ON the LOGARITHMS of NEGATIVE and IMAGINARY NUMBERS Leonhard Euler
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The Orthogonal Planes Split of Quaternions and Its Relation to Quaternion Geometry of Rotations
Home Search Collections Journals About Contact us My IOPscience The orthogonal planes split of quaternions and its relation to quaternion geometry of rotations This content has been downloaded from IOPscience. Please scroll down to see the full text. 2015 J. Phys.: Conf. Ser. 597 012042 (http://iopscience.iop.org/1742-6596/597/1/012042) View the table of contents for this issue, or go to the journal homepage for more Download details: IP Address: 131.169.4.70 This content was downloaded on 17/02/2016 at 22:46 Please note that terms and conditions apply. 30th International Colloquium on Group Theoretical Methods in Physics (Group30) IOP Publishing Journal of Physics: Conference Series 597 (2015) 012042 doi:10.1088/1742-6596/597/1/012042 The orthogonal planes split of quaternions and its relation to quaternion geometry of rotations1 Eckhard Hitzer Osawa 3-10-2, Mitaka 181-8585, International Christian University, Japan E-mail: [email protected] Abstract. Recently the general orthogonal planes split with respect to any two pure unit 2 2 quaternions f; g 2 H, f = g = −1, including the case f = g, has proved extremely useful for the construction and geometric interpretation of general classes of double-kernel quaternion Fourier transformations (QFT) [7]. Applications include color image processing, where the orthogonal planes split with f = g = the grayline, naturally splits a pure quaternionic three-dimensional color signal into luminance and chrominance components. Yet it is found independently in the quaternion geometry of rotations [3], that the pure quaternion units f; g and the analysis planes, which they define, play a key role in the geometry of rotations, and the geometrical interpretation of integrals related to the spherical Radon transform of probability density functions of unit quaternions, as relevant for texture analysis in crystallography. -
The Enigmatic Number E: a History in Verse and Its Uses in the Mathematics Classroom
To appear in MAA Loci: Convergence The Enigmatic Number e: A History in Verse and Its Uses in the Mathematics Classroom Sarah Glaz Department of Mathematics University of Connecticut Storrs, CT 06269 [email protected] Introduction In this article we present a history of e in verse—an annotated poem: The Enigmatic Number e . The annotation consists of hyperlinks leading to biographies of the mathematicians appearing in the poem, and to explanations of the mathematical notions and ideas presented in the poem. The intention is to celebrate the history of this venerable number in verse, and to put the mathematical ideas connected with it in historical and artistic context. The poem may also be used by educators in any mathematics course in which the number e appears, and those are as varied as e's multifaceted history. The sections following the poem provide suggestions and resources for the use of the poem as a pedagogical tool in a variety of mathematics courses. They also place these suggestions in the context of other efforts made by educators in this direction by briefly outlining the uses of historical mathematical poems for teaching mathematics at high-school and college level. Historical Background The number e is a newcomer to the mathematical pantheon of numbers denoted by letters: it made several indirect appearances in the 17 th and 18 th centuries, and acquired its letter designation only in 1731. Our history of e starts with John Napier (1550-1617) who defined logarithms through a process called dynamical analogy [1]. Napier aimed to simplify multiplication (and in the same time also simplify division and exponentiation), by finding a model which transforms multiplication into addition. -
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. -
Exponent and Logarithm Practice Problems for Precalculus and Calculus
Exponent and Logarithm Practice Problems for Precalculus and Calculus 1. Expand (x + y)5. 2. Simplify the following expression: √ 2 b3 5b +2 . a − b 3. Evaluate the following powers: 130 =,(−8)2/3 =,5−2 =,81−1/4 = 10 −2/5 4. Simplify 243y . 32z15 6 2 5. Simplify 42(3a+1) . 7(3a+1)−1 1 x 6. Evaluate the following logarithms: log5 125 = ,log4 2 = , log 1000000 = , logb 1= ,ln(e )= 1 − 7. Simplify: 2 log(x) + log(y) 3 log(z). √ √ √ 8. Evaluate the following: log( 10 3 10 5 10) = , 1000log 5 =,0.01log 2 = 9. Write as sums/differences of simpler logarithms without quotients or powers e3x4 ln . e 10. Solve for x:3x+5 =27−2x+1. 11. Solve for x: log(1 − x) − log(1 + x)=2. − 12. Find the solution of: log4(x 5)=3. 13. What is the domain and what is the range of the exponential function y = abx where a and b are both positive constants and b =1? 14. What is the domain and what is the range of f(x) = log(x)? 15. Evaluate the following expressions. (a) ln(e4)= √ (b) log(10000) − log 100 = (c) eln(3) = (d) log(log(10)) = 16. Suppose x = log(A) and y = log(B), write the following expressions in terms of x and y. (a) log(AB)= (b) log(A) log(B)= (c) log A = B2 1 Solutions 1. We can either do this one by “brute force” or we can use the binomial theorem where the coefficients of the expansion come from Pascal’s triangle. -
Is Liscussed and a Class of Spaces in Yhich the Potian of Dittance Is Defin Time Sd-Called Metric Spaces, Is Introduced
DOCUMENT RESEW Sit 030 465 - ED in ) AUTH3R Shreider, Yu A. TITLE What Is Distance? Populatt Lectu'res in Mathematios. INSTITUTI3N :".hicago Univ., Ill: Dept. of Mathematics. SPONS A3ENCY National Science Foundation, Washington, D.C. P.11B DATE 74 GRANT NSF-G-834 7 (M Al NOTE Blip.; For.relateE documents,see SE- 030 460-464: Not availabie in hard copy due :to copyright restrActi. cals. Translated and adapted from the° Russian edition. AVAILABLE FROM!he gniversity ofwChicago Press, Chicago, IL 60637 (Order No. 754987; $4.501. EDRS- PRICL: MF0-1,Plus-Postage. PC Not Available from ELMS. DESCRIPTORS College Mathemitties; Geometric Concepts; ,Higker Education; Lecture Method; Mathematics; Mathematics Curriculum; *Mathematics Education; *tlatheatatic ,Instruction; *Measurment; Secondary Education; *Secondary echool Mathematics IDENKFIERp *Distance (Mathematics); *Metric Spaces ABSTRACT Rresened is at elaboration of a course given at Moscow University for-pupils in nifith and tenthgrades/eTh development through ibstraction of the'general definiton of,distance is liscussed and a class of spaces in yhich the potian of dittance is defin time sd-called metric spaces, is introduced. The gener.al ..oon,ce V of diztance is related to a large number of mathematical phenomena. (Author/MO 14. R producttions supplied by EDRS are the best that can be made from the original document. ************************t**************:********.********************** , . THIStiocuMENT HAS BEEN REgoltb., OOCEO EXACTve AVECCEIVEO fROM- THE 'PERSON OR.OROANIZATIONC41OIN- AIR** IT PONTS Of Vie*41010114IONS4- ! STATED 00 NOT NECESSAACT REPRE SEATOFFICIAL NATIONAL INSTITUTIEOF IMOUCATIOH P9SITION OR POLKY ;.- r ilk 4 #. .f.) ;4',C; . fr; AL"' ' . , ... , , AV Popular Lectures in Matheniatics Survey of Recent East European Mathernatical- Literature A project conducted by Izaak Wirszup, . -
From Counting to Quaternions -- the Agonies and Ecstasies of the Student Repeat Those of D'alembert and Hamilton
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Keck Graduate Institute Journal of Humanistic Mathematics Volume 1 | Issue 1 January 2011 From Counting to Quaternions -- The Agonies and Ecstasies of the Student Repeat Those of D'Alembert and Hamilton Reuben Hersh University of New Mexico Follow this and additional works at: https://scholarship.claremont.edu/jhm Recommended Citation Hersh, R. "From Counting to Quaternions -- The Agonies and Ecstasies of the Student Repeat Those of D'Alembert and Hamilton," Journal of Humanistic Mathematics, Volume 1 Issue 1 (January 2011), pages 65-93. DOI: 10.5642/jhummath.201101.06 . Available at: https://scholarship.claremont.edu/jhm/vol1/ iss1/6 ©2011 by the authors. This work is licensed under a Creative Commons License. JHM is an open access bi-annual journal sponsored by the Claremont Center for the Mathematical Sciences and published by the Claremont Colleges Library | ISSN 2159-8118 | http://scholarship.claremont.edu/jhm/ The editorial staff of JHM works hard to make sure the scholarship disseminated in JHM is accurate and upholds professional ethical guidelines. However the views and opinions expressed in each published manuscript belong exclusively to the individual contributor(s). The publisher and the editors do not endorse or accept responsibility for them. See https://scholarship.claremont.edu/jhm/policies.html for more information. From Counting to Quaternions { The Agonies and Ecstasies of the Student Repeat Those of D'Alembert and Hamilton Reuben Hersh Department of Mathematics and Statistics, The University of New Mexico [email protected] Synopsis Young learners of mathematics share a common experience with the greatest creators of mathematics: \hitting a wall," meaning, first frustration, then strug- gle, and finally, enlightenment and elation. -
The Evolution of Numbers
The Evolution of Numbers Counting Numbers Counting Numbers: {1, 2, 3, …} We use numbers to count: 1, 2, 3, 4, etc You can have "3 friends" A field can have "6 cows" Whole Numbers Whole numbers are the counting numbers plus zero. Whole Numbers: {0, 1, 2, 3, …} Negative Numbers We can count forward: 1, 2, 3, 4, ...... but what if we count backward: 3, 2, 1, 0, ... what happens next? The answer is: negative numbers: {…, -3, -2, -1} A negative number is any number less than zero. Integers If we include the negative numbers with the whole numbers, we have a new set of numbers that are called integers: {…, -3, -2, -1, 0, 1, 2, 3, …} The Integers include zero, the counting numbers, and the negative counting numbers, to make a list of numbers that stretch in either direction indefinitely. Rational Numbers A rational number is a number that can be written as a simple fraction (i.e. as a ratio). 2.5 is rational, because it can be written as the ratio 5/2 7 is rational, because it can be written as the ratio 7/1 0.333... (3 repeating) is also rational, because it can be written as the ratio 1/3 More formally we say: A rational number is a number that can be written in the form p/q where p and q are integers and q is not equal to zero. Example: If p is 3 and q is 2, then: p/q = 3/2 = 1.5 is a rational number Rational Numbers include: all integers all fractions Irrational Numbers An irrational number is a number that cannot be written as a simple fraction. -
Leonhard Euler: His Life, the Man, and His Works∗
SIAM REVIEW c 2008 Walter Gautschi Vol. 50, No. 1, pp. 3–33 Leonhard Euler: His Life, the Man, and His Works∗ Walter Gautschi† Abstract. On the occasion of the 300th anniversary (on April 15, 2007) of Euler’s birth, an attempt is made to bring Euler’s genius to the attention of a broad segment of the educated public. The three stations of his life—Basel, St. Petersburg, andBerlin—are sketchedandthe principal works identified in more or less chronological order. To convey a flavor of his work andits impact on modernscience, a few of Euler’s memorable contributions are selected anddiscussedinmore detail. Remarks on Euler’s personality, intellect, andcraftsmanship roundout the presentation. Key words. LeonhardEuler, sketch of Euler’s life, works, andpersonality AMS subject classification. 01A50 DOI. 10.1137/070702710 Seh ich die Werke der Meister an, So sehe ich, was sie getan; Betracht ich meine Siebensachen, Seh ich, was ich h¨att sollen machen. –Goethe, Weimar 1814/1815 1. Introduction. It is a virtually impossible task to do justice, in a short span of time and space, to the great genius of Leonhard Euler. All we can do, in this lecture, is to bring across some glimpses of Euler’s incredibly voluminous and diverse work, which today fills 74 massive volumes of the Opera omnia (with two more to come). Nine additional volumes of correspondence are planned and have already appeared in part, and about seven volumes of notebooks and diaries still await editing! We begin in section 2 with a brief outline of Euler’s life, going through the three stations of his life: Basel, St. -
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 -
Hydraulics Manual Glossary G - 3
Glossary G - 1 GLOSSARY OF HIGHWAY-RELATED DRAINAGE TERMS (Reprinted from the 1999 edition of the American Association of State Highway and Transportation Officials Model Drainage Manual) G.1 Introduction This Glossary is divided into three parts: · Introduction, · Glossary, and · References. It is not intended that all the terms in this Glossary be rigorously accurate or complete. Realistically, this is impossible. Depending on the circumstance, a particular term may have several meanings; this can never change. The primary purpose of this Glossary is to define the terms found in the Highway Drainage Guidelines and Model Drainage Manual in a manner that makes them easier to interpret and understand. A lesser purpose is to provide a compendium of terms that will be useful for both the novice as well as the more experienced hydraulics engineer. This Glossary may also help those who are unfamiliar with highway drainage design to become more understanding and appreciative of this complex science as well as facilitate communication between the highway hydraulics engineer and others. Where readily available, the source of a definition has been referenced. For clarity or format purposes, cited definitions may have some additional verbiage contained in double brackets [ ]. Conversely, three “dots” (...) are used to indicate where some parts of a cited definition were eliminated. Also, as might be expected, different sources were found to use different hyphenation and terminology practices for the same words. Insignificant changes in this regard were made to some cited references and elsewhere to gain uniformity for the terms contained in this Glossary: as an example, “groundwater” vice “ground-water” or “ground water,” and “cross section area” vice “cross-sectional area.” Cited definitions were taken primarily from two sources: W.B. -
The Logarithmic Chicken Or the Exponential Egg: Which Comes First?
The Logarithmic Chicken or the Exponential Egg: Which Comes First? Marshall Ransom, Senior Lecturer, Department of Mathematical Sciences, Georgia Southern University Dr. Charles Garner, Mathematics Instructor, Department of Mathematics, Rockdale Magnet School Laurel Holmes, 2017 Graduate of Rockdale Magnet School, Current Student at University of Alabama Background: This article arose from conversations between the first two authors. In discussing the functions ln(x) and ex in introductory calculus, one of us made good use of the inverse function properties and the other had a desire to introduce the natural logarithm without the classic definition of same as an integral. It is important to introduce mathematical topics using a minimal number of definitions and postulates/axioms when results can be derived from existing definitions and postulates/axioms. These are two of the ideas motivating the article. Thus motivated, the authors compared manners with which to begin discussion of the natural logarithm and exponential functions in a calculus class. x A related issue is the use of an integral to define a function g in terms of an integral such as g()() x f t dt . c We believe that this is something that students should understand and be exposed to prior to more advanced x x sin(t ) 1 “surprises” such as Si(x ) dt . In particular, the fact that ln(x ) dt is extremely important. But t t 0 1 must that fact be introduced as a definition? Can the natural logarithm function arise in an introductory calculus x 1 course without the -
Generalized Quaternion and Rotation in 3-Space E M. Jafari, Y. Yayli
TWMS J. Pure Appl. Math. V.6, N.2, 2015, pp.224-232 3 GENERALIZED QUATERNIONS AND ROTATION IN 3-SPACE E®¯ MEHDI JAFARI1, YUSUF YAYLI2 Abstract. The paper explains how a unit generalized quaternion is used to represent a rotation 3 of a vector in 3-dimensional E®¯ space. We review of some algebraic properties of generalized quaternions and operations between them and then show their relation with the rotation matrix. Keywords: generalized quaternion, quasi-orthogonal matrix, rotation. AMS Subject Classi¯cation: 15A33. 1. Introduction The quaternions algebra was invented by W.R. Hamilton as an extension to the complex numbers. He was able to ¯nd connections between this new algebra and spatial rotations. The unit quaternions form a group that is isomorphic to the group SU(2) and is a double cover of SO(3), the group of 3-dimensional rotations. Under these isomorphisms the quaternion multiplication operation corresponds to the composition operation of rotations [18]. Kula and Yayl³ [13] showed that unit split quaternions in H0 determined a rotation in semi-Euclidean 4 space E2 : In [15], is demonstrated how timelike split quaternions are used to perform rotations 3 in the Minkowski 3-space E1 . Rotations in a complex 3-dimensional space are considered in [20] and applied to the treatment of the Lorentz transformation in special relativity. A brief introduction of the generalized quaternions is provided in [16]. Also, this subject have investigated in algebra [19]. Recently, we studied the generalized quaternions, and gave some of their algebraic properties [7]. It is shown that the set of all unit generalized quaternions with the group operation of quaternion multiplication is a Lie group of 3-dimension.