
Explore sets and notation, including elements, set-builder and interval notation, unions, intersections, and set differences, with natural, integers, rational, real, and complex numbers as nested subsets.
Prove the triangle inequality for real numbers by showing that (|a|+|b|)^2 ≥ |a+b|^2, then take the square root to obtain |a|+|b| ≥ |a+b|.
Prove Bernoulli's inequality for a >= -1 and positive integers by induction, starting with the base case n=1 and building the induction step through the hypothesis (1+a)^k ≥ 1+ka.
Apply the reverse triangle inequality to prove that |A| ≤ |B| + 1 from |A − B| ≤ 1, using absolute values.
Explore the archimedean property, showing every positive number is surpassed by a natural number, and prove 1/n < epsilon for all n ≥ N.
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Apply the archimedean principle to any real x. Find n1 > x and n2 > -x, set n = max(n1, n2), and conclude -n < x < n.
Using the archimedean property, obtain n1 with x < n1 and n2 with 1/n2 < x. Set n = max(n1, n2) to ensure 1/n < x < n.
Demonstrate the uniqueness of a sequence’s limit by assuming two different limits and using an epsilon argument with the triangle inequality to reach a contradiction.
The lecture presents a rigorous epsilon-based convergence proof that a sequence converges to one, using Archimedes' principle to select N and bound |a_n - 1|.
The lecture proves that the sequence (-1)^n diverges by contradiction, using epsilon equals 1 and the even and odd terms to show no convergence.
Demonstrate, using the limit definition, that if x_n -> 2 then (2 x_n - 1)/3 -> 1 by showing |(2 x_n - 1)/3 - 1| = (2/3)|x_n - 2| and choosing a bound.
Examine a divergent sequence with a convergent subsequence, using the oscillating sequence (-1)^n where the even terms converge to 1, illustrating coexistence of divergence and subsequence convergence.
Demonstrates that every convergent sequence is a Cauchy by epsilon arguments and the triangle inequality: if a_n → L, then |a_n − a_m| < ε for all n, m > N.
Show that the sequence a_n = cos(1/n) is a Koshy (Cauchy) sequence by bounding |cos(1/n) - cos(1/m)| with the cosine identity and the Archimedean property to stay below any epsilon.
Demonstrate a delta-epsilon proof that the limit of 3x+5 as x approaches 2 is 11 by choosing delta equals epsilon over three and outlining how scratch work informs formal proof.
Illustrates a delta-epsilon proof showing lim x→2 of (x^2−4) = 0 by bounding |x−2||x+2| and choosing delta = min(1, epsilon/5).
Explore a delta-epsilon proof that the limit of x cubed as x approaches 2 is 8, using the difference of cubes to bound |x^3-8| by |x-2|(x^2+2x+4) and delta = min(1, epsilon/19).
Demonstrate a delta-epsilon proof that if lim x→a F(x)=L and lim x→a G(x)=K, then lim x→a [F(x)+G(x)]=L+K, using delta as the minimum and epsilon/2 with the triangle inequality.
Apply the squeeze theorem to evaluate the limit as x approaches 1 of (x^2-1)^3 sin(1/(x-1))^3, using sine's bound between negative one and one to conclude the product tends to zero.
Proves the sine function is continuous at every real number using the delta-epsilon definition and trig identities.
Show that the Dirichlet function is nowhere continuous by contradiction, using the epsilon-delta definition and the density of rationals and irrationals.
Explain the difference between continuity and uniform continuity, showing how delta depends on x and epsilon in continuity but only on epsilon in uniform continuity.
Demonstrates that f(x)=x^2 is uniformly continuous on (0,1) by an epsilon-delta proof. Use delta = epsilon/2 and the difference of squares to bound |f(x) - f(y)|.
Prove cosine is uniformly continuous on R using cos x − cos y = −2 sin((x+y)/2) sin((x−y)/2) and bound |cos x − cos y| ≤ |x−y| with delta = epsilon.
Prove sine is uniformly continuous on real numbers. Use sin x − sin y = 2 cos((x+y)/2) sin((x−y)/2) and |sin t| ≤ |t|, |cos t| ≤ 1, delta = epsilon.
Demonstrate the uniform continuity of x cubed on the interval from zero to two using delta–epsilon methods and the difference of cubes with a bound of 12 for x^2+xy+y^2.
Demonstrate that f(x) = x/(x−1) is uniformly continuous on [2, ∞) by choosing δ = ε and showing |f(x) − f(y)| ≤ |x − y| for x, y ≥ 2.
Show that the function f(x) = 1/x on the interval (0,1) is not uniformly continuous by contradiction, using epsilon = 1 and y = x/2.
this lecture proves that a differentiable function is continuous at that point, using the derivative definition to show the limit of f(x) as x approaches c equals f(c).
Prove the derivative of cosine equals negative sign by evaluating the limit of (cos(x+h)-cos x)/h, using cos(x+h)=cos x cos h - sin x sin h, and the limits lim(cos h-1)/h=0 and lim(sin h)/h=1.
Prove that a piecewise function is differentiable for all real numbers by evaluating the limit at zero, using the squeeze theorem to show f'(0)=0, and noting differentiability elsewhere.
This is a University Level course on Selected Topics in Advanced Calculus/Real Analysis with a major focus on WRITING PROOFS:)
Note: Advanced Calculus(aka Real Analysis) is typically considered the HARDEST course a mathematics major will take.
This course is a step above a general mathematics course. Students should have familiarity with writing proofs and mathematical notation.
Basically just,
1) Watch the videos, and try to follow along with a pencil and paper, take notes!
2) Try to learn to write the proofs as I do. If you understand the proofs then you have learned a great deal. If you can write the proofs on your own then you have really graduated to the next level.
3) Repeat!
If you finish even 50% of this course you will know A LOT of Advanced Calculus and more importantly your level of mathematical maturity will go up tremendously!
Advanced Calculus is a beautiful yet notoriously difficult subject to learn and teach. I hope you enjoy watching these videos and working through these problems as much as I have:)
Note this course has lots of very short videos. If you are trying to learn math then this format can be good because you don't have to spend tons of time on the course every day. Even if you can only spend time doing 1 video a day, that is honestly better than not doing any mathematics. You can learn a lot and because there are so many videos you could do 1 video a day for a very long time. Remember that math can be challenging and time consuming, so if you just do a little bit every day it can make your journey much more enjoyable. I hope you enjoy this course and learn lots of mathematics.