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A Genetic Context for Understanding the Trigonometric Functions Danny Otero Xavier University, [email protected]
Ursinus College Digital Commons @ Ursinus College Transforming Instruction in Undergraduate Pre-calculus and Trigonometry Mathematics via Primary Historical Sources (TRIUMPHS) Spring 3-2017 A Genetic Context for Understanding the Trigonometric Functions Danny Otero Xavier University, [email protected] Follow this and additional works at: https://digitalcommons.ursinus.edu/triumphs_precalc 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 oy u. Recommended Citation Otero, Danny, "A Genetic Context for Understanding the Trigonometric Functions" (2017). Pre-calculus and Trigonometry. 1. https://digitalcommons.ursinus.edu/triumphs_precalc/1 This Course Materials is brought to you for free and open access by the Transforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) at Digital Commons @ Ursinus College. It has been accepted for inclusion in Pre-calculus and Trigonometry by an authorized administrator of Digital Commons @ Ursinus College. For more information, please contact [email protected]. A Genetic Context for Understanding the Trigonometric Functions Daniel E. Otero∗ July 22, 2019 Trigonometry is concerned with the measurements of angles about a central point (or of arcs of circles centered at that point) and quantities, geometrical and otherwise, that depend on the sizes of such angles (or the lengths of the corresponding arcs). It is one of those subjects that has become a standard part of the toolbox of every scientist and applied mathematician. It is the goal of this project to impart to students some of the story of where and how its central ideas first emerged, in an attempt to provide context for a modern study of this mathematical theory. -
If 1+1=2 Then the Pythagorean Theorem Holds, Or One More Proof of the Oldest Theorem of Mathematics
!"#$%"&"!'()**#%"$'+&'%,#'`.#%/)'01"+/P'3$"4#/5"%6'+&'7/9)'0)/#2 Vol. 10 (XXVII) no. 1, 2013 ISSN-L 1841-9267 (Print), ISSN 2285-438X (Online), ISSN 2286-3184 (CD-ROM) If 1+1=2 then the Pythagorean theorem holds, or one more proof of the oldest theorem of mathematics Alexandru HORVATH´ ”Petru Maior” University of Tg. Mures¸, Romania e-mail: [email protected] ABSTRACT The Pythagorean theorem is one of the oldest theorems of mathematics. It gained dur- ing the time a central position and even today it continues to be a source of inspiration. In this note we try to give a proof which is based on a hopefully new approach. Our treatment will be as intuitive as it can be. Keywords: Pythagorean theorem, geometric transformation, Euclidean geometry MSC 2000: 51M04, 51M05, 51N20 One of the oldest theorems of mathematics – the T T Pythagorean theorem – states that the area of the square drawn on the hypotenuse (the side opposite the right angle) of a right angled triangle, is equal to the sum of the areas of the squares constructed on the other two sides, (the catheti). That is, 2 2 2 a + b = c , if we denote the length of the sides of the triangle by a, b, c respectively. Figure 1. The transformation Loomis ([3]) collected several hundreds of different proofs of this theorem, and classified them in categories. Maor ([4]) traces the evolution of the Pythagorean theorem and its impact on mathematics and on our culture in gen- Let us assume T is such a transformation having a as the eral. -
Mathematical Discourse in Philosophical Authors: Examples from Theon of Smyrna and Cleomedes on Mathematical Astronomy
Mathematical discourse in philosophical authors: Examples from Theon of Smyrna and Cleomedes on mathematical astronomy Nathan Sidoli Introduction Ancient philosophers and other intellectuals often mention the work of mathematicians, al- though the latter rarely return the favor.1 The most obvious reason for this stems from the im- personal nature of mathematical discourse, which tends to eschew any discussion of personal, or lived, experience. There seems to be more at stake than this, however, because when math- ematicians do mention names they almost always belong to the small group of people who are known to us as mathematicians, or who are known to us through their mathematical works.2 In order to be accepted as a member of the group of mathematicians, one must not only have mastered various technical concepts and methods, but must also have learned how to express oneself in a stylized form of Greek prose that has often struck the uninitiated as peculiar.3 Be- cause of the specialized nature of this type of intellectual activity, in order to gain real mastery it was probably necessary to have studied it from youth, or to have had the time to apply oneself uninterruptedly.4 Hence, the private nature of ancient education meant that there were many educated individuals who had not mastered, or perhaps even been much exposed to, aspects of ancient mathematical thought and practice that we would regard as rather elementary (Cribiore 2001; Sidoli 2015). Starting from at least the late Hellenistic period, and especially during the Imperial and Late- Ancient periods, some authors sought to address this situation in a variety of different ways— such as discussing technical topics in more elementary modes, rewriting mathematical argu- ments so as to be intelligible to a broader audience, or incorporating mathematical material di- rectly into philosophical curricula. -
Implementing Eratosthenes' Discovery in the Classroom: Educational
Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas Decamp, C. de Hosson To cite this version: Nicolas Decamp, C. de Hosson. Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention. Science and Education, Springer Verlag, 2012, 21 (6), pp.911-920. 10.1007/s11191-010-9286-3. hal-01663445 HAL Id: hal-01663445 https://hal.archives-ouvertes.fr/hal-01663445 Submitted on 18 Dec 2017 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. Sci & Educ DOI 10.1007/s11191-010-9286-3 Implementing Eratosthenes’ Discovery in the Classroom: Educational Difficulties Needing Attention Nicolas De´camp • Ce´cile de Hosson Ó Springer Science+Business Media B.V. 2010 Abstract This paper presents a critical analysis of the accepted educational use of the method performed by Eratosthenes to measure the circumference of Earth which is often considered as a relevant means of dealing with issues related to the nature of science and its history. This method relies on a number of assumptions among which the parallelism of sun rays. The assumption of sun rays parallelism (if it is accurate) does not appear spontaneous for students who consider sun rays to be divergent. -
Planetary Diagrams — Descriptions, Models, Theories: from Carolingian Deployments to Copernican Debates
Planetary Diagrams — Descriptions, Models, Theories: from Carolingian Deployments to Copernican Debates Bruce Eastwood and Gerd Graßhoff Contents 1 Introduction . 1 2 The Beginnings in Carolingian Europe . 1 2.1 Astronomy and Computus before 800 . 1 2.2 Schools and Texts . 3 2.3 Diagrams and the Study of Texts . 7 2.4 Dynamics of Diagrams: Calcidius and Pliny . 7 2.5 Dynamics of Diagrams: Martianus Capella . 21 3 Qualitative Theory in the High and Later Middle Ages . 29 3.1 Dynamics of Diagrams: Construction of a Planetary The- ory............................ 29 3.2 The Capellan Tradition through the Fifteenth Century . 32 4 Merging Two Traditions: The Sixteenth Century . 37 1 INTRODUCTION Through three distinct periods from ca. 800 to ca. 1600 we find that European as- tronomers were concerned with questions about the planets that involved the dis- cussion and invention of models without quantitative expression. This qualitative tradition was first developed in the ninth century in the course of studying ancient Latin texts on cosmology and astronomy. The diagrams, used to represent different phenomena and aspects of planetary motion, continued as long as they were found useful for teaching, for exposing questions, or for proposing theoretical positions. The history of this tradition of planetary diagrams indicates a constant concern for qualitative theory and the co-existence of both qualitative and quantitative plane- tary theory after the introduction of the Greco-Arabic mathematical tradition of planetary astronomy in twelfth-century Europe. In the sixteenth century the same qualitative tradition continued as a source for approaches to new phenomena and problems. 2 THE BEGINNINGS IN CAROLINGIAN EUROPE 2.1 ASTRONOMY AND COMPUTUS BEFORE 800 From the sixth century to the twelfth century in Western Europe there was no direct influence of Greek works in the exact sciences. -
The Geodetic Sciences in Byzantium
The geodetic sciences in Byzantium Dimitrios A. Rossikopoulos Department of Geodesy and Surveying, Aristotle University of Thessaloniki [email protected] Abstract: Many historians of science consider that geodeasia, a term used by Aristotle meaning "surveying", was not particularly flourishing in Byzantium. However, like “lo- gistiki” (practical arithmetic), it has never ceased to be taught, not only at public universi- ties and ecclesiastical schools, as well as by private tutors. Besides that these two fields had to do with problems of daily life, Byzantines considered them necessary prerequisite for someone who wished to study philosophy. So, they did not only confine themselves to copying and saving the ancient texts, but they also wrote new ones, where they were ana- lyzing their empirical discoveries and their technological achievements. This is the subject of this paper, a retrospect of the numerous manuscripts of the Byzantine period that refer to the development of geodesy both in teaching and practices of surveying, as well as to mat- ters relating to the views about the shape of the earth, the cartography, the positioning in travels and generally the sciences of mapping. Keywords: Geodesy, geodesy in Byzantium, history of geodesy, history of surveying, history of mathematics. Περίληψη: Πολλοί ιστορικοί των επιστημών θεωρούν ότι η γεωδαισία, όρος που χρησι- μοποίησε ο Αριστοτέλης για να ορίσει την πρακτική γεωμετρία, την τοπογραφία, δεν είχε ιδιαίτερη άνθιση στο Βυζάντιο. Ωστόσο, όπως και η “λογιστική”, δεν έπαψε ποτέ να διδά- σκεται όχι μόνο στα κοσμικά πανεπιστήμια, αλλά και στις εκκλησιαστικές σχολές, καθώς επίσης και από ιδιώτες δασκάλους. Πέρα από το ότι οι δύο αυτοί κλάδοι είχαν να κάνουν με προβλήματα της καθημερινής ζωής των ανθρώπων, οι βυζαντινοί θεωρούσαν την διδα- σκαλία τους απαραίτητη προϋπόθεση ώστε να μπορεί κανείς να παρακολουθήσει μαθήμα- τα φιλοσοφίας. -
Astronomy and Hipparchus
CHAPTER 9 Progress in the Sciences: Astronomy and Hipparchus Klaus Geus Introduction Geography in modern times is a term which covers several sub-disciplines like ecology, human geography, economic history, volcanology etc., which all con- cern themselves with “space” or “environment”. In ancient times, the definition of geography was much more limited. Geography aimed at the production of a map of the oikoumene, a geographer was basically a cartographer. The famous scientist Ptolemy defined geography in the first sentence of his Geographical handbook (Geog. 1.1.1) as “imitation through drafting of the entire known part of the earth, including the things which are, generally speaking, connected with it”. In contrast to chorography, geography uses purely “lines and label in order to show the positions of places and general configurations” (Geog. 1.1.5). Therefore, according to Ptolemy, a geographer needs a μέθοδος μαθεματική, abil- ity and competence in mathematical sciences, most prominently astronomy, in order to fulfil his task of drafting a map of the oikoumene. Given this close connection between geography and astronomy, it is not by default that nearly all ancient “geographers” (in the limited sense of the term) stood out also as astronomers and mathematicians: Among them Anaximander, Eudoxus, Eratosthenes, Hipparchus, Poseidonius and Ptolemy are the most illustrious. Apart from certain topics like latitudes, meridians, polar circles etc., ancient geography also took over from astronomy some methods like the determina- tion of the size of the earth or of celestial and terrestrial distances.1 The men- tioned geographers Anaximander, Eudoxus, Hipparchus, Poseidonius and Ptolemy even constructed instruments for measuring, observing and calculat- ing like the gnomon, sundials, skaphe, astrolabe or the meteoroscope.2 1 E.g., Ptolemy (Geog. -
A Solstice Sundial
A SOLSTICE SUNDIAL JACKIE JONES arlier this year a group of us went on holiday to It being Wales, one is never sure about the weather, so we South Wales; as the period covered the summer prepared for different methods of establishing the north– E solstice, we decided it should be celebrated in south line. In the hope of a sunny day and being able some form. Following the experience of the sundial on to draw a line from the shadow of a vertical pole, we Crosby Beach just before the BSS Conference in Liverpool calculated how solar noon would relate to watch time. in April 2016,1 I decided another seaside sundial would be Taking into account the longitude, which was 4° west appropriate. equalling 16 minutes; equation of time, dial slow by As with that event, planning the dial and exactly where it 1 minute 42 seconds and the one hour for British Summer will be, in advance, is essential. With the aid of maps and Time gave us a watch time of 13:17:42 – probably a bit Google Earth we located a south-facing sandy beach just a over-accurate for our needs. We also planned to have a few minutes’ walk from where we were staying. The compass, knowing the correction from magnetic to true latitude of the bay is 51° 34ʹ north and we agreed to north. construct a solar-time horizontal dial using only natural On a coastal walk a few days before the solstice, we found materials found nearby. Before leaving home, I drew out on the perfect long sticks needed for the gnomon and supports; metre-wide paper the layout of the afternoon hour lines for we were then fully prepared. -
The Sundial Cities
The Sundial Cities Joel Van Cranenbroeck, Belgium Keywords: Engineering survey;Implementation of plans;Positioning;Spatial planning;Urban renewal; SUMMARY When observing in our modern cities the sun shade gliding along the large surfaces of buildings and towers, an observer can notice that after all the local time could be deduced from the position of the sun. The highest building in the world - the Burj Dubai - is de facto the largest sundial ever designed. The principles of sundials can be understood most easily from an ancient model of the Sun's motion. Science has established that the Earth rotates on its axis, and revolves in an elliptic orbit about the Sun; however, meticulous astronomical observations and physics experiments were required to establish this. For navigational and sundial purposes, it is an excellent approximation to assume that the Sun revolves around a stationary Earth on the celestial sphere, which rotates every 23 hours and 56 minutes about its celestial axis, the line connecting the celestial poles. Since the celestial axis is aligned with the axis about which the Earth rotates, its angle with the local horizontal equals the local geographical latitude. Unlike the fixed stars, the Sun changes its position on the celestial sphere, being at positive declination in summer, at negative declination in winter, and having exactly zero declination (i.e., being on the celestial equator) at the equinoxes. The path of the Sun on the celestial sphere is known as the ecliptic, which passes through the twelve constellations of the zodiac in the course of a year. This model of the Sun's motion helps to understand the principles of sundials. -
Kytherian Newsletter November 2011
Page 888 The KYTHERIAN, NOVEMBER 2011 ANCIENT GREEK TECHNOLOGY: THE ANTIKYTHERA MECHANISM Dr Amelia R Brown looks at ancient technology, and how it's affected modern technology The last two decades are generally described as an era of technology, characterised by the rapid development and global distribution of new technologies, especially in relation to transportation, by land or by sea. The ancient Greeks, however, are often described as overly traditional when it comes to technology, as they did not achieve modern levels of industrialisation. However the Antikythera Mechanism has been influential in changing opinions about ancient technology, as it is the most sophisticated geared machine to survive from Antiquity: a veritable primitive computer. Before its discovery on a shipwreck off the island of Antikythera in 1900, the existence of devices like it was hardly dreamed of, and in recent years it has been subjected to a battery of modern tests, though it is surely hiding secrets still (see Marchant's Decoding the Heavens. Three things seem clear, however, about ancient Greek technology, and about the Antikythera Mechanism. First, the Greeks knew how to work in bronze to a very high level of sophistication. Second, the Antikythera Mechanism derives from a context related to the city of Corinth, the origin for the names of the months on its dials, and the Greek city most famous for its bronze work. Finally, the mechanism was created to fulfil a perceived need in Greek society of its time, surely through incremental developments in technology, and NOT necessarily to fulfil the 'needs' which we perceive in our society today and which can be fulfilled by our technology. -
Decoding the Antikythera Mechanism: Investigation of an Ancient Astronomical Calculator
Decoding the Antikythera Mechanism: Investigation of an Ancient Astronomical Calculator 2 Supplementary Notes T. Freeth 1,2 , Y. Bitsakis 3,5 , X. Moussas 3, J.H. Seiradakis 4, A.Tselikas 5, E. Magkou 6, M. Zafeiropoulou 6, R. Hadland 7, D. Bate 7, A. Ramsey 7, M. Allen 7, A. Crawley 7, P. Hockley 7, T. Malzbender 8, D. Gelb 8, W. Ambrisco 9 and M.G. Edmunds 1 1 Cardiff University, School of Physics andAstronomy, Queens Buildings, The Parade, Cardiff CF24 3AA, UK. Mike Edmunds Mike.Edmunds @ astro.cf.ac.uk 2 Images First Ltd10 HerefordRoad, South Ealing, London W5 4SE, UK. Tony Freeth tony @ images- first.com 3 National & Kapodistrian University of Athens, Department of Astrophysics, Astronomy andMechanics, Panepistimiopolis, GR15783, Zographos, Greece. Xenophon Moussas, xmoussas @ phys.uoa.gr 4 Aristotle University of Thessaloniki, Department of Physics, Section of Astrophysics, Astronomy and Mechanics, GR-54124 Thessaloniki, Greece. John Seiradakis jhs @ astro.auth.gr 5 Centre for History andPalaeography, National Bank of Greece Cultural Foundation, P. Skouze 3, 10560 Athens, Greece. Yanis Bitsakis bitsakis @ gmail.com 6 National Archaeological Museum of Athens, 44 Patission Str, 106 82 Athens, Greece. 7 X-Tek Systems Ltd, Tring Business Centre, IcknieldWay, Tring, Herts HP23 4JX, UK. 8 Hewlett-PackardLaboratories, 1501 Page Mill Road, Palo Alto, CA 94304, USA. 9 Foxhollow Technologies Inc., 740 Bay Road, RedwoodCity, CA 94063, USA. Decoding the Antikythera Mechanism , published in Nature, Volume 444, Issue 7119, pp. 587-591 (2006). 1 Supplementary Information Guide There are three Supplementary Information sections: Supplementary Notes 1 (Fragments ) giving a key to fragment identification for Figure 1 of the main text andthe dimensions of the fragments. -
Max Planck Institute for the History of Science Aristotle And
MAX-PLANCK-INSTITUT FÜR WISSENSCHAFTSGESCHICHTE Max Planck Institute for the History of Science 2012 PREPRINT 422 TOPOI – Towards a Historical Epistemology of Space Pietro Daniel Omodeo, Irina Tupikova Aristotle and Ptolemy on Geocentrism: Diverging Argumentative Strategies and Epistemologies TOPOI – TOWARDS A HISTORICAL EPISTEMOLOGY OF SPACE The TOPOI project cluster of excellence brings together researchers who investigate the formation and transformation of space and knowledge in ancient civilizations and their later developments. The present preprint series presents the work of members and fellows of the research group Historical Epistemology of Space which is part of the TOPOI cluster. The group is based on a cooperation between the Humboldt University and the Max Planck Institute for the History of Science in Berlin and commenced work in September 2008. Contents 1 Introduction 1 2 Aristotle 5 2.1 Aristotle’s confrontation with the cosmologies of his prede- cessors . 6 2.2 Aristotle’s presentation of his own views . 9 3 Ptolemy 15 3.1 The heavens move like a sphere . 16 3.2 The Earth, taken as a whole, is sensibly spherical . 24 3.3 The Earth is in the middle of the heavens . 24 3.4 The Earth has the ratio of a point to the heavens . 32 3.5 The Earth does not have any motion from place to place . 33 4 Conclusions and perspectives 37 Chapter 1 Introduction This paper aims at a comparison of the different argumentative strategies employed by Aristotle and Ptolemy in their approaches to geocentrism through an analysis of their discussion of the centrality of the Earth in De caelo II, 13-14 and Almagest, I, 3-7.