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...THE REDUCTION MAP FOR THE ETALE K-THEORY OF A CURVE
G.Banaszak, W.Gajda, B.Kahn and P.Krason
Abstract. In the present work, we investigate the reduction map on the tale Ke theory of a curve dened over a global eld. We prove that on the even-dimens...
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223 Math Vector Calculus Instructor: Arlo Caine Practice Exam 3 Name: Solutions Directions: Read all questions carefully. Use a pencil and erase all unnecessary marks. Show all of your work in the space provided and display your answer on the line given if requested. You will lose points if you make an approximation and fail to indicate the approximation. Be careful to use proper notation to indicate vector versus scalar quantities as well. 1. Determine whether the following are true or false (T or F). You do not need to give your reasons. (a) T The parametric curve x = t2 , y = 2, z = t is a parabola in space. (b) F If one particle moves with position r1 (t) = cos(t)i + sin(t)j + tk while another is moves with position r2 (t) = i + (10 - t)k then the two particles will collide at some time. (c) F If a particle is moving along a parameterized curve r(t) then the acceleration vector at any point is perpendicular to the velocity at that point. (d) T If a particle moves with constant velocity then the path must be a line. (e) T There is a region R over which the order f dx dy or Rf dA cannot be evaluated by a single iterated integral in f dy dx. C (f) F If the vector fields F and G have F dr = C C G dr for a particular path C then F = G. (g) T If F = i is a vector field in 2-space, then to (1, 0). F dr > 0, where C is the oriented line from (0, 0) (h) T If F is path-independent and defined on the whole plane, and C is any closed curve then C F dr = 0. 2. Setup two integrals, one in rectangular coordinates, one in cylindrical coordinates to calculate the volume of the figure shown. Choose one of your integrals to evaluate and do so. z 4 2 0 0 - Volume = 0 4 /2 2 dx dy dz 4-y 2 = 0 0 r dr d dz x y = 4 3. Let F (x, y) be the path-independent vector field shown in the figure. The vector field F associates to each point in the plane a unit vector pointing radially outward and thus has a singularity at the origin. The curves C1 , C2 , . . . , C7 have the direction shown. Consider the line integrals for i = 1, 2, . . . , 7. Ci F dr Without calculating any integrals perform the following tasks and give a one or two sentence explanation of each answer. (a) List all the line integrals which you expect to be zero. C1 F dr and C3 F dr should be zero because the field is perpendicular to the curves. (b) List all the line integrals which you expect to be negative. C4 F dr should be negative because the orientation is opposite that of the field. (c) Arrange the positive line integrals in ascending order. This is somewhat of a trick question. The integrals F dr = C6 C7 F dr = C5 F dr = C2 F dr x2 + y 2 which are all probably all equal. This field is actually the gradient of the function measures the distance to the origin. The difference in the distances to the origin of the endpoints of path C6 is the same as that for C7 , C5 , C2 . 4. A particle, a following straight line constant speed path through space, passes "downward" through a permeable barrier which is in the shape of the graph of z = 10 - x2 - y 2 , where x, y and z are measured in meters. It passes through the point (2, 2, 2) in a direction perpendicular to the barrier with speed 33 m/s at time t = 0. Does it strike the barrier again? If your answer is "no", explain why. If your answer is "yes" find the time of intersection. The strategy is the following. Find parametric equations for the motion of the particle. Substitute those equations into the equation for the barrier. If the resulting equation in t has two solutions then the particle strikes the barrier again, otherwise it does not. The key is to set up the correct equations. First, let g = 10 - x2 - y2 - z, then the barrier We must have that v is parallel to a negative k-component and v out that g(2, 2, 2), has = 33. It turns g(2, 2, 2) = -4i - 4j - k works for v. So, r = (2 - 4t)i + (2 - 4t)j + (2 - t)k. z = 10 - x2 - y 2 2 - t = 10 - (2 - 4t)2 - (2 - 4t)2 0 = 33t - 32t2 is given by the level set g = 0. In vector form, we can write the equations for the path as r(t) = r0 + tv where r0 = 2i + 2j + 2k, so that t = 0 corresponds to the time of entry, and v is the velocity vector. The particle does intersect the barrier again, at t = 32/33 seconds. 5. The table shows some of the values of a function f (x, y). x\y -4 -2 0 2 3 10 8 6 4 6 12 10 7 5 9 15 12 9 6 12 19 15 11 7 (a) Find parametric equations for the upper semi-circle of radius 3 traversed from (2, 6) to (-4, 6). The position vector of the center of the semi-circle is c = -i + 6j. If the path is traversed with constant speed as t ranges from 0 to 2, then the displacement vector from the center to the point on the circle at time t is given by d(t) = 3 cos(t)i + 3 sin(t)j. Thus, one set of parametric equations for the path is r(t) = c + d(t) = (3 cos(t) - 1)i + (3 sin(t) + 6)j. (b) Let C denote the curve in part (a). Estimate C f dr. C By the Fundamental Theorem of Line Integrals f dr = f (-4, 6) - f (2, 6) = 12 - 5 = 7. 6. Sketch the region R in the plane whose boundary is the oriented curve C = C1 + C2 + C3 where x = 2 - t x = 2 - sin(t) x =t and C3 : and C2 : C1 : y = 2 - t y =t y = sin(t) where 0 t 2 in each parameterization. Use Green's Theorem to compute the area of the region R. y (2, 2) C3 R C2 C1 2 x To compute the area we apply Green's Theorem with F = xj. For this field the scalar curl is F2 x - F1 y = 1 and 1 dA = R R Area(R) = F2 F1 - dA = x y F dr = C C1 F dr + C2 F dr + C3 F dr 2 2 F dr = C1 0 2 tj (i + cos(t)j)dt = 0 t cos(t) dt = t sin(t)|2 + cos(t)|2 = 0 0 0 2 F dr = C2 0 2 (2 - sin(t))j (- cos(t)i + j) dt = 0 2 (2 - sin(t)) dt = (2)2 + [cos(t)]2 = 4 2 0 2 F dr = C3 0 (2 - t)j (-i - j) dt = 0 1 2 t - 2t (t - 2)dt = 2 = -2 2 0 Thus the area is 4 2 - 2 2 = 2 2 .
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Arizona >> MATH >> 223 (Fall, 1998)
Math 223 Vector Calculus Author: Arlo Caine Practice Exam 4 Name: Solutions Directions: Read all questions carefully. Use a pencil and erase all unnecessary marks. Show all of your work in the space provided and display your answer on the line giv...
Arizona >> MATH >> 223 (Fall, 1998)
Math 223 Vector Calculus Author: Arlo Caine Practice Exam 1 Name: Solutions Directions: Read all questions carefully. Use a pencil and erase all unnecessary marks. Show all of your work in the space provided and display your answer on the line giv...
Arizona >> MATH >> 223 (Fall, 1998)
Math 223 Vector Calculus Author: Arlo Caine Practice Exam 2 Name: Solutions Directions: Read all questions carefully. Use a pencil and erase all unnecessary marks. Show all of your work in the space provided and display your answer on the line giv...
Arizona >> MATH >> 223 (Fall, 1998)
Math 223 Vector Calculus Instructor: Arlo Caine Practice Exam 4 Name: Directions: Read all questions carefully. Use a pencil and erase all unnecessary marks. Show all of your work in the space provided and display your answer on the line given if ...
Arizona >> MATH >> 223 (Fall, 1998)
Math 223 Vector Calculus Author: Arlo Caine Practice Exam 1 Name: Directions: Read all questions carefully. Use a pencil and erase all unnecessary marks. Show all of your work in the space provided and display your answer on the line given if requ...
Arizona >> MATH >> 215 (Fall, 2008)
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Arizona >> MATH >> 223 (Fall, 1998)
Math 223 Vector Calculus Author: Arlo Caine Practice Exam 2 Name: Directions: Read all questions carefully. Use a pencil and erase all unnecessary marks. Show all of your work in the space provided and display your answer on the line given if requ...
Arizona >> MATH >> 215 (Fall, 2008)
Math 215 - Section 004 Review Questions for Test 3 This review is not comprehensive. 1. Let T : R2 R3 be linear. a. Explain why the image of T cannot be all of R3 . (In fact, this is not the case if T is not assumed to be linear. It is possible to c...
Arizona >> MATH >> 223 (Fall, 1998)
Math 223 - Section 010 Vector Fields Lab with Solutions In this lab, you will use the applet at http:/www.falstad.com/vector3d/ to develop some intuition about vector elds in space. Some general comments about the applet: The Particles (Vel.) and St...
Arizona >> MATH >> 124 (Fall, 2008)
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Arizona >> MATH >> 124 (Fall, 2008)
Math 124 - Section 012 Test 1a You have 50 minutes to complete the test. Read each problem carefully. Do not use decimal approximations unless you are explicitly asked to do so. Show all of your work. 1. (10 pts) State the Intermediate Value Theorem....
Arizona >> MATH >> 124 (Fall, 2008)
Math 124 - Section 012 Practice Problems for Test 3 Questions similar to these may show up on the test, but this is not a comprehensive review. 2 1. Let f (x) = e(x ) . a. Find the tangent line approximation, which we will call l(x), for f (x) near ...
Arizona >> MATH >> 129 (Spring, 2006)
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Arizona >> MATH >> 129 (Spring, 2006)
Math 129 - Section 017 Exercises on Convergence of Series Determine whether each of the following series converges. Explain your answers. 1. n=1 (n 1)! n2 en 2. n=1 3. n=1 2 3 n 4. (1)n1 3n 1 n=1 5. n=1 sin n n2 cos n n n+2 n2 1 ...
Arizona >> MATH >> 129 (Spring, 2006)
Math 129 - Section 017 Practice Problems for Test 1 1. Compute the following integrals. Simplify your answers as much as possible. a. b. c. d. e. f. g. t2 dt 1 + t2 xn ln(x5 )dx ye-y dy z 2 (arctan z)dz x sin(x + 1)dx 1 (5x + 2)(2/5) 0 1 dv v-1 3 ...
Arizona >> MATH >> 215 (Fall, 2008)
Homework Sample Problem: A 30 kilogram weight is hanging at the end of a 40 meter rope. The rope weighs 1 kilogram per meter. Compute the work required to raise the rope and weight to 2 the height of the top of the rope. Solution: The work required ...
Arizona >> MATH >> 124 (Fall, 2008)
Math 124 - Section 012 Quiz on 1.8 Write clearly and show all of your work. Good luck. 1. Assuming that limits as x have the properties listed in section 1.8 for limits as x c, 3 5x( 2 ) + 1 use algebraic manipulations to evaluate lim . 3 x 3x + 4...
Arizona >> MATH >> 124 (Fall, 2008)
Math 124 - Section 012 Hints for section 4.6 13(b) By the chain rule, dx = dx d . Compute dx using the formula x = cos . From the dt d dt d graph, d |t=2 1. Compute dy in the same way (using y = sin ). dt dt 6 r 18(c) Combine the equations h = 10 an...
Arizona >> MATH >> 129 (Spring, 2006)
Math 129 - Section 001 Exercises for sections 8.4 and 8.5 Show all of your work. 1. A block of ice weighing 500 lbs. is to be lifted from the ground to the top of a 200 foot tall building. In the 20 minutes it will take to do this, the block will los...
Arizona >> MATH >> 124 (Fall, 2008)
Math 124 - Section 012 Quiz on 6.1 with solutions Write clearly and show all of your work. Good luck. 1. The function f (x) is graphed below. Draw graphs of two antiderivatives of f (x), F1 (x) and F2 (x), such that F1 (2) = -1 and F2 (2) = 2. Use th...
Arizona >> MATH >> 129 (Spring, 2006)
Math 129 - Section 017 Exercises on Numerical Approximation of Integrals 1. Suppose f is (strictly) increasing and concave down on [a, b]. List the following numbers b in order from least to greatest: LEFT(n), RIGHT(n), MID(n), TRAP(n), b a f (x)dx...
Arizona >> MATH >> 129 (Spring, 2006)
Math 129 - Section 017 Exercises for section 8.4-8.5 Show all of your work. 1. A block of ice weighing 500 lbs. is to be lifted to the top of a 200 foot tall building. In the 20 minutes it will take to do this, the block will lose 12 lbs. Assume that...
Arizona >> MATH >> 124 (Fall, 2008)
Math 124 - Section 012 Solution to section 3.8, #30 We know x = 0 and y = 615 at the top of the arch, so 0 615 = b a cosh( ) = b a. a This implies that b = a + 615. We also know that x = 215 and y = 0 where the arch hits the ground, so 265 265 0 = ...
Arizona >> MATH >> 124 (Fall, 2008)
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Arizona >> MATH >> 223 (Fall, 1998)
Math 223 - Section 010 Test 3a with Solutions You have 50 minutes to complete the test. Show all of your work clearly. Unless otherwise stated, each answer must be explained and justified. 1. For each of the following statements, circle TRUE or FALSE...
Arizona >> MATH >> 120 (Fall, 2008)
Math 120r - Section 002 Exercise 1 First, recall the definition of a function: A function is a set of ordered pairs of the form (input, output) such that each input value is paired with exactly one output value. So, for example, {(1,2),(1,3),(2,4)} ...
Arizona >> ECOL >> 37 (Fall, 2009)
A general model for allometric covariation in botanical form and function Charles A. Price*, Brian J. Enquist*, and Van M. Savage *Department of Ecology and Evolutionary Biology, University of Arizona, Tucson, AZ 85721; Sante Fe Institute, 1399 Hyde ...
Arizona >> ECE >> 575 (Fall, 2008)
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The first worksheet is \"Spread Trades.\" Here we have the market information on 2 coupon-paying Government securities over three days: December 2, 3, and 4, 1991. Of course, in the example we would imagine that we start on December 2, so that the futu...
Arizona >> FIN >> 542 (Fall, 2009)
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Arizona >> FIN >> 542 (Fall, 2009)
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Draft Report Goals Mathematics is an integral component of the business school curriculum. Mathematics Departments can help prepare business students by stressing conceptual understanding of quantitative reasoning and enhancing critical thinking skil...
Arizona >> BMCONF >> 1 (Fall, 2009)
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Arizona >> BMCONF >> 1 (Fall, 2009)
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Arizona >> ECOL >> 406 (Fall, 2008)
Colloquium Loss of speciation rate will impoverish future diversity Michael L. Rosenzweig* Deptartment of Ecology and Evolutionary Biology, University of Arizona, Tucson, AZ 85721 Human activities have greatly reduced the amount of the earths area ...
Arizona >> ECOL >> 406 (Fall, 2008)
What is Population Viability Analysis (PVA)? One definition: a quantitative analysis of population dynamics, with the goal of assessing extinction risk. PVA is a process involving: (1) demographic data for the species of interest and (2) some kind of...
Arizona >> ECOL >> 437 (Fall, 2008)
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Arizona >> ECOL >> 406 (Fall, 2008)
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Arizona >> ECOL >> 437 (Fall, 2008)
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Arizona >> ECOL >> 437 (Fall, 2008)
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Arizona >> ECOL >> 409 (Fall, 2008)
Lecture 19 Evolution and vaccines Today and tomorrow: 1. A bit more about drug therapy 1. Different sorts of vaccines 1. Could vaccines increase virulence? 1. Or decrease it? 1. Why HIV is hard to vaccinate against Antiretroviral therapy and HIV/A...
Arizona >> ECOL >> 406 (Fall, 2008)
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Arizona >> AZ >> 1138 (Fall, 2009)
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Arizona >> AZ >> 1178 (Fall, 2009)
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Arizona >> AZ >> 1322 (Fall, 2009)
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Arizona >> AZ >> 1275 (Fall, 2009)
Development of Best Management Practices for Fertigation of Young Citrus Trees Thomas L. Thompson, Scott A. White, James Walworth, and Greg Sower Abstract `Newhall\' navel oranges on `Carrizo\' rootstock were planted in Mar. 1997 at the Citrus Agricul...
Arizona >> AZ >> 1138 (Fall, 2009)
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Arizona >> AZ >> 1359 (Fall, 2008)
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Arizona >> AZ >> 1359 (Fall, 2008)
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Arizona >> AZ >> 1359 (Fall, 2008)
Application of Proxy PGR for Poa Seed Head Suppression, 2000 D.M. Kopec and J. Gilbert, University of Arizona, Tucson, Arizona; and Michael Bates, Superintendent, Country Club of Green Valley Abstract Proxy (ethephon) was applied to 100% pure stands...
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Stock Options 101 Lindsay Yoshitomi Jennifer Jones Leslie White Jeff Guba Stock Option? -Contracts that give you the option to buy or sell shares of a particular stock for a set price. (You are not obligated to do it!) -Call Option: option allowing...
Arizona >> ECOL >> 37 (Fall, 2009)
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Arizona >> ECOL >> 37 (Fall, 2009)
American Journal of Botany 95(4): 516519. 2008. BRIEF COMMUNICATION THE RELATIONSHIP BETWEEN STEM AND BRANCH WOOD SPECIFIC GRAVITY AND THE ABILITY OF EACH MEASURE TO PREDICT LEAF AREA1 Nathan G. Swenson2 and Brian J. Enquist Department of Ecology ...
Arizona >> ECOL >> 37 (Fall, 2009)
REPORTS Global Allocation Rules for Patterns of Biomass Partitioning in Seed Plants Brian J. Enquist1,2* and Karl J. Niklas3 A general allometric model has been derived to predict intraspecific and interspecific scaling relationships among seed plan...
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Articles The Implications of Scaling Approaches for Understanding Resilience and Reorganization in Ecosystems ANDREW J. KERKHOFF AND BRIAN J. ENQUIST Managing ecosystems for resilience-the capacity to maintain function in response to perturbation-i...
Arizona >> ECOL >> 37 (Fall, 2009)
news and views many possible routes to quantum computing have been suggested, but the most promising are solid-state implementations - most famously, nuclear spins of phosphorus atoms in a silicon matrix10 - because they can be scaled up to generate ...
Arizona >> ECOL >> 37 (Fall, 2009)
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Arizona >> ECOL >> 37 (Fall, 2009)
Invariant scaling relationships for interspecific plant biomass production rates and body size Karl J. Niklas* and Brian J. Enquist *Department of Plant Biology, Cornell University, Ithaca, NY 18453; National Center for Ecological Analysis and Synthe...
Arizona >> ECOL >> 37 (Fall, 2009)
Journal of Tropical Ecology (2002) 18:151159. With 2 figures Copyright 2002 Cambridge University Press SHORT COMMUNICATION Carbon isotope composition of tree leaves from Guanacaste, Costa Rica: comparison across tropical forests and tree life hist...
Arizona >> ECOL >> 37 (Fall, 2009)
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Arizona >> ECOL >> 37 (Fall, 2009)
Review TRENDS in Ecology and Evolution Vol.22 No.6 Relationships between body size and abundance in ecology Ethan P. White1,2, S.K. Morgan Ernest1, Andrew J. Kerkhoff3 and Brian J. Enquist2 1 2 Department of Biology and the Ecology Center, Utah S...
Arizona >> ECOL >> 37 (Fall, 2009)
Scott C. Stark Curriculum Vitae Department of Ecology and Evolutionary Biology, University of Arizona BioSciences West 310 1041 E. Lowell St. Tucson, AZ 85721 Phone: (520) 626 - 3336; Fax: (520) 621 - 9190; Office BSW 221 scstark@email.arizona.edu ED...
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