The Parallelogram Law in the Works of D'alembert and Kant
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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. -
Foundations of Newtonian Dynamics: an Axiomatic Approach For
Foundations of Newtonian Dynamics: 1 An Axiomatic Approach for the Thinking Student C. J. Papachristou 2 Department of Physical Sciences, Hellenic Naval Academy, Piraeus 18539, Greece Abstract. Despite its apparent simplicity, Newtonian mechanics contains conceptual subtleties that may cause some confusion to the deep-thinking student. These subtle- ties concern fundamental issues such as, e.g., the number of independent laws needed to formulate the theory, or, the distinction between genuine physical laws and deriva- tive theorems. This article attempts to clarify these issues for the benefit of the stu- dent by revisiting the foundations of Newtonian dynamics and by proposing a rigor- ous axiomatic approach to the subject. This theoretical scheme is built upon two fun- damental postulates, namely, conservation of momentum and superposition property for interactions. Newton’s laws, as well as all familiar theorems of mechanics, are shown to follow from these basic principles. 1. Introduction Teaching introductory mechanics can be a major challenge, especially in a class of students that are not willing to take anything for granted! The problem is that, even some of the most prestigious textbooks on the subject may leave the student with some degree of confusion, which manifests itself in questions like the following: • Is the law of inertia (Newton’s first law) a law of motion (of free bodies) or is it a statement of existence (of inertial reference frames)? • Are the first two of Newton’s laws independent of each other? It appears that -
Newton.Indd | Sander Pinkse Boekproductie | 16-11-12 / 14:45 | Pag
omslag Newton.indd | Sander Pinkse Boekproductie | 16-11-12 / 14:45 | Pag. 1 e Dutch Republic proved ‘A new light on several to be extremely receptive to major gures involved in the groundbreaking ideas of Newton Isaac Newton (–). the reception of Newton’s Dutch scholars such as Willem work.’ and the Netherlands Jacob ’s Gravesande and Petrus Prof. Bert Theunissen, Newton the Netherlands and van Musschenbroek played a Utrecht University crucial role in the adaption and How Isaac Newton was Fashioned dissemination of Newton’s work, ‘is book provides an in the Dutch Republic not only in the Netherlands important contribution to but also in the rest of Europe. EDITED BY ERIC JORINK In the course of the eighteenth the study of the European AND AD MAAS century, Newton’s ideas (in Enlightenment with new dierent guises and interpre- insights in the circulation tations) became a veritable hype in Dutch society. In Newton of knowledge.’ and the Netherlands Newton’s Prof. Frans van Lunteren, sudden success is analyzed in Leiden University great depth and put into a new perspective. Ad Maas is curator at the Museum Boerhaave, Leiden, the Netherlands. Eric Jorink is researcher at the Huygens Institute for Netherlands History (Royal Dutch Academy of Arts and Sciences). / www.lup.nl LUP Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. 1 Newton and the Netherlands Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. 2 Newton and the Netherlands.indd | Sander Pinkse Boekproductie | 16-11-12 / 16:47 | Pag. -
The Newton-Leibniz Controversy Over the Invention of the Calculus
The Newton-Leibniz controversy over the invention of the calculus S.Subramanya Sastry 1 Introduction Perhaps one the most infamous controversies in the history of science is the one between Newton and Leibniz over the invention of the infinitesimal calculus. During the 17th century, debates between philosophers over priority issues were dime-a-dozen. Inspite of the fact that priority disputes between scientists were ¡ common, many contemporaries of Newton and Leibniz found the quarrel between these two shocking. Probably, what set this particular case apart from the rest was the stature of the men involved, the significance of the work that was in contention, the length of time through which the controversy extended, and the sheer intensity of the dispute. Newton and Leibniz were at war in the later parts of their lives over a number of issues. Though the dispute was sparked off by the issue of priority over the invention of the calculus, the matter was made worse by the fact that they did not see eye to eye on the matter of the natural philosophy of the world. Newton’s action-at-a-distance theory of gravitation was viewed as a reversion to the times of occultism by Leibniz and many other mechanical philosophers of this era. This intermingling of philosophical issues with the priority issues over the invention of the calculus worsened the nature of the dispute. One of the reasons why the dispute assumed such alarming proportions and why both Newton and Leibniz were anxious to be considered the inventors of the calculus was because of the prevailing 17th century conventions about priority and attitude towards plagiarism. -
Guide for the Use of the International System of Units (SI)
Guide for the Use of the International System of Units (SI) m kg s cd SI mol K A NIST Special Publication 811 2008 Edition Ambler Thompson and Barry N. Taylor NIST Special Publication 811 2008 Edition Guide for the Use of the International System of Units (SI) Ambler Thompson Technology Services and Barry N. Taylor Physics Laboratory National Institute of Standards and Technology Gaithersburg, MD 20899 (Supersedes NIST Special Publication 811, 1995 Edition, April 1995) March 2008 U.S. Department of Commerce Carlos M. Gutierrez, Secretary National Institute of Standards and Technology James M. Turner, Acting Director National Institute of Standards and Technology Special Publication 811, 2008 Edition (Supersedes NIST Special Publication 811, April 1995 Edition) Natl. Inst. Stand. Technol. Spec. Publ. 811, 2008 Ed., 85 pages (March 2008; 2nd printing November 2008) CODEN: NSPUE3 Note on 2nd printing: This 2nd printing dated November 2008 of NIST SP811 corrects a number of minor typographical errors present in the 1st printing dated March 2008. Guide for the Use of the International System of Units (SI) Preface The International System of Units, universally abbreviated SI (from the French Le Système International d’Unités), is the modern metric system of measurement. Long the dominant measurement system used in science, the SI is becoming the dominant measurement system used in international commerce. The Omnibus Trade and Competitiveness Act of August 1988 [Public Law (PL) 100-418] changed the name of the National Bureau of Standards (NBS) to the National Institute of Standards and Technology (NIST) and gave to NIST the added task of helping U.S. -
NEWTON's FIRST LAW of MOTION the Law of INERTIA
NEWTON’S FIRST LAW OF MOTION The law of INERTIA INERTIA - describes how much an object tries to resist a change in motion (resist a force) inertia increases with mass INERTIA EXAMPLES Ex- takes more force to stop a bowling ball than a basket ball going the same speed (bowling ball tries more to keep going at a constant speed- resists stopping) Ex- it takes more force to lift a full backpack than an empty one (full backpack tries to stay still more- resists moving ; it has more inertia) What the law of inertia says…. AKA Newton’s First Law of Motion An object at rest, stays at rest Because the net force is zero! Forces are balanced (equal & opposite) …an object in motion, stays in motion Motion means going at a constant speed & in a straight line The net force is zero on this object too! NO ACCELERATION! …unless acted upon by a net force. Only when this happens will you get acceleration! (speed or direction changes) Forces are unbalanced now- not all equal and opposite there is a net force> 0N! You have overcome the object’s inertia! How does a traveling object move once all the forces on it are balanced? at a constant speed in a straight line Why don’t things just move at a constant speed in a straight line forever then on Earth? FRICTION! Opposes the motion & slows things down or GRAVITY if motion is in up/down direction These make the forces unbalanced on the object & cause acceleration We can’t get away from those forces on Earth! (we can encounter some situations where they are negligible though!) HOW can you make a Bowling -
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. -
Newton's First Law of Motion
Mechanics 2.1. Newton’s first law of motion mc-web-mech2-1-2009 Sir Isaac Newton aimed to describe and predict the movement of every object in the Universe using his three laws of motion. Like many other ‘laws’ they give the right answers for the majority of the time. For example, the paths of planets, moons and satellites are all calculated using Newton’s laws. Newton’s first law of motion Newton’s first law of motion states that a body will stay at rest or move with constant velocity unless a resultant external force acts on it. Note: Moving in a straight line at a constant speed, in other words, moving at a constant velocity is commonly referred to as uniform motion. There are two consequences of this law: 1. If a body has an acceleration, then there must be a resultant force acting on it. 2. If a body has no acceleration, then the forces acting on it must be in equilibrium (have zero resultant force). At first glance this law would appear contrary to everyday experience: give an object a push to set it in motion - then, it will slow down and come to rest - it does not ‘continue in a state of uniform motion’. This is due to unseen resistive forces of friction and air resistance opposing the motion. (Figure 1). Figure 1: Resistive forces acting together to oppose motion Bodies resist changes to their motion. In mechanics, inertia is the resistance of a body to a change in its velocity. It is the property discussed in Newton’s first law, sometimes known as the principle of inertia. -
Newtonian Mechanics Is Most Straightforward in Its Formulation and Is Based on Newton’S Second Law
CLASSICAL MECHANICS D. A. Garanin September 30, 2015 1 Introduction Mechanics is part of physics studying motion of material bodies or conditions of their equilibrium. The latter is the subject of statics that is important in engineering. General properties of motion of bodies regardless of the source of motion (in particular, the role of constraints) belong to kinematics. Finally, motion caused by forces or interactions is the subject of dynamics, the biggest and most important part of mechanics. Concerning systems studied, mechanics can be divided into mechanics of material points, mechanics of rigid bodies, mechanics of elastic bodies, and mechanics of fluids: hydro- and aerodynamics. At the core of each of these areas of mechanics is the equation of motion, Newton's second law. Mechanics of material points is described by ordinary differential equations (ODE). One can distinguish between mechanics of one or few bodies and mechanics of many-body systems. Mechanics of rigid bodies is also described by ordinary differential equations, including positions and velocities of their centers and the angles defining their orientation. Mechanics of elastic bodies and fluids (that is, mechanics of continuum) is more compli- cated and described by partial differential equation. In many cases mechanics of continuum is coupled to thermodynamics, especially in aerodynamics. The subject of this course are systems described by ODE, including particles and rigid bodies. There are two limitations on classical mechanics. First, speeds of the objects should be much smaller than the speed of light, v c, otherwise it becomes relativistic mechanics. Second, the bodies should have a sufficiently large mass and/or kinetic energy. -
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].