I'm teaching a course on asymptotics and perturbation methods, and thought it might be fun to share the lectures on @YouTube. Here's lecture 1, which introduces the idea of asymptotic expansions. (For more about the course, see the rest of this thread.)
Asymptotic methods and perturbation theory are clever techniques for finding approximate analytical solutions to complicated problems by exploiting the presence of a large or small parameter. This course is an introduction to such methods.
The prerequisites are a knowledge of calculus and differential equations at an undergraduate level. The course emphasizes concrete examples, intuition, and applications to science and engineering, rather than theorems, proofs, and rigor. The treatment is friendly yet careful.
Topics include asymptotic expansion of integrals via Laplace's method, stationary phase, steepest descent, and saddle points. Perturbation methods for differential equations include dominant balance, boundary layer theory, multiple scales, and WKB theory.
Most of the examples in the course deal with integrals or ordinary differential equations, but if time permits, we might also discuss some applications involving partial differential equations and difference equations.
For those of you following the course on asymptotics and perturbation methods, please consider subscribing to my YouTube channel. I will be posting lectures every Tuesday and Thursday.
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In an hour, I'll meet my students in Math Explorations, a course we teach in an inquiry-based format. I LOVE this class! But like all teachers, I'm feeling the usual first-day jitters. To calm myself, I'm re-reading "The art of asking good questions": artofmathematics.org/blogs/vecke/th…
The course materials are available at the website for the wonderful "Discovering the Art of Mathematics" project artofmathematics.org. They offer 11 free books on fascinating topics like math and music, patterns, dance, games and puzzles, knots, infinity, etc. A real feast!
Today was my first day of class, and I zoomed with the 200+ students in my "multivariable calculus for engineers" course. We had an unexpectedly wonderful session, super interactive. As you can see, I'm still on a high from it! And I want to share what worked so well... 1/n
I was really anxious about this first class, and about how dead it would be on Zoom, but somehow by making it warm and fun, the class and I established a rapport. Most of them are freshmen and very apprehensive. This warm welcome to @Cornell seems to have been the right call. 2/n
I got there a half hour early and chatted with the students who were already there. We talked about lots of things (including my dog). Just chillin... 3/n
An interesting approach to calculus. Instead of using the limit-based definition of continuity, Olver defines a function to be continuous if the inverse image of every open set is open (as in topology). He says this is both more rigorous and more understandable for beginners.
Peter Olver’s home page is chock full of links to his books and lecture notes on variety of topics in mathematics. Lots of pedagogical treasures there. www-users.math.umn.edu/~olver/
Regarding my earlier tweet about eigenvectors, some of you have asked for more explanation about page rank. Here’s a chapter from “The Joy of x“ where I tried to do that. 1/5
Jo Boaler just showed me what a typical Japanese textbook looks like. Check out the thickness… Not!
In the next series of tweets, I’ll show you just how much thinking is expected from students. I love how conceptual and interesting these textbooks are. And this is for fifth grade!
Notice they are suggesting different ways to solve the same problem. Just like real mathematicians do