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) 1 2 2[m] % H W T (x, y) I D(x, y) d d = 1 [T (p, q) I D(x + p, y + q)] HW 2 (1) p q t 3 (X t,y t,z t) x t [ ] T x t
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K g g g g; (x, y) [x, y] g Lie algebra [, ] bracket (i) [, ] (ii) x g [x, x] = 0 (iii) ( Jacobi identity) [x, [y, z]] + [y, [z, x]] +
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x y x-y σ x + τ xy + X σ y B = + τ xy + Y B = S x = σ x l + τ xy m S y = σ y m + τ xy l σ x σ y τ xy X B Y B S x S y l m δu δv [ ( σx δu + τ )
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y π π O π x 9 s94.5 y dy dx. y = x + 3 y = x logx + 9 s9.6 z z x, z y. z = xy + y 3 z = sinx y 9 s x dx π x cos xdx 9 s93.8 a, fx = e x ax,. a =
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2 1 κ c(t) = (x(t), y(t)) ( ) det(c (t), c x (t)) = det (t) x (t) y (t) y = x (t)y (t) x (t)y (t), (t) c (t) = (x (t)) 2 + (y (t)) 2. c (t) =
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(iii) 0 V, x V, x + 0 = x. 0. (iv) x V, y V, x + y = 0., y x, y = x. (v) 1x = x. (vii) (α + β)x = αx + βx. (viii) (αβ)x = α(βx)., V, C.,,., (1)
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9 2 1 f(x, y) = xy sin x cos y x y cos y y x sin x d (x, y) = y cos y (x sin x) = y cos y(sin x + x cos x) x dx d (x, y) = x sin x (y cos y) = x sin x
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2 4 U U x, y U 1 x, y x y x x, y U 5, 6 7 S S x x x P P 2 x P x x x U S P
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U( xq(x)) Q(a) 1 P ( 1 ) R( 1 ) 1 Q( 1, 2 ) 2 1 ( x(p (x) ( y(q(x, y) ( z( R(z))))))) 2 ( z(( y( xq(x, y))) R(z))) 3 ( x(p (x) ( ( yq(a, y) ( zr(z))))
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x () g(x) = f(t) dt f(x), F (x) 3x () g(x) g (x) f(x), F (x) (3) h(x) = x 3x tf(t) dt.9 = {(x, y) ; x, y, x + y } f(x, y) = xy( x y). h (x) f(x), F (x
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B 38 1 (x, y), (x, y, z) (x 1, x 2 ) (x 1, x 2, x 3 ) 2 : x 2 + y 2 = 1. (parameter) x = cos t, y = sin t. y = f(x) r(t) = (x(t), y(t), z(t)), a t b.
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a q q y y a xp p q y a xp y a xp y a x p p y a xp q y x yaxp x y a xp q x p y q p x y a x p p p p x p
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y = x 4 y = x 8 3 y = x 4 y = x 3. 4 f(x) = x y = f(x) 4 x =,, 3, 4, 5 5 f(x) f() = f() = 3 f(3) = 3 4 f(4) = 4 *3 S S = f() + f() + f(3) + f(4) () *4
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ContourPlot[{x^+y^==,(x-)^+y^==}, {x,-,}, {y,-,}, AspectRatio -> Automatic].. ContourPlot Plot AspectRatio->Automatic.. x a + y = ( ). b ContourPlot[x
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2D-RCWA 1 two dimensional rigorous coupled wave analysis [1, 2] 1 ε(x, y) = 1 ε(x, y) = ϵ mn exp [+j(mk x x + nk y y)] (1) m,n= m,n= ξ mn exp [+j(mk x
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(2) -2,4,1 3 y=-x-2 をかいた ( 人 ) 4 (1) y=2x-9,y=2x,y=3x+3 (2) y=x+11 (3) 指導観校内の研究テーマが 考える力を引き出す授業のあり方 ということで, 数学科では考える力とは何かを分析し,11 項目に整理した 1 帰納的に考える力 2
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2 1 Mathematica Mathematica Mathematica Mathematica Windows Mac * Mathematica 9-1 Expand[(x + y)^7] (x + y) 7 x y Shift *1 Mathematica 1.12
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M = N M N M < N. N x 0 0 K M K M < N M > K N x M y M N A y = Ax 3) M < N x K M > K K N K y = Ax N K N K K y = Ax.3 L L0 x 0 x L 0 x min x x 0 s.t. y =
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( ) ( ) (action chain) (Langacker 1991) ( 1993: 46) (x y ) x y LCS (2) [x ACT-ON y] CAUSE [BECOME [y BE BROKEN]] (1999: 215) (1) (1) (3) a. * b. * (4)
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I.2 z x, y i z = x + iy. x, y z (real part), (imaginary part), x = Re(z), y = Im(z). () i. (2) 2 z = x + iy, z 2 = x 2 + iy 2,, z ± z 2 = (x ± x 2 ) +
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