Number Theory Final Project Presentation

Final Project Presentation
Number Theory Final Presentation

Fall 2018
Lidoines Pelaez Felipe Chavez

B.S. Mathematics, Secondary Education B.S. Mathematics, Secondary Education
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Background, Definitions, and Motivation Findings and Progress Potential Proof Conclusion Questions?
Outline
1 Background, Definitions, and Motivation
2 Findings and Progress
3 Potential Proof
4 Conclusion
5 Questions?
Final Project Presentation Pelaez & Chavez December 2, 2019 2 / 47

Background, Definitions, and Motivation
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pr@aurora.edu.

Background
Definition (Number Theory)

The study of the positive integers.

Definitions
Definition
A prime is an integer greater than 1, whose only factors are 1 and itself.
Theorem (Fundamental Theorem of Arithmetic)

Every positive integer greater than 1 is either a prime or a product of primes.
Primes numbers: 2, 3, 5, 7, 11, 13,...

If an integer greater than 1 is NOT prime, then it is composite.
Composite numbers: 4, 6, 8, 9, 10, 12,...
Note: 1 is neither prime nor composite.

Definitions
Definition (σ(n))
For a positive integer n, let σ(n) denote the sum of the positive integers that
divide n.
Definition (nth Harmonic Number)

Let n > 1. Let Hn denote the nth harmonic number, which is the sum of the
reciprocals of the first n natural numbers:
n
X 1 1 1 1
Hn = =1+ + + ... +
k 2 3 n
k=1

Examples
Example:
Consider n = 3. The integers that divide 3 are 1 and 3, so the sum of positive
integers is 1 + 3 = 4.
σ(3) = 4
Example:
Now, consider n = 100. The integers that divide 100 are 1, 2, 4, 5, 10, 20, 25,
50, and 100, so the sum of positive integers is
1 + 2 + 4 + 5 + 10 + 20 + 25 + 50 + 100 = 217.
σ(100) = 217

Examples
Example: Consider n = 3. The sum of the reciprocals of the first n natural

numbers are
3
X 1 1 1
Hn = = 1 + + ≈ 1.83
k 2 3
k=1
Example: Consider n = 100. The sum of the reciprocals of the first n natural
numbers are
100
X 1 1 1 1
Hn = = 1 + + + ... + ≈ 5.1874
k 2 3 100
k=1

Definitions
Definition (Logarithmic Function)

Let ln(x) denote the natural logarithm function.
Definition (Exponential Function)

Let ex denote the natural exponential function.

Examples
Example:

Definitions
Definition (Number Theoretic Function)

A number theoretic function is a function whose domain is the positive
integers.
Example: The function σ(n) is a number theoretic function since we defined n to be a positive
integer.
Definition (Floor Function)

For a real number x, bxc is the largest integer less than or equal to x. So, bxc ∈ Z and satisfies
x − 1 < bxc ≤ x.
Example: Let x = 1.893.

bxc= b1.893c=1.
We should think about the floor function as finding the nearest integer to 0.
−3 −2 −1 0 1 2 3

Motivation
• New Number Theory knowledge + previous knowledge

• Reports, progress, feedback
• Other groups, collaboration

The Final Project
Does the following inequality hold for all n ≥1?
σ(n) ≤ Hn + ln(Hn )eHn
Over the course of eight weeks of the semester, we were to make as much
progress toward answering this question as possible.

Findings and Progress
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Report 1
Goal for the week:

• Come up with a table of σ(n) and Hn + ln(Hn )eHn
• Graph both sides of the inequality

Report 1 (Cont.)
black = Hn
red = σ(n)
blue = Hn + ln(Hn )eHn

Report 1 Feedback
• Consider the difference of both sides of the inequality.

• Look at the the values where gaps between the right hand side (σ(n)) and
the left hand side (Hn + ln(Hn )eHn ) are huge.

Report 2
Goal for the week:

• Graph the difference or both sides of the inequality
• Find interesting cases
• Consider gaps on the graph as cases

Report 2 (Cont.)
Cases:
• Where do the huge gaps happen? Prime integers
• We noticed that σ(p) = p + 1, when p is prime.

Report 2 (Cont.)
• We noticed that σ(p) = p + 1, when p is prime.
• Example: Let p = 2 then σ(2) = p + 1 = 2+1 = 3

Report 2 (Cont.)
• Beginning of our program to generate σ(n) values

Report 2 Feedback
• Define our cases

• Consider the cases for number theoretic functions

Report 3 and 4
Goal for the week:

• Finish our program
• Define our cases
• Look at behavior of both sides of the inequality

Report 3 and 4 (Cont.)

• We tried to prove by induction but σ(n) and σ(n + 1) are unrelated. We
did notice that the inequality holds for n = 1.
• We noticed the the inequality holds for primes n ≤ 13
• We noticed the cases where the deference of the two sides of the
inequality is close to zero are when n is a divisor of 12


• We finished our program to generate a table with all the values of n.

Report 3 and 4 Feedback
• Think about what we did in class with prime factorization.

• Think about the right hand side as f (x) = x + ln(x)ex evaluated at x = Hn .

Report 5
Goal for the week:

• Use our program to create a table of values of n.
• Find certain cases using the prime factorization of n.
• Use the function f (x) = x + ln(x)ex evaluated at x = Hn .

Report 5 (Cont.)
• We used our program to generate a table for values up to n = 50. We also
see more cases with primes to that hold true.

Report 5 (Cont.)
• We used our program to generate a table for values up to n = 100. We
also see more cases with primes to that hold true.

Report 5 (Cont.)
• Using our program and our table, we were able to test the values of
1 ≤ n ≤ 100, which are proven computationally.
• So far we noticed the the huge gaps of the differences still appear when n
is prime for n ≤ 97
• Now we tried to find certain cases using the prime factorization of n.

Report 5 (Cont.)
• From this we noticed the peaks of the σ(n) graph are the composite
numbers n
• We noticed that the prime factorization of each of these composite
numbers includes pn , qr be primes and n, r ∈ Z+

Report 5 (Cont.)
• We noticed that the prime factorization of each of these composite
numbers includes pn , qr be primes and n, r ∈ Z+
• Peaks: n=12, 24, 36, 48, 60, 72, 84, 96...
• n = 12 = pn ∗ qr = 31 ∗ 22 , n = 24 = pn ∗ qr = 31 ∗ 23 , ...etc.

Report 5 Feedback
• Consider, what is the largest possible value for σ(n)? Think about how to
find all divisors for n.
• Think of the lower bound of σ(n). Can you prove the right hand side is
greater than or equal to the lower bound of σ(n)?
• Consider the relationship between σ(n) and σ(pn ) where p is a prime.

Report 6 and 7
Goal for the Week:

• Think about how to find all divisors for n.
• Look at the relationship of σ(n) and σ(pn ) where p is a prime.


√
• Consider n to find the divisors of n.
√
• We can stop checking for divisors at n.
Example:
√
Take the 100 = 10. You can stop checking√ for divisors of 100 at the value of
the 100.
So we have 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10. Thus all the divisors of 100 would
be pairs from this list. (i.e., 22 ∗ 52 )

Report 6 and 7 Feedback

√
• Since, you can stop checking for divisors of n at n. But if d is a
√
divisors of n with 1 ≤ d ≤ n, remember that also dn is a divisor of n.
• We want to find the function f (n) with σ(n) ≤ f (n), for all n.
• Take the scatter plot of σ(n) and try to lay a curve f (n) over it.
• So what is the maximum possible set of divisors n?
• How close does σ(n) get to f (n) or can you not control this?

Further Findings
• We created a scatter plot of σ(n) and we placed the function
f (n) = Hn + ln(Hn )eHn over it.

Further Findings
The scatter plot of σ(n) with the f (n) over it gave us an idea. We decide to graph the difference
of σ(n) and f (n), that is, we graphed f (n) − σ(n).
Since we can analyze that the f (n) − σ(n) is positive when 1 ≤ n ≤ 200, then we can
conclude that the inequality holds true.

Further Findings
• We now graphed the smallest possible value for σ(n) which can only be σ(n) = n + 1
• From this, we observed that the right-hand side is still larger than σ(n) = n + 1.

Further Findings
We now graphed the largest possible value for σ(n) by the following equation
√
b nc
X
k
k=1
This gave us that the right-hand side is sometimes less than the summation above.
Potential Proof
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Potential Proof
Recall that we have created a computational proof.
This gives us that the inequality holds true for all 1 ≤ n ≤ 100.

Potential Proof
We believe that a proof of this inequality would involve:

1 Observing even more the case when n is prime and composite.
2 Creating more graphs to observe new relationships.
3 Deeper understanding on the different functions of the inequality.

Conclusion
Primary Mark
academic rigor.
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What We Learned
At the end of our presentation, we learned that:

• Many approaches
• Applying new skills from Number Theory
• Our computational proof

What We Learned
• Always learn from your mistakes

What We Learned

• A wise man once said,

What We Learned

• A wise man once said,
“A person who never made a mistake never tried anything new.”-
Albert Einstein

Questions?
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Number Theory Final Project Presentation

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Final Project Presentation

Number Theory Final Presentation

Lidoines Pelaez Felipe Chavez

1 Background, Definitions, and Motivation

2 Findings and Progress

Final Project Presentation Pelaez & Chavez December 2, 2019 2 / 47

Background, Definitions, and Motivation

Final Project Presentation Pelaez & Chavez December 2, 2019 3 / 47

Definition (Number Theory)

Final Project Presentation Pelaez & Chavez December 2, 2019 4 / 47

Theorem (Fundamental Theorem of Arithmetic)

Primes numbers: 2, 3, 5, 7, 11, 13,...

Note: 1 is neither prime nor composite.

Final Project Presentation Pelaez & Chavez December 2, 2019 5 / 47

Definition (nth Harmonic Number)

Final Project Presentation Pelaez & Chavez December 2, 2019 6 / 47

Final Project Presentation Pelaez & Chavez December 2, 2019 7 / 47

Example: Consider n = 3. The sum of the reciprocals of the first n natural

Final Project Presentation Pelaez & Chavez December 2, 2019 8 / 47

Definition (Logarithmic Function)

Definition (Exponential Function)

Final Project Presentation Pelaez & Chavez December 2, 2019 9 / 47

Final Project Presentation Pelaez & Chavez December 2, 2019 10 / 47

Definition (Number Theoretic Function)

Definition (Floor Function)

Example: Let x = 1.893.

Final Project Presentation Pelaez & Chavez December 2, 2019 11 / 47

• New Number Theory knowledge + previous knowledge

Final Project Presentation Pelaez & Chavez December 2, 2019 12 / 47

The Final Project

Does the following inequality hold for all n ≥1?

σ(n) ≤ Hn + ln(Hn )eHn

Final Project Presentation Pelaez & Chavez December 2, 2019 13 / 47

Findings and Progress

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Findings and Progress

Goal for the week:

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Findings and Progress

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Findings and Progress

• Consider the difference of both sides of the inequality.

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Findings and Progress

Goal for the week:

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Findings and Progress

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Findings and Progress

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Findings and Progress

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Findings and Progress

• Define our cases

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Findings and Progress

Goal for the week:

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Findings and Progress

Report 3 and 4 (Cont.)

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Findings and Progress