Von Staudt and His Influence
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Relevant Implication and Ordered Geometry
Australasian Journal of Logic Relevant Implication and Ordered Geometry Alasdair Urquhart Abstract This paper shows that model structures for R+, the system of positive relevant implication, can be constructed from ordered geometries. This ex- tends earlier results building such model structures from projective spaces. A final section shows how such models can be extended to models for the full system R. 1 Introduction This paper is a sequel to an earlier paper by the author [6] showing how to construct models for the logic KR from projective spaces. In that article, the logical relation Rabc is an extension of the relation Cabc, where a; b; c are points in a projective space and Cabc is read as \a; b; c are distinct and collinear." In the case of the projective construction, the relation Rabc is totally sym- metric. This is of course not the case in general in R models, where the first two points a and b can be permuted, but not the third. For the third point, we have only the implication Rabc ) Rac∗b∗. On the other hand, if we read Rabc as \c is between a and b", where we are operating in an ordered geometry, then we can permute a and b, but not b and c, just as in the case of R. Hence, these models are more natural than the ones constructed from projective spaces, from the point of view of relevance logic. In the remainder of the paper, we carry out the plan outlined here, by constructing models for R+ from ordered geometries. -
How Should the College Teach Analytic Geometry?*
1906.] THE TEACHING OF ANALYTIC GEOMETRY. 493 HOW SHOULD THE COLLEGE TEACH ANALYTIC GEOMETRY?* BY PROFESSOR HENRY S. WHITE. IN most American colleges, analytic geometry is an elective study. This fact, and the underlying causes of this fact, explain the lack of uniformity in content or method of teaching this subject in different institutions. Of many widely diver gent types of courses offered, a few are likely to survive, each because it is best fitted for some one purpose. It is here my purpose to advocate for the college of liberal arts a course that shall draw more largely from projective geometry than do most of our recent college text-books. This involves a restriction of the tendency, now quite prevalent, to devote much attention at the outset to miscellaneous graphs of purely statistical nature or of physical significance. As to the subject matter used in a first semester, one may formulate the question : Shall we teach in one semester a few facts about a wide variety of curves, or a wide variety of propositions about conies ? Of these alternatives the latter is to be preferred, for the educational value of a subject is found less in its extension than in its intension ; less in the multiplicity of its parts than in their unification through a few fundamental or climactic princi ples. Some teachers advocate the study of a wider variety of curves, either for the sake of correlation wTith physical sci ences, or in order to emphasize what they term the analytic method. As to the first, there is a very evident danger of dis sipating the student's energy ; while to the second it may be replied that there is no one general method which can be taught, but many particular and ingenious methods for special problems, whose resemblances may be understood only when the problems have been mastered. -
Greece Part 3
Greece Chapters 6 and 7: Archimedes and Apollonius SOME ANCIENT GREEK DISTINCTIONS Arithmetic Versus Logistic • Arithmetic referred to what we now call number theory –the study of properties of whole numbers, divisibility, primality, and such characteristics as perfect, amicable, abundant, and so forth. This use of the word lives on in the term higher arithmetic. • Logistic referred to what we now call arithmetic, that is, computation with whole numbers. Number Versus Magnitude • Numbers are discrete, cannot be broken down indefinitely because you eventually came to a “1.” In this sense, any two numbers are commensurable because they could both be measured with a 1, if nothing bigger worked. • Magnitudes are continuous, and can be broken down indefinitely. You can always bisect a line segment, for example. Thus two magnitudes didn’t necessarily have to be commensurable (although of course they could be.) Analysis Versus Synthesis • Synthesis refers to putting parts together to obtain a whole. • It is also used to describe the process of reasoning from the general to the particular, as in putting together axioms and theorems to prove a particular proposition. • Proofs of the kind Euclid wrote are referred to as synthetic. Analysis Versus Synthesis • Analysis refers to taking things apart to see how they work, or so you can understand them. • It is also used to describe reasoning from the particular to the general, as in studying a particular problem to come up with a solution. • This is one general meaning of analysis: a way of solving problems, of finding the answers. Analysis Versus Synthesis • A second meaning for analysis is specific to logic and theorem proving: beginning with what you wish to prove, and reasoning from that point in hopes you can arrive at the hypotheses, and then reversing the logical steps. -
On the Constructibility of the Axes of an Ellipsoid
ON THE CONSTRUCTIBILITY OF THE AXES OF AN ELLIPSOID. THE CONSTRUCTION OF CHASLES IN PRACTICE AKOS´ G.HORVATH´ AND ISTVAN´ PROK Dedicated to the memory of the teaching of Descriptive Geometry in BME Faculty of Mechanical Engineering Abstract. In this paper we discuss Chasles’s construction on ellipsoid to draw the semi-axes from a complete system of conjugate diameters. We prove that there is such situation when the construction is not planar (the needed points cannot be constructed with compasses and ruler) and give some others in which the construction is planar. 1. Introduction Who interested in conics know the construction of Rytz, namely a construction which determines the axes of an ellipse from a pair of conjugate diameters. Contrary to this very few mathematicians know that in the first half of the nineteens century Chasles (see in [1]) gave a construction in space to the analogous problem. The only reference which we found in English is also in an old book written by Salmon (see in [6]) on the analytic geometry of the three-dimensional space. In [2] the author extracted this analytic method to prove some results on the quadric of n-dimensional space. However, in practice this construction cannot be done using compasses and ruler only as we will see in present paper (Statement 4). On the other hand those steps of the construction which are planar constructions we can draw by descriptive geometry (see the figures in this article). 2. Basic properties The proof of the statements of this section can be found in [2]. -
11.-HYPERBOLA-THEORY.Pdf
12. HYPERBOLA 1. INTRODUCTION A hyperbola is the locus of a point which moves in the plane in such a way that Z the ratio of its distance from a fixed point in the same plane to its distance X’ P from a fixed line is always constant which is always greater than unity. M The fixed point is called the focus, the fixed line is called the directrix. The constant ratio is generally denoted by e and is known as the eccentricity of the Directrix hyperbola. A hyperbola can also be defined as the locus of a point such that S (focus) the absolute value of the difference of the distances from the two fixed points Z’ (foci) is constant. If S is the focus, ZZ′ is the directrix and P is any point on the hyperbola as show in figure. Figure 12.1 SP Then by definition, we have = e (e > 1). PM Note: The general equation of a conic can be taken as ax22+ 2hxy + by + 2gx + 2fy += c 0 This equation represents a hyperbola if it is non-degenerate (i.e. eq. cannot be written into two linear factors) ahg ∆ ≠ 0, h2 > ab. Where ∆=hb f gfc MASTERJEE CONCEPTS 1. The general equation ax22+ 2hxy + by + 2gx + 2fy += c 0 can be written in matrix form as ahgx ah x x y + 2gx + 2fy += c 0 and xy1hb f y = 0 hb y gfc1 Degeneracy condition depends on the determinant of the 3x3 matrix and the type of conic depends on the determinant of the 2x2 matrix. -
Mathematics in the Austrian-Hungarian Empire
Mathematics in the Austrian-Hungarian Empire Christa Binder The appointment policy in the Austrian-Hungarian Empire In: Martina Bečvářová (author); Christa Binder (author): Mathematics in the Austrian-Hungarian Empire. Proceedings of a Symposium held in Budapest on August 1, 2009 during the XXIII ICHST. (English). Praha: Matfyzpress, 2010. pp. 43–54. Persistent URL: http://dml.cz/dmlcz/400817 Terms of use: © Bečvářová, Martina © Binder, Christa Institute of Mathematics of the Czech Academy of Sciences provides access to digitized documents strictly for personal use. Each copy of any part of this document must contain these Terms of use. This document has been digitized, optimized for electronic delivery and stamped with digital signature within the project DML-CZ: The Czech Digital Mathematics Library http://dml.cz THE APPOINTMENT POLICY IN THE AUSTRIAN- -HUNGARIAN EMPIRE CHRISTA BINDER Abstract: Starting from a very low level in the mid oft the 19th century the teaching and research in mathematics reached world wide fame in the Austrian-Hungarian Empire before World War One. How this was complished is shown with three examples of careers of famous mathematicians. 1 Introduction This symposium is dedicated to the development of mathematics in the Austro- Hungarian monarchy in the time from 1850 to 1914. At the beginning of this period, in the middle of the 19th century the level of teaching and researching mathematics was very low – with a few exceptions – due to the influence of the jesuits in former centuries, and due to the reclusive period in the first half of the 19th century. But even in this time many efforts were taken to establish a higher education. -
Preface Issue 4-2014
Jahresber Dtsch Math-Ver (2014) 116:199–200 DOI 10.1365/s13291-014-0108-4 PREFACE Preface Issue 4-2014 Hans-Christoph Grunau © Deutsche Mathematiker-Vereinigung and Springer-Verlag Berlin Heidelberg 2014 The last few years have been a good time for solving long standing geometrical- topological conjectures. This issue reports on the solution of the Willmore conject-√ ure—the “best” topological torus is a “real” torus with ratio of radii equal to 2— and one of Thurston’s conjectures—every hyperbolic 3-manifold can be fibered over a circle, up to passing to a finite cover. Starting in the 1960s, Thomas Willmore studied the integral of the squared mean curvature of surfaces in R3 as the simplest but most interesting frame invariant elas- tic bending energy. This energy had shown up already in the early 19th century—too early for a rigorous investigation. Willmore asked: What is the shape of a compact surface of fixed genus minimising the Willmore energy in this class? (In the 1990s, existence of minimisers was proved by Leon Simon, with a contribution by Matthias Bauer and Ernst Kuwert.) Willmore already knew that the genus-0-minimiser is a sphere. Assuming that symmetric surfaces require less energy than asymmetric ones (which has not been proved, yet) he studied families√ of geometric tori with the smaller radius 1 fixed and found that the larger radius 2 would yield the minimum in this very special family. He conjectured that this particular torus would be the genus- 1-minimiser. Almost 50 years later Fernando Marques and André Neves found and published a 100-page-proof. -
Attoclock Ultrafast Timing of Inversive Chord-Contact Dynamics
Attoclock Ultrafast Timing of Inversive Chord-Contact Dynamics - A Spectroscopic FFT-Glimpse onto Harmonic Analysis of Gravitational Waves - Walter J. Schempp Lehrstuhl f¨urMathematik I Universit¨atSiegen 57068 Siegen, Germany [email protected] According to Bohr's model of the hydrogen atom, it takes about 150 as for an electron in the ground state to orbit around the atomic core. Therefore, the attosecond (1 as = 10−18s) is the typical time scale for Bloch wave packet dynamics operating at the interface of quantum field theory and relativity theory. Attoclock spectroscopy is mathematically dominated by the spectral dual pair of spin groups with the commuting action of the stabilized symplectic spinor quantization (Mp(2; R); PSO(1; 3; R)) In the context of the Mp(2; R) × PSO(1; 3; R) module structure of the complex Schwartz space 2 2 ∼ S(R ⊕ R ) = S(C ⊕ C) of quantum field theory, the metaplectic Lie group Mp(2; R) is the ∼ two-sheeted covering group Sp(2f ; R) of the symplectic group Sp(2; R) = SL(2; R), where the ∼ special linear group SL(2; R) is a simple Lie group, and the two-cycle rotation group SO(2f ; R) = U(1e ; C) is a maximal compact subgroup of Mp(2; R). The two-fold hyperbolically, respectively ∼ elliptically ruled conformal Lie group SU(1; 1; C) is conjugate to SL(2; R) = Spin(1; 2; R) in the ∼ ∼ complexification SL(2; C) = Spin(1; 3; R); the projective Lorentz-M¨obiusgroup PSO(1; 3; R) = ∼ PSL(2; C) = SL(2; C)=(Z2:id) represents a semi-simple Lie group which is isomorphic to the "+ four-dimensional proper orthochroneous Lorentz group L4 of relativity theory. -
Hermann Cohen's Das Princip Der Infinitesimal-Methode
Hermann Cohen’s Das Princip der Infinitesimal-Methode: The History of an Unsuccessful Book Marco Giovanelli Abstract This paper offers an introduction to Hermann Cohen’s Das Princip der Infinitesimal-Methode (1883), and recounts the history of its controversial reception by Cohen’s early sympathizers, who would become the so-called ‘Marburg school’ of Neo-Kantianism, as well as the reactions it provoked outside this group. By dissecting the ambiguous attitudes of the best-known represen- tatives of the school (Paul Natorp and Ernst Cassirer), as well as those of several minor figures (August Stadler, Kurd Lasswitz, Dimitry Gawronsky, etc.), this paper shows that Das Princip der Infinitesimal-Methode is a unicum in the history of philosophy: it represents a strange case of an unsuccessful book’s enduring influence. The “puzzle of Cohen’s Infinitesimalmethode,” as we will call it, can be solved by looking beyond the scholarly results of the book, and instead focusing on the style of philosophy it exemplified. Moreover, the paper shows that Cohen never supported, but instead explicitly opposed, the doctrine of the centrality of the ‘concept of function’, with which Marburg Neo-Kantianism is usually associated. Long Draft 24/12/2015 Introduction Hermann Cohen’s Das Princip der Infinitesimal-Methode (Cohen, 1883) was undoubtedly an unsuccessful book. Its devastating reviews are customarily mentioned in the literature, but less known and perhaps more significant, is the lukewarm, and sometimes even hostile, reception the book received from Cohen’s early sympathizers. Some members of the group dissented publicly, while others expressed their discomfort in private correspondence. -
Remarks on Non-Euclidean Geometry in the Austro-Hungarian Empire Uwagi O Geometrii Nieeuklidesowej W Monarchii Austro-Węgiersk
TECHNICAL TRANSACTIONS CZASOPISMO TECHNICZNE FUNDAMENTAL SCIENCES NAUKI PODSTAWOWE 1-NP/2014 KATALIN MUNKÁCSY* REMARKS ON NON-EUCLIDEAN GEOMETRY IN THE AUSTRO-HUNGARIAN EMPIRE UWAGI O GEOMETRII NIEEUKLIDESOWEJ W MONARCHII AUSTRO-WĘGIERSKIEJ Abstract Since 1800s, Central European mathematicians have achieved great results in hyperbolic geometry. The paper is devoted to brief description of the background as well as history of these results. Keywords: Austro-Hungarian Empire, history of hyperbolic geometry Streszczenie Od XIX w. matematycy w Europie Środkowo-Wschodniej osiągali znaczące wyniki w geome- trii hiperbolicznej. Niniejszy artykuł zarysowuje tło i historię tych wyników. Słowa kluczowe: Monarchia Austro-Węgierska, historia geometrii hiperbolicznej * Katalin Munkácsy, ELTE TTK Matematikatanítási és Módszertani Központ, Budapest. This paper was prepared for publication by S. Domoradzki and M. Stawiska-Friedland on the basis of the author’s draft. 178 1. Introduction The Bolyai geometry is an important historical phenomenon in mathematics, and a timely research topic with potential applications. I will say a few words about these topics here. I would like to say first something about the expression “Bolyai geometry”. Officially the hyperbolic geometry is called B-L geometry, but this form is not really used anywhere. In 1894 Poincaré was the chairman of the committee that compiled the bibliography of hyperbolic geometry. The title was originally Lobachevsky’s Geometrie. However, it was changed to Geometrie de Bolyai et Lobachevsky – as a result of Hungarian mathematicians’ argumentations (see, e.g. [16]). The most common name is “hyperbolic geometry”; sometimes “Bolyai-Lobachevsky- Gauss” is used. In the Russian-speaking world the common name is ‘Lobachevski’s geometry’, while in Hungary it is called “Bolyai geometry”. -
A Survey of the Development of Geometry up to 1870
A Survey of the Development of Geometry up to 1870∗ Eldar Straume Department of mathematical sciences Norwegian University of Science and Technology (NTNU) N-9471 Trondheim, Norway September 4, 2014 Abstract This is an expository treatise on the development of the classical ge- ometries, starting from the origins of Euclidean geometry a few centuries BC up to around 1870. At this time classical differential geometry came to an end, and the Riemannian geometric approach started to be developed. Moreover, the discovery of non-Euclidean geometry, about 40 years earlier, had just been demonstrated to be a ”true” geometry on the same footing as Euclidean geometry. These were radically new ideas, but henceforth the importance of the topic became gradually realized. As a consequence, the conventional attitude to the basic geometric questions, including the possible geometric structure of the physical space, was challenged, and foundational problems became an important issue during the following decades. Such a basic understanding of the status of geometry around 1870 enables one to study the geometric works of Sophus Lie and Felix Klein at the beginning of their career in the appropriate historical perspective. arXiv:1409.1140v1 [math.HO] 3 Sep 2014 Contents 1 Euclideangeometry,thesourceofallgeometries 3 1.1 Earlygeometryandtheroleoftherealnumbers . 4 1.1.1 Geometric algebra, constructivism, and the real numbers 7 1.1.2 Thedownfalloftheancientgeometry . 8 ∗This monograph was written up in 2008-2009, as a preparation to the further study of the early geometrical works of Sophus Lie and Felix Klein at the beginning of their career around 1870. The author apologizes for possible historiographic shortcomings, errors, and perhaps lack of updated information on certain topics from the history of mathematics. -
Geometry in a Nutshell Notes for Math 3063
GEOMETRY IN A NUTSHELL NOTES FOR MATH 3063 B. R. MONSON DEPARTMENT OF MATHEMATICS & STATISTICS UNIVERSITY OF NEW BRUNSWICK Copyright °c Barry Monson February 7, 2005 One morning an acorn awoke beneath its mother and declared, \Gee, I'm a tree". Anon. (deservedly) 2 THE TREE OF EUCLIDEAN GEOMETRY 3 INTRODUCTION Mathematics is a vast, rich and strange subject. Indeed, it is so varied that it is considerably more di±cult to de¯ne than say chemistry, economics or psychology. Every individual of that strange species mathematician has a favorite description for his or her craft. Mine is that mathematics is the search for the patterns hidden in the ideas of space and number . This description is particularly apt for that rich and beautiful branch of mathematics called geometry. In fact, geometrical ideas and ways of thinking are crucial in many other branches of mathematics. One of the goals of these notes is to convince you that this search for pattern is continuing and thriving all the time, that mathematics is in some sense a living thing. At this very moment, mathematicians all over the world1 are discovering new and enchanting things, exploring new realms of the imagination. This thought is easily forgotten in the dreary routine of attending classes. Like other mathematical creatures, geometry has many faces. Let's look at some of these and, along the way, consider some advice about doing mathematics in general. Geometry is learned by doing: Ultimately, no one can really teach you mathe- matics | you must learn by doing it yourself. Naturally, your professor will show the way, give guidance (and also set a blistering pace).