The Distance Geometry of Music
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An Exploration of the Relationship Between Mathematics and Music
An Exploration of the Relationship between Mathematics and Music Shah, Saloni 2010 MIMS EPrint: 2010.103 Manchester Institute for Mathematical Sciences School of Mathematics The University of Manchester Reports available from: http://eprints.maths.manchester.ac.uk/ And by contacting: The MIMS Secretary School of Mathematics The University of Manchester Manchester, M13 9PL, UK ISSN 1749-9097 An Exploration of ! Relation"ip Between Ma#ematics and Music MATH30000, 3rd Year Project Saloni Shah, ID 7177223 University of Manchester May 2010 Project Supervisor: Professor Roger Plymen ! 1 TABLE OF CONTENTS Preface! 3 1.0 Music and Mathematics: An Introduction to their Relationship! 6 2.0 Historical Connections Between Mathematics and Music! 9 2.1 Music Theorists and Mathematicians: Are they one in the same?! 9 2.2 Why are mathematicians so fascinated by music theory?! 15 3.0 The Mathematics of Music! 19 3.1 Pythagoras and the Theory of Music Intervals! 19 3.2 The Move Away From Pythagorean Scales! 29 3.3 Rameau Adds to the Discovery of Pythagoras! 32 3.4 Music and Fibonacci! 36 3.5 Circle of Fifths! 42 4.0 Messiaen: The Mathematics of his Musical Language! 45 4.1 Modes of Limited Transposition! 51 4.2 Non-retrogradable Rhythms! 58 5.0 Religious Symbolism and Mathematics in Music! 64 5.1 Numbers are God"s Tools! 65 5.2 Religious Symbolism and Numbers in Bach"s Music! 67 5.3 Messiaen"s Use of Mathematical Ideas to Convey Religious Ones! 73 6.0 Musical Mathematics: The Artistic Aspect of Mathematics! 76 6.1 Mathematics as Art! 78 6.2 Mathematical Periods! 81 6.3 Mathematics Periods vs. -
Survey of Modern Mathematical Topics Inspired by History of Mathematics
Survey of Modern Mathematical Topics inspired by History of Mathematics Paul L. Bailey Department of Mathematics, Southern Arkansas University E-mail address: [email protected] Date: January 21, 2009 i Contents Preface vii Chapter I. Bases 1 1. Introduction 1 2. Integer Expansion Algorithm 2 3. Radix Expansion Algorithm 3 4. Rational Expansion Property 4 5. Regular Numbers 5 6. Problems 6 Chapter II. Constructibility 7 1. Construction with Straight-Edge and Compass 7 2. Construction of Points in a Plane 7 3. Standard Constructions 8 4. Transference of Distance 9 5. The Three Greek Problems 9 6. Construction of Squares 9 7. Construction of Angles 10 8. Construction of Points in Space 10 9. Construction of Real Numbers 11 10. Hippocrates Quadrature of the Lune 14 11. Construction of Regular Polygons 16 12. Problems 18 Chapter III. The Golden Section 19 1. The Golden Section 19 2. Recreational Appearances of the Golden Ratio 20 3. Construction of the Golden Section 21 4. The Golden Rectangle 21 5. The Golden Triangle 22 6. Construction of a Regular Pentagon 23 7. The Golden Pentagram 24 8. Incommensurability 25 9. Regular Solids 26 10. Construction of the Regular Solids 27 11. Problems 29 Chapter IV. The Euclidean Algorithm 31 1. Induction and the Well-Ordering Principle 31 2. Division Algorithm 32 iii iv CONTENTS 3. Euclidean Algorithm 33 4. Fundamental Theorem of Arithmetic 35 5. Infinitude of Primes 36 6. Problems 36 Chapter V. Archimedes on Circles and Spheres 37 1. Precursors of Archimedes 37 2. Results from Euclid 38 3. Measurement of a Circle 39 4. -
Math 3010 § 1. Treibergs First Midterm Exam Name
Math 3010 x 1. First Midterm Exam Name: Solutions Treibergs February 7, 2018 1. For each location, fill in the corresponding map letter. For each mathematician, fill in their principal location by number, and dates and mathematical contribution by letter. Mathematician Location Dates Contribution Archimedes 5 e β Euclid 1 d δ Plato 2 c ζ Pythagoras 3 b γ Thales 4 a α Locations Dates Contributions 1. Alexandria E a. 624{547 bc α. Advocated the deductive method. First man to have a theorem attributed to him. 2. Athens D b. 580{497 bc β. Discovered theorems using mechanical intuition for which he later provided rigorous proofs. 3. Croton A c. 427{346 bc γ. Explained musical harmony in terms of whole number ratios. Found that some lengths are irrational. 4. Miletus D d. 330{270 bc δ. His books set the standard for mathematical rigor until the 19th century. 5. Syracuse B e. 287{212 bc ζ. Theorems require sound definitions and proofs. The line and the circle are the purest elements of geometry. 1 2. Use the Euclidean algorithm to find the greatest common divisor of 168 and 198. Find two integers x and y so that gcd(198; 168) = 198x + 168y: Give another example of a Diophantine equation. What property does it have to be called Diophantine? (Saying that it was invented by Diophantus gets zero points!) 198 = 1 · 168 + 30 168 = 5 · 30 + 18 30 = 1 · 18 + 12 18 = 1 · 12 + 6 12 = 3 · 6 + 0 So gcd(198; 168) = 6. 6 = 18 − 12 = 18 − (30 − 18) = 2 · 18 − 30 = 2 · (168 − 5 · 30) − 30 = 2 · 168 − 11 · 30 = 2 · 168 − 11 · (198 − 168) = 13 · 168 − 11 · 198 Thus x = −11 and y = 13 . -
CSU200 Discrete Structures Professor Fell Integers and Division
CSU200 Discrete Structures Professor Fell Integers and Division Though you probably learned about integers and division back in fourth grade, we need formal definitions and theorems to describe the algorithms we use and to very that they are correct, in general. If a and b are integers, a ¹ 0, we say a divides b if there is an integer c such that b = ac. a is a factor of b. a | b means a divides b. a | b mean a does not divide b. Theorem 1: Let a, b, and c be integers, then 1. if a | b and a | c then a | (b + c) 2. if a | b then a | bc for all integers, c 3. if a | b and b | c then a | c. Proof: Here is a proof of 1. Try to prove the others yourself. Assume a, b, and c be integers and that a | b and a | c. From the definition of divides, there must be integers m and n such that: b = ma and c = na. Then, adding equals to equals, we have b + c = ma + na. By the distributive law and commutativity, b + c = (m + n)a. By closure of addition, m + n is an integer so, by the definition of divides, a | (b + c). Q.E.D. Corollary: If a, b, and c are integers such that a | b and a | c then a | (mb + nc) for all integers m and n. Primes A positive integer p > 1 is called prime if the only positive factor of p are 1 and p. -
1 a NEW MUSIC COMPOSITION TECHNIQUE USING NATURAL SCIENCE DATA D.M.A Document Presented in Partial Fulfillment of the Requiremen
A NEW MUSIC COMPOSITION TECHNIQUE USING NATURAL SCIENCE DATA D.M.A Document Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of The Ohio State University By Joungmin Lee, B.A., M.M. Graduate Program in Music The Ohio State University 2019 D.M.A. Document Committee Dr. Thomas Wells, Advisor Dr. Jan Radzynski Dr. Arved Ashby 1 Copyrighted by Joungmin Lee 2019 2 ABSTRACT The relationship of music and mathematics are well documented since the time of ancient Greece, and this relationship is evidenced in the mathematical or quasi- mathematical nature of compositional approaches by composers such as Xenakis, Schoenberg, Charles Dodge, and composers who employ computer-assisted-composition techniques in their work. This study is an attempt to create a composition with data collected over the course 32 years from melting glaciers in seven areas in Greenland, and at the same time produce a work that is expressive and expands my compositional palette. To begin with, numeric values from data were rounded to four-digits and converted into frequencies in Hz. Moreover, the other data are rounded to two-digit values that determine note durations. Using these transformations, a prototype composition was developed, with data from each of the seven Greenland-glacier areas used to compose individual instrument parts in a septet. The composition Contrast and Conflict is a pilot study based on 20 data sets. Serves as a practical example of the methods the author used to develop and transform data. One of the author’s significant findings is that data analysis, albeit sometimes painful and time-consuming, reduced his overall composing time. -
History of Mathematics Log of a Course
History of mathematics Log of a course David Pierce / This work is licensed under the Creative Commons Attribution–Noncommercial–Share-Alike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ CC BY: David Pierce $\ C Mathematics Department Middle East Technical University Ankara Turkey http://metu.edu.tr/~dpierce/ [email protected] Contents Prolegomena Whatishere .................................. Apology..................................... Possibilitiesforthefuture . I. Fall semester . Euclid .. Sunday,October ............................ .. Thursday,October ........................... .. Friday,October ............................. .. Saturday,October . .. Tuesday,October ........................... .. Friday,October ............................ .. Thursday,October. .. Saturday,October . .. Wednesday,October. ..Friday,November . ..Friday,November . ..Wednesday,November. ..Friday,November . ..Friday,November . ..Saturday,November. ..Friday,December . ..Tuesday,December . . Apollonius and Archimedes .. Tuesday,December . .. Saturday,December . .. Friday,January ............................. .. Friday,January ............................. Contents II. Spring semester Aboutthecourse ................................ . Al-Khw¯arizm¯ı, Th¯abitibnQurra,OmarKhayyám .. Thursday,February . .. Tuesday,February. .. Thursday,February . .. Tuesday,March ............................. . Cardano .. Thursday,March ............................ .. Excursus................................. -
Discrete Mathematics Homework 3
Discrete Mathematics Homework 3 Ethan Bolker November 15, 2014 Due: ??? We're studying number theory (leading up to cryptography) for the next few weeks. You can read Unit NT in Bender and Williamson. This homework contains some programming exercises, some number theory computations and some proofs. The questions aren't arranged in any particular order. Don't just start at the beginning and do as many as you can { read them all and do the easy ones first. I may add to this homework from time to time. Exercises 1. Use the Euclidean algorithm to compute the greatest common divisor d of 59400 and 16200 and find integers x and y such that 59400x + 16200y = d I recommend that you do this by hand for the logical flow (a calculator is fine for the arith- metic) before writing the computer programs that follow. There are many websites that will do the computation for you, and even show you the steps. If you use one, tell me which one. We wish to find gcd(16200; 59400). Solution LATEX note. These are separate equations in the source file. They'd be better formatted in an align* environment. 59400 = 3(16200) + 10800 next find gcd(10800; 16200) 16200 = 1(10800) + 5400 next find gcd(5400; 10800) 10800 = 2(5400) + 0 gcd(16200; 59400) = 5400 59400x + 16200y = 5400 5400(11x + 3y) = 5400 11x + 3y = 1 By inspection, we can easily determine that (x; y) = (−1; 4) (among other solutions), but let's use the algorithm. 11 = 3 · 3 + 2 3 = 2 · 1 + 1 1 = 3 − (2) · 1 1 = 3 − (11 − 3 · 3) 1 = 11(−1) + 3(4) (x; y) = (−1; 4) 1 2. -
Math 105 History of Mathematics First Test February 2015
Math 105 History of Mathematics First Test February 2015 You may refer to one sheet of notes on this test. Points for each problem are in square brackets. You may do the problems in any order that you like, but please start your answers to each problem on a separate page of the bluebook. Please write or print clearly. Problem 1. Essay. [30] Select one of the three topics A, B, and C. 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. Explain the logical structure of the Elements (axioms, propositions, proofs). How does this differ from earlier mathematics of Egypt and Babylonia? How can such a logical structure affect the mathematical advances of a civilization? Topic B. Compare and contrast the arithmetic of the Babylonians with that of the Egyptians. Be sure to mention their numerals, algorithms for the arithmetic operations, and fractions. Illustrate with examples. Don't go into their algebra or geometry for this essay. Topic C. Aristotle presented four of Zeno's paradoxes: the Dichotomy, the Achilles, the Arrow, and the Stadium. Select one, but only one, of them and write about it. State the paradox as clearly and completely as you can. Explain why it was considered important. Refute the paradox, either as Aristotle did, or as you would from a modern point of view. -
The Euclidean Algorithm Generates Traditional Musical Rhythms
The Euclidean Algorithm Generates Traditional Musical Rhythms Godfried Toussaint∗ School of Computer Science, McGill University Montreal,´ Quebec,´ Canada [email protected] Abstract The Euclidean algorithm (which comes down to us from Euclid’s Elements) computes the greatest com- mon divisor of two given integers. It is shown here that the structure of the Euclidean algorithm may be used to generate, very efficiently, a large family of rhythms used as timelines (ostinatos), in sub-Saharan African music in particular, and world music in general. These rhythms, here dubbed Euclidean rhythms, have the property that their onset patterns are distributed as evenly as possible. Euclidean rhythms also find application in nuclear physics accelerators and in computer science, and are closely related to several families of words and sequences of interest in the study of the combinatorics of words, such as Euclidean strings, to which the Euclidean rhythms are compared. 1. Introduction What do African rhythms, spallation neutron source (SNS) accelerators in nuclear physics, string theory (stringology) in computer science, and an ancient algorithm described by Euclid have in common? The short answer is: patterns distributed as evenly as possible. For the long answer please read on. Mathematics and music have been intimately intertwined since the days of Pythagoras. However, most of this interaction has been in the domain of pitch and scales. For some historical snapshots of this interaction the reader is referred to H. S. M. Coxeter’s delightful account [9]. Rhythm, on the other hand has been his- torically mostly ignored. Here we make some mathematical connections between musical rhythm and other areas of knowledge such as nuclear physics and computer science, as well as the work of another famous ancient Greek mathematician, Euclid of Alexandria. -
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. -
Math 3110: Summary of Linear Diophantine Equations January 30, 2019
Math 3110: Summary of Linear Diophantine Equations January 30, 2019 Goal: Given a; b; c 2 Z, to find all integer solutions (x; y) to ax + by = c. The Homogeneous Case The term homogeneous means the number after the = is zero. Theorem 1 (Homogeneous Case). Let a; b 2 Z. The set of integer solutions (x; y) to the equation ax + by = 0 is bk −ak ; : k 2 : gcd(a; b) gcd(a; b) Z Proof. See Course Notes of Mon, Jan 28 (used the gcd(a; b) · lcm(a; b) = ab theorem). The principle of adding solutions If (x; y) is a solution to ax + by = c, and (x0; y0) is a solution to ax + by = c0, then (x + x0; y + y0) is a solution to ax + by = c + c0. 1 Extended GCD Replacement Theorem 2 (Extended GCD Replacement). Let A; B 2 Z. Let k 2 Z, and write C = A + kB. Then 1. gcd(A; B) = gcd(B; C) 2 2. Let a; b 2 Z. Suppose gcd(a; b) = 1. Suppose that (xA; yA) 2 Z is a solution to ax + by = A and (xB; yB) is a solution to ax + by = B. Then (xA + kxB; yA + kyB) is a solution to ax + by = C. Proof. Item 1 is the GCD Replacement Theorem (proven in class) for A, B and C = A + kB. The additional statement, Item 2, is a consequence of the principle of adding solutions. Extended Euclidean Algorithm The regular Euclidean Algorithm is written in regular typeface (to match your course notes), and the Extended Euclidean Algorithm includes the extra italicized parts. -
And the Golden Ratio
Chapter 15 p Q( 5) and the golden ratio p 15.1 The field Q( 5 Recall that the quadratic field p p Q( 5) = fx + y 5 : x; y 2 Qg: Recall too that the conjugate and norm of p z = x + y 5 are p z¯ = x − y 5; N (z) = zz¯ = x2 − 5y2: We will be particularly interested in one element of this field. Definition 15.1. The golden ratio is the number p 1 + 5 φ = : 2 The Greek letter φ (phi) is used for this number after the ancient Greek sculptor Phidias, who is said to have used the ratio in his work. Leonardo da Vinci explicitly used φ in analysing the human figure. Evidently p Q( 5) = Q(φ); ie each element of the field can be written z = x + yφ (x; y 2 Q): The following results are immediate: 88 p ¯ 1− 5 Proposition 15.1. 1. φ = 2 ; 2. φ + φ¯ = 1; φφ¯ = −1; 3. N (x + yφ) = x2 + xy − y2; 4. φ, φ¯ are the roots of the equation x2 − x − 1 = 0: 15.2 The number ring Z[φ] As we saw in the last Chapter, since 5 ≡ 1 mod 4 the associated number ring p p Z(Q( 5)) = Q( 5) \ Z¯ consists of the numbers p m + n 5 ; 2 where m ≡ n mod 2, ie m; n are both even or both odd. And we saw that this is equivalent to p Proposition 15.2. The number ring associated to the quadratic field Q( 5) is Z[φ] = fm + nφ : m; n 2 Zg: 15.3 Unique Factorisation Theorem 15.1.