The Ordered Distribution of Natural Numbers on the Square Root Spiral
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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. -
INTRODUCTION to ALGEBRAIC GEOMETRY, CLASS 25 Contents 1
INTRODUCTION TO ALGEBRAIC GEOMETRY, CLASS 25 RAVI VAKIL Contents 1. The genus of a nonsingular projective curve 1 2. The Riemann-Roch Theorem with Applications but No Proof 2 2.1. A criterion for closed immersions 3 3. Recap of course 6 PS10 back today; PS11 due today. PS12 due Monday December 13. 1. The genus of a nonsingular projective curve The definition I’m going to give you isn’t the one people would typically start with. I prefer to introduce this one here, because it is more easily computable. Definition. The tentative genus of a nonsingular projective curve C is given by 1 − deg ΩC =2g 2. Fact (from Riemann-Roch, later). g is always a nonnegative integer, i.e. deg K = −2, 0, 2,.... Complex picture: Riemann-surface with g “holes”. Examples. Hence P1 has genus 0, smooth plane cubics have genus 1, etc. Exercise: Hyperelliptic curves. Suppose f(x0,x1) is a polynomial of homo- geneous degree n where n is even. Let C0 be the affine plane curve given by 2 y = f(1,x1), with the generically 2-to-1 cover C0 → U0.LetC1be the affine 2 plane curve given by z = f(x0, 1), with the generically 2-to-1 cover C1 → U1. Check that C0 and C1 are nonsingular. Show that you can glue together C0 and C1 (and the double covers) so as to give a double cover C → P1. (For computational convenience, you may assume that neither [0; 1] nor [1; 0] are zeros of f.) What goes wrong if n is odd? Show that the tentative genus of C is n/2 − 1.(Thisisa special case of the Riemann-Hurwitz formula.) This provides examples of curves of any genus. -
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. -
Algebraic Geometry Michael Stoll
Introductory Geometry Course No. 100 351 Fall 2005 Second Part: Algebraic Geometry Michael Stoll Contents 1. What Is Algebraic Geometry? 2 2. Affine Spaces and Algebraic Sets 3 3. Projective Spaces and Algebraic Sets 6 4. Projective Closure and Affine Patches 9 5. Morphisms and Rational Maps 11 6. Curves — Local Properties 14 7. B´ezout’sTheorem 18 2 1. What Is Algebraic Geometry? Linear Algebra can be seen (in parts at least) as the study of systems of linear equations. In geometric terms, this can be interpreted as the study of linear (or affine) subspaces of Cn (say). Algebraic Geometry generalizes this in a natural way be looking at systems of polynomial equations. Their geometric realizations (their solution sets in Cn, say) are called algebraic varieties. Many questions one can study in various parts of mathematics lead in a natural way to (systems of) polynomial equations, to which the methods of Algebraic Geometry can be applied. Algebraic Geometry provides a translation between algebra (solutions of equations) and geometry (points on algebraic varieties). The methods are mostly algebraic, but the geometry provides the intuition. Compared to Differential Geometry, in Algebraic Geometry we consider a rather restricted class of “manifolds” — those given by polynomial equations (we can allow “singularities”, however). For example, y = cos x defines a perfectly nice differentiable curve in the plane, but not an algebraic curve. In return, we can get stronger results, for example a criterion for the existence of solutions (in the complex numbers), or statements on the number of solutions (for example when intersecting two curves), or classification results. -
A Quartically Convergent Square Root Algorithm: an Exercise in Forensic Paleo-Mathematics
A Quartically Convergent Square Root Algorithm: An Exercise in Forensic Paleo-Mathematics David H Bailey, Lawrence Berkeley National Lab, USA DHB’s website: http://crd.lbl.gov/~dhbailey! Collaborator: Jonathan M. Borwein, University of Newcastle, Australia 1 A quartically convergent algorithm for Pi: Jon and Peter Borwein’s first “big” result In 1985, Jonathan and Peter Borwein published a “quartically convergent” algorithm for π. “Quartically convergent” means that each iteration approximately quadruples the number of correct digits (provided all iterations are performed with full precision): Set a0 = 6 - sqrt[2], and y0 = sqrt[2] - 1. Then iterate: 1 (1 y4)1/4 y = − − k k+1 1+(1 y4)1/4 − k a = a (1 + y )4 22k+3y (1 + y + y2 ) k+1 k k+1 − k+1 k+1 k+1 Then ak, converge quartically to 1/π. This algorithm, together with the Salamin-Brent scheme, has been employed in numerous computations of π. Both this and the Salamin-Brent scheme are based on the arithmetic-geometric mean and some ideas due to Gauss, but evidently he (nor anyone else until 1976) ever saw the connection to computation. Perhaps no one in the pre-computer age was accustomed to an “iterative” algorithm? Ref: J. M. Borwein and P. B. Borwein, Pi and the AGM: A Study in Analytic Number Theory and Computational Complexity}, John Wiley, New York, 1987. 2 A quartically convergent algorithm for square roots I have found a quartically convergent algorithm for square roots in a little-known manuscript: · To compute the square root of q, let x0 be the initial approximation. -
Trigonometry Cram Sheet
Trigonometry Cram Sheet August 3, 2016 Contents 6.2 Identities . 8 1 Definition 2 7 Relationships Between Sides and Angles 9 1.1 Extensions to Angles > 90◦ . 2 7.1 Law of Sines . 9 1.2 The Unit Circle . 2 7.2 Law of Cosines . 9 1.3 Degrees and Radians . 2 7.3 Law of Tangents . 9 1.4 Signs and Variations . 2 7.4 Law of Cotangents . 9 7.5 Mollweide’s Formula . 9 2 Properties and General Forms 3 7.6 Stewart’s Theorem . 9 2.1 Properties . 3 7.7 Angles in Terms of Sides . 9 2.1.1 sin x ................... 3 2.1.2 cos x ................... 3 8 Solving Triangles 10 2.1.3 tan x ................... 3 8.1 AAS/ASA Triangle . 10 2.1.4 csc x ................... 3 8.2 SAS Triangle . 10 2.1.5 sec x ................... 3 8.3 SSS Triangle . 10 2.1.6 cot x ................... 3 8.4 SSA Triangle . 11 2.2 General Forms of Trigonometric Functions . 3 8.5 Right Triangle . 11 3 Identities 4 9 Polar Coordinates 11 3.1 Basic Identities . 4 9.1 Properties . 11 3.2 Sum and Difference . 4 9.2 Coordinate Transformation . 11 3.3 Double Angle . 4 3.4 Half Angle . 4 10 Special Polar Graphs 11 3.5 Multiple Angle . 4 10.1 Limaçon of Pascal . 12 3.6 Power Reduction . 5 10.2 Rose . 13 3.7 Product to Sum . 5 10.3 Spiral of Archimedes . 13 3.8 Sum to Product . 5 10.4 Lemniscate of Bernoulli . 13 3.9 Linear Combinations . -
Unit 2. Powers, Roots and Logarithms
English Maths 4th Year. European Section at Modesto Navarro Secondary School UNIT 2. POWERS, ROOTS AND LOGARITHMS. 1. POWERS. 1.1. DEFINITION. When you multiply two or more numbers, each number is called a factor of the product. When the same factor is repeated, you can use an exponent to simplify your writing. An exponent tells you how many times a number, called the base, is used as a factor. A power is a number that is expressed using exponents. In English: base ………………………………. Exponente ………………………… Other examples: . 52 = 5 al cuadrado = five to the second power or five squared . 53 = 5 al cubo = five to the third power or five cubed . 45 = 4 elevado a la quinta potencia = four (raised) to the fifth power . 1521 = fifteen to the twenty-first . 3322 = thirty-three to the power of twenty-two Exercise 1. Calculate: a) (–2)3 = f) 23 = b) (–3)3 = g) (–1)4 = c) (–5)4 = h) (–5)3 = d) (–10)3 = i) (–10)6 = 3 3 e) (7) = j) (–7) = Exercise: Calculate with the calculator: a) (–6)2 = b) 53 = c) (2)20 = d) (10)8 = e) (–6)12 = For more information, you can visit http://en.wikibooks.org/wiki/Basic_Algebra UNIT 2. Powers, roots and logarithms. 1 English Maths 4th Year. European Section at Modesto Navarro Secondary School 1.2. PROPERTIES OF POWERS. Here are the properties of powers. Pay attention to the last one (section vii, powers with negative exponent) because it is something new for you: i) Multiplication of powers with the same base: E.g.: ii) Division of powers with the same base : E.g.: E.g.: 35 : 34 = 31 = 3 iii) Power of a power: 2 E.g. -
Study of Spiral Transition Curves As Related to the Visual Quality of Highway Alignment
A STUDY OF SPIRAL TRANSITION CURVES AS RELA'^^ED TO THE VISUAL QUALITY OF HIGHWAY ALIGNMENT JERRY SHELDON MURPHY B, S., Kansas State University, 1968 A MJvSTER'S THESIS submitted in partial fulfillment of the requirements for the degree MASTER OF SCIENCE Department of Civil Engineering KANSAS STATE UNIVERSITY Manhattan, Kansas 1969 Approved by P^ajQT Professor TV- / / ^ / TABLE OF CONTENTS <2, 2^ INTRODUCTION 1 LITERATURE SEARCH 3 PURPOSE 5 SCOPE 6 • METHOD OF SOLUTION 7 RESULTS 18 RECOMMENDATIONS FOR FURTHER RESEARCH 27 CONCLUSION 33 REFERENCES 34 APPENDIX 36 LIST OF TABLES TABLE 1, Geonetry of Locations Studied 17 TABLE 2, Rates of Change of Slope Versus Curve Ratings 31 LIST OF FIGURES FIGURE 1. Definition of Sight Distance and Display Angle 8 FIGURE 2. Perspective Coordinate Transformation 9 FIGURE 3. Spiral Curve Calculation Equations 12 FIGURE 4. Flow Chart 14 FIGURE 5, Photograph and Perspective of Selected Location 15 FIGURE 6. Effect of Spiral Curves at Small Display Angles 19 A, No Spiral (Circular Curve) B, Completely Spiralized FIGURE 7. Effects of Spiral Curves (DA = .015 Radians, SD = 1000 Feet, D = l** and A = 10*) 20 Plate 1 A. No Spiral (Circular Curve) B, Spiral Length = 250 Feet FIGURE 8. Effects of Spiral Curves (DA = ,015 Radians, SD = 1000 Feet, D = 1° and A = 10°) 21 Plate 2 A. Spiral Length = 500 Feet B. Spiral Length = 1000 Feet (Conpletely Spiralized) FIGURE 9. Effects of Display Angle (D = 2°, A = 10°, Ig = 500 feet, = SD 500 feet) 23 Plate 1 A. Display Angle = .007 Radian B. Display Angle = .027 Radiaji FIGURE 10. -
Construction Surveying Curves
Construction Surveying Curves Three(3) Continuing Education Hours Course #LS1003 Approved Continuing Education for Licensed Professional Engineers EZ-pdh.com Ezekiel Enterprises, LLC 301 Mission Dr. Unit 571 New Smyrna Beach, FL 32170 800-433-1487 [email protected] Construction Surveying Curves Ezekiel Enterprises, LLC Course Description: The Construction Surveying Curves course satisfies three (3) hours of professional development. The course is designed as a distance learning course focused on the process required for a surveyor to establish curves. Objectives: The primary objective of this course is enable the student to understand practical methods to locate points along curves using variety of methods. Grading: Students must achieve a minimum score of 70% on the online quiz to pass this course. The quiz may be taken as many times as necessary to successful pass and complete the course. Ezekiel Enterprises, LLC Section I. Simple Horizontal Curves CURVE POINTS Simple The simple curve is an arc of a circle. It is the most By studying this course the surveyor learns to locate commonly used. The radius of the circle determines points using angles and distances. In construction the “sharpness” or “flatness” of the curve. The larger surveying, the surveyor must often establish the line of the radius, the “flatter” the curve. a curve for road layout or some other construction. The surveyor can establish curves of short radius, Compound usually less than one tape length, by holding one end Surveyors often have to use a compound curve because of the tape at the center of the circle and swinging the of the terrain. -
(Spiral Curves) When Transition Curves Are Not Provided, Drivers Tend To
The Transition Curves (Spiral Curves) The transition curve (spiral) is a curve that has a varying radius. It is used on railroads and most modem highways. It has the following purposes: 1- Provide a gradual transition from the tangent (r=∞ )to a simple circular curve with radius R 2- Allows for gradual application of superelevation. Advantages of the spiral curves: 1- Provide a natural easy to follow path such that the lateral force increase and decrease gradually as the vehicle enters and leaves the circular curve 2- The length of the transition curve provides a suitable location for the superelevation runoff. 3- The spiral curve facilitate the transition in width where the travelled way is widened on circular curve. 4- The appearance of the highway is enhanced by the application of spiral curves. When transition curves are not provided, drivers tend to create their own transition curves by moving laterally within their travel lane and sometimes the adjoining lane, which is risky not only for them but also for other road users. Minimum length of spiral. Minimum length of spiral is based on consideration of driver comfort and shifts in the lateral position of vehicles. It is recommended that these two criteria be used together to determine the minimum length of spiral. Thus, the minimum spiral length can be computed as: Ls, min should be the larger of: , , . Ls,min = minimum length of spiral, m; Pmin = minimum lateral offset (shift) between the tangent and circular curve (0.20 m); R = radius of circular curve, m; V = design speed, km/h; C = maximum rate of change in lateral acceleration (1.2 m/s3) Maximum length of spiral. -
The Spiral of Theodorus and Sums of Zeta-Values at the Half-Integers
The spiral of Theodorus and sums of zeta-values at the half-integers David Brink July 2012 Abstract. The total angular distance traversed by the spiral of Theodorus is governed by the Schneckenkonstante K introduced by Hlawka. The only published estimate of K is the bound K ≤ 0:75. We express K as a sum of Riemann zeta-values at the half-integers and compute it to 100 deci- mal places. We find similar formulas involving the Hurwitz zeta-function for the analytic Theodorus spiral and the Theodorus constant introduced by Davis. 1 Introduction Theodorus of Cyrene (ca. 460{399 B.C.) taught Plato mathematics and was himself a pupil of Protagoras. Plato's dialogue Theaetetus tells that Theodorus was distinguished in the subjects of the quadrivium and also contains the following intriguing passage on irrational square-roots, quoted here from [12]: [Theodorus] was proving to us a certain thing about square roots, I mean of three square feet and of five square feet, namely that these roots are not commensurable in length with the foot-length, and he went on in this way, taking all the separate cases up to the root of 17 square feet, at which point, for some reason, he stopped. It was discussed already in antiquity why Theodorus stopped at seventeen and what his method of proof was. There are at least four fundamentally different theories|not including the suggestion of Hardy and Wright that Theodorus simply became tired!|cf. [11, 12, 16]. One of these theories is due to the German amateur mathematician J. -
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.