On the Geographic Work of Eratosthenes of Kyrene
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A Genetic Context for Understanding the Trigonometric Functions Danny Otero Xavier University, [email protected]
Ursinus College Digital Commons @ Ursinus College Transforming Instruction in Undergraduate Pre-calculus and Trigonometry Mathematics via Primary Historical Sources (TRIUMPHS) Spring 3-2017 A Genetic Context for Understanding the Trigonometric Functions Danny Otero Xavier University, [email protected] Follow this and additional works at: https://digitalcommons.ursinus.edu/triumphs_precalc Part of the Curriculum and Instruction Commons, Educational Methods Commons, Higher Education Commons, and the Science and Mathematics Education Commons Click here to let us know how access to this document benefits oy u. Recommended Citation Otero, Danny, "A Genetic Context for Understanding the Trigonometric Functions" (2017). Pre-calculus and Trigonometry. 1. https://digitalcommons.ursinus.edu/triumphs_precalc/1 This Course Materials is brought to you for free and open access by the Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) at Digital Commons @ Ursinus College. It has been accepted for inclusion in Pre-calculus and Trigonometry by an authorized administrator of Digital Commons @ Ursinus College. For more information, please contact [email protected]. A Genetic Context for Understanding the Trigonometric Functions Daniel E. Otero∗ July 22, 2019 Trigonometry is concerned with the measurements of angles about a central point (or of arcs of circles centered at that point) and quantities, geometrical and otherwise, that depend on the sizes of such angles (or the lengths of the corresponding arcs). It is one of those subjects that has become a standard part of the toolbox of every scientist and applied mathematician. It is the goal of this project to impart to students some of the story of where and how its central ideas first emerged, in an attempt to provide context for a modern study of this mathematical theory. -
If 1+1=2 Then the Pythagorean Theorem Holds, Or One More Proof of the Oldest Theorem of Mathematics
!"#$%"&"!'()**#%"$'+&'%,#'`.#%/)'01"+/P'3$"4#/5"%6'+&'7/9)'0)/#2 Vol. 10 (XXVII) no. 1, 2013 ISSN-L 1841-9267 (Print), ISSN 2285-438X (Online), ISSN 2286-3184 (CD-ROM) If 1+1=2 then the Pythagorean theorem holds, or one more proof of the oldest theorem of mathematics Alexandru HORVATH´ ”Petru Maior” University of Tg. Mures¸, Romania e-mail: [email protected] ABSTRACT The Pythagorean theorem is one of the oldest theorems of mathematics. It gained dur- ing the time a central position and even today it continues to be a source of inspiration. In this note we try to give a proof which is based on a hopefully new approach. Our treatment will be as intuitive as it can be. Keywords: Pythagorean theorem, geometric transformation, Euclidean geometry MSC 2000: 51M04, 51M05, 51N20 One of the oldest theorems of mathematics – the T T Pythagorean theorem – states that the area of the square drawn on the hypotenuse (the side opposite the right angle) of a right angled triangle, is equal to the sum of the areas of the squares constructed on the other two sides, (the catheti). That is, 2 2 2 a + b = c , if we denote the length of the sides of the triangle by a, b, c respectively. Figure 1. The transformation Loomis ([3]) collected several hundreds of different proofs of this theorem, and classified them in categories. Maor ([4]) traces the evolution of the Pythagorean theorem and its impact on mathematics and on our culture in gen- Let us assume T is such a transformation having a as the eral. -
Implementing Eratosthenes' Discovery in the Classroom: Educational
Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas Decamp, C. de Hosson To cite this version: Nicolas Decamp, C. de Hosson. Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention. Science and Education, Springer Verlag, 2012, 21 (6), pp.911-920. 10.1007/s11191-010-9286-3. hal-01663445 HAL Id: hal-01663445 https://hal.archives-ouvertes.fr/hal-01663445 Submitted on 18 Dec 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Sci & Educ DOI 10.1007/s11191-010-9286-3 Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas De´camp • Ce´cile de Hosson Ó Springer Science+Business Media B.V. 2010 Abstract This paper presents a critical analysis of the accepted educational use of the method performed by Eratosthenes to measure the circumference of Earth which is often considered as a relevant means of dealing with issues related to the nature of science and its history. This method relies on a number of assumptions among which the parallelism of sun rays. The assumption of sun rays parallelism (if it is accurate) does not appear spontaneous for students who consider sun rays to be divergent. -
Astronomy and Hipparchus
CHAPTER 9 Progress in the Sciences: Astronomy and Hipparchus Klaus Geus Introduction Geography in modern times is a term which covers several sub-disciplines like ecology, human geography, economic history, volcanology etc., which all con- cern themselves with “space” or “environment”. In ancient times, the definition of geography was much more limited. Geography aimed at the production of a map of the oikoumene, a geographer was basically a cartographer. The famous scientist Ptolemy defined geography in the first sentence of his Geographical handbook (Geog. 1.1.1) as “imitation through drafting of the entire known part of the earth, including the things which are, generally speaking, connected with it”. In contrast to chorography, geography uses purely “lines and label in order to show the positions of places and general configurations” (Geog. 1.1.5). Therefore, according to Ptolemy, a geographer needs a μέθοδος μαθεματική, abil- ity and competence in mathematical sciences, most prominently astronomy, in order to fulfil his task of drafting a map of the oikoumene. Given this close connection between geography and astronomy, it is not by default that nearly all ancient “geographers” (in the limited sense of the term) stood out also as astronomers and mathematicians: Among them Anaximander, Eudoxus, Eratosthenes, Hipparchus, Poseidonius and Ptolemy are the most illustrious. Apart from certain topics like latitudes, meridians, polar circles etc., ancient geography also took over from astronomy some methods like the determina- tion of the size of the earth or of celestial and terrestrial distances.1 The men- tioned geographers Anaximander, Eudoxus, Hipparchus, Poseidonius and Ptolemy even constructed instruments for measuring, observing and calculat- ing like the gnomon, sundials, skaphe, astrolabe or the meteoroscope.2 1 E.g., Ptolemy (Geog. -
1.1 Eratosthenes Measures the Earth (Copyright: Bryan Dorner All Rights Reserved)
1.1 Eratosthenes Measures the Earth (Copyright: Bryan Dorner all rights reserved) How big is the Earth? The mathematician Eratosthenes (276-195 BCE) lived in the city of Alexandria in northern Egypt near the place where the Nile river empties into the Mediterranean. Eratosthenes was chief librarian at the Alexandria museum and one of the foremost scholars of the day - second only to Archimedes (who many consider one of the two or three best mathematicians ever to have lived). The city of Alexandria had been founded about one hundred years earlier by Alexander the Great whose conquests stretched from Egypt, through Syria, Babylonia, and Persia to northern India and central Asia. As the Greeks were also called Hellenes, the resulting empire was known as the Hellenistic empire and the following period in which Greek culture was dominant is called the Hellenistic age. The Hellenistic age saw a considerable exchange of culture between the conquering Greeks and the civilizations of the lands they controlled. It is from about this period that the predominantly geometric mathematics of the Greeks shows a computational aspect borrowed from the Babylonians. Some of the best mathematics we have inherited comes from just such a blend of contributions from diverse cultures. Eratosthenes is known for his simple but accurate measurement of the size of the earth. The imprint of Babylon (modern Iraq) as well as Greece can be seen in his method. He did not divide the arc of a circle into 360 parts as the Babylonians did, but into 60 equal parts. Still, the use of 60 reveals the influence of the Babylonian number system - the sexagesimal system - which was based on the number 60 in the same way ours is based on the number 10. -
9 · the Growth of an Empirical Cartography in Hellenistic Greece
9 · The Growth of an Empirical Cartography in Hellenistic Greece PREPARED BY THE EDITORS FROM MATERIALS SUPPLIED BY GERMAINE AUJAe There is no complete break between the development of That such a change should occur is due both to po cartography in classical and in Hellenistic Greece. In litical and military factors and to cultural developments contrast to many periods in the ancient and medieval within Greek society as a whole. With respect to the world, we are able to reconstruct throughout the Greek latter, we can see how Greek cartography started to be period-and indeed into the Roman-a continuum in influenced by a new infrastructure for learning that had cartographic thought and practice. Certainly the a profound effect on the growth of formalized know achievements of the third century B.C. in Alexandria had ledge in general. Of particular importance for the history been prepared for and made possible by the scientific of the map was the growth of Alexandria as a major progress of the fourth century. Eudoxus, as we have seen, center of learning, far surpassing in this respect the had already formulated the geocentric hypothesis in Macedonian court at Pella. It was at Alexandria that mathematical models; and he had also translated his Euclid's famous school of geometry flourished in the concepts into celestial globes that may be regarded as reign of Ptolemy II Philadelphus (285-246 B.C.). And it anticipating the sphairopoiia. 1 By the beginning of the was at Alexandria that this Ptolemy, son of Ptolemy I Hellenistic period there had been developed not only the Soter, a companion of Alexander, had founded the li various celestial globes, but also systems of concentric brary, soon to become famous throughout the Mediter spheres, together with maps of the inhabited world that ranean world. -
10 · Greek Cartography in the Early Roman World
10 · Greek Cartography in the Early Roman World PREPARED BY THE EDITORS FROM MATERIALS SUPPLIED BY GERMAINE AUJAe The Roman republic offers a good case for continuing to treat the Greek contribution to mapping as a separate CONTINUITY AND CHANGE IN THEORETICAL strand in the history ofclassical cartography. While there CARTOGRAPHY: POLYBIUS, CRATES, was a considerable blending-and interdependence-of AND HIPPARCHUS Greek and Roman concepts and skills, the fundamental distinction between the often theoretical nature of the Greek contribution and the increasingly practical uses The extent to which a new generation of scholars in the for maps devised by the Romans forms a familiar but second century B.C. was familiar with the texts, maps, satisfactory division for their respective cartographic in and globes of the Hellenistic period is a clear pointer to fluences. Certainly the political expansion of Rome, an uninterrupted continuity of cartographic knowledge. whose domination was rapidly extending over the Med Such knowledge, relating to both terrestrial and celestial iterranean, did not lead to an eclipse of Greek influence. mapping, had been transmitted through a succession of It is true that after the death of Ptolemy III Euergetes in well-defined master-pupil relationships, and the pres 221 B.C. a decline in the cultural supremacy of Alex ervation of texts and three-dimensional models had been andria set in. Intellectual life moved to more energetic aided by the growth of libraries. Yet this evidence should centers such as Pergamum, Rhodes, and above all Rome, not be interpreted to suggest that the Greek contribution but this promoted the diffusion and development of to cartography in the early Roman world was merely a Greek knowledge about maps rather than its extinction. -
Math 105 History of Mathematics
Math 105 History of Mathematics Second Test Prof. D. Joyce, November, 2010 You may refer to one sheet of notes on this test, and you may use a calculator if you like. Points for each problem are in square brackets. Start your answers to each problem on a separate page page of the bluebook. Please write or print clearly. Problem 1. Essay. [25] Select one of the two topics A or B. Please think about these topics and make an outline before you begin writing. You will be graded on how well you present your ideas as well as your ideas themselves. Each essay should be relatively short|one to three written pages. There should be no fluff in your essays. Make your essays well-structured and your points as clearly as you can. Topic A. One quality of the mathematics of ancient India and China, on the one hand, which differs from that of Greek and Islamic/Arabic mathematicians, on the other hand, is formalism. Here formalism means careful definitions and clear proofs. (Another aspect of for- malism which doesn't have much role here is symbolism, as in symbolic algebra which wasn't developed until later.) Explain what this difference is and describe the role of formalism in the development of mathematics in those cultures. Topic B. Trigonometry was part of the mathematical knowledge in several regions: Greece, India, China, and Islamic/Arabic. Briefly describe the trigonometry of each in a sentence or two. Describe how knowledge of trigonometry passed among these cultures. Problem 2. [21; 7 points each part] On the Chinese algorithm for solving polynomial equations. -
4. Alexandrian Mathematics After Euclid — I I I
4. Alexandrian mathematics after Euclid — I I I Due to the length of this unit , it has been split into three parts . This is the final part , and it deals with other Greek mathematicians and scientists from the period . The previously described works or Archimedes and Apollonius represent the deepest and most original discoveries in Greek geometry that have been passed down to us over the ages (there were probably others that did not survive) , and indeed they pushed the classical methods to their limits . More powerful tools would be needed to make further advances , and these were not developed until the 17 th century . Much of the subsequent activity in ancient Greek mathematics was more directed towards developing the trigonometry and spherical geometry needed for observational astronomy and studying questions of an arithmetic nature . At the beginning of this period there was also a resurgence of activity in astronomy and its related mathematics which continued the tradition of Babylonian mathematics in the Seleucid Empire ( c. 300 B.C.E. – 63 B.C.E) , and although there must have been some interaction , its precise extent is unclear . Eratosthenes of Cyrene Eratosthenes (276 – 197 B.C.E.) probably comes as close as anyone from this period to reaching the levels attained by Euclid , Archimedes and Apollonius . He is probably best known for applying geometric and trigonometric ideas to estimate the diameter of the earth to a fairly high degree of accuracy ; this work is summarized on pages 186 – 188 of Burton . Within mathematics itself , his main achievement was to give a systematic method for finding all primes which is known as the sieve of Eratosthenes. -
Pythagoras and the Pythagoreans1
Pythagoras and the Pythagoreans1 Historically, the name Pythagoras meansmuchmorethanthe familiar namesake of the famous theorem about right triangles. The philosophy of Pythagoras and his school has become a part of the very fiber of mathematics, physics, and even the western tradition of liberal education, no matter what the discipline. The stamp above depicts a coin issued by Greece on August 20, 1955, to commemorate the 2500th anniversary of the founding of the first school of philosophy by Pythagoras. Pythagorean philosophy was the prime source of inspiration for Plato and Aristotle whose influence on western thought is without question and is immeasurable. 1 c G. Donald Allen, 1999 ° Pythagoras and the Pythagoreans 2 1 Pythagoras and the Pythagoreans Of his life, little is known. Pythagoras (fl 580-500, BC) was born in Samos on the western coast of what is now Turkey. He was reportedly the son of a substantial citizen, Mnesarchos. He met Thales, likely as a young man, who recommended he travel to Egypt. It seems certain that he gained much of his knowledge from the Egyptians, as had Thales before him. He had a reputation of having a wide range of knowledge over many subjects, though to one author as having little wisdom (Her- aclitus) and to another as profoundly wise (Empedocles). Like Thales, there are no extant written works by Pythagoras or the Pythagoreans. Our knowledge about the Pythagoreans comes from others, including Aristotle, Theon of Smyrna, Plato, Herodotus, Philolaus of Tarentum, and others. Samos Miletus Cnidus Pythagoras lived on Samos for many years under the rule of the tyrant Polycrates, who had a tendency to switch alliances in times of conflict — which were frequent. -
Ringworld Engineers Larry Niven PART ONE CHAPTER 1 UNDER the WIRE
Ringworld 02 Ringworld Engineers Larry Niven PART ONE CHAPTER 1 UNDER THE WIRE Louis Wu was under the wire when two men came to invade his privacy. He was in full lotus position on the lush yellow indoor-grass carpet. His smile was blissful, dreamy. The apartment was small, just one big room. He could see both doors. But, lost in the joy that only a wirehead knows, he never saw them arrive. Suddenly they were there: two pale youths, both over seven feet tall, studying Louis with contemptuous smiles. One snorted and dropped something weapon-shaped in his pocket. They were stepping forward as Louis stood up. It wasn't just the happy smile that fooled them. It was the fist-sized droud that protruded like a black plastic canker from the crown of Louis Wu's head. They were dealing with a current addict, and they knew what to expect. For years the man must have had no thought but for the wire trickling current into the pleasure center of his brain. He would be near starvation from self-neglect. He was small, a foot and a half shorter than either of the invaders. He — As they reached for him Louis bent far sideways, for balance, and kicked once, twice, thrice. One of the invaders was down, curled around himself and not breathing, before the other found the wit to back away. Louis came after him. What held the youth half paralyzed was the abstracted bliss with which Louis came to kill him. Too late, he reached for the stunner he'd pocketed. -
Universal Astrolabe
The Production Guide for the Zarqaliyya (Universal Astrolabe) in the Work of Abu al-Hasan al-Marrakushi Atilla Bir* Saliha Bütün** Mustafa Kaçar*** Âdem Akın**** Translated by Beyza Akatürk***** and Sena Aydın****** Abstract: One of the greatest astronomers of the 13th century, Abū ʿAlī al-Ḥasan al-Marrākushī is the author of Jāmiʿ al-mabādī’ wa-l-ghāyāt fī ʿilm al-mīqāt (An A to Z of Astronomical Timekeeping) which includes the production and operation guides for many astronomical instruments. This study translates the production guide Zarqāliyya, examines the working principle of this instrument, and presents a mathematical interpretation for current readers. A standard astrolabe provides measurements by means of disks produced separately for the different latitudes. The particular disk we examine in this article was developed by the Andalusian astronomer al-Zarqālī (d. 493/1100), is named zarqāliyya, and is known as ṣafīḥa in the West. This disk is peculiar to Islamic astronomy and enables measurement for any latitude. At present, this astrolabe is qualified as universal for being operational independent of latitude. Marrākushī’s discussion of this universal disk zarqāliyya in his time is an epitome for the understanding of the transmission and circulation of knowledge in the scientific environment of Islam, and the current article evaluates this aspect. This article includes the subject and importance of Marrākushī’s monumental work, its modern presentations, and the mathematical explanations of the universal astrolabe’s stereographic projection. It additionally provides the formulations necessary for constructing this astrolabe and presents drawings based on these relations using the Paris edition of the manuscript registered as Or.