The Spiral of Theodorus, Numerical Analysis, and Special Functions
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INTRODUCTION to ALGEBRAIC GEOMETRY, CLASS 25 Contents 1
INTRODUCTION TO ALGEBRAIC GEOMETRY, CLASS 25 RAVI VAKIL Contents 1. The genus of a nonsingular projective curve 1 2. The Riemann-Roch Theorem with Applications but No Proof 2 2.1. A criterion for closed immersions 3 3. Recap of course 6 PS10 back today; PS11 due today. PS12 due Monday December 13. 1. The genus of a nonsingular projective curve The definition I’m going to give you isn’t the one people would typically start with. I prefer to introduce this one here, because it is more easily computable. Definition. The tentative genus of a nonsingular projective curve C is given by 1 − deg ΩC =2g 2. Fact (from Riemann-Roch, later). g is always a nonnegative integer, i.e. deg K = −2, 0, 2,.... Complex picture: Riemann-surface with g “holes”. Examples. Hence P1 has genus 0, smooth plane cubics have genus 1, etc. Exercise: Hyperelliptic curves. Suppose f(x0,x1) is a polynomial of homo- geneous degree n where n is even. Let C0 be the affine plane curve given by 2 y = f(1,x1), with the generically 2-to-1 cover C0 → U0.LetC1be the affine 2 plane curve given by z = f(x0, 1), with the generically 2-to-1 cover C1 → U1. Check that C0 and C1 are nonsingular. Show that you can glue together C0 and C1 (and the double covers) so as to give a double cover C → P1. (For computational convenience, you may assume that neither [0; 1] nor [1; 0] are zeros of f.) What goes wrong if n is odd? Show that the tentative genus of C is n/2 − 1.(Thisisa special case of the Riemann-Hurwitz formula.) This provides examples of curves of any genus. -
Algebraic Geometry Michael Stoll
Introductory Geometry Course No. 100 351 Fall 2005 Second Part: Algebraic Geometry Michael Stoll Contents 1. What Is Algebraic Geometry? 2 2. Affine Spaces and Algebraic Sets 3 3. Projective Spaces and Algebraic Sets 6 4. Projective Closure and Affine Patches 9 5. Morphisms and Rational Maps 11 6. Curves — Local Properties 14 7. B´ezout’sTheorem 18 2 1. What Is Algebraic Geometry? Linear Algebra can be seen (in parts at least) as the study of systems of linear equations. In geometric terms, this can be interpreted as the study of linear (or affine) subspaces of Cn (say). Algebraic Geometry generalizes this in a natural way be looking at systems of polynomial equations. Their geometric realizations (their solution sets in Cn, say) are called algebraic varieties. Many questions one can study in various parts of mathematics lead in a natural way to (systems of) polynomial equations, to which the methods of Algebraic Geometry can be applied. Algebraic Geometry provides a translation between algebra (solutions of equations) and geometry (points on algebraic varieties). The methods are mostly algebraic, but the geometry provides the intuition. Compared to Differential Geometry, in Algebraic Geometry we consider a rather restricted class of “manifolds” — those given by polynomial equations (we can allow “singularities”, however). For example, y = cos x defines a perfectly nice differentiable curve in the plane, but not an algebraic curve. In return, we can get stronger results, for example a criterion for the existence of solutions (in the complex numbers), or statements on the number of solutions (for example when intersecting two curves), or classification results. -
Trigonometry Cram Sheet
Trigonometry Cram Sheet August 3, 2016 Contents 6.2 Identities . 8 1 Definition 2 7 Relationships Between Sides and Angles 9 1.1 Extensions to Angles > 90◦ . 2 7.1 Law of Sines . 9 1.2 The Unit Circle . 2 7.2 Law of Cosines . 9 1.3 Degrees and Radians . 2 7.3 Law of Tangents . 9 1.4 Signs and Variations . 2 7.4 Law of Cotangents . 9 7.5 Mollweide’s Formula . 9 2 Properties and General Forms 3 7.6 Stewart’s Theorem . 9 2.1 Properties . 3 7.7 Angles in Terms of Sides . 9 2.1.1 sin x ................... 3 2.1.2 cos x ................... 3 8 Solving Triangles 10 2.1.3 tan x ................... 3 8.1 AAS/ASA Triangle . 10 2.1.4 csc x ................... 3 8.2 SAS Triangle . 10 2.1.5 sec x ................... 3 8.3 SSS Triangle . 10 2.1.6 cot x ................... 3 8.4 SSA Triangle . 11 2.2 General Forms of Trigonometric Functions . 3 8.5 Right Triangle . 11 3 Identities 4 9 Polar Coordinates 11 3.1 Basic Identities . 4 9.1 Properties . 11 3.2 Sum and Difference . 4 9.2 Coordinate Transformation . 11 3.3 Double Angle . 4 3.4 Half Angle . 4 10 Special Polar Graphs 11 3.5 Multiple Angle . 4 10.1 Limaçon of Pascal . 12 3.6 Power Reduction . 5 10.2 Rose . 13 3.7 Product to Sum . 5 10.3 Spiral of Archimedes . 13 3.8 Sum to Product . 5 10.4 Lemniscate of Bernoulli . 13 3.9 Linear Combinations . -
Plato As "Architectof Science"
Plato as "Architectof Science" LEONID ZHMUD ABSTRACT The figureof the cordialhost of the Academy,who invitedthe mostgifted math- ematiciansand cultivatedpure research, whose keen intellectwas able if not to solve the particularproblem then at least to show the methodfor its solution: this figureis quite familiarto studentsof Greekscience. But was the Academy as such a centerof scientificresearch, and did Plato really set for mathemati- cians and astronomersthe problemsthey shouldstudy and methodsthey should use? Oursources tell aboutPlato's friendship or at leastacquaintance with many brilliantmathematicians of his day (Theodorus,Archytas, Theaetetus), but they were neverhis pupils,rather vice versa- he learnedmuch from them and actively used this knowledgein developinghis philosophy.There is no reliableevidence that Eudoxus,Menaechmus, Dinostratus, Theudius, and others, whom many scholarsunite into the groupof so-called"Academic mathematicians," ever were his pupilsor close associates.Our analysis of therelevant passages (Eratosthenes' Platonicus, Sosigenes ap. Simplicius, Proclus' Catalogue of geometers, and Philodemus'History of the Academy,etc.) shows thatthe very tendencyof por- trayingPlato as the architectof sciencegoes back to the earlyAcademy and is bornout of interpretationsof his dialogues. I Plato's relationship to the exact sciences used to be one of the traditional problems in the history of ancient Greek science and philosophy.' From the nineteenth century on it was examined in various aspects, the most significant of which were the historical, philosophical and methodological. In the last century and at the beginning of this century attention was paid peredominantly, although not exclusively, to the first of these aspects, especially to the questions how great Plato's contribution to specific math- ematical research really was, and how reliable our sources are in ascrib- ing to him particular scientific discoveries. -
Study of Spiral Transition Curves As Related to the Visual Quality of Highway Alignment
A STUDY OF SPIRAL TRANSITION CURVES AS RELA'^^ED TO THE VISUAL QUALITY OF HIGHWAY ALIGNMENT JERRY SHELDON MURPHY B, S., Kansas State University, 1968 A MJvSTER'S THESIS submitted in partial fulfillment of the requirements for the degree MASTER OF SCIENCE Department of Civil Engineering KANSAS STATE UNIVERSITY Manhattan, Kansas 1969 Approved by P^ajQT Professor TV- / / ^ / TABLE OF CONTENTS <2, 2^ INTRODUCTION 1 LITERATURE SEARCH 3 PURPOSE 5 SCOPE 6 • METHOD OF SOLUTION 7 RESULTS 18 RECOMMENDATIONS FOR FURTHER RESEARCH 27 CONCLUSION 33 REFERENCES 34 APPENDIX 36 LIST OF TABLES TABLE 1, Geonetry of Locations Studied 17 TABLE 2, Rates of Change of Slope Versus Curve Ratings 31 LIST OF FIGURES FIGURE 1. Definition of Sight Distance and Display Angle 8 FIGURE 2. Perspective Coordinate Transformation 9 FIGURE 3. Spiral Curve Calculation Equations 12 FIGURE 4. Flow Chart 14 FIGURE 5, Photograph and Perspective of Selected Location 15 FIGURE 6. Effect of Spiral Curves at Small Display Angles 19 A, No Spiral (Circular Curve) B, Completely Spiralized FIGURE 7. Effects of Spiral Curves (DA = .015 Radians, SD = 1000 Feet, D = l** and A = 10*) 20 Plate 1 A. No Spiral (Circular Curve) B, Spiral Length = 250 Feet FIGURE 8. Effects of Spiral Curves (DA = ,015 Radians, SD = 1000 Feet, D = 1° and A = 10°) 21 Plate 2 A. Spiral Length = 500 Feet B. Spiral Length = 1000 Feet (Conpletely Spiralized) FIGURE 9. Effects of Display Angle (D = 2°, A = 10°, Ig = 500 feet, = SD 500 feet) 23 Plate 1 A. Display Angle = .007 Radian B. Display Angle = .027 Radiaji FIGURE 10. -
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. -
The Ordered Distribution of Natural Numbers on the Square Root Spiral
The Ordered Distribution of Natural Numbers on the Square Root Spiral - Harry K. Hahn - Ludwig-Erhard-Str. 10 D-76275 Et Germanytlingen, Germany ------------------------------ mathematical analysis by - Kay Schoenberger - Humboldt-University Berlin ----------------------------- 20. June 2007 Abstract : Natural numbers divisible by the same prime factor lie on defined spiral graphs which are running through the “Square Root Spiral“ ( also named as “Spiral of Theodorus” or “Wurzel Spirale“ or “Einstein Spiral” ). Prime Numbers also clearly accumulate on such spiral graphs. And the square numbers 4, 9, 16, 25, 36 … form a highly three-symmetrical system of three spiral graphs, which divide the square-root-spiral into three equal areas. A mathematical analysis shows that these spiral graphs are defined by quadratic polynomials. The Square Root Spiral is a geometrical structure which is based on the three basic constants: 1, sqrt2 and π (pi) , and the continuous application of the Pythagorean Theorem of the right angled triangle. Fibonacci number sequences also play a part in the structure of the Square Root Spiral. Fibonacci Numbers divide the Square Root Spiral into areas and angle sectors with constant proportions. These proportions are linked to the “golden mean” ( golden section ), which behaves as a self-avoiding-walk- constant in the lattice-like structure of the square root spiral. Contents of the general section Page 1 Introduction to the Square Root Spiral 2 2 Mathematical description of the Square Root Spiral 4 3 The distribution -
(Spiral Curves) When Transition Curves Are Not Provided, Drivers Tend To
The Transition Curves (Spiral Curves) The transition curve (spiral) is a curve that has a varying radius. It is used on railroads and most modem highways. It has the following purposes: 1- Provide a gradual transition from the tangent (r=∞ )to a simple circular curve with radius R 2- Allows for gradual application of superelevation. Advantages of the spiral curves: 1- Provide a natural easy to follow path such that the lateral force increase and decrease gradually as the vehicle enters and leaves the circular curve 2- The length of the transition curve provides a suitable location for the superelevation runoff. 3- The spiral curve facilitate the transition in width where the travelled way is widened on circular curve. 4- The appearance of the highway is enhanced by the application of spiral curves. When transition curves are not provided, drivers tend to create their own transition curves by moving laterally within their travel lane and sometimes the adjoining lane, which is risky not only for them but also for other road users. Minimum length of spiral. Minimum length of spiral is based on consideration of driver comfort and shifts in the lateral position of vehicles. It is recommended that these two criteria be used together to determine the minimum length of spiral. Thus, the minimum spiral length can be computed as: Ls, min should be the larger of: , , . Ls,min = minimum length of spiral, m; Pmin = minimum lateral offset (shift) between the tangent and circular curve (0.20 m); R = radius of circular curve, m; V = design speed, km/h; C = maximum rate of change in lateral acceleration (1.2 m/s3) Maximum length of spiral. -
The Spiral of Theodorus and Sums of Zeta-Values at the Half-Integers
The spiral of Theodorus and sums of zeta-values at the half-integers David Brink July 2012 Abstract. The total angular distance traversed by the spiral of Theodorus is governed by the Schneckenkonstante K introduced by Hlawka. The only published estimate of K is the bound K ≤ 0:75. We express K as a sum of Riemann zeta-values at the half-integers and compute it to 100 deci- mal places. We find similar formulas involving the Hurwitz zeta-function for the analytic Theodorus spiral and the Theodorus constant introduced by Davis. 1 Introduction Theodorus of Cyrene (ca. 460{399 B.C.) taught Plato mathematics and was himself a pupil of Protagoras. Plato's dialogue Theaetetus tells that Theodorus was distinguished in the subjects of the quadrivium and also contains the following intriguing passage on irrational square-roots, quoted here from [12]: [Theodorus] was proving to us a certain thing about square roots, I mean of three square feet and of five square feet, namely that these roots are not commensurable in length with the foot-length, and he went on in this way, taking all the separate cases up to the root of 17 square feet, at which point, for some reason, he stopped. It was discussed already in antiquity why Theodorus stopped at seventeen and what his method of proof was. There are at least four fundamentally different theories|not including the suggestion of Hardy and Wright that Theodorus simply became tired!|cf. [11, 12, 16]. One of these theories is due to the German amateur mathematician J. -
Archimedean Spirals ∗
Archimedean Spirals ∗ An Archimedean Spiral is a curve defined by a polar equation of the form r = θa, with special names being given for certain values of a. For example if a = 1, so r = θ, then it is called Archimedes’ Spiral. Archimede’s Spiral For a = −1, so r = 1/θ, we get the reciprocal (or hyperbolic) spiral. Reciprocal Spiral ∗This file is from the 3D-XploreMath project. You can find it on the web by searching the name. 1 √ The case a = 1/2, so r = θ, is called the Fermat (or hyperbolic) spiral. Fermat’s Spiral √ While a = −1/2, or r = 1/ θ, it is called the Lituus. Lituus In 3D-XplorMath, you can change the parameter a by going to the menu Settings → Set Parameters, and change the value of aa. You can see an animation of Archimedean spirals where the exponent a varies gradually, from the menu Animate → Morph. 2 The reason that the parabolic spiral and the hyperbolic spiral are so named is that their equations in polar coordinates, rθ = 1 and r2 = θ, respectively resembles the equations for a hyperbola (xy = 1) and parabola (x2 = y) in rectangular coordinates. The hyperbolic spiral is also called reciprocal spiral because it is the inverse curve of Archimedes’ spiral, with inversion center at the origin. The inversion curve of any Archimedean spirals with respect to a circle as center is another Archimedean spiral, scaled by the square of the radius of the circle. This is easily seen as follows. If a point P in the plane has polar coordinates (r, θ), then under inversion in the circle of radius b centered at the origin, it gets mapped to the point P 0 with polar coordinates (b2/r, θ), so that points having polar coordinates (ta, θ) are mapped to points having polar coordinates (b2t−a, θ). -
The Logarithmic Spiral * the Parametric Equations for The
The Logarithmic Spiral * The parametric equations for the Logarithmic Spiral are: x(t) =aa exp(bb t) cos(t) · · · y(t) =aa exp(bb t) sin(t). · · · This spiral is connected with the complex exponential as follows: x(t) + i y(t) = aa exp((bb + i)t). The animation that is automatically displayed when you select Logarithmic Spiral from the Plane Curves menu shows the osculating circles of the spiral. Their midpoints draw another curve, the evolute of this spiral. These os- culating circles illustrate an interesting theorem, namely if the curvature is a monotone function along a segment of a plane curve, then the osculating circles are nested - because the distance of the midpoints of two osculating circles is (by definition) the length of a secant of the evolute while the difference of their radii is the arc length of the evolute between the two midpoints. (See page 31 of J.J. Stoker’s “Differential Geometry”, Wiley-Interscience, 1969). For the logarithmic spiral this implies that through every point of the plane minus the origin passes exactly one os- culating circle. Etienne´ Ghys pointed out that this leads * This file is from the 3D-XplorMath project. Please see: http://3D-XplorMath.org/ 1 to a surprise: The unit tangent vectors of the osculating circles define a vector field X on R2 0 – but this vec- tor field has more integral curves, i.e.\ {solution} curves of the ODE c0(t) = X(c(t)), than just the osculating circles, namely also the logarithmic spiral. How is this compatible with the uniqueness results of ODE solutions? Read words backwards for explanation: eht dleifrotcev si ton ztihcspiL gnola eht evruc. -
Chapter 1. Classical Greek Mathematics
Chapter 1. Classical Greek Mathematics Greek science and mathematics is distinguished from that of earlier cultures by its desire to know, in contrast to a need to make purely utilitarian advances or improvements. Greek geometry displays abstract and deductive elements which were largely lost during the Dark Ages, following the collapse of the Roman Empire, and only gradually recovered in the 16th and 17th centuries. It must be understood that many of the great discoveries in geometry were made about two and half thousand years ago. Given the difficulty of preserving fragile manuscripts, written on parchment or papyrus, over centuries when warfare could wipe out civilizations, it is not too surprising to find that we do not have many reliable records about the origin of Greek geometry or of its practitioners. We may count ourselves lucky that a few commentaries on Greek geometry, written in the fourth or fifth centuries of the present era, have survived to provide us with what details we have. Greeks from Ionia had settled in Asia Minor and there they had contact with two ancient civilizations, those of Babylon and Egypt. Although knowledge of science was elementary among the Babylonians and Egyptians, nonetheless they supplied the initial impetus that directed the Greeks towards the pursuit of systematic science. All authorities trace the beginnings of Greek geometry to Egypt. The rudimentary study of geometry in Egypt arose out of practical needs. Revenue was raised by taxation of landed prop- erty, and its assessment depended on the accurate fixing of the boundaries of fields in the possession of the landowners.