题目内容
设数列{bn}满足b1=1,bn+1=2bn+1,若数列{an}满足:a1=1,且当n≥2,n∈N*时,an=bn(
+
+…+
)
(I) 求b2,b3,b4及bn;
(II)证明:
(1+
)<
(n∈N*),(注:
(1+
)=(1+
)(1+
)…(1+
)).
1 |
b1 |
1 |
b2 |
1 |
bn-1 |
(I) 求b2,b3,b4及bn;
(II)证明:
n |
![]() |
k=1 |
1 |
ak |
10 |
3 |
n |
![]() |
k=1 |
1 |
ak |
1 |
a1 |
1 |
a2 |
1 |
an |
分析:(I)由b1=1,bn+1=2bn+1,分别令n=1和n=2,先求出b2和b3,再由bn+1=2bn+1,利用构造法求出{bn}的通项公式.
(II)先证明
=
(n≥2,n∈N*),由该结论得
(1+
)=(1+
)(1+
)…(1+
))=2(
+
+…+
+
),再由
+
+…+
+
=1+
+…+
,利用放缩法即可证明结论;
(II)先证明
an+1 |
an+1 |
bn |
bn+1 |
n |
![]() |
k=1 |
1 |
ak |
1 |
a1 |
1 |
a2 |
1 |
an |
1 |
b1 |
1 |
b2 |
1 |
bn-1 |
1 |
bn |
1 |
b1 |
1 |
b2 |
1 |
bn-1 |
1 |
bn |
1 |
3 |
1 |
2n-1 |
解答:(Ⅰ)解:∵b1=1,bn+1=2bn+1,
∴b2=2×1+1=3,b3=2×3+1=7,b4=2×7+1=15,
∵bn+1=2bn+1,∴bn+1+1=2(bn+1),
所以{bn+1}为公比为2的等比数列,首项为2,
∴bn+1=(b1+1)•2n-1=2•2n-1=2n,
∴bn=2n-1.
(II)证明:a1=1,an=bn(
+
+…+
)(n≥2且n∈N*),
∴
=
+
+…+
,
=
+
+…+
+
,
∴
-
=
,∴
=
,
∴
=
(n≥2且n∈N*).
所以
(1+
)=(1+
)(1+
)…(1+
))
=
×
×
×…×
=
×
×
×…×
•an+1
=
×
×
×…×
•an+1
=
×
•an+1=2•
=2(
+
+…+
+
),
而
+
+…+
+
=1+
+…+
,
当k≥2时,
=
<
=2(
-
),
∴1+
+…+
=1+2[(
-
)+(
-
)+…+(
-
)
=1+2(
-
)<
<
.
∴b2=2×1+1=3,b3=2×3+1=7,b4=2×7+1=15,
∵bn+1=2bn+1,∴bn+1+1=2(bn+1),
所以{bn+1}为公比为2的等比数列,首项为2,
∴bn+1=(b1+1)•2n-1=2•2n-1=2n,
∴bn=2n-1.
(II)证明:a1=1,an=bn(
1 |
b1 |
1 |
b2 |
1 |
bn-1 |
∴
an |
bn |
1 |
b1 |
1 |
b2 |
1 |
bn-1 |
an+1 |
bn+1 |
1 |
b1 |
1 |
b2 |
1 |
bn-1 |
1 |
bn |
∴
an+1 |
bn+1 |
an |
bn |
1 |
bn |
an+1 |
bn+1 |
an+1 |
bn |
∴
an+1 |
an+1 |
bn |
bn+1 |
所以
n |
![]() |
k=1 |
1 |
ak |
1 |
a1 |
1 |
a2 |
1 |
an |
=
a1+1 |
a1 |
a2+1 |
a2 |
a3+1 |
a3 |
an+1 |
an |
=
a1+1 |
a1a2 |
a2+1 |
a3 |
a3+1 |
a4 |
an+1 |
an+1 |
=
2 |
3 |
b2 |
b3 |
b3 |
b4 |
bn |
bn+1 |
=
2 |
3 |
b2 |
bn+1 |
an+1 |
bn+1 |
=2(
1 |
b1 |
1 |
b2 |
1 |
bn-1 |
1 |
bn |
而
1 |
b1 |
1 |
b2 |
1 |
bn-1 |
1 |
bn |
1 |
3 |
1 |
2n-1 |
当k≥2时,
1 |
2k-1 |
2k-1-1 |
(2k-1)(2k+1-1) |
2k+1 |
(2k-1)(2k+1-1) |
1 |
2k-1 |
1 |
2k+1-1 |
∴1+
1 |
3 |
1 |
2n-1 |
=1+2[(
1 |
22-1 |
1 |
23-1 |
1 |
23-1 |
1 |
24-1 |
1 |
2n-1 |
1 |
2n+1-1 |
=1+2(
1 |
3 |
1 |
2n+1-1 |
5 |
3 |
10 |
3 |
点评:本题考查数列的通项公式的求法,考查不等式的证明,考查数列、不等式知识,考查化归与转化、分类与整合的数学思想,培养学生的抽象概括能力、推理论证能力、运算求解能力和创新意识.

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