Higher Dimensional Conundra
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MTH 304: General Topology Semester 2, 2017-2018
MTH 304: General Topology Semester 2, 2017-2018 Dr. Prahlad Vaidyanathan Contents I. Continuous Functions3 1. First Definitions................................3 2. Open Sets...................................4 3. Continuity by Open Sets...........................6 II. Topological Spaces8 1. Definition and Examples...........................8 2. Metric Spaces................................. 11 3. Basis for a topology.............................. 16 4. The Product Topology on X × Y ...................... 18 Q 5. The Product Topology on Xα ....................... 20 6. Closed Sets.................................. 22 7. Continuous Functions............................. 27 8. The Quotient Topology............................ 30 III.Properties of Topological Spaces 36 1. The Hausdorff property............................ 36 2. Connectedness................................. 37 3. Path Connectedness............................. 41 4. Local Connectedness............................. 44 5. Compactness................................. 46 6. Compact Subsets of Rn ............................ 50 7. Continuous Functions on Compact Sets................... 52 8. Compactness in Metric Spaces........................ 56 9. Local Compactness.............................. 59 IV.Separation Axioms 62 1. Regular Spaces................................ 62 2. Normal Spaces................................ 64 3. Tietze's extension Theorem......................... 67 4. Urysohn Metrization Theorem........................ 71 5. Imbedding of Manifolds.......................... -
General Topology
General Topology Tom Leinster 2014{15 Contents A Topological spaces2 A1 Review of metric spaces.......................2 A2 The definition of topological space.................8 A3 Metrics versus topologies....................... 13 A4 Continuous maps........................... 17 A5 When are two spaces homeomorphic?................ 22 A6 Topological properties........................ 26 A7 Bases................................. 28 A8 Closure and interior......................... 31 A9 Subspaces (new spaces from old, 1)................. 35 A10 Products (new spaces from old, 2)................. 39 A11 Quotients (new spaces from old, 3)................. 43 A12 Review of ChapterA......................... 48 B Compactness 51 B1 The definition of compactness.................... 51 B2 Closed bounded intervals are compact............... 55 B3 Compactness and subspaces..................... 56 B4 Compactness and products..................... 58 B5 The compact subsets of Rn ..................... 59 B6 Compactness and quotients (and images)............. 61 B7 Compact metric spaces........................ 64 C Connectedness 68 C1 The definition of connectedness................... 68 C2 Connected subsets of the real line.................. 72 C3 Path-connectedness.......................... 76 C4 Connected-components and path-components........... 80 1 Chapter A Topological spaces A1 Review of metric spaces For the lecture of Thursday, 18 September 2014 Almost everything in this section should have been covered in Honours Analysis, with the possible exception of some of the examples. For that reason, this lecture is longer than usual. Definition A1.1 Let X be a set. A metric on X is a function d: X × X ! [0; 1) with the following three properties: • d(x; y) = 0 () x = y, for x; y 2 X; • d(x; y) + d(y; z) ≥ d(x; z) for all x; y; z 2 X (triangle inequality); • d(x; y) = d(y; x) for all x; y 2 X (symmetry). -
Properties of Euclidean Space
Section 3.1 Properties of Euclidean Space As has been our convention throughout this course, we use the notation R2 to refer to the plane (two dimensional space); R3 for three dimensional space; and Rn to indicate n dimensional space. Alternatively, these spaces are often referred to as Euclidean spaces; for example, \three dimensional Euclidean space" refers to R3. In this section, we will point out many of the special features common to the Euclidean spaces; in Chapter 4, we will see that many of these features are shared by other \spaces" as well. Many of the graphics in this section are drawn in two dimensions (largely because this is the easiest space to visualize on paper), but you should be aware that the ideas presented apply to n dimensional Euclidean space, not just to two dimensional space. Vectors in Euclidean Space When we refer to a vector in Euclidean space, we mean directed line segments that are embedded in the space, such as the vector pictured below in R2: We often refer to a vector, such as the vector AB shown below, by its initial and terminal points; in this example, A is the initial point of AB, and B is the terminal point of the vector. While we often think of n dimensional space as being made up of points, we may equivalently consider it to be made up of vectors by identifying points and vectors. For instance, we identify the point (2; 1) in two dimensional Euclidean space with the vector with initial point (0; 0) and terminal point (2; 1): 1 Section 3.1 In this way, we think of n dimensional Euclidean space as being made up of n dimensional vectors. -
About Symmetries in Physics
LYCEN 9754 December 1997 ABOUT SYMMETRIES IN PHYSICS Dedicated to H. Reeh and R. Stora1 Fran¸cois Gieres Institut de Physique Nucl´eaire de Lyon, IN2P3/CNRS, Universit´eClaude Bernard 43, boulevard du 11 novembre 1918, F - 69622 - Villeurbanne CEDEX Abstract. The goal of this introduction to symmetries is to present some general ideas, to outline the fundamental concepts and results of the subject and to situate a bit the following arXiv:hep-th/9712154v1 16 Dec 1997 lectures of this school. [These notes represent the write-up of a lecture presented at the fifth S´eminaire Rhodanien de Physique “Sur les Sym´etries en Physique” held at Dolomieu (France), 17-21 March 1997. Up to the appendix and the graphics, it is to be published in Symmetries in Physics, F. Gieres, M. Kibler, C. Lucchesi and O. Piguet, eds. (Editions Fronti`eres, 1998).] 1I wish to dedicate these notes to my diploma and Ph.D. supervisors H. Reeh and R. Stora who devoted a major part of their scientific work to the understanding, description and explo- ration of symmetries in physics. Contents 1 Introduction ................................................... .......1 2 Symmetries of geometric objects ...................................2 3 Symmetries of the laws of nature ..................................5 1 Geometric (space-time) symmetries .............................6 2 Internal symmetries .............................................10 3 From global to local symmetries ...............................11 4 Combining geometric and internal symmetries ...............14 -
Ball, Deborah Loewenberg Developing Mathematics
DOCUMENT RESUME ED 399 262 SP 036 932 AUTHOR Ball, Deborah Loewenberg TITLE Developing Mathematics Reform: What Don't We Know about Teacher Learning--But Would Make Good Working Hypotheses? NCRTL Craft Paper 95-4. INSTITUTION National Center for Research on Teacher Learning, East Lansing, MI. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE Oct 95 NOTE 53p.; Paper presented at a conference on Teacher Enhancement in Mathematics K-6 (Arlington, VA, November 18-20, 1994). AVAILABLE FROMNational Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034. PUB TYPE Reports Research/Technical (143) Speeches /Conference Papers (150) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Educational Change; *Educational Policy; Elementary School Mathematics; Elementary Secondary Education; *Faculty Development; *Knowledge Base for Teaching; *Mathematics Instruction; Mathematics Teachers; Secondary School Mathematics; *Teacher Improvement ABSTRACT This paper examines what teacher educators, policymakers, and teachers think they know about the current mathematics reforms and what it takes to help teachers engage with these reforms. The analysis is organized around three issues:(1) the "it" envisioned by the reforms;(2) what teachers (and others) bring to learning "it";(3) what is known and believed about teacher learning. The second part of the paper deals with what is not known about the reforms and how to help a larger number of teachers engage productively with the reforms. This section of the paper confronts the current pressures to "scale up" reform efforts to "reach" more teachers. Arguing that what is known is not sufficient to meet the demand for scaling up, three potential hypotheses about teacher learning and professional development are proposed that might serve to meet the demand to offer more teachers opportunities for learning. -
A Partition Property of Simplices in Euclidean Space
JOURNAL OF THE AMERICAN MATHEMATICAL SOCIETY Volume 3, Number I, January 1990 A PARTITION PROPERTY OF SIMPLICES IN EUCLIDEAN SPACE P. FRANKL AND V. RODL 1. INTRODUCTION AND STATEMENT OF THE RESULTS Let ]Rn denote n-dimensional Euclidean space endowed with the standard metric. For x, y E ]Rn , their distance is denoted by Ix - yl. Definition 1.1 [E]. A subset B of ]Rd is called Ramsey if for every r ~ 2 there exists some n = n(r, B) with the following partition property. For every partition ]Rn = V; u ... U ~ , there exists some j, 1::::; j ::::; r, and Bj C fj such that B is congruent to Bj • In a series of papers, Erdos et al. [E] have investigated this property. They have shown that all Ramsey sets are spherical, that is, every Ramsey set is con- tained in an appropriate sphere. On the other hand, they have shown that the vertex set (and, therefore, all its subsets) of bricks (d-dimensional paral- lelepipeds) is Ramsey. The simplest sets that are spherical but cannot be embedded into the vertex set of a brick are the sets of obtuse triangles. In [FR 1], it is shown that they are indeed Ramsey, using Ramsey's Theorem (cf. [G2]) and the Product Theorem of [E]. The aim of the present paper is twofold. First, we want to show that the vertex set of every nondegenerate simplex in any dimension is Ramsey. Second, we want to show that for both simplices and bricks, and even for their products, one can in fact choose n(r, B) = c(B)logr, where c(B) is an appropriate positive constant. -
Simplices in the Euclidean Ball Matthieu Fradelizi, Grigoris Paouris, Carsten Schütt
Simplices in the Euclidean ball Matthieu Fradelizi, Grigoris Paouris, Carsten Schütt To cite this version: Matthieu Fradelizi, Grigoris Paouris, Carsten Schütt. Simplices in the Euclidean ball. Canadian Mathematical Bulletin, 2011, 55 (3), pp.498-508. 10.4153/CMB-2011-142-1. hal-00731269 HAL Id: hal-00731269 https://hal-upec-upem.archives-ouvertes.fr/hal-00731269 Submitted on 12 Sep 2012 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. Simplices in the Euclidean ball Matthieu Fradelizi, Grigoris Paouris,∗ Carsten Sch¨utt To appear in Canad. Math. Bull. Abstract We establish some inequalities for the second moment 1 2 |x|2dx |K| ZK of a convex body K under various assumptions on the position of K. 1 Introduction The starting point of this paper is the article [2], where it was shown that if all the extreme points of a convex body K in Rn have Euclidean norm greater than r > 0, then 1 r2 x 2dx > (1) K | |2 9n | | ZK where x 2 stands for the Euclidean norm of x and K for the volume of K. | | | | r2 We improve here this inequality showing that the optimal constant is , n + 2 with equality for the regular simplex, with vertices on the Euclidean sphere of radius r. -
Euclidean Space - Wikipedia, the Free Encyclopedia Page 1 of 5
Euclidean space - Wikipedia, the free encyclopedia Page 1 of 5 Euclidean space From Wikipedia, the free encyclopedia In mathematics, Euclidean space is the Euclidean plane and three-dimensional space of Euclidean geometry, as well as the generalizations of these notions to higher dimensions. The term “Euclidean” distinguishes these spaces from the curved spaces of non-Euclidean geometry and Einstein's general theory of relativity, and is named for the Greek mathematician Euclid of Alexandria. Classical Greek geometry defined the Euclidean plane and Euclidean three-dimensional space using certain postulates, while the other properties of these spaces were deduced as theorems. In modern mathematics, it is more common to define Euclidean space using Cartesian coordinates and the ideas of analytic geometry. This approach brings the tools of algebra and calculus to bear on questions of geometry, and Every point in three-dimensional has the advantage that it generalizes easily to Euclidean Euclidean space is determined by three spaces of more than three dimensions. coordinates. From the modern viewpoint, there is essentially only one Euclidean space of each dimension. In dimension one this is the real line; in dimension two it is the Cartesian plane; and in higher dimensions it is the real coordinate space with three or more real number coordinates. Thus a point in Euclidean space is a tuple of real numbers, and distances are defined using the Euclidean distance formula. Mathematicians often denote the n-dimensional Euclidean space by , or sometimes if they wish to emphasize its Euclidean nature. Euclidean spaces have finite dimension. Contents 1 Intuitive overview 2 Real coordinate space 3 Euclidean structure 4 Topology of Euclidean space 5 Generalizations 6 See also 7 References Intuitive overview One way to think of the Euclidean plane is as a set of points satisfying certain relationships, expressible in terms of distance and angle. -
01. Review of Metric Spaces and Point-Set Topology 1. Euclidean
(September 28, 2018) 01. Review of metric spaces and point-set topology Paul Garrett [email protected] http:=/www.math.umn.edu/egarrett/ [This document is http:=/www.math.umn.edu/egarrett/m/real/notes 2018-19/01 metric spaces and topology.pdf] 1. Euclidean spaces 2. Metric spaces 3. Completions of metric spaces 4. Topologies of metric spaces 5. General topological spaces 6. Compactness and sequential compactness 7. Total-boundedness criterion for compact closure 8. Baire's theorem 9. Appendix: mapping-property characterization of completions 1. Euclidean spaces n Let R be the usual Euclidean n-space, that is, ordered n-tuples x = (x1; : : : ; xn) of real numbers. In addition to vector addition (termwise) and scalar multiplication, we have the usual distance function on Rn, in coordinates x = (x1; : : : ; xn) and y = (y1; : : : ; yn), defined by p 2 2 d(x; y) = (x1 − y1) + ::: + (xn − yn) Of course there is visible symmetry d(x; y) = d(y; x), and positivity: d(x; y) = 0 only for x = y. The triangle inequality d(x; z) ≤ d(x; y) + d(y; z) is not trivial to prove. In the one-dimensional case, the triangle inequality is an inequality on absolute values, and can be proven case-by-case. In Rn, it is best to use the following set-up. The usual inner product (or dot-product) on Rn is x · y = hx; yi = h(x1; : : : ; xn); (y1; : : : ; yn)i = x1y1 + ::: + xnyn and jxj2 = hx; xi. Context distinguishes the norm jxj of x 2 Rn from the usual absolute value jcj on real or complex numbers c. -
Arxiv:1704.03334V1 [Physics.Gen-Ph] 8 Apr 2017 Oin Ffltsaeadtime
WHAT DO WE KNOW ABOUT THE GEOMETRY OF SPACE? B. E. EICHINGER Department of Chemistry, University of Washington, Seattle, Washington 98195-1700 Abstract. The belief that three dimensional space is infinite and flat in the absence of matter is a canon of physics that has been in place since the time of Newton. The assumption that space is flat at infinity has guided several modern physical theories. But what do we actually know to support this belief? A simple argument, called the ”Telescope Principle”, asserts that all that we can know about space is bounded by observations. Physical theories are best when they can be verified by observations, and that should also apply to the geometry of space. The Telescope Principle is simple to state, but it leads to very interesting insights into relativity and Yang-Mills theory via projective equivalences of their respective spaces. 1. Newton and the Euclidean Background Newton asserted the existence of an Absolute Space which is infinite, three dimensional, and Euclidean.[1] This is a remarkable statement. How could Newton know anything about the nature of space at infinity? Obviously, he could not know what space is like at infinity, so what motivated this assertion (apart from Newton’s desire to make space the sensorium of an infinite God)? Perhaps it was that the geometric tools available to him at the time were restricted to the principles of Euclidean plane geometry and its extension to three dimensions, in which infinite space is inferred from the parallel postulate. Given these limited mathematical resources, there was really no other choice than Euclid for a description of the geometry of space within which to formulate a theory of motion of material bodies. -
A CONCISE MINI HISTORY of GEOMETRY 1. Origin And
Kragujevac Journal of Mathematics Volume 38(1) (2014), Pages 5{21. A CONCISE MINI HISTORY OF GEOMETRY LEOPOLD VERSTRAELEN 1. Origin and development in Old Greece Mathematics was the crowning and lasting achievement of the ancient Greek cul- ture. To more or less extent, arithmetical and geometrical problems had been ex- plored already before, in several previous civilisations at various parts of the world, within a kind of practical mathematical scientific context. The knowledge which in particular as such first had been acquired in Mesopotamia and later on in Egypt, and the philosophical reflections on its meaning and its nature by \the Old Greeks", resulted in the sublime creation of mathematics as a characteristically abstract and deductive science. The name for this science, \mathematics", stems from the Greek language, and basically means \knowledge and understanding", and became of use in most other languages as well; realising however that, as a matter of fact, it is really an art to reach new knowledge and better understanding, the Dutch term for mathematics, \wiskunde", in translation: \the art to achieve wisdom", might be even more appropriate. For specimens of the human kind, \nature" essentially stands for their organised thoughts about sensations and perceptions of \their worlds outside and inside" and \doing mathematics" basically stands for their thoughtful living in \the universe" of their idealisations and abstractions of these sensations and perceptions. Or, as Stewart stated in the revised book \What is Mathematics?" of Courant and Robbins: \Mathematics links the abstract world of mental concepts to the real world of physical things without being located completely in either". -
Basics of Euclidean Geometry
This is page 162 Printer: Opaque this 6 Basics of Euclidean Geometry Rien n'est beau que le vrai. |Hermann Minkowski 6.1 Inner Products, Euclidean Spaces In a±ne geometry it is possible to deal with ratios of vectors and barycen- ters of points, but there is no way to express the notion of length of a line segment or to talk about orthogonality of vectors. A Euclidean structure allows us to deal with metric notions such as orthogonality and length (or distance). This chapter and the next two cover the bare bones of Euclidean ge- ometry. One of our main goals is to give the basic properties of the transformations that preserve the Euclidean structure, rotations and re- ections, since they play an important role in practice. As a±ne geometry is the study of properties invariant under bijective a±ne maps and projec- tive geometry is the study of properties invariant under bijective projective maps, Euclidean geometry is the study of properties invariant under certain a±ne maps called rigid motions. Rigid motions are the maps that preserve the distance between points. Such maps are, in fact, a±ne and bijective (at least in the ¯nite{dimensional case; see Lemma 7.4.3). They form a group Is(n) of a±ne maps whose corresponding linear maps form the group O(n) of orthogonal transformations. The subgroup SE(n) of Is(n) corresponds to the orientation{preserving rigid motions, and there is a corresponding 6.1. Inner Products, Euclidean Spaces 163 subgroup SO(n) of O(n), the group of rotations.