Proving the Cosine Sum Identity for a Discrete Interval

In summary, Proof Beyond Scope of Course refers to evidence or arguments that go beyond the intended focus of a scientific study or course. It is important to consider in research as it allows for a more comprehensive understanding and can lead to new insights. Examples include citing previous research, incorporating data from other fields, and discussing broader implications. The key distinction between proof beyond scope of course and irrelevant information is relevance to the main topic. Drawbacks may include complexity, detracting from the main focus, and potential bias.
  • #1
matlabber
13
0
"Proof Beyond Scope of Course"

Homework Statement



[tex] \frac{1}{M}\sum_{j=1}^{M}\cos(mx_{j})=[/tex]\begin{cases} 1, & \ m \equiv 0\pmod{M}\\ 0, & \text{else} \end{cases}

Homework Equations


The Attempt at a Solution



is statement truthfully accurate? how to show this?
 
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  • #2


Your formula makes no sense without a statement of what the "[itex]x_j[/itex]" are.
 
  • #3


interval [tex]-\pi:\pi[/tex] split into M equal intervals.

midpoints are [tex]y_K[/tex]
 
  • #4


This is a basic problem about geometric series and the roots of unity.

Let [itex]Z_M[/itex] be an Mth root of unity. What you're considering is this:

[tex]1 + Z_M + Z_M^2 + \ldots{} + Z_M^{M-1}[/tex]

But, if you multiply through by [itex]z_M[/itex], you get

[tex]Z_M + Z_M^2 + \ldots{} + Z_M^{M-1} + Z_M^M[/tex]

But [itex]Z_M^M = 1[/itex], and you get the same sum all over again. No matter how many times you multiply by [itex]Z_M[/itex], the answer is the same. Since [itex]Z_M[/itex] is itself neither unity nor zero, the only possible solution is that the sum's value is zero.

You can also confirm this by looking at the closed form result of the geometric series:

[tex]1 + Z_M + Z_M^2 + \ldots{} + Z_M^{M-1} = \frac{1-Z_M^M}{1-Z_M}[/tex]

Again, the numerator must be zero as [itex]Z_M[/itex] is an Mth root of unity.

Edit: ah, I realize the problem is slightly more complicated than this. Well, this handles the case [itex]m=1[/itex] well, at any rate.
 
  • #5


matlabber said:

Homework Statement



[tex] \frac{1}{M}\sum_{j=1}^{M}\cos(mx_{j})=[/tex]\begin{cases} 1, & \ m \equiv 0\pmod{M}\\ 0, & \text{else} \end{cases}is statement truthfully accurate? how to show this?

matlabber said:
interval [tex]-\pi:\pi[/tex] split into M equal intervals.

midpoints are [tex]y_K[/tex]

Do you mean that the [itex]x_j[/itex] in your first post are these midpoints [itex]y_k[/itex]? If so, then surely there must be given some restriction on [itex]M[/itex]? If we allow [itex]M=1[/itex] for example, then we have a single midpoint [itex]x_1 = 0[/itex] and [itex] \frac{1}{M}\sum_{j=1}^{M}\cos(mx_{j})= 1[/itex] regardless of what the value of [itex]m[/itex] is.

Edit: nevermind, just realized that there is a congruence relationship, not an an m=0.
 
Last edited:
  • #6


matlabber said:
interval [tex]-\pi:\pi[/tex] split into M equal intervals.

midpoints are [tex]y_K[/tex]

So are you saying that the ##y_K=x_j##? In that case, try representing ##x_j## in terms of j.
 

Related to Proving the Cosine Sum Identity for a Discrete Interval

What is meant by "Proof Beyond Scope of Course"?

Proof Beyond Scope of Course refers to the evidence or arguments presented in a scientific study or course that go beyond the intended focus or subject matter. It may involve additional theories, concepts, or data that are not directly related to the main topic but are included to support or enhance the overall understanding of the subject.

Why is it important to consider proof beyond scope of course in scientific research?

Including proof beyond scope of course in scientific research allows for a more comprehensive and well-rounded understanding of a topic. It also encourages critical thinking and the exploration of related concepts, leading to potential new discoveries or insights. However, it is important to carefully evaluate and consider the relevance and validity of such evidence to avoid straying too far from the main focus of the research.

What are some examples of proof beyond scope of course in scientific studies?

Examples of proof beyond scope of course in scientific studies may include citing previous research on related topics, incorporating data from other fields of study, or discussing potential implications or applications of the research beyond the specific subject matter. It may also involve incorporating historical, social, or cultural perspectives to provide a broader context for the research.

How can one distinguish between proof beyond scope of course and irrelevant information?

The key distinction between proof beyond scope of course and irrelevant information is relevance to the main topic. While proof beyond scope of course may involve additional or tangentially related concepts, it ultimately contributes to the understanding or support of the main topic. Irrelevant information, on the other hand, does not have a clear connection to the main topic and can be disregarded.

What are some potential drawbacks of including proof beyond scope of course in scientific research?

Including proof beyond scope of course in scientific research can lead to a broader and more complex understanding of a topic, but it can also make the research more difficult to understand or follow for those without a strong background in the related concepts. It may also detract from the main focus of the research and require more time and resources to adequately explore and explain. Additionally, if not carefully evaluated, it may introduce bias or weaken the validity of the research.

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