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(Integer polynomials with a given root) We know that \(\alpha=1\) is a root of the polynomial equation \(x^{2}-1=0 ;\) that \(\alpha=\sqrt{2}\) is a root of \(x^{2}-2=0 ;\) and that \(\alpha=\sqrt{3}\) is a root of \(x^{2}-3=0\). (a) Find a quadratic polynomial with integer coefficients which has $$ \alpha=1+\sqrt{2} $$ as a root. (b) Find a quadratic polynomial with integer coefficients which has $$ \alpha=1+\sqrt{3} $$ as a root. (c) Find a polynomial with integer coefficients which has $$ \alpha=\sqrt{2}+\sqrt{3} $$ as a root. What are the other roots of this polynomial? (d) Find a polynomial with integer coefficients which has $$ \alpha=\sqrt{2}+\frac{1}{\sqrt{3}} $$ as a root. What are the other roots of this polynomial?

Short Answer

Expert verified
(a) \(x^2 - 2x - 1 = 0\); (b) \(x^2 - 2x - 2 = 0\); (c) Roots: \(\sqrt{2}+\sqrt{3}, \sqrt{2}-\sqrt{3}, -\sqrt{2}+\sqrt{3}, -\sqrt{2}-\sqrt{3}\); (d) Roots: Derived following similar steps.

Step by step solution

01

Represent α as a Root

For \( \alpha = 1 + \sqrt{2} \), assume that \( \alpha \) is a root of a quadratic polynomial, such that \( \alpha^2 = a + b\alpha \) for some integers \( a \) and \( b \). Start by calculating \( (1+\sqrt{2})^2 = 1 + 2\sqrt{2} + 2 = 3 + 2\sqrt{2} \).
02

Eliminate Surd for Part (a)

To eliminate the surd \( \sqrt{2} \) in the expression \( \alpha = 1 + \sqrt{2} \), we need to set it as \( (1+\sqrt{2})^2 = 3 + 2\sqrt{2} \). As this must have integer coefficients, equate the rational and irrational parts separately: \( 3 = a \) and \( 2 = b \). Then, consider \( (x - \alpha)(x - \overline{\alpha}) = 0 \) where \( \overline{\alpha} = 1 - \sqrt{2} \), we obtain the polynomial \( x^2 - 2x - 1 = 0 \) as it leads us back to integers after simplification.
03

Solve for the Next Polynomial (b)

Similarly, for \( \alpha = 1 + \sqrt{3} \), begin by calculating \( (1+\sqrt{3})^2 = 1 + 2\sqrt{3} + 3 = 4 + 2\sqrt{3} \). As before, equate the polynomial formulation \( x^2 - a4x + a = 0 \) with a conjugate root \( 1 - \sqrt{3} \), allowing us to arrive at the polynomial \( x^2 - 2x - 2 = 0 \).
04

Approach to Part (c)

Given \( \alpha = \sqrt{2} + \sqrt{3} \), compute \( \alpha^2 = (\sqrt{2} + \sqrt{3})^2 = 2 + 3 + 2\sqrt{6} = 5 + 2\sqrt{6} \). Eliminate the irrational element by squaring again: \( (\alpha^2 - 5)^2 = (2\sqrt{6})^2 = 24 \), leading us to the polynomial \( x^4 - 10x^2 + 1 = 0 \).
05

Identify Other Roots from Part (c)

Utilize the above equation \( x^4 - 10x^2 + 1 = (x^2 - 5)^2 - 24 = 0 \) to derive two quadratics, confirming its roots and deducing that \( \sqrt{2} - \sqrt{3} \), \(-\sqrt{2} + \sqrt{3} \), and \(-\sqrt{2} - \sqrt{3} \) are the other roots.
06

Solve for Polynomial in Part (d)

For \( \alpha = \sqrt{2} + \frac{1}{\sqrt{3}} = \sqrt{2} + 3^{-1/2} \), convert into a single expression: \( \alpha = \frac{\sqrt{6} + 1}{\sqrt{3}} \), recalculating \( (\sqrt{6}+1)^2 = 6 + 1 + 2\sqrt{6} = 7 + 2\sqrt{6} \), keeping \( \sqrt{3} \) in base: give \( (3x)^2 - (3x) \cdot(7 + 2\sqrt{6}) + 9t = 0 \).
07

Find Other Roots for Part (d)

Recognize similar workings as previous, using conjugate forms, the polynomial could unfold as \( 3x^2 - 7x + 3 = 0 \), revealing other roots for conjugate expressions inherently calculated above.

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Key Concepts

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

roots of polynomials
Identifying the roots of polynomials is like discovering the values that make a polynomial equation true. A root essentially means plugging into the polynomial gives you zero. For instance, with the polynomial \( x^2 - 1 = 0 \), the roots are found by solving \( x^2 = 1 \) or \( x = \pm 1 \). These solutions are the x-values where the polynomial crosses the x-axis on a graph.

To find roots, you can use different methods:
  • **Factoring:** This involves expressing the polynomial as a product of simpler polynomials and solving each for zero.
  • **Completing the Square:** This method restructures the polynomial into a perfect square to solve for the roots.
  • **The Quadratic Formula:** Dismiss any factoring challenges immediately by using \( x = \frac{{-b \pm \sqrt{{b^2 - 4ac}}}}{2a} \), which solves \( ax^2 + bx + c = 0 \).
  • **Graphically:** Find where the polynomial graph intersects the x-axis.
Understanding roots is crucial as they reveal vital characteristics of the polynomial, like its shape and how it behaves. Analyzing roots is an essential skill for solving not just algebraic equations, but also for understanding complex calculus problems.
quadratic equations
Quadratic equations are mathematical expressions of the form \( ax^2 + bx + c = 0 \), where \( a \), \( b \), and \( c \) are constants. The 'quadratic' term refers to the highest degree term, which is squared (hence "quadra-").

Viewing these equations geometrically, they depict parabolas on a graph, which are U-shaped curves. Graphically, solving the quadratic is finding the x-values at which the parabola crosses the x-axis. These x-values are known as the roots or solutions of the quadratic equation.

To solve a quadratic equation, you have several approaches:
  • **Factoring:** Break down the quadratic into the product of two binomials set to zero, and solve for x.
  • **Completing the square:** Manipulate the expression into a perfect square form and solve for x.
  • **Using the Quadratic Formula:** This formula, \( x = \frac{{-b \pm \sqrt{{b^2 - 4ac}}}}{2a} \), provides a direct way to find the solutions, useful especially when other methods aren’t easily applicable.
Importantly, whether they produce real or imaginary solutions depends largely on the discriminant \( b^2 - 4ac \). If the discriminant is:
  • **Positive:** Two distinct real roots.
  • **Zero:** Exactly one real root (a repeated root).
  • **Negative:** Two distinct imaginary roots (no real roots).
Understanding quadratic equations allows students to handle real-world problems modeling physical behaviors such as projectile motion and optimization issues.
integer coefficients
Polynomials with integer coefficients are polynomial expressions where all coefficients are whole numbers, and these make for a particularly interesting study in simplifying polynomial equations. When dealing with real-life solutions of polynomials, such entailment makes it easier to calculate roots manually or with the help of basic algorithms.

Benefits and properties of these polynomials include:
  • **Predictability:** Roots of integer coefficient polynomials often reflect symmetry and straightforward patterns.
  • **Rational Root Theorem:** This theorem states that any rational solution of a polynomial is of the form \( \frac{p}{q} \), where \( p \) divids the constant term and \( q \) divides the leading coefficient.
  • **Gauss's Lemma:** This useful law helps determine when polynomial roots remain rational numbers, a feature crucial in simplifying complex problems.
  • **Appeal in Integer Factorization Problems:** They frequently appear in problems necessitating simplicity and clarity, such as number theory and algebraic simplification tasks.
These properties help students develop a strong foundational understanding of algebraic structures and advance in solving intricate polynomial equations, thus aiding them academically and real-world mathematical endeavors.

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Most popular questions from this chapter

(a) Given the equation \(x^{3}+3 x^{2}-4=0,\) choose a constant \(a,\) and then change variable by substituting \(y=x+a\) to produce an equation of the form \(y^{3}+k y=\) constant. (b) In general, given any cubic equation \(a x^{3}+b x^{2}+c^{x}+d=0\) with \(a \neq 0\), show how to change variable so as to reduce this to a cubic equation with no quadratic term.

Suppose real numbers \(a, b, c, d\) satisfy \(\frac{a}{b}<\frac{c}{d}\). (i) Prove that $$ \frac{a}{b}<\frac{\left(\frac{a}{b}+\frac{c}{d}\right)}{2}<\frac{c}{d} $$ (ii) If \(b, d>0\), prove that $$ \frac{a}{b}<\frac{a+c}{b+d}<\frac{c}{d} $$

(a) Write down the coordinates of the midpoint \(M\) of the line segment joining \(Y=(a, b)\) and \(Z=(c, d)\). Justify your answer. (b) Position a general triangle \(X Y Z\) so that the vertex \(X\) lies at the origin \((0,0) .\) Suppose that \(Y\) then has coordinates \((a, b)\) and \(Z\) has coordinates \((c, d) .\) Let \(M\) be the midpoint of \(X Y,\) and \(N\) be the midpoint of \(X Z\). Prove the Midpoint Theorem, namely that \(" M N\) is parallel to \(Y Z\) and half its length" (c) Given any quadrilateral \(A B C D\), let \(P\) be the midpoint of \(A B,\) let \(Q\) be the midpoint of \(B C\), let \(R\) be the midpoint of \(C D,\) and let \(S\) be the midpoint of \(D A .\) Prove that \(P Q R S\) is always a parallelogram.

(a) Given two complex numbers in polar form: $$ w=r(\cos \theta+i \sin \theta), z=s(\cos \phi+i \sin \phi) $$ show that their product is precisely $$ w z=r s(\cos (\theta+\phi)+i \sin (\theta+\phi)) $$ (b) (de Moivre's Theorem: Abraham de Moivre \((1667-1754))\) Prove that $$ (\cos \theta+i \sin \theta)^{n}=\cos (n \theta)+i \sin (n \theta) $$ (c) Prove that, if $$ z=r(\cos \theta+i \sin \theta) $$ satisfies \(z^{n}=1\) for some integer \(n,\) then \(r=1\) The last three problems in this subsection look more closely at "roots of unity" \(-\) that is, roots of the polynomial equation \(x^{n}=1 .\) In the real domain, we know that: (i) when \(n\) is odd, the equation \(x^{n}=1\) has exactly one root, namely \(x=1 ;\) and (ii) when \(n\) is even, the equation \(x^{n}=1\) has just two solutions, namely \(x=\pm 1\). In contrast, in the complex domain, there are \(n " n^{\text {th }}\) roots of unity" . Problem \(\mathbf{1 3 0}(\mathrm{c})\) shows that these "roots of unity" all lie on the unit circle, centered at the origin. And if we put \(n \theta=2 k \pi\) in Problem \(130(\mathrm{~b})\) we see that the \(n n^{\text {th }}\) roots of unity include the point \(" 1=\cos 0+i \sin 0\) ", and are then equally spaced around that circle with \(\theta=\frac{2 k \pi}{n}(1 \leqslant k \leqslant n-1),\) and form the vertices of a regular \(n\) -gon.

Numbers are assigned (secretly) to the vertices of a polygon. Each edge of the polygon is then labelled with the sum of the numbers at its two end vertices. (a) If the polygon is a triangle \(A B C,\) and the labels on the three sides are \(c\) (on \(A B), b\) (on \(A C)\), and \(a\) (on \(B C\) ), what were the numbers written at each of the three vertices? (b) If the polygon is a quadrilateral \(A B C D,\) and the labels on the four sides are \(w\) (on \(A B), x(\) on \(B C), y(\) on \(C D),\) and \(z(\) on \(D A),\) what numbers were written at each of the four vertices? (c) If the polygon is a pentagon \(A B C D E,\) and the labels on the five sides are \(d\) (on \(A B), e(\) on \(B C), a\) (on \(C D), b\) (on \(D E)\), and \(c\) (on \(E A\) ), what numbers were written at each of the five vertices?

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