Het Construeren Van Regelmatige Veelhoeken
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Some Curves and the Lengths of Their Arcs Amelia Carolina Sparavigna
Some Curves and the Lengths of their Arcs Amelia Carolina Sparavigna To cite this version: Amelia Carolina Sparavigna. Some Curves and the Lengths of their Arcs. 2021. hal-03236909 HAL Id: hal-03236909 https://hal.archives-ouvertes.fr/hal-03236909 Preprint submitted on 26 May 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Some Curves and the Lengths of their Arcs Amelia Carolina Sparavigna Department of Applied Science and Technology Politecnico di Torino Here we consider some problems from the Finkel's solution book, concerning the length of curves. The curves are Cissoid of Diocles, Conchoid of Nicomedes, Lemniscate of Bernoulli, Versiera of Agnesi, Limaçon, Quadratrix, Spiral of Archimedes, Reciprocal or Hyperbolic spiral, the Lituus, Logarithmic spiral, Curve of Pursuit, a curve on the cone and the Loxodrome. The Versiera will be discussed in detail and the link of its name to the Versine function. Torino, 2 May 2021, DOI: 10.5281/zenodo.4732881 Here we consider some of the problems propose in the Finkel's solution book, having the full title: A mathematical solution book containing systematic solutions of many of the most difficult problems, Taken from the Leading Authors on Arithmetic and Algebra, Many Problems and Solutions from Geometry, Trigonometry and Calculus, Many Problems and Solutions from the Leading Mathematical Journals of the United States, and Many Original Problems and Solutions. -
Patricia O'grady.Indd
HIPPIAS OF ELIS Hippias of Elis Patricia O’Grady Hippias of Elis cut an elegant fi gure as he strolled through the crowds at Olympia, dressed entirely in garments and accessories he had, him- self, made. But there is more to Hippias than the man Plato portrays as vain in Hippias Minor. Hippias was not only the exemplar of self-suffi ciency but ranks among the most talented and versatile of the sophists. He lectured on poetry, grammar, history, politics, and archaeology, he was a chronographer, and a prolifi c writer In this paper I will discuss Hippias’s work in geometry and the social contract he mentioned, and I will show that these two aspects of his work elevate him to another level. It will be seen that Hippias was more than an extremely rich and successful sophist, but that his work warrants his inclusion amongst the philosophers. Elegant and justifi ably proud, Hippias would have created a sensation as he strolled through the precincts of Olympia, dressed entirely in garments and accessories he had, himself, made. Th is is how Plato has Socrates speak of Hippias’s attire: You [Hippias] said that once, when you went to Olympia everything you had on your person was your own work; fi rst the ring—for you began with that—which you had was your own work, showing that you knew how to O'Grady, Patricia 2005. Hippias of Elis. In E. Close, M. Tsianikas and G. Frazis (eds.) "Greek Research in Australia: Proceedings of the Biennial International Conference of 17Greek Studies, Flinders University April 2003", Flinders University Department of Languages - Modern Greek: Adelaide, 17-38. -
Early Greek Mathematics: the Heroic Age
Geometric Revolution Plato and The Academy Eudoxus and his Students Conclusion Early Greek Mathematics: The Heroic Age Douglas Pfeffer Douglas Pfeffer Early Greek Mathematics: The Heroic Age Geometric Revolution Plato and The Academy Eudoxus and his Students Conclusion Table of contents 1 Geometric Revolution 2 Plato and The Academy 3 Eudoxus and his Students 4 Conclusion Douglas Pfeffer Early Greek Mathematics: The Heroic Age Geometric Revolution Plato and The Academy Deductive Reasoning and the Geometric Revolution Eudoxus and his Students Conclusion Outline 1 Geometric Revolution 2 Plato and The Academy 3 Eudoxus and his Students 4 Conclusion Douglas Pfeffer Early Greek Mathematics: The Heroic Age Geometric Revolution Plato and The Academy Deductive Reasoning and the Geometric Revolution Eudoxus and his Students Conclusion Last Time Last time we saw that the Greek problems of antiquity were attempted by many esteemed mathematicians. Using straight-edge and compass, attempts were made to: Square the Circle Double the Cube Trisect the Angle Additionally, recall that Zeno's paradoxes had highlighted that the Pythagorean ideal of space/time subdivision by rationals was insufficient to explain the real world p Further, the discovery that 2 was incommensurable had rocked the very foundation of mathematics at the time. Douglas Pfeffer Early Greek Mathematics: The Heroic Age Geometric Revolution Plato and The Academy Deductive Reasoning and the Geometric Revolution Eudoxus and his Students Conclusion Geometry The influence that these paradoxes and incommensurability had on the Greek world was profound Early Greek mathematics saw magnitudes represented by pebbles and other discrete objects By Euclids time, however, magnitudes had become represented by line segments `Number' was still a discrete notion, but the early ideas of continuity was very real and had to be treated separately from `number' The machinery to handle this came through geometry As a result, by Euclids time, geometry ruled the mathematical world and not number. -
This Copy of the Thesis Has Been Supplied on Condition That Anyone
University of Plymouth PEARL https://pearl.plymouth.ac.uk 04 University of Plymouth Research Theses 01 Research Theses Main Collection 2015 The Geometrical Thought of Isaac Newton: An Examination of the Meaning of Geometry between the 16th and 18th Centuries Bloye, Nicole Victoria http://hdl.handle.net/10026.1/3273 Plymouth University All content in PEARL is protected by copyright law. Author manuscripts are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author. This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the author’s prior consent. The Geometrical Thought of Isaac Newton An Examination of the Meaning of Geometry between the 16th and 18th Centuries by Nicole Victoria Bloye A thesis submitted to Plymouth University in partial fulfilment of the requirements for the degree of DOCTOR OF PHILOSOPHY School of Computing and Mathematics Faculty of Science and Environment Plymouth University December 2014 Abstract Our thesis explores aspects of the geometrical work and thought of Isaac Newton in order to better understand and re-evaluate his approach to geometry, and specifically his synthetic methods and the organic description of plane curves. In pursuing this research we study Newton’s geometrical work in the context of the changing view of geometry between the late 16th and early 18th centuries, a period defined by the responses of the early modern geometers to a new Latin edition of Pappus’ Collectio. -
IMPOSSIBILITY RESULTS: from GEOMETRY to ANALYSIS Davide Crippa
IMPOSSIBILITY RESULTS: FROM GEOMETRY TO ANALYSIS Davide Crippa To cite this version: Davide Crippa. IMPOSSIBILITY RESULTS: FROM GEOMETRY TO ANALYSIS : A study in early modern conceptions of impossibility. History, Philosophy and Sociology of Sciences. Univeristé Paris Diderot Paris 7, 2014. English. tel-01098493 HAL Id: tel-01098493 https://hal.archives-ouvertes.fr/tel-01098493 Submitted on 25 Dec 2014 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. UNIVERSITE PARIS DIDEROT (PARIS 7) SORBONNE PARIS CITE ECOLE DOCTORALE: Savoirs Scientifiques, Epistémologie, Histoire des Sciences et Didactique des disciplines DOCTORAT: Epistémologie et Histoire des Sciences DAVIDE CRIPPA IMPOSSIBILITY RESULTS: FROM GEOMETRY TO ANALYSIS A study in early modern conceptions of impossibility RESULTATS D’IMPOSSIBILITE: DE LA GEOMETRIE A L’ANALYSE Une étude de résultats classiques d’impossibilité Thèse dirigée par: Marco PANZA Soutenue le: 14 Octobre 2014 Jury: Andrew Arana Abel Lassalle Casanave Jesper Lützen (rapporteur) David Rabouin Vincenzo de Risi (rapporteur) Jean-Jacques Szczeciniarz Alla memoria di mio padre. A mia madre. Contents Preface 9 1 General introduction 14 1.1 The theme of my study . 14 1.2 A difficult context . 16 1.3 Types of impossibility arguments . -
2Dcurves in .Pdf Format (1882 Kb) Curve Literature Last Update: 2003−06−14 Higher Last Updated: Lennard−Jones 2002−03−25 Potential
2d curves A collection of 631 named two−dimensional curves algebraic curves are a polynomial in x other curves and y kid curve line (1st degree) 3d curve conic (2nd) cubic (3rd) derived curves quartic (4th) sextic (6th) barycentric octic (8th) caustic other (otherth) cissoid conchoid transcendental curves curvature discrete cyclic exponential derivative fractal envelope gamma & related hyperbolism isochronous inverse power isoptic power exponential parallel spiral pedal trigonometric pursuit reflecting wall roulette strophoid tractrix Some programs to draw your own For isoptic cubics: curves: • Isoptikon (866 kB) from the • GraphEq (2.2 MB) from University of Crete Pedagoguery Software • GraphSight (696 kB) from Cradlefields ($19 to register) 2dcurves in .pdf format (1882 kB) curve literature last update: 2003−06−14 higher last updated: Lennard−Jones 2002−03−25 potential Atoms of an inert gas are in equilibrium with each other by means of an attracting van der Waals force and a repelling forces as result of overlapping electron orbits. These two forces together give the so−called Lennard−Jones potential, which is in fact a curve of thirteenth degree. backgrounds main last updated: 2002−11−16 history I collected curves when I was a young boy. Then, the papers rested in a box for decades. But when I found them, I picked the collection up again, some years spending much work on it, some years less. questions I have been thinking a long time about two questions: 1. what is the unity of curve? Stated differently as: when is a curve different from another one? 2. which equation belongs to a curve? 1. -
A-History-Of-Mathematics-3Rded.Pdf
A History of Mathematics THIRD EDITION Uta C. Merzbach and Carl B. Boyer John Wiley & Sons, Inc. Copyright r 1968, 1989, 1991, 2011 by John Wiley & Sons, Inc. All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or trans mitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Pub lisher, or authorization through payment of the appropriate per copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750 8400, fax (978) 646 8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748 6011, fax (201) 748 6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or war ranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a par ticular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suit able for your situation. You should consult with a professional where appropriate. -
MATHEMATICAL CURVES in the HIGH SCHOOL CLASSROOM Magdalena Zook John Carroll University, [email protected]
John Carroll University Carroll Collected Masters Essays Theses, Essays, and Senior Honors Projects 2018 MATHEMATICAL CURVES IN THE HIGH SCHOOL CLASSROOM Magdalena Zook John Carroll University, [email protected] Follow this and additional works at: https://collected.jcu.edu/mastersessays Part of the Mathematics Commons Recommended Citation Zook, Magdalena, "MATHEMATICAL CURVES IN THE HIGH SCHOOL CLASSROOM" (2018). Masters Essays. 100. https://collected.jcu.edu/mastersessays/100 This Essay is brought to you for free and open access by the Theses, Essays, and Senior Honors Projects at Carroll Collected. It has been accepted for inclusion in Masters Essays by an authorized administrator of Carroll Collected. For more information, please contact [email protected]. MATHEMATICAL CURVES IN THE HIGH SCHOOL CLASSROOM An Essay Submitted to the Office of the Graduate Studies College of Arts & Sciences of John Carroll University in Partial Fulfillment of the Requirements for the Degree of Master of Arts By Magdalena M. Zook 2018 The essay of Magdalena Zook is hereby accepted: _________________________________ _____________________________ Advisor—Robert Kolesar Date I certify that this is the copy of the original document. _____________________________ ___________________________ Author—Magdalena Zook Date TABLE OF CONTENTS Introduction ………………………………………………………….………………… 1 1. Conic Sections …………………………………………………..……………………. 2 2. Archimedes’ Spiral ………………………………………...………………………. 22 3. Spiral of Theodorus………………………………………...………………………. 31 4. Ovals of Cassini ………….………………………………...………….……………. -
A Trisectrix from a Carpenter's Square
Dickinson College Dickinson Scholar Faculty and Staff Publications By Year Faculty and Staff Publications 2-2017 A Trisectrix From a Carpenter's Square David S. Richeson Dickinson College Follow this and additional works at: https://scholar.dickinson.edu/faculty_publications Part of the Mathematics Commons Recommended Citation Richeson, David S., "A Trisectrix From a Carpenter's Square" (2017). Dickinson College Faculty Publications. Paper 1414. https://scholar.dickinson.edu/faculty_publications/1414 This article is brought to you for free and open access by Dickinson Scholar. It has been accepted for inclusion by an authorized administrator. For more information, please contact [email protected]. A TRISECTRIX FROM A CARPENTER'S SQUARE DAVID RICHESON Abstract. In 1928 Henry Scudder described how to use a carpenter's square to trisect an angle. We use the ideas behind Scudder's technique to define a trisectrix|a curve that can be used to trisect an angle. We also describe a compass that could be used to draw the curve. In 1837 Pierre Wantzel famously proved that it is impossible to trisect an arbitrary angle using only a compass and straightedge [13]. However, it is possible to trisect an angle if we are allowed to add additional items to our toolkit. We can trisect an angle if we have a marked straightedge [7, pp. 185{87], a Mira (a vertical mirror used to teach transformational geometry) [4], a tomahawk-shaped drawing tool [11], origami paper [5], or a clock [9]. We can also trisect an angle if we are able to use curves other than straight lines and circles: a hyperbola [15, pp. -
A Trisectrix from a Carpenter's Square
A TRISECTRIX FROM A CARPENTER'S SQUARE DAVID RICHESON Abstract. In 1928 Henry Scudder described how to use a carpenter's square to trisect an angle. We use the ideas behind Scudder's technique to define a trisectrix|a curve that can be used to trisect an angle. We also describe a compass that could be used to draw the curve. In 1837 Pierre Wantzel famously proved that it is impossible to trisect an arbitrary angle using only a compass and straightedge [13]. However, it is possible to trisect an angle if we are allowed to add additional items to our toolkit. We can trisect an angle if we have a marked straightedge [7, pp. 185{87], a Mira (a vertical mirror used to teach transformational geometry) [4], a tomahawk-shaped drawing tool [11], origami paper [5], or a clock [9]. We can also trisect an angle if we are able to use curves other than straight lines and circles: a hyperbola [15, pp. 22{23], a parabola [3, pp. 206{08], a quadratrix [7, pp. 81{86], an Archimedean spiral [2, p. 126], a conchoid [15, pp. 20{22], a trisectrix of Maclaurin [10], a lim¸con[15, pp. 23{25], and so on; such a curve is called a trisectrix. In many cases, we can use specially- design compasses to draw these or other trisectrices. For instance, Descartes designed such a compass [1, pp. 237{39]. The literature on different construction tools and techniques, new com- passes, and their relationships to angle trisection and the other problems of antiquity is vast.