The Distribution of Prime Numbers on the Square Root Spiral
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9N1.5 Determine the Square Root of Positive Rational Numbers That Are Perfect Squares
9N1.5 Determine the square root of positive rational numbers that are perfect squares. Square Roots and Perfect Squares The square root of a given number is a value that when multiplied by itself results in the given number. For example, the square root of 9 is 3 because 3 × 3 = 9 . Example Use a diagram to determine the square root of 121. Solution Step 1 Draw a square with an area of 121 units. Step 2 Count the number of units along one side of the square. √121 = 11 units √121 = 11 units The square root of 121 is 11. This can also be written as √121 = 11. A number that has a whole number as its square root is called a perfect square. Perfect squares have the unique characteristic of having an odd number of factors. Example Given the numbers 81, 24, 102, 144, identify the perfect squares by ordering their factors from smallest to largest. Solution The square root of each perfect square is bolded. Factors of 81: 1, 3, 9, 27, 81 Since there are an odd number of factors, 81 is a perfect square. Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24 Since there are an even number of factors, 24 is not a perfect square. Factors of 102: 1, 2, 3, 6, 17, 34, 51, 102 Since there are an even number of factors, 102 is not a perfect square. Factors of 144: 1, 2, 3, 4, 6, 8, 9, 12, 16, 18, 24, 36, 48, 72, 144 Since there are an odd number of factors, 144 is a perfect square. -
Grade 7/8 Math Circles the Scale of Numbers Introduction
Faculty of Mathematics Centre for Education in Waterloo, Ontario N2L 3G1 Mathematics and Computing Grade 7/8 Math Circles November 21/22/23, 2017 The Scale of Numbers Introduction Last week we quickly took a look at scientific notation, which is one way we can write down really big numbers. We can also use scientific notation to write very small numbers. 1 × 103 = 1; 000 1 × 102 = 100 1 × 101 = 10 1 × 100 = 1 1 × 10−1 = 0:1 1 × 10−2 = 0:01 1 × 10−3 = 0:001 As you can see above, every time the value of the exponent decreases, the number gets smaller by a factor of 10. This pattern continues even into negative exponent values! Another way of picturing negative exponents is as a division by a positive exponent. 1 10−6 = = 0:000001 106 In this lesson we will be looking at some famous, interesting, or important small numbers, and begin slowly working our way up to the biggest numbers ever used in mathematics! Obviously we can come up with any arbitrary number that is either extremely small or extremely large, but the purpose of this lesson is to only look at numbers with some kind of mathematical or scientific significance. 1 Extremely Small Numbers 1. Zero • Zero or `0' is the number that represents nothingness. It is the number with the smallest magnitude. • Zero only began being used as a number around the year 500. Before this, ancient mathematicians struggled with the concept of `nothing' being `something'. 2. Planck's Constant This is the smallest number that we will be looking at today other than zero. -
Representing Square Numbers Copyright © 2009 Nelson Education Ltd
Representing Square 1.1 Numbers Student book page 4 You will need Use materials to represent square numbers. • counters A. Calculate the number of counters in this square array. ϭ • a calculator number of number of number of counters counters in counters in in a row a column the array 25 is called a square number because you can arrange 25 counters into a 5-by-5 square. B. Use counters and the grid below to make square arrays. Complete the table. Number of counters in: Each row or column Square array 525 4 9 4 1 Is the number of counters in each square array a square number? How do you know? 8 Lesson 1.1: Representing Square Numbers Copyright © 2009 Nelson Education Ltd. NNEL-MATANSWER-08-0702-001-L01.inddEL-MATANSWER-08-0702-001-L01.indd 8 99/15/08/15/08 55:06:27:06:27 PPMM C. What is the area of the shaded square on the grid? Area ϭ s ϫ s s units ϫ units square units s When you multiply a whole number by itself, the result is a square number. Is 6 a whole number? So, is 36 a square number? D. Determine whether 49 is a square number. Sketch a square with a side length of 7 units. Area ϭ units ϫ units square units Is 49 the product of a whole number multiplied by itself? So, is 49 a square number? The “square” of a number is that number times itself. For example, the square of 8 is 8 ϫ 8 ϭ . -
He One and the Dyad: the Foundations of Ancient Mathematics1 What Exists Instead of Ininite Space in Euclid’S Elements?
ARCHIWUM HISTORII FILOZOFII I MYŚLI SPOŁECZNEJ • ARCHIVE OF THE HISTORY OF PHILOSOPHY AND SOCIAL THOUGHT VOL. 59/2014 • ISSN 0066–6874 Zbigniew Król he One and the Dyad: the Foundations of Ancient Mathematics1 What Exists Instead of Ininite Space in Euclid’s Elements? ABSTRACT: his paper contains a new interpretation of Euclidean geometry. It is argued that ancient Euclidean geometry was created in a quite diferent intuitive model (or frame), without ininite space, ininite lines and surfaces. his ancient intuitive model of Euclidean geometry is reconstructed in connection with Plato’s unwritten doctrine. he model cre- ates a kind of “hermeneutical horizon” determining the explicit content and mathematical methods used. In the irst section of the paper, it is argued that there are no actually ininite concepts in Euclid’s Elements. In the second section, it is argued that ancient mathematics is based on Plato’s highest principles: the One and the Dyad and the role of agrapha dogmata is unveiled. KEYWORDS: Euclidean geometry • Euclid’s Elements • ancient mathematics • Plato’s unwrit- ten doctrine • philosophical hermeneutics • history of science and mathematics • philosophy of mathematics • philosophy of science he possibility to imagine all of the theorems from Euclid’s Elements in a Tquite diferent intuitive framework is interesting from the philosophical point of view. I can give one example showing how it was possible to lose the genuine image of Euclidean geometry. In many translations into Latin (Heiberg) and English (Heath) of the theorems from Book X, the term “area” (spatium) is used. For instance, the translations of X. 26 are as follows: ,,Spatium medium non excedit medium spatio rationali” and “A medial area does not exceed a medial area by a rational area”2. -
Greece: Archimedes and Apollonius
Greece: Archimedes and Apollonius Chapter 4 Archimedes • “What we are told about Archimedes is a mix of a few hard facts and many legends. Hard facts – the primary sources –are the axioms of history. Unfortunately, a scarcity of fact creates a vacuum that legends happily fill, and eventually fact and legend blur into each other. The legends resemble a computer virus that leaps from book to book, but are harder, even impossible, to eradicate.” – Sherman Stein, Archimedes: What Did He Do Besides Cry Eureka?, p. 1. Archimedes • Facts: – Lived in Syracuse – Applied mathematics to practical problems as well as more theoretical problems – Died in 212 BCE at the hands of a Roman soldier during the attack on Syracuse by the forces of general Marcellus. Plutarch, in the first century A.D., gave three different stories told about the details of his death. Archimedes • From sources written much later: – Died at the age of 75, which would put his birth at about 287 BCE (from The Book of Histories by Tzetzes, 12th century CE). – The “Eureka” story came from the Roman architect Vitruvius, about a century after Archimedes’ death. – Plutarch claimed Archimedes requested that a cylinder enclosing a sphere be put on his gravestone. Cicero claims to have found that gravestrone in about 75 CE. Archimedes • From sources written much later: – From about a century after his death come tales of his prowess as a military engineer, creating catapults and grappling hooks connected to levers that lifted boats from the sea. – Another legend has it that he invented parabolic mirrors that set ships on fire. -
Some Curves and the Lengths of Their Arcs Amelia Carolina Sparavigna
Some Curves and the Lengths of their Arcs Amelia Carolina Sparavigna To cite this version: Amelia Carolina Sparavigna. Some Curves and the Lengths of their Arcs. 2021. hal-03236909 HAL Id: hal-03236909 https://hal.archives-ouvertes.fr/hal-03236909 Preprint submitted on 26 May 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Some Curves and the Lengths of their Arcs Amelia Carolina Sparavigna Department of Applied Science and Technology Politecnico di Torino Here we consider some problems from the Finkel's solution book, concerning the length of curves. The curves are Cissoid of Diocles, Conchoid of Nicomedes, Lemniscate of Bernoulli, Versiera of Agnesi, Limaçon, Quadratrix, Spiral of Archimedes, Reciprocal or Hyperbolic spiral, the Lituus, Logarithmic spiral, Curve of Pursuit, a curve on the cone and the Loxodrome. The Versiera will be discussed in detail and the link of its name to the Versine function. Torino, 2 May 2021, DOI: 10.5281/zenodo.4732881 Here we consider some of the problems propose in the Finkel's solution book, having the full title: A mathematical solution book containing systematic solutions of many of the most difficult problems, Taken from the Leading Authors on Arithmetic and Algebra, Many Problems and Solutions from Geometry, Trigonometry and Calculus, Many Problems and Solutions from the Leading Mathematical Journals of the United States, and Many Original Problems and Solutions. -
Figurate Numbers
Figurate Numbers by George Jelliss June 2008 with additions November 2008 Visualisation of Numbers The visual representation of the number of elements in a set by an array of small counters or other standard tally marks is still seen in the symbols on dominoes or playing cards, and in Roman numerals. The word "calculus" originally meant a small pebble used to calculate. Bear with me while we begin with a few elementary observations. Any number, n greater than 1, can be represented by a linear arrangement of n counters. The cases of 1 or 0 counters can be regarded as trivial or degenerate linear arrangements. The counters that make up a number m can alternatively be grouped in pairs instead of ones, and we find there are two cases, m = 2.n or 2.n + 1 (where the dot denotes multiplication). Numbers of these two forms are of course known as even and odd respectively. An even number is the sum of two equal numbers, n+n = 2.n. An odd number is the sum of two successive numbers 2.n + 1 = n + (n+1). The even and odd numbers alternate. Figure 1. Representation of numbers by rows of counters, and of even and odd numbers by various, mainly symmetric, formations. The right-angled (L-shaped) formation of the odd numbers is known as a gnomon. These do not of course exhaust the possibilities. 1 2 3 4 5 6 7 8 9 n 2 4 6 8 10 12 14 2.n 1 3 5 7 9 11 13 15 2.n + 1 Triples, Quadruples and Other Forms Generalising the divison into even and odd numbers, the counters making up a number can of course also be grouped in threes or fours or indeed any nonzero number k. -
Multiplication Fact Strategies Assessment Directions and Analysis
Multiplication Fact Strategies Wichita Public Schools Curriculum and Instructional Design Mathematics Revised 2014 KCCRS version Table of Contents Introduction Page Research Connections (Strategies) 3 Making Meaning for Operations 7 Assessment 9 Tools 13 Doubles 23 Fives 31 Zeroes and Ones 35 Strategy Focus Review 41 Tens 45 Nines 48 Squared Numbers 54 Strategy Focus Review 59 Double and Double Again 64 Double and One More Set 69 Half and Then Double 74 Strategy Focus Review 80 Related Equations (fact families) 82 Practice and Review 92 Wichita Public Schools 2014 2 Research Connections Where Do Fact Strategies Fit In? Adapted from Randall Charles Fact strategies are considered a crucial second phase in a three-phase program for teaching students basic math facts. The first phase is concept learning. Here, the goal is for students to understand the meanings of multiplication and division. In this phase, students focus on actions (i.e. “groups of”, “equal parts”, “building arrays”) that relate to multiplication and division concepts. An important instructional bridge that is often neglected between concept learning and memorization is the second phase, fact strategies. There are two goals in this phase. First, students need to recognize there are clusters of multiplication and division facts that relate in certain ways. Second, students need to understand those relationships. These lessons are designed to assist with the second phase of this process. If you have students that are not ready, you will need to address the first phase of concept learning. The third phase is memorization of the basic facts. Here the goal is for students to master products and quotients so they can recall them efficiently and accurately, and retain them over time. -
Post-Euclid Greek Mathematics
Archimedes Apollonius and the Conics How Apollonius described and classified the conic sections Some high points of Greek mathematics after Euclid Algebra Through History October 2019 Algebra Through History Greek Math Post Euclid Archimedes Apollonius and the Conics How Apollonius described and classified the conic sections Outline 1 Archimedes 2 Apollonius and the Conics 3 How Apollonius described and classified the conic sections Algebra Through History Greek Math Post Euclid Archimedes Apollonius and the Conics How Apollonius described and classified the conic sections Who was Archimedes? Lived ca. 287 - 212 BCE, mostly in Greek city of Syracuse in Sicily Studied many topics in what we would call mathematics, physics, engineering (less distinction between them at the time) We don’t know much about his actual life; much of his later reputation was based on somewhat dubious anecdotes, e.g. the “eureka moment,” inventions he was said to have produced to aid in defense of Syracuse during Roman siege in which he was killed, etc. Perhaps most telling: we do know he designed a tombstone for himself illustrating the discovery he wanted most to be remembered for (discussed by Plutarch, Cicero) Algebra Through History Greek Math Post Euclid Archimedes Apollonius and the Conics How Apollonius described and classified the conic sections Figure: Sphere inscribed in cylinder of equal radius 3Vsphere = 2Vcyl and Asphere = Acyl (lateral area) Algebra Through History Greek Math Post Euclid Archimedes Apollonius and the Conics How Apollonius described and classified the conic sections Surviving works On the Equilibrium of Planes (2 books) On Floating Bodies (2 books) Measurement of a Circle On Conoids and Spheroids On Spirals On the Sphere and Cylinder (2 books) Algebra Through History Greek Math Post Euclid Archimedes Apollonius and the Conics How Apollonius described and classified the conic sections Surviving works, cont. -
Randell Heyman School of Mathematics and Statistics, University of New South Wales, Sydney, New South Wales, Australia [email protected]
#A67 INTEGERS 19 (2019) CARDINALITY OF A FLOOR FUNCTION SET Randell Heyman School of Mathematics and Statistics, University of New South Wales, Sydney, New South Wales, Australia [email protected] Received: 5/13/19, Revised: 9/16/19, Accepted: 12/22/19, Published: 12/24/19 Abstract Fix a positive integer X. We quantify the cardinality of the set X/n : 1 n X . We discuss restricting the set to those elements that are prime,{bsemiprimec or similar. } 1. Introduction Throughout we will restrict the variables m and n to positive integer values. For any real number X we denote by X its integer part, that is, the greatest integer b c that does not exceed X. The most straightforward sum of the floor function is related to the divisor summatory function since X = 1 = ⌧(n), n nX6X ⌫ nX6X k6XX/n nX6X where ⌧(n) is the number of divisors of n. From [2, Theorem 2] we infer X = X log X + X(2γ 1) + O X517/1648+o(1) , n − nX6X ⌫ ⇣ ⌘ where γ is the Euler–Mascheroni constant, in particular γ 0.57722. ⇡ Recent results have generalized this sum to X f , n nX6X ✓ ⌫◆ where f is an arithmetic function (see [1], [3] and [4]). In this paper we take a di↵erent approach by examining the cardinality of the set X S(X) := m : m = for some n X . n ⇢ ⌫ Our main results are as follows. INTEGERS: 19 (2019) 2 Theorem 1. Let X be a positive integer. We have S(X) = p4X + 1 1. | | − j k Theorem 2. -
Notes on Greek Mathematics
MATHEMATICS IN ANCIENT GREECE Periods in Greek history [AG]. Archaic Period: 750 BC to 490 BC (Emergence of city- states to Battle of Marathon) The Iliad and the Odyssey were composed c. 750-720 (based on the `Trojan war’ of 1250-1225 BC.) Between 670-500 BC, many city-states were ruled by tyrants (a word borrowed into the Greek language from Asia Minor, to signify a man who seizes control of the state by a coup and governs illegally.) Classical Period: 490 to 323 BC (Battle of Marathon to death of Alexander). The years from 480 (Persians driven from Greece) to 430 saw the rise of Athenian democracy (under Pericles). The Parthenon was built, 447-432. Playwrights Sophocles, Aristophanes, Euripides were active in Athens (c. 430-400). Following undeclared war between Athens and Sparta from 460-445, the Peloponnesian war (431-404; account by Thucydides) kept these two states (and their allies throughout the region) busy. This led to the ascendance of Sparta and the `rule of thirty tyrants’ in Athens (404-403). Socrates was tried and executed in 399. His follower Plato wrote his dialogues (399-347) and founded the Academy. The accession of Philip II of Macedon (359) signals the beginning of a period of Macedonian rule. Philip invaded Asia in 336, and was assassinated the same year. His successor Alexander III (`the Great’, 356-323 BC) continued the program of world conquest over the next 13 years, invading India in 325 BC. Hellenistic Period (323-30 BC). Science, mathematics (Euclid) and culture flourished in Egypt (Alexandria) under the Ptolemaic dynasty. -
The Answer Is 47 © Simon Jensen (See for More Information)
The answer is 47 © Simon Jensen (See www.simonjensen.com/blog.php for more information) Background In mathematical number theory, a divisor function is an arithmetic function related to the divisors of integers. The sum of positive divisors function σx(n), for a real or complex number x, is defined as the sum of the xth powers of the positive divisors of n. It can be expressed in sigma notation as ( ) = | σ � where | is shorthand for "d divides n". When x is 0, the function is referred to as the number-of-divisors function or simply the divisor function. The notations d(n), ν(n) and τ(n) are also used to denote σ0(n). τ(n) is sometimes called the τ function (the tau function). It counts the number of (positive) divisors d of n. For n=1, 2, 3, ..., the first few values are 1, 2, 2, 3, 2, 4, 2, 4, 3, 4, 2, 6, 2, 4, 4, 5, 2, 6, 2, 6, 4, 4, 2, 8, 3, … (sequence A000005 in OEIS). When x is 1, the function is called the sigma function or sum-of-divisors function, and the subscript is often omitted, so σ(n) is equivalent to σ1(n). By analogy with the sum of positive divisors function above, let ( ) = | � denote the product of the (positive) divisors d of n (including n itself). For n=1, 2, 3, ..., the first few values are 1, 2, 3, 8, 5, 36, 7, 64, 27, 100, 11, 1728, 13, 196, ... (sequence A007955). The divisor product (i.e.