Shape Dimension and Approximation from Samples ¡ Tamal K
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Chapter 11. Three Dimensional Analytic Geometry and Vectors
Chapter 11. Three dimensional analytic geometry and vectors. Section 11.5 Quadric surfaces. Curves in R2 : x2 y2 ellipse + =1 a2 b2 x2 y2 hyperbola − =1 a2 b2 parabola y = ax2 or x = by2 A quadric surface is the graph of a second degree equation in three variables. The most general such equation is Ax2 + By2 + Cz2 + Dxy + Exz + F yz + Gx + Hy + Iz + J =0, where A, B, C, ..., J are constants. By translation and rotation the equation can be brought into one of two standard forms Ax2 + By2 + Cz2 + J =0 or Ax2 + By2 + Iz =0 In order to sketch the graph of a quadric surface, it is useful to determine the curves of intersection of the surface with planes parallel to the coordinate planes. These curves are called traces of the surface. Ellipsoids The quadric surface with equation x2 y2 z2 + + =1 a2 b2 c2 is called an ellipsoid because all of its traces are ellipses. 2 1 x y 3 2 1 z ±1 ±2 ±3 ±1 ±2 The six intercepts of the ellipsoid are (±a, 0, 0), (0, ±b, 0), and (0, 0, ±c) and the ellipsoid lies in the box |x| ≤ a, |y| ≤ b, |z| ≤ c Since the ellipsoid involves only even powers of x, y, and z, the ellipsoid is symmetric with respect to each coordinate plane. Example 1. Find the traces of the surface 4x2 +9y2 + 36z2 = 36 1 in the planes x = k, y = k, and z = k. Identify the surface and sketch it. Hyperboloids Hyperboloid of one sheet. The quadric surface with equations x2 y2 z2 1. -
Swimming in Spacetime: Motion by Cyclic Changes in Body Shape
RESEARCH ARTICLE tation of the two disks can be accomplished without external torques, for example, by fixing Swimming in Spacetime: Motion the distance between the centers by a rigid circu- lar arc and then contracting a tension wire sym- by Cyclic Changes in Body Shape metrically attached to the outer edge of the two caps. Nevertheless, their contributions to the zˆ Jack Wisdom component of the angular momentum are parallel and add to give a nonzero angular momentum. Cyclic changes in the shape of a quasi-rigid body on a curved manifold can lead Other components of the angular momentum are to net translation and/or rotation of the body. The amount of translation zero. The total angular momentum of the system depends on the intrinsic curvature of the manifold. Presuming spacetime is a is zero, so the angular momentum due to twisting curved manifold as portrayed by general relativity, translation in space can be must be balanced by the angular momentum of accomplished simply by cyclic changes in the shape of a body, without any the motion of the system around the sphere. external forces. A net rotation of the system can be ac- complished by taking the internal configura- The motion of a swimmer at low Reynolds of cyclic changes in their shape. Then, presum- tion of the system through a cycle. A cycle number is determined by the geometry of the ing spacetime is a curved manifold as portrayed may be accomplished by increasing by ⌬ sequence of shapes that the swimmer assumes by general relativity, I show that net translations while holding fixed, then increasing by (1). -
An Introduction to Topology the Classification Theorem for Surfaces by E
An Introduction to Topology An Introduction to Topology The Classification theorem for Surfaces By E. C. Zeeman Introduction. The classification theorem is a beautiful example of geometric topology. Although it was discovered in the last century*, yet it manages to convey the spirit of present day research. The proof that we give here is elementary, and its is hoped more intuitive than that found in most textbooks, but in none the less rigorous. It is designed for readers who have never done any topology before. It is the sort of mathematics that could be taught in schools both to foster geometric intuition, and to counteract the present day alarming tendency to drop geometry. It is profound, and yet preserves a sense of fun. In Appendix 1 we explain how a deeper result can be proved if one has available the more sophisticated tools of analytic topology and algebraic topology. Examples. Before starting the theorem let us look at a few examples of surfaces. In any branch of mathematics it is always a good thing to start with examples, because they are the source of our intuition. All the following pictures are of surfaces in 3-dimensions. In example 1 by the word “sphere” we mean just the surface of the sphere, and not the inside. In fact in all the examples we mean just the surface and not the solid inside. 1. Sphere. 2. Torus (or inner tube). 3. Knotted torus. 4. Sphere with knotted torus bored through it. * Zeeman wrote this article in the mid-twentieth century. 1 An Introduction to Topology 5. -
Section 2.6 Cylindrical and Spherical Coordinates
Section 2.6 Cylindrical and Spherical Coordinates A) Review on the Polar Coordinates The polar coordinate system consists of the origin O,the rotating ray or half line from O with unit tick. A point P in the plane can be uniquely described by its distance to the origin r = dist (P, O) and the angle µ, 0 µ < 2¼ : · Y P(x,y) r θ O X We call (r, µ) the polar coordinate of P. Suppose that P has Cartesian (stan- dard rectangular) coordinate (x, y) .Then the relation between two coordinate systems is displayed through the following conversion formula: x = r cos µ Polar Coord. to Cartesian Coord.: y = r sin µ ½ r = x2 + y2 Cartesian Coord. to Polar Coord.: y tan µ = ( p x 0 µ < ¼ if y > 0, 2¼ µ < ¼ if y 0. · · · Note that function tan µ has period ¼, and the principal value for inverse tangent function is ¼ y ¼ < arctan < . ¡ 2 x 2 1 So the angle should be determined by y arctan , if x > 0 xy 8 arctan + ¼, if x < 0 µ = > ¼ x > > , if x = 0, y > 0 < 2 ¼ , if x = 0, y < 0 > ¡ 2 > > Example 6.1. Fin:>d (a) Cartesian Coord. of P whose Polar Coord. is ¼ 2, , and (b) Polar Coord. of Q whose Cartesian Coord. is ( 1, 1) . 3 ¡ ¡ ³ So´l. (a) ¼ x = 2 cos = 1, 3 ¼ y = 2 sin = p3. 3 (b) r = p1 + 1 = p2 1 ¼ ¼ 5¼ tan µ = ¡ = 1 = µ = or µ = + ¼ = . 1 ) 4 4 4 ¡ 5¼ Since ( 1, 1) is in the third quadrant, we choose µ = so ¡ ¡ 4 5¼ p2, is Polar Coord. -
Art Concepts for Kids: SHAPE & FORM!
Art Concepts for Kids: SHAPE & FORM! Our online art class explores “shape” and “form” . Shapes are spaces that are created when a line reconnects with itself. Forms are three dimensional and they have length, width and depth. This sweet intro song teaches kids all about shape! Scratch Garden Value Song (all ages) https://www.youtube.com/watch?v=coZfbTIzS5I Another great shape jam! https://www.youtube.com/watch?v=6hFTUk8XqEc Cookie Monster eats his shapes! https://www.youtube.com/watch?v=gfNalVIrdOw&list=PLWrCWNvzT_lpGOvVQCdt7CXL ggL9-xpZj&index=10&t=0s Now for the activities!! Click on the links in the descriptions below for the step by step details. Ages 2-4 Shape Match https://busytoddler.com/2017/01/giant-shape-match-activity/ Shapes are an easy art concept for the littles. Lots of their environment gives play and art opportunities to learn about shape. This Matching activity involves tracing the outside shape of blocks and having littles match the block to the outline. It can be enhanced by letting your little ones color the shapes emphasizing inside and outside the shape lines. Block Print Shapes https://thepinterestedparent.com/2017/08/paul-klee-inspired-block-printing/ Printing is a great technique for young kids to learn. The motion is like stamping so you teach little ones to press and pull rather than rub or paint. This project requires washable paint and paper and block that are not natural wood (which would stain) you want blocks that are painted or sealed. Kids can look at Paul Klee art for inspiration in stacking their shapes into buildings, or they can chose their own design Ages 4-6 Lois Ehlert Shape Animals http://www.momto2poshlildivas.com/2012/09/exploring-shapes-and-colors-with-color.html This great project allows kids to play with shapes to make animals in the style of the artist Lois Ehlert. -
Area, Volume and Surface Area
The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 11 AREA, VOLUME AND SURFACE AREA A guide for teachers - Years 8–10 June 2011 YEARS 810 Area, Volume and Surface Area (Measurement and Geometry: Module 11) For teachers of Primary and Secondary Mathematics 510 Cover design, Layout design and Typesetting by Claire Ho The Improving Mathematics Education in Schools (TIMES) Project 2009‑2011 was funded by the Australian Government Department of Education, Employment and Workplace Relations. The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations. © The University of Melbourne on behalf of the international Centre of Excellence for Education in Mathematics (ICE‑EM), the education division of the Australian Mathematical Sciences Institute (AMSI), 2010 (except where otherwise indicated). This work is licensed under the Creative Commons Attribution‑NonCommercial‑NoDerivs 3.0 Unported License. http://creativecommons.org/licenses/by‑nc‑nd/3.0/ The Improving Mathematics Education in Schools (TIMES) Project MEASUREMENT AND GEOMETRY Module 11 AREA, VOLUME AND SURFACE AREA A guide for teachers - Years 8–10 June 2011 Peter Brown Michael Evans David Hunt Janine McIntosh Bill Pender Jacqui Ramagge YEARS 810 {4} A guide for teachers AREA, VOLUME AND SURFACE AREA ASSUMED KNOWLEDGE • Knowledge of the areas of rectangles, triangles, circles and composite figures. • The definitions of a parallelogram and a rhombus. • Familiarity with the basic properties of parallel lines. • Familiarity with the volume of a rectangular prism. • Basic knowledge of congruence and similarity. • Since some formulas will be involved, the students will need some experience with substitution and also with the distributive law. -
1 Lifts of Polytopes
Lecture 5: Lifts of polytopes and non-negative rank CSE 599S: Entropy optimality, Winter 2016 Instructor: James R. Lee Last updated: January 24, 2016 1 Lifts of polytopes 1.1 Polytopes and inequalities Recall that the convex hull of a subset X n is defined by ⊆ conv X λx + 1 λ x0 : x; x0 X; λ 0; 1 : ( ) f ( − ) 2 2 [ ]g A d-dimensional convex polytope P d is the convex hull of a finite set of points in d: ⊆ P conv x1;:::; xk (f g) d for some x1;:::; xk . 2 Every polytope has a dual representation: It is a closed and bounded set defined by a family of linear inequalities P x d : Ax 6 b f 2 g for some matrix A m d. 2 × Let us define a measure of complexity for P: Define γ P to be the smallest number m such that for some C s d ; y s ; A m d ; b m, we have ( ) 2 × 2 2 × 2 P x d : Cx y and Ax 6 b : f 2 g In other words, this is the minimum number of inequalities needed to describe P. If P is full- dimensional, then this is precisely the number of facets of P (a facet is a maximal proper face of P). Thinking of γ P as a measure of complexity makes sense from the point of view of optimization: Interior point( methods) can efficiently optimize linear functions over P (to arbitrary accuracy) in time that is polynomial in γ P . ( ) 1.2 Lifts of polytopes Many simple polytopes require a large number of inequalities to describe. -
Simplicial Complexes
46 III Complexes III.1 Simplicial Complexes There are many ways to represent a topological space, one being a collection of simplices that are glued to each other in a structured manner. Such a collection can easily grow large but all its elements are simple. This is not so convenient for hand-calculations but close to ideal for computer implementations. In this book, we use simplicial complexes as the primary representation of topology. Rd k Simplices. Let u0; u1; : : : ; uk be points in . A point x = i=0 λiui is an affine combination of the ui if the λi sum to 1. The affine hull is the set of affine combinations. It is a k-plane if the k + 1 points are affinely Pindependent by which we mean that any two affine combinations, x = λiui and y = µiui, are the same iff λi = µi for all i. The k + 1 points are affinely independent iff P d P the k vectors ui − u0, for 1 ≤ i ≤ k, are linearly independent. In R we can have at most d linearly independent vectors and therefore at most d+1 affinely independent points. An affine combination x = λiui is a convex combination if all λi are non- negative. The convex hull is the set of convex combinations. A k-simplex is the P convex hull of k + 1 affinely independent points, σ = conv fu0; u1; : : : ; ukg. We sometimes say the ui span σ. Its dimension is dim σ = k. We use special names of the first few dimensions, vertex for 0-simplex, edge for 1-simplex, triangle for 2-simplex, and tetrahedron for 3-simplex; see Figure III.1. -
Degrees of Freedom in Quadratic Goodness of Fit
Submitted to the Annals of Statistics DEGREES OF FREEDOM IN QUADRATIC GOODNESS OF FIT By Bruce G. Lindsay∗, Marianthi Markatouy and Surajit Ray Pennsylvania State University, Columbia University, Boston University We study the effect of degrees of freedom on the level and power of quadratic distance based tests. The concept of an eigendepth index is introduced and discussed in the context of selecting the optimal de- grees of freedom, where optimality refers to high power. We introduce the class of diffusion kernels by the properties we seek these kernels to have and give a method for constructing them by exponentiating the rate matrix of a Markov chain. Product kernels and their spectral decomposition are discussed and shown useful for high dimensional data problems. 1. Introduction. Lindsay et al. (2008) developed a general theory for good- ness of fit testing based on quadratic distances. This class of tests is enormous, encompassing many of the tests found in the literature. It includes tests based on characteristic functions, density estimation, and the chi-squared tests, as well as providing quadratic approximations to many other tests, such as those based on likelihood ratios. The flexibility of the methodology is particularly important for enabling statisticians to readily construct tests for model fit in higher dimensions and in more complex data. ∗Supported by NSF grant DMS-04-05637 ySupported by NSF grant DMS-05-04957 AMS 2000 subject classifications: Primary 62F99, 62F03; secondary 62H15, 62F05 Keywords and phrases: Degrees of freedom, eigendepth, high dimensional goodness of fit, Markov diffusion kernels, quadratic distance, spectral decomposition in high dimensions 1 2 LINDSAY ET AL. -
Arxiv:1910.10745V1 [Cond-Mat.Str-El] 23 Oct 2019 2.2 Symmetry-Protected Time Crystals
A Brief History of Time Crystals Vedika Khemania,b,∗, Roderich Moessnerc, S. L. Sondhid aDepartment of Physics, Harvard University, Cambridge, Massachusetts 02138, USA bDepartment of Physics, Stanford University, Stanford, California 94305, USA cMax-Planck-Institut f¨urPhysik komplexer Systeme, 01187 Dresden, Germany dDepartment of Physics, Princeton University, Princeton, New Jersey 08544, USA Abstract The idea of breaking time-translation symmetry has fascinated humanity at least since ancient proposals of the per- petuum mobile. Unlike the breaking of other symmetries, such as spatial translation in a crystal or spin rotation in a magnet, time translation symmetry breaking (TTSB) has been tantalisingly elusive. We review this history up to recent developments which have shown that discrete TTSB does takes place in periodically driven (Floquet) systems in the presence of many-body localization (MBL). Such Floquet time-crystals represent a new paradigm in quantum statistical mechanics — that of an intrinsically out-of-equilibrium many-body phase of matter with no equilibrium counterpart. We include a compendium of the necessary background on the statistical mechanics of phase structure in many- body systems, before specializing to a detailed discussion of the nature, and diagnostics, of TTSB. In particular, we provide precise definitions that formalize the notion of a time-crystal as a stable, macroscopic, conservative clock — explaining both the need for a many-body system in the infinite volume limit, and for a lack of net energy absorption or dissipation. Our discussion emphasizes that TTSB in a time-crystal is accompanied by the breaking of a spatial symmetry — so that time-crystals exhibit a novel form of spatiotemporal order. -
THE DIMENSION of a VECTOR SPACE 1. Introduction This Handout
THE DIMENSION OF A VECTOR SPACE KEITH CONRAD 1. Introduction This handout is a supplementary discussion leading up to the definition of dimension of a vector space and some of its properties. We start by defining the span of a finite set of vectors and linear independence of a finite set of vectors, which are combined to define the all-important concept of a basis. Definition 1.1. Let V be a vector space over a field F . For any finite subset fv1; : : : ; vng of V , its span is the set of all of its linear combinations: Span(v1; : : : ; vn) = fc1v1 + ··· + cnvn : ci 2 F g: Example 1.2. In F 3, Span((1; 0; 0); (0; 1; 0)) is the xy-plane in F 3. Example 1.3. If v is a single vector in V then Span(v) = fcv : c 2 F g = F v is the set of scalar multiples of v, which for nonzero v should be thought of geometrically as a line (through the origin, since it includes 0 · v = 0). Since sums of linear combinations are linear combinations and the scalar multiple of a linear combination is a linear combination, Span(v1; : : : ; vn) is a subspace of V . It may not be all of V , of course. Definition 1.4. If fv1; : : : ; vng satisfies Span(fv1; : : : ; vng) = V , that is, if every vector in V is a linear combination from fv1; : : : ; vng, then we say this set spans V or it is a spanning set for V . Example 1.5. In F 2, the set f(1; 0); (0; 1); (1; 1)g is a spanning set of F 2. -
Geometric Modeling in Shape Space
Geometric Modeling in Shape Space Martin Kilian Niloy J. Mitra Helmut Pottmann Vienna University of Technology Figure 1: Geodesic interpolation and extrapolation. The blue input poses of the elephant are geodesically interpolated in an as-isometric- as-possible fashion (shown in green), and the resulting path is geodesically continued (shown in purple) to naturally extend the sequence. No semantic information, segmentation, or knowledge of articulated components is used. Abstract space, line geometry interprets straight lines as points on a quadratic surface [Berger 1987], and the various types of sphere geometries We present a novel framework to treat shapes in the setting of Rie- model spheres as points in higher dimensional space [Cecil 1992]. mannian geometry. Shapes – triangular meshes or more generally Other examples concern kinematic spaces and Lie groups which straight line graphs in Euclidean space – are treated as points in are convenient for handling congruent shapes and motion design. a shape space. We introduce useful Riemannian metrics in this These examples show that it is often beneficial and insightful to space to aid the user in design and modeling tasks, especially to endow the set of objects under consideration with additional struc- explore the space of (approximately) isometric deformations of a ture and to work in more abstract spaces. We will show that many given shape. Much of the work relies on an efficient algorithm to geometry processing tasks can be solved by endowing the set of compute geodesics in shape spaces; to this end, we present a multi- closed orientable surfaces – called shapes henceforth – with a Rie- resolution framework to solve the interpolation problem – which mannian structure.