Archimedes&Apos; Floating Bodies on a Spherical Earth
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The Parallelogram Law Objective: to Take Students Through the Process
The Parallelogram Law Objective: To take students through the process of discovery, making a conjecture, further exploration, and finally proof. I. Introduction: Use one of the following… • Geometer’s Sketchpad demonstration • Geogebra demonstration • The introductory handout from this lesson Using one of the introductory activities, allow students to explore and make a conjecture about the relationship between the sum of the squares of the sides of a parallelogram and the sum of the squares of the diagonals. Conjecture: The sum of the squares of the sides of a parallelogram equals the sum of the squares of the diagonals. Ask the question: Can we prove this is always true? II. Activity: Have students look at one more example. Follow the instructions on the exploration handouts, “Demonstrating the Parallelogram Law.” • Give each student a copy of the student handouts, scissors, a glue stick, and two different colored highlighters. Have students follow the instructions. When they get toward the end, they will need to cut very small pieces to fit in the uncovered space. Most likely there will be a very small amount of space left uncovered, or a small amount will extend outside the figure. • After the activity, discuss the results. Did the squares along the two diagonals fit into the squares along all four sides? Since it is unlikely that it will fit exactly, students might question if the relationship is always true. At this point, talk about how we will need to find a convincing proof. III. Go through one or more of the proofs below: Page 1 of 10 MCC@WCCUSD 02/26/13 A. -
CHAPTER 3. VECTOR ALGEBRA Part 1: Addition and Scalar
CHAPTER 3. VECTOR ALGEBRA Part 1: Addition and Scalar Multiplication for Vectors. §1. Basics. Geometric or physical quantities such as length, area, volume, tempera- ture, pressure, speed, energy, capacity etc. are given by specifying a single numbers. Such quantities are called scalars, because many of them can be measured by tools with scales. Simply put, a scalar is just a number. Quantities such as force, velocity, acceleration, momentum, angular velocity, electric or magnetic field at a point etc are vector quantities, which are represented by an arrow. If the ‘base’ and the ‘head’ of this arrow are B and H repectively, then we denote this vector by −−→BH: Figure 1. Often we use a single block letter in lower case, such as u, v, w, p, q, r etc. to denote a vector. Thus, if we also use v to denote the above vector −−→BH, then v = −−→BH.A vector v has two ingradients: magnitude and direction. The magnitude is the length of the arrow representing v, and is denoted by v . In case v = −−→BH, certainly we | | have v = −−→BH for the magnitude of v. The meaning of the direction of a vector is | | | | self–evident. Two vectors are considered to be equal if they have the same magnitude and direction. You recognize two equal vectors in drawing, if their representing arrows are parallel to each other, pointing in the same way, and have the same length 1 Figure 2. For example, if A, B, C, D are vertices of a parallelogram, followed in that order, then −→AB = −−→DC and −−→AD = −−→BC: Figure 3. -
Archimedes of Syracuse
5 MARCH 2020 Engineering: Archimedes of Syracuse Professor Edith Hall Archimedes and Hiero II’s Syracuse Archimedes was and remains the most famous person from Syracuse, Sicily, in history. He belonged to the prosperous and sophisticated culture which the dominantly Greek population had built in the east of the island. The civilisation of the whole of ancient Sicily and South Italy was called by the Romans ‘Magna Graecia’ or ‘Great Greece’. The citis of Magna Graecia began to be annexed by the Roman Republic from 327 BCE, and most of Sicily was conquered by 272. But Syracuse, a large and magnificent kingdom, the size of Athens and a major player in the politics of the Mediterranean world throughout antiquity, succeeded in staying independent until 212. This was because its kings were allies of Rome in the face of the constant threat from Carthage. Archimedes was born into this free and vibrant port city in about 287 BCE, and as far as we know lived there all his life. When he was about twelve, the formidable Hiero II came to the throne, and there followed more than half a century of peace in the city, despite momentous power struggles going on as the Romans clashed with the Carthaginians and Greeks beyond Syracuse’s borders. Hiero encouraged arts and sciences, massively expanding the famous theatre. Archimedes’ background enabled him to fulfil his huge inborn intellectual talents to the full. His father was an astronomer named Pheidias. He was probably sent to study as a young man to Alexandria, home of the famous library, where he seems to have became close friend and correspondent of the great geographer and astonomer Eratosthenes, later to become Chief Librarian. -
Archimedes Palimpsest a Brief History of the Palimpsest Tracing the Manuscript from Its Creation Until Its Reappearance Foundations...The Life of Archimedes
Archimedes Palimpsest A Brief History of the Palimpsest Tracing the manuscript from its creation until its reappearance Foundations...The Life of Archimedes Birth: About 287 BC in Syracuse, Sicily (At the time it was still an Independent Greek city-state) Death: 212 or 211 BC in Syracuse. His age is estimated to be between 75-76 at the time of death. Cause: Archimedes may have been killed by a Roman soldier who was unaware of who Archimedes was. This theory however, has no proof. However, the dates coincide with the time Syracuse was sacked by the Roman army. The Works of Archimedes Archimedes' Writings: • Balancing Planes • Quadrature of the Parabola • Sphere and Cylinder • Spiral Lines • Conoids and Spheroids • On Floating Bodies • Measurement of a Circle • The Sandreckoner • The Method of Mechanical Problems • The Stomachion The ABCs of Archimedes' work Archimedes' work is separated into three Codeces: Codex A: Codex B: • Balancing Planes • Balancing Planes • Quadrature of the Parabola • Quadrature of the Parabola • Sphere and Cylinder • On Floating Bodies • Spiral Lines Codex C: • Conoids and Spheroids • The Method of Mechanical • Measurement of a Circle Problems • The Sand-reckoner • Spiral Lines • The Stomachion • On Floating Bodies • Measurement of a Circle • Balancing Planes • Sphere and Cylinder The Reappearance of the Palimpsest Date: On Thursday, October 29, 1998 Location: Christie's Acution House, NY Selling price: $2.2 Million Research on Palimpsest was done by Walter's Art Museum in Baltimore, MD The Main Researchers Include: William Noel Mike Toth Reviel Netz Keith Knox Uwe Bergmann Codex A, B no more Codex A and B no longer exist. -
Ill.'Dept. of Mathemat Available in Hard Copy Due To:Copyright,Restrictions
Docusty4 REWIRE . ED184843 E 030 460 AUTHOR Kogan, B. Yu TITLE The Application àf Me anics to Ge setry. Popullr Lectures in Mathematice. 'INSTITUTION Cbicag Univ. Ill.'Dept. of Mathemat s. SPONS AGENCY National Science Foundation, Nashington;.D.C. PUB DATE 74 GRANT NSLY-3-13847(MA) NOTE 65p.; ?or related documents, see SE 030 4-61-465. Not available in hard copy due to:copyright,restrictions. Translated and adapted from the Russian edition. 'AVAILABLE FROM The University of Chicago Press, Chicaip, IL 60637. (Order No. 450163; $4.50). EDRS PRICE MP01 Plus Postage.. PC Not Available from ED4S. DESZRIPTORS *College Mathematics; Force; Geometric Concepti; *Geometry; Higher Education; Lecture Method; *Mathematical Applications; *Mathemaiics; *Mechanics (Physics) ABBTRAiT Presented in thir traInslktion are three chapters. Chapter I discusses the compbsitivn of forces and several theoreas of geometry are proved using the'fundamental conceptsand certain laws of statics. Chapter II discusses the perpetual motion postRlate; several geometri:l.theorems are proved, uting the postulate t4t p9rp ual motion is iipossib?e. In Chapter ILI,' the Center of Gray Potential Energy, and Vork are discussed. (MK) a N'4 , * Reproductions supplied by EDRS are the best that can be madel * * from the original document. * U.S. DIEPARTMINT OP WEALTH. g.tpUCATION WILPARI - aATIONAL INSTITTLISM Oa IDUCATION THIS DOCUMENT HAS BEEN REPRO. atiCED EXACTLMAIS RECEIVED Flicw THE PERSON OR ORGANIZATION DRPOIN- ATINO IT POINTS'OF VIEW OR OPINIONS STATED DO NOT NECESSARILY WEPRE.' se NT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY 0 * "PERMISSION TO REPRODUC THIS MATERIAL IN MICROFICHE dIlLY HAS SEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." -Mlk -1 Popular Lectures In nithematics. -
An Elementary System of Axioms for Euclidean Geometry Based on Symmetry Principles
An Elementary System of Axioms for Euclidean Geometry based on Symmetry Principles Boris Čulina Department of Mathematics, University of Applied Sciences Velika Gorica, Zagrebačka cesta 5, Velika Gorica, CROATIA email: [email protected] arXiv:2105.14072v1 [math.HO] 28 May 2021 1 Abstract. In this article I develop an elementary system of axioms for Euclidean geometry. On one hand, the system is based on the symmetry principles which express our a priori ignorant approach to space: all places are the same to us (the homogeneity of space), all directions are the same to us (the isotropy of space) and all units of length we use to create geometric figures are the same to us (the scale invariance of space). On the other hand, through the process of algebraic simplification, this system of axioms directly provides the Weyl’s system of axioms for Euclidean geometry. The system of axioms, together with its a priori interpretation, offers new views to philosophy and pedagogy of mathematics: (i) it supports the thesis that Euclidean geometry is a priori, (ii) it supports the thesis that in modern mathematics the Weyl’s system of axioms is dominant to the Euclid’s system because it reflects the a priori underlying symmetries, (iii) it gives a new and promising approach to learn geometry which, through the Weyl’s system of axioms, leads from the essential geometric symmetry principles of the mathematical nature directly to modern mathematics. keywords: symmetry, Euclidean geometry, axioms, Weyl’s axioms, phi- losophy of geometry, pedagogy of geometry 1 Introduction The connection of Euclidean geometry with symmetries has a long history. -
Fundamental Theorems in Mathematics
SOME FUNDAMENTAL THEOREMS IN MATHEMATICS OLIVER KNILL Abstract. An expository hitchhikers guide to some theorems in mathematics. Criteria for the current list of 243 theorems are whether the result can be formulated elegantly, whether it is beautiful or useful and whether it could serve as a guide [6] without leading to panic. The order is not a ranking but ordered along a time-line when things were writ- ten down. Since [556] stated “a mathematical theorem only becomes beautiful if presented as a crown jewel within a context" we try sometimes to give some context. Of course, any such list of theorems is a matter of personal preferences, taste and limitations. The num- ber of theorems is arbitrary, the initial obvious goal was 42 but that number got eventually surpassed as it is hard to stop, once started. As a compensation, there are 42 “tweetable" theorems with included proofs. More comments on the choice of the theorems is included in an epilogue. For literature on general mathematics, see [193, 189, 29, 235, 254, 619, 412, 138], for history [217, 625, 376, 73, 46, 208, 379, 365, 690, 113, 618, 79, 259, 341], for popular, beautiful or elegant things [12, 529, 201, 182, 17, 672, 673, 44, 204, 190, 245, 446, 616, 303, 201, 2, 127, 146, 128, 502, 261, 172]. For comprehensive overviews in large parts of math- ematics, [74, 165, 166, 51, 593] or predictions on developments [47]. For reflections about mathematics in general [145, 455, 45, 306, 439, 99, 561]. Encyclopedic source examples are [188, 705, 670, 102, 192, 152, 221, 191, 111, 635]. -
Using Surface Integrals for Checking the Archimedes' Law of Buoyancy
Using surface integrals for checking the Archimedes’ law of buoyancy F M S Lima Institute of Physics, University of Brasilia, P.O. Box 04455, 70919-970, Brasilia-DF, Brazil E-mail: [email protected] Abstract. A mathematical derivation of the force exerted by an inhomogeneous (i.e., compressible) fluid on the surface of an arbitrarily-shaped body immersed in it is not found in literature, which may be attributed to our trust on Archimedes’ law of buoyancy. However, this law, also known as Archimedes’ principle (AP), does not yield the force observed when the body is in contact to the container walls, as is more evident in the case of a block immersed in a liquid and in contact to the bottom, in which a downward force that increases with depth is observed. In this work, by taking into account the surface integral of the pressure force exerted by a fluid over the surface of a body, the general validity of AP is checked. For a body fully surrounded by a fluid, homogeneous or not, a gradient version of the divergence theorem applies, yielding a volume integral that simplifies to an upward force which agrees to the force predicted by AP, as long as the fluid density is a continuous function of depth. For the bottom case, this approach yields a downward force that increases with depth, which contrasts to AP but is in agreement to experiments. It also yields a formula for this force which shows that it increases with the area of contact. PACS numbers: 01.30.mp, 01.55.+b, 47.85.Dh Submitted to: Eur. -
Ruler and Compass Constructions and Abstract Algebra
Ruler and Compass Constructions and Abstract Algebra Introduction Around 300 BC, Euclid wrote a series of 13 books on geometry and number theory. These books are collectively called the Elements and are some of the most famous books ever written about any subject. In the Elements, Euclid described several “ruler and compass” constructions. By ruler, we mean a straightedge with no marks at all (so it does not look like the rulers with centimeters or inches that you get at the store). The ruler allows you to draw the (unique) line between two (distinct) given points. The compass allows you to draw a circle with a given point as its center and with radius equal to the distance between two given points. But there are three famous constructions that the Greeks could not perform using ruler and compass: • Doubling the cube: constructing a cube having twice the volume of a given cube. • Trisecting the angle: constructing an angle 1/3 the measure of a given angle. • Squaring the circle: constructing a square with area equal to that of a given circle. The Greeks were able to construct several regular polygons, but another famous problem was also beyond their reach: • Determine which regular polygons are constructible with ruler and compass. These famous problems were open (unsolved) for 2000 years! Thanks to the modern tools of abstract algebra, we now know the solutions: • It is impossible to double the cube, trisect the angle, or square the circle using only ruler (straightedge) and compass. • We also know precisely which regular polygons can be constructed and which ones cannot. -
Newton's Laws , and to Understand the Significance of These Laws
2 INTRODUCTION Learning Objectives 1). To introduce and define the subject of mechanics . 2). To introduce Newton's Laws , and to understand the significance of these laws. 3). The review modeling, dimensional consistency , unit conversions and numerical accuracy issues. 4). To review basic vector algebra (i.e., vector addition and subtraction and scalar multiplication). 3 Definitions Mechanics : Study of forces acting on a rigid body a) Statics - body remains at rest b) Dynamics - body moves Newton's Laws First Law : Given no net force , a body at rest will remain at rest and a body moving at a constant velocity will continue to do so along a straight path F0,0, M 0 . Second Law : Given a net force is applied, a body will experience an acceleration in the direction of the force which is proportional to the net applied force F ma . Third Law : For each action there is an equal and opposite reaction FAB F BA . 4 Models of Physical Systems Develop a model that is representative of a physical system Particle : a body of infinitely small dimensions (conceptually, a point). Rigid Body : a body occupying more than one point in space in which all the points remain a fixed distance apart. Deformable Body : a body occupying more that one point in space in which the points do not remain a fixed distance apart. Dimensional Consistency If you add together two quantities, x CvC1 v CaC 2 a these quantities need to have the same dimensions (units); e.g., 2 if x, v and a have units of (L), (L/T) and (L/T ), then C 1 and C 2 must have units of (T) and T 2 to maintain dimensional consistency. -
3 Analytic Geometry
3 Analytic Geometry 3.1 The Cartesian Co-ordinate System Pure Euclidean geometry in the style of Euclid and Hilbert is what we call synthetic: axiomatic, with- out co-ordinates or explicit formulæ for length, area, volume, etc. Nowadays, the practice of ele- mentary geometry is almost entirely analytic: reliant on algebra, co-ordinates, vectors, etc. The major breakthrough came courtesy of Rene´ Descartes (1596–1650) and Pierre de Fermat (1601/16071–1655), whose introduction of an axis, a fixed reference ruler against which objects could be measured using co-ordinates, allowed them to apply the Islamic invention of algebra to geometry, resulting in more efficient computations. The new geometry was revolutionary, so much so that Descartes felt the need to justify his argu- ments using synthetic geometry, lest no-one believe his work! This attitude persisted for some time: when Issac Newton published his groundbreaking Principia in 1687, his presentation was largely syn- thetic, even though he had used co-ordinates in his derivations. Synthetic geometry is not without its benefits—many results are much cleaner, and analytic geometry presents its own logical difficulties— but, as time has passed, its study has become something of a fringe activity: co-ordinates are simply too useful to ignore! Given that Cartesian geometry is the primary form we learn in grade-school, we merely sketch the familiar ideas of co-ordinates and vectors. • Assume everything necessary about on the real line. continuity y 3 • Perpendicular axes meet at the origin. P 2 • The Cartesian co-ordinates of a point P are measured by project- ing onto the axes: in the picture, P has co-ordinates (1, 2), often 1 written simply as P = (1, 2). -
Complex Numbers and Geometry
AMS / MAA TEXTBOOKS VOL 52 Complex Numbers and Geometry Liang-shin Hahn 10.1090/text/052 Complex Numbers and Geometry SPECTRUM SERIES The Spectrum Series of the Mathematical Association of America was so named to reflectits purpose: to publish a broad range of books including biographies, accessible expositions of old or new mathematical ideas, reprints and revisions of excellent out-of-print books, popular works, and other monographs of high interest that will appeal to a broad range of readers, including students and teachers of mathematics, mathematical amateurs, and researchers. Committee on Publications JAMES W. DANIEL, Chairman Spectrum Editorial Board ROGER HORN, Chairman BART BRADEN RICHARD GUY UNDERWOOD DUDLEY JEANNE LADUKE HUGH M. EDGAR LESTER H. LANGE BONNIE GOLD MARY PARKER All the Math That's Fit to Print, by Keith Devlin Circles: A Mathematical View, by Dan Pedoe Complex Numbers and Geometry, by Liang-shin Hahn Cryptology, by Albrecht Beutelspacher Five Hundred Mathematical Challenges, Edward J. Barbeau, Murray S. Klamkin, and William 0. J. Moser From Zero to Infinity, by Constance Reid I Want to be a Mathematician, by Paul R. Halmos Journey into Geometries, by Marta Sved The Last Problem, by E.T. Bell (revised and updated by Underwood Dudley) The Lighter Side of Mathematics: Proceedings ofthe Eugene Strens Memorial Conference on Recreational Mathematics & its History, edited by Richard K. Guy and Robert E. Woodrow Lure of the Integers, by Joe Roberts Mathematical Carnival, by Martin Gardner Mathematical Circus, by Martin Gardner Mathematical Cranks, by Underwood Dudley Mathematical Magic Show, by Martin Gardner Mathematics: Queen and Servant of Science, by E.T.