Leonhard Euler (1707 – 1783)
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Laws of Similarity in Fluid Mechanics 21
Laws of similarity in fluid mechanics B. Weigand1 & V. Simon2 1Institut für Thermodynamik der Luft- und Raumfahrt (ITLR), Universität Stuttgart, Germany. 2Isringhausen GmbH & Co KG, Lemgo, Germany. Abstract All processes, in nature as well as in technical systems, can be described by fundamental equations—the conservation equations. These equations can be derived using conservation princi- ples and have to be solved for the situation under consideration. This can be done without explicitly investigating the dimensions of the quantities involved. However, an important consideration in all equations used in fluid mechanics and thermodynamics is dimensional homogeneity. One can use the idea of dimensional consistency in order to group variables together into dimensionless parameters which are less numerous than the original variables. This method is known as dimen- sional analysis. This paper starts with a discussion on dimensions and about the pi theorem of Buckingham. This theorem relates the number of quantities with dimensions to the number of dimensionless groups needed to describe a situation. After establishing this basic relationship between quantities with dimensions and dimensionless groups, the conservation equations for processes in fluid mechanics (Cauchy and Navier–Stokes equations, continuity equation, energy equation) are explained. By non-dimensionalizing these equations, certain dimensionless groups appear (e.g. Reynolds number, Froude number, Grashof number, Weber number, Prandtl number). The physical significance and importance of these groups are explained and the simplifications of the underlying equations for large or small dimensionless parameters are described. Finally, some examples for selected processes in nature and engineering are given to illustrate the method. 1 Introduction If we compare a small leaf with a large one, or a child with its parents, we have the feeling that a ‘similarity’ of some sort exists. -
Notes on Calculus II Integral Calculus Miguel A. Lerma
Notes on Calculus II Integral Calculus Miguel A. Lerma November 22, 2002 Contents Introduction 5 Chapter 1. Integrals 6 1.1. Areas and Distances. The Definite Integral 6 1.2. The Evaluation Theorem 11 1.3. The Fundamental Theorem of Calculus 14 1.4. The Substitution Rule 16 1.5. Integration by Parts 21 1.6. Trigonometric Integrals and Trigonometric Substitutions 26 1.7. Partial Fractions 32 1.8. Integration using Tables and CAS 39 1.9. Numerical Integration 41 1.10. Improper Integrals 46 Chapter 2. Applications of Integration 50 2.1. More about Areas 50 2.2. Volumes 52 2.3. Arc Length, Parametric Curves 57 2.4. Average Value of a Function (Mean Value Theorem) 61 2.5. Applications to Physics and Engineering 63 2.6. Probability 69 Chapter 3. Differential Equations 74 3.1. Differential Equations and Separable Equations 74 3.2. Directional Fields and Euler’s Method 78 3.3. Exponential Growth and Decay 80 Chapter 4. Infinite Sequences and Series 83 4.1. Sequences 83 4.2. Series 88 4.3. The Integral and Comparison Tests 92 4.4. Other Convergence Tests 96 4.5. Power Series 98 4.6. Representation of Functions as Power Series 100 4.7. Taylor and MacLaurin Series 103 3 CONTENTS 4 4.8. Applications of Taylor Polynomials 109 Appendix A. Hyperbolic Functions 113 A.1. Hyperbolic Functions 113 Appendix B. Various Formulas 118 B.1. Summation Formulas 118 Appendix C. Table of Integrals 119 Introduction These notes are intended to be a summary of the main ideas in course MATH 214-2: Integral Calculus. -
A Brief Tour of Vector Calculus
A BRIEF TOUR OF VECTOR CALCULUS A. HAVENS Contents 0 Prelude ii 1 Directional Derivatives, the Gradient and the Del Operator 1 1.1 Conceptual Review: Directional Derivatives and the Gradient........... 1 1.2 The Gradient as a Vector Field............................ 5 1.3 The Gradient Flow and Critical Points ....................... 10 1.4 The Del Operator and the Gradient in Other Coordinates*............ 17 1.5 Problems........................................ 21 2 Vector Fields in Low Dimensions 26 2 3 2.1 General Vector Fields in Domains of R and R . 26 2.2 Flows and Integral Curves .............................. 31 2.3 Conservative Vector Fields and Potentials...................... 32 2.4 Vector Fields from Frames*.............................. 37 2.5 Divergence, Curl, Jacobians, and the Laplacian................... 41 2.6 Parametrized Surfaces and Coordinate Vector Fields*............... 48 2.7 Tangent Vectors, Normal Vectors, and Orientations*................ 52 2.8 Problems........................................ 58 3 Line Integrals 66 3.1 Defining Scalar Line Integrals............................. 66 3.2 Line Integrals in Vector Fields ............................ 75 3.3 Work in a Force Field................................. 78 3.4 The Fundamental Theorem of Line Integrals .................... 79 3.5 Motion in Conservative Force Fields Conserves Energy .............. 81 3.6 Path Independence and Corollaries of the Fundamental Theorem......... 82 3.7 Green's Theorem.................................... 84 3.8 Problems........................................ 89 4 Surface Integrals, Flux, and Fundamental Theorems 93 4.1 Surface Integrals of Scalar Fields........................... 93 4.2 Flux........................................... 96 4.3 The Gradient, Divergence, and Curl Operators Via Limits* . 103 4.4 The Stokes-Kelvin Theorem..............................108 4.5 The Divergence Theorem ...............................112 4.6 Problems........................................114 List of Figures 117 i 11/14/19 Multivariate Calculus: Vector Calculus Havens 0. -
Differentiation Rules (Differential Calculus)
Differentiation Rules (Differential Calculus) 1. Notation The derivative of a function f with respect to one independent variable (usually x or t) is a function that will be denoted by D f . Note that f (x) and (D f )(x) are the values of these functions at x. 2. Alternate Notations for (D f )(x) d d f (x) d f 0 (1) For functions f in one variable, x, alternate notations are: Dx f (x), dx f (x), dx , dx (x), f (x), f (x). The “(x)” part might be dropped although technically this changes the meaning: f is the name of a function, dy 0 whereas f (x) is the value of it at x. If y = f (x), then Dxy, dx , y , etc. can be used. If the variable t represents time then Dt f can be written f˙. The differential, “d f ”, and the change in f ,“D f ”, are related to the derivative but have special meanings and are never used to indicate ordinary differentiation. dy 0 Historical note: Newton used y,˙ while Leibniz used dx . About a century later Lagrange introduced y and Arbogast introduced the operator notation D. 3. Domains The domain of D f is always a subset of the domain of f . The conventional domain of f , if f (x) is given by an algebraic expression, is all values of x for which the expression is defined and results in a real number. If f has the conventional domain, then D f usually, but not always, has conventional domain. Exceptions are noted below. -
Chapter 5 Dimensional Analysis and Similarity
Chapter 5 Dimensional Analysis and Similarity Motivation. In this chapter we discuss the planning, presentation, and interpretation of experimental data. We shall try to convince you that such data are best presented in dimensionless form. Experiments which might result in tables of output, or even mul- tiple volumes of tables, might be reduced to a single set of curves—or even a single curve—when suitably nondimensionalized. The technique for doing this is dimensional analysis. Chapter 3 presented gross control-volume balances of mass, momentum, and en- ergy which led to estimates of global parameters: mass flow, force, torque, total heat transfer. Chapter 4 presented infinitesimal balances which led to the basic partial dif- ferential equations of fluid flow and some particular solutions. These two chapters cov- ered analytical techniques, which are limited to fairly simple geometries and well- defined boundary conditions. Probably one-third of fluid-flow problems can be attacked in this analytical or theoretical manner. The other two-thirds of all fluid problems are too complex, both geometrically and physically, to be solved analytically. They must be tested by experiment. Their behav- ior is reported as experimental data. Such data are much more useful if they are ex- pressed in compact, economic form. Graphs are especially useful, since tabulated data cannot be absorbed, nor can the trends and rates of change be observed, by most en- gineering eyes. These are the motivations for dimensional analysis. The technique is traditional in fluid mechanics and is useful in all engineering and physical sciences, with notable uses also seen in the biological and social sciences. -
International Conference Euler's Equations: 250 Years on Program
International Conference Euler’s Equations: 250 Years On Program of Lectures and Discussions (Dated: June 14, 2007) Schedule of the meeting Tuesday 19 June Wednesday 20 June Thursday 21 June Friday 22 June 08:30-08:40 Opening remarks 08:30-09:20 08:30-09:20 G. Eyink 08:30-09:20 F. Busse 08:40-09:10 E. Knobloch O. Darrigol/U. Frisch 09:30-10:00 P. Constantin 09:30-10:00 Ph. Cardin 09:20-10:10 J. Gibbon 09:20-09:50 M. Eckert 10:00-10:30 T. Hou 10:00-10:30 J.-F. Pinton 10:20-10:50 Y. Brenier 09:50-10:30 Coffee break 10:30-11:00 Coffee break 10:30-11:00 Coffee break 10:50-11:20 Coffee break 10:30-11:20 P. Perrier 11:00-11:30 K. Ohkitani 11:00-11:30 Discussion D 11:20-11:50 K. Sreenivasan 11:20-12:30 Poster session II 11:30-12:00 P. Monkewitz 11:30-12:30 Discussion C 12:00-12:30 C.F. Barenghi 12:00-12:30 G.J.F. van Heijst 12:30-14:00 Lunch break 12:30-14:00 Lunch break 12:30-14:00 Lunch break 12:30-14:00 Lunch break 14:00-14:50 I. Procaccia 14:00-14:30 G. Gallavotti 14:00-14:50 M. Ghil 14:00-14:30 N. Mordant 14:50-15:20 L. Biferale 14:40-15:10 L. Saint Raymond 14:50-15:20 A. Nusser 14:30-15:00 J. -
0.999… = 1 an Infinitesimal Explanation Bryan Dawson
0 1 2 0.9999999999999999 0.999… = 1 An Infinitesimal Explanation Bryan Dawson know the proofs, but I still don’t What exactly does that mean? Just as real num- believe it.” Those words were uttered bers have decimal expansions, with one digit for each to me by a very good undergraduate integer power of 10, so do hyperreal numbers. But the mathematics major regarding hyperreals contain “infinite integers,” so there are digits This fact is possibly the most-argued- representing not just (the 237th digit past “Iabout result of arithmetic, one that can evoke great the decimal point) and (the 12,598th digit), passion. But why? but also (the Yth digit past the decimal point), According to Robert Ely [2] (see also Tall and where is a negative infinite hyperreal integer. Vinner [4]), the answer for some students lies in their We have four 0s followed by a 1 in intuition about the infinitely small: While they may the fifth decimal place, and also where understand that the difference between and 1 is represents zeros, followed by a 1 in the Yth less than any positive real number, they still perceive a decimal place. (Since we’ll see later that not all infinite nonzero but infinitely small difference—an infinitesimal hyperreal integers are equal, a more precise, but also difference—between the two. And it’s not just uglier, notation would be students; most professional mathematicians have not or formally studied infinitesimals and their larger setting, the hyperreal numbers, and as a result sometimes Confused? Perhaps a little background information wonder . -
Understanding Student Use of Differentials in Physics Integration Problems
PHYSICAL REVIEW SPECIAL TOPICS - PHYSICS EDUCATION RESEARCH 9, 020108 (2013) Understanding student use of differentials in physics integration problems Dehui Hu and N. Sanjay Rebello* Department of Physics, 116 Cardwell Hall, Kansas State University, Manhattan, Kansas 66506-2601, USA (Received 22 January 2013; published 26 July 2013) This study focuses on students’ use of the mathematical concept of differentials in physics problem solving. For instance, in electrostatics, students need to set up an integral to find the electric field due to a charged bar, an activity that involves the application of mathematical differentials (e.g., dr, dq). In this paper we aim to explore students’ reasoning about the differential concept in physics problems. We conducted group teaching or learning interviews with 13 engineering students enrolled in a second- semester calculus-based physics course. We amalgamated two frameworks—the resources framework and the conceptual metaphor framework—to analyze students’ reasoning about differential concept. Categorizing the mathematical resources involved in students’ mathematical thinking in physics provides us deeper insights into how students use mathematics in physics. Identifying the conceptual metaphors in students’ discourse illustrates the role of concrete experiential notions in students’ construction of mathematical reasoning. These two frameworks serve different purposes, and we illustrate how they can be pieced together to provide a better understanding of students’ mathematical thinking in physics. DOI: 10.1103/PhysRevSTPER.9.020108 PACS numbers: 01.40.Àd mathematical symbols [3]. For instance, mathematicians I. INTRODUCTION often use x; y asR variables and the integrals are often written Mathematical integration is widely used in many intro- in the form fðxÞdx, whereas in physics the variables ductory and upper-division physics courses. -
Leonhard Euler: His Life, the Man, and His Works∗
SIAM REVIEW c 2008 Walter Gautschi Vol. 50, No. 1, pp. 3–33 Leonhard Euler: His Life, the Man, and His Works∗ Walter Gautschi† Abstract. On the occasion of the 300th anniversary (on April 15, 2007) of Euler’s birth, an attempt is made to bring Euler’s genius to the attention of a broad segment of the educated public. The three stations of his life—Basel, St. Petersburg, andBerlin—are sketchedandthe principal works identified in more or less chronological order. To convey a flavor of his work andits impact on modernscience, a few of Euler’s memorable contributions are selected anddiscussedinmore detail. Remarks on Euler’s personality, intellect, andcraftsmanship roundout the presentation. Key words. LeonhardEuler, sketch of Euler’s life, works, andpersonality AMS subject classification. 01A50 DOI. 10.1137/070702710 Seh ich die Werke der Meister an, So sehe ich, was sie getan; Betracht ich meine Siebensachen, Seh ich, was ich h¨att sollen machen. –Goethe, Weimar 1814/1815 1. Introduction. It is a virtually impossible task to do justice, in a short span of time and space, to the great genius of Leonhard Euler. All we can do, in this lecture, is to bring across some glimpses of Euler’s incredibly voluminous and diverse work, which today fills 74 massive volumes of the Opera omnia (with two more to come). Nine additional volumes of correspondence are planned and have already appeared in part, and about seven volumes of notebooks and diaries still await editing! We begin in section 2 with a brief outline of Euler’s life, going through the three stations of his life: Basel, St. -
A Comet of the Enlightenment Anders Johan Lexell's Life and Discoveries Series: Vita Mathematica
birkhauser-science.de Johan C.-E. Stén A Comet of the Enlightenment Anders Johan Lexell's Life and Discoveries Series: Vita Mathematica The first-ever full-length biography of the mathematician and astronomer Anders Johan Lexell (1740–1784) Sheds new light on the collaborators of Leonhard Euler Interesting study of a scientist's grand tour through enlightened Europe The Finnish mathematician and astronomer Anders Johan Lexell (1740–1784) was a long-time close collaborator as well as the academic successor of Leonhard Euler at the Imperial Academy of Sciences in Saint Petersburg. Lexell was initially invited by Euler from his native town of Abo (Turku) in Finland to Saint Petersburg to assist in the mathematical processing of the astronomical data of the forthcoming transit of Venus of 1769. A few years later he 2014, XVI, 300 p. 46 illus., 16 illus. in became an ordinary member of the Academy. This is the first-ever full-length biography color. devoted to Lexell and his prolific scientific output. His rich correspondence especially from his grand tour to Germany, France and England reveals him as a lucid observer of the intellectual Printed book landscape of enlightened Europe. In the skies, a comet, a minor planet and a crater on the Hardcover Moon named after Lexell also perpetuate his memory. 129,99 € | £109.99 | $159.99 [1]139,09 € (D) | 142,99 € (A) | CHF 153,50 Softcover 89,99 € | £79.99 | $109.99 [1]96,29 € (D) | 98,99 € (A) | CHF 106,50 eBook 74,89 € | £63.99 | $84.99 [2]74,89 € (D) | 74,89 € (A) | CHF 85,00 Available from your library or springer.com/shop MyCopy [3] Printed eBook for just € | $ 24.99 springer.com/mycopy Order online at springer.com / or for the Americas call (toll free) 1-800-SPRINGER / or email us at: [email protected]. -
Leonhard Euler Moriam Yarrow
Leonhard Euler Moriam Yarrow Euler's Life Leonhard Euler was one of the greatest mathematician and phsysicist of all time for his many contributions to mathematics. His works have inspired and are the foundation for modern mathe- matics. Euler was born in Basel, Switzerland on April 15, 1707 AD by Paul Euler and Marguerite Brucker. He is the oldest of five children. Once, Euler was born his family moved from Basel to Riehen, where most of his childhood took place. From a very young age Euler had a niche for math because his father taught him the subject. At the age of thirteen he was sent to live with his grandmother, where he attended the University of Basel to receive his Master of Philosphy in 1723. While he attended the Universirty of Basel, he studied greek in hebrew to satisfy his father. His father wanted to prepare him for a career in the field of theology in order to become a pastor, but his friend Johann Bernouilli convinced Euler's father to allow his son to pursue a career in mathematics. Bernoulli saw the potentional in Euler after giving him lessons. Euler received a position at the Academy at Saint Petersburg as a professor from his friend, Daniel Bernoulli. He rose through the ranks very quickly. Once Daniel Bernoulli decided to leave his position as the director of the mathmatical department, Euler was promoted. While in Russia, Euler was greeted/ introduced to Christian Goldbach, who sparked Euler's interest in number theory. Euler was a man of many talents because in Russia he was learning russian, executed studies on navigation and ship design, cartography, and an examiner for the military cadet corps. -
Euler and His Work on Infinite Series
BULLETIN (New Series) OF THE AMERICAN MATHEMATICAL SOCIETY Volume 44, Number 4, October 2007, Pages 515–539 S 0273-0979(07)01175-5 Article electronically published on June 26, 2007 EULER AND HIS WORK ON INFINITE SERIES V. S. VARADARAJAN For the 300th anniversary of Leonhard Euler’s birth Table of contents 1. Introduction 2. Zeta values 3. Divergent series 4. Summation formula 5. Concluding remarks 1. Introduction Leonhard Euler is one of the greatest and most astounding icons in the history of science. His work, dating back to the early eighteenth century, is still with us, very much alive and generating intense interest. Like Shakespeare and Mozart, he has remained fresh and captivating because of his personality as well as his ideas and achievements in mathematics. The reasons for this phenomenon lie in his universality, his uniqueness, and the immense output he left behind in papers, correspondence, diaries, and other memorabilia. Opera Omnia [E], his collected works and correspondence, is still in the process of completion, close to eighty volumes and 31,000+ pages and counting. A volume of brief summaries of his letters runs to several hundred pages. It is hard to comprehend the prodigious energy and creativity of this man who fueled such a monumental output. Even more remarkable, and in stark contrast to men like Newton and Gauss, is the sunny and equable temperament that informed all of his work, his correspondence, and his interactions with other people, both common and scientific. It was often said of him that he did mathematics as other people breathed, effortlessly and continuously.