Development of Trigonometry Hipparchus & Ptolemy

Total Page:16

File Type:pdf, Size:1020Kb

Development of Trigonometry Hipparchus & Ptolemy Development of trigonometry Hipparchus & Ptolemy Serge G. Kruk/Laszl´ o´ Liptak´ Oakland University Development of trigonometryHipparchus & Ptolemy – p.1/31 Overview • Aristotle: the movement of the heavens are prefect and can therefore only be described by spheres (circles) • Three names: Hipparchus, Menelaus, and Ptolemy • Trigonometry is the applied mathematics of astronomy • Take-away: trig functions as examples of “good” definitions Development of trigonometryHipparchus & Ptolemy – p.2/31 Hipparchus 190–120 BCE • Few writings left, only comments of later writers • Tables of chords • Distance of Earth to Sun (490R) 1 • Distance of Moon to Earth (67 3R) • Duration of lunar month • Duration of solar year • Suggested position on Earth via latitude and longitude Development of trigonometryHipparchus & Ptolemy – p.3/31 Hipparchus 190–120 BCE • Chord of angle α will be denoted by crd(α) • Depends on the radius! crd( 180− α ) R crd( α ) α Development of trigonometryHipparchus & Ptolemy – p.4/31 In modern terms crd(α) = 2R sin(α=2) crd(180◦ α) = 2R cos(α=2) − Common procedure • Given a table of crd(α) based on radius R1 • To find crd(α) on circle of radius R2 R 2 crd(α) R1 Development of trigonometryHipparchus & Ptolemy – p.5/31 Choose a circumference of 60 360 • · 60 360 6;0;0 · 3438 2π ≈ 6;17 ≈ We are back to Babylonian base 60 Chords depend on radii • Hipparchus picked a radius of 3438 units, why? Development of trigonometryHipparchus & Ptolemy – p.6/31 We are back to Babylonian base 60 Chords depend on radii • Hipparchus picked a radius of 3438 units, why? Choose a circumference of 60 360 • · 60 360 6;0;0 · 3438 2π ≈ 6;17 ≈ Development of trigonometryHipparchus & Ptolemy – p.6/31 Chords depend on radii • Hipparchus picked a radius of 3438 units, why? Choose a circumference of 60 360 • · 60 360 6;0;0 · 3438 2π ≈ 6;17 ≈ We are back to Babylonian base 60 Development of trigonometryHipparchus & Ptolemy – p.6/31 from right-angle triangle 2 2 crd(180◦ α) = 4R crd (α) • − − and (proof in book) p 2 crd (α=2) = R 2R crd(180◦ α) • − − How did he compute chords? Note • crd(60◦) = R = 34380 (equilateral triangle) Development of trigonometryHipparchus & Ptolemy – p.7/31 and (proof in book) 2 crd (α=2) = R 2R crd(180◦ α) • − − How did he compute chords? Note • crd(60◦) = R = 34380 (equilateral triangle) from right-angle triangle 2 2 crd(180◦ α) = 4R crd (α) • − − p Development of trigonometryHipparchus & Ptolemy – p.7/31 How did he compute chords? Note • crd(60◦) = R = 34380 (equilateral triangle) from right-angle triangle 2 2 crd(180◦ α) = 4R crd (α) • − − and (proof in book) p 2 crd (α=2) = R 2R crd(180◦ α) • − − Development of trigonometryHipparchus & Ptolemy – p.7/31 • From crd(120◦) we get crd(30◦) and crd(180◦ 30◦) − • From crd(150◦) we get crd(15◦) and crd(180◦ 15◦) − • From crd(165◦) we get crd(7:5◦) and crd(180◦ 7:5◦) − • Smallest angle is 7:5◦ Table constructon So, get crd(60◦); crd(120◦), then Development of trigonometryHipparchus & Ptolemy – p.8/31 • From crd(150◦) we get crd(15◦) and crd(180◦ 15◦) − • From crd(165◦) we get crd(7:5◦) and crd(180◦ 7:5◦) − • Smallest angle is 7:5◦ Table constructon So, get crd(60◦); crd(120◦), then • From crd(120◦) we get crd(30◦) and crd(180◦ 30◦) − Development of trigonometryHipparchus & Ptolemy – p.8/31 • From crd(165◦) we get crd(7:5◦) and crd(180◦ 7:5◦) − • Smallest angle is 7:5◦ Table constructon So, get crd(60◦); crd(120◦), then • From crd(120◦) we get crd(30◦) and crd(180◦ 30◦) − • From crd(150◦) we get crd(15◦) and crd(180◦ 15◦) − Development of trigonometryHipparchus & Ptolemy – p.8/31 Table constructon So, get crd(60◦); crd(120◦), then • From crd(120◦) we get crd(30◦) and crd(180◦ 30◦) − • From crd(150◦) we get crd(15◦) and crd(180◦ 15◦) − • From crd(165◦) we get crd(7:5◦) and crd(180◦ 7:5◦) − • Smallest angle is 7:5◦ Development of trigonometryHipparchus & Ptolemy – p.8/31 Ptolemy 100–178 CE • His Almagest, like Euclid's Elements, made all other texts obsolete • Influenced astronomy for a thousand years • Starts with plane and spherical trigonometry • Chord tables based on circle of radius 60 . 1◦ • . in increments of 2 Development of trigonometryHipparchus & Ptolemy – p.9/31 1◦ How to get to 2 • Establish crd(36◦) from geometry Establish 120 crd(α β) = • − crd(α) crd(180◦ β) crd(β) crd(180◦ α) − − − • Repeated applications of the above to get 1◦ crd(12 ) • Interpolate to get crd(1◦) Key tools: Basic geometry and square root extractions Development of trigonometryHipparchus & Ptolemy – p.10/31 Plane triangle problems “Calculate the length of the shadow of a pole 60 units high at Rhodes (latitude 36◦) at the vernal equinox” Development of trigonometryHipparchus & Ptolemy – p.11/31 Preamble Angle from the center and from the circumference. α 2α Development of trigonometryHipparchus & Ptolemy – p.12/31 Shadow B A 36 E 36 72 54 C F Development of trigonometryHipparchus & Ptolemy – p.13/31 • Angle at center is twice 36◦, hence CF = crd(72◦) = 70;32;2 Then CE = crd(180◦ 72◦) = 97;4;56 • − • Now, since problem requires CE = 60 CF 70;32;3 shadow = = CE 97;4;56 60 So shadow is 60 70;32;3 = 43;36 97;4;56 · Can you solve this by modern methods? Shadow • Consider CE as the chord of a circle Development of trigonometryHipparchus & Ptolemy – p.14/31 Then CE = crd(180◦ 72◦) = 97;4;56 • − • Now, since problem requires CE = 60 CF 70;32;3 shadow = = CE 97;4;56 60 So shadow is 60 70;32;3 = 43;36 97;4;56 · Can you solve this by modern methods? Shadow • Consider CE as the chord of a circle • Angle at center is twice 36◦, hence CF = crd(72◦) = 70;32;2 Development of trigonometryHipparchus & Ptolemy – p.14/31 • Now, since problem requires CE = 60 CF 70;32;3 shadow = = CE 97;4;56 60 So shadow is 60 70;32;3 = 43;36 97;4;56 · Can you solve this by modern methods? Shadow • Consider CE as the chord of a circle • Angle at center is twice 36◦, hence CF = crd(72◦) = 70;32;2 Then CE = crd(180◦ 72◦) = 97;4;56 • − Development of trigonometryHipparchus & Ptolemy – p.14/31 Can you solve this by modern methods? Shadow • Consider CE as the chord of a circle • Angle at center is twice 36◦, hence CF = crd(72◦) = 70;32;2 Then CE = crd(180◦ 72◦) = 97;4;56 • − • Now, since problem requires CE = 60 CF 70;32;3 shadow = = CE 97;4;56 60 So shadow is 60 70;32;3 = 43;36 97;4;56 · Development of trigonometryHipparchus & Ptolemy – p.14/31 Shadow • Consider CE as the chord of a circle • Angle at center is twice 36◦, hence CF = crd(72◦) = 70;32;2 Then CE = crd(180◦ 72◦) = 97;4;56 • − • Now, since problem requires CE = 60 CF 70;32;3 shadow = = CE 97;4;56 60 So shadow is 60 70;32;3 = 43;36 97;4;56 · Can you solve this by modern methods? Development of trigonometryHipparchus & Ptolemy – p.14/31 Abstractly • Given a side b and angle α of a right triangle, . • . find the other side, a • crd(2α) 2R sin α a = b = b = b tan α crd(180 2α) 2R cos α ◦ − Development of trigonometryHipparchus & Ptolemy – p.15/31 Length of seasons • Observation: Seasons are of different length • Model assumption: Earth is fixed at the center • Model assumption: Everything on spheres • Solution: Eccentric circles Summer Spring Sun Earth Fall Winter Development of trigonometryHipparchus & Ptolemy – p.16/31 This is the bread and butter of applied mathematicians Find parameters of model • Distance of Earth to center of Sun's circle • Angles of the triangle Earth-Center-Sun Development of trigonometryHipparchus & Ptolemy – p.17/31 Find parameters of model • Distance of Earth to center of Sun's circle • Angles of the triangle Earth-Center-Sun This is the bread and butter of applied mathematicians Development of trigonometryHipparchus & Ptolemy – p.17/31 360◦ • Velocity ν = 365;14;48 = 0◦590080017000 per day • Spring length is 94:5 days, summer is 92:5 • Then 90 + θ + τ = 94:5ν, and 90 + θ τ = 92:5ν − • Solve for θ = 2◦100 and τ = 0◦590 Find θ and τ • Consider the angles τ and θ τ D θ E Development of trigonometryHipparchus & Ptolemy – p.18/31 • Spring length is 94:5 days, summer is 92:5 • Then 90 + θ + τ = 94:5ν, and 90 + θ τ = 92:5ν − • Solve for θ = 2◦100 and τ = 0◦590 Find θ and τ • Consider the angles τ and θ 360◦ • Velocity ν = 365;14;48 = 0◦590080017000 per day τ D θ E Development of trigonometryHipparchus & Ptolemy – p.18/31 • Then 90 + θ + τ = 94:5ν, and 90 + θ τ = 92:5ν − • Solve for θ = 2◦100 and τ = 0◦590 Find θ and τ • Consider the angles τ and θ 360◦ • Velocity ν = 365;14;48 = 0◦590080017000 per day • Spring length is 94:5 days, summer is 92:5 τ D θ E Development of trigonometryHipparchus & Ptolemy – p.18/31 • Solve for θ = 2◦100 and τ = 0◦590 Find θ and τ • Consider the angles τ and θ 360◦ • Velocity ν = 365;14;48 = 0◦590080017000 per day • Spring length is 94:5 days, summer is 92:5 • Then 90 + θ + τ = 94:5ν, and 90 + θ τ = 92:5ν − τ D θ E Development of trigonometryHipparchus & Ptolemy – p.18/31 Find θ and τ • Consider the angles τ and θ 360◦ • Velocity ν = 365;14;48 = 0◦590080017000 per day • Spring length is 94:5 days, summer is 92:5 Then 90 + θ + τ = 94:5ν, and 90 + θ τ = 92:5ν • − • Solve for θ = 2◦100 and τ = 0◦590 τ D θ E Development of trigonometryHipparchus & Ptolemy – p.18/31 • Assume DX = 60 1 1 • LE = OV = 2 crd(2θ) = 2 crd(4◦200) = 2;16 1 1 • DL = 2 crd(2τ) = 2 crd(1◦580) = 1;2 And DE = pLE2 + DL2 = 2;29;30 21 • ≈ 2 Find DE w τ X L O D θ E v Development of trigonometryHipparchus & Ptolemy – p.19/31 1 1 • LE = OV = 2 crd(2θ) = 2 crd(4◦200) = 2;16 1 1 • DL = 2 crd(2τ) = 2 crd(1◦580) = 1;2 And DE = pLE2 + DL2 = 2;29;30 21 • ≈ 2 Find DE • Assume DX = 60 w τ X L O D θ E v Development of trigonometryHipparchus & Ptolemy – p.19/31 1 1 • DL = 2
Recommended publications
  • COPYRIGHT NOTICE: for COURSE PACK and Other PERMISSIONS
    COPYRIGHT NOTICE: Jean-Louis and Monique Tassoul: A Concise History of Solar and Stellar Physics is published by Princeton University Press and copyrighted, © 2004, by Princeton University Press. All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher, except for reading and browsing via the World Wide Web. Users are not permitted to mount this file on any network servers. For COURSE PACK and other PERMISSIONS, refer to entry on previous page. For more information, send e-mail to [email protected] Chapter One The Age of Myths and Speculations And God said, Let there be light, and there was light. —Genesis 1:3 For thousands of years men have looked up into the star-filled night sky and have wondered about the nature of the “fixed” stars as opposed to that of the five planets wandering among the constellations of the zodiac. The daily course of the sun, its brilliance and heat, and the passing of the seasons are among the central problems that have concerned every human society. Undoubtedly, the appearance of a comet or a shooting star, the passing phenomena of clouds and rain and lightning, the Milky Way, the changing phases of the moon and the eclipses—all of these must have caused quite a sense of wonder and been the source of endless discussions. Faced with this confusing multiplicity of brute facts, beyond their physical power to control, our ancestors sought to master these unrelated phenomena symbolically by picturing the universe in terms of objects familiar to them so as to make clear the unfamiliar and the unexplained.
    [Show full text]
  • Great Inventors of the Ancient World Preliminary Syllabus & Course Outline
    CLA 46 Dr. Patrick Hunt Spring Quarter 2014 Stanford Continuing Studies http://www.patrickhunt.net Great Inventors Of the Ancient World Preliminary Syllabus & Course Outline A Note from the Instructor: Homo faber is a Latin description of humans as makers. Human technology has been a long process of adapting to circumstances with ingenuity, and while there has been gradual progress, sometimes technology takes a downturn when literacy and numeracy are lost over time or when humans forget how to maintain or make things work due to cataclysmic change. Reconstructing ancient technology is at times a reminder that progress is not always guaranteed, as when Classical civilization crumbled in the West, but the history of technology is a fascinating one. Global revolutions in technology occur in cycles, often when necessity pushes great minds to innovate or adapt existing tools, as happened when humans first started using stone tools and gradually improved them, often incrementally, over tens of thousands of years. In this third course examining the greats of the ancient world, we take a close look at inventions and their inventors (some of whom might be more legendary than actually known), such as vizier Imhotep of early dynastic Egypt, who is said to have built the first pyramid, and King Gudea of Lagash, who is credited with developing the Mesopotamian irrigation canals. Other somewhat better-known figures are Glaucus of Chios, a metallurgist sculptor who possibly invented welding; pioneering astronomer Aristarchus of Samos; engineering genius Archimedes of Siracusa; Hipparchus of Rhodes, who made celestial globes depicting the stars; Ctesibius of Alexandria, who invented hydraulic water organs; and Hero of Alexandria, who made steam engines.
    [Show full text]
  • 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.
    [Show full text]
  • 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]
  • And Are Congruent Chords, So the Corresponding Arcs RS and ST Are Congruent
    9-3 Arcs and Chords ALGEBRA Find the value of x. 3. SOLUTION: 1. In the same circle or in congruent circles, two minor SOLUTION: arcs are congruent if and only if their corresponding Arc ST is a minor arc, so m(arc ST) is equal to the chords are congruent. Since m(arc AB) = m(arc CD) measure of its related central angle or 93. = 127, arc AB arc CD and . and are congruent chords, so the corresponding arcs RS and ST are congruent. m(arc RS) = m(arc ST) and by substitution, x = 93. ANSWER: 93 ANSWER: 3 In , JK = 10 and . Find each measure. Round to the nearest hundredth. 2. SOLUTION: Since HG = 4 and FG = 4, and are 4. congruent chords and the corresponding arcs HG and FG are congruent. SOLUTION: m(arc HG) = m(arc FG) = x Radius is perpendicular to chord . So, by Arc HG, arc GF, and arc FH are adjacent arcs that Theorem 10.3, bisects arc JKL. Therefore, m(arc form the circle, so the sum of their measures is 360. JL) = m(arc LK). By substitution, m(arc JL) = or 67. ANSWER: 67 ANSWER: 70 eSolutions Manual - Powered by Cognero Page 1 9-3 Arcs and Chords 5. PQ ALGEBRA Find the value of x. SOLUTION: Draw radius and create right triangle PJQ. PM = 6 and since all radii of a circle are congruent, PJ = 6. Since the radius is perpendicular to , bisects by Theorem 10.3. So, JQ = (10) or 5. 7. Use the Pythagorean Theorem to find PQ.
    [Show full text]
  • Circle Theorems
    Circle theorems A LEVEL LINKS Scheme of work: 2b. Circles – equation of a circle, geometric problems on a grid Key points • A chord is a straight line joining two points on the circumference of a circle. So AB is a chord. • A tangent is a straight line that touches the circumference of a circle at only one point. The angle between a tangent and the radius is 90°. • Two tangents on a circle that meet at a point outside the circle are equal in length. So AC = BC. • The angle in a semicircle is a right angle. So angle ABC = 90°. • When two angles are subtended by the same arc, the angle at the centre of a circle is twice the angle at the circumference. So angle AOB = 2 × angle ACB. • Angles subtended by the same arc at the circumference are equal. This means that angles in the same segment are equal. So angle ACB = angle ADB and angle CAD = angle CBD. • A cyclic quadrilateral is a quadrilateral with all four vertices on the circumference of a circle. Opposite angles in a cyclic quadrilateral total 180°. So x + y = 180° and p + q = 180°. • The angle between a tangent and chord is equal to the angle in the alternate segment, this is known as the alternate segment theorem. So angle BAT = angle ACB. Examples Example 1 Work out the size of each angle marked with a letter. Give reasons for your answers. Angle a = 360° − 92° 1 The angles in a full turn total 360°. = 268° as the angles in a full turn total 360°.
    [Show full text]
  • Theon of Alexandria and Hypatia
    CREATIVE MATH. 12 (2003), 111 - 115 Theon of Alexandria and Hypatia Michael Lambrou Abstract. In this paper we present the story of the most famous ancient female math- ematician, Hypatia, and her father Theon of Alexandria. The mathematician and philosopher Hypatia flourished in Alexandria from the second part of the 4th century until her violent death incurred by a mob in 415. She was the daughter of Theon of Alexandria, a math- ematician and astronomer, who flourished in Alexandria during the second part of the fourth century. Information on Theon’s life is only brief, coming mainly from a note in the Suda (Suida’s Lexicon, written about 1000 AD) stating that he lived in Alexandria in the times of Theodosius I (who reigned AD 379-395) and taught at the Museum. He is, in fact, the Museum’s last attested member. Descriptions of two eclipses he observed in Alexandria included in his commentary to Ptolemy’s Mathematical Syntaxis (Almagest) and elsewhere have been dated as the eclipses that occurred in AD 364, which is consistent with Suda. Although originality in Theon’s works cannot be claimed, he was certainly immensely influential in the preservation, dissemination and editing of clas- sic texts of previous generations. Indeed, with the exception of Vaticanus Graecus 190 all surviving Greek manuscripts of Euclid’s Elements stem from Theon’s edition. A comparison to Vaticanus Graecus 190 reveals that Theon did not actually change the mathematical content of the Elements except in minor points, but rather re-wrote it in Koini and in a form more suitable for the students he taught (some manuscripts refer to Theon’s sinousiai).
    [Show full text]
  • Chapter Two Democritus and the Different Limits to Divisibility
    CHAPTER TWO DEMOCRITUS AND THE DIFFERENT LIMITS TO DIVISIBILITY § 0. Introduction In the previous chapter I tried to give an extensive analysis of the reasoning in and behind the first arguments in the history of philosophy in which problems of continuity and infinite divisibility emerged. The impact of these arguments must have been enormous. Designed to show that rationally speaking one was better off with an Eleatic universe without plurality and without motion, Zeno’s paradoxes were a challenge to everyone who wanted to salvage at least those two basic features of the world of common sense. On the other hand, sceptics, for whatever reason weary of common sense, could employ Zeno-style arguments to keep up the pressure. The most notable representative of the latter group is Gorgias, who in his book On not-being or On nature referred to ‘Zeno’s argument’, presumably in a demonstration that what is without body and does not have parts, is not. It is possible that this followed an earlier argument of his that whatever is one, must be without body.1 We recognize here what Aristotle calls Zeno’s principle, that what does not have bulk or size, is not. Also in the following we meet familiar Zenonian themes: Further, if it moves and shifts [as] one, what is, is divided, not being continuous, and there [it is] not something. Hence, if it moves everywhere, it is divided everywhere. But if that is the case, then everywhere it is not. For it is there deprived of being, he says, where it is divided, instead of ‘void’ using ‘being divided’.2 Gorgias is talking here about the situation that there is motion within what is.
    [Show full text]
  • Angles ANGLE Topics • Coterminal Angles • Defintion of an Angle
    Angles ANGLE Topics • Coterminal Angles • Defintion of an angle • Decimal degrees to degrees, minutes, seconds by hand using the TI-82 or TI-83 Plus • Degrees, seconds, minutes changed to decimal degree by hand using the TI-82 or TI-83 Plus • Standard position of an angle • Positive and Negative angles ___________________________________________________________________________ Definition: Angle An angle is created when a half-ray (the initial side of the angle) is drawn out of a single point (the vertex of the angle) and the ray is rotated around the point to another location (becoming the terminal side of the angle). An angle is created when a half-ray (initial side of angle) A: vertex point of angle is drawn out of a single point (vertex) AB: Initial side of angle. and the ray is rotated around the point to AC: Terminal side of angle another location (becoming the terminal side of the angle). Hence angle A is created (also called angle BAC) STANDARD POSITION An angle is in "standard position" when the vertex is at the origin and the initial side of the angle is along the positive x-axis. Recall: polynomials in algebra have a standard form (all the terms have to be listed with the term having the highest exponent first). In trigonometry, there is a standard position for angles. In this way, we are all talking about the same thing and are not trying to guess if your math solution and my math solution are the same. Not standard position. Not standard position. This IS standard position. Initial side not along Initial side along negative Initial side IS along the positive x-axis.
    [Show full text]
  • 20. Geometry of the Circle (SC)
    20. GEOMETRY OF THE CIRCLE PARTS OF THE CIRCLE Segments When we speak of a circle we may be referring to the plane figure itself or the boundary of the shape, called the circumference. In solving problems involving the circle, we must be familiar with several theorems. In order to understand these theorems, we review the names given to parts of a circle. Diameter and chord The region that is encompassed between an arc and a chord is called a segment. The region between the chord and the minor arc is called the minor segment. The region between the chord and the major arc is called the major segment. If the chord is a diameter, then both segments are equal and are called semi-circles. The straight line joining any two points on the circle is called a chord. Sectors A diameter is a chord that passes through the center of the circle. It is, therefore, the longest possible chord of a circle. In the diagram, O is the center of the circle, AB is a diameter and PQ is also a chord. Arcs The region that is enclosed by any two radii and an arc is called a sector. If the region is bounded by the two radii and a minor arc, then it is called the minor sector. www.faspassmaths.comIf the region is bounded by two radii and the major arc, it is called the major sector. An arc of a circle is the part of the circumference of the circle that is cut off by a chord.
    [Show full text]
  • Calculus Terminology
    AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential
    [Show full text]
  • Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar Ve Yorumlar
    Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar ve Yorumlar David Pierce October , Matematics Department Mimar Sinan Fine Arts University Istanbul http://mat.msgsu.edu.tr/~dpierce/ Preface Here are notes of what I have been able to find or figure out about Thales of Miletus. They may be useful for anybody interested in Thales. They are not an essay, though they may lead to one. I focus mainly on the ancient sources that we have, and on the mathematics of Thales. I began this work in preparation to give one of several - minute talks at the Thales Meeting (Thales Buluşması) at the ruins of Miletus, now Milet, September , . The talks were in Turkish; the audience were from the general popu- lation. I chose for my title “Thales as the originator of the concept of proof” (Kanıt kavramının öncüsü olarak Thales). An English draft is in an appendix. The Thales Meeting was arranged by the Tourism Research Society (Turizm Araştırmaları Derneği, TURAD) and the office of the mayor of Didim. Part of Aydın province, the district of Didim encompasses the ancient cities of Priene and Miletus, along with the temple of Didyma. The temple was linked to Miletus, and Herodotus refers to it under the name of the family of priests, the Branchidae. I first visited Priene, Didyma, and Miletus in , when teaching at the Nesin Mathematics Village in Şirince, Selçuk, İzmir. The district of Selçuk contains also the ruins of Eph- esus, home town of Heraclitus. In , I drafted my Miletus talk in the Math Village. Since then, I have edited and added to these notes.
    [Show full text]