A Short History of Complex Numbers
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Symmetry and the Cubic Formula
SYMMETRY AND THE CUBIC FORMULA DAVID CORWIN The purpose of this talk is to derive the cubic formula. But rather than finding the exact formula, I'm going to prove that there is a cubic formula. The way I'm going to do this uses symmetry in a very elegant way, and it foreshadows Galois theory. Note that this material comes almost entirely from the first chapter of http://homepages.warwick.ac.uk/~masda/MA3D5/Galois.pdf. 1. Deriving the Quadratic Formula Before discussing the cubic formula, I would like to consider the quadratic formula. While I'm expecting you know the quadratic formula already, I'd like to treat this case first in order to motivate what we will do with the cubic formula. Suppose we're solving f(x) = x2 + bx + c = 0: We know this factors as f(x) = (x − α)(x − β) where α; β are some complex numbers, and the problem is to find α; β in terms of b; c. To go the other way around, we can multiply out the expression above to get (x − α)(x − β) = x2 − (α + β)x + αβ; which means that b = −(α + β) and c = αβ. Notice that each of these expressions doesn't change when we interchange α and β. This should be the case, since after all, we labeled the two roots α and β arbitrarily. This means that any expression we get for α should equally be an expression for β. That is, one formula should produce two values. We say there is an ambiguity here; it's ambiguous whether the formula gives us α or β. -
Euler's Square Root Laws for Negative Numbers
Ursinus College Digital Commons @ Ursinus College Transforming Instruction in Undergraduate Complex Numbers Mathematics via Primary Historical Sources (TRIUMPHS) Winter 2020 Euler's Square Root Laws for Negative Numbers Dave Ruch Follow this and additional works at: https://digitalcommons.ursinus.edu/triumphs_complex 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 ou.y Euler’sSquare Root Laws for Negative Numbers David Ruch December 17, 2019 1 Introduction We learn in elementary algebra that the square root product law pa pb = pab (1) · is valid for any positive real numbers a, b. For example, p2 p3 = p6. An important question · for the study of complex variables is this: will this product law be valid when a and b are complex numbers? The great Leonard Euler discussed some aspects of this question in his 1770 book Elements of Algebra, which was written as a textbook [Euler, 1770]. However, some of his statements drew criticism [Martinez, 2007], as we shall see in the next section. 2 Euler’sIntroduction to Imaginary Numbers In the following passage with excerpts from Sections 139—148of Chapter XIII, entitled Of Impossible or Imaginary Quantities, Euler meant the quantity a to be a positive number. 1111111111111111111111111111111111111111 The squares of numbers, negative as well as positive, are always positive. ...To extract the root of a negative number, a great diffi culty arises; since there is no assignable number, the square of which would be a negative quantity. Suppose, for example, that we wished to extract the root of 4; we here require such as number as, when multiplied by itself, would produce 4; now, this number is neither +2 nor 2, because the square both of 2 and of 2 is +4, and not 4. -
The Geometry of René Descartes
BOOK FIRST The Geometry of René Descartes BOOK I PROBLEMS THE CONSTRUCTION OF WHICH REQUIRES ONLY STRAIGHT LINES AND CIRCLES ANY problem in geometry can easily be reduced to such terms that a knowledge of the lengths of certain straight lines is sufficient for its construction.1 Just as arithmetic consists of only four or five operations, namely, addition, subtraction, multiplication, division and the extraction of roots, which may be considered a kind of division, so in geometry, to find required lines it is merely necessary to add or subtract ther lines; or else, taking one line which I shall call unity in order to relate it as closely as possible to numbers,2 and which can in general be chosen arbitrarily, and having given two other lines, to find a fourth line which shall be to one of the given lines as the other is to unity (which is the same as multiplication) ; or, again, to find a fourth line which is to one of the given lines as unity is to the other (which is equivalent to division) ; or, finally, to find one, two, or several mean proportionals between unity and some other line (which is the same as extracting the square root, cube root, etc., of the given line.3 And I shall not hesitate to introduce these arithmetical terms into geometry, for the sake of greater clearness. For example, let AB be taken as unity, and let it be required to multiply BD by BC. I have only to join the points A and C, and draw DE parallel to CA ; then BE is the product of BD and BC. -
Niobrara County School District #1 Curriculum Guide
NIOBRARA COUNTY SCHOOL DISTRICT #1 CURRICULUM GUIDE th SUBJECT: Math Algebra II TIMELINE: 4 quarter Domain: Student Friendly Level of Resource Academic Standard: Learning Objective Thinking Correlation/Exemplar Vocabulary [Assessment] [Mathematical Practices] Domain: Perform operations on matrices and use matrices in applications. Standards: N-VM.6.Use matrices to I can represent and Application Pearson Alg. II Textbook: Matrix represent and manipulated data, e.g., manipulate data to represent --Lesson 12-2 p. 772 (Matrices) to represent payoffs or incidence data. M --Concept Byte 12-2 p. relationships in a network. 780 Data --Lesson 12-5 p. 801 [Assessment]: --Concept Byte 12-2 p. 780 [Mathematical Practices]: Niobrara County School District #1, Fall 2012 Page 1 NIOBRARA COUNTY SCHOOL DISTRICT #1 CURRICULUM GUIDE th SUBJECT: Math Algebra II TIMELINE: 4 quarter Domain: Student Friendly Level of Resource Academic Standard: Learning Objective Thinking Correlation/Exemplar Vocabulary [Assessment] [Mathematical Practices] Domain: Perform operations on matrices and use matrices in applications. Standards: N-VM.7. Multiply matrices I can multiply matrices by Application Pearson Alg. II Textbook: Scalars by scalars to produce new matrices, scalars to produce new --Lesson 12-2 p. 772 e.g., as when all of the payoffs in a matrices. M --Lesson 12-5 p. 801 game are doubled. [Assessment]: [Mathematical Practices]: Domain: Perform operations on matrices and use matrices in applications. Standards:N-VM.8.Add, subtract and I can perform operations on Knowledge Pearson Alg. II Common Matrix multiply matrices of appropriate matrices and reiterate the Core Textbook: Dimensions dimensions. limitations on matrix --Lesson 12-1p. 764 [Assessment]: dimensions. -
Solving Solvable Quintics
mathematics of computation volume 57,number 195 july 1991, pages 387-401 SOLVINGSOLVABLE QUINTICS D. S. DUMMIT Abstract. Let f{x) = x 5 +px 3 +qx 2 +rx + s be an irreducible polynomial of degree 5 with rational coefficients. An explicit resolvent sextic is constructed which has a rational root if and only if f(x) is solvable by radicals (i.e., when its Galois group is contained in the Frobenius group F20 of order 20 in the symmetric group S5). When f(x) is solvable by radicals, formulas for the roots are given in terms of p, q, r, s which produce the roots in a cyclic order. 1. Introduction It is well known that an irreducible quintic with coefficients in the rational numbers Q is solvable by radicals if and only if its Galois group is contained in the Frobenius group F20 of order 20, i.e., if and only if the Galois group is isomorphic to F20 , to the dihedral group DXQof order 10, or to the cyclic group Z/5Z. (More generally, for any prime p, it is easy to see that a solvable subgroup of the symmetric group S whose order is divisible by p is contained in the normalizer of a Sylow p-subgroup of S , cf. [1].) The purpose here is to give a criterion for the solvability of such a general quintic in terms of the existence of a rational root of an explicit associated resolvent sextic polynomial, and when this is the case, to give formulas for the roots analogous to Cardano's formulas for the general cubic and quartic polynomials (cf. -
Complex Eigenvalues
Quantitative Understanding in Biology Module III: Linear Difference Equations Lecture II: Complex Eigenvalues Introduction In the previous section, we considered the generalized two- variable system of linear difference equations, and showed that the eigenvalues of these systems are given by the equation… ± 2 4 = 1,2 2 √ − …where b = (a11 + a22), c=(a22 ∙ a11 – a12 ∙ a21), and ai,j are the elements of the 2 x 2 matrix that define the linear system. Inspecting this relation shows that it is possible for the eigenvalues of such a system to be complex numbers. Because our plants and seeds model was our first look at these systems, it was carefully constructed to avoid this complication [exercise: can you show that http://www.xkcd.org/179 this model cannot produce complex eigenvalues]. However, many systems of biological interest do have complex eigenvalues, so it is important that we understand how to deal with and interpret them. We’ll begin with a review of the basic algebra of complex numbers, and then consider their meaning as eigenvalues of dynamical systems. A Review of Complex Numbers You may recall that complex numbers can be represented with the notation a+bi, where a is the real part of the complex number, and b is the imaginary part. The symbol i denotes 1 (recall i2 = -1, i3 = -i and i4 = +1). Hence, complex numbers can be thought of as points on a complex plane, which has real √− and imaginary axes. In some disciplines, such as electrical engineering, you may see 1 represented by the symbol j. √− This geometric model of a complex number suggests an alternate, but equivalent, representation. -
The Natures of Numbers in and Around Bombelli's L
THE NATURES OF NUMBERS IN AND AROUND BOMBELLI’S L’ALGEBRA ROY WAGNER Abstract. The purpose of this paper is to analyse the mathematical practices leading to Rafael Bombelli’s L’algebra (1572). The context for the analysis is the Italian algebra practiced by abbacus masters and Re- naissance mathematicians of the 14th–16th centuries. We will focus here on the semiotic aspects of algebraic practices and on the organisation of knowledge. Our purpose is to show how symbols that stand for under- determined meanings combine with shifting principles of organisation to change the character of algebra. 1. Introduction 1.1. Scope and methodology. In the year 1572 Rafael Bombelli’s L’algebra came out in print. This book, which covers arithmetic, algebra and geom- etry, is best known for one major feat: the first recorded use of roots of negative numbers to find a real solution of a real problem. The purpose of this paper is to understand the semiotic processes that enabled this and other, less ‘heroic’ achievements laid out in Bombelli’s work. The context for my analysis of Bombelli’s work is the vernacular abba- cus1 tradition spanning across two centuries, from a time where almost all problems that are done in the abbacus way reduce to the rule of three2 to the Renaissance solution of the cubic and quartic equations, and from the abbacus masters, who taught elementary mathematics to merchant children, through to humanist scholars. My purpose is to track down sign Part of the research for this paper was conducted while visiting Boston University’s Center for the Philosophy of Science, the Max Planck Institute for the History of Science and the Edelstein Center for the History and Philosophy of Science, Technology and Medicine. -
The Diamond Method of Factoring a Quadratic Equation
The Diamond Method of Factoring a Quadratic Equation Important: Remember that the first step in any factoring is to look at each term and factor out the greatest common factor. For example: 3x2 + 6x + 12 = 3(x2 + 2x + 4) AND 5x2 + 10x = 5x(x + 2) If the leading coefficient is negative, always factor out the negative. For example: -2x2 - x + 1 = -1(2x2 + x - 1) = -(2x2 + x - 1) Using the Diamond Method: Example 1 2 Factor 2x + 11x + 15 using the Diamond Method. +30 Step 1: Multiply the coefficient of the x2 term (+2) and the constant (+15) and place this product (+30) in the top quarter of a large “X.” Step 2: Place the coefficient of the middle term in the bottom quarter of the +11 “X.” (+11) Step 3: List all factors of the number in the top quarter of the “X.” +30 (+1)(+30) (-1)(-30) (+2)(+15) (-2)(-15) (+3)(+10) (-3)(-10) (+5)(+6) (-5)(-6) +30 Step 4: Identify the two factors whose sum gives the number in the bottom quarter of the “x.” (5 ∙ 6 = 30 and 5 + 6 = 11) and place these factors in +5 +6 the left and right quarters of the “X” (order is not important). +11 Step 5: Break the middle term of the original trinomial into the sum of two terms formed using the right and left quarters of the “X.” That is, write the first term of the original equation, 2x2 , then write 11x as + 5x + 6x (the num bers from the “X”), and finally write the last term of the original equation, +15 , to get the following 4-term polynomial: 2x2 + 11x + 15 = 2x2 + 5x + 6x + 15 Step 6: Factor by Grouping: Group the first two terms together and the last two terms together. -
Solving Cubic Polynomials
Solving Cubic Polynomials 1.1 The general solution to the quadratic equation There are four steps to finding the zeroes of a quadratic polynomial. 1. First divide by the leading term, making the polynomial monic. a 2. Then, given x2 + a x + a , substitute x = y − 1 to obtain an equation without the linear term. 1 0 2 (This is the \depressed" equation.) 3. Solve then for y as a square root. (Remember to use both signs of the square root.) a 4. Once this is done, recover x using the fact that x = y − 1 . 2 For example, let's solve 2x2 + 7x − 15 = 0: First, we divide both sides by 2 to create an equation with leading term equal to one: 7 15 x2 + x − = 0: 2 2 a 7 Then replace x by x = y − 1 = y − to obtain: 2 4 169 y2 = 16 Solve for y: 13 13 y = or − 4 4 Then, solving back for x, we have 3 x = or − 5: 2 This method is equivalent to \completing the square" and is the steps taken in developing the much- memorized quadratic formula. For example, if the original equation is our \high school quadratic" ax2 + bx + c = 0 then the first step creates the equation b c x2 + x + = 0: a a b We then write x = y − and obtain, after simplifying, 2a b2 − 4ac y2 − = 0 4a2 so that p b2 − 4ac y = ± 2a and so p b b2 − 4ac x = − ± : 2a 2a 1 The solutions to this quadratic depend heavily on the value of b2 − 4ac. -
Casus Irreducibilis and Maple
48 Casus irreducibilis and Maple Rudolf V´yborn´y Abstract We give a proof that there is no formula which uses only addition, multiplication and extraction of real roots on the coefficients of an irreducible cubic equation with three real roots that would provide a solution. 1 Introduction The Cardano formulae for the roots of a cubic equation with real coefficients and three real roots give the solution in a rather complicated form involving complex numbers. Any effort to simplify it is doomed to failure; trying to get rid of complex numbers leads back to the original equation. For this reason, this case of a cubic is called casus irreducibilis: the irreducible case. The usual proof uses the Galois theory [3]. Here we give a fairly simple proof which perhaps is not quite elementary but should be accessible to undergraduates. It is well known that a convenient solution for a cubic with real roots is in terms of trigono- metric functions. In the last section we handle the irreducible case in Maple and obtain the trigonometric solution. 2 Prerequisites By N, Q, R and C we denote the natural numbers, the rationals, the reals and the com- plex numbers, respectively. If F is a field then F [X] denotes the ring of polynomials with coefficients in F . If F ⊂ C is a field, a ∈ C but a∈ / F then there exists a smallest field of complex numbers which contains both F and a, we denote it by F (a). Obviously it is the intersection of all fields which contain F as well as a. -
On Popularization of Scientific Education in Italy Between 12Th and 16Th Century
PROBLEMS OF EDUCATION IN THE 21st CENTURY Volume 57, 2013 90 ON POPULARIZATION OF SCIENTIFIC EDUCATION IN ITALY BETWEEN 12TH AND 16TH CENTURY Raffaele Pisano University of Lille1, France E–mail: [email protected] Paolo Bussotti University of West Bohemia, Czech Republic E–mail: [email protected] Abstract Mathematics education is also a social phenomenon because it is influenced both by the needs of the labour market and by the basic knowledge of mathematics necessary for every person to be able to face some operations indispensable in the social and economic daily life. Therefore the way in which mathe- matics education is framed changes according to modifications of the social environment and know–how. For example, until the end of the 20th century, in the Italian faculties of engineering the teaching of math- ematical analysis was profound: there were two complex examinations in which the theory was as impor- tant as the ability in solving exercises. Now the situation is different. In some universities there is only a proof of mathematical analysis; in others there are two proves, but they are sixth–month and not annual proves. The theoretical requirements have been drastically reduced and the exercises themselves are often far easier than those proposed in the recent past. With some modifications, the situation is similar for the teaching of other modern mathematical disciplines: many operations needing of calculations and math- ematical reasoning are developed by the computers or other intelligent machines and hence an engineer needs less theoretical mathematics than in the past. The problem has historical roots. In this research an analysis of the phenomenon of “scientific education” (teaching geometry, arithmetic, mathematics only) with respect the methods used from the late Middle Ages by “maestri d’abaco” to the Renaissance hu- manists, and with respect to mathematics education nowadays is discussed. -
COMPLEX EIGENVALUES Math 21B, O. Knill
COMPLEX EIGENVALUES Math 21b, O. Knill NOTATION. Complex numbers are written as z = x + iy = r exp(iφ) = r cos(φ) + ir sin(φ). The real number r = z is called the absolute value of z, the value φ isjthej argument and denoted by arg(z). Complex numbers contain the real numbers z = x+i0 as a subset. One writes Re(z) = x and Im(z) = y if z = x + iy. ARITHMETIC. Complex numbers are added like vectors: x + iy + u + iv = (x + u) + i(y + v) and multiplied as z w = (x + iy)(u + iv) = xu yv + i(yu xv). If z = 0, one can divide 1=z = 1=(x + iy) = (x iy)=(x2 + y2). ∗ − − 6 − ABSOLUTE VALUE AND ARGUMENT. The absolute value z = x2 + y2 satisfies zw = z w . The argument satisfies arg(zw) = arg(z) + arg(w). These are direct jconsequencesj of the polarj represenj j jtationj j z = p r exp(iφ); w = s exp(i ); zw = rs exp(i(φ + )). x GEOMETRIC INTERPRETATION. If z = x + iy is written as a vector , then multiplication with an y other complex number w is a dilation-rotation: a scaling by w and a rotation by arg(w). j j THE DE MOIVRE FORMULA. zn = exp(inφ) = cos(nφ) + i sin(nφ) = (cos(φ) + i sin(φ))n follows directly from z = exp(iφ) but it is magic: it leads for example to formulas like cos(3φ) = cos(φ)3 3 cos(φ) sin2(φ) which would be more difficult to come by using geometrical or power series arguments.