Angle sum formulae

April 3, 2009

Only a short post this week.  I am on holiday for a few days from tomorrow.  Yippee!

In playing with algebraic equations I found myself wanting the angle sum formulae:

\cos(\phi + \theta) = \cos(\phi)\cos(\theta) - \sin(\phi)\sin(\theta)

\sin(\phi + \theta) = \cos(\phi)\sin(\theta) + \sin(\phi)\cos(\theta)

Being a forgetful sort I could only remember sketchy details and in particular certainly could not remember which was round the equation for \cos goes.  So I decided to construct them for myself, and found they both come from the same elegant picture.  Maybe this is well known, but I do not remember ever proving these equations, so I do not know the standard proof.  Looking for geometric proofs I found several, going back all the way to Euclid, even the Wikipedia proof is geometric.  However:

[these] geometric arguments (while they lend themselves to spiffy pictures) tend to involve a certain amount of chicanery. One must find the proper “construction lines,” inscribe and circumscribe the correct circles and so forth. If one sees a geometric proof and, six months later, wishes to recover the result, remembering the necessary diagrams and manipulations can be quite the challenge.

Blake Stacey Science after Sunclipse

The other method (used by Blake in his post) is to step into analytic geometry and use Euler’s formula, however I feel that this construction is elegant and easily memorable, plus it does both formulas at once. 

The angles of the light brown and green triangles sum to give the angle of the dark brown triangle.  Adding similar green triangles (dark and light) to the light brown triangles gives the angle sum formulae.

The angles of the light brown and green triangles sum to give the angle of the dark brown triangle. Adding similar green triangles (dark and light) to the light brown triangles gives the angle sum formulae.

If we have a right angle triangle with hypotenuse of length 1, and angle \Phi then the adjacent side next to the angle is \cos(\phi) and the opposite side, away from the angle is \sin(\phi).  In the figure therefore let the green triangle have angle \phi and the light brown triangle have angle \theta.   Adding these two angles gives the angle for the dark brown triangle.  We want to find the two side lengths of this triangle.  To do this leave the light brown triangle fixed and stick two copies of the green triangle to its opposite and adjacent sides.  These are of different sizes but are similar to the green triangle, so they have the same angles.  In particular the dark green triangle is \cos(\theta) times the green and the light green is \sin(\theta) times the green.  We can now read off the formulae.  For example, the height of the dark brown triangle is the sum of the opposite side for the dark green and the adjacent for the light green.


Polymath

March 14, 2009

Finally a new mathematics post!.  

I have been holding out on commenting on the fascinating polymath project for a while, even though it touches on my central topics of maths and communication.  Now with its preliminary success feels like a good time to do so.  

Update 26/3/9: For those who want to know more about the problem Jason Dyer has a beautifully simple explanation up at the Number Warrior. This is exactly the sort of work that I find most exciting in the polymath project and heartily commend Jason.

A few months ago Tim Gowers put forward the challenge of whether massively collaborative mathematics was possible.  He also came up with a suitable problem and started it as a wiki.  As well as the wiki and articles on Gowers weblog progress was covered by various people including Terry Tao, Gil Kalai and Michael Nielsen.  

The actual work in proving this result seems not quite to have achieved the goal of massive collaboration.  In fact in this case:

the number [of contributors] settled down to a handful, all of whom I knew personally. 

Tim Gowers

So in this case the collaboration might be seen as an evolution of the small problem driven research meeting.  However even if this is all that it is, it is still a significant evolution. The web version has three key advantages.  Firstly it is open, so the group involved in the project is more self-selecting, allowing for a different collection of people than might be assembled for a meeting.  Secondly the web allows the research to take place as part of ordinary life.  This leads to the third benefit that the process can take place at a more natural speed with time to digest the ideas.   

The more open grouping of individuals leads to the problem that many mathematical questions can be asked in more than one language.  The polymath collaboration provides a solution to this.  An important part of the effort can be in translating between areas:

To give one example, Randall McCutcheon made some very useful comments, but they were in the language of ergodic theory, which I understand only in a very limited way. But Terence Tao is a master at translating concepts back and forth between combinatorics and ergodic theory, so I was able to benefit from Randall’s contributions indirectly.

Tim Gowers

I would now like to take a little time out to rant.  Perhaps one of the reasons that more people did not get involved in the project (and those that did were established enough to be recognised by Tim Gowers) is that the pressure on mathematicians, especially at the start of their careers, is to prove their own results.  This is a different statement of the classic problem of paper numbers.  Lets face it, it is far easier to get a new result published than a simplification of a far more significant result.  One consequence of this is that many important results are only studied in detail if there is a feeling that they can be used to attack a new problem.  Something related to this is the process of unnecessary generalisation, creating a result that seems new yet deals with no new interesting cases.   This emphasis decreases the overall understanding of mathematics in order to produce many marginal results.

As a personal example, my work studying aperiodic order naturally considers aperiodic sets of tiles.  These are sets of shapes that can tile the plane but do not admit any periodic tilings.  The most significant result in this area is that all substitution tilings can generate sets of aperiodic tilings.  This is a beautiful and significant result to me, yet it was only last autumn that I was able to find the time (between two weeks and a month) that I needed to really get to grips with the proof.  (The general case was proved by Chaim Goodman-Strauss).  However this understanding is not directly relevant to anything that I am currently turning into a paper, and thus of little benefit to my CV.

So we are faced with a situation where new results are granted more significance than understanding.  This is a tragedy as for mathematics clear exposition has made far more impact than deep results.  As a first example consider the beautiful language of arithmetic that we all take for granted: the arabic numerals.  Imagine having to do multiplication, even addition in Roman numerals, and it is not hard to see the massive leap forward that these provide.  Yet for hundreds of years that is what people did, so our current system is far from trivial or obvious.  In fact Leonardo of Pisa had to do a lot of work and lobbying to change the system (he is better know for the number sequence that uses his other name: Fibonacci).  

Another example of the importance of language comes from the famous dispute over calculus.  Whatever the actual chain of events that lead to the discovery, Liebnitz clearly trumps Newton in one regard.  He had a better notation.  In fact in can be argued that the insistence on Newton’s notation severly damaged British mathematics for hundreds of years (but that would need more in-depth study).  

The aspect of communication and language is addressed in Gower’s write up of the project:

 next time I think we may have to have some policy such as writing up all useful insights on the corresponding wiki before we allow ourselves a new comment thread, so that anybody who wants to join the discussion can read about the progress in a condensed and organized form.

Tim Gowers

My plea is that this idea be emphasised, and that writing up the results should be consider not just something to facilitate the smooth running of the project, but as one of the goals.  This could in fact increase the idea of a massive collaboration as many more people are capable of finding a better interpretation of an idea of Tao or Gowers than actually creating ideas.  Yet clearer explanations can be of benefit to all, even the giants themselves.  This is certainly something that seems to comes naturally to such projects as:

Better still, it looks very much as though the argument here will generalize straightforwardly to give the full density Hales-Jewett theorem…Better even than that, it seems that the resulting proof will be the simplest known proof of Szemerédi’s theorem. 

Tim Gowers


The search for the truth can never stop.

December 27, 2008

This is a first obituary (of a sort) for these writings.  I do not think I would have predicted that this would be a playwright, not a mathematician.  This might seem a little off topic, although I guess it does fit into communication and art, however do not worry I will get on my soapbox and twist things round to my view on the world before the article is finished.  

First however let me say farewell and give thanks for the life of Harold Pinter.  

In 2005 Pinter was awarded the Nobel Prize.  In his acceptance speech he deals directly with an idea that to me is central to the quest both for science and art.  The impossible hunt for truth.  Unsurprisingly his words on the subject are far deeper and full of insight than mine could be, so I really suggest you drop this and read them instead.  

I do want to add something small to what he says, mainly to point out how  close his words, written about drama, sum up how I feel about doing mathematics and I believe sum up something that links many areas of intellectual enquiry.  However it is hard to start paraphrasing something that is already taught with meaning, so I hope you will forgive a long quote.

In 1958 I wrote the following:

‘There are no hard distinctions between what is real and what is unreal, nor between what is true and what is false. A thing is not necessarily either true or false; it can be both true and false.’

I believe that these assertions still make sense and do still apply to the exploration of reality through art. So as a writer I stand by them but as a citizen I cannot. As a citizen I must ask: What is true? What is false?

Truth in drama is forever elusive. You never quite find it but the search for it is compulsive. The search is clearly what drives the endeavour. The search is your task. More often than not you stumble upon the truth in the dark, colliding with it or just glimpsing an image or a shape which seems to correspond to the truth, often without realising that you have done so. But the real truth is that there never is any such thing as one truth to be found in dramatic art. There are many. These truths challenge each other, recoil from each other, reflect each other, ignore each other, tease each other, are blind to each other. Sometimes you feel you have the truth of a moment in your hand, then it slips through your fingers and is lost.

and a more succinct one:

But as I have said, the search for the truth can never stop. It cannot be adjourned, it cannot be postponed. It has to be faced, right there, on the spot.

Of course the quest for truth in mathematics is subtly different to this.  Mathematics has a sense of a definition of truth and the idea of proof.  These are not necessarily quite as absolute as we like to think, but at least there is method of arguing and convincing beyond simple opinion.  However as soon as one tries to use mathematics to model the world the multiplicity of models possible feels to me very close to the shadowy truth described above.

Having discussed truth in the abstract Pinter discusses the difference between the world of art which relishes in uncertainty and the world of politics, where we do need to accept facts.  In particular he vigourously attacks the politicians who are more interested in power than politics and the world that lets them pervert language to there own ends and gives little come back when their assurances are proved false.  

Language is actually employed to keep thought at bay. The words ‘the American people’ provide a truly voluptuous cushion of reassurance. You don’t need to think. Just lie back on the cushion. The cushion may be suffocating your intelligence and your critical faculties but it’s very comfortable.

Mathematics like language can be perverted and used to mask as well as reveal.  The world needs those who value truth from mathematical truth through scientific truth and the murkier truth in current affairs to the personal ephemeral truth of art.  We must stand up and take our responsibility, to question, hold to account and help build something better.


Mathematics, Computers and Zeilberger

October 25, 2008

This piece is a ramble through a collection of thoughts linked to and influenced by the opinions of Doron Zeilberger. It starts with the uncertainty of proof and discusses the importance of computers before concluding with the future of mathematics in the large but finite.

I am never sure how many mathematicians feel this, but I often doubt my own proofs. I find myself certain of some fact, with a chain of reasoning to support it, that, at a later date, fails on some small detail. Only when all the details are worked out do I start to feel a sense of comfort, but even then I fear something will leap out at me and the ideas I thought were quite brilliant fall apart completely.

I therefore always take comfort from Zeilberger’s opinions. He discusses this problem, and actually takes it further:

Mathematics is arguably the most certain body of knowledge, but of course, nothing is certain in this world, and it is a distinct possibility that the Pythagorean Theorem, and even 2+2=4, are wrong, and it just so happened that Nature and/or God programmed the human mind so that it will overlook the gaps in their alleged proofs. Complete certainty (even of death and taxes, and certainly of mathematical facts) is an unreachable ideal, but one can at least try to improve the reliability…

Opinion 91

However he also provides a potential solution:

…we need computers. Computers abhor ambiguity, and trying to teach computers mathematics is also good for us humans, since it forces us to discover hidden ambiguities and resolve them.

Opinion 85

I agree with this entirely. It is so much easier to check if I understand something if I can pull out mathematica or python and actually program it. If my understanding is gibberish I will not see what I expect, but get gibberish back from the computer. It is therefore easy to check if something has failed. Furthemore, I can follow through what happened, and find where it failed (assuming it was not a bug in the code) and thus identify where my intuition was wrong. On the other hand if the output of the code agrees with my expectation, I know that something has gone right. I can now take this further, instead of slowly working through examples for a conjecture by hand I can immediately check them. I even learn mathematics better this way. I probably learnt more about Hyperbolic geometry in constructing the image below than in all the lectures I have attended on the subject (though maybe not in discussions).

A tiling of the hyperbolic plane with 7 equilateral triangles round each point.

A tiling of the hyperbolic plane with 7 equilateral triangles round each point.

To me, therefore, there is an obvious, strong case for using computers for both research and teaching, and encouraging all mathematicians and mathematics students to use SAGE or Mathematica (even though I use it, I do feel that it is a little too expensive). However one can take things further. Maybe computers are not just useful, but essential to the future of mathematics, returning to Zeilberger:

According to this criterion [level of abstraction], most of human mathematics is completely useless. It was developed by humans for human consumption. In order for humans to understand it, it had to proceed in tiny steps, each comprehensible to a human. But if we take the “mesh size” of each step, dA, to be larger, one can do potentially much bigger and better things, and the computer’s dA is much larger, so we can (potentially) reach a mountain-top much faster, and conquer new mountain-tops where no humans will ever tread with their naked brains.

Opinion 72

To me this vision of mathematics is particularly exciting. Mathematics started by studying the behaviour of the small; low numbers and simple equations. The next step was a mathematics of infinity, resting on the observation that in many cases infinity could be used to approximate large numbers, and the continuum to approximate large collections of small things. The problem is that this only holds in “many cases”, it is not true in general. In fact in the growing quantitative study of biology and sociology, made possible by DNA sequences and the data in the internet, it regularly does not hold. We therefore require a mathematics of the large but finite. Computers, with mathematician trainers, provide a way of achieving this. It should be an exciting adventure, after all we have much to learn even in the simplest cases, to quote Tim Gowers:

…there is more to say about the whole question of multiplying large number than you might think…

Joint LMS/Gresham College lecture


Follow

Get every new post delivered to your Inbox.

Join 213 other followers