Problem 1-23 and 1-24 from Spivak's Calculus on Manifolds

In summary, Problems 1-23 and 1-24 from Spivak's "Calculus on Manifolds" focus on the concepts of continuity and differentiability of functions defined on manifolds. Problem 1-23 asks for the verification of the continuity of a function by examining its behavior under coordinate transformations, while Problem 1-24 challenges the reader to demonstrate that a differentiable function on a manifold can be approximated by linear functions through the use of tangent vectors, emphasizing the significance of local linearity in manifold theory. Both problems reinforce the foundational principles of calculus in the context of higher-dimensional spaces.
  • #1
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Homework Statement
I'm working two problems in Spivak's Calculus on Manifolds. I'm getting a stuck at an annoying technicality. See the problems in the quoted text below.
Relevant Equations
A function is continuous at an accumulation point ##a## if ##\lim_{x\to a}f(x)=f(a)##.
1-23: If ##f: A \rightarrow \mathbb{R}^m## and ##a \in A## [is an accumulation point], show that ##\lim _{x \rightarrow a} f(x)=b## if and only if ##\lim _{x \rightarrow a }f^i(a)=b^i## for ##i=1, \ldots, m##.

Proof: Suppose that ##\lim _{x \rightarrow a }f^i(x)=b^i## for each i. Let ##\epsilon>0##. Choose for each ##i##, a positive ##\delta_i## such that for every ##x \in A\setminus\{a\}## with ##|x-a|<\delta_i##, one has ##\left|f^i(x)-b^i\right|<\epsilon / \sqrt{n}##. Let ##\delta=\min \left(\delta_1, \ldots, \delta_n\right)>0##. Then, if ##x \in A\setminus\{a\}## satisfies ##|x-a|<\delta##, then ##|f(x)-b|<\sqrt{\sum_{i=1}^n \epsilon^2 / n}=\epsilon##. So, ##\lim _{x \rightarrow a} f(x)=b##.

Conversely, suppose that ##\lim _{x \rightarrow a} f(x)=b, \epsilon>0##, and ##\delta## is chosen as in the definition of ##\lim _{x \rightarrow a} f(x)=b##. Then, for each ##i##, if ##x## is in ##A\setminus\{a\}## and satisfies ##|x-a|<\delta##, then ##\left|f^i(x)-b^i\right| \leq|f(x)-b|<\epsilon##. So ##\lim _{x \rightarrow a} f^i(x)=b^i##.

1-24: Prove that ##f: A \rightarrow \mathbb{R}^m## is continuous at ##a## if and only if each ##f^i## is.

Proof: A function ##f:A\to\mathbb R^m## is continuous at an accumulation point ##a## if ##\lim_{x\to a}f(x)=f(a)##, so in that case this is a simple consequence of the previous exercise.

Now, what troubles me is that I don't know how to prove the statement at the non-accumulation points. After all, ##\lim_{x\to a}f(x)=f(a)## is only the definition of continuity at an accumulation point ##a##. I'm a bit bewildered about this.
 
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  • #2
psie said:
Now, what troubles me is that I don't know how to prove the statement at the non-accumulation points. After all, ##\lim_{x\to a}f(x)=f(a)## is only the definition of continuity at an accumulation point ##a##. I'm a bit bewildered about this.
If ##a## is not an accumulation point, there is no way for ##x## to approach ##a##. So the point is moot.
 
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  • #3
FactChecker said:
If ##a## is not an accumulation point, there is no way for ##x## to approach ##a##. So the point is moot.
Ok, but all function are continuous at non-accumulation points, right? Since for any neighborhood ##V## around ##f(a)##, there is always a neighborhood ##U## around ##a## whose image ##f(U)\subseteq V## (this is one of equivalent definitions of continuity at a point). By negation of accumulation point, ##U## is simply ##\{a\}##.

If this is true, then I feel like the statement in the problem must be provable somehow at the non-accumulation points.
 
  • #4
Having thought some more about this, I think there's nothing to prove when ##a## is an isolated point, i.e. not an accumulation point. The statement "##f## is continuous at ##a## iff all of its components are continuous at ##a##" is just trivially true. There is nothing to prove really, since the hypothesis and conclusion are always true in either direction, as the function and its components share the same domain and thus are always continuous at ##a##.
 
  • #5
Use the actual definition of continuity: [itex]f[/itex] is continuous at [itex]a[/itex] iff for every [itex]\epsilon > 0[/itex] there exists a [itex]\delta > 0[/itex] such that if [itex]\|x - a\| < \delta[/itex] then [itex]\|f(x) - f(a)\| < \epsilon[/itex]. If [itex]a[/itex] is isolated, we can always take [tex]0 < \delta < \inf \{ \|x - a\| : x \neq a\}[/tex] so that [tex]\|x - a\| < \delta \Rightarrow \|f(x) - f(a)\| = 0 < \epsilon.[/tex]
 
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  • #6
For one side of 1-24, use the fact that projections##\pi_i##( into the ##x_i ##) are continuous. EDIT: And the composition of continuous functions is continuous.
 
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  • #7
I believe Spivak refers to accumulation points as points that aren't isolated points. A point ##p## is an isolated point of## S## if there is a neighborhood of ##p## that doesn't intersect ##S##.
 
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FAQ: Problem 1-23 and 1-24 from Spivak's Calculus on Manifolds

What are the main concepts covered in Problems 1-23 and 1-24 of Spivak's Calculus on Manifolds?

Problems 1-23 and 1-24 primarily focus on the concepts of continuity, differentiability, and the properties of functions defined on manifolds. They explore the relationships between these concepts and the implications of differentiability in the context of real-valued functions on Euclidean spaces.

How do Problems 1-23 and 1-24 relate to the overall themes of the book?

These problems illustrate key themes of the book, such as the transition from intuitive calculus to rigorous mathematical analysis. They emphasize the importance of precise definitions and the foundational role of continuity and differentiability in the study of manifolds and higher-dimensional calculus.

What techniques are useful for solving Problems 1-23 and 1-24?

Useful techniques include understanding the epsilon-delta definitions of continuity and differentiability, applying the Mean Value Theorem, and utilizing properties of limits. Familiarity with sequences and their convergence can also aid in addressing the problems effectively.

Are there common mistakes students make when attempting these problems?

Common mistakes include misapplying the definitions of continuity and differentiability, overlooking the need for rigorous justification of steps, and failing to consider edge cases or specific examples that can clarify the concepts involved. Students may also struggle with the abstract nature of the problems.

What resources are recommended for further understanding of the concepts in these problems?

Recommended resources include supplementary textbooks on real analysis and manifold theory, online lecture notes, and problem-solving sessions with peers or instructors. Engaging with additional exercises that reinforce the concepts can also be beneficial for deeper understanding.

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