/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 36 Evaluate each series. $$\sum_{... [FREE SOLUTION] | 91Ó°ÊÓ

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Evaluate each series. $$\sum_{i=1}^{7}(-1)^{i+1} \cdot i^{2}$$

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Step by step solution

01

Understand the Series

This is a summation series from 1 to 7 of the expression \((-1)^{i+1} \cdot i^{2}\). We will need to compute this series by substituting values for \(i\) from 1 to 7 and then summing the results.
02

Compute Individual Terms

Evaluate each term by substituting values from 1 to 7 in \((-1)^{i+1} \cdot i^{2}\):For \(i = 1\): \((-1)^{1+1} \cdot 1^{2} = 1\) For \(i = 2\): \((-1)^{2+1} \cdot 2^{2} = -4\) For \(i = 3\): \((-1)^{3+1} \cdot 3^{2} = 9\) For \(i = 4\): \((-1)^{4+1} \cdot 4^{2} = -16\) For \(i = 5\): \((-1)^{5+1} \cdot 5^{2} = 25\) For \(i = 6\): \((-1)^{6+1} \cdot 6^{2} = -36\) For \(i = 7\): \((-1)^{7+1} \cdot 7^{2} = 49\)
03

Sum the Series

Add the individual terms obtained:\((1 - 4 + 9 - 16 + 25 - 36 + 49)\)First group positive and negative terms separately:\(Positive: 1 + 9 + 25 + 49 = 84\)\(Negative: -4 - 16 - 36 = -56\)Now add the grouped terms:\(84 + (-56) = 28\)

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

summation notation
Summation notation, commonly represented by the Greek letter Σ (sigma), is a powerful way to express the addition of a sequence of numbers. This notation helps in simplifying large expressions where many terms need to be added together. In mathematical terms, it looks like this: \sum_{i=1}^{n}a_i\, where \( a_i\) are the terms of the sequence, and \(i\) is the index of summation which runs from 1 to \( n \).
In our example, \( \sum_{i=1}^{7}(-1)^{i+1} \cdot i^{2}\), we sum terms created by substituting \(i\) from 1 to 7 into \((-1)^{i+1} \cdot i^2\).

Summation notation simplifies the process of handling even complex series, allowing us to see patterns and make generalizations more easily. Using this notation also helps in performing algebraic manipulations and in applying mathematical theorems. It’s crucial for students to get comfortable with it, as it forms the foundation for more advanced topics in calculus and discrete mathematics.
alternating series
An alternating series is a series where the signs of the terms alternate between positive and negative. This can be written generally as \( a_1 - a_2 + a_3 - a_4 + \cdots \). This pattern can often appear in many mathematical problems and it’s essential to recognize it.

In our example, the series \( \sum_{i=1}^{7}(-1)^{i+1} \cdot i^2 \) is an alternating series because the term \((-1)^{i+1}\) flips the sign each time \(i\) increases by 1.
For instance:
  • When \(i = 1, (-1)^{1+1} = 1 \)

  • When \(i = 2, (-1)^{2+1} = -1\)

  • When \(i = 3, (-1)^{3+1} = 1\)

  • And so on...

Recognizing an alternating series can help in simplifying and solving the problem. Alternating series have interesting convergence properties and are used in various contexts, such as in approximations and error analysis.
polynomial expressions
Polynomial expressions involve sums and differences of terms, each consisting of a variable raised to a non-negative integer power, multiplied by a coefficient. A general polynomial looks like \(a_nx^n + a_{n-1}x^{n-1} + \cdots + a_1x + a_0\).
In our series example, the expression \(i^2\) is a simple polynomial where the exponent is 2, and the coefficient is implied to be 1.

To break it down:
  • For \(i = 1, i^2 = 1\)

  • For \(i = 2, i^2 = 4\)

  • For \(i = 3, i^2 = 9\)
The polynomial \(i^2\) gives us terms to which we apply the alternating sign pattern. Polynomial expressions like these are foundational in algebra and are widely used in various branches of mathematics.
Understanding polynomials and their properties can help students solve not only individual problems but more complex equations in the future. It’s an essential skillset for analyzing functions and modeling real-world scenarios.

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Most popular questions from this chapter

Assume that \(n\) is a positive integer. Use mathematical induction to prove each statement S by following these steps. See Example \(I\). (a) Verify the statement for \(n=1\) (b) Write the statement for \(n=k\) (c) Write the statement for \(n=k+1\) (d) Assume the statement is true for \(n=k\). Use algebra to change the statement in part (b) to the statement in part (c). (e) Write a conclusion based on Steps (a)-(d). $$\frac{1}{1 \cdot 2}+\frac{1}{2 \cdot 3}+\frac{1}{3 \cdot 4}+\dots+\frac{1}{n(n+1)}=\frac{n}{n+1}$$

Use summation notation to write each series. $$\frac{5}{1+1}+\frac{5}{1+2}+\frac{5}{1+3}+\dots+\frac{5}{1+15}$$

U.S. Population by Region The U.S. resident population by region (in millions) for selected years is given in the table. Find the probability that a U.S. resident selected at random satisfies the following. (a) lived in the West in 2000. (b) lived in the Midwest in 1995. (c) lived in the Northeast or Midwest in 2000. (d) lived in the South or West in 2009. (e) What are the odds that a randomly selected U.S. resident in 2009 was not fron the South? $$\begin{array}{|c|c|c|c}\hline \text { Region } & 1995 & 2000 & 2009 \\\\\hline \text { Northeast } & 51.4 & 53.6 & 55.3 \\\\\hline \text { Midwest } & 61.8 & 64.4 & 66.8 \\\\\hline \text { South } & 91.8 & 100.2 & 113.3 \\\\\hline \text { West } & 57.7 & 63.2 & 71.6 \\\\\hline\end{array}$$

Assume that \(n\) is a positive integer. Use mathematical induction to prove each statement S by following these steps. See Example \(I\). (a) Verify the statement for \(n=1\) (b) Write the statement for \(n=k\) (c) Write the statement for \(n=k+1\) (d) Assume the statement is true for \(n=k\). Use algebra to change the statement in part (b) to the statement in part (c). (e) Write a conclusion based on Steps (a)-(d). $$5 \cdot 6+5 \cdot 6^{2}+5 \cdot 6^{3}+\dots+5 \cdot 6^{n}=6\left(6^{n}-1\right)$$

A population of fruit flies is growing in such a way that each generation is 1.25 times as large as the last generation. Suppose there were 200 insects in the first generation. How many would there be in the fifth generation?

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