History of Mathematics Week 3 Notes Ionia and the Pythagoreans

Total Page:16

File Type:pdf, Size:1020Kb

History of Mathematics Week 3 Notes Ionia and the Pythagoreans History of Mathematics Week 3 Notes Ionia and the Pythagoreans • Mystery surrounds Thales (6th century BC). To him are attributed many things, like predicting a solar eclipse, that seem historically implausi- ble. • Thales traveled to Egypt, Chaldea, and possibly Babylon to exchange ideas • Theorem of Thales - A triangle inscribed in a circle is a right triangle • other theorems attributed to Thales - (1) a diameter bisects a circle (2) the base angles of an isosceles triangle are equal (3) the pairs of vertical angles formed by intersecting lines are equal (4) AAS congruence • No evidence of deductive approach to mathematics • Diogenes Laertius reports Thales computed heights of pyramids using shadows. • Pythagoras traveled to Egypt and Babylon, maybe even India, and may have studied under Thales • Head of a communal group of mathematicians known as the Pythagore- ans. They were vegetarians due to a belief in transmigration of souls and did not eat lentils. • Pythagoras is rumored to have coined the terms Philosophy, love of wisdom, and Mathematics, that which is learned • Pythagoras created the liberal education • Motto \All is number", logo pentagram • Perhaps the Pythagoreans were the first to prove the Pythagorean the- orem, hence earned naming rights. They also knew the rule of (m2 − 1), 2m, and (m2 + 1 for Pythagorean triples, even though this may have been known to Babylonians. • Dividing a line into extreme and mean ratio or \section" • Numerology- 1 is the generator and number of reason, 2 is female and number of opinion, 3 first male number and number of harmony, 4 justice and retribution, 5 marriage as union of male and female, 6 creation, 10 is the 1 sum of generators of dimensions (not anatomical) • Developed astronomical model involving earth rotating around a cen- tral fire with a counterearth added to make ten heavenly bodies (in order to be numerologically correct) • Philolaus - All things which can be known have number; for it is not possible that without number anything can be conceived or known. • Quantitative musical theory with relative lengths of vibrating strings • Pythagorean science was an odd congeries of sober thought and fanciful speculation. • Greeks used two systems of numeration: Attic and Ionian. Attic re- sembled Roman numerals, with a combination of base 5 and 10. Ionian had different symbols for 1-9, 10-90, and 100-900 (alphabetic characters), but was nearly positional, with extra ticks and dots added to larger places for clarity. The Heroic Age • Anaxagoras imprisoned for impiety on suggesting the moon was an in- habited planet which took light from the sun, which he claimed was not a diety. • Anaxagoras had a book On Nature which could be bought in Athens for a drachma. • Anaxagoras worked on squaring the circle while in prison, which is the oldest historical record of the problem. • Doubling the cube is reported to have roots in the plague. A delegation went to consult the Oracle at Delos, but it demanded the altar to Apollo be doubled. • In Athens the problem of trisecting an angle was developed. • Hippocrates was a geometer who wrote a book on its elements, to whom Eudemus attributed the theorem that similar segments of circles are in the same ratio as the squares on their bases. • Hippocrates used this theorem to discover areas of lunes, and so gave the first measurement of curves. • Hippias invented a curve that could be used to trisect an angle and square the circle 2 • Archytas the Pythagorean designated the quadrivium • Archytas showed how to double the cube using essentially analytical geometry • Incommensurable magnitudes were discovered, likelyp around 410 BC (Hindu claims are unsupported). Typical accounts are that 2 was the first one found, although it is suggested that the golden section may have been the first. • Zeno's Paradoxes - Achilles and the Hare; an arrow is at each time at rest, so motion is an illusion; there cannot be a minimum time interval • Greeks had a geometric algebra, whereby equations like ax = bc are statements about areas • Democritus of Abdera wrote On Numbers, On Geometry, On Tan- gencies, On Mappings, On Irrationals, On the Pythagoreans, On the World Order, On Ethics. • Democritus was primarily a chemist, but viewed solids and shapes with some sort of \geometric atomism", which enabled infinitesimal techniques. He is credited with the theorem that the volume of a pyramid is Bh=3, even though he was not the first to state or prove it. 3.
Recommended publications
  • 15 Famous Greek Mathematicians and Their Contributions 1. Euclid
    15 Famous Greek Mathematicians and Their Contributions 1. Euclid He was also known as Euclid of Alexandria and referred as the father of geometry deduced the Euclidean geometry. The name has it all, which in Greek means “renowned, glorious”. He worked his entire life in the field of mathematics and made revolutionary contributions to geometry. 2. Pythagoras The famous ‘Pythagoras theorem’, yes the same one we have struggled through in our childhood during our challenging math classes. This genius achieved in his contributions in mathematics and become the father of the theorem of Pythagoras. Born is Samos, Greece and fled off to Egypt and maybe India. This great mathematician is most prominently known for, what else but, for his Pythagoras theorem. 3. Archimedes Archimedes is yet another great talent from the land of the Greek. He thrived for gaining knowledge in mathematical education and made various contributions. He is best known for antiquity and the invention of compound pulleys and screw pump. 4. Thales of Miletus He was the first individual to whom a mathematical discovery was attributed. He’s best known for his work in calculating the heights of pyramids and the distance of the ships from the shore using geometry. 5. Aristotle Aristotle had a diverse knowledge over various areas including mathematics, geology, physics, metaphysics, biology, medicine and psychology. He was a pupil of Plato therefore it’s not a surprise that he had a vast knowledge and made contributions towards Platonism. Tutored Alexander the Great and established a library which aided in the production of hundreds of books.
    [Show full text]
  • ANCIENT PROBLEMS VS. MODERN TECHNOLOGY 1. Geometric Constructions Some Problems, Such As the Search for a Construction That Woul
    ANCIENT PROBLEMS VS. MODERN TECHNOLOGY SˇARKA´ GERGELITSOVA´ AND TOMA´ Sˇ HOLAN Abstract. Geometric constructions using a ruler and a compass have been known for more than two thousand years. It has also been known for a long time that some problems cannot be solved using the ruler-and-compass method (squaring the circle, angle trisection); on the other hand, there are other prob- lems that are yet to be solved. Nowadays, the focus of researchers’ interest is different: the search for new geometric constructions has shifted to the field of recreational mathematics. In this article, we present the solutions of several construction problems which were discovered with the help of a computer. The aim of this article is to point out that computer availability and perfor- mance have increased to such an extent that, today, anyone can solve problems that have remained unsolved for centuries. 1. Geometric constructions Some problems, such as the search for a construction that would divide a given angle into three equal parts, the construction of a square having an area equal to the area of the given circle or doubling the cube, troubled mathematicians already hundreds and thousands of years ago. Today, we not only know that these problems have never been solved, but we are even able to prove that such constructions cannot exist at all [8], [10]. On the other hand, there is, for example, the problem of finding the center of a given circle with a compass alone. This is a problem that was admired by Napoleon Bonaparte [11] and one of the problems that we are able to solve today (Mascheroni found the answer long ago [9]).
    [Show full text]
  • Pappus of Alexandria: Book 4 of the Collection
    Pappus of Alexandria: Book 4 of the Collection For other titles published in this series, go to http://www.springer.com/series/4142 Sources and Studies in the History of Mathematics and Physical Sciences Managing Editor J.Z. Buchwald Associate Editors J.L. Berggren and J. Lützen Advisory Board C. Fraser, T. Sauer, A. Shapiro Pappus of Alexandria: Book 4 of the Collection Edited With Translation and Commentary by Heike Sefrin-Weis Heike Sefrin-Weis Department of Philosophy University of South Carolina Columbia SC USA [email protected] Sources Managing Editor: Jed Z. Buchwald California Institute of Technology Division of the Humanities and Social Sciences MC 101–40 Pasadena, CA 91125 USA Associate Editors: J.L. Berggren Jesper Lützen Simon Fraser University University of Copenhagen Department of Mathematics Institute of Mathematics University Drive 8888 Universitetsparken 5 V5A 1S6 Burnaby, BC 2100 Koebenhaven Canada Denmark ISBN 978-1-84996-004-5 e-ISBN 978-1-84996-005-2 DOI 10.1007/978-1-84996-005-2 Springer London Dordrecht Heidelberg New York British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Control Number: 2009942260 Mathematics Classification Number (2010) 00A05, 00A30, 03A05, 01A05, 01A20, 01A85, 03-03, 51-03 and 97-03 © Springer-Verlag London Limited 2010 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms of licenses issued by the Copyright Licensing Agency.
    [Show full text]
  • Ruler and Compass Constructions and Abstract Algebra
    Ruler and Compass Constructions and Abstract Algebra Introduction Around 300 BC, Euclid wrote a series of 13 books on geometry and number theory. These books are collectively called the Elements and are some of the most famous books ever written about any subject. In the Elements, Euclid described several “ruler and compass” constructions. By ruler, we mean a straightedge with no marks at all (so it does not look like the rulers with centimeters or inches that you get at the store). The ruler allows you to draw the (unique) line between two (distinct) given points. The compass allows you to draw a circle with a given point as its center and with radius equal to the distance between two given points. But there are three famous constructions that the Greeks could not perform using ruler and compass: • Doubling the cube: constructing a cube having twice the volume of a given cube. • Trisecting the angle: constructing an angle 1/3 the measure of a given angle. • Squaring the circle: constructing a square with area equal to that of a given circle. The Greeks were able to construct several regular polygons, but another famous problem was also beyond their reach: • Determine which regular polygons are constructible with ruler and compass. These famous problems were open (unsolved) for 2000 years! Thanks to the modern tools of abstract algebra, we now know the solutions: • It is impossible to double the cube, trisect the angle, or square the circle using only ruler (straightedge) and compass. • We also know precisely which regular polygons can be constructed and which ones cannot.
    [Show full text]
  • Trisecting an Angle and Doubling the Cube Using Origami Method
    広 島 経 済 大 学 研 究 論 集 第38巻第 4 号 2016年 3 月 Note Trisecting an Angle and Doubling the Cube Using Origami Method Kenji Hiraoka* and Laura Kokot** meaning to fold, and kami meaning paper, refers 1. Introduction to the traditional art of making various attractive Laura Kokot, one of the authors, Mathematics and decorative figures using only one piece of and Computer Science teacher in the High school square sheet of paper. This art is very popular, of Mate Blažine Labin, Croatia came to Nagasaki, not only in Japan, but also in other countries all Japan in October 2014, for the teacher training over the world and everyone knows about the program at the Nagasaki University as a MEXT paper crane which became the international (Ministry of education, culture, sports, science symbol of peace. Origami as a form is continu- and technology) scholar. Her training program ously evolving and nowadays a lot of other was conducted at the Faculty of Education, possibilities and benefits of origami are being Nagasaki University in the field of Mathematics recognized. For example in education and other. Education under Professor Hiraoka Kenji. The goal of this paper is to research and For every teacher it is important that pupils learn more about geometric constructions by in his class understand and learn the material as using origami method and its properties as an easily as possible and he will try to find the best alternative approach to learning and teaching pedagogical approaches in his teaching. It is not high school geometry.
    [Show full text]
  • 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.
    [Show full text]
  • Squaring the Circle and Doubling the Cube in Euclidean Space-Time⇤
    The Impossible is Possible! Squaring the Circle and Doubling the Cube in Euclidean Space-Time⇤ Espen Gaarder Haug† Norwegian University of Life Sciences e-mail [email protected] March 8, 2016 Abstract Squaring the Circle is a famous geometry problem going all the way back to the ancient Greeks. It is the great quest of constructing a square with the same area as a circle using a compass and straightedge in a finite number of steps. Since it was proved that ⇡ was a transcendental number in 1882, the task of Squaring the Circle has been considered impossible. Here, we will show it is possible to Square the Circle in Euclidean space-time. It is not possible to Square the Circle in Euclidean space alone, but it is fully possible in Euclidean space-time, and after all we live in a world with not only space, but also time. By drawing the circle from one reference frame and drawing the square from another reference frame, we can indeed Square the Circle. By taking into account space-time rather than just space the Impossible is possible! However, it is not enough simply to understand math in order to Square the Circle, one must understand some “basic” space-time physics as well. As a bonus we have added a solution to the impossibility of Doubling the Cube. As a double bonus we also have also boxed the sphere! As one will see one can claim we simply have bent the rules and moved a problem from one place to another. One of the main essences of this paper is that we can move challenging space problems out from space and into time, and vice versa.
    [Show full text]
  • Lecture 11. Apollonius and Conic Sections
    Lecture 11. Apollonius and Conic Sections Figure 11.1 Apollonius of Perga Apollonius of Perga Apollonius (262 B.C.-190 B.C.) was born in the Greek city of Perga, close to the southeast coast of Asia Minor. He was a Greek geometer and astronomer. His major mathematical work on the theory of conic sections had a very great influence on the development of mathematics and his famous book Conics introduced the terms parabola, ellipse and hyperbola. Apollonius' theory of conics was so admired that it was he, rather than Euclid, who in antiquity earned the title the Great Geometer. He also made contribution to the study of the Moon. The Apollonius crater on the Moon was named in his honor. Apollonius came to Alexandria in his youth and learned mathematics from Euclid's successors. As far as we know he remained in Alexandria and became an associate among the great mathematicians who worked there. We do not know much details about his life. His chief work was on the conic sections but he also wrote on other subjects. His mathematical powers were so extraordinary that he became known in his time. His reputation as an astronomer was also great. Apollonius' mathematical works Apollonius is famous for his work, the Conic, which was spread out over eight books and contained 389 propositions. The first four books were 69 in the original Greek language, the next three are preserved in Arabic translations, while the last one is lost. Even though seven of the eight books of the Conics have survived, most of his mathematical work is known today only by titles and summaries in works of later authors.
    [Show full text]
  • Constructions of Squaring the Circle, Doubling the Cube and Angle Trisection
    CONSTRUCTIONS OF SQUARING THE CIRCLE, DOUBLING THE CUBE AND ANGLE TRISECTION Veselin M. Rmuš Vocational Secondary School, Berane, Montenegro, e-mail: [email protected], ORCID iD: http://orcid.org/0000-0001-6104-7281 http://dx.doi.org/10.5937/vojtehg65-13404 FIELD: Mathematics ARTICLE TYPE: Original Scientific Paper ARTICLE LANGUAGE: English Abstract: The constructions of three classical Greek problems (squaring the circle, , doubling the cube and angle trisection, pp.617-640 doubling the cube and angle trisection) using only a ruler and a compass are considered unsolvable. The aim of this article is to explain the original methods of construction of the above-mentioned problems, which is something new in geometry. For the construction of squaring the circle and doubling the cube the Thales' theorem of proportional lengths has been used, whereas the angle trisection relies on a rotation of the unit circle in the Cartesian coordinate system and the axioms of angle measurement. The constructions are not related to the precise drawing figures in practice, but the intention is to find a theoretical solution, by using a ruler and a compass, under the assumption that the above- mentioned instruments are perfectly precise. Keywords: construction, squaring the circle, doubling the cube, angle trisection, coordinate system, unit circle, rotation, proportion. Introduction Rmuš, V., Constructions of squaring the circle Three problems were proposed in the time of the ancient Greeks, between 600 and 450 BC. Even though the problems of squaring the circle, doubling the cube and angle trisection date back to Thales’s times, it is not known who proposed them.
    [Show full text]
  • The Ubiquity of Phi in Human Culture & the Natural World
    John Carroll University Carroll Collected Masters Essays Master's Theses and Essays 2020 THE UBIQUITY OF PHI IN HUMAN CULTURE & THE NATURAL WORLD Jennifer Bressler Follow this and additional works at: https://collected.jcu.edu/mastersessays Part of the Mathematics Commons THE UBIQUITY OF PHI IN HUMAN CULTURE & THE NATURAL WORLD An Essay Submitted to the Office of Graduate Studies College of Arts & Sciences of John Carroll University In Partial Fulfillment of the Requirements For the Degree of Master of Arts By Jennifer L. Bressler 2020 Table of Contents I. Introduction…………………………………………………………………………. 2 II. The Early Greeks…………………………………………………………………… 4 III. Algebraic Properties of the Golden Ratio………………………………………….. 11 IV. The Golden Rectangle…………………………………………………….……….. 20 V. Architecture & Design……………………………………………………………… 22 VI. Art………………………………………………………………………………….. 30 VII. Music……………………………………………………………………………….. 38 VIII. The Natural World………………………………………………………………….. 43 IX. Human Anatomy…………………………………………………………………… 52 X. Geometry…………………………………………………………………………… 56 XI. Conclusion……………………………………………………………………………65 1 I. INTRODUCTION What do rabbit breeding, tornadoes, the Chambered Nautilus, a pentagram, the rhythm of a heartbeat, apple seeds, the shape of a credit card, a pinecone, the human ear, DaVinci’s Last Supper, the structure of DNA, a light switch cover, and the structure of galaxies all have in common? Each relates to an extraordinary ratio that is highly efficient in nature, profoundly attractive to the human eye, and some claim, even divinely inspired. This special ratio is referred to as the “Golden Ratio” and is also known as the divine proportion, golden section, and golden mean. The Golden Ratio has a constant numeric value called “phi” (pronounced “FEE,” or “FI”) which is thought to be the most beautiful and astounding of all numbers.
    [Show full text]
  • DEGREE N RELATIVES of the GOLDEN RATIO and RESULTANTS of the CORRESPONDING POLYNOMIALS
    DEGREE n RELATIVES OF THE GOLDEN RATIO AND RESULTANTS OF THE CORRESPONDING POLYNOMIALS DAVID E. RUSH Abstract. Computations are given of the resultants Res(sm,sn) of pairs of Selmer polyno- n mials sn = sn(X) = X − X − 1. It is shown that for each fixed m ∈ N the sequence of k integers Res(sm,sm+k) = Res(sm(X), X − 1) satisfies a simple linear recursion which can be described in terms of higher Lucas sequences. 1. Introduction The object of this article is to give some computations of the resultants Res(sm,sn) of pairs n of Selmer polynomials sn = sn(X)= X X 1. In Section 2 the definition and properties of − − k resultants are reviewed and it is shown that Res(sm,sm k) = Res(sm(X), X 1). In Section + − 3, the Spectral Mapping Theorem is used to give formulas for Res(s2,s2+k) in terms of the Fibonacci sequence and the Lucas sequence. This shows in particular that Res(s2,s2+k) = k Res(s2(X), X 1), is a linear recursion sequence of degree 4 whose values are easily described in terms of the− Lucas sequence. In Section 4, we give formulas for the values of the simple k linear recurrence sequence Res(s3,s3+k) = Res(s3(X), X 1), k 1, which has order 6, in terms of the order 3 analogue of the Lucas sequence (namely− the Perrin≥ sequence). In Section 5, it is shown that if D is an integral domain and f D[X] is monic and separable of degree n, ∈ then there is an associated Lucas sequence Lf having f as its characteristic polynomial, and that Res(f(X), Xk 1), k 1, is a simple linear recurrence sequence, whose order can be 2n, − ≥ but its values are given in terms of the Lucas sequence Lf of order n.
    [Show full text]
  • Doubling the Cube: a New Interpretation of Its Significance for Early Greek Geometry
    HISTORIA MATHEMATICA 22 (1995), 119-137 Doubling the Cube: A New Interpretation of Its Significance for Early Greek Geometry KEN SAITO Faculty of Letters, Chiba University, Yayoi-cho, lnage-ku, Chiba, 263 Japan It is widely known that Hippocrates of Chios reduced the problem of doubling the cube to the problem of finding two mean proportionals between two given lines. Nothing, however, is known about how this reduction was justified. To answer this question, propositions and patterns of arguments in Books VI, XI, and XII of the Elements are examined. A reconstruction modelled after Archimedes' On Sphere and Cylinder, Proposition II-1, is proposed, and its plausibility is discussed. © 1995 AcademicPress, Inc. I1 est admis qu'Hippocrate de Chio a r6duit la duplication du cube au probl~me de la recherche de deux moyennes proportionnelles entre deux segments donn6s, mais rien n'est certain quant ~ la justification de cette r6duction. Pour r6pondre ~ cette question, sont exami- n6es les propositions comme les argumentations caract6ristiques des livres VI, XI, et XII des Elements. Une reconstruction sera propos6e d'apr~s De la sphere et du cylindre, proposition II-1 d'Archimbde, et son caract6re plausible sera discut6. © 1995 AcademicPress, Inc. Es ist wohlbekannt, daft Hippocrates von Chios das Problem der Verdoppelung des Wtirfels auf das Problem der Auffindung von zwei mittleren Proportionalen zwischen zwei gegebenen Geraden zurtickfiihrte. Jedoch ist nichts bekannt tiber die Rechffertigung dieser Reduktion. Um diese Frage zu beantworten, werden S~itze und Strukturen von Argumenten aus den Btichern VI, XI, und XII der Elemente untersucht. Eine Rekonstruktion wird dann vorgeschla- gen, die sich auf Satz II-1 in Archimedes Uber Kugel und Zylinder stiitzt, und ihre Plausibilitat wird diskutiert.
    [Show full text]