada
ISBN 0-9697564-3-7
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These Real Analysis appendices
continue the decimal
viewpoint of limits, continuity and convergence in chapter 14. and
this further lesson
Section Entrance A. What's Next B. Pigeon Hole Principle B. Bolzano-Weierstrass C1. Triangle Inequality C2. Triangle Inequality C. More T.Inequality D. Sets & Sequences D. Monotone Sequences E. Limits, Properties E Limits & Error Control F. Continuous Functions F. Closed Range Thm F. Intermediate Val. Thm F. Compactness Thm F. Equicontinuity Thm F Extreme Value Thm G. Rolle's Theorem etc G. Mean Val. Thm. G. Constant Difference Thm G. Lipschitz Continuity I PS: One Sided Range Theorems G. Velocity Revisited G. Sufficient Conditions H. Riemann Sums Conv H. Lipschitz Continuity II
Proofs of one-sided theorems could be of interest in the
study of 2D topology.
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For
Senior
High School & Calculus Students
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/
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Words to clearly
introduce algebra and variables
have been missing in course design. For people who cannot do
algebra,
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the missing words may
explain or ease their difficulties. Volume 2 ,Three
Skills for Algebra, in Chapters
8 to 14 & 18 etc, puts words before symbols to
providing the missing words in a way that enrich the
comprehension of all. Those words form the middle part of a algebra
(and logic) lessons aimed at helping or improving all
of high school mathematics and also calculus course
design & delivery.
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For Avid Readers in School & Out -
Online Books
1. Elements of
Reason. 1996
1A. Pattern
Based Reason 1995
1B. Math
Curriculum Notes 1996
2. Three
Skills for Algebra 1995
3.Why
Slopes & More.Math
1995
Tour their forewords.
Calculus Prep or Help: See Volumes 2 & 3,
and this bigger
Calculus
Guide. If your
calculus questions is not answered here, submit
it. Over time, that may complete the site development of
calculus.
For Parents: Speaking
Skills, Reading
& Writing,
Preparing for Science, ends,
values and methods for work and study, parent- friendly maths
skill development booklets for ages 4-14.
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Mostly
For High
School
Intro to Solving
Linear Equations
- a different paths for junior and even senior high
school students. Question for Tutors: When do
you use and when you skip the stick diagram method
here?
Fraction
Skills, thought-based development, Ages 10 to 14 may need a
tutor. Students who have to understand in order
to do may like the development in all or part.
For Senior
High School Mathematics & Calculus
5
wordy Logic
Chapters
4 curious Algebra
Chapters
Words before & besides symbols. A Key Algebra
forward & backwards Chapter
First Calculus
Preview (1st intro)
Four Calculus
Chapters
(2nd intro)
Intro to Complex
Numbers (long)
Intro to Mathematical
Induction (romantic & wordy at first)
Tutors & Instructors:
These lessons introduce skills differently Would you
recommend them?
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More Topics
1. Decimal
Arithmetic Reference!
2. Integers
- Intro to Signed No.s
3. Fractions
- fully explained.
4. Fractions
with Units
5. Number
Theory,
6. Solving
Linear Equations
7 Formulas
for- & backwards -
8. Proportionality,
Back- & For-wards.
9. Logic
Chapters:
10. Euclidean-Geometry
11. Slopes
& Equations of Straight Lines. (Take
I. See take II below)
12. Why
Study Slopes.
13. Maps,
Plans, Similarity & Trig,
(Take II included here)
14. Quadratics:
Starter lessons
15. Polynomials:
Starter lessons
16 Why
Factor Polynomials:
17 Functions
- Forwards & Backwards.
18. Exponents,
Radicals & logs.
19. Complex
Numbers before trig (new advance/ starter lesson)
20. DC
Electric
Circuits Etc
21. Real
Analysis
22. The
Olde Complex No, Trig
& Vector Section.
23. More
Calculus Stuff
- written after Volumes 2 and 3.
Level I Material: New Stuff
Time and Date Matters
Level I Arithmetic.
Money Matters
Measurement Matters
Matters of Chance (Risk Control)
Logic
Chapters
(leave what's not clear in Level I to Level II)
Using/Making Maps and Plans.
(A variant of
Maps,
Plans, Similarity & Trig, to
appear here).
For Instructors
-
Education
Essays
(opinions,
possibilities, references)
- Free
Advice and Directions for teaching primary & high school maths
will be given in online meeting place with voice &
whiteboard.
- Math & Logic How-TOs
1. Arithmetic
2. Algebra
3. More Algebra
4. Beginner Geometry
5. More Geometry
6. Calculus
7. Show Work or Logic
These may be too dense for students. Offering ideas to change
education makes this site different. Nothing
ventured, nothing gained. Site material is
mathematically correct, and where not, please report
errors. The two level program POMME in the site
entrance implies multiple paths for instruction. Supporting
those paths in turn implies a clear destination for
site development and perhaps a new name.
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