Earlier quoted context omitted.
As the math teacher at the first year of university once said: "i know two things: [cos(x)]^2 + [sin(x)]^2 = 1 i*i = -1 but can re-derive all the rest"
Well, as far as I know, cosinus and sinus have relatively little to do with exponential and imaginary numbers, just like imaginary numbers have intrinsically little to do with the 2D plane. I just think of it as a convenient notation since those obey similar composition rules (that probably stem from their odd and even-ness, and taylor series decomposition from there). So you need at least that one, since it is by co…
Obsolete trig functions and why we don't use them anymore (2013)
111–120 of 144 posts
Re: Obsolete trig functions and why we don't use them anymore (2013)
#112Let me teach you a secret: You don't need to memorize any trig identities, you just need to know Euler's formula and one or two more facts: exp(ix) = cos(x) + i*sin(x) [cos(x)]^2 + [sin(x)]^2 = 1 i*i = -1 That is, the complex number exp(ix), which lies on the unit circle in the complex plane, has real component cos(x) and imaginary component sin(x). Consequently, the line from 0 to exp(ix) in the complex plane makes…
Incidentally, we can derive [cos(x)]^2 + [sin(x)]^2 = 1 from the fact that cos and i * sin are even and odd components of exponentiation with some base, like so: 1 = exp(ix) * exp(-ix) = (cos(x) + i * sin(x)) * (cos(x) - i * sin(x)) = [cos(x)]^2 + [sin(x)]^2.
Re: Obsolete trig functions and why we don't use them anymore (2013)
#113Earlier quoted context omitted.
As the math teacher at the first year of university once said: "i know two things: [cos(x)]^2 + [sin(x)]^2 = 1 i*i = -1 but can re-derive all the rest"
Well, as far as I know, cosinus and sinus have relatively little to do with exponential and imaginary numbers, just like imaginary numbers have intrinsically little to do with the 2D plane. I just think of it as a convenient notation since those obey similar composition rules (that probably stem from their odd and even-ness, and taylor series decomposition from there). So you need at least that one, since it is by co…
I think if you've read the cognitive science POV on this (I think I read Lakoff's books first), it helps rederive that. Keep in mind that Euler's notation is just notion (I also recommend visual complex analysis). It's better from a cognitive neuroscience to pretend to be Euler himself and invent it yourself (literally embody his cognitive process). It's just concept blending between stuff you already know and stuff you didn't know you know but hadn't put a link or thought to denote a name, but are quite natural things if you want to develop the intuition for understand complexity.
From a computer engineering point of view, often a Fourier series expansion of an arbitrary periodic time signal. Like a sinc function. Usually in analog signal processing, it depends on approximation and either quadratic forms or hyperbolic transcendral forms are useful, and knowing in what dimension a "perfect" computational equivalent exists as function of a complex conjugate. Going back in time, this seems to be why the Shannon-Nyquist rate was incessantly in people's heads for about 30 years. It let us to the digital and discrete switchover in the '90s. It just caused a shift from the telecom companies, what "content" was worth, then a boom then bust, then boom cycle for the new internet companies. I think these days, with the advent of huge corpus of text and higher order content (whether it be source code, neural nets, etc) mined from the internet available for free, I think with all of the global issues taking place right now that probably require transnational mutually assured prevention of tragedy of the commons situations, but it seems like it needs much more interdisciplinary blurring of people's fields.
Now, if you think about where you need to actively design controllers (traditionally this was the realm of control theory) - think about non-linear dynamics and modern robotics, actually it doesn't even needed to be robotics, it can be any cyber-physical system, which is /all systems/ in general, this is why data flow architectures are being shifted towards rather than classical control flow architectures in a computer science/computer engineering POV. You will have to develop the intuition of stopping time, etc. There are "deeper" intuitions involved with combinatorics and natural numbers, this is probably the nexus of computer, neuroscience, medicine, physics, philosophy, linguistics, math, logic, science, engineering, etc. Actually, you can disregard numbers (but still appreciate use number theory, I think it's best to realize you're basically sharing some cross cultural understanding), while still doing arithmetic. Sometimes this is very useful for physical (real) systems where you have to make computation tradeoffs between mathematical physics, stability, natural language, etc.
If you have a deeper understanding, from my limited understanding of the biosciences, all of these are relatively translatable between mtRNA/RNA scales (where we understand the chicken/egg problem as simply codons, but proteins in effect are "simulating" what we call heat transference problems/radiative transfer problems. But a lot of genomic data isn't decoded yet.
Re: Obsolete trig functions and why we don't use them anymore (2013)
#114Earlier quoted context omitted.
The trouble is that it is rare that trig identities are used for simplifying computations. Most often they are used for simplifying expressions . For that purpose it's not a matter of deducing what they are, but recognizing them in the expression, and spotting the opportunity to use the identity on the path to eliminating terms. For that purpose one needs to have them memorized in order to spot the opportunity -on th…
I generally just know that any trig formula can be converted to quite a few different other ones visa trig identities. Whether a certain expression is more or less complex than another is a matter of perspective and context. If I'm stuck with a trig function I don't know what to do with, I just look on Wikipedia for a trig identity and don't worry about derivations or memorization. This trick is good for exam setting…
Re: Obsolete trig functions and why we don't use them anymore (2013)
#115Fun book I read earlier this year, which steps you through the history of trigonometry applied to navigation: "Heavenly Mathematics; the forgotten art of spherical trigonometry." https://www.researchgate.net/publication/276103942_REVIEW_of...
O.G. Artillery measurement and spherical navigation can be revised in that book, while spherical trig. can be practiced in the 1954 edition Schaum's Plane and Spherical Trigonometry. Good stuff.
Re: Obsolete trig functions and why we don't use them anymore (2013)
#116Earlier quoted context omitted.
This is funny because when I was in school being taught navigation, we were told that celestial navigation would basically tell you where you were half an hour ago, because doing all the math with trig tables and a slide rule or log tables (forced to learn how to do it without electronic calculators), it would take about 30 minutes to reduce a star sight to a position on Earth surface. So now we use that algorithm an…
Is that really true? Maybe it takes 30 min to calculate from first principles, but I'd expect you could have a book of tables that tells you with just one or two lookups.
Re: Obsolete trig functions and why we don't use them anymore (2013)
#117Screw you SA for blasting an ad at my sleeping family at 7 am
Re: Obsolete trig functions and why we don't use them anymore (2013)
#118Re: Obsolete trig functions and why we don't use them anymore (2013)
#119Earlier quoted context omitted.
> given the choice in examinations between log-tables, slide-rule, or calculator, we all made the same choice Students would benefit greatly if given a slide rule instead of an electronic calculator for their exams. The former is an effective teacher which viscerally reveals crucial insights, while the latter is pedagogically almost useless; using an electronic calculator to solve problems consists of nothing beyond…
This seems to imagine that the only thing being taught/worth teaching on the mathematics curriculum is number sense. Firstly, that's not the case. If you want students to answer a problem with any practical application (e.g. money/finance, statistics), or more complex problems where the point is to follow the logic, being able to use the calculator in your pocket is great. A perfectly reasonable assigned problem migh…
I wish I had learned times tables properly as a kid though. I struggle with things like 6*7 on a near daily basis for my work and general life. Not really for number sense but for not having to shift my attention to a basic math problem while I'm working on something else.
Re: Obsolete trig functions and why we don't use them anymore (2013)
#120Earlier quoted context omitted.
> given the choice in examinations between log-tables, slide-rule, or calculator, we all made the same choice Students would benefit greatly if given a slide rule instead of an electronic calculator for their exams. The former is an effective teacher which viscerally reveals crucial insights, while the latter is pedagogically almost useless; using an electronic calculator to solve problems consists of nothing beyond…
This seems to imagine that the only thing being taught/worth teaching on the mathematics curriculum is number sense. Firstly, that's not the case. If you want students to answer a problem with any practical application (e.g. money/finance, statistics), or more complex problems where the point is to follow the logic, being able to use the calculator in your pocket is great. A perfectly reasonable assigned problem migh…
> This seems to imagine that the only thing being taught/worth teaching on the mathematics curriculum is number sense
First of all, number sense is extremely important. Probably the most important thing taught in primary/secondary math courses. But it is certainly not the only important thing.
Students can learn to use an electronic calculator in very little time. A person of average intelligence who understands the relevant math should be able to learn to use their calculator pretty much independently, and become fluent at it with a tiny bit of practice over a short time. There are very quickly diminishing returns to teaching “calculator skills”, because those are extremely shallow.
> And secondly, number sense is easier to teach without depending on particular algorithms.
I really have no idea which ‘particular algorithms’ you are talking about. Have you ever used a slide rule? It is a very flexible general-purpose tool.
> This is the same complaint as people grumbling about "common core" math, or saying we should go back to the basics of just rote learning times tables and long division.
No, it is precisely the opposite recommendation to those.
> A perfectly reasonable assigned problem might be: add the 7.1% sales tax to this ticket price, do you have enough cash?
This is a reasonable problem to teach students about for like 1 week at age ~10. If they learn how to do it using pen and paper, or a soroban, or mental arithmetic, or a slide rule, or a pile of loose pebbles, they’ll have no trouble accomplishing the same with a calculator. It is not a reasonable problem to spend 5 more years on. We are talking about exams for 15-year-olds.