Defining Elements on the Real Line?

In summary, the conversation involves a person trying to understand a lecture on YouTube about finding a largest element in a set and proving a least upper bound. The person gets confused when the lecturer discusses the use of n instead of n² in a fraction, but HallsofIvy explains the reasoning behind it and clarifies the concept.
  • #1
sponsoredwalk
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RE-EDIT: I'm confused again, continue on reading :redface:Bonjourno, I'm trying to work at the lectures provided on youtube by nptelhrd but I've gotten my foot stuck in a hole in the real line only 15 minutres into it :frown:

(In my head I say "such that" whenever the symbol : pops up!).

We define a set;

A : {r ∈ Q: r²<2}

Does ∃ a largest element of A in Q?

1: We seek to find some n ∈ N : [tex] ( r \ + \ \frac{1}{n} ) [/tex] will satisfy the conditions specified by A.

2: [tex] (r \ + \ \frac{1}{n} )^2 \ < \ 2 [/tex]

3: [tex] r^2 \ + \ \frac{2r}{n} \ + \ \frac{1}{n^2} \ < \ 2 [/tex]

4: [tex] \frac{2r}{n} \ + \ \frac{1}{n^2} \ < \ 2 \ - \ r^2 [/tex]

The R.H.S. is strictly positive due to r²<2.

Okay, I understand up to here but then the lecturer starts to get confusing, he then says that It suffices only to find some n ∈ N :

[tex] \frac{2r}{n} \ + \ \frac{1}{n} \ < \ 2 \ - \ r^2 [/tex]

Notice the n and not n² on the bottom of the L.H.S. Fraction!

He says;

This is because;

[tex] \frac{1}{n^2} < \frac{1}{n} \ and \ this \ implies \ \frac{2r}{n} \ + \ \frac{1}{n^2} \ < \ \frac{2r}{n} \ + \ \frac{1}{n} [/itex]

I have no idea where this came from!The video is on youtube http://www.youtube.com/watch?v=0lzO...DB30C539B&playnext_from=PL&index=0&playnext=1 and I would say everything he is trying to do is described from 10:00 to 14:00.

I would extremely appreciate it if someone could take 6 minutes to watch this and correct me as I have nobody else :redface: to explain it to me.

What I think is going on is that he is trying to prove a least upper bound or something and that this will show that the real line can be continuously divided, or something.
 
Last edited:
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  • #2
sponsoredwalk said:
RE-EDIT: I'm confused again, continue on reading :redface:


Bonjourno, I'm trying to work at the lectures provided on youtube by nptelhrd but I've gotten my foot stuck in a hole in the real line only 15 minutres into it :frown:

(In my head I say "such that" whenever the symbol : pops up!).

We define a set;

A : {r ∈ Q: r²<2}

Does ∃ a largest element of A in Q?

1: We seek to find some n ∈ N : [tex] ( r \ + \ \frac{1}{n} ) [/tex] will satisfy the conditions specified by A.

2: [tex] (r \ + \ \frac{1}{n} )^2 \ < \ 2 [/tex]

3: [tex] r^2 \ + \ \frac{2r}{n} \ + \ \frac{1}{n^2} \ < \ 2 [/tex]

4: [tex] \frac{2r}{n} \ + \ \frac{1}{n^2} \ < \ 2 \ - \ r^2 [/tex]

The R.H.S. is strictly positive due to r²<2.

Okay, I understand up to here but then the lecturer starts to get confusing, he then says that It suffices only to find some n ∈ N :

[tex] \frac{2r}{n} \ + \ \frac{1}{n} \ < \ 2 \ - \ r^2 [/tex]

Notice the n and not n² on the bottom of the L.H.S. Fraction!

He says;

This is because;

[tex] \frac{1}{n^2} < \frac{1}{n} \ and \ this \ implies \ \frac{2r}{n} \ + \ \frac{1}{n^2} \ < \ \frac{2r}{n} \ + \ \frac{1}{n} [/itex]

I have no idea where this came from!
For any integer n> 1, [itex]1> \frac{1}{n}[/itex] (divide both sides of n> 1 by the positive number n) so [itex]\frac{1}{n}> \frac{1}{n^2}[/itex] (divide both sides by n again). Now, adding any number a to both sides, [itex]a+ \frac{1}{n}> a+ \frac{1}{n^2}[/itex]. In particular, if [itex]a= \frac{2r}{n}[/itex], [itex]\frac{2r}{n}+ \frac{1}{n}> \frac{2r}{n}+ \frac{1}{n^2}[/itex].


The video is on youtube http://www.youtube.com/watch?v=0lzO...DB30C539B&playnext_from=PL&index=0&playnext=1 and I would say everything he is trying to do is described from 10:00 to 14:00.

I would extremely appreciate it if someone could take 6 minutes to watch this and correct me as I have nobody else :redface: to explain it to me.

What I think is going on is that he is trying to prove a least upper bound or something and that this will show that the real line can be continuously divided, or something.
 
  • #3
Thanks a lot HallsofIvy for clearing that up!
 

FAQ: Defining Elements on the Real Line?

What is the real line?

The real line is a mathematical concept that refers to the set of all real numbers, which include both positive and negative numbers as well as zero. It is represented by a horizontal line that extends infinitely in both directions.

What are the elements on the real line?

The elements on the real line are the individual numbers that make up the set of real numbers. These include all rational and irrational numbers, such as 1, 2, -3, 0.5, and √2.

How are elements on the real line defined?

Elements on the real line are defined using the concept of a number line, where each point on the line represents a specific number. The numbers can be defined using decimal or fraction notation, or they can be represented geometrically using points on the line.

What is the importance of defining elements on the real line?

Defining elements on the real line is important because it helps us understand and work with the set of real numbers, which are used in many areas of mathematics and science. By defining these elements, we can perform operations and solve equations involving real numbers.

How does defining elements on the real line relate to other mathematical concepts?

Defining elements on the real line is closely related to other mathematical concepts such as algebra, geometry, and calculus. It is used in algebra to solve equations and in geometry to represent points and distances on a number line. In calculus, the real line is used to represent the domain and range of functions.

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