# HOME

• ## Trigonometry

Trigonometry is a branch of mathematics that focuses on the relationships between the angles and sides of triangles. It’s a fundamental field of mathematics that has applications in various scientific, engineering, and practical contexts, including physics, engineering, astronomy, and more. Trigonometry is particularly useful for solving problems involving angles, distances, and the relationships between different parts of a triangle.

Some of the basic concepts in trigonometry are:

1. Basic Trigonometric Functions: Trigonometry involves six primary trigonometric functions:
• Sine (sin): The sine of an angle in a right triangle is the ratio of the length of the side opposite the angle to the length of the hypotenuse (the longest side).
• Cosine (cos): The cosine of an angle in a right triangle is the ratio of the length of the side adjacent to the angle to the length of the hypotenuse.
• Tangent (tan): The tangent of an angle in a right triangle is the ratio of the length of the side opposite the angle to the length of the side adjacent to the angle.
• Cosecant (csc), Secant (sec), and Cotangent (cot): These are the reciprocals of sine, cosine, and tangent, respectively.
2. Unit Circle: The unit circle is a circle with a radius of 1 unit centered at the origin of a coordinate plane. It’s used to define the trigonometric functions for any angle, not just those within a right triangle. The coordinates of points on the unit circle correspond to the values of sine and cosine for various angles.
3. Trigonometric Identities: Trigonometric identities are equations involving trigonometric functions that hold true for all angles. These identities are used to simplify expressions, solve equations, and establish relationships between different trigonometric functions.
4. Trigonometric Equations: Trigonometric equations involve trigonometric functions and angles. Solving these equations often requires applying trigonometric identities and algebraic techniques.
5. Inverse Trigonometric Functions: Inverse trigonometric functions (e.g., arcsin, arccos, arctan) provide a way to find an angle given the ratio of sides. They essentially “undo” the effects of trigonometric functions (sin-1x, cos-1x, cot-1 x, tan-1 x, cosec-1 x, and sec-1 x).
6. Applications: Trigonometry is widely used in various fields. For instance, it’s used in geometry to calculate distances and angles in triangles and polygons. In physics, it’s applied to describe oscillations, waves, and rotational motion. Engineers use trigonometry for designing structures, analyzing circuits, and more.

The roots of trigonometry can be traced back to ancient civilizations, where the need to measure angles and distances played a crucial role.

1. Ancient Mesopotamia: The earliest known trigonometric tables, dating back to around 1900 BC, were found in Mesopotamia. These tables contained values of trigonometric ratios for specific angles and were used for practical purposes like surveying.
2. Ancient Greece: Greek mathematicians, such as Hipparchus and Ptolemy, made significant contributions to trigonometry. Hipparchus, known as the “father of trigonometry,” created a table of chords, a precursor to modern trigonometric functions.
3. Indian Mathematics: Indian mathematicians, particularly Aryabhata and Brahmagupta, developed their own trigonometric methods. They introduced concepts like sine and cosine and used them to solve problems in astronomy and mathematics.
4. Islamic Golden Age: During the Islamic Golden Age, scholars like Al-Khwarizmi and Al-Battani made substantial advancements in trigonometry, developing the concept of sine as it is known today.

Trigonometry has also been essential for navigation throughout history. Sailors and explorers used trigonometric principles to determine their positions at sea, contributing to the Age of Exploration. It is at the heart of music theory as well. The properties of sine and cosine waves are crucial for understanding musical tones and harmonics. And there is of course the space exploration. It helps calculate spacecraft trajectories, angles of satellite dishes, and even the positions of celestial objects.

It bridges the gap between theory and practice and it is a subject worth exploring to gain clear understanding how profound its impact is on every day life.

• ## Understanding Merism

Language is a remarkable tool that allows us to express our thoughts, emotions, and ideas. Within the vast realm of language, there are numerous figures of speech and rhetorical devices that add depth and nuance to our communication. One such device is “merism.”

Merism, derived from the Greek word “merismos,” means dividing or parting. In linguistics and rhetoric, merism is a figure of speech that involves the use of two contrasting or opposite words to encompass an entire concept, idea, or the entirety of something. It is a way of describing the whole by referring to its individual parts or components.

Merism can be found in various languages and is often used to emphasize comprehensiveness and inclusivity.

Here are some common examples:

1. “Lock, stock, and barrel”: This phrase is used to describe the entirety of something, often a situation or possession. It originally referred to the components of a musket: the lock mechanism, the stock (wooden handle), and the barrel.
2. “High and low”: When searching high and low for something, you’re emphasizing that you’ve searched everywhere, from the highest places to the lowest.
3. “Young and old”: When addressing an audience, saying “young and old” includes everyone, regardless of age.
4. “Far and wide”: When you search far and wide for an opportunity or information, it means you’ve looked everywhere, covering a wide range.

Merism is a powerful linguistic tool for several reasons:

1. Inclusivity: It helps ensure that no one is left out or overlooked. When you use merism, you convey the idea that you are considering all possible aspects or elements.
2. Emphasis: Merism emphasizes the comprehensiveness or thoroughness of a statement. It can underscore the speaker’s commitment to covering all bases.
3. Clarity: Merism can make your message more vivid and easily understood. By mentioning contrasting elements, you provide a clearer picture of what you mean.

In the vast tapestry of language, merism stands as a testament to our capacity for creative and nuanced expression. It allows us to encompass the whole by acknowledging its individual parts, making our communication richer, more inclusive, and more evocative.

• ## 3D shapes- Cube

Let’s explore the Cubic Wonder…

In the fascinating realm of geometry, 3D shapes hold a special place, and one of the most iconic among them is the cube. With its perfectly symmetrical sides and sharp edges, the cube has intrigued mathematicians, scientists, and artists for centuries.

The cube has a rich history that spans thousands of years. It is one of the five Platonic solids, which were studied extensively by the ancient Greeks. The Greek philosopher Plato is credited with the discovery and classification of these solids, and the cube is a prime example of his work.

Plato believed that these five solids represented the fundamental building blocks of the universe. The cube, with its equal sides and angles, symbolized stability and Earth. Its mathematical significance and aesthetic appeal made it a subject of study not only in philosophy but also in mathematics and art.

A cube is a three-dimensional geometric shape characterized by several key properties:

1. Six Equal Faces: A cube has six congruent (equal) square faces. These faces are perfectly flat and meet at right angles.
2. Eight Vertices: The cube has eight vertices, where three edges meet. These vertices are also known as corners.
3. Twelve Edges: It boasts twelve straight edges that connect the vertices. Each edge has equal length.
4. Symmetry: The cube exhibits a high degree of symmetry, as it can be rotated in various ways without changing its overall appearance. There are 24 different rotational symmetries of a cube.
5. Volume (V): The volume of a cube is given by V = s3, where ‘s’ is the length of one side of the cube. This formula tells us how much space the cube occupies.
6. Surface Area (A): The surface area of a cube is calculated as A = 6s2. It represents the total area of all six faces.
7. Diagonal (d): The diagonal of a cube connecting two opposite vertices can be found using the formula d = √(3s2).
8. Inscribed Sphere: The largest sphere that can fit inside a cube has a radius equal to half the length of a side of the cube, i.e., r = s/2.
9. Circumscribed Sphere: The smallest sphere that can enclose a cube has a radius equal to the distance from the center of the cube to a vertex, which is r = s√3/2.

• ## Allophones

Allophones are variations of a phoneme, which is a distinct unit of sound in a language, that do not change the meaning of a word when they are used interchangeably. Allophones are an important concept in phonetics and phonology, as they help linguists understand how speech sounds can vary in different contexts and accents without altering the overall meaning of words.

Here are some key points to remember about allophones:

1. Complementary Distribution: Allophones often occur in complementary distribution, meaning they appear in specific phonetic contexts. In other words, they tend to occur in different linguistic environments. For example, in many English dialects, the “flap” /ɾ/ sound in words like “water” and the “stop” /t/ sound in words like “better” are allophones of the same underlying phoneme /t/. The flap sound typically occurs when /t/ is between vowels or is in the middle of a word, while the stop sound occurs at the beginning or end of a word.
2. Free Variation: In some cases, allophones can also be in free variation, meaning they can be used interchangeably without affecting meaning. For example, in some accents of English, the /r/ sound at the end of words like “car” can be pronounced as a distinct /r/ sound or simply as a lengthened vowel sound, as in “caah.” This variation does not change the word’s meaning.
3. Phonetic Realizations: Allophones are specific phonetic realizations of a phoneme. They represent how a phoneme is pronounced in particular linguistic or phonetic contexts. The choice of which allophone to use may depend on factors like neighbouring sounds, speech rate, or dialectal variations.
4. Neutralization: In some cases, allophones of different phonemes in one dialect may be neutralized, meaning they are treated as the same sound in another dialect. For example, in some British accents, the /r/ sound at the end of words like “car” is pronounced, while in many American accents, it is not. In this case, the distinction is neutralized in some dialects.
5. Phonemic vs. Allophonic Transcription: When linguists transcribe spoken language, they often use phonemic transcription to represent underlying phonemes and allophonic transcription to represent specific allophones. For example, the word “better” may be phonemically transcribed as /ˈbɛtər/ (with /t/ representing the underlying phoneme), while its allophonic transcription might be [ˈbɛɾə] (with [ɾ] representing the flap allophone).

So, allophones are variant pronunciations of a phoneme that occur in specific linguistic contexts or accents without changing the meaning of words. They help linguists analyse the intricate ways in which speech sounds are produced and perceived in different languages and dialects.

• ## 3D shapes – Polyhedron

A polyhedron is a three-dimensional shape made up of flat surfaces, straight lines, and points where these lines meet. Polyhedra (plural) are a fundamental concept in geometry and can take many different forms and sizes.

Here are some key characteristics and concepts related to polyhedra:

1. Faces: Polyhedra have flat, two-dimensional surfaces called faces. These faces are typically polygons, which are closed shapes with straight sides. The most common polygons for faces in polyhedra are triangles, quadrilaterals (like squares and rectangles), pentagons, and so on.
2. Edges: The edges of a polyhedron are the straight line segments where two faces meet. Each edge has two endpoints, which are vertices.
3. Vertices: Vertices (singular: vertex) are the points where three or more edges meet. Polyhedra can have any number of vertices, but they must have at least three.
4. Types of Polyhedra: There are different types of polyhedra based on their characteristics:
• Convex Polyhedra: All the faces of the polyhedron curve away from the interior, and any line segment connecting two points inside the polyhedron lies entirely within it.
• Concave Polyhedra: These have at least one face where some part of the face curves inward, making it non-convex.
• Regular Polyhedra (Platonic Solids): These are highly symmetric convex polyhedra with identical regular polygons as faces, and the same number of faces meet at each vertex. Examples include the tetrahedron, cube, octahedron, dodecahedron, and icosahedron.
5. Euler’s Formula: Euler’s formula relates the number of faces (F), edges (E), and vertices (V) of a polyhedron: F + V = E + 2. This formula holds true for many polyhedra and is a fundamental result in the study of these shapes.
6. Practical Applications: Polyhedra are used in various real-world applications, including architecture (building designs), crystallography (study of crystal structures), computer graphics (to model 3D objects), and even in puzzles and games (like dice).

Some common examples of polyhedra include the cube, pyramid, prism, and various irregular shapes. Understanding polyhedra and their properties is important in geometry, as they serve as building blocks for more complex 3D shapes and are widely used in mathematics and various scientific and engineering fields.

• ## 3D shapes – intro

Three-dimensional shapes, also known as 3D shapes, are objects that have length, width, and height. They are solid objects that occupy space and can be seen from different angles. Here are some common three-dimensional shapes:

1. Cube: A cube is a six-sided object where each face is a square. All the sides of a cube are of equal length.
2. Sphere: A sphere is a round object that has no corners or edges. All points on the surface of a sphere are the same distance from its center.
3. Cylinder: A cylinder is a three-dimensional shape with a circular base and straight sides. A soda can is an example of a cylinder.
4. Cone: A cone is a three-dimensional shape with a circular base that narrows to a point at the top. A traffic cone is an example of a cone.
5. Rectangular Prism: A rectangular prism is a six-sided object where each face is a rectangle. All the sides of a rectangular prism are of equal length.
6. Pyramid: A pyramid is a three-dimensional shape with a polygonal base and triangular sides that meet at a point at the top.

These are just a few examples of three-dimensional shapes. There are many other shapes such as torus, ellipsoid, frustum, etc.

• ## Mathematical symbol – exponent

Exponents in mathematics are a way to express repeated multiplication. The exponent, often written as a superscript number, tells you how many times a base number should be multiplied by itself. For example, in the expression “23,” 2 is the base, and 3 is the exponent. It means you should multiply 2 by itself three times: 2 x 2 x 2, which equals 8.

History of the Development of Exponents:

1. Ancient Roots: The concept of exponents can be traced back to ancient civilizations. The ancient Egyptians, for instance, used a hieratic script to represent powers of 10. This system allowed them to perform calculations involving large numbers efficiently.
2. Greeks and Geometric Progressions: Ancient Greek mathematicians, particularly Pythagoras and Euclid, explored properties of numbers and geometric progressions. They used verbal descriptions of repeated multiplication but didn’t have a formal notation for exponents as we do today.
3. Brahmagupta’s Work: In the 7th century, the Indian mathematician Brahmagupta made significant contributions to the development of exponent notation. He introduced a system for solving equations involving zero and negative numbers and provided rules for arithmetic operations with these numbers.
4. Arabic Numerals: The widespread use of Arabic numerals in the medieval Islamic world greatly facilitated the development of exponent notation. These numerals made it easier to write down mathematical expressions and calculations, including powers and roots.
5. Renaissance Europe: The modern notation for exponents as we know it today began to emerge during the European Renaissance. The Italian mathematician Niccolò Fontana Tartaglia is often credited with introducing the exponent notation in his work published in the 16th century.
6. Descartes and Notation Standardization: René Descartes, a French mathematician and philosopher, played a significant role in the standardization of mathematical notation, including exponents, in the 17th century. His work, “La Géométrie,” introduced the modern notation for exponents.

Since then, exponent notation has become an integral part of mathematics and is used extensively in various fields, including algebra, calculus, physics, and engineering. It allows mathematicians and scientists to express complex mathematical ideas concisely and work with very large and very small numbers efficiently.

• ## Mathematical symbols – square root

The square symbol (√) in mathematics represents the square root of a number. The square root of a number is a value that, when multiplied by itself, gives the original number. For example, the square root of 25 (√25) is 5 because 5 multiplied by itself equals 25.

History of the Square Root Symbol:

1. Ancient Origins: The concept of square roots has been known since ancient times. Ancient civilizations, such as the Babylonians and Egyptians, had methods for approximating square roots, but they didn’t use a specific symbol for it.
2. Greek Mathematics: In ancient Greece, mathematicians like Pythagoras and Euclid explored the properties of numbers and geometry. They were aware of square roots, but they didn’t use a symbol for them. Instead, they expressed square roots verbally or geometrically.
3. Renaissance and the Symbol (√): The modern notation for the square root, including the use of the symbol (√), began to emerge during the European Renaissance in the 16th century. The symbol (√) is believed to have been introduced by the Italian mathematician Niccolò Fontana Tartaglia in his work “General Trattato di Numeri et Misure” published in 1556. The symbol (√) is thought to be a simplification of the Latin word “radix,” meaning “root.”
4. Further Development: During the 17th and 18th centuries, mathematicians like René Descartes and Leonhard Euler refined the notation for square roots and other mathematical symbols, helping to establish a standardized mathematical notation.

Today, the square root symbol (√) is a fundamental part of mathematical notation and is widely used in various branches of mathematics and science. It represents an essential concept for solving equations, working with geometric figures, and understanding the relationships between numbers.

• ## Abstract algebra

Abstract algebra is a branch of mathematics that studies algebraic structures and their properties without getting bogged down in specific numbers or calculations. It’s like looking at the rules of the game without actually playing it. It explores sets of numbers with special rules, such as groups, rings, and fields. These rules help us understand how different mathematical structures behave. It’s used in many fields like geometry, physics, and computer science to solve a wide range of problems.

Abstract algebra deals with various algebraic structures, and the most common structures, as previously mentioned, are:

• Groups: These are like mathematical teams with an operation (usually addition or multiplication). The key is that every element in the group has an inverse, so you can “undo” operations.
• Rings: Think of rings as groups with an extra operation (usually multiplication). Rings have both addition and multiplication and follow some specific rules.
• Fields: Fields are like supercharged rings because they have two operations (addition and multiplication) and more strict rules. They’re the foundation of algebra and are used in various areas of math and science.

Here are some examples:

1. Integers (with addition): The set of all whole numbers (positive, negative, and zero) forms a group under addition. For every integer, there’s another integer (its negative) that, when added, results in zero.
2. Real Numbers (with addition and multiplication): The real numbers are a field. You can add, subtract, multiply, and divide real numbers while following all the usual rules.
3. Polynomials (with addition and multiplication): Polynomials form a ring. You can add, subtract, and multiply polynomials but can’t always divide them.

Abstract algebra has its roots in the 19th century, although algebraic ideas date back much earlier. Mathematicians like Évariste Galois, Augustin-Louis Cauchy, and Arthur Cayley made significant contributions to its development. They were interested in understanding mathematical structures more broadly, beyond just numbers.

• ## Delexical verbs

Delexical verbs, also known as “light verbs” or “empty verbs,” are verbs that carry relatively little meaning on their own and are often used in conjunction with nouns or noun phrases to create specific verb-noun combinations. These combinations convey a more precise or nuanced meaning than the verb or noun would convey individually. In essence, delexical verbs are used to structure and frame the action described by the noun, rather than providing a significant amount of semantic content themselves.

The concept of delexical verbs is closely related to the idea of “collocations,” which are words that frequently appear together in a natural language and have established patterns of usage.

Examples of delexical verbs in English include:

1. Make: “Make breakfast,” “make a decision,” “make an effort.” In these examples, the verb “make” is used to indicate the act of creating, performing, or initiating the action described by the following noun.
2. Take: “Take a shower,” “take a walk,” “take a photo.” The verb “take” is often used to express the act of performing an action related to the noun that follows.
3. Have: “Have a conversation,” “have a party,” “have a look.” The verb “have” is used to indicate experiencing or participating in the activity described by the noun.
4. Do: “Do your homework,” “do the dishes,” “do a favor.” The verb “do” is often used to indicate performing a task or an action that is not explicitly described by the noun.
5. Give: “Give a presentation,” “give advice,” “give a gift.” The verb “give” is used to indicate the act of providing or presenting something described by the noun.
6. Go: “Go for a walk,” “going dancing,” “gone shopping.” The verb “go” combined with certain nouns creates specific verb-noun combinations that convey particular actions or meanings.

These delexical verbs are used to create specific verb-noun combinations that are commonly understood by native speakers. While the delexical verb itself may not contribute much to the overall meaning, it serves as a structural element that helps convey the relationship between the verb and the noun in a concise and idiomatic manner.